[I. CALL TO ORDER] [00:00:05] >> GOOD EVENING, AND WELCOME TO THE OCTOBER MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES. I'M CHRIS POTEET BOARD PRESIDENT. WE HAVE A QUORUM PRESENT, AND THIS MEETING IS CALLED TO ORDER AT 6:02 P.M. DOCTOR HELLER, WILL YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGES OF ALLEGIANCE THIS EVENING. >> YES. THANK YOU, PRESIDENT POTEET. GOOD EVENING. I'M EXCITED TO INTRODUCE TO YOU THIS EVENING, OUR GUESTS FOR THE PLEDGES. WE HAVE THREE MEMBERS OF THE BETA CLUB, WHICH IS A SERVICE ORGANIZATION AT MOSHAVEN ELEMENTARY. THESE YOUNG LADIES ARE FIFTH GRADERS AND SERVICE CAPTAINS OF THE BETA CLUB. I'M GOING TO INTRODUCE TO YOU AMELIA ALBRECH, MARIS PRUITT AND ANNABEL WALTER, AND THEY'RE GOING TO COME FORWARD AND LEAD US IN OUR PLEDGES NOW. YES. IF YOU COULD PLEASE STAND FOR PLEDGES. >> >> NOW, THE TEXAS SLIDE. >> YES. THANK YOU SO MUCH. WE APPRECIATE ALL BEING HERE, AND I KNOW I THINK THEY ARE RUNNING OFF TO SOCCER PRACTICE NOW. >> THANK YOU VERY MUCH FOR THAT. IF THE AUDIENCE WOULD JOIN US NOW IN A MOMENT OF SILENCE, PLEASE. THANK YOU. COLLEAGUES, IT IS NOW TIME FOR RECOGNITION, DR. HELLER. >> YES. THANK YOU, PRESIDENT POTEET. AS OUR BOARD AND SUPERINTENDENT ARE COMING FORWARD, I WOULD LIKE TO THANK YOU ALL FOR JOINING US TONIGHT. THE RSD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND DEPARTMENTS. OF TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS, OUR LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS, AND INDIVIDUALS MAKE TO THE DISTRICT. AT EACH REGULAR MONTHLY BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS. WE ASK THAT ALL GUESTS AND VISITORS HELP CELEBRATE THESE RECOGNITIONS BY STAYING TO ENJOY THE ENTIRE RECOGNITION PROCESS. THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT. THERE WILL BE A SHORT BREAK AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA. ANY GUESTS WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME. FIRST, THIS EVENING, WE HAVE A VERY SPECIAL RECOGNITION. I WOULD LIKE TO ASK MS. VANESSA PACHECO TO PLEASE COME FORWARD. ONE OF OUR AWESOME TRUSTEES, YES. MS, PACHECO, A MEMBER OF OUR BOARD OF TRUSTEES FOR SINGLE MEMBER DISTRICT 2. WE WOULD LIKE TO CONGRATULATE YOU. YOU HAVE RECENTLY BEEN SELECTED TO SERVE AS A MEMBER OF THE BOARD OF DIRECTORS FOR MASPA, WHICH IS THE MEXICAN AMERICAN SCHOOL BOARDS ASSOCIATION. SHE WAS APPOINTED EARLIER THIS MONTH AT THE ANNUAL MASPA CONFERENCE IN SAN ANTONIO. MS. PACHECO IN THIS NEW ROLE, WILL SERVE FOR THREE YEARS. SHE IS EXCITED. MASPA, IS AN ORGANIZATION DEDICATED TO ADVANCING EQUITABLE ACCESS TO QUALITY EDUCATION AND ADVOCATING FOR 14 MILLION LATINO STUDENTS ACROSS THE STATE. SHE FULLY EMBRACES THIS ROLE AND REMAINS COMMITTED TO SUPPORTING NOT ONLY RISD AND ALL OF OUR STUDENTS BY CONTINUING TO ADVOCATE FOR EQUITABLE POLICIES AND FORWARD THINKING STRATEGIES THAT UPLIFT EVERY LEARNER IN OUR COMMUNITY AND ACROSS THE SPACES MASPA REPRESENTS. CONGRATULATIONS, MS. PACHECO, AND THANK YOU FOR REPRESENTING RISD [APPLAUSE] [BACKGROUND]. NOW, AFTER EACH RECOGNITION, WE ARE GOING TO GRAB A PHOTO. CONGRATULATIONS, MS. PACHECO. THANK YOU AGAIN. WE ARE GOING TO CONTINUE WITH OUR RECOGNITIONS THIS EVENING AND EACH MONTH, WE LIKE TO FEATURE ONE OF OUR PARTNERS, [00:05:02] AND WE ARE SO EXCITED TO INVITE BACK LENOX, WHO RECENTLY PARTNERED WITH OPERATION WARM FOR A VERY SPECIAL DONATION TO ONE OF OUR RSD CAMPUSES. OPERATION WARM IS A NATIONAL NONPROFIT THAT MANUFACTURES BRAND NEW HIGH QUALITY COATS FOR CHILDREN, AND THEY PARTNER WITH COMPASSIONATE INDIVIDUALS, COMMUNITY ORGANIZATIONS, AND CORPORATIONS ACROSS NORTH AMERICA TO PROVIDE EMOTIONAL WARMTH, CONFIDENCE, TO SOCIALIZE AND SUCCEED AND HOPE OF A BRIGHTER FUTURE BY USING THE GIFT AND THEIR GIFTS THAT THEY GIVE AWAY AS A CATALYST FOR COMMUNITY CONNECTION. WE WANT TO THANK THE RICHARDSON BASED LENOX INTERNATIONAL FOR PARTNERING WITH OPERATION WARM, AND THEY RECENTLY WERE AT RICHARDSON HEIGHTS, ELEMENTARY. WE HAVE MEMBERS OF THE RICHARDSON HEIGHTS LEADERSHIP TEAM HERE THIS EVENING, INCLUDING PRINCIPAL MARTIN. THEY WERE ABLE TO GIVE OUT A BRAND NEW COAT TO EVERY SINGLE STUDENT AT RICHARDSON HEIGHTS. THAT'S OVER 500 COACHES [APPLAUSE]. YES, ISN'T THAT AWESOME? IF IT WILL EVER START TO FEEL LIKE WINTER, MAYBE IN ANOTHER MONTH OR TWO. BUT OUR STUDENTS AT RICHARDSON HEIGHTS ARE GOING TO BE READY. WE HAVE WITH US THIS EVENING, REBECCA WEATHERS HARDING WITH LENOX. THANK YOU SO MUCH, REBECCA FOR BEING HERE, AND THANK YOU FOR SUPPORTING ISD [APPLAUSE]. YES, WE'RE GOING TO GRAB A PHOTO, AND WE WILL CELEBRATE THESE PHOTOS THROUGH OUR DISTRICT CHANNELS AND ON OUR WEBSITE TUESDAY. AGAIN, THANK YOU TO LENOX AND CONGRATULATIONS TO HEIGHTS AND ALL THOSE STUDENTS WITH THOSE BRAND NEW WARM COATS. WE NOW HAVE A VERY SPECIAL STAFF RECOGNITION THIS EVENING. I'M EXCITED TO INTRODUCE YOU TO DENISE SANDOVAL, WHO SERVES AS THE LIGHT AT CAROLYN BUKHAIR ELEMENTARY, AND SHE WAS RECENTLY RECOGNIZED AND AWARDED THE READING AS FUNDAMENTAL AWARD, WHICH IS PART OF MACY'S, AN EDUCATOR AWARD THAT MACY'S DEPARTMENT STORE GIVES AWAY. A LITTLE BACKGROUND. FOR OVER 20 YEARS, MACY'S HAS PARTNERED WITH READING IS FUNDAMENTAL, THE NATION'S LEADING CHILD LITERACY NONPROFIT, COMMITTED TO INSPIRING THE JOY OF READING IN BOTH CHILDREN AND ADULTS. THEY ARE DEVOTED TO INSPIRING LITERACY AND TO RECOGNIZE EDUCATORS THAT THEY BELIEVE WERE DEDICATED TO IMPROVING STUDENT MENTAL HEALTH AND LITERACY LEVELS AS WELL. BOTH ORGANIZATIONS AWARDED AN EDUCATOR THEY THOUGHT EXEMPLIFIED THIS. ON SEPTEMBER 12, I KNOW MACY'S AT NORTH PARK CENTER. MS. SANDOVAL WAS RECOGNIZED AND SHE ATTENDED THE ADVOCATE FOR YOUTH AWARD CEREMONY, WHERE MS. SANDOVAL WAS AWARDED THE READINGS FUNDAMENTAL EDUCATOR AWARD. SHE WAS ALSO GIFTED 100 BOOK BAGS WITH BOOKS FOR STUDENTS AND A TEACHERS LOUNGE GIFT. SEVERAL OF HER STUDENTS WERE EXCITED TO ATTEND THE EVENT AND TO CELEBRATE MS. SANDOVAL. WE ARE SO EXCITED TO CELEBRATE AND RECOGNIZE YOU THIS EVENING. CONGRATULATIONS [APPLAUSE]. NOW FOR THE OFFICIAL ONE. CONGRATULATIONS. THANK YOU FOR ALL YOU DO TO SUPPORT STUDENT SUCCESS AT CAROLYN BUKHAIR AS WELL AS HERE IN RSD. NOW, WE ARE MOVING INTO A VERY SPECIAL STUDENT RECOGNITION THIS EVENING. I WOULD LIKE TO INVITE UP OUR NATIONAL MERITS SCHOLARSHIP SEMIFINALISTS. YES [APPLAUSE]. AS THEY ARE COMING FORWARD, I WOULD LIKE TO SHARE WHAT A BIG CELEBRATION THIS IS. THESE OUTSTANDING STUDENTS WERE AMONG 16 NATIONAL SEMIFINALISTS RECOGNIZED IN THE 71ST ANNUAL NATIONAL MERITS SCHOLARSHIP PROGRAM. THESE RECOGNIZED STUDENTS ARE ACADEMICALLY TALENTED HIGH SCHOOL SENIORS WHO REPRESENT LESS THAN 1% OF ALL SENIORS ACROSS THE COUNTRY AND INCLUDE THE HIGHEST TEST SCORING ENTRANTS IN EACH STATE. [00:10:03] THEY WILL HAVE THE OPPORTUNITY NOW TO CONTINUE IN THE NATIONAL SCHOLARSHIP COMPETITION FOR ONE OF THE 06,930 NATIONAL MERIT SCHOLARSHIPS WORTH NEARLY $26 MILLION TO BE AWARDED LATER THIS SPRING. WE LOOK FORWARD TO INVITING ALL BACK LATER THIS SPRING TO CELEBRATE YOU FOR THAT AS WELL. YES. THESE SCHOLARSHIP RECIPIENTS ARE GOING TO JOIN APPROXIMATELY 389,000 OTHER DISTINGUISHED YOUNG PEOPLE WHO HAVE EARNED THE MERIT SCHOLAR TITLE IN THE PROGRAMS HISTORY. AGAIN, CONGRATULATIONS. WE'RE EXCITED TO SEE YOU EXCEL, BOTH INSIDE AND OUTSIDE OF THE CLASSROOM. AT THIS TIME, LET ME GO AHEAD AND INTRODUCE TO YOU FROM PIERCE HIGH SCHOOL. WE HAVE ALAN TRENT. CONGRATULATIONS [APPLAUSE]. ALSO FROM PIERCE HIGH SCHOOL, JONAS DALTON. A THIRD NATIONAL MERIT SEMI FINALIST FROM PIERCE HIGH SCHOOL, COLBY WILKES. CONGRATULATIONS, GENTLEMEN. WE ALSO HAD TWO OTHER STUDENTS, SHANNON NEIN FROM RICHARDSON HIGH SCHOOL AS WELL AS LOGAN. ZU FROM RICHARDSON HIGH SCHOOL AND WE'LL BE SURE TO TRY AND INVITE THEM BACK TO MAKE SURE THAT THEY GET THEIR RECOGNITION. AGAIN, CONGRATULATIONS, AND BEFORE YOU LEAVE, BE SURE AND GET YOUR OFFICIAL HOME OF AN RISD NATIONAL MERIT SEMIFINALIST YARD SIGN. THESE WILL BE WAITING FOR YOU IN THE LOBBY ON YOUR WAY OUT. AGAIN, CONGRATULATIONS. WE LOOK FORWARD TO CONTINUING TO CELEBRATE YOUR ACADEMIC SUCCESS HERE IN ISD. YES, ONE MORE TIME. THAT IS A HUGE ACCOMPLISHMENT. AS WE DO EVERY MONTH, WE RECOGNIZE AND CELEBRATE DISTINGUISHED STAFF AND STUDENTS FOR BEING THE ONE HERE IN RISD. I WOULD LIKE TO INVITE TWO STAFF MEMBERS WHO ARE HERE THIS EVENING, MR. PATRICK MOORE AND CRAIG TITSWORTH, IF YOU ARE HERE, IF YOU COULD PLEASE COME FORWARD. BECAUSE WE HAVE A SPECIAL RECOGNITION FOR YOU. YES. IS MR. MOORE HERE FROM RICHARDSON NORTH. WE MAY NEED TO BE SURE INVITE HIM BACK. PARDON? WELL, YOU KNOW WHAT? YOU COULD. YOU COULD GET TWO CAKES BECAUSE IT'S NOT GOING TO LAST A MONTH. RIGHT HERE, WE ARE EXCITED TO INTRODUCE YOU TO THE AWESOME PE TEACHER AT LAKE HIGHLANDS ELEMENTARY, CRAIG TITSWORTH. THIS IS WHAT WAS WRITTEN, AND THIS IS WHY WE'RE CELEBRATING YOU THIS EVENING, SIR. HE IS A TRUE PILLAR OF OUR SCHOOL AND COMMUNITY, A DEPENDABLE AND HARDWORKING EDUCATOR WHO EMBODIES THE CULTURE WE STRIVE TO BUILD. HE BRIDGES HIS PE LESSONS WITH CLASSROOM CONTENT, ENSURING STUDENTS SEE THE CONNECTIONS BETWEEN PHYSICAL ACTIVITY AND THEIR BROADER LEARNING. HE IS EQUALLY AT EASE, WRANGLING AND ENERGETIC 4-YEAR-OLD AS HE IS INSPIRING A THOUGHTFUL 12-YEAR-OLD, ALWAYS MEETING STUDENTS WHERE THEY ARE WITH PATIENCE AND COMPASSION. HE'S A NATURAL LEADER, GUIDING HIS TEAM WITH PROFESSIONALISM, COLLABORATION AND VISION, ENSURING THAT OUR PE PROGRAM NOT ONLY RUNS SMOOTHLY, BUT ALSO GROWS STRONGER EACH YEAR. HOW AWESOME, YOU SOUND LIKE AN INCREDIBLE PE TEACHER. I CAN'T WAIT TO COME AND VISIT YOUR CLASSROOM. CONGRATULATIONS FOR BEING THE ONE FOR THE LAKE HIGHLANDS ELEMENTARY COMMUNITY. [APPLAUSE]. YES, YOU CAN PICK OUT TWO CAKES WHEN WE'RE DONE HERE. WE ARE GOING TO GRAB A PHOTO. CONGRATULATIONS. WE ALSO HAVE TWO INCREDIBLE STUDENTS THAT I'M REALLY EXCITED TO INTRODUCE YOU TO. FIRST, WE HAVE MS. JOANNA, WHO IS AT LIBERTY JUNIOR HIGH WOREDE ARE YOU JOANNA. EIGHTH GRADE, EIGHTH GRADER AT LIBERTY JUNIOR HIGH. LET ME SHARE WITH YOU WHY WE ARE CELEBRATING HER FOR BEING THE ONE TONIGHT. JOANNA IS A LEADER IN CLASS. WHETHER IT'S ASSISTING A PEER, LISTENING TO A FRIEND IN THE LUNCH ROOM OR DEMONSTRATING ACADEMIC EXCELLENCE. [00:15:01] SHE CONSISTENTLY MODELS THE CORE VALUES OF OUR SCHOOL. SHE IS RESPECTED BY HER PEERS AND SHOWS RESPONSIBILITY AND LEADERSHIP IN CLASS THROUGH HER PREPARATION TO LEARN AND EXCEL. HOW AWESOME IS THAT? I SEE A VERY, VERY BRIGHT FUTURE FOR YOU. CONGRATULATIONS, JOANNA FOR BEING THE ONE, AND WE'RE GOING TO CELEBRATE YOU NOW. >> WE'LL GO AHEAD AND GRAB A PHOTO. CONGRATULATIONS. I SEE PRINCIPAL GIBSON HERE. I KNOW HE'S PROUD OF HIS STUDENTS OVER AT LIBERTY JUNIOR HIGH. WE HAVE ONE MORE STUDENT TO RECOGNIZE. I WOULD LIKE TO INTRODUCE YOU TO LANE NESTLINE. HE IS IN THE THIRD GRADE AT WALLACE ELEMENTARY, AND WAIT UNTIL I TELL YOU WHAT HE RECENTLY DID. LANE RECENTLY NOTICED HIS NEIGHBOR'S FRONT PORCH WAS ON FIRE AND JUMPED INTO ACTION. LANE FILLED BUCKETS OF WATER FROM THE CREEK AND PUT OUT THE FLAMES BEFORE THINGS GOT WORSE. HE SHOWED SUCH RESPONSIBLE AND SAFE BEHAVIOR IN KNOWING WHAT TO DO AND TAKING ACTION TO HELP HIS NEIGHBOR. HE ACTED WITH BRAVERY UNTIL HELP COULD ARRIVE. WOW, LANE. DO YOU WANT TO BE A FUTURE FIREFIGHTER, MAYBE? >> MAYBE. >> MAYBE. YOU KNOW WHAT? IT'S IMPORTANT TO HAVE OPTIONS. BUT YOU KNOW WHAT? THANK YOU FOR BEING THE ONE AND FOR LOOKING OUT FOR YOUR NEIGHBORS. CONGRATULATIONS. WE'RE GOING TO GRAB A PHOTO WITH LANE. CONGRATULATIONS, LANE. BEFORE WE CONCLUDE, WE WOULD ALSO LIKE TO JUST RECOGNIZE AND ACKNOWLEDGE THAT THERE ARE FAMILY AND FRIENDS AND STAFF HERE TO SUPPORT THESE RECOGNITIONS THIS EVENING. IF YOU COULD PLEASE STAND, SO WE COULD RECOGNIZE YOU AND ALL OF YOUR SUPPORT FOR OUR STUDENTS AND STAFF AND FOR RISD. CONGRATULATIONS. THANK YOU. THAT CONCLUDES OUR RECOGNITIONS FOR THIS MONTH. THANK YOU. >> THANK YOU, DOCTOR HELLER FOR THOSE RECOGNITIONS. ALWAYS I HIGHLIGHT. [II. Public Hearing: Financial Integrity Rating System of Texas (FIRST) Rating for RISD] MEMBERS OF THE PUBLIC NOW HAVE THE OPPORTUNITY TO COMMENT ON THE FIRST RATING REPORT. MS. RENTERIA, DO WE HAVE ANY SPEAKERS FOR THE PUBLIC HEARING? [00:20:04] >> WE DO NOT, MR. PUTIN. >> THANK YOU, MS. RENTERIA. WE WILL NOW OPEN A PUBLIC HEARING PURSUANT TO CHAPTER 39 OF THE TEXAS EDUCATION CODE AND SECTION 109.1 001 OF THE TEXAS ADMINISTRATIVE CODE, CONCERNING THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS. FIRST RATING REPORT. MS. BRANDON, DO YOU HAVE ANY INFORMATION FOR IT? >> YES, PRESIDENT POTEET AND MEMBERS OF THE BOARD THANK YOU. OUR FIRST RATING REPORT IS AN ANNUAL REPORT THAT WE PROVIDE TO OUR COMMUNITY AND TO THE BOARD. RELATED TO ALL ASPECTS OF THE DISTRICT'S FINANCIAL ACCOUNTABILITY SYSTEM. WE PRESENT THE REPORT FOR THE BOARD'S INFORMATION, AND IT IS IMPORTANT TO KNOW THAT NO ACTION IS REQUIRED. I HAVE ASKED MR. PATE TO PRESENT THIS INFORMATION TO THE BOARD, AND I BELIEVE ALSO HE'S GOING TO HAVE MEMBERS OF HIS TEAM. I THINK ALLISON. MS. DAVENPORT IS ALSO GOING TO HELP PROVIDE THIS PRESENTATION. FIRST AND FOREMOST AS SHE GOES THROUGH. I THINK IT'S SO IMPORTANT TO KNOW HOW MANY INDIVIDUALS ARE RESPONSIBLE FOR THE OUTSTANDING OUTCOMES OF THIS REPORT AND THE HARD WORK, THE ATTENTION TO DETAIL, THE COMMITMENT TO EXCELLENCE BY ALL MEMBERS OF OUR FINANCE TEAM, AND I JUST CELEBRATE THEM AND THANK THEM FOR THEIR HARD WORK AND, MR. PATE, I'LL TURN IT OVER TO YOU. >> THANK YOU, MS. BRANHAM, AND I WILL TURN IT OVER TO ALLISON DAVENPORT, OUR EXECUTIVE DIRECTOR OF FINANCE AND LET HER TAKE IT AWAY. >> GOOD EVENING, PRESIDENT POTEET, BOARD OF TRUSTEES AND MS. BRANHAM. STATE LAW DOES REQUIRE THE DISTRICT TO CONDUCT A PUBLIC HEARING ON THE SCHOOL FIRST RATING ASSIGNED BY TEA. FIRST IS THE FINANCIAL INTEGRITY RATING OF TEXAS. THE NOTICE FOR THIS HEARING WAS PUBLISHED IN THE DALLAS MORNING NEWS ON SEPTEMBER 23. THE DATA PRESENTED FOR OUR 2025 RATING IS FROM OUR 2024 FINANCIAL DATA. THE RATING SYSTEM HAS CHANGED EACH YEAR AND WILL CONTINUE TO EVOLVE. THE INDICATORS HAVE BEEN DESIGNED TO MAKE IT HARDER FOR A DISTRICT TO EARN AN A RATING. PURPOSE OF SCHOOL FIRST IS TO EXPAND ACCOUNTABILITY TO THE FINANCIAL SERVICES AREA. WITH THE GOAL ALWAYS BEING TO IMPROVE THE MANAGEMENT OF OUR SCHOOL DISTRICT'S FINANCIAL RESOURCES. THE 2025 RATING WAS INITIALLY BASED ON 21 INDICATORS, ALTHOUGH TEA DID DECIDE NOT TO SCORE ONE OF THEM. THE INDICATORS ARE FURTHER BROKEN DOWN INTO THE CATEGORIES IN FRONT OF YOU. WE HAVE CRITICAL INDICATORS WHICH MUST BE PASSED. IF WE DO GET A NO ON ANY OF THESE, IT WOULD BE AN AUTOMATIC FAILING GRADE FOR SCHOOL FIRST. WE HAVE CEILING INDICATORS, AND WE ALSO HAVE INDICATORS ASSOCIATED WITH POINTS. A DISTRICT MUST EARN AT LEAST 90 POINTS TO GET AN A RATING. THOSE FIRST FOUR QUESTIONS YOU WILL HEAR ARE THOSE CRITICAL INDICATORS, INDICATORS 4,5, 06, 16, 17, 20 AND 21 DO SET A LIMIT ON HOW MANY POINTS CAN BE EARNED. THE REMAINING QUESTIONS WILL BE SCORED UP TO FIVE OR TEN POINTS, SOME ON A SLIDING SCALE, AND OTHERS WILL BE IN ALL OR NOTHING. WE WILL QUICKLY LOOK AT THE INDICATORS INVOLVED IN THE RATING. YOU WILL ALSO SEE THE 2024 GRADE THAT WAS ASSOCIATED NEXT TO THE 2025 RATING. SO QUESTION ONE, WAS THE COMPLETE ANNUAL FINANCIAL REPORT SUBMITTED TO T EA WITHIN 30 DAYS OF OUR NOVEMBER 27 DEADLINE. IT WAS SUBMITTED ON NOVEMBER 22. DID WE GET AN UNMODIFIED OPINION ON THAT REPORT? WE DID RATING PASSED. DID THE SCHOOL DISTRICT WERE WE IN COMPLIANCE WITH ALL OF OUR PAYMENT TERMS FOR OUR DEBT AGREEMENTS AT FISCAL YEAR END, AND WE WERE WE PASSED? DID WE MAKE TIMELY PAYMENTS TO TRS, TWC, IRS, AND ALL THE OTHER AGENCIES WE PAY, AND WE DID. WAS OUR TOTAL NET POSITION IN THE GOVERNMENTAL ACTIVITIES GREATER THAN ZERO, AND IT WAS WE WERE AT $80 MILLION. WAS THERE AN AVERAGE CHANGE IN ASSIGNED AND UNASSIGNED FUND BALANCE OVER THREE YEARS, LESS THAN A 25% DECREASE? WE DID PASS THAT. WE DID NOT HAVE A FUND BALANCE DECREASE DURING THESE YEARS. WAS THE NUMBER OF DAYS OF CASH ON HAND AND CURRENT INVESTMENTS IN OUR GENERAL FUND SUFFICIENT TO COVER OUR OPERATING EXPENDITURES? WE HAD 164 DAYS OF CASH ON HAND AND WE NEEDED 90 DAYS TO EARN ALL TEN POINTS. WAS OUR MEASURE OF CURRENT ASSETS TO CURRENT LIABILITIES ENOUGH FOR THE SCHOOL DISTRICT TO COVER OUR SHORT TERM DEBT, AND THAT WAS RATIO OF THREE OR GREATER WOULD EARN ALL TEN AND WE WERE AT 3.3. DID THE SCHOOL DISTRICT'S GENERAL FUND REVENUE EQUAL OR EXCEED EXPENDITURES? IF IT DID NOT, DID WE HAVE AT LEAST 60 DAYS OF CASH ON HAND? REVENUE DID EXCEED EXPENDITURES FOR THE 2024 YEAR, AND WE ALSO WOULD HAVE PASSED WITH THE NUMBER OF DAYS OF CASH ON HAND. [00:25:01] NUMBER TEN IS THE INDICATOR THAT TEA DID NOT SCORE, SO WE DO GET ALL TEN POINTS. QUESTION 11 LOOKS AT OUR LONG TERM LIABILITIES TO TOTAL ASSETS, AND WAS IT ENOUGH TO SUPPORT OUR LONG TERM DEBT? THIS DOES, TEA HAS DETERMINED THAT A SCORE OF 60% OR LESS WOULD EARN ALL TEN POINTS A RATIO. WE WERE AT 65, BEING BETWEEN 60-70% EARNS US EIGHT POINTS, AND SO WE DID GET EIGHT POINTS FOR THAT ONE. THE CORRELATION BETWEEN OUR FUTURE DEBT REQUIREMENTS AND THE DISTRICTS ASSESS PROPERTY VALUES. THIS LOOKS AT OUR REVENUES, LIABILITIES, AND AGAIN, PROPERTY VALUES. TEA HAS DETERMINED A RATIO OF 4 LESS WOULD EARN ALL TEN POINTS, AND WE WERE AT 2.78. OUR SCHOOL DISTRICTS ADMINISTRATIVE COST RATIO EQUAL TO OR LESS THAN THE THRESHOLD. FOR A DISTRICT OUR SIZE, A LARGE DISTRICT, MEANING ADA OF GREATER THAN 10,000, WE CAN BE AT 8.55% TO EARN ALL TEN POINTS, AND WE WERE ONLY AT 6.03, WHICH IS EVEN LESS THAN PRIOR YEAR AT 6.1. DID THE SCHOOL DISTRICT NOT HAVE A 15% DECLINE IN THE STUDENT TO STAFF RATIO OVER THREE YEARS? WE DID NOT EARN ALL TEN POINTS, AND WAS OUR ADA WITHIN THE ALLOTTED RANGE OF THE DISTRICT'S PUPIL PROJECTIONS SUBMITTED TO TEA. THE DISTRICT, AGAIN, OUR SIZE, WE CAN BE OFF 7%, AND WE WERE ONLY OFF 1.1. DID THE DISTRICTS PEIMS DATA, COMPARED TO OUR ANNUAL FINANCIAL REPORT HAVE LESS THAN A 3% VARIANCE, AND IT DID OUT OF 403 MILLION, WE WERE ONLY OFF $437. SO WE DID PASS THAT. DID OUR EXTERNAL AUDITORS REPORT THAT OUR FINANCIAL STATEMENT WAS FREE OF MATERIAL WEAKNESS IN INTERNAL CONTROLS AND COMPLIANCE, AND THEY DID, SO WE PASSED. DID OUR EXTERNAL AUDITORS ALSO INDICATE THAT IT WAS FREE OF MATERIAL NON COMPLIANCE? THAT RELATES TO OUR GRANTS, AND IT DID, EARNING US TEN POINTS? DID THE SCHOOL DISTRICT POST ALL OF OUR REQUIRED INFORMATION, AND WE DID EARNING FIVE POINTS. DID OUR SCHOOL DISTRICTS ADMINISTRATION AND SCHOOL BOARD DISCUSS FUNDING WITHIN 120 DAYS OF ADOPTING OUR BUDGET, AND WE DID WE PASSED. THEN LASTLY, DID WE NOT RECEIVE AN ADJUSTED REPAYMENT SCHEDULE, AND WE DID NOT, WHICH IS EXACTLY WHAT WE WANT. WE PASSED. WE'RE VERY EXCITED TO ANNOUNCE THAT WE HAVE AN A RATING, 98 FINANCIAL RATING FOR THE 2025 FIRST RATING. BUT IT DOESN'T STOP THERE. WE HAVE FIVE MORE DISCLOSURES WE HAVE TO REPORT, AND SO WE HAVE OUR SUPERINTENDENT'S EMPLOYMENT CONTRACT, WHICH YOU WILL FIND POSTED ON OUR DISTRICT'S WEBSITE. WE HAVE ANY OUTSIDE COMPENSATION RECEIVED, WHICH THERE'S NONE TO REPORT, GIFTS BETWEEN OUR EXECUTIVE OFFICERS OR ANY BOARD MEMBERS, NONE TO REPORT, BUSINESS TRANSACTIONS BETWEEN OUR BOARD MEMBERS AND DISTRICT, NONE TO REPORT, AND THEN LASTLY, WE HAVE REIMBURSEMENTS AND EXPENDITURES BY OUR SUPERINTENDENT AND BOARD MEMBER, AND YOU CAN SEE THOSE IN FRONT OF YOU. AGAIN, WE HAVE RECEIVED AN A RATING FOR OUR 2025 RATING. THANK YOU. >> GREAT JOB, ALLISON, MR. PATE ANYTHING ELSE YOU'D LIKE TO ADD? >> AS YOU SAID, THERE'S LOTS OF FOLKS IN THE FINANCE DEPARTMENT THAT HELP US TAKE CARE OF THIS, BUT IT REALLY IS LOTS OF FOLKS THROUGHOUT THE DISTRICT. EVERYBODY IN THE DISTRICT CONTRIBUTES TO THIS SUCCESS, AND WE APPRECIATE EVERYBODY'S ATTENTION TO DETAIL, ATTENTION TO FOLLOWING THE RULES, HELPING US ACHIEVE THIS FIRST RATING AGAIN THIS YEAR. I JUST WANT TO THANK EVERYONE. >> GREAT JOB. >> EXCELLENT. THANK YOU. MR. RAMBOD, THANK YOU MR. PATE. SUPERINTENDENT. BOARD, DO YOU HAVE ANY QUESTIONS OR COMMENTS ON THIS ITEM? NO. WELL, THANK YOU AGAIN. NO ACTION IS REQUIRED FOR THIS FIRST RATING REPORT. THIS PUBLIC HEARING IS NOW CLOSED. THE NEXT ITEM ON OUR AGENDA IS THE PUBLIC COMMENT SECTION FOR OUR REGULAR BOARD MEETING. MS.. RENTERIA, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD TONIGHT? >> MR. PUTIN WE DO NOT HAVE ANY PUBLIC SPEAKERS FOR THIS EVENING'S MEETING. >> EXCELLENT. THANK YOU, MS.. RENTERIA. WE'LL MOVE ON THEN TO OUR NEXT ITEM. [IV. CONSENT / CONFIRMATION AGENDA ITEMS] IT'S AN ACTION ITEM FOR THE CONSENT AGENDA. DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? NONE. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? >> AM SO MOVED. THANK YOU, MS. TIMMY. IS THERE A SECOND? >> SECOND. >> THANK YOU, MR. EAGER. ANY QUESTIONS OR COMMENTS?. [00:30:03] HEARING NONE. ALL IN FAVOR OF THE MOTION. PLEASE RAISE YOUR HAND. THANK YOU. AND THAT MOTION PASSES 7-0. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS, MS. BRANDON. [V.A. Consider Gifts] >> THANK YOU, PRESIDENT POTEET. AS ALWAYS, WE APPRECIATE OUR PTAS AND OTHER PARTNER ORGANIZATIONS WHO GIVE TO OUR CAMPUSES SO OUR STUDENTS CAN HAVE OPPORTUNITIES AND EXPERIENCES THAT WE KNOW ARE JUST GAME CHANGING FOR THEM. I HAVE ASKED MR. PATE TO PRESENT TONIGHT'S GIFTS REPORTS TO MR. PATE. >> THANK YOU, MISSES BRANDON. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH. WE HAVE THREE GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL. THE RAPPAHO CLASSICAL MAGNET PTA DONATED $39,553.75 TO A RAPPAHO CLASSICAL MAGNET. THE CANYON CREEK PTA DONATED $6,540.83 TO CANYON CREEK ELEMENTARY, AND THE PRAIRIE CREEK ELEMENTARY PTA DONATED $45,765 TO PRAIRIE CREEK ELEMENTARY FOR A TOTAL OF $91,859.58. >> WE HAVE FOUR GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TWO CAMPUSES ACROSS THE DISTRICT, TOTALING $5,245 AND ONE CENT, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION. TOTAL GIFTS THIS MONTH ARE $97,104 AND 59 CENTS. >> THANK YOU, MR. PAYTON. WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS PRESENTED. >> THANK YOU, MR. PAY. SUPERINTENDENT BRANUM, WE HAVE A RECOMMENDATION. DO WE HAVE A MOTION TO APPROVE THESE GIFTS? >> SO MOVED. >> THANK YOU, MS. HARRIS. IS THERE A SECOND? >> SECOND. >> THANK YOU, MS. RENTERIA. ARE THERE ANY COMMENTS OR QUESTIONS ON THE GIFTS OR THE MOTION? NOT HEARING ANY. ALL IN FAVOR OF THE MOTION. PLEASE RAISE YOUR HAND. THANK YOU. THAT PASSES 7-0. OUR NEXT ACTION ITEM IS TO CONSIDER THE ADOPTION OF THE 25, [V.B. Consider Adoption of 2025-2026 District of Innovation (DOI) Plan Amendments] 26 DISTRICT OF INNOVATION PLAN, MS. BRANUM. >> THANK YOU, PRESIDENT POTEET. YES. WE'RE BRINGING FORWARD SOME PROPOSED AMENDMENTS TO OUR DISTRICT OF INNOVATION PLAN. THESE ARE REALLY ANCHORED IN CHANGES RESULTING FROM THIS SLASH LAST LEGISLATIVE SESSION. THESE WERE EXEMPTIONS THAT WE PREVIOUSLY WERE ALLOWED TO HAVE WITH PAST LEGISLATION, BUT WITH THE NEW LEGISLATION, THESE EXCEPTIONS NO LONGER ARE ALLOWED. OUR TEAM HAS DONE A GREAT JOB IN ASSEMBLING THE DISTRICT OF INNOVATION COMMITTEE, REVIEWING THESE AND BRINGING FORWARD THESE RECOMMENDATIONS. MR. PAY WILL LEAD US IN A BRIEF PRESENTATION. >> THANK YOU, MS. BRANUM. JUST AS A REMINDER, THE GOAL OF THE DOI PLAN IS TO ENHANCE LOCAL CONTROL AND PROVIDE GREATER FLEXIBILITY TO IMPLEMENT STRATEGIES AND INNOVATIONS THAT SUPPORT THE BOARD'S MISSION, BASED ON COMMUNITY AND EXTERNAL STAKEHOLDER INPUT. THE DOI COMMITTEE IS CHARGED WITH REVIEWING THE PLAN ANNUALLY TO ENSURE THAT IT CONTINUES TO SUPPORT THE NEEDS OF THE DISTRICT, AND THE BOARD RENEWED OUR DOI PLAN IN JULY OF 2022 AND HAS REVIEWED IT ANNUALLY IN SEPTEMBER OR OCTOBER EVER SINCE. WE CURRENTLY HAVE SIX COMPONENTS IN THE DOI PLAN, THEY'RE RELATED TO LENGTH OF THE INSTRUCTIONAL DAY, TEACHER CERTIFICATION, TEACHER APPRAISAL, MINIMUM ATTENDANCE FOR CLASS CREDIT, AND THEN TWO ITEMS RELATED TO OUR SCHOOL DISTRICT DEPOSITORY BANK. THE REVISIONS, AS MS. BRANUM SAID, WE HAVE THE FIRST TWO REVISIONS ARE RELATED TO CHANGES RESULTING FROM LEGISLATIVE ACTION, AND WE ARE REMOVING THE MANDATORY DAEP PLACEMENT FOR VAPING, AND THEN REMOVING CORE CONTENT TEACHERS FROM FLEXIBILITY WITH CERTIFICATION REQUIREMENTS. AGAIN, THOSE TWO ARE DUE TO LEGISLATIVE ACTION, AND WE DO NOT HAVE A CHOICE BUT TO REMOVE THOSE. THEN FINALLY, WE'RE MAKING A MINOR ADJUSTMENT TO THE FLEXIBILITY YOU AFFORDED US FOR OUR DEPOSITORY CONTRACTS. WE WERE RENEWING THOSE ANNUALLY. EVERY YEAR, WHAT YOU GAVE US PERMISSION TO DO, WE'RE NOW JUST ADDING BACK IN TWO YEARS, SO WE CAN RENEW THOSE EVERY ONE OR TWO YEARS DEPENDING ON HOW THINGS ARE GOING DURING THE CONTRACT PERIOD WITH OUR DEPOSITORY BANKS. WE'RE STILL NOT LOCKED INTO THAT STATE MANDATORY TWO YEARS, BUT IF THINGS ARE PROGRESSING WELL, WE CAN TAKE THAT OFF OUR PLATE. HERE THE TIMELINE WE STARTED THIS PROCESS BACK A LITTLE BEFORE AUGUST WITH THE DISTRICT OF INNOVATION COMMITTEE POSTED AFTER THEY REVIEWED AND APPROVED THE PLAN. [00:35:07] IT WAS POSTED ON THE DISTRICT'S WEBSITE. THEN IT WAS REVIEWED AND APPROVED BY THE DISTRICT PLANNING COMMITTEE, AND TONIGHT WE ARE BRINGING IT FORWARD FOR YOUR REVIEW AND ADOPTION. >> THANK YOU, MR. PAYTON. WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT THE AMENDMENTS TO THE DISTRICT OF INNOVATION PLAN AS PRESENTED. >> GREAT. THANK YOU, SUPERINTENDENT BRANUM, MR. PAY. DO I HAVE A MOTION FROM THE BOARD ON THE RECOMMENDATION? >> SO MOVED. >> THANK YOU, MS. TIMMY. DO I HAVE A SECOND? >> SECOND. >> THANK YOU, MRS. PACHECO. ARE THERE ANY COMMENTS OR QUESTIONS ON THE RECOMMENDATION OR THE PRESENTATION THAT'S GIVEN. NONE. STRAIGHTFORWARD. GREAT. HEARING NONE. ALL IN FAVOR. PLEASE RAISE YOUR HAND. THANK YOU. THAT PASSES 7-0. SIGN OF A GOOD PRESENTATION. [OVERLAPPING] THAT'S RIGHT. OUR NEXT ITEM IS AN INFORMATION ITEM AND PRESENTATION TO REVIEW [V.C. Review 2025-2026 Campus Improvement Plans (CIP)] THE 2025-2026 CAMPUS IMPROVEMENT PLANS. MS. BRANUM. >> THANK YOU, PRESIDENT POTEET. I'M GOING TO INVITE THE AREA SUPERINTENDENTS. THEY'RE GOING TO LEAD MOST OF THIS PRESENTATION THIS EVENING AS THEY LEAD THIS DIRECT WORK ON THEIR CAMPUSES AND I WANTED THEM TO HAVE AN OPPORTUNITY TO HAVE THEIR VOICES HEARD AS THEY MOVE THROUGH THIS. JUST QUICKLY, REALLY, I JUST WANT TO ANCHOR BACK TO JUST LIKE WE PRESENTED WITH THE DISTRICT IMPROVEMENT PLAN, IT REALLY STARTS WITH THE NORTH STAR GOAL THAT YOU ADOPTED. THEN WE HAVE SPECIFIC, WHETHER IT'S THE GRADUATE PROFILE OR THE STRATEGIC PLAN THAT REALLY HELPS GUIDE US TOWARDS HOW WE'RE GOING TO ACHIEVE THAT NORTH STAR GOAL. OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS ARE REALLY FOCUSED ON WHAT ARE WE DOING THIS YEAR? WHAT SPECIFIC ACTIONS? WHAT LEVERS? WHAT BUTTONS ARE WE PUSHING TO HELP MAKE SURE THAT WE ARE BETTER AT THE END OF THE YEAR THAN WHEN WE STARTED THIS AND THAT WE ARE REALLY HITTING THOSE HOUSE BILL THREE GOALS SET BY THE BOARD, AS WELL AS OUR STRATEGIC PLAN GOALS. WE ARE CONSTANTLY REVIEWING DATA. WE JUST, SUCCESSFULLY COMPLETED OUR FIRST NINE WEEKS, AND WE WERE ALREADY TODAY BEGINNING TO LOOK AT ATTENDANCE DATA, DISCIPLINE DATA, LOOKING AT OUR, AS YOU'RE GOING TO HAVE IN A MOMENT, OUR MAP DATA, UNDERSTAND WHAT ADJUSTMENTS NOW THAT WE'RE NINE WEEKS IN? WHAT ADJUSTMENTS DO WE NEED TO MAKE? WHAT THINGS ARE WORKING? WHAT THINGS NEED TO BE ADJUSTED, AND ALL OF THAT IS REPRESENTED IN THESE CAMPUS IMPROVEMENT PLANS. JUST A REMINDER WHAT IS REQUIRED AS PART OF THE IMPROVEMENT PLANNING PROCESS PER TEXAS EDUCATION CODE. JUST A REMINDER THAT OUR CAMPUS IMPROVEMENT PLANS, WE REALLY WANT TO ENSURE ARE DONE WITH OUR COMMUNITY, WITH OUR STAFF. WE DO INVITE PEOPLE TO BE A PART OF THAT SITE BASED DECISION-MAKING PROCESS TO BE AT THE TABLE, HELPING DEVELOP THE NEEDS ASSESSMENT, AND THEN ALSO WHAT SPECIFIC STRATEGIES ARE WE GOING TO PUT IN THE IMPROVEMENT PLAN IN ORDER TO REACH THOSE GOALS AND THOSE PERFORMANCE OBJECTIVES THAT WE SET OUT. QUICKLY, I'M JUST GOING TO REVIEW THIS. CIPS ARE APPROVED ANNUALLY, AS YOU KNOW. THEY REALLY ARE AND FOLLOW THE MODEL OF THE DISTRICT IMPROVEMENT PLAN. THEY'RE THE MIRROR OF THE DISTRICT IMPROVEMENT PLAN. WHAT I HOPE THAT YOU WILL SEE AS YOU READ THROUGH, I KNOW ALL 50 OF THEM. WHAT I HOPE THAT YOU WILL SEE IS THAT WHILE THEY ALL HAVE TIGHT ALIGNMENT TO THE DISTRICT GOALS AND THE DISTRICT AREAS OF FOCUS, THEY ALL STILL HAVE ALLOWANCES FOR UNIQUE IDENTITY. WHAT IS THAT CAMPUS NEED BASED UPON THE DEMOGRAPHICS OF STUDENTS THAT THEY SERVE BASED UPON THAT INPUT FROM THAT LOCAL COMMUNITY. WE HAVE TIGHT ALIGNMENT, BUT WE DO ALLOW FOR THAT INDIVIDUAL NEEDS OF THOSE CAMPUSES. ALL OF OUR CAMPUS AND DISTRICT IMPROVEMENT PLANS MUST ADDRESS EVERYTHING FROM BUDGETING TO HOW THEY'RE GOING TO DEDICATE HUMAN RESOURCES TO MAKE SURE THAT WE ACHIEVE WHAT IS WRITTEN IN THAT PLAN. WITH THAT, I'M GOING TO INVITE OUR AREA [INAUDIBLE] WHO IS GOING TO COVER THIS, AND YOU MAY NEED TO COME UP AND GET THE AMAZING CLICKER, AND I'M GOING TO LET YOU ALL TAKE IT FROM HERE. >> [INAUDIBLE]. >> SORRY, PEGGY. >> NO. >> AS HUGE KUDOS TO THIS TEAM, WHO, AGAIN, THEY LITERALLY HAVE CHECKED EVERY CIP. THEY'VE GONE EVERY LINE ITEM, CHECKED EVERY NUMBER, AND I'M SO PROUD OF THEM AND THEIR WORK AND HOW WELL THEY HAVE LED THIS PROCESS. MR. EVANS? >> YES. TO ACKNOWLEDGE, WE CHECK THESE OR THERE. I'M OVER THE SITE BASED DECISION MAKING. THE PURPOSE OF THE SITE DECISION-MAKING COMMITTEE IS TO IMPROVE EDUCATIONAL OUTCOMES TO A COLLABORATIVE, CAMPUS LEVEL DECISION-MAKING PROCESS. THE COMMITTEE BRINGS TOGETHER PRINCIPALS, TEACHERS, STAFF, STUDENTS, DISTRICT PERSONNEL, AND COMMUNITY MEMBERS TO ASSESS STUDENT PERFORMANCE, SET CAMPUS GOALS, AND MONITOR IMPLEMENTATION TO ENSURE CONTINUOUS IMPROVEMENT. EACH YEAR A 15 MEMBER SITE-BASED DECISION-MAKING COMMITTEE IS ESTABLISHED. [00:40:05] THIS INCLUDES THE CAMPUS PRINCIPAL, SIX CLASSROOM TEACHERS NOMINATED AND ELECTED BY TEACHERS, ONE CAMPUS BASED, NON TEACHING PROFESSIONAL STAFF MEMBER, ELECTED BY NON TEACHING STAFF PROFESSIONAL STAFF, ONE DISTRICT LEVEL PROFESSIONAL STAFF MEMBER, TWO PARENTS, ELECTED BY PARENTS, TWO COMMUNITY REPRESENTATIVES, SELECTED BY THE PRINCIPAL AND THE ELECTED MEMBERS, AND TWO BUSINESS REPRESENTATIVES, SELECTED BY THE PRINCIPAL AND THE ELECTED MEMBERS, AND WE'VE GOT MORE NOW SINCE WE HAD OUR PRINCIPAL PARTNERS LUNCH THE OTHER DAY. IT'S GREAT. IN COLLABORATION WITH THE PRINCIPAL, THE SITE-BASED DECISION-MAKING COMMITTEE CONDUCTS AN ANNUAL NEEDS ASSESSMENT AND REVIEWS STUDENT PERFORMANCE DATA TO DEVELOP AND APPROVE THE CAMPUS IMPROVEMENT PLAN. TOPICS COMMONLY DISCUSSED IN THESE MEETINGS INCLUDE ANNUAL EXPECTED OUTCOMES, INSTRUCTIONAL PRIORITIES, ACCOUNTABILITY RATINGS, ACADEMIC GROWTH GOALS, CLIMATE SURVEY RESULTS, BEGINNING MIDDLE AND END OF THE YEAR MAP SCORES, PROFESSIONAL LEARNING FOCUS AREAS, AND REVIEW AND APPROVAL FOR TITLE 1 BUDGETS, IF IT'S A TITLE 1 CAMPUS. THE COMMITTEE MEETS AT LEAST FOUR TIMES A YEAR. EACH MEETING PROVIDES AN OPPORTUNITY TO REVIEW, REVISE, AND REFINE. THE CAMPUS IMPROVEMENT PLAN TO ENSURE ALIGNMENT WITH DISTRICT GOALS AND STUDENT NEEDS. AT THIS TIME, I'LL TURN IT OVER TO MS. JENNIE BATES, AND SHE'S GOING TO TALK ABOUT THE YEAR 3 STRATEGIC PLAN PRIORITIES. >> THANK YOU, MR. EVANS. GOOD EVENING BOARD. NEXT TIME, I'M GOING TO CHOOSE TO GO FIRST. [LAUGHTER] SORRY. THANK YOU. NOW, JUST KIDDING. WHAT I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT IS JUST HOW THE CIPS ARE STRUCTURED AND HOW THEY ARE ALIGNED TO THE BOARD NORTH STAR GOAL, AND SO ENSURING THAT EVERY STUDENT AND TEACHER MEETS OR EXCEEDS THEIR ACADEMIC GOALS. AS YOU PROBABLY NOTICED, WHEN YOU REVIEWED ALL OF THESE CIPS, THAT EACH CIP HAS THE FIVE GOALS THAT ALIGN WITH OUR YEAR 3 STRATEGIC PLAN AND PRIORITIES, WHICH INCLUDES FIRST AND FOREMOST, INDIVIDUAL GROWTH FOR ALL. WE ASK OUR CAMPUS PRINCIPALS TO MAKE SURE THAT THEY ALIGN STRATEGIES TO ENSURE THAT THEY ARE MONITORING GROWTH FOR ALL OF OUR STUDENTS AND MAKING SURE THAT THEY HAVE THE NECESSARY SUPPORT FOR ALL STUDENTS TO ACHIEVE THOSE GOALS. THE NEXT GOAL THAT WE TALK ABOUT AND PROVIDE STRATEGIES AROUND IS HOW WE RECRUIT AND RETAIN QUALITY STAFF. AS YOU KNOW, THERE'S BEEN LOTS OF CONVERSATION AROUND THIS HORSESHOE ABOUT HOW WE WANT TO MAKE SURE WE COMPENSATE OUR TEACHERS, BUT NOW WE WANT TO MAKE SURE THAT WE HAVE THEM HERE, WE WANT TO KEEP THEM. WHAT ARE THOSE STRATEGIES TO MAKE SURE WE MAINTAIN MORALE, AND WE MAINTAIN THE QUALITY OF TEACHER THAT ARE IN FRONT OF OUR STUDENTS BECAUSE WE KNOW THAT IS THE PRIME INDICATOR OF STUDENT SUCCESS. THE NEXT GOAL THAT WE ESTABLISH SYSTEMS FOR CURRICULUM AND LEARNING EXPERIENCES BECAUSE AS WE KNOW, WE WANT LEARNING TO BE STICKY AND WE WANT TO HAVE ENGAGING EXPERIENCES. YES, INTERVENTION IS IMPORTANT, BUT WE ALSO WANT TO MAKE SURE WE HAVE ENRICHMENT OPPORTUNITIES FOR ALL OF OUR STUDENTS. WE ASK OUR PRINCIPALS TO MAKE SURE THAT THEY ARE ALIGNING THOSE PRIORITIES WITH OUR INSTRUCTIONAL PRIORITIES AS WELL. THEN THE FOURTH GOAL IS WE WANT TO CREATE OPPORTUNITIES TO ENSURE ENGAGEMENT WITH COMMUNITY MEMBERS. THIS IS PARTICULARLY IMPORTANT. AGAIN, I WANT TO REITERATE OUR PRINCIPAL FOR A DAY PARTNER, THAT WAS A HUGE SUCCESS, AND IT WAS SO FUN AND OUR PRINCIPALS I THINK ENJOYED IT A LITTLE BIT MORE THAN THEY THOUGHT THEY WOULD. WE ALSO KNOW THAT WE CAN'T DO THIS ALONE. WE HAVE TO ENGAGE OUR COMMUNITY AND OUR PARTNERS, OUR FAMILIES AND ENSURING THAT WE HAVE THOSE OPPORTUNITIES TO PROVIDE OUR PARENTS TO HAVE THE RESOURCES AT HOME TO HELP OUR STUDENTS GROW BECAUSE MOST OF OUR PARENTS WANT TO BE INVOLVED. IT'S OUR OPPORTUNITY TO PROVIDE THOSE STRATEGIES FOR THEM. THEN FINALLY, WE HAVE TO KEEP A TIGHT BUDGET. ALSO, WE WANT TO COMPENSATE OUR STAFF, BUT WE ALSO WANT TO BE EFFICIENT AND EFFECTIVE ON HOW WE'RE SPENDING OUR MONEY. WE ASK OUR PRINCIPALS TO CREATE STRATEGIES AROUND THAT. THEN IN THE NEXT SLIDE, YOU WILL SEE THAT SPECIFICALLY, I WANT TO TALK ABOUT CAMPUS IMPROVEMENT LIKE SUPERINTENDENT BRANUM BROUGHT UP THAT EACH CAMPUS STAFFS HAVE SPECIFIC PRIORITIES BASED ON THEIR NEEDS. FIRST AND FOREMOST, EVERYONE HAS THE PRIORITIZING INDIVIDUAL GROWTH FOR ALL. WE ALSO WANT THEM TO BUILD CAPACITY WITHIN OUR STAFF, BECAUSE WE NEED TO MAKE SURE THAT WE'RE GROWING OUR TEACHERS TO MAKE SURE THAT THEY CONTINUE THEIR OWN PERSONAL GROWTH. WHAT DOES THEIR PROFESSIONAL DEVELOPMENT PLAN LOOK LIKE THROUGHOUT THE YEAR THAT ALIGNS WITH INSTRUCTIONAL PRIORITIES. WE ALSO MAKE SURE THAT WE HAVE INTERVENTION, ENRICHMENT, AND ENGAGING EXPERIENCES, FROM ENSURING, LIKE I SAID FOR THE SLIDE BEFORE THAT WE HAVE EXPERIENCES FOR ALL STUDENTS, JUST NOT FOCUSING ON INTERVENTION FOR OUR STRUGGLING STUDENTS. THEN FINALLY, WE WANTED TO MAKE SURE THAT WE FOCUS ON [00:45:01] SCHOOL IMPROVEMENT INITIATIVES AND MAKING SURE THAT WE MEET THE NORTH STAR GOAL AND THE BOARD GOAL AREAS. EACH CAMPUS WAS GIVEN A TARGET AREA, THEIR PART THEY PLAY IN MEETING THE NORTH STAR GOAL AND YOUR BOARD GOALS THAT YOU SET FORTH FOR US. THAT SPECIFIC NUMBER IS INCLUDED IN THEIR CAMPUS IMPROVEMENT PLAN, AND THEY ARE HELD ACCOUNTABLE TO WHETHER OR NOT THEY MEET THAT BASED ON THEIR END OF YEAR RESULTS. THEN JUST FOCUSING WITH OUR REGION 10 PARTNERSHIP WHO IS HELPING GROW OUR LEADERS, AS WELL AS FOLLOWING UP ON THE DATA PROTOCOLS AND PLC PROTOCOLS TO ENSURE THAT WE ARE PROVIDING INTERNALIZATION OF LESSONS TO DELIVER HIGH QUALITY INSTRUCTION TO OUR STUDENTS. THAT WAS A LOT OF INFORMATION, BUT THAT'S AN OVERALL HOW THESE CAMPUS IMPROVEMENT PLANS ARE STRUCTURED. NOW I WILL TURN IT OVER TO MICHAEL MCDONALD TO TALK TO YOU ABOUT HOW THEY ARE MEASURED. MR. MCDONALD. >> THANK YOU MUM. GOOD EVENING. AS WE CONTINUE WALKING THROUGH OUR CAMPUS IMPROVEMENT PLAN, IT'S CRITICAL THAT WE MONITOR OUR PROGRESS IN SEVERAL KEY AREAS TO ENSURE SUCCESS. THIS MONITORING PROCESS ALSO ALLOWS US TO MAKE REAL TIME ADJUSTMENTS AND KEEP US ALIGNED WITH OUR DISTRICT NORTH STAR GOAL. EVERY STUDENT, EVERY TEACHER, AND LEADER WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS. AREAS THAT WE MONITOR, STUDENT PERFORMANCE, CLIMATE SURVEYS, FOCUS GROUPS, LEADERSHIP TEAMS, AND RESEARCH BEST PRACTICES. BINGO. >> TO MONITOR EFFECTIVELY, WE TRY PERFORMS THROUGH ASSESSMENTS LIKE MAP, STAR, AND TELE PASS. THESE ASSESSMENTS GIVE US HIGH DATA ON HOW STUDENTS ARE PROGRESSING ACADEMICALLY. IN ADDITION, WE GATHER QUALITY DATA FROM CLIMATE SURVEYS AND FOCUS GROUP. THE FEEDBACK FROM OUR TEACHERS, PARENTS, AND STUDENTS PROVIDES VALUABLE INSIGHTS IN THE SCHOOL ENVIRONMENT AND HELP US UNDERSTAND WHAT'S WORKING WELL AND WHAT NEEDS IMPROVEMENT. WE ALSO RELY ON LEADERSHIP TEAMS ACROSS OUR DISTRICT TO ANALYZE DATA, PROVIDE COACHING AND TEACHER, AND GUIDE CONTINUOUS IMPROVEMENT EFFORTS. THEIR FEEDBACK IS ESSENTIAL FOR MAKING DATA DRIVEN ASSESSMENTS TO ENSURE THAT EVERYONE IS ALIGNED AND WORKING TOWARD THE SAME GOALS. LASTLY, WE INCORPORATE RESEARCH-BASED PRACTICES INTO OUR MONITORING PROCESS BY STAYING CURRENT ON THE LATEST EDUCATION RESEARCH, AND EVIDENCE-BASED PRACTICES THAT WE CAN ENSURE OUR STRATEGIES ARE BOTH EFFECTIVE AND UP TO DATE. WITH ALL THE DATA, WE MAKE REAL TIME ADJUSTMENTS. IF AN AREA IS SHOWING STRONG PERFORMANCE, WE ENSURE THAT WE ENFORCE THAT STRATEGY. IF THE AREA IS NOT MEETING EXPECTATION, WE ADJUST QUICKLY, WHETHER IT'S REALLOCATING RESOURCES, SHIFTING FOCUS OR ADJUSTING INSTRUCTION OR PRACTICE TO ENSURE WE'RE ON TRACK. AT THE HEART OF OUR PROCESS IS CONTINUOUS IMPROVEMENT. IT'S NOT JUST ABOUT MEETING THE GOAL, BUT CONSISTENTLY GROWING AND ADAPTING. THE DATA FROM STUDENT PERFORMANCE, CLIMATE SURVEYS AND FOCUS GROUPS, AND LEADERSHIP TEAMS ENSURES THAT WE'RE ALWAYS REFINING OUR STRATEGIES TO MEET THE NEEDS OF OUR STUDENTS AND OUR EDUCATORS. IN CONCLUSION, MONITORING IS JUST NOT ABOUT TRACKING PROGRESS, IS ABOUT MAKING DATA DRIVEN DECISIONS THAT MOVES FORWARD. TOGETHER, WE WILL CONTINUE TO DRIVE THE GROWTH AND ACHIEVEMENT OF EVERY STUDENT, TEACHER, AND LEADER IN OUR DISTRICT. MS. PEGA DON. >> I'M JUST GOING TO HAVE YOU LEAVE IT ON THIS SLIDE FOR A SECOND BECAUSE I DO WANT TO MAKE SURE THAT WE REALLY MESSAGE TIGHTLY WHEN WE THINK ABOUT ACCOUNTABILITY AND WHEN WE THINK ABOUT WHERE WE WANT TO GO WITH ACCOUNTABILITY AND THAT WE HAVE A NORTH STAR GOAL THAT'S ANCHORED IN GROWTH, MAKING SURE EVERY SINGLE ONE OF OUR STUDENTS MEETS OR EXCEEDS THAT ANNUAL GROWTH GOAL. WE KNOW THAT WHEN THAT HAPPENS, WE ARE MOVING TOWARDS REACHING OUR ACCOUNTABILITY GOALS. THE CIP WHEN MS. BATES MENTIONED, EACH CAMPUS WAS GIVEN THEIR SPECIFIC TARGET OF WHAT IT IS THEY NEED TO MOVE IN ORDER FOR THEM TO REACH WHATEVER THAT NEXT GOAL. FOR SOME OF OUR CAMPUSES, IT'S TO MOVE FROM A 92-96. OTHER CAMPUSES, IT MAY BE MOVING FROM THAT D TO THEY WANT TO MOVE TO THAT B. WHAT IS IT SPECIFICALLY, WHAT STUDENT GROUPS? IT MIGHT BE A GRADE LEVEL, IT MAY BE A CONTENT AREA. IT MAY BE MULTIPLE GROUPS. BUT WHAT SPECIFICALLY IS IT THAT THAT CAMPUS NEEDS TO FOCUS ON? BECAUSE YOU CAN'T DO ALL THINGS AND DO THEM ALL WELL. WHAT ARE THOSE FEW LEVERS THAT WE'RE GOING TO REALLY FOCUS ON TO MAKE SURE THAT WE GET THE MOMENTUM AND WE SEE THE OUTCOMES THAT WE WANT WHEN IT COMES ON THAT DAY FOR STAR? THAT REALLY IS REFLECTED IN EVERY SINGLE CAMPUS. YOU'RE GOING TO SEE INDIVIDUAL DATA SETS AND DATA TARGETS BECAUSE IT IS INDIVIDUAL FOR EVERY SINGLE CAMPUS. EVEN THOUGH WE HAVE HOUSE BILL 3 GOALS, OUR CAMPUSES SET GOALS FOR EVERY SINGLE ONE OF THE TESTED AREAS AND TESTED GRADE LEVELS BECAUSE WE RECOGNIZE IF WE'RE GOING TO HIT CCMR, IT'S NOT JUST WHAT HAPPENS IN THIRD GRADE, IT'S ALSO WHAT HAPPENS IN SIXTH GRADE, AND IT'S WHAT HAPPENS IN EIGHTH GRADE, [00:50:01] AND IT'S WHAT HAPPENS IN 10TH GRADE. IT REALLY TAKES EVERY SINGLE FROM PRE-K ALL THE WAY THROUGH IF WE'RE GOING TO HIT THOSE FINAL OUTCOMES AS MEASURED BY CCMR. AGAIN, TREMENDOUS AMOUNT OF WORK. THANK YOU AREA SUPERINTENDENTS FOR YOUR LEADERSHIP. IT'S PRINCIPAL APPRECIATION MONTH, AND I'M SO GLAD THEY'RE NOT HERE ON WHAT'S ABOUT TO BE THEIR FOUR-DAY WEEKEND AS WELL. BUT OUR PRINCIPALS, I WANT YOU TO KNOW THIS IS A REFLECTION OF THEIR WORK. THIS IS NOT A COMPLIANCE DOCUMENT. THIS IS NOT A WE HAVE TO HIT THE CHECK MARKS. THIS IS SOMETHING THAT IS A PART OF THEIR EVERY DAY. IT'S EVERYTHING, IT'S WHAT THEY'RE WORKING ON, WHAT THEY'RE WORKING TOWARDS, HOW THEY'RE MAKING DECISIONS ABOUT MAYBE SOMETHING THAT THEY'RE GOING TO STOP DOING BECAUSE IT'S NOT YIELDING WHAT THEY NEED TO AND SOMETHING THEY'RE GOING TO DOUBLE DOWN ON BECAUSE WE'RE SEEING TREMENDOUS SUCCESS, AND THEY MAKE THOSE ADJUSTMENTS. WE ANALYZE THIS QUARTERLY, WE REPORT IT AND PROVIDE IT PUBLICLY TO OUR COMMUNITY, SO OUR COMMUNITY CAN ALSO SEE HOW WE ARE PROGRESSING AS THE YEAR GOES BY. WE'RE NOT JUST WAITING FOR THAT ONE TEST DAY IN APRIL OR IN MAY TO UNDERSTAND WHERE WE ARE. AGAIN, IT'S HUGE APPRECIATION FOR OUR PRINCIPALS AND THEIR INSTRUCTIONAL LEADERSHIP TEAMS FOR THEIR HARD WORK. AS THE BOARD JUST AS A REMINDER, YOU DO ADOPT THE CIPS, AND WE WILL BRING THOSE FORWARD TO YOU IN THE NEXT MEETING FOR ADOPTION, AND YOU WILL ADOPT AT THAT PERFORMANCE OBJECTIVE LEVEL. I JUST WANTED TO PROVIDE THAT CONTEXT AS WELL. OF COURSE, OUR AREA SUPERINTENDENTS ARE HERE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE FOR THEM AS WE MOVE FORWARD. >> ALL RIGHT BOARD, IT IS OPEN NOW FOR QUESTIONS OR COMMENTS THAT YOU HAVE ON THE TOPIC OR PRESENTATION. NO COMMENTS? YES, MS. PACHECO. >> I LOOK LIKE OTHER PEOPLE HAD COMMENTS, BUT I'M GOING TO START. THANK YOU SO MUCH FOR YOUR PRESENTATION AND THANK YOU ALSO FOR SUPPORTING OUR PRINCIPALS AND OUR OTHER LEADERS IN OUR SCHOOLS. I APPRECIATE THAT SO MUCH. I KNOW IT'S A LOT OF WORK. I'VE LOOKED AT THEM. I'M NOT GOING TO SAY I'VE READ EVERY SINGLE ONE OF THEM, BUT THAT'S A LOT. THANK YOU. I HAD A QUESTION AND IT JUST POPPED UP BASED ON ONE OF YOU SPEAKING WHEN YOU WERE TALKING ABOUT. YES, WE WANT TO MOVE ALL THE LEVERS. WE WANT TO MAKE SURE WE PIVOT WHEN WE NEED TO FOR EACH OF OUR STUDENTS. BUT WE ALSO CARE ABOUT OUR TEACHERS, AND OUR PRINCIPALS AND THEIR MORALE AND THINGS LIKE THAT. PART OF OUR GOAL IS FOR EVERY LEADER TO ALSO GROW. WHAT IS IT THAT WE'RE DOING TO HELP THEM DO THAT WITHIN THESE PLANS? OR IS THAT A PART OF IT? I DON'T KNOW. >> YES, MA'AM. IT IS. I'LL TAKE THAT QUESTION. WHEN I MENTIONED OUR PARTNERSHIP WITH REGION 10, A LOT OF OUR PRINCIPALS ARE IN THE LEADERSHIP PROGRAM THAT WILL HELP THEM GROW AS LEADERS BECAUSE WE ALSO KNOW THAT THE VALUE OF A STRONG PRINCIPAL IS ALSO GOING TO HELP A CAMPUS GROW. NOT ONLY AS THEIR PRINCIPAL MANAGERS, WE'RE COACHING AND GUIDING THEM, BUT WE'VE ASKED FOR EXTRA SUPPORT TOO, BECAUSE THE FOUR OF US, WE EACH HAVE 13 CAMPUSES AND WE WANT TO MAKE SURE EACH PRINCIPAL GETS THE SAME TREATMENTS REGARDLESS OF WHERE THEY'RE AT IN THEIR GROWTH. WE DO PROVIDE COACHING ROUNDS WITH THEM. WE MEET WITH THEM REGULARLY, WE MEET WITH THEM EVERY FRIDAY TO TALK ABOUT OUR INSTRUCTIONAL PRIORITIES AND MAKING SURE THAT THEY'RE HITTING THEIR TARGETS BECAUSE YES, I APPRECIATE THAT YOU RECOGNIZE IT'S A HEAVY LIFT BECAUSE WHAT WE TEND TO DO IS WE LIKE TO PILE A BUNCH OF THINGS ON OUR PRINCIPLES. IT'S OUR JOB TO MAKE SURE THAT WE KEEP THE PATH CLEAR FOR THEM AND SO THAT THEY CAN DO THEIR JOB EFFECTIVELY. MS. PACHECO, THANK YOU FOR ASKING THAT. I WILL ALSO REFER BACK IN OUR DISTRICT IMPROVEMENT PLAN. OUR PROFESSIONAL LEARNING TEAM HAS DONE A TREMENDOUS JOB OF OUTLINING MULTIPLE DIFFERENT COHORTS THAT OUR PRINCIPALS CAN CHOOSE TO OPT IN OR OUR AREA SUPERINTENDENT CAN RECOMMEND. FOR EXAMPLE, WE HAVE A TRANSFORM COHORT. THIS IS FOR THAT VETERAN PRINCIPAL. THEY'VE BEEN IN THE ROLE MORE THAN SIX, SEVEN YEARS. THEY HAVE SOLID STUDENT ACHIEVEMENT. THE SYSTEMS ARE IN PLACE, AND NOW THEY'RE LOOKING AT HOW DO I ELEVATE THE WORK? HOW DO I UPGRADE THAT WORK? WHAT MIGHT SOME INNOVATION LOOK LIKE ON MY CAMPUS? THEY HAVE AN OPPORTUNITY TO COME TOGETHER AND REALLY FOCUS ON THAT WORK THAT MIGHT BE DIFFERENT THAN A FIRST YEAR PRINCIPAL OR A YOUNGER PRINCIPAL WHO MAYBE IS WORKING IN SCHOOL, TURNAROUND WORK. WE REALLY TRY TO PROVIDE DIFFERENTIATED OPPORTUNITIES FOR OUR PRINCIPALS BASED UPON AGAIN WHAT THEY NEED OR WHAT IS RECOMMENDED BY THEIR SUPERVISOR. >> THAT'S AWESOME. THANK YOU SO MUCH FOR COLLABORATING. IT'S OBVIOUSLY WE'RE AN EDUCATIONAL GROUP AND THE LOVE OF LEARNING SHOULD BE THERE FOR ALL OF US. THANK YOU. >> OTHER QUESTIONS OR COMMENTS? MS. HARRIS. >> THIS IS FOR EVERYONE, [00:55:02] DOESN'T MATTER WHO CAN COME UP AND SPEAK TO IT. BUT AS EACH ONE OF YOU WERE HERE SPEAKING, I NOTICED HOW EXCITED YOU ALL SEEM TO BE ABOUT PRESENTING CIP. I WOULD LIKE TO KNOW BECAUSE I'M SURE THERE ARE SOME THINGS THAT WE ARE GOING TO CARRY OVER THAT WE'RE STILL GOING TO DO FROM LAST YEAR, BUT THERE MAY BE SOME PROGRAMS OR SOMETHING IN THERE. THAT'S JUST A LITTLE BIT DIFFERENT. FROM THE PERSPECTIVE OF OUR PRINCIPALS AND OUR TEACHERS, WHAT ARE THOSE ONE OR TWO THINGS THAT YOU WOULD SAY THEY ARE MOST EXCITED ABOUT AND THEY THINK WE REALLY TRULY HELP THEM MOVE THE NEEDLE AND GET OUR STUDENTS TO WHERE THEY NEED TO BE? TELL ME IN A LAYMAN'S TERMS SO I CAN UNDERSTAND WHERE YOU'RE COMING FROM. WHAT PROGRAM OR WHAT IS IT THAT YOU'VE HEARD THE PRINCIPALS OR TEACHERS COLLABORATE ABOUT AND SAY, HEY, THIS IS GOING TO WORK. I'M LIKING THIS. >> FINAL ANSWER. >> WE WERE ACTUALLY ALL LOOKING AT EACH OTHER SAYING THE SAME THING. I THINK ONE OF THE THINGS THAT WE'VE REALLY STARTED LAST YEAR AND GOING INTO THIS YEAR IS TIGHTENING UP PLCS, BUT LESSON INTERNALIZATION. WE'VE HAD QUITE A FEW TRAININGS ON LESSON INTERNALIZATION. WE TAKE FOR GRANTED THAT A TEACHER COMES IN AND THEN CAN LOOK AT THE LESSON, INTERNALIZE IT AND THEN TAKE THAT INTO A CLASSROOM. BUT THAT'S NOT ALWAYS THE CASE. WE'VE BEEN REALLY INTENTIONAL WITH THAT TRAINING, HELPING TEACHERS REALLY UNDERSTANDING WHAT IS THE OUTCOME THAT WE NEED A KID TO HAVE WHEN THEY WALK OUT OF THAT LESSON. WHAT DOES THAT LOOK LIKE? WHAT DOES THAT SOUND LIKE? WHAT'S THAT SUCCESS CRITERIA? REALLY GETTING TEACHERS EXCITED ABOUT THAT BECAUSE THEN THEY GO INTO THAT CLASSROOM AND THEY'RE REALLY ABLE TO SEE MY KIDS ARE GETTING THIS OR MY KIDS AREN'T. WHAT DO I NEED TO DO DIFFERENTLY? I ALSO THINK OUR DDI PROCESS THAT WE'VE REALLY IMPLEMENTED LAST YEAR AND THIS YEAR, WE'RE REALLY TAKING THAT DATA AND WE'RE REALLY TAKING IT DOWN TO EVERY SINGLE KID. THAT'S WHAT ALLOWS US TO DETERMINE, DOES THIS KID NEED INTERVENTION, EXTENSION SO THAT WE CAN REALLY FOCUS ON EACH KID INDIVIDUALLY, AND A TEACHER CAN REALLY GET EXCITED ABOUT STARTING TO SEE THAT GROWTH BECAUSE IN EVERY CLASS, YOU HAVE DIFFERENT LEVELS. I CAN'T JUST THROW IT AT ONE TARGET AND THINK IT'S GOING TO GET EVERY KID. I HAVE TO BE REALLY INTENTIONAL. THAT LESSON INTERNALIZATION ALLOWS ME TO DO THAT SO THAT I CAN PRE-PLAN. THEN IN THOSE PLCS REALLY TALKING ABOUT WHAT IS THAT GOING TO LOOK LIKE WHEN I GO BACK IN AND DOING ALSO IN OUR PLCS, WE DO SOME PEOPLE CALL THEM AT BATS. SOME PEOPLE CALL THEM MINI RE-TEACHERS. WE'LL TAKE A CONCEPT THAT A KID IS STRUGGLING WITH. THIS GOES MS. PACHECO, BACK TO WHAT YOU'RE TALKING ABOUT, LIKE HELPING TEACHERS GROW. THEY'LL DO WHAT'S CALLED AN AT BAT. I WILL GET UP AND I WILL TEACH THIS CONCEPT TO MY PEERS. THEY WILL GIVE ME IMMEDIATE FEEDBACK SO THAT WHEN I GO INTO THE CLASSROOM, I'M IMPLEMENTING AND TEACHING THE CONCEPT AT A LEVEL THAT I KNOW IS AT PROFICIENT OR ABOVE SO THAT I DO KNOW MY KIDS CAN MASTER THAT. I THINK ALL OF THOSE THINGS ARE SOME THINGS THAT OUR TEACHERS ARE REALLY EXCITED ABOUT, AS WELL AS OUR PRINCIPALS BECAUSE WE'RE SEEING REALLY POSITIVE RESULTS. >> I REALLY LIKE THAT. I REALLY APPRECIATE THAT. A COUPLE OF THINGS THAT I HEARD AND I THINK I HEARD SUPERINTENDENT BRANUM SAY, THIS IS SPECIFIC TO EACH CAMPUS, AND NOW I'M HEARING THIS EVEN MORE SPECIFIC TO EACH STUDENT. TO ME, THAT'S INCREDIBLY IMPORTANT, AND I'M SUPER EXCITED ABOUT THAT PART AS WELL. >> IF I CAN JUST SAY WHEN I THINK ABOUT WHAT TEACHERS ARE EXCITED ABOUT, WHAT MS. DILLON, WHAT SHE'S HITTING ON IS IT IS GIVING TEACHERS THE CONFIDENCE THAT THEY HAVE REALLY TAKEN THE TIME TO REALLY THINK ABOUT WHAT IS IT THAT MY KIDS NEED? WHAT DO I KNOW ABOUT MY KIDS? WHAT CAN I PREDICT HOW THEY'RE GOING TO RESPOND AND I MAKE THOSE ADJUSTMENTS UPFRONT? I'M NOT HAVING TO SPEND AS MUCH TIME ON THE OTHER SIDE BECAUSE MAYBE THEY DIDN'T GET IT. I WILL ALSO SAY WHAT I THINK TEACHERS WOULD REALLY SAY IF WE'RE GOING TO BE REAL ABOUT SOME THINGS THAT THEY ARE EXCITED ABOUT. I THINK THEY ARE EXCITED. I JUST RECEIVED AN EMAIL YESTERDAY FROM A TEACHER WHO WENT [01:00:02] IN-PERSON TO OUR CLINIC AND HAD A IMPENDING EAR INFECTION, WAS ABLE TO GO, GOT MEDICINE AND GUESS WHAT DID NOT MISS A DAY OF SCHOOL. SHE WAS SO WORRIED ABOUT MISSING BECAUSE SHE KNEW HER KIDS NEEDED HER. THEY WOULD SAY THEY ARE EXCITED BECAUSE THE WORK THAT MS. DILLON JUST TALKED ABOUT, PRINCIPALS ARE CREATING DEDICATED TIME. WE ARE EITHER FUNDING OR PTAS ARE HELPING TO FUND EXTENDED PLANNING PERIODS FOR ELEMENTARY TEACHERS BECAUSE WHAT MS. DILLON JUST DESCRIBED TAKES TIME. WE'RE TRYING TO CREATE THAT PROTECTED TIME SO THAT TEACHERS CAN DO THOSE THINGS IN A WAY THAT MAKES THEM FEEL LIKE WE'RE HONORING THE OTHER PART OF BEING A TEACHER, WHICH IS ALSO MIGHT BE A MOM OR A DAD OR DOING SOMETHING AFTER SCHOOL. THEN THE OTHER THING THAT I WILL SAY IS THAT IF YOU LOOK THROUGH THE CIPS, THERE'S NOT A WHOLE LOT OF NEW. IT IS REFINING AND CLARIFYING AND DEEPENING CURRENT PRACTICES THAT WE KNOW IMPACT STUDENT ACHIEVEMENT. THERE'S NOT A WHOLE NEW SOFTWARE THING THAT THEY'RE HAVING TO LEARN. THERE'S NOT A NEW PROGRAM, IT'S JUST CONTINUING TO STAY FOCUSED ON WHAT WE KNOW OUR KIDS NEED IN ORDER FOR THEM TO HIT THAT NORTH STAR GOAL. I THINK THAT'S PROBABLY WHAT I HEARD THE MOST OF IS, WE'RE JUST FOCUSED ON GETTING BETTER AND WE'RE NOT HAVING TO WORRY ABOUT LEARNING SOMETHING COMPLETELY NEW AND THAT BEING A DISTRACTION FROM THE WORK AND THE CHARGE THAT WE'VE BEEN GIVEN. >> THAT'S GREAT. I REALLY APPRECIATE THAT. IN REFERENCE TO PRINCIPAL FOR THE DAY, I RAN INTO A FEW PEOPLE WHO WERE WANTING TO BE SELECTED. THEY WERE SO EXCITED. THEY WERE LIKE, THEY JUST COULDN'T WAIT. THEN I SAW ALL THE ENJOYMENT FROM IT ON FACEBOOK. YOU GUYS DID AN AWESOME JOB. >> MS. MCGOWAN. GO AHEAD. >> I JUST HAVE ONE SHORT QUESTION. THANK YOU FOR THE PRESENTATION. I THINK THIS IS ONE OF THE MORE EXCITING PIECES IN CIP, BECAUSE WE GET TO DIVE INTO WHAT YOU GUYS DO EVERY DAY BECAUSE WE DON'T DO THIS EVERY DAY. MY ONE QUESTION IS, YOU MENTIONED THE LESSON OF INTERNALIZATION. DOES THE PRINCIPAL DETERMINE WHETHER OR NOT THEIR TEACHERS ARE GETTING THAT? IS THAT UP TO THE PRINCIPALS? >> I WOULD SAY WE HAVE A MULTI TIER APPROACH TO THAT. ULTIMATELY, YES. THE PRINCIPAL, THE ASSISTANT PRINCIPALS, THEY ARE DIRECTLY SUPERVISING THEIR TEACHERS, AND THEY ARE ULTIMATELY RESPONSIBLE FOR EVALUATING THEIR TEACHERS USING T TESTS, WHICH IS THE TEACHER EVALUATION INSTRUMENT. HOWEVER, FOR EXAMPLE, IF IT CAMPUSES TIA, TEACHER INSTEAD OF ALLOTMENT CAMPUS. THERE IS A WHOLE SET OF REQUIRED FIDELITY CHECK, SO TO SPEAK, WHERE WE'RE TRANGULATING THAT DATA. WHAT I MEAN BY THAT IS WE WANT TO MAKE SURE THAT IF A PRINCIPAL GOES IN AND SCORING A TEACHER IN A CERTAIN ELEMENT, WHAT FIVE OTHER PEOPLE HAVE DONE THAT SAME WALK IN, SEEN THAT SAME ELEMENT, AND GRADED IT OR SCORED IT IN THE EXACT SAME WAY? OR MAYBE IS THERE SOME NOT INTENTIONAL, BUT SOME BIAS THAT'S INTRODUCED BECAUSE I KNOW THIS TEACHER AND I KNOW HOW HARD HE OR SHE IS WORKING. I KNOW THAT THEY WERE GIVING IT THEIR BEST SHOT, BUT MAYBE THERE WAS A STUDENT BEHAVIOR THAT INTERRUPTED THAT. NO, THE RUBRIC IS THE RUBRIC AND HOW WE EVALUATE IS BASED UPON WHAT THAT RUBRIC SAYS. WE BRING IN OUR CENTRAL OFFICE TEAMS, FRANK PATRANELLA, HELPS LEAD THAT OUR AREA SUPERINTENDENTS, PLUS YOU. OUR AREA SUPERINTENDENTS ARE TEACHING AND LEARNING DEPARTMENT. THEY WILL GO IN AS A SMALL TEAM. THEY WILL WATCH THAT LESSON TOGETHER. THEY WILL COME OUT OF THAT CLASSROOM AND THEN THEY WILL ALL SIT AND THEY WILL DEBRIEF. WHAT DID YOU SEE? HOW DID YOU SCORE THAT? WHY DID YOU SCORE IT? WHAT EVIDENCE DID YOU HAVE TO SCORE IT IN THAT WAY? ESPECIALLY FOR OUR TIA CAMPUSES, THAT PROCESS HAS TO BE SUPER TIGHT. OTHERWISE, IT WILL NOT MEET THE CRITERIA WHEN WE SEND THAT DATA TO TEXAS TECH TO BE VERIFY FOR OUR TEACHERS TO EARN THAT DESIGNATION. NOW, I'D SAY THAT SAME PROCESS HAPPENS ACROSS THE DISTRICT, BUT ESPECIALLY AT OUR TEACHER INCENTIVE ALLOTMENT CAMPUSES, THAT PROCESS IS SUPER TIGHT. >> OTHER COMMENTS OR QUESTIONS FROM THE BOARD? I DO HAVE ONE QUICK QUESTION AND I KNOW THE TIMING OF PUTTING TOGETHER THE CIPS. [01:05:07] I KNOW WHEN WE GET ACCOUNTABILITY RESULTS THIS YEAR, WHICH WE HADN'T HAD IN A FEW YEARS, HOW DID THAT ALL SYNCHRONIZE WITH WHERE WE WERE AS PRINCIPALS PUTTING TOGETHER THEIR CIPS AND HOW WAS THAT ADJUSTED? JUST SO I UNDERSTAND IN THAT WHOLE FLOW OF DIP, CIP AND ACCOUNTABILITY. HOW DID THAT WORK OUT ON A TIMING PERSPECTIVE? WAS THERE A LOT OF PIVOTS THAT HAD TO BE QUICKLY MADE OR ANYONE OR SUPERINTENDENT BRANUM? >> TO ANSWER YOUR QUESTION, YES. WE START THE CIP PROCESS WHEN WE COME BACK IN JULY. WE START WITH THE DIP WITH THE GOALS, AND THEN WE GO FROM THERE. NOW, YES, THE ADJUSTMENTS HAVE TO COME AS THE DATA STARTS COMING IN, AND THAT'S WHAT WE MAKE THE FINE TUNING WITH BEFORE WE BRING THEM TO YOU BECAUSE WE WANT TO MAKE SURE THAT THE TARGETS ARE CORRECT, AND ALSO WE'RE GETTING THE SCHOOLS WHO ARE IDENTIFIED FOR SCHOOL IMPROVEMENT, SO WE NEED TO MAKE SURE WE HAVE INDIVIDUAL DATA MEETINGS WITH DR. ORTIZ, WHO SHE COMES SPECIFICALLY TO THE CAMPUS, AND WE GO KID BY KID AND WE SEE WHAT TARGETS THEY NEED TO MAKE, SHE GETS IT DOWN TO WHERE THEY KNOW EXACTLY THE KID THAT GOES FROM APPROACHES TO MEETS OR FROM MEETS TO MASTER. EACH CAMPUS KNOW WHERE THEIR KIDS ARE. THEY ALREADY HAVE THAT INFORMATION. WE'LL CONTINUE TO MAKE THOSE ADJUSTMENTS AS WE MONITOR THE CIPS, BECAUSE IF WE KNOW THAT WE'RE NOT GETTING CLOSE TO THOSE TARGETS, THEN WE MIGHT HAVE TO READJUST. NOW WE WILL NEVER LOWER THEM SO WE DON'T MEET THE BOARD GOAL OR TO GET OUT OF STUDENT IMPROVEMENT. I DO WANT TO MAKE SURE THAT WE RECOGNIZE THAT. BUT SOMETIMES A LOT OF OUR CAMPUS PRINCIPALS NOW, THEY ARE SHOOTING FOR THE MOON, AND THEY ARE MORE DEDICATED AND DRIVEN THAN EVER TO MAKE SURE THAT THEIR KIDS ARE MEETING THEIR GOALS AND THAT THEIR CAMPUSES ARE MEETING THEIR TARGETS. I HOPE THAT ANSWERS YOUR QUESTION. >> IF I CAN JUST ADD, IT'S NOT JUST EVEN ACCOUNTABILITY AS MEASURED PURELY BY STAR. IT'S ALSO WE ARE LOOKING AT OUR HIGH SCHOOLS. THEY ANXIOUSLY AWAIT TO GET THEIR AP DATA, AND THEY'RE LOOKING AT THEIR AP DATA TO MAKE ADJUSTMENTS BY COURSE. THEY'RE ALSO LOOKING AT THEIR AP DATA. WHEN THEY'RE THINKING ABOUT THEIR CIPS, FOR EXAMPLE, MAYBE THERE'S A COURSE IN WHICH ONE PARTICULAR CAMPUS IS JUST KNOCKING IT OUT OF THE PARK. THEN THOSE PRINCIPLES ARE COLLABORATING TO SAY, PIERCE OR LAKE HIGHLANDS OR RHS, WHAT ARE YOU DOING IN THAT AREA? YOU'RE GOING TO SEE ELEMENTS OF THAT IN THEIR CIP BECAUSE THEY'RE SEEING SUCCESS, MAYBE AT ONE CAMPUS OR ONE PART OF THE DISTRICT, AND THEY ARE FIGURING OUT HOW TO BRING THAT INTO THEIR CAMPUS. THAT COLLABORATION AS WE RESPOND AND SEE THAT DATA, WHEN WE GET THE DATA IN, WE MIGHT ALSO FIND A BEST PRACTICE OR AN EXEMPLAR THAT'S OUT OF THE DISTRICT. WE MIGHT IDENTIFY A CAMPUS. I MEAN, ANOTHER DISTRICT THAT MAN, WHAT IS HAPPENING IN THAT DISTRICT, THAT THEY'RE GETTING THOSE KINDS OF OUTCOMES AND CAMPUSES ARE ADJUSTING THAT WAY AS WELL. IT'S ALL SETS OF DATA. IT'S NOT JUST THE STAR DATA, IT'S AP. IT'S DUAL CREDIT. IT'S ON RAMS. IT'S OUR LICENSES. WE DON'T GET OUR LAST LICENSES AND CERTIFICATIONS IN UNTIL AUGUST. WE'RE EVEN HAVING TO RESPOND TO THAT. IT'S OUR GRADUATION NUMBERS, BOTH OUR FOUR, FIVE AND SIX YEAR GRADUATION NUMBERS. IT'S ALL OF THAT. A LOT OF PEOPLE WILL SAY IT'S SEPTEMBER, OCTOBER, WHY ARE WE JUST NOW BRINGING THE CIPS? THAT REALLY IS THAT TIMING OF WHY THAT TIMING DICTATES WHY IT'S COMING TO YOU NOW. >> GREAT. THANK YOU. THEN THE LAST THING WE'LL MOVE ON, BUT I DID WANT TO JUST BRING UP A QUICK VIGNETTE. PRINCIPAL FOR THE DAY, MS. HARRIS, I WAS OVER AT THEIR LUNCHEON WHEN THEY FINISHED UP, AND WE HAVE AND I WON'T SEE WHICH SCHOOL OR WHICH PRINCIPAL, WE HAVE A NEW PRINCIPAL AT ONE OF THE ELEMENTARY SCHOOLS THAT CAME UP. SHE TALKED TO SUPERINTENDENT BRANUM AND I, I GUESS WE'RE AT NINE WEEKS TODAY, FIRST NINE WEEKS, AND SHE SAID, SHE HAD HEARD ABOUT RSD AS HER FIRST YEAR IN THE DISTRICT. SHE HAD HEARD ABOUT THE REPUTATION, AND SHE WAS SO ENERGETIC AND SHE KEPT SAYING, SHE HAS TO PINCH HERSELF BECAUSE THE AMOUNT LEADERSHIP CULTURE, SUPPORT, ENERGY, OPTIMISM, SHE THOUGHT IT WAS FAKE THOSE FIRST FEW WEEKS. SHE'S, THEY CAN'T KEEP THIS UP. THERE'S NO WAY. SHE'S SITTING THERE THINKING THIS IS REAL, AND SHE WAS SO EXCITED. IT GOT EVERYBODY EXCITED THAT HEARD HER TELLING THE STORY. FROM A PERSPECTIVE, I DON'T THINK ANY OF THIS WORKS WITHOUT HAVING THE CULTURE TO BACK IT UP. THAT'S VERY IMPORTANT AND I KNOW PEOPLE IN THIS ROOM ARE THE ONES THAT SET THAT CULTURE. THANK YOU VERY MUCH. >> INCLUDING THE BOARD. >> YEAH. >> YOU ALL SET BACK. >> THANK YOU FOR ALL EVERYBODY DOES. THANKS FOR THE PRESENTATION. NO MORE QUESTIONS. WE NEED A BREAK. DO WE? [01:10:02] I HEARD ONE NO, BUT IT WAS LOUD, SO LET'S KEEP GOING. OUR NEXT ITEM IS AN INFORMATION ITEM AND PRESENTATION [V.D. Receive Beginning of the Year MAP Presentation] TO REVIEW THE BEGINNING OF THE YEAR MAP DATA. MS. BRANUM. >> THANK YOU. THIS IS OUR LAST REPORT FOR THE NIGHT. AGAIN, I CAN'T BELIEVE WE'RE NINE WEEKS. WE ARE NINE WEEKS INTO THE SCHOOL YEAR THE FIRST QUARTER OF OUR SCHOOL YEAR. WE DID TAKE OUR BEGINNING OF THE YEAR MAP SCORES. WE ARE PLEASED TO BRING YOU THE RESULTS OF THAT BEGINNING OF THE YEAR MAP SCORES. DR. LIEBER AND DR. ORTIZ, I'M GOING TO TURN IT OVER TO YOU TO LEAD US IN TONIGHT'S DISCUSSION. >> THANK YOU SO MUCH. GOOD EVENING, SUPERINTENDENT BRANUM, PRESIDENT POTEET, MEMBERS OF THE BOARD. WE'RE EXCITED TO BRING YOU THE RESULTS FOR OUR MAP BEGINNING OF THE YEAR AND GIVE YOU SOME UPDATES. OF COURSE, THIS IS OUR FIRST BIG ASSESSMENT FOR OUR SCHOOL YEAR, AND IT IS REALLY HOW WE SUPPORT OUR TEACHERS AND OUR STUDENTS IN OUR DISTRICT BY USING THIS INFORMATION. IT HELPS US TO ENSURE THAT WE STAY ALIGNED TO THE NORTH STAR GOAL AND MAKING SURE THAT ALL OF OUR STUDENTS ARE MEETING THEIR ACADEMIC GROWTH GOALS AS WELL AS OUR STAFF MEMBERS. WE HAVE BROUGHT THIS GRAPHIC BEFORE. THIS IS OUR RESPONSE TO DATA. AS WE HAVE SHARED PREVIOUSLY, WE HAVE A LOT OF ASSESSMENTS AND A LOT OF WAYS THAT WE ARE ABLE TO GAUGE STUDENTS SUCCESS FOR OUR DIFFERENT GRADE LEVELS. TODAY, WE WILL BE FOCUSING ON MAP GROWTH, WHICH THE DATA THAT WE'LL PRESENT TODAY IS FOR K THROUGH EIGHTH GRADE. THIS REALLY HELPS OUR TEACHERS SEE WHERE OUR STUDENTS ARE AFTER THIS FIRST MONTH THAT THEY'VE BEEN HERE WITH THEM AND MAKE SOME ADJUSTMENTS TO THEIR INSTRUCTION AND IDENTIFY SOME NEEDS FOR SUPPORT THAT THEIR STUDENTS MAY HAVE. SEPTEMBER IS WHEN THEY TAKE THE FIRST ASSESSMENT FOR THE BEGINNING OF THE YEAR, WE REVIEW THOSE RESULTS, RESPOND TO THEM, AND THEN WE WILL TAKE THE MIDDLE OF THE YEAR ASSESSMENT IN JANUARY. AGAIN, WE START THAT CYCLE OF LOOKING AT THE INFORMATION THAT WE GATHER FROM THAT AS WE PREPARE FOR OUR STATE ASSESSMENTS AND THEN OUR END OF THE YEAR ADMINISTRATION PERM. THESE GRAPHICS, FOR THOSE OF YOU THAT HAVE SEEN THIS PRESENTATION BEFORE ARE FAMILIAR. RIT SCALE IS A STABLE SCALE. IT DOES NOT CHANGE FROM YEAR TO YEAR. IT IS VERY SIMILAR TO THAT MEASURING STICK FOR HEIGHT FOR STUDENTS. WHAT WE REALLY LIKE, FROM MY VIEWPOINT, I REALLY LIKE THAT YOU'RE ABLE TO COMPARE IT FROM KINDERGARTEN ALL THE WAY THROUGH EIGHTH GRADE. WE'RE NOT CHANGING THE SYSTEM. WE DID HAVE SOME UPDATES FOR OUR MAP ASSESSMENT IN 2025, BUT THE RIT SCALE STAYS THE SAME. SOME OF THE CHANGES THAT WE HAVE IS THAT THEY'VE RENORMED. FOR ANY OF OUR NATIONALLY NORMED ASSESSMENTS, EVERY FEW YEARS, THEY NEED TO MAKE SURE THAT THEY MAKE SOME ADJUSTMENTS, MAKING SURE THAT THEY'RE GETTING A CURRENT GROUP OF STUDENTS TO MAKE SURE THAT WE'RE STAYING UP TO DATE AND THAT AS STUDENTS ARE TAKING THE ASSESSMENTS, THE COMPARISON POINTS ARE MORE RELEVANT AND ARE TRULY MEASURING OUR STUDENTS SUCCESS AND AREAS WHERE THEY MIGHT NEED SOME ADDITIONAL SUPPORT. THE OTHER THING THAT CHANGED SLIGHTLY FOR THE MAP ASSESSMENT IS THAT THEY HAVE A NEW ENHANCED ALGORITHM THAT ALIGNS ITEMS TO OUR STANDARDS AND MAKES SURE THAT WHATEVER THE STUDENTS ARE GETTING IN THAT ITEM FOR THEIR TEST IS ALIGNED TO OUR STATE STANDARDS. THEY DID A LITTLE ADJUSTMENT TO THAT, BUT THAT HAS NOT AFFECTED OUR RIT SCALE. THE REPORTS THAT WE'RE GOING TO SHOW YOU IN A LITTLE BIT ARE STILL MEASURABLE AND THAT HAS NOT IMPACTED WHAT THAT LOOKS LIKE. THEY SHARED A FEW DIFFERENT SESSIONS WITH US AND SHARED THAT THERE HAD NOT BEEN ANY IMPACT TO THE READING SCORES BECAUSE OF THIS NEW ENHANCED ITEM ALGORITHM. BUT IT'S JUST MAKING THE DATA MORE RELEVANT TO THE STATE OF TEXAS AND ADJUSTING TO WHAT OUR STUDENTS ARE LEARNING IN THEIR GRADE LEVEL. >> DR. ORTIZ, IF I COULD JUST ADD FOR THAT PART THEN. WHAT I THINK THE INTENT OF NWEA AND MAP IN THIS ADJUSTMENT WAS TAKING INTO ACCOUNT. REMEMBER WHEN WE WENT FROM STAR TO STAR 2.0, REALLY, THIS IS NWEA'S CATCH UP IN THAT ADJUSTMENT WHEN THE STATE MADE THAT 2.0 SHIFT. NOW, THEY SHIFTED SO THAT THE DATA IS MORE IN A LINE. AGAIN, MAP IS NOT A PREDICTOR OF STAR, BUT THERE'S SOME CORRELATIONS THERE. THIS STRENGTHENS THAT CORRELATION, WOULD YOU AGREE? >> YES, MA'AM. THE ADDITIONAL LAYER THAT THEY'VE ADDED AS WELL, SO I'M GLAD THAT YOU BROUGHT UP THE STAR IS THAT THEY UPDATED THEIR LINKING STUDY FOR [01:15:05] THOSE PROJECTIONS THAT WE GET FOR STAR TO MAKE IT A LITTLE CLOSER ALIGNED TO THE NEW FORMAT OF THE TEST, BUT ALSO THE RIGOR OF THE ITEMS THAT OUR STUDENTS ARE BEING EXPOSED TO. AS STUDENTS ARE GETTING THOSE ITEMS, IF THERE'S A STUDENT THAT'S A HIGH PERFORMING STUDENT, GOING TO GIVE THEM MORE RIGOROUS ITEMS WITHIN THEIR GRADE LEVEL THAT ARE STILL ALIGNED TO THE STATE STANDARDS, BUT CHALLENGE THEM ENOUGH TO BE ABLE TO SHOW THAT GROWTH THAT WE KNOW IS HAPPENING IN THEIR CLASSROOM. WE'RE GOING TO START WITH OUR READING SCORES IN ENGLISH. WE HAVE SOME STUDENTS THAT TAKE THE ASSESSMENT IN SPANISH. BUT FOR OUR READING ASSESSMENT SCORES, WE'VE TAKEN A COHORT SIMILAR LIKE WE DID LAST YEAR. THESE ARE THE SAME STUDENTS. IN KINDERGARTEN, YOU'RE ONLY GOING TO SEE SCORES FOR 2025 BECAUSE THIS IS THEIR FIRST TIME THAT THEY'RE TAKING THE MAP ASSESSMENT. FOR FIRST GRADE, YOU'RE GOING TO SEE A COMPARISON OF THE STUDENTS HOW THEY PERFORMED WHEN THEY WERE IN KINDERGARTEN IN 2024 AND HOW THEY PERFORMED IN FIRST GRADE THIS FALL. WE CAN SEE THAT COMPARISON BETWEEN THE SCORES. WE WERE REALLY EXCITED AFTER WE CLOSED OUR TESTING TO SEE THAT FOR READING LANGUAGE ARTS, WE HAD ALL OF OUR FALL 2025 SCORES ABOVE THE NATIONAL NORM. IT'S REALLY EXCITING. >> IT'S THE FIRST TIME IN A MINUTE THAT WE'VE HAD EVERY SINGLE GRADE LEVEL OF NATIONAL NORMS. >> DEFINITELY. SOMETHING TO REALLY CELEBRATE. I KNOW THE CAMPUSES THAT I'VE HAD SOME CONVERSATIONS WITH ARE REALLY EXCITED TO SEE THE GROWTH THAT THEY'RE SEING THE BENEFITS OF THE WORK THAT THEY'RE DOING ON THEIR CAMPUS, OF COURSE. WE CAN SEE THE CHANGES BETWEEN EACH OF THE DIFFERENT GRADE LEVELS ACROSS THE BOARD. THEN WE LOOK AT IT BY STUDENT GROUP. HOW DID OUR STUDENT GROUPS DO? AGAIN, WE'RE SEEING INCREASES FOR OUR STUDENT GROUPS. WE DON'T HAVE NORMS. WE DON'T RECEIVE THOSE BY THE INDIVIDUAL STUDENT GROUPS, BUT WE STILL LIKE TO SHOW HOW ARE THEY COMPARING. WE CAN SEE THAT WE HAVE A TEN POINT GROWTH FOR OUR AFRICAN AMERICAN SUBGROUP, OUR HISPANIC SUBGROUP, ACROSS THE BOARD. THEN WHEN WE LOOK AT OUR EMERGENT BILINGUAL STUDENTS, I WAS HAPPY TO SEE THAT 12 POINT GROWTH FROM THE PREVIOUS FALL. WE KNOW WE HAVE SOME GAPS THAT WE WANT TO CLOSE FOR SOME OF OUR SUB POPS, SO THIS IS VERY PROMISING TO START TO SEE SOME OF THAT. FOR THE SPANISH ASSESSMENT, THIS IS ONE OF THE ONES THAT HAS NOT BEEN RENORMED. AGAIN, IT DOESN'T IMPACT THE RIT SCORES, BUT THIS ONE IS A LITTLE BIT FURTHER BEHIND, SO WE'LL SEE SOME RENORMING FOR THEM LATER ON. AGAIN, WE'RE SEEING GROWTH FROM THE PREVIOUS YEAR. A LOT OF CELEBRATION THERE. FIFTH GRADE, VERY CLOSE TO THAT NATIONAL NORM, BUT JUST BY ONE POINT. WE'RE HOPING THAT AT THE MIDDLE OF THE YEAR, WE'LL SEE THAT GAP GET CLOSED. THEN THERE'S OUR STUDENT GROUPS, SIMILAR TO WHAT WE SAW WITH ENGLISH. THEN WE GO INTO MATH. FOR MATHEMATICS, WE'RE GOING TO SEE AN EXTRA COLUMN BECAUSE OF OUR ALGEBRA 1. WE'RE AGAIN GOING TO SEE KINDER THROUGH EIGHTH GRADE. WE'RE SEEING THAT GROWTH AND ABOVE PERFORMANCE FROM KINDERGARTEN TO SEVENTH GRADE. WE'RE SEEING THAT PERFORMANCE ABOVE THE NORM. AGAIN, I HADN'T SEEN THAT IN SOME OF THOSE GRADE LEVELS, AND SO WE'RE REALLY HAPPY TO SEE THAT. IT LOOKS REALLY PROMISING. FOR EIGHTH GRADE, JUST A REMINDER THAT IS A VERY SMALL GROUP OF STUDENTS. THAT EIGHTH GRADE GROUP IS ABOUT 128 STUDENTS THAT TOOK THE EIGHTH GRADE ON LEVEL. THE OTHER EIGHTH GRADE STUDENTS ARE IN THE ALGEBRA 1 COLUMN. THAT'S WHY YOU'RE GOING TO SEE THAT A LITTLE BIT OF A DISCREPANCY THERE. WE DO SEE AGAIN, THE GROWTH THERE, AND THEN FOR ALGEBRA, WE ARE A LITTLE BIT BELOW THE NEW NATIONAL NORM. THIS WAS ONE THAT DID NOT GET RENORMED. THEY'RE ABOUT TWO YEARS BEHIND THE OTHER GRADE LEVELS FOR ELEMENTARY AND MIDDLE SCHOOL. THEY'LL GET RENORMED IN A COUPLE OF YEARS. BUT IN ADDITION, OUR N NUMBER FOR ALGEBRA 1 IS MUCH LARGER BECAUSE WE HAVE SO MANY EIGHTH GRADERS AND SEVENTH AND EIGHTH GRADERS THAT ARE TAKING ALGEBRA 1. >> YES. >> THEN FOR OUR STUDENT GROUPS, AGAIN, 10 POINT INCREASE IN ALL OF THE GROUPS, AND WE SEE OUR ECONOMICALLY DISADVANTAGED SUBGROUP HAD 11 POINT INCREASE, AND FOR OUR EMERGENT BILINGUAL, WE HAD 13 POINT INCREASE IN MATHEMATICS. >> THAT'S THE DATA THAT WE HAVE. YOU WILL NOTICE ONE THING I WANT TO MENTION, WE TYPICALLY HAVE A PIE CHART WHERE WE SHOW GROWTH. [01:20:02] BECAUSE OF THE NEW NORMS, WE DON'T HAVE GROWTH YET TO SHOW WE MET WITH THE PEOPLE FROM NWA AND THEIR RECOMMENDATION WAS FOR US TO FOCUS ON THE RISK SCALE BECAUSE THAT HAS NOT CHANGED AND THAT WAS SOMETHING THAT WE COULD COMPARE. WE'LL HAVE THAT BACK FOR THE MIDDLE OF THE YEAR SO WE WILL BE ABLE TO SHOW GROWTH AND WHERE WE ARE, AND ALL OF THAT GREAT INFORMATION ON HOW OUR STUDENTS ARE DOING. AS WE LOOKED AT OUR INFORMATION, ALL OF THE DATA THAT I SHARED WITH YOU ALL. WE HAVE ALREADY STARTED OUR NEXT STEPS AND OUR RESPONSES WE CONTINUE TO HAVE THAT FOCUS ON OUR THREE INSTRUCTIONAL PRIORITIES. WE FEEL THAT OUR DATA DRIVEN INSTRUCTION, OBSERVATION AND FEEDBACK, LESSON INTERNALIZATION, AND THAT FOCUS ON OUR PROFESSIONAL LEARNING COMMUNITIES HAS DEFINITELY IMPACTED. WE FEEL WE'RE ALREADY STARTING TO SEE THAT JUST IN THE SCORES THAT WE'VE SHARED WITH YOU. WE ALSO HAVE CONTINUED TO FOCUS ON THOSE IDENTIFIED PRIORITY TEAKS TO MAKE SURE THE STUDENTS ARE CONTINUING TO GROW, AND OF COURSE, THOSE DISTRICT LEARNING WALKS THAT ARE TAKING PLACE INTERNALLY AS WELL AS IN COLLABORATION WITH OUR PARTNERS AT REGION 10. FOR OUR STUDENTS, WE MONITOR THOSE STUDENT GROWTH GOALS. I KNOW MS. BATES MENTIONED EARLIER HOW WE GO INTO THE CAMPUSES AND HAVE THOSE CONVERSATIONS. WE HAVE IDENTIFIED STAR GROWTH GOALS AND MAP GROWTH GOALS FOR ALL OF OUR STUDENTS TO MAKE SURE THAT THE TEACHERS KNOW WHAT THOSE STUDENTS GROWTH GOALS ARE AND THAT THEY'RE ABLE TO HAVE THOSE CONVERSATIONS, NOT ONLY WITH THE STUDENT BUT ALSO WITH THE PARENT AS THEY'RE SENDING COMMUNICATION OUT. NEXT WEEK, OUR TEAMS WILL BE COMMUNICATING WITH OUR PARENTS WHAT THEY'RE BEGINNING OF THE YEAR GROWTH GOAL. HOPEFULLY, OUR STUDENTS REALLY ARE THE ONES THAT ARE LEADING THOSE CONVERSATIONS AND THE FIRST SET OF ARTIFACTS WILL BE AVAILABLE IN EITHER SCHOOL AG OR SEE SAW SO THAT PARENTS CAN IMMEDIATELY SEE IN THIS FIRST NINE WEEKS. WHAT IS MY CHILD'S GROWTH GOAL, HERE'S SOME SPECIFIC LESSONS AND SPECIFIC THINGS THAT I HAVE COMPLETED. IT MIGHT BE A WRITING SAMPLE, IT MIGHT BE A MATH ASSESSMENT THAT THEY'VE TAKEN THAT THEY'VE UPLOADED SO THAT PARENTS CAN SEE THAT EVIDENCE OF THEIR OWN WHAT THEY'VE IDENTIFIED AS THEIR GROWTH GOAL AND HOW THEY'RE MOVING TOWARDS THAT TARGET. >> REALLY CAN. >> OUR CAMPUS IS ALSO SENT OUT DIFFERENT PARENT COMMUNICATION, MORE TO COME, AND SOME OF THEM HAVE ALREADY STARTED SOME OF THEIR GROWTH GOAL CAMPS, AND THOSE WILL CONTINUE THROUGHOUT THE YEAR. I KNOW WE'VE GOTTEN SOME AMAZING FEEDBACK FROM PARENTS ON THEIR EXPERIENCES WITH IT. CURRICULUM INSTRUCTION ALSO CONTINUES TO PROVIDE DIFFERENT TYPES OF SUPPORTS. WE HAVE SOME SPECIFIC PULL OUT DAYS FOR AREAS THAT WE ARE SEEING. TEACHERS NEED SOME ADDITIONAL JUST ONE ON ONE, SMALLER GROUP SUPPORT. WE'RE SUPPORTING PLCS, MONTHLY MEETINGS WITH INSTRUCTIONAL COACHES, PRINCIPALS, ASSISTANT PRINCIPALS, AND ALL OF IT IS IN RESPONSE TO THE DATA. WE RESPONDED TO THE STAR DATA THAT WE GOT IN THE MOMENT, THE AP DATA. NOW WE HAVE THE BEGINNING OF THE YEAR DATA AND SO NOW WE'RE LOOKING AT THAT, MAKING SURE THAT WE'RE ADAPTING OUR SUPPORTS TO WHAT THE DATA IS TELLING US. WE ALSO HAVE MTSS MEETINGS. >> CAN YOU REMIND EVERYONE WHAT MTSS MEANS? >> IT'S OUR MULTI-TIERED SUPPORT SYSTEM WE HAVE THE GREAT LAUREL DIXON WHO'S IN THE AUDIENCE. SHE LEADS ALL OF THAT WORK AND HELPS GUIDE OUR PRINCIPALS AND TEACHERS THROUGH THE PROCESS. THIS IS A PROCESS WHERE WE IDENTIFY WHAT STUDENTS NEED AT AN INDIVIDUAL LEVEL. IF OUR STUDENTS ARE NEEDING A LITTLE EXTRA HELP, THEN WHAT THINGS DO WE HAVE AVAILABLE TO PROVIDE THOSE SUPPORTS? IF WE HAVE STUDENTS THAT ARE ALREADY EXCELLING, HOW ARE WE SUPPORTING THOSE STUDENTS TO MAKE SURE THAT THEY CONTINUE TO GROW AND THAT WE'RE PROVIDING SOME OPPORTUNITIES OF ENRICHMENT AND WAYS THAT THEY'RE ALSO CONTINUING THAT JOURNEY. WE DON'T WANT THEM TO STAY STAGNANT WE WANT TO MAKE SURE THAT WE'RE REALLY KEEPING ALL OF OUR STUDENTS MOVING ALONG ON THEIR PATH. CAMPUSES ARE ABLE TO DEVELOP INDIVIDUALIZED STUDENT PLANS AND IDENTIFY WHAT THAT STUDENT IS GOING TO NEED IN EACH OF THE DIFFERENT CONTINENT AREAS? ON TOP OF THAT, WE ALSO HAVE OUR AREA SUPERINTENDENTS WHO HAVE IMPLEMENTED TARGETED INTERVENTION AND ENRICHMENT PLANS, AND THEY CONTINUE TO MONITOR THOSE. AS NEW DATA POINTS COME IN, WHAT DO WE NEED TO ADJUST IN THOSE PLANS TO MAKE SURE THAT WE'RE MEETING THE NEEDS FOR THAT CAMPUS AND FOR THE STUDENTS THAT ARE THERE? AS YOU HEARD AT THE PREVIOUS PRESENTATION, ALIGNMENT OF THE CAMPUS IMPROVEMENT PLAN AND THE DISTRICT IMPROVEMENT PLAN, TO MAKE SURE THAT WE ARE GOING TO REACH OUR GOALS AND SURPASS THOSE. >> THANK YOU. GREAT JOB. FORD, WE'RE HAPPY TO TAKE ANY QUESTIONS. >> YES, WE'LL START WITH MS. HARRIS. WE'LL GO AROUND. >> JUST OUT OF CURIOSITY AND I KNOW WE'VE PROBABLY TALKED ABOUT THIS BEFORE, [01:25:02] BUT IF YOU COULD JUST REMIND ME ANYONE ELSE OUT THERE THAT'S LISTENING, CAN JUST WALK ME THROUGH THE GROVES CAMP. >> THE GROWTH GOALS CAMP, THE CAMPUSES INVITE THE PARENTS OVER TO THE CAMPUS THEY HAVE DIFFERENT TIMES, I THINK SOMETIMES IN THE EVENING TO ACCOMMODATE PARENTS. SOMETIMES IT'S DURING AN EARLY RELEASE DAY THEY'LL HAVE TIMES AVAILABLE FOR THE PARENTS TO COME IN. THEY'LL GO OVER THEIR CHILD'S INDIVIDUAL GROWTH GOAL AND WHAT THEY'RE GOING TO BE RECEIVING THROUGHOUT THE YEAR AS FAR AS UPDATES ON THEIR PERFORMANCE, AND HOW THAT CHILD CAN SHARE WITH THEM, WHETHER IT'S ON SCHOOL LEGGINGS ON SCISSOR, ALL OF THE DIFFERENT ARTIFACTS THAT THEY'RE COLLECTING TO SHOW HOW THEY'RE GETTING TO THEIR GROWTH GOAL FOR THE YEAR. >> IN VERY SPECIFIC WAYS THAT AS A PARENT, HOW DO I SUPPORT MY CHILD'S GROWTH GOAL AT HOME? >> YES. >> I MAY NOT BE ABLE TO DO A, B, AND C, BUT AT HOME, MAKE SURE THEY'RE READING THIS EVERY NIGHT, MAKE SURE THEY'RE PRACTICING THIS. IF THEY'RE AN EMERGING BILINGUAL STUDENT AND THEY ARE WORKING TOWARDS THEIR ENGLISH PROFICIENCY, WE HAVE A TOOL CALLED SEM K-12. IF THAT'S PART OF THEIR GROWTH GOAL, HAVE THEM ON THIS TOOL 20 MINUTES A NIGHT BECAUSE THAT'S GOING TO HELP TO DEVELOP THAT ENGLISH PROFICIENCY. REALLY WALKING THE PARENT THROUGH VERY SPECIFICALLY, WHAT CAN YOU DO AT HOME TO HELP YOUR CHILD MEET THAT GROWTH GOAL. IT'S NOT REALLY ONE ON ONE, IT'S MORE OF A CAMP. ANYONE CAN COME IN AND HEAR THIS INFORMATION AT THE SAME TIME. >> I LIKE THAT. >> YES. NICE. >> YES, MS. ANDREA. >> I JUST HAD A QUICK QUESTION WHEN I SAW THE BEGINNING OF THE YEAR, I WAS VERY IMPRESSED. I THINK IT'S GREAT THAT YOU SAID I THINK I SAW WAS SEPTEMBER. I'M WONDERING IS THERE ANY SPECIAL SOMETHING THAT'S DONE BECAUSE I THINK OF THAT SUMMER GAP OR THAT LONG BREAK. I'M THINKING ALSO IF IT'S DONE IN JANUARY, THE SAME THING, RIGHT YOU GET THAT CHRISTMAS BREAK. IS THERE ANYTHING THAT WE SEE THAT REALLY MAKES A DIFFERENCE ON HOW THE STUDENTS DO IN SPITE OF THAT BREAK. BECAUSE LIKE I SAID, I WAS REALLY IMPRESSED TO SEE THAT EVEN WITH THE SUMMER BREAK THAT THEY DID SO WELL, AND THESE ARE THE SAME STUDENTS, YOU SAID. I'M WONDERING LIKE FROM BEGINNING, MIDDLE, AND END, IS ONE OF THOSE TESTS OR WHEN WE DO THAT DATA IS ONE HARDER THAN THE OTHER? >> TO ANSWER THE FIRST QUESTION ABOUT WHAT DO I FEEL IMPACTED BETWEEN THE END OF THE YEAR AND THIS AT THE BEGINNING OF THE YEAR TO ENSURE THAT THEY'RE PERFORMING WHERE THEY ARE. I THINK THE DISTRICT AND THE CAMPUSES WERE REALLY PROACTIVE IN PROVIDING A LOT OF GREAT RESOURCES TO FAMILIES ON THINGS THAT THEY COULD DO OVER THAT SUMMER BREAK. I SAW SOME OF THE COMMUNICATION THAT WAS BEING SHARED ON, HERE'S A FEW THINGS THAT YOU CAN DO. YOU HAVE THESE BOOKS. THERE'S SOME THINGS THAT THEY CAN WRITE ABOUT, A LOT OF DIFFERENT LITTLE IDEAS TO MAKE SURE THAT THEY'RE STAYING ENGAGED OVER THE SUMMER. WE HAVE A GREAT IGNITE PROGRAM THAT WE PROVIDE TO OUR STUDENTS AS WELL, AND SO WE HAVE A LOT OF STUDENTS THAT DO ATTEND, AND THEY GET TO HAVE SOME GREAT EXPERIENCES THAT HELP TO ENSURE THAT WHEN THEY COME BACK TO US IN AUGUST, WE'RE NOT GOING TO FILL THAT GAP. >> I WILL ALSO SAY I THINK WE HAD OVER 06,000 STUDENTS THAT WERE INVOLVED IN SUMMER LEARNING. AGAIN, TRYING TO MAKE SURE TO ADDRESS A LITTLE BIT OF THAT SUMMER GAP THAT WE KNOW EXISTS. AGAIN, I WOULD LOVE IF ADAM [INAUDIBLE] SUPERINTENDENT OR ANYONE ELSE WOULD WANT TO CHIME IN. I THINK ONE OF THE DIFFERENCES THAT I FELT THIS YEAR IS BECAUSE WE HAD CLARITY ON OUR INSTRUCTIONAL PRIORITIES. WE HAD CLARITY, THERE WASN'T A CURRICULUM CHANGE. THERE WAS AGAIN, THAT NEW, THERE WAS NOT THAT NEW. REALLY, OUR CAMPUSES COULD FOCUS ON DAY 1 OF JUST HIGH QUALITY INSTRUCTION. THERE WASN'T LIKE A LEARNING CURVE WITH SOMETHING. THERE WASN'T LIKE, HEY, WE'RE TRYING TO FIGURE THIS OUT IT WAS DAY 1 THEY WERE DEEP IN INSTRUCTION. YES, THEY WERE BUILDING RELATIONSHIPS IN CULTURE AND CLIMATE. BUT IT WAS ALSO HOW ARE WE MAKING SURE THAT WE ARE BEGINNING TO TEACH THOSE STANDARDS AND MAXIMIZE EVERY MINUTE OF INSTRUCTIONAL TIME. I THINK THERE WAS A DIFFERENT LEVEL OF CLARITY AND URGENCY AROUND IT'S DAY 1, IT'S GO TIME. >> I'M JUST SO IMPRESSED AND JUST KUDOS TO ALL THE LEADERSHIP OF ALL THE SCHOOLS THAT DO THIS AND ALL THE TEACHERS BECAUSE I THINK THAT THAT'S IMPORTANT TO SEE, AND I THINK I LOVE IN TOUCHING ON THE POINT I THINK THAT MS. HARRIS MADE TOO WITH WHAT THE PARENTS ARE LEARNING AND WHAT THEY'RE DOING. I THINK CONTINUING THAT IS AWESOME BECAUSE AGAIN, THAT TIME WITH THE PARENTS WHEN THE PARENTS KNOW BECAUSE WE HAVE THEM ALL SUMMER, WE HAVE THEM DURING THAT CHRISTMAS BREAK. I KNOW FOR ME, I KNOW THAT THAT WAS ALWAYS A STRUGGLE WITH MY KIDS TO KEEP THEM ENGAGED. YOU WANT THEM TO HAVE THAT TIME THAT LITTLE VACATION TIME, BUT KEEPING THEM ENGAGED AND ESPECIALLY GETTING THEM READY AS THEY START THAT WHOLE NEW YEAR AND ALL VERY IMPRESSIVE AND JUST THANK YOU. THANK YOU FOR THAT. [01:30:04] >> OTHER BOARD COLLEGE? YES, MS. GALLON. >> THANK YOU FOR THE PRESENTATION, INFORMATION. I LIKE HOW THIS IS ALL GOING TOGETHER TONIGHT WITH THE DIP, CIP, AND IN THIS PART BECAUSE IT REALLY GIVES US A REALLY BROAD PICTURE OF HOW IT ALL COMES TOGETHER AND HOW IT ALL WORKS OUT. IN THE END, WHICH IS OUR MAIN FOCUS IS TO HAVE THESE OUR KIDS GROWING THROUGHOUT THE YEAR. I WAS LOOKING AT MY KIDDO'S MAP SCORES AND I WAS IMPRESSED. I WAS LIKE THIS IS SO AWESOME I'M SO EXCITED FOR HER. BUT I WANT HER TO BE A CONTRIBUTOR ALL THE WAY THROUGH BECAUSE THE STAR, I ALWAYS FORGET. I LOOK AT MAP AND I'M LIKE, HEY, OUR KIDS ARE DOING SO GREAT. THEY'RE SO AWESOME. THEN WE HAVE THE STAR PIECE TWO, AND YOU GO, YOU GET SCARED THEN, SHE'S A SECOND GRADER AND SHE'S GOING TO BE A THIRD, NEXT I'M LIKE, OH GOD IT START. IT FREAKS ME OUT A LITTLE BIT. I WANT HER TO CONTRIBUTE GOOD SCORES FOR HER SCHOOL DISTRICT. WHEN I LOOK AT THE SCORES, I'M ALWAYS LIKE YALLING. TO ME, ALL OF OUR SCHOOLS SHOULD BE HIGH ACHIEVING AND I THINK ALL OUR KIDS ARE GREAT AND BRILLIANT. BUT I KNOW THERE'S MORE TO THE WHOLE PUZZLE IN THE GRAND SCHEME OF IT ALL. I JUST WANT TO MAKE SURE THAT WE KEEP THEIR TRAJECTORY OF GROWTH LIKE WE ARE, I LOOK AT MY KID. I'M LIKE, SHE'S SO GOOD, BUT I WANT THAT TO CONTINUE FOR HER. I THINK THE PARENTAL PIECE IS SO KEY AS WELL TO EDUCATE OUR PARENTS IN HOW THEY CONTINUE TO NURTURE THIS GROWTH AT HOME, AND I KNOW THAT'S HARD. THAT'S HARD TO DO AND THAT'S HARD TO ACCOMPLISH FROM OUR PRINCIPALS, ADMINISTRATORS, INTO THE SCHOOLS, FOR PTA, AS A PARENT MYSELF. THERE'S A LOT THAT GOES INTO ALL OF IT. BUT I JUST WANTED TO SAY I APPRECIATE THE BIG PICTURE OF IT ALL. IT'S HARD TO LOOK AT THESE NUMBERS AND I REALLY THINK THAT THERE ARE SOME AREAS OF GROWTH THAT WE HAVE IN OUR DISTRICT BECAUSE YOU LOOK AT THE [INAUDIBLE]. WE'RE DOING GREAT. WE DON'T HAVE ANY PROBLEMS, BUT WE STILL HAVE ROOM FOR GROWTH IN OTHER AREAS. BUT I DO APPRECIATE THIS, AND I'M EXCITED ABOUT IT, AND I JUST HOPE IT CONTINUES ON FOR OUR KIDS AND TRANSLATES OVER TO STAR WHATEVER THAT LOOKS LIKE THE STATE REQUIRES OF US. >> I THINK YOU BRING UP A GREAT POINT AND WHY I WANT THE BOARD TO BE REASSURED WHY WE LOOK AT THESE SCORES AND WE SEE EVIDENCE THAT WHAT WE'RE DOING IS WORKING. IT IS NOT A NO WAY RESTING ON OUR LAURELS. WE'RE STARTING TO SEE A LITTLE BIT OF MOVEMENT. BUT NOW WE'VE GOT TO STAY FOCUSED SO THAT WE CAN CONTINUE TO SEE THAT EVEN FURTHER. TO YOUR POINT, WHERE THE WORK THAT MS. GALLON TALKED ABOUT EARLIER, WHY THAT IS SO IMPORTANT IS BECAUSE YOU ARE TALKING ABOUT STUDENTS THAT WE MIGHT BE GROWING THEM, BUT ARE WE GROWING THEM FAST ENOUGH? IF THEY ARE IN THIRD GRADE OR IN SECOND GRADE, AND THEY ARE RIGHT NOW, THEY HAVE A RIGHT SCORE THAT HAS THEM IN THAT LATE KINDER OR EARLY FIRST GRADE. WE CAN'T JUST GROW THEM A YEAR AND EXPECT THAT THAT'S GOING TO BE ENOUGH BY THE TIME THEY'RE TAKING THAT THIRD GRADE STAR TEST. WITH THAT CHILD HAVING THAT RIGHT SCORE THAT JUST SHOWS A YEARS WORTH OF THAT'S GREAT. THAT'S THE MINIMUM EXPECTATION, BUT WE NEED 18 MONTHS. WE NEED 24 MONTHS FOR THAT CHILD IF WE'RE GOING TO HAVE THEM FULLY SKILLED AND READY TO TAKE THAT THIRD GRADE STAR. YES, WE'RE GROWING THEM, BUT ARE GROWING THEM FAST ENOUGH? THEN ALSO WHY MAP IS SO IMPORTANT BECAUSE I ALWAYS WANT TO MAKE SURE THAT WE BALANCE IT THINKING ABOUT ALL KIDS. IT'S ALSO INCREDIBLY IMPORTANT FOR OUR FAMILIES WHERE THEY'RE NOT GOING TO HAVE TO THINK ABOUT STAR, CHILD IS GOING TO BE FINE. THEY WANT EVIDENCE THAT THEIR CHILD IS ALSO HAVING AT LEAST THAT YEAR'S WORTH, IF NOT MORE OF GROWTH, BECAUSE IF THEIR CHILD IS ALREADY COMING, THEY'RE A THIRD GRADER AND THEY'RE ALREADY AT A FIFTH GRADE LEVEL, THEY ALSO DESERVE A YEAR'S WORTH OF GROWTH, AND HOW ARE WE MAKING SURE AS A SYSTEM? AND SO MATT REALLY DOES ALLOW US TO SEE BOTH. ARE WE GROWING THEM ENOUGH? ARE WE GROWING THEM FAST ENOUGH? THEN IF THEY'RE ALREADY THERE, ARE WE STILL GROWING THEM? >> ONE MORE QUESTION SINCE YOU'VE SAID ALL THAT. THANK YOU FOR THAT. THAT PIQUES MY CURIOSITY EVEN MORE. WHEN PARENTS ARE BEING EDUCATED ON HOW TO READ THEIR MAP SCORES, AND LIKE YOU SAID, THAT THE KIDS ARE GETTING THAT ONE YEAR GROWTH OR THEIR REALLY ACHIEVING THAT OR THEY'RE NOT. ARE THE PARENTS TAUGHT LIKE WHERE THEIR KIDS ARE IN THAT RIGOR OF THE SCORE? >> YES. WE GO IN DETAIL ON THAT AT THE GROWTH CAMPS, BUT I WILL USE THIS SHAMELESS PLUG. LAUREL DIXON AGAIN, WHO'S OUR MTSS GURU, SHE HAS PUT OUT SOME INCREDIBLE VIDEOS THAT ANY PARENT IN THERE TRANSLATED IN MULTIPLE LANGUAGES, [01:35:01] BUT THEY CAN PULL THEM UP AND IT LITERALLY WALKS A PARENT THROUGH? WHAT DOES EACH ELEMENT ON THAT MAP SCORE CHART? >> I THINK THAT AS A PARENT, I LEARN BEST WHEN I SAY, LET ME LISTEN TO THAT, LET ME LOOK AT THIS SCORE. WHAT DOES THAT MEAN FOR CASE? THEN LET ME GO BACK AND WATCH THIS SO A PARENT CAN STOP AND START AND HAVE AN INTERACTIVE EXPERIENCE WHILE THEY'RE LOOKING AT THEIR OWN CHILD'S SCORE. THE OTHER IMPORTANT THING IS THAT THERE IS ALSO A STAR PREDICTOR THAT IS GIVEN ON THAT MAP REPORT. THAT IS ALSO, I THINK A GREAT OPPORTUNITY FOR A PARENT TO SAY, MY CHILD'S GROWING, BUT HEY, MAYBE THEY'RE NOT AT THE AVERAGE MEDIAN THAT THEY SHOULD BE OR HEY, THIS SAYS THAT THEY MAY NOT BE PROJECTED TO BE AT MASTERS OR APPROACHES. WHAT'S GOING ON OR HOW CAN I HELP OR IT ALLOWS THE PARENTS TO KNOW WHAT QUESTIONS TO ASK THAT VIDEO IS SO WELL DONE, IT'S SO EASY TO UNDERSTAND. I WOULD HIGHLY ENCOURAGE PARENTS. IT'S EASY ACCESSIBLE ON OUR WEBSITE, AND IT'S PHENOMENAL. THAT'S ANOTHER GREAT WAY. IF YOU CAN'T MAKE IT TO A GROWTH COOL CAMP OR LEARNING IN A BIG GROUP MAY NOT BE YOUR THING. THERE'S ANOTHER REALLY EASY WAY TO DO THAT. LAUREL DIXON. BUT WE ARE ABOUT DR. HELLER, WE'RE ABOUT TO SEND OUT A LETTER NEXT WEEK TO ALL OF OUR PARENTS THAT WALKS THEM THROUGH ALL OF THE RESOURCES THAT ARE AVAILABLE TO THEM AS A PARENT, AND EVERYTHING FROM THE CAMP HOW DO YOU ACCESS YOUR CHILD'S CAMPUS IMPROVEMENT PLAN TO HERE ARE SOME WAYS THAT YOU CAN ACCESS MP RESOURCES TO HELP YOU UNDERSTAND YOUR CHILD'S SCORES. >> MR. CHACO. >> THANK YOU FOR YOUR PRESENTATION. I'M EXCITED TO SEE THE SCORES AND THE INCREASES. I'M GOING TO CONTINUE ON THAT MTSS CONVERSATION YOU JUST HAD. CURIOUS. YOU'RE LOOKING AT THIS MULTI TIER SUPPORT SYSTEM. YOU'RE ENGAGING IS IT THE PRINCIPAL AND THE TEACHER TO PLAN OUT EACH INDIVIDUAL STUDENTS GROWTH PLAN. IS THAT GROWTH PLAN BASED ON A GOAL THAT IS ALREADY PRE GIVEN WITH THE SYSTEM, OR DO YOU ALL INCREASE THE RIGOR AND DECIDE WHAT THAT GOAL WILL BE? BECAUSE IT'S SOME MORE TIGHT TIER, DEPENDING ON WHAT TIER THE STUDENT IS ON, THEN WE WANT TO GET THEM UP TO ON GRADE LEVEL OR ABOVE GRADE LEVEL. IT'S ALL GOING TO BE VERY INDIVIDUALIZED ON THE STUDENTS. THE MTSS COMMITTEES AT EACH CAMPUS. EACH CAMPUS HAS A COMMITTEE OF EITHER AN ADMINISTRATOR OR SOMEONE ELSE WHO'S LEADING THOSE MEETINGS WITH TEACHERS. THEY'RE LOOKING AT ALL OF THE RESULTS FOR THE STUDENTS THAT ARE ON THEIR CAMPUS AND IDENTIFYING THOSE THAT NEED SOME ADDITIONAL SUPPORT AND MAKING SURE THAT THEY'RE GETTING THAT, WHETHER THAT'S THROUGH AN INVITATION TO COME JOIN THEM FOR A SATURDAY ACADEMY THAT THEY'RE GOING TO HAVE ON CAMPUS OR BEING REALLY INTENTIONAL ABOUT SOME OF THE ADDITIONAL SUPPORTS THAT THEY'RE GETTING ON THE CAMPUS DURING THE REGULAR SCHOOL DAY. >> WHEN A STUDENT GETS THEIR MAP RESULTS, THEY GET A TARGETED HERE IS WHAT MAP WOULD LIKE TO SEE FOR YOUR GROWTH BY THE TIME YOU TAKE MIDDLE OF THE YEAR. THAT IS SUPER IMPORTANT BECAUSE IT IS SO INDIVIDUALIZED. WHAT WE WANT TO WORK REALLY HARD WITH OUR KIDS IS THAT THEY'RE NOT COMPARING TO ONE ANOTHER. BECAUSE IT MAY BE THAT BY THE TIME, FOR EXAMPLE, YOU GET TO FIFTH GRADE, THAT WRIT GROWTH THAT'S GOING TO HAPPEN IN A YEAR YOU'RE NOT GOING TO SEE THAT SAME DIFFERENTIAL THAT YOU WILL WHEN YOU'RE A KINDERGARTNER. WHEN YOU'RE IN A KINDERGARTNER, EVERYTHING IS NEW FOR THE FIRST TIME AND LIKE WE'RE GROWING DOUBLE DIGITS. BUT BY FIFTH GRADE, FOR EXAMPLE, IT MIGHT BE THAT IN A YEAR, IF YOU GROW FIVE WRIT POINTS, YOU'RE KNOCKING IT OUT OF THE PARK. IF A CHILD HAS A GROWTH GOAL OF JUST THREE WRIT POINT GROWTH AND SOMEONE ELSE HAS AN EIGHT POINT GROWTH, WE WANT TO MAKE SURE THAT THAT'S NOT COMPARATIVE. IT'S VERY INDIVIDUALIZED. BUT I CAN TELL YOU AS AND RAN IN THE DOOR AND HE KNEW THIS IS HOW MANY POINTS IN MATH. THIS IS HOW MANY POINTS IN READING. HE TOOK SCIENCE BECAUSE IT'S FIFTH GRADE. HE KNEW IT LIKE THIS IS WHAT I'M DOING IN ORDER TO GET THERE. THEY TAKE IT THEY TAKE IT VERY SERIOUSLY, IT'S VERY INDIVIDUALIZED FOR THEM. >> WELL, I'M EXCITED. I'M GLAD THAT THE KIDS ARE INVOLVED. I'M GLAD THAT WE'RE DOING THESE PLANS AND PROGRAMS FOR THE PARENTS. I'M GLAD THAT YOU'RE ALSO LOOKING AT THE STUDENTS WHO DO WELL AND OVERACHIEVE SOMETIMES AND THAT THIS SYSTEM HAS A RIGOR AND THEY CAN STILL CONTINUE TO GIVE THEM SOMETHING MORE DIFFICULT, I GUESS TO COMPLETE. THANK YOU. >> GREAT COLLES. MS. TIMMY. >> YES. GREAT PRESENTATION. I WANT TO FIRST OF ALL SAY IT IS A BIG DEAL THAT YOU GUYS ARE ABOVE THE NORM AND ALL OF THOSE. IT IS A BIG DEAL THAT THIS SHIP IS MOVING IN THE RIGHT DIRECTION. [01:40:01] IT IS A BIG DEAL THAT THIS IS WHAT WE'VE ASKED YOU ALL TO DO AND WE PUT APPLY PRESSURE. WE'VE TRIED TO GIVE SUPPORTS AND THINGS LIKE THAT, AND WE'RE SEEING SOME OF THE BENEFITS OF THAT, THAT IS NOT EASY WORK. TO YOUR TEAM, TO ALL THE TEACHERS AND SCHOOLS YOU'RE SUPPORTING. IT'S A BIG DEAL. I DON'T WANT US TO MAKE LIGHT OF THAT. I THINK IT'S FANTASTIC. CONGRATULATIONS TO ALL THE HARD WORK. I KNOW NOBODY CELEBRATES MORE THAN THE STAFF WHEN THESE THINGS HAPPEN BECAUSE THEY WORK SO HARD. I THINK IT'S A BIG DEAL. I DON'T WANT TO LOSE SIGHT OF THAT. ONE OF THE THINGS I WANTED TO ASK IS, HOW IMPORTANT DO YOU THINK THAT THE DISTRICT INVESTED IN HIGH QUALITY PRE K IS SHOWING GROWTH IN OUR K2 SCORES. KNOWING THAT THE FIRST YEAR YOU DO IT, YOU DON'T SEE A LOT, BUT LIKE OVER TIME, YOU START TO SEE THOSE NUMBERS, HOW MUCH DO YOU THINK THAT PLAYED A PART IN THIS? >> I THINK IT'S A SIGNIFICANT. WE USUALLY, I THINK IN THE MIDDLE OF THE YEAR, MAP WE ACTUALLY BRING FORWARD DATA THAT SHOWS THE DIFFERENCE IN OUR MAP SCORES FOR STUDENTS WHO ARE WITH US FOR PRE K AND THOSE WHO ARE NOT. THE STUDENTS WHO ARE WITH US FOR PRE K, AND THE PERCENTAGE, YOU ACTUALLY HAVE A GOAL PROGRESS MEASURE AROUND THAT KINDERGARTEN READINESS. OUR STUDENTS THAT ARE IN OUR PRE K FOUR PROGRAM, IT IS A SIGNIFICANT DIFFERENCE IN THE PERCENTAGE OF THOSE STUDENTS THAT ARE KINDERGARTEN READY VERSUS OTHER STUDENTS WHO ENROLL FOR THE FIRST TIME IN KINDERGARTEN. WITHOUT A DOUBT, THAT INVESTMENT IN DER IN PRE K3 AND 4, BY THE WAY, IS MAKING A DIFFERENCE, AND WE WILL MAKE SURE THAT WE HIGHLIGHT THAT IN OUR MIDDLE OF THE YEAR, SO WE BRING THAT DATA FORWARD FOR YOU. >> ABSOLUTELY. THE FACT JUST I KNOW THAT WE'VE HAD CONVERSATIONS ABOUT THIS AROUND THE HORSESHOE, THE FACT THAT THEY'RE JUST ACQUIRING LANGUAGE AND HAVING EXPOSURE TO VOCABULARY AND NOT JUST ANY VOCABULARY BUT ACADEMIC VOCABULARY STARTING AS A THREE-YEAR-OLD THAT THEY'RE ABLE TO BUILD UPON. CERTAINLY YOU'RE GOING TO LEARN HOW TO SAY IT BEFORE YOU LEARN HOW TO READ IT. SEEING ALL OF THOSE THINGS ARE REALLY IMPORTANT. >> CAN I TELL YOU ANOTHER UNINTENDED OUTCOME THAT I'M NOT SURE THAT WE PREDICTED, BUT IT HAS BEEN SIGNIFICANT ALSO AT6 CHILD FIND. BECAUSE WE INCREASE THE NUMBER OF PRE K3 AND 4, OUR STUDENTS WHO MAY NEED ADDITIONAL SUPPORT THROUGH SPECIAL EDUCATION. WE ARE IDENTIFYING STUDENTS EARLIER THAT MAY HAVE DIFFERENT NEEDS, AND WE'RE ABLE TO SERVE THEM EARLIER, WHICH IS ALLOWING US TO MAKE SURE THAT THEY'RE IN THAT MAINSTREAM CLASSROOM FASTER, THAT THEY'RE HAVING THE SUPPORT THAT THEY NEED, THAT WE KNOW, AGAIN, WE'RE NOT WAITING FOR HALFWAY THROUGH KINDERGARTEN TO FIND OUT THAT THEY MIGHT NEED THE SUPPORT. WE'RE FINDING OUT WHEN THEY'RE FOUR. BY THE TIME THEY'RE IN KINDERGARTEN, THOSE THINGS ARE ALREADY IN PLACE. PARENTS FEEL CONFIDENT, THE STUDENT FEELS CONFIDENT, THE TEACHER KNOWS WHAT TO DO TO SUPPORT THE STUDENT. I WOULD SAY EVEN AN ADDITIONAL PIECE THAT MAYBE ISN'T AS EASILY QUANTIFIABLE, BUT HUGE IS, I THINK THAT CHILD FINE PIECE. >> I WOULD JUST SAY JUST CHILD FINE JUST FOR CLARITY, IF YOU HAVE A CHILD WHO HAS A LANGUAGE PROCESSING DISORDER, WHATEVER, THEN YOU HAVE RESOURCES AND PEOPLE WHO ARE LOOKING FOR THAT ABLE TO IDENTIFY AND COMMUNICATE. RESOURCES AND INTERVENTIONS THAT THEY CAN HAVE SO THAT THEY CAN REMEDIATE FASTER ORGE SUPPORTS THAT THEY NEED SO THAT THEY CAN BE MORE SO ON AND EVEN PLAYING FIELD. AM I RIGHT ON THAT? GREAT. ALSO I SAY THAT BACK TO PRE K, JUST REALLY QUICK. I JUST SAY THAT I THINK THAT'S WHY THAT YOU ALL HAVE RECOMMENDED THAT WE PRETTY AGGRESSIVELY OPEN PRE K DEPARTMENTS EVERYWHERE THAT WE CONTINUE TO INVEST IN PRE K, WHILE THAT IS NOT SOMETHING WHILE WE KNOW IT'S INCREDIBLY IMPORTANT, I THINK WE'RE JUST STARTING TO SEE THE OUTCOMES FROM A PREVIOUS BOARD INITIALLY STARTED INVESTING AND NOW IT'S REALLY COMING TO FRUITION AS WE'RE SEEING MORE AND MORE STUDENTS IN OUR PRE K PROGRAM. ALSO TO, I DID WANT TO SAY, READING IS THE HARDEST SCORE TO SEE MUCH GROWTH IN BECAUSE IT JUST TAKES A MINUTE. IN MATH, SOMETIMES YOU'RE DOING SKILLS AND YOU CAN LEARN TO MULTIPLY FASTER THAN YOU CAN LEARN TO READ TEXT, AND TO REALLY SHOW AND DEMONSTRATE THAT SKILLS. SEEING THESE JUMPS, I JUST THINK IS A REALLY BIG PIECE AND IS FANTASTIC. I WANTED TO ASK ALSO TO REALLY SEEING THE EMERGENT BILINGUAL AND SEEING SOME OF OUR OTHER STUDENT GROUPS THAT HAVE HISTORICALLY BEEN LOW OR ECONOMICALLY DISADVANTAGED, SOME OF OUR OTHER STUDENT GROUPS IS REALLY FANTASTIC. I'M CURIOUS IF SOME OF THE SUPPORT THAT WE'VE GIVEN, IF I REMEMBER CORRECTLY, WE DON'T HAVE A WE'RE NOT FIGHTING AS HARD TO HAVE QUALITY BILINGUAL TEACHERS IN EVERY SINGLE CLASSROOM THAT WE'RE NOT BECAUSE OF THIS, WE'RE GETTING SOME REALLY GOOD TEACHERS COMING IN, AND I THINK THAT'S PARTIALLY BECAUSE OF THE SALARY INCREASE THAT WE'RE SEEING SOME OF THE BENEFITS OF THAT, WOULD YOU SEE THAT BEING A DIRECT INDICATOR OF THOSE THINGS? >> YES. I THINK THERE'S A DIRECT CONNECTION, ESPECIALLY WHEN THE COMMITMENT AND THE INVESTMENT THAT YOU HAVE MADE AS A BOARD, NOT JUST WITH THE SALARY, [01:45:01] BUT EVEN A FEW YEARS BEFORE THAT, WHEN WE INCREASED THE BILINGUAL STIPEND 4000-6000, THAT'S THE HIGHEST IN THE AREA. THOSE TWO THINGS COMBINED WITH A MORE WELL DEFINED BILINGUAL MODEL ALSO IS WHAT BRINGS A SEASONED BILINGUAL TEACHER TO THE DISTRICT. THEY WANT TO BE A PART OF THAT. >> I THINK IT'S AMAZING. TO ME, YOU CAN DO ANY PROGRAM WELL OR POORLY. BUT IT'S THE PEOPLE WHO ARE LEADING THAT BUILDING AND THE TEACHERS IN THAT CLASSROOM, WHO ARE REALLY GOING TO MAKE THAT DIFFERENCE. I'M THRILLED THAT WE'VE INVESTED SO MUCH IN THAT AND THAT WE'RE SEEING SOME BENEFITS OF THAT. >> JUST TO NOTE WE DID NOT HAVE A BILINGUAL VACANCY ON DAY 1 OF SCHOOL? >> I DON'T EVEN KNOW. SERIOUSLY. IN THE HISTORY OF I CANNOT EVEN TELL YOU, I'M OLD. I CANNOT IMAGINE HOW LONG I'VE BEEN IN THIS DISTRICT. I DON'T WANT TO TRY TO COUNT THAT'S A LOT OF FINGERS AND TOES TO BE WORKING WITH THERE, BUT I DON'T REMEMBER THAT EVER HAPPENING. HAS IT BEEN A LONG TIME, DORCAS? I REALLY CAN'T REMEMBER. I DON'T REMEMBER THAT. >> HE'S BEEN HERE AS LONG AS. >> HE HAS. ACTUALLY, BECAUSE WE WERE TEACHING TOGETHER, BUT I WAS IN THE DISTRICT FOR A LONG TIME BEFORE THAT. AS A LITTLE STUDENT. ALSO, I DO WANT TO ASK YOU ON MATH RENORMING. I JUST WANTED TO UNDERSTAND. I KNOW YOU SAID THE SCORES DON'T CHANGE, BUT ISN'T THAT THE ONE PLACE THAT IF YOU'RE NOT THAT YOU MIGHT SEE A LITTLE BIT OF DIFFERENCE BECAUSE OF THE DIFFERENCE OF WHEN SKILLS ARE TAUGHT IN MATH? TO ME THAT READING, YOU'RE DOING SOME OF THE SAME THINGS AND READING ALL THE TIME. I FEEL LIKE THE RENORMING OF THAT WOULD BE, BUT MATH, TO ME, THE SKILL SET, WHEN YOU'RE TEACHING IT. TO ME, THAT COULD BE IMPACTFUL, AM I WRONG? >> NO, YOU'RE 100% SPOT ON. WHEN WE'VE GONE OVER ALL OF THE TECHNICAL STUFF THAT MW HAS SHARED WITH US AND I WON'T GET TOO DEEP INTO FOR RLA, THERE REALLY HASN'T BEEN ANY TYPE OF DISCERNIBLE DIFFERENCE BETWEEN THE PRIOR NORMS AND THE NORMS FOR 2025. WITH MATH, WE DO SEE A LITTLE UP AND DOWN. FOR THE BEGINNING OF THE YEAR, WHEN WE ACTUALLY GET ALL OF THAT NORM COMPARISON FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, THE FALL ONES ACTUALLY LOOKED A LITTLE BIT LOWER THAN WHAT WE SAW IN PREVIOUS YEARS. AS THEY RE NORM, BUT IT'S SLIGHT. IT'S NOT VERY SIGNIFICANT, BUT THERE IS A SLIGHT DIFFERENCE IN WHAT WE'RE GOING TO SEE IN THE NORM SCALE THAT WE DIDN'T PRESENT TODAY. LIKE I MENTIONED, BECAUSE WE DIDN'T HAVE A WAY TO COMPARE IT TO THE PRIOR YEAR. BUT ONCE WE GET THAT MIDDLE OF THE YEAR, WE'LL BE USING THOSE NORMS TO SHOW THE GROWTH THAT HAPPENS FROM FALL TO MIDDLE OF THE YEAR. YES, IT DOES GET ADJUSTED A LITTLE BIT BECAUSE A LOT OF THINGS HAPPENED SINCE 2020, THE LAST TIME THAT IT WAS NORMED, THOSE 2020 RESULTS WERE PRIOR TO THE PANDEMIC. IT'S BEEN A LITTLE WHILE. >> GREAT. THEN JUST LASTLY, I JUST WANT TO HOLD ON TWO THINGS REAL QUICK THAT GOES BACK TO THE CIP PRESENTATION, AND THERE WAS A LOT OF DISCUSSION AND TALK AROUND THE SYSTEMS THAT YOU'RE IMPLEMENTING AND I KNOW THAT IT'S TAKEN A COUPLE OF YEARS. YOU TOLD US THAT RIGHT OUT THE GATE. BUT WHEN YOU PUT IN INSTRUCTIONALLY SOUND SYSTEMS, IT LEADS TO BETTER PREDICTABLE OUTCOMES, AND IT TAKES A MINUTE TO GET BETTER AT THOSE. IT TAKES A MINUTE TO LEARN THEM, IT TAKES A MINUTE TO BE ABLE TO TURN THEM AROUND AND TO TEACH OTHERS, AND IT TAKES A MINUTE TO BE TO BE ABLE TO ADD VALUE TO THAT SYSTEM AS YOU'RE DOING IT. BUT I DO THINK WE ARE SEEING THAT SHIP TURN AND I THINK WE ARE SEEING THE INCREASES WHICH WE'RE ASKING FOR. I THINK THAT YOU GUYS HAVE DONE A REALLY GOOD JOB PUTTING THOSE IN. I KNOW YOU ALL ARE THE LEAST PATIENT PEOPLE WITH GROWTH. BECAUSE YOU WANT TO SEE IT RIGHT NOW AND THAT GOES TO YOUR ENTIRE TEAM AND THE LEADERSHIP THAT YOU ALL HAVE SHOWN FROM CENTRAL OFFICE TO THE PRINCIPALS TO THE TEACHERS, BECAUSE YOU WANT IT ALL RIGHT NOW, AND SO DOES EVERYBODY ELSE. BUT IT'S REALLY IMPRESSIVE THAT WHAT WE'RE SEEING, IT SHOWS THAT THE INVESTMENT IN THE SYSTEMS THAT YOU GUYS HAVE PUT IN ARE PAYING OFF, AND I THINK IT'S FANTASTIC, AND I WANT TO COMMEND YOU GUYS ON THAT. THANK YOU. >> THANK YOU, MS. TIMMY. OTHER COMMENTS OR QUESTIONS FROM THE BOARD. DR. ORTIZ, THANK YOU FOR THE PRESENTATION, SUPERINTENDENT BRANUM, FOR ANSWERING ALL OF OUR QUESTIONS. WITH THAT, I WOULD LIKE TO THANK THE PUBLIC COLLEAGUES AND STAFF FOR JOINING US TONIGHT. [VI. CLOSED MEETING] IT IS NOW 72 DEGREES AND 7:00 P.M. THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXANS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, SECTION 551.071, CONSULTATION WITH ATTORNEY AND SECTION 551.074 PERSONNEL MATTERS AND DUTIES OF PUBLIC OFFICER. >> JUST TO NOTE TEST PETIT, ALL THREE FOOTBALL TEAMS ARE WINNING. DOCTOR GIVENS IS GOING TO BE HEADING TO THE STADIUM AS WE SPEAK TO MAKE SURE THAT HE IS THERE TO SUPERVISE THE LAST 2.5 QUARTERS OF THE GAME. >> WITH THAT, I WILL GABBLE ON THOSE SCORES. >> THE BOARD IS RETURNING TO OPEN SESSION AT 9:25 [VII. RECONVENE] [01:50:04] P.M. HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION. THIS MEETING IS ADJOURNED AT 9:25 P.M. ON 9TH OCTOBER 2025. * This transcript was compiled from uncorrected Closed Captioning.