[00:00:01] GOOD EVENING, I HEREBY CALL TO ORDER THE APRIL 8TH, 2021 CALLED BOARD MEETING OF THE [1.0 Call to Order] CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE ARE IN COMPLIANCE WITH PROVISIONS OF SECTION FIVE FIVE ONE POINT ZERO FOUR ONE AND FIVE FIVE ONE POINT ZERO FOUR FIVE A TEXAS GOVERNMENT CODE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND AS ALLOWED BY THE TEXAS ATTORNEY GENERAL ISSUANT A TEMPORARY SUSPENSION [INAUDIBLE] OPEN MEETING LAWS DUE TO THE COVID-19 PANDEMIC ENCLOSURE'S [INAUDIBLE]. GOOD EVENING EVERYONE TRUSTEE PLACE ONE NEDRA ROBINSON, PRESENT, PRESENT. THANK YOU, MRS. ROBINSON. THANK YOU DR. MAYFIELD. TRUSTEE PLACE THREE MIA HALL, PRESENT. THANK YOU. TRUSTEE PLACE FOUR JUNE W. DAVIS, PRESENT. THANK YOU. TRUSTEE PLACE FIVE RYAN RAY, PRESENT. THANK YOU. TRUSTEE PLACE SIX GARY GRASSIA, PRESENT. THANK YOU. BENTON YET BUT I KNOW SHE'S ON HER WAY AND SUPERINTENDENT DR. MICHAEL MCDONALD, PRESENT, THANK YOU. THANK YOU ALL FOR JOINING OUR MEETING THIS EVENING, WHICH IS ALSO OPEN TO THE PUBLIC TO JOIN BY VIDEO CONFERENCE. WE HAVE IMPORTANT BUSINESS TO ATTEND TO, I WOULD ADD, THAT TO BE PATIENT, AS WE CONDUCT OUR MEETING IN THIS FORMAT, PLEASE ENSURE THAT YOUR DEVICES ARE NEEDED. IF YOU EXPERIENCE ANY TECHNICAL DIFFICULTIES, PLEASE SEND A TEXT MESSAGE OR EMAIL TO MR. KERSCHNER. OUR FIRST ITEM OF BUSINESS TONIGHT IS OUR OPEN FORUM AND WE DO HAVE A SPEAKER [2.0 Board President Review Open-Forum Regulations - Open Forum] TONIGHT. WE HAVE DR. CHERI WASHINGTON WITH THE TEXAS ALLIANCE OF BLACK SCHOOL EDUCATORS. GOOD EVENING, MADAM PRESIDENT. GOOD EVENING BOARD TRUSTEES. MY NAME IS DR. CHERI WASHINGTON AND I SIT ON THE EXECUTIVE BOARD OF THE TEXAS ALLIANCE OF BLACK SCHOOL EDUCATORS AND EACH YEAR WE HAVE AN ANNUAL CONFERENCE AND DURING OUR CONFERENCE, WE HONOR A DEMONSTRATION DISTRICT. THIS HONOR GOES TO A VISIONARY LEADER WHO IS LEADING A DISTRICT WHO IS MAKING A DIFFERENCE IN THE LIVES OF OUR STUDENTS, SPECIFICALLY MAKING A DIFFERENCE IN CLOSING THE ACHIEVEMENT GAPS, MAKING A DIFFERENCE [INAUDIBLE] WORKING WITH STUDENTS AT RISK, MAKING A DIFFERENCE WITH AFRICAN-AMERICAN STUDENTS AND STUDENTS OF COLOR. ADDITIONALLY, THIS DISTRICT IS ALSO A DISTRICT WHERE THEY HAVE A PROVEN TRACK RECORD AND THEY ARE ABLE TO SHARE SOME OF THEIR BEST PRACTICES IN PROVIDING PROFESSIONAL LEARNING OPPORTUNITIES FOR TEACHERS, SPECIFICALLY IN THIS PAST YEAR DURING COVID, PROVIDING INFRASTRUCTURE TO BE ABLE TO MOVE STUDENTS ACADEMICALLY AND PROVIDING SOCIAL EMOTIONAL SUPPORT FOR OUR STUDENTS AND I AM SO PROUD AND HONORED THAT THIS YEAR THE AWARD HAS GONE TO YOUR SUPERINTENDENT, DR. MICHAEL MCFARLAND, TO YOU CROWLEY ISD BOARD, AND TO THE COMMUNITY. IT WAS A GREAT PRIVILEGE TO HEAR DR. MCFARLAND TEAM PRESENT AT THE TABSE CONFERENCE THIS SUMMER, ACTUALLY IT WAS IN MARCH, THIS PAST MARCH. WHERE SUPERINTENDENTS AND LEADERS ACROSS THE STATE HAD THE OPPORTUNITY TO LISTEN IN AND GAIN AND BENEFIT FROM THE PRESENTATION THAT WAS MADE. SO I JUST WANTED TO TAKE THE TIME TO COME AND AWARD THIS SMALL TOKEN TO DR. MCFARLAND TO YOUR BOARD [INAUDIBLE]. WELL, I DON'T KNOW WHAT TO SAY OTHER THAN THIS IS SO AWESOME DR. MCFARLAND CONGRATULATIONS AND I KNOW ON BEHALF OF THE BOARD, I THANK YOU FOR YOUR LEADERSHIP. WE'VE EXPERIENCED A TREMENDOUS AMOUNT OF GAIN AND THERE'S SO MUCH CHANGE IN OUR DISTRICT AND HAVING THE BENEFIT OF TURNING OUR [INAUDIBLE] CENTER WHERE WE'RE HOSTING OUR BOARD MEETING TONIGHT AND SO, SO MANY [INAUDIBLE] THINGS HAVE HAPPENED UNDER YOUR LEADERSHIP AND SO WE ARE VERY GRATEFUL FOR IT THANK YOU [APPLAUSE]. ..[INAUDIBLE] THAT YOU HAVE AN AWESOME TEAM BEHIND YOU AND THANK YOU DR. WASHINGTON FOR MAKING [INAUDIBLE] TO SHARE THIS AWARD WITH US TONIGHT AND BEING PRESENT, THANK YOU AND SO I DEFINITELY WANT TO ECHO WHAT YOU SAID. YOU KNOW, NO ONE PERSON CAN BE A DISTRICT. THE DISTRICT IS A COBBLESTONE, A LOT OF LEADERS, A LOT OF TEACHERS, PRINCIPALS AND COMMUNITIES. SO THIS IS OUR AWARD DEFINITELY. THANK YOU, DR. WASHINGTON FOR RECOGNIZING THE WORK IN FACT, WE APPRECIATE IT. ALSO BOARD, I'D LIKE TO FOR US TO CALL FORWARD OUR STUDENTS FROM FROM OUR CULINARY DEPARTMENT, CHEF KINSEY, AND ALSO MRS. HOWERTON WHO HAVE BEEN LEADING THIS EFFORT AND I WOULD LIKE US TO JUST TAKE A COUPLE SECONDS TO INTRODUCE THEMSELVES AND THEN SHARE WITH US ANYTHING THEY'D LIKE TO SHARE [00:05:05] TONIGHT SO LET'S START WITH YOU, CHEF KINSEY. ALL RIGHT. SO I'M CHEF KINSEY THIS IS MY EIGHTH YEAR HERE IN THE DISTRICT AND WE'RE SUPER PROUD OF OUR STUDENTS IN THIS FACILITY, THIS BEAUTIFUL FACILITY THAT WE WERE ABLE TO OPEN THIS YEAR, EVEN THOUGH IT WAS WITH UNUSUAL CIRCUMSTANCES. OUR KIDS ARE SHOWING UP AND SHOWING OUT, AND TODAY [INAUDIBLE] TESTING DAY. AND SO THESE STUDENTS CAME IN AFTER TESTING TO COME AND HELP PREPARE AND MAKE SURE THAT EVERYONE WAS TAKEN CARE OF. SO WE JUST WANT TO TAKE A SECOND TO ACKNOWLEDGE THEM GIVING TIME OUT OF THEIR DAY TO COME IN AND WORK WITH US. HI I'M [INAUDIBLE], I'M IN 11TH GRADE, I GO TO CROWLEY HIGH SCHOOL, I'VE BEEN IN THE PROGRAM SINCE MY SOPHOMORE YEAR, SO LAST YEAR AND I LOVE IT HERE. IT'S SO FUN. THEY TEACH US SO MUCH AND I ACTUALLY GO HOME AND GIVE THEM ALL THE RECIPES SO MY PARENTS LOVE THEM TOO [LAUGHTER]. .IT IS VERY [INAUDIBLE] I GO TO NORTH CROWLEY HIGH SCHOOL. THIS IS MY THIRD YEAR DOING CULINARY CLASSES. IT'S REALLY FUN. I LOVE LIKE ALL OF THE ACTIVITIES WE DO, [INAUDIBLE] THAT THEY DO FOR US AS WELL AND IS IT'S JUST GREAT WHENEVER YOU MAKE SOMETHING AND YOU GIVE IT TO A FRIEND OR SOMEONE AND THEY JUST HAVE LIKE THE BIGGEST SMILE ON THEIR FACE. IT'S REALLY GREAT TO BE HERE. I ENJOY IT. [INAUDIBLE] LIKE HIM, I LIKE BEING HERE. I REALLY LOVE BEING HERE. THERE'S SO MANY OPPORTUNITIES [INAUDIBLE] AND I CHOSE CULINARY ARTS BECAUSE I REALLY LIKE COOKING. I REALLY LIKE HOW [INAUDIBLE] LIKE PREPARING FOR THE WORK PLACE FOR FOOD RESTAURANT [INAUDIBLE] MORE AND WHAT YOU WOULD EXPECT TO DO AT AN OLD PLACE THAT YOU COULDN'T [INAUDIBLE]. SECOND YEAR IN CULINARY, AND I REALLY ENJOY DOING IT [INAUDIBLE] MY GRANDMOTHER FOR A LONG TIME [INAUDIBLE] AND I JUST THANK Y'ALL FOR EVERYTHING. I'M JULIE HOWERTON THIS IS MY 26TH YEAR IN CROWLEY ISD AND I WANT TO SAY THANK YOU FROM NOT ONLY FROM THE TEACHER STANDPOINT, BUT ALSO FOR MY STUDENTS. THEY HAVE OPPORTUNITIES HERE THAT A LOT OF OUR CHEF FRIENDS ARE VERY, VERY JEALOUS OF [LAUGHTER] AND WE MAKE SURE THAT WE LET THEM KNOW THAT CROWLEY ISD IS NUMBER ONE, SO YOU KNOW. IT ALLOWS US TO GET OUR KIDS NOT ONLY INDUSTRY READY, NOT ONLY CAREER READY, BUT ALSO COLLEGE READY. IT GIVES KIDS OPTIONS, WHICH IS WHAT WE REALLY WANT. WE WANT THEM TO BE ABLE TO MAX OUT THEIR ABILITIES IN WHATEVER FIELD THEY ARE INTERESTED IN, WHEREVER THEY FIND THEIR PASSION AND YOU GUYS ALLOW US TO HELP CHANNEL THESE KIDS WITH TO THEIR PASSION, AND WE APPRECIATE THAT SO MUCH. IT'S A GREAT JOB. KIDS AND GIVING THEM A GREAT OPPORTUNITY WE APPRECIATE [INAUDIBLE]. . AND I THINK WE CAN TELL, YOU SAID THEY'RE WONDERFUL KIDS AND I THINK [INAUDIBLE] BUT I HAD THE OPPORTUNITY TO INTERACT WITH ONE OF THE STUDENTS ON MY WAY IN TODAY. HE WAS SO POLITE AND I KNOW [INAUDIBLE] HE WAS DRIVING BY AND I WAVED AND BECAUSE I THOUGHT HE WAS SOMEONE I KNEW AND [LAUGHTER] HE TOOK THE TIME TO STOP, HE ROLLED DOWN HIS WINDOW AND ASKED ME IF HE COULD HELP ME AND I KNOW IT'S BECAUSE YOU THINK I'M AN OLD LADY [LAUGHTER]. BUT HE TOOK THE TIME TO STOP AND ROLL DOWN HIS WINDOW AND ASK IF HE COULD HELP ME AND I JUST WANT TO THANK YOU FOR THAT BECAUSE YOU DIDN'T HAVE TO DO IT. THANK YOU. [APPLAUSE] OUR DINNER WAS AMAZING, SO THANK YOU FOR THAT [00:10:01] AND I JUST ALSO WANT TO JUST ACKNOWLEDGE OF THE PRINCIPAL SHE WAS ACTUALLY TRAVELING THE DAY WITH WITH THE WITH THE [INAUDIBLE] COMPETITION AND SHE WAS NOT WITH US, BUT MR. BRANCH AND ALSO MRS. TATE THEY VOLUNTEERED THEIR TIME TO STAY AFTER THE SHOW YOU ALL AND THEN SEVERAL OF THE TEACHERS, AS YOU ALL KNOW, MADE SPECIAL SPECIAL ARRANGEMENTS TO BE HERE BECAUSE THEY'RE SO PROUD OF THE PROGRAM. SO WE APPRECIATE THEM AS WELL AND SO WE'LL DEFINITELY WANT YOU TO KNOW, PEOPLE ARE PROUD AND PEOPLE ARE REALLY THANKFUL, AND GRATEFUL FOR WHAT Y'ALL HAVE DONE [INAUDIBLE]. ..I WANT TO GIVE YOU A PICTURE [INAUDIBLE] . ALL RIGHT, THIS NOW MOVES US ON TO OUR STUDY SESSION, AGENDA ITEM THREE POINT ONE [3.0 Study Session] CROWLEY ISD BLUEPRINT REVIEW [INAUDIBLE]. SO MADAM PRESIDENT AND BOARD MEMBERS WHAT I WHAT I REALLY WANT TO DO TONIGHT IS JUST KIND OF HAVE A CONVERSATION AND WALK YOU THROUGH WHAT WE CONSIDER OUR BLUEPRINT FOR EXCELLENCE IN CROWLEY ISD. AND WHAT I DO KNOW IS THAT WE ALL HAVE DIFFERENT EXPERIENCES WITH CROWLEY ISD AND HAVE DIFFERENT TOUCH POINTS AND SO WHAT I WANT TO DO TONIGHT IS TO SHARE WITH YOU JUST WHO WE ARE TODAY AND KIND OF WHERE WE'RE GOING AND I WANT TO STOP AND ASK QUESTIONS. DRILLDOWN, THIS IS REALLY OUR MEETING TO REALLY GET A CLEAR UNDERSTANDING OF WHO WE ARE SO THAT WHEN WE TALK ABOUT BEING THE TOP IN TARRANT COUNTY, BEING THE BEST AND ALL THAT, WE'LL KNOW REALLY WHAT WE MEAN. SO I DEFINITELY WANT YOU TO STOP. THIS IS WE HAVE A FEW, A FEW THINGS TO WALK THOUGH AND I WANT YOU TO STOP, AND LET'S JUST TALK, MAKE SURE WE LEAVE OUT TODAY WITH A COMMON UNDERSTANDING. SO WE'VE DONE THIS PRESENTATION WITH OUR CENTRAL OFFICE TEAM AND WE KIND OF WE FOCUSED ON ALL OF THESE QUESTIONS. TODAY, WE'LL REALLY JUST FOCUS ON WHO WE ARE WHILE WE EXIST AND WHAT IS OUR APPROACH TO MOVING FORWARD AS A DISTRICT. ALL RIGHT, SO WHEN YOU THINK ABOUT CROWLEY ISD, SO WE ALL KNOW THAT WE'RE WE'RE DEFINITELY A LARGE DISTRICT, RIGHT? AND SO WHEN YOU LOOK AT WE ARE FIFTY FIVE SQUARE MILES, THAT IS AN EXTREMELY LARGE FOR A SCHOOL DISTRICT. THE FORMER DISTRICT [INAUDIBLE] SEVEN MILE, SEVEN SQUARE MILES. MOST DISTRICTS ARE TWENTY SQUARE MILES MAX. BUT WE ARE FIFTY FIVE SQUARE MILES SO I WANT YOU TO THINK ABOUT THIS IF WE'RE FIFTY FIVE SQUARE MILES. THEN WHAT? SO IF YOU THINK ABOUT FIFTY FIVE SQUARE MILES I WANT YOU THINK ABOUT THE WHOLE CROWLEY ISD, THE [INAUDIBLE] AND SO WHAT WOULD YOU WHAT WOULD YOU THINK ABOUT THE MAKEUP OF OUR DISTRICT IF WE COVER FIFTY FIVE SQUARE MILES? ANYBODY GOT ANYTHING? [INAUDIBLE] SO WHAT? SO IF YOU KNEW, ALL YOU KNEW IS THAT CROWLEY ISD IS FIFTY FIVE SQUARE MILES, RIGHT? AND YOU KNOW THAT WE HAVE WE REACH FROM JOHNSTON COUNTY TO OUT TO [INAUDIBLE]. JUST JUST JUST THAT GEOGRAPHIC BOUNDARY BY ITSELF IF THAT'S ALL THE KNOWLEDGE YOU HAVE, WHAT WOULD YOU THINK ABOUT CROWLEY ISD AS FAR AS OUR MAKEUP. THAT IT'S PROBABLY PRETTY DIVERSE. HIGHLY DIVERSE [INAUDIBLE] THAT'S GREAT. SO IN FIFTY FIVE SQUARE MILES AND WE HAVE FIFTY FIVE DIFFERENT LANGUAGES SPOKEN IN OUR DISTRICT AND SEE ONE THING THAT WE'RE SOMETIMES GUILTY OF IS WE LOOK AT KIDS AND WE LOOK AT KIDS. IF YOU IF YOU ARE AMERICAN KID THAT SPEAKS ENGLISH, OR YOU'RE HISPANIC KID THAT SPEAKS SPANISH. BUT WE REALIZE THERE ARE FIFTY FIVE DIFFERENT LANGUAGES THE KIDS SPEAK WHEN THEY GO HOME. SO IF YOU IMAGINE THE DIFFICULTY AND THE CHALLENGE OF THAT IS WHEN YOU'RE IN A CLASSROOM AND EVERYBODY IS SPEAKING ENGLISH WITH KIDS WHO ARE HAVING A TRANSLATOR AT HOME. SO IT REALLY SPEAKS TO THE FACT THAT WE ARE A DIVERSE DISTRICT, EVEN IF WE LOOK LIKE WE'RE NOT AS DIVERSE WE ARE AND SO IT'S IMPORTANT FOR US TO KNOW THAT AND RECOGNIZE THAT AND FOR US, YOU KNOW, DIVERSITY IS OUR STRENGTH AND THAT'S WHAT YOU HEAR US TALK ABOUT THAT ALL THE TIME IS DIVERSITY IS OUR STRENGTH BECAUSE WE HAVE KIDS COMING FROM FROM FROM DIFFERENT ETHNIC BACKGROUNDS. BUT NOT JUST THAT. IF YOU'RE FIFTY FIVE SQUARE MILES AND WE KNOW WE HAVE SOME VERY RURAL AREAS AND ALSO SOME REALLY INNER CITY AREAS AND SO WE HAVE MILLION DOLLAR HOMES AND WE HAVE SECTION EIGHT HOMES. WE HAVE THIS WIDE ARRAY OF STUDENTS IN OUR DISTRICT WHICH SIMPLY MEANS THAT OUR SCHOOL MUST BE OUR SCHOOLS AND OUR SYSTEMS MUST BE RESPONSIVE TO ALL TYPES IF WE ARE GOING TO ATTRACT ALL TYPES AND THIS IS THIS IS THE POINT, IF WE'RE GOING TO ATTRACT ALL TYPES, WE GOT WE HAVE TO BE WE HAVE TO HAVE OPPORTUNITIES LIKE THIS. WE HAVE TO HAVE [INAUDIBLE] AND WE HAVE TO HAVE REALLY VIBRANT BILINGUAL PROGRAMS AND VIBRANT SPECIAL ED PROGRAMS AS WELL AND SO IT REALLY PRESENTS A CHALLENGE FOR US IF WE REALLY NEED TO BE THE TOP IN TARRANT COUNTY. WHEN YOU LOOK AT DEMOGRAPHICS, WHAT YOU'LL SEE THE MOST IMPORTANT FACTOR, THE MOST IMPORTANT INDICATOR ON THIS ON THIS SCREEN FOR ME IS THE BOTTOM ONE, WHICH IS WE HAVE 75 PERCENT OF OUR STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED. NOW WHAT THAT MEANS AND I DEFINITELY I DON'T LIKE THE WORD DISADVANTAGED, BUT THE REALITY IS, THEY'RE SAYING THEY'RE ECONOMICALLY DISADVANTAGED, NOT EDUCATIONALLY DISADVANTAGED. [00:15:01] WHAT THAT MEANS IS IF WE LINED UP EIGHT STUDENTS, EXCUSE ME IF WE LINED TEN STUDENTS UP OK, IF YOU JUST TOOK TEN OF OUR STUDENTS, EIGHT OF THEM WOULD DEPEND ON THE SCHOOL FOR THEIR EDUCATIONAL EXPERIENCES, THEIR SOCIAL AND EMOTIONAL EXPERIENCES, THEIR PHYSICAL EXPERIENCES, THEIR JUST THEIR NUTRITIONAL EXPERIENCES. IT MEANS THEY DEPEND ON US. SO WHAT IT MEANS IS IN A SCHOOL DISTRICT, WE HAVE THIS LEVEL OF DEPENDENCY ON THE SCHOOL. WE HAVE TO BE MORE. WE GOT TO DO MORE. IT DOESN'T MEAN THAT OUR KIDS ARE ANY LESS THAN [INAUDIBLE] 10 PERCENT ECONOMIC DISADVANTAGE. IT JUST MEANS IN THOSE DISTRICTS, THEY DON'T DEPEND ON THE SCHOOL AS MUCH BECAUSE THE PARENTS AND OTHERS [INAUDIBLE] IN OUR DISTRICT, THEY DEPEND ON US, WHICH MEANS WHAT WE DO IS MUCH MORE CRITICAL AND WHAT WE DON'T DO IS CRITICAL AS WELL. SO THAT'S WHY, YOU KNOW WE SEE YOU KNOW OUR KIDS ARE SCHOOL DEPENDENT. WE ACCEPT THAT RESPONSIBILITY. WE DON'T SHIRK AWAY FROM IT. WE JUST KNOW WE HAVE TO DO SOME THINGS DIFFERENT AND I'M DEFINITELY PROUD THAT WE ARE WE HAVE A TEAM AND WE'RE A PUT TOGETHER TEAM THAT WE BELIEVE THAT WILL HELP US TO REALLY, REALLY ADDRESS THAT AND SO WHEN WE LOOK AT OUR BREAKDOWNS AS FAR AS A PROGRAM IS PRETTY, PRETTY STANDARD ACROSS THE STATE. SO WE'RE 32 PERCENT OF OUR KIDS ARE PART OF OUR CAREER TECHNOLOGY PROGRAM. SO OF THE 1,600 KIDS, 32 PERCENT OF THEM PARTICIPATE IN PROGRAMS CONNECTED TO THIS FACILITY. THAT'S WHY THIS FACILITY WAS SO CRITICAL AND THE MORE KIDS WE GET INVOLVED IN THIS PROGRAM AND OTHERS, THE MORE WE WILL BE ABLE TO ENSURE THAT THEY HAVE CHOICES AND OPPORTUNITIES WHEN THEY LEAVE. LET ME STOP AND JUST SEE IF YOU ALL HAVE ANY QUESTIONS ABOUT WHAT I'M SAYING AT THIS POINT. I HAVE ONE SO OF THE FIFTY FIVE DIFFERENT LANGUAGES THAT WE HAVE IN THE DISTRICT AND NOT AN EXACT NUMBER, BUT DO WE HAVE AN IDEA OF THE PERCENTAGE OF STUDENTS THAT NEED INSTRUCTION IN THEIR LANGUAGE, INCLUDING SPANISH. [INAUDIBLE] SO SO WE HAVE FIFTY FIVE I'M GOING TO TRY TO ANSWER YOUR QUESTION, BUT I PROBABLY WON'T. [LAUGHTER] OK, SO WE HAVE FIFTY FIVE LANGUAGES SPOKEN, BUT KIDS COME FROM FIFTY SIX DIFFERENT COUNTRIES AND SO WITHIN OUR BILINGUAL PROGRAM, NOW IS WHERE WE START BECAUSE WE HAVE BILINGUAL PROGRAMS AND IT'S NOT ALWAYS SPANISH TO ENGLISH. SOMETIMES IT'S WHATEVER THEIR NATIVE LANGUAGE IS TO ENGLISH AND SO IN OUR BILINGUAL PROGRAM AND I BELIEVE MISS [INAUDIBLE] BE ON THE LINE, SO [INAUDIBLE] IF YOU'RE ON THE LINE JUMP JUMP RIGHT IN. BUT OUR BILINGUAL PROGRAM. WE ACTUALLY ONLY HAVE ABOUT 17 PERCENT OF OUR KIDS THAT ARE PART OF OUR BILINGUAL PROGRAM. SO THERE'S A MAJORITY OF THEM. THOUGHT THEY SPEAK ANOTHER LANGUAGE THEY ALSO SPEAK ENGLISH. ABSOLUTELY, YES AND THAT'S IMPORTANT. THEY SPEAK ENGLISH AT SCHOOL, BUT AT HOME THEY HAVE [INAUDIBLE]. SO THESE KIDS ARE REALLY BILINGUAL. HOWEVER, WE DON'T NECESSARILY ACKNOWLEDGE THEIR HOME LANGUAGE. ALL RIGHT. YES . SO WE HAVE [INAUDIBLE] EDUCATION CLASSROOM FOR OUR STUDENTS, BECAUSE IT'S BASED ON THE NUMBER OF STUDENTS THAT YOU HAVE [INAUDIBLE] AND THEN WE HAVE SPANISH. SO THOSE ARE TWO BILINGUAL PROGRAMS. THE OTHER STUDENTS WHO QUALIFY FOR ENGLISH LANGUAGE LEARNING. THEY ARE BASICALLY TAUGHT IN THE GENERAL ED CLASSROOM AND THE DISTRICT HAS DONE A GREAT JOB IN ENSURING THAT ALL OF OUR ELEMENTARY TEACHERS ARE ALL ESL CERTIFIED SO WE CAN SUPPORT THOSE LEARNERS AND HELP THEM ACQUIRE ENGLISH. THAT'S THE GOAL. THEY MAY NOT SUFFICIENTLY SPEAK ENGLISH [INAUDIBLE] VIETNAMESE AND SPANISH, BUT WE'RE HELPING THEM TO ACQUIRE ENGLISH. SO IS THAT THE DISTINCTION BETWEEN THE 17 AND 16 PERCENT [INAUDIBLE] THE 17 PERCENT ARE IN BILINGUAL CLASSES AND THE OTHER IN THE 16 PERCENT ARE SPEAKING OTHER LANGUAGE? YEAH. SO THE 16 PERCENT ENCOMPASSES THE 17 PERCENT. OH, OK. BECAUSE THE BILINGUAL IS ALSO CONSIDERED [INAUDIBLE] THE BIG UMBRELLA IS ENGLISH AND ENGLISH LANGUAGE LEARNING. ALL RIGHT. SO IT'S NOT 33 PERCENT, IT'S 17 PERCENT TOTAL, IT'S CLOSER TO 33 PERCENT. BUT WE GET BROKE IT DOWN LIKE THAT, OK, BECAUSE THE 17 PERCENT IS JUST STAND ALONE [INAUDIBLE]. SO SO THE 17 PERCENT [INAUDIBLE] RIGHT. SO ARE ANY OF THE STUDENTS THAT ARE PART OF THE 17 PERCENT ALSO INCLUDED IN THE 16 PERCENT? THEY SHOULD BE. THEY SHOULD. I DON'T HAVE THE DATA. OK. ALL RIGHT. [00:20:02] US, BECAUSE WE WANT TO ALL BE ABLE TO KNOW EXACTLY WHAT IT IS SO IF YOU CAN MAKE SURE SHE GETS THAT ANSWER TO US. SHE IS HERE OTHERWISE, JUST SOMEBODY CALL HER ON THE PHONE. [LAUGHTER] ALL RIGHT, [INAUDIBLE] CAN YOU HEAR US? GOOD EVENING. YES, I CAN I CAN HEAR YOU, I SAID, YES, I DID HEAR SOME OF THE QUESTIONS AND I'LL GO BACK TO THE ORIGINAL QUESTION ABOUT THE OTHER LANGUAGES WITH BILINGUAL PROGRAM. WHAT THE LAW REQUIRES IS THAT WHENEVER WE HAVE 20 OR MORE STUDENTS IN THE SAME GRADE LEVEL REPRESENTED IN THE SAME LANGUAGE, THEN WE MUST MOVE TO BEGIN A BILINGUAL PROGRAM. SO OF COURSE, WE HAVE 90 PERCENT OF OUR STUDENTS OF ENGLISH LEARNERS ARE IN THE SPANISH LANGUAGE AND THEN THEN ABOUT FIVE YEARS AGO, WE HAD TO DO THE SAME THING WITH OUR VIETNAMESE BILINGUAL PROGRAM IN THAT POPULATION HAD 20 OR MORE VIETNAMESE SPEAKING STUDENTS IN ONE GRADE LEVEL. AT THAT TIME, IT WAS FIRST GRADE. YOUR NEXT QUESTION, WITH THE 17 PERCENT AND THE 16 PERCENT, 16 PERCENT ARE ENGLISH LEARNERS, YOUR 17 PERCENT IS YOU'VE GOT THAT ONE PERCENT OF NON-LIP STUDENTS THAT ARE PARTICIPATING IN BILINGUAL OR ESL PROGRAMS BASED ON PARENT REQUEST OF NON LIMITED ENGLISH PROFICIENT STUDENTS, SUCH AS IN YOUR TWO WAY DUAL LANGUAGE STUDENTS. OK, SO THAT'S WHY YOU'VE GOT THAT ADDITIONAL ONE PERCENT. BUT AS FAR AS ENGLISH LEARNERS, IT IS 16 PERCENT. GOOD QUESTION. THANK YOU MARIE. I'VE GOT ONE QUESTION WHILE WE GOT YOU. JUST WONDERING. SO FOR THE VIETNAMESE, SO DO WE HAVE THAT AT EVERY LEVEL THEN OR OR DO WE SAY WHEN WE GOT 20 FIRST GRADERS WHO NEED VIETNAMESE SO [INAUDIBLE] BUT THERE'S ONLY 15 SECOND GRADERS. SO NOW YOU'RE MAINSTREAM. HOW DOES THAT WORK? YES, WE DO. YOU'RE CORRECT, SIR. WE DO HAVE OUR VIETNAMESE PROGRAM IS PRE K THREE THROUGH FIFTH GRADE. ONCE WE START A BILINGUAL PROGRAM IN A GIVEN LANGUAGE, THEN WE PRETTY MUCH HAVE TO SUSTAIN AND WHICH WE HAVE WITH OUR VIETNAMESE BILINGUAL PROGRAM. POPULATION ALTHOUGH IT'S MUCH SMALLER THAN THE SPANISH SPEAKING POPULATION, IT IS STILL SIGNIFICANT ENOUGH TO REQUIRE THAT WE AS A DISTRICT PROVIDE A BILINGUAL PROGRAM AND THAT'S HOW [INAUDIBLE] YES, SIR. NOW MARIA, SO JUST TELL US, JUST IF YOU COULD REMEMBER OFF THE TOP OF YOUR HEAD, WHAT ARE THE OTHER LANGUAGES THAT ARE THE MOST COMMON OUTSIDE OF VIETNAMESE AND THE SPANISH? WE HAVE TAGALOG THAT'S FROM THE PHILIPPINES. URDU IS ANOTHER LANGUAGE. KOREAN, MANDARIN CHINESE, AND FRENCH AND ITALIAN, THOSE ARE THE OTHER TOP LANGUAGES, THEY ARE VERY LOW, BUT WE DISTRICT WIDE WILL HAVE ABOUT 15 TO 20 STUDENTS REPRESENTED UNDER THOSE LANGUAGES. IT'S NOT GOTTEN US 20 STUDENTS IN ONE GRADE LEVEL, WHICH WOULD REQUIRE US TO OPEN A BILINGUAL PROGRAM FOR THOSE CAMPUSES. BUT WE DO KEEP A CLOSE EYE ON THAT BY RUNNING REPORTS EVERY YEAR TO ENSURE THAT IF WE WERE IN A NEED TO DO SO, THAT WE ARE KEEPING COUNT OF THE NUMBER OF STUDENTS REPRESENTED IN EVERY GIVEN LANGUAGE AND I HAVE ONE MORE QUESTION. SO IF WE HAVE A STUDENT WHO SPEAKS TAGALOG AND THEY COME IN AS KINDERGARTNER, I THINK WE TALKED ABOUT IT. BUT HOW ARE THEY JUST AND WE DON'T HAVE A SPECIFIC CLASS ARE THEY JUST PUT IN THE MAINSTREAM CLASS, OR DO THEY HAVE ANY SPECIAL SUPPORTS OR HOW DOES THAT WORK? YES, BECAUSE CROWLEY ISD DOES REQUIRE ALL OF OUR ELEMENTARY TEACHERS TO BE ESL CERTIFIED WITH THE BECAUSE WE UNDERSTAND THAT IT IS A LARGE POPULATION IN CROWLEY ISD OF ENGLISH LEARNERS REPRESENTED IN SO MANY LANGUAGES. WE DO HAVE THAT ESL CERTIFICATION REQUIREMENT AND THEN OUR TEACHERS ALSO WE PROVIDE JUST TRAINING JUST THROUGHOUT THE ENTIRE YEAR ON HOW TO SUPPORT ENGLISH LEARNERS SO THESE CHILDREN THAT ARE IN PRE-K THROUGH FIFTH GRADE WOULD GO INTO AN ELEMENTARY CLASSROOM WITH AN ESL CERTIFIED TEACHER. NOW, ONCE WE GO INTO THE MIDDLE SCHOOLS, SIXTH, SEVENTH AND EIGHTH GRADE, WE HAVE A NEWCOMERS PROGRAM AT H.F STEVENS MIDDLE SCHOOL. AND THEN AT ALL OF OUR HIGH SCHOOLS, WE ALSO HAVE WHAT'S CALLED AN ESL WELL FOR SPEAKERS OF OTHER LANGUAGES. [00:25:01] THESE ARE OUR STUDENTS THAT ARE LEARNING THE ENGLISH LANGUAGE BUT ARE IN THEY HAVE BEEN IN THE US FOR THREE YEARS OR LESS. SO THAT'S AT EVERY HIGH SCHOOL FOR ENGLISH ONE AND FOR ENGLISH TWO AND, YOU KNOW, JUST JUST TO KIND OF EMPHASIZE, I KNOW THAT HE SAID THIS AS WELL AS MS. MS. MARIA, BUT FOR US ENGLISH, ESL IS ENGLISH AS SECOND LANGUAGE, AND SO ALL THE TEACHERS HAVE TO BE TRAINED IN THOSE STRATEGIES. SO REGARDLESS OF WHAT LANGUAGE THAT KID HAS, THE STRATEGIES THAT ARE TAUGHT IN THE ESL TRAINING HELPS US TO MAKE THE CONNECTION FROM HOME LANGUAGE TO LANGUAGE TO ENGLISH AND SO THAT'S DEFINITELY IMPORTANT AND IT'S IMPORTANT AS WE MOVE FORWARD BECAUSE WE KNOW THAT WE'LL HAVE MORE KIDS AND MORE KIDS COMING THIS WAY WITH DIFFERENT LANGUAGES. WE KNOW WHAT'S GOING ON WITH THE WITH THE CRISIS AT THE BORDER AND THE THINGS THAT WE HAVE GOING ON. WE HAVE MORE AND MORE KIDS COME AND SO WE'VE GOT TO BE REALLY READY TO FLEX WHEN WE NEED TO MAKE SURE WE CAN ADDRESS THE NEEDS. SO DR. MCFARLAND. IF YOU DON'T MIND BECAUSE COVID SAYS WE CAN DEPART FROM THE TRADITION [LAUGHTER] WE ALL WANT THAT RIGHT. SO I REALLY IT REALLY WAS IMPORTANT TO ME THAT YOU [INAUDIBLE] THIS IS YOUR AWARD AS MUCH AS [INAUDIBLE]. [INAUDIBLE] PICTURE WITH DR. WASHINGTON AND SO SHE STEPPED BACK IN [INAUDIBLE] MAKE SURE WE CATCH THEM [INAUDIBLE]. THANK YOU, DOCTOR [INAUDIBLE]. THANK YOU, DOCTOR. ALL RIGHT, AGAIN, OUR GOAL IS THAT WE LEAVE OUT HERE KNOWING MORE ABOUT OURSELVES THAN WHAT WE KNOW. SO DEMOGRAPHICS AND THESE NUMBERS, THESE [INAUDIBLE] DEMOGRAPHICS THESE ARE 20, 19, 20. I BELIEVE THEY'RE 19, 20, THEY HAVE JUST BECAUSE THE EMPLOYMENT DATA COMES A YEAR AFTER, [INAUDIBLE] TWO THOUSAND EIGHTY FOUR EMPLOYEES IS WHAT WE HAVE OVERALL. SO WE ARE THE LARGEST EMPLOYER, EMPLOYER, IN [INAUDIBLE] FOR SURE, AND PROBABLY IN THIS AREA, ALTHOUGH WHEN YOU CROSS 35, OF COURSE, YOU HAVE THOSE COMPANIES THAT ARE LIKELY LARGER. BUT AS FAR AS CROWLEY'S CONCERNED IN THIS AREA, I BELIEVE [INAUDIBLE] ALL RIGHT 1,152 TEACHERS AND AGAIN, IT'S THIS LAST NUMBER IS IMPORTANT, 57 PERCENT OF OUR TEACHERS HAVE MORE THAN SIX YEARS OF EXPERIENCE. BUT IT TELLS YOU THAT WE DEFINITELY HAVE A SEASONED STAFF THAT'S PROFESSIONAL AND THEY'RE DOING A GREAT JOB AND, YOU KNOW, ONCE YOU GET HERE, THE GOOD THING IS ONCE WE GET PEOPLE HERE, WE ARE KEEPING PEOPLE ARE WANTING TO STAY SO THAT'S A GOOD THING. WE STILL ARE ONE OF THE HIGHEST PAID, AND I THINK IT'S IMPORTANT THAT WE CONTINUE TO PROMOTE THE FACT THAT WE WORK OUR TEACHERS, OUR TEACHERS WORK REALLY HARD AND WE PAY THEM WELL. AND I THINK WE WANT TO KEEP DOING THAT BECAUSE WE KNOW WHAT'S REQUIRED HERE IS, IS IT'S GOOD WORK AND WE PAY THEM WELL. SO WE'RE AT THE TOP ON THIS ONE. SO LET'S LOOK AT ENROLLMENT, BECAUSE I KNOW WE DRIVE AROUND IN OUR NEIGHBORHOOD AND WE SEE THAT OUR AREA IS EXPERIENCING SIGNIFICANT GROWTH AND, YOU KNOW, ONE THING ABOUT ABOUT SCHOOL FINANCE AND ONE THING ABOUT THE SCHOOL DISTRICT IN GENERAL, WE HAVE TO ALMOST OPERATE IN THREE DIFFERENT REALMS. WE HAVE TO OPERATE IN OUR PRESENT ENROLLMENT. BUT WE ALSO HAVE TO UNDERSTAND OUR PAST ENROLLMENT BECAUSE WE'VE GOT TO UNDERSTAND THE TRENDS AND THEN WE HAVE TO BE ABLE TO PREDICT OUR FUTURE ENROLLMENT. WHAT HAPPENS WITH SCHOOL FINANCE IS THAT WHERE WE TODAY? NOT TODAY, BUT THIS THIS FALL, DECEMBER, I BELIEVE, WAS MS. MS. ADRA AND I, WE HAD TO MAKE A PREDICTION OF WHAT OUR ENROLLMENT WOULD BE FOR THE NEXT TWO YEARS WITHOUT THE DATA FROM A 10 YEAR TREND. WE REALLY WE JUST SAID, OK, WE HAVE 16,000 RIGHT NOW AND THE NEXT TWO YEARS WE'RE GOING TO BE AT 16,500 OR WHATEVER, THEN THAT WOULD NOT HAVE NECESSARILY BEEN A SOUND JUDGMENT. SO WE ALWAYS WANT TO GET 10 YEARS BEHIND AND WE BE ABLE TO GO TEN YEARS UP. SO AGAIN RIGHT NOW WE ARE AT WE ARE AT 15,780. WE WERE ON THE 30TH. THAT WAS SNAP SHOT DAY. SO LAST YEAR THAT WE HIT THE 16,000 MARK AND SO WE HAD A 16K INITIATIVE AT THE BEGINNING OF THE YEAR. WE WANT TO TRY TO MAKE SURE WE GET ALL OUR STUDENTS BACK. WE WERE ABLE TO GET 15,780 OF OUR STUDENTS BACK AND SO THAT WAS THAT WAS REALLY GOOD BECAUSE YOU'LL SEE ON THE NEXT SLIDE THE IMPACT OF COVID ACROSS THE ACROSS THE STATE WAS SIGNIFICANT. OUR DISTRICT LOST ANYWHERE FROM THREE TO SIX PERCENT, IN SOME CASES MORE OF ENROLLMENT BASED ON COVID. AGAIN, I WAS DROPPED ABOUT ABOUT TWO HUNDRED [00:30:08] LET'S LET'S LET'S TAKE A HYPOTHESIS OF WHY WE THINK THAT. NOT WHY WE THINK THAT, WE ALL KNOW WHY WE DROPPED. [INAUDIBLE] SO WHAT WE SAY IS THAT WE LOST 250 STUDENTS. WE TRIED TO FIND IT. WE JUST COULDN'T GET IT BACK AND WE FELT LIKE WE WEREN'T SURE WHAT HAPPENED. BUT THEN WE DID A DEMOGRAPHIC STUDY. WE REALIZED WE WERE DOWN ONE POINT SIX. EVERYBODY ELSE IS DOWN THREE PERCENT, SIX PERCENT. SO WE FELT LIKE THE EFFORTS WERE AT LEAST FRUITFUL AND WE DIDN'T LOSE AS MUCH AS WE COULD HAVE. WHEN YOU LOOK AT 250 STUDENT LOSS ONCE YOU MULTIPLY THAT TIMES 8,000 THAT'S HOW MUCH OF A [INAUDIBLE] 8,000 TIMES 200 YOU KNOW, THAT'S THAT WAS SIGNIFICANT. [INAUDIBLE] SO LET'S LOOK AT [INAUDIBLE] AND I'LL GIVE YOU A CHANCE TO FIX YOUR EYES BECAUSE A LOT OF INFORMATION AND SO LET'S JUST MAKE SURE WE CAN ALL UNDERSTAND HOW ACROSS THE TOP IS JUST THE GRADE LEVEL, ACROSS THE COLUMNS REPRESENT THE ENROLLMENT FOR THAT YEAR. SO LET'S LOOK AT EVERYBODY CHECK OUT YEAR 2009 AND FIND THE KINDERGARTEN ENROLLMENT IN 2009 AND DR. MAYFIELD, HOW MANY STUDENTS DID YOU HAVE IN KINDERGARTEN IN 2009? YOU WOULD ASK ME. LET'S SEE, 1,064? YES, THAT'S RIGHT. OK, SO IF YOU TAKE THESE STUDENTS HERE IN KINDERGARTEN, JUST SO YOU CAN READ THE CHART, ONE THOUSAND SIXTY FOUR WE FOLLOW ALL THE WAY DOWN. WE CAN DETERMINE WHERE THEY [INAUDIBLE] IN THAT YEAR. SO THESE KIDS IN 2009...ANYWAY, YOU ALL'VE GOT GOT THAT, RIGHT? SO LET'S GO BACK 17. THIS IS A POINT THAT WE'RE GOING TO EMPHASIZE LATER. LET'S GO TO 2017 NOW ALL RIGHT, 2017, LOOK AT THE EARLY CHILDHOOD AND KINDERGARTEN NUMBERS, 2017. FIVE HUNDRED AND TWENTY FIVE. ALL RIGHT, I WANT YOU TO THINK ABOUT WHAT I SHOWED YOU OUR DEMOGRAPHICS EARLIER. REMEMBER I SAID THAT SEVENTY FIVE PERCENT OF OUR KIDS ARE SCHOOL DEPENDENT. WE HAVE 16000 KIDS, ON AVERAGE, WE HAVE A THOUSAND KIDS PER GRADE LEVEL. WE SHOULD HAVE AND WE TALKED ABOUT THIS [INAUDIBLE]. WE SHOULD HAVE A THOUSAND KIDS. RIGHT. BUT WE ONLY HAVE 500. REMEMBER THAT WE ALL TALKED ABOUT EARLY CHILDHOOD BEING AN ISSUE WE NEED TO REALLY PUT SOME EFFORT INTO IT. YOU ALL APPROVED MONEY AND WE REALLY PUSHED EARLY CHILDHOOD FOR [INAUDIBLE] WE WENT UP TO 961 AND LAST YEAR WE HAD ONE THOUSAND FORTY ONE, WHICH MEANS THAT LAST YEAR WE PRETTY MUCH GOT ALL THE KIDS THAT WERE QUALIFIED THAT COULD BE IN SCHOOL THAT WERE NOT. WE GOT THEM INTO EARLY CHILDHOOD. THAT'S SO IMPORTANT BECAUSE WE GIVE KIDS THE EARLIER WE GET KIDS IN SCHOOL, THE MORE LIKELY IT WILL BE THAT WE'LL GET THEM READING BY THIRD GRADE. BECAUSE WHAT HAPPENS IS IN THE EARLY CHILDHOOD SPACE, FROM EARLY CHILDHOOD TO SECOND GRADE, WE'RE TEACHING KIDS HOW TO READ. THIRD GRADE, WHEN THEY START TAKING ASSESSMENT, IF THE ASSUMPTION IS THEY KNOW HOW TO READ, NOW THEY'RE [INAUDIBLE]R COMPREHENSION. SO THEY'RE READING NOW TO LEARN. IF WE HAVE THE DIVERSITY THAT WE HAVE AND WE DON'T HAVE KIDS IN SCHOOL UNTIL THEY'RE REQUIRED AT KINDERGARTEN, THEN YOU HAVE ALL THE TEACHERS ON DAY 1, KINDERGARTEN WORKING BEHIND AND THEY'RE HAVING TO INTERVENE AND THIS SYSTEM OF INTERVENTION STARTS AND CONTINUES ALL THE WAY THROUGH [INAUDIBLE], ALL THE WAY OVER TO THE NINTH GRADE AND I WANT YOU TO LOOK AT THE NINTH GRADE NUMBERS. THEY GO FROM 1200 TO 1300 HUNDRED IN THE NINTH GRADE. REMEMBER, WE SAID THAT ABOUT A THOUSAND KIDS IS WHAT WE SHOULD HAVE PER GRADE LEVEL. BUT IF IN THE NINTH GRADE I HAVE THESE LARGE NUMBERS HERE, WHAT ARE SOME REASONS YOU ALL THINK WE HAVE THESE LARGE NUMBERS IN THE NINTH GRADE? CCA COLLEGE PREP, I DON'T KNOW. OK, MR. RAY SAID WE HAVE PEOPLE COMING BACK. ABSOLUTELY RIGHT. ONE THING THAT WE SEE BECAUSE WE LOOKED AT OUR CHARTERS AND KIDS WERE LEAVING AND KIDS WERE COMING BACK, WHAT WE SAW IS AN INTERESTING PHENOMENON THAT OUR KIDS LEAVE AT THE ELEMENTARY LEVEL BECAUSE OF ALL THE CHARTERS, THE RELIGIOUS SCHOOLS AND ALL THAT. BUT THEY ALL COME BACK AT THE HIGH SCHOOL AND SECONDARY LEVELS BECAUSE OF ALL THE OPTIONS THAT WE'RE HAVING. SO THE INVESTMENT WE HAVE THAT YOU ALL MEET HERE AND THE INVESTMENT THAT WE MADE AT THE HIGH SCHOOL ARE INVESTMENTS THAT MAKE SENSE FOR WHAT OUR COMMUNITY NEEDS RIGHT NOW. WHAT DID YOU SAY, MS. ROBINSON? CAN YOU HEAR ME? [00:35:01] YES. OK, I SAID ALONG THOSE SAME LINES, THE CCA, THE PROGRAMS THAT WE HAVE AT THE HIGH SCHOOL LEVEL. RIGHT, RIGHT. SO IF YOU THINK ABOUT THE PROGRAMS WE HAVE AT THE HIGH SCHOOL LEVEL, WE'VE KIND OF MADE THOSE PROGRAMS ACTUALLY PERSONALIZED. AND SO WE'RE KIND OF GIVING KIDS WHAT THEY NEED SO THEY'RE COMING BACK. ALL RIGHT. ANOTHER ISSUE WITH THIS IS THAT EVERY GRADE UP TO THE NINTH GRADE, A STUDENT CAN BE PROMOTED WHETHER THEIR ON-LEVEL OR NOT AS LONG AS THEY'RE MAKING PROGRESS. WHEN THEY GET TO THE NINTH GRADE, IF THEY DON'T EARN A CREDIT, THEY DON'T GO FORWARD. RIGHT AND SO YOU HAVE A PHENOMENON OF REPEATED NINTH GRADE. SO THE DECISION A COUPLE OF YEARS AGO THAT YOU MADE TO HAVE A NINTH GRADE [INAUDIBLE] IT MAKES SENSE BECAUSE IT WAS TO TRY TO ADDRESS THIS ISSUE. THE CHALLENGE, THOUGH, IS THESE KIDS ARE REPEATING THE NINTH GRADE BECAUSE THEY STARTED BEHIND HERE AND SO IT'S THE CYCLE THAT CONTINUES, AT LEAST WITHIN, YOU KNOW, IN THIS CASE HERE WE DO SOME SIGNIFICANT INVENTIONS, SATURDAY SCHOOL AND COMPUTER BASED, ALL OF THIS STUFF THAT WE'RE [INAUDIBLE] DO AND SO SOME PLACES [INAUDIBLE] AND THAT'S WHAT SOME SOME DISTRICTS THEY DON'T DO ALL OF THAT. SOME DISTRICTS DON'T HAVE SATURDAY SCHOOL. KIDS DON'T NEED TUTORING BUT BECAUSE OF OUR DIVERSITY AND BECAUSE OF WHERE WE START, THEY DO AND SO NOW THAT WE'VE DOUBLED DOWN ON EARLY CHILDHOOD, WE CAN [INAUDIBLE]. NOW, THE OTHER THING IS WE HAD EIGHT HUNDRED FORTY EIGHT STUDENTS THIS YEAR. WE TURN OVER EVERY ROCK WE COULD. WE KNOCKED ON EVERY DOOR BUT WE ONLY COULD GET EIGHT HUNDRED FORTY EIGHT BACK AND SO WE STARTED TO PROVIDE SUPPORT TO ALL THE DAY CARE [INAUDIBLE] TRAINING. WE TRIED TO DO EVERYTHING WE CAN TO SAY, OK, IF YOU'RE GOING TO KEEP THEM, LET'S AT LEAST HELP YOU GET THEM TRAINED UP SO WHEN THE COME BACK TO US. WE'RE STILL DOING THAT. THE NEXT FOUR WEEKS, WE HAVE--SATURDAY FOR PRE-K/KINDER REGISTRATION. YEAH. SO WE HAVE THE REGISTRATION GOING FOR THE NEXT FOUR SATURDAYS. WE'LL BE TRYING TO MAKE SURE WE GET THIS NUMBER UP. BUT WE LOST ONE HUNDRED AND NINETY THREE STUDENTS, NOT LOST, BUT THEY DIDN'T COME BACK TO SCHOOL BECAUSE OF COVID, WHICH I UNDERSTAND. WE ALL UNDERSTAND. RIGHT AND SO REALLY THE TWO HUNDRED AND FIFTY STUDENTS THAT WE DIDN'T SHOW BACK UP. ONE HUNDRED AND NINETY THREE OF THEM WERE EARLY CHILDHOOD. SO FOLKS, I BELIEVE, DID A GOOD JOB OF REALLY GETTING KIDS BACK OR GETTING THEM ALL VIRTUAL. WE'RE STILL GOING TO FIND THE OTHERS BUT WE FEEL LIKE STARTING EARLY WILL GIVE US AN OPPORTUNITY TO GET CAUGHT UP. ANY QUESTIONS ABOUT THAT? AND THIS IS REALLY CENTRAL. I WANT YOU TO REMEMBER THIS, BECAUSE AS WE GO THROUGH THE TOP ABOUT WHAT OUR APPROACH IS TO BECOMING A [INAUDIBLE], THIS KNOWLEDGE RIGHT HERE WILL BE REALLY THE FOUNDATION. SO YES, WHILE WE DO IT, YOU'LL BE ABLE TO GO BACK TO SEE, EARLY CHILDHOOD ISSUE IT'S A LITERACY ISSUE OR AN ISSUE ABOUT TRYING TO PERSONALIZE THEIR EXPERIENCE. AND OUT OF THE TWO HUNDRED AND FIFTY KIDS THAT Y'ALL LOST, I DON'T LIKE THAT TERM, BUT LOST [INAUDIBLE] BUT ANYWAY, OUT OF THOSE TWO HUNDRED AND FIFTY AND ESPECIALLY WITH I MEAN, JUST THINKING ABOUT WHEN I WAS A NEW FATHER AND STUFF LIKE THAT, I DON'T KNOW IF THIS IS THE SECOND CHILD, THE THIRD CHILD OR THE FIRST CHILD OF THIS FAMILY AND THESE YOUNG PARENTS ARE LIKE, OH, MAYBE WE SHOULDN'T TAKE LITTLE SUSIE OR WHATEVER TO SCHOOL, I THINK A LOT OF THEM WERE JUST SCARED AT THIS TIME AND I DON'T THINK--ONE WAY OR THE OTHER, I DON'T THINK THAT WE NECESSARILY DID ANYTHING WRONG. I JUST THINK THAT A LOT OF THE FAMILIES WERE A LITTLE NERVOUS ABOUT THIS WHOLE NEW SITUATION AND I THINK WE'VE DONE A PHENOMENAL JOB. BUT JUST HOPEFULLY NEXT YEAR, WE'RE ALL BACK TO GOOD AND WE'LL NOT ONLY FIND THE TWO HUNDRED FIFTY, BUT MULTIPLY ON THAT. NO DOUBT I DEFINITELY AGREE WITH YOU ON THAT FOR SURE. I GUESS I DIDN'T REALIZE, THE RED IS THE PEAK YEAR. SO I MEAN, IT LOOKS LIKE WE MADE GAINS EIGHTH GRADE THROUGH 12TH, THE HIGHEST WE'VE EVER BEEN, BUT IT'S JUST ELEMENTARY, WHICH MAKES SENSE AND IT'S EASIER, THEORETICALLY IT TAKES MORE TIME BUT TO KEEP THE YOUNGER KIDS AT HOME. SO HOPEFULLY THAT IS, BUT ON THE LIKE THE SENIORS, ESPECIALLY THAT'S A BIG JUMP COMPARED TO EVERY OTHER YEAR. DID WE DO ANYTHING DIFFERENT OR DO YOU THINK MAYBE IT'S BECAUSE WE DID THE VIRTUAL AND THEN WE GOT MORE KIDS ON THE VIRTUAL THAT MIGHT NOT HAVE COME BACK IN PERSON? OR HOW DO WE GET--SO THIS CLASS HAS BEEN A LARGER CLASS ALL THE WAY THROUGH. [00:40:02] YOU HAVE A BUBBLE. SO YOU GO BACK, YOU CAN KIND OF SEE, YEAH, THERE'S BEEN A [INAUDIBLE] AND A THOUSAND IS THE AVERAGE. IT FLUCTUATES. THIRTEEN HUNDRED, PROBABLY THE HIGHEST. THIRTEEN IS PROBABLY THE HIGHEST, BUT IT KIND OF FLUCTUATES. OK, YEAH AND TO MR. GRASSIA'S POINT ABOUT THE REASONS WHY [INAUDIBLE] ELEMENTARY LEVEL, I KNOW, WE BELIEVE THAT CORRELATES TO WHAT'S HAPPENING IN CORPORATE AMERICA. WE'RE STUDYING THAT TOO WITH MOMS WHO ARE EXITING THE WORKFORCE, STAYING AT HOME. SO THAT ALLOWS THEM TO TAKE CARE OF THEIR KIDS AND NOT SEND THEM. SO HOW DO THESE YOUNGER STUDENTS COMPARE OUTSIDE, JUST ON THE [INAUDIBLE]? HOW DO WE COMPARE TO OTHER DISTRICTS? SO, GOOD QUESTION, ON AVERAGE, DISTRICTS HAVE LOST BETWEEN THREE PERCENT AND SIX PERCENT AND SO WE LOST ONE POINT SIX. SO THESE NUMBERS ARE MUCH BETTER AS FAR AS THE TO RETENTION OF STUDENTS DURING THIS TIME THAN MOST DISTRICTS. AND IS THAT COMPARED TO OUR AREA WHERE SOME KIDS MAY HAVE GONE TO NEIGHBORING DISTRICTS OR IS THAT STATEWIDE, OR NATIONAL? I'M REALLY JUST STATEWIDE BECAUSE WE DIDN'T LOOK REALLY AT LIKE, WE DIDN'T LOOK AT OUR INDIVIDUAL COHORT DISTRICTS. BUT THERE IS NOTHING THAT I DON'T KNOW OF ANYWHERE WHERE PEOPLE GAINED ACROSS THE BOARD PEOPLE HAVE LOST STUDENTS BECAUSE, AND I'LL SAY A LOT OF STUDENTS IS NOT A GOOD WORD BECAUSE I MEAN, REALLY, IT'S A DECISION THAT PARENTS MAKE TO KEEP THEIR KIDS AT HOME. NOW, WHAT WE HOPE WHAT WE PLANNING TO HAVE HAPPEN IS THAT WE GET THOSE KIDS BACK AND SO WE KNOW WHO THOSE 250 STUDENTS ARE AND WE WILL BE CALLING AND SAY HEY, WE'LL GET YOU REGISTERED. WE WE'LL START THAT NEXT WEEK. SO WE'RE NOT GIVING UP ON IT. WE GOT TO WE GOT TO GO FIND THAT. YOU KNOW, GOING ON TO WHAT RYAN WAS SAYING AND HE SAID THE SENIOR CLASS. BUT I MEAN THIS YOU HAVE EVERY SINGLE ONE IN 2020 FROM THE EIGHTH GRADE ON THOSE ARE RECORD NUMBERS AND IF YOU JUST LOOK AT THAT. I [INAUDIBLE] AND I THINK THAT Y'ALL HAVE DONE A PHENOMENAL JOB WITH VIRTUAL LEARNING, AND I THINK THAT EVERYONE, WHETHER YOU'RE IN FORT WORTH, ISD, CROWLEY ISD, EVERMAN ISD, ANY ISD THAT IS AROUND HERE THAT KNOWS ABOUT CROWLEY, I THINK PEOPLE JUMPED ON BECAUSE THEY KNEW WHAT A GREAT VIRTUAL LEARNING ATMOSPHERE WE HAVE. [LAUGHTER] W E DEFINITELY APPRECIATE THAT. AND ACTUALLY [INAUDIBLE] WHAT YOU SHARE WITH US, WHAT YOU SHARED TODAY ABOUT GOOD EVENING AGAIN, EVERYONE. OK, SO NABE IS THE NATIONAL ASSOCIATION OF BILINGUAL EDUCATORS AND SO OUR DISTRICT IS IDENTIFIED BY NABE JUST LIKE TASBE [INAUDIBLE] BUT ONE OF THE THINGS THAT I SHARED WITH THE TEAM EARLIER TODAY IS NOT ONLY IS CROWLEY ISD MAKING AN IMPACT IN THE UNITED STATES. WE'RE MAKING VIRTUAL LEARNING IMPACT IN PERU. SO MARIA, MARIA SHARED THAT I DON'T KNOW IF IT WAS A PARENT OR A TEACHER BECAUSE OF THE POVERTY LEVEL. SOME SOME COUNTRIES AROUND THE WORLD AREN'T DOING EDUCATION AT ALL AND SO A. SO THIS IS A [INAUDIBLE] GOT A HOLD OF OUR VIRTUAL LEARNING MATERIAL IN OUR CLASSES AND THEIR DOING A VILLAGE LEARNING COMMUNITY LEARNING AND THEY'RE USING CROWLEY ISD. HELLO. SO YOU HAVE TO HEAR MARIA TELL THE STORY SO SHE CAN COME BACK. THAT WOULD BE GREAT. IT WAS IT WAS SUCH A HEART MOVING EXPERIENCE BECAUSE OF THE RAPID RESPONSE THAT THE ENTIRE TEAM, INCLUDING THE BOARD, YOU ARE GIVING US THE LEEWAY TO JUST YOU KNOW, WHEN I PICK UP THE PHONE CALL THIS ONE DAY AND I THINK [INAUDIBLE] EVERYBODY WAS LIKE, LET'S GO AND WE WERE READY. SO BUT IT'S MAKING A GLOBAL IMPACT WHAT WE'RE DOING. MARIA, ARE YOU HERE? I AM HERE. GOOD EVENING AGAIN AND YES, WE WERE SO EXCITED. WE WERE PUTTING TOGETHER WE WERE ASKED BY THE NATIONAL ASSOCIATION OF BILINGUAL EDUCATORS FOR THEIR CONFERENCE TO HAVE OUR DUAL LANGUAGE TEACHERS PROVIDE CLASSROOM VISITS, VIRTUAL [00:45:02] CLASSROOM VISITS AND IN DOING SO, WE KNEW ONE OF OUR TOP PRE-K TEACHERS WOULD BE AMAZING TO HAVE A VIDEO OF WHAT SHE DOES SENT FOR THE PURPOSE OF THIS CONFERENCE, NATIONAL CONFERENCE AND SO IN SPEAKING WITH HER, SHE SHARED THAT AS THEY WERE WORKING THROUGH THAT WHOLE COVID AND CREATING LESSONS AND WORKING WITH OTHER PRE-K DUAL LANGUAGE TEACHERS, ONE OF HER PARENTS DID SHARE WHAT WE HAD DONE HERE IN CROWLEY, THE LESSONS AND THE LINKS TO A FAMILY IN PANAMA AND THEN THAT FAMILY SHARED IT WITH OTHER FAMILIES IN PANAMA. SO IT WAS JUST SO IT JUST PHENOMENAL HOW WE IN CROWLEY ISD HAVE IMPACTED AND I'M SURE WE'RE NOT THE ONLY STORY OTHER DISTRICTS, OTHER STATES AND OTHER COUNTRIES. SO IT'S SUCH SUCH A HEARTWARMING THING THAT, YOU KNOW, WE'RE DOING GREAT THINGS HERE IN CROWLEY. AND BACK TO [INAUDIBLE] POINT ABOUT HOW WELL, HOW WELL WE ARE DOING VIRTUAL LEARNING. I REALLY THINK, IF I'M NOT MISTAKEN, WE WERE ONE OF THE FIRST IN THE AREA TO GET IT UP AND RUNNING TOO SO THAT IS TO BE COMMENDED AND THEN WE REFINED IT AS WE WENT ALONG. BUT WE WERE, I THINK, ONE OF THE FIRST TO GET IT UP AND RUNNING IT, AND NO DOUBT LIKE I SAID THE WHOLE TEAM WORKED EXTREMELY HARD I'M DEFINITELY PROUD OF THE WORK. SURE. ALL RIGHT, SO LET'S LET'S MOVE ON. SO THE QUESTION REALLY IS, SO THAT'S WHO WE ARE. WE GOT A GOOD PICTURE OF WHO WE ARE NOW AND THE QUESTION IS, WHY DO WE EXIST AND OUR MISSION STATEMENT? REALLY, REALLY GIVES US THIS JUST TO KIND OF REMIND US THAT WHEN WE TALK ABOUT THE WORK THAT WE DO, WE WANT TO FIND EXCELLENCE IN EDUCATION SO THAT ALL OF OUR STUDENTS, ALL OF THEM MEET THEIR FULL POTENTIAL AND SO IF THAT'S THE CASE, WE HAVE TO BE READY TO MODIFY OUR SYSTEM TO MEET THE NEEDS OF ALL OF OUR STUDENTS AND THAT'S WHAT WE ARE VERY PROUD OF, THE ABILITY THAT WE HAVE WE HAVE SHOWN TO BE ABLE TO ADJUST WHERE WE NEED TO. AND SO WE EXIST FOR THAT PURPOSE. BUT WHAT IS IT ATTEMPTING TO DO AS WE CARRY OUT THAT PURPOSE? AND SO WHAT WE REALLY WANT TO DO IS BECOME THE TOP AND TOP CHOICE IN TARRANT COUNTY. NOW, I KNOW THAT TARRANT COUNTY GOES FROM THE TEXAS MOTOR SPEEDWAY ALL THE WAY DOWN. I MEAN, IT'S A LOT IT'S TARRANT COUNTY IS A HUGE, HUGE AREA AND SO [INAUDIBLE] PROVIDE CONTEXT WHEN YOU SAY TOP IN TARRANT COUNTY, WHAT WE REALLY MEAN AND SO SO WHAT WE DID WAS WE KIND OF DESIGNED THIS BLUEPRINT AND WE WANT TO IDENTIFY THE DISTRICT THAT WE WANT TO COMPARE OURSELVES AGAINST. THESE ARE DISTRICTS THAT WE CONSIDER OUR COHORT DISTRICTS JUST BECAUSE FOR SEVERAL REASONS. NUMBER ONE IS THEY SHARE A BOUNDARY WITH US. THEY SHARE OUR DEMOGRAPHIC MAKEUP THAT'S SIMILAR. SOME SHARE THE SAME SIZE SOME ARE MUCH LARGER, BUT THEY SHARE THE DIVERSITY AND SOME ARE JUST JUST MORE KEY DISTRICTS THAT WE ASPIRE TO BE. [INAUDIBLE] WE ALSO SHARE OUR DIVERSITY THAT FORT WORTH, THE THE ECONOMIC DIVERSITY THAT FORT WORTH HAVE, WE HAVE WE'RE VERY SIMILAR. AND SO WHEN YOU LOOK AT MANSFIELD. WE DON'T NECESSARILY WE DON'T SHARE OUR VALUES WITH MANSFIELD AND WE DON'T SHARE THE ECONOMIC DIVERSITY WITH MANSFIELD, BUT WE DO SHARE THE ETHNIC DIVERSITY. SO AS FAR AS THE ETHNICITY, WE ARE VERY SIMILAR TO MANSFIELD. MANSFIELD IS THE ONLY [INAUDIBLE] DISTRICT AROUND THAT HAS THAT LEVEL OF DIVERSITY. SO FOR US, THAT'S A GOOD BENCHMARK BECAUSE WE KNOW WHAT WILL BE WILL BE WILL BE THERE IN BETTER [INAUDIBLE]. ARLINGTON. WE CHOSE ARLINGTON FOR THE SAME REASON WE CHOSE FORT WORTH AND FOR THE SAME REASON WE CHOSE GRAND PRAIRIE, BECAUSE THERE ARE LARGER DISTRICTS AND THEY HAVE A LOT OF DIVERSITY, A LOT OF REALLY INNOVATIVE PROGRAMING AND WE THOUGHT THAT BENCHMARKING OURSELVES AGAINST THIS WOULD DEFINITELY GIVE US A GOOD INDICATOR OF WHERE WE ARE, BUT ALSO THE CORRESPONDENCE THAT WE SHARE [INAUDIBLE]. THE OTHER THING WE SHARE IS SIZE. THEY'RE ABOUT THIRTEEN THOUSAND OR SO. WE'RE AT SIXTEEN THOUSAND SO IT'S DEFINITELY SOMETHING THAT'S COMPARABLE AND THEN [INAUDIBLE] WE SHARE [INAUDIBLE]. WE ALSO SHARE ON ECONOMIC DIVERSITY [INAUDIBLE] VERY POPULATION IS VERY SIMILAR TO OURS AND ETHNIC BREAKDOWN IS VERY SIMILAR TO OURS AS WELL. SO WHEN WE SAY TOP IN TARRANT COUNTY WHAT WE'RE REALLY SAYING IS WE'RE GOING TO PROVIDE THE BEST EDUCATION EXPERIENCE AND WHEN WE COMPARE OURSELVES AGAINST THESE FOLKS, WE'RE GOING TO BE THE BEST. THAT'S WHAT WE'RE SAYING AND THEN EVENTUALLY WE'LL BE BEST IN THE STATE. BUT OUR GOAL RIGHT NOW IS TO BE THE BEST IN TARRANT COUNTY BY 2025. I WANT TO REALLY BE CLEAR, THERE IS NOT GOING TO HAPPEN TOMORROW, BUT IT'S GOING TO GET THERE BY 2025. THERE'S NO QUESTION WITH THE GOALS YOU SET THE SUPPORT THAT YOU PROVIDED, THE PEOPLE YOU HAVE WORKING. THERE'S NO QUESTION WHETHER IT'LL BE DONE, I MEAN, THIS IS NOT A IT'S NOT A PIE IN THE SKY. THIS IS A REALISTIC GOAL AND WE KNOW [INAUDIBLE]. SO I WANT TO SHARE KIND OF A NEW CONCEPT WITH YOU THAT'S GOING TO HELP PULL US TO THAT. RIGHT. PULL US TO THAT AREA, BECAUSE MOST OF THE TIME WHEN PEOPLE ARE THINKING ABOUT SCHOOL IMPROVEMENT, WE THINK ABOUT IMPROVING A SCHOOL AND WE IMPROVE THE SCHOOLS, OK, WE IMPROVE THAT SCHOOL. BUT WE WANT TO MOVE TO BECAUSE WE'RE NOW PART OF WHAT'S CALLED A [00:50:03] SYSTEM OF GREAT SCHOOLS. WE GOT TO MOVE TO A AN APPROACH THAT CAUSES US NOT TO LOOK AT THE SCHOOL BUT LOOK AT TO LOOK AT HOW MANY SEATS WE HAVE, BECAUSE THE REALITY IS THAT YOU LIVE IN CROWLEY ISD. IT DOESN'T MATTER IF TEN SCHOOLS ACROSS THE CITY OR EIGHT SCHOOLS, IF THE CITY IN MY NEIGHBORHOOD IS A B SCHOOL. BUT THE WAY THE ACCOUNTABILITY SYSTEM IS CURRENTLY SET UP, IF I LOOK AT IF I LOOK AT AN ENTIRE DISTRICT AND AS LONG AS I HAVE THE MAJORITY OF THE SCHOOLS THAT ARE PERFORMING, THEN YOU'RE GREAT. YOU'RE A GOOD SCHOOL DISTRICT. THAT'S NOT THAT'S GOOD. WE WANT TO BE A GOOD SCHOOL DISTRICT. WHAT GOOD SCHOOL WHAT SCHOOL DISTRICT WOULD YOU CONSIDER A GOOD SCHOOL DISTRICT? BUT OUR ASPIRATION IS TO BE A GREAT ONE WHERE EVERY SEAT IN OUR DISTRICT IS A A OR BC. THAT MEANS IF A KID GOES TO SCHOOL WHETHER THE KID LIVES IN A APARTMENT OR WHEREVER THEY LIVE IN A HOME OR WHEREVER, WHEN THEY GO TO SCHOOL, THEY'RE SITTING IN A SEAT WHERE THE SCHOOL HAS ACHIEVED AN ARP. THAT'S OUR ASPIRATION AND I JUST BELIEVE THAT BY 2020, 2025 WE'LL BE A HUNDRED PERCENT. NOW WHEN I SAY A HUNDRED PERCENT WHEN I FIRST WHEN WE FIRST LOOKING AT THIS LIKE YOU KNOW WHEN YOU SAY A HUNDRED PERCENT [INAUDIBLE] LIKE WAIT A MINUTE, IS THAT REALLY POSSIBLE. [INAUDIBLE] BEFORE I SAY A HUNDRED PERCENT. WE NEED TO WE NEED TO KNOW IT'S POSSIBLE. AND SO WHAT'S THE NATURAL QUESTION IF THIS IS OUR GOAL, IF I SAY A HUNDRED PERCENT WHAT IS THE NATURAL QUESTION? WHERE ARE WE NOW, THAT'S RIGHT. OK, SO SO THE QUESTION IS, HOW ARE WE DOING? WHERE ARE WE RIGHT NOW? LIKE DOES THIS REALLY MAKES SENSE. SO LET ME SHOW YOU SOME OF THE THINGS, AND THESE ARE JUST REMINDERS. OF COURSE, ALL THIS DATA IS BASED ON NINETEEN DATA BECAUSE THAT'S THE ONLY DATA WE HAVE SO YOU ARE ALL AWARE OF THAT. BUT WE ARE MAKING SIGNIFICANT PROGRESS. WE'RE HEADED IN THE RIGHT DIRECTION. NO DOUBT ABOUT IT, WE MADE SOME OF THE HIGHEST PROGRESS OF ANYBODY IN THE IN THE DFW AREA OF THE NORTH DFW AREA, SO WE ARE DEFINITELY PROUD OF THAT. LOOKING AT OUR COHORT GROUPS, THESE ARE THESE ARE TOP IN TARRANT COUNTY WE SAID OUR ASPIRATION WAS TO BE THE BEST IN TARRANT COUNTY [INAUDIBLE] WERE AT THE BOTTOM. IN 19 BECAUSE OF THE GROWTH WE MADE. WE WERE MIDDLE OF THE PACK BASED ON OUR PROJECTED SCORES LAST YEAR. I BELIEVE WE WOULD HAVE BEEN AT THE TOP. BUT OF COURSE, YOU DON'T KNOW YET. BUT I BELIEVE WOULD HAVE BEEN OUR PRINCIPALS WERE SEVERAL OF OUR PRINCIPALS WERE DISAPPOINTED ABOUT NOT HAVING THE OPPORTUNITY TO TEST BECAUSE THEY WORKED SO HARD AND THEY WERE READY TO SHOW THE WORK AND SO WE WERE STILL WORKING ON IT. WE JUST WANT TO JUST KIND OF KEEP IN FRONT OF US THAT WE HAVE A 95 PERCENT GRADUATION RATE. SO WE ARE GETTING KIDS ACROSS THE STAGE, GETTING KIDS TO THE NEXT LEVEL AND WE KNOW WE HAVE WORK TO DO, BUT WE'RE STILL THERE. WHEN YOU LOOK AT OUR GRADUATION RATE AND THIS IS STILL 19 DATA, WE WERE AT THE TOP OF TARRANT COUNTY OF THESE GROUPS AND THIS IS THE INFORMATION WE WANT TO PROMOTE TO FOLKS TO LET THEM KNOW, EVEN WITH THE DIVERSITY, EVEN WITH ALL THE CHALLENGES, OUR KIDS ARE STILL GETTING TO THAT NEXT LEVEL AND DOING IT BETTER THAN MOST AND WHEN YOU COMPARE WITH OUR CORE. THIS IS A SLIDE THAT IS IMPORTANT, AND THIS IS ONE THAT WE RECENTLY SIGNED A CONTRACT WITH WITH ARD, ARD AND THEN THERE ARE TWO TWO COMPANIES THAT HELP US WITH PROMOTION AND MARKETING, I HEARD YOU ALL SAY WE NEED TO MARKET, WE NEED TO PROMOTE SO WE HAVE WE HAVE GREAT A GREAT TEAM, BUT THEY CAN'T DO IT ALL SO WE HAVE OUTSIDE HELP. WE HAVE A GUY THAT WE HIRED NOW THAT'S GOING TO HELP US TO BE ABLE TO NOT ONLY [INAUDIBLE]. SO THIS DATA HERE IS FROM JERRY[INAUDIBLE] AT ARD AT OUR DECEMBER BOARD MEETING. YOU HEARD FROM HIM [INAUDIBLE]. JERRY [INAUDIBLE] AND THE ARD TEAM HAVE ADVANCED KNOWLEDGE OF CHARTER SCHOOLS, NOT ONLY IN OUR AREA, BUT ACROSS THE STATE. THEY KNOW HOW THEY OPERATE. THEY KNOW HOW THEY MARKET, BUT THEY ALSO KNOW HOW THEY PERFORM AND SO [INAUDIBLE] RIGHT HERE IS GOING TO SHOW HOW THEY PERFORM. BUT ONE OF THE THINGS HE'S HELPING US WITH IS AS STUDENTS COME INTO CROWLEY ISD AS A TRANSFER WITHIN CROWLEY ISD SCHOOLS AND AS THEY LEAVE CROWLEY ISD FOR OTHER PLACES, FINDING OUT AS MUCH INFORMATION AS WE CAN FROM THEM AND SO IT'S CALLED STUDENT LOAN MANAGEMENT SYSTEM THAT WE'RE USING TO GET ALL THIS REALLY GREAT DATA. BUT THIS HERE IS GOING TO TELL US HOW THOSE STUDENTS WHO MAY NOT BE IN CROWLEY ISD SCHOOLS WHO LIVE HERE ARE DOING AT THESE OTHER CHARTER SCHOOLS. AND SO WHEN WE LOOK AT OUR PERFORMANCE AGAINST CHARTER SCHOOLS, WE HAVE ALMOST A THOUSAND KIDS THAT ARE LEAVING OUR DISTRICT, OUR DISTRICT, GOING TO SCHOOLS THAT ARE PERFORMING MUCH WORSE THAN WE ARE. RIGHT, BECAUSE THEY DON'T KNOW. THEY THINK IT'S A NEW BUILDING, IT'S A CHARTER IT'S BETTER. SO WHAT WE'VE GOT TO DO IS MAKE SURE WE GET THIS WORD OUT TO FOLKS AND SAY, HEY, YOU'RE LEAVING A A SCHOOL OR B SCHOOL, YOU'RE GOING TO A D DISTRICT OR A F OR WHATEVER. THEY DON'T KNOW AND OFTENTIMES INFORMATION IS HARD TO FIND. SO WHAT WE'RE GOING TO START DOING IS MAKING SURE THAT THEY KNOW THIS INFORMATION. BUT BEYOND THAT WE HAVE TO KNOW THE INFORMATION. WE GOT TO KNOW THAT WE'RE DOING A PRETTY GOOD JOB WITH THE DIVERSITY AND THE CHALLENGE THAT WE HAVE. AND THE ADJUSTMENTS THAT WE'VE HAD TO MAKE TO OUR SYSTEM. WE'RE STILL PERFORMING AT A DECENT LEVEL AND IN A SHORT PERIOD OF TIME WE'LL BE THERE AND IT'S REALLY IMPORTANT THAT WE MAKE SURE TO LET THE PARENTS KNOW BEFORE THEY EVEN THINK ABOUT LEAVING. IT'S NOT IT'S NOT WHATEVER THEY'RE ABOUT TO SAY, HEY, I NEED THE PAPERS TO UNENROLL. I NEED TO WE NEED TO MAKE SURE THAT WE PUT IT OUT THERE SAYING, HEY, WE'RE B [00:55:05] THERE'S ONLY ONE OR TWO OTHER SCHOOLS OUTSIDE OF THIS AREA. RIGHT AND IF YOU'RE THINKING ABOUT OTHER OPTIONS, YOU PROBABLY SHOULD THINK AGAIN, SO ABSOLUTELY. THAT'S STUPID, NO, I JUST THINK IT'S JUST DUMB MARKETING [INAUDIBLE] MY FACE ALL OVER THE PLACE. BUT THE WE COULD GO AND TARGET AND THIS PROBABLY WITH A LOT OF THINGS THEY DO LIKE ON FACEBOOK. EVERYBODY LIKES HARMONY AND CROWLEY ISD. WE CAN FLOOD WITH [INAUDIBLE] HOW CROWLEY IS GOOD, YOU KNOW, THAT KIND OF STUFF, HIGH POINT OR WHATEVER, AND GET THOSE PEOPLE THAT ARE THINKING ABOUT IT PEOPLE ARE ALREADY THERE, RIGHT? WELL, YOU KNOW, THE REALITY IS THAT WE CAN TELL YOU HOW MANY STUDENTS THERE ARE. WE CAN TELL YOU WHO THE STUDENTS ARE AND WE CAN TELL YOU WHO THEY ARE. WE CAN KNOW HOW TO GET IN TOUCH WITH THEM AND SO BE VERY STRATEGIC ABOUT, OK, WE HAD A THOUSAND KIDS AT SCHOOL THAT ARE NOT IN OUR ZONE. THEY'RE PAYING TAXES TO CISD, THEY'RE GOING TO SCHOOLS THAT ARE NOT JUST A SIMPLE PHONE CALL TO THE [INAUDIBLE] EMAIL OR SOMETHING TO THEM AND SAY, HEY, WE WANT YOU BACK, WE WANT YOU BACK IN OUR SCHOOLS AND WE CAN COME LOOK AT ALL OF OUR SCHOOLS, COME THIS FACILITY AND SO ANYWAYS I THINK IT'S JUST BEING INTENTIONAL ABOUT DOING IT. AND ONE THING I HAD THAT HAPPENED A COUPLE WEEKS AGO, A PARENT REACHED OUT TO ME THAT HAD WITHDRAWN HER STUDENT AND THAT WASN'T OK WITH ME FOR THE REASON SHE GAVE AND I JUST WANT TO THANK YOU, BECAUSE I SENT IT TO YOU AND THE FOLLOW UP WITH, SHE HAS JUST BEEN AMAZED AT HOW IT DIDN'T JUST FALL IN DEAF EARS THAT THERE WAS ABSOLUTE FOLLOW UP AND SHE DID SEND ME AN EMAIL THE OTHER DAY TO THANK ME FOR, YOU KNOW, PUTTING HER IN TOUCH WITH YOU OR WHOMEVER. IT WORKED. YEAH NO DOUBT, AND I JUST HAVE ONE MORE QUESTION HARMONIES, WHICH IS THE ONE IN OUR DISTRICT OR OR THEY ONE FOR ELEMENTARY AND ONE FOR HIGH SCHOOL. INNOVATION IS THE ONE THAT'S ON [INAUDIBLE] SOMEWHERE ELSE IN FORT WORTH. BUT OUR KIDS STILL GOING AND THAT'S WHAT WE ARE. SO THESE ARE PLACES OUR KIDS ARE GOING TO REGARDLESS OF WHERE THEY ARE. RIGHT. THIS IS JUST A LITTLE MORE INFORMATION JUST AND THIS IS JUST INFORMATION SO THAT WHEN YOU THINK ABOUT WHO WE ARE, YOU HAVE A GOOD IDEA. WE WALK AROUND A DAY AND THINK ABOUT THIS OVER. WE HAVE ONE HUNDRED NINETY SEVEN THOUSAND NINETY TWO CREDIT HOURS THROUGH ALL [INAUDIBLE] MANY OF YOU WERE PART OF ACTUALLY BRINGING [INAUDIBLE] TO OUR DISTRICT. WE HAVE A GREAT PARTNERSHIP WITH ALL [INAUDIBLE] GOING TO BE TO BENEFIT QUITE A BIT GOING FORWARD AND IN THE PROCESS OF PURSUING A GRANT WHERE WE WILL BE ABLE TO GET MORE OF OUR TEACHERS CREDENTIALED TO BE ABLE TO TEACH DOING CREATIVE CLASSES ON CAMPUS, WHICH WILL GIVE EVEN MORE ACCESS TO OUR STUDENTS SO WE FEEL GOOD ABOUT THAT. TARRANT COUNTY COLLEGE, THOSE CREDITED HOURS ARE OUT THERE. YOU CAN SEE THAT IT'S DEFINITELY EXCITED ABOUT THAT ONE HUNDRED AND NINETY SEVEN THOUSAND DOLLARS IN COLLEGE SAVINGS. THAT'S REAL MONEY [INAUDIBLE] NOT TALKING ABOUT KIDS BEING ABLE TO TRANSFER COLLEGES, TRANSFER CREDIT INTO COLLEGES. SO WE'RE EXCITED ABOUT THAT. BUT WE'RE ALSO WORKING HARDER TO EVEN CONTINUE TO INCREASE THAT NUMBER. QUESTIONS ABOUT ANY QUESTIONS ABOUT ANY OF THAT? [INAUDIBLE] AGAIN, THESE NUMBERS WILL DEFINITELY GO UP AS WE HAVE COMPLETE YEAR, BUT WE'RE DEFINITELY PROUD OF WHAT'S HAPPENING AND WHAT'S OCCURRING. WE TALK ABOUT KIDS LEAVING US WITH MORE THAN A DIPLOMA. WHEN A KID LEAVES US WITH CERTIFICATION WE'RE BASICALLY SAYING THAT KID CAN GET A JOB TO SUPPORT THEMSELVES OR AT LEAST SUPPORT THEMSELVES AS THEY GO THROUGH COLLEGE AND WHAT OTHER AVENUES THEY CHOOSE. SO THAT'S SHOWING WHO WE ARE. SO NOW LET'S TALK A LITTLE BIT ABOUT[INAUDIBLE] BUT I WANTED TO MAKE SURE WE HAD A GOOD UNDERSTANDING OF WHO YOU ARE AND KIND OF HOW WE DO IT. AND SO LET'S LOOK CLOSER IN OUR DISTRICT. WE HAVE MULTIPLE GOOD SCHOOLS IN OUR DISTRICT, AND RIGHT NOW WE'RE A GOOD SCHOOL DISTRICT AND I GO TO THE SYSTEM OF GREAT SCHOOLS AND SO I'LL GIVE YOU A CHANCE TO TO LOOK AT THIS CHART OF THIS GRAPHIC AND SO WHEN YOU LOOK AT THE GRAPHIC, THE BLUE AND THE GREEN IN THESE SCHOOLS BASED ON PROJECTIONS WOULD BE CONSIDERED GREAT SCHOOLS ARE AND A AND B, SCHOOLS, THE SCHOOLS THAT ARE IN ORANGE AND YELLOW, THESE SCHOOLS, THESE SCHOOLS ARE NOT A AND B SCHOOLS YET, BUT THERE ARE GOOD SCHOOLS BECAUSE ALL OF THEM GET STATUS. SO WE HAD NO SCHOOL ATTENDANCE THERE. SO ALL OF OUR KIDS, OUR SCHOOL MET STANDARDS AND OUR DISTRICT HAD A GRADE OF B. WERE HAPPY ABOUT THAT. WE'RE NOT SATISFIED BECAUSE OUR GOAL IS TO HAVE A SCHOOL DISTRICT WHERE EVERYWHERE WE LOOK, THERE'S A A OR BC EVERYWHERE. THAT'S OUR ULTIMATE GOAL, 2025, WE GOT HERE 2025 THAT WE'VE NOT [INAUDIBLE]. [01:00:05] SO, AGAIN, GOING BACK TO THIS INCREASING NUMBER OF A OR ABS, WHERE ARE WE? SO WE LOOK TODAY IN 18, WE'RE AT SEVEN PERCENT, ALL RIGHT, EVEN THOUGH WE ALL OF OUR CAMPUS [INAUDIBLE] UP. SO HERE'S THE HERE'S WHY. WHEN I WAS LOOKING AT, LIKE, WE GOT TO CHANGE HOW WE LOOK AT THIS, BECAUSE WE CAN BE A B DISTRICT, OR BE A GOOD DISTRICT. AND ALL OF OUR CAMPUSES [INAUDIBLE] AND STILL NOT HAVE QUALITY SEATS IN OUR DISTRICT. AND SO BEING ABLE TO REALLY START TO GET BELOW THE HOOD AND LOOK AT IT, WE AT SEVEN PERCENT IN 18 AND 19, WE WERE AT THIRTY EIGHT PERCENT. THIS IS [INAUDIBLE] ALL THE THINGS WE JUST TALKED ABOUT, WE HAVE ABOUT THE FIRST TIME NOW [INAUDIBLE] EVEN AT THAT WE ONLY HAVE THIRTY EIGHT PERCENT OF OUR FLEET. THERE WERE A OR B SEATS, OK AND SO BASICALLY IT'S A LOT SO WHERE YOU HOPEFULLY LIVE IN THE RIGHT NEIGHBORHOOD [INAUDIBLE] TO THE RIGHT SCHOOL. IF [INAUDIBLE] TO THE WRONG SCHOOL. YOU MAY NOT BE [INAUDIBLE] AND SO THAT'S WHY FROM A EQUITY LENSES THAT'S WHY WE SAID, HEY, WE CAN'T BE HAPPY BUT WE'RE NOT SATISFIED. WHEN YOU LOOK AT OUR PROJECTIVE SCORES AND AGAIN, ALSO, YOU CAN LOOK AT OUR PROJECTED SCORES IN 2020. IF WE WERE TESTED AND IF OUR PROJECTIONS WOULD HAVE HELD, WE WOULD HAVE BEEN AT 70 PERCENT. SO THAT TELLS ME THAT ONE HUNDRED PERCENT IS REALISTIC WHEN WE TALK ABOUT 2025. RIGHT. BECAUSE WE ARE WELL, WELL DOWN THE ROAD RIGHT NOW AND IT ALSO TELLS ME THAT THE SYSTEM, THE THINGS THAT WE PUT IN PLACE AND OUR FOCUS BACK IN 18 ON EARLY CHILDHOOD IS GOING TO START TO SHOW DIVIDENDS IF WE STAY THE COURSE AND WE KEEP MAKING MAKING THE RIGHT DECISIONS AND KEEP WITH THE CURRICULUM SYSTEMS. AND [INAUDIBLE]. QUESTIONS ABOUT THAT BEFORE I GO ON. ALL RIGHT. SO SO THE QUESTION IS, SO HOW DO YOU TRANSITION FROM THIS GREAT SCHOOL DISTRICT. THIS GOOD SCHOOL DISTRICT TO A GREAT SCHOOL DISTRICT AND SO I'M SHARING THIS WITH YOU BECAUSE I WANT YOU TO UNDERSTAND OUR STRATEGY GOING FORWARD AND WE'RE JUST NOT THIS IS NOT [INAUDIBLE]. WE'RE NOT JUST THROWING UP AGAINST THE WALL. WE'RE MOVING [INAUDIBLE] OUT. THE FIRST THING IS THERE'S NO SILVER BULLET. IT'S NOT OVERNIGHT. THERE'S NO SILVER BULLET. WELL, WE COULD USE A SILVER BULLET. IF YOU SAY YOU WANTED TO HAVE A HIGH PERFORMING DISTRICT TOMORROW, WE COULD DO IT IF YOU WANT TO PAY FOR IT. IF WE WANT TO CUT IT COSTS RIGHT. WE'D HAVE TO GO AND WE'D HAVE TO WE WOULD DO WHAT WE CAN DO IT, I'M JUST SAYING WE COULD DO IT, BUT IT WOULDN'T BE SUSTAINABLE AND WHAT YOU SAID IS YOU WANT TO MAKE SURE THAT IN FIVE, TEN YEARS WE CAN LOOK BACK AND HIS DISTRICT IS PERFORMING WHETHER YOU ARE HERE OR I'M HERE WHOEVER. HERE AND SO WE'RE TAKING OUR TIME TO BUILD IT RIGHT AND SO THERE ARE NO SILVER BULLETS. THERE ARE THERE ARE NO THERE ARE NO THERE ARE NO MYSTERIES AND IT'S NO SECRET. IT'S JUST A LOT OF WORK. BUT AT THE END OF THE DAY, IT STARTS WITH THE WHO BECAUSE, YOU KNOW, IT'S NOT ABOUT THE WHAT, IT'S ABOUT WHO. AND SO YOU ALL HAVE BEEN GREAT AT HELPING US TO ALLOWING US TO GET RIGHT PEOPLE IN THE RIGHT SEATS. WERE STARTED ORGANIZING AND REORGANIZING AND SO OUR WHOLE PHILOSOPHY IS LET'S GET THE RIGHT PEOPLE IN THE RIGHT PLACE FIRST AND THAT'S WHAT WE'RE WORKING ON. AND SO ON I'M NOT GOING TO GO THROUGH ALL OF THESE, BUT WE ARE MAKING DECISIONS ABOUT WHO WE BRING INTO OUR TEAM. WHO DO WE WANT TO HIRE AS PRINCIPALS AND CENTRAL OFFICE FOLKS AND OTHERS LEADERS, WE HAVE A REAL CLEAR UNDERSTANDING OF WHAT WE LOOK FOR. WE LOOK FOR PASSION. SO WE HAVE PEOPLE THAT WE HIRE REALLY PASSIONATE ABOUT THE AREA. THEY MIGHT NOT BE PASSIONATE ABOUT EVERYTHING. THEY'RE GOING TO BE PASSIONATE THEY'RE GOING TO KNOW THEIR AREA AND SO WE WANT PEOPLE TO HIRE PEOPLE THAT KNOW MORE THAN I DO ABOUT THEIR AREA AND THEY KNOW WHAT THEY KNOW WHAT THEY KNOW AND THEY KNOW WHAT I NEED TO KNOW AND SO THEY JUST MAKE SURE I KNOW WHAT I NEED TO KNOW SO I CAN KEEP YOU ALL INFORMED. AND SO AND THAT'S WHAT WE HAVE RIGHT NOW. WE HAVE REALLY HIGH QUALITY PEOPLE AND I DON'T WANT TO GLOSS OVER THAT BECAUSE IT'S THE PEOPLE FIRST. THAT'S WHERE IT STARTS AND IT'S ALSO IMPORTANT THAT WE NOT ONLY HAVE HIGH QUALITY PEOPLE IN SEATS RIGHT NOW, IF WE TALK ABOUT SUSTAINABILITY, WE'VE GOT TO MAKE SURE WE'VE GOT HIGH QUALITY PEOPLE THAT'S COMING THROUGH OUR SYSTEM SO WE DON'T HAVE TO GO OUTSIDE AND PULL PEOPLE WE HAVE GOT TO BUILD IT FROM WITHIN. SO LET'S TALK A LITTLE BIT ABOUT THAT LATER. BUT AGAIN, THESE ARE WHAT WE CALL OUR PRICE OF ADMISSION, AND I WONT GO THROUGH ALL OF THEM. BUT THESE ARE THINGS THAT WE LOOK FOR WHEN WE WHEN WE HIRE PEOPLE SO WE BRING PEOPLE TO YOU. WE GO THROUGH THIS FILTER AND WE ARE WE FEEL LIKE THEY THEY CAN GET THEM. NOW, HERE'S A REALITY. WE DON'T ALWAYS SCORE A HUNDRED ON EACH ONE OF THESE AREAS. YOU KNOW, WE DON'T WE MAKE SURE WE CORRECT OURSELVES AND THAT'S REALLY THE GOAL. SO AFTER THE WHO THERE'S THE WHAT AND FOR US, WE HAVE IDENTIFIED IT IN A MANNER THAT YOU TRY AND YOU TRY AND I BELIEVE YOU IT DOESN'T MATTER IF YOU'RE TRYING TO IMPROVE A SCHOOL, A BUSINESS, A DEPARTMENT, A WHATEVER YOU'RE TRYING TO IMPROVE. I BELIEVE YOU'VE GOT TO HAVE THESE SIX THINGS IN PLACE AND THEY LOOK A LOT DIFFERENT IF YOU DO SOMETHING DIFFERENT IN SCHOOL. BUT THE FIRST THING IS COLLABORATION. NO ONE PERSON KNOWS EVERYTHING. SO WE TRY TO MAKE SURE WE HAVE A COLLABORATIVE ENVIRONMENT WHERE PEOPLE CAN BRING THEIR SKILLS, THEIR IDEAS TO THE TABLE. THAT'S NUMBER ONE AND NUMBER TWO, WE GUARANTEE [INAUDIBLE]CRITICAL BECAUSE WE KNOW WE HAVE THESE KIDS ARE COMING FROM ALL THESE DIFFERENT POINTS AND WHEN THEY GET TO US, THEY [01:05:02] GOT IT. WE GOT TO MAKE SURE THEY GET THAT THEY'RE GOING TO RECEIVE EXACTLY WHAT THEY NEED WHEN THEY'RE WITH THEIR WITH US. BECAUSE WHEN THEY'RE NOT WITH US, WE DON'T KNOW WHAT THEY'RE RECEIVING AND IT'S GOING TO BE DIFFERENT. RIGHT AND SO WE TRY TO MAKE SURE THAT WE DO THINGS TO MAKE SURE THAT OUR CURRICULUM IS TIGHT. WHEN YOU ALL DID THE CURRICULUM AUDIT, I CAN TELL YOU THAT WAS THE SINGLE MOST IMPORTANT THING THAT YOU COULD HAVE DONE AT THE TIME TO ENSURE THAT THIS DISTRICT MADE PROGRESS, BECAUSE ALL EVERYTHING ELSE IS IMPORTANT. BUT IF YOU DON'T HAVE A CURRICULUM WITH TOOLS THAT TEACHERS CAN USE TO TEACH IT, NOTHING ELSE MATTERS AND THAT WAS THE MOST IMPORTANT THING AND THAT'S WHY WE STILL STAY TRUE TO IT AND TRY TO GET YOU IMPLEMENT. SECOND WAS MAKING SURE WE HAD A GOOD PRINCIPAL AND THAT WAS IMPORTANT WITH ALL THIS AT LEAST A COMPREHENSIVE ASSESSMENT SYSTEM. WE KNOW THAT IF I'M TRYING TO LOSE WEIGHT, I GOT TO KNOW WHERE I STARTED. I GOT TO BE ABLE TO KNOW TO MAKE ANY PROGRESS AND I GOT TO KNOW. SO YOU HAVE HELPED SAYS THE QUESTION IS HOW MANY ASSESSMENTS, HOW FREQUENT THOSE HAVE BEEN, HOW CONVERSATIONS [INAUDIBLE] FLEXIBLE WITH THE TIME, BUT THERE'S NO QUESTION ABOUT THAT. WE NEED TO HAVE A BEGINNING OF THE YEAR OF THE YEAR, END OF THE YEAR. THERE'S NO QUESTION ABOUT WHAT YOU NEED TO HAVE [INAUDIBLE] AND BENCHMARKS AND ALL THESE OTHERS. WE JUST WE HAVE TO HAVE A WAY OF TALKING ABOUT WHETHER WE'RE MAKING PROGRESS. AND IF YOU'RE A SCHOOL A AND YOU'RE A SCHOOL B AND Y'ALL ARE USING DIFFERENT ASSESSMENTS, WE CAN'T COLLABORATE BECAUSE YOU'LL WORK ON SOMETHING. SO THAT'S A PART OF OUR SYSTEM AND THEN AGAIN, INTERVENTIONS AND ALL THAT, THAT'S JUST CRITICAL. WE CAN'T JUST TAKE TESTS AND NOT DO ANYTHING. SO WE KNOW WE GOT TO BE ABLE TO RESPOND AND ALL THE STUFF THAT ARE PROVE WITH SOFTWARE AND INNOVATION THAT WE BRING, WE BROUGHT [INAUDIBLE] TO YOU. WE BROUGHT MAPS TO ALL THESE ASSESSMENTS. HELP US. I GET TO DO THESE THINGS THAT WE SAY WE DO, EVERY CAMPUS IN A DISTRICT, EVERY DEPARTMENT WILL HAVE THESE THINGS IN PLACE, OTHERWISE WE'RE NOT NOT GOING TO [INAUDIBLE]. SO WE MONITOR THESE RISK AND INTELLIGIBILITY. WE GOT TO HAVE OUR TEACHERS AND PRINCIPALS AND ALL THAT SUPPORT AND THEN EVERYTHING IS ABOUT FUTURE FOCUS. SO THOSE SIX ELEMENTS THAT MUST BE PRESENT IN ANY ORGANIZATION [INAUDIBLE] PART OF OUR STRATEGY. IN ADDITION, ALL THE STUFF THAT EVERYTHING THAT WE DO IS REALLY ABOUT MAKING SURE THE KIDS ARE LEARNING RIGHT AND THERE'S REALLY ONLY FOUR WAYS WE CAN WE CAN BRING ALL KIND OF PRETTY SHINY THINGS TO YOU AND ALL KIND OF STRATEGIES AND THIS AND THAT. BUT THERE'S ONLY FOUR THINGS YOU CAN DO TO IMPROVE STUDENT LEARNING. YOU EITHER HAVE TO INCREASE THE AMOUNT OF TIME KIDS HAVE TO LEARN WITH LIKE WE'RE DOING [INAUDIBLE] WE DID IT AT [INAUDIBLE] STATE OF THE SCHOOL DAY BY JUST MAYBE GIVING THEM MORE TIME TO LEARN. YOU [INAUDIBLE] OF RESOURCES TO DO THAT BY MAKING SURE THAT WE HAD A CURRICULUM AND THEN HAVE ALIGN THOSE RESOURCES TO MAKE SURE THAT WHAT THEY WERE USING TO LEARN WAS CONNECTED ONLINE TO WHAT THEY'RE GOING TO BE TESTED ON, BECAUSE IT DOES NO GOOD FOR ME TO BE USING THINGS AND WORKING ON USING RESOURCES THAT AT THE END OF THE DAY, THEY'RE NOT PREPARING ME TO BE SUCCESSFUL IS NOT ABOUT TEACHING TO THE TEST, IS PREPARING KIDS WITH MATERIALS THAT IS GOING TO HELP THEM BE READY FOR IT. TEACHER CAPACITY. WE ALL KNOW THAT IF I'M TRYING TO TEACH, IMPROVE LEARNING AND I APPROVE THE TEACHER, IF I HAVE A BETTER TEACHER, I INCREASE THE LIKELIHOOD THAT I'M GOING TO LEARN AND THEY ARE IMPROVING THE RELEVANCY AND RELATIONSHIP OF WHAT'S GOING ON IN THAT CLASS AND WHAT I'M TEACHING AND SO MAKING SURE THAT THEY CAN SEE HOW WHAT THEY'RE LEARNING IS GOING TO IMPACT THE FUTURE, THAT INCREASES THE LIKELIHOOD THAT THEY'RE GOING TO LEARN. SO REALLY, AT THE END OF THE DAY, THESE ARE THE FOUR THINGS THAT YOU CAN DO TO IMPROVE LEARNING. WE CAN CALL IT WHATEVER WE WANT, [INAUDIBLE] INTERVENTION, WHATEVER, BUT IT'S GOT TO BE CONNECTED TO ONE OF THESE FOUR IF IT'S GOING TO HAVE AN IMPACT IN STUDENT LEARNING. ANY QUESTION ABOUT THAT. ALL RIGHT. YOU ALL STILL WITH ME. ALL RIGHT, SO LET'S JUST TALK ABOUT A SYSTEM OF GREAT SCHOOLS THAT THIS IS A NEW APPROACH. I MEAN, THIS IS DIFFERENT. THIS IS NEW FOR ME. THIS IS THIS LIKE IT WAS THE LAST SIX MONTHS AS MY LEARNING. I'M LEARNING MORE ABOUT THIS AND I THINK IT'S IMPORTANT FOR YOU, ALL OF YOU OUT OF HERE, BECAUSE WE ARE USING THIS LANGUAGE. WHEN WE TALK ABOUT A SYSTEM OF GREAT SCHOOLS. WE'RE SAYING WE'RE NOT LOOKING AT SCHOOLS, NOT JUST IN SCHOOLS AS WINNERS OR LOSERS. WE'RE LOOKING AT HOW MANY A OR B SEATS THAT WE HAVE AND AS WE MAKE THE DECISIONS ON HOW WE ASSIGN KIDS AND HOW WE DROP [INAUDIBLE] AND WE'RE CONSIDERING, HEY, WE'RE DRAWING IS DOWN AND WE HAVE A SCHOOL HERE WITH SEATS AVAILABLE AND THIS SCHOOL IS A HIGH PERFORMING SCHOOL. THE SHOULD I NOT MAKE THAT THOSE SEATS AVAILABLE FOR THE STUDENTS, EVEN IF THEY LIVE OVER HERE? LET ME MAKE THEM AVAILABLE TO GET OVER THERE WHILE WE FOCUS ON MAKING SURE WE GET THE SCHOOL TO BUILD A AND B SCHOOLS. SO WHAT'S CRITICAL TO THIS WHOLE PHILOSOPHY IS THIS QUALITY SEATS ANALYSIS. SO WE HAVE A ANALYZED HOW MANY QUALITY SEATS WE HAVE AND SO WHAT THIS THIS GRAPHIC IS KIND OF AN INDICATION OF THAT AND THAT'S KIND OF WHAT I'VE READ AND WHAT WE DO IS WE LOOK AT THE NUMBER OF SEATS IN THAT SCHOOL AND REGARDLESS OF WHAT SOME TESTING GRADE OR NOT, IF SYCAMORE HAS 500 SEATS AND SYCAMORES A B CAMPUS, WHAT IS A PRE-K SEAT OR A FIFTH GRADE SEAT IS CONSIDERED A IS THIS CONSIDERED A, B, C WHEN OUR CAMPUS KNOW SO IS NOT BASED ON THE SCHOOL IT WAS BASED ON WAS WHEN YOU SEE THE NUMBER. [01:10:03] SEVENTY TWO PERCENT IS NOT TO SAY SEVENTY TWO PERCENT OF OUR SCHOOLS ARE ARE GOOD ARE A OR B IT'S SAYING [INAUDIBLE] ALL RIGHT. SO THINK ABOUT THIS, NOW WE HAVE TWO HIGH SCHOOL, WE ONLY HAVE TWO HIGH SCHOOLS FOR ACCOUNTABILITY PURPOSES AND WE HAVE THE LOWER MIDDLE SCHOOLS NOW. WE ONLY HAVE THREE WHEN WE DID THIS, BUT JUST LET'S SAY THREE MIDDLE SCHOOLS. SO THE TWO HIGH SCHOOLS ARE BASICALLY [INAUDIBLE] YOU'LL SEE THAT YOU MENTIONED AROUND EARLIER THERE IS THAT FOLKS ARE COMING BACK TO HIGH SCHOOL AND WE'RE GOING TO SEE THAT THERE'S GOING TO BE THIS TREND IS GOING TO PLAY OUT [INAUDIBLE] ELEMENTARY LEVEL, THESE ARE THE CAMPUSES RIGHT NOW THAT ARE A OR B, I WOULD HAVE BEEN PROJECTED TO BE A OR B, SO I CAN TELL YOU WHEN I SAW THIS CHART BEFORE, THAT WAS THE PRINCIPALS LIKE, WAIT A MINUTE I WOULD HAVE BEEN I WOULD HAVE [INAUDIBLE] PROBABLY WOULD HAVE PUT THE PROJECTIONS THAT SHOW THAT AT THAT TIME. RIGHT. BUT AGAIN, THESE ARE THE SCHOOLS THAT ARE THAT ARE ALREADY PROJECTED TO BE A AND B THESE ARE NOT OFFICIAL SCHOOLS. THIS WAS INTERESTING. EVERY ONE OF OUR SECONDARY SCHOOLS WAS PROJECTED TO BE AN A OR B SCHOOL AND REALLY, WHEN YOU LOOK AT WHAT WAS WHAT, REALLY IMPRESSED WITH THE GAINS THAT WERE MADE AT THESE SCHOOLS THAT WERE THAT WERE GREEN. I MEAN, THEY WERE BORDERLINE THEY WERE HIGH A SCHOOL PROJECTED TO BE RIGHT [INAUDIBLE] ALL THOSE WERE THEY WERE A SCHOOLS WOULD HAVE BEEN A SCHOOLS IF WE WOULD HAVE WOULD HAVE [INAUDIBLE]. SO JUST TELL US DOING THE RIGHT TRACK. RIGHT. WE ALSO KNOW THAT THERE'S A LOT OF SEATS IN OUR SCHOOL ON A COMPARATIVE BASIS. RIGHT. SO IT COULD SKEW THE DATA WE'RE NOT LOOKING [INAUDIBLE]. THESE WOULD BE CONSIDERED GOOD SCHOOLS. THEY WERE EXCEEDING STANDARD THE SCHOOL MAY NOT EVEN HAD A DISTINCTION. RIGHT. BUT IT'S STILL OVERALL THEY WERE THERE WERE THREE SCHOOLS AND THEN WE HAVE ALL THESE SCHOOLS HERE WERE MIXED [INAUDIBLE] SCHOOL. THESE STUDENTS MISSED THAT WE CELEBRATE ALL OF OUR SCHOOLS THAT. BUT WE DO HAVE AREAS THAT WE NEED TO REALLY FOCUS ON. WE HIGHLIGHT DAVID WALKER NOT BECAUSE OF WHERE THEY ARE RIGHT NOW, BUT BECAUSE OF WHERE THEY'VE BEEN HISTORICALLY AND WHAT WE KNOW LESS ABOUT HOW THEY LOOK. WHAT WE KNOW IS THIS RIGHT NOW, DAVID WALKER IS IN THE MIDDLE OF A PASTOR FIELD WHERE WE KNOW WHO'S GOING TO BLINK AND THERE'S GOING TO BE TWO THOUSAND HOMES AROUND DAVID WALKER. AND WE KNOW THAT WE CANNOT WAIT [INAUDIBLE] GET THERE IN ORDER TO MAKE THIS A FLAGSHIP CAMPUS. WE GOT AN OPPORTUNITY TO MAKE IT A FLAGSHIP CAMPUS, TO BE REALLY A CAMPUS THAT DRAWS KIDS IN, ESPECIALLY WITH WHAT WE'RE GOING TO DO. SO WE'RE TRYING TO TAKE STEPS RIGHT NOW IN ORDER TO DO THAT ACTUALLY IS ONE OF THOSE STRATEGIES THAT WE'RE USING TO ACTUALLY WHICH IS THE ADDITIONAL DAYS AT DAVID [INAUDIBLE], OUR SCHOOL ON JULY SIX FOR TEACHERS, JULY 12 FOR STUDENTS THAT HAVE 30 EXTRA DAYS. WHEN WE SAY ONE OF THE WAYS OF INCREASING LEARNING IS INCREASING INSTRUCTIONAL TIME, THAT'S WHAT WE'RE ATTEMPTING TO DO THERE AT DAVE WALKER AND WE FEEL LIKE BY DOING THAT AT MONTESSORI. DAVID WALKER HAVING AN EARLY CHILDHOOD, A DAVID WALKER WHO WERE STARTING FROM BIRTH TO THREE, THE SAME PARTNERSHIP. WE HAVE A WHOLE BRAIN USING DAVID WALKER. WE FEEL LIKE WE'RE PUTTING OUR STRUCTURES IN PLACE. IT'S GOING TO HELP US REALLY BE SUCCESSFUL THERE AT THE CAMPUS AND SO, AGAIN, WE'RE GREAT. WE ARE WE ARE GOING TO [INAUDIBLE] OUR SEATS ARE GREAT RIGHT NOW. OUR GOAL IS TO GET REALLY TO WHERE ALL OF THESE SCHOOLS ON THIS ON THIS DIAGRAM HERE WILL BE BLUE OR GREEN. THAT'S THE GOAL I THINK WILL BE THERE IN NO TIME OR IT'S JUST GONNA TAKE SOME WORK. IT'S NOT AN EASY. WHAT'S THE SIZE? IS THAT A NUMBER OF SEATS SOMEHOW OR IS IT JUST, NO IS THE SIZE IS [INAUDIBLE] IT'S ALL I CAN DRAW. I GAVE UP ON SOME OF [INAUDIBLE] SO SO WHEN WE TALK ABOUT THE SYSTEM OF GREAT SCHOOL, JUST SO YOU KNOW HOW TO OPERATE, I MEAN, [INAUDIBLE] A PROVEN MODEL. WE ALL UNDERSTAND THAT. ANALYZING FORWARD, ANALYZING THESE AND EVALUATE OPTIONS. THE KEY IS THAT WE WERE TALK ABOUT BEING A SYSTEM OF GREAT SCHOOLS. WE'RE GOING TO HAVE THREE OPTIONS. WE CAN ENGAGE IN WHAT'S CALLED SCHOOL IMPROVEMENT, WHAT WE DO IN A TRADITIONAL SCHOOL, A SCHOOL THAT IS A B SCHOOL OR C SCHOOL. THE THING THAT WE TRADITIONALLY DO, WE CONSIDER JUST SCHOOL AND WE'RE FOCUSED ON IMPROVING PRACTICES IN SCHOOL. WHEN WE WANT TO TAKE A STEP, WE WANT TO TAKE A SORT OF SCHOOL IMPROVEMENT. THE SCHOOL LEADERS SAY THE SAME PRINCIPAL STAY THE SAME STAFF REMAINS THE SAME. WE FOCUS ON PROFESSIONAL DEVELOPMENT AND JUST IMPROVING OUR SYSTEM. THAT'S WHAT WE WOULD DO IT EVERY A AND B SCHOOL AND WE WILL ALWAYS IMPROVE AND REALLY A, B AND C SCHOOL, WE JUST FOCUS ON THAT. WHEN WE GET DOWN TO THE SCHOOL THAT ARE IN THE D OR THE D, RIGHT, WE CONSIDER OUR SCHOOL REDESIGN. THAT MEANS THAT COULD MEAN THAT THE LEADER STAYS THE SAME, THE STAFF REMAIN THE SAME. WE CHANGE UP THAT MODEL. I KNOW THAT THERE IS SOME CONSIDERATION RIGHT NOW WITH HAVING A WORLD LANGUAGE ACADEMY DECREE AND SOME OTHER THINGS WHERE WE CAN CHANGE THE MODEL OF WHAT HAPPENS IN SCHOOL. LEADERS STAY THE SAME, TEACHERS, STAY THE SAME AND FOR VARIOUS REASONS, THEY JUST HAVE TO [01:15:02] BE FOR PERFORMANCE. IN THAT CASE, [INAUDIBLE] BUT IN OTHER PLACES, IT'S BECAUSE WE KNOW WE HAVE TO. YOU SEE THESE RECENT EARLY COLLEGE TEACHING INNOVATIONS, ALL THOSE EXAMPLES OF SCHOOL REDESIGN. WHEN WE TALK ABOUT SCHOOL AND THIS IS WHAT WE DID, HARGRAVE WAS A SCHOOL ACTION. IT WAS JUST BEFORE THEY CALLED IT A ACTION. WE JUST DECIDED WE NEEDED TO TAKE ACTION REALLY QUICKLY AND SO WE RECONSTITUTE THE SCHOOL, NEW PRINCIPAL, NEW STAFF, WE CHANGE THEIR COMPENSATION AND WE CHANGE THE AMOUNT OF TIME WE EXTENDED THE SCHOOL DAY WE ADDED AND AFTER SCHOOL PROGRAMS, WE COME YOU ALL. WE ARE COLLECTIVELY FOR A MULTITUDE OF RESOURCES INTO PADBURY BASED ON THE PROJECTS THAT THEY WOULD HAVE BEEN SCHOOL BASED ON PROJECTS. BUT WE KNOW IS BASED ON OUR INTERNAL DATA. [INAUDIBLE] REALLY WE HAD A VERY BRIEF CONVERSATION WHEN I CAN'T REMEMBER HOW THE BILL CAME OUT, BUT IT WAS DEALING WITH CHARTER SCHOOLS WITHIN A DISTRICT, NOT THE VERY BRIEF THAT WE INVESTIGATED, NOR DID RELATE TO. I THINK IT WAS WE HAD A BRIEF CONVERSATION AND SO WHAT WE DECIDED IS THAT WE WOULD DO THE WORK IN TIME AS OPPOSED TO GOING TO THE BOARD AS OPPOSED TO GOING WITH A CHARTER. BUT IF WE DECIDED TO TAKE THE ACTION, IT WILL FOLLOW WHETHER A SCHOOL ACTION FOR A DISH, A NEW SCHOOL BOARD, AS I THOUGHT, THAT'S WHAT HAPPENED AND THAT MEANS YOU PARTNERED WITH SOME SOME CHARTER. THAT'S NOT A CONSIDERATION. THAT'S NOT NOT WE DON'T NEED THAT RIGHT NOW. AGAIN, ACE WAS A PART OF THAT RESTART AND NOW WE HAVE ACTUALLY AT A LOCAL LEVEL VIEWPOINT AGAIN, WE'LL ALSO BE CONSIDERING OTHERS AS WE MOVE FORWARD. WHEN WE LOOK AT THE CAMPUSES, THEY'RE NOT THEY'RE NOT A, B OR C CAMPUS THAT WE'RE LOOKING AT. WE NEED SOME KIND OF SCHOOL ACTION AND THOSE ARE THE ACTS THAT WE WOULD CONSIDER. OF COURSE, IS JUST ABOUT THAT APPROACH. FIRST, I WANT YOU. ABC AND MOVING STUDENTS FROM ONE AREA TO ANOTHER SCHOOL, AND WOULD WE PROVIDE TRANSPORTATION? SO GREAT, GREAT QUESTION. SO. SO WHEN YOU'RE THINKING ABOUT APPROACHING IT FROM A SYSTEM OF GREAT SCHOOLS MENTALITY, WHAT WE DO IS WE LOOK AT HOW MANY SEATS WE HAVE AVAILABLE AND WHAT'S THE RATING OF THAT SCHOOL AND THEN WE LOOK AT WHERE KIDS ARE NATURALLY ZONED AND HAVE KIDS AND THAT RESULT TO A SCHOOL THAT'S NOT A OR B SCHOOL. THEN WE ASK THE QUESTION, DO WE HAVE SEATS AT AN ARAB SCHOOL? IF WE HAVE SEATS, ARE WE SCHOOL? WE CAN ACTUALLY CHANGE THE ZONE OF THOSE STUDENTS AND ALLOW THEM TO GO TO A OR B SCHOOL WHILE WE DO SOME KIND OF INNOVATION, SOME KIND OF WORK AT THE SCHOOL. THAT'S NOT A OR B AND SO WE CONSIDER THAT WE WERE LOOKING AT THIS IS WHAT WE CONSIDERED. WE DECIDED AGAINST IT. BUT WE CONSIDER THIS SO WE THINK OUR DAILY WALK WHERE THEY WALK IS LOCATED. NINETY FIVE PERCENT OF THEM ARE PROBABLY MORE THAN THAT, PROBABLY MORE LIKE 90 PERCENT WHEN WE TALK ABOUT THEM. BUT REALLY, HOW MANY HOW MANY BUSSES DO WE HAVE TO GO TO? 40 BUS, 40 BUSSES. WE HAVE TWO HUNDRED NINETY FIVE KIDS. THERE WERE 14 BUSSES. RIGHT. SO NO MATTER WHAT THEY WALK WE KNOW. RIGHT. SO WHERE IT'S LOCATED WON'T BE THAT WAY ALWAYS. BUT WE DO HAVE AN ALLIANCE. WE TRY TO MAKE SURE THAT WE PAY TO PAY TO TEACH THE GEOGRAPHIC BOUNDARIES AS WELL. LIKE LIKE IF YOU HAVE MAJOR HIGHWAYS AND WE TRY TO KEEP CLUSTERS OF FAMILY OR CLUSTERS OF NEIGHBORHOODS TOGETHER. SO WE ONLY DO FOR DAVID WALKER, WE HAD SYCAMORE MEADOW CREEK PARKWAY AND THEN WE ALSO HAVE HARGRAVE RIGHT IN WALKER CITY HERE. SO WHEN WE DO THE BANJUL AND THE WAY A FEEL SYCAMORE POINT, THE WHOLE SCHOOL WAS ACTUALLY ZONED TO HARBOR THE ENTIRE BECAUSE OF THE DENSITY OF THE COMMUNITY, THE RAIL THAT WAS ALL TO THE SCHOOL THAT WE IN THE COMMUNITY. SO IT JUST IT JUST WOULDN'T MAKE SENSE TO TAKE THIS HALF OF THE FLOOR WHEN YOU GO TO SCHOOL GOING HERE. SO YOU SO INADVERTENTLY OUR DECISION WAS TO ZONE THESE KIDS HERE. WELL, THE CHALLENGE WITH VARIOUS WE HAVE HARGRAVES SITTING HERE, WE'VE RECONSTITUTED HARGRAVES AND WE HAVE ABOUT 400. WE HAD ABOUT 400, 500 KIDS AT HARGRAVE, BUT THE SCHOOL HAD A CAPACITY OF ABOUT 600. RIGHT AND SO IF WE WERE IF WE WOULD HAVE HAD THIS APPROACH AND UNDERSTOOD, YOU KNOW, KIND OF THIS PHILOSOPHY, WE COULD WE COULD HAVE ZONED ALL STUDENTS TO HARGRAVE AND LESSEN THE ROLE HERE AND AT WALKER, GET TO GET THINGS WILL GO AND AGREE TO GO IN THERE AND SO THAT'S WHAT I WAS SAYING. WE DECIDED THAT WOULD BE TOO DISRUPTIVE TO HARGRAVE AT THIS POINT IN TIME AND TO THE STUDENTS WHO HAD ALREADY BEEN A WALK, OR WE'D SAY, LET'S LET'S TRY TO JUST DO SOME ACTION AT HARGRAVE AND MAKE IT SEVERE ENOUGH OR BOLD ENOUGH ACTION TO MAKE [01:20:03] SURE WE GIVE THOSE KIDS A CHANCE AND 30 DAYS WE WOULD BASICALLY RECONSTITUTE WOLPER. WE GOT 30 ADDITIONAL. THEY WOULD ACTUALLY HAVE TO TAKE THE FOLKS THAT ARE WORKING ENVIRONMENT, ALL THOSE THINGS. ALL RIGHT. ANY OTHER QUESTIONS? ALL RIGHT, SO THAT'S KIND OF YOU. I WANT YOU TO UNDERSTAND THAT APPROACH TO WHAT WE'RE TRYING TO DO IN ORDER TO MOVE FORWARD. THE LAST COUPLE SLIDES REALLY JUST TALKED ABOUT OUR STRATEGIC DESIGN FRAMEWORK, WHICH YOU ALL ARE AWARE OF IS OUR STRATEGIC PLAN THAT WE RECENTLY DID WANT TO KIND OF GO BACK TO THAT. AGAIN, EVERYTHING THAT WE DO IS ABOUT HAVING STUDENTS ENGAGE COMMUNITY AND EMPOWER STAFF AND THE GOOD THING ABOUT THIS IN THE PROCESS TO DEVELOP IS WHAT'S SO COLLABORATIVE AND THE FACT THAT NOW YOU ALL THAT WE REQUIRE WHEN YOU MAKE AN ITEM TO SAY WHAT WHAT GOALS ARE CONNECTED TO, IT HELPS US BECAUSE AS WE START TO THINK ABOUT WHAT WE WANT TO DO, WE HAVE TO BE ABLE TO SAY, OK, THIS IS FOR MY STUDENTS. OTHERWISE IT MAY NOT BE SOMETHING. IN A COUPLE OF TIMES WE GOT TO SAY IT REALLY IS GOOD. SO LET'S FIGURE OUT SOMETHING LIKE THIS AND SO THAT HELPS US. IT HELPS TO PROVIDE A GUIDEPOST. ANOTHER THING IS I THINK YOU'RE CLEAR ABOUT THE FACT THAT WE WANT TO BE CONSIDERED ONE OF THE BEST SCHOOL DISTRICTS IN THE STATE. THAT'S RIGHT. THAT'S WHAT I AND SO THE FIRST THING IS YOU'VE GOT TO BE BOLD AND I THINK WE'RE ON OUR WAY. WHAT WE KNOW IS THAT THE STATE OF TEXAS HAS SAID THAT IF YOU HAVE A SCHOOL DISTRICT WITH A LOW PERFORMING CAPITAL CAMPUS, THAT MEANS THAT YOU'RE REQUIRED TO GO TO GARLAND. WELL, THE THING THAT'S UNIQUE ABOUT US IS YOU ALL VOLUNTEER THAT YOU ARE SELECTED TO GO AND SO WHAT THAT SHOWS IS THAT WE WHAT WE WANT TO BE LEARNING, YOU'RE NOT JUST ASKING FOR TEACHERS TO BE TEACHING, TO BE CERTIFIED. ALL TEACHERS. DO YOU WANT TO DO MORE? AND I THINK IT'S IMPORTANT FOR PEOPLE TO KNOW THAT THE BOARD MADE A DECISION TO BE TO BE THERE. AND THAT'S WHAT THAT'S WHAT I'VE DONE THIS BEFORE. BUT MORE IMPORTANTLY, WHAT THIS DOES IS IT GIVES US A CHANCE TO KIND OF PULL BACK THE CURTAIN AND THE REPORT PUBLICLY ON HOW OUR STUDENTS ARE DOING AND BE OK WITH IT TO SAY, HEY, SOMEBODY FOR SOME KIDS, WE NEED TO DO BETTER AND SO THAT'S ONE OF THE GOALS THAT GIVES US A CHANCE TO DO. WE KNOW OUR GOAL, WHAT WE TALKED ABOUT THESE LAST WEEK, A WEEK BEFORE THEY PROVIDE AN UPDATE OF WHERE WE ALL EACH ONE OF THEM WILL GO TO ALL OF THEM. BUT I JUST WANT TO JUST BRING YOUR ATTENTION TO WHAT I WANT TO FOCUS ON AND I WANT YOU TO THINK THAT TIED TO OUR ENROLLMENT TRENDS AND ALL THAT. SO THIS IS A THIRD GRADE GOAL. THE REASON WHY WE'RE REPORTING PUBLICLY ON THIS THIRD GRADE GOAL IS BECAUSE WE THINK IT IS CRITICAL THAT WE KNOW WHERE KIDS ARE IN THE THIRD GRADE AND YOU KNOW THAT MANY PEOPLE MAKE DECISIONS ON WHERE KIDS ARE AT THE THIRD AND FOURTH GRADE AND I KNOW Y'ALL HEARD THE STATISTICS, BUT THIS IS ONE THAT REALLY LOOKED LIKE I WANTED TO READ. THAT'S PRETTY, PRETTY, PRETTY, PRETTY SIGNIFICANT, SOME KIND OF CHALLENGE TO SOMEONE WE DON'T KNOW, THEY DROP OUT BECAUSE WE DON'T EVEN KNOW THEY WERE IN THE RIGHT. YOU LOSE 10, 15 KIDS TO US INSTEAD OF TEACHING KIDS. BUT WE ARE 10 OR 15 KIDS. RIGHT? THAT'S A SIGNIFICANT NUMBER IN SOME CASES, MR. GOODVIN AND SO THINK ABOUT THIS, THAT IF WE KNOW. THE KIDS, A THIRD GRADE OR FOUR TIMES MORE LIKELY TO DROP OUT IF THEY'RE NOT REAL GRADE LEVEL. THAT'S ANOTHER REASON WHY WE GOT THIS AS MUCH AS WE CAN AT EARLY CHILDHOOD, BECAUSE IF I CAN GET THEM IN EARLY, WE CAN TEACH THEM TO READ. WE GOT TO GIVE YOU THE OTHER THING I NOTICED ABOUT THE LATIN IS SO IMPORTANT I CAN GO TO SCHOOL ONE DAY. BUT THINK ABOUT THIS NOW. WHEN WE LOOK AT THE DIFFERENT GROUPS, SO WE LOOK AT THE ATTENDANCE RATE OVERALL, WE CAN BRAG ABOUT IT. WE HAVE A HIGHER RATE, WHICH IS A NICE ACCEPTANCE RATE. WE WERE GOING TO BREAK THAT DOWN BY GROUPS AND WE BRING IT DOWN TO ECONOMIC DISADVANTAGE GROUP THAT I KNOW IS PROBABLY MORE LIKE NINETY ONE NINETY TWO PERCENT. SO THINK ABOUT THIS NOW IF I. OUT BEHIND AND I COME TO SCHOOL THIS AND WHEN I'M THERE, I'M DISCIPLINED, MORE SUSPENDED. SO YOU'LL SEE THE CYCLE AND SO IT IS. SO THAT'S WHY THE WORK THAT WE DO IS SO IMPORTANT, IS NOT THAT WE'RE TAKING OUR EYES OFF OUR STUDENTS. WE'RE TRYING TO MAKE SURE THAT WE DON'T MS. STUDENTS WHO FALL THROUGH THE CRACKS AND THAT WE DON'T INADVERTENTLY IN OUR PRACTICES, CREATE SITUATIONS THAT END UP MAKING OUR JOB MORE DIFFICULT. AND SO WE'RE WORKING THROUGH THIS. SO OUR SOCIAL, EMOTIONAL AND SOCIAL EMOTIONAL SUPPORT THAT YOU ARE ALLOWED TO GET SO CRITICAL BECAUSE NOW WE CAN AVOID AVOID SOME OF THOSE LATINIZATION GET KIDS BACK IN CLASS. SO NOW KIDS CAN LEARN. THAT'S WHY THE RESTORATIVE PRACTICES ARE STILL. SO WE CAN'T MESS UP. WE CAN RESPOND QUICKLY AS OPPOSED TO SUSPENDING FOR LONG TERM. NOW, I'M NOT SAYING THAT WE DON'T NEED A SUSPECT. LET'S BE CLEAR. SOMETIMES KIDS NEED TO BE REMOVED FROM THE ENVIRONMENT WITHOUT DISRUPTING WORK FOR OTHERS AND THAT'S THE SLIPPERY SLOPE WE HAVE THAT WE HAVE. WELL, THE GOOD THING ABOUT VIRTUAL LEARNING NOW, THOUGH, EVEN IF WE SUSPEND KIDS, WE STILL SHOULD BE ABLE TO PROVIDE THEM WITH SOME KIND OF VIRTUAL EXPERIENCE SO THEY DON'T [01:25:02] GET BEHIND THOSE CREATIVE THINGS THAT WE'RE ABLE TO DO GOING FORWARD WITH. ALL RIGHT. SO LET'S KEEP GOING. SO GO ALONG WITH THIRD GRADE READING. GO TO IS ALSO THIRD GRADE MATH. ALL RIGHT. BECAUSE WE KNOW MATH IS CRITICAL AND YOU WILL SEE IN THE SECOND HALF MATH AS YOU GO THREE IN FIFTH GRADE READING. ALL RIGHT. GO BACK TO I WOULD ASK THIS QUESTION, AND EVEN IF YOU ALL OVER THERE, YOU CAN SURE AS WELL. BUT WE TALKED ABOUT THERE IS ANOTHER THERE'S ANOTHER GROUP THAT USES THIRD GRADE AND FOURTH GRADE READING TO PREDICT AS A AS A PART OF THE BUSINESS MODEL. ANYBODY WANT TO SHARE WITH. YEP. THAT'S HOW THEY DECIDE WHERE TO BUILD AND I MEAN, AND I CAN TELL YOU, WHEN I GO HOME, THERE ARE FIVE PRISONS WITHIN A WITHIN A 30 MILE RADIUS IN EAST TEXAS IN THAT AREA AND IT'S BECAUSE OF WHAT'S HAPPENING, BECAUSE WHAT WE KNOW IS THIS IS NO THERE IS NO MYSTERY. THERE'S NO ARGUMENT. IF KIDS ARE READING IN THE THIRD GRADE, THEY'RE GOING TO HAVE TROUBLE GETTING HIGH SCHOOL AND IF THEY GET TO THE NINTH GRADE, THEY CAN GET THE CREDITS AS WE SAW BEFORE. THEY CAN STAY IN THE NINTH GRADE. THEY CAN DROP OUT IF THEY DROP OUT. WE KNOW WHAT THAT'S GOING TO LEAD TO AND SO WE JUST GOT TO BE VERY, VERY INTENTIONAL ABOUT MONITORING AND DOING SOMETHING ABOUT IT. I ALSO GO FOR DEALS WITH EIGHTH GRADE. SO WE TALKED ABOUT THIRD GRADE. WE ALSO EIGHTH GRADE IS ANOTHER CRITICAL POINT GRADE. WE'RE LOOKING AT NIGHT AND AGAIN, THIS IS ANOTHER STATISTIC THAT I THINK IS IMPORTANT AND ONE THAT SOMETIMES WE DON'T WE DON'T THINK ABOUT. LET'S LOOK AT THIS MAP, NOT JUST A GREAT EXAMPLE. SO THIS IS IMPORTANT BECAUSE GPA IS IMPORTANT, BUT IF YOU WANT TO KNOW WHAT THE KIDS WILL BE SUCCESSFUL OR NOT, ACCORDING TO THE STATISTICS, LOOK AT THEIR SCHOOL, LOOK AT THE GRADES IN EIGHTH GRADE AND THE GRADES OF READING AND MATH, AND THEN HAVING TO PROVE THAT THERE IS NO GREATER PREDICTOR OF THE GPA AND ACTUALLY GETTING THEIR GRADES IN THE EIGHTH GRADE BECAUSE IN EIGHTH GRADE IS WHERE THEY START TO BUILD HABITS THAT SOMETIMES YOU DON'T SEE. IF THEY ARE IN HIGH SCHOOL, YOU DON'T THEY JUST DON'T COME UP WITH THE HABITS THAT THEY DEVELOP AND BY THE TIME WE KNOW THIS IS 11TH GRADE, WE'RE TRYING TO GET A RATING. BUT THEY HAVE THESE HABITS THAT EVEN IF THEY CAN'T GET INTO COLLEGE, THE HABITS THAT THEY DEVELOP INTO CREATING PROBLEMS FOR. THAT'S WHY WE FOCUS ON BLENDED LEARNING AT THE EIGHTH GRADE LEVEL, THAT WE HAVE SOME INITIATIVES THERE, SOME INITIATIVE TO TRY AND INCREASE OUR KIDS ON AVERAGE. THERE'S ANOTHER STATISTIC THAT TALKED ABOUT THE FACT THAT IF YOUR KIDS TAKE OUT IN EIGHTH GRADE, THE CHANCES OF THEM BEING SUCCESSFUL INCREASES EXPONENTIALLY AS WELL. SO IT'S NOT SO IT'S NOT ENOUGH. NO, THIS WE HAVE TO CHANGE OUR SYSTEM TO MAKE SURE WE ADDRESS THOSE THINGS. SO THESE ARE THESE ARE THE KIND OF GUY THE WORK THAT WE DO AND THEN, OF COURSE, GOLDFARB'S JUST DEALS WITH COLLEGE MILITARY READINESS AND SO WHEN YOU THINK ABOUT LAST OUR GARLAND, YOU THINK ABOUT OUR DISTRICT, YOU THINK ABOUT THE DEMOGRAPHICS AND ENROLLMENT UP AND DOWN AND ALL THAT, HOPEFULLY THAT GIVES YOU KIND OF SOME JUST THE BASIS OF WHY WE DO SOME OF THE THINGS THAT WE DO. AGAIN, WE ARE APPRECIATING AND I KIND OF RUSHED THROUGH ALL OF IT. BUT I WANT TO JUST GIVE YOU JUST A HIGH LEVEL OVERVIEW. HOPEFULLY YOU KNOW WHO WE ARE AND WHAT WE ATTEMPTED TO DO AND WHY. SO I'LL STOP THERE AND I'LL JUST ASK IF THERE ARE ANY QUESTIONS OR REFLECTIONS OR ANYTHING THAT WE CAN PROVIDE SOME CLARITY ON. DON'T HAVE ANY QUESTIONS, BUT I THINK WE HAVE A LONG WAY [INAUDIBLE] IT WAS A LOT, BUT. BUT YOU KIND OF IT'S ACTUALLY KIND OF LIKE A SYNOPSIS OF ALL THE INFORMATION WE'VE GOT OVER THE YEAR, AND YOU KIND OF PUT IT ALL IN ONE PLACE TO KIND OF HELP DISTILL WHAT'S GOING ON AND HOW WE'RE LOOKING FORWARD. SO I DO APPRECIATE HOW HARD [INAUDIBLE] AND I LIKE I LIKE THE [INAUDIBLE] CONCEPT. I DON'T I'M NOT AS FAMILIAR WITH THIS IN EVERY SCHOOL REGARDING THAT CONCEPT. BUT IT DEFINITELY MAKES SENSE. LIKE WHY WOULD WE PRECLUDE STUDENTS FROM BEING IN A SCHOOL THAT'S BEING AFFECTED WHEN YOU HAVE AVAILABILITY? I DO LIKE THE FLEXIBILITY OF DOING THAT. WELL, IF AT THIS TIME THE BOARD WILL ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS [4.0 Executive Session] GOVERNMENT CODE FIVE FIVE ONE POINT ZERO SEVEN FOUR PERSONNEL AND FIVE FIVE ONE POINT ZERO [INAUDIBLE] PROPERTY AND FIVE FIVE ONE POINT [INAUDIBLE] ONE PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY. OTHER PARTICIPANTS MAY REMAIN ON THE LINE IF YOU'RE WITH US VIRTUALLY AND THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION. WE ARE ADJOURNED INTO EXECUTIVE SESSION AT 7:42 PM. * This transcript was compiled from uncorrected Closed Captioning.