Sep 22, 2026 Special School Board Meeting

[00:00:03]

THE BOARD OF TRUSTEES OF THE LAMAR CONSOLIDATED INDEPENDENT SCHOOL DISTRICT IS CALLED TO ORDER AT 2:02 P.M..

[1. Call to order and establishment of a quorum]

WE HAVE A QUORUM WITH ALL MEMBERS PRESENT AND WE ARE GOING TO GO INTO CLOSED SESSION.

[7. CLOSED SESSION]

[4. CONSENT AGENDA]

AYE. OKAY. MAY I HAVE A MOTION TO APPROVE THE CONSENT AGENDA? WITH THE EXCEPTION OF ITEMS A. TRUSTEE BOX MAKES THE MOTION.

DO I HAVE A SECOND? TRUSTEE MASTERS MAKES THE SECOND.

ANY DISCUSSION? I WOULD LIKE TO TABLE THE BOARD OPERATING PROCEDURES.

OKAY. ALL RIGHT. I'LL NOW CALL FOR THE VOTE. TRUSTEES, PLEASE CAST YOUR VOTE.

ALL GOOD. OKAY. MOTION PASSES SEVEN ZERO. ALL RIGHT.

AT THIS TIME, WE WILL NOW TAKE ACTION ON THE ACTION ITEMS.

[5.A. Consider approval of Lamar CISD Online Academy Pilot]

SO I WOULD LIKE THE BOARD, I LIKE TO ASK THE BOARD TO NOT HAVE A MOTION ON THIS ONE YET.

GIVE US MORE TIME TO HAVE THOSE CONVERSATIONS AND DETERMINE WHAT WE'RE GOING TO DO FOR OUR VIRTUAL SCHOOLS, OUR VIRTUAL ACADEMY. AND SO I'M GOING TO ASK THE BOARD TO NOT MAKE A MOTION AT THIS TIME. WELL, I STILL HAVE TO CALL FOR IT AND WE'LL LET IT DIE.

MAY I HAVE A MOTION THAT THE BOARD OF TRUSTEES APPROVE THE SIGNING OF THE K-12 CONTRACT? MOTION DIES ON THE FLOOR. AT THIS TIME, WE WILL HEAR PRESENTATIONS ON THE INFORMATION ITEMS AND TRUSTEES.

[6.A. Discussion of House Bill 3 Goals]

[00:06:40]

ALL RIGHT. SO I WAS ASKED TO SPEAK WITH A MICROPHONE. SO THIS WILL BE ON THE RECORDING. SO FEEL KIND OF SILLY BUT.

ALL RIGHT. I GOT A HANDFUL OF STUFF. ALL RIGHT.

SO GOOD AFTERNOON. GLAD TO SEE EVERYBODY TODAY.

SO I'M GOING TO BE TALKING TO YOU ABOUT THE HOUSE BILL THREE BOARD GOALS.

AND SO IN KEEPING WITH THE STATE'S 60 BY 30, I GUESS I NEED TO CLICK IT.

NOPE. OKAY. THANK YOU. WHOEVER DID THAT IN KEEPING WITH THE STATE 60 BY 30 TX GOAL OF ENSURING THAT AT LEAST 60% OF YOUNG ADULT TEXANS HOLD A POST-SECONDARY CREDENTIAL BY THE YEAR 2030, THE SCHOOL FINANCE COMMISSION RECOMMENDED ESTABLISHING TWO KEY CHECKPOINTS.

THE FIRST 60% OF ALL STUDENTS MEETING THE STATES MEET STANDARD AT THIRD GRADE READING, AND THE SECOND IS 60% OF ALL HIGH SCHOOL SENIORS GRADUATING WITHOUT THE NEED FOR REMEDIATION AND ACHIEVING AN INDUSTRY ACCEPTED CERTIFICATE ALIGNED WITH A LIVING WAGE JOB, OR ENROLLING IN POST-SECONDARY EDUCATION OR ENLIST IN THE MILITARY.

SO THE REQUIREMENTS WITHIN THE HOUSE BILL WERE THAT DISTRICTS WERE TO SET ANNUAL GOALS FOR FIVE YEARS FOR THIRD GRADE READING.

THIRD GRADE MATH AND CMR. THE GOALS SHOULD BE SET FOR ALL STUDENTS AS WELL AS EACH GROUP EVALUATED IN DOMAIN THREE.

THE CLOSING THE GAPS DOMAIN. THEY WERE TO BE REVIEWED ANNUALLY BY THE BOARD AND POSTED TO THE DISTRICT WEBSITE IN LCISD.

THIS WAS DONE BY INCLUDING THEM IN THE DISTRICT AND CAMPUS IMPROVEMENT PLANS.

SO THE CHART ON THE SCREEN REPRESENTS THE DISTRICT'S THIRD GRADE STAR READING PERCENTAGES AT THE MEETS STANDARD FOR LAST YEAR, THE 2526 SCHOOL YEAR. AND SO YOU DO HAVE THIS IN YOUR PACKET.

IS THE FIRST THE FIRST PACKET. THE PAPER CLIPPED ONE A PAPER CLIP BECAUSE YOU MIGHT WANT TO LAY THEM OUT SIDE BY SIDE IN A MINUTE.

TO ITEM NUMBER. I CAN GET THEM FOR YOU. I DON'T HAVE THEM OFF THE TOP OF MY HEAD.

NO, MA'AM. THE NUMBER OF STUDENTS IN EACH GROUP.

ALL RIGHT. THE NEXT PAGE IS DOMAIN THREE OF THE ACCOUNTABILITY SYSTEM, WHICH IS THE CLOSING THE GAPS DOMAIN SETS PERFORMANCE TARGETS FOR EACH SUBGROUP.

INDIVIDUALLY. THESE TARGETS ARE FOR THE PERCENT OF STUDENTS AT THE MEETS LEVEL OF PERFORMANCE OR HIGHER.

THESE TARGETS INCREASE INCREMENTALLY OVER TIME AS SHOWN WITH A TARGET OF 2026 TARGET, AND THEN AN INCREASE AGAIN FOR THE 27 THROUGH 32 SCHOOL

[00:10:07]

SO IF YOU LOOK AT YOUR CHART, THE TOP ROW IS THE 26 TARGETS.

THOSE WERE FOR LAST YEAR. THE NEXT ROW IS THERE'S A FIVE YEAR TIME FRAME FROM THE 27 TO 32 SCHOOL YEAR.

AND THEN THE LAST ROW AGAIN, IT INCREASES FOR THE 3738 SCHOOL YEAR.

AND THAT'S WHAT WE HAVE TO MEET IN DOMAIN THREE TO GET OUR POINTS FOR THE DOMAIN.

THREE AND ACCOUNTABILITY. AND THAT IS AT THE MEETS GRADE LEVEL.

SO THESE ARE SET BY THE STATE? YES, MA'AM. THOSE ARE FOR EVERYBODY.

GO TO THE NEXT PAGE. ALL RIGHT. THE NEXT PAGE.

THE CHART AT THE TOP OF THE SCREEN IS LC ISD'S PERFORMANCE IN THE 2526 SCHOOL YEAR.

SO IT'S THE SAME CHART YOU JUST SAW. AND THEN THE CHART AT THE BOTTOM SHOWS THE DOMAIN THREE PERFORMANCE TARGETS.

AREAS THAT ARE SHADED IN GREEN ARE TARGETS WHERE WE HAVE MET OR EXCEEDED THE THE GOAL.

AND AS YOU CAN SEE, WE MET ALL OF THE TARGETS FOR THE 26 SCHOOL YEAR.

WE'VE MET ALL BUT ONE OF THE TARGETS FOR THE 27 THROUGH 32 TARGETS.

AND WE'VE ALREADY MET TWO OF THE 37 TO 38 TARGETS.

THIS ONE PAGE TAKES THE PREVIOUS TWO SLIDES AND PUTS THEM ON ONE FOR EASIER LOOKING VIEWING.

ALL RIGHT, SO OUR GOAL RECOMMENDATION FOR THIRD GRADE READING IS THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE MEETS GRADE LEVEL OR ABOVE ON STAR READING. OH, OKAY.

OKAY. OKAY. ALL RIGHT. SO LET'S SEE THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE MEETS GRADE LEVEL OR ABOVE ON READING WILL INCREASE FROM 67 TO 73 BY 20 2031. THIS WILL HAVE US REACHING THE DOMAIN.

THREE. 37. 38. GOAL! SIX YEARS AHEAD OF SCHEDULE.

IT'S BEEN OVER FIVE YEARS. WHICH ONES? JUST IN GENERAL.

THE HOUSE BILL REQUIRES IT TO BE FIVE YEARS. THAT'S WHAT.

YEAH, BUT THESE. I DON'T KNOW WHY THE STATE SET THEM THE WAY THEY DID. BUT I DO KNOW THE REASON THEY'RE DIFFERENT IS BECAUSE THEY STARTED WHERE EACH SUBGROUP TYPICALLY WAS PERFORMING AND THEN INCREASED THEM INCREMENTALLY THAT WAY.

THAT'S WHY EVERY SUBGROUP IS DIFFERENT, BECAUSE IT TOOK THEM WHERE THEY WERE TRYING TO GROW EVERY SUBGROUP.

BUT I DON'T KNOW WHY. IT'S A 27 TO 32 AND THEN A 37 AND 38.

I DON'T KNOW THAT. ALL RIGHT. SO MOVE ON TO THE NEXT PART.

AND SO THEN THIS PAGE IS OUR GOAL RECOMMENDATION FOR OUR EVALUATED SUBGROUPS.

FOR THE THIRD GRADE READING IS SHOWN ON THE SCREEN.

AND THIS WILL HAVE US REACHING THE DOMAIN 337 TO 38 TARGET BY 2031.

SO THIS IS JUST SETTING THAT GOAL FOR EACH SUBGROUP BASED ON WHAT THEIR TARGETS ARE FOR DOMAIN THREE.

ON THE SO CALL IS UP 1% AFRICAN AMERICAN 1% HISPANIC 2% THAT TO CATCH THEM EVEN QUICKER. YES. AND THAT'S WHAT WE DID. WE LOOKED AT WHERE THEY ARE AND WHAT THE GOAL IS, AND THEN KIND OF JUST TRIED TO DIVIDE IT EVENLY BETWEEN THE GEARS TO GET THEM WHERE THEY NEEDED TO BE. CONTINUOUSLY ENROLLED.

I THINK IT'S CONTINUOUSLY ENROLLED OVER THE LAST THREE SCHOOL YEARS.

I CAN LOOK IT UP FOR SURE AND TELL YOU, BUT IT'S SOMETHING LIKE THAT.

WHAT? IS THE INCOME THE INCOME THAT THEIR FAMILY HAS?

[00:15:01]

YES. DO YOU HAPPEN TO KNOW GREG? FOURTH THROUGH FIFTH GRADE.

A STUDENT IS CONSIDERED CONTINUOUS. ENROLLED IN THE DISTRICT.

IF THEY WERE ENROLLED IN A SPECIFIC DISTRICT IN THE FALL.

SNAPSHOT DATA OF THE CURRENT SCHOOL YEAR, AS WELL AS THE PRIOR THREE CONSECUTIVE YEARS.

YEAH, BUT DO YOU KNOW THE ECONOMICALLY DISADVANTAGED PERCENTAGE? THE OF WHAT? THE FAMILIES. LET ME LOOK THAT UP.

THANK YOU. YEAH. THERE'S A COUPLE OF THINGS THAT. WERE ALREADY THERE, BUT THEN THE FIRST YEAR WE HAVEN'T SEEN THE SAME THING IS THAT IT'S SUPPOSED TO BE IT'S SUPPOSED TO BE AT THAT PARTY, RIGHT? YES. SO THEY'RE ALREADY. THINKING THAT WE HAVEN'T STARTING WHERE THEY ALREADY ARE.

WHEREAS THE OTHER ONES WERE JUMPING THEM UP IN THE FIRST ROW.

DOES THAT MAKE SENSE? SO LIKE, IT'S LIKE, OKAY, WE CAN ADJUST IT.

IT MAKES ONE PERSON SO JUST OKAY, JUST MOVE THAT ONE UP TO START WHERE THEY ALREADY ARE.

YOU SAID EB AND WHICH ONE AND THEN THE TWO OR MORE. OKAY.

ANY OTHER THOUGHTS OR COMMENTS ON READING? BECAUSE THEN WE'LL MOVE TO MATH.

I HAVE A QUESTION. WHEN WE LOOK AT THE OVERALL DATA FOR 2023, THE OUTLIERS ARE GOING TO BE ECONOMICALLY DISADVANTAGED. DO WE GO IN AND PUT MORE SPECIFIC GOALS THAN JUST THE BROAD GENERIC GOALS SO THAT WE ARE TARGETING OUR TWO LOWEST? EVERY CAMPUS LOOKS AT THEIR OWN DATA BECAUSE EVERY CAMPUS IS DOMAIN THREE DATA.

THEY'LL HAVE THEIR OWN SUBGROUPS TO TRACK. AND SO YES, THEY HAVE THEIR OWN SPECIFIC PLANS FOR THEIR CAMPUSES WHERE THAT IS CONCERNED.

BUT THEN WE MEET TO TALK ABOUT THESE GOALS. AND ACTUALLY WE'RE PUTTING ACTION PLANS IN PLACE BY MONTH THIS YEAR AS WE LOOK AT OUR DATA GOING THROUGH THE YEARS.

SO AS A DISTRICT, WE ARE ONLY LOOKING AT THE THIRD GRADE SCHOOL, NOT KNOW.

WE LOOK AT EVERYBODY. WELL, THE DISTRICT LOOK AT THE DISTRICT LEVEL.

SO IT WAS. FISCAL. SO SO YOU DON'T GET INTO SPECIFICS OF WHERE WE ARE THE LOWEST TO MAKE IT MORE RELEVANT.

I DON'T UNDERSTAND YOUR QUESTION. WELL, HOLDING LIKE HOLDING THE DISTRICT ACCOUNTABLE TO PULLING UP THAT ECONOMIC DISADVANTAGE AND OUR SPED.

WE DON'T HAVE A SPECIFIC GOAL TO BRING THOSE TWO UP.

IT'S JUST THE OVERARCHING GOAL OF 67 TO 73 PLUS THESE.

THESE ARE ALSO GOALS FOR EACH SUBGROUP HERE. RIGHT.

BUT LIKE THE OVERALL GOAL, RIGHT. WE HAVE WE HAVE AN OVERALL GOAL.

AND THEN WE HAVE THESE SPECIFIC SUBGROUP GOALS.

IF YOU WOULD LIKE US TO CREATE A DIFFERENT GOAL, WE CAN. BUT THE HOUSE COMING UP, LET'S FOCUS.

I MEAN, EVERYBODY THERE SHOULD BE A GOAL FOR EVERYBODY TO COME UP, BUT SPECIFICALLY ALSO RIGHT WHERE THE WEAKNESSES LIE IN OUR DATA, LIKE WHERE OUR OUTLIERS ARE. ALSO, WHEN THEY DO THE PERCENTAGES, OBVIOUSLY THERE'S PEOPLE WHO HAVE DIFFERENT CHALLENGES THAN OTHER STUDENTS. HOW DO THEY TAKE THAT INTO TO SORT OF TAKE THAT INTO CONSIDERATION WHEN THEY DO THEIR PERCENTAGES? WELL, THAT'S THAT WOULD INCLUDE OUR THEY HAVE AN ALTERNATE ASSESSMENT.

AND SO THAT WOULD INCLUDE STUDENTS ON AN ALTERNATE. YES, MA'AM. THAT.

DOESN'T MAKE SENSE. I'M NOT SURE HE ANSWERED YOUR QUESTION.

SO FORGIVE ME. WHAT ARE YOU TALKING ABOUT WHEN YOU SAY? WELL, I THINK. I THINK WHAT I'M HEARING YOU SAY IS THOSE GOALS ARE THERE, BUT YOU ARE HOLDING EACH CAMPUS ACCOUNTABLE FOR THOSE INDIVIDUAL GOALS RATHER THAN AS A DISTRICT, SAYING, WE NEED TO BRING UP OUR THIRD GRADE READING.

ECONOMICALLY DISADVANTAGED. IF THE CAMPUSES THAT FEL LOW, THEY'RE NOT VERY GOOD.

[00:20:01]

AND SO THIS WOULD BE OUR DISTRICT SPECIAL ED GOAL OR SPECIAL ED GOAL WOULD BE THIS THIS COLUMN HERE.

OUR DISTRICT E GOAL WOULD BE THIS COLUMN HERE.

OUR DISTRICT, YOU KNOW, TWO OR MORE RACES WOULD BE THIS COLUMN HERE.

SO TO ME, WE ALREADY HAVE THOSE GOALS BUILT IN BECAUSE THEY'RE ON THIS CHART.

BUT IF YOU WANT US TO PULL THEM OUT AND MAKE A SEPARATE GOAL FOR THE DISTRICT, I MEAN, WE CAN DO THAT TOO.

WELL, I GUESS IF I'M A TEACHER, IF I'M A THIRD GRADE TEACHER, ARE YOU SAYING THAT I COULD CONCEIVABLY HAVE 12 GOALS FOR MY CLASSROOM? BECAUSE EACH ONE OF THESE IS ON A DIFFERENT GOAL.

OR DO I HAVE ONE GOAL THAT I'M FOCUSED ON? TO BE HONEST, OUR GOAL IS EVERYBODY GROWS AND THAT WE'RE GROWING EVERYBODY AND THAT WE'RE, YOU KNOW, WE'RE GOING TO BE A CAMPUSES.

AND SO WHEN WE'RE WORKING WITH TEACHERS, WE DON'T SIT DOWN AND TALK SPECIFICALLY ABOUT, OKAY, WELL, YOU KNOW, WE NEED TO GET WE HAVE 39%. WE NEED TO GET IT TO 45%.

WE'RE LOOKING AT EACH INDIVIDUAL STUDENT AND WE'RE MAKING A PLAN FOR EACH INDIVIDUAL STUDENT.

SO WE DON'T NECESSARILY TALK ABOUT THEM IN SUBGROUPS WHEN WE'RE TALKING TO TEACHERS.

DOES THAT MAKE SENSE? THAT'S LIKE. GRADE LEVEL ABOVE WILL INCREASE FROM 67 AND 73, AND HISPANIC STUDENTS WILL INCREASE FIVE. CORRECT.

CORRECT. IF THAT'S WHAT YOU WANT, WE CAN DO THAT.

SO YOU WANT US IN ON WHERE THE OUTLIERS ARE. SO JUST INCLUDE IN IN THE THE WHOLE THE TOTAL GOAL WHEREVER MY PAGE WENT JUST DO THIS. IT WOULD ALSO INCLUDE WHICH.

YEAH. WHICH ONE DID YOU WANT TO INCLUDE SPECIFICALLY? THE TWO ARE TWO LOWEST HISPANIC IS AN OUTLIER.

HISPANIC IS NOTICEABLY LOWER THAN THE OTHERS.

AND THEN OUR ECO DISC IS ALSO AN OUTLIER. I, I PERSONALLY, AND LIKE EVERYBODY ELSE, CAN PUT IN THEIR OWN OPINIONS.

I PERSONALLY THINK THAT SHE'S ON THIS PAGE MUCH BAGGAGE OF ITS OWN.

GLAD FOR TO PUT NUMBERS ON THAT. RIGHT. BUT WHEN YOU LOOK AT YOUR CLASSROOM, A TEACHER IS GOING TO HAVE, YOU KNOW, MOST LIKELY ALL OF THE LIKE I PERSONALLY KNOW I'M BRAND NEW RIGHT NOW 517 STUDENTS, BUT I KNOW EXACTLY WHICH STUDENTS I HAVE TO GET UP BECAUSE IT TIES TO OUR SCHOOL.

I KNOW EXACTLY WHICH ONES HOLD THOSE HATS TO BRING US UP TO WHERE WE NEED TO BE.

I THINK SHE'S SAYING WE YOU HAVE THAT AT THE CAMPUS LEVEL WITH OUR CAMPUS IMPROVEMENT PLAN.

RIGHT. SO THAT IS HAPPENING. IT'S JUST HOW ARE WE MONITORING IT AS A BOARD GOAL? RIGHT. OKAY. SO YOU'RE SAYING THE ECONOMICALLY DISADVANTAGED.

WELL, IF WE GO LOOK AT THE HISPANIC, WE COULD HAVE POTENTIALLY ENTIRE SCHOOLS THAT WILL BE IN THERE.

SO LIKE, YOU KNOW, WHEN WE MOVED HERE FROM CENTRAL TRAVIS, THEY WERE THE TAPE WAS THE ONLY OCCASION IN THE EIGHTH GRADE.

AND SO IF WE SAW THE POPULATION TO SEE SOME OF THE NUMBERS OF LIKE, OKAY, THAT IS HEAVILY THAT'S ONE OF OUR MOST POPULATED AREAS.

WHAT PERCENTAGE OF THE STUDENTS ARE HISPANIC? 50%. 50. 50. YEAH. YEAH. SO WHEN I LOOK AT THIS AND I KNOW THAT NUMBER, THAT HALF OF OUR DISTRICT IS HISPANIC, AND I LOOK AT THE OVERALL PERFORMANCE AND I'M LIKE, AND WE'RE AT 58%.

IT TELLS ME LIKE THERE IS SOME EXTREME TARGETING OF THAT SUPPORT TO GET THEM BACK IN LINE WITH THE REST OF OUR GROUP. SO SO OUR HISPANIC AND WAS IN BED. NOT BAD.

I PERSONALLY WOULDN'T BE IN BED BECAUSE IT JUST COMES WITH A WHOLE DIFFERENT BALLGAME.

THEY COME WITH DIFFERENT GOALS. IT'S NOT. AND I THINK THAT THAT'S A WHOLE DIFFERENT DEPARTMENT TO THAT DOES AN EXCELLENT JOB OF MONITORING, BUT I ALSO HAVE LOTS TO. DO. OKAY. SO INCLUDE IN THE READING GOAL AND HISPANIC WILL GO FROM 58% TO WHATEVER WAS ON THE CHART.

RIGHT? SO I THINK AT MINIMUM IS TO GET US TO OUR STAPLE OF 60.

OKAY. AND SO I WOULD LOOK AT, I MEAN, I PERSONALLY DO LOOK AT ANYTHING THAT FALLS BELOW THAT 60 GETTING US BACK UP TO WHERE AND THE SAME FOR ECHO DISC.

YEAH. YEAH. YEAH. BUT I THINK YOU HAVE TO ALSO LOOK AT THE REALITY.

WE'RE, WE GROW PRETTY SLOWLY. I MEAN, IF YOU LOOK OVER THE COURSE OF DATA, IT'S IT'S PRETTY UNUSUAL TO SEE MASSIVE JUMPS IN DATA UNLESS YOU

[00:25:10]

AND JUST FYI, THE TEST IS COMPLETELY CHANGING NEXT YEAR COMPLETELY.

SO WE DON'T EVEN KNOW WHAT IT LOOKS LIKE FOR NEXT YEAR. 2027.

WHEN WOULD YOU, WOULD WE BE LOOKING AT THE DATA AROUND THE TIME OF LOOKING AT IT? NOW 20 2027 WOULD BE THE RESULTS WE GET AT THE END OF THIS YEAR.

SO WHENEVER WE GET THOSE FINAL ACCOUNTABILITY RESULTS. AND SO YEAH, WOULD BE CLOSE TO THIS TIME NEXT YEAR. THAT'S WHAT THE PLAN IS THAT WE'VE BEEN DOING AFTER WE HAVE OUR ASSESSMENT. YOU KNOW, WE STARTED BOARD ABOUT, YOU KNOW, WE'RE SAYING WE CAN ADD A PIECE AND SAY, YOU KNOW, EVERY MONTH AND TOWARDS OUR GOAL FOR THIRD GRADE, THIS IS WHAT WE'RE SAYING. YOU KNOW, YOU GUYS HAVE CONSISTENCY. YOU HAVE IT. SO JUST JUST SO THAT I'M CLEAR, THE GOAL FOR HISPANICS AND ECO DISC IS TO GET FROM WHERE THEY ARE TO 60 IN 5 YEARS, IN ONE YEAR.

SO FOR NEXT YEAR. OKAY. GOT IT. OKAY. ANYTHING ELSE? THE OVERALL WOULD BE LIKE THE 2031 I THINK IS PERFECT.

BUT THEN ADD TO THAT THEN BY 2027. RIGHT. GOT IT.

PROGRESS MONITORING PIECE FOR THE ANNUAL. WE HAVE IT AT 2026 50%.

I'M JUST LOOKING AT THE WORDING OF THAT RECOMMENDED GOAL.

THAT'S NOT THE STATE'S GOAL. THAT'S US TO GET TO THE STATE'S GOAL. YES.

I WANT A PROGRESS MONITOR. YEARLY PROGRESS MONITOR.

I THINK IT CAN BE BECAUSE WE ARE SUPPOSED TO ANNUALLY MONITORED.

AND SO IT'S JUST KEEPING OURSELVES ACCOUNTABLE TO MAKING THAT SMALL GROWTH INSTEAD OF JUST LOOKING AT IN FIVE YEARS, IT KEEPS US MORE IN LINE WITH OUR GETTING ON TRACK BEFORE THEN.

WE GET TO THE FIVE YEARS AND WE'VE GOT EVERYTHING IN HERE AND THIS.

PART OF THE GOAL. YEAH. I ALWAYS THINK THAT WHEN A GOAL IS WRITTEN.

AND I DO THAT WITH MY GROCERY LIST, RIGHT? LIKE IF I WRITE MY GROCERY LIST DOWN, I MAKE SURE THAT I DO IT.

IF IT'S JUST SOMETHING THAT'S UP IN THE AIR, IT'S KIND OF HARD TO DO TO ACTUALLY HAVE THE CONVERSATIONS ARE HOLDING ACCOUNTABILITY.

NO ONE'S, NO ONE'S, NO ONE'S SURPRISED IF IT'S, IF IT'S ORGANIZED.

OKAY, SO I HAVE THAT. WE WILL JUST ADD THE HISPANIC THAT BY 2027, THEY WILL BE AT 60.

AND ECODYST WILL ALSO BE AT 60 BY 2027. AND THEN I ALSO HAVE JUST TO JUST BUMP UP THE TWO OR MORE AND THE EVS ON THE OTHER CHART, RIGHT? I DIDN'T MISS ANYTHING.

ALL RIGHT THEN, LET'S MOVE ON TO MATH. OKAY. THE CHART ON THE SCREEN IS THE DISTRICT'S STAR MATH PERCENTAGES AT THE MEETS GRADE LEVEL FOR THE 2526 SCHOOL YEAR.

SO I'LL GIVE YOU A SECOND TO LOOK AT THAT.

AND THEN IF YOU WANT TO GO AHEAD AND FLIP TO THE NEXT PAGE. IT'S THE DOMAIN THREE CHART THAT SHOWS YOU THE DOMAIN THREE TARGETS AT THE MEETS GRADE LEVEL.

SAME AS IT WAS IN READING. YES. YES. THOSE ARE THE DOMAIN THREE TARGETS SET BY THE STATE. AND THEN JUST LIKE FOR READING, IF YOU FLIP TO THE NEXT ONE, IT'S ALL ON ONE PAGE AND IT SHOWS YOU WHERE WE'VE MET THE TARGETS ALREADY. SO THE CHART AT THE TOP OF THE SCREEN IS LC ISD'S PERFORMANCE IN THE 2526 SCHOOL YEAR.

THE CHART AT THE BOTTOM SHOWS THE DOMAIN THREE PERFORMANCE TARGETS.

AREAS THAT ARE SHADED IN GREEN ARE TARGETS WHERE WE HAVE MET OR EXCEEDED IT.

AND AS YOU CAN SEE, WE'VE MET ALL BUT ONE OF THE TARGETS IN 26, AND WE HAVE ALREADY MET HALF OF THE TARGETS FOR THE 27 TO 32 SCHOOL YEARS.

AND SO OUR GOAL RECOMMENDATION FOR THIRD GRADE MATH IS THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE MEETS GRADE LEVEL OR ABOVE ON STAR MATH WILL INCREASE FROM 58 TO 66%

[00:30:08]

YES, MA'AM. FLIP IT TO THE NEXT PAGE. AND SO THEN AGAIN, YOU CAN GO AHEAD AND FLIP TO THE NEXT PAGE.

AND IT'S THE SAME THING WE DID FOR READING. IT SETS THE GOALS FOR EACH OF OUR SUBGROUPS BASED ON THOSE TARGET SCORES IN DOMAIN THREE.

IF YOU LOOK AT THE YEAH, THAT'S BOTH OF THEM TOGETHER.

THIS IS THE SUBGROUP FOR MATH.

I TRIED TO PUT IT TOGETHER IN THE MOST LOGICAL WAY POSSIBLE SO THAT YOU HAD IT ALL.

SO WHAT'S A BIG JUMP? 49 TO 58. BUT REMEMBER YOU'VE GOT FIVE YEARS TO GET HERE.

YOU DON'T HAVE TO BE THERE TILL 32. AND IN DOMAIN THREE THEY GIVE YOU ALL THE POINTS.

IF YOU MEET THE HIGHEST GOAL. AND THEY'LL GIVE YOU THREE POINTS.

IF YOU MEET THE LOWEST GOAL OR THE NEXT GOAL, TWO POINTS IF YOU'VE SHOWN PROGRESS OVER YOUR PREVIOUS THING.

SO IT'S A IT'S A KIND OF A GRADUATED SCALE THERE.

BUT YEAH. SO WE DON'T HAVE TO GO FROM 49 TO 50 8 IN 1 YEAR.

OR. ANYTHING. YEAH. WE CAN DO THE SAME THING THAT WE DID IN THE OTHER ONE.

JUST TAKE THE LOWEST TWO AND ADD IT TO THE GOAL IF THAT'S WHAT YOU WANT TO DO.

48, 4945. I DON'T KNOW, I'M JUST ASKING.

BECAUSE WE'RE OUT OF IT. BUT IT'S BUT NOT.

ALL THE OTHER ONES ARE HITTING THE GOAL. WOULD BE NOT DOING THAT.

THAT WOULD BE OUR OUTLIER. BUT THEY ALSO NOT HIT THE GOAL.

NOT NECESSARILY. WE'RE LOOKING AT WHO IS NOT ON PAR.

RIGHT. SO YOU'RE GOING TO GET LOWER BUT STILL NOT EASY.

AND I THINK WE HAVE TO BE THE 91 BY 3738 AND 72.

YEAH. IT ALSO. THIS IS A BIGGER CHALLENGE FOR IMMIGRATION.

AND. WHEN YOU LOOK AT THE READING DATA, THAT'S JUST PULLING THEM UP.

WHEN YOU LOOK AT THE DATA, THAT'S CHALLENGING TO GO ABOUT.

IT'S ALMOST LIKE GETTING SOME MORE MATH. HOW ARE YOU ENRICHING THOSE PAPERS AND CALCULATIONS RATHER THAN JUST BEING PASSIVE? HOW ARE WE GETTING THEM TO WHERE THEY SHOULD BE? WHICH IS JUST INSTEAD OF IT'S NOT JUST INTERVENTION COURSE, IT BECOMES ENRICHMENT TASK.

SO JUST FINDING THOSE CONVERSATIONS THAT HAPPEN VERY OFTEN BECAUSE IT'S ALWAYS LIKE, HOW ARE THEY GOING TO ACT RIGHT NOW? IT'S TRUE. HOW ARE WE GOING TO COME TO.

A POPULATION THAT THAT'S TRUE OF ALL OF ASIA.

WHICH MEANS WE'RE HAVING A LARGE AREA. THERE ARE COUNTRIES THAT ARE NOW MOVING IN.

[00:35:03]

ALL OF IT. IS.

SO ECONOMICALLY DISADVANTAGED. STUDENTS QUALIFY FOR FREE. WHATEVER THAT.

QUALIFIES. FOR QUALIFYING DEPENDS ON THE HOUSEHOLD LEVEL, THE LEVEL OF POVERTY.

HOW MANY PARENTS AND PEOPLE IN HOUSEHOLDS. SO A LOT OF FACTORS THAT GO INTO THAT.

AND SO YOU AND I COULD BE THE SAME SITUATION FINANCIALLY AND LIVING ARRANGEMENTS.

BUT STILL, I CAN READ IT AND READ IT DEPENDING ON HOW MANY PEOPLE LOOK AT ME.

YOU KNOW? SO ALL THAT STUFF IS GOOD. AND SO LET ME MAKE SURE I CAN GET BACK TO TALK TO YOU GUYS.

SO YOU MIGHT BE IN ONE OF US MAY BE IN THIS CATEGORY AND THE OTHER WAS NOT FOR THESE PURPOSES.

THAT'S GOOD. THAT'S GOOD. IT'S NOT A HARD AND FAST ONE.

AND ALSO KEEP IN MIND WE HAVE KIDS THAT COULD BE IN 3 OR 4 DIFFERENT CATEGORIES BECAUSE THEY'RE ALL OF THEM ARE ALL STUDENTS.

THEY CAN BE AFRICAN AMERICAN. THEY CAN BE ECO, THEY COULD BE FED, OR YOU MIGHT HAVE A HISPANIC STUDENT THAT'S, YOU KNOW, ALL HISPANIC. ECO DISC EB AND SAID, I MEAN, SO WE'RE WE'RE WHERE DOES IT ALIGN IN THE PERCENTAGES? WHERE WOULD THE THEY COUNT EVERYWHERE. THAT'S LIKE, THAT'S LIKE, WE CALL THEM DOUBLE DIPPERS.

DIPPERS BECAUSE THE KIDS ARE MASTERS ALSO COUNT THE TROPHY.

THEY ALSO COUNTED MEETS. HE ALSO COUNTED IN OUR TIME, AND OUR TEACHER SMILES WHENEVER THEY GET THEIR BOOKS AND THEIR SCHEDULES AND THEIR ROSTERS. THE STUDENT IS OBVIOUSLY THAT STUDENT IS VERY GOOD.

I MEAN, THESE ARE THE TEACHERS KNOW WE'LL HAVE THAT.

AND WE HAVE EVEN HAD TEACHERS WHEN I'VE BEEN, YOU KNOW, A CAMPUS ADMINISTRATOR GO BACK AND I'VE HAD THEM, YOU KNOW, PUT THEIR ROSTER ON A PIECE OF PAPER. I SAID, NOW CHECK WHICH ONE, WHICH ONES ARE YOUR KIDS? AND THEN EVEN ESPECIALLY IN HIGH SCHOOL, HAVE THEY PASSED THEIR EOC YET? YOU KNOW, JUST SO YOU KNOW WHO'S SITTING IN YOUR CLASSROOM.

AND OF COURSE. THE HISPANIC NUMBERS MAKE ME WONDER WHICH HISPANICS ARE MONOLINGUAL AND BILINGUAL, BECAUSE THAT'S THE POINT HERE. HE DOES, BUT IT DOESN'T MEAN THAT.

YOU SEE, IT'S ALL THE SAME IN THE COURSE. IT'S ALL THEY'RE READING.

THEY'RE DOING THE STORY ELEMENTS. AND SO THEY'RE HERE TODAY.

BECAUSE THEY WANT TO THEY WANT TO GIVE FOOD TO THOSE WHO WANTED TO SIT ON THE TABLE, OR IT CAN BE ON THE TABLE.

I MEAN, NOBODY WANTS TO PUT IT ON. SO HANG ON A SECOND.

IT'S FINE RIGHT THERE. OKAY. SO FOR THE FOR THE YEAR PORTION OF THIS ONE, WHAT ARE WE THINKING? WHAT WE CAN PUT ON. THIS IS THIS IS LIKE BULLET POINT.

BULLET POINT. LIKE, YEAH, YEAH, YEAH. SO I MEAN, THE ASIAN POPULATION IS AN OUTLIER.

SO THIS WOULD BE ON THERE. AND I WILL JUST SAY THAT IF YOU HAVE A GOAL IN READING FOR THE TWO SUBGROUPS OF HISPANICS AND ASIANS, IF YOU CAN IMPROVE THE READING, IT'S GOING TO IMPROVE FOR THAT BECAUSE THAT CAN BE A PROBLEM SOLVING.

SO A LOT OF WHY THEY'RE GOING TO BE LOWER HERE BECAUSE IT'S SOMETHING SIMILAR TO THOSE PROBLEMS. SO IF YOU ARE TARGETING THE READING SECTION THROUGH THE READING GOAL, I DON'T THINK YOU NECESSARILY HAVE TO COME IN AGAIN AND HEAVILY FOCUS ON THEM AGAIN, BECAUSE HOPEFULLY, IF EVERYTHING WORKS THE WAY IT'S SUPPOSED TO, THEN BY INCREASING THEIR READING COMPREHENSION AND THEIR EXPOSURE TO MATH, THEN THAT'S NATURALLY GOING TO PULL THOSE UP.

[00:40:02]

AND AGAIN, IT GIVES US A CHALLENGE. AND THE DISTRICT CHALLENGE OF, OF FOCUSING ON WHAT TYPICALLY YOU FOCUS ON AND FOCUS LIKE, YOU KNOW, BUT THAT DOESN'T COME UP VERY OFTEN.

AND SO IT'S KIND OF A NEW CHALLENGE TO SEE HOW YOU CAN BE COMPLACENT.

LIKE I CAN TELL YOU, I DON'T SIT IN ON THOSE CONVERSATIONS OFTEN.

SO WHAT DOES THAT MEAN? WHAT DOES THAT LOOK LIKE? HOW DO THEY RESPOND? LIKE, I THINK IT WOULD BE REALLY COOL TO SEE A GOAL LIKE THAT AND SEE WHAT THE DATA SHOWS.

IF YOU FOCUS IN ON THAT. I AGREE WITH THE OTHERS OFF AND JUST DO ONE BECAUSE WE COVERED THE OTHER SO WHAT DO YOU WANT THE ASIAN GOAL FOR NEXT YEAR TO BE? BECAUSE WE HAD IT AT 75.

IT IS A HARD CONVERSATION TO HAVE, BUT AT THE SAME TIME THEY DIDN'T TOUCH UPON IT.

ALREADY? YEAH. BUT AGAIN, LIKE I SAID, IT'S BASED ON HOW THEY PHYSICALLY HAVE PERFORMED IN THE PAST. AND THAT'S WHY THOSE ARE SO HIGH. I MEAN, THEY HAVE NO IDEA WHAT THEY'RE DOING.

WELL, WE DO FOR THIS YEAR. WE DON'T FOR NEXT YEAR.

YEAH. SO ON OUR ON OUR CHART WE HAD 75%. IS THAT WHAT YOU WANT TO PUT IN THE GOAL OR DO YOU WANT SOMETHING DIFFERENT FOR ASIANS? I KNOW, I KNOW, THAT'S A BIG JUMP. IN PRACTICE, WHAT DOES THAT ACTUALLY MEAN? WHAT DOES THAT ACTUALLY LOOK LIKE FOR PEOPLE WHO HAVE TO ACTUALLY DO IT? NOT. SURE WHAT ROLE THEY HAVE TO BE INTENTIONAL.

THEY HAVE TO BE INTENTIONAL ABOUT WHO THEY'RE WORKING WITH AND WHAT THEY'RE DOING WITH THOSE KIDS. AND ARE THEY LOOKING AT WHERE THEY ARE AND WHAT THEY NEED SPECIFICALLY? THAT'S WHY WE TAKE THE INDIVIDUAL APPROACH, RIGHT? ANOTHER THING IS, YOU KNOW, WE WANT TO MAKE SURE THAT THE GOALS ARE REACHABLE, RIGHT? SO WE, AS WE TALK TO STAFF WE DON'T WANT TO PINPOINT ASIAN STUDENTS BECAUSE THEN WE'LL FORGET ALL THE OTHER THINGS, RIGHT? AND SO YOU WILL HAVE THAT, THAT MAY HAPPEN IN SOME PLACES.

AND SO WE'RE GOING TO MAKE SURE WE'RE VERY INTENTIONAL WHEN WE SAY, YOU KNOW, WE'RE COMMUNICATING WITH STAFF ABOUT ALL KIDS ARE IMPORTANT. BUT WE'RE PAYING.

WE'RE PAYING ATTENTION TO THE SUBPAR. IT DOESN'T MEAN YOU DON'T THROW THE STUFF OUT THERE.

AND SO WHEN YOU SAID EARLIER, BECAUSE PEOPLE ARE VERY POPULAR, THEY HAD ALL THOSE KIDS IN THEIR CLASSROOM, THEY MAY VERY POSSIBLY WILL. BECAUSE, YOU KNOW, IF KIRBY COUNTY IS A COUNTY IN THE NATION, AND SO MORE LIKELY SHE WILL HAVE ALL THOSE STUDENTS IN THE CLASSROOM BECAUSE SHE HAS TO BE VERY INTENTIONAL TO TARGET THE ASIAN STUDENTS TO GET THAT ASIAN QUALIFIER. BUT THAT BY DEFAULT, NOT NECESSARILY ALL OTHER KIDS JUST BECAUSE OF THE TIME FRAME.

AND IT'S JUST, I MEAN, IT'S A HIGH STAKES, IT'S A HIGH STAKES TEST IN THE STATE.

AND SO THE PRESSURE OF IT TO BE, YOU KNOW, I'VE GOT TO GET THIS GROUP UP.

AND SO I DON'T SPEND ALL MY TIME ON HERE AND UNKNOWINGLY, RIGHT.

UNINTENTIONALLY NOT PAYING AS MUCH ATTENTION TO NOT NOT INTENTIONALLY, BUT YOU KNOW, THAT COULD HAPPEN.

BUT DON'T YOU, WHEN REALLY TEACH.

YOU ABOUT YOUR SMALL GROUP INSTRUCTION. YOU HAVE TO DIFFERENTIATE.

SO THAT'S WHY IT'S SO IMPORTANT BECAUSE IF THIS IS MY CLASS AND I KNOW I HAVE FOUR DIFFERENT TYPES OF LEARNERS IN MY CLASS, AND MY LESSON PLAN HAS DIFFERENTIATED FOR THIS LEARNER, THAT LEARNING, THAT LEARNING, THAT LEARNING WHILE WE'RE DOING THIS LESSON.

SOMETHING MORE, SOMETHING MORE SYNTHETIC, SOMETHING MORE VISUAL.

SO THEN WE'RE ADDING. THE OTHER THING. I MEAN, OBVIOUSLY ASIANS ARE MUCH HIGHER ALREADY.

I MEAN, MAYBE NOT EVERY SINGLE ASIAN CULTURE, BUT THE CULTURE IS MORE THERE.

SO THE MORE GRADES ARE MORE IMPORTANT, THEY'RE MORE LIKELY TO BE MORE LIKELY TO BE LIKE A WELL-ROUNDED KID.

BUT ACADEMICALLY. SO THEN I PUT AN EXTRA FOCUS ON THEM AND GET THEM ALREADY.

AND THEN. I WENT TO THE OTHER. YEAH, THAT'D BE FUN, RIGHT? I MEAN, BECAUSE, YOU KNOW, IT IS, IT IS A HIGH SCHOOL. WELL LET ME.

SO FOR YEARS AND YEARS AND YEARS, YOU KNOW, THE FOCUS WAS JUST TO GET KIDS TO PASS, YOU KNOW.

[00:45:03]

SO WE DON'T REALLY HAVE TO WORRY ABOUT YOU. WELL, NOW THE STATE HAS COME IN AND SAID, NO, WE REALLY WANT YOU TO WORRY ABOUT ALL KIDS, YOU KNOW? AND SO THAT'S WHY WE HAVE APPROACHES, MEATS AND MASTERS. AND SO AND NOW THE FOCUS IS ON GROWING KIDS, GROWING ALL KIDS INSTEAD OF JUST GETTING THOSE KIDS TO PASS.

AND SO WHEN I SAY WE REALLY TRY TO DO WHAT WE NEED TO DO FOR ALL KIDS, THAT'S REALLY WHAT WE'RE TRYING TO TRANSITION OUR TEACHERS INTO.

AND SO WE, WE CALL THEM TRACKERS, DATA TRACKERS.

AND SO WE HAVE A DATA TRACKER THAT TRACKS JUST THE STANDARDS.

AND SO EVERY GRADE LEVEL IN THE DISTRICT HAS, AND WE CALL IT AN TSS TRACKER.

AND SO WE KNOW BY TSS FOR EVERY SINGLE TEST HOW THE CLASS DID THE STUDENT EXPECTATIONS, THE, THE STANDARDS THAT WE DID, THE TSS ANALYSIS ON.

THEY KNOW THAT TEACHERS HAVE THAT BY STUDENT.

SO THEY KNOW WHICH C'S, WHICH STANDARDS THE KIDS DID WELL ON THE INDIVIDUAL STUDENTS DID WELL ON AND WHICH STUDENTS DIDN'T DO SO WELL.

AND SO WHAT, INSTEAD OF JUST SAYING, OKAY, YOU LADIES RIGHT HERE, Y'ALL ALL MADE A 65 ON THE TEST.

I'M GOING TO PULL YOU OVER HERE AND WE'RE GOING TO WE'RE GOING TO DO SOME WORK. YOU MIGHT HAVE BEEN STRONG ON THIS STANDARD.

YOU MIGHT HAVE BEEN STRONG ON A DIFFERENT STANDARD. AND YOU MIGHT HAVE BEEN, YOU KNOW, STRONG ON A DIFFERENT STANDARD. SO I'M OVER HERE WORKING AND WORKING AND WORKING. AND I HADN'T HIT ANYTHING THAT YOU NEED BECAUSE I'M DOING IT BY THE GRADE YOU MADE ON THE TEST.

BUT IF I PULL YOU BECAUSE YOU WERE LOW ON STANDARD THREE B AND YOU WERE LOW ON THREE B, AND YOU WERE LOW ON THREE B, NOW I'VE HIT YOU EXACTLY WHAT YOU NEEDED AND I'M PULLING YOU UP.

AND SO NOW WE CAN ALSO EXTEND FOR, FOR KIDS THAT SAME WAY AND ENRICH FOR KIDS THAT SAME WAY BECAUSE WE CAN LOOK AND SEE, YOU KNOW, YOU DID WELL ON THIS ONE, BUT YOU DIDN'T GET THIS PIECE OF IT.

SO NOW I'M GOING TO GIVE YOU SOME EXTENSION OR I'M GOING TO GIVE YOU SOME DEEPER THINKING, OR I'M GOING TO GIVE YOU THINGS LIKE THAT. SO WHEN I SAY WE LOOK AT EVERY STUDENT AND TRY TO DO WHAT WE NEED TO DO FOR EACH INDIVIDUAL STUDENT, THAT'S WHAT I MEAN.

AND SO THAT'S WHERE PLANNING TIME AND DATA MEETINGS, THAT'S WHAT TEACHERS ARE DOING DURING THAT TIME IS WORKING ON THEIR INTERVENTION AND ENRICHMENT SO THAT WE ARE HITTING ALL OF THESE KIDS REGARDLESS OF RACE OR PROGRAM OR WHATEVER.

WE'RE LOOKING AT THE DATA AND WHAT THE DATA SAYS YOU NEED.

DOES THAT MAKE SENSE? THAT'S THAT'S WHAT WE'RE WE'RE WORKING ON IN THE PLC ARE ABOUT INDIVIDUAL STUDENTS.

SO THAT'S WHY WE HAVE TO BE VULNERABLE WHEN THEY COME IN, BECAUSE ONE TEACHER WILL NOT HAVE BEEN AS GOOD AS THE OTHERS.

AND SO BUT THEN YOU TALK ABOUT INDIVIDUAL KIDS AND SAY, YOU KNOW, I'M REALLY STRUGGLING WITH, YOU KNOW, ROOSEVELT AND, YOU KNOW, HE'S DOING THIS. AND SO I HAVE TO TALK TO THEM ABOUT SOME OTHER STRATEGIES THAT CAN HELP ROOSEVELT, BUT THEN THAT HAS OTHER NEEDS. AND THEN MONICA HAS OTHER NEEDS.

AND SO THAT'S THE CONVERSATION IN THAT COLLABORATION GROUP FOR AN INDIVIDUAL TO YOU.

IT'S A LOT. SO THAT IF YOU LOOK AT IT AND HOW MANY HOW MANY POINTS WE ARE ABOVE. SCORING FOR HISPANIC KIDS ARE THE LEAST ABOVE.

AND BECAUSE LIKE OUR AFRICAN AMERICAN 16.8 HISPANIC IS ONLY FOR OUR KIDS OR ONLY FOR THOSE THAT ARE ONLY TWO. SO, I MEAN, AGAIN, IT LOOKS LIKE THESE ARE THE TWO, AND PERHAPS EVEN THOSE ARE THE ONES THAT ACTUALLY NEED THE MOST. RIGHT. RIGHT. AND YOU SEE THAT, AND YOU SEE THAT WITH THE 27 THAT THAT THEN THEY START IN THE FALL. AND I'M NOT READING THIS.

AT WHAT POINT DO YOU SAY. WELL, AFTER FIFTH GRADE, OUR BILINGUAL CLASS CLASSES GO THROUGH FIFTH GRADE. AND THEN AFTER THAT THEY'RE MAINSTREAMED INTO THE REGULAR CLASSROOM.

I NEVER KNEW THAT. DEPENDING ON THE COVERAGE.

I'M GOING TO LET KATIE ANSWER THAT QUESTION. OUR DUAL ENGLISH.

LANGUAGE IS BILINGUALISM IN ENGLISH AND SPANISH, SO THEY GET ENGLISH AND SPANISH INSTRUCTION IF THEY'RE IN THE DUAL LANGUAGE PROGRAM FROM KINDERGARTEN TO FIFTH GRADE. BUT THE GOAL IS WHEN THEY LEAVE FIFTH GRADE, THEY'RE BILINGUAL IN ENGLISH AND SPANISH.

THEY CAN READ, LISTEN, SPEAK, WRITE BOTH LANGUAGES.

WE HAVE OTHER STUDENTS WHO ARE NOT IN THE DUAL LANGUAGE PROGRAM THAT ARE EMERGENT BILINGUALS, AND SO THEY'RE PARTICIPATING IN ESL, ENGLISH AS A SECOND LANGUAGE SUPPORTS.

[00:50:02]

SO OUR IB STUDENTS FALL INTO THOSE TWO DIFFERENT GROUPS.

THEY'RE GETTING DIFFERENT ELEMENTARY DEPENDING ON WHAT LANGUAGE THEY SPEAK.

BECAUSE IF THEY'RE A VIETNAMESE SPEAKER, THEY'RE NOT GETTING DUAL LANGUAGE AT ALL. RIGHT? IF THEY'RE A URDU SPEAKER, THEY'RE NOT GETTING DUAL LANGUAGE AT ALL, BUT OUR SPANISH SPEAKERS COULD BE DUAL LANGUAGE KIDDOS, OR THEY COULD BE ESL STUDENTS. OKAY. AND SO IF I UNDERSTAND CORRECTLY, ESL IS PRIMARILY ENGLISH INSTRUCTION.

YES. AND DO THEY DO THEY MOVE INTO A REGULAR CLASSROOM AT FIFTH GRADE OR FIFTH GRADE? THEY ARE IN A REGULAR GENERAL EDUCATION ENGLISH SPEAKING CLASSROOM FROM THE TIME THEY ENTER SCHOOL. BUT THEY DO. THEY DO TESTING, RIGHT? AND THEY HAVE TO DO A TEST, RIGHT. THEY THEY TAKE A TEST EVERY YEAR, BUT THEY TAKE STAR.

THEY TAKE ENGLISH STAR FROM THIRD GRADE ALL THE WAY THROUGH.

SO WHY THE DIFFERENCE? WHY THE DIFFERENCE BETWEEN WHY WOULD WOULD JOHN GET ESL AND I'D GET BILINGUAL EDUCATION.

RIGHT. WELL, WE ONLY DO BILINGUAL FOR SPANISH.

BUT THEN ALSO IT'S A PARENT'S CHOICE. SO, YOU KNOW, WHEN THE STUDENT ENROLLS, THEY'RE GIVING US GIVEN A SPANISH LANGUAGE ASSESSMENT, THEIR SPANISH HAS TO BE HIGH ENOUGH THAT THEY ARE ABLE OR, YOU KNOW, ABLE TO SURVIVE IN A SPANISH SPEAKING CLASS.

AND THEN IT'S A PARENT'S CHOICE. WE RECOMMEND THIS CHILD BE PLACED IN A DUAL LANGUAGE PROGRAM WHERE THEY CAN CONTINUE TO GROW IN BOTH LANGUAGES, BUT THEN THE PARENT CAN SAY, NO, I'D RATHER NOT. I'D RATHER THEY MOVE INTO AN ENGLISH SPEAKING ONLY. SO FOR PURPOSES OF THE STAR READING EXAM.

RIGHT. WHAT LANGUAGE ARE WE TESTED IN? IT DEPENDS ON THE STUDENT.

SO IT'S AN LPAC DECISION. A COMMITTEE DECISION THAT INCLUDES THE PARENT, THE TEACHERS AND THE BILINGUAL SPECIALIST ON THE CAMPUS.

AND THEY LOOK AT THE STRENGTHS OF THE CHILD. AND SO IF THE CHILD IS ABLE TO TEST IN ENGLISH, THEY TEST IN ENGLISH. IF THEY ARE NOT CONFIDENT AND COMFORTABLE ENOUGH IN ENGLISH LANGUAGE, THEY TEST IN SPANISH UNTIL THAT'S NOT AN OPTION.

SO ONCE THEY MOVE INTO SIXTH GRADE, THE SPANISH IS NOT AN OPTION ANYMORE, BUT THE GOAL IS TO MOVE THEM TO ENGLISH TEST.

AND DO WE COMPARE THOSE SCORES? ABSOLUTELY, ABSOLUTELY.

AND OUR OUR SPANISH GENERALLY SPEAKING, OUR SPANISH SCORES ARE HIGHER THAN ENGLISH SCORES.

IT JUST DEPENDS ON CLASS AND KIDS. BUT GENERALLY SPEAKING, MY SON CAME HERE AND WHEN WE PUT HIM IN FOURTH GRADE, HE DIDN'T TAKE ANY ENGLISH. HE WENT TO SCHOOL, HAD TO TAKE THE TEST IN ENGLISH.

AND I WAS LIKE, YOU'RE MAKING HIM TAKE THE TEST. THEY'RE LIKE, YEAH, YEAH.

YOU KNOW, HE'D COME HOME AND HE'D BE LIKE, WELL, I JUST FILLED IN THE BLANKS. I DIDN'T UNDERSTAND ANYTHING. BUT YOU HAD TO TAKE IT.

THERE WAS NO OPTION REQUIRED. HE DIDN'T SPEAK SPANISH. I MEAN, ENGLISH REQUIRED TO GO TO THE RESTROOM BY THEMSELVES. THEY HAVE TO TAKE THIS TEST THAT THERE'S CRITERIA.

HE COULD GIVE US A SPECIFIC ON IT, BUT THEY HAD TO START OFF ASSESSMENT THAT SOME OF THEM CAN TAKE.

BUT THEN THE REST OF THEM TAKE THE REGULAR. AND BY THE TIME I GOT TO SIXTH GRADE, WE WERE IN HAITI AT THE TIME.

HE CAME HOME ONE DAY AND WAS LIKE, I FEEL BAD FOR PEOPLE WHO DON'T KNOW ENGLISH.

I GO, REALLY? YEAH, BECAUSE EVERYTHING IN SIXTH GRADE, EVERYTHING WENT TO LIKE I THOUGHT YOU WERE STILL IN THAT CLASS.

YOU STILL NEEDED HELP. I FEEL BAD FOR THIS KID.

THANK YOU. DO YOU HAVE ANY IDEA WHAT YOU WOULD WANT? I THINK AGENT HAS TO BE ADDRESSED FOR THOSE. OPPORTUNITIES.

WE'RE GOING TO HAVE A MAJORITY OF THOSE. AND THOSE ARE THE TYPES OF THINGS THAT ARE HAPPENING.

I MEAN, JUST THE TIME THAT A TEACHER HAD TO PULL THEM OFF THE MARKET.

UNLIKE MOST HIGHER AND HIGHER AND HIGHER. SO EVEN IF YOU HAVE TO LOOK AT, EVEN THOUGH THE GOURMET DECISIONS AT THAT LEVEL OF PERFORMANCE, THAT OVERALL PERFORMANCE ARE OUR MASTERS, OUR DUTY FOR THEM TO BE ABLE TO HAVE A GOAL THAT'S SPECIFIC TO THROWING THEM.

I THINK THAT'S REALLY COOL. IT'S NOT SOMETHING THAT YOU VERY OFTEN.

BECAUSE YOU TYPICALLY FOCUSING ON WHAT. GET THESE GROUPS UP TO SOMETHING.

AND THIS GROUP ALREADY IS THEY'RE ALREADY AT 72.

SO. OKAY, SO TO WHAT PERCENTAGE POINT? I'D ALWAYS WANTED TO MAKE SOMETHING THAT WOULD BE PERFECT. AND I COULD SEE THAT. I COULD SAY, NOW I HAVE TO HAVE NOT ONLY THINGS TO COME TO SOMEONE WHO DOESN'T HAVE EXPERIENCE.

I'M ASKING FOR LIKE WE HAVE TO CONSIDER ALL OVER THE RANGE OF JUDGMENT IS ALL OVER THE RANGE.

[00:55:01]

THAT WOULD WHAT DO YOU MEAN? OR LIKE YOU COULD SEE SPIRITS OR SOMETHING, BUT THOSE ARE GOING TO BE YOUR PROBABLY YOUR AP CLASSES.

BUT WE'RE TALKING ABOUT THIRD GRADE. THIRD GRADE. OKAY.

WAIT A MINUTE. SORRY SORRY SORRY, SORRY. YEAH, IT'S THIRD GRADE, BUT IT'S IT'S SOMEONE THAT THEY'RE NOT MEETING THE GOAL.

AND SO WE'RE GOING TO SAY WE'RE GOING TO ASSUME, AND YOU CAN HAVE SOMEONE ASSUME THAT THEY'RE JUST SO FAR BEHIND OR.

IT MAKES SENSE TO ME THOUGH, BECAUSE IF YOU'RE IF YOU ONLY HAVE A HANDFUL OF ASIAN KIDS IN A CLASS, BUT THEN YOU HAVE THE REST ARE HISPANIC OR WHATEVER.

YOU'RE, YOU'RE, YOU'RE FOCUSED, YOUR TEACHING IS FOCUSED TO THE KIDS, LOWER KIDS.

SO THE OTHER KIDS ARE NOT BEING CHALLENGED AS MUCH.

AND THAT'S, I MEAN, THAT'S ALSO NOT FAIR TO, TO A CHILD TO NOT BE CHALLENGED.

SO IT ALSO GIVES, LIKE YOU SAID EARLIER, THAT THEY HAVE A LOT OF THEY HAVE A LOT OF SUPPORT, MAY NOT NECESSARILY BE PARENT SUPPORT, BUT IT'S.

THIS IS WHERE WE SEE A LOT OF MULTI-GENERATIONAL FAMILIES IN A HOME.

WHEN WE START LOOKING AT WHAT ARE WE SENDING HOME, WHAT IMPACT CAN WE MAKE ME AT HOME BECAUSE THEY'RE WANTING TO WORK WITH THOSE KIDS.

AND SO THEN IT IS WHAT WE'RE SENDING HOME, ACTUALLY MOVING THE NEEDLE BENEFICIAL, BENEFICIAL TO THESE KIDS WHO ARE ALREADY HIGH.

OR IS IT WHAT WE SEND HOME JUST TO BE CONSISTENT SO IT DOESN'T ALL HAVE TO BE IN THE CLASSROOM, THE TEACHER, YOU CAN LOOK AT THE WHOLE CHILD AND KNOW THAT THEY HAVE HOME SUPPORTS.

AND SO IN THAT ROLE, WHAT THEY'RE DOING AT HOME IS THE DIFFERENCE.

SO AND CAN I ASK AN ELEMENTARY WHEN YOU HAVE TEACHERS, DO YOU HAVE TEACHERS OR.

NO. ARE THE TOOLS THAT. I DO HAVE LIKE A. CAMPBELL.

ONE CLASS IS MORE CONCENTRATED, BUT IT'S MOSTLY DUE TO, YOU KNOW.

THE TEACHERS HAVE A BIT OF EVERYTHING.

YOU KNOW, I'M NOT SURE. I'M NOT SURE WHAT WE DO.

MONICA, YOU'RE LIKE, THIS IS WHAT YOU JUST SAID.

DO YOU FEEL THE SAME WAY WITH OTHER PEOPLE? I SAID THIS A LITTLE BIT.

YEAH, A LITTLE BIT. BUT I MEAN, WHEN WE GO LOOK AT GEOGRAPHICALLY ARE DIFFERENT.

THERE ARE GEOGRAPHICAL SPACES AND ARTISTIC WHERE THESE ARE GOING TO BE HIGHER THAN OTHERS.

AND SO TO NOT KNOW, LIKE, YOU KNOW, THE HOME RESOURCES FOR, YOU KNOW, THE AREA THAT I LIVE IN BY TRAVIS THERE AT HOME STUDIO COULD BE. IT COULD BE DIFFERENT THAN OUR ASIAN POPULATION, AS IF THEY LIVE MORE OR NEAR OR NEAR DIFFERENT SCHOOLS. SO THERE'S A DIFFERENT CONTEXT TO ALL OF IT.

SO I DON'T NECESSARILY, IT DOES FEEL WEIRD TO SINGLE OUT A RACE, BUT THAT'S HOW THE STATE, THAT'S HOW THEY TELL THE PEOPLE WHO NEED HELP AND HELP GROW THE PEOPLE WHO ARE THAT INTERESTED.

BUT AGAIN, JUST THROWING THIS OUT HERE, IF WE LEAVE IT IN THE CHART LIKE WE HAVE IT, THERE'S STILL GOALS AND WE'RE NOT SINGLING ANYBODY OUT.

DO YOU THEN SEE US AS A BOARD FOR MONITORING YOU ON EVERY SINGLE ONE? I CAN BRING YOU BACK THE SAME DATA AFTER BENCHMARKS EVERY JUST LIKE WE DO TYPICALLY DO OUR BENCHMARK ASSESSMENTS.

I CAN BRING YOU BACK THE SAME CHART. YEAH. BUT I JUST, I WANT TO SEE THE DATA.

I WANT TO SEE THE, LIKE THE WHAT IS HAPPENING IN THE CLASSROOM PROGRESS MONITORING METHOD.

SO IT'S LIKE, I DON'T WANT TO SEE JUST THE NUMBERS.

I WANT TO SEE. LIKE, THESE ARE THE RESOURCES WE IMPLEMENTED.

THESE ARE THE CHANGES WE MADE TO THE PACING. THESE ARE THE LIKE WHAT WE DID TO GET THERE, NOT JUST THE NUMBER, LIKE WHAT WAS THE PROCESS? WHAT PROGRESS MONITORING IS, WHAT DID WE DO TO GET THERE? AND I JUST THINK IF WE'RE LIKE, OH MY GOSH, EVERY SINGLE ONE OF THESE CHECKING IN, THAT'S REALLY OVERWHELMING.

RATHER THAN TARGETING THE GOAL TO WHAT THE DATA SHOWS IS.

HOW MUCH DOES HAVING THE ASIAN POPULATION TEN POINTS BEHIND LIKE FACTOR INTO OUR OVERALL RATING? NOT A WHOLE LOT BECAUSE IT'S NOT ONE OF OUR HUGE SUBGROUPS.

OKAY. YEAH. I MEAN, IF IT WAS, YOU KNOW, HISPANICS AT 50%, THEN THAT, YOU KNOW, WOULD BE YEAH,

[01:00:05]

YEAH, THAT CAN GROW US. THAT CAN REALLY HELP US.

AND THAT'S WHEN YOU'RE LOOKING AT NUMBERS THAT HIGH YOU'RE NOT GOING TO MATCH.

SO WHAT IF A CAMPUS IS A CAMPUS HAD THIS WAS THEIR NUMBER.

WHAT WOULD THEIR GOAL FOR 2027 BE? HOW HIGH WOULD THEY BE TRYING TO GROW THAT THE SAME.

SO I THINK THAT THE DISTRICT GOAL IS JUST HOLDING THOSE CAMPUSES ACCOUNTABLE TO DO SO.

WOULD IT BE REASONABLE FOR YOU TO BRING BACK THE SAME.

SUCCESSFUL. IS THAT WHAT YOU'RE POINTING TO THE PROJECT.

YEAH. SO WE WOULD WE WOULD DO IT. WE'RE NOT THE ONLY ONE.

SO WE WOULD BE ABLE TO THE BOARD AND THEN UP OR DOWN YOU WOULD SAY THESE ARE SOME OF THE CHANGES HE MADE.

SOME OF THE THINGS THAT I TYPICALLY COME TO THE BOARD IN DECEMBER WITH FALL BENCHMARK SCORES, AND THEN IN MARCH OR FEBRUARY, DEPENDING ON WHERE THE BENCHMARKS FALL AGAIN.

AND I CAN BRING THIS SAME TYPE OF DATA TO YOU.

I THINK IF THERE WAS A PARTICULAR SCHOOL THAT DOES HAVE A MASSIVE INCREASE LIKE THAT, KIND OF LIKE YOU WOULD LOVE TO KNOW AND LOVE TO GIVE PUBLIC ACKNOWLEDGMENT TO THAT.

HAD THIS MUCH GROWTH THIS YEAR. WE ARE WE ARE VERY, I DON'T WANT TO SAY TARGETING GROWTH, BUT WE ARE VERY MUCH THAT'S OUR FOCUS THIS YEAR IS GROWTH AND GROWING.

ALL STUDENTS. ZERO. ZERO. WE CALL THEM HOPPERS AND DROPPERS.

WE WANT ZERO DROPPERS THIS YEAR. THAT'S THAT'S OUR GOAL.

SO ARE WE STICKING WITH THE SAME JUST THESE TWO GOALS.

ARE WE ADDING ANYTHING. I THINK IT'S IMPORTANT TO HAVE SOME FORM OF AN ANNUAL GOAL BECAUSE THIS IS HARD IF WE'RE JUST SAYING IT'S 3031.

BUT THESE, TO ME ARE THE ANNUAL GOALS IN 27 IS 58% AND 28 IS 60%.

SO IT'S ANNUALLY. THOSE ARE THE GOALS TO GET TO 31 BY OR TO GET TO 66 BY 31.

THOSE ARE THE SUBGROUP GOALS. YEAH. I THINK WORDED AS A SMART GOAL SO THAT THE SMART GOAL ISN'T WORDED, THAT IT'S THAT IT'S NOT THE TARGET BY 2031. SO THAT WE AS A BOARD KNOW THAT EVERY SINGLE YEAR WE HAVE A SMART GOAL.

SO YOU WANT ME TO ADD IN SOMETHING ABOUT MEET THE ANNUAL TARGETS TO GET TO ANNUAL GOALS TO GET TO THE FINAL GOAL BY 31, BECAUSE HOW THE HOUSE BILL SAYS IT HAS TO BE FIVE YEAR GOALS IN IN YEARLY INCREMENTAL.

YES, WITH ANNUAL GOAL MONITORING. BUT I THINK BECAUSE THIS IS PRETTY NEW FOR US, LIKE.

SO IT'S IT'S GETTING OUR BOARD GETTING US USED TO EASTER UNDERSTANDING WHAT IT LOOKS LIKE TO HAVE A SMART GOAL.

WHAT IT LOOKS LIKE TO MONITOR THAT SMART GOAL, WHAT IT LOOKS LIKE TO CELEBRATE IT, AND TO GO BACK AND REFLECT ON THOSE GOALS AREN'T MET.

IT HELPS US TO HAVE MORE FREQUENT STUDENT OUTCOME CONVERSATIONS THAN JUST WAITING TILL RIGHT.

IT JUST GIVES US VERY ACCOUNTABLE. IT MAKES IT BOTH VERY ACHIEVABLE BECAUSE IT'S JUST IT'S REAL.

IT'S VERY EXPLICITLY. TELL ME HOW YOU WOULD LIKE IT TO BE WORDED.

I DO THINK THOUGH, THAT THIS NUMBER SHOULD BE 56 BECAUSE IN OUR GOAL, BECAUSE WE ARE CURRENTLY AT 60, WE'RE CURRENTLY AT 56. OKAY. SO OUR FIRST GOAL WOULD THEN BE INCREASING FROM 56 TO 58.

FOR ONE YEAR. FOR ONE YEAR. SO THAT WOULD BE THE BULLET POINT.

IS THE END GOAL FIVE YEARS TO BE. THE PERCENT OF THIRD GRADE STUDENTS THAT WILL MEET ON STAR MATH WILL INCREASE FROM 56 TO 66 BY JUNE 2031, AND ALL STUDENTS WILL INCREASE TO 58% BY 2027.

ALL STUDENTS WILL INCREASE TO 58% FROM FROM 56 TO 58 BY 2023.

OKAY, SO THAT'S MATH. SO ARE WE OKAY WITH WHAT WE DID IN READING, OR DO WE WANT TO GO BACK AND MAKE READING? TAKE OUT THE SUBGROUPS IN READING SUBJECTS WERE DRASTICALLY LOWER.

SO LEAVE THOSE. YEAH. YEAH. I MEAN, AS LONG AS WE KNOW THAT THE DISTRICT IS HIGHLY FOCUSED ON THAT.

SURE, SURE. DO WE WANT TO WORD IT THOUGH ALSO? WELL, BUT THAT. AND I THINK THAT'S WHAT THEY. I THINK THAT'S WHAT THEY SAID. RIGHT. YEAH.

[01:05:01]

YEAH. TO ADD THAT AT THE END. SO IF WE SAID THE PERCENT OF THIRD GRADE STUDENTS THAT SCORE MEETS GRADE LEVEL OR ABOVE ON STAR MATH WILL INCREASE FROM 56 TO 66 BY THE END OF JUNE, BY JUNE OF 2031, AND ALL STUDENTS WILL INCREASE FROM 56 TO 58 BY THE END OF 2027.

GOT IT. THAT LAST SENTENCE WOULD CHANGE ANNUALLY.

OKAY. YEAH. OKAY. GOT IT. OKAY. THAT WAS ALL I HAD.

ANYTHING. ANY OTHER QUESTIONS OR ANYTHING FOR ME? OKAY.

THANK YOU. THEN I'M GOING TO HAND IT OVER TO MISS BANES.

AND THE CLICKERS RIGHT THERE. BUT CHAD'S BEEN CLICKING FOR US.

GOOD AFTERNOON. GOOD AFTERNOON. HOW ARE YOU ALL? GOOD, GOOD, GOOD. ALL RIGHT. COLLEGE CAREER AND MILITARY READINESS.

ALL RIGHT. SO AS YOU GUYS KNOW, COLLEGE CAREER, MILITARY READINESS MEASURES, GRADUATES READINESS FOR COLLEGE, THE WORKFORCE OR THE MILITARY. AND LAMAR, SEE ISD, WE HAVE TWO GOALS THAT GROUND AND GUIDE OUR CMR WORK.

CMR GOAL NUMBER ONE IS THAT BY THE END OF THE SCHOOL YEAR, 97% OF GRADUATES WILL MEET CMR AS MEASURED BY T CMR INDICATORS.

FOR OUR MOST RECENT GRADUATING CLASS OF 2026, OUR PRELIMINARY IN-HOUSE PROJECTION IS.

97% OF OUR SENIORS MET CMR. IT'S IMPORTANT TO NOTE THAT BECAUSE CMR IS A LAGGING INDICATOR IN OUR STATE ACCOUNTABILITY SYSTEM, WE WILL NOT KNOW THE FINAL RATING UNTIL LATER IN THE 2027 YEAR.

BUT FOR RIGHT NOW, OUR PRELIMINARY PROJECTION SAYS THAT WE HIT THAT 97%.

SO CURRENTLY, FOR THE CLASS OF 2027, ABOUT 59% OF OUR SENIORS HAVE ACHIEVED CMR. WHEN WE CAME BACK FROM SUMMER BREAK, WE WERE SITTING AT ABOUT 52%.

SO IN A FEW SHORT WEEKS, WE'VE ALREADY GAINED SEVEN ADDITIONAL PERCENTAGE POINTS.

WE ARE OVER HALFWAY THERE, AND WE ARE CONFIDENT THAT THE SYSTEMS WE HAVE IN PLACE WILL CONTINUE TO YIELD HIGHLY SUCCESSFUL RESULTS.

OUR INTENTIONAL PROGRESS MONITORING AND PLANNING INCLUDES SOME OF THE FOLLOWING.

WE ENSURE AND VERIFY OUR SPED SENIORS GRADUATE WITH CMR ACHIEVEMENT INCREASING STUDENT ENROLLMENT AND PERFORMANCE IN DUAL CREDIT.

BECAUSE IN LAMAR CISD DUAL CREDIT WORKS FOR US, ENSURING STRONG ALIGNMENT BETWEEN OUR CTE COURSES AND CORRESPONDING IBCS FOR CTE COMPLETERS AND WE ALSO. PART OF OUR PLAN IS THAT WE INSIST ON MULTIPLE INDICATOR ACHIEVEMENT.

SO JUST BECAUSE A STUDENT MEETS IT ONE WAY, WE DON'T JUST STOP THERE.

WE WANT OUR STUDENTS TO DEMONSTRATE AS MANY CMR INDICATORS AS ARE POSSIBLE.

ONCE AGAIN. WHAT ARE THOSE INDICATORS? OKAY, THERE'S 11 OF THEM.

I'M TRYING MY BEST TO GET THEM OFF THE DOME. OKAY.

ALL RIGHT. YOU'VE GOT TO SEE YOU'VE GOT ADVANCED PLACEMENT.

YOU'VE GOT DUAL CREDIT. YOU'VE GOT AN ASSOCIATE'S DEGREE.

YOU'VE GOT ON RAMPS, YOU'VE GOT SPED ADVANCED DIPLOMA.

YOU'VE GOT IBCS. INDUSTRY BASED CERTIFICATIONS.

WORKFORCE READINESS. MILITARY ENLISTMENT. LEVEL ONE AND LEVEL TWO CERTIFICATIONS. I SAID MILITARY, AND I SAID AN ASSOCIATE'S DEGREE.

I'M NOT TRYING TO. YOU'RE NOT TRYING TO PUT ME ON THE SPOT.

YES. LEVEL ONE. LEVEL TWO. WHY WOULD THAT NOT BE A.

POST-SECONDARY INSTITUTE. BUT SEE THE DUAL CREDIT THAT WE DO WITH THEM.

THAT'S WHERE YOU RECEIVE THE LEVEL ONE AND LEVEL TWO CERTIFICATES. SO IT'S NOT A THEY'RE NOT AN INDUSTRY BASED CERTIFICATION.

HOW DO YOU HOW DO STUDENTS RECEIVE AN INDUSTRY BASED CERTIFICATION? SO AND I THE CERTIFICATIONS THAT SHE'S REFERRING TO ALL OF OUR PROGRAMS OF STUDY FOR CTE HAVE CTE.

OKAY. CORRECT. OKAY. SORRY. THAT ANSWERS IT FOR ME.

OKAY. THANK YOU. YEAH. AND ANOTHER QUICK QUESTION.

JUST ONE. CORRECT. SO NOT JUST COMPLETING THE COURSE, WE'RE NOT JUST SITTING IN THE COURSE.

YOU HAVE TO EARN CREDIT IN THAT COURSE. AND CREDIT FROM UT IS A D OR HIGHER.

WE DON'T WANT THEM MAKING D'S. BUT THE STATE WILL GIVE US CREDIT FOR A D OR HIGHER, WHEREAS DUAL CREDIT HAS TO BE A C OR HIGHER.

I'M SORRY. YES. OKAY. ANYTHING ELSE? ALL RIGHT.

SO OUR SECOND. THAT WAS OUR FIRST. SO OUR SECOND CC.

CC OUR GOAL IS THAT BY MAY OF 2027, 50% OF OUR GRADUATES WILL MEET CMR OUTCOME BONUS CRITERIA.

[01:10:11]

ONE IT'S THROUGH COLLEGE READINESS. SO A STUDENT MUST ACHIEVE A COLLEGE READINESS SCORE IN MATH AND READING ON EITHER THE C, THE SAT OR THE ACT. IN ADDITION TO THAT, THE STUDENT MUST ALSO ENROLL IN A POST-SECONDARY INSTITUTION.

THE FALL IMMEDIATELY PRECEDING HIGH SCHOOL GRADUATION.

OKAY. OR THE FALL IMMEDIATELY FOLLOWING HIGH SCHOOL GRADUATION.

THE ONLY OTHER CAVEAT TO THAT IS THAT A STUDENT EARN AN ASSOCIATE'S DEGREE WHILE THEY'RE STILL IN HIGH SCHOOL.

SO ANY COMBINATION OF THAT MAKES A STUDENT COLLEGE READY ON THE HB THREE SIDE OF CMR. OKAY. OUTSIDE OF COLLEGE READINESS, THERE'S ALSO CAREER READINESS.

SO CAREER READINESS ON HB THREE ALSO STATES THAT A STUDENT MUST ACHIEVE A COLLEGE READINESS SCORE ON THE TSIA, THE SAT OR THE ACT. IN ADDITION, IN ADDITION TO THAT, THEY MUST EITHER EARN AN IBC OR A LEVEL ONE OR LEVEL TWO CERTIFICATE, WHICH IS WHAT YOU HEARD DOCTOR LAZAR. JUST MENTION. OKAY.

OKAY. SO FOR THE SAT, A COLLEGE READINESS SCORE IS A 480 ON THE ENGLISH SECTION AND A 530 ON THE MATH SECTION ON THE ACT.

IT'S A COMBINATION OF THE ENGLISH AND THE READING. THEY COMBINE TOGETHER AND IT HAS TO BE A 40, AT LEAST A 40. AND THEN FOR THE MATH, IT HAS TO BE A 22.

OKAY. TSIA THE READING STANDARD IS A 945 AND THE MATH IS A 950.

HOW DIFFICULT IS IT FOR STUDENTS ENROLLED IN COLLEGE TO FOLLOW? SO OUR STUDENT THAT'S PART OF OUR OUR REPORTING, ASSESSMENT AND ACCOUNTABILITY TEAM THAT IS PART OF THEIR PART OF THEIR WORK THAT THEY WE HAVE TO TRACK WHERE STUDENTS LAND POST-SECONDARY.

SO IT'S. WELL, I DON'T REALLY KNOW HOW DIFFICULT IT IS.

I JUST KNOW WHEN I CALL BRIAN MOORE FOR IT, HE SPITS IT OUT FOR ME.

RIGHT. SO OUR ANA REPORTING ASSESSMENT AND ACCOUNTABILITY, I'M CERTAIN THERE ARE THERE ARE CERTAIN INDICATORS AND MEASUREMENTS THAT THEY USE, BUT I CAN'T SPEAK SPECIFICALLY TO THE NUANCES OF IT.

I'M WONDERING HOW ACCURATE IT ACTUALLY IS. WELL, IT IT SPEAKS TO THE TEXAS HIGHER EDUCATION COORDINATING BOARD.

OKAY. SO YES. SO WE'RE NOT JUST MAKING IT UP, I PROMISE.

YES YES YES YES YES. SO. YES. AND SO FOR THE MILITARY, WE TRACKED DOCTOR LAZARO, IF YOU DON'T MIND. IF YOU WANT TO COME UP AND SPEAK A LITTLE BIT MORE TO HOW WE TRACK MILITARY, IT'S CHANGED OVER THE LAST YEAR. SO IT USED TO BE INCREDIBLY DIFFICULT BECAUSE YOU HAD TO GET A WHAT'S CALLED A DD FORM FOR ALL THAT GOOD STUFF.

THAT SYSTEM IS NO MORE. NOW IT'S BEING TRACKED DIRECTLY FROM THE FEDERAL GOVERNMENT, SO WE WON'T HAVE TO OBTAIN THOSE FORMS ANYMORE.

WE WILL RECEIVE FROM THE GOVERNMENT. THESE STUDENTS HAVEN'T HAVE ARE NOW ENROLLED IN THE MILITARY.

OKAY, SO TELL ME IF I'M WRONG. IT'S MY UNDERSTANDING THAT OUR GOAL IS TO HAVE 10% OF EACH GRADUATING CLASS BECAME AN ASSOCIATE'S DEGREE. YES, SIR. YOU'RE NOT. YOU'RE NOT.

WE'RE VIBING. IT WILL IT WILL DEFINITELY COMPLIMENT IT.

IT WILL DEFINITELY COMPLIMENT IT, COMPLIMENT IT, AND IT WILL DEFINITELY RAISE OUR OUTCOMES BONUS.

SO CMR ON THE HB THREE SIDE IT WILL DEFINITELY ADD VALUE TO THAT.

OKAY. ALL RIGHT. WHICH LEADS ME TO THAT THIRD MANNER IN WHICH A STUDENT CAN DEMONSTRATE CMR ON THE HB THREE SIDE, WHICH IS MILITARY READINESS. AND AGAIN, A STUDENT MUST ENLIST IN THE US ARMED FORCES THIS YEAR ON THE A THROUGH F SIDE OF CMR. THE STATE HAS QUANTIFIED THE ASVAB SCORE, SO STUDENTS MUST TAKE THAT ASVAB AND EARN AT LEAST A 31 ON THE ASVAB, IN ADDITION TO ENROLLING IN THE US ARMED FORCES.

THE THE BIGGEST THING HERE TO NOTE IS THAT REGARDLESS OF.

IF A STUDENT IS COLLEGE DRIVEN CAREER DRIVEN UNDER HB THREE, WE ARE REQUIRED OR STUDENTS ARE REQUIRED TO.

TO DEMONSTRATE COLLEGE READINESS ON THE TSIA, THE SAT OR THE ACT.

OKAY. SO SOMETIMES WE TRY TO PUT KIDS IN BUCKETS, RIGHT? THERE ARE CTE, KIDDO. THEY'RE GOING TO GO THE CTE ROUTE, WHICH IS FINE, BUT UNDER THE GUIDELINES OF H.B.

THREE, WE STILL HAVE A RESPONSIBILITY TO ENSURE THAT THAT KIDDO CAN SIT FOR A COLLEGE READINESS EXAM AND MEET STANDARD.

IT'S THE. THE TEXAS SUCCESS INITIATIVE IS A. IT'S THE TEXAS VERSION OF COLLEGE BOARD'S ACCUPLACER.

EVERYBODY. ANYBODY CAN TAKE IT. ANY STUDENT CAN TAKE IT.

TYPICALLY WE OFFER IT THE SENIOR YEAR. STUDENTS CAN TAKE IT AS WELL.

[01:15:04]

OKAY. SOME STUDENTS HAVE TOLD ME THAT THEY TAKE COLLEGE COURSES.

YES. AND DOES THAT, DOES THAT FORCE AND COMPLETE THAT REQUIREMENT.

SO THAT'S LOADED. OKAY. SO WE DO HAVE THE TEXAS COLLEGE BRIDGE, WHICH IS A COLLEGE PREP MATH COURSE THAT STUDENTS CAN TAKE TO EARN A TSIA WAIVER. SO PRIOR TO FALL 2026, THE TEXAS EDUCATION AGENCY ALLOWED US TO USE COLLEGE PREP MATHEMATICS AS A AN EXEMPTION FROM PASSING THE TSIA MATH FALL 2026 THAT IS NO LONGER AVAILABLE.

SO SINCE THAT'S NO LONGER AVAILABLE, THE ONLY WAY THAT STUDENTS CAN DEMONSTRATE COLLEGE READINESS IS THROUGH THE SAT, THE ACT, OR THE TSIA. THEY TOOK THAT OFF THE TABLE AND THEY DIDN'T LET US KNOW UNTIL THE SPRING. WE ARE TWO. BUT BUT BUT DOCTOR LAZARRE AND I, YOU ALL.

WE'VE TOLD YOU ALL IN TIMES PAST THAT WE DO WHAT'S CALLED OUR CMR WORLD TOURS WITH OUR.

WITH OUR HIGH SCHOOLS WE MEET WITH THEM THREE TIMES.

WE AGGRESSIVELY MONITOR CMR PERFORMANCE. I WILL TELL YOU THAT EVEN THOUGH IT HAS BEEN TAKEN OFF THE TABLE, OUR CAMPUSES ARE READY. OKAY. AND THEY'RE READY BECAUSE WE HAVE MADE CERTAIN THAT THEY ARE, THAT THEY ARE READY BY INFORMING THEM AND KEEPING THEM ABREAST OF CHANGES.

BUT I WILL TELL YOU THAT EACH OF OUR HIGH SCHOOLS ARE VERY CONNECTED TO THE FACT THAT EVEN THOUGH COLLEGE BRIDGE DOES OFFER OUR STUDENTS AN A TSIA EXEMPTION IT, IT IS STILL INCUMBENT UPON US TO MAKE CERTAIN THAT THEY CAN SIT SUCCESSFULLY FOR THOSE COLLEGE READINESS EXAMS. OKAY. EVEN WITH A TEXAS COLLEGE BRIDGE MATH COURSE, HOWEVER STUDENTS CAN STILL WALK ONTO AT LEAST 100 COLLEGES AND UNIVERSITIES IN THE STATE OF TEXAS, AND THEY CAN STILL SIT AND START TAKING COLLEGE MATH COURSES FOR CREDIT.

BECAUSE TEXAS COLLEGE BRIDGE HAS AN MOU WITH OVER 100 COLLEGES AND UNIVERSITIES.

SO EVEN THOUGH IT DOESN'T DO ANYTHING FOR US ON THE CMR SIDE, OUR RESPONSIBILITY IS TO MAKE CERTAIN WE TAKE CARE OF KIDS.

SO EVEN IF IT DOESN'T GET US ANYTHING ON ACCOUNTABILITY, WE TAKE CARE OF KIDS AND WE STILL OFFER THEM THAT OPPORTUNITY SO THAT THEY CAN LEAVE FROM US, AND THEY'RE LEAVING WITH US, FROM US WITH A CERTIFICATION THAT SAYS, I CAN STILL, I'M COLLEGE READY IN MATH SO I CAN START TAKING COLLEGE ALGEBRA AS SOON AS I GET TO WHEREVER I'M GOING. THAT'S ONE OF THOSE 100 SCHOOLS THAT THAT HAS AN MOU WITH TEXAS COLLEGE BRIDGE.

OKAY. SO IN CLOSING AS A REMINDER, OUR, OUR GOAL NUMBER TWO IS THAT 50% OF OUR GRADUATES WILL MEET CMR OUTCOME BONUS CRITERIA FROM THE CHART.

ON THIS SLIDE, YOU CAN SEE THAT WITH THE CLASS OF 26, 40% OF OUR GRADUATES MET OUTCOMES BONUS CRITERIA.

OKAY. SO THAT MEANS 40% OF OUR GRADUATES MET THAT STANDARD IN BOTH ELA AND MATHEMATICS.

ON SATTSIACT. OKAY. CURRENTLY WE HAVE ABOUT 36% OF OUR CLASS OF 27 SENIORS WHO HAVE MET CMR OUTCOMES BONUS CRITERIA. WE REMAIN HIGHLY CONFIDENT, THOUGH, THAT THE SYSTEMS AND STRUCTURES THAT WE HAVE IN PLACE AT BOTH THE DISTRICT AND CAMPUS LEVELS WILL ENABLE US TO REACH OUR GOAL WHILE ENSURING STUDENT READINESS FOR POST-SECONDARY.

SOME ACTIONS THAT WERE TAKEN TO ENSURE OUR STUDENTS ARE MEETING THAT OUTCOMES. BONUS CRITERIA ARE.

WE DO AGAIN, WE FACILITATE THOSE CMR CHECK POINTS WITH CAMPUSES.

AGAIN, THAT IS OUR HIGHLY AGGRESSIVE PROGRESS MONITORING EFFORT BETWEEN ADVANCED ACADEMICS AND CTE.

WE ENSURE EACH HIGH SCHOOL HAS A CMR ACTION PLAN THAT ADDRESSES TSI AYE READINESS.

I'M SORRY. EXCUSE ME. THAT ADDRESSES TSI READINESS IN ENGLISH AND MATHEMATICS.

I'M UTILIZING THOSE PLANS TO BE INTENTIONAL IN OUR CONNECTION WITH EACH CAMPUS.

WE PARTNER WITH SEVERAL THIRD PARTY COLLEGE READINESS VENDORS TO PROVIDE TEACHER TRAINING, STUDENT BOOT CAMPS, TUTORIALS, PREPARATION RESOURCES, ALL THOSE THINGS THAT WE SEND DIRECTLY TO CAMPUSES TO LEVERAGE AND ALIGN WITH THEIR ACTION PLAN AND CMR GOALS. WE INSIST ON ACTIVE DATA MONITORING AND DEVELOPING OUR CAMPUS LEADERS TO USE AVAILABLE DATA SYSTEMS TO KNOW WHERE STUDENTS ARE, GAUGE THEIR STRENGTHS AND WEAKNESSES, AND AGAIN, DEVELOP PLANS AROUND SATACT OR TSIA.

AND THEN AGAIN, WE OFFER MULTIPLE OPPORTUNITIES FOR STUDENTS TO DEMONSTRATE THAT TASB ACHIEVEMENT.

AND SO WE HAVE SAT SCHOOL DAY, WE HAVE WEEKEND SAT ACT OPPORTUNITIES.

WE OFFER THE TSI MULTIPLE JUNCTURES THROUGHOUT THE SCHOOL SCHOOL YEAR.

SO IT'S NOT LIKE A ONE AND DONE. WE DO TRY TO PROVIDE AGAIN, OUR STUDENTS EVERY OPPORTUNITY THAT WE CAN TO DEMONSTRATE THAT READINESS BEFORE THEY EXIT FROM US. OKAY. QUESTIONS.

IS IT EVER EVALUATED BY THE FAMILY OF ESSER? IT CAN BE.

[01:20:05]

BUT THE 50%. ARE THERE ANY THAT. HONESTLY, IT'S IT'S IT'S A GLOBAL PIECE.

WE DO NOT HAVE ONE GLARING SUB POP THAT'S DOING JUST DRAMATICALLY, WONDERFULLY BETTER THAN ANY TSC OR TSC.

READINESS IS A STATE WIDE ISSUE. AND SO EVERY SINGLE ONE OF OUR.

I MEAN, AND IT MIGHT BE INCREMENTAL, WE MIGHT HAVE ONE SUB POP THAT'S LIKE MAYBE 4 TO 5 PERCENTAGE POINTS HIGHER, BUT THERE ARE NO GLARING INDICATORS IN OUR SUB POP DATA.

WHILE YOU'RE IN FRONT OF US. I JUST WANTED TO SHARE THAT YOU ARE.

INDEED I AM. THE OTHER THING I WANTED TO MY APPRECIATION FOR HOW MUCH YOU HELPED US WITH THE SCHOLARSHIP.

I KNOW THAT YOU WORK HARDER THAN YOU THINK. WELL.

THANK YOU. THANK YOU. MISS FOSTER IS UP WITH THE SIP AND THE DIP.

SHE DID, MISS LENA. SORRY. YES. YES. SHE WAS NOT.

BUT LENA DID COME. WE DID AWARD HER THAT SCHOLARSHIP.

WE TOOK CARE OF IT. AND THANK YOU TO MISS BARBARA JOHNSON FOR HER ASSISTANCE WITH THAT AS WELL. BUT, YES, WE GOT THAT BABY TAKEN CARE OF.

THANK Y'ALL. ALL RIGHT, Y'ALL. GOOD AFTERNOON.

I AM GOING TO REVIEW OUR DIP AND CIP IMPROVEMENT PLANS AND JUST HOW WE CREATE THOSE.

OKAY. SO EACH YEAR, OUR DISTRICT AND CAMPUS LEADERS REVIEW DATA SOURCES, INCLUDING, BUT NOT LIMITED TO ACADEMICS, ATTENDANCE, DISCIPLINE, AND GRADUATION RATES TO DETERMINE AREAS OF NEEDED IMPROVEMENT.

ALL OF THESE DATA SOURCES ARE REVIEWED TO CREATE A COMPREHENSIVE NEEDS ASSESSMENT.

SO ALL THE DATA THAT YOU GUYS HAVE JUST HEARD FROM MISS COTTINGHAM, FROM MISS BAINES, ALL OF THOSE SOURCES ARE REVIEWED IN ORDER TO CREATE OUR COMPREHENSIVE NEEDS ASSESSMENT. EACH CAMPUS TEAM UTILIZES THEIR CAMPUS BASED DECISION MAKING COMMITTEE, WHICH IS BASED ON BOARD POLICY, BCP LOCAL, TO REVIEW THEIR DATA AND ULTIMATELY CREATE THEIR IMPROVEMENT PLAN.

THESE TEAMS CONSIST OF ADMINISTRATORS, TEACHERS, PARENTS, COMMUNITY MEMBERS AND BUSINESS REPRESENTATIVES.

EACH CHIEF AT THE DISTRICT LEVEL WORK WITH THEIR TEAMS TO CREATE OBJECTIVES AND STRATEGIES TO WORK TOWARDS ATTAINMENT OF EACH GOAL.

THE DISTRICT HAS A. THE DISTRICT HAS A DISTRICT IMPROVEMENT PLAN COMMITTEE MADE UP OF ADMINISTRATORS, TEACHERS, COUNSELORS, STAFF MEMBERS, AND PARENTS THAT ALSO TAKE TIME TO REVIEW THE DATA AND PROVIDE FEEDBACK ON OBJECTIVES AND STRATEGIES FOR THE DIP.

THE 2627 DISTRICT IMPROVEMENT PLAN WAS DEVELOPED USING THE FIVE PRIORITIES OUTLINED IN THE DISTRICT STRATEGIC PLAN, WHICH WAS APPROVED BY THE BOARD OF TRUSTEES IN MAY OF 2025.

PRINCIPALS AND CAMPUS LEADERSHIP TEAMS THEN USED THE DISTRICT GOALS AND FOCUS AREAS TO ALIGN THEIR CAMPUS IMPROVEMENT PLANS.

THIS INTENTIONAL ALIGNMENT ENSURES THAT EVERY CAMPUS IS WORKING TOWARDS THE SAME DISTRICT WIDE PRIORITIES, PROMOTING CONSISTENCY, SHARED ACCOUNTABILITY, AND A UNIFIED VISION FOR STUDENT SUCCESS ACROSS ALL CAMPUSES.

WHEN CREATING OUR CAMPUS IMPROVEMENT PLANS, OUR CAMPUS TEAMS HAVE COMPLETED THEIR COMPREHENSIVE NEEDS ASSESSMENT AND THEN IDENTIFIED AREAS OF IMPROVEMENT.

CAMPUS GOALS ARE ALIGNED TO THE DISTRICT GOALS.

SPECIFIC PERFORMANCE OBJECTIVES, AND STRATEGIES WERE CREATED TO GUIDE THE WORK OF EACH CAMPUS.

THE DISTRICT IMPROVEMENT PLAN, AS WELL AS OUR CAMPUS IMPROVEMENT PLANS, EACH HAVE FIVE GOALS.

THIS IS WHAT OUR GOALS LOOK LIKE IN THE PLAN FOR LEARNING PLATFORM.

IT'S CALLED PLAN FOR LEARNING, AND THAT'S WHERE WE HOUSE OUR DISTRICT IMPROVEMENT PLAN AS WELL AS THE CAMPUS IMPROVEMENT PLANS.

OKAY. AND SO FROM OUR GOALS, I SKIP A PAGE. I'M SORRY.

I HAVE IT HERE. SO EACH YEAR WE HAVE WHAT WE CALL OUR WE DO OUR MEDIA REVIEW THAT OCCURS IN FEBRUARY.

AND THAT'S WHERE WE COME BACK. AND WE ARE LOOKING AT THOSE OBJECTIVES AND THOSE STRATEGIES.

AND WE'RE CHECKING FOR PERFORMANCE. YOU GUYS TALKED ABOUT THAT PROGRESS MONITORING.

AND SO THAT'S WHERE THE CAMPUS IS AS WELL AS DISTRICT LEVEL LEADERS ARE LOOKING AT DATA AND TRACKING.

HOW ARE WE ATTAINING THOSE OBJECTIVES AND STRATEGIES.

WE ALSO COME BACK AND WE COMPLETE OUR SUMMATIVE EVALUATION IN LATE MAY, EARLY JUNE, AND THAT'S AFTER WE'VE RECEIVED THOSE STAR SCORES AND ALL OF THOSE DATA SOURCES. AND THEN WE USE THAT INFORMATION TO BEGIN PLANNING FOR THE NEXT YEAR'S CIP OR DIP OKAY.

[01:25:07]

AND SO BASED ON THE INFORMATION AS WE SIT IN THOSE COMMITTEE MEETINGS, WHETHER IT'S AT THE DISTRICT LEVEL OR THE CAMPUS LEVEL, WE'RE LOOKING AT THOSE STRATEGIES, THOSE PERFORMANCE OBJECTIVES AND DECIDING HOW WE NEED TO PROCEED.

WE ALSO THEN TAKE THAT INFORMATION AND CREATE THAT COMPREHENSIVE NEEDS ASSESSMENT BASED ON THE DATA.

ONCE WE HAVE THAT COMPREHENSIVE NEEDS ASSESSMENT, WE TAKE THE TIME WITH THOSE GOALS, THE STRATEGIES AND PERFORMANCE OBJECTIVES, AND DECIDE HOW WE'RE GOING TO MOVE FORWARD FOR THE UPCOMING SCHOOL YEAR.

SO IT IS NOT AN ACTION ITEM. THIS IS ONLY FOR INFORMATION.

YES. AND THAT WAS YES. SO WHAT WE DO WE HAVE WE PROVIDE A IN MAY AT THE END OF MAY, WE ALL COME TOGETHER WITH ALL CAMPUS LEADERS, MYSELF, OUR ANA, OUR STATE AND FEDERAL PROGRAMS, AND WE AND OUR A AND A IS REPORTING, ASSESSMENT AND ACCOUNTABILITY.

AND SO WE MEET WITH THE CAMPUSES AND WE EXPLAIN TO THEM WHAT IS REQUIRED IN THEIR CAMPUS IMPROVEMENT PLAN.

WHAT ALL THINGS ARE REQUIRED. THEIR DATA SOURCES AND THE DIFFERENT THINGS THAT THEY COULD USE TO CREATE THEIR CIP.

AND SO THEN WE GIVE THEM A TIMELINE. AND SO WITH US, OUR TIMELINE STARTS.

THEY HAD TO HAVE ALL OF THEIR ROUGH COPY INTO THE SYSTEM BY THE 18TH OF THIS MONTH.

AND SO ONCE IT WAS INTO THE SYSTEM, OUR DISTRICT TEAM, WHICH INCLUDES YOUR AREA SUPES, WHICH INCLUDES CTE, OUR ADVANCED ACADEMICS, ALL OF THE DIFFERENT DEPARTMENTS THEN PROVIDE FEEDBACK TO OUR CAMPUS PRINCIPALS.

AND THEN WE JUST ACTUALLY PUT THAT INFORMATION BACK OUT TO OUR CAMPUSES THIS WEEK.

AND NOW OUR CAMPUSES ARE ABLE TO USE THAT FEEDBACK TO THEN UPDATE THEIR CIP.

CONSIDERED INVOLVED IN ANY TIME OF DAY, RIGHT? THERE ARE. HOW IS THERE ANY KIND OF. MONITORING THROUGHOUT THE YEAR? ABSOLUTELY. YOU KNOW, JUST LIKE. YOU KNOW.

ABSOLUTELY. SO WE HAVE A SITE BASED DECISION MAKING COMMITTEE THAT IS ON EVERY CAMPUS.

AND THAT CAMPUS IS MADE UP OF TWO THIRDS OF THE TEACHERS ON THE CAMPUS.

YOU HAVE TO HAVE TWO THIRDS OF THE COMMITTEE BE TEACHERS.

AND SO DURING THAT COMMITTEE MEETING, THEY ARE REVIEWING THOSE GOALS.

THEY ARE GIVING FEEDBACK. THEY ARE ALSO ABLE TO GIVE SUGGESTIONS ON, YOU KNOW, WHAT WOULD THEY LIKE TO SEE ON THEIR CAMPUS BASED OFF OF BASED OFF OF THE DATA.

EXCUSE ME. HOW DO THEY DO? THEY HAVE MEETINGS WITH THEIR OTHER TEACHERS IN ALL THE DIFFERENT SCHOOLS? SO SO. YES. WHAT KIND OF FEEDBACK? USUALLY THEY DO.

AND USUALLY WHAT HAS HAPPENED IN THE PAST. AND FOR ME, AS AS A CAMPUS, A FORMER CAMPUS PRINCIPAL, USUALLY IT WAS MY TEAM LEADERS THAT WERE SITTING ON MY SITE BASED DECISION MAKING COMMITTEE.

SO THEN THEY ALSO GO, THEN THEY GO BACK TO THEIR TEAMS AND GET THEIR FEEDBACK, AND THEN THEY COME AND SHARE OUT AT OUR SITE BASED DECISION MAKING COMMITTEE MEETINGS.

OR THINGS THAT WEREN'T WORKING WELL. AND ABSOLUTELY THEY SHOULD.

YES, MA'AM. THEY SHOULD FEEL COMFORTABLE ENOUGH TO BE ABLE TO SHARE THAT INFORMATION. AND THEN WE ALSO USE THE K 12 CLIMATE SURVEY, WHICH THEN THAT IS A PART THAT'S ANOTHER DATA SOURCE THAT CAMPUSES USE TO DRIVE THEIR CIP AS WELL.

AND SO THAT'S WHEN WE DO GET THAT FEEDBACK. AND THOSE YOU KNOW, FROM TEACHERS, THEY ALSO GIVE THAT ANONYMOUS FEEDBACK.

AND SO PEOPLE ARE A LITTLE BIT MORE HONEST WHEN THEY'RE ABLE, YOU KNOW, THEY FEEL THAT THEY'RE ANONYMOUS TO GIVE THAT FEEDBACK.

SO THAT'S NOT AT ALL. WELL IT'S DISAGGREGATED.

RIGHT. SO WE KNOW WHAT'S LIKE WHAT TEACHERS ARE SAYING, WHAT PARENTS ARE SAYING, WHAT STUDENTS ARE SAYING. SO IT'S.

YES. YES. MY THOUGHT DOESN'T REALLY. LOOK LIKE WE WERE SAYING, IF YOU'RE DOING A SURVEY, YOU WOULDN'T SEND BAD TEACHERS. RIGHT. I DON'T KNOW.

I GUESS MY THING IS, I THINK IT WOULD BE IT WOULD BE BENEFICIAL FOR EVERYBODY.

JUST LIKE A CLIMATE SURVEY DIFFERENT THAN A HOW IS YOUR DAY TO DAY WORK? RIGHT. SO IT'S ONE THING. YES. I JUST LIKE IT'S REALLY DIFFERENT.

[01:30:03]

OF COURSE, IT WAS TWO THIRDS OF THE TEACHER. SO I WOULD MAKE SURE THAT I HAD A TEACHER FROM EVERY GRADE LEVEL. I WOULD HAVE A SPED TEACHER ON IT.

I WOULD HAVE A PARA, I WOULD HAVE ONE OF MY FRONT DESK LIKE MY CLERK ON IT.

AND THEN YOU WOULD HAVE TO HAVE YOUR BUSINESS MEMBER AND THEN YOUR COMMUNITY MEMBER AS WELL.

AND THEN YOU ALSO HAVE A DISTRICT REP AND PARENTS.

YES. PARENTS. YES. PARENTS. AND HONESTLY, THEY WERE VERY FORTHCOMING.

YOU KNOW, AT BOTH CAMPUSES, I SERVED AS A PRINCIPAL ON BOTH OF THOSE COMMITTEES.

THE PARENTS WERE VERY FORTHCOMING WITH FEEDBACK AND INFORMATION.

TEACHERS WERE AS WELL. AND SO AGAIN, AS A PRINCIPAL, IF YOU CREATE THAT ENVIRONMENT WHERE FEEDBACK IS A GIFT AND YOU RECEIVE THAT FEEDBACK, THEY DO GIVE IT IN THOSE MEETINGS. SO IT IS REQUIRED TWICE A YEAR.

HOWEVER, SOME CAMPUSES MEET MORE OFTEN. AND AGAIN, THAT'S NOT SOMETHING YOU HAVE TO.

IT'S THE MINIMUM TWICE A YEAR. TWICE A YEAR IS THE STATE LAW.

YEAH. LAST YEAR WE RECEIVED IT. YES. YOU GUYS WILL RECEIVE ACCESS TO PLAN FOR LEARNING AGAIN.

AND YOU GUYS STILL SHOULD HAVE IT IF YOU REMEMBER YOUR PASSWORD. BUT I KNOW IT'S BEEN A LONG TIME, BUT I DON'T WANT TO RELEASE IT TO YOU GUYS UNTIL OUR SIPS AND DIPS ARE READY FOR YOUR EYES. SO RIGHT NOW WE'RE STILL IN THAT EDITING PHASE AND, YOU KNOW, GETTING FEEDBACK AND UPDATING IT.

SO AS SOON AS IT IS READY FOR YOU GUYS TO VIEW, I WILL SEND OUT THAT INFORMATION AGAIN TO YOU GUYS.

YES. AFTER YOU GUYS APPROVED THEM, AFTER WE COME TO YOU GUYS AND HAVE THEM APPROVED BY THE BOARD. YES, MA'AM. MY QUESTION IS, DO WE WANT TO GIVE THOSE TO YOU A MONTH AHEAD OF TIME? IS THAT ENOUGH TIME TO REVIEW THEM PRAYING FOR YOU ALL.

OKAY. ANY OTHER QUESTIONS? THANK YOU. OH, YES.

I'M SORRY, SIR. I'M SORRY. OH. OKAY.

BESIDES HB THREE GOALS. AGAIN, ANY OTHER GOAL WE SET IS MORE LIKE AN ASPIRATION, NOT SOMETHING WE CAN NECESSARILY MEASURE, LIKE EACH TRUSTEE OR THE FIVE CANDIDATES.

I WOULD LOVE TO SEE JUST FOR THE DISTRICT IMPROVEMENT PLAN, THE FEBRUARY, APRIL AND JUNE REVIEWS.

SO THE DISTRICT APPROVES THE BOTH THE DISTRICT AND THE CAMPUS.

THEY REVIEW THERE AT THOSE INTERVALS. AND I WOULD LOVE FOR THE BOARD TO SEE OR HEAR FOR THAT FORMATIVE REVIEW. AT THOSE CHECKPOINTS.

LIKE PROGRESS. PROGRESS. JUST NOT THE CONVERSATION.

OKAY. OKAY. THIS COMING SPRING. NOT. OR LAST SPRING.

NO. FOR THIS. COMING. YEAH. YEAH. SO IN FEBRUARY, WHEN YOU REVIEW, WHEN YOU SIT DOWN AND REVIEW THE DISTRICT IMPROVEMENT PLANS, THEN I WOULD LOVE FOR THE BOARD TO HAVE A RECAP OF THOSE CONVERSATIONS.

AND THEN WE KNOW. THAT IF WE WANTED TO SEE THE PREVIOUS ONES, WE CAN WE CAN PLAN FOR.

YEAH, THEY'RE ALL THEY'RE ALL PUBLIC. THEY'RE ALL THERE. YEAH.

WE GET THAT PASSWORD SO YOU CAN SEE THEM THERE ON THE WEBSITE TO THE PUBLIC CAN SEE THEM.

AND I SAY THAT BECAUSE I NOTICED IN MY REVIEW THAT A LOT OF THOSE REVIEWS WERE BLANK.

AND SO THEN THAT MIGHT HOLD US ALL ACCOUNTABLE JUST STICKING TO THAT FORMATIVE PROCESS OF REVIEWING IT AND MAKING SURE THAT THE DATA IS THERE FOR THE PUBLIC.

[01:35:07]

OR THEY'RE ACTUALLY WRITING IT, UPDATING IT, UPDATING IT.

PROGRESS MONITORING IS WHAT THEY'RE DOING. AND THEN, YOU KNOW, BUT NOTHING'S REALLY OFFICIAL OFFICIAL. SO THEY DO EVERYTHING UNTIL THEY GET THEIR DATA. AND THEN, YOU KNOW, AND THEN THEY HAVE SOME HARD CHECKPOINTS IN THAT.

DID YOU WRITE THAT DOWN FOR. WHAT SHE JUST ASKED FOR TO SEE THAT IN FEBRUARY.

WHAT WERE YOU SAYING? YEAH. WELL IT SHOWS THAT IT'S. YEAH.

GOT IT. GOT IT. LET'S HOPE SO. WEATHER PERMITTING.

I DON'T KNOW. LIGHTNING SEEMS TO BE AN ISSUE.

I HAVE A MEETING WITH THE COMMISSIONER. OH, GOOD.

TOMORROW MORNING. GOOD. YOU HAVE PROMISED YOUR PARENTS.

I DO. GOOD. AFTER THAT.

THE MEETING IS ADJOURNED AT 4:40 P.M..

* This transcript was compiled from uncorrected Closed Captioning.