[00:00:03]
WE DO HAVE QUORUM WITH ALL MEMBERS PRESENT.
OUR FIRST ITEM ON THE AGENDA IS COMMUNICATION TO AND FROM THE BOARD, INCLUDING PUBLIC COMMENT.
[1. Communication to and from the Board including public comment]
SO WE WILL NOW MOVE TO THE PUBLIC COMMENT SESSION OF OUR AGENDA.THE BOARD WELCOMES COMMENTS ON AGENDA ITEMS FROM CITIZENS WHO HAVE COMPLETED PUBLIC COMMENT CARDS WHICH ARE ACCEPTED UNTIL THE BEGINNING OF THE MEETING, AND ARE NOT TRANSFERABLE TO OTHER SPEAKERS.
PLEASE BE ADVISED THAT THE INFORMATION SHARED IN PUBLIC COMMENT IS NOT AN ENDORSEMENT OF THE INFORMATION SHARED BY THE PRESENTER AND SOLELY PROVIDES THE OPINION OF THE INDIVIDUAL SPEAKER, NOT THE DISTRICT.
PUBLIC COMMENT ON ALL NON ACTION ITEMS WILL BE DEFERRED TO OUR NEXT REGULAR MEETING.
THE TOTAL TIME ALLOTTED FOR PUBLIC COMMENTS IS 10 MINUTES.
EACH SPEAKER SHALL HAVE 2 MINUTES TO ADDRESS THE BOARD.
SPEAKERS WILL BE CALLED IN THE ORDER IN WHICH THE INDIVIDUAL SIGNED UP TO SPEAK.
OUR FIRST SPEAKER IS EVELYN BROOKS, FOLLOWED BY MELINDA PRESTON.
I WAS WANTING TO KNOW IF I COULD.
IT WAS REVISED. WE DID CHANGE IT TO 3 MINUTES SO YOU CAN CHANGE MICHELE TO THREE, THANKS.
THANK YOU. SO I WAS SPEAKING TO THE AGENDA ITEM B1, ACT ON APPROVAL OF THE 2022-2023 TEK CERTIFICATION.
I JUST WANTED TO SPEAK WITH THE BOARD MEMBERS OR THE TRUSTEES JUST TO SEE HOW INFORMED YOU ARE OF THE AMPLIFY, SIMPLY BECAUSE THE STANDARDS THAT THE STATE HAS SAID THE TEKS ARE WHAT YOU ALL BASE YOUR CURRICULUM CHOICES ON.
SO WITH AMPLIFY, INDUCTIVE READING IS A BIG PART OF IT FOR GRADES K THROUGH FIVE.
HOWEVER, THE BASICS ARE JUST IMPORTANT WHEN TEACHING READING K THROUGH FIVE.
THOSE ARE THE MOST INSTRUCTIONAL YEARS FOR READING.
THERE NEEDS TO BE A STRONG PHONETIC FOUNDATION.
I DON'T KNOW HOW INVOLVED THE TEACHER IS WHEN IT'S A SOFTWARE DIGITAL LEARNING ENVIRONMENT.
SO I GUESS MY QUESTION IS HOW INVOLVED IS THE TEACHER IN THE ROLE OF TEACHING THE CHILDREN READING? WHEN YOU HAVE A INSTRUCTIONAL COURSE SUCH AS AMPLIFY, THAT IS SOFTWARE.
WHAT IS THE FOCUS, THE OBJECTIVE FOR READING? WE NEED STUDENTS TO SPELL CORRECTLY.
THEY NEED TO HAVE A STRONG PHONETIC BACKGROUND WHERE THEY HAVE THE LETTER SOUND ACQUISITION.
AND THERE HAS TO BE A LOT OF GUIDANCE FROM THE TEACHER.
CORRECT SPELLING, NOT [INAUDIBLE] SPELLING.
SO MY QUESTION TO YOU IS, WHEN YOU HAVE THE DIGITAL ENVIRONMENT, HOW MUCH TIME IS THE TEACHER WORKING WITH THE STUDENTS, WHETHER IN GROUPS OR ONE ON ONE IS MY CONCERN AND WILL THEY GET THAT IN AN INDUCTIVE REASONING TYPE OF LEARNING WHERE YOU'RE YOU'RE LOOKING AT EACH WORD? I THINK THE THE THE FOCUS FOR TEACHING TO CHILDREN, HOW TO READ AND WRITE AT THE GRADES OF K THROUGH FIFTH GRADE IS BASICALLY READING FOR INFORMATION, UNDERSTANDING THE TEXT, MAKING CONNECTIONS IN THE TEXT, AND BEING ABLE TO EXPRESS THAT IN READING AND WRITING AND SPEAKING RATHER.
SO I WOULD REALLY ENCOURAGE YOU TO LOOK AT THIS PROGRAM.
AND ALSO I WOULD LOVE FOR YOU TO LOOK AT AN ARTICLE.
IT'S READING AT THE COST OF $6.46.
IT WAS PUBLISHED IN JULY OF 2012.
AND IT WOULD ALLOW TEACHERS TO HAVE MORE INTERACTION WITH THEIR STUDENTS.
SO IT JUST TALKS ABOUT HOW IT GETS BACK TO THE BASICS OF LEARNING.
SO I THINK WE'RE MAKING IT TOO DIFFICULT.
[00:05:10]
GOOD MORNING. HOPE YOU GUYS ARE DOING WELL.FIRST OF ALL, THIS MEETING KIND OF POPPED UP AND I DIDN'T REALIZE IT WAS ON THE AGENDA.
IS THERE A WAY FOR US TO FIND OUT? I FOUND OUT ABOUT IT ON FRIDAY.
IS THERE A WAY TO FIND OUT A LITTLE BIT EARLIER ABOUT THE MEETINGS? THAT'S MY QUESTION. AND ALSO, HOW DO I FIND OUT ABOUT THE CURRICULUM YOU'RE GOING TO BE USING FOR K THROUGH 12? IS IT ON THE WEBSITE? IS THERE A PLACE FOR US TO SEARCH? I WOULD LIKE TO LOOK THROUGH THAT JUST TO SEE WHAT WHAT Y'ALL ARE USING AND FOR OUR CHILDREN.
SO IF THERE'S A WAY THAT WE CAN FIND THAT, IF YOU LET ME KNOW, THAT WOULD BE AWESOME.
CUNNINGHAM. DO YOU HAVE A FEW MOMENTS THAT YOU CAN ADDRESS THE CONCERNS ABOUT AMPLIFY?
[2.A. Consider and act on personnel recommendations]
ABSOLUTELY. FIRST, THANK YOU FOR YOUR QUESTIONS.JUST SO I WANT TO MAKE SURE I SEPARATE THAT.
THAT IS SOMETHING THAT WE DO ANNUALLY TO ASSURE THE BOARD THAT THE MATERIALS THAT WE PROVIDE STUDENTS COVER ALL OF THE TEKS ACROSS FRISCO ISD, ACROSS ALL SUBJECT AREAS.
IT'S A REQUIREMENT FOR US TO PURCHASE ITEMS FROM THE INSTRUCTIONAL MATERIALS ALLOTMENT FUNDS, AND THAT'S AN ANNUAL CERTIFICATION THAT IS US TELLING YOU AND THEN CERTIFYING TO THE STATE BOARD OF EDUCATION THAT ALL THE MATERIALS THAT WE UTILIZE IN FRISCO ISD ARE ALIGNED TO THE TEKS.
SO IT'S KIND OF AN ASSURANCE THAT WE ARE ACTUALLY TEACHING THE TEKS.
ONE OF THOSE IS UTILIZE A MCLASS, WHICH IS AN EARLY LITERACY ASSESSMENT THAT ALLOWS US TO COMPLETE A STATE REQUIREMENT FOR EARLY LITERACY SCREENING.
AND WE GET THIS AT NO COST, AS YOU'LL SEE IN THE CONTRACT.
THAT IS A THAT'S FROM THE STATE.
STATE HAS A LIST OF REQUIRED ASSESSMENTS, MCLASS IS THE ONE THAT WE'RE WE CAN USE.
SO THAT'S PART OF THE CONTRACT.
THE OTHER PART OF THE CONTRACT IS THE AMPLIFY PLATFORM.
THERE ARE PIECES THAT THE TEACHERS ARE ABLE TO TAKE AND UTILIZE AS SUPPLEMENTAL INSTRUCTION.
THIS IS NOT THE PRIMARY MODE OF INSTRUCTION IN FRISCO ISD FOR ELEMENTARY STUDENTS.
AND SO I WANT TO MAKE SURE THAT YOU WERE SEPARATE.
AMPLIFY IS A RESPONSE TO HOUSE BILL 4545.
WE ARE USING ESSER FUNDS TO PURCHASE THIS.
THIS IS PART OF OUR RETURN TO SCHOOL SAFE SCHOOL PLAN THAT WE POST IN ESSER.
THIS IS THE SECOND YEAR THAT WE ARE UTILIZING THIS RESOURCE.
I'D ALSO LIKE TO ASK OUR EXECUTIVE DIRECTOR OF TEACHING LEARNING, DR.
CHRIS FIORE, TO COME UP AND SHE CAN TALK A LITTLE BIT ABOUT HOW THIS INTERFACES WITH OUR TEACHING AND LEARNING INSTRUCTIONAL PRACTICES AND WHERE OUR AMAZING TEACHERS HAVE A GREAT DEAL OF AUTONOMY TO MAKE CERTAIN THAT WE MEET THE MAIN NEED OF OUR STUDENTS.
CUNNINGHAM. UM GOOD MORNING, EVERYONE.
THE GOOD THING ABOUT THIS RESOURCE IS THAT IT DOES PROVIDE DATA TO OUR TEACHERS AND WE DO LOOK AT THAT DATA, AND IT DOES ALSO HAVE SOME PERSONALIZATION PIECES THAT ALIGN TO OUR FUTURE READY VISION THERE TOO.
I WOULD BE CONCERNED IF THIS IS A RESOURCE WE DIDN'T HAVE AVAILABLE BECAUSE I WANTED TO MAKE SURE WE'RE SUPPORTING OUR TEACHERS TO THE BEST ABILITY WE CAN AND REDUCING THOSE TOOLS WOULD BE A CONCERN.
I DEFINITELY THINK THIS IS GOING TO BE A GREAT YEAR TO LOOK AT ALL OF THE ELEMENTARY ASSESSMENT TOOLS AND CURRICULUM TOOLS THAT WE HAVE FOR OUR TEACHERS AND MAKE SURE THAT ALL OF THEM ARE SUPPORTING AT THE LEVEL THAT WE WANT TO.
SO THAT'S GOING TO BE A HUGE PRIORITY FOR US THIS YEAR.
MOUTON AND OR HAVE A WORKING GROUP THAT DOES INVOLVE OUR CAMPUS PRINCIPALS TO GET THE VOICE OF THE TEACHER WITH THESE DIFFERENT VARIETY OF ASSESSMENTS THAT WE UTILIZE AND THE DIFFERENT RESOURCES WE UTILIZE.
SO THAT'S LONG BEEN A PART OF OUR APPROACH.
[00:10:10]
THIS TOOL. LAST YEAR IT WAS A VERY QUICK TURNAROUND AND WE HAD TRAINING, BUT WE DEFINITELY WANT TO INCREASE THE SUPPORT ON THE TRAINING SO THAT WE'RE LEVERAGING AND MAXIMIZING THIS RESOURCE AS A STRONG SUPPLEMENTAL TOOL TO OUR CURRICULUM.SO I KNOW THAT THE REQUIREMENTS FOR HB 4545 ARE INCREDIBLY RIGOROUS, AND I KNOW THAT OUR TEACHERS AND STAFF HAVE BEEN MET WITH A LOT OF EXTRA WORK ON THEIR PLATES BECAUSE OF THE REQUIREMENTS OF HB 4545.
WE WANT TO OUR KIDS TO HAVE EXACTLY WHAT THEY NEED AND HAVE THE RESOURCES.
SO MY QUESTION REGARDING THE AMPLIFY DATA COLLECTION, IS THAT HELPFUL FOR THEM OR IS IT SOMETHING I MEAN, DOES IT AID IN THEIR ABILITY TO TO PROVIDE THOSE REQUIREMENTS THAT THE STATE IS REQUIRING OF THEM? OR ARE THERE ADDITIONAL TOOLS NEEDED OUTSIDE OF AMPLIFY FOR THEM TO BE ABLE TO KIND OF LESSEN THAT WORKLOAD? THE THE TOOL DOES HELP THEM SIGNIFICANTLY WITH THOSE REQUIREMENTS.
BUT AGAIN, AS I MENTIONED BEFORE, IT IS A RESOURCE AVAILABLE TO OUR TEACHERS.
BUT IT'S DEFINITELY A GREAT RESOURCE THAT WE WOULD LOVE TO KEEP AVAILABLE FOR OUR TEACHERS.
I WOULD HATE TO PULL A RESOURCE AWAY AT THIS TIME BECAUSE THEN WE WOULD HAVE TO PATCH UP ALL THE REQUIREMENTS IN ADDITIONAL WAYS, WHICH WOULD ADD COMPLEXITY TO OUR TEACHERS AT THIS TIME TO MEET THE REQUIREMENTS OF THE STATE.
AND ON THE SET, ONE MORE THING.
THAT'S NOT WHAT THIS IS DESIGNED TO DO.
THIS IS DESIGNED FOR USES DURING THE SCHOOL DAY, DURING INTERMITTENT ENRICHMENT TIME.
SO I WANT TO MAKE SURE I HAD THAT PIECE TO IT AS WELL.
AND WE COULD ALSO PROVIDE MORE DETAILED INFORMATION FOR EVERYONE IN THE HOME BASE AS WELL.
ONE, YOU MENTIONED THAT OUR TEACHERS WOULD RECEIVE PROFESSIONAL LEARNING.
WILL THIS PROFESSIONAL DEVELOPMENT TAKE PLACE PRIOR TO THE NEXT SCHOOL YEAR BEGINNING? THE PROFESSIONAL LEARNING THAT WE HAVE IN PLACE? IF CAMPUSES ARE NEEDING SOME SUPPORT BEFORE SCHOOL STARTS, THAT IS DEFINITELY A REQUEST THAT THEY CAN PUT IN.
THEY DO HAVE THEIR PLANS DEVELOPED RIGHT NOW AND A LOT OF IT IS CAMPUS BASED.
WE HAVE MOVED OUR FRISCO ISD LEARN SECTION TO THE VERY BEGINNING OF SEPTEMBER AND THAT'S WHERE WE HAVE PLANS TO PROVIDE ADDITIONAL SUPPORT ON THIS RESOURCE.
AND THEN MY FINAL QUESTION IS, I KNOW THAT WE ARE USING IT AS AN ADDITIONAL RESOURCE, BUT WILL OUR TEACHERS BE REQUIRED TO PRODUCE ANY ADDITIONAL REPORTS BASED ON THIS RESOURCE THAT'S GIVEN? IN TERMS OF THIS RESOURCE PROVIDES REPORTS.
RIGHT. SO IS THIS SOMETHING THAT THEY NEED TO SUBMIT TO THEIR SUPERVISOR, THE PERSON THAT IS OVER THEIR AREA? WILL THEY HAVE TO SUBMIT ANY ADDITIONAL? THEY SHOULD NOT HAVE TO BECAUSE THAT INFORMATION IS READILY AVAILABLE.
THAT'S ONE OF THE CONVENIENCE PIECES OF THE RESOURCES.
OKAY. THANK YOU. YOU'RE WELCOME.
SO, HOW DOES THIS INTERFACE WITH THE READING LAB AND WITH THE LUCY HAWKINS READING CURRICULUM? ABSOLUTELY. CAN YOU BE MORE SPECIFIC ON READING LAB? WELL, I DON'T KNOW ENOUGH ABOUT IT TO BE MORE SPECIFIC.
SO WE HAVE THESE DIFFERENT PROGRAMS. YOU SAID THIS WAS MORE OF A RESOURCE LIBRARY THAN IT IS CURRICULUM, RIGHT.
SO HOW DOES IT ALL COME TOGETHER? LIKE, FOR EXAMPLE, IF I WAS A BRAND NEW TEACHER JUST OUT OF SCHOOL AND I'M STARTING, I'M GOING TO WORK AT GUN STREAM ELEMENTARY AND TEACH THIRD GRADE THIS YEAR AND I'VE NEVER TAUGHT BEFORE. HOW WOULD YOU EXPLAIN IT TO ME SO THAT I COULD UNDERSTAND HOW ALL OF THESE DIFFERENT THINGS WORK TOGETHER IN THE CLASSROOM FROM KIND OF A STUDENT PERSPECTIVE AS WELL AS A TEACHER PERSPECTIVE? ABSOLUTELY. THAT'S A GREAT QUESTION.
[00:15:04]
TEACHERS AND TEACHERS THAT EVEN NEED ADDITIONAL SUPPORT CAN REALLY COMPREHEND ALL OF THESE PIECES AND CONNECTED AND PUT IT WELL TOGETHER IN TERMS OF HOW IT ALL CONNECTS. IT CONNECTS WHEN YOU SAY READING, I'M ASSUMING THAT YOU MEAN OUR WORKSHOP MODEL FOR ELEMENTARY, WHERE WE HAVE THE TEACHER TABLE, WHERE STUDENTS ARE MEETING WITH TEACHERS BASED ON THE SKILLS THAT THEY'RE NEEDING TO WORK TO DEVELOP IN READING.SO I'M ASSUMING THAT'S WHAT YOU MEAN BY THE READING LAB.
THE WAY THAT THIS PROGRAM CAN SUPPORT IS DURING THAT INDIVIDUAL TIME.
THAT IS NOT A RESOURCE WE WOULD USE AT THE TEACHER TABLE BECAUSE THAT IS VERY MUCH MIRRORED AROUND TEACHER GATHERING AND GATHERING INFORMATION FROM THAT STUDENT AND HEARING THEM READ, SEEING THEIR ERRORS THAT THEY'RE MAKING AND THEIR MISCUES TO SUPPORT THAT WORK AND PERSONALIZE FOR THAT KID.
THIS IS A GREAT RESOURCE TO HAVE WHEN THAT KID ISN'T RIGHT THERE WITH THE TEACHER THAT THEY HAVE THOSE PERSONALIZED PATHWAYS, ESPECIALLY IF THEY ARE STUDENT THAT ARE THAT IS IN NEED OF SUPPORT, THAT THAT THAT PATHWAY VERY PERSONALIZED.
SO WE'RE MAXIMIZING THAT TIME FOR THEM.
SO ARE WE STILL USING THE LUCY HAWKINS PROGRAM? THE LUCY HAWKINS CURRICULUM IS DEFINITELY STILL A RESOURCE THAT WE HAVE.
BEING NEW TO THIS POSITION AFTER WEEK ONE VERY EXCITING WEEK.
WELCOME BY THE WAY. SO THAT IS DEFINITELY SOMETHING THAT MS. ORR AND I ARE GOING TO BE LOOKING AT AND WORKING WITH THE COORDINATORS AND DEFINITELY LOOKING AT ALL OF THESE RESOURCES BECAUSE IN FRISCO WE'RE VERY FORTUNATE THAT WE HAVE A LOT OF GREAT RESOURCES FOR TEACHERS.
IN TERMS OF THE LUCY HAWKINS, YES, IT IS STILL A RESOURCE TO SUPPORT THAT INSTRUCTION AT THIS TIME.
OKAY. SO HOW EXACTLY DOES THIS PROGRAM MAKE US COMPLIANT WITH HB 4545? BECAUSE I THOUGHT THAT WAS MORE AROUND PROVIDING SUPPORT FOR THE STUDENTS THAT DID NOT MEET THE THRESHOLD ON THE STAAR EXAM, WHICH OBVIOUSLY WOULDN'T BE ALL OF OUR STUDENTS RIGHT.
THAT'S A SMALL PERCENTAGE OF OUR STUDENTS, RIGHT THAT DON'T MEET THAT.
SO HOW DOES THIS THEN HELP US BECOME COMPLIANT? BECAUSE IT LOOKS LIKE WE'RE PURCHASING THE LICENSE FOR ALL OF OUR ELEMENTARY STUDENTS.
RIGHT. SO THERE'S, I FEEL LIKE THERE'S A PIECE I'M NOT UNDERSTANDING ABOUT HOW THAT CONNECTS BECAUSE WE WOULDN'T NEED TO PURCHASE A LICENSE FOR ALL OF OUR STUDENTS IF THIS ONLY WAS APPLICABLE TO A CERTAIN PERCENTAGE OF OUR STUDENTS.
SO CAN YOU HELP ME FILL IN THE GAPS ON THAT? ABSOLUTELY. WITH OUR FOURTH, INCOMING, FOURTH AND FIFTH GRADE STUDENTS THAT DID NOT PASS THE STAAR EXAMINATION, THIS RESOURCE IS DEFINITELY ONE THAT HELPS US KEEP TRACK OF THOSE HOURS, KNOW HOW THEY'RE PERFORMING, HAVING THE DATA THAT IS NEEDED THAT WE NEED TO MONITOR.
SO EVEN IF YOU DIDN'T PASS THE STAAR, BUT DURING THAT INDIVIDUAL TIME, IF THIS IS A RESOURCE THAT TEACHERS WANT TO BE ABLE TO WORK WITH, THE STUDENTS HAVE PERSONALIZATION FOR THEM WHEN THEY'RE NOT AT THE TEACHER TABLE.
WE WANT TO DEFINITELY HAVE THAT AS AN OPTION FOR THEM.
SO IT'S THIS RESOURCE IS HELPING US PLUG IN THE GAPS THAT WE NEED FOR STATE COMPLIANCE, BUT ALSO IS A GOOD RESOURCE FOR US FOR OUR PERSONALIZATION AND OUR VISION OF FUTURE READY AS WELL. I CAN ADD TO THAT A LITTLE BIT.
PART OF IT'S THE WAY THE AMPLIFY PURCHASING STRUCTURE IS ORIENTED.
WE DID WORK QUITE A BIT WITH THEM TO GET TO THE POINT THAT YOU HAVE IN FRONT OF YOU.
PART OF IT'S JUST THE WAY THEY DO THEIR BUSINESS AND THEY STRUCTURE THAT.
PART OF THIS IS THE ADDITION OF ESSER.
THE WONDERFUL THING FOR TEACHERS IS THAT SHOULD THEY WANT TO UTILIZE THIS RESOURCES IN A 4545 SETTING, THEY HAVE SOME THINGS THAT ARE THERE FOR THEM TO USE.
THEY DON'T HAVE TO TAKE EXTRA TIME AND ENERGY TO CREATE.
THAT DOES HAVE THE PERSONALIZED PATH TO MEET THE NEEDS OF STUDENTS.
THEY CAN USE THIS A 4545, DEFINITELY.
BUT AS I'VE ALSO MENTIONED, IT CAN HELP OUR STUDENTS WITH TIER ONE REMEDIATION.
TIER TWO REMEDIATION IS DESIGNED BECAUSE YOU'RE RIGHT, IT'S PRE, IT'S A LARGE AMOUNT.
THAT'S WHY WE'VE SAID WE WANT THIS OPPORTUNITY FOR TEACHERS TO UTILIZE IN A VARIETY OF SETTINGS.
[00:20:04]
IT IS 45, 45 COMPLIANT.SO IT'S A LITTLE BIT MORE INFORMATION THERE.
SORRY IF I GOT IN THE WEEDS A LITTLE BIT, BUT I GIVE YOU THE ANSWER.
AND THEN AS I SAID BEFORE, IT'S GOING TO BE A PRIORITY FOR OUR TEAM TO REALLY LOOK AT ALL OF THESE RESOURCES AND REALLY DO EXACTLY AS YOU MENTIONED, IS MAKING SURE IT'S VERY STREAMLINED AND CONSISTENT.
AND WHEN THOSE NEW TEACHERS DO STEP IN, THAT THAT THAT WOULD HELP AS WELL.
SO LOOK FORWARD TO PROVIDING UPDATES ON THAT.
OK. SO ARE THERE OTHER WAYS TO BE COMPLIANT WITH HB 4545 WITHOUT SPENDING HALF A MILLION DOLLARS? LIKE WHAT ARE OTHER DISTRICTS DOING TO BE COMPLIANT THAT, YOU KNOW, MAYBE HAVE SOME MORE FINANCIAL LIMITATIONS EVEN EVEN DUE TO THE ESSER FUNDS? WHAT WOULD THEY DO IF WE COULDN'T DO THIS? WHAT WOULD WE DO INSTEAD? THAT'S A REALLY GREAT QUESTION.
I CAN TELL YOU WHAT MY OPINION IS JUST OFF THE CUFF HERE.
I HAVEN'T DONE A STUDY IN DETERMINATIVE EVERY DISTRICT AND WHAT THEY'RE DOING.
BUT WHAT I DO KNOW IS IT COULD BE VERY TEACHER WORK INTENSIVE, LOOKING AT THE NUMBER OF KIDS THAT MAY NEED SUPPORT AT CERTAIN CAMPUSES WHERE THEY HAVE TO TRACK THE TIME ON THEIR OWN VERSUS HAVING A PROGRAM THAT CAN SUPPORT WITH THAT.
AND WE DO HAVE SOME TEACHERS THAT THAT MAY OPT TO DO THAT.
THEY WOULD REALLY HAVE TO ON TOP OF PREPPING AND PREPARING FOR INSTRUCTION FOR THEIR STUDENTS.
PLUS, ON TOP OF THAT, THEY WOULD NEED TO PREPARE SUPPLEMENTAL INSTRUCTIONAL LESSONS, DESIGN DIFFERENT ASSESSMENTS, HAND INPUT THAT INTO REPORTING SYSTEMS SO WE CAN ENSURE THAT WE'VE MET ALL THE HOURLY, HOURLY INSTRUCTIONS FROM TEA FOR 4545.
SO DR. FIORE SAID IT VERY ELOQUENTLY.
WE'VE GOT TO PROVIDE AN EARLY LITERACY ASSESSMENT.
THIS IS THE PIECE THAT WE'RE ALLOWED TO USE.
AND SO THERE ARE TWO PIECES OF THIS.
HAVE WE GOTTEN ANY FEEDBACK FROM THE TEACHERS REGARDING HOW THEY FEEL ABOUT THE PROGRAM SINCE WE DID UTILIZE IT LAST YEAR? WE DID DO A TEACHER SURVEY AT THE END OF THE YEAR END ASSESSMENTS.
THE FEEDBACK THAT WE HAVE GOTTEN IS THAT THERE'S JUST A LOT OF ASSESSMENT PIECES.
AND THEN ALSO DEFINITELY STUDYING THAT THROUGHOUT THE YEAR TO SEE IF THERE'S WAYS THAT WE CAN SIMPLIFY BECAUSE WE WANT TO KNOW WHERE OUR STUDENTS ARE, BUT WE ALSO WANT TO MAKE SURE WE DO THAT IN A STREAMLINED WAY AS POSSIBLE.
WE'VE BEEN IN THE IMPLEMENTATION PHASE OF IT ONE YEAR.
WE WOULD LIKE TO CONTINUE IT THIS COMING YEAR AND THEN ALSO DO A STUDY OF THINGS THAT WE CAN DO TO OTHER OPTIONS POTENTIALLY THAT WE COULD DO TO EVEN SIMPLIFY THINGS MORE FOR TEACHERS. BUT FOR RIGHT NOW, WITH SCHOOL STARTING JUST IN A FEW DAYS, WE WOULD BE VERY CONCERNED TO REMOVE THIS RESOURCE AS AN OPTION FOR OUR TEACHERS.
WELL, WHAT WOULD WE DO NEXT YEAR WHEN WE DON'T HAVE THAT ESSER FUNDS ANYMORE? WHAT WOULD WE DO? BECAUSE WE WOULDN'T BE ABLE TO FUND IT LOCALLY.
WHAT WERE THE RESULTS FROM LAST YEAR? AND DID WE DO, LIKE A BASELINE TO FIGURE OUT WHERE THE STUDENTS WERE AND THEN TEST AGAIN TO FIGURE OUT HOW THIS PROGRAM HELPED THEM? WHEN YOU SAY RESULTS.
YEAH, WE HAD THIS PROGRAM LAST YEAR, CORRECT? YES. AND IT WAS A AS A SUPPLEMENTARY RESOURCE.
WE WE DID GET SOME BASELINE INFORMATION FOR EARLY LITERACY ASSESSMENT.
BUT IN TERMS OF PRE AND POST TEST, THAT'S NOT HOW WE IMPLEMENTED THE PROGRAM.
IT'S REALLY DESIGNED AS A RESOURCE FOR TEACHERS UTILIZE.
SO FAR AS THAT PRESENTED IN JUNE, YOU SAW OUR OUR STAR SCORES AND THAT MATCHED SOME OF OUR INTERNAL RESULTS WHERE WE DID SEE SOME INCREASES IN READING AND LITERACY INSTRUCTION AND PERSONALIZED. CAN I ASK YOU, YOU KNOW, IN LIGHT OF OUR YOU KNOW, WE HAVE A $10 MILLION BUDGET SHORTFALL THIS YEAR.
[00:25:01]
HOW DO WE CHOOSE THIS VENDOR? AND IS THERE ANOTHER PROGRAM THAT WE COULD USE THAT? WOULD JUST BE MORE COST EFFECTIVE.CAN WE, YOU KNOW, BE COMPLIANT WITH 4545 AND SO THERE THERE ARE THERE ARE VERY FEW PROGRAMS THAT ARE COMPLIANT FROM THE TEA LIST. I WILL TELL YOU THAT WE HAVE A FANTASTIC PURCHASING DEPARTMENT THAT ASKS US VERY CONGENITALLY TO GET DIFFERENT QUOTES FROM DIFFERENT COMPANIES THAT DO SIMILAR THINGS.
AND THIS IS RIGHT IN ALIGNMENT WITH SEVERAL OTHER SOFTWARE PROGRAMS FOR A DISTRICT OUR SIZE THAT ALLOW US TO MEET THE NAME NEEDED FOR STUDENTS ACROSS THE ELEMENTARY LEVEL.
AND SO IN TERMS OF COMPARISON, THEY'RE ALL RIGHT IN THE SAME PRETTY GOOD BALLPARK.
AND SO PART OF THE EXERCISE EVENINGS TO THIS POINT IS PRETTY RIGOROUS.
THE OTHER THING IS, I WILL SAY THAT, YES, THERE MAY BE SOME THAT MAY BE A LITTLE BIT LESS EXPENSIVE.
I WILL REMIND YOU THE SAME BALLPARK.
BUT THE THEN WE HAVE TO LOOK AT FEASIBILITY WITH OUR TECHNOLOGY SYSTEMS, TRAINING TEACHERS FOR ANOTHER PROGRAM THAT THEY DIDN'T USE LAST YEAR AND TRYING TO BRING IT BACK UP TO SPEED ON THAT.
AND JUST THE AMOUNT OF ADDITIONAL TIME AND ENERGY AND EFFORT FROM OUR STAFF THIS LATE IN THE GAME WOULD BE, WOULD BE, WOULD BE TROUBLESOME AND PROBABLY WOULDN'T SHOW IN THE DOLLAR AMOUNT. BUT IT'S STILL A COST NEVERTHELESS.
WE APPRECIATE IT. PORTAL MOVES TO OUR FIRST ACTION ITEM.
CONSIDER AND ACT ON PERSONNEL RECOMMENDATIONS.
THANK YOU. YOU HAVE THE PERSONNEL REPORT BEFORE YOU.
WITHIN IT, RESIGNATIONS ARE PRESENTED FOR YOUR INFORMATION ONLY.
TODAY'S RECOMMENDATIONS INCLUDE THAT OF CYNTHIA PAIGE BREWER AS DIRECTOR OF SPECIAL PROGRAMS. MS.. BREWER HAS BEEN WITH OUR DISTRICT FOR OVER 20 YEARS.
SHE IS CURRENTLY THE PRINCIPAL OF CHRISTIE ELEMENTARY.
ALL CONTRACT RECOMMENDATIONS ARE SUBMITTED FOR YOUR CONSIDERATION AND APPROVAL.
BOARD ANY QUESTIONS, [INAUDIBLE] MOVED TO APPROVE THE CONTRACT RECOMMENDATIONS AS PRESENTED BY MR. CLAY. SECOND BY MS..
CONGRATULATIONS TO MRS. BREWER AND ALL OTHER NEW HIRES AND CONTRACT EXTENSIONS.
BOARD WILL MOVE ON TO ACTION ITEM B, CONSENT AGENDA.
[2.B. Consent agenda]
IF YOU HAVE OTHER QUESTIONS, DO THAT NOW, IF NOT ALL THE PROMOTION.I'D LIKE TO CARVE OUT THE ITEM FOUR FROM THE CONSENT AGENDA AND VOTE SEPARATELY.
OKAY. SO BOARD, WE WILL LOOK FOR A MOTION FOR ACTION ITEMS ONE THROUGH THREE AND FIVE THROUGH 16.
I MOVE TO APPROVE CONSENT AGENDA ITEMS ONE THROUGH THREE AND FIVE THROUGH 16.
MOTION BY MS. [INAUDIBLE] BY MS. GILLESPIE. ALL IN FAVOR.
AYE. MOTION PASSES SEVEN-ZERO.
BOARD WILL MOVE ON TO ACTION ITEM B4, ACT ON AGREEMENT WITH AMPLIFY EDUCATION, INC.
[2.B.4. Act on agreement with Amplify Education, Inc.]
IN MY OPINION, THE EXPLANATION GIVEN BY DR.I WILL MOVE TO APPROVE ITEM FOUR MOTION BY MR. CLASSE, SECONDED BY MS. DAVIS. ALL IN FAVOR.
ALL OPPOSE. MOTION PASSES FIVE-TWO.
AND WITH THAT BOARD, WE ARE ADJOURNED.
THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.