[00:00:02]
>> ON WEDNESDAY, APRIL 26, 2023,
[A. CALL TO ORDER]
I HEREBY CALL THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ACADEMIC WORKSHOP TO ORDER TONIGHT AND ATTENDANCE.WE HAVE TRUSTEES MARKHAM, WESTON, LANDRUM, WEIR AND BONE.
TRUSTEE HARRISON WILL BE JOINING US VIRTUALLY, AND TRUSTEE ZARATE IS ABSENT.
>> WE HAVE NO PUBLIC COMMENT TONIGHT,
[D. DISCUSSION ITEM]
SO THAT WILL TAKE US DIRECTLY INTO ITEM D1, ACADEMIC WORKSHOP, AND I WILL TURN IT OVER TO DR. AZAIEZ.>> WELL, GOOD EVENING, MADAM PRESIDENT, BOARD MEMBERS AND STAFF AND COMMITTEE MEMBERS.
YES, IT'S AS YOU REMEMBER, PART OF OUR CALENDAR IS TO SCHEDULE TWO ACADEMIC WORKSHOP, ONE IN THE FALL SEMESTER, ONE IN THE SPRING SEMESTER SO IT'S MY PLEASURE REALLY TO COME BACK TO YOU AND SHARE WITH YOU SOME INFORMATION ABOUT ALL THE ACADEMIC STUFF AND GOOD THINGS THAT WE'RE DOING IN OUR DISTRICT.
AS WE STRIVE TO ENSURE THAT OUR STUDENTS ARE ACADEMICALLY WELL TAKEN CARE OF AND THEY'RE ALSO SEEING BETTER STUDENT OUTCOMES FOR THEM BASED ON OUR BOARD GOALS.
BEFORE I PASS IT TO DR. NICHOLS AND OUR TEAM HERE, AS YOU CAN SEE, A LOT OF THEM ARE HERE STAYING WITH US TONIGHT BECAUSE THEY WANT TO SHARE ALL THE GREAT THINGS THAT WE DO AND HAPPEN IN OUR DISTRICT.
I WOULD LIKE TO START BY SHOWING A VIDEO TO REMIND ALL OF US WHY WE DO WHAT WE DO.
>> [MUSIC] WE'RE AT THE EXCEPTIONAL PROM.
WE DECIDED TO HAVE A PROM THAT WAS INCLUSIVE AND TAILORED FOR STUDENTS WITH SPECIAL NEEDS IN OUR SCHOOL DISTRICT.
>> IS VERY AWESOME TO HAVE A SCHOOL DANCE FOR EVERYBODY.
IT MADE ME AND MY FRIENDS FEEL HAPPY AND FEEL FREE TO DANCE ANYTIME SOON.
>> SO FAR, IT'S BEEN REALLY GOOD SOCIALIZING WITH MY FRIENDS FROM SCHOOL, MAKING NEW FRIENDS AND WHATNOT, MEETING PEOPLE.
HANGING OUT WITH JORDAN HAS BEEN PRETTY COOL.
>> IT WAS PULLED INTO A CONGA LINE JUST A LITTLE BIT [LAUGHTER] LOTS OF FUN HAPPENING INSIDE [MUSIC].
>> VERY RARE OPPORTUNITY FOR THEM JUST TO GET TOGETHER WITH PEERS AND EVERYTHING.
IT'S WONDERFUL FOR THEM TO HAVE THIS KIND OF EVENT.
>> THEY NEED THAT, QUITE ESSENTIAL PROM HIGH-SCHOOL EXPERIENCE.
>> THE FOOD, THE DANCE, MUSIC.
>> PRETTY COOL. IS THAT OUR SCHOOL IS A VERY FUN.
>> I LOVE THAT. THANK YOU SO MUCH FOR SHARING.
>> JUST ALWAYS A REMINDER WHY WE DO WHAT WE DO, THEN WE DO IT FOR OUR STUDENTS, SO SUPER PROUD OF THEM.
DR. NICHOLS AND OUR TEAM FROM TEACHING AND LEARNING ARE HERE TO PRESENT, SO WE'RE GOING TO GO AHEAD AND GET STARTED.
THANK YOU TO MS. LANDRUM AND TO THE REST OF THE BOARD OF TRUSTEES.
THANK YOU FOR ALLOWING US THIS OPPORTUNITY TO COME BEFORE YOU TONIGHT.
I KNOW IN THE PAST WHEN WE'VE DONE ACADEMIC WORKSHOPS, THE WHOLE POINT OF IT IS TO GIVE YOU A SLICE OF WHAT REALLY IS HAPPENING WITHIN OUR WORLD.
HOW IT MAY IMPACT YOUR JOB AS BOARD MEMBERS.
BUT THEY'RE VERY SPECIFIC THINGS THAT I WANT US TO GET A SENSE OF TONIGHT AND TO UNDERSTAND.
FIRST OF ALL, WE'RE IN SCHOOL, WE'RE ALWAYS GOING TO HAVE AN OVERALL OBJECTIVE.
BUT I THINK THE BIGGEST PIECE THAT I WANT US TO UNDERSTAND IS WE'RE GOING TO GO OVER THE A-F METHODOLOGY BASED ON WHAT TEA HAS SAID.
HERE'S HOW YOU GET YOUR ACCOUNTABILITY RATING.
BUT THE IMPORTANT PIECE IS REALLY TO UNDERSTAND THE CHANGES THAT ARE HAPPENING WITHIN OUR SYSTEM.
NOT JUST IN REACTION TO IT, BUT ABOVE AND BEYOND WHERE WE AS A DISTRICT HAVE BEEN PLANNING TO GO ABOVE AND BEYOND WHAT IT IS THAT TEA IS PUTTING OUT.
[00:05:03]
I ALSO WANT TO HIGHLIGHT DIFFERENT SECTIONS WITHIN OUR DISTRICT AND THE FACT THAT IT IS NOT A SILOED PROCESS.IN ORDER TO MAKE THIS WORK AND IN ORDER TO COME BEFORE YOU AND REALLY AS A DISTRICT, DO WELL ACADEMICALLY, IT REALLY TAKES EACH AND EVERY ONE OF OUR DEPARTMENTS WORKING IN COORDINATION ON DIFFERENT PIECES AND LOOKING AT HOW THAT WORK SUPPORTS EACH OTHER.
THAT'S ANOTHER PIECE I REALLY WANT US TO HIGHLIGHT AS WELL.
AS FAR AS FOR THIS ONE METRIC, HOW MANY DIFFERENT PEOPLE AND DEPARTMENTS HAVE TO COME TOGETHER IN ORDER TO MAKE THIS HAPPEN.
THIS REPRESENTS BUT A SLICE OF THE WORK THAT IS HAPPENING.
WE DON'T HAVE ENOUGH TIME TO REALLY SPEAK TO EVERYONE'S WORK TODAY.
ALSO, I REALLY WANT TO HIGHLIGHT, AS FAR AS YOU GOING THROUGH AND THINKING ABOUT THE ACCOUNTABILITY AND THE METHODOLOGY BEHIND IT, HOW THAT MAY IN FACT IMPACT SOME OF WHAT MAY HAPPEN WITH YOUR BOARD GOALS, BUT ALSO SPECIFICALLY WITH THE GPMS THAT WE ARE RESPONSIBLE FOR.
THEN HOW CHANGES THAT WE MAY BRING BEFORE YOU ARE SPECIFICALLY RELATED TO WHAT WE HAVE HERE TONIGHT.
IT IS VERY POSSIBLE YOU'LL SEE SOME THINGS MOVING FORWARD, AND OUR ENTIRE TEAM WANTS YOU TO KNOW THAT THAT WORK IS REALLY EMBEDDED BASED ON THAT METHODOLOGY AND WHAT THOSE THINGS LOOK LIKE.
WE WILL BE ABLE AS WE GO THROUGH TO GIVE YOU MORE DETAILED INFORMATION IN REGARDS TO THAT.
BY THE TIME WE BRING THOSE FORWARD, YOU'LL UNDERSTAND SPECIFICALLY WHAT THEY'RE ATTACHED TO.
SPECIFICALLY, WHEN WE LOOK AT THE SUCCESS CRITERIA TONIGHT AS WE BREAK DOWN THE PRESENTATION, THE VERY SPECIFIC THINGS WE WANT YOU TO UNDERSTAND.
WE'RE GOING TO GO THROUGH EACH OF THE DIFFERENT DOMAINS.
THERE ARE THREE DOMAINS, AND WITHIN DOMAIN 2, IT IS BROKEN UP INTO TWO SPECIFIC PARTS.
WE'RE GOING TO GO THROUGH THE CHANGES AND THEN TELL YOU THIS IS WHAT WE'RE DOING AS A DISTRICT BASED ON THAT CHANGE IN ORDER TO MAKE SURE THAT OUR STUDENTS ARE GETTING THE BEST POSSIBLE SERVICES.
THEN WHAT THINGS THAT YOU MAY NEED TO CHANGE AND THINGS THAT WE'RE THINKING OF FOR THE FUTURE.
AS WE'RE GOING THROUGH THAT INFORMATION AND AS YOU'RE TAKING NOTES, I WANT YOU TO UNDERSTAND THAT IS WHAT WE WANT YOU TO GET FROM THAT.
SO THAT WAY WE CAN REALLY MAKE SURE THAT WE'RE SERVING YOUR NEEDS AND UNDERSTAND WHAT WE MAY NEED AS A DISTRICT TO MOVE FORWARD.
HERE BEFORE YOU TODAY WE HAVE FOUR JUST AMAZING LEADERS AND EDUCATORS, AND I REALLY APPRECIATE THEIR WORK AS THEY REPRESENT THEIR DEPARTMENTS.
YOU WILL HAVE MISS ERICA SIMMONS, WHO'S THE EXECUTIVE DIRECTOR OF ASSESSMENT AND EVALUATION.
KIMBERLY ROWE, WHO'S A SECONDARY COORDINATOR OF MTSS, AND AS WE GO THROUGH, THEY WILL INTRODUCE THEMSELVES AGAIN.
WE HAVE DARRELL EMANUEL, WHO IS OUR DIRECTOR OF CURRICULUM, AND MS. MICHELLE SWAIN, WHO IS OUR DIRECTOR OF GIFTED AND ADVANCED ACADEMIC SERVICES.
AT THIS TIME, THEY WILL TAKE OVER AND START OUR PRESENTATION FOR TONIGHT. ERICA.
GOOD EVENING, BOARD OF TRUSTEES, DR. AZAIEZ, BEFORE WE GET INTO THE PRESENTATION, [NOISE] I WOULD LIKE TO TELL YOU ABOUT THE MATERIALS THAT WE DID PUT ON YOUR TABLE.
WE PROVIDED YOU WITH AN ACCOUNTABILITY WORKBOOK.
THIS HAS OUR A-F FRAMEWORK AS OF MARCH 9TH IN IT.
IT ALSO HAS OUR SCALING RESOURCES.
WE'RE GOING TO BE USING THAT TONIGHT IN THE PRESENTATION, AS WELL AS THE ESA AMENDMENT.
IT HAS THOSE LONG-TERM AND INTERIM TARGETS THAT WE'RE GOING TO BE TALKING ABOUT WHEN WE GET TO DOMAIN 3, AS WELL AS THE PRESENTATION.
IN THE FRONT YOU'LL SEE SOME PAPER.
WE'RE GOING TO DO TWO ACTIVITIES IN THIS FIRST PART OF THE PRESENTATION.
YOU'LL BE USING THE PAPER THAT'S THERE AND THE MARKER THAT WE PROVIDED. ALSO THE CUP.
I'LL TELL YOU HOW WE'RE GOING TO USE THE CUP TO GET A SIGNAL WHEN EVERYBODY'S DONE, THEN WE CAN MOVE ON.
ANOTHER THING I WANT TO TALK ABOUT IS THE FORMAT.
WE'RE GOING TO BE TALKING ABOUT.
THIS YEAR FOR ME, IT GOES BACK TO A LONGSTANDING WHERE WE PICK UP WORDS THAT WE'RE GOING TO BE USING THROUGHOUT THE YEAR.
ONE OF THE WORDS THAT WE PICKED OUT, THAT I PICKED OUT THAT I CAN USE THROUGH MOST OF MY PRESENTATIONS THIS YEAR WAS THE WORD MATTERS.
THE VERB FOR THAT IS OF IMPORTANCE. THAT'S WHAT WE DID.
ACCOUNTABILITY MATTERS BECAUSE IT IS IMPORTANT AND IT'S ALSO MATTERS OF ACCOUNTABILITY.
IT'S ALSO A NOUN. THE FORMAT IS GOING TO BE WHERE WE'RE GOING TO BE LOOKING AT WHAT MATTERS, WHERE WE JUST TALK ABOUT WHAT'S GOING ON WITH THE DOMAIN MEASURES, AND THEN WE'RE GOING TO TALK ABOUT CHANGES MATTERS.
WHEN WE TALK ABOUT THE CHANGES BECAUSE IT MATTERS, THE CHANGES THEY'VE MADE, THEY MATTER.
THEN WE'RE GOING TO TALK ABOUT IMPACT MATTERS BECAUSE THOSE CHANGES ARE GOING TO IMPACT OUR SCORES WHETHER POSITIVE OR NEGATIVE, IT'S NOT ALWAYS NEGATIVE.
I JUST WANT YOU TO KNOW THAT IT HAS IMPACT.
THEN FOR THE FIRST SECTION, WE'RE GOING TO TALK ABOUT HOW WE RESPOND MATTERS BECAUSE
[00:10:03]
OUR STUDENTS ARE OUR MOST IMPORTANT RESOURCE THAT WE HAVE HERE.HOW WE DEAL WITH THIS NEW SYSTEM IS GOING TO MATTER TO OUR STUDENTS.
LASTLY, I JUST WANTED TO TALK ABOUT THE CHANGES THAT WE MADE TO THE PRESENTATION FOR WHEN WE FIRST SUBMITTED IT TO YOU.
WE WERE STILL ADDING SOME THINGS THAT WE THOUGHT WOULD BE OF IMPORTANCE.
THAT'S WHY WE HAD A COUPLE OF DIFFERENT VERSIONS AS WELL AS SOME UPDATES THAT HAPPENED WITH THE ACCOUNTABILITY SYSTEM.
WITH THAT, WE'RE GOING TO JUMP INTO THE PRESENTATION.
WE WANT TO GIVE SOME BACKGROUND.
THE BACKGROUND IS, WHEN THE STATE OF TEXAS DECIDED TO GO THROUGH THE A-F ACCOUNTABILITY, ONE OF THE DRIVING FORCES WAS THE FACT THAT EVERY YEAR IN OUR O SYSTEM TARGETS WERE CHANGING AND CAMPUSES, WE'RE ALWAYS TRYING TO NOT JUST HIT A TARGET, BUT HIT A MOVING TARGET.
ONE OF THE RATIONALES WAS WE'RE GOING TO LEAVE IT SIT FOR FIVE YEARS.
WE'RE GOING TO BE ABLE TO COMPARE OUR PERFORMANCE FROM PRIOR YEAR TO CURRENT YEAR BECAUSE THE TARGETS ARE SAVED, WE CAN SEE IF WE'RE GROWING, AND SO EVERY FIVE YEARS THEY WERE GOING TO COME BACK AND THEY WERE GOING TO RESET OR REFRESH THE ACCOUNTABILITY.
SO 2022 MARKED THE END OF OUR FIRST FIVE YEARS WITH OUR A-F ACCOUNTABILITY, AND 2023 IS OBVIOUSLY THE BEGINNING OF OUR NEXT FIVE YEARS.
OVER THE PAST YEAR, TEA HAS BEEN REVIEWING, RECEIVING FEEDBACK, AND PROVIDING REGULAR UPDATES BECAUSE WE'VE HAD SEVERAL ITERATIONS AT SOME THINGS, SOME THINGS ARE PUT ON THE TABLE, THEY GET FEEDBACK, THEY MADE CHANGES.
THE LATEST UPDATE WAS POSTED ON MARCH 9TH, WHICH IS WHAT YOU HAVE IN YOUR BINDER.
SINCE OUR FOCUS WILL BE MOSTLY ABOUT HOW THINGS ARE PACKED WITH CCMR, WE WANTED TO GO AHEAD AND REVIEW THE NON CCMR INDICATORS.
TSI, IN MATH AND READING, WHERE STUDENTS HAVE TO BE COLLEGE READY IN MATH AND READING, AND WE USE SAT, ACT, TSIA2, AND THEN OUR COLLEGE PREP COURSE FOR THIS.
DUAL LANGUAGE, IF A STUDENT EARNS THREE CREDIT HOURS IN ELA OR MATH, OR AT LEAST NINE CREDIT HOURS IN ANY SUBJECT, IT FLIPS THE FLAT.
AP AND IB EXAMS, FOR AP YOU HAVE TO GET A THREE OR HIGHER ON THE EXAM, AND FOR IB YOU HAVE TO GET A FOUR OR HIGHER.
IF THEY EARN AN ASSOCIATE'S DEGREE AND THEY HAVE UNTIL AUGUST 31ST IMMEDIATELY FOLLOWING THEIR HIGH SCHOOL GRADUATION TO COMPLETE THAT.
IF THEY GO TO COMPLETE AN ONRAMPS OR DUAL ENROLLMENT COURSE AND QUALIFYING FOR AT LEAST THREE HOURS OF UNIVERSITY OR COLLEGE CREDIT IN ANY SUBJECT, THEY CAN FLIP THE CCMR FLAT.
IF THEY GRADUATE WITH A GRADUATION CODE OF 04, 05, 54, OR 55, WE CAN FLIP THE FLAG.
OUR SPECIAL EDUCATION STUDENTS, IF THEY GRADUATE WITH ONE OF THESE FOUR PLANS, WE CAN FLIP THE CCMR FLAG.
IF THEY EARN A LEVEL I OR II CERTIFICATION IN ANY WORKFORCE EDUCATION AREA, WE CAN FLIP THE FLAG OF COURSE IBC, WHICH WE HAD IN-DEPTH PRESENTATION ON LAST WEEK.
THEY'RE BRINGING BACK THE MILITARY ENLISTMENT THIS YEAR, THEY HAD SUSPENDED IT FOR A FEW YEARS BECAUSE OF DISCREPANCIES IN THE DATA THAT THE DISTRICT SUBMITTED TO WHAT THEY ACTUALLY GOT FROM DEPARTMENT OF DEFENSE.
BUT NOW THEY FEEL LIKE THEY HAVE A PROCESS IN PLACE, THAT WILL ALLOW US TO START BEING ABLE TO HAVE KIDS MILITARY READY NOW.
SOME TERMS YOU'RE GOING TO HEAR THROUGHOUT THE PRESENTATION METHODOLOGY IS STEPS USED TO ASSIGN POINTS TO CALCULATE A SCORE.
CUT POINTS IS A RANGE OF POINTS USED TO ASSIGN A RATING OF A THROUGH F. THIS IS AT THE DOMAIN LEVEL, THESE CUT POINTS DON'T HAVE ANYTHING TO DO WITH HOW KIDS GET APPROACHES MID-SEMESTERS DID NOT MEET, THIS IS STRICTLY IN THE ACCOUNTABILITY.
IBCS, WE'VE TALKED ABOUT IT, THE INDUSTRY BASED CERTIFICATIONS.
THIS IS ONE THING THAT HAS CHANGED SINCE THE MARCH 9TH, IS THAT IT WAS SIX FOR OUR SUPER GROUPS, NOW WE'RE DOWN TO FOUR, AND THUS THE FOUR IS GOING TO BE ALL STUDENTS.
THEN THE TWO LOWEST PERFORMING ETHNICITY GROUPS FROM THE PRIOR YEAR, WHICH THEY ARE CALCULATING FOR OUR CAMPUSES NOW, THE TWO LOWEST GROUP FROM 2022.
THEN OUR HIGH FOCUS GROUP INCORPORATES THOSE SIX GROUPS INTO THAT HIGH FOCUS GROUP BECAUSE AS WE CAN SEE, THOSE ARE KIDS THAT WE NEED TO FOCUS ON.
THEN OUR ELP, WHICH IS OUR EL PROFICIENCY, WHICH IS OUR TELPAS PERFORMANCE, OUR KIDS PROGRESSING THROUGH TELPAS FROM ADVANCED TO ADVANCED HIDE, THINGS LIKE THAT.
AND THEN AEA IS OUR ALTERNATIVE EDUCATION ACCOUNTABILITY, WHICH IS FOR A DROPOUT RECOVERY SCHOOLS FOR MORE SPECIFICALLY, IS GOING TO BE FOR US SUCCESS HIGH SCHOOL.
THE ACCOUNTABILITY SYSTEM WE'RE ALL FAMILIAR WITH IT.
IT IS MADE UP OF, LIKE DR. NICHOLS SAID, THREE DOMAINS WITH DOMAIN 2 BEING A, PART A AND PART B.
THOUGH YOU TAKE THE BETTER OF THOSE FIRST THREE, THAT'S GOING TO BE 70 PERCENT OF OUR SCORE WITH DOMAIN THREE, THE CLOSING THE GAPS, WHICH IS THE FEDERAL REQUIREMENT FOR OUR STATE ACCOUNTABILITY, WEIGHING IN AT 30 PERCENT.
THIS ACCOUNTABILITY SYSTEM DESIGNED TO RECOGNIZE HIGH STUDENT ACHIEVEMENT, TO RECOGNIZE THE IMPACT OF HIGHLY EFFECTIVE TEACHERS WHILE MAINTAINING FOCUSED ON STUDENTS MOST IN NEED.
[00:15:01]
WE'RE GOING TO START WITH DOMAIN 1.DOMAIN 1 EVALUATES THE PERFORMANCE ACROSS ALL SUBJECTS FOR ALL STUDENTS ON STAR CCMR AND GRADUATION RATES.
FOR ELEMENTARY AND MIDDLE SCHOOLS, THEIR SCORE IS COMPRISED 100 PERCENT OF THE STAAR PERFORMANCE, WHEREAS FOR HIGH SCHOOLS, WE DO DO 40 PERCENT STAR, 40 PERCENT COLLEGE, CAREER, MILITARY READY, AND 20 PERCENT GRADUATION RATES.
THE CHANGES THAT'S GOING TO BE HAPPENING, THAT'S OF IMPORTANCE TO US THAT WE'RE GOING TO FOCUS ON TONIGHT, IS THEY SAY THAT WE'RE DOING OUR JOBS, WE'RE GETTING MORE AND MORE KIDS CCMR READY.
WITH THAT HAPPENING, THIS THEY FELT THAT IT WAS TIME TO RAISE THE SCORE FOR WHAT IT TAKES TO GET AN A, AND THEY RAISED IT FROM 60 PERCENT OF STUDENTS GRADUATING FROM A CAMPUS BEING CCMR READY TO 88 PERCENT.
WE WANT TO RECOGNIZE THE FACT THAT WE ARE GROWING OUR KIDS.
TWENTY EIGHT POINT JUMP, THAT'S A WHOLE ANOTHER STORY.
BUT RIGHT NOW WE WANT TO RECOGNIZE THAT.
BEGINNING WITH THE 2023 RATINGS, THERE'S GOING TO BE A LIMIT TO THE PERCENTAGE OF STUDENTS WHO GRADUATE ONLY WITH THE CCMR INDICATOR.
THE SUN SETTING IBCS TO FIVE GRADUATES ARE 20 PERCENT OF GRADUATES WITH WHICHEVER IS HIGHER.
IBC PROGRAM, THEY ARE GOING TO BE FACING IN DIFFERENT PARTS OF THIS ASSOCIATED WITH THE PROGRAM OF STUDY.
THEY DID DELAY THAT FOR YEARS.
STARTING WITH OUR 2024 GRADUATES, AT THIS TIME THE WAY IT IS WRITTEN RIGHT NOW, THERE WILL BE HAVING TO HAVE A LEVEL 2 COURSES ASSOCIATED WITH THAT.
AS I MENTIONED EARLIER, BRING IT BACK THE ENLISTMENT INTO THE ARMED FORCES.
ALSO, BECAUSE OUR GRADUATION RATES ARE INCREASING ACROSS THE STATE, THEY DID RAISE THE RATE OF GRADUATION BY TWO PERCENT.
CHANGES MATTER. WHAT WE HAVE HERE IS WE HAVE OUR 2020 CUT SCORE FOR STAAR AND CCMR ON MY LEFT, AND THEN ON THE RIGHT WE HAVE OUR 2023 CUT SCORES.
RIGHT NOW I JUST WANT YOU GUYS TO LOOK AT THAT AND TELL ME WHAT YOU NOTICED THAT MY BEST THE SAME AND WHAT'S DIFFERENT ABOUT THAT.
FEEL FREE TO TURN ON YOUR MICS AND JUMP IN HERE.
>> THE STAAR TOP SCORES STAY THE SAME ON BOTH OF THOSE CHARTS, AND THE NON-AEA AND THE AEA CHANGE SIGNIFICANTLY IN TABLE 1-TABLE 2.
>> CORRECT. FULL ACCOUNTABILITY SYSTEMS NOW GOING TO BE BACK ON THE TABLE FOR 2023.
TO ADDRESS TRACY LANDRUM'S FIRST STATEMENT THAT STAR IS THE SAME.
THEY MADE THE DETERMINATION BECAUSE OF THREE THINGS, COVID PANDEMIC, BECAUSE OF THE NEW STAR REDESIGN AND BECAUSE OF FEEDBACK THAT THEY GOT THAT THEY WOULD NOT BE CHANGING THE CUT SCORES FOR STAR PERFORMANCE.
THEY DID STAY THE SAME COMING IN FOR THE NEXT FIVE YEARS.
ADDRESSING THE CHANGE FOR THE AEAS, WHICH YOU'VE TALKED ABOUT FOR CCMR. THIS IS ONE OF THE THINGS WE TALKED ABOUT WHEN WE TALKED ABOUT THE CHANGES AND THE IMPACT THERE.
THEY HAVE A D, THAT'S 36 PERCENTAGE POINT FOR OUR ALTERNATIVE EDUCATION CAMPUSES THAT THEY HAVE TO HAVE THAT MANY MORE KIDS GRADUATE CCMR IN ORDER TO CONTINUE TO MAINTAIN THAT A.
WE JUST WANT TO HIGHLIGHT WHAT WE TALKED ABOUT AS WELL FOR OUR COMPREHENSIVE HIGH SCHOOLS, GOING FROM 60% TO RECEIVING A TO 88% OF OUR STUDENTS GRADUATING CCMR READY.
>> WHAT'S INTERESTING THOUGH IS IT'S NOT THE SAME NUMBER GROWTH FOR AN A, IT GOES FROM 60% TO 88, WHICH IS 28%.
THEN FROM A B IT GOES 48-78, WHICH IS A 30% JUMP.
BUT THEN WHEN YOU LOOK AT NOT RATED, IT GOES 26-51, WHICH IS ONLY A 25% GROWTH.
>> CORRECT. IS NOT PROPORTIONAL.
>> YES, SO THEY'RE NOT THE SAME.
>> CORRECT. TEA STATES THAT WHEN THEY MAKING THESE CUT SCORES, THEY TRY TO ANCHOR IN THE C AND THEN THEY TRIED TO MAKE THE CUT POINTS FOR THE OTHERS, FOR THE B AND THE A AND THEN FOR THE D BASED ON THAT.
THEY FIRST START WITH THE C AND GO FROM THERE SO IT IS NOT PROPORTIONAL.
>> IF I MAY ADD BECAUSE I SET UP SOME MEETINGS WITH THE COMMISSIONER AND MANY OF US ARE ASKED TO PRINT AND ASKING WHY IS 88? HOW DID YOU COME UP WITH 88? IF YOU REMEMBER, THERE'S 60 BY 30, LIKE 60% BY 2030. I'M SORRY.
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WHAT THEY'RE TRYING TO SAY IS LIKE ALTHOUGH SCHOOL DISH, THAT'S HOW THEY COME UP WITH THE 60% IN THE FIRST PLACE THAT'S AN A BECAUSE 60% OF THE STUDENTS HAVE TO BE COLLEGE CAREER MILITARY READY.BUT THE ONE HE SAID, HE SAID, THEN WE'RE LOOKING AT COMPLETION.
ALTHOUGH SCHOOL DISTRICTS HAVING 60% OF THEIR STUDENTS ARE COLLEGE CAREER AND MILITARY READY, WHICH IS SUPPOSED TO BE ALIGNED WITH THE GOVERNOR'S GOAL OF 60% AT THE YEAR 2023, STUDENTS WERE NOT COMPLETING, GONE TO COLLEGE OR NOT GONE TO COLLEGE AT ALL AND NOT COMPLETING SO THEY ENDED UP WITH 60.
THEY RUN SOME NUMBERS, AND THEY SAID LIKE IF WE GO WITH 88%, THEN THE CHANCES ARE GOING TO BE HIGH FOR THE STUDENTS TO BE 60% OF THEM ACTUALLY COLLEGE CAREER, MILITARY.
LIKE GETTING EARN A DEGREE SOMEHOW OR EARN AN A CAREER, I GUESS, CERTIFICATE.
REALLY, ALL THESE CHANGES AROUND THE GOVERNANCE GOAL, WHICH IS AGAIN 60% BY 2030.
THAT'S WHY THE COMMISSIONER MADE THESE CHANGES.
NOW WE'RE TAKING A LOOK AT THE GRADUATION RATE TABLE, WHICH WE TALKED ABOUT BEFORE, WHERE TO MAINTAIN THE SAME SCORE FROM 2022-2023, THERE IS A TWO PERCENTAGE POINT INCREASE FOR THAT.
NOW WE'RE GOING TO GO INTO OUR FIRST ACTIVITY.
WE'RE GOING TO TURN TO TAB 3, PAGE 12 IN YOUR MANUAL.
THAT'S GOING TO BE THE SCALING TABLES FOR OUR CCMR. I'M GOING TO ASSIGN EACH OF YOU TRUSTEES HIGH SCHOOL, AND YOU'RE GOING TO WRITE ON YOUR PAPER THE NEW SCALE SCORE FOR THE CAMPUS BASED ON THESE NEW CUT SCORES.
TRUSTEE BONE, IF YOU'LL TAKE CEDAR RIDGE, TRUSTEE WEAR YOU'LL TAKE EARLY COLLEGE, TRUSTEE LANDRUM IF YOU'LL DO MCNEIL, TRUSTEE WESTON THAN IF YOU'LL DO ROUND ROCK, AND TRUSTEE MARKHAM IF YOU'LL DO STONY POINT.
TRUSTEE HARRISON, YOU CAN PICK UP WESTWARD IF YOU WANT TO DO THAT.
>> WHAT PAGE DID YOU SAY AGAIN?
>> IT SHOULD BE TAB 3 PAGE 12.
>> SORRY, IT DIDN'T MAKE SENSE TO ME.
>> CORRECT. HOLD ON. CAN WE MOVE IT, TAB 4?
>> NOW IT'S A TAB 3 AND MINE, PAGE 12, IT'S GOT THE NEW COMPONENTS SCORE TABLE.
>> YES. IT IS TAB 3 IT IS RIGHT TAB 3 PAGE 12.
THIS SHOULD SAY TABLE 6, STUDENT ACHIEVEMENT, CCMR COMPONENTS SCORE.
>> IS THAT WHAT EVERYBODY'S READ AT THE TOP OF THE TABLE THERE?
YOU JUST WANT THE NEW COMPONENTS SCORE, RIGHT?
>> CORRECT. HOW THE READ.TABLE IS ON THE FAR LEFT-HAND SIDE, THAT'S THE COMPONENT SCORES.
WHAT YOU SEE THERE IN COLUMN TWO, YOU'RE GOING TO IDENTIFY THAT, YOU'RE GOING TO LOCATE THAT IN THE FAR LEFT-HAND SIDE.
THEN YOU'RE GOING TO GO OVER TO TAB 2 BECAUSE ALL OF OUR HIGH SCHOOLS ARE THE COMPREHENSIVE HIGH SCHOOLS, AND YOU'RE GOING TO WRITE THAT NUMBER ON YOUR PAPER.
STARTING THE LEFT-HAND COLUMN.
FOR TRUSTEE BONE, YOU'RE GOING TO GO DOWN TO 81 AND GO OVER TO THE SECOND COLUMN, YOU'RE GOING TO WRITE THAT NUMBER ON YOUR PAPER.
TRUSTEE WEAR YOU HAVE 100, SO THAT'S GOING TO BE HARD FOR YOU TO FIND, RIGHT?
>> THAT'S WHY I WAS CONFUSED, BUT I'LL DO 6X ALSO SO HOW ABOUT THAT?
>> WHEN EVERYONE HAS FINISHED WRITING THEIR NUMBER IN THEIR PAPERS, THEY'LL TURN THEIR SOLO CUP UPSIDE DOWN.
THEY'LL LET ME KNOW EVERYONE'S FINISHED.
SCHOOL TEACHERS SEEPING OUT, BEEN WHILE.
>> I'M GOING TO PLAY THE NEW TRUSTEE, AND I AM NOT UNDERSTANDING WHAT YOU'RE ASKING.
>> MAYBE WE SHOULD MODEL AND LET'S DO ONE CAMPUS. WE'RE GOING TO CHEAT HERE.
DO YOU WANT TO WALK THROUGH CEDAR RIDGE?
>> OKAY. ON CEDAR RIDGE, YOU HAVE AT 81 COMPONENTS SCORE.
I WENT TO 81, AND THEN IT'LL BE AN 83.
>> YOU HOLD IT UP. THEIR NEW SCORE WE'RE USING A NEW CUT SCORES WOULD BE AN 83?
>> FOR EARLY COLLEGE HIGH SCHOOL, IT'LL STILL BE 100, BUT FOR SUCCESS.
>> I'LL COME BACK TO YOU FOR SUCCESS IF YOU DON'T MIND.
>> ROUND ROCK HIGH SCHOOL IN THE FIRST COLUMN HERE, 2022 COMPONENTS SCORE SAYS 85.
WHEN I FIND 85, THE NEXT COLUMN OVER SAYS 87.
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TRUSTEE HARRISON CAN SHE SPEAK?
>> YES, SHE SHOULD BE ABLE TO RESPOND.
>> I CAN RESPOND. IT CUT OUT RIGHT.
AS YOU WERE GIVING ME AN ASSIGNMENT AND I DON'T HAVE THE VIRTUAL COPIES OF THE HANDOUT.
>> IT'S IN YOUR EMAIL THAT PATTY SENT, BUT SHE DIDN'T HAVE THIS BOOK.
>> [OVERLAPPING] WESTWOOD WOULD BE A 99 AGAIN.
>> YES, IT WILL BE 99, AND SO TRUSTEE WEAR.
>> THEN SUCCESS WOULD BE A 75 FOR THE AEA.
>> OKAY. NOW WE WANT TO GIVE YOU GUYS A MOMENT TO LOOK AT THAT DATA.
MAKE SOME COMMENTS ABOUT WHAT YOU OBSERVED USING THOSE NEW CUT SCORES.
>> WELL, WE HAVE ONLY FOUR OF OUR HIGH SCHOOLS WILL BE 1, 2, 3, 4 BECAUSE SUCCESS WILL BE BECAUSE IT WAS 60 FOR THE AEA.
BUT THEN WE ONLY HAVE THREE THAT ARE ABOVE 88.
>> OKAY. THAT MEANS WE ONLY GOING TO HAVE THREE.
THIS GOING TO BE AN A, MAINTAIN AN A. WHAT ELSE?
>> THE CUT SCORES SEEM LIKE THEY'RE MUCH CLOSER TO THE COMPONENT SCORE.
I DON'T KNOW IF THAT IS ACTUALLY ANYTHING, BUT IT'S NOT THAT GIANT JUMP, FROM 60-92, LIKE ON STONY POINT.
IT SEEMS A LITTLE BIT EASIER TO FIGURE OUT.
>> THAT'S AN INTERESTING POINT.
HOW MANY TIMES HAVE WE LOOKED AT THAT AND WE NEVER FIGURED OUT ONE.
WE KNOW AND WE'VE TALKED ABOUT IT THAT THE NEW CUT SCORES OBVIOUSLY IMPACTS ARE SOME OF OUR HIGH SCHOOLS IN REDUCING THAT SKILL SCORE FOR DOMAIN 1.
BECAUSE CCMR IS 40% OF DOMAIN 1, THEN THAT'S ALSO GOING TO IMPACT THEIR OVERALL DOMAIN 1 SCORE.
IN THIS SLIDE THERE IS A GOOGLE DOCUMENT, I THINK AUTUMN PRACTICED WITH YOU ALL BEFORE WE STARTED HERE.
IF YOU GUYS WILL OPEN UP THAT GOOGLE DOCUMENT, WE'RE GOING TO DO ANOTHER ACTIVITY.
WE'RE GOING TO SHOW THE IMPACT OF THE NEW CCMR SCORES.
>> ERICA, CAN WE GO BACK A SLIDE? JUST SO THAT WE CAN ABSORB THE INFORMATION.
I THINK WE WORK WITH INFORMATION EVERY DAY, AND SO PROCESSING IS GOING TO BE DIFFERENT BECAUSE I KNOW EVEN FOR US THE FIRST TIME IT TOOK AWHILE, AND SO JUST TO MAKE SURE THAT EVERYONE IS GETTING THE POINT.
IN OTHER WORDS, THE SCORES THAT WOULD HAVE GOTTEN US AN A OR B RATING FOR CCMR FOR 2022, THE SAME SCORES, YOU CAN SEE HOW IT WOULD IMPACT US IF WE HAD THAT SAME DATA.
THE OTHER THING, AND I THINK ERICA IS GOING TO SPEAK TO THIS LATER ON IS TO UNDERSTAND THAT THIS IS A LAGGING INDICATOR.
[BACKGROUND] PRETTY MUCH WE HAVE ALREADY DONE THE WORK THAT WILL IMPACT THE ACCOUNTABILITY FOR THIS YEAR, SO THERE'S NOTHING THAT WE CAN DO.
THEY CHANGED THIS INFORMATION IN MARCH TO IMPACT US THIS YEAR FOR DATA THAT WAS ALREADY IN THE BANK, SO TO SPEAK.
THERE WAS NO WAY THEN WE CAN IMPACT THAT 40% OF DOMAIN 1 FOR OUR HIGH SCHOOLS.
I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT.
WE'RE DOING A LOT OF WORK TO MAKE SURE THAT HOW THIS LAGGING IDENTIFIER WILL IMPACT NEXT YEAR'S DATA, BUT ALL READY FOR THIS YEAR'S DATA, 40% OF DOMAIN 1 FOR OUR HIGH SCHOOLS IS WHAT WOULD'VE BEEN ACCOUNTED FOR.
>> I JUST WANTED TO ADD TO WHAT NATALIE WAS TALKING ABOUT.
THESE SENIORS ALREADY LEFT US, THE 2022 GRADUATES, AND SO DEA USES LIKE FOR THIS YEAR, FOR THE 2022/2023, THEY USED LAST YEAR GRADUATES DATA.
THIS IS DONE TO CHANGE IT NOW AFTER THE SOONEST LEFT US, AND THAT'S ONE OF THE CONCERNS WE HAD A LOT OF US WHEN WE TALKED WITH THE COMMISSIONER, WE TALKED WITH DEA IS, THERE'S NOTHING THAT ANY SCHOOL DISTRICT, ANY CAMPUS CAN DO TO ADJUST TO THIS NEW GOAL THAT DEA IS SETTING FOR US.
NOTHING WRONG WITH THEM RAISING THE BAR, BUT ALLOW US THE CHANCE TO TRY TO MEET THAT GOAL.
YOU DON'T CHANGE THIS AFTER THE FACT.
THAT'S REALLY WHAT IS FRUSTRATING,
[00:30:01]
I GUESS FOR EVERY SCHOOL CAMPUS AND SCHOOL DISTRICT, IS THIS IS ALREADY DONE.YOU'RE CHANGING THE RULES AFTER THE FACT.
ANOTHER THING THAT ALSO I KNOW ERICA WILL BE TALKING, I DON'T WANT TO SEE IF HER THUNDER IS NOT ONLY IMPACTS HIGH SCHOOLS, THIS WILL ALSO IMPACTS OUR SCORES AS A DISTRICT.
BECAUSE DEA IS ALSO PROPOSING THE WAY YOU CALCULATE, NOW THE NEW RATING FOR THE SCHOOL DISTRICT IS BASED ON HOW YOUR SCHOOLS ARE RATED.
IF YOUR CAMPUS RATING GOES DOWN, SO IS YOUR OVERALL DISTRICT RATING.
THIS WILL IMPACT DEFINITELY OUR HIGH SCHOOLS AND WILL ALSO IMPACT NOT JUST US, ANY HIGH SCHOOL IN STATE OF TEXAS, BUT ALSO SCHOOL DISTRICT RATING AS WELL.
>> THANK YOU. EVERYBODY HAS THEIR GOOGLE DOCUMENT OPEN? WE'RE GOING TO NOW RECALCULATE FOR THE SAME HIGH SCHOOLS YOU HAD FROM THE PREVIOUS SLIDE.
WE'RE GOING TO BE RECALCULATING THEIR DOMAIN 1 SCORE.
IT'S COLOR CODED. THE RED CELL, THAT'S ON YOUR GOOGLE DOCUMENT, YOU'RE GOING TO ENTER THE RED SCORE FOR YOUR SCHOOL.
THE GREEN CELL, YOU'RE GOING TO ENTER THE GREEN SCORE, THEN THE BLUE, YOU ENTER THE BLUE.
AGAIN, WHEN YOU'VE FINISHED, IF YOU TURN YOUR SOLO CUP UPSIDE DOWN, WE'LL KNOW THAT WE CAN PROCEED TO THE NEXT STEP.
>> WE HAVE A WONDERFUL ITSS AND ELAINE IS ALSO HERE FROM ACCOUNTABILITY, SO IF YOU NEED HELP, JUST RAISE YOUR HAND AND ONE OF US WILL WALK OVER TO HELP YOU MAKE SURE THAT YOU'RE ON TRACK WITH YOUR SHEET.
IT LOOKS LIKE WE'RE READY TO MOVE ON TO THE NEXT STEP, SO TRUSTEE BONE.
>> CAME OUTSIDE 85 FOR CEDAR RIDGE.
>> I THINK I MIGHT BE ON THE WRONG SLIDE, BUT A 91, 93.
>> ROUND ROCK HIGH SCHOOL IS 91.
>> TRUSTEE HARRISON, WERE YOU ABLE TO PUT YOUR NUMBERS IN?
>> I HAVE THE SLIDE DECK. I DON'T HAVE EVERYTHING YOU HAVE BUT WE'RE GOING TO MAKE IT WORK.
>> OKAY. AGAIN, WE'RE GOING TO GIVE YOU A MOMENT TO LOOK AT THIS, A MOMENT TO PROCESS, MAKE ANY OBSERVATIONS YOU WANT TO YOU ABOUT THESE SCORES.
BUT THE HIGHER THEY WERE TO BEGIN WITH, THE HIGHER THEY STAY.
LIKE YOU GET STATE 96S, 95, BUT THE OTHER ONES START GOING DOWN, LIKE 93 TO 75.
>> YEAH, THAT'S SOME NICE LITTLE REDUCTION.
ARE THESE RATED THE SAME, THE THREE CATEGORIES? YOU MENTIONED THAT EARLIER BUT CAN YOU REPEAT?
CCMR STAR IS 40, CCMR IS 40 AND GRADUATION RATE [OVERLAPPING].
>> I DIDN'T CATCH IT EARLIER. WAS THAT THE SAME AS PREVIOUS YEARS OR THAT HASN'T CHANGED?
>> I HEARD YOU SAY THAT, BUT I DIDN'T KNOW IF THAT WAS NEW, SO THAT DATA IS STAYING THE SAME. THANK YOU.
>> NOW THAT WE'VE LOOKED AT CCMR, THE CHANGES, THE IMPACT THAT IT HAS ON THE CCMR SCALE SCORE, THE IMPACT THAT IT HAS ON, OBVIOUSLY, THE DOMAIN 1, WE'RE GOING TO NOW GO INTO SOME INITIATIVES THAT WE'RE DOING HERE IN ROUND ROCK ISD THAT'S GOING TO SUPPORT THE GOAL OF INCREASING OUR CCMR FOR OUR CAMPUSES.
[00:35:06]
>> THANK YOU. GOOD EVENING, MADAM PRESIDENT, DR. AZAIEZ, AND FELLOW MEMBERS OF THE BOARD.
I'M KIMBERLY ROWE AND I AM A SECONDARY COORDINATOR WITH MTSS, AND I AM VERY EXCITED ABOUT THIS OPPORTUNITY THAT I HAVE TO SPEAK WITH YOU ABOUT OUR ADVANCED MATH PATHWAY INITIATIVES THAT WE HAVE STARTED IN THE DISTRICT.
>> CAN YOU ACTUALLY JUST SAY WHAT MTSS IS?
>> YES. IT'S MULTI-TIERED SYSTEMS OF SUPPORT, WHICH IS WHY WE SHORTEN IT, BECAUSE IT'S A LOT OF WORDS.
FIRST I WANT TO START WITH A LITTLE BIT OF BACKGROUND.
WHAT THIS SLIDE SHOWS US IS ELA AND MATH READY TRENDS REGARDING CCMR. HISTORICALLY OVER THE PAST FIVE YEARS, YOU CAN SEE THAT THE DIFFERENCE BETWEEN BEING COLLEGE READY AND ELA VERSUS MATH HAS REALLY SUSTAINED A DOUBLE-DIGIT GAP OVER THE LAST FIVE YEARS.
WHAT I WANT TO FOCUS ON TONIGHT IS WHAT WE'RE DOING WITHIN MATH TO REALLY TRY TO CLOSE AND ADDRESS THAT GAP THAT EXISTS.
THIS INFORMATION COMES FROM E3 ALLIANCE, AND FOR THOSE OF US NOT AS FAMILIAR, THEY ARE A REGIONAL NON-PROFIT, DATA-DRIVEN, COLLABORATIVE HERE IN AUSTIN, TEXAS.
THEIR FOCUS IS REALLY TRANSFORMING EDUCATIONAL SYSTEMS SO THAT ALL STUDENTS CAN BE SUCCESSFUL.
THEY WORK WITH DISTRICTS, THEY WORK WITH POST-SECONDARY BUSINESS AND INDUSTRY AND WE'VE HAD THE OPPORTUNITY IN THE PAST TO PARTNER WITH THEM.
THIS DATA IS SPECIFICALLY FROM ROUND ROCK ISD.
THIS SHOWS OUTCOMES OF STUDENTS ENROLLED IN HIGH SCHOOL FOR FOUR YEARS BY THE HIGHEST HIGH-SCHOOL MATH.
THIS IS FOR THE CLASS OF 2015.
WHAT YOU CAN SEE IS THAT BOTTOM LINE IS, IF THE HIGHEST HIGH SCHOOL MATH THEY WERE ABLE TO TAKE WAS BELOW ALGEBRA 2, IT SHOWS THE PERCENT THAT GRADUATED FROM HIGH SCHOOL, THE PERCENT THAT ENROLLED IN HIGHER ED IN TEXAS, AND THEN PERSISTED IN HIGHER ED FOR A SECOND YEAR.
THEN YOU CAN SEE WITH THAT GROUP THAT THERE'S NOT A PERCENTAGE THAT COMPLETED HIGHER ED AFTER SIX YEARS.
THEN WE MOVE UP TO ALGEBRA 2 BEING THAT GREEN LINE, THE LINE ABOVE THAT AQR, STATS, MATH PREP, AND SO ON AND SO FORTH.
YOU CAN SEE FROM THIS, THAT ONE OF THE THINGS THAT WE KNOW ABOUT MATH IS THOSE STUDENTS THAT HAVE THE OPPORTUNITY TO TAKE HIGHER MATH IN HIGH SCHOOL HAVE A HIGHER LIKELIHOOD OF NOT ONLY ENROLLING IN POST-SECONDARY, BUT PERSISTING AND COMPLETING A DEGREE WITHIN SIX YEARS, AND THEN COMPLETING A STEM IN HEALTHCARE DEGREE.
ONE OF THE THINGS THAT WE REALLY WANT TO DO IS LOOK AT HOW MANY OF OUR CURRENT STUDENTS ARE ENTERING INTO HIGH SCHOOL WITH AN OPPORTUNITY TO COMPLETE REALLY THAT HIGHER-LEVEL MATH, THAT AP, THAT IP, THAT DUAL CREDIT MATH.
ONE OF THE THINGS THAT WE WANT TO FOCUS ON IS NOT ONLY HIGH SCHOOL, BUT WHAT CAN WE DO TO SUPPORT THEM PRIOR TO THAT, TO PUT THEM ON A PATHWAY TO BE ABLE TO PARTICIPATE IN HIGHER-LEVEL MATH.
SOME OF THE THINGS THAT WE ALSO CONSIDER IS THAT WE KNOW MATH DOES THINGS MORE THAN JUST CONTENT, IT HELPS WITH CRITICAL THINKING, IT HELPS WITH PROBLEM-SOLVING, IT HELPS WHEN WE'RE THINKING ABOUT TACKLING REAL-WORLD TASKS, PERSONAL FINANCES, WHICH I KNOW ARE ALL THINGS THAT ARE IMPORTANT TO THIS BOARD AND THE COMMUNITY.
WE REALLY WANT TO FOCUS ON, HOW DO WE START CLOSING THESE GAPS AND GIVE MORE OF OUR KIDS OPPORTUNITY AND ACCESS? OUR 2022 DATA, WE LOOKED AT OUR 2017-2021.
CURRENT DATA IS THIS PAST GRADUATING CLASS, 57% OF ROUND ROCK ISD STUDENTS GRADUATED READY IN MATHEMATICS.
WHAT WE WANT TO DO IS THINK ABOUT HOW CAN WE START RESPONDING BEFORE HIGH SCHOOL? TWO OF THE INITIATIVES THAT WE'VE STARTED RIGHT NOW AS A DISTRICT TO STANDARDIZE OUR APPROACH IS FIRST OF ALL, STUDENTS SHOWING EVIDENCE OF READINESS TO BE CHALLENGED IN ADVANCED MATH PATHWAY WILL BE AUTOMATICALLY ENROLLED IN 6TH MATH ACCEL 1.
NOW, THIS IS AN INITIATIVE THAT STONY POINT LEARNING COMMUNITY STARTED WITH SEVERAL YEARS AGO, AND AT THE DISTRICT LEVEL HAS BEEN OPTIONAL FOR MANY OF OUR CAMPUSES AND THAT TWO OF OUR MIDDLE SCHOOLS HAVE REALLY PUT THIS INTO EFFECT.
NOW WE WANT THAT TO BE A STANDARDIZED PRACTICE ACROSS THE DISTRICT. YES, TRUSTEE WESTON.
>> CAN I CLARIFY? IS THAT INITIATIVE AT STONY POINT LEARNING COMMUNITY, WAS THAT A DR. NICHOLS INITIATIVE?
>> IT STARTED WHEN WE HAD LEARNING COMMUNITIES.
>> THAT'S WHAT I THOUGHT. THANK YOU.
>> THIS IS SOMETHING THAT WE STARTED TO LOOK AT
[00:40:02]
THEN TO SEE HOW MANY OF OUR STUDENTS WERE REALLY ENTERING INTO AN ADVANCED MATH PATHWAY AND HOW COULD WE BEGIN CLOSING SOME OF THOSE GAPS.THAT'S THE FIRST THING THAT WE STARTED TO LOOK AT.
IS HOW DO WE GET KIDS ENROLLED IN ADVANCED MATH PATHWAY SOONER? THEN SECOND IS RECOGNIZING STUDENTS THAT ARE SHOWING THE POTENTIAL TO BE CHALLENGED IN MATH.
WHAT OPPORTUNITIES CAN WE GIVE THEM AND TO REALLY OPEN THE DOOR TO AN ADVANCED MATH SUMMER CAMP TO SUPPORT THEIR GROWTH AND LEARNING IN THAT AREA AS WELL.
THIS SHOWS THE POTENTIAL CHANGES WITH THIS FIRST INITIATIVE.
REMEMBER, ENROLLING STUDENTS INTO AN ADVANCED MATH PATHWAY, SPECIFICALLY THAT 5TH-6TH GRADE TRANSITION BEING THE FIRST TIME THEY GET TO SELECT A MATH COURSE.
LOOKING AT THAT ACCEL 1, SO THE TOP TABLE IS OUR CURRENT ENROLLMENT.
CURRENTLY, 6TH MATH ACCEL 1, ABOUT 41% OF OUR 6TH GRADERS ARE ENROLLED IN ACCEL 1, YOU CAN SEE THE DEMOGRAPHIC BREAKDOWN FROM THERE, WHICH IS ABOUT 1,400 STUDENTS.
THAT BOTTOM TABLE IS LOOKING AT OUR CURRENT 5TH GRADERS.
NEXT YEAR THEY'RE GOING TO BE 6TH GRADERS.
AND WHEN WE CONSIDER THE AUTO ENROLL GROUP PLUS ANY STUDENTS WHO SELF-SELECTED.
BECAUSE THIS IS JUST ADDING TO THE STUDENTS THAT SELF-SELECTED TO BE IN ACCEL 1, PLUS OUR AUTO ENROLL GROUP.
YOU CAN SEE THAT THAT NUMBER SHIFTS TO 56% OF OUR RISING 6TH GRADERS HAVING THE OPPORTUNITY TO BE ENROLLED IN ADVANCED MATH PATHWAY.
THAT'S THE FIRST INITIATIVE AND THING THAT WE HAVE COMMUNICATED.
THE LETTERS WENT OUT TO PARENTS.
CAMPUSES WERE ASKED TO SEND LETTERS AND THIS WAS COMING FROM ELEMENTARY CAMPUSES BY APRIL 6TH COMMUNICATING TO PARENTS ABOUT, WE'VE RECOGNIZED THAT YOUR STUDENT IS SHOWING THAT THEY ARE READY TO BE CHALLENGED IN ADVANCED MATH PATHWAY, GIVING THEM AN OPPORTUNITY TO KNOW THAT THEY WILL BE AUTO ENROLLED, SHARING WITH THEM SOME OF THE OPPORTUNITIES THAT EXIST WITHIN AN ADVANCED MATH PATHWAY, AND TO CONTACT THEIR COUNSELOR OR PRINCIPAL FOR FURTHER INFORMATION.
PARENTS RECEIVED THAT LETTER PRIOR TO THAT AUTO ENROLL HAPPENING.
THE SECOND PART IS THE ADVANCED MATH SUMMER CAMP.
THIS SUMMER CAMP IS PART OF THE SUMMER LEARNING PROGRAMS THAT THE BOARD APPROVED IN THE FEBRUARY 16TH MEETING.
WHAT THIS IS, IS STUDENTS THAT ARE SHOWING THE POTENTIAL TO BE CHALLENGED.
THEIR SCORES, THEIR DATA INDICATES THAT MAYBE THEY JUST NEED A LITTLE NUDGE, THEY NEED SOME ENCOURAGEMENT.
WE WANT TO ENCOURAGE THEM AND THEIR FAMILIES TO CONSIDER ADVANCED MATH SUMMER CAMP.
THIS DATA THAT YOU SEE RIGHT HERE IS SHOWING, I JUST WANTED TO REMIND US OF WHAT THAT AUTO ENROLL OR SELF-SELECT WAS FROM THE LAST TABLE TO REMIND US THAT RIGHT NOW WITH THE AUTO ENROLL AND SELF-SELECT, THAT COULD MOVE OUR NUMBERS UP TO POTENTIALLY 56% OF OUR STUDENTS, OUR RISING 6TH GRADERS ON ADVANCED MATH PATHWAY.
THEN THAT BOTTOM NUMBER SHOWING THAT STUDENTS WHO ARE ON THE INVITE-TO-CAMP LIST, MANY OF THEM SELF-SELECTED MATH 6.
ONE OF THE THINGS THAT WE HOPE CAN HAPPEN FOR STUDENTS THAT ATTEND CAMP, AND I'LL TALK A LITTLE BIT MORE ABOUT WHAT CAMP PROVIDES FOR THESE STUDENTS, IS THAT THEY WOULD CONSIDER AN ADVANCED MATH PATHWAY FOLLOWING THAT CAMP.
WE HAVE A POSSIBILITY OF A LARGE NUMBER OF STUDENTS WHO CAN THEN AT THAT TIME MAKE A CHOICE TO OPT IN TO ADVANCED MATH.
THAT'S JUST SHOWING THE DEMOGRAPHICS AND WHAT THAT COULD POTENTIALLY DO FOLLOWING CAMP.
NOW I WANT TO FOCUS ON THE ADVANCED MATH SUMMER CAMP, BECAUSE I THINK THAT'S VERY EXCITING TO HAVE THE POTENTIAL FOR A LOT OF KIDS TO OPEN UP SOME ACCESS AND OPPORTUNITY TO MANY STUDENTS IN OUR DISTRICT.
FIRST, IT IS INVITING THOSE STUDENTS THAT BASED OFF OF ONE OF THE DATA POINTS, IS THE 5TH GRADE MATH STAAR INTERIM THAT WAS TAKEN IN MAY.
THAT IF IT SUGGESTS THAT THEY HAVE POTENTIAL TO BE SUCCESSFUL, WE WANT TO GIVE THEM THE OPPORTUNITY TO COME TO ADVANCED MATH SUMMER CAMP IN ROUND ROCK ISD.
THIS CAMP WOULD TAKE PLACE JULY 11TH-28TH, AND IT WOULD BE HELD AT THESE THREE CAMPUSES AT CD FOLKS, DEERPARK, AND HOPEWELL MIDDLE SCHOOL.
AGAIN, JUST LIKE THE OTHER LETTERS, CAMPUSES RECEIVED A LIST OF STUDENTS AT THE ELEMENTARY THAT THEY WERE ABLE TO REVIEW AS A CAMPUS AND SEND LETTERS HOME TO PARENTS COMMUNICATING, WE'VE REVIEWED YOUR DATA, WE BELIEVE YOU HAVE POTENTIAL TO BE CHALLENGED,
[00:45:02]
AND WE'D LIKE FOR YOU TO HAVE THIS OPPORTUNITY TO BE ENROLLED IN ADVANCED MATH SUMMER CAMP.SOME OF THE THINGS THAT WE'RE LOOKING AT FOR ADVANCED MATH SUMMER CAMP IS, ONE, BUILDING MATHEMATICS CURIOSITY AND EXCITEMENT.
WE DO HAVE A CONTENT-FOCUSED BEING MAKING SURE THAT WE'RE LOOKING AT SOME OF THOSE CONCEPTS THAT THEY'VE NOT HAD THE OPPORTUNITY TO SEE YET IN 5TH GRADE, ONE OF THEM BEING NEGATIVE NUMBERS.
THAT'S WHEN THE KIDS GET REALLY EXCITED ABOUT WHEN THEY'RE FIRST INTRODUCED TO IT AND IT GIVES THEM A HEAD START IN SOME OF THAT 6 CURRICULUM THAT THEY HAVEN'T SEEN BEFORE.
REALLY MAKING SURE THAT WE'RE GIVING THEM SOME MASTERY EXPERIENCES AS THEY MOVE INTO 6TH GRADE SO THEY CAN START SEEING THE CONCEPTS AND SEEING THE CONTENT, FEELING GOOD ABOUT THAT.
THESE OTHER THREE THINGS I WANT TO HIGHLIGHT, BECAUSE THESE REALLY CONNECT BACK TO BOARD GOAL 4, OF STUDENT WELL-BEING, OF REALLY FOCUS ON POSITIVITY, FOCUS ON THE SENSE OF BELONGING, AND CONNECTION WITH PEERS, STRATEGIES TO OVERCOME CHALLENGES.
ANOTHER ONE OF THE GOALS OF CAMP IS REALLY TO FOCUS ON THE STUDENT WELL-BEING AND BUILDING THEIR SENSE OF SELF-EFFICACY AND CONFIDENCE SO THAT IF THEY DO SELECT TO GO ON TO ADVANCED MATH, THEY HAVE A LITTLE BIT MORE PEP IN THEIR STEP AND ARE READY TO ENTER INTO THAT SPACE AND BE A LITTLE BIT MORE SUCCESSFUL.
THIS IS JUST AN EXAMPLE OF THE LETTERS THAT WERE SENT OUT TO PARENTS.
ON MY LEFT, IT'S THE ENGLISH VERSION, AND THEN ON THE RIGHT, IT'S JUST THE TRANSLATION IN SPANISH.
AGAIN, THESE WENT OUT TO CAMP 2 CAMPUSES TO SEND TO PARENTS BY APRIL 6TH.
SOME OF THE OTHER THINGS THAT WE'VE DONE TO HELP COMMUNICATE AND GET STUDENTS ENROLLED IS HAVE CAMPUS PRINCIPALS, COUNSELORS, EVEN OUR MIDDLE SCHOOL.
CAMPUSES REACH OUT TO STUDENTS THAT HAVE BEEN ASKED TO ENROLL AND INVITE THEM TO CAMP.
AS OF THIS AFTERNOON, WE DID HAVE 103 STUDENTS THAT HAVE ALREADY ENROLLED IN SUMMER CAMP FROM ACROSS THE DISTRICT.
ALL THE SCHOOLS HAVE BEEN REPRESENTED.
WE'RE EXCITED THAT THIS FIRST YEAR WE DO HAVE 103 STUDENTS AND HOPEFULLY MORE.
REGISTRATION WILL CLOSE AS OF NOW ON FRIDAY, AND THEN IF THERE NEEDS TO BE A STUDENT-TO-STUDENT BASIS, BUT RIGHT NOW WE HAVE 103 MORE STUDENTS THAT WE'RE GOING TO HOPEFULLY BE ABLE TO OPEN SOME OPPORTUNITIES AND ACCESS TO AND ENCOURAGE THEM ALONG THE WAY PRIOR TO GOING TO MIDDLE SCHOOL.
>> I WOULD LIKE TO SAY I REALLY APPRECIATE THAT YOU'RE PROVIDING BREAKFAST AND LUNCH AT NO COST AND YOU'RE PROVIDING TRANSPORTATION.
>> THAT'S AN ADDED BENEFIT, DEFINITELY FOR SOME OF THESE STUDENTS TO ATTEND THAT PROGRAM.
>> THANK YOU FOR POINTING THAT OUT.
WE WANTED TO MAKE SURE THAT IT WAS AS ACCESSIBLE FOR STUDENTS AS POSSIBLE AND THAT WE ARE PROVIDING THOSE THINGS DURING THEIR TIME WITH US.
>> YOU WERE SAYING THAT THIS WENT OUT TO STUDENTS, BUT YOU ALSO TALKED ABOUT SELF-SELECTING.
OUR STUDENTS SELF-SELECTED, ABLE TO GO TO CAMP OR?
>> WE HAVE A GROUP OF STUDENTS ON THE INVITE LIST.
WHEN YOU'RE THINKING ABOUT LOOKING AT THE INTERIM STUDENTS THAT WERE IN THAT LIGHT VERY LIKELY APPROACHES LEVEL EVEN IF THEY SELF-SELECTED MATH EXCEL 1, BUT WE'RE IN THAT LEVEL WITH DATA, THEY STILL HAVE THE OPPORTUNITY TO GO TO CAMP BECAUSE WE'RE EXCITED THAT THEY SELF-SELECT AND I WANT TO CHALLENGE OURSELVES AND WE WANT TO GIVE THEM THAT OPPORTUNITY TO ALSO ATTEND CAMP AND GET SOME OF THOSE SKILLS AND CONTENT KNOWLEDGE.
>> IT WASN'T LIKE THEY GOT THE LETTER.
THESE ARE STUDENTS THAT SELF-SELECTED AND SIXTH GRADES THAT I WANT TO DO SIXTH GRADE ACCELERATED MATH.
BECAUSE ALL STUDENTS THAT GET THEIR CHOICE SHEETS, AND CAN DETERMINE AND SO THEN THE LIST OF STUDENTS THAT CAMPUSES RECEIVE, LET'S SAY THAT THERE WERE 30 STUDENTS ON YOUR ELEMENTARY CAMPUSES LIST AND THEN WE INCLUDED WHAT DID THEY SELF-SELECT.
THEY WOULD KNOW THESE STUDENTS SELF-SELECTED TO BE IN EXCEL OR THEY SELF-SELECTED MATH 6, BUT THEY WERE STILL ABLE TO BE INVITED.
>> I JUST WANT TO MAKE SURE THAT WE'RE ALLOWING THE PARENTS.
>> WE DEFINITELY WANT TO EMPOWER THE PARENTS HERE TO BE ABLE TO MAKE THOSE DECISIONS FOR THEIR STUDENTS, WHICH IS WHY WE WANT TO MAKE SURE WE'RE COMMUNICATING.
THESE ARE THE REASONS THAT WE INVITED YOU TO CAMP OR THAT WE'RE CONSIDERING OR THAT WE'RE AUTO-ENROLLING YOU, BUT WE STILL WANT TO EMPOWER THE FAMILIES TO MAKE THE BEST DECISION FOR THEIR STUDENTS.
>> BECAUSE I THINK WE PROBABLY ALL KNOW STORIES OF STUDENTS THAT DON'T DO GOOD ON THE START BUT ARE GENIUS LEVEL IN MATH BECAUSE USUALLY, THOSE TWO THINGS CAN ACTUALLY EXIST.
>> [OVERLAPPING] I ALSO HAD A QUESTION.
THIS IS ALL ABOUT ACCELERATED MATH.
IN SIXTH GRADE, IF I RECALL RIGHT, YOU HAVE GRADE-LEVEL SIXTH-GRADE MATH, YOU HAVE ACCELERATED, AND YOU HAVE TAGGED MATH.
IS THERE TALK ABOUT LETTING STUDENTS BUMP UP TO TAG MATH BECAUSE I KNOW STUDENTS THAT MAYBE THEY'RE NOT GIFTED IN THE SENSE OF THE WAY WE DO GIFTED.
[00:50:06]
THEY ARE GIFTED IN MATH.I DO KNOW THAT THE TAG MATH IS REALLY THE ONLY WAY TO ACTUALLY GET THEM IF YOU GO BACK TO YOUR LINE, THAT HIGHEST LEVEL OF MATH.
WE'RE REALLY DOING KIDS A DISSERVICE BY NOT ALLOWING THEM TO BUMP UP TO TAG MATH AND MIDDLE SCHOOL.
I'M JUST WONDERING WAS THERE A CONVERSATION ABOUT ALLOWING THAT WHERE KIDS DON'T HAVE TO DO TAGGING LIST? THEY DON'T HAVE TO DO TO TAG EVERYTHING, BUT MAYBE THERE'S KIDS THAT LOVE MATH.
I'M AN ENGINEER, SO I KNOW A FEW OF THESE FOLKS.
>> WE DO HAVE A LOT OF PATHWAYS FOR STUDENTS TO MOVE AND ACCELERATE WITHIN THE CURRICULUM.
ONE OF THE THINGS THAT WE WORKED ON OVER THE LAST COUPLE OF YEARS IS REALIGNING OUR MATH COURSES TO TAKE GRADE-LEVEL NAMING OFF OF THOSE EXCEL 1 AND EXCEL 2 COURSES.
WE HAVE EXCEL 1 AND EXCEL 2 THAT TAG STUDENTS TAKE AND THEN EXCEL 1 AND EXCEL 2 THAT OTHER STUDENTS TAKE AS WELL.
THE FIFTH-GRADE TAG MATH IS ACTUALLY TAG EXCEL 1 AND THE SIXTH-GRADE TAG MATH IS TAG EXCEL 2.
BUT A STUDENT WHO DOESN'T QUALIFY FOR TAGS SERVICES IN THE TRADITIONAL WAY IS ABLE TO TAKE THE EXAMINATION FOR ACCELERATION TO MOVE INTO AN ACCELERATED COURSE THAT IS ABOVE WHERE THEY WOULD NATURALLY PROGRESS TO ASSUMING THAT THEY PERFORM AT THE 80% OR HIGHER ON THE GRADE LEVEL ASSESSMENT THAT THEY TAKE THROUGH UT.
FOR EXAMPLE, A FIFTH-GRADE ON LEVEL STUDENT WHO DOES NOT QUALIFY FOR TAGS SERVICES, BUT WANTS TO GO BEYOND EXCEL 1 AND TAKE EXCEL 2, WE TAKE THE SIXTH-GRADE EXAMINATION FOR ACCELERATION THROUGH UT, AND WE JUST ORDER THEM THIS WEEK AND ASSUMING THEY PERFORM WELL ON THAT, WOULD BE ABLE TO MOVE INTO EXCEL 2.
BY TAKING THE GRADE LEVELS OFF OF THOSE CLASSES, WE'VE CREATED MORE FLEXIBILITY WITHIN OUR CAMPUSES TO MIX GRADE LEVELS OF STUDENTS IN THOSE CLASSES AND ALLOW STUDENTS TO TAKE THE CLASS THAT IS THE BEST FIT FOR WHERE THEY ARE ACADEMICALLY.
>> TO DIG IN THERE A LITTLE BIT BECAUSE ACTUALLY WE GOT CAUGHT UP IN THIS WHEN MY DAUGHTER TRANSITIONED FROM FIFTH TO SIXTH.
I KNOW A LITTLE BIT ABOUT THE UT, BUT YOU DIDN'T TALK ABOUT A LETTER BEING SENT OUT.
THE UT THAT THE PARENTS HAD TO GO TAKE THIS.
ARE YOU SAYING THAT WE NOW HAVE ANOTHER PATHWAY WHERE WE'RE IDENTIFYING STUDENTS AND ALLOWING THEM TO REPEAT THE DISTRICT IS PAYING FOR THE EXAM, THE DISTRICT OF SETTING UP THE EXAM?
>> WE'VE ACTUALLY ALWAYS PAID FOR THE EXAM.
IT'S ACTUALLY A POLICY THAT WE DO SO IN LEGAL POLICY.
WE HAVE FOUR WINDOWS EACH YEAR.
THEY ARE BY QUARTER IF YOU WILL, AND SO WE'VE SET THE MIDDLE MONTH OF EACH QUARTER AS OUR TESTING MONTH BECAUSE THAT INCORPORATES MAY AND AUGUST AND THOSE ARE THE MOST OBVIOUS MONTHS THAT WE WOULD WANT TO DO THE TESTING.
ANYONE WHO REGISTERS WITH THE DISTRICT IN ADVANCE OF THE DEADLINE FOR EACH OF THOSE QUARTERS IS ELIGIBLE TO TEST, AND WE ORDERED THOSE EXAMS AND ADMINISTER THOSE EXAMS.
>> THESE WOULD BE FIFTH GRADERS. WE DO THIS FOR FIFTH GRADERS.
>> WE DO THIS AT EVERY GRADE LEVEL.
>> AT EVERY GRADE LEVEL, THE PARENTS ARE GIVEN SOME LETTER.
AT SECONDARY, IT IS IN THE HANDBOOK FOR ALL OF OUR STUDENTS.
IT'S SOMETHING THAT IF A PARENT INQUIRES ABOUT, IT'S NOT SOMETHING THAT WE PUBLICIZE WIDELY BECAUSE THERE ARE A LOT OF STUDENTS WHO MIGHT TAKE THOSE EXAMS WHO WOULD NOT NECESSARILY BE PREPARED READY OR NEED TO TAKE THOSE EXAMS. WE WANT TO MAKE SURE WE'RE HAVING STUDENTS GO THROUGH THEIR COUNSELOR.
PARENTS TALKED TO THE COUNSELOR AND THEY LOOKED AT THE STUDENTS' RECORDS, THEY LOOKED AT THE STUDENTS' PAST PERFORMANCE.
IS THIS A LIKELY FIT? THEN IF EVERYONE AGREES, YES, THIS IS HOW WE WANT TO PROCEED, THEN THEY MOVE ON.
>> I'LL JUST SAY AS A PARENT, I'M NOT FOR SURE PARENTS ARE AWARE OF THIS.
I DON'T THINK THIS IS WIDELY KNOWN.
>> CAN I COMMENT BASED ON WHAT I THINK YOU'RE ASKING, WHAT YOU'RE SAYING.
IF I'M READING BETWEEN THE LINES, IF I'M INCORRECT, PLEASE CORRECT ME.
>> JUST LET ME TELL YOU WHERE I'M GOING A LITTLE BIT.
WHERE I'M GOING IS THAT WE'RE BUMPING PEOPLE UP TO EXCEL, BUT WE'RE NOT TAKING THOSE THAT MIGHT BE HIGH-LEVEL EXCEL AND BUMPING THEM UP TO TAG. THAT'S WHAT.
NOW, WE DON'T HAVE THE ABILITY TO BUMP YOU UP TO TAG.
NOW, I CAN BUMP YOU UP TO WHERE YOU'RE ABLE TO TAKE PART IN EXCEL TOO.
BECAUSE YOU HAVE TO TEST INTO TAG, I CAN'T BUMP YOU UP, WHICH WOULD BE THE SAME THING.
YOU WOULD HAVE THE SAME CONTENT.
WHAT I'M HEARING YOU SAY THOUGH IS THIS, AND I AGREE WITH YOU.
ONE OF THE WORDS THAT ARE BEING BANDIED ABOUT IS THE WORD ACCESS.
I WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS HOW WE DEFINE AN ACCESS.
WITHIN ROUND ROCK ISD, EVERYTHING IS MORE OR LESS OPEN TO EVERYONE.
BUT BECAUSE IT'S OPEN DOES NOT MEAN I KNOW HOW TO TAKE ADVANTAGE OF IT OR HOW TO ACCESS IT.
[00:55:02]
WHAT YOU'RE SEEING AS A MODEL HERE, WHICH WE HOPE TO REPLICATE WITH OTHER THINGS IS, FOR US THE IDEA OF ACCESS MEANS I'M TAKING THE INITIATIVE TO BRING THE INFORMATION TO YOU, TO TELL YOU WHY THIS IS AVAILABLE TO YOU, WHY I THINK YOU SHOULD TAKE ADVANTAGE OF IT, HOW TO ACCESS THIS, HOW TO DO THIS WITHIN THE SYSTEM, AND ALSO TO LET YOU KNOW WHAT I'M CHANGING WITHIN MY SYSTEM IN ORDER TO SUPPORT YOU.THERE'S A WHOLE BUNCH OF OTHER PIECES TO THIS THAT WE HAVEN'T GONE OVER TONIGHT, BUT THAT'S WHAT WE WANT OUR SYSTEM TO GET TO.
THERE'S NO WAY THAT WE WILL BE ABLE TO CHANGE THE WAY OUR DIFFERENT STUDENT POPULATIONS.
THERE'S NO WAY WE CAN MAKE EXPONENTIAL CHANGE FOR CERTAIN STUDENT POPULATIONS UNLESS WE REALLY ARE AGGRESSIVE AS FAR AS HOW WE COMMUNICATE WITH PARENTS IN ORDER TO MAKE THEM KNOW WHAT'S ACCESSIBLE TO THEM SO THEY CAN TAKE ADVANTAGE OF THESE OPPORTUNITIES.
BUT ALSO KNOW WHAT WE'RE DOING DIFFERENTLY IN THE SYSTEM SO THAT, HEY, IF THE STUDENTS STRUGGLES, HERE'S HOW WE'RE GOING TO HELP YOU MAKE SURE THAT YOU'RE SUCCESSFUL.
THIS IS WHERE WE'RE STARTING WITH THE SYSTEM.
I WILL SAY THAT MATH IS ONE OF THE AREAS IN EVERYONE'S SCHOOL SYSTEM WHERE YOU SEE THE BIGGEST DISCREPANCY.
THE BIGGEST, IT'S A LOADED WORD, BUT I THINK THE WORD IS APPROPRIATE.
THE GREATEST AMOUNT OF SEGREGATION BY STUDENT POPULATIONS VERSUS WHEN YOU LOOK AT DIFFERENT LEVELS AND WHAT WE ARE AGGRESSIVELY GOING TO COUNTER IS THAT GAP IN-BETWEEN THOSE STUDENT POPULATIONS.
BY THE WAY WE COMMUNICATE WITH OUR PARENTS.
WE'RE JUST AT THE BEGINNING OF THIS PROCESS WITH OUR ENTIRE DISTRICT.
AS SIMPLE AS IT MAY SEEM, THERE'S A HUGE MINDSET SHIFT AS FAR AS I'M TEACHING SOMEONE WHO MAY ALREADY BE REALLY GOOD AT MATH TO WHERE NOW I MAY HAVE A STUDENT THAT MAY STRUGGLE WITH SOME CONTENT AND THE DIFFERENCE IN MY MINDSET AS FAR AS I FEEL COMFORTABLE AS A TEACHER AND ADMINISTRATOR, AS FAR AS WELCOMING THAT STUDENT WITHIN THAT SPACE AND MAKING SURE THAT I HAVE THE SKILLS TO MAKE SURE THAT STUDENT DOES WELL.
IT IS NOT HISTORICALLY HOW WE'VE SEEN THOSE SPACES, AND SO TO MAKE THAT MINDSET SHIFT AND MAKE SURE THAT ALL OF OUR TEACHERS, ADMINISTRATORS, EVEN AT THE DISTRICT LEVEL WHERE WE HAVE THE SKILLS NEEDED IN ORDER TO MAKE THAT SHIFT WITH THE WHOLE ENTIRE SYSTEM.
WHEN WE STARTED THIS PREVIOUSLY, PART OF WHAT WE HAD THE ABILITY TO DO IS WE WENT AND WE STARTED WITH OUR TEACHERS.
WE SPOKE TO ALL THE FIFTH-GRADE TEACHERS.
WE SPOKE TO THE ADMINISTRATORS, THE COUNSELORS BEFORE WE EVEN STARTED WITH THE PROCESS OF SIGNING THEM UP.
WE HAD A WHOLE YEAR IN ADVANCE TO PREPARE PEOPLE MENTALLY FOR THE SHIFT THAT WAS COMING AND THE WHY AND GET THEM EXCITED TO DO THE WORK.
WE'RE STARTING IN THE MIDDLE OF THE PROCESS NOW, SO ONLY THING THAT WE WERE ABLE TO AFFORD IS TO DO THE AUTOMATIC ENROLLMENT AND THE SUMMER CAMP.
NEXT YEAR, STARTING THE BEGINNING OF THE YEAR, WE CAN GO THROUGH AND REALLY EDUCATE OUR TEACHERS, THE FIFTH-GRADE TEACHERS, THE FOURTH-GRADE TEACHERS.
THE COUNSELOR IS A LITTLE BIT BETTER, SO WE CAN BEGIN THAT MINDSET SHIFT AS FAR AS THE WHY BEHIND IT SO THAT THEY CAN HELP US WITH THIS WORK.
REALLY AND TRULY WHEN THE NUMBERS AS FAR AS THE KIDS SIGNING UP, REALLY THE SUCCESS OF IT, THE NUMBERS THAT YOU SAW ON THE STONY POINT LEARNING COMMUNITY, ALL THE CREDIT SHOULD BE GIVEN TO THE TEACHERS AND ADMINISTRATORS.
WE LITERALLY WOULD SAY, HERE ARE THE KIDS AND THE TEACHERS WERE THE ONES THAT MADE CONTACT WITH THE PARENTS AND SAID, YOUR SON OR DAUGHTER CAN DO THIS.
HERE'S HOW THEY CAN HELP THEM.
I WANT YOU TO TAKE A CHANCE ON THE SYSTEM.
DON'T BE AFRAID OF THIS AND THE SUCCESS IN THOSE NUMBERS WERE BASED ON THOSE RELATIONSHIPS.
WE ASKED THE TEACHERS TO LEVERAGE THOSE RELATIONSHIPS IN ORDER TO MAKE SURE THAT THOSE PARENTS AND THOSE STUDENTS FELT COMFORTABLE TAKING A CHANCE ON SIGNING UP WITH THAT ADVANCED MATH.
THAT'S WHAT WE HOPE TO DO IN THE COMING YEAR WITH THE REST OF OUR CAMPUSES.
THEY HAVE NOT HAD THE ABILITY TO GO THROUGH THAT PROCESS AND THERE WAS ALSO A LOT OF PROFESSIONAL DEVELOPMENT THAT CAME ALONG WITH THAT, WITH E3 ALLIANCE AND ALSO WITH AN ORGANIZATION CALLED NAPE, NATIONAL ALLIANCE OF PARTNERSHIPS AND EQUITY.
THERE'S A LOT OF TRAINING THAT WE WENT THROUGH AS A LEARNING COMMUNITY.
EVERYONE, INSTRUCTIONAL COACHES, DISTRICT-LEVEL PEOPLE, THE TEACHERS, THE PRINCIPALS.
WE ALL DECIDED THAT WOULD BE OUR THING.
WHAT WE HAVE TO DO THEN IS BEGIN TO TEACH THE REST OF THE SYSTEM.
BUT WE HAVE NOT HAD THE OPPORTUNITY TO DO THAT PIECE YET.
WHAT YOU'RE SEEING IS JUST THE VERY BEGINNING OF THAT PROCESS AS FAR AS US TRYING TO REALLY MAKE THAT DIFFERENCE FOR THE WHOLE SYSTEM, BUT ALSO DISPROPORTIONATELY EXPONENTIALLY
[01:00:01]
FOR CERTAIN POPULATIONS WHERE WE'RE SEEING THEY DON'T ENJOY THE SAME LEVEL OF NUMBERS.>> I APPRECIATE THAT. AT THE LAST MEETING, I TALKED ABOUT IT IN SBA AND SOME OF THE THINGS I LEARNED THERE, ONE OF THEM WAS FOR CERTAIN POPULATIONS, ACCESS IS KEY.
BUT ACTUALLY, IT'S THE ACCESS EVEN IN OTHER POPULATIONS KEY AND ESPECIALLY JUST GETTING COMMUNICATION OUT, LETTING PARENTS KNOW.
ESPECIALLY WHEN WE TALK ABOUT ENROLLMENT NUMBERS, PEOPLE ARE LOOKING FOR THEIR KIDS TO GET OPPORTUNITIES.
I REALLY APPRECIATE THAT ACCESS PART AND THEN I REALLY DO SUPPORT THE RENAMING OF THE MATH SO THAT YOU CAN TAKE TAG OFF OF IT AND LET THOSE KIDS MOVE UP.
>> JUST TO BE CLEAR, THERE WILL STILL BE TAG ON THE CLASS BUT WHAT WE WILL DOING IS CREATING A COMPONENT FOR KIDS WHO DON'T TEST INTO THAT PROGRAM, THEY'LL HAVE THE SAME OPPORTUNITY.
>> IT WILL BE A FOURTH LEVEL, RIGHT?
>> THAT'S INTERESTING. WE WILL ACTUALLY KEEP THEM SEPARATED LIKE THEY WON'T GET TO GO INTO THE TAG MATH CLASS.
>> IT'S A CAMPUS DECISION HOW THEY GRADE THEIR STUDENTS.
JUST LIKE THERE'S TAG ENGLISH AND NON-TAG ENGLISH, IF YOU WILL, AND THOSE STUDENTS ARE SOMETIMES STACKED IN THE SAME CLASSROOM.
THAT'S A CAMPUS DECISION BASED ON NUMBERS AND A VARIETY OF OTHER FACTORS THAT ADMINISTRATORS USE TOO.
>> THAT IS ALSO ANOTHER MINDSET SHIFT THAT WE WILL HAVE TO TALK THROUGH.
IT EXISTS AT THE HIGH SCHOOL LEVEL, BUT IT DOESN'T YET EXIST AT THE MIDDLE SCHOOL LEVEL.
>> DR. BONE IS ALSO BECAUSE THERE IS ALSO A COMPLIANCE PIECE TOO, BECAUSE WE WILL RECEIVE SOME FUNDING THROUGH TAG AND STUFF.
WE HAVE TO REPORT SOME NUMBERS AND SOME THINGS HAS TO BE CODED CERTAIN WAY, NOT BECAUSE NECESSARILY WE WANT TO DO IT THAT WAY, IT'S JUST BECAUSE WE ARE ASKED BY THE STATE TO REPORT IT THAT WAY.
>> MY LAST QUESTION IS, AND I THINK YOU ALLUDED TO IT, BUT I KNOW THE CAMP SOUNDS AMAZING.
I KNOW THAT'S EXTRA WORK, BUT WRAP-AROUND SERVICES BECAUSE THAT WAS SOMETHING AT SBA THAT THEY ALSO TALKED ABOUT THAT THEY'RE SO CRITICAL WHEN YOU TRY TO DO SOMETHING LIKE THIS.
DO WE HAVE WRAP-AROUND SERVICES DURING THE SCHOOL YEAR THAT WE'RE LOOKING INTO FOR THESE KIDS THAT ARE TRANSITIONING? I'M GOING TO TRY TO DO THIS ACCELERATED MATH.
>> IN THE PAST, WHAT OUR MIDDLE SCHOOLS DID IS WE HAD AVAILABLE, WE RETHOUGHT THE CONCEPT OF AN INTERVENTION CLASS.
WE REDEFINED IT AS INTERVENTION JUST MEANS THAT I NEED ADDITIONAL TIME TO GET TO WHATEVER LEVEL I NEED.
WE OPENED UP THE INTERVENTION CLASS ALSO FOR KIDS WHO WERE IN ACCELERATED CLASSES.
EVEN IF I WAS IN AN ACCELERATED MATH CLASS, IF I THOUGHT PROCESS WAS, YOU MAY NOT BE ABLE TO DROP IT OFF EARLY, YOU MAY NOT BE ABLE TO STAY LATE, AND SO WHERE WOULD WE GET THAT EXTRA TIME? WITHIN OUR CLASSES, WHAT WE DID IS WE MADE SURE THAT INTERVENTION STUDENTS, EVEN IF I WASN'T ACCELERATED, I CAN STILL SIGN UP FOR AN INTERVENTION CLASS BECAUSE THAT'S WHERE I WOULD GET THE EXTRA TIME AND EXTRA HELP BASED ON HOW I WAS TRYING TO CHALLENGE MYSELF.
WE DO NOT HAVE THAT IN PLACE AS YET AS FAR AS THIS YEAR.
WE'RE MOVING TO THE WHOLE SYSTEM.
THAT IS SOMETHING THAT WE WILL LOOK TO FOR THE FUTURE, BUT THAT IS WHAT WE'VE DONE IN PAST WITH THE MIDDLE SCHOOLS WE HAD STARTED WITH WHEN WE DID IT IN ONE OF OUR LEARNING COMMUNITIES.
>> I APPRECIATE THAT. I GUESS MY ONLY CONCERN THAT COMES STRAIGHT AWAY IS IF WE DO THIS NEXT YEAR AND WE DON'T HAVE THOSE WRAPAROUND AND THEN PEOPLE ARE LIKE, OH, THIS DIDN'T WORK AND IT'S LIKE, WELL, WE DIDN'T HAVE ALL THIS OTHER STUFF IN PLACE, SO I DON'T KNOW HOW WE KEEP THAT IN THE FOREFRONT, BUT IF WE DO IT NEXT YEAR, WE DON'T HAVE THE WRAPAROUND SERVICES.
THEN PEOPLE ARE LIKE, THIS DIDN'T WORK OUT.
IT'S LIKE, WELL, IT'S BECAUSE WE WERE MISSING A PIECE.
>> ABSOLUTELY. I APPRECIATE THAT DR.
BONE AND KEEPING THAT AT THE FOREFRONT BECAUSE THAT IS SOMETHING THAT WE'VE TALKED WITH AND I WILL TELL YOU ONE OF THE THINGS THAT WE DO HAVE IS A VERY AMAZING SUMMER CAMP COORDINATOR WHO'S VERY INVESTED IN THIS WORK AND THE STUDENTS AND IS ACTIVELY WANTING TO PARTICIPATE IN MAKING SURE SHE MONITORS AND MAKE SURE THAT CAMPUSES KNOW THE STUDENT WAS ABLE TO COME TO CAMP, THEY WERE VERY SUCCESSFUL, THIS IS HOW THEY'VE GROWN INTO JUST MAKE SURE THAT THEY'RE HAVING THAT OPPORTUNITY AND THAT'S SOMEONE WHO THEY CAN TOUCH BASE WITH, AND SO THAT IS SOMETHING THAT WE HAVE DISCUSSED.
BUT WE DEFINITELY NEED TO JUST CONTINUE TO DEVELOP THAT TO SUPPORT STUDENTS.
THEN ALSO JUST YOU BROUGHT THIS UP, SO I JUST WANTED TO MAKE SURE THAT WE DO CLARIFY IS THAT ADVANCED MATH PATHWAY MOVING INTO EXCEL 1 AND SIXTH GRADE DOES AFFORD YOU THE OPPORTUNITY TO TAKE ALGEBRA 1 AS AN EIGHTH GRADER, WHICH THEN WHEN YOU THINK OF THAT MATH PATHWAY OF GEOMETRY ALGEBRA TO PRECALC AND THEN AP AND THE DUAL CREDIT.
IT DOES OPEN UP THAT DOOR TO THAT TOP LINE THAT YOU MENTIONED
[01:05:02]
IN THAT GRAPHIC BY ALLOWING THEM TO TAKE ALGEBRA IN EIGHTH GRADE, THEN THAT OPENS UP MORE OPPORTUNITIES TO GET TO THOSE HIGHER-LEVEL MATH CLASSES.>> I THINK WE MIGHT BE A LITTLE BIT OFF TRACK OF WHAT OUR PRESENTATION IS ABOUT AND MAYBE EVEN DIPPING A LITTLE BIT BELOW INTO NON-GOVERNMENT THINGS, BUT I DID WANT TO JUST THROW OUT, NOT MY ROLE, BUT JUST THAT I AM CONCERNED ABOUT ANY KIND OF PERHAPS WATERING DOWN OF OUR TAG CURRICULUM AS WELL.
I DON'T KNOW IF THAT'S WHERE YOU'RE GOING OR WHATNOT, BUT I THINK SOME KIDS AND TAGS, IT'S NOT JUST ABOUT BEING BRIGHT, THEY NEED ESPECIALLY DESIGNED CURRICULUM BECAUSE THEY THINK IN A DIFFERENT WAY.
JUST SOMETHING THAT I'M NOT SURE EXACTLY WHERE OUR CONVERSATION WAS GOING, BUT I THINK THAT NEEDS TO MAKE SURE THAT WE MAINTAIN THAT AS WELL.
I THINK TRUSTEE WEIR HAS A QUESTION AS WELL.
>> I DO, ACTUALLY, I'M GOING TO GO BACK TO THE PRESENTATION.
IF THIS ACTUALLY BELONGS IN THE STAR SECTION LATER, I'M HAPPY TO WAIT.
BUT TAS HUNDRED PERCENT MIDDLE-SCHOOL SCORE FOR STAR.
IS THERE A PUNISHMENT FACTOR TO THE DISTRICT BY US ACTUALLY ENCOURAGING OUR KIDS? BECAUSE THOSE EIGHTH GRADERS AREN'T TAKING THEIR OWN LEVEL STAR CLASSES, THEY'RE TAKING ALGEBRA, AND IT'S NOT COUNTING TO THE HIGH SCHOOL THAT THEY'RE GOING TO.
I DON'T KNOW WHAT HAPPENS TO THOSE SCORES AND I DON'T MEAN THAT IN THAT WE SHOULDN'T DO THIS.
OBVIOUSLY, THIS IS AMAZING AND IT'S GREAT.
IT'S A TEA THING, BUT I DON'T KNOW HOW THAT AFFECTS US.
>> CAN YOU EXPLAIN WHAT SHE JUST SAID, BECAUSE I THINK WHAT SHE JUST SAID IS REALLY IMPORTANT THAT I DON T THINK A LOT OF PEOPLE ACTUALLY UNDERSTAND.
>> SURE AND THANK YOU FOR THAT.
I THINK IT'S A GREAT QUESTION.
OFTENTIMES, WE DON'T GET ASKED THAT QUESTION BECAUSE AS A DISTRICT WE ARE FOCUSING ON WHAT'S BEST FOR KIDS, ACCOUNTABILITY IS IMPORTANT.
WE WANT TO HAVE GOOD ACCOUNTABILITY, BUT IF WE HAVE TO CHOOSE BETWEEN WHAT'S BEST FOR KIDS AND LOWER NOW ACCOUNTABILITY RIGHT NOW, I WOULD DEFINITELY GO WHAT'S BEST FOR KIDS, STUDENTS FIRST.
WHAT TRUSTEE WEIR WAS ASKING IS, IF A STUDENT'S TAKES ADVANCED LEVEL MATH.
SO LET'S SAY A FIFTH GRADER IS TAKING A SIXTH GRADE MATH CURRICULUM, THEY MUST TAKE SIXTH GRADE STAR TEST.
THAT SIXTH GRADE STAR TEST WILL COUNT FOR THAT ELEMENTARY CAMPUS SIMPLY BECAUSE THE STUDENT IS SITTING IN THE ELEMENTARY CAMPUS, BUT THAT ACCOUNTABILITY WITH THOSE SCORES WON'T BE TRANSFERRED TO THAT MIDDLE SCHOOL, AND SO ON AND SO FORTH.
IF A STUDENTS TAKE ALGEBRA 1 AS AS EIGHTH GRADER, FOR EXAMPLE, IN ONE OF OUR MIDDLE SCHOOLS SO THAT SCORE STAYS WITH THE MIDDLE-SCHOOL.
OUR HIGH SCHOOLS GET PUNISHED AND THOSE SCORES WILL NEVER GET TRANSFERRED TO THE HIGH SCHOOL.
>> WHAT SHE'S SAYING IS OUR HIGHEST LEVEL MATH ACHIEVERS, THEIR SCORES DO NOT COUNT FOR HIGH SCHOOL ACCOUNTABILITY AND EOC BECAUSE THEY ACTUALLY TAKE THAT ALGEBRA 1 IN EIGHTH GRADE.
OUR NINTH GRADERS ARE NOT OUR HIGHEST LEVEL MATH TAKERS BECAUSE THEY'VE ALREADY TAKEN THOSE CLASSES AND IT GOES DOWN [OVERLAPPING] GRADERS AREN'T TAKING THE EIGHTH GRADE STAR.
>> EXACTLY. OUR STUDENTS WHO TYPICALLY SCORES MASTERS IN ALGEBRA 1 AT THE FRESHMAN YEAR, FOR EXAMPLE, IF THEY TOOK IT IN ALGEBRA 1 AND THE FRESHMAN, THAT SCORE WILL COUNT FOR THE ACCOUNTABILITY FOR THE HIGH SCHOOL.
BUT IF THEY TAKE IT IN MIDDLE SCHOOL, THEN THOSE MASTERS SCORES WON'T BE COUNTED FOR THE HIGH SCHOOL SO THEIR ACCOUNTABILITY RATING WILL GO LOWER, BECAUSE THE REST OF THE STUDENTS MOST LIKELY WILL SCORE LEAST OR MAYBE APPROACHES AND THAT WILL LOWER THE OVERALL HIGH-SCHOOL SCORES.
IT'S AN ISSUE THAT IS ACROSS THE STATE.
I KNOW A LOT OF SUPERINTENDENT AND ALSO A LOT OF SCHOOL DISTRICTS SPOKE WITH THE COMMISSIONER BECAUSE WE TALKED ABOUT HOW CAN WE INCENTIVIZE STUDENTS TO TAKE MORE ADVANCED COURSES IN DISTRICTS.
WE TALKED ABOUT ALSO EARLY GRADUATION, THAT AS SOON AS YOU CAN GRADUATE POTENTIALLY TWO YEARS-AND-A-HALF OR THREE YEARS, THEY DON'T HAVE TO BE THERE FOR FOUR YEARS.
BUT OFTENTIMES THAT'S A PUNISHMENT TO THE SCHOOL DISTRICT WHEN IT COMES TO ACCOUNTABILITY AS WELL AS FUNDING.
WE TALKED TO THE TA COMMISSIONER, BUT WE NEED TO HAVE A DIFFERENT SYSTEM BECAUSE WE ALL HEAR ABOUT THE KIDS AND STUDENTS AND WE WILL DO WHAT'S RIGHT BY STUDENTS, BUT INDIRECTLY OR DIRECTLY, THIS WILL BE A NEGATIVE IMPACT ON THE DISTRICTS, WHETHER IMPACTING THE FUNDING OR POTENTIALLY ALSO IMPACTING THE ACCOUNTABILITY RATING.
WE'RE SUPPOSED TO BE RECOGNIZED AND ENCOURAGED TO DO MORE OF THIS.
DOES THAT MAKE SENSE? I DON'T KNOW IF I.
>> JUST TO CLARIFY THAT BECAUSE I JUST WANT TO UNDERSTAND AMY'S QUESTION OR POINT AND THEN I THINK ALICIA HAS SOME QUESTIONS.
ARE YOU SAYING THAT BECAUSE OF
[01:10:02]
THE DISCREPANCY BETWEEN THE CAMPUS THAT A STUDENT IS ASSIGNED BASED ON THEIR GRADE LEVEL, IF THEY ARE PERFORMING BEYOND THEIR PEERS OR BEYOND AVERAGE THEN THE MIDDLE-SCHOOL OR THE HIGH SCHOOL, AND IS ALWAYS IN THESE TRANSITIONAL YEARS, I GUESS WHERE WE SEE THIS.IS THAT YOUR TOP PERFORMING EIGHTH GRADE MATH STUDENTS ARE TAKING A TEST THAT WOULD NORMALLY BE TAKEN BY A HIGH-SCHOOL STUDENT, BUT THEN THE HIGH SCHOOL NEVER GETS CREDIT.
>> HAVE THEY ADDRESSED THAT AT ALL.
>> I WAS ON THE TABLE IN THE FALL AND I'M GOING TO LET ERICA BECAUSE ERICA IS OBVIOUSLY HAS BEEN IN THIS KIND OF CONVERSATION EVEN MORE THAN I DO.
BUT IT WAS A CONVERSATION IN THE FALL AND THAT WAS ACTUALLY ON THE TABLE.
A LOT OF US SUCCESSION THIS TO THE TA COMMISSIONER, BUT BECAUSE HIMSELF, TALKS ABOUT OBVIOUSLY ENCOURAGING STUDENTS TO TAKE ALL THESE ADVANCED COURSES AS EARLY AS POSSIBLE.
IT WAS ON THE TABLE AND THEN EVENTUALLY TA DECIDED TO GO AGAINST IT.
>> YOU ARE FOR ALLOWING THOSE EOC SCORES TO COUNT WHEN A STUDENT ENTERED HIGH SCHOOL. THAT IS CORRECT.
BUT ONE WAY THEY HAVE ADDRESSED IT IS NOT APPLES TO APPLES, OF COURSE, IS THIS WOULD BE THE THIRD YEAR WHERE STUDENTS WHO TOOK AN EOC BEFORE HIGH SCHOOL, THEY DO USE THOSE STUDENTS SAT SCORES TO CALCULATE INTO THE STUDENT ACHIEVEMENT FOR HIGH SCHOOLS.
THIS YEAR, WE ONLY HAD 23 OF OUR ACCELERATED TESTS.
THERE'S THAT DID NOT HAVE A SCORE.
IT IS NOT A FORCE VALUE FOR OUR HIGH SCHOOL IF THEY DON'T HAVE IT, IT DOES GO AGAINST THEIR PARTICIPATION RATE, BUT WITH 23 AND THAT'S ACROSS ALL OF OUR HIGH SCHOOLS.
IT DOESN'T IMPACT OUR PARTICIPATION RATES.
NOT THE EOC IS THAT THEY TOOK IN MIDDLE SCHOOL, BUT THEY DO BRING IN THEIR SAT AND ACT SCORES.
THEY'VE SCALED SCORES FOR THOSE TWO EXAMS FOR THE SAME PROFICIENCY LEVELS THAT GO INTO STAR.
>> BEFORE I CALL ON YOU, TRUSTEE MARKHAM.
TRUSTEE HARRISON, YOU ARE NOT ON THE SCREEN IN HERE.
IF YOU HAVE QUESTIONS, EITHER FEEL FREE TO JUMP IN OR IF YOU WANT TO SHOOT ME AN EMAIL, IT'LL POP UP THAT YOU HAVE A QUESTION, BUT I CANNOT SEE YOU TO SEE IF YOUR HAND IS RAISED.
JUST LETTING YOU KNOW THAT. GO AHEAD, TRUSTEE MARKHAM.
>> I WANTED TO GO BACK TO ADDRESSING OUR STUDENT GROUPS AND THAT NEXT STEP OF ADDRESSING STUDENT GROUPS WHO MAYBE ARE UNDERPERFORMING CONSISTENTLY.
I CAN'T REMEMBER IT WAS THROUGH CPAC OR PTA.
WHERE JOY AND OUR EQUITY OFFICE DID A LOT OF WORK AROUND MATH EXCEL ONE, AND IDENTIFYING TRENDS WITHIN OUR COMMUNITY OF STUDENT GROUPS WHO WERE CONSISTENTLY NOT CHOOSING THAT ACCELERATED MATH PATH AND I WAS WONDERING IF THAT WORK THAT SHE'S DONE AND I BELIEVE IT WAS DONE LAST YEAR, MAYBE IN THE LAST TWO YEARS, IS BEING IMPLEMENTED WITHIN THIS STRATEGY WHICH IS GREAT OPPORTUNITIES FOR OUR STUDENTS.
BUT IF THAT'S BEING IMPLEMENTED WITHIN THESE OPPORTUNITIES THIS SUMMER AND GOING INTO NEXT YEAR.
>> JOY WAS ONE OF THE INSTRUCTIONAL COACHES THAT WORKED WITHIN OUR LEARNING COMMUNITY.
WHAT SHE IS SPEAKING TO WRITE IS EXACTLY TO THAT.
WHAT WE DID SEE IS BECAUSE THEN IT WASN'T AT THE TIME, WE DIDN'T HAVE THE OPPORTUNITY TO SCALE IT UP THAT WE DID, OUR NUMBERS DID DROP.
WHAT WE'RE TRYING TO DO AT THIS POINT IS REVERSE THAT TREND.
ONE OF THE THINGS THAT WE DID TALK ABOUT IS FOR THIS FIRST YEAR BASED ON THE STRATEGIES THAT WE'RE PUTTING IN PLACE THAT ALLOWS US TO INCREASE THE NUMBERS OVERALL FOR EACH STUDENT GROUP BY DOUBLE DIGITS.
BUT ALSO, IF YOU LOOK AT THE NUMBER AS WELL, IT ALSO DOES STILL EXACERBATE THE, WHAT WOULD YOU SAY, THE DIFFERENCE BETWEEN THE STUDENT GROUPS.
IN THE COMING YEARS, WE KNOW THAT THERE IS, AGAIN, THERE ARE SOME ADDITIONAL STRATEGIES THAT WE WILL PUT IN PLACE IN ORDER TO ALLOW THOSE GROUPS.
THERE ARE THINGS THAT WE WILL DO SPECIFICALLY IN THE ELEMENTARY SCHOOLS AS WE WORK WITHIN THE MATH PLCS, AS WELL AS OUTREACH TO THE PARENTS WHERE WE START THAT PROCESS EARLIER.
I DON'T KNOW IF NOW IS THE RIGHT TIME.
>> MS. ROE, YOU WERE TALKING TO US ABOUT MATH. IS THAT RIGHT?
>> I MEAN, THOSE ARE THE SLIDES I'M LOOKING AT AND I'M LOOKING AT SLIDE NUMBER 21 AND YOU PROVIDED US ALSO SLIDE 20 AND 19, BUT SPECIFICALLY SLIDE 21, YOU HAVE ON HERE AND YOU STATED TO US THAT 57% OF ROUND ROCK ISD STUDENTS GRADUATED COLLEGE READY IN MATHEMATICS.
THAT'S ON THE SLIDE IN THIS PRESENTATION.
[01:15:02]
DR. BONE, TO ME, THE QUESTION IS THAT YOU WERE ASKING DIRECTLY, WE'RE TRYING TO UNDERSTAND THAT NUMBER AND HOW TO MOVE THE NEEDLE.I BELIEVE THAT YOUR QUESTIONS WERE ENTIRELY PERTINENT AND I HAVE MORE QUESTIONS ON THE TOPIC.
IN MARCH OF 2021, I'D BEEN ON THE BOARD FOR FIVE MONTHS AND I SAT RIGHT DOWN THERE IN MY FIRST MEETING ON BOARD GOALS AND I TOLD THE STORY OF A FIFTH GRADER IN THIS SCHOOL DISTRICT WHO ONLY GOT INTO TAG MATH IN SIXTH GRADE BECAUSE HIS FATHER WAS AT A NEIGHBORHOOD BARBECUE AND OVERHEARD SOME OTHER DADS TALKING ABOUT GETTING TO COUNT BC BY THE SENIOR YEAR OF HIGH SCHOOL, HOW YOU HAD TO BE IN TAG MATH IN SIXTH GRADE IN ORDER TO BE ON THIS CERTAIN PATHWAY OR TRAJECTORY AND I SHARED MY CONCERN ABOUT THAT.
I SAID THAT'S NOT A GOOD WAY FOR PARENTS TO SET THEIR CHILDREN UP FOR SUCCESS, IS OVERHEARING SOMETHING AT A NEIGHBORHOOD BARBECUE.
I ADVOCATED FOR SPECIFIC GOALS REGARDING MATH ACHIEVEMENT IN OUR SCHOOL DISTRICT.
NOW AS A BOARD, WE DIDN'T HAVE MAJORITY SUPPORT FOR THAT BEYOND THE HB THREE MANDATED GOALS WHICH I BELIEVE WERE TOO LOW, WHICH IS WHY I VOTED AGAINST THEM.
NOW I SIT HERE TWO YEARS LATER WITH MY FIFTH CHILD ACTUALLY GETTING READY TO BE A MATH MAJOR AT UT THIS FALL, AFTER SHE GRADUATES FROM HIGH SCHOOL HERE NEXT MONTH.
I KNOW A LITTLE BIT ABOUT MATH IN ROUND ROCK ISD.
EXACTLY WHAT YOU WERE SAYING MARY, ABOUT WHAT DO PARENTS KNOW AND WHEN DID THEY KNOW IT? WHEN WE WERE AT THE NATIONAL CONFERENCE IN ORLANDO LAST MONTH, THEY SPECIFICALLY TALKED TO US ABOUT HOW IMPORTANT IT IS FOR, ESPECIALLY WITH HISPANIC STUDENTS IN PARTICULAR, WHICH IS A LARGE NUMBER OF OUR STUDENTS, I BELIEVE IT'S OVER 30%.
HOW IMPORTANT THAT IS FOR THE RELATIONSHIPS AND THE COMMUNICATIONS WITH REGARD TO STUDENTS' SUCCESS.
I'M PLEASED AT WHAT I'M HEARING.
I AM DISAPPOINTED THAT IT HAS TAKEN THIS LONG TO EVEN HAVE THIS CONVERSATION.
OBVIOUSLY BETTER LATE THAN NEVER, BUT IT DOES BRING LITTLE COMFORT TO THE FAMILIES WHO HAVE ALREADY HAD CHILDREN GO THROUGH OUR SCHOOLS AND FOR WHOM THIS IS TOO LATE.
AT LEADERSHIP MATTERS, BOARD GOALS MATTER.
I'M PLEASED WITH A LOT OF WHAT I'M HEARING TONIGHT, BUT I HAVE A SENSE OF URGENCY ABOUT THIS AND WE'RE TALKING A LOT ABOUT THE STATE STANDARDS AND THE CHANGES IN THE ACCOUNTABILITY SYSTEM, AND THAT'S ALL FINE, BUT I THINK WE ARE BEST SERVED BECAUSE IT LOOKS LIKE WE ALREADY HAVE THE DATA AND WHAT DO WE AS A BOARD, WHAT DO WE AS A SCHOOL DISTRICT VALUE? IS MATH IMPORTANT? WELL, I CAN TELL YOU AS SOMEBODY WHO'S HAD MULTIPLE CHILDREN INTRO HIGHER ED AT DIFFERENT LEVELS.
I CAN TELL YOU IT'S EXTREMELY IMPORTANT.
>> CAN I HAVE A POINT OF ORDER, IS THERE A QUESTION?
>> I MEAN, TRULY IS THERE A QUESTION? I'M LOOKING AT THE AGENDA HERE.
[OVERLAPPING]I WILL MAKE A MOTION TO LIMIT OUR SPEECHES IF I NEED TO.
BUT IF YOU HAVE A QUESTION, COULD YOU PLEASE JUST ASK, THAT'S MY POINT OF ORDER.
>> I WON'T BE TAKING ANY DIRECTIVES FROM YOU.
WHAT I WILL SAY IS I'VE HAD MULTIPLE AGENDA ITEM REQUESTS REGARDING STUDENT OUTCOMES TO THE BOARD PRESIDENT.
THEY'VE NOT MADE IT TO THE AGENDA.
WHAT SHE HAS TOLD ME INSTEAD IS TO SAVE MY QUESTIONS AND SAVE MY COMMENTS AND SAVE MY CONCERNS FOR THE ACADEMIC WORKSHOP. THAT'S WHAT I'VE DONE.
I'M VERY CONCERNED ABOUT MANY OF OUR CHILDREN WHO ARE NOT DOING WELL IN OUR SCHOOL DISTRICT.
I'M VERY CONCERNED THAT THEIR NEEDS HAVE GONE UNMET FOR A VERY LONG TIME AND IT'S TIME TO START SAYING THAT PART OUT LOUD.
>> AND YOU HAVE REPEATEDLY. I WOULD LIKE TO MAKE A MOTION.
>>[OVERLAPPING] TRUSTEE WESTON HAS THE FLOOR, POINT OF ORDER. [OVERLAPPING]
>> I HAVE CALLED POINT OF ORDER.
>> YOU DIDN'T CALL A POINT OF ORDER, YOU CALLED IT AND THEN YOU GAVE IT UP AND THEN YOU JUST START TALKING AGAIN.[OVERLAPPING]
>>OKAY. EVERYBODY'S MICROPHONES ARE OFF.
WE'RE ALL HERE FOR THE SAME REASONS. DANIELLE.
CAN WE GET TO YOUR QUESTIONS? THAT'S MY REQUEST.
>> I DON'T UNDERSTAND YOUR REQUEST.
ARE YOU LIMITING ME TO QUESTIONS IN ORDER TO SPEAK?
>> YOU SAID THAT YOU HAD MULTIPLE QUESTIONS.
[01:20:01]
WE HAVE OUR EXPERTS HERE.I'M ASKING JUST PLEASE BRING YOUR QUESTIONS TO THE DICE.
>> IF I HAVE A QUESTION, I'LL ASK IT RIGHT NOW. I HAVE THE FLOOR.
WE ARE IN AN ACADEMIC WORKSHOP AND I DON'T SEE THAT I'M LIMITED TO QUESTIONS.
WHAT I HAVE SEEN IS THAT I HAVE MULTIPLE CONCERNS ABOUT BOARD GOALS WHICH I THINK ARE RELATED TO ACCURATE I MEAN.
>> WE ARE NOT TALKING ABOUT BOARD GOALS TONIGHT.
>> I'M NOT SPEAKING SPECIFICALLY TO THE BOARD GOALS OTHER THAN TO SAY I THINK THEY BRING A DISSERVICE TO OUR STUDENTS, WHICH IS ENTIRELY RELEVANT IN AN ACADEMIC WORKSHOP, IS IT NOT? THAT'S MY QUESTION. OUR BOARD GOALS RELEVANT AND AN ACADEMIC WORKSHOP.
>> WE'RE NOT TALKING ABOUT BOARD GOALS TONIGHT.
>> WHAT ARE WE TALKING ABOUT THEN?
>> WE'RE TALKING ABOUT, IF YOU WANT TO GO BACK, YOU CAN LOOK AT SLIDE.
>> I'VE CALLED OUT DIFFERENT SLIDES HERE.
>> SLIDE 3 WHICH TELLS YOU EXACTLY WHAT OUR-
>> POINT OF ORDER. CAN I JUST PROPOSE SOMETHING? CLEARLY, YOU HAVE CONCERNS.
I THINK THAT TONIGHT WE'RE HEARING STRATEGIES THAT ARE DIRECTLY RELATED TO THE CONCERNS THAT YOU'VE ASKED.
>> WHAT'S THE POINT OF ORDER? THE POINT OF ORDER IS TO PLEASE JUST MOVE ON TO IF THERE'S CONSISTENCY OF-
>> THAT'S NOT A POINT OF ORDER.
IT NEEDS TO BE SOMETHING THAT THE CHAIR CAN RULE ON.
>> I'M PROPOSING THAT YOU MOVE ON TO YOUR QUESTIONS BECAUSE TONIGHT WE ARE BEING BROUGHT STRATEGIES TO ADDRESS THE CONCERNS THAT YOU JUST TALKED ABOUT. CAN WE PLEASE JUST MOVE ON?
>> THAT'S NOT A POINT OF ORDER.
>> QUESTION TO MOVE THE CONVERSATION ALONG.
I DON'T UNDERSTAND HOW THAT'S NOT THE POINT OF ORDER.
>> WE HAVE THREE PEOPLE THAT HAVE ASKED YOU TO MOVE ON TO YOUR QUESTIONS.
>> YOU CAN KEEP INTERRUPTING ME AND ASKING ME TO SPEAK IN THE WAY THAT YOU DESIRE FOR ME TO SPEAK.
BUT WHAT I'M HERE TO DO IS TO SHARE MY CONCERNS WITH MY COLLEAGUES.
I DON'T KNOW THAT I HAVE ANY QUESTIONS FOR THE STAFF.
MY CONCERNS ARE NOT WITH THE STAFF.
IT IS ONLY IN A BOARD MEETING AND OFFICIALLY AND LEGALLY CALLED BOARD MEETING THAT I AM LEGALLY ALLOWED TO ENGAGE WITH MY COLLEAGUES AND SHARE MY CONCERNS.
I'VE BEEN LOOKING FORWARD TO THE ACADEMIC WORKSHOP FOR MONTHS BECAUSE IT IS THE ONLY FORUM THAT I HAVE TO SHARE MY CONCERNS WITH ALL OF YOU.
WHAT I'M TELLING YOU IS I HAVE BEEN TALKING ABOUT THE STUFF THAT APPARENTLY IS NOW ALL OF A SUDDEN GETTING SOME VISIBILITY AND ATTENTION.
I'M VERY DISAPPOINTED THAT THIS BOARD HAS NOT DONE IT ON ITS OWN.
OUR JOB IS TO SET THE GOALS, THE STANDARDS, THE VISION, THE MISSION, THE EXPECTATIONS.
BUT INSTEAD, I THINK WHAT'S HAPPENING IS IN REVERSE.
INSTEAD, WE HAVE AN ADMINISTRATION, WE HAVE EMPLOYEES WHO ARE VERY SMART.
>> DANIELLE, YOU ARE NOT TALKING ABOUT THE ITEM ON THE AGENDA.
IT IS A VIOLATION TO BE TALKING ABOUT THINGS THAT WE ARE NOT POSTED TO TALK ABOUT.
>> MADAM PRESIDENT, CAN YOU HEAR ME?
>> I CAN BARELY HEAR YOU. CAN YOU SPEAK UP?
>> YES, I CAN HEAR YOU BETTER.
>> THIS IS SO UNHELPFUL AND IT'S WASTING TIME WHEN WE HAVE THE STAFF HERE TO PRESENT.
WE'RE ON SLIDE 9 OR 10 OF 66 SLIDES.
THE GRANDSTANDING AND THE THING I'VE CARED ABOUT THIS FOR SO LONG HAS NOTHING TO DO WITH STUDENTS OR STUDENT OUTCOMES.
I THINK THAT WE COULD ALL SAY THAT THAT'S I RAN FOR THE SCHOOL BOARD.
WE ALL HAVE DIFFERENT EXPERIENCES.
I AM PART OF ONE OF THESE MARGINALIZED POPULATIONS THAT REQUIRES THAT WE GET IT TOGETHER AND FOCUS ON STUDENTS TO MOVE FORWARD.
CAN WE PLEASE ASK QUESTIONS? STAY FOCUSED, HEAR FROM STAFF, AND COME TOGETHER ON WHAT I THINK MAY BE ONE OF THE VERY FEW THINGS-
>> IS THIS A POINT OF ORDER? I HAVE THE FLOOR. IS THIS THE POINT OF ORDER?
>> YOU INTERRUPTED ME. I STILL HAVE THE FLOOR.
I COULD JUST CUT IN BECAUSE SHE CAN'T SEE MY HAND, AND SO I'M ASKING THAT WE MOVE FORWARD AND HEAR THE REST OF THIS PRESENTATION.
>> I'D LIKE TO IF I COULD CONTINUE WITH MY COMMENTS.
AS LONG AS THEY ARE RELATED TO OUR POSTED TOPIC ON OUR AGENDA.
>> I'VE ACTUALLY CALLED OUT THE SLIDES THAT I'M TALKING ABOUT.
I DON'T KNOW HOW MUCH MORE RELEVANT AND SPECIFIC I CAN BE.
LIKE I WAS SAYING BEFORE I WAS INTERRUPTED THE FIRST TIME, I'VE ACTUALLY BEEN INTERRUPTED BY 1, 2, 3, 4 OF MY COLLEAGUES TONIGHT BECAUSE WHAT I'M DOING IS I'M CALLING OUT OUR FAILURE AND I'M GOING TO CONTINUE TO DO THAT.
I'VE ASKED FOR AGENDA ITEMS AND I KEPT GETTING POINTED TO THIS TOPIC.
THIS TOPIC OF MATH FOR CHILDREN.
YES. WHEN THERE'S AN OPPORTUNITY TO TALK ABOUT THAT, I HAVE A LOT TO SAY.
PARENTS SHOULD NOT LEARN ABOUT OPPORTUNITIES TO GET THEIR CHILDREN
[01:25:05]
ON A HIGH-LEVEL MATH PATHWAY FROM A NEIGHBORHOOD BARBECUE.I THINK THEY SHOULD HEAR ABOUT IT FROM THEIR SCHOOLS.
AS YOU'RE DESCRIBING DR. NICHOLS, WHICH IS STARTING TO HAPPEN IN ONE OF THE LEARNING COMMUNITIES.
I APPRECIATE YOU GIVING CREDIT TO OTHERS, BUT I WILL TELL YOU, AND YOU AND I BOTH KNOW THIS.
IT STARTS WITH LEADERSHIP AND IT STARTED WITH YOUR INITIATIVES.
I REMEMBER YOU SITTING OVER THERE IN BRIEFING THE BOARD WHEN YOU WERE THE STONY POINT LEARNING COMMUNITY AREA SUPERINTENDENTS.
I DO GIVE YOU CREDIT FOR THAT BECAUSE IT HAS TO START SOMEWHERE.
MY QUESTION IS, CAN YOU CLARIFY WHEN YOU WERE TALKING TO DR.
BONE ABOUT PARENTS UNDERSTANDING FIFTH-GRADE PARENTS, FOURTH-GRADE PARENTS UNDERSTANDING? CAN I JUST GET SOME CLARITY? I KNOW YOU CAN'T NAIL DOWN A SPECIFIC, THIS IS A MACHINE.
THERE'S LOTS OF EMPLOYEES, THERE'S LOTS OF STUDENTS, THERE'S LOTS OF MOVING PARTS.
I UNDERSTAND THAT. BUT I JUST FEEL LIKE WE HAVE TO DO BETTER IN EDUCATING.
BECAUSE MOST PARENTS THINK THAT WE'RE JUST GOING TO DO RIGHT BY THEIR KIDS AND THAT WE'RE LOOKING OUT FOR THE LONG TERM.
BUT DIFFERENT PARENTS MIGHT HAVE DIFFERENT OBJECTIVES.
I THINK THERE ARE LOTS OF TIMES ASSUMPTIONS ARE MADE AND THEY LACK SOME INFORMATION AND SOME INSIGHT.
WHAT CAN YOU SHARE? IT IS YOUR VISION EVENTUALLY FOR ALL FOURTH AND FIFTH-GRADE PARENTS AND THE SCHOOL DISTRICT TO BE FULLY INFORMED ON HOW ARE YOU GOING TO WIN IT? IF YOU WANT YOUR KID TO HIT CALCULUS BC, BY THE TIME THEY GRADUATE WHERE THEY NEED TO BE IN SIXTH GRADE.
CAN YOU JUST HELP AROUND THAT? BECAUSE HERE'S THE TRUTH. MY YOUNGEST JUST GRADUATING NEXT MONTH.
THIS DOESN'T AFFECT MY CHILDREN.
MY CHILDREN HAD BEEN WELL-SERVED BY ROUND ROCK ISD.
THIS IS REALLY ABOUT STUDENTS WHOSE FAMILIES DOESN'T HAVE THE TIME OR THE ENERGY OR THE WHEREWITHAL TO DIG IN AND FIGHT FOR THEM. THANK YOU.
FIRST OF ALL, I HAD THE OPPORTUNITY TO PRESENT.
BUT THE WORK REALLY WAS EVERYONE HAD TO DECIDE TO DO IT.
THAT WAS WHAT THE LEARNING COMMUNITY DECIDED TO DO.
MY JOB WAS TO SYNTHESIZE OUR EFFORTS.
BUT THANK YOU. BUT THERE ARE MANY PEOPLE I CAN POINT OUT AS FAR AS WHO CONTRIBUTED TO THAT WORK.
WHAT WE'RE HAPPY ABOUT IS THAT WE HAD WORKED WITH THE ACCOUNTABILITY DEPARTMENT AS FAR AS TO DO A STUDY TO FIGURE OUT WHAT WE CAN DO WITH HOPES OF BEING ABLE TO SCALE IT UP TO EVERYONE ELSE.
THAT WAS THE TASK THAT WE TOOK ON AS PART OF THE DISTRICT TEAM.
BUT WE THANK YOU FOR YOUR RECOGNITION.
YOU'RE TALKING SPECIFICALLY ABOUT PARENTS AND KNOWING THE BOARD AND MANY OF YOUR STORIES, YOU'VE SHARED YOUR PERSONAL STORIES DURING YOUR TIME IN THE BOARD ABOUT YOUR FAMILY, YOUR ACCESS TO OPPORTUNITIES AS YOU HAVE GROWN WITHIN DIFFERENT SYSTEMS. WHAT WE HOPE TO DO, AGAIN, THESE THINGS ARE AVAILABLE TO GREAT MANY PEOPLE.
MS. SWAIN SPOKE ABOUT WHERE THE INFORMATION IS, BUT WE ALSO DO UNDERSTAND IF AS A PARENT, THAT WAS NOT MY LIVED EXPERIENCE I DON'T KNOW TO PAY ATTENTION TO THAT AND TO ACCESS THAT ON BEHALF OF MY KIDS.
WHAT WE'RE HOPING TO CHANGE IS THE EDUCATION OF OUR PARENTS AND ALSO OF OUR TEACHERS.
IT DOESN'T NECESSARILY MEAN BECAUSE WE'RE IN THE SYSTEM THAT EVERYONE KNOWS WHY WE'RE DOING THIS.
IT IS A FULL-SCALE RE-EDUCATION OF THE ENTIRE SYSTEM, SO WE CAN REACT DIFFERENTLY.
IN REGARDS TO THIS ONE OF THE THINGS THAT WE'RE NOT SPEAKING TO TONIGHT, BUT DR. LEWIS, UNDER THE LEADERSHIP OF DR. DARDEN, ALSO, WE WILL BE CHANGING OUR MODEL AS FAR AS TO BE ABLE TO HAVE MORE INTIMATE CONVERSATIONS WITH OUR PARENTS.
USUALLY THIS CONVERSATION FOR THOSE OF YOU WHO HAVE HIGH SCHOOLERS, IT STARTED WITH THE 8TH-9TH GRADE TRANSITION.
WHAT WE'RE GOING TO BE DOING IN THE FOLLOWING YEAR IS BRINGING THIS CONVERSATION DOWN TO THE EIGHTH GRADE.
IT WILL BE A WHOLE YEAR CONVERSATION VERSUS WHERE A ONE-TIME DEAL IF I GET TO HAVE THIS CONVERSATION AND THE COUNSELOR, IT'S TOO MUCH TO PROCESS AND ABSORB AND TO UNDERSTAND.
WHAT WE'RE GOING TO BE WORKING ON IS HOW DO WE TAKE THIS CONVERSATION? FOR THIS NEXT YEAR, IT WILL HAPPEN THROUGHOUT THE EIGHTH GRADE YEAR VERSUS THAT ONE SNAPSHOT IN TIME AND THEN HOW TO PULL IT DOWN TO EVEN LOWER GRADES.
BUT THE SPECIFIC CONVERSATION IN REGARDS TO MATH, WE WILL START THAT DR. LEWIS AND DR. DARDEN WERE
[01:30:03]
GREAT AS FAR AS CREATING A SCHEDULE TO WHERE THEN WE START THAT CONVERSATION EARLIER FOR BOTH OF THOSE GRADE LEVELS SO THAT PARENTS ARE NOT DECIDING JUST WITHIN THAT SNAPSHOT OF TIME WHEN WE FILL OUT CHOICE SHEETS.DO KNOW THERE ARE OTHER THINGS THAT WILL BE HAPPENING TO SUPPORT THE SYSTEM.
WHAT WE'RE BRINGING BEFORE YOU TONIGHT IS JUST BUT A SMALL SNAPSHOT OF WHAT WE'RE DOING TO CONTINUE WITH THIS WORK.
BUT WE HAVE MANY OTHER DEPARTMENTS WHO HAVE PLANS IN PLACE IN ORDER TO HELP WITH THIS PROCESS AS WELL.
WE KNOW THAT, WHEN YOU LOOK AT THE DATA RESEARCH, IT SAYS THAT PARENTS ARE NUMBER 1 PEOPLE WHO TELL THEIR KIDS AS FAR AS WHAT CLASSES TO SIGN UP FOR.
WE UNDERSTAND THAT THE CONVERSATION CANNOT BE AN ADULT-TO-CHILD CONVERSATION.
IT NEEDS TO BE ADULT TO PARENT CONVERSATION SO WE CAN EDUCATE THEM ABOUT THIS PROCESS AND WHY WE WANT THEM TO TAKE A CHANCE ON THIS.
MANY ADULTS ARE VERY AFRAID OF MATH, AND SO THEY GO INTO THIS CHOICE ALSO FROM THEIR EXPERIENCE WHERE I'M NOT GOOD AT MATH.
I DON'T WANT TO PUT MY STUDENT THROUGH THAT.
PART OF THE CONVERSATION IS NOT JUST ABOUT CHOOSING THIS, IT'S ALSO ABOUT RAISING THEIR SELF AT MATH SELF-EFFICACY AS WELL, SO THAT THEY FEEL COMFORTABLE WITH THE PROCESS ON BEHALF OF THEIR CHILDREN.
THERE'S A LOT OF DIFFERENT MOVING COMPONENTS IN REGARDS TO THIS.
AS A SYSTEM AND AS A TEAM, WHAT WE'RE ENSURING IS THAT EACH DEPARTMENT WILL KNOW WHAT THEIR ROLE IS IN ORDER TO MAKE THIS COME TO PASS.
I DO UNDERSTAND WE ARE JUST AT THE BEGINNING OF OUR JOURNEY AS A DISTRICT.
IF YOU LOOK AT OUR NUMBERS, E3 KEEPS NUMBERS ON ALL THE DISTRICTS, WHAT YOU WILL SEE IS WE'RE AHEAD OF A GREAT MANY WITHIN OUR AREA.
WHAT WE'RE HOPING TO DO IS TO BE EVEN BETTER. THAT'S OUR GOAL.
WE ALREADY PUT UP INCREDIBLE STATS AS A DISTRICT, BUT WE'RE GOING TO KEEP ON PUSHING.
ALL OF THIS IS WHAT YOU'RE HEARING, IS OUR ATTEMPT TO BE BETTER AND TO DELIVER A BETTER PRODUCT TO OUR PARENTS AND TO OUR STUDENTS.
>> TRUSTEE WESTON, IF I MAY, I'VE PUT TOGETHER A TEAM OF VARIOUS PEOPLE FROM ACROSS THE DEPARTMENT AND ONE OF OUR CONSISTENT CONVERSATIONS IS THAT PARENT EDUCATION AND HOW WE CAN REACH OUT TO PARENTS AND POTENTIALLY INVOLVE PARENT LIAISONS IN DIFFERENT GROUPS TO MAKE SURE THAT IT'S NOT JUST ONE NIGHT OR IT'S NOT JUST ONE LETTER.
THAT IS A CONSTANT CONVERSATION BECAUSE WE DO BELIEVE IN THE POWER OF EMPOWERING FAMILIES AND PARENTS AND MAKING SURE THAT THEY'RE AWARE OF THAT INFORMATION AND HOW WE CAN CONTINUOUSLY SUPPORT THEM IN THOSE DECISIONS.
>> I JUST WANT TO ADD ALSO TRUSTEE WESTON, I KNOW WE'RE TALKING ABOUT MATH AND ADVANCED MATH, BUT WE WANT TO EXPLAIN THIS TO OUR PARENTS AND EDUCATE THEM BECAUSE ALSO THERE MAY BE A LANGUAGE BARRIER FOR SOME OF THEM AND STUFF LIKE THAT.
IT'S ALSO FOR OUR CITY OFFERING, IT'S ALSO FOR OUR ADVANCED DUAL CREDIT IB BECAUSE WE WANT TO CLOSE THAT GAP.
WE WANT TO SEE MORE PRESENTATION FROM ALL STUDENT GROUPS.
WE WANT TO REMOVE ANY BARRIERS THAT OUR STUDENTS MAY HAVE.
THAT ALSO GOES BACK TO WHAT DR. BONE WAS SAYING.
IT'S LIKE WRAP-AROUND SERVICES, WE NEED TO MAKE SURE THAT WE'RE TAKE CARE OF OUR STUDENTS AND MAKE SURE AGAIN, THEY'RE REALLY READY AND PREPARED AND WHENEVER THEY NEED US WOULD BE THERE FOR THEM TO SUPPORT THEIR JOURNEY SO THEY CAN BE SUCCESSFUL.
>> I DID HAVE ONE LAST QUESTION ON THIS AND IT'LL TIE EVERYTHING TOGETHER.
WE CAME ON IN THE PRESENTATION RIGHT BEFORE THIS ABOUT CCMR AND THE SCORES, THEN YOU CAN TRANSITION INTO THIS.
CAN YOU DRIVE INTO WHAT ARE YOU ALL TRYING TO ACHIEVE WITH? IS IT WITH CCMR? IS THAT THE STAAR PERFORMANCE? CAN YOU TALK ABOUT THAT A LITTLE BIT ON WHAT IS IT THAT YOU'RE TRYING TO DO WITH THE MATH HERE?
>> SPECIFICALLY WITH REGARDS TO CCMR, WE KNOW THAT IF YOU HAVE AN OPPORTUNITY TO TAKE ALGEBRA 1 IN MIDDLE SCHOOL, THAT OPENS UP THE DOORS TO TAKE SOME OF THOSE COLLEGE BEARING COURSES, TO TAKE SOME OF THE APIB DUAL CREDIT, WHICH SUPPORTS THE CCMR. IT INCREASES YOUR LIKELIHOOD OF, AGAIN, POST-SECONDARY ENROLLMENT HAVING THAT CCMR OPPORTUNITY.
THAT'S REALLY WHAT WE'RE LOOKING TO DO IS HOW CAN WE IMPACT THAT RATING BEFORE WE GET TO HIGH SCHOOL? WHEN SOMETIMES THERE ARE SO MANY OTHER THINGS THAT WE'RE LOOKING TO REALLY JUGGLE AND IMPACT.
WHAT DOES IT LOOK LIKE TO IMPACT THAT SOONER SO THAT WE CAN OPEN UP THOSE DOORS THAT WILL IMPACT THEIR CCMR AND SUPPORT STUDENTS FOLLOWING HIGH SCHOOL?
>> ONE OF THE THINGS THAT WE DID, WE DID A STUDY OF OUR COURSES.
WHAT WE FOUND IS THE PATHWAYS.
[01:35:03]
I WANT YOU TO SEE YOUR TRANSCRIPT AS A RESUME.THERE ARE CERTAIN PATHWAYS ON THAT RESUME THAT WILL GET YOU TO CCMR THAN OTHERS.
WE HAVE DONE A STUDY OF OUR SCHOOLS AND OUR TRANSCRIPT.
WE KNOW WHICH PATHWAYS LEAD TO GREATER LEVELS OF SUCCESS IN CCMR. THIS IS ONE OF THOSE PATHWAYS.
IT'S EVEN AS FAR AS ANOTHER WHATEVER PROCESSES LOOKING AT CLASS CURRICULUM THAT DOES NOT SUPPORT CCMR IN THE SAME WAY AND LOOKING AT WHETHER OR NOT WE NEED TO NOT HAVE THAT AS PART OF OUR OFFERINGS.
THERE'S A LOT GOING ON, LIKE I SAID, AS FAR AS WHAT WE'RE WORKING ON BUT THIS IS PART 1 OF OUR INITIATIVES.
>> I APPRECIATE THAT BECAUSE THAT IS ULTIMATELY OUR JOB, IS TO MAKE SURE THAT OUR KIDS ARE COLLEGE CAREER MILITARY READINESS.
I BELIEVE THAT THIS WAS ALL GERMANE TO THAT CONVERSATION. I APPRECIATE IT. THANK YOU.
>> MS. WAYNE, BEFORE YOU GET STARTED, I'D LIKE TO TAKE A BRIEF RECESS.
IT'S 7:15 AND WE ARE BACK IN SESSION.
I WILL TURN IT BACK OVER TO MS. SWAIN. THANK YOU VERY MUCH.
>> THANK YOU. MY NAME IS MICHELLE SWAIN AND I AM THE DIRECTOR OF GIFTED AND ADVANCED ACADEMIC SERVICES FOR THE DISTRICT.
THANK YOU FOR THE OPPORTUNITY TO SHARE INFORMATION WITH YOU TONIGHT ABOUT AN EXCITING PROJECT THAT WE'VE BEEN WORKING ON.
IN AN EFFORT TO EXPAND ACCESSIBILITY AND INCREASE CCMR, ROUND ROCK ISD IS PROUD TO PARTNER WITH AUSTIN COMMUNITY COLLEGE TO PROVIDE AN OPPORTUNITY FOR STUDENTS ATTENDING A COMPREHENSIVE HIGH SCHOOL TO WORK TOWARDS AN ASSOCIATE'S DEGREE, EARNING CREDIT THAT IS HIGHLY TRANSFERABLE AND ALSO FITS WITHIN MOST FOUR-YEAR PLANS.
WORKING WITH ACC AND OUR E3 ALLIANCE PARTNER, WE ARE PULLING ALL THE PIECES OF THE COLLEGE CREDIT PUZZLE TOGETHER TO CREATE A CLEAR ROADMAP FOR STUDENTS TO FOLLOW IN ORDER TO ACCESS AN ASSOCIATE'S DEGREE.
WHILE AP, IB AND ONRAMPS ARE OPEN ENROLLMENT FOR ANY STUDENTS WHO TAKE, WE ARE CREATING TOOLS AND RESOURCES TO COMMUNICATE TO STUDENTS AND PARENTS.
HOW THEY CAN PULL THESE COURSE OPTIONS TOGETHER WITH ACC, DUAL CREDIT COURSEWORK TO SATISFY THE DEGREE REQUIREMENTS>? THIS OPPORTUNITY IS DIFFERENT FROM OUR EARLY COLLEGE HIGH SCHOOL, WHERE STUDENTS ARE A PART OF A SMALLER ENVIRONMENT IN A COHORT MODEL.
ECHS ALLOWS FOR A FULL SUITE OF WRAPAROUND SERVICES FOR STUDENTS WHO MAY NEED EXTRA SUPPORT TO SUCCESSFULLY NAVIGATE THE RIGOROUS PATHWAY TO OBTAINING AN ASSOCIATE'S DEGREE.
WHILE A VARIETY OF STUDENTS SUPPORTS EXIST AT THE COMPREHENSIVE HIGH SCHOOLS, THE ASSOCIATE'S DEGREE IS NOT THE FOCUS, BUT IT'S STILL ATTAINABLE.
THE PURPOSE OF THIS EFFORT IS TO GIVE MORE STUDENTS THE OPPORTUNITY TO LEAVE US WITH AN ASSOCIATE'S DEGREE.
THERE ARE TWO OVERARCHING TYPES OF ASSOCIATES DEGREES OFFERED AT ACC.
THE ASSOCIATES OF APPLIED SCIENCES, WHICH IS ON THE WORKFORCE SIDE AND WHERE THE LEVEL 1 AND LEVEL 2 CERTIFICATES SUPPLY AND THE ASSOCIATE ACADEMIC ASSOCIATES DEGREE ON THE ACADEMIC SIDE BOTH LEAD TO A BACHELOR'S DEGREE, AS YOU CAN SEE IN THIS MODEL.
WE'VE BROKEN INTO TWO GROUPS THAT ARE WORKING TO BETTER UNDERSTAND ALL THE REQUIREMENTS AND NUANCES SO AS TO CREATE COLLATERAL THAT WILL CONVEY THE INFORMATION IN A MORE ACCESSIBLE MANNER TO OUR STAKEHOLDERS.
PEGGY MENTIONED SHERRY BONDS ARE LEADING THE EFFORTS ON THE APPLIED SIDE.
DARRELL EMANUEL AND I ARE LEADING THE EFFORTS ON THE ACADEMIC SIDE.
AT THE CENTER YOU SEE THE BLUE TRIANGLE REPRESENTING THE COURT TEXAS CORE CURRICULUM.
THESE ARE COURSES THAT ARE FOUNDATIONAL TO ANY DEGREE PLAN IN THE STATE OF TEXAS, AND AS A RESULT, ARE HIGHLY TRANSFERABLE.
EVEN IN THE ASSOCIATES OF APPLIED SCIENCES DEGREE.
THERE ARE SOME ACADEMIC COURSES THAT ARE REQUIRED.
BY FOCUSING ON THE COURSES THAT COMPRISE THE CORE 42, OR RESULT IN A STUDENT BEING CORE COMPLETE, WE ARE ABLE TO BETTER GUIDE STUDENTS IN THEIR COURSE SELECTIONS.
THE BREAKDOWN OF A 60 COLLEGE CREDIT HOUR ASSOCIATES OF ARTS OR ASSOCIATES OF SCIENCE DEGREE IS SHOWN HERE.
THE WHOLE CIRCLE REPRESENTS THE FULL 60 HOURS NEEDED, WHICH IS COMPRISED OF THE CORE 42 PLUS 18 HOURS THAT ARE SPECIALIZED FOR EITHER THE ARTS OR SCIENCES.
THE 18 HOURS ARE REPRESENTED BY THE ORANGE IN THE DIAGRAM.
AT THE HEART OF THE CORE 42 IS A SET OF REQUIREMENTS THAT TEND TO BE CONSIDERED LOW-HANGING FRUIT AND MORE EASILY ACCESSIBLE FOR STUDENTS.
THESE 24 CREDIT HOURS CAN COUNT FOR EITHER PATHWAY AND ARE THE EASIEST FOR OUR STUDENTS TO ATTAIN.
THESE ARE THE CORE COMPONENTS THAT COMPRISE THE 42 COLLEGE CREDIT HOURS, WITH EXAMPLES OF HIGH SCHOOL COURSES THAT CAN COUNT TOWARDS EACH.
YOU SEE THEY FALL ACROSS A DIFFERENT RANGE OF AREAS FROM WHAT WE TYPICALLY FOCUS ON IN HIGH SCHOOL WITH ENGLISH, MATH, SCIENCE, AND SOCIAL STUDIES.
[01:40:01]
FOE EXAMPLE, SOCIAL STUDIES IS SEPARATED INTO THREE DISTINCT AREAS.AMERICAN HISTORY SIX HOURS, GOVERNMENT AND POLITICAL SCIENCE, SIX HOURS AND SOCIAL AND BEHAVIORAL SCIENCE THREE HOURS.
ENGLISH IS SEPARATED INTO COMMUNICATION AND CAN ALSO BE IN LANGUAGE, PHILOSOPHY, AND CULTURE.
PERHAPS MOST INTERESTINGLY, ONLY THREE HOURS OF MATH ARE REQUIRED FOR STUDENTS TO BE CONSIDERED CORE COMPLETE.
ANY CASE, BY HELPING STUDENTS BETTER UNDERSTAND THESE COMPONENTS, WE ARE PUSHING STUDENTS BEYOND A SINGLE COURSE THAT WOULD SATISFY CCMR. THESE EVERGREEN COMPONENTS ARE A SUBSET OF THE CORE 42 AND WORK FOR EITHER ASSOCIATE'S DEGREE PATHWAY.
IN COMPLETING 24 HOURS OF COLLEGE CREDIT, STUDENTS NOT ONLY SATISFY MANY HIGH-SCHOOL GRADUATION REQUIREMENTS AND GO BEYOND MEETING CCMR, BUT ALSO ARE WORKING TOWARDS AN ASSOCIATE'S DEGREE AND EARNING THOSE HIGHLY TRANSFERABLE COLLEGE CREDITS.
THERE ARE MULTIPLE PLATFORMS AND OPTIONS TO EARN THE CREDIT HOURS REQUIRED FOR EACH CORE COMPONENT.
MOST OF THESE COURSES ARE ALREADY OFFERED AT OUR HIGH SCHOOLS OR THROUGH OUR PARTNERSHIP WITH ACC.
STUDENTS ARE ABLE TO SELECT THE PLATFORM THAT IS MOST ACCESSIBLE TO THEM AND REPRESENTS THEIR BEST OPPORTUNITY FOR SUCCESS.
WHETHER IT IS ADVANCED PLACEMENT, ACC DUAL CREDIT, UT ONRAMPS, INTERNATIONAL BACCALAUREATE, OR EVEN CLEP EXAMS. JUST FOR A REFRESHER, SINCE I HAVE NOT HAD THE OPPORTUNITY TO SPEAK TO THESE THIS YEAR.
OUR AP COURSES ARE THOSE COURSES TAUGHT BY OUR HIGH-SCHOOL TEACHERS THROUGH A PARTNERSHIP WITH THE COLLEGE BOARD.
STUDENTS NEED TO SCORE AT LEAST 3/5 ON THE ASSOCIATED COURSE EXAM TO EARN COLLEGE CREDIT AND MEET CCMR. OUR DUAL CREDIT COURSES ARE TAUGHT BY ACC PROFESSORS AND EARN A SINGLE GRADE THAT COUNTS BOTH FOR THE HIGH SCHOOL AND THE COLLEGE TRANSCRIPT, STUDENTS MUST MEET TSI REQUIREMENTS IN ORDER TO TAKE THOSE COURSES.
SUCCESSFUL COMPLETION RESULTS IN AN ACC TRANSCRIPT.
OUR ONRAMPS COURSES, OUR DUAL ENROLLMENT MODEL IN PARTNERSHIP WITH UT AUSTIN, WHERE STUDENTS HAVE BOTH A HIGH SCHOOL TEACHER WHO ASSIGNS HIGH SCHOOL WORK AND GIVES A HIGH SCHOOL GRADE, AND A COLLEGE PROFESSOR WHO ASSIGNS COLLEGE ASSESSMENTS WHICH YIELD A COLLEGE GRADE.
STUDENTS DO NOT HAVE TO MEET TSI IN ORDER TO TAKE THE COURSE, BUT ARE GIVEN OPPORTUNITIES TO DEMONSTRATE THEIR COLLEGE READINESS THROUGH THEIR PERFORMANCE DURING THE COURSE.
THEY ALSO HAVE THE OPTION TO DENY EARNED CREDIT AT THE END OF THE SEMESTER.
SUCCESSFUL COMPLETION DOES RESULT IN A UT AUSTIN TRANSCRIPT.
THEN OUR PARTNERSHIP WITH THE INTERNATIONAL BACCALAUREATE ALLOWS PARTICIPATING STUDENTS TO TAKE COURSES.
THE ASSOCIATED INTERNAL AND EXTERNAL EXAMS IN ORDER TO EARN THE IB DIPLOMA.
STUDENTS SCORING A FOUR OR HIGHER ON A SEVEN-POINT SCALE EARN CREDIT AND MEET CCMR. THEN FINALLY, CLEP, WHICH IS THE COLLEGE LEVEL EXAMINATION PROGRAM, ALLOWS STUDENTS TO TEST OUT OF COLLEGE COURSEWORK.
STUDENTS EARN CREDIT THAT CAN BE SUBMITTED THEM TO THEIR COLLEGE OR UNIVERSITY.
WE ONLY LISTED DUAL CREDIT AND ONRAMPS AND AP JUST TO MAKE IT SIMPLER TO LOOK AT, ADDING THE IB GETS A LITTLE BIT MORE COMPLICATED, AS WELL AS THE CLAP.
BUT WE WANTED TO GIVE YOU AN EXAMPLE OF WHAT WE'RE LOOKING HERE, LOOKING AT HERE, AND IF WE LOOK AGAIN AT MATH, YOU SEE THAT THE THREE CREDIT HOURS REQUIRED, CAN BE SATISFIED IN A VARIETY OF WAYS.
A STUDENT CAN TAKE AP STATISTICS OR ONRAMPS PRE-CALCULUS OR ACC COLLEGE ALGEBRA OR ANY OTHER OPTION LISTED, AND CHECK THE BOX FOR THE EVERGREEN CCMR OR FOR THE EVERGREEN CORE COMPLETE COMPONENT.
WE STILL HAVE WORK TO DO TO FURTHER FLESH OUT THE INFORMATION RELATED TO THESE PATHWAYS.
OUR NEXT STEPS ON THE ACADEMIC SIDE INCLUDE MAPPING OUT THE FULL CORE 42 AND UNDERSTANDING AND DEVELOPING THOSE 18 HOUR OPTIONS FOR ARTS, SCIENCES AND TEACHING.
WE WILL THEN RECONVENE WITH THE APPLIED ASSOCIATES GROUP TO SHARE OUR LEARNING.
ONCE WE HAVE A CLEAR UNDERSTANDING OF ALL THE NUANCES, WE WILL WORK ON CREATING DOCUMENTS THAT WILL SUCCINCTLY AND CLEARLY CONVEY THE INFORMATION TO STAKEHOLDERS SO THAT THEY CAN TAKE ADVANTAGE MORE EASILY OF THE OPPORTUNITIES TO STRATEGICALLY EARN MORE COLLEGE CREDIT AND LEAVE US WITH AN ASSOCIATE'S DEGREE.
WE WANT THEM TO SHOOT FOR THE STARS, EVEN IF THEY LAND ON THE MOON.
IN OTHER WORDS, WE WANT EVERY STUDENT TO ATTEMPT AND EARN COLLEGE CREDIT BEFORE THEY LEAVE US, KNOWING THAT EVEN IF THEY DON'T ACHIEVE THE FULL ASSOCIATE'S DEGREE, THEY HAVE EARNED THAT COLLEGE CREDIT AND GAIN THE ACADEMIC MUSCLE NEEDED TO BE SUCCESSFUL IN THEIR NEXT ENDEAVOR.
I SCRIPTED IT SO I'D BE SHORT.
>> I DO HAVE JUST A COUPLE OF QUESTIONS.
BECAUSE YOU WERE TALKING ABOUT YOU'RE FLUSHING THIS OUT, CAN YOU GIVE US A TIMELINE IS THIS SOMETHING THAT'S GOING TO BE IMPLEMENTED FOR NEXT SCHOOL YEAR OR IS THIS?
>> ONE OF THE THINGS TO NOTE IS THAT ALL OF THESE OPPORTUNITIES ALREADY EXIST.
[01:45:05]
THE PUZZLE PIECES ARE SCATTERED AROUND THE ROOM.WHAT WE'RE TRYING TO DO IS PULL THOSE PUZZLE PIECES TOGETHER WITH THE GOAL OF IN THE OCTOBER WORK ON THE COURSE CATALOG FOR '24, '25, WE WILL BE ABLE TO LOAD THOSE RESOURCES, THAT INFORMATION, THE MAP, IF YOU WILL, INTO THE COURSE CATALOG.
THEN AS WE'RE DOING OUR ADVANCED ACADEMICS NIGHTS, AS WE ARE DOING THE EIGHTH GRADE TRANSITION WORK, WILL BE ABLE TO INFORM OUR FAMILIES MORE EASILY ABOUT HOW TO PUT THESE PIECES TOGETHER TO CHART THEIR PATH TO THAT ASSOCIATES DEGREE.
WORK OVER THE SPRING AND SUMMER, PUT IT INTO THE COURSE CATALOG IN OCTOBER, ROLLOUT WITH OUR COMMUNITIES AND THE WINTER FOR COURSE SELECTION, AND THEN IT'LL JUST BECOME PART OF THE FABRIC OF WHAT WE DO.
>> THAT WOULD BE STUDENTS THAT ARE PROBABLY EVEN FRESHMEN NEXT YEAR MIGHT BE ABLE OR JUNIOR, SENIOR YEAR.
BECAUSE YOU SAID EVERYTHING BUT WE DON'T I MEAN, EVEN IF YOU CAN PUT ALL THESE PUZZLE PIECES TOGETHER, I CAN'T WALK TO ACC RIGHT NOW AND GET AN ASSOCIATES DEGREE.
>> BUT ONE OF THE THINGS THAT YOU CAN DO IS YOU CAN GET YOUR HUMANITIES COURSES AT YOUR HIGH SCHOOL DURING THE SCHOOL DAY.
ONLY THE 60 HOURS THAT YOU NEED TO GET AN ASSOCIATES.
ACC HAS AGREED THAT AS LONG AS 25% OR 15 HOURS ARE TAKEN THROUGH ACC, THEY WILL ACCEPT ALL THE OTHER OPTIONS TOWARDS THAT ASSOCIATES DEGREE.
THEY'VE GOT A LISTING ON THEIR WEBSITE, AND WE'RE WORKING WITH THEM TO EXPAND WHAT THEY'LL ACCEPT BECAUSE RIGHT NOW THEIR IB IS NOT WHERE WE NEED IT TO BE.
WE'RE WORKING WITH THEM TO SAY, WHAT WILL YOU ACCEPT THIS FOR? WHAT WILL YOU CONNECT THIS TO IN TERMS OF CREDIT? I'M GIVING THEM SOME EXAMPLES LOOKING AT THE TEXAS COMMON COURSE TCC AND I CAN'T REMEMBER, IT'S THE NAMING SYSTEM.
BUT USING THAT TO HELP THEM SEE, THIS COLLEGE OR UNIVERSITY IN TEXAS IS COUNTING IT TOWARDS THIS.
YOU HAVE THE SAME COURSE YOU NEED TO COUNT IT FOR THIS, HELPING THEM WITH THOSE THINGS OUR KIDS ACTUALLY CAN AND DO.
WE HAVE SEVERAL THAT ACROSS THE DISTRICT ACROSS THE YEARS HAVE PUT THE PIECES OF THE PUZZLE TOGETHER THEMSELVES.
WE'RE TRYING TO MAKE IT EASIER BY DOING THAT LEG WORK FOR THEM AND THEN JUST HANDING THEM THE COMPLETED PUZZLE SO THEY CAN SEE THE FULL PICTURE.
>> JUST TO ANSWER YOUR QUESTION DR. BOWEN.
I MEAN, THAT'S ONE OF THE THINGS THAT I WANT TO TO THANK MICHELLE ON THE TEAM.
THAT'S ONE OF THE THINGS I ASKED THE TEAM TO WORK ON AND SHE REALLY RAN WITH IT IS WE HAVE OUR EARLY COLLEGE HIGH SCHOOL AND WE HAVE STUDENTS WHO WANT TO GO TO EARLY COLLEGE HIGH SCHOOL.
THEY LIKED THE SMALL SETTING, BUT ALSO IF THEY WANT TO DO BAND, IF THEY WANT TO DO FOOTBALL, THEY CANNOT DO THOSE THINGS THAT ARE EARLY COLLEGE HIGH SCHOOL.
WE HAVE STUDENTS WHO WANT TO HAVE THE FULL EXPERIENCE OF A COMPREHENSIVE HIGH SCHOOL, BUT ALSO THEY ARE ALSO CAN EASILY EARN AN ASSOCIATE DEGREE.
WE DON'T HAVE ALL THE PIECES TOGETHER, BUT WE DON'T HAVE IT MAPPED OUT AND STRATEGICALLY CREATED, IF YOU WILL, AND COMMUNICATED NOT ONLY WITH OUR STAFF, BUT ALSO WITH OUR PARENTS AND OUR STUDENTS.
THEY CAN FOLLOW THOSE PATHWAYS SINCE THEY ARE HOPEFULLY IF THEIR FRESHMAN YEAR.
WHAT WE DO AND IS ALMOST CREATING A MAP FOR THEM TO OUR PARENTS, TO OUR STAFF, TO OUR STUDENTS.
ANYONE WHO WANTS TO EARN AN ASSOCIATE DEGREE WHILE DOING BAND, WHILE DOING FOOTBALL, WHILE DOING WHATEVER ELSE THEY WANT TO DO AT OUR COMPREHENSIVE HOUSEHOLD, THEY CAN DO THAT MOVING FORWARD.
IT JUST TAKES SOME TIME LIKE MICHELLE IS SAY, FOR US TO WORK WITH ACC TO MAKE THAT AVAILABLE AND FEASIBLE.
BUT ALSO WE'RE ABLE ALSO TO WORK WITH OUR PARENTS AND OUR STUDENTS AND OUR STAFF REALLY TO COMMUNICATE THAT WITH THEM SO WE CAN START WORKING TOWARD IT.
>> I APPRECIATE THAT. I MEAN, THIS IS REALLY EXCITING, SO THANK YOU VERY MUCH AND THANK YOU FOR THE TIMELINE.
IT'S GOOD TO KNOW BECAUSE WE CAN START TELLING PARENTS THAT THIS WILL BE SOMETHING THAT WILL ROLL OUT HOPEFULLY NEXT YEAR.
I APPRECIATE IT. THANK YOU VERY MUCH.
>> TRUSTEE WESTON, THIS IS A WORKSHOP, SO YOU'RE WELCOME TO JUMP IN.
>> THANK YOU. GOOD TO SEE YOU AGAIN MISS SWAIN.
I WAS ON THE PARENT TAG COMMITTEE WITH YOU FOR A WHILE. DO WE STILL HAVE THAT?
>> GOOD TO HEAR. FIRST OF ALL, I BELIEVE AT THE BEGINNING YOU SAID THAT WE ALL KNOW THAT IT EARLY COLLEGE HIGH SCHOOL, THERE'S A PATHWAY TO GRADUATE WITH AN ASSOCIATES DEGREE.
BUT YOU SAID THAT PATHWAY IS NOT EXCLUSIVE TO EARLY COLLEGE HIGH SCHOOL.
>> THAT'S ACTUALLY AVAILABLE AT ALL FIVE OF OUR HIGH SCHOOLS.
IT'S JUST A MATTER OF STUDENTS, IF THAT'S WHAT THEY DESIRE IS EXTRA POINT TO UNDERSTAND.
>> BE ABLE TO FIT THEIR COURSES TOGETHER IN A WAY THAT MEETS THE REQUIREMENTS?
>> IS WHAT YOU PRESENTED US TONIGHT,
[01:50:02]
BASICALLY TO INFORM US THAT NOW THERE WILL BE AN ORGANIZED EFFORT TO THAT END? IS THAT THE PURPOSE OF WHAT YOU BROUGHT US?>> YES. IT GOES BACK TO THE THING THAT YOU'VE BEEN TALKING ABOUT IN TERMS OF COMMUNICATION AND ACCESS.
WE NEED TO PULL THE BOOK OFF THE SHELF AND GIVE A PREVIEW TO OUR FAMILIES SO THAT THEY'LL READ THE BOOK AND WANT TO TAKE ADVANTAGE OF THE INFORMATION IN IT.
>> BUT I DON'T THINK OUR PARENTS KNOW ABOUT THAT.
IF YOU DON'T KNOW IS NOW LEFT TO THE PARENTS OR THE STUDENTS TO FIGURE THAT OUT ON THEIR OWN.
YOU MAY HAVE ONE OR TWO. I MEAN, HOW MANY STUDENTS ACTUALLY OWN AN ASSOCIATE DEGREE LAST YEAR? DO YOU KNOW THE NUMBERS?
>> I DON'T KNOW THE EXACT NUMBER, BUT IT'S A SMALL NUMBER.
IT'S A HANDFUL ACROSS THE DISTRICT.
>> THAT'S WHAT I'M TRYING TO SAY.
THIS WOULDN'T MAKE IT GET BACK.
REMEMBER WE TALKED ABOUT ACCESS AND ALSO COMMUNICATE AND EXPLAINING.
BUT ALSO WE'LL HAVE A PATHWAY, WILL HAVE A MAP FOR ALL OUR STUDENTS, ANY STUDENTS AND THEIR PARENTS WHO WANTS TO EARN AN ASSOCIATE DEGREE.
IT'S WORK THAT NEEDS TO AGAIN, I WANT TO THANK MICHELLE AND THE TEAM BECAUSE THEY HAVE TO HAVE MEETINGS WITH ACC TO CREATE ALL THIS STUFF.
BRING IN SEVERAL FALL COMMUNITY MEMBERS AND OUR STAFF LIKE DARRELL AND DR. LEWIS.
THEY CAN MAP ALL THAT OUT AND MAKE IT VERY EASY FOR OUR STUDENTS, OUR PARENTS AND OUR STAFF TO MAKE IT AVAILABLE FOR ANY STUDENTS IN [INAUDIBLE] SO IT'S SUPER EXCITING WHAT YOU GUYS ARE DOING.
>> WHAT IS IT GOING TO LOOK LIKE? WHAT DOES THIS COMMUNICATION LIKE IF I'M AN EIGHTH GRADE PARENT OR SEVENTH GRADE PARENT OR NINTH GRADE PARENT, WHAT DOES THIS LOOK LIKE? WHAT THAT EXPERIENCE?
>> ONE OF THE THINGS THAT WE'RE TRYING TO DO IS HELP EVERYONE UNDERSTAND WHICH COURSES COUNT FOR WHAT? FOR EXAMPLE.
WE OFFER AP PRE-CALCULUS STARTING NEXT YEAR.
BUT ACC DOES NOT COUNT AP PRE-CALCULUS AS EQUAL TO THEIR PRE-CALCULUS COURSE BECAUSE THEY DID A REVIEW OF THE AP PRE-CALCULUS COURSE AND EXAM, AND THERE ARE SOME CONTENT PIECES THAT DON'T EQUATE.
IF YOU'RE LOOKING AT WHICH COURSE YOU'RE GOING TO TAKE TO SATISFY THOSE THREE HOURS OF MATH, AP PRE-CALCULUS IS NOT THE ONE THAT YOU WANT TO TAKE.
YOU WANT TO TAKE ONE OF THE ONES THAT YOU SEE UP THERE.
THAT'S SOME OF THE WORK THAT WE'RE DOING IS HELPING OUR FAMILIES UNDERSTAND YOU CAN TAKE FIVE OR SIX DIFFERENT SOCIAL STUDIES COURSES, AP HUMAN GEOGRAPHY, AP WORLD HISTORY, AP, OR ONRAMPS US HISTORY, BUT THEY ONLY COUNT IN CERTAIN BUCKETS.
>> WELL, MY QUESTION IS EVEN MORE FUNDAMENTAL.
MY QUESTION IS MORE, WHAT IS IT GOING TO LOOK LIKE, JUST FROM THE PERSPECTIVE OF SOMEBODY WHO'S LIVING THIS, HOW DO I LEARN AS A PARENT THAT MY CHILD CAN GRADUATE FROM MCNEIL HIGH SCHOOL WITH AN ASSOCIATE'S DEGREE? HOW DO I LEARN THAT? HOW DO I THEN LEARN OR DECIDE IF THAT'S SOMETHING THAT WE'RE INTERESTED IN? HOW DO I THEN LEARN WHAT CLASSES HE SHOULD TAKE? I'M TALKING MORE FUNDAMENTALLY.
>> AGAIN, THE WORK WITH DR. DARDEN AND HER LEADERSHIP WITH WORKING WITH, ONE OF THE DEPARTMENTS SHE'S OVER IS COUNSELING.
THAT IS ONE OF THE CORE PIECES THAT DR. LEWIS IS TAKING ON AS FAR AS HOW DO WE SCALE THE COMMUNICATION AND THE WORK WITH THE PARENTS.
ONE OF THE THINGS THAT I MENTIONED BEFORE, TYPICALLY, WHAT WE WANT IS FOR IN THE EIGHTH TO NINTH GRADE TRANSITION WHERE YOU'RE CREATING A FOUR-YEAR PLAN.
WHAT MICHELLE IS COMMUNICATING IS IT WON'T BE JUST A MATTER OF, HERE'S THE COURSES THAT I CAN TAKE.
I'M GOING TO SIT DOWN AND SAY, IN ORDER TO GET TO THAT COURSE THAT WILL ALLOW ME TO BE ABLE TO EARN THAT MATH CREDIT, HERE'S THE PATHWAY I HAVE TO TAKE IN ORDER TO GET TO THAT COURSE.
WE WANT TO TAKE THAT WORK AND THAT COMMUNICATION WITH STUDENTS, TEACHING THE STUDENTS AND TEACHING THE PARENTS, WE'RE GOING TO PUT IT DOWN TO EIGHTH GRADE.
IT'S A LOT. PRETTY MUCH THE WORK THAT WE'RE DOING HERE AND THE THINGS THAT YOU HAVE TO KNOW ABOUT EARNING A HIGH SCHOOL DIPLOMA IS EVEN MORE DIFFICULT THAN WHEN WE WENT TO COLLEGE.
WE REALIZED THAT WE NEED TO TAKE THAT INFORMATION AND PUT IT OVER A PERIOD OF TIME.
IN TALKING TO DR. LEWIS, WE HAVEN'T FINISHED THE WORK YET.
ONE OF THE THINGS THAT WE'RE TALKING ABOUT IS HOW DO WE USE, WHAT DO YOU CALL THE PERIOD IN MIDDLE-SCHOOL, NOT THE FLEX PERIOD IS THE ADVISORY IN ORDER TO START THE COMMUNICATION WITH STUDENTS WHERE I TEACH YOU A SUBJECT AT A TIME, HERE'S WHAT YOU MAY NEED TO DO.
ALSO, THE WORK AS FAR AS IN BUYING THE NON-AVIAN SYSTEM, WE CAN LOAD ALL THIS INFORMATION IN THERE SO THEY
[01:55:01]
CAN PLAY AROUND WITH THE PATHWAYS IN THE SYSTEM ITSELF.ALL THESE DIFFERENT PIECES WE WANT TO COME TOGETHER,.
BUT IT WON'T BE A ONE TIME CONVERSATION WITH PARENTS.
IT WILL BE, WE WILL RELEASE, HERE'S A SMALL VIDEO, HERE'S THE PATHWAY IN ENGLISH.
IF YOU WANT THAT TO LEAD TO THIS, HERE'S WHAT NEEDS TO HAPPEN.
THERE'LL BE A COMPONENT FOR THE STUDENT, A COMPONENT FOR THE PARENT, AND THEN OVERARCHING THEN, COMING IN WITH THEN THE EIGHTH GRADE COUNSELOR, TO WORK THROUGH THE FOUR-YEAR PLAN, AND IT WILL BE COMMUNICATED THAT WAY.
WE WILL HAVE THINGS FROM THE DISTRICT THROUGH COMMUNICATION THAT WE PUT OUT, BUT IN ORDER TO TRULY UNDERSTAND IT, IT HAS TO BE A LOT MORE INTIMATE.
WE LITERALLY HAVE TO GO THROUGH AND TEACH OUR TEACHERS FIRST AND OUR COUNSELORS AND THEN ROLL OUT THE PLAN.
DR. LEWIS IS WORKING ON THE ROLLOUT PLAN, AS FAR AS HOW DO I TEACH EACH DIFFERENT SUBJECT AND THE PATHWAY YOU NEED TO TAKE TO GET TO THESE LEVELS.
>> I THINK JUST AS A PARENT THAT'S BEEN IN THIS DISTRICT FOR A LONG TIME, KIDS IN HIGH SCHOOLS, I KNOW A LOT OF KIDS KNOW A LOT OF PARENTS, I THINK THAT THERE ARE A LOT OF PEOPLE IN OUR COMMUNITY WHO BELIEVE THAT THE ONLY WAY THAT YOU COULD GRADUATE FROM ONE ROUND ROCK ISD HIGH SCHOOL WITH AN ASSOCIATE'S DEGREE IS TO DO WHAT? GO TO EARLY COLLEGE HIGH SCHOOL.
I THINK THAT THAT A LOT OF PEOPLE BELIEVE THAT.
I THINK MOST PEOPLE DON'T KNOW A HIGH-SCHOOL STUDENT FROM A COMPREHENSIVE HIGH SCHOOL THAT'S GRADUATING WITH AN ASSOCIATE'S DEGREE.
JUST TO PUT IT OUT IN THE COMMUNITY THAT THAT'S EVEN POSSIBLE.
THEN I THINK WHAT HAPPENS, WHEN PEOPLE KNOW THAT THEN IF THEY'RE INTERESTED, THEN THEY'LL ASK ABOUT IT.
I DON'T KNOW THAT YOU HAVE TO EDUCATE 100,000 PARENTS, I THINK IT'S JUST YOU MAKE IT KNOWN THAT THAT'S NOT LIMITED, THESE ARE JUST MY THOUGHTS.
>> YOU ARE ABSOLUTELY CORRECT.
BUT ALSO PLEASE UNDERSTAND PART OF THE HARD WORK THAT MICHELLE IS DOING IS EVEN THOUGH ALL OF THESE THINGS EXIST IN OUR SYSTEM, IT DOESN'T MEAN THAT AS OF YET ACC ACCESS.
A PART OF THE WORK SHE'S DOING IS SAYING, HEY, THESE COURSES, I THINK THIS CAN COUNT.
THEN GOING INTO AN AGREEMENT TO HAVE THEM TAKE IT TO COUNT FOR THAT COMPONENT.
THAT'S PART OF THE HARD WORK THAT SHE'S DOING AS WELL.
>> I'M SORRY. THAT'S WHY I WAS SAYING MICHELLE IS READING THE WORK REALLY WITH ACC, BUT ALSO INVOLVE A LOT OF OUR LEADERS.
SOME OF THEM ARE HERE AND DR. LEWIS, BECAUSE THEY ALL HAVE TO COME TOGETHER AND DEVELOP IT.
YOU'RE RIGHT, ACC HAS TO AGREE TO IT.
BUT THE COMPONENTS ARE THERE NOW, HOW CAN WE PUT THEM TOGETHER AND ENSURE THAT ACC AGREES? YOU'RE ABSOLUTELY RIGHT.
OUR STUDENTS, THEN WE WILL COMMUNICATE WELL AS SOON AS OUR PARENTS AND EVERYONE ELSE.
YOU DON'T NEED TO GO TO AN EARLY COLLEGE HIGH SCHOOL TO EARN AN ASSOCIATE DEGREE MOVING FORWARD HERE IN ROUND ROCK ISD.
MAY TAKE US SOME TIME, LIKE MICHELLE IS SAYING, THEY MIGHT TAKE US NEXT YEAR JUST TO FINISH THE WHOLE THING AND THEN SHARE IT WITH EVERYONE, AND PUT ALL THE PIECES AVAILABLE FOR OUR STUDENTS AND OUR PARENTS TO SELECT THOSE COURSES OR WHATEVER.
BUT IT WILL HAPPEN, THAT'S NOT A MATTER OF WHAT IF, IT'S A MATTER OF WHEN AND IT WOULD HAPPEN.
OUR GOAL IS TO HAVE IT FOR THIS COMING SCHOOL YEAR, BUT THE FOLLOWING ONE.
EARLY COLLEGE HIGH SCHOOL AND ASCENDING OR EARLY COLLEGE HIGH SCHOOL, IT'S IMPORTANT TOO, I WANT EVERYBODY TO UNDERSTAND.
THERE ARE STUDENTS WHO LIKE THAT SMALL SETTING AND THEY LIKE TO BE JUST WITH ANOTHER 400-450 STUDENTS AND THEY LIKE THAT.
BUT ALSO WE HAVE A LOT OF STUDENTS WHO HAVE THE POTENTIAL, ALSO THE DESIRE TO EARN AN ASSOCIATE DEGREE.
THEIR PARENTS WANT TO DO THAT, BUT ALSO THEY DON'T WANT TO LEAVE THAT EXPERIENCE THAT THEY COULD HAVE OR WILL HAVE IN A COMPREHENSIVE HIGH SCHOOL.
WE WANT TO CREATE THAT FOR THEM AND LEAVE THAT WITH THEM.
>> I THINK MY LAST QUESTION IS, WHAT'S THE BIGGEST BARRIER RIGHT NOW? WHAT'S THE BIGGEST THING TO WORK THROUGH WITH ACC?
>> REALLY AND TRULY IS JUST GETTING OUR HEAD AROUND IT OURSELVES AND FIGURING OUT HOW WE CAN REPACKAGE THE INFORMATION SO IT'S MORE DIGESTIBLE FOR THE COMMUNITY.
BECAUSE RIGHT NOW, IF YOU'VE EVER LOOKED AT PUZZLES THAT ARE ALL ONE COLOR, IT FEELS LIKE THE PUZZLE PIECES ARE ALL ONE COLOR RIGHT NOW.
BUT AS WE'RE PUTTING THEM TOGETHER, THEY'RE TURNING INTO MORE COLORFUL PICTURES.
JUST REALLY TO ME, THAT'S THE BIGGEST CHALLENGE IS UNDERSTANDING THE NUANCES OF WHAT COUNTS AND WHAT DOESN'T, WHERE ARE OUR OPTIONS.
WHO CAN WE TALK TO ABOUT ADDING DIFFERENT COURSES.
WE'RE TALKING TO UT ONRAMPS ABOUT ADDING A GOVERNMENT COURSE, THAT'S SOMETHING WE'VE BEEN ADVOCATING FOR, FOR A COUPLE OF YEARS.
BECAUSE YOU SEE ON YOUR SCREEN THAT'S A BLANK BOX FOR THE SIX HOURS OF GOVERNMENT.
JUST TRYING TO FIGURE OUT ALL OF THOSE NUANCES SO THAT OUR PARENTS DON'T HAVE TO SIT DOWN AND GRAPPLE WITH THAT INFORMATION SO THAT WE'VE ACTUALLY DONE THAT FOR THEM, AND THEN TURNED IT AROUND AND INFORMATION THAT'S REALLY EASIER TO UNDERSTAND AND FOLLOW.
WE DO HAVE A VERY COMPREHENSIVE GROUP THAT'S COMING AROUND THIS.
[02:00:04]
YOU MENTIONED ALL OF THE OTHER PEOPLE.WE LITERALLY BROUGHT EVERYBODY WE COULD THINK OF AROUND THE TABLE AND WE'VE GOT SOMEBODY FROM THE ATHLETICS DEPARTMENT TO HELP US THINK ABOUT IT FROM THE ATHLETIC SIDE.
WE'VE GOT FINE ARTS TO HELP US THINK ABOUT IT FROM THE FINE ARTS LENS.
WE'VE GOT CAMPUS STAFF AND COUNSELORS AND ADMINISTRATORS TO HELP US LOOK AT IT THROUGH THAT LENS.
THERE ARE TWO SMALLER WORK GROUPS THAT ARE SUBSETS OF THAT VERY LARGE GROUP, BUT IT'S ONE OF THOSE THINGS WHERE WE COME TOGETHER, WE TALK, WE LEARN, WE SPLIT UP, WE DO SOME WORK, WE COME BACK TOGETHER, WE TALK, WE LEARN, AND WE HELP EACH OTHER UNDERSTAND.
THAT WORK IS GOING TO CONTINUE THAT PATTERN, THAT CADENCE OVER THE COURSE OF THE SUMMER AS WE FLUSH ALL THIS OUT.
>> THANK YOU. I APPRECIATE OPENING MORE OPPORTUNITIES FOR OUR FAMILIES AT ANYWAY WE POSSIBLY CAN, SO THANK YOU.
>> PRESIDENT LANDRUM AND BOARD, ONE OF THE THINGS I'M CONSISTENTLY HEARING TONIGHT AND ALL NIGHT IS THAT IDEA OF COMMUNICATION AND WHAT THAT LOOKS LIKE.
PLEASE KNOW I HAVE TAKEN NOTE AND WE WILL COME BACK TO YOU ONCE WE HAVE THINGS MORE FLASHED OUT IN ORDER TO PRESENT TO YOU WHAT THAT COMMUNICATION PLAN LOOKS LIKE.
>> GOOD EVENING. MY NAME IS DARRELL EMANUEL AND I HAVE THE PLEASURE TO SERVE THE DISTRICT AS THE DIRECTOR OF CURRICULUM.
I'M PLEASED TO BE HERE TONIGHT TO SHARE SOME RESOURCES THAT WE HAVE DEVELOPED TO SUPPORT OUR STUDENTS COLLEGE READINESS.
MY COLLEAGUES HAVE ALREADY SPOKEN TO SOME THINGS THAT WE'RE TRYING TO DO EARLY ON IN OUR STUDENT'S EDUCATIONAL CAREER.
BUT I'M EXCITED TO SHARE ABOUT MORE SPECIFIC RESOURCES THAT WE'VE CREATED OR IMPROVED TO ASSIST OUR STUDENTS IN THEIR JUNIOR YEAR OR AT THE END OF THEIR JUNIOR YEAR AND BEYOND.
THE FIRST THING THAT I HAVE AS AN ILLUSTRATION IS OUR MINIMUM PASSING STANDARD FOR TSI TO MEET THE CTMR CRITERIA.
TO ENSURE THAT OUR STUDENTS MEET THE COLLEGE AND CAREER CRITERIA PRIOR TO SENIOR YEAR, WE'RE EXCITED FOR THE FIRST TIME EVER TO HOST A TSI TEST PREP CAMP DURING THE SUMMER.
THIS WILL HAPPEN DURING OUR SUMMER LEARNING PROGRAM.
IT'S VERY SIMILAR TO THE CAMP THAT THAT KIMBERLY SPOKE TO AS CERTAIN STUDENTS, BASED OFF OF THEIR PSAT SCORES, WERE IDENTIFIED AS ON THE CUSP OF BEING MORE SUCCESSFUL ON THE TSI, AND THEY'VE BEEN INVITED BY THEIR CAMPUSES TO ATTEND THE CAMP.
THEY WILL ACTUALLY HAVE THE OPPORTUNITY AT THE END OF THE CAMP TO SIT FOR THE TEST.
A TEAM OF EXPERIENCED CURRICULUM COORDINATORS AS WELL AS INSTRUCTIONAL COACHES HAVE METICULOUSLY ALIGN THE SCOPE AND SEQUENCE OF THE INSTRUCTIONAL MATERIALS TO PRIORITIZE CONTENT AND ENSURE THAT OUR STUDENTS ARE FULLY PREPARED FOR THAT ASSESSMENT.
MOREOVER, THE RESOURCES DEVELOPED FOR THIS PROGRAM WILL NOT ONLY BENEFIT THE STUDENTS WHO ATTEND THE CAMP, BUT WE WILL ALSO SHARE THESE RESOURCES WITH OUR HIGH SCHOOLS SO THAT THEY CAN BE USED THROUGHOUT THE SCHOOL YEAR.
WE ARE CONFIDENT THAT THESE RESOURCES WILL MAKE A SIGNIFICANT IMPACT ON OUR STUDENTS COLLEGE AND CAREER READINESS AND PROVIDE THEM THE SKILLS THAT THEY NEED TO SUCCEED IN THEIR ACADEMIC AS WELL AS PROFESSIONAL PURSUITS.
AS WE CONTINUE ON, I'D LIKE TO REMIND YOU OF THE DATA THAT WAS SHARED BY KIMBERLY ROWE THAT SHOWED A PRESSING NEED TO BRIDGE THE GAP BETWEEN OUR LANGUAGE ARTS AND OUR MATH WHEN IT COMES TO CCMR. WITH THIS GOAL IN MIND, OUR NEXT INITIATIVE WILL BE TO FOCUS ON IMPROVING OUR COLLEGE PREP MATH COURSE ENROLLMENT PROCESS.
THE COURSE IS OFFERED THROUGH A PARTNERSHIP WITH ACC OR THE AUSTIN COMMUNITY COLLEGE.
IT IS A CRITICAL COMPONENT OF OUR EFFORT TO PREPARE OUR STUDENTS FOR SUCCESS IN COLLEGE AND BEYOND.
WHILE WE'RE RESPONSIBLE FOR THE CURRICULUM AND INSTRUCTION OF THE COURSE, ACC SETS THE CRITERIA FOR SUCCESS, INCLUDING THE FINAL EXAM THAT STUDENTS TAKE AT THE CONCLUSION OF THE COURSE.
TO ENSURE THAT OUR STUDENTS ARE BETTER SUPPORTED, A TEAM OF VARIOUS STAKEHOLDERS, WHICH INCLUDE MEMBERS OF THE CURRICULUM DEPARTMENT WE'VE HAD ADMINISTRATORS, OUR ASSOCIATE PRINCIPLES WORK WITH DR. DARDEN AND THE FUTURE READINESS TEAM TO WORK DILIGENTLY TO IMPROVE THIS ENROLLMENT PROCESS FOR OUR COLLEGE PREP COURSE.
THE CHANGES WILL PROVIDE A RANGE OF BENEFITS, INCLUDING THE STARTING THE PROCESS EARLIER WILL ENABLE US TO IDENTIFY STUDENTS IN NEED OF INTERVENTION SOONER.
A CONSISTENT PROCESS ACROSS THE DISTRICT WILL ALLOW DISTRICT PERSONNEL TO BETTER SUPPORT OUR CAMPUSES AND PROVIDE TARGETED ASSISTANCE.
CHECKPOINTS THROUGHOUT THE YEAR WILL ENSURE THAT STUDENTS ARE MAKING CONSISTENT PROGRESS TOWARDS THOSE GOALS.
[02:05:03]
WE'VE ALSO INCLUDED FORMATIVE ASSESSMENTS THAT WILL ENABLE US TO PROVIDE EVEN MORE INTENTIONAL INTERVENTION BEFORE THE FINAL EXAM, GIVING OUR STUDENTS THE BEST POSSIBLE CHANCE TO SUCCEED.THESE RESOURCES WILL HAVE A SIGNIFICANT IMPACT ON OUR STUDENTS SUCCESS AND HELP TO CLOSE THE GAP BETWEEN THE LANGUAGE ARTS AND MATH CCMR DATA.
ONE LAST COMPONENT ON THE COLLEGE PREP MATH COURSE IS THAT WE HAVE RECENTLY MADE SOME CHANGES TO THE CURRICULUM.
THOSE CHANGES HAVE BEEN BROUGHT ON TO MAKE GREATER ALIGNMENT TO THE ACC FINAL EXAM.
THESE CHANGES ARE DESIGNED TO BETTER PREPARE OUR STUDENTS FOR SUCCESS, ENSURING THAT THEY HAVE THE SKILLS AND KNOWLEDGE THEY NEED TO SUCCEED ON THIS CRITICAL EXAM.
SOME IMPORTANT DETAILS ABOUT THE TEST THAT I WANTED TO MAKE SURE THAT YOU ALL UNDERSTOOD WAS UNLIKE OUR STAR TEST, WHICH IS WHAT MOST OF OUR STUDENTS ARE FAMILIAR WITH, MULTIPLE STANDARDS CAN BE COMBINED AND ASSESSED IN ONE ITEM ON THE FINAL EXAM FROM ACC.
THE TEST ITEMS ARE NO LONGER LIMITED, AND AS A MATTER OF FACT, THERE ARE NO MULTIPLE CHOICE ITEMS ON THE TEST.
THEY'RE NOW ALL OPEN-ENDED TO ENCOURAGE STUDENTS TO SHARE THEIR THINKING AND DEMONSTRATE THEIR UNDERSTANDING IN A VARIETY OF WAYS.
THE SCORING OF THE FINAL EXAM IS SOMETHING THAT'S PROBABLY NOT FAMILIAR TO MOST EDUCATORS, IS THAT YOU CANNOT OR YOU NO LONGER GET YOUR SCORES BASED OFF OF JUST CORRECT ANSWERS.
FOR EXAMPLE, THE FINAL EXAM IS USUALLY ABOUT 25 QUESTIONS.
DOING THE MATH, EACH ITEM IS WORTH FOUR POINTS.
OR YOU CAN ONLY GAIN TWO OF THOSE FOUR POINTS BASED OFF OF A CORRECT ANSWER.
THE OTHER TWO POINTS ARE OBTAINED BY WAY OF SHOWING YOUR WORK ON THE EXAM.
ACC PROVIDES A RUBRIC THAT OUR TEACHERS USE TO GRADE AND SCORE THOSE EXAMS. THIS CHANGE WILL ENCOURAGE OUR STUDENTS TO MAKE A MORE THOUGHTFUL AND DELIBERATE APPROACH TO PROBLEM-SOLVING AND WILL HELP THEM DEVELOP IMPORTANT CRITICAL THINKING SKILLS.
THESE CHANGES WILL HAVE A SIGNIFICANT IMPACT ON OUR STUDENTS' ABILITY TO SUCCEED ON THE FINAL EXAM AND IN THE FUTURE ACADEMIC AND PROFESSIONAL PURSUITS THAT THEY MAY HAVE.
AT THIS TIME, THERE WAS A SLIDE WITH A PAUSE BUTTON SO THAT WE CAN TAKE QUESTIONS AND I GUESS IT'S NOT THERE, BUT IF YOU HAVE QUESTIONS FOR THE TEAM.
>> I DO HAVE A QUESTION ON THIS.
WHY DO WE WAIT UNTIL THEIR SENIOR YEAR? I'M A MATH PERSON, LOVE MATH, I'M A MINOR IN MATH.
I'M A FIRM BELIEVER IN THE PHILOSOPHY OF MATH IS YOU'RE REALLY BUILDING A TOWER.
IF YOU DON'T HAVE A FIRM BASE, THE HIGHER THAT YOU GO, THE HARDER IT IS TO PROCESS MATH.
UNLIKE ENGLISH, I HATED GREAT EXPECTATIONS.
I'M OKAY AS AN ADULT BECAUSE I DIDN'T PROCESS ALL OF THE THEMES IN THE BOOK, GREAT EXPECTATIONS.
IT'S NOT AS EASY WITH MATH IF YOU DON'T UNDERSTAND ALGEBRAIC REASONING OR WHATEVER, THAT THE HIGHER LEVEL THAT YOU GET UP IN THAT TOWER, YOU REALLY, REALLY HAVE TO HAVE A SOLID BASE.
I DON'T KNOW THE PROFILE OF A KIDDO THAT YOU LOOK AT THEIR JUNIOR YEAR AND THEY STILL DON'T LOOK LIKE THEY'RE COLLEGE AND CAREER READY, AND THIS IS MY ASSUMPTION, PLEASE CORRECT ME, BUT I DOUBT THAT YOU'RE GETTING TO THAT POINT AND JUST UNDERSTANDING THAT THEY'RE THE END OF THEIR JUNIOR YEAR.
THESE ARE PROBABLY KIDDOS THAT HAVE STRUGGLED ALONG THE WAY.
MAYBE EVEN STRUGGLED TO COMPLETE ALGEBRA 1.
BUT I'M THINKING THAT WE PROBABLY HAD AN IDEA BEFORE THE END OF THEIR JUNIOR YEAR THAT COLLEGE READINESS IN MATH WAS GOING TO BE AN ISSUE.
WHY DO WE WAIT UNTIL THEIR LAST YEAR WITH US? START WITH THAT.
>> I'LL SPEAK SPECIFICALLY TO THE COLLEGE PREP MATH CLASS FIRST BASED OFF OF HOUSE BILL 5, 2014, '15, AROUND THEN.
COLLEGE PREP MATH COURSES WERE CREATED SPECIFICALLY FOR SENIOR STUDENTS, SO WE CAN ONLY OFFER THAT COURSE TO SENIOR STUDENTS.
>> I DID NOT KNOW THAT. HOUSE BILL 5?
>> STUDENTS ARE NOT REQUIRED TO TAKE IT, BUT WE MUST OFFER THE COURSE TO THEM, THE OPTION TO TAKE IT.
BUT AS FAR AS TRYING TO IDENTIFY STUDENTS' NEEDS, WE ARE DOING THAT PRIOR TO THEIR SENIOR YEAR.
>> YEAH. SOME OF THE THINGS THAT WE'VE PUT IN PLACE IS IDENTIFYING PARTICULAR STANDARDS,
[02:10:05]
SPECIFICALLY IN MATHEMATICS THAT MAY ALIGN TO TSI OR THE FINAL EXAM HERE OR EVEN SAT AND HIGHLIGHTING THOSE SPECIFIC STANDARDS IN EARLIER GRADE LEVELS STARTING IN SIXTH, SEVENTH, EIGHTH GRADE, ALGEBRA 1, GEOMETRY, EVEN UP TO ALGEBRA 2 SO THAT OUR TEACHERS KNOW THAT THEY NEED TO PRIORITIZE THOSE STANDARDS.SOME OF THE OTHER THINGS THAT WE WERE DOING IS UTILIZING THE REQUIREMENT OF HOUSE BILL 4545 TO TRY TO INCLUDE SOME OF THE COLLEGE PREP RESOURCES THAT ARE AVAILABLE TO US IN THOSE TIMES TO AT VARIOUS GRADE LEVELS.
ONE OF THE THINGS THAT WE'VE STARTED AS A TEAM IS HOW WE CAN LOOK AT PSAT DATA DIFFERENTLY AND EARLIER SO THAT WE CAN IDENTIFY STUDENTS AT CERTAIN LEVELS AS DR. NICHOLS HAS TALKED ABOUT TONIGHT, IS TO SPEAK SPECIFICALLY WITH FAMILIES ABOUT WHAT PATHWAY SHOULD THEY TAKE IN ORDER TO MEET SOME OF THESE REQUIREMENTS AND EXPECTATIONS EARLIER IN THEIR EDUCATIONAL CAREER.
MY PART OF THE NIGHT WAS JUST FOCUSING IN ON THE SENIOR YEAR ASPECT OR THE SUMMER LEADING UP TO THE SENIOR.
>> WELL, I DIDN'T KNOW HOUSE BILL 5 WAS ONLY UP FOR SENIORS, SO THAT MAKES A LOT OF SENSE AS WELL. THANK YOU VERY MUCH.
IT'S REALLY FOR US AS WE WANT OUR STUDENTS TO BE COURSE AND CAREER READY BEFORE THE SENIOR YEAR.
THAT'S ONE OF THE THINGS, FOR EXAMPLE, WE'RE TRACKING NOW.
I KNOW OUR TEAM, ERICA AND HER TEAM CREATED THIS DASHBOARD WHERE OUR PRINCIPALS, COUNSELORS, ADMIN TEAM, EVERYONE LOOKING AT THAT AND ENSURING THAT OUR STUDENTS ARE COLLEGE CAREER AND MENTALLY READY PRIOR TO THE SENIOR YEAR.
THIS IS ALSO A LAST STEP THAT IF STUDENTS ARE STILL NOT COLLEGE CAREER AND MENTALLY READY, THEN THIS IS ANOTHER THING WE CAN DO.
THIS IS IN COLLABORATION WITH ACC TOO.
THESE COURSES, WE DEVELOP ALSO IN COLLABORATION WITH ACC, SO IT'S THE LAST STEP.
HOPEFULLY, WE WANT THEM TO BE READY PRIOR TO THEIR SENIOR YEAR.
>> THIS CLASS WOULD BE A SENIOR LEVEL MATH CLASS THAT THEY WOULD TAKE.
IT WOULD COUNT TOWARDS THEIR FOURTH YEAR OF MATH IN HIGH SCHOOL?
>> YES. IT IS CONSIDERED AS AN ADVANCED MATH COURSE.
IT'S NOT A REMEDIAL MATH COURSE, IT IS ADVANCED MATH.
ONE OF THE THINGS I'LL JUST MENTION, AND WE WEREN'T TO SPEND A TON OF TIME, BUT WE DO HAVE A CCMR TASK FORCE THAT IS LOOKING AT IDENTIFYING WAYS THAT STUDENTS CAN MEET THE CCMR CRITERIA LIKE EACH YEAR OF THEIR HIGH SCHOOL CAREER.
WE'RE DEFINITELY HAVING THOSE CONVERSATIONS AND REALLY DIGGING DEEP INTO WHAT ARE THE THINGS THAT WE CAN PROVIDE, NOT ONLY TO OUR STUDENTS, BUT BY WAY OF COMMUNICATION AND RESOURCES TO OUR PARENTS AND OUR FAMILIES THAT WILL HELP THEM NAVIGATE THAT A LITTLE BIT BETTER.
>> I DIDN'T EVEN THINK TO ASK THIS AHEAD OF TIME, BUT IS THERE A GENDER BREAKDOWN? WE TALK ABOUT ETHNIC BREAKDOWN A LOT AS WELL, BUT HAVE WE LOOKED AT IT COMPARED TO MALES VERSUS FEMALES, WHO TENDS TO STRUGGLE MORE IN THIS GETTING TO THIS?
>> WE HAVE NOT BUT THAT IS SOMETHING THAT WE CAN LOOK AT IT AND GET THAT INFORMATION TO YOU ALL IF THAT IS SOMETHING YOU LIKE.
>> MAYBE THINK ABOUT THAT. THANK YOU.
ANYBODY ELSE, GO AHEAD AND POP IN IF YOU HAVE QUESTIONS.
>> CAN I GET SOME CLARIFICATION, WHEN YOU ASK THAT QUESTION AS FAR AS COLLEGE READY IN MATH, YOU WANT THE BREAKDOWN IN GENDER IS WHAT YOU WERE ASKING FOR?
>> WELL, I DIDN'T EVEN ASK IF I HAD SUPPORT FROM THE BOARD ON THAT.
>> I THINK IN THE PAST, WOMEN HAVE NOT BEEN AS ENCOURAGED TO EXCEL IN MATH.
I JUST WONDERED IF THAT WAS STILL THE STIGMA AND/OR IF WE HAD AS MANY OF OUR FEMALE STUDENTS TAKING HIGHER-LEVEL MATH, AND NOT EVEN HIGHER-LEVEL MATH BUT HOW MANY ARE COLLEGE AND CAREER READY IN MATH.
I THINK IT'D BE AN INTERESTING STATISTIC TO LOOK AT BECAUSE WE'VE SPENT SO MUCH TIME TALKING ABOUT OUR STUDENT GROUPS BROKEN DOWN BY THEIR ETHNICITY.
I DON'T KNOW HOW MUCH WE'VE ACTUALLY LOOKED AT IT BY GENDER.
IT'D JUST BE INTERESTING TO KNOW. ANYBODY ELSE?
>> I'LL JUST START BY SAYING, I WAS AN ENGLISH MAJOR AND I DO THINK THAT GREAT EXPECTATIONS IN PARTICULAR WOULD BE A WORTHWHILE READ.
THERE ARE VALUABLE LESSONS IN THERE, AS I RECALL, IT WAS DICKENS.
THERE ARE VALUABLE LESSONS IN THERE [BACKGROUND] ABOUT SOCIAL CLASS AND ABOUT HOW HUMANITY IS MORE IMPORTANT THAN SOCIAL ADVANCEMENT, WEALTH AND CLASS.
I WOULD JUST BE AN ADVOCATE TO ALL STUDENTS TO DEFINITELY READ GREAT EXPECTATIONS.
I HAVE OBVIOUSLY TENDED TO STRUGGLE MORE ON THE MATH SIDE, WHICH IS WHY I'M EVEN MORE PROUD OF MY DAUGHTER BEING A MATH MAJOR AS SHE ENTERS COLLEGE.
[02:15:04]
BUT CAN YOU COME MR. MANUEL BACKUP TO MAYBE 30,000 FEET FOR ME BECAUSE THE FIRST SLIDE, SLIDE 33, IT SAYS THE TSI PREP CAMP.THEN THE NEXT SLIDE, COLLEGE PREP MATH COURSE.
THEN AMBER WAS JUST ASKING ABOUT THIS COURSE AND YOU SAID IT WAS GOING TO GET CREDIT FOR A HIGH SCHOOL STUDENT.
IS THIS A NEW MATH CLASS YOU'RE BRIEFING US ON TONIGHT?
>> NO, MA'AM. THIS COURSE HAS BEEN AROUND FOR QUITE A FEW YEARS.
>> IT'S CALLED COLLEGE PREP MATH.
>> YES, MA'AM. WE'VE BEEN IN PARTNERSHIP WITH ACC FOR AT LEAST SEVEN YEARS IN THE TIME THAT I'VE BEEN IN THE CURRICULUM DEPARTMENT.
ONE IS A SECONDARY MATH CURRICULUM SPECIALISTS AND NOW IN THIS POSITION, SO WE'VE HAD THIS.
I THINK ONE OF THE THINGS THAT HAS BEEN THE THEME TONIGHT IS THE COMMUNICATION OF WHAT'S AVAILABLE TO OUR STUDENTS MAY NOT HAVE BEEN AT THE LEVEL THAT WE WANTED IT TO BE, AND WE'RE TRYING TO SOLIDIFY ALL OF THOSE PROCESSES, WHICH IS WHY ON THIS SLIDE, WE'VE REFINED THAT ENROLLMENT PROCESS SO THAT EACH ONE OF OUR HIGH SCHOOLS IN ALIGNMENT, THERE'S A CONSISTENT PROCESS.
THERE'S CONSISTENT CONVERSATIONS THAT ARE HAPPENING BETWEEN COUNSELORS AS WELL AS OUR FAMILIES.
ALSO OUR REGISTRARS PLAY A BIG ROLE IN THAT SO MAKING SURE THAT THEY HAVE ALL THAT INFORMATION.
ENSURING THAT THEY HAVE THE INFORMATION AND ATTEND THE PROFESSIONAL DEVELOPMENT THAT ACC PROVIDES TO OUR TEACHERS.
JUST BEING MORE CONSISTENT WITH THE PROCESS THAT HAS ALREADY BEEN IN PLACE AND REFINING WHERE WE NEED TO REFINE.
>> WHY DOES WHAT ACC THINKS MATTER ON THIS?
>> BECAUSE AT THE CONCLUSION OF THE COURSE, IF STUDENTS ARE SUCCESSFUL, THEY RECEIVE A WAIVER FROM ACC, WHICH ALLOWS THEM TO ENROLL IN ACC WITHOUT TAKING REMEDIAL MATH OR ENGLISH CLASSES.
ONE OF THE THINGS THAT WE'VE HAD NUMEROUS DISCUSSION IS THAT'S VERY VALUABLE FOR FAMILIES WHEN THEY DON'T HAVE TO PAY FOR A COURSE THAT DOES NOT GO TOWARDS THEIR DEGREE PLAN.
>> I DON'T WANT TO PUT WORDS IN YOUR MOUTH.
CAN YOU TELL ME BECAUSE I DON'T WANT TO REFLECT BACK WHAT I'VE HEARD.
I'D RATHER HAVE YOU TELL ME WHO IS THE CANDIDATE FOR THIS CLASS?
>> IT'S ANY SENIOR THAT HAS NOT MET CCMR REQUIREMENT.
FOR MATH SPECIFICALLY, IN MATH, YES.
THERE IS A LANGUAGE ARTS COURSE THAT'S THERE ARE TWO, BUT SINCE OUR FOCUS IS ON CLOSING THE GAP BETWEEN MATH AND LANGUAGE ARTS, WE FOCUSED ON THE MATH COURSE.
>> THAT STUDENT ISN'T IDENTIFIED UNTIL END OF JUNIOR YEAR?
>> THE CANDIDATE FOR THIS CLASS IS SOMEBODY WHO HAS FINISHED THEIR JUNIOR YEAR, HAS NOT CHECKED THE CCMR BOX.
IT'S USUALLY BEFORE THE END OF THEIR JUNIOR YEAR, OUR COUNSELORS START HAVING THOSE CONVERSATIONS DURING THEIR JUNIOR YEAR WHEN THEY'RE FINALIZING THEIR SENIOR YEAR COURSES.
THEY'RE USUALLY IDENTIFIED LATE FALL OF JUNIOR YEAR.
>> BUT YOU'RE SAYING THAT WE'VE HAD SOME INCONSISTENCIES BETWEEN THE CAMPUSES ON THAT OUTREACH TO THAT STUDENT IN THEIR COUNSELING SESSION WITH THEIR PARENTS.
>> IN SOME BUT EVEN MORE SO, I THINK ONE OF THE THINGS THAT WE'VE DONE IS WE'VE ALLOWED CAMPUSES, THEY'VE LISTENED TO THEIR PARENTS.
I DON'T WANT TO ACT LIKE OUR CAMPUSES AREN'T DOING RIGHT BY OUR FAMILIES.
BUT SOME OF THE CONVERSATIONS THAT WE'VE HAD BEFORE IS COUNSELORS HAVE MET WITH FAMILIES.
THEY'VE MADE THEM AWARE OF THIS COURSE, AND THE PARENTS HAVE CHOSEN TO ENROLL THEIR STUDENTS IN ANOTHER MATH COURSE.
BUT WHAT WE'RE TRYING TO DO IS ENSURE THAT THAT MESSAGE IS MORE CRYSTAL-CLEAR ABOUT THE BENEFITS OF TAKING THE COURSE.
IT'S NOT NECESSARILY THAT THE CONVERSATIONS WEREN'T HAPPENING.
I THINK WE JUST WANTED TO STRENGTHEN THAT MESSAGE ON WHAT THE BENEFITS OF THESE COLLEGE PREP COURSES ARE.
>> I SEE A LOT OF VALUE IN THAT BECAUSE, I KNOW AS A PARENT YOU'RE NOT GOING TO OUTRUN THAT MPE THAT'S COMING.
THAT IS GOING TO COME FOR YOU WHEN YOU GRADUATE, EVEN IF YOU GET ACCEPTED TO COLLEGE, WHICH THEY'RE ALL RUNNING AROUND WITH THEIR ACCEPTANCE LETTERS, BUT THEN THEY'RE GOING TO HAVE TO TAKE THAT MPE THIS SUMMER, I KNOW IT AND IF YOU CAN'T GET OVER THAT HURDLE AND IN THIS CASE, YOU'RE SAYING WHAT I'VE LEARNED TONIGHT IS IF YOU TAKE THIS CLASS,
[02:20:02]
PASS IT, THEN YOU GET THE WAIVER AND YOU DON'T HAVE TO TAKE REMEDIAL MATH.THAT'S A BIG DEAL BECAUSE I THINK ASSUMPTIONS ARE MADE BY HIGH-SCHOOL STUDENTS AND THEIR PARENTS AND THEN THESE HURDLES THAT THEY DIDN'T KNOW WERE OVER THERE THAT WERE AROUND THE CORNER, SO IF WE CAN BRIEF THEM ON THAT AHEAD OF TIME IN A MORE STANDARDIZED WAY I SEE THAT AS A MEANINGFUL PROGRESS. THANK YOU.
>> THANK YOU VERY MUCH. WHILE WE'RE SWITCHING GEARS, TRUSTEE, I DO WANT YOU TO KNOW THAT I AM CHECKING WEATHER WE DO HAVE WEATHER IN THE AREA, NOT CLOSE RIGHT NOW, BUT I AND DR. AZAIEZ WE ARE MONITORING IT.
I'M JUST LETTING YOU KNOW THAT. GO AHEAD.
>> IT LOOKS LIKE AFTER 09:00 P.M. WE'LL HELP TO GET EVERYBODY SAFELY.
HOPEFULLY BY THEN, I'M NOT TRYING TO MAKE THIS MEETING SHORTER, BUT JUST TO MAKE SURE EVERYBODY IS SAFE, GO AND GETTING HOME.
>> WE ARE NOW GOING TO PIVOT BACK TO THE ACCOUNTABILITY SYSTEM AND WE'RE GOING TO FINISH UP LOOKING AT DOMAINS 2 AND 3.
DOMAIN 2, GOING BACK TO WHAT MATTERS IS THAT IT MEASURES THE NUMBER OF STUDENTS WHO GROWS ACADEMICALLY IN READING AND MATH FROM ONE YEAR TO THE NEXT.
IT ALLOWS US TO SEE HOW OUR STUDENTS ARE PERFORMING THIS YEAR COMPARED TO LAST YEAR.
HERE ARE OUR NEW CUT SCORE TABLES FOR 2022 AND 2023.
AGAIN, NOTICE THAT WE DO HAVE AN INCREASE FOR WHAT WASN'T A IN THE PERCENT OF OUR STUDENTS.
IT'S REALLY PERCENTAGE POINTS NOW, PERCENT OF POINTS THAT A CAMPUS IS ATTAINING FOR THE POINTS THAT ARE AVAILABLE FOR THEM TO HAVE WHEN IT COMES TO STUDENTS GROWING.
JUST GIVING EVERYONE HAVE A CHANCE TO LOOK AT THE TABLES IF THEY HAVE ANY QUESTIONS OR COMMENTS ON THOSE.
THERE'S GOING TO BE A CHANGE IN HOW STUDENTS EARN THEIR POINTS THIS YEAR.
IN THE PREVIOUS YEAR, IT WAS FUN FOR ME BECAUSE I LOVE NUMBERS.
BUT IT WAS A COMPLICATED FORMULA FOR IF A KID TOOK THIS TEST AND THEY TOOK THIS TEST AND THEY HAD TO GROW THIS MINI SCALE SCORE POINTS, AND IF THEY DIDN'T GROW THIS MINI SCALE SCORE POINTS, IT WAS JUST THIS INTRICATE LIKE DARRELL'S ARROWS.
IT WAS JUST ALL OVER THE PLACE, SO THAT WAS THE SCALE SCORE GROWTH, THAT WAS THE MODEL THAT THEY USED THE FIRST FIVE YEARS.
NOW, THE TA WANTS TO GO TO A TRANSITION MODEL.
IF YOU'LL NOTICE HERE ON THE LEFT SIDE OF OUR COLUMNS, YOU'RE USED TO SEEING DID NOT MEET APPROACHES, MEETS A MASTERS.
NOW YOU SEE TWO ADDITIONAL PROFICIENCY LEVELS THERE.
THEY HAVE A DID NOT MEETS LOW, A DID NOT MEET HIGH, APPROACHES LOW, AND APPROACHES HIGH, SO FOR A STUDENT TO EARN A POINT, THEY HAVE TO TRANSITION FROM ONE OF THOSE PROFICIENCY LEVELS UP.
SO IT MEETS THE MASTERS AND THEY STAY THERE, THEY GET THEIR POINT BUT FOR OUR STUDENTS WHO DID NOT MEETS AN APPROACHES, THEY HAVE TO TRANSITION UP ONE LEVEL IN ORDER TO EARN THE POINT FOR THEIR CAMPUS.
>> THAT MEANS IF YOU ONLY MISS ONE OR TWO QUESTIONS, YOU'RE HIGH? OR AM I BACKWARDS? ARE YOU HIGH, APPROACHES GRADE LEVEL IF YOU'VE ONLY MISSED [LAUGHTER] ONE OR TWO?
>> IT'S LATE AND THAT'S OKAY. BUT DON'T DO THAT.
>> THAT WAS INAPPROPRIATE ALL OVER THE PLACE.
CAN YOU ASK YOUR QUESTION AGAIN NOW THAT I'M FOCUSED?
>> THEY GAVE US TRANSITION TABLES.
ACCORDING TO THE TRANSITION TABLES THEY GAVE US, [LAUGHTER] THE TABLES THAT THEY GAVE US FOR 2022 FOR THIRD GRADE MATH STUDENT.
IF A THIRD GRADE MATH STUDENT GETS 0-11 QUESTIONS RIGHT, THEY DID NOT MEETS LOW.
THEN THE RANGE FOR DID NOT MEETS HIGH IS 12 TO 16, SO THAT'S HOW THEY BREAK IT UP BECAUSE THERE'S THE CHANCE POINTS, WHICH MEANS TAS SAY'S A KID CAN GET THIS MANY QUESTIONS RIGHT JUST BY GUESSING, AND SO THEY PUT THAT ON THE BACKEND OF DID NOT MEETS LOW AND SO THE RANGE IS, THAT'S ABOUT WHAT IT IS.
YOU GET ABOUT A FOUR QUESTION, FOUR OR FIVE QUESTION RANGE FOR APPROACHES LOW, AND THEN ANOTHER FOUR OR FIVE, SIX QUESTIONS FOR APPROACHES HIGH.
THEN BECAUSE THERE'S SO FEW QUESTIONS FOR MEETS AND DID NOT MEETS ANYWAY, LIKE FOUR AND FIVE, THEY DON'T BREAK THAT UP BECAUSE IT'S A SMALL NUMBER OF QUESTIONS ALREADY.
>> CAN I ASK? ARE WE STARTING TO GO AHEAD AND START TELLING PARENTS TALKING ABOUT COMMUNICATION BECAUSE OBVIOUSLY THIS IS NEW? OBVIOUSLY YOU JUST HAD THIS QUESTION.
THIS IS A WHOLE TRANSITION, NOT JUST FOR US IN THIS ROOM, BUT FOR PARENTS, AND I REMEMBER WHEN I HAD TO LEARN THE OLD WAY,
[02:25:04]
AND I WAS, WHAT DOES APPROACHES MEAN, WHAT DOES DID NOT MEET?>> I DON'T THINK IT'S SET YET, IT'S THE PROBLEM.
>> ARE YOU SEEING THESE CATEGORIES ARE NOT SET?
>> THESE CATEGORIES PRETTY MUCH ARE SET.
>> [OVERLAPPING] THESE CATEGORIES ARE SET.
>> BUT THE ACCOUNTABILITY MANUAL ISN'T FINAL, SO THEY'RE STILL GETTING FEEDBACK, THEY STILL HAVE THE TAG GROUP THAT THEY MEET EVERY MONTH.
>> BUT YOU DON'T FORESEE THESE CATEGORIES CHANGING?
>> THIS IS HOW MUCH I TRUST YOU.
[LAUGHTER] IF YOU TOLD ME THEY'RE NOT GOING TO CHANGE [OVERLAPPING]
>> I WOULD SAY THAT IF I HAD TO LOOK AT SOMETHING IN DARK DAYS I CAN PROBABLY BET THIS HAS PROBABLY BEEN CONSISTENT FROM THE BEGINNING WHEN THEY START TALKING ABOUT THE DIFFERENT [INAUDIBLE] BUT I GUESS WE'LL HAVE TO GET TOGETHER AS THE DISTRICT AND TALK ABOUT WHAT'S GOING TO BE AN APPROPRIATE TIME TO COMMUNICATE IT IF WE FEEL CONFIDENT.
>> WE CAN DO IT AS A DRAFT DR.
BONE BECAUSE AS ERICA WAS SAYING, SINCE THE FALL, THEY'D BEEN A LOT OF CHANGES BACK-AND-FORTH.
SOME OF THEM THAT THEY STARTED WITH.
LIKE THIS ONE I THINK IT WAS CONSISTENT LIKE ERICA IS SAYING, BUT THERE ARE THINGS LIKE THE ALGEBRA 1 WAS ON THE TABLE, THEN THEY REMOVED THAT, SO WE CAN SAY THIS IS WHAT WE HAVE SO FAR.
I THINK THE MANUAL'S SUPPOSED TO BE RELEASED LATER THIS SPRING OR WAS AT SUMMER? I FORGOT WHAT IT WAS.
>> APRIL, MAY [OVERLAPPING] WE'RE STILL WAITING ON THAT ONE.
>> IT'S NOT GOING TO GET FINAL TO AUGUST.
>> I UNDERSTAND THEY'RE MAKING REFINEMENTS.
I GUESS WHAT I WONDERED SINCE THE STUDENTS ARE TAKING STAR RIGHT NOW, I'M NOT EVEN FOR SURE THE STUDENTS UNDERSTAND THAT WHEN THEY SEE THIS.
I MEAN, WHEN I TEACH, YOU HAVE TO HEAR SOMETHING BY SEVEN TIMES. THAT'S WHAT WE'RE TAUGHT.
IT'S MESSAGING FIVE TO SEVEN TIMES, SO THE PARENTS, AND THE STUDENTS, BECAUSE I COULD JUST SEE PEOPLE GETTING THESE AND NOT JUST, I MEAN, I KNOW WE WORRY ABOUT THESE IN ONE SENSE, BUT I KNOW PARENTS ARE ALSO GOING TO GET THESE, AND LIKE YOU WERE TALKING ABOUT AMY.
THEY WERE I COULD GET A HIGH OR A LOW. WHAT DOES THIS MEAN? I DON'T EVEN UNDERSTAND, IS THAT A GOOD OR BAD? I WOULD BE INTERESTED IN JUST HOW ARE WE GOING TO COMMUNICATE THAT OUT?
>> I WILL LET YOU KNOW I WAS WATCHING THE HOUSE FLOOR TODAY AND THERE WAS ACTUALLY A BILL THAT I DON'T REMEMBER NOW WHAT THE BILL NUMBER WAS, BUT THEY WERE TRYING TO NOT MAKE THESE CHANGES GO INTO EFFECT.
DID YOU SEE THAT TRUSTEE MARKHAM? BECAUSE THE REPRESENTATIVE THAT WAS TALKING SAID THAT TEA WANTS TO MAKE THESE CHANGES GO INTO EFFECT UNTIL IN SEPTEMBER OF THIS YEAR.
WITH IT IN TERMS OF RATINGS AND THINGS, AND SCHOOL DISTRICTS DON'T EVEN KNOW WHAT THEY'RE BEING MEASURED ON, AND SO THERE WAS A BILL THAT WAS BEING CONSIDERED TODAY.
>> I'M SORRY, I DIDN'T MEAN TO CUT YOU OFF.
IN THE PAST, EVEN WITH THIS COMMISSIONER MORROW, EVEN WHEN HE MADE SOME CHANGES BACK IN 2017 AND THINGS LIKE THAT.
ALWAYS THERE WAS A ONE-YEAR GRACE PERIOD, IF YOU WILL, ADJUSTMENT PERIOD, AND AS I SAID, A LOT OF US TALKED TO HIM ABOUT AND HE HAS A COMMITTEE ACTUALLY.
A LOT OF PEOPLE DON'T WANT THE SAME THING.
CAN WE HAVE A YEAR? WHAT'S CCMR? I MEAN THOSE STUDENTS ALREADY GRADUATED, THEY'RE ALREADY IN COLLEGE OR CAREER, WHATEVER, AND WE ARE GOING TO BE HELD ACCOUNTABLE FOR THESE STUDENTS WHO ALREADY LEFT OUR DISTRICT THERE'S NOTHING DIFFERENT WE CAN DO WHEN IT COMES TO THEIR CCMR WRITING.
>> IT'S LIKE TOMORROW THEM SAYING, YOU TOOK YOUR START TESTS YESTERDAY, BUT WE ADDED TWO OTHER SECTIONS OF MATERIAL THAT YOU DIDN'T KNOW AND THE KIDS WERE TESTED OVER IT, SO WE'LL SEE HOW THEY DID.
YOU CAN'T GO BACK RETROACTIVELY.
>> GOING BACK TO SOME OF THE RATIONALE FOR MAKING THE CHANGE FROM A SCALED SCORE MODEL TO TRANSITION MODEL IS NOW WE HAVE GROUPS OF STUDENTS THAT WERE NEVER ELIGIBLE FOR GROWTH NOW BEING ABLE TO BE MEASURED FOR GROWTH.
OUR SPANISH TO ENGLISH TESTERS, THOSE KIDS, BECAUSE THE RULE IN PLACE FOR THAT COMPLICATED MATH PROBLEM, WAS THAT THEY HAD TO TEST IN THE SAME LANGUAGE FOR TWO YEARS IN A ROW, SO THOSE STUDENTS WERE ELIMINATED.
THE PSYCHOMETRICIANS FOR TEA COULDN'T COME UP WITH A WAY TO TRANSITION OUR EIGHTH GRADE SCALE SCORE TO THE ENGLISH ONE SCALE SCORE, SO EIGHTH GRADERS FOR THE ENGLISH ONE, SO THE ONLY GROWTH MEASURE THAT HIGH SCHOOL REALLY HAD WAS THE ALGEBRA KIDS WHO WERE NOT ABOVE GRADE LEVEL AND WERE ABLE TO TEST THERE THAN THEIR ENGLISH 2 STUDENTS.
NOW OUR EIGHTH GRADE READING TO OUR ENGLISH 1 WILL NOW BE ELIGIBLE FOR GROWTH, AND JUST TO GET PERSPECTIVE ON THAT, ROUND ROCK HAS OVER 1000 FRESHMEN, SO THAT'S JUST A HUGE PART OF KIDS THAT'S NEVER COUNTED BEFORE.
THIS IS GOING TO BE COUNTING FOR THAT CAMPUS.
ANOTHER CHANGE IS THAT THEY'VE ADDED ACCELERATED LEARNING.
THIS WAS TRIGGERED FROM THE HOUSE BILL 45, 45 LEGISLATION.
THEY WANTED TO INCORPORATE THAT INTO THERE, SO WHEN CAMPUSES ARE SUCCESSFUL WITH SUPPORTING THOSE STUDENTS, THEY'RE ACTUALLY IN THE ACADEMIC ACCOUNTABILITY NOW REPRESENTS
[02:30:04]
BOTH ONE POINT FOR THEIR ANNUAL GROWTH AND 0.25 POINTS FOR WITH THEIR ACCELERATED GROWTH.CHANGING HOW STUDENTS ACHIEVE GROWTH, AS WE STATED BEFORE, IS ANOTHER CHANGE FROM THE SCALE SCORE GAIN METHODOLOGY TO TRANSITION TABLE METHODOLOGY.
SO LOOKING AT THAT, HOW THAT WOULD IMPACT IF WE WERE MEASURED IN 2022 WITH THE NEW METHODOLOGY WE SEE HERE THE SCALE SCORE GROWTH METHODOLOGIES THAT ROUND ROCK ISD RECEIVED A COMPONENT SCORE OF 80 THAT SCALE TO 92, WHICH WAS A RATING OF AN A.
USING THE TRANSITION TABLE MODEL THAT GAVE US THE COMPONENTS SCORE OF 78 SCALED TO A 91.
IT WAS STILL AN A, BUT WE DID LOSE A SCALED SCORE POINT.
>> JUST CLARIFYING, BACK ON SLIDE 41 ONE STUDENT CAN ONLY GET ONE POINT, CORRECT?
>> IN THE ANNUAL GROWTH, SO YES.
>> IF YOU HAD A KIDDO THAT WENT FROM LOW, DID NOT MEET GRADE LEVEL AND WENT ALL THE WAY UP TO MEETS GRADE LEVEL, THEY PASS FOUR POINTS ALONG THE WAY, BUT THEY GET ONE POINT?
>> RIGHT. EARLIER WHEN THE DISCUSSIONS, WE TALKED ABOUT THERE WAS A COUPLE OF ITERATIONS, THEY WERE TRYING TO AWARD THAT ACCELERATED GROWTH.
THERE WAS POTENTIAL, THERE WAS TALK ABOUT IT BEING TWO, THREE POINTS AT ONE TIME.
BUT THEY SAY THEY JUST COULDN'T GET THE MATH TO WORK, SO THEY WENT BACK TO THE ONE-POINT. SO, YEAH.
>> YES, MA'AM. WE GOOD? NOW WE WANT TO FOCUS ON THE ACCELERATED LEARNING.
IN ORDER FOR A STUDENT TO BE ELIGIBLE FOR THE ACCELERATED LEARNING, THEY HAD TO BE DID NOT MEET THE PRIOR SCHOOL YEAR.
FOR THE CURRENT SCHOOL YEAR WHEN THEY TAKE TO STAAR WITH DR.
BONE POINTED OUT WE'RE IN THE MIDST OF DOING RIGHT NOW, THOSE STUDENTS WOULD NEED TO BE APPROACHES MEETS OR MASTERS TO EARN THE BONUS POINTS.
I KNOW THAT THEY HAVE ONES IN THERE, BUT THAT'S BECAUSE THERE'S REPRESENTING ONE STUDENT.
THAT'S THEN MULTIPLIED BY 0.25 YOU WANT TO ADD UP ALL OF THE STUDENTS WHO WAS IN THOSE CATEGORIES AND YOU'RE GOING TO MULTIPLY BY 0.25.
THEN THAT'S GOING TO BE YOUR BONUS POINTS THAT'S GOING TO BE INCLUDED IN YOUR DOMAIN 2A SCORE FOR 2023.
LOOKING AT THIS, IF THIS WAS IN PLACE LAST YEAR FOR 2021, ROUND ROCK ISD HAD 5,856 STUDENTS WHO OR DID NOT MEET ON MATH AND OR READING.
IF A KID FAILED BOTH THEY'RE IN THERE TWICE SO THEY CAN GET THOSE POINTS.
WE RECOVERED 2,691 STUDENTS WITH THE 2022 STAAR, WHICH EARNED ROUND ROCK ISD AT THE DISTRICT LEVEL, 672.75 BONUS POINTS.
>> YOU'RE SAYING THAT DID HAPPEN OR THAT WOULD AND WITH UNDER THAT SCENARIO, THAT'S WHAT WOULD HAPPEN?
>> IF THESE RULES WERE IN PLACE FOR 2022 THAT IS WHAT WOULD HAVE HAPPENED.
PUTTING THESE SIDE-BY-SIDE DOING A COMPARISON FROM THE 2022 METHODOLOGY, WE TALKED ABOUT THIS IN THE EARLIER SLIDE ROUND ROCK GUY SEE HAD COMPONENT SCORE OF 80, WE TALKED ABOUT IT SCALING TO A 92, WHICH GAVE US THAT RATING OF AN A.
GOING AND JUST LOOKING AT THE NEW PROPOSED TRANSITION MODEL, AGAIN, THIS WAS FROM A EARLIER SLIDE WE SAW THIS.
WE HAD A SCORE OF 78, THAT SCALED TO A 91, WHICH GAVE US A RATING OF A.
IF WE PUT THOSE TWO TOGETHER, WHICH IS WHAT THE NEW METHODOLOGY IS GOING TO DO.
THE TRANSITION POINTS PLUS THE BONUS POINTS.
IT TAKES US BACK TO OUR ORIGINAL AID THAT WE HAD IN 2022 WHICH OF COURSE SCALE TO A 92, WHICH GOES BACK TO AGAIN, A RATING OF AN A.
>> I DON'T THINK THAT WE CELEBRATED ENOUGH ON SLIDE 45.
IF TRUSTEES NOTICED THAT'S ALMOST 50 PERCENT OF OUR STUDENTS WHO OR DID NOT MEET IN 2021 THAT WE WERE ABLE TO ACCELERATE IN THAT.
I THINK THAT THAT'S A REALLY IMPORTANT STATISTIC TO PAY ATTENTION TO.
THAT DESPITE EVERYTHING THAT WAS GOING ON, WE'VE HAD SOME TEACHERS AND SOME STUDENTS THAT HAVE REALLY DONE THE HARD WORK OF MAKING SOME SIGNIFICANT GAINS.
I JUST WANT TO MAKE SURE THAT WE POINTED THAT OUT BECAUSE I THINK THAT THAT'S A REALLY IMPORTANT STATISTIC.
>> ESPECIALLY WHEN WE LEARNED ABOUT HOUSE BILL 4545 IN AUGUST AND KIDS CAME TO US IN AUGUST.
YES, THERE WAS A LOT OF WORK THAT WENT INTO ENSURING THAT TO THE BEST OF OUR ABILITY LAST YEAR, MET THE REQUIREMENTS OF HOUSE BILL 4545, AND GOT OUR STUDENTS THAT 30 HOURS OF ADDITIONAL INSTRUCTION FOR WHATEVER SUBJECTS THAT THEY WEREN'T SUCCESSFUL IN.
[02:35:02]
I MEAN, THAT'S A LOT OF KIDS WHO MADE SIGNIFICANT GROWTH.I THINK THAT THAT'S REALLY, REALLY IMPRESSIVE.
I DON'T KNOW WHAT NUMBERS LOOK LIKE BEFORE THAT.
THIS IS THE FIRST TIME I'VE EVER SEEN THAT DATA POINT, BUT I JUST THINK THAT THAT'S REALLY, REALLY IMPRESSIVE AND SHOWS THE WORK THAT'S GOING ON IN INDIVIDUAL CLASSROOMS BECAUSE THAT DOESN'T JUST HAPPEN BY A KID.
MAYBE A COUPLE OF KIDS WHO HAD A BAD DAY AND THEY TESTED BAD ON THE STAAR LAST YEAR AND THEY WERE REALLY AT GRADE LEVEL LAST YEAR, BUT THEY JUST DIDN'T TEST WELL, BUT I THINK THE MAJORITY OF THAT ARE TEACHERS WHO REALLY DOVE IN AND DID THE HARD WORK WITH THOSE KIDDOS.
JUST KUDOS OUT TO OUR STAFF FOR DOING THAT.
>> MAY I ASK DO YOU ATTRIBUTE THAT TO 4545? WHAT DO YOU ATTRIBUTE THAT TO? I UNDERSTAND THIS IS JUST ERICA.
>> I KNOW. I AGREE WITH TRACY, THAT OUR TEACHERS, THEY DO WORK HARD AND NOT ONLY WE FOUND THAT ABOUT IT IN AN AUGUST.
WHAT WE HAD TO GO THROUGH EVERYTHING WITH THE PANDEMIC STILL TAPERING OFF, IT WAS JUST A LOT GOING ON, KIDS STILL MISSING CLASSES, TEACHERS BEING ABSENT, I JUST THINK THAT WE JUST SHOWN UNDER PRESSURE.
I THINK THAT WE DID WHAT WE NEEDED TO DO AND OUR KIDS RESPONDED.
YOU KNOW WE HAVE GREAT TEACHERS IN THIS DISTRICT.
SPECIFICALLY, WE DIDN'T TRACK WHAT EVERY CAMPUS NECESSARILY DID.
WELL, DIDN'T TRACK IT AND THEN COME BACK AND TIE STUDENTS TO THE SUCCESS RATE OF IF THIS IS WHAT THEY DID AT ANDERSON MILL AND THIS IS WHAT THEY DID AT BLACKLAND PRAIRIE.
BUT WE DID HAVE CAMPUSES SHARE SOME OF THE THINGS THAT THEY WERE DOING, AT THE TIME.
I DID, I TALKED TO CAMPUSES BECAUSE THAT INTERESTS ME.
BUT WE DIDN'T TIE IT BACK TO ANYTHING SPECIFIC.
>> IT'S QUALITY OF TEACHERS AND DEDICATION TO OUR TEACHERS AND WORKING AND DOING WHATEVER IT TAKES I THINK IT'S REALLY WHAT'S MAKING IT HAPPEN.
>> NOW WE'RE GOING TO GO ON TO DOMAIN 2B, WHICH MEASURES THE LEVEL OF ACHIEVEMENT COMPARED TO SIMILAR CAMPUSES BASED ON ECONOMICALLY DISADVANTAGED ENROLLMENT PERCENTAGE.
ESSENTIALLY THOSE CUT SCORES THAT WE SEE SET, THEY SET THOSE CUT SCORES BASED ON CAMPUSES THAT FALL INTO ONE PERCENT INCREMENTS.
HOW DID CAMPUS WITH THIS PERCENTAGE THEY FALL WITHIN THIS ONE, HOW DID THEY PERFORM OVERALL? THAT'S HOW THEY SET THOSE A, B, CS AND DS.
THAT'S WHY THEY SAY IN COMPARISON TO THOSE CAMPUSES, THEY ONLY USE THOSE CAMPUSES DATA, THEY SET THOSE CUT SCORES.
THE CHANGES THIS YEAR FOR 2023 IS ONLY GOING TO IMPACT HIGH-SCHOOLS IN THIS FORM.
LAST YEAR, STUDENT ACHIEVEMENT AND THE CCMR COMPONENT SCORE, THAT'S THE RAW SCORE.
WHAT PERCENT OF OUR KIDS WERE CCMR READY AND THEN WHAT PERCENT OF OUR KIDS THEIR COMPONENTS SCORE FOR THE PERCENT APPROACHES, MEETS AND MASTERS ADDED TOGETHER DIVIDED BY THREE, THAT ONE.
THOSE COMPONENTS SCORES, THEY USE THOSE TO SCALE.
WHAT THEY DID WAS THEY TOOK THOSE COMPONENTS SCORES, THEY AVERAGE THEM, AND THEN THEY WENT AND FOUND A NEW SCALE SCORE FOR THAT CAMPUS.
THIS YEAR, THEY'RE JUST GOING TO AVERAGE THE SCALE SCORE.
THERE'S NOT GOING TO BE ANY RE-SCALE.
THEY'RE GOING TO TAKE THE SCALE SCORE THAT CAMPUSES HAVE, THEY'RE GOING TO ADD THEM TOGETHER, THEY ARE GOING TO DIVIDE BY TWO AND THEN THAT'S GOING TO BE FOR HIGH SCHOOLS, THEY'RE 2B.
WE WERE JUST TAKING A LOOK, HERE IS, IF WE WERE TO APPLY THIS TO OUR 2022 DATA, THAT METHODOLOGY, THIS IS WHERE IN THE THIRD COLUMN THAT'S HIGHLIGHTED IN BLUE, THAT'S HOW OUR CAMPUSES PERFORMED IN 2022 WITH RELATIVE PERFORMANCE, AND THEN WE'RE MODELING THE 2023 WITH THE AVERAGING OF THOSE FIRST TWO COLUMNS.
THAT'S WHAT OUR CAST SKEWS WOULD HAVE SCORED FOR 2B WITH THIS NEW METHODOLOGY.
THIS IS ONLY GOING TO AFFECT HIGH SCHOOLS?
>> CORRECT. BECAUSE REMEMBER, ELEMENTARY AND MIDDLE SCHOOLS WERE 100% STAAR.
THEY GET THEIR RELATIVE PERFORMANCE-BASED.
>> THAT'S NOT CHANGING. YOU HAVE TO SLOW ME DOWN BECAUSE I GET TO TALK ON ACCOUNTABILITY AND I WILL BREAK IT DOWN.
>> YEAH, THAT'S ALL RIGHT. I JUST WANTED TO MAKE SURE THAT'S NOT.
ELEMENTARY AND MIDDLE SCHOOL IS NOT CHANGING THE WAY THAT IT'S CALCULATED FOR THAT TO BE.
>> BY THE WAY, I LOVE THAT YOU LOVE THIS.
>> NOW WE'RE GOING TO MOVE ON TO DOMAIN III, CLOSING THE GAPS.
THESE ARE THE COMPONENTS FOR ELEMENTARY AND MIDDLE SCHOOL.
WE HAVE ACADEMIC GROWTH THAT IS 50% OF THE SCORE FOR DOMAIN III WITH ACADEMIC ACHIEVEMENT,
[02:40:01]
THE ELP SCORE AND SCHOOL QUALITY, WHICH IS STAAR, MAKING UP THE OTHER 50%.FOR HIGH SCHOOLS IS FLIPPED, WHERE OUR ACADEMIC ACHIEVEMENT MAKES UP 50%, OUR CCMR, OUR ELP, AND OUR GRADUATION RATE MAKES UP THE OTHER 50% FOR OUR HIGH SCHOOLS.
CHANGES THAT WE'RE GOING TO BE SEEING FOR DOMAIN III, THE NUMBER OF TESTS REQUIRED FOR A STUDENT GROUP TO COUNT IS DROPPING FROM 25-10.
ESSENTIALLY, TA WANTED TO ENSURE THAT AS MANY STUDENT GROUPS GETS RECOGNIZED AND THEY'RE IMPORTANT, EVERY STUDENT GROUP IS IMPORTANT.
DROPPING THAT DOWN TO 10, IT DOESN'T REALLY IMPACT OUR MIDDLE AND OUR HIGH SCHOOL, BUT IT WILL IMPACT OUR ELEMENTARY CAMPUSES.
PROBABLY WE DON'T HAVE ANY HIGH SCHOOL DIDN'T HAVE AT LEAST 10 KIDS IN EVERY STUDENT GROUP AND RARELY FOR MIDDLE SCHOOLS, BUT OUR ELEMENTARY SCHOOLS YOU WILL HAVE SOME.
>> CAN YOU GIVE ME AN EXAMPLE OF A STUDENT GROUP THAT ARE SMALL.
THAT DIDN'T REACH THE 25 THRESHOLD, BUT IT'LL REACH THE 10.
>> THAT'S PER GRADE LEVEL LIKE 25 THIRD GRADERS, NOW IS GOING TO 10 THIRD GRADERS FOR A STUDENT GROUP TO COUNT IN THE THIRD-GRADE SCORE?
ACADEMIC ACHIEVEMENT IS ANY KID THAT SCORES MEANS AND HIGHER, SO THERE'S THIRD, FOURTH, AND FIFTH.
BUT IT'S JUST FOR MATH AND THAT'S ANOTHER REASON WHY IT'S HARD WHEN YOU DO MATH AND THEN READING, SO IT CAN GET TO BE SMALL, BUT IT'S FOR THIRD, FOURTH, AND FIFTH, IS FOR ALL GRADE LEVELS ON THEIR CAMPUS AND FOR MATH FOR ONE OF THEM AND THEN FOR READING FOR THE OTHER.
SAME THING WITH THE ACADEMIC ACHIEVEMENT IS MATH FOR ONE THEN READING, BUT OUR STAAR IT INCLUDES ALL TESTS.
IT WAS EASIER FOR THAT BECAUSE IF YOU HAVE ONE AFRICAN-AMERICAN THERE IN FIFTH GRADE, THAT'S THREE TESTS ALREADY.
AGAIN, SORRY. DID I ANSWER YOUR QUESTION, TRUSTEE LANDRUM?
>> YEAH, I THINK SO. BASICALLY, THIRD-GRADE RESULTS ARE CALCULATED, BUT YOU'RE TALKING ABOUT FOR THIS CLOSING THE GAPS DOMAIN, YOU'RE LOOKING AT ALL OF THE GRADE LEVELS TO GET AN OVERALL CLOSING-THE-GAP SCORE FOR THAT SCHOOL.
>> NOTHING IN THE ACCOUNTABILITY SYSTEM IS CALCULATED BY GRADE LEVEL.
THE ONLY TIME WE EVER SEE ANYTHING BROKEN DOWN BY GRADE LEVELS AND OUR TAPER REPORT FOR ALL ACCOUNTABILITY IT IS WHOEVER TOOK THIS MATH TEST ON YOUR CAMPUS, THEY'RE ALL IN ONE POT.
>> FOR BOARD GOALS. [LAUGHTER]
>> YES, MA'AM. THE MID INDICATOR IS CHANGING.
YOU NEED TO GET ONE POINT OR YOU'VE GOT NO POINT.
IN 2023, THEY'RE GOING TO GO TO A GRADIATED SYSTEM, A POINT SYSTEM WHERE YOU CAN GET ZERO THROUGH FOUR POINTS AND WE GOT TO TALK A LITTLE BIT MORE IN THE NEXT SLIDE ABOUT HOW THOSE FOUR POINTS ARE AWARDED, THE NUMBER OF STUDENTS THAT ARE ELIGIBLE FOR ACCOUNTABILITY.
IT WAS UP TO 14 GROUPS AND AGAIN, I SAY UP TO 14 IF YOU HAD THE GROUP SIZE, THEY COUNT IT.
NOW IS FOUR, IT'S THE SUPER GROUPS AND WE TALKED ABOUT THOSE IN OUR GLOSSARY SLIDE, OR TWO LOWEST PERFORMING FOR ETHNICITIES FROM THE PREVIOUS YEAR, ALL STUDENTS, AND THEN OUR HOT FOCUS GROUP, THOSE ARE THE FOUR GROUPS, AND HOW TARGETS ARE SET.
IN 2022, THERE WAS ONE SET OF TARGETS FOR EACH COMPONENT FOR ALL CAMPUSES.
NOW, EACH CAMPUS TYPE, ELEMENTARY, MIDDLE, AND HIGH SCHOOL, EACH COMPONENT HAS THEIR OWN TARGETS THAT THEY HAVE TO MEET.
UNDERSTANDING HOW THE POINTS ARE AWARDED.
I TOLD YOU THAT IN I THINK IT'S TAP 7, YOU HAVE A LIST OF ALL THE TARGETS FOR ELEMENTARY, MIDDLE, AND HIGH SCHOOL TO GET FOUR POINTS.
YOU SEE THAT THAT'S THAT LONG-TERM TARGET.
THAT'S THE TARGET THAT WOULD GO INTO PLAY IF WE HIT ON THIS TRAJECTORY IN THE 2038 SCHOOL YEAR.
FOR CAMPUSES ALREADY HITTING THAT TARGET, THEY GET FOUR POINTS.
IF A CAMPUS HIT THE INTERIM TARGETS AND THE INTERIM TARGETS ARE GOING TO CHANGE EVERY FIVE YEARS UNTIL THE 2038 YEAR.
THERE'S THREE SETS OF INTERIM TARGETS, WHICH YOU SEE ON YOUR HANDOUTS.
IF THEY DIDN'T HIT THE TARGET BUT THEY GREW ENOUGH THAT IF THEY CONTINUE TO GROW AT THAT SAME RATE FOR THE NEXT SIX YEARS AND THEY HIT THE NEXT TARGET, THEY'LL GET TWO POINTS, SO THEIR GROWTH IS ENOUGH RIGHT NOW, IF IT STAYS PROPORTIONAL, YOU REMEMBER WE TALKED ABOUT BETWEEN THE A AND THE C WAS 25-YEAR.
BUT AT THE SAME RATE, IF THEY GROW THEY CONTINUE TO GROW AT THAT SAME RATE, THEY'LL HIT THEIR NEXT INTERIM TARGETS.
THEN IF MINIMUM GROWTH IS IF THEY GREW AT LEAST ONE PERCENTAGE POINT IN THE ELEMENTARY,
[02:45:03]
MIDDLE SCHOOL COMPONENTS AND IF THEY GREW UP 10TH OF A POINT FOR GRADUATION, THEY'LL GET ONE POINT, AND NO POINT IS SHOWED NO GROWTH OR YOU WENT BACK.WE'RE LOOKING AT THIS IS AN ACTUAL DATA FROM ELEMENTARY CAMPUS, JUST LOOKING AT HOW THIS WOULD HAVE IMPACTED IF THAT CAMPUS WAS, IF THESE RULES WERE IN PLACE THIS YEAR THAT CAMPUS WILL EVALUATE IT FOR 14 STUDENT GROUPS IN THE STUDENT AT ACADEMIC ACHIEVEMENT COMPONENT AND THE CLOSING THE GAPS DOMAIN, ONLY TWO OF THOSE GROUPS MET THEIR TARGET.
OUT OF THE ADDITIONAL 12 GROUPS, 11 SHOWED GROWTH.
SAME THING FOR THE STUDENT'S SUCCESS STATUS.
THEY ARE ELIGIBLE FOR NINE GROUPS.
ONLY ONE GROUP HIT THE TARGET, BUT THE OTHER EIGHT HAS SOME FORM OF GROWTH.
THAT'S WHAT THE STATE WANTED TO DO.
THEY WANTED TO RECOGNIZE THERE'S A DIFFERENCE.
THERE'S A NO THAT I DIDN'T GROW OR I WENT BACKWARDS AND THERE'S NO HERE I MADE PROGRESS FORWARD, SO THEY WANTED TO RECOGNIZE THAT IN THIS NEW SYSTEM.
>> CAN I JUST ASK WHEN THEY'RE LOOKING AT THIS AND THEY'RE SHOWING GROWTH.
IF WE'RE TALKING AND I FIND IT INTERESTING, YOU'RE SAYING THAT THE GRADE LEVEL WHEN YOU WERE ANSWERING HER QUESTION, YOU'RE SAYING IF WE DON'T LOOK AT GRADE LEVEL, BUT ISN'T IT A THIRD-GRADE MATH STAAR TEST? WHAT ELSE WOULD IT BE CALLED?
>> WHAT I'M SAYING IS WE DON'T SCORE THIS EXCLUSIVELY BY THIRD GRADE.
THE TARGETS ARE MET BY MY AFRICAN AMERICANS WHO TOOK A MATH TEST WHERE THEY IN THIRD, FOURTH, OR FIFTH GRADE.
>> BUT WHEN YOU'RE LOOKING LIKE ON THIS SLIDE AND YOU'RE SAYING 11, YOU SAID THIS IS REAL DATA.
>> ELEVEN STUDENT GROUPS, NOT 11 STUDENTS,11 STUDENT GROUPS SHOWED GROWTH, AND THEN EIGHT STUDENT GROUPS SHOWED GROWTH.
IS THAT THIRD GRADERS, LAST YEAR'S THIRD GRADERS TO THIS YEAR'S THIRD GRADERS OR IS THAT LAST YEAR'S THIRD GRADERS TO THIS YEAR'S FOURTH GRADERS?
>> IT'S ACTUALLY GOING TO BE LAST YEAR'S FOR THIS CAMPUS, THIRD AND FOURTH GRADERS COMPARED TO THIS YEAR'S THIRD, FOURTH, AND FIFTH GRADERS.
THE THIRD AND FOURTH GRADES STAYED ON THE CAMPUS, SO THEIR DATA IS THEN NOW YOU GOT THAT NEW GROUP OF THIRD GRADERS THAT'S TESTING.
>> I THINK IT WOULD BE HELPFUL IF THEY ACTUALLY TALK ABOUT THE GROUPS.
YOU LOOK AT MATH, YOU LOOK AT SUBJECT, BECAUSE IT'S A GROWTH, SO YOU HAVE TO BE THIRD TO FOURTH, FIFTH TO FIFTH.
BUT YOU COMBINE THEM, DA DOESN'T LOOK AT THEM AS SEPARATE THIRD, OR FOURTH, AND FIFTH, THEY LOOK AT THEM.
HOW'S AFRICAN-AMERICAN STUDENTS DID AS FAR AS GROWTH IN MATH AT ANDERSON MILLS? THAT'S THE ONE GROUP, YES.
THEN THEY LOOK AT WHEN YOU DO IT FOR CAMPUS AND THEN THAT'S HOW THEY LOOK AT IT FOR LIKE MATH NOW FOR HISPANIC STUDENTS AND THEN THEY DO THE SAME THING WITH READING, ETC.
THAT'S WHY WE HAVE ALL THESE GROUPS AND BECAUSE WE ARE VERY DIVERSE SCHOOL DISTRICT, WE HAVE PRETTY MUCH A LOT OF STUDENT GROUPS.
WHEREAS IF YOU GO TO ANOTHER SCHOOL DISTRICT WHERE WE WILL BE PREDOMINANT, I'D SAY HISPANIC AND SO THEY MAY HAVE FEWER GROUPS TO SHOW GROWTH.
>> I APPRECIATE THAT. ERICA, YOU WERE SAYING IT'S LIKE ROLLING.
WHEN THE FIFTH GRADERS ROLL-OUT, SO THEN THEIR DATA ROLLS OFF, BUT THEN YOU BRING IN THE NEWS.
>> BUT BECAUSE THEY'RE COMPARING IT TO LAST YEAR'S, THOSE FIFTH GRADERS ARE IN LAST YEAR'S DATA, THEY'RE NOT GOING TO BE IN THE CURRENT YEAR'S DATA.
>> IT'S APPLES TO APPLES THEN WOULD YOU SAY?
>> IS MATHEMATICALLY 66% APPLES TO APPLES BECAUSE KEEPING TWO-THIRDS OF YOUR.
>> NOW WE WANTED TO LOOK AT THE SUPERGROUP METHODOLOGIES.
THAT'S GOING DOWN FROM THOSE 14 GROUPS UP TO 14 GROUPS TO JUST LOOKING AT THE SUPERGROUPS.
WE'RE LOOKING AT THE PERCENTAGE OF POINTS THAT THIS CAMPUS EARNED USING ALL OF THOSE GROUPS THAT THEY WERE ELIGIBLE FOR LAST YEAR COMPARED TO IF WE JUST USE THEIR SUPERGROUPS FOR THIS YEAR.
YOU CAN SEE THAT THE CLOSING THE GAPS RAW SCORE FOR 2022 WAS 55 AND THE CLOSING THE GAPS RAW SCORE FOR USING THAT SUPERGROUP METHODOLOGY FOR THE 2022 DATA, IT'S 60 RIGHT NOW, JUST USING THE SUPERGROUPS.
>> WHY IS THAT? BECAUSE WE WERE LOOKING AT THOSE GROUPS LAST YEAR AND IT WOULD SEEM LIKE IF YOU COMBINED THEM, WHY DOES IT GO HIGHER WHEN YOU COMBINE THEM INTO ONE GROUP?
EVERY GROUP AND I ALSO USE THE ONE-THROUGH-FOUR METHODOLOGY.
IT'S THE PERCENT. ESSENTIALLY THIS IS THE PERCENTAGE OF POINTS THAT THEY EARNED.
[02:50:02]
BECAUSE THERE WERE FEWER GROUPS TO THE DENOMINATOR GETS SMALLER.>> NOW WE'RE GOING TO LOOK AT WHAT THEY LOOK USING THE NEW CUT POINTS, BECAUSE WE SAW THAT THERE WAS A NEW CUT POINT FOR THIS.
IN 2022, THAT 61 SCALE TO A 73, WHICH WAS THE C. BUT WITH THE 2023 CUT POINTS, THAT RAW SCORE SCALE WAS TO AN 82, WHICH WAS THE RATING OF A B.
NOW, I DO WANT TO SAY THAT THIS WAS JUST A CAMPUS THAT HAS JUST HAPPENED TO PICK OUT.
WE'RE NOT SAYING THAT EVERY CAMPUS IS GOING TO SHOW THIS MUCH GROWTH WHEN WE GO TO THIS, JUST THIS PARTICULAR CAMPUS SHOWED THIS USING THIS NEW MODEL.
I DON'T WANT EVERYONE TO THINK THAT EVERYBODY IS GOING TO BE GOING HIGHER.
NOW WE'RE GOING TO TALK ABOUT WHAT THEIR PROPOSED FOR CALCULATING THE DISTRICT GRADING.
AGAIN, IS STILL THE SAME FOR COMPONENTS.
WE'RE GOING TO TAKE THE HIGHER OF THE THREE HERE FOR THE 70%, AND THEN CLOSING THE GAPS FOR THE 30%.
THIS IS STRAIGHT FROM SOME OF THE DOCUMENTATION THAT I GAVE YOU THAT THE AGENCY WOULD CALCULATE DISTRICT DOMAIN RATINGS USING A PROPORTIONALITY METHOD.
THE PROPOSED METHODOLOGY WILL ONLY CONSIDER ENROLLMENT COUNTS FOR GRADES 3-12, INCLUDING CAMPUSES THAT ARE EVALUATED UNDER ADA, WHICH IS OUR SUCCESS CAMPUS.
EARLIER IN THE PROCESS, THEY WERE GOING TO TRY TO USE K THROUGH 12, BUT SINCE THEN THEY'VE MADE A CHANGE, THEY'RE ONLY GOING TO DO 3-12.
IN 2022, ROUND ROCK WAS RATED JUST LIKE A HIGH-SCHOOL, THEY TOOK THEY TOOK THE STAR DATA, 40%.
THEY TOOK THE CCMR FOR ALL THEIR HIGH SCHOOL CAMPUSES AT 40%, AND THEN THEIR GRADUATION RATE AT 20% DECILE, AND DID THAT AND THEN THEY PUT THE DISTRICT DATA INTO THE OTHER CALCULATIONS FOR THE OTHER DOMAINS.
THAT'S HOW IT WAS CALCULATED LAST YEAR.
HERE'S AN EXAMPLE THAT YOU GUYS WILL SEE THIS IN YOUR DOCUMENTATION, THAT'S IN YOUR ACCOUNTABILITY NOTEBOOK.
YOU HAVE A DISTRICT, SO WE'RE GOING TO SAY THEY HAVE FIVE CAMPUSES.
THAT DISTRICTS 3-12, ENROLLMENT IS 2,417 STUDENTS, AND THEN IN COLUMNS 2, YOU SEE THE ENROLLMENT FOR EACH CAMPUS.
CAMPUS 1 HAS 334 KIDS, SO ON DOWN TO CAMPUS 5 WITH THE 270.
THE CALCULATION IS YOU'RE GOING TO TAKE THE CAMPUS ENROLLMENT DIVIDED BY THE DISTRICT ENROLLMENT, AND THAT'S GOING TO BE THE WEIGHT OF THE DISH THAT CAMPUS IS GOING TO CONTRIBUTE TO EACH OF THOSE FOUR DOMAINS FOR THE DISTRICT.
DOING THAT, THIS IS WHAT WE GET.
WE'RE JUST GOING TO SAY THIS IS WHAT CAMPUS HAS GOT OWN DOMAIN 1.
EIGHTY FIVE FOR THE CAMPUS 1, YOU MULTIPLY THAT BY THAT 13.8, THAT CAMPUS IS GOING TO CONTRIBUTE 11.7 POINTS TO THE DISTRICT'S DOMAIN 1 RATING.
IT'S THE SAME THING CAMPUS 2, THE 85 TIMES THE 41, THE 77 TIMES THE 2.6, THE 77 TIMES 31.5, AND THE 67 TO 11.2.
THESE ARE ALL THE POINTS CONTRIBUTED BY EACH CAMPUS, YOU ADD THEM UP, THAT IS NOW THE DISTRICT'S RATING FOR DOMAIN 1.
THEY'RE GOING TO DO THAT FOR TWO AND THREE.
>> I'M JUST REALLY PROCESSING THIS FOR THE FIRST TIME.
WHEN I THINK ABOUT OUR HIGH-POPULATION ELEMENTARIES, THOSE ARE VERY HIGH-PERFORMING.
AM I THINKING OF THAT RIGHT? WHAT ARE YOUR THOUGHTS ON WHAT THE IMPACT OF THIS WILL BE?
>> WHEN WE PUT THIS TOGETHER, WHAT WE WANTED TO SHOW AND THE REASON WHY WE'RE HANGING OUT WITH HIGH SCHOOLS AND CORRECT ME IF I'M WRONG, ERICA.
BECAUSE THE CHANGE IS COMING THROUGH THE CCMR, THEN THE CAMPUS SIZE, YOU'RE GOING TO SEE BASICALLY WHERE THE ELEMENTARY SCHOOLS ARE NOT GOING TO BE THE ONES THAT CREATE THE MOST CHANGE, AND SO THAT'S WHY WE HAD THAT THEME OF FOLLOWING CCMR TONIGHT.
TO SHOW YOU THAT NOT ONLY IS IT HOW IT IMPACTS THE CCMR NUMBER EACH DOMAIN, AND THEN AFTERWARDS TO LOOK AT THEN HOW IT WILL IMPACT THE DISTRICT BASED ON MOVING THE PROPORTIONALITY.
THAT'S ONE OF THE THINGS THAT WE REALLY WANT EVERYONE TO UNDERSTAND HOW THAT ONE CHANGE IN CCMR LEVELS UP TO THIS CHANGE OVERALL.
IT HAS THE ABILITY TO MOVE THE ENTIRE SYSTEM BASED ON DISPROPORTIONALITY MODEL SO THAT ONE MOVE AND THEN THE PROPORTIONALITY ARE HIGH SCHOOLS.
[02:55:06]
>> BUT JUST TO ADD INTEREST TO US, AND IT'S REALLY NOT ONE MOVE, THAT'S A MAJOR MOVE.
ACTUALLY, THE LAST SLIDE, WHEN WE GO EVENTUALLY TO GET TO 64, WE'RE SUMMARIZING ALL THE CHANGES THAT'S HAPPENING THIS YEAR ALONE, AND TEA WANT TO MAKE THESE CHANGES EFFECTIVE IMMEDIATELY LIKE THIS SCHOOL YEAR.
WE WANT TO EVERYONE, AND AS I SAID, I SAT IN SO MANY MEETINGS WITH EVEN THE COMMISSIONER TALKING ABOUT TEA FOLKS, AND THE WHOLE THING THEY WERE SAYING IS, IT'S NOT GOING TO BE APPLE TO APPLES, LIKE WHATEVER YOU HAD THIS PAST YEAR VERSUS THIS YEAR IS GOING TO BE COMPLETELY DIFFERENT.
IT'S LIKE WE HAVE TO COMMUNICATE THIS TO OUR BOARD, WE HAVE TO COMMUNICATE THIS TO OUR COMMUNITY BECAUSE, IF YOU LOOKING AT A DROP, OR WHATEVER CHANGED, AND RATING, AND THEN ANY CAMPUS, AND THE SCHOOL DISTRICT, OUR FOCUS NEEDS TO UNDERSTAND WHY AND HOW IT'S HAPPENING.
WE'RE HOPING THAT DA AGAIN, MAYBE POSTPONE THESE CHANGES FOR ANOTHER YEAR TO ALLOW US TO REALLY TO ADJUST AND EVERY SCHOOL DISTRICT DODGERS, BUT IF THEY MAKE THE CHANGE IMMEDIATELY, WE'RE GOING TO SEE MAJOR IMPACTS.
>> I APPRECIATE THE RESET THEIR DR. NICHOLS.
BUT WHEN I'M LOOKING AT SLIDE 59, AND I SEE THE CAMPUS ENROLLMENT NUMBERS BECAUSE OF THOSE, IN MY MIND JUST WENT TO ELEMENTARY BECAUSE THOSE ARE LOOKED LIKE ELEMENTARY ENROLLMENT NUMBERS, BUT I APPRECIATE THE RESET. THANK YOU.
>> CAN I ASK A QUESTION THOUGH? I HAVE SEEN THAT THERE HAS BEEN A PUSH NOW WHICH I THINK WAS ACTUALLY INTENTIONAL FROM TEA TO ACTUALLY PUSH SOME ATTENTION TO THE HIGH SCHOOLS BECAUSE I THINK WE HAD BEEN FOCUSED ON ELEMENTARIES BECAUSE THERE ARE SO MANY OF THEM.
BUT I DO HAVE A QUESTION, HOW DOES THIS AFFECT? BECAUSE I'VE LOOKED AT YOUR SLIDES AND THEN ONE QUESTION THAT'S NOT ANSWERED IN THIS IS, PRIOR TO COVID AND WHEN WE WERE RATED, WE HAD SOME SCHOOLS THAT WERE FAILING, SO HOW DOES THIS IMPACT THOSE SCHOOLS? ARE WE STILL UNDER THE OBLIGATION BECAUSE YOU ONLY HAVE SO MANY YEARS, AND ARE WE MONITORING THAT THIS YEAR? BECAUSE I DIDN'T SEE THAT ADDRESSED IN HERE AND I WAS SURPRISED.
>> CORRECT. WE DID NOT ADDRESS THE FEDERAL ACCOUNTABILITY IN THIS SLIDE. [OVERLAPPING].
>> CAN YOU LEAN UP TO YOUR MICROPHONE?
>> I'M SO SORRY. I APOLOGIZE. SORRY ABOUT THAT.
WE DID NOT ADDRESS ANY OF THE FEDERAL ACCOUNTABILITY IN TONIGHT SLIDES.
THIS WAS DENSE AND WE DIDN'T WANT TO OVERWHELM ANYONE, BUT WE ARE STILL MONITORING TWO OF OUR CAMPUSES.
THEY WENT TO YEAR 1 TOWARDS PROGRESS LAST YEAR, AND SO IF THEY MAKE THAT GROWTH AGAIN THIS SECOND YEAR, THEY'LL EXIT OUT.
BUT WE DIDN'T DISCUSS IT TONIGHT.
>> I GUESS WHAT I'M ASKING BECAUSE I KNOW THERE'S THE FEDERAL SIDE, BUT THERE'S ALSO THE TEA SIDE, WHERE THE STATE MONITORS THE PROGRESS BECAUSE THAT'S WHAT I'M WONDERING, IF WE LOOKED AT HOW THIS NEW ACCOUNTABILITY SYSTEM WILL POTENTIALLY AFFECT THOSE.
BECAUSE WHEN YOU SAY MONITORING, I GUESS WHAT DOES THAT MEAN? ARE YOU MONITORING IT WITH THE OLD SYSTEM OR WITH THE NEW ACCOUNTABILITY?
>> WHEN I ANSWERED THE QUESTION, WHEN I WAS THINKING MONITORING, I WAS TALKING ABOUT THE REPORTS THAT THOSE TWO CAMPUSES HAVE TO FILL OUT FOR TEA.
>> YEAH. I'M ACTUALLY TALKING ABOUT, OR MAYBE I'M WRONG, YOU CAN CORRECT ME.
I THOUGHT IT WAS BASED ON THE SCORE THAT THEY GOT THAT THEY WERE FAILING.
>> I'M SORRY TO INTERRUPT YOU. I THINK I UNDERSTOOD WHAT [OVERLAPPING].
YOU'RE TALKING ABOUT, I THINK WE HAD A ONE-HALF CAMPUS AND 3D CAMPUSES BACK IN 2019, SO OBVIOUSLY WE GOT THOSE CAMPUSES FOR THIS PAST YEAR OUT OF THAT F AND D. I THINK WHAT YOU'RE ASKING, AND CORRECT ME IF I'M WRONG, IS WE NEED TO MAKE SURE THAT THEY DON'T FELL BACK TO AN F OR D, WE WANT THEM TO CONTINUE GROWING AND GETTING BETTER.
QUESTIONS AS A LOT OF WORK HAS BEEN HAPPENING AT THOSE CAMPUSES, YES, WE'RE PROGRESS MONITORING HOW STUDENTS ARE DOING IN THOSE CAMPUSES.
OUR TEACHERS, OUR PRINCIPLES, OUR SUPS AND ALSO THE SUPPORT STAFF THAT WE HAVE, OR GO IN THERE AND COACHING, AND DO AN INTERVENTION HAD BEEN REALLY CONTINUE THE GOOD WORK SO WE DON'T FALL BACK INTO AN F OR D.
>> YEAH. THAT'S ALL I WAS ASKING IS I DIDN'T KNOW IF WE'D LOOKED AT HOW THE ACCOUNTABILITY WAS GOING TO AFFECT THOSE CAMPUSES.
>> JUST ADD A LITTLE BIT MORE.
PART OF THE WORK THAT WE HAD ALREADY DONE WITH OUR ELEMENTARY AND MIDDLE SCHOOLS, ERICA AND HER TEAM HAD ALREADY GIVEN THEM JUST LIKE WE'RE MODELING, BASED ON 2022 DATA.
IF WE PUT THAT DATA INTO THE NEW METHODOLOGY, HOW THAT WOULD LOOK.
WE ALSO DID THAT WITH ELEMENTARY AND MIDDLE SCHOOL CAMPUSES, AND HARD ALREADY GIVEN THEM THAT DATA.
WHAT WE SAW IS SOME WENT UP A LITTLE, SOME WENT DOWN A LITTLE.
IN FACT, IF I REMEMBER CORRECTLY,
[03:00:02]
A LOT OF THE SCHOOLS, BASED ON THE BONUS POINTS, AND THE AMOUNT OF KIDS THEY WERE ABLE TO TAKE FROM DID NOT MEET TO PASSING ACTUALLY GAINED AND IT BOUNCED UP THEIR POINTS DEPENDING ON WHAT CAMPUS I HAVE, IT AFFECTED EVERYONE DIFFERENTLY.BUT ALSO WHAT WE SAW, IT WAS MORE OR LESS BETWEEN THAT UP AND DOWN, A NET ZERO GAIN WITH THEM.
WE'RE CHOOSING TO FOCUS ON THE HIGH SCHOOLS BECAUSE THAT'S CCMR COMPONENT, THERE'S SO MUCH CHANGE AS WE LOOK AT THAT, AND BECAUSE THEY'RE SO LARGE, THEY CARRY SO MUCH WEIGHT THAT WE'RE SEEING THAT THAT'S WHERE MOST OF OUR IMPACT WILL COME AS FAR AS HOW IT IMPACTS US AS A DISTRICT.
ERICA WILL BE GOING THROUGH THAT AS SHE FINISHES UP SO THAT YOU CAN SEE IN THE END HOW IT IMPACTS US OVERALL.
>> THANK YOU. THAT ACTUALLY ANSWERED EVEN MORE IN DEPTH WHAT I WAS ASKING.
>> THAT'S WHY WE'RE FOCUSING ON HIGH SCHOOLS BECAUSE THAT'S THE BIGGEST IMPACT. THANK YOU.
>> I APOLOGIZE FOR MISUNDERSTANDING YOUR QUESTION.
>> THIS IS APPLYING OUR 2022 SCALE SCORES, DOING THE PROPORTIONALITY RATING WITH OUR 54 CAMPUSES AND SHOWS YOU WHAT OUR SCALE SCORES WOULD BE FOR 2023.
IN THIS SLIDE, GOES BACK TO WHAT DR. NICHOLS WAS TALKING ABOUT THIS AS GOING BACK AND EMPLOYING OUR CCMR CHAR HIGH SCHOOLS AND LOOKING AT JUST OUR DOMAIN ONE'S LOOKING AT WHAT WE WOULD DO NOW WITH THAT IN PLACE.
THAT WOULD TAKE OUR DISTRICT DOMAIN 1 SCORE FROM AN 89 DOWN TO AN 86 WITH THOSE CCMR RULES IN PLACE TO WITH THE PROPORTIONALITY.
>> CAN YOU SAY THAT AGAIN? THOSE LAST TWO SENTENCES.
>> YES. IN THIS SLIDE, I PUT TWO THINGS TOGETHER.
THIS PREVIOUS SLIDE, I KEPT THE 2022 SCALE SCORES USED TO PROPORTIONALITY, AND CALCULATED THE DISTRICT'S RATINGS FOR ALL FOUR OF THOSE, AND THEN TOOK THE BETTER OF AND FOUND THE OVERALL SCORE.
HERE, BECAUSE CCMR IS IN DOMAIN 1, SO WE PUT INTO PLAY THOSE ACTIVITIES WE DID IN THE BEGINNING, THOSE TWO.
WE CAME BACK AND WE PUT THAT IN PLACE, SO HE'S LIKE, NOW LOOKING AT WHAT THE NEW CCMR SCORES, HOW IT'S GOING TO IMPACT OUR DOMAIN 1 SCORES FOR OUR HIGH SCHOOLS, BECAUSE WE SAW THAT THEY WENT DOWN, SOME OF THEM WENT DOWN, SOMEONE WENT DOWN SIGNIFICANTLY.
THEN, WE DID THE PROPORTIONALITY WITH OUR HIGH SCHOOLS AND OUR ELEMENTARIES FOR OUR DOMAIN 1, AND WE SEE THAT WE WILL GO FROM AN 89 TO AN 86 WITH THE NEW CCMR RULES AND THE PROPORTIONALITY APPLIED FOR THAT DOMAIN.
>> YOU'RE USING THE ACTUAL 2022 GRADUATING CLASS DATA AND 86 OR YOU'RE USING THE CLASS OF '21 'S DATA?
>> CORRECT. YES, WE'RE USING 2022 ACCOUNTABILITY, WHICH INCLUDES CLASS OF 2021.
WE DID WANT TO GIVE YOU A COUPLE OF THINGS OF WHAT'S NEXT WHEN IT COMES TO SOME OF THE THINGS GOING BACK TO WHAT YOU MENTIONED IN OUR COMMUNICATION, AND WHAT WE FEEL LIKE WE NEED TO.
THE TA IS GOING TO COME UP WITH WHAT IF RATINGS FOR ALL OF OUR CAMPUSES USING OUR 2022 DATA AND ALL THE RULE CHANGES SO WE'LL GET TO SEE BY CAMPUS WHERE THAT'S GOING TO IMPACT.
THEY'RE GOING TO RELEASE THOSE HERE IN APRIL AND MAY.
THEY'RE GOING TO DO THE PRELIMINARY ACCOUNTABILITY MANUAL IN APRIL AND MAY.
THIS IS GOING TO BE OPEN FOR PUBLIC COMMENT DURING THAT PERIOD.
THE ESTIMATOR IS NOT HUGE, BUT THEN IN THE PARENT'S RESOURCES SO THEY'RE GOING TO PROVIDE SO MAYBE THAT'S SOMETHING WE CAN SPRINGBOARD OFF OF IN ORDER TO COMMUNICATE TO OUR PARENTS THERE.
THEN IN AUGUST THEY'RE GOING TO DO THE FINAL ACCOUNTABILITY MANUAL.
OF COURSE WE KNOW THAT BECAUSE OF ALL OF THE RE-SCALING, ALL OF THE THINGS THAT THEY HAVE TO DO WITH THE NEW DATA, WITH THE NEW ITEM TIES, WITH THE NEW STAR REDESIGN, WE'RE NOT GOING TO GET OUR ACCOUNTABILITY RATINGS UNTIL LATE SEPTEMBER.
>> THE WHAT-IF REPORT IS FOR THE LAST YEAR'S ACCOUNTABILITY? THAT'S ON THE WHAT-IF REPORT?
>> THE AUGUST '23 FINAL ACCOUNTABILITY MANUAL AND THEN SEPTEMBER '23 ACCOUNTABILITY RATING, I'M USED TO THEM BEING PUBLISHED IN AUGUST. THEY WERE PUBLISHED IN AUGUST.
>> YOU'RE SAYING THAT THE TESTS THAT ARE BEING TAKEN NOW, THE DATA THAT'S BEING COMPILED NOW, WE WILL SEE THAT IN SEPTEMBER NOT AUGUST? IS THAT RIGHT?
>> CORRECT. BECAUSE IT'S A NEW TEST, THERE IS NOW POINTS NOT QUESTIONS, THEY GOT TO RESCALE IT, THEY GOT TO DO ALL OF THAT TO SEE.
THAT'S WHEN THEY'RE GOING TO SET THOSE CUT SCORES FOR WHAT IS GOING TO TAKE TO BE LOADED AND ALL OF THAT, SO THEY NEED TIME TO DO THAT, LOOK AT THAT DATA AND ANALYZE IT.
>> SINCE WE HAD THE PRESENTATION, IT LOOKS LIKE TEA ACTUALLY MAY NOT COME UP WITH AN WHAT-IF AFTER ALL.
[03:05:04]
WE JUST GOT A LATE EMAIL THIS AFTERNOON SAYING THEY MAY NOT COME UP WITH THAT.I JUST WANT YOU TO KNOW THINGS ARE CHANGING AS WE ARE SPEAKING.
>> BECAUSE THEY WERE GOING TO RELEASE THEM.
IT WENT FROM THEY WERE GOING TO RELEASE THEM IN TEAL AND PUBLICLY AND THEN LAST WEEKEND WE GOT OUR EMAIL THAT SAID JUST IN TEAL, NOW IT'S LIKE, NO WAY.
I'M TALKING ABOUT ALL THE CHANGES, WE WENT OVER MOST OF THESE AND THIS IS STILL NOT INCLUSIVE OF EVERYTHING THAT'S HAPPENING, BUT CUT SCORES ARE CHANGING FOR CCMR, FOR GRADUATION, FOR DOMAIN 2A, DOMAIN 2B, THAT HIGH SCHOOL ONLY AND THE TARGETS FOR DOMAIN 3, WHICH HAS ALL COMPONENTS.
ALL OF THIS IS GOING TO BE HIGHER CHAINS.
WHAT WE JUST WENT OVER CALCULATING THE DISTRICT RATINGS, THAT'S CHANGING.
THE STAAR ASSESSMENT CHANGE, ITEM TYPES.
ONE QUESTION HAD BEEN MORE THAN ONE POINT.
STUDENT GROUP SIZE COMING FROM THAT 25 TO THAT TEN.
IBC ALIGNING IT WITH THE PROGRAM OF STUDY.
THEY'RE GOING TO BE FACING IDN AND PUSH BACK ON THAT TRYING TO GET IT TO DO DELAYED A LITTLE BIT MORE.
WHEN THE FRESHMEN COME IN, LET THAT FRESHMEN COHORT HAVE THE SAME REQUIREMENTS ALL THE WAY THROUGH AND THEN WHEN THE NEXT COHORT COME IN, LET THEM HAVE THE NECK, SO JUST STEAL SOME THINGS GOING BACK-AND-FORTH IN DECIDING HOW THIS IS GOING TO GO.
THEN THE NUMBER OF STUDENT GROUPS THAT A CAMPUS HAS GOT TO BE READY FOR END OF CLOSING THE GAPS DOMAIN DOWN THE FOUR GROUPS.
THEN OF COURSE, MORE STUDENTS BEING ELIGIBLE FOR GROWTH.
THOSE ARE SOME OF THE BIG THINGS THAT WE HIGHLIGHTED TONIGHT.
QUESTIONS THAT WE MAY NOT HAVE HAD?
>> I DON'T HAVE A QUESTION I JUST WANT TO SAY THANK YOU ALL.
THANK YOU FOR TAKING OUR QUESTIONS AND HAVING GREAT ANSWERS SO THAT WE CAN UNDERSTAND THIS AND MAKE DECISIONS THAT WE MIGHT HAVE TO MAKE.
I KNOW THAT THERE WAS A LOT OF WORK REPRESENTED HERE TONIGHT.
>> I HAVE ONE QUESTION GOING BACK AND YOU DON'T HAVE TO GO ALL THE WAY BACK IN YOUR PRESENTATION.
BUT IN YOUR GLOSSARY OF TERMS ON PAGE 7, ONLY BECAUSE AFTER HAVING THESE CONVERSATIONS YOU TALK ABOUT IN THE SUPER GROUPS, THE TWO LOWEST PERFORMING ETHNICITY GROUPS FROM THE PRIOR YEAR'S ACCOUNTABILITY RATING.
ARE YOU LOOKING AT BY CAMPUS? I DID NOT CATCH THAT OR I DID NOT PROCESS THAT WHEN YOU WENT OVER SLIDE 7 BUT AS WE KEPT TALKING, SO THAT COULD BE A DIFFERENT SUPER GROUP FOR EACH CAMPUS THAT WE'RE AT.
>> NOT ONLY IT CAN, IT WILL BE.
>> YEAH. THANK YOU FOR THAT CLARIFICATION BECAUSE I PROCESSED IT ONE WAY AND THEN THE LONGER WE TALKED I WENT, I THINK THAT THAT'S WHAT THAT MEANS.
>> WE PROVIDED EACH CAMPUS WITH THEIR TWO LOWEST PERFORMING GROUPS WERE MONTHS AGO SO THEY'VE BEEN ABLE TO MONITOR THAT THIS YEAR.
>> IT COULD BE DIFFERENT NEXT YEAR.
>> IT COULD BE DIFFERENT NEXT YEAR, CORRECT.
>> THANK YOU. THANK YOU EVERYONE FOR BEING HERE.
THANK YOU FOR ANSWERING OUR QUESTIONS.
WE'VE TALKED A LOT ABOUT COMMUNICATION TO OUR FAMILIES, AND IT TOOK US THREE PLUS HOURS TO GET THROUGH THIS SO IT'S GOING TO TAKE A LOT FOR OUR COMMUNITY TO UNDERSTAND THIS AND TO PROCESS IT.
I DON'T THINK IT'S GOING TO BE A ONETIME CONVERSATION.
WHEN PARENTS START GETTING THEIR SCORES BACK AND WHEN SCHOOL STARTS GETTING THEIR SCORES BACK, I THINK IT'S GOING TO BE A CONCERTED EFFORT BY A LOT OF DIFFERENT ENTITIES MAKING SURE THAT OUR FAMILIES UNDERSTAND WHAT YOU DID HAVE IS NOT THE SAME AND IT'S NOT REALLY EVEN COMPARING APPLES TO APPLES ANYMORE SO YOU CAN'T SAY, WELL, WE WERE THIS AND NOW WE'RE THIS HOW COME? BECAUSE IT TOOK US THREE-AND-A-HALF HOURS TO GET THROUGH IT.
>> TRUSTEE HARRISON, CAN WE ASK YOU TO ADD THIS TO YOUR LIST OF TWO-WAY COMMUNICATION?
>> MAYBE BUMP IT PRETTY HIGH AFTER VISION AND VALUES.
>> IT'S PRETTY HIGH SO YES, I'M TAKING NOTE OF THAT, THANK YOU.
THANK YOU TO THE STAFF FOR SUCH A THOROUGH PRESENTATION.
>> I DID HAVE ONE LAST QUICK QUESTION BECAUSE I HEARD MARATH TALK AND HE DID SAY THAT AT ONE TIME THEY HAD PLANNED ON GIVING US THE OLD METHOD SCORE AND THE NEW METHOD SCORE NEXT YEAR, HAS HE KEPT THAT? BECAUSE HE DID TALK ABOUT THAT WE ARE GOING TO COMPARE APPLES TO APPLES AND WE WILL GIVE YOU YOUR OLD RATING.
WE WILL GO THROUGH THAT, BUT WE'RE ALSO GOING TO GIVE YOU THE NEW RATING.
>> THAT'S HOW I WAS SAYING DR.
BONE BECAUSE THAT WAS OUR UNDERSTANDING UNTIL I GUESS WE RECEIVED THE EMAIL SAYING THAT TA MIGHT NOT BE RELEASING WHAT IF YET.
[03:10:01]
ANYTHING CAN CHANGE FROM NOW TO NEXT WEEK.>> HOLD ON, THAT'S NOT IT. I'M ACTUALLY TALKING ABOUT.
>> [INAUDIBLE] THEY'LL APPLY TO 2022, SO WE WILL GET TO SEE 2023 DATA THROUGH THE OLD LENS.
>> AT THE TASB IN SEPTEMBER WHEN I BELIEVE HE WAS THERE.
ANYWAYS, I SAW HIM SOMEWHERE AND HE WAS TALKING.
HE SAID THAT HE IN 2023 SINCE SEPTEMBER THAT WHENEVER WE GOT HIM, HE SAID, "WE'RE GOING TO GIVE YOU WHAT YOU WOULD'VE GOTTEN 20 WITH THE OLD METHOD AND THE NEW METHOD." IT WOULD BE INTERESTING TO KNOW JUST BECAUSE THAT WOULD BE HELPFUL TO US.
>> I AGREE WITH YOU. I MEAN, ANYTHING TOO CAN HELP US UNDERSTAND, OUR COMMUNITY UNDERSTAND THAT OBVIOUSLY IF WE RECEIVE THEM, WE WILL SHARE THEM WITH YOU FOR SURE.
>> I DON'T SEE ANYTHING ELSE ON OUR AGENDA.
IT IS 8:50, PLEASE EVERYBODY DRIVES SAFE GOING HOME AND STAY SAFE THIS EVENING AS WEATHER IS POSSIBLY COMING IN.
SO WE ARE ADJOURNED. [NOISE]
* This transcript was compiled from uncorrected Closed Captioning.