Jan 13, 2022 Called Board Meeting

[00:00:03]

GOOD EVENING, I HEREBY CALL TO ORDER THE CALLED MEETING OF THE CROWLEY ISD BOARD OF

[1.0 Call to Order]

GOVERNMENT CODE, AS AMENDED BY THE 73RD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING, AND THAT A QUORUM IS PRESENT.

I REQUEST THE OFFICIAL ROLL CALL, PLEASE.

MS. DIGGLES. TRUSTEE PLACE 1 NEDRA ROBINSON.

PRESENT.

TRUSTEE PLACE 2 DR.

LA TONYA WOODSON-MAYFIELD.

PRESENT.

TRUSTEE PLACE 3 DR.

MIA HALL. PRESENT.

TRUSTEE PLACE 4 JUNE W.

DAVIS. PRESENT.

TRUSTEE PLACE 5 RYAN RAE.

PRESENT. TRUSTEE PLACE 6 GARY GRASSIA.

PRESENT.

SUPERINTENDENT DR. MICHAEL MCFARLAND.

THANK YOU, MS. DIGGLES. I EXTEND TO YOU A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING. THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC AND WE ARE PLEASED THAT YOU HAVE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATION OF CROWLEY PUBLIC SCHOOLS.

COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE TIME DESIGNATED FOR CITIZENS TO ADDRESS THE BOARD.

DECORUM AND COURTESY ARE IMPORTANT ELEMENTS IN EFFECTIVE PUBLIC MEETINGS.

PLEASE SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS.

AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD SCHOOLS.

OUR FIRST AGENDA ITEM TONIGHT IS AGENDA ITEM 2.0, CELEBRATIONS AND BOARD POINTS OF PRIDE.

[2.0 Celebrations / Board Points of Pride]

TRUSTEE ROBINSON. WE HAVE A STUDENT, [INAUDIBLE], WHO IS A SOPHOMORE AT CROWLEY HIGH SCHOOL, AND SHE'S A THREE TIME ALL-AMERICAN STUDENT.

SHE REPRESENTED HER CAMPUS AND CROWLEY ISD IN THE PEARL HARBOR MEMORIAL PARADE IN HONOLULU, HAWAII, IN DECEMBER.

THANK YOU, TRUSTEE ROBINSON.

ARE THERE ANY OTHER POINTS OF PRIDE? I HAVE ONE.

TRUSTEE DAVIS. YES.

YOU MAY NOT KNOW, BUT CROWLEY ISD IS IN PARTNERSHIP WITH THE TARRANT AREA FOOD BANK AND EVERY THIRD TUESDAY OF THE MONTH, JACKIE CARDEN GYM IS OPEN AND WE SERVE FAMILIES ONCE A MONTH AND SINCE SEPTEMBER 2021, CISD HAS BEEN ABLE TO SERVE 754 FAMILIES AND 3,217 INDIVIDUALS.

WE HAVE DISTRIBUTED 46,880 POUNDS OF FOOD TO OUR COMMUNITY, AND THIS PARTNERSHIP BEGAN BACK IN SEPTEMBER 2017.

AND FOR THOSE OF YOU THAT HAVE NEVER PARTICIPATED.

IF YOU DON'T HAVE ANYTHING TO DO ON THE THIRD TUESDAY AT AROUND 4:00-4:30, WE'D LOVE TO HAVE YOU COME AND WORK WITH US DISTRIBUTING FOOD TO OUR COMMUNITY.

THANK YOU, TRUSTEE DAVIS, AND I'M GOING TO SUPPORT HER PLUG.

IF YOU HAVE GIVING BACK TO YOUR COMMUNITY ON YOUR VISION BOARD FOR 2022.

WE WILL LOVE TO SEE YOU NEXT TUESDAY.

ARE THERE ANY OTHER POINTS OF PRIDE? YES, I'LL JUST SHARE BECAUSE I WAS AT ONE OF THE SCHOOLS TODAY SPEAKING TO THE GIRLS AT THE NINTH GRADE CAMPUS, BUT THE NORTH CROWLEY BOYS II MEN GROUP ATTENDED AN EVENT CALLED BACKPACKS, HOODIES AND SNEAKERS.

AND WITH THAT PROGRAM, THEY GOT TO INTERACT WITH LAW ENFORCEMENT TO TALK ABOUT THE MISCONCEPTIONS, WELL, REALLY, TO LEARN ABOUT THE MISCONCEPTIONS BETWEEN LAW ENFORCEMENT AND OUR YOUTH AND SO VERY POWERFUL EVENT.

THEY ALSO GOT TO TAKE PICTURES, AND OF COURSE, THERE WERE SOME CELEBRITIES THERE, SO THAT'S ALWAYS EXCITING.

AND THIS IS ALSO A PLUG.

IF YOU ARE INTERESTED IN LEARNING MORE ABOUT THE BOYS TO MAN PROGRAM OR ANY OF OUR PROGRAMS WITHIN THE DISTRICT THAT ARE HELPING OUR YOUNG PEOPLE WITH LIFE SKILLS.

PLEASE CONTACT THOSE SCHOOL PRINCIPALS.

THEY WOULD BE MORE THAN HAPPY TO SHARE INFORMATION.

THANK YOU. THANK YOU, TRUSTEE MAYFIELD.

ARE THERE ANY OTHER POINTS OF PRIDE? YEAH, I HAVE ONE. GO FOR IT.

ADVANCED ACADEMICS, SOMETHING THAT UNFORTUNATELY WAS NOT BLESSED WITH, BUT HERE IN

[00:05:04]

AND THAT'S ROUGHLY EIGHTEEN HUNDRED STUDENTS.

THAT'S RIGHT. AND SO WE OUR SECONDARY SUCCESS IS AT AN ALL TIME HIGH, AND I THINK THAT'S FANTASTIC. SO.

THANK YOU FOR SHARING THAT ACTUALLY IS.

I THINK THAT WAS ALL OF OUR ONE OF OUR BIG THINGS WHEN DR.

MCFARLAND JOINED THE TEAM, AND WE APPRECIATE YOU ACCEPTING THAT CHARGE AND FOR THE STAFF FOR MAKING THAT REALIZING THAT VISION.

THERE'S BEEN A TREMENDOUS AMOUNT OF GROWTH IN A VERY SHORT PERIOD OF TIME, AND OUR STUDENTS ARE REAPING THE REWARDS FOR YOUR WORK AND YOUR DEDICATION.

SO THANK YOU FOR THAT. THAT IS A REALLY BIG DEAL.

ARE THERE ANY OTHER POINTS OF PRIDE? YEAH, I JUST I THINK WE ALL, PROBABLY EVERYONE IN THE ROOM KNOWS THAT.

SOPHIA ESTEVEZ, WHO WAS 13, THE DAUGHTER OF SUMMER HERRERA, PASSED AWAY ON DECEMBER 31ST OF THIS LAST YEAR, AND TO HONOR HER LIFE, THE CROWLEY ISD SPECIAL SERVICES DEPARTMENT WILL CONTINUE THE HOMELESS DRIVE THAT SHE STARTED BY COLLECTING COATS, GLOVES, BLANKETS AND PERSONAL CARE ITEMS. SO THAT'S SOMETHING I'VE GOT GOING ON RIGHT NOW.

THAT WAS A TREMENDOUS LOSS IN OUR THOUGHTS AND PRAYERS DEFINITELY GO OUT TO OUR FAMILY AND WE HOPE THAT YOU WOULD SHOW YOUR SUPPORT ALSO BY CONTINUING TO SUPPORT THE DRIVE THAT SHE BEGAN. I'M GOING TO END OUR POINTS OF PRIDE WITH WINTER GRADUATION.

THAT WAS OUR FIRST WINTER GRADUATION.

WAS IT NOT OK? AND GRADUATION IS NOT A GOOD WORD FOR ME, SO I'M DOING MY BEST.

IT'S DEFINITELY MY FIRST WINTER GRADUATION THAT I'VE EVER BEEN TO SINCE WHEN I GRADUATED IN THE WINTER MANY, MANY YEARS AGO.

BUT IT WAS SO NICE.

IT WAS UNUSUAL TO BE ASKED TO, YOU KNOW, WEAR YOUR REGALIA IN DECEMBE5R, I MEAN, IN JANUARY. BUT IT WAS A GREAT NIGHT.

SO CONGRATULATIONS TO MASON ANDERSON.

FROM CROWLEY HIGH SCHOOL TO KEISHA HUNTER, RAYDA MCKNIGHT AND CASH WILSON FROM NORTH CROWLEY HIGH SCHOOL. THEY EARNED THEIR HIGH SCHOOL DIPLOMAS AT OUR WINTER GRADUATION, OUR I GUESS, INAUGURAL WINTER GRADUATION CEREMONY ON MONDAY, JANUARY 10TH.

SO PLEASE, YOU KNOW, LET'S GIVE THEM A ROUND OF APPLAUSE.

I THINK IT'S AWESOME. NOW WE'RE ABLE TO GRADUATE STUDENTS AND CELEBRATE THEIR ACCOMPLISHMENT EVEN MID-YEAR SO THAT THEY CAN GO ON TO THIS ENDEAVOR ON THE BEGINNING OF THEIR LIVES. ARE THERE ANY OTHER POINTS OF PRIDE? WE ALWAYS HAVE SO MANY POINTS OF PRIDE IN CROWLEY ISD.

IF THERE ARE NO MORE POINTS OF PRIDE, WE ARE GOING TO MOVE ON TO OUR NEXT AGENDA ITEM.

[5.0 Executive Session]

THE BOARD WILL ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.071 PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY AND 551.074 PERSONNEL TO DELIBERATE ON THE ADMINISTRATION'S RECOMMENDATIONS CONCERNING CERTAIN PROFESSIONAL EMPLOYEES WHO RESIGNED THEIR CONTRACTS AFTER THE 45TH DAY BEFORE THE FIRST DAY OF INSTRUCTION OF THE 21-22 SCHOOL YEAR. WE WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION AND WE ARE ADJOURNING TO EXECUTIVE SESSION AT THIS TIME AT 6:13 P.M.

WE ARE BACK IN SESSION AT 7:11 P.M., WE ARE NOW MOVING TO OUR CONSIDERATION AND POSSIBLE

[6.0 Consideration and Possible Action Item(s)]

CONSIDER MAKING A FINDING THAT DISTRICT TEACHERS RESIGNED THEIR CONTRACTS AFTER THE 45TH DAY BEFORE THE FIRST DAY OF INSTRUCTION OF THE 2021-2022 SCHOOL YEAR WITHOUT GOOD CAUSE.

IS THERE A MOTION? I MOVE THAT THE BOARD MAKES A FINDING THE GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.105C2 FOR AARON CASTILLO'S RESIGNATION OF HIS OR HER PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO HIS OR HER RESIGNATION.

AARON COSTILLO HAS FAILED TO PERFORM HIS OR HER CONTRACT, AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD OF EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HIS OR HER ABANDONMENT OF CONTRACT.

THANK YOU FOR YOUR MOTION TRUSTEE RAY.

IS THERE A SECOND? I'LL SECOND. I'VE GOT A SECOND FROM VICE PRESIDENT GRASSIA.

MOVE TO VOTE, PLEASE.

BY A SHOW OF HANDS ALL IN FAVOR.

[00:10:02]

THE MOTION PASSES UNANIMOUSLY.

WE ARE STILL AT AGENDA ITEM 6.1, ARE THERE ANY ADDITIONAL MOTIONS? I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION THAT THE BOARD MAKES A FINDING THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.105C2 FOR RUSSELL WILSON'S RESIGNATION OF HIS PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO HIS RESIGNATION.

RUSSELL WILSON HAS FAILED TO PERFORM HIS CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD OF EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HIS ABANDONMENT OF CONTRACT.

THANK YOU. THANK YOU FOR YOUR MOTION TRUSTEE RAY.

IS THERE A SECOND? I'LL SECOND.

SECOND BY GRASSIA.

MOVE TO VOTE BY A SHOW OF HANDS ALL IN FAVOR.

PLEASE RAISE YOUR HAND. WOULD NOT OPPOSE THE MOTION PASSES UNANIMOUSLY.

ARE THERE ANY OTHER MOTIONS UNDER 6.1? YES, DR. HALL. I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION AND THAT THE BOARD MAKES A FINDING THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.105C2 FOR KIERRA CHARLES RESIGNATION OF HER PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO HIS OR HER RESIGNATION.

KIERRA CHARLES HAS FAILED TO PERFORM HIS OR HER CONTRACT, AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD FOR EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HIS OR HER ABANDONMENT OF CONTRACT.

THANK YOU FOR YOUR MOTION, DR.

MAYFIELD. IS THERE A SECOND? I'LL SECOND. THANK YOU FOR YOUR SECOND VP GRASSIA.

MOVE TO VOTE BY A SHOW OF HANDS ALL IN FAVOR.

PLEASE RAISE YOUR HAND. WITH NONE OPPOSING, THE MOTION PASSES UNANIMOUSLY.

AND ARE THERE ANY ADDITIONAL ACTION UNDER 6.1? YES. I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION AND THAT THE BOARD MAKES A FINDING THAT GOOD CAUSE DID NOT EXIST UNDER THE TEXAS EDUCATION CODE SECTION 21.105C2 FOR ANN OLIVER RESIGNATION OF HER PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO HER RESIGNATION AND OLIVER HAS FAILED TO PERFORM HER CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD OF EDUCATION CERTIFICATION TO SEEK SANCTIONS FOR HER CONTRACT.

THANK YOU FOR YOUR A MOTION TRUSTEE DAVIS.

IS THERE A SECOND? I'LL SECOND.

THANK YOU FOR YOUR SECOND VP GRASSIA OF ALL IN FAVOR.

PLEASE RAISE YOUR HAND.

WITH NONE OPPOSING, THE MOTION PASSES UNANIMOUSLY.

IS THERE ANY FURTHER ACTION UNDER 6.1? I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION AND THAT THE BOARD MAKES IT FINDING THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE 21.105C2 FOR CHRISTINE REID RESIGNATION OF HER DUAL PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO HER RESIGNATION.

KRISTEN REID HAS FAILED TO PERFORM HER CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD FOR EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HER ABANDONMENT OF CONTRACTS.

THANK YOU FOR YOUR MOTION, TRUSTEE ROBINSON.

IS THERE A SECOND? I'LL SECOND.

THANK YOU FOR YOUR SECOND VP GRASSIA.

BUT PLEASE RAISE YOUR HAND FOR ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THE MOTION PASSES UNANIMOUSLY.

ARE THERE ANY FURTHER ACTION ITEMS UNDER 6.1? I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION AND THAT THE BOARD MAKES IT FINDING THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.105C2 FOR GEUN-HYE GUILLEN RESIGNATION OF HER DUAL PROBATIONARY CONTRACT FOR THE 2021-2022 SCHOOL YEAR, THE BOARD DID NOT CONSENT TO HER RESIGNATION.

GEUN-HYE GUILLEN HAS PERFORMED TO HAS FAILED TO PERFORM HER CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD OF FOR EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HER ABANDONMENT OF CONTRACT.

THANK YOU FOR YOUR MOTION, TRUSTEE ROBINSON.

IS THERE A SECOND? I'LL SECOND.

THANK YOU FOR YOUR SECOND VP GRASSIA.

AS FOR ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

[00:15:03]

ARE THERE ANY ADDITIONAL MOTIONS UNDER AGENDA ITEM 6.1? I MOVE THAT WE ACCEPT THE SUPERINTENDENT'S RECOMMENDATION THAT THE BOARD MAKES A FINDING THAT GOOD CAUSE DID NOT EXIST UNDER TEXAS EDUCATION CODE SECTION 21.105C2 FOR SHEDA MARTIN RESIGNATION RESIGNATION OF HER TERM CONTRACT FOR THE 2021-2022 SCHOOL YEAR.

THE BOARD DID NOT CONSENT TO A RESIGNATION SHEET.

MARTIN HAS FAILED TO PERFORM HER CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD OF EDUCATOR CERTIFICATION TO SEEK SANCTIONS FOR HER ABANDONMENT OF CONTRACT.

THANK YOU FOR YOUR MOTION TRUSTEE RAY.

IS THERE A SECOND? I'LL SECOND.

THANK YOU FOR YOUR SECOND VP GRASSIA.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THE MOTION PASSES UNANIMOUSLY.

IS THERE ANY FURTHER ACTION TO BE TAKEN UNDER AGENDA ITEM 6.1? ALL RIGHT. WITH NO FURTHER ACTION, WE WILL NOW MOVE TO OUR AGENDA ITEM 3.0, WHICH WOULD BE OUR OPEN FORUM.

WE DO NOT HAVE ANY OPEN FORUM, OPEN FORUM COMMENTATORS SIGNED UP FOR TONIGHT, WHICH WILL

[4.0 Study Session]

AGENDA ITEM 4.1 DATA DRIVEN TEACHING AND LEARNING.

DR. MCFARLAND.

SO, MADAM PRESIDENT, BOARD MEMBERS, BEFORE WE GET TO THIS ITEM, I JUST LIKE TO SHARE A MESSAGE, I REALLY LIKE TO SPEAK TO OUR COMMUNITY AND TO OUR PARENTS.

I WANT TO FIRST ADDRESS THE CURRENT REALITY AS IT RELATES TO COVID 19 IN OUR DISTRICT.

WHAT WE KNOW IS THAT IN OUR AREA, IN OUR COMMUNITY THAT THE OMICRON VARIANT IS INCREASINGLY MORE CONTAGIOUS.

AND I KNOW YOU ALSO ARE HEARING ABOUT OTHER SCHOOL DISTRICTS WHO MAY BE MAKING THE DECISION TO CLOSE AND TAKE OTHER ACTIONS.

WHAT I WANT TO ASSURE YOU PARENTS AND STUDENTS AND COMMUNITY, IS THAT OUR FOCUS REMAINS ON KEEPING OUR SCHOOLS OPEN, SAFE AND SAFE FOR IN-PERSON LEARNING.

NOW WHAT WE REALIZE, THOUGH, THAT WE REALIZE THAT WE HAVE A RESPONSIBILITY TO STAY CURRENT, TO STAY ENGAGED AND AWARE OF WHAT THE CURRENT NUMBERS ARE.

AND SO WHAT WE ASSURE YOU IS THAT OUR STAFF, WE ARE CONSTANTLY ON A DAILY BASIS LOOKING AT DATA. WE'RE LOOKING AT THE SCIENTIFIC DATA FROM OUR FROM OUR DASHBOARD, AS WELL AS DATA THAT WE'RE COLLECTING FROM CAMPUSES AND WITHIN OUR COMMUNITY.

AND WHAT WE'RE DOING IS WE ARE MAKING DECISIONS AND BEING RESPONSIVE AS THE DATA TELLS US THAT WE NEED TO. IF YOU ARE WATCHING OUR DASHBOARD, YOU'LL SEE THAT WE HAVE HAD SIGNIFICANT INCREASES IN INFECTIONS AND JUST KNOW THAT WE'RE RESPONDING ON CAMPUSES WITH THE GOAL BEING THAT WE KEEP CAMPUSES OPEN, IF POSSIBLE, IN A SAFE ENVIRONMENT.

WE ALSO WILL CONTINUE TO EVALUATE ALL THE MITIGATION EFFORTS THAT WE ARE TAKING CURRENTLY. WE KNOW THAT WE ARE WE ARE CURRENTLY FOCUSED ON MASKING AND MANDATING MASKS AND REALLY, REALLY, REALLY TRYING TO ENSURE THAT PEOPLE ARE MASKING.

WE HIGHLY RECOMMEND MASKING RIGHT NOW.

WE'LL BE EVALUATING OUR DATA THIS WEEK.

WE ALSO WILL BE GETTING FEEDBACK FROM OUR COMMUNITY MEMBERS, FEEDBACK FROM OUR TEACHERS, FEEDBACK FROM FROM OUR COMMUNITY, JUST TO DETERMINE IF MORE STRINGENT MITIGATION EFFORTS ARE REQUIRED. AND SO WE WILL BE DOING THAT.

WE'LL BE SHARING THAT AS A COLLECTIVE, AS A TEAM.

THE TEAM OF EIGHT WILL MEET AND HAVE SOME CONVERSATIONS ABOUT WHAT WE NEED TO DO NEXT IF WE NEED TO DO ANYTHING ELSE.

BUT WHAT I'M WHAT I AM CHALLENGING AND ENCOURAGING PARENTS TO DO.

NUMBER ONE, IT IS CRITICAL THAT IF YOUR STUDENT IS FIVE YEARS OR OLDER THAT YOU CONSIDER GETTING A VACCINATION.

WE KNOW VACCINES HELP.

WE KNOW THEY WILL HELP AT LEAST PROTECT YOUR STUDENT IF THEY ATTRACT THE VIRUS.

WE KNOW THAT IT GIVES THEM A CHANCE OF BEING ABLE TO OVERCOME IT.

WE ARE NOT ONLY DO WE KNOW THAT, BUT WE'RE DOING SOMETHING ABOUT IT IN OUR DISTRICT.

WE WILL HAVE STARTING ON WEDNESDAY, ONE ON THE NORTH CROWLEY IN THE NORTH CROWLEY MULTI-PURPOSE INDOOR FACILITY AND ON OUR CROWLEY SIDE IN THE CROWLEY HIGH INDOOR FACILITY. WE WILL BE HAVING BOTH VACCINATION CLINICS AS WELL AS TESTING, AND SO WE WANT TO MAKE SURE THAT WE PROVIDE EVERY OPPORTUNITY AVAILABLE FOR OUR STUDENTS IN OUR COMMUNITY TO MAKE SURE THAT WE CAN COMBAT THIS VIRUS AND THE SPREAD OF IT IN A RESPONSIVE WAY. AGAIN, QUARANTINES WE ARE FOLLOWING THE CDC GUIDELINES.

AND SO WE'RE REALLY TAKING EVERY STEP POSSIBLE TO MAKE SURE THAT WE REMAIN IN PERSON.

I JUST WANT TO REITERATE THE MESSAGE THAT WE SENT BEFORE WE BELIEVE OUR KIDS NEED TO BE IN SCHOOL. WE'RE GOING TO DO EVERYTHING THAT WE CAN.

WE'RE MAKING DAILY DECISIONS ON WHETHER IT'S SAFE OR NOT.

WE BELIEVE TODAY THAT EVERY THAT, EVERY CAMPUS ON EVERY CAMPUS THAT WE ARE SAFE TO BE TO REMAIN OPEN. AGAIN, THIS IS A CHANGING SITUATION AND WE WILL WE WILL KEEP THE FOCUS AND MAKE SURE THAT WE KEEP SAFETY AS A KEY PRIORITY.

HOWEVER, WE ARE EDUCATORS AND WE ALSO RECOGNIZE THAT OUR RESPONSIBILITY IS TO MAKE SURE

[00:20:01]

AND SO I ASSURE YOU, PARENTS THAT WE'RE MAINTAINING A SAFE ENVIRONMENT, BUT WE ARE FOCUSED ON MAKING SURE THAT YOUR KIDS LEARN WHETHER YOU'RE IN OUR CARE.

SO WE JUST WANT TO THANK YOU FIRST FOR JUST BEING PATIENT WITH US.

WE WERE WALKING THROUGH THIS TOGETHER.

WE SHARE YOUR CONCERN.

WE ARE NOT MAKING DECISIONS.

WE'RE NOT MAKING DECISIONS IN A VACUUM.

WE DO RECOGNIZE THAT THERE ARE THINGS THAT ARE HAPPENING AROUND US THAT WILL CAUSE US TO BE FLEXIBLE AND ADJUST.

I ASSURE YOU, WE'LL DO THAT, BUT I THINK TEAM CROWLEY DISTRICT CROWLEY COMMUNITY.

THIS CRISIS HAS GIVEN US THE OPPORTUNITY TO EXHIBIT CROWLEY PRIDE UNIFIED TO ACT LIKE A FAMILY AND TO WORK LIKE A TEAM.

AND I JUST ASSURE YOU, AS WE GET THROUGH THIS CRISIS, WE ARE COMMITTED TO DOING JUST THAT. THANK YOU VERY MUCH, DR.

MCFARLAND, FOR THAT MESSAGE TO OUR CROWLEY ISD FAMILY COMMUNITY.

I APPRECIATE IT VERY MUCH FOR SHARING THOSE THOUGHTS WITH US THIS EVENING.

WE ARE NOW AT OUR PORTION OF OUR AGENDA.

IF THERE ARE NO OTHER, ARE THERE ANY COMMENTS OR QUESTIONS FROM OUR BOARD WITH REGARDS TO DR. MCFARLAND'S MESSAGE AT THIS TIME? OK. WANT TO MAKE THAT OPPORTUNITY AVAILABLE.

THAT NOW BRINGS US TO OUR AGENDA ITEM 4.1, WHICH IS DATA DRIVEN, TEACHING AND LEARNING.

DR. MCFARLAND? SO, MADAM PRESIDENT, BOARD MEMBERS, I AM REALLY EXCITED TO BRING FORWARD THIS NEXT PRESENTATION, AND I CAN HONESTLY SAY THAT THE GROUP THAT YOU WILL HEAR FROM TONIGHT, THEY ARE DEFINITELY BRIGHT SPOTS FOR CROWLEY ISD AND SO WE ARE SO PROUD OF THE WORK THAT THEY'RE DOING ON THEIR CAMPUS.

OUR MISSION REALLY SPEAKS TO THIS IDEA OF EXCELLENCE IN EDUCATION FOR ALL STUDENTS.

AND SO YOU'LL HEAR TONIGHT AND YOU'LL SEE TONIGHT AN EXAMPLE OF HOW WE TAKE THOSE WORDS IN A MISSION STATEMENT AND WE BRING THEM TO LIFE.

WE FIRST, WE'LL HAVE MS. KUNSCHIK, WHO IS THE EXECUTIVE DIRECTOR OF SECONDARY SUPERVISING THIS CAMPUS TO INTRODUCE THE TEAM FROM ALI MIDDLE SCHOOL.

GREAT. THANK YOU, SIR.

MADAME BOARD, PRESIDENT, ESTEEMED MADAM BOARD PRESIDENT, DR.

HALL, ESTEEMED MEMBERS OF THE BOARD.

AND SUPERINTENDENT DR.

MCFARLAND THIS EVENING.

IT DOES BRING ME GREAT PLEASURE TO STAND BEFORE YOU TO BRING TO YOU THIS TEACHING AND LEARNING EXPERIENCE THAT ALIGNS TO GO ONE THRIVING STUDENTS.

TO TELL THIS STORY, WE HAVE INVITED ONE OF OUR STELLAR, YOU KNOW, WE HAVE MANY STELLAR PRINCIPALS IN DISTRICT TODAY.

WE HAVE ONE OF THEM HERE WITH YOU.

AND WHAT HE'S GOING TO PRESENT TO YOU IS A SPOTLIGHT OF A VERY FOCUSED AND INTENTIONAL DATA WHILE PRACTICE THAT HAS PROVEN TO POSITIVELY IMPACT STUDENT ACHIEVEMENT.

SO WE'RE VERY PROUD TO BRING THIS EXPERIENCE TO YOU.

AND WITH THAT, DR.

WHITE, WOULD YOU PLEASE JOIN ME HERE TO EXPOUND ON THIS STORY FOR OUR ESTEEMED BOARD? GOOD EVENING, MADAM PRESIDENT, BOARD MEMBERS, DR.

MCFARLAND, I WANT TO TAKE A MOMENT AND SAY THANK YOU FOR THIS OPPORTUNITY AND TO COME AND SPEAK ABOUT THIS IMPORTANT TOPIC.

AND I START WITH THAT BECAUSE DATA DRIVEN INSTRUCTION AND PLANNING TO THIS EXTENT, AS WE WILL DISCUSS TONIGHT, WAS NOT NECESSARILY A THOUGHT EARLIER IN MY CAREER AS A TEACHER OR AN ADMINISTRATOR.

BUT IT'S EVIDENT THAT THIS BOARD AND THE LEADERSHIP UNDER DR.

MCFARLAND HAVE TAKEN SIGNIFICANT MEASURES TO MAKE THIS A PRIORITY HERE IN CROWLEY ISD.

SO I WANT TO SAY THANK YOU FOR THAT, FIRST OF ALL.

AND WHEN I FIRST BECAME THE PRINCIPAL HERE AT RICHARD VALLEY MIDDLE SCHOOL, ONE OF THE MOST CRITICAL INITIAL STEPS WAS TO DETERMINE WHAT KIND OF CULTURE WE WANTED TO BUILD HERE, AND THE WORD THAT KEPT COMING TO MIND WAS COLLABORATIVE.

AND I THINK THE REASON THIS WORD KEEPS SURFACING WAS OUR EDUCATIONAL CLIMATE IS FAR TOO COMPLEX TO NEGLECT THE RICH TALENT, THE DIVERSITY AND ARRAY OF EXPERIENCE THAT BUILDING A COHESIVE TEAM FOCUSED ON A GOAL BRINGS.

AND SPEAKING OF THAT COMPLEXITY.

I WANT TO JUST SIMPLIFY IT.

OUR CAMPUS, THE VISION OF OUR SCHOOL DOWN TO JUST TWO SIMPLE THINGS IN A COMPLEX ENVIRONMENT. WE JUST NEED TWO SIMPLE THINGS TO HANG OUR HAT ON THE FOCUS, AND THAT'S TO LOVE KIDS AND TEACH THEM USING THE BEST PRACTICES, SUCH AS THE DATA DRIVEN ANALYSIS THAT YOU'LL HEAR ABOUT TONIGHT.

SO THEREFORE, ONE OF THE CORNERSTONES IN WHICH WE BUILT THE SCHOOL IS HOW CAN WE, AS A GROUP OF TEACHERS, A TEAM OF ADMINISTRATORS AND INSTRUCTIONAL SUPPORT SPECIALISTS COLLABORATIVELY CONSTRUCT SYSTEMS THAT PREVENT FAILURE RATHER THAN MERELY RESPOND TO IT? WHAT I CAN SAY IS THIS IS NOT AN OVERNIGHT PROCESS.

IN FACT, WE EXPERIENCED THOSE IMPLEMENTATION DIPS IN OUR FIRST YEAR AS WE ROLLED THIS AND OTHER PROCESSES OUT.

HOWEVER, BY STAYING FAITHFUL TO THE PROCESS AND BEING LASER FOCUSED, WE EXPERIENCED TREMENDOUS GAINS THIS YEAR ACROSS ALL SUBJECTS AND GRADE LEVELS SO FAR.

SO I WANT TO TAKE A MOMENT TO INTRODUCE TWO MEMBERS OF OUR TEAM ARE READING INSTRUCTIONAL SUPPORT SPECIALIST BETH GILLILAND, IF YOU'LL JOIN ME UP HERE AND OUR MATH INSTRUCTIONAL

[00:25:02]

HILL. THESE TWO HAVE BEEN EXTREMELY CRITICAL INSTRUMENTAL IN LAYING THE FOUNDATION AT OUR SCHOOL. THANK YOU, DR.

WHITE. AND THANK YOU, MADAM PRESIDENT, MEMBERS OF THE BOARD AND DR.

MCFARLAND FOR THE OPPORTUNITY FOR US TO SHARE HOW WE USE DATA TO DRIVE INSTRUCTION ON OUR CAMPUS. AS DR.

WHITE STATED. WE WANT OR SORRY, WE STRIVE FOR A COLLABORATIVE CULTURE ON OUR CAMPUS.

THIS STARTED THIS YEAR WITH THE CREATION OF NORMS AND COLLECTIVE COMMITMENTS AMONG OUR TEACHERS IN PLC.

THIS WAS GUIDED BY THE PLC PROTOCOLS CREATED BY CROWLEY ISD.

SO THANK YOU FOR THE WORK AND THE EFFORT THAT WENT INTO THAT AND THE TRAINING THAT WE WERE OFFERED PRIOR TO THE START OF THE YEAR.

WE KNEW FOR THIS AUTHENTIC COLLABORATION TO HAPPEN THAT THE VOICES AND THE VALUES OF OUR TEACHERS NEEDED TO BE HEARD THAT THIS WOULDN'T HAPPEN IF THEY WERE GIVEN A PRE PRESCRIBED LIST OF RULES OR NORMS JUST HANDED TO THEM.

AND THAT IF THEY DIDN'T HAVE THAT BUY-IN IN THE PROCESS OF PLC AND WHAT THEY WANTED TO GAIN FROM IT, THAT NOTHING THAT WE DID THIS YEAR WOULD SUCCEED THE WAY THAT IT HAS SO FAR. SO WE FOCUSED ON THE COMMITMENTS TO EACH OTHER AND WHAT WE WANTED TO RECEIVE FROM PLC. HOW DO WE MAKE SURE THAT THE PROCESS OF PLC MEETING TOGETHER ONCE A WEEK TO DISCUSS OUR LESSONS AND OUR STUDENT PERFORMANCE ADDED SORRY, TOOK THINGS OFF OF OUR PLATE AND DIDN'T ADD MORE TO IT.

SO AT THIS POINT, I WANT TO RECOGNIZE THE HARD WORK AND DEDICATION OF THE TEACHERS THAT I WORK WITH EVERY SINGLE DAY, THEY TAKE THE SUPPORT THAT WE PROVIDE AS INSTRUCTIONAL SPECIALISTS AND THEY TRANSFORM IT INTO STUDENT SUCCESS AGAIN EVERY SINGLE DAY ON OUR CAMPUS. SO MOVING ON TO OUR SMART GOALS, WE WANT TO ENSURE THAT ALL STUDENTS ARE SUCCESSFUL. THAT'S PART OF OUR CROWLEY.

YEAH, OUR CROWLEY ISD MISSION AND VISION IS FOR ALL STUDENTS TO SUCCEED.

SO TO DO THAT, WE START WITH DATA.

WE WANT TO BE PROACTIVE, NOT REACTIVE.

AND SO WE WANTED TO LOOK AT OUR DATA IN MULTIPLE WAYS.

AND AGAIN, WE DID THAT BY CREATING SMART GOALS AGAIN.

THIS WAS A PROTOCOL CREATED BY CROWLEY ISD AS WELL.

AND AGAIN, THANK YOU TO THE HARD WORK THAT WENT INTO THAT AND THE TRAINING THAT WE RECEIVED AS INSTRUCTIONAL SPECIALISTS.

WE CREATED THESE GOALS BY SUBJECT AND GRADE LEVEL.

SO WE GOT TOGETHER IN THESE SMALL GROUPS.

AND WE KNEW THAT WE WANTED TO HAVE THAT LASER FOCUS, AS DR.

WHITE MENTIONED EARLIER.

I THINK WE ALL REALIZE THE IMPACT THAT COVID HAS HAD ON STUDENT ACHIEVEMENT AND STUDENT LEARNING. SO WE KNEW THAT WE COULDN'T GO INTO THIS BLIND.

BUT DATA CAN BE OVERWHELMING.

SO WE MADE IT OUR GOAL AS INSTRUCTIONAL SPECIALIST TO DIG AND TO CONTINUE DIGGING INTO DATA TO FIND THOSE AHA MOMENTS SO THAT WHEN WE MET FOR PLC, WE COULD JUMP RIGHT INTO THAT CONVERSATION AND STRAIGHT INTO ACTION AND NOT JUST LOOKING AT DATA AT THAT SURFACE LEVEL.

WE WANTED TO LOOK AT IT THROUGH MULTIPLE LENSES.

SO HERE ON THE BOTTOM, YOU CAN SEE THE POSTERS.

WE HAVE THE TRADITIONAL APPROACHES AND MEETS AND MASTER'S PERCENTAGES, BUT WE ALSO WANTED TO LOOK AT THE DATA FROM THE SKILLS PERSPECTIVE.

SO, FOR EXAMPLE, A SIXTH GRADE TEACHER OR HERE A SEVENTH GRADE TEACHER WOULD LOOK AT THE DATA FOR THE UPCOMING SIXTH GRADERS, THE SIXTH GRADERS MOVING TO SEVENTH GRADE AND HOW THEY PERFORMED. THIS GAVE US THAT HEAD START BECAUSE IF WE KNOW WHERE THEY WERE THEN WE KNOW WHAT AREAS WERE STRENGTHS AND WHERE THERE MIGHT BE SOME NEEDS, SOME AREAS OF REINFORCEMENT. WE ALSO WANTED TO MAKE SURE TO BUILD ON THOSE STRENGTHS.

IT'S NOT JUST ABOUT WHERE DID OUR STUDENTS FALL BEHIND, BUT IF THERE'S WAYS THAT WE CAN LEVERAGE THEIR STRENGTHS INTO THE NEW YEAR SO THAT THEY CAN GROW IN THOSE AREAS OF NEED FROM PAST GRADES INTO THEIR CURRENT GRADE, THEN STUDENTS WOULD BENEFIT EVEN MORE.

THIS WAS INCREDIBLY EVIDENT IN SEVENTH GRADE.

THEY REALIZED THAT PROPORTIONALITY WAS SUCH A FUNDAMENTAL SKILL, BOTH IN SIXTH GRADE AND IN SEVENTH GRADE. IT WAS ALSO SOMETHING NOT JUST BEING EXTENSIVELY COVERED, BUT AN AREA WHERE STUDENTS HAD EXCELLED.

SO BECAUSE OF THAT, WE CAN USE PROPORTIONALITY TO TEACH VARIOUS THINGS.

I MEAN, IT APPLIES TO MOST ASPECTS OF LIFE.

THEY COULD USE THAT TO REINFORCE LOW POINTS.

AND SO THROUGHOUT THE YEAR, THERE'S BEEN A COHESIVENESS BECAUSE OF THIS DATA CONVERSATION. SO NOW THAT WE HAVE SMART GOALS, WE HAVE THAT LASER FOCUS, WE KNEW WHERE

[00:30:01]

AND WE ALSO KNOW HOW WE'RE GOING TO GET THEM THERE.

SO I'D LIKE TO HAND IT OVER TO MRS. GILLILAND TO DISCUSS HOW WE CONTINUE TO SET GOALS FOR OUR STUDENTS AND TO MAKE PREDICTIONS THROUGHOUT THE YEAR.

THANK YOU, MR. HILL.

GOOD EVENING, EVERYBODY.

MADAM PRESIDENT, MEMBERS OF THE BOARD, DR.

MCFARLAND, THANK YOU SO MUCH FOR ALLOWING US TO SHARE WITH YOU THE JOURNEY OF HOW WE'RE USING DATA AT RICHARD ALLEY.

WE REALIZED THAT MAKING AN END GOAL FOR THE END OF YEAR ASSESSMENT WAS NOT GOING TO BE ENOUGH TO ENSURE STUDENT SUCCESS FOR ALL STUDENTS.

WE REALIZED THAT WE NEEDED TO SET STRATEGIC GOALS FOR EVERY MAJOR ASSESSMENT.

SO THE POSTERS THAT YOU SEE TO MY SIDE ARE SHOWING YOU THE PREDICTIONS THAT WE MADE FOR OUR WINTER BENCHMARK ASSESSMENTS.

A COUPLE OF WEEKS BEFORE TESTING DATE, WE MET AS A PLC.

AND AT FIRST WE FIGURED OUT THE LOGISTICS.

WHEN DO WE WANT TO TAKE THE TEST? FROM THERE, WE DECIDED THE DATE TO SET GOALS WITH STUDENTS A VERY IMPORTANT, VERY INTENTIONAL DATE THAT MUST BE SCHEDULED FROM THERE AS A DEPARTMENT.

WE MADE PREDICTIONS.

WHAT PERCENTAGE OF OUR STUDENTS DO WE THINK ARE GOING TO SCORE IN THE APPROACHES GRADE LEVEL EXPECTATIONS RANGE OR HIGHER? SAME FOR WHAT PERCENTAGE OF STUDENTS DO WE THINK ARE GOING TO SCORE IN THE MEET GRADE LEVEL EXPECTATIONS RANGE OR HIGHER? AND SAME FOR THE.

WHAT PERCENTAGE OF STUDENTS DO WE THINK ARE GOING TO SCORE IN THE MASTERS? HOWEVER, WE WANTED TO DIG A LITTLE DEEPER.

THANKFULLY, OUR CNI DEPARTMENT PROVIDES AN ASSESSMENT BLUEPRINT.

IT LETS US KNOW THE SKILLS THAT ARE GOING TO BE TESTED AS A DEPARTMENT.

WE REVIEWED THOSE SKILLS AND WE EXTENDED OUR PREDICTIONS INTO THOSE STANDARDS.

WHAT STANDARDS ARE WE PREDICTING ARE GOING TO SHOW UP AS A STRENGTH IN OUR DATA? ALSO, WHAT STANDARDS DO WE THINK COULD SHOW UP AS A WEAKNESS NOW MAKING THESE PREDICTIONS? HAVE PROVIDED SO MANY BENEFITS FOR US AS A DEPARTMENT BECAUSE BY PREDICTING WHAT COULD HAPPEN IN THE FUTURE, WE CREATED A COMFORTABLE CONVERSATION FOR AFTER THE TEST, SIMILAR TO RIGHT BEFORE WATCHING A BIG GAME.

YOU PREDICT WHO'S GOING TO WIN.

AND THEN AFTER THE GAME, YOU TALK ABOUT IF YOUR TEAM WON OR IF THE REF MADE BAD CALLS.

HOWEVER. THE EXTENDING PART OF THIS, THE MAGIC IN THIS DISCOVERY WAS IF WE'RE MAKING PREDICTIONS FOR A WEEK STANDARD AND WE'RE DOING THIS TWO WEEKS OUT FROM THE TESTING DATE, WE STILL HAVE TIME TO DO SOMETHING ABOUT THAT WEEK STANDARD.

WE CAN ADJUST SOME LESSON PLANS, EMBED IT AS A LEARNING TARGET.

ADD IT TO THE WARM UP.

AND IT'S SO GREAT THAT WE'RE ALREADY WORKING ON SOLVING A PROBLEM WE DON'T EVEN KNOW IF WE'RE GOING TO HAVE.

BUT AGAIN, THESE PREDICTIONS LED TO THAT CONVERSATION AFTERWARDS.

SO FOR THE EIGHTH GRADE WINTER BENCHMARK POSTER YOU SEE THE PREDICTIONS ARE THE ONES WRITTEN IN THAT LIGHT PINK COLOR.

THE ACTUALITY OF THAT ASSESSMENT IS WHAT IS WRITTEN IN ORANGE.

YOU'RE SEEING HOW WE ACTUALLY PERFORMED COMPARED TO OUR PREDICTIONS, AND YOU'RE SEEING WHAT STANDARDS DID SHOW UP AS A STRENGTH AND WHAT STANDARDS DID SHOW UP AS A WEAKNESS.

NOW, I SURE HOPE I'VE EXPLAINED TO YOU WHAT WE DO LEADING UP TO AN ASSESSMENT, BUT I'M GOING TO LET MR. HILL TAKE OVER FOR WHAT WE DO WITH THE DATA FROM THE ASSESSMENT.

SO, LET'S PAUSE HERE AND SEE IF THE BOARD HAS ANY QUESTIONS ABOUT KIND OF THE PROCESS UP TO THIS POINT. NOT YET.

WE'RE GOING TO TAKE IN FULL PICTURE AND THEN WE'RE GOING TO ASK YOU A BUNCH OF QUESTIONS.

PLEASE DO. ALL RIGHT, THANK YOU.

SO NEXT, WE HAVE THE VIRTUAL DATA WALL.

I'LL SAY THIS IS SOMETHING THAT I'VE RATHER ENJOYED KIND OF WORKING WITH AND IN A SENSE, WRESTLING WITH THIS YEAR.

UP TO THIS POINT, IT'S BEEN ABOUT MAKING GOALS AND PREDICTING, AND NOW WE'VE TAKEN THE ASSESSMENT. WE NEED A PLACE TO STORE THAT DATA.

NOW THE DISTRICT HAS SOME GREAT RESOURCES.

WE USE SCHOOL CITY, WHICH HAS BEEN GREAT IN PULLING THAT DATA.

WE ALSO HAVE COPILOT, WHICH HAS BEEN GREAT AT IDENTIFYING STUDENTS WHO AREN'T REACHING THEIR GROWTH GOALS.

BUT THIS VIRTUAL DATA WALL HAS BEEN AN AMAZING ONE STOP SHOP.

AGAIN, THIS IS A RESOURCE CREATED BY THE DISTRICT.

THIS WAS NOT ORIGINALLY CREATED AT OUR CAMPUS AND IT HAS BEEN, LIKE I SAID, INCREDIBLY VALUABLE. YOU CAN SEE UP HERE IT'S A LOT OF INFORMATION, BUT TEACHERS ARE SORRY.

WE AND PLC CAN KIND OF DRILL DOWN THAT DATA.

WE CAN SORT IT BY GRADE LEVEL, SUBJECT TEACHER CLASS PERIOD ALL THE WAY DOWN TO THE

[00:35:05]

AGAIN, THAT IDEA IS THAT WE WANT TO SEE SUCCESS FOR ALL STUDENTS.

BUT THE INITIAL FEEDBACK THAT WE RECEIVED WAS THAT IT'S OVERWHELMING.

I'M SURE FOR ALL SITTING THERE, THERE'S A LOT OF COLORS, A LOT OF NUMBERS, A LOT OF INFORMATION. SO ON OUR CAMPUS, WE DECIDED TO ADD A GROWTH COLUMN, THIS SINGLE GROWTH COLUMN. CONCISELY SUMS UP, YES OR NO, WHETHER OR NOT A STUDENT IS ON TRACK TO MEET THEIR INDIVIDUAL GROWTH GOAL.

SO AGAIN, THAT GROWTH GOAL IS SET FOR EACH INDIVIDUAL STUDENT.

THIS GAVE KIND OF AN ENTRY POINT TO LOOKING AT THAT DATA NOW IN PLC, WE CAN QUICKLY LOOK AND SEE, OH MY GOSH, WE HAVE A LOT OF STUDENTS NOT REACHING THEIR GOAL.

IN ADDITION TO THAT, WHETHER OR NOT A STUDENT REACHES THEIR INDIVIDUAL GROWTH GOAL ISN'T NECESSARILY CORRELATED WITH PERFORMANCE LEVEL.

A STUDENT CAN SAY B AT THAT APPROACHES THEY'RE PASSING OR EVEN THE MEETS LEVEL, AND THEY'RE NOT REACHING THEIR GROWTH GOAL.

SO THIS MAKES SURE THAT, THAT STAYS PRESENT IN OUR CONVERSATIONS.

TEACHERS COULD ALSO FILTER THIS NOW AGAIN BY CLASS PERIOD, AND THEY COULD SEE HOT SPOTS WHERE MAYBE ONE CLASS WAS OUTPERFORMING ANOTHER CLASS IN THAT GROWTH MEASURE, AND THEN WE CAN HAVE CONVERSATIONS ABOUT WHY THAT MIGHT BE AND WHAT SUPPORTS THAT CLASS MIGHT NEED.

NOW, MS. GILLILAND AND MYSELF NOTICED THAT WE HAD SPECIFIC GRADE LEVELS.

THIS ONE IS ACTUALLY SIXTH GRADE MATH WHERE A LARGE NUMBER OF STUDENTS WEREN'T REACHING THEIR GROWTH GOAL. AND SO WE DECIDED AFTER TALKING TO OUR DEPARTMENTS THAT WE NEEDED TO HAVE ONE ON ONE CONVERSATIONS WITH STUDENTS ABOUT THEIR INDIVIDUAL GROWTH GOALS.

NOW, OF COURSE, THE FIRST THING ABOUT THE, I GUESS, THE MOST PRONOUNCED THING IS WE ENSURE THAT STUDENTS KNOW THEIR GOAL.

THESE CONVERSATIONS DO HAPPEN IN THE CLASSROOM, BUT IF FOR WHATEVER REASON, THEY DIDN'T KNOW WHAT THAT GOAL WAS.

NOW THEY DO. IT ALSO ALLOWED US TO FIND THE STORY BEHIND THAT DATA.

THERE'S A LOT OF INFORMATION UP HERE.

IT MAKES IT MORE THAN PASSING, FAILING, REACHING A GOAL OR NOT REACHING A GOAL.

IT'S FIGURING OUT WHAT FACTORS LED TO THAT.

THOSE FACTORS ALLOW US TO MORE APPROPRIATELY SUPPORT THAT STUDENT.

IT ALSO REMINDED THAT THE STUDENT THAT THERE'S ANOTHER PERSON ON THE CAMPUS WHO CARES ABOUT THEIR SUCCESS.

WE RECORDED THESE CONVERSATIONS ON THE DATA WALL.

YOU'LL SEE IT CIRCLED IN OR BOXED IN ORANGE SO THAT WE COULD CONTINUE TO TRACK THOSE STUDENTS AND SEE WHETHER OR NOT AFTER THEIR NEXT ASSESSMENT, THEY HAD REACHED THEIR GOAL.

IF THEY HADN'T, WE KNEW THAT WE WOULD NEED MORE INTENSIVE SUPPORTS FOR THAT STUDENT.

NOW THE VIRTUAL DATA WALL, LIKE I SAID, HAS BEEN A GREAT RESOURCE FOR MONITORING AND TRACKING. BUT I'D LIKE TO HAND IT BACK OVER TO MRS. GILLILAND TO TALK ABOUT HOW WE UTILIZE A PHYSICAL DATA WALL TO EVEN MORE INTENTIONALLY MONITOR STUDENT GROWTH.

I CAN SPEAK FOR MR. HILL AND MYSELF WHEN I SAY THAT WE ABSOLUTELY UNDERSTAND AND RESPECT THE NEED TO VIRTUALLY HOUSE ALL OF THIS DATA THAT YOU SEE ON THE VIRTUAL DATA WALL.

HOWEVER, WE STILL FELT A NEED TO HAVE SOMETHING PHYSICAL IN THIS SPACE WHERE WE MEET WITH OUR DEPARTMENT, A VISUAL REMINDER, A SLICE OF THE STUDENT POPULATION.

AND SO, HAVING TAUGHT IN CROWLEY FOR 15 YEARS PROUDLY, WE USED TO HAVE A PHYSICAL DATA WALL WITH STUDENT MAGNETS.

WE DECIDED TO KEEP THAT IDEA AND CHANGE UP THE CONCEPT.

GIVEN A SET OF CRITERIA, TEACHERS GOT TO CHOOSE A SMALL NUMBER OF STUDENTS THAT THEY COULD PUT ON THE PHYSICAL DATA WALL.

NOW IT WAS TEACHER CHOICE, BUT IT WAS CENTERED AROUND WHO APPEARS TO BE SLIPPING, WHO IS NOT MAKING PROGRESS.

THAT TEACHER CHOICE REALLY EMPOWERED OUR DEPARTMENT.

THEY WERE VERY STRATEGIC IN THE STUDENTS THAT THEY CHOOSE.

AND BECAUSE WE KNOW EVERYTHING IS HOUSED AT THE VIRTUAL LEVEL, THE PHYSICAL DATA WALL GETS TO EVOLVE AS WE ARE MOVING THE STUDENTS AFTER EACH ASSESSMENT, IF WE SEE THAT A STUDENT IS STARTING TO PROGRESS AS THEY SHOULD.

BUT MAN, THAT TEACHER GOT THREE NEW STUDENTS THAT WEEK THAT SHE CAN ALREADY TELL ARE SLIPPING. WE CAN ADD THEM TO THE DATA WALL AND WE CAN TAKE THE ONES OFF THAT ARE MAKING THE PROGRESSION. I BELIEVE IT'S THE EVOLUTION, THE FLEXIBILITY WITH THIS SMALL PHYSICAL DATA WALL THAT IS REALLY HELPING MOVE THE NEEDLE AND CREATE SUCCESS IN STUDENTS.

NOW, I FEEL LIKE WE'VE SHARED A BIG PART OF OUR DATA JOURNEY, AND IT REALLY CENTERS AROUND THAT DATA JUST ISN'T A SCORE.

IT'S ABOUT THE SCORE, BUT IT'S ALSO ABOUT THE STUDENT AND THE SKILL.

[00:40:03]

MS. GILLILAND , COULD YOU COULD YOU GO TO THIS BOARD OVER HERE AND KIND OF SHOW US EXPLAIN THE DIFFERENT SECTIONS ON THE BOARD AND KIND OF EXPLAIN HOW YOU WOULD USE IT? SURE, YOU WON'T HAVE A MIC, BUT YOU JUST USE YOUR TEACHER VOICE.

SO THE RED, GREEN AND BLUE SQUARES REPRESENT THOSE PERFORMANCE LEVELS WE SPOKE OF EARLIER. THE RED REPRESENTS A SCORE IN DID NOT APPROACH GRADE LEVEL EXPECTATIONS.

SIMPLY PUT, DID NOT PASS IF THESE WERE THE STAAR STANDARDS.

THE YELLOW REPRESENTS THE APPROACHING GRADE LEVEL EXPECTATION.

THE GREEN REPRESENTS MEETS GRADE LEVEL EXPECTATIONS.

AND THE BLUE REPRESENTS MASTERS GRADE LEVEL EXPECTATIONS.

AND ONE THING I'M SO GLAD YOU ASK BECAUSE I GET TO REITERATE, IT ISN'T ABOUT GETTING EVERY KID FROM THE RED TO THE BLUE.

IT WAS ABOUT MAKING SURE THE STUDENTS WERE GROWING.

WE HAVE STUDENTS WITH TREMENDOUS LIFE STORIES AND MAYBE THEY'RE STARTING OUT IN THE RED.

AND THEIR GOAL IS TO STAY IN THE RED, BUT MY GOODNESS, THEY'RE GOING TO MOVE UP 30 POINTS.

THAT RED AND MAYBE THE NEXT DAY THEY'RE GOING TO GO FROM THE RED STATE YELLOW.

SO THE COLORS DON'T ALWAYS DETERMINE.

IF THAT WAS A GOOD CLASS, IT'S THE GROWTH WE WANT TO SEE THESE MAGNETS.

THAT'S IT. AND WHO ACTUALLY MOVES THE MAGNETS? THE TEACHER MOVES MAGNETS AFTER THEY GET USED TO THE FLEXIBILITY AFTER EVERY MAJOR DISTRICT ASSESSMENT, BUT A TEACHER CHOICE, IF THEY GAVE A QUIZ AND CLASS THAT WEEK AND THEY SAW THAT WYATT IS DEFINITELY MOVING.

THEY'RE COMING IN AND THEY'RE MOVING WYATT UP BECAUSE IT'S HELPING THEM REMEMBER WHO THEY CHOSE TO BE THE [INAUDIBLE].

I HAVE A QUESTION. IS IT OK, SO LET'S JUST SAY AT THE TOP, THOSE STUDENTS ARE THERE, IS THERE ROOM OR LET'S SAY THEY'VE CONSISTENTLY BEEN THERE? IS IT THAT THEY GET REMOVED? AND THAT WAY YOU GO AND LOOK AT ANOTHER POOL OF STUDENTS, HOW DOES THAT WORK AS THEY PROGRESS? YOU KNOW, IF A TEACHER CAN ARTICULATE HOW THEY FEEL THE STUDENT IS PROGRESSING THAT STUDENT COULD BE MOVED OFF OF THE DATA WALL NOT JUST MOVED OFF THE DATA WALL AND ANOTHER MAGNET CREATED, I CAN SHARE A PERSONAL STORY FROM A TEACHER THAT SHE SAID I HAVE A STUDENT WHO'S PROGRESSING AS THEY SHOULD, BUT I'M REALLY TRYING TO WORK ON MY RELATIONSHIP WITH THEM. CAN I MAKE THEM A HOT SPOT TOO? ABSOLUTELY. IF SEEING THAT NAME ON THAT MAGNET.

ANY TIME YOU COME IN IS REMINDING YOU OF THAT GOAL.

IT MIGHT NOT BE THAT ACADEMIC.

THEY'RE PROGRESSING AS THEY SHOULD.

YOU WANTING TO WORK ON THAT RELATIONAL PIECE AND HAVING THAT VISUAL REMINDER AGAIN, WE DO IT WITH SOMETHING WITH THAT MUCH FLEXIBILITY.

YOU COULD NOT BE FOR ALL STUDENTS, SO WE'RE TRYING TO MAKE IT AS INTENTIONAL AND FLEXIBLE WITH THIS. I HAVE A QUESTION.

WHAT IS THAT TOP? WHAT IS THE BLUE SECTION AGAIN? IT IS THE PERFORMANCE LEVEL THAT IS CALLED MASTERS GRADE LEVEL PERFORMANCE, SPEAKING FROM A READING CONTENT.

THOSE ARE STUDENTS THAT SCORE ABOUT AN 88 OR HIGHER ON THE READING STAAR TEST.

OK, SO ONCE A STUDENT ACHIEVES THAT LEVEL.

IS THERE ROOM AT THAT LEVEL TO CONTINUE TO GROW? OR HAVE NEW EXPERIENCES, ADVANCED EXPERIENCES OR WHAT HAPPENS WHEN THEY MAX OUT AT THAT LEVEL. CAME TO US AND THAT MASTERS LEVEL THAT WE KEEP THEM THERE.

SO WHILE WE WANT ALL STUDENTS TO PROGRESS THAT WAY.

SOMETIMES THERE ARE THE STUDENTS THAT CAME TO US MASTERING IN A PREVIOUS GRADE, BUT THE SHIFT TO A NEW SCHOOL, THE SHIFT TO A NEW GRADE ADD ON WHAT'S GOING ON PERSONALLY.

WE MIGHT START TO SEE A SPLIT.

SO IF THEY'RE UP HERE, OUR GOAL IS THAT THEY STAY THERE.

I WANT TO ADDRESS ALSO, CERTAINLY, THAT IS A GROUP THAT THOSE ARE CERTAINLY SOME OPPORTUNITIES FOR IN THIS MEETING, WE'RE LOOKING AT ALL THESE STUDENTS AND WE'RE TRYING TO REALLY BUILD INTO.

IF THESE FOLKS ARE NOT IN CREATIVE CLASSES EARLY, WHY DON'T WE START CHALLENGING THEM? THAT HELPS US, THESE TYPES OF THE DATA WALL.

ALL THESE TYPES OF OPPORTUNITIES [INAUDIBLE] THAT YOU GUYS HAVE GIVEN US OVER THE YEARS HAS REALLY STARTED TO ENHANCE THOSE CONVERSATIONS TO

[00:45:08]

THANK YOU. DO YOU HAVE PRESENTATION? NO, I'M JUST WONDERING BECAUSE I DIDN'T KNOW IF I WAS SUPPOSED TO FIRE QUESTIONS OR IF I'M SUPPOSED TO WAIT FOR.

WHAT'S YOUR QUESTION ABOUT? WELL, I HAVE A COUPLE.

SO FIRST, YOU KNOW, IF YOU DO HAVE A CHILD'S NAME UP THERE THAT MAY BE ON YELLOW AND YOU KNOW IS OR GREEN OR SOMETHING LIKE THAT, DO YOU HAVE A STARTING COLOR THAT YOU KNOW WHERE THE CHILD CAME FROM? READING THAT? THANKFULLY, BECAUSE THE DISTRICT HAS ALLOWED US TO HAVE ACCESS TO THE CROWLEY PILOT PROGRAM, WE GET AN APPROXIMATE ESTIMATE OF WHAT THEIR STAAR SCORE SHOULD BE IN ORDER TO ENSURE THAT THEY HAD GROWTH.

MIC].

WELL, IN MY STATEMENT, I GUESS, OR WHATEVER IS THAT IT'S ALWAYS GOOD TO SEE WHERE YOUR CHILD NEEDS TO GO, BUT IT'S ALSO GOOD TO SEE WHERE THEY CAME FROM AS WELL.

SO MAYBE ON THE LEFT HAND SIDE YOU COULD HAVE, HEY, THEY WERE IN RED, BUT NOW THEY'RE IN GREEN OR, YOU KNOW, SOMETHING LIKE THAT, THAT'S KIND OF COOL, BUT.

AND THEN THE SECOND QUESTION THAT I HAVE IS ON THE SECOND, WHERE YOU HAVE THE WINTER BENCHMARK, YOU HAVE THE REAL IN THE MIDDLE AND THEN THE GOAL ON THE RIGHT AND THE FIRST IS SMART.

WHAT IS THAT? WHAT IS THE FIRST COLUMN OF NUMBERS? THE SIXTH GRADE ONE ON THE LEFT? YES, SIR. YES, SIR.

SO WE HAVE THE SMART GOAL THAT WE CREATED AT THE BEGINNING OF THE YEAR.

WHICH IS THE END OF YOUR GOAL.

THAT'S BEFORE WE EVER HAVE STUDENTS STEP ON OUR CAMPUS, WE DON'T HAVE ANY DATA FROM THE CURRENT YEAR. SO THAT IS THE WE ARE SEEING GROWTH IF WE'RE MEETING THAT GOAL.

THEN THERE'S THE GOAL ON THE RIGHT THAT ACTUALLY SAID GOAL.

THAT WAS ONE CREATED AFTER OUR CFA, OUR VERY FIRST DISTRICT ASSESSMENT.

SO THAT'S ALMOST LIKE AN EVEN HIGHER [INAUDIBLE].

YOU CAN SEE THAT IT'S A LITTLE BIT HIGHER THAN THE 30 IN THE MEET CATEGORY, 10 A LITTLE HIGHER THAN 20 PERCENT.

OK, NOW THAT WE'VE ACTUALLY HAD THESE STUDENTS IN OUR CLASS AND THE ASSESSMENTS AND THE DATA THAT WE'VE SEEN SO FAR, WE MAY NEED TO READJUST THAT A LITTLE.

[INAUDIBLE]. AND SO WE SET A HIGHER GOAL AND THEN THAT MIDDLE LINE IS GOING.

THAT IS WHERE STUDENTS ACTUALLY GOOD JOB, YOU. RIGHT.

ARE THERE QUESTIONS AT THIS TIME ? OK. OK, SO JUST TO REITERATE OUR GOAL WAS TO HELP SHARE WITH YOU HOW WE FEEL THAT DATA IS A JOURNEY, A JOURNEY THAT IS NOT JUST THE SCORE, BUT IT IS THE SCORE THE STUDENT AND THE SKILL. I NOTICED AFTER REVIEWING SOME LESSON PLANS AND PERFORMING SOME CLASSROOM OBSERVATIONS, I NEEDED A WAY TO TRACK THE FREQUENCY THAT SKILLS WERE BEING USED AS THE FOCUS FOR THAT DAY'S LESSON.

I NEEDED TO KNOW HOW MANY TIMES CERTAIN SKILLS HAD BEEN THE LEARNING TARGET FOR THAT DAY IN CLASS.

SO SPEAKING FOR THE SEVENTH GRADE ELAR POSTER YOU SEE.

I CREATED A POSTER AND I MADE A LIST OF SKILLS.

NOW THE C STANDS FOR STUDENT EXPECTATION.

THOSE ARE THE SKILLS COVERED IN CLASS.

IF IT IS WRITTEN WITH BLACK MARKER, THAT MEANS THAT, THAT SKILL WAS TESTED LAST YEAR ON STAAR AND COULD BE ASSESSED THIS SPRING IF THE SKILL IS WRITTEN WITH PINK MARKER.

IT MEANS IT WAS NOT TESTED LAST YEAR ON STAR, BUT COULD BE ASSESSED THIS SPRING AND AT THE VERY BOTTOM, THE SKILLS WRITTEN IN BROWN ARE NOT GOING TO BE TESTED THIS SPRING.

NOW EACH STICKER EACH DOT REPRESENTS A DAY IN WHICH THAT SKILL WAS THE LEARNING TARGET FOR INSTRUCTION FOR ELAR, WE SPIRALING COMBINED SKILLS ALL THE TIME, BUT THAT MEANS THAT AT LEAST THAT DAY IN CLASS, THE TEACHER GUIDED INSTRUCTION TOWARDS THAT CONCEPT AND DID A

[00:50:05]

I CREATED THIS TO GET A PICTURE BECAUSE I KNOW I COULDN'T REMEMBER WHAT SKILLS HAD BEEN COVERED EACH DAY, AND I THOUGHT, IF IT'S GOING TO HELP ME AS A SUPPORT SPECIALIST, THIS COULD HELP MY TEACHERS.

THIS HAS CREATED SEVERAL AHA MOMENTS IN OUR DISCUSSIONS, ESPECIALLY WHEN WE ARE REVIEWING DATA. IS THE DATA SHOWING A SKILL THAT IS A WEAKNESS? LET'S SEE HOW MANY TIMES IT'S BEEN THE FOCUS IN CLASS IF IT DOESN'T HAVE ANY STICKERS THAT DOESN'T HAVE ANY DOTS.

OUR CONVERSATION IMMEDIATELY GOES ONE DIRECTION.

WHEN IS IT GOING TO BE THE FOCUS? LET'S START PLANNING THAT DAY.

HOWEVER, IF A SKILL IS SHOWING AS A WEAKNESS IN OUR DATA, BUT THERE ARE SEVERAL DOTS SEVERAL DAYS THAT IT HAS BEEN THE FOCUS OF INSTRUCTION, OUR CONVERSATION GOES A DIFFERENT DIRECTION. WE GET INTO VERY SPECIFIC STRATEGIES OF TEACHING BECAUSE THE POSTER SHOWS THE CONCEPT WAS TAUGHT.

WE NEED TO MAKE SURE IT WAS TAUGHT WELL AND IT WAS TAUGHT IN A WAY THAT ALL STUDENTS CAN SHOW MASTERY OF THE CONCEPT.

SO I HAVE A QUESTION AND ONE I LIKE THE VISUAL OF WHEN THE [INAUDIBLE] EXPECTATIONS ARE ACTUALLY BEING COVERED.

AND AS YOU GO WITH US DEVELOPING A LOT OF OUR OWN CURRICULUM, DO YOU ALREADY KNOW AHEAD OF TIME OR HAVE ASSURANCE THAT ALL OF THOSE SKILLS ARE GOING TO BE COVERED AT SOME POINT IN THE CURRICULUM? OH, ABSOLUTELY.

OUR CURRICULUM IS GUARANTEED TO COVER ALL OF THE SKILLS THAT ARE GOING TO BE ON STAR, BUT ALSO ALL OF THE SKILLS THAT A 7TH GRADE STUDENT SHOULD LEARN IN THEIR READING CLASS.

THERE'S NO WORRIES THERE.

IT, I GUESS, COMES BACK TO THAT TEACHER CHOICE.

THEIR CHOICE OF EMPHASIZING ONE SKILL OVER OTHERS NEEDS TO BE GUIDED AND MOLDED BASED ON OUR DATA AND OUR STUDENT NEEDS.

AND MR. KEITH, I SAW YOU CHANGE SEATS, I WASN'T GONNA ASK YOU ANYTHING.

I WAS JUST KIND OF CURIOUS AS TO, YOU KNOW WHAT MY QUESTION WAS BECAUSE YOU GOT A TEACHER BRAIN. SO I WAS JUST KIND OF CURIOUS AS TO HOW IT'S GOING TO WORK, BECAUSE AT THIS POINT, IT JUST JUNCTURE.

IF THIS IS LIVE, THERE'S SOME SKILLS THAT HAVEN'T BEEN TAUGHT THAT ARE GOING TO BE MEASURED. AND I WAS JUST KIND OF WONDERING HOW OR IF WE HAVE A WAY OF KNOWING FOR SURE THAT WE WILL COVER THOSE SKILLS BEFORE OBVIOUSLY THE TEST COMES AROUND.

SO THAT'S JUST KIND OF WHY-- OH, ABSOLUTELY.

AND WITH READING, LIKE I SAID, SEVERAL SKILLS ARE COVERED EVERY DAY.

THE DOT SIMPLY MEANS THAT, THAT WAS THE FOCUS FOR THAT DAY, AND THERE WAS AT LEAST ONE OR TWO QUESTIONS ASKED OVER THAT SKILL.

THE TEACHER COULD HAVE EMBEDDED OTHER SKILLS WITHIN THE LESSON, BUT THAT WAS THE ONE WE HAD THE FLASHLIGHT ON THAT DAY.

AND AGAIN, DATA SHOULD DIRECT THE NUMBER OF DOTS, PROBABLY FROM MR. KEITH GIVING UP.

I WAS THINKING RIGHT THEN IS CURRICULUM MAP GUIDES AND SUCH THAT.

IT IS NOW PROOF ON WHERE TEACHERS KNOW HOW LONG DO YOU SPEND ON CERTAIN [INAUDIBLE]? THERE IS A SPECIFIC NUMBER OF DAYS GIVE OR TAKE THAT A TEACHER WOULD WANT TO COVER FIVE SEVEN.

THROUGHOUT THE YEAR.

THE ENTIRE NETWORK OF [INAUDIBLE] IS COVERED WITHIN THAT FRAMEWORK, THAT'S.

HOURS, DAYS, I APPRECIATE YOU CLEARING IT UP, AND MY QUESTION WASN'T BECAUSE I DOUBTED IT. MY QUESTION WAS JUST, I GUESS, TO ANCHOR MY OWN LEARNING AND TO KIND OF SEE HOW IT'S ALL STRUCTURED AND HOW IT ALL WORKS OUT BECAUSE THERE ARE A LOT OF MOVING PIECES.

AND I KNOW THAT WE HAVE ADDED A LOT OF I'M GOING TO CALL THEM RESOURCES SO THAT YOU'RE ABLE TO DO YOUR CRAFT.

AND I WAS JUST KIND OF CURIOUS TO SEE HOW IT'S ALL WORKING TOGETHER FOR YOU.

SO THAT WAS THAT WAS THE BASIS OF MY QUESTION.

BUT THANK YOU FOR ANSWERING THAT WITH CLARITY FOR ME.

ARE THERE? VP GRASSIA YOU HAVE A QUESTION.

I DO, AND I'M NOT A TEACHER.

BUT SO MY UNDERSTANDING IS, IS THAT IF IT'S A RED DOT, THEN THAT MEANS YOU DID IT X TIMES. AND IF IT'S A BLUE DOT, THEN IT'S Y TIMES.

I AM SO SORRY.

THE COLOR OF THE DOTS DOES NOT MEAN ANYTHING AT THIS POINT OTHER THAN THOSE WERE THE COLORED DOTS THAT I COULD FIND WHEN I NEEDED TO PUT THEM ON THE POSTER.

I ALREADY KNEW THE ANSWER TO THAT.

YOU COULD HAVE ASKED ME THAT ONE.

I'M KIDDING. BUT IT DEFINITELY SOMETHING THAT I'M GETTING FEEDBACK FROM TEACHERS ON.

I LOVE THIS.

HERE'S A SUGGESTION FOR HOW TO MAKE IT BETTER, AND TO ME, THAT SHOWED THE COMFORT THEY

[00:55:02]

THANK YOU. OH, I JUST I WAS.

I COULD NOT FIGURE OUT WHY THERE WAS A BUNCH OF GREENS AND LIKE, NO YELLOW OR SOMETHING, YOU KNOW.

DR. HALL, I HAVE A QUESTION.

YES, TRUSTEE DAVIS. A COMMENT AND A QUESTION.

YES, MA'AM. FIRST OF ALL, I THINK THIS IS ABSOLUTELY WONDERFUL.

IT'S VERY INTENTIONAL TO IMPROVE STUDENT ACHIEVEMENT AND THANK YOU SO MUCH.

I THINK I HEARD YOU SAY THERE WAS STAFF DEVELOPMENT THAT BROUGHT THIS CONCEPT.

TO YOU, OR IS THIS SOMETHING THAT'S INDIVIDUAL TO YOUR CAMPUS? I CAN SPEAK TO SOME OF THAT, BUT ALSO LET THEM.

SOME OF THE INITIAL CONVERSATIONS AS WE SHIFTED SEVERAL YEARS AGO.

AS A WHOLE. WENT THROUGH SOME OF THOSE PLC NORMING PROCESSES, DEVELOPING GOALS.

THE REPRESENTATIONS THAT YOU SEE TONIGHT IS HOW WE TOOK THOSE DISTRICT THINGS AND LOOKED TO ENHANCE THEM FURTHER AS USING THAT PROFESSIONAL DEVELOPMENT THAT ALL THIS GETTING THAT FOUNDATION AND THEN WE LOOK TO DEVELOP PROCESSES.

OK. OK, AND I ASK THAT QUESTION, BECAUSE, LIKE I SAID, IT'S VERY INTENTIONAL AT YOUR CAMPUS. WHAT HAPPENS TO THOSE STUDENTS WHEN THEY LEAVE YOUR CAMPUS AND THEY GO TO HIGH SCHOOL IS? AND I'LL JUST LEAVE IT AT THAT.

OR DO YOU KNOW, I MEAN, AND IN TERMS OF THIS KIND OF SUPPORT THAT YOU'RE PROVIDING FOR THE STUDENTS, I'M GLAD YOU ASKED SPECIFICALLY FOR OUR SCHOOL, BUT OTHER SCHOOLS AS WELL, THAT VERTICAL ALIGNMENT.

[INAUDIBLE] WHERE THOSE CONVERSATIONS ARE ALWAYS JUST SEVEN THREE.

HEY, WE'RE AFFORDED THE OPPORTUNITY.

AT TIMES. WE TRY TO SPLIT IT UP AS BEST WE CAN SO THAT SIXTH, SEVENTH EIGHTH GRADERS CAN HAVE A LITTLE BIT OF [INAUDIBLE]. AND THERE IS THAT VERTICAL ALIGNMENT.

[INAUDIBLE].

THANK YOU. YOU KNOW, JUST TO ADD TO THAT, MS. DAVIS AND I WAS GOING TO SAY IT AT THE END, BUT THE REALITY IS ALLEY IS DOING A PHENOMENAL JOB AND YOU CAN SEE IT AND YOU CAN YOU CAN SEE THAT THEIR KIDS ARE GOING TO PERFORM AT HIGH LEVELS.

THERE'S NO QUESTION ABOUT IT.

AND BUT I CAN TELL YOU THAT WE COULD HAVE GONE TO ANY CAMPUS IN THE DISTRICT AND EVERY EVERY CAMPUS WILL DO IT A LITTLE DIFFERENT.

THEY'LL PUT THEIR OWN SPIN ON IT, BUT THEY HAVE A WAY OF REALLY MONITORING AND LOOKING AT INDIVIDUAL CHILDREN AND SHOWING GROWTH.

THEY ARE DOING A PHENOMENAL JOB, BUT IT IS DEFINITELY SOMETHING THAT IS A PRACTICE THAT WE BELIEVE IN FOR SURE.

AND THERE'S NO WAY TO HAVE 100 PERCENT OF THE CAMPUSES MAKE STANDARD OR, YOU KNOW, MEET OR EXCEED STANDARDS WITHOUT THE INDIVIDUAL FOCUS ON MOVING THE INDIVIDUAL CHILD AT EVERY CAMPUS. AND SO DEFINITELY EXCITED ABOUT BEING ABLE TO HIGHLIGHT THAT.

ARE THERE ANY OTHER QUESTIONS AT THIS TIME? I JUST WANT YOU PROBABLY SAID THIS WHILE I STEPPED AWAY, BUT JUST BECAUSE THIS IS A LOT OF INFORMATION, A LOT OF GREAT INFORMATION, FIRST OF ALL, PHENOMENAL PRESENTATION FOR THE STUDENTS THAT WHETHER THEY MOVE FROM RED TO YELLOW OR WHATEVER LEVEL.

HOW ARE WE CELEBRATING THEM AT THE CAMPUS LEVEL? WHAT? JUST? YEAH, THAT'S A GREAT POINT.

WHEN YOU SIT DOWN WITH A KID AND HE OR SHE TELLS YOU ABOUT ALL OF EXTENUATING CIRCUMSTANCES THAT FLY IN FIFTH HERE IT IS, JANUARY.

HERE IT IS, DECEMBER, AND LOOK AT THE.

THAT INDIVIDUAL, THAT'S WHY WE HIGHLIGHTED THAT INDIVIDUAL GROWTH AND GOAL SETTING CONVERSATION.

[01:00:07]

I DID HAVE I WAS JUST KIND OF CURIOUS AS TO HOW YOU MANAGE THE TIME WITH THIS IS WITH REGARDS TO SPLITTING YOUR TIME BETWEEN READING ELAR AND SPENDING YOUR TIME WITH MATH AND HOW YOU GET TO MEET WITH YOUR TEACHERS AND THINGS OF THAT NATURE.

THAT'S JUST FOR MY OWN INDIVIDUAL.

SO YOU DON'T HAVE TO GET WAY INTO IT, BUT I AM JUST KIND OF CURIOUS HOW YOU DO THAT SYSTEMICALLY. YEAH.

I DO YOU KNOW THAT WE HAVE A VIDEO TO SHOW THAT COULD HELP PROVIDE INSIGHT TO THAT QUESTION, AND MORE IMPORTANTLY, THE VIDEO IS HIGHLIGHTING OUR TEACHERS PERSPECTIVE OF ALL OF THIS, WHICH I FEEL IS VERY IMPORTANT FOR YOU TO HEAR BECAUSE ALL OF THIS WOULD BE MARKERS ON PAPER PAPER ON A WALL.

WOULD IT MEAN ANYTHING IF IT WASN'T FOR WHAT THE TEACHERS WERE ABLE TO USE OR TAKE IT AND USE IT WITH THEIR STUDENTS? I WAS GOING TO WAIT FOR THE VIDEO ANALYZING SMART GOALS, JUST CONSTANTLY BEING IN OUR OWN DATA AND EACH OTHER'S DATA OF, LIKE MYSELF AND MY TEACHING PARTNER HAS ALLOWED ME TO GROW AS A TEACHER BECAUSE I AM ADDRESSING ALL THE NEEDS OF ALL OF MY STUDENTS.

BUT IT ALSO ALLOWS ME TO TALK TO MY PEERS AND BE VULNERABLE AND FIND GAPS IN MY OWN INSTRUCTION. BECAUSE I AM OPEN MINDED AND WILLING TO GROW AS A TEACHER.

I KNOW THAT I DON'T HAVE ALL THE ANSWERS AND I DO WANT TO DO THE BEST FOR MY STUDENTS.

SO HAVING ACCESS TO THIS DATA JUST HAS OPENED UP SO MANY DIFFERENT POINT OF VIEWS THAT I WOULD HAVE NEVER EVEN THOUGHT OF JUST LOOKING AT A TEST SCORE.

WHAT WE DO DIFFERENTLY HERE AT ALLEY IS THAT WE MAKE THAT A STATE.

SO A LOT OF TIMES WHEN YOU CAN LOOK AT DATA, IT'S LIKE A HA, HA.

I GOT YOU. YOU DIDN'T MEET THIS GOAL.

THIS IS WHERE YOU NEED TO IMPROVE.

BUT AT ALLIE, IT'S OK BECAUSE IT'S A LEARNING POINT, EVEN FOR THE TEACHERS.

AND OF COURSE, WE WANT TO HIT THOSE GOALS, BUT IT'S A WORK IN PROGRESS, ESPECIALLY WHEN OUR TEACHING MIDDLE SCHOOL ELA HAVE JUST CHANGED.

WE HAVE NEW TEXTBOOKS.

EVERYTHING WITH COVID, DATA NEEDS TO BE SAFE SO THAT WE CAN REALLY ANALYZE IT AND ADMIT THAT AS A TEACHER, HEY, I NEED HELP WITH THIS.

SO WHEN MY STUDENTS DON'T PERFORM AS EXPECTED, I'M NOT EMBARRASSED.

I DON'T FEEL BAD OR ASHAMED OR ANYTHING LIKE THAT.

I GO INTO THE MEETING THINKING, I'M GOING TO GET THE HELP THAT I NEED SO MY STUDENTS CAN GROW AND I CAN GROW AS THE TEACHER.

AND I THINK THAT CULTURE IS REALLY GOOD, DEFINITELY AT ALLIE AND HOPEFULLY ACROSS THE DISTRICT. AS MUCH AS ALL OF THESE THINGS HAVE BENEFITED ME AS AN EDUCATOR, I WOULD SAY THE IMPACT IS DEFINITELY FELT BY MY STUDENTS IN SO MANY DIFFERENT WAYS.

SOME OF THOSE STUDENTS THAT YOU WOULD THINK WE SHOULD BE ADDRESSING, THE LOW TEST TAKERS ARE NOT ALWAYS THE KIDS THAT WE NEED TO KEEP OUR ATTENTION ON.

SOMETIMES THEY ARE GROWING FASTER THAN ANYBODY ELSE IN THE CLASSROOM.

BUT THERE'S THE STUDENT THAT ALWAYS CONTINUALLY GETS THE C PLUS OR THE B MINUS AND HASN'T SHOWN GROWTH IN YEARS, AND I WOULD HAVE NEVER REALIZED THAT WITHOUT ANALYZING DATA.

AND THIS ALLOWS ME TO ABSOLUTELY TOUCH EVERY SINGLE ONE OF MY STUDENTS INSTEAD OF JUST FOCUSING ON WHO I THINK ISN'T DOING WELL.

STUDENTS DON'T LIKE TAKING TESTS.

THEY DON'T LIKE THE PRESSURE.

THEY MAY NOT HAVE THE CONFIDENCE.

BUT WHEN THEY'RE LOOKING AT ESPECIALLY THEIR MATH CHARTS, THEY'RE ABLE TO SEE, OH, I HIT MY GOAL. THEY'RE ABLE TO SEE THE GRAPH, THE TRENDS THAT THEY ARE DOING.

THEY HATE THEIR MATH TESTING, BUT THEY LOVE TO SEE THE GRAPHS WHEN THEY'RE DONE.

WHEN I SAY, HEY, YOU HAVE TWO POINTS TO HIT YOUR GOAL, IT MAKES THEM REALLY EXCITED.

THEY FEEL LIKE THEY CAN DO IT AND IT MAKES THEIR GOALS ATTAINABLE AND THAT HELPS THEM TO TAKE OWNERSHIP OF THEIR LEARNING.

AND I THINK THAT IT MAKES THE WORK A LITTLE BIT HARDER IN THE CLASSROOM BECAUSE THEY KNOW THAT THEY HAVE A REACHABLE GOAL, EVEN IF THEY DON'T REACH THEIR GOALS.

[01:05:02]

SO I THINK THAT SHARING THE DATA WITH THE KIDS IS SUPER BENEFICIAL FOR THEIR CONFIDENCE AND FOR THEIR SUCCESS.

EVERY STUDENT DESERVES THE EQUITABLE OPPORTUNITY TO GROW, AND THE DATA HAS HONESTLY GIVEN US THAT CHANCE TO HIT ALL STUDENTS.

IT'S VERY INCLUSIVE BECAUSE WE'RE NOT LOOKING AT DATA AS A TEST SCORE.

WE'RE NOT EVEN JUST LOOKING AT GROWTH.

WE'RE LOOKING AT WHAT OUR STUDENTS NEED IN VARIOUS WAYS ON ALL TEKS.

AND I THINK IT'S ACTUALLY MADE IT EASIER FROM MY PERSPECTIVE AS A TEACHER BECAUSE THE DATA IS THERE. NOW I'M JUST ALLOWED TO DIG THROUGH IT.

I'M NOT TRYING TO FIND THE DATA.

IT'S THERE, AND IT'S SUCH A NORMAL PART OF OUR CONVERSATION THAT I'M COMFORTABLE WITH IT.

WHEN YOU HAVE TIME TO WORK WITH YOUR COLLEAGUES AND REALLY EXPLORED THAT.

I THINK THE BIGGEST THING IS THAT IT GETS DONE BECAUSE IN THE PAST WHEN IT WAS JUST ME, I WAITED UNTIL THE LAST MINUTE AND I RUSHED THROUGH IT.

BUT WHEN WE SIT DOWN TOGETHER AND WE KNOW THAT FOR THESE 45,55 MINUTES, WE'RE GOING TO BE EXPLORING DATA. WE COME TO THE TABLE WITH OUR THOUGHTS, WITH HOW WE THINK WE DID WHAT WE NOTICED ALREADY, AND THEN WE CAN EXPAND ON IT.

SO WE'RE NOT STARTING THAT CONVERSATION FROM SCRATCH.

WE'RE BUILDING ON WHAT USUALLY THERE'S FOUR OF US WITH ALL FOUR OF US THINK, KNOW AND WANT TO IMPROVE ON OR WHAT REALLY WORK FOR US.

WE'RE ABLE TO SHARE AND USE THE DATA TO BACK IT UP.

SO THE COLLABORATION IS REALLY A LIFESAVER FOR US BECAUSE IT IT TAKES THAT PRESSURE OFF.

IT DOESN'T MAKE IT SEEM AS DAUNTING.

AND THEN I THINK.

WE HAVE REALLY GOOD IDEAS TO SHARE, AND TO COLLABORATE.

I WAS NERVOUS ABOUT DOING PLC-ING MORE FREQUENTLY, AND I WAS VERY NERVOUS ABOUT HAVING TO TAKE TIME TO DO DATA BECAUSE I TOO HAVE DEFINITELY BEEN AT THE POINT WHERE I WAS SO OVERWHELMED AS AN EDUCATOR, ESPECIALLY TEACHING A TESTED SUBJECT THAT I WAS LIKE, HOW CAN THEY KEEP PILING MORE ON MY PLATE WHEN I'M ALREADY SO OVERWHELMED? BUT THE REALITY WAS HAVING THE OPPORTUNITY TO PLAN FREQUENTLY WITH MY TEAM AND HAVING THE OPPORTUNITY TO NOT BE ALONE IN THE INFORMATION THAT'S GUIDING MY STUDENTS ACTUALLY TOOK SO MUCH OFF MY PLATE.

AND THE REASON IT DID WAS BECAUSE THERE WAS NO GUESSWORK ANYMORE.

THERE WAS NO MORE. IS THIS A GOOD ENOUGH LESSON? WILL THIS ACTUALLY HIT THE TEK? WILL MY STUDENTS BE ABLE TO HIT IT? BECAUSE NO ONE IN PLC WE DISCUSSED IT.

I KNEW THAT LEAVING PLC THE I HAD ALWAYS THE RIGHT PIECE OF INFORMATION THAT SHOULD BE GOING IN FRONT OF MY STUDENTS.

AND I ALWAYS LEFT WITH A GOAL, A GOAL FOR MY STUDENTS TO BE ABLE TO RISE EVEN MORE THAN THEY ALREADY HAD. AND SO WHILE IT SEEMS LIKE IT'S MORE, IT ACTUALLY ENDED UP BEING THE THING THAT TOOK THE WEIGHT OFF MY SHOULDERS COMPLETELY.

I PLANNED LESS AT HOME BECAUSE THERE WAS NO, OH, I SHOULD HAVE ADDED THIS, OR I SHOULD HAVE DONE THAT BECAUSE I KNEW WITH THE FEEDBACK FROM MY TEAM IT WAS GOOD TO GO.

THANK YOU SO MUCH FOR THE VIDEO.

ARE THERE ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD REGARDING THE PRESENTATION? TRUSTEE ROBINSON? I HAVE TWO QUESTIONS BASED ON THE VIDEO.

HOW LONG ARE THE PLC OR DATA MEETINGS AND ALSO AFTER THE MEETINGS? DO TEACHERS HAVE THE AUTONOMY TO, I GUESS, STEER FROM THE SCOPE AND SEQUENCE, REVISIT THOSE [INAUDIBLE] THAT WERE PRESENTED, MAYBE THAT THEY NEEDED GROWTH IN? SO THOSE ARE MY.

THANK YOU FOR ASKING QUESTIONS.

WE OFFICIALLY MEET AS A PLC ONCE A WEEK FOR APPROXIMATELY 40 TO 45 MINUTES.

THERE IS THAT HUMAN ELEMENT OF HAVING STUDENTS IN THE BUILDING THAT SOMETIMES THAT MEETING IS SHORTER THAN ANTICIPATED.

WE ARE SO LUCKY AT RICHARD ALLIE THAT THE COLLABORATIVE CULTURE IS SO STRONG THAT EVEN BEFORE OR AFTER THAT OFFICIAL MEET TIME ONCE A WEEK, TEACHERS ARE TEXTING, EMAILING HEY, WE WANT TO WORK THROUGH THESE QUESTIONS, BUT I NEED YOU TO LOOK AT THE ANSWER CHOICES THAT I MADE. AND I THINK THAT ALSO HELPS ANSWER A LITTLE BIT OF YOUR QUESTION ABOUT THE TEACHER ON AUTONOMY.

WE WANT THE DATA TO DRIVE THE INSTRUCTION.

SO IF THE DATA IS SHOWING THAT THERE IS A DEFICIT IN A SPECIFIC SKILL, WE AS A GROUP LOOK AT THE SCOPE AND SEQUENCE PROVIDED BY THE DISTRICT AND PLAN THE LESSON TOGETHER WHERE WE CAN EMBED THAT WEAK SKILL, BUT ALSO STILL CONTINUE WITH THE OTHER SKILLS.

NOW I AM SPEAKING READING, SO I WILL NOT AT ALL TRY TO SPEAK FOR MATH ON HOW MR. HILL CAN ADDRESS THAT.

AND I'LL SAY FROM A GLOBAL PERSPECTIVE.

[01:10:02]

SO WHEN WE COME TOGETHER IN A SPACE LIKE THAT, AS MS..

PARKER MENTIONED THAT WHEN SHE WAS DOING IT BY YOURSELF, YOU'RE COUNTING ON YOUR OWN EXPERTISE; RIGHT? WHEN YOU'RE DOING IT IN A DIVERSE GROUP OF EXPERIENCES AND YOU'VE TAUGHT FOR FIVE YEARS AND YOU'VE TAUGHT FOR FOUR YEARS. SO FORTH AND SO ON.

THE GOOD NEWS IS THAT THE THOUGHT IS, IS ALL OF OUR COLLECTIVE CONVERSATIONS MAY DELIVER THE BEST WAY TO TEACH IT GOING, HEY, I'VE SEEN THIS, I'VE SCORED 97.

MAYBE I'LL GIVE YOU MY HOW I'VE TRIED IT IN THE PAST.

NOW YOU THEN AS MAYBE THE TEACHER, MY COLLEAGUE MIGHT THEN HAVE THE OPTION, CERTAINLY HAVE THE OPTION AND AUTONOMY TO GO BACK TO YOUR ROOM AND SAY, I LIKE WHAT YOU DID, I'M GOING TO TAKE THAT.

I'M GOING TO SPIN IT A LITTLE BIT IN MY SORT OF MS. ROBINSON WAY. I CAN DO SO.

SO WE ADDRESSED THE SKILLED.

HAVE THE AUTONOMY TO SPIN IT THEIR OWN WAY.

A COMMENT MS. HALL.

TO HEAR A TEACHER SAY THAT SHE GETS TO TOUCH EACH INDIVIDUAL STUDENT IN A MEANINGFUL WAY IS POWERFUL.

AND TO ME, THIS IS AN EXAMPLE OF WORKING SMARTER RATHER THAN HARDER.

SO KUDOS.

THANK YOU. TRUSTEE DAVIS AND TRUSTEE ROBINSON.

ARE THERE ANY OTHER QUESTIONS OR COMMENTS? WELL, I DEFINITELY WANT TO APPLAUD YOU AND THANK YOU FOR HAVING SUCH A GREAT PRESENTATION TONIGHT AND YOUR PATIENCE WITH US AND FIELDING ALL OF OUR QUESTIONS AND OUR CURIOSITIES ABOUT YOUR PROCESS.

THERE WERE A LOT OF BEST PRACTICES THAT YOU HAVE EXHIBITED REALLY STRATEGICALLY, AND I THINK I DON'T KNOW VERY WELL, RIGHT? AND YOUR EXECUTION AND HOW YOU'RE USING THE DIFFERENT PRACTICES FOR THE BENEFIT OF YOUR STUDENTS AND TO ALSO SUPPORT YOUR TEACHING STAFF.

SO THANK YOU SO MUCH FOR THIS.

I HOPE THAT YOU ALL ARE SHARING ALL THE GREAT THINGS THAT YOU'RE DOING ON YOUR CAMPUS WITH YOUR COLLEAGUES AND THAT YOU ALL ARE LEARNING AND GROWING FROM ONE ANOTHER.

I THINK THAT'S AND I THINK EVERYONE TOUCHED ON THE QUESTIONS THAT I HAD.

CAN I ASK ONE LAST QUESTION FUNDAMENTAL? WHAT IS THE E AND SMART E GO? EQUITY.

THANK YOU, JUST HAD TO ASK THAT QUESTION.

THAT IS A VERY IMPORTANT PART OF THIS, WHICH SO I THINK THE SMART GOAL IN AND OF ITSELF KIND OF SETS THE BROAD GOAL.

IT'S THE ACTIONS THAT WE TAKE THROUGHOUT THE YEAR THAT ENSURE THAT EQUITY.

AND THAT BRINGS A TEAR TO MY EYE.

SO THANK YOU SO MUCH.

WE'RE GOING TO LEAVE IT THERE.

THANK YOU SO MUCH FOR YOUR PRESENTATION TONIGHT.

YES. THAT WAS THE GREAT DISMOUNT, I MEAN, AWESOME.

ALL RIGHT. THAT CONCLUDES AGENDA ITEM 4.1.

DR. MCFARLAND? YES, MADAM PRESIDENT, I HAVE ONE JUST SMALL PART CONNECTED TO THAT.

OK. SO, I ACTUALLY ASK MR. KEITH TO MOVE UP TO THE FRONT.

SO HE DIDN'T JUST MOVE ON HIS OWN, BUT I ASKED HIM TO MOVE UP.

AND THE REASON I DID IS BOARD IS JUST BECAUSE I ASK HIM TO SHARE WITH YOU ALL, JUST BRIEFLY AT A HIGH LEVEL THE THINGS THAT YOU ALL HAVE APPROVED THAT ALLOW FOR THIS WORK TO GO ON. BECAUSE THE REALITY IS NONE OF THIS HAPPENS.

IF, FIRST OF ALL, YOU DON'T SET THE VISION THAT WE WANT TO MAKE SURE OUR KIDS ARE PERFORMING AT HIGH LEVELS.

BUT SECOND, YOU MADE SEVERAL PURCHASES.

AND WHEN WE BRING THEM TO YOU TO APPROVE, WE'RE NOT ALWAYS ABLE TO GO IN THIS LEVEL OF DETAIL AND YOU DON'T OFTEN TO GET A CHANCE TO SEE IT IN PRACTICE.

SO I LIKE FOR HIM TO JUST RUN DOWN JUST A COUPLE OF THE BIG TICKET ITEMS THAT WE PURCHASED AT THE BOARD LEVEL THAT ALLOWS OUR CAMPUSES TO DO THIS KIND OF WORK.

ABSOLUTELY. THANK YOU, DR. MCFARLAND.

GOOD EVENING, MADAM PRESIDENT AND BOARD MEMBERS.

SO JUST VERY BRIEFLY AT A HIGH LEVEL, FIRST OF ALL, I WANT TO REMIND YOU THAT OVER THE PAST ABOUT FOUR YEARS OR SO, YOU'VE APPROVED NEARLY $5 MILLION IN HIGH QUALITY CURRICULUM RESOURCES THAT HAVE GONE DIRECTLY TO OUR STUDENTS.

SO THAT STARTS ALL THE WAY BACK WITH OUR ELEMENTARY ENGLISH LANGUAGE ARTS CURRICULUM, OUR SPANISH LANGUAGE ARTS CURRICULUM IN GRADES K THROUGH FIVE ENGLISH LANGUAGE ARTS CURRICULUM AND GRADES SIX THROUGH 12 PRE AP CURRICULUM IN ENGLISH MATH, SCIENCE AND SOCIAL STUDIES. GRADES SIX THROUGH 10.

AND THEN WE'RE GETTING READY TO EMBARK ON OUR NEXT ROUND OF ADOPTION.

SO THAT COMES DIRECTLY FROM FROM FUNDS THAT YOU'VE APPROVED FOR PURCHASE.

YOU HEARD MENTION OF THE SCHOOL CITY PLATFORM, SO DUE TO SOME LEGISLATION IN THE PREVIOUS LEGISLATIVE SESSION BACK IN THE 86TH, THE STATE DECIDED THAT THEY ARE GOING TO MOVE ALL STAR TESTING ONLINE BY NEXT YEAR.

[01:15:01]

BUT BECAUSE OF YOUR APPROVAL OF THE SCHOOL CITY PLATFORM, WE'RE NOW ABLE TO CONDUCT ALL OF OUR TESTING. ALL OF OUR DISTRICT TESTING CAMPUSES CAN BUILD THEIR OWN TESTS, AND STUDENTS CAN TAKE TESTS IN AN ONLINE ENVIRONMENT EXACTLY LIKE WHAT THEY'RE VERY SIMILAR TO WHAT THEY'RE GOING TO SEE ON STAAR.

SO ALREADY PREPARING STUDENTS FOR THOSE OPPORTUNITIES.

AND IT ALSO LETS US GET DATA BACK LIKE WHAT YOU SAW TONIGHT.

ANOTHER PROGRAM WE USE THAT YOU HEARD MENTIONED IS CALLED COPILOT.

AND BASICALLY, WHEN YOU BOIL THE ACCOUNTABILITY SYSTEM DOWN, THERE'S TWO WAYS TO IMPROVE.

ONE, YOU HELP KIDS MAKE PROGRESS EVEN IF THEY'RE NOT PASSING.

AND TWO, YOU CAN MOVE KIDS UP A PERFORMANCE LEVEL LIKE THE RED TO THE YELLOW, TO THE GREEN, TO THE BLUE. AND WHAT COPILOT DOES IS IT AUTOMATICALLY CRUNCHES THOSE NUMBERS FOR US. THAT TELLS US EXACTLY WHAT A STUDENT'S TARGET IS SO THAT TEACHERS CAN COMMUNICATE THAT TO STUDENTS AND STUDENTS KNOW EXACTLY WHAT THEIR GROWTH GOAL IS.

AND THEN REALLY THE LAST THING WHEN YOU APPROVE OUR COMPENSATION PLAN EVERY YEAR, THE TWO FOLKS THAT YOU SAW STANDING HERE WITH DR.

WHITE, MS. GILLILAND AND MR. HILL, THEY ARE SHINING EXAMPLES OF THE INSTRUCTIONAL SUPPORT SPECIALISTS THAT WE'RE ABLE TO PROVIDE TO EVERY CAMPUS IN MATH AND READING, AND THERE WERE ALSO ABLE TO STIPEND BECAUSE OF THE COMPENSATION PLAN YOU APPROVE.

WE'RE ABLE TO BRING THEM IN FOR SEVEN DAYS BEFORE TEACHERS EVER COME BACK.

KEEP THEM FOR THREE DAYS AFTER TEACHERS LEAVE AND WE HAVE THEM ON REALLY WHAT'S AN 80/20 STRUCTURE? THEY SPEND 80 PERCENT OF THEIR TIME ON THE CAMPUS AND 15 TO 20 PERCENT OF THEIR TIME AT THE DISTRICT LEVEL.

AND AS A GREAT EXAMPLE, TOMORROW, BETH AND C.J.

ARE GOING TO BE PRESENTING WITH OUR ASSESSMENT AND OUR ACCOUNTABILITY TEAM ON THEIR DATA PRACTICES ON THE DATA WALL.

SO MS. DAVIS TO YOUR QUESTION, HOW DO WE MAKE THIS HAPPEN AT EVERY CAMPUS? WE SCALE THE BRIGHT SPOTS AND THAT'S EXACTLY WHAT YOU SAW TONIGHT.

SO THANK YOU, BOARD, YOU ARE REALLY THE ONES WHO MAKE THAT POSSIBLE.

THANK YOU, MR. KEITH.

ARE THERE ANY QUESTIONS OR COMMENTS FOR MR. KEITH? WELL, I HAVE A COMMENT.

THANK YOU FOR THE SPECIFICITY AND LETTING US KNOW HOW THE RESOURCES ARE BEING USED AND HOW THEY'RE BEING IMPACTFUL.

I DON'T KNOW THAT IT'S KIND OF LIKE A YEAR IN REVIEW WITH YOUR FINANCIAL ADVISOR, SO I REALLY APPRECIATE THAT.

TO KNOW WHERE WE'RE INVESTING OUR MONEY AND WHAT, WHAT DIVIDENDS WE'RE GETTING IN RETURN.

SO THANK YOU FOR BEING ABLE TO DO THAT WITH SUCH DETAIL.

THANK YOU, MR. KEITH.

THANK YOU. ALL RIGHT, THIS NOW BRINGS US TO AGENDA ITEM 4.2 GRANTS IN ACTION, DR.

MCFARLAND. SO, MADAM PRESIDENT, IN KEEPING WITH THE TOPIC OF THIS MEETING, WHICH THIS IS A STUDY SESSION, IT'S AN OPPORTUNITY FOR US TO KIND OF LEARN AND GROW TOGETHER, SHARE PRACTICES THAT WE HAVE THAT ARE OCCURRING IN OUR DISTRICT AND THINGS THAT WE BELIEVE THAT'S HELPING US TO BE SUCCESSFUL.

WE HAVE MS. POLK HERE TO SHARE WITH US THE GRANTS THAT ARE IN ACTION CURRENTLY, AND THESE GRANTS REPRESENT EXTERNAL FUNDS THAT WE'RE ABLE TO ABLE TO ACQUIRE TO HELP REALLY ACHIEVE OUR MISSION IN THE DISTRICT.

IT'S BOTH. GOOD EVENING, DR.

HALL, DR. MCFARLAND AND MEMBERS OF THE BOARD.

WE ARE SO EXCITED TONIGHT TO BE ABLE TO PRESENT TO YOU ALL THE DIFFERENT GRANTS THAT WE HAVE IN CROWLEY ISD AND TONIGHT'S EXHIBIT ALIGNS WITH ALL THREE OF OUR GOALS.

WHAT WE DID WAS WE BROKE OUR GRANTS DOWN INTO SIX DIFFERENT BUCKETS WHEN I GUESS WHEN I WENT THROUGH THEM, WE DIDN'T REALIZE KIND OF HOW MANY THAT WE ACTUALLY HAD AND WHICH IS ACTUALLY A POSITIVE, BUT IT TRULY TAKES A COLLABORATIVE TEAM TO GET ALL OF THESE GRANTS.

SORRY TO GET ALL OF THESE GRANTS TAKING PLACE.

IT'S TRULY A COLLABORATIVE SPIRIT IN A TEAM, SO WE'VE BROKEN THEM DOWN INTO SIX DIFFERENT BUCKETS INTO SCHOOL LEARNING, EXTENDED LEARNING, INNOVATION, SAFETY AND SECURITY TO CLASS AND LEARNING RECOVERY.

AND SO OUR FIRST BUCKET THAT WE'RE GOING TO TALK ABOUT IS OUR IN-SCHOOL LEARNING GRANTS.

THIS IS OUR BLENDED LEARNING GRANTS AND OUR DISTRICT MIZ SUSTAINABILITY GRANT.

AND BOTH OF THESE GRANTS WORK SIMULTANEOUSLY TOGETHER.

AND WHAT IT DOES IS IT HELPS BUILD COMBINED ONLINE LEARNING WITH FACE TO FACE INSTRUCTION AND MS. COURTNEY DAVIS LEADS OUR PROGRAM AND WE HAVE RECEIVED $200000 FOR THIS CATEGORY. AND OUR NEXT CATEGORY IS EXTENDED LEARNING GRANTS.

WE HAVE THREE DIFFERENT COMPONENTS IN THIS GRANT.

OUR FIRST ONE IS OUR 21ST CENTURY GRANT, WHICH IS OUR AFTER SCHOOL GRANT.

ANOTHER ONE IS OUR CRIME CONTROL PREVENTION DISTRICT, WHICH COMES FROM FORT WORTH CITY OF FORT WORTH. AND OUR LAST ONE IS OUR STUDENT SUCCESS INITIATIVE, COMMUNITY PARTNERSHIP GRANT. AND ALL OF THESE GRANTS WORK TOGETHER, BUT I'M GOING TO LET MS. KIM SHEFFIELD COME AND TALK TO YOU A LITTLE BIT ABOUT HOW STUDENT LEARNING WORKS IN CROWLEY ISD. GOOD EVENING, MADAM PRESIDENT DR.

[01:20:02]

IN THESE PROGRAMS, WE PROVIDE A SAFE AND STRUCTURED LEARNING ENVIRONMENT SO THAT OUR STUDENTS CAN RECEIVE EXTENDED LEARNING OPPORTUNITIES.

WE PROVIDE THESE OPPORTUNITIES BY PROVIDING THEM ACCESS TO INNOVATIVE HANDS ON RESEARCH AND SKILL BASED ACTIVITIES THAT WILL HELP REINFORCE THE SKILLS THAT THEY COVER DURING THE SCHOOL DAY. AND WE ALSO WANT TO MAKE SURE THAT THE THINGS THAT WE OFFER IN OUR PROGRAM IS THINGS THAT KIDS MAY NOT HAVE EXPOSURE TO OUTSIDE OF OUR PROGRAM.

OUR STAFF ALSO CONNECTS WITH THE SCHOOL DAY STAFF BY ATTENDING PLC SESSIONS, ADMINISTRATOR MEETINGS JUST TO TALK ABOUT THE DATA AND ONE ON ONE MEETINGS WITH THE INSTRUCTIONAL SUPPORT SPECIALISTS AT INDIVIDUAL CAMPUSES.

THIS HELPS TO REINFORCE THAT WE ARE ALIGNED WITH THE TEA EXPECTATIONS AND INITIATIVES AND THE INITIATIVES OF CISD, AND ALSO TO HELP TO MAKE SURE THAT WHAT WE ARE PROVIDING IN OUR PROGRAMS IS GOING TO HELP TO CLOSE THE ACHIEVEMENT DISPARITIES THAT WE MAY HAVE AT EACH CAMPUS. IN OUR AFTER SCHOOL PROGRAM, WE STRIVE TO IMPROVE ACADEMIC PERFORMANCE.

WE TOO LOOK AT DATA, WE ANALYZE THAT DATA, WE ALIGN OUR ACTIVITIES WITH THE TEKS THAT WE SEE THE CAMPUSES ARE STRUGGLING WITH.

WE HAVE TARGETED INTERVENTIONS.

HIGH IMPACT TUTORING IS SOMETHING THAT WE ARE CURRENTLY GETTING INTO PLACE NOW.

BUT EVEN BEFORE WE CAME UP WITH THE HIGH IMPACT TUTORING PIECE, WE DID HAVE HIGH QUALITY TUTORING GOING ON AND WE ALSO PROGRESS MONITOR THE STUDENTS THAT ATTEND OUR AFTER-SCHOOL PROGRAMS JUST TO MAKE SURE THAT THEY'RE MAKING THAT ADEQUATE PROGRESS.

IN ADDITION, WE SUPPORT THE SCHOOL DAY STAFF WITH ATTENDANCE SUPPORT, POSITIVE STUDENT BEHAVIOR SUPPORT, PROVIDING ENRICHMENT OPPORTUNITIES.

ONCE AGAIN, WE WANTED TO MAKE IT A SITUATION WHERE THEY ARE EXPOSED TO DIFFERENT THINGS THAT THEY MAY NOT HAVE ACCESS TO.

AND THEN WE ALSO SUPPORT SUPPORT COLLEGE AND CAREER READINESS.

AND FINALLY, I WORK COLLABORATIVELY WITH OUR SSI COMMUNITY COORDINATOR, MS. NEDRA HARPER. AND WITH THIS, WE BUILD COMMUNITY PARTNERSHIPS AND WE PLAN PARENT WORKSHOPS SO THAT NOT ONLY DO WE DO THINGS IN OUR PROGRAM IN-HOUSE, BUT WE WANT TO EXPAND THAT TO THE COMMUNITY AND HAVE OUR PARENTS INVOLVED SO THAT ALL OF THE STAKEHOLDERS ARE THERE TO SUPPORT OUR STUDENTS.

WE ARE VERY PROUD OF THE WORK WE DO AFTER SCHOOL TO EXTEND THE LEARNING FOR OUR STUDENTS.

DO YOU HAVE QUESTIONS FOR ME AT THIS TIME? ARE THERE ANY QUESTIONS AT THIS TIME? OK. THANK YOU.

OK, THANK YOU.

THAT'S GOING TO MOVE US TO OUR NEXT CATEGORY, WHICH IS GOING TO BE INNOVATIVE GRANTS WE RECEIVED. WE HAVE TWO GRANTS IN THIS CATEGORY.

OUR SCHOOL ACTION PLANNING GRANT IS A BRAND NEW GRANT TO CROWLEY ISD.

THIS IS OUR FIRST YEAR RECEIVING THIS GRANT.

AND WE ALSO HAVE OUR P-TECH GRANT THAT'S FOCUSED ON AVIATION.

MR. ROBERT GILLIES IS GOING TO COME AND TALK TO US ABOUT THE SCHOOL ACTION PLANNING GRANT AND HOW IT'S GOING TO IMPACT OUR STUDENTS HERE IN CROWLEY ISD MR. GILLIES. GOOD EVENING, DR.

HALL, DR. MCFARLAND, MEMBERS OF THE BOARD, THE SCHOOL ACTION GRANT, IS WHAT WE'RE USING TO FUND THE CREATION OF OUR MONTESSORI CAMPUS HERE IN CISD.

AS YOU KNOW, WE BEGAN THE MONTESSORI JOURNEY LAST YEAR WITH TWO EARLY CHILDHOOD CLASSES IN THE DISTRICT, ONE AT SUE CROUCH, WHICH IS BILINGUAL AND THE OTHER AT DALLAS PARK WITH A FULL ENROLLMENT OF FORTY FOUR STUDENTS IN THOSE CLASSROOMS. THOSE SERVED AGES THREE TO SIX IN MULTI AGED SETTINGS.

THIS YEAR, WE CONTINUE WITH THOSE TWO CLASSES.

ADD AN ADDITIONAL EARLY CHILDHOOD CLASS AT DAVID L.

WALKER, AND THEN WE ADDED IN TO LOWER ELEMENTARY CLASSROOMS, WHICH ARE WHICH FOR GRADES ONE THROUGH THREE.

A BILINGUAL ONE AT SUE CROUCH AND THEN ANOTHER ONE AT DALLAS PARK.

SO PART OF THE ACTION GRANT PLANNING IS TO ACTUALLY VERY, SYSTEMATICALLY AND VERY INTENTIONALLY LOOK AT THE DIFFERENT AREAS WHEN IT COMES TO OPENING A SCHOOL, AND IT LOOKS AT THE COMMUNICATION PLAN YOU HAVE IN PLACE WITH BOTH INTERNAL AND EXTERNAL STAKEHOLDERS.

IT LOOKS AT WHAT PROFESSIONAL DEVELOPMENT WILL LOOK LIKE.

IT LOOKS AT WHAT TRAINING WILL LOOK LIKE AND THEN THE CONTINUED SUPPORT FOR MS. DELGADO AS SHE DRIVES THIS WORK FOR THE NEXT THREE TO FOUR YEARS.

[01:25:02]

WE WILL CONTINUE HAVING BOTH EARLY CHILDHOOD AND LOWER ELEMENTARY CLASSES.

WE WILL JUST EXTEND THE AMOUNT OF CLASSES WE HAVE TO EXCEED NO MORE THAN 10 CLASSES NEXT YEAR. THEN THE FOLLOWING SCHOOL YEAR OF 23-24, WE WILL ADD UPPER ELEMENTARY, WHICH WILL ROUGHLY ADDRESS GRADES FOUR OR FIVE AT THAT TIME.

AND THEN WE WILL CONTINUE WITH THAT MODEL INTO THE 24-25 SCHOOL YEAR, WHAT THE INSTITUTE FOR MONTESSORI AND THE PUBLIC SECTOR TELLS US.

IT IS THE GOVERNING BODY THAT REALLY MONITORS HOW PUBLIC MONTESSORI SCHOOLS ARE MANAGED AND THEIR THEIR SUCCESS SAYS THAT SCHOOLS THAT EXCEED AN ENROLLMENT OF NO MORE THAN 400 STUDENTS REALLY CANNOT STAY TRUE TO THE MONTESSORI CURRICULUM AND THE MONTESSORI PHILOSOPHY. SO WE'RE ACTUALLY GOING TO OUR TARGET AGE, OUR TARGET ENROLLMENT FOR THE FINAL YEAR OF IMPLEMENTATION BEFORE WE MOVE OUT OF THE GRANT CYCLE WILL BE PROBABLY NO MORE THAN THREE HUNDRED AND FIFTY CHILDREN IN THAT SCHOOL.

AND THAT WILL BE A FULL STAFF WITH MS. DELGADO LEADING THAT CAMPUS.

SOME OF THE THINGS THAT THE GRANT WILL ALLOW US TO DO WITH MONEY IS TO BUY ANY INSTRUCTIONAL MATERIALS FOR THE CLASSROOM.

THE CURRICULUM, THE CURRICULUM WE USE HAS TO GO THROUGH THE TEXAS RUBRIC REVIEW, WHICH IS OUR TEXAS REVIEW RUBRIC FOR HIGHLY QUALITY, HIGH QUALITY INSTRUCTIONAL MATERIALS THAT IS EXTENSIVE WORK TO GO THROUGH AND LOOK AT HOW THE LESSONS ALIGN WITH THE TEKS.

SO WHAT WE'VE DECIDED TO DO IS WE'RE HIRING A CONSULTANT WHO IS A SEASONED MONTESSORI TEACHER. SHE HAS TAUGHT LOWER ELEMENTARY, UPPER ELEMENTARY AND MIDDLE SCHOOL IN FORT WORTH ISD.

SHE'S RETIRED NOW.

SHE IS GOING TO COME IN AND THIS IS I WAS KIND OF NICE WHEN I HEARD THE WORK THAT THEY'RE DOING IT AT RAMS ABOUT THE FREQUENCY OF THE TEKS.

SHE'S GOING TO CREATE A DOCUMENT FOR US THAT LISTS EVERY MONTESSORI LESSON THE TEKS THEY COVER AND THE AMOUNT, HOW THE FREQUENCY OF THOSE TEKS.

SO WE'LL HAVE A DOCUMENT WE WANT TO LOOK AT HOW ARE WE CREATING ABSTRACTION IN MATHEMATICAL OPERATIONS FOR STUDENTS? IT WILL SHOW THE MATERIAL USED IN MONTESSORI, THE TEKS ITS COVERS AND HOW OFTEN THOSE TEKS ARE COVERED THROUGH THAT SEQUENCE OF WORK.

SO THAT'LL BE THE DOCUMENT WE'LL USE TO GOVERN THAT.

AS PART OF THE OTHER PART OF THIS IS WE ALSO HAVE CREATED WITH THE SCHOOL EMPOWERMENT NETWORK A DOCUMENT OF FLEXIBILITY THAT WILL BE USED FOR ALL OF OUR INNOVATIVE PROGRAMS HERE IN CISD FOR THE PRINCIPAL TO REQUEST TO OPERATE OUTSIDE OF THE.

TESTING PROCEDURES WE HAVE HERE TO CREATE THINGS THAT ARE UNIQUE AND APPLICABLE TO THE ACTUAL SCHOOL AND ITS ENVIRONMENT.

SO THAT'S WHAT WE'RE DOING RIGHT NOW.

DO I HAVE ANY QUESTIONS? I HAVE A QUESTION, DR.

HALL TRUSTEE DAVIS? WOULD YOU SPEAK AGAIN TO THE 350 MAX STUDENT? SO IF YOU LOOK AT MODEL MONTESSORI SCHOOLS, BOTH PRIVATE AND PUBLIC, IT'S NOT THE SIZE, IT'S THE ENVIRONMENT CREATED.

AND SO ONE OF THE ONE OF THE MILESTONES OF MONTESSORI IS THE PREPARED ENVIRONMENT IS THAT THE SCHOOL IS PREPARED TO MEET THE NEEDS OF CHILDREN, NOT THE NEEDS OF ADULTS.

AND SO WHAT THEY HAVE FOUND IS THAT WHEN A SCHOOL GETS VERY BIG, IT'S VERY DIFFICULT TO MAINTAIN. NOT ONLY THAT PEACEFUL, CALM AND ORDERLY ENVIRONMENT, THAT IS, IT IS REALLY A MILESTONE OF MONTESSORI EDUCATION, BUT IT ALLOWS FOR THOSE LARGER CHUNKS OF UNINTERRUPTED WORK TIME, A MONTESSORI CYCLE IN A CLASSROOM, YOU SHOULD ALLOW CHILDREN TO WORK TWO TO TWO AND A HALF HOURS UNINTERRUPTED.

AND SO IT CUTS. SO THE BIGGER THE SCHOOL GETS, THE MORE MOVEMENT YOU HAVE TO HAVE TO GET TO LUNCH AND P.E.

AND RECESS AND MUSIC.

THE SMALLER THE SCHOOL, YOU CAN ALLOW FOR THAT THOSE CHILDREN TO HAVE THOSE TWO, TWO AND A HALF HOURS BECAUSE DR. MONTESSORI TOLD US CHILDREN THRIVE WHEN THEY'RE ALLOWED TO WORK IN UNINTERRUPTED PERIODS OF TIME.

SO, SO WILL WE HAVE A SCHOOL WITHIN A SCHOOL? SO, WHAT ARE OUR INITIAL PLAN IS, CURRENTLY, WE WILL HAVE A SCHOOL WITHIN A SCHOOL.

BUT WHAT WE'RE IN THE PROCESS OF DOING IS ACTUALLY GETTING A NUMBER FROM TEA THAT ALLOWS US TO OPERATE AS A STANDALONE CAMPUS.

NOW WHAT WE KNOW IS THAT WITH THE [INAUDIBLE] SCHOOL, WE HAVE SOME LIMITATIONS AS IT RELATES TO SIZE OF THAT SCHOOL.

AND SO THE IDEA IS THAT WE WOULD BUILD THE MONTESSORI FROM WHERE WE ARE TODAY, WHICH IS ABOUT 100. AND THE GOAL IS EVERY YEAR WE MOVE UP 100 STUDENTS.

AND SO WE THINK THAT BY THE TIME WE'RE ABLE TO ACTUALLY STAND UP AS A MONTESSORI FROM

[01:30:01]

AND SO WHAT WE ALSO KNOW IS THAT THE SCHOOL SIZE FOR [INAUDIBLE] WILL HAVE TO HAVE TO BE UNDER 500 STUDENTS WE KNOW.

AND SO WE'RE, YOU KNOW, WHEN WE'RE THINKING ABOUT LONG TERM PLANNING, OUR IDEA IS THAT IF WE CAN SHOOT FOR A TARGET OF 300 350, WE WOULD NOT GET ANY HIGHER THAN 400, BUT WE-- AND WE THINK THAT, THAT WOULD WORK BOTH WITH OUR BUDGET AS IT RELATES TO WHAT'S AVAILABLE FOR THAT, FOR THAT SCHOOL.

BUT IT ALSO WORKS WITH BEST PRACTICES AND WE'RE KIND OF WORKING THROUGH THAT PROCESS NOW.

BUT TO YOUR POINT, CURRENTLY WE HAVE WE HAVE CLASSES AT EVERY CAMPUS OR AT MULTIPLE CAMPUSES, NOT EVERY CAMPUS, BUT MULTIPLE CAMPUSES.

NEXT YEAR, WE WILL HAVE THE CLASSES AT ONE CAMPUS THAT WILL BE A SCHOOL WITHIN A SCHOOL MODEL FROM A PHYSICAL STRUCTURE STANDPOINT.

AFTER THAT, THEN WE ANTICIPATE HAVING A SCHOOL THAT'S FULL MONTESSORI ON THAT CAMPUS.

AND AGAIN, THAT'S DOWN THE LINE.

THAT'S PROBABLY 2024.

BUT WE DO ANTICIPATE HAVING A FULL SCHOOL THAT'S A MONTESSORI SCHOOL WHERE ALL KIDS WITHIN THE SCHOOL ARE RECEIVING MONTESSORI SERVICES.

NOW WHAT WE THE CHALLENGE THAT WE HAVE AND THAT WE'RE WORKING THROUGH IT IS WE WANT TO MAKE SURE THAT STUDENTS IN THAT NEIGHBORHOOD HAVE AVAILABILITY TO THAT SCHOOL, BUT ALSO THAT SCHOOL-- THERE ARE SEATS AVAILABLE FOR STUDENTS FROM ALL OVER THE DISTRICT.

AND SO AS IT RELATES TO ENROLLMENT PRACTICES AND ALL THAT, WE'LL BE MONITORING EQUITY AND MAKE SURE THAT WE HAVE KIDS WITHIN THAT NEIGHBORHOOD HAVE ACCESS, BUT ALSO KIDS ACROSS THE DISTRICT HAVE ACCESS AS WELL.

THANK YOU. ANY OTHER QUESTIONS? ARE THERE ANY OTHER QUESTIONS? MR. GILLIES, I HAVE ONE. SO HYPOTHETICALLY, A CHILD GOES IN, HE'S OR SHE'S KINDERGARTEN OR FIRST. NOT REALLY.

I DON'T KNOW IF GRASPING THE CONCEPT OR IS THERE EVER A TIME THAT WE SAY, HEY, HAVE YOU THOUGHT ABOUT MONTESSORI OR ANYTHING LIKE THAT FROM A TRADITIONAL CISD TO THEN TRANSITION THEM, MAYBE TO MONTESSORI TO SEE IF LEARNING WORKS DIFFERENTLY? SO THE GOAL IS ALWAYS TO MAKE SURE WE'RE PLACING STUDENTS IN AN APPROPRIATE ENVIRONMENT FOR THEM TO BE THE MOST SUCCESSFUL THEY POSSIBLY CAN BE.

AND WE KNOW NOW I'M GOING TO TRY NOT TO BE THE MONTESSORI AND I AM.

I HONESTLY BELIEVE MONTESSORI IS FOR EVERY CHILD.

IT'S NOT FOR EVERY PARENT BECAUSE, YOU KNOW, A LOT OF TIMES PARENTS ARE VERY MUCH CONCERNED WITH EXTRINSIC MOTIVATION GRADES.

IT'S NOT PART OF MONTESSORI.

MONTESSORI IS WHAT DRIVES A CHILD IS THE JOY OF WORK.

BUT WE DO KNOW THERE ARE SOME KIDS.

WHAT WE DO KNOW IS KIDS WHO ARE UNABLE TO REALLY WORK AT THE SAME PACE AS THEIR CLASS.

THEY MIGHT NEED TO SPEED UP OR SLOW DOWN.

THEY THRIVE IN A MONTESSORI BECAUSE IT'S VERY INDIVIDUAL.

IT'S ALL INDIVIDUALIZED.

THE PICTURE UP THERE, THE PICTURES PLAY THAT I GAVE.

OK, SO THERE ARE SOME IF YOU SEE THE PICTURES, IF LIKE, LIKE, FOR EXAMPLE, THIS RIGHT HERE IS A THIRD.

THAT FIRST PICTURE WAS A WAS A GROUP OF SECOND GRADERS.

WITH ONE FIRST GRADER IN THEIR VERY ADVANCED FIRST GRADE STUDENT WHO ASKED ME, HE ASKED ME GOES, DO YOU KNOW WHAT HERBACEOUS STEM IS? AND I SAID, I REALLY DON'T KNOW WHAT A HERBACEOUS STEM IS, BUT YOU KNOW, MOST MONTESSORIANS, WE HAVE A LOT OF USELESS KNOWLEDGE LIKE HERBACEOUS STEMS. AND SO HE READ THE CARD TO ME, THIS IS THE FIRST GRADER IN A TRADITIONAL CLASSROOM.

HE WOULD BE STRAIGHT JACKETED INTO I'VE GOT TO DO THE SAME WORK EVERYBODY ELSE IS DOING.

THIS ALLOWS HIM TO ADVANCE AT HIS OWN RATE.

SO THAT'S-- SO IT'S WATCHING THOSE KIDS AND KNOWING WHAT KIDS NEED A DIFFERENT ENVIRONMENT TO BE SUCCESSFUL IN.

THE NEXT PICTURE IS THE BILINGUAL CLASSROOMS. I KNOW MR. HANDY LOOKED AT THAT SAID.

SHE'S NOT SORTING THOSE WORDS RIGHT.

BUT THIS IS A THREE YEAR OLD.

THIS IS A THREE YEAR OLD WHO HAS THOSE LETTERS S-A-M-P, WHICH ARE SANDPAPER NUMERALS.

SO SHE USES THOSE FIRST OF ALL TO CREATE A PHYSICAL SENSATION OF HOW THE LETTERS CREATED.

SHE'S TAUGHT THE SOUND, THEN SHE SORTS THE OBJECTS IN THE PICTURES WITH THOSE LETTERS.

SO THAT'S THE BILINGUAL CLASS.

THAT'S SPANISH, SO THAT'S FINE.

YOU KNOW, YOU SEE THE BUTTERFLY AND IT'S WITH AN M.

BUT THAT RIGHT THERE IS IN A TRADITIONAL PRE-K THREE CLASS, SHE MAY NOT BE AFFORDED THAT OPPORTUNITY TO DO THAT.

SO IT'S JUST KNOWING THE INDIVIDUAL NEEDS OF KIDS WHERE THEY'RE GOING BE THE MOST SUCCESSFUL SO THAT-- SO [INAUDIBLE] MOST DEFINITELY COULD SUGGEST THAT WE TRY NOT TO MOVE STUDENTS AFTER ABOUT AN EIGHT TO NINE WEEK PERIOD INTO THE MONTESSORI ENVIRONMENT.

BECAUSE THE CLASS IS NORMALIZED WHERE ALL THE KIDS ARE, THEY'RE JUST-- IT'S A HORRIBLE

[01:35:02]

NOT TO DISRUPT THE ENVIRONMENT.

RIGHT.

RIGHT, SO I THINK THAT WAS THE ONE THING YOU SAW WAS IN THE THREE TO SIX CLASS IN JANUARY, THERE WERE THREE, FOUR AND FIVE YEAR OLDS JUST GOING ABOUT DOING THEIR WORK WITH MINIMAL TEACHER GUIDANCE.

THEY WOULD JUST COME TO HER AND SAY, I NEED A LESSON ON THIS.

YOU'D SIT DOWN AND DO IT AND THEN THEY WOULD WORK.

YOU WANT THAT FLOW OF, YOU WANT THAT WORK FLOW IN THE CLASSROOM.

ARE THERE ANY OTHER QUESTIONS FOR COMMENTS FOR MR. GILLIES? ALL RIGHT.

ALL RIGHT, THANK YOU ALL. THANK YOU, MR. KELLY. THANK YOU, MR. GILLIS. THAT WILL TAKE US TO OUR NEXT CATEGORY.

WHICH IS SAFETY AND SECURITY.

SO OUR SAFETY AND SECURITY GRANT IS OUR PROJECT MANAGER FOR THIS IS CHIEF MAXTON, AND THIS GRANT HELPS US.

THE SAFETY AND SECURITY GRANT HELPS US PURCHASE CAMERAS, WALKIE TALKIES AND DIFFERENT THINGS. WE ALSO HAVE A STOPIT GRANT THAT WE JUST RECEIVED, AND IT'S IN KIND WHERE WE DIDN'T RECEIVE ACTUALLY MONETARY FUNDS, BUT WE ACTUALLY RECEIVED A PROGRAM.

AND SO THAT YOU WILL HEAR MORE ABOUT THIS STOPIT GRANT NEXT BOARD MEETING.

SO I DON'T WANT TO SPOIL IT.

AND I WILL TAKE US TO OUR NEXT CATEGORY, TCLAS GRANT, WHICH WE REVIEWED PRIOR TO IN THE YEAR, WE RECEIVED 15 DIFFERENT GRANTS FROM FOUR PT CLASS AND EACH BULLET THAT YOU SEE IS A DIFFERENT GRANT.

AND ONE OF THE THINGS THAT WE'RE REALLY EXCITED ABOUT WITH OUR TCLAS GRANT IS OUR GROW YOUR OWN PROGRAM, WHICH DR.

BARRY AND ANNETTE DUVALL WILL BE WORKING ON, WHERE WE WOULD BE ABLE TO TAKE PROFESSIONALS PARAPROFESSIONALS TO TEACHERS.

AND SOME TEACHERS WILL BE ABLE TO RECEIVE MASTERS THROUGH THIS GRANT.

BUT THIS GRANT HAS AMAZING OPPORTUNITIES WITH 15 DIFFERENT GRANTS WITHIN THEM.

ARE THERE ANY QUESTIONS ON THE TCLAS GRANT? WHAT IS TCLAS? TCLAS STANDS FOR A TEXAS COVERED, AND YOU WOULD ASK ME THAT AND I'M SORRY.

LEARNING ACCELERATED.

I'M SO SORRY. OK. I THINK I'VE LEARNED THESE ACCELERATION.

YEAH. TECH SUPPORT.

COVERT LEARNING ACCELERATED.

SO IS THIS SOME OF THE FEDERAL MONEY THAT FILTERED THROUGH THE STATE? YEAH, IT WAS A COMPETITIVE FEDERAL FUND GRANT THAT WE COMPETED THROUGH.

YES, THROUGH TEA.

IT'S TEXAS COVID LEARNING ACCELERATION SUPPORT.

THANK YOU. THAT'S OK.

WE WORK IN EDUCATION. WE HAVE LOTS OF ACRONYMS. OK, AND OUR NEXT IS OUR LEARNING RECOVERY GRANT AND OUR LEARNING RECOVERY GRANTS ARE ESSER, ESSER II AND OUR ESSER III FUNDS, AND WE POOLED OUR THREE BUCKETS FOR ESSER III, WHICH IS HEALTH AND SAFETY, EXTENDED LEARNING, ACCELERATION AND ACADEMIC EXCELLENCE AND ENRICHMENT AND ENGAGEMENT.

AND WITH OUR ESSER III, WE MADE SURE THAT WE RECEIVE AS PART OF THE REQUIREMENT OF OUR GRANT TO GET PUBLIC STAKEHOLDERS INPUT AND HOW WE DID.

AS WE HAD TWO PUBLIC HEARINGS, WE HAD INTERNAL AND EXTERNAL COMMUNITY SURVEYS.

WE ALSO HELD A VIRTUAL COMMUNITY TOWN HALL MEETING AS WELL AS WE WERE ABLE TO COLLECTIVELY WORK IN THE DISTRICT TOGETHER TOGETHER TO FIGURE OUT WHAT WAS THE BEST WAY WE SHOULD GO. AND THOSE RESULTS ARE ACTUALLY ON OUR WEBSITE AND YOU CAN SEE THAT AS WELL AS ANYTHING THAT'S PERTINENT TO OUR ESSER III MR. HANDY, DO YOU WANT TO CLICK ON THAT LINK THERE AT THE BOTTOM AND SHOW WHERE YOU CAN FIND THOSE ESSER III, THAT INFORMATION? AND IN THE MEANTIME, THERE IS ALL THE INFORMATION FOR OUR EXTRA THREE COMPLIANCE REPORT IS LOCATED RIGHT HERE FOR OUR EXTRA THREE.

YOU CAN CLICK ON ANY OF THOSE LINKS AND IT WILL TAKE YOU TO OUR PLAN, A REPORT AND OUR SAFE RETURN AND OUR PERSONAL SAFETY INFORMATION.

ESSER II WAS OUR ANOTHER GRANT THAT WE RECEIVED, AND WHAT WE DID WITH THAT ONE IS ONE OF THE MAIN THINGS THAT WE DID WITH THAT ONE IS WE WERE ABLE RECENTLY TO PURCHASE, WE WERE ABLE RECENTLY TO PURCHASE CHROMEBOOK CLASSROOM CHROMEBOOKS.

YOU HEARD MR. KEITH MENTIONED EARLIER THAT ALL TESTING IS GOING ONLINE, AND SO WE WERE ABLE TO RECENTLY PURCHASE CLASSROOM SETS FOR EVERY CLASSROOM ACROSS THE DISTRICT.

AND WE ARE ROLLING THOSE OUT RIGHT NOW.

MR. CAMPBELL AND I WERE ABLE TO WORK ON THAT HERE RECENTLY, AND WE'RE REALLY EXCITED ABOUT WHAT THE ESSER II FUNDS WERE ABLE TO DO.

ARE THERE ANY QUESTIONS ABOUT THE ESSER FUNDS? OK, THAT BRINGS US TO OUR NEXT CATEGORY, WE HAVE A FEW UPCOMING GRANTS.

WE HAVE OUR TCLAS 11 GRANT, WHICH IS OUR AFTER SCHOOL PROGRAM.

THAT'S ANOTHER GRANT THAT WE WERE ABLE TO COMPETE FOR, AND THAT ONE IS GOING TO BE ABLE TO PROVIDE US WHAT'S CALLED A HIT PROGRAM.

IT'S GOING TO BE ABLE TO HELP US TRULY BE ABLE TO TARGET INTERVENTIONS AFTER SCHOOL.

[01:40:01]

AND OUR LAST GRANT IS A VERY COMPETITIVE GRANT THAT WE RECEIVED FROM THE UNITED STATES DEPARTMENT OF EDUCATION THROUGH THE FAA WORKFORCE GRANT.

AND THIS IS AN AVIATION GRANT.

WE DON'T KNOW YET HOW MANY PEOPLE APPLIED AND HOW MANY PEOPLE WERE ACTUALLY SELECTED BECAUSE IT HASN'T BEEN RELEASED YET.

BUT WE KNOW THAT CROWLEY ISD WAS SELECTED BECAUSE WE DID GET OUR PAPERWORK AND WE'RE EXTREMELY EXCITED AND MS. ANNETTE DUVALL IS GOING TO COME AND TALK TO US A LITTLE BIT ABOUT WHAT THIS GRANT IS GOING TO DO FOR CROWLEY ISD.

GOOD EVENING, DR.

HALL, DR. MCFARLAND, MEMBERS OF THE BOARD.

I AM SO EXCITED TO PRESENT THIS GRANT THAT WE RECEIVED LAST WEEK FROM THE FAA.

AND THE PURPOSE OF THIS GRANT IS TO PREPARE STUDENTS TO BECOME AIRCRAFT PILOTS, AEROSPACE ENGINEERS AND UNMANNED AIRCRAFT SYSTEM OPERATORS.

THIS GRANT WILL SUPPORT SOME OF OUR PROGRAMS OF STUDY, INCLUDING AVIATION, FLIGHT, AVIATION, MAINTENANCE, ENGINEERING AND THE UNMANNED AUTONOMOUS VEHICLES AND SYSTEMS PROGRAM OF STUDY.

THOSE ARE PROGRAMS OF STUDY THAT ARE OFFERED AT BRJ SCITECH AND SERVE STUDENTS FROM CROWLEY HIGH SCHOOL AND NORTH CROWLEY HIGH SCHOOL.

THE GRANT WILL PROVIDE CURRICULUM DEVELOPMENT OPPORTUNITIES FOR OUR TEACHERS PROFESSIONAL DEVELOPMENT, AS WELL AS INDUSTRY INTERNSHIPS FOR TEACHERS.

IT ALSO WILL SUPPORT OUR STUDENTS BY OFFERING FUNDING FOR THE FAA PART ONE HUNDRED SEVEN CERTIFICATION, WHICH ALLOWS THEM TO FLY DRONES.

AND WE'RE SO EXCITED TO HAVE THE GRANT.

WE DO OUR ONBOARDING NEXT WEEK AND LOOKING FORWARD TO BEING ABLE TO IMPLEMENT THAT.

ARE THERE ANY QUESTIONS THAT I CAN ANSWER? I HAVE A QUESTION.

YES, MA'AM? YOU MENTIONED DRONES.

IS THERE A COMPETITION FOR DRONES LIKE WE HAVE THE ROBOTICS COMPETITIONS? IS THERE ONE FOR DRONES? THERE ARE SEVERAL.

AND SO WE PARTICIPATED IN ONE AT UTA THAT WAS SPONSORED BY BELL, AND WE'RE GETTING READY TO PARTICIPATE IN ANOTHER ONE AT SMU.

YES, MA'AM. IT'S AN UP AND COMING FIELD.

THAT WAS A GREAT QUESTION, THANK YOU FOR ASKING THAT TRUSTEE DAVIS, ARE THERE ANY OTHER QUESTIONS FOR MS. DUVALL? ALL RIGHT.

THANK YOU, MS. DUVALL. THAT TAKES US TO THE END OF ALL OF OUR CATEGORIES, HOWEVER, I WOULD LIKE TO SHARE WITH YOU ALL BOARD RIGHT NOW, CROWLEY ISD HAS AN OPERATING BUDGET FOR GRANTS A LITTLE BIT OVER $8.9 MILLION AND WITH ESSER FUNDS ADDED INTO THAT THIS YEAR ALONE, WE HAVE ABOUT $45 MILLION OF GRANT FUNDS TO BE UTILIZED FOR CROWLEY ISD INITIATIVES.

IN TOTAL SINCE 2018, WE HAVE A WORKING BUDGET OR WORKING BUDGET THAT HAS PASSED ON SOME OF THOSE GRANTS, BUT ARE CUMULATIVE TOTAL OF ABOUT $27 MILLION OF GRANT FUNDS THAT WERE COMPETITIVE GRANT FUNDS THAT WE WERE AWARDED HERE IN CROWLEY ISD AND WITH OUR ESSER FUNDS, THAT BRINGS US A LITTLE BIT OVER TO $63 MILLION IN GRANT FUNDS.

AND THAT CONCLUDES MY PRESENTATION.

WELL, I THINK THAT WARRANTS LIKE APPLAUSE, SNAPS, SOMETHING.

I THINK IT'S ALWAYS HARD TO GO LAST; RIGHT? ON REPORT NIGHT, SO YOU HAVE OUR FULL ATTENTION AND WE ARE VERY, VERY EXCITED.

YOU ALL DID A GREAT JOB.

THANK YOU SO MUCH FOR ONE.

HAPPY NEW YEAR TO EVERYONE BECAUSE I DON'T THINK I EVER SAID THAT.

AND IT'S BEEN NOTHING BUT GREAT NEWS TONIGHT JUST TO HEAR HOW WE'RE USING THE DIFFERENT RESOURCES THAT HAVE BEEN PROVIDED, FOLLOWED BY OUR GROWTH AND GRANTS AND HOW IT'S PROVIDING INNOVATIVE PROGRAMING AND SOLUTIONS FOR OUR STUDENTS AND OUR COMMUNITY.

SO GREAT REPORTS FROM BOTH YOU, MISS POLK, GILLIES, MS. DUVALL WOW.

TO EVERYBODY. MR. KEITH AND I DIDN'T GET TO SAY THANK YOU TO DR.

WHITE AND MS. GILLILAND AND MR. HILL. OH MY GOD, ARE THEY GOOD? IT'S JANUARY, SO I'M STILL FRESH.

SO THANK EVERYONE FOR THEIR REPORTS TONIGHT.

ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? DR. MCFARLAND DID YOU HAVE ANY ADDITIONAL QUESTIONS OR COMMENTS? NO. JUST WANT TO THANK THE TEAM.

DONE AN AWESOME JOB. THANK YOU.

MS. POLK AND THE ENTIRE TEAM.

GILLEY'S, ALL OF YOU ALL ARE PREPARED AND THE TEAM WAS WORKING REALLY HARD.

AND AGAIN WE WERE MANAGING AND LOOKING AT DATA AND TRYING TO MAKE GOOD DECISIONS.

SO THANK YOU ALL FOR YOUR SUPPORT, BOARD.

OK, WE'RE MOVING TOWARDS CLOSING THOUGHTS AND REMARKS, AND SOMETIMES I FORGET THINGS TO, LET'S SAY, EVERYTHING THAT I NEEDED TO SAY.

HAPPY NEW YEAR. HOW GRATEFUL WE ARE FOR THIS FANTASTIC CISD FAMILY STAFF THAT WE HAVE.

AND THANK YOU FOR YOUR WORK AND LEADERSHIP, DR.

MCFARLAND. WE KNOW WE CAME BACK AND WE KIND OF REALLY HAD TO STAND UP STRAIGHT REAL QUICK WITH REGARDS TO SOME OF THE CHALLENGES THAT WE'VE BEEN MET WITH IN THE NEW YEAR, THAT YOU

[01:45:01]

AND LATER ON THIS MONTH, SO GREAT JOB.

AND IF THERE'S NO FURTHER BUSINESS TO BRING BEFORE THIS BOARD, WE ARE ADJOURNED AT 8:47 P.M.

* This transcript was compiled from uncorrected Closed Captioning.