[00:00:04]
[I. CALL TO ORDER AND OPENING STATEMENT]
>> AS PRESIDENT OF THE BOARD OF TRUSTEES OF THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, I HEREBY CALL TO ORDER THIS SPECIAL WORK 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 THAT THE MEETING HAS BEEN POSTED FOR THE TIME AND MANNER THAT IS REQUIRED BY LAW.
IT'S MY PLEASURE TO WELCOME EACH OF YOU TO THIS SPECIAL SESSION OF THE BOARD OF TRUSTEES.
PLEASE KEEP IN MIND THAT THIS IS A MEETING OF THE BOARD OF TRUSTEES THAT IS HELD IN PUBLIC AND NOT JUST A MEETING OF THE PUBLIC.
PLEASE BE SURE THAT ALL YOUR CELL PHONES ARE TURNED OFF, TURNED SILENT, AND AIRPLANE MODE.
THAT INCLUDES ALL OF US UP HERE TOO.
WE'RE PLEASED THAT YOU'VE TAKEN THE TIME TO JOIN US THIS AFTERNOON.
WE THANK YOU FOR YOUR INTEREST AND IT LOOKS LIKE MANY OF YOU FOR ALL THAT YOU DO FOR THE WFISD.
MR. LUKERT, WOULD YOU DO OUR INTERPRETATION?
FATHER GOD, WE JUST THANK YOU SO MUCH FOR THIS BEAUTIFUL DAY AND FOR THE WONDERFUL WEATHER THAT YOU'VE GIVEN US.
FATHER, WE JUST THANK YOU MORE FOR THE PEOPLE THAT ARE IN THIS ROOM RIGHT NOW AND FOR ALL OF OUR STAFF HERE AT WICHITA FALLS ISD.
IT'S JUST SUCH A GOOD FEELING TO SEE THESE PEOPLE WHO WORK SO HARD IN THE BUILDINGS HERE WITH US AND JUST TO SEE THEIR FACES, AND LORD, WE JUST PRAY FOR THEM BECAUSE WE ALL KNOW THAT THE LAST FEW WEEKS OF SCHOOL, LAST FEW MONTHS OF SCHOOL, ARE ALWAYS THE TOUGHEST.
WE JUST PRAY THAT YOU'LL GIVE THEM THE NEXT ROUND SOME PATIENCE AND JUST GUIDANCE.
LORD, JUST HELP THEM TO SEEK YOUR WISDOM.
FATHER, WE THANK YOU FOR THIS BOARD AND JUST PRAY, LORD, THAT YOU'LL HELP US MAKE GOOD DECISIONS FOR YOU AND WE KNOW THAT THE ONLY WAY THAT WE CAN MAKE GOOD DECISIONS FOR YOU IS IF WE SEEK YOU AND FATHER, WE DO SEEK TO YOU AND WE PRAISE YOU FOR BEING HERE WITH US.
WE JUST THANK YOU SO MUCH FOR THE MANY, MANY BLESSINGS THAT YOU'VE GIVEN US AND FROM WICHITA FALLS ISD.
>> MRS. GOODMAN, ANY PUBLIC COMMENT?
>> PUBLIC COMMENTS. WE'LL JUST DIVE RIGHT IN.
[IV.A. Construction Update for WF Legacy High School and WF Memorial High School]
I THINK MR. POTTER, YOU'RE PROBABLY STUCK.WE'RE GOING TO TALK ABOUT AN UPDATE ON THE JUNIOR HIGH SCHOOLS.
>> GOOD AFTERNOON BOARD, STAFF.
THANKS FOR ALLOWING US TO BE HERE.
WE ALL KNOW THAT EVERYBODY LIKES TO SEE PRETTY PICTURES AND SO THAT'S WHAT WE'LL SHOW YOU TODAY.
GOOD UPDATE. GREAT WORK GOING OVER THE LAST MONTH.
ONCE AGAIN, WE HAVE A PLAN FOR YOU SO YOU CAN TRACK PROGRESS IN THE DIFFERENT AREAS OF THE BUILDING AND THE DIFFERENCE BETWEEN THE TWO JOBS.
ONCE AGAIN, ALWAYS REMEMBER WHEN WE SAY THAT LEGS IS BEHIND, IT DOESN'T MEAN THEY'RE BEHIND BECAUSE THEY'RE DRAGGING OR THEY STARTED DIFFERENTLY.
THEY'RE ON TRACK IN THEIR SCHEDULE AND EVERYTHING IS WORKING TOWARD THE SCHEDULE.
YOU SEE THE PROGRESS, BUT THEY DID START A COUPLE OF MONTHS BEHIND, AND SO THAT MAKES A BIG DIFFERENCE.
HERE IS THE FIRST PHOTOGRAPH, WE'VE HAD THE REAL IMAGE OF WHAT THE ARENA WILL LOOK LIKE.
YOU CAN SEE EVERYTHING THAT'S HAPPENING INSIDE OF THE ARENA.
WE'VE GOT THE LOW GOALS, WE'VE GOT THE PAIN STRIPES, WE'VE GOT THE THREE POLAR CIRCLE TAKEN CARE OF, AND NOW WE SEE BASKETBALL GAMES ON TV AND WATCH MADNESS.
YOU CAN NOW COMPARE IT TO OUR NEW FACILITIES.
YOU'LL SEE THAT OURS LOOKS JUST AS NICE AS MANY OF THOSE.
WE'RE VERY PROUD THAT WE FINALLY GOT TO THAT PART, SO YOU CAN ACTUALLY SEE THE REAL THING.
ON THE RIGHT IS ONE OF THOSE KITCHENS WE DISCUSSED LAST TIME.
THERE YOU GO, THE KITCHEN, DIFFERENT STATIONS.
I HAVEN'T BEEN PRETTY OR I HAVEN'T TALKED TO STAFF ABOUT THE MENUS YET.
THAT'S STILL SOMETHING THAT YOU ALL ARE WORKING UP.
THAT'S A REAL CLOSE UP OF TWO STATIONS.
YOU CAN TELL IT'S A LARGE AREA, WE'LL FEED LOTS OF KIDS VERY QUICKLY.
ON THE LEFT IS A PHONE GRAPH STANDING AT THE TOP OF THE LEARNING STAIRS.
LOOKING DOWN IS THE COMMONS AND OVER TO THE STROLL ON THE LEFT.
YOU CAN SEE THE SIZE AND YOU GET THE IDEA ABOUT THE SIZE OF THE LEARNING STAIRS.
OF COURSE, IF YOU GO OUT TO THE CEC, NOW EVERYBODY UNDERSTANDS WHAT THE LEARNING AREAS AND THE SIZE OF THEY ARE AND HOW THEY'RE USED.
YOU CAN SEE THE TROLL, WHICH WILL BE SOMETHING NEW FOR THE SCHOOL DISTRICT.
ON THE RIGHT, YOU JUST SEE A SAMPLE.
WE ALWAYS TALKED ABOUT ALL OF THIS CONCRETE.
WE HAVE ALL THIS POLISHED CONCRETE, BUT THERE ARE AREAS AND COLLABORATION SPACES IN CERTAIN SPACES WHERE WE HAVE CARPET TILES THAT ARE PUT DOWN IN DIFFERENT PATTERNS AND DIFFERENT COLORS.
YOU'LL SEE THOSE OCCASIONALLY IN DIFFERENT SPOTS OF COLLABORATION AND CERTAIN SPACES THROUGHOUT THE BUILDING.
STANDING UP IN THE AUDITORIUM AREA, UP ON THE SEATING AREA, YOU'LL SEE WE DON'T HAVE SEATS IN YET, WE HAVE CHAIRS.
BUT WE ALSO NOW SEE WHERE THE WALLS ARE ON THE EAST SIDE.
THEY'VE BEEN BUILT OUT FOR THE ACOUSTIC PROPERTIES THAT WILL NEED IN THERE.
YOU'LL SEE THAT THE UPPER TRACKS ARE GOING IN.
YOU CAN ACTUALLY SEE THREE SPACES DIVIDED UP ABOVE THERE, WHERE THOSE OTHER CLASSROOMS WILL BE.
THIS IS A LITTLE MORE OF A CLOSE UP OF THE BISTRO.
ONCE AGAIN, IT'S THAT EXPERIENCE WHERE YOU COME BY, YOU GRAB SOMETHING AND GO.
[00:05:05]
IT'S NOT MENUS, THERE'S NOTHING COOKED IN THERE, IT'S ALL PACKAGED AND GRADED SO IT'S A TOTALLY DIFFERENT EXPERIENCE THAN IN THE CAFETERIA.JUST THE OVERALL LOOK IN THIS.
WE'RE TRYING TO STAY WITH THE SAME PHOTO COMING IN.
IF YOU TAKE A LOOK AT THE OLD REPORTS, YOU'LL SEE THE DIFFERENCE.
YOU CAN ALWAYS TELL WHERE THE GREEN GRASS GROWS.
YOU SEE THE DIFFERENCE IN ALL THAT RED DIRT.
YOU SEE THE GRASS ON THAT IS GIVING WATER IN THE RAIN AND SOME OF THE GROVE IS HAPPENING, OF COURSE.
YOU SEE THE TURF IN THE BACK. WE'LL SEE MORE OF THAT.
A LITTLE MORE OF A CLOSE UP THERE YOU CAN SEE THAT THE THREE TURF FIELDS ARE DOWN AND MAKING FINAL PROGRESS, GETTING THOSE WRAPPED UP, SO GREAT PROGRESS THERE.
WE'VE HAD SOME WIND AND RAIN THAT KEPT US FROM FINISHING QUICKLY AS WE'D LIKE TO, BUT IT'S STILL MOVING VERY QUICKLY AND YOU CAN SEE GOOD PROGRESS EVERY DAY.
THERE'S A CLOSE UP, GREAT LOOKING FIELDS, JUST REALLY SOMETHING TO BE PROUD OF. SOFTBALL FIELD.
GREAT LOOKING FOR TWO FIELDS THERE ON THE FOOTBALL AND TRACK.
TENNIS COURTS IN THE BACKGROUND BACK THERE, YOU CAN SEE THE CONCRETE SLABS FOR THOSE.
YOU SEE THE SHAPE OF THE TRACK NOW IN THE FIELD.
WE HAD A PICTURE OF THE FIELD WHEN THE TRACK REALLY WASN'T INSTALLED COMPLETELY.
NOW, YOU SEE THE FULL EXTENT OF THE TRACK IN THE FIELD COMBINED.
A LITTLE BIT ON THE LEGACY. IT'S A LITTLE DIFFERENT.
ONCE AGAIN YOU'LL SEE THAT THEIR CENTER IS DIFFERENT BECAUSE THEY STARTED REALLY AT DIFFERENT TIME.
BUT AGAIN, THEY FEEL LIKE THEY'RE RIGHT ON SCHEDULE.
ALSO, IT'S EVERYTHING IS PUSHING ALONG TOGETHER.
THIS IS ACTUALLY IN THE COMMONS LOOKING OUT THE FRONT OF THE BUILDING, SO YOU CAN SEE THE PROGRESS THAT'S MADE IN THERE.
[INAUDIBLE] GREAT WORK IN THE COMMONS.
THERE'S A PHOTOGRAPH OF THE AUXILIARY GYM FLOORS DOWN FINISHED, STRIPING GOING IN, WALL GRAPHICS, PAINTS ON THE FLOOR IS ALL GETTING TAKEN CARE OF.
HERE'S A LOOK INTO GOING TOWARD THE ATHLETIC AND FINE ARTS AREA FROM THE COMMONS.
THAT WILL BE THE SCREEN. WHAT'S COMPLETE? WE'RE PUTTING THE ACOUSTICAL PANELS AROUND RIGHT NOW.
YOU'LL SEE THEIR PROGRESS IN THEIR KITCHEN, THAT THEY ARE STILL RATHER IN THE SAME PROGRESS.
YOU'LL SEE THE COLOR PANELS GOING UP IN FRONT OF IT BY THE NEXT TIME, I'M SURE.
IT'S MAKING PROGRESS AND IT GIVES YOU AN IDEA TO SAW WHAT IT LOOKS LIKE.
THE COURSE KNOW WHAT THIS LOOKS LIKE, THIS WILL GET A DIFFERENT COLOR SCHEME.
THEY'RE STACKED IN THAT COMMON AREA.
THAT'S ALL OF WOOD ACOUSTICAL PANELS.
YOU'VE SEEN THEM UP, A MEMORIAL THERE.
THEY'RE ALL THROUGHOUT THE BUILDING FOR ACUSICAL PROPERTIES.
AND THEN HERE'S THE LOAD SITTING IN THERE, AND THEY'RE STARTING INSTALLING THEM, SO THEY'RE MAKING GOOD PROGRESS THERE.
WE'VE GOT DISPLAY CASES THROUGHOUT THE BUILDING.
THERE'S A SET OF DISPLAY CASES AND YOU SEE THE LENGTH AND THE SIZE OF THOSE TO CONTAIN SOME OF THE THINGS WE'RE BRINGING OVER FROM THE OTHER SCHOOLS.
HERE'S THE OVERALL SHOT SO YOU CAN TELL THE PROGRESS GOING ON AT LEXI.
THEY'RE STILL GOT A LOT OF RED DIRT SHOWING, BUT WE'RE MAKING PROGRESS.
THEY'RE GETTING SOME TURF DOWN.
IT'LL BE CHANGING IN THE NEXT MONTH AS THE WIND CHANGES AND THE GROWTH SEASON STARTS.
YOU'LL SEE THERE THE SOFTBALL FIELD IS AHEAD OF THE BASEBALL FIELD AND THIS Y GROUND AND FOOTBALL FIELDS PRETTY GOOD WAYS ALONG THE ROAD ALSO.
THERE IS THE FOOTBALL FIELD AND YOU SEE THE BEGINNING WORK ON THE TRACK.
IT'S NOT AS COMPLETE AS MEMORIAL, BUT YOU CAN NOW SEE THE EXTENT THAT THEY MADE PROGRESS ON IT.
THERE'S BACK TO THE BASIS OF THE BASEBALL FIELD.
YOU SAW EARLIER HOW FAR ALONG THE SOFTBALL FIELD WAS LESS THE BASEBALL FIELD THEN YOU SAW OVER IT.
YOU SAW FINISH A PRETTY WELL-FINISHED FIELD.
NOT EVERYTHING IS COMPLETE BUT IT GIVES YOU THE IDEA OF WHAT YOU WILL WIND UP WITH.
THERE'S WHAT THE SOFTBALL FIELD LOOKS LIKE, CLOSE UP, FOOTBALL FIELD IN THE TRIANGLE.
A LITTLE DIFFERENT ANGLES, IT'S A NICE SIZED AREA, OF COURSE.
WE'RE PREPPING FOR THE GRADING AND EVERYTHING FOR THE OTHER BLEACHERS AND THE LIGHT POLES AND OTHER BUILDINGS AND MAIN CAGES.
ALL THAT GRADING WORK IS GOING ON AROUND THE OUTSIDE OF THOSE FIELDS.
AS THEY'RE WORKING ON THE FIELD, WE'RE STILL WORKING AROUND THOSE AREAS.
THAT'S IT. QUESTIONS. WE DIDN'T GO BACK ANYTHING OR OTHER QUESTIONS?
>> I DON'T HAVE ANY QUESTIONS. I LEANED OVER DR.
LEANS LIKE SOME THOSE PICTURES LOOK SO INCREDIBLE AND SO BEAUTIFUL.
I DON'T BELIEVE IT'S REAL. [LAUGHTER]
[00:10:03]
>> IT MIGHT HAVE BEEN PHOTOSHOPPED. [LAUGHTER]
>> YOU NEVER KNOW ANYMORE [LAUGHTER] ANY MOVIE, ANYTHING YOU REALLY KNOW BUT Y'ALL WILL SEE IT SHORTLY.
I KNOW THERE'S A TOURIST THAT YOU'LL ACTUALLY GET TO SEE.
THAT WAS REEL MCCOY, SO WE'RE THRILLED AND PROUD OF WORK THAT YOU'VE DONE.
IT'S SURE TAKING SHAPE NOW AND REALLY BEGIN TO SHINE.
>> WELL, IT'S SO IMPRESSIVE AND SUCH A LONG TIME COMING FOR OUR COMMUNITY THAT WE'RE ALSO APPRECIATIVE AND APPRECIATIVE FOR OUR STAFF THAT IT'S WORKED TO MAKE IT WORK.
WHEN WE WERE STARTING THIS, WE THOUGHT WE WERE GOING TO NOT HAVE FURNITURE MONEY AND WE THOUGHT WE DIDN'T HAVE OUTDOOR FACILITY MONEY AT ONE POINT.
AND THROUGH MRS. HORTON AND HER STAFF, DR. LEE, AND DIFFERENT STAFF MEMBERS, YOU ALL HAVE JUST DONE AN EXEMPLARY JOB AT GETTING THIS TO THE FINISH LINE.
I SEE THAT AUDITORIUM, I THINK WHAT A PARTNERSHIP WE HAVE WITH OUR COMMUNITY.
THE PERKINS-PROTHRO FOUNDATION AND THE BRIDGEVILLE FOUNDATION STEPPED IN TO MAKE IT COMPLETE FOR US, WHICH WAS VERY SIZABLE GIFT.
SO THE FINE ARTS, WE HAVE THOSE GREEN FIELDS, BUT THE FINE ARTS ARE GOING TO HAVE GREEN FIELDS, TOO, WE PROMISE YOU THAT.
THANK YOU, MR. POTTER. WE APPRECIATE WHAT YOU'VE DONE.
>> AND THE AUDITORIUM IS SOMETHING THAT HASN'T BEEN DONE AROUND THE STATE, THAT WE KNOW OF, AROUND THE COUNTRY ANYWHERE.
AND SO PEOPLE ARE ALREADY ASKING QUESTIONS ABOUT IT, AS THAT DISCUSSION IS GOING INTO HUCKABEE’S DESIGNS AND OTHER SCHOOLS, THEY START ASKING QUESTIONS ABOUT IT.
SO WE'LL BE VERY PLEASED TO GET THAT FINISHED AND THEN BE ABLE TO TALK TO PEOPLE ABOUT THE PHILOSOPHY OF HAVING SPACE THAT'S USED EVERY DAY INSTEAD OF SPACE THAT'S ONLY USED A FEW TIMES A YEAR.
SO I THINK YOU'LL SEE MORE OF THAT SAME CONCEPT IN OTHER SCHOOLS [OVERLAPPING].
>> I THINK WE'LL BE HAPPY TO GIVE THEM TOURS WHEN THEY COME TO SEE US [LAUGHTER]. WE WANT TO CELEBRATE.
>> YOU'VE PROBABLY ANSWERED THIS BEFORE BUT REFRESH MY MEMORY.
HAVE ALL THE INGRESS, EGRESS ISSUES BEEN SETTLED AND WE'RE ALL GOOD?
>> YES, WE ARE ACTUALLY FILLING THOSE ISSUES THAT WERE TAKEN CARE OF.
WE'RE BUILDING THOSE SOLUTIONS RIGHT NOW.
SO THE MIDWESTERN, THE NEW ROADS GOING FROM THE END OF MIDWESTERN, THE CIRCLE, THE D-CELL LANES FOR THE TXDOT ON THE EDGES OF THE ACCESS ROAD SO THAT YOU CAN SLOW DOWN AND GET OUT OF THE TRAFFIC, ALL THOSE THINGS ARE BEING ACCOMPLISHED RIGHT NOW.
AND WE'RE THRILLED THAT WE'RE GOING TO THAT PROGRESS FINALLY STARTED.
IT TOOK A LITTLE WHILE TO GET THOSE FINAL DRAWINGS AND PLANS APPROVED BUT WE'RE THERE AND MAKING GREAT PROGRESS.
>> AND WE'VE HEARD FROM THE PUBLIC THAT THERE ARE SOME CONCERNS ABOUT TRAFFIC AND INCREASED TRAFFIC, BUT I THINK THAT YOU WOULD SUPPORT THAT WE'VE HAD MANY CONVERSATIONS WITH TXDOT, THE CITY OF WICHITA FALLS, AND THAT WE HAVE APPROACHED THIS WITH A LONG-TERM VISION OF A LOT OF MORE PEOPLE AT THESE LOCATIONS AND GETTING THEM IN AND OUT SAFELY.
>> AND IT WAS ALL BASED ON DISCUSSIONS, THAT THERE WERE REQUIREMENTS BY STUDIES THAT WERE DONE BASED ON TXDOT'S, THE SOFTWARE THEY USED TO DETERMINE HOW TRAFFIC MERGED, HOW TRAFFIC FLOWS, HOW TRAFFIC WORKED IN THOSE AREAS.
IT WAS ALL DONE WITH THE SOFTWARE THAT TXDOT USES.
IT WAS ALL DONE WITH THEIR FINAL APPROVAL.
THERE WAS THAT DISCUSSION ABOUT THE SIGNALS, BUT IT WAS ALL A BALANCE BETWEEN SIGNALS AND MORE EXITS AND ACCESS POINTS.
AND SO WITH ALL DECISION TO ALLOW US TO DO THE ROAD FROM MIDWESTERN PARKWAY UP TO THE RING ROAD, IT CHANGED EVERYTHING.
IT ADDED MORE FLEXIBILITY, MORE SAFETY, THE ABILITY TO SPREAD THE TRAFFIC OUT.
IT IMPROVED SAFETY AND ISSUES AND SPEED TO GET PEOPLE OUT.
>> ANY OTHER COMMENTS OR QUESTIONS? GREAT, THANK YOU.
NEXT, ANOTHER DISCUSSION ITEM WE'RE EXCITED TO
[IV.B. Southern Hills Elementary School Campus Progress Update]
HEAR FROM SOUTHERN HILLS ELEMENTARY SCHOOL.WE RECENTLY WENT ON A TOUR THERE WITH TEA COMMISSIONER MORATH AND IT WAS JUST GREAT.
>> WELL, THANK YOU. GOOD AFTERNOON, BOARD, AND IT'S A PLEASURE TO BE HERE WITH YOU.
SO WE'RE EXCITED TO PRESENT SEVERAL GREAT THINGS HAPPENING.
AND SO RIGHT NOW, WE'RE REALLY FOCUSING ON DOMAIN 1 WITH THE INFORMATION THAT WE HAVE.
SO AS YOU KNOW PREVIOUSLY I WAS HERE WITH YOU ALL LAST YEAR AND WE WERE CURRENTLY IN IMPROVEMENT REQUIRED.
WE ARE NOW IN OUR YEAR 2 HOPEFULLY ON THE JOURNEY OF GETTING OUT OUR TWO DOMAINS.
OUR FOCUSES HAVE BEEN CHANGED BASED ON THE NEEDS OF OUR CAMPUS.
AND SO THE FIRST ONE IS 4.1 WHICH IS DAILY USE OF HIGHLY QUALITY INSTRUCTIONAL MATERIAL, WHICH SOME OF YOU HAVE SEEN IN ACTION IS THE AMPLIFIED CURRICULUM.
AND SO THE OTHER ONE IS 5.2 OBSERVATION AND FEEDBACK, WHICH THAT IS PROVIDED BY THE INSTRUCTIONAL LEADERS ON THE CAMPUS.
SO WHERE WE WERE TWO YEARS AGO,
[00:15:04]
IS WE WERE CONSIDERED A COMPREHENSIVE IDENTIFIED SCHOOL.AND SO WE ALL KNOW THIS IS A TWO-YEAR PLAN.
AND SO WE HAVE NOW BECOME A COMPREHENSIVE PROGRESS SCHOOL FOR JUST THIS PAST SCHOOL YEAR.
SO JUST A LITTLE PIECE OF DATA TO BE ABLE TO SHARE WITH YOU.
SO OVERALL, IN 2022, OUR SCORE WAS 48.
SO WE WERE IN THE BOTTOM 5% OF THE ELEMENTARY SCHOOLS WITHIN THE STATE.
AND SO WE HAD A PROJECTED SCALE SCORE OF 72, JUST LAST YEAR ALONE, AND SO WE'VE HAD AN INCREASE OF 24 POINTS, MAKING OUR OVERALL SCORE OF 67.1.
THE HARD WORK OF OUR STAFF, OF OUR TEAM IS REALLY PAYING OFF.
AND I COULD NOT BE MORE PROUD OF THEM.
THEY'RE ALL COMING ON, SETTING UP TO THE PLATE AND JUST MAKING THINGS HAPPEN FOR THE SAKE OF OUR STUDENTS.
AND SO I JUST WANTED TO BE ABLE TO HARP UPON THAT.
AND AS YOU ALL KNOW, WE ARE IMPLEMENTING THE ANNUAL 5, ONE OF THREE CAMPUSES THIS YEAR.
I AM PROUD TO SAY THAT WE HAVE 100% INVESTMENT, 100% IMPLEMENTATION.
SOME OF YOU GOT TO WITNESS THAT WHEN COMMISSIONER MCGRATH WAS HERE NOT TOO LONG AGO.
AND SO FOCUSING ON DOMAIN 1, SO WE SEE THAT WE HAVE BASICALLY THE PASS OR FAIL.
SO I DID NOT INCLUDE THE DOMAIN 2, WHICH IS THE PERFORMANCE AND THE PROGRESS BEING MADE BECAUSE THIS IS WHERE THE NITTY-GRITTY IS AND WHERE WE NEED TO BE ABLE TO FOCUS IN WHERE OUR SCORES RIGHT NOW AND HOW DOES OUR PROJECTIONS LOOK? AND SO IF YOU'LL NOTICE, WE DID HAVE SOME REGRESSION FROM THE 42.4 AND IT INCREASED AND IT DID NOT MEET TO THE MIDDLE OF THE YEAR.
AND SO THAT IS SOMETHING THAT WE HAVE TO LOOK AT.
WE ARE RATHER HOLDING STEADY IN THE MEET PORTION WHEN IT COMES TO READING.
AND SO UNFORTUNATELY, WE HEARD AND WE WERE TOLD THAT WHEN WE WENT THROUGH THE AMPLIFIED TRAINING, IT WAS GOING TO POSSIBLY BE LIKELY THAT WE SAW A DECLINE IN OUR READING SCORES.
AND SO THAT'S NOT SOMETHING THAT WE'RE SURPRISED BY.
IT IS SOMETHING THAT WE'RE TAKING ACTION AND WE'VE MADE STEPS TO MAKE SURE THAT WE DON'T HAVE THAT DOWNWARD SLIDE.
AND SO THAT IS THE READING PORTION, AND SO WITH THE MATH PORTION, FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, WE ALSO SEE THAT WE ARE STEADILY MAKING THAT STEADY STRIDE WITH OUR MEETS PERFORMANCE.
AND SO YOU'LL SEE AT THE TOP OF THE BEGINNING OF THE YEAR '16, AND THEN STAYING STEADY WITH OUR MEETS AS WELL, THE PERCENTAGES TO THE MIDDLE OF THE YEAR.
SO THAT'S THE GREEN PORTION RIGHT THERE [OVERLAPPING].
>> SO THE DID NOT MEET, WE'RE TALKING ABOUT NUMBER OF STUDENTS, THE NUMBER OF STUDENTS AND SO THE GRADE LEVEL.
>> SO ARE YOU SAYING THAT WE'RE JUST HOLDING OUR OWN THERE OR ARE YOU SAYING YOU ARE SEEING AN INCREASE?
>> WE ARE SEEING AN INCREASE IN STUDENTS WHO DID NOT MEET IN BOTH READING AND MATH.
WE DID KNOW THAT WOULD BE A POSSIBILITY WITH OUR STUDENTS IN READING BECAUSE OF THE NEW CURRICULUM IMPLEMENTATION.
THE RESEARCH SUGGESTS, THE WAY WE'RE LOOKING AT INTO IS THAT IT TAKES 2-3 YEARS TO SEE THAT INCREASE OF GROWTH FOR YOUR READING PROTECTION SCORES BUT YES, WE ARE SEEING THEM.
AND SO TOWARDS MY LAST SLIDE, I'LL BE ABLE TO TELL YOU A LITTLE BIT ABOUT THE ACTIONS THAT WE'RE TAKING, THE STEPS THAT WE'RE MAKING IN MOVING FORWARD TO HELP MAKE SURE THAT WE HAVE A STEADY PACE, BUT WE ALSO HAVE INCREASE IN BOTH MATH AND READING.
>> YES, MA'AM. SO THAT WAS OUR MATH.
AND SO OVERALL FOR THE MIDDLE OF THE YEAR MATH, WE HAVE OUR APPROACHES, MEETS, AND MASTERS.
AND SO TO LOOK AT THE THINGS THAT WE'RE DOING FOR THE NEXT STEPS IS WE HAVE DATA DAY.
WE JUST DID THIS LAST WEEK WHERE WE ARE PRIORITIZING TEKS AND MAKING SURE THAT WE HAVE STUDENT GROUPS ACCOUNTED FOR.
AND SO THEY'RE BASED ON THE ABILITIES AND OBJECTIVES AND THE SKILLS THEY NEED TO DEVELOP MASTERY IN.
AND SO WE WERE ABLE TO ATTEND JOHN WEEKS TRAINING.
AND WE ALSO IDENTIFIED OUR BAND JUMPERS, WHICH IS OUR STUDENTS WHO WE WANT FROM A MEETS TO A MASTER'S LEVEL.
AND SO WE HAVE MULTIPLE STUDENTS THAT WE'VE IDENTIFIED ALL ACROSS THE BOARD.
AND SO WE ARE ABLE TO SEE WHERE OUR STUDENTS NEED TO BE AT, WHERE THEY ARE CURRENTLY, AND WHERE WE NEED TO TAKE MOVING FORWARD.
AND SO WE'VE ALSO MADE SURE THAT WE HAVE INSTRUCTION TARGETED WITH SPECIFIC INTERVENTION SO THAT IT'S PURPOSEFUL.
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AND THEN TARGETING OUR FOCUS GROUPS.AND SO I HAVE TUTORS THAT WE'VE HIRED, AND THEY ARE ALL CURRENTLY STILL FRESH, STRAIGHT FROM THE CLASSROOM, RETIRED TEACHERS.
AND SO THEY'RE ALSO PART OF OUR TEAM MEMBERS TO MAKE THE GROWTH THAT WE NEED FOR THEIR OVERALL STUDY GROWTH TO GET US OUT OF THE IMPROVEMENT REQUIRED.
AND SO THAT IS WE ALL KNOW OUR OVERALL GOAL.
AND SO THOSE ARE THE THINGS THAT WE'VE DONE RIGHT NOW TO JUST GET US GOING.
AND SO JUST TO MAKE SURE THAT WE STAY STRONG ALL ACROSS.
>> ARE THE TUTORS COMING DURING THE DAY?
>> YES, MA'AM. THEY'RE COMING HERE IN THE DAY.
THAT'S IF WE DO DO THE TUTORING, IT'S DONE BY THE TEACHER, AND IT'S MORE OF A ONE OR ONE TO ONE BASIS, OR ONE TO TWO BASIS.
>> AND YOU'RE DOING READING ONLINE?
READING AND MATH, ESPECIALLY TARGETING A THIRD THROUGH FIFTH, BUT EVEN KINDERGARTEN IF IT'S FROM A TUTOR.
AND SO WE'RE GRACIOUS FOR THE FEDERAL FUNDING BECAUSE THAT'S BEEN ABLE TO HELP US AND HELP MEET THOSE GAPS.
>> ANY OTHER QUESTIONS? COMMENTS? I BELIEVE YOU HAVE ANY COMMENTS.
IT WAS A PLEASURE TO HAVE COMMISSIONER HERE AND THANK YOU BOARD MEMBERS FOR ATTENDING AND JOINING IN OUR CLASSROOMS NOT TOO LONG AGO, A COUPLE OF WEEKS AGO.
AND SO FEEL FREE TO STOP BY AT ANY TIME, SEE WHAT'S GOING ON IN THE CLASSROOM.
>> KIRBY MIDDLE SCHOOL IS UP NEXT. MR. HARDAWAY.
[IV.C. Kirby Middle School Campus Progress Update]
>> WHERE'S ALL THE FLOWERS AND STUFF? [LAUGHTER] THE PRESENTATION?
SOME OF THE FOCUS AREAS THAT WE ARE TARGETING, DEVELOPING CAMPUS INSTRUCTIONAL LEADERS AT 1.1 INCLUDING PRINCIPAL, ASSISTANT PRINCIPAL, TEACHER LEADERS, AND COUNSELORS WITH CLEAR ROLES AND RESPONSIBILITIES.
THERE'S A LOT OF CHANGE ON THE KIRBY CAMPUS, FROM '22-'23 TO '23-'24.
THAT'S AN AREA THAT'S BEEN TARGETED AND THEN EFFECTIVE CLASSROOM ROUTINES AND INSTRUCTIONAL STRATEGIES ON 5.1.
OUR OVERALL RATING, AS YOU CAN SEE, WAS AT 59 IN 2022 AND THEN IN 2023, THE PROJECTED OVERALL RATING IS A GROWTH OF 9.4-68.4.
THE BEGINNING OF THE YEAR NUMBERS IN OUR READING MAP COMPARISONS, IF YOU SEE IN THE RED, WHICH WE GOT 43 PERCENT TO 47 PERCENT THE BEGINNING OF THE YEAR, AND WE'VE REDUCED THAT TO 41.9 PERCENT IN THE MIDDLE OF THE YEAR WITH A LOT OF TARGETED INSTRUCTION, AND WE'LL TALK TO THAT IN JUST A MINUTE.
THE READING, WE'RE SHOWING SOME REALLY GOOD GROWTH IN, AND WE'RE HAPPY ABOUT MATH.
WE TOOK A LITTLE BIT OF A DIP FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR ASSESSMENTS.
NOW, WHAT YOU SEE HERE IS ONLY SIXTH AND SEVENTH GRADE, BECAUSE THE EIGHTH GRADERS DO NOT TAKE A MATH TEST.
THEY TOOK A TFAR TEST, WHICH IS A REALLY STAAR-TYPE SITUATION.
WE'VE GOT SOME CONCERNS THAT WE KNOW OF IN THE MATH COMPARISONS.
WHERE WE DID WELL. OUR READING IN THE SEVENTH GRADE, THE AVERAGE GROWTH FOR KIRBY WAS A 3.07 AND THE NWEA, WHICH IS THE ASSOCIATION THAT DOES THE MATH, THEIR GROWTH NORM IS 2.89 SO WE EXCEEDED THAT GROWTH, AND THEN WE EXCEEDED THE GROWTH IN THE EIGHTH GRADE AS WELL.
THIS IS WHAT WE DO WITH OUR DATA.
EVERY TIME WE GIVE A TEST, AND I WILL TELL YOU, WE'VE GIVEN SEVERAL EXAMS, YOU ALL KNOW THIS BUT OUR CURRICULUM TEAM AND THE DISTRICT COORDINATOR, I HAD MISTY WRITE THIS DOWN SO I DIDN'T GET IT WRONG, OF SCHOOL IMPROVEMENT.
THEY PRESENT THE ELEMENTS OF THE DATA AT EACH FACULTY MEETING.
THEY ALSO MEET WITH US AS AN ADMINISTRATIVE TEAM EVERY MONDAY AFTER SCHOOL.
WE TALK ABOUT ASSESSMENT, WE TALK ABOUT FOCUS AREAS, WE TALK ABOUT STUDENTS THAT NEED HELP, WE TALK ABOUT OUR TUTORING, AND ALL OF THOSE THINGS.
OUR CURRICULUM SPECIALISTS DISAGGREGATE THE DATA AND DO THE GOAL-SETTING AND TAKE THAT INFORMATION TO THEIR CURRICULUM TEAMS. WE HAVE THE READING LANGUAGE ARTS TEACHERS START THE DAY IN THE PLC ROOM WITH THE CURRICULUM SPECIALISTS AND THEN THIRD PERIOD, OUR MATH TEACHERS ALL GO IN THERE WITH THE CURRICULUM SPECIALISTS.
THEN THE DCSI HAS PRESENTED THE DATA DASHBOARD TO THE LEADERSHIP TEAM.
[00:25:05]
THEN WE HAVE OUR STUDENTS TRACK THEIR OWN DATA.THAT'S ONE OF THE THINGS THAT THE READING LANGUAGE ARTS FOLKS AND THE MATH PEOPLE DO.
IT'S COMFORTING WHEN WE WALK THE HALLWAYS AFTER AN EXAM AND THE KIDS SAY, I MET MY GOAL.
I BELIEVED MY GOAL OUT OF THE WATER, I DIDN'T MEET IT, BUT I KNOW THAT I CAN.
THEY NEED TO KNOW WHAT THEIR GOALS ARE.
TODAY WE GAVE AN INTERIM READING TEST.
TOMORROW WE GIVE AN INTERIM MATH TEST.
THESE KIDS KNOW WHAT THEIR GOALS NEED TO BE, AND WE'RE WORKING TO GET THOSE GOALS HIT.
WHAT'S NEXT FOR US? A LOT OF IT IS GOING TO HAPPEN AFTER THIS INTERIM AND WE GET ALL THIS DATA BUT EVERY GRADE LEVEL, EVERY CORE CONTENT IS A PRIORITY AT THE MIDDLE SCHOOL.
THE EIGHTH GRADERS ARE CURRENTLY HAVING SOME ADVANCED TUTORING IN THE SCIENCE AND SOCIAL STUDIES AREA BECAUSE THAT'S THE TEST THAT THEY'RE GOING TO TAKE, THAT'S THE ONLY GRADE LEVEL TESTED FOR THOSE TWO SUBJECTS IN THE SCHOOL.
WE'LL REEVALUATE THE STUDENT GROUPS AFTER THE UPCOMING ENGLISH AND MATH TESTS THAT WE'RE TAKING THIS WEEK AND THEN WE'LL TWEAK THE FINAL STRETCH PLAN WHERE NEEDED AND WE'LL DO QUITE A BIT OF SMALL GROUP TUTORING WITH THESE KIDS.
THE TEACHERS WILL MEET WITH THEIR STUDENTS AND SET THAT FINAL GOAL.
THEN ALL OF US ARE GOING TO BE PREPARED TO SUPPORT THE TEACHERS IN WORKING THEIR PLAN FOR THE STAAR.
I KNOW THAT WAS VERY QUICK AND I'LL GO BACK TO SOME OF THE DATA, BUT ANY QUESTIONS?
>> WILL YOU SHOW ME ON THE DATA WHERE YOU SAY WE'VE MADE INCREASES? I DON'T SEE THE 41 PERCENT I'M SORRY.
>> THE 47% AT THE BEGINNING OF THE YEAR IN THE RED.
>> THEN IT WAS ONLY 41.9% IN THE MIDDLE OF THE YEAR.
>> YOU'RE TALKING ABOUT THE TOTAL?
>> THAT WAS THAT DID NOT MEET.
>> THOSE ARE THE GUYS THAT WE'RE CONCERNED ABOUT.
>> THOSE ARE THE ONES WE'RE CONCERNED ABOUT.
THOSE ARE THE ONES WE'RE WORKING ON.
WE ALSO KNOW, AS WAS MENTIONED IN THE PREVIOUS PRESENTATION, THOSE BAND JUMPERS, WE WANT TO GET THOSE APPROACHES TO MEET AND MEET THE MASTERS.
THAT'S WHERE THE NUMBERS ARE GOING TO REALLY IMPROVE OUR SCORES AND THE DATA WILL INCREASE WITH THAT.
THAT'S GREAT IMPROVEMENT BECAUSE IF YOU CAN GET THOSE KIDDOS TO GET UP TO MASTERS.
THAT WAS MY FIRST DAY ON THE JOB.
FROM 22-23, I WANT TO CONSIDER THIS, IN ANY TESTED CURRICULUM THAT WE HAVE ON KIRBY CAMPUS, I DON'T HAVE THE SAME TEACHER FROM LAST YEAR.
>> THAT WAS MY QUESTION FOR YOU.
>> NOT THE SAME TEACHER. SO UNDERSTAND THAT THE NUMBER IS HOLDING STEADY AND WHERE WE'RE HAVING SOME IMPROVEMENT, THESE TEACHERS DID NOT TEACH THESE KIDS IN THESE SECTIONS LAST YEAR.
>> RESEARCH WILL TELL YOU THAT.
>> I LOOK FORWARD TO THE CONSISTENCY OF MOVING INTO THE FUTURE.
>> DO YOU ANTICIPATE YOU'LL BE ABLE TO KEEP MORE OF YOUR TEACHERS NOW?
I KNOW WHAT MY NUMBER LOOKS LIKE IS RETIREMENTS AND RESIGNATIONS RIGHT NOW, AND IT'S LESS THAN HALF OF WHAT WE HAD LAST YEAR SO FAR, SO, WE'LL SEE.
>> ARE YOU LOSING SOME OF YOUR TEACHERS TO GO TO THE HIGH SCHOOL LEVEL?
>> OKAY. BECAUSE I KNOW THIS IS A CONCERN TOO.
>> IT IS. I'M GOING TO SHARE THAT, BUT WE'VE HAD GOOD COMMUNICATION WITH THE ADMINISTRATORS MAKING THOSE DECISIONS AND THEY'VE KEPT UP TO DATE ON ALL THOSE MOVES.
>> ESPECIALLY, YOU KNOW, AT KIRBY, YOU NEED TO KEEP THAT CONSISTENCY.
>> IS THERE MUCH TALK OR CONCERN OR EXCITEMENT ABOUT GOING TO HERSHEY MIDDLE SCHOOL?
OUR SIXTH GRADERS ARE EXCITED ABOUT IT.
THE EIGHTH GRADERS, THEY'RE STARTING TO GET NERVOUS ABOUT MOVING FROM KIRBY TO LEGACY OR TO MEMORIAL, WHEREVER THEY'RE GOING TO GO BECAUSE THEY'RE GOING TO GO FROM A SCHOOL OF 440 KIDS RIGHT NOW, ALMOST 2,000.
I THINK THAT SHAKES THEM A LITTLE BIT.
>> WE'LL TELL THEM THAT ALL KIDS ARE IN THE SAME.
>> WE'VE BEEN HAVING THOSE DISCUSSIONS.
>> GO BACK TO THAT SCREEN YOU WERE JUST ON.
WHAT'S YOUR GUT FEEL ON WHY SUCH STRONG PROGRESS WAS MADE IN THE SEVENTH GRADE AND GOOD PROGRESS WAS MADE IN EIGHTH, BUT NOT IN SIXTH.
WHAT SHAPED THE SUCCESS AND WHAT SHAPED THE LACK OF SUCCESS DO YOU THINK?
[00:30:02]
>> FACTORS THAT WE MIGHT NOT KNOW AND UNDERSTAND.
THE SIXTH GRADE STUDENTS HAVE TWO SIXTH GRADE TEACHERS, AND THOSE SIXTH GRADE TEACHERS TEACH THE EXACT SAME LESSONS EVERY DAY.
IT'S CORRELATED. WHAT GOES ON FROM ONE DAY TO ANOTHER, I CAN'T STAND HERE AND GIVE YOU A DEFINITIVE ANSWER ON THAT.
>> I THINK A LOT OF IT IS THEM GOING FROM ELEMENTARY INTO JUNIOR HIGH AND THAT SIX GRADE YEAR IS HARD.
>> THE SIXTH GRADE YEAR IS DIFFICULT.
WE'VE BEEN WORKING ON SOME THINGS.
I'LL JUST STATE, WE HAD SOME KIDS WHO FINISHED THAT TEST IN 36 MINUTES.
THEY HAD FOUR READING PROPS TO DO AND THEY FINISHED IN ABOUT 36 MINUTES.
THEN WE HAVE 48-MINUTE CLASSES, AND THEY WON'T EVEN COMPLETE ONE PROP.
I WILL TELL YOU, OUR TEACHERS KNOW THEIR KIDS.
OUR CURRICULUM SPECIALISTS KNOW THOSE KIDS.
TWO OF THE SPECIALISTS WERE IN THE CLASSROOM LAST YEAR AND KNOW THOSE STUDENTS.
MIDDLE SCHOOL IS A DIFFERENT FROM BREED OF STUDENTS.
>> [INAUDIBLE] AND HIS SON SAW THE SAME THING FROM SIXTH GRADE TO THE SEVENTH GRADE. PRETTY MUCH IT.
>> I JUST WANT TO SAY THIS BECAUSE THERE ARE SO MANY WONDERFUL, WONDERFUL PEOPLE OUT THERE.
I WENT TO A CONFERENCE IN GALVESTON LAST WEDNESDAY, THURSDAY, FRIDAY, AND SATURDAY.
ONE OF OUR SPEAKERS WAS ADAM SIGNS, I DON'T KNOW IF ANY OF YOU HAVE HEARD OF HIM BEFORE.
HE'S A PHENOMENAL SPEAKER AND HE SAYS, OUR DISTRICTS NEED TO BE IN TROUBLE BECAUSE WE NEED TO STOP SAYING KIDS ARE NUMBER ONE, WE NEED TO START SAYING TEACHERS ARE NUMBER ONE BECAUSE THAT'S WHAT'S GOING TO MAKE OR BREAK OUR DISTRICT.
THAT'S WHY THE QUESTIONS ABOUT ARE YOU GOING TO LOSE A LOT OF TEACHERS BECAUSE WE KNOW RETENTION OF TEACHERS PAYS A HUGE DIVIDEND WHEN THEY DO THEIR TESTING AND STUFF LIKE THAT.
>> IT IS AND THAT CAN CERTAINLY BE A CONVERSATION LATER AS WE LOOK TO SEE WHAT MY NUMBERS LOOK LIKE.
I INHERITED 48 TEACHERS AND 38 OF THEM WERE NEW.
THAT'S WHERE WE ARE AND THAT'S JUST A FACT BUT WE'RE HOLDING ON.
HOPEFULLY MAKING SOME CHANGES [OVERLAPPING]
>> THANK YOU SO MUCH. WE APPRECIATE YOU.
>> OH, YEAH. YES. MRS. HORTON IS NEXT. SORRY.
[V.A. Financial Reports as of January 31, 2024]
>> GOOD AFTERNOON. THE ADMINISTRATIVE RECOMMENDATIONS AT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE ATTACHED YEAR-TO-DATE FINANCIAL REPORTS AND INVESTMENT REPORTS AS SUBMITTED BY LEAH HORTON, CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS.
THE FOLLOWING ATTACHMENTS REPORT THE REVENUE EXPENDITURE POSITION THROUGH JANUARY 31, 2024.
FOR THE GENERAL FUND REVENUES, WE'RE 64.88% LAST YEAR COMPARED TO 63.61% THIS YEAR AND EXPENDITURES WERE 48.32% LAST YEAR AS COMPARED TO 53.3% THIS YEAR.
>> I MAKE A MOTION TO APPROVE THE OBJECT REPORTS AS PRESENTED.
>> THANK YOU, MR. LUKERT. DO WE HAVE A SECOND?
ANY QUESTIONS OR COMMENTS FOR [INAUDIBLE].
>> I'LL MAKE ANOTHER COMMENT ABOUT THE CONFERENCE.
THERE WERE SO MANY SUPERINTENDENTS THERE AND SO MANY BOARD MEMBERS THERE THAT WERE JUST SAYING MULTIMILLION DOLLARS IN THE HOLE.
THANK YOU, THANK YOU THAT I CAN SAY WE'RE NOT AND WE APPRECIATE YOU.
>> YEAH, INDEED IT'S REALLY A GREAT TEAM.
Y'ALL ARE REALLY PULLING IT ALL IN THE SAME DIRECTION.
WE APPRECIATE THAT. NOW TO VOTE ON THIS.
>> ALL THOSE OPPOSE, THE SAME SIGN. PASS IS 6-6.
>> MRS. HORTON, ACTION NEEDED ON THIS ITEM AS WELL.
[V.B. Budget Amendments for February 2024]
>> YES, MA'AM. IT'S ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVES THE ATTACHED BUDGET AMENDMENTS TO THE '23, '24 BUDGET AS DETAILED ON THE ATTACHED REPORT.
THESE AMENDMENTS WERE SUBMITTED BY LEAH HORTON, CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS.
GENERAL OPERATING REVENUES AND EXPENDITURES REFLECT AN INCREASE IN REVENUE OF $4,655,219 AND AN INCREASE IN EXPENSES OF $2,000,000 RESULTING IN THE BALANCED BUDGET.
THESE ARE THE AMENDMENTS THAT WE WANTED TO DO TO BALANCE YOUR BUDGET FOR THE FISCAL YEAR.
[00:35:04]
THIS IS INCLUDING THE ACV THAT'S GOING TO COVER THE DEDUCTIBLE FROM THE STORM.THIS IS ALSO THE CHANGES IN THE TAX LEVY REVENUE IN OUR STATE FUNDING AFTER THE $1,000 HOMESTEAD EXEMPTION WAS PASSED IN.
>> CAN YOU JUST GET A AMEN? [LAUGHTER] BALANCED BUDGET, THAT'S ALL I HEARD.
>> I MAKE A MISSION THAT WE APPROVE THE ATTACHED BUDGET AS IT'S PRESENTED BY MS. HORTON.
>> THANK YOU. IS THERE A SECOND?
>> THANK YOU. ANY QUESTIONS OR COMMENTS?
>> AND REMEMBER THAT THE DEFICIT BUDGET WAS CAUSED WHEN WE GAVE THE THOUSAND DOLLAR BONUS TO OUR TEACHERS AND STAFF.
SO THAT WAS PART OF THE 2 MILLION THAT YOU SEE THERE.
WE PROBABLY WERE IN A "DEFICIT" TO BEGIN WITH.
THAT WAS GOING TO COME FROM OUR FUND BALANCE, BUT NOW, IT'S BALANCED AND WE'LL COME OUT OF THAT. DOES THAT MAKE SENSE?
>> ANY OTHER COMMENTS OR QUESTIONS? ALL THOSE IN FAVOR SAY AYE.
>> THOSE OPPOSED, SAME SIGN. PASS IS 6-0.
>> WE TALK ABOUT HERSHEY'S REFRESH PROJECT.
[V.C. Purchase of Phase One of Hirschi Refresh Project]
>> YES. IT'S THE ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVES THE PURCHASE OF PHASE 1 OF THE HERSHEY REFRESH PROJECT AT THE DESIGN BUILD AWARD, GARY BAKER CONSTRUCTION, IN THE AMOUNT OF $234,707 AS SUBMITTED BY LEAH HORTON, CHIEF FINANCIAL OFFICER, RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS.
PHASE 1 OF THE WORK INCLUDES EXTERIOR PRESSURE WASHING, TAPE OFF AND PAINTING OF ALL YELLOW EXTERIOR WINDOW PANELS, CONCRETE EXTERIOR COLUMNS, AND FRONT ENTRY.
THIS IS BROUGHT TO YOU RIGHT NOW WITH AN ACTION NEEDED BECAUSE THEY WOULD LIKE TO START THIS DURING SPRING BREAK AND THEY WILL CONTINUE WORKING ON THIS EXCLUDING CAMPUS TESTING DATES.
THIS IS GOING TO BE USING YOUR ACB FROM THE HAROLD.
>> ACB IS OUR INSURANCE MONEY.
ACTUAL CASH VALUE FROM HAROLD'S DAMAGE DURING THE STORM.
>> WE PAID BACK THE ONE MILLION DOLLAR DEDUCTIBLE AND THEN THIS IS THE EXPENDITURES THAT ARE COMING THROUGH.
I'M TRYING TO FIND THE NUMBER UP THERE.
>> TWO HUNDRED AND THIRTY-FOUR THOUSAND SEVEN HUNDRED AND SEVEN DOLLARS.
>> DOES THAT INCLUDE ALL THE EXTERIOR WORK, BUT NONE OF THE INTERIOR WORK AT THIS?
>> THIS IS JUST PHASE 1 AND THEN PHASE 2 WILL BE THE INTERIOR.
>> THIS WILL BE DONE WHILE KIDS ARE STILL IN SCHOOL EXCEPT DURING TESTING?
>> I MAKE A MOTION TO APPROVE THE PURCHASE OF PHASE 1 OF HERSHEY.
>> NOW, ANY QUESTIONS? THAT [INAUDIBLE].
ALL THOSE OPPOSED, SAME SIGN. PASSES 6-0.
>> NOT RELATED TO THIS, BUT DR. GRIFFITH, WE TALKED ABOUT THE HIGH SCHOOLS BEING READY.
ANY CONCERNS ABOUT HERSHEY BEING READY TO OPEN STORES NOW AS A MIDDLE SCHOOL?
THAT'S WHY YOU SEE THIS HURRY BECAUSE WHEN WE MET WITH THEM, BASICALLY, WE SAID WE HAVE 40 DAYS TO PULL THIS OFF AND IT'S NOT GOING TO BE THE MATERIALS, IT'S GOING TO BE THE MAN POWER.
IT'S GOING TO BE THE COST BECAUSE WE REALLY ARE AND YESTERDAY, WE WORKED WITH THE BANK.
THERE MIGHT BE SOME THINGS THAT WE'RE GOING TO START DOING DURING THE BREAK REMOVING SOME HEATERS, BUT WE PRIORITIZED PAINT, LIGHTING, CEILING TILES, AND THE BAND HALL.
THAT'S GOING TO BE OUR PRIORITY, DEPENDING ON HOW MUCH THAT COST, THEN WE'LL GO TO ANOTHER PRIORITY 2.
WITH THE KNOWLEDGE THAT WE GOT TO BE DONE ACTUALLY WAITING FOR SCHOOL STARTS BECAUSE WE GOT TO HAVE ALL CURVES MOVE INTO PERSON.
SO IT'S VERY, VERY TIGHT, BUT WE FEEL PRETTY GOOD THAT WE'LL PULL IT OFF.
>> AT YOUR MARCH 18 MEETING, WE'LL HAVE A FULL SCOPE.
AFTER THEIR MEETING YESTERDAY, WE'LL HAVE A FULL SCOPE THAT WE'RE GOING TO PRESENT TO YOU THEN.
>> WE'LL MOVE ON TO THE PURCHASE OF WINDOW FILM AND INSTALLATION.
[V.D. Purchase of Security Window Film and Installation]
THIS FUTURE ACTION?>> YES, MA'AM. IT'S ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA'S INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE PURCHASE OF SECURITY WINDOW FILM FOR ALL DISTRICT FACILITIES FROM WINDOW FILM DEPOT IN THE AMOUNT OF $331,290.93 AS SUBMITTED BY LEAH HORTON, CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS.
THIS IS AN EXPENDITURE THAT WILL BE PAID FOR WITH THE SAFE GRANT CYCLE 1 AND REQUIRES BOARD APPROVAL.
THIS PURCHASE IS VERIFIED AS COMPLIANT WITH THE TIPS CONTRACT AND MEETS ECKER PROCUREMENT REQUIREMENTS FOR USE OF FEDERAL FUNDS.
>> THIS IS FOR ALL SCHOOLS FOR THE FRONT ENTRANCES OR PART?
[00:40:01]
>> YES. WITHIN A CERTAIN AMOUNT OF FEET FROM THE ENTRY OF THE SCHOOL.
>> THE ENTRANCES AND WINDOWS NEAR THE ENTRY.
>> I KNOW MR. JOHNSON, YOU HAD A COMMENT.
>> I HAVE A REAL CONCERN ABOUT THE WHOLE, NOT THE PROCESS, BUT USING A FIRM OUT OF GEORGIA.
GREAT. I KNOW WE DO THAT, BUT THERE IS A FIRM HERE IN TOWN WHO DOES THIS.
TODAY, I WAS ON THE PHONE A LOT WITH THE SUPERINTENDENT AT HOLIDAY AND ONE OF THE STAFF AT BURKE.
THE FOLKS AT HOLIDAY USED THIS LOCAL FIRM.
THE FOLKS IN HOLIDAY WERE GLOWINGLY PLEASED.
THE FOLKS IN BURKE WERE SAYING, IT'S OKAY, AND THE FOLKS IN BURKE DID NOT USE THE SAME FIRM WE'RE TALKING ABOUT HERE. TOTALLY DIFFERENT.
I DON'T WANT TO MAKE I DON'T WANT TO SAY THAT.
BUT I'M JUST CONCERNED THAT WE DIDN'T GO THROUGH A PROCESS TO VET AND LOOK.
LET ME BACK THIS UP, I WANT TO BE CAREFUL HERE.
I KNOW WE WENT THROUGH A PROCESS AND WE MADE SOME PHONE CALLS, BUT DID WE FULLY VET THAT THERE WASN'T ANYBODY IN TOWN WHO COULDN'T DO THIS.
THE ANSWER IS THERE IS A FIRM IN TOWN WHO HAS DONE THIS AT HOLIDAY AND CITY VIEW, AND OLNEY, AS WELL AS SOME OTHER GOVERNMENT BUILDINGS.
I WOULD JUST LIKE TO SEE THAT THEY WERE VETTED AND HAD THE OPPORTUNITY TO BID ON THIS AS WELL, AND THEY WEREN'T JUST EXCLUDED BECAUSE WE WENT STRAIGHT TO A COP.
I'M NOT SAYING THAT THEY ARE QUALIFIED, I'M NOT SAYING THAT THEY CAN PULL THIS OFF IN THE AMOUNT OF TIME THAT HAS TO BE DONE.
I DON'T KNOW, AND I'M GOING TO LEAN ON ALL TO DO THAT.
>> I THINK MR. JOHNSON'S POINT IS WELL TAKEN THAT WHEN WE WERE CERTAINLY BUILDING OUR NEW SCHOOLS WE WANTED TO USE LOCAL CONTRACTORS WHENEVER WE COULD, AND I THINK THIS RESPECT FOR CERTAIN BRAND OF MATERIAL THAT MAY NOT BE THE ONLY BRAND OF THAT TYPE OF MATERIAL.
>> I THINK THIS RESPECT FOR 3M, AND THIS INDIVIDUAL DOES NOT USE 3M, HE USES ANOTHER COMPARABLE.
>> GIVE US YOUR THOUGHTS, DR. WELL.
>> WELL, CHIEF WOULD BE ABLE TO DO A BETTER JOB AS FAR AS OR LAWRENCE ZOTS AS FAR AS EXACTLY HOW WE SPECKED OUT, IT WAS BY THE TIPS GRANT, SO ON AND SO FORTH IF YOU WANT TO GET THE SPECS ON THAT BECAUSE CHIEF WAS IN CHARGE OF THIS.
>> AS FAR AS REACHING OUT, HOW THE PROCESS GOES ON, THAT'S PURCHASING.
BUT FOR US, SAY I AGREE TO TRY TO FIND LOCAL BUSINESSES THAT DO ANYTHING IF THEY'RE COMPARABLE AND STUFF.
IT'S NATIONWIDE. I'M GOING OFF OF TALKING TO OTHER DISTRICTS CLOSE BY WHAT THEY'RE USING.
BECAUSE WHAT WE'RE SEEING A LOT OF THIS, YOU HAVE ALMOST A HALF A MILLION DOLLARS THAT WAS RELEASED AND SAID, HEY, GET YOUR WINDOW FILMED.
A LOT OF COMPANIES THAT OVERNIGHT, ALMOST, I'M NOT SAYING THIS COMPANY BY ANY MEANS, BUT A LOT OF COMPANIES EVOLVED INTO WHERE THE MONEY WAS.
YOU HAVE COMPANIES THAT HAVE BEEN IN BUSINESS DOING WINDOW FILM LIKE THIS FOR 30 YEARS AND THEN YOU HAVE COMPANIES THAT MIGHT, I'LL JUST SAY SOMETHING RANDOM, WINDOW TENT FOR VEHICLES.
NOW, THEY SEE THAT HEY, THERE'S HALF A BILLION DOLLARS THERE.
ALSO, THE FACT THAT IT HAD TO BE DONE BY AUGUST WAS VERY TIME PRESSING BEFORE THE START BECAUSE THAT'S IT'S MANDATED, THAT HAS TO BE DONE BY AUGUST.
IT BEING A LARGE DISTRICT, I THINK THAT ALL THOSE ARE FACTORS AND KIND OF WHERE WE ARE.
>> I WANT TO DRAW A DISTINCTION, THERE'S A DISTINCTION BETWEEN THE PRODUCT AND THE INSTALLER.
THIS APPEARS TO HAVE BEEN SPEC WITH 3M PRODUCT AND THAT WOULD HAVE RULED OUT ANYBODY WHO DOESN'T USE 3M PRODUCT.
EVEN IF I'M NOT MISTAKEN THE MINIMUM, I DON'T KNOW WHAT THE TEST WOULD BE, TWO MINUTES, AT A MINIMUM SIX MINUTES WOULD BE GREAT.
IF BOTH FILMS MEET THAT TEST, THEN AGAIN, IT SEEMS THAT WE COULD OPEN THIS BIDDING UP TO A DIFFERENT PRODUCT IF IT MEETS THE MINIMUM TEST.
>> MR. JOHNSON, TO MY KNOWLEDGE,
[00:45:01]
IT WASN'T 3M SPECIFICALLY.BECAUSE THAT'S JUST AGAIN, THAT'S THE STANDARD, AND I DON'T KNOW IF TO ME, AGAIN TO MY KNOWLEDGE, I DON'T KNOW IF ANYBODY ELSE THAT'S DOING THIS LARGE SCALE AND IS USING ANYTHING BUT 3.
AGAIN, THAT'S TO MY KNOWLEDGE AND HAS ANYTHING ELSE WITH THAT.
BUT THAT'S TALKING TO OTHER SHE'S THROUGHOUT THE STATE.
I DON'T THINK ANYBODY ELSE HAS UTILIZED ANYTHING BUT 3M.
>> WAS IT SENT OUT THROUGH THE REGULAR BID PROCESS LAUREN? I MEAN, JUST LIKE YOU ALWAYS DO.
>> CHIEF BROUGHT TO ME THE KNOWLEDGE OF THE GRANT AND THEN THE PRODUCTS THAT HE HAD LEARNED ABOUT GOING THROUGH SPECKING THIS OUT WITH OTHER DEPARTMENTS THAT HAD DONE IT.
WHAT HE BROUGHT TO ME, I VERIFIED THAT THESE ARE ALL VETTED, THAT THEY MEET ALL THE REQUIREMENTS.
BASICALLY, A COOPERATIVE BID IS TAKES THE PLACE OF US HAVING TO DO OUR OWN BID.
BUT I DID GO AND I CHECKED ON THE CHAMBER OF COMMERCE, BETTER BUSINESS BUREAU THERE.
I TOOK A BRIEF LOOK AT HOLIDAYS, AND BASED ON THEIR PRICE, THEIR PROJECT IS 15% OF WHAT OUR PROJECT IS.
BECAUSE IT'S NOT JUST CAMPUSES, IT'S FACILITIES, IT'S KERRIGAN, IT'S HERE, EVERY BUILDING WE'RE DOING ZONE 1 AND ZONE 2, AND WE'RE DOING IT WITH A MINIMUM MANDATED.
THE OTHER PRODUCT THAT WAS CONSIDERED, I DON'T REMEMBER THE NAME OF IT, BUT BASED ON TALKING TO HENRIETTA, WHO USED THIS COMPANY AND THIS PRODUCT, THEY SAID THEY WERE EXCELLENT OF PRODUCT.
THAT IT JUST AS WE DID AND THE COMPANY DID A GREAT JOB.
I SPOKE TO THE OPERATIONS MANAGER AT RICHARDSON, AND HE HAD THE SAME THING TO SAY THAT THEY DID A GREAT JOB.
NOW, I'M SORRY IF I MISSED SOMEBODY LOCALLY.
I DID LOOK UP CARLTON AND IT APPEARS THAT THEY'RE AUTO TENDERS.
I DIDN'T HAVE ANYTHING, AS MUCH AS I WOULD LIKE TO DEEP DIG INTO EVERY SINGLE COMPUTER TO TRY TO FIND SOMEBODY HERE KNOWING THE SUBSTANTIAL PROJECT AND THE TIME CONSTRAINT TO HAVE SOMEBODY WHO CAN BRING A TEAM OF SEVEN PEOPLE IN TO YOU HAVE THIS CLICKING THROUGH.
IT'S NOT JUST A ONE TIME THING, THEY COME IN AND THEY CLEFT THE WINDOW.
I MEAN I DON'T HAVE ALL THE TERMS BUT THEY PUT IT ON.
I'M GOING TO HAVE TO COME BACK INTO A DIFFERENT PROCESS AND THEN THEY COME BACK AND CLACK IT.
IT'S NOT LIKE DOING COMMERCIAL WINDOW TENT LIKE THERE'S A BLOCK TO IT.
IF I MISSED SOMEONE LOCALLY THAT HAD THAT CAPABILITY, BUT I STILL, BASED ON WHAT I FOUND JUST IN A FEW MINUTES, WONDER IF THEY COULD DO TO OUR STANDARD AND THE TIME.
>> DO YOU KNOW IF THEY ARE MEMBER THAT COME OFF THE TIPS?
>> I DID NOT FIND THEM IN A QUICK.
>> I MEAN, THERE'S A LOT OF FACTORS THAT GO INTO THIS.
I'M JUST RAISING THAT CAUTION FLAG TO SAY AND I AGREE.
>> WE WOULD LOVE TO HAVE LOCAL AND WE'LL DO IT IF WE [OVERLAPPING]
>> TO CHIEF'S POINT, HE CAME TO ME AND WE WANT TO HAVE LOCAL TOO, WE PRIORITIZE THAT, BUT THAT ISN'T THE TOP PRIORITY.
THE TOP PRIORITY IN THIS CASE IS SAFETY.
WHAT'S THE BEST IS THE BEST PRODUCT, WHAT'S GOING TO KEEP, WHAT'S THE SAFEST PRODUCT.
THEN ONCE THOSE FACTORS ARE MET, AND THEN THAT'S WHEN HE CAME IN BEFORE ALL THIS AND SAID, ABSOLUTELY, WE NEED THE BEST PRODUCT.
THE NATION'S BEST STANDARD IS 3M, SO THAT SET THE STANDARD, AND THEN THE OTHERS DIDN'T MEET THAT STANDARD, IF THAT MAKES SENSE.
>> I THINK THE CONSENSUS I'M HEARING IS THAT WE ALL WOULD LIKE TO SUGGEST THAT WHEN YOU CAN, THAT THE STAFF WOULDN'T LET ANYBODY LOCALLY BE ABLE TO.
BECAUSE IT'S CERTAINLY A BIG JOB WOULD MEAN A LOT TO SOMEBODY'S YEAR, PROBABLY.
MAYBE IN THIS PARTICULAR INSTANCE, THE TIME FACTOR PROBABLY FORCED US TO MOVE ON TO HAVE ALL THIS DONE.
THIS DOES HAVE THEM SENDING STAFF HERE TO DO THE INSTALLATION.
ANY OTHER COMMENTS, MR. TOMPKINS?
>> ANY OTHER VIEW? THIS REQUIRES FUTURE ACTION SO LET'S JUST HAVE IT AS AN AGENDA ITEM AND NOT CONSENT, JUST A REGULAR ORDER.
I'M GOING TO INSERT QUESTIONS.
[V.E. Purchase of Additional Amplify Curriculum]
>> MRS. HORTON, DO YOU STILL UP?
[00:50:01]
>> IN ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVED THE PURCHASE OF AMPLIFY CURRICULUM FROM AMPLIFY EDUCATION IN THE AMOUNT OF $416,705.20, ESTIMATED BY LEAH HORTON, CHIEF FINANCIAL OFFICER, AND RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS, AND PAID THROUGH TEA.
WE PILOTED SOUTHERN HILLS, BURGESS, AND WASHINGTON.
THE MCCOY GRANT FUNDED SCOTLAND PARK, ZUNDY, FAIN, CUNNINGHAM, AND FRANKLIN.
NOW WE ARE WANTING TO EXPAND TO CROCKETT, FOWLER, JEFFERSON, AND MILAM, AND WEST FOUNDATION ELEMENTARY, AND THE PURCHASE WILL BE PAID FOR WITH EXTRA THREE FUNDS.
>> THIS IS FUTURE ACTION ALSO.
[NOISE] BUT THE THREE FUNDS TO SOME OF OUR COVID FUND THAT IS DESIGNED TO BE USED FOR LEARNING LOSS.
THAT'S DEFINITELY FALLS UNDER THAT CATEGORY.
>> I JUST HAVE A COUPLE OF QUESTIONS AS FAR AS THE TIMELINE AND EVERYTHING FOR GETTING THE MATERIALS, SAM.
THIS IS WE'RE MOVING FROM 5-10 CAMPUSES AND EVERYTHING, I NEED TO KNOW IF WHEN THE MATERIALS WILL BE IN THE TIMELINE ON TRAINING FOR THIS.
WE JUST HAVE A CONCERN AS FAR AS WE HAVE NEW TEACHERS THAT ARE GOING THROUGH READING ACADEMY, WE HAVE HRS, WE HAVE OUR DYSLEXIA TRAINING THIS SUMMER.
WE HAVE EVERYTHING THAT THESE TEACHERS ARE GOING THROUGH, AND THEN THE AMPLIFY TRAINING.
WHEN IT'S GOING TO BE DONE IF WE DON'T WANT THE MATERIALS COMING IN AUGUST AND IT JUST COMING IN, FLOPPING DOWN IN TEACHERS' LAPS? I'VE BEEN THERE AS A PRINCIPAL, I'VE BEEN THERE AS A TEACHER, AND I CAN TELL YOU THAT IS NOT A GOOD SITUATION.
>> FIRST, I CAN TELL YOU THAT AMPLIFY IS AVAILABLE TO ANYONE TODAY.
IT'S ONLINE. THE ONLY THING WE WAIT FOR ARE THE PRINT MATERIALS.
EVERYTHING A TEACHER WOULD NEED IN TERMS OF THE CURRICULUM IS AVAILABLE ONLINE.
DISTRICTS HAVE DONE IT, SMALLER DISTRICTS HAVE PRINTED THEIR OWN MATERIALS OR EVEN ORDERED PRINTED RIGHTS.
FOR US, THAT'S NOT CAUSING DIGITAL PRACTICALLY.
BUT ANY TEACHER AND ANY INDIVIDUAL CAN GO ONLINE AND LOOK AT THAT AMPLIFY CURRICULUM.
ANYONE OF OUR DISTRICT HAS ACCESS THAT TO THAT TODAY.
PARENTS, WE DO, TEACHERS DO, EVERYONE DOES.
OUR ROLLOUT FOR AMPLIFY THIS HAS BEEN ADJUSTED.
THERE WILL BE A DAY, WE CALLED ARDIS TRAINING.
IT'S RESEARCH-BASED INSTRUCTION AND MATERIALS.
WE'LL GO THROUGH THAT TRAINING, THAT'S ONE DAY.
THE SECOND DAY IS PRODUCT TRAINING, WHERE WE WILL TAKE THE PAPER COPIES THAT WILL COME IN BEFORE SCHOOL IS OUT.
THE COMPANY HAS ASSURANCE THEY'LL BE HERE.
>> BUT EVEN IF THEY WEREN'T, EVERYTHING IS STILL AVAILABLE DIGITALLY FOR ANYONE AT ANY TIME, AND THEY WILL BE AVAILABLE TO THE TEACHERS.
THEY'LL GET A PRODUCT TRAINING.
THE NEXT TRAINING THEY WILL HAVE WILL BE DURING OUR DISTRICT STAFF DEVELOPMENT DAYS.
THAT WOULD BE A TRAINING DAY FOR OUR TEACHERS REGARDLESS.
THE FOLLOW UP TRAINING WILL HAPPEN CAMPUS BY CAMPUS IN PLC SO THAT'S INDIVIDUAL TEACHER COACHING AND SUPPORT.
OUR DISTRICT CURRICULUM TEAM PARTNERS WITH REGION 9 TEAM PROVIDE THAT SUPPORT.
THAT'S IN PLACE AS WELL FOR NEXT YEAR.
WE WILL AT THE DISTRICT STAFF DEVELOPMENT IN THE FALL, TAKE THE TEACHERS TO UNIT 1 AND ALL THE LESSONS THAT GO WITH THAT UNIT.
THE NEXT SET OF LESSONS WILL BE ADDRESSED WHEN WE GO INTO OUR DISTRICT STAFF DEVELOPMENT DAY IN OCTOBER.
THAT TURNS OUT VERY NICELY SO THAT THEY'RE NOT BEING PULLED TO THE CLASSROOM, THEY'RE NOT BEING ASKED FOR ADDITIONAL TIME.
IT'S SOMETHING THAT THEY WOULD BE ATTENDING REGARDLESS.
THEN PAST THAT POINT, WE WILL DO AGAIN ON SITE COACHING, SUPPORT FOR TEACHERS, SUPPORT FOR PLCS WITH AN ADDITIONAL DAY OF TRAINING IN FEBRUARY.
THAT, AGAIN IS OUR SCHEDULED DISTRICT SUCH TIME.
>> SO THE PRODUCT TRAINING WOULD BE DECEMBER?
>> YES, IT WILL BE AVAILABLE TO TEACHER FOR OPT-DAY-OUT CREDIT.
OUR TEACHERS WILL NEED THREE DAYS OF OPT-DAY-OUT CREDIT.
>> I KNOW THAT THEY'LL NEED THAT AND LIKE I SAID, THEY ALSO HAVE ALL THESE OTHER TRAININGS THAT THEY HAVE TO DO.
THE PUBLIC PROBABLY DOESN'T KNOW THIS, BUT TEACHERS ALWAYS DO MORE THAN THEIR THREE DAYS OF OPT-DAY-OUT CREDIT BECAUSE SO MUCH IS REQUIRED.
IS THERE ANYTHING LIKE HRS OR ANYTHING LIKE THAT THAT CAN BE TAKEN OFF THE PLATE?
>> AT THIS MOMENT, THERE'S NO HRS TRAINING SCHEDULE ALTHOUGH SOME OF THAT IS REQUIRED BY US.
>> THAT'S REQUIRED BY CAMPUSES MAYBE? [OVERLAPPING]
[00:55:01]
I DON'T KNOW IF IT'S REQUIRED TO ACQUIRE THEM ON THE CAMPUSES EITHER.>> NOW REGION 9 IS OFFERING A FIRST YEAR TEACHER ACADEMY FOR HRS.
[OVERLAPPING] BUT WE HAVE EXCLUDED THOSE TEACHERS WHO ARE AWARDED TO AMPLIFY.
>> GOOD. [OVERLAPPING] I'M SO CONCERNED ABOUT OUR NEW TEACHERS.
WE HAVE A LOT, [LAUGHTER] AND WHEN YOU THROW IN READING ACADEMY, WHICH IS JUST AN IMMENSE TRAINING, AND THEN YOU DO AMPLIFY ON TOP OF THAT. [OVERLAPPING]
>> WHEN WE DID READING ACADEMY THIS YEAR, WE DIDN'T HAVE OUR NEW TEACHERS STARTING IN THE FALL.
>> WE DID NOT ASK THEM TO DO READING ACADEMY IN THE FALL.
THEY ARE GOING TO DO READING ACADEMY TOWARD THE END OF THIS SEMESTER AND INTO THE SUMMER.
THE OTHER IS BECAUSE WE HAVE SUCH TRANSITION IN OUR TEACHING STAFF, EACH ONE OF THOSE IS VERY EXPENSIVE TO PAY FOR.
>> IF WE START THE YEAR AND THE TEACHER, FOR WHATEVER REASON, LEAVES US OR EXPRESSES INTENT, THEN WE HAVEN'T SPENT MONEY ON THAT TRAINING.
IT GIVES THEM A MOMENT TO GET THEIR FREEDOM AND THEN BEFORE THEY START READING ACADEMY.
THAT'S OUR MOTTO GOING FORWARD.
>> GOOD. I'M GLAD [OVERLAPPING] THAT YOU HAVE SOMETHING.
>> THAT'S CALLED A TIME OUT AS A TEACHER.
[LAUGHTER] [OVERLAPPING] WHEN I ARRIVED AT WICHITA FALLS HIGH SCHOOL, THEY HOOKED ME IN A ROOM BETWEEN FLOORS WITH A CHALKBOARD AND A BOOK THAT WAS AS OLD AS I WAS.
[LAUGHTER] I DON'T HAVE SOMEBODY TO REPLY.
WE ALL TRY TO KEEP THAT IN THE BACKS OF OUR LIVES BECAUSE WE WERE ALL TEACHER ONCE.
>> I WOULD JUST LIKE TO ASK IF ANY OF THE PRINCIPALS HAVE CONCERNS OR QUESTIONS ABOUT MS. DIPPREY AS FAR AS THE TIMELINE AND THINGS LIKE THAT.
>> [OVERLAPPING] THOSE ONES, WE MET YESTERDAY.
THEY MAY HAVE ASKED THE QUESTION THEN.
>> NO. THAT WAS JUST MY CONCERN BECAUSE WE DO HAVE SO MANY NEW STAFF MEMBERS AND THINGS LIKE THAT.
I KNOW HOW OVERWHELMING THAT TRAINING CAN BE AND EVERYTHING.
I'M ALL FOR AMPLIFY AND I THINK IT'S GOING TO BE ABSOLUTELY MARVELOUS.
I JUST DON'T WANT THEM TO BE OVERWHELMED BY ALL OF THIS.
BEFORE THE FIVE YEARS TO GO [INAUDIBLE].
>> THIS IS SOMETHING OUR TEACHER ASKED FOR.
THEY WANTED A CURRICULUM THAT'S STANDARDIZED, [OVERLAPPING] AVAILABLE TO THEM.
I'M GOING TO JUST STEP OUT OF LINE HERE A LITTLE BIT, AND ARGUE WITH MR. LUKERT.
>> COME ON. [OVERLAPPING] BRING IT ON.
>> I THINK THEY ARE ONE BUT I'M GOING TO TELL YOU ABOUT THESE PEOPLE RIGHT HERE.
>> I KNOW. BUT THE RUBBER MEETS THE ROAD WITH THAT TEACHER.
>> THESE PEOPLE DO A PHENOMENAL JOB BUT IT'S STILL THE TEACHERS THAT'S TEACHING [OVERLAPPING] THE KIDS.
>> RIGHT HERE ARE MY HEROES BECAUSE THEY'RE THE ONES THAT HELP OUR TEACHERS AND SUPPORT OUR TEACHERS AND DO HOW ALL THEY CAN AND KEEP OUR TEACHERS.
>> BEEN THERE, DONE THAT. [LAUGHTER]
>> MS. HORTON, [OVERLAPPING] I APPRECIATE YOU HAVING THAT INFORMATION, JUST STEP YOUR FINGERTIPS AND HAVING OBVIOUSLY THOUGHT IT OUT.
>> I ALWAYS TRY TO THINK ABOUT THINGS.
IN FACT, ONE THINGS THAT WE HAD CONCERNS ABOUT DEALT WITH OUR AWARENESS IN OUR AWARE COUNCIL FACILITIES MATERIALS.
WE HAVE TO MAKE SURE THAT WAS IN PLACE BEFORE WE DO ANYTHING.
>> WELL, THEN IN THE PAST, WE'VE HAD SITUATIONS WHERE IT HAS TO BE BOUGHT OUT AND THE TRAINING HASN'T BEEN THERE.
IT'S JUST BEEN, BAM, HERE'S YOUR MATERIALS, START TEACHING.
I DIDN'T THINK THAT YOU WOULD DO THAT.
[OVERLAPPING] I JUST WANT SOME ANSWERS.
>> I WAS GOING TO ASK ABOUT ONE OF THESE SCHOOLS JUST WENT FROM ME.
BUT I THINK I KNOW WHAT REGION 9.
IS REGION 9 IS STILL ON BOARD, EVEN THOUGH WE'VE ADDED THESE NEW SCHOOLS?
>> THEY ARE AT THIS DIP WE CAN TALK ABOUT.
THIS IS GOING TO BE A COST ASSOCIATED WITH THAT, BUT YOU WON'T TO TOUCH ON THAT.
>> I HAVE LIVED MY LIFE BY THE RULES IF I WANT TO KNOW WHEN THE WHEELS WILL COME OFF THIS BEFORE I START.
WE MET WITH REGION 9 TO SAY WHAT CAN YOU DO FOR US? WHAT'S POSSIBLE? CAN YOU GIVE US THE SUPPORT THAT WE NEED TO MAKE THIS HAPPEN? THEY ABSOLUTELY CAN. THEY'VE BEEN VALUELESS PARTNERS WITH THESE CAMPUSES THAT WE STARTED WITH THIS YEAR.
I WILL TELL YOU WE TOOK NOTES, AND WE LEARNED.
THIS WAS NEW FOR ALL OF US, THAT REGION 9 STAFF WERE INVALUABLE BECAUSE THEY WERE ALREADY SCHOOLED IN THIS PRODUCT. SO THEY COULD HELP US.
[01:00:01]
WE FOUND OUT BY LISTENING TO OUR PRINCIPALS AND OUR TEACHERS THAT WE SPENT TOO MUCH TIME ON SOME COMPONENTS, NOT ENOUGH ON OTHERS.WE'RE ADJUSTING THE WAY THAT WE'RE GOING TO PROVIDE THE SUPPORT.
BECAUSE THE ORIGINAL AMPLIFY CAMPUSES WERE ASSOCIATED WITH THE GRANT, THERE WERE STRINGS ATTACHED AND ASSURANCES THAT HAD TO BE MET.
THAT WON'T BE THE CASE FOR THE NEW CAMPUSES COMING ON.
THEY WON'T HAVE THAT ADDED LAYER THAT THESE CAMPUSES HAVE HAD.
>> THE OTHER THING THAT GIVES US A LITTLE BIT OF REASSURANCE IS THAT RIGHT NOW OUR CURRICULUM TEAM IS SUPPORTING AMPLIFY CAMPUSES AND THAT'S THREE.
BUT WE HAVE ALL THESE OTHER CAMPUSES THAT ALSO NEED SUPPORT.
AND SO WHEN WE CAN FOCUS OUR EFFORTS ON THE SINGLE PRODUCT, IT STREAMLINES THAT WHOLE PROCESS FOR US.
I CAN TELL YOU EVEN IF THAT WEREN'T TRUE AND EVEN IF WE DIDN'T BELIEVE THAT AMPLIFY WAS A GOOD PRODUCT, WHATEVER THE CASE MAY BE, WE NEED SOMETHING THAT SUPPORTS OUR STUDENTS WHO ARE MOBILE, THAT'S CONSISTENT FROM CAMPUS-TO-CAMPUS.
>> OUR KIDS ARE SO MOBILE THAT WHEN YOU PULL THEM OUT OF CAMPUS A AND PUT THEM IN CAMPUS B AND WE'RE NOT ALL AT THE SAME PLACE AT THE SAME TIME, THOSE KIDS HAVE HUGE HOLES AND WE ALL KNOW THIS.
TO STANDARDIZE THIS IS A BLESSING TO THOSE STUDENTS BECAUSE THEY JUST HAVE TO HAVE THAT CONSISTENCY TO BE SUCCESSFUL.
>> HOPEFULLY, IT'S A BLESSING FOR THE TEACHERS BECAUSE THEY'VE MOVE TOO.
THEY GO TO DIFFERENT [OVERLAPPING] CAMPUSES.
THEY'LL JUST LEARN ONE SYSTEM.
HAVING SEEN IT THE OTHER DAY AT SOUTHERN HILLS, I WAS VERY IMPRESSED WITH IT AND I HOPE IT'S GREAT. [OVERLAPPING]
>> I WON'T TELL YOU IT'S BEEN THAT EASY BUT OUR TEACHERS HAVE WORKED, THEY HAVE WORKED DILIGENTLY TO GET IT IN PLACE AND TO DO WHAT'S NEEDED.
BUT I THINK WITH ANY NEW PRODUCT, ANY NEW THING WE DO, THERE'S GOING TO BE A LITTLE WORK ON THE FRONT SIDE, BUT I THINK OUR TEAM AND OUR TEACHERS ARE UP FOR THAT. THEY WANT TO DO WHAT'S RIGHT.
>> SURE. WELL, I THINK WE'RE ALL VERY EXCITED TO HAVE A CONSISTENT CURRICULUM AND WE'VE BEEN ASKING FOR IT FOR A LONG TIME.
I THINK WE CAN SAY WE HEARD THE TEACHERS SAY THEY DIDN'T HAVE A CURRICULUM THAT WAS WORKING, AND THIS IS A RESPONSE TO THAT.
TEACHERS, WE HEAR YOU IF YOU'LL JUST SPEAK UP WHEN NEED BE.
WE WANT TO GIVE YOU THE TOOLS YOU NEED, AND I THINK THIS IS A GREAT STEP YOU MADE WITH THE TEA COMMITTEE.
>> WE'D LIKE TO, BY THIS TIME NEXT YEAR, I'LL TO BE ABLE TO TELL YOU THAT WE HAVE TOOLS IN PLACE TO SUPPORT ALL OUR CORE CONTENT IN ELEMENTARY AND BEGINNING ON OUR LITTLE SCHOOL NEXT CURRICULUM.
>> THAT'S GREAT. THAT'S WHAT WE'RE COUNTING ON. THANK YOU, MISSUS.
DO YOU ALL WANT IT ON THE CONSENT AGENDA?
>> THANK YOU SO MUCH. [OVERLAPPING]
[VI.A. Bolin Mills/Verizon Land Lease]
YOU WANT TO TALK TO US ABOUT THIS CALL FOR FUTURE ACTION?>> GOOD AFTERNOON. THIS IS BRINGING BACK WHAT WE DISCUSSED IN THE LAST BOARD MEETING.
THIS, LIKE THERE WAS SOME TALK ABOUT MAYBE SOME FINANCES.
SO MR. SHEEHAN WENT TO REACHED OUT TO THEM AND WE REDID THE CONTRACT AND GOT A BETTER DEAL.
THE CONTRACT NOW INCLUDES A $1,200 MONTH A YEAR, 2% RENT DECREASE OVER EVERY YEAR, THE $2,500 SIGNING BONUS AND THE 15% REVENUE SHARE.
>> ON ADDITIONAL REVENUE, [OVERLAPPING] THAT'S WITH THAT THING? YES.
>> SO WHEN THEY PUT OTHER SATELLITES ON?
>> I THINK THEY HAVE ROOF LIKE ONE MORE CARRIER OR SOMETHING LIKE THAT.
SO WE'RE ASKING THE WFISD BOARD OF TRUSTEES TO APPROVE THE BOWLING BILLS BURNING RISE AND LAND LEASE ESTIMATED BY DR. PETER GRIFFITHS, ASSOCIATE SUPERINTENDENT, AND RECOMMENDED BY DR. DONALD LEE, SUPERINTENDENT.
>> BUT THIS IS FUTURE ACTION, BUT ARE THERE ANY QUESTIONS TO YOUR COMMENTS?
>> I THINK LEGAL HAS REVIEWED ALL OF THEM.
BETSY IS LOOKING OVER TO MAKE SURE.
SHE MADE THOSE AND SOME OTHER CHANGES BASED ON HERS.
>> I HAD SOME QUESTIONS REGARDING THE FLAG.
WHO'S GOING TO MAINTAIN THE FLAG?
>> ARE THEY REQUIRED TO HAVE THE FLAG.
>> I THINK THEY HAVE LIGHT TO PUT LIGHT ON IT AT ALL TIMES.
>> WE DON'T KNOW WHAT WE'RE GOING TO DO WITH THIS PROPERTY, AND THEN IF WE WERE, LET'S SAY EVER TO SELL THIS PROPERTY, THEN THIS WOULD EITHER BE SOLD AND MAY NO LONGER BE OURS, OR WE WOULD HAVE TO SURVEY IT AND RE-PLAT IT.
IS THAT SOMETHING THAT WE WOULD WANT THEM TO DO? TO JUST GO AHEAD AND IF WE'RE GOING TO DO THIS, HAVE IT AS A LITTLE STAND ALONE CUT OUT.
>> FOR EXAMPLE, MY FRAME OF REFERENCE IS MY HUSBAND AND I HAVE
[01:05:04]
HAD A LOT ON HOLIDAY WHERE WE DID PUT A CELL TOWER.WE DIDN'T PUT IT, BUT WE LEASED TO A CELL TOWER.
THEY HAD TO DO THE ROAD JUST LIKE THIS IS SHOWING, AND THEN WE RE-PLATED IT OUT OF THE LOT, AND SO THAT THEN WE SOLD A LOT, BUT WE DIDN'T SELL THE CELL TOWER.
>> IT'S JUST THIS DOESN'T REQUIRE ACTION TODAY, SO WE COULD MAYBE GET SOME COSTS ON THAT.
I CAN GET YOU SOME COSTS ON THAT.
I KNOW IT'S GOOD FOR THE NEIGHBORHOOD, I UNDERSTAND THAT.
I LIKE THE IDEA THAT IT COULD BE A BEAUTIFUL FLAG, ASSUMING THEY HAVE A GREAT, BIG FLAG, THIS DOESN'T GIVE US THE RIGHT TO GET OUT OF THIS CONTRACT.
THIS GIVES THEM THE RIGHT TO GET OUT OF THIS CONTRACT.
THIS IS A 25-YEAR AGREEMENT THAT IS PRETTY LONG FOR US TO HINDER OUR PROPERTY IN ANY WAY, BECAUSE IT WILL MAKE MOST OF THE BACK LAND UNUSABLE BECAUSE THEY HAVE TO HAVE A FALL RADIUS.
NOTHING CAN BE BUILT IF IT FALLS THIS WAY, OR THAT WAY, ANYWAY.
IT'S GOING TO TAKE OUT A BIG SWATH OF WHAT WE HAVE THERE IF WE EVER DECIDED TO DO SOMETHING ELSE THERE.
THAT'S JUST MY CONCERN. I GUESS WE'LL JUST HAVE IT ADDED TO THE AGENDA ITEM FOR NEXT, ON THE 18TH, AND NOT THE CONSENT.
>> NOT CONSENT. WE'LL ANSWER SOME OF THOSE QUESTIONS THAT I [INAUDIBLE].
THANK YOU, MR. RIFF. ARE YOU UP NEXT?
[VI.B. Policy Update 122]
>> SPEAKING OF FUN, I DON'T KNOW IF YOU GUYS HAD A CHANCE TO READ UPDATE 122?
>> SIXTEEN HUNDRED PAGES OF IT? [BACKGROUND]
>> WE'RE ASKING FOR YOU TO ADD REVISED OR DELETE LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE FOR CONSIDERATION IN ACCORDANCE TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 122, AND POLICIES REVISED AS A RESULT OF UPDATE 122 AS SUBMITTED BY DR. PETER GRIFFITHS, ASSOCIATE SUPERINTENDENT, AND RECOMMENDED DR. DONNY LEE, SUPERINTENDENT OF SCHOOLS.
THIS IS ALL DUE TO THE LEGISLATIVE CHANGES, OF COURSE, EVERYTHING HAS TO BE UPDATED.
WHAT WE DID IS THAT ANYTHING THAT WAS UPDATED AND IT WAS LIKE SOMETHING THAT I COVER, I'LL ONLY TO TAKE A LOOK AT IT AND SEE IF I NEED TO CHANGE ANYTHING IN LOCAL POLICY, OR REGULATIONS, OR EXHIBITS.
WE DID THAT FOR A COUPLE OF WEEKS, AND THEN WE TOOK ALL THOSE REVISIONS, AND THAT'S WHAT YOU SEE HERE.
>> [LAUGHTER] THAT ONE GO TO THE CONSENT.
>> YOU SURE? I REALLY WANT TO TALK ABOUT SDG.
[OVERLAPPING] THAT'S IT, THANK YOU.
>> THANK YOU. NOW IT'S THE BIG ITEM OF THE DAY.
[VII.A. MAP Middle of Year Assessment]
I THINK MAYBE MAP'S, MIDDLE OF THE YEAR ASSESSMENT UPDATE.>> GOOD AFTERNOON, BOARD. I'M SO SORRY.
I'M HERE TO PRESENT TO YOU GUYS OUR MIDDLE OF THE YEAR SCORES.
FIRST AND FOREMOST, I WANT TO SHARE THAT THIS PRESENTATION, VANESSA DROPPED INTO YOUR DRIVE SO THAT YOU WOULD HAVE ACCESS TO IT, THERE'S A PDF VERSION OF IT.
THE BOARD, FINGERS CROSSED WE'RE GOING TO TRY TO DO THIS DASHBOARD AND SHARE IT IN LIVE FORM, BUT WE HAVE BEEN HAVING MANY INTERNET ISSUES TODAY, SO IF IT GETS BOGGED DOWN, THEN WE'LL JUST SWAP OVER TO THE PDF VERSION OF THIS REPORT.
ANY QUESTIONS BEFORE WE GET STARTED? THE ORDER OF THIS TO LET YOU KNOW, EVERYTHING IS GOING TO BE COMPREHENSIVE THAT WE LOOK AT TODAY COLLECTIVELY BY GRADE LEVEL, WE'RE GOING TO START WITH THE 2-5 GRADE BAND, SO THAT WE CAN KIND OF LOOK AT PROJECTED START PERFORMANCE, BECAUSE THAT IS ONE AREA THAT MAP REPORTS FOR US, WHICH I KNOW IS MOST PRESSING FOR ALL OF US HERE TODAY.
WE'RE GOING TO START WITH READING GRADE BANDS 2-5, AND WE WILL PROGRESS THROUGH THERE.
I WAS ASKED TO SHARE NOT ONLY THE MIDDLE OF YEAR, BUT TO GIVE A COMPARISON OF HOW THEY PERFORMED THE BEGINNING OF YEAR 2 SO THAT YOU COULD SEE THE PROGRESSION, AND HOW WE'RE MOVING.
THE RED OF COURSE, ON BOTH SCALES, THE TOP IS THE BEGINNING OF YEAR, THE BOTTOM IS THE MIDDLE OF YEAR.
RED WILL INDICATE OR DID NOT MEET PERCENTAGES, THE YELLOW WILL REPRESENT OUR APPROACHES, THE LIGHTER BLUE WILL BE OUR MEETS, AND THEN THE NAVY BLUE WILL BE OUR MASTERS.
OUR ULTIMATE GOAL IS TO GET OUR PERCENTAGES UP IN THOSE MEETS AND MASTERS, OF COURSE.
BUT DEFINITELY, WANTING TO GET THE RED TO GET SMALLER, AND EVERYTHING ELSE TO GET LARGER.
YOU CAN SEE HERE SLIGHT PROGRESSION AND REGRESSION JUST DEPENDING ON THE GRADE LEVEL THAT YOU'RE TALKING ABOUT.
SECOND GRADE, OUR DID NOT MEET, WHICH IS OUR FAILURE RATE, WENT UP SLIGHTLY,
[01:10:02]
ALMOST TWO POINTS THERE, BUT THIRD GRADE WE WENT DOWN, WHICH IS THE DIRECTION THAT WE WANT TO GO THERE FOR THAT.ONE AREA OF GROWTH, IF YOU'RE LOOKING AT THIRD GRADE, WHICH IS THAT SECOND BAR CHART THERE AT THE NAVY BLUE, YOU CAN SEE WE HAD ALMOST AN EIGHT POINT GAIN IN MASTERS THERE, WHICH IS GOOD WHEN WE'RE IDENTIFYING THOSE BAND JUMPERS.
WE'RE LOOKING AT ALL OF OUR BAND JUMPERS, NOT JUST THE DID NOT MEETS TO PASSING, BUT THE APPROACHES TO MEETS, AND MEETS TO MASTERS.
WE HAD A SLOT OF PROGRESSION THERE IN THE MASTERS AS WELL, AND THEN WE HAD SOME REGRESSION ALONG THE WAY.
QUESTIONS OR COMMENTS ABOUT THE READING, BUT THERE ARE TWO [INAUDIBLE]
>> DR. LEE, DO YOU HAVE YOUR COMMENT?
>> HERE YOU SEE JUST SIMILAR TO WHAT SOUTHERN HILLS WAS TALKING ABOUT.
YOU SEE SOME REGRESSION FROM BOY TO MOY IN REGARDS TO APPROACH OF GRADE LEVEL.
THAT CAN BE THROUGH A NUMBER OF THINGS AND SOME OF THE PRINCIPLES, IF YOU CAN DIVE DEEPER INTO THAT DATA.
BUT YOU'RE ALWAYS LOOKING FOR THOSE BANDS AND THE JUMP IN THE BANDS, AND DEPENDING ON WHAT GRADE LEVEL YOU'RE LOOKING AT, AND WHICH PARTICULAR AREA YOU'RE LOOKING AT, WE WANT TO DEFINITELY FOCUS ON WHERE ARE WE AT WITH MEETS GRADE LEVEL AND BEYOND.
THAT'S OUR STANDARD, BUT THE APPROACH IS GRADE LEVEL AS YOU CAN SEE JUST ON THE SECOND GRADE LEVEL.
I WAS LOOKING AT THAT ONE EARLIER BEFORE SHE SAID THAT, AND THERE'S THAT ONE'S GOT SOME GOOD GROWTH TO IT, BUT THEN YOU LOOK OVER AT THE THIRD GRADE LEVEL OR THE FOURTH GRADE LEVEL, IT'S GOING DOWN.
I'D LIKE TO HEAR FROM SOME OF THE PRINCIPALS ABOUT THEIR THOUGHTS ON WHY WE SEE SOME DEGRESSION FROM BOY TO MOY, FOR THAT DATA.
EVERYBODY WANTS, NOBODY [LAUGHTER].
>> I CAN SAY DURING THAT WINDOW, IT WAS FLU SEASON, AND I HAD A FOURTH GRADE CLASS THAT ONLY HAD FIVE KIDS IN IT FOR 30 DAYS.
>> FLU WAS RUNNING THROUGH THE WHOLE BUILDING, BUT YOU'VE GOT KIDS THAT ARE NOT FEELING VERY WELL THAT YOU'RE ASKING TO TAKE THIS VERY LONG TEST, AND THEY KNOW THAT THIS ISN'T THE STAAR TEST, AND EVERYBODY'S SICK.
IT JUST WAS NOT A REAL LUCKY TIME FOR US IN PARTICULAR AT MY BUILDING TO TAKE THIS TEST, BECAUSE THE WHOLE CAMPUS WAS GOING HOME THROWING UP AND WITH FLU SYMPTOMS.
>> THAT'S STUFF THEY SHOW UP ON THE CHART THERE.
>> I'M NOT A TEACHER, AND IT PROBABLY DOESN'T COME AS A SURPRISE TO ANYONE, BUT IT JUST BREAKS MY HEART THAT 37% OR 36% OF THIRD GRADERS HAVE FAILED, AND I'M REALLY HOPEFUL AMPLIFY CAN HELP OVER MULTIPLE YEARS.
BUT I JUST THINK OF THOSE THIRD OF THAT CLASS THAT'S GOING TO GO RIGHT ON THE SCALE, AND EVENTUALLY OUT OUR DOOR, AND HOW DO WE CAPTURE NOW, 25% BY FIFTH GRADE, THAT'S BETTER.
BUT I'VE ALWAYS HEARD THAT YOU LEARN TO READ UP TO THIRD GRADE, AND THEN YOU READ TO LEARN AFTER THIRD GRADE.
I GUESS WE JUST HAVE TO WAIT AND SEE ON AMPLIFY, BUT WHAT ARE Y'ALL'S THOUGHTS? THAT'S A LOT OF KIDS THAT ARE GOING THROUGH IT.
>> WILL YOU INTRODUCE YOURSELF IN [OVERLAPPING]?
>> I'M ALEX MARTIN, PRINCIPAL AT FOWLER.
THANK YOU FOR ALLOWING US TO BE HERE.
I THINK SOMETHING YOU DON'T SEE IS WHERE THE CHILDREN STARTED, SO WE KNOW THAT WFISD AND OUR SURROUNDING COMMUNITY, WE ARE A HIGH ECONOMICALLY DISADVANTAGED COMMUNITY WITH VERY DIVERSE FAMILY BACKGROUNDS.
OUR KIDS ARE COMING TO US LOWER.
THAT'S EVIDENT IN OUR INCREASES IN MOBILITY, SPECIAL EDUCATION, ALL OF THE DIFFERENT PROGRAMS THAT WE SUPPORT KIDS.
THOUGH WE'RE SEEING ONLY, I THINK IT'S 37.4, I CAN'T READ IT.
>> AT THE BEGINNING OF THE YEAR IS AT THAT DID NOT MEET LEVEL.
HOW MANY OF THOSE KIDS DID SHOW GOOD ACADEMIC GAINS AND ARE STILL IN THAT BAND, THAT RED BAND THAT DOESN'T LOOK GREAT, BUT OUR GOAL IS TO GROW ALL KIDS AND IT MIGHT NOT BE TO THE STANDARD.
I WOULD LOVE FOR YOU TO BE ABLE TO SEE THOSE NUMBERS TOO.
>> AM I NOT SEEING THOSE NUMBERS IF IT'S 37.4 NOW IT'S 36.7?
>> NO, THOSE DIFFERENT CUT SCORES ARE NOT GOING TO SHOW YOU HOW MUCH THAT MISTY SPEAR CAME IN AS A NON-READER, DOESN'T KNOW ANY OF HER PHONOLOGICAL AWARENESS BUT NOW SHE'S ABLE TO BLEND AND PUT WORDS TOGETHER IN THE SENTENCES.
[01:15:02]
SHE'S SEEING ALL OF THAT ACADEMIC GROWTH WHICH IS GOING TO HELP HER TOWARDS THAT THIRD GRADE.BE ABLE TO ACQUIRE THOSE NEW SKILLS, TO TRANSITION FROM LEARNING TO READ TO READING TO LEARNING.
IT DOESN'T SHOW YOU THAT IN THESE.
YOU'RE WELCOME TO COME TO CAMPUS AND I CAN SHOW YOU THAT.
>> I WAS GOING TO SAY WITH MAP, THERE'S MULTIPLE DATA POINTS THAT COME OUT OF THAT.
WE HAVE THE RED SCORE WHICH WE'VE TALKED ABOUT IN HERE BEFORE.
WE TALKED ABOUT THE OBSERVED GROWTH AND THEN THERE'S ALSO A PROJECTED GROWTH.
HOW MANY POINTS DID THE KIDS GROW? DID THEY MEET THEIR GROWTH GOAL BECAUSE EACH STUDENT'S GOAL IS GOING TO BE DIFFERENT DEPENDING ON HOW THEY PERFORMED ON THE PREVIOUS EXAM.
THERE IS A TON OF DIFFERENT DATA POINTS THAT WE ACTUALLY GET FROM MAP AND WE ACTUALLY HAVE THAT DATA.
I DON'T HAVE IT IN THIS PRESENTATION, BUT IT CAN BE PUT IN YOUR DRIVE FOR YOU TO SEE LIKE OVERALL WHAT WERE THE OBSERVED GROWTH THAT OUR STUDENTS DID SEE.
BECAUSE ALEX BRINGS UP A GOOD POINT, EVEN WITHIN THESE BANDS, WE HAVE A LOW DID NOT MEET FOR STAR, AND A HIGH DID NOT MEET, AND A LOW AND HIGH APPROACHES.
EVEN THOUGH A KID STILL MIGHT BE IN THE RED HERE SHOWING THAT THEY'RE IT DID NOT MEET, THEY MAY HAVE MOVED FROM A LOW DID NOT MEET TO A HIGH DID NOT MEET.
THAT IS THE GOAL OF OUR TEACHERS IS TO CLOSE THOSE GAPS THROUGHOUT THE YEAR.
THEY MAY NOT BE WHERE WE WANT THEM TO BE YET, BUT WE'RE MOVING IN THE RIGHT DIRECTION.
THAT'S CERTAINLY, IF THAT'S A REPORT YOU WOULD LIKE TO SEE, THEN WE CAN HAVE THAT ADDED TO YOUR DRIVE AS WELL.
>> THAT TAKES MORE THAN JUST FOUR MONTHS?
>> CORRECT. BECAUSE THERE'S THE OTHER THING THE TARGET MOVES AS THE YEAR GOES ON BECAUSE MORE WEEKS OF INSTRUCTION HAVE OCCURRED.
WHAT IT TAKES TO GET IT DID NOT MEET IN THE MIDDLE OF THE YEAR IS HIGHER THAN IT WAS AT THE BEGINNING OF THE YEAR SO THAT TARGET MOVES WITH THE STUDENTS AS WELL.
>> WE ALMOST WENT PUT UP WITH 10% INCREASE IN FIFTH GRADE, DID NOT MEET.
>> CORRECT. WHAT WE WOULD WANT TO LOOK AT THAT IS GO BACK TO OUR OBSERVED GROWTH AND SEE THE NUMBER OF WHAT IS THE OVERALL PERCENTAGE THAT OUR KIDS THAT MET THEIR GOAL, HOW MANY POINTS DID THEY GROW? BECAUSE THAT TARGET TO GET THAT DID NOT MEET'S CUT SCORE GOES UP THROUGHOUT THE YEAR WITH THE STUDENTS BECAUSE MORE TIME HAS GONE ON.
THAT 25.5% AT THE BEGINNING OF THE YEAR IS AT A LOWER RANGE THAN WHAT IT IS NOW THAT IT MAY HAVE ENDED AT LIKE A 202.
I'M GOING TO THROW THE RED SCORE OUT THERE.
BUT AT THE MIDDLE OF THE YEAR TO GET TO THAT APPROACHES, IT MAY HAVE GONE UP TO 206 FROM THE 203 LEVEL FROM THE BEGINNING OF THE YEAR.
WE HAVE SEVERAL KIDS THAT LIE RIGHT ON THE CUSP AND THEY'RE NOT QUITE THERE YET, BUT THEY HAVE IMPROVED MAYBE TWO POINTS GROWTH ON THE RED SCORE.
THAT'S WHY I TRY TO STAY WITH JUST STAR.
I KNOW THAT'S WHY WE TRIED TO JUST STAY WITH THE STAR SCORES.
BUT IF THAT IS SOMETHING YOU WANT TO SEE, THAT IS CERTAINLY SOMETHING THAT WE CAN DROP IN THAT PRESENTATION AS WELL.
>> I KNOW IT'S A VERY DIFFICULT AND IT'S VERY STRATEGIC AND IT'S A HARD JOB.
I KNOW THAT SOUNDS SILLY, BUT I JUST THINK IT'S OUR OBLIGATION TO SOMEHOW CONQUER THIS AND I KNOW IT'S NOT SIMPLE, BUT TO ME IT'S JUST PAINFUL.
I'M SURE IT'S PAINFUL FOR YOU ALL.
I'M NOT SAYING ANY OF THIS IN AN ACCUSATORY WAY.
I THINK WE'RE ALL ON THE SAME TEAM MOVING IN THE SAME DIRECTION.
>> I ALSO WANT TO SAY KUDOS TO THE TEAM HERE TOO, BECAUSE I KNOW THEY ALL JUST HAD THEIR MIDDLE-OF-YEAR DATA TALKS AND EACH ONE OF THESE CAMPUSES HAS A DATA SHEET FOR EVERY SINGLE STUDENT AND WHERE THEY ARE AND HOW MUCH GROWTH THEY'VE MADE OR WHERE THEY'VE DECLINED AND THEY'RE LOOKING AT THEIR [INAUDIBLE].
THEY'RE TAKING THEIR DATA VERY SERIOUSLY AND USING IT TO TWEAK AND DRIVE THAT INSTRUCTION MOVING FORWARD TO GIVE THE KIDS WHAT THEY NEED.
EVEN THOUGH NO ONE IS HAPPY WITH WHERE THE DATA STANDS, IT'S BEEN A GREAT TOOL FOR US TO USE TO ADJUST INSTRUCTION AND MAKE SURE THAT WE'RE PROVIDING ALL NEED FOR OUR STUDENTS.
I'M SURE THERE ARE SOME HAPPY PEOPLE OUT THERE WITH SOME OF THEIR DATA.
BECAUSE I'M SURE THEY FOUND [OVERLAPPING].
>> I WAS GOING TO SAY THIS WAS SUPPOSED TO BE COMPREHENSIVE OVERARCHING.
WHEN YOU GUYS GET YOURS, AND I'M JUST GOING TO SHOW FOR A SECOND AT THE NEXT SCREEN IN YOUR REPORTS, THERE WILL BE A BREAKDOWN BY CAMPUS WHERE YOU CAN SEE EACH GRADE LEVEL BY CAMPUS WHERE THEY FELL ON DID NOT MEETS IN MASTER AND DID NOT MEET APPROACHES, MEETS, AND MASTERS.
YOU CAN DO THE SAME THING HERE WITH THE YELLOW BUTTON ON YOURS.
YOU CAN TOGGLE THROUGH AND PICK CERTAIN THINGS.
YOU CAN LOOK AT THEM ONE AT A TIME, OR YOU CAN DO COMPARATIVELY ON THESE. THANK YOU, VANESSA.
THAT'S WHAT IT WILL LOOK LIKE ON YOUR END WHEN YOU GET THIS.
YOU CAN REALLY DELVE IN ACROSS THE DISTRICT AND LOOK THOSE NUMBERS IF YOU WOULD LIKE.
I'M GOING TO SWITCH OVER TO K-2, READING FOR JUST A SECOND AND SHOWING WHO'S ON GRADE LEVEL BASED ON THEIR MAP SCORE SO WHAT PERCENTAGE OF OUR STUDENTS ARE PERFORMING ON GRADE LEVEL.
AT THE TOP TABLE, YOU'LL SEE OGL IS JUST FOR ME IT WAS ON GRADE LEVEL YESES AND ON GRADE LEVEL NOS AND THEN THE TOTAL NUMBER OF STUDENTS
[01:20:01]
THAT TOOK THOSE ASSESSMENTS FOR THE BEGINNING OF YEAR AT THE TOP, MIDDLE OF YEAR AT THE BOTTOM.THE PERCENTAGE SCORE IS IN THE PIE CHART TO THE RIGHT.
YOU CAN SEE AT THE BEGINNING OF THE YEAR, 43.7% OF OUR KIDS OVERALL, ZERO STANDS FOR KINDERGARTEN I SHOULD HAVE SAID THAT, IN KINDER THROUGH SECOND GRADE WERE DEEMED ON GRADE LEVEL FOR READING.
THEN AT MIDDLE OF YEAR, WE MOVED UP TO 45.8% OF OUR TOTAL STUDENTS ARE ON GRADE LEVEL.
AGAIN, NOT THE NUMBERS NECESSARILY THAT WE WANT TO SEE, BUT YOU ARE SEEING THAT PROGRESS OF STUDENTS MOVING IN THAT RIGHT DIRECTION.
GOING BACK TO WHAT MISS MARTIN SAID, THERE ARE PROBABLY A LOT OF OTHER KIDS THAT ARE MAKING THAT GROWTH TOWARDS GETTING TO THAT ON GRADE LEVEL NUMBER.
THIS IS GOING TO LOOK VERY SIMILAR, BUT THIS IS OUR MATH FOR 225 AGAIN ON THE DID NOT MEET, APPROACHES, MEETS, AND MASTERS LEVEL HERE.
JUST SOME AREAS, AGAIN, THERE WERE SOME REGRESSION ACROSS THE WAY.
LOOKING AT SECOND GRADE THOUGH, THE LIGHTER BLUE, THE MEETS CATEGORY, WE WENT FROM 23.5% MEETS AT THE BEGINNING OF YEAR AND JUMP TO ALMOST 31% AT MIDDLE OF YEAR.
THAT'S THE TRAJECTORY WE'RE WANTING TO SEE.
AGAIN, IF YOU'RE GOING TO THIRD GRADE ON THE MAP LOOKING, WE MADE SLIGHT GROWTH ON MEETS ON MIDDLE OF YEAR, MADE PRETTY CONSIDERABLE GROWTH ON MASTERS FOR THIRD-GRADE MATH THERE.
FOR FOURTH-GRADE MATH, WE MADE SOME GROWTH FOR THE MEETS, THE LIGHTER BLUE CATEGORY, AND PRETTY CONSIDERABLE GROWTH ON MASTERS FOR FOURTH-GRADE MATH AS WELL.
THEN WE HAD SOME SLIGHT GROWTH ON FIFTH-GRADE MASTERS AS WELL, SOME OF OUR HIGHER AREAS.
AGAIN, THAT TOGGLE IS AT THE TOP OF THAT SCREEN.
WHEN YOU GUYS WANT TO DELVE INTO THAT, YOU CAN LOOK AT THAT.
THIS IS THE SAME CHART, JUST DIFFERENT GRAPHIC.
IT'S A STACKED BAR CHART FOR THOSE OF YOU THAT WANT TO LOOK AT THE CHARTS DIFFERENTLY.
THIS IS OUR K-2 MATH THAT'S DEEMED ON GRADE LEVEL.
IF YOU'RE LOOKING AT OUR BEGINNING OF YOUR NUMBERS AGAIN, YOU HAVE THE HARD COUNTS ON THE LEFT.
THE PIE CHARTS CAN INDICATE AT THE BEGINNING OF HERE WE HAD 49.5% OF OUR STUDENTS K-2 THAT WERE ON GRADE FOR MATH, WE JUMPED TO 54.1% AT MIDDLE OF YEAR FOR K-2 KIDS.
QUESTIONS FOR OUR PRINCIPALS, MR HILL?
>> NO, I JUST HAVE A COMMENT. MANY OF THESE PEOPLE TAKE THIS DATA TO BED WITH THEM, TAKE IT HOME, THEY GO THROUGH IT.
THANK YOU GUYS FOR WHAT YOU DO BECAUSE WE ARE HERE TO SUPPORT YOU.
IF THERE'S SOMETHING WE CAN DO TO HELP, THAT'S WHAT WE WANT TO KNOW.
BECAUSE I KNOW IT'S A TOUGH JOB WHEN YOU PUT DISCIPLINE IN WITH THIS AND ALL THE CRAZY THINGS GOING ON IN THE WORLD.
>> WE'LL MOVE ON TO MIDDLE SCHOOL.
THIS CHART IS A LITTLE BIT DIFFERENT.
I GAVE YOU HARD NUMBERS OF THIS INSTEAD OF PERCENTAGES.
WE CAN, WE'LL TALK ABOUT PERCENTAGES IN JUST A SECOND.
BUT THE TOP GRAPH IS GOING TO BE YOUR BEGINNING OF YEAR.
YOUR BOTTOM IS MIDDLE OF YEAR AGAIN.
THEY'RE ORGANIZED IN 6TH, 7TH AND 8TH IN SEQUENTIAL ORDER THERE.
READ AGAINST DID NOT MEETS, APPROACHES, MEETS, AND MASTERS.
LOOKING AT AREAS WHERE WE DID SLIGHTLY BETTER.
AGAIN, IF YOU'RE LOOKING AT SEVENTH-GRADE READING, WE WERE SITTING AT ABOUT 29% AT THE BEGINNING OF YEAR WITH 235 STUDENTS THAT SCORED APPROACHES.
THEN WE MOVED TO 33% AT THE MIDDLE OF YEAR THERE.
THE REST, IF YOU'RE LOOKING PERCENTAGE-WISE WERE A DECLINE ACROSS THE BOARD.
>> WELL, WE KNEW MIDDLE SCHOOL WAS HARD.
THERE'S A LOT THAT GOES INTO THAT, WITH JUST THE JUMP FROM ELEMENTARY TO MIDDLE SCHOOL, THEN THE AMOUNT OF MINUTES THAT ARE IN THE DAY TO TEACH ALL OF THAT GROUP.
THERE'S A LOT OF CONSTRAINTS THAT TEACHERS ARE DEALING WITH, BUT AGAIN, EVERYONE IS USING THAT DATA TO DRIVE INSTRUCTION AND FIGURE OUT WHAT WE NEED TO DO TO GET WHERE WE NEED TO BE BEFORE START.
>> WHAT DO YOU SEE? WHAT'S THE END RESULT OF 255 DID NOT MEET JUMPING TO 343 DURING FOUR MONTHS LATER.
>> IF THERE'S A MIDDLE SCHOOL PRINCIPAL WHO WANTS TO ANSWER? I HAVE MY THOUGHTS THAT I WILL DEFER TO YOU.
>> WE HAVE A LOT OF PRACTICE IN THERE.
WE DO HAVE SOME INVENTION, THERE ARE A LOT OF PEOPLE ATTENDANCE.
THAT'S ONE, WE DO HAVE KIDS LEARN SOME THINGS IN THE SYSTEM.
SOMETIMES WORRY ABOUT THE PATH ON THIS TEST AND HOW IT CORRELATES TO WHAT THEY DO ON THE INTERVENTION PROGRAM.
YOU PERFORM HERE SOMETIMES AND GIVES YOU EASIER STUFF TO DO ON THE INTERVENTION PROGRAM.
[01:25:06]
THAT'S ONE OF THE THINGS WE HEAR THE EMPHASIS ON THE END OF THE YEAR SOMETIMES IS NOT THAT HIGH, AS WE SEE FOR THE END OF THE YEAR BECAUSE THERE ARE OTHER THINGS ATTACHED TO IT.>> MOTIVATION IN MIDDLE SCHOOL IS CRITICAL.
IT'S VERY HARD TO MOTIVATE THEN, THEY ARE STILL AT THAT AGE WHERE THEY ARE EXTRINSICALLY MOTIVATED.
OUR TEACHERS HAVE THOSE CONVERSATIONS AND TRY TO GET THEM TO SEE THE BIGGER PICTURE DOWN THE ROAD.
SIXTH GRADE, THERE'S A WHOLE GAMUT OF ISSUES IF WE CAN TALK ABOUT SIXTH GRADE COMING INTO MIDDLE SCHOOL.
JUST RESEARCH SHOWS, HISTORICALLY THEY DON'T PERFORM WELL WHEN THEY'RE IN A MIDDLE SCHOOL SETTING.
TEACHERS NOT HAVING CONSISTENT TEACHERS, HAVING TEACHERS OUT.
THIS IS TALKED ABOUT THAT MIDDLE OF THE YEAR, IT'S A TOUGH ONE BECAUSE THEY'RE JUST BACK AFTER CHRISTMAS BREAK AND THEN WE GIVE THEM A TEST JUST A COUPLE OF WEEKS LATER.
WE USUALLY SEE AN UPTICK AT THE END OF THE YEAR THAT'S WHAT WE GOES FOR.
OUR SEVENTH AND EIGHTH GRADE, THEY'VE GOT SCHOOL FIGURED OUT.
BUT I WILL TELL YOU, I MEAN, I HAD SOME EIGHTH GRADE KIDS WHO THEY WILL BE AT MASTERS ON THAT START.
THEY DIDN'T PUT EFFORT INTO THE MEDIAL MAP.
THEY WILL TELL YOU THEY DIDN'T OR I DIDN'T THINK IT MATTERED.
>> WE CAN'T IGNORE THE STOPS OF DISABILITY ISSUES.
WE'RE GOING TO ABSOLUTELY HAVE TO STEP ON THAT.
>> OUR SIXTH GRADE IS VERY IMMATURE THAT WE'RE STRUGGLING WITH SOCIALIZATION ISSUES.
IF YOU THINK BACK TO THE SIXTH GRADE GROUP, WHEN COVID HAPPENED, AND I HATE GOING BACK TO COVID, BUT WHEN IT WAS SECOND GRADE IN THE SPRING WHEN THIS GROUP STOPPED.
SO THAT'S A LOT OF READING FOUNDATION IN SECOND GRADE SPRING THAT WE ARE STILL COMBATTING AND THAT LOSS IS JUST COMPOUNDED SINCE THEN.
SO WE'RE JUST STILL COMBATING THAT.
THIS SIXTH GRADE GROUP THEY'RE LOW SOCIALLY AND LOW ACADEMICALLY.
>> NOTHING THAT I THINK IS GOING TO HAPPEN HOPEFULLY SOON, BUT IT'LL BE ANOTHER YEAR, IS I'VE BEEN IN SOME OF THESE TWO MIDDLE SCHOOLS FOR SURE THAT IT IS WALL TO WALL KIDS, YOU CAN'T EVEN STIR THEM WITH STICK WHEN THEY GET INTO LARGER FACILITIES THERE.
I REALLY THINK THAT WILL MAKE A DIFFERENCE.
>> HOPEFULLY LARGER FACILITIES, WE CAN SEE CLASS SIZES GET BACK DOWN TO NORMAL.
WE'RE SITTING AT 30 IN JUST ABOUT EVERY CLASS.
>> HERE IS MATH, SIXTH AND SEVENTH GRADE.
AND AGAIN, YOU'RE SEEING SIXTH AND SEVENTH GRADE HERE, MR. HARDAWAY ALLUDED TO THE FACT THAT WE DON'T DO MATH FOR EIGHTH GRADE FOR OUR STUDENTS.
LOOKING AT OUR DATA, WE ONLY HAVE SIXTH AND SEVENTH GRADE, AND IT READS VERY MUCH LIKE THE READING.
IT JUST IS PRETTY STAGNANT AND NOT WHERE WE WANT IT TO BE, WE'RE NOT PROGRESSING.
BUT I DON'T THINK IT'S FOR LACK OF INSTRUCTION AND INTENTIONALITY.
IT GOES BACK, I COMPLETELY AGREE WITH JUST TO BE HAPPY AND KIDS EVEN UNDERSTANDING WHY THIS IS IMPORTANT FOR THEM.
THEN THE LAST ONE IS JUST THE MIDDLE OF YEAR, SPECIFICALLY MATH OR CITY.
YOU CAN SEE PERCENTAGES OF [INAUDIBLE].
ANY QUESTIONS THAT I CAN ANSWER FOR YOU OR PRINCIPALS, WHY YOU HAVE THIS?
>> ANY QUESTIONS, ANYBODY? COMMENTS?
>> WE KNOW, YOU ALL ARE WORKING HARD.
>> [INAUDIBLE] THIS IS [INAUDIBLE] , WE GET THIS A LOT. WE ALL GET IT.
>> WE'RE HOPING WE'RE GOING TO SEND THESE ELEMENTARY KIDS UP TO MIDDLE SCHOOL WITH A LITTLE LEARNING.
>> HAVING THAT AMPLIFIED AND COMING, THAT GOING TO BE [INAUDIBLE] BECAUSE WE STILL HAVE KIDS THAT SUPER CAN'T READ.
HOW DO YOU GET THEM TO COMPREHEND WHEN THEY CAN'T EVEN [INAUDIBLE]? THAT'S GOING TO BE GREAT [INAUDIBLE].
>> THE ANY OTHER COMMENTS OR QUESTIONS YOU RUNNING?
>> IT'S SO NICE TO HAVE YOU GUYS HERE BECAUSE THIS JUST MAKES US SEE THE WORK THAT WE'RE DOING UP HERE AND YOU'LL GET TO SEE WHAT GOES ON WHEN YOU'RE NOT HERE.
THERE'S A LOT OF OTHER STUFF GOING ON, BUT IT'S ALL ABOUT STUDENT ACHIEVEMENT, AND YOU COULDN'T DO THAT WITHOUT A JOB.
>> WE'RE HERE TO SUPPORT YOU ALL.
INDEED WE ARE. THANK YOU, MS. CHAIR.
[VII.B. Update of Implementation of Amplify Curriculum on Pilot Campuses]
>> MR. HILL, I BELIEVE YOU ARE NEXT.
WE'RE GOING TO NOW HAVE AN UPDATE OF THE IMPLEMENTATION OF THE AMPLIFIED CURRICULUM ON THE PILOT CAMPUSES.
>> THIS OPPORTUNITY SEEMS TO SHARE SOME OF
[01:30:03]
THE UPDATES ABOUT WHERE WE ARE WITH THESE THREE CAMPUSES CURRENTLY, WE HAVE JUST COMPLETED OUR MIDDLE OF THE YEAR STEP UP THROUGH OUR THIRD PARTY, A FACILITATOR FOR IN CONSULTING GROUP.WE HAD ONE TOGETHER IN A [INAUDIBLE].
WE WERE ABLE TO DISCUSS AND GO THROUGH LOTS OF DIFFERENT DATA POINTS.
WE'LL SHARE THOSE WITH YOU TODAY.
ONE OF THE FIRST ONES BEING THE SURVEY FEEDBACK THAT WE GOT FROM THE MIDDLE OF THE YEAR AND COMPARING THAT AND PUTTING IN SIDE BY SIDE TO THE SURVEY FEEDBACK THAT WE RECEIVED AT THE BEGINNING OF THE YEAR.
THERE WERE SOME VERY SPECIFIC QUESTIONS THAT WE MAINTAINED AND WE WILL CONTINUE TO MAINTAIN FROM THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR TO END OF THE YEAR, TIED AROUND THE MAJOR COMPONENTS OF IMPLEMENTATION OF THIS CURRICULUM.
THE FIRST ONE BEING HOW CONFIDENT TEACHERS FEEL IN IMPLEMENTING AMPLIFIED JUST OVERALL.
HOW HAS THAT OVERALL NUMBER CHANGE YOU SEE FROM THE BEGINNING OF THE YEAR, IT'S THE MIDDLE OF THE YEAR.
NEXT, WE THEN LOOK AT THE INTERNALIZATION PROCESS FOR LESSONS AND THEN ALSO FOR UNITS.
LESSON PLANNING, AS WE KNOW IT IS VERY DIFFERENT WITH A COMPREHENSIVE CURRICULUM VERSUS LESSON PLANNING WHEN TEACHERS ARE PULLING THEIR OWN RESOURCES AND CREATING THEIR OWN PLANS.
SO ESSENTIALLY NOW TEACHERS ARE REVIEWING THE MATERIAL THAT THEY WILL THEN PRESENT TO THE STUDENTS AND UNDERSTANDING THE IMPACT THAT THE PERFORMANCE OBJECTIVES HAVE ON THE CHECKS FOR UNDERSTANDING THE FORMATIVE ASSESSMENTS THAT ARE EMBEDDED WITH INSTRUCTION.
TEACHERS BEING ABLE TO UNDERSTAND THE WHY OF THAT INSTRUCTION IS A BIG PIECE OF THAT INTERNALIZATION PROCESS.
WE SAW GREAT GROWTH IN THOSE TWO CATEGORIES AS WELL.
THAT WAS A BIG FOCUS AND A BIG POINT OF DISCUSSION WITH THE SUPPORT PROVIDED FROM OUR REGIONAL SPECIALIST TO BEGIN THE FIRST SIX WEEKS OF THE YEAR.
FROM THIS PROCESS, WE HAVE OBVIOUSLY LEARNED A LOT AND LOOK TO REPLICATE THAT LEVEL OF SUPPORT WITH OUR UPCOMING CAMPUSES AS WELL.
THEN THE FINAL QUESTION WAS ONE, BECAUSE FOR SO LONG WE HAVEN'T HAD A LOT OF STUFF.
HOW ARE TEACHERS DOING A MANAGING THE STUFF THAT GOES ALONG WITH THE CURRICULUM, THE WORKBOOK, THE READ, ALL THE DIFFERENT THINGS THAT GO ALONG WITH THAT.
WE'VE SEEN IMPROVEMENT IN THAT ARE ACCURATE.
SORRY. I JUST WANTED TO ADD IN A FEW OF THE COMMENTS THAT WERE MADE FROM SOME OF THE TEACHERS JUST REGARDING WITHIN THE SURVEY THERE WERE THESE QUESTIONS THAT WILL MAINTAIN THROUGHOUT THE YEAR.
THERE WAS AN OPPORTUNITY FOR THEM TO PROVIDE SOME FEEDBACK THERE AS FAR AS WHY THEY GAVE SOME OF THOSE SCORES OR HAVE THEY SEEN ANYTHING THAT MAYBE WON'T NECESSARILY SHOW UP IN A NUMBER.
BUT WHAT WERE SOME OF THEIR SUBJECTIVE, JUST OBSERVATIONS FROM IMPLEMENTING THIS CURRICULUM IN THE CLASSROOM. YOU'LL SEE A FEW THINGS.
THEY'RE TIED TO SUPPORT AND TRAIN VOCABULARY AS WELL AS LEVEL OF QUESTIONING.
THEN ALL OF THESE THINGS LEAD TO MORE THOUGHTFUL DISCUSSION.
REALLY POSITIVE TO SEE THAT, BUT NOT EVERYTHING IS POSITIVE AS WELL.
IN SOME OF THOSE CONVERSATIONS, ALL OF THAT FEEDBACK LEADS US TO THE GROWTH AND IMPROVEMENT AS WE MOVE ON INTO THESE NEW CAMPUSES FOR NEXT YEAR.
THE NEXT PIECE COMES FROM THE ADMINISTRATORS.
ONLY CAMPUSES IN THIS CATEGORY WOULD BE CONSIDERED OUR PRINCIPALS, OUR ASSISTANT PRINCIPALS, AND OUR INSTRUCTIONAL COACHES WHO WOULD HAVE COMPLETED THIS SURVEY.
WE SEE THE SAME LEVEL OF QUESTIONS THAT WE ASKED FOR THE TEACHERS, BUT FROM THE ADMIN SIDE, WE'RE LOOKING AT HOW CONFIDENT DO THEY FEEL IN THEIR ABILITY TO SUPPORT TEACHERS IN OBTAINING THESE GOALS AND OBJECTIVES.
WE SEE GOOD GROWTH THERE AS WELL, FROM THE SUBJECTIVE SIDE OF THINGS WITHIN THE SURVEY, AS FAR AS HOW PEOPLE FEEL WITH THEIR ABILITY TO MANAGE THIS PROCESS.
A FEW OF THE STANDOUT COMMENTS TO MADE THAT CAME BACK FROM THEIR SURVEYS.
IT WAS INTERESTING TO NOTE THAT FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, OUR SURVEY PARTICIPATION QUADRUPLED FROM THE TEACHER SIDE OF THING.
I THINK THAT IS THIS WHOLE IDEA OF THE LEARNING CIRCLE AND HOW A LOT OF TIMES WE WOULD BE THINGS WE REALLY DON'T KNOW, WHAT WE DON'T KNOW.
THEN AS WE START TO COMPLETE THESE REFLECTION CYCLES IN THESE LEARNING CIRCLES, WE START TO REALIZE THAT WHAT I THOUGHT I KNEW, I NOW NEED TO HAVE MORE QUESTIONS ABOUT.
A LOT OF PEOPLE HAD A LOT OF THINGS TO SAY REGARDING MIDDLE OF THE YEAR SURVEY FEEDBACK, WHICH WAS REALLY POWERFUL.
WE HAD WELL OVER 50% OF TEACHERS, ABOUT 75%.
WHO CHIMED IN ON THE MIDDLE OF THE YEAR, REMAINING AROUND 25% AT THE BEGINNING OF THE YEAR.
THAT WAS NICE TO SEE MORE INVOLVEMENT.
I DON'T KNOW IF THAT WAS JUST FROM THE CONTINUED PESTRY GATHERING OF SENDING OUT MULTIPLE TIMES, BUT IT WAS NICE TO GET MORE PARTICIPATION THERE.
MOVING NOW OVER INTO THE DATA PIECE OF HOW DOES THIS ACTUALLY TRANSLATE OVER INTO THE NUMBERS.
IT'S INTERESTING BECAUSE AS WE'VE GONE THROUGH THIS PROCESS, TEA PUSHES OUT THIS MINDSET AND THIS IDEA AND PHILOSOPHY THAT WHEN YOU'RE LOOKING AT FIRST YEAR IMPLEMENTATION, STUDENT DATA SHOULDN'T NECESSARILY BE YOUR PRIMARY CONSIDERATION, BUT HOW COULD IT NOT BE? IT'S THE ONE THING THAT WE'RE ALL IN THIS BUSINESS TO DO, IS IMPROVE STUDENT ACADEMIC PERFORMANCE.
[01:35:04]
FROM THIS SHEET HERE, WHAT YOU'RE GOING TO SEE IS, FOR EXAMPLE, AT THE TOP, WE LOOK AT AN EXAMPLE FROM BURGESS ELEMENTARY'S OVERALL READING PERFORMANCE.YOU SEE THE FIRST BAR REPRESENTS THEIR GROWTH, THIS FARM REFERENCED THE VIEW OF THAT, HEY, HOW CAN WE LOOK AT ACTUALLY HOW OUR STUDENTS ARE PERFORMING ON THEIR READING ASSESSMENT? YOU'LL SEE THE BLUE CATEGORY IS STUDENTS WHO SHOWED THE HIGHEST AMOUNT OF GROWTH, MEANING THEIR PERFORMANCE WAS REALLY HIGH.
STUDENTS IN THE RED CATEGORY WERE LOW PERFORMING STUDENTS.
NOW THE INTERESTING PART OF THIS IS THAT SOME OF YOUR HIGHEST ACHIEVING STUDENTS MAY BE FOUND IN THE RED CATEGORY FOR GROWTH.
SOME OF YOUR LOWEST ACHIEVING STUDENTS COULD BE FOUND IN THE BLUE CATEGORY FOR GROWTH.
PLEASE NOTE THAT THIS IS A 3,000 FOOT VIEW AND WE'RE GETTING A BIGGER PICTURE HERE THROUGH THE MIDDLE OF THE YEAR DATA MEETING.
I WAS VERY IMPRESSED WHEN WE SAT DOWN WITH EACH OF THE PRINCIPALS BECAUSE REALLY WHERE THE RUBBER MEETS THE ROAD IS AT THE STUDENT LEVEL.
IDENTIFYING THE STUDENTS WHO FALL INTO EACH OF THESE CATEGORIES IS CRUCIAL.
EVEN MORE IMPORTANT IS THAT HAVING A PLAN FOR WHAT'S NEXT WHEN THOSE STUDENTS HAVE BEEN IDENTIFIED FOR INTERVENTION MOVING FORWARD.
THE SECOND ROW THAT YOU SEE THERE IS THE ACHIEVEMENT ROW, AND THOSE ARE BROKEN UP ON THE FALL ASSESSMENT AND THE SPRING ASSESSMENT.
WHAT YOU'D LIKE TO SEE IN THIS SCENARIO IS THE BLUE BOX IS GETTING BIGGER, THE GREEN BOX IS GETTING BIGGER, THE YELLOW BOX IS GETTING BIGGER, AND THOSE NUMBERS ARE COMING, HOPEFULLY, OUT OF THE RED AND THE ORANGE INTO THOSE HIGHER CATEGORIES.
TRACY JOHNSON'S QUESTION EARLIER IN THE YEAR ABOUT, I'D LIKE TO SEE GRADE LEVEL, BUT I'D ALSO BE CURIOUS ABOUT THE QUINTILES.
YOUR RED STUDENTS THERE WOULD BE YOUR LOWEST 20% OF ACHIEVEMENT.
YOUR ORANGE STUDENTS SHOULD BE FROM THE 21-40% TITLE.
YELLOW IS GOING TO SPLIT FROM 41-60.
IT'S A LITTLE BIT OF A DIFFERENT VIEW ON THAT LENS.
TO GAIN A LITTLE BIT OF PERSPECTIVE ON THIS, A STUDENT DOESN'T HIT MEETS PERFORMANCE ON STAR UNTIL THEY HIT THE ACHIEVEMENT PERCENTILE NATIONALLY OF AROUND 65-70%.
>> A STUDENT DOESN'T SCORE, SO A LOT OF THE PROJECTIONS THAT YOU SAW TODAY OF STUDENTS WHO ARE PROJECTED TO SCORE AT MEETS AND MASTERS OR THOSE ARE ALL COMING FROM NORMS. ALL OF THE STUDENTS WHO TAKE THIS ASSESSMENT, IT'S A NORM REFERENCE, SO THEY'RE ALL BEING COMPARED TO EACH OTHER.
WHEN YOU LOOK AT WHAT SCORES DO STUDENTS HAVE WHO ARE PROJECTED AT MEETS OR ABOVE, THOSE ARE STUDENTS WHO ARE SCORING ABOUT THE 65TH OR 70TH ACHIEVEMENT PERCENTILE.
WHAT MAP WOULD RECOMMEND IS WHAT WOULD BE A STUDENT WHO YOU COULD CONSIDER ON GRADE LEVEL WOULD BE RIGHT ON THAT 50TH PERCENTILE.
WHAT TEA OR CITY OF TEXAS WOULD SAY IS A MEETS LEVEL STUDENT.
ACTUALLY, THE TRANSLATION NOW COMES INTO ABOUT THE 65TH OR 70TH ACHIEVEMENT PERCENTILE.
THAT'S REALLY INTERESTING TO KNOW BECAUSE OF THE HIGH STANDARD.
WE'VE LOOKED AT SOME OF THOSE AS WE'VE REVIEWED SOME ASSESSMENT DATA THROUGH OUR AMPLIFIED PROGRAM HAS A VERY INTERESTING TO SEE.
YOU'LL SEE THE SAME THING REPLICATED.
THIS IS JUST THE BIG OVERARCHING.
THIS WOULD INCLUDE K THROUGH 5 AT [INAUDIBLE] AT BURGESS, AND THEN FINALLY AT SOUTHERN HILLS.
I BELIEVE THIS PRESENTATION WILL BE SHARED WITH YOU FROM VANESSA AS WELL.
BUT I WANTED TO ALSO DO IS ADDING SOME COMPARISON DATA TO THINK ABOUT, WELL, MORE SCHOOLS WHO ARE SIMILAR TO THOSE THREE SCHOOLS, HOW ARE THEY DOING? YOU'D BE ABLE TO COMPARE THE TOP ROWS OF PERFORMANCE, BUT THEN THE SECOND ROW OF ACHIEVEMENT.
YOU'LL HEAR A LOT OF CONVERSATIONS ABOUT GROWTH THIS, AND GROWTH THAT.
I THINK THE MOST IMPORTANT PIECE IS THAT GROWTH IS A REALLY BIG MOTIVATOR, BUT THE BIG GOAL IS TO SEE THE GROWTH SHOW UP IN ACHIEVEMENT.
THE GOAL IS THAT WE'RE MOVING KIDS FORWARD INTO THOSE HIGHER CATEGORIES AS A RESULT OF THAT GROWTH.
THE NEXT PIECE THEN LOOKS AT IT VERY SIMILAR TO WHAT MISS GARCIA JUST SHARED.
LOOKING AT BURGESS ELEMENTARY HERE, ACROSS THE KINDERGARTEN FIRST AND SECOND GRADE, YOU CAN NOW IDENTIFY FROM EACH OF THEIR GRADE LEVELS WITHIN WHAT WE JUST SAW FROM THE OVERALL BURGESS STATED.
YOU COULD SEE NOW THE PERFORMANCE LISTED IN THAT TOP BAR, THAT'S HOW THEIR KIDS PERFORMED, AND THEN YOU'LL SEE THE ACHIEVEMENT FROM THE FALL TO THE SPRING.
WHAT YOU'RE LIKELY LOOKING AT IS HOW DOES THAT PERFORMANCE IN THE TOP BAR TRANSLATE INTO ACHIEVEMENT IN THE SECOND? WHAT WE'RE LOOKING FOR OBVIOUSLY, IS THAT GROWTH FROM FALL TO WINTER, AND THERE'S REALLY NO COMPARISON WHEN IT COMES TO K1 THROUGH 5.
MAP IS OUR PRIMARY DETERMINANT.
BUT WHEN WE MOVE INTO 3, 4 AND 5 IT'S ALL ABOUT HOW OUR MAP DATA INFLUENCES AND IMPACTS OUR STAR PERFORMANCE.
>> [OVERLAPPING] YOU'LL SEE THE SAME WITH,
[01:40:02]
YOU CAN SEE WASHINGTON, YOU'LL SEE PERFORMANCE DATA LISTED FIRST AT THE TOP ROW.THE SECOND ROW AT EACH BY LEVEL COMPARES THE TWO TESTING SESSIONS TO SHOW THE CHANGES FROM ACHIEVEMENT QUINTILES.
I THINK ONE OF THE POINTS MADE WAS, YOU COULD HAVE A STUDENT WHO GREW SIGNIFICANTLY FROM THE FIRST ACHIEVEMENT PERCENTILE OR TO THE 19TH ACHIEVEMENT PERCENTILE.
THAT STUDENT WOULD LIKELY BE FOUND IN PERFORMANCE IN BLUE, BUT IN ACHIEVEMENT, THEY WOULD HAVE JUST STAYED IN RED.
I THINK COMPOUNDING GROWTH IS THE KEY HERE IS THAT THOSE STUDENTS THEN MAINTAIN THAT LEVEL YEAR AFTER YEAR, OR EVEN TEST SESSION AFTER TEST SESSION AS WE START TO IDENTIFY KIDS WHO ARE CLOSE TO THAT NEXT THRESHOLD TO MOVE THEM INTO THE NEXT QUINTILE.
GRADE LEVEL REPORTING OF THE 50TH ACHIEVE PERCENTILE IS TOUGH BUT YOU HAVE TO CUT OFF NUMBER AT SOME POINT.
THERE ARE A LOT OF KIDS IN THE 49TH PERCENTILE WHO ARE VERY MUCH THE SAME AS KIDS IN THE 51ST PERCENTILE.
THERE ARE ALWAYS KIDS EVERY YEAR ON STAR WHO PASS FIVE QUESTION AND FAIL FIVE QUESTIONS.
THERE HAS TO BE A CUTOFF IDEA THAT.
THE GOAL REALLY IS TO GET CAMPUSES, TEACHERS AT A STUDENT LEVEL TO UNDERSTAND WHO ARE THE KIDS THAT MAKE UP THESE NUMBERS BECAUSE THAT IS THE BIGGEST IMPACT IN ALL OF THE DATA AND THE WHY BEHIND THE DATA.
IT'S GREAT TO KNOW IT, BUT IT'S MORE IMPORTANT THAT WE DO SOMETHING.
WE'LL SEE THE HILL DATA AS WELL.
MISS GARCIA SHARED A LITTLE OF THIS WITH YOU ALREADY.
THIS JUST LOST THE YOUNGER GRADES.
THEN JUST SOME COMPARISON DATA WOULD LOOK AT THOSE TWO CAMPUSES, [INAUDIBLE] WHO DEMOGRAPHICALLY, SOCIAL, ECONOMIC, COULD LOOK SIMILAR TO THE THREE CAMPUSES THAT WE'RE FLIPPING OUT THROUGH THIS PURPOSE.
>> SINCE THEY'RE NOT IN AMPLIFIER.
OR IS SCOTLAND PARK IN AMPLIFIER? [OVERLAPPING] THEY'RE NOT IN AMPLIFIER.
>> THIS IS A MIDDLE OF YOUR MATH DATA.
AMPLIFIER PROVIDES A COMMON ASSESSMENT.
MY PHILOSOPHY ON THIS IS THAT TYPICALLY WHATEVER YOU USE AS YOUR INSTRUCTION, IF YOU USE THE SAME THING AS ASSESSMENT, I DON'T KNOW HOW, YOU'RE ALWAYS GOING TO HAVE AN OUTSIDE SOURCE TO TELL YOU HOW YOUR KIDS ARE DOING IF YOU'RE USING INTERNAL SOURCES.
I THINK SOMETIMES VERSION VALIDITY ISSUES, LIKE MY GRANDMA SAYS, I'M SLEET.
I THINK LOOKING AT A MAP DATA POINT, OR AN AMPLIFIED CURRICULUM IS INTERESTING BECAUSE IT'S AN OUTSIDE PERSON TELLING YOU HOW YOUR STUDENTS ARE ACHIEVING AND PERFORM.
SAME WITH SUDDENLY JUST IN COMPARISON.
IT'S VERY OVERWHELMING WITH THE COLORS AND THE NUMBERS AND WHAT MEANS WHY.
THIS LOOKS NOW AT GRADE 3, 4, AND 5.
THIS WAS A BIG TURN IN A BIG SHIFT, BECAUSE IT IS VERY LIKELY THAT A TEACHER WALKS INTO A PLC AND HAS REALLY STRONG MATH SCORES.
BUT WHAT WE REALLY FOCUSED ALL OF THESE DATA MEETINGS ON FOR THE MIDDLE OF THE YEAR WAS HOW MAP INFORMS US TO IMPROVE STAR PERFORMANCE.
IN REALITY, WHEN YOU LOOK AT GRADES 4 AND 5, THE STARTING POINT FOR THOSE STUDENTS ISN'T THE BEGINNING OF THE YEAR MATH TEST.
THE STARTING POINT FOR THOSE STUDENTS IS HOW THEY DID ON THEIR LAST YEAR STAR TEST.
THAT HAS BEEN A BIG SHIFT BECAUSE THERE MAY BE STUDENTS WHO ARE MEETING MATH GOALS WHO ARE NOT WHAT YOU'VE HEARD EARLIER JUMPING BANGING AS A RESULT OF THE FACT THAT THE STUDENTS SCORED MEETS LAST YEAR.
WE ARE USING MATH DATA TO INFORM US IF THAT STUDENT IS PROJECTED TO SCORE IT MEETS OR HIGHER THIS YEAR REGARDLESS OF WHAT THEIR MATH GROWTH SAYS, WE NEED TO ENSURE THAT IF THEY MEET LAST YEAR, WE MAINTAIN THAT MEETS FOR THIS YEAR OR PROGRESS THEM INTO MASTERS.
TO THE POINT ABOUT PERCENTAGES THAT GO UP OR DOWN, WHAT WE FOCUSED ON IN OUR MIDDLE OF THE YEAR DATA MEETINGS WAS LOOKING AT THE STUDENTS WHO FELL FROM APPROACHES TO DID NOT MEET.
THOSE WERE STUDENTS WHO WERE THE HIGHEST PRIORITY.
ANY STUDENT WHO WE HAD WHO WE'VE NOW LOST, THAT IS THE IMMEDIATE RED FLAG TO PUSH THAT STUDENT RIGHT BACK OVER THAT LINE.
THE SECOND PIECE WOULD BE, REGARDLESS OF HOW THEY PERFORM FROM BOY TO MOY, THIS IS REALLY YOUR BOY ALMOST BE LAST YEAR STAR.
THAT'S THE LENS THAT WE LOOKED AT THAT.
JUST BECAUSE THE KID MAY SAY YOUR APPROACHES NUMBER, SAY THAT'S FINE.
BUT IF THERE WAS A KID LAST YEAR WHO WAS APPROACHES, WHO THIS YEAR IS SHOWING DID NOT MEET, EVEN IF THEY SHOW DID NOT MEET FROM BOY, IT'S GOING TO BE REFLECTED ON THAT DATA.
STAR SAYS THE STUDENT WHO SCORED LOW APPROACHES LAST YEAR, WE HAVE TO TRACK THE STUDENT INTO HIGH APPROACHES THIS YEAR.
THE MAP DATA DOESN'T DETERMINE SUCCESS, IT INFORMS SUCCESS ON STAR.
BECAUSE WE CAN SEE HOW STUDENT PROJECTIONS ON MAP RELATE TO THEIR STAR GROWTH GOALS.
[01:45:05]
IF OUR STAR GROWTH GOAL SHOWED FROM THEIR MAP SCORE THAT THAT LOW APPROACH OF STUDENT LAST YEAR HAS MOVED NOW INTO A HIGH APPROACHES OR HIGHER STANDARD FOR THIS YEAR, WE KNOW THAT WE FEEL REALLY CONFIDENT WITH THAT SOON SOON IS NOT TELLING US THEY ARE IN NEED OF ADDITIONAL INTERVENTION.IF HOWEVER, THAT, THAT DATA FOR THAT STUDENT SHOWED THAT THEY WERE MOVING INTO THE HIGH DID NOT MEETS OR LOWER CATEGORY, THAT WAS SOMEONE WHO WOULD BE FLAGGED BY THE CAMPUS AS A STUDENT NEEDING ADDITIONAL INTERVENTION.
IT'S NOT ABOUT THE MAP DATA, IT'S HOW THE MAP DATA INFORMS OUR DECISIONS TO DRIVE STAR DATA.
>> HAVING TO DO EXTRA WALLS OR EXTRA ROOMS JUST FOR YOUR DATA WALLS. THIS IS A TON.
I FEEL THE ROLLING OF THE EYES BEHIND ME BECAUSE THERE IS, THERE WERE A LITTLE BIT OF THAT WHERE IT WAS LIKE, IS THIS A JOKE? I MEAN, THIS IS LIKE SEVEN OR EIGHT PAGES HERE TO THE LEVEL THAT WE'RE LOOKING AT IT.
I GET THAT'S A VERY DIFFICULT PIECE.
THERE WERE TWO SIDES OF THIS AS WELL.
I'VE BEEN A PART OF DATA [INAUDIBLE] YOU GUYS HAVE AS WELL.
WHERE YOU PRESENTED YOUR DATA AND THE PERSON YOU PRESENTED YOUR DATA TO DIDN'T KNOW YOUR DATA.
I'VE BEEN A PART OF MEETINGS AND SAT AND WATCHED PEOPLE PRESENT DATA THAT I WAS SAYING TO MYSELF, IT WAS IMPORTANT FOR ME AND FOR MY TEAM THAT WE COMPLETED 14 DATA SHEETS FOR EVERYTHING THAT WE WERE ASKING THE CAMPUSES TO DO.
BECAUSE, NUMBER ONE, FOR OUR DEPARTMENT TO BE ABLE TO SUPPORT, YOU GOT TO KNOW WHERE YOUR SUPPORT IS GOING TO BE MOST NEEDED.
NUMBER TWO, IT'S IMPORTANT FOR THAT CONVERSATION THAT WE'RE ALL ON THE SAME PAGE AS FAR AS WHAT YOU'RE SEEING AND ALSO WHAT WE ARE SEEING AS WELL.
IT WAS A GREAT CHECK, IT WAS A GREAT OPPORTUNITY FOR US TO PRACTICE A LOT OF THE THINGS THAT JOHN WINK HAS BEEN TEACHING US.
IF YOU GO BACK TO MICKEY WESLEY'S PRESENTATION ABOUT THE THREE DOMAINS, THESE ARE THESE PRINCIPALS CALCULATED THEIR PROJECTED DOMAIN, 1, 2, AND 3 SCORES FROM THOSE NUMBERS IDENTIFY THE STUDENTS WHO ARE IMPACTING THOSE SCORES NEGATIVELY.
AND STUDENTS THAT THEN WILL TELL US THAT WE NEED TO FOCUS ON THE CONTENT.
BECAUSE A STUDENT WHO IS TRYING TO GET TO A LOW APPROACHES SCORE NEEDS DIFFERENT LEVELS OF DIFFERENT TYPES OF INTERVENTION THAN A STUDENT WHO HAS FALLEN OUT OF MEETS AND NEEDS MEETS LEVEL OF INTERVENTION.
ALL OF THOSE STUDENTS HAVE BEEN IDENTIFIED WITH THE CONTENT THAT THEY NEED.
IT WAS A BEAUTIFUL PROCESS IN THE END, I THINK AS A PRINCIPAL WENT THROUGH THAT PROCESS AND SO VERY IMPRESSED WITH THEIR COMMITMENT TO THAT PROCESS BECAUSE AS YOU ALL HEARD FROM [INAUDIBLE] 'S PRESENTATION, IT'S A LOT.
IT'S A LOT. BUT UNDERSTANDING HOW THESE GROUPS IMPACT PERFORMANCE, YOU HAVE TO UNDERSTAND HOW POINTS ARE STORED AFTER GOING FORWARD ON FOURTH DOWN AT THE END OF THE GAME BECAUSE YOU THINK YOU HAVE TO STORED [INAUDIBLE] BECAUSE YOU DIDN'T REALIZE YOU PICK A FIELD GOAL, THAT'S THE PROBLEM.
JOHN WINK TALKED A LOT ABOUT ANDY REED BEING IN A SUPERIOR COACH AND HOW HE MANAGES HIS PLAYERS AND CALLS.
BUT THAT'S SUCCESSFUL BECAUSE HE KNOWS HOW THAT'S GOING TO END UP.
HE'S ABLE TO GIVE FEEDBACK ON THAT FOR OUR PRINCIPALS TO INVEST IN THAT PROCESS AND UNDERSTAND IT AND HOW IT HELPS DRIVE THE DECISION MAKING AND THE INTERVENTION THAT'S HAPPENING.
>> WELL, IT'S NOT JUST THAT, ONCE THEY GET THAT DATA, THEN THEY HAVE TO MAKE A PLAN FOR EACH OF THOSE KIDS, AND THEN THEY HAVE TO MAKE SURE TEACHERS IMPLEMENT THOSE PLANS, AND IT'S A BIG JOB.
YOU DIDN'T JUST STOP THERE WITH THE DATA.
>>> THE BIG PIECE HERE IS THAT PRINCIPALS ARE TIED WITH SETTING UP THESE SYSTEMS THAT WILL DRIVE SUCCESS AND SETTING UP THEIR TEACHERS FOR SUCCESS.
THE BIGGEST ENEMY OF EVERY EDUCATOR IS TIME.
AT THE BEGINNING OF THE YEAR, A TEACHER LOOKS AT THEIR GROUP OF 88 STUDENTS.
NOW WE HAVE MIDDLE OF THE YEAR DATA.
HOW DOES IT HELP US? WELL, IT HELPS US BECAUSE NOW WE NARROW OUR FOCUS ON STUDENTS WHO ARE TELLING US THERE NEED OF ADDITIONAL SUPPORT.
WHAT'S BEEN REALLY UNIQUE AND REALLY INTERESTING IS THAT SUPPORT AND ADDITIONAL SUPPORT HAS TYPICALLY BEEN THOUGHT TO BE STUDENTS WHO ARE IN THE LOW ACHIEVING GROUP.
THE NEW ACCOUNTABILITY SYSTEM DOESN'T ALLOW FOR THAT.
NO STUDENT CAN FALL, FALL BACKWARDS.
THERE'S TIMES THAT WE'RE ASKING AND LOOKING AT STUDENT DATA, WHERE TEACHERS ARE IDENTIFYING SOME OF THEIR HIGHEST ACHIEVERS WHO HAVE PERFORMED LOW, WHO HAVE FALLEN OUT OF MEETS INTO APPROACH, OUT OF MASTERS INTO MEETS.
JUST LIKE YOU WOULD EXPECT FOR ALL OF YOUR OWN CHILDREN.
WHO WOULD EXPECT THAT THE SCHOOL RESPONSE, MY SKILLS MEETS, AND NOW THE APPROACHES. WHAT HAPPENS? HERE'S THAT IMMEDIATE, SYSTEMATIC RESPONSE, BECAUSE INTERVENTION GROUPS NOW TAKE ON DIFFERENT LOOKS, BECAUSE WE HAVE LOW ACHIEVING, LOW PERFORMING TYPE STUDENTS WHO ARE LOOKING TO GET TO LOW APPROACHES.
[01:50:01]
LOW PERFORMING STUDENTS WHO ARE AT APPROACHES NEEDS, AND MASTERS PARTICULARLY WHO POTENTIALLY MAY BE LOW PERFORMING AS WELL.IT CREATES THIS DYNAMIC OF THESE TWO GROUPS ONCE YOU UNDERSTAND YOUR SYSTEM AND NEED TO ACCOMMODATE THOSE TWO GROUPS OF STUDENTS.
NOW YOU LOOK AT WHAT SHOOTS FILL THOSE GROUPS.
THERE WERE CONVERSATIONS ABOUT CAPACITY AND HOW THIS GROUP IS LITTLE BIT LARGER AT AESTHETIC PERSON HERE.
WE ACTUALLY HAVE A TUTOR WHO'S WORKING IN THIRD GRADE, BUT BECAUSE THEIR GROUP IS SMALL THERE, WE'RE GOING TO ALLOCATE RESOURCES HERE.
THAT'S THE WHOLE POINT IS THAT WE'RE NOT JUST BLINDLY TUTORING EVERYBODY CAMPUS OR EVERYONE IN A GRADE PRINCIPALS, NOW WE'RE ABLE TO ALLOCATE RESOURCES WHERE THEY'RE MOST NEEDED BASED ON WHAT THE DATA WAS TELLING THEM, AND THEN HOW TO BEST UTILIZE THE PEOPLE THAT THEY HAVE.
THAT WAS ONE OF THE PIECES TOO, IS TO LOOK AT SOME OF YOUR SUBGROUPS.
LOOK AT HOW EVERYONE THAT GOES TO THIS CAMP FOR INTERVENTION, HOW ARE THEY DOING THIS CAMPS OR HAD IMPACT TO HOW WE GOT TO PUSH MORE OF THESE KIDS FOR NEED TO SUPPORT TO THE CAMPUS, THE RESULTS ARE REALLY GOOD.
THAT'S A REALLY POWERFUL PIECE.
TOO HIGH NEED STUDENTS WITH HIGH IMPACT ADULTS WITH THE RIGHT CONTENT.
IT REALLY JUST DRIVES THESE THINGS FOUR WEEK, 17 DAYS BEFORE YOU OPEN UP THAT WINDOW FOR OUR FIRST CHARGES.
>> MAY I ASK YOU A QUESTION IN THE AUDIENCE? THIS DATA HELP YOU JUST HELP YOU GET A KID FROM DID NOT MEET UP THE RUN? [OVERLAPPING]
>> I AM THE SCHOOL, THIS IS MY FIRST YEAR IN THAT SITUATION.
FOR ME LIKE THAT DASH IS JUST A PART OF MY EVERY WEEK.
IT NARROWED OUR FOCUS DOWN TO ABOUT 19-18 KIDS IN EACH GRADE LEVEL GOING INTO STAR THAT WE CAN REALLY FOCUS ON.
BECAUSE FOR US IN OUR GROWTH DOMAIN, IF WE CAN GET 20 MORE POINTS BACK IN OUR GROWTH DOMAIN, THAT'S THE DIFFERENCE BETWEEN AN F AND B. I KNOW THAT'S PROBABLY NOT A POPULAR OPINION, BUT THAT'S ALSO HOW MY MIND THINGS.
FOR ME, GOING INTO THAT DATA SHEET IS VERY HELPFUL IN FOCUSING ON WHICH KIDS ARE GOING TO GET US THE MOST BANG FOR OUR BOOK.
>> I WAS SING FOR PANEL VENTURE.
I WAS GOING TO ADD THAT WE'RE LOOKING AT OVERALL NUMBERS AND WE'RE LOOKING AT OVERALL HOW THE CAMPUS AS A WHOLE IS DOING.
BUT MATT ACTUALLY NARROWS IT DOWN INTO WHAT SPECIFIC SKILL AREAS DO WE NEED TO WORK WITH THESE KIDS.
ALSO, WHAT DEFICITS DO THEY HAVE? AND WE CAN REINFORCE THOSE DEFICITS SO THAT WE CAN SEE GREAT GROWTH FOR ALL OF OUR KIDS.
IT'S SOMETHING THAT I THINK WE ALL USE AS A LINE GRADING DOCUMENT TO REALLY MAKE CHANGE FOR OUR KIDS THAT NEED IT.
>> IN OUR CURRICULUM DEPARTMENT, WHEN IT'S BROKEN DOWN FOR YOU INTO THOSE DIFFERENT AREAS.
THEY'VE CREATED THE MATERIALS READY TO GO.
TEACHERS HAVE THEIR KIDS BROKEN UP.
OUR INSTRUCTIONAL COACHES SUPPORT BY MOVING THE KIDS AROUND FROM THE DIFFERENT ADMINISTRATIONS.
BUT THEY'VE DONE AN INCREDIBLE JOB OF CREATING READY TO GO MATERIALS AT A STAR LEVEL FOR THE TEACHERS JUST TO PULL AND START USING IN SMALL GROUPS.
NO PLANNING ON THEIR PART AT ALL, JUST KNOWING THEIR KIDS.
NO PROBLEMS WITH TOO MUCH DATA OR TOO MUCH TESTING.
OF COURSE, THAT'S GOOD TO HEAR.
>> HOW MANY YEARS HAVE WE BEEN DOING MATH?
>> WE STARTED TO GET THAT KIDS WERE REMOTE AND NON REMOTE, HOW EVEN COUNTS? WE GOT A LOT OF JUNIORS AT HOME.
[LAUGHTER] IT IS A LOT. THE ACCOUNTABILITY SYSTEM IN ITSELF IS A LOT.
THE THREE DIFFERENT DOMAINS AND HOW SCORES ARE CALCULATED WITH EACH OF THOSE DOMAINS GIVE YOU A RAW SCORE, AND HOW THAT SCORE IS SCALED TO YOUR ACTUAL SCORE, THAT CHANGED LAST YEAR.
FROM '22-'23, THE SCALE WILL CHANGE.
WE KNOW THAT OUR CUTS FOR NEXT YEAR ARE GOING TO BE WHERE THEY'RE GOING TO BE.
WE DON'T KNOW HOW THEY'RE GOING TO BE SCALED.
WE KNOW WHAT THE CUTS ARE FOR HIGH AND LOW DID NOT MEET IN HIGH LOW.
WE KNOW THAT WE'RE LOOKING AT KIDS THROUGH THAT LENS.
WE DON'T KNOW HOW OUR OVERALL SCORE AND THE PERCENTAGE OF STUDENTS LIKE YOU HEARD THE STUDENT SAY, WE KNOW IF WE GET TO THIS PERCENTAGE, IT CHANGES FROM F TO A B BASED ON [INAUDIBLE] FEW OF THOSE [INAUDIBLE] THOSE ARE THINGS THAT WE'RE JUST GOING TO ROLL IT, BUT I THINK THE DATA INFORMS THE INSTRUCTION FOR KIDS.
THAT'S THE BIGGEST PIECES IS IT'S NOT THE BUDGET [INAUDIBLE] ALL OF THIS.
I THINK THAT JUST HEARING ABOUT THE SYSTEMS THAT ARE BEING PUT IN PLACE AND HEARING THE CONVERSATIONS ABOUT GETTING THE RIGHT KIDS IN FRONT OF THE RIGHT PEOPLE, I THINK IS JUST A HUGE STEP IN THE RIGHT DIRECTION.
>> JUST IN HAVING THOSE FORMATIVE TOOLS TOO.
>> TO BE ABLE TO FIND SOMETHING.
[01:55:01]
I SPENT SOME TIME TRYING TO TRACK DOWN SOMEONE FROM TA OR INTERIM ASSESSMENTS, AND FOUND THAT THE INTERIM ASSESSMENTS ARE OUTSOURCED A LITTLE BIT, AND THEY DON'T GIVE YOU HIGH AND LOWS [INAUDIBLE] IT'S PRETTY IMPORTANT [INAUDIBLE] WE'RE WORKING ON THAT.WE JUST HAVE TO FIND A GOOD TOOL THAT WE CAN USE AND THEN HOW DO WE USE IT IS MORE IMPORTANT OBVIOUSLY.
AS FAR AS THESE THREE CAMPUSES, ONE OF THE THINGS THAT DR. LEE DISCUSSED WITH ME AFTER THE COMMISSIONER'S VISIT WAS HE WAS VERY IN TUNE WITH HOW DO YOU KNOW THAT KID IN THE BACK OF THE ROOM IS LEARNING WHAT HE'S SUPPOSED TO BE LEARNING, HOW DO YOU KNOW THAT KID'S ENGAGED, HOW DO YOU KNOW THAT KID'S DOING WHAT HE'S SUPPOSED TO BE DOING? THROUGH THIS PROCESS FOR THESE THREE CAMPUSES, THEY HAVE ALL TAKEN PART IN SOMETHING KNOWN AS SWAP, THE STUDENT WORK ANALYSIS PROTOCOL, WHICH ESSENTIALLY, THROUGH A PLC PROCESS, TEACHERS GET TOGETHER AND THEY PREVIEW AN UPCOMING ASSIGNMENT OR A FORMATIVE ASSESSMENT, IF YOU WILL.
STEPS 1 AND 2 OUTLINE THE STANDARDS OF WHAT WE WOULD EXPECT STUDENTS TO BE ABLE TO DO ON THAT ASSIGNMENT AND HOW OUR INSTRUCTION WILL INTENTIONALLY LEAD TO THAT LEVEL OF PERFORMANCE.
STEPS 3 AND 4 THEN LOOK AT COMING BACK INTO THAT SITUATION IN THAT SETTING THE NEXT WEEK WITH THE STUDENT MATERIALS IN HAND AFTER THE STUDENTS HAVE COMPLETED THE ASSIGNMENT, AND REVIEWING THAT STUDENT DATA AND SORTING INTO GROUPS BASED ON THE CRITERIA THAT WAS ORIGINALLY SET.
AS FAR AS HOW DO WE KNOW, THIS IS A REALLY QUICK WAY TO GAUGE THE ABILITY OF STUDENT WORK HAPPENING IN THE CLASSROOM EVERY SINGLE WEEK.
THERE WAS A VIDEO THAT OUR REGIONAL PRINCIPAL SHARED WITH FROM ONE OF OUR INSTRUCTIONAL COACHES WHO DID THIS, WHO SAID, THE VIDEO OF THIS COACH DOING THIS IS BETTER THAN THE VIDEO THE TA PUTS OUT FOR THIS IS BECAUSE IT WAS JUST SUCH A POWERFUL CONVERSATION THAT THIS INSTRUCTIONAL COACH HAD WITH THEIR TEACHERS.
SO THAT IS SOMETHING THAT WE ARE LOOKING TO REPLICATE AT EVERY LEVEL.
BECAUSE AS A PART OF THIS INTERNALIZATION PROCESS, WE SHOULD BE PREVIEWING EXPECTATIONS FOR UPCOMING ASSIGNMENTS.
NOW, WE JUST HAVE TO BE REALLY INTENTIONAL ABOUT REVIEWING HOW THE STUDENTS ACTUALLY FIT ON THOSE ASSIGNMENTS.
YOU CAN DO A LOT OF ALIGNMENT WITH THE NEW WRITING COMPONENTS ADDED INTO START SO THEY'RE NOT REINVENTING THE WHEEL EVERY SINGLE YEAR.
THE CRITERIA CAN GO DOWN NOW INTO SECOND, FIRST, AND KINDER.
THERE CAN BE BUILDING BLOCKS TO GETTING US TO [INAUDIBLE] IN THIRD GRADE THAN ACTUALLY STARTING IN KINDERGARTEN POTENTIALLY JUST PROPER CAPITALIZATION, PUNCTUATION, AND SUBJECT AND VERBS.
AS FAR AS THE SECOND PIECE THERE, AMPLIFIED LEADERSHIP TEAM CAMPUS VISITS.
MS. SIMMONS, MR. JACOBS, AND MS. FIGAROA [PHONETIC], THEIR INSTRUCTIONAL COACH FROM CUNNINGHAM, JOINED US THIS MORNING AT BOOKER T. WASHINGTON, AS WE WENT INTO NINE CLASSROOMS AND GOT TO SEE AMPLIFY IN ACTION.
THIS WAS THE FOURTH OF OUR FIVE CAMPUSES GETTING TO COMPLETE THIS STEP.
IT IS SOMETHING THAT THE THREE ASKED FOR LAST YEAR AND IT JUST WASN'T AN OPTION AND THERE WAS NO ONE WHO WAS REALLY DOING IT AT THE LEVEL THAT WE WERE LOOKING TO ACHIEVE.
THE FACT THAT WE CAN ACTUALLY BE OUR OWN MODEL IS REALLY HUGE.
WE ALSO HOSTED JACKSBORO ISD AT OUR CAMPUSES, WHO ARE WANTING TO IMPLEMENT THIS PROJECT IN THEIR DISTRICT.
THEY CAME INTO SOUTHERN HILLS AND TO [INAUDIBLE] WITH THEIR TEACHERS, THEIR ADMINISTRATORS, ASSOCIATE SUPERINTENDENTS, AND GOT TO ACTUALLY WALK INTO OUR CLASSROOMS AS WELL AND SEE THAT.
THAT'S BEEN A REALLY POWERFUL PIECE BECAUSE YOU CAN SIT IN A TRAINING AND YOU CAN LEARN ABOUT WHAT IT IS, BUT WHEN YOU SEE IT AND YOU EXPERIENCE IT, THERE'S NOTHING QUITE LIKE THAT.
WE'VE GOT TO DO FOUR OF THOSE FIVE.
THEN TOMORROW AFTERNOON WE'LL HAVE RAINBOW ELEMENTARY VISITING SOUTHERN HILLS AS WE PARTICIPATE.
IN OUR LAST ROUND OF CAMPUS WALKS, FINISHING IN MARCH OBVIOUSLY, THERE'S SOME PRETTY BIG THINGS HAPPENING IN APRIL.
AND THEN WE'LL SUM EVERYTHING UP IN MAY WITH EASTERN CAMPUSES.
AS FAR AS THE PRODUCT ORDER IS CONCERNED, THE FIVE ORIGINAL ADDITIONAL CAMPUSES, THEIR ORDER IS IN, IT IS BAR-CODED, AND IT IS READY IN THE WAREHOUSE TO BE SHIPPED OUT TO THOSE CAMPUSES.
THERE HAVE BEEN A FEW REQUESTS FOR SOME CLOSET CLEAN-OUTS AND PLACES TO STORE, WHICH HAS BEEN GOOD.
THOSE PRODUCTS WILL ACTUALLY BE ON THE CAMPUS.
WE'RE DESIGNATING THAT FOR MAY.
WHEN I REQUESTED THE QUOTE LAST WEEK, AND JUST TO SAY, WOULD THIS BE POSSIBLE IF WE GET THIS QUOTE MARCH THE 8TH? IT'S A 15-DAY TURNAROUND.
THEY'VE BEEN REALLY QUICK WITH THAT MATERIAL TO GET IT INTO THE HANDS OF TEACHERS.
THIS HAS IMPACTED THE WAY THAT TRAINING LOOKS IN THE SUMMER AS WELL.
THIS PAST SUMMER, WE WERE AT THE MERCY OF GOING THROUGH DIFFERENT TEA GRANTS, AND SO WE WEREN'T IN CONTROL OF THAT PURCHASE.
THE MATERIALS CAME END OF JUNE, THE TRAINING HAPPENED BEGINNING OF JUNE.
WASN'T THE BIGGEST DEAL IN THE WORLD BECAUSE AS MS. DEBRIS SAID, THOSE MATERIALS WERE ALL FOUND ONLINE.
WHAT WILL BE REALLY POWERFUL THIS YEAR IS THAT ALREADY WORKING WITH THE TEAM AT REGION 9 WHO'S PUTTING THE TRAINS TOGETHER.
THEY KNOW THAT OUR TEACHERS ARE GOING TO WALK INTO TRAIN WITH UNIT 1 WORKBOOK TEACHER EDITION AND STUDENT READER, AND THAT CHANGES THE WAY YOU CAN TRAIN.
NOW IT'S NOT A THEORETICAL, HEY, YOU'RE GOING TO HAVE THIS.
IT'S GOING TO BE A TURN TO PAGE 7,
[02:00:01]
LET'S LOOK AT WHAT THIS ACTUALLY IS. THAT'S GOING TO BE HUGE.BEEN REALLY IMPRESSED WITH THE PRODUCT ORDER AND HOW THEY'VE BEEN ABLE TO DO THAT WITH US.
THE FIRST ORDER CAME IN IS A BIG BUNDLE BY GRADE.
TALKED TO THE [INAUDIBLE] WE GOT THE NEXT ORDER TO COME BY SCHOOL, AND NOW HE'S TRYING TO FIGURE OUT, HOW THE HELL WILL I GET THROUGH THIS? THEY'VE BEEN REALLY NICE TO WORK WITH US ON THAT PIECE AS WELL.
HE SENT ME A PICTURE, I WAS ACTUALLY [INAUDIBLE].
HE SAID, HERE'S THE [INAUDIBLE] ORDER.
EVERYTHING COMES IN A SHOE BOX FOR SOME REASON, IT'S LIKE 3,000 BOXES IN STUFF, BUT IT'S LIKE THE WHOLE CORNER OF THE WAREHOUSE IS TAKEN UP, BUT WHAT'S NICE IS THAT IT'S IN MARCH.
ACTUALLY, WAS IN FEBRUARY, NOT IN AUGUST, BUT WE'VE ALL EXPERIENCED BEFORE.
THEN AS FAR AS THE TRAINING UPDATE IS CONCERNED, THE LEADERSHIP TEAMS OF THOSE FIVE CAMPUSES HAVE ACTUALLY JUST COMPLETED THEIR TWO-DAY TRAINING PROCESS.
LAST MONDAY THEY WERE IN THEIR RESEARCH BASED INSTRUCTIONAL STRATEGIES, BASICALLY, A CRASH COURSE, SIX HOURS OF HOW DO WE BEST TEACH READING AND WRITING TO STUDENTS? THEN YESTERDAY WE COMPLETED AMPLIFIED PRODUCT TRAINING WITH THOSE FIVE CAMPUSES FOR THEIR PRINCIPALS, AP'S, AND INSTRUCTIONAL COACHES.
WE WOULD OBVIOUSLY LOOK TO REPLICATE THESE PROCESSES WITH INCOMING CAMPUSES.
>> WE'LL PROBABLY COME AGAIN IN TIME [OVERLAPPING]
>> WELL, IT'S NOT JUST COMING UP ON TIME, BUT THAT YOU'RE TRAINING THE INSTRUCTIONAL COACHES AND PRINCIPALS AND EVERYONE SO THAT THEY'RE READY FOR IT AND IF THE TEACHER HAS A QUESTION, THAT THEY KNOW THAT THEY CAN ASK.
>> I'M SO EXCITED THAT EVERYBODY'S [INAUDIBLE] [OVERLAPPING].
JUST FOR THE RECORD, THIS IS REALLY CALLED AMPLIFIED TEXAS NOW.
IF YOU GO ONLINE, YOU NEED TO LOOK AT AMPLIFIED TEXAS, NOT JUST AMPLIFIED.
WE'RE REAL THAT WE HAVE A CONSISTENT CURRICULUM FOR EVERYBODY AND WE HOPE IT'S GOOD FOR YOU-ALL AND THAT YOU WILL LET US KNOW AND WHAT ELSE WE ALL NEED TO DO TO TRY TO MAKE IT THE BEST.
I'M GLAD JACKSBORO CAME TO LOOK AT IT BECAUSE THAT'S JUST WHAT WE'VE BEEN SAYING, PEOPLE ARE GOING TO BE SAYING, YOU BETTER GO LOOK AT WICHITA FALLS INDEPENDENT SCHOOL DISTRICT.
>> WE ARE GOING TO BE, NOT JUST THE PIONEERS THAT DID IT FIRST, BUT I THINK THE TASK NOW TOO IS GOING TO BE THAT WE'RE GOING TO DO IT THE BEST, AND SO ANYTIME SOMEBODY REGION 9 WANTS TO DO SOMETHING, THEY'RE GOING TO SAY, WE'RE GOING TO FIND THE WICHITA FALLS COPY TO GO TO.
THEN WE ARE NOW THAT SCHOOL THAT WE'RE GOING TO SET THE STANDARD ACROSS THE REGION.
IT'S ALL REALLY IMPRESSED AND PROUD JACKSBORO WANTS TO.
THE INCOMING PRINCIPALS OF THE FIVE WHO HAVE COME TO THE CAMPUSES TO SEE IT HAVE BEEN VERY IMPRESSED WITH WHAT THEY'VE SEEN AS WELL.
WE'RE LOOKING INTO THE DATA OBVIOUSLY, AND HAVE SOME COMPONENTS AND SOME THINGS IN THERE, BUT WE LEARNED A LOT THIS YEAR, PRETTY EXCITED.
WE'RE MORE EXCITED TO NOW APPLY THOSE NEW THINGS AS WE START A WHOLE NEW CYCLE AND A WHOLE NEW [OVERLAPPING].
>> I ASSUME THOSE THREE PRINCIPALS THAT HAVE IT NOW WILL BE ABLE TO MENTOR OTHER PRINCIPALS AS THEY GET, SO WE'LL JUST KEEP GROWING.
>> WE'RE GOING TO HAVE PRINCIPALS WHO CAN HAVE COMMON CONVERSATIONS ABOUT THINGS BECAUSE YOUR TEACHERS ARE DOING WHAT MY TEACHERS ARE DOING, AND THAT'S JUST NOT HISTORICALLY THE CASE, AND SO THAT WILL BE VERY POWERFUL.
THAT WILL CREATE A REALLY POWERFUL PLC.
>> ANY OTHER QUESTIONS OR COMMENTS FOR MR. HILL? GREAT. THANK YOU, MR. HILL.
[VIII.A. Personnel Report]
THIS IS A MONTHLY PERSONNEL REPORT?>> YES, IT IS AN ADMINISTRATIVE RECOMMENDATION THAT THE SCHOOL AND INDUSTRY THAT IS GOING TO BE WORKING WITH D3D EMPLOYEES WITH RESIGNATIONS AND RETIREMENTS THAT HAVE BEEN SUBMITTED SINCE THE LAST BOARD MEETINGS.
RESIGNATIONS AND RETIREMENTS HAVE BEEN ACCEPTED BY DR. DONNY LEE, THE ASSISTANT TO THE SCHOOLS AND THE COURT HAS RULED THE REQUIREMENTS OF THE POLICY, THE MEP WILL BE REMOVED.
>> THANK YOU ALL FOR BEING HERE TODAY.
>> AND ACCORDING TO THE LETTER OF RESIGNATION, SIX OF THOSE 11 TEACHERS DID NOT COMPLETE THE TESTING COMPLIMENT IN ORDER TO SEEK CERTIFICATION.
SO IT'S MY PLAN NEXT MONTH, THOSE THAT ARE STILL REMAINING, TO HAVE AN ASTERISK OR SOMETHING BY THEIR NAME AND THEN A LITTLE CODE AT THE BOTTOM WHICH YOU CAN SEE THAT IT'S NOT A DEPARTURE FROM WICHITA FALLS ISD BECAUSE OF THE CULTURE OR THE CLIMATE, BUT BECAUSE FOR WHATEVER REASON, I KNOW THAT LIFE HAPPENED BUT THEY WERE ABLE TO COMPLETE THE CERTIFICATION PROCESS.
>> I WANT YOU TO KNOW THAT THIS IS GREAT [OVERLAPPING].
>> THAT WICHITA FALLS IS JUST GREAT.
IT'S A GREAT COMMUNITY, GREAT CLIMATE, AND THE SCHOOL COMMUNITY IS THRIVING.
NOW, WE'LL MOVE ON TO THE APPLICANT POOL.
[VIII.B. Applicant Pool]
>> YES, THESE ARE NEW APPLICANTS
[02:05:01]
[OVERLAPPING] IS A RECOMMENDATION THAT THE HIGH SCHOOL, THE WICHITA FALL, IN EXCLUSION BOARD OF TRUSTEES APPROVED BY THE APPLICANT POOL AS SUBMITTED BY DANA HARDWAY, DIRECTOR OF COMMUNITY, AND AS RECOMMENDED BY DR. DONNY LEE, SUPERINTENDENT OF THE SCHOOL.>> DISCUSSION ON [INAUDIBLE] PRESENT.
>> AND THE SECOND RESULT SO ANY QUESTIONS OR COMMENTS REGARDING APPLICABLE BEING NONE? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED, SAME SIGN, PASSES 6-0.
>> THERE'S ONE MORE ACTION I BELIEVE [OVERLAPPING].
>> IS OKAY. IT'S JUST I WANTED TO BRING TO YOU THE ONE-YEAR TERM CONTRACT FOR NON-CERTIFIED PROFESSIONALS FOR THE "24, "25 SCHOOL YEAR.
AND JUST TO POINT OUT TO YOU THAT THE CHIEF OF POLICE WAS ON A LETTER OF REASONABLE ASSURANCE.
AND WE HAD MOVED HIM TO A NON-CERTIFIED PROFESSIONAL BECAUSE HE SUPERVISED SUCH A LARGE NUMBER OF OUR SCHOOL RESOURCE OFFICERS.
AND WE JUST FELT THAT THAT WAS A NECESSARY MOVE TO PUT HIM ON A NON-CERTIFIED PROFESSIONAL CONTRACT.
>> YOU'RE NOT PAYING ANY MORE MONEY THOUGH, ARE YOU?
LAST YEAR, IF I RECALL RIGHT, WE HAD A NUMBER OF TEACHERS WHO WERE IN AN ALTERNATIVE CERTIFICATION PROGRAM AND THEY HAD FOR WHATEVER REASON, FAILED TO TAKE THAT LAST STEP, CERTIFY.
AND ALSO WE HAD A LOT OF FOLKS THAT WERE KICKED OFF AND THEN THEY REAPPLIED AFTER THEY TOOK THE TEST.
ARE WE GOING TO BE FACING THAT AGAIN?
>> WE'RE JUST GOING TO FACE THAT EVERY YEAR [OVERLAPPING].
>> HERE'S THE DEAL. THEY HAVE BEEN TAKING CARE OF AND [NOISE] I UNDERSTAND THAT.
BUT IF THEY CAN GET THEIR TESTS TAKEN, WHICH IS THE PPR, THE PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES TEST, THAT'S ALL THAT THEY'RE LACKING TO BECOME CERTIFIED TEACHERS.
AND WE DO ASK THEM TO REAPPLY.
AND THE PRINCIPALS ARE UNDER NO OBLIGATION TO PLACE THEM BACK INTO THE CLASSROOM IF THEIR PERFORMANCE IS NOT SATISFACTORY.
BUT FOR THE MOST PART, THE PRINCIPALS ARE SORRY TO SEE THESE CANDIDATES GO AND WANT TO HIRE THEM BACK, SO THEY DO HAVE TO APPLY.
>> SO NO ONE SHOULD PUT ASTERISK FORM IN THE FUTURE.
>> BECAUSE SHE ALREADY COVERED THAT [LAUGHTER].
>> SO I WISH THAT THERE WAS JUST A PLETHORA OF PEOPLE GOING INTO THE WORLD OF EDUCATION, BUT BECAUSE THERE'S NOT, THE ALTERNATIVE CERTIFICATION PROGRAMS ALLOW US TO HIRE INDIVIDUALS THAT HAVE A FOUR YEAR DEGREE, THAT WANT TO BE CLASSROOM TEACHERS.
IT'S JUST THAT THEY HAVE A FOUR YEAR DEGREE, BUT SOMETIMES THEY JUST DON'T HAVE THAT.
I GUESS THEY'RE OUT OF THE ROUTINE OF SCHOOL AND TESTING AND THEY JUST DON'T WANT TO STEP BACK INTO THAT ARENA.
>> NOW ON THE BOARD MATTERS, CORRECTED MINUTES.
[IX.A. Corrected Minutes]
ARE YOU SET, MRS. HAMPTON? DO YOU HAVE A CORRECTED MINUTE?>> AND WILL THAT ECHO ON THE CONSENT AGENDA?
>> THANK YOU. NOW THAT SAYS ACTION IS NEEDED TODAY, SO THERE MUST BE A CORRECTION.
>> [OVERLAPPING] JUST SAY JANUARY 14TH INSTEAD OF 16TH.
>> WE'LL CORRECT THAT. THANK YOU.
>> ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN, PASSES 6-0.
AND THE OTHERS WILL GO TO CONSENT.
AND ASHLEY THOMAS, MRS. THOMAS,
[IX.C. Upcoming Events]
WILL GIVE US PRESENTATION ON UPCOMING EVENTS FOR THE WFISD.WE LOOK FORWARD TO THESE UPDATES.
>> YOU DON'T HAVE TO THINK VERY HARD WHEN I'M UP HERE.
>> YOU WANT TO SEE ALL OF YOUR DATA?
>> OH, MY GOD! I HAVE NO DATA [LAUGHTER].
>> I WAS JOKING YOU, MR. HILL.
>> I'M TOO HUSHED THOUGH [LAUGHTER].
>> WELL, WE ARE REACHING THAT TIME OF YEAR WHERE WE'RE STARTING TO GET VERY BUSY.
THERE'S OUR PHOTO FROM LAST MONTH WITH THE COMMISSIONER AT SOUTHERN HILLS.
THIS IS AN UPCOMING EVENT, BUT I JUST WANTED TO SHARE JUST GOOD NEWS.
WE HAD OUR ELEMENTARY ACTIVITY MEET LAST SATURDAY AND WEST FOUNDATION WALKED AWAY WITH
[02:10:01]
THE FIRST PLACE AT THAT MEET AND SECOND PLACE WITH SHEPHERD MILAN.SO THOSE ARE SOME OF OUR WEST FOUNDATION KIDS WITH THEIR TROPHY YESTERDAY.
SO I KNOW KIDS MUST BE VERY PROUD OF THEM AT WEST.
AND THEN THIS IS ANOTHER EVENT THAT HAPPENED YESTERDAY.
THERE WERE TWO MEETINGS AT THE CEC FOR MEMORIAL.
THE FIRST MEETING WAS FOR NEXT YEAR SENIORS TO DISCUSS DIFFERENT TRADITIONS AND JUST THINGS THAT COME ALONG WITH BEING A SENIOR.
AND THEN RIGHT AFTER THAT, THEY HAD MEET THE COACHES 2.0 FOR SOME OF THE COACHES THAT HAVE BEEN HIRED AT MEMORIAL SINCE THE LAST ROUND OF COACHES.
MY SON WAS AT THE SENIOR MEETING AND I WAS A MEET COACHES MEETING.
AND SO THEY BOTH WENT TO MNU UP.
DR. LEE WILL BE GOING TOMORROW TO SHEPHERD AIR FORCE BASE TO GIVE A STATE OF THE DISTRICT FOR THE MILITARY FAMILIES THAT ARE IN THE DISTRICT.
IT'S ALLOWED HIM TO ANSWER SOME QUESTIONS AND HEAR MORE ABOUT OUR HOW WE PARTNER WITH SHEPHERD.
SO THAT'S DR. LEE WILL BE DOING THAT.
AND THEN FRIDAY IT CAN BE SAY A LITTLE HOT SPRING BREAK.
SO HAWAIIAN TOURIST DRESS-UP DAY ACROSS THE DISTRICT AS WE GET READY TO GO INTO SPRING BREAK, WHICH IS, ALL OF US ARE VERY AWARE, IT ENDS NEXT WEEK, MONDAY THROUGH FRIDAY, WE WILL BE CLOSED.
AND THEN AFTER WE GET BACK FROM SPRING BREAK, WE HAVE A HIGH SCHOOL STUDENT ART EXHIBITION ON MARCH 18 THROUGH THE 21ST AT THE FORUM ON SPEEDWAY.
AND SO THERE'S ALWAYS A LOT OF TALENT AT THOSE, SO I JUST WANT TO SHARE THAT.
AND THEN RIGHT AFTER THAT, WE'LL BE GOING INTO EASTER WEEKEND, SO FRIDAY, MARCH 29 IS GOOD FRIDAY AND THEN ALSO STAFF AND STUDENT HOLIDAY.
AND THEN THAT MONDAY IS INCLEMENT WEATHER DAY, WHICH IS A STUDENT HOLIDAY.
AND WE ACTUALLY JUST SENT OUT AN EMAIL OR I DID, EMAIL THAT WE ARE ACTUALLY ADDING THAT THURSDAY WILL ALSO BE A STUDENT HOLIDAY TO MAKE UP FOR SOME OF THE ADDITIONAL MINUTES THAT WE HAVE BUILT INTO THE CALENDAR.
AND SO THAT WAS SENT OUT TO STAFF JUST A FEW MINUTES AGO.
SO THAT THURSDAY BEFORE GOOD FRIDAY WILL BE A HOLIDAY AND THEN APRIL 15.
AND SO I'LL BE PUTTING THAT OUT TO PARENTS AS WELL.
>> SO EVERYBODY WILL BE OFF FROM MARCH 28 THROUGH APRIL 1.
STAFF SHOULD REFER TO THEIR WORK DAY CALENDAR.
SO THE 29TH IS A STAFF HOLIDAY, BUT THE OTHER TWO DAYS ARE STUDENT HOLIDAYS.
ACTUALLY, IT'S A STAFF OPT-OUT DAY FOR SOME STAFF.
IT'S VARIED. BUT THEY SHOULD REFER TO THEIR WORK DAY CALENDAR [LAUGHTER] YES FOR THAT.
AND THEN I KNOW MR. HARVEY ASKED FOR THESE FINE ARTS EVENTS LAST TIME, BUT THESE ARE SOME THAT MS. STRINSKY MENTIONED DURING HER PRESENTATION.
SO WE HAVE SEVERAL FINE ART THINGS COMING UP AT THE BEGINNING OF APRIL WITH THE ELEMENTARY ART SHOW AND THEN APRIL 3RD, WE HAVE HIGH SCHOOL BAND CONCERT SIGHT READING.
AND THEN MIDDLE SCHOOL AND HIGH SCHOOL CONCERT AND SIGHT READING ON APRIL 4TH.
SO THAT'S JUST SOME FINE ARTS THINGS.
AND THEN ONE OF OUR FAVORITE DAYS OF THE YEAR, WE DO TWO A YEAR, PRINCIPAL FOR A DAY THROUGH PARTNERS IN EDUCATION PROGRAM.
AND SO THAT'S COMING UP ON APRIL 3RD.
AND THAT'S ALWAYS A GOOD OPPORTUNITY FOR COMMUNITY MEMBERS TO GET INSIDE THE SCHOOLS AND SHADOW OUR PRINCIPALS AND JUST SEE WHAT THEY DO ALL DAY, WALK A FEW STEPS IN THEIR SHOES.
AND I KNOW JANUARY IS STILL LOOKING FOR PARTICIPANTS.
SHE HAS A FEW, BUT THERE'S STILL SOME OPENINGS SO IF YOU KNOW ANYBODY WHO COULD BENEFIT FROM PRINCIPAL FOR A DAY CAN DIRECT THEM TO ME OR TO JANUARY.
AND THEN WE'RE GEARING TOWARDS THE END OF THE YEAR WITH OUR SPIRIT COMMITTEES, BUT THOSE ARE STILL GOING REALLY WELL.
MEMORIAL WILL BE HAVING ONE MARCH 25 AT FOUR O'CLOCK.
AND THEN LEGACY WILL BE HAVING THEIR SENIOR MEETING ON MARCH 25.
SO RIGHT AFTER THE MEMORIAL SPIRIT COMMITTEE MEETING THEN LEGACY WILL BE HAVING THEIR SENIOR MEETING TO DO THE SAME THING THAT THE MEMORIAL STUDENTS DID THIS WEEK TO DISCUSS SENIOR TRADITIONS, CREST, LETTER JACKET DESIGNS, THINGS LIKE THAT.
WE WANT OUR SENIORS TO FEEL LIKE THEY'RE GETTING BECAUSE IT IS GOING TO BE A BIG TRANSITION FOR OUR SENIORS SO WE DO WANT THEM TO HAVE INPUT AND FEEL EXCITED ABOUT THE OPENING OF THE NEW SCHOOLS.
[02:15:04]
AND THEN I'M SURE YOU GUYS HAD SEEN BRIEFLY, THE GREIFFENSTEIN-WELLS HIGH SCHOOL SCHOOL VIDEO IS RECORDED THIS WEEK, AND SO IT'LL BE COMING OUT THIS WEEK.AND THEN FOLLOWED BY HERSHEY AND HAYES.
AND THEN THE MARCH BISTRO MENU THERE.
AND SO WRITE THOSE DOWN IF YOU ARE HUNGRY.
JUST A SIDE NOTE, THIS WEEK IS ACTUALLY BEING PUSHED TO FRIDAY, MARCH 8TH, INSTEAD OF WEDNESDAY BECAUSE OF THE ILLNESS.
THAT'S EVERYTHING GOING ON AT THE CEC, AND THEN NEXT MONTH I'M SURE I WILL HAVE A WHOLE LOT OF UPCOMING EVENTS BECAUSE EVERYDAY THERE'S SOMETHING ELSE THAT GETS ADDED, BUT WE TRY OUR BEST TO PUT THOSE OUT ON SOCIAL MEDIA AND GET IT OUT AS SOON AS WE KNOW OF STUFF. THAT'S ALL I DO.
>> LOTS GOING ON. A LOT'S GOING TO BE GOING ON BECAUSE WE HAVE TWO NEW SCHOOLS TO OPEN, AND PUT THREE MIDDLE SCHOOL, AND A LOT OF PEOPLE WILL BE NOTIFIED ABOUT A LOT OF THINGS.
THE CELL PHONE DISCUSSION IS THE LAST THING BEFORE WE GO INTO CLOSED SESSION,
[IX.D. Cell Phone Discussion]
I'VE CHECKED MY EMAIL AND POST, I'VE RECEIVED AN EMAIL FROM A COMPANY CALLED YONDR, Y-O-N-D-R, I'VE SENT A COPY OF A NEW STORY THAT I SAW ABOUT IT.IT'S A COMPANY THAT MAKE CELL PHONE POUCHES THAT LOCK, AND WHEN KIDS COME IN AND SO I TALK, THEY'RE GOING TO SEND ME A VIDEO, A PRESENTATION ABOUT IT, AND AN ESTIMATE FOR 4,000 POUCHES, WHICH KIDS WOULD CHECK THEIR PHONE IN WHEN THEY COME IN.
WHEN WE HAD THE DISCIPLINE COMMITTEE THIS SUMMER, A LOT OF THE TALK SURROUNDED CELL PHONES, AND THERE WAS TALK ABOUT HOW YOU GET KIDS TO CHECK THEM IN.
SHOULD TEACHERS BE THE ONE WHO TAKE THEM? KIDS DON'T WANT TO BE WITHOUT PHONES, PARENTS DON'T WANT THEM TO BE WITHOUT PHONES, AND THIS, APPARENTLY IS A COMPANY WHO HAS COME UP WITH A SOLUTION.
IT'S NOT FREE OF COURSE, I THINK THE BID WILL BE ABOUT $140,000 TO DO 4,000 OF THEM FOR BOTH LEGACY AND MEMORIAL.
IF WE ARE INTERESTED IN EXPLORING THAT, AND WE COULD HAVE A ZOOM MEETING WITH THE FELLOW FOR A PRESENTATION AT OUR MEETING ON THE 18TH, IF ANYONE'S INTERESTED FOR HEARING ABOUT IT.
LAKE HIGHLANDS HIGH SCHOOL IN RICHARDSON DOES USE THIS PRODUCT, AND THEY'RE GETTING READY TO ROLL OUT 10 SCHOOLS IN THE DALLAS ISD.
YOU'LL SEE I'LL SEND A VIDEO, BUT WOULD ALL BE INTERESTED IN HEARING A PRESENTATION ON THE 18TH, THE ZOOM PRESENTATION?
>> IS THAT GOOD TO YOU DR. LEE.
>> I'LL GET THAT ON HIS SCHEDULE AND OUR SCHEDULE, AND WE'LL LEARN A LITTLE MORE AND SEE IF IT MIGHT BE A GOOD CHEER FOR US.
>> HAVE YOU HEARD ANY FEEDBACK ABOUT THE SUPPOSEDLY NEW CELL PHONE POLICY THAT WE PUT INTO EFFECT THIS YEAR? IS IT BETTER, OR THERE IS PROBLEMS OR?
>> NO, I'VE GOT THROUGH THE PRINTS IN [INAUDIBLE], AND WE HAD A CONVERSATION WITH WICHITA FALLS HIGH SCHOOL LAST WEEK, AND HE SAID THAT THERE'S NOT A HUGE ISSUE WITH CELL PHONES SINCE THEY'VE IMPLEMENTED WHAT THEY DO, AS FAR AS THEY DON'T ALLOW THEM TO HAVE THEM IN CLASS, BUT THEY CAN'T HAVE THEM IN THE HALLWAYS.
I THINK IT'S GOING TO BE CRITICAL IF THE BOARD DOES DECIDE TO DO THAT, TO KIND OF GO FROM THE INSIDE OUT AND SAY THE OUTSIDE INSIDE.
WHAT ARE YOUR THOUGHTS? HOW CAN WE DO THIS? CAN IT BE IMPLEMENTED? BECAUSE THERE'S GOING TO BE A LOT OF STEPS BESIDES AND AS YOU KNOW, WELL HERE'S YOUR POUCH AND PUT YOUR PHONE IN IT.
WHAT DOES THAT LOOK LIKE, AND WHAT DOES THAT LOOK LIKE IN THE SCHEME OF WHEN WE'RE OPENING UP SCHOOLS AT THE SAME TIME.
>> IF WE DON'T HAVE THEIR SUPPORT, IT'S NOT GOING TO WORK WELL.
>> I THINK WE WOULD NEED TO HAVE MAYBE MISS KINNE AND DR. BLAIR TO COME TALK, COME HERE WITH THE PRESENTATION ON THAT MONDAY NIGHT AND WE HEAR ABOUT IT.
[OVERLAPPING] LIKE I SAID THIS MAN TOLD ME, HE SAID THAT AT LAKE HIGHLANDS, THERE ARE, I BELIEVE YOU TOLD ME, 3,000 KIDS, AND WHEN SCHOOL IS OVER, THEY GO BY A MAGNET, KIND OF A LITTLE CONTRACTION THEY PUT ON THE WALL IN DIFFERENT PLACES.
THEY GO OVER, UNLOCK THEIR PHONE, OPEN IT, IT TAKES SIX MINUTES TO GET EVERYBODY OUT OF THE BUILDING, 3,000 KIDS.
BECAUSE YOU HAVE IT AT MULTIPLE PLACES, AND THEY SAID THEY'VE BEEN VERY PLEASED WITH IT.
BUT WE'LL JUST HAVE TO DO SOME RESEARCH BETWEEN NOW AND THE 18TH, AND TALK TO SOME SCHOOL PEOPLE AND SEE IF WE COULD GET IT, BUT I BELIEVE THE WRITER, THE ADMINISTRATION ACTUALLY LOOKED INTO IT A COUPLE OF YEARS AGO.
[02:20:03]
DIDN'T KNOW IT AT THE TIME, BUT THAT'S WHAT I'VE HEARD SINCE THEN, AND SO I THINK MAYBE, BUT I THINK WE'D WANT TO DO IT ON BOTH.ALL OUR MID, ALL OUR SECOND HIGH SCHOOL KIDS WOULD BE AFFECTED BY IT, AND THEN CAN I TALK ABOUT WE HAVE THE CEC, WHICH KIDS ARE GOING TO ALL THE TIME.
HE SAID I THINK IT WAS LAKE COLLINS DID THAT, OR IT WAS EITHER THAT LA VEGA IN WACO, THAT THEY HAD A SIMILAR SITUATION WHERE THEIR KIDS WERE COMING AND GOING ALL THE TIME, AND JUST AS THEY WALKED OUT, AND YOU CAN CREATE LIKE THIS IS PHONE FREE ZONES, BUT WE WOULD CREATE PLACES WHERE YOU COULD HAVE PHONE ZONES TOO.
IF THEY NEEDED TO TEXT, THEY COULD GO TO THE MAIN CONCOURSE OR SOMETHING WHERE THEY COULD UNLOCK THEIR PHONE DURING THE DAY TO TEXT ABOUT A RIDE TO THE CEC.
REMEMBER, THAT WAS ONE OF THE COMMENTS.
PEOPLE SAID THEY NEED THEIR PHONES BECAUSE THEY HAVE TO MAKE ARRANGEMENTS.
OF COURSE, THEY MIGHT TRY TO MAKE ARRANGEMENTS BEFORE THE TIME TO GET IN THE CAR.
[LAUGHTER] I'LL TRY TO GET US SOME MORE INFORMATION ON THAT.
THE BOARD WILL NOW GO INTO CLOSED SESSION TO DELIBERATE THE FOLLOWING MATTERS.
[IX.E. Closed Session]
THE CLOSED SESSION WILL BE ONE, PERSONNEL MATTERS, INCLUDING THE EMPLOYMENT EVALUATION, REASSIGNMENT, DUTIES, DISCIPLINE, DISMISSAL, AND OR COMPENSATION OF INDIVIDUAL DISTRICT EMPLOYEES PURSUANT TO TEXAS GOVERNMENT CODE 551.074.TWO, DELIBERATIONS REGARDING THE SUPERINTENDENT'S RECOMMENDATION CONCERNING THE RENEWAL OF ONE YEAR TERM OR PROBATIONARY CONTRACT OF EMPLOYMENT AS NOTED ON THE LIST PROVIDED BY THE ADMINISTRATION FOR NON-CERTIFIED PROFESSIONALS FOR THE '24-25 SCHOOL YEAR, PURSUANT TO TEXAS GOVERNMENT CODE 551.074.
DISCUSSION OF PURCHASE, EXCHANGE, LEASE, OR VALUE OR REAL PROPERTY PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.072, AND FOUR DISCUSSIONS REGARDING STUDENT INTRA DISTRICT PETITION UNDER BOARD POLICY FBB, PURSUANT TO TEXAS GOVERNMENT CODE 551.0821.
FINAL VOTES, IF ANY, WILL HAPPEN IN OPEN SESSION.
THE TIME IS NOW 2:22, AND WE ARE NOW ADJOURNED TO CLOSED SESSION,
[IX.F. Open Session]
3:52, AND WE ARE NOW BACK IN OPEN SESSION.FIRST OF ALL, WE WANT TO CONGRATULATE BOTH OF YOU AND YOUR GRANDMOTHER AND YOUR FRIEND FOR STANDING UP FOR YOUR SON, AND WE ALL BELIEVE IN THE SAME THING AND WOULD PROBABLY BE SITTING WHERE YOU ARE IF WE WERE IN A SIMILAR SITUATION, AND THOUGHT IT WAS THE RIGHT THING.
REGARDLESS OF THE OUTCOME, WE WANT YOU TO KNOW THAT WE ADMIRE THAT AND APPRECIATE IT, AND WE'RE LOOKING FOR MORE PARENTS LIKE YOU, TO BE HONEST.
WE DO NEED TO MAKE A COUPLE OF MOTIONS HERE, AND MISS SCAMP, WILL YOU GO FIRST?
>> I WILL. I MOVE THAT THE BOARD DENY THE INTER- DISTRICT TRANSFER PETITION AND AUTHORIZE THE SUPERINTENDENT TO PROVIDE WRITTEN NOTICE AFTER BOARD'S ACTIONS TO THE PARENTS AND GUARDIANS.
>> MOTION MADE, IS THERE A SECOND?
>> THANK YOU. MR. HARVEY, ANY OTHER QUESTIONS OR COMMENTS? ANY COMMENTS? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED, SAME SIGN.
>> THE MOTION IS DENIED BY 5-1.
>> THANK YOU FOR YOUR CONSIDERATION.
>> ANOTHER REGARDING THE ONE YEAR TERM PROBATIONARY CONTRACT, MR. JOHNSON?
>> I MOVE THAT THE BOARD GRANT THE RULE OF THE ONE YEAR TERM PROBATIONARY CONTRACTS OF EMPLOYMENT AS NOTED ON THE LIST PROVIDED BY ADMINISTRATION FOR NON-CERTIFIED PROFESSIONALS FOR THE 2024-2025 SCHOOL YEAR.
>> THANK YOU, MR. JOHNSON, AND IS THERE A SECOND?
ANY COMMENTS OR QUESTIONS? ALL THOSE APPROVED SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN, IT PASSES 6-0.
THOSE ARE THE ONLY THINGS WE NEED TO DO AT THIS POINT EXCEPT ON A MOTION TO ADJOURN.
>> I MAKE A MOTION TO ADJOURN. [LAUGHTER].
>> WHAT WERE YOU GOING TO TOP IT UP?
>> YEAH, ADD MOTION TO SHUT US OFF.
WE DIDN'T COVER THAT ONE ITEM, DID WE?
>> THANK YOU. IS IT GOING TO TAKE ANOTHER ACT OF CONGRESS TO GET US OFF ANYTHING?
* This transcript was compiled from uncorrected Closed Captioning.