[A. CALL TO ORDER]
[00:00:02]
>> IT IS 5:30, AND THIS MEETING OF THE ROUND ROCK INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ACADEMIC WORKSHOP IS CALLED TO ORDER.
IN ATTENDANCE TONIGHT, WE HAVE TRUSTEE ZARATE, TRUSTEE ROSS, TRUSTEE WEIR, TRUSTEE MARKUM, TRUSTEE WEIR, TRUSTEE LANDRUM, AND TRUSTEE CUERO.
>> WE HAVE NO PUBLIC COMMENT TONIGHT,
[D. ACADEMIC WORKSHOP]
SO WE WILL MOVE ON TO AGENDA ITEM D, WHICH IS OUR ACADEMIC WORKSHOP, AND I WILL TURN IT OVER TO DR. AZAIEZ.>> THANK YOU, PRESIDENT MARKUM, BOARD MEMBERS, STAFF AND COMMITTEE MEMBERS, AS YOU KNOW, WE DO TWO ACADEMIC WORKSHOP IN THE COURSE OF THE SCHOOL YEAR, AS PART OF OUR FOCUS ON STUDENT OUTCOMES AND MAKING SURE THAT OUR STUDENTS ARE ON TRACK TO BE SUCCESSFUL.
WE'RE GOING TO BE TALKING TONIGHT ABOUT A LOT OF THINGS THAT OUR DISTRICT IS DOING, OUR STAFF WORKING WITH OUR FAMILIES, ESPECIALLY AROUND NAVIGATING THE TRANSITION FROM EIGHTH TO NINTH GRADE, TALKING ABOUT THE FOUR YEAR PLAN.
SOME COOL THINGS ALSO, WE ARE WORKING IN COLLABORATION WITH THE AUSTIN COMMUNITY COLLEGE AND THE WORK WITH OUR COUNSELORS AND AGAIN, OUR STAFF.
WITH NO DELAY, I KNOW DR. NICHOLS IS ANXIOUS TO START THE WORKSHOP.
I KNOW WE ALSO HAVE A LOT OF OUR STAFF MEMBERS HERE WOULD BE HERE TO HELP OUR BOARD MEMBERS, GUIDE THEM THROUGH SOME OF THE EXERCISES THAT OUR STUDENTS AND THEIR FAMILIES WILL BE GOING THROUGH, AGAIN, AS PART OF THE EIGHTH TO NINTH GRADE TRANSITION.
EVERYONE, THANK YOU SO MUCH FOR THE OPPORTUNITY TO PRESENT ON BEHALF OF OUR TEAM AND ALL THE DIFFERENT DEPARTMENTS WHO HAVE COME TOGETHER, AND ALSO COMMUNITY MEMBERS AND PARTNERS IN ORDER TO MAKE THIS HAPPEN.
I'M FOR THE PEOPLE OUT IN OUR COMMUNITY, DR. NATALIE NICHOLS.
I'M THE SENIOR CHIEF OF SCHOOLS AND INNOVATION, HERE TONIGHT TO PRESENT ON THE EIGHTH TO NINTH GRADE TRANSITION.
WE CALL THAT ACHIEVING THROUGH CHANGE.
I WANT TO FIRST PRESENT AND HAVE THEM INTRODUCE THEMSELVES, MY CO-PRESENTERS TONIGHT.
>> HI, GOOD EVENING, EVERYONE. MY NAME IS RODRIGO PORTILLO.
I'M THE ASSISTANT SUPERINTENDENT FOR ACADEMICS.
>> I'M STEVE CLARK. I'M DIRECTOR OF COUNSELING SERVICES FOR ROUND ROCK ISD.
>> NOW, I WAS GOING TO HAVE THEM COME UP A LITTLE BIT LATER, BUT WHAT WE WILL DO IS EVERY TIME WE DO A BOARD WORKSHOP, WE ALWAYS HAVE PEOPLE WHO WILL WORK WITH EACH OF OUR BOARD OF TRUSTEES IN ORDER TO HELP THEM THROUGH THE WORK THAT WE'RE DOING.
IF I CAN HAVE, I'M NOT SURE IF THE MIC IS HOT, EACH OF OUR HELPERS TODAY, IF YOU WOULD COME UP TO THE MIC, INTRODUCE YOURSELF, AND ALSO SAY WHO YOUR PARTNER WILL BE AND THEN TAKE YOUR SEAT BESIDE YOUR TRUSTEE OR SUPERINTENDENT. [BACKGROUND]
>> HI. GOOD EVENING. MY NAME IS DR. PATRICIA EPHLIN.
I'M THE AREA SUPERINTENDENT FOR THE STONY POINT LEARNING COMMUNITY, AND I WILL BE WORKING WITH TRUSTEE ROSS. [APPLAUSE]
>> GOOD EVENING. I'M DR. NANCY GUERRERO.
I'M THE AREA SUPERINTENDENT FOR THE CEDAR RIDGE LEARNING COMMUNITY, AND I'M PARTNERED WITH PRESIDENT MARKUM. [APPLAUSE]
I'M DR. MYA MERCER, AREA SUPERINTENDENT OF THE WONDERFUL MCNEIL LEARNING COMMUNITY, AND MY PARTNER THIS EVENING, TRUSTEE WEIR. [APPLAUSE]
>> GOOD EVENING, EVERYONE. I'M DR. ZAC OLDHAM.
I'M THE AREA SUPERINTENDENT FOR THE WESTWOOD LEARNING COMMUNITY, AND I'M PARTNERED WITH DR. WEI. [APPLAUSE]
>> GOOD EVENING. I AM DR. REBECCA LISA HERNANDEZ, EXECUTIVE DIRECTOR FOR STUDENT SUPPORT AND FEDERAL PROGRAMS, AND I AM PARTNERED TODAY WITH TRUSTEE CUERO. [APPLAUSE]
>> GOOD EVENING. I'M APRIL GONZALEZ.
I'M ONE OF THE COUNSELORS AT CEDAR RICH HIGH SCHOOL, AND I'M PARTNERING WITH OUR FABULOUS SUPERINTENDENT, DR. A. [APPLAUSE]
>> GOOD EVENING. I'M LOGAN FARIS, I'M THE AREA SUPERINTENDENT FOR THE ROUND ROCK LEARNING COMMUNITY, AND I'LL BE WORKING WITH TRUSTEE LANDRUM. [APPLAUSE]
>> I'M DR. BAKER. I AM THE COORDINATOR FOR COUNSELING SERVICES, AND I'LL BE PARTNERED WITH DR. CHUY ZARATE.
[00:05:19]
>> THAT IS A BEAUTIFUL WELCOME.
THANK YOU SO MUCH, TRUSTEES AND DR. AZAIEZ.
LET'S GO AHEAD AND GET STARTED.
WE START FIRST WITH HAVING A SENSE OF, WHO ARE STUDENTS? WHO ARE THE PEOPLE THAT WE'RE SERVING? WE KNOW WITHIN ROUND ROCK ISD, THERE ARE OVER 91 HOME LANGUAGES SPOKEN.
RIGHT NOW, WE HAVE ABOUT 27% OF OUR STUDENTS AT ECONOMICALLY DISADVANTAGE, 13% BELONG IN SPECIAL EDUCATION, RECEIVE SPECIAL EDUCATION SERVICES, 14.5%, GIFTED AND TALENTED SERVICES, 74% OF OUR STUDENTS GO THROUGH CAREER AND TECHNOLOGY EDUCATION, ABOUT 18% OF OUR STUDENTS ARE IN THE MERGING BILINGUAL PROGRAM, AND ABOUT 18% AS WELL RECEIVE ENGLISH AS A SECOND LANGUAGE SERVICES.
[NOISE] NOW, THAT TELLS US THE BREAKDOWN DEMOGRAPHICALLY AND ETHNICALLY, WHO OUR STUDENTS ARE, BUT WHAT WE WANT TO MAKE CLEAR IS, ALONG WITH ALL THOSE THINGS, ALL OF OUR STUDENTS AND THEIR PARENTS, THEIR BIG HOPES AND DREAMS AS FAR AS WHO THEY ARE AND WHAT THEY WANT TO DO AND WHAT THEY WANT TO BECOME.
WE HAVE THE PRIVILEGE AS A DISTRICT IN ORDER TO HOLD THOSE DREAMS AND HOPES IN OUR HANDS AND TO DO SOMETHING WITH IT IN ORDER TO MAKE SURE THAT OUR STUDENTS ARE ABLE TO TAKE ALL OF THE SERVICES THAT WE PROVIDE, THE LOVE AND CARE, AND DO SOMETHING WITH THAT.
SPECIFICALLY, BECAUSE WE'RE TALKING TODAY ABOUT THE EIGHTH TO NINTH GRADE TRANSITION, WHEN WE LOOK TO OUR DIRECT TO COLLEGE ENROLLMENT, WHAT WE SEE RIGHT NOW IS A GREAT MANY OF OUR STUDENTS GO DIRECTLY TO COLLEGE.
RIGHT NOW, CLOSE TO ABOUT 60%.
THAT'S TO INCLUDE, IF YOU'RE INCLUDED IN STATE FACILITIES AND ALSO OUT OF STATE FACILITIES.
COMPARATIVELY AS A DISTRICT, THEY CONSIDER THAT TO BE A VERY HIGH NUMBER.
BUT WHAT WE'RE GOING TO TALK TODAY ABOUT IS EXACTLY WHY WE WANT THAT DIFFERENT NUMBER TO BE DIFFERENT AND WHY WE WANT THAT NUMBER CLOSER TO 100%, BUT NOT ONLY WHY WE WANT THAT, BUT WHY OUR STUDENTS NEED THAT.
WHY CHANGE? FOR MANY OF US MAY NOT KNOW ABOUT THIS, BUT THE TEXAS HIGH EDUCATION COORDINATING BOARD HAS A PROCESS CALLED 60*30.
WHAT THEY'RE SAYING IS THAT THEY WANT FOR THE STATE OF TEXAS, AT LEAST 60% OF ALL STUDENTS TO GRADUATE FROM COLLEGE BY THE YEAR 2030.
WHY THEY SAY THIS IS NECESSARY BECAUSE THEY UNDERSTAND AND LOOKING AT THE DEMOGRAPHICS AND IN THE COMMUNITY, THE GLOBAL MARKET, THE THINGS, THE TYPE OF JOBS OUT IN THE MARKET, IF THAT DOES NOT HAPPEN, THEN WHAT WE CREATE THEN IS A STATE THAT IS NOT VIABLE AND IS NOT COMPETITIVE WITH OTHER STATES, BUT ALSO THAT OUR POPULATION WILL NOT BE ABLE TO TAKE PART IN THE MARKET AND HAVE A GOOD LIVING WAGE.
THEY SEE THIS IS IMPERATIVE FOR THE STATE OF TEXAS AS FAR AS US BEING HEALTHY.
HERE'S SOME DATA THAT SPECIFICALLY CAME FROM THIS COORDINATING BOARD.
IN REGARDS TO PROJECTED DEMAND, THEY SAID BY THE YEAR 2031, AND IN ORDER TO MAKE THIS REAL, 2031 REPRESENTS OUR CURRENT SEVENTH GRADERS.
BY THE YEAR 2031, WE WOULD HOPE THAT THEY ARE GRADUATING FROM ONE OF OUR HIGH SCHOOLS.
OUR SEVENTH GRADE COHORT, BY 2031, AN ESTIMATED 72% OF JOBS WILL REQUIRE EDUCATION OR TRAINING BEYOND HIGH SCHOOL.
SEVENTY-TWO PERCENT OF JOBS WILL REQUIRE SOMETHING OUTSIDE OF HIGH SCHOOL. GOOD JOBS.
IT SAYS FOR ROLES CONSIDERED GOOD JOBS, WHICH THAT MEANS THAT THEY'RE EARNING AT LEAST $43,000 A YEAR, AND IF ANYONE HAS BEEN OUT IN THAT MARKET LATELY, YOU KNOW THAT $43,000, ESPECIALLY IF YOU LIVE WITHIN THIS AREA, STILL MEANS THAT YOU HAVE TO MAKE SOME TOUGH DECISIONS AS FAR AS WHAT YOU'RE ABLE TO BUY OR NOT BUY.
BUT A GOOD JOB IN THIS DEFINITION IS $43,000.
IT SAYS THE REQUIREMENT FOR POSTSECONDARY EDUCATION IS EVEN HIGHER.
EIGHTY-FIVE PERCENT OF PEOPLE WILL NEED TO HAVE SOME POSTSECONDARY EDUCATION FOR A GOOD JOB BY THE YEAR 2031.
AGAIN, THAT'S OUR CURRENT SEVENTH GRADERS.
NOW, LET'S LOOK AT SPECIFIC DEGREES.
[00:10:01]
IT SAYS ABOUT 40% OF JOBS ARE PROJECTED TO REQUIRE A BACHELOR'S DEGREE BY 2031.AGAIN, 2031 IS NOT THAT FAR OFF.
THAT IS ONLY SIX YEARS FROM NOW, AND WE'RE ABOUT TO ENTER 2026.
WE OFFER THAT AS PROOF POSITIVE THAT THIS MINDSET THAT WE OFTEN HAVE, THAT EVERYONE DOES NOT HAVE TO GO TO COLLEGE REALLY IS A MINDSET THAT WE HAVE TO CHANGE AND REALLY HAVE CONVERSATIONS WITH OUR COMMUNITY, OUR PARENTS, AND ALSO OUR STUDENTS TO HAVE THEM UNDERSTAND IT'S NOT A MATTER OF SHOULD I GO TO COLLEGE? SHOULD I GO TO SOMETHING BEYOND HIGH SCHOOL? IT'S THE FACT THAT WHAT EXACTLY IS YOUR CHOICE BEYOND HIGH SCHOOL? BECAUSE WHAT WE'RE SEEING IS, IF YOU WANT TO LIVE A GOOD LIFE, AFFORD A GOOD LIFE, THERE HAS TO BE SOMETHING POSTSECONDARY.
WHAT THIS IS JUST REPRESENTING IS JUST THE AMOUNT OF PEOPLE WITHIN, IF WE HAVE, SAY, THE WHOLE POPULATION WAS 100 PEOPLE, JUST HOW MANY PEOPLE WOULD NEED TO UPSCALE? IT IS NOT JUST A MATTER OF CURRENT STUDENTS WITHIN OUR ORGANIZATION NEED TO HAVE A CERTAIN LEVEL OF EDUCATION, BUT EVEN UNDERSTANDING THAT PEOPLE IN THE CURRENT MARKET NEED TO UPSKILL IN ORDER TO BE ABLE TO REALLY AFFORD A GOOD LIFE.
THIS IDEA OF POSTSECONDARY EDUCATION IS STUFF THAT IS NEEDED FOR PEOPLE WHO ARE CURRENTLY OUT OF HIGH SCHOOL AND IN THE MARKET, BUT ALSO IS EVEN MORE IMPORTANT FOR THE STUDENTS WHO ARE CURRENTLY WITHIN OUR ORGANIZATION AS WELL.
BECAUSE WHAT THE WORLD WILL REQUIRE OF THEM IN ORDER FOR THEM TO LIVE A GOOD LIFE, IS GOING TO INCREASE EXPONENTIALLY AS TIME GOES ON.
HOW DO WE CREATE THAT CHANGE? WITHIN ROUND ROCK ISD, WE UNDERSTAND THAT IT IS ALL ABOUT VERTICAL ALIGNMENT.
THE CHANGE DOES NOT HAPPEN ALL OF A SUDDEN ONCE YOU GET TO HIGH SCHOOL.
THE CHANGE HAPPENS ALL THE WAY UPSTREAM IN ELEMENTARY SCHOOL AS FAR AS THE WORK THAT THE BOARD DEMANDS OF US AND RIGHTLY SO, WHERE WE'RE THINKING ABOUT EARLY LITERACY BECAUSE WE UNDERSTAND THAT EARLY LITERACY LEARNS, LEADS TO EARLY NUMERACY.
WITHIN THE FIFTH TO SIXTH GRADE TRANSITION, AS A DISTRICT, ONE OF THE THING THEN THAT WE HAVE PRIORITIZED IS THE IDEA OF MATH.
THE REASON BEING THAT WE UNDERSTAND MORE THAN ANY OTHER SUBJECT, AFTER A STUDENT IS ABLE TO READ IN THE EARLY GRADES K-2, AND THEY'RE READING AT OR ABOVE GRADE LEVEL, READING IS A GATEWAY IN ORDER TO BE ABLE TO DO WELL IN MATH.
IF I DON'T HAVE READING COMPREHENSION, I CANNOT DO MATH.
MATH IS NOT JUST ABOUT MOVING NUMBERS AND COMPUTATION, IT'S ABOUT COMPREHENSION AND UNDERSTANDING, BUT YOUR UNDERSTANDING IN A DIFFERENT LANGUAGE.
WHAT THIS GRAPH IS SHOWING, AND THIS IS BASED ON DATA FROM OUR SPECIFIC DISTRICT, IS THE LEVEL OF MATH THAT A STUDENT TAKES TELLS YOU WHETHER OR NOT THEIR OPPORTUNITY TO GRADUATE FROM HIGH SCHOOL, ENROLL IN HIGHER EDUCATION, PERSIST IN HIGHER EDUCATION, COMPLETE HIGHER EDUCATION IN SIX YEARS, AND OR GO INTO A STEM RELATED FIELD.
FOR EXAMPLE, WHAT THIS IS SHOWING IS, MOST STUDENTS, IT LOOKS THE SAME REGARDLESS OF THE CONTENT AREA WHAT I GRADUATE WITH.
BUT LET'S LOOK AT JUST EVEN ENROLLING IN HIGHER EDUCATION.
THE DIFFERENCE OF IF I HAVE ENROLLED IN AN ADVANCED CLASS, AN AP CLASS, IB, DUAL CREDIT, PRE-CALCULUS, THAT'S 72%.
IF I'M AT PRE-CALCULUS, IT'S AT 67% OF THOSE KIDS GO INTO HIGHER EDUCATION, 54%, IF THE HIGHEST I'VE OBTAINED IS COLLEGE PREP MATH, STATS OR AQR, AS COMPARED WITH 48%, IF THE HIGHEST I HAVE ACHIEVED IS ALGEBRA, AND SO ON AND SO FORTH.
THE POINT BEING THIS. IN THE FIFTH, SIXTH GRADE TRANSITION, WHAT WE THEN PRIORITIZE AS A DISTRICT IS THIS IDEA OF HOW MANY STUDENTS CAN WE GET IN ALGEBRA BY THE TIME THEY REACH EIGHTH GRADE? BECAUSE WE REALIZE THAT AT THAT POINT, JUST AS EARLY LITERACY WAS A GATEWAY TO ACCESS AN OPPORTUNITY, ONCE YOU GET TO MIDDLE SCHOOL, ADVANCED MATH, SPECIFICALLY, IS THE GATEWAY TO OPPORTUNITY FOR OUR STUDENTS.
WE HAVE WITHIN OUR MIDDLE SCHOOLS, TWO GREAT OPPORTUNITIES AS FAR AS FOR ADVANCED ACADEMICS.
IT'S NOT THE ONLY, BUT THESE ARE THE TWO THAT WE'RE GOING TO PRIORITIZE RIGHT NOW.
WE HAVE THE MATH PATHWAY, AND AS YOU SEE HERE, THAT STUDENTS CAN EITHER CHOOSE TO YOU TAKE SIXTH GRADE MATH ON-LEVEL.
YOU CAN GO INTO ACCELERATED MATH OR YOU CAN HAVE ACCELERATED MATH OR YOU CAN BE IN TAG.
THEN IF I AM AN ON-LEVEL, I WOULD GO TO SEVENTH GRADE MATH AND THEN TO EIGHTH GRADE MATH.
[00:15:03]
IF I START SIXTH GRADE AND ACCELERATED MATH, I WOULD HAVE ACCELERATED II, AND THEN I WOULD HAVE ALGEBRA I IN EIGHTH GRADE.IF I START IN TAG ACCELERATED II IN SIXTH GRADE, THEN I HAVE ALGEBRA IN SEVENTH GRADE AND GEOMETRY IN EIGHTH GRADE.
AGAIN, WHAT WE HAVE SEEN AND WHAT WE HAVE SHOWN IN THE PREVIOUS SLIDE, IS THAT MATH AND THE LEVEL OF MATH THAT YOU'RE ABLE TO ATTAIN IS THE GATEWAY TO OPPORTUNITY STARTING ALL THE WAY BACK IN FIFTH GRADE.
AS A DISTRICT, WE PRIORITIZE THAT FIFTH TO SIXTH GRADE TRANSITION, AND REALLY COMMUNICATING WITH PARENTS ABOUT THE WHY WE WANT THEM TO CHOOSE THAT MATH.
WE WILL SUPPORT THE STUDENTS BASED ON DIFFERENT THINGS THAT WE PUT INTO THE ORGANIZATION, BUT THIS IS SOMETHING THAT WE FEEL IS VERY IMPORTANT FOR THEIR FUTURE SUCCESS.
HERE RECENTLY, WE HAVE INTRODUCED ADVANCED SCIENCE FOR OUR STUDENTS.
WE KNOW THAT WITHIN OUR DISTRICT, WE'RE BLESSED WITH A LOT OF STUDENTS AND PARENTS WHO PRIORITIZE EDUCATION AND REALLY SEE THIS HAVE BIG HOPES AND DREAMS FOR THEIR STUDENTS.
THE WORLD NOW IS GREATLY TIED TO STEM DEGREES.
THIS IDEA THEN OF BEING ABLE TO ACCESS PHYSICS IN MIDDLE SCHOOL AT THE EIGHTH GRADE LEVEL REALLY GIVES THEM AN OPPORTUNITY TO ADD MORE SCIENCE TO THEIR PATHWAY AND ACCESS GREATER RESOURCES, OPPORTUNITIES, POST SECONDARY.
THIS IS ALSO SOMETHING THAT WE'RE PRIORITIZING AS A DISTRICT.
WITHIN MATH AND PHYSICS, WE'VE SEEN ABOUT 50-55% OF OUR STUDENTS HAVE ACCESSED ADVANCED ACADEMICS IN EIGHTH GRADE BASED ON THESE PATHWAY.
BUT WHAT WE'RE WANTING TO DO IS PUSH THOSE NUMBER EVEN HIGHER BECAUSE WE'VE STATED IN THOSE QUOTES, WE UNDERSTAND THE REPERCUSSIONS IF THEY DON'T CHOOSE THESE ADVANCED PATHWAYS.
>> MANY TIMES WITHIN THAT FIFTH TO SIXTH GRADE TRANSITION, WE DO A LOT OF OUTREACH.
WE HAVE VERY SPECIFIC MEETINGS AND THE AREA SUPERINTENDENTS HAVE FINE TUNED THEIR PLANNING FOR THIS COMING YEAR AS WELL.
WHEREAS SPECIFICALLY, THEY HAVE LOOKED AT HOW THEY WORK WITH THE FEEDERS GOING INTO MIDDLE SCHOOL, SENDING OUT INFORMATION TO THE PARENTS SO THEY UNDERSTAND THAT THEY HAVE VARIOUS OPPORTUNITIES BASED ON THE ELEMENTARY AND THE MIDDLE SCHOOL TO HEAR ABOUT THE FIFTH TO SIXTH GRADE TRANSITION, AND IT'S NOT JUST ABOUT FILLING OUT CHOICE SHEETS, IT'S ABOUT THE PARENTS UNDERSTANDING WHAT OPPORTUNITIES EXIST, AND WHY THESE OPPORTUNITIES ARE IMPORTANT FOR THEIR STUDENTS TO TAKE ADVANTAGE OF.
ALSO, COMING NEXT YEAR, THIS WILL COUNT AS A CTE COURSE; CAREER AND TECHNOLOGY EDUCATION COURSE FOR ALL OF OUR SEVENTH GRADERS.
WHAT THIS COURSE WILL DO, IT'S CALLED NAVIGATING OUR FUTURE.
THIS COURSE IS ABOUT TO GO THROUGH THE PROCESS THAT WE WILL RUN THROUGH TODAY.
WE UNDERSTAND THAT THE WORLD OF EDUCATION AND THE CHOICES AND FILLING OUT WHAT CLASSES THAT YOU TAKE HAS BECOME AKIN TO WHAT WE HAD TO DO WHEN WE WENT TO COLLEGE.
IT IS A VERY COMPLICATED PROCESS.
WE REALIZE THAT IT IS NOT SOMETHING THAT CAN ONLY EXIST IN THE EIGHTH AND NINTH GRADE TRANSITION.
WE HAVE TO OFFER AN OPPORTUNITY TO TEACH INTO OUR STUDENTS, AND AT THE SAME TIME, WE'RE TEACHING INTO THE STUDENTS, WE WILL BE TEACHING INTO THE PARENTS SIDE BY SIDE SO THEY CAN UNDERSTAND THIS PROCESS AND MAKE BETTER CHOICES FOR THEIR STUDENTS.
NOW, HOW DO WE IMPLEMENT THIS CHANGE? NOW WE GET A LITTLE CLOSER TO THE EIGHTH AND NINTH GRADE TRANSITION AND THAT FOUR YEAR PLANNING.
WITHIN THE FOUR YEAR PLANNING, ONE OF THE BIG THINGS THAT WE WANT TO GET ACROSS TO EVERYONE IS THAT YOUR RESUME NOW BECOMES YOUR TRANSCRIPT.
IT'S NOT JUST ABOUT TAKING CLASSES, BUT FIGURING OUT BASED ON WHAT I WANT TO BE, WHAT ARE THE RIGHT CLASSES TO TAKE SO I CAN GO AHEAD AND CREATE ALIGNMENT TOWARDS THE FUTURE THAT I WANT.
HERE, WHAT WE TRY TO MAKE SURE THAT EVERYONE UNDERSTANDS IS THIS, WHETHER IT IS A FOUR YEAR COLLEGE, A TWO YEAR, YOU'RE GOING TO A TRADE OR TO THE MILITARY, GOING STRAIGHT INTO THE WORKFORCE, GAP HERE, THAT IT'S A MATTER OF, WE WANT YOU TO BE FUTURE READY.
FUTURE READY MEANS THAT YOU HAVE TO HAVE THE ABILITY TO GO TO SOMETHING POST SECONDARY.
THE WORLD IS NO LONGER SET UP TO WHERE I CAN SIMPLY GRADUATE FROM HIGH SCHOOL, AND IT IS ENOUGH FOR ME TO BE SUCCESSFUL.
IN CREATING A PLAN FOR OUR STUDENTS, WE WANT TO MAKE SURE THAT THE BIG SWITCH THAT WE'RE MAKING IN MINDSETS IS, I'M NOT CREATING A PLAN TO GRADUATE.
YOU'RE CREATING A PLAN THAT SEGUES YOU INTO YOUR FUTURE IN ORDER TO MAKE SURE THAT YOU CAN TAKE ADVANTAGE OF
[00:20:03]
ANY POST SECONDARY EDUCATION THAT IS NEEDED.THAT POST SECONDARY EDUCATION BASED ON WHAT WE'VE TALKED ABOUT, VERY MUCH MEANS THAT WE NEED TO LOOK AT COLLEGE CREDIT COURSES, AND HOW STUDENTS ARE ACCESSING COLLEGE CREDIT COURSES WHEN THEY ARE STILL IN HIGH SCHOOL.
AGAIN, IT USED TO BE SOMETHING WE WOULD THINK OF AS IT IS ONLY FOR A SELECT FEW, ONLY CERTAIN STUDENTS NEED TO ACCESS THIS.
BUT I HOPE WE'RE MAKING THE POINT AND BRINGING HOME THAT BASED ON WHAT IS HAPPENING IN THE WORLD, EVERY STUDENT NEEDS TO ACCESS THESE COURSES.
WHAT YOU HAVE TO DECIDE FOR YOURSELF IS, WHAT TYPE OF ADVANCED COURSE SHOULD I ACCESS BASED ON WHAT I WANT TO ACHIEVE AND IN WHAT DIFFERENT AREAS.
THAT'S WHAT WE'RE GOING TO TALK ABOUT TODAY.
THESE ADVANCED COURSES HELP WITH PREPARATION FOR COLLEGE, IT BOOSTS COLLEGE READINESS, IT SAVES TIME AND MONEY.
COLLEGE HAS GOTTEN INCREDIBLY EXPENSIVE.
IT PREPARES YOU FOR A CAREER OR FOR THE MILITARY, AND IT ALSO HELPS YOU EARN COLLEGE CREDIT.
WITHIN ON OUR ADVANCED ACADEMICS WEBSITE, WHAT IT DOES IS GOES THROUGH ALL THE DIFFERENT TYPES OF ADVANCED ACADEMICS THAT WE HAVE, THIS IS BUT A SNIPPET OF IT.
THE MAJOR THING THAT I WANT YOU TO UNDERSTAND IS THAT ADVANCED PLACEMENT, DUAL CREDIT, INTERNATIONAL BACCALAUREATE CLASSES OR ON RAMPS, ALL OF THOSE ARE GREAT OPPORTUNITIES.
BUT DEPENDING ON WHO YOU ARE AS A STUDENT AND YOUR PROFILE, EACH OPPORTUNITY IS NOT THE SAME.
IF FOR EXAMPLE, WHEN WE LOOK AT ADVANCED PLACEMENT, ADVANCED PLACEMENT DURING THE YEAR, I'M BEING PREPARED TO TAKE A TEST.
THE CREDIT FOR THE COLLEGE CREDIT DOES NOT COME FROM THE CLASS, THE COLLEGE CREDIT COMES FROM PASSING THE TEST ITSELF.
IF I AM A STUDENT AND I DON'T LIKE A ONE TIME TEST TO DICTATE WHETHER OR NOT I GET CREDIT AND MAYBE I'M A LITTLE BIT ANXIOUS, AP CLASSES MAY NOT BE THE CLASSES FOR ME.
YOU HAVE TO DECIDE WHAT IS THE BEST OPPORTUNITY BASED ON WHAT YOU WANT.
WHEN YOU HAVE DUAL CREDIT CLASSES WITHIN DUAL CREDIT, IS AM STARTING, THIS IS A COLLEGE CREDIT COURSE, AND SO YOU HAVE TO DECIDE BASED ON THE LEVEL THAT I AM AT.
AM I COMFORTABLE NOW? AM I AT A POINT WHERE I WANT TO BEGIN CREATING A COLLEGE TRANSCRIPT? IF I'M GOING TO BEGIN CREATING A COLLEGE TRANSCRIPT, WHAT IS MY INTRODUCTION TO THAT TRANSCRIPT? WHERE DO I FEEL THE STRONGEST AND WHERE SHOULD I THEN START THAT JOURNEY AS IT RELATES TO COLLEGE CREDIT? WHETHER IT'S ACC OR ANY OF OUR OTHER PROVIDERS.
ANOTHER THING THAT YOU TYPICALLY HAVE TO ASK YOURSELF, WHERE IS THE COLLEGE CLASS GIVEN? SOME OF OUR COLLEGE CREDIT CLASSES ARE GIVEN ON THE COLLEGE CAMPUS ITSELF, SOME ARE HERE ON OUR HIGH SCHOOL CAMPUS, WITH OUR HIGH SCHOOL TEACHERS, AND SOME ARE SOMETIMES THE ACC TEACHERS COME INTO OUR CLASSES.
IF YOU ARE SOMEONE WHERE I STILL WANT TO HAVE THAT SENSE OF SOMEONE IS LOOKING OUT FOR ME, TAKING CARE OF ME, MAKING SURE THAT I UNDERSTAND CERTAIN THINGS AND I DON'T WANT THE FULL COLLEGE EXPERIENCE, TAKING A COLLEGE CLASS WHILE STILL IN A HIGH SCHOOL SETTING WITH A TEACHER WHO ALSO TEACH HIGH SCHOOL COURSES, MAY BE A GREAT MIDDLE GROUND TO BEGIN MY JOURNEY TO MAKE SURE THAT PEOPLE ARE STILL NOT SEEING ME AS AN ADULT, AND THEY UNDERSTAND WHAT SOME OF MY EMOTIONAL NEEDS MAY BE.
WHEN IT COMES TO INTERNATIONAL BACCALAUREATE, IT WORKS PRETTY MUCH CLOSE TO WHAT AP CLASSES.
THE BIG DIFFERENCE THOUGH IS THE STUDENTS TRAVEL IN A COHORT.
MAYBE FOR A STUDENT, THAT IDEA OF A SENSE OF BELONGING AND HAVING A GROUP THAT THEY BELONG TO IS IMPORTANT.
TRAVELING WITH AN IB COHORT, THEN MAYBE SOMETHING THAT WORKS FOR YOU.
YOU FEEL VERY COMFORTABLE TAKING A TEST AT THE END OF A COURSE BECAUSE YOU REALIZE THIS WILL BE YOUR ONE OPPORTUNITY TO GET THE HIGH SCHOOL CREDIT, YOU'RE COMFORTABLE WITH THAT, BUT MAYBE YOU NEED A PLACE TO BELONG.
INSTEAD OF TAKING AP CLASSES, MAYBE YOU ARE COMFORTABLE DOING THIS WITHIN AN IB SETTING AND ALSO UNDERSTANDING UNLIKE AP WHERE YOU CAN CHOOSE TO TAKE A CLASS OR TWO, IB IS VERY REGIMENTED AS FAR AS WHAT CLASSES YOU TAKE EVERY YEAR.
IF THEN THAT WORKS FOR YOU, THIS MIGHT BE A SCENARIO THAT WORKS BETTER FOR YOU.
ONRAMPS IS GREAT BECAUSE IT IS BEING TAUGHT BY A HIGH SCHOOL TEACHER, AND ALSO AT THE SAME TIME, YOU HAVE A COLLEGE TEACHER GIVING YOU DIFFERENT COURSEWORK TO EARN YOUR COLLEGE CREDIT.
YOU HAVE TWO DIFFERENT TEACHERS AT ONCE WITHIN ONE SETTING.
BUT LET'S SAY I DO GREAT IN THE HIGH SCHOOL COURSE.
[00:25:02]
NOT SO GREAT ON THE COLLEGE SIDE OF THE HOUSE.YOU CAN DECIDE NOT TO ACCEPT THE CREDIT, BUT YOU STILL HAVE HAD THE EXPERIENCE OF PREPARING YOURSELF AND BEING PART OF THAT COLLEGE EXPERIENCE AND SEEING WHAT THAT FEELS LIKE.
ALSO WITH AN ONRAMPS, USUALLY BEFORE YOU TAKE A COLLEGE COURSE, SPECIFICALLY DUAL CREDIT OR ONRAMPS, YOU HAVE TO PASS A TSIA TEST AT A CERTAIN LEVEL TO SHOW THAT YOU CAN ACCESS THAT LEVEL OF MATERIAL.
WITH ONRAMPS, YOU DON'T INITIALLY HAVE TO HAVE THE PASSING SCORE IN ONE OF THOSE TESTS, AND YOU CAN STILL ACCESS THAT COURSE.
AGAIN, ALL OF THESE DIFFERENT OPPORTUNITIES DO THE SAME THING, BUT YOUR PROFILE AND WHO YOU ARE AS A STUDENT AND AS A LEARNER WILL DICTATE THEN WHAT IS THE BEST OPPORTUNITY FOR YOU.
BASED ON ALL OF THIS INFORMATION, WHAT HAS ROUND ROCK ISD DECIDED TO DO? I HAVE THIS WONDERFUL QUOTE HERE.
THE SHORT OF IT IS; THE FORM EVER FOLLOWS FUNCTION AND THIS IS THE LAW.
OFTENTIMES, WE KNOW THAT THE WORLD AROUND THIS IS CHANGING.
BUT EVEN THOUGH WE KNOW THAT THINGS ARE CHANGING, WE KEEP OUR STRUCTURES THE SAME.
ONE OF THE THINGS AS A TEAM THAT WE'VE REALLY WORKED HARD ON IS THIS.
IF WE KNOW ALL THESE EXTERNAL FORCES AND STRUCTURES ARE CHANGING, TO SAY THEN THAT WE DO SCHOOL THE SAME WAY, THAT WE DO FOUR YEAR PLANNING, AND WE DO HIGH SCHOOL THE SAME WAY IS A LESSON IN MADNESS.
WE REALIZE THEN THAT OUR STRUCTURES HAVE TO CHANGE IN ORDER TO MATCH WHAT IS HAPPENING AND ALSO WHAT OUR STUDENTS WILL NEED IN ORDER TO BE SUCCESSFUL.
THAT BRINGS US TO HOW THEN WE WILL BE CHANGING THE EIGHTH TO NINTH GRADE TRANSITION PROCESS AND HOW STUDENTS SIGN UP FOR COURSES AND WHAT THEY SIGN UP FOR.
ONE OF THE THINGS THAT WE'LL BE DOING WITH OUR STUDENTS IN ORDER TO CREATE THEIR PROFILE IS TO GIVE THEM A SURVEY.
ONE OF THE VERY FIRST QUESTIONS ON THE SURVEY SETS THE PACE FOR WHAT OUR EXPECTATION WILL NOW BE WITHIN OUR DISTRICT.
DO YOU WANT IN YOUR HIGH SCHOOL GRADUATION PLAN? IS THE MINIMUM THAT YOU WOULD LIKE TO ACHIEVE? HEY, I WANT TO GRADUATE, I WANT TO PLAN, BUT THE MINIMUM IS, I WANT TO MAKE SURE I'M COLLEGE READY IN READING, WRITING, AND MATH OR I WANT TO CHALLENGE MYSELF A LITTLE BIT MORE AND I WOULD LIKE TO ACHIEVE 30 COLLEGE CREDITS IN HIGH SCHOOL OR HEY, LET'S PUSH IT A LITTLE BIT MORE.
I WANT TO ACHIEVE 42 COLLEGE CREDITS, OR I'D LIKE AN ASSOCIATE'S DEGREE, WHICH IS AKIN TO 60 COLLEGE CREDITS.
THEN AFTERWARDS, IT MAY BE THAT HEY, I'D LIKE TO EARN A DIFFERENT NUMBER, SOMETHING IN BETWEEN, WHAT I'M COMFORTABLE WITH.
WE'RE NOT SAYING WHAT CLASSES DO YOU WANT TO CHOOSE TO GRADUATE? WE'RE NOW GOING TO ASK, AT WHAT LEVEL WOULD YOU LIKE TO GRADUATE? THEN WE GO AHEAD AND CREATE A PLAN WITH THAT IN MIND.
ANNIE IS PROBABLY LOOKING AT ME.
[LAUGHTER] THANK YOU, ANNIE FOR PUTTING THIS TOGETHER, BUT I WANT TO STATE A DISCLAIMER THAT THIS IS PURELY DRAFT, AND THIS IS JUST A WAY FOR YOU TO UNDERSTAND WHAT OUR VISION IS, BUT THIS IS NOT CRAFTED IN STONE OR WHAT WILL BE.
WE TALKED ABOUT THE FACT THAT WE WILL NOW HAVE A PROGRAM IS GOING TO CALL A COLLEGE PATHWAYS PROGRAM.
DO I WANT TO LAUNCH MYSELF WITH 30 CREDIT HOURS? DO I WANT TO CREATE MOMENTUM WITH 42 CREDIT HOURS, OR DO I WANT TO BE READY AT 60 CREDIT HOURS? WITH THE TAG LINE, START STRONG, GO FURTHER.
ALIGNING TO WHAT THE DATA IN THE WORLD IS TELLING US AND THE STATE OF TEXAS IS TELLING US, AND WHAT WE KNOW THAT OUR STUDENTS WANT.
AGAIN, ALIGNING TO WHAT OUR COMMUNITY HAS TOLD US WITHIN OUR STRATEGIC PLAN.
IT IS ONE THING WE OFTEN SEE AS WHAT PEOPLE SAY THEY WANT.
BUT THEN OFTENTIMES WE DON'T GO BACK AND CHANGE OUR SYSTEMS TO ALIGN WITH THAT NEED ON THAT WANT.
WHAT WE HAVE HERE IS OUR IDEA OF WHAT THAT WILL SPECIFICALLY LOOK LIKE AND HOW WE WILL RETHINK THIS PROGRAM.
THEY'RE VERY INVENTIVE AND INNOVATIVE PARTS TO THIS PROCESS, BUT IT'S NOT SOMETHING THAT OTHER DISTRICTS HAVE NOT DONE BEFORE.
THERE ARE DISTRICTS WHO HAVE A PATHWAY WHERE THE STUDENTS CAN ATTAIN A DEGREE WHILE THEY'RE STILL IN HIGH SCHOOL.
WHAT SETS US APART IS THIS; WE ARE EMBEDDING IT WITHIN OUR PROCESS AND SAYING,
[00:30:02]
EVERYONE IS GOING TO ACCESS THIS AT SOME LEVEL.IT'S NOT GOING TO BE A MATTER OF A COUPLE OF STUDENTS WILL CHOOSE THIS.
THIS IS THE WAY ROUND ROCK ISD WILL DO BUSINESS BECAUSE WE KNOW THAT IF WE WANT OUR STUDENTS TO BE SUCCESSFUL, IF WE WANT OUR COMMUNITIES TO BE SUCCESSFUL, THAT THE CHANGE HAS TO START WITHIN PUBLIC EDUCATION.
WHAT EXACTLY IS THE ROUND ROCK ISD COLLEGE PATHWAYS PROGRAM? I WILL GO AHEAD NOW AND TURN THIS OVER TO MR. RODRIGO PORTILLO AND HE WILL CONTINUE FROM HERE.
>> HELLO, GOOD EVENING ONCE AGAIN, AND THANK YOU FOR THIS OPPORTUNITY.
I FIRST WANT TO START BY THANKING THE PEOPLE THAT HELPED WITH THE PRESENTATION.
OBVIOUSLY, STEVE CLARK HELPED IN PUTTING THIS TOGETHER, DR. NANDEZ, THE GREAT ERICA SIMMONS, AS I CALL HER, AND DR. [INAUDIBLE] THANK YOU ALL SO MUCH TO HELP IN PUTTING THIS TOGETHER.
WHAT IS OUR ROUND ROCK ISD COLLEGE PATHWAYS PROGRAM GOING TO LOOK LIKE? [BACKGROUND] IT'S WORKING. LET'S TALK A LITTLE BIT ABOUT THE COLLEGE PATHWAYS PROGRAM.
HERE WE DO WANT TO START WITH THE END IN MIND AND SITTING EXPECTATION, AS DR. NICHOLS SAID THAT EVERY STUDENT WILL HAVE ACCESS AND THE OPPORTUNITY TO TAKE COLLEGE CREDIT CLASSES, BUT ALSO THE IMPORTANT PIECES THAT COME WITH THAT.
WE WANT TO FIRST PROVIDE THE OPPORTUNITY TO THEM, TWO, PROVIDE SUPPORT SYSTEMS THROUGHOUT THEIR JOURNEY AND MAKING THEM SUCCESSFUL.
ACC HAS ALREADY PROVIDED US THE PATH TO WHERE NORMALLY, YOU HAVE TO TAKE THE 60 HOURS IN ASSOCIATE'S DEGREE WITHIN ONE INSTITUTION.
HERE WHAT ACC IS SAYING, IT CAN BE A COLLECTION OF THE AP, YOUR IB, YOUR DUAL CREDIT, YOUR ONRAMPS, AND WITHIN THAT, YOU CAN COLLECT 60 CREDIT HOURS AND WE CAN NOW PROVIDE YOU WITH THAT ASSOCIATE'S DEGREE.
THERE ARE SOME STIPULATIONS THAT WE'LL TALK ABOUT.
25% OF THE COURSES WITHIN THOSE 60 HOURS WOULD HAVE TO BE ATTAINED FROM ACC, SO THAT'S ABOUT 15 HOURS.
THEY ALSO TALK ABOUT NO MORE THAN 30 HOURS CAN COME FROM AP AND IB THROUGH EXAMINATION.
TALKING HERE ABOUT SOME OF THE DIFFERENCES OR SOME OF THE PROGRAMS THAT WE HAVE DISCUSSED, WE HAVE OUR LAUNCH PROGRAM, AND THESE ARE THE 30 COLLEGE CREDITS, WHICH WE SAY ARE THE MOST HIGHLY TRANSFERABLE COURSES TO MOST PUBLIC UNIVERSITIES IN TEXAS.
MOVING TO THE MOMENTUM, LAUNCH PROGRAM IS A SUBSET OF THE MOMENTUM.
ALL OF THE 30 HOURS ARE INCLUDED IN OUR MOMENTUM PATHWAY.
YOU NEED 20 MORE COLLEGE CREDITS TO BECOME MOMENTUM STUDENT.
HERE, GENERAL EDUCATION COURSES TYPICALLY TRANSFER IN A BLOCK TO MOST PUBLIC UNIVERSITIES IN TEXAS, AND THEY DO REQUIRE TO EARN AN ASSOCIATES DEGREE, WHICH IS OUR NEXT PATHWAY.
FROM MOMENTUM TO READY, WHICH IS OUR ASSOCIATES DEGREE, NOW YOU NEED 18 MORE COURSES.
HERE, THESE COURSES ARE PRETTY MUCH A COLLECTION OF ELECTIVE COURSES IF YOU'RE PURSUING AN ASSOCIATE DEGREE OF GENERAL STUDIES, OR A CERTAIN FIELD OF STUDY THAT ALREADY IS CONCENTRATED ON WHAT THE STUDENT HAS CHOSEN.
LET'S TALK ABOUT THE DIFFERENCE BETWEEN LAUNCH MOMENTUM AND ASSOCIATE'S DEGREE.
WITH OUR LAUNCH, WHICH IS A 30 COLLECT COLLEGE CREDIT HOURS, THERE ARE SEVERAL COMPONENTS THAT ACC ALREADY HAS FOR US.
YOU SEE THE MATH COMPONENT, YOU SEE THREE CREDITS IN THE HIGH SCHOOL WORLD.
USUALLY ONE CLASS GIVES YOU ONE CREDIT IN UNIVERSITIES AND THROUGH TWO YEAR AND FOUR YEAR, THREE CREDITS EQUAL ONE CLASS, USUALLY.
THERE ARE SOME COURSES THAT GIVE YOU FOUR CREDITS.
FOR INSTANCE, FOR MATH, THE STUDENTS WILL NEED JUST THREE CREDIT HOURS, WHICH IS ONE COURSE FOR LIFE AND PHYSICAL SCIENCE, WHICH ARE EQUIVALENT TO SCIENCE COURSES.
THEY WILL NEED SIX CREDITS, WHICH IS TWO COURSES, AMERICAN HISTORY, SIX CREDITS, TWO COURSES IN GOVERNMENT.
THEY WILL NEED TWO CLASSES IN TOTAL SIX CREDITS, TWO CLASSES.
COMMUNICATION, WHICH IS OUR EQUIVALENT TO READING LANGUAGE ARTS FOR US AT THE K 12 SYSTEM.
ALSO SIX CREDITS, WHICH IS THE TWO CLASSES, AND THEN CREATIVE ARTS DOES TRANSFER OVER TO A FINE ARTS CLASS, AND THEY WOULD NEED ONE CREDIT HERE.
NOW, MOVING ON TO MOMENTUM, LIKE WE SAID, LAUNCH IS A SUBSET OF THE MOMENTUM.
TO GET MOMENTUM, WHICH IS A 42 COLLEGE CREDITS, YOU DO NEED THE FIRST 30.
[00:35:01]
>> THE FIRST 24 PLUS THE COMMUNICATION, WHICH ARE 30 HOURS.
NOW, WE TALK ABOUT THREE COMPONENTS WHICH ARE HIGHLIGHTED.
YOU HAVE LANGUAGE PHILOSOPHY, CULTURE, YOU HAVE SOCIAL BEHAVIORAL SCIENCES AND A COMPONENT AREA.
THE REASON HERE WE DON'T SPECIFY THE COURSES THAT EQUIVOCATE TO HIGH SCHOOL IS BECAUSE THEY HAVE SO MANY CHOICES WITHIN COURSE CATALOGS THAT ARE PROVIDED TO US.
STUDENTS GET A CHOICE OF ONE CLASS THAT WOULD COUNT TOWARDS LANGUAGE, PHILOSOPHY CULTURE.
THERE'S MANY DIFFERENT CHOICES THAT THEY CAN OPT INTO.
FOR SOCIAL AND BEHAVIORAL SCIENCES, ONE CLASS HERE THAT WOULD GIVE THEM THE THREE CREDITS, AND THEN A COMPONENT AREA, WHICH AGAIN IT'S A BIG LIST OF WHAT THEY CAN CHOOSE FROM THAT WOULD GIVE THEM CREDIT FOR THE SIX CREDIT HOURS HERE, WHICH IS EQUIVALENT TO OUR TWO CLASSES.
OUR READY, WHICH IS OUR PATH TO AN ASSOCIATE'S DEGREE.
AS YOU CAN SEE, THOSE THAT ARE NOT HIGHLIGHTED ARE OUR MOMENTUM COLLEGE COURSES.
HERE ARE 42+18, WHICH ARE SPECIALIZED HOURS.
HERE, IT'S EITHER A SPECIFIED COURSE OF STUDY, DEPENDING ON WHAT THE STUDENT IS INTERESTED IN, OR IT'S A COLLECTION OF ELECTIVE CLASSES THAT THE STUDENT CAN BE PURPOSELY TAKE DEPENDING ON THE STUDENT PROFILE THAT WE'RE GOING TO BE TALKING ABOUT LATER TODAY.
NOW, LET'S GET TO THE ACTIVITIES.
OUR LEARNING TARGET IS GOING TO BE TO DEVELOP A FOUR-YEAR PLAN USING AN EIGHTH-GRADE STUDENT PROFILE.
WHAT WE'RE GOING TO DO IS WE'RE GOING TO REVIEW THE STUDENT'S PROFILE AND DATA.
WE'RE GOING TO USE THE STUDENT'S INSIDE CARD TO DEVELOP THAT STUDENT PROFILE.
THEN WE'RE GOING TO DEVELOP THE FOUR-YEAR PLAN FOR THE STUDENT, WORKING BACKWARDS FROM THEIR SENIOR YEAR.
IN YOUR PACKET, YOU'RE GOING TO HAVE TWO DOCUMENTS OR SEVERAL DOCUMENTS.
ONE OF THEM IS A STUDENT PROFILE.
WE HAVE ALICIA DIAZ, WHO IS AN EIGHTH GRADER.
IF YOU WANT TO PULL THAT ONE OUT, HAVE IT READY TO GO.
YOU ALSO HAVE ANOTHER DOCUMENT, WHICH WILL SERVE AS A GRAPHIC ORGANIZER THAT WE WILL USE AS A TEMPLATE IN DEVELOPING THE FOUR-YEAR PLAN.
YOU HAVE THE TEMPLATE, WHICH IS BLANK, WHICH IS WHAT YOUR JOB IS GOING TO BE TODAY.
YOU ALSO HAVE A SECTION THAT HAS THE COURSE SEQUENCES THAT WE PROVIDE IN THE COURSE SUBJECTS.
WE HAVE THE MOMENTUM, 42 COLLEGE CREDITS WITHIN THE COMPONENTS THAT WE DISCUSSED EARLIER, AND THE REQUIREMENT COURSES AND CREDITS.
THEN YOU ALSO HAVE THE COLLEGE BEARING COURSE OPTIONS, WHICH NOW PROVIDES YOU THE OPTIONS THAT THE STUDENTS CAN TAKE WITHIN THE ACC DU CREDIT, WITH AN AP, WITH AN IB, AND ALSO ON RAMS. DOES EVERYBODY HAVE ACCESS TO THOSE TWO DOCUMENTS? WE HAVE TWO PARTS OF THIS ACTIVITY.
OUR FIRST PART IS WE'RE GOING TO REVIEW OUR STUDENT PROFILE AND DATA.
THAT STUDENT PROFILE HAS SEVERAL COMPONENTS TO IT.
YOU'RE GOING TO SEE EDUCATIONAL GOALS, YOU'RE GOING TO SEE CAREER INTERESTS.
YOU'RE GOING TO SEE WHO AM I AS A STUDENT.
YOU'RE ALSO GOING TO SEE GENERAL INTEREST.
WE'LL LIKE THE SCHOOL TO KNOW, LEARNING MINDSET AND SKILLS, ACADEMIC BARRIERS, AND ADVANCED COURSEWORK, AND OTHER READINESS INDICATORS.
WHAT WE'RE GOING TO DO IS WE'RE GOING TO MODEL WITH ONE STUDENT, AND THEN WE'RE GOING TO HAND IT OVER TO YOU ALL AND PROVIDE YOU THE OPPORTUNITY TO LOOK AT THE STUDENT PROFILE AND CREATE WHAT THAT FOR YOUR PLAN WILL LOOK LIKE BASED ON YOUR STUDENT.
SHE'S ALSO AN EIGHTH-GRADE STUDENT, AND WE'RE GOING TO BREAK DOWN THESE COMPONENTS, AND THEN NOW GIVE YOU THE OPPORTUNITY AGAIN TO GET THAT STUDENT PROFILE BASED ON THE STUDENTS THAT WE HAVE SELECTED FOR YOU. YOU READY?
>> SHE'S READY. THIS PART HERE FIRST WILL BE TO REVIEW THE STUDENT PROFILE DATA, AND WE'RE GOING TO TAKE A LOOK AT THREE PARTS: THE EDUCATIONAL GOALS, THE CAREER INTEREST, AND WHO AM I AS A STUDENT? FIRST, WE WANT TO BREAK DOWN WHAT DOES THIS INFORMATION TELL US AS A STUDENT.
WE WANT FOR YOU ALL TO KNOW THAT THIS INFORMATION WILL GIVE US THE INFO THAT WE NEED IN THE AREAS OF HAS A STUDENT THOUGH BEYOND CURRENT GRADE LEVEL AND HIGH SCHOOL.
WHAT TOPICS, ACTIVITIES, OR FIELD NATURALLY EXCITE THE STUDENTS, WHAT THEY ENJOY DOING, WHAT TYPES OF WORK ENVIRONMENT IS PREFERRED, AREAS OF GROWTH, STUDENT STRENGTH, AND MOTIVATION FACTORS.
WE'RE GOING TO LOOK AT SHARON.
SHARON EDUCATIONAL GOALS BASED ON THAT FIRST QUESTION THAT WE ASK, SHE WOULD LIKE TO ATTAIN A MOMENTUM LEVEL PATHWAY, 42 COLLEGE CREDITS.
HER CAREER INTERESTS ARE SHE'S INTERESTED IN ANIMATING
[00:40:03]
AND WILL LIKE TO WORK WITH ANIMATION COMPANIES SUCH AS GLITCH.WHO IS SHE AS A STUDENT? SHE SAYS HER BIGGEST CHALLENGE IS KEEPING MY STREAK OF HAVING ALL A'S EVERY MARKING PERIOD EVERY YEAR.
I PUSH MYSELF TO GET THE BEST GRADES POSSIBLE, AND SOMETIMES I STRESS TOO MUCH.
WHAT DOES THIS TELL US AS WE LOOK AT THOSE COMPONENTS, WHAT DOES THAT TELLS US AS A STUDENT BASED ON THE QUESTIONS? WHAT THIS TELLS US IS THAT THE STUDENT HAS EXPRESSED CLEAR POST-SECONDARY ASPIRATIONS.
CONNECTED TO A SPECIFIC CAREER FIELD AND ANIMATION.
THE ENROLLMENT AND ADVANCED COURSEWORK THAT WE'LL TALK ABOUT LATER ON IN ALGEBRA TELLS YOU THAT SHE HAS A FOCUS IN MAINTAINING AND THE FOCUS OF MAINTAINING ALL A'S, ALSO SHOWS LONG-TERM ACADEMIC THINKING AND A DESIRE TO REMAIN COMPETITIVE IN FUTURE OPPORTUNITIES.
THE STUDENT GRAVITATES TOWARDS CREATIVE, DESIGN-ORIENTED FIELDS THAT COMBINE TECHNICAL SKILLS WITH ARTISTIC EXPRESSION.
LIKELY ENJOYS PROBLEM-SOLVING AND STRUCTURED LEARNING, GIVEN SUCCESS IN MATH AND ADVANCED COURSEWORK.
THE STUDENT LIKELY PREFERS PROJECT BASED HANDS-ON LEARNING ENVIRONMENTS.
HER BIGGEST CHALLENGE, AS SHE HAS MENTIONED, IS WANTING TO MAINTAIN THE STREAKS OF ALL A'S EVERY SINGLE MARKING PERIOD, WHICH CAN LEAD TO ANXIETY, BURNOUT, OR STRUGGLING IN ACCEPTING MISTAKES.
THAT TELLS US THE SUPPORT SYSTEMS NEEDED FOR THAT STUDENT AND HOW TO BALANCE AND HOW TO SELF-REGULATE.
WE WOULD LIKE TO LEARN, OR WE LIKE TO TEACH HER INTO BALANCING EXCELLENCE WITH BEING A WELL-ROUNDED STUDENTS WITH ESSENTIALLY, AND ESPECIALLY IN CREATIVE FIELDS WHERE OUTCOMES ARE SUBJECTIVE, AND FEEDBACK IS FREQUENT.
WHAT WE'RE GOING TO DO IS NOW GIVE THE OPPORTUNITY TO LOOK AT ALICIA DIAZ WITH YOU AND YOUR PARTNER.
WE'RE GOING TO DO THE SAME THING.
YOU'RE GOING TO LOOK AT EDUCATIONAL GOALS, CAREER INTEREST, AND WHO AM I AS A STUDENT, AND START HAVING THAT DISCUSSION AND START DEVELOPING, WHAT DOES THIS TELL YOU ABOUT THE STUDENT? GIVE YOU A COUPLE OF MINUTES, AND THEN WE'LL GET BACK.
I'M GOING TO GIVE YOU ABOUT ONE MORE MINUTE TO WRAP UP YOUR CONVERSATIONS. [INAUDIBLE]
[00:45:09]
>> I'M GOING TO BRING YOU BACK IN FIVE.
DR. ELFIN MADE CONTACT WITH ME EARLIER.
DR. EFLIN, WILL YOU AND TRUSTEE ROSS TELL US ABOUT WHAT THESE THREE COMPONENTS TELL YOU ABOUT YOUR STUDENTS?
>> I DIDN'T KNOW WHY SHE HAD TO MAKE EYES ON YOU.
>> ANY ERICA OVER HERE, AND WE WON'T DO THAT.
OBVIOUSLY, SHE IS COLLEGE-FOCUSED.
SHE HAS INTERESTS THAT ARE TEND TO BE MATH-HEAVY.
SHE SEEMS TO BE MAYBE INTERESTED IN SCIENCE ASSOCIATED WITH NASA, BUT NOT INTO BEING AN ASTRONAUT.
THEN WE'RE THINKING ABOUT RELATIONAL, MAKING SURE THAT SHE HAD AN ACTUAL, TEACHER, SOMEBODY THERE TO ACKNOWLEDGE, AND KNOW THAT SHE'S THERE.
>> PERFECT. ANYTHING DIFFERENT, TRUSTEE CUERO?
>> NOT DIFFERENT, BUT WE WANTED TO ADD THAT IN ORDER TO WORK AN ASSET MOST LIKELY SHE'LL NEED A MASTER'S OR DOCTORS SO NOT JUST GOING TO COLLEGE FOR A FOUR-YEAR DEGREE, BUT ALSO BEYOND THAT.
SHE'LL PROBABLY BENEFIT FROM SMALLER CLASS SIZES, WHERE THE TEACHER WILL BE MORE FOCUSED ON THAT PRAISE THAT SHE'S LOOKING FOR.
>> EXCELLENT POINT. THANK YOU BOTH FOR SHARING.
LET'S MOVE ON TO THE NEXT THREE COMPONENTS.
THE NEXT THREE COMPONENTS WE'RE GOING TO CONCENTRATE ON ARE THE GENERAL INTERESTS OF THE STUDENT, WHAT THE STUDENT WILL LIKE THE SCHOOL TO KNOW AND THE LEARNING MINDSET AND SKILLS.
THE INFORMATION THAT WE'RE HOPING TO GATHER HERE IS WHAT SUBJECT AREAS EXCITE THE STUDENTS, THE OPPORTUNITY FOR UNIQUENESS, SELF-IDENTIFIED STRENGTHS AND BARRIERS, AND WHAT THE STUDENT IDENTIFIED APPROACH TO LEARNING, RESILIENCE, AND LIFE SKILLS ARE? WE GO BACK TO SHARON.
SHE DIDN'T WANT THE SCHOOL TO KNOW ANYTHING ABOUT HER, AND HER LEARNING MINDSET AND SKILLS ARE ACADEMIC SELF, GROWTH MINDSET, GOAL-ORIENTED, AND ACADEMIC PERSISTENCE.
WHAT THIS TELLS US ABOUT THE STUDENT IS THAT SHE IS HIGHLY MOTIVATED AND ACADEMICALLY DRIVEN.
SHE'S CREATIVE BUT ALSO DISCIPLINE.
SHE'S SELF AWARE AND IS ABLE TO CLEARLY ARTICULATE HER CHALLENGES, STRESS, AND PRESSURE TO MAINTAIN HER GRADES, BASED ON HER INTEREST AND PERFORMANCE, ART, DIGITAL MEDIA, AND ANIMATION RELATED SUBJECTS, MATHEMATICS, AGAIN, SINCE SHE HAD SELECTED AS ONE OF HER INTERESTS, AND THEN POSSIBLY TECHNOLOGY OR COMPUTER RELATED COURSE WORK, SINCE ANIMATION TYPICALLY OVERLAPS WITH SOFTWARE SKILLS.
THESE AREAS REFLECT THE BLEND OF CREATIVITY AND ANALYTICAL THINKING.
THEY MIGHT ALSO SUPPORT US AS A DISTRICT, MIGHT ALSO NEED TO SUPPORT HER WITH BALANCING ACHIEVEMENT WITH A HEALTHY STRESS LEVEL, LEARNING ADAPTIVE COPING STRATEGIES, AND EMBRACING TRIAL AND ERROR, ESPECIALLY IMPORTANT IN CREATIVE FIELDS.
WE'RE GOING TO TURN IT BACK TO YOU FOR A COUPLE OF MINUTES.
LOOK AT THOSE THREE COMPONENTS: GENERAL INTEREST, WHAT THE STUDENT SELECTED AS WHAT THEY WOULD LIKE THE SCHOOL TO KNOW, AND ALSO THE LEARNING MINDSET AND SKILLS.
NOW, JUST A REMINDER, THE LEARNING MINDS AND SKILLS ARE POSITIVES.
THIS IS WHAT THE STUDENT IS SELECTING IN THEMSELVES AS FAR AS BEING POSITIVE.
[00:51:14]
GIVE ABOUT 30 MORE SECONDS.IT SEEMS LIKE TRUSTEE ZARATE HAS BEEN VOLUNTEERED FOR THIS PART HERE.
HER GENERAL INTERESTS TELL US THAT SHE'S A WELL-ROUNDED STUDENT.
SHE'S AT ONCE CREATIVE AND ALSO ANALYTICAL BECAUSE SHE'S GOT THE SCIENCE AND COMPUTER SCIENCE, BUT ALSO LOVES ART HISTORY AND MUSIC.
SHE'S VERY WELL-ROUNDED IN MY OPINION.
LIKE MOST EIGHTH GRADERS, SHE DON'T WANT US TO KNOW ANYTHING ABOUT HER.
THEN, AS FAR AS THE LEARNING MINDSET AND SKILLS.
WE ALSO FEEL BECAUSE SHE NEEDS A PURPOSE FOR LEARNING.
SHE DON'T WANT ANY FLUFF IN HER SCHEDULE REALLY.
SHE WANTS SOMETHING THAT'S GOING TO INTRIGUE HER AND EXCITE HER, AND SHE'S DEDICATED, AND SHE'S A GIVEN OR BORN LEADER, IT SEEMS LIKE. THERE YOU GO.
>> EXCELLENT POINT SO YOU'RE READY.
>> YEAH, WE ALREADY LIKE IN FIVE SECONDS [LAUGHTER].
>> ANYONE LIKE TO ADD TO THAT? EXCELLENT POINT. THANK YOU SO MUCH FOR SHARING.
LET'S MOVE ON TO OUR LAST TWO PIECES HERE.
OUR LAST TWO PIECES ARE ACADEMIC BARRIERS AND ADVANCED COURSEWORK TAKEN, AND OTHER READINESS INDICATORS.
WHAT WE HOPE TO GET INFO HERE IS THE ACADEMIC CONFIDENCE THAT THE STUDENT MIGHT PERCEIVE TO HAVE, UNDERSTANDING OF EXPECTATIONS, POTENTIAL OBSTACLES THAT MAKE IT HARDER FOR A STUDENT TO LEARN OR PERFORM TO THE FULLEST, POTENTIAL OBSTACLES IN AND OUTSIDE OF CAMPUS, AND IT GIVES US AN OPPORTUNITY TO DESIGN A SUPPORT SYSTEM FOR THAT STUDENT.
SHARON HERE ON HER READINESS INDICATORS, AS FAR AS HER 7TH-GRADE STAR, SHARON HAS PERFORMED AT THE MEET'S LEVEL IN BOTH RLA AND MATH.
HER ACADEMIC BARRIERS DIDN'T HAVE ANY, DIDN'T IDENTIFY HAVING ANY, AND SHE IS CURRENTLY TAKING ALGEBRA 1 IN 8TH GRADE. WHAT IS THIS? A QUICK REMINDER. WE HAVE DISCUSSED THIS SEVERAL TIMES HERE AT THE BOARD AND STAFF MEETINGS WITH OUR PRINCIPALS' MEANING AND PRINCIPALS' PRESENTATIONS IN PROFESSIONAL DEVELOPMENT.
REMINDER THAT WHEN STUDENTS PERFORM AT A MEET'S LEVEL, IT DOES GIVE THEM A 65% CHANCE OF BEING COLLEGE-READY.
IT'S NOT GUARANTEED, BUT IT GIVES THEM AT LEAST THAT MUCH OF A CHANCE TO BE READY.
WHAT DOES THIS TELL US ABOUT HER PROFILE? WELL, THIS IS WAY TOO SMALL TO HAPPEN.
THE STUDY CLEARLY UNDERSTANDS WHAT IS REQUIRED TO EXCEL ACADEMICALLY, THE STANDARDS FOR ADVANCED COURSEWORK, AND THE EXPECTATIONS NEEDED TO MAINTAIN HIGH ACHIEVEMENT.
THE STUDENT ALSO DESCRIBES THE PRESSURE OF MEETING THOSE EXPECTATIONS.
THAT WOULD SHOW SELF-AWARENESS, AWARENESS OF THE LEVEL OF EFFORT THAT'S REQUIRED FOR ADVANCED COURSEWORK, AND UNDERSTANDING THAT EXPECTATIONS INCREASE AS COURSES BECOME MORE RIGOROUS.
[00:55:05]
ACADEMIC SUPPORT, OPPORTUNITY FOR ACADEMIC SUPPORTS, PORTFOLIO BUILDING OPPORTUNITIES IN DIGITAL ART AND ANIMATION, ACCESS TO CTE, DIGITAL MEDIA, OR ADVANCED COURSEWORK ART COURSEWORK THAT ALIGN TO HER CAREER INTERESTS, MENTORSHIP FROM TEACHERS OR PROFESSIONALS IN ANIMATION OR GRAPHIC DESIGN, AND SOCIAL EMOTIONAL SUPPORTS, SUCH AS STRESS MANAGEMENT STRATEGIES, GOAL SETTING WITH FOCUS ON GROWTH, NOT JUST GRADES, AND ALSO TEACHING PRODUCTIVE STRUGGLE AND RESILIENCE.YOU'RE LOOKING AT ACADEMIC BARRIERS, AND ADVANCED COURSES WERE TAKEN.
THEN ALSO THE OTHER READINESS INDICATORS BASED ON ALICIA DIAZ'S PROFILE.
WE'LL GIVE YOU ABOUT 2 MINUTES TO DISCUSS.
[BACKGROUND] TAKE ABOUT 30 MORE SECONDS.
TRUSTEE WEIR AND DR. MERCER, WILL YOU ALL LIKE TO SHARE YOUR FINDINGS BASED ON THE LAST TWO COMPONENTS?
>> WE DO BECAUSE WE HAVE TO LEAVE IN 2 MINUTES TO GO TO MCNEIL AND GO TO A CONCERT.
ONE OF THE THINGS THAT WE NOTICED IS WITH HER NO ADVANCED COURSEWORK AND HER ONLY APPROACHES ON MASS STAR.
HER SUPPORT SYSTEM IS GOING TO HAVE TO BE REALLY STRONG GOING FORWARD.
I DON'T THINK IT'S OUT OF THE REALM FOR HER, BUT IT'S GOING TO TAKE A LOT OF WORK WITH HER COUNSELOR, A LOT OF WORK WITH THE SYSTEM, TO GET HER WHERE SHE NEEDS TO BE TO GET THOSE 42 CREDIT HOURS AND BE ABLE TO GO INTO COMPUTER SCIENCE AND MAYBE WORK AT NASA.
>> EXCELLENT POINT. THANK YOU FOR SHARING. TRUSTEE LANDRUM.
>> WE SAID THAT BECAUSE OF THE SAME THING THAT TRUSTEE WEIR SAID, THAT PERHAPS AP MIGHT NOT BE THE BEST ROUTE FOR HER, BUT PERHAPS AN ON RAMPS OR AN IB PROGRAM BECAUSE OF THE COMMUNITY ENVIRONMENT THAT IB OFFERS AND THE ON RAPS OPPORTUNITY TO GET HIGH SCHOOL CREDIT, BUT IF SHE CAN STRETCH HERSELF WITH HER SUPPORT SYSTEMS, ALSO EARN THAT COLLEGE CREDIT.
>> NOW YOU HAVE THE INFORMATION NEEDED, BECAUSE GUESS WHAT YOU GET TO DO, CREATE THAT FOR YOUR PLAN FOR THAT STUDENT.
THAT'S OUR NEXT PART IN OUR ACTIVITY.
YOU'RE GOING TO DEVELOP BASED ON THE PROFILE.
YOU WILL DEVELOP THAT FOR YOUR PLAN, BASED ON WHAT YOU ALL DISCUSSED.
[01:00:01]
WE WILL BE WORKING BACKWARDS WITH EVERY SUBJECT AREA THAT WE ADDRESS HERE TODAY.YOU'RE WORKING BACKWARDS, STARTING FROM SENIOR YEAR AND THEN ONTO THE FRESHMAN YEAR.
GOING BACK TO THE STUDENT PROFILE, OUR STUDENT PROFILE, SHARON DOE, I'M GOING TO TURN IT OVER TO STEVE AS HE WALKS YOU THROUGH THAT PIECE.
>> FOR SHARON. ONE OF THE THINGS WHEN WE ADVISE OUR STUDENTS IS WE'RE THINKING ABOUT THE END IN MIND.
WE NEED TO WORK WITH THE STUDENT AND ASK HER, DOES SHE WANT TO TAKE AN AP COURSE, OR AN RAPS COURSE, OR DUAL CREDIT? BECAUSE THAT REALLY DICTATES THE COURSE SEQUENCE LEADING UP TO THAT.
FOR SHARON, SHE HAS DECIDED THAT SHE WANTS TO DO THE DUAL CREDIT COMPOSITION CLASSES.
THOSE COURSES WOULD BE GOOD FOR HER BECAUSE SHE IS AT THE MEETS LEVEL FOR HER STAR.
SHE'S VERY LIKELY TO MEET THE TSIA REQUIREMENT TO TAKE THOSE ACC COURSES.
SHE'S PROBABLY GOING TO BE READY FOR THAT.
COMP 1 AND COMP 2 ARE ONE OF THOSE COURSES THAT SHE COULD TAKE WITH TSIA SCORES.
OTHER ASPECTS THAT I WOULD CONSIDER IS THAT SHE IS A HIGHLY MOTIVATED STUDENT, AND SHE PUSHES HERSELF.
SHE WOULD SEE THE BENEFIT OF TAKING A MORE INDEPENDENT CLASS AT ACC, WHERE THERE'S, YES, THERE IS A PROFESSOR, BUT THERE IS NOT THE DAY-TO-DAY WORK THAT YOU WOULD SEE WITH A REGULAR HIGH SCHOOL TEACHER.
ALSO, GENERALLY, OFTENTIMES OUR ACC COMP 1 AND COMP 2 CLASSES ARE TAUGHT ON OUR CAMPUSES, SO IT COULD REDUCE SOME BARRIERS IN TRAVEL TIME COMMITMENT IF THAT WAS THE CASE.
WHEN WE LOOK AT THE BEGINNING AND THE END IN MIND HERE.
TYPICALLY, OUR ENGLISH COURSES ARE TAUGHT IN A SEQUENCE OF THREE COURSES IN OUR 11TH AND 12TH GRADE YEARS.
INSTEAD OF BEGINNING WITH THE 12TH GRADE YEAR, YOU START WITH THE 11TH GRADE YEAR FOR HER.
COMP 1 AND COMP 2 ARE TWO-SEMESTER COURSES; YOU TAKE COMP ONE FOR A SEMESTER, COMP 2, SECOND SEMESTER.
THEN, TYPICALLY OUR STUDENTS WOULD TAKE BRITT, THE SENIOR YEAR, THAT'S A SEMESTER COURSE THAT WOULD SUFFICE OR MEET THE ENGLISH FOUR REQUIREMENT.
THEN WHAT ARE THE COURSES THAT ARE LEADING UP TO THAT? THAT WOULD BE OUR ENGLISH ADVANCED 1, ENGLISH AND ADVANCED 2, ENGLISH THAT WOULD LEAD UP TO THAT.
FOR THIS ONE, IT'S A LITTLE MORE UNIQUE; YOU DON'T START WITH 12TH GRADE YEAR, YOU START WITH HER 11TH GRADE YEAR AND THEN DECIDE WHAT TO DO NEXT.
THAT ALSO BY TAKING COMP 1 AND COMP 2 MEETS THE SIX COLLEGE CREDITS FOR THE MOMENTUM 42 IN THE COMMUNICATIONS AREA.
YOU CAN SEE WE'RE SLIDING THE ACC COURSES DOWN INTO THAT 11TH-GRADE YEAR, AND NOW SHE'S GOT SIX CREDITS FOR THAT, MOMENTUM 42.
THERE ARE OTHER OPTIONS, BUT SHE HAS SELECTED THOSE TWO.
IF YOU GO BACK TO YOUR DOCUMENTS, YOU'RE GOING TO LOOK FOR THE LEGAL SHEET THAT WE PROVIDED FOR YOU, THE GRAPHIC ORGANIZER, THE BLANK ONE.
YOU'RE GOING TO IDENTIFY WHERE THE ENGLISH ROW IS.
JUST LIKE STEVE TALKED ABOUT, YOU HAVE ON THE LEFT SIDE, THE FOUR HIGH SCHOOL COLLEGE CREDITS NEEDED, FOUR HIGH SCHOOL CREDITS, EQUAL FOUR CLASSES.
BUT WE'RE TALKING HERE ABOUT NINE COLLEGE CREDITS EQUALING THREE CLASSES.
WHAT YOU'RE GOING TO DO WITH ALYSIA DIAS IS WORK STARTING FROM SENIOR YEAR, WORKING BACKWARDS, AND DEVELOP THAT FOUR-YEAR PLAN WITHIN THE ENGLISH COURSE SEQUENCE ONLY.
GIVE YOU A COUPLE OF MINUTES FOR THAT, AND THEN WE'LL COME BACK.
>> MR. PAT, WE CHANGED SOMETHING, AND WE MISSED THIS SLIDE.
IT'S ACTUALLY SIX COLLEGE CREDITS IN TWO CLASSES.
CHANGE THAT FOR UNDER ENGLISH, IT'S ACTUALLY SIX COLLEGE CREDITS, TWO CLASSES.
>> GIVE YOU A COUPLE OF MINUTES.
[01:07:28]
WE CAN GIVE YOU ABOUT 30 MORE SECONDS.[BACKGROUND] LET'S BRING YOU BACK IN FIVE.
PRESIDENT MARKUM AND DR. GUERRERO, WOULD YOU LIKE TO GO OVER YOUR SEQUENCE BASED ON STUDENT PROFILE IN THE AREA OF ENGLISH?
>> YES. WE NOTICED THAT ALYSIA NEEDS A LOT OF FEEDBACK FROM HER SUPPORT SYSTEM FROM HER TEACHERS.
BUT SHE'S ALSO READY FOR ADVANCED COURSE WORK IN ENGLISH.
WE FELT THAT THE AP COURSE ROUTE WOULD BE BEST FOR HER.
IN GRADE 12, WE HAVE AP ENGLISH 4, GRADE 11, AP ENGLISH 3, GRADE 10, ADVANCED ENGLISH 2, AND GRADE 9 ADVANCED ENGLISH 1?
>> TALK ABOUT THAT CONSIDERED ON RAMP.
DR. GUERRERO WAS JUST SAYING WE DID CONSIDER ON RAMPS, BUT BASED ON HER PROFILE AND NEEDING THE FEEDBACK, WE FELT LIKE THE ASYNCHRONOUS WORK THROUGH ON RAMPS WOULD NOT BE A GOOD FIT FOR HER BECAUSE SHE VERY SPECIFICALLY SAID THAT SHE DOES NEED IMMEDIATE CONSISTENT FEEDBACK.
>> GREAT POINT TO MAKE. THANK YOU FOR SHARING.
DOES ANYBODY ELSE HAVE ANY OTHER INFORMATION, WOULD LIKE TO ADD.
AWESOME SAUCE. STEVE, TAKE US TO MATH.
>> FOR SHARON IN MATH, SHE IS CURRENTLY AN ADVANCED MATH STUDENT.
WITH HER MOTIVATION AND HER CAREER INTEREST, AP CALCULUS WOULD BE A GOOD OPTION FOR HER.
THIS PREPARES HER FOR MULTIPLE DEGREE OPTIONS AFTER HIGH SCHOOL.
WHILE ANIMATION, WE KNOW THAT IS AN ARTISTIC FIELD, IT IS COMP SCI RELATED.
THIS ALLOWS HER SHOULD SHE CHOOSE TO PURSUE SOMETHING THAT'S MORE COMP SCI HEAVY TO BE CALC READY BECAUSE MOST OF OUR COLLEGES WANT OUR STUDENTS TO BE COLLEGE CALC READY WHEN THEY LEAVE HIGH SCHOOL.
WE WOULD PROBABLY STEER THIS STUDENTS TOWARDS THE AP CALCULUS COURSES.
[01:10:04]
WHEN WE LOOK AT HER COURSE LIST, THE COURSE THAT SHE WOULD END WITH ME, AP CALCULUS, AP.THE COURSE THAT WOULD LEAD UP TO THAT WOULD BE AP PRE CALCULUS.
THEN ADVANCED GEOMETRY AND ALGEBRA 2 AND 9TH AND 10TH GRADE WOULD BE THE COURSES THAT WOULD LEAD UP TO THAT.
EITHER OF THOSE AP COURSES COULD MEET HER THREE COLLEGE CREDITS, WHICH REQUIRED FOR THE MOMENTUM 42 CREDITS.
SHOULD SHE TAKE AND PAST BOTH OF THOSE, SHE WOULD HAVE MULTIPLE OPTIONS DEPENDING ON THE UNIVERSITY THAT SHE ATTENDS, AND WHICH COURSES THEY WOULD WANT HER TO TRANSFER AND TO ACCEPT INTO HER DEGREE PLAN.
>> WE'LL HAND IT BACK TO YOU ALL.
YOU'LL LOOK AT YOUR STUDENT PROFILE AND NOW DEVELOP THAT COURSE SEQUENCE FOR MATHEMATICS.
I'LL GIVE YOU A COUPLE OF MINUTES FOR THAT.
>> IF YOU HAVE ANY QUESTIONS ON THE SEQUENCE OF THE COURSES AND THE GRADE LEVELS, THERE'S SOME INFORMATION IN YOUR SHEET.
YOU CAN ALSO CALL ME UP, AND WE CAN ANSWER THAT.
>> TAKE ABOUT 30 MORE SECONDS.
[01:15:14]
LET'S BRING YOU BACK IN FIVE.DR. WEI, CAN YOU AND DR. OLDHAM TALK TO US ABOUT THE MATH SEQUENCE YOU ALL DECIDED?
>> SURE. WE PUT AP [INAUDIBLE] FOR THE GRADE 12 BECAUSE SHE WANTED TO DO NASA.
I DEFINITELY NEED SOMETHING FOR THAT.
FOR THE GRADE 11, WE HAD THE COLLEGE ALGEBRA, WHICH IS ALGEBRA 2.
ONE THING WE TALKED ABOUT IS BECAUSE SHE NEVER TOOK ANY ALGEBRA CLASS.
FOR THE GRADE 9 ALGEBRA 1, WHICH IS VERY IMPORTANT ASSESSMENT FOR HER, SEE HOW SHE DOES.
THEN WE ARE TALKING ABOUT THAT AFTER THE FIRST YEAR, WE'RE GOING TO HAVE A MEETING TO ASSESS HOW SHE DOES, THEN IT WILL LEAD TO GEOMETRY OR ADVANCED GEOMETRY FOR GRADE 10. THAT'S OUR PLAN.
>> WE ALSO TALKED BRIEFLY ABOUT HER JUNIOR YEAR USING THE ON-RAMPS ROUTE, POSSIBLY BECAUSE OF NOT HAVING THE TSI REQUIREMENT.
THAT WAS THE OPTION WE LEAN TOWARDS.
BUT AS DR. WEI TALKED ABOUT, EVERY YEAR, WE'RE TOUCHING BASE TO MAKE SURE THAT WE'RE CONTINUING TO SUPPORT AND CONTINUE TO PRESS TO GIVE HER ALL THE TOOLS SHE NEEDS.
>> THAT'S AN EXCELLENT POINT TO MAKE.
ALTHOUGH WE'RE DECIDING THE FOUR-YEAR PLAN WITH THE COURSES THAT WE ARE PURSUING, KNOW THAT EVERY YEAR COUNSELING TEAM WITH THE CAMPUS COUNSELORS, WE THROUGH OUT THEIR ONE TO ONE, THIS INFORMATION COMES OUT, RESPONDING TO THE DATA, ARE THEY PREPARED? WHAT ARE THE SUPPORT SYSTEMS THAT WE HAVE PROVIDED TO THEM TO BE ABLE TO GAUGE ON A YEARLY BASIS.
THAT'S AN EXCELLENT POINT. THANK YOU.
>> I JUST WANTED TO ADD, TOO, THAT THIS ONE WAS A LITTLE MORE DIFFICULT TO WORK BACKWARDS BASED ON HER PROFILE AND HER GOAL, AND HER ACADEMIC BARRIERS.
IT WAS A LOT HARDER TO WORK BACKWARDS, AND IT SOUNDS LIKE, FROM WHAT DR. WEI SAID, AND WE HAD THE SAME THOUGHT PROCESS THAT WE WORKED FROM NINTH GRADE UP FOR THIS PARTICULAR SUBJECT.
>> I'M GOING TO MOVE ON TO SCIENCE.
I DO AGREE WITH WHAT YOU'RE ALL SAYING ABOUT MATH.
I THINK MANY OF US COULD SAY, SHE'S AT MEETS FOR GRADE LEVEL, AND SHE'S NOT TAKEN ANYTHING ADVANCED IN EIGHTH GRADE, THAT WE COULD SEE AS A DEFICIT MINDSET THAT THE STUDENT IS NOT ON TRACK FOR ANY ADVANCED COURSEWORK.
BUT THERE'S STILL A LOT OF GROWTH THAT CAN HAPPEN IN FOUR YEARS.
WE WANT TO GIVE OUR STUDENTS THOSE OPPORTUNITIES TO CONTINUE TO GROW AND TO SHINE AND TAKE SOME ADVANCED COURSEWORK.
WE WANT TO BE ASPIRATIONAL AND SET HER UP FOR THIS, BUT ALSO KNOW WE'RE GOING TO CONTINUE TO SUPPORT.
>> IF I CAN ADD, GOING BACK TO THE INFORMATION THAT WE'RE GATHERING FROM THE PROFILE, PART OF IT IS THAT SUPPORT SYSTEM.
WHAT ARE THE OPPORTUNITIES FOR THE CAMPUS FOR US AS A DISTRICT? WHAT'S OUR RESPONSIBILITY TO ENSURE THAT THE SUPPORT SYSTEMS ARE THERE FOR THE STUDENTS TO BE ABLE TO ACCESS THESE COLLEGE COURSES?
>> WE'RE GOING TO END WITH SCIENCE.
WE'RE NOT GOING TO DO EVERY SUBJECT.
WE'RE GOING TO END WITH SCIENCE TONIGHT.
FOR SHARON, SHE COULD POSSIBLY TAKE EITHER ACC COURSES OR AP AND ON-RAMP COURSES.
WHILE WE'RE NOT GOING TO FILL OUT THE SOCIAL STUDIES SECTION TONIGHT, I DO KNOW WHEN WE WORKED THIS OUT EARLIER, WE HAD PLANNED QUITE A FEW ACC SOCIAL STUDIES COURSES FOR HER.
FOR HER, IT MIGHT END UP WITH SOME SCHEDULING CONFLICTS IF WE TRY TO ADD MORE ACC SCIENCE COURSES THAT WE FOR HER.
WE'RE GOING TO GIVE HER SOME ON-CAMPUS FLEXIBILITY BY TAKING AP AND ON-RAMP COURSE IN 11TH AND 12TH-GRADE YEAR.
SHE'S GOING TO END HER 12TH-GRADE YEAR WITH AP ENVIRONMENTAL SCIENCE.
IN HER 11TH-GRADE YEAR, SHE WILL TAKE THE ON-RAMP GENERAL PHYSICS COURSE, WHICH IS EQUIVALENT TO PHYSICS.
OF COURSE, MOST NINTH GRADERS WILL BEGIN WITH ADVANCED BIOLOGY AND CONTINUING TO ADVANCE CHEMISTRY IN HER 10TH-GRADE YEAR.
THAT WAS A SEQUENCE FOR SHARON.
>> LAST SECTION FOR YOU ALL, LET'S GO AHEAD AND PLAN THE SCIENCE SEQUENCE FOR ALYSIA.
>> I FORGOT TO SAY SHE NEEDS SIX COLLEGE CREDITS FOR THE LIFE AND PHYSICAL SCIENCE, WHICH ARE TWO COURSES, AND THOSE BOTH WOULD BE COURSES.
[01:23:07]
TAKE ABOUT 20 MORE SECONDS [BACKGROUND]>> LET'S BRING YOU BACK IN FIVE.
TRUSTEE LANDRUM AND DR. FERRIS CLOSE THIS OUT WITH THE SCIENCE SEQUENCE [LAUGHTER] TRUSTEE LANDRUM AND DR. FERRIS, WILL YOU ALL CLOSE THIS OUT WITH THE SCIENCE SEQUENCE?
WORKING BACK HER SENIOR YEAR, WE DECIDED THAT SHE NEEDED DEFINITELY SOME COURSEWORK IN SOMETHING RELATED WITH SCIENCE, SPACE, OR EARTH SINCE SHE HAD A NASA INTEREST, AND POSSIBLY LOOKING AT A DUAL CLASS IN ASTRONOMY OR POSSIBLY A HIGH SCHOOL EQUIVALENT, THERE IT IS, THE GEOSCIENCE CLASS IN THE ON-RAMPS, WHICH IS EQUIVALENT TO HIGH SCHOOL EARTH AND SPACE.
THEN HER JUNIOR YEAR TAKING PHYSICS.
HE WAS TRYING TO SELL ME ON WHY SHE WOULD WANT TO TAKE AP PHYSICS, WHILE NOT EVEN HAD ALGEBRA 2 YET.
I'M NOT SURE THAT I BOUGHT THAT YET, BUT I'M GOING TO GO.
HE SAID HE WAS A RECOVERING SCIENCE TEACHER.
WE'RE GOING TO GO WITH AN AP PHYSICS CLASS, HER JUNIOR YEAR, AND THEN ADVANCED BIOLOGY AND ADVANCED CHEMISTRY,
[01:25:02]
FRESHMAN AND SOPHOMORE YEAR.>> THAT'S THE WAY TO CLOSE THIS OUT RIGHT THERE [LAUGHTER]
>> I'VE EXPERIENCED AP PHYSICS AS A PARENT, AND I THINK IT'S A REALLY DIFFICULT CLASS.
I WOULD MAYBE EVEN THINK ABOUT SWITCHING THOSE TWO AND HAVING THE AP PHYSICS HER SENIOR YEAR AFTER SHE HAD GOTTEN A COLLEGE ALGEBRA OUT OF THE WAY, OR AN ALGEBRA 2 ADVANCED, OR SOMETHING LIKE THAT.
BUT I HAD A LOT OF HESITANCY, JUST AS MY PARENTS SIDE OF IT.
I DON'T KNOW A WHOLE LOT OTHER THAN JUST BEING A PARENT FROM IT.
BUT AP PHYSICS IS A REALLY TOUGH CLASS.
>> EXCELLENT POINT. THANK YOU SO MUCH FOR SHARING THAT.
ANYONE ELSE IN THE SCIENCE WORLD THAT WOULD LIKE TO SHARE?
>> WE DID SOMETHING A LITTLE BIT DIFFERENT IN GRADE 11.
ORIGINALLY, I HAD PUT HER IN AP, AND THEN WE DISCUSSED IT, AND WE FELT LIKE ON ON-RAMPS WAS A BETTER FIT FOR HER GIVEN HER GOAL AND WHERE SHE WANTS TO BE.
IN HER INTEREST, SHE WANTS TO ESPECIALLY GROW IN THE SCIENCE AREA.
SHE WANTS TO STRETCH HERSELF THERE TO MEET HER GOAL.
WE FELT LIKE SHE NEEDED TO BE DOING THAT COURSEWORK, HAVE THAT COLLEGE EXPERIENCE IN ORDER TO GET HER THERE.
THAT WAS THE ONLY DIFFERENCE WE HAD WAS THE ON-RAMPS PHYSICS.
>> AWESOME. THANK YOU FOR THAT. HOW FUN IS THAT? IF WE WERE GET THE REAL ALYSIA DIAS AND SHE WAS SITTING RIGHT NEXT TO YOU, HOW THOSE CONVERSATIONS WOULD LAND WITH CHILD, WITH PARENT, INFORMING THEM THE OPPORTUNITIES AND THE WHY BASED ON THEM.
IT'S NOT BASED ON OTHER SYSTEMS, NOT BASED ON, WHAT I SAY IS THE GATE KEEPING STUDENTS HAVING ACCESS TO CERTAIN CLASSES IS BRINGING IN THE CHILD AND REALLY SAYING, LOOK, BASED ON YOUR STRENGTHS AND WHAT YOU'RE INTERESTED IN, HERE'S WHAT YOU WILL BE TAKING AND JUST HAVING THAT CHILD IN FRONT OF THEM, THAT WOULD BE EVEN A GREATER EXPERIENCE FOR THEM.
THANK YOU ALL FOR PARTICIPATING IN YOUR GRADE AS ALWAYS, AND THANK YOU FOR SHARING YOUR INSIGHTS.
>> I THINK THIS IS ME. REALLY AND TRULY, I WANT TO ECHO WHAT RODRIGO SAID.
THANK THE TEAM FOR ALL BEING HERE.
THANK YOU ALL, RODRIGO, STEVE, REBECCA LISA, ERICA.
[LAUGHTER] MR. COVINGTON IS WAVING AT ME.
THANK YOU, PATTY, [LAUGHTER] THANK YOU, KAREN.
I'M REALLY AND TRULY, THOUGH, WHAT I WOULD LIKE TO SAY, THERE ARE SO MANY DIFFERENT PARTNERS WHO CAUSED THIS TO HAPPEN.
THIS HAS BEEN A LONG TIME, AS FAR AS THIS WORK WITH ACC.
WHAT IT ALLOWS US TO DO IS LEVERAGE ALL THE THINGS THAT WE HAVE AVAILABLE IN OUR ORGANIZATION, THE DIFFERENT WAYS STUDENTS LEARN, THE DIFFERENT WAYS THEY COME TO US, DIFFERENT GIFTS, DIFFERENT THINGS, CONCERNS THAT THEY MAY HAVE.
THEN PARTNER WITH ACC TO SAY, CONTINUE TO LEARN IN THE WAYS THAT MAY MAKE SENSE FOR YOU AND THE DIFFERENT OPPORTUNITIES THAT'S BEST FOR YOU BASED ON YOUR PROFILE, AND WE WILL TAKE ALL THOSE THINGS AND STILL MAKE SURE THAT YOU STILL GET THIS COLLEGE CREDIT.
WHAT A GREAT WAY, IT'S THE BEST OF BOTH WORLDS FOR OUR STUDENTS AND FOR OUR PARENTS, AND ALSO FOR OUR COMMUNITY.
THE STRENGTH OF ANY COMMUNITY, AND WHY MANY PEOPLE COME TO THIS COMMUNITY, IS BECAUSE OF THE GREAT EDUCATION, AND BUSINESSES COME TO THIS COMMUNITY FOR THE SAME REASON, BECAUSE THEY KNOW THEN THEY WILL HAVE ACCESS TO A WORKFORCE THAT IT'S SMART, THAT IS DEDICATED, IT'S A GREAT AREA TO BE IN FOR THAT REASON.
A LOT OF THINGS ARE DEPENDENT ON HOW WE INTERACT WITH OUR PARENTS AND OUR STUDENTS IN ORDER TO MAKE SURE THAT ALL THOSE STREAMS COME ALIVE.
WE REALLY AND TRULY SEE THIS IDEA AND DELIVERING ON A PROMISE, VERY IMPORTANT.
WE TAKE SERIOUSLY AND TO HEART THE WORK THAT WE DID IN OUR STRATEGIC PLANNING.
WE AGAIN TO REMIND EVERYONE THE NUMBER 1 THING THAT OUR COMMUNITY SAID THEY NEEDED AND WANTED FOR US WAS TO MAKE SURE THAT OUR STUDENTS GRADUATED READY FOR A COLLEGE CAREER OR MILITARY.
WHAT WE'RE SAYING IS, WE DON'T HAVE TO WAIT UNTIL THEY LEAVE TO TAKE ADVANTAGE OF THOSE OPPORTUNITIES.
WE KNOW, BASED ON WHERE WE ARE RIGHT NOW, THEN WHAT THE WORLD IS TELLING US THAT THESE STUDENTS WILL NEED, WE CAN CREATE A SYSTEM WHERE WE'RE ABLE TO OFFER THOSE OPPORTUNITIES AND THAT ACCESS SO THAT THEY CAN ABSOLUTELY BE THEIR BEST SELF.
IT ALL STARTS WITH US, AND THANK YOU FOR EACH AND EVERY ONE OF YOU FOR THE WORK YOU PROVIDED. YES, SIR.
[01:30:03]
>> I WANTED TO THANK YOU, NAT AND THE TEAM OBVIOUSLY, AND EVERYONE WHO HELPED US HERE.
BUT I JUST WANT TO ADD WITH A COUPLE OF THINGS.
AS I KNOW, THIS HAS BEEN REALLY MORE THAN TWO YEARS' WORTH OF WORK.
I THINK WE'RE FINALLY PUTTING EVERYTHING TOGETHER.
WE HAVE SOME INFORMATION ON OUR WEBSITE.
I KNOW WE'RE TALKING ABOUT BRANDING THIS NEW THING THAT WE ARE DOING WITH OUR STUDENTS AND OUR FAMILIES.
BUT IT'S ACTUALLY IN OUR WEBSITE.
I DON'T KNOW IF DONNY IF YOU CAN GO TO OUR WEBSITE AND YOU CAN LOOK AT.
I KNOW IT'S CALLED A SOCIAL DEGREE. NOW SHOW IT.
>> IT'S NOT THIS PART. I KNOW WE DIDN'T REBRAND IT THERE, BUT WE'RE GOING TO BE PUTTING A LOT OF INFORMATION ON OUR WEBSITE ALSO, BESIDES OBVIOUSLY TALKING WITH OUR FAMILIES, WHERE WE CAN ACTUALLY ALLOW OUR FAMILIES AND OUR PARENTS TO LOOK INTO THIS INFORMATION AND MORE.
THERE'S ALSO WHAT WE CALL CORE CURRICULUM COURSE CROSSWALKS.
WE TALKED ABOUT STUDENTS HAVE A CHOICE OF TAKING UT ON RAMP, WHAT WE WENT THROUGH.
THEY WOULD GIVE MORE INFORMATION TO OUR FAMILIES AND OUR STUDENTS, AS WELL AS EVERYONE REALLY ON OUR SYSTEM.
YOU CAN TAKE AN IP STATISTICS OR YOU CAN TAKE COLLEGE ALGEBRA.
OBVIOUSLY, EVERYTHING WE'RE GOING TO DO IS BASED ON STUDENTS INTERESTS, STUDENTS NEEDS, THINGS LIKE THAT, AND OUR STAFF AND OUR GREAT COUNSELORS WORKING WITH OUR STUDENTS.
BUT AS I SAID, ALL THE STUFF WILL BE AVAILABLE TO OUR FAMILIES TO ALSO LOOK AT IT AND REVIEW AND ANALYZE AS WELL. THANK YOU TO EVERYONE.
>> NOW, WE DIDN'T HAVE A QUESTION SLIDE, BUT PLEASE KNOW IF YOU HAVE ANY QUESTIONS OR CONCERNS OR ANYTHING, YOU DO HAVE THAT OPPORTUNITY.
>> TRUSTEES, DO YOU HAVE ANY QUESTIONS? TRUSTEE LANDRUM.
>> COULD YOU TALK A LITTLE BIT MORE ABOUT THE SEVENTH-GRADE ENTREPRENEURIAL CLASS AND HOW THAT WORKS IN WITH THE TYPICAL FOUR CORES AND THEIR ELECTIVES IN SEVENTH GRADE AND WHAT TO REPLACE OR ADD OR JUST A LITTLE MORE INFORMATION? I THINK IT'S A GREAT CLASS.
I JUST DIDN'T KNOW HOW IT WOULD ACTUALLY WORK INTO A SCHEDULE.
>> FIRST AND FOREMOST, I WANT TO GIVE CREDIT TO DR. LOGAN TO THE RIGHT OF VIEW.
HE WAS THE ONE THAT HAD EXPERIENCE WITH THIS IN HIS PREVIOUS DISTRICT AND SAID THAT BASED ON WHAT WE'RE TRYING TO CREATE, HEY, I THINK THIS CLASS WOULD BE A GREAT ADDITION.
SOMETHING LIKE THIS EXISTS, AND IT WOULD END UP BEING A CTE COURSE.
ONE OF THE THINGS WE TALK ABOUT IS NOTHING IS DONE IN ISOLATION.
ALL THE DIFFERENT SYSTEMS WORK TOGETHER.
WHEN WE STARTED THEN TALKING ABOUT THE EIGHT-PERIOD ACADEMIC DAY TO WHERE WE CAN GET AN ADDITIONAL PERIOD IN THE SCHEDULE FOR MIDDLE SCHOOL.
THEN WE SAW ALSO THAT WE HAD THE OPPORTUNITY TO ADD THIS CLASS WHERE IT WOULD NOT CROWD OUT BECAUSE THIS WOULD BE A CLASS THAT ALL SEVENTH GRADERS WOULD HAVE TO TAKE.
IT ALSO AFFORDS US BECAUSE THIS IS SUCH A COMPLEX PROCESS.
WE REALIZED THAT TRANSITIONING, WHERE WE ONLY DID IT IN THE EIGHTH GRADE WAS NOT ENOUGH TIME TO EDUCATE STUDENTS AND PARENTS.
PUTTING IT BACK IN THE SEVENTH GRADE AFFORDED US THAT OPPORTUNITY TO TEACH INTO THIS WHEN THE STUDENTS.
IT'S NOT THAT THEY ARE CHOOSING WHAT THEY WILL BE FOREVER IN SEVENTH GRADE.
IT'S MORE SO ABOUT TEACHING THE PROCESS OF BASED ON WHAT I WOULD LIKE TO DO, I BECOME MY GREATEST PROJECT.
LET ME FIGURE OUT HOW TO WORK BACKWARD AND TO CREATE SOMETHING THAT ALLOWS ME TO BE.
IF THEY CHANGE THEIR MIND, YOU REWORK WHATEVER IT IS, BUT NOW YOU HAVE THE SKILL ON HOW TO DO IT.
THEN IT ALLOWS US THEN TO PUT PARENT EDUCATION PROCESSES IN PLACE TO WHERE AS WE'RE TEACHING THE COURSEWORK TO THE STUDENTS, WE CAN ALSO START DOING THING WITH OUR PARENTS SIDE BY SIDE.
THE EIGHTH-GRADE YEAR, WE CAN CHOOSE THAT FOUR-YEAR PLAN IN FIRST SEMESTER OF EIGHTH GRADE VERSUS CROWDING IT INTO ALL THE DIFFERENT THINGS THAT ARE HAPPENING WITHIN EIGHTH GRADE.
THAT WAY WE HAVE TIME TO TEACH INTO THIS AND CHANGE THE WAY THAT THE PROCESS WORKS.
IT WOULD BE A MANDATORY SEVENTH-GRADE CLASS, BUT BECAUSE THEN ALL OF OUR MIDDLE SCHOOL CAMPUSES WOULD HAVE EIGHT ACADEMIC PERIODS, IT WOULD NOT TAKE AWAY FROM ANYTHING.
>> CAN I JUST ADD THE SECOND PART TO THAT? RIGHT NOW WITH OUR EIGHTH-GRADE STUDENTS THAT WE WILL PROVIDE THIS TYPE OF SURVEY, HOW HARD THE ANSWERS WOULD BE, BECAUSE AGAIN, THEY HAD A LOT OF NAS IN THE SURVEY.
THIS CLASS OFFERS THEM THE OPPORTUNITY TO START DEVELOPING THE SKILLS THAT THEY HAVE INTRINSICALLY, TO BE ABLE TO ANSWER THESE TYPES OF SURVEYS, ANSWER THESE TYPE OF QUESTIONNAIRES, SO THAT CLASS CAN ALSO DEVELOP THOSE SKILLS, BE ABLE TO ANSWER THINGS LIKE A PROFILE FOR US TO USE TO DEVELOP THAT FOUR-YEAR PLAN.
>> I ALSO WANTED TO GIVE ANOTHER CREDIT.
I WAS BEING FUNNY WHEN I MENTIONED MR. COVINGTON,
[01:35:02]
BUT THERE REALLY ARE SO MANY PEOPLE WHO HAVE BEEN PART OF THIS.THE IDEA OF CREATING THAT PROFILE CAME FROM THE WORK THAT WE DID.
WE HAD MENTIONED THAT IN ONE OF OUR CCMR PRESENTATIONS.
IN REGARDS TO WITH CHISHOLM AND WITH HERNANDEZ MIDDLE SCHOOL, WE DID A PILOT.
IN REGARDS TO THIS AND LOOKING AT HOW STUDENTS ARE CREATING A PROFILE AND HOW WE CAN HELP KIDS FEEL MORE COMFORTABLE IN ACADEMIC SPACES.
IN WORKING WITH THIS PILOT, IT WAS THIS IDEA OF WHAT QUESTIONS CAN WE ASK? TIMES PASSED, WE TRULY ONLY ASKED ACADEMIC, WHAT DO YOU WANT TO TAKE FOR MATH? WHAT DO YOU WANT TO TAKE FOR SCIENCE? BUT WHAT WORKING ON THIS PILOT TAUGHT US IS, WHAT ARE THE SOCIAL-EMOTIONAL QUESTIONS AND THINGS THAT WE SHOULD LOOK AT AS THAT CAN BE BARRIERS SO WE KNOW HOW TO TAILOR A SCHEDULE BETTER TO A STUDENT.
I WANT TO GO AHEAD AND GIVE KUDOS OUT TO KAREN.
SHE HAD LET THAT INITIATIVE WITH TWO OF OUR MIDDLE SCHOOLS.
IT ALLOWED US THEN TO PULL FROM A LOT OF DIFFERENT PLACES OF EXCELLENCE WITHIN OUR ORGANIZATION AS FAR AS THINGS THAT WE'RE TRYING AND CREATE THIS PROCESS.
>> MR. [INAUDIBLE] CLARIFICATION FOR ME, WHEN STUDENTS COMPLETE THE 60 HOURS, ARE THEY AUTOMATICALLY COULD TRANSFER TO A FOUR-YEAR UNIVERSITY OR IS THERE MORE WORK THAT NEEDS TO HAPPEN TO MAKE THAT POSSIBLE?
>> I'LL DO MY BEST TO ANSWER THAT, BUT I THINK IT DEPENDS ON THE UNIVERSITY THEY'RE GOING TO AND WHAT THE DEGREE THAT THEY'RE PURSUING AT THAT UNIVERSITY.
I CAN SAY FROM OUR EARLY COLLEGE HIGH SCHOOL STUDENTS, WHEN I LOOK AT WHERE THEY'RE GOING, MOST OF THEIR COURSES ARE TRANSFERRING, BUT THEY COULD BE POTENTIALLY GOING INTO AN ENGINEERING DEGREE AND THEY MAY SAY, I KNOW YOU TOOK THIS MATH COURSE AT ACC, BUT WE WANT YOU TO TAKE A MATH COURSE THAT'S SIMILAR.
WE'LL MAKE THAT AN ELECTIVE AND WE'LL PUT YOU IN OUR MATH COURSE, SO YOU'RE IN OUR PROGRAM.
IT DEPENDS ON THE DEGREE AND DEPENDS ON THE UNIVERSITY THEY'RE TRANSFERRING TO.
IF IT'S PUBLIC, MOST OF THOSE WILL TRANSFER.
IF IT IS A PRIVATE OR OUT-OF-STATE, THERE MIGHT BE SOME TRANSFER ISSUES.
>> LET ME JUST ADD MOST TEXAS STATE PUBLIC UNIVERSITY WILL TAKE THAT SOCIAL DEGREES.
ACTUALLY, AS A MATTER OF FACT, THERE IS A PATHWAY, I FORGOT THE NAME THEY HAVE IT, THEY ESTABLISHED JUST A YEAR AGO.
IT'S A DIRECT PATHWAY FROM ACC TO TEXAS STATE.
I THINK THE COLOR IS [OVERLAPPING] BINGO.
THAT'S IT. THAT'S WHAT IT'S CALLED. IT'S AUTOMATIC.
THEY WILL TAKE THAT ASSOCIATE DEGREE AND THEN COMPLETE TWO MORE YEARS AND GET THEIR BACHELOR'S DEGREE WITH TEXAS STATE.
BUT OBVIOUSLY, IF THEY DECIDE TO GO TO UT OR A&M OR ANY OTHER PLACES, I THINK MOST LIKELY THEY TAKE IT, LIKE TO WHAT STEVE IS SAYING.
IF THEY DID AN ASSOCIATE DEGREE IN SCIENCE AND I WANT TO DO SOMETHING IN CRIMINAL JUSTICE THEY MAY NOT WORK.
BUT OFTENTIMES IS PART OF OUR JOB ALSO TO HELP OUR STUDENTS AND SEND IN THEIR INTERESTS.
IF THEY WANT TO BE WORKING IN THE STEM FIELD, OBVIOUSLY, WE WANT THEM TO GET A SOCIAL DEGREE IN SCIENCE, FOR EXAMPLE, BECAUSE THAT COULD TRANSFER EASILY.
WE ARE TRYING AS MUCH AS POSSIBLE TO HAVE OPTIONS FOR OUR KIDS.
THAT'S ONE OF THE REASONS WHEN OUR DISTRICT ESTABLISH EARLY COLLEGE HIGH SCHOOL IN 2016, WE ONLY OFFER ONE OPTION FOR OUR STUDENTS.
WE ONLY OFFER A SOCIAL DEGREE IN ARTS.
THAT DOESN'T TRANSFER IF THEY WANT TO DO A BACHELOR'S DEGREE, LET'S SAY IN STANFIELD, I DON'T KNOW IF THAT WOULDN'T NECESSARILY TRANSFER.
BUT THAT'S WHY TWO YEARS AGO, WE STARTED OFFERING A SOCIAL DEGREE IN SCIENCE.
NOW WE'RE LOOKING AT OPTIONS LIKE I OFFER AN ASSOCIATE DEGREES IN ENGINEERING, THAT WAY, BUT ALL THAT IS BASED ON WHAT THEY WANT TO PURSUE DOWN THE ROAD.
THAT WAY, THE ENTIRE ASSOCIATE DEGREE CAN TRANSFER.
THEY DON'T HAVE TO TAKE OTHER COURSES OR LOSE SOME OF THOSE 60 HOURS THAT THEY TOOK WITH US.
>> WHAT COMES INTO PLAY IS IF YOU REMEMBER WITHIN THE ASSOCIATE'S DEGREE, THERE'S THOSE 18 HOURS THAT ARE SPECIALIZED HOURS.
THE ADVICE PIECE THAT NEEDS TO HAPPEN, THEIR SOPHOMORE YEAR, EVEN THEIR FRESHMAN YEAR, IS THE STUDENT INTEREST.
I ALREADY KNOW THAT I'M GOING TO BE AN ENGINEER.
I'M NOT GOING TO WASTE MY 18 SPECIALIZED HOURS IN ELECTIVES THAT DON'T TRANSFER OVER.
WE'VE GOT TO BE SPECIFIC AND PURPOSEFUL AS TO WHAT COURSES THAT I TAKE WITHIN THOSE 18 SPECIALIZED HOURS, AND I KNOW THAT THOSE CLASSES ARE TRANSFERABLE TO THE UNIVERSITY OF CHOICE.
I MAY HAVE MISSED THIS, BUT AS YOU LOOK AT THE PATHWAYS IN MIDDLE SCHOOL,
[01:40:05]
USUALLY HAVE AP COURSES, BUT CAMPUSES LIKE HERNANDEZ THAT HAVE IB, HOW DOES THAT FIT IN THAT PATHWAY?>> SAM, I'M SO SORRY. TELL ME IN THE PATHWAY FOR THE FOUR-YEAR DEGREE OR INTO MIDDLE SCHOOL?
>> IN THE MIDDLE SCHOOL. [OVERLAPPING] IF YOU GO BACK TO ONE OF THE EARLIEST SLIDES.
>> I'M NOT SURE WHY MINE ISN'T WORKING. IS YOUR STILL WORKING?
>> I CAN'T REMEMBER WHICH SLIDE IT WAS, BUT IT WAS ONE OF THE FIRST ONES.
>> IS THAT A [INAUDIBLE]? THERE YOU GO.
>> BECAUSE USUALLY IN MIDDLE SCHOOL, RIGHT NOW, YOU WON'T SEE AP CLASSES.
ARE YOU TALKING ABOUT ADVANCED CLASSES?
>> GOT YOU. I'M SORRY. ASK A QUESTION AGAIN.
>> WE SEE THERE THAT YOU HAVE TAG, BUT CAMPUS LIKE HERNANDEZ HAS IB, HOW SOME OF THOSE?
>> TAG WHETHER OR NOT YOU HAVE A CAMPUS THAT'S AN IB CAMPUS, AND WE HAVE HERNANDEZ AND GRISHAM.
IT DOES NOT TAKE AWAY FROM TAG.
IF I AM A STUDENT IN A TALENTED AND GIFTED PROGRAM.
IT'S MATH, USUALLY I AM TWO LEVELS ABOVE.
THAT'S WHY YOU SEE THERE, THEN A TAG STUDENT WOULD END UP IN GEOMETRY IN MIDDLE SCHOOL AND EIGHTH GRADE.
WHEN THEY START HIGH SCHOOL, THEY WOULD USUALLY BE IN ALGEBRA 2.
>> MAY I ADD SOMETHING? WE DON'T HAVE IB COURSES AT THE MIDDLE SCHOOL LEVEL.
ALL THE IB COURSES STARTS AT THE 11TH AND 12TH GRADE.
I DON'T KNOW IF THAT'S WHAT THE QUESTION IS.
WE DON'T REALLY HAVE ANY IB COURSES UNTIL 11TH GRADE.
[OVERLAPPING] GO AHEAD. I'M SORRY.
>> WE DO HAVE IB, BUT IT'S IB AT THE MYP.
[BACKGROUND] THE THING IS THIS, SO THE IB YOU'RE THINKING OF THAT COMES IN THE DP PROGRAM IN 11TH AND 12TH GRADE, WHERE I GET THE SAME ADVANCED CREDIT LIKE I WOULD GET FOR AN AP COURSE.
THAT HAPPENS AT THE 11TH AND 12TH GRADE.
>> ANY OTHER QUESTIONS, TRUSTEE WEIR
FOR CURRENT EIGHTH GRADER, IS THIS PLANNING HAPPENING RIGHT NOW OR IS THE NEXT SEMESTER?
MOST OF THE ACTIVITIES WHERE WE WILL BEGIN THIS PROCESS AND GO THROUGH WITH THESE PARENTS WILL START NEXT SEMESTER.
>> ANYONE ELSE? WELL, I JUST WANT TO SAY THANK YOU, DR. NICHOLS, DR. AZAIEZ, AND ALL OF OUR STAFF MEMBERS HERE TODAY.
THIS WAS A REALLY VALUABLE PROCESS FOR US TO WORK THROUGH.
I FEEL LIKE EVERY TIME I TURN AROUND, WE ARE LAUNCHING SOMETHING NEW AND EXCITING FOR OUR STUDENTS.
I'M VERY APPRECIATIVE OF THAT, AND I'M VERY APPRECIATIVE OF THE EQUITY THAT IS BUILT INTO THIS PROCESS.
NOT EVERY STUDENT HAS THE SAME SUPPORT SYSTEM.
WITH THIS PROCESS, WE'RE BUILDING IT INTO THE SYSTEM.
I'M VERY APPRECIATIVE OF THE PERSPECTIVE OF THIS PROCESS AND THE WAY THAT WE'RE TEACHING OUR STUDENTS THAT IT'S OKAY TO HAVE ACADEMIC GOALS.
LIKE YOU SAID, THE ACADEMIC SPACE IS A SAFE SPACE AND TO BE COMFORTABLE WITH IT AND THAT THEY CAN WORK TOWARD THOSE, ANY GOAL IS POSSIBLE.
WITH NO OTHER QUESTIONS, NO OTHER DISCUSSION, THE MEETING IS ADJOURNED AT 7:13.
[BACKGROUND]
* This transcript was compiled from uncorrected Closed Captioning.