[1.0 Call to Order]
[00:00:04]
>> GOOD EVENING. I HEREBY CALL TO ORDER THE CROWLEY BOARD MEETING OF CROWLEY ISD BOARD OF TRUSTEES, AND CERTIFY THAT WE ARE IN COMPLIANCE WITH PROVISIONS OF SECTION 551.041, SUBCHAPTER C, GOVERNMENT CODE AS AMENDED BY THE 89TH LEGISLATURE.
PURSUANT TO PUBLIC NOTICE OF THIS MEETING, AND A QUORUM IS PRESENT.
I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. HANDY.
>> GOOD EVENING. TRUSTEE PLACE 1, DR. NEDRA ROBINSON?
>> TRUSTEE PLACE 2, DR. LA TONYA WOODSON-MAYFIELD? TRUSTEE PLACE 4, JUNE W. DAVIS?
>> TRUSTEE PLACE 5, CHAKINA WATKINS? TRUSTEE PLACE 6, MR. GARY GRASSIA.
>> TRUSTEE PLACE 7, KELICIA STEVENSON?
>> SUPERINTENDENT, DR. MICHAEL MCFARLAND?
>> I EXTEND A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING.
THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC, AND WE ARE PLEASED THAT YOU HAVE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION, AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATION OF CROWLEY PUBLIC SCHOOLS.
COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE TIME DESIGNATED FOR CITIZENS TO ADDRESS THE BOARD.
DECORUM AND COURTESY ARE IMPORTANT ELEMENTS IN THE EFFECTIVE PUBLIC MEETINGS.
PLEASE SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS.
AGAIN, THANK YOU FOR ATTENDING AND YOUR INTEREST IN CROWLEY ISD SCHOOLS.
THAT'S GOING TO BRING US TO AGENDA ITEM 2.0
[2.0 Celebrations / Board Points of Pride]
CELEBRATION/POINTS OF PRIDE. [BACKGROUND] DR. MCFARLAND.>> PRESIDENT, BOARD MEMBERS TONIGHT IN THE INTEREST OF TIME SO WE CAN ACTUALLY HAVE THE TIME TO DIVE INTO OUR PRESENTATION FOR TONIGHT, WE'D LIKE TO FOREGO THE POINTS OF PRIDE.
BUT I WOULD LIKE TO JUST OFFER A WORD OF AFFIRMATION TO EACH ONE OF YOU ALL FOR TAKING THE TIME OUT OF YOUR SCHEDULE OVER THE LAST WEEK AND WE CAN HAVE TO ENGAGE IN ASSIGNMENTS.
I HOPE THAT YOU SAW SOME THINGS THAT YOU'RE REALLY PROUD OF I LIKE YOU.
I JUST WANT TO THANK EACH ONE OF YOU FOR GIVING YOUR WORK DATE THE WHOLE DATE ALMOST AND BEING PRESENT. WE APPRECIATE IT.
IF YOU-ALL DON'T MIND, I JUST WANTED TO BRIEFLY SAY SOMETHING ABOUT THE PASSING OF JOHNNY SHOTWELL, A CROWLEY, COUNCIL MEMBER.
BEING ON THE BOARD FOR 10 PLUS YEARS NOW, I'VE MET JOHNNY, MR. SHOTWELL MANY TIMES, HAD GREAT CONVERSATIONS THROUGHOUT THE YEARS.
THE GREATEST THING THAT I CAN SAY ABOUT MR. SHOTWELL IS TWO THINGS.
ONE IS HIS LOVE AND PASSION FOR CROWLEY ISD, AND THE SECOND IS HIS PASSION FOR THE CITY OF CROWLEY.
HE WAS SO PROUD OF BOTH AND HE WILL BE MISSED.
[3.0 Board President Review Open-Forum Regulations - Open Forum]
THAT'S GOING TO TAKE US TO AGENDA ITEM 3.0, OPEN FORUM. MR. HANDY? YES, SIR. I'M SORRY, WHICH IS OPEN FORUM.THE BOARD SHALL ALLOT 30 MINUTES TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD.
IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING THE ELECTRONIC FORM ONE HOUR BEFORE MEETING BEGINS AND INDICATE THE TOPIC YOU WILL ADDRESS.
THE ELECTRONIC FORM IS AVAILABLE AT WWW.CROWLEYISDTX.ORG/OPENFORUM.
FOR INDIVIDUALS UNABLE TO SIGN UP WITH THE ELECTRONIC FORM, A PAPER COPY OF THIS FORM IS ALSO AVAILABLE AT CROWLEY ISD, CENTRAL ADMIN BUILDING AND MUST BE SUBMITTED IN PERSON ONE HOUR BEFORE THE MEETING.
WHEN CALLED, SPEAKERS SHALL STATE THEIR NAME AND ADDRESS.
SPEAKERS WILL BE CALLED IN THE ORDER THEY ARE REGISTERED TO SPEAK.
COPIES OF ANY DOCUMENTS FOR THE BOARD SHALL BE EMAILED TO THE COMMUNICATION OFFICER AT THE TIME OF REGISTRATION TO SPEAK.
ONLY ONE PERSON MAY SPEAK AT A TIME.
RESIDENTS AND VISITORS WHO HAVE SIGNED UP TO ADDRESS THE BOARD ARE ALLOTTED THREE MINUTES TO SPEAK.
COMMUNICATION OFFICER WILL SIGNAL YOUR REMAINING TIME.
UPON EXPIRATION OF THE TIME, YOU WILL BE EXPECTED TO STOP SPEAKING AND CONCLUDE YOUR COMMENTS.
GROUPS CONSISTING OF TWO OR MORE PEOPLE SHALL APPOINT ONE PERSON TO PRESENT THEIR VIEWS BEFORE THE BOARD.
PLEASE REFRAIN FROM USING SPECIFIC NAMES WHILE MAKING COMMENTS TO, I'M SORRY.
[00:05:03]
PLEASE FACE THE BOARD MEMBERS AT THE DAIS WHILE MAKING COMMENTS.THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.
IF AFTER ONE WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER MAY REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS AND HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.
THANK YOU. MR. HANDY, WHO IS OUR FIRST SPEAKER TONIGHT?
>> YES. WE HAVE ONE SPEAKER TONIGHT.
>> GOOD EVENING, DR. MCFARLAND, PRESIDENT GRASSIA AND THE TRUSTEES.
I'M SAYEDA SAYED AND MY ADDRESS IS 6705 SAPPHIRE CIRCLE NORTH, COLLEYVILLE TEXAS 76034.
I'M HERE BECAUSE I'M ONE OF THE TARRANT APPRAISAL DISTRICT BOARD OF DIRECTORS NOMINEE.
I'M THE CANDIDATE WITH EXPERIENCE, COMPLETE KNOWLEDGE OF DUTIES AND FUNCTION OF THE APPRAISAL REVIEW BOARD COMMONLY KNOWN AS ARB.
THE ARB IS A VITAL LINK TO THE JOURNEY PROPERTY OWNERS EXPERIENCE WHEN DISCUSSING THEIR PROTEST WITH THE APPRAISAL DISTRICT.
CURRENTLY, AS OF JULY OF 2024, THE TAD BOARD OF DIRECTORS APPOINTS THE MEMBER OF ARB FOR TWO-YEAR TERM.
I WILL BRING THE CLARITY AND UNDERSTANDING OF ARB PROCESSES TO THE TAD BOARD, HELPING TO ENHANCE THE GOVERNANCE OF OUR APPRAISAL DISTRICT.
NO CURRENTLY SERVING TAD BOARD OF DIRECTORS OR THE POTENTIAL CANDIDATE HAS THIS TYPE OF EXPERIENCE.
SINCE JANUARY OF 2025, I HAVE ATTENDED ALL THE TADS CLOSED DOOR ENTITY MEETINGS.
I ATTENDED THESE MEETINGS ON BEHALF OF THOSE ENTITIES WHO CAST VOTES FOR MY CANDIDACY IN THE PRIOR ELECTION.
THEY INCLUDE COLLEYVILLE, CROWLEY, BENBROOK, HALTOM CITY, RICHLAND HILLS, GRAPEVINE, HASLET, AZLE, WHITE SETTLEMENT, GRAND PRAIRIE, FORT WORTH ISD, ARLINGTON ISD, AND EVERMAN ISD.
GOING FORWARD, MY PLAN IS TO IMPLEMENT THE RECENT CHANGES BY THE 89 TAX LEGISLATIVE SESSION WITHIN THE TEXAS PROPERTY TAX CODE, FOCUSING ON UNIFORM AND EQUAL PROPERTY APPRAISALS, UNIFORM AND EQUAL TREATMENT TO ALL TAXING ENTITIES AND THE TAXPAYER.
THE ACCURACY AND INTEGRITY OF THE TAX RULE WILL BE MY FIRST PRIORITY.
WHENCE I SAY THE NEW LEGISLATIVE CHANGE, SB973 OF THE TEXAS PROPERTY TAX CODE RELATED TO THE PERIODIC REAPPRAISAL OF THE PROPERTIES, WHICH DIRECTED TO 23.01, IT SAYS ALL TAXABLE PROPERTY IS APPRAISED AT ITS MARKET VALUE AS OF JANUARY 1ST.
IT'S MY STRONG BELIEF THAT JANUARY 1ST COMES EVERY YEAR.
I'M ASKING FOR YOUR NOMINATION IF YOU DO NOT HAVE CHANCE BECAUSE THE DEADLINE IS OCTOBER 14.
ONCE YOU GET THE BALLOT IN LATE OCTOBER, AND PLEASE VOTE EARLY SO I CAN GO AND SHOW MY VOTES TO OTHER ENTITIES THAT, YES, I HAVE VOTE.
I HAVE CHANCE TO SIT ON THE TAD VOTE AND MAKE MODEL APPRAISAL DISTRICT FOR REST OF THE 253 COUNTIES.
THANK YOU FOR YOUR TIME. YOUR VOTES WILL BE HIGHLY APPRECIATED IN NOVEMBER. THANK YOU.
>> THAT'S GOING TO BRING US TO AGENDA ITEM 4.1.
[4.0 Discussion and / or Possible Action Item(s)]
ORDER AUTHORIZING THE ASSURANCE OF CROWLEY INDEPENDENT SCHOOL DISTRICT, UNLIMITED TAX REFUNDING BONDS SERIES 2025. DR. MCFARLAND.>> MR. PRESIDENT, BOARD MEMBERS, WE HAVE MR. FISHER PRESENT TO ADDRESS THIS ITEM. MR. FISHER.
>> GOOD EVENING. MR. BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD, DOCTOR MCFARLAND.
I AM EXCITED TO BRING TO YOU FOR YOUR CONSIDERATION AND POSSIBLE APPROVAL A BOND REFUNDING OPPORTUNITY THAT WILL SAVE UPWARDS OF $5 MILLION TO CROWLEY ISD AND THE TAXPAYERS OF CROWLEY ISD.
I HAVE WITH ME THIS DISTINGUISHED GENTLEMAN, JEFF.
ROBERT, HE'S WITH HILLTOP SECURITIES, AS YOU KNOW, BOARD.
HE WILL PROVIDE AN OVERVIEW OF THIS OPPORTUNITY.
PRESIDENT GRASSIA. DR. MCFARLAND, MEMBERS OF BOARD, JEFF ROBERT WITH HILLTOP SECURITIES.
AS MR. FISHER MENTIONED, WHAT WE'RE ASKING FOR CONSIDERATION TONIGHT IS THE BOARD TO CONSIDER APPROVAL OF WHAT'S CALLED THE PARAMETER REFUNDING ORDER.
BEFORE I GET INTO NUMBERS AND WHATNOT, LET ME EXPLAIN WHAT THAT IS.
A REFUNDING IS SYNONYMOUS OR SIMILAR TO WHAT A REFINANCING IS.
REFUNDING THE TERM THAT WE USE IN OUR INDUSTRY,
[00:10:02]
UNLIKE WHEN YOU REFINANCE YOUR MORTGAGE, WHEN YOU DO A REFUNDING, YOU ACTUALLY ISSUE REFUNDING BONDS, AND THEN THOSE PROCEEDS FROM THOSE BONDS GO TO PAY OFF THE BONDS THAT ARE BEING REFUNDED OR REFINANCED.THEN YOU PAY THE NEW INTEREST RATE ON THE REFUNDING BOND ISSUE, WHICH WOULD PRESUMABLY BE LOWER THAN THE INTEREST RATES THAT YOU'RE PAYING ON THE BONDS THAT ARE OUTSTANDING RIGHT NOW.
AS I GO THROUGH THIS, IF YOU HAVE ANY QUESTIONS, DON'T HESITATE TO ASK ME, IF WE CAN GO TO SLIDE 2 UP THERE ONE MORE, JUST TO GIVE YOU AN IDEA OF WHERE INTEREST RATES ARE RIGHT NOW.
THIS IS WHAT'S CALLED THE BOND BUYER INDEX.
THE GRAPH AND THE BACKGROUND, THE WHITE PORTION GOES ALL THE WAY BACK TO THE EARLY 80S, AND YOU CAN SEE HOW HIGH RATES WERE BACK THEN AND HOW THEY TRENDED DOWN.
THE BLUE GRAPH SHOWS WHAT THIS INDEX HAS DONE.
THIS IS THE 20 YEAR BOND RATE, WHAT THIS INDEX HAS DONE OVER THE LAST YEAR.
YOU CAN SEE WE'VE PLATEAUED THROUGH THE END OF AUGUST AND THEN RATES HAVE COME DOWN A LITTLE BIT.
THIS COMES OUT EVERY THURSDAY.
AS A MATTER OF FACT, I CHECKED JUST A SECOND AGO.
IT'S COME DOWN A LITTLE BIT MORE.
AS A RESULT OF THE RATES COMING DOWN A LITTLE BIT, THAT'S WHY WE CAN ACHIEVE A LITTLE BIT OF SAVINGS.
THESE ARE ALL OF THE BOND ISSUES AND THE PRINCIPAL AMOUNTS AND THE MATURITIES FOR EACH OF THESE BOND ISSUES THAT ARE ELIGIBLE TO BE REFUNDED, AND THEN THE INTEREST RATES ON ALL OF THOSE MATURITIES AS WELL.
ON THE VERY BOTTOM, THE SERIES 2017, IT'S JUST NOW BECOME ELIGIBLE TO BE REFUNDED.
WE HAVE TO BE WITHIN 90 DAYS OF THE CALL DATE.
WE HAVE TO CLOSE THE ISSUE WITHIN 90 DAYS OF THE CALL DATE IN ORDER TO BE ABLE TO USE TAX EXEMPT INTEREST RATES, WHICH WE REALLY NEED TO ACHIEVE SAVINGS, AND YOU CAN SEE THAT'S 86.9 MILLION. THAT'S THE BULK OF IT.
AT THE BOTTOM, DEPENDING ON WHERE INTEREST RATES ARE WHEN WE DO THE PRICING, WE MIGHT ADD A FEW MATURITIES IN THERE THAT MAKES SENSE TO REFUND, OR IF RATES GO UP A LITTLE BIT, WE MIGHT SUBTRACT A FEW MATURITIES.
WE'LL OPTIMIZE THE SAVINGS BASED UPON RATES ON THE DATE OF RE-PRICE.
A LOT OF NUMBERS ON HERE, BUT BASICALLY COLUMNS 2, 3 AND 4 IS THE DEBT SERVICE THAT WE WOULD LOOK AT REFUNDING OR THE BONDS THAT WOULD GO AWAY.
IN COLUMN 5, 6 AND 7 WOULD BE THE REFUNDING BOND ISSUE, WHICH WOULD BE THE NEW BONDS THAT WE'D BE MAKING PAYMENTS ON.
WHAT WE'VE DONE OVER THERE IN COLUMN 8, WHICH SHOWS THE SAVINGS IS WE'RE TAKING ALL OF THE SAVINGS IN THE FIRST TWO YEARS.
WE'RE DOING THAT FOR TWO REASONS.
ONE, BECAUSE WHEN WE ISSUED THIS SUMMER, WE DID AS MUCH AS WE COULD BECAUSE OF THE SENATE BILL 4 PASSAGE THAT IT REALLY BEHOOVED US TO ISSUE AS MUCH AS WE COULD, AND SO WE COULD USE A LITTLE BIT OF HELP TO SAVE SOME MONEY THAT FIRST YEAR.
THEN THE SECOND YEAR, HOPEFUL THAT WILL ALLOW FOR US TO OPEN UP SOME CAPACITY FOR THE ISSUANCE OF THE REMAINING $93 MILLION IN AUTHORIZATION.
WHERE WE REALLY NEED TO HELP OR THE SAVINGS ARE IN THOSE EARLY YEARS, BUT AS YOU CAN SEE, WE'RE NOT GOING TO INCREASE THE PAYMENT IN ANY YEAR.
THERE WILL BE SAVINGS IN EACH AND EVERY YEAR.
NO MATTER HOW SMALL IT WILL BE POSITIVE SAVINGS, AND WE'LL TAKE AS MUCH AS WE CAN IN THOSE FIRST TWO YEARS.
THIS SAVINGS IS BASED UPON INTEREST RATES PLUS 10 BASIS POINTS.
I'VE GOT A LITTLE BIT OF CUSHION IN THERE.
HOPEFULLY, ULTIMATELY WE END UP OVER THAT $6 MILLION FIGURE.
IF YOU LOOK UP AT THE TOP, JUST [OVERLAPPING]
>> JEFF, BEFORE YOU GO ON, I WANT TO GO BACK TO, YOU MENTIONED THE BENEFIT OF THE 2027, BASICALLY TAKING THAT SAVINGS DURING THAT TIME PERIOD.
BOARD MEMBERS, DO YOU HAVE ANY QUESTIONS ABOUT, HOW THAT'S A BENEFIT TO US?
I DIDN'T READ, JUST A HIGHLIGHT.
THAT WAS JUST A HIGHLIGHT THE NUMBER, NOT TO SAY YOU'RE LOSING. I'M SORRY.
YES. GOOD THING THAT YOU KNOW THAT YOU MAKE AN EXCELLENT POINT.
MAYBE FROM NOW ON, I'LL PUT IT IN BLUE OR GREEN.
[LAUGHTER] THAT'S WHAT I NEED TO.
TO BE HONEST, I HADN'T NEVER THOUGHT ABOUT THAT, BUT THANK YOU FOR POINTING THAT OUT.
BUT IN A NUTSHELL UP ON THE TOP LEFT THERE IN THE BLUE NUMBERS. THAT SECOND NUMBER.
THE AVERAGE INTEREST RATE ON THE BONDS THAT WE'RE TALKING ABOUT REFUNDING IS 4.82, AND OVER THERE ON THE TOP RIGHT, THE INTEREST RATE THAT WE'D BE LOOKING AT ON THE REFUNDING ISSUE IS 4.38.
THE SPREAD BETWEEN THERE IS REALLY WHAT GENERATES THE SAVINGS.
AS I TALKING WITH MR. FISHER EARLIER TODAY, HOPEFULLY, THAT NUMBER ON THE TOP RIGHT WILL BE EVEN LOWER, WHICH WILL ALLOW FOR AN EVEN GREATER AMOUNT OF SAVINGS.
THEN I THINK YOU ALL ARE FAMILIAR WITH THE PARAMETER ORDER FOR THE NEW MONEY ISSUANCE THAT WE'VE DONE FOR THE AUTHORIZATION FROM 2023.
BASICALLY, THE BOARD WOULD APPROVE A PARAMETER, AND I'LL SHOW YOU WHAT THE PARAMETERS ARE THAT ARE INCLUDED IN THE DOCUMENT.
SO LONG AS THE PARAMETERS ARE MET, DR. MCFARLAND AND OR MR. FISHER, CAN APPROVE THE ISSUANCE ON BEHALF OF THE DISTRICT.
[00:15:02]
THE REASON WE DO THAT IS TO ALLOW US TO HOPEFULLY HAVE SOME FLEXIBILITY IN TIMING VERSUS SAYING WE'RE GOING TO HAVE TO PRICE ON THE DAY OF A BOARD MEETING.THEN HAVE THE BOARD APPROVE IT WHEN YOU NEVER KNOW, WHAT MIGHT HAPPEN THAT DAY.
IT GIVES US FLEXIBILITY AND THAT'S HOW WE'VE ALWAYS DONE PRICING, ESPECIALLY ON REFUNDINGS.
AGAIN, THE THIRD BULLET THERE, YOU CAN SEE THE DIFFERENT PARAMETERS THEY'RE INCLUDED.
AND THEN ON THE FINAL SLIDE, IT SHOWS WHAT THE ACTUAL PARAMETERS WITHIN THE ORDER ARE.
AGAIN, THE PRICING OFFICERS, DR. MCFARLAND, MR. FISHER, MAXIMUM PRINCIPAL AMOUNTS, 144 MILLION BY LAW, WE CAN'T ISSUE MORE BONDS THAN WHAT WE'RE REFUNDING.
SO WE WON'T ISSUE MORE BONDS THAN WHAT'S BEING REFUNDED.
THE MINIMUM SAVINGS 2.5% PRESENT VALUE, THAT SCENARIO OR THOSE NUMBERS THAT YOU SAW ON THAT PRIOR PAGE WAS ABOUT 3.5, SO WE'RE ABOUT A PERCENT ABOVE THAT.
MAXIMUM TRUE INTEREST COST OF 475.
FINAL MATURITY DATE, WE WILL NOT EXTEND THE MATURITY OF THE BONDS.
WE'RE GOING TO REFINANCE THEM OVER THEIR CURRENT LIFE, AND THEN THE DELEGATION EXPIRATION IS 365 DAYS.
THAT GIVES US A FULL YEAR TO MONITOR.
AND IF WE SEE A MOMENT TO TAKE ADVANTAGE OF A HIGH LEVEL OF SAVINGS AND WE'LL DO THAT.
THE OTHER THING THAT HELPS QUITE HONESTLY ON THE REFUNDING, TAKING THE SAVINGS IN THE EARLY YEARS.
I HEARD THE YOUNG LADY MENTION THE APPRAISAL DISTRICT, EVEN THOUGH I BELIEVE IT WAS SENATE BILL 973 THAT PASSED.
UNFORTUNATELY, UP TO THIS POINT, BOTH TARRANT COUNTY AND JOHNSON COUNTY ARE STILL GOING WITH THEIR APPRAISAL PLANS THAT ACTUALLY VIOLATE THAT LAW, BUT THEY'RE DOING THAT RIGHT NOW.
THAT'S ALSO A REASON WHY WE WANT TO SAVE MONEY IN THE EARLY YEARS BECAUSE THAT'S HINDERING YOUR GROWTH ON YEAR-YEAR BASIS AND HOPEFULLY THAT WILL GET RECTIFIED.
>> ANY QUESTIONS, I'D BE HAPPY TO HAVE TO ANSWER.
THE MATURITY DATE OF AUGUST 1ST, 2047, IS THAT A MORTGAGE, LIKE 15 YEAR, 30 YEAR? SO IS IT GOING BACK 30 YEARS FROM 2017?
>> GOOD QUESTION. ALL OF THOSE BOND ISSUES THAT WERE LISTED ON SLIDE 3, THE 2017 WAS THE LATEST ONE OR THE ONE DONE MOST RECENTLY, AND IT WAS A 30 YEAR ISSUE.
THE 30 YEAR MATURITY IS AT 81 OF 2047, AND SO THERE IS A PRINCIPAL PAYMENT ON THAT DATE.
WHEN WE DO THE REFINANCING, WE WOULD JUST REFINANCE IT WITHIN THE CURRENT TERM.
WE'RE NOT GOING TO SHORTEN IT OR EXTEND IT EITHER ONE.
>> IF RATES DROP AGAIN NEXT YEAR, WOULD WE BE ABLE TO DO IT AGAIN NEXT YEAR OR IS IT A LOT?
>> YOU CAN DO REFUNDINGS WHENEVER YOU HAVE BONDS THAT ARE CALLABLE WITHIN A 90 DAY PERIOD.
IF WE DECIDE TO REFUND THIS, WHENEVER YOU DO A BOND ISSUANCE, THE TYPICAL CALL DATE IS 10 YEARS FROM THE DATE OF ISSUANCE SO WE REALLY WOULD ONLY BE ABLE TO GET THESE AT ONE TIME.
NOW, YOU DO HAVE OTHER BOND ISSUES, OUTSTANDING SERIES 2018/19, OTHER ISSUES THAT WILL BECOME CALLABLE THAT YOU COULD POTENTIALLY REFUND IF INTEREST RATES ALLOW FOR IT TO MAKE SENSE. YES, MA'AM.
>> SO JEFF, JUST TO CLARIFY WHAT WE'RE DOING.
THERE'S NOTHING THAT WOULD EVER BE NEGATIVE ON THIS.
IT WOULD JUST BE THAT IT HAPPENED TO GO DOWN AT A CERTAIN RATE TO A CERTAIN RATE, AND WE FEEL THAT THIS IS THE BEST OPPORTUNITY FOR US TO CALL THIS.
THE ONLY WAY THAT IT WOULD BE BETTER IS IF THE RATE DROPPED, BUT FIRST WE DON'T SEE THAT HAPPENING. IS THAT CORRECT?
>> IT'S DEFINITELY A HINDSIGHT AS 2020.
IT'S ONE OF THOSE WHERE WE MIGHT EXECUTE IT AND A YEAR FROM NOW, SAY, "MAN, WE'RE GLAD WE DID IT BECAUSE RATES ARE A LITTLE HIGHER THAN WHERE THEY ARE NOW." OR WE MIGHT LOOK BACK AND SAY, "DARNING, SO WE SHOULD HAVE WAITED." BUT THERE'S REALLY NO WAY OF KNOWING SO FEEL LIKE THAT IF IT'S SOMETHING THAT'S BENEFICIAL, IN THIS CASE GETTING THOSE SAVINGS UP FRONT, AGAIN, I THINK BENEFITS THE CURRENT YEAR'S BUDGET AS WELL AS NEXT YEAR'S BUDGET.
THEN WE'LL MAKE DECISION TO MOVE FORWARD, BUT THAT'S SOMETHING THAT IF THE BOARD APPROVES TONIGHT, THAT I'LL BE IN DISCUSSION WITH DR. MCFARLAND, MR. FISHER AND SAY, "HERE'S WHERE WE ARE NOW.
DO YOU GUYS WANT TO MOVE FORWARD," AND THEY'LL GIVE ME THE THUMBS UP, THE THUMBS DOWN.
>> BUT YOU'VE BEEN DOING THIS A COUPLE OF YEARS AND YOU FEELS THAT THIS IS BEST THING?
>> THANK YOU. AT SOME POINT DURING THE PRESENTATION, I THINK IT WAS MENTIONED THAT THIS IS SAVING THE DISTRICT AND THE TAXPAYERS MONEY. AM I CORRECT?
[00:20:05]
>> THEN I'M SORRY TO PIGGYBACK OFF OF THAT.
I ASSUME THAT THAT'S THE 1.5 WHAT WE THINKING THAT NEXT YEAR THAT MIGHT DROP EVEN MORE OR HOW DOES THAT TIE INTO THE RATE OR DOES IT?
>> THE RATE THAT WAS GIVEN LAST MONTH THAT WE HAD CONSIDER [BACKGROUND] I BELIEVE IT'S THE 1.55 OR AND NOW IT'S THAT 1.52.
>> WILL NOT INCREASE TAX RATE.
>> WILL NOT INCREASE? COULD IT EVEN POSSIBLY GO DOWN?
>> I PROBABLY DON'T SEE IT GO DOWN UNTIL WE COMPLETE THE ISSUANCE OF THE REMAINING AUTHORIZATION.
I THINK ONCE THE ENTIRE AMOUNT OF AUTHORIZATION IS ISSUED, THEN THERE'S A POTENTIAL THAT IF THE TAX BASE CONTINUES TO GROW, THAT SOME POINT, YOU MIGHT BE ABLE TO START LOWERING THE TAX RATE.
>> ARE THERE ANY FURTHER QUESTIONS?
>> BOARD MEMBERS, AN ITEM LIKE THIS, WE WOULD DEFINITELY IN MOST CASES, BRING IT TO YOU FOR DISCUSSION AND THE POSSIBLE ACTION AT A FUTURE DATE.
I KNOW WE HAVE THE MANTRA OF NO SURPRISES AND NO GOT YOU.
BUT THIS SITUATION IS A LITTLE DIFFERENT BECAUSE THE INTEREST RATE IS MOVING, AND WE BELIEVE THAT IT'S IMPORTANT FOR US TO GET THE AUTHORIZATION NOW JUST IN CASE WE FELT LIKE THINGS WERE ADVANTAGEOUS FOR US.
TONIGHT, WE'RE ASKING FOR ACTION ON THIS ITEM, RECOGNIZING THAT WE BROUGHT IT TO YOU TONIGHT, BUT THIS IS THE FINANCIAL SITUATION AND WHERE THE MARKET IS RIGHT NOW.
THAT'S WHY WE'RE BRINGING THIS ITEM TO YOU FOR ACTION.
>> NO. I'M READY TO MAKE A MOTION.
I'M SORRY. WOULD THIS BEING A POSSIBLE ACTION ITEM? IS THERE A MOTION?
>> I RECOMMEND ADOPTING THE ADOPTION OF THE ORDER AUTHORIZING THE ISSUANCE AND SALE OF CROWLEY INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX REFUNDING BONDS, SERIES 2025 AS PRESENTED.
>> WE HAVE A MOTION BY TRUSTEE DAVIS. IS THERE A SECOND?
>> WE HAVE A SECOND BY DR. ROBINSON.
IS THERE ANY FURTHER DISCUSSION? HEARING NONE. MOVE TO VOTE.
THE MOTION PASSES. THANK YOU, SIR.
THAT'S GOING TO BRING US TO AGENDA ITEM 5.0.
THE BOARD WILL NOW ADJOURN TO EXECUTIVE SESSION. WE DON'T NEED IT.
SORRY, IT'S GOING TO TAKE US TO AGENDA ITEM
[6.0 Study Session]
6.1 DISTRICT AND CAMPUS IMPROVEMENT PLANS, DR. MCFARLAND.>> MR. PRESIDENT, BOARD MEMBERS, WE'RE DEFINITELY EXCITED TONIGHT TO BE ABLE TO HAVE A WORK SESSION.
IN OUR WORK SESSION, WE WANT TO REALLY TAKE OUR TIME TO SLOW THINGS DOWN AND REALLY HAVE A CONVERSATION ABOUT WHAT WE'RE DOING IN THE DISTRICT TO ACTUALLY IMPROVE OUR PERFORMANCE AND CONTINUE TO ACHIEVE THE LEVELS THAT WE WANT.
BEFORE WE GET STARTED IN THE PRESENTATION, I'D LIKE TO ASK ALL OF THE CENTRAL OFFICE IF YOU ALL WILL COME UP TO THE FRONT AND I LIKE ALL THE CENTRAL OFFICE JUST TO INTRODUCE THEMSELVES TO YOU AND JUST LET YOU KNOW THEIR ROLE IN THE AREA THEY'RE RESPONSIBLE FOR.
THEN AFTER THAT, WE WILL GO TO THE NEXT SESSION.
EVERYBODY IS HERE, IF YOU ALL COME UP.
THESE FOLKS HAVE WORKED EXTREMELY HARD.
THEY DO A LOT OF THE WORK AND OFTENTIMES YOU MAY SEE THEM, BUT YOU MAY NOT KNOW EXACTLY WHAT THEY DO.
I'LL JUST ALLOW THEM TO INTRODUCE THEMSELVES AT THE MIC AND LET US KNOW WHAT YOUR AREA RESPONSIBILITY IS.
>> GOOD EVENING. MY NAME IS MARIA ANGUIANO AND I'M THE EXECUTIVE DIRECTOR OVER SPECIAL PROGRAMS THAT INCLUDE SECONDARY LOT, SPANISH, DYSLEXIA, DUAL LANGUAGE, ESL, AND SPECIAL EDUCATION.
[00:25:03]
>> TELL US WHAT LOT STAND FOR.
>> I'M SO SORRY. THEY ARE ALL THE FOREIGN LANGUAGES, 6-2TH GRADE.
>> I AM THE ACRONYM POLICE TONIGHT [LAUGHTER]
I AM ONE OF THE EXECUTIVE DIRECTORS OF SCHOOL LEADERSHIP FOR ELEMENTARY.
>> GREAT TAKING TURNS. GOOD EVENING.
I'M ANNETTE DUVALL, EXECUTIVE DIRECTOR OF CTE, ADVANCED ACADEMICS AND PROGRAM EVALUATION.
>> GOOD EVENING. I'M PAULA LEWIS.
I'M ANOTHER EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP, AND I SUPERVISE SIX OF OUR MAGNIFICENT ELEMENTARY CAMPUSES.
>> GOOD EVENING. I'M COSHEDA HURD.
I'M EXECUTIVE DIRECTOR OF MTSS, SECTION 504, DYSLEXIA, AND AT RISK.
>> MULTI-TIERED SYSTEMS OF SUPPORT.
>> GOOD EVENING. I AM CRYSTAL POLK.
I AM EXECUTIVE DIRECTOR OF GRANTS AND TRANSFORMATION.
>> GOOD EVENING. MY NAME IS TAMIKA WILLIAMS, AND I AM THE DIRECTOR OF SPECIAL EDUCATION.
>> GOOD EVENING, CLARENCE WILLIAMS, ASSISTANT CHIEF OF SCHOOL LEADERSHIP FOR QSN, QUINNE SCHOOL NETWORKS PARTNERSHIP DEPARTMENT IN CROWLEY ISD.
>> GOOD EVENING. MY NAME IS ROLANDA MCKENZIE, AM I ANOTHER EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP.
I HAVE THE PRIVILEGE OF SERVING IN CROWLEY ISD AS THE CHIEF FINANCIAL OFFICER.
>> GOOD EVENING, BOARD MEMBERS, I'M ROXEY NORFLIS.
I AM THE ELEMENTARY EXECUTIVE DIRECTOR OF CURRICULUM AND INSTRUCTION AND PROFESSIONAL LEARNING.
I'M KENYAIL CARR, THE SECONDARY EXECUTIVE DIRECTOR OF CURRICULUM INSTRUCTION AND PROFESSIONAL LEARNING.
>> GOOD EVENING, BOARD. MY NAME IS ANNA ROE, AND IT'S MY PRIVILEGE TO SERVE AS CHIEF ACADEMIC OFFICER IN THE OFFICE OF ACADEMIC EXCELLENCE, WE SERVE CURRICULUM AND INSTRUCTION PROFESSIONAL LEARNING, AS WELL AS DIGITAL LEARNING.
A NEW TEACHER SUPPORTS EARLY CHILDHOOD DATA ASSESSMENT AND ACCOUNTABILITY.
>> GOOD EVENING, BOARD. I AM KIMBERLY SHERFIELD, AND I AM ONE OF THE DIRECTORS IN HUMAN CAPITAL MANAGEMENT.
I SERVE AS THE DEPUTY SUPERINTENDENT OF ADMINISTRATIVE SERVICES, WHICH UMBRELLAS, HUMAN CAPITAL MANAGEMENT, STUDENT SERVICES, HEALTH SERVICES, AND AA.
>> GOOD EVENING, EVERYONE. I'M VERONICA KUNSCHIK, AND I HAVE THE PRIVILEGE TO SERVE THE HIGH SCHOOLS AS EXECUTIVE DIRECTOR OF SCHOOL LEADERSHIP. THANK YOU.
>> GOOD EVENING, EVERYONE. MY NAME IS RUBY BATISTE, AND I HAVE THE PLEASURE OF SERVING AS DEPUTY CHIEF OF STAFF FOR CROWLEY ISD.
ONE LAYER THAT I DIRECTLY SUPERVISE IS OUR ENROLLMENT AND OUR PUPIL AND EMPLOYEE INFORMATION MANAGEMENT SYSTEMS KNOWN AS PIMS. I'M ALSO THE EMPLOYEE CHILD DEVELOPMENT CENTER THIS YEAR IS UNDER ME AND I HAD THE WONDERFUL PLEASURE OF SUPERVISING SPECIAL PROGRAMS, WHICH INCLUDES OUR EMERGENT BILINGUAL PROGRAM AND OUR SPECIAL EDUCATION PROGRAM, AND ALSO FACILITATING AND MONITORING OUR FEDERAL FUNDS, WHICH INCLUDE ALL OF OUR TITLE FUNDS, TITLE 1, 2, 3 AND 4.
THE PRIVILEGE OF SUPPORTING DR. MCFARLAND WITH POLICY, AND AS YOU ALL KNOW ME WELL FOR THAT, AND THAT IS WHAT I HAVE FOR YOU TONIGHT.
MY NAME IS SHAMEKA MILLNER, AND I AM THE DEPUTY SUPERINTENDENT OF DISTRICT IMPROVEMENT ACCOUNTABILITY, AND LEADERSHIP.
>> GOOD EVENING, EVERYONE. MY NAME IS JAIME HANDY.
I'M THE DIRECTOR OF COMMUNICATIONS AND MARKETING FOR CROWLEY ID,
[00:30:01]
AND I HAVE THE PLEASURE OF TELLING THE STORIES OF THE GREAT PEOPLE AND PROGRAMS WE HAVE RIGHT HERE ON CROWLEY ISD.>> AGAIN, BOARD I JUST WANT YOU TO, I KNOW YOU SEE THEM AND YOU PROBABLY KNOW SOME OF THEM, BUT THEY ARE EXTREMELY TALENTED PEOPLE, I BELIEVE, AND WORKED EXTREMELY HARD AND SO THE SUCCESS THAT WE'VE HAD QUITE FRANKLY IS BECAUSE A LOT OF THE WORK THAT THESE PEOPLE HAVE DONE.
YOU DON'T OFTENTIMES SEE THEM OR HEAR THEM, BUT I CAN TELL YOU THEY EXIST.
HOPEFULLY YOU SAW THAT WHEN WE WERE ON THE CAMPUS LAST WEEK.
ALSO, I WANT TO INTRODUCE THE BOSS LADY.
MISS MONTALVO. I KNOW YOU ALL KNOW HER.
LET'S GET HERE [APPLAUSE] YES.
>> I JUST WANT TO ACKNOWLEDGE HOW NICELY THEY PLAYED THE SAME LAST YEAR THAN THEY DID THIS TIME.
>> AGAIN, TONIGHT, BOARD, WE WOULD LIKE TO REALLY LEAN IN TO OUR DISTRICT CAMPUS IMPROVEMENT PLANS AND THE ACTIONS THAT WE'LL BE TAKING TO IMPROVE OUR CAMPUS.
WE HAVE OUR DEPUTY SUPERINTENDENT, DR. MILLNER WILL COME FORWARD AND LEAD US IN THIS PRESENTATION TONIGHT. DR. MILLER.
>> GOOD EVENING, DR. MCFARLAND, CITY BOARD MEMBERS.
I'M HERE TONIGHT TO WALK YOU THROUGH SOME OF THE WORK THAT WE'RE DOING HERE TO MAKE SURE THAT OUR CAMPUSES IMPROVE.
WE'RE GOING TO TAKE YOU FROM THE BROAD VISION DOWN TO STRATEGIC ACTIONS THAT WE'RE TAKING ON EACH CAMPUS HERE IN CROWLEY ISD.
OUR OBJECTIVES FOR TONIGHT ARE OF COURSE FOR US TO ALLOW THE BOARD TO HAVE AN OPPORTUNITY TO UNDERSTAND THE PURPOSE AND STRUCTURE OF OUR DISTRICT IMPROVEMENT PLAN.
ALSO SEE HOW OUR CAMPUS IMPROVEMENT PLAN IS DIRECTLY ALIGNED WITH AND SUPPORT THE DISTRICT IMPROVEMENT PLAN.
WE'D LIKE YOU TO HAVE AN OPPORTUNITY TO EXPERIENCE ONE OF THE TOOLS THAT WE'RE USING TO OPERATIONALIZE THESE PLANS CALLED A GAP MAP.
THEN, OF COURSE, TO RECOGNIZE HOW WE WILL EMBARK UPON FORMATIVE REVIEWS THROUGHOUT THE SCHOOL YEAR IN ORDER TO CHECK FOR CONTINUOUS IMPROVEMENT AS WE MOVE THROUGHOUT THE YEAR.
BEFORE WE GET STARTED, LET ME LET YOU KNOW THAT THERE IS A BLUE FOLDER ON YOUR DESK THAT HAS A COUPLE OF PIECES OF INFORMATION INSIDE.
YOU HAVE A COPY OF THIS PRESENTATION THERE.
YOU ALSO HAVE THIS DOCUMENT, THIS IS A FLIP BOOK.
IT IS A NOTE CATCHER FOR YOU TO MOVE THROUGH THE SECTIONS OF THIS PRESENTATION AND TAKE NOTES, IF YOU'D LIKE.
ANY QUESTIONS THAT MIGHT COME UP OR ANYTHING THAT YOU'RE THINKING ABOUT THERE.
THEN, BECAUSE WE DO USE A LOT OF ACRONYMS AS EDUCATORS, THERE IS A FRONT AND BACK GLOSSARY OF SOME OF THE ACRONYMS THAT WE MIGHT USE IN CASE WE MISS SPELLING IT OUT FOR YOU.
THEY ARE LISTED IN THE ORDER THAT YOU'LL ENCOUNTER THEM TONIGHT.
TO START, YOU SEE THAT IMAGE ON YOUR FLIP BOOK AND ON THE SCREEN.
IT ENCAPSULATES THE PICTURE THAT WE'RE TRYING TO DRAW FOR YOU TONIGHT THAT WE MOVED INTO OUR DISTRICT IMPROVEMENT PLANNING BASED ON THE WORK THAT THE BOARD AND THE COMMUNITY HAD ALREADY DONE IN VISION 2030.
THE BOARD AND THE COMMITTEE ESTABLISHED FOUR MAJOR GOALS IN VISION 2030.
THAT FACILITATED OUR DEVELOPMENT OF THE DISTRICT IMPROVEMENT PLAN BASED ON THOSE GOALS.
CAMPUS IMPROVEMENT PLANS CAME AS A RESULT OF THE DISTRICT IMPROVEMENT PLAN.
THE GAP MAP IS A TOOL, LIKE I SAID, THAT WE ARE USING TO FOCUS, SPECIFICALLY, ON ACCOUNTABILITY IMPROVEMENTS AND GOAL ONE, THRIVING STUDENTS.
THEN, OF COURSE, ALL OF THESE TOOLS AND VISION DOCUMENTS AND PLANNING DOCUMENTS TAKE US TO THE CLASSROOM AND THE STUDENT DISK, AND THE GOAL OF ALL OF THEM, OF COURSE, IS TO IMPROVE STUDENT ACHIEVEMENT.
JUST TO REMIND US OF THE VISION 2030 GOALS FROM THE STRATEGIC PLAN.
WE WANT RIGOROUS RELEVANT AND FUTURE-READY LEARNING HAPPENING IN THE CLASSROOM IN CROWLEY ISD.
WE WOULD LIKE AN ENGAGED COMMUNITY.
WE WANT TO HAVE PARTNERSHIPS THAT SUPPORT OUR STUDENTS AND OUR FAMILIES.
OF COURSE, WE WANT A EMPOWERED STAFF.
WE'RE FOCUSING ON RECRUITMENT, RETENTION, AND PROFESSIONAL GROWTH.
FINALLY, BUT IMPORTANTLY, SAFE AND HEALTHY ENVIRONMENTS.
WE WANT OUR SCHOOLS AND OUR CHILDREN AND OUR STAFF TO BE SAFE, WELL, AND OF COURSE, INCLUDED.
THAT MOVES US TO THE NEXT STEP, WHICH IS OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS.
JUST AS AN OVERVIEW, THE PURPOSE OF DISTRICT CAMPUS IMPROVEMENT PLANS, OF COURSE, IS TO GUIDE THE WORK THAT WE DO THROUGHOUT THE SCHOOL YEAR TOWARDS THESE GOALS.
EACH YEAR, LEADERS FROM CAMPUSES AS WELL AS DISTRICT LEADERS WORK TOGETHER COLLABORATIVELY ALONG WITH COMMUNITY MEMBERS AS WELL TO DEVELOP CAMPUS AND DISTRICT IMPROVEMENT PLANS.
THE PURPOSE AGAIN, IS TO IMPROVE STUDENT ACHIEVEMENT, AND CAMPUS AND IMPROVEMENT PLANS ARE LIVING DOCUMENTS, BUT THEY ARE ALL SUPPORTIVE OF THE OBJECTIVES IN VISION 2030 AND THE DISTRICT PLAN.
[00:35:02]
THEY ASSESS THE ACADEMIC ACHIEVEMENT FOR ALL STUDENTS, SET THE DISTRICT AND CAMPUS PERFORMANCE OBJECTIVES.WE IDENTIFY STRATEGIES OF HOW THE DISTRICT WILL MEET OUR GOALS, DETERMINE WHAT RESOURCES WE'LL USE TO DO SO.
OF COURSE, SET TIMELINES FOR DOING SO.
THINK THROUGH WAYS WE'RE GOING TO MEASURE PROGRESS ON THOSE GOALS THAT WE ESTABLISHED.
THE ONE MAIN POINT TO POINT OUT, THAT THE STATE REQUIRES THAT IS VERY IMPORTANT, IS THAT WE ESTABLISH GOALS FOR PARENTAL INVOLVEMENT AND SOCIAL AND EMOTIONAL LEARNING FOR OUR STUDENTS AS WELL, AND WE INCLUDE THOSE WITHIN THE STRATEGIES THAT WE'VE DEVELOPED, BOTH FOR THE DISTRICT AND THE CAMPUSES.
THE NEXT SLIDE JUST GOES FURTHER INTO DIP, THE DISTRICT IMPROVEMENT PLAN, TO SHOW YOU WHAT THE ELEMENTS OF THOSE PLANS LOOK LIKE.
AGAIN, WE MAINTAIN THE FOCUS OF THE 2030 VISION: GOAL 1, THRIVING STUDENTS, GOAL 2, ENGAGED COMMUNITY, AND WE MOVE TO PERFORMANCE OBJECTIVES, STRATEGIES.
THE PERSONS IN THE DISTRICT LIKE ALL OF THESE INDIVIDUALS THAT ARE HERE, HAVE LISTED STRATEGIES THAT THEY'RE RESPONSIBLE FOR, THEN TIMELINES INFORMATIVE REVIEW CHECKPOINTS.
THE EXAMPLE YOU SEE HERE IS A STRATEGY REGARDING A DISTRICT WIDE LITERACY FRAMEWORK.
THE EXPECTED RESULT OF DEVELOPING MONITORING A COHESIVE DISTRICT WIDE LITERACY FRAMEWORK WOULD BE TO INCREASE STUDENT ACHIEVEMENT, OF COURSE, IN READING.
THEN YOU SEE THE RESPONSIBLE PERSONNEL THERE WOULD BE THE CHIEF ACADEMIC OFFICER, THE EXECUTIVE DIRECTORS OF SCHOOL LEADERSHIP, AND THE DIRECTORS OF CURRICULUM AND INSTRUCTION.
ALSO, YOU SEE THAT THERE IS A TIMELINE FOR FORMATIVE REVIEW.
WE'LL TALK A LITTLE BIT FURTHER ABOUT WHY WE'VE SELECTED THOSE SPECIFIC POINTS FOR REVIEW.
BUT WHAT HAPPENS AT THOSE POINTS IS WE COME BACK AND LOOK AT SETS OF DATA TO DETERMINE WHETHER THE STRATEGIES THAT WE'VE OUTLINED WE'RE ACTUALLY DOING.
HOW FAR WE'VE COME IN DOING THEM AND WHAT OUR DATA IS TELLING US ABOUT THEM, WHETHER WE NEED TO CONTINUE, WHETHER WE NEED TO ADJUST, WHETHER WE NEED TO DELETE.
>> BOARD, CAN YOU GO BACK ONE SLIDE? DO YOU HAVE ANY QUESTIONS JUST ABOUT THIS PROCESS HERE AND THESE THINGS THAT WE'VE IDENTIFIED AS ACTION STEP THAT WE TAKE WITHIN OUR PLAN?
>> I DON'T HAVE A QUESTION THAT I DO HAVE A QUESTION THIS SLIDE.
W THE REVIEW PROCESS WHAT CAN SAY?
>> WELL, WE HAVE A SERIES OF MEETINGS THAT WE HAVE.
WE WILL COME BACK, WE HAVE A PROCESS CALLED CAMPUS PERFORMANCE REVIEWS, WHERE WE COME TOGETHER AND LOOK AT DATA FOR EACH CAMPUS, INTERNAL ASSESSMENT DATA, BENCHMARK DATA, ATTENDANCE DATA, DISCIPLINE DATA, AND COLLECTIVELY AS AN ENTITY, WE LOOK AND SEE, ARE THE GOALS THAT WE SET WORKING? ARE THEY NOT WORKING? WHERE MIGHT WE NEED TO MAKE ADJUSTMENTS? HAVE WE NOT MOVED FORWARD ENOUGH IN THIS GOAL, OR WHAT DO WE NEED TO DO TO STRATEGIZE TO MAKE SURE THAT WE ARE MOVING FORWARD? OR IS THIS SOMETHING THAT WE CAN SEE IS CLEARLY NOT WORKING AND WE NEED TO DELETE AND MOVE ON TO SOMETHING ELSE? AS STATED A LITTLE BIT EARLIER, THESE ARE LIVING DOCUMENTS, SO WE DO HAVE THE ABILITY TO MONITOR AND ADJUST THROUGHOUT THE YEAR.
>> IN ADDITION TO THAT, ONE THING THAT WE'RE CONSIDERING, THAT'S DIFFERENT THAN WHAT WE'VE DONE IN THE PAST, IS AS YOU SEE THOSE DIFFERENT POINTS, EVERY QUARTER.
WHAT I WOULD LIKE TO DO IS EVERY QUARTER, BE ABLE TO COME BACK IN A SETTING LIKE THIS AT THE BOARD MEETING, AND TO GIVE YOU AN UPDATE OF WHERE WE ARE WITH THE PLAN THAT YOU'RE GOING TO HEAR ABOUT TONIGHT.
TONIGHT, YOU'LL HEAR ABOUT THE FORMATION BECAUSE WE'RE WORKING THROUGH THAT.
AT THE WORK SESSION IN NOVEMBER, WE LIKE TO HAVE A SETTING VERY SIMILAR TO THIS AND JUST WALK THROUGH EACH LEVEL, WHERE WE ARE IN RELATION TO WHERE WE SAID WE WOULD BE AT THIS POINT IN TIME.
THAT WOULD BE QUALITY REVIEW PROCESS.
>> I LIKE THAT PROCESS BECAUSE I DON'T THINK WE'VE DONE THAT IN THE PAS.
WE CAN KEEP TRACK OF WHERE WE ARE SO WE CAN KNOW WHERE TO GO NEXT MONTH OR THE NEXT COUPLE OF MONTHS. I LIKE THAT.
>> I HAVE A QUESTION IN RELATION TO THIS LITERACY FRAMEWORK.
IF YOU TAKE YOUR FIRST ASSESSMENT IN NOVEMBER AND YOU SEE THAT STUDENTS AREN'T SUCCESSFUL, WHAT DOES THAT LOOK LIKE FOR TIER 1 INSTRUCTION, WHEN YOU GO BACK AND YOU RE EVALUATE STUDENT PROGRESS?
>> I'LL ASK MISSY ROW TO COME UP, BUT WE WILL HAVE A PROCESS WHERE WE DO DATA REVIEW.
THERE'S A DATA REVIEW PROTOCOL THAT ALL CAMPUSES HAVE BEEN INSTRUCTED IN AND REQUIRED TO USE.
THE BENCHMARK IN NOVEMBER IS THE FIRST BIG ASSESSMENT, BUT THERE ARE ONGOING FORMATIVE ASSESSMENTS THAT ARE HAPPENING IN CLASSROOMS ALONG THE WAY SO THAT AS THOSE ASSESSMENTS HAPPEN, DATA ANALYSIS HAPPENS ON A WEEK TO WEEK BASIS AND CLASSROOM ADJUSTMENTS ARE BEING MADE.
>> THANK YOU. YOU CAN HAVE A SEAT.
>> I THINK THIS YEAR REALLY WE IMPLEMENTED
[00:40:01]
A WRITING PLAN THAT BEGAN WITH A BASELINE FROM DAY ONE.WE HAVE CHECKPOINTS THROUGHOUT THE YEAR, AND WE'RE MONITORING AND ADJUSTING.
BASED OFF WHAT WE LEARN, WE ADJUST OUR COACHING TRAINING, OUR PROFESSIONAL DEVELOPMENT, AND THEN THAT HAPPENS IN THE PLC.
WE'RE CONSTANTLY ADJUSTING BASED ON OUR WRITING PLAN THAT WE'VE IMPLEMENTED THIS YEAR, AND THAT IS DRIVING THE SHIFTS THAT WE NEED ACADEMICALLY.
>> THE QUESTION THAT I WAS GOING TO ASK.
BECAUSE I KNOW JUST ENOUGH ABOUT THE PLCS TO MAKE ME DANGEROUS.
BUT SINCE WE JUST SAW THOSE, HOW WILL ALL OF THIS INFORM THE PLCS? I THINK YOU MAY HAVE TOUCHED ON, I THINK, BUT CAN YOU TELL ME A LITTLE BIT MORE ABOUT HOW ALL OF THIS WILL INFORM THE PLCS?
>> WELL, EVERYTHING WE'RE DOING IS DRIVEN BY THE DATA THAT THE STUDENTS ARE PRODUCING WHETHER THAT'S DAY-TO-DAY INSTRUCTIONAL IN THE CLASSROOMS THAT YOU VISITED, YOU SAW SOME DAILY DATA.
THERE ARE EXIT TICKETS OR CLOSURE ACTIVITIES THAT ARE HAPPENING IN CLASSROOMS EVERY DAY, THAT TEACHERS ARE MONITORING AND ADJUSTING THEIR INSTRUCTION EVEN ON A DAY-TO-DAY BASIS TO SAY I TAUGHT THIS SKILL TODAY.
STUDENTS WERE NOT SUCCESSFUL OR HALF THE STUDENTS WERE HALF OF WEREN'T, WHO DO I NEED TO GO BACK AND TOUCH TOMORROW TO MAKE SURE THAT THEY'RE GAINING THE LEARNING BEFORE WE GET TO THESE MAJOR ASSESSMENT POINTS? THE PLC IS ALSO BEING INFORMED BY EXECUTIVE AS WELL AS PRINCIPAL LEVEL WALK THROUGHS THAT HAPPEN IN THE CLASSROOMS. WE'RE MONITORING THE STUDENT DATA RESULTS, BUT ALSO TEACHER INSTRUCTIONAL PRACTICE RESULTS THAT MODIFY WHAT IS GOING TO HAPPEN IN PLC, IN THE UPCOMING WEEK, BASED ON WHAT WE'RE SEEING IN STUDENT DATA AND WHAT WE ARE OBSERVING IN THE CLASSROOMS AS TEACHERS WORK.
>> I THINK I ASKED ONCE BEFORE, BUT THE STUDENTS ARE AWARE OF THEIR DATA?
>> YES. WE'RE GOING TO SPEND A LITTLE BIT MORE TIME IN THE NEXT COUPLE OF MINUTES WHEN YOU GO INTO THE BREAKOUT SESSION, SHOWING YOU SOME OF THE TOOLS THAT WE'RE USING TO ALLOW STUDENTS TO BE AWARE OF THEIR DATA AND THEIR GOAL SETTING.
THAT MOVES US FROM THE DISTRICT IMPROVEMENT PLAN DOWN TO OUR NEXT LEVEL OF PLANNING, WHICH IS THE CAMPUS IMPROVEMENT PLAN.
AGAIN, REMEMBER, ALL ATTACHED TO VISION 2030.
HOW THE PROCESS WORKS FOR CAMPUS IMPROVEMENT PLAN AND DISTRICT IMPROVEMENT PLAN IS BACK IN MAY, JUNE AS END OF THE YEAR SUMMIT STAR REPORTS COME IN.
CAMPUS TO START TO DO COMPREHENSIVE NEEDS ASSESSMENTS.
THEY'RE LOOKING AT THE RESULTS FROM THE PAST SCHOOL YEAR, LOOKING AT WHAT WORKED, WHAT DIDN'T WORK, WHAT RESOURCES THEY HAD, WHAT RESOURCES THEY DIDN'T HAVE, WHAT THEY PERCEIVE THAT THEY MIGHT NEED TO BETTER IMPACT STUDENT ACHIEVEMENT.
THEY SET GOALS THROUGHOUT THE SUMMER REGARDING THE PERFORMANCE THAT THEY HAD IN THE PREVIOUS YEAR.
THEN IN THE PROCESS, THEY SELECT STRATEGIES TO MEET THOSE GOALS.
WE JUST TALKED ABOUT THE LITERACY FRAMEWORK FOR THE DISTRICT.
CAMPUSES SET SPECIFIC GOALS AND STRATEGIES FOR THEIR CAMPUS, AND THEN THEY SET A PLAN TO IMPLEMENT AND MONITOR WHAT TOOLS ARE GOING TO USE TO MONITOR THESE STRATEGIES, AND MAKE SURE THAT THEY'RE PUT IN PLACE AND THAT THEY'RE WORKING.
THEN WE HAVE A CONTINUOUS CYCLE OF EVALUATION AND REFINEMENT THAT'S HAPPENING DURING THAT TIME.
THE NEXT SLIDE IS JUST AN IMAGE THAT CAME FROM AN ACTUAL CAMPUS IMPROVEMENT PLAN.
THIS ONE, ACTUALLY, CAME FROM OAKMONT ELEMENTARY SCHOOL.
YOU SEE THAT THE GOAL IS THRIVING STUDENTS IS DIRECTLY ALIGNED TO SUPPORT VISION 2030 AND THE DISTRICT IMPROVEMENT PLAN.
OAKMONT DISCUSSES ALL OAKMONT STUDENTS WILL BE EQUIPPED WITH THE SKILLS AND EXPERIENCE TO THRIVE TODAY, AND IN THE FUTURE THEIR PERFORMANCE OBJECTIVE IS PROVIDING A VARIETY OF LEARNING AND REAL WORLD EXPERIENCES IN PRE-K THROUGH FIFTH GRADE.
TO STRENGTHEN ACADEMIC ACHIEVEMENT IN SCIENCE, MATH AND READING.
THEY HAVE A SPECIFIC STRATEGY, 100% OF STUDENTS WILL PARTICIPATE IN SMALL GROUP INSTRUCTION AND OR CENTERS FOR INTERVENTION AND ENRICHMENT PURPOSES.
THEY TALK ABOUT THE EXPECTED RESULTS, AND THEN THE STAFF THAT'S RESPONSIBLE FOR MONITORING THAT STRATEGY ON THEIR CAMPUS.
VERY SIMILARLY TO THE DIP, YOU HAVE THE SAME COMPONENTS AND THEN YOU ALSO HAVE THE SAME FORMATIVE REVIEW POINTS.
>> LET'S SAY WE'RE NOVEMBER AT THE QUALITY REVIEW.
WE'LL BE ABLE TO COME BACK TO YOU AND SAY AT OAKMONT, THE GOAL WAS 100%, BUT WE SAW IT HAPPENING IN 80% OF THE CLASSES.
THE REASON HOW WE CALCULATE THAT IS AS PRINCIPALS AND APS AND TDSIS AND CENTRAL OFFICE PEOPLE ARE GOING TO THE CABIN, THEY ARE ACTUALLY LOOKING FOR SMALL GROUP INSTRUCTION.
EVERY TIME THEY SEE IT, THEY INDICATED IF THEY DON'T SEE IT, IT'S NOT INDICATED.
THEN WE JUST TAKE A PERCENTAGE AND WE GET THAT.
[00:45:02]
THAT IS HOW WE MONITOR THE BEHAVIOR.YOU'LL SEE THE METRICS THERE, AND THAT'LL LET YOU KNOW WHETHER WE ARE MOVING IN THE RIGHT DIRECTION OR NOT.
>> SMALL GROUP INSTRUCTION IS THE EXPECTATION.
>> ABSOLUTELY. THAT'S THE EXPECTED BEHAVIOR OR STRATEGY THAT WE'RE USING FOR THIS GOAL.
>> I'M SORRY. IS IT EVERY DAY?
>> GOOD QUESTION. WE HAVE SET NUMBER OF WALK THROUGHS THAT THE ADMINISTRATORS AND TDSIS NEED TO COMPLETE.
IT MAY VARY. IS JUST BUT WHEN THEY DO THE WALK THROUGH, THEY ARE LOOKING FOR SPECIFIC THINGS.
>> QUESTION. YOU ASK EVERY DAY.
AGAIN, IF I'M DOING THE SMALL LESSON.
BUT ON THE DAY, MAYBE I'M NOT.. WHAT DOES THAT MEAN FOR ME?
>> WE ONLY INDICATE WHAT WE SEE.
WHAT WE WANT TO DO IS MAKE SURE THAT YOU GO IN ENOUGH BECAUSE IF ALL LET'S ASSUME THAT THE FOUR OF US WE'RE ON THE SAME CAMPUS.
IF WE'RE GOING WE'RE COMPLETING OUR FIVE WALK THROUGHS A WEEK.
THEN AT SOME POINT IN TIME, WE SHOULD HAVE SEEN IT.
>> EVEN THOUGH YOU SEE IT JUST ONE TIME, THEY GET CREDIT.
>> GREAT QUESTION. TDSI WE CALL IT A TEACHER DEVELOPMENT STUDENT INTERVENTIONIST.
IN THE PAST BEFORE THE BUDGET REDUCTION, WE HAD ACTUALLY INSTRUCTIONAL SPECIALISTS, WHICH WORKED 100% OF THE TIME WITH TRAINING TEACHERS, AND WE HAD INTERVENTIONISTS THAT WORKED 100% OF THE TIME PULLING OUT STUDENTS TO SMALL GROUPS.
WE HAD TO REDUCE THAT INTO ONE PERSON.
NOW, WE HAVE ONE PERSON PERFORMING THAT ROLE.
THAT PERSON IS DOING BOTH TEACHER TRAINING AND PULLING OUT SMALL GROUPS.
>> [BACKGROUND] THEY'RE NOT DOING WEEKLY YOU AGENDA FOR CLASSROOM.
>> LESSON PLANS. [OVERLAPPING]
>> WHAT I WAS TRYING TO SAY. IF THEY'RE NOT DOING LESSON PLANS, HOW DO YOU KNOW THAT THESE ARE ON PLAN TO BE DOING? WE ARE DOING LESSON PART WAS THAT?
>> WHAT WE HAVE DONE IS WE HAVE MADE SURE THAT THE LESSON PLAN REQUIREMENT WE HAVE IS IN COMPLIANCE WITH THE SENATE BILL, BUT WE KNOW THAT IT IS VERY IMPORTANT THAT TEACHERS ARE PREPARED TO PROVIDE INSTRUCTION AND ARE STRATEGIC IN THE INSTRUCTION THAT THEY'RE PROVIDING TO STUDENTS.
WE DO HAVE A PROCESS AND THEY ARE CALLED WEEKLY INSTRUCTIONAL GUIDES THAT ARE BRIEF DESCRIPTIONS OF WHAT THE LEARNING IS GOING TO BE SPECIFICALLY, THE STUDENT LEARNING TARGET OR LEARNING OBJECTIVE, WHICH YOU SAW WHEN YOU VISITED CLASSROOMS, WHAT THE MEASURE OF SUCCESS FOR THAT DAY IS GOING TO BE THE DEMONSTRATION OF LEARNING OR EXIT TICKET.
THERE ARE ALSO THOSE CLASSROOMS THAT ARE IMPLEMENTING HQIM OR HIGH QUALITY INSTRUCTIONAL MATERIALS, THAT ARE DESIGNATED BY THE STATE, THAT ARE ALLOWED TO DO LESSON INTERNALIZATION WHERE THEY NOTE WITHIN THE TE, THE QUESTIONS THAT THEY'RE GOING TO ASK AND THOSE KIND OF THINGS, AND IF THEY'RE USING HQIM, THEY ARE UPLOADING FOR US EVIDENCE OF THEIR INTERNALIZATION.
>> WITH THIS. IS THIS AN EXAMPLE THAT SPECIFIC TO OAKMONT, OR IS IT DISTRICT WIDE, 100% OF STUDENTS WILL PARTICIPATE IN SMALL GROUP INSTRUCTION?
>> THIS IS A SPECIFIC EXAMPLE FROM OAKMONT'S CIP, BUT THE EXPECTATION IN CROWLEY ISD IS THAT WE ARE MOVING STUDENTS TO THE TEACHER TABLE.
WE HAVE A VARIED LEVEL OF READINESS IN OUR CLASSROOMS. THAT'S THE POINT OF THAT CONTINUOUS DATA COLLECTION.
IT'S NOT JUST TO CHART, WE HAD THIS MANY KIDS BE SUCCESSFUL TODAY IS TO IDENTIFY THOSE STUDENTS THAT ARE STRUGGLING SO THAT WE HAVE THE OPPORTUNITY TO PULL THEM TO THE TABLE TO WORK WITH THEM.
THEY ALSO TALK ABOUT HERE, INTERVENTION AND ENRICHMENT.
NOT JUST THOSE STUDENTS THAT ARE FALLING BEHIND THAT WE'RE INTERVENING WITH, BUT THAT WE'RE ALSO MONITORING THOSE STUDENTS THAT ARE PERFORMING WELL SO THAT WE CAN MAKE SURE THAT WE KEEP THEM PERFORMING AT THAT HIGH LEVEL.
>> THANK YOU. THE SECOND PART OF MY QUESTION IS, I GUESS INSTRUCTION OR THE LESSON OF THE DAY, IS IT PRESCRIPTIVE WHERE YOU HAVE YOUR TIER 1 INSTRUCTION, THEN YOU BREAK INTO INDEPENDENT PRACTICE, AND THEN YOU DO YOUR DOL AND THEN YOU PULL YOUR SMALL GROUP, OR IS IT AS NEEDED? MAYBE YOU GIVE INSTRUCTION, THEN YOU SAY, OKAY, LOOK, I NEED TO PIVOT WITH THESE STUDENTS AND PUSH THESE FOUR OR FIVE TO THE SIDE, WORK WITH THEM, THEN GO BACK TO THE WHOLE GROUP, SO WAS IT?
[00:50:02]
>> WE DO HAVE THE GENERAL LESSON STRUCTURE, THE WARM UP GUIDED PRACTICE.
WE ARE WALKING THROUGH THOSE TYPES OF PROCESSES, BUT WE DO WANT TEACHERS TO ACKNOWLEDGE WHEN THINGS AREN'T GOING WELL IN THE CLASSROOM AND WHEN THEY MIGHT NEED TO PIVOT.
AS EDS, WALK BUILDINGS, AS PRINCIPALS, WALK BUILDINGS, WE ARE MONITORING FOR THOSE TYPES OF THINGS.
WE'RE MONITORING TO MAKE SURE THAT WHAT YOU'RE PLANNING, YOU'RE ACTUALLY ATTEMPTING TO EXECUTE IN YOUR CLASSROOM.
IF YOU ARE BEING MONITORED OR WALKED THROUGH AND YOU'RE OFF YOUR PLAN FOR WHATEVER REASON, THEN THAT'S JUST AN ENTRY POINT FOR A PRINCIPAL TO ASK THE QUESTION ABOUT WHY WE MIGHT BE OFF, BUT TEACHERS DO HAVE THE AUTONOMY TO ADJUST IN THE LEARNING WHEN IT'S NECESSARY.
>> [INAUDIBLE] MONITOR THE DATA?
>> WE ALL DO. THE TEACHERS MONITOR THE DATA, THE STUDENT IS MONITORING THEIR OWN DATA.
THE EXECUTIVE DIRECTORS ARE MONITORING THE DATA FOR THE CAMPUSES, MS. ROE AND THE CURRICULUM TEAM AS WELL AS MYSELF AND THE DATA AND ACCOUNTABILITY TEAM, EVERYBODY IS MONITORING DATA.
WE'RE LOOKING AT DATA CONSISTENTLY THE WALK THROUGH DATA, THE STUDENT DATA ALL THE TIME.
THE TEACHERS HAVE, AND YOU'LL SEE WHEN YOU GET INTO THE BREAKOUT SESSIONS, ACTUAL STUDENT CHARTS FOR THE KIDS THAT ARE IN THEIR CLASSROOMS. THAT CONE THAT YOU SEE, WE'RE MONITORING FROM THE DISTRICT LEVEL, THE EDS ARE MONITORING THEIR CAMPUS GROUPS.
THE PRINCIPALS ARE MONITORING ALL THE TEACHERS IN THEIR BUILDING AND EVERY TEACHER HAS A DATA REPORT FOR THE STUDENTS IN THEIR CLASS, AND THEN THE STUDENT HAS THEIR OWN DATA.
NOW TO TALK ABOUT THE QUARTERLY FORMATIVE REVIEWS AND WHY WE'VE SELECTED THE POINTS AT WHICH TO DO THESE REVIEWS.
YOU SEE NOVEMBER, FEBRUARY, MAY, AND THEN WE PUT JUNE, JULY TOGETHER.
AS DOCTOR MCFARLAND STATED, WE'RE DOING THESE QUARTERLY SO THAT WE HAVE A GOOD PIECE OF CHUNK OF DATA TO LOOK AT AT THE TIME, BECAUSE WE DON'T WANT TO EVER PANIC AND MAKE EXTREME INSTRUCTIONAL ADJUSTMENTS BASED ON SMALL PIECES OF DATA.
WE WANT TO GET A PREPONDERANCE OF EVIDENCE TO MAKE ADJUSTMENTS.
IN NOVEMBER, WE WILL HAVE OUR FIRST FORMATIVE REVIEW AND THAT FOLLOWS THE OFFICIAL SNAPSHOT DATE IN THE STATE OF TEXAS.
WHAT SNAPSHOT IS IS THE LAST FRIDAY IN OCTOBER, THE STATE OF TEXAS ACTUALLY DESIGNATES AS A SNAPSHOT OF ALL OF THE STUDENTS THAT ARE ENROLLED AT THIS POINT IN CROWLEY ID THAT ARE SITTING IN OUR CLASSROOMS ARE ELIGIBLE TO BE INCLUDED IN OUR ACCOUNTABILITY DATA FOR THE COMING YEAR.
AT THE NOVEMBER CHECKPOINT, WE'LL HAVE SNAPSHOT SET.
WE'LL ALSO HAVE OUR FILE BENCHMARK DATA AT THAT POINT, AS WELL AS TWO GRADING CYCLES WORTH OF ATTENDANCE, GRADE AND DISCIPLINE DATA THAT WE'RE ABLE TO LOOK AT.
IN FEBRUARY IS ALSO A FORMATIVE REVIEW.
AND WHEN WE SAY FORMATIVE REVIEW, THAT MEANS THAT WE ARE STILL CHANGING FOR THE ACTUAL SUMMATIVE EVALUATION THAT HAPPENS AT THE END OF THE YEAR.
AT THAT POINT, WE WILL ALSO HAVE MIDDLE OF THE YEAR MAP DATA.
TO CHECK AGAINST THE BASELINE OF BEGINNING OF THE YEAR MAP DATA THAT WE JUST FINISHED IN SEPTEMBER, WE'LL HAVE MIDDLE OF THE YEAR DATA AT THAT POINT.
WE'LL ALSO HAVE SPRING BENCHMARK DATA AT THAT POINT, AND 4.5 GRADING CYCLE WORTH OF GRADES, ATTENDANCE, AND DISCIPLINE DATA.
IN MAY, WE WILL HAVE OUR END OF THE YEAR MAPS DATA.
OF COURSE, OUR SPRING STAR ASSESSMENT DATA OR START COMING IN TOWARDS THE END OF MAY, AND THEN WE WILL HAVE OUR FULL SIX GRADING CYCLES COMPLETE AT THAT TIME.
THEN IN JUNE AND JULY, WE LOOK COLLECTIVELY OVER THE ENTIRE YEAR AND THAT'S WHY WE'RE CALLING THAT A SUMMATIVE POINT BECAUSE AT THAT POINT THE YEAR IS OVER AND WE REALLY CAN'T DO ANYTHING FURTHER FOR THAT SCHOOL YEAR.
BUT WE'RE LOOKING AT THAT DATA TO, LIKE I SAID, AGAIN, TO SEE WHAT WENT WELL, WHAT WE NEED TO IMPROVE UPON, BECAUSE THIS IS A CONTINUOUS IMPROVEMENT CYCLE, SO THAT DATA WILL INFORM OUR PLANNING FOR THE NEXT SCHOOL YEAR. YES.
>> I HAVE ANOTHER QUESTION WITH THIS.
STUDENTS TAKE THEIR START TEST IN MAY.
WHEN THEY COME IN IN THE FALL, AND YOU'RE MONITORING AGAINST THIS.
DO YOU MONITOR AGAINST WHERE THEY PERFORM IN MAY AND SEE? NOVEMBER, YOU WERE MEETS IN MAY AND NOVEMBER YOU WERE MEETS, MAYBE FEBRUARY, WE SEE THAT YOU FILED TO APPROACHES.
IS THERE A CONVERSATION, CAN YOU SEE THAT?
>> WE ARE. WE'RE LOOKING AT STAR DATA.
THEY ACTUALLY TEST IN APRIL AND SO WE START GETTING THAT DATA IN MAY.
THEY ALSO HAVE THAT END OF THE YEAR MAPS TEST.
WE HAVE TWO DATA POINTS AT THE END OF THE SCHOOL YEAR.
WHEN THEY COME BACK IN AUGUST, THEY NORMALLY TAKE THE BEGINNING OF THE YEAR MAPS IN SEPTEMBER.
[00:55:04]
WE JUST GOT THROUGH LOOKING AT MAPS DATA TO SEE WHO WAS AT METS OR MASTERY OR APPROACHING IN THE SPRING AND WHERE THEY STARTED IN SEPTEMBER.DID THEY LOSE GROUND OVER THE SUMMER, OR THEY STILL FUNCTIONING AT THE SAME LEVEL AS THEY WERE IN THE SPRING? THEN WE'LL LOOK AT THAT AGAIN AT OUR BENCHMARK DATE IN NOVEMBER.
AGAIN, WHEN WE DO THE MIDDLE OF THE YEAR MAP.
WE ARE CONSTANTLY MONITORING THEIR PERFORMANCE EVEN IN OUR WEEK TO WEEK ASSESSMENTS TO ENSURE THAT STUDENTS ARE MAINTAINING THEIR PERFORMANCE OR GROWING VERSUS WHERE THEY ENDED THE YEAR LAST YEAR.
>> FLOW STUDENTS, SO DATA AND OUR TEACHERS HAVE CONFERENCES WITH THEM.
THIS IS WHERE YOU PERFORM IN MAY.
THIS IS WHERE YOU ARE ON THE BOY.
THIS IS WHERE YOU ARE AT THE FALL BENCHMARK AND SO DOING THE GOAL SETTING, ALL OF THAT.
>> YES. THE EDS OF SCHOOL LEADERSHIP WILL ALSO WHEN YOU GO INTO THE BREAKOUT SESSIONS, HAVE ACTUAL TO SHARE WITH YOU OF SOME OF THE STUDENT GOAL SETTING SHEETS THAT WE'RE USING.
>> I LIKE DOCTOR CARTER TO EXPLAIN JUST BRIEFLY BECAUSE WE WENT THROUGH A SESSION TODAY AND I THOUGHT IT WAS REALLY GOOD.
IF YOU CAN EXPLAIN JUST BRIEFLY WHAT MAP IS AND IN THE CONTEXT OF STAR AND BENCH POINT, JUST GIVE US A DIFFERENTIATION BETWEEN THOSE THREE ASSESSMENTS AND HOW WE USE THEM AND WHAT THEY'RE USED.
>> ABSOLUTELY. OUR MAP TEST IS A NATIONALLY NORMED TEST.
WHEN OUR STUDENTS TAKE THE MAP TEST, IT IS ADAPTIVE, MEANING THAT EACH STUDENT IS GOING TO ACTUALLY HAVE THEIR OWN QUESTIONS IN THAT TEST.
AS THE STUDENT THEY GET QUESTIONS CORRECT, THEN THE TEST WILL GET A LITTLE HARDER.
THEN AS THEY MISS QUESTIONS, THEN THE TEST WILL GET A LITTLE EASIER.
IT ENDS UP GETTING A BASELINE OF WHERE THESE STUDENTS ARE COMPARED TO THEIR PEERS NATIONALLY, WHICH IS A LOT DIFFERENT FROM.
>> LET'S STOP RIGHT THERE FOR A SECOND.
DO YOU ALL REMEMBER THE CALIFORNIA ACHIEVEMENT TEST? DID YOU ALL TAKE THAT TEST, YOU ALL REMEMBER? THIS MAP IS VERY SIMILAR TO THAT.
IT'S MEASURED AGAINST THE NATION.
THAT IS VERY DIFFERENT FROM BEING A STUDENT CENTER TEST TO OUR STANDARDS BASED TEST, WHICH IS OUR STAR EXAM, WHERE EVERY STUDENT IS GOING TO BE ESSENTIALLY TESTED ON THE MASTERY OF THOSE STANDARDS, AND SO THEY'RE GOING TO HAVE THE SAME EXAM.
TWO DIFFERENT M TESTS AND ALSO THE MAP TEST FOR THE BOY WILL ACTUALLY GIVE US A PROJECTION OF WHERE OUR STUDENTS WILL FALL ON THEIR STAR EXAM AT THE END OF THE YEAR.
WE JUST AS MENTIONED, WE JUST GOT THROUGH TAKING OUR BOY EXAM, AND WE ARE TALKING ABOUT THE STARTING POINT, WHERE ARE OUR STUDENTS STARTED, WHERE ARE THEY STARTING THIS YEAR AS COMPARED TO LAST YEAR? WE MAYBE OUR THIRD GRADERS STARTED LAST YEAR TO WHERE OUR THIRD GRADERS THIS YEAR, WHERE ARE THEY STARTING.
IT JUST GIVES US A BASELINE TO KNOW WHERE WE'RE STARTING, AND THEN WHERE WE ALSO NEED TO PROVIDE ADDITIONAL SUPPORT OR MAYBE MAKE ADJUSTMENTS.
>> THIS IS THE REASON WHY I REALLY WANTED TO EMPHASIZE THAT WHEN WE THINK ABOUT WHAT WE'VE DONE IN THE PAST VERSUS WHAT WE'RE DOING NOW, WE'RE REALLY LEANING INTO MAP, WE'VE ADMINISTERED THE ASSESSMENT IN THE PAST.
WE'VE JUST NOT REALLY USED IT TO THE LEVEL THAT WE NEEDED TO.
THIS, I BELIEVE, WILL DEFINITELY HELP US TO REALLY HAVE GOOD INFORMATION.
>> MISS CAR, DON'T LEAVE. I HAD A QUICK QUESTION.
I KNOW IT'S NATIONAL NORM, BUT DO WE USE THE TEXAS LINKING STUDY TO SEE THE RATE SCORE AND LOOK AT THAT BASED ON TEXAS STAR STANDARDS VERSUS JUST LOOKING AT RATE?
>> YES. WE DO USE THAT LINKING STUDY.
EACH TIME OR EACH YEAR THAT WE'RE LOOKING AT THAT STUDY.
WE CAN'T GO BY THOSE CORE STANDARDS, AND SO WE DO HAVE TO LINK THEM TO OUR TEXAS STANDARDS.
THE GREAT THING ABOUT MAP AND THE INFORMATION THAT IT GIVES IS THAT IT ALLOWS US TO BREAK IT DOWN TO THAT SKILL LEVEL WHERE WE CAN REALLY FILL IN THOSE INDIVIDUAL GAPS FOR OUR STUDENTS.
>> FIRST OF ALL, IN TERMS OF TRYING TO HELP OUR STUDENTS AND MY QUESTION IS.
>> THANK YOU. I KNOW OUR GOAL THIS YEAR, I THINK OUR GOAL THIS YEAR IS THAT EACH STUDENT WILL GROW MORE THAN A YEAR. AM I CORRECT?
[01:00:02]
>> LET HER KNOW WHAT 15, 12 MEANS.
THEY GOT TO GROW 15 MONTHS AND 12 MONTHS.
THAT WAY WE KNOW WE CAN GET IT GO BACK.
>> GOOD. NOW THAT WE'RE THAT'S ONE OF OUR GOALS.
IS HOW DO I SAY THIS? IS THERE AND EXPECTATION FROM WHEN SCHOOL STARTED AND WE HAVE THE STUDENTS SCORES, SAY IN NOVEMBER, WHEN WE DO A FORMATIVE ASSESSMENT, ARE WE LOOKING FOR A CERTAIN PERCENTAGE OF GROWTH EACH TIME SO THAT THEY MAKE THOSE 15 MONTHS AND 12 MONTHS? YES.
>> EVEN BEYOND THAT BENCHMARK TEST THE UNIT TEST OR THE MODULE ASSESSMENTS THAT THEY'RE HAVING IN THEIR CLASSROOMS. STUDENTS KNOW WHAT THEIR PERFORMANCE LEVEL WAS STARTED LAST YEAR, AND WHAT THEIR GOAL IS FOR THIS YEAR.
AT EVERY ASSESSMENT WE'RE TALKING ABOUT THE PERFORMANCE LEVEL AND ARE WE WHERE WE NEED TO BE, HOW FAR ARE WE FROM THAT? WHAT ARE THE SKILLS THAT ARE DEFICIT FOR US THAT WE NEED TO WORK ON? WHAT ARE THE SKILLS WE'RE STRONG IN THAT WE REALLY NEED TO LEAN INTO AND MAKE SURE THAT WE'RE GETTING ALL OF THOSE.
YES, THAT'S A CONVERSATION AT EVERY ASSESSMENT POINT.
FOR OUR STUDENTS THAT I'LL SAY UNGRADE LEVEL OR DOING WELL, AND WE'RE STILL PUSHING THEM FOR THE 15, 12.
WE'RE CHALLENGING THEM, WHAT DOES THAT LOOK LIKE FOR THEM?
>> WELL, WE'RE GOING TO TALK IN THE WORKSHOPS MORE ABOUT A MISS KUNCHI SESSION IN THE HIGH SCHOOL SECTION.
SHE'LL TALK ABOUT THE STUDENT EXPECTATION.
ON STAR, THERE ARE STUDENT EXPECTATIONS THAT EVERY STUDENT IS GOING TO BE TESTED OVER.
EVEN WHETHER YOU'RE A HIGH PERFORMING STUDENT THAT'S PERFORMING AT THE MEETS MASTERY LEVEL OR A STUDENT THAT'S STRUGGLING AND NOT CURRENTLY MEETING.
YOU'RE GOING TO BE FACED WITH THE SAME STANDARDS.
AS WE'RE GIVING INSTRUCTION ON THOSE STANDARDS THROUGHOUT THE SCHOOL YEAR, WE'RE MONITORING ALL STUDENTS PERFORMANCE ON THOSE STANDARDS.
EVEN IF YOU ARE A HIGHER PERFORMING STUDENT, IF THERE'S A PARTICULAR STUDENT EXPECTATION THAT YOU'RE STRUGGLING ON, YOU'RE GOING TO BE PULLED TO A SMALL GROUP BASED ON THAT STUDENT EXPECTATION.
IT'S NOT, YOU DON'T EVER GET POLLED BECAUSE YOU'RE ONE OF THE HIGHER FLYING STUDENTS.
I WE'RE LOOKING AT THIS STANDARD THAT WE JUST TAUGHT AND ANYONE IN THE ROOM THAT IS STRUGGLING WITH THIS STANDARD GETS THE OPPORTUNITY TO COME TO THE TEACHER TABLE TO GET A RETEACH OR SOME INTERVENTION BASED ON THAT.
>> WHAT DOES IT LOOK LIKE FOR ME IN TERMS OF CHALLENGES?
>> WE ARE IMPLEMENTING A SOFTWARE PROGRAM AS WELL CALLED EXCEL THAT YOU'RE HERE A LITTLE BIT MORE ABOUT.
THE DATA THAT COMES OUT OF MAPS THAT TELLS US THAT OUR STUDENTS ARE ON GRADE LEVEL OR ABOVE GRADE LEVEL, WE LOAD THAT DATA INTO EXCEL.
IT IS CREATING A PERSONALIZED LEARNING PATH FOR ALL STUDENTS.
REGARDLESS, IF YOU HAVE A THIRD GRADER THAT'S FUNCTIONING ON SIXTH GRADE LEVEL MATH, IT'S GOING TO PUT THEM IN A LEARNING PATH THAT GIVES SKILL AND OPPORTUNITY TO REACH TO THAT SIXTH GRADE LEVEL.
THAT IS ONE OF THE TOOLS THAT WE'RE USING IN ORDER TO MAKE SURE THAT EVEN THE HIGHER PERFORMING STUDENTS ARE BEING PUSHED TO CONTINUE TO ACCELERATE THE HIGHER LEVELS.
BUT AS WELL AS SMALL GROUP INSTRUCTION IN THE CLASSROOM, IT'S NOT JUST FOR INTERVENTION, IT'S ALSO FOR ENRICHMENT.
>> I HAVE ONE QUESTION. IS THIS INFORMATION BEING MADE AVAILABLE TO PARENTS?
>> WELL, WE ARE WORKING VERY DILIGENTLY TO COMMUNICATE ALL THINGS TO PARENTS.
I THINK WE'RE MADE AWARE OF THE LAST MEETING REGARDING SOME OF THE PARENT FACING MATERIALS THAT WE PUT ON THE WEBSITE.
WE ARE WORKING WITH OUR CAMPUSES SO THAT THESE GOAL SETTING CONFERENCES THAT ARE HAPPENING WITH STUDENTS, THAT PARENTS ARE ALSO GETTING AN OPPORTUNITY TO VIEW THOSE OR PARTICIPATE IN THOSE CONFERENCES BECAUSE IT'S A COMMUNITY EFFORT.
WE NEED THE PARENTS SUPPORT TO HELP THEIR STUDENTS TO UNDERSTAND WHERE THEY ARE AND WHAT WE NEED FROM THEM AT HOME AS WELL TO SUPPORT THE LEARNING THAT'S HAPPENING HERE AT SCHOOL. YES.
>> HOW IS THAT ALIGN WITH THE NEW TEXAS LAW FOR PARENTAL INVOLVEMENT?
>> YOU MEANING FOR THE WEBSITE, THE THINGS THAT WE PLACED ON THE WEBSITE?
>> YEAH. JUST MAKING PARENTS AWARE OF STUDENT PROGRESS AND GOALS, HOW IS THAT A COMPONENT OF THE NEW LAW FOR PARENTAL RIGHTS AND EDUCATION OR IS THAT?
>> IT IS. IT'S NOT ONLY MAKING THEM AWARE OF GRADES AND GOALS FOR THEIR STUDENTS, BUT ALSO WHAT TOOLS WE'RE USING WITHIN THE SCHOOL DISTRICT IN ORDER TO HELP STUDENTS REACH THEIR GOALS.
[01:05:03]
>> IN OUR PLAN IS STARTING OCTOBER 20TH, WHICH IS THE TWO WEEKS FROM MONDAY, I BELIEVE IT IS OCTOBER 20TH, AND THEN THE FOLLOWING WEEK AND THE FIRST TWO WEEKS OF NOVEMBER, ON OUR MONDAY MEETINGS, BOTH THE NOON SESSIONS AS WELL AS THE EVENING SESSIONS, WE'LL HAVE CONVERSATIONS ABOUT LITERACY AND ABOUT THE OTHER THINGS THAT WE'RE WORKING ON THAT YOU'RE HEARING ABOUT, SO THAT PARENTS WILL BE AWARE THAT THIS IS A PRIORITY AND THAT THEY KNOW WHAT THEY CAN DO TO HELP US AS WELL.
WE'RE IN THE PROCESS OF PLAYING THAT NOW, BUT IN TWO WEEKS WE'LL ROLL OUT WHAT WE'LL DO FOR THOSE FOUR FOR MONDAY.
EVERYTHING SOUNDS PERFECTLY FINE.
BUT WHAT HAPPENS WHEN WE HAVE DISCIPLINARY ISSUES GOING ON IN CLASSROOMS? HOW IS THAT BEING ADDRESSED OR AS THE LEARNING PROCESS? WHAT DOES THAT LOOK LIKE WHEN WE'RE INVOLVING PARENTS TO SAY, HEY, WE CAN'T TEACH BECAUSE YOUR CHILD IS DISRUPTING THE CLASS.
DO YOU UNDERSTAND WHAT I'M SAYING? BECAUSE I KNOW WE HAVE IT.
EVERYTHING THAT YOU'RE SAYING TODAY SOUNDS PERFECTLY FINE AND WE'RE ALL DOING GREAT.
BUT I KNOW THAT THERE ARE OTHER DISCIPLINARY PROBLEMS THAT ARE GOING ON THROUGHOUT THE SCHOOL AND TEACHERS ARE HAVING TROUBLE TEACHING THE CLASS BECAUSE KIDS ARE BEING DISRUPTED.
>> WELL, WE DO FUNCTION BASED ON A DISCIPLINE MATRIX.
AS STUDENTS MISBEHAVE OR HAVE ISSUES IN THE CLASSROOM.
THERE IS A SET OF STRATEGIES THAT ARE INTENDED TO IMPROVE IN CORRECT BEHAVIOR.
STARTING WITH CORRECTION IN THE CLASSROOM AND THOSE CLASSROOM BEHAVIOR POLICIES THAT EXIST UP TO IN-SCHOOL SUSPENSION, OUT-OF-SCHOOL SUSPENSION, AND ULTIMATELY PLACEMENT IN A DISTRICT ALTERNATIVE EDUCATION PLACEMENT IF THAT'S WHAT'S NECESSARY.
BUT WE ARE WORKING WITH OUR SOCIAL AND EMOTIONAL COUNSELING GROUP TO TRY TO INTERVENE AS WELL WITH BEHAVIOR AND TEACH SOCIAL SKILLS AND CLASSROOM SKILLS THAT WILL PREVENT BEHAVIOR, BUT THEN ALSO USING THAT DISCIPLINE MATRIX TO ASSIGN CONSEQUENCE, SHOULD THAT BECOME NECESSARY TO PRIORITIZE LEARNING IN THE CLASSROOM BECAUSE WE ARE TAKING STEPS TO ENSURE THAT PARENTS AND STUDENTS UNDERSTAND THAT CLASSROOM DISRUPTIONS CAN'T BE TOLERATED BECAUSE WE HAVE STUDENTS THAT ARE HERE THAT ARE HERE TO LEARN.
IF WE NEED TO USE SOME OF THE TOOLS IN OUR DISTRICT DISCIPLINE MATRIX, WHETHER THAT'S IN-SCHOOL SUSPENSION OR OUT-OF-SCHOOL SUSPENSION SO THAT YOUR CHILD CAN HAVE A TIME OUT SO THAT WE CAN ALLOW LEARNING TO CONTINUE, THEN THAT'S WHAT WE'LL NEED TO DO.
>> ONE LAST QUESTION. [LAUGHTER] I'M ASKING ALL HONESTLY BECAUSE I DON'T KNOW.
I DO KNOW THERE IS WEBSITE OR [INAUDIBLE] SOMETHING CALLED VALLEY TALK.
IS IT POSSIBLE FOR THE DISTRICT TO PUT SOME OF OUR EFFORTS AND WHAT WE'RE DOING TO ADDRESS THE THINGS THAT MATTER FOR STUDENTS ON THERE?
>> I DEFINITELY BELIEVE IT'S POSSIBLE, AND I THINK IT'S DEFINITELY SOMETHING THAT WE NEED TO DO.
AS WE BEGIN TO ROLL OUT MORE OF OUR APPROACH, THEN WE DEFINITELY CONSIDER THAT BECAUSE IT DEFINITELY IS POSSIBLE AND I THINK IT'S NECESSARY.
>> BEGINNING LAST SPRING, WELL INTO THE SUMMER, WE CREATED FOCUS GROUPS.
WE WANTED TO GET REALLY INTENTIONAL AND STRATEGIC IN THE WAY THAT WE MOVED THIS YEAR INSTRUCTIONALLY.
WE LISTENED TO THE VOICES AND REALLY LEARN FROM THE PEOPLE DOING THE WORK.
WE HAD A LOT OF FOCUS GROUPS WITH VARIOUS TEACHERS, ADMINISTRATION, OUR INSTRUCTIONAL COACHES, ASSISTANT PRINCIPALS, AND VARIOUS GROUPS THROUGHOUT THE DISTRICT.
FROM THOSE FOCUS GROUPS, SOME MAJOR THEMES EMERGED, AND WE WERE ABLE TO FOCUS ON OR FIND THAT THERE WERE THREE CLEAR INSTRUCTIONAL PRIORITIES THAT CAME OUT OF THOSE FOCUS GROUPS.
THE FIRST INSTRUCTIONAL PRIORITY IS WHAT WE CALL OUR PRACTICE-BASED PLC, OUR PROFESSIONAL LEARNING COMMUNITY.
YOU KNOW THAT PLCS ARE NOT NEW.
THESE HAVE BEEN AROUND AND WE'VE BEEN WORKING IN PLC.
BUT IN A PRACTICE-BASED PLC, IT SHIFTS FROM DISCUSSION FROM JUST TALKING
[01:10:03]
ABOUT IT TO DOING THE WORK AND BEING IN THE WORK.IT SHIFTS TO MODELING THE BEHAVIOR AND WORKING DIRECTLY WITH TEACHERS REHEARSING THE LESSON.
ANALYZING STUDENT WORK, IDENTIFYING MISCONCEPTIONS AND REALLY BEING PLANNING AND DOING THAT IN PRACTICE SO THAT IF WE PRACTICE, THEN WE PRACTICE LIKE WE PLAY.
WE PRACTICE AND THEN WE'RE ABLE TO GO INTO THE CLASSROOM BEFORE WE TEACH THESE LESSONS AND REHEARSE AND GET FEEDBACK AND COLLABORATE FROM EACH OTHER.
MOVING FROM A PLC PROCESS THAT'S BEEN IN PLACE, AGAIN, WITH A DISCUSSION PROTOCOL THAT WAS GREAT INTO REALLY BEING IN THE WORK AND ALLOWING OUR TEACHERS TO ANALYZE STUDENT WORK, GET THAT FEEDBACK.
THE IDEA BEHIND THIS IS THOSE ARE BEHAVIORS, THOSE ARE WHAT WE WANT TO SEE IN THE CLASSROOM EVERY DAY.
WHAT WE DO AND WHAT WE MODEL IN THE PLC WILL THEN BECOME PRACTICES THAT HAPPEN IN THE CLASSROOM, THAT'S WHAT THEY BEGIN TO DO.
THAT'S WHAT TEACHERS BEGIN TO DO.
THEY ANALYZE WORK WITHOUT BEING IN THE PLC, WITHOUT PRACTICE.
WE LOOK AT MISCONCEPTIONS AND WE IDENTIFY THAT WITHOUT BEING IN THAT, WE JUST START WORKING AND THAT BENEFITS OUR STUDENTS.
THAT'S OUR FIRST INSTRUCTIONAL PRIORITY WAS REALLY SHIFTING OUR PLCS TO BE THAT PROFESSIONAL LEARNING DURING THE DAY.
I HAD THE OPPORTUNITY TO WALK WITH TRUSTEE DAVIS AND DR. MCFARLAND, I THINK, WAS A WEEK AGO, TWO WEEKS AGO.
I HAVE TO SAY I REALLY ENJOYED WHAT I SAW DURING THE PLCS.
I THINK DR. MCFARLAND, ONE OF YOU ASKED ME, IF I ATTENDED PLCS LIKE THAT AND I SAID I HADN'T BECAUSE MINE WERE MORE OF THE DISCUSSION BASE THAT YOU MENTIONED, AND I LIKE THE PRACTICE-BASED MODEL, THE LESSON REHEARSALS.
I CAN SEE HOW THAT'S BENEFICIAL TO ALL TEACHERS AND NOT JUST OUR NEW TEACHERS, BUT EVERYONE GET IN THAT PRACTICE, ESPECIALLY OUR NEW TEACHERS.
I LIKE THE INTENTIONALITY AND EVEN THE DATA ON THE WALLS AND JUST A RICH DISCUSSION, AND, JUST SEEING TEACHING AND LEARNING IN REAL TIME.
>> [LAUGHTER] NO, THE PURPOSE FOR THIS IS FOR YOU ALL TO ASK QUESTIONS.
NO, DON'T LISTEN TO MS. DAVIS.
SHE'S GOING TO ASK QUESTIONS ANYWAY.
SHE'S LIKE A BAPTIST MINISTER.
SHE SAID ONE MORE. THAT'S OKAY.
THAT'S WHY WE'RE HERE. THAT IS WHY WE ARE IN THE WORKSHOP.
>> SECOND INSTRUCTIONAL [OVERLAPPING] YES.
>> I WAS JUST GOING TO MAKE A COMMENT. I REALLY ENJOYED IT AS WELL WHEN WE WALKED THROUGH BECAUSE I CAN SEE A BIG DIFFERENCE WITH THE WAY THE TEACHER WAS INSTRUCTING AND ASKING INTENTIONAL QUESTIONS, PROBING QUESTIONS WHERE THE KIDS CAN ANSWER.
THE TEACHER WAS NOT JUST GIVING THEM THE ANSWER.
GIVING THE KIDS TIME TO RESPOND.
I LIKE THAT. I REALLY ENJOY THE HISTORY CLASSES.
>> OUR SECOND INSTRUCTIONAL PRIORITY WAS A CURRICULUM REFRESH.
WE LISTENED AND THANKS TO YOU BOARD, WE WERE ABLE TO LAUNCH A NEW ALIGNED SOCIAL STUDIES AND SCIENCE CURRICULUM.
THAT IS BRAND NEW THIS YEAR IN OUR CURRICULUM REFRESH.
AS WELL AS THE WRITING PLAN WE TALKED ABOUT A LITTLE BIT EARLIER, AN EXPLICIT WRITING PLAN BUILT INTO THIS YEAR, UNDERSTANDING THAT CAME FROM THE FOCUS GROUPS AS WELL AS THE QUANTITATIVE DATA IN WHICH WE GATHERED FROM LAST YEAR.
ALSO, THE TEAM DEVELOPED WHAT WE CALL COMPANION GUIDES.
OUR COMPANION GUIDES ARE SUPPLEMENTAL TO OUR CURRICULUM, AND THEY ARE BUILT TO CLOSE ANY GAPS.
LISTENING TO OUR TEACHERS, WHAT THE GAPS WERE IN THE CURRICULUM, THE TEAM WORKED VERY HARD TO BUILD ANY DOCUMENT THAT MIGHT CLOSE ANY GAP, ANY QUESTION, IDENTIFIES SCAFFOLDS WHICH WOULD BE WHAT THEY LEARNED BEFORE, IT'S COMING INTO THIS GRADE LEVEL, WHAT THEY'RE GOING TO LEARN AFTER.
IDENTIFYING MISCONCEPTIONS, ANCHOR CHARTS, OR VISUALS THEY MIGHT PUT ON.
THESE ARE SUPPLEMENTAL DOCUMENTS THAT OUR TEACHERS CAN USE TO GUIDE THEIR DAILY INSTRUCTION AND THEIR PLANNING.
IN THAT REFRESH, ALSO, WE TALKED ABOUT THE WEEKLY INSTRUCTIONAL GUIDE THAT THE TEACHERS DEVELOP.
EVERY CONTENT HAS A DAILY INSTRUCTIONAL GUIDE, AND THAT IS ON OUR CURRICULUM WEBSITE BUILT FOR TEACHERS, AND IN THAT DAILY INSTRUCTIONAL GUIDE, AND IT HAS IT OUTLINES WHAT THEY DO FOR EVERY DAY, AND IT REALLY IS IN THERE FOR SUPPORT AND SO THAT ALL TEACHERS HAVE
[01:15:02]
ACCESS TO HIGH-QUALITY CURRICULUM TO GUIDE THEIR DAILY INSTRUCTION.OUR THIRD INSTRUCTIONAL PRIORITY IS DATA-DRIVEN INSTRUCTION.
WE KNOW THAT WE HAVE DATA THAT DRIVES THE INSTRUCTION, EVERY SINGLE DAY, WE TALKED ABOUT THAT GOES BACK IN THAT PLC.
WE'RE TALKING ABOUT DATA, SOME OF OUR CORE PRACTICES REVOLVE AROUND ANALYZING STUDENT WORK OR OUR ASSESSMENTS.
THAT DATA DRIVES THOSE FORMATIVE AND SUMMATIVE ASSESSMENTS, IT DRIVES SHIFTS THAT WE MAKE ACADEMICALLY, WHETHER THEY TALK ABOUT THEM IN THE PLC, WHETHER WE'RE DOING THEM AT THE DISTRICT LEVEL AND SHIFTING OUR PROFESSIONAL DEVELOPMENT.
OR WHETHER WE'RE SHIFTING OUR LEARNING WITH ASSISTANT PRINCIPALS, WITH OUR COACHES.
BASED ON THIS DATA, WE'RE ALWAYS LOOKING TO ADJUST AND SHIFT AND IMPROVE BASED ON WHAT COMES BACK IN THE DATA, BOTH IN OUR ACADEMIC ASSESSMENTS, AND THEN IN OUR LOOK-FORS, AS I KNOW, WE TALKED ABOUT THE LOOK-FORS OR THE WALKTHROUGHS THAT WE DO.
THOSE ARE TRENDS, AND SO WE TRACK THOSE AT THE DISTRICT LEVEL, WE TRACK THEM AT THE CAMPUS LEVEL.
THAT IS DATA THAT ALSO DRIVES ADJUSTMENTS IN OUR PROFESSIONAL LEARNING, BOTH ON THE CAMPUS LEVEL AND AT THE DISTRICT LEVEL AS WELL.
THEN WE TALKED A LOT ABOUT GOAL SETTING AS PART OF THAT DATA DRIVEN INSTRUCTION.
WE ARE FOCUSED ON GOAL SETTING AT THE DISTRICT LEVEL AT THE CAMPUS LEVEL, AT THE TEACHER LEVEL, AND AT THE STUDENT LEVEL.
THESE ARE THE INSTRUCTIONAL PRIORITIES IDENTIFIED THAT EMERGED FROM THE THEMES THAT WERE INTENTIONAL AND STRATEGIC TO ENSURE THAT WE ARE OFFERING CONSISTENT AND COHERENCE ACROSS THE DISTRICT.
NO MATTER WHERE A STUDENT GOES TO SCHOOL, THEY HAVE ACCESS TO THAT EXCELLENCE IN EDUCATION.
>> THANK YOU, MS. ROE. YOU ALL ASKED EARLIER, WE HAD THE HIGHLIGHT OF THE SAMPLE FROM OAKMONT, AND YOU ASKED ABOUT THE SMALL GROUP BECAUSE THEY GO DEAL WITH SMALL GROUP.
THE NEXT TIME WE DO OUR WALKS, WHAT WE'LL DO IS YOU'LL HAVE WALK THE LOOK-FOR DOCUMENTS ON THE WALKTHROUGHS.
BECAUSE THIS WALK WE WENT THE OTHER DAY, WE WERE JUST GOING TO WALK AND LOOKING TO SEE WHAT WE CAN SEE.
THE NEXT TIME WE GO, WE'LL HAVE A LOOK-FOR FORM, SO YOU'LL GET AN IDEA OF HOW THAT LOOKS BECAUSE IF WE'RE GOING IN AND LOOKING FOR A SMALL GROUP ON THE FORM, YOU SEE IT AND BE ABLE TO CHECK IT, AND IT WILL BE THINGS WE'VE IDENTIFIED.
THERE IS SOMETHING THAT WE'LL ENGAGE YOU IN DURING THE NEXT QUARTER WALK.
>> I THINK IT'S IMPORTANT TO ALSO NOT JUST THAT TEACHERS ALSO HAVE THESE BOARDS. IT'S NOT A SURPRISE.
WHAT WE'RE LOOKING FOR, NOT DO WE AS DISTRICT LEADERS HAVE THOSE BOARDS, BUT WE PROVIDE THEM TO THE TEACHERS SO THAT THEY CAN ALSO KNOW WHAT IT IS.
IT'S A COACHING. WE WANT TO GET BETTER TOGETHER.
>> NOW, YOU READY TO LEARN? [LAUGHTER] YOU GUYS HAVE A FOLDER.
I'VE GOT GLASSES AND YET SOMETIMES I STILL CAN'T SEE.
YOU HAVE A FOLDER AND YOU HAVE A WHITE PIECE OF PAPER, OR A BLANK PIECE OF PAPER IN THE BACK.
CAN YOU PLEASE PULL THAT OUT? YOU NEED SOMETHING TO WRITE WITH.
AT THIS TIME, WHAT I'D LIKE FOR YOU TO DO, YOU HAVE YOUR PAPER.
LET ME SEE IF I CAN HOLD THE MIC AND SHOW YOU WHAT TO DO.
I'M ACTUALLY STAND RIGHT HERE SO THAT YOU CAN SEE IT.
WHAT I'D LIKE FOR YOU TO DO IS TAKE YOUR PIECE OF PAPER.
WE'RE GOING TO MAKE A FOLDER. I KNOW YOU HAVE A NOTE CATCHER.
BUT I PLAN TO USE MY OWN MODEL, WE NEED TO CATCH THESE NOTES.
THEN WHAT I WANT YOU TO DO IS FOLD YOUR PAPER HORIZONTALLY BECAUSE THIS IS EXACTLY WHAT WE DO WITH OUR STUDENTS IN REGARDS TO WHEN THEY'RE ACTUALLY WORKING WITH THEIR SCRAP PIECE OF PAPER, RIGHT, MS. NORMS?
>> [LAUGHTER] THEN THE NEXT THING I WANT YOU TO DO, I WANT YOU TO FOLD IT IN THIRDS.
FOLD IT FACE FORWARD AND THAT'S HAVE TO BE PERFECT IN THIRD.
>> WHAT I WANT TO BE ABLE TO SEE, WHEN YOU OPEN IT IS YOU SHOULD HAVE TWO COLUMNS THAT HAVE THREE SECTIONS.
NOW I WANT YOU TO TAKE YOUR PINS OR YOUR PIN.
STARTING WITH YOUR RIGHT, I WANT YOU TO WRITE THREE LETTERS IN ONE SECTION.
>> STARTING WITH MY RIGHT SIDE?
>> I'M SORRY. I'M SAYING MY LEFT, BUT ON YOUR LEFT.
WHEN YOU LOOK AT THE PAPER, YOUR LEFT. THERE WE GO.
[01:20:02]
K AT THE TOP, I IN THE MIDDLE SECTION, AND THEN A AT THE END SECTION OR THE BOTTOM SECTION [INAUDIBLE] THE RIGHT.I WANT YOU TO WRITE THREE WORDS AT THE TOP ACROSS FROM THE K, I WANT YOU TO WRITE THE WHAT.
THEN IN THE SECOND SECTION, I WANT YOU TO WRITE THE Y.
THEN I WANT YOU TO WRITE THE HALF.
YOU GOT IT? GUESS WHAT? IT SHOULD LOOK LIKE THIS.
>> SO WE'RE GOING TO USE IT WITHIN OUR MANY LESSONS, [INAUDIBLE].
TODAY, I'D LIKE TO SHARE WITH YOU ABOUT THE GAPOLOGY BOOK STUDY.
GAPOLOGY IS A REFERENCE OR FRAMEWORK TO A SYSTEMATIC APPROACH HIGH PERFORMING LEADER USE TO CLOSE PERFORMANCE GAPS.
THE THING THAT I'VE ENJOYED ABOUT THIS BOOK IS ACTUALLY TAKING A DEEPER LOOK AT FROM THE AUTHOR'S POINT OF VIEW, HOW THEY'VE ACTUALLY IDENTIFIED AS WELL AS DOCUMENTED IN THE BOOK, HOW HIGH PERFORMING LEADERS ACTUALLY HELP OTHERS LEARN HOW TO PERFORM WITH CLOSING THESE GAPS.
THERE'S THREE GAPS. THE FIRST GAP IS THE KNOWLEDGE GAP.
EVERYONE AT THIS TIME, SAY KNOWLEDGE GAP.
[BACKGROUND] THE KNOWLEDGE GAP.
SO SOMEONE, AND MAYBE I SAID, BOARD OF TRUSTEES, HELP ME TO IDENTIFY OR DEFINE WHAT DO YOU THINK A KNOWLEDGE GAP IS? I SEE SOME OF YOU'VE ALREADY CAUGHT ON WITH IT.
WHAT DO YOU THINK A KNOWLEDGE GAP IS? LIKE WHAT WOULD MAYBE BE AN EXAMPLE?
>> I WOULD SAY WHEN YOU DON'T HAVE A CLEAR UNDERSTANDING OF SOMETHING, LIKE IF SOMEONE IS TALKING TO ME ABOUT ANATOMY, I WILL HAVE A KNOWLEDGE GAP BECAUSE I DO NOT UNDERSTAND THAT CONCEPT IN A DEEP.
>> A SKILL GAP. YOU SAID ANATOMY ABOUT ANATOMY.
WHAT IT IS IS EXACTLY WHERE ALL OF YOU ARE SAYING IS, WHAT TYPE OF SKILLS WOULD I NEED IN ORDER TO DO WHAT YOU GUYS ARE TALKING ABOUT, BUT ALSO, WHAT WOULD I NEED TO KNOW ABOUT ANATOMY.
AS YOU'VE ACTUALLY POSSIBLY LOOKED AT YOUR PHOTO BOOK, THAT K, IF YOU'D LIKE TO WRITE THERE, THE K IS KNOWLEDGE.
ONE OF THE THINGS THIS BOOK TALKED ABOUT IS THAT WINNING LEADERS DO A GREAT JOB OF MAKING SURE THAT THEIR TEAM UNDERSTAND THE WHAT.
WHAT DO I WANT YOU TO DO? NOW WE'VE GOT TWO MORE GAPS.
THE NEXT GAP IS IMPORTANCE GAP.
IT'S FOR THE I, YOU COULD WRITE DOWN IMPORTANCE GAP.
I'M GOING TO HURRY US ALONG JUST A LITTLE BIT.
THE IMPORTANCE GAP IS THE WHY.
AND SO THEREFORE, THE LEADERS ALSO NOTICED, NOT ONLY DO THEY NEED THEIR TEAMMATES TO UNDERSTAND THE WHAT, BUT THE WHY.
WHY DOES IT MATTER? I WAS LISTENING TO YOU SHARE ABOUT SMALL GROUPS.
SO SMALL GROUPS IS AN INSTRUCTIONAL PRACTICE, THAT IS THE WHAT? YOU WERE TALKING ABOUT WHAT? WHAT ARE SMALL GROUPS.
BUT THEN WE ALSO TALK ABOUT AND WHAT I WAS LISTENING FOR IS, WHY DOES IT MATTER THAT WE HAVE SMALL GROUPS AS PART OF OUR INSTRUCTIONAL SCHEDULE? WELL, IT GOES BACK TO MAKING SURE THAT OUR TEACHERS ARE ABLE TO PULL BACK INTO AN INTIMATE SPACE OR SETTING WITH STUDENTS WHO MAY NEED FOR THAT TEACHER TO BE ABLE TO EXPLAIN A LITTLE BIT MORE OR GIVE MORE EXAMPLES AND HOW TO ARRIVE TO SAY A MATH PROBLEM.
THEN IT MIGHT BE WHERE IF THOSE STUDENTS DID RECEIVE AND UNDERSTAND THE MATH PROBLEM, AND WE'RE GOING TO SAY WORD PROBLEM, THAT THE TEACHER MAY EXTEND,
[01:25:01]
SO GO BEYOND WHAT THAT MATH PROBLEM MAY BE ASKING IN ORDER TO HELP A STUDENT WHO MAY NEED ENRICHMENT.THE A, I'M SEEING. YOU HAVE A QUESTION?
>> I WAS JUST SAYING HOW ALL OF THEM ARE SO IMPORTANT THAT THAT MIDDLE ONES SO MEAN.
IT'S A LOT OF THE PLANNING GOES IN A LOT OF THE UNDERSTANDING WHAT THE OUTCOME SHOULD LOOK LIKE.
WHAT ARE WE YOU KNOW, THE KPI.
>> BECAUSE YOU'RE GOING RIGHT INTO.
>> BUT THAT'S WHERE A LOT OF THIS COMES FROM, BECAUSE ONCE YOU UNDERSTAND IT, IT'S THE MIDDLE PART THAT REALLY DRIVES IT AND I KNOW THE ACTION SORRY.
>> HAVE YOU READ THE BOOK ALREADY?
BUT I LOVE IT IN THIS CONTEXT.
AND BECAUSE IT'S FITTING FOR A LOT OF DIFFERENT AREAS.
BUT IT'S GOOD TO HEAR YOU GIVE THOSE EXAMPLES AND MY COLLEAGUES GIVE THE EXAMPLES SO THAT WE UNDERSTAND THAT THIS FORUM THAT WE'RE TALKING.
THIS IS LIKE I LOVE THIS TOPIC.
>> GREAT. THE LAST ONE IS A FOR ACTION.
IT'S ACTION GAP, WHICH TELLS US THE HOW.
HOW DO WE GET TEACHERS FIRST OF ALL, TO BE ABLE TO IMPLEMENT THAT PRACTICE IN THEIR DAILY SCHEDULE, WHICH TAKES A LITTLE BIT OF WORK TO REALLY BE ABLE TO ORGANIZE.
I HEARD YOU GUYS TALK ABOUT STUDENTS, ORGANIZE OUR STUDENTS IN SUCH A WAY THAT THEY ARE ABLE TO TRANSITION IN A SMOOTH WAY TO THE SMALL GROUP IN ORDER TO RECEIVE WHAT THE TEACHER IS TEACHING.
BEFORE I HAVE YOU LOOK IN YOUR BOOK.
A QUICK REVIEW, WE TALKED ABOUT THREE GAPS.
THE FIRST ONE WAS WHAT? [BACKGROUND] WHAT'S THE FUNCTION OF A KNOWLEDGE GAP? WHAT BEING ABLE TO IDENTIFY THE WHAT.
THE SECOND ONE WAS IMPORTANCE GAPS.
AND THE FUNCTION OF THE PORTANS GAP IS TO UNDERSTAND.
WHY? WHY DOES IT MATTER? AND THEN THE GAP IS ACTION GAP, AND THAT ACTION GAP DOES WHAT? HOW WE.
HOW DO WE GET TEACHERS TO IMPLEMENT THOSE PRACTICES? NOW YOU HAVE A GAPOLOGY BOOK IN FRONT OF YOU.
THE REASON WHY I WANTED TO POINT OUT, IS EVERYONE THERE AT 220? THE REASON WHY I WANTED TO POINT OUT PAGE 220 IS BECAUSE I REALLY LIKED READING THIS PART FOR ME AS AN EXECUTIVE DIRECTOR.
WHEN YOU LOOK AT THE GRAPHIC ORGANIZER, YOU SEE, I'M SO SORRY THAT THERE'S NOT A PICTURE THERE, BUT YOU ACTUALLY SEE THE THREE TYPES OF GAPS, UNDERNEATH EACH ONE OF THOSE GAPS IS A ROOT SOLUTION.
BUT WHAT IT HELPS ME TO DO IS TRULY LOOK AT THE GAPS THAT ARE WITHIN SOME OF OUR ADMINISTRATORS AND BE ABLE TO REALLY DRILL DOWN TO A ROOT SOLUTION AND REALLY HELP THAT ADMINISTRATOR BE ABLE TO UNDERSTAND ONCE AGAIN, A KNOWLEDGE GAP.
BEING ABLE TO FOR AN EXAMPLE, UNDERNEATH KNOWLEDGE GAP, TEACHING.
WE DO A LOT OF TEACHING, SOMETIMES I THINK ABOUT COACHING.
REALLY, IF THAT ADMINISTRATOR MAY NOT KNOW EXACTLY WHAT'S THE PURPOSE? WHY SHOULD WE HAVE A SMALL GROUP? THEN THAT IS MY JOB IN MY OTHER WONDERFUL COLLEAGUES JOB TO HELP THEM AND COACH THEM THROUGH THAT PROCESS OF FIRST OF ALL, THE PROCESS THAT MANY OF US TAKE AND WE ALL DISCUSS.
ONE THING I LIKE IS UNIQUE ABOUT US, WE'RE ALL DIFFERENT, BUT YET, WE HAVE A COMMON GOAL.
THAT PROCESS THAT I LIKE TO TAKE IS START WITHIN DAILY INSTRUCTIONAL SCHEDULE, AND YOU'VE HEARD ME SAY THAT.
PINPOINT BECAUSE WE HAVE ABOUT 90 MINUTES, SOMETIMES 120 MINUTES, SOMETIMES 80 MINUTES, BUT IN REGARDS TO WHAT SUBJECT THAT THEY MAY BE TEACHING.
THEN REALLY BREAK IT DOWN TO WHAT MAYBE WE USED TO CALL A BELL RINGER, BUT WE CALL THEM DO NOUNS NOW, AND THEN THE I DO,
[01:30:01]
THE WE DO, AND THE YOU DO.THAT'S THE FUN PART FOR US ALL. I ENJOY THAT.
I THINK AT THIS TIME, BEFORE WE GO ON, DOES ANYONE HAVE ANY QUESTIONS? [LAUGHTER] BACK TO THAT PREVIOUS SLIDE.
THAT ONE. WHEN WE TALK ABOUT THIS IN THE CONTEXT YOU JUST PRESENTED, WE'RE TALKING ABOUT THE TEACHERS.
WE CAN TALK ABOUT TEACHERS WITH STUDENTS.
>> WE ALSO CAN TALK ABOUT TDSIS, I'M GOING TO SAY INSTRUCTIONAL SPECIALISTS OR CONTENT SPECIALISTS WITH OUR TEACHERS BECAUSE THAT'S WHAT YOU'LL SEE IN PLCS.
THEN WE ALSO I TALKED ABOUT US AS EXECUTIVE DIRECTORS.
MAY HAVE TO SHARE THIS KNOWLEDGE WITH OUR PRINCIPALS.
>> WE'RE TALKING ABOUT BIG PEOPLE.
>> WE'RE TALKING ABOUT BIG GROUPS.
>> HOW COULD THIS BE APPLIED TO THE STUDENTS? I ASKED THAT QUESTION BECAUSE THE IMPORTANCE GAPS STUCK OUT FOR ME BECAUSE I KNOW STUDENTS TALK ALL THE TIME ABOUT WHY DO I NEED TO KNOW THIS? WHY IS THIS THIS IS IMPORTANT.
>> JUST TO ADD TO THAT, MS. DAVIS, THIS REALLY IS ABOUT IT CAN BE APPLIED TO EVERYONE.
LIKE REALLY, IF ORGANIZATION HAS A GAP.
LIKE THE GAPS, I CAN POINT TO EVERY ONE OF THESE AREAS AND THINK ABOUT THINGS THAT WE'RE DOING THIS YEAR THAT WE DIDN'T DO LAST YEAR.
THERE WAS A KNOWLEDGE GAPS THAT I HAD THAT ACTUALLY WOULD FILTER DOWN TO THE WHOLE ORGANIZATION.
I HAVE TO BUILD BRIDGE MY GAPS AND IMPORTANCE ALL THOSE THINGS.
IT REALLY STARTS WITH THE LEADER, AND THEN IT GOES ON FROM THEIR.
BUT IT IS TRANSFERABLE TO EVERYONE.
>> I'LL ADD AND HOPEFULLY, I DON'T OFFEND ANYONE.
BUT THOSE OF US WHO ATTENDED SCHOOL IN THE 1900S, WE DID NOT HAVE A SMALL GROUP INSTRUCTION.
WE DID NOT KNOW THE WHY AND THE HOW.
I'LL SAY WHEN I STARTED TEACHING, I HAD THE KNOWLEDGE TO TEACH MATH.
WHEN I TAUGHT MATH, THERE WAS LIKE, YOU DO THIS FORMULA BECAUSE I SAID SO.
THIS IS HOW THE ALGORITHM IS BUT THERE WAS NOT, WHY DOES IT WORK THIS WAY? THERE WAS NOT THAT DECOMPOSITION AND BREAKING IT DOWN.
I THINK I LIKE 21ST CENTURY LEARNING IN THAT WAY, SO YOU HAVE YOUR KNOWLEDGE.
THEN YOU CAN EXPLAIN THE IMPORTANCE AND WHY DOES THIS WORK? HOW ARE WE GOING TO APPLY THIS AND TAKE YOUR ACTIONS TO THE NEXT LEVEL? BECAUSE I THINK FOR SOME STUDENTS THAT ENHANCES LEARNING VERSUS SOMEONE WHO'S LIKE, YOU JUST GIVE ME THIS FORMULA.
BUT HONESTLY UNTIL I STARTED TEACHING, I DIDN'T KNOW A SQUARE NUMBER ACTUALLY PRODUCED A SQUARE.
I'M LIKE WHAT? I KNEW SQUARE ROOTS AND I KNEW FIND THIS, BUT I DID NOT KNOW THE WHY AND THE HOW IT WORKED.
>> ABSOLUTELY. THIS DEFINITELY IS A GOOD REFERENCE BOOK FOR US AS MCKENZIE MENTIONED.
BOARD COLLECTIVELY AS A GROUP THE REASON WE GAVE YOU ALL BOOKS IS I WOULD LIKE FOR US TO AS A GROUP, ENGAGE IN A STUDY OF THE KNOWLEDGE GAP OF GAPOLOGY, BECAUSE I THINK IT'S APPLICABLE IN ANYTHING.
I LIKE FOR US POSSIBLE, CHAPTER 1 AND 2.
I LIKE FOR US TO REVIEW 1 AND 2 SO THAT BY MAYBE THE BOARD MEETING IN NOVEMBER, WE CAN TALK A LITTLE BIT ABOUT IT COLLECTIVELY BECAUSE IT'LL HELP YOU, IT'LL HELP ME, IT'LL HELP US COLLECTIVELY.
THE DUE DATE, NOVEMBER WORK SESSION.
WHAT DATE IS THE NOVEMBER WORK SESSION, MISS MONTALVO? NOVEMBER 13, MAYBE? NOVEMBER 13, SO WE HAVE A LITTLE TIME.
>> AS WE MAKE A DEEPER CONNECTION, WE HAVE GAP MAPS THAT YOU WILL BE ABLE TO SEE LATER, BUT THOSE GAP MAPS ALIGN WITH EACH CAMPUS IMPROVEMENT PLAN BY TURNING GOAL ONE THRIVING STUDENTS INTO FOCUS ACTIONS THAT ADDRESS ROOT CAUSES AND DIRECTLY IMPROVE ACCOUNTABILITY RATINGS ACROSS ALL DOMAINS.
IT ALSO ENABLES CAMPUSES TO PLAN INTENTIONALLY FOR TARGETED A THROUGH F RATINGS AND UNDERSTAND HOW THE STRATEGIC ACTIONS IN EACH DOMAIN COLLECTIVELY IMPACT THE OVERALL PERFORMANCE AND THE GROWTH TRAJECTORY.
[01:35:08]
SO THIS IS AN EXAMPLE OF OUR GAP MAP.LIKE I SAID, YOU'LL SEE THIS EARLY.
WELL, YOU'LL SEE THIS LATER BECAUSE YOU'LL BE GOING INTO STATIONS, BUT THERE'S FIVE AREAS ON OUR GAP MAP THAT ACTUALLY OUR OTHER EDS WILL BE TALKING ABOUT.
THE GOALS ARE TRULY SPECIFIC TO GROWTH GOALS FOR ACCOUNTABILITY FROM PRIOR TO TARGETED PERFORMANCE LEVELS.
THE GAPS ARE REALLY THOSE GAPS THAT EVERY CAMPUS LEADER HAS LOOKED AT AND IDENTIFIED IF THEY WERE A TEACHER OR LEADER MOVE THAT ARE RESULTING IN THOSE STUDENT OUTCOME GAPS.
THE POWER STANDARDS. POWER STANDARDS ARE HIGH IMPACT TIPS OR LEARNING STANDARDS THAT PRIORITIZE THE INSTRUCTION IN THE PROGRESS MONITORING OF OUR STUDENTS LEARNING.
I BELIEVE DOCTOR MILLNER TALKED ABOUT THAT.
WE GOT TO BE STRATEGIC INTENTIONALLY AND THE FOCUS.
THESE ACTIONS ARE VERY WELL PLANNED OUT TO FOCUS ON INSTRUCTIONAL STRATEGIES, INTERVENTIONS TO CLOSE AND IDENTIFY EVERY PERFORMANCE GAP.
THEN AS WE'VE ALREADY HEARD THAT OUR BENCHMARK AND OUR STAR PERFORMANCE TRACKING WILL ALSO BE CONDUCTED ON THIS GAP MAP.
>> NOW, WE'RE AT THIS TIME, WHERE YOU EXPERIENCE OUR TEAM IN APPLYING THAT SYSTEMATIC APPROACH WITH THE GAP MAPS IN ELEMENTARY, MIDDLE, AND HIGH SCHOOL.
>> THANK YOU ALL FOR SETTING IT UP.
DEFINITELY WAS REALLY A GOOD CONVERSATION AND BOARD THANK YOU FOR YOUR QUESTIONS.
THAT'S REALLY THE PURPOSE FOR THE WORKSHOPS FOR US TO REALLY LEAN IN.
I HAVE DIVIDED US ALL UP INTO GROUPS, AND I'LL CALL YOUR NAME AND LET YOU KNOW WHAT GROUP YOU'RE IN.
ALSO, STAFF MEMBERS, EVERYBODY HAS A GROUP, SO IF YOU ALL LISTEN, I CHANGED FROM WHAT I TOLD YOU EARLIER SO.
YOU ALL ARE NOT ALL NOT SURPRISED.
GROUP 1, THAT'S THE HIGH SCHOOL GROUP THAT'S LED BY MS. CONCHIK, AND GROUP 1 WILL START OFF IN THE BOARD MEETING ROOM, THE CONFERENCE ROOM AND SO GROUP 1 WILL GO FROM STATION 1.
HIGH SCHOOL IS GROUP 1 AT STATION 1.
STATION 2 IS ACTUALLY MIDDLE SCHOOL, AND MIDDLE SCHOOL DR. WILLIAMS IS BACK HERE.
SO GROUP 2, IF YOU'RE IN GROUP 2, YOU'LL START AT GROUP 2, AND YOU'LL GO FROM 2 TO 3 THEN TO 1.
SO ONE WILL GO FROM 1 TO 2 TO 3. YOU GOT THAT? THEN GROUP 2 WILL GO FROM 2 TO 3 TO 1, AND THEN GROUP 3, WHICH WOULD BE ELEMENTARY, ELEMENTARY GO BACK IN THIS CORNER, AND YOU'LL GO 3 TO 1 TO 2.
IF YOU DON'T REMEMBER, WE'LL KEEP YOU INFORMED.
IN GROUP 1 WITH THE HIGH SCHOOLS, STARTING WILL BE GRASSIA, STEVENSON, ROE, WILLIAMS, HURD, MS. WILLIAMS, HURD, AND ACTUALLY MAYFIELD.
ACTUALLY MAYFIELD, I'M SORRY, NO, YOU'RE IN GROUP 2.
AGAIN, GROUP 1 IS STEVENSON, GRASSIA, ROE, WILLIAMS, AND HURD.
GROUP 2 WILL BE ROBINSON, FISHER, BERRY, POLK, AND MAYFIELD.
GROUP 3 WILL BE MS. DAVIS, MR. LA SAGA, MS. AGANA, AND MS. SHERFIELD.
MR. HANDY WILL BE OUR TIME KEEPER, AND THEN DOCTOR MILLER WILL BE A FACILITATOR AND MISS BATIS WILL BE A FACILITATOR.
WHAT WE'LL DO IS WE WILL MONITOR THE ROOMS. WE HAD SET ABOUT 10 MINUTES, BUT ACTUALLY WE'RE GOING TO EXTEND IT JUST A LITTLE WE EXTEND IT TO ABOUT 12 AT FIRST, AND WE'LL JUST SEE WHAT THE TIME LOOKS LIKE.
IF YOU NEED ADDITIONAL TIME, THEN WE'LL LET THE FACILITATORS KNOW AND WE'LL DO THAT.
THE GOAL IS REALLY FOR US TO JUST SHARE WITH YOU OUR APPROACH TO LET YOU KNOW WHAT WE'RE DOING.
WE'LL COME BACK IN NOVEMBER AND GIVE YOU THAT ACTION THE DETAILS AND THE DATE AND ALL THAT.
TONIGHT IS ABOUT SHARING YOU OUR APPROACH.
PLEASE LEAN IN, ASK QUESTIONS.
SO THAT'S GOING TO HELP US AS WE REALLY FORMALIZE THESE PLANS AND BRING THEM BACK TO YOU FOR YOUR APPROVAL IN THE NEXT BOARD.
SO I'LL TURN IT BACK OVER TO DR. MILLER OR ANYTHING ELSE. WE'RE GOOD?
>> DURING EACH ROTATION, EXECUTIVE DIRECTORS OF SCHOOL LEADERSHIP, YOU WILL FACILITATE DISCUSSION ON INSTRUCTIONAL LEADERSHIP ACTIONS,
[01:40:02]
DRIVING IMPROVEMENT WITHIN EACH GRADE LEVEL BAN.HIGHLIGHT STRATEGIC ACTIONS FROM THE GAP MAPS ALIGNED TO GOAL 1 THRIVING STUDENTS.
EXPLAIN HOW FORMATIVE ASSESSMENT DATA CAPTURED ON THE GAP MAP ALONG WITH OTHER KEY PERFORMANCE INDICATORS ARE USED BY THE EXECUTIVE DIRECTORS TO MONITOR PROGRESS, MEASURE IMPACT, STUDENT OUTCOMES, AND DRIVE ONGOING IMPROVEMENT EFFORTS.
ANSWER QUESTIONS TO STRENGTHEN UNDERSTANDING OF HOW THE GAP MAP CONNECTS TO IMPROVEMENT PLANS AND THE ACCOUNTABILITY SUCCESS.
YES. YOU CAN TAKE YOUR NOTE CATCHER.
>> TAKE WHAT YOU NEED. AGAIN, WE'LL BE IN THIS ROOM MONITORING AND ALL THAT.
>> PLEASE DO TAKE YOUR NOTE CATCHER AT THE BACK OF THE NOTE CATCHER, THE VERY LAST PAGE.
THERE'S A THREE BIG IDEAS OR A REFLECTION FORM.
SO THERE'S A PLACE FOR YOU TO TRY TO CAPTURE, LIKE A BIG IDEA FROM EACH OF THE GROUPS.
>> TO CAPTURE THE BIG IDEAS, FOR SURE. SO TAKE THAT WITH YOU.
>> THERE WILL BE A QUIZ AT THE END.
>> BOARD DEFINITELY APPRECIATE YOU ALL FOR ENGAGING IN THE CONVERSATION AND DEFINITELY THANK YOU TEAM FOR PUTTING IT TOGETHER.
DR. MILLER, I WILL ALLOW YOU TO WRAP UP AND THEN WE'LL TAKE SOME FEEDBACK.
>> THIS IS THE SYNTHESIS AND TAKEAWAY SECTION, AND SO JUST TO WRAP UP JUST TO REMIND US AND BRING US BACK TO THAT IMAGE THAT'S ON THE FRONT OF YOUR NOTE CATCHER AND THAT WE SAW EARLIER THE FILTER THAT SHOWS YOU THAT WE'VE MOVED FROM A VERY GLOBAL STRATEGIC PLAN WITH VISION 20TH TO A MORE SPECIFIC PLANNING THAT HAPPENED IN THE CIPS, AND WE TOOK ALL REALLY GRANULAR DOWN TO THE GAP MAP BECAUSE WE WANTED TO MAKE SURE THAT YOU UNDERSTOOD THAT THESE ARE NOT JUST PLANS THAT WE PUT ON PAPER, BUT THAT WE ARE ACTUALLY OPERATIONALIZING THESE PLANS AND TAKING STEPS TO STRATEGICALLY MEET THE GOALS THAT WE'RE PUTTING ON THE DIP AND THE CIP.
SO WE'RE MOVING FROM VISION TO ACTION WAS THE GOAL OF THAT WHOLE WORKSHOP PROCESS.
JUST FOR NEXT STEPS FOR THE BOARD.
ON MONDAY, WHEN YOU RECEIVE YOUR BOARD WEEKLY UPDATES, YOU WILL RECEIVE LINKS IN THE WEEKLY UPDATE TOO ALL OF THE CIPS IN THE DIPS SO THAT YOU'LL HAVE AN OPPORTUNITY TO PERUSE THOSE AT YOUR LEISURE.
THERE'S ALSO A SPOT ON THE DOCUMENT THAT YOU'RE GOING TO GET THAT HAS A LINK THAT'S A FORM FOR YOU TO GO IN IF YOU HAVE QUESTIONS OR INPUT OR COMMENTS THAT YOU WANT TO LEAVE AFTER YOU'VE LOOKED AT SOME OF THEM, WE WELCOME THAT FEEDBACK.
ON THE DIP AND CIPS, THOSE WILL BOTH BE COMING TO YOU AGAIN ON OCTOBER 30 AT THE MONTHLY BOARD MEETING.
THEY WILL APPEAR ON THE CONSENT AGENDA FOR CONSIDERATION AND POSSIBLE APPROVAL AT THAT TIME.
AFTER THEY ARE APPROVED IF THEY ARE APPROVED AT THAT TIME, THEN THEY WILL BE POSTED ON THE DISTRICT'S WEBSITE TO ENSURE PUBLIC TRANSPARENCY AND FOR OUR PARENTS AND THE COMMUNITY TO BE ABLE TO SEE OUR PLANS AS WELL.
ACTUALLY THE QR CODE THERE IS ON THE COPY OF YOUR POWERPOINT THAT'S THERE.
IT IS THE FEEDBACK FORM THAT I'M TALKING ABOUT THAT WILL ALSO BE CONNECTED TO THE ACTUAL PLANS THAT YOU GET TO SEE NEXT WEEK.
>> THANK YOU VERY MUCH, DR. MILLER.
BOARD, ARE THERE ANY COMMENTS OR QUESTIONS FINAL.
>> THANK YOU. PRESIDENT GRASSIA.
FIRST, I WANT TO SAY, THANK YOU.
THIS HAS BEEN VERY INFORMATIVE.
ARE YOU ARE YOU GETTING ANY PUSHBACK, GLOBALLY? ANY PUSHBACK ON THIS PROCESS AT ALL?
[01:45:06]
WELL, CHANGE IS HARD, IT IS.>> BUT WE HAVE WALKED SIDE BY SIDE WITH OUR PRINCIPALS AND OUR LEADERS IN GETTING SOME OF THESE CHANGES ACCOMPLISHED.
I THINK THAT THE CNI TEAM, THE LEADERSHIP TEAM HAS BEEN VERY STRATEGIC IN THINKING ABOUT THE BEST WAY TO ROLL THINGS OUT SO WE'RE DOING THINGS IN SMALL, MEANINGFUL CHUNKS THAT ALLOW PEOPLE TO ACCEPT SOME THINGS THAT ARE CHANGING BEFORE WE TRY TO PUSH IT ALL SO IT'S BEEN ONE STEP AT A TIME SO I THINK THAT'S MAKING THINGS A LITTLE BIT BETTER.
WE ARE STILL DEALING WITH SOME OF THE CHANGES THAT CAME OUT OF THE LEGISLATURE SO THAT THERE ARE SOME INTERPRETATIONS OF THE LESSON PLANNING LAW OR THE OTHER POLICIES THAT HAVE COME OUT OF THIS MOST RECENT LEGISLATURE THAT WE'RE STILL DEALING WITH, BUT EVERYBODY IS LEARNING THOSE THINGS TOGETHER.
WE'RE WORKING WITH OUR HUMAN RESOURCE DEPARTMENT AND UAE TO FIND THE MIDDLE GROUND WITH THE EXPECTATIONS FOR LESSON PLANNING.
BUT OTHER THAN THAT, THOSE WOULD BE OUR BIGGEST PUSHBACKS AT THIS TIME.
>> OKAY. AND I THINK ENGAGING IN THIS PROCESS.
THE WEIGHT, LIKE YOU SAY, DOWN TO THE GRANULAR LEVEL OF KNOWING WHERE OUR STUDENTS ARE, WE WON'T HAVE ANY SURPRISES.
WE SHOULDN'T HAVE ANY SURPRISES WHEN D-DAY COMES.
ARE THERE ANY OTHER COMMENTS OR QUESTIONS?
I WON'T TAKE LONG. I APPRECIATED THIS LESSON.
I APPRECIATED THE DIFFERENT PERSPECTIVES AND THE APPROACHES, I THINK, JUST SEEING IT FROM DIFFERENT ANGLES AND AT THE DIFFERENT LEVELS.
I GREATLY APPRECIATED THAT AND ONE THING THAT WAS IMPORTANT FOR ME TO WALK AWAY WITH IS THAT THIS IS NOT JUST FOR THE TEACHERS, BUT IT'S ALSO SOMETHING THAT OUR STUDENTS CAN OWN AND REALLY BE INVOLVED IN THEIR OWN PROGRESS, AND SO THAT I APPRECIATE IT AND LOOKED IN HERE AND SAW THAT WE HAVE THIS GLOSSARY.
I DON'T KNOW IF WE'VE EVER RECEIVED A GLOSSARY, BUT REALLY DO APPRECIATE THIS.
THIS IS VERY HELPFUL BECAUSE I SURE WAS GOING TO GO BACK TO SES. I HEARD THAT A LOT.
BUT YES, DUE TO THE EXPECTATION. SO THANK YOU FOR THIS.
ALL OF THE PRESENTATIONS WERE WONDERFUL.
>> I JUST WANT TO SAY THANK YOU TO EACH AND EVERY ONE OF YOU THAT PUT THIS TOGETHER.
I THINK AFTER GOING THROUGH THE WALK THROUGHS THE OTHER DAY THIS RIGHT HERE HAS MADE MORE SENSE TO ME TO SEE WHAT THE STUDENTS WERE DOING AND HOW THEY DID THE POCS.
SO I APPRECIATE THE WALK THROUGHS.
AND I ALSO APPRECIATE EACH ONE OF YOU COMING TODAY TO PRESENT TO US. THANK YOU SO MUCH.
>> I WANT TO SAY THANK YOU AS WELL. THANK YOU.
ALSO, I APPRECIATE ALL OF YOU HUMORING MY QUESTIONS AND JUST GETTING MORE INSIGHT.
I DO WANT TO PIGGYBACK ON TRUSTEE MAYFIELD.
I DO LIKE THE STUDENT DATA TRACKERS AND THEM BEING ONE SHEET SO THAT IT'S EASILY VISIBLE AND YOU CAN JUST READ ACROSS ALL ASSESSMENTS SO I DO APPRECIATE THAT AS WELL, AND THE GAP MAPS BECAUSE THOSE WERE ALSO ONE PAGE.
I ENJOY JUST SEEING DATA THAT'S EASILY READABLE.
>> I WOULD LIKE TO CLOSE OUT WITH MS. ROE AND I WERE TALKING, AND I THINK ONE OF THE WORDS I USED THE WORD INTENTIONAL.
EVERYTHING THAT I'VE SEEN IN THE LAST WEEK IS VERY INTENTIONAL.
AND I'D LIKE TO ALSO ADD STRATEGIC.
THIS IS IT'S A VERY STRATEGIC PLAN, AND I THINK Y'ALL HAVE ALL EXECUTED THIS VERY WELL SO KUDOS TO Y-ALL.
>> DEFINITELY BOARD, THANK YOU ALL FOR JUST YOUR TIME AND ALL.
BUT ALSO THANK YOU TO DISTRICT LEADERS.
YOU ALL DEFINITELY WENT ABOVE AND BEYOND.
I APPRECIATE YOU ALL SHARING WITH THE BOARD.
THEY GET A CHANCE TO SEE WHAT I HAVE THE OPPORTUNITY TO SEE HERE AND WATCH ALL THE TIME.
I DEFINITELY WANT TO PUBLIC AND THANK YOU FOR THAT.
ALSO, BOARD I WANT YOU TO KNOW THAT I THINK I HEARD A COUPLE OF TIMES I HEARD THE STATEMENT THAT THIS IS NOT SOMETHING THAT WE'VE DONE BEFORE, THIS IS NEW AND REALLY IT IS.
THIS FOCUS AND THIS REALLY INTENTIONAL EFFORTS
[01:50:03]
THAT WE'RE DOING RIGHT NOW IS BECAUSE WE'RE JUST SIMPLY NOT HAPPY WITH WHERE WE ARE.I JUST WANT TO BE HONEST WITH YOU.
WE KNOW THAT WE'RE GOING TO GET BETTER AND BETTER THAN WHAT WE SHOWED BEFORE, AND WE BELIEVE BY THIS LEVEL OF FOCUS THAT WE'LL GET THERE.
SO ALSO THE UPCOMING MONTHS IS GOING TO BE A PRETTY HEFTY MONTH OVER THE NEXT COUPLE OF MONTHS FOR US AND JUST LEARNING AND ENGAGING.
IN NOVEMBER 13, WE'LL HAVE ANOTHER WORKSHOP VERY SIMILAR TO THIS, AND WE WILL FOCUS ON SPECIAL EDUCATION.
YOU'LL BE ABLE TO SEE WHAT WE'RE DOING FOR STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES.
WE'LL FOCUS ON BILINGUAL SERVICES AND REALLY GIVE YOU A CHANCE TO HEAR FROM OUR BILINGUAL DEPARTMENT HOW THEY ARE ADDRESSING.
THEN WE'LL TALK TO CCA AND GLOBAL PREP SO THAT YOU CAN SEE THE SPECIALTY PROGRAMS AND HOW WE'RE REALLY LEANING INTO THOSE PROGRAMS AS WELL.
THAT'S IN NOVEMBER THE NOVEMBER 13 WORKSHOP.
NOVEMBER 20 THE BOARD IS GOING TO BE A QUALITY REVIEW.
YOU HEARD DR. MILLER SPEAK ABOUT THAT EARLIER ABOUT THAT TIME, WE'LL BE ABLE TO SHARE WITH YOU, HERE'S WHAT WE SAID WE WILL BE WITHIN OUR DISTRICT PLANS AND THE CAMPUS IMPROVEMENT PLANS AND HERE'S WHERE WE ARE.
WE'LL BE ABLE TO TALK TO YOU ABOUT THE MOVE, THE LEADER MOVES THAT WE'RE MAKING DURING THAT TIME.
THEN AGAIN, IN JANUARY, WE'LL HAVE CTE AND EARLY CHILDHOOD, WHERE YOU'LL BE ABLE TO LEAN IN ON THAT.
MY GOAL IS REALLY TO MAKE SURE YOU SEE BELOW THE HOOD ALL THE WORK REALLY HAPPENED IN OUR DISTRICT.
THANK YOU ALL AGAIN, AND WE DEFINITELY APPRECIATE YOUR TIME TONIGHT.
SO IF YOU COULD SHARE THAT WITH US, YOU DON'T HAVE TO SHARE IT OUT LOUD, MA'AM, IF YOU SHARE IT WITH US, SO WE CAN MAKE SURE THAT WE KNOW WHAT YOU SEE AND ALSO GIVEN US YOUR INPUT WOULD BE GREAT.
>> ALL RIGHT, BOARD. WITH NO FURTHER BUSINESS TO BRING FOR THIS BOARD, WE ARE ADJOURNING AT 8:06 PM.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.