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>> GOOD TO GO? GOOD AFTERNOON.
[I. CALL TO ORDER AND OPENING STATEMENT]
AS PRESIDENT OF THE BOARD OF TRUSTEES AT WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, I HEREBY CALL TO ORDER THIS SPECIAL SESSION OF THE BOARD OF TRUSTEES.LET THE RECORD REFLECT THAT A QUORUM OF THE BOARD IS PRESENT, THAT THE MEETING HAS BEEN DULY CALLED AND NOTICE OF THE MEETING HAS BEEN POSTED WITH TIME AND IN THE MANNER REQUIRED BY LAW.
IT IS MY PLEASURE TO WELCOME EACH OF YOU TO THIS SPECIAL SESSION OF THE BOARD.
PLEASE KEEP IN MIND THAT THIS IS A MEETING OF THE BOARD OF TRUSTEES HELD IN PUBLIC AND NOT A MEETING OF THE PUBLIC.
PLEASE BE SURE THAT ALL YOUR CELL PHONES ARE TURNED OFF OR TURNED TO SILENT OR VIBRATE MODE.
WE'RE PLEASED THAT YOU'VE TAKEN THE TIME TO JOIN US THIS AFTERNOON AND THANK YOU FOR YOUR INTEREST IN THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT.
NOW, I'LL ASK MR. JOHNSON TO PROVIDE AN INVOCATION.
>> JOIN IN PRAYER. FATHER, WE GIVE YOU THANKS SO MUCH FOR THE RAIN, WE GIVE YOU THANKS FOR THE COOL WHETHER, WE THANK YOU FOR THE REPRIEVE FROM THIS LONG HOT DRY SUMMER THAT WE'VE BEEN THROUGH.
WE JUST PRAY FOR MORE RAIN, IT'S IN THE FORECAST.
WE JUST PRAY YOU SEND IT OUR WAY.
FATHER, WE THANK YOU FOR THE GOOD YEAR AND THE START OF THE YEAR AND GOTTEN OFF TO A GOOD START.
WE PRAY FOR OUR STAFF, FOR OUR FACULTY, FOR THE STUDENTS, THAT YOU WILL PROTECT THEM AND THAT YOU WILL GRANT THEM JUST A DESIRE TO SUCCEED AND IN THE SUCCESS IN THIS COMING YEAR.
FATHER, WE PRAY FOR WISDOM IN THE DECISIONS THAT WE'RE GOING TO BE ASKED TO MAKE TODAY.
WE JUST PRAY THAT WE DO IT IN YOUR WAY, IN JESUS NAME.
>> ANY ADDITION? ANY PUBLIC COMMENTS? WE WILL MOVE RIGHT ON TO THE AGENDA? BACK TO THE AGENDA, WE HAVE INFORMATION REGARDING THE TEA ACCOUNTABILITY SYSTEM,
[IV.A. Information Regarding the TEA Accountability System]
AND I BELIEVE MS. DUPREE AND MS. WESLEY ARE GOING TO JOIN US.THIS IS JUST INFORMATION ONLY, IT DOESN'T REQUIRE ANY ACTION.
>> GOOD AFTERNOON, WE HAVE A PRESENTATION FOR YOU TODAY REGARDING THE ACCOUNTABILITY SYSTEM AND THE START TO REDESIGN.
THANK YOU WESLEY, AND THE DEPUTY WILL BE PROVIDING YOU WITH THAT INFORMATION TODAY.
I KNOW YOU-ALL HAVE FOLLOWED IN THE NEWS ALL THE CHANGES AND THINGS THAT HAVE COME FORWARD IN THE LAST YEAR REGARDING OUR EARLY SYSTEM OF THE TEST.
MRS. WESLEY WILL GIVE YOU SOME INSIGHT AS TO WHAT THOSE CHANGES LOOK LIKE GOING FORWARD.
IT IS IMPORTANT TO NOTE ALSO THAT NOTHING IS FINALIZED YET.
THIS ACCOUNTABILITY SYSTEM THAT WE'RE GOING TO TALK WITH YOU ABOUT TODAY MAY BE AMENDED TODAY.
WE DO NOT HAVE A FINALIZED ACCOUNTABILITY MADE FROM THE TEA AT THIS POINT, SO EVERYTHING WE'RE TELLING YOU IS PRETTY GOOD AS OF THIS MOMENT.
IT'S SUBJECT TO CHANGE AND WE'LL KEEP YOU UPDATED WITH ANYTHING THAT OCCURS.
>> THANK YOU. [BACKGROUND] GOOD AFTERNOON.
>> GOOD AFTERNOON. ARE MONITORS OUT?
>> YOU'RE VERY WELCOME. IT'S ALWAYS A PLEASURE TO BE HERE AND NO TRUER WORDS WERE EVER SPOKEN THAN WHAT MS. DUPREE JUST SAID THAT TODAY IS AN OVERVIEW OF THE REFRESHED A GREATER ACCOUNTABILITY SYSTEM, AND THE MANUAL IS NOT FINAL.
WE DO ANTICIPATE THAT THERE ARE LIKELY TO BE SOME CHANGES.
TODAY WE'RE GOING TO SPEND OUR TIME GOING OVER THE BIG FRAMEWORK OF THE CHANGES SO THAT YOU-ALL ARE AWARE OF WHERE THINGS HAVE SIGNIFICANT IMPACT AND WHERE THERE'S PROBABLY GOING TO BE A LITTLE BIT LIGHTER TOUCH ON THE ACCOUNTABILITY SYSTEM.
JUST AS A REMINDER, THIS IS ALWAYS THE DISCLAIMER THAT I START WITH BECAUSE ONE THING I'VE LEARNED AFTER BEING IN ACCOUNTABILITY FOR 20 SOMETHING YEARS IS THAT ACCOUNTABILITY IS JOB SECURITY BECAUSE IT'S FLUID AND IT FREQUENTLY CHANGES.
SO TODAY THE INFORMATION YOU'RE RECEIVING IS BASED ON PROPOSED MANUAL.
TEA HAD ANTICIPATED HAVING THE MANUAL FINALIZED BY EARLY SEPTEMBER.
IN MY BOOK, THIS IS EARLY SEPTEMBER AND RIGHT BEFORE I DROVE IN THE CAR OVER HERE, IT WAS STILL NOT A FINALIZED MANUAL THAT HAD BEEN PUBLISHED.
AS MS. DUPREE COMMENTED, THERE ARE STILL OPPORTUNITIES FOR THE TEA TO MAKE ADJUSTMENTS TO THE ACCOUNTABILITIES SYSTEM.
WHEN THEY HAVE ALL OF FINALIZED, WE'LL BE THE FIRST TO KNOW.
THIS INFORMATION THAT I'M SHARING WITH YOU THIS MORNING DOES COME FROM TEA PUBLISHED SLIDE DECKS AS WELL AS SOME FROM LEAP FORWARD.
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I GAVE YOU A COUPLE OF HANDOUTS ON YOUR DESK BEFORE YOU CAME IN.ONE IS A VERY COLORFUL HANDOUT THAT IS FROM LEAP FORWARD.
I KNOW YOU-ALL HAVE LOOKED AT DOCUMENTS FROM THAT COMPANY BEFORE.
I LIKE THOSE BECAUSE THEY'RE VERY CONCISE.
YOU DO HAVE TO HAVE A GREAT READERS ON TO READ SOME OF THE FINE PRINT IN THERE.
BUT IT'S VERY GRAPHIC AND SO I GAVE YOU THAT JUST SIMPLY AS A REFERENCE TOOL.
WE'RE NOT REALLY GOING TO USE IT THIS MORNING, BUT IT'S A NICE CONCISE REFERENCE TOOL FOR YOUR USE IN LATER DAYS.
ALSO, I DID GIVE YOU A COPY OF THE POWERPOINT SLIDES THAT I'M GOING TO BE GOING OVER TODAY JUST IN CASE YOU NEEDED TO MAKE NOTE.
TEA IS SET AS OF THIS MORNING, WHICH COULD VERY WELL CHANGE, TO RELEASE PRELIMINARY RATINGS TOWARDS THE END OF SEPTEMBER.
AGAIN, UNTIL WE GET THAT FINAL MANUAL, THAT MAY OR MAY NOT HOLD TRUE.
WE'LL JUST HAVE TO WAIT AND SEE.
I SAY PRELIMINARY RATINGS BECAUSE THE WAY THAT IT HAS ALWAYS HAPPENED WITH TEA IS THEY RELEASE THOSE PRELIMINARY RATINGS ONCE THE MANUAL AND THE DATA FILES ARE ALL FINALIZED, AND THEN IT GIVES THE SCHOOL DISTRICTS OPPORTUNITY TO FILE ANY APPEALS THAT THEY THINK THAT THEY NEED TO FILE AND THEN THE FINAL RATINGS DON'T OFFICIALLY COME OUT UNTIL SEVERAL MONTHS AFTER THE PRELIMINARY RATINGS.
LET'S TAKE A LOOK AT WHY WE'RE DISCUSSING AT A THRIFT REFRESHED TIMELINE.
THE TALK OF THE REFRESHED REALLY STARTED WAY BACK IN JULY THROUGH MAY OF 2019, ALL THE WAY UP THROUGH 2022.
TEA KNEW THAT THE WHOLE PURPOSE OF OUR EIGHTH REF ACCOUNTABILITY SYSTEM FROM THE BEGINNING WAS TO SET STANDARDS THAT REMAIN CONSTANT AND STAY UNCHANGED FOR A SET AMOUNT OF TIME, ROUGHLY ABOUT FIVE YEARS.
WE HAVE REACHED THE END OF THAT FIVE-YEAR TIMELINE AND SO 2023 WAS THE YEAR THAT THE REFRESH WAS DUE.
TEA STARTED THEIR LISTENING TOUR SEVERAL MONTHS AGO.
THE COMMISSIONER WENT AROUND TO SEVERAL DISTRICTS AND A FEW OF THE SERVICE CENTERS AND STAY FROM SEPTEMBER THROUGH NOVEMBER OF 2022 SOLICITING FEEDBACK.
HE ALSO SPOKE WITH MANY BUSINESS PARTNERS ACROSS THE STATE.
HAD A COUPLE OF DIFFERENT ACCOUNTABILITY FEEDBACK GROUPS THAT HE RECEIVED INPUT FROM.
THEN THEY STARTED TO PUBLISH THE BASIC FRAMEWORK OF THE REFRESH IN JANUARY OF 2023.
THAT'S WHEN I GOT MY FIRST TRUE LOOK AT WHAT THEY WERE LOOKING AT FOR THE REFRESH.
THAT WENT THROUGH AN ADDITIONAL CHANGE IN MARCH.
THERE WAS ANOTHER RELEASE IN MARCH.
THEN THEY DID PUBLISH THE PROPOSED MANUAL, WHICH IS THE ONE THAT WE'RE WORKING OFF OF TODAY IN LATE MAY AND I WAS HOPING FOR PUBLIC COMMENT THROUGH JUNE THE 20TH.
JUNE THE 20TH CLOSED THE PUBLIC COMMENTS SECTION AND NOW TEA HAS BEEN BEHIND THE SCENES TAKING ALL THAT FEEDBACK AND WORKING WITH THEIR VARIOUS GROUPS TO GET INPUT ON WHAT CHANGES MAY OR MAY NOT NEED TO BE MADE BEFORE THAT MANUAL IS FINALIZED.
THESE ARE THE MAJOR SITE CATEGORIES THAT WE'RE GOING TO TALK ABOUT TODAY FOR THE A3 REFRESH CHANGES.
WELL, THE FIRST ONE IS UPDATING THE CUT POINTS AND TARGETS.
A CUT POINT REFERS TO WHAT IT TAKES TO GET A LETTER GRADE OF AN A, A B, A C, OR A D. IN OUR ACCOUNTABILITY SYSTEM, WE HAVE TWO DIFFERENT TYPES OF SCORES.
WE HAVE RAW SCORES AND THEN WE HAVE CONVERTED SCORES THAT ARE TAKING RAW DATA AND PLACING IT ON A SCALE OF 0-100 THAT WOULD EQUATE TO AN A THROUGH F LETTER GRADE.
IT GETS QUITE COMPLICATED, BUT IN SHORT, WHAT RAW SCORES FALL WITHIN THOSE CATEGORIES TO MAKE THE CUT POINT FOR A VERSUS A B, A C, OR D. TARGETS ARE WHAT TEA REFERS TO WHEN YOU'RE SPEAKING ABOUT, ESPECIALLY IN DEALING THROUGH FEDERAL TARGETS THAT WE ARE REQUIRED TO MEET FOR FEDERAL ACCOUNTABILITY PURPOSES.
STATE OF TEXAS RECEIVES TITLE 1 FUNDING.
THEREFORE, WE ARE HELD TO CERTAIN ACCOUNTABILITY RULES THAT THE FEDS MAKE UP.
THE NEXT MAJOR CHANGE COMES IN CCMR, WHICH IS COLLEGE CAREER AND MILITARY READINESS.
THERE WERE MAJOR CHANGES IN THOSE AND WE'RE GOING TO GO THROUGH THOSE IN SOME DETAIL AS WE GET TO THAT PART OF THE PRESENTATION.
ONE OF THE OTHER FOCUSES WAS TO IMPROVE THE ABILITY TO RECOGNIZE GROWTH.
I THINK THIS IS PROBABLY WHERE WE'RE GOING TO SEE THE MOST CHANGE, ESPECIALLY WHEN IT COMES TO OUR MIDDLE SCHOOL AND ELEMENTARY CAMPUSES.
THE WAY THAT WE ARE LOOKING AT GROWTH HAS CHANGED, AS WELL AS THERE'S QUANTITATIVE POTENTIAL FOR
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HOW GROWTH IS ACTUALLY CALCULATED TO CHANGE IN THE SYSTEM.NARROWING THE FOCUS AND CLOSING THE GAPS, WHICH IS NORMALLY THREE, THAT'S WHERE ALL THE FEDERAL ACCOUNTABILITY RULES ARE HOUSED.
WE WILL LOOK AT THAT IN DETAIL AND THERE ARE QUITE A FEW CHANGES THERE.
THAT'S THE ONE DOMAIN THAT I WOULD SAY IS PRETTY MUCH A COMPLETE OVERHAUL FROM THE PREVIOUS WAY OF LOOKING AT ACCOUNTABILITY.
DISTRICT RATING METHODOLOGY HAS COMPLETELY CHANGED AS WELL AND SO WE'LL TAKE A LOOK AT HOW THE DISTRICT WILL RECEIVE ITS ISD RATING VERSUS HOW CAMPUSES WILL.
THEN WE WON'T SPEND ANY TIME TODAY ON THE AA SYSTEM, JUST KNOW THAT THERE ARE MAJOR CHANGES THERE TOO.
THE OTHER TARGET THE TEA HAD WITH THIS REFRESH WAS REALLY TO UPDATE THE INFORMATION THAT IS PUBLISHED IN THE PUBLIC ACCOUNTABILITY PORTAL, WHICH IS THE TEA SCHOOLS.GOV WEBSITE.
WHAT I WANT YOU TO KEEP IN MIND TODAY AS WE LOOK AT SOME OF THESE CHANGES IS THAT ALTHOUGH TEA HAS ATTEMPTED TO GIVE YOU AN APPLES-TO -APPLES COMPARISON THROUGH PUBLISHING WYETH REPORT THAT WILL ALSO COME OUT ALONGSIDE YOUR PRELIMINARY WRITING.
WHAT I WANT YOU TO KNOW IS THAT THERE'S REALLY NO TRUE WAY TO COMPARE HOW YOU PERFORMED LAST YEAR WITH HOW YOU PERFORMED THIS YEAR.
I'M SAYING I READ THE NEWS A LOT AND I WILL JUST REITERATE THAT WHEN YOU CHANGE A SYSTEM, IT'S EXTREMELY DIFFICULT TO GET A TRUE APPLES-TO-APPLES COMPARISON.
LET'S LOOK AT THIS MAJOR AREA NUMBER ONE WHICH IS UPDATED AND HEAD POINTS AND TARGETS.
WHEN TEA DOES THIS, WHAT THEY DO IS THEY LOOK AT HISTORICAL DATA.
YOU CAN SEE ON THIS GRAPH THAT THIS HAPPENS TO BE HISTORICAL DATA FOR 2017 ALL THE WAY UP THROUGH 2022.
THIS PIECE OF DATA ACTUALLY IS AROUND CCMR. THEY TAKE THE TRENDS THAT HAVE OCCURRED OVER THE LAST FIVE YEARS AND THEN THEY MAKE ADJUSTMENTS TO TARGETS AND CUT POINTS FOR THE NEW SYSTEMS. FIVE YEARS FROM NOW, YOU'RE LIKELY GOING TO BE LOOKING AT ANOTHER REFRESHED WHERE TARGETS AND CUT POINTS COULD THEN AGAIN BE CHANGED.
THERE ARE SOME PROS AND CONS TO THIS.
THE PRO IS THAT IT DOES GIVE YOU THE ABILITY AND FROM ONE YEAR TO THE NEXT YOU KIND OF COMPARE HOW YOU'RE DOING.
HOWEVER, WHEN YOU HAVE A REFRESH OR A RESET OF THOSE TARGETS AND CUT POINTS, IT'S VERY DIFFICULT TO DO THAT. THAT'S A CON.
ANOTHER THING IS THAT WHENEVER YOU CHANGE THE SYSTEM EVERY YEAR, THE COMPLAINT IS THAT WE'RE CONSTANTLY MOVING ADULT POST AND YOU NEVER KNOW WHERE YOUR TARGET IS.
WELL, THE COMPLAINT IN A REFRESHED TAT SYSTEM IS THAT WHEN YOU DO THAT ONLY ONCE EVER SO OFTEN, THOSE CHANGES ARE HUGE IN THAT FIRST INITIAL YEAR, THE RESET.
THAT'S WHAT YOU'RE SEEING HERE.
AS YOU CAN SEE FROM THIS DATE POINT THEN IN 2017, ABOUT 47% OF OUR STUDENTS WERE GRADUATING MEETING AT LEAST ONE COLLEGE PRE-MILITARY READINESS INDICATOR.
>> NO, I'M TALKING STATE LINE, THAT'S A GREAT QUESTION, MS. MCGREGOR, BUT YES, THIS IS ALL STATEWIDE DATA.
WE WILL NOT BE BLINKING AT ANY WFISD SPECIFIC DATA TODAY BECAUSE WE DON'T HAVE THAT AVAILABLE TO LOOK AT AT THIS POINT IN TIME.
BUT WHAT THIS IS A STATEWIDE SUMMARIES.
IN 2017 ACROSS THE STATE, 47% OF THE STUDENTS GRADUATED EARNING AT LEAST ONE OF THOSE CCMR CREDIT.
IF YOU FAST FORWARD THAT TIMELINE TO 2022, YOU SEE THAT THAT NUMBER HAS JUMPED FROM 47% ALL THE WAY UP TO 65% AS THE STATEWIDE AVERAGE.
THEREFORE, WHEN TA IS REVIEWING THAT DATA, THEY WILL BE MAKING ADJUSTMENTS TO WHAT THOSE TARGETS ARE, BECAUSE THOSE HAVE INCREASED SO DRAMATICALLY OVER THE LAST FIVE YEARS.
THAT'S EXACTLY WHAT'S HAPPENING IN DESIGN CHANGE NUMBER TWO, WHICH IS THE UPDATE TO CCMR INDICATORS.
SO TA, WE'LL BE UPDATING WHAT IT TAKES TO MAKE AN A AND WE'LL LOOK AT THAT ON THE NEXT SLIDE.
BUT THEY'RE ALSO CHANGING AND UPDATING HOW YOU EARN CERTAIN CCMR CREDIT.
WHICH AGAIN, TO MY POINT OF VIEW, REALLY CAN'T COMPARE LAST YEAR TO THIS YEAR BECAUSE WHEN YOU HAVE CHANGES IN THE SYSTEM IT REALLY DOES HINDER YOUR ABILITY TO MAKE APPLES-TO-APPLES COMPARISONS.
ONE OF THE THINGS THAT TA DISCOVERED THROUGH THE INPUT ACROSS FROM RECEIVING INPUT ACROSS THE STATE IS THAT MANY STUDENTS WERE TAKING INDUSTRY-BASED CERTIFICATION COURSES AND EARNING INDUSTRY-BASED CERTIFICATION, WHICH IS A CCMR INDICATOR THROUGH SOME OF THE RBCS THAT WERE EITHER
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VERY EASILY ATTAINED OR POSSIBLY NOT VERY USEFUL ONCE THEY GRADUATE FROM HIGH SCHOOL.THEY MADE ADJUSTMENTS TO THAT.
WHAT THEIR STUDY SHOWS IS THAT WHEN STUDENTS FOLLOW AND ALIGN SEQUENCE OF COURSES THAT RELATE TO THAT PARTICULAR INDUSTRY-BASED CERTIFICATION AND THEY CAN PLAY A PROGRAM OF STUDY AND HAVE TRUE WORK EXPERIENCE WHILE STILL IN HIGH SCHOOL, THEN THOSE STUDENTS PROVED TO BE MORE SUCCESSFUL PERSON IN THAT PARTICULAR FIELD.
WHAT THEY'VE DONE FOR ACCOUNTABILITY IS THEY HAD SIGNED SENTENCE, BUT RBCS, THEY WERE OVERLY USED OR NOT REALLY APPLICABLE IN SOME AREAS.
FOR DISTRICTS WHO WERE PUTTING ALL OF THEIR STUDENTS IN ONE EASILY ATTAINED RBC JUST SO THAT THEY DIDN'T GET THE CREDIT AND CCMR THAT HAS NOW BEEN ADJUSTED TO WHERE THOSE RBCS ARE GOING TO BE SUNSET IN AFTER A COUPLE OF YEARS.
THIS TIMELINE THAT YOU SEE ON THE SCREEN NOW IS A TIMELINE OF NOT ONLY WHEN CERTAIN RBCS WILL NO LONGER EXIST AS OPTIONS FOR STUDENTS TO TAKE AN MCCMR CREDIT.
BUT THEY WILL ALSO BE IMPLEMENTING OVER TIME THE REQUIREMENT FOR STUDENTS TO COMPLETE A FOUR-YEAR PROGRAM OF STUDY ALONE TO THAT PARTICULAR FIELD.
YOU'LL SEE THAT THE BIG CHANGE IS THAT WHEN YOU'RE TALKING ABOUT CCMR, YOU'RE TALKING ABOUT GRADUATES.
THAT IS A COMPLAINT THAT YOU HEAR.
WELL-SPOKEN ACROSS THE STATE IS THAT WHEN YOU'RE TALKING ABOUT GRADUATION RATES OR CCMR, WE'RE REALLY DISCUSSING THOSE STUDENTS WHO GRADUATED IN THE CLASS OF 2022. WE NOW HAVE 2023 GRADUATES THAT ARE 2022.
WELL OVER A YEAR AGO, THEY GRADUATED AND NOW THEY'RE GOING TO BE IMPACTING OUR ACCOUNTABILITY SCORE FOR 2023.
AGAIN, VERY DIFFICULT TO MAKE THOSE CHANGES WHEN THOSE STUDENTS HAVE ALREADY LEFT YOUR DISTRICT, THEY'RE ALREADY OUT AND NOT EVEN LONGER.
>> IF YOU GIVE AN EXAMPLE, ONE OF THEM WAS HELPFUL.
>> THE QUESTION WAS, DO I HAVE AN EXAMPLE? OBVIOUSLY, SINCE OVERUSE.
THE MOST COMMON ONE THAT WE HAVE ACROSS THE STATE THAT'S BEEN OVERUSED IS THERE'S A 30-HOUR OSHA ONLINE CERTIFICATE THAT STUDENTS CAN EARN.
IT'S A SELF-PACED, THREE-HOUR OSHA COURSE.
STUDENTS CAN TAKE THAT EVEN BEGINNING, THEY'RE NOT GREAT HERE, THEY LOG ON.
ONCE THEY FINISHED THE COURSE WORK AND TYPE THE CEO, IF I PASS THEN THAT ISN'T THE INDUSTRY-BASED CERTIFICATION THAT HAS ALWAYS BEEN ON THE LIST.
WELL, MANY DISTRICTS NEED THAT AND SO SOME WERE PUTTING THEM ON THAT.
THEIR SCORES WERE GOING WAY UP IN INDUSTRY-BASED CERTIFICATIONS WHEN MAYBE IN REALITY, THOSE KIDS DIDN'T REALLY NEED THAT CERTIFICATION FOR WHAT THEIR PLANS WERE FOR POST-SECONDARY.
OTHERS INCLUDE THINGS LIKE MICROSOFT WORD OR MICROSOFT OFFICE.
I THINK THERE'S ANOTHER ONE THAT'S PRETTY EASILY OBTAINED.
THE NEXT AREA WE'RE GOING TO LOOK AT IS OUR CREDIBILITY TO RECOGNIZE GRADE.
IN OUR OLD SYSTEM, VERY SIMPLY PUT THE LIGHT THAT WE JUST DETERMINED WHETHER OR NOT A STUDENT GAINED AT LEAST ONE YEAR OF ACADEMIC GROWTH WAS BY LOOKING AT THE PREVIOUS YEAR'S SCALED SCORE THAT THE STUDENT EARNED ON THEIR STAR TEST IN READING OR IN MATH AND THEN COMPARED IT TO THE CURRENT YEAR SCALE SCORES IN READING OR MATH.
THEN THERE WAS A CALCULATION METHODOLOGY THAT TOOK PLACE THAT WE DETERMINED WHETHER OR NOT THE STUDENTS' SCALE SCORE INCREASED BY ENOUGH POINTS TO WARRANT A FULL ACADEMIC YEAR GROWTH.
THAT WAS NOT GOING TO BE POSSIBLE IN OUR NEW SYSTEM SIMPLY BECAUSE WE HAVE A MAJOR CHANGE IN OUR STAAR ASSESSMENTS.
OUR STAAR ASSESSMENT NOT ONLY WENT ONLINE, BUT IT WAS ALSO COMPLETELY REDESIGNED IN READING LANGUAGE ARTS, WHICH WE'RE GOING TO TAKE A LOOK AT.
THERE WASN'T GOING TO BE THE ABILITY TO COMPARE SCALE SCORES FROM AN OLD VERSION OF THE TEST TO SCALE SCORES IN THE NEW VERSION, ONLINE VERSION OF THE TEST.
TA CHOSE TO GO TO A TRANSITION TABLE, WHICH IS WHAT YOU'RE SEEING UNDER ANNUAL GROWTH.
NOW RATHER THAN LOOKING AT SCALE SCORES, WE'RE GOING TO BE LOOKING STRICTLY AT PERFORMANCE LEVELS OF STUDENTS.
THUS PERFORMANCE LEVELS WERE ALSO ADJUSTED.
THEY USED TO JUST BE, DID NOT MEET APPROACHES, MATES AND MASTERS.
AS YOU CAN SEE FROM THIS SCALE, IT IS GRADIATING A LITTLE BIT MORE, SO THAT NOW WE HAVE A LOW DENOTE MEAN, HIGH DENOTE MEAN, LOW APPROACHES, HIGH APPROACHES, AND THEN IT'S JUST MATES AND MASTERS.
POINTS WILL BE AWARDED FOR STUDENTS IN READING AND MATH WHO
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INCREASE THEIR PERFORMANCE BASED ON THIS GRAPHIC ON THE SCREEN.YOU'LL SEE THAT THERE ARE FEW OPPORTUNITIES FOR HALF POINTS.
THERE ARE SEVERAL OPPORTUNITIES FOR STUDENTS TO EARN ONE POINT AND THEN THEY TRANSITION TABLE, AND THEN THERE ARE ALSO THOSE STUDENTS WHO MIGHT NOT SCORE ANY POINTS FOR GROWTH.
AGAIN, THIS IS JUST READING AND MATH.
IT DOES ALSO ALLOW US THE ABILITY WHICH WE HAVE NOT HAD IN THE PAST TO GET A GROSS SCORE BETWEEN STUDENTS TAKING THE 8TH GRADE ILA TEST IN ENGLISH 1.
PRIORITY THIS YEAR, WHEN WE USE SCALE SCORES THAT WERE NOT ENOUGH SIMILARITIES BETWEEN THE 8TH GRADE READING TEST AND THE ENGLISH 1 EOC SO YOU DIDN'T GET GROWTH ON THOSE KIDS.
NOW, WITH THIS NEW TRANSITION TABLE WE'LL BE ABLE TO INCLUDE THOSE STUDENTS.
IN ADDITION TO LOOKING AT ANNUAL GROWTH, WE'RE ALSO GOING TO BE INCLUDING FOR THE FIRST TIME EVER IN OUR ACCOUNTABILITY SYSTEM ACCELERATED LEARNING.
THESE ARE STUDENTS WHO DID NOT PASS THE STAAR EXAM IN READING OR MATH IN THE PREVIOUS YEAR.
THEY SHOULDN'T HAVE GONE THROUGH WHAT YOU MIGHT SEE IN LATE FORWARDS, INFORMATION REFERRED TO AS THE 45; 45 DOES OR DOESN'T REQUIRE TUTORING HOURS.
BUT OUR STUDENTS WERE REQUIRED TO PARTICIPATE IN THIS PAST SCHOOL YEAR.
THIS TABLE INCLUDES STUDENTS WHO DID NOT PASS IN A PREVIOUS YEAR.
IF THEY PASS IN THE CURRENT YEAR, THEN THEY'RE AWARDED ONE POINT.
THOSE ACCELERATED LEARNING POINTS ARE GOING TO BE TREATED AS BONUS POINTS.
LET'S TAKE A LOOK AT THAT WHEN WE GET TO IT A LITTLE BIT LATER.
THE OTHER AREA THAT WE'RE GOING TO LOOK AT IS CLOSING THE GAPS.
CLOSING THE GAPS IS THE DEADLINE 3, WHICH IS FEDERAL ACCOUNTABILITY.
IT IS A COMPLETE AND TOTAL RE-WRAP.
IN THE OLD SYSTEM WE WENT THROUGH WHERE YOUR STUDENT GROUPS THAT IF YOU HAD AT LEAST 25 STUDENTS IN A GROUP, THEN THEY WERE HELD ACCOUNTABLE FOR YOUR PARTICULAR CAMPUS, AND THERE WAS A STATEWIDE TARGET THAT WAS SET AND YOU EARN POINTS IN THE OLD SYSTEM BASED ON DID THAT STUDENT GROUP MEET THE TARGET OR NOT? THEN IT WAS DIVIDED INTO DIFFERENT CATEGORIES.
WE ARE NOW GOING TO ZERO THROUGH FOUR POINT SCALE.
RATHER THAN USING 18 DIFFERENT STUDENT GROUPS, WE'RE ONLY GOING TO BE FOCUSING ON FOUR, WHAT THEY'RE REFERRING TO AS SUPER GROUPS.
WE'LL LOOK AT THAT IN MORE DETAIL LATER ALSO.
THE OTHER BIG CHANGE IS ACCOUNTABILITY FOR YOUR DISTRICT OR YOUR ISD RATINGS.
IN THE PAST, YOU'VE RECEIVED INDIVIDUAL CANVAS RATINGS AS WELL AS AN OVERALL DISTRICT RATING.
THAT REMAINS TRUE IN OUR NEW REFRESHED SYSTEM, HOWEVER, THE METHODOLOGY IN WHICH YOU GET YOUR DISTRICT RATING HAS COMPLETELY BEEN CHANGED AND WE'RE GOING TO BE MAYBE TO PROPORTIONAL WEIGHTING SYSTEM.
WE'LL TAKE A LOOK AT THAT AND ALSO WHEN WE GET TO THAT PIECE.
THINGS THAT DIDN'T CHANGE. THIS IS THE GOOD NEWS.
[LAUGHTER] THE GOOD NEWS IS THAT WE STILL GET THE BETTER OF EITHER ACHIEVEMENT OR PROGRESS.
DOMAIN 1 IS STILL FOCUSED AROUND STATE AND ACHIEVEMENT.
DOMAIN 2 IS STILL FOCUSED AROUND SCHOOL PROGRESS.
DOMAIN 3 IS STILL YOUR CLOSING THE GAPS OR YOUR FEDERAL ACCOUNTABILITY.
REMAINING UNCHANGED IS THAT WE WILL STILL GET TO TAKE THE BEST SCORE OF EITHER DOMAIN 1 STUDENT ACHIEVEMENT OR DOMAIN 2 SCHOOL PROGRESS.
THAT WILL BE WEIGHTED AT 70% OF YOUR TOTAL OVERALL CAMPUS SCORE AND DISTRICT SCORE, AND THEN ALSO THE CLOSING THE GAPS DOMAIN WILL STILL BE WEIGHTED AT 30%.
LET'S TAKE A LOOK AT THESE DOMAINS IN A LITTLE BIT MORE DEPTH.
DOMAIN 1, [BACKGROUND] WHICH IS STUDENT ACHIEVEMENT, AT THE ELEMENTARY CAMPUS LEVEL, IT'S 100% STAAR PERFORMANCE.
HOW DID YOUR STUDENTS DO ON A STAAR TEST? THAT IS PER AVERAGE OF APPROACHES MATE TO MASTER.
THAT'S HOW YOU GET A STAAR SCORE OR A DOMAIN 1 SCORE AT THE ELEMENTARY AND MIDDLE SCHOOL.
HOWEVER, CLASS SCORE, ONLY 40% OF THEIR OVERALL CAMPUS RATING COMES FROM STAAR PERFORMANCE, 40% WILL COME FROM THEIR CCMR RATING, AND THEN THE REMAINING 20% COMES FROM THEIR GRADUATION RATE.
LET'S TALK A LITTLE BIT ABOUT STAAR.
WE'VE FINISHED STAAR 2.0, YEAR 1.
WE HAVE BEEN RECEIVING AS A RESULT OVER THE PAST COUPLE OF MONTHS.
IN 2023, THE STATE OF TEXAS REDESIGNED THEIR STAAR TEST IN READING LANGUAGE ARTS.
THE REDESIGN BEGAN IN 3RD GRADE AND EXTENDED ALL THE WAY UP THROUGH 8TH GRADE.
NOT ONLY DID THE TEST GO ONLINE,
[00:25:02]
BUT IT ALSO NOW INCLUDES ASSESSMENTS IN WRITING IN EVERY SINGLE GRADE.IN THE PREVIOUS YEARS YOU HAD WRITING ASSESSMENTS IN 4TH GRADE AND 8TH GRADE, AND THEN ONLY ONCE YOU WANTED TO.
IN 2023, STUDENTS EVEN IN 3RD GRADE HAD TO RESPOND TO WRITING PROMPTS AND OPEN-ENDED TYPE QUESTIONS.
THIS WAS VERY NEW, AND VERY DIFFERENT FOR OUR 3RD GRADE ON [INAUDIBLE].
ALSO INCLUDED IN THE REDESIGN IS CROSS-CURRICULAR READING PASSAGES.
WE'RE NOT GOING TO PLAY THIS VIDEO BECAUSE I DO NOT BELIEVE THE LINK WORKS AS WELL THIS MORNING [LAUGHTER] SO WE'LL SAY TAS WEBSITE WAS DOWN THIS MORNING, WHICH MAKE FOR AN INTERESTING DAY.
BUT THERE IS A VIDEO ON YOUTUBE THAT GOES THROUGH THE BASICS OF THE STAAR REDESIGN.
WHAT I'VE DONE IS SUMMARIZE THAT ON THE NEXT SECOND COLUMN OF THIS SLIDE, AND IT JUST GIVES YOU WHAT SOME OF THE BIG DIFFERENCES ARE IN THE NEW REDESIGN.
WHAT I WANT YOU TO TAKE AWAY FROM THIS IS TO KNOW THAT 3RD GRADE SCORES WILL LIKELY DROP, SO 5TH, 6TH, AND 7TH GRADE SCORES BECAUSE IN THOSE AREAS WE HAVE NOT INCLUDED WRITING IN THE TEST.
THIS YEAR'S REDESIGN INCLUDES THE WRITING PORTION AND THAT CAN BE VERY DIFFICULT FOR STUDENTS TO MASTER.
JUST KNOW THAT MANY OF THE NEW CURRICULUMS, MANY OF THE NEW THINGS THAT TEACHERS ARE WORKING ON IN CLASSROOMS AND OUR SERVICE STANDARDS WORKING TO PROVIDE SUPPORTING IT IS INCLUDING MUCH MUCH MORE WRITING INSTRUCTION BEGINNING OF THE KINDERGARTEN LEVEL, THAT WILL BE KEY MOVING FORWARD.
WHEN YOU THINK ABOUT STAAR TEST, JUST REMEMBER THAT WHEN YOU'RE LOOKING BACK AT LAST YEAR, COMPLETELY DIFFERENT TEST DESIGN THAN THE 2023.
>> IT'S DIFFERENT, AND IS IT ALSO HARDER OR IS IT THE SAME LEVEL?
>> TA WOULD TELL YOU IF YOU LISTENED TO THAT VIDEO, THAT THEIR GOAL IS NOT TO MAKE THE TEST HARDER.
ONE OF THE REASONS WHY THERE IS SUCH A HUGE DELAY IN THE SCORES COMING OUT IS THAT WHEN YOU REDESIGN A TEST, THE TEST HAS TO BE GIVEN, AND THEN IT GOES THROUGH A 16 STEP PROCESS OF GETTING THE ACTUAL SCORE FOR THAT TEST.
BECAUSE ONCE THE STUDENTS RESPOND TO THE NEW TESTS BY TAKING IT, THEN THAT NEW TEST HAS TO GO THROUGH WHAT WE REFER TO AS STANDARD-SETTING.
THROUGH STANDARD SETTING, TA'S GOAL IS TO LEVEL THAT PLAYING FIELD SO THAT THE CHANGE IN THE TEST DOESN'T NECESSARILY IMPACT PERFORMANCE ON THE TEST.
IS THIS TEST ACTUALLY CARTER FOR STUDENTS? MOST LIKELY THE ANSWER WOULD BE YES.
IF YOU ASK TEACHERS OR STUDENTS BECAUSE IT'S INCLUDING THINGS THAT THEY'VE NEVER HAD TO DO BEFORE ON A STAAR ASSESSMENT, SUCH AS RESPONDING TO A WRITING PROMPT WHILE IN 3RD GRADE, BUT IT TYPICALLY DOESN'T OCCUR UNTIL 4TH GRADE.
ALSO, JUST BY EVEN IN THE MATH TEST, THERE WERE NEW TEST ITEMS BECAUSE THE LAW WAS PASSED NOT IN THIS LEGISLATIVE SESSION, BUT IN THE PREVIOUS LEGISLATIVE SESSION.
BUT THE STAAR REDESIGN CANNOT INCLUDE ALL MULTIPLE CHOICE QUESTIONS AND ANY GRADE LEVEL THERE HAS TO BE A MIX, AND SO STUDENTS ARE HAVING TO LEARN HOW TO MANIPULATE THE ONLINE ASSESSMENT AND MANIPULATE THE TOOLS THAT ARE INCLUDED IN THAT ASSESSMENT.
KIDS HAVE TO DRAG AND DROP CERTAIN TESTS ITEMS IN THE RIGHT AREA OF THE TEST.
THEY HAVE TO ACTUALLY TAP OUT A PARAGRAPH OR A WRITTEN RESPONSE TO QUESTIONS.
THEY ALSO CAN, IN SOME QUESTIONS, HAVE TO SELECT MULTIPLE CORRECT ANSWERS, WHICH IS COMPLETELY DIFFERENT FROM TAKE A, B, C, AND D.
THE GOAL IS NOT TO MAKE IT MORE DIFFICULT, BUT MOST LIKELY IS.
THEY WILL TAKE A LITTLE BIT OF TIME TO GET ADJUSTED TO IT.
ANY QUESTIONS ABOUT STAAR EXAM?
>> SHE SAID THAT IT TAKES A MASTER'S OR DOCTORAL DEGREE TO JUST TO BE ABLE TO UNDERSTAND WHAT IN THE WORLD WE'RE TRYING TO DO.
>> ABSOLUTELY. NOW, [OVERLAPPING] I WILL START A NEW CURRICULUM THAT YOU HAVE STAAR USING IN SOME OF YOUR CAMPUSES IS GEARED TO HELP MEET THIS NEED, SO THAT'S A POSITIVE.
ALSO ON TA'S WEBSITE, YOU CAN FIND SAMPLE ITEMS THAT KIDS COULD PRACTICE WITH.
YOU NOW CAN ACTUALLY GO ON THERE AND TYPE THE ACTUAL TEST THAT THEY TOOK ONLINE.
THOSE ARE RELEASED ON THEIR WEBSITE SO WE CAN SEE AND WE CAN DO THAT [INAUDIBLE]
>> COULD WE SEE IF IT'S HARD TO FIT FOREVER?
>> [OVERLAPPING] YEAH, WE CAN SEE IF IT'S HARD TO FIT FOREVER.
>> AGAIN, THE TA ANNEX MIGHT BE HARDER, SO I GET IT.
[00:30:06]
THEY'RE USED TO TEST WITH A RIGHT ANSWER AND NOT MULTIPLE RIGHT ANSWERS.OR THEY'RE USED TO TEST WITH THE MULTIPLE CHOICE, SO THAT'S MECHANICS OF IT.
BUT THEN THE WRITING PART OF IT, YOU'RE SAYING THAT THAT'S NEW, SO THAT WOULD BE MORE DIFFICULT, BUT ARE THEY NOT BEING TAUGHT THAT IN THE CLASSROOM REGARDLESS OF WHAT THE TEST IS?
>> I CAN'T ANSWER THAT QUESTION AT THIS POINT BECAUSE I DON'T KNOW WHAT ALL IS OCCURRING INTO YOUR CLASSROOMS. I WILL SAY THAT EVEN WHEN I WAS A TEACHER IN PUBLIC SCHOOLS, WE ALL KNEW THAT, BOY, IF YOU'RE A 4TH GRADE TEACHER, YOU BETTER START GETTING ALL THE ADMINISTRATORS, FORMER ADMINISTRATORS AND SHAKING THEIR HEAD.
BUT YES, IN 4TH GRADE ANYONE YOU START REALLY FOCUSING ON MAKING SURE YOU ARE TRAINING YOUR KIDS ON HOW TO WRAP THOSE ESSAYS ACCORDING TO THE RUBRICS, ETC.
I WOULDN'T SAY THAT ACROSS THE STATE WE'RE NOT TEACHING WRITING IN KINDERGARTEN BECAUSE I DIDN'T EVEN AS A KINDERGARTEN TEACHER MANY MANY YEARS AGO.
BUT WHAT I WOULD SAY IS AS AN ACCOUNTABILITY ALWAYS WHATEVER IT IS YOU'RE HELD ACCOUNTABLE FOR IS WHERE YOUR FOCUS IS GOING TO BE.
IN THE PAST FOCUS HAS NOT BEEN ON 3RD GRADERS HAVING TO RESPOND TO A WRITING PROMPT ON A STATE ASSESSMENT.
I THINK THAT'S WHERE THE CHANGE IS MOST IMPACTFUL.
[BACKGROUND] LET'S LOOK AT WHAT WE REALLY ARE FACING WITH THE HIGH SCHOOL SCORES.
HIGH SCHOOL IS WHERE WE'RE GOING TO SEE THE LARGEST IMPACT IN THE CHANGES IN THE STUDENT ACHIEVEMENT DOMAIN.
THAT IS BECAUSE 40% OF A HIGH SCHOOL CAMPUS WRITING COMES FROM THEIR PERFORMANCE ON CCMR; THE CRITERIA FOR CCMR, WHAT IT MEANS TO BE COLLEGE READY OR CAREER MALE AND READING OR MILITARY READY AS NOT NECESSARILY CHANGED.
BUT WHAT HAS CHANGED IS THE SCALING.
SCALING MEANING WHAT DOES IT TAKE TO GET AN A IN CCMR. IN PREVIOUS YEARS, AND THIS IS IMPORTANT.
WHEN WE CALCULATED YOUR HIGH SCHOOL CAMPUS SCORE, WE WOULD LOOK AT YOUR RAW STAAR PERFORMANCE AND WE WOULD LOOK AT YOUR RAW CCMR PERFORMANCE, AND WE WOULD AVERAGE THOSE TOGETHER.
NOW WHAT THEY'RE DOING IS THEY ARE SCALING THOSE FIRST, WHICH THERE WERE NO CHANGES IN THE STAAR SCALING BUT THEY WERE HUGE CHANGES IN THE CCMR SCALING.
WHEN YOU'RE LOOKING AT THE SCALED SCORE VERSUS THE RAW SCORE, YOU SEE DRAMATIC DIFFERENCES.
LET'S TAKE A LOOK AT WHAT THAT MEANS.
IN ADDITION TO PUTTING A CAP ON THE [INAUDIBLE] MEANING THAT, NOW DON'T REALLY THINK THAT AFFECTS WFISD LISTED WITH IN PREVIOUS YEARS, I DON'T THINK IT BUILD THIS.
YOU'RE EITHER IS THAT FOR SCHOOLS WHO WERE OVERUSING THOSE RBCS FOR THIS YEAR'S ACCOUNTABILITY, THEY KEPT THAT AND ADD A 20% OF THE GRADUATING CLASS CAN RECEIVE CREDIT FOR EVERY ONE OF THOSE SUNSET ABOUT BASES OR FOR OUR VERY SMALL CAMPUSES, NO MORE THAN FIVE STUDENTS BECAUSE SOMETIMES MY STUDENTS IS MORE THAN 20%.
BUT BIG CHANGES THAT THEY COULD INCREASE THE SCALE FOR WHAT IT TAKES TO GET AN A IN CCMR ABOUT 38%.
WHAT DOES THAT LOOK LIKE? WHAT THAT MEANS? A VERY LAYMAN TERM IS THAT LAST YEAR AND PREVIOUS YEARS THAT YOU'VE HAD AT LEAST 60% OF YOUR STUDENTS GRADUATING, EARNING A CCMR CREDIT THAN THAT CAMPUS WOULD HAVE GOTTEN A 90.
THE ACCOUNTABILITY SYSTEM FOR CCMR. NOW IT TAKES 88% OF YOUR STUDENTS GRADUATING WITH A CCMR INDICATOR TO GET THAT SINE 90.
>> YES, MA'AM. 60% OF GRADUATES GETTING A CCMR CREDIT EQUATES TO A 90 IN THAT SCALE SCORE CONVERSION.
>> BUT WE'RE GOING TO SEE SIGNIFICANT CHANGES IN HIGH SCHOOL.
>> YOU SHOULD EXPECT TO SEE SIGNIFICANT CHANGES IN YOUR CCMR WRITINGS FROM YOUR HOSTEL CANVASES.
>> BECAUSE THAT WAS SOMETHING THAT HELPED US IN FACT [OVERLAPPING].
>> ABSOLUTELY. IT HELPS YOU IN A DISTRICT WRITING AS WELL BECAUSE IN PREVIOUS YEARS YOUR DISTRICT WRITING WAS CALCULATED THE EXACT SAME WAY THAT YOUR HIGH SCHOOL SCORES WERE CALCULATED.
MEANING THAT IF YOU DID WELL AND CCMR SOMETIMES WOULD INFLATE YOUR DISTRICT RATING, THAT NO LONGER IS POSSIBLE IN A NEW RATING SYSTEM.
HERE'S JUST ANOTHER WAY OF LOOKING AT THAT.
YOU'LL SEE ON THIS GRAPHIC AGAIN THAT OLD 60 IS THE NEW 88 TO GET AN A, TO GET B USED TO TAKE THE 48, THIS YEAR IT'S GOING TO TAKE AT LEAST A 78.
[00:35:02]
A C WENT FROM BLOOD WAS 39-64, AND THEN A D WENT FOR 26-51.YOU CAN SEE WHERE JUST THE CHANGE IN SCALING FOR CCMR IS A HUGE IMPACT AND ACCOUNTABILITY.
>> ARE FILAMENTS THING MAYBE WE MIGHT ABOUT THE FUTURE IF YOU MIGHT MISS IT BECAUSE I SAID HOW WE'RE CHANGING OUR APPROACH FOR CCMR FOR KNEC THIS COMING YEAR.
>> BUT DR. LEE HAVE ALREADY HAD SOME CONVERSATIONS AROUND THAT AND THIS DECREE.
I'VE HAD MANY CONVERSATIONS AS WELL BECAUSE THAT YET LAGS BY YEAR.
EVEN CHANGES THAT YOU'VE ALREADY PAINTED, YOU WERE TO START CHANGES THIS YEAR.
IT'S NOT GOING TO [BACKGROUND] IMPACT UNTIL YOU'RE 2025 WRITING BECAUSE THESE ARE YOUR 24 GRADUATES.
>> TOO MUCH OF THAT COME THROUGH OUR CEC PROGRAM?
>> YES, MA'AM. I WOULD CHECK THIS OUT.
>> YESTERDAY AND TODAY. THAT'S STEP 1.
>> STAR PERFORMANCE PASS RATES, WE'RE NOT LOOKING FOR ANY CHANGES HERE.
JUST KNOW THAT WE'RE STILL CALCULATING THOSE THE SAME WAY.
IT'S THE AVERAGE OF APPROACHES OR ARE LESS MATES OR BETTER IN MASTERS.
BUT JUST REMEMBER WHAT IT TAKES TO GET THOSE PERFORMANCE LEVELS HAS CHANGED BECAUSE THE STAR TEST CHANGED, THE STANDARDS CHANGE.
WHAT IT MEANS TO BE APPROACHES OR WHAT IT MEANS TO BE MEETS HER MASTERS HAS CHANGED EVEN THOUGH THE CALCULATION HAS NOTE.
WE GET THAT BY AVERAGING THOSE THREE PERFORMANCE LEVELS AND THEN DIVIDING BY THREE.
GRADUATION RATE IS ANOTHER THING THAT LAGS BY A YEAR.
IT HAS ALSO SEEN SIGNIFICANT CHANGES IN OUR ACCOUNTABILITY SYSTEM.
THERE ARE HUGE CHALLENGES TO SCALING.
WHEN I FIRST STARTED LOOKING AT THIS, I DIDN'T ANTICIPATE THE CHANGES TO BE THIS LARGE, BE QUITE HONEST.
BUT AS I'VE BEEN WORKING WITH THE ACCOUNTABILITY SYSTEM AND THE CHANGES THAT THEY'RE IMPLEMENTING.
SAYING IT IS GOING TO IMPACT MANY OF OUR CAMPUSES ACROSS THE REGION.
IN YEARS PAST, YOU CAN HAVE GRADUATION RATE OF EVEN UP TO 90 AND YOU GET A PRETTY HIGH THIS YEAR THE ONLY THING THAT SCALES TO 100 FOR GRADUATION RATE IS 100.
IF YOU'RE 99.6, EVEN, YOU SCALE UP TO A 96 OR 95.
ACTUALLY YOU CAN SEE ON THIS SLIDE 98.9 GRADUATION, USED TO SCALE TO A 95, NOW SCALES TO A 90 MINUTE.
WHEN THAT'S 20% OF YOUR DOMAIN ONE SCORE, THEY CAN'T, YOU'RE GOING TO SEE A DROP EVEN IF YOUR RATES HAVEN'T REALLY CHANGED SIGNIFICANTLY BECAUSE THE SCALING HAS YOUR ACCOUNTABILITY SCORE, WE'LL CHANGE.
>> WE GRADUATE 99%, WE GET CREDIT FOR 90?
>> EXACTLY. AND THEN AT 90 IS MULTIPLIED TIMES 20% BECAUSE IT'S 20% OF THE WAY FOR DOMAIN 1, TO GET POINTS.
EVEN OUR SMALL SCHOOL, THAT SMALL SCHOOLS IN OUR REGION SUFFER A LOT TOO, BECAUSE THE SPHERE CASE YOU HAVE EVERY SEAT ACCOUNTS [BACKGROUND] YOU TREMENDOUSLY IMPACT.
IT WILL IMPACT YOUR THREE CAMPUSES AS WELL.
>> THIS JUST SHOWS YOU WHERE THAT SCALING HAS CHANGED.
LET'S TALK A LITTLE BIT NOW ABOUT DOMAIN 2.
DOMAIN 2 YOU IS FOCUSED AROUND SCHOOL PROGRESS, IT ACTUALLY HAS TWO PARTS TO, IT HAS A PART A, ACADEMIC GROWTH IT HAS APART B RELATIVE PERFORMANCE.
WHEN YOU'RE THINKING ABOUT ACCOUNTABILITY PURPOSES, THIS IS ONE OF THE THINGS THAT I TELL ARE ADMINISTERED.
YOU'RE TALKING TO TOM, REALLY EVEN THOUGH WE HAVE TWO OFFICIAL DOMAIN SOONER TWO MINUTES STILL PROGRESS REALLY NECK, BECAUSE DOMAIN 2 HAS TWO PARTS TO.
ONE OF THE THINGS THAT IS A GOOD THING THAT HAS NOT CHANGED IS THAT WE DO GET TO COUNT THAT EITHER PART A OR PART B.
YOU'LL GET A PART A SCORE, AND YOU'LL GET PART B SCORE IF M82, AND THEN WHICHEVER ONE IS THE HIGHEST SCORE IS THE ONE YOU GET TO COUNT AZURE DOMAIN TO SCORE.
PART A REFERS TO AN ACADEMIC GROWTH.
AGAIN, THE BIG CHANGE HERE IS THAT NOT ONLY IS IT LOOKING AT THESE PERFORMANCE LEVELS, BUT IT'S ALSO LOOKING AT THE ACCELERATED LEARNING THIS CASE YOU DIDN'T PASS THE PREVIOUS YEAR, TO PASS IN THE CURRENT YEAR, YOU GET 0.25% BONUS POINTS SMALL.
BUT IT'S STILL ABOUT THIS FOR THOSE STUDENTS WHO SHOWED HIS GRIEF AND ACTUALLY RECEIPT AND APPROACHES, SCALE SCORE.
THE OTHER PART IS RELATIVE PERFORMANCE.
RELATIVE PERFORMANCE IS A LITTLE BIT MORE COMPLICATED TO EXPLAIN.
THE WAY I LIKE TO EXPLAIN THIS IS IF YOU LOOK AT THAT GRAPH AND IMAGINE THAT ALL OF THOSE DOTS ON THE SCATTERPLOT OUR CAMPUSES.
THE WAY THAT THE STATE GETS YOUR DOMAIN 2B SCORE IS THEY WANT EVERYBODY'S STAR PERFORMANCE.
[00:40:04]
IF YOU'RE AN ELEMENTARY OR A MIDDLE SCHOOL CAMPUS.THEY AVERAGE THE STAR ALONG WITH THE CCMR FOR HIGH SCHOOL CAMPUSES.
AGAIN, REMEMBERING IT, SCALING THAT FIRST.
BUT THE IMPACT IS BIG, AND THEN PLOT THE PERFORMANCE ON THIS GRAPH.
IT ON A DIFFERENT SPOT. IT'S A LITTLE BIT BETTER.
THIS ONE. BY THEN LOOK AT THE LINE OF AVERAGE.
YOU CAN TELL THAT ONCE THEY GET THAT LINE OF AVERAGE, IF YOU'RE BELOW THE LINE, YOU'RE ONLINE, YOU'RE GOING TO BE A C, IF YOU'RE SLIGHTLY BELOW IT YOU COULD BE A D SIGNIFICANTLY BELOW IT AND HALF AND SAYING STRING REVERSE.
THE WAY THAT YOU DECIDE WHERE YOUR CAMPUS LANDS ON THIS GRAPH IS BY LOOKING AT THE PERCENTAGE OF ECONOMICS DISADVANTAGED STUDENTS THAT YOU HAVE ON THE CANVAS.
YOU CAN SEE THAT THE HORIZONTAL AXIS OF THE RELATIVE PERFORMANCE GRAPH IS YOUR PERCENTAGE ECONOMICALLY DISADVANTAGE.
ONE WITH AN ECONOMICALLY DISADVANTAGED PERCENTAGE OF ABOUT 18%, HAS A SCORE OF 54.
YOU CAN SEE THAT THAT CANPUS IS GOING TO BE RIGHT.
BUT LET'S TIDY CAMPUS THAT HAS A HIGH PERCENTAGE OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED ON THEIR CAMPUS.
HERE IN THIS EXAMPLE, IT'S A NON D. THOSE STUDENTS WITH THE SAME SCORE, IF 54 WOULD ACTUALLY BE AN A, THIS SYSTEM THAT TO REWARD CAMPUSES FOR DOING WELL WITH STUDENTS WHO COME TO THEM WITH ECONOMICALLY DISADVANTAGED BACKGROUNDS TO HELP LEVEL THAT PLANE.
THIS IS WHERE MANY OF OUR CAMPUSES IN THIS REGION SCORE THE HIGHEST BETWEEN GROWTH OR RELATIVE PERFORMANCE.
QUITE OFTEN, RELATIVE PERFORMANCE IS THE BETTER OF THE TWO THERE.
LET US LOOK BACK JUST A LITTLE BIT AT THIS GROWTH AGAIN.
THIS TRANSITION TABLE WE SAW IN ANOTHER SLIDE JUST SHOWS YOU THAT THE METHODOLOGY HAS CHANGED.
IT ALSO WILL INCLUDE THOSE BONUS POINTS INSTEAD OF LIGHT, IT WILL GET A GREAT SCORE THIS YEAR, WILL BE TO TAKE THOSE NUMBER OF POINTS THAT YOU EARNED FOR YOUR ANNUAL GROWTH TABLE.
THEN ADD TO THAT IS THE ICING ON THE CAKE.
THE BONUS POINTS AT I'M WORKING WITH THOSE STUDENTS WHO WERE NOT SUCCESSFUL IN THE PREVIOUS YEAR IF YOU WERE SUCCESSFUL IN THE CURRENT YEAR.
AGAIN, YOU'LL GET THE FASTA, EITHER GROWTH OR RELATIVE PERFORMANCE, AND THAT WILL BE YOUR DOMAIN TO SCORE.
THEN REMEMBER THAT YOU'D LIKE IT GOT L1 AND L2 COMPARE WHICHEVER ONE IS THE BEST OF THOSE TWO WILL THEN BE MULTIPLIED TIMES 70% WEIGHT.
WHEN CALCULATING YOUR, ANYONE ELSE.
>> I REALLY BIG, REALLY REMEMBER.
>> BUT I THINK THEY'LL HELP YOU OUT.
>> LET ME SAY ASKED ME AT ALL IN THE LEADS WITH ADMINISTRATORS.
NICE TO ME LIKE I'M TALKING IN CHINESE AND THEN WE'LL FIND.
I'M NOT THE CREATER AND THE SYSTEM. I'M JUST COMMITEE . [INAUDIBLE]
>> LET'S REALLY BUCKLE YOUR SHOES FOR DOMAIN 3 BECAUSE THIS IS WHERE WE SEE MAJOR CHANGES.
DOMAIN 3 FEDERAL ACCOUNTABILITY AND ONE OF THE BIGGEST IMPACTS IS THAT THE MINIMUM SIZE FOR A STUDENT GROUP TO COUNT FOR YOU HAS CHANGED FROM 25 TESTS TO 10.
THAT MEANS THAT IN SOME OF YOUR CAMPUSES STUDENT GROUPS THAT THEY'D NEVER BEEN HELD ACCOUNTABLE FOR IN OUR ACCOUNTABILITY SYSTEM BECAUSE I DIDN'T HAVE ENOUGH STUDENTS THAT WERE IN MY STUDENT GROUP, THEY WILL NOW BE HELD ACCOUNTABLE FOR IT.
ANOTHER THING THAT HAS CHANGED IS RATHER THAN LOOKING AT 18 DIFFERENT STUDENT GROUPS, WE HAVE LOOKED AT FOUR SUPERGROUPS.
WE'LL GET INTO SUPERGROUPS ON THE NEXT SLIDE.
BUT ALSO THE FEDS REQUIRE TA, OR [NOISE] [INAUDIBLE] IN OUR SA PLAN TO SUBMIT LONG-TERM GOALS.
THOSE LONG-TERM GOALS ARE 15-YEAR HARVESTS.
AS YOU CAN SEE IN OUR NEW SYSTEM, YOU GET POINTS IF YOU HIT THE LONG-TERM TARGET, WHICH BY THE WAY IS A 2037, 2038 SCHOOL YEAR TARGET, SEEMS LIKE A VERY LONG TIME FOR NOW.
[LAUGHTER] THERE ARE FIVE-YEAR INTERIM TARGETS THAT ARE SET PREMIUM.
THE WAY TO TA DETERMINES THESE ARE INTERIM TARGETS, THOSE ARE YOUR CURRENT ONES.
ON THIS GRAPH ON BULLET NUMBER 1, YOU CAN SEE THAT THE INTERIM TARGET IS THE '22, '23 THROUGH THE '26, '27 TARGET.
THAT'S THE ONE THAT WE WERE SHOOTING FOR CURRENTLY.
[00:45:03]
THE NEXT INTERIM TARGET IN YESTERDAY'S OFFICIALLY TURN NEXT DAY THING ON TARGET, WHICH IS THAT NEXT FIVE-YEAR TIME TO TIME, YOU'LL SEE THAT THOSE TARGETS INCREASE AND THEN THERE'S ANOTHER INTERIM TARGET FROM 2033 TO '37, AND THEN THERE'S A LONG TERM.THE WAY THAT WE GET POINTS IS YOU'RE GOING TO BE AWARDED ZERO THROUGH FOUR POINTS PER SUPERGROUP NATURE HELD ACCOUNTABLE FOR.
THOSE POINTS ARE AWARDED IN THIS MANNER.
YOU GET ZERO POINTS IF YOU DID NOT MEET THE INTERIM TARGET, WHICH IS THAT 2033 THROUGH 2027 TARGET.
>> I DIDN'T INCLUDE THOSE, BUT I CAN GIVE THOSE TO YOU.
IT JUST ISN'T VERY CLEAR ON A GRAPH LIKE THIS TO SHOW THAT.
BUT JUST KNOW THAT THOSE ARE PUBLISHED AND I CAN SHOW YOU THAT.
>> IT IS. THEN ALSO WE NEED TO GO BACK AND SAY THAT WHEN YOU'RE TALKING ABOUT FEDERAL ACCOUNTABILITY, WE'LL NOT BE ABLE TO INCLUDE THOSE STUDENTS THAT WERE AT A CROUCHES GRADE LEVEL.
WE CAN ONLY INCLUDE STUDENTS THAT WERE AT MEETS GRADE LEVEL, OR ABOVE.
YOUR TOTAL NUMBER OF STUDENTS ARE IN YOUR DENOMINATOR, BUT WHEN YOU'RE GETTING THE PAST, YOU ONLY GET TO COUNT THOSE THAT WERE EITHER MEETS FOR MASTERS IN READING OR IN MATH.
THAT HAS NOT CHANGED, THAT HAS BEEN FOR THE LAST SEVERAL YEARS BUT IT IS A HUGE PIECE TO CONSIDER WHEN YOU'RE THINKING ABOUT DOMAIN 3.
>> ARE YOU SAYING THAT ONE SCHOOL, IF THEY HAD 12 KIDS BEFORE, OR IS IT ONE DISTRICT? [OVERLAPPING]
>> IT'S DONE CAMPUS BY CAMPUS.
>> IF THEY WERE NOT 25 FOSTER KIDS IN A SCHOOL, THEN THEY WOULDN'T HAVE TO BE. [OVERLAPPING]
>> THEY WOULD NOT HAVE BEEN HELD ACCOUNTABLE ON PREVIOUS YEARS, BUT THEY VERY WELL MAYBE THIS YEAR.
>> YOU'RE EXACTLY RIGHT. LET'S LOOK AT WHAT THOSE SUPERGROUPS ARE.
THERE ARE FOUR SUPERGROUPS AND THIS GRAPHIC HELPS EXPLAIN THAT JUST A LITTLE BIT MORE.
THE FIRST THING YOU NEED TO KNOW IS EVERYBODY IS HELD ACCOUNTABLE FOR HITTING TARGETS THAT ARE IN THE ALL-STUDENTS GROUP, SO THAT'S ALL THE KIDS ENROLLED ON YOUR CAMPUS.
EVERY MEMBER THAT'S AN EIGHTH-GRADE LEVEL OR ABOVE.
THE NEXT TWO SUPERGROUPS COME FROM AND AGAIN, DO NOT MAKE THIS UP, THE TWO LOWEST PERFORMING STUDENT GROUPS FROM THE PREVIOUS YEAR.
THEY WENT BACK AND LOOKED AT 2022 STAR DATA IN READING AND MATH AND I SAID, LET'S JUST USE CAMPUS A.
ON CAMPUS A IN 2022, THEY HAD AT LEAST 10 STUDENTS, AND THE ALL-STUDENT GROUP, THE AFRICAN-AMERICAN, HISPANIC, WHITE, KNIGHT, WHATEVER PATTERN MANY GROUPS I HAD AT LEAST 10.
NOW THEY LOOK FORWARD TO 2023 AT THAT SNAPSHOT DATA AND THEY SAY WHICH OF THOSE GROUPS, AND THEY HAD AT LEAST 10 IN A PREVIOUS YEAR, DO THEY HAVE 10 IN, IN THE CURRENT YEAR? THEY IDENTIFIED ALL OF THOSE RACE, ETHNICITY GROUPS AND THEY HAD AT LEAST 10 IN BOTH OF THOSE TWO YEARS.
THEN THEY SAID IN 2022, WHICH WERE THE TWO LOWEST PERFORMING RACE-ETHNICITY GROUPS ON THIS CAMPUS? IN MY EXAMPLE HERE, YOU SEE I CIRCLED HISPANIC AND WHITE IN RED AT THE TOP.
NOW FOR 2023 ACCOUNTABILITY, MY TWO LOWEST PERFORMANCE SUPERGROUPS ON THIS SAMPLE CAMPUS WILL BE HISPANIC AND WHITE.
BECAUSE I HAD AT LEAST 10 OF THOSE STUDENTS IN 2022, I HAD AT LEAST 10 IN 2023 WHEN COMPARED TO THE OTHER RACIAL ETHNIC GROUPS, THEY WERE THE TWO LOWEST PERFORMING IN READING AND MATH.
NOW THAT HYPER-FOCUS BECOMES ON THOSE TWO STUDENT GROUPS.
FOR ACCOUNTABILITY PURPOSES, YOU'LL GET EITHER A ZERO THROUGH FOUR POINTS FOR YOUR ALL STUDENTS, A 0-4 POINTS FOR YOUR LOWEST PERFORMING GROUP NUMBER 1, A ZERO BEFORE FOR YOUR LOWEST GROUP NUMBER 2, AND THEN THE FOURTH SUPER GROUP IS THE HALF FOCUS.
HALF FOCUS INCLUDES ALL STUDENTS THAT ARE ANY OF THE ABOVE OR MULTIPLES OF THE ABOVE, ECONOMICALLY DISADVANTAGED, CURRENTLY IN SPECIAL EDUCATION, EMERGENT BILINGUAL, OR HIGHLY MOBILE.
HIGHLY MOBILE IS DEFINED AS MIGRATE, FOSTER, OR HOMELESS.
IF A STUDENT IS ANY ONE OF THOSE CATEGORIES, THEIR TEST GOES IN THE HALF-FOCUS GROUP BUT IT ONLY GOES IN THERE ONCE.
FOR EXAMPLE, I MIGHT BE ECONOMICALLY DISADVANTAGED AND I MIGHT ALSO BE A FOSTER STUDENT.
[00:50:07]
MY TEST SCORE WILL NOT GO IN THERE TWICE, IT WOULD ONLY GO THERE ONCE.IT'S AN UNDUPLICATED TEST COUNT.
>> BUT IT ALSO GOT DUPLICATED BETWEEN THE LOW-PERFORMING LIKE HISPANIC?
>> NO, IT DOES DUPLICATE THERE.
LET'S SAY, FOR EXAMPLE, I COME AND I ROLL ON CAMPUS, SAY I'M IN THE OFFICE STATEMENTS CATEGORY BECAUSE ON A TEST TAKER ON THAT CAMPUS.
I ALSO MIGHT LET'S SAY THAT I'M HISPANIC.
ME AND MY TEST COULD ALSO COUNT IN ONE OF THOSE TWO LOWEST PERFORMING GROUPS.
HERE HISPANIC HAS BEEN IDENTIFIED AS ONE OF OUR CAMPUS' TWO LOWEST-PERFORMING GROUPS.
IF I'M ALSO EMERGENT BILINGUAL, THEN MY TEST WOULD GO IN THE HALF FOCUS GROUPS.
MY TEST WOULD COUNT FOR THAT CAMPUS THREE TIMES.
>> WE CAN HAVE SUPER STUDENTS?
>> YOU DO. YOUR TEACHERS AND YOUR ADMINISTRATORS ARE WELL AWARE OF THAT.
THAT'S BEEN A COMMON PRACTICE FOR MANY YEARS, THE ONLY DIFFERENCE IS WHAT'S GROUPS THEY ARE FALLING IN.
>> THE SIZE OF THAT GROUP. THE COLOR BANDS ON THIS GRAPHIC SHOW THAT THERE ARE FOUR COMPONENTS IN DOMAIN 3.
IN DOMAIN 3, IT'S A MINI ACCOUNTABILITY SYSTEM WITHIN ITSELF BECAUSE THE YELLOW COMPONENTS ARE ACADEMIC ACHIEVEMENT AT MEETS FOR A LEVEL OR ABOVE IN READING AND THE SECOND YELLOW BAR IS ACADEMIC ACHIEVEMENT IN MATH.
IF YOU'RE LOOKING AT A HIGH SCHOOL CAMPUS, THAT FIRST GREEN BAR IS YOUR FEDERAL GRADUATION RATES, NOW LOOKED AT THROUGH THE LENS OF THOSE FOUR SUPERGROUPS.
IF IT'S AN ELEMENTARY OR MIDDLE SCHOOL CAMPUS THAT WERE DOING THE CALCULATIONS ON, WE WOULD LOOK AT THEIR GROWTH.
AGAIN, GROWTH IS WHERE I ANTICIPATE THERE BEING SOME CHANGES.
GROWTH IN READING AND IN MATH AND THOSE FOUR SUPERGROUPS.
THAT NEXT ORANGEY COLOR FOR A HIGH SCHOOL CAMPUS, AGAIN, THIS IS WHERE CCMR IS GOING TO COME BACK AND NOW IT SHOWS UP AGAIN IN DOMAIN 3.
THOSE CHANGES IN HOW WE GET A CCMR WRITING ALSO IMPACT US IN DOMAIN 3.
AT AN ELEMENTARY OR MIDDLE SCHOOL CAMPUS IS BASICALLY JUST LOOKING AT THEIR STAR PERFORMANCE IN EACH OF THOSE SUBJECT AREAS THROUGH THE LENS OF THE FOUR SUPERGROUPS.
THEN THAT LAST BLUE BAR IS ENGLISH LANGUAGE FOR EFFICIENCY, SO THAT IS HOW DID YOUR STUDENTS WHO TOOK TELL COURSE TEST? DID THEY SCORE HIGH ENOUGH TO BE A POSITIVE RIGHT HERE? THIS YEAR THE CRITERIA IS A LITTLE BIT DIFFERENT.
THEY EITHER HAVE TO BE ADVANCED OR THEY HAVE TO SCORE AT LEAST ONE WRITING HIGHER THAN THEY DID IN THE PREVIOUS YEAR IN THREE OF THE FOUR DIFFERENT COMPONENTS ON THE TELL COURSE EXAMS. THIS GETS EVEN A LITTLE BIT MORE COMPLICATED BECAUSE ONCE YOU THEN DETERMINE HOW LONG YOUR DIFFERENT COLOR BANDS DID, SO YOU LOOK AT THOSE FOUR SUPERGROUPS, YOU'VE IDENTIFIED THAT IF I GET A 0, 1, 2, 3, OR 4 BASED ON THEIR PERFORMANCE ON THAT PARTICULAR STUDENT GROUP, YOU GET A PERCENTAGE AND THEN I HAVE PERCENTAGE, SO LET'S JUST SAY THAT WE MET 50% OF THE ACADEMIC ACHIEVEMENT TARGETS THAT HERE, SO 50% OF THOSE YELLOW ONES WE MET WITH A ZERO THROUGH FOUR.
YOU TAKE YOUR TOTAL NUMBER OF POINTS THAT YOU'VE EARNED VERSUS THE TOTAL NUMBER THAT YOU COULD'VE EARNED, GET THAT PERCENTAGE.
THEN YOU LOOK AT THAT AND YOU MULTIPLY IT TIMES THE WEIGHT OF THAT CATEGORY.
YOU CAN SEE THAT IN ELEMENTARY AND MIDDLE SCHOOLS, THE HEAVIEST EMPHASIS ON DOMAIN 3 IS PLACED ON GROWTH AT 50%, ACADEMIC ACHIEVEMENTS 30, THE OTHER TWO ARE ONLY 10%.
BUT AT A HIGH SCHOOL CAMPUS, YOU'LL SEE THAT THE LARGEST PERCENTAGE IS ON ACADEMIC ACHIEVEMENT YET CCMR COMES IN AT 30%.
IT'S A LITTLE BIT DIFFERENT CALCULATIONS.
HERE'S JUST AN EXAMPLE OF WHAT THAT MIGHT LOOK LIKE.
THIS PARTICULAR CAMPUS ARE IN 69.5 POINTS IN ACADEMIC ACHIEVEMENT THAT WAS MULTIPLIED TIMES THE 30% WEIGHT TO GIVE HIM 20.9 POINTS.
YOU CAN SAVE THE REST OF THOSE CALCULATIONS.
THIS CAMPUS WOULD HAVE EARNED A RAW SCORE OF 79, BUT THEN REMEMBER THAT RAW SCORES THEN CONVERTED ON THAT ZERO TO 100 POINT SCALE FOR A SCALED SCORE.
>> DO WE KNOW WHAT IT WOULD TRANSLATE TO?
>> WE HAVE PROPOSED, BUT THEY'RE NOT FOUND AND UNTIL THEY'RE FOUND THEY CAN STILL CHANGE.
I HAVE NUMBERS THAT WE CAN LOOK AT, BUT THEY'RE NOT GOING TO BE FINAL AND I DON'T HAVE THE CAMPUS STAND AT THIS POINT THAT WE DO.
LET'S TALK ABOUT CAMPUS OR EXCUSE ME. YEAH, CAMPUS.
WE'VE TALKED THROUGH THIS ALREADY,
[00:55:02]
BUT BASICALLY THIS GRAPH JUST SHOWS AGAIN THAT YOU GET THE BEST OF EITHER DOMAIN 1, 2A OR 2B THAT'S MULTIPLIED TIMES 70%.THEN YOU GET YOUR DOMAIN 3 SCORE AND YOU MULTIPLY THAT TIMES 30% AND THAT GIVES YOU YOUR OVERALL CAMPUS SCORE.
THAT'S HOW YOUR CAMPUSES WILL EARN THEIR RATINGS.
ANOTHER GRAPHIC, MR. [INAUDIBLE] I THINK YOU ASKED, I DON'T KNOW.
IT WAS MR. [INAUDIBLE] HE SAID MIKE, I REMEMBER THIS. HERE'S YOUR CHEAT SHEET.
DEMONSTRATES HOW YOU CALCULATE THAT SCORE.
LET'S TALK A LITTLE BIT ABOUT DISTRICTS.
DISTRICT METHODOLOGY HAS CHANGED COMPLETELY ON HOW YOU'RE GOING TO GET YOUR DISTRICT RATING.
YOU WILL NOT BE ABLE TO COMPARE YOUR DISTRICT RATING FROM LAST YEAR OR PREVIOUS YEARS TO YOUR CURRENT 2023 [NOISE] DISTRICT RATING WHEN IT'S PUBLICIZED.
UNDER THE OLD AQUEOUS SYSTEM, THERE WAS A BIG DISCONNECT BETWEEN DISTRICT RATINGS AND THE CAMPUS RATINGS FOR ABOUT 30% OF THE DISTRICTS ACROSS THE STATE.
YOU CAN SEE IN THIS EXAMPLE, WHICH IS NOT WFISD IT'S AN IMAGINARY DISTRICT.
YOU'LL SEE THAT THE DISTRICT RATING FOR THIS PARTICULAR CAMPUS WAS AN OVERALL RATING OF A B, AND A.
HOWEVER, IF YOU LOOK THROUGH THAT, YOU'LL SEE THAT THERE ARE MULTIPLE C'S AND D'S A FEW F'S THROUGHOUT THOSE ELEMENTARY,MIDDLE SCHOOL AND HIGH SCHOOL CAMPUSES.
BUT OVERALL, THAT DISTRICT RATING CAME OUT TO BE A B.
THAT'S BECAUSE IN PREVIOUS YEARS, THE DISTRICT RATING WAS CALCULATED JUST LIKE A HIGH SCHOOL RATING, WHICH MEANT THAT CCMR COULD SKEW THAT RESULT.
IN THE NEW SYSTEM, WE'RE GOING TO TAKE PROPORTIONAL RATING METHODOLOGY, MEANING THAT NOW WE WILL GET TOTALLY IRRELEVANT ON THE SNAPSHOT DATE, WHICH IS THE LAST FRIDAY IN OCTOBER, FOR HOW MANY STUDENTS ARE ENROLLED IN WFISD IN GRADES 3-12.
THE REASON WHY WE GO ALL THE WAY THROUGH 12TH GRADE, EVEN THOUGH 12TH GRADERS TYPICALLY TAKE A STAR TEST, THEY'RE STILL EARNING CCMR CREDIT SO THAT'S THROUGH GRADUATION.
THAT'S WHY IT GOES ALL THE WAY TO 12TH GRADE.
WE WILL THEN GET AN ENROLLMENT COUNT ON EACH OF THE CAMPUSES.
HOW MANY STUDENTS ARE ON THAT CAMPUS THAT ARE IN GRADES 3-5, IF IT'S AN ELEMENTARY, 6-8 IF IT IS THE MIDDLE SCHOOL THROUGH 9-12 IF IT'S THE HIGH SCHOOL.
THAT WILL THEN BE WEIGHTED BY THE DISTRICT SO THEY'LL TELL HOW MANY KIDS ARE ENROLLED ON A CAMPUS DIVIDE THAT BY THE TOTAL DISTRICT ENROLLMENT.
THAT GIVES YOU PROPORTIONAL WEIGHT FOR THAT CAMPUS SO YOUR LARGER CAMPUSES WILL HAVE A HEAVIER WEIGHT BECAUSE THEY HAVE MORE STUDENTS ENROLLED THERE THAN YOUR SMALLER CAMPUSES.
THEN WHAT THEY'LL DO IS THEY WILL DO THIS ACCOUNTABILITY BY CAMPUS, BUT THEY WILL DO IT BY DOMAINS.
THEY WILL TAKE YOUR ELEMENTARY DOMAIN 1 SCORE AT CAMPUS A, YOUR ELEMENTARY DOMAIN 1 SPORT CAMPUS B, C, D, ETC, AND THEN THEY WILL ADD THOSE TOGETHER TO GET YOUR DOMAIN 1 DISTRICT SCORE.
SAME THING WILL HAPPEN FOR DOMAIN 2A AND 2D AND DOMAIN 3.
THEY WILL DO THIS BY DOMAIN BASED ON CAMPUS DOMAIN SCORES TO COME UP WITH THE DISTRICT RATING AND THE DISTRICT RATING WILL BE CALCULATED THE SAME WAY THAT A CAMPUS RATING IS, AS FAR AS YOU GET THE BEST OUT OF DOMAIN 1, 2A OR 2B MULTIPLY THAT TIMES 70% AND THEN DOMAIN 3 MULTIPLY TIMES 30% TO GET YOUR OVERALL DISTRICT RATING.
THAT'S WHAT THIS SLIDE SHOWS, IT IS JUST A REPEAT, YOU DO THE SAME THING FOR A DISTRICT THAT YOU DO FOR A CAMPUS.
JUST TO SUMMARIZE, THIS ONE SLIDE I STOLE FROM, IT WAS ONE OF THE, WAS THE TREA.
THERE WAS ONE OF THE GROUPS THAT GOES AROUND AND TALKS ABOUT ACCOUNTABILITY SUM AND DIFFERENT AREAS.
THIS WAS JUST A REALLY GOOD SUMMARY SLIDE, I THOUGHT, ON WHAT THE MAJOR CHANGES ARE.
I LIKE THIS TECHNICAL TERM [INAUDIBLE] CCMR WHERE IT SAYS CHANGING GRADING SCALE AND HUMONGOUS [LAUGHTER] IN CCMR, THAT'S TRUE STATEMENT.
JUST REMEMBER THAT WHEN YOU LISTEN TO THE COMMISSIONER SPEAK OR YOU LISTENED TO TA OR DIFFERENT SPECIAL INTERESTS GROUPS, EVERYONE IS SAYING THE SAME THING.
YOU COULD TRULY HAVE BETTER PERFORMANCE IN 2023 AND YOUR ACCOUNTABILITY RATING COULD BE LOWER EVEN THOUGH YOUR STUDENTS ARE DOING BETTER AND DOING MORE THAN THEY HAVE IN THE PAST.
THAT IS BECAUSE THE SYSTEM FOR HOW YOU CALCULATE THE SCORE HAS CHANGED AS WELL AS THE STAR TEST HAS CHANGED.
I WOULD GO OVER FUTURE TIMELINES, BUT [INAUDIBLE] IS TELLING ME THAT FUTURE TIMELINES MAY CHANGE.
[LAUGHTER] WE'RE NOT GOING TO DO THAT TODAY, BUT I WILL OPEN THE FLOOR FOR ANY QUESTIONS.
[01:00:01]
>> GIVEN YOUR KNOWLEDGE OF ALL THIS YOU JUST PRESENTED, I GUESS THE GOAL IS TO STAY BUT JUST INCREASE OVERALL SCORES ALL OF THE [INAUDIBLE] AND TO MAKE DISTRICTS MORE RESPONSIBLE FOR RIGOR OF CURRICULUM.
[INAUDIBLE] CHARACTERIZE IT OR? [OVERLAPPING] [INAUDIBLE] AND THINGS, BUT THEY'RE ALSO MAKING THINGS A LITTLE MORE [INAUDIBLE] OPPORTUNISTIC BY CREATING DIFFERENT SEGMENTS OF THE PROCESS.
>> I WOULD AGREE WITH THAT STATEMENT AND I WOULD ALSO SAY THAT THERE WERE THOUSANDS OF SLIDES I CAN BROUGHT TO YOU TODAY FROM ALL THE DIFFERENT ACCOUNTABILITY TRAININGS AND PRESENTATIONS AND MEETINGS THAT I'VE BEEN A PART OF OVER THE LAST TWO YEARS WHEN DEVELOPING THIS.
BUT WHAT I WILL SAY IS MS. HARVEY, ONE OF THE SLIDES THAT I DIDN'T BRING TO YOU WAS THE SLIDE THAT BASICALLY SAYS THAT OUR COMMISSIONER OF TA, DISAGREE OR AGREE WITH HIM AND I'LL JUST BE HONEST, I DID AGREE WITH HIM IN SOME AREAS AND I HAVE VERY STRONG DISAGREEMENTS WITH HIM IN OTHER AREAS.
BUT HE IS REQUIRED BY STATUTE TO CONTINUOUSLY IMPROVE STUDENT PERFORMANCE ACROSS THE STATE.
WITH THAT REQUIREMENT OF HIM, HE HAS TO PUSH THE TA TO CONTINUALLY LOOK AT HOW DO WE KEEP MOVING THAT NEEDLE.
HOW DO WE NOT BECOME CONTENT, BUT HOW DO WE KEEP MAKING SURE THAT WE'RE PROVIDING APPROPRIATE, RIGOROUS AND TRANSPARENT SYSTEMS FOR OUR STUDENTS.
>> I AGREE WITH THAT. IT'S JUST HOW DO YOU ASSESS THAT?
>> YES. THAT'S WHERE THE ROAD CUTS.
IT'S HOW TO DO THAT IN A FAIR AND EQUITABLE SYSTEM ACROSS THE STATE, AS LARGE AND AS DIVERSE AS ONE TEXAS IS.
>> THAT'S WHY SOMETIMES I FEEL LIKE IT'S A CRAZY IDEA IF YOU'RE TALKING ABOUT ACCOUNTABILITY BECAUSE IT'S EXTREMELY COMPLEX, IT KNOCK OUT THE 30,000 FOOT UP OF YOU.
IT IS EXTREMELY COMPLEX AND SO YOUR ADMINISTRATORS THAT DEAL WITH THIS EVERY DAY [INAUDIBLE] MUCH MORE IN THE WEEKS LOOK AT EXACTLY WHAT WE NEED TO TO HELP WITH STUDENT LEVEL.
>> BUT ULTIMATELY IN SUPERINTENDENT ADDRESS THIS, GIVES US A BASELINE, MAYBE TO, I'M LOOKING FOR A BETTER TERM, BUT IT GIVES US SOMETHING TO SHOOT FOR AS FAR AS HOW WE ASSESS OURSELVES.
>> I THINK IT DOES THAT AND THE WHOLE GOAL OF THE TEXAS SCHOOL WEBSITE IS SO THAT YOU CAN HAVE READY TO GO ON THERE AND EASILY COMPARE HOW ARE WE DOING COMPARED TO OTHER CAMPUSES ACROSS THE STATE WHO HAD THE SAME [INAUDIBLE].
BECAUSE IF YOU DON'T HAVE ACCOUNTABILITY SYSTEM, YOU DON'T HAVE A CONSISTENT WAY TO MEASURE HOW EVERYONE IS DOING.
>> THAT'S WHY [INAUDIBLE] WANT TO ACCESS SOME OF THIS, BUT [INAUDIBLE] YEAH, HE HAD TROUBLE TO UNDERSTANDING.
>> YEAH. IT'S A VERY COMPLEX ISSUE.
IT'S DIFFICULT FOR PEOPLE HERE IN THE SCHOOL OF BUSINESS TO UNDERSTAND IT.
THEN FOR PEOPLE WHO ARE NOT, IT'S EXTREMELY DIFFICULT.
A LETTER GRADE WAS MEANT TO BE VERY TRANSPARENT, BUT I THINK THAT ONCE WE MOVED INTO THE A3 HALF LETTER GRADE SYSTEM, IT BECAME FAR MORE COMPLEX THAN IT USED TO BE, AND PROBABLY MUCH LESS TRANSPARENT.
>> IS IT OVERCOMPLICATED? [INAUDIBLE] SUGGESTIONS FOR MAYBE HOW MANY DIFFERENCES.
>> IN MY OWN OPINION IS I DO THINK IT'S OVERCOMPLICATED IN MANY AREAS.
I ALSO THINK THAT SOMETIMES IN A STATE OF TEXAS, WE IMPOSE THINGS ON OURSELF THAT AREN'T NECESSARILY LEGALLY REQUIRED.
IF YOU LOOK AT CERTAIN REQUIREMENTS, FOR EXAMPLE, THERE IS NO FEDERAL REQUIREMENT NOR STATE REQUIREMENT TO HAVE A DISTRICT OVERALL RATING, THAT'S SOMETHING THAT WE CHOOSE TO DO.
WE'VE TALKED MANY TIMES ABOUT HAVING A SUMMARY SHEET.
THE DISTRICT AT A GLANCE, HERE'S HOW YOU'RE DOING, BUT OFFICIALLY ASSIGNING A LETTER GRADE TO A DISTRICT.
THERE ARE LOTS OF NUANCES LIKE THAT THAT OCCUR IN ACCOUNTABILITY THAT ARE SELF-IMPOSED COMPLEXITIES.
BUT I DON'T KNOW WHAT THE ANSWER IS TO REMEDY THAT, BUT I DO KNOW THAT THE LONGER I'M IN THE BUSINESS BUT MORE IT SEEMS LIKE IT JUST GETS ADDED TO [INAUDIBLE] ISSUE, THE ADMINISTRATORS ARE GOING TO GET UP TO 30 PAGES OF DATA.
NOT ALL OF IT WILL BE USED FOR ACCOUNTABILITY, MOST OF IT WILL BE INFORMATION ONLY, BUT THEY DON'T HAVE MORE INFORMATION THAN THEY'LL KNOW WHAT TO DO WITH IT.
>> I WAS JUST SITTING HERE AND I WHISPERED TO SANDY, THIS JUST MAKES ME MAD.
JUST IMAGINE THE AMOUNT OF TIME THAT OUR ADMINISTRATORS ARE GOING TO HAVE TO SPEND ON WHAT YOU JUST SAID.
[01:05:03]
FIRST GETTING THAT MESSAGE OUT TO THE TEACHERS AND IF THEY'RE LIKE I'M SITTING THERE THINKING, WHAT IN THE WORLD? WHO IN THE WORLD COMES UP WITH ALL THAT? THAT'S [INAUDIBLE] TIME THAT'S NOT GOING TO BE SPENT ON KIDS AND THAT'S WHY WE'RE THERE TO TEACH KIDS.BUT WE GOT ONE DAY TEST SO WE HAVE TO GET ALREADY [INAUDIBLE] ONE DAY AND THEY WERE JUDGED ON THAT AND WE DON'T EVEN KNOW HOW THE JUDGING, TRULY, YOU DID A GREAT JOB I'M NOT SAYING THAT.
>>THAT'S WHAT I WAS THINKING. I WAS THINKING WHO EVER DREAMED THIS UP?
>> SOMEBODY HAS A LOT OF TIME.
>> SOMEBODY NEEDS IT. TO MAKE IT SEEM LIKE MAYBE WE SHOULD BE ABLE TO BE JUDGED JUST LIKE WE JUDGE OUR CHILDREN ABOUT THEIR PERFORMANCE, AS OPPOSED TO CHERRY-PICKING, MOVING AROUND.
WHEN YOU BROUGHT UP ABOUT THE TWO GROUPS THAT ARE EITHER THE HIGHEST OR LOWEST OF HISPANIC AND WAS WHITE, I'M SITTING THERE THINKING, WELL, PITY THE POOR AFRICAN-AMERICAN KID BECAUSE HE'S NOT GOING TO GET AS MUCH ATTENTION AS THE WHITE AND HISPANIC BECAUSE WE'RE TRYING TO BRING THEM UP.
IT JUST SEEMED LIKE IT CREATES OTHER PROBLEMS. BUT I KNOW IT'S JUST, THEY'RE PROBABLY DOING THE BEST THEY CAN DO, AND YOU'RE DOING THE BEST YOU CAN DO, AND WE'RE DOING THE SAME THING.
>> WELL, I WANT TO TAKE WHAT EVERYONE SAID AND I JUST WANT YOU TO KNOW THAT IT'S EXTREMELY COMPLEX.
YOU WILL NOT BE ABLE TO COMPARE.
I KNOW YOU'RE GOING TO GET A BODY OF RAITING WHICH TAKES YOUR 2022 DATA AND RUNS IT THROUGH THE 2023 SYSTEM SO THEY SAY, WELL, THIS IS SYSTEM IN PLACE LAST YEAR, HERE'S WHAT YOU'RE RAITING WILL BE VERSUS THIS YEAR SO YOU CAN COMPARE.
WHEN YOU REALLY GET TO THE DETAILS, THAT IS AN ATTEMPT AT MAKING IT AN EASY COMPARISON BUT IT DOESN'T GO FAR ENOUGH, AND SO THAT AGAIN, I'M NOT SURE IT'S TREMENDOUSLY HELPFUL.
>> ANY OTHER QUESTIONS FROM MRS. WESLEY? [BACKGROUND]
>> YOU'RE VERY WELCOME [BACKGROUND].
>> IT'S GOOD TO SEE YOU. [OVERLAPPING]
>> NEXT ON THE AGENDA, I'M HAPPY TO REPORT.
WE HAVE ANOTHER REPORT FROM DR. GRIFFITHS.
[IV.C. August 10th Storm Damage Update]
[LAUGHTER].>> GOOD AFTERNOON. WE'RE HERE WITH GREG BALLS AND CHRIS BROWN FROM TARDY SOLUTIONS TO GIVE YOU AN UPDATE OF WHAT'S GOING ON ON THE 8/10 STORM.
IT IS CAUSED CHAOS EARLY ON, BUT THINGS ARE STARTING TO SETTLE IN AND SYSTEMS ARE BEING PUT IN PLACE AND READY FOR IT.
>> THANK Y'ALL. BEFORE YOU TO START ON A FINAL HANDOUT, WE'LL GO OVER SOME OF THE INFORMATION THAT WE COVERED AND THIS WILL GIVE YOU GUYS AN OPTION TO WRITE SOME NOTES AND AFTER OR NOT, THERE'S ANY QUESTIONS WE'RE MORE THAN HAPPY TO ANSWER.
>> AS LONG AS IT'S NOT DIFFICULT AS THE LAST. [OVERLAPPING] [LAUGHTER]
>> NO. WE'RE TRYING TO GET THIS ONE IS THIS REALLY QUICK FOR YOU GUYS.
CHRIS BROWN IS OUR PROJECT MANAGER.
HE'S BEEN ON SITE SINCE WE GOT HERE ON THAT PROJECT WAS FORMED, SO HE'S BEEN THE BOOTS ON THE GROUND, SO IF THERE'S ANY QUESTIONS, FEEL FREE TO ASK ONE OF US, WOULD BE HAPPY TO HELP YOU GUYS OUT.
WORK COMPLETED TO DATE, MERCHANT SITE CLEAN-UP WAS AT THE CAMPUSES OF FARIS WITH REOPEN WITH DENVER BE DOWN OR THE BUS BARN IN THE HERSHEY WATER MITIGATION.
AS WE DISCUSSED IN THE PREVIOUS BOARD MEETING, THERE WAS WATER DAMAGE TO THE LIBRARY IN THE MIDDLE ROOM DOWNSTAIRS THAT WAS TAKEN CARE OF.
TIN ROOF INSTALLATION, WHICH IS TRUTH OVER THE HERSHEY LIBRARY AND THE TEMPERATURE WAS ALSO DONE WITH THE DENVER ALTERNATIVE SCHOOL.
AS FAR AS THE PERIMETER ROOF REPAIRS FOR OUR HERSHEY ON, WE HAVE OUR PRELIMINARY NUMBERS ARE PROVED BY CASPI LAST WEEK AND THEN WE HAD A MEETING BHOPAL LAST THURSDAY.
WE'VE GIVEN SOME NUMBERS AND ALSO DENVER PROVIDED AN ALTERNATIVE ROOF SYSTEM THAT WE BROUGHT UP THROUGH THE SCHOOL DISTRICT.
WE WILL BE WORKING ON THOSE CONTACT DETAILS AND PROPOSAL, HOPEFULLY GET THAT OUT PRETTY SOON.
SVD AND FFP, THOSE WERE THE MATERIALS THAT WERE TAKEN FROM THE PORTABLE BUILDINGS BEHIND THE DENVER ALTERNATIVE SCHOOL.
THEY WERE CLEANED AND DISINFECTED AND WERE ABLE TO BE PROVIDED BACK TO THE SCHOOL DISTRICT PROBABLY LEAVING THE LAST WEEK.
HERE'S SOME PICTURES FROM HERSHEY.
THE PICTURES ON THE FAR LEFT AND THE FAR RIGHT OF THE TEMP ROOF THAT WAS COMPLETED.
THAT FIRST WEEKEND WHERE THE STORM HAPPENS.
THE MIDDLE PICTURES ARE SOME OF THE WATER DAMAGE MITIGATION AND EQUIPMENT THAT WAS USED TO DO THE FULL TRIAL.
ALL OF THOSE REPAIRS WERE COMPLETED SUNDAY, MONDAY, RIGHT AFTER THE SWARM BIT THURSDAY, WE WERE ON THE GROUND THAT UP ON FRIDAY.
WE'RE ABLE TO GET A LOT OF PEOPLE HERE AND GET EVERYTHING TAKEN CARE OF.
[01:10:04]
AS FAR AS THE DENVER ALTERNATIVE SCHOOL GOES WE HAD THE TEMPORARY INSTALLATION FOR THE NORTHEAST AND NORTHWEST WINGS OF THE BUILDING, COMPLETED.THE TEMP FRAMING FOR THE SOUTHWEST, WHICH WAS ROOFED ELSE COMPLETELY BLOWN OFF.
THAT IS DEPENDING THE ASBESTOS SURVEY AND OUR NUMBERS GET APPROVED, THOSE REPAIRS CANNOT BE DONE UNTIL WE GET THE ASBESTOS, NOT TAKING CARE OF FIRST, FENCING THE SOLE AROUND THE SIDE, CHRIS DID A GREAT JOB OF REACHING OUT TO MULTIPLE CONTACTS, CONTRACT AGREEABLE TO GET THAT FITS IN.
WHAT MAYBE TWO OR THREE WEEKS AGO?
>> SAMPLING OF AVIAN PROTOCOL DEVELOPED.
WE'RE FINALIZING OUR PROPOSAL TO PROVIDE TWO TASMANIAN THE SCHOOL DISTRICT FOR APPROVAL USABLE WATER FOUND IN THE ABILITY FOR MANUAL WORK.
THAT WAS SOMETHING THAT WAS A CONCERN, WHERE I WAS TO GET THAT TAKEN CARE OF AND TEMP ELECTRICAL POLL TO BE INSTALLED FOR AVIAN WORK WILL BE COMPLETED AS SOON AS THOSE PROPOSALS ARE DONE AS WELL.
HERE'S SOME PICTURES FROM THE DENVER ALTERNATIVE SCHOOL.
THE FIRST FEW PICTURES ARE THE TEMP ROOFING THAT WAS PUT IN.
THEN TO THE RIGHT, WE HAVE THE TEMP FENCING TO HOPEFULLY KEEP MOST OF THE PEOPLE AWAY FROM CAMPUS AND NOT HAVE ANY LIABILITY OR CONCERNS.
THESE PICTURES RIGHT HERE, THE TOP ONE IS THE PORTABLE BUILDING THAT WAS TEMP ROOF.
THEN WE HAVE THE MATERIAL THAT WAS CLEANED AND DISINFECTED.
WE HAVE TWO HAPPY TEACHERS WERE HAPPY TO HEAR A LOT OF THE MATERIALS.
BUT OVERALL, IT'S BEEN A VERY BUSY LAST COUPLE OF WEEKS.
WE STILL HAVE A COUPLE MORE ITEMS TO WORK, WHETHER THE REBUILD OF THE DEMO, WE'LL TAKE PART IN THE DENVER ALTERNATIVE SCHOOL.
WE ALSO HAVE TO WORRY ABOUT THE ASBESTOS ABATEMENT WITH THAT.
THEN AS FAR AS FIRST SHE GOES OVER WEIGHTING IS TO GET HER UPDATED ROOF SYSTEM ALTERNATIVE, BUSTLE WON'T BE PROVIDED.
THEN ONCE WE GET THAT, WE COULD PROBABLY HAMMER THAT ROOF MAYBE 30-45 DAYS.
BUT OTHERWISE, WE'VE REALLY APPRECIATED WORKING WITH YOU GUYS.
IF THERE'S ANY QUESTIONS, MYSELF AND CHRIS WOULD BE HAPPY TO ANSWER ANYTHING FOR YOU GUYS.
>> HOW LONG THE ABATEMENT TAKE PLACE?
>> WELL DEPENDING ON WHICH ROUTE IS TAKEN ONE OR TWO MONTHS, BASICALLY FOR THE ABATEMENT OF COURSE, THAT'S JUST THE ABATEMENT ONLY.
>> WILL THAT ABATE THE WHOLE BUILDING OR JUST THE PART THAT'S BEEN DAMAGED?
>> WELL, THE WHOLE BUILDING IS CONSIDERED WITH THE BEST SETTING BECAUSE WE HAD PLANNED DEBRIS THAT HAD ITS TRANSFER IN OTHER AREAS THAT WEREN'T AS DAMAGED AS OTHER AREAS.
>> I THOUGHT THERE WERE SOME AREAS HERE OF BUILDING THAT WERE NOT DAMAGED AT ALL.
>> LIKE OVER IN THE KITCHEN AREA OR THE TEACHERS LIKE THE FAR LEFT OF THE ROOM?
>> YES. BUT YOU HAVE SOME SEALANT TOWELS BUT IT DID FALL AND THEN THERE IS THE ASBESTOS AND THE PLASTER ABOVE THEM.
THEN AS WELL AS LIKE I SAID, SOME WINDOWS THAT WERE BLOWN OUT, DEBRIS, SCATTERED IN THE BUILDING.
>> IS THE PLAN TO REFURBISH THE BUILDING [OVERLAPPING]
>> DETERMINATION BASED ON THAT FINAL DETERMINATIONS, BUT THEY FIND AND THEN THIS BOARD WILL MAKE A DECISION BASED ON THAT.
>> BUT THERE IS ASBESTOS IN PRETTY MUCH THE ENTIRE BUILDING MIGHT BREATH AT ON THE ROOF TOP, AS WELL AS ON THE GROUNDS AROUND THE BUILDING.
>> I THINK EVEN WHEN ALL THE ASBESTOS IS TAKEN CARE OF, WE SELL TALKING ABOUT ADA ISSUES AND REVEALING TO CODE THOSE COSTS.
THERE'S A LOT OF DISCUSSIONS TO BE MADE.
>> ON THE FOURTH BULLET IT SAYS THAT THE REPAIRS HAVE TO BE APPROVED BY TASB.
IS IT BECAUSE WE FIRE INSURANCE DEPENDS WITH, BUT IT'S CORRECT.
WELL, I'VE HEARD GREAT THINGS THAT Y'ALL WERE JOHNNY ON THE SPOT FOR US, SO WE CERTAINLY APPRECIATE THAT.
>> NO PROBLEM. THE FACT THAT WE WENT FROM AN 810 TO OPENING UP SCHOOLS, NOT MISSING A BEAT, MOVING EVERYONE OUT OF DENVER GOING OVER UP THERE, HAS JUST BEEN AN INCREDIBLE THESE GUYS HAS DONE ABSOLUTELY FABULOUS JOB.
HOW THINGS WORK. FARIS ENDED UP BEING OUR LABOR DENVER, LAMAR ENDED UP BEING A PLACE WHERE THEY WERE ABLE TO TAKE THE STUFF AND MATERIALS [INAUDIBLE].
WE'VE BEEN UTILIZING OUR BUILDINGS AS MUCH AS POSSIBLE.
WE APPRECIATE WORKING WITH YOU.
>> NEXT ON THE AGENDA IS CHIEF SMITH AND HE'S HERE FOR ACTION ON AN ITEM.
NO, I'M SORRY. WELL [BACKGROUND].
THANK YOU. THIS IS ANOTHER REPORTER.
>> ANOTHER REPORT [INAUDIBLE].
I JUST THOUGHT THAT DESIGNING AND BUILDING OF
[IV.B. Construction Update for WF Legacy High School and WF Memorial High School]
SCHOOLS HAS THE BOND ISSUE AND GETTING TO BUILD THE NEXT LONGEST WAS COMPLICATED.[01:15:06]
BUT MY HAND'S OFF TO [BACKGROUND] [LAUGHTER] IT JUST MAKES OUR JOB LOOK VERY SIMPLE.WE SAID THAT MONTH AFTER MONTH, THAT IS STILL MOVING VERY QUICKLY.
WE ARE NOW AT THE POINT WHERE EVERY DAY COUNTS. IT'S CRUNCH TIME.
IF YOU'VE ASKED THE LESS TALKING ABOUT LATENCY, WORK IN PROGRESS, WE'RE FINALLY, WE GOT GAS, ELECTRIC METERS RELEASED.
WE HAVE DONE SOME POOL POLISHING.
WE HAVE DONE WITH INSTALLS, DOORS, AND HARDWARE WHERE CONTAINERS STORE FOR INSTALLATION.
YOU SEE THE BREAK AS YOU DRIVE BY OCCASIONALLY YOU'LL SEE THAT THE FREQUENCY HERE IS GOING TO BE PART OF THE ROUND, AND WE'RE ACTUALLY MAKING GOOD PROGRESS ON THE TRACK NOW.
LOOKING AHEAD, WE ARE GOING TO BE CONTINUING PAINTING COURSE RIGHT NOW BECAUSE WE'RE NOT COMPLAINING.
YOU'LL SEE SOME GUYS OUT THERE DANCING BECAUSE IT RAINED AND LET THE HEAT CHANGE, BUT YOU'LL SEE IT GOING GUYS OUT THERE.
THEY'RE NOT HAPPY TO TRY POURED CONCRETE OR TRYING TO DIG IRRIGATION LINES, DITCHES AND SO, BUT WE'RE NOT COMPLAINING.
AUDITORIUM STRUCTURE AND FRAMING, OVERHEAD, WORST CONTINUING WALL TEXTURE AND PLAYING THROUGHOUT THE BUILDING.
COMPETITION GYM, YOU'LL SEE PICTURES OF THOSE BLEACHER SEATING IS BEING POURED, DOOR HARDWARE INSTALLATIONS THROUGHOUT THE BUILDING.
WE HAVE THE LINK AS ALWAYS, AND THEN WE'LL RUN THROUGH A COUPLE OF PHOTOGRAPHS HERE.
YOU'LL SEE WHERE THEY'RE BRINGING IN THE TRACK SUBBASE AND BEING MAKING THE TRACK SUPPORT BASE THERE WITH ALL THE ROCK.
YOU'LL SEE TAPE BED AND TEXTURE THROUGHOUT THE BUILDING GOING ON.
YOU WILL SEE THEN FURTHER WORK ON THE OUTSIDE OF THE BUILDING THERE ON OUR EDGE.
AREA A BRICK AND A BEING AT THE FRONT OF THE BUILDING.
THEY'RE IN EDUCATION AWAITING COMPETITION GYM FOR THE RISER WE TALKED ABOUT EARLIER.
ALL THE SEATING HEAD STILL AND PUT IN PLACE FOR THE SEATING AND THEN CONCRETE TOPPING PORT AND ALL THAT, SO THAT'S THE RISERS.
THEN WE HAVE THE METAL WALL PANELS WERE WORKING ON THE OTHER PART ABOVE THE BRICK, WE ARE PUTTING METAL PANELS ON OUTSIDE OF THE GYM, AND THEN YOU SEE AN AREA CD THERE.
THE ADMIN SCIENCE AND COMMONS AREA THAT PUTTING IN TILES, AND SOME CORRIDORS ALONG THAT AREA, AND YOU'LL SEE THAT THEY'VE GOT POLISHED CONCRETE.
YOU SEE BY THE SHINE AND THE GOLF SMOKE FROM THE LIFE THAT THEY'VE GOT TO PASS YOU'VE DONE THERE AND THEN PUTTING TILE UP.
YOU'LL SEE AN AERIAL VIEW HERE.
SHOWS YOU ALL THE ROOFTOP UNITS THAT HAVE BEEN IN PLACE.
YOU SEE THE AMOUNT OF PAINT HAS BEEN DONE AND YOU SEE OTHER PREP PAINTING GOING ON HERE AT THE BUS LOOP, AND SO IS CONTINUAL WORK ON THE SITE.
NOW, YOU SEE PROGRESS ON THE SIDE AS MUCH AS YOU USED TO SEE ON THE BUILDING GOING IN AND YOU'LL NOTICE THE PROGRESS THAT'S SHOWN AS MENTIONED REALLY NOW BECAUSE WE'RE INSIDE FINISHING.
BUT NOW YOU SEE THE PROGRESS BEING MADE INSIDE.
THE WORK IN PROGRESS AUDITORIUM.
THE JOB BOARD BUILD-OUT, CONTINUED FINAL PAINTING, THE STORM SHELTER PLACE WHERE THE KITCHEN FREEZER SO WE'RE MAKING SOME PROGRESS INSIDE OF THE BUILDING AND THE KITCHEN AREA.
POURING PAVEMENT, SIDEWALK AROUND THE BUILDING AND INSTALLING WOOD PANELS WERE FINALLY HAVING SOME PANELS, SOME TRIVIAL PUT UP INSIDE THE COMMONS AREA.
LOTS OF TAPE BED AND FLOATING CONTINUING GRID, SO THROUGHOUT GRID BEING PUT UP, CEILING TILES BEING PLACED, LOT FISSURES BEING HUNG, AND THEN WE'RE ACTUALLY WORKING WITH TENNIS COURTS NOW FINALLY.
LOOKING AHEAD, WE WILL CONTINUE TO TAKE RED AND FLOATING AND THE ROCKY INSTALLATION AT THE G-ROCK INSTALLATION AROUND THE KITCHEN AREA.
THE TESTS FOR GRADING WILL BE ONGOING.
WE'LL DO MORE OF BRICK VENEER WORK AND WORK AROUND THE KITCHEN AND MORE SOOTHING WORK AND SO MEMORIAL, THEY'RE A LITTLE HEAD OF LEGACY SALES SO YOU CAN SEE THE PROGRESS MADE IT A LITTLE BETTER.
THEY'RE INSIDE THE COURTYARD THERE.
THAT BREAK IS GOING ALL THE WAY UP TO THE TOP OF THE WALL.
THERE YOU SEE THERE ARE ABOUT TO COMPLETE THAT PART. THE AUDITORIUM.
YOU SEE THE SCALE OF THE AUDITORIUM, WHAT WE'RE DOING, WE'RE WORKING UP HIGH AND AUDITORIUM RIGHT NOW.
THEN THE NEXT SLIDE YOU SEE INSIDE THE AUXILIARY GYM AND SEEK WERE THERE PAINTING AND FINISHING OUT THE CEILING AREA THERE.
THERE'S A LOCKER ROOM AND WORK GOING ON.
NOW YOU CAN SEE THE ROUGH HAND WORK THERE IN THE LOCKER ROOM STYLE
[01:20:01]
YOU THAT'S BEEN TOWARD THE END OF THE PROGRESS THAT WE'RE FILING INSIDE THE ATHLETICS AREA AND WORKING ON THE LOCKER ROOMS, COMPETITION GYM CMU, THE CONCRETE MASONRY UNITS, CONCRETE BLOCK, AND THE UPPER SEATING AREA THAT'S BEING FINISHED OUT, AND THEN THE BAND REHEARSAL HALL AND YOU SEE THEIR FLOORS BEING DONE.WE'RE WORKING ON POOL POLISHING AND YOU SEE THAT WE'VE BEEN PAINTING AND MAKING PROGRESS IN SCIENCE THERE.
OVERALL, PICTURE FROM A DIFFERENT DIRECTION.
YOU CAN SEE THAT WE ACTUALLY IN THIS HEAT AND WITHOUT ANY WATER, WE HAVE GRASS GROWING.
YOU CAN IMAGINE HOW MUCH WATER IS TAKING TO GET THAT GOING, BUT WE REALLY NEEDED THAT.
THIS SUMMER, WE'VE BEEN HERE AT THE END OF SUMMER.
WHAT WE REALLY NEED TO ESTABLISH THAT YOU GET THROUGH THE WINTER, SO WE HAVE A FULL GROWTH NEXT YEAR TO ESTABLISH, HAVE A GREAT ESTABLISHED FIELD, AND SO IT WILL BE PUSHING FORWARD ON ALL THE GREEN AREAS, GETTING THOSE GOING ALSO.
THAT'S THE REPORT ON THE PHOTOS.
BUT JUST TO BRING YOU UP-TO-DATE, WE ARE AT CRUNCH TIME AND SO IT FINISHING MEANS SOMETHING DIFFERENT TO CUT DIFFERENT PEOPLE, AND SO OBVIOUSLY, STRUCTURALLY WE HAVE A [NOISE] GOOD DAY.
WELL, THAT CONTRACT IS AFFECTED IN DATE, IS AFFECTED BY LOTS OF THINGS DISAFFECTED BY TEXAS AND THE CITY [NOISE] AND ENCORE.
WE'VE HAD DELAYS WITH NOTHING, SO AS WE MOVE FORWARD, WE'RE STILL ON SCHEDULE, BUT EVERY DAY COUNTS NOW AS WE MOVE FORWARD, WE HAVE TO MAKE SURE THAT WE DON'T STUMBLING WHERE WE DON'T HAVE DELAYS, THAT WE CAN AVOID.
WE STILL HAD TO COORDINATE WITH THE CITY WHEN PEOPLE CAN MOVE IN WHEN WE MOVING FURNITURE, THAT'S A MOVING DATE.
WE HAVE TO BE ABLE TO DETERMINE WHEN WE CAN HAVE TEACHERS AND WHEN WE DIDN'T HAVE STAFF IN.
IT PEOPLE OBVIOUSLY HAD BEEN FIRST, BUT THEY'LL BE AN ISSUE WHERE WE'LL WANT TO GET INTO THE BUILDING AND THE CITY IS NOT GOING TO LET US GET ANSWER'S GOING TO BE A LITTLE BROTHER THERE ARE SOME COMING ALONG, I CAN PROMISE YOU, SO JUST UNDERSTAND THAT FROM THIS POINT FORWARD.
AS YOU HEAR PEOPLE TALKING ABOUT, ARE WE GOING TO BE ALL TOGETHER? NOT THE SCHEDULE IS WE'RE GOING TO OPEN SCHOOL.
THERE MAY STILL BE WORTH GOING OLDER.
THERE MAY STILL BE THINGS MAY TOUCH THAT.
THERE MAY BE ISSUED BETWEEN NOW AND THEN WITH THE CITY OR WHITMAN, WITH THE TEXT DOT OR WHATEVER, WE'RE STILL LOTS OF WORK TO DO, AND WE HIT CRITICAL PATH AT THE BEGINNING.
SUDDENLY IT WAS CRITICAL THAT CERTAIN SEGMENTS HAD TO BE COMPLETED BEFORE THE NEXT SEGMENT CAN START.
OTHER PARTS PAINTING SOME OF THE ATHLETIC WORK.
SOME PAINTING OF SOME OF THOSE LIVE EVENTS THAT HAVE HAPPENED IN THE SCHEDULE, BUT WE ALWAYS FOLLOW THE CRITICAL PATH.
WELL, NOW WE'RE AT THE CRITICAL PATH AND THERE'S NO MORE ROOM TO ADJUST THINGS, SO WE WILL BE BRINGING YOU UPDATES, WILL KEEP YOU POSTED.
WE'LL BE TALKING ABOUT ISSUES THAT WE HAVE TO COORDINATE, SO YOU COULD IMAGINE YOU ALL WHO ARE HERE DOING THE CDC.
THE WORK IT TOOK FOR WFISD TO MOVE AND COORDINATE UNIT UP AND GOING.
THINK ABOUT BUILDING ABOUT THREE TIMES THAT SIZE AND DOING TWO OF THOSE.
YOUR HANDS WILL BE FULL WITH THE RESPONSIBILITIES OF THE CURRENT THAT WE HAVE.
I SAID THAT WE HAVE ASD AS NEW AS AN OWNER AND THE CORRELATION, SO WE'LL ALL BE COORDINATING TOGETHER WITH WIDELY TAUGHT ON THE CONSTRUCTION AND THE CITY.
IT'S GOING TO BE A STRESSFUL FEW WEEKS, FEW MONTHS, AND AS WE GET TOWARD THE END OF LOUIS, HAVE TO ALL WORK TOGETHER TO GET THERE.
BUT JUST LETTING YOU KNOW THAT EVERYBODY UNDERSTANDS RIGHT NOW THAT WE'RE PUSHING THE CONTRACTORS, PUSHING, EVERYBODY'S PUSHING TO TAKE ADVANTAGE OF EVERY DAY. ANY QUESTIONS?
>> HAVING ANY SUPPLY BUILDING APPLIED TO PLOT THE CHAIN ISSUES OR?
>> NOT AT THIS SECOND, WE HAVE HAD SOME AND OUR ENCORE, WE'VE HELPED TO HAVE HAD ELECTRICITY ALL BEFORE, BUT WE'VE GOT DEALT WITH ELECTRICITY ALL NOW, AND SO WE'RE ABLE TO START DOING SOME OTHER THINGS THAT WE HOPE TO BE DOING ABOUT A MONTH OR SO AGO THAT HAS KILLED US.
BUT EARLY ON IT DOESN'T SOUND LIKE IT'S IMPORTANT THAT CAN, IT FEELS MORE IMPORTANT THIS TIME WITH THOSE GUSHY, WE'D HAVE THAT DOUBLE OR THERE COULD BE SOMETHING ELSE.
>> EVERY PROJECT THAT YOU DO IF YOU CAN FINISH.
BUT THIS WANT TO DEAL WITH ALL THE SUPPLY ISSUES WE HAD EARLY ON.
IF WE HADN'T HAD THIS LONG, THE BUILDING CONSTRUCTION WOULD BE A REAL FIRM.
ALL THIS PROJECTS HAS STARTED.
YOU WERE BUILDING A SMALLER SCHOOL AND YOU ALREADY HAD A YEAR CONSTRUCTION TIME ALLOTTED, YOU DIDN'T MAKE THAT.
IF YOU HAD 18 MONTHS, YOU WERE DELAYED.
BUT IT'S JUST WE'RE VERY FORTUNATE THAT WE STARTED OUR PROJECT.
WHEN WE DID, THAT, WE'D HAD JUST LENGTHENS AND CONSTRUCTION SCHEDULES.
>> DESPITE THAT, HE CAN PLAY TO YOUR ADVANTAGE AND.
>> IT DID HELP. SO OUR WORK DAYS, WE HAD THE RAIN DAYS, OBVIOUSLY.
WE'VE HAD SOME, WE'VE TALKED ABOUT EACH ONE, YOU WOULDN'T THINK THAT WOULD HAVE AN ISSUE WITH EVERYDAY,
[01:25:03]
SO WE WERE RAISED MORE TIME AGREE AND THE RAIN.NOW FOR TWO OR THREE WEEKS AT A TIME, JUST ONE DAY A WEEK OR THIS TIME.
[LAUGHTER] THAT'S ALL IT TOOK.
>> ANYTHING YOU'RE WAITING ON THAT SCHOOL DISTRICT REGARDING ANYTHING THAT COULD.
>> NO, YOU ALL TODAY, IT'S JUST GOING TO GET REALLY CRUNCH TIME FOR YOU ALL VERY, VERY SOON.
SO WE'RE WORKING WITH THE STAFF AND PETER OLINTO ON ALL THE ISSUES ABOUT NEW FF&E, OLD FF&E THAT HAS TO BE MOVED WITH THE CITY WHEN THEY'VE ALLOWED US TO MOVE THAT IN BASED ON AS WE FINISH SEGMENTS OF THE BUILDING IS GOING TO BE VERY COMPLICATED.
IT'S COMPLICATED AS WELL. I JUST HEARD, BECAUSE [LAUGHTER] BUT VERY COMPLICATED.
[NOISE] NOW I'M BACK ON TRACK [INAUDIBLE].
[IV.D. HB3 Resolution]
HARDING HOUSE BILL 3.>> HELLO. [INAUDIBLE] AFTERNOON, MADAM PRESIDENT AND BOARD OF TRUSTEES IS DR. LEE, ADMINISTRATIVE RECOMMENDATION THAT WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, BOARD OF TRUSTEES, CONSIDER A RESOLUTION, DECLARE A GOOD CAUSE EXCEPTION FOR HOUSE BILL 3.
ARMED SECURITY OFFICER REQUIREMENTS FOR APPROVAL AS SUBMITTED BY ANTHONY SMITH TO REPLACE AND RECOMMENDED DR. LEE.
SECTION 37.0814 OF THE TEXAS EDUCATION CODE REQUIRES THE BOARD OF TRUSTEES AT EACH SCHOOL DISTRICT TO DETERMINE THE APPROPRIATE NUMBER OF ON-SCREEN OFFICERS FOR EACH DISTRICT CAMPUS, [NOISE] 37.0814A OF THE TEXAS EDUCATION CODE REQUIRES A WARRANT TO ENSURE THAT AT LEAST ONE ARMED SECURITY OFFICER IS PRESENT DURING REGULAR SCHOOL HOURS AT EACH DISTRICT CAMPUS, 37.0814B OF THE TEXAS EDUCATION CODE REQUIRES THAT AT LEAST ONE ON-SCREEN OFFICER AT EACH CAMPUS CAN BE CAMPUS VIA COMMISSION PEACE OFFICER, NAMELY A SCHOOL DISTRICT PEACE OFFICER, A SCHOOL RESOURCE OFFICER, OR A COMMISSION TO PEACE OFFICER, EMPLOYED AS A SECURITY PERSONNEL UNDER 37.081 OF THE TEXAS EDUCATION CODE.
THE TEXAS EDUCATION CODE PROVIDES THAT THE BOARD OF TRUSTEES AT A SCHOOL DISTRICT IS UNABLE TO COMPLY WITH THIS SECTION THAT THE BOARD, THEY CLAIM A GOOD CAUSE EXCEPTION IF THE DISTRICT NONCOMPLIANCE IS DUE TO THE AVAILABILITY OF FUNDING OR QUALIFIED PERSONNEL.
WHAT THAT IS THE DISTRICT IS DOING A GREAT JOB, FINANCES IS MADE SURE THAT WE HAVE THE FUNDING AND THE AVAILABILITY TO HIRE THOSE OFFICERS, BUT JUST AS WE'RE SEEING ONLY NATIONALLY BUT LOCALLY ON THE MEDIA, THERE'S BEEN SEVERAL ARTICLES AND STUFF TALKING ABOUT THE OFFICER SHORTAGE NOT ONLY NATIONWIDE, BUT HERE LOCALLY AS WE DISCUSSED, IT'S NOT JUST ABOUT HIRING OFFICERS WHO WANT TO MAKE SURE THAT WE'RE HIRING QUALITY OFFICERS, WE'RE NOT JUST HIRING BODIES.
WE WANT TO MAKE SURE THAT THE OFFICERS THAT WE HAVE HERE TAKING CARE OF BUSINESS ARE FIT FOR THE POSITION.
MOSTLY THE RESOLUTION IS JUST FOR A GOOD CAUSE EXCEPTION SO THAT BASICALLY A LACK OF AVAILABLE QUALIFIED PERSONNEL.
THEN ALSO WE HAVE A PLAN TO GET THAT TO REMEDY TO BE AS SOON AS POSSIBLE.
WHAT THAT LOOKS LIKE IS WE'VE CURRENTLY HIRED SIX OFFICERS CURRENTLY.
SOME OF THOSE ARE ALREADY GETTING INTO FISHING OF THE TRAINING AND GOOD AND GETTING OUT TO THE CAMPUSES, AND THEN WE'RE ALSO GOING TO BE HIRING SOME MORE.
WE'RE ON TRACK, WE HAVE A PLAN, AND THIS IS JUST SOMETHING THAT RESOLUTION THAT'S REQUIRED [NOISE] JUST JUDGE FOR YOU GUYS TO TAKE ACTION AND THEN TURN TO HOW THIS IS NOT SOMETHING WE'RE SENDING OFF THAT WE JUST TO HAVE SOMETHING IN PLACE ON THE PLANET FOR.
>> CURRENTLY RIGHT NOW [OVERLAPPING].
>> IT WOULD BE 11 SHORT RIGHT NOW.
>> NO, MA'AM. WITH WHAT WE HAVE RIGHT NOW, YES,11. SORRY, YOU'RE CORRECT.
>> THAT PRESERVES ALL ELEMENTARY CAMPUSES?
>> YES, SIR. ALL OF OUR SECONDARY CAMPUSES, THE CCR HUSTLE GUYS, THEY ARE STAFFED, AND THEN ALSO, AS MENTIONED, WE'RE FINISHING UP WITH SOME OF THE OFFICERS THEY'RE CURRENT FINISHING THEIR TRAINING, AND THEN WHAT THAT WILL LOOK LIKE IS THEY'LL BE OFFICERS ASSIGNED TO THE CAMPS, SO THEY'LL HAVE THIS FOR THE FORESEEABLE FUTURE, BUT WELL-SERVED WITH 23 OR 24 CAMPS AND THEN THAT NUMBER WILL SHRINK UNTIL WE MEET THE GOAL OF HAVING THE PARAMETER OF ONE PER CAMPUS.
>> WHAT DOES THIS MEAN TO US FINANCIALLY AT BUDGET STANDPOINT, IS THIS A FUNDED MANDATE?
>> NUMBER HB-3 WAS FUNDED, BUT WE DON'T HAVE AN EXACT PER PUPIL FUNDING AND WE'LL HAVE MORE INFORMATION ON THAT, BUT THIS ISN'T, THIS ONE OFFICER FOR EVERY CAMPUS, THE IDEA BEHIND IT AND THE
[01:30:01]
TA THE LEGISLATIVE SESSION CAME OUT SO WE'RE GOING TO FUND YOU FOR THAT.THIS ISN'T COMING OUT OF A 199 A LOT IN THAT PERIOD.
YOU WANT TO TOUCH ON THAT ANYMORE THAN WHAT I SAID?
>> THEY WERE GOING TO GIVE A PER PUPIL PER STUDENT AMOUNT AS WELL AS PER CAMPUS AMOUNT AND CHIEF SMITH NEEDED 16.
WE BUDGETED 16 ADDITIONAL OPEN POSITIONS AND HE'S BEEN ABLE TO FILL SIX OF THEM.
>> OKAY, GREAT. WE'RE MAKING PROGRESS.
>> WE JUST DON'T WANT TO HIRE AN OFFICER HAS TO BE COMPLIANT BECAUSE THE ISSUE.
>> ANYBODY ELSE HAVE ANY QUESTIONS?
>> I MAKE A MOTION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ADOPTS THE REFERENCE RESOLUTION TO DECLARE A NEW CAUSE EXEMPTION FOR HOSPITAL 3 ARMED SECURITY OFFICER REQUIREMENT FOR APPROVAL AS SUBMITTED BY ANTHONY SMITH, CHIEF POLICE, AND RECOMMENDED BY DR.
>> THANK YOU BOTH. I BELIEVE I NEED TO READ THE RESOLUTION INTO THE RECORD, SO IF YOU ALL BEAR WITH ME AND THAT'S IT, YOU'LL FOLLOW ALONG WITH ME, I APPRECIATE IT.
THE RESOLUTION READS, WHEREAS, SECTION 37.0814 THE TEXAS EDUCATION CODE REQUIRES THE BOARD OF TRUSTEES OF EACH SCHOOL DISTRICT SHALL DETERMINE THE APPROPRIATE NUMBER OF ARMED SECURITY GUARDS FOR EACH DISTRICT CAMPUS.
WHEREAS SECTION 37.0 814 BRANDS A CLOSE FRIENDS OF THE TEXAS EDUCATION CODE, REQUIRES THE BOARD TO ENSURE THAT AT LEAST ONE ARM SECURITY OFFICER IS PRESENT DURING REGULAR SCHOOL HOURS AND EACH DISTRICT CAMPUS.
WHEREAS SECTION 37.0814 C OF THE TEXAS EDUCATION CODE, PROVIDES THAT IF THE BOARD OF TRUSTEES AT THE SCHOOL DISTRICT IS UNABLE TO COMPLY WITH THIS SECTION, THE BOARD MAY CLAIM WITH GOOD CAUSE EXCEPTION IF THE DISTRICTS NON-COMPLIANCE IS DUE TO THE AVAILABILITY OF FUNDING OR QUALIFIED PERSONNEL.
WHEREAS THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES DESIGNATES DR. DONNY LEE, SUPERINTENDENT, AS THE GUARANTEE AUTHORIZED OFFICIALS.
THE AUTHORIZED OFFICIAL HAS GIVEN THE POWER TO APPLY FOR, EXCEPT, REJECT, ALTER, OR TERMINATE THE GRANT ON BEHALF OF THE APPLICANT AGENCY.
NOW, THEREFORE, BE IT RESOLVED THAT THE BOARD OF TRUSTEES AND THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, HEREBY DETERMINES THAT THE SCHOOL DISTRICT IS UNABLE TO ENSURE THAT AT LEAST ONE ARMED SECURITY OFFICER AS DEFINED BY LAW IS PRESENT DURING REGULAR SCHOOL HOURS IN EACH DISTRICT CAMPUS.
BE IT FURTHER RESOLVED THAT THE BOARD OF TRUSTEES DETERMINES THAT THE DISTRICTS NON-COMPLIANT IS DUE TO THE LACK OF AVAILABLE QUALIFIED PERSONNEL.
THIS SHORTAGE OF QUALIFIED PERSONNEL IS AN ISSUE THAT HAS AFFECTED AGENCIES BOTH NATIONALLY AND LOCALLY.
WFISD HAS BUDGETED TO MEET THE REQUIREMENT OF HOUSE BILL 3 AND IS ACTIVELY RECRUITING AND HIRING QUALIFIED CANDIDATES WITH A PLAN TO BE FULLY STAFFED FOR THE MANDATE NO LATER THAN THE '24, OR '25 SCHOOL YEAR.
FINALLY, BE IT RESOLVED THAT THE BOARD OF TRUSTEES, HAVING CLAIMED A GOOD CAUSE EXCEPTION WILL DEVELOP AND DOCUMENT AN ALTERNATE STANDARD WITH WHICH THE DISTRICT IS ABLE TO COMPLY IN ACCORDANCE WITH SECTION 37.0814D AND E OF THE TEXAS EDUCATION CODE.
THIS IS ADOPTED ON THE 12TH DAY OF SEPTEMBER 2023 BY THE BOARD OF TRUSTEES.
ARE THERE ANY OTHER QUESTIONS OR COMMENTS BEFORE WE VOTE? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN.
SO IT PASSES 7-0. THANK YOU [INAUDIBLE]
>> [INAUDIBLE] DISCUSS THE PER CAMPUS REQUIREMENT OR JUST DISCUSSED SO ON THAT IT TALKS ABOUT THE BOARD IS TASKED WITH DUMPING OUT HOW MANY OFFICERS PER CAMPUS IS WHAT WILL FOLLOW.
JUST I GOT MY RECOMMENDATION IS TO FOLLOW THE NASRO RECOMMENDATION WHICH IS 1,000:1 RATIO.
WITH THAT, OBVIOUSLY AT OUR SECONDARY CAMPUSES, WHERE WE'RE ON PER WITH THAT.
AT THE ELEMENTARY CAMPUSES, OBVIOUSLY, WE'RE UNDER THAT WITH 1,000:1 RATIO, SO THAT'S MY RECOMMENDATION ON THAT.
THEN WHEN WE MOVED TO HOSPITALS 3-32 THE NUMBERS WILL MIRROR EACH OTHER AGAIN, SO YOU CAN HAVE SEVERAL MEMBERS, WOULD THAT OFFICER THAT GOES FROM ONE CAMPUS, FROM A THREE IN MY ON CAMPUS.
>> WE'VE HEARD THAT FOR EVERY THOUSAND STUDENTS, YOU'RE GOING TO HAVE AN OFFICER.
SO IF WE HAVE 1,600 STUDENTS, ARE YOU GOING TO HAVE TWO OFFICERS?
>> CURRENTLY, WE HAVE THAT NOW AND WE HAVE ONE OFFICER FOR EACH CAMPUS.
[01:35:01]
NO MATTER WHAT OUR NUMBERS ARE NOW THAT'S WHAT WE HAVE.>> WE WILL STAY WITH ONE AT EACH STUDENT?
>> DOES THAT REQUIRE ANY ACTION?
>> ALL RIGHT. GREAT. THANK YOU.
>> [BACKGROUND] LOOK AT A FEW ITEMS HERE, SOME NEED ACTION AND SOME, BOTH SEATED ACTUALLY.
[V.A. Financial Reports as of July 31, 2023]
>> IT' S THE MINISTER FOR RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES ARE ATTACHED YEAR-TO-DATE FINANCIAL REPORTS AND INVESTMENT REPORTS ESTIMATED BY LEAH HORN, CHIEF FINANCIAL OFFICER, AND IS REGULATED BY DR. DANI TO THESE SCHOOLS.
THE VOLUME ATTACHMENT RECORD THE REVENUE EXPENDITURE POSITION THROUGH JULY 31, 2023 FOR ALL FUNDS.
THE ATTACHED FINANCIAL REPORTS REPRESENT JUST ONE MONTH OF OPERATIONS, A 23% OF OUR FISCAL YEAR.
FOR THE GENERAL FUND REVENUES WERE 0.63% LAST YEAR COMPARED TO 0.66% THIS YEAR.
EXPENDITURES LAST YEAR WAS 7.1% THIS TIME AS COMPARED TO 6.58% THIS YEAR.
>> RECRUITING FINANCIAL REPORTS IN FUTILE EFFORT. I THINK.
>> ANY QUESTIONS FOR MRS. HORTON? THERE NO QUESTIONS. ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSING, SAME SIGN MOTION PASSES 7,0.
[V.B. Budget Amendments]
BUDGET AMENDMENTS. MRS. COLLINS.>> MA'AM, AS ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVES THE ATTACHED BUDGET TO '23, '24 BUDGETS AS DETAILED ON THE ATTACHED BUDGET AMENDMENT REPORT.
THESE AMENDMENTS WERE SUBMITTED THE BOARD AND CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DANNY SUPERINTENDENT OF SCHOOLS.
BUDGETED FUNDS THAT ARE TRANSFERRED BETWEEN FUNCTIONS AS WELL AS THE INCREASES AND DECREASES TO THE DISTRICTS OR LEGALLY ADOPTED BUDGETS REQUIRE BOARD APPROVAL IN THE FORM OF A BUDGET AMMENDMENT.
GENERAL OPERATING, REVENUES, AND EXPENDITURES REFLECT NO CHANGE, STILL RESULTING IN A BALANCED BUDGET.
DEBT SERVICE REFLECTS AN INCREASE IN EXPENDITURES OF 8,000 PER BOND.
AGENCY FEES RESULTING IN A REDUCTION OF EXCESS REVENUES OVER EXPENDITURES FOR THE '23, '24 YEAR.
>> IF YOU SEE ON THE NEXT COUPLE OF PAGES, WE HAD SOME BUDGET TRANSFERS CROSS-FUNCTION THAT WILL REQUIRE YOUR CRITICAL, BUT WE STILL MAINTAINED THE BUDGET.
>> I APPRECIATE THAT PART. OF COURSE KNOWING MORE PRESSURE ON OUR BUDGET WITH THESE AMENDMENTS.
DO I HEAR A MOTION TO ACCEPT THIS BUDGET AMENDMENT?
>> ANY OTHER QUESTIONS, COMMENTS FOR MRS. HORTON? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN, PASSES 7,0.
MRS. HORTON, NOW, WE'D LIKE REFILL BID TO PROPERTY LOCATED WITHIN THE WFISD?
[V.C. Resale Bids of Property Located within WFISD]
>> YES, MA'AM. IN THE HISTORY OF RECOMMENDATIONS THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE RESALE BIDS FOR 2,403 TAYLOR STREET, 1911 HOLT STREET IN 502 VIRGINIA AVENUE, ESTIMATED ON [INAUDIBLE] CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DONNY LEE SUPERINTENDENT SCHOOLS.
THE FOLLOWING PROPERTIES WERE PREVIOUSLY STRIKE OFF OF THE CITY.
[INAUDIBLE] ACTING AS TRUSTEE FOR THE CITY, WICHITA COUNTY AND THE [INAUDIBLE] INDEPENDENT SCHOOL DISTRICT.
THESE PROPERTIES ARE ACCESS ROAD PROPERTY ACQUIRED THROUGH DELINQUENT TAXES, WHATEVER NO BID IS RECEIVED ON THEM AT THE COURTHOUSE SALE.
STAFF BELIEVES THAT IT IS JUST FOR THE TAXING ENTITIES TO GET THE PROPERTIES BACK ON.
STEPH PLACE, IT IS ADVANTAGEOUS FOR THE TAXING ENTITIES TO GET THE PROPERTIES BACK ON THE TEXTURAL AND REMOVE FROM THE CITIES LOADING AND MAINTENANCE RESPONSIBILITIES.
AT THAT TIME THE PROPERTIES WERE STRUCK OFF.
THERE WERE STRUCTURES ON THE PROPERTY THAT HAVE SINCE BEEN DEMOLISHED.
THE CURRENT TAX APPRAISED VALUE OF THE PROPERTIES IS 3,000 FOR THE 24 OF RETAILER STREET, AND THEN 3,000 FOR 1911, HOLT STREET IN $7,0 SEAGRAM PER FILE GO TO VIRGINIA AVENUE.
AS REQUIRED BY SECTION 34 OF FIVE MINUTES, TEXAS PROPERTY TAX.
INORDER TO SELL PROPERTIES FOR LESS THAN STRUGGLED VALUE, THE APPROVAL OF ALL TEXTING AND SEES MUST BE OBTAINED.
>> NO, THAT'S CORRECT. [NOISE]
>> WE WEREN'T GIVEN PICTURES THAT SHOW US WHERE THEY'RE LOCATED AND THAT'S CONDITION OF THE PROPERTY CURRENTLY.
[01:40:03]
THIS IS KIND A BACK BILLING AND NEIGHBORHOODS FOR SOMEONE TO COME INTO THE BUILDING.>> A MOTION THAT WE APPROVE THE RECENT. WE APPROVE RIGHT? AGREE TO RESALE OF THESE PROPERTIES.
>> ANY OTHER QUESTIONS OR COMMENTS? ALL THOSE IN FAVOR SAY AYE.
>> PROPARTIES HAVE BEEN TAKING CARE ON THEM [OVERLAPPING].
>>THANK YOU FOR TAKING CARE OF THEM.
[V.D. Donation of Property Located with the WFISD]
>> THIS NEXT ONE IS FOR A DONATION.
IS THE ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE DONATION AS 1,626 PRO AVENUE IN 1,807 CLARK STREET TEAM.
ESTIMATED VOLUME OR CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DONNY LEE.
BROWN INK HAS SUBMITTED A REQUEST FOR THE CITY OF WICHITA FALLS TO DONATE THE VACANT LOTS OF 1,626 PROLAPSE MADE IN 1,807 ARTERY FOR THE CONSTRUCTION OF NEW HOMES FOR LOW INCOME HOUSING.
THESE TWO PROPERTIES WERE STRUCK OFF BACK IN 2020.
IN ORDER TO CONVEY PROPERTY FOR RESCUING THE MALE IS THE APPROVAL.
ALL TAXING ENTITIES MUST BE OBTAINED ON MONDAY, AUGUST 26TH, THE COMMISSIONERS COURT OF WICHITA COUNTY APPROVED THE TRANSFER OF OWNERSHIP.
AND ON TUESDAY, SEPTEMBER 19TH, THE CITY WAS SHOP ALL CITY COUNCIL WILL CONSIDER ACTION ON THIS.
AS REQUIRED BY SECTION 3405 OF THE TEXAS PROPERTY TAX CODE, WHERE TO SELL PROPERTY IS LESS THAN THE MARKET VALUE, T HE APPROVAL OF WALLET TAXING ENTITIES MUST BE OBTAINED.
SO THIS IS JUST A DONATION THAT DECISION WAS MADE TO HELP THEM FOR FREEDOM, EVEN THOUGH THEY MAY COME IN AND BUILD HOUSES AND PROVIDING FOR LOW-INCOME FAMILIES.
>>IS THERE A MOTION TO AGREED TO THIS DONATION?
>> I MAKE A MOTION THAT WE ACCEPT THAT.
>> ANY OTHER QUESTIONS OR COMMENTS? THIS WAS NOT INITIATE.
I JUST THOUGHT THIS WAS BROUGHT TO US.
>> YOU COME UP WITH A QUESTION BECAUSE YOU'VE BEEN HERE A LONG TIME.
>> I'M SORRY TO SAY I THINK WE'RE ALL AGREE WITH PAUL ON THE QUESTIONS.
WE HAVE TO VOTE. ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED. SAME SIGN, SO IT PASSES 7,0.
[V.E. RFP 2324-06-P-25 Trades Bid]
>> MINISTER OF RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES AWARD RFP 232406, P25, TRAITS DID TO THE VENDORS LISTED ON THE ATTACHED RECAP FOR THE PERIOD 203 OCTOBER 1, 2023, FOR A PERIOD OF TWO YEARS AS SUBMITTED VIA BOARD CHIEF.
GENERALLY RECOMMENDED BY DR. DONNY LEE, THE SUPERINTENDENT.
BY AWARDING VENDORS AND ELICIT CATEGORIES AND THE DISTRICT, COULD CALL ABOUT AS TRACE VENDORS TO PROVIDE FOR ADDITIONAL EMERGENCY SERVICES AND FULFILLED PROJECTS OUTSIDE THE SCOPE OF THE DISTRICTS MAINTENANCE DEPARTMENT.
THE CATEGORIES ARE IDENTIFIED AS THE LOWER BID.
THE LOWER BIDDER TO SERVE AS A PRIMARY VENDOR IN HIS SECONDARY VENDOR IN ORDER PROCESS ARE LISTED AND CAN BE UTILIZED IF THE PRIMARY VENDOR IS UNABLE TO PROVIDE THE SERVICES.
THE EXPENDITURES ARE FUNDED THROUGH THE MAINTENANCE BUDGET, AND ANY EXPENDITURES YOU'VE SEEN 100,000 OR MULTI-YEAR CONTRACTS REQUIRE BOARD APPROVAL.
>> THERE'S A WHOLE LIST OF ALL THE DIFFERENT TRAITS THAT WE MIGHT ACTUALLY NEED ASSISTANCE WITH OUR MAINTENANCE DEPARTMENT, KITCHEN APPLIANCES, 8-TRACK, ETC.
>> I'M GOOD WITH THE CONSENT AGENDA.
>> ALL THOSE HAVE MAINTENANCE CONSENT?
>> IS THIS AWESOME FUTURE ACTION RESULT?
[VI. DISTRICT SERVICES AND OPERATIONS]
>> THIS IS ALL OUR FUTURE ACTION REGARDING SOME OF THE POLICY BEING UPDATED.
SOFTBALLS EVENTS, SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE PROPOSED POLICY PROVISIONS ESTIMATED BY DR. CUBAS, AND RECOMMENDED BY DR. DONNY LEE, THE SUPERINTENDENT SCHOOLS.
THIS IS FOR SENATE BILL 629, WFISD AS POLICY GARDEN OPIATE ANTAGONIST MEDICATION PROVIDED AT CAMPUSES.
WE ACTUALLY HAD NO CHANCE AT ALL OUR CAMPUSES.
>> WHEN YOU SAY ALL, DOES THAT MEAN ELEMENT.
[01:45:02]
>> PARTNERS DID GREAT JOB LAST YEAR.
>> WE ACTUALLY HAVE EXTRAS, BUT THEY WERE OVER AT DENVER.
>> WE ARE ABOVE AND BEYOND AND THAT WAY.
>> YOU DON'T HAVE TO COME AGAIN? OR DO WE NEED TO PUT DOWN ON CONSENT?
>> IF I READ THIS RIGHT, IT SAID THAT IT CAN ONLY BE APPLIED BY A REGISTERED NURSE OR TRAINED.
I'M JUST WONDERING, ON AN AVERAGE CAMPUS, HOW MANY OTHERS WILL THERE BE?
>>MINISTER ALWAYS GOING TO BE A BACKUP.
I COULDN'T TELL YOU IF THEY'D GOTTEN TO THE BACK UP.
HIGH SCHOOLS HAVE BEEN TRAINED AND I KNOW THAT MRS WOOD HAS HAD NUMEROUS TRAINING TIME SLOTS.
>> ALL OFFICERS HAVE TRAINED AS WELL.
>> I DON'T KNOW, BUT LIKE 50 FB LIEUTENANTS THEY'VE BEEN TRAINING CAMPUS TEACHERS.
SO THIS NOT BE THE SAME THING? THE SCHOOL YEAR, EVERY YEAR?
>> LET ME SADLY, HE IS GETTING CLOSER AND CLOSER TO THAT HEIGHT WHERE TO USE THESE THINGS.
BUT DO YOU HAVE GOT A SECOND READING OR CAN WE PUT IT TO REST? SAYS CONSENT? WHAT DO WE HAVE?
>> AFTER THE RESPONSE, INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVED PROPOSED POLICY VISIONS ESTIMATED BY DR. PETER AND DR. DIANN SUPERINTENDENT SCHOOLS.
ABOUT DISTRIBUTION KNOXVILLE LITERATURE SUCH AS SUPPLIERS FOR FREE ACTIVITIES OR COMMUNITY THAT'S PROCESSED, UPDATED ON BASICALLY TRYING TO STREAMLINE COMMUNICATION.
POINT OF CONTACT WOULD BE THE COMMUNICATIONS OFFICER WHICH HAS BEEN SINCE THOMAS.
THAT'S A LOT OF POLICY CHANGE. [OVERLAPPING]
[VII.A. Personnel Report]
WITH US ABOUT HER WORKS.>> HOW IS EVERYBODY TODAY? ADMINISTRATIVE RECOMMENDATION OR IF YOU SEE THESE REVIEWS, THE EMPLOYEE RESIGNATION RETIREMENTS.
IF THEY SUBMITTED THE LAST BOARD MEETING, THEIR RESIGNATIONS AND RETIREMENTS HAD BEEN ACCEPTED BY DR. DONNY LEE OF SUPERINTENDENT SCHOOLS, FOR THIS COURSE AND THE COURSE REQUIREMENTS AND POLICY CAMPAIGN.
>> THIS UNUSUAL FOR THIS NUMBER AT THIS TIME?
>> WELL, SOME OF THEM ARE MILITARY ASSIGNMENT, THAT IS WHY THEY HAVEN'T LEFT YET, BUT THEY WANTED TO MAKE SURE THAT WE GOT A COPY OF THE MILITARY ASSIGNMENTS WHERE THEIR SPOUSES MOVING SO THAT THE CAMPUS COULD GO AHEAD AND START LOOKING FOR REPLACEMENTS.
SOME OF THEM THEY ARE JUST ON THEIR EDGE LITIGATION'S BECAUSE THEY ARE WANTING TO PURSUE POSITIONS OUTSIDE THEIR ROLE OF EDUCATION.
OTHERS ARE HEALTH CONSIDERATIONS.
DO THEY HAVE IT'S SUBMITTED TO OUR OFFICE?
>> FOCUSES A REPORT [INAUDIBLE]
>> THEN AS THE ADMINISTRATIVE RECOMMENDATION THAT WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVES THE PROPOSED APPLICANT WAS SUBMITTED BY [INAUDIBLE] HUMAN RESOURCES, AND AS RECOMMENDED BY DR. DONNY LEE [INAUDIBLE].
[VII.B. Applicant Pool ]
>> THE APPLICANT POOL [INAUDIBLE]
>> ANY QUESTIONS OR COMMENTS FOR MS. HATHAWAY [INAUDIBLE].
>> THERE IS A SECONDARY MASS POSITION AT HERSHEY HIGH SCHOOL, AND THEN THERE IS AN ARTIST'S POSITION AT HERSHEY HIGH SCHOOL.
WE DID IT, I DID LOOK AT OUR ENROLLMENT AND ASSESS THAT WE WERE AROUND SEVEN TEACHERS AT ELEMENTARY LEVEL, AND THOSE HAVE ALL BEEN PLACED INTO VACANCIES, SO THAT WE SAVE THE DISTRICT ABOUT $800,000, AND THE MOVEMENT OF STAFF SO THAT WE WOULD BE WERE NOT HAVING CLASSES OVER 11, WHEREAS SOME PEOPLE WERE HAVING CLASSES AT 26.
WE'VE DONE OUR VERY BEST TO FILL THAT.
I THINK WE HAVE LIKE SOME ELECTRIC POSITIONS AT ROIS AND WE NEED TO FILL,
[01:50:07]
BUT THOSE ARE ALSO RISING OTHER CURRENTLY REFORMS ON SET, THAT'S ELEMENTARY LEVEL, WE'RE COMPLETELY STAFF AT ALL.GREAT. THE ONLY THING THAT WE'VE RECENTLY OPENED BACK UP ARE OUR INCLUSION OR RESOURCE SPECIAL EDUCATION TEACHERS.
WE ALWAYS MADE SURE THAT WE HAD A PLACE FOR ALL TEACHERS WHERE WE WE'RE AT OVERSTAFF TO GO.
THOSE ARE SOME VACANCIES THAT WE HAVE THAT [INAUDIBLE] AND I ARE WORKING TO GET THOSE FILLED.
>> THIS DOES REQUIRE ACTION AND ITS MOTION TO BE MADE AND SECONDED.
>> ALL THOSE OPPOSED CAN SIGN PASSES 7-0.
NEXT ON THE BOARD MATTERS IS WE NEED TO SEE ABOUT FOR A MINUTES FROM OUR AUGUST MEETING.
[VIII.A. Minutes from August Meetings]
MS. HART, THEY'RE ALL GOOD.>> WITH ANYBODY LIKE THAT TO KEEP YOUR ACTION, CONSENT?
>> ALRIGHT. NEXT TIME ITEM UP IS FOR THE DRESS CODE DISCUSSION.
[VIII.B. Dress Code Discussion]
DO YOU WANT TO LEAD THAT, DR. LIN.>> YEAH, WE HAVE BETTER OUR LAST MEETING, WE HAD AN OPEN FORUM.
WE HAD A TEACHER THAT WAS FROM BARVAS THAT HAD COME AND SPOKE, AS YOU MAY REMEMBER.
THE TOPIC OF THAT DISCUSSION WAS A DRESS CODE AND IN PARTICULAR IT WAS TATTOOS.
AFTER SHE LEFT, WE HAVEN'T HAD AN OPPORTUNITY TO MEET AGAIN TO DISCUSS THAT.
YOU DISCUSS IT AS A BOARD, SO I'LL JUST OPEN IT UP FOR BOARD DISCUSSION AS A MEANS OF EFFORT FOR THE TEACHERS AND STAFF TO FEEL HEARD AND VALUED.
>> CAN YOU TELL WHAT THE POLICY IS NOW?
>> YEAH. CURRENTLY THE POLICY IS THAT TATTOOS ARE NOT PERMITTED, NOT TO BE SHOWN AND IF YOU DO HAVE A TATTOO IT'S SUPPOSED TO BE COVERED SO THAT THE CURRENT POLICY.
WE DO NOT PERMIT VISIBLE TATTOOS ON TEACHERS AND STAFF.
>> THAT ONE TEACHER WHO CAME WAS ASKING FOR THAT POLICY TO BE CHANGED TO ALLOW TATTOOS TO SEEN?
>> THAT'S CORRECT. YES. [OVERLAPPING]
>> I HAVEN'T GIVEN THIS A LOT OF THOUGHT BECAUSE I'M TRYING TO SEE BOTH SIDES OF IT.
I DON'T REALLY HAVE A BLANKET DISAGREEMENT WITH IT.
BUT THEN I'M WONDERING WHO'S GOING TO BECOME PROTECTIVE POLICE.
IT'S ALL GOING TO BE SUBJECTIVE AS TO WHETHER IT'S APPROPRIATE OR NOT.
THEN IS IT APPROPRIATE AT AN ELEMENTARY SCHOOL LEVEL, COULD THE SAME TATTOO BE APPROPRIATE IN HIGH SCHOOL THAT WE WOULDN'T WANT IN A KINDERGARTEN TEACHER? I WAS JUST WONDERING, A POLICY THAT YOU'RE GOING TO WRITE, IT CANNOT BE SO SPECIFIC AS TO ADDRESS EVERY ONE OF THOSE ISSUES.
THEN IF IT'S NOT SPECIFIC, THEN IT'S GOING TO BE ON A CASE-BY-CASE AND IT'S GOING TO BE SUBJECTIVE AND EVERYBODY SUBJECTION IS DIFFERENT.
>> IT'S THE SAME WITH THE DRESS CODE.
ONE PRINCIPLE OF THINGS, SLEEVELESS ISN'T GOOD AND THEN, IT'S THE SAME THING, IT'S GOING TO BE, THE SAME POLICY HAS TO BE ENFORCED.
THE DRESS CODE NOW YOU TALK ABOUT TATTOO, JUST DRESS CODE.
>> MAYOR I AGREE WITH YOUR ASSESSMENT.
I'M CONCERNED THAT WE DON'T NEED TO BE JUDGING ALL THESE DIFFERENT THINGS, WE JUST NEED TO, KEEP IT.
LET US WORRY ABOUT TEACHING IS WHERE I WANT OUR TEACHERS TO BE HAPPY, BUT I JUST DON'T THINK THAT IT PUTS OUR ADMINISTRATORS IN A POSITION THEN OF BEING SUBJECTIVE OR BEING FRIENDS UP AND NOT, I THINK IT SHOULD BE THE MAIN POINT IT IS PERSONALLY.
>> I'M GRATEFUL THAT THE TEACHERS FELT COMFORTABLE ENOUGH TO ADDRESS THE BOARD, AND THAT'S SHOULD NOT THE ONLY TEACHER WHO HAS A CONCERN.
I DON'T HAVE A TATTOO ON MY BODY, NOR DO I WANT BUT NOR DO I CARE WHAT OTHER PEOPLE DO.
BUT I JUST FEEL LIKE WE HAVE ALL OF OUR SEASONED TEACHERS ARE STARTING TO RETIRE AND THINGS ARE DIFFERENT NOW.
I MEAN, MOST PEOPLE YOUNGER THAN ME HAVE TATTOOS AND MOST OF OUR TEACHERS DON'T HAVE OBSCENE TATTOOS.
IF WE WENT AND TALKED TO THEM ABOUT THEM, THEY'RE SENTIMENTAL, THEY REPRESENT BEAUTIFUL LIFE EVENTS, SERVICE IN THE MILITARY, THE DEATH OF A LOVED ONE, THEIR PARENT, ALMOST EVERYONE I SEEN AND EVEN THOUGH I DON'T CARE FOR BODY ART ON MYSELF, BUT AS I HEAR THEIR STORIES, I GET TO KNOW THEM BETTER.
SO I'VE JUST CHANGED MY OPINION AS I ASK DIFFERENT PEOPLE WHAT THAT MEANS FOR THEM AND IT HELPS ME GET TO KNOW THEM AT A MORE PERSONAL LEVEL.
HAVING A CHILD IN THE SCHOOL DISTRICT WHEN THEIR TEACHERS ARE COVERED UP, THOSE TEACHERS AS KIDS STILL SAY, I WANT TO SEE WHAT'S UNDER THERE,
[01:55:01]
SO IT IS DISTRACTING HAVING THEM COVERED OR IF THE TEACHER DOES IT AND THE ADMINISTRATION OF CARDS AND PUT A BANDAGE OVER THEIR ARM, THAT'S WHERE IF THE KIDS, MOSTLY KIDS DON'T EVEN NOTICE THEM, LIKE THESE KIDS ARE USED TO THEIR PARENTS, THEIR SIBLINGS, OR AUNTS, OR UNCLES.I MEAN, IT'S A LITTLE CULTURALLY, IT'S PART OF OUR SOCIETY NOW.
WHEREAS I DIDN'T GROW UP IN A TIME WHEN THERE WAS A CONNOTATION THAT MADE ME, IT WAS A BAD THING, IT'S JUST SOMETHING A LOT OF AMERICANS DO NOW.
I DON'T KNOW, I MAYBE SEE IT A LITTLE BIT MORE AS ARTS TEACHERS DO THAT, AND HAVE SPOKEN UP ABOUT IT, THEN MAYBE IT'S TIME TO AT LEAST LOOK INTO IT.
>> I AGREE. I GREW UP IN A TOWN WHEN I HAD UNCLES IN THE MILITARY AND THEY SERVED DURING THE WORLD WAR II.
THEY WERE HAVING THEM HERE ALL THE WAY DOWN.
TATTOOS WERE JUST A PART OF MY LIFE.
I NEVER PAID ATTENTION TO OTHER PEOPLE WHO HAD TATTOOS.
WELL, AND THEY COME TO FIND OUT ALL THREE OF MY KIDS HAVE TATTOOS.
IT'S PERSONALLY NOT FOR ME, ALTHOUGH I DO HAVE MY [LAUGHTER] [OVERLAPPING] YOU CAN SEE IT.
I HAVE MY EYEBROWS, AND MY EYE LINER DONE.
I'VE HAD TATTOOS, BUT A FEW NOW.
I THINK THAT'S A WAY THAT YOUNGER PEOPLE, THEY EXPRESS THEMSELVES AND IT'S NOT IN BOLD OR ANYTHING LIKE THAT.
I THINK THAT WE GREW UP IN A TIME WHEN WE LOOK AT IT AND BUT NOW IT'S NOT THAT WAY. I DON'T SEE.
>> WE'VE SEEN THESE TATTOOED EYEBROWS?
>> LIKE NO, LET HER TEACH BECAUSE [OVERLAPPING].
>> YEAH. I SAY THE SAME THING.
I HAVE FOUR KIDS, YOU KNOW, TATTOOS ON ME.
LOOK FOR EVERYONE EVER LEAVING.
MY PRECIOUS DAUGHTER HAS A LITTLE CROSS RIGHT HERE ON HER WRIST BECAUSE ALL OF YOUR FRIENDS WENT AND HAD THESE LITTLE CROSSES.
BUT I JUST DON'T FIND THEM THEY DON'T BOTHER ME.
I DON'T THINK IT WAS RUNNING AWAY UNLESS IT'S JUST HORRIBLE.
WHAT WOULD AFFECT ANY OF THE TEACHING THAT GOES ON?
>> HE IS THIRD TIME WHEN SOMEBODY COMES WITH ONE THAT ISN'T A CHEAT.
BUT ISN'T [OVERLAPPING] BEING THAT'S WHEN YOU GOT TO HAVE A DOUBLE STANDARD.
THAT'S NOT THE CONCERN ABOUT PERSONNEL ON EVERYONE, BUT I'M AWARE LOT OF PEOPLE ARE WITH THEM, BUT I'VE ALSO SEEN THEM.
I'M VERY NOT ESPECIALLY AROUND THE NECK AND SO THAT WOULD BE MY CONCERN IS WHAT DO WE DO WHEN THAT PERSON COMES THAT HAS ONE BED ISN'T ACUTE, NICELY DEFINED IT.
>> I THINK ABOUT THOUGH IS TEACHERS PUT SAYINGS AND PICTURES AND THINGS THAT REPRESENT THEM IN THE CLASSROOM.
WHAT DID WE DO WHEN THEY HAVE SOMETHING THAT WE THAT DOESN'T FOLLOW THE POLICY OR GUIDELINES THERE.
WELL, THEN THERE WOULD HAVE TO BE A POLICY OR A GUIDELINE TO REGULATE THAT TO YOU.
IT'S JUST SOMETHING THAT'S ON THEM AS OPPOSED TO ALL OR I LIKE TO GET UP AND PUT MAKEUP ON EVERY DAY AND CHANGE THE WAY I LOOK AND I DON'T KNOW IF THERE WAS A TIME THAT WASN'T APPROPRIATE OR CULTURALLY.
[LAUGHTER] BUT THAT'S THE WAY THAT I EXPRESS MYSELF AND THROUGH CLOTHES AND WHAT MY SHIRT SAYS AND IF MY SHIRTS AND SOMETHING.
>> OBSCENE THEN I SHOULD ADDRESS, I DON'T KNOW. THINGS ARE CHANGING.
I MEAN, THEY HAVE A TATTOO YOU DON'T WANT TO SAY LIKE EVERYONE'S GOING TO HAVE A DIFFERENT OPINION OF THAT, BUT THAT'S GOING TO MEAN SOMETHING DIFFERENT.
BUT JUST HEARING DIFFERENT PEOPLE IN MY LIFE AS WE TALK ABOUT IT, I THINK IT MEANS SOMETHING DIFFERENT THAN IT MEANT MANY YEARS AGO AND WE WANT OUR YOUNG TEACHERS.
I MEAN, EVERYBODY IS GOING TO COVER IT WITH SLEEVES AND BAND-AIDS PRETTY SOON.
IT IS BECOMING PART OF OUR CULTURE BECAUSE I JUST, I WANTED TO MAKE SURE WE GAVE THEM VOICE TO IT AND WHATEVER HAPPENED FOR I'M ON BOARD.
I SAID BEFORE THE POLICY, BUT AT LEAST OPEN IT UP.
YOU KNOW, GIVEN TO DISCUSS WHAT WE'RE I MAYBE IT'S SOMETHING THAT WE NEED.
WE NEED A LITTLE COMMITTEE OF TEACHERS AND ADDRESS IT. MAYBE NOT.
>> COULD BE GOOD FOR THEIR OWN GOOD.
>> WE GOT TO EXPLAIN A LOT OF TIME WITH WHAT NIKKI WAS TELLING US ABOUT.
>> I AGREE THAT THERE ARE MORE IMPORTANT THINGS TO SPEND TIME ON IT.
[02:00:03]
>> BUT I'M NOT AN ADDITIVE FOR IT BUT EXCUSE ME.
BUT IF A TEACHER HAS A TATTOO AND SHE'S A GOOD TEACHER.
>> NO, I AM TALKING ABOUT LIKING OR NOT.
>> WHETHER IT'S A DISTRESS. [OVERLAPPING]
>> YOU KNOW WHAT I MEAN? [OVERLAPPING] WHETHER IT'S JUST A STRIPE RID OF HER.
>> HAVING A KID THAT'S NOW GONE THROUGH JUNIOR HIGH AND AT BAR Y'S AND IS NOW OLD HIGH SCHOOL ONLY WHITE KIDS OPINIONS YOU THEY FEEL LIKE IT'S WAY MORE EXTRACTING ALL THESE KIDS BE LIKE WHAT'S UNDER THERE.
I WANT TO SEE THAT AND THE TEACHERS ARE HAVING TO LIKE BECAUSE THE KIDS IF THEY COULD JUST SEE HIM, THEY WOULDN'T BE DISCUSSION BECAUSE THEY'RE COMFORTABLE WITH THEM.
BUT THEN ANOTHER THING TEACHERS HAVE BROUGHT UP A LOT WITH ME.
I GOT CORNERED WAS BEING ALLOWED TO WEAR JEANS, NOT HOLEY JEANS AND LIKE PROFESSIONAL JEANS, ESPECIALLY OUR ELEMENTARY SCHOOL TEACHERS.
IS IT CITY VIEWS DOING IT AND MAN, I DON'T KNOW, THAT'S LOOKING PRETTY APPEALING.
BUT MAN, IF WE COULD WEAR JEANS LIKE THAT WOULD BE A WAY OF DISTINCT BUSINESS CASUAL YOU CAN WATCH.
I MEAN, I'M WEARING JEANS WITH MY BLAZER TODAY, LIKE IT'S APPROPRIATE AND OTHER SETTINGS.
SO I THOUGHT THAT WAS ALSO SOMETHING THAT I'VE HEARD SO MUCH THAT THE TEACHERS THAT, HEY, SINCE WE DON'T HAVE MASSIVE PAY RAISES, THE WAY COULD YOU GUYS AT LEAST BRING IT UP AND TALK ABOUT IT?
>> BECAUSE SOMETIMES I GET STUCK AND NOT ALWAYS TO WHERE WE'RE ALWAYS HIRED HERE AS A TEACHER.
THE FIRST YEAR I REMEMBER WE HAD TO GO DOWN THAT PLAYGROUND WITH HOMES.
WE HADN'T HAD AXON AND HEELS ADDRESS IF WE WORE DRESS PANTS, WOULD HAVE THEM OWN THE HOUSE AND RUNNING.
IT WAS VERY STRICT AND IT WAS EVER 100 DEGREES OUT THERE AND WE WERE OUT THERE WITH US KIDS SPREADING AND I THINK AT TIMES HAVE CHANGED AND THAT WE NEED TO CHANGE ALONG WITH IT.
I JUST THINK WE NEED TO LOOK AT THAT AND LOOK AT THE ENGLISH TEACHERS AND WHAT WOULD APPEAL TO THE END TO STAY WITH THIS.
IT WOULD BE LIKE YOU SAID, WHAT CAN WE GIVE THEM? THEY WOULD APPRECIATE WE CAN GIVE THEM MONEY.
[LAUGHTER] WE CAN'T GET OVER IT WILL EVENTUALLY.
>> FORMAT NOW, WHAT'S SOMETHING THAT WE WOULD GIVE THEM?
>> MAYBE CHANGING, TWEAKING THAT DRESS CODE WOULD THINK.
THANK YOU SO MUCH FOR LISTENING TO THEM.
FEEL LIKE THEY'RE GIVING SOMETHING.
MAKE IT EASIER FOR THEM TO TEACH.
>> IN MOST COUNTRIES THOSE DOWN CERTAINLY PLENTY FOR US THOUGH.
THEY WEREN'T THOSE THINGS THAT YOU'VE SENT OUT [OVERLAPPING].
>> FOR US WE WOULDN'T NEED TO SURVEY THEM ABOUT [OVERLAPPING].
>> I SPEAK TO YOU IT'S LIKE SOMETHING.
WE'VE ALWAYS DONE IT AND THAT MAKES JUST BECAUSE YOU'VE ALWAYS DONE IT SOME WAY, DOESN'T MEAN THAT WE ALWAYS NEED TO DO IT THAT WAY.
BUT JUST BECAUSE WELL, I HAVEN'T DONE IT THAT WAY, IT MAKES ME FEEL UNCOMFORTABLE.
I DON'T KNOW THAT THAT'S A REASON TO KEEP DOING IT A CERTAIN WAY.
THERE'S A REASON, GIVE ME THE WHY AND A WHY THAT MAKES SENSE AND WHY THAT IMPROVED STUDENT OUTCOMES.
AND I WILL JUMP ON BOARD OR WHY THAT HELPS OUR CHILDREN IN SOME WAY OR A WHY THAT WOULD HURT OUR KIDS.
BUT JUST BECAUSE IT'S DIFFERENT THAN WHAT CONSERVATIVE WICHITA FALLS IS DONE.
I THINK WHEN YOU'RE JUST ALWAYS.
>> QUESTION, LET ME ASK YOU THIS.
>> IN FOUR YEARS WE'RE HAVING THIS DISCUSSION NOW.
MANY GENES AT BARGAINING SEQUIN FLIP-FLOPS ARE ALL GOOD AND T-SHIRTS AND NOW SOMEBODY WANTS TO WHERE IT WAS CALLED [INAUDIBLE] LIMITERS.
WHY NOT? I MEAN THAT'S THE QUESTION WOULD BE WHY IT WOULD BE MORE COMFORTABLE? I COULD DO IT. I CAN GET DOWN ON THE FLOOR LUBRICANTS.
>> WE'LL DO THE LEMON DEATHS HAVE MEN'S DRESS THAT ARE ACCEPTABLE.
[MUSIC] THAT'S EXACTLY WHY I THINK THAT SOUNDS WONDERFUL.
I TALKED TO YOU ABOUT [OVERLAPPING].
BECAUSE I RECEIVED AN E-MAIL THIS IS GOING TO OPEN A CAN OF WORMS. I DON'T KNOW EXACTLY WHAT THAT MEANS.
THEN WE GO BACK. WE WENT TO THIS.
THEY WERE LIKE, WHOA, THIS IS THE STRAY AND IT'S ACTUALLY NOT MULTIPLE IDEA AND SOMEHOW WE FOLLOWED THAT.
NOW LOOK AT THIS CHAOS, NUMBER ONE AND NUMBER TWO, LET'S CALL HIM BACK.
[02:05:02]
WE CAN DO THAT [OVERLAPPING].>> THANK YOU. GO BACK AND CHANGE WHAT WE HAVE AS WE CAN GET THE THINGS WE'RE ASKING THEM.
>> I THINK I MEAN, RIGHT NOW I'M LIKE, WELL, THAT WOULDN'T BE LIKE I JUST THINK IN BUSINESS CASUAL, YOU CAN WEAR JEANS AND MY HUSBAND'S PRACTICE VERY PROFESSIONAL.
THEY WEAR SCRUBBED AND THEY'RE ALLOWED TO SHOULDER TATTOO BECAUSE THESE ARE EDUCATED PEOPLE.
THERE'S OTHER PLACES WHERE IT'S ALLOWED AND THEY'RE DOING FINE.
PEOPLE JUST DO THE WORK. NOBODY TALK IT.
IT'S JUST THE WAY IT IS I THINK RIGHT NOW, YEAH.
IF FLIP-FLOPS OR NOT, WHAT'S APPROPRIATE AND LEGGINGS OR INAPPROPRIATE THAN NO, WE'RE NOT DOING THAT.
THIRTY YEARS FROM NOW, MY KIDS WILL BE ON THAT BOARD VEILING. THAT'S WHAT WE WEAR NOW.
BUT IF THAT'S WHAT THE WHOLE WORLD WEARS AND THAT'S WHAT'S ACCEPTABLE THEN I DON'T WANT OLD SUSAN TO BE THERE LIKE BUT IT'S FOR THEM TO DECIDE.
BUT RIGHT NOW, IT IS APPROPRIATE TO WEAR DARK, NON HOLEY JEANS ON A BUSINESS CASUAL SETTING, SO I DON'T KNOW, BUT I GUESS I JUST WANTED.
>> I WOULD LIKE TO POSTPONE THIS AND GIVE US SOME TIME TO THINK ABOUT THAT.
>> BESIDES MY TEACHERS OR AT SOME OTHER INPUTS.
>> I WAS REALLY DISCUSSION, I WILL KEEP IT ON THE RADAR.
WE WILL MAKE A DECISION TODAY OR EVEN PROBABLY NEXT WEEK.
BUT WE'LL KEEP IT ON THE RADAR.
BUT WE DO APPRECIATE TEACHERS INPUT SO YOU'RE WELCOME TO GIVE US YOUR INPUT AND LET US KNOW WHAT YOU THINK ABOUT THIS.
>> NOW, THE BOARD WILL GO INTO CLOSED SESSION TO DELIBERATE THE FOLLOWING MATTERS.
[VIII.C. Closed Session]
ONE, PERSONNEL MATTERS INCLUDING THE APPOINTMENT, EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, DISMISSAL, AND OR COMPENSATION OF INDIVIDUAL DISTRICT EMPLOYEES PURSUANT TO TEXAS GOVERNMENT CODE 551.074.NUMBER 2 DISCUSSION OF PURCHASE, EXCHANGE, LEASE, OR VALUE OF REAL PROPERTY PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.072.
FINAL VOTES, IF ANY, WILL BE AN OPEN SESSION.
THE TIME IS NOW 2:07 AND WE ARE NOW ADJOURN TO CLOSE SESSION.
THANK YOU-ALL FOR ALL YOUR INPUT.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.