Oct 13, 2022 Called Board Meetings

>> IT IS 5:30 ON THURSDAY,

[00:00:02]

[A. CALL TO ORDER]

>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

I HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD ONE AND INDIVISIBLE.

>> WE ARE TO THE PUBLIC COMMENT PORTION OF THE AGENDA, HOWEVER, OUR ONE IN-PERSON SPEAKER IS NOT HERE AND OUR VIRTUAL SPEAKER IS NOT LOGGED IN EITHER.

WE WILL SKIP PUBLIC COMMENT AND WE WILL MOVE DIRECTLY ONTO ITEM D1, ACADEMIC WORKSHOP.

DR. AZAIEZ. OH, HE JUST SIGNED IN.

[C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY]

LET ME GO BACK. I JUST CHECKED RIGHT BEFORE A GAMBLED IN AND HE WAS NOT THERE.

AT EACH BOARD MEETING, THE BOARD WILL SET ASIDE TIME TO AFFORD THE GENERAL PUBLIC AN OPPORTUNITY TO SPEAK ON ITEMS ON THE AGENDA.

WE ASK THAT CONCERNS OR COMPLAINTS REGARDING SPECIFIC INDIVIDUALS NOT BE RAISED IN THIS PUBLIC FORUM.

SPECIFIC CONCERNS ABOUT EMPLOYEES OR FORMER EMPLOYEES SHOULD BE CONSIDERED SEPARATELY ACCORDING TO APPLICABLE BOARD POLICIES.

THE BOARD REQUESTS THAT COMMENTS, WHETHER POSITIVE OR NEGATIVE, BE COURTEOUS AND RESPECTFUL.

I WOULD LIKE TO REMIND THE AUDIENCE AND THE VIEWERS THAT THE COMMENTS OF THE SPEAKERS REFLECT THEIR OWN POSITIONS OR OPINIONS.

AS THERE ARE ALSO ADDITIONAL REMINDER, THE BOARD HAS ADOPTED AN ANTI-HATE RESOLUTION ON JANUARY 20TH, 2022, WHERE THE BOARD REAFFIRMED ITS COMMITMENT TO THE WELL-BEING AND SAFETY OF ALL PEOPLE, REGARDLESS OF RACE, COLOR, NATIONAL ORIGIN, RELIGION, SEX, GENDER IDENTITY, GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AGE, OR POLITICAL BELIEFS, AND STANDS AGAINST SPEECH THAT INCITES HATRED AND VIOLENCE TOWARDS ANY PERSON.

PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED PER TEXAS PENAL CODE 38.13, 42.01, 42.02, AND 42.05 AND TEXAS EDUCATION CODE 37.105.

NO AUDIENCE MEMBER OR SPEAKER WILL BE PERMITTED TO ENGAGE IN ANY CONDUCT THAT IS DISRUPTIVE OR THREATENING TOWARD ANY SPEAKER OR OTHER PERSON OR TO VIOLATE THE PRIVACY RIGHTS OF ANOTHER PERSON.

THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.

IF AFTER AT LEAST ONE MORE INDIVIDUAL WARNING FROM THE PRESIDING OFFICER AND ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER WILL REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.

THE BOARD MAY NOT DISCUSS OR ACT UPON ANY MATTER THAT IS NOT LISTED UNDER THE ACTION PORTION OF THE AGENDA.

THEREFORE, BOARD MEMBERS MAY NOT DISCUSS THE COMMENTS OF THE SPEAKERS.

PLEASE UNDERSTAND THAT A LACK OF RESPONSE FROM THE BOARD MEMBERS DOES NOT INDICATE AGREEMENT OR APPROVAL OF THE COMMENTS.

EACH SPEAKER WILL BE GIVEN TWO MINUTES TO ADDRESS THE BOARD.

AS A REMINDER, WE DO HAVE A GRIEVANCE ON THE AGENDA TONIGHT.

ACCORDING TO FAIRCHILD VERSUS LIBERTY ISD IN THE FIRST FIFTH CIRCUIT COURT OF APPEALS, YOU MAY SPEAK GENERALLY, BUT NOT TO THE MERITS OF THE GRIEVANCE.

FIRST-PERSON SPEAKING TONIGHT WILL BE JEREMY STORY SPEAKING ON AGENDA ITEM E1 AND YOU DO LIVE IN THE DISTRICT.

>> YES I'M SPEAKING TO THE GRIEVANCE AND I'M REQUESTING IN THE PUBLIC FORUM HERE THAT THIS BE AN OPEN GRIEVANCE AND THAT'S WHAT IT SHOULD BE RATHER THAN A CLOSED GRIEVANCE BECAUSE A CLOSED GRIEVANCE WILL VIOLATE YOUR POLICIES.

I'M ASKING YOU TO MAKE IT AN OPEN GRIEVANCE SHOULD NOT BE A CLOSED GRIEVANCE TONIGHT IN TERMS OF THE GRIEVANCE.

ALSO SHOULD HAVE BEEN A LONG, LONG TIME AGO.

THIS GRIEVANCE HAS NOW OVER A YEAR OLD.

ACTUALLY, WHEN I FIRST FILED IT, YOU GUYS TOLD ME IT WENT TO YOUR SPAM FOLDER AND I HAD TO LOOK IT UP AND FIND IT FOR YOU, AND THEN YOU INCORRECTLY PUT THE DATE.

THAT WAS ABOUT A MONTH OR SO A LITTLE BIT UNDER A MONTH LATER.

YOU'VE DELAYED IT OVER AND OVER AGAIN.

THE POLICIES THAT ARE IN YOUR BOARD SAYS IT SHOULD HAVE BEEN DONE IN 90 DAYS AND SO YOU ARE INSIGNIFICANT VIOLATION AND NOW YOU'RE ABOUT TO GO INTO ANOTHER VIOLATION TONIGHT BY DOING AN ENCLOSED. THANK YOU.

>> THANK YOU VERY MUCH. OUR NEXT SPEAKER IS DOUGLAS MCLEAN.

HE'LL BE A VIRTUAL SPEAKER, STICKING TO AGENDA ITEM D1 AND YOU DO LIVE IN THE DISTRICT.

>> HELLO. CAN YOU HEAR ME?

>> WE CAN HEAR YOU. GO AHEAD.

>> I CANNOT HEAR YOU. I'M SORRY.

>> WE CAN HEAR YOU. CAN YOU HEAR US NOW?

>> YOU JUST CAME THROUGH JUST NOW.

YEAH. I HAVEN'T BEEN ABLE TO HEAR ANY OF THE MEETING TO THIS POINT.

>> AS SOON AS YOU START TALKING YOUR TIME WILL START.

>> OKAY. I'M SORRY, DO I HAVE ONE MINUTE, TWO, OR THREE?

>> TWO MINUTES.

>> TWO MINUTES. OKAY. I WANTED TO GIVE SOME FEEDBACK.

IN LOOKING AT THE REPORT, LOOKED AT THE EIGHTH REF RANKINGS THAT ARE COMING, IT LOOKS LIKE IT'S GOING TO ONLINE TESTS.

ONE THING THAT I NOTED IN THERE WAS THAT THERE'S GOING TO BE A SIGNIFICANT WRITING COMPONENT IN THAT.

I KNOW FROM MY DAUGHTER,

[00:05:01]

BECAUSE IT'S GOING ONLINE, I THINK THIS MAY BE AN IMPORTANT ASPECT FOR US TO START THINKING ABOUT FOR THESE ONLINE TESTS, BECAUSE THEY'RE QUICKER AND EASIER SOMEONE CAN DIGITIZE AND PUT THEIR IDEAS INTO THE COMPUTER, THE BETTER ABLE THEY MAY BE TO ACHIEVE SOME OF THOSE WRITING GOALS.

THEY ARE NOT LIMITED BY THEIR INPUT.

WHEN I WAS IN HIGH SCHOOL, IT WAS THE ONLY CLASS I DID A LOT OF DIFFERENT THINGS THAT MY PARENTS REQUIRED I TAKE BECAUSE MY DAD WORKED AT IBM, ONCE HE SAID YOU ARE GOING TO NEED TO LEARN TO TYPE.

IT OCCURS TO ME WE MIGHT NEED TO REQUIRE THAT EARLIER OR HAVE SOME CLASSES TO DO THAT.

IN LOOKING AT THE HISTORY OF THE TAX AND THE TASK TESTING WENT FROM 79, 77 PERCENT UP TO 90 AND 9I PERCENT.

THE STAR READING AND MATH DID NOT DO AS WELL IN THE MORE RECENT YEARS AND THAT WAS OF A SIGNIFICANT CONCERN.

ONE THING IT WAS EYE-OPENING, YOU ALL PROBABLY HAVE KNOWN ALL THIS, BUT THE WAY YOU ALL ARE EVALUATED WITH 40 PERCENT STAR WAITING, 40 PERCENT CCMR, AND 20 PERCENT GRADUATION RATE, I THINK IS A LITTLE DISAPPOINTING.

I KNOW THAT'S FROM TEXAS EDUCATION AGENCY, BUT THE MILITARY READINESS AND THAT IT'S JUST THE ONLY BAR TO CHECK THAT OFF IS THAT [OVERLAPPING]

>> THIRTY SECONDS.

>> THAT SOMEBODY ENLISTS IN THE MILITARY, I THINK IT'S A LOW BAR AND JUST BECAUSE THERE IS A LOW BAR FROM THE STATE DOESN'T MEAN WE HAVE TO DO THAT.

I WONDER IF THERE'S INFORMATION ON THE ASVAB OR THE OTHER TESTS THAT THE MILITARY GIVES THAT WE COULD GET THAT DATA AND THEN SEE IF THOSE STUDENTS ARE ACHIEVING HIGHER AND HIGHER SCORES AS TIME GOES ALONG ON THOSE MILITARY ENTRANCE EXAMINATIONS AS WELL, TO TRY AND IMPROVE THOSE.

THANK YOU VERY MUCH AND I APPRECIATE YOUR TIME.

>> THANK YOU VERY MUCH. THAT CONCLUDES OUR PUBLIC COMMENT PORTION OF THE AGENDA,

[D. DISCUSSION ITEM]

>> I HAVE A COURT OF ORDER.

>> WHAT IS YOUR POINT?

>> MADAM PRESIDENT. I JUST HAVE SOME CLARIFYING QUESTIONS WITH REGARD TO THE PRESENTER AND THE PRESENTATION.

SHOULD I ASK THOSE NOW? SHOULD I WAIT UNTIL THE END? I'M AMENABLE TO WHATEVER.

>> I THINK THAT WE PROBABLY SHOULD GO THROUGH THE PRESENTATION RIGHT NOW, I THINK THERE'S BREAKS ALONG THE WAY TO ASK QUESTIONS AND THINGS.

IF THE QUESTION IS APPLIED TOWARDS WHAT WE'VE JUST COVERED IN THE PRESENTATION.

>> WELL, IT'S NOT REALLY ABOUT THE PRESENTATION, IT'S ABOUT THE PRESENTER OR JUST TO GET SOME CLARITY AS WE BEGIN.

BUT IF YOU'D RATHER ME HOLD THEM TILL THE END, I'M HAPPY TO DO THAT.

>> GO AHEAD.

>> OKAY. WHEN I LOOK AT THE PRESENTATION, I SEE THE NAME D. CARNEY AND I HAD ASKED DR. AZAIEZ LAST WEEK, WHO IS THIS PERSON? THEN I GOOGLED THE NAME AND IT SAYS THAT IT'S A REGISTERED LOBBYIST.

I WOULD JUST LIKE CLARITY.

ARE WE PAYING THIS PERSON? ARE THEY A LOBBYIST? IF WE COULD JUST GET CLARITY ON WHO THE PRESENTER IS, I THINK THAT WOULD BE GOOD FOR THE PUBLIC.

>> THANK YOU. D. CARNEY, WE ARE NOT PAYING HER TO BE HERE TONIGHT.

WE ARE NOT PAYING ANYTHING TO DO THE PRESENTATION TONIGHT.

SHE'S ACTUALLY A FORMER ROUND ROCK ISD STAFF MEMBER, SHE WAS A MATH TEACHER FOR US.

SHE WORKED IN CENTRAL OFFICE.

OR I'M I WRONG ABOUT THAT?

>> I WAS A MATH TEACHER.

ABSOLUTELY, I CHOSE TO TEACH MIDDLE SCHOOL MATH, BUT NOT HERE IN ROUND ROCK.

>> [BACKGROUND].

>> THAT'S ALRIGHT.

>> [BACKGROUND].

>> YES SIR. WHEN I WAS IN ROUND ROCK FOR ABOUT THREE YEARS OVER DATA ASSESSMENT IN THE SCHOOL IMPROVEMENT AT THAT TIME, SCHOOL IMPROVEMENT DIVISION.

>> ONE OF THE REASON WE ARE REACHING OUT AND WE REALLY APPRECIATE HER SUPPORT IS D. CARNEY IS BEEN DOING THIS KIND OF WORK FOR MANY YEARS.

SHE WORKED VERY CLOSELY WITH THE TEXAS EDUCATION AGENCY, AND SHE WORKS VERY CLOSELY WITH MANY OTHER SCHOOL DISTRICTS AND REALLY HELP COACH STAFF.

WE ARE GOING TO BE TALKING ABOUT THE START TEST AND I THINK ONE OF OUR SPEAKERS TALK ABOUT THE A THROUGH F SYSTEM.

I DON'T KNOW IF YOU KNOW, BUT TA IS ABOUT PROPOSING SOME MAJOR CHANGES TO THE WAY EIGHTH REF WORKS, AND SHE IS A GIRL.

SHE WORKS VERY CLOSELY WITH THE TEXAS AGENCY AS WELL AS MANY OF THEIR FOCUS GROUPS TO HELP GUIDE THE WORK AND MAKE SURE AGAIN THAT ANY DECISIONS THEY MAKE IS BASED ON WHAT'S BEST FOR STUDENTS.

>> IS SHE A LOBBYIST?

>> I DON'T KNOW.

>> DURING SESSION, I DO LOBBY FOR THE TEXAS SCHOOL ALLIANCE AND ROUND ROCK IS A MEMBER OF THE TEXAS SCHOOL ALLIANCE.

IF YOU'RE NOT FAMILIAR WITH THE TEXAS SCHOOL ALLIANCE, THAT'S 45 OF THE LARGEST DISTRICTS IN THE STATE.

WE REPRESENT COLLECTIVELY 2.2 MILLION STUDENTS.

ABOUT 41 PERCENT OF THE STATE'S STUDENT ENROLLMENT IS INCLUDED IN THE TEXAS SCHOOL ALLIANCE.

COLLECTIVELY, OUR STUDENTS ARE ABOUT MAKEUP HALF OF

[00:10:05]

>> I APPRECIATE THIS OPPORTUNITY TO GET CLARITY ON THIS.

I WAS AT THE CAPITOL IN LATE JULY AND I WATCHED YOU TESTIFY.

I DIDN'T REALIZE THAT WAS YOUR NAME, SO I APPRECIATE YOU CLARIFYING FOR EVERYBODY. THANK YOU, MADAM PRESIDENT.

>> ABSOLUTELY. I'LL TURN IT BACK OVER TO DR. AZAIEZ TO GET US STARTED.

>> NO PROBLEM. WE'RE HAPPY TO HAVE YOU DEE CARNEY.

WE REALLY APPRECIATE YOUR EXPERTISE AND KNOWLEDGE AND THEY REALLY HELPING US OUT NAVIGATE THROUGH ALL THESE CHANGES.

MADAM PRESIDENT, BOARD MEMBERS SO TONIGHT TO ACTUALLY BRING IN RYAN AND HIS TEAM ALONG WITH DEE CARNEY AND SOME OF OUR STUDENTS.

AS YOU CAN SEE, THEY'RE ALL HERE WITH US.

REALLY, WE WANT TO DO A DEEP DIVE INTO THE NEW ACCOUNTABILITY SYSTEM AND ALL THE REDESIGN WITH A STAAR AND POSSIBLY SOME CHANGES THAT THE STATE IS PROPOSING AS FAR AS THE A THROUGH F SYSTEM.

WE'RE ALSO GOING TO TAKE A DEEP DIVE INTO SOME OF THE SYSTEM THAT WE ALREADY HAVE IN OUR DISTRICT, BUT ALSO SOME OF THE NEW SYSTEM OR THE CHANGES THAT WE ARE WORKING ON TO REALLY HELP SUPPORT OUR STUDENTS AND ENSURE THAT WE IMPROVE OUR STUDENT OUTCOMES.

IT'S MY PLEASURE TO INTRODUCE RYAN AND HIS TEAM.

AS I SAID, WE ALSO HONORED TO HAVE OUR [INAUDIBLE] HERE WITH US. ANDY.

>> THANK YOU, DR. AZAIEZ AND PRESIDENT FELLER AND ANYBODY ELSE FOR THE OPPORTUNITY TONIGHT.

JUST SOME CLARIFICATION TO ON OUR PARTNERSHIP WITH MS. CARNEY AND HILLCO PARTNERS IS A GROUP THAT SHE WORKS WITH AS WELL.

THE MAJORITY OF OUR PARTNERSHIP IS AROUND IMPROVING DATA LITERACY FOR OUR STAFF, PRINCIPALS, DIRECTORS, ASSISTANT PRINCIPALS.

WE GET A LARGE AMOUNT OF STUDENT OUTCOME DATA THAT WE TALKED ABOUT, AND THE WAYS THAT WE AGGREGATE THAT AND THEN USE THAT TO INFLUENCE INSTRUCTION AND RESPOND TO IT IS A KEY ELEMENT THAT IN AN ORGANIZATION OUR SIZE WITH THOUSANDS OF TEACHERS AND MANY PRINCIPALS, WE NEED PARTNERS TO HELP US BUILD OUR OWN SYSTEMS, IMPROVE THEM, AND THEN IMPROVE THEM ON CAMPUSES AS WELL.

THERE'S LOTS OF FACETS TO THE WORK THAT WE DO TONIGHT.

OVERALL, TONIGHT WE'RE GOING TO TALK ABOUT SEVERAL DIFFERENT PROGRAMS AND SYSTEMS THAT WE'VE BUILT WITHIN THE DISTRICT THAT RESPOND TO THAT DATA.

I THINK IN A LOT OF OUR REGULAR BOARD MEETINGS, WE TALK ABOUT OUR LSG GOALS AND OUTCOMES, AND THIS IS AN OPPORTUNITY TONIGHT TO TALK ABOUT SOME OF THE SYSTEMS THAT WE'VE PUT IN PLACE TO HELP IMPROVE SOME OF THOSE GOALS.

WE HAVEN'T BROKEN UP INTO ESSENTIALLY ABOUT SIX DIFFERENT PARTS THIS EVENING.

A PART OF THAT IS AN ACCOUNTABILITY UPDATE.

THE STATES IN THE MIDDLE OF A REFRESH OF THE ACCOUNTABILITY SYSTEM.

THERE'S A LOT OF MOVING PARTS, A LOT OF IT IS NOT FINALIZED YET.

WE WANT TO BRING EVERYBODY ALONG AS WE LEARN FROM THE STATE OF WHAT OUR ACCOUNTABILITY SYSTEM AND HOW WE'RE GOING TO BE MEASURED GOING INTO NEXT YEAR.

AS DR. AZAIEZ MENTIONED, MS. CARNEY IS AN EXPERT IN THAT FIELD AND SPENDS A LOT OF TIME WORKING WITH NOT ONLY STATE OFFICIALS, BUT ALSO OFFICIALS IN HER ORGANIZATION AS WELL AS OFFICIALS THAT TEA IN HELPING TO CRAFT THE NEW PROPOSALS FOR THE ACCOUNTABILITY SYSTEM, SO WE'RE EXCITED TO HAVE HER TONIGHT.

LIKE I SAID, WE HAVE ABOUT SIX DIFFERENT SESSIONS OR SECTIONS, WE'LL STOP AFTER EACH FOR SOME Q&A.

I KNOW THERE'S A LOT OF SLIDES ON THE DECK THAT WE SHARED.

SOME OF THEM ARE GOING TO GO PRETTY QUICK, SO WE'RE NOT GOING TO BE HERE FOR HOURS AND HOURS.

I WANT TO SAY THAT UP FRONT.

BEFORE I DO TURN IT OVER TO MS. CARNEY TO START OFF, JUST WANT TO GIVE IT A LITTLE BIT OF BACKGROUND ON HER AS WELL.

LIKE I MENTIONED, HILLCO PARTNERS IS THE MAIN GROUP THAT SHE WORKS WITH FOR MIDDLE SCHOOL MATH TEACHER, FORMER ROUND ROCK ACCOUNTABILITY EXPERT IN DATA LITERACY EXPERT.

HER TIME HERE WE'VE BUILT A LOT OF PROCESSES THAT WE ARE CONTINUING TO GROW IN THE DISTRICT.

ALSO, A LOT OF TIME HER WORK HAS BEEN IN ROUND ROCK ISD IN HOUSTON.

ROUND ROCK AUSTIN IN HOUSTON, AS WELL AS FORMER REGIONAL DIRECTOR WITH THE UNIVERSITY OF TEXAS SOUTHWEST CENTER FOR ACCELERATED SCHOOL.

SHE'S A GREAT PARTNER TO HAVE.

WE VALUE THAT VERY MUCH.

I'M GOING TO TURN IT OVER TO HER.

ALSO, BEFORE I JUMPED IN, THIS IS A WORKSHOP TONIGHT SO I'M JUST GIVING YOU A FAIR WARNING.

WE'RE GOING TO ASK YOU TO DO SOME STUFF, SO YOU'RE GOING TO MIGHT EVEN ENGAGE WITH SOME STAAR TEST ITEMS TO GET THAT EXPERIENCE OF SOME OF THE CHANGES THAT WE'RE SEEING.

I KNOW MS. CARNEY IS GOING TO ASK YOU TO GIVE US SOME FEEDBACK TOO, SO WE CAN MAKE SURE THAT WE GET QUESTIONS ANSWERED AND FRAME TONIGHT THE WAY YOU WANT TO HEAR.

WITHOUT ANY FURTHER ADO, I'M GOING TO PASS THE CLICKER OVER TO MS. CARNEY AND SHE'S GOING TO GET US STARTED.

>> THANK YOU, RYAN. THANK YOU, DR. AZAIEZ AND PRESIDENT FELLER AND BOARD MEMBERS.

THANK YOU FOR THE OPPORTUNITY TO BE HERE.

DURING A NORMAL ACCOUNTABILITY CYCLE, I KNOW YOU WOULD NOT HAVE INVITED ME TO BE HERE BECAUSE YOUR ACCOUNTABILITY EXPERTS ARE ON TOP OF IT.

BUT THIS IS NOT A NORMAL ACCOUNTABILITY CYCLE, AND SO THAT IS WHY THEY WANTED ME TO COME IN AND JUST DO A LITTLE BIT DEEPER DIVE AROUND THIS.

RIGHT NOW IT'S BEEN CHANGING FOR A YEAR AS TO WHAT THE COMMISSIONERS GETTING READY TO ROLL OUT FOR THE 2023 ACCOUNTABILITY.

[00:15:03]

I'M ASSUMING, THAT MIGHT BE WRONG, BUT I'M ASSUMING THAT YOU HAVE LOOKED THROUGH IT.

IF YOU WOULD, AS RYAN MENTIONED, GIVE US A LITTLE FEEDBACK ON THIS CENTER COLUMN.

I'M SURE YOU'VE SEEN THE KWLS AND I THINK THEY'RE GOING TO HAND THEM TO YOU RIGHT NOW.

IF YOU WOULD JUST TAKE ONE OR TWO MINUTES AND FILL OUT THIS CENTER COLUMN WITH WHAT YOU WANT TO KNOW AROUND THIS ASSESSMENT AND ACCOUNTABILITY PIECE.

IF I CAN'T ANSWER THEM, I'M SURE THAT RYAN AND HIS TEAM CAN ANSWER THEM.

BUT JUST THAT CENTER COLUMN.

ONE, TWO MINUTES. THANK YOU.

I FEEL WRAP UP THAT LAST SENTENCE YOU'RE ON RIGHT THERE.

THANK YOU. THEN I'M GOING TO ASK YOU JUST REALLY QUICKLY, STARTING OVER HERE, DR.

BONE, WHAT DO YOU HAVE IN THAT CENTER COLUMN? THEN I KNOW ALL OF US WILL BE LISTENING.

I WANT TO MAKE SURE AS WE'RE GOING THROUGH THE ASSESSMENT ACCOUNTABILITY PIECE TO BE SURE AND ANSWER YOUR QUESTIONS.

>> I THINK THE BIG ONE IS JUST WHAT ARE THE CHANGES TO POINT OUT THE DIFFERENCES?

>> WHAT DO YOU WANT TO KNOW?

>> I WANT TO KNOW THE CHANGES.

I JUST WANT TO MAKE SURE THEY'RE CLEAR.

WHAT WAS THE PAST AND WHAT IS THE FUTURE? BECAUSE SOMETIMES IT'S NOT CLEAR WHAT WAS DONE IN THE PAST.

YOU'LL JUST SAY IT'S A CHANGE, BUT WHAT CHANGED? VERY SPECIFIC.

>> ABSOLUTELY. JUST SO YOU'LL KNOW, ANYTHING YOU WRITE DOWN TONIGHT NEEDS TO BE WRITTEN IN PENCIL BECAUSE THE AGENCY HAS NOT [LAUGHTER] FINALIZED THOSE CHANGES, BUT THEY ARE IN THE PROCESS AND WE'LL DEFINITELY TALK ABOUT WHERE THEY ARE NOW.

>> THEN THE OTHER ONE IS JUST HOW WE'LL BE ABLE TO COMPARE PAST YEARS TO THE NEXT YEAR, APPLES TO APPLES.

HOW WE TELL THAT WE'RE MAKING IMPROVEMENTS, ETC.

>> THANK YOU. TRUSTEE WEIR.

>> ACTUALLY, I WAS CURIOUS HOW WE WERE GOING TO COMPARE YEAR TO YEAR ALSO.

BUT THEN REALLY ONE OF THE THINGS THAT STRUCK ME ABOUT THIS WAS THE RELATIVE GROWTH AND THE STUDENT GROWTH AND HOW JUST MORE DETAIL ON THAT AND HOW THAT'S GOING TO WORK AND WHAT THAT MEANS FOR OUR STUDENTS.

>> THANK YOU. VICE-CHAIR HARRISON.

>> THANK YOU. MY QUESTION IS ABOUT THE EVERY STUDENT SUCCEEDS ACT AND HOW THOSE LABELS WILL CHANGE UNDER THE NEW SYSTEM.

>> SEE THIS NOTEBOOK, THE BLUE ONE, THAT'S ESSA.

[LAUGHTER].

>> THANK YOU.

>> I BROUGHT IT JUST IN CASE.

THE WHITE ONE IS THE STATE ACCOUNTABILITY SYSTEM, AND THE RED ONE IS THE RESULTS-DRIVEN ACCOUNTABILITY SYSTEM.

STATE SYSTEM IS ABOUT 250 PAGES.

ESSA IS MUCH LONGER, BUT WE WILL ANSWER THAT QUESTION.

>> I'D ALSO ADD ONE MORE, A LITTLE BIT MORE GUIDANCE AND UNDERSTANDING THE CLOSING THE GAP SCORING.

>> EXCELLENT. THAT IS CHANGING OR AT LEAST THE AGENCY, AGAIN IN PENCIL, DR.

VON, THEY ARE PUTTING FORTH SOME CHANGES, SO WE WILL DO THAT.

WE'LL TALK ABOUT WHAT'S OUT THERE NOW IN CONCRETE AND THEN WHAT WE'RE GETTING READY TO SEE THAT THE AGENCY'S PROPOSING.

PERFECT. YES, MA'AM.

>> DON'T JUDGE MINE BY MY HANDWRITING.

>> [LAUGHTER] I'M A MATH TEACHER, THAT'S OKAY.

>> GOOD. [LAUGHTER] PART OF MINE HAS TO DO WITH THE USING IN PENCIL AND BEING IN FLUX IS HERE WE ARE ALMOST 25 PERCENT WAY THROUGH OUR SCHOOL YEAR AND WE ARE STILL IN FLUX AS TO WHAT EXACTLY IS GOING TO BE MEASURED.

HOW CAN WE, AS A DISTRICT, ACCOUNT FOR THAT UNKNOWN, WHEN HERE WE ARE 25 PERCENT THROUGH THE SCHOOL YEAR ALREADY? IT SEEMS AN UNFAIR DISADVANTAGE FOR SCHOOL DISTRICTS FOR

[00:20:03]

>> WE SHARE YOUR FRUSTRATION.

I THINK THAT'S THE WORD WE USE IS THE FRUSTRATION, AND WE WILL GET TO THAT.

AND WHY WE HAVE A LITTLE MORE HOPE THIS YEAR THAN WE'VE HAD FOR THE PREVIOUS 20 YEARS. THANK YOU FOR THAT.

>> THE OTHER PART WAS VERY SIMILAR TO WHAT TRUSTEE BONE SAID, BUT ALSO MORE ABOUT HOW IS IT GOING TO AFFECT OUR STUDENTS, BUT ALSO DRILLING DOWN, HOW IS IT GOING TO AFFECT EVERY STUDENT GROUP INDIVIDUALLY.

IS THE CHANGE GOING TO BE AFFECTING OUR STUDENTS ACROSS THE BOARD IDENTICALLY, OR HAVE SOME NEW MEASURES TAKEN INTO ACCOUNT? THINGS THAT MAY NOT BE CULTURALLY THE SAME STUDENT GROUP TO STUDENT GROUP. DOES THAT MAKE SENSE?

>> I THINK SO. WHEN WE GET TO THAT PART, IF I DON'T ANSWER YOUR QUESTION, ASK IT AGAIN.

>> OKAY.

>> THANK YOU. DR. AZAIEZ, YOU DON'T HAVE ANY QUESTIONS, YOU KNOW IT ALL. [LAUGHTER]

>> NO. I THINK OUR TRUSTEES REALLY ASKED ALL THE GREAT QUESTIONS.

ONE THING I PROBABLY I'M CURIOUS TO KNOW.

I KNOW YOU'RE GOOD WITH STATS.

IF YOU CAN DO SOME REGRESSIONAL STATISTICS TO FIGURE OUT WITH THIS NEW CHANGES, HOW THAT WILL AFFECT THE RATING FOR OUR CAMPUSES AND ALSO FOR OUR DISTRICT.

I DON'T KNOW IF ONE DAY WE CAN LOOK AT THAT.

>> PUT THAT UNDER DATA REQUEST. I DON'T KNOW.

I DON'T SEE A D ON HERE.

[LAUGHTER] THANK YOU, SIR. YES, MA'AM.

>> AS A MOM WHO'S HAD AT LEAST ONE CHILD IN HIGHER ED CONSECUTIVELY FOR PROBABLY THE LAST 14 YEARS, INCLUDING ONE THAT'S IN HIGHER ED TODAY, I KNOW FROM EXPERIENCE THAT HIGHER ED IS VERY CLEAR ON WHAT THEIR EXPECTATIONS ARE.

WHETHER YOU GO INTO MATH 150 OR 151, THEY'RE NOT CONFUSED.

IT'S NOT A MARK THAT MOVES.

THEY KNOW IF YOU KNOW THIS, YOU GO HERE, IF YOU KNOW THIS YOU GO HERE AND THAT'S HIGHER ED.

OF COURSE, AS A PROPONENT OF CTE, NOT EVERYBODY IS HIGHER ED BOUND NOR SHOULD THEY BE.

BUT WHEN WE'RE LOOKING AT THIS, I GUESS MY QUESTIONS ARE BECAUSE HIGHER ED STILL KNOWS WHAT IT WANTS, THAT HASN'T CHANGED, SO HOW DOES THE NEW ACCOUNTABILITY SYSTEM IMPACT OUR YOUTH IN TEXAS FROM BEING ABLE TO GET CLOSER TO THE STATEWIDE 60 BY 30 GOAL? THAT'S MY QUESTION BECAUSE THAT'S WHEN WE GET TO REAL STUDENTS WHO WILL ENTER THE REAL WORKFORCE AND ATTEMPT TO MAKE A REAL LIVING.

THAT IS MY FIRST QUESTION.

MY SECOND QUESTION IS ULTIMATELY, WHAT I HOPE TO LEAVE HERE TODAY, YOU MIGHT NOT BE ABLE TO ANSWER THAT QUESTION. HOPEFULLY, YOU CAN.

MAYBE CAN'T.

BUT WHAT HOPEFULLY YOU CAN WHEN I LEAVE HERE TONIGHT IS I'LL KNOW, IS THE BAR BEING RAISED OR IS THE BAR BEING LOWERED? THANK YOU.

>> AS LONG AS YOU GOT A PENCIL, WE'RE GOOD.

[LAUGHTER] THANK YOU. YES, MA'AM.

>> I KNOW THAT THEY MADE A LOT OF CHANGES AND I REMEMBER ALL THE DISCUSSION DURING THIS SESSION, BUT I THINK EXPLAINING WHAT THE GOAL IS IN THESE CHANGES AND ESPECIALLY IN STAAR, WHAT THEY WERE TRYING TO ACHIEVE.

BECAUSE I KNOW THAT THE COMMISSIONER WANTED TO KEEP THE TEST THE SAME FOR FIVE YEARS SO THAT WE COULD SEE PROGRESS OR REALLY CALCULATE.

ANOTHER CONCERN THAT I HAVE IS THAT WHENEVER YOU CHANGE SOMETHING, OFTENTIMES IT WAS MENTIONED EARLIER, WE'RE 25 PERCENT THROUGH THE YEAR, WE DON'T HAVE IT FINALIZED.

I WOULD EXPECT TO SEE THAT WE'RE GOING TO HAVE A DECLINE BECAUSE IT'S JUST DIFFERENT AND WE DON'T KNOW HOW TO INSTRUCT TO ACHIEVE THE BEST SCORES THAT WE CAN ON THE TEST.

I GUESS THE QUESTION IS, IS THAT EXPECTED? IS EVERYBODY EXPECTING SCORES TO GO DOWN THE FIRST YEAR? THEN AS PEOPLE GET MORE FAMILIAR WITH THE EXPECTATIONS, THEY'LL RISE.

OR ARE THEY FEELING LIKE IF YOU WERE TRAINED TO, THE EXPECTATIONS OF THE PREVIOUS TEST WILL TRANSLATE? THEN LASTLY, WE TALKED A LOT ABOUT STAARS AND WE TALKED ABOUT CCMR, BUT ARE THEY CHANGING ANYTHING RELATED TO THE EOCS? AND OF COURSE EXAMS, IS THAT A PART OF THE REDESIGN AS WELL OR IS THAT BASICALLY BEING LEFT THE SAME?

>> GREAT STAAR REDESIGN QUESTIONS.

THANK YOU. YES, SIR.

>> THREE QUESTIONS. THE FIRST ONE AND I DON'T KNOW, I'VE NOTICED BEEN BANTERED AROUND A BIT AND THE COMMISSIONER HAS BEEN WONDERING ABOUT THIS.

THE CCMR CHANGE, THE IBC PLUS TO PROGRAM OF STUDY, BEING THE COMBINATION FOR THAT ONE POINT.

WHAT'S THE LIKELIHOOD OF THAT AND THEN WHAT'S THE IMPACT AFTER WE CHANGE THAT? BECAUSE THE IBC BAR WAS A LITTLE EASIER TO REACH, BUT NOW WHAT DOES THAT LOOK LIKE FOR US

[00:25:03]

HOPEFULLY, I NOTICED BEEN TALKED AND IT WOULD, I HOPE IT WILL.

THEN FINALLY RDA AND ACCOUNTABILITY, THE MONITORING PROCESS, WHAT'S ASSOCIATED WITH THAT? I KNOW THEY WERE STILL WORKING ON GETTING RDA UP AND GOING.

IT HASN'T QUITE BEEN FINALIZED.

REALLY CURIOUS AS TO NOW WITH THIS NEW PROCESS, HOW WILL THIS NOW FEED INTO THE RDA SYSTEM.

WHAT WILL THE MONITORING PROCESS LOOK LIKE? WHAT WILL WE LOOK LIKE AS A DISTRICT ONCE THAT CHANGES AND HOW LONG WILL THE TWO ASSOCIATED REALLY KICK IN AS FAR AS US BEING ACCOUNTABLE AS A DISTRICT FROM THAT RDA SYSTEM?

>> PERFECT. THANK YOU.

>> TELL DAVID ANDERSON I SAID HELLO.

>> I WILL, SIR. [LAUGHTER] WHAT I DIDN'T HEAR WAS A LOT OF INTEREST IN THE PREVIOUS SYSTEM.

I'M JUST GOING TO SKIP ON THROUGH THAT.

BUT WHAT YOU MIGHT BE INTERESTED IN IS WHAT THOSE ACRONYMS STAND FOR.

WE DEAL WITH A LOT OF ACRONYMS. THE VERY FIRST TEST THERE IN STATEWIDE TEST TABS WAS TEXAS ASSESSMENT OF BASIC SKILLS.

THE ONLY REASON I HAVE THAT IT WAS GOVERNOR CLEMENTS AND THEN UNDER TEAMS, WHICH STANDS FOR TEXAS EDUCATION ASSESSMENT OF MINIMAL SKILLS.

YOU'RE GOING TO HEAR THE PROGRESSION OF WHAT THOSE EXPECTATIONS WERE BASED ON THE TEST.

THEN OF COURSE, GOVERNOR WHITE, JUST TO SHOW YOU THAT THE WHOLE IDEA AROUND ASSESSMENT AND ACCOUNTABILITY IS BIPARTISAN.

IT HAS BEEN THAT WAY SINCE WE STARTED THE TEST.

EVEN IF THE GRADES HAVE CHANGED, EVEN IF THE SUBJECTS HAVE CHANGED, IT'S STILL JUST A BIPARTISAN, VERY MUCH INTERESTED BY BOTH SIDES.

THERE WAS NO ACCOUNTABILITY RATINGS THEN.

THAT WAS THE PIECE I WANTED YOU TO SEE THERE.

WHEN WE MOVE TO TAAS, THAT'S TEXAS ASSESSMENT OF ACADEMIC SKILLS.

THAT'S WHEN WE BEGAN OUR CURRENT THREE THROUGH EIGHT TESTING AT THEN GRADE 10 IS WHEN WE HAD OUR EXIT LEVEL TESTS BEGIN THE EXIT LEVEL TEST.

AT THAT POINT, WE HAD BETTER DATA SYSTEMS AND WE BEGAN TO SEGREGATING THE DATA BY DIFFERENT STUDENT GROUPS.

ACCOUNTABILITY CAME IN.

YOU'LL RECOGNIZE SOME OF THOSE LABELS, EXEMPLARY, RECOGNIZED, ACCEPTABLE, AND UNACCEPTABLE, AND THERE ARE STILL BUILDINGS ACROSS THE STATE THAT HAVE THOSE PLAQUES ON THEIR WALLS.

TAKS TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS, SAME TEST VERSIONS AND STUDENT GROUPS AS TAAS.

BUT THE INTERESTING PIECE HERE WAS IN 2011.

THAT'S THE YEAR THEY CUT $5 BILLION FROM TEXAS EDUCATION BUDGET AND THEY PUT IN 15 EOCS THAT WOULD COUNT 15 PERCENT OF THE FINAL COURSE GRADE.

THAT SIR, WAS WHEN I LEFT ROUND ROCK ISD.

I MOVED A LITTLE CLOSER TO THE CAPITAL SO WE COULD DO SOME ACADEMIC DATA ANALYTICS AROUND WHAT WAS GETTING READY TO HAPPEN WHEN YOU'RE CUTTING FIVE BILLION FROM THE EDUCATION BUDGET AND PUTTING IN 15 EOCS AND COUNTING 15 PERCENT OF THE GRADE.

2001, NO CHILD LEFT BEHIND CAME INTO PLAY.

FEDERAL ACCOUNTABILITY BECAME A PIECE OF THIS AS WELL.

WE ONLY HAD TWO LABELS THEN.

YOU EITHER MET ANNUAL YEARLY PROGRESS OR YOU MISSED ANNUAL YEARLY PROGRESS.

THE GOAL, THE TARGET WAS 100 PERCENT PROFICIENCY IN READING MATH BY '13, '14.

STAAR HAS BEEN HERE FOR A WHILE, AND THAT'S WHAT IT STANDS FOR.

A LITTLE BIT OF A DIFFERENT ACRONYM, BUT IT'S ALL BASED AROUND ACADEMIC READINESS FOR POST-SECONDARY.

I WON'T GO THROUGH ALL OF THIS.

BUT HERE ARE SOME OF THE HIGHLIGHTS YOU SAW THEM IN YOUR SLIDE DECK FROM THE ACCOUNTABILITY PERSPECTIVE, WHEN STAAR FIRST CAME IN, WE HAD TWO LABELS MET STANDARD OR IMPROVEMENT REQUIRED.

THOSE LABELS, HOW WE USE THE TEST.

WE HAD FOUR INDEXES AND THEY LOOK SIMILAR TO THE SYSTEM WE'RE IN NOW, AND THEN THOSE FOUR INDEXES LEAD TO THOSE TWO RATINGS.

WE THEN MOVED IN 2017 WITH THE 85TH TEXAS LEGISLATURE HOUSE BILL 22 BROUGHT IN THE A THROUGH F WRITINGS.

IT'S BASED OFF OF THREE DOMAINS.

THEN YOU CAN SEE OTHER PIECES THAT THE LEGISLATURE HAVE ADDED ONTO EACH TIME.

THEN IN 2017, EVERY STUDENT SUCCEEDS ACT.

STAAR REDESIGN, RYAN'S TEAM WILL BE DIVING INTO THAT.

[00:30:03]

I KNOW THEY WERE LISTENING AND THEY'LL TALK TO YOU MORE ABOUT WHAT DOES STAAR REDESIGN GOING TO LOOK LIKE.

I'M GOING TO LOOK A LITTLE BIT MORE.

WE'RE STILL IN THE PAST HERE.

THESE ARE THE RESULTS.

EACH OF THOSE TESTS HAVE LASTED ABOUT A DECADE.

THE SOLID RED LINE IS STAAR, THE DASHED LINE IS TAKS, AND THE SOLID BLACK LINE IS TAAS.

YOU CAN SEE WHERE WE STARTED IN YEAR ONE AND WHERE WE ENDED IN YEAR NINE OR YEAR 10 FOR THE READING ELA PERFORMANCE.

THEN HERE'S MATH JUST LOOKING AT PERFORMANCE OVER TIME.

THIS IS ACCOUNTABILITY OVER TIME.

AGAIN, REALLY QUICKLY, DIFFERENT TESTS, DIFFERENT ACCOUNTABILITY SYSTEMS. THEY HAD DIFFERENT WEIGHTS AS WE'VE GONE ALONG THROUGH THE VARIOUS TEST VERSIONS.

THIS IS THE CURRENT VERSION.

AGAIN, WE STARTED WITH MET STANDARD IMPROVEMENT REQUIRED.

THEN IN 2019 WE MOVED OVER TO THE A THROUGH F. NOW, WHEREVER YOU SEE TEA BY THE WAY, THOSE ARE TEA SLIDES, THEY'RE NOT MINE.

JUST NOTICE THAT. THE COMMISSIONER PRESENTED THIS SLIDE FOR THE FIRST TIME AT THE STATE BOARD OF EDUCATION MEETING BACK IN SEPTEMBER AND HE RIGHTLY FOCUSED ON THE IMPROVEMENTS THAT WE'RE SEEING FROM 2019 BECAUSE IN 2020 WE DIDN'T TEST.

IN 2021 WE TESTED, BUT THERE WAS ONLY A FEW CAMPUSES THAT COULD MOVE UP FROM A D OR AN F. HE SHOWED 1,006 CAMPUSES WENT FROM B, C, D, OR F TO AN A IN 2022.

THIRTY-THREE PERCENT OF CAMPUSES IMPROVE THEIR LETTER GRADE AND 15 PERCENT DECLINED A LETTER GRADE.

AT THIS POINT, THE NUMBER ONE QUESTION I TYPICALLY GET IS HOW ARE THESE LETTER GRADES CALCULATED, AND SOME OF YOU ASKED THAT AS WELL.

NOT NECESSARILY WHAT THEY ARE NOW, BUT HOW ARE THEY GOING TO CHANGE.

BEFORE WE CAN TALK ABOUT HOW THEY'RE GOING TO CHANGE, LET'S TALK ABOUT WHAT THEY WERE IN 2022.

IT'S NOT CLEAR, IT'S NOT SIMPLE, IT'S NOT TRANSPARENT.

I CAN'T EXPLAIN TO ANY EDUCATOR OR PARENTS OR COMMUNITY OR BOARD MEMBER THE DIFFERENCE BETWEEN A C OR A D WITHOUT REFERRING TO THIS 200-PAGE TECHNICAL MANUAL.

IT'S NOT CLEAR, BUT WE CAN DO IT.

BUT I WON'T GO THROUGH ALL 200 PAGES TODAY, I PROMISE.

IN THE TOP CORNER YOU'LL SEE THERE'S THREE DOMAINS, STUDENT ACHIEVEMENT, SCHOOL PROGRESS, AND CLOSING THE GAPS.

TO CALCULATE AN OVERALL RATING, YOU TAKE 70 PERCENT OF DOMAIN ONE OR TWO, WHICHEVER ONE IS HIGHER, THEN 30 PERCENT OF THE SCORE COMES FROM CLOSING THE GAPS.

NOW LET'S DRILL DOWN JUST A LITTLE BIT MORE INTO EACH OF THOSE DOMAINS.

THE STUDENT ACHIEVEMENT DOMAIN FOR YOUR ELEMENTARY AND MIDDLE SCHOOLS IS 100 PERCENT BASED ON STAAR AND YOUR HIGH SCHOOLS RECEIVE 40 PERCENT STAAR, 40 PERCENT CCMR, AND 20 PERCENT GRADUATION RATE.

THAT'S WHAT GOES INTO THE SCORE FOR STUDENT ACHIEVEMENT.

SCHOOL PROGRESS.

AGAIN, IT'S THE BETTER OF EITHER ACADEMIC GROWTH OR RELATIVE PERFORMANCE.

ACADEMIC GROWTH, TO GET TO YOUR QUESTION ABOUT GROWTH, ACADEMIC GROWTH IS STRAIGHT STAAR.

KIDS DID THIS IN 2021, HOW DID THEY PERFORM IN 2022, AND THE AGENCY CALCULATES WHAT WE CALL A VERTICAL SCALE SCORE POINTS.

NOW, RELATIVE PERFORMANCE FOR ELEMENTARY AND MIDDLE SCHOOLS, THAT'S STAAR SCORES.

THE AGENCY LOOKS AT CAMPUSES THAT HAVE SIMILAR ECONOMICALLY DISADVANTAGED STUDENT ENROLLMENT.

ALL IT'S UNDER THE SCHOOL PROGRESS DOMAIN, IT REALLY IS A COMPARISON OF HOW THAT CAMPUS SCORED COMPARED TO PEERS BASED ON ECONOMICALLY DISADVANTAGED STUDENTS.

NOW FOR HIGH SCHOOLS AND DISTRICTS AT A 50/50 SPLIT, YOU USE STAAR AND CCMR, BUT IT STILL LOOKS AT THOSE RESULTS COMPARED TO SIMILAR CAMPUSES THAT HAVE ECONOMICALLY DISADVANTAGED STUDENTS.

THERE'S CUT SCORES ALL ALONG THE WAY.

THERE'S CUT SCORES FOR EACH OF THESE PIECES, A, B, C'S, D'S, AND F'S.

THE CLOSING THE GAPS DOMAIN.

AS YOU CAN SEE, THAT'S FEDERALLY REQUIRED.

YOU CAN SEE THE DIFFERENT COMPONENTS THAT MAKE UP THE CLOSING THE GAPS DOMAIN.

[00:35:04]

HIGH SCHOOLS, DISTRICTS. AGAIN, YOU USE STAAR 50 PERCENT, GRADUATION RATES 10 PERCENT, CCMR IS 30 PERCENT, AND TAA PASS IS 10 PERCENT.

DIFFERENT WEIGHTS BUT IT'S THE SAME TYPES OF RESULTS THAT MAKE UP THE CLOSING THE GAPS DOMAIN.

NOW, FOR THOSE OF YOU THAT ASKED ABOUT THE CLOSING THE GAPS DOMAIN.

WELL, LET'S DO CCMRS FIRST THEN WE'LL GET TO CLOSING THE GAP.

HERE ARE THE SPECIFIC CCMRS WHERE CAMPUSES RECEIVE A POINT FOR A STUDENT WHO FOR COLLEGE READY MET A THREE OR A FOUR ON AN AP OR IB EXAM, THEY MEET THE TSIA CRITERIA.

THEY COMPLETE A COURSE FOR DUAL CREDIT.

IF YOU WANT TO DO ANY CLASS, IT'S 9 HOURS.

IF YOU JUST DO ELA OR MATH, IT'S 3 HOURS.

STUDENTS WHO ARE IN ASSOCIATE'S DEGREE WHILE THEY'RE IN HIGH SCHOOL.

YOU HAVE SOME STUDENTS WHO DO THAT.

THAT'S ONE POINT IN THE CCMRS. IT ONRAMPS DUAL ENROLLMENT COURS, THAT'S ONE POINT FOR CCMR. UNDER CAREER READY, YOU MENTIONED RBCS PROGRAMS OF STUDY.

IEPS AND WORKFORCE READINESS.

THAT'S A POINT. EARN LEVEL I OR LEVEL II CERTIFICATE.

YES. THEN ADVANCED DIPLOMAS, ENLISTED AS SPECIAL EDUCATION STUDENTS.

UNDER MILITARY READY AS YOUR PUBLIC TESTIMONY ASK ABOUT, THE AGENCY HAS VERY SPECIFIC GUARDRAILS AND STATUTE.

A STUDENT HAS TO ACTUALLY ENLIST ACCORDING TO STATUTE FOR THE AGENCY TO AWARD A POINT.

THEY HAVE HAD DIFFICULTY SINCE 2019 AND ACTUALLY GETTING ENLISTMENT DATA FROM THE DEPARTMENT OF DEFENSE.

YOU SEE THE LITTLE ASTERISK RIGHT THERE.

RIGHT NOW AND BEGINNING IN 2021, THE AGENCY NO LONGER IS AWARDING ANY POINTS FOR MILITARY READY BECAUSE THEY CAN'T GET THE DATA THAT THEY'RE LOOKING FOR.

THAT'S HOW POINTS ARE AWARDED IN CCMR. THEN THEY'RE WEIGHTED DIFFERENTLY WHETHER IT'S DOMAIN ONE, DOMAIN TWO OR DOMAIN THREE.

CLOSING THE GAPS.

THESE ARE THE DIFFERENT STUDENT GROUPS REQUIRED.

THE TARGETS HAVE BEEN SET BY TEA AND WE'VE BEEN UNDER THE SAME TARGETS SINCE 2019.

THOSE ARE THE DIFFERENT CATEGORIES THAT WE LOOKED AT A MINUTE AGO.

FOR SOME VERY LARGE, VERY DIVERSE CAMPUSES LIKE WE HAVE HERE IN ROUND ROCK, THERE ARE 71 TARGETS THEY HAVE TO HIT.

NOT ALL CAMPUSES HAVE THAT MANY.

BUT IF YOU'RE VERY LARGE AND YOU HAVE ENOUGH KIDS IN EACH STUDENT GROUP, THAT IS ONE WAY YOUR SCORE IS CALCULATED.

ELEMENTARY AND MIDDLE SCHOOLS COULD HAVE UP TO 71 TARGETS, AND HIGH SCHOOLS AND DISTRICTS COULD HAVE UP TO 54 TARGETS.

ONE OF THE CHANGES WILL BE LOOKING AT THE AGENCY IS PROPOSING, IS LOOKING AT MAYBE WE DON'T NEED TO HAVE ALL OF THESE PARTICULAR STUDENT GROUPS, BUT THEY HAVE TO WORK WITH USDE.

THEY CAN'T MAKE THAT DECISION BY THEMSELVES.

WE WILL DEFINITELY TALK ABOUT WHERE THEY ARE IN THE WAIVER PROCESS.

I FORGOT TO WRITE DOWN THE NAME BUT SOMEBODY WANTED TO KNOW ABOUT LABELS.

[LAUGHTER] UNDER FEDERAL ACCOUNTABILITY LOOKING JUST AT THE CODOMAIN, THIS IS HOW CAMPUSES RECEIVE LABELS UNDER ESSA, A CAMPUS COULD BE IDENTIFIED AS TARGETED SUPPORT, ADDITIONAL TARGETED SUPPORT, COMPREHENSIVE IDENTIFIED COMPREHENSIVE PROGRESS AND COMPREHENSIVE RE-IDENTIFIED.

I WENT AHEAD AND JUST PUT THE NUMBERS THERE FOR YOU SO YOU COULD SEE THAT EVEN A RATED CAMPUSES AND B RATED CAMPUSES CAN RECEIVE AN ESSA LABEL.

EACH OF THOSE HAVE DIFFERENT CRITERIA ON HOW A CAMPUS IS ASSIGNED ONE OF THOSE LABELS, THE ONE MOST PEOPLE ARE FAMILIAR WITH IS THE COMPREHENSIVE IDENTIFIED CAMPUS.

THAT IS THE LOWEST FIVE PERCENT OF TITLE 1 CAMPUSES IN THE STATE,

[00:40:05]

COMPREHENSIVE PROGRESS MEANS THEY'VE MADE PROGRESS.

THEY WERE IDENTIFIED FOR COMPREHENSIVE, BUT THEY'VE MADE PROGRESS, THEY'RE JUST NOT OFF THE LIST YET.

RE-IDENTIFIED MEANS THEIR LOWEST AGAIN FOR A SECOND YEAR.

DISTINCTION DESIGNATIONS.

I DON'T KNOW IF YOU'VE HAD MANY QUESTIONS ABOUT THAT.

I DIDN'T HEAR ANY OF THAT, SO I'M GOING TO GO AHEAD AND GO THROUGH THAT.

ON AUGUST 15, THESE WERE JUST A FEW OF THE HEADLINES THAT WERE SPLASHED ACROSS THE STATE.

REPORTING ACADEMIC ACCOUNTABILITY RATINGS IS A BIG DEAL.

THE MOST RECENT ONE IS IN THE TRIBUNE NOTICE IT WAS SEPTEMBER 5TH BECAUSE THE TRIBUNE WANTED TO DO A DEEPER DIVE INTO THE AGENCY'S DATA, AND SO DID WE.

IN JUST A MINUTE, AS YOU SAW IN YOUR SLIDE DECK, WE RAN THE REGRESSION MODELS.

CURIOUS AS TO WHAT YOU SEE.

JUST FOR PEOPLE WHO MAY BE WATCHING, WHO DIDN'T HAVE THE SLIDE DECK IN ADVANCE, THIS IS A REGRESSION MODEL.

IT'S A 0.33 THE CORRELATION BETWEEN THE OVERALL SCORE, WHICH IS YOUR Y-AXIS, AND THE ECONOMICALLY DISADVANTAGED ENROLLMENT RATE.

THE DARK COLORS ARE TO SHOW THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS THAT ARE ENROLLED AT THAT CAMPUS.

THERE'S 8,000 DOTS ON THIS REGRESSION MODEL.

LET'S JUST LOOK AT THE BLUE DOTS FOR A MINUTE.

THERE'S 616 BLUE DOTS.

THAT MEANS THERE'S 616 CAMPUSES THAT ENROLL FEWER THAN 20 PERCENT ECONOMICALLY DISADVANTAGED STUDENTS IN THIS STATE, 488 RECEIVED AN A AND 114 RECEIVED A B.

ALMOST ALL OF CAMPUSES THAT ENROLLED FEWER THAN 20 PERCENT ECONOMICALLY DISADVANTAGED STUDENTS RECEIVE AN A OR A B.

NOW AS YOU GO DOWN, JUST KEEP GOING DOWN BY THE DIFFERENT BUCKETS, IF YOU WILL, OF ECONOMICALLY DISADVANTAGED STUDENTS AND GET TO THE RED DOTS.

THERE'S 2,800 RED DOTS THERE AND THOSE ARE 2,800 CAMPUSES THAT ENROLL 80-100 PERCENT ECONOMICALLY DISADVANTAGED STUDENTS.

FIVE HUNDRED AND ELEVEN OF THOSE CAMPUSES RECEIVED AN A.

WE CALL THOSE HIGH PERFORMING HIGH POVERTY CAMPUSES.

>> HOW MANY DID YOU JUST SAY? I'M SORRY, CAN YOU REPEAT THAT NUMBER?

>> FIVE HUNDRED AND ELEVEN IS ON THE DATA TABLE.

NOW I'M GOING TO ASK YOU JUST TO FOCUS AT THE CAMPUSES THAT HAVE A D OR AN F. LOOK IN THE DATA TABLE.

ALMOST 90 PERCENT OF THE CAMPUSES RECEIVING A D OR AN F SERVE 60-100 PERCENT ECONOMICALLY DISADVANTAGED STUDENTS WHICH LED TO THE TRIBUNES HEADLINE.

WHEN WE LOOK AT DOMAIN 1 AND WE JUST WENT THROUGH DOMAIN 1, ELEMENTARY AND MIDDLE SCHOOLS 100 PERCENT STAR DOMAIN 1, HIGH-SCHOOLS CCMR IS GRADUATION RATES IN STAR, YOU CAN SEE THIS IS A STRONG CORRELATION A 0.65.

AGAIN, YOU CAN SEE THE DIFFERENT NUMBERS WHICH CAMPUSES AT ENROLLING WHICH ECONOMICALLY DISADVANTAGED STUDENTS RECEIVED AN A FOR DOMAIN 1, A B FOR DOMAIN 1 AND SO FORTH.

WHEN YOU LOOK AT DOMAIN 2 FOR THE STATE, REMEMBER AGAIN, DOMAIN 2 SCHOOL PROGRESS.

WE'RE LOOKING AT GROWTH OR RELATIVE PERFORMANCE.

THERE'S NO CORRELATION.

THAT'S WHAT YOU EXPECT TO SEE BECAUSE WE'RE MEASURING GROWTH.

YOU SEE THE RED DOTS.

NOTICE ON THE DATA TABLE UNDER THE A COLUMN.

NOTICE THAT 1,000 CAMPUSES THAT ENROLL

[00:45:02]

NOW, I DIDN'T PUT DOMAIN 3 UP THERE BECAUSE REALLY OVERALL 1 AND 2 IS THE MOST INTERESTING.

NOW, THE DISTRICT DATA, WHEN WE RAN THE DISTRICT DATA, DR. A WANTED TO LOOK AT THAT.

I THINK YOU'VE SEEN IT AS WELL.

THIS IS WHAT THE DISTRICT DATA SHOWS.

NOW, STATEWIDE WAS A 0.3.

FOR ROUND ROCK CAMPUSES, OVERALL IS A 0.8, IS A VERY STRONG RELATIONSHIP THERE.

AGAIN, YOU CAN SEE THE DIFFERENT COUNTS, NO D'S AND F'S FOR OVERALL.

DOMAIN 1 AT 0.93.

AGAIN REMEMBER DOMAIN 1 IS STAR, 100 PERCENT ELEMENTARY AND MIDDLE SCHOOLS, STAR CCMR GRADUATION RATES FOR HIGH-SCHOOLS.

THEN THE SURPRISE FOR ME WAS THAT THE GROWTH DOMAIN 2 WAS ALSO A STRONG CORRELATION.

THIS HAS BEEN A TOPIC OF MULTIPLE CONVERSATIONS WITH THE LEADERSHIP TEAM.

I ALSO ASKED YOUR DATA TEAM TO PULL THIS DATA BECAUSE I WANTED TO SEE AT THE MEETS GRADE LEVEL, I BELIEVE A COUPLE OF YOU ASKED ABOUT LOWERING RAISING BARS AND THINGS LIKE THAT AT THE MEETS GRADE LEVEL, I WANTED TO SEE THE LONGITUDINAL TREND AND AT EVERY GRADE LEVEL IN MATH, FOLLOW THAT GOLD BECAUSE THAT GOAL LINE, BECAUSE THAT'S MEETS GRADE LEVEL, IT WENT UP FROM 21-22, VARYING DIFFERENT POINTS BUT STILL WE'RE NOT.

THEN UNDER READING ALSO WENT UP EXCEPT FOR ENGLISH 1.

MEETS GRADE LEVEL IS UP FOR READING IN MATH EVERY GRADE LEVEL, EVEN IF GROWTH WASN'T WHAT WE EXPECTED IT TO BE YET.

HERE'S WHERE WE ARE NOW AND HERE'S WHERE YOU GOT TO GET YOUR PENCIL OUT DR. BROWN.

AGAIN, THIS IS TEA SLIDE.

ONE REASON THIS HAS BEEN SUCH AN UNUSUAL YEAR AND ONE REASON WHY I THINK DR. AZAIEZ WANTED ME TO COME TODAY, IS BECAUSE THINGS ARE HAPPENING FAST.

RIGHT NOW, GO BACK TO JUNE.

UNDER JUNE, THE AGENCY WENT TO THE REGION SERVICE CENTERS AND PRESENTED.

HERE ARE 10 THINGS WE'RE GOING TO CHANGE ABOUT THE ACCOUNTABILITY SYSTEM.

THEY'RE NOT EVEN TALKING STAAR REDESIGN.

HOW ARE WE GOING TO CHANGE THE WAY WE USE THE TEST? THAT WAS JUNE.

THEY DID WHAT THE COMMISSIONER CALLS AS A ROADSHOW.

NOW YOU SEE WHERE THAT ARROW IS? RIGHT NOW, THE COMMISSIONER IS DOING A SECOND ROADSHOW WITH DIFFERENT PROPOSED ITEMS. BECAUSE THEY TOOK SOME OF THE FEEDBACK THEY GOT FROM JUNE, APPLIED IT, AND ARE GOING AROUND TO THE SERVICE CENTERS NOW WITH NEW REVISED PROPOSALS.

IN THE FALL, TALKING ABOUT YOUR FRUSTRATION OF NOT KNOWING THE RULES, I'M GOING TO SAY LAST MONTH WHEN I ATTENDED THE COMMISSIONERS STAKEHOLDERS MEETING, THIS IS WHERE HE PRESENTED THIS SLIDE.

HE WANTS, NOTICE IT SAYS THE PRELIMINARY FRAMEWORK, HE WANTS THE PRELIMINARY MANUAL TO BE OUT BY OCTOBER.

HE WANTS PEOPLE TO KNOW THE PRELIMINARY RULES.

IT WON'T BE FINAL UNTIL THE SPRING WHEN THEY GO THROUGH THE RULEMAKING PROCESS.

NOW TYPICALLY WHAT HAPPENS IS THAT WE GET THE PROPOSED RULES IN FEBRUARY OR MARCH, AND THEY'RE NOT FINALIZED UNTIL JUNE OR JULY.

HAVING SOMETHING IN OCTOBER, IS MUCH SOONER THAN WE'VE EVER HAD THEM BEFORE.

BUT THAT IS ALSO WHAT'S CAUSING THIS VOLATILITY AND THINGS TO HAPPEN FAST.

EVEN THOUGH THE COMMISSIONER IS STILL MAKING HIS ROADSHOW FOR THIS RED ARROW TIMELINE, ON FRIDAY, YOU SEE THAT TEXAS ACCOUNTABILITY ADVISORY GROUP,

[00:50:04]

IT'S NEW HE DISSOLVED TWO OF THEM AND PUT A NEW ONE TOGETHER.

THEY RECEIVED EVEN DIFFERENT PROPOSED IDEAS FOR THE ACCOUNTABILITY SYSTEM THAT THE SUPERINTENDENTS HAVE NOT SEEN YET.

THEN YOU CAN SEE THE REST OF THE TIMELINE.

HERE ARE THE 10 AREAS THAT THE AGENCY IS CONSIDERING CHANGING IN THE ACCOUNTABILITY SYSTEM.

YOU ASK ABOUT CUT POINTS, TARGETS, WILL THAT CAUSE CAMPUSES SCORES TO DROP? YOU DON'T KNOW YET UNTIL YOU GET SOME OF THOSE CUT POINTS AND TARGETS, YOU CAN'T RUN MODELS TO SEE WHAT WILL HAPPEN, IN THE AGENCIES IN THE SAME PLACE.

THEY HAVE TO MAKE SOME DECISIONS BUT BEFORE THEY CAN RUN MODELS TOO.

LET'S TALK ABOUT SOME OF THE PIECES THAT ARE CHANGING THAT HAVE BEEN DISCUSSED SO FAR.

WHEN YOU TALK ABOUT GROWTH RIGHT NOW, AS WE MENTIONED BEFORE, YOU EITHER HAD A HALF A POINT OR A ONE-POINT FOR GROWTH, THE AGENCIES LOOKING AT CHANGING THE WAY IT CALCULATES GROWTH.

NOTICE, THE FINAL METHODOLOGY WILL BE SHARED IN THE FALL.

CAN'T MODEL IT YET.

I CAN'T TELL YOU EXACTLY WHAT IT'S GOING TO BE, BUT WE KNOW IT'S GOING TO CHANGE.

THE MOST RECENT PROPOSAL HAS TWO OPTIONS.

ONE OPTION AWARDS ANYWHERE FROM ZERO TO THREE POINTS AND THE OTHER OPTION IS ZERO TO ONE.

THERE'S PROS AND CONS TO BOTH.

THAT'S THAT ADVISORY GROUP AND THAT'S THE SUPERINTENDENT'S GIVING FEEDBACK THROUGH THE REGION SERVICE CENTERS.

RELATIVE GROWTH, I BELIEVE YOU ASKED ABOUT STUDENT GROWTH PERCENTILES.

THIS COULD BE, AGAIN, COULD BE ANOTHER WAY THAT AGENCY CALCULATES GROWTH.

SOME OF THE DISADVANTAGES AND THE AGENCY WILL TELL YOU THIS UP FRONT IS THAT YOU CAN'T MODEL IT INTERNALLY.

A STUDENT GROWTH PERCENTILE HAS TO BE BASED OFF A STATEWIDE DATA.

IT'S A NORM DISTRIBUTION.

YOU'RE AUTOMATICALLY GOING TO HAVE KIDS WHO PASS OR FAIL IN A NORM DISTRIBUTION SYSTEM.

BUT THAT IS ONE IDEA FOR GROWTH.

ANOTHER IDEA IN THE CLOSING THE GAPS DOMAIN IS TO USE LEARNING ACCELERATION.

WE CALL THIS THE HOUSE BILL 4545 ACCOUNTABILITY PIECE.

THE AGENCIES SPECIFICALLY IN THIS NOTICE IT SAYS FEEDBACK.

THEY SPECIFICALLY LOOK AT STUDENTS WHO IN THE PRIOR YEAR DID NOT MEET STAAR.

THEY DID NOT PASS STAAR.

THEN THEY'RE LOOKING TO SEE DID THE STUDENT IN THE FOLLOWING YEAR PASS STAAR.

IF SO, THAT WOULD BE IN THE CLOSING THE GAPS DOMAIN IS A SPECIFIC GROWTH PEACE.

SEE WHERE THAT ARROW IS, IT WOULD GO RIGHT THERE.

RIGHT NOW, INSTEAD OF INCLUDING ALL THE STAAR SCORES, IT WOULD BE LEARNING ACCELERATION.

HERE ARE THE POSSIBLE AND PLEASE NOTICE POSSIBLE GROUP CHANGES.

THE AGENCY RECOGNIZES ELEMENTARY AND MIDDLE SCHOOLS HAVING 71 DIFFERENT KPIS.

A POSSIBLE CHANGE COULD BE TO LOOK AT THE TWO LOWEST PERFORMING STUDENT GROUPS FROM THE PRIOR YEAR AND THEN HAVING THIS OTHER CATEGORY, THIS OTHER BUCKET HERE OF A HIGH FOCUS GROUP.

AGAIN, NO DECISIONS HAVE BEEN MADE, AND IF THEY GO THIS WAY, THEY HAVE TO APPLY FOR A WAIVER TO USDE AND GET USDE'S APPROVAL TO IMPLEMENT A DIFFERENT CHANGE IN THE STUDENT GROUPS.

ANOTHER POTENTIAL CHANGE IN CLOSING THE GAPS IS USING GRADE AIDED POINTS.

RIGHT NOW YOU EITHER HIT THE TARGET OR YOU DON'T.

THE AGENCY HAS TAKEN A LOT OF FEEDBACK TO SAY, HOW ABOUT [LAUGHTER] SOME POINTS FOR SHOWING GROWTH TOWARDS MEETING THE TARGET? THEY'RE PROPOSING A ZERO THROUGH FOUR METHODOLOGY.

IN THE CCMR, QUITE A FEW QUESTIONS ABOUT CCMRS AND HOW THOSE ARE GOING TO WORK.

I'M SURE DR. JOHNSON, YOU KNOW THAT NEW IBC LIST IS OUT THERE AND THE AGENCY DOES HAVE SOME DOCUMENTS.

I DID NOT INCLUDE THEM IN THE POWERPOINT, BUT THEY DO HAVE SOME PHASE-IN DOCUMENTS FOR THOSE IBCS.

BUT AS FAR AS POINTS GO, THEY'RE STILL TALKING ABOUT HOW DO WE WEIGHT THOSE POINTS.

[00:55:05]

SHOULD THEY BE WEIGHTED DIFFERENTLY BASED ON READINESS VERSUS ATTAINMENT? THAT'S ANOTHER CONVERSATION WE HAVE AS WELL, IS IF YOU LOOK AT THE CRITERIA, SOME OF THOSE ARE READINESS.

COLLEGE, ACCORDING TO THIS CCMR, COLLEGE READINESS IS MEETING THE CRITERIA ON AP, IB TSIA.

BUT IT COULD ALSO BE DUAL CREDIT, THAT'S ATTAINMENT.

IBC IS ATTAINMENT.

A PROGRAM OF STUDY IS READINESS.

THOSE CONVERSATIONS ARE HAPPENING AS WELL.

I'M GOING TO STOP THERE.

I WANT TO MAKE SURE I'M LOOKING THROUGH HERE.

WE HAVEN'T TALKED ABOUT THE 60 BY 30 GOAL.

WHO ASKED THAT QUESTION? I'M SORRY.

PERFECT. WHEN THIS SYSTEM I'M GOING TO BACKUP FOR A SECOND, I APOLOGIZE TO THOSE IF YOU GET A LITTLE DIZZY HERE.

WHEN THE AGENCY FIRST BUILT THIS SYSTEM IN 2019.

SORRY, I'M GOING ALL THE WAY BACK TO DOMAIN ONE.

I'M GOING TO SHOW YOU THIS. I HAVE THAT I CAN DO THAT REALLY QUICK.

WHEN THEY BUILT THE SYSTEM IN 2019 UNDER DOMAIN ONE, AND A WAS 60, AND THAT 60 WAS TO REPRESENT THE ALIGNMENT WITH THE 60 BY 30 PLAN.

ON STAAR, A STUDENT WHO'S AT APPROACHES GRADE LEVEL RECEIVES ONE POINT.

A STUDENT THAT'S AT MEETS GRADE LEVEL RECEIVES TWO POINTS, AND A STUDENT THAT'S AT MASTERS GRADE LEVEL RECEIVES THREE POINTS.

BUT ON THE SCALING, CONSIDERED, GRADING ON A CURVE, 60 EQUALS AN A.

THAT'S WHAT WE'VE BEEN UNDER.

BUT THE AGENCIES CONSIDERING CHANGING THIS CUT SCORES, CHANGING THIS SCALING, AND THEY'RE HAVING TO DO THAT AND TRYING TO DECIDE WHICH DATA TO USE.

DO WE USE 2021 DATA? DO WE USE 2022 DATA? DO WE USE AN AVERAGE OF THE DATA? THAT AT SOME POINT WE WILL KNOW.

BUT RIGHT NOW THAT WAS ORIGINALLY HOW THEY SET UP TO ALIGN WITH THE 60 BY 30 PLAN.

LET ME JUST MAKE SURE TO SEE IF THERE'S ANY OTHER ONES HERE.

ONE MORE ABOUT THE RDA.

PRIOR TO THE RDA, RESULTS-DRIVEN ACCOUNTABILITY, IT WAS CALLED PBMAS, PERFORMANCE-BASED MONITORING ASSESSMENT SYSTEM.

WE'VE BEEN UNDER AND HAVE HAD TO MONITOR RDA.

NOW WHAT THE AGENCY IS PROPOSING, IT'S PROPOSED IT'S IN PENCIL, IS TO INCLUDE THIS SOMEHOW IN THE ALONG IN THE CLOSING THE GAPS DOMAIN.

BUT IT WOULD ONLY BE A REPORT ONLY INDICATOR FOR FIVE YEARS BECAUSE THEY'RE TRYING TO FIND THE BEST WAY TO INCLUDE IT AS WELL.

THEY'VE HAD ENOUGH FEEDBACK THAT HAVING THESE TWO SYSTEMS AND THEN ONE MORE SYSTEM ON TOP OF IT IS QUITE A BIT.

BUT THEY HAVEN'T FIGURED OUT EXACTLY SO THE PROPOSAL IS SOMEHOW INCLUDED IN THE CLOSING THE GAPS DOMAIN, BUT IT WOULD BE A REPORT ONLY FOR FIVE YEARS.

[NOISE] I THINK I GOT MOST OF THE QUESTIONS THAT I COULD, BUT WE MAY HAVE MORE QUESTIONS AND I'M HAPPY TO ANSWER THOSE AS LONG AS WE HAVE TIME.

RYAN, YOU STOPPED ME.

TURN OFF THE MIC WHEN YOU'RE READY TO STOP.

>> NO, WE'RE DEFINITELY GOOD FOR QUESTIONS AND I'LL TAKE YOUR SLIDES BACK FOR A COLLECTIVE AFTER HERE.

>> NO, IT'S FINE. WE MAY HAVE TO MOVE IT BACK OR FORWARD DEPENDING ON THE QUESTIONS.

DR. JOHNSON, DID YOU HAVE A QUESTION, SIR?

>> THE ONE THING I WANT TO MAKE SURE WE CLARIFY IN THE CCMR, THAT ONCE YOU EARN THAT POINT, IT'S NOT AS THOUGH YOU CAN HIT MULTIPLE TARGETS.

THAT IS ONE POINT.

ONCE YOU HIT THAT BUCKET, REGARDLESS OF WHAT IT IS, IF IT'S IB, IF IT'S AP, TSIA, THAT FILLS THAT BUCKET.

ANYTHING ELSE ASSOCIATED WITH IT IS NOT AS GREAT,

[01:00:01]

>> CAN I JUST ADD ON TO THAT FOR A SECOND? YES. YOU ARE CORRECT.

IT'S INTERESTING TO NOTE OTHER STATES, NOT IN TEXAS, BUT PART OF OUR WORK IS TO LOOK AT WHAT OTHER STATES ARE DOING AS WELL.

AS WE'RE MAKING CHANGES TO OUR SYSTEM WHAT CAN WE BRING TO THE TABLE THAT OTHER STATES HAVE ALREADY BEEN APPROVED TO USE? THERE IS SOME CONVERSATION IN OTHER STATES ABOUT STUDENTS THAT MEET MULTIPLE CRITERIA WOULD HAVE MULTIPLE POINTS.

THE OFFSIDE TO THAT IS, WE STILL HAVE A WHOLE HECK OF A LOT OF KIDS THAT HAVE NO POINTS.

THEN WHAT IS OUR ROLE IN K-12 COMES BACK TO THAT CONVERSATION, IS IT READINESS OR IS IT ATTAINMENT? THANK YOU FOR LETTING ME JUMP ONTO THAT.

>> ABSOLUTELY. THE TARGETS WELL, THAT'S SOMETHING FOR US TO DISCUSS.

WHEN WE GO BACK AND HAVE A CONVERSATION ABOUT THAT POINT, YOU LISTED FOR 2022 TO COMPLETE A PROGRAM OF STUDY.

>> YEP.

>> I JUST WANTED TO BE CLEAR THAT I KNOW WE GOT RID OF THAT HALF POINT FOR COMPLETING THE PROGRAM OF STUDY.

WAS THAT SOMETHING THEY BROUGHT BACK FOR 2022?

>> THEY'RE TALKING ABOUT IT.

RIGHT NOW, THE PROPOSAL IS NOT A VERY POPULAR ONE.

I WILL TELL YOU AGAIN, AS GOING TO THE REGION SERVICE CENTERS THAT AGENCY IS PROPOSING, AGAIN, PUT THIS ONLY IN PENCIL, SIR, IS THAT FOR A POINT TO BE AWARDED, A STUDENT MUST COMPLETE A PROGRAM OF STUDY AND PLUS, AND RECEIVE AN IBC.

THAT REALLY ACTUALLY, IT'S NOT IN STATUTE.

IN STATUTE, THERE ARE ACTUALLY SEPARATE ITEMS LISTED.

BUT AGAIN, THIS IS WHERE IT COMES INTO STATUTE AND YOUR LEGISLATORS WRITE CERTAIN PIECES OF BILLS AS YOU KNOW THAT.

BUT THEN THE AGENCY HAS RULE-MAKING AUTHORITY OVER HOW THOSE ARE IMPLEMENTED.

THAT'S WHERE THE DISCONNECT SOMETIMES COMES IN, ESPECIALLY AROUND ACCOUNTABILITY SYSTEMS. THANK YOU FOR THAT. YES, MA'AM.

>> IT SEEMS TO ME AS WE'VE SET TARGETS AND LOOK AT DATA, COVID IS A HUGE PROBLEM IN TERMS OF JUST PUTTING HUGE WRENCHES IN IT.

IT WOULD SEEM TO ME THAT IF THEY WAITED A BIT TO GET MORE DATA AT POST-COVID, SO IS THIS PROCESS IS GOING TO CONTINUE GIVEN THE FACT THAT THEIR DATA ISN'T ESPECIALLY GOOD? BECAUSE I FEEL LIKE THEY'RE A VERY LIMITED DATA TO MAKE VERY IMPORTANT DECISIONS THAT IMPACT EVERY SCHOOL IN THIS STATE IN TERMS OF THEIR RATINGS.

IT SEEMS LIKE THEY SHOULDN'T CLOSE THE BOOK ON IT GIVEN THAT THEY DON'T EVEN HAVE VERY GOOD DATA.

>> I THINK YOU MAKE A VERY GOOD POINT AND OUR ACCOUNTABILITY EXPERTS, SOME OF THEM VERY MUCH AGREE WITH YOU.

WHEN THE AGENCY HAS GONE TO THE SERVICE CENTERS AND THEY'RE ASKING FOR FEEDBACK, THEY'VE ASKED FOR VERY SPECIFIC FEEDBACK AROUND WHAT DATA DO WE USE TO SET CUT POINTS.

DO WE USE 2019 AND '21 AND AVERAGE THOSE? YOU GET A PRE AND POST-COVID.

DO WE USE '21 AND '22? DO WE AVERAGE THOSE? DO WE JUST USE '22? NOWHERE IN THE OPTIONS RIGHT NOW DOES IT SAY WE'RE GOING TO PUT A HOLD HARMLESS IN FOR THIS YEAR AND THEN USE '23.

THEY'RE ASKING FOR FEEDBACK, BUT THAT'S NOT ONE OF THE OPTIONS THEY ARE ASKING EVEN THOUGH WAS THE ACCOUNTABILITY EXPERTS WHO AGREE WITH YOU, THOSE DISTRICTS ARE SUBMITTING THAT COMMENT AND JUST SAY, WAIT A MINUTE, WHY DON'T WE USE '23 DATA? ESPECIALLY WHEN YOU HEAR FROM THE TEAM THAT'S GOING TO TALK ABOUT THE CHANGES COMING IN STAR REDESIGN.

NOT ONLY IS THE ACCOUNTABILITY SYSTEM CHANGING, YOU'RE ALSO CHANGING THE TEST.

YOU BRING UP A REALLY GOOD POINT. THANK YOU FOR THAT.

>> I HAVE A COUPLE OF LIGHTS ON FOR OTHER TRUSTEES THAT ALSO HAVE QUESTIONS.

>> PLEASE CALL ON WHOEVER YOU WANT TO GO.

>> NO. I DON'T NEED TO CALL. ITS WORKSHOP, YOU GUYS CAN JUMP IN.

I'M JUST GOING TO ASK MINE WHILE I HAVE THE MIC AND IT'S ON SLIDE 46.

MY QUESTION WAS ABOUT STUDENT GROUPS.

>> YEP.

>> THIS SLIDE IS REALLY CONCERNING TO ME.

CAN YOU TALK ABOUT THIS HIGH FOCUS GROUP AND HOW WHEN IT HAS FOUR DIFFERENT GROUPS OF STUDENTS IN IT AND HOW THAT WOULD BE MEASURED AS ONE GROUP IN TOTALITY? THIS CONCERNS ME A LOT.

CAN YOU TALK A LITTLE BIT MORE ABOUT THE STUDENT GROUP CHANGES?

>> IF YOU ONLY PUT IT IN PENCIL. [LAUGHTER]

>> ABSOLUTELY.

>> BECAUSE THERE REALLY IS, AND YOU'RE NOT THE ONLY ONE.

WELCOME TO THE ACCOUNTABILITY WORLD.

THERE ARE A LOT OF IMPLICATIONS FOR CHANGING THOSE STUDENT GROUPS.

[01:05:04]

THEY SAID A STUDENT WOULD FIT INTO ONE BUCKET.

THEIR RESULTS WOULD NOT COUNT IN ALL FOUR OF THOSE HIGH FOCUS GROUPS, THEY WOULD JUST BE MUTUALLY EXCLUSIVE.

BUT OUR OTHER QUESTION IS OVER HERE BECAUSE WHEN YOU TALK TO YOUR PRINCIPALS AND CAMPUS LEADERS, HOW DO YOU KNOW WHICH TWO WILL BE THE LOWEST PERFORMING EACH YEAR AND NOT THAT THAT CHANGES HOW YOU TEACH STUDENTS, BUT AS YOU'RE TRYING TO MODEL, WHAT DOES THAT LOOK LIKE? THERE'S A LOT OF QUESTIONS ABOUT THIS IN ADDITION TO WILL USDE ALLOW YOU TO DO IT?

>> YEAH, AND IT SEEMS LIKE THAT IT'S ALMOST DIFFICULT TO COMPARE A SCHOOL'S PERFORMANCE YEAR OVER YEAR IF THE TWO LOWEST PERFORMING GROUPS ARE DIFFERENT YEAR-TO-YEAR.

>> GOOD POINT.

>> YOU'RE NOT EVEN COMPARING SAME STUDENTS THIS YEAR AS YOU WERE LAST YEAR BECAUSE SOMETHING HAPPENED IN THAT PARTICULAR STUDENT GROUP, OR MAYBE THREE STUDENT GROUPS WERE VERY CLOSE TO HAVING THE SAME RANGE.

IT SEEMS YOU'RE NOT COMPARING APPLES TO APPLES EVERY YEAR WITH SOMETHING LIKE THIS.

>> WELL, AND THEN LET'S GO TO THIS SLIDE.

I'M GOING TO ADD ONTO WHAT YOU JUST SAID.

THE QUESTION ABOUT TWO LOWEST PERFORMING STUDENT GROUPS, ACCOUNTABILITY EXPERTS THAT I HAVE THE PRIVILEGE OF WORKING WITH ASK IS THAT TWO LOWEST PERFORMING STUDENT GROUPS IN EVERY ONE OF THESE CATEGORIES? WOULD YOU HAVE TWO FOR ACADEMIC ACHIEVEMENT AND TWO DIFFERENT ONES FOR GROWTH AND TWO DIFFERENT ONES FOR TAIL PASS AND TWO DIFFERENT ONE? A LOT OF QUESTIONS STILL, BUT THAT'S WHY THE AGENCY WANTS FEEDBACK.

THAT'S OUR ROLE HERE IS TO, IS TO HELP PREVENT UNINTENDED CONSEQUENCES AND BRING THAT FORWARD. THANK YOU FOR THAT.

>> PLEASE, BEFORE YOU LEAVE, TELL US HOW WE CAN PARTICIPATE AND MAKE SURE THE AUDIENCE KNOWS THAT THEY CAN GIVE FEEDBACK THAT THE TEA DOES HAVE THE OPEN RESPONSES.

PLEASE MAKE SURE WE GET THAT INFORMATION.

>> I'LL HAVE TO GET THAT LINK TO RYAN.

THERE'S A LINK TO SUBMIT THAT. THANK YOU, SIR.

>> ABSOLUTELY.

>> YES, MA'AM.

>> I'LL GO DOWN THE LINE BECAUSE MY QUESTION PIGGYBACKS OFF OF THAT.

I DID A LITTLE BIT OF RESEARCH OUTSIDE OF THIS ON STAKEHOLDER FEEDBACK.

WHEN WE SAY STAKEHOLDER FEEDBACK, WHAT DOES THAT MEAN? IS THAT CLEARLY DEFINED ANYWHERE? WHICH TO MY KNOWLEDGE AND RESEARCH, NO, IT'S NOT.

MY QUESTION IS, HOW IS THE TA ENSURING THAT FOR THE STUDENTS WHO STRUGGLE THE MOST, THEIR FAMILIES, THEIR EDUCATORS, THOSE PEOPLE ARE ABLE TO GIVE FEEDBACK AND INPUT INTO THIS PROCESS? NOT JUST, HEY, HERE'S A LINK BECAUSE WE HAVE TO ACKNOWLEDGE THE REALITY THAT SOME PEOPLE DON'T EVEN HAVE BROADBAND ACCESS.

>> WELL, LET'S BE CLEAR.

YOU'RE RECEIVING THIS INFORMATION BECAUSE I WAS INVITED HERE.

BUT IF YOU WERE NOT A SUPERINTENDENT OR A SUPERINTENDENT'S DESIGNATE ATTENDING THE REGION SERVICE CENTER, YOU MAY NOT KNOW THIS UNLESS THEY CHOSE TO SHARE IT WITH THE COMMUNITY.

THE AGENCY HAS NOT PUT THIS OUT FOR STATEWIDE INFORMATION FREELY.

HOW ABOUT THAT? IT'S GONE THROUGH EACH EDUCATION SERVICE CENTER.

NOW YOUR FIRST QUESTION ABOUT STAKEHOLDER FEEDBACK.

YOU SEE THAT RED STAR? IN STATUTE, THE AGENCY ACTUALLY DOES HAVE TO GET FEEDBACK FROM THE DIFFERENT STAKEHOLDERS.

HOW THEY'VE DONE THAT IN THE PAST IS WITH TWO DIFFERENT ADVISORY GROUPS.

ONE WAS CALLED THE ACCOUNTABILITY TECHNICAL ADVISORY GROUPS, THOSE WHO ARE PRACTITIONERS LIKE YOU ERICA.

THEY'RE IN THE DAY-TO-DAY MIX AND LIKE ME, WE'RE WORKING ACCOUNTABILITY EVERY DAY AND ACCOUNTABILITY POLICY ADVISORY COMMITTEE.

THESE ARE YOUR SUPERINTENDENTS, YOUR BUSINESS GROUPS, YOUR LEGISLATORS, AND EDUCATION ASSOCIATIONS.

BUT THE AGENCY HAS DISSOLVED THOSE TWO GROUPS AND NOW CREATED A 15-MEMBER GROUP CALLED THE TEXAS ACCOUNTABILITY ADVISORY GROUP.

THAT'S ANOTHER WAY THAT THEY GET STAKEHOLDER INPUT ON THAT RULE-MAKING PROCESS.

>> I UNDERSTAND THAT, BUT THAT STILL DOESN'T GET TO THE HEART OF WHAT I'M SAYING IS THAT THERE PROBABLY ISN'T ANYONE AT THE TABLE WHO REALLY IS MOST GREATLY IMPACTED WHEN WE LOOK AT THESE SCORES OR WHEN WE LOOK AT THE HIGH FOCUS GROUPS OR THE TWO LOWEST PERFORMING GROUPS.

MAYBE THIS IS OUR WORK AS A BOARD TOO.

BECAUSE IF THE SUPERINTENDENT GETS TO GIVE STAKEHOLDER FEEDBACK, HOW DO WE GET THIS IN FRONT OF OUR COMMUNITY AND INVITE THEM TO GIVE FEEDBACK?

[01:10:02]

I HAVE MORE QUESTIONS, BUT I'LL YIELD THE FLOOR.

>> ACTUALLY AMBER ASKED, PAGE 45 WAS WHAT ALL MY NOTES WERE ABOUT.

I KNOW SHE'S ALREADY ASKED THESE QUESTIONS.

MY FOLLOW-UP QUESTION IS I KNOW THAT THEY'VE GOT TO ASK THE EDUCATION DEPARTMENT FOR A WAIVER.

ASSUMING WE WENT DOWN THIS PATH, I MEAN, IS THAT EVEN FEASIBLE TO DO ON THIS TIMELINE? HOW LONG DOES SOMETHING LIKE THAT TAKE AND WOULD USDE ACTUALLY GRANT A WAIVER LIKE THIS?

>> YEAH. ALL GREAT QUESTIONS.

I DON'T HAVE THE ANSWERS TO THOSE.

YES, MA'AM.

>> MINE GOES BACK TO THE BEGINNING.

WHAT ARE THE CHANGES? WHAT I HEARD IS THAT WE DON'T REALLY KNOW, I'M JUST REPEATING WHAT I'VE HEARD. WHAT DO WE KNOW? ARE THERE THINGS THAT ARE IN PENN THAT THEY SAID ARE CHANGING BECAUSE I KNOW USUALLY VERSIONS ROLL OUT.

USUALLY THERE'S THINGS THAT THEY KNOW THEY WANT TO CHANGE OR THINGS THEY DON'T, BUT THAT WAS ONE THING I DIDN'T GET OUT OF THIS.

>> THAT'S BECAUSE I DIDN'T MAKE IT CLEAR.

HERE ARE THE 10 THINGS YOU'RE CHANGING.

>> THESE ARE THE 10 THINGS.

>> THE RED HAPPENED TO BE THE THREE THAT WHEN WE HAD OUR STAKEHOLDER MEETING WITH THE COMMISSIONER, HE WAS FOCUSING ON THOSE THREE, BUT ALL 10 HAD BEEN PRESENTED DURING THE REGION SERVICE CENTERS, PRESENTATIONS TO SUPERINTENDENTS FOR FEEDBACK.

THEN WHAT I INCLUDED HERE WERE THE SPECIFIC SLIDES THE AGENCY INCLUDED.

FOR EXAMPLE ITEM 2, IMPROVE THE ABILITY TO RECOGNIZE GROWTH, GOING TO TRANSITION TABLES.

THIS IS ONE CHANGE THEY'RE PROPOSING TO IMPROVE RECOGNITION OF GROWTH.

>> THAT'S WHAT I GUESS I'M ASKING.

EVERYTHING IS STILL PROPOSAL STAGE?

>> THAT'S CORRECT.

>> IT'S JUST INTERESTING BECAUSE I UNDERSTAND THAT YOU'RE HERE, BUT USUALLY COMING TO PRESENT TO THE BOARD AND I HEAR THIS IS THE GOAL FOR US TO PROVIDE TEA FEEDBACK.

I'M HEARING THAT THERE'S REALLY NOT A MECHANISM FOR THAT EXCEPT MAYBE THROUGH DR. AZAIEZ.

I'M WONDERING, ALL OF THIS IS IN PENCIL.

SO IT'S VERY INTERESTING. THANK YOU.

BUT WHAT IS THE GOAL HERE? IS IT FOR US TO HEAR THIS, PROVIDE DR. AZAIEZ FEEDBACK AND THEN HIM GET IT TO TEA?

>> I CAN JUMP IN THERE.

I THINK OUR SOME OF OUR THINKING FOR THIS PORTION OF THE PRESENTATION TONIGHT WAS BECAUSE WE KNOW THAT A PRELIMINARY FRAMEWORK IS GOING TO BE RELEASED SHORTLY, AND IT PROVIDES AN BACKGROUNDS.

YOU KNOW THE PROCESS OF HOW SOME OF THESE DECISIONS THAT ARE GOING TO BE FINALIZED PROBABLY IN THE SPRING, THAT PROCESS, AS FAR AS ADVOCACY ARE SENDING US YOUR THOUGHTS IS ALWAYS AN OPTION TOO, BUT WE JUST REALLY WANTED TO EVERYBODY TO BE KNOWLEDGEABLE OF THE PROCESS THAT GOES INTO THE CREATION OF THE ACCOUNTABILITY SYSTEM WHEN WE TALK ABOUT STUDENT OUTCOME GOALS AND ACCOUNTABILITY RATINGS NEXT YEAR AND ALL THAT.

>> WE'VE HEARD SOME OF THIS FROM MORATH TACITUS BE DIFFERENT PLACES SO IT'LL POP OUT A LITTLE BIT ABOUT THIS.

BUT I GUESS I'M JUST CURIOUS AND MAYBE THIS IS FOR THE ADMINISTRATION WHY YOU DIDN'T WAIT UNTIL THIS WAS MORE SOLIDIFIED TO BRING THIS TO US? I APPRECIATE IT NOW, AND THEN I GUESS THE BOTTOM LINE WOULD BE, ARE WE GOING TO HEAR ABOUT THIS IN A MONTH WHEN I BELIEVE YOU SAID IT'S VERY SHORTLY THAT THEY'RE GOING TO PUT OUT.

ARE WE GOING TO COME BACK AND ACTUALLY VISIT THE CHANGES THAT ARE A LITTLE BIT MORE SOLID?

>> I CAN SPEAK TO THAT. I CAN SAY THAT PART OF IT IS ALSO BECAUSE WE NEED INPUT, WE NEED OUR COMMUNITY TO PARTICIPATE AS YOU HEARD DEE TALKING ABOUT THEY'RE LOOKING FOR US TO PARTICIPATE AND GIVE BACK OUR FEEDBACK, SO I CAN TELL YOU SOME OF THE STUFF SHE DIDN'T ARTICULATE BECAUSE I KNOW I WAS SITTING IN ANOTHER TRAINING WHERE SOME OF IT IS AROUND CCMR, POSSIBLE CHANGES.

I KNOW I CAN NOT TALK TOO MUCH ABOUT IT, BUT THE POSSIBILITY OF IT CHANGING COMPLETELY CCMR AND THEY STARTED CALCULATING THAT WITH OUR SENIORS THIS YEAR.

IF YOU WANT TO CHANGE ANYTHING HAS TO DO WITH CCMR, DON'T YOU THINK WE HAVE TO START WITH THE FRESHMEN GROUP, SO WE CAN PREPARE THEM.

WE WILL HAVE FOUR YEARS TO MAKE THEM READY TO MEET WHATEVER REQUIREMENTS CEA IS PUTTING US.

BUT SOME OF THESE CHANGES ARE SO ADDRESSED, NOT ONLY THAT, THEY WANT TO IMPLEMENT RATHER WAY.

MANY OF US, WE'RE IN THE MEETING.

IT'S GOING TO ASK FOR THE IMPOSSIBLE FROM OUR TEACHERS AND OUR COUNSELORS, AND OUR STAFF, AND OUR PARENTS AND OUR STUDENTS.

IT'S IMPORTANT FOR US DR. TO ANSWER YOUR QUESTION IS FOR US TO MAKE OUR VOICE HEARD.

FIRST OF ALL, WE NEED TO HAVE AN INPUT LIKE WITH STAKEHOLDERS FROM ALL OUR GROUPS AND THEN NUMBER 2, IF THEY'RE GOING TO MAKE ANY CHANGES, ARE WE GOING TO HAVE A GRACE PERIOD SO FOR US TO ADJUST OUR INSTRUCTION OR OUR SYSTEMS, INFORM OUR PARENTS AND OUR STUDENTS,

[01:15:02]

>> I THINK YOU HAD STEPPED AWAY, BUT DR. JOHNSON HAD ASKED THIS AND WE'RE TRYING TO FIGURE OUT WHAT IS THE MECHANISM.

BECAUSE I'M A DOER, I'M NOT JUST A TALKER.

IT'S LIKE IS THE MECHANISM TO PROVIDE YOU FEEDBACK OR TO GET D FEEDBACK.

HOW DOES THE COMMUNITY MEMBERS THAT HAVE SAT THROUGH THIS, HOW DO THEY PROVIDE FEEDBACK? THAT'S WHAT I'M ASKING. WHAT'S THE GOAL?

>> SURE. I CAN TELL YOU THAT MANY OF US ACTUALLY NEXT NOVEMBER, WE'RE BRINGING OUR PRIORITIES, AND MANY SCHOOL DISTRICTS PART OF THEIR PRIORITIES, IS ALSO LOOKING AT THE A-F SYSTEM, AND THAT WOULD BE SHARED OBVIOUSLY FOR THE NEXT LEGISLATIVE SESSION.

THAT'S FOR THIS COMING SESSION AND BEYOND.

BUT THEN FOR NOW I THINK THERE'S A LINK RIGHT, WHERE WOULD THEY CAN SUBMIT.

>> WE'LL SHARE THAT LINK.

AGAIN, IT'S REALLY FEEDBACK ON THE SYSTEM TO US, SO WE CAN SHARE THAT FEEDBACK IS FEEDBACK THAT THE BOARD CAN PROVIDE AS WELL, BUT IT'S AWARENESS IN THE PROCESS.

>> ANY OTHER QUESTIONS? GO AHEAD.

CALLING ON JUST RAISE YOUR HAND, JUST GO.

>> LIKE I SAID, I RECOGNIZE YOU FROM THE CAPITAL, MS. CARNEY, SO I'VE BEEN DOWN THERE AND I'VE LISTENED TO MORATH TESTIFY LAST SESSION, AND HE ASSERTS AND I FORGET WHICH CHAMBER IT WAS IN.

BUT HE ASSERTS THAT THERE'S A CORRELATION BETWEEN STAAR PERFORMANCE AND BEING ABLE TO ENTER COLLEGE WITHOUT REMEDIAL CLASS OR COURSEWORK, AND SO ARE YOU SAYING THAT'S NOT TRUE?

>> WE HAVEN'T TALKED ABOUT THAT.

>> WELL, IF WE'RE TALKING ABOUT CHANGING THE SYSTEM AS A PARENT, THEY'RE NOT JUST IN SCHOOL TO BE WAREHOUSED, WE'RE IN SCHOOL FOR A PURPOSE BECAUSE THERE'S SOMETHING THAT'S GOING TO COME AFTER SCHOOL.

I'M TRYING TO SEE THAT THE WHOLE PROCESS THROUGH TO THE END.

>> TEA STILL HAS TO SET UP THEIR CUT SCORES, AND DECIDE WHAT IS GOING TO BE FOR APPROACHES, MEETS AND MASTERS AND YOUR COLLEAGUE WAS ASKING, DO THEY HAVE ENOUGH DATA TO DO THAT YET? THEY HAVEN'T DONE THAT YET, BUT THAT'S STILL ON THEIR TO-DO LIST IS TO SET UP THOSE PARTICULAR CUT SCORES.

>> I SEE THAT ON SLIDE 39, IF WE COULD GO THERE BECAUSE YOU'RE SAYING THAT ABOUT ENSURING CUT POINTS AND TARGETS?

>> YES, MA'AM.

>> WHEN I READ NUMBER 1, AM I READING THAT THERE'S A DESIRE TO LOWER THE CUT POINTS?

>> I DON'T KNOW. I KNOW THAT AGENCY IS ASKING WHAT DATA TO USE TO SET THE CUT POINTS, BUT WE DON'T KNOW WHAT DATA THEY'RE GOING TO USE AND WE DON'T KNOW WHAT THAT OUTCOME WILL LOOK LIKE.

>>WE'RE TALKING A LOT ABOUT DATA AND CUT POINTS AND WHATNOT.

BUT IF I'M A PARENT, IF I'M A MOM AND I HAVE A CHILD WHO'S ECONOMICALLY DISADVANTAGED, ARE THE CHANGES THAT ARE BEING PROPOSED GOING TO SET MY SON OR DAUGHTER UP BETTER TO BE ABLE TO TRANSITION TO COLLEGE WITHOUT NEEDING REMEDIAL HELP, AND THAT'S THE FRAMEWORK WHERE I LOOK AT THIS STUFF BECAUSE WE'VE GOT REAL STUDENTS HERE.

MY FOCUS IS MAKING SURE THAT STUDENTS THAT WE'RE DOING RIGHT BY STUDENTS TO PREPARE THEM FOR A BRIGHT FUTURE, I'M CONSTANTLY TRYING TO REMIND MYSELF AS I LOOK THROUGH THE SLIDES AND I DON'T KNOW IF IT'S MAYBE FOR MR. SMITH OR ANYBODY ELSE, BUT THAT'S HOW I LOOK AT THIS STUFF.

I NEED TO UNDERSTAND THE IMPACT ON CHILDREN WHO WANT TO LIVE MEANINGFUL, PRODUCTIVE LIVES AS ADULTS AS I CONSIDER, WHAT IS MY FEEDBACK? I DIDN'T CATCH ANYWHERE IN HERE AND I KNOW THIS IS HIGH LEVEL.

YOU'RE JUST TRYING TO EXPLAIN THE SYSTEM.

BUT MY CONCERN IS FOR STUDENTS WHO NEED TO BE ABLE TO MAKE A LIVING AND COMPETE IN A VERY COMPETITIVE WORKFORCE, SO WHAT ARE YOUR THOUGHTS ON THAT AS YOU THINK ABOUT CHANGES?

>> YOU'VE GOT TWO DIFFERENT QUESTIONS YOU'RE ASKING.

ONE QUESTION IS HOW ARE THE STUDENTS DOING AND THAT'S WHERE YOUR STAAR CUT POINTS AND HOW MANY QUESTIONS DOES A STUDENT GET RIGHT TO SCORE APPROACHES GRADE LEVEL OR MEETS GRADE LEVEL OR MASTERS GRADE LEVEL.

THAT'S HOW THE STUDENTS DOING.

THE A-F ACCOUNTABILITY SYSTEM IS DESIGNED TO ANSWER THE QUESTION, WHAT DOES THE SCHOOL CONTRIBUTE? IS THE SCHOOL EFFECTIVE IN PLACING A LABEL ON IT BASED ON A VARIETY OF FACTORS.

[01:20:01]

THANKS FOR THE QUESTION.

>> I THINK I CAN ADD SOMEWHAT TO THAT AS WELL BECAUSE AGAIN, WE'RE TALKING ABOUT TWO SEPARATE CHANGES, THE ACCOUNTABILITY SYSTEM AND THE STAAR ASSESSMENT ITSELF.

WHEN WE LOOKED AT THE JOURNEY OF TABS ALL THE WAY TO STAAR, AND IF YOU LOOK AT THE ADDED COMPLEXITY TO THAT ASSESSMENT THAT HAPPENS EVERY YEAR ON CAMPUSES, I THINK WE NATURALLY SEE A MUCH MORE RIGOROUS INSTRUCTION AND MORE PREPARATION IN ORDER FOR STUDENTS TO BE SUCCESSFUL, AND THAT DOES DRIVE CHANGE IN INSTRUCTION ON CAMPUSES.

I THINK THAT THE SYSTEM OVER HERE CREATES RATINGS AND LETTER GRADES AND ALL THAT FOR A CAMPUS, AND THERE'S A WHOLE LOT AS WE'RE SEEING THAT GOES INTO THAT.

BUT AS THE ASSESSMENT ITSELF CHANGES, I THINK THAT ALSO WILL CONTINUE TO INFLUENCE INSTRUCTION IN THE CLASSROOM, WHICH IS WHAT WE ALWAYS COME BACK TO, THIS ACCOUNTABILITY SYSTEMS HAPPENING OVER HERE.

BUT WHEN WE'RE TALKING WITH TEACHERS AND PRINCIPALS AND EVERYBODY AND INDIVIDUAL STUDENTS, WE'RE NOT NECESSARILY TALKING ABOUT ACCOUNTABILITY SYSTEM.

WE'RE TALKING ABOUT RIGOROUS INSTRUCTION TO THE LEVEL THAT WE'RE GOING TO HAVE TO PERFORM AT.

WHEN MR. EMANUEL STARTS TALKING ABOUT THE CHANGES IN THE STAAR TEST ITSELF AND YOU GUYS ARE GOING TO HAVE AN OPPORTUNITY TO LOOK AT SOME OF THE DIFFERENT TEST ITEMS, YOU'LL SEE THAT THE WAY THAT STUDENTS ARE ASKED TO DEMONSTRATE THEIR KNOWLEDGE IS BECOMING A MUCH MORE AUTHENTIC AND MUCH MORE COMPLEX VERSUS MULTIPLE CHOICE FOR THE MOST PART.

I REALLY SEE THE ASSESSMENT ITSELF AND THE INSTRUCTION IS WHAT'S GOING TO PREPARE OUR STUDENTS FOR LIFE AFTER HIGH SCHOOL.

THE ACCOUNTABILITY SYSTEM HAS AN IMPACT, BUT IN MY OPINION, NOT AS LARGE OF AN IMPACT AS THE ACTUAL ASSESSMENT IN THIS DIRECTION.

>> I HAVE A DIFFERENT TYPE OF QUESTION BECAUSE I SEE THE WHOLE POLICY LANDSCAPE, WHAT'S HAPPENING BROADLY.

AND MY QUESTION IS, WHAT IS THE COMMITMENT AT THE LEGISLATIVE LEVEL TO ACCOUNTABILITY? WE'RE TALKING ABOUT ALL THESE CHANGES AND ALL OF THIS STUFF.

BUT WHAT I HEAR SIMULTANEOUSLY IS WELL, PARENTS KNOW BEST.

SO WHERE A VOUCHER SYSTEM WHERE THOSE SCHOOLS AREN'T EVEN RATED. THERE WAS NOTHING.

AND SO I'M LISTENING TO ALL OF THIS STUFF AND I'VE ACTUALLY GONE TO THE COMMISSIONERS STUFF TOO, AND MY QUESTION TO HIM WAS, IS THIS ALL MEANINGLESS? ARE WE GOING TO GO INTO SESSION AND THEN THEY SAY, WELL, WE'RE THROWING ACCOUNTABILITY SYSTEM OUT.

PARENTS KNOW BEST, CHOOSE TO GO WHERE YOU WANT.

AS WE GO INTO THIS, ALL THIS CHANGE, ARE WE REALLY GOING TO COME INTO SESSION AND SEE A TOTALLY DIFFERENT MINDSET? IS THEY CAN CONSIDER GOING A TOTALLY DIFFERENT DIRECTION.

>> I GUESS I CAN ATTEMPT TO RESPOND.

>> MINE IS CRYSTAL BALANCE REAL FUZZY RIGHT NOW.

NOT WORKING YET FOR WHAT WE'RE GOING TO SEE IN THE LEGISLATIVE SESSION, NOT UNTIL WE GET SOME BILLS FILE.

>> I CAN TELL YOU WHAT WE'RE DOING AS A SCHOOL DISTRICT, IS WE'RE PREPARING FOR AN ACCOUNTABILITY SYSTEM AND EDUCATING OUR STAFF AND OURSELVES TO MAKE SURE THAT WE'RE OUT AHEAD OF CHANGES AND WE UNDERSTAND THEM AND THAT WE'RE PREPARED.

>> SO I DID WANT TO SAY THAT I APPRECIATE DR. ADA.

YOU PUT THIS TOGETHER BECAUSE ONE AS A COMMUNITY UNDERSTANDING HOW WE'RE JUDGED ALSO HELPS AND THEN EDUCATING A BOARD ON HOW WE LOOK AT YOUR WORK, AND AS WE SET THOSE LSD GOALS.

SO I DO APPRECIATE THAT ASPECT.

AND THE ONE THING THAT I KNOW, THERE AREN'T A LOT OF SYSTEMS AVAILABLE FOR US TO GIVE FEEDBACK WHAT IS ALSO A CALL TO UNDERSTAND THAT WE DO NEED TO GIVE FEEDBACK THAT YOU CAN'T GO TO YOUR STATE BOARD OF EDUCATION BECAUSE THEY ARE NOT A PART OF THIS PROCESS THAT YOU DO MAY HAVE TO TALK TO YOUR LEGISLATIVE BODY, YOUR REPRESENTATIVE, AND SEE WHAT PRESSURE THAT CAN BE PLACED THERE BECAUSE THERE ARE SOME THINGS THAT ARE HERE THAT ARE CONCERNING.

BUT IF YOU DON'T KNOW WHAT THOSE THINGS ARE, THIS IS ONE FOR US AS A COMMUNITY TO REALLY THINK ABOUT HOW WE WANT TO INFLUENCE THIS PROCESS.

SO I DO THANK YOU FOR PUTTING THIS TOGETHER.

>> I DON'T HAVE ANY OTHER LIGHTS ON.

I DON'T SEE ANY OTHER HANDS.

>> THANK YOU. THANK YOU SO MUCH FOR ALL YOUR KNOWLEDGE, SHARING YOUR KNOWLEDGE AND EXPERTISE.

>> THANK YOU FOR YOUR QUESTIONS.

>> SO THE REMAINDER OF THE PRESENTATION THAT WE HAVE TONIGHT, SO IT'S ABOUT FIVE DIFFERENT SECTIONS JUST IF I DON'T KNOW BREAKS OR ANYTHING LIKE THAT,

[01:25:01]

SO MR. MANUAL NEXT IS GOING TO TALK ABOUT STAAR REDESIGN AND THEN WE HAVE ESSENTIALLY THREE OR FOUR JUST DIFFERENT UPDATES ON DIFFERENT WAYS THAT WE'VE ADJUSTED SOME PROGRAMS, SOME SYSTEMS, SOME DATA VIEWS THAT WE'VE ADDED TO BETTER PREPARE OUR TEACHERS AND STUDENTS.

SO MR. MANUAL IS THIS PROBABLY THE LONGEST OF THE FEW.

SO WE CAN TAKE A BREAK NOW.

IF WE TAKE A BREAK NOW, WE CAN PROBABLY DO ALL OF IT IN ONE ROW OR NOT.

>> I THINK THAT WE SHOULD DO THAT.

IT'S 6:56.

LET'S TAKE TILL 7:05.

WE'LL TAKE A NINE MINUTE RECESS AND WE'LL COME BACK AT 7:05.

IT IS 7:05 AND WE ARE BACK IN SESSION.

I'M GOING TO TURN IT BACK OVER TO MR. SMITH.

>> ALL RIGHT. THANK EVERYBODY. WELCOME BACK FOR OUR NEXT PORTION.

JOINED UP HERE TONIGHT BY MR. DARYL EMANUEL, HE'S OUR DIRECTOR OF CURRICULUM AND HE'S REALLY HERE AND HIS TEAM REALLY FOR THE LAST COUPLE OF YEARS HAVE BEEN PREPARING TEACHERS AND EVERYBODY FOR THE CHANGES THAT WE KNEW.

WE KNEW ADDITIONAL TEST ITEMS WE'RE COMING.

SO AS WE'VE USED ARE DIFFERENT ASSESSMENT TOOLS WE'VE STARTED IN INTRODUCING THEM OVER TIME.

BUT YOU STARTED TALKING ABOUT SOMETHING THAT'S GOING TO HAPPEN IN THREE YEARS FROM NOW AND EVERYBODY IS, YEAH, OKAY.

I'M READY FOR NOW. NOW IT'S REALLY HAPPENING.

SO NOW EVERYBODY IS REALLY ENGAGED WITH IT AND WE'RE GOING TO SPEND SOME TIME TONIGHT JUST TALKING ABOUT THE PROCESS THAT WE'VE UNDERGONE WORKING WITH THE STAFF, I CAN GIVE YOU AN OPPORTUNITY TO LOOK AT SOME OF THOSE DIFFERENT TEST ITEMS AND THEN ANSWER ANY QUESTIONS.

SO I'M GOING TO TURN IT OVER THEN TO MR. EMANUEL AND HE'LL TAKE IT FROM HERE.

>> SO LET ME JUST START OFF BY SAYING, I FEEL LIKE I'M THE OPENING ACT THAT COMES AFTER THE HEADLINER, COMING AFTER D. CARNEY.

SO GOOD EVENING, DR. JOSE PRESIDENT FELLOW BOARD OF TRUSTEES.

I HAD THE PLEASURE TO DO A HIGH-LEVEL OVERVIEW OF THE STAAR REDESIGN WITH YOU ALL TONIGHT.

I DID TAKE NOTES DURING OUR PREVIOUS PORTION BECAUSE THERE WERE SOME QUESTIONS I THINK THAT WE MAY ADDRESS DURING THIS TIME HERE.

FIRST THING THAT I WANTED TO SAY WITH THIS SLIDE IS THAT ALTHOUGH THIS IS THE SAME NAME, THIS IS A VASTLY DIFFERENT ASSESSMENT.

SO THINK ABOUT THAT AS WE GO THROUGH THIS PORTION.

THE STAAR REDESIGN CONSISTS OF FOUR MAIN COMPONENTS.

AND I'M GOING TO TAKE YOU THROUGH THOSE RELATIVELY QUICKLY.

SO ONE IS THE TRANSITION TO ONLINE TESTING, AND THAT'S ALMOST 100% OF ONLINE TESTING.

THE REASON BEHIND THAT IS IN LONG TERM, WILL GET FASTER TESTS RESULTS, OF COURSE, WITH SOME OF THE THINGS THAT WE'VE TALKED ABOUT EARLIER THIS EVENING.

THAT WON'T NECESSARILY BE THE CASE THIS YEAR BECAUSE THEY WILL HAVE TO DO SOME STANDARD SETTING AND THOSE TIMELINES WILL NEED TO BE ADJUSTED.

ONE OF THE OTHER THINGS IS IMPROVED ACCOMMODATIONS FOR STUDENTS.

I THINK SOME OF THAT WAS MENTIONED.

I THINK ONE OF THE COMMENTS THAT HAVE BEEN ALREADY TALKED ABOUT EARLIER, I THINK IT WAS ONE OF OUR PUBLIC COMMENTS ABOUT TYPING.

IN SOME INSTANCES, STUDENTS WON'T NECESSARILY NEED TO TYPE BECAUSE THEY'LL HAVE A SPEECH-TO-TEXT ACCOMMODATION THAT WILL BE BUILT IN.

BUT THERE'S SOME OTHER ONES THAT DEFINITELY WANT TO MAKE YOU AWARE OF CONTENT AND LANGUAGE SUPPORTS TEXT TO SPEECH, SPELLING ASSISTANCE, AMERICAN SIGN LANGUAGE VIDEOS BUILT-IN TO THE ASSESSMENT, AS WELL AS REFRESHABLE BRAILLE.

SO I KNOW THAT THERE IS SOME CONCERN ABOUT WHETHER OR NOT ALL STUDENTS WILL BE ABLE TO ACCESS THE ASSESSMENT AND I KNOW THAT THE STATE, AS WELL AS OUR DISTRICT, IS DOING OUR BEST TO ENSURE THAT THAT IS POSSIBLE.

THERE'S A SMALL PERCENTAGE OF STUDENTS WITHIN THE STATE THAT WILL CONTINUE TO TAKE PAPER PENCIL TESTS, BUT THAT'S LESS THAN 1% AND YOU ACTUALLY HAVE TO PUT IN FOR A WAIVER TO TA IN ORDER FOR THAT TO HAPPEN.

THE NEXT PIECE IS THAT THERE WILL BE ADDING WRITING COMPONENT TO ALL READING ASSESSMENTS AND THAT'S FROM GRADES THREE ALL THE WAY UP TO ENGLISH 2.

SO NO LONGER IS IT JUST 4TH AND 7TH GRADE THAT WILL BE FOCUSED ON WRITING.

IT'S ALL OF OUR GRADE LEVELS THAT WILL BE EVALUATED ON THAT WRITING.

IT'S VERY IMPORTANT THAT WE GET STUDENTS WRITING EARLY AND OFTEN.

ONE OF THE CHANGES THAT I'D LIKE TO HIGHLIGHT IS THAT IN THE PAST, STUDENTS WERE GIVEN A WRITING PROMPT.

NOW THEY WILL HAVE TO RESPOND TO THE TEXTS THAT THEY READ ON THE READING TEST.

SO THERE'LL BE OPPORTUNITIES FOR THEM TO RESPOND IN OUR TYPICAL WAYS WHICH WERE MULTIPLE CHOICE.

[01:30:03]

THE THIRD BULLET, AND I'M GOING CLOCKWISE HERE IS INCORPORATING CROSS-CURRICULAR PASSAGES.

IMPORTANT HIGHLIGHT ABOUT THAT IS THAT THOSE PASSAGES WHEN WE'RE TALKING ABOUT THOSE READING PASSAGE COULD COME FROM SCIENCE, SOCIAL STUDIES, OR MATH CONTENT THAT STUDENTS ARE CURRENTLY LEARNING OR HAVE PREVIOUSLY LEARNED IN OTHER GRADE LEVELS.

SO MAKING SURE THAT BACKGROUND KNOWLEDGE IS CREATED AND MAINTAINED THROUGHOUT A STUDENT'S CAREER IT'S IMPERATIVE.

AND THEN THE FINAL PIECE IS THE NEW ITEM TYPE, AT LEAST 25% AND I WANT TO MAKE SURE THAT HIGHLIGHT THAT AT LEAST 25%, WHICH MEANS THAT IT COULD BE MORE, WILL BE THESE NEW ITEM TYPES.

THE NEW ITEM TYPES AND I THINK THIS IS IN RESPONSE TO WHAT TRUSTEE WESTON IS THAT THESE NEW ITEM TYPES ARE CREATED TO REFLECT THE INSTRUCTION THAT WE DESIRE IN THE CLASSROOM AND YOU WILL BE ABLE TO SEE THAT A LITTLE BIT MORE.

THIS SLIDE REPRESENTS THE DIFFERENT ITEM TYPES.

SO THERE ARE 14 DIFFERENT ONES THAT WILL BE INTRODUCED ON OUR NEW STAAR TESTS.

THERE'S ROUGHLY 6-8 NEW ITEM TYPES PER CONTENT AREA.

ONE OF THE THINGS I DID WANT TO HIGHLIGHT FOR TRUSTEE VANESSA, IS THAT THIS IS FOR ALL STAAR AND EOC TESTS.

SO THIS REDESIGN INCLUDES NOT ONLY OUR 3-8 STAAR, BUT ALSO OUR EOC COURSES.

ANOTHER CHANGE FOR THIS YEAR IS MULTIPLE POINTS SCORING AS WELL AS PARTIAL CREDIT.

WHAT YOU SEE IN THIS VENN DIAGRAM ARE THOSE ITEM TYPES ON THE ASSESSMENTS THAT WILL EARN ONE POINT AND OTHERS THAT WILL EARN MULTIPLE POINTS.

THOSE MULTIPLE POINTS MIGHT BE TWO OR FIVE POINTS.

THE FIVE-POINT IS ONLY ON OUR READING OR OUR LANGUAGE ARTS ASSESSMENTS, WHERE STUDENTS HAVE THE EXTENDED CONSTRUCTED RESPONSE.

THE OTHER ONES ARE OUR TWO POINTS.

ONE LAST PIECE TO HIGHLIGHT HERE IS IF YOU LOOK AT THE MULTI PART, ALTHOUGH THAT IS WORTH TWO POINTS, IT IS DEPENDENT OR IT'S A DEPENDENCY QUESTION.

THAT MEANS THAT IN ORDER FOR STUDENTS TO GET CREDIT FOR THE SECOND PART OF A QUESTION, THEY HAVE TO GET THE FIRST PART CORRECT.

IF THEY DON'T, THEN THEY IMMEDIATELY LOSE CREDIT FOR THE ENTIRE ITEM.

INSTRUCTIONAL IMPLICATIONS.

I JUST WANTED TO SIT HERE FOR A LITTLE BIT AND THEN WE'LL GET INTO ACTUALLY ASKING YOU ALL TO DO A FEW THINGS.

I JUST WANTED TO REALLY HIGHLIGHT THE LEFT SIDE OF THIS SLIDE.

THESE ARE THE THINGS THAT TEA IS HOPING WILL INCREASE IN OUR CLASSROOMS ACROSS THE STATE.

I WILL ACKNOWLEDGE THAT A LOT OF THIS IS ALREADY HAPPENING IN ROUND ROCK ISD CLASSROOMS. IT'S JUST US CONTINUING THE GOOD WORK THAT WE ALREADY DO.

BUT AS I MENTIONED EARLIER, MAKING SURE THAT WE ARE BUILDING STUDENTS BACKGROUND KNOWLEDGE.

I THINK THAT'S VERY IMPORTANT BECAUSE WE DO HAVE STUDENTS THAT COME FROM VARIOUS BACKGROUNDS THAT MAY NOT HAVE THE SAME EXPERIENCES ACROSS THE BOARD.

WE NEED TO ENSURE THAT THEY'RE NOT GOING TO SUFFER ON THESE ASSESSMENTS BECAUSE WE'RE NOT BUILDING THAT BACKGROUND KNOWLEDGE.

THE NEXT THING IS MAKING SURE THAT WE'RE CONSTANTLY AND CONSISTENTLY ASKING STUDENTS TO RESPOND TO THE THINGS THAT THEY READ, NOT ONLY VERBALLY BUT THROUGH WRITING.

AS WELL, THE WAY THAT WE DO THAT AND GIVING STUDENTS OPPORTUNITIES TO HAVE OPEN-ENDED FORMATTED QUESTIONS AND ASSESSMENTS IS GOING TO BE IMPERATIVE WITH OUR NEW SYSTEM.

THE FINAL BULLET HERE IS JUST MAKING SURE THAT NOT ONLY ARE WE LISTING ACCOMMODATIONS FOR STUDENTS, BUT WE'RE UTILIZING THEM DURING INSTRUCTION AS WELL AS ASSESSMENT.

NOW, YOU'LL GET TO DO A LITTLE BIT OF AN ACTIVITY ON YOUR OWN.

YOU'VE GOT A MULTIPLE OR A COUPLE OF WAYS THAT YOU CAN ENTER INTO THIS INTERACTIVE NOTEBOOK.

YOU CAN EITHER CLICK ON THE LINK THAT SHOULD BE ACTIVE THERE ON YOUR IPAD OR YOU CAN SCAN THE QR CODE.

[01:35:07]

>> [BACKGROUND].

>> YOU MAY HAVE TO SIGN IN WITH YOUR RISD EMAIL.

YOU'RE ALREADY LOGGED IN.

>> WHILE WE'RE DOING THAT AND EVERYBODY'S GETTING SIGNED IN.

CAN I ASK A QUICK QUESTION? YOU TALKED ABOUT ON SLIDE 62 THAT ONE OF THE CHANGES IN THE WRITING SECTION IS THAT STUDENTS WILL NOW BE REQUIRED TO WRITE FROM A READING PASSAGE RATHER THAN JUST A PROMPT.

HOW IS THAT GOING TO WORK FOR THE STUDENTS THAT WE HAVE THAT ARE BELOW GRADE LEVEL IN THEIR READING COMPREHENSION? IT SEEMS LIKE IT'S ALMOST LIKE A DOUBLE DING ON THEM.

IF THEIR READING COMPREHENSION IS STRUGGLING AND THEY'RE BEHIND GRADE LEVEL, BUT THEN THEY'RE ASKED TO READ A PASSAGE ON THEIR GRADE LEVEL ASSESSMENT AND THEN WRITE SOMETHING FROM WHAT THEY JUST READ, HOW IS THAT GOING TO PLAY INTO THOSE STUDENTS WHO MAY BE STRUGGLING?

>> I THINK PART OF THAT IS GOING TO BE THE ACCOMMODATIONS THAT ARE SET IN THE CLASSROOM AND AS WELL AS USING CERTAIN STRATEGIES THAT MAY BE TAUGHT IN ORDER TO DO THAT.

I DO KNOW, AS I MENTIONED WITH SOME OF THE FEATURES THAT STUDENTS MAY HAVE BECAUSE THE ORAL ADMINISTRATION PIECE IS STILL GOING TO BE THERE.

THERE STILL WILL BE THE OPPORTUNITY WITH STUDENTS TO SEEK CLARIFICATIONS FROM THE ASSESSMENT PROCTORS.

BUT I THINK ONE OF THE BIGGEST THING IS UNDERSTANDING WHAT THE TEST IS GOING TO BE IS THAT WE HAVE THOSE PRACTICES SET IN THE CLASSROOM SO THAT WE'RE SUPPORTING STUDENTS THROUGHOUT BEFORE THEY GET TO THE ACTUAL ASSESSMENT DAY.

>> THE OTHER THING, AND THIS IS JUST AN EDITORIAL COMMENT.

IT SEEMS REALLY TONE DEAF TO ME FROM TEA TO CONTINUE TO PUSH OUT THESE CHANGES THIS YEAR, KNOWING THE CURRENT STAFFING SHORTAGES THAT WE HAVE STATEWIDE, AND AS WE'RE STRUGGLING TO FILL CLASSROOMS WITH TEACHERS AND NOT JUST IN OUR DISTRICT, WE'RE DOING PRETTY GOOD, BUT STATEWIDE, IT'S NOT NATIONAL.

TO PUT THESE CHANGES INTO THIS TEST THIS YEAR WHEN WE ARE STRUGGLING TO FILL THOSE POSITIONS AND REQUIRING TEACHERS TO CHANGE THE WAY THAT THEY'RE TEACHING.

MAYBE IT'S PRETTY STANDARD PRACTICE IN OUR DISTRICT, MAYBE IT'S NOT, BUT THIS IS A PRETTY BIG CHANGE.

IT SEEMS TONE DEAF ON TEA'S PART TO PUSH THIS OUT RIGHT NOW.

THAT'S JUST MY EDITORIAL COMMENT.

>> CAN I ASK A QUESTION, FOLLOW UP TO WHAT YOUR FIRST QUESTION WAS? MY UNDERSTANDING IS ON THE STAR THAT SOME KIDS WITH ACCOMMODATIONS, WHEN IT DOES COME TO SOME OF THE ENGLISH THAT THEY ACTUALLY CAN'T USE THEIR ACCOMMODATE BECAUSE YOU'RE TRYING TO TEST THEM.

IT GOES TO TRUSTEE FELLER'S QUESTION OF, DO YOU GUYS KNOW LIKE ON THE STAR ON THIS REDESIGN, WHICH PARTS THE STUDENTS CAN USE ACCOMMODATIONS AND WHICH PARTS THEY CAN'T? BECAUSE I THINK THAT'S WHAT TRUSTEE FELLER WAS ASKING AND AS A PARENT AND I THINK THE COMMUNITY WILL BE VERY INTERESTED BECAUSE IT IS A DOUBLE-EDGED SWORD FOR THESE STUDENTS.

DO YOU KNOW, LIKE WILL THEY BE ABLE TO USE ACCOMMODATIONS ON THESE TYPE OF QUESTIONS OR NOT? BECAUSE I DO KNOW THAT THERE ARE PARTS AND I SEE RYAN SHAKING HIS HEAD.

I DON'T KNOW IF RYAN KNOWS [LAUGHTER].

YOU LOOK LIKE YOU KNOW WHAT YOU'RE TALKING ABOUT.

>> THANK YOU.

DARRELL GOING TO TAKE THAT ANSWER.

>> I CAN TELL YOU THAT IT'S NOT DEPENDENT ON QUESTION TYPES WHERE THEY'RE NOT STUDENTS GET ACCOMMODATIONS.

I THINK PART OF THE THING AND THIS IS SO I WON'T VEER TOO MUCH OUT OF IT.

BUT I THINK IF STUDENTS STRUGGLE SO MUCH, THERE IS STILL THE STAR ALT THAT THEY'RE ABLE TO TEST.

THE STUDENTS ARE ABLE TO TEST WITH.

I THINK IT'S GOING TO BE FROM STUDENT TO STUDENT WHICH ACCOMMODATIONS THEY RECEIVE THAT'S GOING TO HAPPEN AT THE CAMPUS LEVEL WITH ART COMMITTEES AND SO FORTH.

I WOULDN'T BE ABLE TO ANSWER TO YOU SPECIFICALLY WHICH ACCOMMODATIONS STUDENTS WOULD GET.

BUT IF THEY HAVE AN ACCOMMODATION, THEY WOULD BE ABLE TO USE THEM ON THE STAR TEST.

>> I DO KNOW SOME STUDENTS THAT HAVE ACCOMMODATION WHERE IT CAN READ THE QUESTION TO YOU OR READ IT TO THEM.

BUT IT'S ACTUALLY WHETHER TO TESTING ON READING.

>> TYPICALLY YOU WOULDN'T HAVE AN ORAL ADMINISTRATION OF THE READING PASSAGE.

>> RIGHT. EXACTLY. YES.

>> THERE ARE SOME ACCOMMODATIONS I THINK THAT ARE INVOLVED WITH I DON'T KNOW IF IT'S SIMPLIFYING

[01:40:02]

BUT I THINK WHAT'S IMPORTANT TO REALIZE IS LIKE THE INTENT IS TO HAVE AN ASSESSMENT THAT MEASURES BOTH THOSE SKILLS TOGETHER.

THE [NOISE] INTENT IS NOT TO HAVE A SEPARATE READING SCORE FROM A WRITING SCORE.

I THINK THAT'S WHERE SOME OF THE THINKING AROUND IT IS TO NOT HAVE A STAND-ALONE WRITING TESTS SO THAT END RESULT TREATS THOSE TWO SKILLS AS ONE ESSENTIALLY IS LITERACY.

>> I GUESS WHAT I'M ASKING IS, DO WE ALREADY KNOW HOW THIS IS GOING TO WORK AND ARE THE STUDENTS BEING PREPARED FOR THAT?

>> YES. ALL THE TESTING PLATFORMS WE USE CURRENTLY, WE USE EDGE EUPHORIA.

WE'VE USED PERFORMANCE MATTERS IN THE PAST, WE'VE USED, AND I THINK YOU'RE GOING TO LOOK AT TFR.

THEY ALL HAVE THESE ACCOMMODATIONS BUILT IN.

YOU CAN ADD ACCOMMODATIONS FOR A STUDENT JUST FOR THE STAR TEST.

IT HAS TO BE INCLUDED IN THEIR REGULAR INSTRUCTION THROUGHOUT THE YEAR.

THAT'S WHAT MR. EMANUEL WAS MENTIONING ABOUT HOW PART OF THE INSTRUCTION IS ALSO RETEACHING THE TX AND CURRICULUM, BUT WE'RE ALSO TEACHING STUDENTS HOW TO USE THEIR ACCOMMODATIONS.

>> YEAH. I'LL JUST ADD ONE MORE PIECES THAT THE ORAL ADMINISTRATION IS NOT THE ONLY SUPPORT THAT THEY GET WITH THE READING PASSAGES.

THERE'S AN ACCOMMODATION THAT STUDENTS GET CALLED A PRE-READ.

IT CONDENSES AND SYNTHESIZES THE PASSAGE INTO A SMALLER CHUNK USING MORE FAVORABLE LANGUAGE THAT THEY GET.

THERE'S CONTENT AND LANGUAGE SUPPORTS THAT ARE BUILT INTO THE PASSAGE SO THAT IF THERE'S A TERM THAT STUDENTS MAY STRUGGLE WITH, THEY CAN CLICK ON THAT WORD AND IT'LL GIVE THEM EITHER AN IMAGE DEPENDING ON THE CONTENT OF THE TESTS THAT WE'RE TALKING ABOUT AND MAY GIVE THEM AN IMAGE TO HELP THEM WITH THE DEFINITION.

THEY MAY ACTUALLY GET THE DEFINITION OF THAT WORD AND SO FORTH.

THERE ARE MORE SUPPORT FOR STUDENTS OTHER THAN THE ORAL ADMIN.

ALL RIGHT, SO JUST SOME RECOMMENDATIONS.

AS YOU GO THROUGH THIS PIECE AND YOU'RE GOING TO HAVE WE HAD SCHEDULED 10 MIN, BUT I'LL PROBABLY REASSESS THAT AS YOU GO THROUGH THIS, BUT I'M JUST GOING TO GIVE YOU SOME TIME.

THIS IS ONE OF THE RESOURCES AND IT'S A CONDENSED VERSION THAT WE'VE SHARED WITH OUR TEACHERS SO THAT THEY HAVE OPPORTUNITIES TO LEARN ABOUT THE STAR REDESIGN ON-DEMAND.

IF THEY'RE DOING IT DURING THE POC OR IF YOU'RE AN ASSESSMENT GEEK LIKE I WAS IN THE CLASSROOM, IF YOU REALLY WANT TO KNOW ABOUT THOSE CHANGES, YOU COULD DO THIS OUTSIDE OF YOUR WORK HOURS, BUT WE'RE JUST GOING TO ASK YOU TO GO THROUGH AND UTILIZE THIS INTERACTIVE NOTEBOOK TO GET A BETTER SENSE OF THE ITEM TYPES.

ONCE WE'RE DONE WITH THAT, I'M GOING TO ACTUALLY GET YOU INTO THE TESTING PLATFORM SO THAT YOU CAN SEE HOW OUR STUDENTS WILL ACTUALLY BE ENGAGING WITH THOSE ITEM TYPES.

ALL RIGHT, SO I'M GOING TO START WITH FIVE-MINUTES AND THEN I'LL CHECK IN WITH YOU AFTER THAT.

>> ARE YOU SAYING WE NEED TO CLICK ON OUR LANGUAGE ON SLIDE 3 FIRST OR?

>> YES. WHEN YOU'RE IN, YOU'RE JUST GOING TO SCROLL DOWN AND IT'S PRETTY MUCH SELF-PACED.

AS YOU GO THROUGH, IT'S GOING TO ASK YOU TO DO A TASK.

THE FIRST ONE IS OPENING THE PRESENTATION.

YOU'RE GOING TO FIND OUT SOME INFORMATION AND THEN YOU'RE GOING TO GO IN AND DO A DRAG AND DROP ACTIVITY THAT SAYS FOR THE CONTENT AREA THAT YOU DELVED INTO, WHICH ITEM TYPES WHICH YOU USE FOR THAT OR WOULD WE SEE ON THAT ASSESSMENT AND YOU'D JUST GO THROUGH, NEXT SLIDE IS ACTUALLY AN ANSWER KEY THAT YOU WOULD REVEAL TO CHECK YOURSELF AS YOU GO THROUGH IT.

THEN I'M GOING TO ASK YOU TO GO BACK AND LOOK AT IT A LITTLE BIT MORE IN DEPTH AND JUST THINK ABOUT SOME NOTICING AND WONDERING.

AS YOU LOOK AT THAT INFORMATION, WHAT I WILL SAY IS, DON'T FEEL BAD OR DON'T HAVE ANXIETY IF YOU DON'T GET ALL THE WAY THROUGH.

THIS IS AN OPPORTUNITY THAT YOU CAN USE FOR HOMEWORK IF YOU CHOOSE TO DO IT AT HOME AT A LATER TIME.

WE JUST WANTED TO GIVE YOU AN OPPORTUNITY TO LOOK AT SOME OF THE LEARNING THAT OUR TEACHERS ARE GOING THROUGH.

THIS IS NOT ALL OF IT, BUT THIS IS A SMALL BIT OF IT.

YES, YOU WILL START WITH SLIDE 3.

THEY'RE COLLABORATING.

DID WE GET ANY TEACHER ASSISTANCE? I CAN DRAG AND DROP OVER HERE.

[01:45:38]

>> I TOOK THE NINTH GRADE TABS.

I JUST GOING TO SAY THIS IS WAY APPARENTLY TOO HARD FOR ME.

[LAUGHTER].

I NOW HAVE DRAG AND DROP UPSIDE DOWN.

I DON'T KNOW HOW I DID THAT.

>> WE'RE GOING TO ADJUST OUR AGENDA IN OUR LESSON PLAN ON THE FLY.

>> MR. EMMANUEL ON THE AIR FORCE, WE SAY THAT FLEXIBILITY IS THE KEY TO AIR POWER.

[LAUGHTER]

>> THE THING IS, I THINK, HOPEFULLY, THE MOST IMPACTFUL PIECE IS WHAT'S COMING UP.

REALLY, THE OPPORTUNITY THAT WE WERE TRYING TO GIVE YOU THROUGH THAT PRESENTATION IS FOR YOU TO GO THROUGH AND SEE THAT FOR DIFFERENT CONTENT AREAS, THERE'S DIFFERENT TYPES OF ASSESSMENT ITEMS THAT STUDENTS WILL ENGAGE WITH.

NOW, I'M GOING TO ASK YOU, AND IF ANYTHING GOES WRONG HERE, LET'S JUST BLAME THE STATE ON THIS ONE.

BUT THIS SHOULD BE A LITTLE BIT EASIER FOR US TO ACCOMPLISH.

ONCE AGAIN, IF YOU WILL CLICK ON THE LINK THAT'S IN THE PRESENTATION, AND GIVE ME A THUMBS UP ONCE YOU SEE THIS ON YOUR SCREEN.

>> SLIDE 67?

>> YES, SORRY. WE'VE GONE BACK TO THE ORIGINAL SLIDE DECK.

>> THE SAME LINK THAT WE JUST CLICKED ON TO GET TO THAT?

>> NO. THIS IS A DIFFERENT ONE.

[BACKGROUND]

>> I PROMISE I TRIED THIS WITH AN IPAD TO MAKE SURE THAT IT WORKED.

>> YOU SHOULD HAVE ASKED ME TO COME IN AND I COULD HAVE BROKEN IT FOR YOU EARLIER.

>> NEXT TIME WE'LL DO A FOCUS GROUP BEFOREHAND.

>> WELL, IS IT WORKING FOR ANYBODY? [BACKGROUND] YOU'RE MORE THAN WELCOME TO WORK TOGETHER ON ANY OF THIS.

>> JUST TO LET YOU KNOW, THIS WAS MY ATTEMPT, SO I DIDN'T HAVE TO TALK AT YOU THE WHOLE TIME AND YOU ACTUALLY WANTED YOU TO ENGAGE WITH SOME OF THE STUFF, BUT I'M GOING TO HAVE RYAN NAVIGATE THROUGH WHAT WE WERE HOPING THAT YOU WOULD NAVIGATE THROUGH.

WHAT I WOULD RECOMMEND IS THAT ONCE YOU GET HOME IS TO ACTUALLY GO THROUGH, BECAUSE I THINK IT'S GOING TO BE VERY POWERFUL FOR YOU TO SEE NOT ONLY WHAT I'M ABOUT TO SHOW, BUT GO THROUGH EACH CONTENT AREA, GO THROUGH THE DIFFERENT GRADE LEVELS TO SEE HOW IT PROGRESSES THROUGHOUT THE COURSE OF A STUDENT'S EDUCATIONAL CAREER.

RYAN, IF YOU WILL SIGN IN.

[01:50:01]

JUST TRIED TO FIND SOMETHING IN THE MIDDLE, STAR, NEW ITEM TYPES, AND BEFORE YOU CLICK THERE, RYAN, SO ONE OF THE THINGS OR ONE OF THE RESOURCES THAT TEA HAS PROVIDED TO NOT ONLY SCHOOL SYSTEMS, BUT PARENTS AND FAMILIES CAN GO ON AND ACCESS THIS IS AT THE TOP YOU'LL SEE A REDESIGN PRACTICE TEST, WHICH WILL ALLOW STUDENTS TO GO ON AND ESSENTIALLY TAKE A FULL BLOWN STAR TEST WITH THE NEW ITEM TYPES INTEGRATED INTO THAT ASSESSMENT.

DEFINITELY, I DIDN'T WANT TO DO THAT BECAUSE MOST OF US KNOW ABOUT THE MULTIPLE CHOICE QUESTION TYPES I WANTED TO FOCUS IN SPECIFICALLY ON THE NEW TYPES.

IF YOU WILL OPEN THAT, WE'RE GOING TO GO DOWN TO EVERYONE'S FAVORITE SUBJECT, MATHEMATICS.

I WAS SUPPOSED TO SCREAM AND YELL FOR THEM, [APPLAUSE] ESPECIALLY. CLICK ON MATHEMATICS.

>> WHICH ONE?

>> THAT ONE. UNLESS WE WANT TO DO IT IN SPANISH.

>> ALL RIGHT.

>> JUST REAL QUICKLY HERE, SOME OF THOSE ACCOMMODATIONS THAT WE TALKED ABOUT, YOU ACTUALLY CAN GO IN, STUDENTS CAN GO IN AND PRACTICE WITH THOSE ACCOMMODATIONS.

THINGS LIKE TEXT TO SPEECH, THE CALCULATORS, SOME OF THE SCREEN ZOOMING FOR ENLARGEMENT OF PRINT.

THERE'S SUPPORT FOR PEOPLE THAT MIGHT BE COLORBLIND AND SO FORTH. FINALLY, ONCE YOU'VE [OVERLAPPING]

>> CAN I ASK YOU A QUESTION?

>> YEAH.

>> DO YOU KNOW IT HAS THAT CHANGED BECAUSE THE STUDENTS HAVE ACCOMMODATIONS, THEY'RE USED TO THE STAR TEST AS THEY ARE.

DO YOU KNOW, IF THEY ACCOMMODATIONS HAVE CHANGED, THE WAY IT INTERFACES WITH THEM HAS CHANGED IN YOUR TEST?

>> I ACTUALLY CAN'T ANSWER THAT QUESTION BECAUSE I HADN'T SEEN IT BEFORE, THIS VERSION OF IT.

I DEFINITELY CAN GO BACK AND ASK THE QUESTION WITH OUR SPECIAL ED DEPARTMENT.

>> YEAH. BECAUSE I JUST KNOW THAT THAT'S ACTUALLY A LEARNING SKILL FOR STUDENTS.

>> RIGHT CLICK SELECT AND THEN BEGIN TEST.

WE'RE NOT GOING TO GO THROUGH AND ACTUALLY TEST YOU ON THIS, BUT I DID WANT TO HAVE US GO THROUGH AND SEE WHAT THIS ACTUALLY LOOKS LIKE FROM THE TESTING PLATFORM.

THIS WOULD BE YOUR EQUATION EDITOR.

ONE OF THE REASONS WHY I CHOSE MATH IS ONE, BECAUSE THAT'S MY BACKGROUND.

BUT ALSO I THINK WHAT WE HAVE TO, WHEN WE'RE TALKING ABOUT INSTRUCTIONAL PRACTICES, MATH CAN GIVE US A GOOD SENSE OF WHAT THOSE CHANGES.

I CAN'T JUST HAVE MY STUDENTS WORKING ON THEIR FACTS AND THEY'D BE SUCCESSFUL, SO HAVING THOSE SKILLS ARE IMPORTANT.

BUT I NEED TO BE ABLE TO APPLY THOSE SKILLS IN VARIOUS WAYS IN ORDER TO BE SUCCESSFUL ON THIS ASSESSMENT, WHICH I THINK LENDS TO THE POINT THAT TRUSTEE WESTON WAS TALKING ABOUT PREPARING OUR STUDENTS FOR LIFE OUTSIDE OF ROUND ROCK ISD.

THIS IS AN EQUATION EDITOR AND WE'RE JUST GOING TO, YOU'RE GOING TO HANG OUT AT THE TOP, RYAN, WHERE IT SAYS NEXT, CLICK ON THAT BUTTON AT THE TOP.

>> ACTUALLY ON THAT QUESTION. YOU CAN HAVE MORE THAN ONE ANSWER, BECAUSE IT ASKS YOU TO COMPARE JUST TWO NUMBERS ON QUESTION 1, SO DIFFERENT STUDENTS COULD HAVE DIFFERENT ANSWERS, THAT COULD STILL BE RIGHT.

>> YES, DEPENDING ON IF YOU'RE USING GREATER THAN OR LESS THAN SYMBOLS, YES.

WHAT WE'VE BEEN INSURED IS THAT THE SYSTEM WILL ACCOUNT FOR THOSE VARIOUS ANSWERS.

[LAUGHTER] ONCE AGAIN, IT'S NOT AN IN WITH THIS QUESTION, NOT ENOUGH JUST TO KNOW PLACE VALUE.

I NEED TO KNOW WHAT THOSE PLACE VALUE MEANS, SO IN THIS PARTICULAR INSTANCE, I NEED TO UNDERSTAND THAT THE 2O IN 28.6 IS REPRESENTED BY 10 TIMES 2, AND THIS IS OUR EXPANDED NOTATION.

ONCE AGAIN, JUST THE BASIC SKILLS IS NOT GOING TO BE ENOUGH.

JUST CONTINUE THROUGH AND JUST WANT TO MAKE SURE THAT YOU ALL HAVE AN OPPORTUNITY.

YOU CAN GO AHEAD AND GO THROUGH THAT ONE.

THOSE ARE ALL EQUATION EDITORS.

HERE, STUDENTS WILL ACTUALLY HAVE TO CREATE A GRAPH IS NOT JUST ABOUT READING AND INTERPRETING THE GRAPH.

[01:55:02]

THIS IS ONE OF OUR GRAPHING.

WE CAN GRADE MR. SMITH ON WHETHER HE'S RIGHT OR WRONG HERE.

>> I DIDN'T READ THE QUESTION. [LAUGHTER]

>> YES.

>> MAYBE THIS IS WHAT DR. BOWEN WAS SAYING, BUT I THINK ONE THING THAT WE LEARNED BECAUSE I DID GET TO TEACH A LITTLE BIT OF COVID WAS EXPLAINING TO A STUDENT VIRTUALLY HOW TO DO SOMETHING VERSUS BEING THERE IN PERSON WITH THEM AND MANIPULATING THINGS WITH THEM.

THOSE ARE TWO VERY DIFFERENT SKILLS, SO AS WE'RE NAVIGATING THROUGH THIS, I'M THINKING, ISN'T IT GOING TO BE A LOT OF TIME TO TEACH STUDENTS EVEN HOW TO NAVIGATE THE SYSTEM WITH ALL THE DIFFERENT ITEM TYPES.

>> YES AND NO, THE WAY I WOULD ANSWER THAT IS YES, IT WILL TAKE TIME, BUT WHAT OUR PLAN HERE, AND YOU'LL SEE SOME OF THE THINGS I TALK ABOUT A LITTLE BIT LATER IS WE BUILT THAT PRACTICE IN THAT LEARNING INTO JUST THE REGULAR INSTRUCTION TIME, SO YES, IT WILL TAKE TIME TO DO IT, BUT WE HAVE OPPORTUNITIES THAT ARE BUILT INTO INSTRUCTIONAL PERIODS OR INSTRUCTIONAL CLASSES TO WHERE STUDENTS CAN ENGAGE WITH NOT ONLY TACTILE MANIPULATIVES IS WHERE WE ALWAYS WANT TO START, ESPECIALLY IN MATHEMATICS, BUT TO MOVE FROM THERE TO ILLUSTRATIONS AND EVENTUALLY TO THE TECHNICAL ASPECT, BUT PART OF OUR SYSTEM THAT I'LL SPEAK TO A LITTLE BIT LATER.

WE'LL SHOW HOW WE'RE BUILDING SOME OF THOSE THINGS INTO.

>> THERE IS MORE WORK, SO I WOULD TEACH US TO ANSWER YOUR QUESTION.

YES, WE ADD ANOTHER TASK TO OUR TEACHERS TO DO THIS YEAR, SO THEY ARE NOT ONLY HAVE TO TEACH, BASICALLY, WE ALWAYS DID IT NOW ALSO THEY HAVE TO BE ABLE TO TEACH THE STUDENTS HOW TO ANSWER THIS QUESTION USING THESE COMPUTERS, SO IT IS MORE WORK, OR I GUESS TWO MORE TASKS THAT, WE ASK OUR TEACHERS TO TEACH AND OUR STUDENTS TO LEARN.

>> WHICH IS REQUIRING OUR STUDENTS MORE TIME ON TECHNOLOGY.

>> RYAN WAS SHOWING SOME MORE GRAPHING.

THIS IS A ITEM TYPE THIS CALL INLINE CHOICE, IT'S SIMILAR TO A MULTIPLE CHOICE, BUT IF YOU NOTICE THERE'S MULTIPLE SOLUTIONS THAT THEY HAVE TO DETERMINE WITHIN THE SAME QUESTION.

WE CAN JUST GO TO THE NEXT ONE BECAUSE IT'S THE SAME.

THIS IS ONE THAT'S CALLED HOTSPOT, SO STUDENTS ARE GOING TO HAVE TO CLICK IN CERTAIN SPOTS ON THE ILLUSTRATIONS TO SHOW THEIR SOLUTIONS.

IN THIS PARTICULAR INSTANCE IS FOURS OF EIGHT.

ANOTHER HOTSPOT TO SELECT.

THIS IS A DRAG-AND-DROP.

>> DARRELL, I KNOW YOU EXPLAINED TO OUR BOARD MEMBERS EARLIER AT THE POSSIBILITY OF EARNING MORE THAN ONE POINT FOR STUDENTS.

I DON'T KNOW IF YOU WANT TO TALK ABOUT AN EXAMPLE.

I KNOW YOU MENTIONED READING BUT IF YOU WANT TO TALK AN EXAMPLE.

>> THIS IS A PERFECT EXAMPLE OF MULTIPOINT SCORING.

THIS WOULD BE WORTH TWO POINTS AND THE WAY THE STATE IS GOING TO COUNT THAT IS IF A STUDENT GETS HALF OR MORE OF THE PROBLEM CORRECT, THE STUDENT WILL EARN ONE POINT, IF THEY GET THE ENTIRE PROBLEM CORRECT, THEY EARN TWO POINTS AND IF THEY GET NONE OF IT, OBVIOUSLY, THEY WOULD GET ZERO.

I THINK THERE'S ONLY ABOUT TWO MORE ITEMS LEFT.

THIS IS A MULTI-SELECT, SO EVEN OUR MULTI-CHOICE QUESTIONS ARE GOING TO BE A LITTLE BIT MORE DIFFICULT WHERE THERE'S NOT ONE CORRECT ANSWER, THERE'S MULTIPLE CORRECT ANSWERS THAT STUDENTS WILL HAVE TO SELECT.

GO BACK TO THE PRESENTATION.

JUST TO SHARE WITH YOU SOME OF THE THINGS THAT WE'RE PUTTING INTO PLACE IN THE DISTRICT IS WE HAVE VARIOUS WAYS THAT WE'RE GOING TO EVALUATE OUR STUDENTS DO ASSESSMENTS AND TWO WAYS SPECIFICALLY.

ONE IS TO INFORM INSTRUCTION AND ONE IS TO MONITOR STUDENT PROGRESS.

[02:00:03]

WE ARE ALSO BUILDING IN FORMATIVE ASSESSMENTS THAT WILL DO SHORT-CYCLE ASSESSMENTS THROUGHOUT A UNIT SO THAT TEACHERS AND STUDENTS AREN'T SURPRISED AT THE END OF A UNIT WHEN IT COMES TIME FOR THEIR SUMMATIVE ASSESSMENT.

>> CAN YOU DEFINE A SHORT CYCLE FOR ME?

>> IT'S GOING TO DEPEND UPON THE CONTENT AREA, THE GRADE LEVEL, BUT THE WAY THAT WE DEFINE IT IS AFTER A SPECIFIC CHUNK OF LEARNING WITHIN THE UNIT, WE'RE GOING TO TAKE A DIP STICK TEST OF WHERE OUR STUDENTS ARE AS FAR AS THAT PARTICULAR POINT IN THE UNIT.

IT COULD BE SOMETHING.

>> THAT'S GOING TO BE DISTRICT WIDE.

SOME OF IT HAD BOYD, MOEN, AN ELOY..

>> YES, IT IS DISTRICT-WIDE BUT IT'S NOT YOUR TYPICAL STANDARDIZED TESTING.

THESE THINGS THEY'RE GOING TO HAPPEN WITHIN INSTRUCTIONAL TIME.

IT'S NOT SOMETHING THAT'S GOING TO BE FORMATIVE OR NOT FORMATIVE BEFORE SO FORMAL THAT IT WOULD TAKE AN ENTIRE CLASS PERIOD.

IT MAY BE SOMETHING THAT HAPPENS AT THE END OF A CLASS TIME. [OVERLAPPING]

>> NOT A TYPICAL SETTING THAT WE USUALLY [OVERLAPPING].

>> TESTING SETTING, AS WE'RE LEAVING THIS PARTICULAR INSTRUCTION, HOW AM I AS A TEACHER GOING TO PREPARE MYSELF FOR TOMORROW'S INSTRUCTION? THEN OUR SECOND IS MONITORING CRITICAL LEARNING AND WE'RE DOING THAT THROUGH OUR DISTRICT INTERIM, STATE INTERIM, AND THAT'S MORE ALIGNED TO WHAT DR. JOHNSON WAS SPEAKING TO AS FAR AS BEGINNING, MIDDLE, AND END OF YEAR CHECKS.

SOME OF OUR CAMPUSES, WE WERE TALKING ABOUT THINGS CHANGING.

WE DON'T KNOW HOW LONG THIS PARTICULAR STAAR ITERATION IS GOING TO LAST BECAUSE THE STATE DOES HAVE A PILOT PROGRAM THAT'S CALLED TEXAS THROUGH- YEAR ASSESSMENT PILOT, WHICH IS ESSENTIALLY HOPING TO REPLACE STAAR AS WE KNOW IT, WHERE STUDENTS WILL BE TESTED THROUGHOUT THE SCHOOL YEAR AS OPPOSED TO AT THE END OF THE SCHOOL YEAR.

>> UNDER THIS INFORM INSTRUCTION, WOULD YOU SAY THIS IS SOMETHING THAT WE ALREADY DO? I THINK IT ANSWERS SOME QUESTIONS THAT WE'VE LONG HAD OF HOW DO WE MAKE SURE IT'S NOT JUST FORMATIVE ASSESSMENTS? HOW DO WE MAKE SURE STUDENTS AREN'T TOO FAR GONE BY THE TIME WE REALIZE THERE'S A PROBLEM? IT SEEMS LIKE THIS ADDRESSES THAT.

IS THIS SOMETHING WE'VE BEEN DOING, NUMBER 1, AND NUMBER 2, HOW MUCH ADDITIONAL WORK IS THIS CREATING FOR EDUCATORS?

>> I THINK THAT LAST PIECE IS THE PIECE.

IT IS SOMETHING THAT WE'VE BEEN DOING ALL ALONG.

I THINK THIS MAKES IT MORE SYSTEMATIC TO WHERE WE CAN ENSURE FROM A DISTRICT LEVEL THAT WE'RE SETTING THE SAME EXPECTATIONS FOR STUDENTS ACROSS THE DISTRICT.

THE THING IS ACTUALLY WE'RE HOPING TAKING THINGS OFF OF THE PLATE OF TEACHERS OF TRYING TO CREATE FORMATIVE ASSESSMENTS, WHILE THEY'RE ALSO TRYING TO PLAN LESSONS AT NIGHT.

WE'RE HOPING THAT THIS PROVIDES A SERVICE TO OUR TEACHERS AND TAKE SOME THINGS OFF OF THE PLATE WHILE ALSO MAINTAINING A HIGH EXPECTATION FOR ALL OF OUR STUDENTS ACROSS THE DISTRICT.

>> IT SEEMS GREAT. IT SEEMS IT WILL HELP TEACHERS NOT GET TO THAT END OF SIX OR NINE WEEKS AND THEN BE TRYING TO REMEDIATE THEIR FIGURING OUT WHAT NEEDS TO BE DONE AS THEY GO.

SO I LIKE HOW YOU SAID THAT. THANK YOU.

>> I'M ALMOST DONE. I THINK SOME OF THESE THINGS WERE TALKED ABOUT WHEN DEAN WAS HERE SPEAKING IS THAT SOME OF THE THINGS THAT WE JUST NEED TO BE AWARE OF IS THAT THE INTENT OF THE STAAR REDESIGN IS TO ALIGN ASSESSMENT TO THE HIGH LEVEL OF INSTRUCTION THAT WE EXPECT IN OUR CLASSROOMS. ANOTHER THING IS THAT WE WILL HAVE NEW CUT POINTS FOR APPROACHES, MEETS, AND MASTERS THAT WILL NOT NECESSARILY ALIGN TO WHAT WE'RE USED TO.

I KNOW PEOPLE WERE ASKING WHAT WAS THE BARGAIN TO BE LOWERED OR HIGHED.

I THINK ONE OF THE THINGS THAT WE CAN ATTEST TO JUST BASED OFF OF WHAT YOU SAW WITH THE STAAR REDESIGN IS THAT THE RIGOR THAT STUDENTS ARE GOING TO HAVE TO GO THROUGH HAS BEEN INCREASED.

[02:05:05]

THEN THE LAST THING THERE IS JUST THAT WE NEED TO MAKE SURE THAT WE PAY CLOSE ATTENTION TO THE 2023 RESULTS AND STUDENT OUTCOMES SO THAT WE CAN CONTINUE TO GROW AS A SYSTEM.

>> QUICK QUESTION AND I KNOW I'M NOT SUPPOSED TO GET INTO THE HOW, BUT JUST A LITTLE BIT ON THE HOW THAT THIS BECOMES A REGULAR PART OF THE APPEAL SEASON RIGHT AT THOSE CHECKPOINTS.

SO MY QUESTION IS, FOR THIS ONLY BEFORE THE STAAR ATTESTED SUBJECTS WRITE THOSE FIVE OR WILL IT BE SOMETHING ELSE EMPLOYED ACROSS ALL CLASSROOMS?

>> CAN YOU CLARIFY A LITTLE BIT MORE?

>> WELL, IF IT'S ONLY FOR THE STAAR TEST, AND YOU TALK ABOUT HAVING THOSE FORMATIVE EXAM, SO IT WILL ONLY BE FOR EOC TESTED OR WILL STAAR TEST THE SUBJECTS, CORRECT?

>> NO. THE STAAR REDESIGN WILL BE FOR THOSE STAAR TESTED, BUT WE ARE INCORPORATING THOSE PERFORMANCE ASSESSMENTS AND FORMATIVE ASSESSMENT ACROSS THE BOARD OF EVERY CONTENT AREA THAT MY TEAM IS RESPONSIBLE FOR.

>> WOW, THAT'S CORRECT.

>> WITH THIS DRASTIC CHANGE IN THE REDESIGN OF THE TEST, I LOOK AT THIS THIRD ARROW HERE, COUPLED WITH THE RESET ACCOUNTABILITY SYSTEM.

HOW DID THEY EVEN KNOW OR HAVE A GOOD IDEA WHAT THOSE NEW CUT POINTS COULD POSSIBLY BE SINCE WE REALLY DON'T HAVE ANY PERFORMANCE ON THIS REDESIGN TEST? IT SEEMS LIKE A TOTAL STAB IN THE DARK.

>> I CAN TELL YOU WHAT WE HEAR WHEN WE'RE AT DIFFERENT SESSIONS AND GET UPDATES FROM THE COMMISSIONER, FROM OTHERS, THE TA.

AS MS. CARNEY SAID, THERE'S STILL DEFINITELY A DEBATE ABOUT WHERE TO SET THAT CUT SCORE ITSELF.

BUT AS FAR AS THE LEVEL OF RIGOR ON THE STAAR TEST, THE WAY THAT IT'S EXPLAINED IS THAT DUE TO TEST ITEM DIFFICULTY, THAT IF ONE OF THESE NEW, SEEMINGLY MORE RIGOROUS TYPES OF TEST QUESTIONS THAT TA KNOWS WHICH QUESTIONS ESSENTIALLY ARE EASIER, AND BY MANIPULATING THE NEW TEST QUESTIONS TO BE EASIER QUESTIONS, THAT SHOULDN'T AFFECT THE OVERALL RIGOR OF THE TEST.

NOW, THAT'S AN OPINION, I THINK, AND IT'S A ONE WAY TO LOOK AT IT.

IT'S TAKING OUT THE JUST THE CHAIN. [OVERLAPPING]

>> YOU SAY THEY ARE USING EASIER QUESTIONS SINCE IT'S A HARDER TESTING PLATFORM?

>> A NEW TEST ITEM THAT STUDENTS MAY NOT BE AS FAMILIAR WITH.

ON EVERY STAAR TEST, THERE'S MORE RIGOROUS QUESTIONS, THERE'S LESS RIGOROUS QUESTIONS.

THEY KNOW OVER THE YEARS HOW STUDENTS PERFORM STATEWIDE ON THIS TEST QUESTIONS AND FIELD TEST DATA.

THERE'S QUESTIONS EVERY YEAR ON THE TEST THAT DON'T ACTUALLY COUNT TOWARDS THE STUDENTS OVERALL SCORE.

THOSE ARE THE FIELD TEST ITEMS. THEY KNOW OVER THE YEARS HOW STUDENTS PERFORM ON CERTAIN TEST QUESTIONS.

THEORETICALLY, IF YOU TAKE THE QUESTIONS THAT YOU KNOW STUDENTS WILL PERFORM BETTER ON BASED ON PAST DATA, AND THOSE ARE THE QUESTIONS THAT YOU INTRODUCE SOME OF THESE NEW TEST ITEMS WITH, THEN THE WAY IT'S EXPLAINED TO US IS THAT THAT WON'T NECESSARILY HAVE A HUGE IMPACT ON THE OVERALL SCORE ON THE TEST AT THE END.

NOW, THAT'S DEBATABLE BECAUSE ENGAGING WITH NEW TEST ITEMS IS OBVIOUSLY MORE RIGOROUS ITSELF.

UNDERSTANDING AN INLINE QUESTION WITH TWO POSSIBLE ANSWERS IS VERY DIFFERENT, BUT THAT'S THE WAY IT'S EXPLAINED TO US IN THOSE MEETINGS.

>> JUST SEEMS LIKE IT COULD BE A PERFECT STORM EITHER WAY FOR SOME KIDS AND SOME STUDENTS.

THIS IS GOING TO BE GREAT.

THEY'RE GOING TO EXCEL, AND THEN FOR SOME STUDENTS IN CAMPUSES, THIS IS JUST GOING TO BE A DISASTER.

[NOISE]

>> I THINK AND I WONDER IF THIS IS WHERE WE LEAN INTO YOU ALL'S EXPERTISE THOUGH.

HAVE YOU DONE ANY OF THIS WITH STUDENTS? I'M CURIOUS. I WANT TO GO POST THIS ON MY PAGE AND SAY, PARENTS DO THIS WITH YOUR CHILDREN.

HAVE YOU DONE ANY OF THAT YET?

>> YES. WE ACTUALLY STARTED LAST YEAR WITH OUR DISTRICT COMMON ASSESSMENTS, PUTTING NEW ITEM TYPES ONTO THOSE ASSESSMENTS.

OUR STUDENTS HAVE ALREADY STARTED TO ENGAGE WITH THESE NEW ITEM TYPES.

WE THOUGHT THAT WAS VERY IMPORTANT THAT WE STARTED THAT LAST YEAR WHILE IT WAS STILL LOW STAKES FOR THE STUDENTS AND CONTINUOUSLY GROW IN THAT AREA OVER THIS SCHOOL YEAR.

[02:10:02]

ALL OF OUR STUDENTS THAT WILL BE TAKING THE STAAR EOC TESTS HAVE ENGAGED WITH NEW ITEM TYPES AT THIS POINT NOW.

I'M JUST GOING TO ASK YOU TO DO THIS AT A LATER TIME.

I'VE GONE OVER MY TIME AND DON'T WANT TO HOLD YOU HERE ANY LONGER.

BUT IF YOU WILL, JUST THINK ABOUT ONE THING THAT YOU'VE LEARNED KNEW ABOUT THE STAAR REDESIGN THIS EVENING OR ONE QUESTION THAT YOU MAY STILL HAVE ABOUT STAAR REDESIGN.

YOU CAN DIRECT ALL OF THOSE QUESTIONS TO MR. SMITH [LAUGHTER] I'M KIDDING.

I'LL GO FIRST AND I'LL GO LAST.

I LEARNED NOT TO INCORPORATE TECHNOLOGY UNLESS YOU KNOW WHERE EVERYONE STANDS ON THAT TECHNOLOGY.

BUT THANK YOU ALL FOR THIS OPPORTUNITY TO SPEAK WITH YOU ALL TONIGHT.

>> DO YOU HAVE ANY FURTHER QUESTIONS FOR MR. MANUEL ABOUT THE TEST REDESIGN?

>> I'LL BE HONEST WITH YOU. FOR ME, I'D REALLY WANT TO HEAR ON THE ACCOMMODATION STUDENTS WITH DISABILITIES, WHAT THAT LOOKS LIKE.

HAVE WE COMPLETELY GOTTEN AWAY FROM STAAR OLD? I KNOW I'M OUT OF TOUCH WITH THAT ASPECT.

>> NO, THERE'S STILL STAAR OLD.

>> WHAT DOES THIS LOOK LIKE FOR THEIR STUDENT POPULATION?

>> I WOULD DEFINITELY WANT TO GET AN EXPERT TO FULLY ANSWER TO THAT QUESTION.

BUT MY BEST ANSWER THAT QUESTION IS THAT, THAT TEST IS SO PERSONALIZED ALREADY THAT I DON T THINK THAT THERE ARE BLANKET CHANGES.

>> IT'S COMPLETELY DIFFERENT DR. JOHNSON, IT'S COMPLETELY DIFFERENT.

IT'S NOT ANYTHING LIKE THIS.

THEY'RE ARE DAYS, REMEMBER WE USED TO HAVE THEN ALSO THE M, THE MODIFY STAAR TAKS-M AND THAT WENT AWAY [BACKGROUND] YES, RIGHT.

THE ALT IS COMPLETELY DIFFERENT.

IF I REMEMBER CORRECTLY, IT'S ONLY A SMALL PERCENTAGE OF OUR STUDENTS, I THINK MAYBE ONE PERCENT OR LESS OF OUR STUDENTS ACTUALLY TAKE THE STAAR ALT, IF I REMEMBER CORRECTLY.

BUT YOU DEFINITELY CAN FOLLOW UP AND GET MORE DETAILS FOR OUR BOARD MEMBERS AND SHARE WITH YOU.

>> WHAT QUALIFIES A STUDENT TO TAKE THE STAAR ALT.

SORRY [LAUGHTER]

>> I KNOW IT'S REALLY, IT'S THIS SETTING.

THE LEARNING SETTING, IF YOU WILL, AND LEARNING ENVIRONMENT IF YOU WILL [OVERLAPPING] GO AHEAD.

>> I WAS GOING TO FOR EITHER THE KEY ANSWER TO THAT QUESTION IS AN ARD COMMITTEE OR DISMISSAL COMMITTEE DECISION ABOUT [OVERLAPPING] ASSESSMENT.

>> IT'S ALL ABOUT WHERE, BUT IT STARTS WITH THE PLACEMENT WHERE THE STUDENT IS, THE LEARNING PLACEMENT FOR THE STUDENT BASED OBVIOUSLY ON THE ARD COMMITTEE.

>> I LIKE HERE IN THE LESS THAN ONE PERCENT.

THAT MEANS THAT WE'RE REALLY PUSHING OUR STUDENTS TO TAKE THE REGULAR STAAR AND PREPARE THEM.

>> YES, I THINK IT'S AROUND ONE PERCENT.

>> THAT'S ALSO THE SAME PERCENTAGE THAT THEY GAVE FOR THE PAPER VERSION.

IS THE STAAR ALT, THE PAPER VERSION OR CAN THERE BE A TRADITIONAL STAAR THAT'S PAPER VERSIONED AND A STAAR ALT THAT'S PAPER VERSION?

>> CORRECT. THE LAST OPTION.

REGULAR STAAR TESTERS CAN HAVE THE OPTION TO TAKE A PAPER TEST, BUT IT'S A PROCESS AND YOU HAVE TO GET APPROVED BY TEA, SO YES.

STAAR ALT AND IN THE PAPER TEST IS TWO DIFFERENT THINGS, STAAR ALT 2 BY THE WAY.

>>THANK YOU FOR THAT CLARIFICATION.

>> SEEING NO FURTHER QUESTIONS FOR MR. MANUEL, I THINK WE'RE GOING TO JUST KEEP RIGHT ON GOING.

OUR NEXT PORTION, WE'VE TALKED A LITTLE BIT ABOUT DIFFERENT PROJECTS AND SYSTEMS THAT WE'RE IMPLEMENTING AND GROWING AND IMPROVING ON THIS YEAR.

A BIG ONE THAT WE'VE BEEN SPENDING A LOT OF TIME WORKING BOTH ON CAMPUSES AND DEPARTMENTS PLC LEVEL IS AROUND SOME DATA LITERACY AND TAKING ALL THE DATA THAT WE RECEIVE WHETHER IT'S A STAAR TEST, WHETHER IT'S THE PERFORMATIVE ASSESSMENTS, SCREENERS, ANYTHING LIKE THAT AND HOW OUR CAMPUSES REALLY WORK WITH THAT DATA TO RESPOND.

LIKE I MENTIONED EARLIER, WE SPEND A LOT OF TIME SHARING STUDENT OUTCOME DATA.

THIS IS SOME OF THE BACK END OF HOW OUR CAMPUSES RESPOND AND WHAT THEY DO.

I'M DEFINITELY TYING THIS BACK TO OUR STUDENT OUTCOME DATA.

WE'LL TALK ABOUT HOW THIS MEETS EACH OF OUR BOARD GOAL ELEMENTS AS WELL JUST IN CASE DR. MCMANN IS WATCHING [OVERLAPPING]

>> THIS IS ON OUR MONITORING CALENDAR.

>> THIS IS ON OUR MONITORING CALENDAR AND THIS IS DEFINITELY TALKING ABOUT OUR STUDENT OUTCOME GOALS.

BUT FOR THIS SECTION, I'M GOING TO TURN IT OVER TO TWO OF OUR AREA SUPERINTENDENTS, DR. NANCY GUERRERO AND DR. ZAC OLDHAM ARE GOING TO WALK US THROUGH THIS PORTION.

>> THANK YOU RYAN. GOOD EVENING, PRESIDENT FELLA, DR. JOSE LUIS AND TRUSTEES.

WE'RE DELIGHTED TO BE HERE WITH YOU THIS EVENING.

IN OUR COMMITMENT TO CONTINUE TO REALLY GROW DATA LITERACY

[02:15:01]

A EIGHT-STEP PROCESS THAT REALLY ASSISTS AND GUIDES OUR TEACHERS AS THEY COLLECT ALL THE DATA THAT MR. MANUEL WAS JUST DISCUSSING.

THE STEPS OCCUR IN THREE PHASES.

THERE'S A PREPARE STATE, AN INQUIRY STATE, AND THEN AN ACTION STATE.

OUR EDUCATORS ASSESS THE EFFECTIVENESS OF THEIR ACTIONS REALLY PROMOTING WHAT THEY'VE DELIVERED THROUGH THEIR INSTRUCTION, IDENTIFYING NEEDS THAT MAY NEED TO BE ADJUSTED IN THEIR PLANNING, AND ALSO TO HELP GUIDE THEM AND MAKE INSTRUCTIONAL DECISIONS MOVING FORWARD AND THEN CONTINUING THAT COLLABORATIVE INQUIRY CYCLE.

THE REAL PURPOSE BEHIND THIS MODEL ALLOWS US, ONE, TO PROMOTE CLARITY FOR ALL OF OUR CAMPUS TEAMS. ALSO TO BETTER PROVIDE SUPPORT TO OUR TEAMS WITH ALL THE DEPARTMENTS THAT SUPPORT AND SERVE OUR CAMPUSES.

IT'S FOCUSED ON SHARING A COMMITMENT TO ACTION ASSESSMENT AND THEN ADJUSTMENT, THAT CONTINUOUS IMPROVEMENT MODEL AT WORK.

IT'S INTENTIONAL COLLABORATION.

OUR TEACHERS ARE REALLY LEARNING FROM ONE ANOTHER AND ENHANCING WHAT IS BEING DELIVERED IN OUR CLASSROOMS AND THERE IS VERY MUCH A RELENTLESS FOCUS ON EVIDENCE.

>> AS YOU'VE HEARD TONIGHT, WE HAVE A VARIETY OF DATA PIECES AND ASSESSMENTS COMING THROUGHOUT THE YEAR.

WE'VE INVITED DEE CARNEY TO COME OUT AND HELP SUPPORT AND SUPPLIER CAMPUS LEADERS, BOTH OUR PRINCIPALS AND ASSISTANT PRINCIPALS WITH SKILLS AND STRATEGIES TO DISSECT STUDENT ASSESSMENT INFORMATION, AND TO MAKE PLANS FOR RESPONDING, CORRELATING TO THAT DATA TO SUPPORT OUR STUDENTS AND OUR STAFF.

DEE DOES AN AMAZING JOB AS YOU'VE SEEN TONIGHT, OF SIMPLIFYING AND STREAMLINING THE PROCESS FOR OUR LEADERS.

WE PLAN ON CONTINUING TO HAVE HER COME IN REGULARLY THROUGHOUT THE YEAR TO WORK WITH OUR CAMPUS LEADERS TO HELP STRENGTHEN THESE SKILLS AND JUST GIVE THEM MORE TOOLS FOR THEIR TOOLBOX AS WE GO THROUGHOUT THE NEXT FEW YEARS.

THE GREAT THING ABOUT DATA WISE PROCESS IS THAT IT ALLOWS FOR OUR CAMPUS ADMINISTRATORS TO TRAIN AND SUPPORT THEIR STAFF MEMBERS IN THESE STRATEGIES SO THEY CAN DO IT COLLABORATIVELY AS A TEAM THROUGHOUT THE YEAR AND IN THE FUTURE.

DATA WISE SUPPORTS SCHOOLS AND SYSTEMS AND TAKEN AN EQUITY LENS WHEN USING COLLABORATIVE DATA AND INQUIRY SO EACH STUDENT THRIVES.

THIS PROCESS BETWEEN TEAM MEMBERS ALLOWS THEM TO SHARE THEIR BEST PRACTICES AND IMPORTANT STRATEGIES TO MEET THE NEEDS OF ALL OF OUR STUDENTS.

WE'LL CONTINUE TO CIRCLE BACK TO THIS PROCESS, NOT JUST THIS YEAR, BUT THROUGHOUT THE YEAR, IMMEDIATELY FOLLOWING KEY ASSESSMENTS THROUGHOUT THE SCHOOL YEAR TO IDENTIFY AREAS OF IMPROVEMENT IN THE DATA AND STUDENT LEARNING.

TO HELP IDENTIFY PRACTICES THAT ARE BEST PRACTICES THAT WILL HEAVILY IMPACT STUDENT OUTCOMES.

THEY CREATE GOAL-ORIENTED ACTION PLANS IN LINE TO THESE OUTCOMES AND ALLOWS THEM TO MONITOR THE PROGRESS TOWARDS THESE GOALS.

WE'RE VERY PROUD OF THIS PROCESS, WE THINK IT'S GOING TO BE A VERY USEFUL TOOL TO OUR CAMPUS LEADERS AND OUR TEACHERS AND STAFF.

NOT JUST THIS YEAR, BUT IN THE FUTURE AS WE LOOK AT THE DATA FROM THESE ASSESSMENTS TO SUPPORT OUR STUDENTS.

>> THANK YOU ALL. THAT'S JUST ONE THING I'D ADD BEFORE ANSWERING THE QUESTIONS IS DATA LITERACY HAS ALWAYS BEEN A STRONG ELEMENT ON CAMPUSES BUT WE REALLY DIDN'T NOTICE COMING OUT OF THE PANDEMIC THAT IS SOMETHING WE WANTED TO FOCUS AND PUT A LOT OF ATTENTION TOWARDS, ESPECIALLY THIS YEAR AND IN THE YEARS TO COME.

BUT I DON'T WANT TO MAKE IT SOUND LIKE THIS IS NOT SOMETHING THAT WAS HAPPENING, BUT IT WAS DEFINITELY AN AREA THAT WE FELT WE NEEDED TO FOCUS ON AND CONTINUE TO GROW.

THAT'S WHY WE'RE DEDICATING A SIGNIFICANT AMOUNT OF TIME THIS YEAR TO THE TRAINING AND DEVELOPMENT AROUND DATA LITERACY ON CAMPUSES AND DEPARTMENTS.

ANY QUESTIONS FOR THE GROUP?

>> I HAVE A QUESTION, IS THIS HAPPENING IN ALL GRADE LEVELS, BOTH ELEMENTARY AND SECONDARY? IF YOU'RE IN A MATH CLASS IN HIGH SCHOOL, THEY'RE ALSO GETTING ALL OF THIS DATA TO MAKE CHANGES TO THEIR INSTRUCTIONAL MODEL?

>> YES. I APPRECIATE WHAT MR. SMITH SAID.

WE HAD SOME CAMPUSES THAT WERE ALREADY WELL-VERSED IN DATA WISE AND WE HAD CAMPUSES THAT WERE USING PROTOCOLS.

THIS JUST ALLOWS US AGAIN TO HAVE COMMON LANGUAGE AND CLARITY IN THE WORK SO THAT WE BETTER SUPPORT.

I'VE HEARD SEVERAL OF YOU MENTION JUST THE NUMBER OF NEW STAFF WE HAVE.

WHEN WE THINK ABOUT ALL OF OUR NEW TEACHERS IN PLCS AND EVEN NEW ADMINISTRATORS,

[02:20:03]

BUT BACK TO YOUR QUESTION, ABSOLUTELY, THIS WAS OFFERED, PROMOTED, AND SUPPORTED FOR ALL 55 OF OUR CAMPUSES, SO ELEMENTARY, MIDDLE, AND HIGH.

>> JUST A COUPLE OF QUESTIONS. THE FIRST ONE, DO THE TEACHERS GET THE OPPORTUNITY TO LOOK AT THE DATA DISAGGREGATED WITHIN THEIR PLCS, OR IS IT JUST DRILLED DOWN TO STUDENT?

>> YEAH, I THINK THAT'S THE WHOLE GOAL OF THE PROCESS IS TO HELP EMPOWER OUR TEACHERS TO LOOK AT THE DATA AND TO REALLY DISSECT AND USE BEST PRACTICES TO RESPOND TO THAT.

THERE ARE DIFFERENT ASSESSMENTS IN DIFFERENT DEPARTMENTS AND DIFFERENT SUBJECTS AS YOU KNOW, BUT IT REALLY ALLOWS THEM TO DIG INTO THAT DATA WITH ADMINISTRATOR SUPPORT AND ASSISTANCE AND IT REALLY EMPOWERS THEM TO TAKE OVER THAT DATA.

IT'S NOT JUST HANDED TO THEM, IT EMPOWERS THEM TO LOOK AT IT AND CREATE PLANS BASED UPON THAT.

>> I KNOW A DIFFICULT QUESTION WOULD BE.

THINKING ABOUT TEACHER SHORTAGES AND WRITE THEM COVERING DIFFERENT CLASSES, HOW HAS THAT AFFECTED PLCS AND THEN BEING ABLE TO REALLY BE A PART OF PLCS EFFECTIVELY? HAS THE TEACHER SHORTAGE REALLY AFFECTED THAT AS AN OPPORTUNITY FOR THE DISTRICT?

>> I THINK IT'S A CHALLENGE, NOT JUST IN ROUND ROCK ISD BUT ACROSS THE NATION.

I THINK IT DOES HAVE AN EFFECT.

WE REALLY TRIED TO MAKE SURE THAT EACH TEAM HAS SOME LEADERS OR SOME TEACHERS THAT ARE STRONG IN THOSE AREAS THAT CAN HELP LEAD PLCS.

BUT IT DOES HAVE AN IMPACT.

IF YOU LOOK AT DIFFERENT CAMPUSES, SOME ARE IMPACTED MORE THAN OTHERS.

BUT IT'S REALLY SOMETHING THAT PRINCIPLES TRY TO GUARD THEIR TIME TO MAKE SURE THAT WE HAVE THOSE STRONG PLCS IN PLACE AS MUCH AS POSSIBLE.

>> JUST TO FOLLOW UP TO YOUR QUESTION, DR. JOHNSON AND THE TEAM WILL SHARE WITH YOU SOME OF THE REPORTS THAT OUR LEADERS AND OUR TEACHERS WILL BE RECEIVING AND LOOKING AT ALMOST LIKE A DASHBOARD, IF YOU WILL.

YOU'LL GET TO SEE SOME OF THAT STUFF AND YOU'LL SEE THAT LIKE YOU SAID, SEGREGATED BY STUDENT GROUPS AND ETC.

>> I HAVE A QUESTION.

BECAUSE THERE ARE STUDENTS THAT FALL IN THE TOP PERCENTAGE AND THE BOTTOM PERCENTAGE LAST TIME THEY DON'T GO ON TREND LINES.

THEY FALL OUTSIDE OF THESE TREND LINES.

SOMETIMES YOU HAVE STUDENTS IN THE MIDDLE THAT DO BUT LOTS OF TIMES WHEN YOU GET INTO DATA-DRIVEN ASSESSMENTS LIKE THIS, THOSE STUDENTS THAT DON'T FOLLOW THESE TRENDS, THE GAP ACTUALLY STARTS INCREASING.

HAVING ONE OF THOSE CHILDREN AND BEING ONE OF THOSE STUDENTS MYSELF, I KNOW THIS IS GOOD.

THESE TYPES OF PROCESSES ARE USUALLY GOOD FOR THOSE MIDDLE STUDENTS THAT FOLLOW TREND LINES IN THEIR DEVELOPMENT.

BUT FOR THOSE STUDENTS THAT MOSTLY GIFTED AND TALENTED AND THOSE THEN ON THE BOTTOM PART DON'T, HOW DOES THAT FIT INTO THIS?

>> I THINK WE'RE ALWAYS LOOKING FOR OUTLIERS STUDENTS LIKE YOU'RE TALKING ABOUT AS FAR AS THEY MAY COME IN WITH STRENGTHS OR WEAKNESSES THAT WE NEED TO ADDRESS.

I THINK IT ALL COMES BACK TO RELATIONSHIPS WITH TEACHERS AND THEIR STUDENTS AND KNOWING THEIR STUDENTS AND MAKING SURE THAT WE PROVIDE THE SUPPORT OR THE ENRICHMENT BASED UPON THOSE NEEDS.

LIKE YOU SAID, THERE'S ALWAYS MAINSTREAM GENERAL PRACTICES THAT MIGHT BE EFFECTIVE FOR A LARGE MAJORITY OF STUDENTS, BUT YOU HAVE TO KNOW YOUR STUDENTS AND THEIR STRENGTHS AND WEAKNESSES.

SOMETIMES THEY MAY COME IN AND JUST ABSOLUTELY ROCK ONE OF THESE ASSESSMENTS.

SOMETIMES THEY MAY STRUGGLE A LITTLE BIT MORE.

IT'S ALL ABOUT KNOWING THAT DATA, EMPOWERING THEM TO MAKE DECISIONS BASED ON THAT DATA.

YOU CAN'T JUST MAKE WHOLE GROUP DECISIONS.

YOU HAVE TO THINK ABOUT EACH AND EVERY STUDENT.

THAT'S WHY OUR TEACHERS DO SUCH AN AMAZING JOB OF BUILDING THOSE RELATIONSHIPS AND MAKING SURE OUR STUDENTS HAVE WHAT THEY NEED.

>> THAT WAS MY SECOND PART OF THE QUESTION THEN, SINCE THESE ARE HELPFUL FOR MAINSTREAM, DOES THIS HELP WITH MAYBE ASSESSING THOSE STUDENTS THAT MIGHT NEED HELP AND ACCOMMODATIONS? ARE YOU SEEING THAT FALL OUT OF THIS PROCESS?

>> THANK YOU, DR. BROWN. YES. I THINK WE WERE READING ONE ANOTHER BECAUSE I WAS GOING TO ALREADY ADD THAT.

THE PROCESS REALLY DOES IDENTIFY, AS DR. OLDHAM SAID, THE OUTLIERS.

BUT AS WE WORK COLLECTIVELY AND IN A TEAM ASSESSING ALL OF THAT DATA, THEN TEACHERS KNOW TO RESPOND TO THE ENTIRE CONTINUUM REGARDLESS OF WHERE THE STUDENTS ARE, IT'S EVERY STUDENT.

WE CAN THEN RESPOND BASED ON THE CURRICULUM ABOUT HOW WE'RE GOING TO ENRICH AND REALLY STRETCH STUDENTS THAT REALLY NEED THAT LEVEL OF STRETCH, MORE DEPTH IN THEIR LEARNING WHILE ALSO BEING ABLE TO IDENTIFY PROMPTLY A STUDENT THAT NEEDS ATTENTION IN THE MOMENT DURING THAT UNIT OF STUDY AND BE ABLE TO GO BACK AND PERHAPS RE-TEACH.

WE'VE SEEN SOME AMAZING WORK BY TEAMS OF TEACHERS THAT REALLY FLEX STUDENT GROUPS.

MAYBE TODAY AS AN ENGLISH LANGUAGE ARTS TEACHER, I'M GOING TO TAKE THE GROUP THAT REALLY NEEDS A RETEACH TO REALLY HELP GET STUDENTS TO THAT LEVEL OF MEETS.

BECAUSE WE ALWAYS HAVE A GOAL OF REALLY REACHING MEETS AND MASTERY.

[02:25:01]

WE'RE LOOKING FOR THOSE OPPORTUNITIES TO REALLY STRETCH.

DID I ANSWER YOUR QUESTION?

>> YEAH. PERFECTLY. THANK YOU VERY MUCH.

>> THANK YOU.

>> JUST WANT TO ADD JUST THE GOAL IS ALWAYS AND YOU'RE GOING TO HEAR US TALK MORE ABOUT GROWTH.

IDEALLY, WE WANT TO SEE GROWTH IN EVERY STUDENT, REGARDLESS WHERE THEY ARE.

NOW, SOME STUDENTS ALREADY THAT GOT THE MASTER'S LEVEL, WE WANT TO KEEP THEM GROWING AND MAINTAINING THAT MASTER'S LEVEL.

SOME STUDENTS MAY BE TWO OR THREE GRADE LEVELS BEHIND IN READING AND WE NEED TO MAKE SURE THAT WE HAVE WHAT'S CALLED AN ACCELERATED PROGRAM FOR THEM OR ACCELERATED LEARNING PROGRAM FOR THEM BECAUSE THEY MIGHT NEED TO PROGRESS MORE THAN ONE YEAR IN THAT ACADEMIC YEAR, AND MAYBE A YEAR-AND-A-HALF OR TWO YEARS IF POSSIBLE, SO THAT WAY THEY CAN CATCH UP.

BUT IDEALLY, WE WANT TO UPLIFT EVERYBODY.

WE WANT TO MAKE SURE EVERYBODY HAS GROWN.

>> REALLY WHAT I JUST WANTED TO HEAR, DR. AZAIEZ AND I JUST WANT TO REITERATE THAT IS THAT THERE ARE THOSE STUDENTS THAT NEED THAT THEY HAVE SOME DISABILITY.

EARLY IDENTIFICATION HAS BEEN SOMETHING THAT WE'VE HEARD FROM THE COMMUNITY.

I JUST WANT TO MAKE SURE THAT THAT'S INTEGRATED INTO THIS BECAUSE IT DOESN'T MATTER HOW HARD SOMETIMES YOU PRESS THAT STUDENT.

IF THEY HAVE A LEARNING DISABILITY THAT THEY NEED EXTRA HELP WITH, THEN THEY NEED TO BE IDENTIFIED SO THAT THEY CAN GET THE RIGHT HELP.

I JUST WANTED TO MAKE SURE THAT THAT'S BAKED INTO THIS AND THAT WE DON'T.

>> ABSOLUTELY DR. BROWN AND I KNOW THERE'S ALWAYS ROOM FOR IMPROVEMENT.

I'M THE FIRST ONE WOULD TELL YOU THERE'S ALWAYS ROOM FOR IMPROVEMENT.

BUT THAT'S REALLY WHAT I'VE BEEN PREACHING AND WE'VE BEEN TALKING ABOUT IT WITH THE TEAM IS HOW CAN WE DO A BETTER JOB WITH EARLY IDENTIFICATION, BUT ALSO EARLY INTERVENTION TO HELP THOSE STUDENTS AND MAKE SURE THEY'RE DOING WELL SO ABSOLUTELY.

>> EXCELLENT. THANK YOU.

>> THEN I THINK I'M GOING TO KEEP US MOVING RIGHT ALONG SO THE NEXT PIECE WE REALLY WANTED TO TALK ABOUT TONIGHT WAS SOME REDESIGN THAT WE'VE DONE THIS YEAR WITHIN OUR INSTRUCTIONAL COACHING MODEL.

THIS IS REALLY IN RESPONSE TO, AGAIN THE DATA COMING OUT OF THE PANDEMIC AS WELL AS THROUGH OUR COLLABORATIVE COMPREHENSIVE NEEDS ASSESSMENT.

I GET THAT ONE MESSED UP ALL THE TIME.

BUT THAT'S A PROCESS THAT WE WENT THROUGH IN THE SPRING TO LEAD UP TO CREATING OUR DISTRICT IMPROVEMENT PLAN THAT INVOLVED OVER 100 DIFFERENT STAKEHOLDERS WITHIN THE ORGANIZATION WE HAVE SOME PARENTS, STUDENTS INVOLVED.

THEY REALLY HELPED US IDENTIFY SOME NEEDS TO FOCUS ON.

TAKING DATA FROM THAT, TAKING DATA FROM ACCOUNTABILITY DATA AS WELL AS OTHER ASSESSMENTS.

WE REALLY DECIDED MAYBE WE DO NEED TO REALLOCATE SOME STAFF AND A FEW DIFFERENT WAYS WHEN IT COMES TO HOW WE'RE SUPPORTING TEACHERS.

I'M GOING TO TALK ABOUT A FEW DIFFERENT ROLES BUT I WANT TO MAKE IT CLEAR UPFRONT THAT THESE WERE NEW STAFF MEMBERS THESE WERE NEW FTES, THIS WAS A REASSIGNMENT ESSENTIALLY WITHIN OUR COACHING TEAM AND SO REALLY WHAT I WANT TO FOCUS ON IS REALLY FIVE ESSENTIALLY FOCUS AREA TEAMS THAT WE CREATED THIS YEAR TO BETTER MEET THE NEEDS.

WE SHIFTED SEVERAL FOLKS INTO OUR EARLY CAREER TEACHER PROGRAM, OBVIOUSLY WE'VE TALKED ABOUT THE HIGH NUMBER OF FIRST AND SECOND YEAR IN THE CLASSROOM AND TEACHERS TEACHING STAFF.

THAT'S BEEN A REAL SUCCESS I BELIEVE I OBVIOUSLY WE HAVE MORE NEW TEACHERS AND WE HAVE PROBABLY EVER HAD IN THE PAST AND WE COULD ALWAYS USE MORE SUPPORT FOR THEM.

BUT I WILL SAY THAT GROUP THAT IS SUPPORTING THAT NEW STAFF WE REALLY STARTED BUILDING THAT ABOUT THREE OR FOUR YEARS AGO.

WE SHIFTED SOME ALLOCATIONS AT THAT POINT TO BUILD AN EARLY CAREER TEACHER SUPPORT PROGRAM.

I THINK WE'VE TALKED ABOUT IN THE PAST WE SHARED A VIDEO ONE MONTH SHOWCASING SOME OF THE DIFFERENT LEVELS OF SUPPORT THAT WE'VE CREATED.

THERE'S ESSENTIALLY A THREE TIERED SUPPORT NOW THAT WE HAVE FOR NEW STAFF COMING TO ROUND ROCK ISD.

I BELIEVE EVEN EARLIER THIS WEEK THAT GROUP WAS ASKED TO GO PRESENT AT TESLA MEETING ABOUT THE PROGRAM THAT WE'VE BUILT.

THEY DO A GREAT JOB OF MARKETING THAT SUPPORT AS WELL.

I KNOW THAT HR USES THAT QUITE OFTEN WHEN WE GO TO JOB FAIRS AND WE GO TO RECRUIT ABOUT THE TYPE OF SUPPORT THAT OUR NEW TEACHERS RECEIVE.

ANOTHER SHIFT THAT WE'VE MADE THIS YEAR IS WE'VE REALLOCATED PEOPLE INTO SPECIFIC EARLY LITERACY AND NUMERACY COACHING POSITIONS.

THESE FOLKS WORK WITH A LOT OF OUR ELEMENTARY TEACHERS WHO COMPLETED READING ACADEMIES AND NOW THEY'RE IN THAT NEXT YEAR.

THEY CAN CONTINUE TO HAVE THAT SUPPORT.

THAT'S INDIRECT ALIGNMENT WITH OUR HOSPITAL THREE GOALS AS WELL TRYING TO RAISE THOSE RATES.

EFFECTIVE SCHOOL FRAMEWORK COACHES AND WE'RE GOING TO TALK HERE NEXT I THINK ABOUT OUR STRATEGIC SUPPORT CAMPUSES.

THESE ARE FULL-TIME EMBEDDED COACHES THAT WE HAVE ON CERTAIN CAMPUSES AND THEY'RE MORE OF A GENERAL COACH ON THAT CAMPUS.

OR OTHER COACHES THAT I'M TALKING ABOUT THAT WILL MOVE AROUND FROM CAMPUS TO CAMPUS WITH THE DIFFERENT COHORTS OF TEACHERS THAT THEY'RE SUPPORTING.

BUT OUR ESF COACHES ARE ESSENTIALLY FOCUSING ON THOSE PARTICULAR CAMPUSES FOR MORE FULL-TIME EMBEDDED SUPPORT.

[02:30:03]

FINALLY THE LAST GROUP THAT WE'VE PUT TOGETHER AND DEVELOP THIS YEAR OUR EMERGENT BILINGUALS SPECIALISTS.

THIS GROUP WE'VE ADDED SOME SUPPORT TO MANY OF OUR CAMPUSES THAT ARE CONTINUING TO SEE A LARGER NUMBER OF EMERGENT BILINGUALS ENROLL AND COME TO ROUND ROCK.

I THINK THAT'S ONE ELEMENT THAT WE REALLY TALKED ABOUT DURING THAT NEEDS ASSESSMENT PROCESS.

WAS EVEN AS OUR ENROLLMENT OVERALL IS NOT WHERE IT WAS PRIOR TO THE PANDEMIC IT IS GOING UP BUT IT'S NOT WHERE IT WAS.

OUR EMERGENT BILINGUAL POPULATION OUR SPECIAL AND POPULATION HAS CONTINUED TO GROW DURING THAT TIME.

THAT PERCENTAGE IS CONTINUING TO GROW FOR BOTH THOSE GROUPS WHO WERE ADDING ADDITIONAL SUPPORT TO WORK WITH TEACHERS AS THEY HAVE MORE STUDENTS IN THEIR CLASSROOMS NEEDING THAT TYPE OF SUPPORT.

I THINK I'VE TALKED ABOUT SOME OF THE PURPOSE ON THAT ONE SLIDES.

I'M NOT GOING TO GO INTO TOO MUCH DEPTH BUT THAT COLLABORATIVE COMPETENCY COMPREHENSIVE NEEDS ASSESSMENT.

AGAIN I THINK THAT WAS A GREAT PROJECT THAT WE RAN THROUGHOUT THE SPRING AND IT'S GOING TO BE AN ANNUAL PROCESS THAT WE UNDERTAKE TO MAKE SURE THAT OUR IMPROVEMENT EFFORTS ARE ALIGNED WITH WHAT OUR ORGANIZATION AND EVERYBODY SEES AS THOSE AREAS OF NEED.

TALK A LITTLE ABOUT THE IMPLEMENTATION SOME OF THIS CHANGE REALLY STARTED IN THE SPRING OF TALKING TO STAFF AS THEY LEARN THAT SOME OF THEIR ROLES ARE GOING TO CHANGE A LITTLE BIT.

THEN THROUGHOUT THE SUMMER WE RESTRUCTURED THEM INTO THOSE FOUR DIFFERENT COHORTS AND NOW IN THE FOUR THEY'RE OUT THERE IN THOSE DIFFERENT ASSIGNMENTS.

WE THINK TO BETTER MEET THOSE NEEDS OF OUR CURRENT SITUATION.

WE'RE ALWAYS EVALUATING ALWAYS LOOKING TO IMPROVE AS WE'VE LEARNED NOTHING IN THE LAST SEVERAL YEARS THINGS CHANGE.

AS STAFFING CHANGES AS NEEDS CHANGE THIS GROUP IS ALWAYS READY TO MEASURE OUR IMPACT AND THEN ADJUST AS NEEDED.

THE EXPECTED OUTCOME WE THINK THAT THIS WILL BE EVERYTHING FROM A RECRUITMENT AND RETENTION ACCELERATION AS WELL AS DIRECTLY RELATED BACK TO HOW OUR STUDENTS ARE PERFORMING.

WE HAVE A LOT OF NEW TEACHERS IN CLASSROOMS THE MORE THAT WE CAN SUPPORT THEM AND THEIR WORK THE BETTER OUR STUDENTS ARE GOING TO PERFORM.

OF COURSE ALWAYS WANT TO ELSE IS GOING TO IMPACT THOSE BOARD GOAL.

WE THINK THAT THE INCREASING THAT CONSISTENCY AND THE ABILITY THAT WE'RE ABLE TO SUPPORT STAFF THROUGH THAT COACHING MODEL IS GOING TO HAVE A DIRECT IMPACT ON HOW STUDENTS ARE PERFORMING IN CLASSES.

ANY QUESTIONS ON SOME OF THE REALIGNMENT OF STAFF THAT WE'VE UNDERTAKEN WITH THE COACHES YES, SIR.

>> JUST RELATED BUT UNRELATED SO I DIDN'T SEE THE ANYMORE FROM THE EQUITY TEAM OR WHAT PART DID THEY PLAY IN ANY OF THESE OR NONE AT ALL?

>> DO YOU MEAN THE EQUITY DEPARTMENT?

>> YES.

>> THE EQUITY DEPARTMENT IS A GREAT COLLABORATOR WITHIN TEACHING AND LEARNING I THINK I KNOW MARYANNE MAXWELL SHE'S OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING THEY WORK TOGETHER QUITE A BIT WITH BOTH DR. AGNEW AND MS. HART, HER ASSISTANT.

I DON'T KNOW IF I CAN POINT TO A DIRECT PROJECT OR GOAL, I THINK REALLY THE INTENTION AROUND THE WORK FROM AN EQUITY DEPARTMENT OF VIEW IS THAT THEY CAN HELP EVERY OTHER DEPARTMENT HAVE A LARGER LENS AND UNDERSTAND SOME OF THE IMPACTS THAT DECISIONS WE MAKE MIGHT HAVE.

>> I JUST HAVE GENERAL QUESTIONS.

HOW MANY INSTRUCTIONAL COACHES DO WE HAVE LIKE HOW MANY ARE THEY SPREAD EVENLY OUT THROUGH THESE COHORTS OR?

>> NOT NECESSARILY THERE'S ROUGHLY IN THE TOP THREE PROBABLY ABOUT 55 TOTAL.

THEN I THINK WE HAVE FOUR EMERGENT BILINGUALS SPECIALISTS I THINK THE TWO MTSS COACHES AND THEN THE REST ARE SPREAD OUT AMONGST THERE.

>> THEN IT'S JUST THE EFFECTIVE SCHOOLS FRAMEWORK COACHES THAT ARE NOW ON CAMPUS?

>> THEY'RE ALL ON CAMPUSES BUT THE EFFECTIVE SCHOOL FRAMEWORK IS LIKE IF YOU'RE A COACH ON THAT TEAM THEN YOU MIGHT BE ASSIGNED TO ONE CAMPUS AND YOU'RE THERE ALL THE TIME AND YOU'RE WORKING WITH THOSE TEACHERS THAT CAMPUS THAT CULTURE.

IF YOU'RE AN EARLY LITERACY NUMERACY COACH THEN THERE MIGHT BE TWO CAMPUSES THAT YOU'RE SUPPORTING.

YOU WORK WITH THE PRINCIPAL AND LOOK AT MAYBE THEY MAYBE THEY HAVE A SIGNIFICANT NUMBER OF NEW TEACHERS OF FIRST GRADE.

YOU'RE GOING TO REALLY FOCUS ON THE FIRST GRADE PLC TO WORK WITH ON THAT CAMPUS.

>> ALL OF THESE COACHES ARE FULL-TIME COACHES THEY'RE NOT PART-TIME IN THE CLASSROOM OR?

>> THESE ARE ALL FULL-TIME COACHES YES.

>> OKAY.

>> DO WE HAVE ANY COACHES AT THE SECONDARY LEVEL?

>> YES. EARLY CAREER TEACHER COACHES THERE AT THE SECONDARY LEVEL AS WELL.

[02:35:01]

HONESTLY THERE THEY SPEND MOST OF THEIR TIME WORKING WITH NEW TEACHERS SO IT'S CONTENT-BASED A LITTLE BIT MORE AT SECONDARY BUT THEY REALLY FOCUS MOST OF THEIR TIME ON WORKING WITH TEACHERS WHO ARE NEW TO THE PROFESSION.

>> I LOVE THIS AND THESE SEEM LIKE EXCELLENT PLANS AND I LOVED THE WAY THAT YOU ALL HAVE FORMATTED THIS AND I LOVE SEEING ALL THIS STAFF PRESENT THIS IS SO GREAT.

MY QUESTION ON THIS IS LIKE DR. BONES QUESTION WITH STAFF SHORTAGES RIGHT NOW THESE ARE THE BEST LAID PLANS BUT ARE THESE COACHES TIME BEING PROTECTED? ARE THEY BEING PULLED INTO CLASSROOMS AT THE MOMENT BECAUSE WE HAVE SHORTAGES?

>> THAT THAT IS DEFINITELY HAPPENED.

YOU NOTED TO START THE SCHOOL YEAR I THINK WE'RE AT A POINT NOW NINE WEEKS TO END THE SCHOOL YEAR WHERE THERE MAY BE LESS THAN FIVE THAT ARE STILL I THINK WE'RE PROBABLY AT ABOUT TWO OR THREE AT THIS POINT THEY WERE WORKING TO GET THOSE OTHER POSITIONS HIRED.

BUT I WANT TO BE FULLY TRANSPARENT TO BEGIN THE SCHOOL YEAR WE HAD CLASSROOMS THAT NEEDED TEACHERS IN THEM AND THERE WERE SOME INSTRUCTIONAL COACHES THAT WE'RE COVERING THOSE CLASSROOMS. CANNOT THANK THAT TEAM ENOUGH FOR ANYTIME YOU ASK A GROUP OF PEOPLE TO DO A DIFFERENT JOB THAN THEY WERE EXPECTING TO DO A WEEK BEFORE IT'S TOUGH.

BUT I THINK OUR TEAM DID AN EXCELLENT JOB OF RECOGNIZING THE NEED BECAUSE HONESTLY AT THE END OF THE DAY WE HAD STUDENTS COME IN AND WE NEEDED GOOD-QUALITY TEACHERS TO WELCOME THEM.

IF THESE ARE SOME OF THE BEST TEACHERS THAT THEY'D BEEN PROMOTED AND THEY TEACH TEACHERS NOW BECAUSE THEY WERE SO SUCCESSFUL AND THEY REALLY STEPPED UP AND FILLED SOME NEEDS.

I THINK WE'RE GETTING CLOSE TO ALL OF THEM DOING THIS WORK BUT WE'RE NOT 100 PERCENT THERE RIGHT NOW.

>> THANK YOU.

>> ALL RIGHT THEN, NOT HEARING ANY MORE QUESTIONS ON OUR INSTRUCTIONAL COACHING, IF IT'S ALL RIGHT WITH EVERYBODY WE'LL JUST KEEP RIGHT ON MOVING.

JUST GOT A COUPLE MORE. THEN NEXT WE'RE GOING TO TALK ABOUT OUR STRATEGIC SPORT PROGRAM.

WE'VE TALKED A LITTLE BIT ABOUT THIS IN SOME OTHER MEETINGS SO I THINK IT COULD BE A REVIEW, COULD BE JUST AN UPDATE ON A COUPLE OF THINGS, BUT I'M GOING TO TURN IT OVER FOR THIS SECTION TO DR. TRAVIS MUTSCHER AND DR. MAYA MERCER.

>> GOOD EVENING AND THANK YOU, RYAN. I'M GOING TO HAVE YOU.

>> DO YOU WANT ME TO CLICK?

>> WELL, EITHER WAY YOU WANT TO DO IT.

IF YOU NEED TO WALK, YOU CAN COME WALK OVER HERE. THANK YOU.

THANK YOU, PRESIDENT FELLER, BOARD OF TRUSTEES AND DR. AZAIEZ FOR HAVING US.

MY NAME IS TRAVIS MUTSCHER AND I HAVE DR.

MAYA MERCER AS MY CO-HOST FOR THE NEXT SIX SLIDES HERE.

THIS IS NOT SOMETHING NEW.

THIS IS SOMETHING THAT HOPEFULLY YOU'VE ALL SEEN BEFORE.

THIS IS OUR PLAN FOR STRATEGIC CAMPUSES.

IF YOU THINK BACK TO THE DATA CONVERSATIONS THAT WE HAD PREVIOUSLY, YOU NOTICED THAT THERE WERE SOME SCHOOLS IN SOME AREAS THAT'S NOT WHERE WE WANTED ANY OF OUR SCHOOLS TO BE.

THE QUESTION THAT CAME OUT WAS, WELL, WHAT ARE WE DOING TO SUPPORT SCHOOLS SO THAT WE HAVE NO SCHOOLS THAT ARE ANYWHERE NEAR A D OR AN F IN OUR DISTRICT, AND A LOT OF THAT CAME OUT OF THIS.

A LOT OF THIS ALSO CAME OUT OF KNOWING THAT NOT EVERY CAMPUS IS EQUAL, AND I THINK THAT DECARNEY'S RESEARCH AND DATA THAT SHE PRESENTED TONIGHT SHOWED US PRETTY CLEARLY THAT A CAMPUS THAT HAS A HIGH NUMBER OF ECONOMIC DISADVANTAGED STUDENTS FACES DIFFERENT CHALLENGES FROM A SCHOOL THAT WAS IN THAT TOP 20 PERCENT, THAT ONLY HAD LESS THAN 20 PERCENT OF ECONOMICALLY DISADVANTAGED STUDENTS.

WE WERE ABLE TO IDENTIFY SOME CAMPUSES FOR STRATEGIC SUPPORT.

WE WERE ABLE TO IDENTIFY SOME MORE CAMPUSES FOR INCREASED SUPPORT AND TEAR THEM OUT IN TERMS OF WHAT SUPPORT DO WE NEED TO GIVE.

WE NEED TO GIVE HEAVIER SUPPORT TO THOSE THAT NEED IT THE MOST, AND SO THAT'S WHERE THIS CAME OUT.

EVERYTHING IS BASED IN EFFECTIVE SCHOOL'S FRAMEWORK.

IT HAS THOSE FIVE LEVERS THAT WE'VE TALKED ABOUT IN THE PAST, BUT IT ALL STARTS WITH STRONG LEADERSHIP AND PLANNING, MAKING SURE THAT OUR PRINCIPLES, OUR ASSISTANT PRINCIPALS, AND OUR TEACHER LEADERS ARE TOOLED APPROPRIATELY TO MEET THE NEEDS OF OUR STUDENTS ON THAT CAMPUS.

WE ALSO TALKED ABOUT STRATEGIC STAFFING, THAT'S A KEY ELEMENT TO WHAT WE'RE SEEING AND WHAT WE'RE DEALING WITH THESE DAYS.

HOW DO WE RECRUIT, HOW DO WE TRAIN, AND HOW DO WE RETAIN THOSE TEACHERS? THAT THIRD ONE THERE IS POSITIVE SCHOOL CULTURE, AND YOU'LL HEAR US SAY, SOMETIMES YOU CAN'T EVEN GET TO THE ACADEMICS UNTIL YOU REALLY ASSESS WHAT ARE THE NEEDS OF THOSE STUDENTS,

[02:40:01]

WELL, MATERIALS AND ASSESSMENTS, AND HOW THAT DRIVES EFFECTIVE INSTRUCTION IN THE CLASSROOM.

YOU CAN READ OUR PURPOSE THERE, IT'S REALLY BREAKING IT OUT INTO A DIFFERENTIATED SUPPORT FOR OUR DIFFERENT CAMPUSES WITHIN THE DISTRICT.

THEN THIS IS JUST BREAKING DOWN INTO EACH ONE OF THOSE FIVE AREAS.

WHAT ARE WE DOING? THAT'S DIFFERENT WITHIN THOSE FIVE DIFFERENT LEVERS SO OBVIOUSLY, LEADERSHIP IS A BIG ONE FOR US, AND WE'VE TALKED ABOUT THE PLC PROCESS, AND WHAT DO WE DO WITHIN THE PLC PROCESS.

WITH SO MANY NEW TEACHERS AND NEW ADMINISTRATORS, WE HAVE A WIDE VARIANCE OF WHERE CAMPUSES ARE WITH PLCS IN TERMS OF THEIR UNDERSTANDING, SO WE NEED TO MAKE SURE THAT EVERYONE UNDERSTANDS WHAT GOES INTO A GOOD PLC.

HOW DO WE TRAIN THOSE? NOT ONLY THE LEADERS, BUT HOW DO WE FILTER IT DOWN TO THE TEACHERS TO UNDERSTAND WHAT SHOULD BE HAPPENING WITHIN THAT PLC SO THAT WE CAN MAKE SURE THAT WE'RE PLANNING EFFECTIVELY, THAT WE HAVE PROPER ASSESSMENTS, AND THEN ONCE WE DO HAVE THOSE ASSESSMENTS, AS MY COLLEAGUE SAID, HOW DO WE RESPOND TO THAT DATA THAT WE'RE GETTING TO MAKE SURE THAT WE'RE MAKING CHANGES ON THE FLY AND INTERVENING.

WHETHER THAT BE TO ENRICH AND STRETCH STUDENTS OR WHETHER THAT BE TO START BACK OVER AND TEACH IT IN A DIFFERENT WAY TO MAKE SURE THAT ALL STUDENTS ARE LEARNING SO THAT WE DON'T LEAVE ANYBODY BEHIND, AND THEN YOU ALSO SEE THAT THERE WERE SOME FUNDS SPECIFICALLY FOR THAT PLANNING TIME.

WE KNOW HOW VALUABLE TEACHERS' TIME IS SO CREATING OPPORTUNITIES WHERE THEY HAVE DEDICATED TIME TO SIT DOWN, TO GO THROUGH THE PROCESS, TO PLAN, TO LOOK AT THE DATA SO THAT THEY CAN RESPOND APPROPRIATELY.

EVERYONE NEEDS TO LEARN SO THERE'S SOME DIFFERENT LEARNING SERIES THAT ARE PUT IN THERE THAT WE FELT WERE SOME OF THE BETTER SERIES OUT THERE IN TERMS OF LEADERSHIP SERIES.

THAT ONE, IN PARTICULAR, IT'S THROUGH TASA I BELIEVE BUT IT, SAY IT AGAIN.

LEAD FORWARD.

LEAD FORWARD IN TASA, BUT IT HAS VIRTUAL SESSIONS TO WHERE THEY CAN DO IT ON THEIR OWN TIME AS A TEAM.

THEY'RE NOT HAVING TO BE OFF CAMPUS TO GO TO A CONFERENCE.

THEY CAN BRING THAT LEARNING INTO THE CAMPUS AND SIT THERE AS LEADERS, WATCH IT AND PROCESS IT AND RESPOND TO IT, AND THEN OF COURSE, WE HAVE AREA SUPERINTENDENTS THAT ARE ON EACH OF THOSE CAMPUSES WEEKLY.

IN TERMS OF STRATEGIC STAFFING.

I KNOW THAT WE'VE TALKED ABOUT THIS BEFORE, BUT THERE WERE SOME STIPEND POSITIONS WHERE WE ADDED ADDITIONAL STIPENDS ONTO THOSE STRATEGIC CAMPUSES TO INCENTIVIZE THOSE LEADERS ON THOSE CAMPUSES BECAUSE WE ARE EXPECTING MORE WORK FROM THEM.

THEY HAVE A BIG LOAD TO CARRY, AND ONE OF THE OTHER REASONS FOR THAT IS TO ATTRACT THE HIGHEST QUALITY CANDIDATES TO THOSE SCHOOLS THAT MIGHT BE STRUGGLING TO FIND THOSE, AND SOME OF THOSE LEADERS MIGHT BE ON CAMPUS.

SOME OF THOSE LEADERS MIGHT HAVE INTERVIEWED, BUT IT OPENED THAT PROCESS UP TO WHERE WE ENSURE THAT WE HAVE THOSE BEST CANDIDATES ON THOSE SCHOOLS.

>> I JUST WANT TO POINT THAT, SAY THAT SAYS THANKS TO OUR BOARD MEMBER, THANKS TO YOU FOR ALLOWING US TO MAKE THIS ADJUSTMENT AND ALLOCATE A CERTAIN AMOUNT OF MONEY TO BE ABLE TO COMPENSATE FOR OUR TEACHERS AND ALSO PROVIDE SOME EXTRA TRAINING TO THEM AND TO THE LEADERS OF OUR CAMPUSES.

THANK YOU AGAIN BOARD MEMBERS FOR MAKING THAT HAPPEN.

BUT THIS IS A NEW THING WE DO ON THIS YEAR.

>> IN REGARDS TO THE INSTRUCTION AREA, YOU CAN SEE THE DIFFERENT THINGS WE'RE DOING.

THEY'RE CONTINUING WITH THE USF MODEL, WHICH I FEEL IS AMAZING FRAMEWORK FOR ALL OF OUR CAMPUSES.

BUT THEN ALSO TRAINING OUR ADMINISTRATORS AND OUR TEACHER LEADERS HOW TO USE LEAD FORWARD FIELD GUIDES.

IN A NUTSHELL, THOSE FIELD GUIDES STREAMLINE THE INFORMATION SO THAT WE DON'T HAVE TO DO ALL THE LEGWORK IN TERMS OF SEARCHING THROUGH IT SO I'LL GIVE YOU A, FOR INSTANCE.

[02:45:02]

THERE DIVIDED OUT INTO READINESS TEAKS AND SUPPORTING TEAKS.

LEAD FORWARD GOES THROUGH IT, ANALYZES ALL THE PREVIOUS STAR TEST AND THE NUMBER OF QUESTIONS THAT HAVE BEEN ASKED IN THOSE PREVIOUS TESTS ABOUT EACH OF THOSE TEAKS AND IT PUTS A MAGNIFYING GLASS ON.

THESE ARE THE TEAKS THAT ARE, YOU KNOW, FOR SURE ARE GOING TO BE TESTED.

THESE OTHERS MIGHT BE TESTED DEPENDING ON THE YEAR.

BUT THESE WE KNOW FOR SURE ARE WHAT WE WOULD CALL A PRIORITY STANDARD THAT WE KNOW FOR SURE THEY'RE GOING TO BE TESTED SO WE BETTER PAY PARTICULAR ATTENTION TO THESE.

IT GOES AHEAD AND IT DOES SOME OF THAT LEGWORK FORCE.

IT ALSO WOULD DO THINGS LIKE, LOOK AT THE ACADEMIC VOCABULARY THAT'S NEEDED IN ORDER TO TEACH THIS PARTICULAR UNIT.

IT WOULD GO AHEAD AND HIGHLIGHT THE VOCABULARY FOR US SO THAT WE DON'T HAVE TO GO THROUGH AND DO THAT RESEARCH ON THAT, WHAT VOCABULARIES NEEDED AND THEN ONE OTHER AREA THAT'S REALLY NICE IS IT GIVES US A VERTICAL LOOK AT WHAT SKILLS ARE NEEDED PRIOR TO LOOKING AT THIS TEAK AND WHERE WILL THAT GO AFTERWARDS.

WHAT THAT DOES IS IT REALLY LETS US LOOK, IF THEY DON'T HAVE THE SKILLS NEEDED TO MASTER THAT TEAK NOW, WHAT SHOULD THEY HAVE LEARNED IN PREVIOUS GRADES, GIVES US A WAY TO BACK UP AND START OVER AGAIN, AND THEN ALSO IF THEY'VE ALREADY MASTERED IT, WHERE ARE THEY GOING TO NEXT IN FUTURE GRADE LEVELS SO IT ALLOWS US TO PUSH AND EXTEND THAT WORK AS WELL.

THESE ARE THINGS THAT WE'RE MAKING AVAILABLE TO THEM TO HOPEFULLY TAKE A LITTLE BIT OF THINGS OFF THE PLATES SO THAT THEY CAN FOCUS ON THE WORK THERE.

THEN THAT LAST ONE, POSITIVE SCHOOL CULTURE.

REALLY GETTING IN AND LOOKING AT WHAT COMMUNITY BUILDING ARE WE DOING WITH OUR STUDENTS? WE DO HAVE A RELATIONAL-CENTERED LEARNING CONFERENCE THAT WE'RE SENDING PEOPLE TO AS WELL SO THAT THEY CAN LEARN MORE ABOUT THAT POSITIVE CULTURE BUILDING.

THEN I'LL LET YOU READ THAT, BUT I THINK THE TOP PART IS THAT'S WHY WE'RE HERE.

HIGHLY EFFECTIVE INSTRUCTION EQUALS STUDENT GROWTH AND SUCCESS.

YOU ARE PRESENTED WITH A COMPLICATED MODEL THAT WE'RE ALL DEALING WITH IN TERMS OF THE STAR TEST AND THE ACCOUNTABILITY SYSTEM.

BUT I THINK IT ALL COMES DOWN TO OUR STUDENTS LEARNING EVERY DAY.

I FEEL LIKE I THINK THAT THE OTHERS WOULD AGREE, AS LONG AS WE ARE PROVIDING GOOD INSTRUCTION AND WE KNOW FOR A CERTAINTY THAT STUDENTS ARE GROWING, I THINK THE REST WILL TAKE CARE OF ITSELF.

BUT WE HAVE TO HAVE GOOD INSTRUCTION IN THE CLASSROOM AND WE HAVE TO KNOW THAT STUDENTS ARE GROWING EVERY DAY.

IN TERMS OF BOARD GOALS, I MEAN THIS DIRECTLY ALIGNS WITH OUR BOARD GOALS IN TERMS OF EARLY LITERACY AND EARLY NUMERACY AND OUR OTHER COMMITMENTS.

IF YOU LOOK AT OUR SIX GOALS IN TERMS OF RECRUITING AND DEVELOPING TEACHERS, MAKING SURE THAT WE HAVE EMPHASIS ON LEARNING.

WE'RE WORKING ON COLLABORATING AND STUDENT OWNERSHIP AND THEN FOCUSING ON THE RESULTS SO THAT WE HAVE CONTINUOUS IMPROVEMENT. IS THAT THE LAST? I WILL LET DR. MERCER ANSWER QUESTIONS SINCE I DID ALL THE PRESENTING THERE, WHAT QUESTIONS DO WE HAVE?

>> I KNOW FOR ME AND I NOTICED IT'S NOT A POPULAR ASPECT, BUT IT'S DEFINITELY LEANING INTO TEACHING TO THE TEST.

I'VE USED THE SYSTEM BEFORE WHEN I WAS AN ASSISTANT PRINCIPAL AT LBJ AND ONE THING THAT I'VE REALLY THOUGHT ABOUT WITH THIS SYSTEM IN THAT PROCESS, IS SKILL PROGRESSION.

I KNOW IT ALLOWS YOU TO FOCUS IN AND HONE IN BUT THINKING ABOUT SKILL PROGRESSION, BUT ALSO IF THOSE TEAKS ARE AND I GET THAT THEY'RE TESTED.

BUT THERE ARE OTHER TEAKS THAT ARE PUT THERE BECAUSE THERE IS A SKILL THAT IT DOES TEND TO REALLY PUSH THAT TEACHER TO REALLY FOCUS ON WHAT'S TESTED.

IS THERE OUTSIDE OF THAT AN OPPORTUNITY TO REALLY THINK ABOUT THE SKILLS THAT ARE REALLY NECESSARY FOR THAT INDIVIDUAL TO BE SUCCESSFUL.

>> ONE POINT OF CLARIFICATION IS THAT ALL TEAKS HAVE TO BE TAUGHT AND WE'RE NOT SAYING THAT THOSE OTHER TEAKS AREN'T TAUGHT.

BUT IT IS MAKING SURE THAT THOSE PARTICULAR TEAKS WE KNOW FOR SURE THOSE ARE BEING TAUGHT.

>> I HAD A QUESTION, AND THIS

[02:50:03]

SHE THROW UP A SLIDE, AND IF I HAD IT CORRECT, SHE SAID THAT IN GOAL 2 WHICH I BELIEVE IS SCHOOL PROGRESS, THAT IN THE STATE THERE IS NO CORRELATION WITH SOCIAL ECONOMIC DISADVANTAGED.

BUT WHEN IT CAME TO ROUND ROCK ISD, THERE WAS ACTUALLY A CORRELATION TO SCHOOL PROGRESS AND SOCIOECONOMIC DISADVANTAGE WHICH TIES IN WHEN YOU'RE DOING THIS PRESENTATION, I'M LIKE, WELL, THIS TIES INTO EXACTLY WHAT YOU ALL ARE DOING.

BUT MY QUESTION IS, WHAT WORKS FOR THE STATE? ARE THESE THINGS GOING TO WORK FOR US OR IS THERE SOMETHING ELSE GOING ON WITH THIS GOAL 2 IS SCHOOL PROGRESS? BECAUSE OBVIOUSLY OUR TREND IS NOT LIKE THE STATE.

I THINK THIS IS GREAT WORK, BUT IS THERE ANOTHER COMPONENT THAT WE'RE MISSING IN ROUND ROCK ISD? WHAT IS THE ROOT CAUSE OF WHY WE'RE CORRELATED IN GOAL 2 TO OUR LOW SOCIOECONOMIC DISADVANTAGED?

>> IT'S A GREAT QUESTION, AND I DON'T HAVE THE ANSWER AS TO WHY OUR TREND LINE LOOK DIFFERENT FROM THE STATE.

BUT I WOULD SAY THAT WHAT WE'RE DOING IS GETTING INTO THE ROOT OF EQUITY IN TERMS OF CERTAIN CAMPUSES NEED MORE SUPPORT THAN OTHER CAMPUSES, AND THAT LOOKS VERY DIFFERENT CAMPUS TO CAMPUS.

ALL CAMPUSES NEED SOMETHING.

BUT SOME CAMPUSES NEED MORE TARGETED SUPPORT, AND I THINK THAT'S WHAT WE'RE TRYING TO DO IN THIS.

THIS IS THE FIRST TIME WE'VE DONE THIS, IT'S NOT PERFECT.

WE'RE BUILDING IT, AND EVEN FROM WHEN WE STARTED, IT'S CHANGED A LITTLE BIT.

I THINK AS WE GET MORE DATA COMING IN, AS WE MEET WITH MORE PRINCIPLES, AND AS WE GO THROUGH IT THAT WILL CONTINUE TO CHANGE TO MEET THEIR NEEDS.

>> CAN I ADD SOMETHING? YOU WANT TO GO FIRST? GO AHEAD DOCTOR.

>> NO, I WAS JUST GOING TO SAY THAT FOR US, THE STRATEGIC SUPPORT IS JUST THAT VERY STRATEGIC IN IDENTIFYING AND UNDERSTANDING THAT WE DON'T WANT OR ANTICIPATE FOR OUR DISTRICT ZIP CODE TO DETERMINE OUTCOMES.

THAT'S WHAT WE'RE TRYING TO CONQUER.

TO DR. MUSTCHER POINT, SCHOOLS ARE DIFFERENT.

WE HAVE SO MANY DIFFERENT NEEDS FROM STAFFING TO WHAT STUDENTS COME TO SCHOOL ALREADY KNOWING AND BEING ABLE TO DO VERSUS HAVING TO REALLY NARROW IN AND FOCUS IN ON THAT AND IDENTIFY FROM A PLANNING PERSPECTIVE WHAT THAT SHOULD LOOK AND SOUND LIKE.

WHEN WE TALK ABOUT PLC, WE'RE REALLY FOCUSED IN ON ANSWERING THE FOUR CRITICAL QUESTIONS.

TO DR. JOHNSON'S POINT, IT'S ABOUT MAKING SURE THAT WE KNOW WHAT A GUARANTEED AND VIABLE CURRICULUM IS.

BUT IF I CAN'T TEACH ALL THAT I NEED TO TEACH, THEN IT'S NOT GUARANTEED OR VIABLE.

WE HAVE TO FIRST COMBAT THAT, AND I THINK PART OF THIS IS THE LEAD FORWARD FIELD GUIDES.

IT REALLY DOES GIVE US A TOOL OR OUR EDUCATOR PRACTITIONERS AT THE LOWEST LEVEL OF INSTRUCTION, A TOOL TO BE ABLE TO IDENTIFY WHAT THOSE STANDARDS ARE AND WHAT PATH DO WE NEED TO TAKE TO ENSURE WE KNOW WHERE THE GAPS ARE FOR OUR LEARNERS, AND FOR US PLC IS ALSO AT THAT INDIVIDUAL LEVEL.

I THINK IT WAS MENTIONED EARLIER, IT'S NOT ABOUT JUST COMING AT THIS FROM A WHOLE GROUP PERSPECTIVE, IT'S ABOUT KNOWING EVERY INDIVIDUAL STUDENT AS A LEARNER AND UNDERSTANDING WHERE THEY ARE, WHETHER IT'S TRYING TO IDENTIFY THAT LEVEL OF MASTERY IF THEY'RE ALREADY AT THE MASTERS LEVEL, OR IF THEY'RE NOT, WHY NOT? TRY AND TO GET TO THE ROOT CAUSE AND IDENTIFY A PLAN COLLECTIVELY, IMPLEMENT THE PLAN, IDENTIFY WHETHER OR NOT THE PLAN WAS WORKING SO WE COME BACK TOGETHER AND COLLABORATIVELY OWN ALL STUDENTS AT THAT INDIVIDUAL LEVEL.

REALLY IT'S ABOUT THE SUPER LASER-LIKE FOCUS ON STUDENT LEARNING.

NOT JUST TEACHER PRACTICE, BUT ALSO TEACHER LEARNING, SO THAT WE HAVE THE BEST OF BOTH. DOES THAT MAKE SENSE?

>> I'M SORRY, I WAS JUST SAYING I LIKED THAT TERM.

TEACHER LEARNING, I LIKED IT.

>> YEAH. LET ME LET ME ADD AGAIN, IT'S JUST BASED ON RESEARCH TO DR. BONE'S QUESTION.

BUT AS SOMEONE WHO ACTUALLY WAS A PRINCIPAL OF A CAMPUS THAT HAD MORE THAN 90 PERCENT OF MY STUDENTS AT THAT TIME WERE QUALIFY FOR FREE AND USE LUNCH OBVIOUSLY, LOW SOCIOECONOMIC STATUS.

THIS IS BASED ON RESEARCH TOO, THE ONLY WAY YOU CAN DO IT IS TO AFFORD OR TO PROVIDE A WELL-ROUNDED EDUCATION TO THE STUDENTS, AND THAT STARTS WITH HAVING GREAT RELATIONSHIPS, MAKE SURE THAT THE TEACHERS KNOW EXACTLY THEIR STUDENTS.

NOT ONLY KNOW EXACTLY THEIR NEEDS, BUT ALSO CARE AND SHOW SUPPORT, AND THEN ALSO PROVIDE EVERYTHING THAT THEY NEED, FROM HAVING EXTRA CURRICULAR ACTIVITIES TO THE BAND PROGRAM, ATHLETIC PROGRAM.

[02:55:01]

IF NOT, THEY HAVE TO ADJUST THE NEXT DAY.

NOT WAIT FOR THE NINE WEEKS TEST, NOT WAIT FOR THE MIDDLE OF THE YEAR ASSESSMENT.

THERE IS A CONSTANT CHECKING FOR UNDERSTANDING THROUGH DIFFERENT METHODS AND ENSURE AGAIN, WHATEVER THEY ARE TRYING TO TEACH OUR STUDENTS FOR THE DAY HAS BEEN MASTERED.

IF NOT, THE NEXT DAY IS TRYING TO ADJUST AND MAKE SURE AGAIN, THEY'RE LEARNING.

BUT LIKE LASER-FOCUSED AND PURPOSEFUL KNOWING YOUR STUDENTS, ENSURING THAT THEY ARE FEELING VERY WELCOME, VERY MUCH CARED FOR, AND THEN GIVE THEM THAT WELL-ROUNDED EDUCATION.

I THINK THAT'S WHY WE'RE TRYING TO DO HERE, IS BEING A DATA-DRIVEN, GIVEN A LOT OF TOOLS AND TO OUR TEACHERS, TO OUR PRINCIPALS, SO THEY CAN DO THAT WORK EVERY DAY.

YOU HEARD TRAVIS TALKING ABOUT THE CLIMATE AND THE ENVIRONMENT AT THE CAMPUS.

YOU HEARD HIM TALKING ABOUT THE ASSESSMENT, AND AGAIN, VERY MUCH LASER-FOCUSED AND PURPOSEFUL WITH EVERYTHING WE DO WITH OUR STUDENTS AND WE CAN SEE THAT TREND TURN.

>> I JUST WANT TO SAY, THANK YOU.

THIS SECTION IS SO EXCITING FOR ME.

BECAUSE FOR ALMOST A DECADE NOW, I'VE BEEN ASKING FOR THIS EXACT THING.

AS A PARENT, AS A PTA PRESIDENT, WHEN I RAN FOR THE BOARD IN 2018, JUST BEGGING US TO LOOK AT THE CAMPUSES IN A DIFFERENT LIGHT AND LOOKING AT EACH CAMPUS INDIVIDUALLY.

BECAUSE IT IS SO DIFFERENT, AND I'M SUPER EXCITED THAT WE'RE DOING IT, AND I JUST REALLY APPRECIATE IT.

I'VE STOOD ON THAT SIDE WITH SOME PRETTY SNARKY COMMENTS, THAT MAYBE WAS NOT ALWAYS EFFECTIVE.

I JUST WANT TO TRY HONEY THIS TIME AND SAY I REALLY TRULY APPRECIATE IT.

I LOVED THE SYSTEM THAT WE'RE PUTTING IN PLACE.

>> I JUST WANTED TO THANK DR. GUERRERO, DR. OLDHAM, AND DR. MERCER, AND DR. MUSTCHER.

THANK YOU VERY MUCH FOR BEING HERE AND FOR SHARING THIS.

WHEN YOU TALKED ABOUT ON SLIDE 86, STRATEGIC STAFFING, RECRUITMENT AND RETENTION, POSITIVE SCHOOL CULTURE, MEETING THE BASIC NEEDS OF STUDENTS BEFORE THEY CAN REALLY LEARN.

YOU KNOW I OFTEN TALK ABOUT WE'RE IN THE PEOPLE BUSINESS, THIS IS A HIGH-TOUCH BUSINESS, THESE AREN'T WIDGETS, THESE ARE HUMAN BEINGS, AND THESE ARE OUR CHILDREN.

THERE'S NOTHING MORE THAT PARENTS CARE ABOUT THAN THEIR CHILDREN, AND I SEE THAT IN ALL OF YOU.

I WANT TO PULL OUT A QUICK STORY.

DR. MUSTCHER I THINK YOU'RE WITH DR.

BONE AND I WHEN WE WENT TO HERNANDEZ MIDDLE SCHOOL BACK IN FEBRUARY BECAUSE IT SPEAKS TO WHAT I JUST SAID ABOUT RECRUITMENT AND RETENTION AND HOW IMPORTANT IT IS TO HIRE THE RIGHT PEOPLE AT THE RIGHT TIME WITH THE RIGHT SKILLS AND PUT THEM IN THE RIGHT JOBS FOR OUR CHILDREN.

BUT WHEN WE WERE TOURING HERNANDEZ MIDDLE SCHOOL, WE TURNED A CORNER AND THERE WAS A STUDENT WHO IS IN THE SPECIAL EDUCATION DEPARTMENT.

I DON'T KNOW IF YOU GUYS REMEMBER, BUT HE WAS HAVING A HARD TIME.

I WON'T GO INTO DETAILS, BUT HE WAS HAVING A HARD TIME.

THE PRINCIPAL THEIR DR. EPHRAIM, JUST ON A DIME, SHE PIVOTED FROM TOTING AROUND SOME TRUSTEES AND SHE PIVOTED, AND SHE WENT RIGHT UP TO THAT STUDENT, AND AS SOON AS HE SAW HER, HIS EYES AND HIS DEMEANOR TURNED ON A DIME.

HE PUT HIS ARMS OUT AND SHE WALKED RIGHT UP INTO HIS HUG, AND SHE CAME BACK, AND I DON'T KNOW WHAT SHE SAID BECAUSE WE HUNG BACK, BUT THEY'D HAD THEIR MOMENT, AND THEN HE WAS GOOD.

YOU CAN'T EVEN PUT A PRICE ON THAT.

AS A PARENT, I REFLECTED AND I THOUGHT, WELL, THAT IS EXACTLY WHAT I WOULD WANT FOR MY CHILD.

THANK YOU FOR THE WORK THAT YOU'RE DOING, SPECIFICALLY TO THE DATA.

IN AUGUST WHEN WE GOT THE ACCOUNTABILITY DATA, I PULLED OUT THREE CAMPUSES.

ONE OF THEM IS YOURS, DR. MERCER, AND TWO OF THEM ARE YOURS DR. MUSTCHER.

BECAUSE OUT OF OUR I THINK WE HAVE 13 TITLE ONE CAMPUSES PRIMARY. IS THAT RIGHT, 13? WE ALREADY HAVE SUCCESS STORIES.

WE HAVE THREE TIDAL ONE, ELEMENTARY SCHOOLS IN ROUND ROCK ISD WHO WERE AT 70 OR ABOVE IN EVERY SINGLE ONE OF THE CATEGORIES THAT WE HAVE TALKED ABOUT TONIGHT.

PROGRESS IS POSSIBLE, SUCCESS IS POSSIBLE.

[03:00:02]

>> I HAVE BEEN FOLLOWING.

WHAT DOES SUCCESS LOOK LIKE TO YOU GUYS? I KNOW WE TALK ABOUT IT IN TERMS OF BOARD GOALS, BUT OUR BOARD GOALS ARE PRETTY NARROW.

WHAT IS IT THAT YOU GUYS WOULD CONSIDER SUCCESS WITH THE STRATEGIC GOALS?

>> YOU PUT ME ON THE SPOT DR.

BONE, SUCCESS FOR ME IS THAT A STUDENT HAS OPTIONS WHEN THEY GRADUATE, AND THAT CAN LOOK VERY DIFFERENT FOR EACH PERSON.

THEY MIGHT WANT TO GO TO COLLEGE, THEY MIGHT WANT TO GO TO WORK.

THEY MIGHT WANT TO JOIN THE MILITARY.

IN A SENSE, I FEEL THAT CCMR IS A GOOD THING IN TERMS OF THE FOCUS THAT WE'RE PREPARING STUDENTS FOR ONE OF THOSE THREE OPTIONS.

BUT I THINK THERE'S ANOTHER COMPONENT TO IT IN TERMS OF THAT HUMAN ELEMENT.

HAVE WE PRODUCED CITIZENS THAT CAN BE PRODUCTIVE AND CONTRIBUTE TO SOCIETY? THAT PART IS NOT MEASURED, AND I DON'T KNOW HOW YOU MEASURE THAT, BUT I THINK THAT'S ONE OF THE OTHER GOALS THAT WE HAVE ARE YOU A PRODUCTIVE AND CONTRIBUTING MEMBER TO SOCIETY.

>> I LOVE ALL OF THAT.

I THINK THE ONLY THING I WOULD ADD IS I WANT EACH STUDENT TO FEEL PREPARED IN THE SUBSEQUENT GRADE LEVEL, I WANT EACH STUDENT TO FEEL PREPARED, AND SOMETIMES PREPAREDNESS LOOKS DIFFERENT FOR DIFFERENT KIDS BASED ON WHAT THEY'RE COMING INTO THE CLASSROOM WITH, BASED ON THE FUNDS OF KNOWLEDGE THEY BRING THE ASSETS THEY BRING TO THE CLASS, WHETHER IT'D BE THEIR SOCIAL CAPITAL OR ACADEMIC.

I WANT EACH STUDENT TO FEEL PREPARED FOR THAT NEXT GRADE LEVEL.

>> ALRIGHT, THEN IT SOUNDS LIKE DON'T HAVE ANYMORE QUESTIONS THERE, SO I'M GOING TO KEEP US MOVING RIGHT ALONG.

WE'RE GOING TO GIVE YOU A PREVIEW OF THE REST OF OUR TIME TOGETHER.

WE'RE GOING TO TALK A LITTLE BIT ABOUT SOME NEW DATA VISUALIZATIONS BECAUSE AS WE'VE TALKED ABOUT ALL THIS DATA, SOMETIMES THE HARDEST PART IS PACKAGING IT IN A WAY THAT'S ACCESSIBLE TO THE PEOPLE THAT NEED IT.

WHETHER IT'S WITH THE BOARD MEMBERS, OURSELVES, OUR PRINCIPALS, OUR TEACHERS, OR PARENTS.

I'M JOINED TONIGHT BY MISS ERICA SIMMONS, AGAIN, OUR EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION, AND SHE'S GOING TO WALK US THROUGH QUICKLY SOME OF THE DIFFERENT MONITORING REPORTS AND WAYS THAT OUR CAMPUSES ARE ABLE TO ENGAGE WITH THE DATA WHEN THEY DO THE HARD WORK OF MONITORING PROGRESS ON CAMPUSES.

I'M GOING TO TURN IT OVER TO ERICA.

>> THANKS TO YOU AND THEN RUN THAT FOR ME.

GOOD AFTERNOON. THANK YOU FOR ALLOWING ME TO BE HERE TO PRESENT THIS.

NOT ONLY JUST PACKAGING IT, LIKE RYAN SAID, BUT HOW DO WE TAKE THESE THINGS THAT WE'VE HEARD FROM DIFFERENT PEOPLE HERE AND TIE IT ALL TOGETHER.

HOW DO WE HELP CAMPUSES TAKE ALL THE DATA THAT THEY HAVE AND BE ABLE TO USE IT TO MAKE THE DECISIONS THAT THEY NEED TO MAKE THAT'S GOING TO IMPACT OUR STUDENT OUTCOMES, AND SO ONE OF THE THINGS THAT WE'RE DOING THIS YEAR IS WE'RE DOING WHAT WE'RE CALLING THESE MONITORING REPORTS.

THE PURPOSE OF THESE REPORTS IS TO GIVE DIRECTIONS TO CAMPUSES REGARDING ALL OF THE DATA THAT THEY HAVE.

WHICH DATA DO I USED TO DO WHAT AND MAKING SURE THAT THEY UNDERSTAND THE DATA THAT THEY HAVE AND USING IT FOR THE INTENDED USE.

HELPING CAMPUSES MONITOR THEIR PROGRESS TOWARD THOSE HOUSE BILL THREE GOALS THAT WE HAVE HERE, BECAUSE CAMPUSES HAVE TO SET THEIR TARGETS AS WELL.

HELPING CAMPUSES IMPLEMENTED THIS DATA WISE PROCESS THAT WE'VE BEEN TALKING ABOUT TONIGHT, AND NOT ONLY THAT, IN THE INSTANCES WHERE THE DATA WISE PROCESS SHOULD BE USED, WE PROVIDE THEM WITH GUIDANCE AND HOW TO BE ABLE TO STILL MAKE THOSE DECISIONS BASED ON THE DATA THAT THEY GOT FROM AN ASSESSMENT, AND TO BUILD OUR DATA LITERACY, ARE WE'RE USING DATA EFFECTIVELY ACROSS CAMPUSES TO IMPACT OUR STUDENT ACHIEVEMENT.

WE PUT A LOT ON THIS LITTLE NEW S3 REPORTS, BUT THAT'S WHAT THE PURPOSE OF THEM WERE.

JUST THE REPORTS GO OUT TO PRINCIPALS AND PDF.

IT HAS ASSESSMENT AND CCMR DATA IN THEM AND EACH REPORT WILL HAVE WELL MOST OF THESE SECTIONS.

THE PURPOSE OF THE ASSESSMENT, WE GIVE DIFFERENT TYPES OF ASSESSMENT.

WE NEED TO MAKE SURE THAT WHEN WE GET THE DATA BACK, THAT WE'RE USING THE DATA FOR THE PURPOSES THAT IS INTENDED FOR.

WE GIVE THE CAMPUSES AND LOOK BY STUDENT GROUP ALWAYS AND ALL OF THE REPORTS.

IF THE DATA WISE PROCESS IS NOT TO BE USED,

[03:05:03]

WE'D LINK TO RESOURCES IN THE REPORT, AND BASICALLY WE HAVE THREE, WE SEND THEM OUT AROUND OUR SCREENER DATA OUR CCMR DATA AND THEN OUR DISTRICT INTERIM DATA.

>> CAN I ADD SOMETHING ERICA, TO THIS? WE TRIED TO MAKE IT AS EASY AS POSSIBLE FOR OUR PRINCIPALS AND OUR TEACHERS.

REMEMBER, IF ANYTHING, WE TRIED TO MAKE THEIR JOB EASIER RATHER THAN ADD MORE TO THEM, AND SO BY OUR TEAM HERE CENTRALLY DEVELOPING OR AND ALSO SEND INDUSTRY REPORTS.

IT TAKES AWAY THAT TIME FOR THAT, THE TIME FOR THEM THAT THEY WOULD HAVE TO GO AND LOGIN, AND TRY TO CREATE THESE REPORTS.

THAT'S WHY WE DO AND ADHERE TO HELP THEM SAVE TIME AND REALLY FOCUS AND ACTUALLY THE WORK WHICH IS REALLY FIGURING OUT THE NEEDS OF THE STUDENTS AND THEN ADDRESSING THE NEEDS OF STUDENTS RATHER THAN SPENDING TIME PULLING REPORTS.

>> ABSOLUTELY. ONE OF THE WAYS WE MAKE IT EASY IS THAT IT'S EMAILED OUT TO CAMPUSES.

CAMPUSES, THEY DON'T HAVE TO GO ANYWHERE LOGIN.

WE SET IT UP TO WHERE IT GOES OUT MONTHLY FOR OUR CCMR SO THE FIRST MONDAY OF EVERY MONTH THEY'LL GET A CCMR REPORT WITH UPDATED INDICATORS AND WHERE THEIR CAMPUSES WITH CCMR, WE SEND IT OUT THREE TIMES A YEAR AROUND OUR INTERIM AS WELL AS OUR SCREEN OF DATA, AND WHEN POSSIBLE THEY WILL USE THAT DATA WISE PROCESS SO WE DO WANT TO REITERATE AND MAKE SURE THAT EVERYTHING IS CONNECTED BACK TO ALL THE TIME AND INVESTMENT WHAT WE'RE PUTTING INTO HAVING DECARNEY COME IN.

WE'RE JUST GOING TO GIVE YOU SOME SCREENSHOTS OF WHAT THE DATA LOOKS LIKE SO THIS IS OUR SCREENER REPORT, AS YOU CAN SEE THAT IT DOES HAVE IT DOWN BY STUDENT GROUPS AND THOSE STUDENT GROUPS THAT ARE EVEN OUTSIDE THE ACCOUNTABILITY GROUPS THAT ARE TIED TO OUR HOUSE BILL THREE GOALS THAT WERE SET FOR THE BOARD.

YOU SEE OVER THERE WHERE WE HAVE OUR GUIDING QUESTIONS AND THE DATA ANALYSIS, HOW THEY'RE SUPPOSED TO USE THAT DATA AND MOST IMPORTANT ACROSS THE TOP THERE, THE PURPOSE OF THIS ASSESSMENT, WHICH IS AGAIN CRITICAL.

>> I THINK I'LL JUST ADD HERE TOO, IS THAT IT'S TWO THINGS THAT PRINCIPALS AND TEACHERS USUALLY WANT TO DO WITH THE DATA.

THEY WANT TO SEE HOW THEIR STUDENTS ARE DOING.

THEY WANT TO BE ABLE TO RESPOND TO THAT AND THEY ALSO WANT TO SEE HOW THEY COMPARE AND WHERE THERE'S OTHER CAMPUSES AROUND THE DISTRICT, HOW THEY'RE PERFORMING SO THEY MIGHT REACH OUT AND GET BEST PRACTICES AND THINGS LIKE THAT.

THEY INITIALLY GET THAT DISTRICT WIDE VIEW AND THEN THEY DRILL DOWN INTO THEIR OWN CAMPUS AND THEIR OWN KIDS.

>> THIS IS OUR CCMR MONTHLY MONITORING REPORT.

IT GIVES THE CAMPUS VIEW OF WHERE THEY STAND WITH THEIR SENIORS IS WHAT WE'RE.

IT DOES HAVE A TAB FOR THE OTHER GRADE LEVELS, BUT THIS IS THE SENIOR WHERE THEY STAND OVERALL WITH CCMR READINESS, AND THEN IT LET'S THEM SEE WHERE THEY STAND WITH EACH OF THE INDICATORS THAT THEY HAVE, AND ONE OF THE THINGS THAT'S GOING ON WITH THE CCMR IS THE MILITARY ENLISTMENT IS COMING BACK FOR THE 2023 SCHOOL YEAR.

I DON'T KNOW HOW WE'RE GOING TO DO IT BECAUSE REALLY FOR THEM, IT REALLY WILL BE A LAGGING INDICATOR.

I DON'T KNOW HOW WE WOULD MONITOR THAT WITHIN THE SCHOOL YEAR BECAUSE, THERE WAS A FORM THAT STUDENTS HAVE TO SUBMIT THEIR CONTRACT FOR ENTERING, BUT THEY HAVE FROM THE MAY WHEN THEY GRADUATE TO DECEMBER AFTER THEY GRADUATE.

THAT MIGHT BE A LITTLE CHALLENGING AND HAVE THEM ACTUALLY MONITORED HERE, AND THEN AGAIN, THE MATH AND READING READY, WE GIVE THEM THAT DESEGREGATED BY THEIR STUDENT GROUPS.

HERE'S SOME OF THE RESOURCES AND TOOLS THAT THEY HAVE.

THIS IS A REPORT THAT THEY CAN RUN.

IT GIVES THEM EACH GRADE LEVEL, 9TH GRADE IS NOT ON THERE BECAUSE WE WANT DEBATE TO BE VISIBLE SO WE LEFT THE NINTH GRADE OFF.

BUT EACH CAMPUS HAS SET THEIR OWN GOALS.

LIKE THE BOARD HAS SET THEIR GOALS AND SEE THEY GET TO COMPARE NOT JUST THEIR SENIORS, BUT THEY GET TO COMPARE ALL THREE ARE UP FOR THEIR GRADE LEVELS AND HOW THEY'RE PROGRESSING TOWARD THOSE GOALS.

THEY HAVE A STUDENT LIST THEY CAN ACTUALLY DRILL DOWN AND THEY CAN SEE EACH STUDENT, THEY CAN SEE ALL OF THE NINE INDICATORS, THEY CAN SEE WHERE THESE, GOING BACK TO WHAT YOU SAID MR. JOHNSON ABOUT THEY ONLY COUNT ONCE BUT HOW WELL ARE WE PREPARING OUR KIDS FOR THE FUTURE? BECAUSE WE THINK THE MORE OPPORTUNITIES THAT THEY HAVE, THE CERTIFICATIONS THEY GOT THE MATH AND READING, THE MORE PATHS THAT THEY HAVE TO GO TO THE FUTURE, WE FEEL LIKE WE'VE REALLY DEVELOPED THEM TO BE SUCCESSFUL IN LIFE.

THEN THIS ONE GOES BACK, IT'S CONNECTED TO OUR SCREENER REPORT BECAUSE WE WANT THEM TO KNOW THAT THAT SCREENER DATA IS NOT SOMETHING OUT THERE IN THE ETHER.

IT'S ACTUALLY CONNECTED TO OUR CURRICULUM.

WE DID THIS CROSSWALK WITH; THIS IS THE WAY IT'S ASSISTING IN OUR SYSTEM, THIS IS HOW IT CONNECTS BACK TO OUR CURRICULUM, THE TICKS THAT ARE ATTACHED TO IT, AND WHEN THEY'LL SEE THAT IN THEIR CURRICULUM.

>> THIS IS A GOOD PREVIEW OF NEXT WEEK WHEN WE TALK ABOUT OUR BEGINNING OF YOUR MATH DATA.

THIS IS AN EXAMPLE OF A WAY THAT THEN TEACHERS TAKE THE DATA WE'RE GOING TO TALK ABOUT AND THEN THEY CAN WRAP IT BACK AROUND WITH, "OKAY, I NEED TO INTERVENE WITH STUDENTS ON THESE CONCEPTS." IN OUR UNIT PLANS AND OUR CURRICULUM, MR. EMMANUEL'S TEAM PUTS TOGETHER, CAN CIRCLE THEM RIGHT BACK INTO HOW THEY MIGHT WANT TO SPIRAL AN INSTRUCTION OR MAKE ANY CHANGES OR RESPONSES FROM THERE.

[03:10:01]

>>Y'ALL WANT TO WAIT FOR THE END FOR QUESTIONS?

>> WE HAVE ONE MORE SLIDE.

>> [LAUGHTER] SOME OF OUR EXPECTED OUTCOMES, OF COURSE, IS WE WANT TO DEVELOP THAT ASSESSMENT KNOWLEDGE.

IN THE ASSESSMENT LITERACY PRACTICES, WE WANT TO INCREASE THEIR UNDERSTANDING.

WE ARE REALLY BUYING INTO THE DATA WISE PROCESS, BEING ABLE TO GIVE THEM THOSE PROTOCOLS RIGHT THERE AT THEIR FINGERTIPS.

WE WANT THAT ALIGNMENT FOR THE DISTRICT AND THE CAMPUSES TO MEET UP.

WE WANT TO GET THAT GAP OUT OF THERE. WHAT ARE OUR EXPECTATIONS? HOW WE'RE USING AND HOW THEY USING, WE WANT TO DO AWAY WITH THAT.

THEN WE WANT THEM TO BE ABLE TO HONESTLY USE DATA TO MAKE THE CRITICAL INSTRUCTION DECISIONS THAT'S GOING TO BE A PART OF THE CONTINUED CYCLE OF IMPROVEMENT.

>> ANOTHER THING THAT THE TEAM DIDN'T TALK ABOUT IS ACTUALLY THE DASHBOARD FOR CCMR. YOU CAN SEE IT REAL LIFE AND YOU CAN TRACK THAT.

I DON'T KNOW IF WE'RE GOING TO BE SHARING IT OR NOT.

>> YEAH, WE'RE GOING TO SHARE IT.

>> BUT THIS IS HOW IT WOULD LOOK LIKE.

>> I'M STILL LOGGED IN. I THOUGHT I WAS GOING TO GET LOGGED OUT AUTOMATICALLY.

SO YEAH, WE PULLED UP.

>> IF YOU DO SOMETHING YOU'LL GET MY LOGGED OUT.

>> IT MIGHT LOG ME OUT.

>> FOR EVERY CAMPUS, THEY CAN ACTUALLY TRACK A REAL LIFE, SEE HOW THE STUDENTS ARE DOING AT ANY GRADE LEVEL. GO AHEAD.

>> A LOT OF THE BACKGROUND WORK THAT ERIKA AND HER TEAM REALLY LEAD IS, AS STUDENTS TAKE CSI, AS STUDENTS MEET A CERTAIN INDICATOR, IT FEEDS THROUGH ALL OF OUR SYSTEMS INTO THIS DASHBOARD WHERE PRINCIPALS OR COUNSELORS OR ANYBODY CAN LOG IN AND SEE WHERE THEY ARE.

THIS IS JUST AN EXAMPLE. WHEN I CLICK HERE IT MIGHT LOG ME OUT AND I'LL HAVE TO LOG BACK IN BECAUSE I MIGHT HAVE TIMED OUT.

FOR EXAMPLE, RIGHT NOW IN 12TH GRADE ACROSS THE DISTRICT, 72 PERCENT OF OUR KIDS HAVE ALREADY MET CCMR INDICATOR, CURRENT SENIORS SITTING IN SEATS RIGHT NOW, SO THAT NUMBER WILL GROW THROUGHOUT THE YEAR.

IF I WAS THE PRINCIPAL OF ROUND ROCK HIGH SCHOOL, I KNEW IT WAS GOING TO DO THAT, I COULD GO IN AND SEE, "OKAY, OF MY SENIORS, 80 PERCENT OF THEM RIGHT NOW I'VE HAD THAT INDICATOR." WE DON'T HAVE STUDENT DATA HERE TO SHOW PUBLICLY OBVIOUSLY, BUT ON CAMPUS, I'M THE ASSOCIATE PRINCIPAL, I'M THE PRINCIPAL OF THIS GROUP OF SENIORS, THIS COUNSELOR, I CLICK ON RIGHT HERE AND IT BRINGS UP THAT STUDENT LISTS THAT WE TALKED ABOUT EARLIER SO I CAN GO AND MEET WITH INDIVIDUAL KIDS THAT I'M IN CHARGE OF TO SEE WHAT ARE THE OPPORTUNITIES THERE ARE COMING UP FOR THEM TO MEET THAT INDICATOR.

>> CAN YOU CLICK ON STONY POINT?

>> YOU CAN. [LAUGHTER] WE CAN.

THE OTHER I THINK IS COOL IS REMEMBER WE TALKED ABOUT WE SHOULD NOT BE WAITING.

>> 61 CURRENTLY.

>> YEAH, I KNOW WE HAVE A LOT OF WORK TO DO THERE BUT WE HAVE DR. [INAUDIBLE] IS HERE.

THE OTHER THING REALLY COOL IS REALLY STARTING EARLY.

WE DON'T WANT TO WAIT FOR OUR SENIORS REALLY TO START SEEING, "ARE THEY MEETING?" WE HAVE TO BE STARTING AS EARLY AS FRESHMEN BECAUSE REALLY IT'S ALMOST LIKE YOU HAVE TO COME UP WITH A PLAN LIKE, HOW ARE YOU GOING TO MAKE SURE THAT AZ WILL EARN THAT CCMR GOAL? OUR COUNSELORS, OUR APS, OUR PRINCIPALS, OBVIOUSLY, OUR TEACHERS WILL WORK TOGETHER TO MAKE SURE THAT WE'RE HITTING THOSE GOALS AND MAKE SURE THAT OUR STUDENTS THERE ARE EARNING THOSE POINTS.

>> CAN I ASK A QUESTION ABOUT THAT THOUGH? BECAUSE AS A PARENT IN THE DISTRICT I THINK THIS HAS BEEN ONE OF MY FRUSTRATIONS IS THAT I DON'T HAVE ACCESS TO THIS AS A PARENT.

REALLY, ALL I HAVE ACCESS TO IS STAR DATA AND MY KIDS' GRADES AND LOTS OF TIMES THE KIDS' GRADES ARE, IF THEY'RE UPDATED.

THERE'S BEEN YEARS WITH SOME OF MY KIDS THAT I DON'T KNOW REALLY HOW THEY'RE DOING IT ALL.

I COULDN'T TELL YOU IF MY KID'S CCMR READY.

THE DATA JUST IS NOT AVAILABLE.

IT'S LIKE YOU'VE GOT TO MAKE AN APPOINTMENT WITH A COUNSELOR, AND IN HIGH SCHOOL YOU HAVE THAT ONCE A YEAR.

IT WAS INTERESTING BECAUSE YOU JUST SAID; WHAT ARE WE GOING TO DO WITH THE STUDENTS? BUT HOW ARE WE GOING TO BRING THE PARENTS AND HOW CAN WE GET THE PARENTS SO THAT PARENTS CAN HAVE THIS DATA AND THAT PARENTS CAN HELP? WE HAVE AN AMAZING DISTRICT, WE HAVE AMAZING PARENTS.

BUT I THINK THIS IS, IN MY POINT OF VIEW, ONE OF OUR WEAKNESSES, THAT WE DON'T GIVE A LOT OF THIS DATA TO PARENTS.

PEOPLE ARE USED TO THIS DATA NOW.

I THINK THAT'S ONE THING WITH OUR WORLD IS THAT PEOPLE ARE USED TO SEEING.

>> DR. BONE, THIS IS THE FIRST YEAR WE HAVE THIS.

LITERALLY, THE TEAM DEVELOPED IT.

HONESTLY, I SHOULD THANK THEM AND I THINK WE SHOULD CELEBRATE THAT WE ARE IN THIS POINT, HOWEVER, WE STILL HAVE WORK TO BE DONE AND I AGREE WITH YOU [OVERLAPPING].

>> I AGREE WITH YOU TOO. I'VE GOT TWO KIDS AT CHISHOLM.

I FEEL BECAUSE OF THE WORLD WE LIVE IN I SHOULD HAVE AN APP, PULL IT UP AND SEE WHERE.

SYSTEMS THAT WORK WITH STUDENT DATA OBVIOUSLY AREN'T CONSUMER-FACING USUALLY SO IT MIGHT NOT HAVE THE SAME TYPES OF ACCESSIBILITY.

BUT I DO THINK WE HAVE PROGRAMS THAT WE'RE WORKING ON.

ONE BIG ONE THAT WE'RE LAUNCHING THAT WE'VE TALKED A LITTLE BIT ABOUT IN THE SPRING IS NAVIANCE.

THAT'S GOING TO HAVE A PARENT ASPECT WHERE THEY ARE GOING TO BE ABLE TO SEE.

IT'S NOT GOING TO BE EVERYTHING THAT WE WANT, BUT IT'S GOING TO HAVE A PRETTY SIGNIFICANT WINDOW INTO THEIR STUDENTS,

[03:15:05]

SO THAT'S ONE ELEMENT. I AGREE WITH YOU.

BUT A LOT OF THE WAYS THAT STUDENT DATA IS PROTECTED LIMITS OUR ABILITY TO PERSONALIZE THAT ACCESS FOR PARENTS.

>> BUT DEFINITELY DR.

BONE I WANT YOU TO KNOW THAT'S SOMETHING DEFINITELY WE'LL LOOK INTO IT.

RYAN IS TALKING ABOUT NAVIANCE, THAT'S ANOTHER NEW THING WE COULD BRING IN HERE TO OUR DISTRICT.

NEW LIKE WE NEVER HAD HERE BEFORE.

AGAIN, I'M SUPER PROUD OF THE WORK WE'RE DOING AND THE TEAM IS WORKING AND WE'LL ALLOW FOR A PARENT PORTAL, WE'LL ALLOW FOR A STUDENT PORTAL, WE'LL ALLOW FOR US FROM THE CAMPUS AS WELL AS THE DISTRICT LEVEL TO LOOK AT DATA AND ALSO SEE HOW OUR STUDENTS ARE DOING.

BUT OUR PARENTS WILL HAVE A LOT MORE ACCESS INCLUDING COLLEGE APPLICATIONS, THE CAREER PATHWAYS, RECOMMENDATION LETTER.

IT'S ALMOST A ONE-STOP SHOP FOR EVERYBODY.

AND AGAIN OUR PARENTS WILL HAVE ACCESS, THAT'S FOR SURE.

BUT ALWAYS LOOKING FOR WAYS TO INCLUDE OUR PARENTS BECAUSE YOU ALWAYS HEAR ME TALKING ABOUT IT TAKES A VILLAGE.

WE CANNOT DO WITHOUT OUR PARENTS. WE TOTALLY UNDERSTAND.

BUT THIS IS A FIRST STEP TO AT LEAST START TRACKING DATA, BUT DEFINITELY, WE WANT TO INCLUDE OUR PARENTS AS WELL.

>> NOW I THINK THAT DASHBOARD, THE CCMR, TO ERIKA AND YOUR TEAM, THAT'S AMAZING.

EVEN AT THE ELEMENTARY LEVEL, WE DO SCREENERS.

WHEN MY KIDS WERE GOING THROUGH ELEMENTARY, THE PARENTS DON'T HAVE ACCESS TO THOSE.

I'M NOT FOR SURE IT TAKES EVEN A FANCY TOOL TO SOMEHOW GET PARENTS THE ACCESS TO SOME OF THIS INFORMATION.

>> I DON'T THINK WE WERE STRUCK THIS WAY.

THIS IS A NEW THING WE'RE TRACKING THAT WE ARE GOING TO SEE IF WE CAN SHARE WITH OUR PARENTS.

WE WERE TRACKING BUT I DON T THINK TO THIS LEVEL.

[OVERLAPPING]

>> WE'VE HAD DASHBOARD FOR SEVERAL YEARS.

WE HAVEN'T ALWAYS HAD AS READILY ACCESSIBLE AND CCMR NOT DOWN UNNECESSARILY, CAMPUS HAS HAD IT DOWN TO THE STUDENT LEVEL.

ESSENTIALLY, WE'VE ADDED IT DOWN TO THE STUDENT LEVEL JUST TO MAKE IT MORE ACCESSIBLE.

BUT I THINK IT'S DEFINITELY AN AREA THAT WE'RE WORKING ON IN SHARING STUDENT LEVEL DATA DIRECTLY WITH THEIR PARENTS.

I THINK THAT SAYS SOMETHING WE WANT TO GO AND DO.

IT'S DEFINITELY SOMETHING WE HEAR ACROSS THE DISTRICT WANTING MORE OF THAT.

ALL I CAN SAY RIGHT NOW THIS IS DEFINITELY SOMETHING THAT WE'RE WORKING ON.

>> I WAS DEFINITELY GOING TO ASK THAT QUESTION.

BUT I DO WANT TO JUST SAY DR. ABE WHEN I TALKED ABOUT DRIVING A FERRARI, THIS IS DRIVING A FERRARI AND THAT'S AN INSIDE.

BUT THE ONE THING I DID WANT TO JUST ASK ABOUT, SO I NOTICED THAT IS NOT BY THE PERKINS IDENTIFY POPULATIONS TO SPECIAL POPULATIONS.

THE ONE THING I DO WHEN I ASKED ABOUT IS YOUR MILITARY CONNECTING YOUR FORCE HERE.

TYPICALLY YOUR FIT KIDS.

ARE THEY ROLLED UP IN YOUR ECONOMICALLY DISADVANTAGED?

>> WE HAVE THE ABILITY TO CREATE IT ANY WAY WE WANT TO, SO CAN YOU POP BACK TO IT? TELL ME WHICH GROUP YOU'RE TALKING ABOUT SPECIFICALLY BECAUSE AT THE TOP WE CAN FILTER BY DIFFERENT GROUPS, SO WE CAN PUT IT WHEREVER WE WANT UP THERE SO IF THERE'S A REQUEST FOR THEM TO BE ABLE TO FILTER IT THROUGH YOUR FIT OR WHATEVER, WE CAN PUT THAT ON THE DASHBOARD.

>> EXCELLENT. THE NEXT THING I DEFINITELY WANTED TO ASK WELL, I DID WANT TO SAY I'M JEALOUS AS A TEACHER, I WOULD HAVE LOVED THIS.

ESPECIALLY WHEN WE'RE TALKING CCMR AND IS GOING TO THOSE CTE TEACHERS AND NOT JUST THEM BUT WHEN WE'RE HAVING CONVERSATIONS ABOUT THEM AND THAT CCMR WANTED A FOLLOW-UP ASPECTS OF THAT DR. A, AND I HATE I KNOW I'M GETTING INTO THE HOW BUT WHAT ARE THE FOLLOW-UP ASPECTS? BECAUSE IT'S ONE THING TO SHOW THEM THAT, HEY, YOU DON'T HAVE KIDS CERTIFIED AND I'M LOOKING AT STONY, NOT LIKING THAT NUMBER BUT SO WHAT ARE THE NEXT STEPS IN THE PROCESS?

>> THAT'S A GREAT QUIZ BECAUSE THAT'S WHAT WE USE THAT CCMR MONITORING REPORT FOR.

PART OF THAT IS AND WE'VE CREATED A CCMR COMMITTEE WHERE AND I THINK THIS IS THE GREATNESS ABOUT THIS WORK THAT WE'RE DOING.

YOU HAVE ALL THESE DIFFERENT PEOPLE SITTING AROUND THE TABLE.

JUST TODAY, IT'S ME WITH THE BEST ACADEMICS WITH CURRICULUM AND INSTRUCTION, WITH FUTURE READINESS, WITH CTE, WITH COUNSELING BECAUSE ALL OF THOSE PLAY INTO THE CCMR. WHAT WE DO IS GIVE GUIDELINES TO THIS IS WHAT NEEDS TO BE HAPPENING ON YOUR CAMPUS IN ORDER TO GET THESE KIDS WHERE THEY NEED TO GO.

WE'RE WORKING ON A LIST WITH THE IBC KIDS WHO ARE CURRENTLY WHO HAVE IT BUT IT MAY NOT BE THE PROGRAM OF STUDY, SO ALL OF THESE NEW THINGS THAT ARE COMING IN AND WE BUILD IT INTO THIS REPORT.

WE BUILD IN WORKING WITH WHEN THEY PUT THESE KIDS IN THIS COLLEGE PREP CLASS WE ARE WORKING ON A STRATEGY FOR WHEN KIDS COME AND TAKE THE TSI A2 OVER AND OVER, IT MAY NOT BE GETTING THAT REMEDIATION, SO ALL OF THAT GOES OUT IN THAT REPORT.

WE GIVE CAMPUSES, THIS IS WHAT YOU NEED TO BE DOING AT THIS TIME OF THE YEAR. YEAH.

>> I MEAN, I THINK JUST TO WRAP IT UP, MAYBE THE HARDEST PART IS WHAT OUR PRINCIPALS AND TEACHERS ARE DOING WITH THE KIDS,

[03:20:04]

WE ARE DOING EVERYTHING WE CAN TO MAKE SURE THAT DATA ACCESSIBILITY IN THE VISUALIZATION IS NOT AN OBSTACLE AND IT MAKES THAT EASIER.

BECAUSE SO THAT'S WHY WE'RE DOING A LOT MORE CENTRALLY NOW TO BUILD THIS MONTHLY CHANNEL OF MONITORING REPORTS GOING OUT SO THEY HAVE EVERYTHING THEY NEED AND OUR WE'RE JUST STARTING THIS DO, SO IT'LL ITERATE AND GROW AND GET BETTER OVER TIME.

>> I JUST WANT TO SAY I'M JEALOUS.

>> THANK YOU, SIR. I WANT TO ADD, SIR, THE WAY IT WORKS AND I KNOW SOME OF OUR SUPERSTAR HERE, I KNOW PART OF THEIR ROLE AND IS REALLY TO SIT DOWN WITH OUR PRINCIPALS AND THEIR TEAM AND FIGURING OUT, WE'RE AT 62 PERCENT WHAT'S HAPPENING? LET'S LOOK AT WHAT'S WORKING, WHAT'S NOT WORKING? IDENTIFY THE STUDENTS AND COME UP WITH A PLAN.

I CANNOT SAY IT ENOUGH.

THE BEST WAY OF TAKING CARE OF BUSINESSES EARLY ON.

LIKE WHEN IT COMES TO CMR, FOR EXAMPLE THE EARLIER WE CAN START THE BETTER, SO IF WE CAN START LOOKING RIGHT NOW AT THE FRESHMEN GROUP WILL BE IN BETTER SHAPE A YEAR OR TWO DOWN THE ROAD.

WE DON'T HAVE TO LOOK AT 61, FOUR YEARS LATER.

IT PROBABLY WOULD BE ON 90 SOME PERCENT BY THEN.

THE SAME THING WITH EARLIER EDUCATION AND EARLIER WE TALKED ABOUT EARLIER OR EARLY IDENTIFICATION, THE EARLIEST WE CAN FIND OUT WHERE THE STUDENTS ARE AT AND THEIR NEEDS, THE EARLIER WE CAN INTERVENE SO THEY CAN ENSURE AGAIN, THAT IS SUCCESSFUL.

EARLY IS ALWAYS BETTER.

>> I HAVE A QUESTION ON HOW THIS IS USED ALL THE WAY DOWN TO THE TEACHER LEVEL.

MY MOM TAUGHT PUBLIC SCHOOL FOR 30 YEARS.

WHEN SHE STARTED TEACHING THERE WERE NO COMPUTERS AND SO IMPLEMENTING AND DOING NEW THINGS LIKE THIS WERE SOMETIMES CHALLENGES FOR TEACHERS WHO'D BEEN IN THE CLASSROOM FOR A REALLY LONG TIME.

WHAT IS THE ACCOUNTABILITY LEVEL FROM AN AREA SUPERINTENDENT ALL THE WAY DOWN TO A TEACHER TO MAKE SURE THAT THEY'RE USING THIS INFORMATION AND I LOVE THE FACT THAT YOU'RE SENDING IT OUT EVEN WITHOUT THEM REQUESTING IT.

THEY DON'T HAVE TO GO IN AND MAKE TIME TO GET THE REPORT.

BUT WHAT ACCOUNTABILITY DOWN TO THE CLASSROOM THAT THEY'RE LOOKING AT THIS INFORMATION? I DON'T KNOW, I'M LOOKING EVERYWHERE BECAUSE I DON'T KNOW WHOM TO ANSWER THAT.

>> I THINK IT DEPENDS ON THE TOPIC.

SOME OF THIS IS PLC WORK WHEN YOU'RE LOOKING AT SPECIFIC DATA LIKE THAT.

SOME OF IT STARTS WORKING WITH THE COUNSELORS AND ASSISTANT PRINCIPALS WITH CCMR TO MAKE SURE THAT, LIKE AZ SAID, THAT WE INVEST IN THAT PROCESS EARLY ON FRESHMAN, SOPHOMORE YEAR.

I KNOW WE WORK HAND IN HAND WITH OUR CAMPUS PRINCIPALS TO CONSTANTLY MONITOR THAT DATA TO MAKE SURE THAT WE'RE HITTING THE MARK, SO WE WANT TO HIT WHICH WE'RE NEVER HAPPY WITH WHERE WE ARE BUT WE'RE ALWAYS CONTINUING TO PUSH TO CONTINUE TO STRIVE TO ACHIEVE HIGHER.

>> I THINK I'D JUST SAY THAT A REPORT IS ONLY AS GOOD AS IF YOU UNDERSTAND IT OR NOT SO SOME OF IT'S ALSO AS WE ROLL OUT NEW REPORTS THAT TRAINING ASPECT OF MAKING SURE THEY UNDERSTAND EXACTLY WHAT ALL IS ENCOMPASSED WITHIN THAT REPORT SO THAT THEY CAN RESPOND APPROPRIATELY.

SOME OF IT IS A TRAINING PIECE AS WELL AS TO HOW TO USE IT MOST EFFECTIVELY.

>> IS THAT FALL BACK ON YOU-ALL AREA SUPERINTENDENTS TO TRAIN THE PRINCIPALS WHO THEN CARRY OUT THAT DOWN TO THE CLASSROOM LEVEL?

>> WORKING WITH THE DEPARTMENTS AND ERICA IS WONDERFUL ABOUT COMING TO OUR PRINCIPAL MEETINGS OR ASSISTANT PRINCIPAL MEETINGS SO, THAT WE CAN FILTER IT DOWN TO THAT PLC LEVEL THAT DR. OLDHAM WAS TALKING ABOUT.

THE MORE WE LEARN HOW THINGS LIKE THIS ARE USED, THE MORE WE UPDATE AND CHANGE AND FIX AND MAKE BETTER.

I THINK THAT'S SOMETHING TOO THAT WE'VE ALWAYS PARTNER WITH THE CAMPUSES AND AREA SUPERINTENDENTS ON BECAUSE I DON'T WANT IT US MAKING REPORTS OF PRODUCTS OR ANYTHING THAT GO OUT THERE AND IT MISSES THE MARK.

WE WE BUILD EVERYTHING TO CHANGE AND BE UPDATED.

>> I JUST WANT TO ADD LIKE WE DID THIS, WE SHARE THIS INFORMATION WITH OUR PRINCIPALS AND LIKE DR. JOHNSON WAS SAYING, HOW HE WISH IF WE HAD IT.

MANY OF OUR HIGH-SCHOOL PRINCIPALS WERE VERY EXCITED THAT HAVE ACCESS TO THIS NOW, WHERE THEY CAN ACTUALLY ALSO WORK WITH OUR ASSISTANT PRINCIPALS AND COUNSELORS, TEACHERS TO ENSURE AGAIN THAT OUR STUDENTS ARE EARNING THOSE CCMRS. IT WAS VERY WELL RECEIVED BY OUR CAMPUSES AS WELL AND LEADERS AND TEACHERS.

>> BEING ABLE TO BREAK IT OUT LIKE THAT, WE CAN ALSO LOOK AT CURRICULAR CHANGES THAT MIGHT NEED TO BE MADE SO AS DR. AZAIEZ WAS SAYING, WHAT ARE WE DOING IT THE FRESHMEN LEVEL TO PREPARE STUDENTS TO WHERE THEY ALREADY HAVE THAT BOX CHECKED FOR LACK OF A BETTER WORD, WHAT ARE WE DOING TO MAKE SURE THAT TSIA CAN BE COMPLETED AT AN EARLY LEVEL SO THAT WE KNOW THEY'RE ALREADY PREPARED TO TAKE THOSE DUAL CREDIT CLASSES AS SOPHOMORES BECAUSE THAT'S ONE OF THE REQUIREMENTS THAT YOU NEED IS YOU HAVE TO PASS TSIA BEFORE YOU'RE ABLE TO TAKE A DUAL CREDIT CLASS.

ALL OF OUR FRESHMEN SHOULD BE ABLE TO PASS THAT TEST SO THAT THEY'RE READY FOR DUAL CREDIT AS A SOPHOMORE.

[03:25:03]

>> I WILL ADMIT RESEARCH SHOWS THAT YOUR KIDS THAT ARE MOST SUCCESSFUL POST-SECONDARY ARE COLLEGE AND CAREER READY.

I KNOW YOU GUYS KNOW THAT, SO MY LAST THING IS WHEN I THINK ABOUT FOR THIS SPECIAL POPULATION OR OUR STUDENTS WITH DISABILITIES, THAT THEY HAD A DIFFERENT PROCESS.

WHAT ARE ARE WE DOING? I THINK THAT'S A MORE OF A DR. A QUESTION TO GET THEM MORE OUT OF THE, AND I FORGOT WHAT IT WAS CALLED, CBVI.

TO GET THE MORE OUT OF CBVI AND I WILL JUST WRITE SPARED STUDENTS HAVING A COACH GOING OUT TO A JOB INTO MORE CTE RELATED PROGRAMS?

>> YEAH. IT'S ACTUALLY WORK ON PROGRESS, SIR.

IT'S ANOTHER THING THAT AGAIN, THERE IS ROOM FOR IMPROVEMENT.

I KNOW WE'RE TRYING TO DO A BETTER JOB THERE AND WE WOULD DEFINITELY ALSO TRACKING THAT AND WOULD HAVE ENSURED AGAIN THAT WE'RE MAKING IMPROVEMENT IN THAT AREA AS WELL.

>> DR. DARDEN DID REMIND ME OF ONE ELEMENT TOO IS WE HAVE MADE A REALLY CONCERTED EFFORT LAST YEAR AND THIS YEAR ON EDUCATING OUR CAMPUSES CTE TEACHERS AROUND THE ACCOMMODATIONS THAT ARE AVAILABLE ON THE IBCS.

I THINK THAT'S A PIECE THAT IBCS ARE HUGE FOCUS FOR HIS LAST YEAR.

THEY CONTINUE TO BE MAKING SURE THAT ALL STUDENTS ENROLLED IN THE CLASS TAKE THE TEST AND MAKING SURE THAT ALL THOSE TEACHERS THE SAME WAY THAT REGULAR ED TEACHERS SET UP A STAAR TEST.

THEY UNDERSTAND THE ACCOMMODATIONS THAT ARE AVAILABLE TO ALL STUDENTS.

ALSO MAKING SURE THAT OUR CTE TEACHERS KNOW THAT THERE ARE SIGNIFICANT ACCOMMODATIONS THAT ARE AVAILABLE FOR STUDENTS ON IBC'S.

INDUSTRY-BASED CERTIFICATION COULD BE A LIFE CHANGER FOR A LOT OF KIDS.

WE WANT TO MAKE SURE THAT ALL THAT COULD TAKE IT AND WE HELPED THEM PASS IT.

>> I DON'T SEE ANY OTHER QUESTIONS OR HANDS AND WE'VE GOT ONE MORE, THE LAST SECTION OF THE EVENING. I'VE GOT THIS ONE.

REALLY JUST WANTED TO PROVIDE JUST ANOTHER PERSONNEL RESTRUCTURE UPDATE.

IT WAS AN AREA OF FOCUS.

IT'S BECOME AN EVEN BIGGER AREA OF FOCUS WITH HOUSE BILL 4545.

REALLY JUST COMING OUT OF THE PANDEMIC WITH THIS, OBVIOUSLY WE KNEW WE WERE GOING TO HAVE A SIGNIFICANT NUMBER OF STUDENTS WE WANT TO ACCELERATE THEIR LEARNING.

WE IN THE TEACHING AND LEARNING DEPARTMENT, RESTRUCTURED SOME STAFF AND ESSENTIALLY, CREATED A MULTI-TIERED SYSTEM OF SUPPORT DEPARTMENT.

IN PAST THAT WAS PIECEMEALED AROUND SOMEWHAT.

WE THOUGHT IT WAS VERY IMPORTANT TO REALLY ALIGN A LOT OF OUR SYSTEMS TO MAKE SURE THAT, OUT ON CAMPUSES AND THE WAY THAT WE SUPPORT, ARE MUCH MORE ALIGNED TO SUPPORT STUDENTS AND TEACHERS WHO NEED THAT WORK.

WE TOOK ONE OF OUR CURRENT DIRECTORS AND REASSIGNED HER TO BE OUR DIRECTOR OF MULTI-TIERED SYSTEMS OF SUPPORT.

WE ALSO HAVE TWO COORDINATORS THAT WERE IN THAT DEPARTMENT.

IN THE PAST, THEY REALLY MAINLY FOCUSED ON CONTENT.

LIKE A MATH INTERVENTION AND READING INTERVENTION, THEY DO A LOT OF THE CURRICULUM AND PROFESSIONAL DEVELOPMENT.

THE FOLKS WE HAVE IN THOSE ROLES NOW, THEY FOCUS ON THAT CONTENT AS WELL, BUT THEY ARE ALSO FOCUSING A LOT ON HELPING SYSTEM DEVELOPMENT ON CAMPUSES WHEN IT COMES TO IDENTIFYING STUDENTS WHO NEED THAT SUPPORT.

WE ALSO REALLOCATED ONE COORDINATOR POSITION TO FOCUS EXCLUSIVELY ON TWO THINGS, REALLY, ON AT-RISK AND MAKING SURE THAT WE'RE ALLOCATING FUNDING AND EVERYTHING ELSE IN THE DIRECTIONS THAT THEY REALLY NEED TO BE TO SUPPORT THOSE STUDENTS IN CAMPUSES.

THEN LOOKING AT OUR SUMMER LEARNING PROGRAM FOR OUR STUDENTS AND PLANNING THAT YEAR ROUND TO MAKE SURE THAT WE'RE REALLY FOCUSED IN MEETING NEEDS OF STUDENTS OVER THE SUMMER.

THEN, LIKE I MENTIONED EARLIER, WE PUT THREE INSTRUCTIONAL COACHES AS WELL WITHIN THAT DEPARTMENT TO HELP WITH THE INCREASED DEMANDS REALLY ON CAMPUS FOR INTERVENTION.

SOME OF THE PURPOSE [OVERLAPPING].

>> LET'S JUST REPLACE RTI.

>> YEAH. RTI IS DEFINITELY AN ELEMENT OF IT.

WE TRIED TO MAKE IT MORE OF AN UMBRELLA OF THAT MULTI-TIERED SYSTEM OF SUPPORT.

I TALKED ABOUT SOME OF THE REASONS AND THE PURPOSE ALREADY FOR THAT CHANGE WITHIN THE TEAM.

AGAIN, THIS IS SOMETHING THAT WE LAUNCHED IN THE SPRING WITH THE RESTRUCTURING.

THEN OBVIOUSLY AS WE'VE CONTINUED TO WORK THROUGH 4545 AND THE DIFFERENT REQUIREMENTS THAT BRINGS ON THROUGHOUT THE SUMMER.

THEN NOW ON THE FALL AND THE SPRING OF THIS YEAR, WE ARE DEFINITELY IMPLEMENTING A LOT OF DIFFERENT TYPES OF INTERVENTION SYSTEMS AND STRUCTURES.

THEN THAT DEPARTMENT WE REALLY HAVE A 3-5-YEAR PLAN OF CONTINUING TO RESPOND AS BOTH LEGISLATION CHANGES POTENTIALLY IN THE NEXT SESSION, IF ANYTHING DOES CHANGE WITH 4545.

THEN REALLY JUST LOOKING AT SOME OF OUR LONG-TERM STUDENTS WHO ARE RECEIVING SOME OF THESE SERVICES AND WHAT WE CAN DO TO MEET THEM EARLIER ON.

WE DON'T HAVE AS MANY STUDENTS SPENDING AS MUCH TIME

[03:30:03]

I THINK WE TALKED ABOUT SOME OF THE EXPECTED OUTCOME, BETTER SYSTEMS. I'VE SAID SYSTEMS MANY TIME TONIGHT I THINK THE MORE WE FOCUS ON THOSE, THE MORE THAT WE'LL CONTINUE TO SEE STUDENT OUTCOMES IMPROVED.

THEN REALLY BUILDING PARTNERSHIPS WITH CAMPUS LEADERS TO IMPLEMENT AND IMPROVE THESE ON OUR CAMPUSES.

THEN ALL OF THIS TIES BACK INTO THE DATA AVAILABILITY AND THE WAY THAT WE'RE ABLE TO VISUALIZE AND MAKE THAT DATA ACCESSIBLE TO EVERYBODY THAT NEEDS IT.

ALL OF THAT IS GOING TO HAVE A DIRECT IMPACT ON NOT ONLY THE GOALS THAT THE BOARD HAS SET, BUT ALL THE GOALS THAT THE CAMPUSES SET FOR THEMSELVES AS WELL.

THAT WAS PRETTY QUICK AROUND THAT RESTRUCTURING, BUT I KNOW IT'S THE LAST THING FOR TONIGHT.

IF YOU HAVE QUESTIONS ABOUT THAT, THAT'S GREAT.

IF YOU HAVE QUESTIONS, I KNOW THIS IS THE SIXTH ONE, SO IF QUESTIONS COME TO YOU LATER ABOUT THIS ONE, FEEL FREE TO SEND THEM.

BUT WE'RE EXCITED ABOUT THAT CHANGE.

I THINK IT WAS NEEDED AND THAT TEAM IS DOING GOOD WORK.

ANY QUESTIONS ON THAT?

>> NO QUESTIONS. JUST GRATITUDE. THANK YOU ALL.

I FEEL WE'RE REALLY MOVING IN THE RIGHT DIRECTION.

THANK YOU FOR THIS EXTENSIVE PRESENTATION.

>> THANK YOU.

>> ANYBODY ELSE, TRUSTEES? I JUST WANT TO ECHO THE THANK YOU.

THE AMOUNT OF DETAIL AND INFORMATION THAT WE'VE RECEIVED TONIGHT IS REALLY DIFFERENT THAN WHAT WE'VE RECEIVED IN FOUR YEARS BEING ON THIS BOARD.

UNDERSTANDING WHAT'S HAPPENING AT THE CAMPUS LEVEL IS SO IMPORTANT AND REALLY APPRECIATED.

[LAUGHTER]

>> I JUST WANT TO THANK THE TEAM, OUR AREA SUPS AND EVERYBODY REALLY WORKED VERY HARD [APPLAUSE] AND YEAH.

>> YOU CAN IMAGINE HOW MANY PEOPLE BEHIND THE SCENES IT TAKES FOR 111 SLIDE DECK.

[LAUGHTER] WE WANT TO THANK EVERYBODY THAT CONTRIBUTED.

>> BUT IT'S NOT ONLY THAT THOUGH.

IT'S REALLY THE WORK.

THIS IS GREAT, BUT THE WORK AND WHAT'S HAPPENING IN OUR CAMPUSES, THAT'S REALLY WHAT MATTERS THE MOST.

I KNOW THE TEAM HERE IS ACTUALLY MAKING IT HAPPEN, SUPPORTING OUR TEACHERS AND OUR PRINCIPALS AND PROVIDING THE TRAINING AND THE RESOURCES, ETC.

THAT'S IMPORTANT. THANK YOU.

>> WELL, IT'S EVIDENT BY A PRESENTATION LIKE THIS THAT EVERY STUDENT COUNTS AND EVERY STUDENT MATTERS.

IT'S NOT JUST ABOUT HITTING THOSE NUMBERS TO GIVE US THE RIGHT LETTER OR WHATEVER.

IT'S EVERY STUDENT IS EXAMINED AND EVERY STUDENT IS LOOKED AT.

THAT'S WHY WE'RE HERE, IS BECAUSE EVERY STUDENT MATTERS.

THANK YOU VERY MUCH. APOLOGIES TO EVERYBODY WHO WAS READY LAST WEEK FOR THIS.

I WILL TAKE THAT SOLELY ON MY HEAD THAT I SCHEDULED THAT ON YOM KIPPUR.

THANK YOU FOR EVERYBODY PUNTING IT TO THIS WEEK.

WE APPRECIATE YOU HOLDING OFF. THANK YOU AGAIN, EVERYBODY.

THAT TAKES US TO OUR NEXT ITEM WHICH IS CLOSED SESSION.

I'M GOING TO GO AHEAD AND READ US INTO CLOSED AND THEN WE'LL [OVERLAPPING] TAKE A 15-MINUTE.

>> I NEED TO MAKE A STATEMENT FIRST ABOUT THIS.

IN THE BEST INTEREST OF THE DISTRICT GIVEN THIS PARTICULAR TOPIC, I'M GOING TO RECUSE MYSELF FROM THE DISCUSSION AND I WILL BE LEAVING.

>> THANK YOU FOR LETTING US KNOW.

>> I ALSO HAVE A POINT OF ORDER ON THIS.

DOES ANYBODY ELSE FEEL SIMILARLY TO AMY, THAT BECAUSE THEY'VE BEEN SO INVOLVED IN THE PROCESS OF THIS PARTICULAR GRIEVANCE, THAT THEY FEEL MAYBE THEY NEED TO RECUSE THEMSELVES.

JUST BECAUSE WE DO HAVE MONITOR HERE BECAUSE WE DIDN'T RECUSE OURSELVES PROPERLY IN THE PAST.

I JUST ASK THAT EVERYONE THINK ABOUT THEIR INTERACTIONS WITH THIS GRIEVANCE AND THINK ABOUT WHETHER OR NOT THEY NEED TO RECUSE THEMSELVES IN ORDER TO REALLY HONOR OUR SITUATION.

>> IF ANYONE ELSE CHOOSES TO RECUSE THEMSELVES, THEY MAY DO SO UP UNTIL WHEN WE START OUR GRIEVANCE.

LET'S SEE, PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071 AND 551.074,

[E. CLOSED SESSION]

IT IS 09:14.

WE'RE GOING TO TAKE A 16-MINUTE RECESS AND START AT 09:30.

WE ARE IN RECESS AND WE WILL CONVENE BACK IN CLOSED IN THIS ROOM.

WE'LL ASK EVERYBODY TO TAKE ALL OF THEIR BELONGINGS WITH THEM.

THANK YOU. [NOISE]

>> IT IS 10 O'CLOCK [NOISE] AND WE ARE BACK IN OPEN SESSION.

[F. CALL BACK TO ORDER/EXECUTIVE SESSION MOTIONS]

>> WE DISCUSSED IN CLOSED.

>> NO, WE CAN'T.

>> JUST THE RECUSAL.

>> WE CANNOT TALK ABOUT WHAT WE DISCUSSED IN CLOSED.

>> WE TALKED ABOUT THAT BEFORE I MENTIONED THAT WE SHOULD ALL CONSIDER.

I FEEL MYSELF THAT I SHOULD PROBABLY RECUSE MYSELF GIVEN I'M NAMED IN THE NATURE.

>> GIVEN THE FACT THAT [OVERLAPPING] I'M ALSO NAMED IN THIS GRIEVANCE, I WILL BE RECUSING MYSELF.

>> GIVEN THE FACT THAT I'M NAMED IN THIS GRIEVANCE

[03:35:02]

>> [OVERLAPPING] I'M SORRY. [OVERLAPPING] IT IS 10:01. [OVERLAPPING]

>> I WOULD LIKE [NOISE] TO MAKE A STATEMENT.

>> I WILL GIVE YOU THE FLOOR.

PLEASE JUST ASK FOR A POINT OF ORDER.

>> [NOISE] I SAID POINT OF ORDER.

>> THEN YOU HAVE TO WAIT TILL YOU'RE RECOGNIZED.

I'M HAPPY TO DO THAT.

[OVERLAPPING] I WAS JUST SAYING, GIVEN THE FACT THAT WE HAVE NOW FOUR TRUSTEES WHO HAVE RECUSED THEMSELVES, WE DO NOT HAVE A QUORUM TO HEAR THIS.

NOW, DO YOU HAVE A STATEMENT TO MAKE?

>> THANK YOU. YES. MY ONLY STATEMENT TO MAKE IS I DO HAVE A CONCERN THAT WHEN THIS WILL BE HEARD AND HOW THIS WILL BE HEARD AND IF WE HAVE GRIEVANCES LIKE THIS WHERE FOLKS HAVE TO RECUSE THEMSELVES AND WE HAVE LESS THAN A QUORUM, HOW WE PROCEED FORWARD.

I DON'T KNOW IF THAT'S THE PRESIDENT TO TAKE ACTION, BUT I WOULD LIKE SOMEBODY TO TAKE ACTION TO FIGURE OUT WHEN WE HEAR THIS AND HOW WE HEAR THIS, AND IF WE HEAR THIS. [NOISE]

>> I WILL JUST STEP IN AND SAY THIS IS PUBLIC RECORD SO IT'S NOT CONFIDENTIAL INFORMATION.

THERE'S PENDING LITIGATION FROM THIS GRIEVANCE SO IT CAN BE RESOLVED, THIS PARTICULAR MATTER, IN THE COURT OF LAW.

[NOISE]

>> ANY OTHER COMMENTS? SEEING NONE, IT IS 10:02 AND WE ARE ADJOURNED.

>> I [NOISE] HAD A QUESTION BEFORE.

* This transcript was compiled from uncorrected Closed Captioning.