[1.0 Call to Order]
          [00:00:07]
          I HEREBY CALL TO ORDER THE REGULAR BOARD MEETING OF THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE'RE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 5 5 1 . 
          0 4 1 SUBCHAPTER C GOVERNMENT CODE AS AMENDED BY THE SEVENTY THIRD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING. 
          I REQUEST THE OFFICIAL ROLL CALL, PLEASE. 
          GOOD EVENING, TRUSTEE PLACE ONE, NEDRA ROBINSON. 
          SHE'S ON HER WAY. THANK YOU. 
          TRUSTEE PLACE TWO DR. 
          LA TONYA WOODSON-MAYFIELD, TRUSTEE PLACE THREE M IA HALL. 
          PRESENT. TRUSTEE PLACE F OUR JUNE W. 
          DAVIS. PRESENT. 
          TRUSTEE PLACE FIVE RYAN RAY. 
          PRESENT. TRUSTEE PLACE 6 GARY GRASSIA. 
          PRESENT. TRUSTEE PLACE 7 LYNDSAE BENTON. 
          PRESENT. SUPERINTENDENT. 
          DR. MICHAEL MCFARLAND. PRESENT. 
          THANK YOU. THANK YOU. 
          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 AND EFFECTIVE PUBLIC MEETINGS. 
          PLEASE SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS. 
          AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD SCHOOLS. 
          AND NOW, IF YOU ARE, PLEASE STAND. 
          [2.0 Pledge of Allegiance]
WHILE COMMAND SERGEANT MAJOR MARTINEZ AND THE CROWLEY ISD CORPS OF CADETS PRESENTS THE COLORS. 
          . 
          OUR FIRST ORDER OF BUSINESS TONIGHT WILL BE OUR BOARD CELEBRATIONS. 
          [3.0 Board Celebrations]
DOES ANYONE HAVE ANYTHING TO SHARE? I JUST WANT TO SAY THANK YOU TO A COUPLE OF SEVERAL SCHOOLS. 
          BUT ON FEBRUARY 12TH, CROWLEY HIGH SCHOOL, THE CHOIR FROM CROWLEY HIGH SCHOOL AND THE SILVER STARS FROM NORTH CROWLEY HIGH SCHOOL PERFORMED AT ALCON AND CROWLEY ISD IS AN ADOPTED SCHOOL WITH ONE OF THE EMPLOYEE RESOURCE GROUPS AT ALCON, AND THEY BROUGHT TEARS TO PEOPLE'S EYES WITH THEIR PERFORMANCES. 
          THEY WERE CELEBRATING BLACK HISTORY MONTH DURING A LUNCHEON, AND THE CHILDREN ALSO GOT TO DO A TOUR OF ALCON. 
          AND JUST TO SEE THE DISCOVERY OF THE, YOU KNOW, SOME OF THE THINGS THAT THEY HADN'T SEEN BEFORE OR THAT THEY, YOU KNOW, WEREN'T REALLY FAMILIAR WITH, WHICH IS OPTHAMOLOGY AND OPTOMETRY, THE STUDY OF EYES AND HAVING TO PRACTICE, YOU KNOW, SURGERIES, MOCK SURGERIES. 
          THEY WERE SO ENLIGHTENED. 
          BUT LET ME TELL YOU, THEY SHOWED OUT I WAS VERY PROUD OF OUR STUDENTS. 
          ALSO TODAY, SOME STUDENTS FROM THE SUPERINTENDENT ROUNDTABLE, AS WELL AS SOME OF OUR 
          [00:05:03]
GRADUATES FROM THE CROWLEY COLLEGIATE ACADEMY, ALSO WERE INVITED TO HEAR A GUEST SPEAKER THAT ALCON FLEW IN TO TALK ABOUT DIVERSITY AND INCLUSION. 
          AND AGAIN, I WAS VERY PROUD OF OUR STUDENTS. 
          THEY ASK QUESTIONS. 
          THEY PARTICIPATED. 
          AND THOSE STUDENTS AS WELL GOT TO DO A TOUR AT ALCON. 
          SO I JUST WANT TO SAY I'M VERY PROUD OF OUR STUDENTS. 
          WE HAVE SOME VERY TALENTED STUDENTS AND EVERYONE ELSE SHOULD BE PROUD OF THEM, TOO. 
          BUT THANK YOU SO MUCH. 
          THANK YOU DOCTOR MAYFIELD. 
          ANY OTHER CELEBRATIONS. 
          WELL, I HAVE TWO THAT I WOULD LIKE TO TALK ABOUT. 
          AND ONE IS A DESTINATION DIPLOMA. 
          I ALONG WITH DR. 
          WHITE. MR. [INAUDIBLE] HAD LUNCH WITH ABOUT TWELVE. 
          GRADUATING SENIORS THAT ARE PARTICIPATING IN THE DESTINATION DIPLOMA AND OUT IN THEIR FIRST GENERATION COLLEGE STUDENTS. 
          AND I WAS VERY, VERY IMPRESSED. 
          THEY HAVE ALL BEEN ACCEPTED AT COLLEGES AND UNIVERSITIES WITH SCHOLARSHIPS. 
          YES. AND JUST COMMENTS ABOUT THAT PROGRAM AND WHAT IT DOES FOR OUR STUDENTS. 
          I CAN'T SAY ENOUGH ABOUT IT. 
          AND IN VISITING WITH THE STUDENT, ONE OF THEM PLAYED ON THE BASKETBALL TEAM AND HE HAD A GAME THAT NIGHT AND HE WAS KIND OF SAD BECAUSE IT WAS GOING TO BE HIS LAST HIGH SCHOOL GAME. SO I TOLD HIM I WOULD COME AND WATCH HIM PLAY. 
          AND AFTER THE GAME, I ASKED HIS TEACHER TO CALL HIM OVER SO THAT I COULD CONGRATULATE HIM ON A GOOD GAME. AND HE JUST COULD NOT BELIEVE THAT I ACTUALLY SHOWED UP. 
          AND. BUT WHAT THAT SAID TO ME IS WHEN WE TELL STUDENTS WE'RE GONNA DO SOMETHING, WE NEED TO DO IT. IT BOLSTERS THEIR BELIEF IN ADULTS. 
          AND I MEAN, HE WAS JUST TOTALLY AMAZED THAT I ACTUALLY SHOWED UP. 
          SO AGAIN, THAT PROGRAM IS SIMPLY AMAZING. 
          AND THEN I ATTENDED THE SPECIAL ED FAIR THAT WAS GOING ON A FEW WEEKS AGO. 
          AND A PART OF WHAT THEY WERE DOING WAS AN ART FAIR. 
          AND WHAT I WILL TELL YOU IS WE HAVE SOME VERY, VERY TALENTED STUDENTS IN OUR DISTRICT. 
          AND WHILE THE THE PORTRAITS AND PICTURES WEREN'T FOR SALE, YOU COULD MAKE A DONATION TO SUPPORT NEXT YEAR BECAUSE THEY APPLY FOR A GRANT THIS YEAR. 
          DIDN'T DO IT, BUT THEY WERE DETERMINED TO DO ANYWAY. 
          SO I FELT COMPELLED TO CONTRIBUTE. 
          AND BUT WITH THAT CONTRIBUTION, I DO HAVE SOME PRINTS BECAUSE THE STUDENTS WANTED TO KEEP THEIR ORIGINALS. 
          AND I GET THAT. BUT I JUST WANT TO SHOW YOU AND I KNOW IT'S GONNA BE HARD FOR YOU TO SEE, BUT. THIS WAS A 3D THAT WAS DRAWN AND MADE BY A BLIND STUDENT. 
          OK. AND SHE HAPPENED TO BE THERE. 
          AND I HAD A CHANCE TO MEET HER. 
          AND THEY WERE ASKING HER TELLING HER THAT I WANTED. 
          I WANTED HER PORTRAIT OR HER PICTURE. 
          AND SHE WAS KIND OF HESITANT. 
          AND THEN THEY SAID SHE'S GOING TO MAKE A DONATION. 
          AND SHE'S LIKE, OK, NOT UNDERSTANDING THAT THE DONATION WOULDN'T GO TO HER, BUT. 
          AND THEN I HAVE. 
          THESE TWO WERE DRAWN BY AUTISTIC STUDENTS. 
          THE ATTENTION TO DETAIL IS AMAZING, AND LIKE I SAID, I KNOW YOU CAN'T SEE IT THAT WELL, BUT. THERE IS NO WAY I CAN SIT LONG ENOUGH TO DO ANYTHING LIKE THIS. 
          I JUST HAVE TO BE HONEST. 
          BUT VERY, VERY IMPRESSIVE. 
          AND WHAT IT SAYS TO ME AGAIN IS THAT MY STUDENTS ARE ONLY LIMITED BY THE. 
          US NOT EXPECTING THEM TO DO WELL. 
          SO WE SET HIGH EXPECTATIONS AND THEY WILL RISE TO OUR EXPECTATIONS. 
          [00:10:02]
SO I JUST WANT TO SHARE THESE BECAUSE I WAS JUST SO, SO VERY IMPRESSED WITH THEIR ABILITIES AND WHAT THEY WERE ABLE TO DO. 
          THANK YOU. OK. 
          JUNE, CAN I CAN I? OH, MR. GRASSIA. 
          YES. I DIDN'T HAVE ONE UNTIL SHE STARTED JUNE. 
          AND I ATTENDED THE TECH EXPO AT JUNE W. 
          DAVIS. AND I WAS BLOWN AWAY BY THE KINDERGARTNERS AND FIRST GRADER. 
          OH, I'M SORRY. OH, I DIDN'T IT WAS GOING TO COME UP, BUT IT WAS JUST AMAZING OF A KINDERGARTNER. SHOWING ME THE GREEN SCREEN AND BEING ABLE TO TO CHANGE THE. 
          JUST WITH A COUPLE OF CLICKS. 
          BEING ABLE TO CHANGE EVERYTHING. 
          AND I'M HAPPY TO SEND AN EMAIL ON THE IPHONE. 
          AND THAT GENTLEMAN RIGHT THERE, HE WAS ABLE TO TAKE THE DIFFERENT LINKS AND MOVE THEM AROUND. AND THEN ONE OF THEM HAD A LIGHT ON THAT SAME CIRCUIT AND WHATEVER THE LIGHT WAS ON THE CIRCUIT. THE PROPELLER WOODEN WOULDN'T GO ANY HIGHER THAN THAT. 
          IT WOULD JUST IT WOULD JUST SPIN. 
          BUT WHENEVER HE TOOK OFF THE LIGHT, HE SAID THAT THAT THERE WAS TOO MUCH OF A DRAW ON THE BATTERIES AND THAT WHENEVER HE TOOK THE LIGHT OFF, IT ACTUALLY SHOT UP ABOUT SIX FEET IN THE AIR. AND MEAN, HE WAS ABLE TO TELL ME HOW ALL OF THIS STUFF WORKED. 
          AND I'M LIKE, THAT'S A LIGHT. 
          HE GOES, I KNOW, RIGHT? SO IT WAS JUST AMAZING. 
          AND WHAT WE ARE TEACHING THESE KIDS ARE JUST UNBELIEVABLE. 
          SO. OK, THANK YOU. 
          ANYBODY ELSE? OK, WE WILL MOVE NOW TO OUR RECOGNITION ITEMS, ACADEMIC, ALL STATE 
          [4.0 Recognition Item(s)]
ATHLETES, DR. 
          MCFARLAND, MADAM PRESIDENT AND BOARD MEMBERS WERE DEFINITELY CITED TONIGHT'S RECORD, YET NOT AS THESE OUTSTANDING STUDENTS. 
          WE HAVE MR. KIRCHNER HERE PREPARED TO ADDRESS THIS ITEM. 
          THANK YOU, DR. MCFARLAND, MS. DAVIS AND MEMBERS OF THE BOARD. 
          THIS RECOGNITION ALIGNS WITH THE GOAL, ONE OF OUR STRATEGIC PLAN FOR THRIVING STUDENTS AT EVERY CAMPUS IN OUR DISTRICT. 
          AND THE STUDENTS YOU SEE HERE TODAY ARE DEFINITELY THRIVING. 
          THESE ARE SENIORS FROM THE CROWLEY HIGH SCHOOL FOOTBALL TEAM, AND THEY HAVE BEEN NAMED ACADEMIC ALL STATE ATHLETES. 
          THAT MEANS THEY'RE NOT ONLY PERFORMING WELL ON THE FOOTBALL FIELD, BUT MOST IMPORTANTLY IN THE CLASSROOM ACADEMICALLY. 
          SO I'M GOING TO INTRODUCE THEM TO YOU ALL AND LET YOU KNOW WHAT THEIR PLANS ARE FOR AFTER HIGH SCHOOL. LIKE I SAID, THEY'RE SENIORS AND FOOTBALL TEAM HERE THIS MONTH, NEXT MONTH WE'LL HAVE SOME VOLLEYBALL PLAYERS. AND SO IT'S THAT TIME OF YEAR OR WE GET TO RECOGNIZE THESE THRIVING STUDENTS. 
          AND TONIGHT WITH US, WE HAVE ACADEMIC ALLSTATE FIRST TEAM BRYSON BONDS. 
          BRYSON, RAISE YOUR HAND THERE. 
          IN ADDITION TO BEING NAMED ACADEMIC, ALLSTATE FIRST TEAM IS ALSO THE 2019 TEXAS SPORTSWRITERS, ALL STATE FIRST TEAM SAFETY. 
          HE'S A THREE TIME ALL DISTRICT SAFETY. 
          HE HAS SIGNED TO PLAY AND STUDY AT THE UNIVERSITY OF INDIANA , THE FOOTBALL TEAM, AND HE'S A MEMBER OF THE NATIONAL HONOR SOCIETY. 
          BRYSON ALSO PLAYED A ROLE IN OUR STRATEGIC PLAN WHEN WE DEVELOPED VISION 2025. 
          WE HAD A GROUP OF STUDENTS COME IN HERE AND BRYSON WAS ONE OF THOSE STUDENTS WHO HELPED CONTRIBUTE TO THAT PLAN. SO THANK YOU, BRYSON, FOR THAT AND CONGRATULATIONS. 
          WOULD YOU INTRODUCE YOUR PARENTS TONIGHT? CROWLEY HIGH SCHOOL. UNFORTUNATELY, OUR SECOND TEAM ACADEMIC ALL STATE ATHLETE IS NOT ABLE TO BE HERE TONIGHT. HIS NAME IS AUSTIN [INAUDIBLE] AND WE WILL BE SURE TO CONGRATULATE HIM ON THIS ACCOMPLISHMENT. 
          AND FINALLY, WE HAVE WITH US TONIGHT AXEL [INAUDIBLE]. 
          HE RECEIVED ACADEMIC ALL STATE HONORABLE MENTION. 
          LET'S HEAR FOR AXEL. 
          I WAS ASKING AXEL WHAT HIS PLANS ARE FOR AFTER HIGH SCHOOL, AND HE SAYS HE WANTS TO STUDY BUSINESS AND HE'S DECIDING BETWEEN TARLETON, UTA OR ABILENE CHRISTIAN. 
          SO, AXEL, WE WILL BE ROOTING FOR YOU AS YOU WALK ACROSS THAT STAGE AND ONTO THIS NEXT CHAPTER OF YOUR LIFE. WOULD YOU INTRODUCE YOUR FAMILY TONIGHT? WE KNOW THESE PARENTS AND COACHES AND PRINCIPALS ARE VERY PROUD. 
          SO IF YOU'RE A PARENT, A TEACHER OR A COACH OR PRINCIPAL, THESE GUYS, WOULD YOU PLEASE STAND? THANK YOU FOR BEING HERE. 
          THANK YOU FOR SUPPORTING. ALL RIGHT, BRYSON AND AXEL TRUSTEES, WILL I CONGRATULATE YOU ON 
          [00:15:05]
A JOB WELL DONE. COACH BONDS COACH J.J. 
          RESENDEZ IS ALSO HERE, HEAD FOOTBALL COACH AT CROWLEY HIGH SCHOOL. 
          COACH RESENDEZ. THANK YOU SO MUCH. 
          THANK YOU FOR BEING HERE. THANKS SO MUCH. 
          OK. CONGRATULATIONS AGAIN TO THOSE YOUNG MEN AND THE COACHES AND STAFF THAT WORK WITH THEM INTO THE PARENTS. 
          OUR NEXT ITEM, BLACK HISTORY QUIZ BOWL PREVIEW DR. 
          MCFARLAND. MADAM PRESIDENT AND BOARD MEMBERS WERE DEFINITELY EXCITED ABOUT OUR BLACK HISTORY BOWL PREVIEW. 
          MR. K ORCJMER IS HERE TO INTRODUCE THIS ITEM. 
          YES. DR. 
          MCFARLAND, MS. DAVIS. MEMBERS OF THE BOARD. 
          ALL MONTH LONG, CROWLEY ISD BEEN CELEBRATING BLACK HISTORY MONTH. 
          DR. MAYFIELD, YOU MENTIONED TWO ACTIVITIES THAT HAVE BEEN OFF CAMPUS, OUT OF DISTRICT. 
          OTHERS HAVE BEEN HAPPENING ON SCHOOLS ALL THROUGHOUT THE MONTH. 
          A VARIETY OF PERFORMANCES, ACTIVITIES, ART SHOWS ON OUR NEXT PICTURE. 
          THIS IS A LIVING HISTORY MUSEUM. 
          CHECK THAT OUT. I MEAN, IT'S JUST PHENOMENAL, REALLY ENGAGING ACTIVITIES HAPPENING FOR OUR STUDENTS. AND WE WANT TO THANK ALL OF OUR CAMPUSES REALLY STEPPED IT UP THIS YEAR AND EXPOSING OUR STUDENTS TO AFRICAN-AMERICANS WHO HAVE MADE NOT ONLY IMPACT IN OUR COMMUNITY, BUT ALSO IN OUR NATION AND OUR WORLD. 
          AND SO THE CELEBRATION ENDS FOR THIS MONTH WITH A BIG CULMINATING IN THAT THIS SATURDAY, FEBRUARY 29TH. IT'S OUR BLACK HISTORY QUIZ BOWL IS AN ANNUAL EVENT. 
          AND EACH YEAR THIS GETS BIGGER AND BETTER. 
          THIS YEAR, WE WILL HAVE 45 ELEMENTARY TEAMS AND 10 SECONDARY TEAMS COMPETING. 
          THEY'VE BEEN STUDYING FOR MONTHS. 
          THESE ARE PICTURES FROM LAST YEAR. 
          IT'S IT IS LIKE A GAME SHOW. 
          THERE ARE BUZZERS. THERE ARE QUESTIONS ON THE SCREEN. 
          IT'S INTENSE. AND THESE STUDENTS HAVE DONE A GREAT JOB STUDYING FOR A LONG TIME. 
          AND SO ON SATURDAY, WE'LL GET TO SEE THEM COMPETE. 
          ALSO, THERE'LL BE PERFORMANCES BOTH FROM STUDENTS IN OUR DISTRICT AND COMMUNITY MEMBERS. 
          THIS IS A COMMUNITY EVENT. 
          K1 0 4 WILL BE HERE PROVIDING SOME MUSIC. 
          IT'S GOING TO BE A LOT OF FUN. 
          TRUSTEES, WE WOULD LIKE TO ASK YOU IF YOU WERE AVAILABLE OPENING CEREMONIES AT 9 A.M. 
          AND THAT'S YOU'LL SEE SOME REALLY COOL THINGS THERE. 
          BUT AFTER THAT, IF YOU WOULD BE WILLING TO HELP US JUDGE THE T-SHIRT CONTEST. 
          EACH TEAM OF STUDENTS MAKES T-SHIRTS AND WE'D LOVE FOR YOU ALL TO HELP JUDGE THAT. 
          AND THERE'S ALSO AN ART SHOW. 
          AND WE'D LOVE TO HAVE AN OPPORTUNITY FOR THE TRUSTEES TO AWARD A TRUSTEES AWARD FOR THAT ART SHOW. THAT'LL HAPPEN ABOUT 10:00 A.M. 
          ON SATURDAY IF YOU'RE ABLE TO BE THERE. 
          WHILE BLACK HISTORY BOWL IS GOING ON. 
          WE'RE COMBINING ANOTHER DISTRICT EVENT. 
          IT'S OUR PARENT UNIVERSITY AND THERE'S A FLYER THERE ON YOUR TABLE WITH INFORMATION. 
          WE HAVE A VARIETY OF TOPICS AND OUR IDEA WAS PARENTS ARE GONNA BE THERE MAYBE WAITING FOR THEIR KIDS BETWEEN NEXT COMPETITIONS HAPPEN TO HAVE A WHILE THERE. 
          AND SO THEY COULD CHECK OUT SOME OF THESE PARENT UNIVERSITY COURSES. 
          THERE 30 MINUTES AND SO THEY CAN GET IN AND OUT REALLY QUICK VARIETY OF TOPICS FROM STAR TIPS FOR THE STAR TEST TO FINANCES, DYSLEXIA, THE ART PROCESS, A VARIETY OF TOPICS. 
          AND THEN WE'RE ALSO HAVING A PATHWAY TO SUCCESS CAREER PANEL. 
          AND IT WILL BE MODERATED BY OUR PRINCIPAL OF CROWLEY HIGH SCHOOL, MR. DARYLE MOFFETT , AND SOME VERY SUCCESSFUL COMMUNITY MEMBERS. 
          THERE YOU CAN SEE ON YOUR FLYER THAT WILL BE HAPPENING SIMULTANEOUSLY WITH OUR BLACK HISTORY QUIZ. SO IT'S GONNA BE A BIG EVENT FOR OUR ENTIRE COMMUNITY. 
          YOU'RE INVITED. EVERYONE'S INVITED TO JOIN US THIS SATURDAY. 
          IT'LL BE AT NORTH CROWLEY HIGH SCHOOL THIS YEAR AND EVERYTHING KICKS OFF AT 9:00 A.M.. 
          WE'RE EXCITED. THANK YOU. 
          SO OUR NEXT ITEM CISD HEARTBEAT TEAM AWARD, MR. KIRCHNER. YES, MS DAVIS. 
          MEMBERS OF THE BOARD. EVERY MONTH WE GET TO SELECT ONE EMPLOYEE WHO ILLUSTRATES WHAT GOAL THREE OF OUR STRATEGIC PLAN IS, AND THAT'S TO HAVE AN EMPOWERED STAFF. 
          CROWLEY ISD FILLED WITH AND AND CREDIBLE EMPLOYEES AT EVERY CAMPUS, BUT EVERY MONTH WE GET TO SELECT ONE. THIS TIME WE GOT TO GO TO SURPRISE SOMEONE AT THEIR CAMPUS ON FRIDAY, FEBRUARY 14TH, VALENTINE'S DAY, SO IT WAS APPROPRIATE FOR OUR HEARTBEAT AWARD. 
          AND CHECK OUT HOW WE SURPRISED THIS MONTH'S WINNER IN THIS VIDEO. 
          . 
          [00:20:23]
MS. NEAL'S HANDS TOUCH EVERYTHING THAT HAPPENS HERE. 
          DAVID L. WALKER ELEMENTARY SCHOOL. 
          SHE'S THE FIRST PERSON TO OPEN UP THE DOORS FOR THE STUDENTS EVERY MORNING. 
          AND YOU HELP CREATE GENUINE CONNECTIONS BETWEEN THIS SCHOOL AND FAMILIES. 
          MS. NEAL, AS YOU KNOW, REACHES OUT TO PARENTS WHO ARE UNABLE TO COME TO SCHOOL BECAUSE SHE WANTS TO HELP THEM HELP THEIR CHILDREN. 
          AND SHE EVEN MAKES HOME VISITS. 
          MS. NEAL, BUYS LUNCHES FOR STUDENTS AND EATS WITH THEM AND THEY ACCOMPLISH A BEHAVIOR GOAL. AND TEACHERS IN THIS ROOM TELL US THAT YOU SUPPORT THEM IN ANY WAY YOU CAN. 
          AND THEN WHEN THEY'RE STRUGGLING, AND YOU GIVE CONCRETE, ACHIEVABLE SOLUTIONS. 
          YOU ALWAYS CHECK BACK IN. 
          THERE'S A LOT OF GREAT THINGS TO SAY ABOUT MS. NEAL , BUT I THINK YOU CAN ALWAYS SUMMARIZE BY SAYING THAT SHE IS GREAT AT THE BUSINESS OF GETTING TO KNOW PEOPLE. 
          LET'S HEAR IT FOR MS. NEAL. 
          SHE EMBODIES WHAT A SERVANT LEADER REALLY IS, PARTICULARLY IN CROWLEY ISD. 
          THERE'S NO JOB TOO BIG OR TOO SMALL THAT SHE DOESN'T DO. 
          SHE KNOWS ALMOST EVERY KID BY NAME, PARENTS BY NAME. 
          SHE REALLY DOES GO ABOVE AND BEYOND. 
          [INAUDIBLE]. MS. NEAL SHARED SOME STORIES FROM HER FAMILY THAT WERE VERY PERSONAL AND SHE EMPATHIZED WITH ME AND HOW I FELT ABOUT THIS CHANGES AND THE FUTURE OF MY SON. 
          SHE'S ONE OF US. 
          AND AS A PARENT, THAT'S WHAT YOU WON FOR THE LEADERSHIP IN THE SCHOOL WITH YOUR CHILD, SOMEONE THAT IS NOT ONLY LOOKING AT, YOU KNOW, THE PAPERWORK AND HOW THINGS ARE SUPPOSED TO RUN, BUT FOR THE BEST INTERESTS OF YOUR CHILD. 
          I TRUST THAT SHE DOES THAT. 
          WE WERE TALKING ABOUT HOW AWESOME YOU'RE DOING. 
          SHE SAYS YOU'RE LIKE OUR HELPER AND EVERYTHING. 
          SHE HAD MY BACK AND, YOU KNOW, NOBODY EVER HAD MY BACK. 
          [INAUDIBLE]. MY FRIENDS KEPT ON COMING AND GOING. 
          SHE'S VERY TRUSTWORTHY. 
          AND SHE'LL TELL YOU IT WAS SOMETHING YOU CAN REALLY OPEN UP. 
          AND EVEN THOUGH, I'M REALLY TOUGH. 
          [INAUDIBLE]. ONE THING THAT I DO SAY, THOUGH, IS THEY KNOW THAT THEY'RE SAFE. 
          I'M A LOT LIKE THE MOM AT HOME. 
          YEAH, SHE'S TOUGH. BUT IF YOU NEED SOMETHING, SHE'S YOUR DAY ONE. 
          SHE HAS YOUR BACK. SHE'S GOT YOU. 
          SO MY FAVORITE PART OF MY ENTIRE JOB IS HUGGING ON PEOPLE WHO NEED THAT HUG, TALKING TO PEOPLE WHO NEED THAT TALK. 
          WE KNOW BY STATISTICS THAT THE ADULT CONNECTIONS IS THE MAJOR KEY FACTOR THAT WILL TURN AROUND A STUDENT. I DO LOVE THE FACT THAT LITERALLY A KID IN THE DEEPEST PART OF THEIR BEING IN TROUBLE CAN SAY. 
          CAN I TELL YOU SOMETHING. SURE. 
          AND WORKING ON SAVING AND CHANGING LIVES EVERY DAY. 
          SO THAT'S WHY IT IS IMPORTANT TO ME. 
          SO I TELL YOU THE TIME, LEAVE THESE KIDS BETTER THAN YOU FOUND THEM. 
          AND THAT'S OUR GOAL. COME ON UP MS. NEAL. SO SOMETHING YOU SAW IN THAT VIDEO IS HER RELATIONSHIP WITH EVERYONE, SHE'S GREAT AT THAT, BUT ESPECIALLY PARENTS, EVERY PARENT THAT SHE INTERACTS WITH HAS HER CELL PHONE NUMBER. 
          MS. RANDALL TOLD US WHEN YOU WERE SICK RECENTLY AND WASN'T GONNA BE ABLE TO BE AT SCHOOL. 
          SHE REACHED OUT TO LET ALL THE PARENTS KNOW, HEY, I'M NOT GOING TO BE THERE TODAY. 
          HERE'S WHY. AND LETTING THEM KNOW. JUST THOSE RELATIONSHIPS SHE BUILDS ARE PHENOMENAL. 
          INTRODUCE YOUR GUESTS WITH YOU TONIGHT. 
          AWESOME. SO I HAVE MY MOM . 
          BEVERLY SANDERS. SHE JUST JOINED THE CROWLEY FAMILY. 
          SHE'S TEACHING FIRST GRADE AT JUNE DAVIS. 
          SO WE'RE SO EXCITED THAT SHE'S HERE. 
          AND MY FRIEND ANTOINETTE PHILLIPS, SHE'S MY RIDE OR DIE. 
          AND THEN I HAVE MY AMAZING PRINCIPAL, SOMEONE WHO GAVE ME THE BIGGEST SHOT I COULD EVER WANT, AND THAT WAS TO START THIS SWITCH TO TRADITIONAL SCHOOL. 
          SO I APPRECIATE HER. 
          AND THAT'S MELANIE RANDALL. 
          TRUSTEES WOULD LIKE TO CONGRATULATE YOU . 
          [00:25:03]
OK. CONGRATULATIONS AGAIN. 
          MS. NEAL. AND THANK YOU FOR HAVING THE STUDENTS BACK. 
          OK. THAT CONCLUDES OUR RECOGNITION ITEMS. WE WILL MOVE NOW TO OUR CONSENT AGENDA. 
          [6.0 Consent Agenda Action]
ARE THERE ANY QUESTIONS ABOUT ANY ITEMS IN THE CONSENT AGENDA? ANY REQUEST TO HAVE AN ITEM REMOVED? IS THERE A MOTION? I MOVE THAT WE ACCEPT THE CONSENT AGENDA ITEMS AS PRESENTED. 
          WE HAVE A MOTION BY DR. 
          MAYFIELD. IS THERE A SECOND. 
          I'LL SECOND. AND A SECOND BY MS. BENTON. MOVE TO VOTE PLEASE. 
          THE MOTION CARRIES UNANIMOUSLY. 
          OUR NEXT ITEM, CONSIDERATION AND POSSIBLE ACTION ITEMS, MAY 2ND 2020 BOARD OF TRUSTEES 
          [7.0 Consideration and Possible Action Item (s)]
ELECTION CERTIFICATION OF UNOPPOSED CANDIDATES. 
          DR. MCFARLAND. MADAM PRESIDENT. 
          BOARD MEMBERS. WE'RE DEFINITELY EXCITED THE BRING FORWARD THESE NEXT TWO ITEMS. WE HAVE MR. KIRCHNER TO SHARE THOSE ITEMS. YES. THANK YOU, DR. MCFARLAND, MS. DAVIS AND MEMBERS OF THE BOARD. 
          AS YOU ALL KNOW, EVERY MAY WE HAVE BOARD OF TRUSTEES ELECTIONS WITH DIFFERENT SPOTS UP FOR ELECTION EACH TIME. 
          THIS TIME IS PLACES ONE AND TWO. 
          AND WE ARE EXCITED TO REPORT THAT AS OF THE FILING DEADLINE, THAT WAS ALSO FRIDAY, FEBRUARY 14TH. WE HAD TWO PEOPLE APPLY FOR THOSE SPOTS AND THEY WERE THE INCUMBENTS. 
          AND THAT MEANS THEY ARE UNOPPOSED IN THE MAY 2ND 2020 ELECTION. 
          SO PLACE ONE UNOPPOSED IS NEDRA ROBINSON AND PLACE TWO UNOPPOSED IS TRUSTEE DR. 
          LA TONYA WOODSON-MAYFIELD. 
          AND SO THE BOARD WILL NEED TO TAKE ACTION ON THIS, APPROVING THE CERTIFICATION OF THESE UNOPPOSED CANDIDATES AS PRESENTED. 
          OK. ANY COMMENTS OR QUESTIONS? IS THERE A MOTION? I MAKE A MOTION THAT WE RECOMMEND THE APPROVAL OF THE MAY 2ND 2020 BOARD OF TRUSTEES ELECTION CERTIFICATION OF UNOPPOSED CANDIDATES AS PRESIDENT. 
          WE HAVE A MOTION BY MS. HALL. 
          IS THERE A SECOND? I'LL SECOND. 
          A SECOND BY MR. GRASSIA, MOVE TO VOTE, PLEASE. 
          THE MOTION CARRIES UNANIMOUSLY. 
          ALL RIGHT, SO CONGRATULATIONS TO DR. 
          MAYFIELD AND MS. ROBINSON. 
          OK. AND THE NEXT ITEM, MAY 2ND, 2020 BOARD OF TRUSTEES ELECTION ORDER OF CANCELATION. 
          YES. MS. DAVIS, SINCE THOSE HAVE BEEN APPROVED AS UNOPPOSED, WE NOW HAVE TO APPROVE AN ORDER TO CANCEL THE MAY 2ND ELECTION. 
          AND SO WE THE RECOMMENDATIONS THAT WE APPROVE, THE ORDER OF CANCELLATION OF THE MAY 2ND 2020 CISD SCHOOL BOARD ELECTIONS AS PRESENTED. 
          OK, QUESTIONS. 
          IS THERE A MOTION? I MOVE THAT WE APPROVE THE ORDER OF CANCELLATION OF THE MAY 2ND 2020 CISD SCHOOL BOARD ELECTIONS AS PRESENTED. 
          WE HAVE A MOTION BY MR. RAY IS THERE A SECOND. 
          I'LL SECOND. A SECOND BY MS. HALL. MOVE TO VOTE, PLEASE. THE MOTION CARRIES UNANIMOUSLY. 
          OUR NEXT ITEM OF FUTURE ACTION ITEMS GUARANTEED MAXIMUM PRICE FOR MULTI-PURPOSE INDOOR 
          [8.0 Future Action Item(s)]
PRACTICE FACILITIES AT CROWLEY HIGH SCHOOL AND NORTH CROWLEY HIGH SCHOOL. 
          DR. MCFARLAND. 
          MADAM PRESIDENT, BOARD MEMBERS, MR. REAVES IS HERE PREPARED TO ADDRESS THIS ITEM. 
          MR. REAVES . THANK YOU, DR. 
          MCFARLAND. MS. DAVIS, MEMBERS OF THE BOARD. 
          SO THE WE WERE PLANNING ON BRINGING THE GUARANTEED MAXIMUM PRICE FOR THE MULTI-PURPOSE INDOOR PRACTICE FACILITIES NEXT MONTH. 
          THE REGULAR BOARD MEETING. IT APPEARS THAT WE WILL HAVE TO PUSH THAT BACK PROBABLY TO THE MAY REGULAR BOARD MEETING. 
          BUT LET ME GIVE YOU SOME HISTORY. 
          AND HOW THIS ITEM DEVELOPED AS WE WERE IN DISCUSSIONS WITH MR. LINCOLN AND HIS STAFF ON THE DISTRICT STADIUM. 
          THIS SURFACED AS A VERY NEEDED ITEM AT EACH HIGH SCHOOL. 
          AND SO WE WERE ABLE TO LOOK AT A WAY TO WHERE WE COULD ACCOMMODATE BOTH THE PRACTICE FACILITIES, THE DISTRICT STADIUM, THE CENTRAL ADMIN. 
          AND THEN WE'RE IN DISCUSSIONS WITH BOTH CITY OF FORT WORTH. 
          AND THE [INAUDIBLE] ON THE ON THE PARTNERSHIP WITH THE NATATORIUM. 
          BUT WE WILL PLAN ON BRINGING THIS BACK AT THE REGULAR MAY BOARD MEETING. 
          OK. THANK YOU. 
          [00:30:01]
ARE THERE ANY COMMENTS OR QUESTIONS? THAT ALL SOUNDS VERY GOOD. 
          THANK YOU. YES. OUR NEXT ITEM REPORT ITEMS AND PRESENTATIONS, CURRICULUM MANAGEMENT 
          [9.0 Report Item(s) / Presentation(s)]
PLAN. DR. MCFARLAND. 
          MADAM PRESIDENT, BOARD MEMBERS, WE ARE HERE TONIGHT TO SHARE THIS REPORT ON OUR CURRICULUM MANAGEMENT PLAN. 
          AS YOU ALL KNOW, THERE IS A CURRICULUM AUDIT THAT WAS DONE SEVERAL YEARS AGO. 
          SO WE WOULD LIKE TO DO NOW IS JUST KIND OF GIVE AN UPDATE OF WHERE WE ARE. 
          SHARE SOME OF THE TOOLS THAT HAVE BEEN CREATED AND JUST ENGAGE IN ANY KIND OF DISCUSSION AROUND OUR CURRICULUM THAT YOU DESIRE. 
          WE HAVE MR. KEITH HERE TO ADDRESS THIS ITEM. 
          MR. KEITH. THANK YOU. 
          DR. MCFARLAND. GOOD EVENING. 
          PRESIDENT DAVIS AND BOARD MEMBERS. 
          SO WE ARE HERE TONIGHT TO TAKE A LOOK AT OUR CURRICULUM MANAGEMENT PLAN. 
          AND THIS ALIGNS WITH GOAL ONE, WHICH IS THRIVING STUDENTS AND GOAL 3 EMPOWERED STAFF. 
          YOU HAVE A BINDER SITTING IN FRONT OF YOU THERE THAT'S LABELED CURRICULUM MANAGEMENT PLAN. IF YOU'LL PULL THAT TOWARDS YOU AND OPEN IT UP. 
          WE'LL START TO WALK THROUGH SOME OF THOSE CONCEPTS HERE OVER THE NEXT FEW MINUTES. 
          SO THE GOALS OF OUR TIME TOGETHER ARE, NUMBER ONE, TO REVIEW THE RECOMMENDATIONS FROM THE 2016 2017 CURRICULUM AUDIT, AND THEN THE SECOND GOAL IS TO EXPLORE THE CROWLEY ISD CURRICULUM MANAGEMENT PLAN AND HOW IT CONNECTS BACK TO THOSE AUDIT RECOMMENDATIONS. 
          SO LET'S START BY LOOKING BACK FIRST. 
          SO IF YOU TAKE A LOOK AT THE SCREEN, YOU'LL SEE THAT WE HAVE THE TIMELINE FOUR CURRICULUM STAFFING. IF YOU REMEMBER, BACK IN MAY OF 2017, THE CURRICULUM AUDIT WAS PRESENTED TO THE BOARD OF TRUSTEES. THIS WAS COMMISSIONED IN THE 2016 2017 SCHOOL YEAR BY YOU BOARD. 
          SO YOU'VE REALLY INITIATED THE PROCESS OF THE CREATION OF EVERYTHING THAT YOU'RE GOING TO SEE TONIGHT IN AUGUST 2017 DR. 
          MCFARLAND WAS APPOINTED AS SUPERINTENDENT. 
          IN SEPTEMBER THERE WAS THE APPOINTMENT OF A DEPUTY SUPERINTENDENT OF CNI IN OCTOBER, THE APPOINTMENT OF CONTENT COORDINATORS, AND IN NOVEMBER, THE APPOINTMENT OF AN EXECUTIVE DIRECTOR OF CNI. 
          THIS IS THE TEAM THAT BEGAN THE RESPONSE TO THE RECOMMENDATIONS OF THE CURRICULUM AUDIT. 
          SO WE'LL START BY LOOKING AT THOSE RECOMMENDATIONS. 
          AND THEN DIG IN TO HOW DOES THE CURRICULUM MANAGEMENT PLAN RESPOND TO THOSE RECOMMENDATIONS? SO LET'S START JUST BY REVIEWING WHAT A CURRICULUM AUDIT IS. 
          SO IF YOU LOOK ON YOUR SCREEN RIGHT NOW, YOU SEE THE TECHNICAL DEFINITION OF A CURRICULUM AUDIT. THIS IS OUR CURRICULUM AUDIT RIGHT HERE. 
          IT'S 512 PAGES LONG. 
          SO PAGE 1 GIVES YOU SOME INFORMATION AND PAGE 463 GIVES YOU SOME INFORMATION. 
          NOT GOING TO READ YOU THE TECHNICAL LANGUAGE INSTEAD. 
          I'M GOING TO PROVIDE YOU WITH SOME TRANSLATIONS AS WE GO THROUGH THE PRESENTATION TONIGHT. SO THE TRANSLATION OF WHAT THE CURRICULUM AUDIT SAYS, THAT IS A CURRICULUM AUDIT CAREFULLY INSPECTS EACH PART OF YOUR DISTRICT'S CURRICULUM CURRICULUM SYSTEM, THEN TELLS YOU EVERYTHING YOU'RE DOING WRONG. 
          SO IT IS BY DEFINITION A DEFICIT AUDIT. 
          IT ONLY LOOKS FOR THE THINGS THAT AREN'T WORKING IN YOUR SYSTEM. 
          SO THE CURRICULUM AUDITORS CAME BACK WITH 10 RECOMMENDATIONS. 
          WE'RE GOING TO FOCUS ON FOUR OF THOSE TONIGHT AS THEY RELATE TO THE CURRICULUM MANAGEMENT PLAN. AND SO I'LL DO THE RECOMMENDATIONS THE SAME WAY I JUST DID THE DEFINITION WITH THE TECHNICAL LANGUAGE FOLLOWED BY A TRANSLATION. 
          SO RECOMMENDATION 1. 
          YOU CAN SEE THE TECHNICAL LANGUAGE THERE, BUT TRANSLATED, ALL THE FIRST RECOMMENDATION OF THE AUDITOR SAID WAS WE NEED TO PUT LOCAL BOARD POLICIES IN PLACE TO ENSURE THAT QUALITY CURRICULUM IS CREATED, UPDATED AND USED. 
          RECOMMENDATION 1 IS ALL ABOUT BOARD POLICY. 
          YOU CAN SEE THE TECHNICAL LANGUAGE OF RECOMMENDATION FOUR THERE ON THE SCREEN, BUT WHEN IT'S TRANSLATED, IT JUST SAYS DEVELOP A SYSTEM TO CREATE AND REVISE QUALITY CURRICULUM DOCUMENTS. AND WE CALL THOSE CURRICULUM GUIDES THAT PROVIDE APPROPRIATELY CHALLENGING RESOURCES FOR ALL STUDENTS AT EVERY CAMPUS. 
          SO THAT FOURTH RECOMMENDATION IS JUST ABOUT THE WRITTEN CURRICULUM, CURRICULUM DOCUMENTS. 
          THERE'S THE TECHNICAL LANGUAGE FOR RECOMMENDATION 5, BUT TRANSLATED, ALL IT SAYS IS CREATE WAYS TO SEE WHAT STUDENTS KNOW AND THEN USE THAT INFORMATION TO BOTH RETEACH THEM WHAT THEY DON'T KNOW AND THEN TO MAKE THE CURRICULUM BETTER. 
          MAKES SENSE, RIGHT? IT'S PRETTY COMMON SENSE. 
          AND THEN THAT SIXTH RECOMMENDATION CAN BE TRANSLATED TO EXPECT GOOD TEACHING THAT MEETS THE NEEDS OF ALL CHILDREN AND THEN MONITOR TO MAKE SURE IT'S HAPPENING. 
          SO WE HAVE RECOMMENDATIONS THAT REVOLVE AROUND BOARD POLICY CURRICULUM DOCUMENTS THAT FIFTH ONE IS ASSESSMENT SEEN WHAT STUDENTS KNOW AND THEN EXPECTING GOOD TEACHING. 
          SO THESE ARE ALL OF THE RECOMMENDATIONS TRANSLATED THAT WE'LL BE FOCUSING ON. 
          AND THEN LET'S JUST SIMPLIFY THEM EVEN MORE AND GET THEM DOWN TO ONE TO TWO WORDS, RIGHT? POLICY, CURRICULUM, DOCUMENTS, ASSESSMENT AND INSTRUCTION. 
          SO THAT'S WHAT WE'RE GOING TO FOCUS ON FROM THE CURRICULUM AUDIT. 
          AND WHEN YOU TAKE THESE FIVE WORDS AND PUT THEM TOGETHER, THEY FORM WHAT'S CALLED A 
          [00:35:03]
CURRICULUM MANAGEMENT PLAN. 
          AND THAT'S THE DOCUMENT THAT WE'RE GOING TO GO THROUGH TONIGHT. 
          SO WE STARTED WITH THE CURRICULUM AUDIT. 
          THEY MADE RECOMMENDATIONS. 
          WE HAVE FOUR THAT WE'RE FOCUSING ON TONIGHT. 
          AND THIS IS THE DOCUMENT THAT SAYS HOW WE WILL RESPOND TO THESE ITEMS. SO LET'S FIRST ANSWER THE QUESTION, WHY IS A CURRICULUM MANAGEMENT PLAN IMPORTANT? SO THE CURRICULUM MANAGEMENT PLAN OR THE CMP IS CROWLEY ISD GAME PLAN FOR HOW WE WILL IMPLEMENT QUALITY CURRICULUM, INSTRUCTION AND ASSESSMENT. 
          SO THIS IS OUR PLAN MOVING FORWARD FOR HOW WE DO THESE THINGS IN CROWLEY ISD. 
          ALL RIGHT, SO I'D LIKE TO JUST PAUSE FOR A MOMENT WITH THIS INTRODUCTION AND SEE IF THERE ARE ANY QUESTIONS OR COMMENTS BEFORE WE START TO DIG INTO THE CURRICULUM MANAGEMENT PLAN. 
          ALL RIGHT, THEN WE'LL CONTINUE. 
          SO BORED. IF YOU WOULD OPEN UP THAT BLUE BINDER AND BEHIND YOUR FIRST TAB WHERE IT SAYS CURRICULUM MANAGEMENT PLAN. 
          THERE IS A COPY OF THE PLAN THERE, IF YOU'LL REMOVE THAT. 
          THAT WILL HELP YOU AS WE GO THROUGH THE REST OF THE PRESENTATION. 
          AND THEN SO, YOU KNOW, THE SETUP OF THE BINDER, YOU HAVE THAT CURRICULUM MANAGEMENT PLAN ON THE FRONT, THE CURRICULUM MANAGEMENT PLAN IS DIVIDED INTO SIX SECTIONS AND EACH OF THOSE SECTIONS HAS EXHIBITS. 
          SO THOSE ARE ARTIFACTS AND EVIDENCE OF THE WORK THAT'S BEEN DONE IN THAT AREA. 
          THERE ARE HARD COPIES OF THOSE EXHIBITS IN YOUR FOLDER BEHIND THE BINDERS. 
          BUT I'M ALSO GOING TO DISPLAY THEM UP HERE TONIGHT AS WE GO THROUGH THEM, YOU'RE MORE THAN WELCOME TO FLIP. IF YOU'D LIKE TO TOUCH THOSE ARTIFACTS OR IF YOU WANT TO WATCH THE SCREEN, THEN THEY'LL BE UP THERE AS WELL. 
          OK. ALL RIGHT, SO LIKE I MENTIONED, WE HAVE THOSE FIVE WORDS THAT BOIL DOWN THE RECOMMENDATIONS OF THE AUDIT POLICY CURRICULUM, DOCUMENTS, ASSESSMENT, INSTRUCTION. 
          AND THEN WE HAVE A CURRICULUM MANAGEMENT PLAN THAT'S DIVIDED INTO SIX SECTIONS AND YOU CAN SEE THE TITLES THERE. 
          THIS IS OUR FRAMEWORK WE'LL BE USING. 
          AND THEN JUST SO YOU SEE THE CONNECTION HERE. 
          EACH AREA FROM THE AUDIT ALIGNS WITH ONE OR MORE SECTIONS IN THE CURRICULUM MANAGEMENT PLAN. WE'RE GOING TO REALLY FOCUS ON SECTIONS 1 THROUGH 4 AND WE'LL LEAVE SECTIONS 5 AND 6 FOR ANOTHER TIME. BUT WE'LL TOUCH ON THEM BRIEFLY AT THE END. 
          ALL RIGHT, SO IF YOU LOOK AT THE SCREEN THERE, YOU'LL SEE THIS IS SECTION 1, YOU'LL SEE IT'S HIGHLIGHTED DOWN THERE AT THE BOTTOM SO YOU CAN SORT OF ORIENT YOURSELF TO WHERE WE ARE. AND THIS SECTION IS CALLED GOVERNANCE AND CONTROL AND IT STARTS ON PAGE TWO. 
          AND SO WHAT PAGE TWO DOES IS IT JUST GIVES BASIC DISTRICT INFORMATION. 
          AND THEN MOVING TO PAGE THREE. 
          WE'RE GOING TO KIND OF HIT SOME HIGHLIGHTS HERE. 
          SO FLIPPING TO PAGE THREE, YOU'LL SEE A SECTION CALLED THE RATIONALE OF THE CURRICULUM MANAGEMENT PLAN. 
          SO WHAT THIS SECTION DOES IS IT EXPLAINS WHAT THE CURRICULUM MANAGEMENT PLAN IS BASED ON AND EVERYTHING THAT YOU'RE GOING TO SEE TONIGHT IS GROUNDED IN BOARD POLICY. 
          WHAT THE CURRICULUM MANAGEMENT PLAN DOES IS IT SAYS HOW WILL WE PUT INTO PRACTICE THE POLICIES THAT THE BOARD HAS ADOPTED SPECIFICALLY AND PRIMARILY E.H. 
          AND E.K. LOCAL. 
          ON PAGE FOUR, YOU'LL SEE THE MISSION AND VISION STATEMENT FOR THE CNI DEPARTMENT. 
          THIS IS BUILT OFF OUR VISION 2025 STRATEGIC DESIGN DOCUMENT. 
          IT'S BEEN WORKED ON OVER THE LAST SEVERAL MONTHS COLLABORATIVELY. 
          AND SO I'D JUST LIKE TO READ THESE TO YOU BECAUSE THEY REALLY DRIVE AND EMPOWER THE WORK THAT WE DO EVERY DAY. 
          SO THE VISION OF THE DEPARTMENT OF CURRICULUM AND INSTRUCTION IS FOR ALL STUDENTS TO RECEIVE GUARANTEED HIGH QUALITY CURRICULUM AND INSTRUCTION. 
          EVERY CAMPUS, EVERY DAY. 
          AND OUR MISSION IS TO EMPOWER TEACHERS TO DESIGN AND DELIVER EFFECTIVE INSTRUCTION WHILE EQUIPPING LEADERS TO MONITOR AND SUPPORT STUDENT GROWTH. 
          IF YOU TAKE A LOOK AT PAGES 5 THROUGH 7. 
          YOU'LL SEE A LIST OF ROLES AND RESPONSIBILITIES, AND THESE ROLES AND RESPONSIBILITIES RELATE TO THE IMPLEMENTATION OF QUALITY CURRICULUM. 
          AND SO WHAT IT DOES IS IT STARTS WITH YOU BOARD AND IT WORKS THROUGH THE RESPONSIBILITIES OF THE SUPERINTENDENT. 
          DISTRICTS, STAFF, PRINCIPALS AND TEACHERS, AND IT ALIGNS THE RESPONSIBILITIES FOR ENSURING THAT ALL STUDENTS RECEIVE QUALITY TEACHING. 
          SO YOU CAN SEE HERE THESE ARE JUST A FEW EXAMPLES FROM THE PLAN AND YOU CAN SEE THOSE IN DETAIL IN THE PLAN IN FRONT OF YOU. 
          FINALLY, SECTION 1 CLOSES WITH THIS TRIANGLE AND YOU'RE GOING TO SEE THIS A LOT OVER THE NEXT FEW MINUTES. SO JUST WANT TO ORIENT YOU WITH IT. 
          THIS IS CALLED THE FENWICK ENGLISH MODEL OF CURRICULUM ALIGNMENT AND DR ENGLISH IS ACTUALLY THE ORIGINATOR OF THE CURRICULUM AUDIT. 
          SO THIS IT'S HIS FRAMEWORK THAT THE AUDITORS USE TO EVALUATE OUR CURRICULUM SYSTEM. 
          AND ALL IT SAYS IS REALLY THERE'S THREE PARTS TO A QUALITY CURRICULUM. 
          THERE'S THE WRITTEN CURRICULUM WHICH SAYS WHAT STUDENTS WILL LEARN. 
          THERE'S THE TAUGHT CURRICULUM. 
          THAT'S WHAT HAPPENS IN THE CLASSROOM. 
          AND THEN THERE'S THE TESTED CURRICULUM, WHICH IS HOW WE SEE IF STUDENTS HAVE MASTERED WHAT WE'VE WRITTEN DOWN AND WHAT WE'VE TAUGHT THEM. 
          [00:40:01]
AND DR. ENGLISH SAYS IN ORDER TO HAVE A QUALITY CURRICULUM, ALL THREE OF THOSE THINGS HAVE TO BE ALIGNED. 
          IN OTHER WORDS, THEY HAVE TO SUPPORT EACH OTHER. 
          SO THE TEACHING HAS TO ALIGN WITH THE WRITTEN CURRICULUM. 
          THE TESTING HAS TO ALIGN WITH WHAT'S WRITTEN AND WHAT'S TAUGHT. 
          ALL RIGHT. THAT'S THE END OF SECTION ONE, I'LL PAUSE THERE FOR ANY COMMENTS OR QUESTIONS YOU MAY HAVE ABOUT THAT SECTION. 
          I HAVE ONE QUESTION . 
          DID YOU ALWAYS HAVE A VISION AND MISSION STATEMENT IN THE CURRICULUM DEPARTMENT? NOT NOT ONE SPECIFICALLY THAT'S DEVELOPED OUT OF OUR NEW, OUR NEW VISION 2025. 
          THAT WAS SOMETHING THAT WE WANTED TO WAIT FOR OUR STRATEGIC DESIGN PROCESS TO COMPLETE THE VISION 2025 AND THEN BUILD OFF THE LEARNER PROFILE AND THE OBJECTIVES IN THEM. 
          I THINK THAT'S A GREAT IDEA. 
          OK, SO YOU CAN SEE NOW AT THE BOTTOM OF THE SLIDE, WE'RE UNDER SECTION 2 AND YOU'LL SEE THAT THIS TRIANGLE WILL CONTINUE ALL THE WAY THROUGHOUT. 
          SO IF YOU TAKE A LOOK IN SECTION 2, SPECIFICALLY, PAGE 8 IS WHERE WE ARE NOW. 
          AND THEN ON THE SCREEN, SECTION 2 BUILDS ON THE CURRICULUM TRIANGLE, SO WE SET THE FOUNDATION IN SECTION 1. 
          AND NOW WE'RE GOING TO BUILD ON IT. 
          WE'RE GOING TO DEFINE WHAT WE MEAN BY WRITTEN, TAUGHT AND ASSESSED CURRICULUM. 
          AND THEN WE'RE ALSO GOING TO START PROVIDING EXAMPLES. 
          SO THIS IS WHERE WE'LL GET INTO THE WORK OF WHAT THE CURRICULUM TEAM HAS DONE OVER THE PAST TWO AND A HALF YEARS IN ORDER TO MAKE THESE THINGS HAPPEN FOR TEACHERS. 
          ALL RIGHT. SO YOU'LL SEE NOW WITH THE QUALITY CONTROL TRIANGLE THAT WRITTEN IS IN A RED BOX NOW, SO WE'RE GOING TO FOCUS ON THE WRITTEN CURRICULUM. 
          AND WE START ON PAGE 8 BY DEFINING WHAT WE MEAN BY THAT. 
          AND SO ALL THE WRITTEN CURRICULUM IS IS OUR OUR CURRICULUM DOCUMENTS. 
          THEY LAY OUT WHAT STUDENTS ARE GOING TO LEARN AT EVERY GRADE LEVEL AND THEY PROVIDE RESOURCES FOR HOW THEY'RE GOING TO LEARN THAT. 
          IT'S IMPORTANT TO SEE THAT THIS IS ALIGNED WITH BOARD POLICY EH LOCAL WITH THAT LAST SENTENCE. I'D JUST LIKE TO READ THAT. 
          IT SAYS THE DISTRICT EXPECTS ADHERENCE TO THE ALIGNED CURRICULUM TO PROMOTE CONTINUITY AND CUMULATIVE ACQUISITION OF SKILLS AND KNOWLEDGE FROM GRADE TO GRADE AND SCHOOL TO SCHOOL. SO IN OTHER WORDS, NO MATTER WHERE A STUDENT IS, THEY'RE GETTING QUALITY CURRICULUM. AND WHEN THEY MOVE UP A GRADE, THE TEACHER AT FOURTH GRADE CAN SAFELY ASSUME THAT THEY HAVE BEEN TAUGHT THE SAME THINGS AT THIRD GRADE NO MATTER WHERE THEY CAME FROM. 
          SO THAT'S THE WRITTEN CURRICULUM DEFINED. 
          AND THEN YOU'LL NOTICE WE ALSO DEFINE THE TAUGHT CURRICULUM. 
          AND THIS IS WHERE THE WORK OF THE TEACHER COMES IN. 
          AND SO WHAT THE TEACHER DOES IS THEY SELECT INSTRUCTIONAL STRATEGIES IN ORDER TO DELIVER THE WRITTEN CURRICULUM. 
          SO THE WRITTEN CURRICULUM IS DEVELOPED AND THEN THE TEACHERS WORK WITH THE WRITTEN CURRICULUM IN ORDER TO TEACH IT TO STUDENTS. 
          AND THEN FINALLY, WE DEFINE THE TESTED OR THE ASSESSED CURRICULUM. 
          AND OF COURSE, WE HAVE FORMAL TESTING, BUT WE ALSO HAVE INFORMAL TESTING WHERE TEACHERS CAN CHECK TO SEE IF STUDENTS HAVE MASTERED A CONCEPT ALL THE WAY TO THE STAR TEST. 
          SO ALL OF THOSE FALL UNDER THE TESTED CURRICULUM. 
          AND AT THAT POINT, WE'RE JUST CHECKING TO SEE IS WHAT IS WRITTEN DOWN. 
          HAS THAT BEEN TAUGHT TO STUDENTS? AND HAVE THEY MASTERED THAT MATERIAL? SO THEN THE REST OF SECTION 2 REALLY FOCUSES ON THE WRITTEN CURRICULUM, AND SO I'M GOING TO SHOW YOU SOME EXHIBITS, SOME EXAMPLES OF HOW WE'VE DEVELOPED THE WRITTEN CURRICULUM AND THEN HOW WE DISTRIBUTE THAT TO TEACHERS. 
          SO STARTING ON PAGE 9, WELL, IT TALKS A LITTLE BIT MORE ABOUT THE WRITTEN CURRICULUM AND THEN IT REFERENCES AN EXHIBIT. 
          THIS IS EXHIBIT 2.1. 
          THIS IS IN YOUR BINDER. BUT I'M ALSO GOING TO PUT IT UP HERE ON THE SCREEN AND EXHIBIT 2.1 IS AN EXAMPLE OF ONE OF OUR CURRICULUM GUIDES. 
          SO UP HERE ON THE SCREEN, THIS IS A FOURTH GRADE MATH CURRICULUM GUIDE IN THIS IS A UNIT TWO FOCUSED ON ADDITION AND SUBTRACTION. 
          AND SO WHAT YOU CAN SEE HERE IS EVERYTHING THAT TEACHERS HAVE ACCESS TO WHEN THEY GO TO PLAN A LESSON. SO IT STARTS HERE WITH THE STATE STANDARDS THAT STUDENTS ARE EXPECTED TO LEARN. IT ALSO HAS MISCONCEPTIONS. 
          SO WHAT DO STUDENTS TYPICALLY MISUNDERSTAND ABOUT THIS CONCEPT? AND THEN AS YOU SCROLL THROUGH IT, IT GIVES YOU MORE INFORMATION ABOUT WHAT THE ENTIRE UNIT IS ABOUT A CADEMIC VOCABULARY FOR TEACHERS AND STUDENTS. 
          RESOURCES FROM THE UNIT. 
          ANYTHING YOU SEE IN BLUE IS CLICKABLE SO TEACHERS CAN CLICK ON THAT AND HAVE A RESOURCE THAT THEY CAN USE IN THEIR LESSON. 
          AND THEN AS YOU MOVE DOWN. 
          SO THIS WOULD BE THE FIRST STANDARD IN THE UNIT 4.4 G, WHICH DEALS WITH ROUNDING NUMBERS. 
          SO RIGHT HERE WE DIG INTO WHAT EXACTLY DOES THAT MEAN? HOW CAN IT BE ASSESSED AND THEN WHAT ARE SOME RESOURCES THAT TEACHERS CAN USE TO TEACH IT IN THE CLASSROOM? AND SO THIS IS JUST ONE DOCUMENT. 
          BUT WHAT I'D LIKE YOU TO RECOGNIZE IS THAT THIS IS FOR EVERY CORE CONTENT AREA, K THROUGH 12. SO YOU'RE LOOKING AT OVER 500 CURRICULUM GUIDES, CURRICULUM DOCUMENTS WITH THE SAME LEVEL OF DETAIL AND SPECIFICITY LIKE THE ONE I'M SHOWING YOU HERE. 
          [00:45:01]
SO WHAT I'D LIKE TO DO, WE DO HAVE SOME REPRESENTATIVES FROM THE CURRICULUM DEPARTMENT TONIGHT. THESE ARE THE PEOPLE WHO HAVE ACTUALLY MADE THIS HAPPEN. 
          I WOULD LIKE THEM TO STAND IF YOU ARE IN THE CURRICULUM DEPARTMENT OR YOU HAVE PARTICIPATED IN WRITING CURRICULUM, IF YOU'LL STAND, PLEASE. 
          THEY'RE LOOKING AT ME AND THEY DON'T WANT TO STAND BUT THEY'RE GOING TO. 
          THAT'S GREAT. THANK YOU. AND I THINK THAT THEY DESERVE A ROUND OF APPLAUSE FOR THE WORK THAT THEY'VE DONE. AND SO EVERY YEAR THIS IS THE TEAM THAT ORGANIZES TEACHERS AND BRINGS THEM IN TO HELP WRITE CURRICULUM DOCUMENTS AND REFINE THE WORK. 
          AND EVERY YEAR WE'RE TOUCHING THESE CURRICULUM DOCUMENTS AGAIN TO MAKE THEM BETTER FOR TEACHERS. SO THAT IS AN EXAMPLE OF A CURRICULUM GUIDE, A WRITTEN CURRICULUM DOCUMENT. 
          AND THEN IF YOU TURN TO PAGE 11. 
          IT REFERENCES EXHIBIT 2.3, WHICH IS WHAT WE CALL A CURRICULUM MAP. 
          SO WHEN YOU THINK ABOUT HOW MUCH A STUDENT HAS TO LEARN AT EVERY GRADE LEVEL, IT'S A LOT. 
          AND SO IN THIS LAST SUMMER, THE TEAM DEVELOPED A WHAT WE CALL A CURRICULUM MAP. 
          AND YOU CAN SEE IT UP HERE ON THE SCREEN. 
          AND THIS LAYS OUT FROM KINDERGARTEN THROUGH 12TH GRADE EVERYTHING THAT EVERY STUDENT WILL LEARN IN EACH CONTENT AREA BY A UNIT. 
          SO, FOR EXAMPLE, IF YOU'RE A SECOND GRADER, THIS IS EVERYTHING YOU'RE GOING TO LEARN IN ENGLISH LANGUAGE ARTS. 
          THIS IS EVERYTHING YOU'RE GOING TO LEARN IN MATH. 
          AND YOU CAN SCROLL OVER AND SEE THIS HERE. 
          THIS IS EVERYTHING YOU'LL LEARN IN SCIENCE. 
          AND THIS IS EVERYTHING YOU LEARN IN SOCIAL STUDIES. 
          TEACHERS CAN COME HERE. 
          THEY CAN CLICK ON A UNIT AND IT WILL TAKE THEM TO THE CURRICULUM GUIDE THAT IS DEVELOPED FOR THAT UNIT. SO THIS IS KIND OF THEIR ONE STOP SHOP FOR ALL THE CURRICULUM GUIDES SO THEY CAN TEACH THIS. WE CREATED THIS SPECIFICALLY WITH SELF-CONTAINED TEACHERS IN MIND JUST BECAUSE THEY TEACH FOR CONTENT AREAS. 
          BUT THEN WE BUILT IT OUT ALL THE WAY UP THROUGH HIGH SCHOOL, UP TO 12TH GRADE AND. 
          ALL RIGHT, SO CONTINUING ON PAGE 11, WE HAVE OUR WRITTEN DOCUMENTS. 
          WE HAVE OUR CURRICULUM MAP. 
          BUT THEN WE ALSO HAVE TO REVISE THESE ON A REGULAR BASIS OR ELSE THEY'LL BE OUT OF DATE BECAUSE WE HAVE REVISIONS TO THE STATE STANDARDS. 
          WE HAVE NEW TEXTBOOKS. 
          WE HAVE ALL OF THESE THINGS THAT HAPPEN. 
          SO PAGE ELEVEN REFERENCES, ANOTHER EXHIBIT WHICH IS CALLED OUR TIMELINE FOR CONSENT CURRICULUM DESIGN THAT I'LL PUT UP HERE. 
          AND WHAT THIS DOES IS IT LAYS OUT HOW WE WILL DEVELOP CURRICULUM STARTING WITH THE CURRICULUM AUDIT IN 2016. 
          AND IT GOES ALL THE WAY THROUGH THE 2023 2024 SCHOOL YEAR. 
          AND SO WHAT THIS DOES IS IT TAKES INTO ACCOUNT WHEN WILL THE STATE REVISE WHAT STUDENTS HAVE TO KNOW? WHEN WILL THE STATE. 
          AND THEY'RE CALLED PROCLAMATIONS. 
          BUT WHEN WILL THE STATE REQUIRE THAT WE ADOPT NEW TEXTBOOKS, WHICH, OF COURSE, WE HAVE TO REVISE EVERYTHING BASED ON NEW TEXTBOOKS. 
          WE'RE DOING THAT WITH NINTH THROUGH 12TH GRADE ENGLISH THIS SUMMER. 
          IT TALKS ABOUT WHEN WILL THESE THINGS BE DEVELOPED? WHEN WILL THEY BE IMPLEMENTED? AND THEN WHEN WILL THEY BE REVISED? SO ONE THING THAT CAME OUT OF THE CURRICULUM AUDIT WAS TO ENSURE THAT WE HAVE A CYCLE THAT ADDRESSES THAT WE ARE DEVELOPING AND REVISING OUR CURRICULUM ON A REGULAR BASIS. 
          ALL RIGHT. AND THEN FINALLY HERE IN SECTION 2, I'D JUST LIKE TO SHOW YOU THE CENTRAL HUB FOR EVERYTHING THAT WE DO WITH CURRICULUM AND INSTRUCTION. 
          PAGE 11 IN THE CURRICULUM MANAGEMENT PLAN TALKS ABOUT THE CURRICULUM AND INSTRUCTION WEBSITE. SO THIS IS WHERE TEACHERS AND PRINCIPALS AND STAFF COME TO FIND ALL OF THE CURRICULUM RESOURCES THAT HAVE BEEN DEVELOPED. 
          SO THIS WAS DEVELOPED IN NOVEMBER OF 2017. 
          AND WE'VE REFINED IT AND WE'VE BUILT ON IT OVER THE LAST TWO AND A HALF YEARS. 
          BUT TEACHERS CAN COME HERE AND THEY CAN FIND THE CURRICULUM MAP THAT WE REFERENCED EARLIER THAT'S HERE ON THIS SITE. 
          AND THEN ALL OF THE CURRICULUM GUIDES THAT WE TALKED ABOUT, THOSE ARE HERE. 
          AND SO IF YOU'RE A THIRD GRADE TEACHER, YOU CAN CLICK ON THIRD GRADE. 
          YOU CAN SELECT YOUR CONTENT AREA. 
          AND THEN IT TAKES YOU TO A FOLDER THAT HAS ALL OF THE CURRICULUM GUIDES THAT YOU WOULD NEED TO TEACH THIRD GRADE MATH. 
          SO THE GOAL IS TO MAKE IT AS ACCESSIBLE AS POSSIBLE FOR TEACHERS BECAUSE THEY ALREADY HAVE TOO MANY THINGS TO DO. 
          AND SO WE'RE TRYING TO REALLY CENTRALIZE THAT FOR THEM. 
          AND SO THAT AGAIN, IS AVAILABLE K THROUGH 12. 
          ALL CORE CONTENT AREAS ARE CENTRALIZED HERE ON THIS WEBSITE. 
          ALL RIGHT. I'LL PAUSE THERE, IT'S A LOT TO TAKE IN WITH SECTION 2. 
          FOR ANY COMMENTS OR QUESTIONS THAT YOU MAY HAVE. 
          I HAVE A COMMENT. MR. KEITH, THIS IS. 
          YEAH, I HAVE HEARD TALK ABOUT THE CURRICULUM GUIDES. 
          I HAVE NOT. THIS IS THE FIRST TIME I'VE SEEN THEM. 
          AND YOU GUYS, THIS IS AN AMAZING SET OF DOCUMENTS HERE. 
          ONE THING I WANTED TO JUST PULL OUT IN PARTICULAR BECAUSE I'M IN MY YEARS LOOKED AT LOTS AND LOTS OF CURRICULUM TYPE TYPE DOCUMENTS. 
          AND IN THE FIRST EXHIBIT THAT YOU HAVE IN SECTION 2 THERE WITH THE EXAMPLE OF THE MATH, THE FOURTH GRADE MATH UNIT, IT IS VERY RARE, I THINK, IN DOCUMENTS SUCH AS THIS TO SEE EXAMPLES AND NON EXAMPLES. 
          AND I SEE TWO PLACES THERE IN THIS AND IT'S A LIGHT BULB MOMENT MOMENT FOR ME TO SEE HOW VALUABLE THAT IS TO SEE HERE IS RIGOR, HERE IS NOT RIGOR WITH ALL OF THOSE EXAMPLES LISTED. AND THEN ALSO HERE'S WHAT YOU SAY. 
          [00:50:01]
HERE'S WHAT TO AVOID SAYING. 
          THOSE ARE VERY VALUABLE PIECES FOR TEACHERS, REGARDLESS OF HOW MANY YEARS EXPERIENCE OR ANYTHING THAT THEY MAY HAVE. 
          THESE ARE FABULOUS. SO GREAT JOB. 
          PASS THAT ONTO THE TEAM THAT SEATED HERE IN THE BACK. 
          I WANT TO COMMENT AS WELL. 
          AS A RECENT CLASSROOM TEACHER. 
          I WAS LOOKING AT THIS DOCUMENT. 
          THIS WOULD BE WONDERFUL. 
          LESS THAN PLANNING. YOU HAVE YOUR TIER 1 TO 2 OR 3 INSTRUCTIONAL SCAFFOLDING. 
          YOU HAVE YOUR EXCEPTIONAL LEARNERS AND THE ANCHOR CHARTS. 
          JUST EVERYTHING THAT YOU NEED TO MAKE LESSON PLANNING MORE FEASIBLE AND LESS FRUSTRATING. 
          SO THANK YOU. I'M SURE CLASSROOM TEACHERS LOVE THIS. 
          ALL RIGHT. THANK YOU. LET'S CONTINUE ON AND WE'LL KEEP GOING TO SECTION 3. 
          AND SO JUST TO RE-ORIENT YOURSELF WITH THE CURRICULUM TRIANGLE THAT'S DOWN THERE IN THE CORNER, SO WE'VE TALKED ABOUT THE WRITTEN CURRICULUM, THAT'S WHERE WE STARTED AT THE TOP AND NOW WE'RE TALKING ABOUT THE TESTED CURRICULUM. 
          SO WHAT'S ASSESSED? AND SO ON PAGE TWELVE, THIS TALKS ABOUT OUR BELIEFS AND OUR PRINCIPLES REGARDING ASSESSMENT. 
          AND SO I MENTIONED EARLIER, THIS IS ALL GROUNDED IN BOARD POLICY. 
          THIS IS IN THE DESIRE OF THE BOARD FOR THE DISTRICT. 
          AND SO THIS COMES DIRECTLY FROM E.K. 
          LOCAL, WHICH WAS A POLICY THAT YOU ADOPTED AFTER THE CURRICULUM AUDIT ABOUT SIX MONTHS AFTER THE CURRICULUM AUDIT. 
          AND IT SAYS THAT WE BELIEVE THAT A VERY HIGH LEVEL, THAT ASSESSMENT SHOULD DRIVE INSTRUCTION. IT SHOULD EVALUATE PROGRAMS, SHOULD MEASURE STUDENT PROGRESS AND IT SHOULD ALIGN CURRICULUM. 
          IN OTHER WORDS, IT SHOULD TELL US WHERE WE HAVE GAPS. 
          IF WE SEE A STUDENT, IF WE SEE THAT A GROUP OF STUDENTS IS NOT PERFORMING, WE DON'T BLAME THE STUDENT. WE GO BACK TO THE SYSTEM. 
          AND SO IT HELPS US LOOK AT WHERE DO WE NEED TO BEEF UP OR IMPROVE ANY OF THE CURRICULUM GUIDES IN THE CURRICULUM DOCUMENTS THAT WE'VE CREATED. 
          SO THEN ALSO ON PAGE 12, IT TALKS ABOUT THE CROWLEY ISD ASSESSMENT MATRIX. 
          AND SO THE ASSESSMENT MATRIX LOOKS LIKE THIS. 
          AND WHAT THIS DOES IS IT TELLS EVERY ASSESSMENT THAT'S ADMINISTERED IN CROWLEY ISD. 
          AND WHAT GRADE LEVEL IT IS OR CAN BE ADMINISTERED AT. 
          SO IF YOU'RE LOOKING AT THIS HERE, TAKE A LOOK AT THE THIRD GRADE. 
          SO FOR THIRD GRADE, YOU CAN WORK YOUR WAY DOWN. 
          OBVIOUSLY, THEY DON'T TAKE ACT. 
          OBVIOUSLY THEY DON'T TAKE AP. 
          BUT YOU CAN WORK ALL THE WAY DOWN TO COMMON FORMATIVE ASSESSMENTS. 
          THOSE ARE OUR DISTRICT ASSESSMENTS. 
          THEY CAN TAKE CREDIT BY EXAMINATION. 
          THEY TAKE FITNESS GRAM. 
          THEY TAKE I READY. WHICH IS OUR BEGINNING, MIDDLE AND END OF YOUR SCREENER. 
          AND SO EVEN THOUGH YOU SEE AN X ON A GRADE LEVEL, IT DOES NOT NECESSARILY MEAN IT IS ASSESSED THERE. IT JUST MEANS IT IS AVAILABLE THERE. 
          SO, FOR EXAMPLE, CREDIT BY EXAM IS TAKEN ON BY REQUEST, BUT IT CAN BE TAKEN AT THIRD GRADE. SO WE LISTED THERE ON OUR ASSESSMENT MATRIX. 
          AND THEN AS YOU SCROLL DOWN, YOU SEE, OF COURSE ALL THE STATE REQUIRED TESTING. 
          SO THESE ARE ALL THE GRADE LEVELS THAT STAR AND TELPAS ARE ASSESSED AT. 
          SO THIS HELPS US TO KNOW WHERE DO WE HAVE GAPS IN OUR ASSESSMENT SYSTEM, WHAT'S THE SCOPE OF OUR ASSESSMENT SYSTEM AND WHAT DO WE NEED TO ADJUST AND MONITOR? AND THEN PAGE 14 REFERENCES, EXHIBIT 3.4 AGAIN DEALING WITH ASSESSMENT. 
          THIS IS OUR DISTRICT ASSESSMENT CALENDAR. 
          SO IF YOU REMEMBER, ONE OF THE ONE OF THE AUDIT RECOMMENDATIONS WAS TO DEVELOP AN ASSESSMENT SYSTEM. MEMBERS SAID SEE WHAT STUDENTS KNOW AND THEN USE THAT TO RETEACH WHAT THEY DON'T KNOW AND THEN MAKE THE CURRICULUM BETTER. 
          THOSE WERE THE TWO RECOMMENDATIONS THERE. 
          SO WHAT THIS ASSESSMENT CALENDAR IS, IS IT'S EVERY TEST THAT WE ADMINISTER TO MAKE SURE THAT STUDENTS ARE ON TRACK NOT ONLY FOR THE INDIVIDUAL ASSESSMENT WITH STAR, BUT ALSO TO BE READY TO GO TO THE NEXT GRADE LEVEL AND TO BE FUTURE READY. 
          SO YOU CAN SEE ALL OF THE ELEMENTARY ASSESSMENTS, THE MIDDLE SCHOOL AND THE HIGH SCHOOL ON THE FIRST PAGE. AND THEN WE HAVE A VERY DETAILED BREAKDOWN THAT WE PROVIDE SPECIFICALLY TO THE ELEMENTARY, MIDDLE AND HIGH SCHOOL CAMPUSES SO THEY CAN SEE THE DUE DATES AND PLAN FOR THESE THINGS IN ADVANCE. 
          BUT THIS JUST GOES BACK TO THE FACT THAT WE DO HAVE AN ASSESSMENT SYSTEM THAT MEASURE STUDENT PROGRESS, THAT WE CAN THEN TURN AROUND AND USING OUR NEXT DOCUMENT, WE CAN REALLY TARGET OUR INTERVENTIONS FOR STUDENTS. 
          SO THE NEXT DOCUMENT ALSO REFERENCED ON PAGE 14 IS ONE OF OUR DATA REFLECTION GUIDES. 
          SO I JUST SHOWED YOU THE ASSESSMENT CALENDAR. 
          AFTER EVERY DISTRICT ASSESSMENT, CAMPUSES AND TEACHERS COMPLETE WHAT'S CALLED A DATA REFLECTION GUIDE AND THIS ASKS THEM TO TAKE THEIR DATA FROM THE ASSESSMENT AND REALLY BREAK IT DOWN AND SEE WHAT THEIR NEXT STEPS NEED TO BE BASED ON HOW STUDENTS PERFORMED. 
          SO I DO HAVE AN EXAMPLE HERE THAT YOU CAN SEE. 
          AND SO THE TEACHERS TRACKING THEIR DATA HERE ACROSS THE TOP. 
          SO THIS IS EVERY TEST THAT WE'VE GIVEN IN THE DISTRICT. 
          IT ASSESS ITS TRACKS, HOW WELL THEY'RE DOING EACH SUBGROUP. 
          SO WE KNOW THAT FOR STATE ACCOUNTABILITY AND FEDERAL ACCOUNTABILITY, IT'S BROKEN DOWN BY HOW EACH SUBGROUP PERFORMS. AND THEN FOR EACH TEST THAT WE'VE ADMINISTERED, THESE ARE THE HIGHEST AND THE LOWEST 
          [00:55:02]
SCORING QUESTIONS. 
          AND WHAT ACTION THE TEACHER IS GOING TO TAKE BASED ON THAT. 
          SO WHAT WE WANT TO DO IS WE WANT TO MAKE SURE THAT THERE IS A FEEDBACK LOOP AND A CONTINUOUS IMPROVEMENT LOOP AROUND DISTRICT ASSESSMENTS. 
          SO THE DATA REFLECTION GUIDE HELPS TO STREAMLINE THAT PROCESS. 
          AND WE ARE EVEN RIGHT NOW DOING SOME WORK TO STREAMLINE IT EVEN MORE. 
          AND LOOK AT COMBINING THE CAMPUS AND THE TEACHER DATA REFLECTION GUIDE IN ORDER TO CUT DOWN ON SOME MORE OF THE DUPLICATIVE DATA ENTRY PROCESS SO THAT THEY CAN REALLY FOCUS ON WHAT THAT DATA IS SAYING AND HOW TO TAKE ACTION. 
          AH, THAT'S THE END OF SECTION 3, I'LL PAUSE THERE FOR ANY COMMENTS OR QUESTIONS YOU MAY HAVE. ALL RIGHT. 
          LET'S CONTINUE. ALL RIGHT, SO SECTION 4, THEN IS THE SECTION THAT'S FOCUSED ON INSTRUCTION. SO AGAIN, GOING BACK TO THE CURRICULUM TRIANGLE AT THE BOTTOM, WE'VE TALKED ABOUT THE WRITTEN CURRICULUM. 
          THOSE WERE CURRICULUM DOCUMENTS. 
          WE'VE TALKED ABOUT THE TESTED CURRICULUM. 
          THAT'S OUR ASSESSMENT CYCLE. 
          AND NOW WE'LL TOUCH ON THE TAUGHT CURRICULUM, WHICH IS JUST INSTRUCTION AND MEMBER GOING BACK TO HOW WE DEFINE INSTRUCTION. 
          INSTRUCTION IS THE WORK OF THE TEACHER. 
          THAT'S BASED ON THE WRITTEN CURRICULUM. 
          SO THE TEACHER SELECTS THE BEST INSTRUCTIONAL STRATEGIES TO TEACH THE WRITTEN CURRICULUM TO STUDENTS. AND SO, OF COURSE, WE HAVE TO MAKE SURE THAT WE GET INSTRUCTION IS HAPPENING, THAT QUALITY INSTRUCTION IS HAPPENING. 
          AND THAT WAS ONE OF THE AUDIT RECOMMENDATIONS THAT SAID EXPECT QUALITY INSTRUCTION FOR ALL STUDENTS AND HAVE A PLAN TO MONITOR AND MAKE SURE IT'S ACTUALLY HAPPENING. 
          SO THE NEXT SECTION IN THE CURRICULUM MANAGEMENT PLAN TALKS ABOUT HOW WE MONITOR INSTRUCTION AND REALLY THROUGH THREE WAYS. 
          AND I'LL JUST TOUCH ON THEM HERE. 
          WE MONITOR THROUGH ASSESSMENT. 
          IF QUALITY INSTRUCTION IS GOING ON, WE SHOULD EXPECT TO SEE STUDENTS ACHIEVING. 
          WE MONITOR THROUGH CAMPUS PERFORMANCE REVIEWS. 
          THESE ARE VIDEO CONFERENCES AFTER EACH DISTRICT ASSESSMENT WITH THE CAMPUS LEADERSHIP TEAM. SO WE SET ASIDE TWO DAYS AND WE SPEAK WITH ALL OF OUR 22 CORE CAMPUSES ABOUT THEIR PERFORMANCE ON THE DISTRICT ASSESSMENTS AND WHAT THEIR PLANS ARE FOR NEXT STEPS. 
          AND THEN FINALLY, WE MONITOR THROUGH WALK THROUGH. 
          SO THIS IS WHERE EVERYONE FROM CENTRAL OFFICE TO BUILDING LEADERSHIP IS IN THE CLASSROOM AND DOCUMENTING WHAT THEY SEE HAPPENING. 
          AND SO WITH WALKTHROUGHS, THIS IS ON PAGE 17 OF YOUR PLAN, ALL OF THE DATA FROM OUR DISTRICT WALKTHROUGHS GOES BACK TO WHAT IS CALLED A WALK THROUGH DASHBOARD. 
          SO WITH THE WALK THROUGH DASHBOARD. 
          THIS HELPS US TO IDENTIFY TRENDS THAT WE SEE IN INSTRUCTION ACROSS THE DISTRICT AND IT HELPS US AT THE DISTRICT LEVEL AS WELL, IT'S AT THE CAMPUS LEVEL TO FOCUS OUR PROFESSIONAL DEVELOPMENT. 
          AND SO RIGHT NOW THIS DASHBOARD HAS ABOUT, WELL, CLOSE TO 4000 WALKTHROUGHS HERE. 
          AND SO YOU CAN REALLY TAKE A LOOK AND SEE BASED ON WHAT WE'RE LOOKING FOR IN THE CLASSROOM. WHAT ARE THE AREAS THAT WE EITHER NEED TO IMPROVE ON OR WHERE WE'RE DOING WELL? SO JUST AS AN EXAMPLE, WE HAD A DISTRICT WIDE PROFESSIONAL DEVELOPMENT DAY ON OCTOBER 15TH AND WE BUILT THAT PROFESSIONAL DEVELOPMENT BASED ON THE DATA FROM THIS DASHBOARD. SO WE DIDN'T SEE AS MUCH EVIDENCE OF LITERACY INTEGRATION AS WE WERE HOPING TO SEE BY THAT POINT IN THE YEAR. 
          SO AN ENTIRE THREE HOUR SESSION WAS BUILT AROUND HOW DO YOU INTEGRATE LITERACY IN EVERY AREA? AND THAT'S THAT'S READING. 
          BUT THEN THAT'S ALSO SPEAKING AND THAT'S WRITING AND THAT'S ALL OF THOSE COMPONENTS OF LITERACY. AND THEN FINALLY IN THE SECTION ON PAGE 20, IT REFERS TO EXHIBIT 4.8, WHICH IS OUR INSTRUCTIONAL STRATEGIES PLAYBOOK, AND WHAT THE INSTRUCTIONAL STRATEGIES PLAYBOOK IS FOR IS SO TEACHERS CAN GO TO THIS PLAYBOOK AND THEY CAN IDENTIFY INSTRUCTIONAL STRATEGIES IN THESE FOUR AREAS AND THEY CAN USE THESE WHEN THEY'RE PLANNING INSTRUCTION. SO YOU HAVE THE CURRICULUM GUIDES TO REALLY PROVIDE A FOUNDATIONAL CONTENT, THE WRITTEN CURRICULUM, AND THEN YOU HAVE THE INSTRUCTIONAL STRATEGIES PLAYBOOK TO PROVIDE THOSE STRATEGIES FOR TEACHERS TO USE IN THE CLASSROOM. 
          SO IF A TEACHER CLICKS ON ONE OF THESE, IT GIVES THEM A SUMMARY IN ONE SENTENCE, IT GIVES THEM A CHECKLIST OF HOW IT WORKS AND THEN IT GIVES THEM OTHER RESOURCES THAT THEY CAN CLICK ON TO EITHER FIND EXAMPLES, WATCH A VIDEO OR LEARN A LITTLE BIT MORE ABOUT HOW TO DO THAT. AND SO JUST IN TERMS OF USAGE, GOING BACK TO OUR CURRICULUM AND INSTRUCTION WEB SITE, WE KNOW THAT OUR CNI WEB SITE HAS BEEN VISITED OVER FORTY SEVEN THOUSAND TIMES SINCE OCTOBER. SINCE AUGUST 1ST OF THIS LAST YEAR. 
          AND THEN WE KNOW THAT THIS DOCUMENT GETS ABOUT A THOUSAND UNIQUE PAGE VIEWS A WEEK. 
          NOW, THAT COULD BE THE SAME PERSON ON MULTIPLE DAYS, BUT ON AVERAGE, IT'S ONE HUNDRED FAMILIES ON AVERAGE IT'S 150 TO 200 VIEWS A DAY. 
          SO WE KNOW THAT IT'S BEING USED AND ACCESSED FOR INSTRUCTION. 
          AND THAT IS THE END OF SECTION FOUR, SO I WILL PAUSE THERE FOR ANY COMMENTS OR QUESTIONS. 
          THEN WE'LL TOUCH QUICKLY ON SECTIONS 5 AND 6. 
          YOU ANSWERED MY QUESTION. 
          WITH THE MONITORING, HOW OFTEN IT'S BEING USED. 
          THAT'S AMAZING. WE'RE WE'RE VERY PLEASED WITH THE USAGE THAT WE'RE SEEING FOR SURE. 
          OK, SO JUST THEN A QUICK TOUCH HERE ON SECTION 5. 
          [01:00:02]
IN SECTION 5 , WE DEFINE WHAT WE MEAN BY PROFESSIONAL LEARNING IN THIS JUST LAYS OUT THE PROFESSIONAL LEARNING. 
          WE'LL BUILD CONTENT KNOWLEDGE. 
          IT BUILDS AN UNDERSTANDING OF HOW STUDENTS LEARN HOW TO EFFECTIVELY MANAGE A CLASSROOM, HOW TO ANALYZE STUDENT WORK, AND THEN HOW TO ADJUST INSTRUCTIONAL STRATEGIES BASED ON DATA. AND SO THE PROFESSIONAL LEARNING PLAN IS REALLY SOMETHING THAT WE CAN DIG INTO AT A FUTURE TIME. IT JUST TOUCHES ON IT HERE IN SECTION 5. 
          AND THEN IN SECTION 6, SECTION 6 IS REALLY FOCUSED ON FINANCE AND SUPPORT SYSTEMS. AND WE KNOW THAT YOU RECEIVE REGULAR REPORTS ON BUDGETING AND WE'RE ABOUT TO ENTER OUR BUDGETING CYCLE FROM THE PERSPECTIVE OF THE CURRICULUM AUDIT. 
          THIS IS REALLY JUST ABOUT TYING THE BUDGET TO RESULTS. 
          AND SO WE'VE IMPLEMENTED A PROGRAM REVIEW PROCESS HEADED BY MS. [INAUDIBLE] IN HER DEPARTMENT, AND THEY DO AN EXCELLENT JOB REALLY DIGGING INTO WHAT'S GOING ON IN INDIVIDUAL PROGRAMS. AND THEN WE HAVE OUR DIGITAL REVIEW COMMITTEE THAT ANALYZES LARGER TICKET TECHNOLOGY ITEMS THAT ARE RECOMMENDED FOR ADOPTION IN THE DISTRICT. 
          SO REALLY LOOKING TO MAKE SURE THAT THE MONEY THAT'S SPENT IS TIED BACK TO AN IMPROVEMENT IN STUDENT PERFORMANCE. ALL RIGHT, SO JUST TO WRAP UP HERE AND THEN I'LL OPEN UP FOR GENERAL QUESTIONS. JUST REVIEWING THAT, THE CURRICULUM MANAGEMENT PLAN IS OUR GAME PLAN AND IT'S OUR GAME PLAN FOR HOW WE WILL IMPLEMENT QUALITY CURRICULUM, INSTRUCTION AND ASSESSMENT. AND THE GOAL HERE IS REALLY NO MATTER WHO SITS IN THIS SEAT AND NO MATTER WHO SITS IN ANY OTHER SEAT AT CENTRAL OFFICE OR ON A CAMPUS, WE HAVE A GUIDE MOVING FORWARD FOR WHAT'S WHAT'S HAPPENED IN THE PAST, FOR WHAT'S BEEN DEVELOPED IN RESPONSE TO THAT AND THEN WHAT OUR GOALS ARE FOR THE FUTURE. 
          SO I'D BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME. 
          ANY COMMENTS OR QUESTIONS? MS. HALL. SO I JUST WANTED TO MAKE A COMMENT. 
          I KNOW WHEN WE AND I GUESS WE VOTED FOR THE CURRICULUM AUDIT. 
          AND WE WERE IT WAS OUR HOPE THAT IT WOULD BE A BLUEPRINT FOR MCFARLAND AND THE ADMINISTRATION THAT THAT WOULD COME ON BOARD. 
          AND I KNOW JUST IN MY PROFESSIONAL EXPERIENCE, I THINK OFTEN SYSTEMS AND ORGANIZATIONS ENDEAVOR IN GETTING AUDITS, BUT THEN THEY'RE VERY SELF SELECTIVE ON WHAT ITEMS THAT THEY CHOOSE TO ADDRESS. 
          AND SO I WANT TO ACKNOWLEDGE THE EFFORT OF DR. 
          MCFARLAND AND THE CROWLEY ISD TEAM AND THE EFFORT TO BE SO COMPREHENSIVE AND DETAIL ORIENTED AND RESPONSIVE TO ALL THOSE THINGS, BECAUSE IT WAS A HUGE REPORT. 
          AND I KNOW IT'S BEEN SOME TIME SINCE WE GOT IT, BUT WE ARE SEEING THE MANIFESTATIONS OF YOUR WORK AND IN ADDRESSING EACH ONE OF THOSE THINGS. 
          AND SO I APPRECIATE THE ATTENTION TO DETAIL AND I THINK IT'S REFLECTED IN THE PERFORMANCE OF OUR STUDENTS AND IN OUR DISTRICT IS REAPING THE BENEFITS OF YOUR EFFORTS. 
          SO THANK YOU. AND I APPLAUD YOU FOR YOUR EFFORTS. 
          THANK YOU. ANY ANY OTHER COMMENTS OR QUESTIONS? WELL, JUST AS A FOLLOW UP, AS A FOLLOW UP TO MS. HALL'S COMMENT. SO THEY CAME AND DID THE AUDIT AND TOLD US EVERYTHING. 
          LIKE YOU SAID, IT'S A DEFICIT AUDIT. 
          CAN THEY COME BACK NOW AND LOOK AT WHAT WE'RE DOING? MS. DAVIS WE'D HAVE TO PAY FOR THAT AGAIN. 
          WORTH IT. DR. 
          MCFARLAND. MADAM PRESIDENT, I JUST WOULD BE REMISS IF I FIRST DIDN'T ACKNOWLEDGE THE FACT THAT IT WAS THE VISION OF THE BOARD IN 2016 TO EVEN PLANT THE SEED TO HAVE TH IS OCCUR, I THINK I HOPE THAT YOU FEEL PROUD OF THIS RESULT BECAUSE IT WOULD NOT BE HERE HAD YOU NOT, FIRST OF ALL, SET THAT VISION IN 2016. 
          AND THEN BEYOND THAT, WHEN WE TALK ABOUT IMPROVING SCHOOLS, IMPROVING ORGANIZATIONS, IMPROVING DEPARTMENTS, WE ALWAYS TALK ABOUT ONE OF OUR BIG SIX NUMBER ONE OF OUR BIG SIX IS COLLABORATION. IS IT NOT DONE BY ONE PERSON, ONE GROUP. 
          IT'S DONE BY THE ENTIRE TEAM. 
          AND THE REALITY IS, WHEN YOU LOOK AT THE THE DEPTH OF THE DOCUMENTS AND YOU LOOK AT THE WORK THAT'S BEEN PUT IN PLACE, WE HAVE HAD PRINCIPALS THAT HAVE BEEN DOING AN OUTSTANDING JOB OF JUST REALLY TAKING THIS INFORMATION, ACTUALLY HELPING US TO PUT THIS INFORMATION TOGETHER AND THEN ACTUALLY IMPLEMENTING IT. 
          WE HAD TEACHERS WHO SPENT MANY, MANY HOURS HELPING US TO CREATE THESE DOCUMENTS. 
          THIS IS A DOCUMENT THAT WAS COLLECTIVELY CREATED BY MANY FOLKS IN THE ROOM. 
          FINANCE PROVIDED THE PROVIDE THE RESOURCES FOR US TO GET IT DONE. 
          AND SO WE JUST THIS IS A REAL TEAM PRODUCT AND WE WERE REALLY EXCITED ABOUT THAT. 
          WE BELIEVE COLLABORATION IS IMPORTANT AND WE KNOW THAT WITH COLLABORATION, THESE TYPE OF DOCUMENTS ARE PRODUCED AND CAN BE USED TO HELP US GO FORWARD. 
          SO THANK YOU, BOARD. THANK YOU, TEAM, FOR PUT ALL THIS TOGETHER. 
          OKAY. AND WE APPLAUD EVERYTHING ELSE. 
          I THINK WE SHOULD APPLAUD THIS IN THEIR EFFORTS. 
          [APPLAUSE]. OK. WE'LL MOVE NOW TO OUR NEXT ITEM. 
          C ISD VISION 2025 AND THE ALIGNMENT OF GUIDING DOCUMENTS. 
          DR. MCFARLAND. SO, MADAM PRESIDENT, WHAT WE'RE DOING NIGHT TONIGHT IS REALLY TRY TO. 
          [01:05:04]
WE WERE ATTEMPTING TO A STRATEGIC ALLIANCE, ALL OF OUR GUIDING DOCUMENTS SO THAT WE ALL HAVE A REALLY CLEAR PICTURE OF WHERE WE'RE GOING AS IT RELATES TO VISION 2025. 
          AS YOU KNOW, THE PRIOR STRATEGIC PLANNING PLAN EXPIRED IN DECEMBER. 
          AND SO WE HAVE A COUPLE OF WE'VE BEEN ENGAGED IN A COUPLE OF PROCEDURES THAT I JUST WANT TO BRING BACK TO YOUR ATTENTION AND REALLY KIND OF WALK THROUGH JUST SO YOU'LL UNDERSTAND WHERE WE ARE. REMIND YOU OF WHAT WE'VE DONE IN THE PAST AND REALLY SHARE WITH YOU THE WORK THAT WE STILL HAVE LEFT, LEFT TO COMPLETE. 
          SO THERE'S THE GRAPHIC THAT YOU HAVE IN FRONT OF YOU, ON THE SCREEN AND REALLY KIND OF CAPTURES THREE REALLY BIG ITEMS AND THEN A FOURTH ONE THAT WE ALL HAVE ALWAYS BEEN AWARE OF. SO WE ALL HAVE IN THE IN THE PAST WORKED ON DISTRICT IMPROVEMENT PLANS AND WE'LL CONTINUE TO DO THAT. 
          THIS DISTRICT IMPROVEMENT PLAN IS ACTUALLY DESIGNED FOR US TO TO DEVELOP PLANS WILL HELP US TO PERFORM IN THE SHORT TERM. 
          AND SO AGAIN, EVERY YEAR WE'RE REQUIRED TO UPDATE OUR DISTRICT IMPROVEMENT PLAN WITH SHORT TERM GOALS. BUT WHAT WE KNOW IS WHAT OUR VISION TWENTY TWENTY FIVE WE HAVE COLLECTIVELY WORKING WITH PARENTS, STUDENTS, COMMUNITY MEMBERS, TEACHERS, DISTRICT OFFICE LEADERS, CENTRAL OFFICE TEAM, AS WELL AS BOARD MEMBERS. 
          WE'VE WE'VE CLEARLY IDENTIFIED WITH VISION 2025 WHERE WE WANT TO BE BY THE YEAR 2025. 
          SO THAT DOCUMENT ACTUALLY ENCOMPASSES OUR DISTRICT IMPROVEMENT PLAN. 
          WE ALSO BOARD COLLECTIVELY ENGAGED IN LONESTAR GOVERNANCE AND REALLY LONESTAR GOVERNANCE. 
          IT REALLY HELPS US AS A BOARD AND A TEAM OF EIGHT IDENTIFY THOSE GOALS, THOSE STUDENT OUTCOME GOALS THAT WE WANT TO REGULARLY REPORT ON AND MAKE SURE THAT WE ARE WE ARE MONITORING AND MAKING PROGRESS. 
          AND SO WHEN YOU LOOK AT OUR VISION 2025, YOU LOOK AT OUR LONE STAR GOVERNANCE AND YOU LOOK AT OUR DISTRICT IMPROVEMENT PLAN, ALL OF THESE PLANS. 
          AND ONCE WE GET TO THE END, WE'LL BE WRAPPED INTO ONE DOCUMENT, WHICH WILL BE OUR VISION 2025. ALL OF THE DOCUMENT THAT WE'RE USING, WE'RE DEFINING WILL FALL WITHIN IT WITHIN THAT PURVIEW. WE ALSO HAVE AS SOON AS WE COMPLETED OUR VISION 2025, WE HAD OUR PROFILES DONE, A LEARNER PROFILES, THEY WOULD BEGIN TO TALK ABOUT OUR CHOICE PROGRAM. 
          OUR CHOICE PROGRAM HAS BEEN REALLY, REALLY CRITICAL AND HAS SERVED A ROLE HERE IN THE DISTRICT OVER THE LAST FEW YEARS. 
          AND WHAT WE HAVE DONE IS ENGAGE IN A PROCESS TO REALLY REDESIGN OUR CHOICE PROGRAM. 
          WE'LL BE BRINGING YOU MORE INFORMATION AS WE CONTINUE TO HAVE COLLABORATIVE PLANNING MEETINGS AROUND IT. WITHIN THE NEXT COUPLE OF WEEKS. 
          BUT WE WANT YOU TO KNOW THAT WE ARE STILL IN THE PROCESS OF REDESIGNING OUR CHOICE PROGRAM. WHAT WE DO KNOW IS THIS WE DO KNOW THAT WE HAVE EXPENDED ABOUT CLOSE TO A MILLION DOLLARS IN TRANSPORTATION WITH OUR CURRENT CHOICE PROGRAM IN ITS CURRENT STRUCTURE. AND WHAT WE BELIEVE AND WE ARE WE ARE CONVINCED AND SURE IS THAT WE CAN DESIGN A CHOICE PROGRAM WHERE CHOICE WILL BE AVAILABLE FOR ALL STUDENTS. 
          INNOVATION WILL BE AVAILABLE FOR ALL STUDENTS WITHIN THEIR ELEMENTARY SCHOOL. 
          AND WE'RE ACTUALLY IN THE PROCESS OF WORKING ON IT, WORKING ON A PLAN THAT WILL PROVIDE STEAM SCIENCE, TECHNOLOGY, ENGINEERING, ARTS AND MATH EXPERIENCES FOR ALL STUDENTS K THROUGH FIVE IN EVERY ELEMENTARY SCHOOL. 
          WE ALSO WILL BE LOOKING AT OUR MIDDLE SCHOOL AND ACTUALLY ALIGNING OUR MIDDLE SCHOOL CURRICULUM TO PROGRAMS OF STUDY TO MAKE SURE THAT BY THE TIME STUDENTS HIT THE 8TH GRADE, THEY CAN ACTUALLY MAKE A CHOICE ABOUT THE DIRECTION THEY LIKE TO GO WITH IN THEIR FUTURE. 
          AGAIN, WE WILL STILL HAVE INNOVATIVE EXPERIENCES, BUT OUR PROGRAMS AND OUR INNOVATION WILL LOOK DIFFERENT AS WE MOVE FORWARD. 
          SO WE ARE IN THE PROCESS OF DOING THAT. 
          OF REALLY WORKING IT OUT. 
          AND WE'LL BE COMMUNICATING MORE WITH PARENTS AS WELL AS BOARD MEMBERS WITHIN THE NEXT TO THE THREE BOARD MEMBER BOARD MEETINGS ABOUT ACTUALLY WHAT IT WILL LOOK LIKE GOING FORWARD. WE'RE EXCITED ABOUT THAT OPPORTUNITY TO BE ABLE TO REALLY REDESIGN THAT CHOICE PROGRAM WITHIN OUR DISTRICT. 
          THESE THREE DOCUMENTS, AGAIN, THE VISION 2025, OUR DISTRICT IMPROVEMENT PLAN. 
          THESE WOULD BE REALLY GUIDING DOCUMENTS FOR US GOING FORWARD. 
          WHAT I'D LIKE YOU TO DO ON AND LOOK AT ON THE NEXT SLIDE IS REALLY OUR STUDENT OUTCOME GOALS. AS YOU REMEMBER OUR PROCESS WITH LONESTAR GOVERNANCE, REALLY LONESTAR GOVERNANCE, REQUIRED THE TEAM OF EIGHT TO IDENTIFY ABOUT FIVE STUDENT OUTCOME GOALS THAT WE FELT LIKE WE NEED TO REPORT ON PUBLICLY TO MAKE SURE THAT WE ARE KEEPING OUR EYE ON THE BALL AND WE'RE MOVING EVERYTHING FORWARD. 
          AND SO WHAT I LIKE TO DO TONIGHT IS JUST WALK THROUGH THE STUDENT OUTCOME GOALS. 
          WE WERE THE CENTRAL OFFICE TEAM WE WERE CHARGED WITH. 
          AFTER YOU HAVE CREATED STUDENT OUTCOME GOALS, WE WERE CHARGED WITH CREATING WHAT'S CALLED A GOAL PERFORMANCE MEASURES. 
          AND SO WE WILL JUST KIND OF SHARE WITH YOU THE GOAL PERFORMANCE MEASURES THAT WE CREATED FROM OUR STUDENT OUTCOME GOALS. 
          AGAIN, THAT WILL BE ANOTHER LONESTAR GOVERNANCE TRAINING THAT WE WILL GO THROUGH AS A TEAM OF EIGHT. AND WITHIN THAT TRAINING, WE WILL HAVE CONVERSATIONS AROUND THESE GOALS. 
          WE'LL COME UP WITH A REPORTING SCHEDULE AND BE ABLE TO MOVE FORWARD WITH THOSE WITH THOSE GOALS AS A PART OF OUR VISION 2025. 
          SO WE'LL START WITH OUR STUDENT OUTCOME GOALS. 
          GOAL ONE. THE GOAL THAT WE IDENTIFY COLLECTIVELY AS A TEAM OF EIGHT, WE WE SAID REALLY THAT WE FELT LIKE IT WAS IMPORTANT FOR US TO HIGHLIGHT THE PERFORMANCE OF OUR AFRICAN-AMERICAN STUDENTS AND SPECIFICALLY AT THE THIRD GRADE LEVEL. 
          OUR GOAL WAS TO INCREASE THE PERFORMANCE FROM 28 PERCENT. 
          [01:10:03]
LOOKING AT THE MEETS OR ABOVE TO 48 PERCENT BY THE YEAR 2025. 
          THAT WAS IMPORTANT FOR US TO CHOOSE A YEAR 2025 BECAUSE WE UNDERSTOOD THAT THE PROGRESS THAT WE NEED TO MAKE WILL OCCUR OVER TIME. 
          WHEN WE LOOKED AT THE RANGE, YOU ALL YOU ALL SET THE RANGE. 
          WE BEGIN TO LOOK AT THE RANGE. 
          WE LOOKED AT OUR TOP IN TARRANT COUNTY COHORTS. 
          WE'VE IDENTIFIED ABOUT FIVE DISTRICTS IN TARRANT COUNTY THAT WE WANT TO BENCHMARK OURSELF AGAINST. AND SO WE LOOK AT THOSE DISTRICTS AND WE LOOKED AT THE GROWTH THAT THOSE DISTRICTS HAVE HAD OVER THE LAST FIVE YEARS. 
          AND SO WHAT WAS DETERMINED IS THAT THE GROWTH RANGE, MEANING GOING FROM A 20 PERCENT, ACHIEVING A 20 PERCENT GROWTH OVER THE FIGHT OVER A FIVE YEAR PERIOD WAS ACTUALLY ABOUT 5 PERCENT HIGHER GROWTH RANGE THAN THE OTHERS IN THE TOP IN TARRANT COUNTY. 
          HOWEVER, WE FELT LIKE THAT WAS SOMETHING THAT'S REASONABLE FOR US TO EXPECT WE WOULD DEFINITELY WANT . WE'VE SET A TARGET TO GROW 5 PERCENT PER YEAR. 
          AND SO WE KNOW THAT THAT'S A STRETCH. 
          IF WE DO THAT, IT WILL BE 5 PERCENT HIGHER THAN ANY OTHER DISTRICT HAS DONE IN THE LAST FEW YEARS. WE BELIEVE THAT WE CAN DO THAT WITH THE TOOLS THAT WE HAVE IN PLACE. 
          BUT AGAIN, THAT IS THE GOAL THAT WAS INITIALLY SUGGESTED. 
          WE'LL HAVE OPPORTUNITY TO TALK ABOUT THESE GOALS, HAVE SOME MORE CONVERSATION BEFORE WE ADOPT THEM. BUT WE DO WANT YOU TO KNOW THAT WE BELIEVE THAT THE 20 PERCENT GROWTH TARGET IS SOMETHING THAT'S REASONABLE AND IS SOMETHING THAT WE ARE PREPARING TO MEET. 
          SO AS YOU KNOW, WITH LONESTAR GOVERNANCE, YOU IDENTIFY A STUDENT OUTCOME GOAL, BUT THEN WE HAVE GOAL PROGRESS MEASURES. 
          THE DIFFERENCE IS THE STUDENT OUTCOME GOAL IS A 2025 TARGET. 
          BUT THE GOAL PROGRESS MEASURE IS ACTUALLY A ONE YEAR TARGET OR 2021 TARGET. 
          AND SO I WON'T READ THROUGH EACH LINE. 
          BUT JUST TO TELL YOU THAT WHEN WE TALK ABOUT THIRD GRADE, WE KNOW THAT IN ORDER FOR US TO IMPROVE AT A THIRD GRADE LEVEL, WE MUST HAVE PROCEDURES IN PLACE, SYSTEMS IN PLACE AT EARLIER GRADE LEVELS. 
          AND SO WE'VE IDENTIFIED ACTUALLY WE HAD A UNIFIED THE KINDERGARTEN LEVEL, THE FIRST GRADE LEVEL AND THE SECOND GRADE LEVEL TO SET TARGETS. 
          AND SO WE SET SET THESE GOAL PROGRESS MEASURES AND REALLY HAVE A HAVE A COUPLE OF DIFFERENT TYPES OF ASSESSMENTS. 
          WE HAVE EITHER WHAT WE CALL UNIVERSAL'S SCREENERS, WHICH WOULD HELP US TO DETERMINE HOW KIDS A FUNCTION IN RELATION TO GRADE LEVEL OR WE HAVE COMMON ASSESSMENTS OR BENCHMARK ASSESSMENTS WHICH REALLY MEASURE STUDENT PERFORMANCE IN RELATION TO EITHER THEIR CURRICULUM OR THEIR STATE ASSESSMENT. 
          THE GOAL TARGETS MEASURE THAT WE'VE IDENTIFIED FOR KINDERGARTEN STUDENTS AND FIRST GRADE STUDENTS. ACTUALLY, KINDERGARTEN, FIRST GRADE AND SECOND GRADE STUDENTS ARE ACTUALLY OUR UNIVERSAL SCREENER. 
          AND SO WHAT WE'RE SAYING IS THAT BY 2021, WE LIKE FOR THE PERCENTAGE OF THESE STUDENTS IN KINDERGARTEN PERFORMING ABOVE GRADE LEVEL TO INCREASE FROM 55 PERCENT ON 1.1 TO 61% . 
          AND THEN AGAIN, YOU CAN SEE THE DIFFERENT ARRANGES GOING FORWARD. 
          WE HAD A TEAM OF PEOPLE TOGETHER TO HAVE THESE CONVERSATIONS. 
          WE LOOKED AT OUR DATA WHERE WE ARE. 
          WE FELT LIKE BY MAKING THE GROWTH AT THIS LEVEL OF DURING YEAR ONE. 
          AND THEN IF WE MAP IT OUT OVER THE NEXT FOUR YEARS, WE COULD GET TO THE THIRD RATE STUDENT PERFORMING WHERE THEY NEED TO BE IF WE'RE ABLE TO HIT THESE TARGETS . 
          THE IMPORTANT THING ABOUT THOSE PROGRESS MEASURES BOARD IS GOING FORWARD. 
          THESE WILL BE THE GOALS THAT WE'LL BE REPORTING OUT PUBLICLY TO THE BOARD. 
          NOW, THESE WILL NOT BE THE ONLY GOALS THAT WE'LL HAVE AS A DISTRICT. 
          OF COURSE, WE'LL HAVE GOALS AND WE'LL CONTINUE TO MONITOR EVERY SUBGROUP, EVERY GRADE LEVEL. WE'LL CONTINUE TO DO THAT ENTIRELY WITHIN THE DISTRICT. 
          BUT AS WE'RE REPORTING PUBLICLY TO THE TO THE TO THE COMMUNITY, WHAT WE'RE SAYING IS THIS IS A GROUP THAT WE KNOW WE NEED TO FOCUS ON AND WE'RE WILLING TO TALK ABOUT THIS AT OUR BOARD MEETINGS AND HAVE OPEN CONVERSATIONS ABOUT ABOUT THE THIRD GRADE, THIRD GRADE MATH AS A GOAL OF STUDENT OUTCOME. 
          AND THESE PROGRESS MEASURES WILL BE WHAT WE WILL REPORT ON. 
          I'LL STOP THERE, BOARD, JUST TO SEE IF YOU HAVE ANY QUESTIONS ABOUT JUST GOAL PROGRESS MEASURES CONNECTED TO GOAL ONE. 
          SO WE'LL GO TO STUDENT OUTCOME GOAL TWO AGAIN. 
          AND THIS IS THIS GOAL WE DECIDED. 
          AGAIN, THE FIRST GOAL WAS DEALING WITH READING. 
          THIS GOAL IS ACTUALLY DEALING WITH MATH. 
          WITH THIS GOAL, WE DECIDED TO LOOK AT THE THIRD GRADE STUDENTS, THIRD GRADE STAR MATH SCORES FOR ALL STUDENTS. 
          AND THIS STUDENT, THIS GOAL HERE, WE SAY IT WOULD GO FROM 45 PERCENT TO 60 PERCENT. 
          AGAIN, THE ASTERISK INDICATES THAT THIS IS A 15 PERCENT STRETCH GOAL, WHICH IS EQUAL TO THE TOP IN TARRANT COUNTY COHORT. 
          SO WHAT THAT REALLY MEANS IS THAT WE LOOKED AT THE THE GROWTH OF THESE OUR COHORT GROUP AND WE IDENTIFIED THE DISTRICT THAT HAD GROWN THE MOST MOST OVER THE LAST FIVE YEARS. 
          AND WE LOOKED AT HOW MUCH THEY GREW. 
          AND SO I THINK I N MANSFIELD IN THIS ONE, AND THEY GREW ABOUT 14 PERCENT AND SO ARE 15 PERCENT. AND SO WITH THIS, WHEN WE SAY, OK, THIS WILL REQUIRE US TO GROW AT LEAST AT THAT SAME RANGE. SO WE FELT LIKE THAT IS A REASONABLE GOAL. 
          AGAIN, IT IS A STRETCH, BUT IT IS A REASONABLE GOAL. 
          AND WE FEEL LIKE THAT WE COULD PUT SYSTEMS IN PLACE TO MEET THAT GOAL BY THE YEAR 2025. 
          AGAIN, BOARD, AS YOU KNOW, YOU ALL SELECTED EIGHT GOALS FOR THE UNIT AS A TEAM WE 
          [01:15:04]
ACTUALLY THEN WE MEANING OUR CENTRAL OFFICE TEAM, WE BEGIN TO LOOK AT OUR DATA AND WE'LL IDENTIFY GOAL PROGRESS MEASURES AS WELL. 
          AND WE WERE INTENTIONAL. 
          AGAIN, WE KNOW WE REALIZE THIS IS MATH, BUT WE WILL WE WERE INTENTIONAL WITH THE GOAL PROGRESS MEASURES TO LOOK AT KINDERGARTEN, FIRST GRADE AND THIRD GRADE. 
          AGAIN, A READING WE LOOKED AT SECOND GRADE WITH WITH MATH. 
          WE LOOKED AT KINDERGARTEN, FIRST GRADE AND THIRD GRADE. 
          AND AGAIN, WE LOOKED AT THOSE STUDENTS WHO ARE PERFORMING ON OUR ABOVE GRADE LEVEL AND WE USE AN ASSESSMENT CALLED I READY MATH. 
          IREADY MATH IS OUR UNIVERSAL SERVES AS OUR UNIVERSAL SCREENER. 
          IT BASICALLY HELPS US TO DETERMINE WHERE KIDS ARE FUNCTIONING AT THE BEGINNING OF THE YEAR, HOW THEY ARE MAKING PROGRESS BY THE MIDDLE OF THE YEAR AND THEN AGAIN WHERE THEY'RE FUNCTIONING AND AT THE END OF THE YEAR, THESE TARGETS ARE SET BASED ON THE END OF THE YEAR GOALS. AND AGAIN, AS YOU CAN JUST GET A SCAN, THOSE 1 AND 2 2.1, 2.2 ARE BASED ON IREADY. 
          NOW, 2.3 IS ACTUALLY BASED ON OUR BENCHMARK DATA. 
          SO THE DIFFERENCE IN OUR COMMON ASSESSMENTS AND OUR BENCHMARK. 
          SO A COMMON ASSESSMENT IS ACTUALLY WHAT WE USE TO MEASURE THE CONTENT THAT'S BEEN TAUGHT DURING A TIME PERIOD. 
          THE BENCHMARK, HOWEVER, WE'RE USING THE BENCHMARK TO MEASURE STUDENTS PERFORMANCE IN RELATION TO STAR AT THE END OF THE YEAR. 
          WE'RE USING THE SPRING CISD THE BENCHMARK DATA FOR 2.3 OF OUR THIRD GRADE STUDENTS TO HELP US AS WE MONITOR THIS GOAL. 
          AND AGAIN, THIS IS MATH, BUT. 
          THE THE THE UNDER 2.3, THE GOAL IS TO INCREASE 38 TO THIRTY NINE PERCENT. 
          THE OTHER TWO WERE 6 PERCENT INCREASES, THIS WAS A 1 PERCENT. 
          SO THIS IS ONE WE PROBABLY NEED TO REVIEW THIS ONE. 
          SO LET'S LET'S PUT I'LL PUT A ASTERISK THAT ONE AND WE'LL GO BACK AND REVIEW. 
          THERE MAY BE A TYPO, I'M NOT SURE, BUT WE'LL WE'LL GO BACK AND LOOK AT THAT ONE. 
          ALL RIGHT. I CAN I CAN TELL YOU WE WOULD NOT HAVE A 1 PERCENT GROWTH, THOUGH. LET ME JUST BE REAL CLEAR THAT THAT WILL NOT BE RIGHT. 
          ALL RIGHT. ANY ANY OTHER QUESTIONS ABOUT THAT? WELL, THANK YOU FOR CATCHING IT. 
          WELL. ALL RIGHT. 
          THE NEXT GOAL IS GOAL 3. 
          AGAIN, THIS IS ACTUALLY A 5TH GRADE GOAL. 
          SO THIS GOAL IS TARGETING FIFTH GRADE STUDENTS IN STAR READING. 
          AND OUR GOAL IS THAT THE WE SAID THAT WE FELT LIKE IT WAS IMPORTANT AT THE FIFTH GRADE LEVEL THAT WE WOULD BE REALLY PAYING ATTENTION TO WHAT'S HAPPENING WITH FIFTH GRADE READING. MOVING FROM FORTY TWO FIFTY SEVEN PERCENT WAS A TARGET. 
          AGAIN AND AGAIN, THIS IS ALIGNED WITH A 50 PERCENT STRETCH GOAL. 
          AND SO WE FELT LIKE THAT WAS A GOOD TARGET FOR US. 
          LOOKING AT OUR PROGRESS MEASURES NOW. 
          SO IF THE GOAL IS A FIFTH GRADE GOAL AND SO THE QUESTION IS WHAT OUR APPROPRIATE GOAL PROGRESS MEASURES TO REPORT OUT ON, HOW DO WE KNOW BEFORE WE GET TO THE FIFTH GRADE WHETHER STUDENTS ARE MAKING PROGRESS OR NOT? AND SO WE ACTUALLY IDENTIFIED FOURTH GRADE READING AS WELL AS A TARGET. 
          AND SO WE WANTED TO LOOK AT OUR FOURTH GRADE READING STAR BY THE END OF THE BY BY AUGUST OF TWENTY TWENTY FIVE. WE FELT LIKE FOURTH GRADE READING STAR WOULD BE MAKING IT PROGRESS FROM 38 TO 53 PERCENT. 
          ALSO, IF WE LOOK AT THREE POINT TWO, WE'RE LOOKING AT A FOURTH GRADE WRITING. 
          AS WE KNOW WE HAD CONVERSATIONS ABOUT WRITING. 
          WE DO KNOW THAT THE WRITING TEST WILL BE IN A YEAR OR SO. 
          THE WRITING TEST WILL BE WILL BE MOVING TO TO A DIFFERENT A DIFFERENT ASSESSMENT MODEL. 
          AND SO WE KNOW YOU HAVE THIS HERE WAS IMPORTANT FOR US. 
          WE FELT LIKE HAVING IT AS A AS A STUDENT OUTCOME, THOUGH, WOULD REQUIRE US TO HAVE TO COME BACK AND CHANGE STUDENT OUTCOME GOALS LATER. 
          THE STUDENT OUTCOME GOALS ARE ACTUALLY SUPPOSED TO BE SET FOR FIVE YEARS. 
          SO WE'VE ADDED WRITING IN, SO WE KEEP MONITORING ON WRITING. 
          HOWEVER, AS A PROGRESS MEASURE, ALSO, WE'LL LOOK AT THE THREE POINT THREE. 
          WE'RE LOOKING AT FIFTH GRADE READING AS MEASURED BY OUR SPRING BENCHMARK. 
          AGAIN, THE SPRING BENCHMARK, OUR GOAL WITH IT WAS THAT IT WOULD INCREASE FROM 37 PERCENT TO 57 PERCENT. 
          AND WE NEED TO WE'LL BE REVIEWING THE DATES, AS WILL OUR GOAL PROGRESS MEASURES IN MOST SECTIONS HAVE BEEN 2021. 
          THESE ARE 2025. 
          I JUST NEED TO REVIEW OUR DATES TO MAKE SURE THAT THAT IS WHAT WE EXPECTED. 
          SO WE'LL, AGAIN, THESE ARE DRAFTS. 
          IT'S ALL GOING TO MAKE A NOTE OF THAT. 
          WELL, ANY QUESTIONS JUST ABOUT GOAL PROGRESS MEASURES FROM GOAL 3. 
          ALL RIGHT. SO THE FOURTH GOAL IS AN EIGHTH GRADE GOAL. 
          AND SO THE WITH THE WITH THE GOAL FOUR, WE FEEL LIKE IT WAS IMPORTANT FOR US TO LOOK AT EIGHT GRADE MATH. WE KNOW THAT MANY OF THE STORY, MANY STUDIES THAT ARE IDENTIFYING COLLEGE READINESS, IDENTIFYING KIDS, STUDENTS WHO ARE PREPARED TO BE SUCCESSFUL IN COLLEGE. OFTENTIMES WE LOOK AT THEIR 8TH GRADE MATH SCORES, 8TH GRADE ALGEBRA AND EVEN JUST A GREAT REGULAR MATH, THAT'S A GREAT PREDICTOR. 
          SO WE FELT LIKE HAVING THE A TARGET ON OUR EIGHTH GRADE MATH SCORES, WE THOUGHT THAT WAS IMPORTANT. OUR GOAL IS INCREASE THIS FROM THIRTY SEVEN PERCENT TO 58 PERCENT. 
          [01:20:03]
NOW, THIS IS ONE BOARD THAT WHEN WE ALL HAD THE CONVERSATION, WE ACTUALLY SET THE TARGET INITIALLY AT 60 PERCENT. 
          AND SO WE WE LOOKED AT WHAT IT WOULD TAKE IN ORDER FOR US TO MAKE A 60 PERCENT GROWTH, AND THAT WOULD BE ABOUT A TWENTY THREE PERCENT GROWTH GOAL OVER A FIVE YEAR PERIOD. 
          AND SO WE BEGIN TO ANALYZE, TO SEE SEE WAS THAT POSSIBLE OR WAS THAT LIKELY? AND WHEN WE LOOKED AT THE OTHER TOP IN TARRANT COUNTY, WE DIDN'T SEE ANYONE THAT ACHIEVED A 23 PERCENT GROWTH GOAL, 15 PERCENT WAS ABOUT THE LARGEST GROWTH GOAL THAT WE SAW THAT HAD BEEN ACHIEVED. AND SO WE ARE RECOMMENDING THAT WE REDUCE IT FROM 60 PERCENT DOWN TO 58 PERCENT. THIS IS STILL A TWENTY ONE PERCENT GROWTH GOAL, BUT WE ARE WE'RE STILL CONFIDENT THAT WE ONCE WE GET THESE SYSTEMS IN PLACE WITH EIGHTH GRADE MATH, WITH ALL THE THINGS THAT WE'RE DOING IN EIGHTH GRADE MATH. 
          WE FEEL LIKE WE CAN GET THERE BY 2025. 
          LET ME BE CLEAR ABOUT 2025. 
          BUT WE ALSO THINK THAT THE 21 PERCENT GROWTH IS A STRETCH GOAL IS A STRETCH GOAL. 
          BUT WE FEEL LIKE THAT WILL HELP US TO GET TO WHERE WE NEED TO BE. 
          SO IF YOU LOOK AT THE GOAL PROGRESS MEASURES RELATIVE TO THAT, WITH KNOWING THAT OUR TARGET IS 8TH GRADE, WE THOUGHT WE NEEDED TO REALLY LOOK AT FIFTH GRADE MATH TO MAKE SURE. AND WE ALSO SAID REALLY WHEN WE LOOK AT IT FIFTH GRADE, WE WANT TO USE IREADY INSTEAD OF OUR STAR AT THAT POINT. 
          SO AT THE FIFTH GRADE WE WOULD BE LOOKING AT IREADY WHICH WOULD BE REALLY THEIR GRADE LEVEL PERFORMANCE AT THAT POINT. 
          OUR GOAL BE INCREASING THAT FROM 47 PERCENT TO 52 PERCENT BY MAY OF 2021. 
          AND THE THOUGHT PROCESS IS THAT WE GET OUR 5TH GRADE STUDENTS PERFORMING AS THEY MOVE UP. 
          THEN WE'LL ACTUALLY BE BETTER PREPARED TO DO TO ADDRESS THE CHALLENGES IN EIGHTH GRADE. 
          WE ALSO PUT AS 4.2. 
          WE LOOKED AT OUR SIXTH GRADE PERFORMANCE AS MEASURED BY IREADY, AND OUR GOAL WAS TO MOVE THAT FROM 35 PERCENT TO 40 PERCENT. 
          AND THEN AGAIN, WE LOOKED AT A SEVEN GRADE PERFORMANCE AND WE'RE ACTUALLY LOOKING AT THIS THIS THIS PERFORMANCE TARGET GROUP. 
          WE WERE USING THE CISD SPRING BENCHMARK. 
          SO THIS IS OUR BENCHMARK THAT MEASURES WHERE KIDS ARE IN RELATION TO THE STAR. 
          SO THAT THAT. THAT ASSESSMENT WILL HELP US REALLY TO KNOW KIND OF WHERE WE ARE BY THE END. AGAIN, DIFFERENT DIFFERENT GRADE LEVELS, DIFFERENT INSTRUMENTS. 
          BUT THESE ARE THESE ARE TOOLS IN PROGRESS MEASURES THAT WE WILL USE THE REPORT OUT PUBLICLY . 
          AND SO THE LAST GOAL THAT WE ARE WE COLLECTIVELY AS A TEAM OF EIGHT IDENTIFIED WAS REALLY THE GOAL AROUND COLLEGE CAREER AND MILITARY READINESS. 
          AND WHAT WE SAID WAS THAT, AS WE SAID, THAT WE WANT THE PERCENT OF OUR STUDENTS THAT A COLLEGE CAREER MILITARY READY TO INCREASE FROM 58 PERCENT TO 73 PERCENT BY JUNE OF 2025. 
          AGAIN, WE BELIEVE THAT WE CAN WE CAN REACH THIS LEVEL, BUT ALSO IN ORDER FOR US TO DO IT, IT WILL BE THE HIGHEST GROWTH IN THE TOP OF TARRANT COUNTY. 
          AND WE KNOW THAT COLLEGE AND COLLEGE CAREER MILITARY READY THERE ARE SEVERAL DIFFERENT ASSESSMENTS AND SEVERAL DIFFERENT METRICS THAT WE COULD USE. 
          AND SO THIS IS ONE WHERE YOU ACTUALLY END UP WITH FOUR. 
          AND SO WE'LL KIND OF WALK THROUGH THOSE AND REALLY DIFFERENT ASSESSMENTS ON EACH ONE. 
          5.1 DEALS WITH TSI AND DEALING WITH COMBINING BOTH TSI IN READING AND MATH. 
          WE AGAIN IDENTIFIED OUR GROWTH TARGET THERE USING THAT MEASUREMENT. 
          WE FELT LIKE WOULD GIVE US A GOOD INDICATION. 
          WE ALSO THOUGHT IT WAS IMPORTANT FOR US TO LOOK AT THE STUDENTS WHO ARE EARNING TO EVALUATE THE STUDENTS WHO ARE EARNING A COLLEGE CREDIT HOURS THROUGH AP OR DUAL CREDIT. 
          AND AGAIN, YOU SEE OUR TARGETS THERE THAT WE EXPECT THEM TO INCREASE BY. 
          AND WHEN WE LOOK AT THE NEXT COUPLE, THE NEXT ONE DEALS WITH REALLY EARNING A RECOGNIZED INDUSTRY BASED CERTIFICATION. 
          AND THEN THE LAST ONE, REALLY, IF WE FELT LIKE THERE WAS IMPORTANT, IT WAS IMPORTANT FOR US TO IDENTIFY OUR SPECIAL EDUCATION GROUP, STUDENT RECEIVING SPECIAL EDUCATION SERVICES AND REALLY HAVING A TARGET FOR FOR THOSE STUDENTS. 
          AND SO WE FELT LIKE LOOKING AT THE COLLEGE READINESS MEASURE FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES WAS IMPORTANT THAT WE SHOULD PUT THAT AS A GOAL PROGRESS MEASURE. AND REALLY, BASED ON YOUR YOUR CONVERSATION BOARD, WE ADDED THIS ONE AND WE AND OUR GOAL IS TO IMPROVE THAT ONE AS WELL. 
          WE'LL ADD NUMBERS TO THAT WHEN WE HAVE TO HAVE SOME CONVERSATION AGAIN WITH OUR WITH OUR SPECIAL SERVICES DEPARTMENT TO ACTUALLY GET A REASONABLE RANGE. 
          BUT WE DO BELIEVE WE NEED TO INCLUDE A GOAL PROGRESS MEASURE FOR OUR SPECIAL STUDENTS RECEIVING SPECIAL SERVICES. 
          SO, AGAIN, BOARD, THIS IS JUST REALLY THE FIRST DRAFT. 
          THIS IS OUR TIP TO SHARE WITH YOU WHAT WE BELIEVE IS SOMETHING THAT'S REASONABLE AS GOAL PROGRESS MEASURES. WE ARE DEFINITELY OPEN FOR INPUT CONVERSATION AND WE WILL CONTINUE TO WORK ON THIS AND HOPEFULLY BE ABLE TO BRING BACK TO YOU PROBABLY IN MAY. 
          THESE THESE GOALS FOR ADOPTION. 
          OK. ARE THERE ANY COMMENTS OR QUESTIONS? MR. RAY. OK. 
          [01:25:10]
MCFARLAND TODAY TO TALK ABOUT THE THE SCHOOL CALENDAR. 
          WE TALKED ABOUT THIS THE OTHER DAY, THE KIND OF THE DAYS AND HOUSE BILL THREE. 
          THIS IS ONE OF THOSE THINGS THAT, YOU KNOW, AS WE'VE SEEN A FEW YEARS AGO, THE STATE WENT FROM REQUIRING A NUMBER OF INSTRUCTIONAL DAYS TO INSTRUCTIONAL MINUTES. 
          EVERYONE KNOWS THAT. SINCE THEN, I GUESS CROWLEY, ALONG WITH THE VAST MAJORITY OF SCHOOL DISTRICTS IN THE STATE, HAVE HAVE SHRUNK THE NUMBER OF CALENDAR DAYS WE'RE AT 172 NOW FROM 180 A FEW YEARS AGO, THAT STATE AVERAGE IS 173. 
          IN TEXAS, AS A RESULT OF THIS CHANGE IS NOW ONE OF THE. 
          IF YOU COMPARE US TO PRETTY MUCH ALL THE TOP PERFORMING COUNTRIES, EDUCATE IN TERMS OF EDUCATIONAL RESULTS IN THE WORLD, WE ARE WELL UNDERNEATH THE THE AVERAGE NUMBER OF SCHOOL DAYS. I DON'T KNOW. 
          WHAT? YOU KNOW, I'M NOT. 
          NOT IN THE CLASSROOM AND THINGS, BUT WHAT IT SEEMS TO ME. 
          THERE'S A LOT OF DATA SUGGESTS THAT I THINK. 
          AND NOW WITH HOUSE BILL 3, I CERTAINLY THE EDUCATION COMMISSIONER HAS PUT A LOT OF FOCUS ON THIS. SO THE STATES NOW PROVIDING ADDITIONAL FUNDING FOR HALF-DAY FUNDING, BUT FUNDING FOR ANY DAYS OVER 180. 
          OF COURSE, WE'RE NOW AT ONE HUNDRED AND SEVENTY TWO. 
          SO THAT ADDITIONAL FUNDING, IF WE WERE TO DO ANYTHING, WOULD NOT. 
          WE'VE ALREADY GOT PROGRAMS GOING ON IN THE SUMMER THAT WOULD PROBABLY QUALIFY FOR FUNDING UNDER THIS . 
          OBVIOUSLY NOT THE FIRST EIGHT DAYS OF THOSE PROGRAMS. BUT WHAT WE'D LIKE TO EXPLORE THIS IS ONLY FOR K THROUGH FIVE OR PRE-K THROUGH FIVE. 
          THIS IS WHAT THE FUNDING IS AVAILABLE FOR. 
          LIKE TO EXPLORE IS THE POSSIBILITY OF PERHAPS PILOTING SOME PROGRAMS AT SOME ELEMENTARY SCHOOLS TO TO PROVIDE A LONGER CALENDAR SCHOOL CALENDAR, WHICH WOULD OBVIOUSLY INCLUDE ADDITIONAL COMPENSATION FOR FOR THE TEACHERS AND STAFF, WHICH IS PRETTY MUCH WHAT THAT FUNDING FROM THE STATE WOULD GO TO COVER. 
          AND ONE OF THE THINGS THAT OBVIOUSLY THERE ARE DIFFERENT DIFFERENT WAYS THAT YOU CAN STRUCTURE IT AND THERE ARE DIFFERENT WAYS TO GO ABOUT IT. 
          BUT ONE OF THE THINGS THAT I THINK PERSONALLY, NOT NECESSARILY SPEAKING FOR EVERYONE THAT I THINK WOULD BE BENEFICIAL AND STUDIES HAVE SHOWN AND THAT IS BENEFICIAL, ESPECIALLY AT THOSE LOWER GRADES IS BUILDING A MORE, YOU KNOW, UNSTRUCTURED PLAY TIME FOR KIDS. 
          SO THEY'RE NOT GOING. YOU DON'T HAVE KINDERGARTNERS, FIRST GRADERS, SECOND GRADERS WHO ARE, YOU KNOW, HAVING THE W HEN WE'RE ADDING INSTRUCTION TIME TO THE DAYS, YOU KNOW, LENGTHENING THE DAYS OF INSTRUCTIONAL TIME. 
          I AM NOT SURE THAT THE KIDS ARE ACTUALLY GETTING THE BENEFIT OF THAT ADDITIONAL 20 OR 30 MINUTES AND THE FEWER DAYS. 
          IF WE COULD WORK OUT, YOU KNOW, PILOT SOME PROGRAMS TO TO PROVIDE MORE SCHOOL DAYS, BUT WITH. MORE OPPORTUNITIES FOR FREE PLAY AND ALSO MORE OPPORTUNITIES FOR FOR PLANNING TIME FOR TEACHERS BUILT IN THROUGHOUT THE DAY. 
          AT THE SAME TIME, AND MORE OPPORTUNITIES FOR FOR INTERVENTION FOR THE STUDENTS THAT NEED IT. SO IT'S JUST SOMETHING THAT I THINK CERTAINLY GOES TO GOAL ONE AND GOAL TWO, YOU KNOW, IN IMPROVING OUR RESULTS AND OUR READING AND OUR MATH. 
          IT'S SOMETHING THAT, YOU KNOW, WE JUST TALKED ABOUT MAYBE PUTTING TOGETHER A COMMITTEE TO, YOU KNOW, SEE IF THIS IS SOMETHING THAT THAT MIGHT BE, YOU KNOW. 
          SO THAT'S ALL. 
          SO, MR. RAY, DEFINITELY THANK YOU FOR BRINGING IT UP. 
          AND YOU KNOW, THE REALITY IS WITH US, WITH US BEING A DISTRICT OF INNOVATION IS A PERFECT OPPORTUNITY FOR US TO REALLY LOOK AT HOW CAN WE INNOVATE WITH A SCHOOL DAY, WITH THE SCHOOL YEAR. YOU KNOW, IS THERE A DIFFERENT WAY FOR US TO DO THINGS? AND SO WE'RE I DEFINITELY APPRECIATE YOU BRINGING IT TO OUR ATTENTION WITH WITH HOW TO BE A THREE. WE KNOW THAT FUNDING IS AVAILABLE. 
          AND THE GOOD THING ABOUT THE FUNDING THAT IS AVAILABLE, THERE'S ALSO FUNDING AVAILABLE FOR ACTUALLY PLANNING AND ORGANIZING IT. 
          SO THIS IS SOMETHING THAT, YOU KNOW, IF WE PULL TOGETHER A GROUP OF PEOPLE NOW THAT WE CAN ACTUALLY START TO PLAN FOR AND THINK REALLY CRITICALLY ABOUT FOR THE '21 '22 SCHOOL YEAR. AND SO THIS IS SOMETHING THAT THAT WE WILL DEFINITELY PULL A TEAM TOGETHER AND BE ABLE TO REPORT BACK AND REPORT BACK TO YOU AND TO THE BOARD ON THIS THIS OPPORTUNITY FOR 
          [01:30:01]
US. SO DEFINITELY APPRECIATE THE SUGGESTION. 
          AND WHAT WAS REALLY AMAZING AND I KNOW MANY OF YOU HAVE LOOKED AT THE HOUSE BILL THREE VIDEOS ON TA'S WEB SITE, A LOT OF GOOD INFORMATION, BUT WAS REALLY AMAZING AND REALLY TELLING US WHEN WE LOOK AT THE NUMBER OF DAYS THAT WE SPEND IN THE UNITED STATES WHERE STUDENTS HAVE THE ACTUAL SCHOOL DAYS AND WE COMPARE TO OTHER COUNTRIES. 
          IT IS CLEAR IT IS VERY IT IS NOT EVEN CLOSE. 
          WHEN WE LOOK AT THE NUMBER OF DAYS THAT WE'RE HAVING KIDS IN SCHOOL WITH, WHICH IS 172, 173, 174. 
          THE CLOSEST TO US IS 187 AND 200. 
          AND SO THERE ARE SOME OPPORTUNITIES FOR US. 
          AND NOW THAT FUNDING IS AVAILABLE, WE THINK THAT THERE'S SOME OF THERE'S A REALLY UNIQUE OPPORTUNITY FOR US TO EXPERIMENT AND TO SEE WHAT WILL WORK. 
          SO, AGAIN, THANK YOU, MR. RAY, FOR BRINGING IT UP. AND IT DEFINITELY WILL BE ALIGNED WITH OUR GOALS. 
          I HAVE A QUESTION TO THE CALENDAR. 
          WE ARE 68 PERCENT [INAUDIBLE] AND WE'RE WINNING A FEW DISTRICTS THAT EMBEDS HALF DAYS INTO OUR CALENDAR. SO I WAS WONDERING HOW THOSE HALF DAYS AFFECT CERTAIN FAMILIES AND COMMUNITIES, PA YING FOR ADDITIONAL CHILDCARE AND SO FORTH. 
          SO IS THERE A WAY DURING THAT COMMITTEE THAT WE CAN ALSO LOOK AT THE HALF DAYS? DEFINITELY. WE DEALT A KEY REVIEW THAT COULD DETERMINE WHETHER THERE IS AN OPPORTUNITY FOR US EVEN ON THE HALF DAYS. 
          WE KNOW THAT A HALF DAYS OFTEN TIMES ARE USED FOR PLANNING AND PROFESSIONAL DEVELOPMENT. 
          WE KNOW FOR TEACHERS. 
          BUT I HEAR YOU SAYING WHAT HAPPENS TO FAMILIES ON THOSE DAYS. 
          AND SO I THINK THAT'S A GOOD POINT. 
          THAT'S SOMETHING THAT WE WILL CONSIDER WHEN WE LOOK AT THIS INNOVATIVE OPPORTUNITY. 
          MS. HALL. I JUST WANTED TO B RING IT BACK TO THE VISION 2025 ALIGNMENT AND AND JUST EXPRESS MY GRATITUDE FOR LIKE QUICKLY INCORPORATING OUR WORK WITH LONESTAR GOVERNANCE INTO THE PLAN. 
          I KNOW THAT THAT'S ONLY BEEN MAYBE 30 DAYS SINCE WE ACTUALLY COMPLETED THAT, BUT TO SEE IT ALSO REFLECTED IN OUR LONG TERM PLAN. 
          THAT'S MEANINGFUL. SO LOOKING FORWARD TO HEARING MORE ABOUT IT AS WE MOVE FORWARD. 
          OK. OTHER COMMENTS, QUESTIONS. 
          OK. THERE BEING NO ADDITIONAL BUSINESS TO BRING BEFORE THIS BOARD. 
          WE ARE ADJOURNED 7:35 P.M..
* This transcript was compiled from uncorrected Closed Captioning.