Oct 30, 2025 Called Meeting / Work Session

[I. CALL TO ORDER]

[00:00:06]

GOOD EVENING AND WELCOME TO THE OCTOBER WORK SESSION MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

I'M CHRIS POTEET, BOARD PRESIDENT. MRS TIMME WILL NOT BE JOINING US TODAY.

HOWEVER, WE HAVE A QUORUM PRESENT AND THIS MEETING IS CALLED TO ORDER AT 6:02 P.M.

AT THIS TIME WE WILL PROCEED WITH OUR PUBLIC COMMENT SECTION.

[II. PUBLIC COMMENT SECTION]

DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON AGENDA ITEMS ONLY.

AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL, AS NOTED ON THE RISD WEBSITE.

SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM OR BEHIND ME WHEN I CALL YOUR NAME.

OUR FIRST SPEAKER IS MR. [INAUDIBLE], WHO WILL BE SPEAKING ON POLICIES.

GOOD EVENING, SUPERINTENDENT BRANUM, PRESIDENT POTEET, SCHOOL BOARD AND ESTEEMED EMPLOYEES.

I'M ACTUALLY GOING TO CHANGE IT UP TODAY. FROM THE TECHNOLOGY, FROM THE.

ACTUALLY, POLICIES ON TO TAKING A LOOK AT THE TIPS AND TAPS FOR TODAY, THE DISTRICT IMPROVEMENT PLANS.

THE TARGETED IMPROVEMENT PLANS, THE TURNAROUND PLANS ANCHORED TO OUR NORTH STAR GOAL.

EVERY STUDENT, TEACHER AND LEADER MEETING OR EXCEEDING THEIR ACADEMIC GROWTH GOALS IS A MAIN FOCUS I LOOK FORWARD TO THE CONVERSATION.

THE STRUCTURE IS PRETTY CLEAR. TWO PLANS, TIPS FOR THE YEAR AHEAD AND STAKEHOLDERS, BOARD APPROVAL COMING UP TAPS FOR THE DEEPER ENGAGEMENT AND THE APPROVAL COMING UP NOVEMBER 21ST. PRACTICAL, AND ACCOUNTABLE TIMELINES.

A FEW OF THE COMPONENTS STAND OUT FOR ME. ONE IS STRATEGY.

DISTRICT INSTRUCTIONAL PRIORITIES. REGIONAL TEN SUPPORTS EFFECTIVE SCHOOL FRAMEWORK IN YEAR TWO.

STRONG FOUNDATIONS. CONSISTENCY IS THE GOAL. PHILOSOPHY IS RIGHT.

I BELIEVE IN CONSISTENCY TRUMPING PERFECTION.

IF ANYTHING, MAYBE I'LL BODY SOME OF THAT. CURRICULUM AND INSTRUCTION.

SBOE APPROVED TIPS HELPS ALIGNMENT EVIDENCE BASED PROGRAMING, MONITORING PLCS GRADE LEVEL WORK WITH REAL TIME CHECKS.

BUT LET'S BE CAUTIOUS. CAUTIOUS ABOUT JUMPING INTO STATE MANDATED SOFTWARE PLATFORMS. ALP SERVES AS A CAUTIONARY TALE OVER RELIANCE ON TOOLS THAT SHIFT TOO OFTEN ON DEMAND AND CONSTANT RETRAINING.

SUPPORT AND CAPACITY BUILDING. HERE'S WHERE CAUTION IS NEEDED ON THE EXTRA BECAUSE TIERED PD IS SMART, ESPECIALLY SCAFFOLDING FOR NEW TEACHERS. THAT'S ESSENTIAL.

BUT VETERAN TEACHERS ARE ALREADY STRETCHED TOO MUCH TRAINING.

WELL, ALTHOUGH WELL INTENTIONED RISKS BURNOUT.

I FOUGHT HARD FOR PAY RAISES. WE'VE GOT SOME GREAT PAY RAISES FOR OUR VETERAN TEACHERS TO RETAIN THAT TALENT.

LET'S NOT WASTE THAT INVESTMENT BY EXHAUSTING THEM WITH ENDLESS PD.

FOCUS ON QUALITY, NOT VOLUME. TRACKERS AND OBSERVATIONS ARE HELPFUL, BUT ONLY IF THEY'RE STREAMLINED AND TEACHER INFORMED.

RESOURCES. MULTIPLE RESOURCES AT THE TASK AT HAND.

LANGUAGE ACQUISITION, TEACHERS, COACHES PRIORITIZED ENROLLMENTS AT PLACES LIKE AUDELIA CREEK RISD ACADEMY TARGETED BOOSTS SMALL GROUP INSTRUCTION, DATA TRACKING, CATCH UPS AND READS. THAT'S WHERE THE NEED IS GREATEST, BUT ALSO REMINDS US THAT ADDING MORE ASSISTANT PRINCIPALS CAN CREATE TOP HEAVY, TOP DOWN MANAGEMENT, IF NOT BALANCED WITH CLEAR ROLES AND CAMPUS AUTONOMY.

LET'S AVOID TOO MUCH BLOAT. AND ON THAT NOTE, TO CELEBRATE OUR GREAT PRINCIPAL OF MY LOCAL SCHOOL, [INAUDIBLE], AN AMAZING GENTLEMAN DOING SOME AMAZING WORK.

THE KIDS ARE OUT IN THE MORNING WHEN I WHEN I ARRIVED TO SCHOOL AT 6:45, 07:00.

THEY WERE OUT RUNNING AROUND DOING SOME EXERCISE IN THE MORNING WAS FANTASTIC. SO SHOUT OUT TO MR [INAUDIBLE] FOR DOING A GREAT JOB AND MORE FOLKS LIKE HIM WILL DO WELL FOR OUR DISTRICT. THANK YOU. GOOD EVENING. THANK YOU, MR. [INAUDIBLE]. AND THAT CONCLUDES OUR SPEAKERS FOR THIS EVENING, MR. POTEET. ALL RIGHT. THANK YOU, MS. RENTERÍA. THANK YOU, MR. BLACKMAN. AND THANK YOU FOR TAKING THE OPPORTUNITY TO SPEAK WITH US.

[III.A. Review 2026-2027 and 2027-2028 Academic Calendars]

THANK YOU BOARD. WE ARE EXCITED TO BE HERE THIS EVENING AND BELIEVE IT OR NOT, IT IS TIME TO FORECAST AHEAD FOR THE NEXT TWO YEARS AND WHAT OUR ACADEMIC CALENDARS WILL LOOK LIKE? MR. EAGER, WHAT DO I ALWAYS SAY ABOUT THE CALENDAR? THERE IS A PERFECT CALENDAR. THERE IS NO PERFECT CALENDAR.

[00:05:07]

SO WHERE DO WE PLACE THOSE DAYS IN A WAY THAT'S GOING TO BEST MEET THE NEEDS OF OUR STUDENTS? AND THEN ALSO THEN HOW DO WE PLACE HOLIDAYS AND PROFESSIONAL LEARNING DAYS IN A WAY THAT SUPPORTS STAFF RETENTION? AND I THINK TO OUR SPEAKER'S POINT, MAKE SURE THAT WE HAVE EMBEDDED STAFF DEVELOPMENT FOR TEACHERS ALONG THE WAY.

SO THEY'RE NOT GETTING IT ALL UP FRONT, BUT THEY HAVE OPPORTUNITIES ALL THROUGHOUT THE YEAR TO LEARN.

AND SO THIS YEAR WE. THIS IS A COLLABORATIVE PROCESS.

MR. EAGER SERVES ON THIS COMMITTEE. AND THIS YEAR DOCTOR GOODSON AND MISS BALLAST HELPED LEAD THIS PROCESS.

AND SO I'VE ASKED DOCTOR GOODSON TO CREATE A KIND OF A SLIDE DECK TO WALK US THROUGH THE PROCESS.

HOW DO WE GO ABOUT DEVELOPING THE CALENDARS? WHAT WAS THE COMMITTEE INPUT AND OUR NEXT STEPS? SO I'LL TURN IT OVER TO YOU, DOCTOR GOODSON. THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING, BOARD. I ALWAYS LOVE IT WHEN MISS BRANUM INTRODUCES A PRESENTATION BECAUSE SHE TAKES CARE OF LIKE, THE FIRST FOUR SLIDES ALREADY.

IT'S GREAT. SO WE'LL DIVE RIGHT IN. I AM EXCITED TO HAVE AN OPPORTUNITY TO TALK TO YOU ABOUT NOT ONLY THE CALENDARS THAT WE'RE SHARING, BUT ALSO THE CALENDAR COMMITTEE PROCESS AS WELL.

AND AGAIN, WE DO WANT TO GIVE CREDIT TO MISS BALLAST. SHE DID LEAD THE AND FACILITATE THE ACTIVITY AND THE GROUP, JUST LAST MONDAY ACTUALLY, ALONG WITH HELP FROM AMBER LAMBERT.

AND SO AGAIN, THE COMMITTEE ITSELF IS MADE UP OF REPRESENTATIVES FROM CENTRAL CAMPUS AND THE COMMUNITY.

WE HAVE TEACHERS, CAMPUS ADMINISTRATORS, PARENTS.

WE HAVE A GOOD MIX OF EVERYBODY. THEY'RE A SMALL GROUP, BUT THEY'RE A MIGHTY GROUP.

AND AS MISS BRANUM SAID, IT'S VERY COLLABORATIVE AND WE DO APPRECIATE BOARD PARTICIPATION. AND SO WE DO WANT TO THANK MR. EAGER FOR SERVING ON THE COMMITTEE WITH US THIS YEAR.

AND AGAIN IN BRIGHT RED LETTERS, I'VE HEARD IT FOR SEVERAL YEARS NOW.

THERE IS NO PERFECT CALENDAR, BUT WE ARE GOING TO DO OUR BEST TO FIND THE BEST CALENDAR.

ONE ASPECT OF WHAT THE COMMITTEE DOES IS TO REALLY TAKE A LOOK AT THESE FOUR THINGS.

THEY EXPLORE DIFFERENT OPTIONS THAT WE SHARE WITH THEM.

THEY COMPARE THOSE OPTIONS AND THEN GIVE US FEEDBACK ON WHAT THEY'RE NOTICING, WHAT THEY'RE OBSERVING.

WE ASK THEM TO NARROW IT DOWN TO MAYBE A COUPLE OF DIFFERENT OPTIONS THAT WE CAN TAKE FORWARD AND THEN RECOMMEND AND TAKE THAT OUT TO THE MASSES TO GET FEEDBACK, WHICH HAS BEEN PART OF OUR PROCESS FOR THE LAST SEVERAL YEARS.

AND ANOTHER IMPORTANT PART TO EMPHASIZE IS THAT TRULY, EVERY DAY MATTERS, JUST LIKE SUPERINTENDENT BRANUM SAYS, EACH OF THE 174 INSTRUCTIONAL DAYS IMPACT FAMILIES, STAFF, AND STUDENTS ACROSS THE ENTIRE COMMUNITY.

SO IT WAS REALLY IMPORTANT FOR US TO HAVE THAT WIDE RANGE OF FEEDBACK AS WE MOVE FORWARD.

THERE ARE STILL CALENDAR REQUIREMENTS ACCORDING TO STATE LAW. THESE ARE NOT NEW.

WE'VE SHARED THESE WITH YOU BEFORE, BUT JUST AS A REMINDER FOR YOU AND FOR ANY OF THOSE COMMUNITY MEMBERS WHO ARE WATCHING.

THE REQUIREMENTS ARE THAT STUDENTS MUST HAVE 75,600 MINUTES OF INSTRUCTION FOR THE SCHOOL YEAR, AND ONE DAY OF INSTRUCTION EQUALS 420 MINUTES.

AND SO WHAT YOU CAN SEE ON THE RIGHT IS THAT THE MINUTES THAT WE CURRENTLY ACCRUE EACH DAY FOR THE HIGH SCHOOLS, IT'S 440 MINUTES FOR THE JUNIOR HIGH AND MIDDLE SCHOOLS.

AND THE ELEMENTARY SCHOOLS, THEY ACCRUE 445 MINUTES A DAY BASED ON THE START AND END TIMES FOR INSTRUCTION.

ALL OF THAT IS, WE HAVE TO HAVE THAT 174 DAYS OF INSTRUCTION, THE STUDENT DAYS WE WEAVE IN, AS MISS BRANUM SAID, 13 DAYS OF PROFESSIONAL DEVELOPMENT AND EXCHANGE DAYS.

THAT GIVES US FLEXIBILITY TO BE SURE THAT WE ARE TAKING NOT ONLY STUDENTS BUT THE STAFF INTO ACCOUNT AS WE TRY TO BREAK THE CALENDAR UP A LITTLE BIT SO THAT IT MAKES IT MORE MANAGEABLE. AND THEN ADDITIONALLY, THE LAST DAY OF SCHOOL CANNOT BE BEFORE MAY 15TH, AND THEN WE'RE ALLOWED TO BANK TWO BAD WEATHER DAYS.

AND WE'LL TALK A LITTLE BIT MORE ABOUT THAT AS WE GO ALONG.

IF I MAY, DOCTOR GOODSON, JUST IF YOU GO BACK.

ONE OF THE QUESTIONS WE OFTEN GET ASKED IS, FOR EXAMPLE, WHY DOES THE HIGH SCHOOL HAVE 440 MINUTES, BUT THE JUNIOR HIGHS AND THE ELEMENTARY SCHOOLS HAVE MORE MINUTES.

WHAT REALLY COMES DOWN TO THEIR START AND END TIME? AND IF YOU REMEMBER, THE MAJORITY OF OUR BUSSES RUN WHAT WE CALL TRIPLE ROUTES.

SO WE HAVE, YOU KNOW, OUR BUS DRIVERS WILL DROP OFF ELEMENTARY, THEN THEY'LL GO BACK AND PICK UP JUNIOR HIGH STUDENTS, AND THEN THEY GO BACK AND THEY PICK UP HIGH SCHOOL STUDENTS.

SO WE HAVE TO HAVE ENOUGH TIME BETWEEN EACH OF THE START TIMES AT EACH LEVEL TO ALLOW FOR THAT COMPLETE KIND OF FULL TRIP.

AND THAT ALLOWS US TO BE EFFICIENT AND SAVE ON TRANSPORTATION COSTS.

SO REALLY THAT THOSE START TIMES ARE PRETTY FIXED.

THOSE START AND END TIMES TO REALLY SUPPORT THAT TRANSPORTATION EFFORT.

BUT THESE MINUTES ARE TYPICAL OF WHAT YOU WOULD SEE OF MOST DISTRICTS AT EACH OF THOSE LEVELS.

THANK YOU. ADDITIONALLY, THE REQUIREMENTS ACCORDING TO THE EDUCATION CODE, A DISTRICT MAY NOT BEGIN INSTRUCTION FOR A SCHOOL YEAR BEFORE THE FOURTH MONDAY IN AUGUST UNLESS THEY ARE IDENTIFIED AS A DISTRICT OF INNOVATION.

AND WE, OF COURSE, ARE A DISTRICT OF INNOVATION.

AND SO, ACCORDING TO OUR PLAN, RICHARDSON ISD WILL NOT BEGIN THE FIRST DAY OF INSTRUCTION PRIOR TO THE SECOND MONDAY IN AUGUST.

[00:10:09]

WE HAVE TO TAKE INTO ACCOUNT THE NINE WEEK GRADING PERIOD, AND THEN THE IMPACT OF MAKING SURE WE DO OUR BEST TO BALANCE THE SEMESTERS.

WHEN THE SEMESTERS ARE NOT BALANCED, IT CAN IMPACT SEMESTER CLASSES, AND IT COULD ALSO IMPACT SEMESTER EXAM SCHEDULES.

WE ALSO KEEP IN MIND THE ELECTION DAYS. AS WE KNOW, OUR GOAL IS TO NOT HAVE STUDENTS IN SESSION ON THOSE DAYS FOR SAFETY REASONS.

AND SO THAT IS ALSO A CONSIDERATION BEFORE WE EVEN PROVIDE A DRAFT CALENDAR TO THE COMMITTEE.

ADDITIONALLY, FINE ARTS AND ATHLETIC SCHEDULES AND UIL REGULATIONS, THOSE ARE REALLY IMPORTANT.

BANKING 2 TO 3 WEATHER DAYS. AGAIN, EACH DAY IS 420 MINUTES.

WE HAVE TO KEEP IN MIND THE STAAR, EOC AND AP TESTING SCHEDULES.

AND THEN ANOTHER IMPORTANT FACTOR IS WHAT DALLAS COUNTY COMMUNITY COLLEGE DISTRICT OR DALLAS COLLEGE, WHAT THEIR SPRING BREAK IS. WHAT WE TRY TO DO IS ALIGN OUR SPRING BREAK WITH THEIRS, BECAUSE IF WE HAVE STUDENTS WHO ARE ENROLLED AT DALLAS COLLEGE, IT DOESN'T WORK TO HAVE RISD SPRING BREAK ONE WEEK AND THEN THEIR SPRING BREAK ANOTHER.

IT JUST DOESN'T ADD UP. REAL QUICK. I THINK IT'S REALLY IMPORTANT TO NOTE THAT AS YOU GO THROUGH THE CALENDARS, WHEN YOU THINK ABOUT BALANCING THE SEMESTERS, IT IS ALWAYS IMPORTANT TO NOTE THAT IN THE SPRING, THERE TENDS TO BE MORE NATURAL DISRUPTIONS BECAUSE, FOR EXAMPLE, OF ALL OF THE TESTING THAT HAPPENS WITH STAAR AND AP.

SO YOU WILL SEE THAT THERE'S A NATURAL IMBALANCE WHERE THERE ARE MORE INSTRUCTIONAL DAYS IN THAT SECOND SEMESTER THAN THERE ARE IN FIRST SEMESTER.

BUT IF YOU WERE TO TAKE OUT THOSE TESTING DAYS, YOU'RE GOING TO SEE THAT THEY'RE FAR MORE ALIGNED THAN WHAT YOU WOULD EXPECT.

AND AGAIN, THAT IS TYPICAL YEAR OVER YEAR. ADDITIONALLY, AND THEN AGAIN, BASED ON FEEDBACK FROM PRIOR YEARS, WE ALWAYS PAY ATTENTION TO THE START DATE. FEEDBACK THAT WE'VE GOTTEN NOT ONLY FROM STAFF BUT FROM PARENTS AS WELL, IS STARTING THE SCHOOL YEAR WITH A SHORTER WEEK IS PREFERRED.

IT'S REALLY HARD TO COME BACK TO SCHOOL AFTER A SUMMER BREAK OR WINTER BREAK, AND JUST JUMP RIGHT INTO IT ON A MONDAY.

SO WE KEEP THAT IN MIND. WE ALSO KEEP IN MIND ALL OF THE STANDARD HOLIDAYS, THE FEDERAL HOLIDAYS THAT WE HAVE TO ACCOUNT FOR.

AND THEN REALLY ALSO OUR GOAL IS TO END BEFORE MEMORIAL DAY.

THAT'S ALSO BASED ON SOME ADDITIONAL FEEDBACK.

OUR SHORTER WEEK REALLY IS ABOUT KIDS. WHEN YOU THINK ABOUT OUR LITTLES, OUR PRE-K 3, 4, KINDERGARTEN STUDENTS.

AS YOU CAN IMAGINE, THAT WHOLE ENTRY INTO THAT EXPERIENCE IS OVERWHELMING AND BUILDING UP THEIR ENDURANCE OVER TIME.

IF YOU CAN HAVE A LITTLE BIT OF A SHORTER WEEK, WE DON'T ALWAYS GET TO.

BUT IF WE CAN HAVE, YOU KNOW, A THREE DAY FIRST WEEK, IT JUST GIVES THEM A LITTLE BIT OF TIME TO BUILD UP THEIR ENDURANCE TO BE READY BEFORE COMING IN ON A MONDAY. AND, YOU KNOW, THE WHOLE THING IS OVERWHELMING TO THEM AND TO HAVE A FULL FIVE DAYS.

SAME THING WITH TEACHERS BUILDING UP THAT STAMINA OF JUST KIND OF EASING IN IT.

ALSO, WHEN YOU CAN HAVE A SHORTER WEEK UP FRONT, IT KIND OF ALLOWS YOU TO DO ALL OF THAT, LIKE CULTURE BUILDING, NORM SETTING, EXPECTATIONS OF THE CLASSROOM.

AND THEN YOU KIND OF COME BACK ON THAT MONDAY AND YOU HIT, YOU KNOW, KIND OF THAT CURRICULUM AND YOU BEGIN TO REALLY MOVE INTO THAT HEAVY HITTING CURRICULUM AND INSTRUCTION. SO THERE ARE A LOT OF REASONS WHY WE TRY TO TARGET THAT.

AGAIN, IT'S NOT ALWAYS POSSIBLE, BUT LOTS OF REASONS WHY THAT'S A REAL BENEFIT.

SO WHAT WE'D LIKE TO DO NOW IS KIND OF WALK YOU THROUGH THE PROCESS THAT THE CALENDAR COMMITTEE WENT THROUGH, AND IT WAS A WAY TO KIND OF EXPLORE, AGAIN, ALL OF THE DIFFERENT POSSIBILITIES.

SO WE PROVIDED THE COMMITTEE WITH THREE DIFFERENT OPTIONS.

AND AGAIN, THESE ARE JUST EXAMPLES OF WHAT WE SHARED WITH THEM. AND OUR GOAL FOR THAT NIGHT WAS TO HAVE EACH TABLE GROUP NARROW IT DOWN TO MAYBE THEIR TWO CALENDARS THAT THEY BELIEVED WERE THE BEST, AGAIN, KNOWING THAT THERE'S NOT A PERFECT CALENDAR.

SO WE DID THAT WITH 26-27. AND AS YOU CAN SEE HERE, PART OF THAT PROCESS THAT KIND OF HELPED US REALLY STAY EFFICIENT WITH THE ACTIVITY WAS, IF YOU SEE ON THE LEFT, THOSE STICKY NOTES ARE COVERING UP CERTAIN MONTHS ACROSS ALL THREE OPTIONS.

THOSE DATES, THOSE PARTICULAR DAYS, WHETHER IT WAS STAFF DEVELOPMENT OR HOLIDAY, THOSE WERE THE SAME ACROSS ALL THREE OPTIONS.

AND SO RATHER THAN LOOK AT A MONTH THAT'S REALLY STANDARD ALREADY, WE WANTED THE COMMITTEE TO LOOK AT ALL OF THE OTHER MONTHS AND LOOK AT, FOR EXAMPLE, THE FIRST DAY OF SCHOOL, WHAT OCTOBER LOOKS LIKE IN TERMS OF ANY PARTICULAR BREAKS, COMING BACK IN JANUARY AND THEN LOOKING AT FEBRUARY AND THE BREAKS.

THAT MIGHT BE THEIR STAFF DEVELOPMENT DAYS AND THEN ULTIMATELY THE LAST DAY OF SCHOOL.

SO YOU HAVE DIFFERENT DRAFTS WITH YOU RIGHT NOW.

BUT AS WE WENT THROUGH THIS ACTIVITY WITH THE COMMITTEE, THEY WERE ABLE TO LOOK AT THIS AND THEN NARROW IT DOWN.

AND THEN WE HAD THEM DO THE SAME THING FOR 27-28, LOOKING AT ALL THE DIFFERENT OPTIONS, LOOKING AT THOSE KEY DATES ON THE CROSSWALK CHART, IF YOU WILL, OVER THERE, AND THEN ULTIMATELY PROVIDE US FEEDBACK.

[00:15:02]

SO WE GOT FEEDBACK FROM THE TABLES, AND THEN WE GOT FEEDBACK FROM EVERY MEMBER IN THE COMMITTEE, BECAUSE WHAT WE FOUND IS AS THEY LOOKED AT A, B AND C FOR 26-27 AND 27-28, AND WE DIDN'T EXACTLY HAVE LIKE JUST A RAW VOTE.

BUT WHAT WE FOUND WAS IS THERE WAS OVERWHELMING SUPPORT FOR CALENDAR A AND THEN FOR B AND C IT WAS ALMOST A TIE, IF YOU WILL. ONE HAD SEVEN AND ONE HAD EIGHT.

AND RATHER THAN HAVING A CLEAR FAVORITE, WHAT THEY SHARED WITH US WITH THIS FEEDBACK WAS COULD YOU MOVE THIS DAY HERE IN CALENDAR B AND MAKE AN ADJUSTMENT THERE? AND SO THAT'S REALLY WHAT LED US TO THE OPTIONS THAT YOU HAVE BEFORE YOU TONIGHT.

WE USED CALENDAR A AND THAT OPTION WE ADJUSTED CALENDAR B BASED ON THE FEEDBACK FROM THE COMMITTEE.

AND THEN WE LEFT CALENDAR C AS WELL BECAUSE WE DO BELIEVE SINCE THERE WERE.

WE HAVE AN OPPORTUNITY TO GET FEEDBACK ON ALL OF THEM.

AND SO BASED ON THOSE RECOMMENDATIONS AGAIN YOU HAVE THE DRAFT CALENDARS WITH YOU TONIGHT.

AGAIN, LOOKING AT JUST THE SNAPSHOT DATES, IF YOU WILL, THE CROSSWALK, THE CALENDAR FOR 26-27 WOULD COUNT.

CALENDAR A HAS THE START DATE ON THE 11TH, BUT YOU CAN SEE FOR EXAMPLE, B THE START DATE IS ON THE 12TH.

CALENDAR C, THE START DATE IS ON THE 10TH. SO ALL OF THESE KEY AREAS ARE ON THESE CALENDARS.

AND THEN THAT KIND OF LEADS US TO THE NEXT PART OF THE PROCESS.

I'M SORRY. THIS IS 27-28 CALENDAR AND THOSE DATES AS WELL.

WE DID LET THE COMMITTEE KNOW THAT FOR 26-27, WE'VE CONFIRMED THE SPRING BREAK DATE WITH DALLAS COLLEGE.

WE DON'T KNOW THAT YET FOR 27-28. OOPS. AND SO ONCE WE FIND THAT OUT, THAT MIGHT HAVE TO BE ADJUSTED, BUT WE WILL BE MONITORING THAT AS WE MOVE FORWARD THROUGHOUT THIS YEAR.

AND SO IN TERMS OF NEXT STEPS, AGAIN TONIGHT WE'RE SHARING WITH YOU THESE CALENDARS THAT WERE PRESENTED THAT WE RECEIVED FEEDBACK FROM THE COMMITTEE ON.

OUR NEXT STEP IS, AS WE'VE ALWAYS DONE, TO RELEASE THESE DRAFT CALENDARS FOR FEEDBACK TO THE COMMUNITY USING LET'S TALK CHANNELS.

AND THEN AS WE COLLECT THAT FEEDBACK, WE WILL PRESENT THESE DRAFT CALENDARS TO THE DISTRICT PLANNING COMMITTEE.

THAT IS PART OF OUR REGULAR PROCESS. AFTER WE COLLECT ALL THAT FEEDBACK FROM THE CALENDAR COMMITTEE, THE PUBLIC, THE DISTRICT PLANNING COMMITTEE, WE ANTICIPATE BRINGING FINAL VERSIONS OF THE CALENDARS FOR 26-27 AND 27-28 TO YOU IN EITHER DECEMBER OR JANUARY. AND THEN OF COURSE, ONCE THAT'S DONE, THAT IS COMMUNICATED OUT TO ALL STAKEHOLDERS SO THEY CAN START PLANNING FOR UPCOMING SCHOOL YEARS. THANK YOU VERY MUCH.

THANK YOU, DOCTOR GOODSON. I REALLY WANT TO THANK THE COMMITTEE FOR THEIR WORK ON THE CALENDAR AGAIN.

AND I KNOW FOR OUR COMMUNITY THAT LISTENS, EVERYONE REALLY HAS INDIVIDUAL PASSIONS ABOUT WHEN THEY WANT TO TAKE TRIPS.

AND SO THAT, LIKE, YOU KNOW, THERE ARE SOME PEOPLE THAT LIKE TO TRAVEL AT THIS TIME AND OTHERS THAT WANT TO.

AND SO WE'VE WORKED REALLY HARD TO TRY TO HAVE SOMEWHAT OF A CONSISTENT CALENDAR SO THAT OUR FAMILIES CAN REALLY PREDICT WHAT OPPORTUNITIES THEY HAVE TO TRAVEL AND TO EXPERIENCE. SO WITH THAT, WE ARE HAPPY TO TAKE ANY QUESTIONS.

WE WILL. ONCE THESE CALENDARS ARE POSTED. AGAIN, I'M THANKFUL FOR OUR STRATEGY AND ENGAGEMENT DEPARTMENT WHO WILL HELP IN GETTING THAT INFORMATION OUT. I HAD AN OPPORTUNITY TO MEET WITH THE PTA EXECUTIVE COUNCIL THIS MORNING, AND I ASKED OUR PTA PRESIDENTS TO MAKE SURE THAT ONCE THIS WAS RELEASED TONIGHT, THAT THEY HELPED COMMUNICATE IT DIRECTLY TO THEIR CAMPUSES AS WELL.

AND WE ABSOLUTELY WELCOME STUDENT FEEDBACK AS WELL AS STAFF FEEDBACK AS WELL AS COMMUNITY FEEDBACK.

SO HAPPY TO TURN IT OVER TO THE COMMITTEE. ALL RIGHT.

YES, BOARD. LET'S OPEN IT UP FOR QUESTIONS, COMMENTS.

MISS MCGOWAN, I HAVE ONE QUESTION. AND THANK YOU FOR THE PRESENTATION AND THE CALENDAR.

SO THIS YEAR WAS IS IT AN ELECTION YEAR? SO IS THAT WHY WE HAVE MONDAY AND TUESDAY OFF, RIGHT? THIS COMING MONDAY AND TUESDAY? WE PRETTY MUCH EVERY YEAR BECAUSE THERE'S ALWAYS SOME KIND OF ELECTION ON THAT TUESDAY IN NOVEMBER.

AND SO WE ALWAYS HAVE. DIRECTION WE RECEIVE FROM THE BOARD BASED ON COMMUNITY FEEDBACK, BECAUSE SO MANY OF OUR CAMPUSES ARE USED AS POLLING LOCATIONS TO MINIMIZE STUDENT PRESENCE ON CAMPUS ON THAT DAY.

WE HAVE SOME CAMPUSES WHERE YOU CAN ENTER AND EXIT THE POLLING LOCATION WITHOUT EVER INTERFERING WITH THE REST OF THE BUILDING AND GO STRAIGHT INTO THE GYM AND STRAIGHT OUT.

BUT THERE ARE OTHER CAMPUSES THAT YOU ACTUALLY HAVE TO WALK THROUGH, AND WHEN YOU WALK THROUGH THAT CAMPUS, YOU CAN'T RICOTTA, YOU CAN'T DO ANYTHING IN TERMS OF SCREENING OR CHECKING PEOPLE IN.

AND SO WE JUST FEEL LIKE THAT IS NOT NECESSARILY FOLLOWING ALL OF OUR SAFETY PROTOCOLS.

SO WE TRY TO ALWAYS DESIGNATE THAT AT A MINIMUM AS A STAFF DEVELOPMENT DAY.

OVER TIME, WHAT WE HAVE LEARNED IS IF YOU TRY TO HAVE MONDAY AS A REGULAR SCHOOL DAY AND THEN TUESDAY AS A PROFESSIONAL LEARNING DAY,

[00:20:06]

BUT WHEN IT'S, YOU KNOW, WE'RE HERE ON MONDAY BUT OFF ON TUESDAY. SO WE'VE JUST KIND OF BUILT THOSE IN AS TWO STAFF DEVELOPMENT DAYS.

AND THAT HAS BEEN THE LAST SEVERAL YEARS. AND OUR TEACHERS SEEM TO REALLY APPRECIATE THAT BECAUSE ONE DAY FOR ELEMENTARY, FOR EXAMPLE IS A CAMPUS DAY, AND THEN THE NEXT DAY IT'S A DISTRICT WIDE DAY AND THEN VICE VERSA FOR SECONDARY.

SO I FEEL LIKE THEY REALLY GET SOME TIME TO, YOU KNOW, HAVE SOME LEARNING, PROCESS THAT LEARNING, YOU KNOW, THEN IMPLEMENT PLAN. OUR ELEMENTARY'S FOCUS ON PARENT CONFERENCES.

SO THAT GIVES THEM SOME BUILT IN TIME FOR PARENT OUTREACH AND PARENT CONFERENCES.

SO THAT'S REALLY THE REASON BEHIND THAT DESIGN.

OKAY. AND SO SAME QUESTION. IN OCTOBER WE HAD TWO DAYS OFF.

AND THEN THERE'S THE TWO DAYS COMING. SO I WAS THINKING THIS IS JUST MY THINKING.

SO IT COULD BE TOTALLY OFF. YOU'RE GOING TO HELP ME LIKE THINKING, RIGHT? BUT IF WE TOOK THOSE TWO DAYS IN OCTOBER THAT WE HAD THIS OCTOBER AND THE TWO DAYS THAT WE HAVE COMING UP IN NOVEMBER AND HAD A REAL LIKE FALL BREAK.

I WAS LIKE, WHY DIDN'T WE JUST DO THAT VERSUS BREAK IT UP LIKE THIS? AND THEN LOOKING AT THESE DATES IN 27-28, WHICH IS A ELECTION YEAR, BUT THAT DOESN'T.

28 THAT'LL BE JANUARY. ELECTION WILL BE IN NOVEMBER, RIGHT? OF 28. SO THAT NOVEMBER TIME OFF ON THE 27-28 YEAR DOESN'T EVEN.

DOES NOT GO WITH THIS YEAR'S TIME OFF DIDN'T CORRELATE.

WE'RE NOT GETTING TIME OFF IN NOVEMBER ON THAT CALENDAR.

ON 27, WHICH OPTION? 27-28 CALENDAR. ELECTION IS NOT UNTIL NOVEMBER OF 2028, RIGHT? NO, WE HAVE ELECTIONS EVERY YEAR, OKAY. NOT JUST.

WE'RE NOT TALKING ABOUT JUST PRESIDENTIAL. OKAY.

I'M THINKING THE PRESIDENTIAL ONE. YEAH. NO, NO. SO LIKE EVEN THIS YEAR.

YES, OF COURSE WE HAVE THE BOND. BUT THERE ARE 17 OTHER CONSTITUTIONAL AMENDMENTS THAT ARE ON AND ALSO WILL HAVE VOTERS.

AND SO REGARDLESS OF HOW MANY THINGS ARE ON THE BALLOT ON ELECTION DAY, REGARDLESS OF WHAT IS ON THE BALLOT, MANY OF OUR CAMPUSES ARE USED AS POLLING LOCATIONS, SO WE DO HAVE THOSE DESIGNATED ON HERE FOR EACH CALENDAR.

SO IF WE WANT TO CONTINUE TO TRY TO PROTECT THAT DAY SO THAT WE DON'T HAVE STUDENTS ON CAMPUS AND MITIGATE THAT RISK, YOU WOULD HAVE TO MOVE THOSE OCTOBER DATES DOWN TO NOVEMBER.

AND WHAT WE HEAR FROM TEACHERS AND REALLY EVEN FROM STUDENTS IS, YOU THEN GO PRETTY MUCH FROM LABOR DAY ALL THE WAY TILL NOVEMBER WITHOUT KIND OF A BREATHER. AND JUST HAVING THAT, YOU KNOW, LIKE THAT MOMENT TO CATCH YOUR BREATH.

AND THEN YOU ADD TO THAT YOU HAVE. SO LET'S SAY YOU TOOK THAT WHOLE WEEK OFF OF NOVEMBER, THEN YOU'RE BACK FOR LIKE TWO WEEKS, AND THEN IT WOULD BE THE THANKSGIVING BREAK. SO TO TRY TO BREAK UP THAT CADENCE THAT'S KIND OF WHY WE BREAK IT UP.

AND SO ALMOST EVERY MONTH THERE'S LIKE A LITTLE BIT OF A LONG WEEKEND THAT JUST ALLOWS STUDENTS, PARENTS, STAFF TO HAVE A LITTLE BIT OF BREATHER.

THAT'S WHAT OUR ATTEMPT HAS BEEN. NOW, I WILL TELL YOU IN AS I'VE HAD AN OPPORTUNITY TO VISIT A LOT OF OUR CAMPUSES WHILE WE'RE INFORMING THEM OF THE BOND KIND OF CALENDAR WILL COME UP, AND ESPECIALLY DURING WHEN SOME OF OUR SURROUNDING DISTRICTS HAD A FALL BREAK.

AND ONE OF THE THINGS I REMIND THEM IS THAT 174 DAYS IS THE 174 DAYS.

SO IF YOU WANT TO FALL, BREAK LIKE WE COULD BUILD THAT IN.

BUT THEN WHAT THAT MEANS IS THAT YOU COME BACK EARLIER.

SO IF YOU LOOK, FOR EXAMPLE, AT A DISTRICT THAT IS EAST OF US, STARTS WITH A W.

YOU KNOW, THEY STARTED A FULL WEEK EARLIER THAN WE DID TO HAVE THAT FULL WEEK OFF.

SO YOU YOU'RE GOING TO COME AND REPORT AND TEACH CHILDREN 174 DAYS.

SO DO YOU WANT TO COME BACK EARLY? AND WHEN TEACHERS HEAR COMING BACK THAT FIRST WEEK OF, YOU KNOW, LAST WEEK OF JULY, FIRST WEEK OF AUGUST, THEY HAVE A VISCERAL RESPONSE AND THEY'RE LIKE, NO, WE LOVE THE CALENDAR. SO YES, THOSE ARE ALL THE CONVERSATIONS THAT WE HAVE AND WHY I SAY THERE'S NO PERFECT CALENDAR, BECAUSE SOME WOULD DO ANYTHING TO HAVE THAT FULL WEEK OFF, AND OTHERS ARE LIKE, PLEASE DON'T MAKE ME COME BACK EARLIER THAN AUGUST.

AND SO WE HAVE TO KIND OF WAY AND THAT'S WHY WE'RE GOING TO GET A LOT OF FEEDBACK TO FIGURE OUT WHAT'S THE BEST OPTION. AWESOME.

THANK YOU. YES, MISS PACHECO. ALL RIGHT. WELL, THANK YOU SO MUCH.

I APPRECIATE ALL THE WORK THAT YOU GUYS PUT INTO IT, AND THE THOUGHT, INCLUDING THE COMMITTEE MEMBERS WHO SPENT TIME, YOU KNOW, WORKING IT OUT. I HAVE A QUESTION ON THESE VERSIONS THAT ARE GOING TO BE GIVEN TO THE COMMUNITY TO LOOK AT AND VOTE ON AND OR PROVIDE SUGGESTIONS.

ARE YOU DOING ALL THREE VERSIONS FOR TWO YEARS? SO. YES, MA'AM, IT WILL BE ALL THREE DRAFTS FOR 26-27 AND THEN ALL THREE DRAFTS FOR 27-28.

[00:25:06]

I THOUGHT MAYBE WE SOMETIMES WE HAD TWO. WE NORMALLY FILTER IT DOWN TO TWO.

DO Y'ALL WANT TO ADDRESS WHY THE COMMITTEE BROUGHT ALL THREE FORWARD? WELL, AS I MENTIONED, IT WAS REALLY THEY DID NOT WHOLEHEARTEDLY LIKE FOR EXAMPLE, OPTION B.

I KIND OF VOTED FOR B, BUT I DON'T REALLY LIKE IT THAT MUCH.

THERE ARE CERTAIN PARTS OF IT THAT I WOULD LOVE TO HAVE CHANGED, AND THEN I WOULD FEEL BETTER ABOUT IT.

AND THEN THE SAME TYPE OF FEEDBACK FOR OPTION C AT THE TIME.

I KIND OF LIKE THE WEEK IN OCTOBER, BUT I DON'T KNOW ABOUT THIS HERE, AND I REALLY DON'T KNOW IF I WANT THE LAST DAY OF SCHOOL TO BE THE LAST WEEK OF MAY AS OPPOSED TO MAY 20TH. AND SO WHAT WE DID IS WE TOOK THAT FEEDBACK KNOWING THAT IT WAS.

THEY DID NOT OVERWHELMINGLY SAY OPTION B, AND SO WE DIDN'T WANT TO MISREPRESENT.

OKAY. WELL, WE WENT WITH B, BUT IT WAS BECAUSE IT WAS SEVEN PEOPLE SAID YES TO THIS ONE AND EIGHT PEOPLE SAID THE FEEDBACK.

AND AFTER WE TOOK THE. WHAT WE DID IS WE USED STICKIES TO JUST GET A GLIMPSE OF WHERE THE PREFERENCE WAS.

BUT WHEN WE REALLY LOOKED AT THE FEEDBACK, INDIVIDUAL BY INDIVIDUAL, PROVIDED FOR BY THEM FOR EACH CALENDAR, THAT'S WHAT LED US TO THINK, OKAY, LET'S REVAMP B AND TAKE SOME OF THEIR FEEDBACK.

WE CAN DO THAT NOW AND THEN LET'S GO AHEAD AND PUT C THERE AND TWEAK A LITTLE BIT OF THAT AND THEN PUT THAT BACK OUT ALTOGETHER.

OKAY. SO YEAH. AND I DO REMEMBER YOU MENTIONING THAT IN THE PRESENTATION.

BUT YOU KNOW, RIGHT? DO YOU THINK THEN IT'S GOING TO ELONGATE THE PROCESS OF FIGURING OUT WHICH ARE THE TWO OR THE ONE CALENDAR.

ARE WE GOING TO HAVE A LONGER PERIOD OF TIME TO VOTE, OR.

YES IT WILL. IT WILL WANT TO MAKE SURE THAT WE TAKE OUR TIME TO CONSIDER ALL THE FEEDBACK, CONSIDER THE FEEDBACK FROM THE DISTRICT PLANNING COMMITTEE AS WELL, BECAUSE THEY STILL NEED TO BE ABLE TO TAKE A LOOK AT IT.

AND THEN ULTIMATELY WE INTERNALLY KIND OF HAVE TO TAKE A LOOK AND DECIDE, OKAY, WHAT'S THE BEST VERSION OF THESE CALENDARS AND THEN BRING THEM TO YOU FOR YOUR APPROVAL. OKAY, GREAT. WELL, THANK YOU SO MUCH FOR THE WORK.

I JUST, YOU KNOW, THREE VERSIONS. GOOD LUCK.

WE DID TAKE THAT INTO ACCOUNT. YES, MA'AM. OTHER COMMENTS OR QUESTIONS? IF YOU COULD CLARIFY THE USE OF OUR FACILITIES FOR POLLING LOCATIONS, THAT'S A REQUIREMENT BY LAW.

YES, SIR. FROM COUNTY OR STATE? I FORGET WHICH LEVEL.

STATE? OKAY. SO THAT'S. SO WE DON'T. I KNOW WE'VE LOOKED AT ANY WAY AROUND THAT.

AND I THINK WE DREW BLANKS ON THOSE, RIGHT? WE DID.

YES. WE'VE ASKED FOR LEGISLATIVE RELIEF AND THAT.

YES. WE WILL.

A LOT OF THEM, THE STAFF IS THERE AND THE TEACHERS ARE THERE, EVEN THOUGH THE STUDENTS AREN'T.

SO LIKE NEXT WEEK, BOTH MONDAY AND TUESDAY ARE YOUR STAFF DAYS.

YES, SIR. SO THEY'RE CATCHING UP, GETTING A LOT, LIKE YOU MENTIONED.

THAT HELPS A LOT FROM A STAFF PERSPECTIVE I'M SURE, SO.

OKAY. ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD ON THIS ITEM? ALL RIGHT. THANK YOU DOCTOR GOODSON. MISS BRANUM, I APPRECIATE THE UPDATE THERE.

AND WE WILL SEE THAT AGAIN. I GUESS IT SOUNDS LIKE DECEMBER OR JANUARY FOR US TO APPROVE.

OKAY, GOOD. ALL RIGHT. OUR NEXT ITEM ON THE AGENDA IS AN ACTION ITEM REGARDING THE 25-26 IMPROVEMENT PLANS.

[III.B. 25-26 School Improvement Plans (TIP/TAP)]

I ALSO WANT TO ACKNOWLEDGE WE HAVE TWO OF OUR PHENOMENAL PRINCIPALS THAT ARE IN HERE THIS EVENING.

CHRISTINE GIBSON WITH RISD ACADEMY AND SARAH DYE WITH AUDELIA CREEK ELEMENTARY.

AND THEN, OF COURSE, OUR AREA SUPERINTENDENTS ARE HERE.

AND SO, SUSAN, I'M GOING TO TURN OVER THE PRESENTATION TO YOU.

I'LL TURN IT OVER BACK TO SO WE'RE EXCITED TO GO OVER OUR INFORMATION FOR SCHOOL IMPROVEMENT FOR 2025 2026.

AND WE'RE GOING TO START WITH, OF COURSE, OUR NORTH STAR GOAL.

IT IS AT THE CENTER OF ALL OF THE WORK THAT WE DO.

A LOT OF THE INFORMATION THAT WE GO OVER TONIGHT MAY BE FAMILIAR TO YOU.

BUT WE WANT TO LET YOU KNOW THAT IT'S ALL GROUNDED IN MAKING SURE THAT EVERY STUDENT, TEACHER,

[00:30:03]

THIS IS ALSO PART OF OUR DATA AND RESPONSE. THIS IS A GRAPHIC THAT YOU'RE FAMILIAR WITH.

WE'RE ANALYZING AND REFLECTING ON OUR DATA, MAKING DATA DRIVEN ADJUSTMENTS, AND CONTINUING TO GATHER NEW INFORMATION TO MAKE SURE THAT OUR PLANS ARE ENSURING THE BEST FOR ALL OF OUR STUDENTS AT RISD.

SO I'M GOING TO REVIEW A LITTLE BIT ON THE PUBLIC SCHOOL ACCOUNTABILITY SYSTEM AS IT PLAYS A ROLE IN THE REQUIREMENTS THAT WE HAVE FOR SCHOOL IMPROVEMENT.

AND SO I WANTED TO REVIEW A LITTLE BIT ABOUT OUR STATE AND FEDERAL ACCOUNTABILITY COMPONENTS.

SO FOR STATE ACCOUNTABILITY SYSTEM IT IS BASED ON THREE DIFFERENT PERFORMANCE MEASURES.

THEY LOOK AT STUDENT ACHIEVEMENT, SCHOOL PROGRESS AND CLOSING THE GAPS USING THESE THREE AREAS TO DETERMINE WHAT THAT LETTER GRADE WILL BE FOR THE CAMPUS.

IN LOOKING AT OUR STATE ACCOUNTABILITY RATINGS, 70% OF OUR SCORE COMES FROM WHICHEVER IS THE BETTER SCORE, WHETHER IT'S STUDENT ACHIEVEMENT, LOOKING AT STUDENT PERFORMANCE OR THE PROGRESS THAT THEY SHOWED FROM THE PRIOR YEAR.

AT 70%, THE OTHER 30% COMES FROM CLOSING THE GAPS.

THAT LOOKS AT SOME OF OUR SUB POP'S. AND I'M GOING TO GO A LITTLE MORE IN DETAIL ON THOSE PIECES.

BUT THAT'S OUR FOR OUR STATE ACCOUNTABILITY. OUR FEDERAL ACCOUNTABILITY IS ALIGNED TO THE EVERY STUDENT SUCCEEDS ACT.

SO THIS IS A SYSTEM THAT THE STATE HAS WORKED THROUGH THE FEDERAL REQUIREMENTS AND GOTTEN APPROVAL FROM THE DEPARTMENT OF EDUCATION TO MAKE SURE THAT WE'RE UTILIZING CLOSING THE GAPS TO IDENTIFY OUR CAMPUSES THAT ARE EITHER COMPREHENSIVE SUPPORT AND IMPROVEMENT, TARGETED SUPPORT AND IMPROVEMENT, OR ADDITIONAL TARGETED SUPPORT.

AND SO, FOR THOSE OF US THAT HAVE BEEN IN EDUCATION FOR A WHILE, THEY USED TO CALL THIS THE ANNUAL YEARLY PROGRESS, AYP. AND WE'RE GOING BACK TO SOME OF THE SAME TYPE OF DATA ANALYSIS TO DETERMINE THE SCHOOL IMPROVEMENT REQUIREMENTS.

FOR CLOSING THE GAPS, CLOSING THE GAPS RATING IS BASED ON FOUR WHAT THEY CALL THE SUPER GROUPS.

AND SO THEY'LL LOOK AT PERFORMANCE FOR ALL OF OUR STUDENTS.

AND THEY'LL LOOK AT PERFORMANCE FOR TWO SUBGROUPS, TWO ETHNIC SUBGROUPS.

AND THEY'LL LOOK AT THE TWO LOWEST PERFORMING FROM THE PREVIOUS YEAR.

ADDITIONALLY, THERE'S ANOTHER AREA THAT THEY LOOK AT, ANOTHER GROUP CALLED HIGH FOCUS, AND THAT ONE ENCOMPASSES A LOT OF DIFFERENT STUDENT GROUPS. IT WOULD BE OUR ECONOMICALLY DISADVANTAGED STUDENTS.

OR IF A STUDENT IS EMERGENT BILINGUAL OR SPECIAL EDUCATION, OR HOMELESS, OR FOSTER CARE OR MIGRANT STUDENT. SO IF THERE ARE ANY IN ANY OF THOSE GROUPS, THEY'RE PART OF THE HIGH FOCUS GROUP.

FOR OUR CSI DETERMINATION FOR OUR COMPREHENSIVE SUPPORT SCHOOLS.

THEY LOOK AT THE FOUR SUPER GROUPS, BUT FOR OUR CAMPUSES THAT YOU SEE WITH A TARGETED SUPPORT OR AN ADDITIONAL TARGETED SUPPORT, THEY ACTUALLY LOOK AT ADDITIONAL GROUPS THAT DON'T PLAY A ROLE IN OUR STATE ACCOUNTABILITY.

SO THEY'LL LOOK AT EACH ONE INDEPENDENTLY. EVERY SINGLE ETHNIC SUBGROUP, ECONOMICALLY DISADVANTAGED, OUR EMERGENT BILINGUAL SUBGROUPS, SPECIAL ED, ETC.

ALL OF THAT IN A NUTSHELL, ALL THE DETAILS THAT GO INTO THAT.

SO, DOCTOR ORTIZ, WHAT YOU REALLY HAVE HERE AND WHAT YOU'RE KIND OF COMMUNICATING IS, LIKE WE HAVE OUR STATE ACCOUNTABILITY SYSTEM THAT HOLDS US TO A LEVEL OF STUDENT ACHIEVEMENT AND ALL OF THE AREAS THAT WE REVIEW ANNUALLY.

BUT OUTSIDE OF THAT, THERE ARE FEDERAL EXPECTATIONS AROUND STUDENT ACHIEVEMENT AND STUDENT GROWTH.

AND THEY LOOK AT OUR DATA THROUGH THAT FILTER TO IDENTIFY WHERE DO WE NEED TO AS AN ORGANIZATION AND AS AN INDIVIDUAL CAMPUS, CONTINUE TO HONE IN TO MAKE SURE ALL STUDENTS ARE ACHIEVING AT THE LEVEL THAT THEY SHOULD.

COULD YOU MAYBE GIVE AN EXAMPLE? BECAUSE I THINK SOMETIMES WE DON'T THINK ABOUT THAT A SUBGROUP LIKE MAYBE FOR A CAMPUS THAT YOU KNOW, I'M THINKING ABOUT A CAMPUS WHO MAYBE PREDOMINANTLY AN EMERGING BILINGUAL OR HISPANIC CAMPUS AND ONE OF THEIR GROUPS, ACTUALLY, THAT MIGHT BE A TARGETED GROUP, MIGHT BE THEIR CAUCASIAN STUDENTS BECAUSE THEIR COST.

SO COULD YOU MAYBE I'M GLAD YOU BROUGHT THAT UP, BECAUSE WE DO HAVE SOME CAMPUSES THAT GET IDENTIFIED FOR TARGETED SUPPORT OR ADDITIONAL TARGETED SUPPORT, AND IT ENDS UP BEING A GROUP THAT'S NOT PART OF THEIR CLOSING THE GAPS DOMAIN.

SO, FOR EXAMPLE, THE VAST MAJORITY OF OUR CAMPUSES, THE FOCUS WILL BE ON AFRICAN AMERICAN AND HISPANIC SUBGROUPS.

THERE ARE LARGER SUBGROUPS. SO THOSE TEND TO BE THE ONES THAT GET IDENTIFIED FOR CLOSING THE GAPS.

BUT THERE ARE CAMPUSES THAT EVEN THOUGH THEIR STATE ACCOUNTABILITY, THEY'RE LOOKING AT AFRICAN AMERICAN SUBGROUP AND HISPANIC SUBGROUP,

[00:35:01]

ANOTHER THING THAT I DIDN'T SHARE EARLIER IS THAT EACH SUBGROUP HAS DIFFERENT TARGETS.

SO THEY'RE NOT ALL THE SAME, SO. WHEN YOU SAY TARGETS, YOU MEAN PERFORMANCE TARGETS? PERFORMANCE TARGETS. SO FOR EXAMPLE, IT COULD BE THAT FOR THE HISPANIC SUBGROUP, THE TARGET THAT THEY NEED TO REACH FOR A CERTAIN COMPONENT IS 37% AT EACH GRADE LEVEL.

BUT FOR OUR ASIAN SUBGROUP IT MIGHT BE 71%. SO THERE IS NOT ONE NUMBER THAT ALL OF THE SUBGROUPS ARE BEING EVALUATED ON. WHAT THE FEDERAL GOVERNMENT AND THE STATE GOVERNMENT HAVE DONE IS THEY'VE LOOKED AT HISTORICAL DATA FROM, IT'S REALLY OLD DATA NOW AT THIS POINT, TO KIND OF SET WHERE THOSE TARGETS WERE GOING TO BE.

AND THEY'VE SET THOSE THROUGH THE YEAR 2030 SOMETHING.

SO WE HAVE ALL OF THOSE TARGETS THAT WE'RE SUPPOSED TO BE WORKING TOWARDS FOR EACH INDIVIDUAL SUBGROUP.

SO IT IS A VERY COMPLEX SYSTEM. AND SO REALLY WHAT HAPPENS IS AFTER WE RECEIVE OUR STATE ACCOUNTABILITY, THEN FEDERALLY THEY LOOK AT OUR DATA AND THEN THEY IDENTIFY AND REALLY COMMUNICATE TO US, HERE ARE THE AREAS OR THE SPECIFIC CAMPUS IN THE AREAS THAT WE KNOW.

AND HERE ARE THE KINDS OF PLANS THAT WE'RE NEEDING YOU TO ADDRESS IN ORDER TO ACHIEVE AT THE LEVEL THAT'S EXPECTED.

SO IN SOME CASES THERE'S A GROUP THAT WE'RE GOING TO SAY, WELL, THAT GROUP SEEMS TO HAVE DONE OKAY.

LIKE THE CAMPUS MAY NOT UNDERSTAND WHY EXACTLY THEY GOT IDENTIFIED, BUT SOMETIMES THEY LOOK AT ALL OF THE CAMPUSES IN THE STATE OF TEXAS.

AND IF YOU JUST HAPPEN TO BE LOWER FOR THAT PARTICULAR SUBGROUP, YOU END UP IN ADDITIONAL TARGETED SUPPORT BECAUSE OF THAT.

SO IT IS SOMETHING THAT WE HAVE TO WAIT UNTIL WE GET ALL OF OUR DATA AND UNTIL ALL OF THE CAMPUSES ACROSS THE STATE ARE EVALUATED TO FIGURE OUT IF WE'RE GOING TO HAVE ONE OF THOSE LABELS. THANK YOU. SO NOW WE'RE GOING TO START THE DISCUSSION ON OUR SCHOOL IMPROVEMENT PLANS AND SUPPORTS. AND I'M GOING TO PASS IT OVER TO DOCTOR HERNANDEZ.

THERE WE ARE. OKAY. SO CERTAINLY YOU ALL HAVE SEEN OUR LEARNER FRAMEWORK ALIGN ON THE LEFT HAND SIDE OF THE SLIDE AND OUR INSTRUCTIONAL PRIORITIES. AND WHILE TRULY THERE IS NO MAGIC BULLET FOR SCHOOL IMPROVEMENT, I THINK STICKING WITH THE PRIORITIES THAT WE ALREADY HAVE SET IN PLACE CERTAINLY PROVIDES A KEY TO SUCCESS FOR US.

WE'RE NOT LOOKING TO ADD NEW TO OUR PRINCIPLES.

WE'RE NOT LOOKING FOR NEW INITIATIVES OR THINGS THAT WE CAN THROW AT THE WALL AND JUST HOPE THAT SOMETHING STICKS. WE KNOW THAT THESE THREE PRIORITIES ARE THE PRIORITIES THAT ARE GOING TO WORK. THEY'RE CERTAINLY RESEARCH BASED.

THEY'RE DATA DRIVEN, MEANING THAT WE HAVE RESULTS ALREADY FROM ACROSS THE NATION AND THE WORLD, THAT THESE ARE THE TOP THREE FOCUS AREAS FOR US IN TERMS OF SCHOOL IMPROVEMENT.

AND JUST IN SHORT DETAIL, DATA DRIVEN INSTRUCTION IS OUR OPPORTUNITY TO LOOK AT HOW STUDENTS ARE PERFORMING.

MOST OF THE WORK THAT WE DO, YES, WE DO HAVE QUANTITATIVE DATA, BUT MOST OF OUR WORK IS AROUND STUDENT WORK.

AND IN THE MOMENT, FOR WHAT THEY'RE PRODUCING THAT DAY IN THE LESSON AND ANALYZING WHERE WE MAY HAVE MISSED THE MARK TO HELP THEM EITHER WITH ENRICHMENTS OR FOR INTERVENTIONS. OBSERVATION FEEDBACK, WE HAVE A PLATFORM AND GET BETTER, FASTER THAT GIVES US ACTION STEPS THAT ARE COMPLETELY ALIGNED TO THE TEACHER EVALUATION, T-TESS AT THE END OF THE YEAR.

THIS MARKS ACTIONS FOR EACH TEACHER SO THAT THEY'RE VERY CLEAR.

EACH TEACHER KNOWS EXACTLY WHAT THEY NEED TO WORK ON, BUT MORE IMPORTANTLY, THAT THESE ACTION STEPS CAN BE OBTAINED WITHIN ONE WEEK AFTER GIVEN THE ACTION STEP FROM THE ADMINISTRATOR, THE EVALUATOR.

AND LAST BUT NOT LEAST LESSON INTERNALIZATION.

SO WE KNOW THAT PLANNING ISN'T PART OF THE GAME ANYMORE, BUT LESSON INTERNALIZATION CERTAINLY IS.

WE HAVE MADE THE MOVE IN THE STATE OF TEXAS TO HAVE MORE SCRIPTED PLANS, WHICH MEANS THAT TEACHERS HAVE TO HAVE A DIFFERENT SET OF OWNERSHIP WITH THOSE PLANS, THAT INCLUDES INTERNALIZATION. SO WHAT IS IT THAT I'M TEACHING? WHERE'S THE HEART OF THE LEARNING FOR EACH OF MY STUDENTS? AND HOW AM I GOING TO GET THAT MESSAGE ACROSS SO THAT EVERY STUDENT IS SUCCESSFUL NO MATTER THEIR LEVEL? SO IF I COULD PROVIDE A SECOND MAYBE MAGIC KEY, IT WOULD BE INCONSISTENCY.

OUR EXPECTATION IS NOT THAT EVERYBODY'S GETTING THOSE INSTRUCTIONAL PRIORITIES 100% PERFECT.

I DON'T THINK ANYBODY LIVES IN THAT ZONE. WE LIVE MORE IN THE ZONE OF SUPPORT AND HELPING OUR SCHOOL PRINCIPALS TO BE ABLE TO SUPPORT EVERYONE THAT THEY'RE SERVING AS WELL.

[00:40:03]

PLEASE DON'T ADD MORE TO TEACHERS. PLEASE DON'T ADD MORE TIME TO TEACHERS.

DON'T ADD NEW INITIATIVES, DON'T ADD NEW RESOURCES.

AND WE BUY INTO THAT PHILOSOPHY AS WELL. WE WANT TO STAY CONSISTENT WITH WHAT WE HAVE.

A, SO WE CAN PROVE IT WORKS, AND B THAT WE CAN CLEARLY IDENTIFY WHERE OUR GAPS ARE BY STICKING WITH THE SAME THING, AND ULTIMATELY TO LIFT THAT LEARNER FRAMEWORK SO THAT EVERY STUDENT IS ENGAGED AROUND THE WORK OF OUR LEARNER FRAMEWORK.

SO YOU ALL ARE VERY FAMILIAR. WE HAVE TWO TYPES OF SCHOOL IMPROVEMENT PLANS.

WE HAVE THE TURNAROUND PLAN OR THE TAP, AND WE HAVE THE TARGETED IMPROVEMENT PLAN.

TARGETED IMPROVEMENT PLAN IS EITHER FOR LOCAL PLANS, WHICH I'LL TALK ABOUT IN JUST A MINUTE, OR TARGETED IMPROVEMENT PLANS, WHICH WE RUN AT THE DISTRICT LEVEL AND ARE MONITORED BY [INAUDIBLE].

SO A LOT OF WHAT YOU'RE GOING TO SEE IN THE PLAN AGAIN IS ABOUT CONSISTENCIES.

YOU'RE GOING TO SEE SOME THEMES OVERLAPPING IN THE SAME, THOSE ARE CENTERED IN THE CENTER FOR STRATEGY, CURRICULUM AND INSTRUCTION SUPPORT AND CAPACITY BUILDING MILESTONES, PERFORMANCE MANAGEMENT AND RESOURCES.

WHAT'S DIFFERENT ABOUT THE PLANS IS FOR OUR TARGETED IMPROVEMENT PLANS FOR AUDELIA CREEK AND RISD ACADEMY.

WE'RE ACTUALLY LOOKING AT JUST A MORE DETAILED PLAN.

AND HOW ARE WE MONITORING, NOT ONLY THAT, THEIR PLANS RUN THROUGH 27-28, NOT JUST 25-26.

SO THE MILESTONES THAT WE CREATED FOR THESE TWO CAMPUSES EXTEND OUT OVER TWO ADDITIONAL YEARS.

ALSO, ANOTHER DIFFERENCE IN THE PLANS ARE STAKEHOLDER ENGAGEMENT.

FOR OUR TURNAROUND PLANS, THE TURNAROUND PLANS HAD TO BE POSTED ON THE WEBSITES AND WE HAD TO ELICIT STAKEHOLDER FEEDBACK FOR THOSE.

SO YOU WILL SEE IF YOU HAVE A CHANCE, PLEASE GO ONLINE.

TAKE A LOOK AT THOSE AS WELL. AND THERE'S AN OPPORTUNITY AND A ROUTING FOR LET'S TALK FOR ME TO RECEIVE FEEDBACK ON THOSE PLANS FROM STAKEHOLDERS.

AND LAST BUT NOT LEAST FOR TURNAROUND PLANS, BOARD, YOU ALL ARE GOING TO HAVE AN OPPORTUNITY IN THE SPRING TO REVIEW PLANS AGAIN. SO IN OTHER WORDS, LET'S SAY THAT WE GET INTO AUDELIA CREEK AND WE SAY, HEY, THERE'S A THEME THAT WE'RE SEEING REOCCURRING THAT WE NEED TO HELP SUPPORT WITH.

THAT MIGHT BE AN EDIT TO THIS FLUID PLAN, WHICH WE WILL BRING TO YOU ALL IN THE SPRING, AND LET YOU KNOW WHAT THOSE CHANGES ARE.

RIGHT NOW I DON'T ANTICIPATE ANY CHANGES BECAUSE, AGAIN, FIDELITY IS KEY HERE.

DOCTOR HERNANDEZ, COULD YOU MAYBE SPEAK TO A LITTLE BIT, WHEN WE THINK ABOUT THE COMPONENTS OF THE PLAN, REALLY, THIS IS GIVEN TO US BY STATE. IT'S A PRETTY PRESCRIPTIVE PLAN IN TERMS OF HOW IT'S ORGANIZED, WHAT THE REQUIRED COMPONENTS ARE, ETC. SO IT REALLY IS KIND OF, HERE'S WHAT WE EXPECT.

THERE'S SOME AUTONOMY WITHIN THE STRATEGIES YOU CHOOSE, BUT IT'S A PRETTY TIGHT KIND OF FILL IN THE BLANK KIND OF.

YEAH. THERE WAS A. THESE WERE LIKE NON-NEGOTIABLE.

SO IT HAD TO ADDRESS EACH OF THESE IN THE MIDDLE AS REQUIREMENTS FROM TEA FOR BOTH PLANS.

WE ARE GOING TO DIG INTO EACH OF THOSE INDIVIDUALLY.

BUT YES, THESE ARE MANDATED, BUT CERTAINLY WHETHER THEY WERE MANDATED OR NOT, I CAN'T THINK OF ANYTHING I WOULD HAVE HAD IN A PLAN THAT'S NOT LISTED THERE.

OKAY, SO CAMPUS BY PLAN TYPE. FIRST OFF, WE HAVE THE LOCAL TARGETED IMPROVEMENT PLANS.

AGAIN, EARLIER LIKE GINA WAS TALKING ABOUT, THESE CAMPUSES ARE JUST ON THE RADAR RIGHT NOW, IT DOESN'T MEAN THAT THEY'RE IN DRASTIC SCHOOL IMPROVEMENT.

IT JUST MEANS, HEY, WE MAY HAVE 11 ASIAN STUDENTS THAT MADE UP A STUDENT GROUP, AND THAT STUDENT GROUP NEEDS TO PERFORM BETTER BECAUSE THEY'RE NOT PERFORMING AT THE SAME RATE AS THE OTHER STUDENTS. THIS IS NOT A CORRELATE TO, THEY MIGHT HAVE BEEN EVEN A B.

EXACTLY. IN OUR STATE ACCOUNTABILITY. BUT BECAUSE THEY DIDN'T HIT THAT ONE SMALL SUBGROUP TARGET, THEY ARE IDENTIFIED AS HAVING TO HAVE A PLAN AND MAKE SURE THAT THEY ARE WORKING A PLAN TO ADDRESS THAT PERFORMANCE OF JUST THAT ONE SMALL GROUP.

RIGHT. AND WE REALLY WANT TO MAKE SURE THAT CERTAINLY EVERY STUDENT IS SUCCEEDING IN DOING REALLY WELL, BUT IT DOES HELP US TO HAVE THESE STUDENTS IDENTIFIED, BECAUSE SOMETIMES, QUITE FRANKLY, THESE SMALLER STUDENT GROUPS KIND OF SNEAK UP ON US.

YOU KNOW, WE MAY GET A STUDENT RIGHT BEFORE PMS AND BAM, WE HAVE A STUDENT GROUP THAT'S GOING TO ACCOUNT FOR ACCOUNTABILITY.

SO WE USE THE CAMPUS IMPROVEMENT PLANS TO HELP MONITOR A LOCAL TARGETED IMPROVEMENT PLAN, BECAUSE CERTAINLY OUR CAMPUS IMPROVEMENT PLANS IN RICHARDSON ISD ARE TIGHTLY ALIGNED TO ALL THE STRATEGIES THAT YOU'RE GOING TO SEE HERE AS WELL.

[00:45:05]

I BELIEVE YOU ALL HEARD ABOUT RICHLAND EARLIER.

THIS IS NOT A SCHOOL IMPROVEMENT CAMPUS, NOR IS FOREST LANE ACADEMY.

AND THEY'RE HAVING TO WRITE A PLAN BECAUSE THEY'RE PARTICIPATING IN A GRANT.

AND THAT WAS ONE OF THE GRANT REQUIREMENTS. AND BOTH OF THOSE PRINCIPALS ARE ALSO OVERACHIEVERS.

SO WE WANT TO MAKE SURE THAT THEY NEVER GO BACK ON A PLAN.

DOCTOR HERNANDEZ, JUST REAL QUICK. CAN YOU MAYBE EXPAND A LITTLE BIT ON.

SO THESE CAMPUSES ARE GOING THROUGH THIS PROCESS TO HAVE THIS EVEN MORE DETAILED PLAN, BUT HOW DOES IT CONNECT AND RELATE TO THEIR CIP? OH, GREAT. YOU BRIEFLY ADDRESSED THAT, BUT MAYBE IN A LITTLE BIT MORE DETAIL.

YEAH. IF YOU DON'T MIND, I'LL GO BACK HERE. HERE'S THE LIST RIGHT THERE IN THE MIDDLE.

THESE ARE THE SAME EXACT COMPONENTS OF OUR CAMPUS IMPROVEMENT PLAN.

AGAIN, NOTHING HERE THAT I WOULDN'T HAVE PUT ON A TARGET IMPROVEMENT PLAN, NOR NOTHING I WOULD HAVE ADDED TO A CAMPUS IMPROVEMENT PLAN.

HOWEVER, WE WERE JUST NOT ALLOWED FROM TEA TO USE A CAMPUS IMPROVEMENT PLAN FOR EVERY SCHOOL IMPROVEMENT PLAN.

THEY ALREADY HAVE TEMPLATES AND IDEAS ABOUT WHAT THE TARGETED IMPROVEMENT PLAN SHOULD LOOK LIKE.

BUT WE HAVE FULL FAITH IN OUR CAMPUS IMPROVEMENT PLANS AS WELL, THAT THEY'RE TIGHTLY ALIGNED TO THE STRATEGIES THAT ARE GOING TO IMPROVE CAMPUS.

SO REALLY KIND OF WHAT WE END UP DOING IS, THE PRINCIPLES END UP KIND OF EXTRAPOLATING THOSE STRATEGIES FROM THEIR CIP AND THEN MATCHING IT AND CORRELATING IT IN THIS TEMPLATE THAT WE'RE REQUIRED TO FILL OUT, MAYBE GOING INTO A LITTLE BIT MORE DEPTH, MAYBE PROVIDING A LITTLE BIT MORE MILESTONES AROUND IT BEYOND JUST WHAT OUR CIP DOES.

BUT YOU'RE GOING TO SEE REDUNDANCY FROM THESE PLANS TO WHAT'S IN OUR CIP.

THERE'S NOTHING THAT'S DIFFERENT BETWEEN THE TWO PLANS.

CORRECT. ONE DIFFERENCE THAT YOU MIGHT SEE IS LIKE WE HAVE TO OUTLINE LIKE REGION TEN, WHERE THEY'RE SUPPORTING US AND HOW THEY'RE SUPPORTING US.

THAT MIGHT NOT BE LISTED IN AN EXHAUSTIVE LIST IN THE CAMPUS IMPROVEMENT PLAN.

ALL RIGHT. SO LET'S DIG INTO THE PLAN COMPONENTS.

AGAIN, THESE FIVE COMPONENTS ARE REQUIRED FOR TIP AND TAP .

FIRST OFF, ON STRATEGY, WE HAVE AN OVERARCHING PLAN FOR EVERY SINGLE CAMPUS THAT WE SERVE IN RICHARDSON ISD. WE BELIEVE IN THE QUALITY OF TIER ONE INSTRUCTION AND THAT IF STUDENTS ARE SUCCESSFUL THERE, WE DON'T HAVE TO ENRICH AS MUCH AS WE WOULD HAVE HAD TO ENRICH, OR WE DON'T HAVE TO INTERVENE AS MUCH AS WE WOULD HAVE HAD TO.

SO HAVING THAT AS A FOCUS FOR EVERY SINGLE CAMPUS GIVES EVERYONE THE FOUNDATION TO NOT ONLY IMPROVE THE QUALITY OF TIER ONE INSTRUCTION, BUT CERTAINLY TO MAKE SURE THAT STUDENTS ARE ENGAGED IN AN ALIGNED A STANDARDS BASED, ALIGNED LEARNER FRAMEWORK.

SO WE ARE PROVIDING THAT FOR EVERY SINGLE DISTRICT, I MEAN, EVERY SINGLE CAMPUS IN THE DISTRICT.

ALSO WE ARE PROVIDING FOR ALL THESE CAMPUSES CONSISTENCY AND COACHING AND MONITORING.

SO YOU MAY SAY TO YOURSELF, WELL, THAT DOESN'T EXIST FOR OTHER CAMPUSES THAT AREN'T IN SCHOOL IMPROVEMENT. ABSOLUTELY.

BUT WE WOULD BE UNREALISTIC TO SAY THAT THERE ARE SOME CAMPUSES THAT NEED MORE LOVE AND SUPPORT, WHICH REQUIRE MORE CONSISTENCY AND MORE TIME AT THE CAMPUS IN TERMS OF THAT SUPPORT.

AND THEN THE LATTER THREE ARE WHERE WE ARE LISTENING SUPPORTS FROM REGION TEN.

AGAIN, WE HAD A CHOICE WITH TEA. IT WAS A MINIMAL CHOICE BECAUSE ALL OF OUR VENDORS WHO CAN HELP SUPPORT US WITH THIS WORK ARE VETTED THROUGH TEA. INTERVIEW, THEY GO THROUGH A VERY STRATEGIC AND INTENSE PROCESS TO EVEN BE ON THE PROVIDER LIST.

AND WE BELIEVE THAT REGION TEN, BEING OUR LOCAL ESC AND SUPPORTER WHO'S NOT ONLY ALIGNED WITH OUR WORK IN RICHARDSON ISD, BUT TIGHTLY ALIGNED TO THE WORK OF THE STATE OF TEXAS.

AND THEY'RE IN OUR BACKYARD, SO WHY WOULDN'T WE? SO THEY ARE PROVIDING SUPPORTS FOR TEXAS INSTRUCTIONAL LEADERSHIP, WHICH ARE THOSE STRATEGIES OR WORK THAT WE'RE DOING WITH OUR INSTRUCTIONAL PRIORITIES, MAKING SURE THAT THE LEADERS CAPACITY IS BUILT TO HELP EVERY MEMBER OF THEIR TEAM.

EFFECTIVE SCHOOLS FRAMEWORK, OR THE ESF, IS BUILT OFF OF THE WORK OF PAUL BAMBRICK.

WE'VE DISCUSSED THIS IN DETAIL WITH YOU ALL BEFORE, SO I WON'T GO UP THAT TREE AGAIN, EXCEPT JUST TO TELL YOU THAT BAMBRICK´S WORK IS TIGHTLY ALIGNED TO ALL THREE OF THESE, AND THAT'S THE SAME WORK THAT THEY'RE COACHING ON, IS EXACTLY THE OVERARCHING DISTRICT INSTRUCTIONAL PRIORITIES THAT WE TEACH TO ALL

[00:50:05]

SPEAKING SPECIFICALLY OF BLUEBONNET, WHETHER THAT BE AT THE SECONDARY LEVEL FOR LIKE PARK HILL OR FOR ELEMENTARY, FOR SOME OF OUR ELEMENTARY CAMPUSES, FOR BLUEBONNET.

AGAIN, THESE MATERIALS WENT THROUGH THE VETTING PROCESS.

WE HAVE PRESENTED THAT TO YOU ALL BEFORE. BUT THIS IS REALLY ABOUT PROFESSIONAL LEARNING COMMUNITY STRUCTURES AT EACH CAMPUS THAT HELP A TEACHER TO BUILD THEIR CAPACITY, NO MATTER WHAT THE RESOURCE IS.

WE'VE ALL BEEN IN EDUCATION AROUND EDUCATION FOR A MINUTE, AND WE HAVE SEEN THE SHIFT.

WE HAVE SEEN RESOURCES CHANGE, WE'VE SEEN INITIATIVES CHANGE.

BUT THE ONE THING THAT SHOULD STAY CONSISTENT IS HOW A TEACHER MANIPULATES, MANEUVERS AND DELIVERS THAT RESOURCE TO EVERY SINGLE STUDENT.

SO THAT'S OUR CAPACITY BUILDING MOMENT HERE, IS TO MAKE SURE THAT THEY ARE DELIVERING ON GRADE LEVEL MATERIAL FOR EVERY SINGLE STUDENT, WHETHER IT'S IN THE HQIM OR NOT, THAT THERE ARE PROGRESS MONITORING OPPORTUNITIES NOT ONLY FOR STUDENTS WHO NEED INTERVENTIONS, BUT ALSO FOR STUDENTS WHO NEED ENRICHMENT, BECAUSE THAT IS STILL AN INTERVENTION, EVEN THOUGH IT'S AN ENRICHMENT.

AND THAT THE MATERIALS THAT WE'RE USING FOR HQIM ARE EVIDENCE BASED, MEANING THAT THEY GET RESULTS.

AND LAST, BUT MOST IMPORTANTLY, THAT THEY ARE ALIGNED TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS AND THE ENGLISH LANGUAGE PROFICIENCY STANDARDS THAT WE REVIEW FOR EVERY STUDENT TO BE SUCCESSFUL IN ACQUIRING ENGLISH AS THEIR SECOND LANGUAGE.

SUPPORT AND CAPACITY BUILDING. HERE YOU'LL SEE WE HAVE FIVE COMPONENTS ON SUPPORT AND CAPACITY BUILDING BECAUSE I GO BACK TO SOME OF THE MEETINGS THAT I'VE HAD WITH THE AREA SUPERINTENDENTS, AND YOU CAN IMAGINE WHERE THIS IS WHERE MOST OF OUR CONVERSATION HAS CENTERED.

WHERE DO WE STAND IN TERMS OF HOW WE'RE SUPPORTING THE PRINCIPALS, HOW ARE WE ALIGNED WITH EACH OTHER WHEN WE'RE JUST TALKING, YOU KNOW, JUST STANDARD LANGUAGE, THAT WE'RE ALL SPEAKING THE SAME LANGUAGE AND WE'RE ALL CHEERING FOR THE SAME INSTRUCTIONAL PRIORITIES TO COME TO LIFE AT THOSE SCHOOLS.

FIRST IS PROFESSIONAL DEVELOPMENT. AGAIN, I'VE ALREADY TALKED ABOUT DISTRICT WIDE ALIGNMENT IN OUR INSTRUCTIONAL PRIORITIES.

WE HAVE TIERED COACHING FOR EACH OF THE CAMPUSES, DEPENDING ON THEIR GRADE AND DEPENDING ON THE NEED.

SO I WILL TELL YOU THAT IF A CAMPUS BEGINS TO EMERGE EARLY ON, LIKE THROUGH MAP DATA OR SOME OF OUR TEACH CHECKS, LIKE WE MIGHT SAY, HEY YOU KNOW, WE NEED TO PULL A LITTLE BIT OF SUPPORT FROM OVER HERE FOR THIS WEEK AND GET OVER TO CAMPUS SO AND SO BECAUSE THEY NEED A LITTLE SUPPORT WITH RA.

SO AGAIN, THAT DIFFERENTIATION IS FLUID, MEANING BASED ON THE NEED AT THE TIME FOR EACH CAMPUS.

TOOLS THAT WE'RE USING TO EVALUATE EFFECTIVENESS, WE HAVE TEACHER ACTION STEP TRACKERS.

AGAIN, YOU ALL HAVE HEARD THIS MESSAGE LOUD AND CLEAR, AND WE'VE ALL HEARD IT AND WE'VE ALL INTERNALIZED IT.

IT IS NOT OUR INTENTION WITH FEEDBACK TO DROWN TEACHERS WITH FEEDBACK.

AS A FORMER TEACHER MYSELF, AND I STILL CONSIDER MYSELF A TEACHER.

I WAS ALWAYS LOOKING FOR SOMEONE TO PLEASE JUST TELL ME WHAT TO DO.

LIKE TELL ME WHERE I WENT WRONG AND TELL ME WHAT I COULD DO TO IMPROVE.

AND QUITE FRANKLY, IT'S JUST THAT SIMPLE FOR EVERY SINGLE TEACHER THAT WE SERVE.

IF I COME TO YOUR CLASSROOM, I OWE YOU AN ACTION STEP.

YOU DESERVE THAT. BECAUSE THAT'S WHAT YOU WANT TO DO TO GET BETTER FOR KIDS.

AND WE CALL THAT IRON SHARPENS IRON. I GET BETTER BECAUSE YOU'RE GETTING BETTER, AND WE LEARN TOGETHER.

SO WE'RE NOT GOING TO BOMBARD THEM WITH ACTION STEPS, BUT WE ARE GOING TO GIVE THEM VERY CLEAR ACTION STEPS THAT THEY CAN IMPROVE ON WITHIN ONE WEEK TIME. AND WE'RE TRACKING THOSE JUST TO MAKE SURE THAT THE ADMINISTRATORS ARE CLEARLY ON POINT WITH PROFESSIONAL DEVELOPMENT.

SO IF I'VE GOT 15 TEACHERS ON ONE ACTION STEP, I PROBABLY NEED TO HAVE SOME TYPE OF PROFESSIONAL DEVELOPMENT FOR THOSE 15 SO THAT I CAN ISOLATE PROFESSIONAL DEVELOPMENT TO THE LARGEST NEED.

DOCTOR HERNANDEZ, WHY DON'T. IMAGINE WE'RE GOING INTO A THIRD GRADE MATH CLASSROOM, AND YOU'RE DOING AN OBSERVATION, AND YOU ARE NOW GOING TO GIVE THAT TEACHER FEEDBACK.

WHAT IS AN EXAMPLE OF AN ACTION STEP? I THINK IT MIGHT BE HELPFUL FOR THE BOARD TO KIND OF HEAR, WHAT ARE SOME OF THOSE EXAMPLES OF THAT SPECIFIC ACTION STEP THAT MAYBE MAY HELP A TEACHER, THAT THEY KNOW THAT THEY COULD IMPROVE IN THAT WEEK AND GET BETTER, AND HOW YOU WOULD COME BACK TO LOOK AT IT IN A WEEK AND THEN HOW IT EVOLVES FROM THERE? SURE. I'LL GIVE YOU ONE FROM TODAY. SO TODAY I WAS AT LIBERTY.

[00:55:03]

IT WAS VERY CLEAR IN THE LESSON OBJECTIVE, THE POWERPOINT, THE CONVERSATIONS THAT WERE HAPPENING AMONGST KIDS.

BUT WHEN KIDS WERE RELEASED FOR INDEPENDENT PRACTICE AND THE TEACHER WAS MONITORING, MEANING WALKING AROUND TO MAKE SURE STUDENTS WERE GETTING IT, THERE WASN'T A CLEAR PATH FOR THAT. SO WHEN I ASKED THE TEACHER, TELL ME WHAT YOU'RE LOOKING FOR.

WELL, I'M LOOKING FOR THIS. AND IT WAS A VERY BROAD STATEMENT.

I SAID, WELL, CAN YOU BREAK THAT DOWN INTO THREE STEPS FOR ME? SURE. I'M LOOKING FOR THIS, THIS AND THIS. I SAID, THAT'S WHAT YOU'RE GIVING FEEDBACK ON. IT WAS QUICK IN THE MOMENT.

GIVE THEM FEEDBACK ON THAT STEP. NUMBER ONE, STEP NUMBER TWO, STEP NUMBER THREE.

NOW WE'LL BE WORKING WITH THAT TEACHER TO IDENTIFY THE THREE CRITERIA IN ADVANCE SO HE'S NOT GETTING FEEDBACK WHEN I WALK INTO THE CLASSROOM, SO THAT THEY'RE PREPARED. OR IT COULD BE MANAGEMENT.

YOU KNOW, WALKING IN THERE'S NOT A CLEAR ROUTINE FOR STUDENTS TO STAND UP AND GO TO THE NEXT PERIOD.

YOU KNOW, IT'S CHAOTIC WHEN THEY'RE WALKING OUT. THAT MIGHT BE AN ACTION STEP.

HOW CAN WE DO THIS IN A MORE ORGANIZED WAY? YES, MA'AM.

JUST OUT OF CURIOSITY, SO WHAT DOES THAT ACTUALLY PHYSICALLY LOOK LIKE? SO DO YOU DO THAT, LIKE, RIGHT AS HE'S TEACHING OR IS IT A MOMENT.

OKAY. SO LET ME BE. I JUST WANT TO BE CLEAR. THAT'S A GREAT QUESTION. I WANT TO BE CLEAR. LIKE I'VE WORKED WITH LIBERTY. I HAD AN OPPORTUNITY TO WORK WITH THEM LAST YEAR. SO SOME OF THOSE TEACHERS I'M FAMILIAR WITH, SO I'M VERY COMFORTABLE GOING IN AND THEY WANT THAT FEEDBACK RIGHT THEN.

I KNOW THEM WELL. THE CULTURE HAS BEEN BUILT FOR THAT.

AT OTHER CAMPUSES, WE MAY NOT BE AT THE POINT WHERE IN THE MOMENT FEEDBACK IS A THING.

SO SARAH AND I MAY WALK INTO A CLASSROOM AND SAY, OKAY, WHAT DID YOU SEE THE ACTION STEP IS, AND SHE MAY SAY, OH, IT'S ACADEMIC MONITORING.

I SAID, OKAY, LET'S SCRIPT THAT. YOU AND I WILL SCRIPT THAT FEEDBACK.

SHE'LL PRACTICE IT WITH ME AND THEN SHE'LL GO GIVE THE TEACHER FEEDBACK LATER, BUT WITHIN 48 HOURS, BECAUSE WE WANT THEM TO HIT THAT ACTION STEP WITHIN FIVE DAYS. WHERE WAS I? AND THEN. OF COURSE. OH, NO. YOU'RE GOOD. SO GET BETTER, FASTER.

2.0 CERTAINLY IS THE BOOK BY PAUL BAMBRICK. THAT'S WHERE WE GET THE SCOPE AND SEQUENCE FOR THESE ACTION STEPS.

BUT T-TESS WAS BUILT OFF OF THOSE ACTION STEPS.

IT IS THE FOUNDATIONAL PIECE. SO 100% ALIGNED.

AND RIGHT NOW PRINCIPLES ARE VERY COMPLEMENTARY THAT THEY HAVE A WAY TO IDENTIFY ACTION STEPS QUICKLY FOR TEACHERS.

AND THE TEACHER FEEDBACK'S BEEN REALLY GOOD AS WELL.

I THINK ONE OF THE THINGS THAT'S ALWAYS BEEN MISSING FROM T-TESSS, TEACHERS WANT TO BE AT THE HIGHEST LEVEL OF PERFORMANCE ON T-TESSS, LIKE THAT'S WHAT THEY STRIVE FOR. BUT SOMETIMES IT'S NOT CLEAR.

WELL, HOW DO I GET TO THAT LEVEL? LIKE I'M HERE AND YOU'RE TELLING ME I'M SCORING HERE, BUT I WANT TO BE HERE.

SO WHAT STEPS DO I NEED TO TAKE TO GET HERE? AND IF YOU'RE JUST LOOKING AT T-TESSS AND THAT'S THAT EVALUATION RUBRIC, IT DOESN'T TELL YOU HOW. IT JUST SAYS THIS IS WHAT IT LOOKS LIKE.

AND SO IF I'M A TEACHER, LIKE, WELL, I SEE WHAT THAT'S WHAT IT LOOKS LIKE, BUT I DON'T KNOW HOW TO GET THERE BECAUSE IF I DID, I'D ALREADY BE THERE.

AND THAT IS REALLY WHAT SUSAN IS TALKING ABOUT IN TERMS OF THAT GETTING BETTER FASTER.

IT IS VERY SPECIFIC TO HELP A TEACHER. OKAY. THIS IS WHERE YOU ARE NOW.

HERE'S THE NEXT STEP THAT YOU'RE GOING TO TAKE THAT'S GOING TO MOVE YOU. AND THEN WE'RE GOING TO TAKE THIS NEXT STEP. SO EVENTUALLY YOU ARE PERFORMING AT THAT HIGHEST LEVEL OF T-TESSS. AND IF I MAY TOO TAB, LIKE I'LL GIVE YOU ANOTHER EXAMPLE FROM FOREST LANE ACADEMY.

I WAS OVER THERE THE DAY BEFORE YESTERDAY. AND IF YOU THINK OF LIKE GET BETTER FASTER LIKE IN A SEQUENCE, AND IF YOU LOOK AT WHERE THAT CAMPUS STARTED FOR THEIR ACTION SETS AT THE BEGINNING OF LAST YEAR TO WHERE THEY ARE NOW, LIKE HE'S ON STEP SIX. SO WE ALSO LOOK AT JUST THE GBF IN TERMS OF JUST GROWTH, YOU KNOW.

ARE THEY PROGRESSING IN THAT SCOPE AND SEQUENCE, EVEN THOUGH A TEACHER COULD LIE ANYWHERE ON THE SCOPE? BUT CERTAINLY THAT'S PROGRESS FOR THAT CAMPUS.

AND LAST BUT NOT LEAST, SPECIAL POPULATIONS TRACKING.

GINA MENTIONED EARLIER THAT A CAMPUS MAY BE FOCUSING ON ALL STUDENTS, BUT ALSO FOCUSED ON HISPANIC STUDENT GROUP OR EMERGENT BILINGUALS AND HOW THEY'RE RETAINING AND ACQUIRING ENGLISH.

SO WE USE K-12 SUMMIT FOR THAT HELPS WITH PREPARATION FOR TELEPATHS, BUT ALSO GIVES STUDENTS AN OPPORTUNITY TO LISTEN, SPEAK, READ AND. JUST MISSING ONE. RIGHT, THANK YOU.

AND OUR SPECIAL EDUCATION DASHBOARD, OUR SPECIAL EDUCATION TEAM HAS DONE A FABULOUS JOB OF CREATING A DASHBOARD SO THAT WE KNOW WHERE EVERY STUDENT IS ON THEIR IEP.

AND WE BRING THAT INFORMATION INTO OUR INTERNALIZATION TIME SO THAT WE CAN HELP SUPPORT EACH STUDENT.

AND OF COURSE, IREADY, WHICH YOU ALL KNOW ABOUT IS OUR SOFTWARE PLATFORM THAT SUPPORTS BLUEBONNET AND OUR READING PROGRESS FOR INDIVIDUAL

[01:00:07]

THIS IS HOW WE ARE TRACKING INTERVENTIONS ACROSS THE DISTRICT WHERE PRINCIPALS AND TEAMS ARE GOING IN TO TRACK AND TO SEE IF INTERVENTIONS ARE PRODUCTIVE AND ARE WORKING.

SO NO PLAN WOULD BE HEALTHY IF WE DIDN'T HAVE MILESTONES LISTED WITHIN THE PLAN.

HOPEFULLY YOU ALL HAVE HAD AN OPPORTUNITY TO SEE THESE, IF YOU HAVE NOT THERE'S A BIT OF A DIFFERENCE IN THE TIPS AND THE TAPS IN THAT, IF YOU'LL REMEMBER WHAT I SAID, THAT THE TAPS GO THROUGH 27-28.

SO WE HAVE MILESTONES CREATED FOR THE NEXT THREE YEARS FOR THEM.

AND THOSE MILESTONES ARE CENTERED AROUND PLANNING, CAPACITY BUILDING, IMPLEMENTATION.

WHAT SUPPORTS WE'RE OFFERING AND COACHING WE'RE GIVING, AND STUDENT ASSESSMENTS AND HOW STUDENTS ARE PROGRESSING.

SO AS YOU'RE LOOKING THROUGH THE PLANS, YOU MIGHT SEE A MILESTONE FOR REVIEW K-12 SUMMIT TO MAKE SURE THAT STUDENTS ARE ON TRACK WITH WRITING OR LISTENING PROGRESS. SO ALL THOSE MILESTONES ARE BUILT INTO EACH INDIVIDUAL PLAN FOR YOU ALL TO SEE.

SO SOME OF THE RESOURCES THAT WE'VE EITHER ADDED IN RICHARDSON ISD OR WE'VE GONE A LITTLE BIT DEEPER IN.

FIRST OFF, YOU NOW HAVE A SCHOOL IMPROVEMENT OFFICER.

I HEARD THAT THAT'S ME. SO EXCITED TO SERVE IN THE ROLE AGAIN.

AND ALWAYS EXCITED TO BE A PART OF RICHARDSON ISD AND TO SUPPORT PRINCIPALS.

SO THANK YOU FOR THAT OPPORTUNITY. AN ADDITIONAL ASSISTANT PRINCIPAL AT EACH OF THESE CAMPUSES.

AGAIN, HEAR THIS MESSAGE LOUD AND CLEAR. WE'RE NOT LOOKING TO ADD POSITIONS TO MONITOR OR TO BOMBARD PEOPLE.

BUT CLEARLY AN ADDITIONAL ASSISTANT PRINCIPAL HELPS US TO MONITOR THOSE THREE INSTRUCTIONAL PRIORITIES AND TO HELP SUPPORT.

AND THREE COACHES ARE BETTER THAN ONE. AS LONG AS THEY'RE FOCUSED ON THE RIGHT THING.

THEN WE HAVE LANGUAGE ACQUISITION TEACHERS THAT ARE HELPING US SUPPORT OUR EMERGENT BILINGUAL TEACHERS.

INSTRUCTIONAL COACHES, YOU WILL SEE MORE INSTRUCTIONAL COACHES AT THESE CAMPUSES, OUR FOCUSED CAMPUSES, THAN AT CAMPUSES THAT ARE NOT IN SCHOOL IMPROVEMENT.

AND OUR AMAZING SUPERINTENDENT HAS ALSO PRIORITIZED RESOURCES, MEANING THAT IF I SEE AN AREA OF OPPORTUNITY FOR A CAMPUS OR A RESOURCE THAT WOULD HELP SUPPORT, SHE'S A PHONE CALL AWAY. SHE HAS A SPECIAL LITTLE BUCKET THAT SHE SAVED FOR ME AND THE PRINCIPALS TO BE ABLE TO TAP INTO IF WE NEED IT. AND WE HAVE USED THAT FOR SATURDAY SCHOOLS, INTERVENTIONS, ENRICHMENT ACTIVITIES, FIELD TRIPS. I MEAN, WE'RE USING THAT BUCKET.

ENROLLMENT PRIORITIZATION. YEAH. END OF THE DAY, WE DON'T WANT OVERCROWDED CLASSROOMS, AND WE'RE NOT LOOKING TO ADD WAIVERS OR ANY EXCEPTIONS FOR THESE CAMPUSES. SO WE ARE PROTECTING THE ENROLLMENT THERE.

BUT HANDLING THOSE CONVERSATIONS DELICATELY AND REVIEWED BY THE AREA SUPERINTENDENTS WHEN A STUDENT MIGHT ENTER INTO THOSE CAMPUSES.

AND LAST BUT NOT LEAST, A SCHOOL IMPROVEMENT SPECIALIST, WE HAVE FIVE THAT HAVE JUST FINISHED THE INTERVIEW PROCESS.

NOW THESE ARE GOING TO BE PLACED AT THE F CAMPUSES NOW, AND THESE IMPROVEMENT SPECIALISTS ARE GOING TO BE TRAINED BY TEACHING AND LEARNING AND CURRICULUM AND INSTRUCTION. THEY'LL BE GOING TO THEM ON A BI WEEKLY BASIS SO THEY CAN BECOME FAMILIAR WITH THE RESOURCES AND WHAT'S COMING UP IN THE UPCOMING UNIT, SO THAT WE CAN MAKE SURE THAT INTERVENTIONS ARE VERY TIGHTLY ALIGNED TO TIER ONE INSTRUCTION.

WE DON'T WANT. AND REALLY THESE ARE ALL ABOUT STUDENT INTERVENTION.

LIKE THIS IS ABOUT STUDENT GROUPS. ABSOLUTELY.

IT ACTUALLY CAME OUT TO. 87% OF THEIR TIME IS GOING TO BE ONE ON ONE TUTORING WITH STUDENTS.

THE OTHER 13% IS GETTING THAT CONTENT TRAINING SO THAT THEY CAN MAKE SURE THAT THEY'RE PREPARED.

AND ALSO BEING ABLE TO ASSIST TEACHERS WITH INTERNALIZATION WITHIN THE PLANNING OR TO HELP LEAD OR FACILITATE THOSE TRAININGS.

AND GOT A GOOD GROUP OF FOLKS GETTING READY TO COME ON BOARD. ALL RIGHT.

SO LET'S DIG IN REALLY QUICKLY TO THE TURNAROUND PLANS.

THESE ARE OUR CSI CAMPUSES. AND AGAIN, LED BY TWO FABULOUS PRINCIPALS.

Y'ALL, I WOULD BE AMISS IF I DID NOT SAY YOU HAVE TWO PRINCIPALS AT THESE CAMPUSES THAT HAVE THE GRIT, THE DEDICATION AND THE LOVE FOR EVERY SINGLE KID THAT THEY SERVE.

AND I'M PROUD OF THEM. EVERY DAY I GO OVER THERE AND HELP SUPPORT.

[01:05:02]

WE ARE IN YEAR THREE OF CSI STATUS. WE'VE SET THEIR MINIMAL GOAL AT 72.

BUT I WILL TELL YOU, FOR NOT JUST AUDELIA CREEK, BUT ALSO FOR RISD ACADEMY.

WE ARE AIMING HIGHER THAN WHAT'S ON THAT TARGETED IMPROVEMENT PLAN.

I MEAN, I'M SORRY, ON THE TURNAROUND PLAN. BUT THEIR OVERALL GOAL IS A 72, AND GINA HAS WORKED WITH THEM TO IDENTIFY EACH OF THOSE DOMAINS THAT SHE REVIEWED WITH YOU EARLIER SO THAT THEY UNDERSTAND EVERY SINGLE STUDENT AND EVERY SINGLE STUDENT GROUP AND HOW THEY WILL IMPACT THE OVERALL SCORE.

AND Y'ALL, THIS COULD BE A STUDENT THAT DIDN'T HIT APPROACHES AT ALL, OR IT COULD BE A STUDENT THAT WAS AT MEETS AND SHOULD HAVE GONE TO THE MASTER'S LEVEL BUT MISSED THE MARK. SO WE'RE TALKING ABOUT STUDENTS WHO NEED ENRICHMENT AS WELL AS STUDENTS WHO NEED INTERVENTION.

AND THEY'RE IDENTIFIED SUBPOPULATIONS. AGAIN, THIS DOES NOT MEAN THAT WE'RE NOT SERVING EVERY SINGLE STUDENT.

BUT WE DO HAVE TO BE COGNIZANTLY AWARE THAT THERE ARE SOME STUDENTS THAT DO HAVE A GAP.

AND IT'S OUR OBLIGATION TO FULFILL THAT GAP. SO OUR SUBPOPULATIONS THERE ARE HISPANIC, ECONOMICALLY DISADVANTAGED AND OUR EMERGENT BILINGUALS AND EB/EL. THE PROGRAMS THAT WE ARE USING THERE ARE BLUEBONNET AND AMPLIFY, AND THEY'RE PARTICIPATING IN, IN TWO TEA GRANT ALLOCATIONS. THE FIRST ONE IS TIL, AND THE SECOND ONE IS STRONG FOUNDATIONS.

AGAIN, THIS IS SAME INSTRUCTIONAL PRIORITIES, JUST MORE COACHING KNEE TO KNEE WITH A COACH FROM REGION TEN AND PROFESSIONAL DEVELOPMENT.

YOU'LL ALSO SEE IN THIS BOTH OF THESE TURNAROUND PLANS, THE OUTLINE FOR PROFESSIONAL DEVELOPMENT.

YOU CAN SEE WHAT I'VE OFFERED FOR THE DISTRICT IN TERMS OF TRAINING FOR PRINCIPALS, AREA SUPERINTENDENTS, COACHES, CNI, EVERYONE. AND YOU'LL ALSO SEE AN OUTLINE OF THE SAME THING FOR REGION TEN, WHAT TRAINING THEY'VE OFFERED FOR AREA SUPERINTENDENTS, MYSELF, CNI, YOU'LL SEE A LIST THERE OF PROFESSIONAL DEVELOPMENT AND WHEN THAT OCCURRED.

SO ADDITIONS THAT YOU WILL SEE DIFFERENT FOR AUDELIA CREEK.

AGAIN THIS IS TIERED CAMPUS SUPPORT. SARAH IS REALLY ENJOYING ME BEING OVER THERE AND HELPING TO SUPPORT AND NOW WE'RE AT THE LEVEL WITH THIS CAMPUS WHERE THE COACHES, I MEAN, THE COACHING IS HAPPENING WITH HER ASSISTANT PRINCIPALS.

SO SARAH DID SUCH A FANTASTIC JOB OF COACHING ROUNDS LAST YEAR THAT NOW WE'RE ON THE NEXT TIER.

SO HOW ARE ASSISTANT PRINCIPALS IMPACTING INSTRUCTIONAL COACHES AND INSTRUCTIONAL PRIORITIES AT THAT CAMPUS? SPECIAL POPULATION SUPPORT. WE HAVE ELICITED THE SUPPORT OF CNI TO HELP US AND THE MET DEPARTMENT TO HELP US SUPPORT EACH OF OUR EITHER HISPANIC STUDENT OR AN EMERGENT BILINGUAL STUDENT, BECAUSE THOSE ARE THE STUDENTS THAT WE´RE FOCUSED ON AT AUDELIA CREEK.

THEY HAVE A LANGUAGE ACQUISITION TEACHER THAT IS ALSO HELPING TO SUPPORT THOSE STUDENTS.

AND THEN ADDITIONAL RESOURCE ALLOCATION THUS FAR, OUR MONEY FOR SMALL GROUP INSTRUCTION AND A DATA TRACKING PLATFORM, AGAIN, NOT TO OVER TEST, BUT SO THAT WE CAN HAVE A REAL KEEN EYE ON EACH STANDARD AND HOW STUDENTS ARE PROGRESSING.

SO FOR RISD ACADEMY, AGAIN COINCIDENTALLY, THEY HAVE THE SAME GOAL, 72.

BUT WE'RE AIMING HIGHER FOR HER. AND FOR BOTH OF THESE CAMPUSES, WHEN I THINK ABOUT MY FIRST TIME EVER VISITING THESE SCHOOLS AND WHERE THEY ARE TODAY, WE ARE LIGHT YEARS AHEAD.

THERE'S SO MUCH MORE THAT GOES INTO DETERMINING IF A SCHOOL IS GOING TO BE SUCCESSFUL OTHER THAN LIKE, YOU KNOW, I DON'T KNOW, CIA DATA OR MAP DATA.

IT'S ALSO JUST THE WAY THE CAMPUS FEELS AND THE CULTURE AND THE ACCEPTANCE OF EACH OF THE KIDS.

AND YOU CAN FEEL THE IMPROVEMENT OF THE CULTURE THERE AND THE FAMILY ATMOSPHERE THAT BOTH OF THESE PRINCIPALS HAVE CREATED.

SO WE'RE AIMING HIGHER BECAUSE THEY'RE READY FOR THAT.

THEY'RE IN BLUEBONNET AND AMPLIFY, AND THE DIFFERENCE BETWEEN THE TWO IS CHRISTINE AND PEGGY DILLON ARE PARTICIPATING IN EFFECTIVE SCHOOLS FRAMEWORK. THEY'RE IN YEAR TWO. SO THAT MEANS MOST OF THE COACHING THAT'S COMING FROM REGION TEN IS DIRECTED DIRECTLY AT PEGGY, BECAUSE YEAR ONE WAS MOSTLY CHRISTINE. SO NOW THEY'RE COACHING PEGGY ON HOW TO COACH CHRISTINE.

AND THEN THEY ALSO HAVE STRONG FOUNDATIONS IMPLEMENTATION AS WELL.

[01:10:09]

WE KNOW THAT ONE OF OUR AREAS OF OPPORTUNITY FOR RISD ACADEMY IS ENSURING THAT EVERY STUDENT IS READING AT GRADE LEVEL, BEFORE THEY TO THAT GRADE THREE, WE WANT THEM TO HIT THEIR MARKER, AND THAT'S WHAT CATCH UP AND READ IS COMING IN TO HELP SUPPORT.

WE'VE ALSO GIVEN ADDITIONAL FUNDING FOR SMALL GROUP INSTRUCTION AND DATA TRACKING.

SO BOTH OF THESE PRINCIPLES WILL BE PILOTING THAT DATA TRACKING SO THAT WE CAN SEE IF IT'S EFFECTIVE.

AND IF IT IS, WE'LL CONTINUE TO USE IT AND SPREAD IT OUT TO MORE CAMPUSES.

OUR NEXT STEPS. I RECEIVED FEEDBACK FROM REGION TEN BEFORE THESE TURNAROUND PLANS GO TO TEA, AND WE GOT ALMOST A 100%. I DID GET TWO AREAS OF EDITS THAT HAVE ALREADY BEEN FIXED.

SO OUR PLANS ARE READY FOR ME TO ENTER INTO QUALTRICS AFTER YOUR APPROVAL TODAY.

THE POSTED CAMPUS STAKEHOLDER MEETINGS THAT WAS COMPLETED ON 10/29, ALL OF OUR CAMPUSES HAVE MET WITH ALL OF THEIR STAKEHOLDERS TO A, INFORM THEM OF THEIR SCHOOL IMPROVEMENT STATUS, AND B, TO TELL THEM WHAT STAKEHOLDERS WHAT THEY'RE DOING ABOUT IT.

AND THEN WE HAVE TAP STAKEHOLDER FEEDBACK IS LIVE.

AND THAT WILL BE COMPLETED BY 11/10. SO IF THERE ARE ANY EDITS THAT COME ABOUT BECAUSE OF STAKEHOLDER FEEDBACK, I WILL DEFINITELY INFORM YOU ALL OF ANY CHANGES THAT WERE MADE TO THE TURNAROUND PLANS, BASED ON THAT FEEDBACK I HAVE TO UPLOAD THE 18 PLANS INTO QUALTRICS BY 11/14. NOT SURE WHAT THAT LOOKS LIKE YET, BUT WE'LL GET THEM ENTERED.

AND THEN ANY TAP EDITS WILL COME BACK TO YOU ALL AGAIN IN THE SPRING OF 2026.

BUT IF THERE'S ANYTHING IMMEDIATE OR LIKE, WHOA, WHICH I DON'T ANTICIPATE, WE'LL MAKE SURE THAT YOU ALL GET THAT IN A TIMELY MANNER.

BUT WE TOOK AWAY ANYTHING FROM THE PRESENTATION TODAY.

I HOPE IT'S THESE FOUR THINGS. THAT FOR US IT'S ABOUT INTENTIONALITY, FOCUS, AND CONSISTENCY.

WE'RE NOT LOOKING TO DO NEW. WE'RE LOOKING TO GO DEEPER, TO EXPAND AND TO GET BETTER, FASTER.

WE BELIEVE IN BUILDING THE CAPACITY OF EVERY TEAM MEMBER, NOT JUST TEACHERS.

OUR INSTRUCTIONAL COACHES, OUR LATS, OUR ACADEMIC FACILITATORS, PRINCIPAL MANAGERS, ME, EVERYONE.

FIDELITY AND APPLICATION OF RESOURCES. WE DON'T WANT JUST LOOSE RESOURCES BEING APPLIED OR THROWN AT SCHOOL IMPROVEMENT CAMPUSES.

WE WANT ONLY THE THINGS THAT WORK THAT ARE TARGETED TO DO JUST THAT.

AND LAST BUT NOT LEAST, STAY THE COURSE. WE'VE ALREADY SEEN EARLY CELEBRATIONS.

BUT I ALSO KNOW THAT WHEN WE HAVE EARLY CELEBRATIONS, WE HAVE A LOT MORE DATA TO LOOK AT, AND WE HAVE MONTHS AHEAD OF US. SO WE OUR AIM IS TO CONTINUE THAT TRAJECTORY.

THANK YOU, DOCTOR HERNANDEZ. AND AGAIN, I DO HOPE AT SOME POINT I REALLY THINK THE BOARD Y'ALL COULD DO THIS PRESENTATION NOW.

BECAUSE I HOPE YOU HAVE HEARD KIND OF OUR VERY REDUNDANT COMMUNICATION TO YOU AROUND WHAT WE ARE DOING TO ENSURE ALL OF OUR STUDENTS ARE ACHIEVING AT THEIR HIGHEST LEVELS OF POTENTIAL, AND WHETHER YOU ARE AT A CAMPUS THAT RIGHT NOW IS SCORING AT AN A OR A CAMPUS THAT WE KNOW IS IN THIS LEVEL OF NEEDS IMPROVEMENT, OUR WORK IS THE SAME.

IT'S THE LEVEL OF INTENSITY OF SUPPORT THAT IS DIFFERENT.

AND SO BEFORE WE TAKE QUESTIONS, BECAUSE THIS IS AN ACTION ITEM, AND WE.

NORMALLY I DO RECOGNIZE AND I THANK PRESIDENT POTEET AND THE BOARD FOR A LITTLE FLEXIBILITY.

WE NORMALLY DO NOT HAVE A ACTION ITEM IN A WORK SESSION.

BUT BECAUSE OF THE TIMELINE OF THIS, WE NEEDED TO ADD THIS AS AN ACTION ITEM.

WE COULDN'T HAVE IT AT THE LAST MEETING BECAUSE WE HAD TO WAIT FOR FEEDBACK FROM TEA BEFORE WE COULD GIVE, YOU KNOW, ALL THE THINGS THAT YOU JUST HEARD. SO WITH THAT, I DO ASK THAT YOU RECOMMEND THE THAT YOU APPROVE THE CAMPUS TARGETED IMPROVEMENT PLANS AND THE TURNAROUND PLANS AS PRESENTED.

THANK YOU FOR THAT RECOMMENDATION. BASED ON THAT AND THIS ACTION ITEM, DO I HAVE A MOTION? SO MOVED. THANK YOU, MS. PACHECO. DO I HAVE A SECOND? SECOND? THANK YOU, MS. MCGOWAN. NOW WE'LL OPEN IT UP TO QUESTIONS AT THIS POINT.

QUESTIONS AND COMMENTS. YES, MS. PACHECO. OKAY THANK YOU SO MUCH FOR THIS PRESENTATION.

[01:15:06]

SO THANK YOU FOR THAT. AND THE SUPPORT THAT YOU PROVIDE TO ALL OUR TEACHERS AND TEAM, TEAM MEMBERS AND LEADERS.

DOCTOR ORTIZ, YOU MENTIONED A LITTLE BIT ON HOW THERE ARE DIFFERENT PERFORMANCE TARGET DATA POINTS THAT I GUESS WERE AGGREGATED AND ACCUMULATED YEARS AGO AND PROVIDED THROUGH A CERTAIN PERIOD IN THE 2030S, RIGHT? HOW DOES THAT ACTUALLY WORK NOW? WHEN WE HAVE PROBABLY BECOME MORE SOPHISTICATED AND KNOWLEDGEABLE IN HOW WE TEACH OUR STUDENTS.

RIGHT? OUR TEACHERS ARE WELL COACHED. THEY HAVE LEARNED NEW METHODS.

DO WE AS A DISTRICT, MAYBE, LIKE, I DON'T KNOW, COMPARE THEM AND THEN CREATE A STANDARD FOR OURSELVES? OR ARE WE JUST KIND OF HOW DOES THAT WORK? [LAUGHTER] SO WE HAVE OUR OWN INTERNAL GOALS DEPENDING ON THE CAMPUS, RIGHT? SO CERTAIN CAMPUS, EVERY CAMPUS HAS DIFFERENT GOALS.

SO I'VE BEEN VISITING WITH DIFFERENT CAMPUSES.

SOME ARE IDENTIFIED FOR STATE ACCOUNTABILITY AT DIFFERENT GRADE LEVELS, RIGHT? I'VE MET WITH SOME THAT ARE A'S, SOME THAT ARE B'S.

THEY ALL HAVE THEIR TARGETS. THEY WANT TO CONTINUE TO IMPROVE. THEY WANT THEIR KIDS TO CONTINUE TO GROW.

SO THEY'RE SETTING THEIR OWN INTERNAL TARGETS.

THE ONES THAT I WAS DISCUSSING FOR CLOSING THE GAPS, THEY CONTINUED TO INCREASE.

SO EVERY CERTAIN NUMBER OF YEARS I THINK IT'S EVERY FIVE YEARS.

THE TARGET MOVES UP A LITTLE BIT AND IT MOVES UP A LITTLE BIT AND IT MOVES UP A LITTLE BIT.

SO RIGHT NOW THE TARGET THAT WE'RE LIVING IN WILL EXPIRE IN 2028, WHICH WILL THEN WE'LL HAVE SOME CHANGES TO THE STATE ACCOUNTABILITY AND ALL OTHER THINGS THAT WE WILL FIND OUT IN A FEW YEARS. AND THAT LEVEL GOES UP TO THE NEXT BRACKET.

AND SO THAT'S WHERE THEY'VE SET THOSE TARGETS MOVING UP EVERY FIVE YEARS.

OKAY AND I'M GOING TO GUESS, RIGHT? THAT THESE COME FROM INFORMED SPACES AND MAYBE SOME STATISTICS, RIGHT? HOW DO WE KNOW IF, IF THESE TARGETS ARE ACTUALLY AT THE RIGOR THAT OUR STUDENTS DO PERFORM? OR DO WE MAYBE THINK THAT SOME OF THESE TARGETS ARE SET LOWER THAN WHAT WE THINK THE CAPACITY OF OUR STUDENT GROUPS HAVE? I THINK AS, AS A WHOLE, THERE'S BEEN SOME THINGS THAT HAPPENED SINCE THAT DATA COLLECTION THAT HAVE IMPACTED, RIGHT? SO THESE TARGETS WERE SET PRIOR TO CHANGES TO THE ASSESSMENT, THEY CHANGED THE ITEM TYPES, MADE IT MORE RIGOROUS IN CERTAIN ASPECTS, ADDED THE EXTENDED RESPONSE QUESTIONS.

THERE'S A LOT THERE'S BEEN SOME CHANGES ALONG THE WAY AS WELL.

SO I FEEL THAT THAT'S CREATED ITS OWN CHALLENGE FOR US TO BE ABLE TO REACH THE TARGETS THAT WERE SET MANY YEARS PRIOR.

ADDITIONALLY, THESE WERE SET PRIOR TO THE PANDEMIC AS WELL SO.

RIGHT, RIGHT, OKAY. SO SO PART OF WHAT THEY ARE DOING IS ANALYZING HOW A PARTICULAR SUBGROUP IS PERFORMING NOT JUST IN TEXAS BUT NATIONALLY. AND WHAT DO WHAT DO WE HAVE TO DO? WHAT DOES THE CAMPUS HAVE TO DO? WHAT DOES THE DISTRICT HAVE TO DO? WHAT IS THEN A STATE HAVE TO DO IN ORDER TO RAISE THE ACHIEVEMENT OF THAT SUBGROUP TO MEET OR EXCEED THE NATIONAL AVERAGE? SO I THINK THAT IS KIND OF THE THEME AROUND HOW THOSE ARE DEVELOPED AND HOW THEY LOOK AT AND HOW THEY'RE SET. WELL, I JUST WANT TO SAY THANK YOU, BECAUSE I KNOW THAT WE HAVE SUCH A GREAT INSTRUCTIONAL PRIORITIES.

I LIKE THE CONSISTENCY AND JUST THE DEDICATION THAT YOU ALL SET TOWARDS OUR STUDENTS.

SO I APPRECIATE THAT. I DO HAVE A QUESTION ON THE LANGUAGE ACQUISITION TEACHERS.

I DIDN'T UNDERSTAND ARE THESE LANGUAGE ACQUISITION TEACHERS THAT ARE ADDED FOR THE STUDENTS, OR ARE THEY COACHES FOR THE ACTUAL TEACHERS THAT TEACH? [LAUGHTER] WELL THANK YOU FOR THAT QUESTION. IF YOU'LL REMEMBER.

THANK YOU TO THE BOARD. MULTIPLE YEARS AGO WHEN WE DID COME AND BRING A CHANGE TO OUR MODEL WHERE WE WERE REALLY TAKING IT AWAY NECESSARILY FROM ESL PULL-OUT MODEL AND THEN PROVIDING SUPPORTS FOR OUR TEACHERS.

SO THE LANGUAGE ACQUISITION TEACHERS WERE CREATED THEY ACTUALLY REALLY ARE SUPPORTED BY OUR MET DEPARTMENT AS A WHOLE.

DOCTOR RANGEL AND HER TEAM, THEY'RE CONSTANTLY TRAINED BY THEM FOR BEST PRACTICES.

WELL, THEY'RE ACTUALLY GOING TO BE THERE ALL DAY TOMORROW TO GO OVER AND REVIEW ALL THE CI DATA THAT WE HAVE AND START TO GET A PLAN IN PLACE FOR IT NOW.

BUT THEIR MAIN ROLE IS TO REALLY TRAIN THE STAFF, TRAIN THE TEACHERS NEED TO MEET WITH THE TEACHERS AND PLCS, BUT THEY ALSO NEED TO MEET WITH KIDS AND PULL KIDS IN SMALL GROUP AS WELL.

OKAY WOW THAT'S GREAT. I LOVE THAT I KNOW THAT WE HAVE LIMITED RESOURCES, BUT I THINK WE'RE PULLING THEM IN SMART PLACES

[01:20:01]

AND WHAT DO YOU IN ORDER TO EXIT, HERE'S WHERE YOU NEED TO BE.

AND SO WHAT GOALS ARE WE GOING TO SET AND HOW ARE WE GOING TO MONITOR THAT TOGETHER TO HELP YOU REACH THAT GOAL.

THEY ARE RIGHT NOW SENDING OUT KIND OF A WEEKLY MESSAGE TO PARENTS AND JUST ENCOURAGING PARENTS.

HEY, DID YOU KNOW THAT YOUR, YOU KNOW, ALL OF YOUR STUDENTS YOU KNOW, THIS WEEK PRACTICE THIS WHETHER IT'S USING, YOU KNOW SUMMIT DATA OR SOMETHING ELSE IN ORDER TO HELP PARENTS FEEL LIKE THEY ARE A PART OF THAT, THAT EFFORT TO HELP STUDENTS REACH THEIR, THEIR GROWTH GOALS.

SO THEY REALLY HAVE A LOT OF ROLES IN MONITORING DATA, WORKING INDIVIDUALLY WITH STUDENTS, PROVIDING THAT PROFESSIONAL LEARNING TO TEACHERS TO SUPPORT OUR EMERGING BILINGUAL STUDENTS, BUT THEN ALSO BEING THAT ENCOURAGER, THAT HELPING OUR STUDENTS UNDERSTAND WHY IT'S SO IMPORTANT THAT THEY ARE REACHING THOSE TELPAS GOALS AND HELPING PARENTS UNDERSTAND HOW THEY CAN SUPPORT THAT AS WELL.

I LOVE THAT I LIKE THE ACCOUNTABILITY AND THE RESPONSIBILITY YOU GIVE THE STUDENTS. AS A LANGUAGE LEARNER MYSELF, I JUST REMEMBER MAGICALLY GOING TO ENGLISH CLASS ONE DAY, LIKE ONE YEAR.

I DON'T REMEMBER, LIKE WHAT HAPPENED? I GUESS IT JUST CLICKED, I DON'T KNOW [LAUGHTER].

SO I LIKE THAT THESE KIDS, YOU KNOW, THEY'RE NOW AWARE AND THEY KNOW THE STEPS AND WHAT THEY NEED TO DO TO GET BETTER EVEN SO, THANK YOU. THANK YOU, MS. PACHECO, FOR THAT. A LITTLE NON-DOCTRINAL HERE, BUT WE WE'RE LOSING PEOPLE, ONESIES AND TWOSIES. SO WE'RE GOING TO GO AHEAD AND CONTINUE OUR QUESTIONS AFTER A QUICK RESTROOM BREAK IF ANYBODY NEEDS IT.

SO HOLD ON TO YOUR QUESTIONS. HOLD ON TO YOUR ANSWERS.

AND WE'LL TAKE A QUICK TEN MINUTES AND WE'LL BE BACK.

SO I KNOW HOLD ON TO EVERYTHING [LAUGHTER]. YOU WANT MORE DETAIL.

SO WE'LL BE BACK IN TEN MINUTES THANKS. ALL RIGHT WE'RE GOING TO GO AHEAD AND GET STARTED AGAIN.

THANKS FOR ALLOWING THAT QUICK BREAK THAT EVERYBODY NEEDED AND ENJOYED.

SO WE WILL PICK UP WHERE WE LEFT OFF. AND I KNOW, MS. PACHECO, DID YOU HAVE AN ADDITIONAL QUESTION? YOU'RE GOOD? OKAY. OTHER QUESTIONS AND COMMENTS FROM BOARD MEMBERS.

YES, MS. MCGOWAN. I JUST HAVE A COUPLE OF QUESTIONS BECAUSE YOU ARE CORRECT.

THANK YOU FOR THAT PRESENTATION. I THINK WE'RE GOOD.

WE'VE DONE A LOT OF INFORMATION MULTIPLE TIMES NOW.

ONE QUESTION I HAVE IS YOU MENTIONED THE BUILDING BLOCKS OF THE CIP ARE EVEN THOUGH THEY'RE NOT ON, LIKE, THEY'RE NOT TARGETED, THEY'RE NOT ON PLAN OR TURNAROUND PLANS, TARGET IMPROVEMENT PLANS.

BUT EACH CIP IS BUILT ON THESE BUILDING BLOCKS.

STRATEGY, CURRICULUM, INSTRUCTION SUPPORT. IS THAT CORRECT? DO I HAVE THAT CORRECT?THEY ARE THREADED IN EVERY SINGLE CIP, REGARDLESS OF WHERE THAT STUDENT WHERE THAT CAMPUS ACCOUNTABILITY GRADE IS, BECAUSE WE'RE WORKING ON THESE THINGS ACROSS EVERY SINGLE DISTRICT, ACROSS EVERY SINGLE CAMPUS.

WHAT IS DIFFERENT OR DIFFERENTIATED FOR THE TURNAROUND PLAN AND THE TAP PLAN.

FOR EXAMPLE, IT'S THAT ADDITIONAL DETAIL OF THOSE STRATEGIES AND THEN ALSO MORE SPECIFIC MILESTONES OF HOW WE'RE MONITORING THE OUTCOMES OF THE CIP. THE CIP IS KIND OF A ONE YEAR PLAN. AND SOME OF THESE PLANS ARE THREE YEAR PLANS.

BUT THAT'S THE OUTLINE OF IT? HOW DO YOU COME UP? LIKE, HOW DO YOU GUYS COME UP WITH YOUR STAKEHOLDERS OR HOW DOES THAT HAPPEN? WE CAN ALSO INVITE THE PRINCIPALS UP IF THEY WOULD LIKE TO SHARE KIND OF HOW THEY.

WE THANK THEM FOR BEING HERE ON A THURSDAY NIGHT, THE NIGHT BEFORE HALLOWEEN, BY THE WAY [LAUGHTER]. SARAH WEEK. YEAH GREEN MEANS GO. SO, CHRISTY GIBSON, OUR PARTICULAR MEETING, WE SPECIFICALLY WERE VERY CLEAR THAT WE WERE GOING TO BE PRESENTING WHERE WE ARE AS A CAMPUS AND THEN MORE SPECIFICALLY, MAKING IT ACCESSIBLE TO OUR PARENTS.

SO MAKING SURE THEY UNDERSTOOD WHERE WE CURRENTLY ARE AND WHAT OUR SPECIFIC ACTION STEPS ARE.

WE ACTUALLY ALSO HAD A LOT OF THE TOOLS. SO THOSE HIGH QUALITY INSTRUCTIONAL MATERIALS, I THINK IT'S A LOT OF OUR PARENTS CAN'T BE THERE DURING THE SCHOOL DAY, OR THEY MAY NOT HAVE SEEN WHAT THEIR CHILD IS LEARNING. SO WE REALLY HAD OUR CAMPUS.

WE ACTUALLY PUT IT OUT ON THE TABLE, AND WE TALKED ABOUT WHAT IS THE LEVEL THAT OUR STUDENT SHOULD BE LEARNING AT THAT PARTICULAR GRADE LEVEL. AND THEN WE TALKED ABOUT HOW WE'RE SUPPORTING THAT. AND THEN WE ACTUALLY HAD SOME GREAT QUESTIONS THIS YEAR ABOUT WHAT THEY CAN DO TO CONTINUE TO SUPPORT THAT AT HOME.

[01:25:01]

WE OFFERED IT AT MULTIPLE TIMES SO THEY COULD CONTINUE TO COME.

AND ACTUALLY, I WEAVE IT INTO EVERY SINGLE PARENT EVENT THAT I HAVE, CONSTANTLY REMINDING THEM THAT THIS IS OUR FOCUS AREAS.

THESE ARE THE AREAS WE'RE WORKING ON, AND THESE ARE THE ACTION STEPS THAT WE'RE TAKING TO GET THERE. AND SO VERY SIMILAR.

AT OUR CAMPUS, WE ACTUALLY CHANGED UP THE WAY WE ROLLED OUT ONE OF OUR PARENT NIGHTS THIS WEEK INSTEAD OF DOING IT BY GRADE LEVELS, WE DID IT BY LANGUAGE BECAUSE WE HAVE A HIGH FARSI PASHTO POPULATION.

AND SO MAKING SURE THAT THE LANGUAGE WAS ACCESSIBLE FOR ALL PARENTS TO UNDERSTAND WHAT THE CURRICULUM IS, HOW THEY CAN SUPPORT AT HOME USING THOSE FOUR LICENSES PER FAMILY OF K-12 SUMMIT TO ENSURE THAT WE'RE ENGAGING.

THE PARENTS CAN BE USING THE PLATFORM AT HOME.

AND SO SAME THING JUST DELIVERING IT MULTIPLE WAYS AND ENSURING THAT WE'RE MEETING THEM WHERE THEY ARE AND, AND GIVING THEM THE TOOLS THAT THEY NEED TO SUPPORT AND BRIDGE THAT SUPPORT AT HOME, AT SCHOOL I WOULD SAY THIS YEAR WAS PROBABLY ONE OF THE BEST ONES, AND I THINK IT'S BECAUSE WE PROMOTED IT SO MUCH THAT IT WAS GOING TO BE BY LANGUAGE.

AND SO THIS WAS PROBABLY THE BIGGEST YEAR THAT WE HAD.

WE HAD A TURNOUT. AND SO WE MADE VIDEOS, SENT IT OUT, SENT IT THROUGH LIKE OUR BLACKBOARD.

OUR TALKING POINTS HAD TEACHERS, YOU KNOW, SENDING FLIERS.

BUT I THINK IT WAS THE LANGUAGE PIECE THAT REALLY GRABBED OUR FAMILIES AND MADE THEM FEEL COMFORTABLE TO COME TO CAMPUS, THAT KNOWING THERE WAS GOING TO BE SOMEBODY THAT SPOKE THEIR LANGUAGE AND COULD EXPLAIN THE RESOURCES TO THEM.

IS YOUR MIC ON? I WANTED TO ALSO SAY THANK YOU FOR YOU MADE A COMMENT.

RIGHT? HOW WE RATE OUR SCHOOLS IS BASED ON THE CULTURE AND HOW YOU WALK IN WHEN YOU HOW THEY MAKE YOU FEEL AND HOW WELCOMING THAT IS.

AND YOU CAN TELL THAT IT'S A FAMILY LIKE ENVIRONMENT WHERE EVERYONE'S SUPPORTING EACH OTHER AND THAT I'M GLAD YOU MENTIONED THAT.

I THINK THAT'S REALLY IMPORTANT. AND I HOPE THAT'S KIND OF THE GENERAL LIKE THE CULTURE OF OUR DISTRICT.

THAT'S I THINK THAT'S GREAT. SO THANK YOU FOR MENTIONING THAT. AND I WHAT I HOPE AND THE PRINCIPALS CAN FEEL FREE TO CHIME IN HERE.

WHAT WE'VE REALLY WORKED ON, I THINK OVER THE LAST REALLY 4 OR 5 YEARS HAS BEEN THAT BALANCE, RIGHT? WE WANT A CULTURE AND A CLIMATE ON OUR CAMPUSES WHERE OUR TEACHERS FEEL LIKE THEY'RE IN A PLACE WHERE THEY'RE SEEN, VALUED, HEARD, RESPECTED, SUPPORTED. WE ALSO WANT OUR STUDENTS TO FEEL THAT, THAT THEY'RE IN A PLACE WHERE THEY'RE LOVED, THAT THEY ARE FEELING CONNECTED, THAT THEY HAVE AN ADULT THAT THEY CAN GO TO.

AND WE WANT WE WANT THAT FOR ALL KIDS, BUT WE WANT THAT AT THE HIGHEST LEVEL OF EXPECTATION AS WELL.

WE DON'T WANT TO LOVE OUR KIDS TO A PLACE WHERE WE MAKE EXCUSES OR WE LOWER OUR EXPECTATIONS BECAUSE WE UNDERSTAND THAT MAYBE THEY HAVE A BACKGROUND THAT YOU KNOW, EXPERIENCED TRAUMA OR WE KNOW HOW HARD IT IS WHILE YOU ARE YOU KNOW, YOU HAVE ONE NATIVE LANGUAGE IN YOUR ACQUIRING A SECOND ONE.

AND WE KNOW HOW HARD THAT IS TO NAVIGATE. AND SO WE LOWER OUR EXPECTATIONS FOR WHAT THAT HIGH ACHIEVEMENT CAN LOOK LIKE.

SO IT'S THAT BALANCE OF, I LOVE YOU SO MUCH THAT I'M GOING TO EXPECT THE ABSOLUTE MOST OUT OF YOU, AND I'M GOING TO SUPPORT YOU ALL THE WAY THROUGH. AND I THINK THAT'S THAT, THAT BALANCE OF WE'RE NOT WE DON'T WANT TO BE A PLACE WHERE WE'RE GOING TO JUST DRILL AND KILL KIDS TO GET TO A SCORE, BECAUSE THAT'S NOT TRUE LEARNING.

WE ARE GOING TO CREATE AN ENVIRONMENT IN WHICH OUR LEARNER FRAMEWORK AND THOSE THINGS, WE'RE CREATING EXPERIENCES THAT MAKE LEARNING STICKY SO THAT THEY, THEY DON'T JUST LEARN IT FOR TODAY, BUT THEY LEARN IT AS THEY MOVE FORWARD AND THAT THEY FEEL THAT LOVE AND SUPPORT ALL THE WAY THROUGH. I DON'T KNOW IF Y'ALL WANT TO ADD ANYTHING. MY FAVORITE COMMENT ON THE SURVEY THIS YEAR WAS THAT OUR ADMINISTRATIVE TEAM HAS HIGH EXPECTATIONS FOR US, BUT THEY'RE ALSO GIVING US THE TOOLS TO GET THERE.

SO I THINK THAT HAS BEEN A CULTURAL SHIFT THAT WE HAD TO MOVE TO, THAT THE STUDENTS THAT LEAVE OUR ACADEMY SHOULD BE COMPETITIVE COMPARED TO ANY SCHOOL IN THE DISTRICT COMPARED TO ANY PLACE THAT THEY WANT TO GO CAREER WISE.

AND SO I THINK THAT WE'RE SHIFTING THAT AND ALSO SPEAKING TO MAINTAINING, RIGHT? SO PEOPLE PEOPLE STAY WHERE THEY SEE THAT THEY'RE VALUED AND ALSO WHERE THEY SEE THEIR WORK IS MAKING AN IMPACT.

AND SO IT'S NOT EASY WORK, BUT IT'S CONSISTENT WORK.

AND I THINK BECAUSE WE'RE NOT CHANGING FROM THING TO THING TO THING, WE'RE NOT LOOKING FOR MAGICAL FIXES. WE'RE GOING BACK WE ACTUALLY HAD A TEACHER THAT SAID THIS YEAR WHEN WE ROLLED OUT THE INSTRUCTIONAL PRIORITIES, THAT SOUNDS LIKE WHAT WE WERE DOING. AND I'M LIKE, IT IS. SO, YOU KNOW, THAT WE'RE NOT ASKING FOR SOMETHING DIFFERENT. SO I THINK THAT THEY SEE THE VALUE IN THAT. AND THEY ALSO KIND OF FEEL LIKE SOME RESIDENT EXPERTS BECAUSE THEY'VE BEEN DOING THE WORK AT A DEEP LEVEL AND AS YOU WERE SPEAKING, IT JUST OF COURSE, MADE ME THINK ABOUT A LOT OF OUR KIDS IN THE LEVEL AND THE POVERTY THAT A LOT OF OUR KIDS

[01:30:06]

WE'RE NOT GOING TO LOWER THAT. WE'RE NOT GOING TO LOWER THE RIGOR, BUT WE'RE GOING TO BE HERE TO SUPPORT OUR STUDENTS, RIGHT? AND I KNOW THERE'S A LOT OF CHATTER ON SOCIAL MEDIA ABOUT, WELL, YOU'RE TALKING A LOT ABOUT THE BOND.

AND I KNOW YOU'RE FOCUSED A LOT ABOUT THE BOND, BUT HEY, WE'VE GOT A LOT OF ECONOMICALLY DISADVANTAGED KIDS THAT ARE ON SNAP.

HOW ARE YOU GOING TO SUPPORT THESE KIDS? LET'S TALK ABOUT THAT. AND I DON'T WANT THE COMMUNITY TO EVER TO NOT BELIEVE THAT THAT'S THE HEART OF WHO WE ARE, RIGHT? LIKE, WE'RE GOING TO SUPPORT KIDS AND WE'RE GOING TO DO WHATEVER IT TAKES TO MAKE SURE OUR KIDS COME TO SCHOOL. THEY'RE FED, THEY LEAVE SCHOOL, THEY'RE FED, THEY COME BACK AND THEY'RE READY TO LEARN.

SO IF THERE'S ANYTHING WE CAN DO AS A BOARD TO SUPPORT THAT AND TO CONTINUE TO SUPPORT, RIGOR AND ACHIEVEMENT AND TO DO WHATEVER IT TAKES TO GET THERE. IF THAT'S TO FEED KIDS, THEN THAT'S WHAT WE'RE GOING TO DO. ABSOLUTELY AND JUST TO REASSURE OUR COMMUNITY STUDENTS WHO ARE SERVED THROUGH THE SNAP PROGRAM ARE AUTOMATICALLY THEIR AUTOMATICALLY A PART OF OUR FREE AND REDUCED LUNCH PROGRAM, AND THEY QUALIFY FOR A YEAR AND 30 DAYS.

SO DESPITE WHAT MIGHT BE HAPPENING IN TERMS OF WHAT WE KNOW ARE THESE IMPENDING DEADLINES, OUR STUDENTS WILL CONTINUE TO BE FED, YOU KNOW, FREE BREAKFAST AND FREE LUNCH.

ON TOP OF THAT, WE HAVE DEVELOPED AND I WANT TO A BIG SHOUT OUT TO DOCTOR MARTIN AND OUR COUNSELING TEAM.

THEY HAVE CURATED A REALLY POWERFUL LIST OF COMMUNITY PARTNERS OUR MOBILE FOOD PANTRY, OUR FOOD CLOSETS AT OUR CAMPUSES, OUR WEEKEND MEAL BACKPACK PROGRAMS. AND SO WE ARE WORKING CLOSELY TO MONITOR THOSE INVENTORIES AND WILL ABSOLUTELY STAND UP ANY KIND OF FOOD DRIVE THAT IF WE HEAR IN THE NEXT, YOU KNOW, 7, 10, 14, 21 DAYS. IF WE NEED TO STAND UP ANY KIND OF FOOD DRIVE, WE ARE PREPARED TO STAND WITH OUR PARTNERS TO DO THAT.

I LOVE THAT, THANK YOU FOR THAT AS WELL. I'M ENCOURAGED BY THE CULTURE AND THE LOVE IN OUR SCHOOL DISTRICT, WHICH IS WHY WE'RE ALL HERE SERVING. WE'RE THERE'S A BOND IN PROGRESS.

THERE'S A BOND THAT WE CAN GO OUT AND VOTE FOR COMING UP WHERE THE INSTRUCTIONAL THINGS AND THE INFRASTRUCTURE AND ALL THESE WONDERFUL THINGS THAT WE NEED TO OPERATE IN A SCHOOL DISTRICT TO IMPROVE ACADEMIC ACHIEVEMENT. BUT AT THE SAME TIME, FOR COMMUNITY MEMBERS TO KNOW THAT WE ARE GOING TO MAKE SURE THAT OUR KIDS AND FAMILIES ARE TAKEN CARE OF IF WE CAN YES, MS. HARRIS, IF YOU DIDN'T RAISE YOUR HAND, I'M RAISING IT FOR YOU I DID, I DID, I DID, I DID, I DID. SO I, YOU KNOW, BASICALLY YOU ALL WERE KIND OF GOING DOWN THE ROAD THAT I WAS THE QUESTION THAT I WAS GOING TO ASK YOU, YOU'VE ANSWERED IT PRETTY MUCH.

MY QUESTION IS AROUND THE STAFF. SO, YOU KNOW, WE AS HUMANS, A LOT OF TIMES, YOU KNOW, WE DON'T WANT YOU INVADING OUR SPACE.

WE DON'T REALLY WANT THE COACHING. SO I KNOW THAT THERE'S PROBABLY SOME PUSHBACK.

BUT OVERALL, HOW ARE OUR TEACHERS DOING? I MEAN, ARE THEY READY TO GET IN THERE AND HELP US GET THIS WORK DONE? ARE THEY EXCITED? DO THEY SEE WHAT THIS MEANS AND WHERE WE CAN GO AND WHERE OUR STUDENTS CAN GO WITH THIS? I THINK ABSOLUTELY, IT'S JUST THE CULTURE THAT WE'VE NOT ONLY BUILT IN THE DISTRICT, BUT I THINK EACH WITHIN OUR OWN SCHOOLS.

AND, YOU KNOW, AS YEAR THREE HERE AT THIS CAMPUS, YOU KNOW, I THINK FINALLY LAST YEAR WE SAW THAT TEN POINT GROWTH ON TEA OUR MOST RECENT MAP SCORES. ALL OF OUR GRADE LEVELS IN ALL OF OUR ACADEMICS HAVE MET THE EXPECTED GROWTH.

AND SO TEACHERS ARE SEEING THEIR HARD WORK. THEIR BLOOD, SWEAT AND TEARS ARE YIELDING STUDENT STUDENT GROWTH.

AND SO WE KNOW LIKE RIGHT NOW WE'RE DOING SO WELL.

AND THAT DOMAIN 3 WE'RE CLOSING GAPS NOW. OUR FOCUS IS ACHIEVEMENT.

WE'VE GOT TO GET OUR STUDENTS ACHIEVING. AND SO HERE'S THE PROFESSIONAL DEVELOPMENT.

HERE'S WHAT WE'RE DOING IN PLCS. AND THEY'RE EAGER TO DO IT BECAUSE THEY'RE SEEING THOSE STUDENT OUTCOMES MET.

AND I THINK TIA IS A IS A HUGE PART OF THAT AS WELL.

WE HAD SEVEN ADDITIONAL TEACHERS QUALIFY THIS YEAR FOR TIA.

SO I THINK THE MOMENTUM IS BUILDING. OUR STUDENTS ARE EXCITED.

THEIR GROWTH FOLDERS, THEY'RE RUN UP AND SHOW YOU, YOU KNOW, THEY'RE TRACKING THEIR PROGRESS. SO I THINK IT'S JUST A PART OF OUR CULTURE.

AND SO TEACHERS WANT TO KNOW, HOW DO I GET BETTER? WHAT DO YOU SEE THAT I CAN IMPROVE ON? SO I WOULD SAY ABSOLUTELY YES. I THINK IT GOES BACK TO THE ACTIONABLE ITEMS. SO THE TEACHERS HAVE ALWAYS RECEIVED SOME TYPE OF FEEDBACK, BUT I THINK THE SPECIFICITY OF GIVING SOMEBODY SOMETHING THEY CAN ACTUALLY ACCOMPLISH WITHIN THE NEXT WEEK AND ACTUALLY THE FOLLOW THROUGH AND THE FOLLOW UP IS WHAT MAKES IT IMPACTFUL.

AND THE FACT THAT THEY KNOW THAT WE'RE MAKING TIME, LIKE MY DAY HAS TO BE BUILT AROUND WHO I'M SEEING, WHO I'M GIVING FEEDBACK TO AND THOSE TYPES OF THINGS.

[01:35:01]

SO IT'S NOT A ONE TIME. IT'S A MULTIPLE TIME.

I KNOW THAT WHEN WE INTERVIEW FOR OUR CAMPUS, THE NUMBER ONE QUESTION WE ASK IS, GIVE ME THE HARDEST PIECE OF FEEDBACK YOU'VE RECEIVED ABOUT YOUR TEACHING AND HOW DID YOU RESPOND TO THAT FEEDBACK? THEY DON'T REALLY BAT AN EYE. NOW WHEN WE WALK THROUGH ROOMS WITH MULTIPLE ADULTS THEY KNOW THAT WE'RE PUTTING OUR LEARNING ON DISPLAY BECAUSE WE GOT TO BE DOING GOOD THINGS IN THE CLASSROOM IT'S NOT HAPPENING TO THEM IT'S HAPPENING WITH THEM.

THAT'S EXCELLENT. I LOVE HEARING THAT BECAUSE I THINK ABOUT OUR TEACHERS ALL THE TIME, BECAUSE JUST THE ENVIRONMENT THAT WE CLEARLY ARE IN RIGHT NOW.

AND I JUST GET SO CONCERNED THAT, YOU KNOW, WE'RE GOING TO GET TO A POINT WHERE THEY'RE BURNT OUT.

WE'RE DOING A TON OF TRAINING. WE'RE DOING THIS, WE'RE DOING THAT. WE'RE THROWING THIS NEW PROGRAM AT THEM EACH AND EVERY DAY, AND THEY'RE NOT SEEING THE RESULT. SO IT'S GREAT TO HEAR THAT WE ARE PROVIDING THAT FEEDBACK SO THAT THEY CAN SEE THE CHANGE.

I MEAN, I LOVE IT.

WE HAVE TO CONSIDER JUST DISTRICT WIDE, NOT JUST WITH OUR SCHOOL IMPROVEMENT CAMPUSES, BUT THAT WE MEAN WHAT WE SAY AND WE SAY WHAT WE MEAN, RIGHT? LIKE WE'RE GIVING YOU FEEDBACK BECAUSE WE CARE ENOUGH FOR YOU TO GET BETTER. AND IF WE WEREN'T GIVING YOU THAT FEEDBACK, THEN THAT MIGHT BE A PROBLEM SO I THINK ESPECIALLY, LIKE AT THESE TWO CAMPUSES AND WHAT WE'RE SEEING WITH OUR SCHOOL IMPROVEMENT CAMPUSES IS LIKE, WE CAN'T WALK OUT OF A ROOM NOW WITHOUT SOMEBODY SAYING, WAIT, WHERE'S MY ACTION STEP? LIKE THEY WANT THE FEEDBACK RIGHT NOW. WE JUST EXPERIENCED THAT AT LIBERTY.

LIKE WE COULDN'T EVEN GET OUT THE DOOR WE STILL DO KNOW TEACHERS FEEL THE STRESS. THEY ALL YES.

OUR PRINCIPALS ARE DOING A PHENOMENAL JOB OF BUILDING THAT CULTURE, BUILDING THAT EXPECTATION.

BUT BUT TEACHING IS HARD. AND THERE ARE A LOT OF THINGS THAT WE ASK OUR TEACHERS TO DO, WHETHER IT'S, YOU KNOW, SITTING IN AN ARD, FILLING OUT A GRADE CHECK FOR AN ARD YOU KNOW, THEN SITTING POTENTIALLY IN A, YOU KNOW, A MEETING WORKING ON, LIKE, THERE'S JUST DEALING WITH STUDENT BEHAVIORS.

I MEAN, THERE THERE'S JUST A MYRIAD OF THINGS THAT WE ASK TEACHERS TO DO.

SO I WOULD BE REMISS IF I DIDN'T SAY THAT WE RECOGNIZE THAT WHAT WE'RE ASKING AND WHAT IS NEEDED FOR OUR STUDENTS IS IT'S A LOT OF HARD WORK.

WHAT WE STAND READY AND COMMITTED TO DO IS TO MAKE SURE THAT THEY FEEL SUPPORTED ALONG THE WAY.

WE DON'T ALWAYS GET IT RIGHT, AND THAT'S WHY WE STOP AND WE LISTEN TO TEACHERS. WHAT DO THEY NEED? WHAT ADJUSTMENTS DO WE NEED TO MAKE? DO WE NEED TO, YOU KNOW, WE ADJUSTED DISTRICT WIDE DAY.

SO TEACHERS HAD AN EXTRA HOUR OF PLANNING AT DISTRICT WIDE DAY SO THAT TEACHERS COULD ACTUALLY TAKE WHAT THEY'RE LEARNING AND LITERALLY PLAN ON THE SPOT AND NOT HAVE TO THEN FEEL LIKE THEY HAVE TO GO BACK AND DO SOMETHING EXTRA.

SO WE ARE CONSTANTLY TRYING TO LISTEN, AND WE'RE NOT PERFECT, BUT WE REALLY ARE TRYING TO LISTEN.

THE OTHER THING THAT IS SUPER IMPORTANT THAT WE'RE REALLY HAVING TO DISCIPLINE OURSELVES ON AS WELL, IS AND I KEEP USING THE ANALOGY WITH EVERYONE THAT, YOU KNOW, THERE'S A THERE'S A SPEED LIMIT ON A HIGHWAY FOR A REASON.

AND WHAT WE'RE DOING RIGHT NOW IS WE WANT TO GO THAT WE WANT TO GO THAT SPEED WE WANT.

WE'RE ON 70, RIGHT? BECAUSE WE NEED TO GET TO A DESTINATION SAFELY.

WE WANT TO GET TO OUR DESTINATION IN A WAY THAT IS PRODUCTIVE.

IF YOU GO TOO FAST, YOU'RE GOING TO LOSE A WHOLE LOT OF PEOPLE ALONG THE WAY, AND YOU'RE GOING TO RISK THAT SAFETY MEASURE.

AND YOU MAY GET THERE FASTER, BUT IT'S GOING TO COME AT A TREMENDOUS COST IF YOU GO TOO SLOW AND YOU DON'T HAVE THAT RIGHT PRESSURE.

AND EVERYONE FEELS REALLY HAPPY BECAUSE WE'RE JUST, YOU KNOW, GOING ALONG THEN WE RISK NOT GETTING TO OUR DESTINATION AT ALL.

SO OUR GOAL IS WE WANT TO GO 70. WE'RE, WE'RE WE ARE PROVIDING THAT RIGHT URGENCY, THAT RIGHT PRESSURE.

WE'RE PROVIDING THAT RIGHT SUPPORT SO THAT WE CAN GET TO OUR END GOALS WITHOUT YOU KNOW, CAUSING ANY HARM TO ANY GROUP.

AND JUST JUST ONE MORE THING. I REALLY APPRECIATE HEARING ALL THE THINGS ABOUT SUPPORT.

I WOULD JUST ASK THAT YOU GUYS STICK TO IT, HOLD TO IT, BE STRONG TO IT.

I KNOW PERSONALLY THAT THIS TYPE OF SUPPORT AND THE THINGS THAT WE'RE TALKING ABOUT HERE IS NOT DONE IN OTHER AREAS.

I'VE GOT MY SON. THIS IS HIS FIRST YEAR TEACHING, AND HE STRUGGLES SOMETIMES BECAUSE HIS HEART IS SO INTO THE KIDS, AND HE'S JUST NOT GETTING THAT SUPPORT THAT HE WANTS, THAT HE NEEDS SO THAT HE CAN GIVE THE SUPPORT TO THE KIDS.

[01:40:06]

AND SO I HEAR HIS STORIES. SO I CERTAINLY DON'T HEAR THIS [LAUGHTER].

SO I DEFINITELY APPRECIATE IT. FOR THE RECORD, HE'S NOT IN RISD [LAUGHTER].

HE'S NOT EVEN IN TEXAS [LAUGHTER]. HE'S NOT EVEN IN TEXAS ON RECORD.

SO YEAH, YEAH, BRING HIM BACK SOUTH. I'M TRYING TO RECRUIT HIM COME ON YES, YES YES. MS. RENTERÍA. YES. SO I HAD A COUPLE OF QUESTIONS HERE IN THAT LINE OF SUPPORT AND CARE.

ONE OF THE THINGS THAT, YOU KNOW, I THINK ABOUT MY DAYS AS A, YOU KNOW, PTA PARENT, AND I REMEMBER THE MAIN OBJECTIVE WAS ALWAYS TO SUPPORT OUR TEACHERS AND GIVE THAT EXTRA OF WHATEVER THEY NEEDED.

IF IT WAS JUST TO HAVE A NICE PLACE TO COME, HAVE A NICE SNACK, A NICE MEAL TO JUST HAVE THEM BREATHE.

SO I'M KIND OF WONDERING, LIKE, WHAT ARE WE DOING TO SUPPORT OUR TEACHERS OUTSIDE OF WHAT WE ALREADY DO AND THE CULTURE THAT WE BUILD? BUT, YOU KNOW, THIS IS A LOT OF WORK. WE WE WE MENTIONED NOT ONLY A LOT, BUT IT'S REALLY HARD.

BUT I KNOW SOME OF THESE SCHOOLS ALSO MAY NOT HAVE A FULL PTA.

I DON'T KNOW WHICH ONES OR ALL, BUT HOW ARE WE SUPPORTING OUR, OUR TEACHERS IN THEIR WELLNESS AND TO MAKE SURE THAT THEY'RE ALSO OKAY IN ALL OF THIS? SO FIRST OF ALL, PART OF WHAT WE HAVE DONE IS WHAT YOU ALL HAVE DONE AS A BOARD.

WHETHER IT'S THROUGH OUR MENTAL HEALTH CLINIC OR THROUGH OUR WELLNESS CLINIC THAT, THAT OUR TEACHERS CAN ACCESS AS WELL.

I WILL TELL YOU THAT I WAS AT THE EXECUTIVE COUNCIL PTA THIS MORNING, AND ONE OF THE PROGRAMS THAT THEY ARE OFFICIALLY LAUNCHING IS AN ADOPT A PTA PROGRAM WHERE THEY'RE GOING TO ACTUALLY HAVE SISTER SCHOOLS.

I REMEMBER THOSE THAT THEY HAVE ADDITIONAL SUPPORT FROM A SISTER PTA TO HELP MAYBE PROVIDE SOME OF THOSE GAPS THAT IT'S HARD TO DO WHEN YOU'RE A SISTER PTA.

DO YOU ALL HAVE I KNOW MANY OF YOU HAVE FAITH BASED PARTNERS IN WHICH THOSE FAITH BASED PARTNERS ARE OFTEN PROVIDING SOME ADDITIONAL SUPPORT.

SO ANY OTHER THINGS, MAYBE, THAT ARE HAPPENING TO TRY TO MAKE SURE THAT, YOU KNOW, THAT LOUNGE IS A PLACE WHERE TEACHERS CAN GO YOU KNOW, ANY OTHER LITTLE KIND OF TEACHER SUPPORTS. WE'VE GOT A COUPLE OF PARTNERSHIPS RIGHT NOW, AND THERE WE ALWAYS FOCUS THOSE VERY SPECIFICALLY ON WHAT WE CAN DO FOR, FOR STAFF. SO WE'VE HAD RENOVATION JUST TODAY.

WE HAD A GROUP OF FORMER RISD RETIRED TEACHERS THAT BROUGHT OUT SNACKS.

THEY CONSISTENTLY COME OUT. WE ALSO THANKFULLY WE DO HAVE A PARENT LED PTA AT THE ACADEMY.

IT'S A FEW, BUT THEY ARE MIGHTY. AND SO THEY'RE ALWAYS LOOKING AT WAYS AND WHAT I LIKE IS THAT IT'S ALWAYS IN THAT LANGUAGE OF HOW CAN WE SERVE AND HOW CAN WE SUPPORT? AND THEN I THINK AS A CAMPUS LEADER, WE'RE ALSO THINKING ABOUT WHAT ARE THE THINGS WE CAN BUILD IN.

YOU KNOW, THE GOOD THING ABOUT IF I'M MEETING WITH A TEACHER PRETTY FREQUENTLY TO GIVE THEM FEEDBACK IS SOME OF THAT TIME IS JUST CHECKING IN ON WHERE ARE YOU? WHAT DO YOU NEED RIGHT NOW? HOW CAN I HELP YOU? AND THEN WHAT KIND OF SUPPORTS DO WE HAVE ON CAMPUS THAT CAN KIND OF BUILD YOU UP IN THAT PARTICULAR AREA? BECAUSE WE ALL HAVE WAVES. THERE'S TIMES OF LIFE THAT ARE REALLY EASY, AND THERE'S TIMES OF LIFE THAT ARE REALLY HARD. AND SO I THINK WE ARE CONSTANTLY RESPONDING TO THAT. THANKFULLY, I THINK OUR TEACHERS NOW FEEL COMFORTABLE TELLING US WHAT THEY NEED. AND SO THE ACTION STEP THERE IS HOW DO I RESPOND TO THAT? THAT'S AWESOME THANK YOU. ANOTHER QUESTION THAT I HAD WAS YOU KNOW, I LOVE THE IT SEEMS VERY THOROUGH, LIKE THE LIKE THE PLAN. I LOVE THE WHOLE THING ABOUT CONSISTENCY AND EVERYTHING THAT WE'RE DOING TO SUPPORT AND GIVE OUR RESOURCES TO THE TEACHERS OF THESE PARTICULAR CAMPUSES.

BUT I'M WONDERING WHAT HAPPENS WITHIN THESE NEXT FEW YEARS IF THERE'S TURNOVER? YOU KNOW, AND WE HAVE TEACHERS NOW, NEW TEACHERS COME IN, SOME OTHERS LEAVE.

LIKE, HOW DO WE WHAT'S THE PLAN TO MAINTAIN THAT, THAT STAFF, THAT LEVEL OF STAFF DEVELOPMENT AND MAYBE EXCELLENCE THAT THESE TEACHERS ARE ACQUIRING ALONG THE WAY. BUT NOW YOU HAVE KIND OF COMING AND GOING.

IS THERE LIKE A PLAN TO THAT CONSISTENCY? YES, MA'AM.

WHEN I, WHEN I CAME ON BOARD, I WAS ASKED TO CREATE A FIVE YEAR PLAN FOR ROLLOUT OF THE INSTRUCTIONAL PRIORITIES TO SUPPORT THE LEARNER FRAMEWORK.

AND THAT WAS ONE OF THE BIG AREAS OF OPPORTUNITY.

CERTAINLY IN TEXAS, WE HAVE TO ADDRESS TEACHER SHORTAGES AND RETENTION RATES.

WE'RE AT THAT POINT. RIGHT SO I MENTIONED EARLIER THE LEVELS AT WHICH WE'RE COACHING TO EXPAND THE CAPACITY OF THE ASSISTANT PRINCIPALS,

[01:45:01]

THE MORE PEOPLE THAT YOU KNOW THAT KNOW THE MESSAGE CAN SPEAK THE ELEVATOR SPEECH AND CAN DO THE ACTIONS JUST INTERNALLY AUTOMATICALLY WEAR OFF ON THE NEW FOLKS THAT COME ON BOARD. WE DO HAVE A PROFESSIONAL DEVELOPMENT TRACKING PLAN THAT I'VE SUBMITTED TO MY SUPERVISOR THAT WE ARE CONTINUING PROFESSIONAL DEVELOPMENT, BUT AT DIFFERENT LEVELS.

SO NOW YOU'LL SEE PROFESSIONAL DEVELOPMENT MORE DIFFERENTIATED THAN IT WAS IN THE FIRST YEAR WHERE SOME OF OUR PRACTICE LABS ARE FOCUSED STRICTLY FOR SECONDARY OR STRICTLY FOR MIDDLE SCHOOL OR STRICTLY FOR ELEMENTARY AND OR THE RESOURCE THAT THEY HAVE. SO THOSE ARE ALL WAYS THAT WE BUILD CAPACITY AND RETENTION.

AND I WOULD ALSO ADD JUST TO THE END OF THAT IS ABOUT PEOPLE DON'T LEAVE A.

IF THEY'RE GETTING RESULTS AND B. IF THEY'RE CELEBRATED AND RECOGNIZED BECAUSE OF THAT.

EVERYTHING ALWAYS GOES BACK NOT JUST FOR SCHOOL TURNAROUND, BUT TO TRUST.

AND HOW ARE WE BUILDING UP AND RETAINING AND INVESTING IN THE PEOPLE THAT ARE HERE AND PART OF OUR TEAM THAT WE WANT TO STAY THAT I WILL JUST ALSO ADD THAT IT THIS HAS ALSO ALLOWED US TO TRANSFORM WHEN WE DO HAVE NEW TEACHER TRAINING.

SO WE EVEN TRY TO DIFFERENTIATE WITHIN NEW TEACHER TRAINING.

WE MIGHT HAVE SOMEONE THAT IS A NEW TEACHER, NOT ZERO YEAR THOUGH, SO WE DIFFERENTIATE THERE.

WE MIGHT HAVE A VETERAN TEACHER THAT'S NEW TO US AND HAS HAD THIS WORK AND HAD THIS PROFESSIONAL LEARNING, SO THEIR TRACK MAY LOOK DIFFERENT THAN IF I'M A ZERO YEAR.

BRAND NEW TEACHER WHO I DON'T EVEN YOU KNOW, KNOW, TELL ME WHERE THE TEXTBOOK IS.

SO WE WORK REALLY HARD TO DIFFERENTIATE THAT MS. BALLAST IN OUR PROFESSIONAL LEARNING TEAM. SHE BRINGS IN OUR ZERO YEAR TEACHERS THROUGHOUT THE YEAR AND REALLY PROVIDES JUST IN TIME TRAINING FOR WHAT THEY'RE DEALING WITH RIGHT THEN. SO, YOU KNOW, THE FIRST MEETING, IT'S LIKE THE REALITY OF THE DOOR CLOSED AND THESE 22 KIDS BELONG TO ME.

NOW WHAT? AND HELPING THEM, YOU KNOW, HOW ARE YOU KEEPING UP WITH GRADING? HOW ARE YOU KEEPING UP WITH PARENT COMMUNICATION? WHAT'S NOT WORKING IN YOUR CLASSROOM MANAGEMENT? AND SO THEY'RE WORKING THROUGH THOSE THINGS JUST IN TIME.

SO THAT WAY WHEN THEY ARE WITH THEIR CAMPUSES, THIS WORK THAT WE'RE DOING WITH GETTING BETTER FASTER CAN BE THEIR FOCUS.

AND SHAUNA AND HER TEAM IS KIND OF HELPING ON THAT SIDE.

THANK YOU THAT'S AWESOME. I LOVE HEARING ALL OF THIS, AND I JUST LOVE THAT WHOLE THING OF CONSISTENCY.

AND I THINK IT'S SUPER IMPORTANT WHEN WE DO HAVE, AGAIN, THE CHANGE OF, YOU KNOW WHAT, GOING TO HAPPEN, RIGHT? SO I JUST WONDERED HOW DO YOU MAINTAIN THAT? SO IT SOUNDS LIKE YOU GUYS GOT A PLAN REALLY.

WELL, YOU KNOW, IN PLACE. ONE OF THE OTHER THINGS I HAD HERE WAS I KNOW WE TALKED ABOUT THE ADDITIONAL ASSISTANT PRINCIPALS AND THEN THE SCHOOL IMPROVEMENT SPECIALIST. WHERE DOES THAT COME FROM? LIKE, I MEAN, WHERE DOES THE LIKE, IS THAT AN ADDITIONAL COST THAT'S GOING TO THAT WE'RE GOING TO HAVE? I MEAN, WHERE DOES IT COME FROM? HOW DOES THAT WORK? SO THANK YOU FOR THAT. SO WE DID NOT ADD ALLOCATIONS FOR THOSE POSITIONS.

WE REPRIORITIZED ALLOCATIONS. SO WE HAVE THE SAME NUMBER OF ASSISTANT PRINCIPALS THAT WE DID LAST YEAR, BUT WHERE WE PLACE THEM IN A STRATEGY AROUND WHERE WE PLACE THEM WAS BASED UPON WHERE DID WE HAVE THE GREATEST STUDENT NEED? AND SO THAT WAS A PRIORITY. AND SOMETIMES IN THE PAST.

IT'S DONE PURELY BASED UPON ENROLLMENT. SO IF YOU HAVE X AMOUNT OF KIDS, YOU GET THIS AMOUNT OF, YOU KNOW, X WHATEVER THAT TITLE OF THAT POSITION IS.

AND WE JUST RECOGNIZE RIGHT NOW THAT, YOU KNOW, STUDENT NEEDS HAS TO BE THAT DRIVER OF WHERE THOSE SUPPORTS ARE.

THANK YOU. THANK YOU FOR THAT. ONE OF THE LAST THINGS I HAD A QUESTION HERE ABOUT WAS, AND I'M SORRY THAT I THOUGHT I HAD IT WHAT SLIDE THAT WAS.

BUT I THINK SOMEONE MENTIONED BRANCHING, BRANCHING MINDS? YEAH. CAN YOU GIVE A LITTLE BIT MORE ON WHAT THAT IS OR HOW? SURE YES SO WE ARE REQUIRED TO REPORT. I'LL JUST GIVE YOU.

SO BRANCHING MINDS IS A DIGITAL PLATFORM THAT BASICALLY ALLOWS US TO TRACK STUDENTS THROUGH THE MULTI-TIERED SYSTEM OF SUPPORTS THAT MTSS SYSTEM THAT YOU'VE HEARD BEFORE. SO IT HELPS US UNDERSTAND WHERE A STUDENT IS ON THE ACADEMIC SIDE AS WELL AS ON THE BEHAVIOR SIDE.

ONE EASY WAY AND ONE REQUIREMENT WHY WE HAVE TO HAVE A SYSTEM LIKE THAT IS, FOR EXAMPLE, OUR TUTORING REQUIREMENT BY THE STATE.

IT'S A LEGISLATIVE REQUIREMENT THAT IF A STUDENT DOES NOT PASS STAAR, THAT WE HAVE TO PROVIDE SO MANY HOURS OF INTERVENTION TO HELP ACCELERATE THEIR LEARNING TO GET THEM READY FOR STAAR, WE HAVE TO DOCUMENT THAT AND SUBMIT THAT TO THE STATE.

SO BRANCHING MINDS IS THE TOOL THAT WE USE TO DOCUMENT THOSE HOURS WHEN WE HAVE TO REPORT THAT.

IT IS ALSO THE TOOL THAT ALLOWS US IF A STUDENT IS NOT LEARNING AND WE'RE WONDERING IS IT A TEACHING ISSUE,

[01:50:02]

THEN WE NEED TO, YOU KNOW, WE NEED TO CHANGE EITHER THE INTERVENTION, THE TIME, THE TIME OF THE INTERVENTION, THE KIND OF INTERVENTION. IF THAT STILL DOESN'T WORK, THEN IT MIGHT BE THAT WE NEED TO CONSIDER POTENTIALLY A SPECIAL EDUCATION REFERRAL, BECAUSE MAYBE THERE'S SOMETHING ELSE GOING ON THAT THE STUDENT IS NOT RESPONDING TO THESE THINGS THAT WE KNOW WORK, AND ALL OF THAT IS HOUSED IN BROWSING AND BRANCHING MINDS.

SO OUR TEACHERS AREN'T HAVING TO USE MULTIPLE TOOLS FOR TO TRACK MULTIPLE THINGS.

IT'S ALL IN ONE PLACE. PERFECT THANK YOU FOR THAT.

THANKS FOR THAT CLARIFICATION I MEAN, IS THAT SOMETHING THAT IS DISCUSSED WITH THEM? THAT'S JUST FOR THE TEACHERS THAT BRANCHING MINDS IS PRIMARILY IT'S A IT'S A TEACHER TOOL.

IT'S NOT REALLY ONE YEAH PERFECT. NOW UNLIKE IREADY AND SUMMIT, WHICH THOSE ARE TOOLS THAT STUDENTS AND PARENTS SUMMIT FOR EXAMPLE, CAN BE USED FOR PARENTS, TEACHER, PARENTS AND STUDENTS AT HOME.

PERFECT AND THEN JUST MY LAST QUESTION WAS IN REGARDS TO, YOU KNOW, WE SEE ALL OF THESE THINGS AND EVERYTHING IS GOING TO BE IMPLEMENTED.

AND WE JUST GOT OUR MATH SCORES. DOCTOR SANTOS I REMEMBER IT'S BEEN A WHILE, BUT I REMEMBER IN THE DAYS OF MY CHILDREN, LIKE, THAT WAS JUST LIKE TALKED ABOUT FROM DAY ONE.

EVERYTHING WAS ABOUT STAAR, STAAR, STAAR, STAAR. AND WE GOT TO DO THIS FOR STAAR. SO I'M JUST WONDERING, LIKE, HOW MUCH OF THAT IS STILL TALKED ABOUT? OR IS THAT LIKE SOMETHING THAT'S STILL A FOCAL POINT ON TOP OF EVERYTHING ELSE THAT'S HERE? [LAUGHTER] I'M GOING TO BECAUSE THEY KNOW WE HAVE A SHARED VISION. SO FOR US IT'S ABOUT GROWTH.

IT DOESN'T MATTER. YOU KNOW WHERE YOU PERFORMED ON STAAR, WHERE YOU PERFORMED ON MAP, WHERE ARE YOU THE DAY I GET YOU AND WHERE ARE YOU THE DAY THAT YOU LEAVE IN MAY? AND SO THAT'S PART OF OUR STUDENT GROWTH FOLDERS.

AND I THINK THAT'S WHY THEY TAKE SUCH OWNERSHIP OF THEM, BECAUSE YOU'RE NOT EMBARRASSED ABOUT WHERE YOU ARE.

YOU'RE EXCITED ABOUT, YOU KNOW, YOUR TEACHER MEETING WITH YOU 1 TO 1 AND SETTING THOSE GOALS.

AND SO, NO, I'LL SAY WE TALK ABOUT TELPAS AND STAAR AND MAP, BUT IT'S ALL IN THE.

HEY, WHAT DO YOU THINK IS REASONABLE? HERE'S HOW YOU PERFORMED LAST YEAR.

I THINK YOU CAN GET THIS FAR. HOW FAR DO YOU THINK YOU CAN GET? AND WHAT DO WE DO TO GET THERE? AND SO IT'S IT'S MENTIONED, BUT IT IS NOT IT IS A PART OF OUR GROWTH CONVERSATIONS.

AND IT'S NOT ABOUT WHERE YOU ARE, WHERE WE EXPECT YOU TO BE.

WE EXPECT YOU TO BE BETTER THAN YOU WERE YESTERDAY.

AND MORE THAN THAT, IT'S ABOUT THE SKILLS. SO WHAT DO I KNOW NOW AND WHAT DO I NEED TO KNOW AND HOW AM I? WHAT ARE THE TOOLS AND STRATEGIES I CAN USE TO GET MYSELF THERE? BECAUSE ULTIMATELY THE STATE HAS LINED OUT WHAT A STUDENT HAS TO KNOW AND STAAR ONE DAY TO SHOW WHAT WE KNOW.

MAP IS ANOTHER DAY TO SHOW WHAT WE KNOW. SO I THINK IT'S CHANGING THAT MINDSET OF LIKE, WE'RE WORKING TOWARDS THIS, OF THAT'S GOING TO SHOW LEARNING BECAUSE WE'RE CHECKING ON LEARNING EVERY SINGLE DAY AND EVERYTHING THAT WE DO.

AND SO THAT TAKES CARE OF ITSELF. RIGHT? SHOULD BE THAT YOUR CHILD IS GROWING FROM WHEREVER THEY CAME IN. IF YOUR STUDENT CAME IN ABOVE GRADE LEVEL, THEY SHOULD LEAVE ABOVE GRADE. ABSOLUTELY. SO I THINK IT'S MORE IT'S MORE ABOUT WHERE ARE YOU, WHERE DO YOU WANT TO BE AND HOW DO YOU GET THERE? SO JUST LIKE WE'RE HELPING TEACHERS FIGURE THAT OUT, STUDENTS HAVE TO OWN THAT PART OF IT TOO.

AND THEY HAVE TO KNOW THEY'RE VERY AWARE OF WHAT THEIR STRENGTHS ARE AND WHAT THEIR NEEDS ARE.

AND SO OUR STUDENTS RIGHT NOW ARE PREPARING FOR STUDENT LED CONFERENCES THAT ARE COMING UP ON MONDAY.

THEY'RE GOING TO HAVE THE CHANCE FOR THEMSELVES TO SHARE WHERE AM I PERFORMING AND WHAT DO I NEED TO GET BETTER AT? AND MAYBE WHAT ARE SOME HABITS THAT I COULD IMPROVE TO HELP ME GET THERE AND I TOTALLY LOVE THAT. AND THAT'S WHAT I LOVE ABOUT THE MAP. RIGHT? BECAUSE, YOU KNOW, I LOVE THAT YOU'RE ABLE TO SEE THE GROWTH.

I FOR ME THOUGH, BECAUSE THERE'S JUST SO MUCH EMPHASIS ON THIS ACCOUNTABILITY, ON THIS STATE ACCOUNTABILITY THAT I JUST WONDER HOW, YOU KNOW, BECAUSE I'M THINKING AS A PARENT, IF MY CHILD IS GROWING WITH EVERY, YOU KNOW, BEGINNING, MIDDLE AND END OF YEAR MAP, BUT HE STILL DIDN'T PASS THE STAAR OR OUR SCHOOL IS AT A D.

IT'S LIKE HOW YOU KNOW. I'M JUST WONDERING HOW THOSE ALIGN, HOW THEY OVERLAP.

BECAUSE I LOVE THE GROWTH AND I'M GLAD WE'RE MOVING IN THAT DIRECTION.

BUT AGAIN, THAT PRESSURE WITH THE STATE, YOU KNOW, REQUIREMENTS THAT ARE GIVEN TO US.

YOU KNOW, HOW WHEN WILL WE SEE THEM ALIGN? YOU KNOW, HOPEFULLY THAT ALL FALLS TOGETHER, RIGHT? I MEAN, IT'S JUST THE STAAR SHOULD BE THE GRAVY, RIGHT? AFTER EVERYTHING THAT'S BEEN DONE, IT'S JUST THE EXTRA PART, SO.

RANGE. AND IT IS BECAUSE YOU ARE YOU ARE SERVING A POPULATION OF WHICH THEY HAVE TREMENDOUS OBSTACLES TO

[01:55:05]

BUT, YOU KNOW, WE WERE HAVING A CONVERSATION EARLIER.

IF I HAVE A NATIVE LANGUAGE AND I'M ACQUIRING A SECOND LANGUAGE, AND IT MAY NOT EVEN BE THAT IT'S BILINGUAL AS MS. DYE MENTIONED EARLIER, IT MAY NOT BE IN OUR BILINGUAL PROGRAM, WHERE THEY'RE ALSO AROUND SPANISH SPEAKERS, BUT IT MAY BE THAT THEY'RE, YOU KNOW, FARSI OR PASHTU WHEN THAT HAPPENS FOR ONE STUDENT IN WHICH SUDDENLY THEY HAVE COMMAND OF BOTH THEIR NATIVE AND THEIR SECOND LANGUAGE, BOTH IN READING, WRITING, LANGUAGE AND SPEAKING IS DIFFERENT THAN ANOTHER STUDENT.

AND WHILE THE STATE WANTS IT TO ALL HAPPEN AT THIS CERTAIN TIME, AT THIS CERTAIN DATE, THAT'S JUST NOT HOW LEARNING HAPPENS.

AND SO TO YOUR POINT, WHY MAP IS IMPORTANT IS BECAUSE IF WE HAVE A STUDENT WHO IS COMING TO US, THAT IS TWO GRADE LEVELS BELOW, AND THEY'RE ONLY HAVING A YEAR'S WORTH OF GROWTH.

MAP INDICATES ALONG THE WAY THAT, WAIT A MINUTE, SOMETHING IS GOING ON AND WE HAVE TO COURSE CORRECT BECAUSE THERE'S NO WAY THEY'RE GOING TO GET TO THAT LEVEL OF PASSING STAAR. IF WE'RE ONLY EACH YEAR ACCELERATING A YEAR'S WORTH, WE'VE GOT TO GROW THAT KID BY 18 MONTHS, AND THEN NEXT YEAR WE BETTER GROW BY 24 MONTHS IF WE'RE GOING TO GET THEM TO THAT PASSING LEVEL.

AND MAP IS ONE OF THE KEY INDICATORS THAT LETS US KNOW THAT, BUT THAT FUNDAMENTALLY WE'RE NOT WHERE WE NEED TO BE AND WHAT YOU JUST SAID, WHICH IS WHY THESE PLANS HAVE TO BE IN PLACE.

WE'RE NOT AT A PLACE YET WHERE THAT'S CONVERGING FAST ENOUGH SO THAT WE'RE ACCELERATING, LEARNING AND CLOSING THOSE GAPS FAST ENOUGH.

AND SO KIDS ARE CONTINUING LEARNING AND GAPS ARE FORMING BEHIND THEM BECAUSE WE HAVEN'T CLOSED THESE FUNDAMENTAL ONES FAST ENOUGH.

AND THAT'S WHAT THIS WORK IS TRYING TO FIRST AND FOREMOST PREVENT THEM FROM HAPPENING.

AND THEN THE ONES THAT ARE THERE CLOSING THEM FASTER. AND THOSE ADDITIONAL SUPPORTS LIKE TWILIGHT CAMPS, SATURDAY SCHOOLS, ALL OF THAT IS ABOUT PROVIDING MORE TIME ON TASK SO THAT STUDENTS CAN HAVE THAT AND HOWEVER LONG IT TAKES THEM TO GET THERE. THAT'S GREAT. AGAIN, I'M JUST SO GRATEFUL TO ALL THE WORK AND THE IMPACT THAT EVERYBODY'S MAKING.

SO THANK YOU SO MUCH. I KNOW THIS WORK IS HARD, BUT I KNOW YOUR COMMITMENT AND I SEE IT WHEN I WALK INTO THE CAMPUSES AND WHEN I HEAR ALL OF THIS, JUST HOW HARD EVERYBODY WORKS AND THE COMMITMENT IS THERE.

SO AGAIN, THANK YOU FOR ALL THAT YOU DO. THANK YOU MS. RENTERÍA, OTHER COMMENTS OR QUESTIONS? OKAY, I HAD A COUPLE REAL QUICK ONES.

I'LL TAKE MEGAN'S TIME SINCE SHE'S NOT HERE, MS. TIMME. OH YOU DID? NO GO AHEAD. OH, OKAY, OKAY.

ARE YOU SURE? OKAY ALL RIGHT. YOU KNOW, ONE THING THAT A WORD THAT I KEEP THINKING OF AS WE'RE TALKING THROUGH THIS IS ALIGNMENT.

AND, OF COURSE, CULTURE WE'RE TALKING ABOUT A LOT ALSO BUT THE ALIGNMENT AND, YOU KNOW, HEARING WHAT MS. RENTERÍA IS TALKING ABOUT, HEARING ABOUT WHAT THE SUPERINTENDENT IS TALKING ABOUT, HEARING IT FROM THE PRINCIPALS, HEARING IT FROM ADMINISTRATORS.

THERE'S AN ALIGNMENT IN THAT CULTURE, AND IT'S FROM TOP TO BOTTOM, WHICH I THINK WHEN YOU LOOK AT HIGH PERFORMING ORGANIZATIONS, WHETHER IT'S IN EDUCATION OR OTHERWISE, YOU SEE THAT ALIGNMENT VERTICALLY AND HORIZONTALLY ACROSS ORGANIZATION.

AND YOU'RE TALKING ABOUT HOW DO YOU HAVE TURNOVER AND STILL HAVE THAT SAME CULTURE AND THOSE SAME THE SAME IMPORTANT PIECES FITTING THAT SHOWS THAT THERE'S ALIGNMENT AND THAT IT'S BEING BUILT AND THAT BUILDING OF CAPACITY.

AND JUST I LOVE HEARING IT AND IT SEEMS LIKE THINGS ARE JUST CLICKING AND THE FOUNDATION IS THERE.

AND NOW WE JUST NEED TO GET TO 70 MILES AN HOUR SO I LOVE HEARING THAT. I JUST I WANT TO MAKE SURE THAT EVERYBODY RECOGNIZES THAT THAT'S WHAT'S BEING SAID RIGHT HERE.

IS THAT ALIGNMENT OF THE CULTURE. THAT'S IMPORTANT.

THAT'S POWERFUL. YOU DON'T GET THAT IN OTHER DISTRICTS, I GUARANTEE YOU.

YOU TALKED ABOUT SOMEBODY MENTIONED PLCS EARLIER WHEN YOU WERE TALKING ABOUT CURRICULUM AND INSTRUCTION.

YOU KNOW, IT KIND OF BROKE IT INTO YOU'VE GOT THE STUFF THAT YOU'RE TEACHING AND HOW YOU'RE TEACHING.

IT KIND OF BROKEN OUT INTO THOSE TWO CATEGORIES.

AND THE STUFF YOU'RE TEACHING GOES TO THE HIGH QUALITY INSTRUCTIONAL MATERIAL.

AND THE HOW YOU'RE TEACHING IS ALL WE'RE TALKING ABOUT WHERE WE'RE, WHERE WE'RE DEVELOPING THE, THE TEACHERS IN THE CLASSROOMS AND GIVING THAT PROFESSIONAL DEVELOPMENT.

REAL QUICK QUESTION ON HIGH QUALITY INSTRUCTIONAL MATERIAL.

WHAT MAKES HIGH QUALITY INSTRUCTIONAL MATERIAL DIFFERENT THAN OTHER CURRICULUM THAT WE WOULD WRITE IN-HOUSE OR WE WOULD GET SOMEWHERE ELSE? AND MAYBE THAT'S A EVERYBODY'S LOOKING AT EACH OTHER.

SO LIKE, MAYBE THERE'S SO MANY ANSWERS TO THAT.

WELL, I HAVE TWO THINGS. AND THEN DOCTOR HERNANDEZ OR DOCTOR LEEPER CHIME IN.

WE HEAR ABOUT IT A LOT. I KNOW THE STATE SO THAT'S WHY JUST FOR ANYBODY, FOR THE THOUSANDS THAT ARE WATCHING THIS VIDEO, FOR THEM TO HEAR THAT [LAUGHTER].

[02:00:02]

AND SO IF WE HAVE A THIRD GRADE STUDENT THAT'S, YOU KNOW, ACCESSING THIRD GRADE MATH, IT NEEDS TO BE THIRD GRADE CONTENT.

AND IF YOU ARE DEVELOPING IT IN HOUSE OR IF YOU'RE PURCHASING AN EXTERNAL RESOURCE, YOU RISK POTENTIALLY VARIOUS LEVELS OF INTERPRETATION OF WHAT THAT GRADE LEVEL TEKS IS AND WHAT DOES IT MEAN TO HAVE MASTERY OF THAT.

AND SO THAT THAT'S PART OF WHY THE STATE HAS HAD HQIM.

THE OTHER COMPONENT IS AND YOU HEARD DOCTOR HERNANDEZ TALK ABOUT IT IS TRYING TO MOVE THE PLANNING PART BECAUSE WE DO ASK OUR TEACHERS TO DO SO MUCH.

SO THERE THERE'S MUCH MORE PRESCRIPTIVE KIND OF HERE'S WHAT THIS LESSON COULD LOOK LIKE.

HERE ARE THE BIG MOVES THAT YOU NEED TO MAKE WHEN WHEN DOING THIS LESSON WITH KIDS AND MAKING SURE IT'S AT THAT GRADE LEVEL STANDARD.

FOCUS YOUR TIME THEN TEACHER, ON HOW ARE YOU GOING TO DESIGN THAT EXPERIENCE IN A WAY THAT'S GOING TO CONNECT KIDS TO THAT LEARNING? AND THE HQI MATERIALS PROVIDE THAT LEVEL OF PRESCRIPTIVE, ESPECIALLY IF YOU'RE A NEW TEACHER.

THEY KIND OF PROVIDE THAT IN A WAY THAT IS ALLOWS TEACHERS TO FOCUS ON THAT INTERNALIZATION.

SO THAT TO ME IS WHAT I HAVE HEARD. MESSAGE FROM TEA AROUND THE POWER OF HQIM.

AND I DON'T KNOW IF TEACHING AND LEARNING OR DOCTOR HERNANDEZ, YOU WOULD WANT TO ADD ANYTHING.

THE ONLY THING THAT I WOULD ADD IS THE ALIGNMENT PIECE.

I LOVE THAT YOU USED THAT WORD BECAUSE IT REALLY DOES FOCUS ON THE ALIGNMENT BETWEEN WHAT'S WRITTEN, TAUGHT, AND TESTED. SO WHAT IS WRITTEN BY THE STATE OUR TEKS WAS TAUGHT IN THE CLASSROOM AND THEN WAS ASSESSED LARGE COMMITTEES THAT DO THAT REALLY FOCUS ALL SUMMER THEY GET FEEDBACK FROM TEACHERS, FROM COMMUNITY.

THEY REALLY GET THAT PRACTITIONER PIECE TO IT AS WELL.

BUT WHAT IT REALLY DOES FOR US IS ENSURE ALIGNMENT OF WHAT IS WRITTEN, WHICH IS TEKS TO WHAT'S TAUGHT IN THE CLASSROOM TO THE END OF THE YEAR ASSESSMENT WITHOUT ENSURING THAT OUR TEACHERS HAVE TO SPEND THE TIME DOING THAT.

AND SO THAT IS LESSONS THAT ARE GIVEN TO THEM THAT THEY CAN ENSURE A WRITTEN TAUGHT AND WILL GET US TO THAT TESTED PIECE THEY CAN SPEND THEIR TIME ON REALLY HONING THEIR CRAFT TO MAKE SURE IT IS AT THE RIGOR THAT IT I HEAR CONSISTENCY AS WELL. SO THERE WE GO BACK TO ANOTHER WORD USED.

NO, THAT'S ALL I'VE GOT. AND MS. MCGOWAN, I KNOW YOU'VE GOT OR MR. EAGER. I REALLY DON'T HAVE ANY MORE QUESTIONS.

I THINK MY COLLEAGUES HAVE COVERED PRETTY MUCH EVERYTHING. ONLY I CAN SAY IS JUST THAT'S FOR OUR KIDS.

AND THE PLANS AND EXECUTION IT'S JUST GOOD TO SEE ALIGNMENT AND CONSISTENCY, ALL THE THINGS THAT ARE WHETHER IT'S IN A SCHOOL OR OTHER ORGANIZATION, THAT IS THE NAME OF THE GAME.

ALL I CAN JUST SAY IS MUCH APPRECIATED THANK YOU.

APPRECIATION OF THE EXTRA EFFORTS IT'S TAKEN.

I MEAN, TEACHERS ALREADY ARE ALREADY PUTTING IN MORE TIME, YOU KNOW, EVER BEEN ASKED? AGAIN, JUST REITERATE, APPRECIATE THE EXTRA EFFORT.

MR. MCGOWAN. YEAH, SORRY. I MEAN, IT'S BEEN TOO LONG OF A CONVERSATION.

IT'S A WORKING SESSION, RIGHT? SO LET'S HAVE MORE CHATS.

NO, I'M WRAPPING THIS ONE UP. I'M TOTALLY DONE AFTER THIS, Y'ALL SORRY [LAUGHTER].

BUT I WANTED TO SAY AGAIN. IN THIS PLANE. LANDING, THIS PLANE LANDING IT RIGHT NOW.

SO [LAUGHTER] ALL RIGHT, I WANTED TO SAY AGAIN, LEADERSHIP, RIGHT? IT STARTS AT THE TOP, TRANSPARENCY AND SUPPORT.

AND I FEEL LIKE THAT'S KIND OF THE RELATIONSHIP AS A BOARD THAT WE HAVE WITH YOU, RIGHT? AND THAT'S JUST KIND OF THE EXPECTATION. WE WANT TO BE FULLY TRANSPARENT WITH YOU AND SUPPORT YOU IN ALL YOUR EFFORTS.

AND MAKE AN ENVIRONMENT WHERE YOU ARE COMFORTABLE WITH SAYING WHATEVER AND HOWEVER YOU FEEL AND WHATEVER YOU NEED.

AND I JUST REALLY LOVE THAT ABOUT OUR BOARD AND THE SUPPORT HERE.

[02:05:02]

YOUR TEAMS DO. RIGHT? WE ARE ALL WILLING TO DO IS GO ABOVE AND BEYOND TO GET OUTCOMES FOR KIDS.

SO I JUST WANTED TO SAY THANK YOU TO YOU, YOUR TEAMS, THE TRANSPARENCY GOING ABOVE AND BEYOND AND WHATEVER WE CAN DO TO SUPPORT OUTCOMES.

LET'S GO FULL, FULL SPEED. ALL RIGHT IT'S LIKE, OH, LORD, [LAUGHTER] THE PLANE JUST GAINED ALTITUDE AGAIN, FAKE LANDING.

ALL RIGHT. NO, NO IT WAS ABOUT SUPPORTING A TEACHER. IT WAS VERY GOOD, VERY GOOD YES I THINK I'LL LAND THE PLANE. WHAT YOU, WHAT YOU WERE TALKING ABOUT IS REALLY WHAT EVERY SINGLE MEMBER OF OUR TEAM IS.

WE WE ARE WILLING TO GO TO THE CLASSROOM AND PROVIDE WHATEVER SUPPORT AND WHATEVER IT LOOKS LIKE FOR THAT TEACHER.

AND FOR ONE TEACHER, IT MIGHT MEAN HELPING ORGANIZE THEIR CLASSROOM AND PUTTING UP A BULLETIN BOARD SO THAT THEIR LEARNING ENVIRONMENT REFLECTS WHAT THEY WANT FOR ANOTHER TEACHER. IT'S LET US COVER YOUR CLASS FOR AN HOUR SO YOU CAN GO TAKE CARE OF LIKE EACH ONE NEEDS SOMETHING DIFFERENT IN ORDER TO FEEL SEEN, HEARD, AND SUPPORTED. I'M DOWNSTAIRS I HAVE THAT MUTE ALL BUTTON THAT I CAN HIT [LAUGHTER].

I DON'T HAVE ONE UP HERE, SO NO. OKAY WITH THAT, I WILL REMIND YOU THIS IS AN ACTION ITEM.

SO HEARING NONE OTHER DISCUSSION AND QUESTIONS.

ALL IN FAVOR OF THE MOTION, PLEASE RAISE YOUR HANDS.

ALL RIGHT THAT MOTION PASSES 6 TO 0. THANK YOU THANK YOU VERY MUCH [APPLAUSE]. NOW, FOR THE MOMENT, YOU ALL HAVE BEEN WAITING FOR POLICY.

[III.C. Review Board Policies]

LIKE, I DON'T KNOW IF I BELIEVE THAT ENTHUSIASM, BUT THAT'S OKAY.

I'M GONNA TAKE IT AND LAND THE PLANE FOR REAL SO.

MS. MCGOWAN, IT'S ALL YOURS. [LAUGHTER] RIGHT? WE ARE FIRST LOOKING AT THE ADDITION OF CQC TECHNOLOGY, RESOURCES, EQUIPMENT.

AND I JUST WANT TO SAY AS AN OVERALL THING ON THESE POLICIES, WE ARE LOOKING AT, AGAIN, CLEARING UP AND FOLLOWING AND CATCHING UP OUR POLICIES FROM THE LAST LEGISLATIVE SESSION.

THE NEXT TIME WE MEET AND WE TALK ABOUT POLICIES, WE WILL BE TALKING ABOUT POLICIES FROM THIS VERY PAST LEGISLATIVE SESSION.

THERE ARE A COUPLE OF THINGS THAT WE HAD TO WAIT FOR OTHER AGENCIES TO DO THEIR PART BEFORE WE COULD DO OUR PART, AND THAT TAKES US TO CQC, WHICH IS TECHNOLOGY, RESOURCES, EQUIPMENT.

AND SO AS PART OF THE 2021 LEGISLATIVE SESSION, HOUSE BILL 3489 REQUIRED TEA AND THE HEALTH AND HUMAN SERVICES COMMISSION TO COLLABORATE AND DEVELOP GUIDELINES ON THE USE OF DIGITAL DEVICES WITHIN A TWO YEAR PERIOD. THEY HAVE DONE SO, AND WHAT THE LAW REQUIRES IS FOR THE BOARD TO ADOPT A POLICY ABOUT THE EFFECTIVE INTEGRATION OF DIGITAL DEVICES IN THE DISTRICT.

AND BRIAN, IF YOU WANT TO PULL UP THE POLICY ITSELF, THAT WAY PEOPLE CAN SEE AS WE'RE TALKING AND IT'S CQC AND YOU WILL SEE IT'S ALL NEW LANGUAGE AND IT'S VERY SHORT JUST TO SAY THAT AS A DISTRICT, WE ARE GOING TO ADOPT THE MODEL HEALTH AND SAFETY GUIDELINES THAT HAVE BEEN ESTABLISHED BY TEA AND THE HEALTH AND HUMAN HEALTH SERVICES COMMISSION, AND THAT THERE WILL BE REGULATIONS THAT ARE ADOPTED AND IMPLEMENTED FOR THOSE GUIDELINES, AND THEY WILL BE AVAILABLE ON THE WEBSITE.

THERE ARE NO QUESTIONS. I'M GOING TO GO AHEAD AND MOVE ALONG.

CKC AND I'M GOING TO TRY VERY HARD NOT TO GET THESE LETTERINGS ON THESE SERIES OF POLICIES MIXED UP,

[02:10:03]

HERE THERE ARE REVISIONS TO THE POLICY. AND, BRIAN, IF YOU COULD BRING UP THE POLICY ITSELF, PLEASE. NOT THE INFORMATION ITEM. THANK YOU. THERE IS A NEW SECTION ON THE NOTICE REGARDING VIOLENT ACTIVITY.

WHAT IS LEGALLY REQUIRED IS THAT WE HAVE A LANGUAGE IN THERE THAT WE PROVIDE NOTIFICATION TO PARENTS ABOUT THREATS AT A CAMPUS OR DISTRICT FACILITY AS SOON AS POSSIBLE, AND THAT'S ON THE NEXT PAGE AT THE BOTTOM.

AND THIS IS SOMETHING THAT WE ACTUALLY ALREADY DO.

AND SO THIS IS JUST MAKING SURE THAT OUR POLICY ALIGNS WITH OUR PRACTICE IN THIS POLICY, AGAIN, REQUIRES THE SUPERINTENDENT TO DEVELOP OR CAUSE TO DEVELOP ADMINISTRATIVE PROCEDURES TO EFFECTUATE THAT NOTIFICATION PROCESS. AND YOU WILL SEE BEFORE THAT DELETED LANGUAGE.

THAT'S BECAUSE THAT IS LANGUAGE. MANY DISTRICTS ALLOW FOR NON SRO AND NON-LAW ENFORCEMENT INDIVIDUALS TO CARRY ON DISTRICT PROPERTY. WE DO NOT DO THAT IN THE DISTRICT.

THEREFORE WE DO NOT NEED TO HAVE THAT LANGUAGE IN THIS PARTICULAR POLICY.

AND SO WE'VE REMOVED IT FROM THE POLICY. AND THOSE ARE THE CHANGES.

CKE TELL YOU THEY SOUND VERY MUCH ALIKE [LAUGHTER].

CKE AND CKEC SHOULD REALLY BE THOUGHT OF TOGETHER.

SO I'LL START WITH CKE AND YOU WILL SEE THAT IS ALL IN RED.

IT'S BECAUSE IT IS A NEW POLICY, AND IT IS TAKING LANGUAGE THAT WE HAD IN OTHER PLACES RELATED TO OUR SECURITY PERSONNEL AND PUTTING THEM ALL IN ONE LOCATION.

THAT HELPS WITH TRANSPARENCY AND EASE FOR ANYBODY WHO'S LOOKING FOR THIS LANGUAGE.

AND PART OF WHAT IT DOES IS UPDATING SOME OF THE LEGAL REQUIREMENTS, OUTLINING WHAT THE JURISDICTION IS, WHAT THE AUTHORITY AND DUTIES OF THESE LAW AND THESE SECURITY.

THESE SCHOOL RESOURCE OFFICERS ARE, AS WELL AS ALSO OUTLINING THAT SCHOOL DISTRICTS MAY HAVE AGREEMENTS WITH LAW ENFORCEMENT AGENCIES TO PROVIDE SOME OF THESE SERVICES AND AGAIN, WHAT THE JURISDICTION WILL BE.

THERE'S ALSO LANGUAGE IN THIS POLICY TO ADDRESS NONCOMMISSIONED SECURITY OFFICERS AND WHAT THE TRAINING IS THAT THEY RECEIVE FROM THE DEPARTMENT OF PUBLIC SAFETY FOR THOSE SERVICES AND HOW THEY ARE TRAINED.

SO AGAIN TAKING LIKE ALL THE INFORMATION FROM OTHER POLICIES AND PUTTING IT IN THIS ONE LOCATION.

AND IF I CAN JUST CLARIFY THAT OUR DAY TO DAY CURRENT GUIDELINES, EXPECTATIONS AROUND OUR SRO PROGRAM AND OUR SECURITY OFFICER PROGRAM IN NO WAY CHANGE AS A RESULT OF THIS POLICY HOW OUR CAMPUS SECURITY OFFICERS OPERATE. NOTHING IS CHANGING WITH THAT.

THIS IS AGAIN, JUST KIND OF PULLING LANGUAGE AND ALIGNING IT ALL IN ONE PLACE.

CORRECT IN CKEC, BECAUSE WE ARE DOING THAT, YOU WILL SEE THE LANGUAGE DELETED.

AND IT'S BECAUSE THAT LANGUAGE IS PROPOSED TO BE MOVED OVER TO CKE, AND THAT IS OUR POLICY DISCUSSION FOR THE NIGHT.

THANK YOU AND THAT'S RIGHT. YOU TOOK OFF AND LANDED BOTH [LAUGHTER].

APPRECIATE THAT. DO WE. AND WE WILL REVISIT THESE FOR APPROVAL AT THE NOVEMBER? AT THE NOVEMBER MEETING, YES NO? MUTE ALL. ALL RIGHT THANK YOU FOR THAT, MS. MCGOWAN.

THANK YOU, SUPERINTENDENT BRANUM. I WOULD LIKE TO THANK THE STAFF, OUR VISITORS AND MY COLLEAGUES FOR BEING HERE THIS EVENING.

THIS MEETING IS NOW ADJOURNED AT 8:28 P.M. ON OCTOBER 30TH OF 2025.

* This transcript was compiled from uncorrected Closed Captioning.