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THANK YOU, EVERYBODY, FOR JOINING US THIS EVENING.[I. CALL TO ORDER]
THANK YOU AND WELCOME TO THE SEPTEMBER MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.I'M THE PRESIDENT OF THE BOARD.
AND WE DO HAVE A QUORUM TONIGHT.
THIS MEETING IS CALLED TO ORDER AT 6:04 P.M.
DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE TONIGHT? YES, PRESIDENT HARRIS.
GOOD EVENING. WE HAVE ONE OF OUR VERY OWN SUPER SAX STUDENTS REPRESENTING PEARCE HIGH SCHOOL SENIOR ISABELLE [INAUDIBLE], WHO IS HERE THIS EVENING AND IS GOING TO LEAD US IN OUR PLEDGES. IF YOU COULD PLEASE STAND AND JOIN US IN OUR PLEDGES.
AND WE HOPE YOU'RE HAVING A GREAT SENIOR YEAR SO FAR AT BERKNER.
MS. HARRIS WOULD LIKE TO TAKE A QUICK MOMENT OF PRIVILEGE FOR TONIGHT'S MOMENT OF SILENCE.
HE WAS A LONG TIME SUPERINTENDENT IN SHERMAN ISD.
HE WAS AN INCREDIBLE EDUCATIONAL LEADER.
I HAD AN OPPORTUNITY JUST TO BE AT LUNCH WITH HIM TWO WEEKS AGO IN WHICH HE LEANED OVER AND HE JUST GAVE ME THE MOST SAGE ADVICE AS A VETERAN SUPERINTENDENT, BUT ALSO BEING IN A NEW DISTRICT AND JUST ON BEHALF OF THE NORTHWEST ISD COMMUNITY AND SHERMAN COMMUNITY, WE JUST WANT TO SEND THEM OUR LOVE, OUR PRAYERS. WE'RE THINKING OF THEM.
SO I WOULD JUST ASK THAT WE HONOR HIM AND HIS FAMILY DURING THIS TIME.
ALL RIGHT. THANK YOU, EVERYONE.
COLLEAGUES, IT IS NOW TIME FOR OUR RECOGNITION.
[I.B. Announcements / Communications]
PRESIDENT HARRIS. SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.IF YOU WOULD, PLEASE JOIN ME IN FRONT OF THE HORSESHOE.
WE HAVE A FEW CELEBRATIONS AND APPRECIATIONS THIS EVENING.
OUR FIRST TWO RECOGNITIONS ARE FOR ACTIVITIES AND EVENTS, NOT ONLY HAPPENING THIS WEEK THROUGHOUT THE DISTRICT ON OUR CAMPUSES, BUT ALSO KICKING OFF FOR THE NEXT MONTH.
FIRST IS SEPTEMBER 12TH THROUGH THE 17TH IS IDENTIFIED AS CELEBRATE FREEDOM WEEK AND A LITTLE BIT MORE ABOUT THAT. RICHARDSON ISD JOINS DISTRICTS FROM ACROSS THE STATE, EXCUSE ME, AS WE PARTICIPATE IN CELEBRATE FREEDOM WEEK, WHICH IS OBSERVED BY ALL TEXAS SCHOOLS DURING THE WEEK OF SEPTEMBER 17TH.
THE PURPOSE OF CELEBRATE FREEDOM WEEK IS TO EDUCATE STUDENTS AND HIGHLIGHT THE VALUES AND IDEALS ON WHICH THE UNITED STATES WAS FOUNDED, AS WELL AS THE SACRIFICES THAT WERE MADE FOR FREEDOM AND THE FOUNDING OF THE COUNTRY, IN THE THIRD THROUGH THE SENIOR YEAR.
SO IN GRADES THREE THROUGH 12, OUR STUDENTS ARE LEARNING ABOUT THE INTENT, MEANING AND IMPORTANCE OF THE DECLARATION OF INDEPENDENCE AND THE CONSTITUTION, INCLUDING THE BILL OF RIGHTS. STUDENTS ARE ALSO EXAMINING THE RELATIONSHIP BETWEEN THE IDEAS AND THESE DOCUMENTS AND SUBSEQUENT AMERICAN HISTORY.
EXCUSE ME. I'M STILL TRYING TO GET USED [INAUDIBLE].
YEAH, IT'S BEEN A LONG WEEK WHEN WE HAVE THESE MEETINGS ON A THURSDAY.
A LITTLE BIT ABOUT HISPANIC HERITAGE MONTH.
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EACH YEAR AMERICANS OBSERVE NATIONAL HISPANIC HERITAGE MONTH FROM SEPTEMBER 15TH TO OCTOBER 15TH.AND WE CELEBRATE THE HISTORIES, CULTURES AND CONTRIBUTIONS OF AMERICAN CITIZENS WHOSE ANCESTORS CAME FROM SPAIN, MEXICO, THE CARIBBEAN AND CENTRAL AND SOUTH AMERICA.
THE OBSERVATION STARTED IN 1968 AS HISPANIC HERITAGE WEEK AND WAS EXPANDED IN 1988 TO COVER A 30 DAY PERIOD STARTING ON SEPTEMBER 15TH AND ENDING ON OCTOBER 15TH.
IT WAS ENACTED INTO LAW ON AUGUST 17TH, 1988.
THERE ARE MANY WAYS TO CELEBRATE AND HONOR NATIONAL HISPANIC HERITAGE MONTH IN THE DISTRICT, INCLUDING A VIRTUAL ROUNDTABLE EVENT THAT'S GOING TO BE HOSTED ON OCTOBER 11TH, AS WELL AS EVERY FRIDAY OVER THE COURSE OF THE NEXT MONTH THERE'S GOING TO BE THEMES EACH WEEK THAT CELEBRATE HISPANIC CULTURE, INCLUDING THE MUSIC AND ARTS OF THE CULTURE.
AND, WE ARE THRILLED TO ANNOUNCE THE LAUNCH OF OUR FIRST LATINO EDUCATORS ORGANIZATION IN RISD, THE RICHARDSON ASSOCIATION OF LATINO ADMINISTRATORS AND EDUCATORS, WHICH HAS BEEN FOUNDED BY CAROLINA ARMSTRONG, OUR DIRECTOR OF BILINGUAL PROGRAM SERVICES, AND WILL BE AN AFFILIATE OF THE TEXAS ASSOCIATION OF LATINO ADMINISTRATORS AND SUPERINTENDENTS.
ONLY THE SECOND ONE IN THE DFW AREA, THEY ARE LAUNCHING THIS MONTH.
AND THEIR MISSION IS TO IMPROVE LEARNING OUTCOMES FOR LATINO LEARNERS THROUGH LEADERSHIP DEVELOPMENT, COLLECTIVE IMPACT ADVOCACY AND A PROACTIVE VOICE FOR LATINO AND NON-LATINO LEADERS, EDUCATORS AND PARAPROFESSIONALS WHO HAVE A PASSION FOR SERVING THE FASTEST GROWING STUDENT POPULATION IN OUR STATE AND DISTRICT.
THEY ARE GOING TO MEET FOR THE FIRST TIME ON OCTOBER 12.
SO BE ON THE LOOKOUT FOR THOSE.
AND NEXT, WE ARE LOOKING FORWARD TO CELEBRATING AND WELCOMING OUR NEW CENTRAL OFFICE ADMINISTRATORS.
I'M GOING TO ASK THEM TO STAND AND COME FORWARD, PLEASE.
AND WE HAVE INVITED THEM HERE THIS EVENING TO BE INTRODUCED TO OUR BOARD AND OUR COMMUNITY.
I THINK WE ALL REMEMBER THE INCREDIBLE MATH SKILLS DURING HER PRESENTATION LAST SPRING ABOUT ALL THINGS MATH INSTRUCTION, AND THAT PRESENTATION MUST HAVE PAID OFF BECAUSE MS. JULIE TEAGUE HAS NOW BEEN PROMOTED INTO DIRECTOR OF MATH FOR RICHARDSON ISD.
AND ANOTHER PROMOTION THAT WE ARE CELEBRATING IS MR. DAVID BURKHALTER, WHO IS NOW SERVING AS OUR COORDINATING DIRECTOR OF EXTENDED LEARNING, AND THAT INCLUDES OUR AFTER SCHOOL EXPLORER PROGRAM.
AND NEW BUT NOT REALLY NEW TO RISD BECAUSE HE'S BEEN HE'S BEEN SUPPORTING OUR DISTRICT PREVIOUSLY WITH THE DALLAS POLICE DEPARTMENT, BUT NOW OFFICIALLY ON STAFF HERE IN RICHARDSON ISD, WE HAVE MR. JEFF WILSON, DIRECTOR OF SAFETY AND SECURITY.
AND VERY EXCITED TO WELCOME MR. GILBERT GARCIA, WHO IS WORKING WITH LETICIA AND SERVING AS OUR ASSISTANT GENERAL COUNSEL.
PLEASE JOIN ME IN WELCOMING THESE NEW LEADERS HERE IN RICHARDSON ISD.
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AND WE'RE GOING TO TRY AND GET A GROUP PICTURE.BRAND NEW PRINCIPAL SERVING HERE IN RISD, FOR YOU TO MEET AND BE INTRODUCED TO.
WE ARE CELEBRATING MISS KINDRED THIS EVENING AS SHE HAS BEEN SELECTED AS ONE OF ONLY 30 IN THE STATE TO PARTICIPATE IN A PRINCIPAL ACADEMY HOSTED BY THE THOMPSON EXECUTIVE LEADERSHIP INSTITUTE.
[LAUGHTER] [APPLAUSE] A LITTLE BIT ABOUT THE INSTITUTE AND HOSTING ORGANIZATION.
THE ACADEMY HAS BEEN CONSISTENTLY RATED BY ACADEMY ALUMNI AS THE BEST STAFF DEVELOPMENT TRAINING THEY HAVE EVER RECEIVED, AND WE ARE VERY PROUD THAT MS. KINDRED IS REPRESENTING RICHARDSON ISD.
[APPLAUSE] CURTIS JENKINS, WHO IS NOW SERVING AS A PROGRAM SPECIALIST IN OUR STUDENT SERVICES DIVISION.
AND HE WAS RECENTLY AWARDED THE TURN THE WORLD OUTWARD AWARD BY THE ARBINGER INSTITUTE.
A LITTLE BIT ABOUT THE AWARD AND THE INSTITUTE.
TOO OFTEN THEY SAY WE GO ABOUT OUR LIVES THINKING ONLY ABOUT OURSELVES.
WE SEE EACH OTHER AS OBJECTS, OBJECTS WE CAN USE, BLAME OR IGNORE.
SOME PEOPLE HONOR THAT HUMANITY.
THEY GO ABOUT THEIR LIVES, THINKING ABOUT OTHERS, SEEING PEOPLE AS PEOPLE.
CURTIS JENKINS WAS HONORED AS THE VERY FIRST TURN THE WORLD OUTWARD AWARD RECIPIENT RECENTLY FORMERLY SERVING IN OUR TRANSPORTATION DEPARTMENT AS ONE OF OUR BEST DRIVERS.
CONGRATULATIONS, CURTIS, ON THIS PRESTIGIOUS AWARD.
[APPLAUSE] CONGRATULATIONS, CURTIS.
ALL RIGHT. WE HAVE A REALLY FUN STUDENT RECOGNITION THIS EVENING.
IT IS OUR VERY OWN JJ PEARCE HIGH SCHOOL WIND ENSEMBLE.
YOU MAY HAVE HEARD ABOUT SOME OF THE SUCCESS THEY HAD THIS PAST SUMMER.
WE WANT TO CONGRATULATE THEM AS THEY WERE HONORED AS A TEXAS MUSIC EDUCATORS ASSOCIATION, ALSO KNOWN AS TMEA 6A HONOR BAND FINALIST THIS PAST SUMMER.
THE J.J. PEARCE HIGH SCHOOL WIND ENSEMBLE HAS BEEN INVITED TO PERFORM AT THE 2023 MUSIC FOR ALL NATIONAL CONCERT BAND FESTIVAL IN INDIANAPOLIS, INDIANA, AS A FEATURED ENSEMBLE.
HOW COOL IS THIS? THE GROUP WAS SELECTED AFTER AN EXTENSION EXTENSIVE APPLICATION PROCESS WITH OTHER GROUPS FROM ACROSS THE COUNTRY TO PERFORM IN THE BEAUTIFUL CLOUDS MEMORIAL HALL AT BUTLER UNIVERSITY.
WE CAN'T WAIT TO HEAR ALL ABOUT YOUR UPCOMING TRIP IN THE SPRING.
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THIS IS REALLY A GREAT ACCOMPLISHMENT FOR THE ENTIRE BAND PROGRAM AT JJ PEARCE HIGH SCHOOL, AND IT IS THE FIRST TIME EVER FOR A GROUP FROM RICHARDSON ISD TO BE INVITED TO PERFORM AT THIS PRESTIGIOUS NATIONAL MUSIC FESTIVAL.WE WANT TO BE SURE AND THANK ALL OF THE INCREDIBLE STUDENTS, THEIR PARENTS, THE STAFF, THE PRIVATE LESSON AND MASTER CLASS STAFF, ADMINISTRATION, AND THE ENTIRE PEARCE COMMUNITY FOR ALL OF THE SUPPORT FOR MUSIC, EDUCATION AND THE ARTS IN RICHARDSON ISD.
SO LET ME INTRODUCE FROM THE BAND STAFF WE HAVE DIMITRIOS ICOSSIPENTARHOS MR. I. [LAUGHTER] WELL, I WAS TRYING TO PRACTICE THE EQUITIES OF [INAUDIBLE] IMPORTANCE OF THE NAME.
[APPLAUSE] NO, I'M SORRY, BUT YOU LOOK.
CONGRATULATIONS. AND WE HAVE KATIE HARRISON.
[APPLAUSE] AND TYLER HARRIS [APPLAUSE].
THESE INCREDIBLE TEACHERS HELP SUPPORT OUR STUDENTS TO BE SUCCESSFUL AND EXCEL IN THE ARTS.
AND WE HAVE OUR DRUM MAJORS FROM PEARCE HIGH SCHOOL.
IF YOU'D LIKE TO COME FORWARD, BELLA.
[APPLAUSE] AND ZOE ZAYCO [APPLAUSE] CONGRATULATIONS TO THESE STUDENTS AND THE LEADERSHIP THAT THEY PROVIDE FOR THEIR FELLOW STUDENTS IN THE PROGRAM. AND NOW IF WE CAN GET A GROUP PICTURE.
AND THIS MONTH WE ARE EXCITED TO BRING FORWARD A FEW STAFF AND STUDENTS, RISD BELIEVES AWARDS, FORMERLY KNOWN AS SAY SOMETHING.
AND SO THIS EVENING WE HAVE A STAFF RECOGNITION, WE HAVE MISS MARIA AVILA, AND I LOVE HOW SHE IS DRESSED TO CELEBRATE HER CULTURE AND HISPANIC HERITAGE THIS EVENING.
SHE IS ONE OF OUR SPECIAL ED PARAPROFESSIONALS WHO SERVES AT FOREST MEADOW JUNIOR HIGH.
AND I'D LIKE TO SHARE A LITTLE BIT THAT WAS ON THE APPLICATION TO CELEBRATE HER THIS EVENING.
MRS. AVILA IS OUR CAMPUS SPECIAL ED PARAPROFESSIONAL.
HOWEVER, SHE SERVES IN SO MANY OTHER CAPACITIES.
IT SOUNDS LIKE SHE'S REALLY THE ONE IN CHARGE OVER THAT AT FOREST MEADOW JUNIOR HIGH.
I'VE SEEN THOSE ON ON SOCIAL MEDIA.
CONGRATULATIONS AND THANK YOU FOR BELIEVING IN OUR STUDENTS AND STAFF.
[APPLAUSE] WE WOULD LOVE TO GET A PICTURE REAL QUICK SO WE CAN CONTINUE TO CELEBRATE.
THANK YOU FOR ALL YOU DO TO SUPPORT THE STUDENTS AND STAFF AT FOREST MEADOW JUNIOR HIGH.
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I WANT TO MAKE SURE, IS MR. SOSA HERE THIS EVENING FROM RICHARDSON HIGH SCHOOL? OKAY WE WILL BE SURE AND INVITE HIM BACK NEXT MONTH TO CELEBRATE HIM.WE'RE GOING TO START WITH CELEBRATING MR. JOSE ROJAS, WHO IS A THIRD GRADER [APPLAUSE] AT SPRING CREEK ELEMENTARY.
AND IT WAS SO FUN TO READ ABOUT WHAT THESE STUDENTS ARE DOING.
HERE'S A LITTLE BIT FROM HIS APPLICATION.
HE COMES TO SCHOOL EACH MORNING WITH A SMILE AND A WONDERFUL ATTITUDE, ALWAYS READY TO LEARN.
HE DOESN'T LIKE TO BE INVOLVED WITH CONFLICT WITH HIS CLASSMATES.
IN FACT, HE IS OFTEN THE PROBLEM SOLVER, IF THERE'S A DISAGREEMENT WITH HIS PEERS.
JOSE HAS BEFRIENDED HIM AND HELPED ALL OF US COMMUNICATE WITH ONE ANOTHER BY TRANSLATING.
IT'S BEEN VERY FUN TO WATCH YOU, JOSE, YOUR TEACHER, SAY HE DOES IT ALL WITH A SMILE ON HIS FACE.
WE NEED TO SEE THAT SMILE RIGHT NOW, MR. ROJAS. [LAUGHTER] YES.
HE SHINES WITH JOY EVERY SINGLE DAY AND OUR CLASS WOULDN'T BE THE SAME WITHOUT HIM.
WELL, I WANT HIM IN MY NEXT CLASS.
HOW ABOUT YOU? CONGRATULATIONS.
[APPLAUSE] WE NOW ARE GOING TO CELEBRATE MR. MICHAEL CHAPMAN, WHO IS AN EIGHTH GRADER AT FOREST MEADOW JUNIOR HIGH.
AND A LITTLE BIT ABOUT WHY WE ARE CELEBRATING MR. CHAPMAN AND BELIEVE IN HIM THIS SCHOOL YEAR AND THE CAREER AND TECHNICAL EDUCATION CET CLASS AT FOREST MEADOW FOR AUDIO, VIDEO, TECHNOLOGY AND COMMUNICATIONS.
THERE ARE THREE LANGUAGES SPOKEN IN THE CLASS AND THEY DO A LOT OF GROUP WORK.
MICHAEL IS AN ENGLISH SPEAKER WHO HAS TAKEN IT UPON HIMSELF TO MAKE SURE EVERYONE FEELS INCLUDED.
BUT RECENTLY, MICHAEL REALLY IMPRESSED HIS TEACHER WHEN HE TOOK IT A STEP FURTHER TO GIVE WORDS OF ENCOURAGEMENT TO OUR ARABIC AND SPANISH SPEAKERS WITH HIS PARTNER, WHO SPEAKS ARABIC, WAS SUCCESSFUL AT HER TASK.
HE WAS READY FOR HER AND SHOWED HER ON HIS COMPUTER SCREEN, WHICH READ GOOD JOB IN ARABIC.
HE SMILED AND GAVE HER A THUMBS UP.
THE SMILE SHE RETURNED WAS ENLIGHTENING.
[APPLAUSE] THANK YOU AGAIN, MICHAEL.
[APPLAUSE] AND WHILE WE ARE RECOGNIZING HER, SHE PASSED OUT MAROON COLORED RIBBONS RECENTLY TO TEACHERS ON THE DAY THAT THE UVALDE STUDENTS WERE RETURNING TO SCHOOL EARLIER THIS MONTH.
SHE INCLUDED A NOTE ON THE RIBBONS THAT SAID, I MADE THESE RIBBONS IN CASE YOU WANTED TO SHOW YOUR SUPPORT FOR UVALDE, SINCE THE STUDENTS THERE ARE GOING BACK TO SCHOOL FOR THE FIRST TIME. THANK YOU FOR ALL YOU DO FOR US STUDENTS HERE AT LAKE HIGHLANDS.
[APPLAUSE] NOT ONLY DID SHE TAKE THE INITIATIVE TO SHOW SUPPORT FOR STUDENTS IN UVALDE, BUT SHE SHOWED KINDNESS TO TEACHERS HERE AT LAKE HIGHLANDS JUNIOR HIGH.
WHAT AN OUTSTANDING SEVENTH GRADER.
I COULDN'T AGREE MORE. CONGRATULATIONS.
AND THIS WILL CONCLUDE OUR RECOGNITIONS FOR THE MONTH OF SEPTEMBER.
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THANK YOU, EVERYONE. THAT WAS GREAT.HAVE A GREAT EVENING AS YOU ARE EXITING.
THANK YOU TO OUR AMAZING COMMUNITY, STUDENTS AND STAFF WHO WERE RECOGNIZED THIS EVENING.
WE APPRECIATE YOU AND ARE SO PROUD OF EVERYONE'S ACCOMPLISHMENTS.
WE WILL NOW OPEN A PUBLIC HEARING PURSUANT TO SECTION 39.
[II. PUBLIC HEARING - ACCELERATED INSTRUCTION (EOC) REPORT]
306C AND 29.081 B-3 OF THE TEXAS EDUCATION CODE CONCERNING THE DISTRICT'S ACCELERATED INSTRUCTION PROGRAM.MRS. BRANUM, DO YOU HAVE SOME INFORMATION FOR THE BOARD? THANK YOU. MS. HARRIS. YES, AND ACTUALLY WE'VE INVITED MR. CORTEZ AS HE LEADS OUR ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT TEAM.
THEY HELP CONDUCT A REQUIRED PROGRAM REVIEW.
IT REALLY IS A OPPORTUNITY FOR US TO SPEND A LITTLE BIT OF TIME TO LOOK AT OUR DATA AND TO REFLECT ON PROGRAMING THAT WE REALLY IMPLEMENT OVER THE SUMMER TO ADDRESS THOSE STUDENTS MAYBE WHO DIDN'T PASS EOC IN THE SPRING, BUT HAVE THAT SECOND ATTEMPT IN THE SUMMER, AND TO JUST REALLY HELP US UNDERSTAND WHAT WORKED AND WHAT DIDN'T AND AS OUR PROGRAMING HAVING AN IMPACT.
SO, THIS IS A TEXAS EDUCATION CODE REQUIRED PUBLIC HEARING AND A REQUIRED PUBLIC REPORT.
I APPRECIATE THE OPPORTUNITY TO SPEAK WITH YOU TONIGHT ON THIS PUBLIC HEARING.
AS MS. BRANUM SAID, WE ARE REQUIRED BY LAW TO PROVIDE ACCELERATED INSTRUCTION IN EACH APPLICABLE SUBJECT AREA EVERY TIME A STUDENT FAILS END OF COURSE.
AND THAT HAS BEEN FURTHER IMPACTED BY HOUSE BILL 4545.
HOWEVER, PURSUANT TO 29.081 B-3, WE ARE REQUIRED TO ALSO ANNUALLY EVALUATE THE EFFECTIVENESS OF THAT PROGRAM THAT WE PROVIDE OUR HIGH SCHOOL EOC STUDENTS AND HOLD A PUBLIC HEARING FOR THE RESULTS.
FOR OUR EVALUATION PURPOSE, IT WAS AIMED TO REALLY LOOK AT THE EFFECTIVENESS OF OUR EOC SUMMER SCHOOL INTERVENTION OFFERED TO STUDENTS WHO DID NOT MEET THE APPROACHES GRADE LEVEL STANDARD ON ONE OR MORE OF THE SPRING 2022 STAR EOC EXAMS. SO THE FIRST SLIDE HERE SHOWS OUR OVERALL SUMMER EOC RESULTS COMPARED TO THOSE OF THE STATE.
AS YOU LOOK ACROSS THE RESULTS, YOU'LL NOTICE THAT AT THE APPROACHES LEVEL, THE MEETS LEVEL, THE MASTER'S LEVEL, WE ARE FAIRLY REPRESENTATIVE OF THE STATE WHEN IT COMES TO OUR OVERALL PERFORMANCE OF STUDENTS WHO TEST IN THE SUMMER.
WE DON'T USUALLY HAVE HARDLY ANY IF ANY FIRST TIME TESTERS THAT MIGHT HAVE MISSED AN OPPORTUNITY TO TEST IN THE SPRING BECAUSE THEY WERE ABSENT COME TO TEST IN THE IN THE SUMMERTIME.
AND SO HERE YOU SEE THE OVERALL FOR ALL STUDENTS THAT TESTED, THE PERCENT PASSING AT EACH LEVEL.
ALGEBRA AND BIOLOGY REALLY SHINE HERE FOR US WHEN IT COMES TO THE OVERALL TESTING DURING THE SUMMER.
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SCHOOL INTERVENTION PRIOR TO TESTING AND THEN THOSE THOSE THAT DID NOT THAT MIGHT HAVE BEEN IN ANOTHER SUMMER SCHOOL PROGRAM SUCH AS CREDIT RECOVERY OR NO SUMMER SCHOOL PROGRAM AT ALL, AND JUST SHOWED UP FOR THE TEST.YOU SEE HERE THE PASSING RATES FOR EACH.
AND REALLY WITH THE EXCEPTION OF ENGLISH 2, AND US HISTORY, ONE THING THAT WE SAW IS THE PASSING RATES WERE MUCH HIGHER FOR THE STUDENTS THAT PARTICIPATED IN EOC SUMMER SCHOOL THAN THE ONES THAT THAT DID NOT.
IF YOU NOTICE THE ALSO THE N TESTED FOR EACH ONE AND WE DID HAVE QUITE A FEW MORE STUDENTS PARTICIPATE IN OUR SUMMER SCHOOL PROGRAM THAN DID NOT.
AS FAR AS EFFECTIVENESS IS CONCERNED FOR EVALUATION PURPOSES HERE, WE LOOKED AT THE OVERALL MEAN SCORES, SCALE SCORES FROM EACH OF THE ASSESSMENTS FROM THE SPRING TO THE SUMMER FOR EACH GROUP.
SO WHEN A STUDENT TAKES A TEST, WE DON'T NECESSARILY LOOK AT A PERCENT.
CORRECT. AND THE STATE USES A SCALING SYSTEM TO REALLY KIND OF PUT ALL OF THE TESTS FROM THREE THROUGH EIGHT ON A SCALE THAT IMPROVES OVER TIME.
SO THE HIGHER NUMBERS HERE IN THE THREE THOUSANDS REPRESENT THE SCALE SCORE THAT THAT WE WOULD EXPECT SOMEWHERE IN THAT RANGE, 3000 TO 3600 WOULD BE PASSING FOR JUST ABOUT ALL OF THESE EOC NUMBERS.
WHEN WE LOOK AT THE CHANGE OF THOSE SCALE SCORES, THE AVERAGE SCORES FOR THE STUDENTS THAT ATTENDED THE PROGRAM VERSUS THOSE THAT DIDN'T FROM THE SPRING TO THE SUMMER.
SO WE DO SEE AN OVERALL EFFECTIVENESS.
AND THEN WHEN WE LOOK AT THE DIFFERENCE BETWEEN THOSE AVERAGES, WE CAN SEE, WITH THE EXCEPTION OF ENGLISH 2, QUITE A BIT OF IMPROVEMENT IN THAT SCALE SCORE. SO MOVING UP THE SCALE CLOSER AND CLOSER TO TO PASSING.
ONE THING YOU'LL NOTICE IS THAT FOR THE STUDENTS THAT DID NOT ATTEND SUMMER SCHOOL FOR SPRING 2022, THEIR MEAN SCORES WERE HIGHER ACROSS THE BOARD THAN THE ONES THAT DID PARTICIPATE.
HOWEVER, THEIR THEIR SUMMER SCHOOL OR SUMMER TESTING SCORES WERE NOT AS HIGH.
SO HERE, SHOWING THIS AVERAGE CHANGE ACROSS THE BOARD INDICATES THAT OUR EOC SUMMER SCHOOL WAS EFFECTIVE FOR THE STUDENTS THAT ATTENDED AND RECEIVED THAT INTERVENTION PRIOR TO TESTING.
SOME OF THE CHALLENGES THAT WE HAD GOING INTO THE EOC SUMMER SCHOOL PROGRAM WAS PARTICIPATION RATE.
LIKE YOU SAW, WE HAD A NUMBER OF STUDENTS WHO DID NOT ATTEND FOR ONE REASON OR ANOTHER.
WE WOULD HOPE TO HAVE THEM ALL BECAUSE WE INVITE THEM ALL.
AND SO WE BELIEVE THAT IF THEY DO ATTEND THAT WE WILL SEE A POSITIVE IMPACT.
THE OTHER THING IS THAT PRIOR TO THE SUMMER SCHOOL PROGRAM STARTING, INDIVIDUAL STUDENT DATA, AS FAR AS QUESTIONS MISSED, BEING ABLE TO LOOK AT CATEGORY PERFORMANCE, SOME OF THOSE THINGS, WERE NOT READILY AVAILABLE RIGHT AT THE BEGINNING.
SO THAT INFORMATION DID COME AS SUMMER SCHOOL HAD STARTED, BUT IT WAS ALREADY A WEEK INTO THE PROGRAM AND THAT'S BECAUSE OF DATA DELIVERY TIMELINES FROM TEA COMPARED TO WHEN OUR SUMMER SCHOOL STARTED AND WE ARE NOT ALONE IN THAT.
THE DATA THIS YEAR DID COME MUCH LATER THAN HAD BEEN ANTICIPATED AND COMPARED TO PRIOR YEARS.
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SO OTHER DISTRICTS SAW THAT SAME CHALLENGE AS WE DID.SOME RECOMMENDATIONS FOR THE EOC SUMMER SCHOOL PROGRAM TO CONTINUE TO BE EFFECTIVE, AS ONCE AGAIN REVIEWING STRATEGIES TO HELP INCREASE PARTICIPATION TO ENCOURAGE STUDENTS TO ATTEND.
BECAUSE WE DO BELIEVE THAT IF THEY SHOW UP AND IF THEY PARTICIPATE, THEIR SCORES WILL BE HIGHER.
THEY HAVE A BETTER CHANCE OF PASSING IN THE SUMMER.
AND THEN ALSO JUST CONTINUE TO REVIEW AND REVISE THE EOC SUMMER SCHOOL CURRICULUM TO LOOK AT THOSE PROGRAM OFFERINGS TO MAKE SURE THAT WE ARE PROVIDING THE THE BEST INTERVENTION WE CAN FOR OUR STUDENTS.
JUST A COUPLE OF THINGS I WOULD LIKE TO ADD.
BYNO IN A MOMENT TO JUST TOUCH ON ENGLISH 2 BECAUSE THAT DEFINITELY IS THE DATA SET THAT I LOOKED AT AND HAD SOME QUESTION MARKS, BECAUSE EVEN THOUGH WE DID SEE SOME GROWTH IN ENGLISH 2, IT WAS NOT, IN TERMS OF THE MEAN SCORE, WE ARE NOT GETTING THEM WHERE THEY NEED TO GO.
SO DR. BYNO, DO YOU HAVE ANY REFLECTIONS OR THOUGHTS ON WHAT'S GOING ON WITH ENGLISH 2AND MAYBE HOW WE'RE GOING TO RESPOND DIFFERENTLY? YEAH. THANK YOU. DR. BYNO.
AND I DO LIKE WHAT JACOB WAS SAYING, TOO, ABOUT A HUGE FOCUS ON JUST CONTINUING THAT OUTREACH WITH OUR PARENTS THERE TO MAKING SURE THAT THEY UNDERSTAND THE IMPORTANCE OF COMING. BUT ENGLISH 2THIS YEAR WAS A LITTLE BIT OF AN ANOMALY FOR US, AND WE'RE STARTING TO DIG DOWN INTO SOME OF THAT DATA.
WE REALLY NEED TO HAVE A LOT MORE TIME OF KIDS BEING ONLINE AND REALLY UNDERSTANDING THAT PLATFORM BETTER, ENSURING THAT THEY ARE REALLY JUST FOCUSING ON THEIR WRITING AS A WHOLE.
AND SO THAT'S REALLY A FOCUS, THAT CROSS CURRICULAR WRITING [INAUDIBLE] IN STAR 2.0, HONESTLY PRE-K THROUGH 12, THAT WE WILL CONTINUE TO FOCUS ON BECAUSE WHEN WE GET INTO ENGLISH 2, AND WE START TALKING ABOUT ENGLISH 2 WRITING AND ESSAY WRITING THAT DOESN'T START IN THEIR SOPHOMORE YEAR.
IF THEY'RE STRUGGLING WRITING, THEY'VE BEEN STRUGGLING FOR A WHILE.
AND SO WHAT DOES THAT INTERVENTION LOOK LIKE? WHAT DOES OUR WRITING PROGRAM LOOK LIKE? ARE THEY SPENDING ENOUGH MINUTES WRITING? WE DO WRITING WITHOUT TEARS AND SO THAT'LL BE ANOTHER TRAINING THAT WE'RE FOCUSING ON AND REALLY GETTING BACK TO THE BASICS OF SOME OF WHAT GOOD ESSAY WRITING LOOKS LIKE.
WE'RE BRINGING IN DIFFERENT COMPONENTS THIS YEAR THAT WE'RE PARTNERING WITH IN ROCK AND TEXAS COLLEGE BRIDGE THAT WILL BE EMBEDDING NINTH THROUGH 12TH GRADE TO REALLY FOCUSING ON THAT WRITING COMPONENT AS WELL.
YOU'RE INFERENCING IN KINDERGARTEN, YOU'RE INFERENCING IN 10TH GRADE.
BUT WHAT DOES THAT LOOK LIKE? IT'S THE LEVEL OF INFERENCING.
AND THAT'S WHERE WE'RE SEEING THAT THERE IS A LITTLE BIT OF A DISCONNECT AND SOMETHING THAT WE'RE DEFINITELY GOING TO BE FOCUSING ON, NOT ONLY ON OUR SOPHOMORE YEAR AND STUFF THAT WE HAVE ALREADY STARTED FOCUSING ON THIS SUMMER IN THE CURRICULUM THAT WE HAVE EMBEDDED AND COMPLETELY REWROTE THIS SUMMER, A WHOLE NEW PACING TOOLS COMPLETELY IN [INAUDIBLE] PRE-K THROUGH 12 THIS YEAR TO HELP ADDRESS THAT.
THANK YOU. AND I ALSO WANT TO ADD THAT WE WORKED OUR LEARNING COMMUNITIES ALONG WITH OUR HIGH SCHOOL PRINCIPALS, REALLY HAVE WORKED TO ENSURE THAT EVERY ONE OF THE STUDENTS THAT DID NOT HIT THE APPROACHES LEVEL FOR THE SUMMER RE TESTERS, THAT WE HAVE AN INDIVIDUALIZED PLAN FOR THEM GOING INTO THIS SCHOOL YEAR. SO WHETHER IT WAS OUR COUNSELORS LOOKING AT THEIR SCHEDULE TO DETERMINE IF THERE IS A SPECIALIZED COURSE THAT THEY NEED TO BE IN, WHETHER IT IS DEVELOPING FROM DAY ONE, A ROUTINE TUTORING SCHEDULE WHERE STUDENTS WE CAN TARGET THE SPECIFIC SKILLS THAT THOSE STUDENTS NEED.
SO WE HAVE INDIVIDUALIZED PLAN.
THIS IS A GRADUATION REQUIREMENT.
I'M SORRY, MR. CORTEZ, YOU WERE GOING TO ADD SOMETHING? I WAS GOING TO ADD ALSO THAT ENGLISH ONE AND ENGLISH TWO WERE ALSO LOW COMPARED TO THE STATE, BUT ALSO COMPARED TO THE STATE IN PRIOR YEARS.
SO IT WAS DOWN ACROSS THE STATE.
I HAVE LOOKED ONLINE AND REACHED OUT TO TRY TO GET FURTHER EXPLANATION TO SEE IF TEA HAS DONE ANY KIND OF ANALYSIS ON THE SUMMER TESTING TO FIND OUT WHY ENGLISH TWO WAS SO LOW.
I MEAN, ONLY 11% OF STUDENTS ACROSS THE STATE PASSING DURING THE SUMMER AND 16 FOR ENGLISH ONE.
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AND I HAVE NOT RECEIVED A RESPONSE AT THIS TIME.MR. POTEET. YEAH. A COUPLE OF QUICK QUESTIONS JUST FOR CLARITY.
SO, AND YOU MAY HAVE ALREADY MENTIONED THIS IN YOUR PRESENTATION.
THE EOC TESTING, IS IT THE SAME TEST IN THE SUMMER AS IT IS THE SPRING, OR IS IT A DIFFERENT TEST.
BUT THE TEST IS NOT A REPEAT OF THE SAME MATERIAL.
THAT LEADS INTO MY OTHER QUESTION I HAD, WAS ON THE MATERIAL ITSELF THAT'S TAUGHT, IS IT FOR LACK OF A BETTER TERM, KIND OF A REVIEW OR IS IT A COMPLEMENTARY MATERIAL OR IS IT THE SAME MATERIAL THAT THEY HAD IN THE SPRING? I'M JUST TRYING TO UNDERSTAND.
OUR SUMMER SCHOOL INSTRUCTION REALLY IS TARGETED.
AND THIS IS WHERE IT HURTS GETTING THE DATA LATER THAN WHEN WE NORMALLY DO, BECAUSE IF WE WOULD HAVE HAD THE DATA IN TIME, REALLY, WE WOULD HAVE TAKEN OUR DATA AND EMPHASIZED AND PRIORITIZED WHERE DID OUR KIDS STRUGGLE AND USE THAT TO TARGET INSTRUCTION.
SO YOU CAN FOCUS. SO WE CAN FOCUS SO WE HAD TO BASICALLY USE OUR INFERENCING BASED UPON OUR LOCAL DATA OF WHAT WE KNOW OUR KIDS TYPICALLY STRUGGLE WITH AND PRIORITIZE WHAT WE KNOW OR HISTORICALLY OUR STUDENTS HAVE STRUGGLED WITH, AND THAT'S HOW WE DESIGN THAT INSTRUCTION.
WHAT WAS THAT LOCAL DATA? DOES THAT COME FROM MAP OKAY. AND THE OTHER ONE I JUST SAW WAS US HISTORY.
ONE OF THE SECOND WEAKEST, I GUESS.
SO IS THAT ONE, IT WASN'T HIGHLIGHTED AS A RECOMMENDATION GOING FORWARD, BUT IS THAT ONE THAT WE'RE GOING TO DIVE INTO AS WELL AND PEEL IT APART AND SEE WHAT WE GET? YES. WELL, AND ONE THING I JUST WANT TO NOTE, AND AGAIN, MR. CORTEZ, IS OUR PSYCHOMETRICIAN.
AND SO YOU'RE TARGETING THOSE STUDENTS.
IT'S SOMETIMES THOSE ARE REALLY THE STUDENTS THAT ARE STRUGGLING WITH THE CONTENT.
AND PARTLY THAT IS BECAUSE MORE STUDENTS TYPICALLY TEND TO PASS THAT IN THE SPRING.
SO THAT ONE USUALLY HAS A MUCH HIGHER PASSING RATE THAN SOME OF THE OTHER SUBJECTS.
YEP. ANY ADDITIONAL QUESTIONS? MR. EAGER.
YEAH, I'M JUST TRYING TO UNDERSTAND, YOU KNOW, THAT.
AND WE HAVE A LOT OF PROGRESS EVERYWHERE ELSE.
BUT DO WE HAVE ANY IDEA MAYBE WHAT HAPPENED THERE? SURE. SO THAT ONE FOR THE ONES THAT SHOWED UP, THE ONES THAT DIDN'T.
AS WE'RE LOOKING AT THE INFORMATION, ONE OF THE THINGS THAT WE NOTICED THERE IS, THEY STARTED JUST A LITTLE BIT HIGHER AS FAR AS THE AVERAGE SCORE GOES FOR THOSE STUDENTS THAT DIDN'T ATTEND.
SO THEY MAY HAVE BEEN CLOSER TO PASSING WHEN IT COMES TO LOOKING AT HOW THOSE SCALE SCORES LINE OUT, THEN THE STUDENTS THAT THAT DID TAKE IT UPON THEMSELVES TO ATTEND.
THE OTHER THING THAT WE ARE LOOKING AT IS, LET ME GET BACK TO IT, THE THE NUMBER OF STUDENTS.
SO THE ONES THAT DID ATTEND, THE LARGER THE DENOMINATOR, THE POSSIBILITY FOR YOU KNOW, FOR EVERY STUDENT, EVERY STUDENT THAT PASSES WILL COUNT JUST A LITTLE BIT LESS FRACTIONALLY THAN A LOWER DENOMINATOR.
[00:45:04]
WE GOT INPUT FROM TEACHERS TO HELP INFORM US OF WHAT'S HAPPENING? IS IT THE LEVEL OF INSTRUCTION? IS IT WE'RE NOT GETTING ENOUGH TIME, WE'RE NOT GIVING ENOUGH TIME FOR THE REVISION PROCESS? WE DIDN'T GIVE GIVE THEM ENOUGH TIME ON THE PLATFORM.AND SO ARE WE NOT GIVING THEM ENOUGH OPPORTUNITIES TO DO THAT AND UNDERSTAND HOW TO WORK THE PLATFORM? SO THAT REALLY IS THE REVISION PROCESS BECAUSE CLEARLY SOMETHING WE WEREN'T DOING ISN'T WORKING AND WE NEED TO MAKE ADJUSTMENTS SO WE CAN HAVE DIFFERENT RESULTS MOVING FORWARD.
THANK YOU. JUST TO CLARIFY, CREDIT RECOVERY CLASSES ARE NOT CONSIDERED EOC SUMMER SCHOOL.
BECAUSE IT'S DIFFERENT CURRICULUM.
IT'S A DIFFERENT PRESCRIPTION, LIKE A DIFFERENT PURPOSE.
THE CREDIT RECOVERY ARE FOR STUDENTS THAT MAY OR MAY NOT HAVE PASSED THE COURSE OR I'M SORRY, TEST, BUT DEFINITELY THEY DIDN'T PASS THE COURSE. AND SO THEY'RE TRYING TO EARN CREDIT BACK.
SO THE FOCUS THERE IS DIFFERENT THAN THE EOC SUMMER SCHOOL.
SO THEY ARE TWO SEPARATE PROGRAMS. THAT'S WHY THEY'RE NOT INCLUDED THERE.
THANK YOU FOR THE PRESENTATION.
A LOT OF GOOD INFORMATION ON THERE.
RIGHT. AND TO TRY TO REMEDIATE THAT.
SO I DO UNDERSTAND THAT AND I APPRECIATE THE SAYING LIKE, HEY, WE DIDN'T GET THE KIDS WHERE WE NEEDED THEM TO BE AND WE NEED TO RELOOK AT OUR CONTENT AND HOW WE'RE TEACHING IT AND LOOKING AT HOW WE CAN REDO OUR REGULAR CONTENT SO THAT WE HAVE FEWER KIDS WHO NEED TO TAKE AND WE'RE SUPPORTING THEM MORE.
I THINK. I THINK THE TRANSPARENCY AND HONESTY AND REALLY TRYING TO LOOK AT WAYS TO HELP OUR STUDENTS REALLY LEARN THAT CONTENT, WRITE BETTER, ALL OF THOSE THINGS I THINK IS FANTASTIC. I APPRECIATE THE FACT THAT WHEN IT'S NOT GOING WELL, THAT WE'RE JUST GOING TO LOOK AT IT, ADDRESS IT, RETOOL IT AND PUT SUPPORTS IN FOR THOSE KIDS TO LEARN IT AND THOSE KIDS BEHIND THEM ALSO THEN GET THE BENEFIT OF THAT AS WELL.
SO I DO APPRECIATE THAT EFFORT.
THANK YOU, MISS TIMME. ANY ADDITIONAL QUESTIONS? COMMENTS FROM BOARD.
THANK YOU. AND THANK YOU AGAIN [INAUDIBLE] YOUR GREAT PRESENTATION [INAUDIBLE] THE INFORMATION.
DO WE HAVE OTHER PROGRAMS OR OTHER NOT JUST THE ACADEMICS OF HELPING THEM? BUT I WOULD THINK THAT, YOU KNOW, IT'S JUST VERY DEFLATING TO NOT BE ABLE TO PASS THIS.
I MEAN, YOU'RE ALREADY IN A SUMMER PROGRAM AND THEN I'M STILL NOT BE ABLE TO, YOU KNOW, DO THIS.
IS THERE OTHER SUPPORT SYSTEMS THAT ARE THERE TO HELP THEM WITH AS FAR AS LIKE JUST THEIR MENTAL HEALTH, I GUESS, YOU KNOW, JUST TO KNOW THAT THEY'RE NOT GOING TO QUIT COMPLETELY AND THEN JUST FALL OFF JUST THE CHARTS.
THAT IS, SO OUR HOUSE BILL 4545 INTERVENTION PLANS, THAT IS SOMETHING THAT WE CHARGE OUR COUNSELORS OR ASSISTANT PRINCIPALS WHEN THEY'RE DEVELOPING THAT PLAN TO REALLY MAKE THAT PERSONAL CONNECTION FOR THE STUDENT AND FINDING OUT WAS IT, YOU KNOW, DO THEY HAVE TEST ANXIETY? IS IT SOMETHING THAT, YOU KNOW, TAKING A TEST, EVEN MOVING TO AN ONLINE PLATFORM LIKE THAT IS SOMETHING THAT IS CAUSING THEM TO, YOU KNOW, NOT PERFORM AT THEIR HIGHEST LEVEL.
AND SO THAT IS A PART OF, BLESS YOU.
THAT IS A PART OF THE CONVERSATIONS.
AND I THINK WE CAN GET BETTER.
BUT I THINK BEING INTENTIONAL AND CHECKING IN WITH STUDENTS THROUGHOUT THE SEMESTER AS WE PREPARE FOR THE DECEMBER RETESTING AND OUR TEAM IS OUT THERE AND THEY'RE HEARING THIS, THAT IS SOMETHING THAT WE CAN GET BETTER AT.
OUR STUDENTS THAT ARE IN SOME OF OUR SPECIFIC REMEDIATION COURSES, WE DO A BETTER JOB OF THAT BECAUSE THEY'RE IN A COURSE WHERE THAT TEACHER IS FOCUSED ON THE MOTIVATION, BOTH THE INTRINSIC AND THE EXTRINSIC MOTIVATION TO PREPARE THEM FOR THE RETESTING.
[00:50:03]
WE WANT TO BE ABLE TO GIVE THEM EVERYTHING THAT THEY NEED IN ORDER TO HAVE THAT SUCCESS.SO I DO APPRECIATE THAT VERY MUCH.
SO THANK YOU. OH, AND THE EXTENSION, I GUESS THAT ALSO INCLUDES THE THE PARENTAL PART OF THAT.
RIGHT. AS FAR AS LETTING PARENTS KNOW WHAT ALL THIS MEANS.
BECAUSE I KNOW FOR MYSELF WHEN, YOU KNOW, MY KIDS WERE IN THE SYSTEM, IT WAS, YOU KNOW, AGAIN, TRYING TO KEEP THEM MOTIVATED AND THEN AT THE SAME TIME TRYING TO SEE WHAT THEY NEED AND WHAT I CAN DO AS A PARENT TO KIND OF BRIDGE THAT.
SO SOMETIMES IT'S LIKE, I DON'T KNOW WHAT ELSE TO DO.
SO HOPEFULLY THERE'S RESOURCES FOR THE PARENTS TO ALSO BE DOING THAT.
ANY ADDITIONAL QUESTIONS? COMMENTS? MS. BRANUM. ANYTHING ELSE? ALL RIGHT. MEMBERS OF THE PUBLIC NOW HAVE THE OPPORTUNITY TO COMMENT ON THE ACCELERATED INSTRUCTION PROGRAM FOR END OF COURSE EXAMS. WE WELCOME YOUR COMMENTS.
PERSONS WHO ADDRESS THE BOARD SHOULD HAVE COMPLETED A COMMENT CARD FOR THE PUBLIC HEARING.
ALL COMMENTS DURING THIS TIME MUST RELATE TO THE ACCELERATED INSTRUCTION PROGRAM.
MR. POTEET, DO WE HAVE ANY SPEAKERS FOR PUBLIC HEARING? YES, WE DO. WE HAVE ONE.
THANK YOU, MR. POTEET. IF YOU WOULD.
OKAY AND MRS. HARRIS JUST FOR THE PUBLIC ALSO WE'LL READ THIS ONCE, THE INSTRUCTIONS, AND THEN THAT WILL CARRY THROUGH THE PUBLIC COMMENT SECTION LATER ON AS WELL.
SO THANK YOU MRS. HARRIS. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.
SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR IN THIS CASE, THE ACCELERATED INSTRUCTION REPORT.
AT WORK, AT REGULAR BUSINESS MEETINGS, AT WORK SESSIONS OR OTHER CALLED MEETINGS, PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. SPEAKERS HAVE 3 MINUTES TO PRESENT COMMENTS UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES.
SPEAKERS MAY REFER TO THE SCREEN FOR THEIR REMAINING TIME.
A COPY OF THE BOARD'S PROCEDURES FOR ADDRESSING THE BOARD ALSO IS LOCATED AT THE TABLE IN THE FOYER.
PLEASE JOIN ME IN WATCHING THIS VIDEO.
PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. A PERSON WHO WISHES TO ADDRESS THE BOARD MUST COMPLETE A PUBLIC COMMENT CARD BEFORE THE MEETING TO INDICATE HE OR SHE WISHES TO SPEAK.
A STAFF MEMBER WILL PROVIDE THE DOCUMENTS TO THE BOARD.
PLEASE DO NOT APPROACH THE HORSESHOE AREA DURING COMMENTS.
THE BOARD WILL NOT ENGAGE IN DIALOGUE WITH THE SPEAKERS.
THE BOARD CANNOT DELIBERATE OR MAKE A DECISION ON ANY SUBJECT THAT IS NOT ON THE AGENDA.
A SPEAKER MAY COMPLETE ONE PUBLIC COMMENT CARD FOR EACH MEETING.
A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER.
THE PUBLIC COMMENT PERIOD IS NOT THE APPROPRIATE TIME TO PRESENT FORMAL COMPLAINTS.
THE BOARD WILL ONLY CONSIDER FORMAL COMPLAINTS THAT REMAIN UNRESOLVED AFTER THEY'VE BEEN ADDRESSED THROUGH PROPER ADMINISTRATIVE CHANNELS AND WHEN THEY HAVE BEEN PLACED ON THE AGENDA. THE BOARD SECRETARY WILL STATE THE SPEAKER'S NAME AND COMMENT TOPIC OR TOPICS AS IDENTIFIED ON THE PUBLIC COMMENT CARD.
A SPEAKER SHOULD APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN HIS OR HER NAME IS CALLED.
THE BOARD SECRETARY WILL KEEP THE TIME FOR EACH SPEAKER.
A SPEAKER MUST PROMPTLY END HIS OR HER COMMENTS WHEN THE ALLOTTED TIME HAS ELAPSED.
VISITORS AND STAFF MUST LISTEN QUIETLY DURING THE PUBLIC COMMENT SECTION.
PERSONS WHO DISRUPT THE MEETING WILL BE CAUTIONED TO OBSERVE MEETING RULES.
ANY PERSON WHO PERSISTS IN ENGAGING IN DISRUPTIVE BEHAVIOR MAY BE REMOVED FROM THE MEETING.
[00:55:05]
A PERSON WHO CHOOSES TO SPEAK DURING THE PUBLIC COMMENT SECTION IS CONSENTING TO THE ONLINE PUBLICATION OF HIS OR HER COMMENTS.BOARD OF TRUSTEES, SUPERINTENDENT ESTEEMED EMPLOYEES.
ACCORDING TO THE OPEN MEETINGS ACT LISTED HERE ON TEAS WEBSITE.
ALTHOUGH BOARDS HAVE MUCH FLEXIBILITY ON HOW THEY ORDER BUSINESS IN A MEETING, THE GOAL IS TO ENSURE THAT MEMBERS OF THE PUBLIC MAY EXPRESS THEIR VIEWS ON AN ISSUE ITEM BEFORE THEY VOTE ON IT. NOW, I KNOW YOU WEREN'T VOTING, BUT THERE WAS DELIBERATION.
I'LL BE HAPPY TO DISCUSS THAT LATER.
I'VE TALKED TO ALL OF YOU AT VARIOUS TIMES, SO I APPRECIATE THAT.
GOOD EVENING. LOOKING AT THE EOC SCORES, IT APPEARS THAT AS MR. EAGER BEGAN, THERE'LL BE SOME REPETITION HERE BECAUSE I'M SPEAKING AFTER YOU'VE DELIBERATED.
MOST OF THOSE ARE FRESHMEN COURSES, SO IT'LL BE INTERESTING TO SEE WHAT THE DELIBERATIONS LOOK LIKE IN TERMS OF WHAT IS HAPPENING THERE WITH OUR FRESHMAN STUDENTS VERSUS THE OTHER GRADE LEVELS, BOTH ELEMENTARY AND HIGH SCHOOL.
THEN IF WE TAKE A LOOK AT THE SCALE SCORES, THE MEAN OF THE SCALE SCORES? WELL, MATH IS A HARD THING.
BUT JUST THINK ABOUT WHAT MEAN SCORE MEANS VERSUS MEDIAN SCORE.
AND WHY ARE YOU DOING ONE OR THE OTHER.
SO THAT'S TWO STUDENTS GET A 90 AND ONE STUDENT GETS A ZERO, WHAT'S MY AVERAGE? IT'S A FAILING AVERAGE, BUT THAT'S NOT WHAT HAPPENED.
TWO PEOPLE PASSED WITH A 90 AND ONE GOT A ZERO.
SO THAT'S NOT A VERY GOOD METRIC TO LOOK AT.
WHAT IS BETTER MEDIUM PERHAPS.
BUT, YOU KNOW, THEY SAY THERE'S LIES, ABSOLUTE LIES AND STATISTICS.
AND I DON'T MEAN TO SAY THAT THESE ARE LIES.
SOME ATTENDEES GAINED HIGHER SCALE SCORES IN THE SPRING, SURE ENOUGH, BUT WHAT ABOUT THE NON ATTENDEES? WE DIDN'T SEE SOME OF THAT DATA.
THOSE WHO DIDN'T ATTEND, WHY THEY DIDN'T ATTEND THAT.
WHAT ARE WE DOING TO OUTREACH TO THOSE FOLKS? I KNOW WHEN I WAS WITH RICHARDSON ISD A DECADE AGO, WE HAD A HUGE PUSH TO GET KIDS INTO SUMMER SCHOOL.
WE OFFERED THEM ALL KINDS OF FREEBIES AND INCENTIVES.
I'M SURE WE'D DO SOME LUNCHES AND BREAKFASTS AND DINNERS AND MAYBE MASSAGES.
I DON'T KNOW. I'D PUT THAT IN THE BACK OF THE HEAD.
CURRICULUM, WHERE CAN WE SEE THE CURRICULUM WE'RE TEACHING? BECAUSE CLEARLY THERE SEEMS TO BE A PROBLEM IF YOU CAN'T TELL MUCH DIFFERENCE BETWEEN THE ONES WHO TOOK SUMMER SCHOOL AND WHO DIDN'T.
THERE'S AN ISSUE THERE OF WHAT WE'RE ACTUALLY DELIVERING TO THE STUDENTS.
HOW ARE WE HELPING THEM CLOSE THAT GAP, GET THOSE GAINS BACK? WHAT ARE WE DOING IN THAT REGARD? THERE'S PLENTY OF PEOPLE IN OUR COMMUNITY, MYSELF, I'VE TAUGHT SUMMER SCHOOL FOR SEVEN YEARS.
OTHER PEOPLE IN THE COMMUNITY THAT CAN DIVE INTO THAT.
BUT YOU'VE GOT TO OPEN IT UP. YOU'VE GOT TO WELCOME THOSE PEOPLE AND THAT CAN BE THREATENING SOMETIMES I GET IT IT CAN BE THREATENING AT TIMES. SO PLEASE BEAR THAT IN MIND.
TALK TO THE COMMUNITY. WE'RE HERE TO HELP.
WE'RE HERE TO INVEST IN THAT BECAUSE WE ARE INVESTED IN WHAT'S GOING ON.
THANK YOU. THANK YOU, MR. BLACKMAN. THAT'S ALL THE SPEAKERS, MRS. HARRIS. THANK YOU, MR. POTEET. THE PUBLIC HEARING IS NOW CLOSED AND NO ACTION IS REQUIRED ON THE ACCELERATED INSTRUCTION REPORT.
THE NEXT ITEM ON OUR AGENDA IS A PUBLIC COMMENT SECTION.
[III. PUBLIC COMMENT SECTION]
MR. POTEET DO WE HAVE ANY CARDS FOR PERSONS WISHING TO ADDRESS THE BOARD? YES, MRS. HARRIS WE DO.AND AS I STATED, WE COVERED THE THE GROUND RULES AND AROUND THAT.
AND SO I'LL GO AHEAD IF THAT'S OKAY AND CALL THE FIRST SPEAKER.
OKAY. MR. BLANKENSHIP WILL NOT BE SPEAKING.
SO OUR SECOND AND LAST SPEAKER IS MR. EUAN BLACKMON.
[01:00:01]
HARRIS. I DO THE WEIGHT LOSS PROGRAM.I SPOKE ON THAT LAST TIME, SO I'LL BE BRIEF THIS TIME IN REGARDS TO THAT.
THEY THOUGHT IT WAS SOMETHING THE BOARD MUST DO.
THEN BACK TO THE BOARD PRESIDENT.
THEN I SENT OUT THE EMAIL AND THEN SORT OF NOTHING BACK.
AND THEN I SAW IT WAS POSTED TONIGHT A FEW DAYS AGO.
IN FACT, I GET THAT NOTICE WHEN A POST, IMMEDIATELY.
I THOUGHT, OH, THIS IS GREAT. THEY CHANGED A FEW THINGS UP.
AND THEN I COME TONIGHT AND IT'S A DIFFERENT THING BACK TO WHAT WAS POSTED A FORTNIGHT AGO.
SO I'M NOT SURE WHAT HAPPENED THERE, BUT THERE WERE SOME CHANGES.
I AGREE WITH THEM. THEN THEY WERE TAKEN OFF AND A DIFFERENT DEAL WAS POSTED.
SO MAYBE I'M WRONG IN THAT IF THEY WERE, PLEASE LET ME KNOW.
I DON'T THINK I WAS, BUT I DO FOLLOW THESE THINGS CLOSELY.
SO MY QUESTION FOR THE BOARD WOULD BE, HOW DO WE GET THINGS CHANGED? WHAT IS THE PROCEDURE TO TO EFFECT SOME CHANGE WITH SOME POLICIES, SOMETHING AS SIMPLE AS THINGS THAT AFFECT US, THE PUBLIC, MORE THAN IT DOES AFFECT YOU? SURE. YOU HAVE TO LISTEN TO ME RAMBLE ON AND OTHERS OF OUR COMMUNITY GET UP, PERHAPS SHAKE SOME FISTS AND THINGS.
AND THAT CAN BE NOT THE MOST PLEASANT EXPERIENCE.
BUT WE HAVE IN OUR DEMOCRACY FOR A REASON.
YOU NEED TO HEAR FROM THE PUBLIC AND THAT THAT, I THINK, IS SOMETHING THAT'S WORTH DOING.
WELL, I SPOKE EARLIER ON THE EOC SCORES, AND I'LL BE SPEAKING IN A MOMENT ABOUT THE TAX RATE CHANGE.
BUT I WOULDN'T HAVE KNOWN ABOUT THOSE THINGS UNTIL LATER THIS AFTERNOON WHEN I WAS ENGAGED TO SUDDENLY START LOOKING AT THIS BECAUSE I TEACH FOR A LIVING AND I'M BUSY DOING STUFF AND IT'S A LOT. IT'S A JAM PACKED WEEK.
I KNOW YOU WORK LONG HOURS AS WELL, BUT YOU GET THIS INFORMATION WAY BEFORE I DO.
THANK YOU FOR POSTING THAT, BY THE WAY.
I JUST WISH WE COULD DO IT A LITTLE EARLIER, LIKE MAYBE A DAY.
AND I KNOW THAT YOU GUYS WORK AND I SHOULD ACTUALLY POINT TO YOU GUYS HERE ON THE SITE BECAUSE I KNOW YOU WORK HARD TO PUT THAT STUFF TOGETHER AND THAT'S A LOT OF WORK AND I APPRECIATE IT AND I DO LIKE READING IT.
I DO READ IT. I KNOW A LOT OF FOLKS IN OUR COMMUNITY READ IT.
IT'S NOT JUST BORING RUBBISH FOR SURE.
SO. THE TAX RATE VERSUS THE TAX AMOUNT.
YES, IT'S GREAT THE TAX RATE GOES DOWN, BUT PEOPLE DON'T PAY ON TAX RATES.
IT'S WHAT ARE YOU WRITING THAT CHECK FOR? AND I DIDN'T SEE IT ON THE DEAL TONIGHT, BUT I DID SEE IT ON THE WEBSITE.
THE AVERAGE HOUSE OF $380,000 IS GOING UP ABOUT $800, GIVE OR TAKE.
REMEMBER, THEY PREDICTED 7.99%.
SO WE PREDICTED 7.99, BUT IT TURNS OUT IT WAS 11.6 AS THE ACTUAL.
SO WE WERE OFF BY QUITE A SUBSTANTIAL AMOUNT.
WE NEED TO BEAR THOSE IN MIND WHEN SETTING BUDGETS, WHEN LOOKING TO FORECAST, WHERE ARE WE GOING TO GO IN THE FUTURE? 30 MILLION INTEREST, FOR EXAMPLE.
SO THAT'S A GOOD THING OUR DEBT FUND BALANCE IS GOING UP.
JUST THINK WHAT WE COULD DO WITH THAT EVERY YEAR.
THANK YOU, MR. BLACKMAN, FOR YOUR COMMENTS, AND THANK YOU FOR YOUR CONSISTENCY.
BOARD. WE ACTUALLY HAVE A SPOT FOR A BREAK.
WOULD YOU ALL LIKE TO TAKE A BREAK HERE? YOU WANT TO KEEP MOVING? GOOD? OUR NEXT ACTION ITEM IS THE CONSENT AGENDA.
[IV. CONSENT / CONFIRMATION AGENDA ITEMS]
DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? OKAY. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND? THANK YOU, MR. EAGER. THERE IS, WE HAVE A MOTION BY MR. POTEET, A SECOND BY MR. EAGER. ARE THERE ANY COMMENTS OR QUESTIONS FROM THE BOARD? ALRIGHT. HEARING NONE.ALL IN FAVOR, PLEASE RAISE YOUR HAND.
ALL RIGHT. MOTION PASSES, 7-0.
THE NEXT ITEM ON OUR AGENDA IS TO ADOPT THE TAX RATE FOR 2022-2023.
[V.A. Consider Adoption of Tax Rate]
ON JUNE 6, 2022, THE BOARD HELD A PUBLIC HEARING WHEN IT ADOPTED THE 2022-2023 BUDGET.RISD PUBLISHED NOTICE OF THAT MEETING AS REQUIRED BY APPLICABLE LAW, AND DURING THAT MEETING WE EXPLAINED THE TAX RATE THE BOARD WOULD CONSIDER IN ACCORDANCE WITH SECTION 44.004 OF THE TEXAS EDUCATION CODE.
[01:05:02]
THANK YOU, MRS. HARRIS. YES.THANK YOU, MRS. BRANUM, MRS. HARRIS AND TRUSTEES.
SO ALMOST 81% OF THE 67,861 PROPERTY TAX PARCELS IN RISD ARE RESIDENTIAL PARCELS.
THOSE RESIDENTIAL PARCELS REPRESENT 53% OF THE TAXABLE VALUE IN THE DISTRICT, AND 29% OF THOSE RESIDENTIAL ACCOUNTS HAVE A FROZEN TAX LEVY OR FROZEN TAX BILL AND WILL NOT SEE AN INCREASE IN THEIR PROPERTY TAX BILLS.
AND THAT IS PRIMARILY OUR OVER 65 POPULATION.
WITH A FROZEN LEVY THIS YEAR, ALMOST 87% OF THE PROPERTY AND THE DISTRICT WAS REAPPRAISED BY THE DALLAS CENTRAL APPRAISAL DISTRICT. AND WHEREAS, YOU MAY REMEMBER LAST YEAR, IT WAS ONLY ABOUT 29% OF THE PROPERTY IN THE DISTRICT WAS REAPPRAISED.
AND SO JUST AS A REMINDER, THE BOARD WILL SET TWO SEPARATE TAX RATES, THE M AND O TAX RATE, WHICH FUNDS GENERAL FUND OPERATIONS, AND THAT INCLUDES TEACHER SALARIES, COST OF FUEL BUSES, OUR UTILITY BILLS.
IT IS THE DAILY OPERATIONS OF THE DISTRICT.
AND THEN THE OTHER TAX RATE THAT THE BOARD WILL APPROVE IS THE INTEREST AND SINKING FUND TAX RATE, WHICH IS USED ONLY TO PAY FOR PRINCIPAL AND INTEREST ON BONDS.
SO THE DISTRICT CANNOT USE THAT I AND S PORTION OF THE TAX RATE FOR ANYTHING BUT DEBT PAYMENTS.
WITHIN THAT, THOSE TWO TAX RATES ON THE MAINTENANCE AND OPERATIONS TAX RATES, AS YOU CAN SEE ON THIS SLIDE, THERE ARE ACTUALLY TWO COMPONENTS OF THE M AND O TAX RATE.
ONE IS THE TIER ONE OR THE MAXIMUM COMPRESSED RATE.
AND THIS CAME OUT OF HOUSE BILL THREE.
AND TEA ACTUALLY DETERMINES THAT TIER ONE TAX RATE FOR EVERY SCHOOL DISTRICT IN THE STATE.
AND THEN TEA SENDS US A LETTER WITH OUR MAXIMUM COMPRESSED TAX RATE.
AND YOU CAN SEE THAT OUR MAXIMUM COMPRESSED TAX RATE ADOPTED IN 21-22 WAS 90.26 CENTS, AND THE PROPOSED TIER ONE MAXIMUM COMPRESSED RATE IS 82.63 CENTS, REPRESENTING A DECREASE OF 7.63 CENTS.
THE TIER TWO PENNIES PORTION OF THE M AND O TAX RATE, THAT INCLUDES THE VOTER APPROVED TAX RATE FROM 2018. AND YOU CAN SEE THAT IS STABLE AT 13.83 CENTS, GIVING US A TOTAL M AND O TAX RATE OF 96.46 CENTS COMPARED TO A $1.049 LAST YEAR.
THAT IS WHAT WAS POSTED IN OUR PUBLIC NOTICE BACK IN JUNE.
AND THE RECOMMENDED RATE OF THE PROPOSED RATE TONIGHT ON THE M AND O SIDE IS 96.46 CENTS.
JUST ANOTHER REMINDER, IN ADDITION TO THE PROPOSED TAX RATE DECREASING 7.63 CENTS, THE 2022 TAX BILLS THAT WILL BE SENT OUT IN OCTOBER WILL ALSO REFLECT THE INCREASE IN THE STATE MANDATED HOMESTEAD EXEMPTION FROM 25,000 TO 40,000 THAT WAS APPROVED BY VOTERS IN TEXAS BACK AT THE MAY GENERAL ELECTION.
AND THEN FINALLY THE BUDGET IMPACT.
THE ADOPTED BUDGET WAS BASED ON 7.99% PROPERTY VALUE GROWTH AND CERTIFIED VALUES CAME IN AND WERE EXPECTING 11.6% PROPERTY VALUE GROWTH.
AGAIN, THERE WAS 86% OF THE PROPERTY IN THE DISTRICT WAS REAPPRAISED THIS YEAR.
AND THE NET EFFECT OF THE CHANGE IN THE TAX RATES AND THE CHANGE IN THE PROPERTY VALUES IS A NET DECREASE IN GENERAL FUND REVENUE OF $308,201. A LOT OF MOVEMENT, NOT MUCH EFFECT.
OVERALL, THE DEBT SERVICE FUND, THE NET INCREASE THERE IS $3,311,989.
[01:10:08]
AND I HAVE BEEN IN CONVERSATIONS WITH JEFF ROBERT, THE DISTRICT'S FINANCIAL ADVISOR, ABOUT UTILIZING THE AUTHORIZATION THE BOARD GAVE ME EARLIER IN THE YEAR TO POSSIBLY CALL SOME BONDS.AND WE ARE WORKING ON WHAT'S GOING TO BE THE BEST USE OF THAT INCREASE AT THIS POINT.
AND I WILL CERTAINLY BRING YOU BACK MORE INFORMATION ON THAT AT A FUTURE DATE.
AND THEN FINALLY, I WOULD JUST LIKE TO MENTION THAT, WHILE THE PROPOSED TAX RATE IS A DECREASE OF 7.63 CENTS FROM LAST YEAR'S RATE, THE MOTION THAT YOU WILL MAKE TONIGHT INCLUDES LANGUAGE THAT THE TAX RATE IS BEING INCREASED.
THAT LANGUAGE IS REQUIRED BY SECTION 2605 OF THE TAX CODE, AND THAT'S BECAUSE THE TAX RATE BEING ADOPTED IS HIGHER THAN THE NO NEW REVENUE TAX RATE AND THE NO NEW, EXCUSE ME, THAT'S EASY FOR ME TO SAY.
THE NO NEW REVENUE TAX RATE IS A CALCULATION DEFINED IN STATUTE IN THE TAX CODE, AND THAT CALCULATION DOES NOT CONSIDER THE WAY THAT SCHOOL FINANCE WORKS AND THAT DISTRICTS ARE REQUIRED AND ENCOURAGED TO ADOPT A CERTAIN TAX RATE OR THEY LOSE STATE FUNDING BY NOT TAXING AT THE MAXIMUM.
SO IT'S KIND OF STRANGE LANGUAGE, BUT IT IS STATUTORILY REQUIRED LANGUAGE.
THEN THE MOTION YOU WILL MAKE TONIGHT, IT'S NOT UNLIKE THE LANGUAGE THAT WE SEE IN THE BOND ELECTION OR BOND OF REFERENDUM LANGUAGE THAT EVEN THOUGH A DISTRICT MAY OR MAY NOT, A DISTRICT IS NOT INCREASING ITS INS TAX RATE.
THE LANGUAGE STILL HAS TO BE THERE THAT THIS BOND ELECTION IS A TAX RATE INCREASE.
AND WITH THAT, I WILL BE GLAD TO ADDRESS ANY QUESTIONS.
THANK YOU, MR. PATE, SO MUCH FOR YOUR HARD WORK.
I DO RECOMMEND THAT THE BOARD OF TRUSTEES SET THE 2022 TAX RATE AS PRESENTED BY MR. PATE AND DESCRIBED IN THE POSTED RESOLUTION.
BOARD MEMBERS, WE HAVE A RECOMMENDATION FROM THE SUPERINTENDENT TO ADOPT THE PROPOSED TAX RATE.
MAY I HAVE A MOTION? YES, MRS. HARRIS.
I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF 1.31 FOR SIX, WHICH EFFECTIVELY IS NINE AND 28, 9.28% INCREASE IN TAX RATE.
AS A PART OF THIS MOTION, I ALSO MOVE THAT THE DISTRICT ADOPT AN INTEREST IN SINKING FUND TAX RATE OF $0.35 PER $100 OF VALUATION AND THE MAINTENANCE AND OPERATIONS TAX RATE OF 0.9646 PER $100 OF VALUATION FOR A TOTAL TAX RATE OF 1.3146 PER $100 OF VALUATION.
THANK YOU. MS. TIMME. IS THERE A SECOND? SECOND. THANK YOU, MR. EAGER. WE HAVE A MOTION BY MS. TIMME, A SECOND BY MR. EAGER. IS THERE ANY QUESTIONS OR DISCUSSION? YES, I DO.
THANK YOU, MR. POTEET. QUICK COMMENT, JUST FOR THE RECORD.
I MEAN, THIS TAX CODE 2605 LANGUAGE, IT'S REQUIRED.
JUST BURNS ME UP EVERY TIME I SEE IT.
SO I WANT TO BE ON RECORD WITH THAT BECAUSE IT MAKES ABSOLUTELY ZERO SENSE WHEN YOU'VE GOT TO DO FIVE CALCULATIONS TO ARRIVE AT WHAT THEY WERE PROBABLY INTENDING TO BE AT IN THE FIRST PLACE.
BUT I ALSO WANT TO MAKE A POINT THAT, AND WE'LL TALK ABOUT IT IN A LITTLE BIT PERHAPS, BUT ON OUR LEGISLATIVE PRIORITIES, YOU KNOW, THIS KIND OF LANGUAGE, I KNOW WE DO IDENTIFY THAT IN OUR LEGISLATIVE PRIORITIES.
SO THIS IS SOMETHING WHERE I HAVE A REAL BIG INTEREST IN SIMPLIFYING HOW WE TALK ABOUT TAXES, BECAUSE IF IT'S CONFUSING TO YOU OR YOU OR ME, IT'S CONFUSING TO EVERYBODY OUT THERE.
AND THAT DOESN'T MAKE ANYTHING SIMPLE AND IT'S JUST REALLY CHAPS MY BUTT.
THANK YOU FOR YOUR COMMENT, MR. POTEET. ANY ADDITIONAL COMMENTS AND QUESTIONS? ALL RIGHT. SO AS REQUIRED BY THE TAX CODE, I WILL NOW POLL THE BOARD MEMBERS IN A ROLL CALL VOTE.
STARTING ON MY RIGHT, WE MUST ADOPT OUR TAX RATE BY AT LEAST A 60% MAJORITY VOTE.
BOARD MEMBERS, WHEN I CALL YOUR NAME, PLEASE AUDIBLY STATE YOUR VOTE ON THIS MOTION.
BEGINNING ON MY RIGHT, MR. POTEET. YES, MRS. MCGOWAN. YES.
YES. AND I, REGINA HARRIS VOTE YES.
[01:15:06]
THANK YOU, BOARD. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS.[V.B. Consider Gifts]
MRS. BRANUM. THIS IS ALWAYS ONE OF MY FAVORITE PARTS OF OUR AGENDA WHERE WE HAVE AN OPPORTUNITY TO JUST CELEBRATE OUR COMMUNITY AND APPRECIATE OUR COMMUNITY FOR PROVIDING ADDITIONAL SUPPORTS AND RESOURCES TO OUR CAMPUSES.AND I'M GOING TO ASK MR. PATE TO PROVIDE A FEW HIGHLIGHTS OF OUR GIFTS THIS MONTH.
THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.
WE HAVE TWO GIFTS. OVER 5000 SUBMITTED FOR BOARD APPROVAL.
MERRIMAN PARK ELEMENTARY PTA DONATED $27,320.50 TO MERRIMAN PARK ELEMENTARY AND THE PRAIRIE CREEK ELEMENTARY PTA DONATED $20,770 TO PRAIRIE CREEK ELEMENTARY FOR A TOTAL OF $48,090.50. AND WE HAVE 15 GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $15,297.53, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.
TOTAL GIFTS THIS MONTH ARE $63,388.03.
SO I DEFINITELY WANT TO THANK OUR PTAS, THE UNITED WAY, CADENCE MCSHANE.
AND WITH THAT MRS. HARRIS, I RECOMMEND THAT THE BOARD ACCEPTS OUR GIFTS OF $5000 OR MORE AS LISTED.
THANK YOU. IS THERE A MOTION? SO MOVED.
WHO WAS THAT? MRS. TIMME. [LAUGHTER] THANK YOU, MISS TIMME.
IS THERE A SECOND? SECOND. THANK YOU, MS. RENTERIA. THERE IS A MOTION BY MS. TIMME. A SECOND BY MS. RENTERÍA. ARE THERE ANY QUESTIONS OR COMMENTS? MS. MCGOWAN. JUST A QUESTION AND THIS, MAYBE YOU CAN BLAME IT ON MY IGNORANCE.
SO WHEN THEY GET THESE SIZABLE GIFTS, DO THEY HAVE TO TELL HOW THEY'RE SPENDING THOSE FUNDS? I MEAN, JUST CURIOUS.
YES, MA'AM. THERE'S ACTUALLY A GIFT ACCEPTANCE FORM.
AND SO THE PTAS OR THE ORGANIZATION WILL CONNECT, WHETHER IT'S A CENTRAL OFFICE DIVISION OR IF IT'S WITH A CAMPUS PRINCIPAL, AS WELL AS OUR LEADERSHIP TEAM, WHETHER IT'S THE EXECUTIVE DIRECTOR FOR THE LEARNING COMMUNITY OR WHOMEVER, TO MAKE SURE THAT WHAT THE ORGANIZATION HOPES TO SPEND THAT MONEY ON IS SOMETHING THAT WE CAN ACTUALLY SPEND THAT MONEY ON. SO, FOR EXAMPLE, MS. HAYES IS VERY INVOLVED.
IF THEY WANT TO DO A CAPITAL IMPROVEMENT PROJECT ON THE CAMPUS, WE WANT TO MAKE SURE THAT IT'S ONE THAT IT DOESN'T INTERFERE WITH A REQUIRED CODE OR IT'S SOMETHING LIKE LONG TERM, CAN WE SUSTAIN IT? THEY MAY WANT TO PUT IN A BEAUTIFUL FLOWER GARDEN, FOR EXAMPLE, BUT IF IT'S NOT SOMETHING OVER TIME THAT WE CAN SUSTAIN, THEN IT MIGHT BE SOMETHING THAT WE HAVE TO GO BACK WITH THEM AND ASK THEM TO REVISE THEIR PROJECT PLAN.
ALL RIGHT. GOOD? ALL RIGHT, MISS TIMME? YEAH. I JUST WANTED TO SAY THANKS AGAIN.
OUR COMMUNITY NEVER DISAPPOINTS IN HOW THEY SUPPORT OUR SCHOOLS.
AND THEY SUPPORT OUR TEACHERS, ESPECIALLY FOR THE BEGINNING OF THE SCHOOL PIECES.
SO. BUT WHAT I ALSO KNOW IS WHILE THEY GIVE THESE FUNDS, WHICH ARE MUCH NEEDED, FOR FOR VARIOUS PROJECTS, AND I ALSO KNOW THEY PUT IN A LOT OF MANPOWER AND A LOT OF HOURS IN OTHER WAYS THAT AREN'T QUANTIFIED ON A FINANCIAL SHEET THAT THEY ALSO DONATE.
AND SO NOT ONLY TO OUR PTAS, BUT OTHER PARTNERS TRULY.
I KNOW OUR SCHOOLS AND CERTAINLY I, I KNOW ALL MY COLLEAGUES.
WE ALL JUST REALLY APPRECIATE THE SUPPORT FOR OUR SCHOOLS.
ABSOLUTELY. IN ADDITIONAL QUESTIONS, COMMENTS.
ALL RIGHT. SO THERE IS A MOTION BY MS. TIMME. THERE IS A SECOND BY MS. RENTERÍA. NO ADDITIONAL QUESTIONS OR COMMENTS.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
SEVEN. ALL RIGHT. MOTION PASSES.
OUR NEXT ITEM IS AN ACTION AND INFORMATION ITEM PERTAINING TO ENROLLMENT.
[V.C. Consider Class-Size Waivers / Student Enrollment Update]
MS. BRANUM. THANK YOU, MRS. HARRIS. SO WE'RE JUST GOING TO QUICKLY PROVIDE AN OVERVIEW FOR OUR COMMUNITY AND FOR THE BOARD WHERE WE ARE SITTING WITH OUR ENROLLMENT, BECAUSE WE ALSO THINK IT HELPS PROVIDE CONTEXT FOR THE BOARD WHEN WE ARE ASKING FOR THESE CLASS SIZE WAIVERS.SO THIS AGAIN, IF I WERE TO GIVE THE ENROLLMENT REPORT FOR RICHARDSON ISD AT 410 WHEN OUR HIGH SCHOOL STUDENTS LEFT TODAY, I PROMISE YOU BY 9:00 TOMORROW MORNING, IT WOULD BE DIFFERENT BECAUSE STUDENTS ARE CONSTANTLY ENROLLING AND WE LOVE AND WE WELCOME THEM TO RICHARDSON ISD WHEN THEY ENROLL.
SO AS OF SEPTEMBER 12TH, WE HAD 37,173 TOTAL STUDENTS IN THE DISTRICT.
[01:20:01]
YOU CAN SEE OUR ELEMENTARY AND SECONDARY BREAK DOWN AND THEN YOU CAN ALSO SEE WHERE THAT COMPARES TO PRIOR YEARS.MR. PATE, DO YOU WANT TO ADDRESS IT ALL IN TERMS OF BUDGET AND IMPLICATIONS FOR WHERE WE ARE WITH ENROLLMENT FOR BUDGET, SINCE MUCH OF OUR BUDGET IS BASED ON ENROLLMENT? SO, YOU KNOW, AS YOU SAID, WE'RE GETTING CLOSE AND HOPEFULLY WE'LL REACH THAT DEMOGRAPHERS ENROLLMENT NUMBER OF 37, I BELIEVE IT'S 948.
AND JUST AT THIS POINT, CONTINUING TO MONITOR THAT AND I WILL START RUNNING REPORTS AFTER THE FIRST SIX WEEKS AFTER OUR [INAUDIBLE] DEPARTMENT STARTS SENDING ME ATTENDANCE DATA.
AND SO FAR AS MS. HAYES AND OUR ENROLLMENT DEPARTMENT HAS BEEN ANALYZING THE DATA, WE DO NOT SEE ANY ONE CAMPUS.
THIS YEAR, WE'RE NOT SEEING ANY CAMPUSES THAT HAVE THAT KIND OF ALARMING DIFFERENCES.
AND THEN AS ALWAYS, OUR DEMOGRAPHER WILL STUDY THIS AND THEY WILL BRING A REPORT TO THE BOARD IN JANUARY SO THAT WE CAN UNDERSTAND WHERE MAYBE WE WERE OFF IN ANY POTENTIAL PROJECTIONS AND ANY ADJUSTMENTS WE NEED TO MAKE MOVING FORWARD.
OVERFLOW. FOR OUR NEW BOARD MEMBERS.
THIS MIGHT BE A NEW CONCEPT FOR YOU, BUT OVERFLOW OCCURS WHEN WE HAVE A CAMPUS, WHEN WE SPECIFICALLY HAVE A GRADE LEVEL WHERE THEY REACH, LET'S SAY I HAVE TWO SECTIONS OF SECOND GRADE.
AND OUR TARGET, OF COURSE, FOR THAT, PER TEXAS EDUCATION CODE, IS 22 STUDENTS.
IF WE HAVE THAT 23RD STUDENT THAT ENROLLS IN THAT GRADE LEVEL, A COUPLE OF CONVERSATIONS HAPPEN BASED UPON THE NEEDS OF THE CAMPUS, BASED UPON THAT STUDENT, A CONVERSATION IS HAD.
AND IN A MINUTE, THAT'S WHY WE'RE BRINGING YOU THE CLASS SIZE WAIVER, BECAUSE WE'VE MADE A DECISION THAT TEACHER AND THAT PRINCIPAL HAVE MADE A COLLABORATIVE DECISION THAT WE'RE GOING TO ALLOW THAT ONE ADDITIONAL STUDENT TO ENROLL.
IF THERE ARE, LET'S SAY, FOUR STUDENTS OVER THAT 22 TO 1 CAP THAT ENROLL, THEN AT THAT AT THAT MOMENT, A DECISION IS MADE THAT WE'RE GOING TO OVERFLOW THAT STUDENT IN THAT GRADE LEVEL.
MR. FREEMAN WORKS CLOSELY WITH OUR CAMPUSES AND HE IS A MASTERMIND AND HE SEES HOW THESE PUZZLE PIECES FIT TOGETHER LIKE NO ONE ELSE COULD UNDERSTAND.
BUT HE LOOKS AT GEOGRAPHICALLY THE NEXT CLOSEST CAMPUS THAT HAS SEATS AVAILABLE.
AND AS YOU CAN IMAGINE, THIS GETS COMPLEX.
IF THERE ARE SIBLINGS, IT MIGHT BE A SECOND GRADER, IT MIGHT BE A FOURTH GRADER AND A SIXTH GRADER.
THEY DON'T WANT TO HAVE THREE CAMPUSES THAT THEY'RE TAKING THEIR KIDS TO.
SO AIKIN HAD THE MOST NUMBER OF STUDENTS ENROLL THAT WE HAD TO OVERFLOW TO THE NEXT GEOGRAPHIC CAMPUS WITH MARK TWAIN RECEIVING THE MOST OF OUR OVERFLOW STUDENTS.
SO YOU MIGHT HAVE, I KNOW I DID WHEN I FIRST JOINED THE RICHARDSON ISD TEAM.
WELL, IF WE HAVE THAT OTHER STUDENT ENROLL, WHY CAN'T WE JUST OPEN UP ANOTHER SECTION? SO WHY CAN'T WE JUST HAVE THREE SECTIONS OF SECOND GRADE? HIRE A TEACHER AND THEN SPREAD OUT THOSE 45 STUDENTS ACROSS THREE SECTIONS? WELL, LOTS OF CHALLENGES THERE.
IDEALLY, WE WOULD LOVE TO DO THAT, BUT SOMETIMES THERE'S NOT SPACE.
[01:25:05]
THAT THIRD SECTION.SO THIS OVERFLOW MAY NOT HAPPEN UNTIL LIKE YESTERDAY.
AND SO TRYING TO FIND A TEACHER ON SEPTEMBER 13TH OR SEPTEMBER 14TH, WHEN WE KNOW THE CHALLENGES THAT WE HAVE, IT'S JUST NOT SOMETHING THAT'S A VIABLE SOLUTION. SO WE AGAIN, WE UNDERSTAND THAT THIS IS A DISRUPTION TO A FAMILY.
THEY ENROLL IN A NEIGHBORHOOD AND THEY WANT TO GO TO THEIR NEIGHBORHOOD SCHOOL.
AND SO WE WORK REALLY CLOSELY.
IT'S ALSO IMPORTANT TO NOTE THAT WE WORK REALLY HARD THAT AS SEATS COME AVAILABLE, THAT WE OFFER THE OPPORTUNITY FOR THOSE STUDENTS WHO ARE OVERFLOWED TO RETURN TO THEIR HOME CAMPUS AS SOON AS POSSIBLE.
NOW, SOMETIMES THE PARENTS LOVE THEIR NEW ENVIRONMENT.
THEY'RE VERY HAPPY WITH AND THEY FEEL INCLUDED AND THEY DON'T WANT TO LEAVE.
BUT SOMETIMES THEY DO DECIDE THAT THEY WANT TO GO TO THEIR HOME CAMPUS.
SO AGAIN, HISTORICALLY IN 2020, YOU CAN SEE WE HAD 86.
THAT IS, REMEMBER WHEN WE HAD THE MOST SIGNIFICANT DECLINE IN ENROLLMENT AS A RESULT OF COVID.
SO WE ONLY HAD 86 STUDENTS THAT WE WERE OVERFLOWING.
SO AGAIN, YOU CAN SEE WE'RE PRETTY ON TARGET WITH WHERE WE NORMALLY ARE AT THIS TIME.
SO AS I MENTIONED, TEC GUIDELINES DO REQUIRE THAT A DISTRICT MUST SUBMIT A REQUEST FOR A CLASS SIZE EXCEPTION FOR ANY CLASSROOMS IN PRE-K THROUGH FOURTH GRADE THAT EXCEED THE 22 STUDENT CLASS SIZE LIMIT.
THAT IS NOT A TEA REQUIREMENT.
THIS IS SOMETHING AS A DISTRICT.
WE BELIEVE THAT 28 TO 29 IS KIND OF A LOCAL REQUIREMENT AND WE OVERFLOW AFTER WE HIT THAT NUMBER.
AGAIN, I MENTIONED AROUND THE COLLABORATION AND AS YOU CAN SEE IN YOUR PACKET, WE ARE GOING TO BE REQUESTING THIS YEAR 40 CLASSROOM WAIVERS. IT IS IMPORTANT TO NOTE THAT THIS NUMBER COULD CHANGE.
AND SO THERE COULD BE AT DIFFERENT TIMES THE NEED TO BRING ADDITIONAL CLASS SIZE WAIVERS FROM HERE.
ALL RIGHT, I NEED TO MAKE A MOTION FIRST.
SO, BOARD, I DO RECOMMEND THAT YOU APPROVE THE CLASS SIZE WAIVER EXCEPTION AS PRESENTED.
IS THERE A MOTION? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND? THANK YOU, MISS TIMME.
THERE IS A MOTION BY MR. POTEET. A SECOND BY MISS TIMME.
ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MISS TIMME? YES.
I WOULD LIKE TO JUST TOUCH ON THE OVERFLOW SIDE FOR JUST A SECOND.
I HAVE FIRSTHAND KNOWLEDGE OF HOW DIFFICULT THAT CAN BE.
I'VE ALSO BEEN THE RECIPIENT AND I'VE ALSO HAD FIRSTHAND LOOK AT WHAT MR. FREEMAN DOES. AND I WANT TO HE'S AN UNSUNG HERO IN THAT I THINK I WANT TO SAY IT'S AN OVERSIMPLIFICATION WHEN WE JUST SAY LIKE HE LOOKS AT CLASS SIZES BECAUSE HE ALSO HAS TO LOOK AT BUS ROUTES.
HE ALSO HAS TO LOOK AT THE TIMINGS OF THOSE.
HE HAS TO LOOK AT PROJECTIONS ON SO MANY AREAS.
HE HAS TO CONSIDER IF THERE ARE OTHER CLASSES.
THERE IS SO MUCH IN THAT PUZZLE.
THERE IS SO MUCH THAT IS CONSIDERED IN THAT.
AND TO SAY AND HE WORKS WITH THE PRINCIPALS SO WELL, HE MAKES SUCH AN EFFORT.
HE'S NOT A GUY THAT WE GET TO SEE AND SING HIS PRAISES AS OFTEN AS WE SHOULD.
BUT I DO WANT TO THANK MR. FREEMAN FOR HIS INCREDIBLY HARD WORK IN MAKING THAT HAPPEN.
[01:30:06]
ALL RIGHT. YEAH. THANK YOU FOR THAT.ANY ADDITIONAL COMMENTS OR QUESTIONS? MR. EAGER. YEAH, JUST TO PUT SOME PERSPECTIVE TO THAT, TOO.
269 STUDENTS OUT OF 37,000 KIDS.
I MEAN, THAT'S PRETTY INCREDIBLE.
AND WE JUST MS. TIMME, POINTED OUT.
ALL THE DIFFERENT DIMENSIONS YOU HAVE TO CONSIDER.
SO, YOU KNOW, IT JUST, AGAIN, ITS COMMENDING THE HARD WORK AND COMPLIMENTING THE THINGS THAT ARE TOUGH TO DO. BUT WE TRY AND MINIMIZE IT TO THE BEST POSSIBLE.
ALL RIGHT. ANY ADDITIONAL COMMENTS? QUESTIONS? ALL RIGHT.
THERE IS A MOTION BY MR. POTEET, SECOND BY MS. TIMME. NO MORE COMMENTS OR QUESTIONS.
RAISE YOUR HANDS. MOTION PASSES SEVEN ZERO.
OUR NEXT ITEM IS A REPORT ON STUDENT PERFORMANCE FROM THE 2021 2022 SCHOOL YEAR.
[V.D. 2021-2022 Student Performance Report ]
MS. BRANUM, THANK YOU, MS. HARRIS. MR. CORTEZ, I GET TO INVITE, YOU GET TO HEAR FROM HIM TWICE TODAY.AND REALLY, THIS IS AN EXTENSION.
YOU HEARD MUCH OF THIS AT THE END OF THE 21-22 SCHOOL YEAR IN JUNE.
BUT WE WANTED TO BRING FORWARD TO YOU.
WE WANTED TO BRING FORWARD TO YOU THE FINAL ACCOUNTABILITY INFORMATION THAT WE HAVE RECEIVED FROM THE STATE, WHICH INCLUDES INFORMATION ON HOW WE PERFORMED IN ALL DOMAIN AREAS, INCLUDING CMR. SO, MR. CORTEZ.
WE HAVE WE DO HAVE THE ACCOUNTABILITY UPDATE FOR YOU.
ACCOUNTABILITY IS A SYSTEM THAT REALLY HAPPENS EVERY YEAR BASED ON AND IT REALLY IS BASED ON SEVERAL FACTORS THAT GO INTO CALCULATION.
IT'S BROKEN UP INTO SEVERAL PIECES.
AND TONIGHT WILL BE AN OVERVIEW OF SOME OF THOSE PIECES, AS WELL AS LOOKING AT THE STAAR DATA THAT WENT INTO AND LED SOME OF THOSE CALCULATIONS.
WE HAVE A STUDENT ACHIEVEMENT DOMAIN.
AND EVERY THIS FRAMEWORK HERE APPLIES TO THE DISTRICT AND EVERY CAMPUS.
DIFFERENT COMPONENTS ARE IN EACH BUT AND TONIGHT WE'LL BE TALKING SPECIFICALLY WHAT GOES INTO THIS FRAMEWORK AND KIND OF STAYING HIGH LEVEL WITH AND LOOKING AT THE DISTRICT CALCULATIONS NOT EVERY SINGLE CALCULATION FOR EVERY SINGLE CAMPUS THAT WOULD GO ON AND ON AND IT WOULD NOT BE THAT EXCITING OVER TIME.
HOWEVER, THE THREE DOMAINS THAT WE HAVE ARE STUDENT ACHIEVEMENT, WHICH FOR MOST OF OUR CAMPUSES, ELEMENTARIES AND JUNIOR HIGHS AND A GOOD PORTION OF THE HIGH SCHOOL AND DISTRICT RATINGS ARE REALLY ABOUT STAAR SCORES THAT GO INTO STUDENT ACHIEVEMENT.
SO HOW ARE KIDS DOING? AND THEN WE HAVE A DOMAIN CALLED SCHOOL PROGRESS, AND THAT'S BROKEN INTO TWO PIECES THAT WE'LL SEE IN JUST A LITTLE BIT.
BUT MAINLY THAT ONE IS REALLY LOOKING AT GROWTH.
HOW DID OUR STUDENTS GROW ON THE TEST THAT THEY TAKE AND HOW DID THEY PERFORM OR HOW DID THEY PERFORM IN COMPARISON TO OTHER SCHOOLS THAT ARE LIKE THEM BASED ON THE PERCENT OF ECONOMIC DISADVANTAGE? SO BETWEEN THOSE, THE BEST OF THOSE PIECES, THAT COUNTS FOR 70% OF THE OVERALL CALCULATION FOR THE OVERALL SCORE.
OUR THIRD DOMAIN IS CALLED CLOSING THE GAPS, AND THAT ONE REALLY IS TAKING REALLY THE STUDENT ACHIEVEMENT DOMAIN FROM AND THEN PIECES FROM THE SCHOOL PROGRESS DOMAIN AND BREAKING THAT ONE OUT LIKE WE'LL SEE IN A LITTLE BIT BY A NUMBER OF INDICATORS FOR STUDENT GROUPS.
[01:35:02]
OVERALL SCORE.SO BETWEEN THE BEST OF DOMAIN ONE AND DOMAIN TWO, STUDENT ACHIEVEMENT, SCHOOL PROGRESS THAT 70%, AND THEN THE CLOSING THE GAPS, THAT'S WHAT GOES INTO THE WHOLE CALCULATION. SO PRETTY SIMPLE ON THE FRONT END AND WE'RE GOING TO TRY TO KEEP IT THAT SIMPLE FOR YOU.
SO WE COMBINE THOSE TO MAKE AN OVERALL SCORE.
BEFORE WE GET TO SOME OF THE PIECES, I DO WANT TO TALK ABOUT JUST SOME OF THE THINGS FOR RATINGS WHEN IT COMES TO ACCOUNTABILITY, BECAUSE WE ARE IN AN ERA FOR THE LAST SEVERAL YEARS OF LOOKING AT AN A THROUGH F RATING SYSTEM FOR THE LAST TWO YEARS, THOUGH.
AND SO WE REALLY HAVE NOT HAD AN ACCOUNTABILITY RATING PER SAY AND FOR INDIVIDUAL CAMPUSES AND DISTRICTS SINCE ACCOUNTABILITY 2019. SO THREE YEARS AGO THIS YEAR, BECAUSE OF COVID RECOVERY, TEA HAS DECIDED THEY'RE GOING TO AWARD LETTER GRADE RATINGS AGAIN FOR THOSE THAT EARNED AN A THROUGH C.
AND WE'LL SEE HOW THOSE SCALES REALLY WHAT AN A MEANS IN JUST A MOMENT.
BUT ANY CAMPUS THAT WOULD BE IN PRIOR YEARS, A D OR AN F, SO ANYTHING BELOW A C IS RECEIVES THE OFFICIAL RATING OF NOT RATED SENATE BILL 1365, WHICH WAS THE BILL THAT BROUGHT THE RATINGS BACK IN THIS WAY.
SO AND THEN ADDITIONALLY ANY CAMPUS HAVING ONE OR MORE STUDENT GROUPS INCLUDING THE ALL STUDENTS GROUPS THAT FAILED TO MEET A CLOSING THE GAPS INDICATOR FOR THREE CONSECUTIVE YEARS WILL BE IDENTIFIED FOR TARGETED SUPPORT AND IMPROVEMENT.
SO THOSE ARE KIND OF THE PIECES THAT WE'RE LOOKING AT FOR ACCOUNTABILITY.
RIGHT. AND THE WEIGHTED SYSTEM, THE 70% OF THIS PIECE, 30% OF THAT PIECE, YOU PROBABLY USE THAT SAME KIND OF CALCULATION AND LOGIC WHEN YOU WERE TRYING TO FIGURE OUT WHAT YOU NEEDED TO DO TO PASS YOUR COURSE IN IN COLLEGE SOMEWHERE.
SO I KNOW MY ESSAYS ARE GOING TO COUNT MORE THAN MINE, THAN MY ATTENDANCE, SO I CAN SKIP THIS CLASS.
BUT I'VE GOT TO DO WELL ON THAT NEXT ESSAY.
THAT'S KIND OF HOW ALL OF THIS GOES TO FOR AN A IN THIS WEIGHTED SYSTEM, EVERYTHING IS SCALED.
SO THEY TAKE A RAW SCORE AND THEN LOOK AT THAT AND KIND OF LIKE A CURVE.
CURVE ALL OF THOSE RAW SCORES TO A SCALE SCORE, SOMETHING THAT'S EASY TO UNDERSTAND.
SO THAT'S ALL THAT THIS SCALING DOES.
90 TO 100 IS AN A, A B IS 80 TO 89 AND SO ON.
ANYTHING LOWER THAN A C WOULD HAVE BEEN A D OR AN F.
HOWEVER, THIS YEAR, THOSE DOMAINS OR OVERALL RATINGS WOULD BE NOT RATED.
LIKE I MENTIONED, EVERYTHING HERE, 100% OF THIS DOMAIN RELATES TO STAAR SCORES.
THEY ADD THEM UP AND DIVIDE BY THREE.
SO THEY TAKE JUST A STRAIGHT AVERAGE OF PERFORMANCE.
THE HIGH SCHOOL IN THE DISTRICT LOOKS A LITTLE BIT DIFFERENT.
THEY HAVE STAAR, BUT THEN THEY ALSO HAVE ADDITIONAL MEASURES LIKE NUMBER OF SENIORS FROM THE PRIOR YEAR'S CLASS.
SO A KIND OF A YEAR IN ARREARS THAT EARNED A CMR POINT AND THERE'S A NUMBER OF WAYS TO DO THAT.
AND THEN ALSO THEY LOOK AT THE GRADUATION RATE.
THEY'RE. AND THEY COMBINE ALL THREE OF THOSE PIECES TO GIVE THE SCORE FOR THE HIGH SCHOOL.
AND THEN THE DISTRICT, LIKE I SAID, FOR STUDENT ACHIEVEMENT, IS CALCULATED THE SAME WAY.
AND EACH OF THOSE PIECES ARE WEIGHTED.
SO CCMR AND STAAR ARE BOTH 40% AND THEN 20% GOES TO THE GRADUATION RATE.
ON THE CCMR PIECE, THERE ARE A NUMBER OF WAYS TO EARN CCMR POINTS AND SO ONE IS COLLEGE READY, THE
[01:40:09]
C FOR CCMR, THAT IS COLLEGE READINESS.YOU CAN MEET CRITERIA FOR THIS BY SCORING A THREE OR HIGHER ON AN AP TEST SCORING AT THE COLLEGE READY LEVEL IN ANY COMBINATION OF TEST IN BOTH READING AND MATH COMBINED FOR SAT, ACT AND THE TSI OR [INAUDIBLE] PLACER TEST. YOU CAN COMPLETE A COLLEGE PREP COURSE IN READING AND MATH.
THIS ONE IS ALL ABOUT MAKING SURE THAT STUDENTS ARE READY FOR WHAT COMES NEXT AS FAR AS CAREER.
SO EARNING INDUSTRY CERTIFICATIONS AND OUR SPECIAL EDUCATION STUDENTS GRADUATING WITH AN ADVANCED GRADUATION PLAN OR ONE THAT MEETS IEP REQUIREMENTS, EARNING A LEVEL ONE OR LEVEL TWO CERTIFICATE SO MAKING SURE THAT THEY'RE READY.
HOWEVER, THE WHEN THIS WAS PROPOSED A FEW YEARS AGO, TEA.
BUT THEY HAVE NOT BEEN ABLE TO SECURE THAT INFORMATION.
BUT FOR THIS ACCOUNTABILITY 2022, IT WAS NOT CONSIDERED.
AND OUT OF ALL OF THESE WAYS, ONE OF THOSE STUDENTS ONLY HAS TO MEET ONE OF THEM.
THEY CAN MEET MULTIPLES, BUT THEY'LL ONLY COUNT ONE TIME.
AND SO IT'S LOOKING AT EACH KID THAT WAS IN THE PRIOR YEAR'S GRADUATING CLASS.
SO FOR ACCOUNTABILITY 2022, WE'RE REALLY LOOKING AT STUDENTS THAT GRADUATED IN THE CLASS OF 2021.
THE STUDENTS THAT JUST GRADUATED FROM US WON'T BE INCLUDED IN ACCOUNTABILITY UNTIL THIS SPRING.
SO IT'S A YEAR LAGGING INDICATOR, JUST LIKE GRADUATION.
THERE ARE TWO PIECES TO THIS ONE A PART A AND A PART B THAT GET CONSIDERED.
IT TAKES TWO FOR COMPARISON, FOR STAR.
AND SO THAT'S WHAT STUDENT GROWTH LOOKS LIKE.
THE RELATIVE PERFORMANCE PIECE, LIKE I SAID, LOOKS AT OVERALL STUDENT ACHIEVEMENT.
YOU NOTICE IT LOOKS LIKE A LITTLE SCATTERPLOT HERE LOOKING FOR A TREND.
THIS ONE REALLY IS A COMPARATIVE MODEL WHERE THEY LOOK AT YOUR STUDENT ACHIEVEMENT FROM DOMAIN ONE AND THEY COMPARE THAT AND YOU AGAINST OTHER SCHOOLS THAT HAVE A SIMILAR PERCENT OF ECONOMIC DISADVANTAGE.
AND BASED ON THAT, THERE'S A MATHEMATICAL CALCULATION THAT I'M NOT GOING TO GET INTO THAT THEY DETERMINE IF YOU FALL INTO AN ABCD OR F RANGE FOR THAT. SO IT'S THAT COMPARISON.
SO YOU'LL GET THE BEST OF EITHER OF THESE FOR SCHOOL PROGRESS.
AND THEN OVERALL FOR THAT 70% BEST OF SCHOOL PROGRESS OR STUDENT ACHIEVEMENT.
WHEN IT COMES TO THAT LAST PORTION, CLOSING THE GAPS ON WHAT GOES INTO THIS ONE IS ESSENTIALLY EVERYTHING THAT WENT INTO DOMAIN ONE AND PIECES OF WENT INTO DOMAIN TWO FOR GROWTH.
AND THAT THEN IS BROKEN OUT INTO A NUMBER OF DIFFERENT WAYS, AND THAT IS TRACKED AND COMPARED AGAINST ALL OF THESE DIFFERENT SET TARGETS FOR EACH OF THESE GROUPS.
SO IT LOOKS AT SEVEN RACE ETHNICITY GROUPS.
IT LOOKS AT SPECIAL EDUCATION.
[01:45:03]
STUDENTS. SO WHEN YOU LOOK AT ALL OF THESE, IT ACTUALLY COMES OUT WITH THE ALL STUDENTS GROUP TO 14 DIFFERENT GROUPS.SO IT TOOK THOSE INITIAL CALCULATIONS THAT WAS OVERALL, BUT THEN IT BREAKS IT INTO 14 SEPARATE GROUPS AND IT MEASURE THOSE AGAINST PREDETERMINED INDICATORS THAT ARE SET BY THE STATE AT A STATE LEVEL.
SO THOSE INDICATORS AREN'T SET FOR THE CAMPUS OR THE DISTRICT.
THEY'RE SET FOR EVERYBODY IN THE STATE HAS THE SAME TARGETS.
THEY HAVE TO MEET IN PERFORMANCE AND GROWTH FOR EACH ONE OF THESE DIFFERENT GROUPS.
SO THE CALCULATION FROM THIS COUNTS FOR 30% OF THAT OVERALL SCORE.
SO AS WE CONSIDER THE INFORMATION THAT REALLY WENT INTO THIS, YOU KNOW, LOOKING AT OUR ACADEMIC PERFORMANCE, WE DO HAVE A COMPARISON HERE FOR REPORTING OUT ARE ALL TESTS IN THAT SUBJECT COMBINED, JUST LIKE THEY DO FOR THE STATE IN STATE REPORTING AND COMPARING THOSE RATES TO WHAT THE STATE DID.
THIS ONE SO READING HERE REPRESENTS THE PERCENT AT THE THIS WHAT WE'RE LOOKING AT IS APPROACHES LEVEL AND IT'S ALL READING TESTS COMBINED AVERAGE AND COMBINED TOGETHER.
SO THAT IS EVERYTHING FROM GRADE THREE THROUGH ENGLISH 2 EOC FOR MATHEMATICS.
WE'RE LOOKING AT EVERYTHING FROM THIRD GRADE THROUGH ALGEBRA ONE.
SO IT IS A AN OVERALL GROUP PERFORMANCE.
AND THEN THIS IS SPLIT OUT FOR YOU BY, BY SEVERAL OF THOSE DIFFERENT GROUPS THAT ARE THEN LOOKED AT FOR DOMAIN THREE.
SO I'LL GIVE YOU A CHANCE TO SCAN THROUGH THAT AT THE APPROACHES LEVEL.
OUR NEXT SLIDE WILL LOOK AT THE SAME INFORMATION, BUT AT THE MEETS LEVEL.
AND WHEN WE LOOK AT THEN AT THE INFORMATION HERE, REALLY ACROSS THE BOARD AT THE MEETS LEVEL, WE ARE RIGHT AT OR ABOVE THE STATE.
SO WE MAY NOT WE MAY BE JUST A LITTLE BIT LOWER THAN STATE AVERAGES AT THE MINIMUM PASSING LEVEL.
BUT WHEN IT COMES TO OUR FOCUS OF GETTING STUDENTS TO THE MEETS GRADE LEVEL, THE STUDENTS THAT WE DO GET TO PASS AT A HIGHER LEVEL THAN JUST THE MINIMUM STANDARD OF APPROACHES.
FOR THE MASTERS GRADE LEVEL EXPECTATION CHART HERE.
WHAT YOU'LL SEE ONCE AGAIN THAT CONTINUED.
AND JACOB, IF ON THE CHART, FOR EXAMPLE, LOOKING AT OUR PACIFIC ISLANDER, IF THERE LOOKS LIKE THERE'S DATA MEET MISSING, WHAT DOES THAT REALLY MEAN? IF THERE'S DATA MISSING? BASICALLY WHAT THAT MEANS IS THERE WERE NOT ENOUGH STUDENTS TO REPORT AND FOR THAT DATA TO BE MEANINGFUL.
ONE THING WE DO IS THAT IF THEY'RE UNDER A CERTAIN NUMBER, FOR INSTANCE, AN OVERALL GROUP LIKE THIS, THAT THERE'S LESS THAN TEN STUDENTS, THEN THAT DATA IS MASKED.
AND THAT'S A PRACTICE THAT THE STATE USES ALSO.
OKAY. WHEN WE LOOK AT NOW, I WILL SAY APPROACHES MEETS MASTERS.
SO IF YOU WERE TO ADD THOSE PERCENTAGES TOGETHER FOR THE PERCENT APPROACHES, PERCENT MEETS PERCENT MASTERS OUR GOAL IS THAT THEY ADD UP WELL ABOVE 100% BECAUSE ALL OF OUR STUDENTS THAT ARE IN THE MEAT CATEGORY ARE ALSO IN I'M SORRY, THE MASTER'S CATEGORY ARE ALSO IN THE MEAT CATEGORY AND IN THE APPROACHES CATEGORY.
OUR STUDENTS THAT ARE IN THE MEAT CATEGORY ARE ALSO IN APPROACHES.
SO THAT CAN WHEN WE THINK ABOUT LIKE DISTRIBUTION OF OUR SCORES, YOU KNOW, THAT CAN KIND OF BE CONFUSING. SO THIS NEXT CHART HERE ESSENTIALLY TAKES THE INFORMATION THAT WE'VE LOOKED AT, BUT BREAKS IT OUT SO THAT WE CAN SEE KIND
[01:50:08]
OF DISTRIBUTION OF OUR STUDENTS IN THESE CATEGORIES ONLY.SO HERE WHEN WE LOOK AT THE RED WHICH REPRESENTS DID NOT MEET THOSE ARE STUDENTS THAT DID NOT PASS THE TEST THE GREEN FOR APPROACHES ARE STUDENTS THAT ARE ONLY THE APPROACHES CATEGORY.
THEY DIDN'T SCORE UP INTO THE MEETS, THEY DIDN'T SCORE UP INTO THE MASTERS.
SO THESE ARE PERCENTAGES THAT LOOK AT JUST THAT ACHIEVEMENT LEVEL ONLY.
AND ONE OF THE THINGS THAT YOU'LL NOTICE IS THAT REALLY, YOU KNOW, ACROSS ALL TESTS TAKEN, WE'RE ABOUT EQUALLY DISTRIBUTED WITH JUST A LITTLE BIT MORE A LITTLE BIT LARGER GROUP ON THE DID NOT MEET SIDE AND A LITTLE BIT LARGER GROUP ON THE MASTER'S GRADE LEVEL SIDE OF THE CHART. OUR SMALLEST PERCENTAGES ARE THERE AT APPROACHES ONLY AND MEETS ONLY, AND WHICH MEANS THAT ONCE AGAIN, AS WE ARE GETTING STUDENTS TO PASS AND OUR STUDENTS ARE PASSING AT HIGHER THAN THEY CONTINUE ON TO THAT THOSE NEXT ACHIEVEMENT LEVELS HIGHER THAN JUST THE MINIMUM PASSING STANDARD.
NOW I KNOW WE'VE HAD A CONVERSATION ABOUT END QUESTIONS GOING BACK TO MAY WHEN WE PRESENTED IN JUNE, WHEN WE PRESENTED SOME PRELIMINARY INFORMATION TO YOU.
AND AT THAT TIME, WE DIDN'T HAVE STATE COMPARISONS.
WE DID TALK ABOUT WHAT PRELIMINARILY OUR NUMBERS LOOK LIKE FOR BROKEN OUT BY GRADE LEVEL.
AND WE SHOWED SOME POTENTIAL FOR CHANGE FROM ONE YEAR TO THE NEXT.
BUT THIS NOW THAT THE STATE INFORMATION HAS BEEN RELEASED, THIS IS HOW WE COMPARE IT TO THE STATE.
ACROSS READING THE OVERALL TREND.
IF YOU NOTICE IN CHANGE BOTH FOR THE STATE AND FOR OUR DISTRICT AT THE APPROACHES LEVEL, THE MEETS LEVEL, THE MASTER'S LEVEL REALLY ACROSS MOST ALL GRADE LEVELS, THERE WAS A POSITIVE CHANGE FOR US.
SO COMPARED TO 2021, LOOKING AT 2022, THOSE PERCENTAGE POINT DIFFERENCES ARE UP.
THOSE ARE INCREASED ENGLISH ONE AND ENGLISH TWO.
SO THERE'S NOT MUCH DIFFERENCE.
FOR WHATEVER REASON, ENGLISH ONE SCORES WENT DOWN OR PASSING SCORES AT THE APPROACHES LEVEL MEETS LEVEL, MASTER'S LEVEL WENT DOWN FOR BOTH THE STATE AND FOR OUR DISTRICT JUST BY A LITTLE BIT. AND THEN ENGLISH TWO RELATIVELY STAYED THE SAME ACROSS ALL GROUPS.
WE NOTICED A SIMILAR TREND AS FAR AS US COMPARED TO THE STATE.
WHEN WE LOOK ACROSS ALL GRADE LEVELS AND ALGEBRA ONE FOR MATH AT EACH OF THE LEVELS HERE WE ARE PERFORMING RIGHT AT OR ABOVE THE STATE, BROKEN OUT BY GRADE LEVEL.
JUST LIKE WHAT MATCHED IN THE PRELIMINARY DATA WE SHOWED YOU FOR US.
HOWEVER, WHEN WE LOOK AT THAT FOR THE STATE, WE NOTICE NOTICE THAT SIMILAR TREND THAT COMPARED TO THE STATE WE ARE AT OR ABOVE WHAT WE DID IN 21 AND 22.
AND FINALLY, WHEN WE LOOK OVER AT SCIENCE AND SOCIAL STUDIES, WE NOTICED THAT A SIMILAR INFORMATION RECOVERY IS WHAT THIS IS LOOKING LIKE FOR US FROM 21 TO SPRING OF 22.
SO DEFINITELY WE'RE SEEING A REBOUND IN OUR PERFORMANCE DATA AND WE HOPE THAT WHEN WE LOOK AT THIS NEXT YEAR THAT THAT CONTINUES AND WE SEE CAN START TO CALCULATE WHAT THAT SLOPE WILL LOOK LIKE AND REALLY WHAT THOSE TREND LINES WILL BE AND POTENTIALLY BE ABLE TO CALCULATE, OUT OR PREDICT ONCE WE HAVE ONE MORE YEAR OF STAR DATA TO DO THAT.
SO WE HAD DEFINITELY THE YEAR, THE YEAR AND A HALF OF SLIDE.
BUT I BELIEVE THAT WE ARE AS WE'VE GOTTEN BACK INTO SCHOOL, AS THERE HAVE BEEN FEWER INTERRUPTIONS AND AS OUR INTERVENTIONS CONTINUE TO BE MORE TARGETED AT THE STUDENT LEVEL, WE'RE SEEING POSITIVE CHANGE THERE.
[01:55:08]
SO OVERALL, OUR DISTRICT RECEIVED A B RATING.THE OVERALL SCORE FOR THE DISTRICT WAS AN 84.
SO AMID A MID RANGE B WE DID HAVE NINE CAMPUSES THAT EARNED A RATINGS, 25 THAT EARNED B RATINGS AND 15 THAT EARNED C RATINGS.
WE DID HAVE FOUR CAMPUSES THAT RECEIVED A NOT RATED.
HOWEVER, EACH OF THOSE FOUR CAMPUSES, THE OVERALL SCORE WAS FOR THEM WAS A 68.
SO THEY WERE ALL TWO POINTS AWAY FROM BEING A C.
SO JUST BECAUSE WE WERE NOT RATED OR IN A PRIOR YEAR WOULD HAVE BEEN A D, THERE WERE NO CAMPUSES THAT WERE IN TROUBLE OF OR CLOSE TO BEING SOMETHING THAT WOULD HAVE BEEN CONSIDERED IMPROVEMENT REQUIRED OR AN F RATING.
ALL OF THOSE CAMPUSES WERE VERY CLOSE TO BEING HAVING A RATING, EQUALLY CLOSE.
AND THAT WAS ONE MORE AFFIRMATION OF WHY.
SENATE BILL 1365 WAS PUT INTO PLACE WAS TO CONTINUE TO GIVE THOSE CAMPUSES THAT MIGHT HAVE NEEDED ONE MORE YEAR AND A CHANCE TO, YOU KNOW, A CHANCE TO CONTINUE TO ADJUST AND IMPROVE.
BEFORE THEY RECEIVED A LETTER GRADE.
OFFICIALLY. SO THE LAST PIECE OF ACCOUNTABILITY THEN ARE WHAT ARE CALLED DISTINCTION DESIGNATIONS.
EACH CAMPUS IS ELIGIBLE IN A NUMBER OF DIFFERENT WAYS, AND THE WAY THAT THOSE ARE EARNED ARE BY LOOKING AT PERFORMANCE ACROSS DIFFERENT INDICATORS COMPARED TO 40 OTHER CAMPUSES.
THAT ARE LIKE THAT CAMPUS IN TERMS OF THE GRADE LEVELS THAT ARE SERVED, THE SIZE OF THE CAMPUS AND THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS MOBILITY RATE AND PERCENTAGE OF ENGLISH LANGUAGE LEARNERS.
THERE ARE MAXIMUM OF SEVEN THAT CAMPUSES CAN EARN.
THERE IS A MAXIMUM OF ONE THAT THE DISTRICT CAN EARN, AND THAT ONE IS IN POST-SECONDARY READINESS.
SO HERE THE DIFFERENT THINGS ARE TWO OF THE INDICATORS ARE WHAT ARE CONSIDERED LOOKING AT CAMPUSES IN THE TOP 25% OF THEIR COMPARABLE GROUP. ONE INDICATOR IS FOR ACADEMIC GROWTH.
ANOTHER IS FOR CLOSING THE GAPS.
AND THOSE ARE BOTH BASED OFF OF THAT DOMAIN TWO OR DOMAIN THREE PERFORMANCE AND HOW THEY DID COMPARATIVE TO THEIR PEERS THAT ARE LIKE THEM IN THE DIFFERENT WAYS HIGHLIGHTED ABOVE.
BUT THEN THERE ARE ALSO SOME THAT LOOK AT ACADEMIC ACHIEVEMENT AS WELL AS PARTICIPATION IN THE TEST.
AND THEN THERE'S FINALLY ONE FOR POSTSECONDARY READINESS WHERE THEY LOOK AT PERFORMANCE ON DIFFERENT TEST OR AT THE TEST AT DIFFERENT RATES OR DIFFERENT ACHIEVEMENT LEVELS TO SEE IF THE STUDENTS ARE REALLY ON TRACK FOR BEING THERE WHEN THEY GRADUATE.
WHEN WE LOOK AT THE OVERALL BREAKDOWN FOR OUR DISTINCTIONS HERE, AND WE'LL START WITH THE NUMBERS UP AT THE TOP THAT KIND OF SUMMARIZE ONCE AGAIN, WE ARE OUR DISTRIBUTION OF CAMPUSES IS NOT THAT MUCH DIFFERENT FROM THE OVERALL STATE STATE PERFORMANCE.
WE HAD 12 CAMPUSES THAT EARNED AT LEAST HALF OF WHAT THEY WERE ELIGIBLE FOR.
AND THEN WE HAD 28 CAMPUSES OR JUST OVER HALF OF OUR CAMPUSES EARN AT LEAST ONE DESIGNATION.
AND THOSE NUMBERS ARE COMPARATIVE TO THE STATE BREAKDOWNS.
HERE YOU CAN SEE AT EACH OF THE LEVELS HIGH SCHOOL, JUNIOR HIGH AND ELEMENTARY AND FOR THE DISTRICT, THE NUMBER OF ELIGIBLE CAMPUSES VERSUS THE ONES THAT EARNED THE DISTINCTIONS.
[02:00:07]
ELEMENTARY LEVEL.SOCIAL STUDIES ONLY HAPPENS IN EIGHTH GRADE AND THEN US HISTORY FOR THE HIGH SCHOOLS.
SO THERE'S NOT AN ELEMENTARY TEST THERE.
LIKE I MENTIONED, FOR THE CAMPUSES THAT ARE NOT RATED, THERE ARE SOME ADDITIONAL THINGS THAT WILL NEED TO BE DONE FOR THOSE CAMPUSES, WHICH THOSE CAMPUSES FOR THE NEXT YEAR WILL BE REQUIRED TO COMPLETE A TARGETED IMPROVEMENT PLAN, WHICH WILL BE KEPT INTERNALLY.
IT'S AN INTERNAL PLAN FOR HOW THEY'RE GOING TO RESPOND TO THE INFORMATION AND CONTINUE TO IMPROVE.
THEY WILL PERFORM A NEEDS ASSESSMENT, LOOK AT SELF ASSESSMENT RESULTS, PRIORITIZE THOSE FOCUS AREAS IN AND THEN WHAT STRATEGIC ACTIONS THEY'LL NEED TO TAKE. AND THOSE PLANS WILL BE MONITORED BY THE AREA EXECUTIVE DIRECTORS FOR THOSE CAMPUSES AND BE REVIEWED BY CENTRAL SUPPORT TEAMS TO MAKE SURE THAT THE INFORMATION THAT'S IN THERE IS RELEVANT AND ACTIONABLE FOR THEM TO CONTINUE THE IMPROVEMENT AND POTENTIALLY THIS YEAR GET OVER AND GET THOSE NEXT TWO POINTS AT LEAST TO GET UP TO A C LEVEL.
SO I'M GOING TO TAKE THIS NEXT SLIDE REALLY AS WE SHARED OUR RESULTS WITH YOU IN THE SPRING.
REALLY, NOTHING HAS SHIFTED WITH OUR APPROACH.
WE ARE NOT MAKING HUGE WHOLESALE CURRICULUM REVISIONS, BUT WE ARE REFINING.
A LOT OF WHAT WE HEARD FROM OUR EDUCATORS WAS JUST EVEN THE EASE OF ACCESSING THE CURRICULUM AND MAKING SURE THAT IT'S EASY AND IT'S EFFICIENT FOR THEM TO USE OR MORE LIKELY TO USE IT. AND IT'S WE CAN BE MUCH TIGHTER WITH THAT IMPLEMENTATION.
AND SO A LOT OF THOSE ADJUSTMENTS WERE MADE.
BUT REALLY OUR FOCUS IS SIMPLE EVERY CHILD, EVERY DAY.
WE ARE MAKING THOSE CURRICULUM ADJUSTMENTS.
WE'RE PROVIDING THE MEANINGFUL PROFESSIONAL DEVELOPMENT TO ENSURE HIGH QUALITY TIER ONE INSTRUCTION EVERY DAY, FROM BELL TO BELL OR FROM FROM IN THE MASTER SCHEDULE.
IF I'M TEACHING LANGUAGE ARTS IN SECOND GRADE FROM BELL TO BELL, ARE WE TEACHING HIGH QUALITY? HAVING HIGH LEVELS OF EXPECTATIONS FOR ALL STUDENTS WHEN WE RECOGNIZE THAT A STUDENT IS NOT GROWING AT THE RATE THAT WE NEED THEM, THAT THEY ARE NOT MOVING TOWARDS MASTERY AT A RATE THAT WE NEED THEM TO DO.
DO WE HAVE THE RIGHT INTERVENTIONS IN PLACE? THE BOARD HAS SO SUPPORTED US AND I JUST CONTINUE TO THANK YOU FOR YOUR COMMITMENT OF USING ESSER FUNDS TO PROVIDE THAT ELEMENTARY.
AND THIS YEAR WE'RE ACTUALLY ABLE TO STAFF THEM.
SO WHEN WE SEE A GAP FORMING, WE CATCH IT RIGHT THERE.
WE DON'T ALLOW IT TO GROW OVER TIME.
BLESS YOU. SO INTERVENTIONS AND DO WE HAVE HIGH QUALITY MATERIALS THAT OUR TEACHERS ARE USING IN THOSE INTERVENTIONS? DO THEY? IF THE FIRST STRATEGY DIDN'T WORK, WE CAN'T USE THAT SAME STRATEGY.
WE NEED TO HAVE A SECOND AND A THIRD STRATEGY IN OUR TOOLBOX THAT MIGHT HELP BRING THAT STUDENT FROM A LEVEL OF NOT UNDERSTANDING TO A LEVEL OF UNDERSTANDING. AND THEN ARE WE PROGRESS MONITORING OUR STUDENTS? ARE WE USING OUR MAP DATA TO ENSURE THAT EVERY CHILD, EVERY DAY AND WHEN I SAY EVERY CHILD EVERY DAY, I MEAN IT MIGHT BE A STUDENT WHO IS IN FOURTH GRADE, BUT THEY ARE PERFORMING ON A FIFTH GRADE LEVEL.
ARE WE GROWING THAT STUDENT AT LEAST A YEAR? IF THEY'RE COMING IN AT A FOURTH GRADE? WE NEED TO BE SURE THAT BY THE TIME THEY EXIT FOURTH GRADE THAT THEY ARE READY AND AND MASTERING FOURTH GRADE MATERIAL TO ACCESS FIFTH GRADE MATERIAL.
IF THEY'RE COMING IN FOURTH GRADE AND THEY'RE AT A THIRD GRADE LEVEL, WE HAVE TO ACCELERATE THAT LEARNING NOT JUST ONE YEAR, BUT IT MIGHT BE 15 MONTHS, 18 MONTHS IN ORDER TO ENSURE THAT STUDENT CAN SUCCESSFULLY NAVIGATE AND ACCESS FIFTH GRADE MATERIAL.
SO I WOULD WHAT WE'RE DOING IS NOT IT'S NOT MAGICAL.
IT IS HARD WORK OF ENSURING WE'RE IMPLEMENTING THE CURRICULUM AT A HIGH LEVEL.
[02:05:05]
OUR TEACHERS ARE TRAINED AND THEY HAVE THE RESOURCES THEY NEED TO BE SUCCESSFUL.AND WE INTERVENE WHEN WE KNOW THAT STUDENTS ARE STRUGGLING.
I WISH I COULD TELL YOU THERE WAS A MAGIC FORMULA OR A MAGIC BULLET SOMEWHERE OR A MAGIC PROGRAM THAT WE COULD BUY THAT ALL OF A SUDDEN WE WOULD BE AT WHERE WE ALL WANT TO BE, WHICH IS 100% OF OUR STUDENTS PERFORMING AT THE MASTER'S LEVEL AT EVERY GRADE LEVEL.
BUT WE ARE DOING THE RIGHT THINGS.
WE WILL BE PROVIDING YOU SOME MORE SPECIFICS AS WE GO THROUGH, OF COURSE, OUR BOARD STUDY SESSIONS THIS FALL TO DIVE IN A LITTLE BIT DEEPER, ESPECIALLY WHAT WE'RE DOING FOR DOMAIN THREE AND CLOSING THOSE ACHIEVEMENT GAPS.
HOW ARE WE SUPPORTING OUR SPECIAL EDUCATION LEARNERS? IN OCTOBER, WE'RE DOING A MULTILINGUAL PRESENTATION.
BUT REALLY IN EVEN THOSE PROGRAMING AREAS, OUR STRATEGY IS THE SAME, OUR STRATEGY IS THE SAME.
SO WE JUST WANTED TO PROVIDE A LITTLE BIT OF THAT OVERVIEW.
I REALLY WANT TO COMMEND MR. CORTEZ AND HIS WORK, THE ACI TEAM, THE WAY THAT THEY ARE ABLE TO PRESENT DATA TO OUR PRINCIPALS AND HAVE THEM SEE.
HOW ALL OF THESE PIECES FIT TOGETHER AND ALLOW THEM TO REALLY GET DOWN TO THIS IS WHAT I NEED TO DO AND HOW I NEED TO RESPOND TO THE DATA IS SO INCREDIBLY IMPORTANT AND THEN TO OUR ENTIRE CENTRAL OFFICE TEAM BACK THERE.
THANK YOU, MS. TIMME, FOR CELEBRATING.
MR. FREEMAN. I WOULD SAY THAT FOR OUR ENTIRE CENTRAL OFFICE TEAM WHO THEIR ONLY JOB IS TO ENSURE THAT THEY ARE MAKING THE ADJUSTMENTS WE NEED TO MAKE SO THAT WE CAN SET UP OUR TEACHERS AND OUR KIDS FOR SUCCESS.
AND THEY LISTEN AND THEY RESPOND.
AND I DON'T KNOW WHERE WE WOULD BE WITHOUT THEM.
SO WITH THAT, WE WILL TAKE ANY QUESTIONS THAT YOU MAY HAVE.
ANY QUESTIONS? MR. POTEET? YEAH, I'VE GOT A FEW AND I DO.
THAT'S WHAT THE PURPOSE OF THE DATA IS, IS IT GIVES US A SNAPSHOT OF WHO WE ARE AS A DISTRICT.
AND I APPRECIATE THE OPENNESS WE ARE TO LOOKING AT THAT AND THEN ADDRESSING IT AND NOT WE'RE NOT RUNNING FROM IT. WE'RE CHARGING HEAD FIRST INTO IT.
AND I THINK THAT'S A CONSISTENT APPROACH THROUGHOUT THE STAFF AND LEADERSHIP, WHICH I APPRECIATE.
SO THAT ONE THAT ONE KIND OF SPOKE TO ME.
IT WAS A GAVE ME SOME REALLY GOOD KIND OF COMPARISON DATA, I GUESS, IN THERE.
AND, YOU KNOW, I LOOK AT THAT 50% MARK, YOU KNOW, VERTICAL LINE IN THE MIDDLE AND THEN I LOOK AT EITHER DID NOT MEET OR YOU DESCRIBED APPROACHES IS KIND OF THE MINIMUM PASSING RIGHT.
SO I THINK WHAT WE WANT IS THE MAJORITY TO BE THE OTHER TWO CATEGORIES AT LEAST.
I MEAN, THAT'S KIND OF WHAT I WANT AND I SEE THAT MATH IS JUST A REALLY BIG OUTLIER THERE.
I THINK WE'RE AT 60% DOES NOT MEET OR MASTER EITHER ONE.
AND I THINK WE'VE SEEN THAT CONSISTENTLY IN OTHER WAYS THAT WE'VE LOOKED AT DATA.
SO MATH, I THINK, JUST JUMPS OUT TO ME THAT'S THAT'S A CONSISTENT ISSUE.
I'M NOT TELLING ANYBODY SOMETHING THEY DON'T KNOW, BUT THAT JUST JUMPED OUT AT ME.
AND THAT'S JUST A REALLY IMPORTANT POINT.
I JUST WANT TO SIT ON THAT A MINUTE BECAUSE I THINK IT IS A NATIONAL CONVERSATION THAT WE ARE HAVING IN EDUCATION AROUND WHAT DO WE DO TO ADDRESS MATH ACCELERATION? BECAUSE UNLIKE READING, FOR EXAMPLE, EVERY MATH SKILL IN READING BUILDS UPON EACH OTHER.
WHEREAS IN MATHEMATICS, IF I DON'T UNDERSTAND 1 TO 1 CORRELATION, THIS OBJECT I HAVE ONE OBJECT.
[02:10:05]
I HOLD UP A SECOND ONE THAT'S A SECOND OBJECT.THEN MOVING TO ADDITION AND SUBTRACTION IS IMPOSSIBLE.
AND THEN IF WE ARE, IF THAT GAP EXISTS AND IT IS NOT FILLED RIGHT THEN AND SO NOW WE HAVE GAPS THAT WERE 18 MONTHS, TWO YEARS WHERE MAYBE STUDENTS WERE NOT GETTING THE LEVEL OF RIGOR BECAUSE IT WAS REALLY HARD TO REPLICATE MATH INSTRUCTION ONLINE.
SO WE ARE REALLY DESPERATELY FOCUSED ON HOW DO WE AND THAT'S WHY OUR MATH INTERVENTION IS AT THE ELEMENTARY OR EVERYTHING, BECAUSE WE ARE PULLING THOSE STUDENTS THAT WE KNOW MISS OUT ON THAT INSTRUCTION AND TARGETING THE SPECIFIC SKILL MAP DATA TELLS US, HERE'S THE SPECIFIC SKILL THAT STUDENT IS MISSING AND WE BETTER FILL THAT.
OTHERWISE THEY'RE NEVER GOING TO BE ABLE TO ACCESS THE HIGHER LEVEL MATH.
BUT THAT CHALLENGE IS VERY REAL.
AND WE ARE IN ALL KINDS OF WORKING GROUPS AND COLLABORATIVES WITH OUR REGIONAL PARTNERS, WITH OUR BENCHMARK PARTNERS AND BENCHMARK DISTRICTS TO FIND OUT WHAT ARE THOSE BEST PRACTICES AND WHAT ARE WE ALL LEARNING AND WHAT IS SOMEONE DOING THAT IS WORKING THAT'S ACCELERATING AND MOVING THAT TARGET FASTER? WE'RE ASKING THAT QUESTION.
THANK YOU. CAN YOU FAST FORWARD TO A COUPLE OF SLIDES TO THE PERCENT? YEAH, THERE. SO WHEN I LOOK AT THAT, SOMETHING THAT KIND OF JUMPED OUT TO ME IS WE'RE CONSISTENTLY OUR RATE OF CHANGE IS LOWER THAN THE STATE RATE OF CHANGE PRETTY MUCH THROUGH THIS SLIDE. AND THE NEXT SLIDE AND I GET IT AS I LOOKED AT THOSE, THEY HAD A LITTLE FURTHER TO GO, BUT IT WASN'T REAL SIGNIFICANT, IT WAS WITHIN A FEW POINTS OR SOMETHING. POINTS. YEAH. SO THAT, THAT KIND OF CONCERNS ME A LITTLE BIT THAT OUR RATE OF CHANGE IN THE POSITIVE DIRECTION IS SLOWER THAN THE STATE.
AND FOR THAT POINT, TOO, I KNOW WE COMPARE AGAINST THE STATE.
AND I KNOW EVERYBODY COMPARES AGAINST THE STATE IN THE STATE.
WANTS US TO PROBABLY COMPARE AGAINST THE STATE.
DO WE EVER COMPARE AGAINST OUR REGION? I MEAN, SINCE WE'RE COMPETING WITH SO WITH GARLAND AND PLANO AND BECAUSE WE DON'T SEE THAT AND I'M JUST I MEAN, THAT'S MY CURIOSITY SIDE.
NOTHING THAT NEEDS TO BE OFFICIAL.
BUT I'D BE CURIOUS JUST HOW WE COMPARE TO OTHER LOCAL DISTRICTS AS WELL.
AND THAT'S SOMETHING I CAN DEFINITELY PULL A REPORT.
I WILL SAY FOR EVERYBODY WATCHING AND LISTENING THAT TO ALSO HAS A SITE WHERE YOU CAN LOOK AT ALL THE DATA FOR EVERYBODY ACROSS THE STATE IN AN INTERACTIVE FORM SO YOU CAN PULL AND THOSE FORMS THEY ALSO INCLUDE BY REGION.
SO ONE OF THE THINGS THAT YOU KNOW THAT I CAN DO IS I CAN DEFINITELY PULL THE INFORMATION.
SO IT'LL BE GROUPED BY REGION.
SO I'LL BE HAPPY TO GET THAT FOR YOU AND THAT'S FINE.
IF IT'S ON THE WEBSITE, I'LL DO IT ON MY TIME AND SAY YOU'RE BUSY TO ALSO PUT TOGETHER SOME LIKE A ONE PAGER OF WHERE TO GO, TO LOOK AT THE INFORMATION AND TO BE ABLE TO SHARE THAT ON OUR ACCOUNTABILITY WEBSITE.
THAT'S AWESOME. I APPRECIATE IT. AND THE LAST THING I HAD WAS ON THE DISTINCTION SLIDE THAT WE HAD WHERE WE HAD THE CHART OR THE SPREADSHEET, WHATEVER IT WAS. YEP. THAT ONE.
YEAH. SO WHAT JUMPED OUT TO ME THERE WAS JUST THE, THE ELEMENTARIES.
I MEAN, WE'VE GOT 40 OF THEM COMPARED TO THE SECONDARY SCHOOL NUMBERS, ROD NUMBERS.
YEAH. AND EACH CAMPUS LOOKS DIFFERENTLY.
SO THE THE 40 COMPARABLE CAMPUSES ON HOW THESE ARE HOW YOU'RE COMPARED THEY REALLY DO DIFFER.
IT'S NOT LIKE A SCHOOL IN RICHARDSON ISD IS GOING TO COMPARE AGAINST 40 OTHER RICHARDSON SCHOOLS.
AND IT REALLY IS COMPARISON BASED ON THE INDICATORS FROM THE SLIDE BEFORE HIGHLIGHTED IN RED REALLY WITH SCHOOLS ACROSS THE STATE POPULATIONS.
SO FOR INSTANCE MATH, THEY'LL LOOK AT PARTICIPATION RATE FOR MATH AND THEN FOR OUR ELEMENTARY, THEY'LL LOOK AT GRADE THREE AT THE MASTER'S LEVEL, GRADE FOUR AT THE MASTER'S LEVEL, GRADE FIVE, GRADE SIX.
[02:15:05]
AND IN EACH OF THOSE AND THERE'S A COUPLE OTHER THINGS, BUT IN EACH OF THOSE, WHAT THEY'LL DO IS THEY WILL RANK BY RANK YOU FROM FIRST TO FIRST TO 40TH, AND THEN THEY'LL ASSIGN A QUARTER OR QUARTILE TO YOU.SO YOU WERE IN THE TOP 25, SECOND, 25, THIRD, FOURTH, 25, AND YOU HAVE TO BE IN QUARTER ONE IN, LET'S SAY, FOR MATH, FOUR OUT OF THE SIX THINGS THAT THEY'RE MEASURING.
SO THE CAMPUSES HAVE INFORMATION AVAILABLE TO THEM THAT WILL ALSO THAT EVERYBODY CAN LOOK AT, TOO, AND THAT WILL ALSO TELL THEM HOW THEY RANKED IN EACH OF THOSE PIECES OF THAT DISTINCTION.
AND SO, ONCE AGAIN, THE DIFFERENCE ALSO FOR THE ACHIEVEMENT LEVEL IS LOOKING AT THAT MASTER'S LEVEL.
SO WE ALREADY KNOW THAT OUR MASTER'S LEVELS IN SOME OF THOSE AREAS, MATH WAS ONE OF THEM LIKE WE SAW FROM THE SLIDE BEFORE THAT WE'RE REALLY LOWER THAN WE WOULD LIKE THEM TO BE.
AND SO IF WE'RE LOOKING AT THAT'S LOWER THAN COMPARED TO OTHERS LIKE US.
AND WE WANT TO MAKE SURE THAT AT LEAST WE'RE IF WE'RE GOING TO BE LOW, WE'RE MATCHING OTHERS.
BUT HOPEFULLY IN THE 40 WE CAN GET TO WHERE WE'RE IN THE TOP TEN OF OUR 40 COMPARISON GROUPS.
SO THE WORKING WITH TEACHING AND LEARNING CURRICULUM AND INSTRUCTION, THAT'S SOMETHING WHERE WE CAN LOOK AT HOW ACROSS THE BOARD HOW CAMPUS IS DID ON EACH OF THOSE GRADE LEVELS AT THE MASTER'S LEVEL AND THEN ALSO HELP PROVIDE INFORMATION TO CAMPUSES ON HOW WE CAN IMPROVE FOR THAT THE NEXT YEAR.
THE ONE UNFORTUNATE THING IS THAT YOU DON'T GET THE SAME 40 CAMPUSES FROM YEAR TO YEAR TO YEAR.
SURE. BECAUSE YOUR NUMBERS WILL CHANGE.
AND WE WILL START WITH THIS YEAR LOOKING AT THE CURRENT 40, BUT ALSO THOSE 40 COMPARABLE CAMPUSES.
WE DON'T KNOW UNTIL A LITTLE. BUT LATER ON IN THE YEAR EITHER.
I WILL SAY ONE OF THE THINGS THAT SOME CAMPUSES HAVE DONE IN THE PAST AND HAVE BEEN WHERE THEY'VE LOOKED AT THEIR COMPARABLE 40 AND I'VE ACTUALLY WORKED WITH A PRINCIPAL OR TWO OVER THE YEARS WHERE WE'VE CONTACTED THE ONE OF THE OTHER CAMPUSES TO FIND OUT, HEY, MAN, YOU WERE WAY UP HERE.
WE NOTICED FROM THE YEAR PRIOR YOU HAD A JUMP.
WHAT DID YOU DO? SO THAT'S ANOTHER THING TO THINK ABOUT, TOO, IS, YOU KNOW, NOT ONLY HOW WE'RE DOING AND LOOKING AT INTERNALLY, BUT ALSO REACHING OUT TO OTHER PLACES TO FIND OUT HOW WE'RE DOING INTRA DISTRICT AND INTER DISTRICT.
NO, THAT'S GREAT IT BENCHMARKING AND BEST PRACTICES.
THANKS A LOT. THANK YOU, MR. POTEET. MS. MCGOWAN, I WAS JUST GOING TO ASK AND THIS MAY BE ANOTHER JUST I DON'T KNOW, YOU JUST HAVE TO HELP ME OUT WITH THIS.
SO AS FAR AS THE DISTINCTION, THE DESIGNATION AWARDS, DOES THE STATE HAVE ANY KIND OF FINANCIAL INCENTIVE BEHIND THAT FOR SCHOOLS AND DISTRICTS BASED ON THAT.
I THOUGHT THAT MIGHT BE HELPFUL, BUT.
NO. AND I DO THINK IF YOU LOOK OVER TO THAT CORNER, I CAN TELL YOU THAT LAURIE SQUALLS AND JENNY BATES AND SHAUNA BALLAST AND MIKE EVANS AND PEGGY DILLON, THEY ABSOLUTELY HAVE.
THERE IS A COMPETITIVE COMPONENT OF HOW DO WE WHICH LEARNING COMMUNITY IS GOING TO HAVE THE MOST DISTINCTIONS, HOW ARE WE IN A HEALTHY WAY? WE DON'T WANT THIS TO BECOME AN UNHEALTHY SYNERGY.
BUT I ASSURE YOU THAT IS A PART OF THE CONVERSATION THAT WE HAVE.
AND I WILL TELL YOU, FOR ME, THE DISTINCTIONS ARE AN OUTCOME OF THE WORK, BECAUSE IF WE ARE GROWING KIDS AND WE ARE GETTING THEM TO PERFORM AT THE HIGHEST LEVEL OF MASTERY OF THAT CONTENT AND THAT GRADE LEVEL, THEN THE DISTINCTIONS WILL COME.
AND SO HOW DO WE STAY LASER LIKE FOCUSED ON EVERY CHILD, EVERY DAY? IT'S NOT ENOUGH.
AND WE'RE NOT SATISFIED ENOUGH WITH JUST GETTING A STUDENT TO THAT APPROACHES LEVEL.
AND THEN WHEN THE DISTINCTIONS COME, THEN IT'S A REASON TO REALLY CELEBRATE IN.
[02:20:06]
AND OFTENTIMES, WHILE WE ARE OFTEN PAIRED WITH CAMPUSES THAT ARE OUTSIDE OF OUR DISTRICT, ALMOST ALL OF OUR CAMPUSES HAVE AT LEAST A COMPARISON CAMPUS THAT IS INSIDE OUR DISTRICT AS WELL.AND SO MY LAST THING I WAS GOING TO SAY WAS, I LIKE THE FACT THAT WE'RE SPENDING SO MUCH TIME TALKING ABOUT THIS TONIGHT AND WE SO THIS WILL BE SOMETHING WE SPEND A LOT OF TIME TALKING ABOUT IN OUR BOARD MEETINGS THIS YEAR, RIGHT? YES, MA'AM. AND OUR NEXT STUDY SESSION, JUST AN EVEN AN OUTCOME OF THIS IS WE'RE GOING TO BE TALKING ABOUT OUR BOARD GOALS IN THE NEXT ITERATION OF OUR BOARD GOALS AS WE RESPOND TO THIS DATA. AND SO EVERY MONTH, THAT'S WHO WE ARE AND WHAT WE DO.
THAT'S RIGHT. ANY MORE QUESTIONS ON THIS SIDE? I'LL JUST MAKE A QUICK COMMENT AS WELL ABOUT THAT I'M VERY APPRECIATIVE OF THE PRESENTATIONS.
AND AS MS. BRANUM MENTIONED, YOU KNOW, THERE'S A LOT OF WORK.
SO I'M VERY APPRECIATIVE TO ALL THE PEOPLE, IN THE BACK.
RIGHT. EVERYBODY OUT THERE WHO WORKED SO HARD TO GET US TO WHERE WE ARE.
BUT I'M VERY APPRECIATIVE TO EVERYBODY WHO'S WORKING SO HARD TO CLOSING THOSE GAPS.
THAT'S WHAT'S REALLY, LIKE FOR ME.
SO I'M SUPER EXCITED AND LOOKING FORWARD TO THE PRESENTATIONS THAT ARE COMING UP THAT I KNOW.
MS.. ARMSTRONG, WE'VE BEEN TEASED THAT SHE'S GOING TO COME AND AND OTHERS, BECAUSE I THINK THAT THAT'S ALSO SUPER IMPORTANT ABOUT JUST HOW THEY PLAY THAT PART, YOU KNOW, THAT COMPONENT, HOW IMPORTANT THEY ARE INTO CLOSING THOSE GAPS.
SO I'M JUST VERY APPRECIATIVE TO EVERYONE.
YEAH. SO, AGAIN, THANK YOU, MR. CORTEZ, FOR THE PRESENTATION.
AND I GUESS ONE OF THE THINGS I JUST KNOW FOR COMPARISON PURPOSES, YOU KNOW, AT THE STATE LEVEL, THEY'RE COMBINING 1100 PLUS DISTRICTS TO GET SOME COMPOSITE NUMBER.
AND SO I CAN TRULY APPRECIATE THAT WE'RE TRYING TO DO SOME BENCHMARK.
BUT THAT'S WHY WHEN WE LOOK AT GROWTH, YOU KNOW GROWTH.
WE'RE THE FIFTH MOST DIVERSE DISTRICT IN THE STATE OF TEXAS.
AND UNFORTUNATELY THE STATE DOES NOT GIVE US A COMPARABLE 40 DISTRICTS THAT ARE LIKE US.
THEY DO THOSE FOR THE CAMPUSES, BUT THEY DON'T DO THE SAME KIND OF METHODOLOGY FOR DISTRICTS.
HOWEVER, I DO HAVE YOU KNOW, WE DO I MAY KNOW A SERVICE CENTER NEAR US THAT CAN HELP US WITH THAT.
ABSOLUTELY. AND WE DO HAVE INFORMATION AND THE SAME ACCESS TO INFORMATION.
AND I CAN LOOK ACROSS THOSE SAME INDICATORS TO GET US CLOSE AND PUT TOGETHER, YOU KNOW, PUT TOGETHER A COMPARISON GROUP FROM ACROSS THE STATE, NOT JUST THE ONES AROUND US THAT LOOK LIKE US.
SO THAT'S DEFINITELY SOMETHING I CAN WORK ON AND INCORPORATE IN FUTURE STAAR DATA.
BECAUSE I THINK IT'LL JUST, YOU KNOW, A WE GET IT DOWN TO A CAMPUS BY CAMPUS LEVEL BECAUSE THE BEST, YOU KNOW, THE BEST INDICATOR IS GOING TO BE HOW ARE WE GROWING ON THAT CAMPUS? SURE. BUT IF WE CAN GET SOMETHING THAT HOW ARE WE DOING? PEOPLE THAT LOOK A LITTLE BIT IN THE DEMOGRAPHICS OF OURS, THAT WOULD BE VERY HELPFUL.
ABSOLUTELY. AND THEN, YOU KNOW, AGAIN, JUST I COMMEND US RECOGNIZING IT, YOU KNOW, HEY, THIS IS WHERE WE START.
AND THEN MS. BRANDON, YOU MADE A GOOD POINT THAT I SAW AT A PRESENTATION THIS MORNING.
WHEN WE TALK ABOUT THE MAP MATH CHALLENGES WE HAD FROM COVID, WHERE WE DIDN'T SEE SUCH A DROP IN READING, BUT WE SAW SUCH A DROP IN MATH, YOU KNOW, YOU CAN'T TALK ABOUT WHAT WAS SOME OF THE CHALLENGES DURING COVID.
CAN YOU CAN YOU KIND OF TOUCH ON THAT A LITTLE BIT? YEAH. I MEAN, I THINK IT REALLY IS IN READING, WE DID SEE A DECLINE IN READING AS WELL.
[02:25:04]
OF COVID. AND EVEN WHILE HE WAS AT HOME FOR A YEAR AND A HALF OUR AS A FAMILY, WE WERE TRYING TO YOU KNOW, I'M A SECONDARY TEACHER.I THOUGHT I WAS PRETTY GOOD SECONDARY TEACHER.
I WAS NOT SUCH A GREAT PRE-K TEACHER.
AND SO I COULD BUT I DID KNOW, FOR EXAMPLE, HOW TO SUPPORT READING AT HOME.
IT WAS A LOT EASIER FOR ME TO SUPPORT READING.
OUR TEACHERS COULD MODEL THAT OUR TEACHERS COULD DO A LOT OF.
THEY COULD. THEY HAD A LOT OF VIRTUAL RESOURCES THAT WERE AVAILABLE THAT SUPPORTED READING, WHEREAS IN MATH, AGAIN, FIGURING OUT HOW TO SUPPORT KIND OF THAT CONCRETE, YOU KNOW, 1 TO 1, FOR EXAMPLE, CORRELATION AND HOW TO REINFORCE THAT AT HOME.
HOW DO I BUILD THAT CONCEPT AS A PARENT AT HOME? THAT WAS MUCH HARDER TO DO WHEN YOU'RE FOUR AND FIVE YEARS OLD AND TRYING TO REPLICATE THAT.
OUR TEACHERS DID A PHENOMENAL JOB.
OUR TEACHING AND LEARNING DEPARTMENT DID A PHENOMENAL JOB OF TRYING TO STAND THAT UP.
BUT I THINK IT'S CLEAR WHAT A CHALLENGE THAT WAS.
AND THEN I THINK EVEN LAST YEAR WHERE WE HAD OUR STUDENTS RETURN, WE HAD SO MANY.
THEIR LEARNING TIME WAS SO INTERRUPTED WITH ABSENCES.
AND WHETHER THEY WERE THERE, WHETHER THEIR TEACHER WAS THERE, BECAUSE THEY MIGHT HAVE TESTED POSITIVE, THAT REALLY BEING ABLE TO ACCELERATE THAT GAP IN THE WAY THAT WE WANTED TO WAS JUST A REAL CHALLENGE.
AND AND SO IF YOU THINK ABOUT IT, I'M A THIRD GRADE TEACHER.
I AM RESPONSIBLE THIS SCHOOL YEAR FOR THIRD GRADE MATH CONCEPTS.
MY STUDENTS ARE GOING TO BE HELD ACCOUNTABLE IN FOR THIRD GRADE MATH CONCEPTS.
FOR THE THIRD GRADERS I TAUGHT HAVE NOT REALLY HAD A NORMAL SCHOOL EXPERIENCE.
WHAT ARE THE MOST IMPORTANT SKILLS AND CONCEPTS THAT A STUDENT HAS TO LEARN? WHAT? HOW DO I ENSURE EVERY MINUTE OF TIME, EVERY MINUTE OF TIME IS IS MAXIMIZED AND THEN USING OUR INTERVENTION EXPERTS TO REALLY FILL IN THOSE GAPS WHEN NECESSARY.
AND YOU KNOW, IT'S WELL, ANYHOW, YOU ANSWERED MY QUESTION, SO THANK YOU.
MR. EAGER. MISS TIMME, DID YOU HAVE SOMETHING? YES. YOU KNOW THAT ON THE ACADEMIC SIDE, I'M ALL OVER HERE WITH IT.
YES. THANK YOU FOR THE PRESENTATION.
THANK YOU FOR A LOT OF THOSE EXPLANATIONS.
I JUST WANT TO REFLECT A LITTLE BIT.
AND WE LOOKED AT THAT AND HONESTLY, I THINK WE WERE ALL A LITTLE BIT SCARED, DID NOT LOOK GOOD.
IT DID NOT LOOK LIKE WE WERE GOING TO HAVE A COVID CLIMB.
MATTER OF FACT, IT LOOKED LIKE I DON'T KNOW WHAT IT LOOKED LIKE, BUT IT WASN'T GOOD.
AND I THINK AND I WANT TO SAY THAT WHILE WE MADE SOME GOOD JUMPS.
ON THE WHOLE, I THINK WHAT HAPPENED IN THAT SECOND SEMESTER AND WHAT OUR SCHOOLS DID AND WHAT OUR TEACHERS DID AND THEIR FOCUS ON MAKING UP FOR ALL THOSE DAYS THAT WERE MISSED AND ALL OF THOSE THINGS SHOULD BE COMMENDED.
AND SO I DO WANT TO ACKNOWLEDGE THAT CAN I BECAUSE I THINK THAT IS SUCH AN IMPORTANT THING.
JUST REAL QUICK, JACOB, JUST LIKE GIVE ONE OR TWO EXAMPLES WHERE IN FEBRUARY WE WERE HAVING CONVERSATIONS WITH THE CAMPUS BECAUSE OUR PROJECTION WAS AT A CAMPUS WOULD BE HERE AND THE WORK THAT HAPPENED FROM FEBRUARY TO THE DAY OF THE TESTING.
CORRECT. SO IN ACTUALLY IN FEBRUARY HAD A FOLLOW UP MEETING WITH THROUGH OUR MTS, ALONG WITH OUR MTS TEAM, AND HAD A FOLLOW UP MEETING WITH PRINCIPALS WHERE I GAVE THEM WITHOUT THE GROWTH PIECE.
IF TODAY THINGS WERE ROUGH GROWTH, IF THEY WERE ONLY BASED ON WHAT OUR STUDENTS ARE DOING RIGHT NOW, THIS IS WHAT THE ACCOUNTABILITY PROJECTION FOR YOU WOULD LOOK LIKE. AND THERE WERE SEVERAL CAMPUSES THAT WERE GOING TO BE PROJECTED TO BE AN F IF JUST IF TRENDS HAD CONTINUED. BECAUSE MAP ALSO GIVES US A PROJECTION MEASURE LIKE WE'VE TALKED ABOUT THOSE TYPES OF THINGS BASED ON OUR MAP DATA.
THIS IS WHERE YOU MIGHT BE IF SOMETHING DOESN'T CHANGE.
AND THAT WAS A DIFFICULT CONVERSATION TO HAVE WITH THE GROUP, WITH EACH INDIVIDUAL PRINCIPAL.
THEY TOOK THE INFORMATION BACK.
AFTER THE SHOCK WORE OFF, THEY PROCESSED AN EXAMPLE OF THAT.
[02:30:10]
ELEMENTARY AT THAT TIME WAS PROJECTED TO BE PROJECTED TO BE AN F AND THEY ENDED UP AS A B CAMPUS.CAROLYN BOOKER ANOTHER ONE OF OUR PREVIOUSLY IDENTIFIED A'S CAMPUSES, WAS PROJECTED TO BE IN F AND ENDED UP AT A B. AND SO THOSE ARE JUST A COUPLE OF EXAMPLES WHERE THE DIFFICULT CONVERSATION LIKE YOU'VE SEEN TONIGHT, WE'RE TRANSPARENT WITH OUR ADMINISTRATORS ALSO ABOUT IF WE CONTINUE, IF WE DO THE SAME THING WE DID.
AND I WILL COMMEND THEM BECAUSE WHEN WE CAME BACK IN MAY TO MEET WITH THEM, TO BOTH LOOK AT MAP PERFORMANCE AND GROWTH ON MAP, JUST LIKE I PRESENTED TO YOU WAS PHENOMENAL. OUR GROWTH RATES AND THAT MATCHED WHEN WE SAW WHEN STAAR CAME OUT.
AND AS I THINK ABOUT IT, LIKE NORTHRIDGE ELEMENTARY WAS ANOTHER CAMPUS THAT WAS PROJECTED TO BE LOW AND ENDED UP A C OR A B LIKE.
SO THOSE CONVERSATIONS REALLY TURNED INTO ACTION.
AND IT REALLY IS YOU KNOW, THE RESULTS REALLY ARE A TESTAMENT TO WHAT OUR PRINCIPALS WERE ABLE TO DO TO TO HELP WITH THE MORALE, YOU KNOW, THE INTENTIONALITY OF OUR TEACHERS AND THEN WHAT OUR TEACHERS WERE ABLE TO DO WITH THE STUDENTS.
AND SO THANK YOU FOR THE OPPORTUNITY TO KIND OF BRAG ON A COUPLE OF CAMPUSES BECAUSE IT REALLY IS THE GAINS THAT WE SAW REALLY DID HAPPEN AND THE AMOUNT OF GROWTH WE SAW REALLY DID HAPPEN IN THE SECOND SEMESTER.
I MEAN, I BELIEVE THAT IT DID.
RIGHT. LIKE, I MEAN, THAT'S THAT'S NOT WHERE WE WANT TO BE.
I MEAN, I'M VERY HOPEFUL GOING FORWARD WITH CONTINUED SUPPORT.
I THINK IT STARTS WITH GETTING THE RIGHT PEOPLE IN THE RIGHT PLACE.
AND I THINK WE SAW SOME OF THAT TONIGHT WHEN WE WELCOMED SOME NEW ADMINISTRATORS HERE.
AND I SAW THOSE WERE IN SPECIFIC CONTENT AREAS.
SO I'M EXCITED TO HAVE THAT AND TO SEE THEIR GOOD WORK.
I ALSO DON'T WANT TO LOSE SIGHT OF THE FACT THAT FOREST MEADOW JUNIOR HIGH ABSOLUTELY KILLED IT.
AND FOR THEM TO COME UP AS HIGH AS THEY HAVE AND HAVE ALL OF THOSE DISTINCTIONS, I'M SUPER PROUD OF THEM AND I WANT TO BE SURE THAT WE SAY THEIR NAME A LOT BECAUSE THAT'S FANTASTIC. AND THEN JUST A COUPLE OF OBSERVATIONS, BECAUSE AS YOU GUYS ASK QUESTIONS, YOU'LL KIND OF ANSWERED SOME OF MINE.
BUT I THINK THEY'RE IMPORTANT.
WE'RE NOT BRINGING IN LOTS OF BELLS AND WHISTLES.
WE'RE LETTING OUR TEACHERS DO GOOD WORK WITH THE THINGS THAT THEY HAVE AND TAKING THE REALLY GOOD CURRICULUM AND THE OTHER PARTS THAT WE HAVE AND MAKING IT MORE ACCESSIBLE, GIVING THEM TIME TO TEACH AND GIVING THEM TIME TO ADJUST.
AND SO I THINK I'M VERY HAPPY TO HEAR THAT.
I THINK THAT'S WE'RE GOING TO SEE DIFFERENCE.
EVERY TIME WE THROW SOMETHING NEW IN, IT TAKES AWAY FROM SOMETHING ELSE.
AND JUST THAT TIME TO GET WITH THE CURRICULUM THAT WE DO HAVE I THINK IS FANTASTIC.
THE OTHER QUESTION THAT YOU GUYS ANSWERED FOR ME WAS IN RELATION TO COMPARISON MODELS, AND I WANT TO TELL YOU, I'M APPRECIATIVE OF THE FACT THAT YOU'RE GOING TO LOOK AT OTHER DISTRICTS WHO ARE DOING WELL IN AREAS THAT WE'RE NOT DOING AS WELL IN.
AND LOOKING AT WHAT THEY'RE DOING, SEEING IF THE CONTEXT UNDER WHICH THEY'RE DOING THAT MAKES SENSE FOR RISD, WHETHER IT'S INSTRUCTIONAL MODELS, WHETHER IT'S SUPPORT, WE'RE NOT GIVING WHATEVER IT IS.
I THINK THAT'S FANTASTIC AND I LOOK FORWARD TO HEARING THAT AS WE GO FORWARD.
LASTLY, I'VE HEARD TONIGHT SEVERAL TIMES MENTION OF A LASER FOCUS ON OUR OUTCOMES.
I THINK OUTCOMES ARE OPPORTUNITIES FOR OUR KIDS.
IF WE DO NOT EDUCATE OUR KIDS, NOBODY ELSE WILL.
THERE'S NO ONE ELSE HERE TO DO IT IF WE DON'T DO IT.
AND A LASER FOCUS ON GETTING THEM WHERE THEY NEED TO BE AND GIVING THEM THE BEST EDUCATION WE CAN IS HOW WE'RE GOING TO GIVE OUR KIDS OPPORTUNITIES PAST JUST RICHARDSON ISD I MEAN, RICHARDSON ISD, WHICH IS, I THINK WHAT WE ALL WANT.
AND SO I HOPE THAT WE CONTINUE THAT LASER FOCUS.
[02:35:07]
THANK YOU. WE WILL NOT BE DISTRACTED.ANY MORE COMMENTS? QUESTIONS? THIS WAS SOME GOOD STUFF, MR. POTEET. I'M SORRY, THERE'S A SHORT ONE.
I'D WRITTEN THIS DOWN AND FORGOT TO COVER IT.
SO WHAT DID WE DO WITH THAT? BECAUSE I KNOW WE PROBABLY HAD GRADUATES THAT ENLISTED.
AND IF THEY'RE NOT COUNTED AS A POINT ON THE CMR, IS THAT A FALSE LOW? I MEAN, IT SHOULD BE A HIGHER SCORE THAN IT IS.
HOW DOES THAT POTENTIALLY PART OF THE MILITARY READY PIECE? TO BE HONEST, WE'VE NEVER REALLY GOTTEN DATA THAT'S GONE INTO THAT.
HOWEVER, MOVING FORWARD, ONE OF THE THINGS THAT THE ACCOUNTABILITY SYSTEM AS AND SO ALL OF YOU ALL GOT TO SEE THIS TONIGHT WE'LL BE HAVING ANOTHER CONVERSATION LATER THIS YEAR ABOUT CHANGES TO POTENTIAL CHANGES TO THE ACCOUNTABILITY SYSTEM.
ONE OF THOSE WILL BE LOOKING AT AND GETTING CREDIT FOR ENLISTMENT IN THE . I JUST WENT BLANK SORRY.
ENLISTMENT IN LIKE THE TEXAS LIKE NATIONAL GUARD, STATE GUARD, LIKE THOSE TYPES OF THINGS.
THERE WILL ALSO BE A RECORDING FORM THAT STUDENTS AND EVERYTHING WILL BE ABLE TO FILL OUT TO REPORT THAT INFORMATION BACK TO THE DISTRICTS THAT THEN WE CAN SUBMIT TO THE STATE IN ORDER TO EARN SOME OF THOSE POINTS.
SO THERE ARE SOME THINGS THAT THEY'RE LOOKING AT THAT WILL ALTER THAT INSTEAD OF TRYING TO ONLY RELY ON THE INFORMATION DIRECTLY FROM THE SOURCE BECAUSE THE SOURCE HASN'T BEEN WILLING TO PLAY WITH US, WE HAVEN'T BEEN ABLE TO COUNT THAT.
BUT ONCE AGAIN, I DON'T THINK TO THIS POINT THAT IT'S BEEN A LARGE ENOUGH NUMBER TO HAVE AN IMPACT.
BUT, YOU KNOW, EVERY POINT MATTERS.
SO, YOU KNOW, IF THAT'S THE ONLY WAY THAT THEY CAN EARN IT, WE DEFINITELY WANT RECOGNITION FOR THAT.
ANY ADDITIONAL COMMENTS? QUESTIONS? ANYBODY. ALL RIGHT.
MR. POTEET STARTED THIS, SO WHEN HE SAID, CCMR, I WAS LIKE, THAT'S RIGHT.
SECOND TIME. YEAH, SECOND TIME, RIGHT? YEAH. SECOND TIME AROUND. WE'RE GOING TO GO ROUND.
BUT I SAW MY NOTES HERE AND I THOUGHT, OH, THAT'S RIGHT.
I DIDN'T SAY THAT. I DIDN'T MENTION THAT.
BUT ON THE CCMR, I DID JUST HAVE A QUICK QUESTION ON EARNING THE INDUSTRY CERTIFICATION.
LIKE, IS THAT SOMETHING THAT THE STUDENTS DO WITHIN THEIR CURRICULUM LIKE? AND WHAT IS WHAT KIND OF RESULTS DO WE HAVE ON THAT? IS THERE A WAY TO SHOW THAT? WELL, WE WILL BE BRINGING THAT FORWARD AGAIN WHEN WE DO OUR CTE UPDATE AND WE WILL DIVE INTO THAT DEEPLY IN A FUTURE STUDY SESSION.
WHAT'S REALLY COMPLEX ABOUT THIS IS THAT THOSE CERTIFICATIONS CONTINUE TO EVOLVE AND CHANGE.
SO WHAT MIGHT BE ON THAT LIST IN ONE TIME? IT IS ALREADY IN ALMOST EVERY YEAR IT HAS CHANGED, BUT WE WILL BE FULLY ADDRESSING WHAT CERTIFICATIONS WE OFFER, HOW WILL WE DO? AND ALSO THIS IS AN AREA WHERE WE HAVE LEARNED A LOT FROM OUR BENCHMARK DISTRICTS ABOUT MAYBE SOME STRATEGIES THAT THEY HAVE USED THAT HAS INCREASED THAT NUMBER, MAYBE THAT WE HAVE NOT APPLIED BEFORE, BUT WE WILL BE BRINGING SOME CHANGES FOR THAT.
ABSOLUTELY. AND I WILL SAY TO THE CREDIT OF ELIZABETH'S PARTNER, CREIGHTON BRYAN, THE AREA, EADS. WE'VE ALREADY STARTED THOSE CONVERSATIONS.
WE'VE ALREADY HAD THREE WEEKS OF INTENSE CONVERSATIONS WITH.
THEY HAVE BEEN, YOU KNOW, AND SO THAT DEFINITELY WAS AN AREA OF FOCUS FOR US WHEN WE STARTED BACK AFTER WE RECEIVED ACCOUNTABILITY RATINGS AND LOOKED AT OUR COMPARISONS THERE IN CCMR. AND SO THAT WAS SOMETHING.
AND UNFORTUNATELY, THE BENEFITS FROM WORKING WITH THIS YEAR'S GRADUATES, WE WON'T SEE UNTIL, YOU KNOW, 23-24, BUT WE'VE GOT TO START SOMEWHERE. AND SO THAT WE'VE ALREADY HAD VERY INTENSE CONVERSATIONS AROUND THAT.
AND I KNOW THAT YOU'VE BEEN WONDERFUL, MR. CORTEZ, AND IN OUR WORK SESSIONS, JUST EDUCATING US AND GIVING US ALL THE BACKGROUND AND EVERYTHING.
BUT I DO KNOW THAT THIS IS FOR ME, IT WAS JUST SOMETHING THAT I REALLY LOOKED AT IT.
[02:40:08]
WELL, MY ONLY TWO OPTIONS ARE GOING TO BE CAREER READY OR MILITARY READY.SO I'M GLAD. THAT'S WHY WHEN MR. POTEET RAISED THAT QUESTION, I JUST THOUGHT, WELL, WHAT ARE WE DOING? LIKE, HOW STRONG IS THIS AREA? BECAUSE IF I'M NOT GOING TO DO THIS, THEN I'M GOING TO DO THIS CAREER READY AND I WANT TO MAKE SURE THAT I'M ON THE RIGHT PATH.
WHAT DID YOU SAY? INTENSE CONVERSATIONS.
WE'RE DEFINITELY LASER FOCUSED.
GOOD JOB. MUCH APPRECIATION TO THOSE IN THE BACK.
THANK YOU FOR ALL YOUR HARD WORK.
ALL RIGHT. SO OUR NEXT ITEM IS AN UPDATE ON LEGISLATIVE ISSUES.
[V.E. Discussion of Legislative Issues ]
MISS BRANUM. THANK YOU, MS. HARRIS. I'M GOING TO INVITE MISS MORSE TO COME UP AND JOIN US.I JUST YOU'RE PROBABLY GOING TO HEAR FROM MS. MORRIS AT EVERY ONE OF OUR REGULAR BOARD MEETINGS.
IT IS A LEGISLATIVE YEAR, AND I WANT TO KEEP THE COMMUNITY AS WELL AS THE BOARD, JUST UPDATED ON ANY PROGRESS THAT WE'RE MAKING, ANY KIND OF CHANGES THAT SHE'S SEEING IN THE LANDSCAPE AROUND THE LEGISLATIVE AREAS THAT WE WERE WORKING ON.
WE RECENTLY HAD A WONDERFUL MEETING WITH SENATOR JOHNSON, AND SO THAT'S ONE OF THE THINGS I'VE ASKED MS. MORRIS TO KIND OF PROVIDE AN UPDATE FOR THE BOARD.
OKAY. GOOD EVENING, BOARD AND ALL THE FOLKS IN THE HORSESHOE.
YES, THERE WILL BE THINGS HAPPENING AND THEY HAPPEN SOMETIMES QUICKLY.
WE'RE STILL AT KIND OF A SLOW SPOT, SO THIS ONE WON'T BE VERY LONG ON PURPOSE.
WE DID MEET WITH SENATOR JOHNSON, MEMBERS OF THE BOARDS SUBCOMMITTEE, LEGISLATIVE SUBCOMMITTEE, AND THE MEETING WAS MOSTLY TO GET TO KNOW SUPERINTENDENT BRANUM SO THAT SENATOR JOHNSON WOULD MEET HER AND THEY'D HAVE AN OPPORTUNITY TO TALK.
MS. MORRIS, WE'RE GOING TO JUST PAUSE YOU JUST FOR A SECOND AND JUST ASK FOR OUR AUDIENCE TO.
MR. BLANKENSHIP, THANK YOU SO MUCH.
HE ASKED US SEVERAL QUESTIONS.
HE ASKED US ABOUT OUR WHAT WE WANTED TO SEE FINANCIALLY, AND HE ASKED US ABOUT IF THERE WERE ANY SHORTCOMINGS AND ANY SHORTCOMINGS IN HOUSE BILL THREE, WHICH IS SOMETHING WE'RE WORKING ON GETTING A LIST FOR HIM.
THAT WAS A BILL THAT MADE SOME OF THE SIGNIFICANT CHANGES THAT WE SEE TODAY IN OUR FINANCIAL SYSTEM.
AND THERE ARE SOME THINGS THAT WE WOULD LIKE TO SEE IMPROVED, SO WE'LL GET THAT INFORMATION TO HIM.
WE TALKED ABOUT SCHOOL SAFETY AND THE GOVERNOR'S NEW REQUIREMENTS.
AND HE HAS ACKNOWLEDGED THAT IS SOMETHING HE'S GOING TO WORK ON.
AND SO THEY'RE DOING RESEARCH ON THAT.
BUT I THINK IT'S LIKELY THAT WE'LL GET ONE OF OUR FOLKS TO CARRY THAT BILL.
SO THAT WAS GOOD. LET'S SEE, HE WANTED TO KNOW ABOUT OUR CELL PHONE POLICY AND HOW THAT WAS WORKING AND WAS VERY INTERESTED IN SEEING HOW THAT WAS AND KIND OF FELT LIKE MAYBE NOBODY SHOULD EVER HAVE CELL PHONES EVER AGAIN AS HE LOOKED AT HIS.
BUT ANYWAY, SO IT WAS WE HAD A GOOD MEETING HIS OFFICE IS PREPARING TO THEY'RE IN THE PROCESS OF GETTING BILLS FILED. ELECTION DAY IS NOVEMBER THE EIGHTH.
AND THE FIRST DAY THEY CAN FILE BILLS IS NOVEMBER 14TH.
SO EVEN PEOPLE WHO ARE NEW, NEWLY ELECTED ON NOVEMBER 8TH CAN START FILING BILLS.
AND HE'S WORKING ON THOSE THINGS.
WITH REDISTRICTING IN LAST YEAR, 2021, SENATOR JOHNSON NOW REPRESENTS 36 OF OUR.
I THINK 35 OR 36 OF OUR SCHOOLS ARE IN HIS DISTRICT, AND IT'S ABOUT 65% OF OUR DISTRICT.
SO HE IS THE SENATOR WITH THE MOST.
WE HAVE TWO OTHER SENATORS, BOB HALL, AND HE'S KIND OF THE NORTHWEST PART OF THE DISTRICT.
AND LET'S SEE WHO ELSE IS OUR OTHER SENATOR THAT.
NO. YEAH, WELL, ANGELA IS RIGHT NOW, BUT IT'S GOING TO BE WHOEVER IS IN DISTRICT 12.
[02:45:04]
IT'S NEW FOR US.SO THAT'S THE BIG STUFF AT THE MOMENT.
YOU HEAR DRUMBEATS ABOUT VOUCHERS A LITTLE BIT LOUDER.
THERE'S ALL KINDS OF TALK ABOUT THOSE AND THERE WILL BE THROUGHOUT THE WHOLE SESSION.
SEE, AT THE VERY END, WHEN BILLS ARE FLYING THROUGH AND THINGS NEED TO GET PASSED AND EDUCATION ALWAYS SEEMS TO BE RESERVED FOR SOME OF THE LAST DAYS OF THE SESSION THAT THEY STICK THINGS LIKE THAT IN. SO THAT WON'T BE OVER UNTIL THEY SINE DIE AT THE END AND HIT THE GAVEL AND HOPE THAT NOTHING HAPPENS THERE.
SO ANY QUESTIONS? THOUGHTS? OUR LEGISLATIVE SUBCOMMITTEE IS MADE UP OF MR. POTEET, MR. EAGER AND MYSELF.
YOU SURE, CHRIS? MR. BRODIE? WELL, SINCE YOU GAVE ME AN OPENING.
YOU'RE DOING A GREAT JOB REPRESENTING AND COMMUNICATING WITH US.
APPRECIATE THAT. WE'LL HELP HOWEVER WE NEED TO.
YOU DO SO MUCH FOR OUR DISTRICT YOU AND AUSTIN.
SO YOU KNOW YOU'RE HELPING TO REALLY MAKE SURE THAT THE NEEDLE IS GETTING MOVED.
SO THANK YOU. WELL, THANK YOU.
I HOPE EVERYBODY WILL BE READY TO TESTIFY IN THE NEXT FEW MONTHS.
ANY QUESTIONS FROM THE BOARD? QUESTIONS. COMMENTS. THANK YOU.
THANK YOU. THANK YOU, MISS MORRIS.
[V.F. Discussion of Student / District Activities ]
ITEM THIS EVENING IS A FUN ITEM, WHICH IS OUR DISTRICT ACTIVITIES.MS. PACHECO, I'D LIKE TO START WITH YOU.
IF YOU JUST KIND OF GIVE US A LITTLE UPDATE ON THE BERKNER HIGH SCHOOL HOMECOMING FESTIVITIES.
I ATTENDED THE HOMECOMING PEP RALLY AT BERKNER HIGH SCHOOL.
A LOT OF GROUPS OF STUDENTS WERE REPRESENTED THAT THE PRESENTATIONS FROM THE TENNIS TEAM BEING RECOGNIZED TO THE MARIACHI AND ALL THE CHEERLEADERS AND DANCERS AND TEACHERS DANCING AND PRINCIPALS DANCING AND RECEIVING THE.
I DON'T REMEMBER WHAT IT'S CALLED FOR.
I GRADUATED A LONG TIME AGO AND MY PEP RALLIES DID NOT LOOK LIKE THAT.
MR. POTEET, THE LAKE HIGHLANDS MIDDLE SCHOOL GROUNDBREAKING.
YES, WE ATTENDED THAT, I THINK IT WAS LAST WEEK, EARLY LAST LAST WEEK.
THAT'S RIGHT. BUT IT WAS EXCITING.
BUT THIS WAS REALLY KIND OF A UNIQUE EXPERIENCE.
IT WAS WELL ATTENDED AND I THOUGHT KIND OF THE HIGHLIGHT OF THE EVENT WAS WE HAD SHOVELS UP THERE AND WE WERE INTERSPERSED WITH FOURTH GRADERS FROM THE SCHOOLS THAT ARE GOING TO BE FEEDING INTO THE MIDDLE SCHOOL.
SO I THOUGHT THAT WAS KIND OF COOL AND THEY THOUGHT THAT WAS KIND OF COOL.
AND SO I THOUGHT THAT WAS REALLY A, NEAT TOUCH TO THE EVENT.
SO IT WAS WELL ATTENDED AND I WAS GLAD TO BE A PART OF IT.
HELLER AND MS. HAYES, FOR MAKING THAT SUCH A MEANINGFUL EVENT.
MS. MCGOWAN, CAN YOU TELL US ABOUT THE BACK TO THE FUTURE EVENT? PTA. OUR SATURDAY, SATURDAY, PTA BACKED THE FUTURE.
THAT WAS JUST ALL THOSE CLOTHES YOU BOUGHT? YEAH, I WAS LIKE, WHAT? THAT WAS SO LONG AGO, Y'ALL.
YEAH. WE ATTEND A LOT OF EVENTS AND THAT ONES WAY BACK WHEN, IT SEEMS LIKE.
IT WAS GREAT TO SEE ALL THE PTA THAT CAME OUT TO GET TRAINING FOR THE UPCOMING PTA YEAR.
AND YES, THERE WERE WONDERFUL VENDORS AND WE SUPPORTED THEM ALL AND SHOPPED A LOT.
[02:50:07]
AND GET THESE MOMS AND DADS UP AND TRAINED TO LEAD THE WAY.SO WE REALLY APPRECIATE OUR PTA.
I ENJOYED IT. MS. RENTERÍA OUR BACK TO SCHOOL PICNICS.
YES. THOSE ARE ALWAYS SO MUCH FUN.
I JUST LOVE THE ENERGY AND THE ENTHUSIASM OF THE ENTIRE COMMUNITY TO COME BACK TO SCHOOL.
AND I THINK THIS YEAR WAS SIGNIFICANT TOO.
I THINK EVERYBODY WAS SO READY TO COME BACK TO A VERY NORMAL YEAR AND SO IT WAS WONDERFUL.
PEARCE, WHERE MY COLLEAGUE HELPED ME BY MORE ATTIRE, TOO.
IF SHE'S. THERE'S SOMETHING TO SHOUT FOR.
SHE'S THERE. SHE GETS ALL THE GOOD.
ALL RIGHT. YES, IT WAS GREAT TO BE THERE AS WELL, TOO.
AND SEEING ALL THE TEAMS, SEEING ALL THE CLUBS AND JUST ALL THE YOU KNOW, I LIKE TO ALSO I JUST LOVE SEEING THE THE PROUD FACES OF ALL THESE PARENTS. YOU KNOW, THESE PARENTS ARE SO PROUD WHEN THEY SEE THEIR KIDS COMING OUT OF THAT.
WHAT IS THAT BIG BALLOON TUNNEL THING? WHATEVER. YES, I'M SURE IT HAS A NAME, BUT I DON'T KNOW IT.
I APOLOGIZE. BUT TO SEE THE RUN THROUGH.
YOU KNOW, IT'S JUST REALLY GREAT THAT THEY INCLUDE EVERYONE.
AND SO IT WAS GREAT IT WAS HOT ALSO.
I DID. TABITHA THANK YOU FOR THAT.
IT WAS REALLY WELL ORGANIZED AND IT WAS GREAT TO SEE JUST A CROSS SECTION FROM ALL OVER THE DISTRICT AND THEN ALSO THE COMMUNITY COME TOGETHER TO TALK ABOUT THE THINGS THAT ARE REALLY IMPORTANT. AND SO I THINK DISCUSSIONS LIKE THAT ARE SUPER IMPORTANT AND I THINK JUST THE OPPORTUNITY TO BE IN THE SAME ROOM TO GET TO GREAT ENDS. SO I KNOW THAT COMMITTEE WILL CONTINUE TO MEET AND I LOOK FORWARD TO BEING A PART OF THAT.
A CHANGE THAT WE'VE ALSO MADE BASED UPON COMMUNITY FEEDBACK IS ANY OF OUR MAJOR COMMITTEES.
WE HAVE A NOTE TAKER THAT IS IN THE ROOM AND MS..
YOU JUST SAY I APPRECIATE THAT.
I THE MORE WE CAN DO THAT, THE BETTER.
I APPRECIATE THAT. YEAH, ABSOLUTELY.
MR. EAGAR, YOU MENTIONED IT A LITTLE EARLIER.
YOU ATTENDED THE LEADERSHIP RICHARDSON EVENT, AND THERE WAS A SPECIAL GUEST THERE.
I GOT A CHANCE TO SEE OUR OWN SUPERINTENDENT BRANUM PRESENT THIS MORNING, AND SHE DID US PROUD.
SHE WAS COMMUNICATED THE DIRECTION OF THE DISTRICT AND ANSWERED GREAT QUESTIONS FROM THE AUDIENCE.
AND, YOU KNOW, SHE DID US PROUD THIS MORNING.
AND, YOU KNOW, AND FOR THOSE THAT ARE ASSOCIATED WITH LEADERSHIP, RICHARDSON, THAT IS A GREAT ORGANIZATION, THAT IS A GROUP OF COMMUNITY LEADERS THAT ARE COMING TOGETHER TO HELP CONTRIBUTE AND PARTICIPATE FOR THAT NEXT GENERATION OF PEOPLE THAT ARE CONTRIBUTING TO OUR CITY OR DISTRICT, ETC..
AND I KNOW THAT TRUSTEE HARRIS IS A PROUD GRADUATE, AMONG OTHER MEMBERS, 37 BEST CLASS.
I MEAN, I'LL BE UP ALL DAY TELLING ALL THESE GREAT PEOPLE ARE A MEMBER OF IT.
BUT ANYHOW, SHE DID US PROUD THIS MORNING.
AND, YOU KNOW, I WILL COMMEND HER AGAIN ON HER PUBLIC SPEAKING ABILITY.
THE ANDERSON BONNER DEDICATION CEREMONY, WHICH WAS A DEDICATION TO AN AFRICAN AMERICAN WHO IN THE 1800S PURCHASED SEVERAL ACRES OF LAND RIGHT HERE IN THE RICHARDSON AREA.
[02:55:08]
BEFORE HAMILTON PARK, WHICH IS NOW HAMILTON PARK PACESETTER MAGNET WAS BUILT SO WELL BEFORE THE 1950S, THAT SCHOOL WAS BUILT IN HIS HONOR.IF YOU GO ON RIGHT ACROSS THE STREET FROM MEDICAL CITY AT THE ANDERSON BONNER PARK OVER THERE, YOU WILL SEE THE PLAQUE THAT HAS BEEN PUT UP ALONG WITH THE SANKOFA ARTWORK THAT WAS PUT UP IN HIS NAME.
SO I APPRECIATE EVERYBODY COMING OUT TO ATTEND THAT.
IT WAS VERY WELL ATTENDED WITH SOME VERY HIGH PROFILE DIGNITARIES HERE IN THE DALLAS AREA.
SO IT WAS A GREAT EVENT AND I APPRECIATE YOU ALL COMING OUT TO IT.
ALL RIGHT. SO WE THANK EVERYBODY FOR COMING OUT TONIGHT.
THE BOARD WILL NOW ENTER INTO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.
TEXAS GOVERNMENT CODE SECTION 551.071 CONSULTATION WITH ATTORNEY AND SECTION 551.07 FOR PERSONNEL MATTERS.
THANK YOU, EVERYONE, FOR COMING OUT AND STAYING TILL 9:00 ON THE DOT WITH US.
[VI. Closed Meeting]
WE REALLY APPRECIATE YOU.* This transcript was compiled from uncorrected Closed Captioning.