[00:00:01]
[1.0 Call to Order]
I HEREBY CALL TO ORDER THE CALLED MEETING OF THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041 SUBCHAPTER C GOVERNMENT CODE, AS AMENDED BY THE 73RD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND A QUORUM IS PRESENT, AND THE TIME IS. 6:03 P.M.I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. KIRCHNER. GOOD EVENING.
TRUSTEE PLACE 1 NEDRA ROBINSON.
DAVIS. PRESENT. TRUSTEE PLACE 5 DARYL DAVIS THE SECOND.
PRESENT. TRUSTEE PLACE 7 KELICIA STEVENSON.
PRESENT, AND SUPERINTENDENT DR.
PRESENT. THANK YOU, MR. KIRCHNER. I EXTEND 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.
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 WE ARE GOING TO DELETE FOR BOARD CELEBRATIONS.
THAT'S ITEM 2.0, AND WE'RE GOING TO GO RIGHT INTO OUR REPORT ITEMS.
[3.0 Report Item(s)]
AGENDA ITEM 3.1, THE ACCOUNTABILITY INFORMATION FOR THE 2022 TO 2023 GOAL SETTING.SO, MADAM PRESIDENT, BOARD MEMBERS, I KNOW TONIGHT WE WILL GET TO GOAL SETTING FOR 22, 23 SCHOOL YEAR, AND SO THERE ARE SOME ACCOUNTABILITY CHANGES THAT ARE OCCURRING THAT ARE ONGOING THROUGH THE ACCOUNTABILITY REFRESH WITH TEA, AND SO I THOUGHT IT WOULD BE IMPORTANT FOR US TO SHARE THAT INFORMATION TONIGHT.
FIRST, BEFORE WE GO INTO HAVING CONVERSATIONS ABOUT THE GOALS THAT WE ALL HAVE, A GOOD UNDERSTANDING OF THE CHANGES AND THE IMPLICATIONS THOSE CHANGES MAY HAVE ON OUR RESULTS GOING FORWARD. MR. KEITH HAS DONE AN OUTSTANDING JOB OF KEEPING US ABREAST OF THE CHANGES, SHARING THOSE CHANGES WITH THE TEAM, AND SO WE DEFINITELY LOOK FORWARD TO HIS PRESENTATION TONIGHT, BUT WE ALSO WOULD LIKE TO HAVE A SERIES OF WORKSHOPS OVER PROBABLY THE NEXT 3 TO 4 MEETINGS WHERE WE JUST TAKE OUR TIME, REALLY WALK THROUGH THE NEW ACCOUNTABILITY SYSTEM OF WHAT WE THINK IS GOING TO BE AND GIVE YOU AN OPPORTUNITY TO HAVE QUESTIONS, ASK QUESTIONS, REALLY GET CLARIFICATION ON WHAT THE NEW CANDIDATES WILL BE BASED ON THE INFORMATION MR. KEITH IS HERE TO PRESENT THIS ITEM TONIGHT, AND SO WE DEFINITELY WANT TO OPEN THE TIME FOR QUESTION AND ANSWER THANK YOU, DR. MCFARLAND.
GOOD EVENING, MADAM PRESIDENT AND BOARD MEMBERS.
SO, LIKE DR. MCFARLAND SAID, REALLY, OUR GOAL IS TO WALK THROUGH THE CHANGES THAT ARE COMING BOTH TO THE ACCOUNTABILITY SYSTEM AND ONE OF THE KEY MEASURES IN THE ACCOUNTABILITY SYSTEM, WHICH IS THE STAAR TEST.
SO REALLY TONIGHT, WE HAVE THREE GOALS.
WE'RE GOING TO REVIEW, WE'RE GOING TO PREVIEW AND WE'RE GOING TO LOOK FORWARD.
SO WE'RE GOING TO REVIEW THE STRUCTURE OF THE A THROUGH F ACCOUNTABILITY SYSTEM, WE'LL PREVIEW THE CHANGES THAT ARE COMING TO THE STAAR TEST AND THE ACCOUNTABILITY SYSTEM, AND THEN WE'LL LOOK FORWARD TO OUR FURTHER LEARNING ON BOTH OF THOSE TOPICS.
SO REALLY WHAT WE HAVE IN TEXAS IS WE HAVE TWO SETS OF BIG CHANGES THAT ARE COMING.
WE HAVE A SET OF CHANGES COMING TO THE ACCOUNTABILITY SYSTEM.
WE HAVE A SET OF CHANGES COMING TO THE STAAR TEST.
THAT'S THE BIGGEST PART OF IT.
YOU'LL SEE THESE THREE ICONS TONIGHT FOR COLLEGE CAREER AND MILITARY READINESS.
SO THAT MEASURES HOW WE'RE DOING GETTING STUDENTS READY FOR LIFE AFTER HIGH SCHOOL, AND ANY TIME YOU SEE THIS ICON THAT WILL REPRESENT THE GRADUATION RATE, WE'LL ALSO BE TALKING ABOUT HOW WE MEASURE STUDENT GROWTH.
SO OUR STUDENTS MAKING ONE YEAR'S GROWTH IN ONE YEAR'S TIME.
ANOTHER PART OF THE ACCOUNTABILITY SYSTEM IS HOW IS MY SCHOOL OR DISTRICT PERFORMING COMPARED TO OTHER SCHOOLS OR DISTRICTS WHO LOOK LIKE ME? SO WHEN YOU SEE THAT SCHOOL WITH A QUESTION MARK, THAT'S WHAT THAT REPRESENTS, AND THEN THE LAST PART OF THE ACCOUNTABILITY SYSTEM IS HOW OUR INDIVIDUAL GROUPS OF STUDENTS DOING
[00:05:01]
IN MY SCHOOL. SO THE REST OF THE ACCOUNTABILITY SYSTEM LOOKS AT THE ENTIRE SCHOOL AND THE LAST PART LOOKS AT INDIVIDUAL GROUPS, AND SO WE'LL BE DIVING INTO THAT, AND THEN THE OTHER SET OF BIG CHANGES HAS TO DO WITH THE STAAR TEST.ALL RIGHT, SO LET'S START HERE.
I WANT TO TALK YOU THROUGH JUST AT A HIGH LEVEL, EACH COMPONENT OF OUR ACCOUNTABILITY SYSTEM.
IF YOU HAVE ANY QUESTIONS, WE'LL TALK ABOUT IT, AND THEN WE'LL GO ON TO THE NEXT ONE.
SO YOU CAN SEE THERE'S FOUR SQUARES HERE FOR OUR ACCOUNTABILITY SYSTEM.
SO LEAVE IT TO TEXAS TO CALL SOMETHING THREE DOMAINS WHEN IT ACTUALLY HAS FOUR DOMAINS.
SO EACH OF THOSE DOMAINS MEASURE SOMETHING DIFFERENT ABOUT A SCHOOL OR A DISTRICT.
SO LET'S JUST WALK THROUGH EACH ONE OF THOSE.
SO STARTING WITH DOMAIN ONE, WE HAVE WHAT'S CALLED THE STUDENT ACHIEVEMENT DOMAIN, AND WHEN YOU HEAR THE STUDENT ACHIEVEMENT DOMAIN, IT IS ALWAYS GOING TO INCLUDE THE STAAR TEST. THAT'S A BIG PART OF IT.
ARE THEY PASSING STAAR AND AT WHAT LEVEL ARE THEY PASSING STAAR? BUT THEN IF YOU'RE A HIGH SCHOOL OR A DISTRICT, IT'S JUST A LITTLE BIT DIFFERENT BECAUSE STAAR IS STILL INCLUDED.
SO 40% OF THAT DOMAIN IS CCMR AND THEN 20% IS GRADUATION RATE.
HOW READY ARE THEY FOR LIFE AFTER HIGH SCHOOL AND HOW WHAT PERCENTAGE OF OUR STUDENTS ARE GRADUATING WITH THEIR COHORTS? SO THAT'S A HIGH LEVEL OVERVIEW OF DOMAIN ONE.
I'LL PAUSE THERE TO SEE IF THERE ARE ANY QUESTIONS.
COULD YOU REPEAT THAT? WAS IT FOUR LEVELS? EXCUSE ME? WHAT LEVELS THEY ARE PASSING ON OTHER READINESS AFTER HIGH SCHOOL? WHAT WAS THE OTHER TWO? SO WHAT LEVEL THEY'RE PASSING STAAR AT THEIR READINESS FOR LIFE AFTER HIGH SCHOOL OR GRADUATION.
IF YOU COULD GO BACK TO THE VERY FIRST SLIDE, PLEASE.
OKAY, SO WHEN WE'RE LOOKING AT THOSE, THE A-F REFRESHED WHEN YOU GAVE AN EXPLANATION OF THOSE, WE'RE ALREADY DOING THAT, RIGHT? YES, MA'AM, THAT IS CORRECT.
THE NEW ACCOUNTABILITY SYSTEM CAME IN AND WE HAD THOSE DOMAINS.
THOSE DOMAINS ARE STAYING, BUT HOW THINGS ARE MEASURED IN THOSE DOMAINS ARE CHANGING.
SO JUST MOVING ON THE NEXT DOMAIN IN THE ACCOUNTABILITY SYSTEM.
THIS IS THE ONE THAT'S SPLIT INTO TWO PARTS.
SO WE CALL ALL OF DOMAIN TO SCHOOL PROGRESS AND DOMAIN 2A IS SPECIFICALLY ACADEMIC GROWTH , AND WHAT THIS QUESTION ANSWERS IS, ARE STUDENTS AT THIS SCHOOL OR THIS DISTRICT MAKING ONE YEAR'S GROWTH IN ONE YEAR'S TIME? THAT'S IT. THEY LOOK AT WHERE THE STUDENT WAS IN THE PRIOR YEAR ON THE STAAR TEST, THEY LOOK AT WHERE THEY ARE ON THEIR CURRENT YEAR STAAR TEST AND THEY EVALUATE IF THAT STUDENT HAS GROWN. SO THAT DOMAIN IS MEASURED ENTIRELY USING STAAR 100%.
SO OF COURSE, ANY CHANGES TO THE STAAR TEST WILL IMPACT DOMAIN 2A.
[INAUDIBLE] WHICH GRADES ARE NOT MEASURED IN DOMAIN 2A? SO IN DOMAIN 2 THE ONLY WAY YOU CAN MEASURE STUDENT GROWTH IS TO HAVE A PRIOR YEAR TEST AND A CURRENT YEAR TEST.
AND THEN THERE'S ALSO ANOTHER GAP AT HIGH SCHOOL FROM EIGHTH GRADE ENGLISH TO ENGLISH ONE.
SO FOR GOAL SETTING PURPOSES GOING FORWARD, IF AS A BOARD, WE DECIDED OR YOU DECIDED THAT YOU WANTED TO MEASURE WHETHER OR NOT STUDENTS ARE MAKING ONE YEAR'S GROWTH IN ONE YEAR'S TIME, THEN WE WOULD CREATE A GOAL AROUND SPECIFICALLY 2A.
THAT INDICATOR TELLS US WHETHER KIDS ARE MAKING [INAUDIBLE].
THAT'S CORRECT. ANY OTHER QUESTIONS ON 2A.
[00:10:02]
ONE OR CHANGE IT TO ONE, TWO OR THREE.HAS THAT BEEN FINALIZED YET? SO NOT FINALIZED, BUT AFFIRMED AS TO WHICH DIRECTION THEY'RE PROBABLY GOING.
THEY'VE ELIMINATED THE TWO [INAUDIBLE].
ALL RIGHT, LET'S CONTINUE THEN.
SO I REMEMBER THE DOMAIN 2 WAS THE ONE THAT SPLIT.
2B IS STILL THAT SCHOOL PROGRESS DOMAIN.
THAT'S THE BIG UMBRELLA, BUT THEN WE HAVE WHAT'S CALLED RELATIVE PERFORMANCE.
SO WHAT THIS QUESTION ANSWERS IS, HOW DOES MY SCHOOL OR DISTRICT PERFORMANCE COMPARE TO OTHERS THAT HAVE A SIMILAR PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS? SO IF I HAVE A CAMPUS THAT IS 80% ECONOMICALLY DISADVANTAGED, I'M GOING TO BE COMPARED TO OTHER CAMPUSES THAT ALSO HAVE 80% ECONOMICALLY DISADVANTAGED.
SO WHAT THEY DO IS THIS IS REALLY MEASURED USING STAAR.
THOSE SHOW UP REALLY FREQUENTLY IN THE OTHER DOMAINS.
ANY QUESTIONS ABOUT DOMAIN 2B? THEN THE LAST DOMAIN IS WHAT WE CALL DOMAIN THREE.
THIS IS THE CLOSING THE GAPS DOMAIN, AND WHAT CLOSING THE GAPS DOES IS IT LOOKS AT INDIVIDUAL GROUPS OF STUDENTS IN A SCHOOL OR DISTRICT, AND REALLY THIS IS THE FEDERAL ACCOUNTABILITY DOMAIN.
SO THIS QUESTION WE'RE ANSWERING HERE IS OK COMPARED TO TARGETS SET BY THE FEDERAL GOVERNMENT, HOW IS EACH GROUP OF STUDENTS DOING IN MY SCHOOL OR DISTRICT? SO IN THE CURRENT ACCOUNTABILITY SYSTEM, THERE ARE 14 DIFFERENT SUBGROUPS THAT ARE MEASURED, AND SO THAT CAN BE EVERYTHING FROM STUDENTS RECEIVING SPECIAL EDUCATION SERVICES TO STUDENTS WHO USED TO RECEIVE SPECIAL EDUCATION SERVICES TO YOUR AFRICAN AMERICAN, WHITE, HISPANIC STUDENTS, YOUR STUDENTS WHO ARE EMERGENT BILINGUALS, WHICH MEANS THAT ENGLISH IS NOT THEIR FIRST LANGUAGE.
THERE'S JUST A HUGE GROUP OF SUBGROUPS THAT EACH OF THEM IS MEASURED TO MAKE SURE THAT NO GROUP OF STUDENTS IS FALLING THROUGH THE CRACKS, AND ULTIMATELY THIS IS MEASURED USING AGAIN, THE DOMAIN ONE INDICATORS AND THEN ALSO GROWTH IN DOMAIN 2A FOR EACH OF THOSE GROUPS OF STUDENTS.
I'LL PAUSE IF THERE'RE ANY QUESTIONS ABOUT DOMAIN THREE.
WHEN WE DO OUR GOAL SETTING, WE'RE LOOKING AT CLOSING THE GAP [INAUDIBLE].
ALL RIGHT, SO THEN JUST WANT TO MAKE SURE I'M CLEAR.
WAS THAT A QUESTION OR SO? WILL WE BREAK DOWN OUR TARGETS BASED ON SUBGROUPS? SO WHERE THEY ARE PERFORMING CURRENTLY OR WHERE WE PROJECTED TO BE SO.
RIGHT. THE DOMAIN THREE WILL DO THAT.
THAT'S WHAT DOMAIN THREE WOULD ANSWER.
SO WE WOULD SET A GOAL AROUND THE DOMAIN THREE AND THEN LOOK AT IT THROUGH DOMAIN FOUR.
MY CAUTION IS DOMAIN THREE IS GOING TO UNDERGO EXTENSIVE REVISIONS IN THE ACCOUNTABILITY REFRESH, AND SO EVERYTHING REALLY IS YOU HAVE TO TAKE IT WITH A GRAIN OF SALT.
THERE'S JUST SOMETHING TO TAKE INTO CONSIDERATION IN THE GOAL SETTING PROCESS.
ALL RIGHT. SO THEN JUST VERY BRIEFLY, AT A HIGH LEVEL, SO HOW DOES A CAMPUS OR A DISTRICT GET A SCORE? RIGHT. SO WHEN YOU CALCULATE AN OVERALL LETTER GRADE, THE STATE GIVES YOU THE BEST OF YOU'LL NOTICE THAT THERE ARE THREE OF THOSE DOMAINS SHADED IN GREEN.
THOSE ARE THE STATE DOMAINS, AND THEN THERE'S THE ONE DOMAIN IN YELLOW.
SO YOU TAKE YOUR BEST SCORE OUT OF THE GROUP.
THOSE ARE WHAT THE THREE GREEN DOMAINS ARE.
SO YOU TAKE THE BEST SCORE OUT OF THERE AND THAT BECOMES 70% OF YOUR SCORE, AND THEN YOU TAKE YOUR SCORE IN DOMAIN THREE, WHICH MAKES UP THE OTHER 30%, BECAUSE THAT'S 70 PLUS 30%, AND THEN ON A SCALE OF 0 TO 100, THAT'S YOUR SCORE, AND IT WORKS JUST LIKE IT DOES IN SCHOOL.
SO IF YOU HAD A CANVAS, WE'LL JUST PUT SOME QUICK FAKE NUMBERS TO IT.
[00:15:02]
RELATIVE PERFORMANCE.SO WE WOULD START BY LOOKING AT THOSE GREENS, AND WHAT WE KNOW ABOUT THIS CAMPUS IS EVEN THOUGH THEIR STUDENTS MAY NOT BE PERFORMING AS WELL BECAUSE OF THAT 68 AND STUDENT ACHIEVEMENT, THEY DO A REALLY GOOD JOB AT GROWING STUDENTS.
SO BASICALLY WHAT THE STATE ACKNOWLEDGES IS NOT ALL STUDENTS START AT THE SAME LEVEL, BUT EVERY CAMPUS OR EVERY DISTRICT HAS THE POTENTIAL TO MAKE A STUDENT GROW AT LEAST ONE YEAR IN ONE YEAR'S TIME. SO WE WOULD TAKE THE BEST OF THE GREEN, WHICH IS THAT 92, AND THEN WE TAKE DOMAIN THREE, WHICH IS AN 82.
SO THAT 92 IS 70% OF THE SCORE.
YOU ADD THE 64 AND THE 25 TOGETHER YOU GET AN 89.
SO THOSE SUBGROUPS THAT ARE ON THE CAMPUS, MAJORITY OF THEM ARE HITTING THEIR TARGETS.
SO IF I'M UNDERSTANDING CORRECTLY, IT IS POSSIBLE FOR THIS PARTICULAR CAMPUS IF ALL OF THESE STUDENTS STARTED SIGNIFICANTLY BEHIND, BUT BECAUSE THEY GREW ONE YEAR IN ONE YEAR, THEY WOULD STILL BE A HIGH B RATED CAMPUS.
THAT IS CORRECT, BUT THE STUDENTS ARE STILL BEHIND, RIGHT? SO WHAT THE STATE DOES IS THEY GIVE YOU EITHER THE BEST PERFORMANCE OR THE BEST OF GROWTH , AND SO IN THIS CASE, THIS IS A BEST OF GROWTH SITUATION.
I HAVE A FOLLOW UP QUESTION TO TRUSTEE DAVIS.
IS THERE A MINIMUM OR LET'S SAY THE GROWTH? DOES IT MATTER WHAT THAT GROWTH IS, MEANING YEAR OVER YEAR? IF IT'S A SMALL PERCENTAGE VERSUS ANOTHER STUDENT? IS THERE A MINIMUM? SO THE STATE HAS A REALLY COMPLEX FORMULA THAT CALCULATES WHAT GROWTH IS BASED ON THE COMPARISON OF THE PRIOR YEAR TEST TO THE NEXT YEAR'S TEST, AND THEY CAN AND THAT EQUATION IS EQUIVALENT TO ONE YEAR'S GROWTH.
SO THE STUDENT HAS IN ONE SCHOOL YEAR MADE WHAT THEY CONSIDER TO BE ONE YEAR'S GROWTH.
MR. KEITH THAT'S WHEN THEY SIGNED THE ZERO HALF A ONE POINT.
THAT'S CORRECT. SO, FOR EXAMPLE, IF A STUDENT DID NOT DIDN'T PASS THE STAAR TEST AT A VERY LOW LEVEL IN THE PRIOR YEAR, AND THEN THEY DIDN'T PASS THE STAAR TEST AT THAT SAME LOW LEVEL, THEY WOULD GET ZERO POINTS, BUT IF A STUDENT DIDN'T PASS THE STAAR TEST AND THEN THEY DID PASS THE STAAR TEST, THAT STUDENT WOULD END UP EARNING ONE POINT.
SO A 92 IS VERY CLOSE TO 92% OF YOUR ELIGIBLE STUDENTS MAKING.
ALL RIGHT. SO I DID SAY TWO SETS OF BIG CHANGES, AND SO THERE YOU CAN SEE JUST THE OVERVIEW OF THE ACCOUNTABILITY SYSTEM, BUT AT THE SAME TIME, THE STATE IS ALSO REDESIGNING THE STAAR TESTS IN FOUR KEY AREAS.
SO WE JUST WANT TO TOUCH BRIEFLY ON EACH OF THOSE AND I'LL PAUSE AFTER EACH ONE FOR QUESTIONS.
SO THE FIRST CHANGE IN THE STAAR REDESIGN IS THE INTEGRATION OF WHAT WE CALL CROSS CURRICULAR PASSAGES, AND SO THAT'S WHY WE USE THAT ICON ABOUT CONNECTING THE DOTS, AND SO IN THE PAST, THIS THE READING PASSAGES ON THE STAAR TEST HAVE REALLY MOSTLY BEEN LITERARY IN NATURE.
SO DRAMA AND FICTION, OCCASIONAL LITERARY NONFICTION, BUT NOW WITH CROSS CURRICULAR PASSAGES, WHAT THE STATE IS DOING IS THEY'RE SAYING, OKAY, THIS IS A SIXTH GRADE STUDENT TAKING A READING TEST.
WE'RE GOING TO BASE THE PASSAGES THAT THEY'RE READING ABOUT ON WHAT THEY'VE BEEN LEARNING IN SCIENCE AND WHAT THEY'VE BEEN LEARNING IN SOCIAL STUDIES, AS WELL AS THE OTHER FICTION FICTION PASSAGES THAT THEY WOULD USUALLY SEE.
SO REALLY THE GOAL IS STUDENTS SHOULD HAVE BACKGROUND KNOWLEDGE AND SOCIAL STUDIES AND SCIENCE THAT WILL HELP THEM COMPREHEND ON THE READING LANGUAGE ARTS TEST WHEN THEY SEE THOSE PASSAGES. POSITIVE 30 QUESTIONS.
[00:20:06]
BEFORE IT WAS 100% OF THE TEST.THE TEST IS ALWAYS BEEN ON MULTIPLE CHOICE.
THEN YOU GIVE THEM GIVEN AN EQUATION EDITOR AND THEY MAY BE ASKED TO ENTER THEIR EQUATION THERE INSTEAD OF SELECTING IT FROM CHOICES, THEY MAY BE DRAGGING AND DROPPING SPOTS ONTO A MAP OR ONTO A GRAPH TO SHOW THEIR UNDERSTANDING THEY MAY BE TYPING IN RESPONSES.
IT GOES ON AND ON, AND SO THESE 14 NEW ITEM TYPES ARE A SIGNIFICANT CHANGE BECAUSE IT'S REALLY A SIGNIFICANT INCREASE IN RIGOR IN THE CHALLENGE OF THE TEST, JUST IN THE CHANGING OF THE ITEM SIZE.
AND THIS IS EFFECTIVE IN THE SPRING.
SO NOW STUDENTS ON A SCIENCE TEST WILL HAVE THESE NEW ITEM TYPES AS 25% OF THE TEST.
STUDENTS HAVE NEVER BEEN ASKED TO DO THAT BEFORE.
SO THERE ARE THESE ITEM TYPES THAT ARE CALLED SHORT CONSTRUCTED RESPONSE QUESTIONS WHERE THEY PROVIDE THEIR REASONING, THEY PROVIDE THE EVIDENCE FOR THEIR REASONING AND THE CONCLUSION FOR IT.
SO STUDENTS ARE ADJUSTING TO NOW HAVING A TEST WHERE THEY'VE ALWAYS SEEN MULTIPLE CHOICE QUESTIONS, HAVING 14 NEW ITEM TYPES AND A SHORT CONSTRUCTED RESPONSE, BUT IT DOESN'T STOP THERE BECAUSE ON THE READING LANGUAGE ARTS TESTS NOW BEFORE IN FOURTH GRADE, IN SEVENTH GRADE AS WELL AS ENGLISH ONE IN ENGLISH, TWO STUDENTS HAD TO WRITE AN ESSAY, A COMPOSITION, AND SO NOW STUDENTS AT EVERY GRADE LEVEL WITH THE STAAR TEST THAT'S THIRD GRADE THROUGH ENGLISH, TO NOW HAVE TO WRITE WHAT IS CALLED AN EXTENDED CONSTRUCTED RESPONSE.
IN THE PAST, THE PROMPT FOR AN ESSAY LIKE THAT WAS LIKE, WHAT'S YOUR FAVORITE INVENTION OR WHAT'S YOUR FAVORITE PLACE TO TRAVEL? THE REASON THIS IS CALLED EVIDENCE BASED WRITING IS BECAUSE NOW STUDENTS ARE EITHER GIVEN ONE OR SOMETIMES TWO PASSAGES.
THEY'RE ASKED A QUESTION ABOUT THE INTENT OF THE AUTHOR.
HAVE TO RESPOND TO THAT PROMPT.
SO THAT'S A SIGNIFICANT SWITCH.
SO LET ME JUST PAUSE THERE, SEE IF THERE ARE ANY QUESTIONS ABOUT THE QUESTION.
TYPES OF EVIDENCE BASED WRITING.
I THINK MY OWN QUESTION WOULD BE, THOUGH, IT'S MUCH EASIER TO SCORE A MULTIPLE CHOICE TEST, BUT NOW THAT THERE IS A REQUIREMENT FOR EXTENDED WRITTEN RESPONSES, IS THAT GOING TO CREATE A DELAY IN GETTING RESULTS BACK? SO I'M LOOKING TO EDMONDSON.
IS THERE A DELAY IN THAT BECAUSE OF THE SCORING? BECAUSE THERE'S GOING TO BE A DELAY.
YES. SO THERE WILL BE A DELAY BECAUSE OF THE SCORING, AND ONE THING THAT WILL BE CHALLENGING WILL HAVE WE WILL GET RESULTS BACK, BUT WE WON'T KNOW WHAT THOSE RESULTS MEAN UNTIL. SO WE'LL GET LIKE RESULTS BACK IN LATE MAY, EARLY JUNE, BUT IT WON'T BE UNTIL AUGUST BECAUSE UNTIL WE KNOW WHAT THOSE MEAN, BECAUSE WHAT THE STATE DOES, WHEN THEY MAKE A BIG CHANGE LIKE THIS, THEY GET ALL THE RESULTS BACK AND THEN THEY SET THE PERFORMANCE STANDARDS AND THEY SAY THIS STUDENT HAS THIS STUDENT DIDN'T BASED ON HOW ALL THE STUDENTS IN THE STATE DID. SO, YES, THERE WILL BE A DELAY NOT ONLY OF RESULTS, BUT ALSO WHAT THOSE RESULTS MEAN.
SO THIS IS THE LAST OF THE MAJOR SHIFTS IN THE STAAR REDESIGN.
STAAR TESTING IS NOW 100% ADMINISTERED ONLINE, AND SO I DON'T KNOW IN YOUR PROFESSIONAL CAREER ABOUT IF YOU MADE THE TRANSITION FROM TAKING LIKE A CERTIFICATION PAPER BASED TEST TO A CERTIFICATION TEST ONLINE, THAT CAN BE A SIGNIFICANT SHIFT FOR AN ADULT.
[00:25:06]
AND NOW IT'S ON A SCREEN IN FRONT OF YOU.THAT'S A VERY SIGNIFICANT CHANGE JUST IN TESTING IN GENERAL.
NOW AS A POSITIVE, THE ACCOMMODATIONS THAT ARE ALLOWED BY ONLINE TESTING, FOR EXAMPLE, A STUDENT HAVING THE TEXT READ TO THEM INSTEAD OF HAVING SOMEONE SIT IN A ROOM TO READ TO THEM SO THE STUDENT CAN MOVE AT THEIR OWN PACE.
THERE ARE SIGNIFICANT ADVANTAGES TO THAT AS WELL FOR STUDENTS WHO NEED THOSE TYPE OF SUPPORT.
SO I DO WANT TO BE CLEAR THESE ARE NOT BAD CHANGES.
IT'S RELATED TO THE EXTENDED WRITING, IF OUR TEACHERS, LET'S JUST SAY FOR PRACTICE PURPOSES OR LEADING UP TO TAKING THE STAAR, HOW ALIGNED ARE OUR TEACHERS WITH HOW THE GRADING WILL BE FOR AN ACTUAL STAAR TEST WHEN IT'S KIND OF OPEN TO INTERPRETATION OR OPEN? IT'S JUST SO DIFFERENT THAT IS THE QUESTION.
THAT IS REALLY THE QUESTION TO ASK ABOUT THOSE EXTENDED CONSTRUCTIVE RESPONSES.
YOU'VE BEEN FOCUSED ON THE FIVE POINT RUBRIC THAT IS USED TO SCORE THE EXTENDED CONSTRUCTIVE RESPONSE THAT YOU'VE BEEN PRACTICING, CALIBRATING ON EXAMPLES AND GOING THROUGH THAT RUBRIC TOGETHER, AND THEY'LL CONTINUE TO WORK ON THAT EVEN AS THEY GO INTO FEBRUARY TO PREPARE FOR THE STAAR.
THANK YOU. EXTENDING WHAT YOU JUST SAID OUTSIDE, YOU LEARN HOW HAS PROBABLY PREPARED TEACHERS AND STUDENTS FOR THE NEW REDESIGN.
SO REALLY, WE STARTED THIS PROCESS BACK IN FEBRUARY OF LAST YEAR BECAUSE WE KNEW THIS REDESIGN, WE KNEW THE REDESIGN WAS COMING, AND SO WHAT WE DID WAS WE FORMED A COMMITTEE THAT HAD ABOUT 30 TEACHERS, ASSISTANT PRINCIPALS, INSTRUCTIONAL SPECIALISTS AND PRINCIPALS ON IT, AND OVER THE COURSE OF THREE MEETINGS, WE SAID, HERE ARE THE CHANGES.
HERE'S WHAT THE NEW ITEM TYPES LOOK LIKE.
WHAT DO YOU NEED FOR YOU AND YOUR STUDENTS TO BE READY FOR THE STAAR REDESIGN? SO WE WENT THROUGH THAT PROCESS.
WE WORKED WITH THE CONTENT COORDINATORS.
WE SAID HERE'S WHAT THE CAMPUSES ARE SAYING.
WHAT ARE THE MOST IMPORTANT THINGS FOR US TO DO? THEN WE BROUGHT THAT TO OUR EXECUTIVE DIRECTORS AT THIS LEVEL WHO OVERSEE THE CAMPUSES.
WE WENT THROUGH THE SAME PROCESS AND SO WE WERE REALLY ABLE TO BOIL IT DOWN TO A SET OF ABOUT SEVEN THINGS THAT WILL AFFECT ALL GRADE LEVELS, THREE THAT WILL AFFECT ELEMENTARY, SPECIFICALLY, TWO THAT WILL AFFECT SECONDARY.
IT REALLY PREPARES STUDENTS FOR EVIDENCE BASED WRITING.
WE DO IT IN SOCIAL STUDIES, WE DO IN READING LANGUAGE ARTS.
SO STUDENTS TALK ABOUT WHAT THEY KNOW ABOUT A TOPIC, THEN THEY READ ABOUT IT, THEY LEARN FROM TEXT, THEN THEY TALK ABOUT WHAT THEY READ AND THAT PREPARES THEM TO WRITE, AND THEN THEY WRITE. SO STUDENTS ARE DOING THAT MULTIPLE TIMES IN A MARKING PERIOD TO REALLY PREPARE THEM FOR THOSE CONSTRUCTIVE RESPONSES, AND THEN WE'VE ALSO MADE SOME SIGNIFICANT CHANGES TO OUR PACING, WRITING CURRICULUM, EVERYTHING THAT GOES WITH THAT TO BE AS PREPARED AS POSSIBLE.
SO WHAT IS THE PHASING LOOK LIKE FOR HIGH SCHOOL STUDENTS? THOSE WHO'VE ALREADY TAKEN ARE MAY NEED TO RETEST.
HOW DOES IT LOOK AS THEY PHASE IT? AND I KNOW IN THE PAST HAS BEEN CHANGES.
THERE'S KIND OF A PLAN FOR THAT.
IS THERE A PHASE IN OR IS EVERYONE JUST SWITCHING? SO STUDENTS WHO RETESTED NOW, LIKE IN THIS DECEMBER RETEST, THEY'RE THE LAST STUDENTS WHO WILL BE ON THE OLD STAAR, AND ANY STUDENT WHO TESTS AFTER THIS WILL BE UNDER THE STAAR REDESIGN. SO ANY STUDENTS TAKING ANY EOC FOR THE FIRST TIME THIS YEAR, THEY'LL BE TAKING THIS NEW FORMAT.
THAT'S CORRECT, BUT THE NEW PHASE CHANGES.
THANK YOU. SO JUST JUST TO ADD TO YOUR QUESTION, MS. ROBINSON, ONE OF THE THINGS THAT WE PLAN TO DO AT A FUTURE WORKSHOP AND EXCELLENT WORKSHOP IN JANUARY IS TO REALLY TAKE YOU THROUGH TALK, READ, TALK, WRITE AND ALSO SOME OTHER THINGS THAT WE'RE DOING WITH MATH TO MAKE SURE THAT YOU UNDERSTAND THE LEVEL OF PREPARATION THAT WE'RE ENGAGED IN TO ADDRESS THESE CHALLENGES.
HAVE STUDENTS BEEN INTRODUCED TO ANY QUESTION TYPES? HAVE THEY HAD OPPORTUNITIES TO PRACTICE THEM AND MAYBE EVEN TO INTERIM ASSESSMENT?
[00:30:04]
ABSOLUTELY. SO IN OUR APPROACH SPECIFICALLY TO THAT ONLINE TESTING AND ACCOMMODATION, THIS IS REALLY BEEN A TWO, ALMOST THREE YEAR PROCESS FOR US.WE SHIFTED TO TESTING ENTIRELY ONLINE THAT YEAR FOR THE FIRST TIME BECAUSE THAT WAS OUR OPPORTUNITY IN KIND OF A LOW STAKES ENVIRONMENT TO SEE WHAT CHANGES WE NEED TO MAKE INTERNALLY. SO AFTER DOING THAT, THEN ALL OF OUR LOCALLY CREATED DISTRICT ASSESSMENTS ALSO WENT ONLINE AND THEY ALSO STARTED INTEGRATING THOSE NEW ITEM TYPES. ALMOST ALL STUDENTS TESTED ONLINE ON STAAR LAST YEAR, EVEN THOUGH IT WASN'T REQUIRED BY THE STATE, AND NOW, AS WE'RE GOING THROUGH THIS YEAR AND WE HAVE A BETTER UNDERSTANDING OF WHAT THOSE NEW QUESTION TYPES LOOK LIKE, ALL OF OUR LOCAL DISTRICT ASSESSMENTS INCLUDE THE NEW ITEM SITES IN THE SAME PROPORTION IN THAT SAME RATIO AS WHAT THE STATE REQUIRES.
I'M VERY RELIEVED TO HEAR ABOUT THE AMOUNT OF WORK YOU'VE BEEN DOING.
I DON'T KNOW IF YOU HEARD THE PANIC IN MY VOICE WHEN I ASKED THAT THIS IS GOING TO BE IN THE SPRING.
SO I AM VERY RELIEVED TO HEAR THAT YOU HAVE PUT SIGNIFICANT WORK INTO THIS FOR A PERIOD OF TIME TRYING TO PREPARE STUDENTS, AND IT'S STILL GOING TO BE A BIG SHIFT, AND I GET THAT, BUT IT'S REALLY REASSURING TO KNOW THE AMOUNT OF WORK THAT HAS BEEN PUT INTO THIS.
WE'VE HAD A GREAT TEAM WORKING ON THIS.
ALL RIGHT. SO THEN JUST REALLY RESETTING AS WE KIND OF REACH THE INTERIOR.
SO LIKE, EVEN AS YOU START TO WRAP YOUR HEAD AROUND THESE, THERE'S A RESET TO THE ENTIRE ACCOUNTABILITY SYSTEM, AND THEN THERE IS A REDESIGN OF THE STAAR TEST, AND YOU SAW HOW MUCH THE ACCOUNTABILITY SYSTEM DEPENDS ON STAFF.
SO REALLY, WHEN YOU THINK ABOUT IT, ANYTHING THAT HAS AN EXCLAMATION MARK IN THAT PICTURE IS CHANGING SOMEHOW, EITHER IN WHAT'S MEASURED, HOW IT'S MEASURED, OR WHAT'S USED TO MEASURE IT. THOSE ARE BIG CHANGES.
SO WHEN IT COMES DOWN TO IT, WE GO BACK TO OK.
WHAT IS TO SAYING ABOUT THESE CHANGES? BECAUSE THEY'RE THE ONES WHO ARE ULTIMATELY RESPONSIBLE FOR THOSE.
SO FROM THE COMMISSIONER'S CALL AND THIS WAS JUST ABOUT TWO WEEKS AGO ON DECEMBER 1ST, WHAT THEY'RE TELLING US IS BECAUSE OF THESE CHANGES, THIS YEAR'S RATINGS CAN'T BE EASILY COMPARED WITH THE PRIOR YEAR.
SO BECAUSE IT'S BEEN FIVE YEARS AND THEN THEY'RE ABOUT TO MAKE SIGNIFICANT CHANGES, THEN THE RATINGS FROM 22 TO 23 MOVING FORWARD REALLY ARE NOT GOING TO BE COMPARABLE TO RATINGS FROM 2017 TO 2022.
ONE THING THAT THE STATE IS PLANNING TO DO IS THEY WILL RELEASE WHAT THEY CALL WHAT IF RATINGS, WHERE THEY TAKE OUR DATA FROM LAST YEAR, AND WHAT THIS IS, ONCE THEY FINALIZE THE FRAMEWORK, THEY TAKE OUR DATA FROM LAST YEAR AND THEY RUN IT THROUGH ALL THE CALCULATIONS THAT WILL BE IN THE NEW ACCOUNTABILITY SYSTEM.
SO THEY SHOW US WHERE WE WOULD HAVE BEEN LAST YEAR IF LAST YEAR HAD THIS YEAR'S ACCOUNTABILITY SYSTEM, AND SO THEY PUBLISH US PRIVATELY, THOSE AREN'T PUBLICLY RELEASED, BUT IT DOES AT LEAST GIVE US AN IDEA OF IF THIS WAS LAST YEAR, WHAT DOES OUR PERFORMANCE MEAN NOW? SO THEN JUST A FEW THINGS TO THINK ABOUT.
WHAT DOES THIS MEAN FOR YOU AS YOU DO GOAL SETTING? SO I'VE MENTIONED A COUPLE OF THESE THINGS AS WE'VE GONE THROUGH, NOT REALLY MUCH NEW HERE, BUT STAAR PERFORMANCE STANDARDS ARE CHANGING.
IT JUST DEPENDS AND WE WON'T KNOW UNTIL AUGUST.
AT THIS POINT. EVERYTHING IS UNDEFINED AND A MOVING TARGET RIGHT NOW.
YOU HEARD FROM THE COMMISSIONER HIMSELF.
ONE THING THAT WILL REMAIN RELATIVELY STABLE ARE DISTINCTIONS.
SO WHAT DISTINCTIONS ARE FOR A CANVAS IS YOU TAKE A LIST OF 40 SCHOOLS THAT LOOK LIKE YOU IN NINE DIFFERENT INDICATORS, AND IF YOU SCORE IN THE TOP TEN OF THOSE IN DIFFERENT AREAS, YOU CAN EARN A DISTINCTION IN THAT.
SO WHEN YOU GET A COMPARISON GROUP, THE PLAYING FIELD CHANGED FOR THEM TO.
RIGHT, AND THEN IN CLOSING, I SAID WE WOULD LOOK FORWARD TO FURTHER LEARNING.
[00:35:06]
SO REALLY DIGGING INTO WHAT DOES THE THRIFT ACCOUNTABILITY SYSTEM LOOK LIKE THEN? WHAT ARE THE CHANGES TO THAT GOING DEEPER WITH THE STAAR REDESIGN SO YOU CAN SEE THE NEW ITEM TYPE, SO YOU CAN UNDERSTAND WHAT IT'S LIKE TO TAKE THIS TEST ONLINE IN THE ENVIRONMENT THAT KIDS ARE GOING TO TAKE IT.THIS REALLY IS ALL SUBJECT TO CHANGE BASED ON AS WE GET MORE INFORMATION FROM THE STATE.
SO WE'RE HERE IN MID SPRING FOR THEM TO FINALLY RELEASE LIKE A FINAL ACCOUNTABILITY FRAMEWORK, WHICH MAY EVEN BE AFTER STUDENTS HAVE OR RIGHT AS STUDENTS START STAAR TESTING IN APRIL.
ALL RIGHT. SO I'D BE HAPPY TO ANSWER ANY OTHER QUESTIONS THAT YOU HAVE AT THIS TIME.
I JUST WANTED TO SAY THANK YOU BECAUSE.
I KNOW THAT THE INFORMATION IS COMPLEX AND IT'S A LOT OF IT, BUT WHAT YOU WERE ABLE TO SHARE TODAY MAKE IT SIMPLE YET THOROUGH. I JUST APPRECIATE IT WHOLEHEARTEDLY BECAUSE IT REALLY HELPS MY UNDERSTANDING.
EVEN TAKING NOTES, SEEING THE BREAKDOWN, AND THEN YOUR FURTHER EXPLANATIONS OF EACH OF THESE AREAS.
I GREATLY APPRECIATE THE PRESENTATION.
OKAY. THANK YOU VERY MUCH, AND AT THIS TIME WE ARE AT AN AGENDA ITEM 4.0, AND I WILL.
NO ONE SIGNED UP FOR THE OPEN FORUM.
ALL RIGHT. WELL, THAT CONCLUDES OUR OPEN FORUM, AND WE WILL.
TRUSTEE GRASSIA HAS A QUESTION.
I'M SORRY. THIS WHOLE THING JUST IS NERVE WRACKING TO ME BECAUSE I CAN'T EVEN IMAGINE WHAT ALL THESE EDUCATORS GO THROUGH TO TRY TO FIND WHAT THE NEXT THING IS WITHOUT REALLY KNOWING WHAT THE NEXT THING IS.
MR. KEITH, DO YOU HAPPEN TO KNOW JUST BECAUSE ANY TIME THAT I LOOK AT.
SOMEONE LIKE MY DAUGHTER OR MYSELF OR DAD, WHO IT'S DIFFICULT TO RETAIN INFORMATION, AND I KNOW THAT MCFARLAND SAID THAT WE ARE GOING TO LOOK AT THE TALK, READ, TALK WRITE? YES, SIR. TO RETAIN INFORMATION LIKE THAT.
HAS THERE BEEN ANY? HELP ON KIDS THAT NEED.
I KNOW IT'S A VERY BROAD QUESTION, BUT IS IT JUST MAKES ME NERVOUS FOR KIDS THAT AREN'T, YOU KNOW, DON'T HAVE IT ALL.
SO THAT'S A WELL, ONE THING THAT WE CAN DO AND IT WHEN I MENTIONED THAT FOURTH PIECE OF ALL STAAR TEST MOVING ONLINE REALLY THAT A SIGNIFICANT PART OF THAT IS TO MAKE SURE THE KIDS DO HAVE THE SUPPORT THAT THEY NEED WHEN THEY TEST.
SO IN THAT WORKSHOP, WHEN WE COME BACK TOGETHER, WE CAN BRING YOU A PRETTY COMPREHENSIVE LIST OF THOSE SUPPORTS THAT ARE AVAILABLE FOR ONLINE TESTING SO YOU CAN GET A GOOD FEEL FOR HOW THAT SHIFT TO ONLINE TESTING SUPPORTS STUDENTS WHO MAY NEED THAT ADDITIONAL SUPPORT.
IF THAT ANSWERS YOUR QUESTION.
SO GOING TO A COMPUTER SCREEN NOW, OBVIOUSLY THEY'RE ON THEIR PHONES AND EVERYTHING ELSE.
I DON'T KNOW THAT DOES OR DOESN'T AFFECT, BUT MAYBE FOR SOMEBODY WHO THINKS THAT THIS IS THE WAY THAT EVERY KID'S EYES LOOK, YOU KNOW, AND NOW THEY'RE TAKING THE TEST AND IT JUST MAKES IT SO MUCH MORE IMPORTANT TO DIAGNOSE THE CHILDREN THAT NEED TO BE DIAGNOSED.
[00:40:03]
I WOULD REALLY BE INTERESTED TO FIND OUT THE KIDS THAT HAVE DISABILITIES, WHAT THE MODIFICATIONS WERE AND WHAT IF WE COULD FIND OUT WHAT REALLY IS THE ISSUE.IS SIMPLE AS THE SCREEN OR WHATEVER.
SO ABSOLUTELY, WE'LL BE HAPPY TO BRING THAT BACK.
IT TOUCHES ON THE EQUITY WORK.
MR., AND THANK YOU, TRUSTEE GRASSIA, FOR BRINGING IT TO YOUR ATTENTION.
[5.0 Executive Session]
THE BOARD WILL NOW ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.071 FOR PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY BY [INAUDIBLE] TO DISCUSS PERSONNEL AND REVIEW PERFORMANCE APPRAISAL EVALUATION, SUMMARY PROCESS PROTOCOLS AND RESULTS. THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION AND WE ARE ADJOURNING TO EXECUTIVE SESSION AT 6:43 P.M.* This transcript was compiled from uncorrected Closed Captioning.