[1. Call to order ]
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AND THIS MEETING IS HEREBY CALLED TO ORDER WE HAVE THE PRESENCE OF A QUORUM ATTENDING IN PERSON NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE AND AT THE FORTMAN I SD ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS. DO WE HAVE ANY SPEAKERS TODAY FOR PUBLIC COMMENT? AT THIS TIME , I WILL HAND IT OVER TO BETH MARTINEZ. THANK YOU. THANK YOU, DR GILLIAM. GOOD EVENING, TRUSTEES. DOCTOR WENT BACK AND STAFF YOU SEE, BEFORE YOU HEAR A TEAM OF FOLKS THAT ARE HERE THIS
[3. Information ]
EVENING DURING THIS WORKING SESSION TO SUPPORT YOU ALL AS WE GO THROUGH THE DISTRICT IMPROVEMENT PLANNING PROCESS, OUR CAMPUS IMPROVEMENT PLANNING PROCESS AND OUR TARGETED IMPROVEMENT PLANNING PROCESS FOR WILLOWRIDGE HIGH SCHOOL INVOLVED IN THIS PROCESS THIS EVENING.WE'LL LEARN ABOUT THAT PROCESS WILL DO A DIVE INTO THOSE IMPROVEMENT PLANNING DOCUMENTS.
FOCUSING ON THE GOALS AND THE PERFORMANCE OBJECTIVES AND THE KEY PERFORMANCE INDICATORS, BUT NOT DOWN TO THE STRATEGY LEVEL WILL WORK THROUGH THAT GOVERNANCE, LEVEL OF GOALS AND PERFORMANCE OBJECTIVES PER POLICY, AND YOU'LL SEE HERE ON THE NEXT SCREEN SHORTLY PER POLICY. THE BOARD'S ROLE IS TO ENSURE THAT EACH YEAR WE REVIEW AND THEY APPROVE OUR PERFORMANCE OBJECTIVES FOR THE DISTRICT IMPROVEMENT PLAN. AND FOR THE CAMPUS IMPROVEMENT PLANS AND FOR OUR TARGETED IMPROVEMENT PLAN FOR WILLOWRIDGE WILL HAVE AN OPPORTUNITY TRUSTEES AT TABLES HERE WITH STAFF MEMBERS THAT WILL HELP TO FACILITATE THE CONVERSATION AND ENGAGE IN RESPONSES. SHOULD YOU HAVE ANY QUESTIONS DURING A WORKING TIME PERIOD? AND THEN WE'VE BUILT IN TIME FOR YOU ALL TO HAVE A CONVERSATION AS A BOARD OVER THE GOALS THAT WE ARE REVIEWING AT THE TIME AND THEN WE'LL ALSO GIVE YOU INFORMATION ABOUT THE REPORTING SCHEDULE ASSOCIATED WITH THE IMPROVEMENT PLANNING PROCESS. AS I MENTIONED, THIS WORK IS GUIDED BY POLICY, BQ, LOCAL AND POLICY, BQ, LOCAL STATES THAT ANNUALLY THE BOARD DOES APPROVE OUR DISTRICT PERFORMANCE OBJECTIVES. THE CAMPUS PERFORMANCE OBJECTIVES ARE TRUSTEES ENSURE ALIGNMENT TO THE DISTRICT MISSION VISION AND OUR BOARD GOALS AND ENSURE THAT OUR DISTRICT IMPROVEMENT PLANS, WHICH WE REFER TO AS DIP, AND OUR CAMPUS IMPROVEMENT PLANS ARE SIPS ARE DEVELOPED, REVIEWED AND REVISED ANNUALLY. THE PURPOSE OF IMPROVING STUDENT PERFORMANCE OF ALL OF OUR STUDENT GROUPS IS EMBEDDED IN THIS PROCESS AND WITH SUPPORT THE STATE GOALS AND OBJECTIVES, WHICH CAN BE FOUND IN THE TEXAS EDUCATION CODE. CHAPTER FOUR. THIS IS AN OVERVIEW OF THE IMPROVEMENT PLANNING PROCESS SPECIFIC TO OUR DISTRICT IMPROVEMENT PLAN OR ARE DIP AND SO YOU CAN SEE THE FLOW AT THE TOP CNN A IS THE COMPREHENSIVE NEEDS ASSESSMENT THAT STAFF PARTICIPATED IN AND THIS IS WHEN THE STAFF MEMBERS AND ALL MEMBERS OF THE TEAMS REVIEWED TRENDS AND PATTERNS IN THE DATA. IDENTIFIED PROBLEM STATEMENTS AND ESTABLISHED ROOT CAUSES AND THEN BEGAN TO IDENTIFY SYSTEMS FOR IMPROVEMENT AND THAT WAS IN ALIGNMENT TO THE BOARDS GOALS. THAT CREATED THE DEVELOPMENT OF THE DIP OR THE DISTRICT IMPROVEMENT PLAN WITH PERFORMANCE OBJECTIVES, INDICATORS OF SUCCESS AND OUR STRATEGIES. THE REPORTING PROCESS YOU'LL SEE WHEN YOU LOOK AT THE DOCUMENT THAT IS AT YOUR SPOT FOR THE DISTRICT IMPROVEMENT PLAN ON THE LEFT HAND SIDE, THEIR FORMATIVE INDICATORS. SO WHEN YOU SEE MIDDLE OF THE YEAR THAT WILL BE OUR FORMATIVE REPORTING. TIME PERIOD AND THEN WHEN YOU SEE END OF YOU, OF COURSE, THAT'S OUR SUMMIT TIVE TIME PERIOD AND THE SIGNALS AND ADJUSTMENTS IS WHAT OUR STAFF WORKS ON THROUGHOUT THE YEAR. WE HAVE CERTAIN INDICATORS THAT WE'VE PUT INTO PLACE THAT WILL SIGNAL US TO DETERMINE WHETHER OR NOT WE NEED TO MAKE ADJUSTMENTS OR REPORT THAT WE ARE NOT GAINING, OR WE NEED TO MAKE ANY CHANGES TO OUR PROCESSOR TO OUR KPI S OR STRATEGIES WITHIN THE DEPARTMENT LEVEL. WE, UM, THROUGHOUT THIS PROCESS WORKED WITH OUR STAKEHOLDERS FOR FEEDBACK AT THIS WORK WENT THROUGH EXECUTIVE TEAM, THE DISTRICT DIVISIONS AND DEPARTMENTS WORK TOGETHER AND CROSS FUNCTIONALLY WHEN NEEDED. AND THEN OUR LEADERSHIP COUNCIL, WHICH IS A TEAM OF FROM THE DIRECTOR LEVEL UP TO EXECUTIVE TEAM MEMBERS, WHO MEET MONTHLY REVIEWED ALSO THE PERFORMANCE OBJECTIVES IN THE KPS OF THE DISTRICT IMPROVEMENT PLAN. OUR DEEPAK IS A GROUP THAT WILL MEET ON THE 23RD. AND THAT IS PART OF BQ, LOCAL AS WELL AND THAT'S OUR DISTRICT PRIORITY. DISTRICT PLANNING ADVISORY COMMITTEE, AND , UM IT'S A CROSS SECTION OF STAFF AND MEMBERS OF OUR COMMUNITY THAT WILL REVIEW THE DIP AND PROVIDE ONGOING FEEDBACK AND RECEIVE REPORTS ON HOW WE'RE DOING IN MEETING OUR TARGETS. SO WHAT YOU SEE HERE IS, UM ALL OF THE AREAS WHERE WE COLLECTED AND REVIEWED DATA FOR THE COMPREHENSIVE NEW NEEDS ASSESSMENT. SO YOU SEE ON THE SCREEN. WE LOOKED IN THE AREAS OF SAFETY AND WELL BEING DEMOGRAPHICS, STUDENT LEARNING
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AND PROGRESS. STUDENT READINESS. ENGAGED IN WELL ROUNDED STUDENTS , COMMUNITY ENGAGEMENT, PROFESSIONAL LEARNING AND QUALITY STAFF AS WELL AS CULTURE. DR TIFFANY ANDREW IS ONE OF THE STAFF MEMBERS IS HERE THIS EVENING. AND IF YOU HAVE THE SPECIFIC QUESTIONS ABOUT WHAT DATA WAS USED, OR WHAT QUESTIONS WE USED THROUGH THIS PROCESS, SHE CAN PROVIDE VERY SPECIFIC INFORMATION TO YOU AT YOUR TABLE. SO PART OF OUR IMPROVEMENT PLANNING PROCESS AT THE DISTRICT LEVEL IS IDENTIFYING OUR DEFINED SYSTEMS FOR IMPROVEMENT. AND SO ON THE SCREEN HERE, YOU SEE EACH OF THE BOARD GOALS AND WHAT WE HAVE IDENTIFIED IN THE DISTRICT AS SYSTEMS FOR IMPROVEMENT AROUND THOSE GOALS. SO GOLD ONE IS OUR GOAL TO PROVIDE RIGOROUS AND RELEVANT CURRICULUM AND DELIVER INSTRUCTION THAT IS RESPONSIVE TO THE NEEDS OF ALL STUDENTS.AND YOU SEE ON THE SCREEN THERE THAT ARE IDENTIFIED. SYSTEMS FOR IMPROVEMENT INCLUDE INSTRUCTION INTERVENTION PROFESSIONAL DEVELOPMENT PLC S AND THEN SO ON AND SO FORTH, AND YOU'LL SEE THAT THESE SYSTEMS OF IMPROVEMENT OR SYSTEMS FOR IMPROVEMENT ON YOUR DISTRICT IMPROVEMENT PLANNING DOCUMENT AS YOU REVIEW THAT AT YOUR TABLES. SO THE FORMAT FOR THIS EVENING WE'RE GOING TO HAVE THREE ROUNDS OF REVIEW, AND WHAT WE HAVE DONE DURING THIS TIME IS STRUCTURED AT TIMES SO THAT YOU CAN REVIEW AT YOUR TABLE THROUGH THE FACILITATION OF STAFF ASKED QUESTIONS FOR THOSE LEADERS ARE OWNERS OF THE KPS FOR EACH OF THE GOALS AND SO YOU'LL SEE PEOPLE CIRCLE CIRCULATING AROUND THE ROOM WALKING AROUND AND THEY WILL BE YOUR FACILITATOR CAN HELP TO GRAB THEM. IF YOU HAVE SPECIFIC QUESTIONS FOR CERTAIN FOLKS, AND THEY'LL COME OVER AND ASSIST WITH THAT, AND SO WHEN YOU LOOK AT THE SCREEN, WE'RE GOING TO GO THROUGH THIS PROCESS HERE. THE WHAT? SO WHAT? AND NOW WHAT? AS YOU EXAMINE THE DISTRICT IMPROVEMENT PLAN.
YOU'RE LOOKING AT THE WHAT? WHICH IS WHAT THE BOARD WILL BE ASKED TO APPROVE ON MONDAY EVENING IN THE BOARDROOM, THE PERFORMANCE OBJECTIVES AND IN THE PERFORMANCE OBJECTIVES. WHAT IS THE SYSTEM THAT IS NEEDED THAT WERE THE IMPROVEMENT IS NEEDED. THAT'S WHAT WE'VE IDENTIFIED AND ARE INDICATORS OF SUCCESS IS WHAT EVIDENCE WILL WE BE TRACKING AND ACCEPTING AS PROGRESS? AND WHAT WILL YOU AS TRUSTEES EXCEPT AS PROGRESS TOWARDS MEETING OR A STAR? BEING SUCCESSFUL IN MEETING THE KPI S WE'LL SPEND 20 MINUTES IN THAT BIT OF CONVERSATION AT YOUR TABLE. AT THAT TIME, THE MICROPHONES WILL NOT BE ON BECAUSE YOU CAN IMAGINE FOR THOSE LISTENING AT HOME. IT WOULD BE VERY HARD TO TRACK BECAUSE IT WOULD BE PICKING UP EVERYBODY'S VOICE SO WE WON'T HAVE MICROPHONES. THEN WE WILL HAVE 10 MINUTES OF THE NOW WHAT? AND THAT'S WHEN YOU AS BOARD MEMBERS CAN HAVE DISCUSSIONS ABOUT WHAT IT IS THAT IN YOUR CONVERSATION ON GOALS ONE AND TWO. THAT'S OUR FIRST ROUND. WHAT DID YOU NOTICE? WHAT DOES IT MAKE YOU QUESTION OR WONDER ABOUT AND STAFF CAN PROVIDE CLARITY AS NEEDED THROUGH THAT CONVERSATION, AND THAT'S A TIME DR GILLIAM, WHERE WE'LL DO ONE MICROPHONE AT A TIME OR ONE TRUSTEE AT A TIME, SO THAT THAT CAN BE, UM, PUT ON THE VIDEO. YEAH. 20 MINUTES IN THAT TABLE DISCUSSION OF ROUND ONE, WHICH WILL COVER GOALS ONE AND TWO, AND THEN WE'LL SPEND 10 MINUTES OF HAVING THE FULL BOARD CONVERSATION ON THOSE SAME TWO GOALS IN THE KPS ASSOCIATED WITH THOSE GOALS. THEN WE'LL GO INTO ROUND TWO, WHICH IS GOING TO COVER GOALS 34 AND FIVE OF THE DIP AND REPEAT THAT PROCESS. 20 MINUTES OF LOOKING AT WHAT SYSTEMS ARE WE IMPROVING FOR GOALS? 34 AND FIVE. AND WHAT EVIDENCE? ARE WE ACCEPTING AS PROGRESS FOR GOALS 34 AND FIVE THEN WE'LL HAVE 10 MINUTES TO HAVE THE FULL BOARD CONVERSATION. AND PROVIDE CLARITY ON ANY QUESTIONS THAT YOU MAY HAVE, AND THEN WE WILL MOVE INTO THE SIP AND TIP AND THAT'S WHEN I'LL TURN IT OVER TO DR LIM LI, SO I THINK WE HAVE AN INTERNAL TIMER TO HELP US. DO WE HAVE SOMEBODY WHO'S TIMING? ALRIGHT VERY GOOD. SO WE WILL BE BACK WITH YOU IN 20 MINUTES TO LET YOU KNOW YOUR TIME IS UP AND TO MOVE INTO THE 10 MINUTE. FULL BOARD DISCUSSION FACILITATORS. I BELIEVE EVERYBODY'S READY AND EQUIPPED BOARD MEMBERS TO LEAD YOU THROUGH THIS CONVERSATION AND HELP FACILITATE. THANK YOU.
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OKAY THANK YOU. YOUR TIME IS UP FOR THE GROUP WORK AND THE GROUP CONVERSATION. I DO WANT YOU TO[00:30:45]
NOTICE IT AT YOUR TABLE. WE'VE PASSED OUT A DIFFERENT PACKET THAT SHOWS THE FORMATIVE[00:30:50]
INDICATORS. AND THEN I WANT TO REMIND YOU THAT YOUR ROLE AS TRUSTEES ON MONDAY WILL BE TO[00:30:57]
APPROVE THE PERFORMANCE INDICATORS. AND SO WE HAVE THE KPS THERE AND THE FEEDBACK ON[00:31:01]
THOSE COPIES VALUABLE. UM WE WANT TO MAKE SURE THAT YOU'RE PREPARED, UM AND HAVE EVERYTHING YOU NEED ANSWERED FOR YOU FOR THE PERFORMANCE OBJECTIVES ASSOCIATED WITH GOAL ONE AND TWO, SO WE'LL START A 10 MINUTE PROCESS OF WHAT DID YOU NOTICE OR WHAT DID YOU QUESTION OR WONDER ABOUT AS YOU REVIEWED THE PERFORMANCE OBJECTIVES IN THE KPS FOR GOALS ONE AND TWO.SO START THE TIMER, PLEASE, FOR 10 MINUTES, AND THIS IS THE TIME AS A REMINDER, UM, BOARD MEMBERS WHEN YOU'LL SPEAK WITH YOUR MICROPHONE IF YOU HAVE A QUESTION OR A NOTICING THAT YOU'D LIKE TO SHARE WITH THE FULL BOARD. INCREASING BY 4% POINTS. SO THIS IS THE TIME IF YOU HAVE A QUESTION OR INPUT THAT YOU WOULD LIKE TO PROVIDE OR YOU NEED CLARITY, OR YOU WANT TO TALK WITH THE FULL BOARD THAT YOU'LL USE YOUR MICROPHONE SO THAT THE OTHER TRUSTEES CAN HERE AND THAT WE CAN MAKE SURE IT'S RECORDED ON VIDEO. AND SO IF. DR GILLIAM. I'M I'M SHARING THIS SPECIFICALLY WITH YOU. YOU'RE WELCOME. SO AND YOU KNOW, I APOLOGIZE TO MY COLLEAGUES AT THE TABLE BECAUSE I DOMINATED THE CONVERSATION. BUT I KNOW THE FULL BOARD. I KNOW IT WAS PRIOR TO MISS JONES BEING ON THE BOARD. YEAH. AND I BELIEVE WAS IN IT. I DON'T EVEN REMEMBER WHAT MEETING IT WAS COULD HAVE BEEN A ANYWAY, BUT WE TALKED ABOUT THE STUDENT GROWTH. FOR REN THAT WE ALSO WANTED TO SEE THE THIS THE STUDENT PERFORMANCE . THE ACTUAL STUDENT ACHIEVEMENT OF ON LEVEL AND SO THAT WAS THAT WAS A CONVERSATION THAT WE HAD AT THIS TABLE THAT THAT'S MISSING AND IT WAS. YOU KNOW, IT WAS CLEARLY EXPLAINED TO ME THAT THAT RENT IS BEING USED FOR INDICATOR 1.1, WHICH IS STAR. UM BUT JUST AS A BOARD MEMBER, I REALLY I JUST REALLY WANT AN EXPLICIT. INDICATOR THAT THAT REALLY ADDRESSES READING ON LEVEL, NOT JUST STAR PERFORMANCE IT'S ABOUT READING ON HERE IS MY PERFORMANCE, AND THIS MANY STUDENTS ARE READING ON GRADE LEVEL BY JUNE 2024 OR WHATEVER THAT IS, BECAUSE I REALLY HOPE THAT WHEN WE DO THE VISION AND PLANNING WORK THAT'S COMING ALONG THAT WE SET SOME LONG TERM GOALS AS TO WHERE WE FEEL LIKE OUR KIDS SHOULD BE IN THEIR PROFICIENCY IN MATH AND LITERACY , AND I THINK ONE WAY TO DO THAT IS TO BE MORE INTENTIONAL TO USE DR GILLIAM'S WORD. UM ABOUT THE WAY WE ARE RIDING. UM. OUR EXPECTATIONS, SO I JUST SHARED. I SHARED THAT INFORMATION. THANK YOU. THANK YOU, MR MARTINEZ.
THANK YOU, MISS SHANNON. WHAT WE DISCUSSED WHAT I'M CONCERNED ABOUT IS WHEN WE DO, AND I UNDERSTAND WHERE THE DISTRICT AND WE TAKE THE ENTIRE DISTRICT AND THEN WE HAVE THESE PERCENTAGES AND WHERE WE ARE AND WHERE WE'RE GOING, AND I'M IN AGREEMENT WHEN IT LOOKS AT WHEN WE LOOK AT APPROACHES, WE'RE NOT NECESSARILY LOOKING TO SEE WHERE WE ARE AT MEETS. WE'RE STARTING WITH APPROACHES TO FIGURE OUT WHAT IT IS THAT WE NEED TO DO, BUT AS I SEE, UH THE INDICATORS AND HAVING THE EVIDENCE I KNOW THAT WE HAVE CAMPUS IMPROVEMENT PLANS, AND THEN WE HAVE A DISTRICT IMPROVEMENT PLAN. I WOULD LIKE TO SEE SOMETHING IN THE DISTRICT IMPROVEMENT PLAN.
THAT STATES WHAT IN TAKING OUR OUR SCHOOLS THAT ARE AN IMPROVEMENT NEEDED THAT WE CAN
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REALLY SEE THAT THE DISTRICT IS LOOKING NOT NECESSARILY THAT IT'S JUST THIS CAMPUS. OKAY, THIS IS WHAT THIS CAMPUS IS DOING AND MAKING SURE THAT WE ARE TARGETING. WHAT NEEDS TO WHAT NEEDS TO BE DONE THOSE ISSUES THAT WE DO HAVE AND BEING ABLE UM, AGAIN, TO BE INTENTIONAL WITH OUR TEACHING AND BE INTENTIONAL, UH, HERE THAT WE'RE DOING, AND I DON'T THINK IT EVER STOPPED. I KNOW THAT WE ALWAYS DID WITH THE WALKS AND GOING INTO CAMPUSES AND ONE THING THAT I'VE SHARED, UH, BEING A PRACTITIONER AND SEEING WALKS. THERE ARE MANY TIMES THAT IN THOSE WALKS. WE'RE VERY READY TO PERFORM. AND IT'S AND I SHOULDN'T SAY THAT AND I DON'T MEAN TO BE, UM I DON'T WANT IT TO SEEM THAT I FEEL THAT IT'S A PERFORMANCE. I FEEL WHAT HAPPENS IS THAT IF I'M IF I IF SOMEONE IS WATCHING ME, AND THEY'RE COMING IN TO SEE WHAT I DO, I'M GOING TO DO. I'M GOING TO MAKE SURE THAT YOU SEE EVERYTHING. AND I THINK THAT IT'S NOT NECESSARILY LIKE THAT EVERY SINGLE DAY. BUT I WOULD LIKE TO SEE AND NO IF WE ARE DOING WHAT THROUGHS THAT EVEN THE FOLKS THAT ARE DOING THE WALK THROUGHS THAT YOU COME IN AND USE SYSTEM HELP US AND SO MEANING IN THE CLASSROOM. SO WHAT I'M AGAIN KNOWING AND I AGREE WITH MS HANAN ON HOW ON WHAT IS ACTUALLY HAPPENING IN THE CLASSROOM? TO HAVE HONEST FEEDBACK AND WHAT WE SEE AND NOT JUST SAY THAT'S A THAT'S A GOOD JOB. YES YOU'RE DOING THIS.YOU'RE DOING THAT. I WANT TO HEAR IT'S GREAT JOB, AND THEN HERE'S WHAT YOU CAN DO TO MAKE THIS EVEN GO UP TO THE NEXT STEP. SO, UM BUT THE CONVERSATION WAS VERY GOOD AT THE TABLE, AND I APPRECIATE EVERYONE. THANK YOU. THANK YOU, DR GILLIAM, AND YOU'RE SPEAKING TO THE STRATEGIES RIGHT THAT WE HAVE IN PLACE TO SUPPORT THESE KPS AND ENSURING THAT WE HAVE CLEAR EXPECTATIONS AND OUR INTENTIONS ARE ARE SOLID TO ENSURE THAT OUR STRATEGIES ARE SUPPORTIVE OF OUR KPS FOR SURE, AND I WOULD LIKE TO THE FIRST THING THAT WHEN WE'RE LOOKING AT SCHOOLS OF IMPROVEMENT, THE FIRST THING I ASK IS, YOU KNOW WHO ARE THE INSTRUCTIONAL LEADERS ON THAT CAMPUS AND WHAT ARE THEY DOING? HOW WAS IT BEING DONE? AND HOW ARE WE MAKING SURE THAT IT IS PRODUCTIVE THAT IT IS ASSISTING AND HELPING STUDENTS AND SO I DON'T KNOW HOW TO DO THAT. OTHER THAN I HATE TO SAY THE WORD THE BAD WORD OF BENCHMARKS OR WHAT HAVE YOU, BUT WE HAVE TO FIND A WAY THAT WE CAN MONITOR AND THAT WE KNOW THAT WE ARE BEING SUCCESSFUL WITH THE THINGS THAT WE ARE DOING EACH AND EVERY DAY. THANK YOU. I THINK I WOULD ADD TO AND WHAT DO WE DO WHEN WE'RE NOT? AND THAT'S PART OF THE OVERALL STRATEGY AS WELL. THANK YOU.
THERE ANY OTHER QUESTIONS OR NOTICING? I HAVE ONE MORE AND SO I'M GOING BACK. UM I'M GOING TO JUST RIDE THIS HORSE AND UNTIL IT'S TIME TO GO, UM, WHEN THEY'RE LOOKING WHEN WE'RE LOOKING AT AND FORGIVE ME, MISS WILLIAMS, IF I AM NOT REMEMBERING THIS, RIGHT, SO WHEN WE'RE USING REN 3 60 AS THE FORMATIVE ASSESSMENT HELPING US KNOW WHERE WE'RE GOING WITH.
INDICATOR 1.1 UNDER GOLD ONE UM. WHAT I RECALL SEEING WHERE THE SUB POPS FROM STAR BUT NOT THIS NOT AND I KNOW GT IS NOT COUNTED AS A SUB POP ON STAR, BUT IT SHOULD BE COUNTED AS A SUB POP ON RIN 3 60. AND SO I HOPE THAT THAT IS LOOKED AT, UM. AS AS THAT FORMATIVE PIECE FOR FROM 1.1, BECAUSE THE OTHER THING WE DID OR NOT, WE, BUT I TALKED ABOUT WAS, YOU KNOW THAT'S THAT IN THAT INFLATION THAT WE GET FROM FROM HIGH ACHIEVERS WHO ARE TOPPED OUT ON REN THEY'RE SCORING CONSISTENTLY AT THE 98TH AND 99TH, AND THEY'RE SCORING CONSISTENTLY AT THE VERY HIGH LEVEL OF MEATS ARE MASTERS. UM SO I KNOW THAT LOOKING AT GT DOES NOT CAPTURE ALL OF OUR HIGH PERFORMERS. ONLY A VERY SMALL FRACTION OF THEM. BUT I DO WISH THERE WAS A WAY THAT WE WERE MAKING SURE WE'RE LOOKING VERY CAREFULLY AT DATA ON OUR CONSISTENT HIGH PERFORMERS ON STAR. AND ON RENT, 3 60 LITERACY AND MATH, MISHAN AND I CAN ADDRESS THAT, ACTUALLY, UM, EVEN THOUGH IN THE HOUSE BILL THREE INDICATOR THAT YOU LOOKED AT IT IS NOT AS A STUDENT GROUP THAT
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IS REPORTED TO THE STATE. UM OR FROM THE STATE. WE CAN FILTER OUR INTERNAL DATA AND PULLED THE GT STUDENT GROUP AND REPORT THAT DATA IN THOSE FORMATIVE CHECKPOINTS THAT WE TALKED ABOUT. SO THAT IS DATA WE CAN PROVIDE TO YOU, UM TO THE ENTIRE BOARD. IT'S JUST IN THE HOUSE BILL. THREE METRIC THAT YOU LOOKED AT. UM THAT IS A FORM PROVIDED TO US FROM THE STATE, AND THEY DON'T INCLUDE THAT AS A STUDENT GROUP. OKAY THAT WOULD BE THAT WOULD BE HELPFUL, AND THAT WOULD BE A GOOD START. I JUST WANT TO MAKE SURE WE'RE ALSO MEASURING GROWTH LIKE THIS INDICATOR, THE SPG GROWTH INDICATOR THAT WE'RE ACTUALLY MEASURING GROWTH FOR HIGH ACHIEVERS AS WELL. HMM. ALL RIGHT. THANK YOU. ALL RIGHT. THE NEXT ROUND ROUND TWO ALMOST FEELS LIKE A GAME SHOW WITH THAT SOUND AND THEN ROUND TWO ROUND TWO. YOU'LL FOLLOW THE SAME PROCESS AND REVIEWING GOAL THREE. GO FOUR AND GO FIVE. AND SO IF YOU START THE TIMER, WE ARE SET.[01:01:23]
ALL RIGHT. THANK YOU FOR THE GREAT CONVERSATION FACILITATORS. THANK YOU AND THOSE OF YOU WHO[01:01:29]
HAVE CIRCLED AROUND THE ROOM TO HELP PROVIDE INPUT. OUR TIME IS UP AND WE'RE MOVING INTO THE NOW[01:01:34]
WHAT SO NOW IS THE TIME TRUSTEES TO USE YOUR MICROPHONE AS YOU AS YOU SHARE WHAT YOU'VE NOTICED[01:01:41]
WHAT YOU WONDER HOW MANY INPUT THAT YOU'VE GIVEN OR CLARITY THAT YOU NEED? OH I'M SORRY. WE HAVEN'T A REQUEST FOR AN ADDITIONAL FIVE MINUTES. I WAS NOT AWARE OF THAT. I'M SORRY.[01:07:32]
MICROPHONES WHAT DID YOU NOTICE? WHAT DID WHAT QUESTIONS DO YOU HAVE?[01:10:46]
ALRIGHT. I'D LIKE TO OPEN UP THE FLOOR TO ANY CONVERSATION DISCUSSION ON YOUR WHAT? YOU NOTICED WHAT QUESTIONS? YOU STILL HAVE ABOUT SEVEN. WE HAVE ABOUT SEVEN MINUTES INTO THIS PORTION. PLEASE REMEMBER TO USE YOUR MICROPHONE'S TRUSTEES. I WOULD LIKE TO SHARE. UM ACTUALLY , IF YOU CAN SHARE WITH US ABOUT THE GOAL, FOR THERE WAS A LOT OF GOOD INFORMATION THERE. I'D LIKE FOR YOU TO SHARE THAT WITH US. OKAY SO GOAL FOR WAS ESTABLISHING A SYSTEM TO ESSENTIALLY TRACKED THE ENGAGEMENT THAT WE'RE RECEIVING ON A PARTNERSHIP LEVEL WITH OUR SCHOOL DISTRICT. AND SO GAPS THAT WE'VE SEEN THROUGH THIS PROCESS AND WORKING WITH STEPHANIE'S TEAM, AND OUR COMPREHENSIVE NEEDS IS THAT IF YOU ASK ME, I'M SURE THIS I THINK IN THE PAST, BUT IF YOU ASK ME HOW MANY PARTNERS DO WE HAVE IN THE DISTRICT? I COULD ANSWER YOU ON ON WHAT OUR DEPARTMENT IS DOING, BUT WE RECOGNIZE THAT THERE ARE OTHER DEPARTMENTS THAT ALSO LEAD PARTNERSHIPS. AND SO PART OF THAT IS TO STREAMLINE THE PROCESS, BUT CREATE A SYSTEM CREATE A WAY THAT WE'RE ENGAGING WITH OUR COMMUNITY WHERE THEY CAN COMPLETE A PARTNERSHIP INTEREST FORM AND THEN ALLOW US TO IN OR ALLOW THEM TO INDICATE WHERE. WHAT AREAS WOULD THEY WANT TO PARTNER IN? SO FOR AN EXAMPLE IF WE'VE HAD A GROUP COMING IN, AND THEY WANT TO PROVIDE A PROGRAM THAT TARGETS MENTAL HEALTH THEY WOULD COMPLETE THIS PARTNERSHIP INTEREST FORM. IT WOULD COME TO THE DEPARTMENT OF COLLABORATIVE COMMUNITIES AND WE WOULD SCHEDULE A MEETING WITH THIS GROUP KNOWING THAT PILAR'S TEAM AND THE SCL TEAM WOULD BE THE X THE SUBJECT MATTER EXPERTS SO THEN WE WOULD BE ABLE TO ENGAGE WITH THEM AND INTERNAL DEPARTMENTS TO ALLOW AND SEE WHAT POSSIBILITIES THERE MIGHT BE TO PARTNER ON A DISTRICT LEVEL OR ON A CAMPUS LEVEL. I DON'T KNOW. AND I JUST REALLY I'M REALLY HAPPY TO HEAR ABOUT HAVING IT OPEN TO WHERE THEY CAN FILL OUT A PARTNERSHIP FORM BECAUSE I'VE HAD AS A TRUSTEE. I'VE HAD A LOT OF FOLKS THAT WANT TO COME INTO FORTMAN. I SD NOT NECESSARILY TO MAKE MONEY AT ALL, BUT TO HELP SO AND TO BE A PART OF THE DISTRICT AND BE A PART OF THE COMMUNITY. SO I'M REALLY EXCITED ABOUT THIS. THANK YOU. THANK YOU. ARE THERE ANY OTHER QUESTIONS OR COMMENTS. RIGHT HERE, MR MARTINEZ. I'LL SAY THIS. SO THE OTHER WORD MEMBERS THAT ARE IN HERE. SO ON GOAL THREE. WE JUST ASK THAT THEY ADD FOR INDICATOR 3.1 AND 3.2 TO ADD WHAT? WHAT? WE'RE MOVING FROM TWO SO 3.1. WE'RE CURRENTLY AT 22. UM, WITH, UM.THE TEACHER RETENTION INDICATOR. SO WE WERE WE WANT TO DECREASE TO 20. AND 3.2. WE'RE CURRENTLY SITTING FOR ALL EMPLOYEES. AT 22.59% AND WE'RE WANTING TO DECREASE THAT TO 20% OR LESS. OR NO, I'M SORRY, 21% SO AND THEN ON INDICATOR 3.5. GLENDA SHARED WITH US THAT THEY SHE EXPLAINED THIS TO US, AND IT WAS VERY HELPFUL BECAUSE SHE WAS TALKING ABOUT THE CHALLENGES BETWEEN WHAT THE NUMBERS OF CERTIFICATIONS LOOK LIKE IN. IS THAT OKAY FOR ME TO EXPLAIN WHAT THE NUMBERS LOOK LIKE IN PEOPLESOFT COMPARED TO WHAT THEY LOOK LIKE? AND, UM, SKY SKYWARD, AND SO MAYBE, UM, HR CAN WRITE A MORE EXPLICIT GOAL THAT JUST TALKS ABOUT HOW YOU KNOW, WANTING TO BRING THOSE TWO NUMBERS THAT THEY CURRENTLY HAVE INTO DUE TO MORE ALIGNMENT. UM, AND SHE ALSO EXPLAINED WHY. WHY THERE? WHY THE CASE IS THAT THERE MIGHT BE SOME MISALIGNMENT
[01:15:03]
WITH MOVEMENT FROM A TEACHER IN ONE CERTIFICATION AREA TO ANOTHER CAMPUS, AND THEN THERE'S THEIR ASSIGNMENT CHANGES. SO UM, I THINK THOSE WERE THAT WILL BE HELPFUL ON INDICATOR 3.5 TO ADD THAT UM AND THEN INDICATOR 4.3. THEY MISS WILLIAMS SAID THAT WE'RE CURRENTLY SITTING AT 80% OF OUR CAMPUSES. UM ARE IMPACTED THROUGH THE COMMUNITY COLLABORATION AND PARTNERSHIP OPPORTUNITIES. AND SO WE JUST ASKED THEM TO PLEASE ALWAYS ADD WHERE WE ARE NOW AND WHERE WE'RE WHERE YOU WANT TO BE. THANK YOU, MR MARTINEZ. THANK YOU. AND WE DIDN'T GET A CHANCE TO TALK ABOUT GOLF FIVE, BUT I WANTED TO GO BACK TO GOLD, TOO. JUST A SMALL REQUEST. I DON'T KNOW IF WE DISCUSSED GOLD TO, UM SINCE WE'RE ASKING FOR DISCIPLINE DATA , AND SO WE WOULD LIKE TO SEE DISCIPLINE DATA AS ITS OWN INDICATOR. TO BE INCLUDED AS WELL. THANK YOU. HMM. ENTER PROBLEM. SO FOR INDICATOR 5.5. AND WE'RE TALKING ABOUT ALL THE OKAY, FISCALLY RESPONSIBLE RESPONSIBLE AS A DISTRICT. FOR 5.5 FBI STABLE, COMMUNICATE AND IMPLEMENT NEW INSURANCE AND BENEFIT PLAN CHANGES FOR OUR DISTRICT EMPLOYEES, BUT I THINK AT THE END OF THE DAY WHEN YOU WHEN YOU LOOK AT IS IT COST EFFECTIVE FOR US TO DO THAT? AND YOU'RE PUTTING INSURANCE IN THIS CATEGORY AND INSURANCE. BENEFITS GO UP AND WE'RE TRYING TO PASS A V A. T R E FOR TEACHERS OF THE RAYS GOES UP BY X AMOUNT AND THEN BENEFITS GO UP BY MUCH HIGHER AMOUNT. THAT SORT OF OFFSETS ANY INCREASES THAT WE'RE DOING FOR STAFF OVER YOU KNOW THE COURSE OF THE YEARS, I WAS WONDERING IF IT WOULD BE POSSIBLE. TO I'M NOT SURE MOVE THAT INDICATOR OVER 23 FOR RECRUITING. DEVELOPING AND RETAINING HIGH QUALITY STAFF. SO WE'RE SAYING SOMETHING TO THE EFFECT OF MAKING SURE THAT THE BENEFITS AND THE INSURANCE OR COST EFFECTIVE FOR TEACHERS, BECAUSE THAT'S GOING TO BE ONE OF THE THINGS THAT'S GONNA WHAT TEACHERS TO COME HERE. THEY MAY GET PAID A LITTLE BIT MORE THAN THEY HAVE A BETTER DIFFERENTIATED PAY SCALE BUT OF THE BENEFITS OR YOU KNOW, AND I THINK THE BENEFITS JUST THAT JUST CAME OUT TO OPEN ENROLLMENT RIGHT NOW. SO I'M NOT SURE IF THAT'S YOU KNOW, SO TEACHERS ARE TALKING AND THEY'RE SAYING, YOU KNOW, THE X AMOUNT OR WHATEVER. AND I'VE UM BEEN PLAYING INSURANCE AEROBICS FOR YEARS, AND INSURANCE COSTS ARE GETTING HIGHER AND HIGHER ALL THE TIME, SO AND SO THAT WAS JUST ONE OF THE THINGS THAT YOU KNOW I WAS THINKING ABOUT IN MY HEAD IS HOW CAN WE FLIPPED THAT A LITTLE BIT? INCLUDE THAT AND THIS IS WHAT WE'RE GOING TO FOCUS WE WANT. OBVIOUSLY WE HAVE TO APPROVE THE BENEFITS AND INSURANCE. BUT HOW CAN WE FOCUS IT TO WHERE IT'S MORE IS COST EFFECTIVE FOR THE TEACHERS HAS BEEN STAFF AS POSSIBLE. INSTEAD OF BEING MORE. WE'RE MORE WORRIED ABOUT ON THE COST EFFECTIVE SITE FOR THE DISTRICT IN THIS SCHOOL FIVE. THANK YOU, MR GARCIA. BRIAN, DO YOU HAVE ANYTHING YOU'D LIKE TO COMMENT ON THAT? UP HERE. WHAT I WOULD SAY. IS THAT ON THAT ONE, I THINK THAT WE CAN DEFINITELY BEE WANT TO DO IT. WHAT I WHAT I HEAR YOU SAY IS THAT WE WANT TO BALANCE THE PACKAGE OF BENEFITS THAT WE PROVIDE TO TEACHERS.MAKE SURE IT'S COST EFFECTIVE FOR THE DISTRICT BUT ALSO THAT THE EMPLOYEE PREMIUMS THAT ARE BEING PAID OR FAIR AND BALANCED SO THAT WE'RE RETAINING STAFF AND NOT TURNING THEM AWAY. AND I THINK THAT YOU ARE CORRECT. I THINK THAT THAT INDICATOR COULD FLOAT BETWEEN FIVE AND THREE.
AND REALLY, IF WE'RE WANTING TO BE EMPLOYED FOCUS THAT WOULD PROBABLY BE A BETTER FIT UNDER GOAL. THREE. SO TO THAT, UM, AS WE WRAP THE DISTRICT IMPROVEMENT PLAN PORTION UP, WE'VE RECEIVED QUITE A BIT OF GOOD FEEDBACK AND WE APPRECIATE YOU TRUSTEES FOR PROVIDING THAT TO US AT THE K P LEVEL, HAVE YOU FEEL MORE CONFIDENT IN THE PERFORMANCE OBJECTIVES THAT WILL BE ASKING YOU TO APPROVE ON MONDAY EVENING ? WHAT YOU CAN EXPECT IS THAT WE WILL UPDATE THIS DOCUMENT WITH CHANGES TRACKED AND SEND THAT TO YOU ELECTRONICALLY AFTER TODAY, SO THAT YOU CAN SEE THE CHANGES THAT WE'VE INCORPORATED AND THEN ON MONDAY EVENING BE A PRINTED COPY AT YOUR SEAT. AND THEN ONCE THE PERFORMANCE OBJECTIVES ARE APPROVED, THEN WE'LL, OF COURSE, PUT THAT DOCUMENT OUT PUBLIC
[01:20:02]
FACING AS IS REQUIRED. SHANNON MARTINEZ, SO I HAVE ONE MORE QUESTION ON 5.1 AND 5.5 SO AND I'LL JUST 5.5 FOR INSTANCE. UM, AS THIS IS THE IMPROVEMENT PLAN. UM ARE WE CURRENTLY NOT? COMMUNICATING. I GUESS WE HAVE A NEW INSURANCE PLAN. CORRECT CORRECT. AND SO I MEAN, I MEAN, THAT'S THE GOAL IS 100% HAVE WE NOT ALWAYS COMMUNICATED 100% TO OUR EMPLOYEES? OKAY, ACTIVISM.OKAY I JUST LOVE AN IMPROVEMENT PLAN TO HAVE EVERY INDICATOR ACTUALLY. MEASURABLE AND SO I MEAN, I GUESS THAT IS, BUT BUT IT'S SOMETHING WE'RE ALWAYS DOING. I. I DON'T KNOW HOW WE IMPROVE ON IF WE'VE ALWAYS DONE 100. UM AND THEN THE SAME THING, THE STRATEGIC ABANDONMENT PROCESS WITH THE SAVINGS AUDIT. I MEAN, I JUST DON'T KNOW IF YOU CAN WRAP ANY KIND OF MEASURABLE.
UH UM. GOAL AROUND THAT, LIKE, DO YOU HAVE ANY SPECIFIC AREAS THAT YOU'RE HOPING THAT THIS COST SAVING AUDIT WILL LOOK AT AND YOU'RE HOPING I DON'T KNOW THEY'RE THEY'RE JUST THEY'RE JUST VERY BROAD. THAT'S A VERY BROAD STROKE. OKAY 02 INDICATOR 5.5 1ST OF THE REASON THAT IT ENDED HERE RATHER THAN INITIALLY UNDER THE EMPLOYEE SECTION. LIKE I SAID, I THINK YOU COULD MOVE IT BACK AND FORTH EASILY. ALTHOUGH PEOPLE FOCUS. IT FITS BETTER UNDER GOAL THREE. SO THE CURRENT INSURANCE PLAN AS IT IS STRUCTURED TODAY VERSUS HOW IT'S STRUCTURED GOING INTO NEXT FISCAL YEAR IS WE HAVE MADE MODIFICATIONS TO THE PLAN OFFERINGS WITH THE INTENT THAT THE PROJECTED DEFICIT WILL COME DOWN, WHICH I THINK IS THE MEASURABLE PART THAT YOU'RE TALKING ABOUT. AND SO MAYBE PERHAPS WHAT WE CAN DO ON THAT IS AS AN INDICATOR 5.5 IS TO INDICATE TO REDUCE THE EMPLOYEE BENEFITS DEFICIT FROM X. TO A BALANCE AND THEN ON THE OTHER SIDE, WE COULD INCLUDE, AS MR GARCIA MENTIONED TO HAVE AN INTERIM PLAN INSURANCE PLAN THAT MEETS THE NEED OF EMPLOYEES. NOW THAT'S I THINK GOING TO BE WILLING TO COME UP WITH WAYS TO MEASURE THAT, BUT AT LEAST SPECIFICALLY ON THIS ONE, WE CAN SAY MOVE AWAY FROM A DEFICIT OF X. TO A NET POSITIVE POSITION OR BALANCED POSITION. AND THEN ON 5.1, YOU ARE CORRECT. SO THIS WAS A RECOMMENDATION THAT CAME FORTH FROM THE AUDIT COMMITTEE. IN TERMS OF CONDUCTING A COST SAVINGS AUDIT. AT THIS POINT, WE DON'T HAVE ANY SPECIFIC PROGRAMS IDENTIFY. THE PURPOSE OF THIS WOULD BE TO IDENTIFY AND I DON'T KNOW IF THERE'S A TECHNICAL TERM FOR WHAT WE WOULD CALL LEAKAGE, AND THAT IS AREAS WHERE WE CAN MAKE TWEAKS TO OUR EXPENDITURES WHERE WE CAN REDIRECT THOSE EXPENDITURES ELSEWHERE WITHOUT IMPACTING OUR SERVICE LEVELS, AND SO FROM THAT VANTAGE POINT, AS I STAND HERE TODAY, IS THERE A SPECIFIC AREA THAT I COULD SAY THAT WE'RE LOOKING AT THIS? I THINK THAT WOULD BE A DISCUSSION INTERNALLY WHERE WE CAN MAKE RECOMMENDATIONS TO THE AUDIT COMMITTEE. THEY WOULD CHOOSE TO ACCEPT THOSE AND THEN WE COULD BE MORE DEFINITIVE IN THIS. BUT AS IT STANDS TODAY, AS YOU'RE AWARE OF THE PROCUREMENT PROCESS FOR THE AUDIT AUDITORS IS CURRENTLY IN PROCESS. AND WANTS THE BOARD IS SELECTED. THOSE WE CAN MOVE FORWARD. I THINK WITH MORE SPECIFICITY AROUND THIS, BUT AT THIS POINT, IT'S PROBABLY MORE AT A GENERAL LEVEL THAN WHAT YOU MAY BE LOOKING FOR. THANK YOU, BRIAN. RIGHT. WELL I'LL WRAP THIS DISTRICT IMPROVEMENT PLANNING PROCESS UP AND HANDED OVER TO DR LIM LEE TO ENGAGE YOU WITH THE CAMPUS IMPROVEMENT PROCESS AND LOOK FORWARD TO FURTHER CONVERSATION ON MONDAY EVENING AROUND THE CONSIDERATION FOR THE PERFORMANCE OBJECTIVES IN OUR DIP. ALL RIGHT. THANK YOU, MR MARTINEZ. GOOD EVENING, EVERYONE. UM THANK YOU FOR BEING HERE ARE SEE IP PROCESS IS IT HAS NOT CHANGED FROM LAST YEAR. THE MAIN DIFFERENCE THAT WE'VE HAD IS, YOU'LL SEE RIGHT THERE ON THE SLIDE. IS THE CAMPUS NEEDS ASSESSMENT PORTION OF IT. WE BEGAN REALLY DISCUSSING TRENDS AND PATTERNS. UM BASICALLY AT THE BEGINNING OF THE SPRING LAST YEAR, SO WE ASKED OUR PRINCIPLES. IF YOU'RE A PRINCIPAL OF A BUILDING, YOU'RE ALWAYS THINKING ABOUT HOW TO IMPROVE YOUR CAMPUS. YOU'RE ALWAYS THINKING ABOUT WHAT YOUR CAMPUS NEEDS. AND SO WE SAID AS SOON AS YOU GET THAT M O Y INFORMATION IN, YOU CAN START LOOKING AT TRENDS. AND THEN ONCE YOU GET YOUR SUMMIT OF DATA, AND YOU CAN SEE IF THOSE TRENDS CONTINUED. OR IF THERE'S A DIFFERENCE THAT NEED TO BE MADE FOR YOU TO IDENTIFY YOUR NEEDS, AND SO WE'VE HAD OUR TRAINED EXPERTS ARE COLLEGE EDUCATED, EXPERIENCED PRINCIPALS LOOKING AT THESE TRENDS AND AT THESE PATTERNS SINCE LAST SPRING TO TRY TO COME UP WITH THE NEEDS FOR THEIR PARTICULAR CAMPUS AND HOW WHAT THEY NEED TO ADDRESS THOSE NEEDS, AND SO THEY'VE IDENTIFIED THEIR PROBLEMS AND STATEMENTS AND ROOT CAUSES. THEY'VE WE'VE ADJUSTED OUR MASTER SCHEDULE, UM, TIMELINE TO
[01:25:04]
KEEP TEAMS ON CAMPUS A LITTLE BIT LONGER, WITHOUT THE ONUS OF THE MASTER SCHEDULE HANGING OVER THEM SO THEY CAN DISCUSS THIS A LITTLE BIT MORE BEFORE THAT SUMMER BREAK. SO THAT WE HAVE HAD A HEAD START GOING INTO THE SUMMER TIME ON THIS CNN A TO BE ABLE TO TALK MORE ABOUT OUR SIP WHEN PEOPLE CAME BACK. SO YOU CAN SEE WE DO THE C N A. WE LOOK AT THE SYSTEMS FOR IMPROVEMENT.WE SEE THAT THEY'RE GOING TO BE ALIGNED TO THE BOARD GOALS THAT WE HAD IN HAND AT THE TIME. WE DEVELOPED THE SIPPY THE PERFORMANCE OBJECTIVES WHICH ARE GOING TO BE LOOKING AT TONIGHT, AND, UH THEN FROM THOSE, AS YOU KNOW THE INDICATORS OF SUCCESS AND THEN STRATEGIES GOING BELOW THERE IN YOUR FANCY HARD TO MISS YELLOW FOLDER THAT YOU HAVE ON YOUR TABLE RIGHT HERE. UM YOU'VE GOT THREE DIFFERENT PACKETS. ONE OF THOSE PACKETS IS THE PERFORMANCE OBJECTIVES AND INDICATORS OF SUCCESS FOR OUR SEA BASS CAMPUSES. AND THEN WE HAVE ONE FOR OUR HIGH SCHOOLS, ONE FOR OUR MIDDLE SCHOOLS. AND THEN THE ONE WITH THE BINDER CLIP ON IT IS FOR OUR ELEMENTARY SCHOOLS. BEHIND THAT IS THE TIP, WHICH WE'RE GOING TO BE DISCUSSING A LITTLE BIT LATER.
UM AFTER THE SIP HAS BEEN DEVELOPED AFTER YOU APPROVED THE PERFORMANCE OBJECTIVES, THEN OF COURSE, WE HAVE ARE INDICATORS OF SUCCESS. WE HAVE OUR REPORT PROGRESS MEASURES THAT WE GO THROUGH THROUGHOUT THE YEAR I E. O Y THAT WE WILL REPORT BACK TO YOU AS WELL. UM THE DEPARTMENT OF SCHOOL LEADERSHIP HAS BEEN INVOLVED IN THIS FROM THE BEGINNING. AND WE'VE GOT SOME OF OUR EXECUTIVE DIRECTORS HERE TONIGHT IF YOU HAVE SPECIFIC QUESTIONS ABOUT A SPECIFIC CAMPUS. OF COURSE, CAMPUS STAFF IN THE CPAC HAS BEEN HEAVILY INVOLVED IN THE PIPES AS WELL.
AND SO YOUR TASK TONIGHT IF YOU CHOOSE TO ACCEPT IT. IS TO GO INTO ONE OF THOSE PACKETS. PICK YOUR VERY FAVORITE SCHOOL IF YOU WANT TO, OR THE SCHOOL THAT YOU DON'T LIKE THE MOST. WHICHEVER UM, AND LOOK AT THAT. WHAT WE WANT YOU TO SEE IS THE FORMAT OF THOSE PERFORMANCE OBJECTIVES WE'VE LISTED LIKE I SAID, THE INDICATORS OF SUCCESS BELOW THEM . UM BUT AGAIN, WE JUST WANT YOU TO LOOK AT THOSE PERFORMANCE OBJECTIVES. YOUR GOAL IS TO ENSURE THAT THEY ARE IN ALIGNMENT WITH WHAT WE JUST TALKED ABOUT WITH THE D I. P ALL RIGHT, AND THEN ONE LAST CAVEAT BEFORE WE GET GOING ON OUR ON OUR NEXT LITTLE PEACE ARE ROUND AROUND THREE. I GUESS NOW IF YOU LOOK AT THE SEA BASS THE VERB IT IS A LITTLE BIT DIFFERENT, JUST FOR THE SAKE OF SEA BASS. BUT, UM IF YOU'RE LOOKING AT THOSE YOU CAN SEE THE SYSTEM'S RESPONSE IS THE PERFORMANCE OBJECTIVE, AND THEN YOU HAVE INDICATORS OF SUCCESS BELOW THAT SYSTEM'S RESPONSE. SO JUST A LITTLE BIT DIFFERENT BURBAGE, BUT IT'S REALLY THE SAME THING. RIGHT? UM AND, OF COURSE, WILL BE CIRCULATING AROUND ANSWERING QUESTIONS THAT YOU MAY HAVE AS WELL. SO ANY QUESTIONS BEFORE WE BEGIN? ALRIGHT MISS WILLIAMS OR JEREMY? SOMEBODY GONNA GET THAT TIMER FOR US, AND WE'LL GET GOING ON IT.
[01:47:57]
ALRIGHT GAME SHOW CONTESTANTS THANK YOU FOR PARTICIPATING IN AROUND THREE ARE 20 MINUTES ARE[01:48:03]
UP. UM SO AT THIS POINT, WE'RE GOING TO SWITCH OVER TO OUR NOW WHAT DISCUSSION? HORROR BOARD[01:48:10]
MEMBERS. YOU CAN USE YOUR MICROPHONES AND ASK QUESTIONS. UM AND HAVE THAT DISCUSSION WITH[01:48:14]
THE FULL BOARD. I NOTICED, THOUGH, AS I WAS WALKING AROUND SOME OF YOU HAVE MORE THAN ONE FAVORITE CAMPUS BECAUSE YOU LOOKED AT MORE THAN ONE, BUT THAT'S OKAY. WE APPRECIATE YOUR ENGAGEMENT. UM AND WE'RE HAPPY TO ANSWER ANY QUESTIONS THAT YOU HAVE. I DON'T HAVE A QUESTION, BUT I DO HAVE A IT'S UM. I DO APPRECIATE LOOKING THROUGH THE SIPS WHERE I CAN CLEAR. I CLEARLY KNOW WHERE THE CAMPUSES ARE IN WHATEVER THEIR GOAL IS, AND I CLEARLY SEE A POINT IN TIME WHERE THEY WANT TO BE. SO WHETHER THAT'S BY DECEMBER IN A PB. I ASKED OR A PLC SITUATION.HE HERE'S WHERE I WANT TO BE, HELPS ME KNOW THAT THEY HAVE THEY'VE GOT A ROADMAP. THEY'VE GOT A ROADMAP AND THEY'VE GOT NUMBERS. UM OF WHERE THEY WANT TO BE, OR THEY HAVE A VERY EXPLICIT, UM, STRATEGY THAT THEY'VE WRITTEN DOWN. IT'S VERY SPECIFIC TO THEIR CAMPUS, AND IT MAY NOT BE NECESSARILY MEASURABLE, BUT IT'S VERY CLEAR AND IT'S VERY EVIDENT AND I THINK THOSE KIND OF THINGS ARE VERY HELPFUL WHEN THESE ARE POSTED TO THEIR WEBSITES FOR THE GENERAL PUBLIC FOR PARENTS TO READ. I THINK THAT'S VERY HELPFUL TO PARENTS. TO JUST BE ABLE TO SEE THOSE CLEAR NUMBERS. CLEAR GOALS, CLEAR TIMELINES AND CLEAR STRATEGIES. SO KUDOS TO THOSE CAMPUSES. YOU DID THAT? THANK YOU. THE QUESTIONS OR COMMENTS. I WOULD JUST ECHO WITH TRUSTY, HANNON SAID. AS YOU NOTICE THE DIFFERENCE IN SOME, AND SOME ARE
[01:50:02]
JUST CLEARLY. OKAY. THIS IS WHAT WE'RE DOING IS WHERE WE'RE GOING. AND THEN SOME. YOU CAN TELL. WE'RE GOING, MAYBE MORE THROUGH THE TEMPLATE. THE MOTIONS AND UM NOT THAT THEY'RE NOT. BECAUSE EVERYBODY HAS TO FIND THAT AREA OF IMPROVEMENT AND GROWTH. SO BUT IF WE'RE IF WE'RE LOOKING AT IT HOLISTICALLY AND WE SIT THERE WERE TRYING TO COME UP WITH WAYS. HOW CAN WE JUST CAPTURE WE HAVE ALL THIS DATA WE'RE COLLECTING ALL THIS DATA AND ME WITH MY I T HAD ON HIS. HOW CAN WE PUT THIS SOMEWHERE? WE CAN JUST DRILL DOWN AND I HAVE TO GO TO THIS PLACE FOR THIS REPORT THIS PLACE FOR THIS REPORTER THIS SPREADSHEET AND SO BUT IT IS A LOT OF WORK TO GET ALL THIS INFORMATION THAT WE YOU KNOW, WE COULD WE COULD FIND WAYS TO GIVE YOU KNOW THE SCHOOLS A WAY TO PUT IT HERE, AND IT WILL JUST BUILD THE REPORTS THE WAY WE WANT TO RECEIVE THE INFORMATION THE ADMINISTRATORS WANT TO RECEIVE THE INFORMATION. THERE'S CERTAINLY WAYS TO DO IT. WE JUST, YOU KNOW, JUST TRYING TO FIGURE YOU KNOW, FIGURE THAT OUT. BUT GOOD JOB TO ALL THE ALL THE CAMPUSES AND THANK YOU. ALRIGHT ANYONE ELSE OTHER COMMENTS OR QUESTIONS? BECAUSE JUST REALLY, REALLY WANT TO HEAR DR ROBERTS. IS THAT WHAT IT IS? YOU'RE READY FOR HER. YES, WE DO . I AM. I GUESS I LOOKED AT DIFFERENT ONES. I'M ALWAYS STILL, UM I LIKE I BELIEVE I'VE FOUND OUT THAT THERE'S NOT A WAY OF AS IT USED TO BE. SO I HAVE TO GET WITH TODAY'S HOW IT'S DONE, BUT IT'S STILL THERE'S A LOT OF WORDS THERE. AND I DON'T KNOW. HOW MANY OF THOSE THINGS ARE GOING TO BE MEASURED? AND IF WE'RE GOING TO ACTUALLY MEASURE THEM WHERE'D AND I'M WHERE DO WE WHERE DO WE START? AND WHERE ARE WE NOW? AND WHAT DOES 10% BETTER MEAN? AND MAYBE THAT'S. HOW THIS IS NOW WRITTEN. AM I CORRECT? THAT'S JUST HOW IT'S 10% MORE OF WHATEVER YOU ARE. AND HOW DO WE KNOW. OF COURSE WE INCREASED 10% BUT HOW DO WE KNOW IF WE DON'T HAVE THE FIRST NUMBER RIGHT THAT MANY TIMES THAT FIRST NUMBER IS GOING TO BE LISTED IN THOSE STRATEGIES THAT YOU DON'T YOU DON'T HAVE WITH YOU RIGHT NOW. OKAY THANK YOU. BECAUSE I THOUGHT I WOULD. I HAD SOMETHING DIFFERENT THAN THE OTHER TABLE. THESE ARE ABBREVIATED VERSIONS.THIS IS JUST THE PERFORMANCE OBJECTIVES. OKAY AND THEN THANKS CONVENIENCE. WE INCLUDED THOSE INDICATORS OF SUCCESS, BUT THE STRATEGIES ARE BELOW. BUT IS THIS ALL THAT'S POSTED PUBLICLY? NO THEY PUSHED THE WHOLE PLAN. THEY POST THE WHOLE THING. STRATEGIES MIGHT HAVE, FOR INSTANCE, WHERE, LIKE ONE CAMPUS SAYS WE WILL INCREASE. UM RAN 3 62. 50% I JUST THINK IF THAT'S POSTED HOW YOU KNOW HOW MUCH MORE INFORMATIVE THAT IS TO A PARENT TO KNOW. WELL, YOU KNOW THEIR GOAL IS TO READ GO FROM 45% TO 50. I MEAN, I THINK AND BECAUSE THEN THEY BECAUSE THEN THE PARENT KNOWS WHERE THEY ARE BECAUSE THE OLD ONE IS REMOVED, RIGHT? SO IF THAT NUMBER FROM LAST YEAR WAS IN THEIR PARENTS ARE GOING TO TOGGLE BACK, AND I KNOW NOT A LOT OF PARENTS. LOOK AT THIS WITH SOME OF US. DID YOU KNOW I I'M I LOOK AT THESE, AND, UM AND I KNOW THEIR PARENTS THAT DO LOOK AT THEM SO I JUST THINK THAT'S I THINK THAT'S HELPFUL. AND TO DR GILLIAM'S POINT, YOU KNOW? WHERE ARE YOU? AND WHERE ARE YOU GOING? PLANS HAVE BEEN DEVELOPED BY THE CAMPUS FOR THE CAMPUS TO BE MOST DIGESTIBLE FOR THEM TO HELP THEM REACH THOSE GOALS AS THEY GO THROUGHOUT THE YEAR. SO THOSE STRATEGIES ARE GOING TO HELP THEM GET THERE. IF THERE'S SOME FORMATTING THAT WE NEED TO WORK ON, PERHAPS FOR NEXT YEAR, THEN WE CAN CERTAINLY DO THAT AS WELL. LET ME LET ME ADD SO I CAN BE MORE SPECIFIC. SO GOAL ONE FOR EVERYONE ON THE SEA BUT FAST. FBI IS STI WILL PROVIDE RIGOROUS AND RELEVANT CURRICULUM AND DELIVER INSTRUCTION THAT IS RESPONSIVE TO THE NEEDS OF ALL STUDENTS IMMEDIATELY. I'M CIRCLING WORDS. OKAY WHAT DOES RIGOROUS MEAN FROM ONE CAMPUS TO ANOTHER IF IT'S NOT DEFINED. WHAT DOES RELEVANT MEAN? UM WHAT DOES RESPONSIVE ME? AND NEEDS OF ALL STUDENTS. WE HAVE. THAT'S SO LOT OF NEEDS AND A LOT OF STUDENTS AND I'M LIKE LITERALLY. I WROTE. WHAT DOES THIS MEAN? AND SO AND IS IT? DEFINED IN ANOTHER PLACE
[01:55:05]
AS PRINCIPLES ARE DOING THIS, SO I THINK THAT IS SUPPOSED TO BE THAT GOAL ONE IS SUPPOSED TO ALIGN TO DISTRICT GOLD ONE WHEN YOU LOOK AT THAT PERFORMANCE OBJECTIVE. YES. YEAH THE RIGOROUS AND RELEVANT CURRICULUM TO DELIVER INSTRUCTION IN RESPONSE TO THE NEEDS OF ALL STUDENTS. THAT'S THE DISTRICT GOAL ONE. MHM. OUR BOARD GOAL. ONE. YEAH. WELL I UNDERSTAND IT, SO I'M THAT STUDENT WHO WILL HAVE READ THINGS. SO TELL HIM AND I KNOW THAT WE POSSIBLY HAVE SOME STUDENTS OUT THERE THAT ARE ADULTS THAT SO THAT'S JUST HARD. THAT'S HARD FOR ME. FOR A CAMP.I KNOW WHAT IT'S THE I P IS AND I KNOW WHAT IT DOES. AND I KNOW THAT WE DON'T WANT TO JUST PUT IT ON A SHELF AND NOT LOOK AT IT LATER. SO THOSE ARE MY CONCERNS. THANK YOU. ALRIGHT I'LL MENTION ONE THING AND THAT IS, UM FIRST, SAME AS FAR AS THE DATE THE DATA HAVING BASELINE TO KNOWING WHERE IS SUPER HELPFUL? I THINK ONE CAMPUS. IT'S NOT REALLY FAIR AND THAT'S CRAWFORD BECAUSE THEY DON'T HAVE ANY BASELINE DATA. SO YOU KNOW, WE'LL GET THAT NEXT YEAR. UM AND I JUST APPRECIATE THEIR ASPIRATIONAL EFFORTS THERE. AND THEN THE ONE THING I WANT TO HIGHLIGHT AND SAY THAT I MEANT THAT I SAW THROUGHOUT SOME CAMPUSES IS THE TARGETED GOALS FOR, UM ENGAGING STUDENTS AND THEIR FAMILIES. AND THAT TO ME IS HUGE, BECAUSE IF YOU CAN ENGAGE THE STUDENT YOU'RE GOING TO HAVE WE WILL HAVE A HIGHER SUCCESS RATE AND WE'RE GOING TO HAVE A HIGHER GRADUATION RATE.
HOWEVER PERFORMANCE RATES ACADEMICS THE WHOLE NINE YARDS AND THEN ON TOP OF THAT, IF WE CAN ENGAGE THE FAMILIES EXAM OF THESE CAMPUSES HAVE SPECIFIC GOALS WITH INCREASING THEIR PTA INVOLVEMENT. AND SO FORTH. UM. AND I JUST WANTED TO SAY THAT I REALLY, REALLY APPRECIATE THAT BECAUSE TO ME THE SCHOOL. IT TAKES THE ENTIRE VILLAGE. AND IF WE CAN FIGURE OUT HOW TO ALL WORK TOGETHER, THEN I THINK WE'RE GOING TO SEE GREATER SUCCESS AND CONTINUED IMPROVEMENTS. SO I APPRECIATE THAT VERY, VERY MUCH. SO, AS I READ THROUGH SOME OF THESE, THANK YOU FOR THAT, AND I DO WANT TO GIVE A SHOUT OUT TO MR FICKLE AND THE CRAWFORD STAFF.
THEY ONCE THEY GOT BOUNDARIES, AND ONCE THEY GOT STUDENTS THEY DID DO THE DEEP DIVE ON EACH INDIVIDUAL STUDENT TO GET AS GOOD A BASELINE THAT IS THEY COULD GET. SO IT'S NOT JUST SPECULATIVE. THEY'VE ACTUALLY GOT SOME DATA THAT THEY'RE WORKING ON. THAT'S AWESOME.
ALRIGHT SO WITHOUT FURTHER ADO, UM, WE'D LIKE TO ASK DR ROBERTS TO COME ON UP AND SHE'S GOING TO TAKE YOU THROUGH THE TIPS. SOME OF YOU GUYS PEAKED AT THE TIP ALREADY. I SAW YOU AND DR ROBERTS IS COMING UP. DOCTOR LINLEY, CAN YOU TELL US WHAT A SMARTNESS PROFILE IS? IT'S IN. I THINK IT'S IN ALL OF THE SEA BASS. UM. OUR STUDENTS WILL DEVELOP A STUDENT SMARTNESS. TO WHAT DEGREE TO OUR STUDENTS DEVELOP STUDENT. YOU DO NOT HAVE TO ANSWER THIS NOW, BUT I'M SURE THE ENTIRE BOARD WOULD LIKE TO KNOW WHAT THIS IS DEVELOPED STUDENTS SMARTNESS PROFILES THAT REFINED DEFICITS AND BUILD UPON STRENGTHS, OKAY, IF THAT HAS BEEN IN THERE BEFORE, I HAVE NEVER I NOTICED IT, SO IF YOU COULD JUST ENLIGHTEN US OFF LINE , THAT WOULD BE HELPFUL. YES, MA'AM. ALL RIGHT. GOOD EVENING, EVERYONE. I WANT TO START OUR TIP PROCESS TONIGHT BY KIND OF WALKING YOU THROUGH THE TIP AND THE ELEMENTS IN THE TARGETED IMPROVEMENT PLAN. IT'S A LITTLE BIT DIFFERENT THAN THE DISTRICT IMPROVEMENT PLAN THE CAMPUS IMPROVEMENT PLANS SO YOU WILL SEE THAT THERE IS A DATA ANALYSIS SECTION LOOKING AT OUR DATA. THERE'S A SECTION BEHIND THAT THAT WE SET SPECIFIC GOALS RELATED TO ACCOUNTABILITY MEASURES AS PART OF THE TARGETED IMPROVEMENT PLAN. WE USE OUR BASELINE DATA. WE USE THAT DATA ANALYSIS AND WE GO THROUGH THEM.
AND THEN AFTER THAT, THERE'S A SELF ASSESSMENT THAT GOES THROUGH EACH OF THE FIVE LEVERS OF EFFECTIVE SCHOOL FRAMEWORK. AND SO FROM THAT INFORMATION THAT DATA ANALYSIS. THE SELF ASSESSMENT AND THEN ALSO ARE EFFECTIVE SCHOOLS DIAGNOSTIC THAT WAS DONE LAST SCHOOL YEAR.
WE THEN NARROWED DOWN TO CHECK WITH OUR LOVERS AND LOOK AT WHAT LEVELS WE WANT TO FOCUS ON. I WANT TO TAKE US BACK TO LOOK AT LAST YEAR WITH THE LOVERS WERE THAT WE LOOKED AT WERE LEVER ONE, WHICH IS STRONG SCHOOL LEADERSHIP AND PLANNING, AND WE SPECIFICALLY FOCUSED ON ESSENTIAL ACTION 1.1, WHICH WAS DEVELOPING CAMPUS INSTRUCTIONAL LEADERS WITH CLEAR ROLES AND RESPONSIBILITIES. AND THE WORK THAT WE DID AROUND THAT WAS REALLY OUTLINING THE DIFFERENT
[02:00:03]
GOALS AND DIFFERENT OPPORTUNITIES THAT EACH ADMINISTRATOR HAS TO ENGAGE IN INSTRUCTION AND WHAT THAT REALLY LOOKS LIKE. FOR EACH OF THOSE TASKS. EVERYBODY HAS A LIST OF RESPONSIBILITIES THAT THEIR RESPONSE THEY ARE ON THEIR PLATE, BUT THEN REALLY OUTLINING WHAT THOSE LOOK AND SOUND LIKE ON A DAY TO DAY BASIS AND WHAT THE EXPECTATION IS, UM, WE BUILT A SYSTEM. FOR MONITORING HOW MANY TIMES WE WERE IN A IN CLASSROOMS ARE CLASSROOM WALKED THROUGH HIS T TEST, WALK THROUGH THINGS LIKE THAT, SO WE COULD SEE THAT WE WERE IN CLASSROOMS OBSERVING INSTRUCTION. AND THEN OVER THE SUMMER, WE DID HAVE SOME CHANGES ON ADMINISTRATIVE TEAM AND THEN THIS SUMMER, WE DID TRAINING ON THE GET BETTER, FASTER PROTOCOLS, WHICH ARE COACHING PROTOCOLS FOR OBSERVATION AND FEEDBACK, SO THAT WORK CONTINUES THIS YEAR.THE OTHER LEVEL THAT WE FOCUSED ON WAS ESSENTIAL ACTION 5.3 AND EFFECTIVE INSTRUCTION. LEVEL FIVE IS INEFFECTIVE INSTRUCTION, SO DATA DRIVEN INSTRUCTION IS REALLY LOOKING AT THE PROCESSES AND THE SYSTEMS THAT WE HAVE IN PLACE FOR PROFESSIONAL LEARNING COMMUNITIES TO WORK THROUGH.
STUDENT DATA ANALYSIS, STUDENT WORK ANALYSIS AND THEN MAKE INFORMED DECISIONS. SOME OF THE WORK WE DID AROUND THAT THIS YEAR THIS PAST SCHOOL YEAR. WAS WE MADE SURE OUR TEAMS HAD PROTECTED TIME IN THEIR SCHEDULE SO THEY CAN MEET REGULARLY. WE ALSO ALIGNED OR AGENDAS AND OUR PROTOCOLS WITH R P. L. C S AND THEN WE LOOKED AT WAYS TO BUILD OUR CAPACITY AND TRACKING OUR STUDENT DATA AS A GLOBAL AND THEN ALSO INDIVIDUAL STUDENT PROGRESS MONITORING, AND THEN WE USED OUR PROTOCOLS FOR THAT THAT WORK WILL CONTINUE THIS YEAR. IN FACT, OUR ADMINISTRATIVE TEAM AND OUR INSTRUCTIONAL COACHES ALL ATTENDED DATA DRIVEN INSTRUCTION TRAINING OVER THE SUMMER, AND WE PROVIDED SOME OF THAT TRAINING TO OUR STAFF. THIS YEAR JUST TO CONTINUE TO BUILD CAPACITY AND WE WILL CONTINUE TO EMBED THAT AND WHAT WE DO EVERY DAY. SO I TAKE YOU BACK THERE FOR WHAT WE DID LAST YEAR TO JUST SHOW YOU JUST VERY BRIEFLY WENT BACKWARDS. SORRY, Y'ALL. UM SOME OF THE CELEBRATIONS AND RESULTS THAT WE HAD FROM THAT WORK WE HAD OVERALL GROWTH AND CCM ARE FOR MAKING SURE THAT WE WERE TRACKING RC CMR POINTS, CHECKING OUR STUDENTS AND THEIR OPPORTUNITIES. WE HAD GROWTH IN CMR. WE SHOWED GROWTH IN MATH FOR ALL OF OUR STUDENT GROUPS THAT WERE MEASURED UPON. WE SHOWED INCREASED ACHIEVEMENT AND MEATS AND MASTERS FOR L. A READING STUDENTS AND ALL OF THE STUDENT GROUPS THAT WERE MEASURED ON WE'VE SEEN IMPROVEMENT IN DAILY ATTENDANCE RATES FROM LAST YEAR TO THIS YEAR IF YOU LOOK AT FIRST NINE WEEKS TO FIRST NINE WEEKS, WE'RE STAYING IMPROVED ATTENDANCE RATES. AND THEN OVERALL, WE'VE IMPROVED SOME OF OUR MONITORING SYSTEMS, MONITORING ATTENDANCE AND HOW WE'RE TRACKING THAT HOW WE'RE CONTINUING TO TRACK OUR WALK THROUGHS, BUT ALSO OUR FEEDBACK TO OUR TEACHERS. WHO'S GETTING WHAT FEEDBACK AND HOW ARE WE MAKING SURE THAT THAT'S WORKING? ALSO WE'RE BUILDING A NEW BETTER, I'LL SAY A BETTER STUDENT MONITORING AND STUDENT PROGRESS TRACKING SYSTEM THAT ALLOWS US TO LOOK AT OUR FIRST TIME TESTERS. THE PREVIOUS YEAR. DATA THE PREVIOUS YEAR ACHIEVEMENTS. SO WE'RE TALKING ABOUT STUDENTS THAT TOOK EIGHTH GRADE MATH. DELAY IN EIGHTH GRADE AND L A ONE AND HOW THEY'RE DOING AS THEY PROGRESS. WE HAVE THOSE MEASURES OF GROWTH . THOSE ARE THE ONLY ONES THAT WE CAN REALLY MEASURE GROWTH BECAUSE WE HAVE A COMPARATIVE.
SO WE LOOK AT OUR EIGHTH GRADE STUDENTS IN MATH, FOR EXAMPLE, CURRENT NINTH GRADERS AND WHERE WERE THEY IN MATH IN EIGHTH GRADE, AND NOW WHERE ARE THEY? SO THAT'S SOMETHING THAT WE'VE IMPROVED WITH OUR MONITORING SYSTEM, AND WE WILL CONTINUE TO MONITOR THAT THROUGH OUR CAMPUS ASSESSMENTS. DISTRICT ASSESSMENTS AND OUR STAR INTERIM ASSESSMENT THAT WE WILL TAKE LATER THIS YEAR. SO THAT BRINGS US TO OUR TARGET IMPROVEMENT PLAN ARE FOCUSED LOVERS FOR THIS YEAR AGAIN. THIS WAS THESE WERE SELECTED THROUGH OUR DATA ANALYSIS THAT SELF ASSESSMENT AND REALLY FROM THE RECOMMENDATIONS FROM THE DIAGNOSTIC FROM EFFECTIVE SCHOOLS FRAMEWORK. AND THE FOCUS THAT WE WANT TO CONTINUE AS IN LEVER ONE, BUT WE'RE MOVING TO THE ESSENTIAL ACTION 1.2, WHICH IS A COMPELLING AND ALIGNED VISION, MISSION, GOALS AND VALUES FOCUSED ON A SAFE ENVIRONMENT. HIGH EXPECTATIONS AND RIGOROUS INSTRUCTION AND REALLY, WHAT THAT IS, IS DEVELOPING AN INSTRUCTIONAL VISION FOR ENGAGEMENT. FOR ACADEMIC DISCOURSE AND RIGOR IN CLASSROOMS AND THAT BEING THE RIGOR OF THE STANDARD ON A DAILY BASIS, IT'S COMMON EXPECTATIONS IN LANGUAGE AROUND WHAT IS HAPPENING IN THE BUILDING ACADEMICALLY BEHAVIORALLY AND SOCIALLY AND THEN CONTINUING TO BUILD SYSTEMS OF HIGH EXPECTATIONS FOR OUR COLLEGE AND CAREER READINESS NOT ONLY TO MONITOR OUR STUDENTS AND HOW THEY'RE EARNING THEIR CCM ARE POINTS BUT REALLY BEGINNING CONVERSATIONS TO HELP INCREASE AND PUSH MORE ADVANCED ACADEMIC OPPORTUNITIES FOR OUR STUDENTS. AND THEN LEVER, THE OTHER FOCUS
[02:05:01]
AREA THAT WE'RE ASKING YOU TO REVIEW AND APPROVE TONIGHT IS EFFECTIVE INSTRUCTION 5.1. SO WE'RE STAYING IN BOTH OF THOSE LEVERS. BUT NOW WE'RE MOVING TO 5.1, WHICH IS PROFESSIONAL DEVELOPMENT FOR CLASSROOM INSTRUCTION. AND WE KNOW THAT SORRY. ALL I KNOW THAT WHEN OUR TEACHERS ARE EMPOWERED TO DO GREAT THINGS ARE STUDENTS WILL DO GREAT THINGS. AND SO REALLY WHAT IT IS. IT'S LOOKING AT PROFESSIONAL DEVELOPMENT AND PROFESSIONAL LEARNING THAT IS STRATEGIC AND CENTERED AROUND LESSON PLANNING. THAT IS FOCUSED ON STUDENT ENGAGEMENT. HIGH LEVELS OF ACADEMIC DISCOURSE. STUDENTS TALKING TO ONE ANOTHER STUDENTS EXPRESSING THEIR LEARNING, EXPRESSING THEIR THINKING AND BEING ABLE TO SHOW HOW THEY ARE THINKING. WE'RE ALSO LOOKING AT SMALL GROUPS. HOW DO WE PUT THOSE SMALL GROUPS TOGETHER BASED UPON OUR DATA DRIVEN INSTRUCTION THAT ALLOW US TO MAKE AN IMPACT WITH CHILDREN WHERE THEY ARE? UM WILL BE PARTNERING WITH REGION FOUR FOR SUPPORT AND MATHEMATICS. IN THAT VEIN OF SMALL GROUP INSTRUCTION, AND THEN REALLY ONGOING, JUST ONGOING PROFESSIONAL LEARNING THAT SUPPORTS OUR STUDENTS AND OUR TEACHERS IN THOSE INTERVENTION AREAS, AND SO WHEN WE THINK ABOUT OUR TARGETED IMPROVEMENT PLAN, WHAT'S IMPORTANT TO THINK ABOUT IS THAT THE TARGETED IMPROVEMENT PLAN IS CENTERED ON ADULT ACTIONS. THAT IMPACTS STUDENT ACHIEVEMENT. SO WHEN YOU LOOK AT THE TARGETED IMPROVEMENT PLAN YOU'RE NOT GOING TO SEE A LOT OF THINGS CENTERED ON KIDS. IT'S GOING TO BE THE THINGS THAT WE'RE DOING AS ADULTS TO IMPACT OUR CHILDREN . AND SO FROM HERE. WHAT WHEN? ONCE WE HAVE THE APPROVAL OF THE BOARD ON MONDAY WILL MAKE SURE THAT WE'RE ALIGNED. ALL OF OUR ACTIONS ARE STRATEGIES WILL CONTINUE TO BUILD OUT AND JUST LIKE THE C I, P AND THE DEER THE DISTRICT IMPROVEMENT PLAN. IT'S A WORKING DOCUMENT. WE WANT TO MAKE SURE THAT WE'RE REVIEWING.WE HAVE A MID YEAR. UPDATE WITH THE STATE AND WE'LL HAVE AN END OF YOUR UPDATE WITH THE STATE CHANGED A LITTLE BIT FROM LAST YEAR WHERE WE DON'T HAVE AS MANY UPDATES, BUT THAT'S THE PROCESS OF GATHERING DATA REPORTING OUR DATA AND REPORTING OUR PROGRESS ON ALL OF OUR STRATEGIES AND ACTIONS. AND SO WITH THAT WE ARE SUBMITTING THESE TWO LEVERS. ON OUR TARGETED IMPROVEMENT PLAN TO BE APPROVED BY THE BOARD ON MONDAY. AND SO I WILL TAKE ANY QUESTIONS IF ANYONE HAS THEM. DR ROBERTS. CAN YOU JUST TELL US A LITTLE BIT ABOUT HOW HAVE YOU ALREADY DEVELOPED THE INSTRUCTIONAL VISIONS? OR IS THAT TO BE SORRY? YES THAT WAS DONE AS PART OF OUR LEARNING AND OUR PRIOR PROGRESS THROUGH LAST YEAR IN THE SUMMER OF DEVELOPING IT WAS THAT DEVELOPED BY STAFF.
IT WAS DEVELOPED BY OUR TEAM AND OUR COACH FROM REGION FOR ECONOMY, TAKING ALL OF THE INFORMATION THAT WHAT IS IT THAT WE WANT TO SEE IN OUR CLASSROOMS? WHAT IS OUR GOAL FOR OUR CLASSROOMS AND REALLY BUILDING? THAT OUT THAT WAY. AND IS THAT IS THAT, UM, IS THAT SOMETHING THAT YOU WOULD MIND SHARING WITH ITS. IT'S A DOCUMENT, BUT I CAN DEFINITELY SHARE IT A LITTLE BIT, BUT IT'S GOT BULLET POINTS AND THINGS BUT YES, I DON'T MIND SHARING AT ALL. IT'S BEEN A DISSERTATION JUST THINK THAT WOULD BE INTERESTING TO SEE WHAT YOU CAN.
DEFINITELY I CAN TELL YOU THAT IT'S CENTERED AROUND A LOT OF THE BURBAGE HERE, BUT IT'S ENGAGING LESSONS. RELEVANT LESSONS ALL AT THE RIGOR OF STANDARDS, IT IS HAS A DATA DRIVEN INSTRUCTION. IT HAS A LOT TO DO WITH ALSO THE SYSTEMS AND STRUCTURES AND EXPECTATIONS IN CLASSROOMS AND IN THE CAMPUS. IT HAS THIS TEACHER SIDE. HERE'S WHAT OUR STAFF IS DOING. AND HERE'S WHAT IT LOOKS LIKE FOR OUR STUDENTS, BUT I CAN SHARE THAT WITH. I CAN SHARE THAT WITH BETH OR WHOMEVER AND HAVE THAT SHIRT OUT AND HAS BEEN SHARED WITH OUR TEACHERS. WE WENT THROUGH IT WITH THEM AND WE ARE BROKEN AS WE KNEW WHAT WE WERE DOING. WE WERE SAYING WE'RE FOCUSING ON STUDENT ENGAGEMENT, HIGH EXPECTATIONS. ADDED DRIVEN INSTRUCTION. THESE ARE THE THINGS THAT ARE BIG FOCUS THIS YEAR AS WE CONTINUE THAT WORK. THANK YOU. THANK YOU FOR THE WORK YOU'RE DOING. WITH THE STUDENTS AND THE TEACHERS THAT WILL BRIDGE OKAY, WELL, HERE'S WOW. OKAY SO I WROTE ALL OF THESE THINGS THAT ARE JUST, UM WONDERFUL. FIRST OF ALL, GET GET BETTER, FASTER. MAYBE WE JUST NEED THE PRINCIPLES TO COME UP. AND I KNOW WE'RE JUST GOING TO SPEND ALL DAY LISTENING TO ALL OF THESE PLANS BECAUSE I JUST I'M SHINING ON THE INSIDE NOW GET BETTER, FASTER. PROTECTED TIME. THIS IS WHAT I'M HEARING DATA DRIVEN INSTRUCTION SYSTEMS AND STRUCTURES TEAMS. AH FIRST TIME TESTERS WERE LOOKING TO SEE WHERE THEY ARE. WE'RE MEASURING GROWTH. WHAT DID THE EIGHTH GRADERS DO? WHERE THEY, UH GATHERING DATA AND REPORTING THAT DATA GETTING THE FEEDBACK EMPOWERING TEACHERS, THE ACTIONS OF ADULTS THE STRATEGIES FOR ADULTS TARGETED IMPROVEMENT PLAN LOOKING AT THAT AND THEN LOOKING AT ADULT ACTIONS. AH SMALL
[02:10:06]
GROUPS. LET'S SEE WHAT WE'RE ALL OF THESE THINGS ARE ALL THINGS THAT ARE GOING TO MAKE THIS BETTER STUDENT WATCHING STUDENT ENGAGEMENT EXPRESSING LEARNING AND THINKING AND THAT PROFESSIONAL DEVELOPMENT SO, UH, JUST A LOT OF REALLY GOOD STUFF GET BETTER FASTER IS A BOOK THAT'S BEEN SITTING OUT THERE FOR A LONG TIME AND A LOT OF GOOD GOOD THINGS FROM THERE.THANK YOU VERY MUCH. I'M LOOKING FORWARD TO WHAT'S GOING IT HAPPENED OVER THERE. OKAY. I HAVE A QUESTION, SIR. UM SO YOU SAY THERE. BUILT ON BUILD CAPACITY AND COMMAS, COMMENTS, STUDENT DATA TRACKING AND PROGRESS MONITORING SYSTEMS. WHAT SYSTEMS ARE YOUR TEACHERS PUTTING IN PLACE TO TRACK DATA? SO WE HAVE A SPREADSHEET THAT WE'VE CREATED THAT USES THE DATA THAT I SPOKE ABOUT WITH OUR FIRST TIME TESTERS, THEIR EIGHTH GRADE RESULTS THAT LOOKS AT THEIR STAR ACADEMIC ACHIEVEMENT AND THEN OUR DEAN OF INSTRUCTION , R C. A. C AND OUR INSTRUCTIONAL COACHES HELPED THE COACH HELPED THE TEACHERS. SO ONCE WE HAVE A CAMPUS ASSESSMENT WILL LOAD THAT IN AND WE USED THE LEAD FORWARD COMPARATIVE. HERE'S HERE'S IF YOU GAVE A 15 QUESTIONS TEST. YOU KNOW, HERE'S THE CUT SCORE THAT WOULD BE ABOVE MEETS AND SO FORTH. AND SO WE USE THAT TO THEN SAY, OKAY, THIS STUDENT IS TRACKING AND THEY'RE LOOKING REALLY GOOD.
THEY'RE KIND OF GOING GREEN ACROSS THE WAY, IF YOU WILL, IF THEY'RE SHOWING GROWTH OR WHAT THE STUDENTS PROGRESSING OR THE STUDENT IS UP AND DOWN SO THAT WE CAN LOOK AT THAT THROUGHOUT THE PLC THROUGHOUT THAT DATA DRIVEN INSTRUCTION. MODEL AND, UM, YOU SAID COMMON AGENDAS AND PROTOCOLS FOR PLC. SO WHEN YOU HAD WHEN YOU CONDUCT A PLC MEETING WHAT DOES THAT LOOK LIKE? AND WHAT ARE YOUR EXPECTATIONS IN THAT PLC? SO THE PROTOCOLS ARE REALLY BUILT UP ON THE FOUR QUESTIONS FROM PLC PRACTICES. WHAT WE WANT THE STUDENTS TO KNOW WHAT DO WE WANT THEM TO? HOW DO WE KNOW THEY KNOW IT AND SO ON AND SO FORTH, AND SO WE BUILD OUT THOSE AGENDAS WITH THAT IN MIND, WE LOOK AT WHAT IS THE LEARNING INTENTION? WHAT ARE THE TEACHERS? WHAT DO WE NEED THE STUDENTS TO KNOW WHAT DO WE NEED THE STUDENTS TO SHOW IN THAT MOMENT OF WHATEVER THAT STANDARD IS, OR THAT TEAK IS WHAT'S THE RIGOR OF THAT? THEN WE LOOK AT HOW WE ALIGN THE LEARNING EXPERIENCES TO THAT WE HAVE OUR TEACHERS DO WHAT WE LEARNING INTENTIONS, BUT WE HAVEN'T IS ESSENTIAL QUESTIONS. WHAT'S THE BIG IDEA FOR US TODAY AND THEN USE THE SUCCESS CRITERIA AND ONE OF THE THINGS WE HAVE TO CONTINUE TO WORK ON IS GETTING OUR STUDENTS TO ENGAGE WITH THE SUCCESS CRITERIA. HERE'S HOW I KNOW I'M GOING TO BE SUCCESSFUL.
AND BEING ABLE TO SPEAK TO THAT ON THEIR OWN, AND THAT IS A PLACE WITHIN THE PROFESSIONAL LEARNING FOR OUR TEACHERS HELPS TO HELP THEM BUILD THEIR OWN CAPACITY IN THAT, OKAY, TEACHERS PARTICIPATING IN THEIR OWN DATA PRESENTATIONS DURING THOSE PLC MEETINGS. YES, OKAY. YES GREAT QUESTIONS. THANK YOU. THANK YOU, DR ROBERTS. UM, GOOD JOB AND ALL THE SUCCESSES SO FAR. I A COUPLE OF THINGS THAT I PICKED UP, UM, WAS ALIGNED VISION. AND WHEN I WHEN I THINK ABOUT, UM, THE SUCCESS OF OUR OF OUR STUDENTS. I THINK ABOUT, YOU KNOW. THE FOUNDATION. SO STARTING AT ELEMENTARY SCHOOL, MOVING INTO THE MIDDLE SCHOOL AND THEN GETTING INTO HIGH SCHOOL, SO IT'S GOOD THAT SEEING THAT DOLLAR ALL MEDIA AND YOU'RE ALIGNED AND WE'RE MARCHING TOWARD A COMMON GOAL. SO WHEN KIDS COME IN FROM EIGHTH GRADE, THE LITTLE BIT MORE PREPARED THAN THE NOT SO I DEFINITELY FEEL LIKE THAT'S THAT'S AN IMPORTANT UM, IT IS 1/7 GRADER.
SO YOU KNOW WE'RE GOING THROUGH THE MOTIONS OF MAKING SURE THAT YOU KNOW, A VERY HAVE ONE THAT'S IN HIGH SCHOOL, SO GOING THROUGH AND SEEING THE STRUGGLES THAT HE HAD IN HIGH SCHOOL AND YOU KNOW, WE WERE TRYING TO MAKE SURE THAT , UH, HE'S PREPARED FOR WHEN HE OBVIOUSLY HE GETS THERE SO GOOD JOB THERE AND THEN, UM, PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION.
I THINK THAT'S. AND THAT'S GREAT . SO WHAT? WHEN I THINK OF WE WERE TALKING ABOUT THIS EARLIER ABOUT ABOUT THE PDS AND HOW WE'RE MEASURING THE EFFECTIVENESS OF THE PROFESSIONAL DEVELOPMENT. REALLY TAKING A LOOK AT, UM THE QUALITY OF WHAT NOT DOING NECESSARILY WHAT THE TEACHERS ARE AND WHAT WE WANT THE QUALITY FOR WHAT THEY'RE TEACHING, BUT WE WANT THE QUALITY FOR WHAT THEY'RE LEARNING SO THAT THEY CAN TAKE THAT. AND TRANSLATED BACK INTO THE CLASSROOM, SO DEFINITELY TWO AREAS. UM THAT VERY, VERY IMPORTANT, ESPECIALLY TO ME IS.
BOTH FORMER TEACHER AND THEN AS A KID IN MIDDLE SCHOOL GOING INTO HIGH SCHOOL, SO THANK YOU
[02:15:05]
SO MUCH. DR ROBERTS. THANK YOU FOR YOUR PRESENTATION ON THE TIP , AND I JUST HAVE A FEW COMMENTS AND THAT IS ONE. REMEMBER LAST YEAR WHEN WE STARTED OUT WITH THIS SITUATION AND YOU AND YOU CAME IN AND REALLY HAVE TAKEN THE BULL BY THE HORN IF YOU WILL. UM AND WHAT I APPRECIATE SO MUCH ABOUT THE TIP SPECIFICALLY. IS THAT. YOU ARE, I GUESS, RIGHT, SIZING THE SHIP.AND THAT BEFORE THE DATA DRIVEN INSTRUCTION, INTERVENTION AND DECISION MAKING, WASN'T THERE, AND NOW IT IS AND JUST SEEING THE RESULTS IN JUST ONE YEAR AND WHAT YOU'VE ACCOMPLISHED HATS OFF TO YOU AND YOUR LEADERSHIP. UM IT MAKES ME REALLY EXCITED. ESPECIALLY WHEN I GO AND I LOOK AT THE C I P FOR YOUR CAMPUS. UM YEAH, I APPRECIATE THAT. YOU'RE REACHING. AND THAT IT MEANS TO ME WHEN I SEE THAT THAT NOT JUST YOU ARE REACHING, BUT YOUR STAFF IS REACHING. SO, FOR EXAMPLE, YOU HAVE 7% INCREASES UM AND ALGEBRA ONE. 5% IN L A ON THE STAR THAT IT'S NOT JUST LIKE A LITTLE. POINT HERE OR THERE, BUT THAT YOU GUYS ARE CLEARLY FOCUSED ON IMPROVING ACADEMICS ON THAT CAMPUS FOR THOSE KIDS AND I JUST WANT TO TELL YOU I'M REALLY PROUD. IT MAKES ME HAPPY.
THANK YOU APPRECIATE THE HARD WORK. DR ROBERTS. HAVE ANOTHER QUESTION? SURE, OKAY. JUST THINKING ABOUT YOUR CAMPUS IN YOUR FACULTY, AND WE'VE BEEN TALKING ABOUT PD. MM HMM. WHAT COULD YOU SAY? ARE SOME OF YOUR STAFF'S FACULTIES, AREAS OF STRENGTHS, AND THEN WHAT AREAS? DO YOU THINK THAT THE DISTRICT COULD TAILOR? PROFESSIONAL DEVELOPMENT TO MEET SOME OF THE TEACHERS. PROFESSIONAL NEEDS AS WELL. THANK YOU. THAT'S A GOOD QUESTION, BECAUSE I THINK THAT'S SOMETHING THAT WE LOOK AT ALL THE TIME OF WHERE OF OUR POCKETS OF SUCCESS. WHO'S DOING WHAT? WELL AND SO I KNOW ONE OF THE THINGS THAT I THINK WE'VE SEEN A LOT OF THIS YEAR AS AN IMPROVEMENT WITH OUR FACULTY. IS THAT ENGAGEMENT AND REALLY HAVING WE JUST DID A THING ON TRAINING ON ACADEMIC DISCOURSE? AS REALLY A WAY TO SUPPORT OUR EMERGENT BILINGUAL LEARNERS. BUT REALLY, IF YOU THINK ABOUT IT, IT SUPPORTS ALL OF OUR STUDENTS BECAUSE YOU'RE GETTING THEM TO TALK TO ONE ANOTHER. YOU'RE GETTING THEM TO PROCESS AND THINK, AND SO THAT'S REALLY ONE OF THE THINGS WHERE I THINK WE'RE STARTING TO SEE SOME REALLY STRONG POCKETS OF SUCCESS. ONE OF THE THINGS I THINK WE AND YOU SEE IT UP THERE WITH THE PROFESSIONAL LEARNING IS GETTING OUR TEACHERS TO REALLY PROCESS AND GRAB ONTO THE IDEA OF SMALL GROUP INSTRUCTION.
THAT'S NOT A SECONDARY CONCEPT. REALLY I WAS IN THE MIDDLE SCHOOL TEACHER, AND SO THAT'S NOT SOMETHING THAT WE REALLY THINK OF IN THE REALM OF WHAT ELEMENTARY SCHOOL DOES. SO I THINK THAT'S ONE PLACE SISTERS HERE WITH ME AND MR CHANDLER. WE TALKED ABOUT IT THAT, UM, WE'VE GOT TO HELP OUR TEACHERS SEE WHAT THAT REALLY LOOKS LIKE. WE'VE GOT TO GIVE THEM THE SKILLS. WE'VE GOT TO GIVE THEM THE BACKGROUND. NO, JASMINE AND HER TEAM HAVE HELPED. WE'VE HAD THOSE CONVERSATIONS. AND SO THAT'S SOMETHING THAT WILL BE LOOKING FORWARD TO REALLY PROVIDING THEM. SOME STRONG BACKGROUND INFORMATION ON IT BECAUSE IT TAKES THE DATA DRIVEN INSTRUCTION. IT TAKES BEING ABLE TO PULL THOSE GROUPS AND THEN NOT JUST TO DO THAT, BECAUSE THEY CAN DO THAT. AND WHAT WHAT DO I DO WITH THE GROUPS WHEN I HAVE THOSE PIECES TOGETHER, AND I THINK THAT'S WHERE WE START HITTING THAT ROADBLOCK. BUT I WILL SAY, UM, SOME OF OUR TEACHERS IN MATH AND YELL A SPECIFICALLY IN SCIENCE. DID A TRAINING LATE IN THE SUMMER FROM REGION FOUR THAT WAS FOCUSED ON SMALL GROUP. OKAY THEY HAVE BROUGHT THAT BACK AND SHARED IT WITH THEIR TEAMS IN SMALL DOSES. AND SO TO SEE SOME SMALL DOSES OF THAT, BUT I REALLY THINK THAT'S OUR BIG FOCUS, BECAUSE WHEN YOU DO THOSE THINGS, AS YOU KNOW, WHEN YOU STARTED LOOKING IN SMALL GROUP THEN YOU GET THE CHILDREN AGAIN. ENGAGED YOU GET HIGHER LEVEL OF DISCOURSE AND ENGAGEMENT WITH THE ACADEMICS AND WITH THE LEARNING AND ACADEMIC VOCABULARY , AND SO IT KIND OF ROLLS IT ALL INTO ONE GOOD PACKAGE TO GET THEM ALL TOGETHER. SO THAT'S I THINK REALLY OUR BIGGEST FOCUS FOR OUR TEACHERS AND ONE OF THE THINGS WE WANT TO DO IN THIS KIND OF SPEAKS TO WHAT MR GARCIA SAID AS WELL IS WE DO HAVE THOSE POCKETS OF SUCCESS. WE KNOW WHERE OUR TEACHERS ARE DOING THINGS REALLY, REALLY WELL AND SO USING THE PEOPLE WITHIN OUR BUILDING TO TRAIN EACH OTHER TO DO TO DO WALK THROUGHS TO DO PEER MODELING TO DO THE TRAINING TO DO THE LEARNING WITH EACH OTHER AND WHETHER IT'S IN PLC'S JOB EMBEDDED WITH ITS PURE VISITS, OR, HOWEVER, THAT MIGHT LOOK FOR OUR CAMPUS TO BE ABLE TO SHARE WHAT'S WORKING WITH OUR CHILDREN, OKAY? AND SO WHEN YOU WALK INTO A CLASSROOM, AND YOU SEE A TEACHER DOING SMALL GROUP INSTRUCTION, WHAT ARE SOME OF THE EXPECTATIONS? WHICH WHAT ARE WHAT ARE YOUR NON NEGOTIABLES?
[02:20:01]
SO BASICALLY, I THINK 11 OF THE THINGS WE WANT TO SEE IS THAT THE LEARNING THE EXPERIENCE ARE THERE ARE DIFFERENTIATED TO A CERTAIN DEGREE BASED UPON WHAT THE STUDENTS HAVE LEARNED OR WHAT THEY HAVEN'T LEARNED AND WHERE THEY NEED SOME HELP. WE WANT TO MAKE SURE THAT OUR TEACHERS ARE WORKING WITH A GROUP. SO THEY HAVE A SMALL GROUP PULLED AND ARE GIVING THEM THE MOST INTENSIVE SUPPORT THEY MIGHT NEED. WE WANT THEM TO USE TECHNOLOGY. IT'S NOT NECESSARILY A NON NEGOTIABLE, BUT USE OUR TECHNOLOGY. WE ARE 1 TO 1 CAMPUS, SO WE HAVE THE OPPORTUNITY TO USE TECHNOLOGY IN OUR FAVOR AND THEN REALLY HAVE OPPORTUNITIES AGAIN FOR STUDENTS TO SHOW WHAT THEY'RE LEARNING AND ENGAGE WITH ONE ANOTHER. AND THEN HAVE A SYSTEM WHERE THEY'RE MEETING WITH STUDENTS WHERE THEY'RE BEING ABLE TO MONITOR AND FACILITATE AND MONT AND SEE WHAT'S GOING ON WITH THE CHILDREN. OKAY THANK YOU. YOU'RE WELCOME. IT'S EASIER SAID THAN DONE, BUT THAT'S THAT'S IT. THAT'S THE. ANYTHING ELSE? ALRIGHT THEN I WILL. OKAY I WILL TURN IT OVER TO WHOMEVER IS GOING TO DISMISS YOU. THANK YOU ALL FOR YOUR TIME AND YOUR CONSIDERATION. I APPRECIATE IT. THE ONLY VERY LAST THING TO SHARE WITH YOU ALL IS THE REPORTING TIMELINE. AND SO WE'RE HERE IN OCTOBER. WE MOVE INTO OUR QUARTERLY REVIEW AT THE BOARD FOR BEGINNING OF THE YEAR IN DECEMBER, WHERE WE WILL REVIEW THE KEY EVIDENCE, FEEDBACK, REFINED ADJUSTMENT AND STRATEGIES AND THEN MOVING INTO FEBRUARY. YOU CAN SEE WHERE WE HEAD ON INTO MAY AND JUNE WITH MORE OF THE SUMMIT, TIV AND OUR QUARTERLY REVIEWS, SO THAT SUMS UP THE REPORTING. AND AS I MENTIONED BEFORE, WILL MAKE THOSE REVISIONS TO THE DISTRICT IMPROVEMENT PLAN AND BE ABLE TO HAVE THEM WHERE THEY STICK OUT TO YOU WITH THE RED LINE INCLUDED. WE'LL GET THAT TO YOU ELECTRONICALLY AND THEN PRINT IT AT YOUR SEATS ON MONDAY EVENING.THANK YOU ALL FOR A WONDERFUL, ENGAGING SESSION. AND FOR ALL OF YOUR FEEDBACK AND STAFF. THANK YOU FOR YOUR ENGAGEMENT. DR WHITBECK. DID YOU HAVE ANYTHING YOU WANT TO SAY? OKAY? I DO, DR.
GILLIAM. YOU DO? YES. HMM. WHAT ARE YOU DOING? MONSTER? I JUST MOVED TO THE JOURNAL OKAY? OH DO I HAVE A MOTION TO ADJOURN MOVED TO ADJOURN. OKAY WE ARE NOW ADJOURNED AND IT IS 7 33 7 34 PM THANK YOU. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.