[00:00:05]
>> GOOD EVENING. I HEREBY CALL TO ORDER THE CALLED MEETING OF
[1.0 Call to Order]
THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE'RE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041, SUB-CHAPTER C, GOVERNMENT CODE IS AMENDED BY THE 73RD LEGISLATURE, PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND A QUORUM IS PRESENT.I REQUEST THE OFFICIAL ROLL CALL, PLEASE. MR. KIRCHNER.
>> THANK YOU, DR. MAYFIELD. GOOD EVENING, EVERYONE.
TRUSTEE PLACE 1, NEDERA ROBINSON.
>> TRUSTEE PLACE 2, DR. LATANYA WOODSON-MAYFIELD.
>> TRUSTEE PLACE 3, DR. MIA HALL.
DR. HALL IS ABSENT THIS EVENING.
TRUSTEE PLACE 4 JUNE W. DAVIS.
>> TRUSTEE PLACE 5, CAROL DAVIS II.
>> TRUSTEE PLACE 6, GARY GRASSIA.
>> TRUSTEE PLACE 7, PRECIOUS STEVENSON.
>> SUPERINTENDENT, DR. MICHAEL MCFARLAND.
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'RE PLEASED THAT YOU'VE 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.
[7.0 Executive Session]
THE BOARD WILL NOW ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.074 TO DISCUSS PERSONNEL 2023 GOALS SETTING.THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION.
WE ARE ADJOURNING TO EXECUTIVE SESSION AT 6:15 PM.
WE ARE BACK IN OPEN SESSION AT 7:02 PM.
[2.0 Celebrations / Board Points of Pride]
AT THIS TIME WE'RE AT AGENDA ITEM 2.0, BOARD CELEBRATIONS, AND TRUSTEES WILL HAVE THE OPPORTUNITY TO SHARE THEIR CELEBRATIONS BOARD AT THIS TIME.WOULD YOU PLEASE SHARE ANY THAT YOU HAVE? WHO WOULD LIKE TO GO FIRST?
>> [INAUDIBLE] WE SO MUCH APPRECIATE THAT COMMUNITY PARTNERSHIP. [APPLAUSE]
>> THANK YOU, TRUSTEE STEVENSON. ANYONE ELSE?
>> PROBABLY ISD EQUALS UP BRIGHT AND EARLY THIS PAST MONDAY MORNING AS MEMBERS OF THE CROWLEY HIGH SCHOOL BANNED DRILL TEAM AND CHEERLEADERS TOOK PART IN THE WFP, A PEP RALLY FOR TCU AND J SQUARE.
IT WAS A GREAT RIDE, BUT A [INAUDIBLE] AWESOME OPPORTUNITY TO EXPOSE THE CROWLEY ISD STUDENTS TO COLLEGIATE LIFE.
WE ARE CROWLEY PRIDE UNIFIED AND GOLFERS. [LAUGHTER]
TEXAS GOVERNOR, GREG ABBOTT HAS APPOINTED OUR VERY OWN, DR. MICHAEL MCFARLAND TO THE STATE BOARD FOR EDUCATOR CERTIFICATION.
[APPLAUSE] THIS IS A TERM SET TO EXPIRE ON FEBRUARY 1, 2027.
THE BOARD DEVELOPED CERTIFICATION AND CONTINUING EDUCATION REQUIREMENTS AND STANDARDS OF CONDUCT FOR PUBLIC SCHOOL TEACHERS.
WE ARE CROWLEY PRIDE, PROUD OF OUR SUPERINTENDENT AND YES, WE ARE.
CONGRATULATIONS DR. MCFARLAND.
>> THIS IS REGARDING OUR STUDENT TRUSTEE.
STUDENT TRUSTEE SORAYA ABRAM RECEIVED AN INVITATION TO PARTICIPATE IN THE LONDON NEW YEAR'S DAY PARADE IN ENGLAND.
SHE IS A MORE TIME VARSITY SPIRIT, ALL AMERICAN CHEERLEADER AS WELL AS A VARSITY CAPTAIN.
DURING HER TOUR EXPERIENCE, SHE ENJOYED THE RICH HISTORICAL ASPECTS OF
[00:05:02]
BRITISH CULTURE WHILE TOURING THE TOWER OF LONDON, BUCKINGHAM PALACE, AND THE ROYAL OFF OUR HANDS.>> AND THEN I HAVE ANOTHER ONE.
AT SYCAMORE ELEMENTARY THERE ARE BEGINNING MENTORING PROGRAM FOR THE FIFTH GRADE STUDENTS.
IT'S IN AN EFFORT TO INCREASE THE LIKELIHOOD OF THIS WILL REMAIN IN SCHOOL CONTINUE ON THE RIGHT PATH WITH A COMPETENT DECISION-MAKING AND REACH THEIR ACADEMIC AND SEL GOALS, AND THEY BELIEVE THAT IMPLEMENTING THIS MENTORING PROGRAM WILL HELP THEM DO THAT BECAUSE IT WILL EMPOWER STUDENTS.
I HAD THE PRIVILEGE AND THE HONOR TODAY TO BE AT SYCAMORE ELEMENTARY, I WAS INVITED TO BE A MENTOR TO A GROUP OF FIFTH GRADE STUDENTS.
I THINK MS. MCKINSEY AND I KNOW MS. MOHAMMAD WAS THERE TODAY AND THEY ARE INTERESTED IN ANYBODY THAT HAS 30 MINUTE A WEEK TO COME AND SPEND WITH A GROUP OF STUDENTS.
THIS IS MY FIRST DAY AT THE [INAUDIBLE] INFERENCE THAT CAN [LAUGHTER] BUT I'VE REALLY ENJOYED CONNECTING WITH PATIENTS AND IT WAS A 30 MINUTE SESSION BUT I RECEIVED ENOUGH INFORMATION THAT WITHOUT BEING ONE-ON-ONE WITH THEM, THEY TAKE A LONG TIME FOR THEM TO TALK ABOUT.
I'M EXCITED ABOUT GOING BACK NEXT WEEK AND THE WEEK AFTER THAT TO CONTINUE MY RELATIONSHIP WITH THEM.
[INAUDIBLE] MS. MOHAMMAD WAS WORKING WITH A GROUP OF YOUNG MEN SO WHERE THEY ARE LOOKING FOR MALE AND FEMALE [INAUDIBLE]
>> AWESOME. THANK YOU. [APPLAUSE]
>> MINE IS REGARDING CROWLEY COLLEGIATE ACADEMY.
CONGRATULATIONS TO CROWLEY COLLEGIATE SENIOR RODEN ALVAREZ ON BEING ACCEPTED INTO CROWLEY COLLEGIATE UNIVERSITY.
THE FIRST DEBPT [NOISE] OF HEARING UNIVERSITY IN THE UNITED STATES, IT WAS CHARTERED IN 1864.
GQ IS LOCATED IN THE NATION'S CAPITAL, WASHINGTON DC.
WE ARE EXCITED FOR ROMAN AS HE CONTINUES THIS PRESENTATION.
>> THANK YOU, TRUSTEE ROBINSON, ANY OTHERS? [OVERLAPPING]
>> MINE IS ABOUT ESPORTS, SOMETHING I'M VERY PASSIONATE ABOUT BECAUSE WELL, I LIKE PLAYING VIDEO GAMES.
[LAUGHTER] CONGRATULATIONS TO CROWLEY ISD E-SPORTS TEAM ON PLACING IN THE FINAL 4 AT THE TEXAS ESPORTS LEAGUE CHAMPIONSHIP SHIFT ON SUNDAY AND DUNKIN PHIL.
THE TEAM WHO COMPETED IN THE ROCKET LEAGUE, CONSISTED OF CROWLEY HIGH SCHOOL AND NORTH CROWLEY HIGH SCHOOL STUDENTS, XAVIER FRY, SHAVEN [INAUDIBLE] [OVERLAPPING], PEARSON AND MARQUEES [INAUDIBLE]? YES. CONGRATULATIONS TO THEM.
[APPLAUSE] [INAUDIBLE] IS CASEY THE COACH? I DON'T KNOW CASEY'S LAST TIME.
[OVERLAPPING] YES, I SAW A PICTURE AND I'M TRYING TO PUT MY NEPHEW IS LIKE VICE PRESIDENT OF LIFE, THE ESPORTS IN ARLINGTON, AND I'M TRYING TO GET HER TO SIT UP ONCE.
I'M TRYING TO GET US TO BE INVOLVED WITH HIS ESPORTS COMPLEX.
THROWING IT OUT THERE, I'M WORKING ON IT.
WE'RE GOING TO SEE, BUT CONGRATULATIONS TO THE TEAM.
[00:10:02]
>> WONDERFUL. THANK YOU BOARD.
AT THIS TIME WE'RE AT OPEN FORUM, AGENDA ITEM 3.0, BUT I DO NOT BELIEVE, LET ME GO AHEAD AND READ THIS PART, BUT HEARD BED LOCAL THE BOARD SHELL A LOT 30 MINUTES TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD.
IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING THE ELECTRONIC FORM ONE HOURS IN ADVANCE OR BEFORE THE MEETING BEGINS AND INDICATE THE TOPIC YOU WILL ADDRESS.
THE ELECTRONIC FORM IS AVAILABLE AT WWW.CROWLEYISDTX.ORGFORWARD/OPENFORUM.
MR. KIRCHNER, ARE THERE ANY COMMUNITY MEMBERS OR AUDIENCE MEMBERS WHO HAVE SIGNED UP?
>> THANK YOU. WE ARE NOW AT OUR STUDY SESSION.
BEFORE WE GET TO OUR STEADY SESSION, THERE WAS SOMETHING THAT I BROUGHT UP OR ASKED DR. MCFARLAND ABOUT EARLIER, WHICH HAS BEEN BROUGHT UP BY SEVERAL BOARD MEMBERS.
IT'S SO HUGE, AND I KNOW MR. MOHAMMAD IS PREPARING FOR A MENTAL HEALTH SUMMIT OR SYMPOSIUM THIS MONTH.
WITH IT BEING MENTAL HEALTH MONTH, WE WOULD LIKE FOR DR. MCFARLAND TO ADDRESS THIS IF HE CAN AT THIS TIME.
THANK YOU, MADAM PRESIDENT AND BOARD MEMBERS.
I ALSO THANK YOU WILLIAM ROBINSON FOR BRINGING THIS UP AS WELL.
MENTAL HEALTH, WE KNOW THERE'S A SIGNIFICANT NEED FOR US TO REALLY DRESS OUR MENTAL HEALTH AND REALLY BRING MENTAL HEALTH TO THE FOREFRONT.
WE ARE ATTEMPTING TO DO THAT IN CROWLEY ISD, OR WE'RE ACTUALLY DOING IN CROWLEY ISD.
WE'LL BE KICKING OFF AT MENTAL HEALTH SYMPOSIUM AND IT'S IMPORTANT TO KNOW THAT THIS IS NOT A LOT.
THIS IS NOT A ONETIME EVENT, BUT THIS IS THE FIRST EVENT OF SERIES OF EVENTS.
WE WILL REALLY UPLIFT THE MENTAL HEALTH SYMPOSIUM UP AT THE MIDDLE HEALTH SERVICE THAT WE HAVE IN OUR DISTRICT.
WE HAVE WORKSHOPS DEALING WITH EVERYTHING FROM ANXIETY AND SITUATIONAL DEPRESSION TO CHILD ABUSE, GRIEF, AND BEREAVEMENT.
JUST THE WHOLE SLEW OF THE DESIGNED FOR STUDENTS, DESIGNED FOR TEACHERS, DESIGN FOR PARENTS AND FAMILY MEMBERS.
WE ARE LOOKING FORWARD TO A COVERING TODAY AND SEE IF IT'S IS ALL IN THE BAG AND THIS DEPARTMENT HAS DONE AN OUTSTANDING JOB OF PULLING THIS TOGETHER ALONG WITH MS. HARRIS AND DR. HAMLET.
WE'RE DEFINITELY EXCITED ABOUT THIS SYMPOSIUM.
IT IS SATURDAY, JANUARY THE 28TH FROM 9:00 AM TO 3:00 PM AND IT'LL BE AT OUR ALVILE, [INAUDIBLE] CT RESERVE [INAUDIBLE].
WE DEFINITELY ARE INVITING ALL OF OUR PARTNERS, ALL OF OUR MINISTERIAL ALLIANCE.
THERE WAS CHURCH MEMBERS AND COMMUNITY MEMBERS, RECEIVING ORGANIZATIONS TO BE PRESENT TO BEGIN THE CONVERSATION ABOUT MENTAL HEALTH AND MENTAL HEALTH SERVICES IN THAT AREA.
THANK TO OUR BOARD FOR LEADING THE AIR FOR IS AT THE FULL A BROAD.
TANK YOU FOR JUST GIVING US THE SPACE TO GET THROUGH THIS.
>> WONDERFUL. THANK YOU, DR. MCFARLAND.
THANK YOU FOR ACKNOWLEDGING AND RECOGNIZING MR. SWANN AND MS. HARRIS, WHO WE'VE SPOKEN TO A COUPLE OF TIMES REGARDING THIS AND DR. HAMLET.
TRUSTEE ROBINSON, DID YOU HAVE ANYTHING ELSE TO SHARE?
>> WHEN WE LEFT MEETING IN DECEMBER, I WAS REFLECTING ON THIS.
I WON'T GO INTO MY OWN PERSONAL EXPERIENCE.
IS IT OKAY. [LAUGHTER] [INAUDIBLE] BUT I WAS THINKING ABOUT 11 OLD ME.
ELEVEN-YEAR-OLD NESHARAB WAS SEXUALLY ABUSED.
ELEVEN-YEAR-OLD NESHARAB DIDN'T HAVE ANYONE TO TALK TO.
BUT I DON'T FEEL LIKE TEACHERS ASSIGNMENT.
MY WHEELS ARE SPINNING LIKE WHAT ELSE COULD WE HAVE DONE FOR SOMEONE LIKE ME? BECAUSE THE PERSON I GOT THAT WAS IN THE SEVENTH GRADE, WHEN I GOTTEN TO THIS FIGHT BECAUSE, I HAVE MORE FIGHT THAN FIGHT.
HAVING TROUBLE, GO INTO THE BAND HALL AND SOME BOY WAS MESSING WITH ME, AND I WENT OFF.
EVERYONE WAS TALKING ABOUT ALL DAY IS BEFORE CELL PHONES, WHICH IS GOOD.
BUT I WAS LIKE ALL MIKE ALL DAY, MIKE TYSON.
MY SEVENTH GRADE ENGLISH TEACHER SAID, I HEARD WHAT HAPPENED THIS MORNING.
THAT IS SO OUT OF CHARACTER FOR YOU.
I WAS JUST WAITING FOR THAT NEXT STEP, WAITING FOR HER TO ASK WHY DID YOU DO THIS OR WHAT IS GOING ON? THAT WAS IT.
[00:15:07]
SHE WAS JUST LIKE I DON'T LIKE YOU.NEXT YEAR I'M GOING TO RECOMMEND YOU FOR HONORS ENGLISH AND I WAS LIKE [NOISE]. [LAUGHTER] MY 11-YEAR-OLD SON WAS INTENTIONALLY TRYING TO FILL EVERY SINGLE CLASS, HOPING THAT SOMEONE WILL SEE ME AND I WAS THINKING SOME TEACHER IS GOING TO SAY, SHE USED TO BE AN HONORABLE STUDENT, WHY IS SHE FAILING? NOTHING HAPPENED.
I WENT AND IT WASN'T UNTIL I WAS 16 DID I DISCLOSED IT TO ANYONE.
BUT IT'S STILL IMPACTED ME MY ENTIRE CHILDHOOD EVEN INTO PARENTHOOD, ADULTHOOD, ALL OF THAT.
I WAS THINKING I BECAME A SIXTH GRADE TEACHER.
WHEN I WAS TIRED, I WAS LIKE, OH MY GOD, YOU'RE PULLING BACK IN THE SAME GRADE.
AGAIN THAT I LOVE, I DIDN'T THINK I WAS GOING BACK TO THIS GRADE, AND THAT WAS THERE FOR FIVE YEARS.
I HAD THE OPPORTUNITY TO HELP STUDENTS WHO ARE LIKE ME BUT JUST BECAUSE I SAW MYSELF IN THEM.
I REMEMBER ONE STUDENT WAS LIKE, MS. ROBINSON, THIS IS NOT A GOOD THING AND I WAS LIKE, I KNOW.
BUT WHEN I WAS YOUR AGE, I DIDN'T HAVE ANYONE.
WHEN WE TALK ABOUT MENTAL HEALTH, I WANT US TO LOOK AT THOSE STUDENTS WHO MIGHT BE THOSE HIGH PERFORMERS, MIGHT BE ENGAGED IN SCHOOL AND YOU'RE JUST LIKE THEY'RE JUST MISS ALL AROUND, BUT THEY MIGHT BE COVERING UP SOMETHING.
I THINK WE MISSED OUT A LOT AND I KNOW AND I'VE BEEN ON EDGE FOR THE LAST TWO WEEKS AND I DON'T KNOW WHY I WAS THE ONE.
I HAVE BEEN TO THERAPY, SO I HAVE DONE THAT BUT I DON'T KNOW THE LAST COUPLE OF WEEKS HAVE JUST BEEN OFF FOR ME.
LIKE SAID IT IMPACTS MY PARENTING, HOW A PARENT WHO I HAVE RELATIONSHIPS WITH PEOPLE, THIS MY INTERACTIONS OVERALL.
I KNOW THAT STUDENTS ARE DEALING WITH A LOT, NOT ONLY STUDENTS BUT EDUCATORS.
YOU MIGHT BE EXPERIENCING DOMESTIC VIOLENCE.
THERE'S A 28-YEAR-OLD TEACHER WHO WAS KILLED IN ALDINE ISD BY HER WHITE FRIEND.
I'M JUST THINKING WE CARRIES SO MUCH AND EVEN WHEN YOU TRY TO WORK THROUGH THINGS IT STILL COME BACK TO YOU.
ONE OF THE THINGS I ASKED DR. MCFARLAND WAS WHEN ESPECIALLY WHEN YOU HAVE ELEMENTARY STUDENTS AND THERE YOU HAVE FREQUENT ABSENCES, INCLUDING THE CARE OF THESE THERE'S SOMETHING IN THE TRUANCY LETTERS BECAUSE PARENTS MAY JUST HAVE HEAVY DEPRESSION BUT THEY CANNOT GET OUT OF BED HENCE NO FAULT OF THE CHILD, BUT THEY'RE NOT COMING TO SCHOOL AND SO CAN YOU JUST SUBMIT SOMETHING WHERE PARENTS ARE OH, THERE IS A RESOURCE FOR ME, THERE'S HELP COMING.
OR WHEN YOU HAVE EMPLOYEES WHO MAY BE DEALING WITH SOMETHING AND THEY DON'T WANT TO EXPRESS IT TO THEIR SUPERVISOR OR COLLEAGUE BUT INCLUDE THE EMPLOYEE ASSISTANCE PROGRAM.
PUT THEM IN PRIVATE BECAUSE YOU NEVER KNOW WHAT ANYONE IS DEALING WITH AND WE BRING OURSELVES EACH AND EVERY DAY AND SOME DAYS WE DON'T SHOW UP THE BEST AND SOME DAYS WE JUST DIDN'T KNOW WHO WE ARE.
BUT THESE MOST EXPERIENCES MAY IMPACT US SO GREATLY.
THEN YOU HAVE PEOPLE WHO MAY SELF-MEDICATE INSTEAD OF GOING TO TAKE ANTIDEPRESSANTS OR WHATEVER.
I WANT US TO GO A STEP FURTHER THAN THIS SYMPOSIUM, BUT ACTUALLY BEING INTENTIONAL ABOUT HOW WE REACH OUT TO OUR STUDENTS, OUR COLLEAGUES, OR PARENTS AND MAKING SURE THAT THEY'RE AWARE OF THE PROGRAMS AND THE SERVICES THAT WE OFFER EACH AND EVERY DAY, NOT JUST THE STUDENTS WHO ARE ACTING OUT BECAUSE IT'S EASY TO SEE THOSE WHO ARE MISBEHAVING.
BUT WHAT ABOUT THOSE WHO ARE IN CHEER, IN BEST WILL LIKE THEY'RE STAYING AFTER SCHOOL THEY'RE INVOLVED IN EVERYTHING BECAUSE THEY DON'T WANT TO GO HOME.
THAT WAS IT AND I WILL THANK YOU FOR LISTENING TO ME.
THANK YOU FOR YOUR CANDOR AND TRANSPARENCY.
BUT I THINK IT WAS WELL WORTH STATING.
DR. MCFARLAND HAS ASSURED THAT WE HAD A CONVERSATION AND SO WE LOOK FORWARD TO THE ADDITIONAL RESOURCES.
WE'RE LOOKING FORWARD TO THE SYMPOSIUM, I THINK THIS IS GOING TO BE INCREDIBLE FOR EVERYONE INVOLVED STUDENTS STAFF, US AS A BOARD, AS WE PARTICIPATE AS WELL SO WE'RE LOOKING FORWARD TO IT.
BUT DEFINITELY I THINK THE EXPECTATION IS THAT IT'S NOT ONE AND DONE AND SO WE'RE THANKFUL THAT IS NOT THE PLAN THAT IT WILL [NOISE] CONTINUE, SO APPRECIATE IT.
[00:20:04]
AT THIS TIME, WE'RE AT AGENDA ITEM 4.1,[4.0 Study Session]
THE CURRICULUM AND INSTRUCTION OVERVIEW.WE HAVE TWO PARTS, THE A STAAR REDESIGN AND THEN THE ACTIONS FOR IMPROVEMENT. DR. MCFARLAND.
>> MADAM PRESIDENT AND BOARD MEMBERS.
THANK YOU FIRST OF ALL FOR GIVING US THE ADDITIONAL TIME TONIGHT TO JUST WALK YOU THROUGH SOME OF THE THINGS THAT WE DO TO MAKE SURE THAT OUR CAMPUSES ARE PREPARED TO BE SUCCESSFUL NOT ONLY ON [INAUDIBLE] SUCCESSFUL EVERY DAY IN THE CLASSROOM.
ONE THING THAT WE KNOW IS THAT ONE OF THE MOST IMPORTANT OR THE MOST IMPORTANT FACTOR IN WHETHER OR NOT A STUDENTS LEARN AND WHETHER OR NOT THEY CAN LEARN AT HIGH LEVELS IS REALLY THE ABILITY AND THE CAPACITY OF CLASSROOM TEACHER.
WE KNOW THAT RESEARCH IS CLEAR THAT TEACHER'S CAPACITY IS NUMBER ONE.
THAT IS THE MOST IMPORTANT PERSON IN THE WHOLE INDICATES THE PROCESS.
BUT THE SECOND MOST IMPORTANT PERSON IS ASKING THE PRINCIPAL.
TONIGHT YOU'LL HEAR ABOUT WHAT WE'RE DOING TO REALLY PREPARE AND HELP OUR TEACHERS AND WHAT WE'RE DOING TO HELP SUPPORT AND PREPARE OUR PRINCIPALS.
TONIGHT WE HAVE MR. KEITH HERE TO CONTINUE THE CONVERSATION ABOUT START REDESIGN AND THEN SHARE WITH YOU A LITTLE BIT ABOUT WHAT WE'RE DOING WITHIN CNI IN ORDER TO SUPPORT OUR TEACHERS IN EVERYTHING. MR. KEITH.
GOOD EVENING, MADAM PRESIDENT AND TRUSTEES.
WHAT DR. MCFARLAND SAID TONIGHT, WE'RE GOING TO REALLY PICK UP WHERE WE LEFT OFF IN DECEMBER TALKING ABOUT THE UPDATES TO THE ACCOUNTABILITY SYSTEM BRIEFLY, BUT REALLY DIGGING INTO THE STAAR REDESIGN AND SPECIFICALLY, WHAT IS OUR ACTION PLAN FOR THAT AND THIS ALIGNS WITH GOAL ONE THRIVING STUDENTS.
OUR GOALS FOR THIS EVENING, WE'RE GOING TO REVIEW THE CHANGES THAT ARE COMING TO THE STAR TEST.
BY THE END, YOU SHOULD BE ABLE TO UNDERSTAND CROWLEY STRATEGIC PLAN TO ADDRESS THESE CHANGES BOTH FOR TEACHERS AND STUDENTS.
YOU'LL ACTUALLY BE GETTING TO EXPERIENCE WHAT WE CALL A TALK, READ, TALK, WRITE LESSON FROM A STUDENT PERSPECTIVE IN A SCIENCE CLASSROOM.
THEN WE WILL BE DISCUSSING THE PURPOSE OF LONG-RANGE PLANNING, WHICH ONE OF OUR MECHANISMS FOR SUPPORTING TEACHERS TO BE ABLE TO TEACH AT THE LEVEL THEY NEED TO, TO PREPARE STUDENTS FOR THE STAAR REDESIGN IN DECEMBER, I TALKED ABOUT TWO SETS OF BIG CHANGES THAT ARE COMING, BOTH OF WHICH ARE HAPPENING THIS YEAR AND THESE WILL REALLY BE FINAL IN SPRING OF 2023.
THE FIRST ONE ARE THOSE CHANGES TO THE ACCOUNTABILITY SYSTEM.
I'M NOT GOING TO SPEND A LOT OF TIME HERE, BUT JUST TO REVIEW FROM LAST TIME THAT THE ACCOUNTABILITY SYSTEM HAS A FEW DIFFERENT PARTS.
IT TAKES STAR INTO ACCOUNT, GRADUATION RATE, COLLEGE CAREER, AND MILITARY READINESS.
THERE IS A STUDENT GROWTH PERFORMANCE, OR THERE'S A STUDENT GROWTH COMPONENT.
THERE'S A COMPONENT THAT JUST COMPARES HOW ARE OUR CAMPUSES OR DISTRICT DOING TO OTHER CAMPUSES OR DISTRICTS THAT LOOK LIKE US.
THE LAST PART IS HOW ARE THE INDIVIDUAL GROUPS OF STUDENTS DOING IN MY SCHOOL OR DISTRICT.
JUST REALLY THE EASIEST THING TO REMEMBER ABOUT THE ACCOUNTABILITY SYSTEM IS IT REWARDS EITHER PERFORMANCE OR GROWTH, TAKES THE BEST OF ONE OF THOSE TWO THINGS.
NOW WE CONTINUE TO GET MORE INFORMATION ABOUT THESE CHANGES TO THE ACCOUNTABILITY SYSTEM AND WE'LL BRING THOSE BACK IN COMING STUDY SESSIONS.
FOR TONIGHT THOUGH, WE'RE REALLY GOING TO FOCUS MORE ON THE STAAR REDESIGN WITH THE STAAR REDESIGN, THERE WAS FOUR COMPONENTS.
WE HAVE CROSS-CURRICULAR PASSAGES, WHICH MEANS NOW FOR THE FIRST TIME, STUDENTS ARE GOING TO BE READING ABOUT SCIENCE AND SOCIAL STUDIES ON THEIR READING LANGUAGE ARTS THAT'S A SIGNIFICANT SHIFT.
THERE ARE 14 NEW QUESTION TYPES THAT CAN BE ASKED ON STAR.
NONE OF THEM ARE MULTIPLE CHOICE.
THEY'RE ALL DEFINITELY MORE CHALLENGING THAN JUST A SIMPLE A, B, C, D ANSWER.
WE HAVE EVIDENCE-BASED WRITING, WHICH MEANS THAT STUDENTS ARE GIVEN SOMETHING TO READ OR TWO PASSAGES TO READ, AND THEN THEY WRITE IN RESPONSE TO THOSE AND THEY HAVE TO USE EVIDENCE FROM WHAT THEY READ TO SUPPORT THEIR REASONING.
THEN OF COURSE, ALL OF OUR STAR TESTING IS MOVING ONLINE.
REALLY THIS IS WHERE WE WANT TO ZOOM IN.
THESE ARE THE CHANGES TO THE STAAR REDESIGN.
ONE OF THE QUESTIONS THAT YOU'RE PROBABLY ASKING IS, THAT'S A LOT OF CHANGES, HOW ARE WE PREPARING TEACHERS AND STUDENTS TO BE SUCCESSFUL ON THAT TEST? AT THE END OF THE LAST SCHOOL YEAR, WE BROUGHT TOGETHER A COMMITTEE THAT HAD ABOUT 30 MEMBERS, AND IT WAS MADE UP OF TEACHER'S INSTRUCTIONAL SPECIALISTS, ASSISTANT PRINCIPALS, PRINCIPALS, CENTRAL OFFICE MEMBERS.
WE KNEW THAT THESE WERE GOING TO BE THE FOUR COMPONENTS OF THE STAAR REDESIGN SO WHAT WE SAID WAS, BASED ON YOUR EXPERIENCE, WHAT DO TEACHERS NEED TO HELP STUDENTS BE PREPARED TO ACHIEVE ON THE REDESIGN STAAR TEST? THAT COMMITTEE MET THREE TIMES AND WE REALLY JUST STARTED JUST BLUE-SKY.
WE PUT EVERYTHING ON THE TABLE AND THEN WE JUST SLOWLY NARROWED AND NARROWED AND NARROWED OUR FOCUS.
[00:25:01]
THEN WE BROUGHT THOSE RECOMMENDATIONS BACK TO SEVERAL CENTRAL OFFICE TEAMS TO REFINE THEM EVEN FURTHER.BUT OUT OF THAT PROCESS CAME OUR STRATEGIC ACTION PLAN TO ADDRESS THE STAAR REDESIGN.
IF YOU WILL, IN YOUR FOLDER, THE VERY FIRST PAGE THAT IS IN THERE LOOKS LIKE THIS AND SAYS STAAR REDESIGN INSTRUCTIONAL ACTION PLAN ON IT.
IF YOU'LL NOTICE ACROSS THE TOP, YOU'LL SEE THOSE SAME ICONS THAT ARE ACROSS THE TOP ARE THE SAME FOUR, THAT ARE THERE ON THE SCREEN BECAUSE THOSE ARE THOSE FOUR COMPONENTS.
LET ME GIVE YOU 30 SECONDS TO JUST GO AHEAD AND LOOK THROUGH THAT ACQUAINT YOURSELF TO IT.
I'LL SEE IF THERE ARE ANY QUESTIONS AND THEN I'LL GET YOU ORIENTED TO HOW THIS IS LAID OUT.
IT'S GOING TO TAKE 30 SECONDS JUST TO REVIEW [NOISE] THAT DOCUMENT.
ARE THERE ANY INITIAL QUESTIONS ABOUT THE PLAN? LET'S JUST GET ORIENTED TO THIS.
ACROSS THE TOP, YOU SAW THE FOUR COMPONENTS OF THE STAR REDESIGN, THE CROSS-CURRICULAR PASSAGES, THE NEW ITEM TYPES OR THE NEW QUESTION TYPES, EVIDENCE-BASED WRITING, AND ONLINE TESTING AND ACCOMMODATIONS.
WE WANTED TO MAKE SURE THAT WE WERE ADDRESSING EACH OF THOSE COMPONENTS IN TRAINING TEACHERS AND THEN AS TEACHERS TEACH STUDENTS.
DOWN THE LEFT-HAND SIDE ARE EACH OF THE THINGS THAT WE'RE DOING AS A DISTRICT TO PREPARE FOR THOSE AREAS.
FOR EXAMPLE, IF YOU LOOK DOWN THE CROSS-CURRICULAR PASSAGES COLUMN ANYWHERE THERE'S A CHECKMARK, THE STRATEGY ON THE LEFT APPLIES TO CROSS-CURRICULAR PASSAGES.
IT'S THERE TO HELP STUDENTS READ MORE IN SCIENCE AND SOCIAL STUDIES.
TONIGHT, WHAT WE WANT TO DO IS WE WANT TO GO DEEPER ON ONE OF THESE AND IT'S REALLY ONE OF OUR KEY STRATEGIES BECAUSE IT ADDRESSES THREE OF THESE FOUR AREAS AND IT'S CALLED TALK, READ, TALK, WRITE.
ALL THIS IS IT'S A STRUCTURE FOR A LESSON WHERE STUDENTS TALK, THEY READ, THEY TALK SOME MORE, AND THEN THEY WRITE USING EVIDENCE FROM THE TEXT.
AS YOU CAN SEE, TALK, READ, TALK, WRITE ADDRESSES CROSS-CURRICULAR PASSAGES BECAUSE WE DO THIS IN SCIENCE, SOCIAL STUDIES, AND READING LANGUAGE ARTS.
IT ADDRESSES THE NEW ITEM TYPES BECAUSE ONE OF THE BIG NEW ITEM TYPES IS CALLED A SHORT CONSTRUCTED RESPONSE AND WHAT THAT MEANS IS STUDENTS NOW HAVE TO WRITE ON THE SCIENCE AND SOCIAL STUDIES TESTS, WHICH IS NOT SOMETHING THAT THEY'VE EVER HAD TO DO BEFORE.
THAT'S NEW. THEN EVIDENCE-BASED WRITING IS A PERFECTLY ALIGNED WITH WHAT WE DO IN TALK, READ, TALK, WRITE.
STUDENTS READ AND THEN THEY WRITE IN RESPONSE TO A PROMPT.
TONIGHT, WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO GET A SHORTENED EXPERIENCE AS STUDENTS, ABOUT 12-15 MINUTE EXPERIENCE OF A TALK, READ, TALK, WRITE LESSON AND WE HAVE A FEW MEMBERS OF OUR TEAM HERE TO LEAD YOU THROUGH THAT PROCESS.
LINDA MARISOL IS OUR ELEMENTARY SCIENCE COORDINATOR, AND KATIE EVANS IS OUR SECONDARY SCIENCE COORDINATOR.
THEIR ROLES ARE CURRICULUM DEVELOPMENT, AND SO THEY LEAD TEAMS OF CURRICULUM WRITERS DURING THE SUMMER TO UPDATE OUR CURRICULUM AND ALIGN IT WITH THE STAR REDESIGN, AND THEN THEY ALSO ARE VERY INTENTIONAL ABOUT THE TRAINING PROCESS IN PROVIDING PROFESSIONAL DEVELOPMENT FOR TEACHERS IN THIS AREA.
I'M GOING TO GO AHEAD AND HAND THIS OVER TO LINDA AND KATIE AND THEY'RE GOING TO TAKE YOU THROUGH THIS PROCESS.
>> BEFORE YOU DO THAT, ANYBODY HAVE ANY QUESTIONS OF MR. KEITH BEFORE WE MAKE THE TRANSITION?
>> WE'RE GOING TO DO SOMETHING [LAUGHTER].
>> WE'RE GOING TO BE STUDENTS.
>> AS LONG AS YOU BEHAVE YOURSELF.
[LAUGHTER] DR. MCFARLAND, MADAM PRESIDENT, BOARD MEMBERS, AS MR. KEITH SAID, WE USE TALK, READ, TALK, WRITE BECAUSE WE WANT OUR STUDENTS TALKING, READING, AND WRITING ABOUT THEIR LEARNING.
WE USE THIS IN SOCIAL STUDIES, SCIENCE, AND ENGLISH LANGUAGE ARTS, SO THEY GET AN OPPORTUNITY TO USE IT ACROSS ALL THE CURRICULUM.
IN THIS LESSON TODAY, YOU'RE GOING TO BECOME FIFTH-GRADE STUDENTS.
THIS LESSON WOULD BE USED ABOUT DAY 4 OR 5 IN OUR TOPIC STUDY, SO IT GIVES YOU AN IDEA OF THEIR BACKGROUND KNOWLEDGE.
I'M ABOUT TO ASK YOU TO BE FIFTH-GRADE STUDENTS AND I WILL BE YOUR TEACHER.
NOW YOU MIGHT BE OUT OF YOUR COMFORT ZONE WHILE I'M PRETENDING TO BE YOUR TEACHER AND YOU ARE MY STUDENTS BUT I PROMISE YOU, HANG WITH ME.
LET'S GO THROUGH THIS TOGETHER BECAUSE THE OUTCOME WILL BE POWERFUL.
YOU'RE ABOUT TO BE STUDENTS IN 5, 4, 3, 2, 1.
>> TEACHER, I'M SORRY. [LAUGHTER] CAN I BORROW THAT PEN OVER THERE?
>> EXCUSE ME, YOU MUST COME TO CLASS WITH ALL OF YOUR SUPPLIES AS NEEDED.
[00:30:03]
[LAUGHTER]>> STUDENTS, I'M SO GLAD TO SEE YOU TODAY.
WE HAVE BEEN TALKING ABOUT THE CHANGING SURFACE OF THE EARTH.
IF YOU WILL GET OUT YOUR HANDOUT THAT'S IN YOUR FOLDER, WE'RE GOING TO BE USING THAT.
IF YOU WILL THINK BACK, OUR ESSENTIAL QUESTION HAS BEEN, HOW HAS THE SURFACE OF THE EARTH CHANGED? THINK BACK TO THE LABS THAT WE DID WHEN WE MOVE SOIL WITH WATER AND WIND.
THINK BACK TO THE TIME THAT WE WENT TO THE PLAYGROUND AND LOOKED FOR EROSION ON THE PLAYGROUND.
THINK BACK TO THOSE ACTIVITIES.
OUR LEARNING TARGET IS, I WILL EXPLAIN IN WRITING AND USE TEXT EVIDENCE TO EXPLAIN HOW THE EARTH'S SURFACE IS CHANGED.
LOOKING AT YOUR HANDOUT AND ON THE BOARD, I HAVE OUR FIRST PICTURE THAT I WANT US TO THINK ABOUT.
WHAT DO YOU THINK CAUSED THE LAND TO LOOK LIKE THIS? HOW DID IT HAPPEN? NOW I HAVE SOME SENTENCE STEMS OR SENTENCE STARTERS THERE.
IF YOU NEED SOMETHING TO HELP, GET YOUR THINKING GOING ON YOUR HANDOUT, YOU HAVE A SPACE THAT YOU CAN WRITE.
THIS FIRST TIME IS SILENT SOLO THINKING, MICHAEL MCFARLAND, SILENT SOLO THING [LAUGHTER].
WHAT DO YOU THINK CAUSED THIS LAND TO LOOK LIKE THIS? HOW DID IT HAPPEN? TWENTY SECONDS.
TO SILENCE SOLO AND WRITE YOUR IDEAS IF YOU NEED A PLACE TO WRITE.
NOW, I WANT YOU TO TURN AND TALK TO YOUR SHOULDER PARTNER ABOUT YOUR THOUGHTS ABOUT WHAT CAUSED THIS LAND TO LOOK LIKE THIS AND HOW DID IT HAPPEN? THERE ARE NO RIGHT OR WRONG ANSWERS HERE.
YOU'RE COMING BACK FROM YOUR PRIOR KNOWLEDGE, TURN AND TALK TO YOUR PARTNER.
YOU CAN'T BE WRONG RIGHT NOW, WE'RE JUST ACTIVATING YOUR PRIOR KNOWLEDGE.
WE GOT YOU [LAUGHTER] WE ARE GOING TO NEED YOU TO FOCUS.
[BACKGROUND] YOU GOT ABOUT 10 MORE SECONDS.
HE'S ALREADY BEEN THROUGH THIS.
[LAUGHTER] COMING BACK TOGETHER IN 5, 4, 3, 2, 1. WHO WOULD LIKE TO SHARE OUT SOMETHING THAT YOUR PARTNER SAID TO YOU ABOUT WHAT THEY THOUGHT ABOUT THIS LAND?
>> MY PARTNER SAID WEATHERIZATION.
>> LOOK AT YOU AND YOUR VOCABULARY WORDS.
YOU WERE PAYING ATTENTION IN OUR LABS, WEREN'T YOU? EXCELLENT. ANYBODY ELSE LIKE TO SHARE?
>> MY PARTNER SAID, ATMOSPHERIC CHANGES IN TEMPERATURE, WARMING CLIMATES OVERTIME, AGE, AND LIGHTENING.
>> MY GOODNESS, YOU HAD A LOT OF THOUGHTS IN THAT HEAD OF YOURS.
>> YOU KNOW. [LAUGHTER] EXCELLENT WORK.
WOULD YOU GUYS LIKE TO SHARE OR NOT? [LAUGHTER]
>> [LAUGHTER] WHO'S LAUGHING? [LAUGHTER]
>> WE'RE GOING TO NEED THE REST OF THE CLASS TO BEHAVE THEMSELVES WHILE THEY'RE SHARING AS WELL? YES, SIR.
>> MY PARTNER SAID, BY WIND AND FOR IT TO LOOK LIKE IT WAS BLOWN OVER.
[00:35:06]
NOW, MS. EVANS IS GOING TO TAKE YOU THROUGH YOUR NEXT STEP IN YOUR LEARNING.
>> OKAY, GUYS. AFTER OUR FIRST TALK, ALWAYS COMES READ.
AT THIS POINT WE ARE GOING TO READ THE PASSAGE ON OUR HANDOUT.
WHILE WE ARE READING, WE'RE GOING TO BE MARKING UP THAT TEXT.
BECAUSE AS WE'RE READING, WE'RE LEARNING, AND WE'RE READING WITH A PURPOSE.
WHAT WE'RE LOOKING FOR ARE THREE THINGS THAT CAUSE CHANGES TO THE LAND.
AS YOU FIND THOSE THREE THINGS DURING YOUR READING, YOU'RE GOING TO UNDERLINE THEM.
YOU FIND THE FIRST ONE, UNDERLINE IT, LOOK FOR THE NEXT TWO.
THREE THINGS THAT CHANGE LAND, THOSE WILL BE UNDERLINED.
THEN YOU'RE GOING TO LOOK FOR THE WORD, WEATHERING.
WEATHERING IS ONE OF OUR VOCAB TERMS. WE'VE HEARD IT A COUPLE OF TIMES, WE'RE STILL GETTING TO KNOW IT.
WHEN WE FIND THE WORD WEATHERING, THAT ONE IS GOING TO GET A BOX.
WHEN YOU FIND OUR VOCABULARY TERM, EROSION, EROSION WILL GET A CIRCLE.
ARE THERE ANY QUESTIONS ABOUT OUR ANNOTATIONS BEFORE WE BEGIN READING? YES? [NOISE]
>> DO YOU HAVE TO READ IT ALL?
>> YES. EVERY WORD OF THIS PASSAGE IS PRECIOUS.
[LAUGHTER] ANY OTHER QUESTIONS? YES.
>> I DIDN'T GET THE FIRST PART OF THE DIRECTIONS BECAUSE MY PARTNER WAS TRYING TO EXPLAIN A LITTLE BIT TOO.
[LAUGHTER] WE ARE LOOKING FOR THREE AGENTS THAT CAUSE CHANGE TO THE LAND.
YOU'RE GOING TO FIND THEM AS YOU READ AND WHEN YOU FIND THEM, UNDERLINE THEM. GOOD QUESTION.
>> WELL, YOU'RE GOING TO CIRCLE EROSION, BOX WEATHERING, UNDERLINE THE THREE THINGS THAT CAUSE CHANGE.
I KNOW WE ARE DOING A LOT BECAUSE WE'VE BEEN PRACTICING ANNOTATION AND WE'RE GETTING BETTER AT IT.
THIS IS GOING TO BE A NEXT STEP UP.
YOU GUYS ARE GOING TO BE GIFTED FIFTH GRADERS.
GO AHEAD AND START YOUR READING.
>> I MIGHT NEED TO SEPARATE THE TWO OF YOU.
>> ARE WE ANNOTATING THE EXPLANATION OR THE WORD?
>> THE DEFINITION. GOOD QUESTION.
>> I WAS JUST ABOUT TO SAY IF ANYONE ELSE WAS WONDERING, HE ASKED, ARE WE ANNOTATING THE WORD OR THE DEFINITION? WE'RE GOING TO ANNOTATE THE DEFINITION AND THE WORD WITHIN IT.
THAT WAY YOU CAN FIND IT AGAIN.
WE WILL KNOW YOU ARE FINISHED WHEN YOUR PEN IS ON THE TABLE.
[LAUGHTER] YOU'LL GET A CHANCE TO TALK IN JUST A SECOND.
THAT'S WHAT'S GREAT ABOUT THIS STRATEGY, IS CHILDREN THAT WANT TO TALK, WILL GET A CHANCE.
>> UNLESS YOU WANT TO TALK, ALL RIGHT? [LAUGHTER]
>> WE'RE GOING TO COME BACK TOGETHER, FINISH UP YOUR READING AND YOUR THOUGHTS.
IN YOUR ANNOTATION, WE ARE GOING TO TAKE OUR TALK
[00:40:05]
2 TO REALLY SOLIDIFY YOUR LEARNING AND REALLY HELP YOU USE THAT LEARNING.IN OUR TALK 2, WE JUST READ ABOUT ICE, WIND, AND WATER CHANGING THE LAND.
HOW DO THESE AGENTS CAUSE CHANGE? AGAIN, I HAVE SENTENCE STEMS OR SENTENCE STARTERS THERE, IF YOU NEED SOMETHING TO GET YOUR TALKING GOING.
IF NOT, YOU'RE WELCOME TO USE YOUR OWN LANGUAGE.
SORRY, I FORGOT ABOUT MY SILENCE SOLO.
WE READ ABOUT ICE, WIND, AND WATER AND HOW IT CHANGES THE LAND.
THINK FOR 20 SECONDS, SILENT SOLO.
HOW DOES THESE AGENTS CAUSE CHANGE? THERE IS A SPOT ON YOUR HANDOUT TO MAKE NOTES IF YOU NEED IT.
GET YOUR THOUGHTS TOGETHER BEFORE YOU SHARE WITH A PARTNER.
AGAIN, I'LL KNOW YOU'RE READY TO MOVE ON WHEN YOUR PEN IS ON THE TABLE.
YOU'RE JUST GETTING YOUR THOUGHTS TOGETHER, SILENT SOLO.
>> [INAUDIBLE] WE ARE NOT SUPPOSED TO BE WRITING HERE.
>> JUST THINKING ABOUT THIS ONE QUESTION, YOU'RE DOING GREAT.
NOW, I'D LIKE FOR YOU TO TURN AND TALK WITH YOUR PARTNER ABOUT WHAT YOU THOUGHT ABOUT ICE, WIND AND WATER.
HOW DID THESE AGENTS CAUSE CHANGE? NOW TURN AND TALK TO YOUR PARTNER.
[LAUGHTER] I LOVE THIS GROUP BECAUSE THEY'RE VERY MAN LIKE DOT DOT DOT.
THERE ALL I'M GOING TO USE MY 10,000 WORDS WITHIN THIS MOMENT.
>> [BACKGROUND] DID THIS HAVE ANYTHING TO DO WITH THIS?
>> WHAT DO YOU THINK? WHICH ONE WOULD HAVE DONE THAT? [BACKGROUND]
>> YES. NO. THIS PICTURE WAS JUST A TALK ONE TO GET US THINKING ABOUT.
>> WE WANT TO KNOW IF WE WERE TO IDENTIFY THE AGENT.
>> I LOVE THIS SERIOUS LEARNING THAT IS HAPPENING HERE.
WE REALLY WANT TO KNOW ABOUT WEATHERING AND EROSION.
>> CKD, THEY LOVED THEIR TALK AROUND HERE.
YOU'RE BEAUTIFUL FIFTH GRADERS.
HERE'S WHAT I LOVE IS THAT YOU'RE ALL ANXIOUS TO LEARN.
YOU CAN ALL TELL THAT YOUR LEARNERS.
WHO WOULD LIKE TO SHARE OUT WHAT THEIR PARTNER SAID ABOUT HOW THESE AGENTS CAUSE CHANGE? YOU CAN JUST IDENTIFY ONE OF THE AGENTS. YES.
[00:45:01]
>> EXCELLENT JOB. ICE DOES CUT.
>> ANYONE ELSE LIKE TO SHARE OUT BEFORE WE MOVE ON? YES.
>> HE SAID WIND STRIPS BUT ICE CUTS.
DO YOU ALL HAVE A ONE WORD ANSWER GOING HERE TOO? I KNOW YOU ARE. [LAUGHTER] THAT IS WE NEED ALL OF YOU IN OUR WORLD.
NOW MS. EVANS IS GOING TO TAKE YOU INTO THE NEXT SPOT.
>> WE TALKED, WE READ, WE TALKED AGAIN AND NOW IT'S EVERYBODY'S FAVORITE TIME. WE'RE GOING TO WRITE.
I'VE SEEN A LOT DURING OUR THINKING AND DURING OUR WRITING, I MEAN AND DURING OUR TALKING.
I'VE SEEN A LOT OF PEOPLE WENT BACK TO THAT PASSAGE LOOKING FOR EVIDENCE THAT IS BEAUTIFUL, THAT IS A SIGN OF AN EXCELLENT SCIENTIST. I LOVE THAT.
REMEMBER FOR OUR WRITING, WE ARE ALSO GOING TO BE USING EVIDENCE FROM THE PASSAGE.
KEEP DOING WHAT YOU GUYS ARE DOING, YOU'RE ALREADY ON THE RIGHT TRACK. I LOVE THAT.
WE'RE GOING TO USE EVIDENCE FROM THE PASSAGE TO ANSWER THIS QUESTION.
WE'RE EXPLAINING HOW AGENTS CAUSE LAND TO CHANGE OVER TIME. THAT'S OUR QUESTION.
WE DO HAVE A COUPLE OF SENTENCE STARTERS.
THE THREE AGENTS THAT CAUSE LAND CHANGE OVER TIME ARE AND YOU HAVE THREE BLANKS FROM EVERYONE'S PAPERS.
I THINK WE'RE ALL ON THE RIGHT TRACK ON THIS ONE.
FOLLOW WHAT YOU'VE ALREADY STARTED.
THEY CHANGE THE LAND BY, THAT'S MORE THAN JUST A ONE-SENTENCE ANSWER.
BECAUSE YOU MIGHT NEED A COUPLE OF SENTENCES TO FULLY ANSWER THIS QUESTION.
YOU GUYS WRITE AS MUCH AS YOU NEED TO TO ANSWER THESE PROMPTS.
>> THEY HAVE ALREADY STARTED WRITING.
I'M GOING TO SHOW YOU GUYS THE PICTURE, THAT SAME PICTURE BIGGER.
WHAT ARE THE THREE AGENTS THAT ARE CAUSING THIS LAND TO CHANGE OVER TIME? ARE THERE ANY QUESTIONS BEFORE WE START WRITING? OKAY STUDENTS, YOU CAN GO AHEAD AND START WRITING YOUR ANSWER.
REMEMBER, USE YOUR SENTENCE STEMS, USE YOUR EVIDENCE WHEN I SAY GO.
>> [BACKGROUND] WHICH IS THE SAME AS CHANGE.
[00:56:23]
>> IT'S NOT IMPLEMENTING TYPE.
[00:56:24]
>> WE ARE IMPLEMENTING CURRICULUM, TYPING OPPORTUNITIES IN THOSE LABS AND BASICALLY EVERYWHERE THAT WE CAN BECAUSE STUDENTS HAVE TO GET THEIR TYPING SKILLS UP TO PAR AND WE'RE ALSO TEACHING STUDENTS TO DRAFT ON PAPER AND THEN TRANSFER, BECAUSE SOMETIMES JUST THE CHALLENGE OF TYPING AND THINKING AT THE SAME TIME CAN BE A LOT.
>> IT DOES NOT. THERE'S NO SPELLCHECK, NO GRAMMAR CHECK IN THE SYSTEM.
>> I SAID YOU SHOULD HAVE THE ACCOMMODATIONS. [LAUGHTER]
>> WELL I MEAN THAT. [LAUGHTER]
>> ONE OF THE BENEFITS OF THE ONLINE TESTING PIECES, THOSE ADDITIONAL SUPPORTS ARE AVAILABLE TO STUDENTS WHO NEED THEM WHO HAVE IEPS 504.
>> WELL, SO I MEAN, OBVIOUSLY IT HAS TO BE IN YOUR ART?
>> BUT I MEAN, HOW DOES SOMEONE SAY, I'M NOT A GOOD SPELLER, I NEED AUTO-CORRECT, HOW DOES THAT WHOLE PROCESS WORK?
>> THAT'S REALLY PART OF THAT ART PROCESS IS DECIDING WHAT'S NEEDED THEN BASED ON THOSE ACCOMMODATIONS, WE PULL THAT FILE, IT GOES INTO THE STATE SYSTEM AND THEN THE STATE BASICALLY FLIPS THE SWITCH AND IT TURNS ON THE SPECIFIC SUPPORTS THAT STUDENT NEEDS.
I THINK LAST TIME WE WERE TALKING ABOUT FIRST STUDENT MAYBE WITH DYSLEXIA WHO MAY NEED LIKE A COLOR FILTER RIGHT.
THERE ARE MULTIPLE COLOR FILTERS IN THE SYSTEM.
IT'S THE EQUIVALENT OF TAKING THAT BLUE OVERLAY AND PUTTING IT ON THERE AND SO WHAT WE DO IS WE TRAIN STUDENTS IN ADVANCE, HERE'S WHAT YOU NEED TO TURN ON, TURN THESE ON, AND WE HAVE THEM PRACTICE IN THE SYSTEM PRIOR TO.
>> I JUST GOT A MILE A MINUTE BUT I MEAN, EVEN AND IT'S SO HARD BECAUSE I MEAN, THERE ARE CERTAIN WORDS THAT I HEAR, LIKE IN BITE OR SOMETHING AND I'M SPELLING IT WITH AN E OR WHATEVER AND THEN SO YOU'RE STARTING WRONG AND THESE KID, I MEAN, ESPECIALLY FOR FIFTH GRADER OR THIRD GRADER OR WHATEVER, IT'S SO HARD AND I'M SPENDING HALF OF MY TIME MAKING SURE THAT MY STUFF IS SPELLED CORRECTLY SO THAT IT'S TRANSLATED CORRECTLY SO [INAUDIBLE] DO WE SPEND EXTRA TIME WITH THOSE FIVE OTHER FOUR KIDS AND [OVERLAPPING].
>> ABSOLUTELY, YES AND JUST SO YOU KNOW, ON THE NEW STAR TESTS, THERE ARE TWO TYPES OF WRITING.
ONE OF THEM'S A SHORT CONSTRUCTED RESPONSE, WHICH IS REALLY WHAT YOU ALL DID AND THEN THERE'S EXTENDED CONSTRUCTED RESPONSE, WHICH IS BASICALLY AN ESSAY LIKE A COMPOSITION.
THAT ONLY HAPPENS IN READING LANGUAGE ARTS.
SHORT CONSTRUCTED RESPONSES, NOT GRADED, CAPITALIZATION, SPELLING, GRAMMAR.
THAT'S NOT A COMPONENT OF GRADING SHORT CONSTRUCTED RESPONSE, BUT IT IS ON THE EXTENDED CONSTRUCTED RESPONSE, SO THERE IS A DIFFERENCE THERE.
SHORT CONSTRUCTED RESPONSES ARE REALLY FOCUSED MORE ON MEANING THAN CONVENTIONS OF LANGUAGE.
>> SO MY QUESTION IS IN LIGHT THERE, WHAT I'VE SEEN IS STUDENTS WRITE LIKE THEY'RE TEXTING SO HOW ARE WE PREPARING THEM AND BUILDING THOSE HEALTHY HABITS SO WE ARE UTILIZING ACTUAL WORDS, COMPLETE SENTENCES AND NOT COMMUNICATING SHORTLY, IF YOU WILL?
>> I CAN JUST GIVE YOU ONE QUICK EXAMPLE.
ONE THING THAT WE USE, THEY'RE CALLED MENTOR SENTENCES, SO WHAT A MENTOR SENTENCE IS, IS A TEACHER WOULD BE READING A BOOK TO THE CLASS AND THEY WOULD'VE IDENTIFIED IN ADVANCE A SENTENCE THAT HAS A STRUCTURE THAT THEY WANT STUDENTS TO LEARN HOW TO USE SO FOR EXAMPLE,
[01:00:03]
CATHERINE EVANS, SECONDARY SCIENCE COORDINATOR, JUST TOOK YOU THROUGH A TALK READ TALK WRITE LESSON.WELL, THEY ARE GOING TO PUT THAT SENTENCE ON THE BOARD, THAT'S CALLED THE MENTOR SENTENCE AND THEN THEY'RE GOING TO ASK STUDENTS TO IDENTIFY WHAT DO YOU NOTICE? WHAT DO YOU WONDER ABOUT THE SENTENCE? WHETHER SOMEONE'S NAME, THERE'S SOMETHING BETWEEN THE COMMA THAT TELLS MORE ABOUT THEM.
THE TEACHER THEN DRAWS THEIR ATTENTION TO WHAT'S IN THE COMMA. IT'S AN A POSITIVE.
IT SAYS MORE ABOUT WHAT CAME BEFORE AND SO THEN STUDENTS ARE INVITED TO IMITATE THAT AND THEN THEY WRITE, THEY WOULD USE THEIR NAME OR A FRIEND'S NAME AND THEN OVER TIME, THE EXPECTATION IS THAT THAT SENTENCE STRUCTURE WILL SHOW UP IN STUDENTS WRITING AND TEACHERS WILL COME BACK TO THAT CONSISTENTLY, SO THE MENTOR SENTENCE APPROACH IS JUST ONE WAY THAT WE DO THAT WITH STUDENTS BECAUSE THEY NEED TO SEE IT REALLY IMITATE BEFORE THEY CAN CREATE.
>> [NOISE] EXCUSE ME, BACK TO THE SPELL.
DO WE KNOW HOW THEY'RE GOING TO COUNT OFF FOR THAT AND THEN THE NEXT PART OF MY QUESTION IS, IF I ANSWER THE QUESTION LIKE ONE OF THESE THAT WE HAD TO DO HERE AND IF I SAID ICE CAUSES CRACKS IN THE ROCK, IF IT IS OBVIOUS I CHOSE THE RIGHT ANSWER BUT I MISSPELL SOME OF THE WORDS, HOW IS THAT GOING TO WORK? DO YOU KNOW?
>> FOR A SHORT CONSTRUCTED RESPONSE, WHICH IS WHAT THIS IS.
>> OKAY, LET'S MAKE IT LONGER.
>> OKAY. [LAUGHTER] SO NOT THAT ONE.
THEN FOR THE EXTENDED CONSTRUCTED RESPONSE, THEY'RE GRADED ON A FIVE-POINT RUBRIC.
THREE POINTS OF THAT COME FROM, MEANING, TWO POINTS OF THAT COME FROM CONVENTION AND THEY'RE GRADED BY TWO HUMANS SCORES SO THE ENTIRE THING IS WORTH 10 POINTS AND SO WHAT THEY'LL DO IS THEY'LL SCORE BASED ON WHAT YOU MEANT, BUT THEN THEY'LL ALSO SCORE BASED ON SPELLING, GRAMMAR, PUNCTUATION, AND CONVENTIONS.
>> TWO POINTS ARE FOR EACH MISSPELLED WORDS?
>> NO, THE RUBRIC IS SPLIT INTO THREE POINTS FOR MEANING, YOU CAN GET UP TO THREE TOTAL POINTS FOR THE MEANING AND THEN UP TO TWO TOTAL POINTS FOR THE GRAMMAR AND CONVENTIONS AND THEN TWO PEOPLE SCORED FOR A TOTAL OF 10 POINTS.
>> REAL QUICK, BECAUSE WE DID IT AS A GROUP, WHAT'S THE GAP FOR OUR STUDENTS IF THEY'RE DOING WELL WITH THE GROUP AND, LIKE THE DIFFERENT PERSPECTIVES I'M HEARING NOW I HAVE A BALL GOING ON BUT INDIVIDUALLY, WE HAVE TO TAKE THIS TEST.
>> ABSOLUTELY, SO TALK READ TALK WRITE, IS A SCAFFOLD, IS THE SUPPORT TO GET STUDENTS TO WHERE THEY'RE RIDING ON THEIR OWN.
WHAT WE ARE ALSO RECOGNIZE ABOUT OUR STUDENTS IS THEY MAY NOT HAVE THE BACKGROUND KNOWLEDGE NECESSARY TO WRITE RIGHT AWAY SO TALK READ, TALK WRITE GIVES THEM A CHANCE TO TALK ABOUT IT.
I MEAN, I WOULD IMAGINE AND DR. KELLY, WILL TALK ABOUT THIS, THAT YOUR PARTNER HAD AN IDEA THAT YOU DIDN'T IN TALKING, THAT YOU CAN THEN INTEGRATE INTO YOUR WRITING.
ONE THING WE INVITE TEACHERS TO DO IS NOT TO RELEASE STUDENTS TO WRITE ON THEIR OWN RIGHT AWAY, BUT INSTEAD TO WRITE WITH THEM, TO WRITE AS A GROUP THEN SLOWLY HAVE THE STUDENT WRITE THE FIRST SENTENCE, THEN HAVE THE STUDENTS WRITE TWO SENTENCES.
THIS IS A PROCESS, THIS IS NOT ONE AND DONE, THIS IS ONGOING TO HELP STUDENTS LEARN HOW TO WRITE.
>> HOW LONG DO WE HAVE HAD TEST AND GREAT SUCCESS AND WHAT DID WE HAD? HOW MANY OF THESE, I MEAN, WE DO THIS EVERY DAY WITH EVERYTHING.
IF I'M A SEVENTH GRADER, I'M GOING TO SEE EACH MARKING PERIOD AT LEAST TWO TALK READ TALK WRITE LESSONS IN SCIENCE, TWO IN SOCIAL STUDIES, TWO IN READING LANGUAGE ARTS FOR A TOTAL OF SIX PER MARKING PERIOD, BECAUSE THIS IS A PRETTY INTENSIVE PROCESS BUT THAT'S OF COURSE NOT THE ONLY READING AND WRITING THAT THEY DO IS JUST, THOSE ARE THE LESSONS THAT OUR TEAM HAS CREATED FOR TEACHERS TO TEACH IN THAT TALK READ TALK WRITE STRUCTURE.
>> THEN I MEAN, AT WHAT POINT DO YOU SAY, WE'VE DONE THIS X AMOUNT OF TIMES, LET'S SEE WHAT WE'VE GOT.
>> ABSOLUTELY. WE HAVE A FEW LOCAL TESTS THAT WE CREATE.
WE HAVE ONE'S CALLED QUICK CHECKS, WHICH HAPPEN ABOUT EVERY TWO WEEKS.
THEY HAVE THESE ITEMS TYPES ON THERE.
WE JUST FINISHED WINTER BENCHMARKS.
THEY HAVE THESE ITEM TYPES ON THERE.
ONE OF THE KEY STRATEGIES ON THAT DOCUMENT THAT'S THERE IS, IT TALKS ABOUT LOCAL ASSESSMENTS SO ANY TESTS THAT WE CREATE LOOKS LIKE THE REDESIGNED START TEST.
ALL OF THOSE COMPONENTS ARE IN THERE, SO STUDENTS ARE DOING THAT NOW. THEY'RE PRACTICING THAT NOW.
[01:05:02]
IS IT ON COMPUTER OR IS IT ON PAPER?>> IT'S ON COMPUTER. WE DO ALL ONLINE TESTING TO PREPARE STUDENTS FOR STARTING BEING ONLINE.
>> LEARNING AWESOME. [BACKGROUND].
>> THIS IS GREAT. [OVERLAPPING].
>> MR. EVANS AND LISA WE HAVE TO TELL YOU, YOU DID A GREAT JOB. [APPLAUSE].
>> YOU MAKE IT A LOT FUN, YOU MAKE IT VERY EASY.
>> [LAUGHTER] I HAVE A COUPLE QUESTIONS.
>> I CAN JUST SHARE WITH THE BOARD.
YOU WERE A TEACHER RIGHT NOW, BUT IN YOUR OFFICIAL ROLE ON A DAILY BASIS, HOW DO YOU SUPPORT THE IMPLEMENTATION OF THIS STRATEGY?
>> WE WROTE THE TALK-RETALK RIGHT LESSONS FOR THE TEACHERS THIS PAST SUMMER.
THEN WE ROLLED THEM OUT, AND THEN WE HAD A PROFESSIONAL LEARNING DAY THAT WE TAUGHT THE TEACHERS HOW TO DO TALK-RETALK AND THEY WENT THROUGH THE EXACT GRUELING [LAUGHTER] PROCESS THAT YOU WENT THROUGH AS A STUDENT JUST LIKE YOU DID HERE.
THEN WE HAVE ANOTHER DAY COMING UP IN FEBRUARY WHERE WE WILL REVISIT THE STRATEGY AND MAKE SURE WE'RE ON TARGET.
WE ARE CONSTANTLY VISITING CLASSROOMS AND SEEING HOW WE CAN HELP SUPPORT THOSE TEACHERS AND SEEING HOW TALK-RETALK RIGHT IS GOING.
I HAVE FOUR INSTRUCTIONAL SUPPORT SPECIALISTS THAT SUPPORT OUR 15 ELEMENTARY CAMPUSES.
THEN SHE HAS ONE IN MIDDLE-SCHOOL THAT SUPPORTS WITH HER MATH SCIENCE IN HIGH SCHOOL.
THEY ARE CONSTANTLY IN THE CLASSROOMS CHECKING ON THIS STRATEGY AS WELL AND SEEING HOW THEY CAN HELP SUPPORT THAT.
>> IF I MAY. [NOISE] JUST YESTERDAY I WAS AT CROWLEY MIDDLE SCHOOL AND WENT INTO THE SOCIAL STUDIES OR HISTORY CLASS BUT I ACTUALLY SAW THIS BEING DEMONSTRATED IN VARIETY.
>> [APPLAUSE] EVEN NOT NECESSARILY HAVING THE FULL CONCEPT OF WHAT WAS GOING ON, I LITERALLY SAW THIS HAPPENING YESTERDAY.
[LAUGHTER] I WANT TO COMMEND YOU ALL BECAUSE, FOR ME JUST SITTING HERE NOW, JUST REFLECTING EVEN ON WHAT I WITNESSED YESTERDAY, THAT IS ABOUT BUILDING A CULTURE, THAT IS ABOUT BUILDING A SYSTEM AND A STRUCTURE THAT OUR FACULTY AND STAFF ARE ABLE TO THRIVE IN, SO GREAT JOB.
THE TEACHER'S NAME RIGHT NOW, ESPECIALLY BUT IT WAS IN 8TH GRADE HISTORY CLASS AT CROWLEY MIDDLE SCHOOL.
AGAIN, AND EVEN JUST OBSERVING ONE OF THE STUDENTS.
THE STUDENT WAS ABLE TO TELL ME EXACTLY WHAT HE WAS SUPPOSED TO BE DOING.
WHEN I SEE THIS, I DRAW A BOX, WHEN I SEE THIS, I CIRCLE AND I'M ABLE TO ANSWER THESE QUESTIONS FROM THE INFORMATION HERE.
I'M LITERALLY SITTING HERE WITH GOOSEBUMPS BECAUSE WHAT IT IS THAT WE'RE TRYING TO IMPLEMENT IS ACTUALLY DOING THE JOB. GREAT JOB.
>> THANK YOU. ABSOLUTELY. [APPLAUSE] THANKS ON THAT COMPLIMENT. THANK YOU.
>> WE ACTUALLY HAVE A PICTURE OF THAT TEACHER THAT YOU JUST MENTIONED.
>> OF COURSE IS GOING ON. [OVERLAPPING]
>> WE'LL MAKE SURE TO PASS ON THAT COMPLIMENT. THANK YOU SO MUCH.
>> YES. I WAS GOING TO SAY, I THINK THIS WAS GREATLY ASSIST THE WITH MIDDLE STUDENTS WILL HELP US, BECAUSE YOU'RE CONSTANTLY EMBEDDING THIS, SPEAKING, READING, WRITING, LISTENING.
YOU'RE DOING THOSE FOUR COMPONENTS.
AGAIN, THIS UNINTENTIONALLY, YOU'RE NOT WAITING UNTIL FEBRUARY OR MARCH TO RUIN IT, YOU RUN IT.
>> THAT'S OUR INTENTION NOTE PIECE TO OF PUTTING THOSE SENTENCE STARTERS AND SENTENCE STEMS IN THERE.
IT'S FOR EVERYONE, BUT WE'RE GOING, HEY ELR'S, HERE'S YOUR HELP.
IT'S POINTING FOR US OR JUST PAINTING A PICTURE FOR US OF WHAT THE STAFFING LOOKS LIKE AS IT RELATES TO COMMITTED ISS.
SO TELL US, I KNOW YOU'RE IN ELEMENTARY ON YOUR SECOND YEAR NOW.
LET US KNOW, HOW MANY ISS DO YOU HAVE BEEN WORKING TO SUPPORT THIS PLANS?
>> WELL, DR. MCFARLAND, I NEED MORE, BUT WE'LL TALK ABOUT THAT LATER.
>> ANSWER THE QUESTION FOR REAL. [APPLAUSE]
>> I WILL ANSWER YOUR QUESTION, SIR.
THEY EACH SERVE FOUR CAMPUSES.
ONE SERVES THREE CAMPUSES BECAUSE 15 DIVIDE BY 4.
BUT THEY EACH SERVE FOUR CAMPUSES,
[01:10:02]
SO THEY'RE ONLY ON AN ELEMENTARY CAMPUS ONE [NOISE] DAY A WEEK.>> I HAVE ONE. [NOISE] BUT I WANT AS MIGHTY AND SHE SUPPORTS FOUR MIDDLE SCHOOLS.
I DO HAVE HIGH-SCHOOL ISSS' THAT ARE SHARED WITH MATH.
THERE ARE PERSONAL CONTENT BACKGROUND HAPPENS TO BE MATH FOR ALL FOUR OF THEM.
ON DAYS WHEN [NOISE] WE'RE SPLIT AND YOU HAVE TO CHOOSE, THEY'LL GO TO MATH AND I DO MY BEST TO SUPPORT THAT CAMPUS AND THAT DEPARTMENT HEAD TO LEAVE THAT SCIENCE MEETING.
IF I'M THERE, I TRIED TO STOP BY JUST TO BE PRESENT WITH THEM AND WE REALLY TRY TO BUILD UP OUR DEPARTMENT HEADS IN HIGH-SCHOOL SCIENCE TO BE LEADERS ON THEIR CAMPUS.
>> I HAVE A QUESTION. WITH THE NUMBER OF STAFF YOU HAVE NOW, WHAT WOULD BE OPTIMUM [LAUGHTER] AND THEN MEET SOMEWHERE IN THE MIDDLE? [NOISE]
>> WHILE OPTIMUM WOULD BE ONE PER CAMPUS AS MY ELR COUNTERPARTS HAVE, EVEN IF WE COULD GET THEM DOWN TO THREE CAMPUSES, EVEN IF I COULD GET THEM JUST ONE MORE PERSON, THE FOUR CAMPUSES IS A LOT, AS YOU CAN IMAGINE.
I CAN TELL YOU WE ARE TO SERVICE K5.
WE HAVE TO SPEND THE MAJORITY OF OUR TIME 3:00, 5:00 RARELY DO WE GET TO SEE K2, IF I HAD EXTRA HELP THEN I COULD HELP SUPPORT K2 TO EITHER HAVE EARLY CHILDHOOD HELP ISS.
I'M THE ONLY ONE ON MY TEAM WITH EARLY CHILDHOOD EXPERIENCE, SO I DO TRY TO GET INTO THOSE K1 OR K2 CLASSROOMS, BUT IT IS ONE OF 15.
IF I HAD AT LEAST ONE MORE PERSON TO GET THEM DOWN TO THREE CAMPUSES.
BUT IDEALLY WE WOULD LOVE TO EACH PERSON TO HAVE TWO.
MY DREAM WOULD BE EACH PERSON TO HAVE TWO CAMPUSES, SO THAT WOULD BE SEVEN PEOPLE, THAT'S A LOT.
>> IF ONE OF YOUR PEOPLE IS THAT THE CLASSROOM AND LIKE MR. DAVIS WAS SAYING, HE SAW THE TEACHER ACTUALLY DOING THIS.
IF YOUR PERSON GOES INTO THE CLASSROOM AND THE TEACHER MADE ME JUST A LITTLE REDIRECTION OR LITTLE NOT TRAINING WHAT [NOISE] HAPPENS? DOES YOUR PERSON THEN JUST HAVE TO TURN AROUND AND LEAVE AND WELL, HOW DOES THAT LOOK?
>> WE ARE VERY STRATEGIC ABOUT HOW WE COACH.
IN THAT INSTANCE, THEY WOULD COACH IN THE MOMENT IF THEY HAVE THAT RELATIONSHIP.
MY COACH WILL COACH IN THAT MOMENT AND EITHER GO WHISPER IN THEIR EAR OR SHOW THEM A SIGN THAT SAYS, HEY, MIGHT WANT TO CHECK ON THESE KIDS OVER HERE AND THEY'LL COACH IN THAT MOMENT.
BUT WE'RE VERY STRATEGIC AND ALSO ALL THE PRINCIPALS UNDERSTAND THAT WE ARE MIGHTY TEAM OF JUST FOUR PEOPLE.
IF I HAVE A NEEDY TEACHER HERE, THEY MIGHT SPLIT THEIR DAY AND GO SPEND SOME TIME AT ANOTHER CAMPUS TO HELP THAT NEEDY TEACHER BECAUSE WE WILL NOT LEAVE ANYONE BEHIND.
WE WILL GO AND HELP THEM AS WE CAN.
SOMETIMES THOUGH AT MY ISS ALSO WILL GO IN AND THEN I WILL COME PICK UP THE PIECES AS WELL.
I USE MYSELF AS A COACH AS WELL.
>> YES. IT'S MY CHRISTMAS LIST.
[LAUGHTER] I THINK WHAT LINDA WAS SAYING ONE PER CAMPUS WOULD BE AMAZING.
OUR BIG CAMPUSES HAVE A STAFF OF 32 MATH AND SCIENCE TEACHERS COMBINED, SO THERE ONE ISS IS COACHING 30 TEACHERS WITH MATH AND SCIENCE.
AS YOU CAN IMAGINE, THAT'S A BIG ASK.
[NOISE] ON OUR NINTH GRADE CAMPUSES, THEY COACH MUCH FEWER TEACHERS, PROBABLY ONLY LIKE 10 OR 12.
BUT THEY HAVE TWO OF THOSE END-OF-COURSE BIG STAR TESTS THAT STUDENTS NEED TO PASS IN ORDER TO GRADUATE.
THEY HAVE ALGEBRA 1 AND BIOLOGY IN THEIR NINTH GRADE YEAR.
THAT ISS THAT SPECIALIST IS SUPPORTING BOTH OF THOSE VERY BIG, HAIRY, SCARY TEST AREAS.
THEY ALSO FEEL VERY TORN IN TWO DIRECTIONS.
IF WE HAD ONE PER HIGH SCHOOL, I WOULD CLICK MY HEELS OF JOY.
IF WE HAD A DISTRICT, MAYBE IT JUST TO HELP WITH THE BIOLOGY TESTS SINCE STUDENTS DO NEED THE BIOLOGY TO GRADUATE, THAT WOULD PROBABLY BE OUR BIGGEST AREA OF NEED OF JUST HAVING SOMEONE IN ADDITION TO MYSELF, TO SUPPORT WITH THAT BIOLOGY END-OF-COURSE EXAM.
BECAUSE ON OUR BIG CAMPUSES WE HAVE STUDENTS RETAKING THAT TEST SO THAT THEY CAN GRADUATE.
ON OUR NINTH GRADE CAMPUS, THEY'RE TAKING IT FOR THE FIRST TIME, AND WITH THE NEW CHANGES TO OUR STAR TEST AND WRITING AND READING IN SCIENCE.
[01:15:04]
SCIENCE IS A NEW ANIMAL WITH NEW CHALLENGES AND WE ARE TEACHING ENGLISH LANGUAGE ARTS STRATEGIES IN OUR CLASSES, AND IT'S SCARY FOR MANY SCIENCE TEACHERS WHO HAVE NEVER HAD TO ASSIGN A READING ASSIGNMENT OR GRADE OR WRITING ASSIGNMENT AND THEY'RE LIKE, WHAT AM I LOOKING FOR? AM I TAKING POINTS OFF FOR SPELLING? WHAT DOES THAT LOOK LIKE? THIS KID WROTE THIS, IS LIKE A TWEET.[LAUGHTER] HOW DO I GRADE THAT? THERE ARE UNIQUE CHALLENGES THAT ARE COMING WITH THESE CHANGES.
YEAH, AT THE VERY LEAST, HAVING SOMEONE TO HELP SUPPORT WITH BIOLOGY, AND THEN JUST THIS YEAR RATIO OF OUR TEACHERS THAT COULD USE SUPPORT IS VERY HIGH IN OUR HIGH SCHOOLS.
>> I ASKED THE QUESTION BECAUSE WE ALL HAVE A GOAL OF BEING THE TOP IN [INAUDIBLE] COUNTY, THIS IS HOW WE GET THERE.
>> WOULD IT BE POSSIBLE FOR A TEACHER TO GET MAYBE THIS IS OUR CURRENT SITUATION, THIS IS A PROPOSED RECOMMENDATION FOR US TO CONSIDER.
BECAUSE I THINK [OVERLAPPING] CONTINUED WHAT WE ALWAYS DONE, GETTING WHAT WE'VE GOT DOUBLED.
>> THERE IS DEFINITELY POSSIBLE THAT WE WILL BE PLANNING TO DO THAT.
WE WERE AT THE TIME OF YEAR WHEN YOU START BUDGETING AND PLANNING FOR NEXT YEAR AND WHAT WE'LL DO IS, WE BRING BACK I KNOW TIKTOK VARIOUS HAD A CONVERSATION ABOUT STAFFING GUIDELINES LIKE TOMORROW.
WHAT WE'LL DO IS, WE'LL START THERE.
WHAT WE'LL DO IS WE'LL BRING BACK TO YOU STABBING GUIDELINES WHERE WE CURRENTLY ARE AND THE ANY ADJUSTMENTS THAT WANT TO MAKE AND THIS WILL BE INDICATED WITHIN THERE.
WE'LL MAKE COUPLE OF SCENARIOS AND THEN WE'LL HAVE A CONVERSATION.
WE SHARE THIS WITH YOU QUITE FRANKLY, BECAUSE THIS IS A SIGNIFICANT STRATEGY AND A SIGNIFICANT CHANGE AND WE THINK IT WILL REALLY HELP US TO MOVE FORWARD.
>> IS MS. ADRIAN HERE? SHE'S PROBABLY STROKING THAT.
>> WHAT OTHER SCHOOLS IN THE DISTRICT IS DOING THIS AHEAD OF [OVERLAPPING]
>> I RECENTLY PRESENTED AT CAST, WHICH IS A CONFERENCE FOR SCIENCE TEACHERS FROM K ALL THE WAY TO 12.
THERE ARE HUNDREDS OF SESSIONS.
I WAS ONE OF TWO PEOPLE PRESENTING IT.
A LOT OF PEOPLE CAME TO MY SESSION, HAD NEVER HEARD OF IT, DIDN'T KNOW ABOUT IT.
IT'S FAIRLY NEW. AS ALWAYS, CROWLEY HAS BEEN INNOVATIVE.
>> AS MANAGING ONE NIGHT AND TWO LADIES AND YOUR DAUGHTER FOR HAVING DINNER AND [OVERLAPPING]
>> I ALWAYS TRY TO STRIKE THAT CONVERSATION. WHAT DO YOU DO? SHE GOES, I'M A PRINCIPLE AND A LEADER FOR MIDDLE SCHOOL.
I SAID, OH, REALLY, SO YOU'RE LIKING THE STAR STUFF AND SHE GOES, OH NO, [LAUGHTER] SHE GOES, YOU'RE ABOUT TO FIND OUT DISTRICTS THAT ARE DOING SOMETHING AND THE DISTRICTS THAT ARE WAITING TO DO SOMETHING.
YOU'RE GOING TO FIND OUT WHICH DISTRICT YOU'RE IN REALLY QUICK.
>> WE'RE ABSOLUTELY DOING SOMETHING.
[BACKGROUND] YOU CAN SEND THEM MY WAY.
YOU ACTUALLY CAN GO TEACH HIM NOW.
[LAUGHTER] ANY OTHER QUESTIONS, SIR?
>> THANK YOU-ALL VERY MUCH. WE APPRECIATE IT.
>> WE ALSO, WANT TO INTRODUCE TO YOU DR. KELLY LOLUPA, AND SHE IS OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING [BACKGROUND]
IT'S GOOD TO SEE Y'ALL TONIGHT.
I AM GOING TO TALK TO YOU ABOUT LONG-RANGE PLANNING.
BEFORE WE GET STARTED, I JUST WANT YOU TO REFLECT ON THIS QUESTION.
WHAT ACTIONS DO YOU THINK TEACHERS WOULD NEED TO TAKE TO PREPARE TO TEACH AT THE LEVEL OF RIGOR YOU JUST EXPERIENCED AS A STUDENT? SILENTLY, SILENCE SOLO 30 SECONDS.
JUST THINK ABOUT WHAT DOES THE TEACHER HAVE TO DO?
[01:20:01]
COME BACK TO ME IN 5, 4, 3, 2 AND 1.I WANT YOU TO TURN AND TALK TO YOUR PARTNER AND SHARE WHAT YOU WERE THINKING.
[BACKGROUND] [LAUGHTER] FINISH UP THAT LAST SENTENCE.
COME BACK TO ME. LET'S JUST SHARE OUT.
SHARE OUT WHAT YOU THINK TEACHERS WOULD NEED TO DO IN ORDER TO PREPARE FOR THAT LEVEL OF RIGOR.
>> I THINK THEY NEED TO BE OPEN MINDED [INAUDIBLE]
>> I THINK THEY HAVE TO TAKE OWNERSHIP OF IT.
>> I THINK IT'S ONE THING WHEN SOMETHING IS A SUGGESTION, I THINK IT IS SOMETHING ELSE WHEN I TAKE THIS ON AS, THIS IS HOW I DO IT.
I THINK THERE DOES HAVE TO BE A LEVEL OF ADOPTION AND OWNERSHIP IN THINKING.
>> I AM SO GLAD THAT YOU SAID THAT.
BECAUSE [LAUGHTER] IT REALLY LEADS US INTO LONG RANGE PLANNING.
THE GOAL OF LONG-RANGE PLANNING IS TO BRING TEACHERS TOGETHER TO SHARE THEIR BEST IDEAS AND EVEN BETTER ONES.
WE WANT THEM TO COME TOGETHER AND COLLABORATE.
THAT'S THE GOAL OF LONG-RANGE PLANNING.
LET ME TELL YOU A LITTLE BIT ABOUT LONG-RANGE PLANNING.
THIS YEAR, WE WERE VERY INTENTIONAL ABOUT SETTING ASIDE FOUR DAYS JUST FOR LONG-RANGE PLANNING SO TEACHERS COULD COME TOGETHER.
THE PURPOSE OF LONG RANGE PLANNING IS TO UNDERSTAND HOW STANDARDS, WHAT STUDENTS NEED TO KNOW AND SHOW.
WE NEED TO UNDERSTAND HOW THEY'RE ASSESSED.
WE NEED TO DETERMINE THE INSTRUCTIONAL STRATEGIES.
LIKE HOW ARE WE GOING TO TEACH THEM, HOW TO GET TO THIS LEVEL? THEN WE NEED EXEMPLARS AND EXAMPLES OF EXPECTED STUDENT RESPONSES.
SO EVERYBODY UNDERSTANDS WHAT THE BAR IS.
IN YOUR FOLDER, YOU HAVE A LONG-RANGE PLANNING PROTOCOL.
WILL YOU PULL THAT UP? IT LOOKS LIKE THIS ON THE BOARD.
WE'RE GOING TO TAKE A LITTLE WALK THROUGH THE LONG RANGE PLANNING PROTOCOL.
ON THE FIRST PAGE, YOU WILL SEE JUST SIMPLY THE PURPOSE OF THE PROTOCOL.
IT TELLS YOU SPECIFICALLY WHAT A TEACHER NEEDS TO DO TO PREPARE FOR A LONG-RANGE MEETING, AND ALSO WHAT AN INSTRUCTIONAL SPECIALISTS NEED TO DO TO PREPARE FOR THE LONG-RANGE MEETING.
IN THE PROTOCOL, THERE ARE SEVEN COMPONENTS, LIKE THE FIRST ONE, SET PURPOSE AND NORMS. I JUST WANT YOU TO TAKE ONE MINUTE, AGAIN SILENT SOLO, TO JUST PERUSE THROUGH THE PROTOCOL AND REALLY PAY ATTENTION TO THE HEADERS THAT ARE IN THE DARK GRAY.
LIKE SET PURPOSE AND NORMS. TAKE A MINUTE TO DO THAT.
I'LL KNOW YOU'RE DONE WHEN YOU'RE LOOKING UP THERE HAVE ABOUT ANOTHER 30 SECONDS.
[NOISE] NOW THERE ARE SEVEN SECONDS.
GREAT. WHAT DID YOU NOTICE ABOUT THE PROTOCOL THAT YOU THOUGHT WAS INTERESTING OR WHAT DID YOU NOTICE ABOUT THE PROCESS? ANYONE CAN SHARE.
[01:25:01]
WE WANT TO MAKE SURE THAT WE'RE FOCUSING ON THE TIPS PURPOSELY.WE WANT TO SHARE THAT INFORMATION AND THEN PLAN ACCORDINGLY.
ONCE AGAIN, WE'RE GOING TO DO SOME ACTING.
YOU'RE GOING TO BE THE TEACHERS, AND I WILL BE THE INSTRUCTIONAL SPECIALIST IN THIS SCENARIO.
YOU'RE GOING TO NEED THE WRITING DOCUMENT THAT YOU JUST CREATED TO HELP US WITH THIS PROCESS. ARE Y'ALL READY TO GO? YOU ARE TEACHERS IN 5, 4, 3, 2 AND 1.
WE'RE MOVING ON WITH OUR PROCESS AND TODAY WE'RE GOING TO DISCUSS 5.7 B, WHICH IS A STANDARD.
CAN I ASK SOMEBODY READ THAT STANDARD FOR ME PLEASE?
>> RECOGNIZE HOW LANDFORMS SUCH AS DELTAS, CANYONS AND SAND DUNES ARE THE RESULT OF CHANGES TO EARTH'S SURFACE BY WIND, WATER OR ICE.
>> YES. THANK YOU FOR READING THAT FOR US.
NOW OUR NEXT STEP IS REALLY TO LOOK AT A SIMPLE, SHORT CONSTRUCTIVE RESPONSE THAT OUR STUDENTS MAY EXPERIENCE.
I WANT TO REITERATE THAT THIS PARTICULAR TICK IS IMPORTANT BECAUSE IT'S BEEN TESTED TWO TIMES FOR THE LAST COUPLE OF YEARS ON THE STORE ASSESSMENT, AND WE'RE ALSO EXPECTING IT ON THE STORE REDESIGN.
USING EVIDENCE FROM THE TEXT, EXPLAIN HOW AGENTS CAUSE LAND TO CHANGE OVER TIME.
NOW, I'M ALREADY THINKING IN MY HEAD THAT I CAN ALREADY TELL STUDENTS NEED TO DO AT LEAST THREE STEPS.
ONE, THEY NEED TO IDENTIFY ALL THE AGENTS.
TWO, THEY HAVE THE UNDERSTANDING, CAUSE AND EFFECT.
THREE, THEY GOT TO IDENTIFY THE EVIDENCE.
ANYTHING ELSE YOU WANT TO ADD TO MY THINKING? ANYTHING ELSE THEY MIGHT NEED TO DO?
>> KNOW THE LANDFORMS. ANYTHING ELSE? WELL NOW LET'S PULL OUT THAT RUBRIC WE'VE BEEN USING ALL YEAR, THE CONSTRUCTIVE RESPONSE RUBRIC.
IT LOOKS LIKE THIS ON THE BOARD [LAUGHTER] I'M CHECKING TO SEE THAT EVERYBODY HAS IT.
PERFECT. I WANT US TO JUST TAKE ABOUT A MINUTE AND 30 SECONDS JUST TO REVIEW SECTION THAT SAYS TWO AND IT'S A TWO BECAUSE WE KNOW THAT'S THE HIGHEST NUMBER OF POINTS STUDENTS CAN EARN FOR DOING THIS CONSTRUCTED RESPONSE.
LET'S TAKE A MINUTE AND A HALF TO REVIEW THESE COMPONENTS.
IF YOU'RE DONE FEEL FREE TO LOOK AT ME AND I'LL KNOW THAT WE NEED TO MOVE FORWARD.
THANK YOU FOR THOSE BEAUTIFUL EYES.
NOW THAT WE'VE LOOKED AT THE CONSTRUCTED RESPONSE RUBRIC, IS THERE ANYTHING THAT WE THINK WOULD BE IMPORTANT FOR US TO REALLY LIFT UP FOR THE NEXT LESSON THAT WE'RE ABOUT TO PROVIDE INSTRUCTION IN? IS THERE ONE COMPONENT THAT YOU THINK WE PROBABLY REALLY NEED TO FOCUS ON THIS AND EMPHASIZE WITH OUR STUDENTS?
>> EVIDENCE FROM THE TEXT, THAT IS GOING TO BE SUPER HUGE.
WE'RE GOING TO NEED TO LET THEM KNOW THAT THERE'S DIFFERENT WAYS THEY CAN OUTLINE EVIDENCE.
THEY CAN BULLET IT, THEY CAN PARAPHRASE, OR THEY CAN DO A DIRECT QUOTE.
WE ARE GOING TO HAVE TO BE CLEAR ABOUT THAT.
I WANT TO SAY FIRST OF ALL THANK YOU FOR RESPONDING TO MY EMAIL LAST WEEK AND I KNOW THAT EVERY SINGLE ONE OF YOU BROUGHT YOUR EXAMPLE OR YOUR EXEMPLAR.
I WANT YOU TO PULL OUT YOUR EXAMPLE THAT YOU BROUGHT TODAY.
[01:30:02]
[LAUGHTER] IT'S RIGHT HERE FOR YOU, IT'S RIGHT HERE. HERE'S YOUR EXAMPLE.WE'RE GOING TO GO THROUGH OUR TRADITIONAL EXERCISE AND WHAT I WANT YOU TO DO WHEN I SAY GO IS YOU'RE GOING TO SWITCH PAPERS WITH YOUR PARTNER.
HERE'S WHAT YOU'RE GOING TO BE THINKING AS YOU'RE READING YOUR PARTNER'S PAPER.
I WANT YOU TO THINK; WHAT'S THE SAME, WHAT'S DIFFERENT, AND WHAT COULD YOU TAKE FROM YOUR PARTNER'S PAPER TO MAKE IT STRONGER OR TO UPGRADE IT? I MUST SAY THAT ONE MORE TIME, WHAT'S THE SAME, WHAT'S DIFFERENT, AND WHAT CAN YOU TAKE FROM YOUR PARTNER'S WORK TO UPGRADE YOUR OWN? I;M GOING TO GIVE YOU A MINUTE SILENCE SOLO TO DO THIS. ALL RIGHT.
[BACKGROUND] THANK YOU SO MUCH FOR DOING THIS ACTIVITY, SILENT SOLO.
LET'S COME BACK TOGETHER IN 5, 4, 3, 2, 1.
IS SOMEONE WILLING TO SHARE WHAT THEIR PARTNER DID THAT WAS THE SAME OR SIMILAR ON YOUR PAPER? CAN I HAVE ONE WHO CAN SHARE?. YES, MA'AM.
>> I THINK YOU SAID SOMETHING THAT WAS SIMILAR.
I THINK THIS WAS THE EXERCISE FOR WE DIDN'T DO IT RIGHT.
>> WELL, LET ME ASK YOU THIS, DID YOU IDENTIFY AT LEAST ONE AGENT?
>> ALL THREE. THAT IS SOMETHING THAT WE DID THAT WAS SIMILAR.
>> CAN SOMEONE SHARE SOMETHING THAT THEY NOTICED ON THEIR PARTNER'S PAPER THAT WAS DIFFERENT FROM YOURS? YES, MA'AM.
>> MY PARTNER DID FULL SENTENCES.
>> YOUR PARTNER DID FULL SENTENCES, WHAT DID YOU DO?
>> YOU SUMMARIZED. OKAY, THANK YOU.
WHO WANTS TO SHARE WHAT THEY SAID? WHEN I START THE EDITING PROCESS, I'M GOING TO ADD THAT ONTO MINE.
I WANT TO SHARE WHAT YOU WOULD TAKE FROM YOUR PARTNER. YES.
>> MY PARTNER SAID THAT THEY CHANGED THE LAND BY WEATHERING AND EROSION, AND THEN THE ICE ALSO CUTS INTO NEARBY OVERLAPS.
I DON'T THINK THAT I HAD THAT, BUT I WANTED TO. [LAUGHTER]
>> THAT'S THE WHOLE REASON WHY WE DO THIS.
IT'S SO THAT WE CAN GLEAN FROM EACH OTHER, TAKE FROM EACH OTHER, AND MAKE OURSELVES BETTER.
>> THAT'S WHAT YOU MEANT BY EXAMPLE.
>> IF YOU CAN TAKE ONE-MINUTE SILENT SOLO TO READ THIS PARAGRAPH.
I'LL KNOW YOU'RE READY WHEN YOU'RE LOOKING AT ME.
I CAN SEE YOUR BEAUTIFUL EYES.
>> THAT'S WHAT I WOULD HAVE DONE THERE
>> THAT'S WHAT YOU WOULD'VE DONE? ABSOLUTELY. I NEED SOMEONE BRAVE TO TELL US, WHAT DID WE DO THAT WAS THE SAME?
>> WE INCLUDED THE SAME INFORMATION IN THE SYNOPSIS.
>> CAN YOU GIVE ME AN EXAMPLE, WE BOTH HAVE AGENTS, RIGHT?
>> WHAT DID WE DO THAT WAS DIFFERENT? WHO WANTS TO SHARE? [OVERLAPPING].
>> ACCORDING TO THE PASSAGE? [LAUGHTER].
>> WHAT DID WE DO THAT WAS DIFFERENT?
[01:35:03]
>> I THINK FOR ME I'D LIKE THE WEATHERING.
>> THERE IT IS. IS THAT WHY YOU HAD US TO CIRCLE AND BOX THEM BECAUSE THOSE ARE IMPORTANT ENOUGH TO PUT IN THE PROCESS?
>> WHAT IS SOMETHING FROM THE PARAGRAPH YOU THINK YOU WANT TO TAKE AND ADD TO YOUR RESPONSE TO MAKE IT A STRONGER EXEMPLAR? HOW DO YOU WANT TO UPGRADE?
>> JUST THE PHRASE, ACCORDING TO THE PASSAGE AUTOMATICALLY LEADS THE READER TO KNOW THAT THIS IS WHERE IT COMES FROM.
>> ANYBODY ELSE WANT TO SHARE? THAT'S OKAY.
>> I'M GOING TO GO BACK TO A QUESTION THAT I ASKED BEFORE.
WHEN WE'RE TALKING ABOUT SPELLING AND ALL OF THAT DOING THIS IN ONE REGARD INCREASES OPPORTUNITY FOR HIGH SCHOOL, BUT COULD IT ALSO CREATE AN OPPORTUNITY FOR WHAT'S BEEN TAKEN AWAY?
>> YOU JUST ASKED AN EXCELLENT QUESTION.
NOW REMEMBER THIS IS A SHORT CONSTRUCTED RESPONSE, SO THEY DON'T COUNT ON FOR SPELLING FOR THIS ONE.
>> SHORT, YES. THEY WILL NOT CUT OFF THE SPELLING FOR THIS.
>> I JUST HAD ONE OTHER OBSERVATION.
>> RIGHT OFF THE BAT GIVEN THE QUESTION, THE ANSWER IS THERE.
THE EVIDENCE COMES AFTER IT, [INAUDIBLE].
THIS IS WHAT CALLS THIS AND HERE'S THE EVIDENCE THAT SUPPORTS WHAT I JUST SAID.
>> IF WE CAN BE INTENTIONAL ABOUT MAKING SURE THE STUDENT ANSWER THE QUESTION FIRST AND THEN ELABORATE WITH EVIDENCE THAT WILL HELP THEM STRUCTURE THEIR RESPONSE.
I'M GOING TO GIVE YOU ONE MINUTE TO TAKE YOUR PAPER AND UPGRADE IT, ONE MINUTE TO TAKE YOUR PAPER AND ADD THE INFORMATION YOU WANT TO TAKE FROM YOUR PARTNER AND FROM THE EXAMPLE.
>> YOU CAN COPY. REMEMBER WE'RE TEACHERS, WE'RE GLAMPING IT FROM EACH OTHER, SO IF YOU WANT TO TAKE THE EXACT SAME STATEMENT YOU CAN.
YOU CAN TAKE A PICTURE, THAT IS OKAY.
YOU ARE NOW BOARD MEMBERS IN 5, 4, 3, 2, 1.
HURRAH. YOU'VE GONE THROUGH THE EXPERIENCE OF BEING A STUDENT, NOW YOU'VE GONE THROUGH THE EXPERIENCE OF BEING A TEACHER DURING A PORTION OF THE LONG-RANGE PLANNING.
I ASKED YOU THIS QUESTION BEFORE AND I'M JUST WONDERING IF NOW YOU HAD SOME FURTHER THINKING ON IT.
WHY DO YOU THINK IS IMPORTANT FOR TEACHERS TO HAVE TIME TO DO LONG-RANGE PLANNING? ANYBODY WHO WANT TO SHARE IT OUT?
>> WELL, I THINK IT'S COLLABORATIVE WHICH AGAIN COLLABORATION LEADS ITSELF TO EASIER ADOPTION AND OWNERSHIP.
WHEN I PARTICIPATE IN THE PROCESS OF CREATING THE SYSTEM OR THE PROCESS OR WHATNOT AGAIN, IT'S EASIER TO HAVE BUY-IN. [OVERLAPPING]
>> I THINK BY INCLUDING OUR TEACHERS IN THAT PROCESS VERSUS SAYING, HERE, THIS IS HOW WE WANT TO DO EVERYTHING FROM NOW ON, PEOPLE WILL TEND TO REJECT, TO REBEL OR PUSH AGAINST THAT BUT IF THIS IS WHAT WE CAME UP WITH, I'M ONE COMPONENT OF THIS GREATER PIECE.
I THINK IT REALLY HELPS AND IT AIDS IN EVERYONE FEELING A PART OF THE PROCESS AND OWN IT.
>> YES. [OVERLAPPING] THANK YOU.
>> THIS IS VERY SIMPLISTIC BUT WHEN I THINK ABOUT LONG-RANGE PLANNING, I'M THINKING THIS IS THE GOAL.
[01:40:04]
THIS IS WHERE WE WANT TO BE.IF WE CAN COME UP WITH THIS NOW, THEN THAT'S GOING TO HELP ME AS I'M PLANNING HERE BECAUSE I KNOW WHERE I'M TRYING TO TAKE THE STUDENTS.
>> EXACTLY. ANY OTHER THOUGHTS?
>> HOW OFTEN DOES LONG RANGE PLANNING OCCUR, OR DOES IT OCCUR IN THE CAMPUS BASE [BACKGROUND], WHEN DO WE CONDUCT ONE?
IT OCCURS FOUR TIMES A YEAR, IT'S ON THE CAMPUS AND IT'S A ALL-DAY PROCESS, AND IT'S DONE BY CONTENT.
>> THAT'S WHY IT'S SO CRITICAL WHEN WE ARE GOING THROUGH CALENDAR TO INCLUDE STAFF DEVELOPMENT DAYS AND SO WE DO IT AGAIN BY TRAINING TRAINEES.
>> ABSOLUTELY. YOU ALL REMEMBER THE LAST YEAR, WE MADE ADJUSTMENTS TO ADD MORE TIME FOR LONG-RANGE PLANNING.
IN THIS YEAR, WE WANT TO LIFT UP THE ROUTINE FOR LISTENING TO THE TEACHER BECAUSE ACTUALLY WE CAME BACK FROM CHRISTMAS.
THAT WAS POSSIBLE TO WE ACTUALLY HAD THE VERY ACTUALLY DISTRICT LEVEL DEVELOPMENT DAYS I THINK IT WAS, AND MR. KEITH AND OTHERS CAME AND SAID, "HEY, WE NEED TO GIVE TEACHERS MORE TIME FOR LONG-RANGE PLANNING." WE CAME BACK. WE ACTUALLY REMOVED THAT NAME OR ACTUALLY CHANGED THEIR NAME TO A CAMPUS LONG-RANGE PLANNING DAY.
I APPRECIATE THE FACT THAT THE TEAM IS LISTENING TO THE TEACHERS.
I SAW SOMETHING LIKE, "OH MY GOD." [LAUGHTER] YOU SEE WHAT TIME [INAUDIBLE] OUR TIME? I GOT TO HAVE TIME TO PROCESS. DEFINITELY.
>> I JUST WANT TO LEAVE YOU WITH OUR FIRST STATEMENT WHICH IS THE PURPOSE OR THE GOAL OF LONG-RANGE PLANNING IS REALLY TO BRING TEACHERS TOGETHER.
THEY'RE THE ONES WHO HAVE TO IMPLEMENT THE CURRICULUM PIECES AND THE INSTRUCTION.
WHEN THEY SIT DOWN AND THEY HAVE TIME TO PROCESS WITH THEIR PEERS, THE LESSONS JUST GETS STRONGER AND BETTER.
THAT'S WHY WE DO LONG-RANGE PLANNING.
>> GIVEN THE FACT THAT WE'VE HAD TEACHERS SERVING IN THE DISTRICT FOR A LONG TIME AND THIS IS NEW, HAVING TO BE RESISTANCE THIS NEW FORM OF TEACHING?
>> RESISTANCE TO PLANNING, ABSOLUTELY NOT.
THEY WANT TO GET TOGETHER AND SHARE THEIR IDEAS.
FOR LONG-RANGE PLANNING, IT'S BEEN POSITIVELY RECEIVED.
I'LL TURN IT BACK OVER TO MR. KEITH.
>> CAN WE JUST SAY THIS IS A REPRESENTATIVE SAMPLE OF A REALLY INCREDIBLE TEAM.
WHAT YOU'VE SEEN TONIGHT, JUST I WOULD LIKE TO GIVE THEM ONE MORE HAND JUST WITH THE WORK THAT THEY DO. [APPLAUSE] JUST FOR CONTEXT, WE, REALLY THE CNI TEAM IS A DEPARTMENT OF ABOUT BETWEEN 25 AND 30.
IT SHIFTS A LITTLE BIT BUT REALLY THIS IS THE TEAM THAT SUPPORTS TEACHERS ON THE CAMPUS, IT SUPPORTS PRINCIPLES AND APS FROM AN INSTRUCTIONAL LEADERSHIP PERSPECTIVE.
WE HAVE OUR INSTRUCTIONAL SUPPORT SPECIALISTS.
YOU HEARD LINDA AND KATIE TALKING ABOUT THEIR DISTRICT LEVEL INSTRUCTIONAL SUPPORT SPECIALISTS, BUT THEN WE ALSO HAVE READING AND MATH SPECIALISTS ON EVERY CAMPUS, SO THOSE ARE CAMPUS SPECIFIC.
WE PROVIDE SUPPORT FOR THOSE FOLKS AS WELL AND NOT REALLY NONE OF THIS IS POSSIBLE WITHOUT THAT FOLKS, OUR PARTNERSHIP WITH SCHOOL LEADERSHIP AND REALLY THE PARTNERSHIP AMONG THE DEPARTMENTS HERE AT CENTRAL OFFICE.
REALLY, AT THE END OF THE DAY BOARD, THE WHOLE PURPOSE OF TODAY, I JUST WANT TO BRING US BACK TO WHERE WE STARTED, SO TWO SETS OF BIG CHANGES.
ACCOUNTABILITIES CHANGING, WE'LL COME BACK WITH MORE INFORMATION ON THAT.
AS THE STATE CONTINUES TO RELEASE IT, STARTS JUST CHANGING AND IT'S CHANGING IN VERY BIG WAYS.
TONIGHT, WHEN YOU LOOK AT THOSE FOUR ICONS UP THERE, YOU REALLY EXPERIENCED A LEARNING EXPERIENCE THAT PREPARES YOU FOR THREE OF THOSE.
LOOKED AT CROSS-CURRICULAR PASSAGES BECAUSE YOU DEALT WITH SCIENCE, WE LOOKED AT NEW QUESTION TYPES BECAUSE YOU HAD TO WRITE IN SCIENCE AND SHORT CONSTRUCTED RESPONSES A NEW QUESTION TYPE, AND YOU DID EVIDENCE-BASED WRITING.
THAT'S WHAT TALK, READ, TALK, WRITE IS ALL ABOUT.
IT'S NOT JUST ABOUT A STUDENT'S EXPERIENCE,
[01:45:01]
IT'S WHAT THEY CAN FIND FROM THE TEXT, AND WE KNOW THAT THAT'S WHAT THEY'RE GOING TO HAVE TO DO IN ORDER TO BE SUCCESSFUL.WITH THOSE FOUR THINGS IN MIND, WE'VE SHARED WITH YOU OUR STRATEGIC ACTION PLAN.
WE HAVE ZOOMED IN ON TALK READ TALK WRITE BUT YOU CAN SEE THERE BY THAT LIST ON THE LEFT-HAND SIDE, OUR ACTIONS ARE INTENTIONAL, THEY'RE PURPOSEFUL, AND REALLY THEY WERE DRIVEN FROM THE BOTTOM-UP BY THE VOICE OF OUR CAMPUSES, AND THAT'S WHAT WE'RE IMPLEMENTING TO GET OUR TEACHERS AND STUDENTS READY FOR THE STAR REDESIGN.
I'D BE HAPPY TO ANSWER ANY OTHER QUESTIONS THAT YOU MAY HAVE.
THANK YOU MR. KEITH FOR YOUR LEADERSHIP FOR THESE FANTASTIC PEOPLE.
>> WHO FOUND THE TALK, READ, TALK, WRITE?
>> IT'S ACTUALLY FROM A BOOK BY NANCY MOTLEY.
THE BOOK IS LITERALLY CALLED TALK, READ, TALK, WRITE AND SHE REALLY PULLS TOGETHER JUST A LOT OF HIGH-QUALITY LANGUAGE LEARNING STRATEGIES.
WE BROUGHT THAT BACK TO OUR TEAM AND REALLY THE TEAM HAS TAKEN IT, THEY'VE DEVELOPED THE LESSONS THEY RAN WITH IT AND SO REALLY A GROUP EFFORT ON IT.
>> ALL RIGHT, THANK YOU SO MUCH AND THANK YOU BOARD FOR YOUR QUESTIONS AND YOUR WILLING PARTICIPATION.
[LAUGHTER] I HAVE TO BE STUDENTS AND TEACHERS FOR THE EVENING.
>> AT THIS TIME, WE'RE GOING TO TAKE A SIX-MINUTE RECESS.
WARD AGENDA ITEM 4.2, SCHOOL LEADERSHIP OVERVIEW.
IT INCLUDES PRINCIPLE LEARNING CLUSTERS AND THE CAMPUS PERFORMANCE REVIEW PREPARATIONS.
>> [INAUDIBLE] BOARD MEMBERS, WE'RE DEFINITELY EXCITED TO BRING THIS ITEM.
THIS ITEM REALLY DEALS WITH THE ACTIONS AND STRATEGIES THAT WILL TAKE IT BACK AND SUPPORT OUR PRINCIPALS.
WE ALL KNOW THAT PRINCIPALS ARE CRITICAL TO THE SUCCESS OF THE OVERALL SCHOOL.
SO WE KNOW IT'S CRITICAL THAT WE ALSO SUPPORT THEM AND HELP THEM DEVELOP THEIR SKILLS.
DR. WRIGHT IS HERE AND PREPARED [INAUDIBLE].
>> THANK YOU. GOOD EVENING, MADAM PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD AND DR. MCFARLAND.
THIS EVENING WE'RE PRESENTING TO YOU A REPORT ITEM ON STRATEGIES FOR SUPPORTING PRINCIPALS.
I NEED ONE MORE HAND. [LAUGHTER] WE PRESENT TO YOU A REPORT ITEM ON STRATEGIES FOR SUPPORTING PRINCIPALS.
AS THE LINES ARE GOAL 1, THRIVING STUDENTS AND GOAL 3, EMPOWERED STAFF.
THE REPORT WILL PROVIDE YOU WITH AN UPDATE FROM SCHOOL LEADERSHIP FOR HOW WE SUPPORT OUR PRINCIPALS.
IN OPENING, PLEASE TAKE A FEW SECONDS TO READ AND REFLECT THIS QUOTE TAKEN FROM MY BLUEPRINT FOR EXCELLENCE.
I'M PROUD TO SAY THAT WE WORK IN A DISTRICT WHERE OUR SCHOOL BOARD AND OUR SUPERINTENDENT SEE THE VALUE FOR DEVELOPING OUR CAMPUS LEADERS TO POSITIVELY IMPACT STUDENT ACHIEVEMENT.
AS YOU KNOW, WE HOLD OUR PRINCIPALS TO HIGH EXPECTATIONS THROUGH THE CISD PRICE OF ADMISSION.
YOUR GUIDANCE HAS CHALLENGED US TO WORK VERY HARD TO SUPPORT THESE PRINCIPALS, SO WE CAN SEEK TO BE THE TOP PERFORMING DISTRICT IN TARRANT COUNTY.
IT IS IMPERATIVE THAT WE PROVIDE PRINCIPALS WITH THE SERVICE AND SUPPORT NECESSARY TO BE SUCCESSFUL.
AT THE CENTER OF THIS WORK IS POSSESSING A COLLABORATIVE MINDSET. IT'S NUMBER 5.
A FINE EXAMPLE OF A COLLABORATIVE MINDSET IS WHEN OUR EXECUTIVE DIRECTORS AND OUR PRINCIPALS WORK TOGETHER THROUGH PRINCIPAL LEARNING CLUSTERS AND ALSO IN PREPARATION FOR CAMPUS PERFORMANCE REVIEW PREP.
THEREFORE, TONIGHT WE PLAN TO PRESENT TO YOU TWO STRATEGIES, THE DEFINITION OF THESE STRATEGIES, THE RATIONALE, AND THE TWO ACTIVITIES FOR YOUR LEARNING EXPERIENCE TONIGHT [LAUGHTER].
I KNOW YOU'VE BEEN HAVING FUN TONIGHT.
THE FIRST STRATEGY, PRINCIPAL LEARNING CLUSTERS WILL BE PRESENTED BY EXECUTIVE DIRECTORS MS. ANNA ROW AND MS. ROLANDO MCKINSEY. YOU ALL COME ON UP.
THE SECOND STRATEGY, CAMPUS PERFORMANCE REVIEW PREP,
[01:50:02]
WILL BE PRESENTED BY EXECUTIVE DIRECTORS MS. VERONICA KUNCHE, AND DR. CLARENCE WILLIAMS. WE'LL TAKE QUESTIONS THROUGHOUT THE PRESENTATION AND AT THE END.TEAM COME ON UP AND LET'S ROLL THAT BEAUTIFUL FOOTAGE.
>> GOOD EVENING, MADAM PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD AND DR. MCFARLAND.
MS. MCKINSEY AND I ARE SO EXCITED TO PRESENT TO YOU PRINCIPAL LEARNING CLUSTERS.
PRINCIPAL LEARNING CLUSTERS ARE ONE OF OUR VERY FAVORITE WAYS TO SUPPORT AND SERVE OUR PRINCIPALS.
OUR PRINCIPAL LEARNING CLUSTERS ARE DESIGNED TO BRIDGE THE IMPLEMENTATION OF DISTRICT INITIATIVES, TO DEVELOP OUR CAMPUS LEADERSHIP AND TO SHARE BEST PRACTICES TO INCREASE STUDENT ACHIEVEMENT.
OUR PRINCIPAL LEARNING CLUSTERS ARE INTENTIONALLY SCHEDULED WITHIN OUR LEADERSHIP CALENDAR AT CRITICAL TIMES OF THE YEAR TO REALLY DISSEMINATE INFORMATION IN AN INTIMATE SETTING WHERE OUR PRINCIPALS CAN DIVE DEEP INTO THEIR LEARNING.
WITHIN OUR 27 CAMPUSES, WE HAVE FIVE PRINCIPAL LEARNING CLUSTERS.
TWO IN SECONDARY, AND THREE IN ELEMENTARY.
THESE CLUSTERS ARE LED BY THE EXECUTIVE DIRECTORS OF SCHOOL LEADERSHIP.
>> LIKE YOU SAID AT THE BEGINNING, I CAN ASK A QUESTION IF YOU'RE ON, RIGHT?
>> [INAUDIBLE]. I'M JUST CURIOUS WHY THE ELEMENTARY CLUSTERS ARE BROKEN UP IN DIFFERENT GROUPS.
I MEAN, THIS LEARNING CLUSTER 5, IS SIGNIFICANTLY BIGGER THAN CLUSTER 4.
I MEAN, NUMBER 1, WHY IS THAT?
>> GREAT QUESTION. OUR CLUSTERS ARE BROKEN UP BY PRINCIPAL SUPERVISORS.
SO THE EXECUTIVE DIRECTOR SCHOOL LEADERSHIP WHO SUPERVISES CAMPUSES, THAT'S HOW OUR CLUSTERS ARE DESIGNED.
IN THAT CLUSTER 5, FOR EXAMPLE, DR. WILLIAMS SUPERVISES BOTH ELEMENTARY AND SECONDARY CAMPUSES, SO IT'S COMBINED.
THAT'S WHY THAT ONE'S A LITTLE LARGER.
>> BUT IS YOUR QUESTION WHY THERE'S SO MANY SCHOOLS THAT THEY'RE RESPONSIBLE FOR WITHIN THAT CLUSTER VERSUS?
>> YES, BECAUSE WE SEE THIS FIRST ONE, LEARNING CLUSTER 3 HAS FIVE CAMPUSES.
THEN LEARNING CLUSTER 4 HAS FOUR, AND THEN WE'RE LOOKING AT SEVEN IN CLUSTER 5.
WHEN I LOOK AT THAT, THE FIRST QUESTION THAT COMES TO MY MIND IS, ARE WE EQUITABLE IN OUR PRACTICES BECAUSE IF I'M COVERING MORE CAMPUSES, THAT MEANS THERE'S LESS OF ME TO REACH EACH OF THEM COMPARED TO A CLUSTER THAT I ONLY HAVE TO COVER FOUR CAMPUSES.
>> ONE THING THAT'S NOT INDICATED THERE LIKE CROWLEY MONTESSORI IS REALLY A SCHOOL WITHIN A SCHOOL AT THIS POINT, SO VERY SMALL COMPARED TO THE OTHER CAMPUSES.
>> BUT IN A CLUSTER, WE ALSO HAVE MR. GILLIES WHO IS EXECUTIVE DIRECTOR OVER THAT SCHOOL AS WELL.
ALL OF THESE THEY'RE SEEN HERE AS A CLUSTER TOGETHER, YOU HAVE MULTIPLE PEOPLE WORKING ON THAT.
ALSO WITH HARBOURY [INAUDIBLE] SOME INNOVATION THERE ON THOSE CAMPUSES.
WE HAVE NANCY AND ACE, THEY WERE GROUPED TOGETHER.
DEER CREEK AND MILL CREEK, WE'RE ACTUALLY IMPLEMENTING AMPLIFIER.
THERE'S SOME UNIQUE THINGS THAT ARE HAPPENING WITHIN THAT CLUSTER THAT MAY BE ADVANTAGEOUS FOR THEM TO BE ABLE TO MEET TOGETHER.
A CLUSTER REALLY IS ABOUT HOW THEY MEET TOGETHER AND COLLABORATE.
>> THEN ALONG THOSE SAME LINES, THERE ARE ADDITIONAL PEOPLE ASSIGNED BECAUSE OF THOSE, RIGHT?
>> YEAH. THERE ARE ADDITIONAL ADMISSIONS.
>> IN THAT CLUSTER 5 ALL THREE, DR. WILLIAMS, MYSELF, AND MR. GILLIES ARE ALL EXECUTIVE DIRECTORS OF SCHOOL LEADERSHIP.
SO THERE'S THREE OF US SUPPORTING THOSE SEVEN CAMPUSES.
>> OKAY. I WAS JUST GOING TO SAY ROCK STARS, BUT [LAUGHTER].
THE GOALS OF OUR PRINCIPAL LEARNING CLUSTERS THEY ARE SIMPLE YET THEY'RE POWERFUL AND SUPER EFFECTIVE.
FIRST, LEADERSHIP DEVELOPMENT.
WE HEARD DR. WRIGHT TALK ABOUT THE IMPORTANCE OF A PRINCIPAL, AND REALLY IS ABOUT BUILDING THE CAPACITY OF OUR PRINCIPAL THROUGH THIS PRINCIPAL LEARNING CLUSTER IN THE SMALLER SETTING.
THROUGH COLLABORATION, WE CREATE THESE SAFE SPACES WHERE OUR PRINCIPALS CAN COME TOGETHER IN AN ENCOURAGING AND SUPPORTIVE ENVIRONMENT TO REALLY WORK ON THE WORK.
THROUGH THIS COLLABORATION, THEY BUILD RELATIONSHIPS AND THEY FORM PARTNERSHIPS
[01:55:04]
THAT WE'VE REALLY SEEN EXTEND BEYOND THE CLUSTER AS THEY WORK TOGETHER.MEETING THE IMMEDIATE NEEDS OF THE CAMPUS IS REALLY UNIQUE TO THE PRINCIPAL LEARNING CLUSTER.
WE'RE ABLE TO REALLY HEAR PRINCIPAL VOICE AND THEY HELP DRIVE THE AGENDA AND THE TOPICS THAT WE COVER IN OUR PRINCIPAL LEARNING CLUSTERS.
THE LAST GOAL IS REALLY TO MODEL TEACHING AND LEARNING PRACTICES AS WE WORK IN THOSE SMALLER SETTINGS FOR OUR PRINCIPALS.
>> I JUST WANT TO ADD TO THIS.
ANOTHER BYPRODUCT AND AN IMPORTANCE OF BEING IN A CLUSTER PROVIDES, IS THE FACT THAT WE HAVE SO MANY NEW PRINCIPALS WHERE WE'RE ABLE TO CLUSTER THEM WITH SEASONED PRINCIPALS, THEY'RE ACTUALLY ABLE TO SCALE THE KNOWLEDGE AND INFORMATION AN IMPROVE.
THAT'S ANOTHER THING BEING IN THAT CLUSTER DOES.
>> ABSOLUTELY. TONIGHT WE'RE GOING TO TAKE A LOOK INSIDE OF A PRINCIPAL LEARNING CLUSTER.
WHAT DO WE DO INSIDE THE PRINCIPAL LEARNING CLUSTER? MS. MCKINSEY IS GOING TO PASS AROUND SOME FOLDERS.
>> IN OUR FOLDERS WE HAVE ARTIFACTS FROM PRINCIPAL LEARNING CLUSTERS THAT HAVE HAPPENED THAT WE'VE CONDUCTED THIS YEAR.
SO WE'LL BE ABLE TO WALK THROUGH A FEW OF THOSE.
FIRST, WE'RE GOING TO LOOK AT AN AGENDA.
IF YOU WANT TO PULL OUT THAT AGENDA AND WE'RE GOING TO WALK THROUGH IF YOU WANT TO TAKE A SECOND TO LOOK THROUGH THE AGENDA THAT WAS REALLY FROM OUR NOVEMBER MEETING.
IF YOU WANT TO TAKE A SECOND TO LOOK AT SOME OF THE TOPICS.
YOU CAN SEE THAT QUITE A FEW TOPICS ARE COVERED IN OUR AGENDA.
TONIGHT, WE'RE GOING TO REALLY HIGHLIGHT THREE TOPICS, THREE ACTIVITIES OUT OF THIS ONE AGENDA AND TAKE A DEEPER DIVE INTO THOSE ACTIVITIES.
IF YOU LOOK AT THE FIRST, IT'S REALLY THE FIRST TWO.
IT'S THE LEARNING WALK AND THE CAMPUS HIGHLIGHT.
IF YOU HAVE IN YOUR FOLDER YOU HAVE AN ARTIFACT.
IT REALLY IS THIS LEARNING WALK.
IF YOU TAKE A LOOK AT THE LEARNING WALK, THAT LEARNING WALK REALLY LOOKS AT THAT LEADERSHIP DEVELOPMENT BECAUSE AS OUR EXECUTIVE DIRECTORS GET TOGETHER OR AS WE HEAR FROM THE PRINCIPALS, WE ARE ABLE TO FIND CAMPUSES THAT ARE REALLY EXEMPLARY IN THESE PRACTICES.
SO WE TAKE OUR PRINCIPALS ON LEARNING WALKS.
AS YOU CAN SEE, AS THEY GO THROUGH THESE LEARNING WALKS, THEY GET TO SEE WHAT ARE THEY OBSERVING? WHAT DO THEY LIKE? WHAT QUESTIONS MIGHT THEY HAVE, AND WHAT MIGHT THEY TAKE BACK TO THEIR CAMPUS TO REFINE THE PRACTICES THAT THEY HAVE? SOME TAKEAWAYS, REALLY FROM THIS CAMPUS WALK.
IMMEDIATE TAKEAWAYS FROM THIS CAMPUS WALK.
FOR EXAMPLE IN OUR CLUSTERS, WE HAD BRAND-NEW PRINCIPAL WHO THIS WALK WAS ON INTERVENTION, SO IS THERE AN INTERVENTION TIME AT A CAMPUS THAT WAS ESTABLISHED AND HAD THAT PROCESS GOING ON.
A NEW PRINCIPAL WAS REALLY ABLE TO WALK THIS LEARNING WALK, AND REALLY WRAP OUR MIND AROUND WHAT THAT MIGHT LOOK LIKE ON HER CAMPUS AND HOW TO BEST SERVE HER STUDENTS.
SHE WAS ABLE TO TAKE THIS LEARNING BACK TO HER LEADERSHIP TEAM, LEAD THEM IN THAT SAME PROCESS, AND THEY BEGAN IN JANUARY.
THIS SAME INTERVENTION THAT FITS THE NEEDS OF THAT CAMPUS.
SOME OTHER THINGS WE TOOK AWAY FROM THIS LEARNING WALK WERE, ARE SOME BAR VETERAN PRINCIPLES TOOK AWAY.
JUST REALLY A PROCESS WHERE THIS PARTICULAR WALK STUDENTS TRACK DATA EVERY SINGLE DAY AND THIS INTERVENTION, AND SO A VETERAN PRINCIPLE, IT TOOK THAT, I'M NOT DOING THAT AND THEY TOOK THAT BACK AND LIKE THE NEXT WEEK STARTED IMPLEMENTING THAT.
THIS COLLABORATION AND THESE LEARNING WALKS ON CAMPUSES, BECAUSE EVERYBODY HAS STRENGTHS.
ALL OF OUR PRINCIPALS HAVE REALLY GREAT THINGS HAPPENING, AND WE'RE ABLE TO REFINE AND REFLECT ON OUR PROCESSES THROUGH THESE LEARNING WALKS.
>> JUST THE COMMENT, I WAS [INAUDIBLE] STUDENTS OF TRACKING THEIR HOME.
>> THAT'S CO ORDINATE, THAT'S WHAT STOOD OUT.
>> THAT IS AMAZING AND CRITICAL TO THEM UNDERSTANDING WHERE THEY ARE, WHAT THEY NEED TO WORK ON TO GET [INAUDIBLE].
>> THAT'S EXACTLY REALLY REMEMBERING THAT CONVERSATION.
THAT'S ONE OF THE THINGS THAT EACH PRINCIPAL PULLED OUT LIKE, "WOW, TRACKING THEIR OWN DATA EVERYDAY, BEING ABLE TO SPEAK TO IT, AND THAT WAS SOMETHING THAT WHAT'S SO BEAUTIFUL ABOUT THAT PROCESS IS THEY CAN TAKE THAT, TAKE IT BACK TO THEIR CAMPUS AND IMMEDIATELY INPUT THAT INTO THEIR PROCESS, AND THEN THEY'VE UPGRADED THEMSELVES IMMEDIATELY JUST FROM THAT WALK AND THAT COLLABORATION.
[02:00:02]
>> YOU GET THERE. THE NEXT ARTIFACT WE'RE GOING TO PULL OUT IS REALLY THE FIFTH ITEM ON THAT AGENDA, AND THAT IS CALLED ACTION PLAN COLLABORATION, AND SO WE JUST HAVE AN ARTIFACT THERE FOR YOU, THIS ACTION PLAN COLLABORATION AND REALLY SETTING THE STAGE.
YOU CAN SEE ON THE AGENDA THE PRESENTER FOR THAT IS PRINCIPLES.
IN THE LEARNING WALK, THE PRINCIPAL LEAD US THROUGH THAT PROCESS AND ALSO IN THIS ACTION PLAN, COLLABORATION PRINCIPLES LEAD THIS.
WHAT WE DO IS SET UP WHERE EACH PRINCIPLE HAS TIME TO SHARE OUT WHAT IS IT THAT THEY'RE DOING ON THEIR CAMPUS.
THIS HAPPENED TO BE FROM ONE ASSESSMENT TO THE OTHER AND THEY WERE SHARING WHAT THE ACTIONS ARE TAKING TO INCREASE STUDENT ACHIEVEMENT? WE WENT AROUND AND EACH PRINCIPLE SHARED.
AS THEY SHARED, ALL OF OUR PRINCIPALS WERE TAKING DOWN WHAT DID THEY OBSERVE? WOULDN'T THEY LIKE, WELL, DO THEY TAKE BACK TO THEIR CAMPUSES? THAT'S THE NOTE SHE JUST HAD THIS ARTIFACT, THIS CAME STRAIGHT FROM A PRINCIPLE CLUSTER.
IN THAT DISCUSSION, THIS IS WHERE THE MAGIC HAPPENS.
DURING THIS DISCUSSION, THERE WAS A CAMPUS THAT HAD A JUST AN ONLINE MONITORING PLATFORM, AND WE WERE ABLE TO STOP A PRINCIPAL WAS LIKE, I WANT THAT AND THEN ANOTHER PENCILS LIKE, I WANT THAT.
SHOULD WE STOP RIGHT THEN? AND THEY WENT AND JUST CLICK IT AND SHARED IT WITH AMONG THE TEAM, AND THEY WERE ABLE TO TAKE THAT BACK TO THEIR CAMPUSES, SHARE THAT WITH THEIR TEAM AND SAY, WHAT DOES THIS LOOK LIKE? WHAT ARE WE ALREADY DOING? HOW CAN WE EMBED SOME OF THIS INTO OUR PRACTICES? AND SO THOSE ARE THE DISCUSSIONS THAT HAPPEN WHEN PRINCIPALS SHARE WHAT HAPPENS ON THEIR CAMPUS BECAUSE WE REALLY KNOW THE BEST LEARNING HAPPENS AMONG EACH OTHER, AND WE WERE ABLE TO TALK AND HAVE THAT DIALOGUE.
>> JUST ONE MORE THING, MRS. DAVIS, IF THAT GOES BACK TO WHAT YOU SAID WITH THE PRINCIPALS PRESENTING LIKE THAT, THAT'S THE OWNERSHIP.
>> REAL BY WHERE THEY CAN GET UP AND DO THE TRAINING AND SALES.
>> IF THEY CAN WENT BACK AND PULL THE DATA THAT THEY WANT TO PULL.
LIKE THOSE SPECIFIC DID YOU MENTIONED THAT AS WELL, AND THE THEY CAN PULL THOSE SPECIFIC TOPICS THAT THEY THINK ARE GOING TO THUS BE IMPLEMENTED IN THEIR CAMPUS OR AT THEIR CAMPUS.
WHAT DO Y'ALL EVER TAKE IT TO, I'M SURE THAT YOU ALL KNOW WHAT EACH PRINCIPLE DOES.
HAVE YOU ALL TAKEN THEN SAID, WELL, WE REALLY LIKE THIS.
CAN YOU PLEASE, AND MAYBE WHAT YOU JUST SAID IS THAT WHAT YOU JUST SAID WHEN YOU PRESENT THAT TO THE ENTIRE OR IS THERE SOMETHING THAT YOU'RE LIKE, HANDS WE REALLY WANT ALL OF YOU ALL TO REALLY FOCUS IN ON THIS AND TRY TO TAKE THIS, AND EXPAND ON THAT AND MAKE IT YOUR OWN.
>> IS THAT WHAT YOU HAVE JUST SAID.
>> WAIT. I'M NOT SURE IF I DID, BUT IT IS A PROCESS, SO WHEN WE SIT BACK AND WE TAKE PRINCIPAL INPUT AND THEN WE DO OUR WALKS AS EXECUTIVE DIRECTORS AND WE COME TOGETHER AND SAY, WHAT ARE THE PRACTICES OUT THERE THAT ARE REALLY GETTING RESULTS? WHAT ARE THE HIGHEST LEVERAGE PIECES OUT THERE? WE'RE ABLE TO COME BACK AND SIT AND SAY, "WE WANT YOU TO SEE THIS," AND SO WE GUIDE THAT AND INTENTIONALLY TAKE FOR EXAMPLE DURING THIS LEARNING WALK WAS INTENTIONAL BECAUSE WE WANTED THOSE INTERVENTION SYSTEMS IN PLACE, AND SO WE WERE ABLE TO TAKE THEM TO SEE SOME HIGHLY EFFECTIVE FRIENDS IN PLACE.
>> MY QUESTION IS, I GUESS, WHERE IS THE LINE BETWEEN SYSTEMIC AN AUTOMIC? BECAUSE IT SOUNDS LIKE PRINCIPALS HAVE A CERTAIN LEVEL OF AUTONOMY TO BUILD THEIR CULTURE THAT CAMPUS A CERTAIN WAY, SO EVERYBODY IS NOT DOING EVERYTHING THE SAME.
THERE'S UNIFORMITY OF EVERYTHING ON EVERY CAMPUS.
BUT WHERE IS THE LINE BETWEEN GIVING A PRINCIPLE OF AUTONOMY AND THEN THESE BIG THINGS I WANT TO SEE ON EVERY CAMPUS.
>> THERE ARE CERTAIN THINGS THAT WE SAW THE INTERVENTION PIECE OR THE EXTENDED LEARNING MINUTES SERVING ALL STUDENTS.
THOSE ARE THINGS THAT WE REQUIRED.
THESE ARE THINGS THAT WE HAVE TO SEE ON YOUR CAMPUS.
BUT HOW IT'S RUN ON YOUR CAMPUS.
WE LOOK AT EACH PRINCIPAL HAS THE AUTONOMY TO SEE HOW DOES THAT WORK ON YOUR CAMPUS? FOR EXAMPLE, AT SOME OF THE ELEMENTARY CAMPUSES, SOME OF THE INTERVENTION TIMES RUN ALL AT THE SAME TIME, SO FROM 7:45-8:30, YOU'LL SEE EVERYBODY IN INTERVENTION.
BUT AT SOME OF THE OTHER CAMPUSES, YOU'LL SEE INTERVENTION BLOCKS THROUGHOUT THE DAY.
FIRST GRADE MIGHT BE AT THIS TIME, SECOND GRADE HERE.
[02:05:02]
IT ALL HAS TO BE IN PLACE, SO THERE ARE CERTAIN THINGS THAT AS A DISTRICT THAT WE SAY, THESE ARE THINGS THAT WE WILL DO.HOW WE DO THEM BEST FITS YOUR CAMPUS BECAUSE STAFFING LOOKS DIFFERENT.
ALL OF THOSE FACTORS THAT PLAY INTO, THAT COME INTO PLAY LOOK A LITTLE BIT DIFFERENT.
BUT EVERYBODY HAS REALLY, THOSE BIG ROCKS IN PLACE.
>> THERE IS A DISTRICT SKELETON PER SE, BUT THEY WILL ALLOW THE PRINCIPLE TO PUT LEAD ON THE BOTTOM.
>> ABSOLUTELY. REALLY TO FIT THEIR PERSONALITY, THEIR CAMPUS, THEIR NEEDS. YES.
>> IN ADDITION, YOU PROBABLY SHARE IT IS ANOTHER WORKSHOP, BUT AS A FLOOD THE SYSTEM WITH GRADE SCHOOL, THERE ARE SEVERAL THINGS THAT WE SAY, ALL CAMPUS AND WE'LL DO LEADS.
WE CALL THESE OUR STANDARDS IT MEAN TO YOUR BOARD.
THE OTHER THING THAT WE SAY HERE ARE SOME OF THE TIME THERE'S SOMEBODY THAT PERSON ARE IN THE ABILITY TO DO BASED ON PERFORMANCE, AND THERE OTHER SO BASED ON WHERE THEY FALL ON OUR MATERIAL TO DETERMINE WHAT THEY HAVE BETTER ABILITY.
WHAT WE CAN END UP TO SHARE THERE THAT ARE CANVAS FEATURE?
>> REALLY THE LAST ARTIFACT FROM THIS MEETING WE'RE GOING TO SHARE IS JUST IT'S IN YOUR FOLDER, IT'S RIGHT BEHIND THERE, AND IT'S THE CLUSTER IF IT'S A SURVEY.
IF YOU SEE THAT SURVEY, THIS GOES BACK TO THAT GOAL OF MEETING THOSE IMMEDIATE NEEDS.
AT THE END OF EACH CLUSTER, WE ALWAYS SURVEY THE PRINCIPLES.
WHAT IS AN IMMEDIATE NEED THAT WE CAN SERVE? WHAT WOULD YOU LIKE TO SEE AND HOW CAN WE BEST SUPPORT YOU? WE USE THIS DATA AS WE BEGIN TO FORMULATE THE AGENDA FOR THE NEXT MONTH.
ALL THREE ARTIFACTS THAT WE JUST PULLED OUT OF THAT ONE AGENDA ARE REALLY LED BY PRINCIPLES.
WE WANTED TO SEE THAT LEARNING WALK WAS BUILDING THAT LEADERSHIP DEVELOPMENT, THAT ACTION PLAN, THAT'S COLLABORATION, AND THEN THE SURVEY REALLY MEETS THE IMMEDIATE THROUGH THE CLUSTER, AND SO WE'RE ABLE TO GET WHAT DO YOU NEED IN THIS MOMENT SO THAT WE CAN START DEVELOPING THAT TO REALLY GIVE THAT PROFESSIONAL LEARNING IN OUR NEXT CLUSTER THE NEXT MONTH.
>> FROM HOW OFTEN DO YOU DO PLANNING SESSION AND HOW OFTEN PLANS CHANGING [INAUDIBLE]
>> THEY DO, OUR PLANS REALLY, THEY DO CHANGE EACH MONTH.
SO EACH MONTH WE MEET AND WE REALLY SCHEDULE THEM IN CRITICAL TIMES.
WE LOOKED AT THE LEADERSHIP CALENDAR AND THE LIKE, MAYBE OUR ASSESSMENT CALENDAR, REALLY EVERYTHING COMING UP, PLANNED OUR MEETINGS.
AS WE TAKE, WE TAKE THE INFORMATION FROM THE PRINCIPLES AND HEAR THEM.
HOW DO THEY DRIVE THE AGENDA? WHAT IS IT THAT THEY NEED IN THAT MOMENT? THAT HELPS US DRIVE THE AGENDA.
WE ALSO LOOK AT LIKE UPCOMING EVENTS.
THERE'S A BENCHMARK UPCOMING OR IF THEY'RE EVEN SIMPLE THINGS FOR OUR NEW PRINCIPLES LIKE EARLY RELEASE DAYS AT THE BEGINNING OF THE YEAR WHEN THEY REALLY DIDN'T KNOW HOW EARLY RELEASE WORD.
WE LOOK AT THOSE UPCOMING EVENTS AND WE MAKE SURE THAT THOSE ARE IN OUR AGENDA.
THEN FROM OUR OBSERVATION AS EXECUTIVE DIRECTORS AND OUR TEAM WERE ABLE TO SEE WHAT IN OUR OBSERVATIONS, WHAT DO WE KNOW THAT PRINCIPALS NEED? AND THAT ALSO HELPS DRIVE OUR AGENDA.
BETWEEN OUR CLUSTERS, WE MAY PLAN SEVERAL DIFFERENT TIMES BECAUSE THE NEEDS MIGHT CHANGE CLOSER TO THE TIME, BUT WE ALWAYS MAKE SURE THAT WHAT WE DO IN THAT MONTH IS RELEVANT AND RESPONSIVE TO THE NEEDS IN THAT MOMENT.
>> SO IN YOUR PLANNING PROCESS ARE EVALUATIONS ON THE PLANNING PROCESS, LIKE IF YOU'RE EVALUATING YOUR TEACHERS, IS THAT AN ONGOING THING IN YOUR PLANNING? DOES THAT MAKE SENSE? LIKE YOU'RE EVALUATE YOUR TEACHER TO MAKE SURE THAT THEY'RE ON PAR WITH WHAT YOU ASKED HIM TO DO FOR THAT CAMPUS.
IS THEIR EVALUATIONS GOING ON IN THAT PLANNING PROCESS.
LIKE, I NEED GO CHECK ON HIS TEACHER TO SEE WHAT SHE'S DOING OR WHAT THEY'RE DOING. DOES THAT MAKE SENSE? I WANT TO MAKE SURE, I'M ASKING THE QUESTION TO FIND OUT, ARE THE PRINCIPLES, DO THEY ACTUALLY KNOW IF THOSE TEACHERS ARE DEVELOPING OR DOING WHAT THEY'VE ASKED THEM TO DO [INAUDIBLE]?
>> I GUESS YEARS AGO THEY USED TO DO EVALUATION, I DON'T KNOW [INAUDIBLE]
>> IS THAT ON THE PLANNING STRUCTURE?
>> ABSOLUTELY AND SO MS. MCKINSEY WILL TALK ABOUT IN JUST A MOMENT HOW WE MODEL THE ARTIFACTS THAT WE JUST SHARED FROM THAT ONE AGENDA WE PULLED OUT, WE PULL THAT INTENTIONALLY BECAUSE PRINCIPLES REALLY LEAD THAT LEARNING.
BUT MS. MCKINSEY IS GOING TO SHARE WITH YOU NOW HOW WE MODEL TEACHING AND LEARNING IN THE CLUSTER AND WHAT THAT LOOKS LIKE.
THAT COACHING AND THAT FEEDBACK IS A PART OF THAT PROCESS.
>> NO, THAT'S PERFECT. IT'S A PERFECTLY WAY.
>> BEFORE WE LEAVE THIS AREA THOUGH,
[02:10:03]
BACK TO THE PRINCIPLE LEADING THIS TRAINING.DID YOU SAY THEY VOLUNTEER OR ARE THEY VOLUNTARY, OR GRAFTED, OR DO YOU NOTICE SOMETHING THAT IF THEY'RE DOING THIS REALLY WELL ON THEIR CAMPUS, THEN YOU ASK THEM TO COME AND DO THE TRAINING WITH THE GROUP.
>> WE DO. WHAT WE NOTICE SOMETHING REALLY GREAT HAPPENING, THEN WE ASK [NOISE] A LOT OF TIMES THEY ARE READY TO SHARE.
THAT'S REALLY THE GREAT THING IS THAT ALL OF OUR PRINCIPALS THERE WAS REALLY WILLING TO GET IN THERE AND REALLY SHARE IDEAS, AND REALLY INCREDIBLE THING TO WATCH.
THE BEAUTIFUL THINGS THAT COLLABORATION DO IS THAT REMIND ME ON THEIR OWN WHEN THEY HEAR THINGS.
YOU'LL START SEEING OUR PRINCIPLES ON THEIR OWN REACH OUT TO OTHER PRINCIPLES.
HERE YOU SEE, I HEARD YOU SAY THIS CAN I COME SEE THAT.
SO YOU'LL SEE THAT OUTSIDE THE CLUSTER BECAUSE OF THE COLLATERAL STATE THAT WE'VE CREATED FOR THE [INAUDIBLE].
>> WELL, GOOD EVENING, MADAM PRESIDENT DR. MCFARLAND, DISTINGUISHED BOARD MEMBERS.
I WILL BE LEADING US THROUGH A HIGH LEVEL OVERVIEW WHERE YOU WILL GAIN INSIGHT OF ADDITIONAL STRATEGIES WE USE TO MODEL AND COACH OUR PRINCIPLES DURING OUR PRINCIPAL LEARNING CLUSTERS AS MS. ROSE SAID.
YOU HAVE AN ARTIFACT IN YOUR FOLDER AND THE FIRST ARTIFACT IS DEVELOPING AN INTERVENTION PLAN.
[NOISE] IN THAT INTERVENTION PLAN LOOKS LIKE THIS.
THAT IS IT, WOULD YOU LIKE TO TAKE A MOMENT TO PERUSE THROUGH IT? [LAUGHTER] I SAW THAT.
WHY IS DEVELOPING AN INTERVENTION PLAN IMPORTANT FOR PRINCIPALS AND CAMPUS INSTRUCTIONAL LEADERS? WELL, WE HAVE SEVERAL DISTRICT ASSESSMENTS.
SO THOSE ARE THOSE DATA POINTS THAT I KEEP HEARING YOU SAY.
THEY'RE VERY CRUCIAL IN ORDER TO INTERVENE AND ADJUST PACING AND CURRICULUM, INSTRUCTIONAL PRACTICE, AND STRATEGIES TO MEET THE NEEDS OF OUR STUDENTS IN REAL TIME.
[NOISE] THE ARTIFACT THAT YOU HAVE IN YOUR HAND, IT ACTUALLY LEADS US REALLY HAVE THAT DIALOGUE WITH OUR PRINCIPALS AND AS CRITICAL REFLECTIVE QUESTIONS THAT GUIDE THE LEADER'S THINKING INSTRUCTIONAL APPROACH IN RESPONSE TO THEIR CAMPUS DATA.
YOU TALKED ABOUT THE DIFFERENT TYPES OF DATA WE HAVE.
WE HAVE C, WE'VE HAD A CFA, WE'VE HAD WINTER BENCHMARK.
[BACKGROUND] CAMPUS FORMATIVE ASSESSMENT, I'M SORRY, AND THEN WE HAD OUR WINTER BENCHMARK.
[NOISE] IN UTILIZING THAT DATA, IT HELPS US TO REALLY, ON THAT FORM THAT YOU HAVE IS TO REALLY GET PRINCIPLES TO START TO THINK, THINK ABOUT THE STUDENT GROUPS, HOW THEY PERFORMED FROM ONE ASSESSMENT TO THE NEXT, AND ACTUALLY HOW WE'RE GOING TO PROGRESS MONITOR THEIR STUDENT PERFORMANCE.
I WANTED TO, SO AT THIS TIME, SO WHEN YOU SEE, WHEN YOU'RE LOOKING AT THAT FORM, WE ALSO, THIS IS PROBABLY THE FORM THAT WE ACTUALLY HELP OUR PRINCIPLES REALLY THINK THROUGH AS WE'RE TURNING THAT COORDINATE AS DR. MCFARLAND TALK TO US TODAY AND PRINCIPALS MEETING AND REALLY FOCUSING ON GOING BACK AS CURRICULUM INSTRUCTION.
YOU HEARD THEM TALK ABOUT LONG RANGE PLANNING.
LONG RANGE PLANNING IS VERY VITAL TO ALSO IMPLEMENTING AND LOOKING AT DATA AND REALLY ALLOWING US TO FOCUS ON THOSE ESSAYS THAT OUR KIDS MAY HAVE NOT DONE SO WELL AND WE'RE GOING BACK TO BE REFLECTED, SPIRAL ON THOSE SKILLS BACK.
WE KNOW THAT THOSE STUDENTS, SO WE CAN BRIDGE THE GAPS FOR THOSE STUDENTS.
THAT'S VERY INTENTIONAL FOR OUR TEACHERS, [NOISE] FOR OUR PRINCIPLES, FOR OUR INSTRUCTIONAL COACHES ON OUR TEAM TO REALLY COME TOGETHER AND BREAK
[02:15:03]
DOWN THAT DATA AND MAKE SOME DECISIONS IN REGARDS TO OUR STUDENTS PERFORMANCE.THE OTHER THING IS GOAL SETTING.
I THINK YOU'VE HEARD US TALK ABOUT GOAL SETTING OR SOMEONE TALKED ABOUT GOAL SETTING.
IT'S VERY CRUCIAL THAT OUR STUDENTS ARE GOAL SETTING DURING THIS TIME ALSO BECAUSE WE WANT THEM TO TAKE OWNERSHIP IN MOVING IN OWNERSHIP AND THEN IDENTIFYING EXACTLY SOME OF THEIR GAPS SUCH AS SAY LEARNING MULTIPLICATION DIVISION.
I'M GOING TO GO BACK TO THE EXERCISE WE HAD WITH TALK, REAL TALK.
WELL, ALSO, YOU SAW WHERE YOU HAD TO, YOU WERE PART OF LOOKING BACK AT THE EVIDENCE.
THAT'S A VERY HIGH SKILL AS C FOR MAJORITY OF OUR STUDENTS TO BE ABLE TO GO BACK AND TAKE THAT, GO BACK AND ANSWER QUESTION, BUT ALSO GO BACK AND SEE WHERE IN THE TEXT THAT EVIDENCE SUPPORTS IT.
[OVERLAPPING] YOU WANT TO TALK?
>> IF YOU COULD MAYBE JUST EXPLAIN WHAT WE'RE SEEING ON HERE, WHAT THE PURPOSE OF SOME OF THESE SECTIONS ARE?
>> IF IT'S NOT UP THERE, THERE'S A [NOISE].
>> YES. I'M SO SORRY, I'M REALLY TALKING.
ONE OF THE THINGS THAT WILL HAPPEN AS WE START TO LOOK AT THIS, COMPLETE THIS FORM WITH OUR PRINCIPLES, IS WE REALLY WANT THEM TO THINK ABOUT OUR INSTRUCTIONAL PROCESS.
OUR INSTRUCTIONAL PROCESS, I WANT YOU TO LOOK AT WHERE IT SAYS MATERIALS AND RESOURCES.
MATERIALS AND RESOURCES, I'M STAYING RIGHT HERE.
HOW ABOUT THAT? WHEN WE LOOK AT OUR INSTRUCTIONAL DAY, OUR INSTRUCTIONAL DAY IS REALLY COMPOSED OF WHOLE GROUP, SMALL GROUP, [NOISE] AND WHAT THAT MEANS IS, ACTUALLY, I'M GOING TO TAKE YOU RECOMMEND.
I'M THINKING ABOUT THE LESSON.
PRETTY MUCH WHEN I THINK ABOUT THE IMPLEMENTATION OF THE LESSON, THE TEACHER WILL, OF COURSE SOMETIMES PROVIDE A BELL RINGER.
THEN THEY WILL GIVE AN OVERVIEW OF WHAT THEY'RE GOING TO ACTUALLY TEACH.
THEN THEY TEACH THE LESSON, KIDS BEGIN TO ACTUALLY EITHER ANSWER QUESTIONS MATHEMATICALLY OR QUESTIONS IN READING.
THEN REAL TIME MONITORING FROM THE TEACHER ALLOWS US TO DECIDE WHICH STUDENTS COME BACK AND SMALL GROUP.
WHERE YOU SEE THE ASSESSMENT AND ITS WEEKLY QUICK CHECKS.
OUR ASSESSMENTS COULD, LIKE I SAID, COULD EMBARK IN AN EXIT TICKET THAT ALIGNS TO THOSE SPECIFIC AS CS THAT WE'RE FOCUSING ON THAT DAY.
OUR WEEKLY QUICK CHECKS OR OUR QUICK CHATS COULD BE, IS THE FOCUS OF THOSE ESSAYS THAT OUR STUDENTS ARE ACTUALLY LEARNING FOR EITHER A WEEK AT A TIME OR TWO WEEKS AT A TIME.
THEN INTERVENTION? YES, MA'AM.
>> YES. I'M GOING TO GO BACK TO WHAT I SAID.
ACTUALLY THE PRINCIPAL AND THE TEACHER AND ISS TEAM ACTUALLY GET TOGETHER AND CREATE THIS TOGETHER.
THE PRINCIPLE IS LEADING, THE PRINCIPLE AND THE ISS IS ACTUALLY HAVING A CONVERSATION, AND PLCS WITH THE TEACHER TO COMPLETE THIS.
>> DOES EVERY TEACHER [INAUDIBLE]
>> THIS IS OUR 3RD, 4TH, AND 5TH GRADE PLAN.
EVERY 3RD, 4TH, AND 5TH GRADE TEACHER HAVE A PLAN. YES, MA'AM.
WHERE YOU SEE GROUP A LIKE MEETS AND MASTERS, GROUP B APPROACHING, THOSE AREAS ARE WHERE WE PLACE THE STUDENTS IN REGARDS TO HOW THEY'RE PERFORMING.
>> BASED ON WINTER BENCHMARK, A COMBINATION OF A CFA.
[02:20:01]
>> I HAVE A QUESTION. THE ASSESSMENTS AND QUICK CHECKS ARE THOSE FROM [INAUDIBLE] OR ARE THOSE TEACHER CREATED?
>> THEY ARE CURRICULUM INSTRUCTION CREATED WITH BIWEEKLY QUICK CHECKS AND CAN BE CREATED FROM THE TEACHER AND WELL AS THE ISS, IT DEPENDS ON THE CAMPUS.
>> I WAS JUST GOING AHEAD AND SO I WAS SEEING WEEK TO WEEK ON HERE.
WILL INTERVENTION AND SMALL GROUPS CHANGE?
>> THEY CAN. THE INTERVENTION IN SMALL GROUPS CAN CHANGE BASED ON HOW KIDS ARE MOVING FORWARD WITH THE SCS THAT WE ARE, OF COURSE, TEACHING THEM. YES, MA'AM.
>> THIS IS AN INTERVENTION FOCUS PLAN.
A 504 STUDENT, DOES THIS REPLACE THE 504 PLAN OR IS THIS IN ADDITION TO THE 504 PLAN?
>> THIS DOES NOT REPLACE THE 504 PLAN.
IT IS AN INSTRUCTIONAL PLAN TO ACTUALLY SUPPORT THE 504 STUDENT IN THE CLASSROOM BECAUSE WE STILL HAVE TO PROVIDE THEM THEIR SERVICES.
>> ALSO YOU CAN NOTICE IT, YOU CAN'T SEE IT BECAUSE IT'S NOT COLOR ON HERE IN LAST BOX.
NAMES ARE COLOR-CODED BASED UPON WHAT CATEGORY THEY FALLING IN, SO YOU THAT YOU CAN EXPLAIN TO STUDENT, THEY WILL BE LISTED UNDER THE MASTER'S CATEGORY OR THE POST CATEGORY, BUT THEY WILL BE COLORED BASED ON THE INDICATOR EXPERIENCE SO WE KNOW THAT THIS STUDENT ALSO HAS AN IEP IN [INAUDIBLE]
>> TO SUPPORT THEM. THANK YOU.
THEN IF YOU LOOK BACK, I THINK IT WAS MS. ROE WAS TALKING ABOUT THE INTERVENTION TIME, THE SAME INTERVENTION TIME THAT MAJORITY OF OUR ELEMENTARY SCHOOLS HAVE, IT'S FROM THAT 7:35-8:45.
ALSO WE MAY ADD TUTORING IN SATURDAY SCHOOL AS PART OF THE INTERVENTION AS WELL.
WE'D LIKE FOR OUR PRINCIPLES, LIKE I SAID IN OUR ISSS AND TEACHERS TO REALLY COLLABORATE AND THINK ABOUT, HEY, HOW ARE WE GOING TO ACTUALLY SUPPORT OUR STUDENTS AS THEY CONTINUE TO GROW IN REGARDS TO THEIR PERFORMANCE. ANY OTHER QUESTIONS?
>> THIS IS ONE OF THE STRATEGIES WE REMEMBER ALREADY WHEN MS. [INAUDIBLE] TALKED ABOUT THE STUDENTS GROWTH BEING ONE OF THOSE KEY INDICATORS.
THIS IS ONE OF THE STRATEGIES THAT WE'RE USING TO MAKE SURE THE STUDENTS ARE ACTUALLY MAKING GROWTH IN THE PROCESS.
>> REAL QUICKLY, THE SECOND ARTIFACT GUIDES PRINCIPLES TO INTENTIONAL WITH THE USE OF TIME BY FOCUSING THEM TO UTILIZE THE OBSERVATION AND FEEDBACK TOOL THAT CALENDARS THEIR DAILY TIME SPAN ON INSTRUCTION.
WHAT YOU HAVE IN YOUR FOLDER IS AN EXAMPLE OF A PRINCIPAL'S CALENDAR THAT HAD PRIORITIZE OBSERVATION AND FEEDBACK BASED ON CAMPUS NEEDS.
WHY IS MONITORING THE OBSERVATION AND FEEDBACK IMPORTANT? IT ALLOWS PRINCIPLES TO MAXIMIZE EFFECTIVE INSTRUCTION, MAKE REAL-TIME INSTRUCTIONAL ADJUSTMENTS QUICKLY, AND PRIORITIZE CRITICAL AREAS OF FOCUS BASED ON DATA.
>> WE CALL IT OBSERVATION AS WRITTEN HERE.
BUT MS. [INAUDIBLE] YOU ASKED ABOUT EVALUATION, ARE WE EVALUATING TEACHERS? OBSERVATION AND FEEDBACK IS ONE WAY WE EVALUATE IN THE PROCESS.
>> JUST ON THE CALENDAR THAT YOU HAVE THERE, WE HAVE PRINCIPALS REALLY CALENDAR OUT.
YOU'LL SEE REAL-TIME COACHING, CALENDARING OUT TO CONDUCT OBSERVATION AND FEEDBACK AND GIVE THAT INFORMATION BACK TO THE TEACHER IMMEDIATELY.
LIKE I SAID, TO ADJUST IF IT'S CLASSROOM MANAGEMENT OR INSTRUCTIONAL.
>> MS. MCKINSEY, RTC IS THAT REAL-TIME [OVERLAPPING]
>> A LOT LIKE [INAUDIBLE] RTC. SO IT'S [INAUDIBLE]
>> REAL-TIME COACHING BY THAT PRINCIPLE, DURING THAT TIME-FRAME.
>> WHAT DOES THAT LOOK LIKE? WHAT IS REAL TIME COACHING?
WE HAVE LEVERAGE WHOLE SCHOOL CULTURE AND CLASSROOM MANAGEMENT CULTURE.
WHAT THAT LOOKS LIKE IS THE INDICATORS THAT WE'RE ASKING TEACHERS TO ACTUALLY IMPLEMENT IN THEIR CLASSROOM.
YOU HEARD KELLY SAY, "SILENCE SO LOW." SHE STARTS COUNTING DOWN WITH YOU.
THAT'S EXACTLY WHAT WE ARE ACTUALLY IMPLEMENTING IN THE CLASSROOM WITH OUR TEACHERS,
[02:25:05]
WHICH COMES FROM TEACH LIKE A CHAMPION.THE GOAL OF IMPLEMENTING THOSE INDICATORS IN THE CLASSROOM REGARDS TO MANAGEMENT, IS FOR US TO ACTUALLY HAVE NINE PERCENT OF OUR STUDENTS ON TASK BECAUSE WE KNOW THAT WHEN YOU DECREASE DISCIPLINE IN THE CLASSROOM, YOU WHAT? INCREASING INSTRUCTION.
YOU WANT ME TO MODEL THAT, DOCTOR?
>> I JUST WANT TO KNOW WHAT IT LOOKS LIKE.
>> WELL, THAT LOOKS LIKE A PRINCIPAL GOING IN.
>> ROE, CAN YOU COME AND DO REAL-TIME COACHING? YOU TEACH HER.
>> NO. ROE, I WANT YOU TO DO THE REAL-TIME COACHING ON HER.
>> CAN WE FLIP IT? [BACKGROUND]
>> OKAY. [LAUGHTER] LET ME DO THIS.
AT A VOICE LEVEL 0 IN FIVE SECONDS.
I WOULD LIKE FOR YOU TO GET OUT YOUR MATH NOTEBOOK AND I'M GOING TO START TO COUNT DOWN 5, 4, 3, 2, 1.
[NOISE] I'M SCANNING TO MAKE SURE THAT EVERY ONE HAS GOTTEN OUT THEIR MATH NOTEBOOK.
NOW I'M GOING TO MISS ONE, SO RHODE CAN COACH ME.
TYPICALLY, JUST TO LET YOU KNOW, SOMETIMES IF I'M WALKING WITH A PRINCIPAL, I AM MY PRINCIPLE'S COACH, AND THE PRINCIPAL IS THE TEACHER'S COACH.
YOU WILL HAVE TWO MINUTES TO TRY AND TALK TO YOUR NEIGHBOR ABOUT WHAT YOU DID THIS WEEKEND AT A VOICE LEVEL 1.
>> A LITTLE, THEN EXPLAIN WHAT YOU JUST DID.
>> SHE GAVE YOU THE AMOUNT OF TIME TO DO IT, SHE KNEW WHAT YOU'RE SUPPOSED TO BE DOING BECAUSE SHE DIDN'T GIVE HER VOICE LEVEL.
I JUST POINTED TO MY MOUTH TO GET THE CO-CHAIR TO SAY, AT A VOICE LEVEL ZERO.
THAT MEANS NO TALKING, DO THIS ON YOUR OWN AND SO REALLY JUST REMINDED HER IN THAT NEXT STEP OF HOW DO WE GIVE THAT TIME VOLUME VOICE AND COACH AT A REAL-TIME WITHOUT IT DISRUPTING THE CLASSROOM SO I AM GOING TO SAY PAUSE
I'M GOING TO GIVE YOU 30 SECONDS TO TALK TO YOUR SHOULDER PARTNER, ELBOW PARTNER, WHATEVER WE CALL THEM AT A VOICE LEVEL 1.
>> IF YOU MISS ONE OF THOSE, THEN SHE'LL WALK OVER OR WHATEVER, SHE'D GIVE A SIGNAL [OVERLAPPING].
>> GIVE ME THIS SIGNAL, WHICH IS THE LEAST INVASIVE OR NORMALLY A SIGNAL IS GIVEN, OR SHE WOULD ACTUALLY COME AND WHISPER IN MY EAR AND WALK AWAY.
SOMETIMES A CUE CARD IS HELD UP.
IT DEPENDS ON WHAT THE PREFERENCE OF THE TEACHER THAT WE NORMALLY ASK BEFORE WE'RE DOING REAL-TIME COACHING AND THE PRINCIPAL.
BUILDING RELATIONSHIPS IS SO IMPORTANT IN IMPLEMENTING THIS TASK.
>> WHEN I FIRST HEARD THAT THIS WAS GOING TO TAKE PLACE IN CROWLEY ISD AT THE BEGINNING OF THE YEAR, I READ A LOT OF STUFF ONLINE ABOUT TEACHERS NOT WANTING TO GO THAT ROUTE OR DIFFERENT BAD REVIEWS.
HOW IS IT COMING ALONG? HOW IS IT, HONESTLY HOW IS IT BEING RECIPROCATED?
>> WELL, HERE'S WHAT WE FOUND OUT, IT'S COMING ALONG REALLY WELL.
BUT WE HAD TO MAKE ADJUSTMENTS BECAUSE MAJORITY OF WHAT WE JUST DID SEEM TO BE VERY ELEMENTARY TO OUR MIDDLE SCHOOL AND HIGH SCHOOL SO THEY WORKED ALONGSIDE WITH CURRICULUM INSTRUCTION DEPARTMENT AND REALLY MADE SOME CHANGES TO FIT MIDDLE SCHOOL AND HIGH SCHOOL.
WHAT WE HAVE FOUND IS, MAJORITY OF OUR SCHOOLS ARE NOW BUYING INTO TIME, BODY AND BOYS IN REGARDS TO DISCIPLINE.
BECAUSE WE SEE EXACTLY WHAT'S HAPPENING IN OUR SCHOOLS AND OUR CLASSROOMS IN REGARDS TO, LIKE I SAID, STUDENTS BEING 90 PERCENT ON TASK SO WE CAN ACTUALLY, OF COURSE, HAVE EFFECTIVE INSTRUCTION.
>> THE REASON WHY I ASKED TO DEMONSTRATE IT IS BECAUSE OF WHAT YOU SAID, MISS STEVE SAID AND IN REALITY IS, WHEN I FIRST SAW IT IT'S IRRITATING EVEN FROM MY ADVANTAGE POINT,
[02:30:04]
WHEN I SAW IT BECAUSE I'M A TEACHER.IF I'M TEACHING AND THERE'S SOMEBODY WHO'S TELLING ME WHAT IT IS, IT IS DISTRACTING.
IT IS NEW, IT'S A NEW CONCEPT AND IT'S DISRUPTIVE AND SO TEACHERS, WAIT A MINUTE, THIS IS INTRUSIVE AND AS WE GET MORE AND MORE USED TO IT THEN IT BECOME MORE NATURAL.
BUT IT IS DIFFERENT, IF I'M TRYING TO TEACH, BUT JUST LIKE I INTERRUPTED YOU AND DO ALL OF THIS, IT THROWS YOU OFF.
BUT ONCE THEY GET USED TO THE PROCESS, AND WE GET USED TO THE PROCESS, AND WE GET BETTER AT THE PROCESS AND THE RELATIONSHIP IS STRONGER, THEN YOU ARE ABLE TO CORRECT PEOPLE RIGHT IN FLIGHT AND YOU DON'T GO THE WHOLE CLASS WITH YOUR MISTAKES AND LOOSE THEIR TIME.
>> DOESN'T IT HELPED YOU WITH THE STUDENTS BECAUSE OVER TIME, THERE'S A STANDARD IN THE CLASSROOM SO THAT IT'S ALMOST EXPECTED.
I KNOW THAT ITS INTERVENTION, BUT I'M JUST SAYING FOR THE STUDENTS TO UNDERSTAND THAT.
>> WELL, BECAUSE ITS STRUCTURE.
>> HERE'S WHAT THE STUDENTS KNOW, THEY CAN ALMOST VERBATIM TELL YOU EXACTLY WHAT YOU FORGOT.
YOU FORGOT TO TELL US THIS, THAT'S HOW SMART [OVERLAPPING] STUDENTS ARE.
>> BUT THE BEAUTY ABOUT IT IS, IT'S THE TEACHER ALSO ENSURING THAT EVERYONE, THAT HE OR SHE IS NOT LOSING ANY STUDENT IN THAT CLASSROOM.
REMEMBER WHEN I WAS GOING AROUND AND I WAS SCANNING TO MAKE SURE THAT EVERYONE HAD GOTTEN OUT THERE NOTEBOOK.
THEN WHAT I WAS SUPPOSED TO COME BACK AND SAY, THANK YOU CLASS FOR GETTING YOUR NOTEBOOK OUT AT A LEVEL ZERO PROMPTLY.
BECAUSE THAT POSITIVE NARRATION IS SO IMPORTANT TO GIVE BACK TO THE CLASS AND GET BACK TO STUDENTS TO LET THEM KNOW THAT YOU SEE EXACTLY WHAT THEY'RE DOING AND YOU'RE THANKFUL. YES, MA'AM.
>> FOLLOW UP QUESTION FROM MISS STEVEN'S POINT, I KNOW AND IT PROBABLY DOESN'T HAPPEN OR IS AS NOTICEABLE AS IT USED TO BE.
BUT WHEN THE TEACHERS THAT ARE BEING RESISTANT, IS THERE A WAY TO LOOK AT STUDENT PERFORMANCE IN THAT TEACHER OR THOSE TEACHER'S CLASSROOM AND MADE IT THAT DETERMINATION?
>> YES, MAN, THERE IS A TRUE CORRELATION TO IMPLEMENTING IT'S STRUCTURED DISCIPLINE PROCESS IN A CLASSROOM TO LEARNING AND WE SEE IT ALL THE TIME.
BUT THE GREAT THING IS GUESS WHAT HAPPENS WHEN WE BEGIN TO COLLABORATE AND TALK ABOUT HOW OUR STUDENTS ARE DOING FROM ONE CLASS TO THE NEXT, THEN THEY KNOW EXACTLY WHY, SO WHAT HAPPENS? THEY COME RIGHT ON ALONG AND WE BEGIN TO COACH THEM AND IT'S REALLY NEAT.
BECAUSE WHEN I THINK ABOUT BEST RACE AND IT'S JUST TOP OF MY HEAD WHEN YOU ASK THAT QUESTION, THERE WAS A TEACHER THAT I WAS COACHING MS. GARRISON AND SHE WAS SO RESISTANT A LITTLE BIT, BECAUSE IT WAS VERY UNCOMFORTABLE AND SHE WAS, IF YOU THINK ABOUT, IF YOU LOOK BACK AT PROBABLY EARLY ON AT A CALENDAR, WE HAVE A RUBRIC OF HOW MANY TIMES WE ACTUALLY GO INTO A TEACHER'S CLASSROOM TO ACTUALLY REAL-TIME COACH THEM BECAUSE IT IS A MECHANISM BECAUSE WE WANT THEM TO GET CLOSE TO 90 PERCENT OR ABOVE.
I WENT BACK BECAUSE, COURSE ROTATE FROM CAMPUSES CANCER WITHIN TWO WEEKS SHE FINALLY HAD THE CONVERSATION GEARS, I'M GOING TO TRY IT.
IT'S A MINDSET, I'M GOING TO TRY IT AND I WILL DO MY VERY BEST.
I COULDN'T BELIEVE THAT THAT WAS THE SAME TEACHER I SAW TWO WEEKS AGO.
IT IS HAPPENING ON EVERY CLASSROOM AND IT'S WONDERFUL BECAUSE THE RESULTS ARE BEING PROVEN.
>> ONCE THEY GET IT, YOU DON'T HAVE TO KEEP GOING OR TO MAKE SURE THEY ARE STILL DOING IT.
>> ONCE THEY GET IT, ONCE THEY GET COMFORTABLE AND IMPLEMENTED, WE'RE STILL MONITORING, WE'RE STILL REAL TIME COACHING.
BUT THEN WE'LL REAL-TIME COACH IN A CLASSROOM AND THEN WE MOVE ON INTO THE CONTENT AREA OF ACTUALLY OBSERVING AND GIVING REAL-TIME COACH IN THE DIFFERENT AREAS OF OUR LESSON PLAN IMPLEMENTATION.
WE NEVER GET AWAY FROM REAL-TIME COACHING AND MONITORING AND PROVIDING THE OBSERVATION AND FEEDBACK OF HOW THEY'RE DOING.
>> ONE, YOU SAY WHEN YOU ARE ON A CAMPUS, YOU ARE COACHING THE PRINCIPAL,
[02:35:01]
THE PRINCIPAL COACHING THE TEACHER THAT IS AN ONGOING PROCESS.>>THAT IS AN ONGOING PROCESS UNTIL OUR PRINCIPALS GET COMFORTABLE WITH ACTUALLY NOT BEING COACHED.
SOME OF THEM ARE ALREADY THERE BECAUSE IT'S IMPERATIVE THAT WE DO WALK THROUGH TO THE CLASSROOMS WITH OUR PRINCIPALS.
THAT'S PART OF THAT ONGOING COACHING, THAT MODELING AND COACHING FOR THEM SINCE WE'VE LEVERAGED THIS PRACTICE.THE OTHER THING THAT I THINK IS VITALLY IMPORTANT IS YOU TALKED ABOUT HOW THE PRINCIPAL WAS ABLE TO COACH BASED ON THE PREFERENCE TO SOME DEGREE OF THE TEACHER.
BECAUSE I THINK AGAIN WHEN YOU TALK ABOUT I THINK WE HAVE TO BE INTENTIONAL WITHOUT MAKING SURE THAT THE INSTRUCTION IS MEETING YOU AT THE POINT OF YOUR NEED.
IF I'M THE ONE THAT IT THROWS MY RHYTHM ON MY PACE OFF FOR YOU TO VERBALLY INTERRUPT WHAT I'M DOING, THEN I MAY NEED A GESTURE OR SOMETHING JUST TO REMIND ME TO GIVE A PARTICULAR INSTRUCTION OR VOICE LEVEL OR WHATEVER.
I HOPE THAT IT HAS REALLY BEEN EMPHASIZED WITH OUR PRINCIPALS THAT IT IS IMPERATIVE THAT YOU KNOW YOUR TEACHERS AND HOW THEY RESPOND TO COACHING SO THAT IT IS EFFECTIVE AND IS NOT INTIMIDATING.
ABSOLUTELY, BUT I'M GOING TO SHARE SOMETHING WITH YOU.
AT THE VERY BEGINNING OF SCHOOL, WELL, THIS SUMMER, ALL OF OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS AND ISS WERE TRAINED.
THEY HAD AN OPPORTUNITY BEFORE SCHOOL WITH THOSE STAFF DEVELOPMENT DAYS.
THEN THEY ROLL THIS SYSTEM OUT.
THEY CREATED THE PLAYBOOK BECAUSE IT'S NOT AN INTENSE THING.
BUT YET WE TALK ABOUT HOW YOU COME IN, ARRIVAL, HALLWAY, HOW DO WE WANT KIDS TO REALLY WALK IN OUR SCHOOL AND THEY PRACTICE THIS AMONG EACH OTHER BEING A COACH, BEING A TEACHER, AND BEING A STUDENT LIKE MS. ROSE AND I DID.
>> THIS IS THE FIFTH. YOU SAID THIRD, FOURTH, AND FIFTH?
>> THIS WHAT YOU'RE TALKING. WHAT IS THIS?
>> THIS IS THE ENTIRE SCHOOL, THE IMPLEMENTATION OF WHOLE SCHOOL CULTURE AND CLASSROOM MANAGEMENT OR [OVERLAPPING] THE PLAN.
OKAY, I JUST THOUGHT IT WAS ELEMENTARY. I'M GLAD TO HEAR THAT [LAUGHTER].
>> NO MA'AM. ALL RIGHT, WELL, WHAT HAVE I SHOWN YOU? I'VE SHOWN YOU THESE TWO ARTIFACTS THAT WE USE AT OUR PRINCIPALS LEARNING CLUSTER TO GUIDE THEIR DEVELOPMENT.
ONE OF THE THINGS LIKE ROSE SAID IS SO VITAL IS TO HAVE OUR CLUSTERS.
IT'S REALLY UNIQUE AND I REALLY ENJOY IT BECAUSE I LIKE TEACHING AND LEARNING.
I JUST WANT YOU TO KNOW THAT OUR PRINCIPAL LEARNING CLUSTERS, THEY'RE JUST ESSENTIAL TO US SERVING AND SUPPORTING THOSE PRINCIPALS.
THIS CONCLUDES MY PRESENTATION AND AT THIS TIME I'M GOING TO ASK MY COLLEAGUES TO JOIN ME.
IF THERE'S ANY QUESTIONS THAT YOU HAVE FOR US, I'D LIKE FOR YOU TO ASK US.
[OVERLAPPING] YOU HAVE ANOTHER QUESTION?
>> YEAH, WE WANTED [OVERLAPPING] [BACKGROUND].
>> BEFORE WE LEAVE THIS STUFF, THE INTERVENTION FOCUSED PLAN.
THIS YOU HAVE INFORMATION HERE ON A COMPLETED ONE FOR EACH WEEK.
WHEN DO YOU MEET? DO YOU MEET EVERY WEEK AND SAID THE PRINCIPAL MEETS WITH THE TEACHER?
>> WE HAVE PLCS EVERY WEEK, [OVERLAPPING] BUT THAT WAS PROBABLY COMPLETED ALONG WITH LONG-RANGE PLANNING.
>> YES, MA'AM. IT'S A COMP YES ALONG WITH LONG-RANGE PLANNING.
>> YES, MA'AM. IN A WEEKS TIME HOW OFTEN IS THE TEACHER COUCHED? IS IT JUST ONES A WEEK EVERY TEACHER OR IS IT CERTAIN NUMBER OF TEACHERS?
>> IT CAN BE A CERTAIN NUMBER OF TIMES. ONCE A WEEK.
NOW, AT THE VERY BEGINNING OF THE SCHOOL WHEN WE IMPLEMENTED THIS PROCESS, YOU HAD PROBABLY SEVERAL TEACHERS BEING COACHED THREE TIMES A DAY WITH THE IMPLEMENTATION.
BUT NOW THAT WE'RE AT CHRISTMAS MAYBE ONCE OR TWICE, BECAUSE MAJORITY OF OUR CAMPUS HAVE MET THAT 90% OR ABOVE GOAL WITH STUDENTS ON TASK.
>> WHEN YOU SAY THEY WERE COUCHED, THEY WERE COUCHED ON WHOLE SCHOOL CULTURE?
[02:40:01]
>> KIDS ON TASK, [OVERLAPPING] AND ALL THAT.
NOT JUST ON ANYTHING, THEY WERE COACHED SPECIFICALLY ON THE WHOLE SCHOOL.
>> YES, THEY WERE COACHED SPECIFICALLY ON HOW TO IMPLEMENT WHOLE SCHOOL CULTURE IN WHICH WE DID DEMONSTRATE IT.
>> HOW HAVE DISCIPLINE ISSUE CHANGED AS A RESULT OF THIS? DO YOU HAVE THAT AT THIS POINT OR?
>> WE HAVE THAT DATA AT AT THIS POINT, BUT I DON'T HAVE IT TO SHOW YOU TONIGHT, BUT WE CAN GET IT FOR YOU.
>> ALL RIGHT, WE'LL DO A STUDENT SERVICES AND THEN SHOW ALL OF THAT.
>> ISN'T THAT [INAUDIBLE] WE CAN SHARE WITH HOW WE PROVIDED SUPPORT THROUGH EXPERIENCING [INAUDIBLE]
>> OKAY, SO WE KNOW STUDENT ENGAGEMENT IN THE CLASSROOM DECREASES DISCIPLINE.
THERE'S PLEASURE MANAGEMENT WHEN THEY ARE OUTSIDE CLASSROOM LIKE HALLWAY TRANSITION.
>> YEAH. [LAUGHTER] THOSE TYPES OF THINGS.
>> ALL RIGHT SO SHE WAS ASKING ABOUT BEHAVIOR OUTSIDE OF THE CLASSROOM.
HOW ARE WE DOING OR HOSTING CULTURE OUTSIDE OF THE CLASSROOM TRANSITION, CAFETERIA AND ALL OF THOSE THINGS.
THAT'S STILL IN HIGH SCHOOL CULTURE BECAUSE WE ACTUALLY CREATE PLANS WHEN KIDS COME BEFORE ARRIVAL, DISMISSAL HALLWAY CAFETERIA AND RECESS, AND DISMISSAL.
>> I'M GLAD YOU SAID THAT. TAKE US THROUGH THEIR CAFETERIA, WHERE ARE THE PRINCIPALS AND TEACHERS, AND FROM TRANSITION FROM CAFETERIAS TO PLAYGROUND, WHERE ARE THEY? ARE THE STATIONARY SOMEWHERE, WALKING AROUND, MINGLING, SITTING DOWN? WHAT'S THE AVERAGE? WHAT DO YOU SEE WHEN YOU COME OVER OR WHAT SHOULD BE HAPPENING?
>> YOU MEAN STAFF MONITORING THE BEHAVIOR?
>> WE DO HAVE A CAFETERIA MONITOR. IS THAT WHAT YOU'RE WANTING?
>> NO, I GUESS WHAT I'M ASKING, FOR INSTANCE, TRANSLATION, BEHAVIOR WISE BECAUSE A LOT OF TIMES KIDS ACT UP BETWEEN HALLWAYS, WORN OUT FROM CAFETERIA, PLAYGROUND, NOT PLAYGROUND BUT OUTSIDE ACTIVITIES.
SAY FOR INSTANCE, PROUDLY MIDDLE SCHOOL.
ON AN AVERAGE OF TRANSITIONING FROM CAFETERIA TO THE OUTDOORS, WHERE IS THE ADULT STAFF?
>> YEAH, THAT'S A GOOD QUESTION.
THE [INAUDIBLE] MIDDLE SCHOOL, WE'VE ACTUALLY WENT TO A RESET FOR THAT PARTICULAR CASE.
BECAUSE WHAT WE NOTICED THAT ADULT SUPERVISION WAS NOT PRESENT ALL THE TIME, AND SO WHAT WE HAVE DONE NOW, [NOISE] EVERY TEACHER IS OUTSIDE THE DOORWAY AS A PART OF CULTURE.
THAT'S WHEN I WAS THINKING WHEN YOU'RE IMPLEMENTING SOMETHING AND YOU DON'T SEE IT HAPPENING THE WAY THINGS HAPPEN, YOU WANT TO MAKE SURE THAT THE PRINCIPAL WILL LEAVE THE CAMPUS THROUGH THAT EXPECTATION.
DOING THE FIRST THING BACK WHEN WE CAME BACK FROM WINTER BREAK, THEY WENT THROUGH EXERCISE OF WHAT IS THE EXPECTATIONS, HOW STUDENTS WILL WALK THE HALLWAY RIGHT SIDE, OUTSIDE THE DOORWAYS, WHERE TEACHER COULD BE PRESENT IN THE CAFETERIA SO THEY HAVE DESIGNATED LOCATIONS IN CAFETERIA.
ONE PERSON IN STAGE, ONE PERSON BY THE DOOR.
WHAT RESTROOMS WILL THE STUDENTS BE USING.
HOW THE [INAUDIBLE] RESTROOM AND IDENTIFYING THOSE HOT-SPOTS SO THEY HAVE MORE VISIBILITY.
THOSE THINGS HAVE BEEN ADDRESSED AND SAME THING HERE.
>> I'M SURE, ELEMENTARY A TEACHER MAY ESCORT THE STUDENTS [OVERLAPPING].
>> SECONDARY [LAUGHTER] [OVERLAPPING] WE'RE NOT ESCORTING THEM.
>> I'M GOING TO LEAD US THROUGH THIS NEXT PART.
THESE ARE CALLED OUR CAMPUS PERFORMANCE REVIEW, OR FOR SHORT, CPRS.
WHAT I'M GOING TO JUST GIVE YOU AN OVERVIEW OF THE PURPOSE OF CPRS.
CPRS ENCOMPASS THESE FOUR CRITICAL AREAS: DATA-DRIVEN INSTRUCTION, COLLABORATION, COMPREHENSIVE ASSESSMENT SYSTEMS, AND RAPID AND RESPONSIVE INTERVENTION SYSTEMS. CPRS ARE CONDUCTED AT EACH DISTRICT ASSESSMENT.
WE'VE TALKED ABOUT EARLIER OUR CFA.
I WENT TO BENCHMARKS IN OUR SPRING BENCHMARK.
THESE ACTUALLY OCCUR AT EACH ONE OF THOSE DISTRICT-WIDE ASSESSMENTS FOR US TO BE ABLE TO HEAR FROM THE PRINCIPALS AS THEY IDENTIFY THEIR HOTSPOTS, THE CRITICAL AREAS OF NEEDS, AND IT ALLOWS FOR THEM TO GET TOGETHER AND COLLABORATE TO TALK ABOUT THAT EACH CAMPUS AT A TIME.
WHAT WE DO CURRENTLY IS THAT WE HAVE CLUSTERS, 40 CPR, WHERE YOU HAVE TWO CAMPUSES HAVE TIME TO ACTUALLY SHARE THEIR PROBLEM OF PRACTICE THAT HAS ACTUALLY BEEN DEVELOPED WITH THE SUPERVISOR OR EXECUTIVE DIRECTORS, WHICH MS. KOON CHEK WILL SHARE WITH YOU-ALL A LITTLE LATER.
THE PURPOSE OF THE CPRS IS REALLY NOT JUST ABOUT US HEARING FROM THE PRINCIPAL, BUT HOW WE AS A DISTRICT WILL PIVOT AND MAKE
[02:45:01]
ADJUSTMENTS TO REALLY EVALUATE OUR SYSTEMS AS A WHOLE.WHAT WE RECOGNIZE IS WHEN WE'RE LOOKING AT OUR DATA, WE HAVE THE OPPORTUNITY TO HAVE A DISTRICT-WIDE DATADOG, AND WE'RE LOOKING AT THE DATA WITH US AS A DISTRICT, THEN AS WE LISTENED TO OUR PRINCIPALS AND LEADERSHIP TEAMS IN OUR CPR, IT GIVES US THE ABILITY TO RE-EVALUATE, LOOK, AND MAKE THE PIVOTS TO KNOW HOW TO SUPPORT OUR CAMPUSES.
THE CPR IS CRITICAL TO MAKE THOSE ADJUSTMENTS THROUGHOUT THE YEAR.
AGAIN, THERE ARE THREE, WE HAVE ONE IN THE FALL AFTER OUR CFA, WE HAVE ONE IN THE WINTERTIME OR NOW IN JANUARY, AND IT WILL HAVE ONE IN THE SPRING FOR OUR SPRING BENCHMARK.
ALL THIS IS IN PREPARATION FOR US TO BE ABLE TO PIVOT AND MAKE ADJUSTMENTS BASED ON WHAT WE CAN PREDICT OR HOW ARE WE GOING TO PERFORM ON OUR STAR.
A LOT OF THE RESULTS THAT WE SEE IS NOT AN ACCIDENT.
WE WORK REALLY HARD AND INTENTIONAL TO MAKE SURE THAT THE CAMPUSES ARE LASER-FOCUSED ON THE AREAS THAT THEY NEED TO MAKE ADJUSTMENTS AND SO OUR PRINCIPALS COME TOGETHER TO PREPARE TO DO THAT.
MS. KOON CHEK, IS ACTUALLY GOING TO GO THROUGH AN ACTIVITY, A SHORT FORM ACTIVITY TO GIVE YOU INSIGHT OF WHAT THIS WILL LOOK LIKE.
>> THANK YOU SO MUCH. GOOD EVENING, MADAM PRESIDENT, MEMBERS OF THE BOARD AND SUPERINTENDENT, DR. MCFARLAND.
WE ARE ON THE LAST LEG OF THE FOUR-BY-FOUR AND I'M CHARGED TO BRING THE BATON IN, AND SO I'M GOING TO BRING THE BATON IN.
LET ME RECAP FOR US SO THAT WE KNOW WE WERE ADDRESSING WHAT IS IT THAT WE DO AS EXECUTIVE DIRECTORS TO SUPPORT OUR PRINCIPALS? MY COLLEAGUES PRESENTED TO US CLUSTERS.
HOW DO WE SUPPORT PRINCIPALS IN CLUSTER? WHAT WE'RE DOING IS NOW MOVING US TO CPRS.
HOW DO WE SUPPORT OUR PRINCIPLES IN CAMPUS PERFORMANCE REVIEWS? YOU KNOW WHAT, I HAD ALL THIS WRITTEN DOWN AND I JUST WANT TO SPEAK TO YOU FROM MY HEART AND MY MIND.
BECAUSE I DO BELIEVE THAT CAMPUS PERFORMANCE REVIEWS ARE PROBABLY THE MOST HEART TUGGING PART OF THE WORK THAT WE DO, AND YOU CAN FEEL MY EMOTION.
A CAMPUS PERFORMANCE REVIEW IS TRULY ABOUT WHAT YOU SAID EARLIER, TRUSTEE GRASSIA.
WHEN YOU SAID YOU GOT CURIOUS AND THEN I HEARD YOU SAY, HOW DO WE KNOW HOW WE'RE DOING OR SOMETHING LIKE THAT? FORGIVE ME IF I BUTCHERED IT, BUT I ABOUT JUMPED OUT OF MY SEAT OUT THERE BECAUSE A CPR IS WHERE WE STOP AND WE TAKE A PAUSE. WHAT'S GOING ON? BECAUSE I WILL TELL YOU, YOU HAVE PUT, THANK YOU BOARD OF TRUSTEES AND SUPERINTENDENT DR. MCFARLAND, THE RIGHT PEOPLE IN THE RIGHT SEAT AND THEY COME IN HERE AND THEY WANT TO DO GREAT BY KIDS AND GREAT BY THEIR STAFF, AND THEN WE TAKE A TEST AND THEN WE SIT BACK AND I'M GOING TO STEAL FROM COLLINS, GOOD TO GREAT, BECAUSE HE SAYS IT'S LIKE A FLYWHEEL, YOU SPIN IT AND THEN ALL OF A SUDDEN MOMENT YOU HAVE ALL THIS MOMENTUM AND YOU TAKE A TEST AND IT JOLTS.
WE ALL SIT DOWN AND WE LOOK AT EVERYTHING AND WE SAY WHAT'S GOING ON, AND THEN WE ALL BEND OUR KNEES AGAIN AND WE PUSH AND THAT FLY WHEEL SPINS AGAIN, AND THAT IS A CPR.
WHEN WE DO THAT, IT'S A REFLECTIVE TIME.
IT'S WHERE WE SIT DOWN AND WE DIG INTO THIS AND WE SAY, WHAT'S WRONG? WHAT'S GOOD? WHAT DO WE KEEP DOING? WHAT YOU'RE BRIGHT SPOT? WE'RE DIGGING DEEPLY INTO THIS DATA SO THAT WE CAN WHAT, MOTIVATE THE STAFF? MOVE PEOPLE TO DO GREAT THINGS FOR KIDS.
I WANTED TO SHARE WITH YOU, THIS IS PROBABLY THE MOST IMPORTANT WORK THAT WE DO AS A CAMPUS PERFORMANCE REVIEW.
I'M GOING TO JUST TALK TO YOU QUICKLY.
I'M GOING TO TAKE US THERE BECAUSE WHAT WE DO IS THREEFOLD TO GET US THERE.
WE START OUT WITH A PRE-CPR MEETING, WE SIT DOWN ONE-ON-ONE WITH A PRINCIPAL.
WE REVIEW THE DATA IN A COMPREHENSIVE MANNER. WE LOOK AT EVERYTHING.
THIS MEETING IS A MEETING WHERE WE CAN'T IN THAT MOMENT JUST DECIDE IT'S ONE THING WE'RE LOOKING AT.
WE HAVE TO LOOK AT EVERYTHING TO DECIDE WHAT IS THE ONE THING.
BUT THEN WE THOUGHT PARTNER, I'M TELLING YOU WHAT? I LEARN MORE FROM THE PRINCIPALS AND I KNOW MY COLLEAGUES DO, BECAUSE WE SIT DOWN AND ASK EACH OTHER THESE QUESTIONS REFLECTIVELY, CRITICALLY, WHAT DO YOU THINK? WHAT HAPPENED? HEY, HOW'S IT GOING WITH THIS? WE DIG DEEPLY, THE DOORS ARE CLOSED, SOMETIMES WE PULL OUT TISSUE, SOMETIMES [LAUGHTER] WE LAUGH, SOMETIMES THEY'RE SKIPPING, MAN, DID YOU SEE WHAT WE DID ON THAT SC? WE JUMP AND WE GET EXCITED.
WE NARROW DOWN THE FOCUS TO A SPECIFIC CONTENT AREA.
WHY? IF THEY GO BACK TO THE STAFF AND SAY, ALL THESE, WE HAVE TO DRILL DOWN.
WE HAVE TO KNOW EXACTLY WHAT ARE WE GOING TO FOCUS ON.
WE GIVE FEEDBACK ON THE DEVELOPMENT OF THE PRESENTATION FOR CLARITY. WHAT IS THAT? THAT IS THE NEXT STEP IS A CPR MEETING BECAUSE WHY? THEY SIT DOWN, OUR PRINCIPALS COME IN WITH THEIR INSTRUCTIONAL TEAMS AND THEY SIT DOWN AND WE DO THIS VIA ZOOM OR FACE-TO-FACE, AND THEY TELL US THEIR STORYBOARD.
THEN YOU HEAR THEIR TEAMS COMING IN THEIR ISS'S THAT PRESENTED EARLIER? THEY'LL SAY, "HEY, THIS IS WHAT WE'RE DOING." THEN YOU HAVE THE CAMPUS INSTRUCTIONAL LEADERS, AP THAT ARE SPEAKING TO WHAT THEIR AREAS OF EMPHASIS ARE.
[02:50:02]
FOR EXAMPLE, ASSISTANT PRINCIPALS ARE OVER CONTENT AREAS.THE PRINCIPLES SAY," HEY, TELL US HOW IT'S GOING IN SOCIAL STUDIES." THEY'LL LEAN IN AND TELL US WHAT THEY'RE DOING TO DEVELOP TEACHERS, DEVELOP PERFORMANCE ON A CAMPUS.
THOSE CPR MEETINGS ARE VERY CRITICAL BECAUSE IF WE'RE DOING A GOOD JOB, OUR EARS ARE OPEN, WE'RE LISTENING AND ALL WE WANT TO DO IS FIGURE OUT HOW IS IT THAT I'M GOING TO SUPPORT THAT PRINCIPLE TO BE SUCCESSFUL? THAT IS MY ROLE, THAT IS OUR ROLE IN THIS ROOM, AND SO WE ALL WALK OUT OF THERE AND THEN WE COME TOGETHER, WHAT ARE YOU GOING TO DO? WHAT ARE YOU GOING TO IN THIS AREA, STUDENTS SERVICES, WHATEVER THE NEED IS? BECAUSE OUR GOAL IS THEIR SUCCESS.
THAT IS IT. OUR GOAL IS THEIR SUCCESS.
I WANTED TO WEAR THAT CAPE, YOU KNOW THAT THAT QUOTE THAT SAYS, ''I'M A PRINCIPAL, WHAT'S YOUR SUPERPOWER?'' THAT'S WHAT THEY ARE.
THAT'S A SECOND BULLET WHERE I SAY THEY ADVOCATE FOR THE DISTRICT LEVEL SUPPORT TO REMOVE CAMPUS LEVEL BARRIERS.
THEN WE HAVE THAT POST CPR MEETING WHERE WE SIT DOWN AFTER ALL OF THAT AND WE DEVELOP THE STRATEGIC PLAN.
WHAT ARE YOU GOING TO DO IN ALL THESE AREAS? WE TALK THROUGH IT WITH THEM AND THIS IS ALL ABOUT RELATIONSHIP.
THIS IS ABOUT US REALLY DIGGING DEEP TOGETHER AND WORKING TOGETHER.
IN THE NEXT SLIDE, I'M GOING TO QUICKLY, BECAUSE I GOT TO BRING THE BATON IN.
WE GOT TO WIN, SO THEY GO HOME.
[LAUGHTER] THE TRUSTEES, I DIDN'T SAY THAT.
ACTIVITY SIMULATION IS THIS, TRUSTEE I'M GOING TO ASK YOU KINDLY, IF YOU WOULD STEP IN NOW, NOT AS A FIFTH-GRADE STUDENT, BUT AS AN EXECUTIVE DIRECTOR.
EXECUTIVE DIRECTOR DAVIS, GRASSIA, EVERYBODY IS AN EXECUTIVE DIRECTOR.
YOU FEEL GOOD? GET THE TISSUE OUT.
[LAUGHTER] THEN I'M GOING TO BE THE PRINCIPAL.
I WANT YOU TO WIN, SO HOW AM I GOING TO DO THAT? SORRY, I'M WALKING AWAY BECAUSE MY QUESTIONS ARE SOMEWHERE.
I'M GOING TO GIVE YOU QUESTIONS AND YOU'LL FORGIVE ME.
TRUSTEES, THIS IS JUST A LIST OF QUESTIONS.
WHEN WE SIT DOWN WITH OUR PRINCIPALS, WE START ASKING QUESTIONS.
IT IS NOT BY ANY MEANS, WHAT DID I SAY UP HERE? TRUSTEE DAVIS, I SAID IT IS NOT LIMITED TO.
I WROTE THESE OUT FROM THE TOP OF MY HEAD.
THESE ARE CONVERSATIONS, THINGS THAT I ASKED PRINCIPALS TO START LAUNCHING THE CONVERSATION.
WHEN WE BUILD RELATIONSHIP, SOMETIMES THEY'LL COME BACK AT ME AND SAY, "KOON CHEK WHAT DO YOU THINK? WHAT DID YOU SEE? WHAT DO YOU THINK? DO YOU THINK?" WE SHOULD JUST COLLABORATE.
IT'S A TEAM EFFORT AND WE DIG DEEPLY.
THIS IS WHAT I WANT TO DO WITH YOU PLEASE KINDLY, IS FOR YOU TO REVIEW THOSE QUESTIONS.
I WROTE IT UP THERE. YOU'LL REVIEW THE DATASET.
I'M DRILLING YOU DOWN RIGHT NOW ONLY TO THIS DATASET.
BECAUSE AT THE END OF THE DAY IN A CPR, THEY COME IN AND DRILL DOWN TO A CONTENT AREA AND THEY SPEAK TO US ABOUT ONE CONTENT AREA EMPHASIS.
I'VE GIVEN YOU SIX GRADE MATH, SEVENTH GRADE MATH, AND EIGHTH GRADE MATH.
YOU SEE IT THERE IN APPROACHES MEETS AND MASTERS.
LOOK AT THE NUMBERS, REVIEW YOUR QUESTIONS, AND THEN I'LL ASK YOU IF A QUESTION JUMPS OUT AT YOU FOR YOU TO ASK ME AS AN EXECUTIVE DIRECTOR AND I'LL LEAN IN AS A PRINCIPAL AND RESPOND.
BECAUSE I WANT YOU TO BE SUCCESSFUL, I'M GOING TO MODEL THIS WITH TRUSTEE PRINCIPAL ROBINSON.
READY? YOU FEEL GOOD? WE GOT YOUR DATA IN.
IT LOOKS REALLY GOOD IN CERTAIN AREAS.
I WANT TO ASK YOU, WHAT DOES THE DATA SAY TO YOU?
>> THIS IS THE BEGINNING OF THE YEAR.
>> THE DATA SHOWS ME THAT WE ARE GOING STRONG TOWARDS OUR GOAL.
OUR CAMPUS GOAL IS 70 PERCENT WHERE APPROACHES.
WHERE WE ARE NOW, YOU CAN SEE THE EIGHTH GRADE IS ON TARGET TO MEET THAT GOAL BY THE END OF THE SCHOOL YEAR.
WE HAVE 19 MORE POINTS TO GO FOR SIXTH GRADE MATH.
OUR END YEAR TARGETS ARE 30 PERCENT FOR MEANS.
AGAIN, WHERE SIXTH GRADE AND EIGHTH GRADE WERE THERE, THERE IS A LITTLE BIT OF WORK IN SEVENTH GRADE MATH, BUT THAT'S 10 PERCENT POINTS.
WE KNOW THAT WITH CARNEGIE MATH AND WITH IMPLEMENTATION TO FIDELITY THAT WE WILL GET THERE.
OUR MASTERS WE DO NEED TO WORK ON EXTENDED LEARNING AND ACCELERATION BECAUSE OUR GOAL IS 25 PERCENT.
WE REALIZED THAT WE ARE LAGGING IN THAT AREA, BUT WE HAVE AN INTERVENTION PLAN IN PLACE TO ACCELERATE THOSE HIGH-ACHIEVING STUDENTS.
[02:55:06]
[APPLAUSE] [OVERLAPPING].>> I THINK SHE IS TRYING TO GET A JOB AS THE PRINCIPAL.
I DON'T TAKE FOR GRANTED WHEN SOMEONE PARTICIPATES TO THAT LEVEL.
DO YOU GET IT? THAT'S EXACTLY IT.
IF YOU SEE A QUESTION AS AN EXECUTIVE DIRECTOR LOOKING AT YOUR QUESTIONS THAT INTERESTS YOU.
FOR SAKE OF TIME, I KNOW WE'RE AT THE END, I'M TRYING TO BRING THE BATON IN.
YOU CAN ASK ME ONE OR TWO AND IF YOURS IS A PRESSING THREE WILL GO TO THREE.
BUT IF YOU HAVE A QUESTION ASKED ME, I'M A PRINCIPAL, I'M GOING TO RESPOND.
HERE WE GO. ANYONE OR NOT. I'LL WAIT.
>> WHAT IS YOUR INTERVENTION PLAN? WOULD YOU GO TO DRILL DOWN?
>> WOULD THAT BE AT THREE PERCENT MASTERS FOR SOME GREAT MATH?
>> THANK YOU FOR ASKING THAT QUESTION BECAUSE I REALLY WANT TO SHARE WITH YOU.
OUR PLAN ON THIS CAMPUS FOR INTERVENTION IS WE'RE GOING TO BRIDGE GAPS AT THE APPROACHES LEVEL, MEATS AND MASTERS.
I'M GOING TO TALK TO YOU ABOUT WHAT WE'RE GOING TO DO ABOUT THAT BECAUSE NO LONGER IS IT ABOUT JUST MOVING THE BUBBLE KIDS.
THE OTHER ASSESSMENT WE USED TO TAKE NOW IT'S ABOUT MOVING ALL KIDS.
I WANT TO SHARE WITH YOU THE WEEKENDS ON THE WEEKEND OF SOMEONE'S DAY TYPICALLY WILL GIVE ME A PLAN.
SHOW THIS WEEKEND WE'RE BRINGING IN THE HIGH PERFORMING MASTERS.
WE'RE GOING TO FOCUS ON BRIDGING THOSE GAPS.
THEY'LL TALK ABOUT IN SCHOOL INTERVENTIONS, AFTER SCHOOL INTERVENTIONS, IN WITHIN THE LESSON INTERVENTIONS.
THERE IS WHERE WE START TO DEVELOP THE INTERVENTION PLAN.
VERY GOOD QUESTION. DO YOU FEEL THAT I ANSWERED YOUR QUESTION?
>> YES. DO YOU SEE HOW EVEN WITH THE WAY I WAS RESPONDING, YOU'RE ALREADY THINKING ABOUT, WELL TELL ME MORE.
HOW CAN WE SUPPORT? GOOD. THANK YOU. ANYONE ELSE?
>> I JUST WOULD LIKE TO SEE THE GAP.
>> VERY GOOD. WE CAN BRING THAT AT A LATER DATE FOR YOU.
>> WE KNOW THAT YOU [INAUDIBLE] GOAL SET MAYBE. HOW IS IT GOAL SET HELP THEM REACH [INAUDIBLE].
>> I LOVE THAT BECAUSE I WANT 100 PERCENT OF THE KIDS TO BE GOLD SET WITH.
I'LL ANSWER. TRANSPARENTLY, WE DID A GREAT JOB.
WE'RE PULLING OUR ELA KIDS, OUR ENGLISH KIDS.
WE REALLY FOCUS BECAUSE AT THE BEGINNING OF THE YEAR WE STARTED WITH THAT.
THIS TELLS US WE NEED TO GO ACROSS THE BOARD.
WE'RE GOING TO LAUNCH THE GOAL-SETTING SESSIONS AND WE'RE GOING TO GO A LITTLE BIT DEEPER IN DIFFERENT CONTENT.
MY GOAL IS TO GO 100 PERCENT IN THE BUILDING GOALS SET WITH ALL STUDENTS.
I WANT TO SHARE THAT PLAN WITH YOU AND THEN I WOULD SAY, WELL, HOW CAN I SUPPORT YOU TO MAKE THAT HAPPEN?
THANK YOU. ANYONE ELSE? IF NOT, I'M GOING TO CONCLUDE AND I'LL JUST WAIT 20 SECONDS TO KNOW, 10.
WELL, YOU KNOW WHAT, I JUST LOVE THAT YOU SHARE THAT WITH ME AND I RECEIVE IT. THANK YOU.
WITH THAT, I WILL SAY THAT CONCLUDES MY PRESENTATION.
WOULD YOU PLEASE ALLOW ME TO BRING OUR TEAM UP IF YOU HAVE ANY QUESTIONS FOR THEM AS WE CONCLUDE. [APPLAUSE] [BACKGROUND]
>> THANK YOU. I'LL TURN IT OVER TO YOU, DR. MCFARLAND IF YOU HAVE ANY COMMENTS.
BUT I JUST WANT TO SAY THANK YOU.
ONE OF MY CONCERNS, OF COURSE, WHICH PROBABLY SHARED ACROSS THE BOARD IS THAT WHEN WE LOOKED AT THE MIDDLE SCHOOLS AND JUST UNDERSTANDING THAT THERE'S A PLAN IN PLACE TO SEE WHAT WE'RE GOING TO DO, HOW WE'RE GOING TO DO IT ACROSS THE BOARD WITH ALL OF THE ACHIEVEMENT, GOALS THAT WE HAVE THAT REALLY FOCUSING IN.
FOR ME PERSONALLY MAKING SURE THAT OUR MIDDLE SCHOOL STUDENTS
[03:00:01]
ARE ON TRACK OR GETTING ON TRACK AND THAT THERE'S SOMETHING FOR OUR PRINCIPALS, OUR TEACHERS, FOR THOSE STUDENTS THAT WE'RE ADDRESSING.THIS IS VERY ENCOURAGING WHAT YOU'VE PRESENTED TONIGHT.
I LOVE THE LASER-FOCUSED, I LOVE THE FOLLOW-UP.
AS YOU ADDED THE MOTIVATION AND HOPEFULLY THE TEACHERS AND THE PRINCIPALS ARE FEELING WHAT YOU'RE FEELING.
THE ENERGY, THE KNOWLEDGE THAT YOU'RE BRINGING, THE RESEARCH THAT WE'RE DOING AND BEING INNOVATORS THAT WE'VE HEARD THAT A LOT TONIGHT, BEING INNOVATORS IN THE DISTRICT.
WE GREATLY APPRECIATE ALL OF WHAT YOU SHARED, ALL OF THE WORK THAT YOU'VE DONE AND THAT YOU'RE CONTINUING TO DO, WE FEEL IT.
WE'RE JUST VERY GRATEFUL TO HAVE THIS TEAM A PART OF CISD [APPLAUSE].
VERY GRATEFUL. ANY OTHER BOARD MEMBERS?
WHEN YOU THINK OF THAT BELL, LOT OF MOVING PARTS AND A LOT OF BALLS UP IN THE AIR.
YOU'RE KEEPING THOSE BALLS UP IN THE AIR.
I'M GLAD YOU'RE KEEPING THOSE BALLS UP IN THE AIR, THE STUDENTS ARE THEN FISHING.
I JUST WANT TO SAY THANK YOU BECAUSE IT'S A LOT.
IT'S A LOT BUT YOU'RE GETTING THE JOB DONE.
I'M VERY CONFIDENT THAT WE'RE GOING TO BE THAT TOP DISTRICT IN TARRANT COUNTY WITH THIS WORK IS GOING ON.
I HOPE YOU ARE ENCOURAGED TO KEEP FIGHTING THE GOOD FIGHT.
BECAUSE LIKE I SAID, THE KIDS HAVE BEEN APPRECIATING.
>> DR. MCFARLAND, DO YOU HAVE ANYTHING ELSE TO SAY BEFORE WE MOVE ON?
>> JUST FIRST OF ALL TO THE TEAM, I'M DEFINITELY PROUD OF YOU AND PROUD FOR YOU THANK YOU FOR BEING PART OF THE TEAM.
THIS IS NO DOUBT ABOUT IT IN MY OPINION, ONE OF THE HIGHEST PERFORMING TEAMS THAT I'VE BEEN A PART OF.
AS YOU CAN SEE, THEY ARE GREAT AND DO GREAT WORK.
I'M DEFINITELY THANKFUL FOR THAT.
I ALSO WANT TO DRAW ATTENTION.
I WANTED TO JUST REMIND YOU OF WHAT YOU SAID EVEN BEFORE WE CAME IN HERE TONIGHT.
WE GOT A SHORT VISITING SESSION.
YOU TALKED ABOUT THE DESIRE TO REALLY UNDERSTAND WHAT WE'RE DOING IN THE DISTRICT AND HOW WE'RE MOVING FORWARD.
THANK YOU BOTH FOR JUST BEING WILLING TO COMMIT THIS TIME TO JUST HEAR WHAT WE'RE DOING.
YOU ALSO TALKED ABOUT WHAT MUST SUPPORT, THE WORK THAT'S GOING ON IN THE DISTRICT.
YOU SEE ITS A LOT OF WORK AND YOU SUPPORT, THE REASON WHY WE'RE ABLE TO DO ALL OF THIS IS BECAUSE YOU HAVE PROVIDED SUPPORT IN THE PAST WITH PERSONNEL.
ALL OF THESE PEOPLE, A LOT OF THESE PEOPLE HAVE BEEN A DIFFERENT POSITION WHO IDENTIFY TALENT, MOVE THEM AND THEY DO PHENOMENAL WORK.
AGAIN LASER FOCUS WAS A WORD THAT YOU ALL USED.
YOU CAN SEE THAT WE'RE OFFERING WITH A LASER FOCUS.
ONE OF THE THINGS I WANTED TO TELL YOU THAT IS WE WILL BE SCHEDULING BOARD WALKS.
WHAT I'D LOVE FOR YOU TO DO IS BE ABLE TO GO AND SEE IT LIKE MR. DAVIS MENTIONED.
TO BE ABLE TO SEE IT IN PRACTICE OF WE DID VERY SHORT-LIVED.
TODAY WE'LL SEE IN THEIR PRACTICE IS REALLY ENCOURAGING AND MOTIVATING.
JUST KEEP BUILDING. WE'LL BE TRYING TO SCHEDULE BOARD WALKS.
WE CAN GO AND SEE TOP THREE, TOP RIGHT AND GO AND SEE SOME OF THE PD THAT'S GOING ON.
YOU CAN REALLY SEE IT HAPPENING IN PRACTICE. WE'LL GET THIS ONE TIME.
WE'LL SCHEDULE A TIME TO DO THAT.
WE'LL ALSO DO OFFER BOARDWALKS FOR CLUSTERS.
BECAUSE I'D LIKE YOU TO JUST SIT IN THE ROOM AND SEE THE PRINCIPLE, THE EXECUTIVE DIRECTLY WITH THOSE CLUSTERS OF PRINCIPALS AND MAYBE EVEN TALK TO THE PRINCIPALS.
WE CAN HAVE YOU HEAR FROM THEM ABOUT WHAT'S WORKING FOR THEM AND WHAT'S NOT.
PLC IS OF COURSE, WITH CLUSTER GOALS AND SIGNING.
WE ALSO ARE HAVING CPRS WITHIN I THINK THE NEXT COUPLE OF WEEKS, THE NEXT TWO WEEKS I THINK?
I WILL LET THE PERSON WHO IS ALWAYS GOOD TO JUST PRIVATELY NERVOUS WHILE THE PERSON THAT'LL LOVE YOU TO JUST SIT IN AND LISTEN.
JUST SO YOU CAN SEE, WE'RE NOT JUST TALKING ABOUT THE WORD.
WE DON'T NECESSARILY KNOW WHAT THE ACCOUNTABILITY SYSTEM WILL BE.
WHAT WE KNOW IS THAT WE'LL BE THE TOP.
WE WILL BE DOING THE THINGS NECESSARY TO BE AT THE TOP, SO WE FEEL GOOD ABOUT THAT.
THANK YOU FOR TAKING THE TIME TONIGHT TO JUST SEE A COUPLE OF STRATEGIES THAT WE BELIEVE ARE LEADING TO SUCCESS. APPRECIATE YOU.
>> THANK YOU. THANK YOU FOR TAKING THE TIME.
[03:05:01]
THANK YOU FOR YOUR TIME TONIGHT ALSO.FIRST OF ALL, THANK YOU FOR YOUR LEADERSHIP AND ALL OF THIS.
THEN BASED ON WHAT YOU JUST SAID, [NOISE] WHAT WE WITNESS TONIGHT IS THE EPITOME OF TRANSPARENCY.
US HAVING AN UNDERSTANDING OF WHAT'S GOING ON SO THAT WE CAN SUPPORT IT.
THANK YOU FOR YOUR LEADERSHIP AND FOR CREATING THIS OPPORTUNITY FOR US TO BE ABLE TO KNOW.
>> WE'RE SPONGES FOR THIS INFORMATION. THANK YOU.
ABSOLUTELY. WE'RE GOING TO MOVE ON TO CONSIDERATION.[OVERLAPPING].
CONSIDERATION AND POSSIBLE ACTION ITEM.
[5.0 Consideration and Possible Action Item(s)]
THE AGENDA ITEM IS 5.1 MIDDLE SCHOOL CHROMEBOOK CART PURCHASE.>> MADAM PRESIDENT AND BOARD MEMBERS.
THIS ITEM IS ONE THAT WE HAVE TALKED ABOUT QUITE A BIT.
THIS IS JUST THE ACTUAL PURCHASE OF THE ITEMS WE'LL DISCUSS IN THE FUTURE [INAUDIBLE].
>> JUST BRINGING BACK WHAT WE BROUGHT BEFORE YOU IN DECEMBER, WE TOLD YOU WE'D BE GOING OUT FOR AN RFP PROCESS THAT WAS POSTED.
YOU CAN SEE IT'S ARC ANGEL EDUCATION AND TECHNOLOGY.
THE PROPOSED PRICE FOR OUR BID PACKAGE FOR THE PURCHASE OF CHROMEBOOKS IS ACTUALLY UNDER WHAT WE ESTIMATED AND THAT IS WHAT WE ARE PROPOSING YOU APPROVED THIS EVENING.
>> CAN YOU REPEAT THAT LAST PIECE?
>> IT IS BELOW WHAT WE PROJECTED.
>> WONDERFUL. ANY QUESTIONS, BOARD? DO YOU HAVE ANY QUESTIONS OR COMMENTS? YES. TRUSTEE DAVIS.
I'M JUST CURIOUS BECAUSE AS I LOOKED AT THE RFP SCORECARD, WHERE DOES THE INFORMATION THAT THE REPUTATION OF THE VENDOR COME FROM? BECAUSE I THINK SOME OF THEM WE'VE NOT DEALT WITH BEFORE, BUT I'M JUST CURIOUS AS TO HOW IS THAT.
BECAUSE I THINK THAT'S A 15-POINT SCORE.
BUT THEN GET 15 POINTS BASED ON THEIR REPUTATION.
WHERE IS THAT INFORMATION COMING FROM?
>> GOOD EVENING, MADAM BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD.
WE WILL ACTUALLY CALL OUT TO OTHER SCHOOL DISTRICTS WHO'VE HAD BUSINESS OR DONE BUSINESS WITH THOSE VENDORS TO GET A PERSPECTIVE FROM THOSE SCHOOL DISTRICTS.
THAT IS WHERE WE'VE GOTTEN MUCH OF THAT INFORMATION.
>> THEY PROVIDE OTHER DISTRICTS THAT THEY'VE WORKED WITH IN THE END, WE BASICALLY JUST [OVERLAPPING].
>> ABSOLUTELY AND WE GET CALLS.
>> THANK YOU, TRUSTEE DAVIS. ANY OTHER QUESTIONS OR COMMENTS? THIS IS A POSSIBLE ACTION ITEM. IS THERE A MOTION?
>> I RECOMMEND SELECTING VENDOR ARCHANGEL EDUCATION PLUS TECHNOLOGY ARCHANGELS TABLETS LLC FOR RFP 02320222023 CHROMEBOOK CARTS AND CHROMEBOOKS FOR BID PACKAGE NUMBER 1, PURCHASE ONLY OF CHROMEBOOK CARTS AND CHROMEBOOKS AS PRESENTED.
>> IT'S BEEN MOVED BY TRUSTEE DAVIS. IS THERE A SECOND?
MOVE TO VOTE. PLEASE BY A SHOW OF HANDS.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
[OVERLAPPING] HER COMPUTER DIED.
MOVE TO VOTE BY SHOW OF HANDS, PLEASE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THE MOTION PASSES UNANIMOUSLY.
THANK YOU. THANK YOU, MR. KEITH.
[6.0 Future Action Item(s)]
>> WE DO HAVE A FUTURE ACTION ITEM.
AGENDA ITEM 6.1, DISTRICT OF INNOVATION RENEWAL. DR. MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS.
THIS IS JUST A RENEWAL OF OUR DISTRICT OF INNOVATION PLAN.
[INAUDIBLE] IS HERE IF YOU HAVE ANY QUESTIONS, BUT WE WILL PUT THIS TO ITEM IN YOUR PACKET AND YOU GET A CHANCE TO REVIEW IT AND BRING IT BACK AT THE NEXT BOARD MEETING FOR DISCUSSION.
>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, MEMBERS OF THE BOARD, THAT PRESENTATION IS THERE IN YOUR BOARD BOOKS THIS EVENING.
AS YOU ALL KNOW, THE DISTRICT OF INNOVATION ALLOWS US TO CREATE AN INNOVATION PLAN IN OUR DISTRICT TO GIVE US CERTAIN EXEMPTIONS FROM THE EDUCATION CODE TO HELP US MEET OUR GOALS AS A DISTRICT.
THERE ARE LOTS OF DISTRICTS OF INNOVATION IN THE STATE, AND CROWLEY ISD IS PROBABLY ONE SINCE 2017.
YOU CAN SEE A LINK TO OUR CURRENT PLAN.
THAT WAS APPROVED IN 2017 AND ALSO AMENDED IN 2018 AND 2021.
[03:10:02]
IT IS NOW TIME TO AMEND THAT.IN YOUR PACKET YOU'LL SEE A LIST OF THE CURRENT EXEMPTIONS THAT WE'VE HAD IN THE PAST.
THOSE WILL ALL NEED TO BE REVIEWED AGAIN.
THE TEA HAS A PROCESS FOR RENEWING DISTRICT OF INNOVATION PLANS AS OUTLINED IN YOUR PRESENTATION AS WELL.
WE ARE BEGINNING THAT PROCESS.
IF YOU HAVE ANY QUESTIONS, PLEASE SEND THOSE OUR WAY AND OUR BOARD POLICY COMMITTEE WILL ALSO BEGIN LOOKING AT THIS ALONG WITH OUR DISTRICT-WIDE EDUCATIONAL IMPROVEMENT COUNCIL OR DWEIC, AS WE WORK TO RENEW OUR PLAN.
ARE THERE ANY QUESTIONS ABOUT THAT?
>> I JUST HAD A QUICK QUESTION.
THE MEMBERS OF THE TEAM FOR THE INNOVATION PLAN.
NOTHING'S CHANGED EXCEPT FOR WHENEVER YOU'RE GOING TO PRESENT THOSE CHANGES.
>> ARE WE SPEAKING ABOUT THE BOARD COMMITTEE FOR THE POLICY?
>> THAT COMMITTEE HAS STILL THE SAME DOCUMENT PROBABLY.
>> THAT COMMITTEE WILL BE MEETING TO REVIEW THIS.
>> MY OTHER QUESTION IS WHEN DOES THE REVIEWAL NEED TO BE COMPLETED?
>> OUR GOAL WITH THIS PROCESS SHOULD BE DONE BY THE END OF FEBRUARY.
ONE OF THE REQUIREMENTS YOU'LL SEE IN THERE THAT THE PLAN HAS TO BE POSTED ON OUR WEBSITE FOR 30 DAYS.
WE'LL GET THAT ON THERE AND THEN BRING IT TO THE BOARD FOR FINAL VOTE AT THE END OF FEBRUARY.
THAT'S THE TIMELINE THAT WE'RE AIMING FOR.
>> ANY OTHER QUESTIONS OR COMMENTS?
>> THE TEAM DID SUCH A GOOD JOB TONIGHT.
I'M GOING TO GIVE THEM MONDAY OFF.
>> WHAT AN AWESOME, AWESOME SUPERINTENDENT.
[LAUGHTER] I DON'T BELIEVE WE'RE ADJOURNING TO EXECUTIVE SESSION OR ARE WE? WITH NO OTHER BUSINESS TO BRING BEFORE THE BOARD.
ARE WE GOOD? WE ARE ADJOURNED AT 10:21 P.M. [APPLAUSE] HAVE A GOOD NIGHT, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.