[00:00:03]
>> GOOD EVENING. I HEREBY CALLED TO ORDER
[1.0 Call to Order]
THE CALLED MEETING OF THE CROWLEY ISD BOARD OF TRUSTEES, AND CERTIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041, SUBCHAPTER C, GOVERNMENT CODE, AS AMENDED BY THE 73RD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND A QUORUM IS PRESENT.I REQUEST THE OFFICIAL ROLL CALL, PLEASE. MR. KIRCHNER.
>> GOOD EVENING EVERYONE. TRUSTEE PLACE 1, MISS NETA ROBINSON.
>> TRUSTEE PLACE 2, DR. LATANYA WOODSON MAYFIELD.
>> TRUSTEE PLACE 3, DR. A HALL.
>> TRUSTEE PLACE 4, MS. JUNE W. DAVIS.
>> TRUSTEE PLACE 5, MR. DARRYL R. DAVIS, THE SECOND.
>> TRUSTEE PLACE 6, GARY GRASSIA.
>> TRUSTEE PLACE 7, MS. LICIA STEPHENSON.
>> SUPERINTENDENT, DR. MICHAEL MCFARLAND.
>> ALL RIGHT. THANK YOU, MR. KIRCHNER.
I EXTEND A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING.
THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC AND WE ARE PLEASED THAT YOU'VE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION, AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATIONS 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 AND EFFECTIVE PUBLIC MEETINGS.
PLEASE SILENCE YOUR CELLPHONES OR COMMUNICATION DEVICES AT THIS TIME BEFORE WE BEGIN OUR PROCEEDINGS.
AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD SCHOOLS.
AT THIS TIME, WE [NOISE] WANT TO ACKNOWLEDGE A VERY SPECIAL WEEK
[2.0 Celebrations / Board Points of Pride]
THAT WE ARE IN THE MIDST OF BEING WITH OUR BOARD MEETING HERE.BUT IT IS NATIONAL SCHOOL COUNSELING WEEK, WHICH IS FEBRUARY 5TH THROUGH THE 9TH.
WE WOULD LIKE TO RECOGNIZE OUR AMAZING CROWLEY ISD COUNSELORS WHO ARE DEDICATED AND DETERMINED TO HELP OUR STUDENTS REACH SUCCESS.
WE HAVE OVER 75 COUNSELORS AND SPECIALISTS IN CISD WHO GIVE SUPPORT AND GUIDANCE TO OUR STUDENTS, OUR STAFF, AND FAMILIES, AND ALL THOSE EXTENSIONS.
THANK YOU, COUNSELORS, FOR ALL YOU DO FOR CROWLEY ISD.
IF YOU ARE A COUNSELOR OR IN THAT GROUP, PLEASE STAND SO THAT WE CAN ACKNOWLEDGE YOU.
[LAUGHTER] [APPLAUSE] DEFINITELY. THANK YOU, MS. TRINA LANE, AND WE APPRECIATE YOU AND YOUR TEAM FOR ALL THAT YOU DO. THANK YOU.
>> DR. MAYFIELD IF I COULD ADD SOMETHING TO THAT.
CERTAINLY, WHAT YOU SAID AND THEN KUDOS BECAUSE WHAT OUR COUNSELORS ARE BEING ASKED TO DO NOW IS OVERWHELMING.
I KNOW SO MUCH MORE THAN WHEN I WAS A COUNSELOR.
I MEAN, I COULD NOT IMAGINE HAVING TO DO WHAT THEY ARE ASKED TO DO NOW.
BUT THEY DO IT AND THEY DO IT WELL.
I JUST WANTED TO TAG ON TO WHAT YOU SAID, HAVING BEEN A COUNSELOR, BECAUSE I COULDN'T DO IT NOW.
>> YOU COULD [LAUGHTER] IT'S A HARD MISSION IS WHAT THEY SAY.
IT'S A HARD MISSION BUT THEY GIVE IT ALL.
[3.0 Superintendent Report]
WELL, THEN WE WILL MOVE ON TO AGENDA ITEM 3.0 WHICH IS THE SUPERINTENDENT'S REPORT. DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, IN THE INTERESTS OF TIME AND REALLY TO GET TO OUR WORK SESSION, I WANT TO FORGO THE SUPERINTENDENT REPORT.
BUT AGAIN, I DO ALSO WANT TO ECHO THE COMMENTS ABOUT COUNSEL.
ANYTIME THAT SOMETHING HAPPENS IN THE DISTRICT, MOST OF THE TIME IT'S SOMETHING TRAGIC, AND WE CALL THE COUNSEL.
THE FIRST THING WE DO IS SAY WE WANT COUNSELORS INVOLVED, THEY'RE FIRST RESPONDERS.
THEY ARE THERE SO WE JUST THANK THEM.
WE RECOGNIZE THEM THIS WEEK FOR BEING THERE WHEN WE NEED THEM SO THANK YOU ALL.
THANK YOU, COUNSELORS FOR YOUR SERVICE.
>> ALL RIGHT. THANK YOU, DR. MCFARLAND.
[APPLAUSE] WE DO HAVE REPORT ITEMS.
[4.0 Report Item(s)]
AGENDA ITEM 4.0 IS THE 1882 UPDATE AND THE TIMELINE, DR. MCFARLAND.>> MADAM PRESIDENT AND BOARD MEMBERS, AS YOU KNOW SEVERAL MEETINGS AGO, WE BROUGHT TO YOU THE 1882 POLICY.
THANK YOU ALL FOR APPROVING THE AUTHORIZING POLICY.
WHAT WE DID ALSO WE TOLD YOU THAT THERE WILL BE A SERIES OF EVENTS THAT WILL BE COMING UP PRETTY QUICKLY AND THAT WE WOULD ENGAGE YOU IN.
TONIGHT WE WANT TO JUST GIVE YOU A UPDATE AND PROVIDE A QUICK TIMELINE FOR YOU SO YOU'LL HAVE AN IDEA WHAT'S GOING TO HAPPEN WITHIN THE NEXT THREE MONTHS TO SIX MONTHS.
MS. POKE IS HERE TO ADDRESS THIS ITEM. MS. POKE.
>> MADAM PRESIDENT, BOARD OF TRUSTEES,
[00:05:01]
AND DR. MCFARLAND, THANK YOU.TONIGHT'S BOARD EXHIBIT ALIGNS WITH ALL THREE GOALS AND I'M EXCITED TODAY TO GO THROUGH WITH YOU OUR BINDER CALLING THE AUTHORIZING PARTNERSHIP JOURNEY. THAT'S RIGHT NEXT TO YOU.
IT'S A WHITE BINDER AND I SHOULD HAVE IT YOUR NAME.
AS WE GO THROUGH THE JOURNEY, OUR FIRST IS THE TABLE OF CONTENT.
DOES EVERYBODY HAVE IT? THIS FIRST PAGE IS OUR TABLE OF CONTENT AND IT WILL JUST EXPLAIN TO US WHAT IS IN THE PACKET OR WHAT'S IN THE BINDER.
IN OUR FIRST SECTION, WE HAVE OUR SUCCESS CRITERIA.
WHAT OUR SUCCESS CRITERIA IS, IS TEA PUTS TOGETHER A RUBRIC.
THEY TELL US AS WE LOOK AT THE CONTRACTS, WHAT IS GOOD AND WHAT WE SHOULD DO AND WHAT WE SHOULD LOOK FOR WHEN WE LOOK FOR A CONTRACT WHEN WE GET APPLICATION IN FROM THE OTHER PARTNER.
OUR FIRST EXAMPLE TONIGHT IS FROM INSTITUTION OF HIGHER EDUCATION, WHICH IS CALLED IHE AND WE'RE GOING TO DO MIDDLE SCHOOL.
WHAT WE'VE DONE, ONCE YOU PULL THIS TAB BACK, IS THE FIRST PAGE THAT YOU SEE IS GOING TO BE A HIGH LEVEL OVERVIEW OF AN IHE.
FOR EXAMPLE, YOU'RE GOING TO HAVE TEXAS I&M UNIVERSITY SAN ANTONIO, WHO HAS PARTNERED WITH EDGEWOOD ISD.
THIS IS GOING TO GIVE YOU A VERY HIGH LOOK OVERVIEW OF WHAT THAT IS HAPPENING AND IF YOU LOOK RIGHT BEHIND HERE, THIS IS THE ACTUAL CONTRACT THAT YOU COULD READ AND GO THROUGH FOR YOURSELF.
WE PROVIDED TWO EXAMPLES IN EACH SECTION.
THE NEXT EXAMPLE IN THIS SECTION WOULD BE FORT WORTH ISD, WHICH IS THE LAND ACADEMIES IN TEXAS WESTLAND.
WITH THAT, WE WILL HAVE ALSO PROVIDED THAT CONTRACT FOR YOUR REVIEW.
IF YOU FLIP TO THE NEXT SECTION, WE HAVE WHAT'S CALLED OUR EARLY CHILDHOOD SECTION.
BOARD RIGHT NOW, WE ARE IN A DISCUSSION JUST LOOKING AT WHAT THIS COULD POSSIBLY LOOK LIKE FOR CROWLEY ISD, FOR EARLY CHILDHOOD POSSIBILITY.
WE HAVE NOT MADE ANY DETERMINATIONS YET.
WE'RE JUST STILL EXPLORING WHAT THIS COULD BE FOR CROWLEY ISD.
WITHIN OUR BOOK, WE HAVE JUST PROVIDED SOME EXAMPLES OF WHAT IT COULD LOOK LIKE AND WHAT IT LOOKS LIKE ACROSS THE STATE.
THIS PARTNERSHIP THAT YOU'RE LOOKING AT IS MOODY EARLY CHILDHOOD, WHICH PARTNERS WITH GALVESTON ISD.
WE HAVE ALSO PROVIDED THAT CONTRACT.
IF YOU GO A LITTLE BIT FURTHER, SAY IN THE SAME PACKET, YOU CAN SEE THAT WE PROVIDE A HIGH PROFILE FOR AUSTIN ISD AS WELL THEY PARTNERED WITH UNITED WAY EDUCATORS.
>> THE BOARD, I JUST WANT TO BRING BACK TO YOUR REMEMBERS.
WE TOLD YOU THAT WE WOULD PROVIDE YOU WITH JUST RESOURCES TO REVIEW.
AGAIN, WE'RE GOING TO WALK THROUGH THESE AS WE GET CLOSER BUT WE JUST WANTED YOU IN CASE YOU WANTED TO GET A HEAD START, YOU CAN SEE THE TYPES OF PARTNERSHIPS THAT ARE OUT THERE. THAT'S WHAT THIS IS.
>> THEN AS WE GO TO OUR NEXT TAB, WHICH IS OUR PROJECTED FUNDING, IF YOU REMEMBER LAST MEETING WE JUST TALKED ABOUT WHAT THAT PROJECTED FUNDING WOULD LOOK LIKE.
THIS PAGE JUST GIVES US AN OVERVIEW OF THE PLANNING AND IMPLEMENTATION GRANTS THAT WILL BE ALLOWABLE, THAT WE CAN ACTUALLY APPLY FOR AND WHAT THOSE YEARS LOOK LIKE.
WHEN YOU FLIP THAT PAGE OVER, THIS GIVES YOU A BREAKDOWN OF THE BUDGET FOR THOSE MIDDLE SCHOOL CAMPUSES THAT WE ARE LOOKING AT OF HOW MUCH MONEY WE WILL BE ABLE TO RECEIVE WITH THOSE MIDDLE SCHOOL CAMPUSES.
WITH THE TOTAL BUDGET BEING ALMOST EIGHT MILLION DOLLARS THAT WE'RE LOOKING AT.
>> MISS POKE, I BELIEVE YOU'RE ON THE PAGE WHERE THE DIFFERENT COLORED BUCKETS, RIGHT?
>> YES. THE PROJECTED FUNDING BY SCHOOL, AND IT'S UNDER TAB 04, PROJECTED FUNDING.
THEN WE'RE GOING TO MOVE TO OUR NEXT TAB, WHICH IS POLICIES, WHICH IS 05.
WHAT WE'VE DONE IS WE'VE PUT THE POLICY THAT YOU HAVE APPROVED IN HERE FOR YOUR REVIEW.
IN ADDITION TO EACH OF THE CONTRACTS THAT WE'VE PROVIDED, WE'VE ALSO PROVIDED THE POLICY THAT THE CURRENT DISTRICT HAS IN PLACE IN THIS SECTION RIGHT HERE.
WHEN YOU'RE LOOKING AT IT, YOU CAN ALSO LOOK AT THEIR POLICY AGAINST THE CONTRACT, AGAINST THE HIGH PROFILE, IF YOU CHOOSE.
THIS IS A COLLECTION OF ALL OF THOSE DIFFERENT POLICIES FROM EACH DISTRICT.
BOARD, IF WE'RE GOING TO MOVE TO 06, TIMELINE, WE CAN FLIP THERE.
I'M SORRY ABOUT THE LONG PIECE OF PAPER, BUT I COULDN'T GET IT TO FIT [LAUGHTER] AND WHERE WE CAN SEE IT.
BOY, LOOKING AT THIS TIME LINE, THE TOP OF IT GIVES YOU AN EXAMPLE WHERE IT SAYS CISD BOARD AND BOARD MEETING AT THE VERY TOP.
IN MARCH, WE WILL COME UP WITH AN UPDATE.
THEN IN MAY, WE'LL COME UP WITH AN UPDATE AS WELL.
IN JUNE, OUR GOAL WILL BE TO APPROVE THE APPLICATION THAT IS SET FORTH.
YOU CAN SIGN, LOOK THROUGHOUT THE TIME LINE,
[00:10:01]
THIS IS A YEAR AT A GLANCE, IT ALL GOES ALL THE WAY UNTIL JUNE 2025.LOOKING AT THE MIDDLE SCHOOL PARTNERSHIPS, OUR FIRST LINE IS STAKEHOLDER COMMUNICATION.
RIGHT NOW, WE'RE HAVING FOCUS GROUPS OF DIFFERENT MIDDLE SCHOOLS THAT'S HAPPENING ACROSS THE DISTRICT.
BUT WE WILL ENGAGE WITH STAKEHOLDERS THROUGHOUT THIS ENTIRE PROCESS AS EVEN AS WE'RE PLANNING TO MAKING SURE THAT WE'RE GETTING WHAT THE COMMUNITY AND ALL STAKEHOLDERS FEEL THAT IT IS IMPORTANT.
HERE COMING UP WITHIN THE NEXT MONTH, WE WILL PROVIDE AN OPPORTUNITY FOR THE BOARD TO BE ABLE TO SEE AND VISIT DIFFERENT SCHOOLS AND FORT WORTH ISD FOR THE LAND ACADEMY, AND MS. MONTABO WILL BE WORKING WITH YOU TO SCHEDULE WHAT THAT WILL LOOK LIKE.
WE WILL LAUNCH OUR APPLICATION IN MARCH, AND WE WILL FINALIZE THAT APPLICATION IN MAY.
LOOKING AT THE CONTRACT APPROVAL, WE WILL GO THROUGH NEGOTIATION PERIOD IN MAY, AND WE'LL BRING IT BACK TO THE BOARD IN JUNE FOR FINAL APPROVAL AGAIN.
THROUGHOUT THE MONTH FROM APRIL THROUGH AUGUST, WE'LL BE SEEKING DIFFERENT GRANTS AND FUNDING FROM PHILANTHROPY GROUPS AND THE TEA TO SECURE FUNDING.
THEN LASTLY, IN THE MIDDLE SCHOOL PARTNERSHIP, WE WILL BEGIN TO ANNOUNCE TO THE COMMUNITY AND OUR TEACHERS IN MARCH OF WHAT IT WILL LOOK LIKE FOR THOSE MIDDLE SCHOOLS.
THIS IS WHAT THE TIMELINE WILL LOOK LIKE FOR THE MIDDLE SCHOOLS.
AGAIN, BELOW IS OUR EARLY CHILDHOOD PRELIMINARY TIMELINE.
WE'RE STILL IN THE EXPLORATION PHASES RIGHT NOW.
WHAT WE'RE DOING IS WE'RE LOOKING TO SEE WHAT THE FUNDING WILL ACTUALLY LOOK LIKE AND HOW MANY DOLLAR WE'LL ACTUALLY BE ABLE TO RECEIVE FOR THE EARLY CHILDHOOD PARTNERSHIP.
BUT THIS JUST GIVES YOU AN OVERVIEW, IF WE DO DECIDE TO MOVE FORWARD, WHAT IT WOULD LOOK LIKE FOR EARLY CHILDHOOD, MEANING THAT WE WOULDN'T HAVE A CALL UNTIL JUNE, AND WE WOULDN'T BRING IT BACK TO THE BOARD UNTIL SEPTEMBER IF WE MOVE FORWARD WITH THAT PLAN.
BUT RIGHT NOW, IT'S PRELIMINARY AND WE'RE JUST RESEARCHING.
ARE THERE ANY QUESTIONS ABOUT THE TIMELINE?
>> I DO HAVE A QUESTION, DR. MAYFIELD.
WOULD YOU REPEAT WHAT YOU SAID ABOUT THE FUNDING?
>> YES, MA'AM. THE FUNDING SECTION OR THE FUNDING ON THE TIME LINE?
>> YOU SAID SOMETHING ABOUT FUNDING OUT? SOMETHING ABOUT FUNDING.
>> YES, MA'AM. ON THE TIMELINE, WHAT WE'VE DONE IS WE KNOW THAT WE'VE APPLIED FOR DIFFERENT GRANTS, AND SO WE'LL BE WAITING TO RECEIVE THOSE AWARD NOTIFICATIONS TO SAY YES WE HAVE RECEIVED THOSE GRANTS.
HOWEVER, IN THE MIDST OF RECEIVING THE GRANTS THAT WE'VE APPLIED FOR, WE WILL CONTINUE TO LOOK FOR PHILANTHROPY DOLLARS AND CONTINUE TO LOOK FOR DIFFERENT FINANCING FUNDING STREAMS BESIDES THE ONES THAT WE KNOW ARE AVAILABLE.
>> OKAY. RIGHT NOW, WE'RE LOOKING AT DOING THIS TO SUPPORT OUR MIDDLE SCHOOLS?
>> IN ADDITION, MISS DAVIS, SO AS WE HAVE BEEN INVESTIGATING, WHAT WE KNOW IS THAT FORT WORTH ISD IS IN THE PROCESS WITH CHILDCARE ASSOCIATES OF CREATING AN EARLY CHILDHOOD HUB, IS WHAT THEY'RE CALLING IT, AND SO WE WERE CONTACTED ABOUT OUR INTEREST AT BEING A PART OF THAT, SO THAT'S WHY EARLY CHILDHOOD SHOWED UP.
WE DO BELIEVE THAT IT COULD GIVE US AN OPPORTUNITY TO BE ABLE TO PROVIDE ACCESS TO THREE-YEAR-OLDS IN OUR DISTRICT FULL DAY, AND THAT'S FOR PARENTS WHO ACTUALLY QUALIFY AND ALSO FOR PARENTS WHO MAY NOT QUALIFY.
WE'RE LOOKING AT WAYS OF EXPANDING THIS.
EARLY CHILDHOOD EMERGED AS WE'RE HAVING THESE CONVERSATIONS.
WE STILL ARE TRYING TO FIGURE OUT EXACTLY WHAT THE FUNDING ALLOCATION WOULD BE, BECAUSE FOR A THREE-YEAR-OLD, YOU ONLY GET FUNDING FOR HALF DAY, BUT IT'S STILL WITH THE 1882 FUNDING PLUS A HALF-DAY FUNDING, IT COULD BE ENOUGH FOR US TO OFFSET THE COST FOR A PARENT WHO MAY BE ABOVE THE LINE TO GET TO QUALIFY, BUT STILL $1,000 A WEEK FOR CHILDCARE IS A PRETTY SIGNIFICANT BILL.
IF WE CAN FIGURE OUT A WAY TO MAKE IT WORK, THEN WE'RE GOOD.
THE GOOD THING ABOUT CHILDCARE ASSOCIATES, QUITE FRANKLY, WE ALREADY HAVE A PARTNERSHIP.
SO IT WOULD BE VERY LITTLE CHANGE BECAUSE WE ALREADY HAVE THAT PARTNERSHIP, BUT IT WILL JUST GIVE US MORE OPPORTUNITIES.
I KNOW THAT FORT WORTH ISD IS LOOKING AT IT, AND SO THAT'S WHY WE PUT IT ON OUR LIST.
>> I HAVE A QUICK QUESTION. JUST HELP ME UNDERSTAND, SO WHEN THE PARTNERSHIPS, WHETHER IT'S ONE, THREE, OR FIVE, THE PROCESS IS THE SAME.
THIS IS NOT LIKE ROLLING OR ANYTHING BECAUSE WE'RE ON THIS TIMELINE, THAT MEANS WE GATHER, HOWEVER MANY, INTERESTED PARTIES OR ONES THAT WE'RE INTERESTED IN AND WE PROCESS THIS AT THE SAME TIME.
>> YES, MA'AM. FOR THE MIDDLE SCHOOL,
[00:15:01]
WE WILL RUN A CALL FOR PROPOSALS, AND THEN WE WILL COME BACK AND DO ANOTHER CALL FOR PROPOSALS IF WE MOVE FORWARD WITH THE EARLY CHILDHOOD PARTNERSHIP.>> YOU'RE WELCOME. OUR FINAL TAB TONIGHT WILL BE THE PROFILES, WHICH WILL BE ON TAB 7.
BOARD, THIS RIGHT HERE HAS JUST GIVEN YOU AN OPPORTUNITY TO SEE NOT JUST WHAT TEXAS IS DOING, BUT ACROSS THE NATION.
THESE ARE JUST DIFFERENT PROFILES THAT DIFFERENT STATES ARE DOING THROUGHOUT THE NATION.
YOU CAN JUST SEE WE DIDN'T PROVIDE THOSE CONTRACTS, BUT YOU CAN GET A HIGH-LEVEL OVERVIEW OF THE DIFFERENT PROFILES THAT ARE HAPPENING IN MARYLAND, OHIO, THERE'S JUST DIFFERENT STATES, SO YOU ARE ABLE TO LOOK AT THOSE AT YOUR CONVENIENCE.
BOARD, THIS CONCLUDES MY PRESENTATION.
VERY INFORMATIVE, VERY THOROUGH.
I KNOW WE DIDN'T GO THROUGH EACH PAGE, BUT THE LAYOUT LOOKS REALLY GOOD AND IT LOOKS LIKE IT'S EASY TO FOLLOW.
THANK YOU SO MUCH FOR EXPLAINING THE BINDER FOR US SO THAT WE CAN LOOK AT IT.
TO DR. MCFARLAND'S POINT, WE'LL COME BACK AND GO THROUGH IT TOGETHER.
BOARD, ARE THERE ANY QUESTIONS OR COMMENTS? TRUSTEE DAVIS.
>> THANK YOU, MADAM PRESIDENT.
>> MISS POKE, THANK YOU, THIS IS AMAZING WORK.
I APPRECIATE HOW METICULOUS YOU ALL ARE IN OVERLOADING US WITH INFORMATION SO THAT WE CAN CERTAINLY DO A DEEP DIVE.
I'M JUST CURIOUS ABOUT TWO THINGS ACTUALLY.
ONE, I KNOW IN THE PROFILES THAT WE HAVE SOME KEY RESULTS, BUT AGAIN, THEY ARE VERY HIGH LEVEL.
DO WE HAVE AT OUR ACCESS SPECIFIC INFORMATION ABOUT DATA SPECIFICALLY FOR MIDDLE SCHOOLS, SINCE THAT'S WHAT WE ARE ULTIMATELY LOOKING TO DO FIRST, SOME KEY OUTCOMES, AND AGAIN, NOT SO MUCH HIGH LEVEL, BUT IF WE CAN REALLY HAVE SOME DATA TO PROCESS, I KNOW FOR ME THAT WOULD BE HELPFUL, JUST BECAUSE THESE ARE MORE OVERVIEWS.
SECONDLY, I'M JUST CURIOUS ABOUT THE EARLY CHILDHOOD PARTNERSHIP.
I KNOW WE HAVE A FEW THINGS THAT ARE GOING ON RIGHT NOW WITH CHILDCARE ASSOCIATES, BUT WE ALSO HAVE THE PARTNERSHIP WITH OUR DAYCARES, AND I CAN'T REMEMBER THE SPECIFIC NAME OF THAT PROGRAM.
IS THAT PARTNERSHIP IN JEOPARDY BASED ON WHAT IT IS THAT WE'RE DOING HERE, OR THIS IS KIND OF BE ANOTHER LAYER ON TOP OF THAT VERSUS A REPLACEMENT?
>> THIS WOULD BE ANOTHER LAYER ON TOP, THERE WOULD NOT BE A REPLACEMENT.
>> YOU'RE WELCOME. TO YOUR POINT FOR THE DATA, WE WILL ALSO PROVIDE THAT AND WE ARE ABLE TO GO TO THE OPPORTUNITY TO GET TO GO SEE FORT WORTH.
THEY WILL ALSO PRESENT THEIR DATA AT THOSE CAMPUSES AS WELL.
>> I HAVE A COMMENT. TO MR. DAVIS' POINT ABOUT THE MIDDLE SCHOOL DATA.
HAVE WE TALKED ABOUT A MODEL WHEN WE FIRST STARTED TALKING ABOUT THIS, OR IS THERE A MODEL OF WHAT WE'RE THINKING ABOUT POSSIBLY DOING?
>> ACTUALLY, WE ACTUALLY HAVE ENGAGED IN A COUPLE BRAINSTORMING SESSIONS INTERNALLY, BOTH WITH THE PRINCIPALS, DR. WILLIAMS HAS LED THAT WITH THE PRINCIPALS, AND THEN I'VE LED THAT AT THE DISTRICT LEVEL WITH ALL THE PERSONNEL.
WE HAVE SETTLED ON A COMBINATION OF FINE ARTS AND STEM WITH THE REALLY ADDITIONAL TIME FOR MATH AND LANGUAGE ARTS.
WHAT WE'LL DO IS IN THE CALL FOR PROPOSAL, WE'LL GET REALLY CLEAR ABOUT WHAT WE WANT THE CROWLEY ISD MIDDLE SCHOOL EXPERIENCE TO BE.
WE'LL GET ALSO REAL CLEAR ABOUT WHEN WE SAY WE WANT TO HAVE FINE ARTS EMPHASIS, WHAT DOES THAT LOOK LIKE? WHAT DOES IT MEAN? HOW DOES IT INTEGRATE WITH EVERYTHING ELSE THAT WE'RE DOING.
DURING OUR CALL, WHAT HAPPENS IS WE GET AS SPECIFIC AS POSSIBLE WITH WHAT WE WANT.
THEN THE COMPANIES WHO ARE RESPONDING TO THE CALL OR THE IETS THAT'S RESPONDING TO THE CALL, THEY WILL THEN TELL US HOW THEY WILL DO THAT.
THEN WE HAVE THE CONVERSATION ABOUT IT.
WE'RE DOING THAT. ACTUALLY, I THINK DR. WILLIAMS AND A COUPLE OF THE PRINCIPALS, LAST SPRING, I TOOK A VISIT OVER TO A COUPLE OF MIDDLE SCHOOLS ACROSS THE STATE THAT WERE PERFORMING WELL, ONE HERE CLOSE, STEM IN EVERMAN HAS DONE A REALLY GOOD JOB.
WE'VE BEEN INVESTIGATING MODELS FOR MIDDLE SCHOOLS, SO NOW WE FEEL LIKE PUT NOTE BETWEEN FINE ARTS AND STEM, COMBINING THOSE TWO CAMPUSES WE THINK IT'LL BE GOOD.
IS THIS CONSIDERED CUTTING EDGE?
[00:20:05]
>> WE'LL SEE. THAT IS THE GOAL.
>> BECAUSE I'D LIKE TO BE CUTTING-EDGE.
>> MADAM PRESIDENT, I HAVE A FOLLOW-UP QUESTION TO DR.
MCFARLAND JUST AS TO HOW THIS WORKS.
WE REACH OUT OR WE ISSUE AN RFP TO THE IEPS.
THEY RESPOND WITH THEIR PROPOSAL.
THIS IS WHAT WE THINK WE CAN DO.
THIS IS HOW WE THINK IT WILL WORK WITHIN THE CONFINES OF CROWLEY ISD.
WHAT IF NONE OF THE PROPOSALS HIT THE MARK FOR EXACTLY WHAT WE WANT? ARE WE ABLE TO WORK WITH THE IEP TO CRAFT THAT INTO EXACTLY WHAT WE WANT HERE? THE REASON I ASKED, BECAUSE IF SAID UNIVERSITY WANTS TO COME IN AS A PARTNER, THEY RESPOND TO THE RFP, BUT THESE ARE THE AREAS IN WHICH THEY WANT TO FOCUS ON.
THEY MAY BE THE LEADER OF THE PACK, BUT THEY MAY NOT BE HITTING THE TARGET OF WHAT WE WANT.
IF WE PARTNER WITH SAID HIGHER ED INSTITUTION, ARE WE ABLE TO CRAFT, LIKE REALLY DRILL DOWN ON THE DETAILS TO SAY THIS IS WHAT WE WANT IT TO BE IN CROWLEY ISD, SO WE'RE GOING TO NEED YOU TO STEP UP IN THESE PARTICULAR AREAS TO BE ABLE TO DELIVER THIS? OR ARE WE, NOT STUCK, BUT ARE WE SETTLING ON WHAT THEY FEEL LIKE THEY CAN DO BEST?
>> GREAT QUESTION. A PART OF THE PROCESS, THERE'S AN INTERVIEW PROCESS THAT OCCURS, AND WE HAVE A COMPOSITION OF BOTH DISTRICT AND COMMUNITY PERSONNEL, BUT EACH ONE OF THE RESPONDENTS ACTUALLY PRESENTS TO THE PROPOSAL.
ONCE THEY PRESENT IT, THEN THERE'S A NEGOTIATION THAT OCCURS.
LET'S SAY WE SELECT THIS COMPANY BECAUSE THEY HIT ONE OF THE THINGS WE WANT, BUT MAYBE NOT ALL OF THEM.
THEN THERE'S THIS NEGOTIATION CONVERSATION THAT HAPPENS.
THEN EVEN AFTER THAT, WE SPEND THE ENTIRE YEAR OF '24, '25 IN ACTUALLY PLANNING AND DESIGNING.
BUT WE HAVE THE OPPORTUNITY TO DO THAT.
>> AT WHAT POINT ARE WE CONTRACTUALLY OBLIGATED TO SAID IEP? THE REASON THAT I'M ASKING THAT QUESTION IS BECAUSE IF WE HAVE ALREADY SAID, HEY, WE'RE GOING WITH HIGHER ED 1, BUT WE NEVER REALLY GET IT RIGHT BECAUSE THEY FEEL LIKE WE DON'T HAVE THE RESOURCES TO DO THIS, BUT THIS IS SPECIFICALLY WHAT WE NEED, ARE WE CONTRACTUALLY OBLIGATED TO THAT INSTITUTION EVEN IF THEY CAN'T REALLY CREATE THE CUTTING-EDGE EXPERIENCE THAT WE'RE WANTING HERE FOR OUR MIDDLE SCHOOLS?
>> I'M LOOKING AT THE TIMELINE NOW.
ONCE WE ACTUALLY BRING THE CONTRACT TO YOU ALL, WE WOULD HAVE WORKED OUT ALL OF THOSE DETAILS.
WE'LL VOTE ON THE CONTRACT IN JUNE, SO DURING THE LATTER PART OF JUNE, WE WILL HAVE WORKED THROUGH ALL OF THE AREAS OF CONCERN, AND IF WE CAN'T REACH AN AGREEMENT AT THAT POINT, THEN WE COULD PULL BEFORE THAT.
NOW, ONCE WE APPROVE THE CONTRACT, THEN WE'RE IN.
WE'RE SAYING THAT THE AREAS WE'RE NOT SURE ABOUT, THERE'S ENOUGH WHEEL TO GET WHAT WE NEED TO BE.
>> IS IT POSSIBLE TO WORK WITH TWO DIFFERENT AGENCIES?
>> IF ONE CAN'T DO EVERYTHING WE WANT, THEN MAYBE ANOTHER ONE CAN COME IN AND DO SOME OF THOSE.
>> YES, THAT IS POSSIBLE AND THAT'S IN A LOT OF PLACES.
LONGVIEW. MULTIPLE SCHOOL DISTRICTS HAVE MULTIPLE PARTNERS THAT THEY'RE WORKING WITH.
IF WE DECIDED TO DO EARLY CHILDHOOD AND MIDDLE SCHOOL, WE COULD HAVE MULTIPLE PARTNERS.
OR WE HAVE FOUR MIDDLE SCHOOLS.
IF WE DECIDED TO DO TWO MIDDLE SCHOOLS WITH ONE PARTNER AND TWO MIDDLE SCHOOL WITH ANOTHER PARTNER, WE COULD DO THAT AS WELL.
OR YOU COULD DO ONE PARTNER FOR ALL FOUR.
JUST DEPENDS ON THE CONTRACT AND HOW WE [INAUDIBLE]
>> I WAS JUST GOING TO PIGGY BACK ON TRUSTEE DAVIS' QUESTION AND HIS COMMENTS.
IS IT POSSIBLE ALSO TO GET TO THE CUTTING-EDGE TO ALSO ACCOMPLISH WHAT YOU WERE TALKING ABOUT AND MAKING SURE THAT WE GET WHAT WE WANT BUT THEN ALSO CUTTING-EDGE.
IS IT POSSIBLE OR IN THIS NEGOTIATION OR INTERVIEW PHASE THAT SOMETIMES WE MAY NOT KNOW WHAT WE DON'T KNOW AND IT'S POSSIBLE THAT THEY COME TO US WITH THESE BRIGHT IDEAS AND THESE INNOVATIVE FORWARD-THINKING PROGRAMS OR IDEAS THAT THEY COULD INSTITUTE FOR THE DISTRICT, OR ARE WE RIGID IN WHAT OUR APPROACH IS WHEN WE GO TO
[00:25:04]
THESE PARTNERS AND IT IS ONLY THIS IS IT, NO FLEXIBILITY?>> I THINK THERE ARE CERTAIN THINGS THAT WE'RE GOING TO BE PRETTY TIGHT WITH AND REALLY, THERE ARE CERTAIN THINGS WE'RE GOING TO INSIST BEING PLACED BECAUSE THESE STUDENTS ARE STILL CROWLEY ISD THESE STUDENTS, SO THERE ARE CERTAIN THINGS ABOUT OUR INSTRUCTIONAL MANAGEMENT SYSTEM THAT WE'RE GOING TO HOLD TIGHT TO.
THEN THERE MAY BE SOME OTHER THINGS THAT WE ARE FLEXIBLE WITH.
WE'LL GET A CHANCE TO TALK ABOUT THESE ARE THE THINGS THAT WE WON'T CHANGE AND THAT WE WON'T DEVIATE FROM, BUT THESE ARE AREAS THAT, HEY, WE COULD DO SOME THINGS DIFFERENTLY.
THE BEAUTY OF A HIGHER ED PARTNER IS THAT HOPEFULLY, IT HAS A COMMITMENT TO TEACHER EDUCATION AND REALLY EDUCATION AFTER HIGH SCHOOL.
THAT CONNECTION. THERE ARE SOME THINGS THAT THEY COULD DO WITH PROFESSIONAL DEVELOPMENT RIGHT NOW THAT WE MAY NOT BE DOING.
MOST HIGHER ED INSTITUTIONS ARE NOT IN THE WEEDS WITH K-12, WHICH GIVES US THE ABILITY TO CONTINUE THE WORK THAT WE WERE ENGAGED IN.
THAT'S REALLY, QUITE FRANKLY, ONE OF THE REASONS WHY WE ACTUALLY BROUGHT THE POLICY FORWARD FOR YOUR CONSIDERATION.
WE COULD HAVE SAID WE WANT TO JUST OPEN IT UP TO ANY CHARTER MANAGEMENT ORGANIZATION. THAT COULD HAVE BEEN ANY.
THAT MEANS YOU COULD HAVE ORGANIZATIONS WITH DIFFERENT PHILOSOPHIES, WE'RE IN THE AREA OF K-12 EDUCATION, THAT'S DIFFERENT THAN WHAT WE WANTED.
WE WANTED TO MAKE SURE THAT EVEN BY POLICY, WE WERE CLEAR ABOUT WHAT WE WANTED TO PROTECT.
WE WANT TO PROTECT THE TEACHING AND LEARNING IN THE CLASSROOM.
>> ONE LAST QUESTION, I THINK.
WHEN WE LOOK AT THE DATA, BECAUSE AGAIN, WE'RE LOOKING SPECIFICALLY AT MIDDLE SCHOOLS.
CAN WE LOOK AT NOT JUST WHAT HAS HAPPENED, SAY BEFORE THAT IEP COMES INTO THAT SCHOOL AND HOW THAT SCHOOL BEGAN TO PERFORM.
FOR INSTANCE, IF WE'RE LOOKING AT ALL OF OUR MIDDLE SCHOOLS, THERE SHOULD ALSO BE SOME SUBSEQUENT GAINS THAT WE SEE AT OUR HIGH SCHOOLS.
CAN WE HAVE THAT COMPARATIVE DATA TO ALSO SEE THESE STUDENTS THAT ATTENDED SCHOOLS THAT HAD THIS PARTICULAR PARTNERSHIP, HOW THESE STUDENTS CONTINUED ON INTO HIGH SCHOOL, SO ON AND SO FORTH.
>> YES, SIR. I'LL WORK ON THAT.
>> THANK YOU, BOARD, FOR YOUR QUESTIONS AND YOUR COMMENTS.
BEFORE WE TRANSITION, ARE THERE ANY ADDITIONAL COMMENTS OR QUESTIONS? INCREDIBLE. THANK YOU SO MUCH.
THANK YOU AGAIN. GREAT INFORMATION.
[NOISE] WE DO HAVE SOME CONSIDERATION
[6.0 Consideration and Possible Action Item(s)]
AND POSSIBLE ACTION ITEMS AT AGENDA ITEM 6.1, WHICH IS THE FACILITY NAMING RECOMMENDATION PROCESS. DR. MCFARLAND.>> MADAM PRESIDENT AND BOARD MEMBERS, MR. KIRCHNER HAS PREPARED TO ADDRESS THIS ITEM. MR. KIRCHNER.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, DR. MCFARLAND, GREAT TO BE WITH YOU ALL THIS EVENING.
IN YOUR EXHIBIT, YOU'LL SEE A POLICY, CW LOCAL.
JUST A REMINDER FOR YOU ALL IN THE AUDIENCE WATCHING HERE AND AT HOME, THIS IS THE POLICY DEALING WITH NAMING FACILITIES.
IT OUTLINES AUTHORITY, STANDARDS AND GUIDELINES, THE BOARD DECISION, HOW WE RENAME FACILITIES, HOW WE DEDICATE FACILITIES, AND EVEN HOW WE ORDER, AND INSTALL PLAQUES AT OUR BEAUTIFUL FACILITIES HERE ACROSS CROWLEY ISD.
ON THE NEXT SLIDE, YOU'LL SEE AUTHORITY JUST AS A REMINDER.
THE RESPONSIBILITY FOR THE FINAL DECISION IN NAMING OR RENAMING SCHOOLS AND OTHER FACILITIES WITHIN THE DISTRICT RESTS WITH THE BOARD.
LAST TIME WE WERE TOGETHER, WE TALKED ABOUT HOW THAT POLICY OUTLINES TWO POSSIBLE OPTIONS FOR THE RECOMMENDATION PROCESS.
OPTION 1 IS THAT THE BOARD MAY REQUEST THE SUPERINTENDENT TO SOLICIT POTENTIAL NAMES FROM THE STAFF, COMMUNITY, AND STUDENTS.
BUT THE BOARD MAY ALSO CHOOSE AN OPTION 2 TO ESTABLISH A FACILITY NAMING COMMITTEE COMPOSED OF COMMUNITY MEMBERS, AND THEN MEMBERS OF THIS COMMITTEE SHALL BE APPOINTED BY THE BOARD.
BASED ON BOARD CONSENSUS AND FEEDBACK, WE WANTED TO SHOW YOU WHAT THAT OPTION 2 COULD LOOK LIKE AND ASK YOU TO CONSIDER TAKING ACTION ON THAT TONIGHT IF YOU SO DESIRE TO SELECT OPTION 2.
THAT MEANS EACH TRUSTEE WOULD HAVE THE OPPORTUNITY TO APPOINT ONE ADVISORY COMMITTEE MEMBER AND ONE ALTERNATE.
THAT ADVISORY COMMITTEE WOULD ALSO INCLUDE TWO OF OUR STUDENT TRUSTEES AND THEN FOUR DISTRICT EMPLOYEES TO HELP WITH THE PROCESS.
THAT'D BE DR. PAM BERRY, MS. RUBY BATISTE, MYSELF, AND MR. DARYLE MOFFETT.
THERE IS A TIMELINE ON THIS THAT IS QUICK, BUT WE CURRENTLY HAVE ON OUR WEBSITE A PLACE FOR PEOPLE FROM THE COMMUNITY, STAFF, AND STUDENTS TO SUBMIT POTENTIAL NAMES FOR CONSIDERATION.
THAT WINDOW IS OPEN UNTIL FRIDAY, FEBRUARY 16, AT 5:00.
THE FOLLOWING TUESDAY, FEBRUARY 20TH, IF YOU DESIRE TO GO WITH THE COMMITTEE STRUCTURE, WE'D HAVE OUR COMMITTEE MEETING WHERE WE REVIEW ALL THOSE NAMES WITH THE COMMITTEE THAT HAVE BEEN SUBMITTED TO THE DISTRICT.
[00:30:02]
THAT COMMITTEE WOULD SELECT THEIR TOP 5 RECOMMENDATIONS FOR YOUR CONSIDERATION THAT WE'VE PRESENTED TO YOU AT THE THURSDAY, FEBRUARY 22 BOARD MEETING.BOARD, DO YOU HAVE ANY QUESTIONS ABOUT THAT TIMELINE OR PROCESS? [NOISE]
>> MADAM PRESIDENT AND BOARD, I JUST WANT TO ADD, WE WOULD LIKE TO RECEIVE THE NAMES.
IF EACH BOARD MEMBER SUBMITS TWO NAMES, OR ONE WILL BE THE PERSON THAT WE WILL REACH OUT TO FIRST, AND IF THAT PERSON CAN'T SERVE, THEN WE'LL HAVE AN ALTERNATE FROM YOU.
THE IDEA IS THAT WE'LL HAVE SEVEN COMMUNITY MEMBERS THAT YOU ALL HAVE NOMINATED, AND ARE PART OF THAT COMMITTEE.
AGAIN, AS KIRCHNER MENTIONED, THAT COMMITTEE THEN WILL NARROW THE FIVE DOWN, AND WE'LL GIVE YOU FIVE NAMES NOT RANKED IN ANY PARTICULAR ORDER FOR YOUR CONSIDERATION OF IT.
>> JUST TO CONFIRM THAT BOARD MEETING IS THE 22ND, NOT THE 29TH.
>> THAT IS CORRECT. THAT MEETING HAS BEEN CHANGED DUE TO A CONFERENCE.
>> THANK YOU. DARYL DID YOU HAVE A QUESTION?
>> YEAH. JUST WHAT HAPPENS IF WE DON'T RECEIVE ANY NAMES? I'M THINKING WORST CASE SCENARIO.
>> I WILL TELL YOU, I CHECKED EARLIER THIS MORNING THERE WERE ALREADY 30 SUBMISSIONS ON THAT FORM.
AS WE START ANOTHER WEEK, I THINK WE'LL HAVE PLENTY [OVERLAPPING].
>> QUESTION ANSWERED. THANK YOU.
>> DID I UNDERSTAND THAT IN ADDITION TO THE COMMITTEE MEMBERS THAT WE SUBMIT, WE SUBMIT A NAME AS WELL?
>> AS A COMMUNITY MEMBER, YOU CAN SUBMIT A NAME THROUGH THE PROCESS, BUT WHAT WE'RE ASKING IS, WE'RE ASKING YOU TO SEND TWO NAMES OF PEOPLE THAT YOU'RE RECOMMENDING FOR THE COMMITTEE, AND WE'RE ASKING YOU TO GIVE THOSE TWO NAMES TO MISS MONTALVO BY MONDAY, BECAUSE WE WANT TO REACH OUT TO THEM AND MAKE SURE THAT WE BLOCK OFF TIME ON THEIR SCHEDULE.
>> THE COMMITTEE MEETINGS WILL BE VIRTUAL MEETINGS, JUST SO WHEN YOU'RE TALKING TO PEOPLE THEY'LL KNOW, AND SO WE'D LIKE TO GET THAT DONE.
>> THESE ARE CROWLEY ISD STAKEHOLDERS WHO ARE IN OUR COMMUNITY?
>> OKAY, I JUST WANT TO MAKE SURE.
THANK YOU BOARD FOR YOUR QUESTIONS, AND THANK YOU, MR. KIRCHNER FOR BRINGING THE INFORMATION.
THIS IS A POSSIBLE ACTION ITEM, BOARD IS THERE A MOTION OR RECOMMENDATION?
>> I RECOMMEND THAT THE BOARD ESTABLISH A FACILITY NAMING COMMITTEE COMPOSED OF COMMUNITY MEMBERS APPOINTED BY THE BOARD, WITH EACH TRUSTEE APPOINTING ONE COMMITTEE MEMBER, AND ONE ALTERNATE TO SERVE AS AN ADVISORY COMMITTEE IN MAKING FACILITY NAME RECOMMENDATION FOR ELEMENTARY NUMBER 16 TO THE BOARD OF TRUSTEES FOR CONSIDERATION.
>> THANK YOU, TRUSTEE STEPHENSON. IS THERE A SECOND?
>> THANK YOU, TRUSTEE DAVIS. MOVE TO VOTE, PLEASE.
ANOTHER CONSIDERATION AND POSSIBLE ACTION ITEM IS AGENDA ITEM 6.2 WHICH IS THE PURCHASE OF CHILLERS FOR NORTH CROWLEY NINTH GRADE CAMPUS. DR. MCFARLAND.
>> MADAM PRESIDENT, AND BOARD MEMBERS.
MR. WALKER IS PREPARED TO ADDRESS THIS ITEM. MR. WALKER.
>> GOOD EVENING. BOARD PRESIDENT, DR. MAYFIELD, BOARD MEMBERS, AND DR. MCFARLAND, I COME TO YOU THIS EVENING IN OUR CONTINUATION OF OUR DISCUSSION FROM LAST WEEKEND FOR THE CONSENT TO PURCHASE TWO CHILLERS FOR NORTH CROWLEY NINTH HIGH SCHOOL.
THE ADVERTISEMENT DATE WAS FROM JANUARY 8TH TO JANUARY 23RD.
WE ACTUALLY HAD TWO COMPANIES SUBMIT BIDS WITH ENVIROMETIC SYSTEM SERVICES COMING AS THE NUMBER ONE SELECTION FROM OUR SCORING CRITERIA.
BUT THE COMMITTEE CONSISTED OF SIX CROWLEY ISD OPERATION MEMBERS, AND AS I SAID LAST WEEK, THIS IS NEEDED DUE TO THE AGE OF THE CURRENT CHILLERS BEING 20 PLUS YEARS, AND WITH US NORMALLY SEEING A LIFESPAN OF ABOUT 15 TO 18 YEARS ON CHILLERS.
WITH THAT BEING SAID, I WILL ATTEMPT TO ANSWER ANY QUESTIONS YOU MAY HAVE.
>> BOARD ARE THERE ANY QUESTIONS?
>> I'M SORRY, YOU MAY HAVE MENTIONED THIS, BUT WHAT SCHOOLS ARE THOSE GOING INTO?
>> NORTH CROWLEY NINTH. IT'S JUST THAT THEY HAVE TWO CHILLER, SO IT'S ONE CAMPUS.
>> AM I SEEING THIS CORRECTLY THAT WE CAME ON UNDER BUDGET?
>> IT CAME IN ACTUALLY UNDER WHAT WE ANTICIPATED.
>> SO WE GOT BETTER PRICING FROM BOTH SUBMISSIONS THAN WHAT WE ACTUALLY ANTICIPATED.
>> I THINK MR. REEVES SAID THIS LAST TIME THAT YOU HAVE A TIMELINE OF ALL THE ONES THAT NEED.
[00:35:02]
>> WE HAVE A WORKING DOCUMENT.
ACTUALLY IT KEEPS THE LIFESPAN AND WHEN THE CHILLER OR WHEN IT WAS INSTALLED.
HAVE WE THOUGHT ABOUT PURCHASING THINGS IN ADVANCE? IF THEY'RE GOING TO COME UP, LIKE WHILE THEY'RE ON SALE OR SOMETHING. [LAUGHTER]
>> YES, MA'AM. IDEALLY WITH THIS TYPE OF EQUIPMENT, YOU WANT TO MAKE THE PURCHASE WHEN IT'S NEEDED, BECAUSE FOR ONE, ONCE YOU MAKE THE PURCHASE, THEN YOUR WARRANTY STARTS THEN.
>> IDEALLY IS WHEN WE SEE THE NEED FOR IT.
>> OUR MAINTENANCE DEPARTMENT HAS DONE AN OUTSTANDING JOB IN PROLONGING THE LIFE OF THEM, AND THIS IS A SITUATION WHERE IT'S EVIDENT.
>> LET'S GET THEM IN THERE. THIS IS A POSSIBLE ACTION ITEM.
BOARD, IS THERE A MOTION OR RECOMMENDATION?
>> I RECOMMEND AWARDING THE RFP FOR THE PURCHASE OF TWO CHILLERS AT NORTH CROWLEY NINTH GRADE, THE ENVIROMETIC SYSTEM SERVICES AS PRESENTED.
>> THANK YOU, TRUSTEE ROBINSON. IS THERE A SECOND?
>> THANK YOU, TRUSTEE DAVIS. MOVE TO VOTE, PLEASE.
[7.0 Future Action Item(s)]
WE DO HAVE SEVERAL FUTURE ACTION ITEMS. THE FIRST BEING AGENDA ITEM 7.1 WHICH IS THE STRATEGIC PLANNING FACILITATION REQUEST FOR PROPOSALS. DR. MCFARLAND.>> MADAM PRESIDENT, AND BOARD MEMBERS.
MR. KIRCHNER IS PREPARED TO ADDRESS THIS ITEM. MR. KIRCHNER.
>> THANK YOU, DR. MCFARLAND. MADAM PRESIDENT, MEMBERS OF THE BOARD, THIS PRESENTATION ALIGNS WITH ALL THREE OF OUR GOALS HERE IN CROWLEY ISD, AND ON THIS NEXT SLIDE, YOU'RE GOING TO SEE WHY.
AS YOU KNOW, VISION 2025 IS OUR CURRENT STRATEGIC PLAN FOR THE FUTURE OF OUR DISTRICT.
THIS WAS COMMUNITY DEVELOPED AND APPROVED BY THE BOARD BACK IN 2019, AND THIS IS WHERE WE GET OUR THREE GOALS THAT WE TALK ABOUT AT EVERY BOARD MEETING.
THRIVING STUDENTS, ENGAGED COMMUNITY, AND EMPOWERED STAFF.
THAT IMAGE THERE ON THE RIGHT IS THE BOOKLET THAT HAS OUR ENTIRE FRAMEWORK IN THERE, AND THIS PROCESS WAS FACILITATED BY ENGAGED TO LEARN BACK IN 2019.
ON THE NEXT SLIDE ON OUR WEBSITE, YOU CAN DIG IN DEEPER ON EACH OF THOSE THREE GOALS, OUR BELIEFS AS A DISTRICT, THE LEARNER OUTCOMES, THE LEARNER PROFILE, AND JUST SOME REALLY GREAT INFORMATION THAT WAS DESIGNED BY OUR COMMUNITY BACK IN 2019.
BELIEVE IT OR NOT, IT IS TIME TO START THINKING ABOUT VISION 2030.
THE PROCESS FOR THAT IS WE, AS OF YESTERDAY, HAVE AN RFP OUT FOR FACILITATION SERVICES TO HELP US IN THE STRATEGIC DESIGN PROCESS.
THAT RFP NEEDS TO BE ADVERTISED FOR 14 DAYS, AND AFTER THAT, WE'LL REVIEW AND DO CONDUCTING INTERVIEWS, AND THEN IN MARCH, WE WOULD BRING TO THE BOARD FOR YOUR CONSIDERATION AND POSSIBLE ACTION, THAT FACILITATOR SELECTION.
AFTER THE BOARD MAKES THEIR DECISION, IN APRIL IS WHEN WE START WORKING WITH THAT FACILITATOR TO FINALIZE THE VISION 2030 TIMELINE, THAT WE'D BE WORKING ON THROUGHOUT THIS CALENDAR YEAR SO THAT WHEN 2025 STARTS, OUR NEW FIVE YEAR STRATEGIC PLAN WOULD BE IN PLACE.
ON THE NEXT SLIDE, YOU'LL SEE LANGUAGE THAT'S IN OUR RFP ABOUT THE NO CONTACT STATEMENT REGARDING HOW VENDORS AND CROWLEY ISD REPRESENTATIVES AND THE BOARD OF TRUSTEES ARE NOT ALLOWED TO HAVE CONTACT DURING THE RFP PROCESS, AND SO YOU'LL SEE THAT LANGUAGE THERE.
THE EFFECTIVE DATES ARE FEBRUARY 7TH, THAT WAS YESTERDAY THROUGH MARCH 28TH, WHEN THAT BID IS OPEN AND THOSE INTERVIEWS ARE BEING CONDUCTED, AND THEN WHEN THE BOARD IS SCHEDULED TO POSSIBLY TAKE ACTION IN MARCH.
THAT IS THE TIMELINE FOR THAT, DR. MCFARLAND?
>> YES. I JUST WANT TO ADD BOARD THAT THIS NOTICE ABOUT NO CONTACT.
WHAT WE'LL START TO DO AS A PART ON THE ADVISEMENT FROM OUR ATTORNEY IS ANY RFP WE PUT OUT, WE'LL ALWAYS LEAD WITH THIS STATEMENT.
THAT WAY THE VENDOR GETS AN UNDERSTANDING THAT WE HAD A NO CONTACT PERIOD.
THEN ALSO BOARD, IF YOU ARE CONTACTED BY ANY VENDOR DURING THE NO CONTACT PERIOD, THEN WE JUST SIMPLY ASKED YOU TO NOTIFY MISS ON MONTALVO.
EVERYONE ELSE WILL BE WE'LL BE NOTIFIED IN PURCHASING DEPARTMENT.
BUT I'M ASKING YOU ALL JUST TO NOTIFY MONTALVO SO THAT WE CAN BE AWARE.
AGAIN, THIS IS REALLY INTENDED FOR OUR CONTRACTORS, VENDORS TO UNDERSTAND THAT THEY ARE NOT TO CONTACT YOU DURING THIS PROCESS, AND IT'S FEBRUARY 7TH THROUGH MARCH 28TH.
I JUST HAD A QUICK QUESTION AND YOU CAN GIVE IT LATER IF WE HAVE IT.
BUT ANY FEEDBACK FROM THE LAST FACILITATION SESSION, LIKE DID WE DO A SURVEY, OR FEEDBACK, AND DO WE HAVE RESULTS OF THAT, HOW THAT WENT?
>> I'LL PULL INFORMATION HERE TO SHARE THAT WITH YOU ALL IN A FUTURE UPDATE.
THE FACILITATORS JUST DID A GREAT JOB OF GETTING A WIDE VARIETY OF COMMUNITY INPUT,
[00:40:05]
NOT ONLY FROM THE ADULTS BUT ALSO FROM THE STUDENTS.>> THIS IS WHEN WE WERE OVER AT PEAK STREET, AND I HAVE MEMORIES OF A WIDE DIVERSE GROUP OF PEOPLE BEING IN THAT ROOM, BUILDING THIS PLAN, AND THEN BRINGING TO THE BOARD.
SIMILAR TO THE BOND PROCESS, VERY COMMUNITY-DRIVEN.
>> THANK YOU. THANK YOU, MR. KIRCHNER.
AGENDA ITEM 7.2 IS THE CHILD NUTRITION REQUEST FOR PROPOSALS. DR. MCFARLAND.
>> MADAM PRESIDENT, AND BOARD MEMBERS.
MR. FISHER IS PREPARED TO ADDRESS THIS ITEM. MR. FISHER.
>> GOOD EVENING, MADAM BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD, DR. MCFARLAND.
AS YOU GUYS CAN SEE, OUR PURCHASING DEPARTMENT IS REALLY BUSY RIGHT NOW WITH ALL OF THESE RFPS.
[LAUGHTER] MISS POWERS DOES A GREAT JOB, HER AND HER TEAM, OF FACILITATING THESE PROCESSES, AND WE LOOK FORWARD TO BRINGING ADDITIONAL BENEFIT TO THE DISTRICT THROUGH THESE PROCESSES.
I WANTED TO UPDATE THE BOARD ON OUR FOOD SERVICE RFP.
THERE ARE A COUPLE OF DATES THAT I THINK ARE IMPORTANT TO HIGHLIGHT HERE.
APRIL 1ST, 2024 IS THE DAY THAT WE ARE SUPPOSED TO HAVE OUR CONTRACT SELECTION SUBMITTED TO TDA.
MAY 1ST, WILL BE THE DAY THAT TDA APPROVES ALL OF THOSE CONTRACTS AFTER THEIR LEGAL TEAM REVIEWS.
THEN JUNE 21ST WILL BE THE DAY THAT WE HAVE TO HAVE THE CONTRACT SIGNED AND EXECUTED.
WE ACTUALLY HAVE HAD SEVERAL CORRECTIONS TO OUR TEMPLATE THAT NEEDED TO BE SUBMITTED TO TDA WE ACTUALLY SUBMITTED TODAY.
WE LOOK FORWARD TO RECEIVING THEIR BLESSING TO ESSENTIALLY AUTHORIZE AND ISSUE THAT RFP SOON.
THAT CONCLUDES MY PRESENTATION WITH REGARD TO THE FOOD SERVICE RFP.
ARE THERE ANY QUESTIONS BOARD OR COMMENTS? WELL, THANK YOU VERY MUCH. JUST STAY SEATED.
>> ATTEND ITEM 7.3 NORTH CROWLEY HIGH SCHOOL CELL TOWER LEASE. DR. MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS, MR. FISHER IS ALSO PREPARED TO ADDRESS THIS ITEM. MR. FISHER.
>> THANK YOU, SIR. GOOD EVENING, AGAIN, MADAM BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD. DR. MCFARLAND.
WE HAVE BEEN APPROACHED RECENTLY BY SINGULAR WIRELESS AT&T MOBILITY TO ESTABLISH A CELLPHONE TOWER AT NORTH CROWLEY HIGH SCHOOL.
THIS WILL BE AN ADDITIONAL REVENUE STREAM FOR OUR DISTRICT FOR AT LEAST 10 YEARS, BUT POSSIBLY UP TO 50 YEARS.
BOARD, WE'VE PREPARED A SCHEDULE OF THE POTENTIAL REVENUE THAT HAS BEEN INCLUDED IN YOUR PACKET.
WE BELIEVE IT TO BE SIGNIFICANT.
WE ACTUALLY ARE CURRENTLY ENGAGED IN A CELLPHONE TOWER LEASE WITH ANOTHER COMPANY, T-MOBILE.
WE HAVE BEEN FOR SEVERAL YEARS AND THAT HAS ALSO GENERATED SEVERAL SIGNIFICANT DOLLARS IN LOCAL REVENUE TO OUR DISTRICT.
WE BELIEVE THIS TO BE A GOOD PARTNERSHIP.
WE PROVIDED DOCUMENTS TO THE BOARD FOR YOUR REVIEW AND CONSIDERATION.
THIS IS A FUTURE ACTION ITEM, SO THERE'S NO DECISION NEEDED HERE TONIGHT.
BUT IF THERE ARE ANY QUESTIONS, I'D LIKE TO ANSWER THOSE QUESTIONS.
>> NOT SO MUCH AS A QUESTION BUT A COMMENT.
>> HOW LONG HAVE WE HAD T-MOBILE? THAT IS A QUESTION, I GUESS.
HOW LONG HAVE WE HAD T-MOBILE IN HERE?
>> AT LEAST SINCE 2012 FROM THE RECORDS THAT I WAS ABLE TO REVIEW.
>> MAYBE WITH AT&T BEING IN THE AREA, WE'LL GET BETTER RECEPTION AROUND THE AREA? [LAUGHTER]
>> YES, MA'AM. ABSOLUTELY. THAT IS THE OBJECTIVE.
>> THAT IS THE OBJECTIVE FOR SURE.
>> WHAT WOULD THE RANGE BE, MR. FISHER?
>> IT IS CLEAR. ANYBODY THAT LIVES IN CERTAIN PARTS OF MY DISTRICT KNOW THAT MOBILITY IS AN ISSUE.
>> THANK GOD FOR WIFI CALLING.
OTHERWISE, MANY OF US WOULD BE UP A CREEK.
WHAT IS THE RANGE OF IMPACT, I GUESS?
I DON'T HAVE THAT INFORMATION BUT I'LL RESEARCH THAT AND GET THAT BACK TO THE BOARD.
>> JUST TO COMMENT. I THINK IT'S GREAT ANYTIME WE'RE OFFERED MONEY.
IT'S A DEAL THAT WE HAVE DONE IN THE PAST SO WE KNOW THE RAMIFICATIONS OF WHAT'S INVOLVED WITH IT SO I THINK IT'S A GREAT IDEA.
>> I JUST DIDN'T KNOW SINGULAR WAS STILL AROUND.
>> I HADN'T HEARD SINGULAR NAME IN A LONG, LONG TIME. NOT 20 YEARS.
>> I DO HAVE A QUESTION. I'M SORRY.
DO YOU KNOW, IF YOU KNOW THIS ANSWER?
[00:45:03]
BECAUSE I USED TO HAVE A FRIEND THAT USED TO DO DRONES TO MAKE SURE THE TOWERS ARE WORKING AND THEY WOULD GO TO THE DIFFERENT TOWERS.WILL THIS BE ON TOP OF WHAT T-MOBILE ALREADY HAS OR WILL IT BE A DIFFERENT SITE?
>> IT'S ACTUALLY A DIFFERENT POLE.
T-MOBILE'S POLE IS LOCATED AT THE NORTHWEST SIDE OF OUR STADIUM, AND THIS POLE IS GOING TO BE ON THE SOUTHEAST SIDE OF OUR STADIUM. YES MA'AM.
>> HEY, YOU KNOW THE SOUTHEAST HAS BAD RECEPTION.
>> HOPEFULLY THIS WILL IMPROVE RECEPTION IN THAT AREA FOR SURE.
>> WE WILL MOVE RIGHT ALONG TO AGENDA ITEM 7.4, REZONING OF SCHOOL ATTENDANCE ZONE BOUNDARIES. DR. MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS, AS YOU ALL KNOW, JUST LIVING IN CROWLEY ISD BOUNDARIES AND DRIVING AROUND WE ARE GROWING AT A SIGNIFICANT RATE AND ONE OF THE WAYS TO ADDRESS GROWING POPULATIONS AND INCREASING STUDENTS IS TO REVIEW OUR ATTENDANCE BOUNDARIES.
NOW WE'RE EXCITED THAT WE'LL BE OPENING UP CHARIS, A SCHOOL, AND WE'LL SOON HAVE A NAME BUT ELEMENTARY 16.
EVENTUALLY THERE'S ANOTHER ELEMENTARY SCHOOL COMING RIGHT OUTSIDE OF EARLY MIDDLE SCHOOL.
BUT UNTIL THAT POINT, WE HAVE TO MAKE SPACE AVAILABLE FOR MOST OF OUR ELEMENTARY SCHOOLS THAT ARE ON THE OUTER PART OF OUR DISTRICT.
THEY'RE ALL IN VERY NEAR CAPACITY.
REDRAWING BOUNDARIES IS REALLY A REQUIREMENT IN ORDER FOR US TO BE ABLE TO DEAL WITH THE CHALLENGES THAT CAPACITY WILL BRING NEXT YEAR.
MR. KIRCHNER IS HERE TO PRESENT THIS ITEM. MR. KIRCHNER.
>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, AND MEMBERS OF THE BOARD, I JUST WANTED TO SHOW YOU THAT ROADMAP THAT WE'VE BEEN LOOKING AT THE LAST SEVERAL MEETINGS TO UPDATE YOU ON WHERE WE'VE BEEN AND WHERE WE'RE GOING NEXT WHEN IT COMES TO REZONING.
THE PROCESS IS REALLY ABOUT TO PICK UP HERE.
BACK IN JANUARY, YOU RECALL, WE LOOKED AT DEMOGRAPHIC DATA WITH OUR DEMOGRAPHER.
WE LOOKED AT SCHOOL CAPACITIES, AND WE STARTED WORKING WITH OUR DEMOGRAPHER TO DEVELOP DRAFTS OF WHAT DIFFERENT ATTENDANCE ZONE CHANGES MAY OR MAY NOT LOOK LIKE.
ACTUALLY, WE HAVE A MEETING WITH HIM TOMORROW TO FINALIZE DRAFTS AND TO SEE WHAT CHANGES MAY NEED TO HAPPEN, AND POSSIBLY HAVE A FEW DIFFERENT OPTIONS.
AFTER THOSE ARE FINALIZED IS WHEN WE REALLY BEGIN OUR STAKEHOLDER ENGAGEMENT.
WE WILL LAUNCH A SURVEY TO BEGIN GETTING INPUT FROM OUR COMMUNITY THAT GETS US INTO MARCH AND WHERE WE WILL CONTINUE THE ENGAGEMENT WITH ZOOM MEETINGS ON A VARIETY OF DAYS AND A VARIETY OF TIMES DURING THE DAY, MORNING, MIDDAY AND EVENING TO CAPTURE DIFFERENT PEOPLE'S SCHEDULES.
ALL OF THAT WILL BE DONE BEFORE WE BRING TO THE BOARD POSSIBLE PROPOSAL FOR REZONED BOUNDARIES THERE IN MARCH.
ONCE ANY CHANGES ARE APPROVED BY THE BOARD, THE REST OF MARCH, APRIL AND MAY IS WHEN WE REALLY COMMUNICATE THOSE CHANGES, MAKING SURE EVERYONE IS AWARE WITH LETTERS, CALLS, TEXTS.
RESOURCES FOR OUR CAMPUSES BECAUSE WE KNOW OUR PRINCIPALS ARE ON THE FRONT LINES OF A LOT OF THOSE QUESTIONS SO MAKING SURE THEY HAVE ALL THE INFORMATION.
THEN ONE OF THE IDEAS THAT WAS DISCUSSED LAST TIME THAT WE WANTED TO MAKE SURE INCLUDE WAS OPEN HOUSES AT THE NEW CAMPUSES FOR CHILDREN AND FAMILIES TO GO CHECK OUT IF THEY'VE BEEN IMPACTED.
THAT'S WHERE WE ARE ON THE ROADMAP.
LIKE WE SAID, WE SHOULD HAVE SOME UPDATES TOMORROW.
WE'LL CONTINUE TO KEEP YOU UPDATED ON THOSE.
ANY QUESTIONS YOU HAVE TONIGHT ABOUT THAT?
>> NO, IT'S NOT EVEN A RECOMMENDATION BUT I KNOW I'M TRYING TO THINK FROM A CUSTOMER EXPERIENCE OR A RESIDENT EXPERIENCE, PARENT EXPERIENCE.
ARE THERE WELCOME COMMITTEES AT THE SCHOOLS? WITH ALL THE CHANGE, JUST WHATEVER SCHOOLS ARE IMPACTED JUST HAVE WELCOME COMMITTEES TO JUST WELCOME AND APPRECIATE THOSE PARENTS.
>> GREAT IDEA. I THINK THAT SOMETHING OUR ELEMENTARY SCHOOLS WOULD LOVE TO DO.
THAT'S AN IDEA WE CAN MAKE HAPPEN. THANK YOU.
WE'VE TALKED ABOUT THROUGH THIS, WE REALLY TRY TO MINIMIZE CHANGE FOR FAMILIES.
FAMILIES, IF THEY'VE BEEN REZONED BECAUSE OF THEIR NEIGHBORHOOD, IF THEY WOULD LIKE TO STAY IN THEIR CURRENT SCHOOL, THERE WILL BE A PROCESS WHERE THEY CAN PUT IN THAT REQUEST, AND SO THAT WILL ALSO BE SPELLED OUT DURING ALL THESE MEETINGS AND INFORMATION WE SEND OUT.
>> IF I COULDN'T RESTATE WHAT YOU JUST SAID, MR. KIRCHNER, BECAUSE THIS IS DONE WITH THE INTENT OF MINIMIZING DISRUPTIONS TO FAMILIES AS MUCH AS POSSIBLE.
WITH THAT IN MIND, I HOPE PARENTS WILL UNDERSTAND THAT IT IS NUMBER ONE NECESSARY BECAUSE WE ARE GROWING, BUT NUMBER TWO, THAT IT WILL BE DONE IN A LOVING WAY AND WITH MINIMAL DISRUPTIONS TO THEIR FAMILIES.
THIS IS THE 2024 BOARD EVALUATION CALENDAR. DR. MCFARLAND.
[00:50:01]
>> MADAM PRESIDENT, BOARD MEMBERS, I BRING THIS ITEM FORWARD JUST TO REVIEW FOR YOU THE DATES AS IT RELATES TO BOARD EVALUATION.
THAT IS BOTH THE EVALUATION AND BELIEVE WE HAVE A SLIDE.
I JUST WANT TO WALK THROUGH THE DATES FOR YOU SO THAT YOU'LL BE FAMILIAR WITH THE SLIDES.
WE HAVE A COPY FOR YOU AS WELL.
WITH THIS EVALUATION CALENDAR FOR THE 2024 CALENDAR YEAR, SO WE'RE IN FEBRUARY NOW.
WE'LL BE REFINING OUR CURRENT GOALS FOR OUR '23, '24 SCHOOL YEAR.
THE REASON WE'RE DOING THIS, THIS IS NORMALLY DONE IN NOVEMBER, BUT BECAUSE WE HAVE JUST RECENTLY RECEIVED OUR TAPER REPORT AND OUR DATA, WE'RE NOW REFINING THOSE GOALS.
WE STARTED THE YEAR WITH SOME GOALS, WE'LL TALK ABOUT THOSE IN A MINUTE, BUT WE PUT FEBRUARY 2024 AS THE PERIOD TO REFINE THE GOALS FOR THIS SCHOOL YEAR.
ALSO, IN THE END OF FEBRUARY, OF 1ST OF MARCH WILL BE THE TIME PERIODS WHERE WE DO THE FORMATIVE INTERIM PROGRESS ASSESSMENT.
THAT'S WHEN YOU ALL LET US KNOW.
YOU LET US KNOW WHAT'S WORKING.
YOU ALSO LET US KNOW AREAS THAT YOU'D LIKE US TO FOCUS ON FOR THE REMAINDER OF THE 2024 SCHOOL YEAR.
BY JUNE, JULY TIME PERIOD, THAT'S WHEN WE WILL ACTUALLY PROVIDE SOME PRELIMINARY DATA BASED ON OUR 2024 GOALS.
AS YOU ALL KNOW, THEY'VE MOVED UP THE DATE FOR THE STAR ASSESSMENT THIS YEAR TO EARLIER IN THE YEAR.
SO IT'S LIKELY THAT WE WOULD HAVE DATA BACK.
HOPEFULLY, WE'LL HAVE DATA BACK IN JUNE AND WE'LL BE ABLE TO TALK ABOUT WHERE WE ARE ON PRELIMINARY DATA.
THAT HAPPENS DURING JUNE, POSSIBLY JULY, DEPENDING ON WHEN IT'S RELEASED FROM THE STATE.
THEN AGAIN IN NOVEMBER OF 2024, THAT'S WHEN WE'LL CONDUCT THE EVALUATION BASED UPON THE 2024 GOALS.
AGAIN, WE'RE GOING TO BE HAVING A CONVERSATION ABOUT THOSE GOALS LATER TONIGHT, BUT I JUST WANTED TO LET YOU KNOW ABOUT JUST THE TIMELINE, THE PROCESS.
ONE THING THAT ACTUALLY I LEFT OFF OF THIS CALENDAR, BUT IT SHOULD BE HERE, IS DURING THE FEBRUARY, MARCH PERIOD AFTER YOU DO THE FORMATIVE ASSESSMENT, AFTER YOU ALL GIVE US THE FEEDBACK, THEN THERE WILL BE A TIME FOR THE BOARD TO ACTUALLY EVALUATE THE OPERATION OF THE BOARD, HOW YOU ALL WORK TOGETHER, HOW WE RUN BOARD MEETINGS, AND HOW WE RUN OTHER FACETS OF THE BOARD RESPONSIBILITY.
SO THERE'S A BOARD SELF-EVALUATION THAT OCCURS ALSO DURING THE MARCH TIME PERIOD.
AGAIN, THESE ARE THE THINGS THAT ARE COMING UP JUST FOR BOARD OPERATION.
I JUST WANTED TO SHARE THAT WITH YOU SO WE'LL ALL BE CLEAR ABOUT THE SCHEDULE AND THE PROCESS.
ARE THERE ANY QUESTIONS BOARD OR COMMENTS? THEN WE WILL MOVE TO AGENDA ITEM 7.6 WHICH IS THE BOARD STUDY SESSION, THE BOARD SELF-ASSESSMENT REVIEW, AND UPDATE OF THE 2023, 2024 BOARD OPERATING GUIDELINES. DR. MCFARLAND.
>> ALL OF THESE ARE FUTURE ACTION ITEMS. SO THIS ITEM IS JUST REALLY KIND OF A REHASH OF WHAT I JUST MENTIONED.
WE'LL HAVE A BOARD WORKSHOP IN THE FUTURE AND SO WE'LL BE DISCUSSING THAT.
THERE'S A BOARD SELF ASSESSMENT THAT WE WILL GET TO YOU ALL AND WE'LL GO THROUGH THAT PROCESS.
THEN ALSO WE'LL BE REVIEWING THE 2024 BOARD OPERATING GUIDELINES.
MISS MONTALVO HAS A COPY OF THE OPERATING GUIDELINES, WE'LL GIVE THEM TO YOU TONIGHT SO THAT YOU CAN LOOK AT THOSE GUIDELINES AND THEN BEGIN TO THINK ABOUT WHAT KIND OF CHANGES OR ADDITIONS WE WANT TO MAKE TO THOSE BOARD OPERATING PROCEDURES.
THE IDEA WOULD BE THAT EITHER THE FEBRUARY BOARD MEETING OR THE FIRST BOARD MEETING IN MARCH, WE WOULD THEN HAVE CONVERSATIONS ABOUT BOARD OPERATING PROCEDURES.
BUT AGAIN, WE'RE GOING TO GIVE THOSE TO YOU TONIGHT, BUT YOU'LL HAVE THEM TO BE ABLE TO REVIEW OVER THEM.
>> THAT MEANS YOU COVERED 7.7?
>> YES, I COVERED 7.5 AND 7.7 YES, I DID. THE FORMATIVE ASSESSMENT.
THAT'S JUST BASICALLY, OF COURSE, THE LAST BOARD MEETING IN FEBRUARY.
YOU'LL BE ABLE TO TELL US THINGS THAT WE NEED TO FOCUS ON GOING FORWARD.
[8.0 Study Session]
WE'RE UP ON THE STUDY SESSION IS THAT RIGHT?>> YES. DENIED OF 8.1 LONE STAR GOVERNANCE GOALS. DR. MCFARLAND.
>> MADAM PRESIDENT BEFORE WE GET STARTED, I'M GOING TO DO SOMETHING THAT MY DAUGHTER TOLD ME I NEEDED TO DO.
SO I ALWAYS TALK TO HER ABOUT WHAT I'M GOING TO DO AT THE BOARD MEETING AND SHE SAID, DAD, YOU NEED TO GIVE THEM AN OVERSHARE ALERT.
SO I'M GIVING Y'ALL AN OVERSHARE ALERT.
[LAUGHTER] YEAH, THIS IS OVERSHARE ALERT, AND REALLY WHAT I'M TELLING YOU IS THAT WE'RE GOING TO TAKE SOME TIME TO GO IN DETAIL WITH LONE STAR GOVERNANCE GOALS.
OUR GOAL IS FOR YOU TO UNDERSTAND NOT JUST LONE STAR GOVERNANCE GOALS, BUT WE WANT YOU TO UNDERSTAND THE GOALS AND HOW THEY DRIVE THE WORK IN THE DISTRICT AND HOW ALL OF IT TIES TOGETHER.
[00:55:01]
IT WILL BE A LOT OF INFORMATION.BUT I DO THINK IT'LL BE GOOD INFORMATION AND WE DEFINITELY LOOKING FORWARD TO THIS CONVERSATION.
>> LET'S JUST TALK ABOUT THE GUIDING QUESTIONS AND WE'RE GOING TO ACTUALLY DO A PART OF IT.
THE FIRST PART WILL BE HERE AND THEN WE'LL ACTUALLY MOVE OUT TO THE TABLES AND REALLY GET INTO A WORKSHOP STYLE.
I JUST WANT TO JUST GO OVER REALLY A COUPLE OF THINGS THAT WE'RE GOING TO BE TALKING ABOUT DURING OUR FIRST SECTION.
LONE STAR GOVERNANCE IS A WORD THAT WE ALL HEAR ABOUT AND WE PROBABLY HEARD ABOUT FOR QUITE SOME TIME.
BUT I WANT TO MAKE SURE WE ARE CLEAR ABOUT WHY WE ARE A LONE STAR GOVERNANCE DISTRICT AND WHAT IT MEANS TO US AND REALLY HOW WE'RE GOING TO USE IT OR HOW WE'VE BEEN USING IT AND THEN HOW WE CAN USE IT TO CONTINUE TO BECOME BETTER AND TO CONTINUE TO REACH OUR GOALS.
WE'RE ALSO GOING TO HAVE SOME CONVERSATION ABOUT OUR HISTORICAL TRENDS.
YOU, YOU I KNOW HAVE HEARD ME SAY WE WANT TO BE THE TOP IN TARRANT COUNTY AND I WANT TO JUST TALK ABOUT WHAT DOES ALL THAT MEAN, WHAT DOES THE DATA REALLY SHOW AND ARE WE MAKING PROGRESS AND WHERE ARE WE IN? WE PLAN TO BE ABLE TO PROVIDE ANSWERS TO THAT AND DIALOGUE CONVERSATIONS AROUND THESE QUESTIONS TODAY SO THAT YOU LEAVE TODAY KNOWING REALLY CLEARLY WHERE WE ARE AND HOW WE COMPARE IN RELATION TO OTHERS.
THEN ALSO, I THINK IT'S IMPORTANT FOR US TO KNOW WHAT OUR CURRENT DATA TELLS US ABOUT WHERE WE ARE IN RELATION TO THAT ULTIMATE GOAL.
AGAIN, OUR GOAL IS TO TAKE OUR TIME TODAY AND REALLY JUST WALK THROUGH THIS INFORMATION.
LET'S JUST TAKE A STEP BACK AND JUST WANT TO LET YOU KNOW WE'RE GOING PAST THOSE TWO.
YEAH. I WANT TO JUST TAKE A SECOND JUST TO WALK YOU THROUGH WHERE WE BEING AS IT RELATES TO THIS LONE STAR GOVERNANCE JOURNEY.
LONE STAR GOVERNANCE ACTUALLY CAME WITH THIS NEW COMMISSION AND WHEN IT CAME IN, THERE WERE QUITE A FEW DISTRICTS THAT HAD HISTORICALLY UNDERPERFORMING SCHOOLS.
THESE SCHOOLS WERE HISTORICALLY UNDERPERFORMING AND SO THE STATE MADE A REQUIREMENT OR SCHOOL BOARDS, ANY SCHOOL BOARD THAT HAD HAD A CAMPUS THAT WAS HISTORICALLY UNDERPERFORMING FOR MORE THAN FOUR YEARS, IN ORDER FOR THEM TO PREVENT THE BOARD FROM BEING TAKEN OVER, THE BOARD HAD TO AGREE TO GO THROUGH LONE STAR GOVERNANCE TRAINING.
I BEGAN TO LOOK AT THE LONE STAR GOVERNANCE TRAINING AND AT THAT TIME, WE BEGAN TO HAVE CONVERSATIONS AT THE BOARD ABOUT WANTING TO BE THE BEST AND OUR GOAL WAS BACK THEN WE WANTED TO BE ON A BOARD, WE WANTED TO BE TOP IN TARRANT COUNTY.
I BEGAN TO LOOK AT THE TRAINING THAT THE STATE WAS PROVIDING TO THESE BOARDS IN THESE DISTRICTS WHERE THEY HAD UNDERPERFORMING CAMPUSES AND IT WAS OUTSTANDING TRAINING.
THE WHOLE GOAL FOR THIS LONE STAR GOVERNANCE TRAINING WAS, THERE'S A SAYING THAT WHEN THE ELEPHANTS FIGHT, IT'S THE GRASS THAT SUFFERS SO WHAT THEY FOUND IS THAT IN DISTRICTS WHERE CAMPUSES WERE HISTORICALLY UNDERPERFORMING AT THE BOARD LEVEL, THE FOCUS WAS ON THINGS OTHER THAN STUDENT ACHIEVEMENT.
SO LONE STAR GOVERNANCE WAS A TRAINING MODEL AND A CONTINUOUS IMPROVEMENT MODEL THAT HELPED THE BOARD AND THE SUPERINTENDENT AS A TEAM GET CLEAR ABOUT THE MOST IMPORTANT THING IN THAT STUDENT ACHIEVEMENT.
IN THIS TRAINING, IT TALKED A LOT ABOUT, RESULTS DON'T CHANGE UNTIL ADULT BEHAVIOR CHANGES.
SO THIS IS REALLY GOOD TRAINING, A LOT OF GOOD CONVERSATIONS.
THE CHALLENGE IS THOUGH THERE'S A LOT OF DATA POINTS THAT WERE PART OF LONE STAR GOVERNANCE GOAL.
LIKE MISS DAVIS SAID, I DON'T WANT TO BE ON THE CUTTING EDGE AND SO IF SOMEBODY IS DOING IT AND IT'S GOING TO BE GOOD, I WANT TO BE A PART.
WE ACTUALLY ELECTED TO BE A PART OF THE LONE STAR GOVERNANCE GOAL, NOT BECAUSE WE HAD TO BUT BECAUSE WE WANTED TO, WE WANTED TO MAKE SURE THAT WE WERE GETTING THE BEST TRAINING AND SO WE DID.
WE JOINED LONE STAR GOVERNANCE ACTUALLY IN 2019.
WE ACTUALLY LOOKED AT ALL THE THINGS THAT WERE HAPPENING WITH LONE STAR GOVERNANCE.
WE SPENT A COUPLE OF SATURDAYS WORKING THROUGH THE DATA, WORKING THROUGH WHERE WE WERE AT THAT POINT IN TIME.
THEN I TOOK THAT INFORMATION THAT YOU ALL HAD CREATED AND THAT WE CREATED AND WE ACTUALLY THEN WENT BACK TO OUR TEAM AND THE TEAM TOOK THESE GOALS AND WE ANALYZED DATA FOR A COUPLE OF WEEKS, THEN WE BROUGHT IT BACK TO YOU, AND SO WE CAME UP WITH SOME GOALS IN 2019.
I WANT TO JUST BRING YOUR ATTENTION BACK TO THOSE GOALS IN 2019.
THE FIRST ONE, ACCORDING TO LONE STAR GOVERNANCE BACK THEN, YOU HAD TO HAVE A GOAL THAT WAS AN EQUITY GOAL.
YOU HAD TO REALLY SPECIFY, OKAY, WHERE THERE'S SOME INEQUITIES AND WE HAD TO DESIGN A GOAL AROUND THAT.
OUR FIRST GOAL WAS TO INCREASE THE PERCENTAGE OF THIRD GRADE AFRICAN AMERICAN STUDENTS MEETING STAAR, AND WE WANTED TO MOVE IT FROM 28% TO 48% BY 2025.
WE DIDN'T JUST PULL THESE NUMBERS OUT OF THE AIR. ALL OF THEM HAD MEANING.
WHAT WE HAD DONE IS WE HAD STUDIED THE DATA AND WHAT WE FOUND IS THAT THE HIGHEST PERFORMING DISTRICTS, AND WE LOOKED AT THE HIGHEST PERFORMING DISTRICTS IN
[01:00:02]
TARRANT COUNTY AND LOOKED AT THEIR AFRICAN AMERICAN POPULATION.WHAT WE SAW IS IF THEY CONTINUE TO GROW AT THE RATE THEY WERE GROWING FROM 2013 TO 2019.
WE BASICALLY TOOK THAT GROWTH RATE AND WE SAID, OKAY, IF THEY CONTINUE TO GROW BY 2025, THEY WILL BE AT THIS RATE AND IF WE GROW AT THE RATE THAT WE SET, THEN WE WILL BE AT THE TOP.
AT THAT POINT WE WERE AT 48/28, AND OUR GOAL WAS TO BE AT 48.
IF WE WERE AT 48 IN 2025, WE WOULD HAVE BEEN THE TOP IN TARRANT COUNTY OR WOULD HAVE WOULD BE THE TOP IN TARRANT COUNTY.
NOW, OF COURSE, WE HAVE SOME FORESIGHT, BUT WE DIDN'T SEE THE PANDEMIC AND SOME OTHER THINGS COMING WAY.
THE REASON THE NUMBERS CAME UP WAS THAT'S HOW THE NUMBERS GOT TO THAT POINT.
WE ALSO HAD TO HAVE A THIRD GRADE MATH GOAL FOR ALL STUDENTS.
THEY DIDN'T WANT TO GO FOR ALL STUDENTS.
WE HAD THIRD GRADE MATH FOR ALL STUDENTS, AND YOU SEE WHAT THAT GOAL WAS.
THAT GOAL DEALT WITH FIFTH GRADE STUDENTS MEETING STANDARD ON STAAR.
THEN THE FOURTH GOAL WAS EIGHTH GRADE STUDENTS MEETING STANDARD ON STAAR MATH.
AGAIN, THOSE PERCENTAGES ALL ARE CORRELATED TO BECOMING THE TOP IN TARRANT COUNTY.
WE JUST SAY TOP IN TARRANT COUNTY, BUT WE'VE DONE THE WORK TO DEFINE WHAT THAT MEANS.
WHAT I WANTED TO DO IS SHOW YOU, AND YOU'VE SEEN THIS OVER AND OVER AND OVER IN MULTIPLE WAYS, BUT I WANTED TO JUST GO BACK AND SHOW YOU WHERE WE ARE IN RELATION TO WHERE WE THOUGHT WE WOULD BE, AND THEN TALK TO YOU ABOUT HOW WE MOVE FORWARD.
WE GOT BASELINE, WE GOT CURRENT PERFORMANCE, AND THEN WE HAVE OUR PRE-PANDEMIC GOALS.
BEFORE THE PANDEMIC, WE BELIEVED THAT IT WOULD TAKE US ABOUT FIVE YEARS TO GET TO THE TOP TARRANT COUNTY.
THIS WAS '19, WE WERE SETTING THE GOALS, WE DID FIVE YEARS.
WE LOOKED AT THE 24/25 SCHOOL YEAR.
WHAT WE SAID IS THAT IN '19 THAT WE WOULD HAVE TO IMPROVE ABOUT 8% A YEAR IN THIRD GRADE READING FOR AFRICAN AMERICANS IN ORDER TO DO IT.
IN 2025, THE GOAL WOULD HAVE BEEN FOR US TO BE AT 48%.
THAT MEANS THAT WE WOULD, WE WOULD HAVE TO HAVE GROWN 8% IN '24 THIS YEAR AND THEN 8% NEXT YEAR AND THEN WE WOULD HAVE BEEN AT THAT RATE.
AGAIN, WE WERE ONLY 16 POINTS AWAY.
AS YOU KNOW, EVERYTHING THAT WE SHARE WITH YOU IN THE AREA OF READING, BASICALLY, READING RECOVERED AND REBOUNDED AT A MUCH FASTER RATE THAN MATH AND THAT'S WHAT THESE NUMBERS INDICATE AS WELL.
AGAIN, YOU CAN SEE THAT ALL THE WAY ALL THE WAY DOWN.
JUST WANTED TO SHARE WITH YOU THAT WE WERE ON TRACK.
MATH IS THE AREA WHERE WE KNOW THAT THAT WAS SOMETHING THAT WE HAD TO DO SOME RESETTING.
YOU'LL HEAR MISS ROE TALK A LITTLE BIT LATER ABOUT WHAT WE'RE DOING TO ADDRESS THE MATH.
IF YOU ALL REMEMBER, BOARD, WE WENT THROUGH THE EVALUATION ABOUT A YEAR AGO.
IT WAS LIKE A LOT OF INFORMATION AND REALLY WAS PROBABLY TOO MUCH INFORMATION.
WHAT WE DIDN'T HAVE OR THAT WE SHOULD HAVE IS THE YEARLY TARGETS, BECAUSE WE ONLY HAD THE 2025 GOALS AND SO YOU WERE HAVING TO PREDICT WHETHER THERE WAS GOOD OR BAD.
WE CLEANED THAT UP. BOARD COMMITTEE MET, WE CLEANED THAT UP AND WE ACTUALLY IDENTIFIED FOUR GOALS.
ALSO, SINCE WE SET THE GOALS IN 2019, HOUSE BILL 3 WAS PASSED AND IT REALLY GAVE US MORE FLEXIBILITY WITH THE GOALS THAT WE SET AND IT ALLOWS US TO NARROW THE GOALS.
WITH HOUSE BILL 3 AFTER THE CONVERSATION WITH THE BOARD, WE ACTUALLY NARROWED OUR GOALS.
THE FIRST ONE WE SAID IS WE WANTED TO INCREASE THE LITERACY PERFORMANCE IN FIFTH GRADE START READING BY 8% IN 2023.
BASICALLY, THIS GOAL WAS SET AND WE HAVEN'T MODIFIED THIS GOAL BECAUSE WE DIDN'T HAVE RESULTS.
NOW WE HAVE THE WE CAN BEGIN TO HAVE CONVERSATIONS AND MODIFY THEM.
LET ME JUST STOP THERE FOR A SECOND.
WHAT YOU'LL HEAR A LOT OF DISTRICTS, THEY TALK ABOUT THIRD GRADE READING. THAT'S A GREAT TARGET.
THIRD GRADE READING IS A GREAT TARGET AND IT'S A GREAT ASSESSMENT TO MEASURE YOUR EARLY CHILDHOOD PROGRAM.
REALLY YOU'RE MEASURING MORE STUDENT READINESS FOR LEARNING.
YOU'RE REALLY MEASURING WHETHER STUDENTS ARE GETTING TO YOUR SCHOOL READY TO LEARN OR NOT IN THE THIRD GRADE.
BUT IF YOU REALLY WANT TO MEASURE YOUR LITERACY CURRICULUM, WE BELIEVE THAT IF YOU MEASURE IT BY THE TIME THEY GET ALL THE WAY THROUGH OUR SYSTEM AND WE'VE BEEN ABLE TO PROVIDE THE INTERVENTIONS AND SUPPORTS, THEN YOU MEASURE AT THE FIFTH GRADE.
THAT'S WHY WE IDENTIFY THE FIFTH GRADE STAAR READING AS OPPOSED TO THIRD GRADE STAAR READING.
THIRD GRADE TELLS US ABOUT PRE K 1 AND 2.
FIFTH GRADE TELLS US ABOUT THE ENTIRE ELEMENTARY SPAN.
THE OTHER THING THAT YOU'LL SEE, AND I PUT IT IN PARENTHESES,
[01:05:01]
WE'VE BEEN USING THIS TERM AND WE'RE GOING TO BE MORE INTENTIONAL ABOUT REPLACING BECAUSE THE WORDS MATTER AND HOW WE DESCRIBE THINGS.THE WORDS WE USE TO TALK ABOUT THINGS AND TALK ABOUT OURSELVES, IT MATTERS.
I DON'T REALLY LIKE THE WORD MINORITY, ESPECIALLY NOT IF WE'RE IN THE MAJORITY AND I DON'T REALLY LIKE THE WORD ECONOMICALLY DISADVANTAGE.
I BELIEVE SOME PEOPLE ARE ECONOMICALLY ADVANTAGED, BUT I DON'T BELIEVE ECONOMICALLY DISADVANTAGE IS AN APPROPRIATE TERM FOR US.
WHAT WE LIKE TO USE IS SCHOOL DEPENDENT.
WHAT IT SIMPLY MEANS IS WHEN WE'RE DEALING WITH SCHOOL DEPENDENT CHILDREN, THAT JUST MEANS WE MATTER EVEN MORE AND THAT WE ARE EVEN MORE IMPORTANT.
WHAT WE DID WAS WHEN WE WERE LOOKING AT THESE GOALS, WE WANTED TO PUT OUR PERFORMANCE IN CONTEXT.
THE REASON WHY THIS IDEA OF TOP IN TARRANT COUNTY CAME UP AT THE VERY BEGINNING IS BECAUSE IT'S ONE THING TO SAY, WE WANT TO IMPROVE OUR PERFORMANCE BY 10%.
WE DON'T KNOW WHETHER 10% IS GOOD OR BAD UNLESS WE CAN PUT THAT IN CONTEXT.
WHEN WE GOT HERE WERE BEGINNING TO LOOK AT TARRANT COUNTY.
THERE IS PROBABLY 90 TO 100 DISTRICTS IN TARRANT COUNTY AND SO WE HAD TO IDENTIFY A COMMONALITY.
WE STARTED WITH IDENTIFYING THE BOUNDARIES, LIKE A COMMON BOUNDARY.
WE LOOKED AT THE DISTRICTS THAT SHARED OUR BOUNDARIES AND THEN WE LOOKED AT THE DEMOGRAPHICS AND THOSE THINGS THAT REALLY IMPACT STUDENT LEARNING. WE SAID, YOU KNOW WHAT? LET'S LOOK AT HOW THESE SCHOOLS ARE IMPACTING THEIR SCHOOL DEPENDENT CHILDREN.
OUR GOALS AND THE THINGS THAT WE REPORT OUT ON ARE THE PERFORMANCE OF OUR SCHOOL DEPENDENT CHILDREN.
RIGHT NOW IF YOU LINE 10 OF OUR STUDENTS FROM CROWLEY ISD, THEN EIGHT OF THEM REALLY WERE BROUGHT 76, 78% REALLY, EIGHT OF THOSE STUDENTS WOULD BE SCHOOL DEPENDENT.
WHAT WE BELIEVE IS THAT THE SCHOOL DEPENDENT CHILD IN CROWLEY, AND THE SCHOOL DEPENDENT CHILD IN MANSFIELD AND GRAND PRAIRIE AND FORT WORTH, AND ALL THOSE BRING THE SAME CHALLENGES TO THE SCHOOLS AND THEREFORE, WE BELIEVE THAT WE CAN ADEQUATELY MEASURE WHETHER WE'RE DOING A GOOD JOB OR NOT BASED ON LOOKING AT OUR COMPARISON.
YOU'LL HEAR WHEN WE TALK ABOUT OUR GOALS, THEY ARE FRAMED UNDER THE SCHOOL DEPENDENT CHILD.
NOW THE THING ABOUT LONE STAR GOVERNANCE THOUGH IS THAT, AND Y'ALL CAN STOP ME AT ANY TIME.
THE THING ABOUT LONE STAR GOVERNANCE IS THAT IS REALLY DESIGNED TO LIFT PUBLICLY WHAT SHOULD BE DISCUSSED BY THE BOARD, BY THE SUPERINTENDENT PUBLICLY.
WE HAVE MANY OTHER GOALS OUTSIDE OF LONE STAR GOVERNANCE THAT WE USE EVERY DAY.
WE HAVE EARLY CHILDHOOD GOALS, WE HAVE FIRST GRADE, SECOND GRADE, THIRD, WE HAVE GOALS IN EVERY AREA, BUT THE ONES THAT WE REPORT OUT ON THAT DRIVE OUR SYSTEM ARE THESE LONE STAR GOVERNANCE GOALS.
ANYWAY, SO WE HAD THE LITERACY FOR FIFTH GRADE, AND YOU'LL HEAR US TALK A LITTLE BIT ABOUT THAT.
WE ALSO HAVE MATH PERFORMANCE AT THE EIGHTH GRADE, AND WE LOOKED AT MATH, AND THEN WE ALSO HAVE ALGEBRA, BECAUSE WHAT WE KNOW IS THAT ALGEBRA IS REALLY THE GATEWAY FORCE.
IF WE CAN GET STUDENTS IN ALGEBRA AT THE EIGHTH GRADE AS EARLY AS POSSIBLE, THAT'S THE BEST PREDICTOR OF STUDENTS SUCCESS IN COLLEGE IS REALLY THE EIGHTH GRADE MATH, AND SPECIFICALLY, IF THEY'RE IN ALGEBRA, THE EIGHTH GRADE, THEIR CHANCE OF BEING SUCCESSFUL LATER INCREASES SIGNIFICANTLY BECAUSE IT NOT ONLY PREPARES THEM ACADEMICALLY, BUT IT CREATES SPACE ON THEIR SCHEDULE FOR THEM TO TAKE MORE RIGOROUS MATH CLASSES WHEN THEY GET TO THE HIGH SCHOOL, WHICH THEN HELPS THEM IN THAT FIRST AND SECOND YEAR OF COLLEGE.
WE SAID EIGHTH GRADE MATH AND ALGEBRA AS THE SECOND GOAL THAT WE WOULD LOOK AT.
THE LITERACY PERFORMANCE IN FIFTH GRADE READING.
I HEAR YOU'RE WANTING TO EVALUATE LITERACY, OR ALL OF OUR ELEMENTARY GRADES, AND WE'VE ALL HEARD THE PHRASE THAT UP UNTIL ABOUT THIRD GRADE STUDENTS ARE LEARNING TO READ BEYOND, THEN THEY'RE READING TO LEARN.
REMOVING THE FOCUS ON THIRD GRADE LITERACY, DOES THAT POTENTIALLY PUT US IN A SITUATION BECAUSE THERE'S NOT INTENTIONALITY ABOUT PUTTING RESOURCES AND INTERVENTIONS IN PLACE BECAUSE WE'RE REALLY NOT HOLDING OURSELVES TO IT UNTIL FIFTH GRADE.
IF THAT MAKES SENSE.[OVERLAPPING] YOU GET? OKAY.
THE WAY I KIND OF HAVE NEGOTIATED AND UNDERSTAND IT AT THIS POINT, AND I BELIEVE THAT THAT QUESTION, WHEN WE GET READY TO GO AROUND AND TALK TO ELEMENTARY SCHOOLS, THE PRINCIPAL SUPERVISOR WILL BE ABLE TO TALK TO EVEN MORE ABOUT ABOUT HOW THEY LIFT UP THIRD GRADE READING BUT LONE STAR GOVERNANCE GOALS, THAT'S ONLY FOR FORWARD OR OUTWARD REPORTING.
WE HAVE GOALS IN THIRD GRADE READING LIKE WE'RE WATCHING THIRD GRADE READING LIKE A HULK, QUITE FRANKLY.
BECAUSE WE'RE TRYING TO GET THEM INTERVENE EARLY.
WE DON'T NECESSARILY REPORT OUT ON THOSE GOALS.
THESE ARE JUST ONES THAT WE REPORT OUT ON.
[01:10:02]
>> OKAY. I GET THE DISTINCTION NOW, SO THANK YOU FOR MAKING THAT A LITTLE BIT CLEARER FOR ME.
>> I WAS JUST GOING TO SAY, SPEAKING OF THIRD GRADE READING, YOU WOULD ALSO LOOK AT K2, WE HAVE MAP DATA AND OTHER THINGS THAT YOU WILL LOOK AT TO EVALUATE AND SEE HOW STUDENTS ARE PROGRESSING AND THEN YOU CAN PROGRESS MONITORING.
>> ABSOLUTELY. THEN THAT'S EXACTLY WHAT WE'RE DOING.
I REALLY APPRECIATE NOT USING THE TERM ECONOMICALLY DISADVANTAGED AND USING SCHOOL DEPENDENT BECAUSE THAT HAS SUCH A NEGATIVE CONNOTATION.
WHETHER WE KNOW IT OR NOT, WE INTERNALIZE THAT WHEN WE'RE THINKING ABOUT STUDENTS AND UNKNOWINGLY MAY BE TREATING THEM DIFFERENTLY.
NOW, REMOVING THAT ECONOMICALLY DISADVANTAGE WILL HOPEFULLY CHANGE OUR WAY, THE BIG PEOPLE WAY OF THINKING ABOUT STUDENTS THAT ARE SCHOOL DEPENDENT.
>> LET'S LOOK AT SOME DATA. WELL, I'LL GIVE YOU A CHANCE TO DO IS REALLY WE HAVE A COUPLE SLIDES OF DATA AND THEN WE'LL GET INTO TO THE MEET.
WHAT YOU SEE HERE ARE THE DISTRICTS THAT WE CONSIDER OUR COUNTY COHORT DISTRICT.
WHEN WE SAY TOP IN COUNTY, WHAT WE'RE GOING TO BE CLEAR ABOUT, IT IS REALLY EXPLICIT TO SAY WE WANT TO BE THE TOP INTER COUNTY OF OUR COHORT DISTRICT.
THESE DISTRICTS, WE ARE CONSIDERED OUR COHORT BECAUSE WE SHARE OUR COMMONALITY.
YOU SEE THOSE THERE. YOU DON'T SEE CROWLEY ID THERE YET, AND I'M GOING TO SHOW YOU THERE IN A SECOND.
>> THE YELLOW LINE REPRESENTS CROWLEY ISD.
I WANT YOU TO LOOK AT WHERE WE WERE IN 2017.
THE REALITY IS WE HAD PEOPLE THAT WERE WORKING REALLY HARD.
I'M NOT SAYING WE WEREN'T, BUT WE WERE, WE WERE AT THE BOTTOM OF THE COHORT BASED ON THE DATA IN 2020, 2017.
AGAIN, YOU SEE WHERE WE ARE TODAY AND SO WE'VE MADE SOME SIGNIFICANT PROGRESS.. WELL, LET ME GIVE YOU A CHANCE TO LOOK AT IT AND ALL TELL ME WHAT YOU'LL SEE.
LET ME PAUSE AND GIVE A SECOND.
>> CAN I JUST SHARE WHAT I'M SEEING?
BUT YES, WE WERE AT THE BOTTOM.
CONSISTENTLY THOUGH, WITH IMPROVEMENT ALONG WITH SEVERAL MEMBERS, LIKE 1,2,3 OTHER DISTRICTS, WE CONTINUED TO STAY AHEAD OF THOSE GROUPS AND EVEN SURPASSED AN ADDITIONAL GROUP, WITH JUST A SLIGHT DECREASE RECENTLY WITH THAT ONE, WHICH WAS MANSFIELD.
BUT CONSISTENTLY FOR THE LAST THREE OR FOUR YEARS, WE HAVE MAINTAINED AN EDGE OVER SEVERAL OF OUR COHORT DISTRICTS.
I'M LOOKING AT 2022 WHERE WE ACTUALLY SURPASSED THE FOURTH.
>> WHEN I LOOK AT THIS, YOU CAN INFER THAT SOMETHING FUNDAMENTALLY CHANGED GOING INTO 2018, 2019.
BECAUSE LOOKING AT THE DATA, EVERYONE PRETTY MUCH IS STAYING CONSISTENT ALONG THE SAME PATTERN, KIND OF STAYING WHERE THEY ARE.
BUT THERE WAS A SHIFT THAT HAPPENED SOMEWHERE BETWEEN THE 2018,2019 SCHOOL YEAR.
I DON'T KNOW, I WASN'T ON THE BOARD THEN.
WHEN WE INSTITUTED SOME THINGS OR IF THE FOCUS ON THE LONE STAR GOVERNANCE GOALS, WHAT HAVE YOU MAY HAVE HAPPENED.
SOMETHING HAPPENED AROUND THAT TIME. I'LL JUST LEAVE IT.
>> DR. MCFARLAND, WHAT YEAR DID YOU COME HERE? [LAUGHTER]
>> I KNEW THAT'S WHERE TRUSTEE DAVIS WAS GOING.
SHE LIT UP LIKE A CHRISTMAS TREE.
>> IT'S DEFINITELY AFFIRMING TO THE SYSTEMS THAT WE PUT IN PLACE.
BUT THERE'S ALSO A COUPLE OF THINGS THAT ALSO JUMP OUT AT ME TOO.
WHEN I LOOK AT '22, YOU SEE THERE WAS A DECREASE FROM '22-'23 THAT'S FROM LAST YEAR TO THIS YEAR.
[01:15:03]
THIS WOULD INDICATE THAT THE CHANGES AND THIS IS ACTUALLY ACTUALLY READING, SO THIS WOULD INDICATE THAT WITH THE CHANGES WE STILL HAVE SOME WORK TO DO IN AN AREA.BUT WE DID MAINTAIN BUT WE DO HAVE WORK TO DO, BUT WE CAN GET TO WHERE WE NEED TO BE.
>> TWENTY THREE, COULD THAT ALSO BE THE STAR REDESIGN? BECAUSE IT'S NEW ITEM TYPES THAN WHAT WERE PREVIOUSLY PRESENTED TO STUDENTS.
>> ABSOLUTELY. ANYTIME THERE ARE CHANGES WITH EITHER THE ASSESSMENT OR THE ITEM TYPES AS YOU MENTIONED, OR EVEN THE ACCOUNTABILITY SYSTEM, THE SCHOOL DEPENDENT CHILDREN, IF THE SYSTEM IS NOT TIGHT, YOU'LL SEE THE BIGGEST IMPACT ON THOSE KIDS, ON THE STUDENTS THAT DEPEND MOST ON US.
WE'LL TALK ABOUT SOME THINGS THAT WE'RE DOING BECAUSE THE QUESTION, THESE ARE JUST NUMBERS ON THE PAGE.
I JUST WANT YOU TO UNDERSTAND THAT THESE ARE NUMBERS ON THE PAGE AND THERE'S WORK THAT'S HAPPENING.
I'M DEFINITELY LOOKING FORWARD TO GETTING TO THAT PART WHERE WE TALK ABOUT THAT.
THAT WAS FIFTH GRADE READING, AND I JUST TOOK ALL THE OTHER DISTRICTS OUT BECAUSE I WANTED TO JUST LOOK AT US COMPARED TO THE TOP.
THIS IS IMPORTANT, SO WHEN WE'RE GOAL SETTING, IT'S IMPORTANT FOR US TO KNOW HOW IS THE TOP PERFORMING AND WHERE ARE WE? WE DO SEE THAT THERE'S A 10 POINT GAP RIGHT NOW BETWEEN US AND THE TOP PERFORMING DISTRICT.
>> IS THAT A QUESTION? WHICH IS THE GREEN, IS THAT MANSFIELD?
>> IT DEPENDS. I THINK THIS MAY BE BURLINGTON HERE.
WHAT I DID WAS THAT IN PREVIOUS, I JUST TOOK WHOEVER WAS ON THE TOP AND I PUT THEIR NUMBER IN THERE, SO THAT'S NOT ONE SCHOOL.
THAT'S WHOEVER SCORED AT THE TOP DURING THAT YEAR.
>> I THINK THAT WAS IT BURLINGTON
>> OKAY. ARE WE LOOKING AT WHAT THEY'RE DOING COMPARED TO WHAT WE'RE DOING AND COMPARING THINGS AND REASSESSING?
>> THAT IS THE BENEFIT OF BENCHMARKING AND WHAT WE'RE DOING WITH COHORTS AND ALL.
THAT'S ACTUALLY WHY DR. WILLIAMS AND THE TEAM WENT TO VISIT EVER BECAUSE THEIR MIDDLE SCHOOL WAS OUTPERFORMING AND AND SO WE WENT TO SEE WHAT THEY WERE DOING.
THAT'S THE GOAL. I WANT TO KNOW WHO'S THE HIGHEST PERFORMING AND WHAT ARE THEY DOING AND HOW CAN WE LEARN FROM THEM AND HOW CAN WE GET BETTER? ALSO, WHEN I SAY TOP AND TURN COUNTING, SO TOP CAN MEAN NUMBER 1 OR TOP CAN MEAN TOP, YOU GET THAT BAR? YEAH. ALL RIGHT. YOU COULD BE NUMBER 1 OR YOU COULD BE IN THE TOP 3.
WHAT THIS CHART SHOWS, IT JUST DEPENDS.
[LAUGHTER] MS. DAVIS, WE CAN MAKE THESE NUMBERS SAY WHATEVER WE WANT TO SAY.
BUT NO, REALLY, WHAT WE WHAT I WANTED TO SHARE WITH YOU IS WHAT IT TAKES TO BE NUMBER 1, BUT THEN ALSO WHAT IT TAKES TO BE IN THE TOP THIRD.
YOU'LL SEE WHEN YOU BREAK THE COHORTS DOWN.
>> YEAH, WE'RE ON THE CUSP. WE'RE RIGHT NOW.
WE'RE IN THE MIDDLE THIRD, BUT OUR ASPIRATION IS TO BE IN THE TOP THIRD.
YOU'LL SEE THAT THE SAME NUMBERS IS JUST BREAKING IT DOWN TO SEE, OKAY, WHERE DO WE FALL WITHIN THIS?.
NOW LET'S LOOK AT MATH. AGAIN, WE KNOW MATH.
YOU CAN SEE ACROSS THE BOARD HOW MATH TOOK SUCH A SIGNIFICANT HIT WHEN THE PANDEMIC HAPPENED.
IT'S INTERESTING TO SEE THAT MATH HIT ALL STUDENTS REGARDLESS, IT HIT THEM ALL THE SAME.
EXCUSE ME, NOT MATH, BUT THE PANDEMIC HIT ALL STUDENTS IN MATH THE SAME.
YOU ALL SEE THAT, BUT YOU ALSO SEE SOME BOUNCE BACK A LOT FASTER THAN OTHERS.
LET'S SEE WHERE CROWLEY WORKS NOW.
WITH MATH FOR US, YOU CAN SEE ALSO OUR TRAJECTORY AND WHERE WE ARE, AND YOU SEE THE WORK THAT WE STILL HAVE TO DO WITH MATH.
LET ME JUST STOP AND SEE IF THERE ARE ANY QUESTIONS OR ANY?
>> WAIT, WHAT DID YOU SAY EVERMAN IS PERFORMING WELL IN?
>> THEY WERE PERFORMING WELL, YEAH, SOMETHING HAPPENED.
YEAH. THEY WERE PERFORMING AT THE TOP.
EVERMAN WAS ACTUALLY, YEAH, '17.
THEY WERE THE BEST. WE ACTUALLY TOOK THE WHOLE TEAM.
WELL THE FIRST YEAR I WAS HERE, TOOK THE WHOLE CENTRAL OFFICE TEAM OVER TO DR. AMOS AND TO HIS TEAM.
WE JUST KIND OF LISTENED TO WHAT THEY WERE DOING BECAUSE THEY WERE OUT PERFORMING EVERYBODY.
.>> AGAIN, WHEN YOU COMPARE CROWLEY TO THE TOP INTERIM COUNTY, JUST SO YOU CAN JUST KIND OF SEE, THIS IS WHERE WE ARE COMPARED TO THE BEST.
WHEN WE TALK ABOUT BEING A TOP INTERIM COUNTY, THIS IS NOT PIE IN THE SKY.
WE'RE NOT GUESSING AND WE'RE NOT JUST SAYING WE WANT TO DO IT, WE BELIEVE THAT IT CAN HAPPEN WITH INTENTION.
AGAIN, IF YOU BREAK THEM UP IN THE THIRD, YOU'LL SEE WHERE WE ARE.
WE FALL IN THE IN THE SECOND, THIRD NOW, AND YOU SEE MANSFIELD IS AT THE TOP IN MATH.
SURE. NOW THAT YOU HAVE THE DATA IN THE PAST, WE WOULD JUST GIVE YOU THE DATA THAT WE CAN SAY, WAS IT BETTER THAN LAST YEAR OR WORSE THAN LAST YEAR,
[01:20:01]
AND IS IT GOOD OR BAD, AND THEN WE'LL BE DONE.WHAT I WANTED YOU TO UNDERSTAND IS THAT THE DATA IS JUST THE OUTCOME. THAT'S NOT THE WORK.
THE WORK IS WHAT HAPPENS IN ORDER TO MAKE SURE THAT ALL OF OUR KIDS ARE MOVING FORWARD.
THE REALITY IS WHEN WE TALK ABOUT IMPROVING A PERCENTAGE, OUR GOAL IS TO TAKE THIS PERCENTAGE AND SAY, WHAT DOES IT MEAN TO A CHILD? WHAT WE'RE REALLY TALKING ABOUT IS REALLY HOW MANY MORE STUDENTS WE PREPARE TO BE ON GRADE LEVEL OR ABOVE? WHICH MEANS THAT IF THEY'RE PERFORMING ADMITS, THAT MEANS THAT THEY ARE ABLE AND READY IF THEY CONTINUE TO BE ABLE TO BE SUCCESSFUL IN THEIR FIRST YEAR OF COLLEGE OR IN THE WORKFORCE.
WHEN WE TALK ABOUT IMPROVING OUR SCORES BY PERCENTAGES, IT'S REALLY TALKING ABOUT IMPROVING LIFE CHANCES FOR STUDENTS.
THAT'S HOW WE MAKE IT REAL. WHAT, NOW? WE'LL GO THROUGH THE NEXT SECTION AND WHAT I'LL ASK IS, I'LL ASK DR. MISS ROE TO COME FORWARD AND SHE'LL GIVE US AN IDEA.
YOU ALL KNOW THAT MISS ROE BEEN DOING AN OUTSTANDING JOB, WAS AN OUTSTANDING PRINCIPAL, DOING AN OUTSTANDING JOB AS OUR CHIEF ACADEMIC OFFICER.
I ASKED HER TO GIVE US A QUICK UPDATE OF WHERE WE ARE TODAY FEBRUARY THE EIGHTH IN RELATION TO WHERE WE WANT TO BE BY THE END OF THIS YEAR. MISS ROE.
>> ABSOLUTELY. DR. MAYFIELD, TEAM MEMBERS OF THE BOARD, DR. MCFARLAND, I AM SO EXCITED TO GET TO PART 2 OF THIS STUDY SESSION.
WE'RE REALLY IN PART 2, WE ARE GOING TO LOOK AT WHERE WE ARE TODAY IN RELATION TO OUR PERFORMANCE IN 2023.
WHERE ARE WE RIGHT NOW AND THE WORK WE'VE BEEN DOING, WHERE HAS THAT LED US TO? WE'RE GOING TO GO INTO THEN SOME SYSTEMS AT THE DISTRICT LEVEL AND THAT COME DOWN AND FACTOR DOWN INTO THE CAMPUS LEVEL THAT REALLY HELP US IDENTIFY AREAS OF OPPORTUNITY AND OUR AREAS OF STRENGTH SO WE CAN ALSO LEVERAGE PRACTICES ACROSS THE DISTRICT.
YOU'LL SEE THAT IN JUST A MOMENT.
I'M EXCITED FOR YOU TO GET TO THAT PIECE AND THEN WE'LL LOOK AT THE TOOLS THAT WE USE TO REALLY ENSURE THAT WE'RE MAKING PROGRESS THAT WE'RE MONITORING AND CONSTANTLY REFLECTING.
TONIGHT REALLY WE'RE GOING TO WALK THROUGH TWO OF OUR GOALS.
THERE ARE LONE STAR GOVERNANCE, OUR BOARD GOALS, OUR FIFTH GRADE READING, AND OUR EIGHTH GRADE MATH.
FIRST IN OUR FIRST ADD GOAL IS OUR FIFTH GRADE READING GOAL.
IF YOU'LL SEE ON THE CHART IN FRONT OF YOU, ON THE LEFT HAND SIDE IS ALL STUDENTS.
YOU'LL SEE IN THE BLUE THAT WHERE ALL STUDENTS IN FIFTH GRADE PERFORMED ON STAR IN 2023.
YOU'LL SEE IN THE GREEN, THAT IS WHERE OUR FIFTH GRADERS THIS YEAR CURRENTLY SCORED ON OUR LAST WINTER BENCHMARK THAT WE TOOK IN DECEMBER.
REALLY LOOKING AT OUR CURRENT PERFORMANCE, WE'RE ALREADY EXCEEDING IN OUR ALL STUDENTS WHERE WE WERE AT STAR AT THE END OF THE YEAR, OUR WINNER BENCHMARK SAYS, THE WORK WE'RE DOING IS ALREADY SEEING GAINS.
ON THE OTHER COLUMN, YOU'LL SEE A SCHOOL DEPENDENT STUDENTS.
AGAIN, THE BLUE 43% AT THE MEETS LEVEL, SO IT'S MEETS AND MASTERS.
43% OF STUDENTS ON THE FIFTH GRADE STAR LAST YEAR IN READING PERFORMED THAT MEETS OUR MASTERS.
NOW AS OF RIGHT NOW, 48% OF OUR SCHOOL DEPENDENT STUDENTS ARE MEETING OR EXCEEDING THAT STANDARD AT THE WINNER BENCHMARK.
THAT IS OUR LITERACY, AND THAT'S OUR LITERACY IS AT THIS MOMENT, THIS CHART REALLY SHOWS LAST YEAR'S FIFTH GRADERS TO THIS YEAR'S FIFTH GRADERS.
BUT WE DIDN'T WANT TO STOP THERE.
WE WANTED TO BREAK IT DOWN A LITTLE BIT MORE TO SEE THE GROWTH PIECE.
THIS NEXT CHART IS LAST YEAR'S FOURTH GRADE READING SCORES COMPARED TO THIS YEAR'S FIFTH GRADE WINTER BENCHMARK.
WE WANTED TO LOOK AT THE COHORT GROWTH.
IT'S THE SAME GROUP OF STUDENTS, THE FOURTH GRADERS LAST YEAR, THAT ARE NOW THE FIFTH GRADERS THIS YEAR.
WE WANTED TO LOOK AT HOW ARE THEY GROWING.
IF YOU'LL JUST LOOK AT THE TOP, LET'S LOOK AT SUE CROUCH. SUE CROUCH.
ON THE WINTER BENCHMARK, THEIR FIFTH GRADERS HAD 75% APPROACHES.
THEY WERE AT 58% AT THE MEETS, 21% AT THE MASTERS.
DO YOU SEE THAT ON THAT FIRST LINE THERE? THEN YOU'LL SEE THE LEVEL OF CHANGE IN THE COLUMNS NEXT TO THAT.
DO YOU SEE THE LEVEL OF CHANGE? THAT IS THE INCREASE FROM FOURTH GRADE TO FIFTH GRADE.
THAT MEANS SUE CROUCH THIS YEAR ON THE WINTER BENCHMARK THEIR FIFTH GRADERS, COMPARED TO THEIR FOURTH GRADE READING STAR, THEY HAVE IMPROVED 35% IN APPROACHES.
[01:25:01]
THEY HAVE IMPROVED 27% AT MEETS AND 13% AT MASTERS.I'LL GIVE YOU SOME TIME JUST TO LOOK AT THAT CHART AND ANYWHERE YOU SEE GREEN MEANS THAT OUR CURRENT FIFTH GRADERS ON THEIR WINNER BENCHMARK ARE EXCEEDING THEIR PERFORMANCE FROM THEIR FOURTH GRADE READING STAR.
>> YOU MEAN GREEN IN THE PERCENTAGE NUMBER, IN THAT COLUMN?
>> YES. IN THAT THE PERCENTAGE. YES, SIR.
YOU CAN SEE ALL OF OUR CAMPUSES ARE REALLY DOING GREAT WORK AND GROWING THIS COHORT FROM FOURTH TO FIFTH GRADE.
>> ALSO BOARD IN A SECOND, YOU'RE GOING TO GET A CHANCE TO ENGAGE IN CONVERSATIONS WITH THE PRINCIPAL SUPERVISORS WHEN WE DO OUR LEARNING WALK AND YOU CAN GET REALLY SPECIFIC AND ASK QUESTIONS THAT YOU MAY HAVE ABOUT WHAT'S OCCURRING TO ACCOUNT FOR THAT GROWTH AND HOW ARE WE ENSURING THAT STUDENTS ARE GROWING.
DEFINITELY LOOK FORWARD TO SHARING THAT INFORMATION.
>> ABSOLUTELY. THERE ARE SO MANY SYSTEMS AND PROCEDURES AND WORK IN PLACE AT THE CAMPUS LEVEL AND AT THE DISTRICT LEVEL, THAT YOU'RE SEEING THIS PROGRESS.
ONE OF THE THINGS DISTRICT-WIDE THAT WE DID THIS YEAR, ELEMENTARY READING WAS A FOCUS FOR OUR DISTRICT.
IT WAS IDENTIFIED AS A FOCUS FOR OUR DISTRICT.
IT'S ALSO OUR BOARD GOAL, IS WE IMPLEMENTED A LITERACY FRAMEWORK WITH RESEARCH-BASED INSTRUCTIONAL STRATEGIES.
ANY CURRICULUM, ANY RESOURCE IS REALLY DRIVEN BY THESE FOUR INSTRUCTIONAL STRATEGIES.
THAT LITERACY FRAMEWORK WAS REALLY PUT IN PLACE FROM KINDERGARTEN TO 12TH GRADE.
BUT REALLY, WE DID A RELAUNCH OF THE ELEMENTARY WORK, AND I THINK WE SEE IT PAYING OFF IN OUR RESULTS.
>> BOARD THERE WAS A QUESTION EARLIER WHEN WE WERE TALKING ABOUT THE 1882 PARTNERSHIP AND ABOUT THE LEVEL OF FLEXIBILITY THAT THE PARTNER WOULD HAVE AND WHAT WE WOULD NEGOTIATE ON, THE IMPLEMENTATION OF THE FRAMEWORK.
THE LITERACY FRAMEWORK, THAT WOULD BE SOMETHING THAT WE WOULD NOT WANT TO NEGOTIATE.
WE WANT TO BE CLEAR THAT IN ALL OF OUR LITERACY CLASSES, STUDENTS ARE GOING TO BE TAUGHT IN THESE DIFFERENT WAYS, IN ALIGNMENT WITH THE SCIENCE OF TEACHING, AND READING.
THAT'S AN EXAMPLE. THIS FRAMEWORK, ALSO TO YOUR POINT, MR. DAVIS, LITERACY FRAMEWORK ACTUALLY EVOLVED BECAUSE OF THE THIRD-GRADE READING CHALLENGES.
THE FACT THAT WE HAD A LOT OF TEACHERS THAT WERE ELEMENTARY TEACHERS WHO DURING THEIR DEVELOPMENT, THEY WERE NOT NECESSARILY READING TEACHERS.
ELEMENTARY TEACHER CAN TEACH ANYTHING.
WE WERE REQUIRED TO MAKE SURE THAT ALL OF OUR ELEMENTARY TEACHERS ARE TRAINED IN THE SCIENCE OF TEACHING, AND READING AND THEN WE HAD TO STANDARDIZE AN APPROACH.
THIS IS ONE OF THOSE THINGS THAT WITH A PARTNER, THEY WOULD STILL HAVE TO COMMIT TO THAT.
>> I HAVE A QUESTION BEFORE WE GO ON AND WE COULD GO BACK TO THE PREVIOUS SLIDE.
THIS ONE. I CAN'T THINK OF WHAT THEY'RE CALLED THE ZOOM MEETINGS THAT ARE BEING HELD?
>> SCHOOL QUALITY REPORTS. SHOULD, THAT AND THIS CORRELATE?
>> YOU'RE RIGHT AND IT SHOULD AND IN SOME CASES IT ACTUALLY DOES.
THE LONGER WE DO THE SCHOOL QUALITY REPORTS, THE MORE WE FIGURE OUT WHAT INFORMATION WE SHOULD BE SHARING.
BUT ALL CAMPUSES HAVE THIS INFORMATION, SOME CAMPUSES HAVE SHARED IT, SO WE'RE WORKING OUR WAY THROUGH IT.
THIS IS DEFINITELY SOMETHING THAT NEEDS TO BE A PART OF THAT.
>> OUR SECOND GOAL THAT WE WILL COVER TONIGHT IS OUR EIGHTH GRADE MATH GOAL.
AGAIN, YOU WILL SEE EIGHTH GRADE MATH FOR ALL STUDENTS IN THE BLUE, YOU WILL SEE WHERE OUR STUDENTS IN EIGHTH GRADE SCORED ON STAR AT THE MEETS OR ABOVE LEVEL LAST YEAR AT 31% AS OF OUR WINNER BENCHMARK.
CURRENTLY, ALL STUDENTS ARE EXCEEDING BY DOUBLE DIGITS THAT GOAL BY OUR WINNER BENCHMARK.
AS YOU SEE THE NEXT COLUMN, IN OUR SCHOOL DEPENDENT STUDENTS LAST YEAR ON STAR IN EIGHTH GRADE, 29% AT OUR WINNER BENCHMARK, WE ARE ALREADY, ALMOST WE'RE AT, 9% GROWTH FOR OUR SCHOOL DEPENDENT STUDENTS.
THE WORK THAT'S BEEN PUT IN, IN THE SECONDARY MATH HAS REALLY PAID OFF.
THIS ONE IS EIGHTH GRADE MATH.
WE ALSO PREPARED FOR YOU THIS EIGHTH GRADE MATH WITH STUDENTS IN EIGHTH GRADE THAT ALSO TAKE ALGEBRA 1.
[01:30:01]
THIS WOULD ENCOMPASS ALL EIGHTH GRADE STUDENTS, NOT JUST OUR EIGHTH MATH CLASSES, BUT ALSO OUR EIGHTH GRADE ALGEBRA 1.YOU'LL SEE LAST YEAR'S STAR PERFORMANCE COMPARED TO THIS YEAR'S WINTER BENCHMARK, AND YOU'LL SEE THE GREAT WORK OUR MIDDLE SCHOOLS ARE DOING IN MATH.
>> ONE OF THE THINGS ABOUT ALGEBRA AND REALLY ABOUT MATH, AT THE MIDDLE SCHOOL, I KNOW DR.
RIGHT. DR. WILLIAMS AND OTHERS ARE WORKING TO TRY TO ENSURE THAT WE GET AS MANY STUDENTS IN ALGEBRA IN THE EIGHTH GRADE AS WE ABSOLUTELY POSSIBLE AS WE CAN.
THAT'S BEEN, MISS LANE IS WORKING WITH THAT GROUP AS WELL, BUT WE'RE REALLY WANTING TO MOVE TO MAKING SURE THAT STUDENTS IN THE EIGHTH GRADE TAKE ALGEBRA.
THAT WAS, I KNOW MISS ROBINSON, YOU'VE BEEN TELLING ME THAT FOR THREE YEARS.
I'M A SLOW LEARNER, BUT I GOT IT.
>> I HAVE A QUESTION. ONE, I TOOK ALGEBRA ONE AS EIGHTH GRADER, AND MY SON DID TOO.
THAT IS IMPORTANT TO ME BECAUSE I UNDERSTAND THE TRAJECTORY.
THE OTHER THING IS FOR EUREKA AND CARNEGIE, ARE WE SECOND YEAR? HOW LONG HAVE WE IMPLEMENTED THIS? I JUST WANT TO KNOW IN COMPARISON TO THE GAINS, BECAUSE WE SEE THE GAINS AS A RESULT OF THAT CURRICULUM IN IMPLEMENTATION.
>> I THINK THAT'S A GREAT POINT.
WE ARE IN OUR SECOND YEAR AT THE SECONDARY LEVEL OF IMPLEMENTING CARNEGIE.
THIS YEAR, WE TOOK WHAT WE LEARNED LAST YEAR FROM YEAR 1 IMPLEMENTATION.
ONE OF OUR FOCUSES WAS THE FIFTH GRADE LITERACY, BUT IT WAS ALSO THE RELAUNCH OF CARNEGIE AT THE SECONDARY LEVEL.
WE DO BELIEVE WE HAVE INTENTIONAL PARTNERSHIPS WITH THE REGION CENTER AND THE UT DANA CENTER, WHO'S ALSO AT OUR MIDDLE SCHOOL LEVEL, TO REALLY WORK WITH US ON THE IMPLEMENTATION OF CARNEGIE IN YEAR TWO.
WE ARE ON AN ACCELERATED PATH NEXT YEAR'S FIFTH GRADERS, AS WE ADVISE THEM MOVING FORWARD INTO THE MIDDLE SCHOOL, WE ARE PUSHING TO THAT ACCELERATED PATH.
>> YOU MADE ME THINK OF SOMETHING BECAUSE THERE IS A SENATE BILL THAT HAS.
>> YOU MAY THINK, WHERE FOR THE 40%?
>> DO YOU MIND EXPLAINING THAT MORE TO THE BOARD?
>> ABSOLUTELY. NOW, ANY STUDENT WHO SCORES ON FIFTH GRADE STAR IN THE TOP 40TH QUARTILE SHOULD BE PLACED IN AN ACCELERATED PATH IN MIDDLE SCHOOL, SO THAT THEY WOULD TAKE AN ACCELERATED SIXTH GRADE ACCELERATED, SEVENTH GRADE TO BE AN ALGEBRA 1 IN THE EIGHTH GRADE.
HERE WE ARE LOOKING TO TAKE THE TOP 50TH, AND WE'RE ACTUALLY EXCEEDING THAT TO BE ABLE TO MAYBE CONTINUE AND REALLY PRESS AND GET ALL STUDENTS AS MANY AS WE CAN TO THAT ALGEBRA 1 PATH BY EIGHTH GRADE, BECAUSE WE KNOW THE OPPORTUNITIES THAT THAT OPENS UP.
>> I JUST WANT TO JUST JUMP IN THERE.
ONE THING THAT WE LEARNED FROM MR. GILLIS WHEN WE WERE DOING THE GT, I FORGOT WHAT WE CALL IT MR. GILLIS, BUT STUDENTS THAT WERE RIGHT ON THE CUSP, THEY DIDN'T QUALIFY.
>> TALENT POOL. WHAT WE REALIZED IS THAT WE HAVE A LOT OF KIDS THAT REALLY CAN PERFORM, BUT FOR WHATEVER REASON THEY'RE NOT IN.
THAT'S WHY WE SAY LET'S TAKE THE INFORMATION WE LEARNED BECAUSE THESE KIDS IN THE GT TALENT POOL, ONCE THEY GOT INTO THE GT PROGRAM, THEY'RE PERFORMING AS IF THEY'VE BEEN GT FOREVER.
WE KNOW IT'S MORE ABOUT EXPOSURE THAN IT IS ANYTHING ELSE I'D MUCH RATHER HAVE THE CONVERSATION ABOUT, MAYBE IT'S TOO DIFFICULT, LET'S MOVE BACK THEN, THEY GO THROUGH OUR SYSTEM AND NOT BE CHALLENGED.
>> AS YOU CAN SEE, WE DIDN'T STOP WITH JUST THE EIGHTH-GRADE PERFORMANCE COMPARED TO THE EIGHTH-GRADE PERFORMANCE.
WE WANTED TO LOOK AT OUR EIGHTH GRADERS BY COHORT.
THIS IS OUR CURRENT EIGHTH GRADERS COMPARED TO HOW THEY SCORED AS SEVENTH GRADERS.
WE WANTED TO LOOK AT ARE THEY MAKING GROWTH FROM THE SEVENTH-GRADE STAR TO WHERE WE ARE AT THE WINTER BENCHMARK AND YOU CAN SEE THAT ALL OF OUR CAMPUSES HAVE MADE GAINS THE SEVENTH GRADE INTO EIGHTH GRADE.
YOU CAN SEE THAT THEY ARE OUTPERFORMING WHERE THEY WERE IN SEVENTH-GRADE MATH, AS MEASURED BY OUR EIGHTH-GRADE WINTER BENCHMARK.
>> I HAVE A QUESTION, MISS ROE.
WAS THE TARGET 3% OR HIGHER, BECAUSE I'M NOTICING THAT THIS 2% AT CMS IS NOT GREEN.
>> JUST INTERNALLY, WE PUT A YELLOW AROUND ANYTHING TWO OR LESS SO THAT WE COULD KEEP AN EYE ON THAT.
[01:35:02]
WE MIGHT TYPICALLY DO A ZERO AND ANYTHING ABOVE A GREEN BUT FOR JUST INTERNALLY, WE WANTED TO KEEP OUR EYE ON ANYTHING THAT WASN'T MORE SIGNIFICANT IN GROWTH.BUT YELLOW THEY DID GROW. BUT THAT WAS JUST INTERNALLY WHAT WE'RE LOOKING AT. GREAT QUESTION.
>> TO THAT, A NON-GROWTH BE A RED OR SOMETHING? I HAVEN'T SEEN A NON-GROWTH.
>> YOU HAVE NOT, NOT IN THESE TWO GRADE LEVELS.
WE DO MEASURE EVERY SINGLE GRADE IN THIS MANNER AND SO WE WOULD LOOK AT GROWTH IN EVERY GRADE.
WE HAVE A DASHBOARD THAT WOULD SHOW EVERY GRADE AND GROWTH AND SO THAT WAY WE CAN SEE AND RED WOULD BE THAT THEY DECLINED FROM THE PREVIOUS YEAR.
>> HAVE WE EVALUATED THE VARIANCE? WHAT IS HAPPENING AT RAMS COMPARED TO WHAT IS HAPPENING AT CMS? BECAUSE WE'RE SEEING SIGNIFICANTLY HIGHER GAINS AND SO RAMS IS AN OUTLIER JUST WHEN YOU LOOK AT THIS STATISTICALLY, WHY? I'M SURE YOU ALL ARE ASKING THIS QUESTION WHAT IS HAPPENING THERE OR WHAT ARE THE FACTORS THAT WE HAVE SEEN THERE THAT MAY OR MAY NOT BE IN PLACE AT OUR OTHER CAMPUSES, BECAUSE THE REST OF THEM ARE RIGHT IN THE SAME AREA BUT THEN WE'VE GOT THIS OUTLIER.
>> ABSOLUTELY. EACH MONTH, DR. WILLIAMS IS THE EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP IN MIDDLE SCHOOLS HE'LL MEET WITH THE PRINCIPALS AND THEY WILL PULL OUT THIS VERY INFORMATION AND BEGIN TO LOOK AND TALK ABOUT THOSE VERY THINGS AND THAT'S THE BEAUTY OF BEING ABLE TO LEVERAGE THE HIGH PRACTICES ACROSS CAMPUSES.
FOR EXAMPLE, WE CAN SAY THERE ARE TEACHERS WHO HAVE BEEN IN PLACE BOTH YEARS IN CARNEGIE HERE, SO THAT'S A FACTOR THAT MIGHT PLAY TO HIGHER PERFORMANCE, AND SOME OF THE OTHER CAMPUSES THAT MAY BE NEW TO THE GRADE LEVEL.
THERE ARE JUST SOME THINGS THAT WE'RE LOOKING AT THAT WE'VE LEVERAGED ACROSS CAMPUS.
WE DEFINITELY, EVERY MONTH, THEY'RE VERY INTENTIONAL IN LOOKING AND SHARING PRACTICES ACROSS CAMPUSES AND WE ALSO DO LEARNING WALKS ACROSS CAMPUSES, SO PRINCIPALS GET TO SEE EACH OTHER.
>> I WANT TO ELABORATE MORE ON THAT BECAUSE I HEAR YOU SAYING THE PRINCIPALS ARE MEETING AND COLLABORATING.
ARE YOU SKILL-SHARING BETWEEN THE TEACHERS? AT WHAT POINT DO THEY DO THAT? IS IT THROUGHOUT THE YEAR OR PERIODICALLY? HOW PERIODICALLY IS THAT?
>> GREAT QUESTION. OUR INSTRUCTIONAL SUPPORT SPECIALISTS MEET EVERY FRIDAY, AND THEY'RE ABLE TO ALSO LEVERAGE EACH OTHER IN THESE PRACTICES, AND THEY TAKE THESE PRACTICES BACK TO THEIR CAMPUSES AND THEN EVERY WEEK IN PLC, THEY'LL WORK WITH TEACHERS, SO THINGS THAT THEY HAVE LEARNED FROM OTHER CAMPUSES SO THAT'S ONE WAY.
WE ALSO HAVE CAMPUS PLANNING DAYS AND WHAT WE CALL DISTRICT LEARNING ACADEMIES. WE'LL DO THAT.
WE ACTUALLY HAVE ONE COMING UP FEBRUARY 16TH, WHERE ALL MATH TEACHERS, GRADE LEVEL, EITHER VERTICALLY OR HORIZONTALLY, WILL GET TOGETHER AND WORK ON THESE PRACTICES AND REALLY SHARE THOSE HIGH-LEVERAGE OR HIGH-IMPACT PRACTICES ACROSS CAMPUSES.
>> I HAVE A COMMENT OR A QUESTION.
BACK TO THE QUESTION ABOUT WHAT'S HAPPENING AT RAMS, THAT MAYBE NOT THE OTHER CAMPUSES, THE OTHER CAMPUSES HAVE NEW PRINCIPLES, DON'T THEY? THEY DO. COULD WE EXPECT THAT THAT HAD SOMETHING TO DO WITH IT? MAYBE IN THAT NEXT YEAR WE WILL SEE ADDITIONAL GROWTH WHERE WE DIDN'T THIS YEAR MAYBE?
>> I DEFINITELY THINK, LEADERSHIP IS REALLY ONE OF THE KEY FACTORS BUT ALSO THE QUALITY OF THE CLASSROOM TEACHER AS WELL.
I THINK THAT WHEN YOU GET A CHANCE TO WALK AROUND AND GO TO THE MIDDLE SCHOOL AREA, I THINK DR. WILLIAMS WILL BE ABLE TO REALLY PINPOINT THE DIFFERENCES BETWEEN THOSE CAMPUSES AND WHAT WE'RE WORKING ON BUT WE DO ANTICIPATE THAT ALL OF THOSE CAMPUSES WILL BE PERFORMING WHERE HE IS IN A SHORT PERIOD OF TIME WITH THE RIGHT INTENTION.
>> I HAVE A QUESTION. TRUSTEE DARRYL DAVIS MADE ME THINK OF SOMETHING WHEN HE ASKED WHEN WE WERE PRESENTING THE 1882 PARTNERSHIP AND HE WANTED TO KNOW HOW MIDDLE SCHOOLS IMPACTED HIGH SCHOOL.
I'M WONDERING SINCE WE HAVE FOUR MIDDLE SCHOOLS, BREAKING THE ELEMENTARY SCHOOLS UP BY THEATERS TO SEE HOW DID THAT ELEMENTARY PERFORM THOSE FOUR OR FIVE MANY FEED INTO ALLEY, FEED INTO SUMMER CREEK, AND SEE IS, IS THAT WHERE IT BEGINS?
[01:40:05]
>> DEFINITELY A GOOD PERSPECTIVE.
WE WILL BE TRACKING THAT AND FOLLOWING THAT.
I BELIEVE THAT WE'RE REALLY ON THE CUSP OF RECEIVING THE BENEFIT FROM ALL OF THE WORK THAT WE'VE DONE AT THE ELEMENTARY LEVEL.
MOST OF THOSE STUDENTS THAT WERE AT WALKER AND HARGRAVE AND ALL OF THE OTHER ELEMENTARY SCHOOLS, THEY'RE NOW MOVING THROUGH OUR SYSTEM.
SO YEAH, WE DEFINITELY FEEL LIKE THAT'S SOMETHING THAT'S IMPORTANT AND TO BE ABLE TO LOOK AT THE STUDENTS THESE CAMPUSES AND SEE WHERE THEY COME FROM IS CRITICAL AS WELL.
>> GOOD QUESTION. JUST AS IN LITERACY, WE ARE ALSO IN THE PROCESS OF FINALIZING OUR MATH FRAMEWORK AS THE MATH FRAMEWORK IS DRIVEN BY THESE RESEARCH-BASED INSTRUCTIONAL STRATEGIES.
EACH OF THESE STRATEGIES WILL BE BEHIND THE RESOURCES AND THE CURRICULUM, AND SO WE ENSURE THAT EACH OF THESE ITEMS ARE TAUGHT EXPLICITLY FOR OUR TEACHERS TO REALLY BUILD CAPACITY IN THOSE BEST PRACTICES.
THAT FRAMEWORK WILL REALLY DRIVE THE WORK THAT WE DO AS WELL IN MATH AND THAT HAS BEEN A GREAT FOCUS FOR US THIS YEAR AT THE DISTRICT LEVEL.
BUT NOW IT'S THE MOST EXCITING PART.
WE CAN SET GOALS ALL DAY LONG.
WE SET GOALS, WE KNOW WHERE WE WANT TO BE, BUT IF WE DON'T HAVE THE SYSTEMS AND THE WORK BEHIND THOSE GOALS, WE MAY NOT REACH THAT GOAL.
WE ARE NOT GOING TO RISE TO THE LEVEL OF OUR GOALS.
WE'LL FALL TO THE LEVEL OF OUR SYSTEMS. BUT THAT'S NOT GOING TO HAPPEN HERE IN CROWLEY ISD BECAUSE THIS IS THE MOST EXCITING PART.
OUR EXECUTIVE DIRECTORS OF LEADERSHIP DEVELOPMENT, THEY ARE GOING TO BE ABLE TO WALK YOU THROUGH THE PRACTICES AND THE SYSTEMS THAT ARE HAPPENING AT THE DISTRICT AND THE CAMPUS LEVEL THAT IS MAKING THAT PROGRESS HAPPEN.
IT'S THE PEOPLE THAT MAKE IT WORK AND I'M REALLY EXCITED FOR YOU TO GET TO SIT AND TO REALLY HEAR THE GREAT WORK HAPPENING BECAUSE THEY ARE WALKING SIDE BY SIDE WITH OUR CAMPUSES AS WE REALLY WALK ON THIS JOURNEY OF STUDENT ACHIEVEMENT.
BOARD, I CAN GIVE YOU LOGISTICALLY HOW THE NEXT PART WILL WORK.
MADAM PRESIDENT, YOU MAY WANT TO TAKE A BREAK AND THEN RECONVENE. DO YOU WANT TO DO THAT? ONCE WE DO THAT, THEN I'LL GO OVER WHAT THE NEXT PART OF THE MEETING WILL BE.
>> YES. WE ARE GOING TO TAKE A BREAK AT NOW 7:49 AND WE CONVENE AT 7:55.
>> THANK YOU. I SAID 8:55 EARLIER, THAT'S WHY THEY WERE LAUGHING.
>> OUR WORK SESSION, I'M GOING TO SAY SOMETHING, I'M GOING TO SEE IF YOU ALL CAN RECOGNIZE IT.
BECAUSE I SAID THIS THIS MORNING WITH MY TEAM WHEN I GOT IN. HERE WE GO.
[LAUGHTER] ANYBODY KNOW WHAT THAT MEANS? [LAUGHTER] THAT'S WHAT DOUG DOES WHEN HE GETS READY TO CHANGE THE PLAY.
I JUST WANT TO TELL Y'ALL, BOARD MEN, I HAVE AN AWESOME TEAM.
I REALLY BELIEVE THIS IS PROBABLY ONE OF THE BEST TEAMS. I'M GRATEFUL THE WORK THAT YOU SEE IS REALLY A RESULT OF THE TEAM.
THIS MORNING AT FIVE O'CLOCK I HAD AN IDEA, [LAUGHTER] AND SO I SENT OUT A TEXT AND SO WE MET AT 8:30.
WHAT YOU'RE GOING TO EXPERIENCE TODAY, THESE FOLKS DIDN'T HAVE ANY CHANCE OF PUTTING IT TOGETHER.
[LAUGHTER] THEY HAD TO GO AT 8:30, AND THEY WORKED AND THEY PUT IT TOGETHER BECAUSE IT'S WHAT THEY DO.
I TOLD THEM, IF YOU HAVE TO GO BACK TO THE OFFICE AND MAKEUP ANYTHING, THEN YOU'RE WRONG.
I NEED YOU TO BE ABLE TO TALK ABOUT WHAT IT IS WE DO ON A DAILY BASIS.
I CAME BACK IN AND THIS IS WHAT THE ROOM LOOKS LIKE, SO YOU'RE IN FOR A TREAT.
I ASKED THEM TO REALLY SHOW YOU UNDER THE HOOD.
TO REALLY NOT JUST SHOW YOU THE CAR, WE SHOWED YOU THE CAR, WE WANT TO NOW SHOW YOU UNDER THE HOOD, LIKE HOW DO WE MAKE SURE THAT WE MAKE 3%, 4%, 5% GROWTH? HOW DO WE DO THAT ON A DAILY BASIS? WHAT'S HAPPENING AT THE DIFFERENT SCHOOLS? YOU'LL GET OPPORTUNITY TO ACTUALLY ENGAGE IN THE PEOPLE THAT ARE ACTUALLY DOING THE WORK.
THEY ARE SUPERVISING THE PRINCIPALS.
THE WAY WE HAVE THIS SETUP, WE HAVE 20 MINUTES.
FOR 20 MINUTES, WE'RE GOING TO BE GOING AROUND DOING A GALLERY WALK.
THE WAY IT'S SET UP, WE'LL START OFF WITH ELEMENTARY.
WE'LL BE ABLE TO GO AND DO A GALLERY WALK FOR 20 MINUTES.
THE PRINCIPAL SUPERVISOR AT THE ELEMENTARY LEVEL
[01:45:02]
WILL SHARE WITH YOU THE DIFFERENT TOOLS THAT WE'RE USING.IT'S MORE SO ABOUT THE TOOLS, NOT AS MUCH ABOUT THE PERFORMANCE, BUT MORE ABOUT THE TOOLS.
YOU CAN'T ASK ABOUT PERFORMANCE, BUT WE WANT TO JUST SHARE WITH YOU THE TOOLS ON HOW WE GET THERE.
THE WAY WE HAVE Y'ALL SET UP, MISS DAVIS AND MR. DAVIS, YOU ALL WILL BE IN THE FIRST GROUP, YOU ALL WILL BE WITH MISS BATTICE AND YOU ALL WILL BE AT THE FIRST ELEMENTARY GROUP.
WE HAVE THREE ELEMENTARY SUPERVISORS, AND SO WE HAVE OUR CAMPUSES DIVIDED UP INTO CLUSTERS.
YOU TWO WILL BE WITH MISS BATTICE AND YOU ALL WILL BE WITH THE FIRST ELEMENTARY GROUP.
MISS STEVENSON AND MISS ROBINSON, YOU WILL BE WITH MISS ROE.
YOU ALL ALSO WILL BE WITH ELEMENTARY, AND THEN ALSO DR. MAYFIELD, YOU WILL BE WITH DR. WRIGHT.
ALL OF YOU WILL BE HEARING FROM A PARTICULAR PRINCIPAL SUPERVISOR FOR THE ELEMENTARY LEVEL, ABOUT 20 MINUTES.
THEY'LL WALK YOU THROUGH THEIR TOOLS, YOU ASK ANY QUESTION, DIG DEEP.
REALLY HOPEFULLY YOU GET YOUR QUESTIONS ANSWERED.
THEN WE'LL COME BACK, AND WE'LL JUST KIND OF DEBRIEF AND TALK PUBLICLY.
THEN WE'LL GO AGAIN TO A MIDDLE SCHOOL AND HIGH SCHOOL.
WITH THE MIDDLE SCHOOL AND HIGH SCHOOL, WE'LL HAVE YOU ALL DIVIDED UP.
YOU'LL GO OUT TO ONLY BE TWO GROUPS FOR MIDDLE SCHOOL AND HIGH SCHOOL.
ONE WILL BE LISTENING TO MIDDLE SCHOOL, AND THEN THE OTHER WILL BE LISTENING TO HIGH SCHOOL.
WE'LL SWITCH AND THEN YOU'LL HEAR AGAIN, COME BACK HERE, DEBRIEF, YOU ASK ANY FOLLOW-UP QUESTIONS, AND THEN WE'LL GO BACK FOR A THIRD TIME AND YOU'LL HEAR FROM OUR SPECIALIZED PROGRAMS LIKE CCA, THE MONTES STORY AND THEN ALSO CTE.
THEN WE'LL COME BACK AND HAVE FINAL CONVERSATIONS ABOUT GOALS.
ANYBODY HAVE ANY QUESTIONS ABOUT THAT? WELL, I APPRECIATE IT.
NOW WE'LL GO AHEAD AND YOU ALL HAVE PADS IF YOU WANT TO TAKE DOWN ANYTHING, CAN YOU ALL EXPLAIN HOW Y'ALL ARE ORGANIZED? PENSKY, WHY DON'T YOU EXPLAIN WHAT WE GOT GOING? [LAUGHTER]
>> YES SIR. WE HAVE CLUSTER [INAUDIBLE] CLUSTER 5, CLUSTER 4, AND CLUSTER 15.
YOU GUYS WILL BE TAKING IN ONE OF OUR CLUSTER GROUPS, AND YOU'LL BE LISTENING TO INFORMATION AS IT RELATES TO HOW WE DO THE WORK THAT YOU ARE ABLE TO SEE ON THE SCREEN ON A MONTHLY BASIS.
FOR EVERY TWO WEEK BASIS [NOISE].
WE'RE EXCITED TO SHARE ANY INFORMATION.
>> WE CAN GO AHEAD ALL YOUR GROUPS.
THEY WILL KIND OF LEAD YOU AROUND.
YOU CAN STAND AROUND, OR LOOK AT IT, OR YOU CAN SIT.
WE'RE GOING TO SPEND ABOUT 20 MINUTES THERE.
TEAM MEMBERS, IF YOU'RE NOT WITH THE PRINCIPAL SUPERVISOR, YOU CAN WATCH THE TIME FOR US AND LET US KNOW.
>> TWENTY, YES, YOU'VE BEEN TIME TIME PERSON THERE [BACKGROUND]
[01:52:28]
[MUSIC][02:08:15]
>> [BACKGROUND] PRINCIPAL SUPERVISORS, IF YOU WERE TO BEGIN TO WRAP UP,
[02:08:19]
WE'RE REALLY RIGHT ON THAT TIME BUT GOING AND COMPLETE YOUR CONVERSATIONS.[02:08:23]
BUT WE WILL RETURN BACK TO THE SEATS ONCE YOU'RE DONE.DR. PAULA. [OVERLAPPING] [MUSIC]
>> PRINCIPAL SUPERVISORS, IF YOU ALL COULD JOIN US AT THE TABLE, ALL THE ELEMENTARY PRINCIPAL SUPERVISORS, WE WANT TO JUST DO A REFLECTION AND JUST HAVE A CHANCE FOR ADDITIONAL DISCUSSION.
[02:10:19]
MADAM PRESIDENT, WE WANTED TO JUST TAKE A FEW MINUTES TO JUST SHARE WITH YOU SOME OF THE TOOLS AND SYSTEMS THAT WE USE TO MONITOR STUDENT PROGRESS AND JUST REALLY ENSURE THAT WE ARE MAKING THE DECISIONS AND DOING THE THINGS WE NEED TO DO TO MAKE SURE THESE KIDS ARE LEARNING AND GROWING.THANK YOU ALL FOR TAKING SOME TIME TO JUST HEAR THAT.
WE'RE OPEN FOR ANY QUESTIONS, AND THEN I'LL HAVE THEM WRAP UP THIS SECTION AFTER ANY QUESTIONS.
>> [LAUGHTER] I'LL JUST SAY THAT I, EXCUSE ME, I'M SO SORRY, THOROUGHLY ENJOYED MY PRESENTATION.
THERE WERE SOME THINGS, OF COURSE, A COUPLE OF ACRONYMS THAT I HAD TO THINK ABOUT, BUT IT WAS CLEARLY EXPLAINED AFTERWARDS.
BUT JUST TO SEE THE LEVEL OF INTENT AND THE LEVEL OF DEDICATION AND AS DR.
WRIGHT EVEN ADDED AFTERWARDS ABOUT EVERYBODY HAVING A ROLE TO PLAY FOR THE SUCCESS OF THE SCHOOLS.
ONE THING THAT I WAS IMPRESSED WITH, WHICH I WAS GOING TO ASK ABOUT ANYWAY, BUT I SAW IT DURING THE PRESENTATION, WAS HOW THE STUDENTS ALSO OWN THEIR LEARNING, THEY OWN THEIR PROGRESS, WHERE THE TEACHERS WORK WITH THEM TO SHOW THESE ARE WHERE YOU ARE, YOUR DATA IS HERE, HERE ARE THE OPPORTUNITIES OR THE GAPS, AND THEN HOW ARE WE GOING TO GET YOU THERE, WHAT THE STUDENT BELIEVES WILL TAKE THEM TO THE NEXT LEVEL.
I JUST THINK THAT'S SO IMPRESSIVE.
I THINK WE SAW THAT A FEW YEARS AGO.
I WAS WONDERING IF THAT PRACTICE WAS STILL IN PLACE WHERE THE STUDENTS REALLY GET TO SEE HOW THEY'RE TRACKING THEIR PROGRESS AND THEY CAN OWN IT.
I WAS THANKFUL TO SEE THAT IT'S STILL IN PLACE, BUT THE PRESENTATION WAS PHENOMENAL.
HOPEFULLY, BECAUSE WE SAW AN EXAMPLE OF A CAMPUS AND I JUST BELIEVE ACROSS THE WHOLE DISTRICT, THAT'S THE SYSTEM THAT YOU'RE TALKING ABOUT WHERE YOU PUT THESE SYSTEMS IN PLACE AND WE SHOULD SEE THE IMPROVEMENT OVER AND OVER AND OVER AGAIN.
>> OF COURSE EVERYTHING THAT YOU SAID DR. MAYFIELD, WHAT I WILL ADD TO THAT IS THAT IT'S EVIDENT TO ME THAT THE STAFF IS ENJOYING THEIR WORK SO THAT WE CAN SEE THE GROWTH WE DESIRE.
FOR ME, IT HAS BEEN AND ALWAYS WILL BE THE MISSING PIECE FOR ME IS GETTING THE PARENTS TO ENGAGE AT A [NOISE] LEVEL TO REALLY MAKE A DIFFERENCE.
MR. DAVIS HAS A SECOND ASSIGNMENT.
BUT IT'S VERY CLEAR TO ME THAT THE STAFF IS DOING WHAT NEEDS TO HAPPEN IN ORDER FOR OUR STUDENTS TO BE SUCCESSFUL.
IF WE CAN FIGURE OUT HOW TO REALLY GET THE PARENTS ENGAGED AND INVOLVED AT A SIGNIFICANT LEVEL, I THINK WE COULD REALLY SEE SOME WORK.
>> THAT WAS ONE OF THE QUESTIONS THAT I ASKED DR. WRIGHT AT THE END, AND HE DID SAY THAT THERE IS PARENTAL ENGAGEMENT AS PART OF THIS PROCESS.
I THINK WE HEARD IN THE LAST BOARD MEETING, ONE AT THE HIGH SCHOOL LEVEL EVEN, AND I KNOW WE'RE TALKING ABOUT ELEMENTARY AND MIDDLE SCHOOL, BUT KEEPING THOSE PARENTS ENGAGED AT ALL LEVELS OF OUR STUDENTS' EDUCATION AND HAVING A PTA AT A HIGH SCHOOL, THAT'S SOMETHING THAT I'VE WANTED FOR A LONG TIME.
I WAS PLEASANTLY SURPRISED TO HEAR ABOUT THE PTA.
BUT BEING INVOLVED AND ENGAGED AT THIS PROCESS WHEN THOSE KIDS ARE TRACKING, IT WOULD BE NICE FOR THEM TO BE ABLE TO TAKE THAT INFORMATION HOME TO THEIR PARENTS AND THEN HAVE THEIR PARENTS TO [NOISE] REPORT BACK OR MEET WITH THE TEACHER AND JUST GO OVER THOSE.
I KNOW THAT'S A LOT TO ASK FOR ALL OF THOSE TEACHERS, SO IN SOME WAY THAT WOULD GIVE SOMETHING THAT WE CAN DO TO GET THE PARENTS INVOLVED.
THERE HAS TO BE SOMETHING OUT THERE.
>> ONE OF THE THINGS THAT I APPRECIATE DR. STAPINSKI DID THAT MAKES THE JOB IS WALKING US THROUGH,
[02:15:05]
YOU ARE THE ONLY ONE THAT I APPRECIATE CONSISTENCY.FOR HER TO BE ABLE TO SAY ON TUESDAYS AND WEDNESDAYS, YOU'RE NOT GOING TO FIND ME HERE AT CENTRAL ADMIN BECAUSE I'M AT PLCS ON CAMPUS [NOISE] OR BEING ABLE TO DO THOSE LEARNING WALKS AND ALL OF THOSE KINDS OF THINGS TO HAVE [NOISE] THE DOCUMENTATION THAT THE MAJORITY OF OUR TEACHERS AND STAFF ARE DOING WHAT IS EXPECTED BUT ALSO TO BE ABLE TO IDENTIFY THOSE AREAS IN WHICH THERE MAY BE SOME OUTLIERS.
BECAUSE, YES, WE HAVE ADOPTED THE HIGH-QUALITY INSTRUCTIONAL MATERIALS, BUT JUST BECAUSE WE, AS A DISTRICT, ADOPTED THEM AND BECAUSE A SCHOOL ADOPTED THEM DOESN'T NECESSARILY MEAN THAT THE INSTRUCTIONAL LEADER HAS FULLY ADOPTED IT.
>> BUT THROUGH THE CONSISTENCY AND THE SYSTEM AND THE STRUCTURE THAT WE HAVE IN PLACE, WE'RE ABLE TO IDENTIFY THOSE THINGS TO BE ABLE TO ADDRESS THEM ACCORDINGLY.
>> THANK YOU SO MUCH FOR A WONDERFUL PRESENTATION.
ONE THING THAT I APPRECIATE IS THE DIFFERENCE BETWEEN NOW AND THEN.
WHEN I SAY THAT IS BECAUSE MY KIDS WENT THROUGH CROWLEY ISD, AND I CAN SEE THE BIG CHANGE AND THE BIG DIFFERENCE THAT WE'RE DOING NOW COMPARED TO WHAT WE DID BACK THEN.
FOR EVERYONE TO HAVE PLAYED A PART IN THAT, THAT'S AMAZING.
FROM THE STUDENT TO THE TEACHER, TO THE PRINCIPAL, TO YOUR POSITION, I FORGOT, ED, [LAUGHTER] AND ALL THE WAY UP THE CHAIN, EVERYBODY PLAYS A PART IN IT.
SO I REALLY APPRECIATE WHAT WE'RE DOING AT CROWLEY ISD.
>> I JUST SAID, I LOVE ALL OF IT.
I LOVE YOUR PRESENTATION, DR. LEWIS.
CROWLEY IS INTENTIONAL ABOUT MOVING STUDENTS FORWARD.
SO YOU LOOK AT THAT DATA, THERE'S MULTIPLE PEOPLE, [LAUGHTER] MULTIPLE HANDS-ON STUDENTS THAT MAKE SURE THAT STUDENTS ARE SUCCESSFUL.
TO TRUSTEE JUNE DAVIS'S POINT, I KNOW MY DAUGHTER'S SCHOOL, THEY USE PROFESSIONAL LEARNING LEADS FOR PARENT CONFERENCES.
THEY CALL US IN, YOU SIGN UP ON-SITE, GENIUS, AND THEY GIVE US THE MATH, THE CFA, THE BENCHMARKS, WHATEVER, THIS IS HOW THE STUDENT IS DOING.
I DON'T KNOW IF THAT'S A DISTRICT THING OR THAT'S UNIQUE TO THAT CAMPUS.
ALSO, EARLY RELEASE DATES, SIGN UP SO YOU CAN COME IN BECAUSE TEACHERS ARE STILL THERE, SO YOU COULD MEET BETWEEN 12:00-4:00 OR WHATEVER, YOU CAN COME.
YOU CAN JUST KNOW HOW YOUR STUDENTS ARE GOING.
BECAUSE I KNOW PART OF THE SCHOOL QUALITY REPORT IS LIKE ASK YOUR STUDENTS ABOUT THEIR DATA AND WHATEVER, BUT ALSO HAVING PARENTS GO IN AND SEEING IT AND ACTUALLY TAKE SOMETHING TANGIBLE WITH THEM.
SO I CAN SEE YOUR JOB NEEDS TO IMPROVE ON THIS AREA, BUT YOU HAVE A VISION, YOU HAVE FAITH, AND YOU CAN ACTUALLY SEE HOW YOUR STUDENT IS PROGRESSING.
>> I'M JUST WONDERING, SO TO TRUSTEE DAVIS'S POINT ABOUT PARENTAL ENGAGEMENT AND TO YOUR POINT ABOUT THE TANGIBLE [NOISE] ASPECTS OF IT.
WHEN PARENTS GO IN AND IF THEIR STUDENT, TEACHER, THEY'RE HAVING THE CONFERENCE AND THEY GET THIS INFORMATION.
IF THE PARENT COMMITS TO SOMETHING BEFORE THEY LEAVE, LET'S JUST SAY HERE IS THE INFORMATION THAT MY CHILD HAS AND I KNOW WHERE MY CHILD IS PERFORMING, AND I AM GOING TO COMMIT TO SPENDING AN HOUR EACH EVENING, 30 MINUTES EACH EVENING DEDICATED TO SUPPORTING MY STUDENT WITH THEIR HOMEWORK.
THEN COMING BACK, I THINK IT WOULD BE REALLY PHENOMENAL IF A PARENT CAN SEE THEIR CHILD'S PROGRESS AFTER THEY'VE MADE THE COMMITMENT AND THEY COME BACK AND LITERALLY SEE IT ON PAPER.
THAT MAY BE SOMETHING SMALL, BUT TO GET THE PARENTS ENGAGED AND THEY CAN SEE HOW IMPACTFUL THEIR ENGAGEMENT IS FOR THEIR STUDENT, I THINK THAT MIGHT HELP A LITTLE BIT TOO, JUST SOMETHING SMALL.
>> ABSOLUTELY. THAT'S A GOOD IDEA FOR SURE.
>> I NEED TO CLARIFY BECAUSE MY COMMENT AND MY STATEMENT WAS NOT FOR ALL PARENTS BECAUSE THERE ARE PARENTS ENGAGED AND INVOLVED.
MY DESIRE WOULD BE FOR THOSE PARENTS THAT AREN'T AS ENGAGED AND INVOLVED TO SOMEHOW [LAUGHTER] FIGURE OUT HOW TO GET THOSE PARENTS INVOLVED.
>> EVEN THE ONES THAT WORK TWO OR THREE JOBS.
>> BUT THAT'S WHAT THE SITUATION IS
>> SOMEBODY SAID SOMETHING EARLIER ABOUT MEET THEM WHERE THEY ARE.
MAYBE THEY CAN'T COME TO THE CAMPUS,
[02:20:02]
BUT I DON'T KNOW.>> MY QUESTION IS, DO WE USE ZOOMS WITH PARENTS THAT WORK? [BACKGROUND]
>> SOMETHING FOR THOSE PARENTS THAT AREN'T AS LIKELY TO REACH OUT.
>> I WOULD JUST LIKE TO KNOW FROM TIME THAT WE STARTED QUARANTINE, WHERE DO YOU SEE MORE PARENT ENGAGEMENT DURING THIS PROCESS THAN WE DID BEFORE OR IS IT LESS INVOLVEMENT? [NOISE].
>> SINCE WE STARTED THE PROGRAM, DO WE SEE MORE APPARENT ENGAGEMENT NOW OR IS IT LESS INVOLVED NOW? [NOISE]
>> SO ELEMENTARY BECAUSE WE DON'T HAVE CURRENTLY THE HIGH SCHOOL OF EUREKA.
>> EUREKA. [OVERLAPPING] [LAUGHTER].
EUREKA IS SOMETHING A LITTLE BIT DIFFERENT, AND I WAS SPEAKING TO THAT WITH DAVIS'S CASE EARLIER.
EUREKA IS DIFFERENT FROM THE WAY THAT WE WERE TAUGHT THAT INFORMATION, AND SO WE'RE HAVING MORE CONVERSATIONS ABOUT THAT.
ONE OF THE THINGS THAT I HOPE SOME OF THE CAMPUSES DO IS THEY START HAVING THEIR CLASS BUILDING, JUST IN THE HOME, THE TUTORIAL TEACHERS THAT SOME OF THE TEACHERS HAVE, OR YOU HAVE A TEACHER THAT'S TEACHING YOU, SO THAT THEY CAN WORK ALONGSIDE THEIR STUDENT AND BE ABLE TO HELP THEM, BECAUSE IT'S DEFINITELY DIFFERENT.
SO IT'S DIFFERENT FOR THE KIDS, AND WELL IT'S DIFFERENT FOR THE STUDENT, BUT IT'S DEFINITELY DIFFERENT FOR THE PARENTS AND YOU WANT THEM TO FEEL COMFORTABLE AND CONFIDENT IN BEING ABLE TO HELP THEIR STUDENTS.
AND SO AGAIN, ONE OF THE WAYS WE DO THAT IS BY PUTTING ON SOME EXEMPLAR EXAMPLES OF WHAT THEY NEED TO KNOW.
SOMETIMES IT'S A VIDEO OR SOMETIMES IT'S AN ACTUAL WORKED OUT ASSIGNMENT.
>> AND I ALSO WOULD SAY AS A PARENT THAT HELPS BECAUSE I WAS BAR MATH TEACHER BUT WE DIDN'T TALK ABOUT DECOMPOSING [LAUGHTER].
WE TALKED ABOUT SCIENCE AND MATH.
SO YOU AND I HAVE TO BE SASSY.
SO I HAVE A SASSY LITTLE GIRL WHO WAS LIKE, ALL YOU HAVE TO DO IS DECOMPOSE AND YOU ARE DONE.
AND I WAS LIKE, OKAY, TELL ME TO STOP AGAIN.
[LAUGHTER] AND I'M HERE LIKE I'M A NEWBIE TOO [LAUGHTER].
AND SO SENDING THAT INFORMATION HOME TO PARENTS IS LIKE, OKAY, THIS IS WHAT WE'RE TALKING ABOUT, OR LET ME WATCH A VIDEO FIRST BECAUSE I DON'T WANT TO CONFUSE YOU.
SO LET ME SEE HOW YOUR TEACHER TEACHES IT.
BECAUSE I KNOW MY WAY, BACK OLD SCHOOL, IN MY LEARNING.
AND SO IF I CAN SEE THIS, OKAY, I CAN MIMIC WHAT THEY'RE DOING BECAUSE I DON'T WANT TO TEACH YOU ONE WAY, AND YOU GO BACK TO SCHOOL AND THEN YOU'RE ALL CONFUSED.
YOU'RE RIGHT, YOU'RE LEARNING TWO DIFFERENT METHODS, SO I THINK THAT JUST HELPS ME TO BE MORE VISUAL.
>> ALL RIGHT, SO I'D LIKE TO GIVE THE PRINCIPAL SUPERVISOR OPPORTUNITY IF YOU ALL HAVE ANY CLOSING COMMENTS.
>> YEAH, I REALLY DID ENJOY BEING ABLE TO SHARE WHAT WE ACTUALLY DO.
AND IT WAS VERY NATURAL, IT SEEMS LIKE THIS TIME.
SO I WOULD SAY YOU DID A GOOD JOB DR. MCFARLAND.
[LAUGHTER] YOU ALL GOT BY 5:00.
SO WHEN YOU START, YOU REALLY GET IN THE GROOVE, I WAS LIKE, OH, YOU WORK [LAUGHTER].
IT WAS EXCITING TO BE ABLE TO SHARE.
AND WE REALLY WERE INTENTIONAL ABOUT MAKING SURE WE WERE ALL SHARING.
THAT WE WERE ALL SHARING AND BEING CONSISTENT, BUT YET REALIZING THAT THERE ARE DIFFERENT THINGS THAT ALL OF US CAN ACHIEVE. SO THANK YOU.
>> I DIDN'T THINK I WAS GOING TO WAIT 20 MINUTES AND THEN I WAS RUNNING OUT OF TIME.
THERE'S SO MUCH INFORMATION TO SHARE THAT AGAIN, I ENJOYED THE BOOK.
IT'S MY FIRST BOOK BEFORE THE BOARD [LAUGHTER].
SO I WAS LIKE, THANK YOU, I'LL BE OUT THERE BEFORE YOU. [LAUGHTER].
>> AND JUST TO WRAP THAT UP, IT KIND OF GOES BACK TO WHAT YOU SAID THIS MORNING BACK WHEN FATHER NUNEZ, THIS IS THE WORK THAT YOU DO ON A DAILY BASIS.
SO SHE'S COMING AFTER YOU TO BE ABLE TO SPEAK ABOUT IT.
AND HOPEFULLY WE WERE ABLE TO PROVE TO YOU ALL TODAY.
NONE OF THE THINGS THAT YOU SAW TODAY WERE ANYTHING THAT WE MADE UP TODAY.
WE LITERALLY CUT AND PASTED FROM THE WORK THAT WE ALREADY DILIGENTLY WORKING IN ON DAILY BASIS.
SO HOPEFULLY YOU'LL CONTINUE TO SEE THE GAMES THAT YOU WANT TO SEE FOR OUR STUDENTS AND OUR FACULTY.
>> I JUST LOVE THAT. ABSOLUTELY. SO THE TOP PICTURE, NOTICE DR. LEWIS'S FACE [LAUGHTER].
[02:25:05]
THAT'S WHAT THEY LOOK LIKE AT 08:30 THIS MORNING.THEY'RE LIKE, OH MY GOSH, WHAT IS HE TALKING ABOUT? [LAUGHTER]. THAT'S A GOOD ONE. [APPLAUSE]
>> THANK YOU MR. KIRK. [LAUGHTER]
>> SO BOARD, THANK YOU ALL FOR JUST GIVING US THE TIME TO JUST SHARE WITH YOU.
ONE THING I JUST WANT TO POINT OUT IS LIKE THINGS DON'T JUST HAPPEN. YOU KNOW THAT.
SEVERAL YEARS AGO, I BROUGHT TO YOU ALL THE IDEA OF AN EXECUTIVE PRINCIPLE.
AND I KNOW ALL MAY REMEMBER THAT.
AND I SAID, HEY, I THINK WE NEED TO FIGURE OUT HOW TO CAPTURE THESE PRINCIPLES THAT ARE REALLY DOING A GOOD JOB AND SHARE WHAT THEY'RE LEARNING.
WELL, ALL THREE OF THEM WERE EXECUTIVE PRINCIPALS.
THEY WERE GREAT PRINCIPALS IN THE DISTRICT.
THEN WE MADE THEM EXECUTIVE PRINCIPALS, SO THEY WORKED WITH OTHER PRINCIPALS.
AND SO NOW YOU SEE HOW JUST THEIR WORK CASCADES THROUGH THE SYSTEM.
THEY ARE HARD WORKERS AND THEY DO A GREAT JOB.
AND SO I'M PROUD OF THEM AND I KNEW THEY WOULD.
SO THANK YOU ALL FOR YOUR WORK FOR SURE [APPLAUSE].
SO WE WANT TO KEEP MOVING FORWARD AND AGAIN, I GAVE YOU THE OVERSHARE ALERT, SO I UNDERSTAND WE'RE RUNNING A LITTLE LATE BUT I THINK IT'S GOOD INFORMATION.
THIS NEXT SECTION WE'LL JUST HAVE REALLY TWO.
ONE GROUP OF YOU ALL WILL BE WITH MIDDLE SCHOOL AND THE OTHER GROUP WILL BE HIGH SCHOOL AND THEN WE'LL SWITCH.
AND SO IT'LL BE JUST A LITTLE DIFFERENT.
WE'LL CUT THE TIME DOWN JUST A LITTLE BIT, BUT WE'LL HAVE TWO GROUPS.
AND SO IT WILL BE MR. DAVIS, MAYFIELD, AND ROBINSON, YOU ALL WILL BE WITH MISS ROE.
AND THEN ALSO MISS DAVIS AND MISS STEVENSON, YOU ALL WILL BE WITH DR. WRIGHT.
I THINK YOU ALL WILL START WITH MIDDLE SCHOOL AND WRIGHT YOU ALL WILL START AT THE HIGH SCHOOL.
AND SO AGAIN WITH ROE, WE'VE GOT MR. DAVIS, MAYFIELD, AND ROBINSON.
WITH WRIGHT WE HAVE MISS DAVIS AND STEVENSON.
AND AGAIN, THANK YOU BOARD FOR YOUR ATTENTION DURING THAT PROCESS.
AGAIN, WE KNOW IT'S A LOT OF INFORMATION, BUT WE DON'T WANT TO JUST GIVE YOU A GLIMPSE INTO THE WORK THAT'S BEING DONE ON A DAILY BASIS AT THE SECONDARY LEVEL.
SO MADAM PRESIDENT, WE'LL TURN IT OVER TO YOU AND THEN WE'LL HAVE SOME CLOSING COMMENTS.
>> I DELEGATE TRUSTEE ROBINSON TO SPEAK FIRST SO THAT I CAN DRINK SOME WATER.
>> AS I STATED EARLIER, I APPRECIATE PRESENTATIONS.
AND WE CAN SEE THE GREAT WORK THAT'S HAPPENING AT MIDDLE SCHOOL LEVEL AND ALSO HIGH SCHOOL.
SO I JUST FOUND BOTH VERY INFORMATIVE.
DR. WILLIAMS, DO YOU WANT TO TALK ABOUT THE TEAM TEACHING? BECAUSE I BROUGHT THAT UP?
>> YES. SO ONE OF THE THINGS THAT WE RECOGNIZE AT THE MIDDLE SCHOOL, AS I SHARED, IS REALLY THAT TRANSITION FROM FIFTH GRADE TO SIXTH GRADE, AND LOOKING AT SOME OF THE BEST PRACTICES THAT WE WERE ABLE TO IDENTIFY FROM THE ELEMENTARY AND HOW TO MAKE SURE THAT THOSE THINGS ARE SIMILAR IN THE MIDDLE SCHOOL.
THEY ARE BIGGER KIDS, BUT THAT ADOLESCENT MIND IS STILL DEVELOPING.
AND SO THE THINGS THAT THEY'RE LOOKING FOR PRESENTLY, WEREN'T THERE PAYING ATTENTION.
SO ONE OF THE THINGS THAT WE'RE LOOKING AT IN OUR DISCUSSIONS WITH THE PRINCIPALS IS REALLY HOW DO WE CREATE A SYSTEM OR CULTURE OF LIKE A FAMILY FIELD? IF THE TEAM TEACHING WOULD BE A WAY FOR OUR STUDENTS AS THEY TRANSITION, THEY STAY WITH THE SAME TEACHERS AND BUILD RELATIONSHIPS WITH THOSE TEACHERS.
AND THEN WHEN WE HAVE WHAT WE WANT, DISCUSSION, THE TEAM TALK WITH THE PARENTS AND TALK ABOUT THE STRENGTH AND THE AREAS OF OPPORTUNITY THEY HAVE BASED ON WHERE THEY ARE GOOD AT.
AND WHAT WE KNOW IS ONCE WE'RE ABLE TO IMPLEMENT THAT ACROSS THE BOARD, A LOT OF OUR DISCUSSIONS RIGHT NOW IS NORMING ALL OUR MIDDLE SCHOOL, MAKING SURE THAT THE CHILD'S EXPERIENCE IN THE MIDDLE SCHOOL LEVEL IS VERY SIMILAR.
AND WE KNOW THAT OUR KIDS ARE MOBILE AND SO THEY GO FROM ONE SCHOOL TO ANOTHER.
SO HAVING THE SAME EXPERIENCE AT EVERY MIDDLE SCHOOL, REGARDLESS OF WHERE THEY ARE, IS GOING TO BE IMPORTANT.
AND THAT TEAM CONCEPT IS GOING TO BE CRITICAL AS WELL TO MAKE SURE THAT WE'RE ABLE TO MEET THE NEEDS OF OUR KIDS.
>> THANK YOU. I'LL PASS THE MIC.
>> I HAD A QUESTION THAT WASN'T ADDRESSED.
AND I KNOW THAT WE HAVE DISCIPLINE PROBLEMS THROUGHOUT OUR MIDDLE SCHOOLS AND HIGH SCHOOLS.
[02:30:05]
WHAT ARE WE DOING ON THE LEVEL OF MAKING SURE THAT THOSE CHILDREN ARE RECEIVING, I GUESS, INTERVENTIONS?>> YEAH, SO INTERESTING THING IS THE DISCUSSION WE JUST HAD WITH THE PRINCIPALS AT THE MIDDLE SCHOOL LEVEL.
I KNOW THERE'S A DESIRE TO CONTINUE TO BUILD LIKE OUR JROTC PROGRAM.
EVERY MIDDLE SCHOOL HAS SOME TYPE OF JROTC PROGRAM AT THE MIDDLE SCHOOL LEVEL.
AND WE RECOGNIZE THAT FOR OUR BOYS WHO OFTEN HAVE SOME ISSUES COMING FROM THE ELEMENTARY TO THE MIDDLE SCHOOL, IT MAY BE BENEFICIAL TO HAVE ONGOING DISCUSSIONS AT THE BEGINNING OF THE YEAR OR WITH PARENTS THAT HAVE CONVERSATIONS ABOUT PROVIDING OR CONNECTING THEM TO THINGS THAT MAKE THEM FEEL CONNECTED TO THE SCHOOL.
OFTEN, THE KID WHO IS GETTING IN FIGHTS OR IN TROUBLE, THEY'RE NOT ALLOWED TO BE A PART OF THE ATHLETIC PROGRAMS BECAUSE THEY GET KICKED OUT.
SO HOW DO WE CONNECT THEM TO SOMETHING THAT THEY COULD BE A PART OF, AS WELL AS LOOKING AT, WE'RE IMPLEMENTING TEAM LEADERSHIP IN ALL OUR SIXTH GRADE CLASSES.
SO THAT WOULD BE A PART OF THE REQUIREMENTS AS THEY COME IN.
AND IN THAT SIXTH GRADE, WE REALLY WANT TO FOCUS ON HELPING THEM LEARN HOW TO FILL SCHOOLERS, DEVELOPING LEADERSHIP SKILLS.
SO BEYOND JUST THE TEAM LEADERSHIP CLASS, WE'RE LOOKING AT ALSO FOR THE KIDS AND WORKING WITH THE PARENTS OF TRYING TO PROVIDE THEM WITH SOME KIND OF STRUCTURE THAT WE HAVE TO CONNECT THEM, HOPING THAT THEY LEARN SKILLS AND LEADERSHIP SKILLS THAT THEY MAY BE LACKING OR DIDN'T KNOW THEY HAD IF WE WERE ABLE TO UTILIZE SOME OF THE STRUCTURES THAT WE ALREADY HAVE IN PLACE.
ONE THING I WILL SAY, AND AGAIN, DID OVER TO WHAT I SAID EARLIER FOR THE ELEMENTARY PRESENTATIONS, BUT YOU HAVE GIVEN US, WHAT DID THEY CALL IT, THE AERIAL VIEW. THAT IS CALLED SOMETHING.
>> HELICOPTER VIEW. YOU'VE GIVEN US THE HELICOPTER VIEW NOW AND YOU HAVE SHOWN THAT YOU ARE VERY INTENTIONAL GOING ABOUT THE WORK.
NOW, FOR ME IS TO JUST TRUST THAT YOU'RE GOING TO DO THE WORK SO THAT I DON'T HAVE TO GET ALL IN THE WEEDS. THANK YOU.
[OVERLAPPING] YOU CAN HAVE WHAT YOU NEED.
>> I'M TALKING TO THE ELEMENTARY.
>> SCHOOL DEPENDENT CHILDREN REQUIRE DIFFERENT SUPPORTS AND WE DON'T KNOW EXACTLY ALL THE SUPPORT THEY NEED.
THEY COME TO US AND WE HAVE TO THINK THROUGH AND HOW TO SOLVE THOSE PROBLEMS. WE KNOW THAT MONEY JUST IS NOT GOING TO SOLVE EVERY PROBLEM, BUT MAKING SURE THAT WE HAVE THE RIGHT RESOURCES AND BEING INTENTIONAL ABOUT HOW WE UTILIZE THOSE RESOURCES TO MEET THOSE NEEDS OF THOSE KIDS IS REALLY THE FOCUS.
IN THE PRESENTATION WE TALKED ABOUT BEING VERY INTENTIONAL.
THINKING ABOUT HOW WE RECEIVE OUR CHILDREN, THINKING ABOUT THEIR EXPERIENCE, AND IF WE WANT TO PROVIDE EXPERIENCE THAT'S GOING TO BE TRANSFORMATIVE TO THEIR LIFE, ADDITIONAL RESOURCES WOULD BE GREAT BECAUSE WE RECOGNIZE THAT THEY MAY NOT GET THEM IF WE DON'T DO IT FOR THEM.
THERE'S ALWAYS A NEED, BUT AS OF RIGHT NOW, WE ARE DOING THE BEST WHAT WE HAVE AND WE'RE GOING TO CONTINUE TO DO THE BEST NEEDS OF OUR KIDS, REGARDLESS OF THE NEEDS OR WHERE WE ARE.
BUT WE COULD ALWAYS USE MORE MONEY.
>> I'LL JUST SAY SOMETHING ELSE TO THAT.
I'VE OBSERVED AND HAVE WITNESSED OVER THE PAST SEVEN YEARS BEING ON THE BOARD, AND THAT'S THE LEVEL OF CARE AND CONCERN THAT OUR TEACHERS AND OUR LEADERS HAVE FOR OUR STUDENTS.
IT'S SO EVIDENT WITH THIS MUCH INTENTIONALITY, THE DETAIL, THE THOROUGHNESS, BUT ALSO IN WHAT YOU'RE SHARING.
WHEN YOU PRESENT, THERE'S SO MUCH CARING CONCERN WITH WHAT YOU ARE DELIVERING FOR OUR STUDENTS.
[02:35:03]
I CAN'T SPEAK FOR OTHER DISTRICTS, I CAN'T SPEAK FOR OTHER BOARDS, BUT THAT IS SO REASSURING THAT WE, BECAUSE WE'VE ALL HAD CHILDREN IN THE DISTRICT, HAVE OR HAD, AND SO TO KNOW THAT THERE'S SO MUCH NURTURING THAT TAKES PLACE TO THE POINT OF HAVE WHAT YOU NEED, BECAUSE OUR STUDENTS NEED SO MANY DIFFERENT THINGS AT DIFFERENT TIMES.BUT WHAT YOU PRESENTED TONIGHT JUST SHOWS US THE LEVEL OF DEDICATION.
AGAIN, THE INTENTIONALITY IS THERE.
BUT I JUST APPRECIATE THE CONCERN AND THE CARE BECAUSE TO ME, THAT ALSO GOES FAR.
IT'S LIKE THE MENTAL HEALTH WHEN WE ADDRESS THAT PIECE OF THEIR LEARNING AND THEIR GROWTH.
YOU CAN'T LEAVE THAT ASIDE WHEN YOU'RE TALKING ABOUT THE OTHER AREAS OF THEIR GROWTH, THE WHOLE CHILD.
I APPRECIATE WHAT YOU PRESENTED BUT THERE IS SOMETHING DEEPER FOR ME THAT I WITNESSED AND THAT I CAN ABSOLUTELY SEE THAT'S EVIDENT IN WHAT YOU SHARE.
I JUST WANTED TO SAY THAT TO YOU.
>> I JUST HAVE ONE OTHER COMMENT.
FOR DR. NICOLE TO HAVE THIS VISION AT FIVE O'CLOCK IN THE MORNING.
[APPLAUSE] LIKE YOU SAID, YOU ALREADY KNEW THAT WOULD WORK THAT YOU DO.
JUST TO COME HERE AND WILL SHOW IT TO US.
I'VE ENJOYED EVERYTHING THAT I'VE SHOWED TONIGHT.
>> WELL, I JUST WANT TO SAY THANK YOU.
I APPRECIATE WHAT YOU SAID, DR. MAYFIELD.
I WANT TO SAY THAT JUST THE OTHER DAY, I WAS HAVING A CONVERSATION WITH A PRINCIPAL AND I SAID, I HAD A DREAM WITH YOU AND WE WERE SITTING AT A KITCHEN TABLE AND I SAID TO THE PRINCIPAL, I SAID, MY DREAM WAS THAT YOU WERE LAUGHING LIKE YOU ALWAYS DO.
BUT YOU SAID TO ME, I FEEL DOWN RIGHT NOW AND SO I TOOK THAT MOMENT, I SAID, AND WHAT I'M GOING TO TELL YOU IN THE DREAM IS I WAS SPEAKING TO YOU AND I WAS SPEAKING TO ME NOT JUST YOU BECAUSE I SAID TO THE PRINCIPAL IN THE DREAM, I SAID, DON'T FORGET TO FEED INSIDE OF YOU AS YOU'RE FEEDING TO OTHERS OUTSIDE OF YOU.
BECAUSE EXTERNALLY WE GIVE A LOT AND TAKE CARE OF YOURSELF AND WE AGREED WE BOTH NEED TO DO THAT.
BUT IT'S SO EASY TO DO WHEN YOU GIVE AND YOU GIVE AND YOU GIVE SO I THANK YOU FOR THAT AND I THANK YOU ALL FOR YOUR TIME.
>> THANK YOU, MISS COLCHUCK, AND ALSO DR. WILLIAMS FOR YOUR DETAILED PRESENTATION AND JUST FOR BEING AVAILABLE AND FOR BEING BEING READY.
I APPRECIATE THAT. MADAM PRESIDENT, WE HAVE ONE MORE.
I CAN SEE IT. I BELIEVE IN YOU.
> READ THE ROOM. [LAUGHTER] I'M JUST SAYING WHAT'S ON EVERYBODY'S MIND.
>> TEN. WHO'S OUR TIME KEEPER?
>> WE CAN DO ONE OR TWO THINGS.
WE CAN ACTUALLY HAVE MR. GILLIS COME UP BECAUSE HE'S GOING TO REALLY SHARE WITH US.
LET'S SHARE THE MONTESSORI TODAY, AND THEN WE'LL HOLD THE CTE FOR OUR FUTURE.
BECAUSE I'M READING THE ROOM AND I KNOW THAT YOU [LAUGHTER]
>> I HEARD MADAM PRESIDENT SAY HERE WE GO.
[LAUGHTER] MR. GILLIS, WON'T YOU JUST GIVE US A HIGH LEVEL OVERVIEW OF REALLY MONTESSORI, WHAT'S GOING ON WITH THE MONTESSORI.
FIRST OF ALL, THANK YOU ALL FOR TAKING TIME TONIGHT TO LISTEN TO THIS.
IT'S GREAT TO TALK WITH THESE PEOPLE EVERY DAY.
THEY ARE INCREDIBLE PEOPLE WHO REALLY DO SUPPORT OUR CAMPUSES AND WHO ARE DOING THE TRULY DIFFICULT WORK IN THE DISTRICT.
I HAVEN'T TALKED TO YOU ABOUT MONTESSORI IN QUITE A WHILE.
THIS IS THE FOURTH YEAR THAT WE HAVE MONTESSORI AND CISD, SO YOU KNOW, YOU'RE TALKING ABOUT BEING CUTTING EDGE AND INNOVATIVE.
NOTHING LIKE GETTING, LIKE I SAID, DATE TO MISS BEATTIE TO GET A CALL WHEN WE'RE ALL ON ZOOM AT HOME, YOU KNOW, WITH PROFESSIONAL DRESS FROM THE WAIST UP AND SHORTS AND FLIP FLOPS BELOW.
FROM THE SUPERINTENDENT SAYING, HEY, LET'S OPEN A MONTESSORI SCHOOL AND I WAS LIKE, OKAY, IT'S A GREAT TIME TO DO IT WHEN NO ONE'S AT SCHOOL.
WE STARTED DOING THE WORK FOR THIS.
[02:40:01]
A BILINGUAL MONTESSORI EARLY CHILDHOOD, THREE TO SIX YEAR OLDS, MULTI-H CLASSROOM AT SUE CROUCH AND AT DALLAS PARK A GEN ED THREE TO SIX YEAR OLD CLASS.THAT'S WHAT WE START. WE HAVE 44 KIDS TOTAL.
THIS YEAR WE OPENED THE SCHOOL WITH 225.
WE'RE SERVING THREE-YEAR-OLDS THROUGH FOURTH GRADE.
WE HAVE SIX EARLY CHILDHOOD CLASSROOMS THAT HAVE 3-6-YEAR-OLDS IN THEM.
THAT'S A CHALLENGE. IT'S A LOT OF THREE AND FOUR-YEAR-OLDS IN ONE LITTLE HALLWAY AT THE BEGINNING OF SCHOOL.
WE HAVE LOWER ELEMENTARY, WHICH IS GRADES 1, 2, AND 3 TOGETHER,AND WE HAVE ONE CLASS OF JUST FOURTH GRADERS AND HE HAS 16 FOURTH GRADERS.
MISS DELGADO'S VISION IS NOT TO ADD ANY STUDENTS WITH NO MONTESSORI EXPERIENCE TO UPPER ELEMENTARY BECAUSE OF THE TESTING REQUIREMENTS.
SHE WILL JUST BUILD THOSE GRADE LEVELS THROUGH MONTESSORI EXPERIENCE.
THOSE FOURTH GRADERS WE HAVE THIS YEAR WILL BECOME OUR FIFTH GRADERS NEXT YEAR, AND WE'LL ROLL UP OUR THIRD GRADERS TO BE OUR NEW FOURTH GRADERS.
THE CLASSROOMS WILL BE JUST TWO AGE LEVELS IN THAT ONE CLASSROOM.
WHAT IS UNIQUE ABOUT THE MONTESSORI MODEL IS NOT ONLY DO THE TEACHERS WHO ARE TEACHING THIS BUILDING HAVE STATE CREDENTIALS, THEY HAVE TO HAVE THEIR STATE TEACHING CREDENTIALS.
THEY ALSO HAVE AMERICAN MONTESSORI SOCIETY MONTESSORI CREDENTIALS.
EVERY TEACHER IN THIS BUILDING HAS GOT A COLLEGE DEGREE, STATE TEACHING CREDENTIALS, AND THEN COMMITTED TO ANOTHER YEAR AND A HALF OF MONTESSORI TRAINING.
THAT TRAINING IS ALL SUMMER LONG, FIVE DAYS A WEEK, FROM 8:00 IN THE MORNING UNTIL 5:00 IN THE AFTERNOON.
THEY GO THROUGHOUT THE SCHOOL YEAR.
THROUGHOUT THAT SCHOOL YEAR, THEY HAVE TO TRAVEL TO THEIR TRAINING SITE, AND THEY'RE WORKING WITH THEIR TEACHERS, AND THEY HAVE A MASTER MONTESSORIAN THAT COMES IN ONCE A MONTH AND STAYS THE FULL DAY WITH THEM AND WATCHES THEM TEACH, GIVES THEM FEEDBACK, GIVES THEM ONE-ON-ONE COACHING WHILE THEY'RE TEACHING, HELPS THEM SEE HOW TO DO THE MODEL.
BECAUSE THE MODEL IS VERY DIFFERENT, WE HAVE 22 KIDS IN THE CLASSROOM ALL DOING SOMETHING DIFFERENT.
NO GROUP OF CHILDREN IS WORKING ON THE SAME THING AT ONE TIME.
AT THE END OF THAT TRAINING, THEY TAKE AN EXAM, AND THE EXAM IS BOTH A PRESENT A LESSON AND THEY ARE QUESTIONED BY A PANEL OF MASTER MONTESSORIANS.
THEY ASK THEM THESE QUESTIONS.
YOU ARE TEACHING THIS MATH CONCEPT RIGHT NOW FOR A SIX-YEAR-OLD, THE BEGINNING LESSON, IS THAT A CONCRETE OR AN ABSTRACT CONCEPT YOU'RE TEACHING? THEY SAY CONCRETE.
EXPLAIN WHY IT'S CONCRETE, WHAT CAME BEFORE IT, AND WHAT WILL COME AFTER IT.
OUR TEACHERS ARE HAVING TO REALLY THINK ABOUT WHEN I'M TEACHING THIS, THE PRE-WORK THAT WAS DONE, MAYBE IN A DIFFERENT CLASSROOM AND THIS IS THE SUBSEQUENT WORK THAT I'M PREPARING THEM FOR BY DOING THIS PIECE OF WORK RIGHT HERE.
IT'S THAT KIND OF THING. THEY HAVE TO DO A YEAR-LONG PROJECT.
THEN THEIR PERSON WILL SIGN OFF ON THEM, AND THEN THE DIRECTOR OF THIS INSTITUTE WILL SIGN OFF ON THEM AS WELL AND THEY GET AN ACTUAL CERTIFICATE.
THE CERTIFICATE IS ACTUALLY GOOD IN ALL OF NORTH AMERICA AND PARTS OF EUROPE.
ALL OF OUR TEACHERS HAVE THAT EXTENSIVE MODEL.
THE ONE THING THAT IS UNIQUE ABOUT CROWLEY MONTESSORI ACADEMY, IT IS A PUBLIC MONTESSORI SCHOOL THAT'S DOING A PROGRAM THAT'S PRETTY MUCH LIKE A PRIVATE SCHOOL MODEL.
THEY DON'T WORRY ABOUT TESTING, WHICH MARIA MONTESSORI SAID, IF YOU DON'T ASSESS CHILDREN, HOW DO YOU KNOW WHAT THEY NEED? BUT ASSESSMENT LOOKS DIFFERENT.
ASSESSMENT CAN BE VISUAL, IT CAN BE TEACHER OBSERVATION.
ONE OF THE THINGS THAT HAPPENS IN THE LEARNING CYCLE AT CROWLEY MONTESSORI ACADEMY IS THE TEACHERS STOP AT ONE POINT IN THE DAY, AND THEY JUST SIT DOWN AND SAY, I'M GOING TO WATCH THIS GROUP OF STUDENTS FOR 10 MINUTES, AND I'M GOING TO LOOK FOR THIS SET OF SKILL SETS FROM THESE STUDENTS.
THEY JUST ASSESS THEM THAT WAY.
THERE'S NOTHING WRITTEN, IT'S WATCHING CHILDREN AND HOW THEY LEARN.
THEY MAKE THEIR INSTRUCTIONAL ADJUSTMENTS BASED ON THAT.
I'LL SHOW YOU THE CHART THEY USE DOWN HERE TO MAKE SURE THAT THEY ARE WATCHING CHILDREN FOR THOSE RIGHT EXACT THINGS THEY WANT TO SEE IN THE CLASS.
I WANT TO JUMP INTO WHAT MISS DELGADO AND HER INSTRUCTIONAL SUPPORT SPECIALIST DO WHEN IT COMES TO THEIR DATA.
YOU ALL HAVE SEEN ALL THE DATA.
THE DATA LOOKS THE SAME FORMAT THAT SHE LOOKS AT.
SHE ASSESSES WHERE HER KIDS ARE WHEN IT COMES TO APPROACHES, MEETS AND MASTERS, WHERE THEY'RE GROWING, WHERE THEY'RE NOT GROWING, AND WHAT SHE NEEDS TO DO.
THE FIRST THING SHE ALWAYS LOOKS AT IS WHAT ARE HER HIGH-LEVEL PRACTICES.
THE ONE THING WE'VE WORKED VERY HARD ON THIS YEAR IS BRIDGING THE STATE STANDARDS, THE TEKS, WITH THE MONTESSORI SCOPE AND SEQUENCE.
BECAUSE THE MONTESSORI SCOPE AND SEQUENCE IS VERY DIFFERENT.
HOWEVER, EVERYTHING IS TAUGHT WHEN IT NEEDS TO BE TAUGHT.
IT'S JUST TAUGHT IN A DIFFERENT SEQUENCE.
IN A FIRST GRADE MONTESSORI CLASSROOM, YOU'RE GOING TO SEE STUDENTS WHO ARE DOING MULTIPLICATION.
WE DID A LEARNING WALK WITH THE APS IN CLUSTER 5, AND THEY WENT INTO AN EARLY CHILDHOOD CLASSROOM AND THEY SAW
[02:45:03]
FIVE-YEAR-OLDS WHO WERE DOING ADDITION.THEY WERE STILL DOING AND IT WAS NOT JUST 5+4, IT WAS LIKE 375+210.
BUT THEY WERE DOING IT WITH MANIPULATIVES.
BUT WHAT MARIA MONTESSORI HAS ALWAYS SAID WAS WHAT THE HAND CAN MANIPULATE AND USE THIS THE MIND NEVER FORGETS, AND THAT'S VERY TRUE.
IT CREATES THAT VISUAL FOR THEM.
SHE KNOWS THAT IN THAT ENVIRONMENT, SO SHE KNOWS THAT SHE HAS TO TEACH THE TEKS, BUT SHE WANTS TO ALSO MAKE SURE THAT SHE'S HONORING THAT FLOW BECAUSE THE FLOW IS VERY METHODICAL AND UNDERSTANDS CHILD DEVELOPMENT.
LIKE WE ALWAYS SAY, THE BRAIN IS NO DIFFERENT THAN IT WAS 200 YEARS AGO.
IT'S THE SAME BRAIN, STILL ANATOMICALLY AND PHYSIOLOGICALLY THE SAME.
IT JUST HAS DIFFERENT STIMULI NOW.
ONE OF THE THINGS WE HAVE AS UNIQUE, THE MONTESSORI SCHOOL HAS BEEN FUNDED THESE LAST COUPLE OF YEARS THROUGH SCHOOL ACTION.
WHAT'S SCHOOL ACTION? SCHOOL ACTION FUND GRANT.
I ALWAYS GET IT WRONG. ONE OF THE REQUIREMENTS IS WE HAVE TO USE HQIM.
THE SCHOOL OPTED FOR EUREKA AND AMPLIFY.
THE STATE HAS GIVEN US A WAIVER NOT TO USE EUREKA, BECAUSE AFTER THEY LOOKED AT THE MONTESSORI MATERIALS, THEY SAID, THIS IS HQIM, SO DON'T USE EUREKA.
BUT WE STILL DO USE EUREKA FOR A VERY CRITICAL THING.
OUR STUDENTS ARE USED TO WHAT QUESTIONS LOOK LIKE ON STATE ASSESSMENT.
THEY SPIRAL THOSE QUESTIONS IN.
THAT'S ONE OF THE THINGS SHE DOES HERE, BRIDGING MONTESSORI WITH TEKS.
SHE TRIES TO MAKE SURE THAT EVERYTHING IS ALIGNED, SO WHEN OUR KIDS SEE THAT TEST, THEY'RE LIKE, I KNOW HOW TO ANSWER THAT BECAUSE I KNOW HOW IT WAS ASKED. SHE DOES THAT.
THEN THEY ALSO USE THE AMPLIFY FOR THE LITERATURE COMPONENT AND TO GROW THAT CULTURAL COMPONENT.
SHE TALKS HERE ABOUT THE MONTESSORI MATH BEING VERY CONCRETE, KINESTHETIC AND VISUAL.
WE WORK ON THAT. THOSE ARE THE HIGH-LEVEL PRACTICES THEY LOOK AT.
DO THESE CHANGE FROM ASSESSMENT TO ASSESSMENT? YES. BASED ON WHAT THE STUDENTS NEED, SHE'S GOING TO MAKE ADJUSTMENTS ON THESE ASSESSMENTS.
THE NEXT THING WE LOOK AT IS THE THING THAT SHE HAS PUT IN PLACE IN HER SCHOOL, WHICH ARE THE NON-NEGOTIABLES.
SHE SAYS, IT'S CLARIFYING THE EXPECTATIONS FOR RIGOROUS, ENGAGING, AMPLIFY KNOWLEDGE LESSONS.
SHE WANTS TO MAKE SURE THAT WE HAVE DAILY VOCABULARY-RICH READ ALOUD PROGRAM IN THE SCHOOL, MAKING SURE STUDENTS ARE EXPOSED ON A CONSISTENT BASIS TO HIGH QUALITY LITERATURE THAT'S PART OF THE AMPLIFY PROGRAM, AND SO THAT EVERY STUDENT READS A BOOK OR A NOVEL AT GRADE LEVEL FOLLOWED BY A WRITING RESPONSE.
THE NEXT THING OVER HERE IS JUST FURTHER REFINEMENTS FOR THE TEACHING TEAM.
WHEN I GO OVER THERE AND I SIT THROUGH THEIR PLCS, THE ONE THING TO ME THAT I WISH I HAD HAD AS A MONTESSORI TEACHER IS I HAVE AN INSTRUCTIONAL SUPPORT SPECIALIST THAT SAYS, OKAY, LET'S LOOK AT THIS PIECE OF MATERIAL THE STUDENTS ARE USING, AND LET'S REALLY GO DEEPER IN HOW WE CAN USE IT WHEN IT COMES TO INTERVENTIONS.
THAT IS A CRITICAL COMPONENT OVER THERE THAT'S VERY INDIVIDUALIZED.
THEY'RE NOT JUST PULLING FOUR OR FIVE STUDENTS AND ATTACKING THEM.
THEY'RE CREATING INDIVIDUALIZED INTERVENTION PLANS FOR EACH STUDENT BASED ON WHERE THEY ARE, AND WHAT THEY NEED, AND KNOWING THAT STUDENT LEARNING STYLE.
BUT AGAIN, THAT'S JUST PART OF THE MONTESSORI APPROACH.
THE KIDS ARE USED TO DOING, THEY'RE USED TO BEING INDEPENDENT, THEY'RE NOT USED TO WORKING IN A SMALL OR EVEN A LARGE GROUP.
THEY HAD SPELLING INSTRUCTION THROUGH MONTESSORI PHONOGRAM WORK AND THE ADULT SITE LIST WORDS, DAILY TEACHER READ ALOUDS AND THEN IMPROVING THE QUALITY AND QUANTITY OF USING LITERACY LANGUAGE.
ONE OF THE MAJOR FOUNDATIONS IN MONTESSORI IS THE CULTURAL LESSONS THAT SHE HAS.
WHEN WE TALK ABOUT CULTURALS IN MONTESSORI, THAT'S EVERYTHING.
IT'S SOCIAL STUDIES, IT'S SCIENCE.
ONE THING THEY'VE DONE IS THROUGH THEIR CULTURAL WORK, IS THEY HAVE REALIZED THAT'S THEIR VEHICLE TO WRITING, TO REALLY HELP STUDENTS LEARN HOW TO WRITE.
THEY'VE PUT SOME PLACE INTO THAT.
THEY'VE EVERY DAY 60 MINUTES OF READING DAILY AND 40 MINUTES OF WRITING DAILY. THAT'S EVERY DAY.
ANY QUESTIONS SO FAR? OKAY. THEN HERE ARE SOME EXAMPLES OF HOW SHE BRIDGES THE WORK.
SHE TALKS ABOUT THIS LITTLE GIRL I HEAR IS WORKING ON SOLAR SYSTEM WORK.
THE ONE THING THAT WE PRIDE OURSELVES AS MONTESSORIANS IS WE TEACH THEM THE LANGUAGE OF THE DISCIPLINE.
YOU CAN ASK A SMALL CHILD, IF YOU SHOW THEM A GEOMETRICAL, THREE-DIMENSIONAL SHAPE, THEY WILL TELL YOU THAT'S AN ELLIPSOID AND THAT'S AN OVOID.
A FIVE-YEAR-OLD CAN TELL YOU, AN ELLIPSOID, THE POINTS ARE EQUAL ON THE END.
[02:50:04]
AN OVOID, ONE IS BIGGER THAN THE OTHER. THEY WILL TELL YOU THAT.WE DON'T TELL THEM THAT'S, THEY SAY AN EGG, THEY CALL IT AN EGG SHAPE, NO, IT'S AN ELLIPSOID OR AN OVOID.
THEY TEACH THEM THOSE ACTUAL TERMS. THAT DOES HELP WHEN WE GET TO THE SCIENCE TEST IN FIFTH GRADE, AND ALL THAT SCIENCE TERMINOLOGIES THERE, THEY'RE ABLE TO DO IT.
THAT'S WHAT THEY LEARNED THROUGH THIS.
THE PARTS OF THE FLOWER, THE PARTS OF THE REPTILE.
MOST MONTESSORI KIDS CAN TELL YOU WHAT A LATERAL LINE DOES ON A FISH.
THEY CAN TELL YOU ABOUT DORSAL FINS.
THEN THE LAST THING HERE IS TALKING ABOUT HOW DO WE ENSURE OUR PLAN IS EFFECTIVE? SHE ALWAYS ASK YOUR TEACHER WHAT'S THE PURPOSE OF THE LESSON AND HOW HAVE YOU ACTIVATED PRIOR KNOWLEDGE BEFORE YOU BEGIN THAT LESSON? SHE LOOKS SPECIFICALLY FOR THOSE DURING HER WALKTHROUGHS.
THOSE ARE THE CONVERSATIONS THEY HAVE DURING THEIR PLCS.
THEY WANT TO KNOW WHAT IS THE PURPOSE BEHIND THIS LESSON? WHAT IS THE DIRECT AIM OF THIS? WHAT'S THE INDIRECT AIM? THE DIRECT AIM IS WHY IS IT IMPORTANT NOW? INDIRECT IS WHY IS IT IMPORTANT LATER? SHE MAKES SURE THAT THEY ARE ABLE TO ARTICULATE THAT IN EVERY LESSON WHEN SHE GOES IN TO WATCH THEM.
THEN SHE TALKS ABOUT THE VOCABULARY, AND THEN ITS CONNECTIONS TO LITERATURE, ORAL LANGUAGE, WRITING, AND THEN ABOVE ALL, THE SYNTHESIS, HOW IS EVERYTHING BROUGHT TOGETHER? THOSE ARE PLC CONVERSATIONS.
THEN SHE DOES THE FOLLOW UP WHEN SHE DOES HER WALKTHROUGHS IN THE CLASSROOM TO WATCH THEM DO THE ACTUAL INSTRUCTION.
THAT'S A MONTESSORI IN A NUTSHELL.
>> FIRST, SECOND, AND THIRD GRADE, THEY KEEP THE SAME TEACHER [NOISE].
>> BASICALLY, IF I'M THEIR TEACHER IN FIRST GRADE, WHEN I GO BACK IN SECOND GRADE, THERE'S NO HAVING TO LEARN WHAT I CAN AND CAN'T DO OR EVEN MY PERSONALITY IN THE CLASSROOM.
I'M JUST GOING TO FLOW RIGHT ON IN.
THE NICE THING ABOUT THAT IS WHEN YOU GET THOSE NEW STUDENTS, YOU HAVE THOSE OLDER STUDENTS WHO HAVE BEEN WITH YOU FOR A WHILE.
THEY BECOME YOUR LEADERS AND THEY HELP YOU TRAIN THE YOUNGER ONES. ABSOLUTELY.
>> WHAT'S THE PERCENTAGE, IF WE HAVE ANY, THAT HAVE TRANSITIONED OUT OF MONTESSORI? TRADITIONAL SCHOOL AND THEN THEIR PERFORMANCE.
>> WE DID HAVE SOME STUDENTS THAT WE HAD FOR THIRD GRADE WHEN WE FIRST ADDED THE LOWER ELEMENTARY, WHICH IS 6-9-YEAR-OLDS.
WE DIDN'T TRANSITION TO FOURTH GRADE THE FOLLOWING YEAR, SO THEY MOVED OUT INTO THE GENERAL POPULATION.
MISS DELGADO DID KEEP IN TOUCH WITH THEM AND THEY WERE THRIVING.
>> WHAT WE KNOW ABOUT MONTESSORI CHILDREN IS THE LONGER THEY STAY IN, THE MORE INDEPENDENT THEY BECOME.
WHEN THEY'RE IN GROUPS, THEY AUTOMATICALLY TAKE THE LEADERSHIP ROLE BECAUSE THEY JUST KNOW THAT I'M USED TO FACILITATING MY OWN LEARNING.
I'M NOT USED TO WAITING FOR SOMEONE TO SAY, NOW, DO THIS.
THAT IS A CHALLENGE WITH SOME OF THE STUDENTS, AND IT'S THE CHALLENGE OF SOME OF THE PARENTS WHEN THEY SAY, WHAT IS MY CHILD ACTUALLY WORKING ON? WELL, THEY REALLY AREN'T WORKING JUST YET BECAUSE THEY'RE STILL TRYING TO FIND THEIR WAY AROUND THE ROOM.
THEY'RE STILL TRYING TO UNDERSTAND THEIR ENVIRONMENT.
>> WELL, I'LL JUST HAVE TO SAY JUST BEING IN THE CLASSROOM IN ONE OF THE MONTESSORI CLASSES, I WAS OVERLY IMPRESSED WITH THE LEVEL OF COLLABORATION, THE ENGAGEMENT, THE CURIOSITY OF THE STUDENTS, AND I'M NOT SAYING THAT THAT'S NOT IN THE TRADITIONAL SETTING, BUT THERE WAS SO MUCH OF THAT THE ENTIRE TIME I WAS THERE IN THE CLASSROOM WITH THEM.
IT WAS FASCINATING TO SEE THEM IN ACTION AND BE SO DISCIPLINED.
TIMING IS EVERYTHING AND PLACEMENT IS EVERYTHING.
>> THIS IS NOT A QUESTION FOR YOU.
PROBABLY [INAUDIBLE] FUTURE PLANS FOR MONTESSORI.
>> YES. OF COURSE, AS WE OPENED UP THE NEW SCHOOL, OF COURSE, THE MONTESSORI MOVEMENT IN THAT SCHOOL.
I THINK RIGHT NOW WE HAVE ABOUT 350 STUDENTS ON THE WAITING LIST, 342 SOMEWHERE IN THERE AND SOME.
>> RIGHT NOW THE PLAN IS TO HAVE 352 KIDS THERE NEXT YEAR.
AND AFTER SHE ACCEPTS THAT ADDITIONAL AMOUNT OF KIDS ADDED TO WHAT SHE HAS CURRENTLY RIGHT NOW, SHE'LL PROBABLY HAVE A WAITING LIST OF ABOUT 85, 90 STUDENTS.
BECAUSE IF SHE SAYS SHE'S NOT TAKING ANY AT THE HIGHER LEVEL, THESE ARE ALL NEW STUDENTS.
>> RIGHT. NEXT YEAR WE'LL SERVE THREE-YEAR-OLDS THROUGH FIFTH GRADE.
>> IN THE COURSE IT'LL BE AT ELEMENTARY 16.
AS WE DRAW IN THE BOUNDARIES, WE'RE ACTUALLY ALSO TRYING TO MAKE SURE THAT PEOPLE WHO MOVE INTO
[02:55:04]
THAT NEIGHBORHOOD HAVE SEATS AVAILABLE IN THE SCHOOL IF THEY CHOOSE TO BECOME MONTESSORI.IF THEY CHOOSE NOT TO, THEN THEY'LL BE ZONED FOR SH, WHICH IS RIGHT ACROSS THE HIGHWAY.
I MEAN ACROSS THE [BACKGROUND] [LAUGHTER].
>> THEY ACTUALLY CUT THE ROAD THROUGH THOSE NOW.
IT'LL PROBABLY BE CONNECTED BEFORE LONG.
ANYBODY ELSE HAVE ANY OTHER QUESTIONS ABOUT MONTESSORI? WE'RE DEFINITELY EXCITED ABOUT THE OPPORTUNITIES THAT MONTESSORI PROVIDES OUR PARENTS AND FAMILIES.
>> GOOD STUFF. [APPLAUSE] REALLY, I THINK WE MENTIONED THAT WITH THIS PRESENTATION.
BUT ON MANY OF OUR PRESENTATIONS, THE REASON WE CAN REALLY INNOVATE AND BE CUTTING EDGE LIKE YOU MENTIONED EARLIER MISS DAVIS IS FUNDING LIKE WE HAVE BEEN VERY FORTUNATE.
THANK YOU TO MS. POKE AND MR. FISHER AND TEAM JUST BY ALWAYS AGGRESSIVELY SEARCHING FOR FUNDING TO HELP US TO DO THESE THINGS THAT WE DO, AND SO IT'S EXCITING.
WE DID GET NOTIFICATION TODAY THAT WE RECEIVED, I THINK IT'S CALLED A LASSO GRANT, BUT IT'S ANOTHER ALMOST 700-800,000 TO CONTINUE SOME OF THE WORK THAT WE ALREADY STARTED.
SO DEFINITELY GOOD STUFF FOR SURE. PROUD OF THAT.
[APPLAUSE] I'M GOING TO JUST WRAP UP.
WE'RE GOING TO CONTINUE AT THE NEXT BOARD MEETING KIND OF TO FINALIZE IT, BUT I WANT TO JUST LET YOU KNOW KIND OF WHAT ALL THIS MEANS.
YOU'VE SEEN ALL THE TOOLS AND YOU'VE SEEN A LOT OF THE TOOLS.
NOT ALL OF THEM, BUT YOU'VE SEEN A LOT OF THE TOOLS AND WHAT HAPPENS AT DIFFERENT PLACES.
BUT WHAT I WANT YOU TO UNDERSTAND IS THAT IT ALL STARTS WITH YOU AS A BOARD SETTING A GOAL.
THAT'S WHY I WANT YOU TO KNOW HOW IMPORTANT IT IS.
BECAUSE ONCE YOU SET THE GOAL, THEN WE TAKE THE INFORMATION THAT YOU'VE SET.
WE TAKE THE GOALS THAT HAVE BEEN SET AND WE BUILD THE SYSTEMS. WE WORK ALL THE WAY THROUGH THE ORGANIZATION TO PUT THINGS IN PLACE TO ACTUALLY EXECUTE.
SO THAT'S WHAT I BELIEVE MAKES THINGS WORK IS THAT YOU ALL SET THE GOAL, WHAT YOU RECOGNIZE, WHAT YOU TALK ABOUT, WHAT WE HIGHLIGHT DURING POINTS OF PRIDE WHERE YOU SHOW UP, WHAT YOU ATTEND, ALL THOSE THINGS, SEND THE MESSAGE TO THE ORGANIZATION OF WHAT'S IMPORTANT TO US.
WHERE WE ARE RIGHT NOW IS WE HAVE TO REFINE THE GOALS FOR '24.
WHAT I WANT TO SHARE WITH YOU JUST BRIEFLY, I NEED THREE MINUTES.
>> WHAT I WANT TO SHARE WITH YOU IS THAT WE'RE NOT JUST RANDOMLY SELECTING GOALS, WE'RE INTENTIONAL.
WHAT YOU SEE HERE IS YOU SEE THE HISTORICAL GROWTH RATE PRE-PANDEMIC FOR MATH AND THEN POST-PANDEMIC.
THE BLUE GRAPH REPRESENTS THE TOP IN TARRANT COUNTY GROWTH RATE.
THE RED REPRESENTS THE GROWTH RATE FOR CISD.
YOU'LL SEE THAT WE'RE GROWING AT ABOUT 9% IN MATH AND ABOUT 15% IN READING.
YOU'LL SEE THOSE SAME TRENDS AS YOU LOOK AT THE DATA.
THE QUESTION IS IF WE WERE TO TAKE THAT TREND AND WE WERE TO PROJECT OUT, HOW LONG WILL IT TAKE FOR US TO BECOME TOP IN TARRANT COUNTY? WHAT I DID WAS I TOOK THE TOP LINE AND I JUST DID A RATIO OF GROWTH FOR THE BLUE LINE WHICH IS TOP IN TARRANT COUNTY AND I ASSUME AN AGGRESSIVE GROWTH RATE FOR CROWLEY ISD.
THIS IS MATH. AN AGGRESSIVE GROWTH RATE FOR US WOULD BE A 10% GROWTH.
IF WE MADE A 10% GROWTH, THEN WE WOULD BECOME THE TOP IN TARRANT COUNTY.
ASSUMING THE TOP IN TARRANT COUNTY GROUP CONTINUES TO GROW AT AGGRESSIVE LEVEL, WE WOULD REACH THEM AROUND 2028.
[NOISE] AS WE'RE SETTING OUR GOALS, WE DO OUR VISION 2030, WE CAN SAY, HEY, WE WANT TO BE TOP IN TARRANT COUNTY NOW BY 2028.
BUT NEXT YEAR '24 WE EXPECT TO BE AT 36%.
RIGHT NOW, WE'RE AT 26% BASED ON LAST YEAR'S TEST.
THIS YEAR'S TEST WE'RE EXPECTING TO BE AT 36%.
IF WE HIT 36% WE WOULD HAVE HIT OUR GOAL.
IF WE CAN CONTINUE THAT TREND, WE COME BACK EVERY YEAR AT THIS TIME, WE REVIEW HOW FAR DID WE GET TO, HOW CLOSE DID WE GET TO IT, DO WE NEED TO MODIFY OR WHATEVER.
THAT GIVES US AN IDEA OF WHAT THE GOALS THAT WE WOULD BE SETTING IN THIS ONE DEALING WITH MATH. QUESTIONS ABOUT THAT?
>> YOU ALL UNDERSTAND THE LOGIC BEHIND IT.
THEN WHAT HAPPENS IS, SO NOW WE SAY WE'RE GOING TO IMPROVE 10%.
IF YOU'RE ELEMENTARY PRINCIPAL SUPERVISOR, THEN MY QUESTION TO YOU IS, HOW MUCH DOES YOUR SCHOOL HAVE TO IMPROVE IN ORDER FOR THE ENTIRE DISTRICT TO MAKE THE 10% GROWTH? SOME SCHOOLS MAY IMPROVE 3, 4%.
SOME SCHOOLS MAY HAVE IMPROVED 20% OR WHATEVER, BUT WE TAKE ALL OF THEM TOGETHER AND SEE EXACTLY HOW MUCH THAT WOULD IMPACT OUR OVERALL SCORES.
>> I'M SORRY. YOU SAID WE'RE INCREASING AT A 10% RATE AND THE TOP IN TARRANT COUNTY ALSO YOU SAID IS IMPROVING AT AN AGGRESSIVE RATE.
[03:00:03]
WHAT'S THE RATE? WHAT IS IT AT 9%?>> FOR MATH. THEY WERE MOVING AT 8%.
>> THAT'S HOW WE'RE MAKING THAT TIME UP.
INITIALLY, BEFORE WE HAD TO SET IT AT 8% BECAUSE WHAT YOU'LL SEE ON OUR CURRENT GOAL, IT SAYS INCREASED BY 8%.
THAT'S BASED ON WHAT HAPPENED BEFORE.
NOW WE ARE ADJUSTING IT DUE TO DUE TO THE PANDEMIC.
WE'RE GOING TO RUN ALL THROUGH WE GET TO READ SAME THING.
>> THE 10% YOU SAID AGGRESSIVE, IT'S AN AGGRESSIVE GOAL.
IS IT NOT CONSERVATIVE? BECAUSE IF WE'RE GROWING, IF YOU LOOK BACK AT THAT 15%, WAS THAT MARKET TRENDS? MAYBE I'M MISSING IT.
>> WITH THIS ONE WE'RE READING, WE'RE GROWING AT 15%.
WHAT ERICA SHOWED YOU WAS ACTUALLY BAD.
>> MATH, THE AVERAGE GROWTH WE'VE HAD BEEN 9%.
>> BUT WE'RE ALSO IMPLEMENTING NEW CURRICULUM AND ALL THAT, SO WE EXPECTED FOR THAT TO BE ACCELERATED AND WHEN WE CHECK WHERE WE ARE RIGHT NOW WE'VE GROWN.
RIGHT NOW, I THINK WE'VE GROWN AT ABOUT 9%, RIGHT AT 9-10% RIGHT NOW WITH MATH.
>> IF WE HAD AN EXAMPLE OF THE READING THOUGH, WE WOULD SEE A DIFFERENT TYPE OF GROWTH PATTERN BASED ON THAT.
>> ABSOLUTELY. LET'S RUN INTO THAT.
YOU LOOK AT READING, [NOISE] WE HIT 15%.
I DIDN'T USE 15% BECAUSE 15% THAT'S A LOT FOR EVERY YEAR.
SO I SAID, LET'S BE 11% IS STILL REALLY AGGRESSIVE.
IF WE DO 11% EVERY YEAR YOU'LL SEE, WE'RE PRETTY CLOSE BY 2025 WHEN YOU LOOK AT THAT.
WE'RE AT 68, THEY WOULD GET 72.
THEN, OF COURSE, 2027, WE WOULD BE RIGHT THERE EITHER.
AGAIN, WHAT WE KNOW IS THAT AS YOU START SCORING HIGHER, THE GROWTH TREND SHRINKS.
IT IS EASIER TO GO FROM 60-70 THAN IT IS TO GO FROM 85-90 WE MAKE THOSE ADJUSTMENTS AS THE INFORMATION COMES.
AGAIN, THIS IS JUST A GUIDE TO PULL FORWARD.
THESE ARE REALLY STRETCHED GOALS.
AGAIN, WE'RE REALLY INTENTIONAL ABOUT THAT.
WHAT WE HAVE TO DO AT THIS POINT IS AS A BOARD AND I'LL MEET WITH YOU ALL INDIVIDUALLY BETWEEN NOW AND THE NEXT BOARD MEETING AND JUST TALK ABOUT WHAT WE'RE THINKING.
WE'LL SHARE A LITTLE BIT MORE AND WE'LL GET SET OF, HEY, HERE'S A GOOD ADJUSTMENT THAT WE NEED TO MAKE FOR '24.
THAT '24 GOAL IS ACTUALLY WHAT WE'LL USE TO MEASURE OUR PROGRESS THIS SCHOOL YEAR.
WE'RE DOING IT RIGHT NOW BECAUSE WE JUST GOT THE RESULTS.
NORMALLY, WE WOULD DO THIS AROUND NOVEMBER WHEN THE RESULTS HAVE BEEN RELEASED ALREADY IN A NORMAL CYCLE.
AT THIS POINT BOARD, FIRST OF ALL, THANK YOU ALL FOR JUST YOUR TIME AND JUST INDULGING US TO BE ABLE TO SHOW YOU A LITTLE BIT ABOUT WHAT HAPPENS UNDER THE HOOD.
THANK YOU TO THE TEAM FOR BEING FLEXIBLE, BEING AVAILABLE.
[APPLAUSE] WE'LL TURN IT BACK OVER TO YOU, MADAM PRESIDENT.
>> BOARD, DO YOU HAVE ANY OTHER COMMENTS OR QUESTIONS? WITH NO FURTHER BUSINESS TO BRING BEFORE THE BOARD, WE ARE ADJOURNED AT 10:00 PM.
HAPPY VALENTINE'S DAY EARLY, AND AGAIN, HAPPY NATIONAL COUNSELOR'S WEEK.
HAVE A GOOD EVENING, EVERYONE.
>> YOU ARE ALLOWED TO WORK REMOTELY UNTIL 11:30 TOMORROW.
[LAUGHTER]
* This transcript was compiled from uncorrected Closed Captioning.