Dec 07, 2023 Called Board Meeting/Academic Workshop

A. CALL TO ORDER

C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY

D. ACADEMIC WORKSHOP

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[00:00:03]

IT IS 5:30 ON THURSDAY, DECEMBER THE 7TH, 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.

IN ATTENDANCE, WE HAVE TRUSTEES WEIR, WESTON, LANDRUM, HARRISON, MARKHAM, AND BONE TRUSTEE ZARATE IS ABSENT.

PLEASE STAND FOR THE PLEDGE.

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

HONOR THE TEXAS FLAG.

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

ALL RIGHT. WE'LL GO TO PUBLIC COMMENTS.

[C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY]

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

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

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

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

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

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

PLEASE NOTE THAT WHILE THE PUBLIC DOES HAVE THE RIGHT TO SPEAK, THAT RIGHT IS NOT UNLIMITED.

PER TEXAS PENAL CODE 38.13, 42.01, 42.02 AND 42.05, AND TEXAS EDUCATION CODE 37.105.

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

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

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

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

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

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

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

TRUSTEE HARRISON WILL BE THE DESIGNATED TIMEKEEPER AND THE FIRST SPEAKER IS CHRISTI SLAPE.

SPEAKING ON AGENDA ITEM D1 AND YOU DO LIVE IN THE DISTRICT.

HI. GOOD EVENING. MY NAME IS CHRISTI SLAPE.

I'M SPEAKING ON BEHALF OF MYSELF, A 19 YEAR ROUND ROCK ISD PARENT AND THE CHAPTER CHAIR FOR MOMS FOR LIBERTY, WILLIAMSON COUNTY.

AFTER REVIEWING TONIGHT'S PRESENTATION, IT'S APPARENT THAT WE HAVE SOME WORK TO DO AS A DISTRICT TO INSPIRE AND EDUCATE ECONOMICALLY DISADVANTAGED STUDENTS.

ALTHOUGH A SPREADSHEET SYSTEM TO IDENTIFY AND REFLECT A STUDENT'S PROGRESS IN MATH AND READING LANGUAGE ARTS IS IMPRESSIVE, THE HOPE IS THAT THERE WILL BE A SUBSTANTIVE, AND EFFECTIVE ACTION IN THE CLASSROOM ON THE FRONT LINES TO CLOSE THESE GAPS.

A FEW SUGGESTIONS ARE TO CONSIDER.

WELCOME PARENTS, VETERANS, AND RETIREES BACK INTO THE SCHOOLS AND CLASSROOMS WITH A GRAND INVITATION.

LET THEM KNOW THEY ARE AN INTEGRAL PART TO A CHILD'S LEARNING SUCCESS, AS THEY TAKE TIME TO READ TO CHILDREN AND LISTEN TO CHILDREN READ TO THEM.

BY IMPLEMENTING 1 TO 1 OR SMALL GROUP ACADEMIC TIME, CHILDREN CAN GET THE FOCUSED ATTENTION AND ENCOURAGEMENT THAT THEY NEED.

NUMBER TWO LOOK BEYOND ROUND ROCK ISD FOR SOLUTIONS.

SCHOOL DISTRICTS LIKE MARLIN ISD NEAR WACO HAS A STUDENT POPULATION THAT IS 99% ECONOMICALLY DISADVANTAGED.

MARLIN ISD HAD A TEA ACCOUNTABILITY RATING OF F FOR TEN YEARS.

THEN, WITH THE EXTRAORDINARY WORK OF SUPERINTENDENT DARRYL HENSON, MISD HAD A 30 POINT INCREASE IN THEIR RATING FROM 2019 TO 2021, JUMPING FROM AN F RATING TO A B. THE TOWN EVENT.

I'M SORRY THE TOWN EVEN THREW A PARADE TO CELEBRATE THE STUDENTS SUCCESSES.

DO YOU KNOW WHAT MARLIN ISD DID TO IMPROVE STUDENT OUTCOMES? LET'S FIND OUT AND IMPLEMENT THEIR PLAN OF SUCCESS.

THEN LAST YEAR, MARLIN ISD SENIORS WERE IN THE NEWS WHEN, JUST WEEKS BEFORE GRADUATION, ONLY A HANDFUL OF THEIR 38 SENIORS MET THE REQUIREMENTS FOR GRADUATION.

GRADUATION WAS DELAYED, AND THEY PUT FORTH THE EFFORT FOR THEIR STUDENTS TO EVENTUALLY GRADUATE.

STANDARDS WERE NOT LOWERED.

THEY WERE NOT GIVEN A PASS.

IT TOOK THE ADMINISTRATION, EDUCATORS, PARENTS, AND STUDENTS WORKING TOGETHER IN ORDER FOR 100% OF THE CLASS TO GRADUATE.

WE CAN DO THAT TOO.

AND PERHAPS AN ACADEMIC SUCCESS PARADE WILL BE IN OUR FUTURE TOO.

THANK YOU. ALL RIGHT, THAT CONCLUDES PUBLIC COMMENT.

[D. ACADEMIC WORKSHOP]

WE'LL MOVE TO AGENDA ITEM D 1 ACADEMIC WORKSHOP, AND I WILL TURN IT OVER TO DR.

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AZAIEZ TO GET US STARTED TONIGHT.

MADAM PRESIDENT.

YES. BEFORE WE BEGIN, I MOVE THAT THE BOARD SUSPEND DISCUSSION TIME LIMITS DURING THIS ACADEMIC WORKSHOP.

SECOND. I HAVE A MOTION AND A SECOND.

TRUSTEE WESTON. OKAY.

DIDN'T YOU GUYS JUST USHER IN THESE NEW LIMITATIONS? WHY ARE YOU NOW WANTING TO CHANGE THEM? AND IF YOU SAY BECAUSE THIS IS STUDENT OUTCOMES, I THINK EVERY AGENDA TOPIC THAT WE VISIT SHOULD BE STUDENT.

I CAN RELATE VIRTUALLY ANY AGENDA ITEM TO STUDENT OUTCOMES, ESPECIALLY WHEN IT COMES TO SPENDING PRIORITIES.

SO WHY ARE YOU GOING TO IMMEDIATELY VOTE TO SUSPEND YOUR OWN POLICY? TRUSTEE HARRISON YOU HAVE YOUR LIGHT ON.

THANKS FOR YOUR COMMENT TRUSTEE WESTON.

I CALL THE QUESTION. SECOND.

I HAVE A MOTION TO CALL THE QUESTION.

ALL IN FAVOR OF CALLING THE QUESTION RAISE YOUR HAND.

ALL OPPOSED.

MOTION CARRIES FOUR TO 4 TO 2.

SO ALL IN FAVOR OF SUSPENDING TIME LIMITS FOR THE EVENING? RAISE YOUR HAND.

ALL OPPOSED.

ABSTAINING. MOTION CARRIES 4 1 1.

OKAY, WE'LL TURN IT OVER TO AGENDA ITEM D1.

GOOD EVENING, PRESIDENT LANDRUM AND BOARD MEMBERS AND STAFF, AS WELL AS COMMUNITY MEMBERS, AS PART OF THE BOARD MONITORING CALENDAR.

AS YOU KNOW, WE HAVE SCHEDULED TWO ACADEMIC WORKSHOPS, ONE IN THE SPRING SEMESTER AND ANOTHER ONE IN THE FALL.

SO IT'S THIS TIME OF YEAR WHERE WE COME TOGETHER JUST TO LOOK AT HOW OUR STUDENTS ARE DOING AND REALLY FOCUS AND DIG DEEPER INTO STUDENT OUTCOMES.

SO TONIGHT'S PRESENTATION, WE HAVE THE FULL TEAM, AS YOU SEE HERE, AND AS WELL AS DR.

NICHOLS, NATALIE AND ERICA FROM OUR RESEARCH AND ACCOUNTABILITY DEPARTMENT.

WE WILL BE TALKING MORE ABOUT STUDENT OUTCOMES AND HOW WE ARE WORKING TO CLOSE THE ACHIEVEMENT GAP, AS WELL AS EXPLAINING AND DEMONSTRATING THE HOW OUR TEACHERS, OUR STAFF ARE WORKING VERY HARD TO MAKE IT HAPPEN.

SO WITHOUT ANY DELAY, I WANT TO LET DR.

NICHOLS START US OFF.

GOOD AFTERNOON. GOOD EVENING BOARD.

WE ARE HERE THIS AFTERNOON AND WE ARE GOING TO DO THIS ACADEMIC BOARD WORKSHOP.

WHEN WE WERE HERE LAST MONTH, WE DID LAY THE FOUNDATION FOR THE WORK THAT WE'RE GOING TO BE PRESENTING TONIGHT.

TONIGHT WE'RE GOING TO BE DIGGING INTO IT AND GIVE YOU ALL AN OPPORTUNITY TO KIND OF GO THROUGH SOME OF THE STEPS THAT WE LET OUR PRINCIPALS GO THROUGH WHEN THEY WERE SETTING THEIR GOALS AND THE WORK THAT THEY'RE DOING THROUGHOUT THE YEAR.

SO FIRST, WE WANT TO GO AHEAD AND DO A QUICK REVIEW.

WHAT FOR THE BACKGROUND, FOR THOSE WHO MIGHT BE TUNING IN AND DIDN'T SEE THE LAST BOARD MEETING.

SOME THINGS THAT WE'RE GOING TO BE REFERENCING TONIGHT THROUGHOUT THE BOARD WORKSHOP.

FIRST OF ALL, OUR REMINDING EVERYONE WHAT DOMAIN ONE STUDENT ACHIEVEMENT IS FOR OUR PURPOSES TONIGHT, WE'RE GOING TO BE FOCUSING ON JUST THE STAAR PORTION BECAUSE YOU SEE, WITH HIGH SCHOOL, WE DO HAVE A COUPLE CCMR AND GRADUATION RATES.

THAT'S NOT A PART OF TONIGHT'S PRESENTATION.

IT'S ALL ABOUT THE STAAR AND THE GROWTH.

SO STUDENT ACHIEVEMENT HERE FOR DOMAIN ONE IS HOW OUR STUDENTS PERFORM ACROSS THE THREE PASSING PROFICIENCIES WITH THE STATE ASSESSMENT.

HOW IT'S CALCULATED.

IT TAKES ALL THE TESTS ON THE CAMPUS AND YOU DETERMINE WHAT PERCENTAGE OF THOSE TESTS ARE AT APPROACHES GRADE LEVEL, MEETS GRADE LEVEL AND MASTERS GRADE LEVEL.

THEN IT TAKES THE AVERAGE OF THOSE THREE SCORES.

THEN WITH THAT AVERAGE IT THEN ASSIGNS A RATING OF A, B, C, OR D, OR F.

ALSO, WHAT YOU'RE GOING TO BE HEARING US TALK ABOUT TONIGHT IS STUDENT GROWTH.

JUST A REMINDER HERE THAT WITH THE 2023, WE WENT TO A TRANSITION MODEL OF GROWTH, WHICH TALKED ABOUT MOVING KIDS FROM ONE PROFICIENCY LEVEL TO THE NEXT, WHERE THE STATE BROKE DOWN.

THE DID NOT MEET APPROACHES TO TWO ADDITIONAL LEVELS OF LOW AND HIGH, AND JUST WANTED TO ITERATE THAT THE GREEN REPRESENTS STUDENTS EARNING ONE POINT. AND WHEN WE TALK ABOUT OUR EQUITY TONIGHT AND OUR GROWTH, THAT'S WHAT IT'S TALKING ABOUT.

WHEN STUDENTS EARN A WHOLE POINT, THEY DO NOT CONSIDER THE HALF POINTS AS PART OF THE CALCULATION.

SO FROM THE IDEA OF GROWTH, WE GO INTO WHAT ACADEMIC EQUITY MEANS.

AND THAT'S IMPORTANT.

WHEN WE LOOK AT ACADEMIC EQUITY SPECIFICALLY, IT'S NOT TALKING ABOUT ACHIEVEMENT PASSING RATES AND WHO'S PASSING AND HOW MANY.

IT'S TALKING ABOUT WHICH OF OUR STUDENTS MADE AT LEAST ONE LEVEL WORTH OF GROWTH.

THEY ONLY CALCULATE GROWTH IN BETWEEN CERTAIN POPULATIONS WHITE, AND AFRICAN AMERICAN STUDENTS, WHITE, AND HISPANIC STUDENTS, AND ALSO ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY DISADVANTAGED STUDENTS.

WHAT THEY LOOK AT IS AT LEAST THREE CONSECUTIVE YEARS OF YOUR STAAR SCORES.

REMEMBER, BECAUSE THERE WERE CERTAIN YEARS WHERE WE DID NOT HAVE STAAR.

CONSECUTIVE DOES NOT MEAN 19, 20, 21.

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IT JUST MEANS THE DATES WHEN THE STAAR TESTS WERE AVAILABLE.

SO WHAT THEY'RE LOOKING FOR IS IF YOU HAVE TWO OUT OF THREE YEARS WHERE THAT GROUP DID NOT, THERE WAS A GAP BETWEEN THOSE TWO POPULATIONS OF 10% OR MORE. THEN IT'S CONSIDERED AN EQUITY GAP FOR OUR DISTRICT.

AGAIN, AS WE JUST EXPLAINED LAST BOARD MEETING, THAT GAP IS REPRESENTED FOR US BETWEEN ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY DISADVANTAGED STUDENTS.

IT DOES NOT MEAN, AS WE MAY THINK ABOUT A GAP, THAT THERE IS NOT DISPROPORTIONALITY AND WORK TO DO, BUT BASED ON TEXAS EDUCATION AGENCY DEFINITION, WE HAVE AN EQUITY GAP, AN ACADEMIC EQUITY GAP BETWEEN THE ECONOMICALLY DISADVANTAGED AND THE NON ECONOMICALLY DISADVANTAGED STUDENTS.

HERE'S AN EXAMPLE OF WHAT EXACTLY THAT LOOKS LIKE.

SO THEY TAKE INTO CONSIDERATION ALL THE AREAS WHERE GROWTH CAN BE REPRESENTED.

ALL OF THE TESTS AS FAR AS MATH AND READING, LANGUAGE ARTS.

AND AGAIN, YOU SEE WE TESTED IN 2019.

THEN THERE WAS A GAP DUE TO COVID.

WE TESTED AGAIN IN 2022 AND THEN AGAIN IN 2023.

FOR EACH OF THOSE YEARS, BETWEEN THE ECONOMICALLY DISADVANTAGED AND NON ECONOMICALLY DISADVANTAGED POPULATIONS, YOU SEE THAT WE HAVE A GAP OF 10% OR MORE OVER TWO OR MORE CONSECUTIVE YEARS.

AND SO THAT THEN IS A PICTORIAL REPRESENTATION OF WHAT AN EQUITY GAP LOOKS LIKE BETWEEN THOSE TWO POPULATIONS.

WITHIN OUR DISTRICT ONE OF THE THINGS THAT WE DID, WE FURTHER DISAGGREGATED THAT DATA AND LOOKED AT IT IN MATH AND READING LANGUAGE ARTS, AND WE LOOKED AT IT FOR ALL OF OUR GRADE LEVELS WHERE GROWTH CAN BE REPRESENTED TO KIND OF SEE THAT AT ONE POINT THAT WE START SEEING THAT DISCREPANCY GROW.

AND WE ALSO MADE SURE WE DID THAT, NOT OVERALL AS A DISTRICT, NOT JUST OVERALL AS A DISTRICT, BUT ALSO FOR EACH OF OUR CAMPUSES AS WELL.

THIS YEAR ONE OF THE THINGS WE TALKED ABOUT BECAUSE OF THAT IS THAT WE ALWAYS WANT TO FOCUS.

OUR FOCUS WILL BE IN ALL OF OUR DIFFERENT SUBJECT AREAS ON ACHIEVEMENT, WHICH MEANS, PASSING AT A CERTAIN RATE, GROWTH GROWING FROM ONE LEVEL TO THE OTHER, AND EQUITY AS EXPLAINED PREVIOUSLY.

BUT WE REALLY WANT FOR EVERYONE TO UNDERSTAND IS THAT WE ARE DISPROPORTIONATELY LOOKING AT GROWTH.

IF WE CAN WIN AT MAKING SURE AT EACH AND EVERY ONE OF OUR STUDENTS, REGARDLESS OF WHERE THEY ARE WITHIN THE SYSTEM AND THEIR LEVEL OF ACHIEVEMENT GROWS AT LEAST ONE LEVEL, THEN THAT IS HOW WE'RE GOING TO BE DEFINING A SUCCESSFUL SYSTEM AND AN EQUITABLE SYSTEM.

WE WANT ALL OF OUR STUDENTS TO GROW, AND WE ALSO WANT TO MAKE SURE FOR THOSE STUDENTS WHO HAVE NOT YET GROWN TO A CERTAIN LEVEL OF ACHIEVEMENT, THAT THEY ARE GROWING DISPROPORTIONATELY. SO NOW WE'LL GO INTO HOW THEN DO WE SET GOALS FOR THAT WORK, MONITOR IT AND MAKE SURE THAT WE'RE ABLE TO REACH A LEVEL OF EXPONENTIAL GROWTH.

SO THE FIRST THING THAT WE DID WHEN WE GOT OUR NOTIFICATION TEA ABOUT OUR POTENTIAL EQUITY GAP WAS WE DUG INTO THE DATA, WHICH DR.

NICHOLS JUST WENT THROUGH AND HOW WE DID THAT.

THE SECOND THING WE DID WAS WE CAME TOGETHER AND WE DECIDED, HOW CAN WE PUT A PROCESS IN PLACE, A PROTOCOL IN PLACE THAT WOULD ALLOW CAMPUSES TO BE ABLE TO SET THEIR GOALS FOR GROWTH AS WELL AS BEING ABLE TO REDUCE THE ACHIEVEMENT GAP.

AND THEN ON TOP OF THAT, ALSO TAKING CONSIDERATION, GETTING THESE CAMPUSES TO HIGHER LEVELS OF ACHIEVEMENT.

SO THIS WORK THAT WE'RE GOING TO TALK ABOUT, JUST THIS WORKBOOK, JUST THIS FIRST, NEXT 4 OR 5 SLIDES WAS PROBABLY THREE MONTHS WORTH OF WORK THAT WE GOT TOGETHER.

AND IT JUST WENT THROUGH SEVERAL ITERATIONS.

WE HAD THIS PROCESS WHERE WE CALL READY, SET, BLOW, WHERE WE HAD A GROUP OF PEOPLE WHO CAME IN AND WE PUT IT TOGETHER AND WE HAD A ANOTHER PERSON COME IN AND SHE BLEW IT UP.

I MEAN, IT JUST AND IT REALLY WORKED.

IT JUST GOT US ALL THINKING AT THE LEVEL TO ENSURE THAT WHEN WE ROLLED IT OUT TO CAMPUSES, THAT WE WERE GOING TO BE ROLLING OUT SOMETHING THAT WE FELT CAN BE USED, UTILIZED, VALUED, AND IN LONG TERM, NOT JUST THIS QUICK SOLUTION TO A PROBLEM THAT WE HAVE WHEN WE DON'T HAVE EQUITY YET, WE THROW IT AWAY.

SO THE, THE PURPOSE OF THE WORKBOOK WAS TO ALLOW CAMPUSES TO SET THEIR GROWTH SET THEIR TARGETS, AND WE WANTED THEM SET THOSE TARGETS FOR STUDENT GROWTH. WE WANTED THEM TO BE ABLE TO ALSO MONITOR THEIR EQUITY GAP.

THEY HAD TO REDUCE IT AT LEAST BY A THIRD THIS FIRST YEAR BECAUSE THE EQUITY PLAN IS THREE YEARS.

AND IF THE GAP WAS BIG ENOUGH, WE THEY HAD TO REDUCE IT BY A THIRD AS WELL AS MONITOR THEIR DOMAIN.

ONE STUDENT ACHIEVEMENT FOR RLA AND MATH.

IT ALSO ALLOWS CAMPUSES TO TO MONITOR THESE GOALS USING OUR LOCAL ASSESSMENTS.

WE PUT A LOT OF MONEY, A LOT OF TIME AND EFFORT INTO TAKING TIME AWAY FROM TEACHING KIDS TO MONITOR TO GIVE THESE ASSESSMENTS OUR MCLASS OUR AIMSWEB, OUR IREADY

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OUR TTAP AND OUR STAAR INTERIM.

THAT'S TIME AWAY FROM INSTRUCTION.

SO WE WANTED TO MAKE SURE THAT THIS THE TIME THAT WE WERE TAKING TO GIVE THEM THAT THERE WAS VALUE IN IT, THAT CAMPUSES CAN THEN TAKE THAT AND REALLY USE IT AGAIN.

LIKE DR. NICHOLS SAID EARLIER, SETTING THE GROWTH GOALS, THE TARGETS WAS THE FIRST STEP AND IT WAS HUGE.

WE'RE GOING TO GO THROUGH HOW WE'RE MONITORING THAT, PERIODICALLY THREE TIMES A YEAR, AT LEAST FOR EVERY CAMPUS.

SOME DO MORE.

AND THEN ALSO COMING BACK AND TALKING ABOUT HOW WE'RE GOING TO RESPOND TO THE DATA.

SO THIS IS WHAT THE GOAL SETTING THIS TABLE HERE IS THE MEAT OF THE GOAL SETTING PROCESS.

AND IT HAS TO WORK IN TANDEM.

SO WE, HAD TO COME UP WITH THE WAY THAT CAMPUSES WEREN'T TRYING TO FIGURE OUT HOW MANY KIDS THERE WERE.

ALL CAMPUSES HAD TO DO WAS PUT IN THEIR TARGETS, AND THEN EVERYTHING ELSE WAS KIND OF GENERATED FOR THEM.

SO WE HAVE TWO BASIC AREAS.

THAT'S THE FOCUS OVER HERE.

WE HAVE OUR COLUMN AND OUR WORKSHEET IS COLUMN A WHERE WE HAVE OUR TARGETS, PERFORMANCE TARGETS A WHICH IS OUR GROWTH FOR MATH AND RLA.

AND WE ALSO HAVE THE PERFORMANCE OBJECTIVE B, WHICH WAS OUR EQUITY GAP.

SO TONIGHT WE'RE NOT GOING TO FOCUS ON THE EQUITY GAP.

BUT THAT WAS IMPORTANT TO KNOW THAT THAT HAD TO BE SET.

AND THEN THE GROWTH HAD TO BE SET.

AND IT WORKED IN TANDEM AND WHEN YOU GET INTO THE WORKSHEET, YOU'LL SEE THAT EVEN THOUGH YOU ONLY CHANGE ONE NUMBER ON THE SPREADSHEET, YOU'LL SEE THAT THE DATA ON THE SPREADSHEET MIGHT CHANGE 3 OR 4 DIFFERENT PLACES BECAUSE OF THE WAY THAT WE HAD TO KEEP IT CONNECTED.

HERE YOU'LL SEE THIS TABLE IS GOING TO BE POPULATED BECAUSE IN ADDITION TO TRYING TO MAKE SURE IT BALANCES WITH THE EQUITY GAP, REDUCING THE EQUITY GAP FOR THE YEAR, THERE WAS ALSO THIS MANDATE THAT FOR THIS FIRST YEAR THAT TO TRY TO GET EVERYBODY TO SET YOUR GROWTH TARGETS TO WHERE YOUR DOMAIN ONE WOULD BE AT MINIMUM A C.

AND I WILL TELL YOU THE PRINCIPALS IN THAT IN THAT ROOM WERE NOT SETTLING FOR A C THEY WERE SETTING THEY WERE TRYING TO GET TO B'S AND A'S WHEN THEY DID THIS.

SO THERE WAS ALSO THAT.

SO JUST BECAUSE WE SAY THAT A MINIMUM OF C PRINCIPALS WERE NOT SATISFIED WITH THAT.

SO THE WORK THAT WAS DONE IN THAT ROOM, THE PRINCIPALS WERE REALLY TRYING TO.

BUT YOU ALSO HAVE TO BALANCE ALSO THIS BEING THE FIRST YEAR AND HOW THE WORK WOULD GO.

SO THAT WAS ALSO ONE OF THE STIPULATIONS THAT WAS PUT ON THERE WHEN SETTING THEIR GOALS.

HERE WHAT WE SEE IS THAT THIS IS GOING TO POPULATE BASED ON THE NUMBER OF STUDENTS THAT CAMPUSES HAVE IN THESE DIFFERENT PERFORMANCE BANDS.

AND WHEN THEY SET THE TARGET THIS GOES BACK TO THE QUESTION THAT YOU HAD FOR US, DR.

BONE WAS, HOW DO WE MAKE SURE THAT WE'RE NOT PICKING AND CHOOSING WHICH STUDENTS WE WORK WITH? AND THAT WAS PART OF THE PROCESS WHEN WE FIRST DID THIS.

IT WAS INITIALLY STARTING AT THE TOP AND WORKING OUR WAY DOWN TILL WE GOT ENOUGH KIDS THAT MET THAT TARGET, RIGHT? WHICH MEANT THAT THE KIDS AT THE BOTTOM WERE GETTING.

THAT WAS THE THING WHEN I'M GOING TO TELL YOU, [INAUDIBLE] IS THE ONE WHO BLEW IT UP FOR US.

SHE'S LIKE, EVERY KID HAS TO COUNT, EVERY BUCKET HAS TO COUNT.

SO WE CAME BACK AND WE WORK WITH THAT.

AND WHEN WE SET THOSE TARGETS, YOU'RE GOING TO SEE THAT WHATEVER YOUR TARGET IS, IT'S GOING TO TAKE THAT PERCENT OF STUDENTS FROM EVERY BAND TO ENSURE THAT WE'RE NOT JUST TRYING TO TAKE OUR HIGH KIDS TO MEET OUR TARGETS, WE'RE GOING TO MAKE SURE THAT WE WORK TO GET EVERY KID THAT'S IN EVERY BAND TO GROW THAT ONE YEAR'S WORTH OF GROWTH.

AND SO WE HAVE SOME OF OUR WONDERFUL PEOPLE WITHIN OUR DISTRICT TO HELP WITH THIS TONIGHT IN WORKING WITH OUR PRINCIPALS.

WE'VE WORKED WITH ON THIS.

AND THEN WITHIN THIS WORKBOOK, AT LEAST ABOUT 3 TO 4 DIFFERENT TIMES.

SO WE WANTED TO MAKE SURE THAT WE HAD HELP AS YOU NAVIGATE THAT.

AND THAT WASN'T AN ISSUE.

SO AT THIS TIME, IF WE CAN HAVE, OUR PERSONNEL IN THE AUDIENCE COME UP AND TO YOUR ASSIGNED TRUSTEE OR SUPERINTENDENT.

MIC] ALL RIGHT.

PERFECT. AND SO WE'RE GOING TO START THE FIRST ACTIVITY THAT WE'RE GOING TO EMBARK ON TONIGHT IS SETTING GROWTH TARGETS TO HAVE A SENSE OF WHAT THAT LOOKS

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LIKE. SO WITHIN THIS ACTIVITY THERE ARE TWO SEPARATE THINGS THAT WE'RE GOING TO HAVE YOU DO.

YOU'RE GOING TO DETERMINE THE PERCENTAGE OF GROWTH NEEDED IN MATH AND READING LANGUAGE ARTS FOR CAMPUS A TO EARN AN ACHIEVEMENT RATING OF 41, WHICH EQUATES TO A C RATING.

AFTER THAT, YOU WILL WORK ON DETERMINING THE PERCENTAGE OF GROWTH NEEDED IN MATH AND READING LANGUAGE ARTS FOR CAMPUS AID TO EARN AN ACHIEVEMENT RATING OF 53, WHICH IS A B.

AND SO I WILL GO AHEAD AND YOU WILL WORK AS EVERYONE SHOULD BE IN FOLDER, THE FIRST FOLDER.

IN ORDER TO START THAT FIRST ACTIVITY.

AND WHAT WE WILL DO IS WE WILL GIVE YOU FIVE MINUTES TO GET YOURSELF SITUATED.

JUST SOME DIRECTIONS TO MAKE SURE THAT EVERYONE IS COMFORTABLE.

THIS EXACTLY IS WHAT YOU'RE LOOKING FOR UNDER PERFORMANCE OBJECTIVE TARGET A AND COLUMN A, WHERE IT SAYS MATH GROWTH TARGET AND RLA GROWTH TARGET.

THOSE ARE THE TWO AREAS THAT YOU ARE MANIPULATING AND PUTTING IN DIFFERENT PERCENTAGES AND WHAT IT WILL DO.

THAT'S ONE AND TWO.

IT WILL CHANGE THE NUMBER IN THE AREA THAT IS DENOTED AS NUMBER THREE.

SO AS YOU SET A GROWTH GOAL, IT WILL THEN TELL YOU HOW WHAT IT WILL CAUSE YOUR CAMPUS TO DO AS FAR AS ACHIEVEMENT.

YOU'RE TRYING TO GET, MAKE SURE THAT YOUR KIDS GROW ENOUGH TO WHERE YOU CAN ACHIEVE AT LEAST A C RATING.

YOU'RE TRYING TO TOGGLE THROUGH THOSE NUMBERS AND YOU'RE TRYING TO GET A 41 EXACTLY ALL RIGHT.

SO OF COURSE THERE'S GOING TO BE A LOT OF DIFFERENT VARIATIONS, BUT THAT'S THE TASKING.

SO I'LL GO AHEAD AND GIVE YOU GUYS A COUPLE OF MINUTES.

AND ONCE I SEE THAT YOU GUYS HAVE STOPPED TALKING, OR I'LL KNOW THAT YOU HAVE ENOUGH TIME TO WORK THROUGH IT.

JUST TO MAKE SURE SOME OF YOU MAY JUST BE PUTTING NUMBERS, BUT YOU HAVE TO PUT THE PERCENTAGE MARK BEHIND IT IN ORDER FOR IT TO ACTIVATE THE FORMULA.

SO NUMBER THEN PERCENTAGE.

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ALL RIGHT IN GOING THROUGH AND LOOKING AT EVERYONE'S WORK, DID EVERYONE HAVE AN OPPORTUNITY TO BE ABLE TO CALCULATE TO GET TO A 41.

ALL RIGHT. SO LET'S CALL EVERYONE BACK TOGETHER.

AND THIS IS THE PART THEN WHERE YOU WILL LET US KNOW WHERE WHAT EXACTLY DID YOU DO TO GET YOUR 41? WHAT DID YOU PUT AS FAR AS HOW MUCH GROWTH YOU NEEDED IN MATH VERSUS READING LANGUAGE ARTS? AND THEN OR AND OR IF THERE ARE ANY QUESTIONS AND OR DISCUSSION POINTS BASED ON YOU WORKING WITHIN THAT PART OF THE PROGRAM.

ALL RIGHT. ANYONE LIKE TO GO FIRST? WE'LL GO FIRST. SO DID YOU JUST ASK FOR WHAT IT TOOK TO GET A C ON OUR MY CAMPUS.

SO ON MY CAMPUS FOR MATH 75% NEEDED TO MOVE UP ONE BAND AND IN RLA 80% NEEDED TO MOVE UP ONE BAND TO GET A C. ANYONE ELSE? SURE. SO DR.

OLDHAM AND I DID 85% RLA AND 70% MATH.

AND OUR RATIONALE WAS THAT WE KNOW YOU'VE BEEN SPENDING A LOT MORE TIME ON EARLY LITERACY.

SO IT FEELS LIKE THAT'S THE ONE THAT'S MOVING MORE QUICKLY.

I LOVE READING, BUT SHE SURE KNOWS HOW TO GET TO MY HEART.

SHE'S LIKE.

I LOVE THAT. THANK YOU.

ANYONE ELSE? AS FAR AS WHAT DID YOU PUT IN? I HAVE A 75 AND 80, 85 AND A 70.

ANYTHING ELSE AS FAR AS DIFFERENT DECISIONS, AS FAR AS WHAT YOU WANTED TO ACCOMPLISH TO GET TO YOUR 41, TO YOUR C.

SO TRUSTEE WEIR COPIED OUR WORK BECAUSE WE ALSO HAD 75 AND 80.

[LAUGHTER] ALL RIGHT, SO THE LEARNING HERE IS THERE.

YES, MA'AM.

SO FOR MY CAMPUS, THE MATH TARGET WAS 73%, BUT, AND WHAT GOT ME TO 41? THAT GOT YOU TO. YES, THAT GOT ME TO 41.

BUT FOR MY RLA TARGET, I'M AT 100% AND I'M STILL NOT AT 53.

SO MY CAMPUS CANNOT GET TO A B AND SHE IS WORKING AHEAD.

BUT IT'S OKAY.

SO AND JUST REAL QUICK TRUSTEES, YOU DO NOT HAVE TO PUSH YOUR BUTTON IN THE WORKSHOP TYPE OF ENVIRONMENT LIKE THIS.

SO AS LONG AS WE'RE BEING RESPECTFUL AND NOT TALKING EACH OVER, JUST JUMP IN.

PERFECT. THANK YOU.

SO THIS IS JUST AN EXAMPLE SO THAT THE AUDIENCE CAN SEE EXACTLY WHAT OUR TRUSTEES WERE WORKING ON.

SO WITHIN THIS MODEL I HAD MATH AT AN 80 AND READING LANGUAGE ARTS AT A 75, IN ORDER TO GET MY CAMPUS TO A 41, WHICH WAS A MINIMUM OF C.

NOW, SOMETHING TO NOTE IS THAT EVERY CAMPUS, IF I PUT IN THAT THOSE SAME NUMBERS FOR A CAMPUS, IT DOESN'T MEAN THAT THEY WILL ALL END UP WITH A C IN ACHIEVEMENT.

THE WORKBOOK PULLS FROM THE SPECIFIC CAMPUS DATA, THE SPECIFIC STUDENT DATA.

SO FOR EXAMPLE REMEMBER WE TALKED ABOUT THE FACT THAT ACHIEVEMENT IS ABOUT YOU ONLY GET POINTS IF YOU SCORE AT APPROACHES, MEETS, OR MASTERS.

IT'S POSSIBLE THAT I AM ACHIEVING AT DID NOT MEET LOW AND I GROW ONE BAND TO DID NOT MEET HIGH.

SO WHILE I MAY GET A POINT FOR GROWTH, I GET NO POINT FOR ACHIEVEMENT.

AND SO IT'S IMPORTANT TO UNDERSTAND THAT DISTINCTION AS FAR AS HOW THINGS WORK TOGETHER.

SO DEPENDING ON YOUR STUDENTS AND THEIR STARTING POINT, THE SAME NUMBERS WILL GET VERY DIFFERENT RESULTS BASED ON THE MAKEUP OF THE CAMPUS. ALL RIGHT.

SO I WANTED TO MAKE SURE THAT EVERYONE UNDERSTAND WE CAN'T AUTOMATICALLY SET A GROWTH RATE AND EVERYONE PERFORM AT THE SAME RATE.

SO CAN WE TALK THIS BACK TO YOU JUST TO MAKE SURE WE UNDERSTAND.

AND THIS SPREADSHEET, THESE PERFORMANCE OBJECTIVE TARGETS AND THE PROJECTED GAP.

THOSE ARE FIXED RIGHT.

THEY DON'T GET CHANGED.

THIS IS THE GOAL FOR THE CAMPUS TO CLOSE TO THAT LEVEL.

RIGHT. SO WHAT YOU'RE GOING THROUGH RIGHT NOW IS JUST THE SETTING OF THE GOALS.

WHEN REAL DATA IS INPUTTED AT ONE POINT, THIS IS THE GOAL THAT THEY WANT.

AND WE NOTE THIS.

BUT WHEN REAL DATA GOES IN THERE, WE MIGHT NOT SEE THAT YOU HAVE THAT 3% GAP.

[00:30:04]

TONIGHT JUST TO KEEP IT SIMPLE, WE ARE LOCKING IN THAT EQUITY RATE FOR YOU SO THAT YOU ARE ONLY THEN SEEING THE MANIPULATION OF WHAT HAPPENS WHEN WE LOOK AT GROWTH VERSUS FOR THIS CAMPUS VERSUS ACHIEVEMENT.

BUT IN THE REAL LIFE DATA YOU WOULD SEE A DIFFERENCE IN THE THE GAP.

THIS IS JUST AN EXAMPLE OF US GOAL SETTING.

SO FOR THIS CAMPUS BASED ON WHERE THEY STARTED, THIS IS THE GAP THAT THEY SET THAT WE CAN GO TO THE GOAL FOR THEIR GAP.

AND THEN THIS IS WHAT THEY'RE SETTING FOR THE PERFORMANCE OBJECTIVE FOR GROWTH.

AND THEN THAT'S HOW IT IMPACTED ACHIEVEMENT.

SO FOR SOME OF THE CAMPUSES BASED ON WHERE THEIR STUDENTS STARTED, THEY MAY HAVE SET A NUMBER AND REALIZED THAT ONLY GOT ME TO A D.

I WANT TO PUSH MY NUMBER UP FOR ACHIEVEMENT.

AND SO THEY MIGHT THEN GO BACK AND REDO THEIR GOALS FOR TARGET A FOR GROWTH.

IN ORDER TO FIGURE OUT HOW MUCH GROWTH DO MY STUDENTS NEED TO MAKE IN ORDER TO GO TO THE NEXT LEVEL.

SO WHEN WE'RE SETTING GOALS AND SOMEBODY SEES THAT OUR GOAL FOR ACHIEVEMENT IS 41%, WHAT WE'RE SAYING IS WE'RE NOT SAYING WE WANT ONLY 41% OF STUDENTS TO ACHIEVE OR INCREASE. IN THIS MODEL, 80% OF ALL STUDENTS INCREASED AT LEAST ONE BAND FOR MATH.

OKAY. THANK YOU.

YEAH, I WANTED TO ASK THAT QUESTION BECAUSE THE ASSUMPTION HERE IS THAT THE STUDENTS ARE ONLY INCREASING ONE BAND.

RIGHT. BECAUSE THAT'S THE ASSUMPTION THAT I GUESS.

IT'S NOT NECESSARILY AN ASSUMPTION.

IT'S THE ONLY WAY WE IT'S THE ONLY WAY WE CAN GET EVERYTHING TO KIND OF WORK TOGETHER.

SO BUT YES, WE DID SET IT UP TO WHERE IT, WE DID SET IT UP TO WHEN WE'RE DOING THE ACHIEVEMENT, WE'RE DOING THE ACHIEVEMENT BASED ON ONE GROWTH.

BUT OF COURSE KIDS CAN THE CAMPUSES, KIDS AND CAMPUS CAN OUTPERFORM THAT.

AND THEY HAVE WE SEE IT IN OUR DATA.

BUT IT'S STILL FOR THIS ONE.

YES. YEAH. SO I MEAN, FOR ME THIS IS A GOOD EXERCISE, BUT I THINK I WOULD LIKE TO HAVE A BIGGER CONVERSATION ON MY ASSUMPTION IS THAT, YOU KNOW, THERE'S KIDS THAT NEED TO GROW MORE THAN ONE BAND.

AND I MEAN, THIS IS I MEAN, THIS IS A GREAT SPREADSHEET, BUT THOSE ARE THE KIND OF CONVERSATIONS THAT I PERSONALLY WOULD LIKE TO HAVE, BECAUSE THOSE KIND OF ASSUMPTIONS ARE A LITTLE CONCERNING TO ME, AND THAT I WANT TO MAKE SURE THOSE KIDS, YOU KNOW, THOSE KIDS THAT ARE AT THE BOTTOM, THAT THEY REALLY THEY NEED TO GROW A FEW BANDS.

SO AND TRUSTEE BONE, YOU'RE ABSOLUTELY RIGHT.

AND THAT WILL TAKE US INTO OUR NEXT ACTIVITY.

RIGHT. SO YES, WE'RE GOING TO TAKE IT IN SMALL STEPS SO THAT YOU UNDERSTAND ONE THING AT A TIME.

SO I HAVE A QUESTION.

OH I'M SORRY, WERE YOU DID YOU FOLLOW UP ON.

NO, I WAS JUST SAYING THANK YOU.

OKAY SO IF A CAMPUS IS CAMPUS IS SETTING THESE TARGETS, AND THEN WE KIND OF SCROLL DOWN ON THE ACTIVITY THAT WE'RE LOOKING AT. IT GIVES YOU A LIST OF NUMBERS, THE TOTAL NUMBER OF KIDS THAT HITS MASTERS AND MEETS AND APPROACHES.

SO IF A CAMPUS DOES THAT, DOES THAT JUST GIVE THEM A NUMBER OF CHILDREN THAT NEED TO HIT THAT LEVEL? OR DOES IT GIVE THEM ACTUAL STUDENTS THAT THEY'RE TARGETING OR THESE ARE SO SETTING A GOAL VERSUS MONITORING MY DATA, TWO SEPARATE THINGS, AND WE'RE GOING TO GET INTO THE PART WHERE WE LOOK AT MONITORING OUR DATA.

AND THEN WE HAVE AN INSTRUCTIONAL RESPONSE BASED ON THAT DATA.

SO RIGHT NOW THIS PART WAS ONLY ABOUT SETTING GOALS AND THE UNDERSTANDING OF THE CONNECTION BETWEEN GROWTH AND HOW IT IMPACTS ACHIEVEMENT AND THE FACT THAT SOME ANOTHER SCHOOL CAN PUT IN EXACTLY THE SAME NUMBER, BUT THIS IS ALL DEPENDENT ON THE STARTING POINT OF THE STUDENT.

AND SO THAT'S WHAT THIS EXERCISE WAS MEANT TO POINT OUT TO EVERYONE.

THAT WAS THE LEARNING HERE.

AND SO WE WILL.

UNDERSTAND THAT. I GUESS I'M JUST LOOKING AT THE APPLICATION PART OF THIS WHEN IT GETS TO THE CAMPUS.

SO LIKE IF A PRINCIPAL IS GOING THROUGH THIS ACTIVITY, DOES THAT NOW GIVE THEM, OKAY, I NEED TO HAVE 12 KIDS AT MEETS AND I NEED TO HAVE SIX KIDS AT MASTERS.

AND THEN THEY LOOK AT THE INDIVIDUAL STUDENTS.

OR DOES THAT DOES THIS GOAL SETTING TAKE INTO ACCOUNT THE DATA THAT THEY ALREADY HAVE BASED ON PREVIOUS STANDARDIZED TESTING? THIS MAY NOT EXACTLY BE WHAT WE'RE SUPPOSED TO BE LEARNING, BUT I JUST WAS LOOKING AT THE APPLICATION OF THIS.

SO THE THING TO KNOW IS THIS THE GOAL SETTING IS DEPENDENT ON THE STUDENT.

SO IF THE WAY THIS WORKS IS I CAN'T INDEPENDENTLY SET NUMBERS.

THE NUMBER IS ALREADY BASED ON THE STUDENTS IN THE SYSTEM.

SO WITHIN THE CAMPUS YOU HAVE NATALIE, MARY, SUNNY.

MAYBE WE'RE ALL AT DID NOT MEET LOW, SO EVEN IF WE GROW ONE, WE WILL STILL NOT BE AT AN ACHIEVEMENT LEVEL WHERE WE'RE PASSING. SO WE WOULD COUNT FOR GROWTH IF WE GREW ONE BAND, BUT WE WOULD NOT COUNT FOR ACHIEVEMENT.

SO EVERY CAMPUS.

AND SO IT'S REAL LIFE DATA.

[00:35:01]

SO WHEN THE, THE PRINCIPALS ARE WORKING IN HERE, IT'S ACTUALLY MANIPULATING REAL LIVE STUDENT DATA. THAT ANSWERS MY QUESTION.

YES, IT'S REAL LIFE. IT'S JUST NOT A NUMBERS AS FAR AS WHAT I WANT TO ACHIEVE.

IT'S REAL LIFE STUDENT DATA.

SO YOU HAVE THE SENSE, THE ABILITY TO SEE WHAT HAPPENS.

IF I GROW THIS MUCH, HOW MUCH GROWTH WILL IT TAKE FOR ME TO ACHIEVE? AND CAN I GET CLARITY? THIS IS BASED ON THE CURRENT ACCOUNTABILITY SYSTEM THAT WAS PUT IN PLACE THIS YEAR, THAT WENT TO COURT AND IS GOT A. I DON'T KNOW WHAT THEY'RE CALLING IT, BUT IT'S GOT A STAY ORDER OR INJUNCTION.

YEAH. IS THAT CORRECT? AS FAR AS THE NUMBERS, THE CALCULATIONS IN THERE.

YES. SO IF THAT ACCOUNTABILITY SYSTEM CHANGES.

I MEAN, I GUESS THAT'S WHAT I DON'T KNOW, I JUST I MEAN, I KNOW WE HAVE TO THE ACCOUNTABILITY SYSTEM IS IMPORTANT, BUT TO ME THE STUDENTS ARE MORE IMPORTANT.

SO AND I THINK THAT'S KIND OF, YOU KNOW, WHY PEOPLE TOOK IT TO COURT.

THEY'RE SAYING, YOU KNOW, THE STUDENTS ARE IMPORTANT.

AND SO I APPRECIATE THIS, BUT I GET A LITTLE CONCERNED AS AN ENGINEER BECAUSE WE'RE DIGGING INTO NUMBERS THAT FOR ONE, THE ACCOUNTABILITY SYSTEM, THIS COULD ALL CHANGE.

RIGHT. WE COULD BE CHASING SOMETHING THAT RIGHT NOW IS IN COURT AND GOT AN ORDER TO NOT EVEN BE USED CURRENTLY.

SO I JUST KIND OF WONDER WHAT THE ADMINISTRATION LIKE.

HOW ARE WE PROTECTING AGAINST THAT? LIKE, HOW ARE WE LOOKING INTO THE FUTURE AND MAKING SURE THAT WE'RE NOT DOING A LOT OF WORK THAT MAY CHANGE TOMORROW OR NOT BE UTILIZED OR CHANGED.

AND I STILL WORRY.

I MEAN, I'M STILL JUST SO YOU GUYS HEAR IT.

I'M STILL A LITTLE WORRIED THAT WE'RE, YOU KNOW, MAYBE NOT FOCUSED 100% ON ALL STUDENTS BECAUSE I FEEL LIKE THIS IS A LITTLE GAMEY STILL OF, WELL, THERE'S FIVE STUDENTS THAT JUST ARE NEVER GOING TO MAKE IT TO MEETS.

AND IT'S OKAY BECAUSE WE STILL GET AN A FOR THE CAMPUS OR SOMETHING.

SO I JUST WANT TO ADD DR.

BONE IS THAT THIS IS, IF ANYTHING, THIS IS FOR ALL OF US TO LOOK AT EVERY STUDENT INDIVIDUALLY AND REALLY LIKE MAKING SURE THAT EVERY STUDENT IS SHOWING GROWTH.

IF ANYTHING, THIS REALLY FORCES EVERYONE REALLY TO LOOK AT EVERY INDIVIDUAL STUDENTS AND ALMOST IT'S NOT AN IEP, BUT IT'S ALMOST LIKE INDIVIDUALIZING THE INSTRUCTION AND MAKING SURE THAT EVERY STUDENT IS PROGRESSING.

SO AND AS FAR AS THE ACCOUNTABILITY WITH TEA, I MEAN, THIS IS LEARNING AND THIS IS PROGRESS AND GROWTH.

NOW TEA MAY COME BACK AND SAY, YOU KNOW, WE'RE NOT GOING TO COUNT DID NOT MEET LOW AND DID NOT MEET AND DID NOT MEET HIGH THE SAME LEVEL.

THEY MAY CHANGE IT AND WE DON'T KNOW, RIGHT? BUT WE CAN. WE HAVE A DUTY TO OUR STUDENTS TO MAKE SURE THAT THEY'RE LEARNING.

AND IF THEY COME BACK AND CHANGE THE RULES, I GUESS WE CHANGE THE RULES.

AND I THINK THAT'S EXACTLY WHY THEY'RE GETTING IN TROUBLE FOR THE FIRST TIME, BECAUSE THEY MAY CHANGE THIS AFTER THE FACT.

AND I THINK THAT'S WHY THERE WAS THERE IS AN INJUNCTION ON THEM.

BUT FOR US, WE OUR DUTY IS TO ENSURE THAT WE ARE EDUCATING OUR STUDENTS.

AND EVERY STUDENT IS GROWING.

EVERY STUDENT IS GETTING BETTER DAY AFTER DAY.

SO I THINK THAT'S MY COMMENT IS THAT.

IF 100% OF STUDENTS MEETS OR MASTERS WHATEVER ACCOUNTABILITY SYSTEM THEY HAVE.

ARE YOU TELLING ME THAT OUR SCHOOLS WOULD NOT PASS? THAT WE WOULD NOT? BECAUSE THAT'S WHERE I'M JUST SAYING, WHY ARE WE NOT WORKING TOWARDS EVERY STUDENT MEETS OR MASTERS? I DO UNDERSTAND THE PRACTICALITY THAT THE CAMPUSES WANT TO GET A CERTAIN GRADE, BUT, I MEAN, WE'RE DOING AN EXERCISE WHERE YOU JUST HAD US GET IT TO A C. AND SO WHAT I'M ASKING IS, WHY ARE WE JUST NOT FOCUSED ON SAYING WE'RE NOT GOING TO HAVE STUDENTS THAT APPROACHES GRADE LEVEL.

OUR STUDENTS ARE GOING TO MEET IN MASTERS.

AND THEN I KNOW SOMEBODY'S GOING TO SAY, WELL, THAT'S NOT PRACTICAL.

WELL, I BELIEVE IN OUR STUDENTS.

SO IF YOU THERE IS A WHOLE CONTINUUM OF ACTIVITIES THAT INCREASES IN COMPLEXITY TO SHOW YOU DIFFERENT THINGS ABOUT THE PROGRAM.

AND SO HAVING YOU SET NUMBERS FOR THE C WAS NOT ABOUT STATING THAT IS JUST THE ULTIMATE OF WHAT WE WANT.

THERE'S A METHOD TO THE MADNESS.

AND SO I JUST NEED TO GET TO SOME OTHER ACTIVITIES SO THEY CAN BUILD, SO WE CAN SEE THE DIFFERENT THINGS THAT THEY CAN DO.

PART OF THIS IS HAVING YOU UNDERSTAND WHAT IT DOES.

AND THEN THERE IS A PART YOU'LL UNDERSTAND THEN WHERE THIS IS JUST ABOUT GOAL SETTING.

BUT IF YOU CAN JUST LET US GET THROUGH, ALL YOUR POINTS ARE ABSOLUTELY VALID.

BUT THERE'S A WAY THEN IF WE'RE GOING TO GROW THERE'S SPECIFIC THINGS WE HAVE TO DO IN THE SYSTEM, AND WE HAVE TO SEE THE SYSTEM BASED ON HOW WE'RE BEING EVALUATED IN ORDER TO FIGURE OUT SOME OF OUR INSTRUCTIONAL MOVES.

AND THIS HELPS US TO DO THAT, WHERE BEFORE WE WERE FOCUSED ON, HEY, WHO'S PASSING? WHO ISN'T PASSING, BUT IT DIDN'T NECESSARILY MEASURE GROWTH.

AND SO TO EVERYONE'S POINT, WE TALKED ABOUT THE FACT, REGARDLESS OF WHO YOU ARE IN THE SYSTEM, IF I'M A STUDENT WHO'S ALREADY PERFORMING AT MASTERS, WE WANT TO MAKE SURE THAT YOU STAY AT MASTERS.

[00:40:01]

SO WHAT THIS DOES, IT ALLOWS US TO SEE EVERY STUDENT WHERE THEY'RE AT AND ALLOWS US TO THEN TO MAKE SURE THAT THEY'RE MAKING GROWTH.

IN SOME SITUATION THERE IS WHERE A STUDENT MAY BE ACHIEVING, BUT WHEN WE LOOK AT THE INFORMATION, THEN THEY'RE NOT GROWING.

AND THAT TO US STILL IS A DEFICIENCY IN THE SYSTEM.

SO THAT MEANS THEN THAT THERE'S SOMETHING STILL THAT WE WORK WITH THAT CAMPUS ON.

SO THERE'S A WHOLE BUNCH OF DIFFERENT POINTS THAT WE WILL POINT OUT AS WE GO THROUGH THE PROCESS.

I JUST WANT TO SAY THAT I APPRECIATE THIS.

AND AND I WORK ON BIG SYSTEMS, AND I UNDERSTAND THAT THERE'S ACTUALLY TWO SYSTEMS RIGHT HERE.

YOU HAVE THE ADMINISTRATION, YOU HAVE THE BOARD.

THE BOARD ACTUALLY SETS THE GOALS FOR WHAT WE WANT THE ADMINISTRATION TO DO.

AND THEN I DO UNDERSTAND THAT THE BOARD, THE ADMINISTRATION, HAS TO COME BACK AND SAY, WELL, THIS IS WHAT WE THINK WE'RE ABLE TO DO.

AND SO THAT'S WHAT I'M TRYING TO GET OUT HERE, IS THAT I BELIEVE THE BOARD HAS TO NOT LOOK AND SAY, WELL, THIS IS WHAT WE THINK OUR ADMINISTRATION CAN DO.

SO THIS IS WHAT WE'RE GOING TO SAY THE KIDS CAN DO.

I PERSONALLY, AS A BOARD MEMBER, AM UP HERE TO SAY THAT I THINK THE BOARD, INDEPENDENTLY OF WHAT THE ADMINISTRATION THINKS THEY CAN DO, BECAUSE THAT'S OUR JOB AS THE BOARD TO MAKE SURE WE PUT THE RIGHT ADMINISTRATION IN PLACE TO DO WHAT WE THINK NEEDS TO BE DONE FOR OUR STUDENTS.

SO I APPRECIATE THIS.

I'M JUST. AS A SYSTEMS ENGINEER, I UNDERSTAND WHAT YOU ALL ARE AND I THINK IT'S GREAT.

I THINK THIS IS GREAT. I JUST AM A LITTLE CONCERNED THAT WE'RE GOING DOWN THIS PATH OF, WELL, THIS IS WHAT WE CAN DO FOR THE STUDENTS.

THIS IS WHAT WE THINK THIS ADMINISTRATION CAN DO.

WELL, I DON'T I MEAN, THAT'S GOOD TO GIVE US, BUT I WOULD LIKE TO APPROACH IT FROM THIS IS WHAT THE BOARD WANTS.

THIS IS WHAT WE BELIEVE OUR ADMINISTRATION SHOULD DO.

AND THEN YOU GUYS TELL US, WELL, THIS IS WHY WE THINK WE CAN OR CAN'T, AND THIS IS THE FINANCES WE WOULD NEED.

AND THESE ARE THE RESOURCES WE WOULD NEED.

SO I THINK THIS IS JUST BACKWARDS TO ME A LITTLE BIT.

SO THAT'S WHY I'M ASKING THESE QUESTIONS AND MAKING THESE STATEMENTS.

CAN I JUMP IN AND JUST ASK? I WANT TO MAKE SURE I'M UNDERSTANDING MY SPREADSHEET CORRECTLY, ESPECIALLY SINCE I HAD THE TARGET WHERE I GOT TO 100% AND MY CAMPUS COULDN'T GET TO THE C, UM, TO THE B, RIGHT? BUT SO MY UNDERSTANDING IS THAT BECAUSE WHEN I GOT TO THAT 100% AND I WAS STILL NOT HITTING THAT B, IT WAS VERY ANXIETY INDUCING.

AND WE TALKED ABOUT HOW THAT CAN THAT WAS KIND OF SCARY FOR SOME OF THE PRINCIPALS.

BUT UNDERSTANDING THAT THAT GROWTH RATE IS STILL SIGNIFICANT AND THAT GROWTH RATE IS, IS SORT OF THE WHAT'S GOING TO MAKE IT MANAGEABLE FOR OUR CAMPUSES TO MOVE OUR STUDENTS UP AND THEN DIG INTO THOSE INDIVIDUAL, CREATE THOSE INDIVIDUAL PLANS FOR STUDENTS AT ALL OF OUR LEVELS TO CONTINUE TO BRING THEM UP AND BRIDGE THEM OVER EACH OF THOSE CATEGORIES.

EXACTLY. BUT RIGHT NOW, IF IT'S POSSIBLE AND WE CAN GO TO THE NEXT ACTIVITY BECAUSE THEN BASED ON WHAT YOU'RE SEEING, THE AUDIENCE ISN'T ABLE TO FOLLOW US.

AND SO I WANT TO MAKE SURE THAT WE'RE BUILDING ON WHAT'S HAPPENING AND OUR UNDERSTANDING.

SO THE SECOND THING THAT WE HAD ASKED FOR EVERYONE TO DO IS TO GO THROUGH AND THEN BE ABLE TO SET A TARGET IN ORDER TO GET TO A 53, WHICH IS A B RATING IN DOMAIN ONE.

SO GO THROUGH AND SEE HOW MUCH GROWTH IS NEEDED IN ORDER FOR THIS CAMPUS TO GET TO A RATING OF A B.

AND SO I'LL GIVE YOU GUYS A COUPLE OF MINUTES.

I DON'T KNOW IF EVERYONE HAS COMPLETED THAT AS YET.

I'M SELFISH BECAUSE I DON'T WANT TO BE DOING THIS BY MYSELF.

MIC] OKAY.

SO WE'RE GOING TO COME BACK TOGETHER.

AND SO THE TASK THAT WE ASKED THE BOARD OF TRUSTEES TO DO IS TO GO THROUGH AND SET, GOALS IN READING, LANGUAGE

[00:45:07]

ARTS AND MATH FOR GROWTH.

HOW MANY STUDENTS NEED TO GROW IN ORDER FOR YOU TO GET TO A B RATING IN ACHIEVEMENT? AND AGAIN, THE DEFINITION OF ACHIEVEMENT IS THAT A STUDENT IS PERFORMING AT THE APPROACHES, MEETS OR MASTER'S LEVEL.

ALL RIGHT. I'M GOING TO NEED A FEW MORE STUDENTS.

HOW WERE YOU ABLE TO WHAT WAS YOUR ANSWER.

SO WHEN WE ON THIS CAMPUS, WHICH I UNDERSTAND IS ACTUALLY A REAL CAMPUS, SO 100% ON MATH AND 100% ON READING LANGUAGE ARTS AS OUR GOAL, OUR NON ECONOMICALLY DISADVANTAGED STUDENTS, I NEED 101% OF THEM TO GROW IN MATH, AND 102% OF THEM TO GROW IN READING LANGUAGE ARTS.

SO. AND IT STILL DOESN'T GET US EVEN TO A IT ONLY GETS US TO 50, WHICH IS STILL IN THE C RANGE.

IT DOESN'T EVEN GET US TO THE B RANGE.

ALL RIGHT. ANYONE ELSE AS FAR AS WHAT YOU'RE SEEING IN YOUR DATA.

YEAH, WE GOT TO 53, BUT WE DID 100 AND 120% AND I'M NOT SURE HOW THAT WORKS IF IT'S LIKE TWO BANDS OF GROWTH.

BUT WHAT I THINK THIS IS DISPLAYING TO US IS THAT WE DON'T LOOK AT.

WE LOOK AT WHERE STUDENTS ARE, WE'RE WORKING WITH REAL DATA OF HOW THEY COME TO US AND LOOKING AT HOW WE GROW THEM FROM THERE.

IT SEEMS LIKE WITH THE NUMBER OF STUDENTS, THE MAKEUP OF THE STUDENTS WHERE THEY ARE IT'S MATHEMATICALLY IMPOSSIBLE IN ONE YEAR.

NOT BECAUSE WE DON'T CARE.

BUT BECAUSE OF WHERE THEY COME TO US AT, WE HAVE TO HAVE A PLAN TO MOVE THEM YEAR OVER YEAR.

ALL RIGHT. WELL, I WOULD LIKE TO CLARIFY THAT I TAKE OWNERSHIP PERSONALLY.

I'VE BEEN ON THIS BOARD FOR THREE YEARS.

SO THESE STUDENTS DIDN'T JUST COME TO US.

LIKE UNLESS THESE STUDENTS, MOST OF THESE STUDENTS PROBABLY HAVE BEEN UNDER OUR CARE AS THIS BOARD OR AT LEAST THE MAJORITY OF THIS BOARD FOR THREE YEARS.

SO I THINK WE HAVE TO TAKE OWNERSHIP.

AND THAT'S WHAT I'M SAYING, IS THAT.

I DON'T WANT TO LET THE ADMINISTRATION OFF, AND I DON'T WANT TO LET THE BOARD OFF THE HOOK HERE IN THE FACT THAT IF STUDENTS HAVE TO GROW TWO BANDS, WE DID THAT.

WE DID THAT. EVERYBODY RAISE YOUR HAND.

WE DID THAT. THAT'S WHAT WE DID.

WE FAILED THEM.

I MEAN, THAT'S WHY THEY'RE HAVING TO COME UP 2 BANDS.

AND THEN FOR US TO SAY, WELL, WE'RE ONLY GOING TO TAKE YOU UP ONE BAND AND I UNDERSTAND WE'RE GETTING THERE.

I UNDERSTAND WE'RE LOOKING AT INDIVIDUALIZED, BUT I THINK IT'S JUST A LITTLE DANGEROUS FOR US TO SIT UP HERE AND BE LIKE, OH MY GOSH, IT'S 100% AND KIND OF RELEASE THE EXPECTATIONS OFF OF THE ADMINISTRATION WHEN THEY'RE THE ONES THAT GOT US HERE AND WE'RE THE ONES THAT PUT THEM IN PLACE.

SO I JUST I DON'T THINK IT'S FAIR TO SAY THAT THEY CAME TO US THIS WAY.

EACH OF THESE STUDENTS MEANS A LOT TO ME PERSONALLY, EVERY SINGLE STUDENT.

AND SO I THINK IF THEY HAVE TO MOVE TWO BANDS, THREE BANDS, WHATEVER IT IS, I NEED TO KNOW, AND THAT'S WHAT HONESTLY, I WOULD RATHER TONIGHT HAVE BEEN TALKING ABOUT WHY LIKE, WHAT DO YOU GUYS NEED, WHAT RESOURCES.

THAT'S WHAT I WOULD HAVE RATHER HEARD TONIGHT.

LIKE WHAT RESOURCES DO WE NEED? HOW MANY STUDENTS DO WE HAVE THAT NEED TO MOVE UP THREE BANDS.

LIKE HOW DO WE GET OUR DISTRICT UP TO AN A? AND YOU KNOW, HOW MANY STUDENTS DOES THAT TAKE? HOW MUCH MONEY DO WE THINK THAT'S GOING TO TAKE? WHAT KIND OF RESOURCES DOES THAT TAKE? DOES IT TAKE MORE DYSLEXIA SPECIALIST.

DOES IT TAKE MORE TESTING.

SO I JUST.

I STILL HAVE A LITTLE.

I'M A LITTLE HESITANT HERE TO SIT HERE AND JUST BE LIKE, WELL, IT'S 100%, Y'ALL.

WE JUST THESE STUDENTS, WE'RE SORRY.

THEY'RE GOING TO MOVE UP ONE BAND AND THEY CAME TO US THAT WAY.

I HESITATE TO SAY THAT I WANT TO TAKE OWNERSHIP AS THE BOARD.

I WANT THE ADMINISTRATION TO TAKE OWNERSHIP.

AND I WANT US TO SAY WHATEVER IT TAKES.

WE'RE GOING TO COMMIT TO THESE STUDENTS AND THESE PARENTS THAT WE'RE GOING TO GET YOUR STUDENTS ON GRADE LEVEL.

AND I ABSOLUTELY AGREE.

AND WHAT I WANT EVERYONE TO HEAR AND REALIZE.

AND THIS IS SO AMAZING.

THE FACT THAT RIGHT NOW EVERYONE ALREADY UNDERSTANDS THE BANDS, WHAT IT MEANS, THE FACT THAT WE NEED TO GROW MULTIPLE BANDS IN CERTAIN SCHOOLS IN ORDER TO GET TO A CERTAIN PLACE ALREADY WITHIN A COUPLE OF SLIDES.

WE'VE ALREADY CHANGED THE CONVERSATION.

I LOVE IT, ABSOLUTELY.

THE WHOLE POINT AND THE SERVICE WE PROVIDE WITHIN THE WORKSHOP IS TO MAKE SURE THAT THERE'S A MORE IN DEPTH UNDERSTANDING SO THAT WE AS AN ENTIRE COMMUNITY TO COME TOGETHER AND EVERYONE FIGURES OUT THEIR ROLE AS FAR AS TO MOVE OUR STUDENTS FORWARD ALSO.

YES, SIR. CAN I INTERRUPT YOU? AND THIS GOES ACTUALLY BACK TO WHAT YOU JUST SAID, DR.

BONE, BECAUSE YOU'RE SAYING THIS IS THE GAME.

IT'S NOT A GAME. IT'S JUST NOW IT FORCES ALL OF US AGAIN TO LOOK AT EVERY STUDENT TO KNOW EXACTLY WHERE THEY AT AND HOW MUCH MORE WORK NEEDS TO HAPPEN SO THEY CAN MOVE THEM ONE BAND, TWO OR EVEN THREE.

SO THAT'S EXACTLY ALIGNED TO WHAT WE TALKED ABOUT.

YES. AND ALSO AT THE END OF THE DAY I KNOW, I KNOW, WE ARE RESPONSIBLE.

I'M RESPONSIBLE, OBVIOUSLY THE BOARD, THE ADMINISTRATION.

[00:50:01]

BUT REALLY, YOU KNOW WHO'S DOING THE WORK EVERY DAY.

OUR TEACHERS, THEY ARE THE ONES MAKING THIS HAPPEN.

AND IT'S US WORKING WITH THEM TO MAKE SURE THEY'RE SUPPORTED.

THEY HAVE WHAT THEY NEED, THE PAY RAISES THAT WE GIVE THEM THAT MAKE SURE, ENSURE THAT WE'RE RETAINING OUR AMAZING TEACHERS ARE HIRING MORE IF WE NEED TO.

THAT IS EXACTLY AT THE CORE OF WHAT WE DO.

SO WE CAN EXCEED WHAT WE'RE SUPPOSED TO DO.

I APPRECIATE THAT, DR.

AZAIEZ, BECAUSE THAT'S WHAT I WAS HOPING A LITTLE BIT OF THE WORKSHOP TONIGHT WOULD BE ABOUT IS, YOU KNOW, HOW DO WE I LOVE THE TEACHERS IN THE CLASSROOM.

I MEAN, THAT'S WHY I LOVE TO BE IN THE PTA PRESIDENT AND GOING IN AND JUST HELPING.

THAT'S WHY I WAS IN MULTIPLE, YOU KNOW, WHAT DO YOU NEED? LIKE ASK IN THE CLASSROOMS, WHAT DO YOU NEED? BUT THAT'S WHAT I WAS HOPING TONIGHT WOULD BE, IS WHAT IS IT? WHAT DO THEY NEED IN THE CLASSROOMS TO MOVE THEIR STUDENTS? I MEAN, DO WE NEED, YOU KNOW, DO SOME CLASSROOMS NEED AN ASSISTANT? RIGHT. DO THEY NEED SOME KIND OF ADDITIONAL SUPPORT? WHAT IS IT IN THE CLASSROOM THAT THEY NEED? SO THAT WAS WHAT I WAS HOPING A LITTLE BIT OF TONIGHT WOULD BE.

WELL, AND I THINK THAT'S A LITTLE BIT ABOUT I THINK THAT IS WHAT THIS CONVERSATION IS ABOUT.

RIGHT. BECAUSE WE DON'T IT'S HARDER FOR US TO ASK THOSE QUESTIONS IF WE DON'T UNDERSTAND THE SYSTEM.

AND SO TONIGHT'S ABOUT UNDERSTANDING THE SYSTEM.

AND WHAT I APPRECIATE ABOUT LOOKING AT THE GROWTH RATE IS HOW IT DOES DIG IN DOWN INTO THE INDIVIDUAL STUDENTS.

AND IT HELPS US ASK THE QUESTION.

AND I GUESS THE QUESTION IS, WHEN WE LOOK AT THESE CAMPUSES AND A CAMPUS HAS A SPECIFIC TARGET AND THEY'RE ABLE TO REACH THAT ACHIEVEMENT, TARGET OR NOT, OR WE'RE LOOKING AT THEIR GROWTH RATE IN THE THE TRENDS IN WHERE THE GAPS ARE, ARE THOSE DO WE HAVE THE RESOURCES THAT THOSE CAMPUSES NEED IN ORDER TO CLOSE THAT GAP? AND I FEEL LIKE THOSE ARE THE QUESTIONS WE'RE ABLE TO ANSWER OR WE'RE ABLE TO ASK.

SO WHEN WE UNDERSTAND THE SYSTEM.

I THINK THE THING IS THOUGH, THIS IS DECEMBER.

SO THESE STUDENTS ARE ALREADY SITTING IN A CLASSROOM.

THESE NUMBERS ARE FROM LAST YEAR.

SO THESE STUDENTS ARE ALREADY IN THE CLASSROOM THIS YEAR.

AND THEY'RE ALREADY. SO THAT'S WHAT I MEAN.

THAT'S WHY I WAS HOPING I WOULD HOPE THOSE ARE ALREADY IN PLACE.

THAT'S WHAT I WAS HOPING THAT THE ADMINISTRATION BROUGHT IS WHAT ARE THEY DOING? WHAT DO THEY NEED? AND THAT'S WHAT I WAS HOPING TO HEAR.

SO IT'S NOT I DON'T THINK TONIGHT SHOULD BE A YOU KNOW, THIS IS HOW WE'RE GOING TO GET HERE NEXT YEAR BECAUSE NOW YOU'RE EVEN PUTTING STUDENTS EVEN MORE BEHIND.

SO THAT'S WHY I WAS YOU KNOW, THIS IS DECEMBER.

THIS IS PRETTY MUCH HALF THE YEAR. WE'RE ONLY 30 MINUTES INTO THIS MEETING.

I THINK THAT WE SHOULD BEFORE WE ISSUE ANY CRITICISMS OR MARCHING ORDERS, WE KIND OF GET THROUGH THE REST OF THE MEETING TO UNDERSTAND EXACTLY WHAT IS IN THE TOTAL OF THE PRESENTATION. YEAH. AND I JUST APOLOGIZE BECAUSE I ACTUALLY PREPARED FOR THE MEETING.

AND SO I WENT THROUGH ALL THE SLIDES.

SO I MIGHT BE A LITTLE BIT AHEAD OF EVERYBODY.

SORRY. POINT OF ORDER TRUSTEE WEIR I'M JUST GOING TO ASK FOR DECORUM ON THE DAIS, PLEASE.

ME.

SORRY TRUSTEE BONE.

I THINK WE ALL DID OUR PREPARATION.

SPECIFICALLY EXPLAIN.

ALL I'M SAYING IS, I'M APOLOGIZING THAT I'VE ALREADY LOOKED THROUGH ALL THE SLIDES.

SO I WAS JUST.

I WAS A LITTLE BIT AHEAD. UNDERSTAND WHAT'S IN THERE.

WELL, THANK YOU VERY MUCH.

AND SO ALSO ANOTHER POINT TO MAKE IS THIS WE ARE NOT SETTING THIS IS ABOUT WHERE WE'RE GOING IS SO THAT EVERYONE UNDERSTANDS THE INSTRUCTIONAL MOVES THAT WE'RE MAKING.

AND THEN ALSO BUT WE'RE BUILDING TO THAT.

AND THEN ALSO SPECIFICALLY ALSO WHY SOME OF THE INITIATIVES WE HAVE ARE SO IMPORTANT.

SO FOR EXAMPLE, IF YOU SEE REMEMBER WE'RE LOOKING AT GROWTH AND HOW IT IMPACTS ACHIEVEMENT.

SO THIS IS AN ELEMENTARY SCHOOL AND GROWTH BECAUSE THE TESTED GRADES ARE THIRD, FOURTH AND FIFTH.

THE GROWTH IS REPRESENTING FOURTH AND FIFTH GRADE.

SO ANOTHER POINT IS WE CANNOT WAIT UNTIL FOURTH AND FIFTH GRADE.

SO AS YOU'VE HEARD US SPEAK AND SEEN HOW MUCH WE ARE DISPROPORTIONATELY WORKING ON EARLY LITERACY, IT'S A MATTER OF IF WE DELIVER THOSE STUDENTS TO THE TESTED GRADES ALREADY ON LEVEL, THEN THE IDEA OF GROWTH.

NOW IT'S GROWING TO MEETS AND MASTERS, WHICH IS WHAT WE'RE TRYING TO ATTAIN BECAUSE WE KNOW TO DELIVER A GRADUATE, WE WANT THEM TO BE CCMR COLLEGE CAREER, MILITARY READY.

EVERYTHING IS IN SERVICE OF DELIVERING THE STUDENT AT THAT POINT SO THAT THEY CAN CHOOSE AMONGST ALL THE VARIOUS OPPORTUNITIES OUT IN THE WORLD FOR THEM, BUT IT STARTS AT THE LOWER LEVEL.

SO AS YOU'RE LOOKING, REMEMBER WE TALKED ABOUT OUR EQUITY GAP AND THE FACT THAT EVEN THOUGH THEY'RE ONLY MEASURING THE TESTED AREAS AS A TEAM, WE WENT THROUGH AND LOOKED AT THE EQUITY GAP ALL THE WAY, STARTING FROM KINDERGARTEN, ALL THE WAY THROUGHOUT OUR SYSTEM.

AND SO EVEN FOR THE LEARNING COMMUNITY, THE TEAMS WITHIN ELEMENTARY AND KINDERGARTEN, EVEN THOUGH THIS IS SOMETHING THAT WE'RE SEEING THAT PLAYS OUT IN FOURTH AND FIFTH GRADE AND ELEMENTARY, THEY'RE ALREADY TACKING IT AT KINDERGARTEN, FIRST GRADE, SECOND GRADE, BECAUSE WE'RE STRENGTHENING THE SYSTEM FROM THE BOTTOM UP.

SO THAT WAY WE CAN MAKE DISPROPORTIONATE, JUMPS IN GROWTH.

[00:55:02]

AND SO YOU ATTACK THE SYSTEM FROM BOTH SIDES.

THERE ARE DIFFERENT THINGS WE WILL DO IN THESE GRADE LEVELS, BUT WE'RE ALSO STRENGTHENING THE FOUNDATION.

SO I WANT TO MAKE SURE ALSO WE LEND CREDENCE TO THE WHY BEHIND SOME OF THE THINGS THAT WE'RE DOING SO THAT EVERYONE UNDERSTAND THERE IS A METHOD TO THE MADNESS.

RIGHT. SO IF A STUDENT IS ALREADY DELIVERED AND THEY'RE ALREADY AT APPROACHES, THEN OUR JOB THEN IS TO PUSH THEM TO MEETS BECAUSE THE MEETS LEVEL IS ANALOGOUS TO SOMEONE BEING COLLEGE READY.

THAT'S WHAT THAT MEANS.

AND THAT'S HOW WE'RE MEASURING OURSELVES.

OKAY. SO WE UNDERSTAND THEN THAT DISPROPORTIONATE AMOUNT OF GROWTH, POSITIVE GROWTH IS NEEDED AT CERTAIN CAMPUSES.

AND SO WE WILL MOVE ON TO THE NEXT ACTIVITY.

SO WITHIN THE NEXT ACTIVITY, YOU'LL OPEN UP YOUR FOLDER TO ACTIVITY TWO.

AND THERE ARE THREE THINGS WE'RE GOING TO LOOK AT RIGHT NOW.

YOU'RE JUST GOING TO LOOK AT A A MODEL OF WHAT IT MEANS TO MONITOR GROWTH TARGETS.

WE LOOKED AT SETTING OUR TARGETS.

NOW WE'RE GOING TO LOOK AT WHAT HAPPENS WHEN THE DATA IS IN THERE, AND WE HAVE A SENSE TO SEE WHERE THE CAMPUS IS AT IN RELATIONSHIP TO THE GOALS THAT THEY HAVE SET FOR THEMSELVES.

SO IF YOU WILL GO INTO FOLDER NUMBER TWO.

AND THERE ARE THREE THINGS THAT YOU'RE GOING TO ACCOMPLISH.

YOU'RE GOING TO LOOK AT YOUR JUST TO MAKE SURE THAT YOU'RE COMFORTABLE WITH THE DATA IN THERE.

YOU'RE GOING TO LOOK AT WHAT ARE YOUR GROWTH TARGETS FOR MATH AND READING LANGUAGE ARTS.

SO WHERE WE HAVE CIRCLED THAT 81 AND THE 81, THOSE REPRESENT OUR GROWTH GOALS.

THE SECOND THING THAT YOU'RE GOING TO LOOK AT ARE WHAT ARE YOUR CHECKPOINT ONE GROWTH PERCENTAGES.

AND SO LET ME EXPLAIN THAT YOUR CHECKPOINT ONE MEANS THAT WE HAVE STARTED SCHOOL.

THE STUDENTS HAVE TAKEN SOME KIND OF SCREENER EXAM, A SCREENER, A TTAP, JUST DIFFERENT THINGS THAT WE'VE CORRELATED HOW OUR STUDENTS DO ON THAT TO HOW THEY WILL POTENTIALLY PERFORM ON STAAR.

AND SO WHAT WILL THEN HAPPEN IS THAT IN THAT CHECKPOINT ONE DATA, IT JUST SAYS, HOW ARE WE DOING SO FAR? DO WE HAVE? WE MADE IMPROVEMENTS.

DO WE STILL HAVE GAPS THAT WE NEED TO TAKE CARE OF WHAT IS HAPPENING IN THE SYSTEM, AND ARE THE THINGS THAT WE'RE PUTTING IN PLACE WORKING? OR MAYBE IT ALERTS US TO THE FACT THAT SOMETHING ISN'T BEING PUT INTO PLACE WITH FIDELITY.

OKAY. SO YOU WILL GO THROUGH AND LOOK AT THE GROWTH TARGETS FOR MATH AND READING LANGUAGE ARTS.

YOU WILL NOTE THAT ON YOUR SOMEWHERE, YOUR NOTEPAD, YOU'LL ALSO LOOK AT WHAT ARE YOUR CHECKPOINT ONE GROWTH PERCENTAGES FOR MATH AND READING LANGUAGE ARTS.

AND SO THOSE ARE YOUR TARGETS.

WHAT WE HAVE NOW IN BLUE AND RED REPRESENTS THE REAL TIME DATA.

I SET A TARGET OF 81, AND RIGHT NOW, AT THIS TIME OF THE YEAR, I'M AT A 64% OF STUDENTS WHO HAVE MADE GROWTH.

NOW, I WANT US NOT TO BE ALARMED BY THAT, BECAUSE THIS IS GROWTH IS MEASURED OVER THE COURSE OF AN ENTIRE YEAR.

AT THE TIME WHEN THESE SOME OF THESE CAMPUSES MAYBE THIS DATA IS REPRESENTATIVE OF THEIR BEGINNING OF YEAR DATA MCLASS.

SOME OF IT MAY BE REPRESENTATIVE OF INTERIM DATA WHICH WAS TAKEN IN OCTOBER.

SO THAT ONLY ACCOUNTS FOR MAYBE WHAT IS THAT THREE MONTHS AND NOT FOR AN ENTIRE YEAR.

SO WE'RE LOOKING AT THEIR PROGRESS TOWARDS A TARGET.

SO IT IS NOTHING TO BE ALARMED.

WE'RE SEEING AT THIS TIME OF THE YEAR, HERE'S HOW MANY STUDENTS HAVE ALREADY GROWN THAT LEVEL THAT WE WANT THEM TO GROW.

ALL RIGHT. SO THAT'S GOING TO BE THE SECOND THING YOU LOOK AT.

AND THEN LASTLY YOU'RE GOING TO LOOK AT BASED ON WHAT THAT CHECKPOINT DATA SAYS.

WHERE ARE WE RIGHT NOW? WHERE WOULD WE PERFORM AS IT RELATES TO ACHIEVEMENT, WHICH IS DOMAIN ONE? AND ACHIEVEMENT AGAIN IS SAYING, HERE'S HOW MANY KIDS WOULD PASS AT THE APPROACHES LEVEL OR ABOVE.

AND THEN WHAT RATING WOULD WE RECEIVE IN DOMAIN ONE.

SO YOU'LL GO THROUGH NOW AND WORK WITH YOUR PARTNER AND DO THOSE THREE ACTIVITIES.

[01:05:22]

OKAY. WE'RE HAVING LOTS OF GREAT CONVERSATION.

[01:05:25]

GIVE ABOUT ANOTHER 30 SECONDS AND THEN WE'LL COME BACK TOGETHER.

OKAY. AND WE'VE COME BACK TOGETHER.

SO AS WE'VE TALKED, IT'S NOT JUST ABOUT WHETHER OR NOT WE HAVE THE NUMBERS.

IT'S KIND OF HAVING A SENSE OF WHAT THE NUMBER MEANS AND ALSO REALLY UNDERSTANDING THAT WE HAVE A WHOLE YEAR TO MAKE GAIN.

THIS IS GIVING US A SNAPSHOT IN TIME.

AS FAR AS WHAT PROGRESS HAVE WE MADE SO FAR TOWARDS THE GOALS THAT WE HAVE SET FOR OURSELVES? AND SO, IS THERE ANYONE WHO WOULD LIKE TO VOLUNTEER TO KIND OF GIVE MEANING TO THE INFORMATION THAT THEY LOOKED AT ON THEIR SHEET? WELL, I WILL JUST SAY, SO OUR TARGET FOR MATH WAS 77%, AND RIGHT NOW OUR OVERALL IS 55%.

AND I'M ASSUMING THAT'S YOU SAID THAT'S FROM THROUGH OCTOBER THROUGH NOVEMBER.

AND THEN OUR READING LANGUAGE ARTS, OUR TARGET WAS 80.

AND OVERALL WE'RE AT 61%.

OUR NON ECONOMICALLY DISADVANTAGED ARE AT 53.

AND ACTUALLY OUR ECONOMICALLY DISADVANTAGED ARE DOING A LITTLE BIT BETTER 64%.

SO WE ARE STILL THOUGH AS A CAMPUS.

THIS CAMPUS IS A D AT 37.

ANYONE ELSE WOULD LIKE TO ADD? GREAT JOB! WE'RE JUST TALKING ABOUT THE TOP RIGHT.

WE'RE NOT GETTING INTO. YES, MA'AM.

OKAY. WELL, AND WE LOOKED AT THE SPECIFIC NUMBERS AT THIS POINT THAT LIKE THE GROWTH NUMBER WAS 45 STUDENTS THAT HAVE SHOWN GROWTH WHEN WE NEED TO GET TO THE NUMBER OF 82.

AND SO IT IDENTIFIED THE ADDITIONAL, 37 KIDS THAT HAVE NOT HIT THAT POTENTIAL YET ON THAT JUST IN THE MATH, TARGET AND ANOTHER 33 KIDDOS IN THE READING, THE RLA, PERCENTAGES. SO THIS IS WHAT OUR ILLUSTRIOUS BOARD IS LOOKING AT.

AND SO LET'S GO AHEAD AND REITERATE FOR OUR, PEOPLE WHO ARE VIEWING TONIGHT.

SO THIS CAMPUS SAID, I WANT TO SET A TARGET OF 77 IN MATH AND 80 IN READING LANGUAGE ARTS AT THIS POINT IN OCTOBER WHEN THIS DATA WAS TAKEN ALREADY, THEY HAVE 55% OF THEIR STUDENTS BASED ON TEA'S DEFINITION OF GROWTH, HAVE ALREADY MADE ONE LEVEL'S WORTH OF GROWTH.

IN READING LANGUAGE ART THAT ACCOUNTS FOR 61% OF THE STUDENTS HAVE ALREADY MADE ONE LEVELS WORTH OF GROWTH ONWARDS TO THEIR TARGET. SO EVEN THOUGH THE NUMBER HAS NOT GOTTEN TO THE 80, TWO HAVE ALREADY MADE THAT MUCH GROWTH FOR THIS CAMPUS WITHIN THAT PERIOD OF TIME, IT MEANS THAT'S A LOT TO CELEBRATE WITH THE CAMPUS.

AND SO WE KNOW THEN THAT THEY HAVE A VERY GOOD CHANCE OF MOVING TOWARDS THEM AND HITTING THEIR NUMBERS.

AND SO WE'LL MONITOR THEN HOW FAST THEY'RE GROWING TOWARDS.

SO WE WILL HAVE ANOTHER CHECKPOINT.

THERE'S MORE THAN ONE CHECKPOINT WITH THE DATA.

AND SO WE LOOK AT THE CHECKPOINTS AND WE'LL HAVE THE ABILITY TO SEE THE TRAJECTORY FROM CHECKPOINT TO CHECKPOINT.

SO THAT WAY WE HAVE THE ABILITY TO RESPOND TO THE DATA.

BEFORE WE GET CLOSE TO START TESTING.

IN THE PAST, ONE OF THE THINGS THAT WE HAD EXPLAINED TO THE BOARD IS OFTEN TIME THE ONLY INFORMATION THAT WE HAD WAS THE INTERIM DATA, AND THEN THE CAMPUS WOULD HAVE TO FIGURE OUT HOW TO COLLATE THE DATA.

IT WAS NOT IN A WAY THAT WAS WORKABLE AND FIGURE OUT, WELL, WHO DO I INTERVENE WITH? THEY WOULD BE ABLE TO SEE PASSING RATES IN APRIL.

RIGHT? THEY'D BE ABLE TO SEE PASSING RATES, BUT THERE WAS NO WAY TO COMPARE THE PASSING RATE DATA AND APPLES TO APPLES UNDERSTAND OR SEE

[01:10:05]

GROWTH OR SEE EQUITY OR SEE ACHIEVEMENT.

ALL YOU WOULD SEE IS HERE'S WHO PASSED AND AT WHAT LEVEL.

BUT THERE WAS NOT A WAY TO COLLATE THE DATA AS FAR AS TO FIGURE OUT ALL THAT INFORMATION.

NOW YOU ONLY SEE NUMBERS HERE, BUT UNDERSTAND THAT THERE IS ANOTHER SPREADSHEET CONNECTED TO THIS WHERE THE CAMPUS IS ABLE TO GO IN AND SEE INDIVIDUAL STUDENTS.

IT GIVES THEM INFORMATION BY GRADE TEACHER, DEMOGRAPHIC INFORMATION, PROGRAM.

WERE YOU HERE AT THE SNAPSHOT DATE.

WERE YOU HERE WITH US LAST YEAR.

ALL THAT INFORMATION SO THAT THEY CAN SEE THE TRENDS WITHIN THE REAL LIFE STUDENT DATA AND THEN BEGIN TO FIGURE OUT WHAT THEY NEED TO DO WITH THE INDIVIDUAL STUDENTS.

SO THIS IS JUST AN OVERVIEW FOR OUR PURPOSES HERE TONIGHT.

BUT KNOW IT GOES EVEN DEEPER.

IT DOES NOT STAY AT THIS LEVEL FOR THE CAMPUS.

TRUSTEE BONE. SO I HAVE A QUESTION ON THE WHEN YOU'RE LOOKING AT THIS DATA TAKEN IN OCTOBER, IT IS INCREDIBLE TO SEE 50% ALREADY IN TWO MONTHS OF SCHOOL. IS THIS A STUDENT LIKE IN THE WAY THIS IS MEASURED? IS THIS SAY THIS WAS A FOURTH GRADE CLASS? IS THIS A STUDENT WHO ON THE THIRD GRADE TESTING WAS AT ONE LEVEL.

AND THEN THEY COME IN AND THEY'RE NOW TAKING THE FOURTH GRADE TESTING AND THEY'RE THEY'VE SHOWN GROWTH.

SO. IS THAT COMPREHENSIVE OF WHAT THEY LEARNED THE YEAR BEFORE AND NOW IN THIS NEW TESTING? AND OR IS IT A NEW SET OF SKILLS? HOW DOES THAT HOW DOES JUST BECAUSE I'D SPENT A LONG TIME SINCE I'VE HAD KIDDOS THAT DID ALL OF THAT, AND I DON'T REALLY KNOW ALL THE INS AND OUTS.

SO THE METHOD BEHIND THE MADNESS IS IN THE CORRELATIONAL DATA.

WE WENT BACK AND LOOKED AT ALL OF OUR DIFFERENT TYPES OF SCREENERS AND THE WONDERFUL ERICA SIMMONS AND HER TEAM DID A CORRELATION BETWEEN THAT DATA AND HOW OUR STUDENTS PERFORM ON STAAR? SO WE HAVE A SENSE OF IF YOU'RE SCORING WITHIN THIS RANGE, WHAT IS THE CORRELATION THAT YOU HAD THAT YOU WILL BE ABLE TO PASS THIS TEST AND PASS IT AT THIS LEVEL? AND WE DID THE CORRELATION FOR EVERY BAND OF STUDENT AS IT RELATES.

SO IT'S NOT JUST A MATTER OF OVERARCHINGLY, RIGHT? HERE'S THE KIDS THAT DID NOT MEET.

IF YOU'RE PERFORMING HERE ON THIS SCREENER AND YOU ARE DID NOT MEET ACCORDING TO STAAR, WHAT ARE THE CHANCES BASED ON HOW YOU PERFORM ON THAT SCREENER? WHAT IS THE CHANCE THAT THIS SCREENER CORRELATES TO THIS LEVEL WITHIN STAAR? SO THERE'S A WHOLE METHOD TO THE MADNESS WHERE THERE'S A CORRELATION WHERE WE KNOW THERE'S A GREAT CHANCE THAT IF YOU'RE DOING A CERTAIN LEVEL ON THIS SCREENER, HERE'S HOW YOU'RE GOING TO SCORE ON THE STAAR.

WELL THANK YOU. WONDERFUL ERICA SIMMONS BECAUSE AND YOUR TEAM I MEAN THAT IS AMAZING TO BE ABLE TO LOOK AT THAT.

AND I DO KNOW LIKE STUDENTS ARE MORE THAN NUMBERS.

BUT TO BE ABLE TO LOOK AT HOW THEIR PERFORMANCE INDICATES HOW THEIR FUTURE TEST TAKING AND ALL OF THAT IS GOING TO TURN OUT IS PRETTY IMPRESSIVE.

SO THANK YOU FOR ALL THAT WORK.

AND I JUST WANT TO JUST ALSO SAY THAT THIS PARTICULAR DATA IS OUR STAAR INTERIM DATA.

AND WHEN THEY ARE ASSESSING THE KIDS, THEY'RE ASSESSING THE ENTIRE CURRICULUM.

AND OUR KIDS HAVEN'T BEEN TAUGHT THE ENTIRE CURRICULUM.

SO THAT'S AND THE REASON I REALLY LIKE THIS IS BECAUSE THE STATE PRODUCES BOTH.

THEY PRODUCE THE STAAR INTERIM, THEY PRODUCE THE STAAR.

SO THE KIDS ARE GETTING EXPOSED TO THE SAME LEVEL OF QUESTIONS THAT THEY'RE GOING TO BE EXPERIENCING WHEN IT COMES TO THE STAAR.

AND.

GO AHEAD. YEAH, I'D ASK THIS AT ANOTHER MEETING, BUT I WANT TO GET CLARITY BECAUSE I KNOW IF I WAS A PARENT AND I WAS WATCHING THIS.

SO WE DO HAVE IF YOU SCROLL ON DOWN, AT LEAST ON OUR SPREADSHEET, WE SEE INDIVIDUAL NUMBERS WHICH REPRESENT INDIVIDUAL STUDENTS.

HOW ARE WE COMMUNICATING TO PARENTS AT THIS POINT IN TIME OF THE YEAR THAT, HEY, YOUR STUDENT, YOU KNOW, MAYBE ISN'T A, YOU KNOW, MEETING GRADE LEVEL? ARE WE COMMUNICATING TO THESE PARENTS AND HOW ARE THE PARENTS ENGAGED? BECAUSE I THINK MOST OF US WOULD AGREE THAT, YOU KNOW, PARENTS ARE ONE OF THE KEYS TO EDUCATION OF THEIR STUDENTS.

SO HOW ARE WE COMMUNICATING THIS WITH THE PARENTS THAT, HEY, YOUR KID IS ONE OF THE KIDS THAT, YOU KNOW, NEEDS TO GROW A LITTLE BIT MORE.

THIS SPECIFIC DATA.

TRUSTEE BONE IS NOT COMMUNICATED.

WHAT WE'VE DONE, THOUGH, IS REMEMBER WE EXPLAINED TO THE BOARD THAT WE CHANGED OUR REPORT CARDS.

AND SO THE REPORT CARDS AND HOW THE STUDENTS ARE DOING, HOW THEY DO ON THE SCREENERS, HOW THEY'RE DOING WITHIN THE CLASS, IS WE CHANGED IT TO CORRELATE MORE TIGHTLY WITH THOSE LEVELS.

AND SO THAT WAY WHAT YOU SEE IN THE REPORT CARD THEN GIVES YOU A SENSE THEN OF WHERE THE STUDENT IS LANDING AS FAR AS THE WORK.

SO WE MADE SURE THAT WE ALIGNED ALL OF IT TOGETHER.

CAN YOU REMIND ME THEN DOES THE PARENT KNOW THAT AT THIS POINT IN TIME, OUR SCREENERS INDICATING THAT YOUR KID MAY NOT MEET GRADE LEVEL?

[01:15:07]

BECAUSE I DO REMEMBER. I REMEMBER THAT CONVERSATION, BUT I DON'T REMEMBER THAT IT SPECIFICALLY SAID, HEY, AT THIS TIME WE OUR PROJECTION IS YOUR KID IS NOT MEETING GRADE LEVEL. THE REPORT CARD TELLS THEM BASED ON THE OBJECTIVES THAT YOU NEED TO MASTER AT THIS POINT IN THE YEAR, SO THAT YOU'RE ON TRACK WHERE YOU ARE IN REGARDS TO THOSE OBJECTIVES.

THE REPORT CARD WILL NOT GIVE YOU A FAILING SCORE IF YOU'RE NOT DOING WELL HERE, BECAUSE WE HAVE NOT GOTTEN THROUGH A YEAR'S WORTH.

YEAH. LET ME I WASN'T WANTING LIKE A FAILING SCORE, I JUST WONDERED.

I THINK PARENTS WANT I MEAN, I THINK MOST PARENTS WANT A TRUE INDICATION OF WHERE THEIR STUDENTS ARE.

AND I'M JUST WONDERING IF WE'RE GIVING THEM THAT BECAUSE WE OBVIOUSLY HAVE THE INSIGHT.

AND IF MY KIDS WERE REPRESENTED ON SOME SCORE SHEET SOMEWHERE WHERE I JUST WONDER HOW WE'RE REPRESENTING THAT.

AND I DO KNOW YOU SAID WE CHANGED THE SCORECARD THE REPORT CARD, BUT I JUST WONDERED IF IT REPRESENTED THIS DATA.

AND KIND OF REALLY INDICATED TO THE PARENT, HEY, WE ACTUALLY KIND OF KNOW THAT YOUR STUDENT RIGHT NOW IS NOT APPROACHING, OR IS APPROACHING GRADE LEVEL OR MEETS GRADE LEVEL.

SO AGAIN, I WANT TO MAKE SURE THAT WE'RE CLEAR.

THE INFORMATION IN STAAR SAYS THAT YOU HAVE A WHOLE YEAR IN ORDER TO MAKE THIS ONE LEVEL OF GROWTH.

TO TELL SOMEONE THAT WOULD INCITE THEM TO THINK THAT SOMETHING IS WRONG, WHERE IT MAY NOT BE WRONG.

BECAUSE THE THING IS, WE HAVE AN ENTIRE YEAR.

IT'S JUST A MATTER OF THE SYSTEM HAS DISPROPORTIONATELY CAUSED GROWTH WITHIN A SHORT PERIOD OF TIME.

SO THAT'S TO BE CELEBRATED.

SO IT'S NOTHING FOR THE PARENT TO BE CONCERNED ABOUT AT THIS POINT BECAUSE THIS ONLY REPRESENTS THREE MONTHS OF INSTRUCTION.

RIGHT. BUT YOU GUYS ARE ACTUALLY USING THIS, RIGHT? THAT'S WHERE I GUESS AS A PARENT AND AS A PARENT ACTUALLY, THAT HAD A CHILD THAT TOOK THIS DISTRICT A LONG TIME TO DIAGNOSE WITH DYSLEXIA, BUT THAT YOU GUYS I MEAN, I DID FIND OUT THAT.

OH, YEAH, WE'VE BEEN MONITORING HER FOR A WHILE, AND THEY DIDN'T TELL US.

SO THAT'S WHAT I THINK THAT'S A BOARD CONVERSATION OF LIKE, HOW MUCH INVOLVEMENT DO WE WANT TO HAVE OUR PARENTS KNOW.

AND I PERSONALLY, AS A PARENT WOULD WANT TO KNOW.

AND I KNOW YOU'RE SAYING THAT SOME PARENTS ARE GOING TO GET ALARMED AND SOME PARENTS MAY, WELL, I WANT TO GET SOME OUTSIDE HELP OR, YOU KNOW, CAN I COME UP TO THE CLASSROOM AND, AND MAYBE BE A READING PARTNER? AND I JUST WANT TO MAKE SURE THAT WE'RE EMPOWERING OUR PARENTS.

BUT TRUSTEE BONE WHAT I'M SAYING IS THIS WE ARE ALIGNING THAT I HAVE NOT MADE A YEAR'S WORTH OF GROWTH IN THREE MONTHS TO BE SOMETHING BAD, AND IT'S NOT, AND THAT'S WHY I'M SAYING IT WOULD BE A FALSE ALARM.

WELL, CAN I PAUSE YOU? BECAUSE YOU APPEARED TO PUT WORDS THAT I'M NOT SAYING BECAUSE I'M NOT SAYING BE ALARMED, BUT WE DO.

THESE ARE PROJECTIONS I WANT TO GIVE OUR PARENTS.

I THINK YOU JUST SAID THAT THESE ARE PROJECTIONS, THAT THESE RIGHT NOW, IT'S PROJECTED THAT THESE STUDENTS THAT IF YOU SCORE THIS ON THIS TEST TODAY, YOUR LIKELIHOOD OF APPROACHING MEETING OR BEING MASTER LEVEL, THERE IS A PROJECTION THAT WE CAN DO.

SO WHAT WE'RE SAYING FULLY IS YOU HAVE A YEAR TO MAKE A LEVEL'S WORTH OF GROWTH, AND THAT WE'RE CELEBRATING THE FACT THAT WITHIN THREE MONTHS, THIS CAMPUS HAS ALREADY CAUSED 61% OF THEIR KIDS TO MAKE A LEVEL OF WORTH OF GROWTH IN RLA AND 55% TO MAKE A LEVEL'S WORTH OF GROWTH IN MATH.

AND SO THE REPORT.

I APPRECIATE THAT. I'M NOT TRYING TO CUT YOU OFF, BUT I THINK WE'RE TALKING ACROSS EACH OTHER BECAUSE I KNOW YOU WHAT YOU'RE SAYING IS AND YAY FOR THE CAMPUS.

I'M GOOD FOR THE CAMPUS.

WHAT I'M SAYING IS INDIVIDUAL STUDENTS.

SO THAT'S WHAT I MEAN.

THE CAMPUS IS GREAT. AND THAT'S WHERE THIS IS WHERE I TALK ABOUT THE GAME.

THIS IS WHERE THE TALKING PAST EACH OTHER AND I TALK ABOUT IT'S A LITTLE GAMEY, IS THAT YOU'RE TALKING ABOUT THE CAMPUS.

AND WE WANT TO CELEBRATE THE CAMPUS.

I WANT TO CELEBRATE EACH INDIVIDUAL STUDENT AND THAT TO DO THAT.

THAT'S WHAT I'M ASKING, BECAUSE I SEE NUMBERS HERE THAT ARE TELLING ME THAT SOME OF THESE STUDENTS, THERE'S A PROBABILITY THAT THEY'RE NOT GOING TO MEET GRADE LEVEL.

AND I'M JUST WONDERING HOW WE COMMUNICATE THAT TO THE PARENTS.

DO WE MAKE SURE THE PARENTS ARE ENGAGED? DO WE MAKE SURE YOU KNOW THAT? AND I DO KNOW THAT WE ACTUALLY, I THINK, KEY OFF SOME TESTING, POSSIBLY BECAUSE OF, YOU KNOW, IF THEY'RE NOT PROJECTED TO APPROACH GRADE LEVEL.

SO THAT'S WHAT I'M SAYING IS THAT I KNOW WE WANT TO CELEBRATE THE CAMPUSES.

AND THIS DISTRICT HAS A VAST HISTORY OF CELEBRATING CAMPUSES WHILE OTHER STUDENTS SET AND FAIL.

AND I DON'T WANT TO BE THAT.

I DON'T WANT TO SIT ON A BOARD THAT WE CELEBRATE CAMPUSES, WHILE WE HAVE A LOT OF STUDENTS FAILING.

AND THAT'S WHY I'M WONDERING, WHAT ARE WE DOING NOW? WE HAVE THESE PROJECTIONS.

YOU'RE PUTTING THEM IN FRONT OF US. WHAT ARE WE DOING FOR THESE STUDENTS THAT WE.

I MEAN, YOUR OWN SCORE SHEETS ARE PROJECTING THAT THESE KIDS ARE ONLY APPROACHING GRADE LEVEL.

DR. BONE, CAN I ASK A QUESTION?

[01:20:03]

AND I DON'T WANT TO PUT WORDS IN YOUR MOUTH, BUT CAN I ASK IT? MAY I ASK IF THIS IS WHAT YOU'RE ASKING? THE WORST POSSIBLE THING IS IN THE SPRING OR THE SUMMER, FOR A PARENT TO FIND OUT THAT THEIR CHILDREN DID NOT DO WELL.

LIKE THAT'S THE WORST.

LIKE YOU, WE DON'T WANT ANYBODY TO EVER BE SURPRISED.

SO ARE YOU. IS YOUR QUESTION LIKE, HOW DO WE MAKE SURE NO ONE IS EVER SURPRISED THAT EVERYBODY'S INFORMED ALONG THE WAY BECAUSE WE HAVE THE DATA? SO WHAT ARE WE DOING TO MAKE SURE NOBODY'S SURPRISED AND EVERYBODY'S INFORMED? IS THAT WHAT YOU'RE. YEAH.

AND SPECIFICALLY INDIVIDUALLY STUDENTS.

RIGHT. YES. SO HOW DO WE MAKE SURE THAT THEY'RE NOT THEIR PARENTS ARE NOT SURPRISED AND HEARING THE TEACHER GO, YEAH, YOUR KID'S BEEN ON THIS LIST.

AND WE, YOU KNOW, WE KNEW BACK IN OCTOBER, NOVEMBER, YOU KNOW, WE'VE DONE THIS TESTING.

I DO KNOW THEY HAVE THE REPORT CARDS, BUT OBVIOUSLY WE HAVE EVEN MORE INSIGHT.

SO I FEEL LIKE WE'RE DISCUSSING CAMPUSES BECAUSE THAT'S WHAT THIS PARTICULAR DISCUSSION IS ABOUT.

BUT I DO KNOW THAT WE GET MCLASS DATA.

WE GET INFORMATION BASED ON MCLASS THAT SHOWS US WHERE OUR STUDENTS ARE.

AND IT'S GOOD DATA. I MEAN, I KNOW FOR ME PERSONALLY, I'M ABLE TO ASK VERY SPECIFIC QUESTIONS ABOUT MY SON.

AND THEN IF YOUR CHILD'S ON AN IEP, YOU SHOULD BE GETTING PROGRESS REPORTS EVERY NINE WEEKS.

SO I FEEL LIKE THAT INDIVIDUAL DATA IS COMING IN OTHER WAYS.

AND MCLASS IS ONE OF THE YOU KNOW, INDICATORS THAT FEEDS INTO THIS.

SO WE ARE GETTING THAT DATA I THINK IN MULTIPLE FORMATS VERSUS JUST LOOKING AT THIS DATA IN THIS SPREADSHEET SPECIFICALLY FOR STAAR INTERIM.

AND I THINK THAT'S I'M ASSUMING I DON'T WANT TO PUT WORDS IN YOUR MOUTH, BUT I'M ASSUMING THAT'S WHERE YOU'RE GOING WITH STAAR INTERIM BECAUSE WE HAVEN'T TAUGHT THE WHOLE CURRICULUM. IT'S NOT AS FAIR OF AN INDICATOR AS MCLASS OR THOSE PROGRESS REPORTS.

I THINK THAT, I MEAN, WE'VE ALL HAD STUDENTS AND WE'VE SEEN THOSE SCORES, BUT WHAT I'M HEARING IS THAT WE'VE ACTUALLY SPENT A LOT OF TIME AND ERICA HAS DONE REALLY GREAT WORK THAT ACTUALLY DOES SOME PREDICTING NOW OF A LITTLE BIT EVEN MORE THAN WHAT THAT TELLS US, THOSE TEST SCORES.

AND SO I THINK THERE'S JUST I'M JUST HEARING AND IF I WAS A PARENT LISTENING TO THIS, I'D BE LIKE, OH, THERE'S SOME DATA THAT THE DISTRICT HAS THAT MAYBE THEY'RE NOT FULLY SHARING WITH ME THAT I WOULD LOVE AS A PARENT TO HAVE, LIKE, WHAT ARE YOU PROJECTING? IS MY KID ON THE LIST THAT'S PROJECTING, APPROACHING? YOU KNOW WHAT? WHAT ARE YOU PROJECTING FOR MY STUDENT? AND I DO UNDERSTAND WE HAVE TO WALK THAT LINE OF NOT, YOU KNOW, KIND OF FREAKING PARENTS OUT.

BUT THEN, LIKE DANIELLE SAID, WE ALSO HAVE THE LINE OF NOT GETTING TO THE END OF THE YEAR IN THE SUMMER AND KIDS, YOU KNOW, PARENTS BEING SURPRISED THAT, OH, MY KID, YOU KNOW, IS APPROACHING GRADE LEVEL AND DIDN'T MEET GRADE LEVEL, DIDN'T MASTER GRADE LEVEL.

SO AND I THINK THAT'S A BOARD DECISION.

IF WE HAVE THIS DATA, I THINK IT'S THE BOARD, YOU KNOW, HOW MUCH DO WE WANT TO EMPOWER PARENTS AND HOW MUCH, YOU KNOW, TRANSPARENCY DO WE WANT FROM THESE TOOLS THAT WE'RE DEVELOPING WITH TAXPAYER MONEY.

I HAVE A.

OH I'M SORRY. GO AHEAD IF I CAN EXPLAIN.

SAYING THAT IT PROJECTS OR PREDICTS IS THE WRONG TERMINOLOGY FOR THIS.

IT DOES NOT.

IT IS A SNAPSHOT IN TIME TO TELL YOU EXACTLY WHERE YOU ARE.

AND SO IF THEY HAVE NOT DONE THE FULL CURRICULUM, ALL THIS IS SAYING IS WE HAVE 55% WHO ARE READY AHEAD OF THE GAME WHEN THEY TAKE THE INTERIM AS IT WAS EXPLAINED.

IT COVERS THE ENTIRE CURRICULUM.

WHAT WE HAVE IS SOME STUDENTS ALREADY PERFORMING TO WHERE THEY HAVE MADE THEIR YEARS WORTH OF GROWTH, AND WHERE THEY ARE MASTERING THINGS THAT HAVE NOT YET BEEN TAUGHT, BUT WE STILL HAVE NOT TAUGHT IT.

SO TO TELL SOMEONE YOUR KID ISN'T PROJECTED TO PASS IS A FALSE.

I DON'T KNOW THAT YET.

ALL THIS IS IT GIVES ME AN INKLING AS FAR AS WHERE WE ARE WITHIN THE SYSTEM, HOW MANY KIDS HAVE ALREADY ACHIEVED THAT LEVEL? AND AS WE GO ON, I'LL SHOW YOU WHAT ELSE THE TOOL DOES SO THAT WE CAN MAKE AN INSTRUCTIONAL RESPONSE.

BUT IT'S NOT SOMETHING THAT PREDICTS OR PROJECTS WE HAVE TO.

IT'S ALWAYS GOING TO CHANGE FROM CHECKPOINT TO CHECKPOINT.

THERE IS A SPECIFIC PLACE LIKE WE'VE TALKED ABOUT WITH MCLASS STUDENTS PERFORM IN SEVERAL DIFFERENT BANDS, AND WE DO LET PARENTS KNOW.

AND FOR AIMSWEB, WHICH IS FOR MATH, IF YOUR STUDENT IS PERFORMING BELOW OR WELL BELOW, AND THEN WE WORK WITH THEM AND SAY, HERE'S THE INTERVENTION THAT YOU'RE GETTING IN SCHOOL.

SO THAT IS ALREADY INFORMATION THAT IS GIVEN TO THE PARENTS TO LET THEM KNOW THAT THE STUDENT IS HAVING DIFFICULTY MASTERING THE CURRENT CURRICULUM, WHICH IS WHAT WE WANT TO DO.

AND EVEN WHEN WE GIVE AIMSWEB AND MCLASS THAT COVERS WHERE YOU SHOULD BE AT THAT POINT IN THE YEAR.

THIS IS TELLING.

HEY, HAVE YOU ALREADY MASTERED WHAT YOU NEED TO MASTER BY THE END OF THE YEAR, WHICH IS TWO VERY DIFFERENT THINGS.

AND SO TO GIVE PARENTS THIS INFORMATION AND SAY THIS IS WHAT IS PREDICTING WOULD BE FALSE, THAT WOULD NOT BE A FAIR ASSESSMENT OR EVEN TRUE.

THE BETTER ASSESSMENT IS WHEN WE TALK TO YOU ABOUT AIMSWEB MCLASS FOR MIDDLE SCHOOL, FOR THE ONES THAT ARE TAKING IREADY OR TTAP, OR SOME OF THE OTHER SCREENERS,

[01:25:06]

THAT TELLS YOU EXACTLY WHERE YOUR INFORMATION IS.

AND AT THE ELEMENTARY SCHOOL, BECAUSE WE HAVE ALIGNED THE REPORT CARD WITH THAT DATA, WE EVEN MADE SURE THEN AND ALL THE DIFFERENT SKILLS YOU'RE SUPPOSED TO LEARN, YOU WILL SEE SPECIFICALLY IN READING, HEY, HERE'S WHAT THE STUDENT HAS MASTERED AND NOT MASTERED AS YET AND WHERE WE NEED THE HELP TO HAPPEN. AND SO ALL THAT INFORMATION IS GIVEN TO THE PARENTS.

SO AS WE GO THROUGH THE CURRICULUM, THEY CAN MAKE SURE THAT THEY'RE GETTING WHAT THEY NEED TO STAY ON TRACK TO TELL THEM THIS IS A PREDICTION THAT WILL HAPPEN, THAT'S NOT WHAT THAT IS FOR.

AND SO AS WE GO THROUGH, I'LL SHOW YOU MORE OF WHAT WE DO.

WE'RE EXPLAINING RIGHT NOW JUST HOW TO READ THAT DATA AND WHAT THIS DATA SAYS, BASED ON THE GOAL SETTING THAT THE CAMPUS HAS DONE FOR ITSELF.

ANY OTHER QUESTIONS OR DISCUSSION? I JUST WANTED TO SAY, BASED ON, UM, A DISCUSSION THAT DR.

GREER AND I WERE HAVING, TALKING ABOUT DRILLING DOWN INTO THE INDIVIDUAL STUDENTS.

I WAS ASKING IF WHEN YOU DRILL DOWN INTO THOSE INDIVIDUAL STUDENTS, YOU CAN SEE ANY WRAPAROUND SERVICES THEY'RE RECEIVING AND THEN ALSO THEIR IEP AND ANY SERVICES THEY'RE RECEIVING ALL IN THAT ONE, ALL CONTAINED IN THAT ONE SPACE.

AND DR. GREER WAS SAYING, YES, YOU COULD.

AND SO, I WANTED TO KNOW, HAS THAT HELPED ALL OF THOSE DIFFERENT EDUCATORS COMMUNICATE BETTER IN REGARD TO DOES THIS TOOL HELPING ALL OF THOSE EDUCATORS COME TOGETHER AND COMMUNICATE BETTER FOR THAT INDIVIDUAL STUDENT? AND SO WHEN WE GO TO THE NEXT, I'LL SHOW YOU EXACTLY HOW THAT HELPS FROM A SYSTEM VANTAGE POINT, AS FAR AS IT ALLOWS US AT THE DISTRICT LEVEL TO SEE WHAT PATTERNS ARE HAPPENING ON CAMPUS.

AND ONE OF THE THINGS DR.

BONE TALKED ABOUT IS HOW DO WE KNOW WHAT RESOURCES TO GIVE? AND THIS HELPS US FIGURE OUT HOW DO WE HELP, HOW DO WE PRIORITIZE, AND ALSO WHERE THE WEAKNESS IS IN THEIR SYSTEM, EITHER AT THE CAMPUS LEVEL OR AT THE DISTRICT LEVEL.

IF WE SEE FOR LIKE CAMPUSES, THAT THEY ALL HAVE THE SAME PATTERN IN THEIR DATA, AND I'LL SHOW YOU WHAT THAT MEANS LATER ON, THEN IT MEANS THAT WE OWN IT AS THE DISTRICT. THERE'S A RESOURCE THAT WE THE RESOURCE IS NOT AT THE RIGHT LEVEL IN ORDER TO MAKE SURE THAT THE CAMPUS CAN DO WELL.

SO THEN OUR DISCUSSION IS THAT'S SOMETHING WE HAVE TO GIVE THEM.

IT'S NOT SOMETHING THAT THEY CAN FIGURE OUT ON THEIR OWN.

AND SO ONCE WE GO THROUGH THIS, I'LL SHOW YOU WHAT THAT LOOKS LIKE AND THEN WHAT OUR RESPONSE HAS BEEN IN REGARDS TO THAT.

OKAY. LET'S SEE WHERE WE ARE.

AND, PRESIDENT LANDRUM, I HAVE TO LEAVE EARLY.

MY SENIOR HAS AN ORCHESTRA CONCERT, SO I WILL BE STEPPING OUT AND I WILL CHECK BACK IN IF YOU GUYS ARE STILL HERE WHEN SHE'S DONE.

THANK YOU. THANK YOU. I WAS ACTUALLY GOING TO ASK BEFORE WE STARTED ACTIVITY THREE.

DID WE NEED TO TAKE A SHORT BREAK? JUST ARE WE READY TO MOVE ON? THANK YOU SO MUCH FOR BEING HERE I APPRECIATE IT.

TRUSTEES YEAH, OKAY.

THAT'S ALL WE HAVE, RIGHT? JUST ACTIVITIES.

ACTIVITY THREE. THE LAST ONE.

OH, LET'S JUST POWER THROUGH, OKAY? WE'LL MOVE ON THROUGH.

THANK YOU. SO WE ALREADY WENT THROUGH THE ANSWER FOR THIS.

SO EVERYONE UNDERSTANDS WHAT A CHECKPOINT MEANS.

IT'S NOT A DOOM OR GLOOM, BUT IT'S A REASON TO SAY, HERE'S WHAT WE WANT.

WE HAVE NOT GOTTEN THROUGH A YEAR'S WORTH OF CURRICULUM AS YET, AND ARE WE PROGRESSING TOWARDS OUR GOALS SO THAT WE CAN KNOW THAT YOU KNOW WHAT, WE FEEL THAT WE'RE IN A GOOD SPACE. SO NOW LET'S GO THROUGH OUR BOARD ACTIVITY NUMBER THREE.

AND THIS IS THE MOST IMPORTANT PART.

HOW DO WE DETERMINE INSTRUCTIONAL RESPONSES TO THE DATA.

NOW WE'RE NOT GOING TO GO ALL THE WAY DOWN TO THE STUDENT LEVEL AS FAR AS WHAT THE CAMPUS HAS ACCESS TO.

BUT WE WILL GET VERY CLOSE.

SO AGAIN, YOU'RE PARTNERED WITH THE ROUND ROCK ISD EMPLOYEE.

YOU ARE IN FOLDER TWO.

AND THESE ARE THE THREE DIFFERENT THINGS THAT YOU'RE GOING TO BE WORKING ON.

LET ME SHOW AN EXAMPLE.

SO IF YOU CAN GO INTO THAT FOLDER RIGHT NOW, THERE'S AN ILT TAB.

THERE ARE THREE THINGS THAT YOU'RE GOING TO DO.

THEY ALREADY HAVE IT OPEN.

OKAY. PERFECT.

SO YOU'RE GOING TO GO THROUGH AND YOU'RE GOING TO FOLLOW THE INSTRUCTIONS ON HERE.

YOU'RE GOING TO LOOK AT FOR BOTH MATH AND READING LANGUAGE ARTS.

YOU'RE GOING TO LOOK AT THE STUDENT GROUP PERFORMANCE LEVEL.

AND YOU'RE GOING TO SAY TO YOURSELF WHETHER OR NOT IT'S A STRENGTH OR WEAKNESS BASED ON WHAT YOU SEE, YOU'RE GOING TO PAY ATTENTION FOR EACH PERFORMANCE BAND THE NUMBERS IN THE BAND, AND ALSO THE PERCENTAGE OF THE STUDENTS ALREADY PERFORMING ON LEVEL.

[01:30:01]

AND YOU'RE GOING TO DECIDE WHETHER OR NOT IT'S A STRENGTH AND WEAKNESS, OF COURSE, USE YOUR RESOURCE AND FIGURE OUT THEN WHAT YOU THINK THAT WILL BE.

IT'S NOT AN EXACT SCIENCE.

IT'S SOMETHING YOU KIND OF HAVE TO TALK THROUGH, AND IT'S DEPENDENT ON ALL THOSE DIFFERENT PIECES.

SO I'LL LEAVE YOU GUYS TO IT AND THEN WE'LL COME BACK TOGETHER.

OKAY IS EVERYONE READY FOR US TO MOVE FORWARD OR NEED A LITTLE BIT MORE TIME? JUST A LITTLE BIT.

[01:36:26]

OKAY. ARE WE READY TO COME BACK TOGETHER OR DO WE NEED A LITTLE BIT MORE TIME? GOOD TO GO. OKAY, SO THIS IS BUT AN EXCERPT OF WHAT THE TRUSTEES ARE LOOKING AT RIGHT NOW.

AND IT HAS THE STUDENT GROUP PERFORMANCE LEVELS TABLE.

AND SO TO JUST ASK THE TEAM WHAT QUESTIONS COMMENTS.

UM, DO YOU HAVE IN REGARDS TO WHAT IS IN THIS TABLE AND WHAT IT MEANS? SO WHAT WE REALLY TALKED ABOUT IN OURS WAS IT SEEMED LIKE THE BIGGEST HURDLE WAS THE APPROACHES HIGH TO MEETS, GETTING KIDDOS OVER THAT HURDLE THAT WE WERE DOING REALLY PRETTY WELL IN THE DATA THAT WE LOOKED AT IN THE GROUP THAT WAS DID NOT MEET LOW TO DID NOT MEET HIGH.

AND WE WERE DOING, YOU KNOW, PRETTY GREAT AT MEETS AND AT MASTERS.

BUT IT'S THAT MIDDLE TIER OF HOW TO GET THEM TO APPROACHES LOW ALL THE WAY UP TO MEETS THAT.

THAT WAS WHERE WE HAD THE BIGGEST GAP IN NUMBERS AND PERCENTAGES OF GETTING KIDS THROUGH THAT, THAT BAND.

PERFECT. ANY OTHER COMMENTARY ABOUT QUESTIONS, COMMENTS, THINGS YOU NOTICED? UM, WE TALKED A LOT ABOUT AND THAT CHART DOESN'T HAVE DOESN'T GO ALL THE WAY DOWN TO THE DID NOT MEET LOW TO DID NOT MEET HIGH.

BUT WE TALKED ABOUT HOW THE CAMPUS IS DOING THE EXTREMES REALLY WELL THE MASTERS, THE MEETS TO MASTERS AND THE MASTERS AND THEN THE DID NOT MEET LOW TO DID NOT DID NOT MEET HIGH DOING THOSE REALLY WELL.

UM, IT'S IN THE MIDDLE WHERE WE SEE TRENDS BOTH ACROSS MATH AND READING, WHERE THOSE PERCENTAGES TEND TO BE LOWER.

AND IT SEEMS BRIDGING THAT GAP BETWEEN THOSE BANDS, UM, APPEARS MORE DIFFICULT.

AND SO LOOKING AT IT FROM A CAMPUS LEVEL AND POTENTIALLY A DISTRICT LEVEL OF WHY IN THE MIDDLE, WE'RE SEEING THAT TREND OF HAVING A HARDER TIME MOVING UP THROUGH THOSE, THROUGH THOSE BANDS.

AND THEN WE ALSO TALKED ABOUT THE MASTER'S LEVEL, HOW IT LOOKS LIKE ALMOST 100%.

I MEAN, WE'RE PRETTY CLOSE TO 100% AT MASTER'S LEVEL IN OCTOBER, AND CONTINUING TO CHALLENGE THOSE STUDENTS THROUGHOUT THE YEAR WHEN THEY'VE ALREADY REACHED THAT THAT TOP BAND.

BEAUTIFUL. I'M SO PROUD OF YOU ALL.

ANYONE ELSE? I LIKE ABOUT THE SYSTEM, AND I REALLY WISH THAT MY COLLEAGUE TRUSTEE BONE WAS HERE TO HEAR THIS BECAUSE SHE ASKED ABOUT THIS A LOT IS THAT WITH THIS SYSTEM, EVERY STUDENT IS GETTING CONSIDERED, EVERY BAND OF STUDENT IS GETTING CONSIDERED, AND WE CAN SEE RIGHT HERE IN THE MIDDLE THAT WE MAY NEED TO INCREASE SOME OF THE STUDENT INTEREST, SOME OF THE ENGAGEMENT, TO GET THEM HIGHER.

WE'RE NOT JUST LOOKING AT HIGH AND LOW, WE ARE LOOKING AT THE MIDDLE.

BUT HOW CAN WE DEVELOP OUR CURRICULUM, PREPARE OUR TEACHERS, UM, TO TEACH TO THE MARGINS AND TO CHALLENGE EVERY STUDENT BASED ON WHERE THEY ARE.

AND I KNOW IT'S THE WORD RIGOR, BUT I REALLY I STRUGGLE WITH THAT WORD.

BUT YES, RIGOR. AND WE ALSO TALKED ABOUT THE FACT THAT I MENTIONED, WELL, IT LOOKED LIKE WE WERE DOING A REALLY GOOD JOB AT JUST TARGETING THE DID NOT MEET LOW TO DID NOT MEET HIGH TRANSITION GROUP.

BUT THEN WE TALKED ABOUT MAYBE THAT WAS THE LEVEL THAT WE WERE TEACHING THE WHOLE CLASS AT OR THE WHOLE, YOU KNOW, AND SO WE WERE NOT RAISING

[01:40:04]

THE EXPECTATIONS HIGH ENOUGH FOR EACH GROUP IN THAT FROM DID NOT MEET HIGH TO APPROACHES LOW ALL THE WAY UP TO APPROACHES HIGH AND MEETS.

AND SO IF WE WERE TEACHING TO THE TO THE LOWEST PERFORMERS IN THE CLASS, MAYBE IT WASN'T ENOUGH TO GET THEM INTO THE NEXT BANDS.

AND SO THAT THAT WAS AN INTERESTING BECAUSE I THOUGHT, OH, WELL, WE'RE JUST DOING A LOT MORE FOCUS ON THAT, THE LOWEST PERFORMERS, BUT PERHAPS WE'RE JUST TEACHING THE WHOLE CLASS TO I MEAN, ONE COULD BE ONE POSSIBLE EXPLANATION.

OBVIOUSLY IT'S NOT. NOT FOR SURE, BUT POSSIBLE EXPLANATION, SO I'D NOT REALLY THOUGHT OF IT ABOUT IT THAT WAY.

ANYONE ELSE? ANY OTHER COMMENTARY? WE SKIPPED SO FAR AHEAD [INAUDIBLE].

WE WERE GOING DOWN OTHER AVENUES.

WE WERE LOOKING AT EVERY SINGLE.

YES, WE WERE ON DOMAIN THREE IN THE LAST TAB AND NO, IT IS OKAY.

AND SO WE WILL MOVE FORWARD.

AND SO PERFECT.

I LOVE THE FACT THAT YOU WERE ABLE TO GO AND LOOK AT THE DIFFERENT BANDS.

AND SO FOR OUR AUDIENCE REMEMBER THE DIFFERENT BANDS REPRESENT MASTER'S LEVEL MEETS GRADE LEVEL.

AND THEN YOU'LL HAVE APPROACHES HIGH.

WHILE ON THE REPORT CARD YOU'LL SEE THAT THE STUDENT HAS APPROACHES.

REMEMBER WE SAID THAT TEA THEN SEPARATES EACH OF THE OTHER BANDS UNDERNEATH MEETS INTO TWO CATEGORIES.

SO IN APPROACHES YOU HAVE APPROACHES HIGH AND APPROACHES LOW.

AND WHAT THEY'RE LOOKING AT IS ARE THE APPROACHES HIGH STUDENTS MOVING TO MEETS AND ARE THE APPROACHES LOW STUDENTS MOVING TO APPROACHES HIGH UNDERNEATH APPROACHES IS DID NOT MEETS DID NOT MEETS HIGH DID NOT MEET SLOW, AM I MOVING FROM APPROACHES HIGH.

UM. I'M SORRY AM I ME MOVING FROM DID NOT UM MEET TO APPROACHES LOW AND DID NOT MEETS LOW TO APPROACHES HIGH.

BUT REMEMBER ONE OF THE THINGS WE ALSO SAID, IF I'M ALL THE WAY DOWN IN DID NOT MEET LOW AND I ONLY HAVE THE ABILITY TO GROW, THE STUDENTS TO DID NOT MEET HIGH.

WHILE IT WOULD COUNT FOR GROWTH, IT WOULD NOT COUNT FOR ACHIEVEMENT.

AND SO THEN WE ALWAYS HAVE TO THINK ABOUT WHAT IS OUR ABILITY.

WHEN WE LOOK AT OUR SYSTEM, DO WE HAVE THE ABILITY? DO WE NEED TO HAVE MORE CAPACITY IN ORDER TO MAKE SURE THAT THERE'S DISPROPORTIONATE GROWTH FOR THE STUDENTS WHO ARE PERFORMING IN THE LOWEST BANDS? SO NOT ONLY DO WE LOOK AT THOSE NUMBERS, WE LOOK AT THE CONCENTRATION.

SO SAY, FOR EXAMPLE, MOST OF MY KIDS WERE CONCENTRATED IN THE LOWER BANDS.

THEN THAT PRESENTS A DIFFERENT PROBLEM VERSUS THEY ARE SPREAD AMONGST ALL THE DIFFERENT BANDS.

I HAVE TO THINK ABOUT WHAT MY APPROACH WILL BE TO THIS CAMPUS A LITTLE BIT DIFFERENTLY.

SO NOT JUST SEEING THE PERCENTAGES THAT ARE DOING WELL, BUT WHERE THEY ARE.

THE DISTRIBUTION IS ALSO AS IS IMPORTANT WHEN WE THINK ABOUT OUR INSTRUCTIONAL RESPONSE FOR THAT CAMPUS.

ALL RIGHT. YOU GUYS DID A WONDERFUL JOB.

AND OUR TEACHER IS AN ABSOLUTELY AMAZING AMAZING I'M LOVING THAT.

SO WE'RE GOING TO GO TO THE NEXT PART BECAUSE OUR HIGH ACHIEVERS HAVE DECIDED, LIKE WE'RE MOVING ON, WE'VE GOT THIS ALL FIGURED OUT.

AND SO THE NEXT THING THAT YOU WERE ASKED TO DO WAS TO SAY YOU WERE GOING TO GO TO A TABLE AND YOU AND I'M AGAIN, I'M ONLY SHOWING YOU AN EXCERPT. THERE'S ANOTHER PART OF IT WHERE YOU HAVE THE NUMBERS FOR READING LANGUAGE ARTS.

IT BREAKS DOWN ALL THE PERFORMANCE BANDS AND IT SAYS, WHAT IS THE WHAT ARE THE NUMBER OF STUDENTS THAT ARE PERFORMING, UM, THAT HAVE MADE THAT PERFORMANCE BAND.

AND WHAT IS THE PERCENTAGE THE ACTIVITY FOR THIS IS YOU'RE SUPPOSED TO SAY, HEY, IS THIS A STRENGTH OR A WEAKNESS FOR THE SYSTEM? AND THEN WE WILL TALK THROUGH WHAT WE DO WITH THAT INFORMATION, AND THEN HOW DO WE REACT TO THAT AS FAR AS GIVING SUPPORT TO THE CAMPUS.

AND SO I WILL OPEN UP TO ANYONE WHO'S READY TO SHARE.

OKAY. WE DID TALK ABOUT THIS ONE.

WE GOT STUCK ON THIS ONE FOR A VERY LONG TIME BECAUSE IT'S VERY IT'S INTERESTING.

UM, AND HOW THIS IS WHAT THE AREA SUPERINTENDENTS CAN TAKE AND REALLY SEE THAT SNAPSHOT TO GO BACK TO THAT PRINCIPAL AND SAY, YOU KNOW, AS WAS ALREADY MENTIONED, THAT DID NOT MEET HIGH TO APPROACHES LOW, PARTICULARLY IN READING WHERE ONLY, YOU KNOW, 8%, ONE OF 12 IS ON TRACK.

UM, AND I KNOW TRUSTEE HARRISON DOESN'T LIKE RIGOR, BUT OBVIOUSLY IN THOSE MIDDLE THE APPROACHES HIGH TO MEETS APPROACHES LOW TO APPROACHES HIGH AND DID NOT MEET HIGH TO APPROACHES LOW.

ALL THREE OF THOSE IN MATH AND READING ARE SHOWING, YOU KNOW, SIGNIFICANTLY LESS PROGRESS THAN THE TOP AND THE BOTTOM.

[01:45:10]

AND THEN WE GOT SIDETRACKED IN HOW YOU COULD BREAK THAT DOWN BY TEACHER.

YOU COULD BREAK THAT DOWN BY NUMEROUS OTHER CATEGORIES AND REALLY BE ABLE TO, FOR AN AREA SUPERINTENDENT OR PRINCIPAL, TO REALLY BE ABLE TO GO IN AND HELP AND ADDRESS THOSE NEEDS SO.

ANY OTHER COMMENTARY? I WILL SAY ONE THING THAT I ALSO REALLY APPRECIATE ABOUT THIS IS NOT FORGETTING ABOUT OUR HIGHEST LEVEL PERFORMERS AS WELL.

YOU KNOW, THERE'S THEY'RE ON THE CHART, WE'RE MONITORING THEM AND IT'S NOT OH, WELL, YOU'RE DOING REALLY WELL.

WE'RE NOT. HERE'S AN INDEPENDENT STUDY PROJECT OR, YOU KNOW, NO, WE ARE STILL MONITORING THOSE KIDS AND MAKING SURE THAT THEY ARE NOT SHOWING REGRESSION AND THEY'RE NOT SHOWING ANY KIND OF, UM, UH, YOU KNOW, LOWER PERFORMANCE FROM ONE YEAR TO THE NEXT.

AND SO I THINK THAT THAT'S EQUALLY AS IMPORTANT TO BE LOOKING AT THOSE MEETS AND MASTERS KIDDOS.

ALL RIGHT, SO THE WAY WE GO ABOUT THIS WITH OUR PRINCIPALS AND WITH THE AREA SUPERINTENDENTS AND WITH OUR INSTRUCTIONAL STAFF AND TEACHING AND LEARNING, AS WE SAID, WE GO THROUGH EACH AND EVERY CAMPUS.

FIRST, WE HAVE AN OVERARCHING SPREADSHEET WHERE WE SEE THEIR OVERARCHING SCORE.

WE PRIORITIZE THEM TO SEE WHO WILL BE OUR PRIORITY SCHOOLS.

AND THEN WE LOOK AT THE INDIVIDUAL DATA WHEN WE BREAK DOWN IN MATH AND READING LANGUAGE ARTS, BECAUSE WE KNOW THAT EVERYTHING IS A SYSTEM IN ONE WAY OR THE OTHER, AND SOMETIMES YOU CAN'T SEE THE SYSTEM UNLESS YOU PUT IT THE DATA IN A CERTAIN PLACE.

SO WHAT THIS TELLS US, AND YOU GUYS HAVE POINTED THIS OUT BEAUTIFULLY, IS THAT WITHIN THIS SYSTEM, WE HAVE A CAPACITY AT THE LOWEST LEVELS AND AT THE HIGHEST LEVELS.

BUT TO USE A VERY, UM, FORMAL WORD WE'RE LITTLE SQUISHY IN THE MIDDLE.

AND SO PART THEN OF WHAT WE HAVE TO FIGURE OUT.

WE SIT DOWN AND WE FIGURE OUT, BASED ON OUR WALKTHROUGHS ON THIS CAMPUS, BASED ON OTHER PIECES OF DATA, WHAT DO WE THINK MAY BE THE ROOT CAUSE OF THE THINGS THAT WE'RE SEEING, WHERE WE'RE NOT AS STRONG AS WE WANT TO BE, AND HOW DO WE IMPROVE THE SYSTEM? NOW, REMEMBER WE SAID WE RECEIVED THIS DATA IN OCTOBER, SO ALREADY IN OCTOBER, WE HAVE THE ABILITY BEFORE WE ARE INTO THE SPRING, SIX WEEKS BEFORE STAAR TO SAY, WHERE DO WE NEED TO IMPROVE THIS SYSTEM AND HOW DO WE LEND RESOURCES TO THIS CAMPUS IN ORDER TO IMPROVE? NOW, IT'S NOT JUST ALSO ABOUT LOOKING AT THE CAMPUS.

WE TAKE A LOOK AT OURSELVES.

IF I KNOW HERE IS ALL MY LIKE CAMPUSES AND I AM SEEING THE SAME DATA TREND ON EACH AND EVERY ONE OF THE CAMPUSES, THE CAMPUS DOES NOT OWN THE ISSUE.

THE DISTRICT OWNS THE ISSUE.

IT MEANS THAT THERE'S SOMETHING THAT WE'RE DOING AT OUR LEVEL THAT'S IMPACTING THAT SYSTEM.

AND SO WHAT WE HAVE SEEN IN LIKE CAMPUSES LIKE THIS, THEY ALMOST ALL DOWN TO THE MAN HAVE THE SAME ISSUE.

AND SO WE KNOW THAT WHEN WE WENT BACK AND WE GO THROUGH, WE JUST DON'T DEPEND ON THE DATA.

WE GO BACK AND WE LOOK WE ASK QUESTIONS, WE DO WALKTHROUGHS IS THAT WE'VE ONLY STARTED REWRITING OUR CURRICULUM, AND WE HAVE OUR CURRICULUM REWRITTEN FOR K-2 IN READING LANGUAGE ARTS AND IS WELL ON THE WAY IN MATH.

BUT FOR THREE, FOUR, FIVE, WE'VE ONLY JUST BEGUN THE PROCESS AS FAR AS REWRITING THAT, AS FAR AS TO MAKE SURE THAT THE CURRICULUM IS EXPLICIT IN GRADES THREE, FOUR, AND FIVE.

AND SO IF WE'RE SEEING THAT AND WE'RE SEEING THAT ISSUE FOR ALL OF THE CAMPUSES, IT'S A MATTER OF IT'S POSSIBLE THAT THEY ARE NOT ABLE TO FIGURE OUT WHAT IS THE STANDARD LEVEL TO TEACH AT, BECAUSE THE CURRICULUM IS NOT EXPLICIT ENOUGH.

AND SO WE OWN THAT AND WE KNOW OKAY.

THERE IS A CERTAIN AMOUNT OF TIME THAT IT TAKES TO WRITE CURRICULUM.

WHAT CAN WE DO IN THE INTERIM IN ORDER TO MAKE SURE THAT WE'RE SUPPORTING THIS? AND THEY HAVE CURRICULUM AT THE CORRECT LEVEL OF RIGOR BASED ON THE STANDARDS, BECAUSE IT'S.

YES, SIR. RIGHT.

BECAUSE IT'S OBVIOUS WITHIN THE SYSTEM THEY KNOW WHAT TO DO TO TEACH TO THE VERY TOP, AND THEY KNOW WHAT TO DO TO INTERVENE AT THE VERY BOTTOM.

BUT TIER ONE INSTRUCTION, WHICH IS EVERYDAY LESSONS AND LESSON PLANNING, THAT'S WHAT THIS, UM, THIS, UM, WHAT DO YOU CALL IT? THAT'S WHAT THIS PATTERN IN THE DATA TELLS US IS THE ISSUE.

I WAS ACTUALLY GOING TO TALK ABOUT TIER ONE INSTRUCTION.

[01:50:02]

THAT'S EXACTLY WHAT I WANTED TO SAY TO OUR BOARD.

SO USUALLY WHEN WE TALK ABOUT LIKE THE WAY WE PROVIDE INSTRUCTION IS WE USUALLY TIER TIER ONE, TIER TWO AND TIER THREE, TIER THREE IS USUALLY THAT'S THE THE 10% OR LESS OF YOUR STUDENT POPULATION.

THAT'S USUALLY HEAVY INTERVENTION.

A LOT OF EXTRA TIME AND MAYBE TUTORIALS AND THINGS LIKE THAT.

AND THEN TIER TWO, IT'S IT'S SOMETIMES IT'S MAYBE IN A SMALL GROUPS OR UM, A LITTLE BIT LESS, LESS TIME I GUESS.

RIGHT. AND THEN TIER ONE IS LIKE WHAT DOCTOR NICHOLAS AND NATALIE WAS TALKING ABOUT IS REALLY THAT THE FIRST TIME INSTRUCTION, IF YOU WILL.

AND SO THAT'S, THAT'S REALLY WHAT IT IS BECAUSE THAT MIDDLE IS NOT MOVING BECAUSE OF THE TIER ONE.

AND LIKE NATALIE WAS SAYING, WE DISCOVER THAT THE CURRICULUM WILL BECAUSE WE'VE SEEN IT ACROSS THE DISTRICT, THE CURRICULUM NEEDED TO BE REVAMPED AND PROVIDED BECAUSE THAT'S A LAYER, ANOTHER LAYER OF SUPPORT THAT WE'RE SUPPOSED TO GIVE OUR TEACHERS.

AND AS YOU KNOW, ALSO, I MEAN, WE HAVE A LOT OF AMAZING TEACHERS, BUT ALSO WE HAVE A LOT OF NEW TEACHERS WHO ARE NEW TO THE PROFESSION.

THEY'RE TRYING TO LEARN. AND SO IF WE DON'T EQUIP THEM AND TRAIN THEM AND HIGH QUALITY CURRICULUM, THEN OBVIOUSLY IT WAS GOING TO TAKE THEM LONGER JUST TO ADJUST AND GET ACCLIMATED. SO THAT'S WHY THE EMPHASIS NOW IS MORE AND MORE AND HAVING THAT CURRICULUM READY SO WE CAN MAKE SURE THAT THE TIER ONE INSTRUCTION IS MORE THAN READY FOR OUR TEACHERS TO IMPLEMENT.

ANOTHER THING THAT WE HAVE FOUND IS THAT WITHIN OUR INTERVENTION PLAN FOR TIER THREE, AND THAT SPEAKS TO THE KIDS WHO ARE PERFORMING, WELL BELOW.

AND THAT'S THE OFFICIAL TERM AS IT RELATES TO READING LANGUAGE ARTS.

WHAT WE'VE ALSO DISCOVERED IS THAT WE HAVE A VERY SPECIFIC, EXPLICIT PROCESS, A WAY OF MONITORING, UM, IN ORDER TO MOVE THEM ALONG. BUT WE'VE GIVEN A LITTLE BIT MORE FLEXIBILITY WITHIN THE DID NOT MEET HIGH TO APPROACHES LOW WHILE AND THAT WE FEEL THAT WE MAY NEED TO PROVIDE A LITTLE BIT MORE STRUCTURE AS FAR AS IN SETTING GOALS.

SO FOR EXAMPLE, WHENEVER YOU SEE THE M CLASS DATA THAT LOOKS AT READING LANGUAGE ARTS FOR OUR STUDENTS, IT IS A MOVING TARGET.

SO IT'S NOT AS IF EVERY TIME YOU GET THE DATA, IT'S A MATTER OF, WELL, HEY, IF THEY'RE MASTERED THIS, THEY'RE GOOD TO GO THE NEXT TIME.

WHAT IT ASKS THEM TO DO, THEY NEED TO PERFORM AT HIGHER AND HIGHER LEVELS EACH TIME IN ORDER TO BE AT A PASSING RATE.

UM, AND SO WHAT WE SEE IS IF I'M TRYING TO MOVE A STUDENT IN THE SYSTEM IS THAT'S AT WELL BELOW WHICH CORRELATES TO DID NOT MEET LOW AND OR BELOW WHICH CORRELATES TO DID NOT MEET HIGH.

WE HAVE TO MAKE SURE THEN THAT WHEN WE'RE SETTING GOALS WITHIN THE PROGRESS MONITORING SYSTEM, WE'RE NOT JUST SETTING IT SO THAT THEY'RE ABLE TO PASS THE OBJECTIVES FROM BEFORE, FROM THE PRIOR TIME PERIOD.

WE NEED TO SET IT SO THAT THEY MAKE AN EXPONENTIAL GROWTH.

AND WITHIN THE SYSTEM WE HAVE WHAT IT DOES.

IF YOU SAY, HEY, HERE'S WHERE I WANT TO SET YOU SO YOU CAN GET TO APPROACHES IT, THEN WILL GIVE YOU THE LESSONS AND THE FREQUENCY OF THE LESSONS TO GET TO EXPONENTIAL GROWTH.

SO PART OF WHAT WE'VE WORKED WITH OUR CAMPUSES ON IS THIS.

WE SAW THAT WHEN WE WENT INTO THE SYSTEM, THEY WERE SETTING A TARGET, BUT THE TARGET WAS TOO LOW.

IT WOULD GET THEM TO PASS WHAT WE JUST COVERED, BUT NOT WHAT WAS COMING IN THE FUTURE.

SO THEY WOULD ALWAYS BE BEHIND.

AND SO WE REALIZED THEN THERE WAS A PART WITHIN OUR INSTRUCTION AND WORKING WITH OUR INTERVENTIONISTS, OUR PRINCIPALS AND ASSISTANT PRINCIPALS.

THERE WAS NOT A CERTAIN UNDERSTANDING IN THE SYSTEM, AND WE HAD TO RETRAIN IN ORDER TO SET TARGETS DIFFERENTLY, SO THAT THE SYSTEM THEN WOULD GIVE THEM LESSONS FOR THE STUDENTS WHO ARE WELL BELOW AND BELOW IN ORDER TO MAKE SURE THAT THEY'RE MAKING EXPONENTIAL GROWTH.

IN THAT WAY, WE WON'T JUST SEE THAT THE KIDS THAT ARE WELL BELOW OR DID NOT MEET ARE MOVING, BUT BOTH BANDS IN THE RED WOULD MOVE AND WERE ABLE TO GET THEM UP TO APPROACHES. AND SO WE SAW THAT ALREADY IN OUR SYSTEM.

WE REALIZED THAT WE WERE NOT UNDERSTANDING.

WE ALREADY CAME TOGETHER AS A TEAM.

UM, SONNY AND THE MTSS TEAM, UM, THE INSTRUCTIONAL COACHES, THE AREA SUPERINTENDENTS, WE REALIZED THAT WE WERE NOT TALKING THE SAME THING AND THAT. SO ONCE WE GOT TOGETHER, FIGURED OUT WHAT WE WERE DOING INCORRECTLY, THEN WE REALIZED WHAT WE NEEDED TO RETRAIN ON AS AN ENTIRE TEAM AND MOVE FORWARD WITH DIFFERENT, UM, THINGS FOR THE CAMPUS.

SO I WANT YOU TO ALSO NOTE, LIKE SO EVERY TIME WE SEE THE DATA, WE REALIZE THERE'S A BEHAVIOR IN THE SYSTEM THAT'S CAUSING IT TO BE A CERTAIN WAY.

AND THEN OUR JOB IS TO FIGURE OUT WHAT DO WE NEED TO DO DIFFERENTLY IN ORDER TO MAKE SURE THAT WE GET A DIFFERENT RESULT.

UM, BUT IT'S IMPORTANT FOR US, AGAIN, IT'S NOT A MATTER OF JUST A PREDICTION.

IT'S A MATTER OF THIS DATA HELPS US MAKE INSTRUCTIONAL MOVES SO WE CAN MAKE SURE THAT WE CAN MAKE MORE PROGRESS AND MOVE ALL OF OUR KIDS FORWARD.

[01:55:05]

ALL RIGHT. I'LL PAUSE FOR QUESTIONS.

I DON'T HAVE A QUESTION, BUT I JUST WANT TO SAY THANK YOU BECAUSE I KNOW THERE WAS A COMMENT EARLIER ABOUT HOW WE'VE ALWAYS LOOKED AT CAMPUSES, AND THAT IS VERY TRUE.

AND WE'VE HAD SOME MASKING.

BUT TO ACTUALLY LOOK AT THE DATA AND SOMETIMES IT'S I KNOW IT'S HARD TO LOOK AT, BUT TO ACTUALLY LOOK AT IT AND GET DOWN AND SEE WHERE WE NEED TO DO THE WORK AND TO KNOW THAT IT'S HAPPENING IS IMPRESSIVE AND I REALLY APPRECIATE THE HONESTY IN SHOWING THE NEGATIVE.

TO EVERYBODY, BECAUSE I DON'T THINK WE CAN GET BETTER WITHOUT SHOWING THE NEGATIVE.

SO THANK YOU AND TRUSTEE WEIR, YOUR COMMENT REMINDED ME OF ONE OTHER THING, AND THAT IS THAT I REALLY LIKE.

AND THIS WAS KIND OF GLAZED OVER THE OWNERSHIP AT THE DISTRICT LEVEL FOR CONSISTENT DATA ACROSS CAMPUSES VERSUS THE OWNERSHIP OF THE CAMPUS LEVEL, AND HOW IT COULD BE EITHER OR AND OR BOTH.

UM, AND I THINK THAT'S REALLY GREAT, ESPECIALLY WHEN WE'RE THINKING ABOUT EDUCATORS, WHETHER WE'RE THINKING ABOUT CLASSROOM EDUCATORS LIKE TEACHERS OR EVEN ADMINISTRATION, TO KNOW THAT IF THIS IS SOMETHING THAT'S NOT WORKING WELL AT THE DISTRICT LEVEL, THEY ARE GOING TO HAVE VERY SPECIFIC, BROAD SUPPORT TO INTERVENE.

SAME THING AT THE CAMPUS LEVEL.

BUT I THINK IT FEELS GOOD.

I'M SURE, TO SIT IN THAT SEAT AND FEEL LIKE I'M GOING TO GET MORE TOOLS TO DO MY JOB TO THE BEST OF MY ABILITY, AND THAT'S COMING FROM THE DISTRICT.

SO THAT'S REALLY WONDERFUL.

THANK YOU. I DON'T HAVE A QUESTION.

BUT AGAIN, I WILL ALSO SAY A THANK YOU.

I THINK IT'S AFTER SITTING ON THIS BOARD FOR FIVE PLUS YEARS.

WE'VE SET LOTS OF GOALS AND WE'VE HAD LOTS OF, YOU KNOW, CHARGES FOR ADMINISTRATION BUT NEVER REALLY UNDERSTOOD EXACTLY HOW THINGS WERE HAPPENING IN THE BACKGROUND TO MAKE MAKE IT HAPPEN.

AND SO TO UNDERSTAND THAT MORE NOW AND TO SEE THE CHANGES, AND THIS IS A RADICAL CHANGE IN THE WAY ROUND ROCK ISD IS LOOKING AT OUR STUDENTS AND DEFINITELY APPRECIATE THAT.

UM, BECAUSE I DON'T THINK THAT THIS HAPPENED OVERNIGHT, AND I DON'T THINK THAT IT'S, UM, PROBABLY WAS THE EASIEST OF THINGS TO IMPLEMENT AND CHANGING AN ENTIRE SYSTEM LIKE THIS.

SO, UM, JUST A THANK YOU TO EVERYBODY WHO'S PUT IN ALL THE WORK IN THE TIME TO IMPLEMENT THIS WITH FIDELITY AND AND MAKING SURE THAT EVERY CHILD IN THIS DISTRICT IS IMPORTANT AND MATTERS.

SO THANK YOU.

JUST WANT TO ADD TWO MORE TO OUR BOARD MEMBERS.

I KNOW. THANK YOU FOR YOUR SUPPORT, ESPECIALLY TO EVERYTHING WE'RE TRYING TO DO IMPLEMENT WITH EARLY CHILDHOOD EDUCATION.

THE GOAL IS NOT TO BE BEHIND, LIKE IF WE REALLY FOCUS MORE AND MORE ON EARLY EDUCATION AND STARTING AS EARLY AS OUR STUDENTS AS EARLY AS THEY CAN TO HELP THEM OUT. EARLY IDENTIFICATION, EARLY INTERVENTION, IF WE NEED TO.

THAT WAY WE DON'T HAVE TO REALLY KIND OF FELL BEHIND AND SO WE DON'T HAVE TO WORRY ABOUT IT IN THIRD AND FOURTH AND FIFTH GRADE.

RIGHT. SO BUT I WANT YOU TO KNOW WE ARE CATCHING UP.

UM, BUT THE WORK THAT OUR TEACHERS, OUR PRINCIPALS, OUR TEAM, OUR PARENTS, EVERYBODY IS INVOLVED WITH THE THE WAY WE ARE DOING THINGS NOW AT THE EARLY YEARS, IT'S GOING TO HAVE AN IMPACT. OBVIOUSLY, IT WILL TAKE A COUPLE.

I MEAN, WE HAVE TO GET TO THIRD AND FOURTH GRADE TO SEE THE THE BENEFIT OBVIOUSLY, BUT IT'S IT'S WE'VE SEEN IT ALREADY HAPPENING AT THE LOWER GRADES, WHICH IS REALLY EXCITING. AND THE FUTURE IS GOING TO BE EVEN BRIGHTER AND BETTER FOR OUR STUDENTS HERE IN ROUND ROCK ISD.

SO I WILL MOVE FORWARD.

WE'RE AT THE END OF OUR PRESENTATION.

AND SO I JUST WANT TO MAKE SURE THAT FOR THE ADMINISTRATORS AND THE AREA SUPERINTENDENTS, INSTRUCTIONAL COACHES, UM, TEACHING AND LEARNING STAFF, THERE IS A WHOLE OTHER LEVEL TO THIS.

BUT WHERE WE ARE WITHIN THE SYSTEM, AS FAR AS OUR TEACHING IS UNDERSTANDING THAT WHEN YOU LOOK AT A SYSTEM, WHEN YOU LOOK AT THE DATA, IT'S NOT JUST ABOUT PASSING OR NOT PASSING. UM, WE WANT TO GROW OUR SYSTEM SO THAT THERE'S AN UNDERSTANDING THAT PATTERNS IN THE DATA MATTER AND THE PATTERNS IN THE DATA, JUST LIKE WITH OUR OWN HEALTH, ALERTS US TO WHAT IS WRONG OR REALLY RIGHT IN THE SYSTEM AND WHAT WE NEED TO DO DIFFERENTLY.

THIS TOOL IS MEANT SO THAT WE HAVE A FASTER REACTION TIME.

IN THE PAST, IT WOULD BE ALL THE WAY IN MARCH APRIL, THERE WAS NOT ENOUGH TIME TO BE ABLE TO PLAN AND FIGURE OUT THEN WHO DO WE NEED TO WORK WITH? AND BECAUSE THE DATA ONLY GAVE US PASSING RATES, WE DID NOT HAVE A SENSE OF IF WE WERE GROWING TOWARDS THE NEXT LEVEL.

SO IT'S IMPORTANT WHEN WE LOOK AT DATA, IF SOMEONE GIVES YOU A METHODOLOGY, YOU MATCH THE WAY YOU MONITORED THEIR METHODOLOGY.

[02:00:04]

OTHERWISE YOU WILL GET A FALSE SENSE OF IMPROVEMENT, WHICH WAS ONE OF THE THINGS WHEN WE LOOKED, UM, WE CAN SEE OURSELVES GETTING BETTER ON CERTAIN TESTS.

WE'RE PERFORMING AT HIGHER LEVELS, BUT IT DIDN'T MEAN NECESSARILY THAT THE KIDS WERE GROWING, WHICH IS WHAT THE STATE IS TELLING US IS WHAT THEY'RE MEASURING AND COUNTS FAR MORE THAN ANYTHING ELSE.

ARE WE GROWING OUR STUDENTS TO A CERTAIN LEVEL OF ACHIEVEMENT? BECAUSE IF IN THE END, WE WANT FOR OUR STUDENTS TO BE ABLE TO GET TO THE MEETS LEVEL AND CCMR. CCMR IS EMBEDDED IN EVERYTHING THAT WE DO IN ALL THE OTHER GRADE LEVELS.

WE CANNOT, IN ONE FELL SWOOP, EXPECT A HIGH SCHOOL CAMPUS IN ORDER TO HAVE THE STUDENTS PERFORM AT THOSE LEVELS.

EVERYTHING THE MEET SCORES THAT ALL THE OTHER LEVELS IS TELLING US WHETHER OR NOT THAT HIGH SCHOOL CAMPUS HAS A CHANCE TO GET TO HIGH RATES OF ACHIEVEMENT IN CCMR. SO WE WANT TO MAKE SURE THAT OUR SYSTEM IS STRONG ALL THE WAY THROUGH AND TO BE ABLE TO GROW OURSELVES, OUR TEACHERS AND ADMINISTRATORS, TO UNDERSTAND HOW TO CAUSE EXPONENTIAL GROWTH WITHIN THE SYSTEM.

THAT IS THE END OF OUR PRESENTATION.

WE APPRECIATE YOUR TIME AND IF THERE ARE FURTHER QUESTIONS OR COMMENTS THAT YOU HAVE, WE WELCOME THEM ALL.

WE ARE HERE TO LEARN AND GROW TOGETHER.

WE WILL ALWAYS TAKE ACCOUNTABILITY FOR THE THINGS WE ARE DOING WRONG AND RIGHT.

BECAUSE IN THE END, WE KNOW WE WILL ALWAYS GET BETTER.

THAT'S OUR MOTTO GROWTH, GROWTH, GROWTH.

THANK YOU SO MUCH.

TRUSTEES, DO WE HAVE ANY OTHER FINAL COMMENTS OR QUESTIONS ABOUT TONIGHT'S.

ALL RIGHT. SEEING NOTHING ELSE ON THE AGENDA IT'S 7:31 AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.

A. CALL TO ORDER

C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY

D. ACADEMIC WORKSHOP

Dec 07, 2023 Called Board Meeting/Academic Workshop

A. CALL TO ORDER

C. PUBLIC COMMENTS TO AGENDA ITEMS ONLY

D. ACADEMIC WORKSHOP

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