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[I. Call to Order]
AS PRESIDENT OF THE BOARD OF TRUSTEES IN THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, I HEREBY CALL TO ORDER THIS MEETING 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 FOR THE TIME AND IN THE MANNER THAT IS REQUIRED BY LAW.
WE'RE PLEASED THAT YOU'VE TAKEN THE TIME TO JOIN US THIS EVENING, LADIES, AND THANK YOU FOR YOUR INTEREST IN THE WFISD.
WE'D ASK THAT ALL CELL PHONES ARE TURNED OFF OR TURNED TO SILENT OR VIBRATE MODE.
WE'LL CALL THE MEETING TO ORDER NOW AT 5:30 ON THE DOT, AND WE'RE GOING TO ASK MRS. COLE TO MAKE A PRESENTATION.
[II. Texas Academic Performance Report (TAPR)]
THERE'S NO ACTION NEEDED ON THIS; THIS IS PRESENTATION ONLY, AND IT'S ON THE TEXAS ACADEMIC PERFORMANCE REPORT.>> TONIGHT, I'M GOING TO GO OVER THE COMPONENTS OF THE '22 - '23 ANNUAL REPORT SO THAT WHEN YOU READ THE REPORT YOU KNOW WHAT INFORMATION SHOULD BE CONTAINED THEREIN.
THE '22 - '23 ANNUAL REPORT IS A LOOK BACK.
IT IS THE FINAL REPORT FOR THE '22 - '23 SCHOOL YEAR.
IT CONTAINS INFORMATION THAT YOU'VE ALREADY SEEN AND HEARD.
THERE ARE NINE SECTIONS OF THE DISTRICT ANNUAL REPORT: THE TEXAS ACADEMIC PERFORMANCE REPORT FOR THE DISTRICT IN EACH CAMPUS, THE PEAKS FINANCIAL STANDARD REPORT FOR '21 - '22 FOR THE DISTRICT IN EACH CAMPUS, THE DISTRICT ACCREDITATION STATUS, THE CAMPUS PERFORMANCE OBJECTIVES, THE SPECIAL EDUCATION DETERMINATION STATUS, THE REPORT ON VIOLENT OR CRIMINAL INCIDENTS ON CAMPUSES, STUDENT PERFORMANCE IN POSTSECONDARY INSTITUTIONS, PROGRESS TOWARD BOARD-ADOPTED HOUSE BILL 3 GOALS, AND THE TAPR GLOSSARY.
THOSE ARE THE COMPONENTS WITHIN THE REPORT.
SECTION 1 IS COMPRISED OF THE TEXAS ACADEMIC PERFORMANCE REPORT OR THE TAPR.
IT IS COMPILED BY TEA FOR EVERY DISTRICT AND CAMPUS USING PEIMS AND STUDENT ASSESSMENT DATA.
IT IS PUBLISHED AS A PDF AND INCLUDES A WIDE RANGE OF INFORMATION ON THE PERFORMANCE OF STUDENTS IN EACH DISTRICT AND CAMPUS IN THE STATE.
PERFORMANCE IS SHOWN DISAGGREGATED BY STUDENT GROUPS, INCLUDING ETHNICITY AND SOCIOECONOMIC, AND ALSO PROVIDES EXTENSIVE INFORMATION ON SCHOOL AND DISTRICT STAFF, PROGRAMS, AND STUDENT DEMOGRAPHICS.
THE COVER PAGE OF THE TAPR TYPICALLY INCLUDES THE FOLLOWING INFORMATION: THE ACCOUNTABILITY RATING, SPECIAL EDUCATION DETERMINATION STATUS FOR THE DISTRICT TAPR ONLY, AND DISTINCTION DESIGNATIONS.
HOWEVER, THIS YEAR IT ONLY INCLUDES THE DISTRICT OR CAMPUS NAME AND NUMBER.
ACCORDING TO THE '22 - '23 TAPR GLOSSARY, CURRENTLY, THE TAPR DOES NOT INCLUDE SCALE SCORES, A-F RATINGS, DISTINCTION DESIGNATIONS, OR SPECIAL EDUCATION DETERMINATION STATUS.
THE INITIAL RELEASE DOES NOT INCLUDE THE CAMPUS OR DISTRICT 2023 ACCOUNTABILITY REPORTS.
THE ISSUANCE OF THE A-F RATINGS UNDER 2023 RULE IS PENDING AND SUBJECT TO CHANGE.
THE FIRST PART OF THE TAPR IS DEVOTED TO STAAR PERFORMANCE, HOW DID OUR STUDENTS DO? IT INCLUDES THREE PERFORMANCE RATES: APPROACHES GRADE LEVEL OR ABOVE, MEETS GRADE LEVEL OR ABOVE, MASTERS GRADE LEVEL.
IT DOES NOT, HOWEVER, INCLUDE ANY INFORMATION ON DOES NOT MEET GRADE LEVEL.
IT IS REPORTED FOR EACH ASSESSMENT, INCLUDING SAT AND ACT FOR OUR ACCELERATED TESTERS, EACH GRADE AND EACH SUBJECT, ALL GRADES IN ALL SUBJECTS, ALL GRADES BY EACH SUBJECT.
IT ALSO INCLUDES MEETS GRADE LEVEL OR ABOVE FOR GRADES 3-8 IN A SEPARATE SECTION, AND THAT IS BY GRADE LEVEL, READING AND MATH COMBINED, READING AND MATH COMBINED INCLUDING EOCS, READING ONLY, READING ONLY INCLUDING EOCS, MATH ONLY, AND MATH ONLY INCLUDING EOCS.
SCHOOL PROGRESS IS ALSO INCLUDED AS A PART OF THE TAPR.
THIS IS HOW MUCH DID OUR STUDENTS GROW.
IT INCLUDES ANNUAL GROWTH, WHICH IS REPORTED BY GRADE AND SUBJECT OF ASSESSMENT FOR READING AND MATH, AND ACCELERATED LEARNING, 4545 PERFORMANCE REPORTED FOR GRADE, SUBJECT, AND ASSESSMENT FOR READING AND MATH.
THE ACADEMIC GROWTH DOMAIN II-A IN ACCOUNTABILITY, WHICH IS A COMBINATION OF ANNUAL GROWTH AND ACCELERATED LEARNING, IS NOT REPORTED IN THE TAPR.
SCHOOL PROGRESS IS TYPICALLY RECORDED FOR THE PAST TWO YEARS.
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HOWEVER, DUE TO A CHANGE IN METHODOLOGY FOR CALCULATING ACADEMIC GROWTH, THIS YEAR'S REPORT ONLY REFLECTS INFORMATION FOR SPRING 2023.THERE IS A SECTION DEVOTED TO OUR BILINGUAL EDUCATION ESL STUDENTS.
THIS DATA IS DISAGGREGATED BY THE BILINGUAL ESL PROGRAM INSTRUCTIONAL MODELS AND GROUPS, INCLUDING TOTAL BILINGUAL EDUCATION, BILINGUAL EDUCATION TRANSITION EARLY EXIT, BILINGUAL EDUCATION TRANSITION LATE EXIT, BILINGUAL EDUCATION DUAL TWO-WAY, BILINGUAL EDUCATION DUAL ONE-WAY, ALTERNATIVE LANGUAGE PROGRAM, ALP, BILINGUAL EXCEPTION, TOTAL ESL, ALTERNATIVE LANGUAGE PROGRAM ESL WAIVER, ENGLISH AS THE SECOND LANGUAGE CONTENT-BASED, ENGLISH AS THE SECOND LANGUAGE PULL-OUT, EMERGENT BILINGUAL AND/OR ESL WITH PARENTAL DENIAL, NEVER EMERGENT BILINGUAL OR ENGLISH LEARNER, AND TOTAL EMERGENT BILINGUAL ENGLISH LEARNER, AND THEN FINALLY OUR MONITORED AND FORMER EMERGENT BILINGUAL EL STUDENTS.
THE ONES THAT ARE STRUCK THROUGH, WE DON'T HAVE THOSE PROGRAMS WITHIN THE WFISD.
FOR THE BILINGUAL, STAAR IS RECORDED FOR SPRING OF '22 AND SPRING OF '23.
IT IS ALSO REPORTED, JUST LIKE ALL THE OTHERS, BY ALL GRADES, ALL SUBJECTS, ALL GRADES BY SUBJECT.
IT ALSO INCLUDES INFORMATION ON ANNUAL GROWTH RECORDED ONLY FOR 2023, AND ACCELERATED LEARNING.
ANNUAL GROWTH IS RECORDED BY ALL GRADES BOTH SUBJECTS, ALL GRADES RLA AND MATH.
ACCELERATED LEARNING IS RECORDED THE SAME WAY.
THE TAPR CONTAINS INFORMATION ON STAAR PARTICIPATION.
HOW MANY STUDENTS DID WE TEST? THE DATA IS RECORDED ACCORDING TO ASSESSMENT PARTICIPANT AND THOSE STUDENTS THAT WERE NOT TESTED.
ASSESSMENT PARTICIPANTS ARE THE STUDENTS THAT ARE INCLUDED IN THE ACCOUNTABILITY, NOT INCLUDED IN ACCOUNTABILITY OR MOBILE, NOT INCLUDED IN THE ACCOUNTABILITY: OTHER, AND EXCLUSIONS.
NOT TESTED COMPRISE OF OUR STUDENTS THAT WERE ABSENT OR HAD A SCORE CODE OF OTHER.
THIS IS REPORTED FOR ALL TASKS BY SUBJECT AREA AND FOR ACCELERATED TESTERS.
ATTENDANCE, GRADUATION, AND DROPOUT RATES ARE ALSO INCLUDED IN THE TAPR.
IT INCLUDES ATTENDANCE RATE, CHRONIC ABSENTEEISM, ANNUAL DROPOUT RATE FOR GRADE 7-8 AND GRADES 9-12.
FOUR-YEAR LONGITUDINAL GRADUATION RATE, FIVE-YEAR EXTENDED LONGITUDINAL GRADUATION RATE, SIX-YEAR EXTENDED, FOUR-YEAR FEDERAL GRADUATION RATE WITHOUT EXCLUSIONS, AND THE GRADUATION PLAN RATES LONGITUDINAL AND ANNUAL.
IT INCLUDES THE GRADUATION PROFILE FOR OUR '21-22 GRADUATES.
IT IS COMPRISED OF THE TOTAL NUMBER OF GRADUATES BY ETHNICITY, BY GRADUATION TYPE, BY PROGRAM OR STUDENT ATTRIBUTE.
OUR CCMR IS REPORTED FOR '21 AND '22, AS WELL AS '20 AND '21 GRADUATES.
IT INCLUDES OUR CCMR GRADUATES, COLLEGE READY GRADUATES OVERALL, AND BY SPECIFIC COLLEGE READY INDICATOR.
CAREER/MILITARY READY GRADUATES OVERALL, AND BY SPECIFIC CAREER/MILITARY READY INDICATOR.
CCMR-RELATED INDICATORS INCLUDE TSIA RESULTS, COMPLETED AND RECEIVED CREDIT FOR COLLEGE PREP COURSES, AP/IB RESULTS, SAT/ACT RESULTS.
OTHER POST SECONDARY INDICATORS FOR '21 AND '20 INCLUDE ADVANCED DUAL-CREDIT COURSE COMPLETION, GRADUATES ENROLLED IN TEXAS INSTITUTIONS OF HIGHER EDUCATION, AND GRADUATES COMPLETING ONE YEAR WITHOUT ENROLLMENT IN A DEVELOPMENTAL EDUCATION COURSE.
STUDENT INFORMATION IS REPORTED THAT INCLUDES ENROLLMENT, AND OTHER STUDENT INFORMATION.
ENROLLMENT INCLUDES GRADE LEVEL ETHNICITY, CERTAIN STUDENT IDENTIFICATION INDICATORS, STUDENTS WITH DISABILITIES BY PRIMARY ELIGIBILITY CATEGORY.
OTHER STUDENT INFORMATION INCLUDES GRADUATION INFORMATION, RETENTION RATES, CLASS SIZE INFORMATION, MOBILITY AND STUDENT ATTRITION.
STAFF INFORMATION INCLUDES TOTAL STAFF, STAFF BY CLASSIFICATION, TEACHERS BY ETHNICITY AND GENDER, TEACHERS BY HIGHEST DEGREE HELD AND YEARS OF EXPERIENCE, AND THE EXPERIENCE OF OUR CAMPUS LEADERSHIP.
IT ALSO INCLUDES STAFF SALARY, TEACHER TURNOVER RATE INFORMATION.
PROGRAM INFORMATION INCLUDES STUDENT ENROLLMENT BY PROGRAM,
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AND TEACHERS BY PROGRAM.THE SECOND SECTION IS THE KING'S FINANCIAL STANDARDS REPORT FOR THE '21-22 SCHOOL YEAR.
IT INCLUDES BOTH DISTRICT AND CAMPUS INFORMATION.
DISTRICT'S INFORMATION INCLUDES REVENUES, EXPENDITURES, DISBURSEMENTS, TAX RATES, AND FUND BALANCE.
CAMPUS FINANCIAL DATA INCLUDES EXPENDITURES BY OBJECT, EXPENDITURES BY FUNCTION, AND EXPENDITURES BY PROGRAM.
THE '21- 22 IS THE MOST RECENT YEAR FOR WHICH THIS DATA IS AVAILABLE.
IT ALSO INCLUDES THE ACCREDITATION STATUS FOR THE DISTRICT.
GENERALLY, EACH YEAR TEA ASSIGNS ONE OF FOUR ACCREDITATION STATUSES TO EACH DISTRICT IN THE STATE.
THOSE INCLUDE ACCREDITED, ACCREDITED-WARNED, ACCREDITED-PROBATION, AND NOT-ACCREDITED REVOKED.
IN ASSIGNING AN ACCREDITATION STATUS TO A DISTRICT, EA CONSIDERS ACADEMIC ACCOUNTABILITY RATINGS, FINANCIAL ACCOUNTABILITY RATINGS, DATA INTEGRITY, AND PROGRAM AREA DEFICIENCIES IDENTIFIED THROUGH RESULTS-DRIVEN ACCOUNTABILITY.
THE DISTRICT'S '22-23 ACCREDITATION STATUS IS ACCREDITED.
SECTION 4 INCLUDES INFORMATION ON CAMPUS PERFORMANCE OBJECTIVES.
CAMPUS IMPROVEMENT PLANS ARE DEVELOPED AS A REQUIREMENT OF TEXAS EDUCATION CODE 11.253.
EACH CIP INCLUDES PERFORMANCE OBJECTIVES APPROVED BY THE BOARD THAT ARE BASED ON DATA ANALYSIS, AND NEEDS ASSESSMENTS INCLUDING DATA RECORDED IN ANNUAL TAPR REPORTS.
EACH CAMPUS PERIODICALLY MEASURES PROGRESS TOWARDS ITS PERFORMANCE OBJECTIVES.
UPDATED CIPS FOR THE '22-23 SCHOOL YEAR, WHICH SHOW BOTH THE OBJECTIVES OF EACH CAMPUS AND EACH CAMPUS' PROGRESS TOWARD MEETING ITS PERFORMANCE OBJECTIVES ARE POSTED ON THE DISTRICT'S WEBSITE, AND ARE AVAILABLE REVIEW AT THE DISTRICT'S CENTRAL OFFICE OR AT THE APPLICABLE CAMPUS.
SECTION 5 IS A SPECIAL EDUCATION DETERMINATION STATUS, AND OUR STATUS CURRENTLY IS NEEDS ASSISTANCE.
SECTION 6 IS A REPORT ON VIOLENT AND CRIMINAL INCIDENTS.
TEXAS EDUCATION CODE SECTION 39.306 REQUIRES EACH DISTRICT TO PUBLISH, AS PART OF ITS ANNUAL REPORT, A REPORT ON VIOLENT OR CRIMINAL INCIDENTS THAT OCCUR AT EACH CAMPUS.
THE REPORT MUST INCLUDE NUMBER, RATE, AND TYPE OF VIOLENT OR CRIMINAL INCIDENTS THAT OCCURRED ON EACH CAMPUS TO THE EXTENT PERMITTED UNDER FERPA.
IT MUST INCLUDE DESCRIPTIONS OF SCHOOL VIOLENCE PREVENTION, AND VIOLENCE INTERVENTION POLICIES AND PROCEDURES USED TO PROTECT STUDENTS, AND THE FINDINGS FROM EVALUATIONS, IF ANY, CONDUCTED UNDER THE SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES ACT.
THE DISTRICT'S REPORT FOR THE '22-23 SCHOOL YEAR IS AVAILABLE FOR REVIEW AT THE DISTRICT CENTRAL OFFICE, AND AT EACH CAMPUS IN THE DISTRICT.
SECTION 7 IS THE STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS.
TEXAS EDUCATION CODE SECTION 39.306 REQUIRES EACH DISTRICT TO PUBLISH, AS PART OF ITS ANNUAL REPORT, A REPORT ON STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS DURING THE FIRST YEAR ENROLLED AFTER GRADUATION FROM HIGH SCHOOL.
THIS DATA IS COMPILED BY THE TEXAS HIGHER EDUCATION COORDINATING BOARD.
THE MOST CURRENT REPORT IS FOR OUR 2019-2020 HIGH SCHOOL GRADUATES.
IT INCLUDES INFORMATION ON STUDENT PERFORMANCE AS MEASURED BY THE GRADE POINT AVERAGE EARNED BY HIGH SCHOOL GRADUATES WHO ATTENDED PUBLIC FOUR-YEAR AND TWO-YEAR INSTITUTIONS OF HIGHER EDUCATION IN THE FISCAL YEAR 2021.
FOR EACH STUDENT, THE GPA AND COLLEGE LEVEL SEMESTER CREDIT HOURS EARNED BY THE STUDENT IN FALL 2020, SPRING 2021, AND SUMMER 2021 ARE ADDED AND AVERAGED TO DETERMINE THE OVERALL GPA.
SECTION 8 IS THE PROGRESS OF THE DISTRICT AND EACH CAMPUS TOWARD MEETING BOARD ADOPTED HOUSE BILL 3 GOALS.
TEXAS EDUCATION CODE SECTION 39.306 REQUIRES EACH DISTRICT TO INCLUDE AS PART OF ITS ANNUAL REPORT, THE PROGRESS OF THE DISTRICT AND EACH CAMPUS IN THE DISTRICT TOWARD MEETING GOALS FOR EARLY CHILDHOOD LITERACY AND MATHEMATICS PROFICIENCY, AND FOR OUR CCMR PLANS.
THE PROGRESS MADE BY THE DISTRICT IN EACH CAMPUS IS SUMMARIZED IN THE HOUSE BILL 3 PROGRESS REPORT PROVIDED TO THE BOARD.
THAT BRINGS US TO THE LAST SECTION, AND THAT IS THE TAPR GLOSSARY.
EACH YEAR TEA PREPARES AND PUBLISHES A TAPR GLOSSARY.
IT PROVIDES DEFINITIONS, DESCRIBES METHODOLOGIES, AND LISTS SOURCES FOR EACH DATA POINT IN THE TAPR.
THE GLOSSARY IS AVAILABLE IN BOTH ENGLISH AND SPANISH.
THE DISTRICT'S TAPR WILL BE POSTED ON THE DISTRICT'S WEBSITE WITHIN TWO WEEKS AFTER THIS MEETING.
TAPR COPIES WILL ALSO BE AVAILABLE AT
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THE DISTRICT'S CENTRAL OFFICE AND ON EACH CAMPUS IN THE DISTRICT.>> WOULD ANYONE HAVE ANY QUESTIONS OR COMMENTS?
>> IS IT OKAY TO ASK QUESTION?
>> IS THAT THE SPECIAL ED NEEDS ASSISTANCE.
>> I BELIEVE MRS. WENT OVER THAT FOR THE LAST MEETING OR THE MEETING BEFORE.
I PROMISE I WAS LISTENING BUT [OVERLAPPING].
>> THANKS A LOT. EVERY YEAR OUR DISTRICT IS MEASURED IN TERMS OF HOW OUR SUBPOPULATIONS ARE WORKING, IN TERMS OF THE START.
WE LOOK AT HOW OUR BILINGUAL STUDENTS PERFORM, WE LOOK AT HOW OUR SPECIAL ED STUDENTS PERFORM, OUR PUBLIC STUDENTS [NOISE] WE HAVE FIVE GROUPS THAT WE LOOK AT.
THAT USED TO, BACK IN THE DAY IT WAS PBMS. REMEMBER PBMS? WELL, NOW IT'S RDA, AND BASICALLY WHAT IT DOES IS ASK US TO LOOK AT HOW THOSE STUDENT GROUPS COMPARE TO ALL STUDENTS.
IF WE ARE FOUND TO BE LACKING IN SOME AREAS, THEN WE'RE LABELED NEEDING ASSISTANCE.
THAT MEANS THAT WE DEVELOP A PLAN, TEA SUPPORTS US IN IMPLEMENTING THAT PLAN IN ORDER TO BRING ALL STUDENTS TO A HIGH LEVEL OF PERFORMANCE.
>> WHAT WAS OUR AREA THAT WE WERE LACKING.
>> OUR PERFORMANCE ON STAR IN OUR SPECIAL ED.
PRIMARILY ONLY SOCIAL STUDIES AND SCIENCE.
THOSE ARE THE TWO THAT WE'RE BUILDING OUR PLAN AROUND.
>> WHEN YOU GO TO THE RDA WEBSITE, IT LISTS ALL THE OTHER PROGRAMS AS WELL.
IT'S JUST THAT ONLY SPECIAL ED IS REQUIRED TO BE COMMITTED ANNUAL REPORT.
>> MR. JOHNSON? MRS. GRISEL? EVERYBODY GOOD? MS. SCROGGINS? THANK YOU.
>> WE HAVE IN THERE MRS. DISHMAN, I ASSUME THERE ARE NO PUBLIC COMMENTS ON THE PAPER AT THIS POINT, SO WE CAN ADJOURN THIS HEARING AT 5:47.
THIS MEETING OR THIS HEARING IS NOW ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.