>> THANK YOU FOR YOUR PATIENCE AS WE NAVIGATED DOWN LEBANON.
[00:00:04]
AS TO ALL OF THE SCHOOL ZONES, IT IS 341, AND I WOULD LIKE TO CALL TO ORDER A BOARD WORKSHOP OF THE BOARD OF TRUSTEES.[1. Communication regarding Districts Academic Data Update]
WE HAVE FOUR TRUSTEES PRESENT.THE REMAINING TRUSTEES ARE IN ROUTE. DR. CUNNINGHAM.
>> THANK YOU, MADAM PRESIDENT. WE ARE GOING TO PRESENT AN ACADEMIC DATA WORKSHOP FOR YOU.
ABOUT TWO YEARS AGO, WHEN THE TEACHING-LEARNING AD HOC SUBCOMMITTEE MET, THE COMMITTEE WANTED US TO PRESENT A LARGER LOOK AT DATA THAN WE TYPICALLY DO.
WE DO ONE FOR THE BOARD IN SEPTEMBER, THEN WE DO A TAPER REPORT USUALLY IN THE SPRING, WHICH WILL BE A LITTLE LATER TONIGHT FOR US.
BUT BOARD ASKED US TO PROVIDE SOME ADDITIONAL DATA.
WE'RE DOING THAT AGAIN FOR THE BOARD.
WE'RE ALSO GOING TO PRESENT AN UPDATE TO SOME OF THE MECHANISMS WE TALKED ABOUT TWO YEARS AGO THAT WE'RE GOING TO PUT IN PLACE TO HELP MEET THE NAME AND NEED OF OUR STUDENTS.
OUR TEACHING-LEARNING FOLKS ARE GOING TO PRESENT A SIGNIFICANT AMOUNT OF DATA TO YOU.
I'M GOING TO HAND IT OVER TO DR. FURY AND LET HER GET ROLLING.
>> THANK YOU. I KNOW THAT THIS IS A SUPER BUSY SEASON FOR EVERYONE, AND I KNOW WE INTENTIONALLY HAD THIS PLANNED IN JANUARY, BUT MOTHER NATURE DID NOT AGREE, AND SO HAD A SNOW DAY.
I APPRECIATE BEING ABLE TO STILL SHARE THIS INFORMATION WITH YOU, EVEN THOUGH IT'S JUST A LOT MORE DELAYED THAN WE EXPECTED.
TODAY, I HAVE AN AMAZING DREAM TEAM HERE THAT'S GOING TO BE SHARING LOTS OF INFORMATION WITH YOU.
I JUST WANT TO TAKE A SECOND TO INTRODUCE THEM JUST TO MAKE SURE THAT YOU KNOW WHO'S IN THE ROOM.
DR. GARY NYE OUR EXECUTIVE DIRECTOR OF CONTINUOUS IMPROVEMENT, SERITA DODSON, SCHOOL IMPROVEMENT STRATEGIST.
MANUEL GONZALES, DIRECTOR OF SCHOOL SUPPORTS.
SHE HAD A DEATH IN THE FAMILY, SO OUR THOUGHTS GO TO HER.
PAM O, MANAGING DIRECTOR OF ELEMENTARY TEACHING AND LEARNING, MEREDITH MANUS, MANAGING DIRECTOR OF SECONDARY TEACHING AND LEARNING, AMY HARP, MANAGING DIRECTOR OF ACADEMIC PROGRAMS, AND THEN MARCY CORLEY DIRECTOR OF PROFESSIONAL LEARNING.
THIS TEAM IS OUR TEACHING AND LEARNING CABINET, AND THEY ARE JUST AN AMAZING GROUP OF FOLKS THAT ARE VERY TALENTED AT WHAT THEY DO AND LEADING THEIR TEAMS. I CAN'T BRAG ON THEM ENOUGH.
WE ARE GOING TO BE TALKING ABOUT DATA THAT IS RELATED TO THE STAR AND THE EOC.
REALLY, THERE'S GOING TO BE QUITE A FEW SLIDES THAT DR. NIE IS GOING TO GO THROUGH ON THAT INFORMATION WITH YOU GUYS RELATED TO OUR TA TARGETED POPULATIONS, PER ALL'S REQUEST TO LOOK AT AND THEN WE'RE GOING TO SPEND THE REST OF THAT TIME LOOKING AT OUR SYSTEMS OF SUPPORT FOR OUR NAME AND NEED.
THIS PRESENTATION HAS BEEN PDF, AND IT'S IN HOME BASED AS OF LATE HERE.
IF YOU WANT TO GO BACK AND REFER IT TO IT, YOU SURE CAN.
THEN WE'RE GOING TO ASK FOR QUESTIONS JUST BECAUSE THE TIME AND ALSO KNOW YOU ALL HAVE PICTURES THAT YOU GOT TO GET TO AS WELL TODAY.
YOU HAVE STICKY NOTES AND PINS.
AS DR. NIE IS GOING THROUGH THAT DATA PIECE.
IF YOU HAVE QUESTIONS, JOT THEM DOWN.
WE'RE GOING TO HAVE TWO TIME PERIODS JUST TO REALLY STOP AND GIVE YOU GUYS THE OPPORTUNITY TO ASK SOME QUESTIONS.
THE FIRST TIME GARY IS GOING TO GO OVER THE DATA, WE'LL STOP AND SEE WHAT QUESTIONS YOU ALL HAVE.
THEN WE'LL GO OVER OUR SYSTEMS OF SUPPORT, AND THEN WE'LL HAVE QUESTIONS AT THE END.
ANY QUESTIONS BEFORE WE GET STARTED? DOCTOR NIE.
>> AFTERNOON? THIS AFTERNOON, WE HAD THE PRESENTATION BROKEN UP IN TWO PARTS FOR YOU.
THE FIRST PART OF THE FIRST HALF IS JUST SOME OF THE DEATH THAT WAS REQUESTED.
THEN THE SECOND HALF IS REALLY HOW WE'RE RESPONDING, WHAT WE'RE DOING IN RESPONSE TO THE DATA.
AS DR. FIORI MENTIONED, I'VE GOT QUITE A FEW SLIDES THAT I WANTED TO SHOW YOU IN TERMS OF THE STUDENT GROUPS THAT WE'RE GOING TO LOOK AT.
I'M GOING TO TAKE A LITTLE BIT TO TRY TO SET THAT UP, AND THEN I'M GOING TO GO THROUGH THE SLIDES, AND THEN IF WE HAVE QUESTIONS ABOUT ANY OF THE DATA, IT'D PROBABLY BE EASIEST JUST TO WE'LL GO BACK AFTER WE GET THROUGH THE DATA SLIDES.
WE'RE GOING TO ASK QUESTIONS THERE.
I'D PROBABLY BE THE EASIEST TIME-WISE.
THEN WE'LL JUMP INTO, AGAIN, LIKE WE SAID, WHAT WE'RE DOING TO SUPPORT STUDENTS.
SO WHEN WE WANTED TO START BY ONE OF THE THINGS THAT'S REALLY IMPORTANT TO ME IS PROVIDE A CONTEXT FOR YOU GUYS WHEN LOOKING AT THE DATA BECAUSE DATA CAN LOOK A LOT OF DIFFERENT WAYS AND BE REPRESENTED.
WE WANTED TO GIVE YOU A CONTEXT.
WE THOUGHT WE'D FIRST START BY JUST MAKING CONTEXT THE STATE ACCOUNTABILITY SYSTEM.
THE STATE ACCOUNTABILITY SYSTEM, WE'LL PROBABLY SPEND SOME MORE TIME TALKING ABOUT THAT THIS COMING FALL, BUT IT HAS THREE DOMAINS TO IT.
THE FIRST DOMAIN IS REALLY STUDENT ACHIEVEMENT ALL STUDENTS, THE SECOND DOMAIN.
[00:05:06]
REALLY LOOK AT STUDENT GROWTH.THEN THE THIRD AREA OF THE STATE ACCOUNTABILITY SYSTEM.
DOMAIN 3 IS CALLED CLOSING THE GAPS.
THIS IS REALLY LOOKING AT STUDENT ACHIEVEMENT BY STUDENT GROUPS, WHICH IS REALLY WHAT WE'RE GOING TO FOCUS ON HERE TODAY.
ONE OF THE WHEN WE LOOK AT THE DATA, AT THE LAST BOARD MEETING, WE LOOKED AT DATA, APPROACHES, MEETS, AND MASTERS.
WE'RE REALLY GOING TO FOCUS TODAY JUST ON THAT MEETS PERFORMANCE TARGET.
THAT'S A KEY PART OF DOMAIN 3.
THEN I'M GOING TO SHOW YOU HERE IN JUST A SECOND.
THE STATE ACTUALLY CREATES TARGETS FOR EACH STUDENT GROUP, AND I'M GOING TO SHOW YOU WHAT THOSE TARGETS LOOK LIKE HERE.
WE'LL ANCHOR A LOT OF THE DATA PRESENTATION IN THE DOMAIN 3 OF OUR STATE AND FEDERAL ACCOUNTABILITY.
WHEN WE GET OUR REPORTS BACK FROM THE STATE, LATER TONIGHT, WE'LL LOOK AT THE TAPER REPORT.
WELL, THIS YEAR BREAKS OUR STUDENT DATA DOWN IN A LOT OF DIFFERENT WAYS.
ALL STUDENTS IS HOW WE LOOK AT IT A LOT OF TIMES, BUT THEN WE HAVE ACTUALLY 14 STUDENT GROUPS THAT TA DESIGNATED HAVE DESIGNATED TO MONITOR AND TRACK DATA DIFFERENT WAYS.
TONIGHT'S BOARD REPORT, THE FULL DATA OF ALL THE REPORT.
I THINK THIS YEAR IS AROUND TWO THAN 256 PAGES OF ALL OF OUR DATA.
TIME TO GO THROUGH THAT, ALL THAT IS PRETTY TIGHT.
WE'RE GOING TO HIT TODAY JUST OUR FOUR LARGEST ETHNICITIES, AND THEN OUR THREE LARGEST STUDENT PROGRAMS. BUT AGAIN, ALL OF THIS DATA IS IN THE FULL COMPREHENSIVE PAPER REPORT.
TO START JUST BY LOOKING AT, WE SAID WE LOOK AT THE THREE STUDENT PROGRAMS. LET'S JUST LOOK AT WHAT OUR STUDENT FOR ECONOMICALLY DISADVANTAGED, EMERGENT BILINGUAL AND SPECIAL ED, WHICH ARE THREE OF THE PROGRAMS WE'LL LOOK AT, SHOW YOU WHAT THOSE TRENDS, THE TOP LINE IS ECONOMICALLY DISADVANTAGED.
THIS REPRESENTS ABOUT A LITTLE OVER 14% OF OUR DISTRICT RIGHT NOW.
THE LIGHT BLUE LINE IS SPECIAL ED, WHICH REPRESENTS 11% OF OUR OVERALL STUDENT BODY, AND THEN EMERGENT BILINGUALS A LITTLE OVER 12.6%.
WHAT WE KNOW IS OUR OVERALL STUDENT ENROLLMENT HAS BEEN TAKING A LITTLE BIT OF A DECLINE LAST YEAR, BUT WE REALLY WANT TO POINT OUT THAT STUDENTS IN THESE THREE PROGRAMS, EVEN THOUGH OVERALL STUDENTS ARE DECREASING, THERE'S AN INCREASE IN THESE PROGRAMS. SAME DATA OVER THE SAME PERIOD OF TIME, BUT BY THE ETHNICITY GROUPS.
WE CAN SEE AFRICAN AMERICANS STAYED PRETTY STEADY OVER THE LAST FIVE YEARS AT ABOUT 10.5%, HISPANIC, THAT PURPLE LINE REPRESENTS 12% OF OUR OVERALL STUDENT ENROLLMENT, AND THEN ASIAN IS REPRESENTED BY THE GREEN LINE, AND THEN WHITE STUDENTS ARE REPRESENTED BY THE BROWN LINE.
ASIAN REPRESENTS 42% OF OUR DISTRICT, AND WHITE IS ABOUT 29%.
WE'RE GOING TO THEN GO INTO THE STUDENT PERFORMANCE DATA FOR EACH OF THESE SEVEN GROUPS WE JUST LOOKED AT.
WE'RE GOING TO LOOK AT WHAT THE STUDENT PERFORMANCE DATA LOOKS LIKE.
CONNECTING IT BACK, YOU SAID, WE'RE GOING TO MAKE THAT CONNECTION TO DOMAIN 3.
DOMAIN 3 THERE'S A LOT OF DIFFERENT COMPONENTS AND ATTRIBUTES TO IT.
BUT ONE OF THE THINGS DOMAIN 3 DOES, THE STATE CREATES TARGETS FOR EACH STUDENT GROUP THAT WE MONITOR.
THE STATE CREATES THOSE TARGETS THAT BASELINE BASED UPON THE PRIOR PERFORMANCE OF THESE STUDENT GROUPS, AND THAT IT INCREASES IT SLIGHTLY AND IT CREATES THESE TARGETS.
DOES THAT MAKE SENSE? HIGH SCHOOL CAMPUSES HAVE TARGETS FOR STUDENT GROUPS, MIDDLE SCHOOL, AND THEN ELEMENTARY.
THAT'S ONE OF THE COMPONENTS OF DOMAIN 3 IS HOW WE MONITOR THE PERFORMANCE AGAINST THESE BASELINE TARGETS AGAIN, SET BY THE STATE AND FEDERAL GOVERN.
BUT WHAT THAT LOOKS LIKE, JUST GIVE YOU A REAL BIG PICTURE OVERLOOK, YOU MAY BE ASKING, WELL, HOW ARE OUR CAMPUSES DOING IN RELATIONSHIP TO THESE GOALS AND TARGETS.
ONE OF THE THINGS YOU SAW IN OCTOBER BOARD MEETING IS RLA PERFORMANCE AT THE DISTRICT STATE AND NATIONALLY IS HIGHER THAN WHAT WE'RE SEEING MATH. WE SEE THAT TREND HERE.
BUT WHAT THIS MEANS IS FOR ACADEMIC ACHIEVEMENT RLA, THAT FIRST ROW, 99% OF ALL OF OUR CAMPUSES ARE MEETING THE TARGETS FOR ALL STUDENTS.
WE SEE 96 FOR AFRICAN AMERICAN, AND YOU CAN SEE THAT GOING ACROSS.
RLA OR CAMPUSES ARE REALLY HITTING THOSE TARGETS WELL.
THE ROW RIGHT BELOW THAT IS ACADEMIC ACHIEVEMENT FOR MATH.
AGAIN, WE SEE SLIGHTLY LOWER PERFORMANCE GOING ACROSS THERE.
WE SEE A DIP IN AFRICAN AMERICAN, SLIGHTLY HISPANIC, WHERE WE SEE OUR BIGGEST GAP IS RIGHT HERE AT THE END, THE ECONOMICALLY DISADVANTAGE.
[00:10:09]
THAT'S OVERALL DOMAIN 3.NOW WE'RE GOING TO TAKE THIS AND BREAK THESE SUBGROUPS DOWN AND LOOK AT THEM.
AGAIN, WE'RE GOING TO SHOW YOU TWO DIFFERENT WAYS.
THIS IS HOW WE SET IT UP AT THE LAST MEETING.
WE'RE GOING TO LOOK AT THE CONTEXT.
AGAIN, TWO DIFFERENT WAYS OF LONGITUDINAL TRENDS, WHAT FRISCO ISD DATA LOOKS LIKE AS COMPARED TO THE STATE AND REGION.
THAT WAY YOU HAVE AN OVER TIME VIEW.
THEN WE'RE GOING TO BREAK IT DOWN. THE SECOND WAY.
AGAIN, EACH STUDENT GROUP, THEN WE'LL SHOW IT IN RELATION TO THE COMPARISON DISTRICTS.
THESE ARE THE SAME CALCULATIONS WE MADE FOR THE LAST BOARD MEETING AND THE COMPARISON DISTRICTS.
YOU CAN SEE THE CRITERIA WE USE.
WE'LL START EACH ONE, WE'LL JUST START WITH ALL STUDENTS, AND THEN WE'LL GO THROUGH EACH SEVEN PROGRAMS. I'M GOING TO GO THROUGH THESE FAIRLY QUICKLY, BUT IF AT ANY POINT, YOU NEED ME TO SLOW DOWN, JUST LET ME KNOW, BUT THE FIRST SET OF SLIDES WE'LL LOOK AT, AGAIN, ARE THE LONGITUDINAL, THE BLUE LINE REPRESENTS FRISCO ISD, THE YELLOW GOLD IS REGION 10, AND THE GREEN LINE REPRESENTS THE STATE.
ONE ADDITIONAL COMPONENT THAT AGAIN, WE PUT COVID ON THERE JUST AS A MARKER.
THE LANDMARK YOU MAY KEEP IN MIND IS 2023 IS WHEN THE STAR REDESIGN HAPPENED.
SO GENERALLY AS AGAIN, WE SEE IN GENERALLY DECREASES WITH THAT STAR REDESIGN, BUT IN FISCAL, WE STATES.
AGAIN, THIS IS ALL STUDENTS IN RELATION TO THE COMPARISON DISTRICTS THAT WE MENTIONED.
AGAIN, FOR THE PURPOSE OF TODAY'S PRESENTATION, WE HAD THE DISTRICT'S MASKS JUST BECAUSE THE FOCUS IS ON US AND WHAT WE'RE DOING.
BUT THIS IS ALL STUDENTS, ALL SUBJECTS, AS COMPARED TO THE COMPARISON DISTRICTS.
THESE TWO SLIDES WILL BE SET UP THE SAME WAY FOR EACH OF THE NEXT SEVEN STUDENT GROUPS.
WE'LL START ECONOMICALLY DISADVANTAGED.
WE CAN SEE AGAIN, WE'LL SEE THAT TREND 2019-21.
THERE'S A STEEP DECLINE WITH COVID.
WE'VE TALKED ABOUT THAT BEFORE, THEN AN INCREASE, AND WE CAN SEE WHAT THOSE TRENDS.
I GUESS I WANT TO SHOW YOU JUST WHAT THE FRISCO ISD VERSUS REGION IN THE STATE.
THERE'S A PRETTY GOOD TRENDS WE SEE IN TERMS OF COMPARISONS.
THIS IS WHAT ECONOMICALLY DISADVANTAGE LOOKS LIKE IN RELATION TO THE COMPARISON DISTRICTS.
WE DID HAVE DISTRICT A WAS ACTUALLY HIGHER THAN US FOR ECONOMICALLY DISADVANTAGED, 46% TO 51, BUT ALL THE OTHER DISTRICTS WE WERE RIGHT AT OR ABOVE.
EMERGENT BILINGUAL. THIS IS WHERE WE'VE SEEN A LOT OF PROGRAMMATIC INCREASES IN TERMS OF PERFORMANCE.
WE SEE THAT REALLY STRONG INCREASES FROM AFTER COVID TO PRESENT, SOME NICE GAINS THERE, AND THEN WE SEE THE STATE AND REGION.
EMERGENT BILINGUAL AGAIN IN COMPARISON DISTRICTS, OUTPERFORMING, SIMILAR DISTRICTS, AND THEN SPECIAL EDUCATION.
AGAIN, WE HAD THAT STAR REDESIGN IN 2023, WE SEE A LOT OF DECREASES THERE FOR THE STATE REGION.
ALL SUBJECTS SPECIAL ED, RISK GOES AT 38%.
NEXT CLOSEST DISTRICT IS DISTRICT A AT 34%, AND WE OUTPERFORM OTHER DISTRICTS. BY STUDENT GROUPS.
TE ARE THE THREE PROGRAMS BY STUDENT GROUPS THAT WE'RE LOOKING AT.
FIRST ONE IS AFRICAN AMERICAN, 49%, AS COMPARED TO 37 AND 36 IN THE STATE.
THEN WHAT THAT LOOKS LIKE IN TERMS OF COMPARISON DISTRICTS.
AGAIN, DISTRICT A HAS A SLIGHTLY 52% AS COMPARED TO OUR 49%.
LET'S SEE WHAT THE OTHER DISTRICTS ARE AFRICAN AMERICAN.
ASIAN STUDENTS, SEE WHAT THE PERFORMANCE TRENDS OF ASIAN STUDENTS OVER THE LAST FIVE YEARS, AGAIN, MARRING STATE AND REGION.
THEN COMPARISON DISTRICTS AROUND TEXAS SIMILAR TO US.
WE HAVE OUR HISPANIC STUDENT GROUP.
LAST YEAR, AT 58% COMPARED TO THE STATE AND REGION AT 47 AND 40%, RESPECTIVELY.
>> WHEN WE HAVE THIS DISTRICT ABCD IN ALL OF THESE CHARTS, ARE THEY ALL THE SAME DISTRICTS ABCD?
>> YES, AND THE SAME EACH TIME.
[00:15:02]
>> LET'S SEE HISPANIC ABOUT PERFORMING COMPARISON DISTRICTS.
YOU'VE GOT THE FULL UNMASKED NAMES, BUT I CAN PROVIDE THIS FOR YOU AS WELL AGAIN.
>> DR. [INAUDIBLE] I WAS HOLDING IT BECAUSE SHE ASKED, I WANTED TO JUST MAKE SURE I KNOW THAT WE HAVE DISTRICTS A THROUGH J.
BUT MY QUESTION IS HOW ARE THEY IN COMPARISON TO FRISCO ISD? YOU SHOWED THE ECONOMICALLY DISADVANTAGED NUMBER OF STUDENTS.
IS THEIR PERCENTAGE THE SAME AS FRISCO ISD? HOW ARE WE COMPARING THEM?
>> GREAT QUESTION. WE WENT THROUGH THAT A LITTLE QUICKLY.
BASICALLY, IN THIS STATE, THERE'S NO DISTRICT JUST LIKE FRISCO ISD.
WE HAD TO USE COMPARISON CRITERIA SIMILAR TO WHAT TA USES.
TA DOESN'T CREATE COMPARISON DISTRICTS, THEY CREATE COMPARISON CAMPUSES.
THE CRITERIA THEY USE TO CREATE COMPARISON CAMPUSES IS BASED UPON THE ENROLLMENT, THE PERCENT ENGLISH LEARNERS, AND THE PERCENT ECONOMICALLY DISADVANTAGED.
TO FIND OUR COMPARISON GROUP, WE JUST ENTERED THESE FILTERS: 42,000-120,000 FOR ENROLLMENT, ENGLISH LEARNERS BETWEEN 0 AND 20%, ECONOMICALLY DISADVANTAGED ANYWHERE 0-48%.
IN THE ENTIRE STATE, THERE WERE 10 DISTRICTS THAT FELL WITHIN THESE.
BUT IN TERMS OF PERCENTAGES, I CAN GET YOU THOSE.
WE HAVE IT BROKEN DOWN A LOT OF DIFFERENT WAYS.
IF YOU WANT TO KNOW THE ACTUAL PERCENT LOW SCS OR ANYTHING ON THESE CAMPUSES [INAUDIBLE].
THERE IS NO DISTRICT JUST LIKE FRISCO ISD IN TERMS OF ENROLLMENT, OUR DEMOGRAPHICS ARE DIFFERENT THAN MANY.
AGAIN, JUST TO GIVE US A BASELINE, SOMETHING AS A COMPARISON POINT.
HISPANIC, AND THEN THE LAST STUDENT GROUP WE'LL LOOK AT IS WHITE.
WE AGAIN SEE THOSE TRENDS HOLD STAY BETWEEN FRISCO REGION AND THE STATE.
FRISCO VERSUS THE 10 DISTRICTS [INAUDIBLE] PERCENT VERSUS 77 FOR DISTRICT A.
THAT'S AT THE MEETS PERFORMANCE.
ONE OF THE NEXT AREAS WE WANT TO SHOW YOU WHAT THE DATA LOOKS LIKE IS WHAT DOES STUDENT PERFORMANCE LOOKS LIKE FOR KIDS THAT HAVE BEEN WHAT'S CALLED CONTINUOUS ENROLLMENT.
WHAT THAT MEANS IS A STUDENT THAT HAS BEEN WITH US THREE YEARS OR MORE.
WE'RE GOING TO LOOK AT WHAT THAT PERFORMANCE LOOKS LIKE VERSUS STUDENTS WHO ARE NOT CONTINUOUSLY ENROLLED, WHICH IS JUST WITHIN THEIR FIRST YEAR OR TWO.
THIS IS A LOT OF SLIDES ON HERE, BUT REALLY WE JUST WANT YOU TO LOOK AT THE BLUE LINE AS COMPARED TO THE RED LINE.
THE BLUE LINE REPRESENTS FIRST STUDENTS IN FRISCO ISD THAT ARE CONTINUOUSLY ENROLLED AS COMPARED TO STUDENTS THAT ARE NOT.
EACH ONE OF THESE STUDENT GROUPS, WE'VE ALREADY HIGHLIGHTED; AFRICAN AMERICAN, ASIAN, HISPANIC, WHITE.
WE COULD SEE ACROSS THE BOARD THAT JUST LOOKING AT THE TOP LEFT, STUDENTS THAT ARE AFRICAN AMERICAN CONTINUOUSLY ENROLLED PERFORM 14 PERCENTAGE POINTS HIGHER THAN STUDENTS THAT ARE JUST COMING INTO.
BUT WHAT WE THINK THAT SHOWS IS STUDENTS THAT HAVE BEEN WITH US HERE IN FRISCO, THEIR PERFORMANCE IS SIGNIFICANTLY HIGHER THAN STUDENTS THAT ARE JUST COMING IN.
THIS IS WHAT THE DATA LOOKS LIKE BY ETHNICITY, AND THEN SAME SET UP BY PROGRAM.
WE SEE ALL STUDENTS 78% AS COMPARED TO 72 ECONOMICALLY DISADVANTAGED, EMERGENT BILINGUAL, AND SPECIAL ED.
ONE ANOMALY THERE IS EMERGENT BILINGUAL.
WE'VE REALLY BEEN LOOKING AT THAT DATA AND TRYING TO INFER POSSIBLE REASONS WHY WE SEE THAT FLIP-FLOP THERE WITH EMERGENT BILINGUAL.
THEN WE SEE SPECIAL ED PERFORMANCE, AGAIN, 6% HIGHER FOR SPECIAL ED STUDENTS WITH THIS THREE YEARS OR MORE.
I WENT THROUGH THAT REALLY QUICK.
ANY SLIDES YOU WANT ME TO GO BACK TO OR ANY QUESTIONS OVER ANY OF THE DATA?AGAIN, THE NEXT PART WILL BE HOW WE RESPONDING TO THAT.
>> I DO. AT THE VERY BEGINNING, THE BASELINE ONES.
RIGHT HERE, KNOW THE ONE BEFORE THIS.
HELP ME UNDERSTAND THE DIFFERENCE BETWEEN THIS ONE AND THE NEXT ONE.
>> THESE ARE THE TARGETS SET BY THE STATE.
[00:20:01]
WHAT THE STATE IS SAYING IS FOR ACADEMIC ACHIEVEMENT FOR RLA, THE TARGET IS TO HAVE 44% OF YOUR STUDENTS MEETS PERFORMANCE TARGET OR HIGHER.WHAT THE NEXT SLIDE THEN SHOWS IS WE HAVE 99% OF OUR CAMPUSES MEETING THAT TARGET OR BETTER.
>> THE STATE MAKES THEM DIFFERENT FOR EACH
>> THAT'S ONE OF THE THINGS WE TALKED TO OUR PRINCIPALS ABOUT.
THESE ARE NOT DIFFERENT TARGETS, FRISCO SETTING.
THIS IS PART OF THE DOMAIN THREE AS PART OF THE FEDERAL ACCOUNTABILITY [OVERLAPPING].
THIS WAS A CHANGE MADE ABOUT FOUR OR FIVE YEARS AGO WITH, AGAIN, THIS IS A STATE ACCOUNTABILITY SYSTEM IN RESPONSE TO THE FEDERAL SYSTEM.
AGAIN, THE WAY THEY DETERMINE THOSE TARGETS IS THEY LOOK AT PRIOR YEAR PERFORMANCE OF EACH STUDENT GROUP, AND THEN THEY ADD I FORGET HOW MANY PERCENTAGE POINTS, SO THEY LOOK AT PRIOR PERFORMANCE, AND THEN THEY INCREASE IT A LITTLE BIT, AND THAT'S HOW THEY CREATE THE TARGET.
>> THANK YOU FOR EDUCATING ME.
>> DOMAIN 3 TAKES A WHILE TO A LOT OF ASPECTS TO DOMAINS.
ANY OTHER QUESTIONS OVER THERE? ANY OF THE SLIDES?
CAN YOU JUST GIVE US A LITTLE BIT OF CLARIFICATION? I WANT TO MAKE SURE THAT I UNDERSTAND IT CORRECTLY.
THE FIRST SLIDE SAYS THAT FOR READING OF ARTS, THE TARGET FOR AFRICAN AMERICAN IS 32%, FOR HISPANIC IS 36% WHITES 62%, AND 74% FOR ASIAN?
>> WE'RE SORT OF LOOPED IN WITH DISTRICTS ALL ACROSS THE STATE?
>> TO COME UP WITH THIS NUMBER?
>> GO TO THE NEXT SLIDE. YOU'RE SAYING THAT FRISCO IS THAT 96% OF EACH OF THE WELL, 96, 97, AND THEN 99 OF THOSE DEMOGRAPHIC GROUPS.
96% BASED ON THAT FIRST SLIDE?
>> IF WE LOOK AT, SAY, AFRICAN AMERICANS, 96% OF OUR CAMPUSES WILL MEET THAT TARGET THAT WAS ON THE PRIOR SLIDE.
WHAT IS 96% OF OUR CAMPUSES HAVE THEIR STUDENTS MEETING THAT TARGET OF 36% AT THE MEETS PERFORMANCE LEVEL.
>> CAN YOU GO A FEW SLIDES WHERE YOU'RE ACTUALLY SHOWING US RIGHT THERE.
>> I KNOW DOMAIN THREE IS DOMAIN THREE.
HERE'S WHAT I HAVE EVEN SHOWN YOU.
THERE'S ACTUALLY FIVE INDICATORS WITHIN DOMAIN THREE, AND THIS IS JUST ONE OF THEM.
EACH INDICATOR HAS A DIFFERENT TARGET.
THE LOOK YOU HAVE IN YOUR FACE, PRINCIPLES ARE LIKE THERE'S A LOT OF DIFFERENT TARGETS TO KEEP TRACK OF.
>> NO, THERE'S A LOT OF DIFFERENT WAYS TO LOOK AT IT.
BUT AGAIN, THIS IS JUST HIGHLIGHTING THAT WHEN YOU TAKE ALL THE CAMPUSES, EVERYTHING AVERAGE TOGETHER, THIS IS WHAT PERCENT OF OUR CAMPUSES ARE MEETING AT STATE TARGET FOR THOSE [INAUDIBLE]
>> ONE OF THE HOW MANY DOMAINS?
>> WELL, THERE'S THREE OVERALL DOMAINS, BUT THEN WITHIN DOMAIN 3, THERE'S FOUR SUBDOMAINS.
WE'LL GET ALL INTO THAT IN THE FALL WHEN WE REALLY BREAK DOWN THE STATE ACCOUNTABILITY SYSTEM.
BUT RIGHT NOW, WE JUST KNOW THAT THE STATE HAS TARGETS AT THE PERFORMANCE CATEGORY.
>> I JUST WANT TO ADD SOMETHING JUST FOR THE RECORD SO WE CAN HELP EDUCATE OUR PUBLIC AS WELL BECAUSE I DON'T WANT THIS CONTENT TO BE, YOU KNOW, MAYBE ONE DAY OBSERVED IN A CERTAIN LIGHT.
CAN YOU TELL US THAT FIRST SLIDE, THE ONE THAT SAYS THE STATE? THAT IS SOMETHING THAT EVERYONE IN THE ENTIRE STATE USES EVERY DISTRICT.
THAT'S NOT FRISCO JUST TRYING TO SAY.
>> I ALREADY KNEW THAT. I JUST WANTED TO MAKE SURE YOU CAN HEAR YOU SAY IT.
>> ALL DISTRICTS IN THE STATE OF TEXAS.
[00:25:07]
AGAIN, WE'RE GOING TO TALK ABOUT NEXT, HOW WE'RE SUPPORTING.NOW, WE'RE GOING TO TALK ABOUT HOW WE'RE SUPPORTING THE NAME AND NEEDS OF STUDENTS.
>> THANKS, DR. NIE, JUST TO SIMPLIFY SOME OF THOSE READING YOUR LIPS IN IT.
REALLY, WHEN I LOOK AT THE THAT WE JUST WENT, WE ARE PERFORMING THE REGION AND THE STATE AND ALL OF THOSE THINGS.
NOW, THE COMPARISON DISTRICTS.
DISTRICT A HAS SOME THINGS ON THE LOW SCS, BUT I LIKED YOUR QUESTION.
DATA MAKES US ASK THOSE QUESTIONS TO DIG DEEPER TO NOT JUST JUMP INTO ACTION ON SOMETHING WITHOUT UNDERSTANDING IT.
THAT IS SOMETHING WE HAVE NOT LOOKED AT IN TERMS OF WHAT IS THEIR PERCENTAGE BECAUSE WE'RE ALL ABOUT COLLABORATING, AND IF THERE IS AN AREA THAT ANOTHER DISTRICT IS DOING BETTER THAN IS, I WANT TO KNOW WHAT THAT IS.
WE'LL LOOK IN THOSE NUMBERS FIRST AND MAKE SURE IT STILL IS SOMETHING WORTH LOOKING INTO.
BUT LOW SCS IS THE POPULATION THAT WE DEFINITELY NEED TO CONTINUE FINDING RESOURCES AND PROFESSIONAL LEARNING AND SUPPORTS AND ALL THOSE THINGS.
BUT YOU'RE GOING TO SEE ALL THESE SYSTEMS THAT WE HAVE IN PLACE THAT REALLY HELPS WITH THAT NAME AND NEED FACTOR FOR ALL STUDENTS.
DOES IT MATTER WHAT POPULATION THEY'RE IN? WE HAVE SYSTEMS FOR EVERYONE.
HOW'S FOR FRISCO ISD SUPPORTING?
>> DO WE KNOW HOW EACH GROUP IS DOING JUST WITHOUT THE WEIGHTED.
DID YOU HAVE A SCREEN AND THAT I MISSED IT?
>> YES. YOU HAVE THIS ALSO IN HOME BASE.
BUT IT HAS IT ALL BROKEN DOWN.
THE TARGETS WAS ONE PIECE OF THAT.
EVERYTHING THAT YOU SEE, REMEMBER, WITH THE STAR, IT'S APPROACHES THAT'S PASSING MEETS AND MASTERS.
WE LOOK AT EVERYTHING THROUGH THE MEETS THAT WHEN WE SHOW IT TO YOU TO SHOW IT CONSISTENTLY FOR YOU GUYS.
WE'RE ALWAYS LOOKING AT THE SAME THING.
THIS IS WHERE YOU'RE GOING TO GET TO HEAR FROM THESE WONDERFUL TEAMMATES THAT I HAVE THE PRIVILEGE OF WORKING WITH EVERY DAY.
WHAT I WOULD LIKE TO DO IS JUST HAND IT OVER TO PAM O RIGHT NOW BECAUSE SHE'S GOT SOME GREAT INFORMATION FOR YOU IN TERMS OF HOW DO WE RESPOND TO THIS INFORMATION, AND THEN MEREDITH ALSO HAS GREAT INFORMATION FOR YOU.
>> THANK YOU, DR. [INAUDIBLE]. I APOLOGIZE.
I SHOULD NOT HAVE EATEN ROCKS FOR A SNACK THIS AFTERNOON. I'M A LITTLE GRAVELLY.
WE GET TO TALK ABOUT HOW WE RESPOND WHEN WE HAVE STUDENT DATA.
MEREDITH AND I WANTED TO START OUR PORTION OF THE PRESENTATION WITH THIS THOUGHT BECAUSE IT SPEAKS TO THE VERY ESSENCE OF WHAT WE DO AS A TEACHING AND LEARNING TEAM.
I'LL GIVE EVERYBODY A SECOND JUST TO TAKE THAT IN.
I DON'T KNOW ABOUT YOU GUYS, BUT THAT HITS ME RIGHT HERE IN THE HEART BECAUSE IT'S SO VERY IMPORTANT THAT WE ARE CONTINUOUSLY TAKING STOCK OF WHAT'S GOING ON IN OUR CLASSROOMS. IN TEACHING AND LEARNING, OUR TEAMS ARE CONSTANTLY LOOKING FOR EVIDENCE THAT THE LEARNING EXPERIENCES PROVIDED THROUGH OUR GUARANTEED AND VIABLE CURRICULUM ARE ENGAGING, THEY'RE RIGOROUS, THEY'RE INTERESTING, AND THEY'RE CONDUCIVE TO GROWING OUR STUDENTS.
WHETHER WE ARE ANALYZING STUDENT DATA, IF WE ARE OBSERVING CURRICULUM IN ACTION IN ACTUAL CLASSROOMS, OR WHETHER WE'RE RESPONDING TO TEACHER FEEDBACK, WE ARE CONSTANTLY, AGAIN, TAKING STOCK OF WHAT'S GOING ON IN OUR CLASSROOMS AND ENSURING THAT OUR STUDENTS ARE GROWING.
NOW, IN ESTABLISHING A GUARANTEED AND VIABLE CURRICULUM, WE CAN LOOK AT THE CURRICULUM IN THREE DIFFERENT CATEGORIES.
THE FIRST ONE IS THE WRITTEN CURRICULUM.
THE WRITTEN CURRICULUM IS NOT REALLY ALL THAT EXCITING.
I SAID THAT, BUT IT'S BASICALLY THE STANDARDS THAT ARE SET FORTH BY THE STATE.
WE SELECT RESOURCES THAT ARE ALIGNED WITH OUR STATE STANDARDS IN ORDER TO BUILD OUR LEARNING EXPERIENCES AROUND THOSE.
THE WRITTEN CURRICULUM IS ALSO COMPRISED OF TEXTS AND RESOURCES.
ALL THOSE THINGS ARE PACKAGED TOGETHER FOR TEACHERS FOR THEM TO LEVERAGE AS THEY ARE DESIGNING LEARNING EXPERIENCES FOR THEIR CLASSROOMS.
[00:30:01]
THE NEXT PART OF THE CURRICULUM IS THE ASSESSED CURRICULUM.THIS IS WHERE WE GET TO FIND OUT WHAT A GREAT JOB WE'RE DOING IN MEETING STUDENTS' NEEDS.
THIS IS ACTUALLY WHERE WE ASSESS THE WRITTEN CURRICULUM TO ENSURE THAT OUR STUDENTS ARE GROWING TOWARD MASTERY.
THE LAST CATEGORY THAT WE LOOK AT IS THE TAUGHT CURRICULUM, AND THIS IS PERHAPS MY FAVORITE.
THIS IS WHAT YOU SEE WHEN YOU'RE OUT ON CAMPUSES AND IN CLASSROOMS. THE TAUGHT CURRICULUM IS WHAT YOU SEE IN ACTION.
THIS IS WHERE OUR TEACHERS TAKE THE WRITTEN CURRICULUM AND THEY ACTUALLY BREATHE LIFE INTO IT.
THEY MAKE LEARNING COME ALIVE FOR OUR STUDENTS THROUGH ENGAGING HANDS-ON LEARNING OPPORTUNITIES FOR THEM TO COLLABORATE AND COME TOGETHER AND BUILD THE IDEAL STATE FOR A GUARANTEED AND VIABLE CURRICULUM IS FOR THERE TO REMAIN A VERY TIGHT ALIGNMENT BETWEEN THE STANDARDS IN THE WRITTEN CURRICULUM, WHAT'S ACTUALLY TAUGHT IN THE CLASSROOM, AND THEN WHAT'S ASSESSED.
WHEN WE FIND THAT THERE IS ANY TYPE OF MISALIGNMENT WITH ANY OF THESE SIDES TO OUR CURRICULUM TRIANGLE, THAT CAN LEAD TO IMPACTS IN STUDENT ACHIEVEMENT.
FOR THAT REASON, WE ARE, AGAIN, CONTINUOUSLY MONITORING OUR STUDENT ACHIEVEMENT DATA TO MAKE SURE THAT WHAT WE'RE DOING IS TICKING THE BOXES AND GROWING OUR STUDENTS TOWARD MASTERY.
NOW, FOR TODAY'S PURPOSES, WE'RE TALKING ABOUT STAR DATA.
WE KNOW THAT THAT ASSESSMENT COMES AT THE TAIL END OF THE SCHOOL YEAR.
OUR STUDENTS CANNOT AFFORD FOR US TO WAIT UNTIL THE END OF THE SCHOOL YEAR TO ENSURE THAT THEY'RE GROWING.
THE PROCESS THAT MEREDITH IS ABOUT TO TAKE YOU THROUGH IS ONE THAT IS ONGOING THROUGHOUT THE SCHOOL YEAR, AND WE WANTED TO MAKE SURE TO LIFT THAT UP BECAUSE THAT'S VERY IMPORTANT.
>> THANK YOU, PAM. GOOD AFTERNOON.
WE GO THROUGH THIS PROCESS, LIKE MS. ORR SAID, THROUGHOUT THE YEAR.
ONE OF THE THINGS THAT WE START WITH WHEN WE GET OUR STAAR RESULTS BACK IS THAT DATA REVIEW.
LIKE DR. NIE TOOK US THROUGH IT SAID, OVERARCHING DATA BECAUSE THAT'S THE FIRST DATA WE GET BACK.
THEN WE INVESTIGATE THROUGH QUESTIONING AND TRYING TO FIGURE OUT ANY TRENDS AND WHAT MIGHT BE THOSE CAUSES.
WE GET MORE DATA BACK IN THE SUMMER THAT HAS MORE SPECIFIC CURRICULUM INFORMATION ON IT FOR US, AND WE DO ANOTHER DIVE AROUND OUR CURRICULUM, AND THEN WE DECIDE HOW WE'RE GOING TO RESPOND TO THE DATA.
I'M GOING TO BREAK DOWN EACH ONE OF THESE PIECES.
IN OUR DATA REVIEW, THERE'S LOTS OF DIFFERENT WAYS, LIKE DR. NIE HAS SHOWN YOU GUYS, LOTS OF DIFFERENT WAYS TO LOOK AT THE DATA.
THERE'S EVEN MORE, IF YOU CAN IMAGINE IT.
BUT WE DO COMPARE APPLES TO ORANGES.
THESE ARE LOOKING AT A PARTICULAR GRADE LEVEL OVER TIME.
WHAT ARE THE TRENDS OVER TIME? THERE ARE DIFFERENT STUDENTS, THIRD GRADERS, ONE YEAR, NEXT YEAR, WE GET NEW THIRD GRADERS, AND SO WE'RE LOOKING AT THOSE THIRD GRADE ASSESSMENTS OVER TIME.
WE ALSO COMPARE APPLES TO APPLES.
WE WATCH THE TRENDS OF THOSE STUDENTS AS THEY GO THROUGH OUR SYSTEM, AND SEEING HOW THEY'RE DOING ON THE MATH TESTS THROUGHOUT THEIR CAREER IN FRISCO.
WE ALSO TAKE A STEP BACK AND LOOK AT IT PER GRADE LEVEL FOR OUR DISTRICT.
ARE THERE ANY TRENDS THAT ARE POPPING UP IN A PARTICULAR GRADE LEVEL THAT WE WANT TO ASK MORE QUESTIONS AROUND? THEN WE'LL LOOK AT A CAMPUS, AND WE CAN RESPOND AT THE CAMPUS LEVEL AS WELL.
ONCE WE GET OUR SC DATA BACK, WHICH THEY TELL US WHICH STANDARDS WERE ACTUALLY ASSESSED, AND WE CAN LOOK AT THAT DATA, WE TAKE A GOOD LOOK AT THAT AND THE TRENDS TO SEE IF THERE'S SOMETHING SPECIFIC IN THE CURRICULUM THAT IS POPPING OUT AT US THAT WE WANT TO ADDRESS.
THEN OF COURSE, LIKE DR. NIE SHOWED YOU, WE DO LOOK AT COMPARISON DISTRICTS IN THE REGION AND JUST CHECK WHERE WE'RE AT, BECAUSE THAT CAN HELP US MAKE DECISIONS TOO.
THEN WE GET TO THIS INVESTIGATE PART.
IF THERE'S A PART OF THE PUZZLE THAT'S POPPING OUT THAT WE WANT TO CELEBRATE, WE TAKE THE TIME TO CELEBRATE, AND WE ALSO LOOK AT AREAS OF GROWTH.
IT MIGHT BE WITH A SPECIFIC SUBGROUP OF STUDENTS, FOR INSTANCE, MAYBE IT'S OUR BILINGUAL STUDENTS.
WELL, WE WILL GET A TEAM TOGETHER WHO ALL SUPPORT THE BILINGUAL STUDENTS, TO ASK QUESTIONS AND INVESTIGATE THAT A LITTLE BIT MORE, TO FIGURE OUT IF WE CAN FIGURE OUT WHAT ROOT CAUSE IS, TO HAVE APPROPRIATE RESPONSE.
ONCE WE GET THAT SC BACK, WE DO A REAL BIG CURRICULUM DIVE.
THIS IS WHERE WE BRING IN SOME OF OUR INSTRUCTIONAL COACHES AND OUR TEACHER LEADERS INTO THE CONVERSATION TO LOOK AT AND ANALYZE THAT TEST IN A LOT MORE DETAIL.
THERE WAS A TIME WHERE WE HAD AN SC THAT WE WERE DOING SO GREAT ON, ALWAYS IN THE 90S.
THEN IN 2023, WE HAD THE REDESIGN AND THE SCORES CAME BACK AND OUR KIDS TANKED ON THIS ONE STANDARD.
[00:35:03]
WE WERE LIKE, WHAT HAPPENED? HOW DID THAT HAPPEN? WE KNEW THAT THE TEACHERS DIDN'T CHANGE MUCH, WE HADN'T CHANGED THE RESOURCES, SO HOW DID WE GET THIS DISCREPANCY IN OUR SCORES? WELL, ONCE THEY RELEASE THE TEST, AND YOU CAN LOOK AT THOSE TEST QUESTIONS, IT TELLS YOU A LOT.THEY ASKED IT IN A VERY COMPLEX WAY THAT OUR KIDS WEREN'T USED TO SEEING, AND SO THEN IT LED TO SOME PROFESSIONAL LEARNING FOR OUR TEACHERS.
SOMETIMES WE WILL NEED TO MAKE ADJUSTMENTS TO THE CURRICULUM.
SOMETIMES WE NEED TO PROVIDE MORE RESOURCES.
IT CAN'T JUST BE A ONE OFF THING.
THEN WE RESPOND IN A COUPLE OF DIFFERENT WAYS.
ALONG WITH PACING AND CURRICULUM SUPPORTS, THOSE TEACHER LEADERS ALSO LEAD PROFESSIONAL LEARNING WITH OUR TEACHERS AND OUR INSTRUCTIONAL COACHES ARE ALSO VERY PIVOTAL IN THAT LEARNING.
THE OTHER THING THAT WE DO IS MAYBE A MORE TARGETED CAMPUS SUPPORT.
IF WE IDENTIFY THAT A CAMPUS NEEDS ADDITIONAL SUPPORT, WE GET DEPARTMENTS TOGETHER TO PROVIDE THAT SUPPORT, AND DR. NIE IS GOING TO GO INTO A LITTLE BIT MORE DETAIL OF WHAT THAT CAMPUS SUPPORT LOOKS LIKE SHORTLY.
BUT THIS IS HOW WE RESPOND TO OUR STAAR DATA AT THE DISTRICT LEVEL.
>> FOR THE CONCLUSION OF OUR SECTION, WE WANTED TO LIFT UP THE VERY PIVOTAL ROLE, THE PARTNERSHIP THAT WE HAVE WITH CAMPUS LEADERSHIP TEAMS PLAY.
WE TALKED A LITTLE BIT EARLIER ABOUT THE WRITTEN CURRICULUM AND THE ASSESSED CURRICULUM.
WE WORK ON THOSE IN PARTNERSHIP WITH THE CAMPUS LEADERSHIP TEAMS. THEY REALLY SUPPORT US IN MONITORING THE CURRICULUM.
WHAT GOES ON ON THE DAY TO DAY BASIS INSIDE OF OUR CLASSROOMS. OUR PRINCIPALS AND ASSISTANT PRINCIPALS ARE THERE OBSERVING TEACHERS, WHETHER IT BE A FORMAL EVALUATION OR A WALK THROUGH.
THEY ARE GIVING THEM FEEDBACK.
IT IS VERY IMPORTANT THAT WE LEVERAGE THAT PARTNERSHIP TO BUILD THEIR CAPACITY, SO WHEN THEY'RE IN THOSE CLASSROOMS, OBSERVING TIER 1 INSTRUCTION, THEY KNOW EXACTLY WHAT TO LOOK FOR.
IF THEY FIND AREAS WHERE OUR TRIANGLE MAY BE MISALIGNED, THEY KNOW HOW TO RESPOND.
WE WANTED TO MAKE SURE TO CALL OUT THE VERY PIVOTAL RELATIONSHIP THAT WE HAVE WITH CAMPUS LEADERSHIP.
WITHOUT OUR INSTRUCTIONAL COACHES, WE WOULD NOT BE ABLE TO BE AS EFFECTIVE AS WE ARE.
WE ARE ABLE TO PULL OUR ASSISTANT PRINCIPALS AND OUR PRINCIPALS OFF OF CAMPUS ABOUT 3-4 TIMES PER YEAR FOR CURRICULUM MEETINGS THROUGH THEIR LENS.
BUT OUR INSTRUCTIONAL COACHES, WE GET TO SPEND TIME WITH THEM EACH MONTH.
DURING FULL DAY TRAININGS, WE'RE BUILDING THEIR CAPACITY, PROVIDING PROFESSIONAL LEARNING, WE'RE LOOKING AT DATA WITH THEM AND ALSO HELPING THEM FORMULATE A PLAN FOR GOING BACK TO CAMPUS AND RESPONDING TO SAID DATA.
WE WANTED TO REALLY LIFT UP THE VERY IMPORTANT WORK THAT INSTRUCTIONAL COACHES ARE DOING IN HELPING US TO BUILD AND MAINTAIN THAT CAPACITY.
>> ON ON THE ICS, IS THERE DATA THAT HELPS MEASURE THAT IMPACT?
>> WE ARE, AS A MATTER OF FACT, IN THE PROCESS OF COLLECTING SOME IMPACT DATA.
IT IS VERY YOUNG, IT'S NEW THIS YEAR, IT'S AN ENHANCEMENT, BUT WE ARE IN FACT COLLECTING THAT.
>> I'VE SAID THIS BEFORE. THE IMPACT OF ICS HAS BEEN SOMETHING NEW TO ME, AND I'VE BEEN IMPRESSED WITH IT, AND I WAS JUST CURIOUS HOW IT WAS MEASURED.
I LOOK FORWARD TO THAT DATA IN THE FUTURE.
I THINK HELPFUL TO SEND THAT MESSAGE IN A WAY THAT OTHERS CAN OBSERVE.
>> IT IS. THANK YOU SO MUCH FOR LIFTING THAT, AND WE CERTAINLY CAN GET IT PUT TOGETHER AND GET IT SUMMARIZED FOR YOU.
I CAN TELL YOU IT'S THE FIRST TIME THAT WE LOOKED AT IT TOO, AND IT WAS VERY, VERY AFFIRMING.
I THINK I'M HANDING OFF TO DR. NIE
>> THANK YOU VERY MUCH. MS. MADISON AND MS. ORR SHARED A LITTLE BIT ABOUT OUR CURRICULUM AND HOW THAT SUPPORTS THE NAME AND NEED OF ALL STUDENTS.
ONE OF THE PROCESS IMPROVEMENTS THAT WE PUT IN PLACE THIS YEAR THAT WE'RE EXCITED ABOUT IS THE CAMPUS SUPPORT FRAMEWORK.
THIS IS JUST A WAY THAT WE GO ABOUT SUPPORTING THE NEEDS OF CAMPUS.
THE PURPOSE OF IT REALLY HAS THREE, I GUESS, BULLET POINTS HERE.
IT'S A STRUCTURE FOR US AT CENTRAL OFFICE TO PROVIDE THAT TIMELY TIERED SUPPORT FOR CAMPUSES WHO MAY HAVE DIFFERENT NEEDS AT DIFFERENT TIMES.
THEN REALLY WHAT WE'RE DOING AT CENTRAL OFFICE, IT'S REALLY WE'RE TRYING TO ALIGN AND INTEGRATE OUR SYSTEMS OF SUPPORT AROUND THE TARGETED NEEDS OF THE CAMPUS, REALLY PROMOTING THAT SHARED RESPONSIBILITY.
[00:40:01]
THEY'RE ALL OUR KIDS, AND WE'RE ALL RESPONSIBLE FOR THEIR [INAUDIBLE].THE SUPPORT TEAM LOOKS LIKE THIS FROM CENTRAL OFFICE.
THE SIX DIFFERENT DEPARTMENTS ARE REPRESENTED TO BASICALLY COME AROUND AND REALLY COLLECTIVELY IDENTIFY WHAT ARE THE TARGETED NEEDS AND SUPPORTS OF THE CAMPUS.
THAT WAY, EVERYONE HAS REALLY CLEAR, REGARDLESS OF WHAT DEPARTMENT YOU'RE IN, HERE ARE THE KEY NEEDS FOR THE CAMPUS AND THEN WHAT THOSE SUPPORTS LOOK LIKE.
WE'RE ALIGNED AND INTEGRATED TO HOW WE'RE SUPPORTING THE CAMPUS.
THERE'S REALLY THREE THINGS THAT INITIATE THIS PROCESS.
IF THERE'S ANYTHING THAT COMES UP IN STATE FEDERAL ACCOUNTABILITY EARLIER, OR JUST A LITTLE BIT AGO, WERE MENTIONING DOMAIN 3, AND THAT TRIGGERS THE CAMPUS INTERVENTION SUPPORTS, BUT THIS IS THE FIRST YEAR IN I THINK IN THE LAST 10 YEARS, THAT WE DON'T HAVE A SINGLE CAMPUS THAT HAS ANY REQUIRED INTERVENTION AT THE STATE OR FEDERAL GOVERNMENT LEVEL, SO THAT'S DEFINITELY A CELEBRATION.
ALSO FOR WORKING WITH THE CAMPUS, CONTINUATION OF PRIOR YEAR SUPPORTS COULD BE AN INDICATOR THAT'S WELL, WE DIDN'T QUITE GET WHAT WE WANT, SO WE'LL CONTINUE TO SUPPORT FOR ONE MORE YEAR, OR JUST ANYTHING LOCALLY THAT COMES UP BASED UPON THINGS WE SEE IN THE DATA, LEADERSHIP CHANGES, STUDENT CHANGES, WHATEVER.
WE REALLY COLLECTIVELY COME AROUND AND IDENTIFY THOSE CAMPUSES AND HAVE THAT SUPPORT STRUCTURE IN PLACE.
THIS REPRESENTS A LOT OF THE WORK FROM DIFFERENT DEPARTMENTS COMING TOGETHER AND TEARING DOWN THOSE DEPARTMENTAL WALLS AND REALLY JUST LOOK AT HOW WE CAN SUPPORT THAT.
COMING UP NEXT, MS. DODSON IS GOING TO COME UP AND SHARE.
THIS IS THE CAMPUS SUPPORT FRAMEWORK OF CAMPUSES NEEDING SUPPORT.
FOR THE INDIVIDUAL STUDENT LEVEL, OUR SYSTEM FOR THAT IS MTSS.
SERITA HAS DONE A TREMENDOUS JOB BRINGING LEADERSHIP TO THIS TOPIC, SO I'LL PASS IT OFF TO HER.
>> THANK YOU, DR. NIE. HELLO. HOW ARE Y'ALL? GOOD. YOU ARE PROBABLY ASKING, HOW DOES THE CAMPUS PULL ALL THIS TOGETHER BECAUSE IT'S A LOT OF HARD DEDICATED WORK? WELL, THE MULTI-TIERED SYSTEM OF SUPPORT, LET ME CHANGE THE SLIDE, MULTI-TIERED SYSTEM OF SUPPORT, WHICH ACRONYM MTSS, THIS IS HOW A CAMPUS ACTUALLY PULLS IT ALL TOGETHER TO DISCUSS STUDENTS' INDIVIDUAL NEEDS, BUT ALSO THE WHOLE CAMPUS.
WHEN A CAMPUS LOOKS AT THAT INITIAL DATA, LIKE MEREDITH HAD MENTIONED, THE STAAR DATA, AT THE END OF THE SCHOOL YEAR, THEY'RE ALREADY MAKING PLANS FOR THE CAMPUS AS WELL AS THE INDIVIDUAL STUDENT.
WHAT I WANT YOU TO THINK ABOUT IS A PYRAMID, AND THAT PYRAMIDS ALWAYS STARTS WITH TIER 1 INSTRUCTION.
THAT TIER 1 IS WHEN YOU GET YOUR TEST SCORES, YOUR STAAR, YOUR SNAPSHOTS, ANY ASSESSMENT THAT A STUDENT IS TAKING, BUT ALSO LOOK AT THE BOTTOM OF THE SLIDE, PBIS, TIER 1 SUPPORTS.
YOU'RE ALSO LOOKING AT THE WHOLE SCHOOL OF, WHAT DOES OUR CAMPUS AND OUR STUDENTS NEED TO SUPPORT STUDENTS' BEHAVIOR, THE WHOLE CHILD.
BASED OFF OF THAT, OUR CAMPUSES AND OUR LEADERS, TEACHERS, INSTRUCTIONAL COACHES, THEY START MAKING INDIVIDUAL PLANS FOR THE CAMPUS, AS WELL AS KID TO KID.
IT ALWAYS STARTS OFF WHOLE CAMPUS, WHAT ARE OUR NEEDS? WE GO BACK TO THAT AD MISSION STATEMENT, NAME AND NEED.
BUT THEN ALSO, WHAT ARE OUR STUDENTS INDIVIDUAL NEEDS? THAT IS FOR ENRICHMENT AS WELL AS INTERVENTION.
WE DON'T JUST STOP AT THE NEEDS OF THIS KID IS STRUGGLING.
IT THIS KID ALSO NEEDS TO BE ENRICHED.
THINK ABOUT THE WHOLE CHILD WITH IT.
YOU CAN SEE THAT THIS IS STUDENT SUPPORT STRUCTURES WITHIN ELEMENTARY AND SECONDARY.
I'M NOT GOING TO TOUCH ON ALL OF THEM, BUT I DO WANT TO HIGHLIGHT SOME OF THE INDIVIDUAL ONES THAT I FEEL LIKE WOULD HELP SUPPORT SOME OF THE DATA YOU SAW EARLIER.
AT THE END OF ELEMENTARY, YOU CAN SEE MATH 180.
THAT'S ACTUALLY AN ENHANCEMENT THAT WE ADDED THIS SCHOOL YEAR BASED OFF OF THE MATH DATA THAT Y'ALL ASKED EARLIER ABOUT.
WHAT ARE WE DOING TO SUPPORT THOSE STUDENTS? MATH 180 IS A NEW PROGRAM THAT STARTED IN OUR ELEMENTARY CAMPUSES, TITLE 1 THIS SCHOOL YEAR, WHERE IT ACTUALLY FILLS THE HOLES AND THE GAPS THAT STUDENTS HAVE TO HELP SUPPORT THEM DURING THE CURRENT NEEDS, BUT ALSO WHEN THEY GO TO MIDDLE SCHOOL, WE CLOSE THOSE GAPS, SO THEY'RE READY TO GO SIXTH GRADE.
ADDITIONALLY, YOU WILL SEE PROGRESS MONITORING ON BOTH SIDES.
PROGRESS MONITORING IS WHAT OUR PRINCIPALS LEAD DAY TO DAY BASED ON THAT KID TO KID NEED, AND AGAIN, THE WHOLE SCHOOL NEED.
THEY ARE ALWAYS LOOKING AT ANECDOTAL NOTES AS WELL AS THE DATA TO DRIVE INSTRUCTION AND BEHAVIOR.
ON THE SECONDARY, I WILL HIGHLIGHT AVID.
SOME OF OUR CAMPUSES HAVE AVID TO WHERE THAT IS INSTRUCTION FOR KIDS WHO DESIGN TO START LEARNING COLLEGE CAREER READINESS, TAKING NOTES, THOSE ENHANCEMENTS.
WE ALSO HAVE AN ARRAY OF COURSE SELECTIONS, AS WELL AS THE SECONDARY LEVEL ADVISORY FOR EACH MIDDLE SCHOOL AND HIGH SCHOOL.
THIS IS WHERE OUR STUDENTS IN MIDDLE SCHOOL AND HIGH SCHOOL HAVE TARGETED INTERVENTIONS OR ENRICHMENT TO SUPPORT THEIR LEARNING NEEDS.
[00:45:06]
OUR DISTRICT, WE DO A GREAT JOB, I AM GOING TO TOOT OUR OWN HORN, ABOUT INDIRECT SUPPORT FROM CENTRAL ADMINISTRATION.ALL OF THESE AREAS FOR ELEMENTARY AND SECONDARY, RIGHT HERE IN THIS OFFICE, WE TRULY DO THINK ABOUT THE PROFESSIONAL LEARNING THAT CAMPUSES NEED ON A DAY TO DAY BASIS.
WHAT IS THEIR STARR FROM WITH TIER 1? HOW ARE WE SUPPORTING OUR INSTRUCTIONAL COACHES LIKE MS. ORR SAID, OUR LANGUAGE COACHES, AS WELL AS THAT CAMPUS SUPPORT FRAMEWORK IF WE REALLY NEED TO GET DOWN AND DIRTY WITH THE CAMPUS.
OF COURSE, WE ARE FRISCO ISD, SO WE ARE ALWAYS CONTINUOUS IMPROVEMENT CYCLE TO ENHANCE OUR CAMPUSES AS WELL.
THIS SLIDE WILL SHARE WHAT WE'RE CURRENTLY DOING AND WORKING ON AND STUDYING AS WE ARE TRYING TO ENHANCE EACH CAMPUS.
YOU'LL SEE AT THE BOTTOM OF ELEMENTARY STUDYING READ 180.
WE ACTUALLY DO READING 180 AT THE SECONDARY LEVEL.
IT WILL BE HOPEFULLY NEW FOR ELEMENTARY COMING SOON.
JUST LIKE I MENTIONED WITH THE MATH 180, READING 180 DOES THE SAME THING FOR READERS, BUT IT'S A NEW PROGRAM, SO WE ARE TAKING OUR TIME.
WE DON'T JUST WANT TO PUSH IT ONTO OUR CAMPUSES, BUT WE ARE STUDYING THAT PROGRAM.
ADDITIONALLY, WE HAVE REALLY WORKED HARD WITH OUR SECONDARY COORDINATORS ON READING LAB IDENTIFICATION FOR OUR STUDENTS AND MATH LAB IDENTIFICATION FOR OUR STUDENTS.
WHEN A STUDENT GOES TO SECONDARY, THAT TRANSITION FROM FIFTH TO SIXTH, WE ARE TAKING TIME TO SLOW DOWN AND SAY, DOES THIS KID NEED MORE WHEN THEY GO TO JUNIOR HIGH SO THEY ARE READY TO BE SUCCESSFUL IN THE CLASSROOM? THAT TIER 1 INSTRUCTION.
>> I THINK THAT'S ABOUT IT. DO Y'ALL HAVE ANY QUESTIONS? I DID NOT MENTION, I APOLOGIZE.
PRACTICAL WRITING. PRACTICAL WRITING IS A COURSE AT THE HIGH SCHOOL LEVEL.
THAT'S FOR STUDENTS WHO MAY NOT HAVE PASSED THEIR EOC IN ENGLISH 1 OR ENGLISH 2, AND THAT'S JUST GOING TO SUPPORT THEM FOR THEIR NEXT STEPS AFTER AND DURING HIGH SCHOOL TO BECOME A BETTER WRITER.
YES, MS. DAVIS. MY FIRST QUESTION IS, YOU MENTIONED THE TUTORING ON TITLE 1 CAMPUSES.
WHAT HAPPENS TO STUDENTS THAT ARE BEHIND OR HAVE GAPS THAT ARE NOT ON TITLE 1 CAMPUS? THE [INAUDIBLE] ASSISTANT.
>> DR. GONZALES WILL SPEAK MORE TO THAT SPECIFICALLY, ACCELERATE TUTORS AT TITLE 1, BUT ALL CAMPUSES CAN PROVIDE TUTORING FOR ANY STUDENT.
THINK OF ADVISORY AS TUTORING DURING THE SCHOOL DAY, SO STUDENTS DO NOT HAVE TO STAY AFTER SCHOOL OR COME BEFORE SCHOOL.
AT THE ELEMENTARY LEVEL, ALL CAMPUSES DO PROVIDE EITHER WHEN TIME, WHICH IS WHAT I NEED, THAT'S FOR INTERVENTION OR ENRICHMENT OR INE, SO THAT IS OFFERED AT ALL ELEMENTARY CAMPUSES.
BUT AGAIN, DURING THE SCHOOL DAY, SO KIDS DO NOT HAVE TO COME AFTER SCHOOL OR BEFORE SCHOOL.
THAT'S WITHIN THEIR MASTER SCHEDULE.
>> SINCE IT AVAILABLE, STUDENTS IF THERE IS A CHILD THAT IS BEHIND, I KNOW THAT THEY OFFER IT, BUT IS IT AN ASSIGNED?
>> YES. THAT'S WITHIN THE PROGRESS MONITORING.
THAT'S WHEN CAMPUS LEADERSHIP MEETS, THEY'RE LOOKING AT ALL THE DATA, AND THEY'RE DETERMINING WHAT DOES THE KID NEED.
THEN THEY ARE ASSIGNED TO A TEACHER BASED ON SUBJECT OR BASED OFF OF JUST, IT CAN BE BEHAVIOR AS WELL.
THERE ARE SOME STUDENTS WHO GO TO RECEIVE BEHAVIOR SUPPORT DURING THAT ONE TIME AS WELL.
>> I CAN GIVE YOU A BUNCH OF DATA TO SHOW YOU [LAUGHTER].
>> BE CAREFUL WHAT YOU ASK FOR.
>> WELL, I'M READY, SO BRING IT.
>> THANKS, MS. DODSON. HI. HOW ARE Y'ALL? THANK YOU FOR HAVING ME TODAY.
I GET THE OPPORTUNITY TO JUST HIGHLIGHT A LITTLE BIT ABOUT OUR TITLE 1 PROGRAMMING.
I GET THE OPPORTUNITY TO OVERSEE OUR TITLE 1 PROGRAMMING IN OUR SCHOOL, AND SO EMPOWERING OUR STUDENTS THROUGH THIS PARTICULAR PROGRAM.
OUR TITLE 1 PROGRAMMING IS BASICALLY FEDERAL PROGRAM THAT PROVIDES ADDITIONAL FUNDS FOR SCHOOLS THAT HAVE A HIGHER CONCENTRATION OF STUDENTS THAT COME FROM ECONOMICALLY DISADVANTAGED BACKGROUNDS.
OUR TITLE 1 PROGRAMS SPECIFICALLY ARE TARGETED AT THE ELEMENTARY LEVEL.
I'M GOING TO TALK A LITTLE BIT ABOUT ONE OF OUR MAJOR SUPPORTS THAT WE HAVE AS PART OF OUR TITLE 1 PROGRAMMING, AND THAT WAS WHAT MS. DODSON WAS JUST ALLUDING TO.
WITH THE FUNDS THAT COME IN FOR THESE CAMPUSES,
[00:50:01]
A LARGE AMOUNT OF THE FUNDS ARE USED TO PROVIDE PART TIME TUTORS, BECAUSE WE BELIEVE THAT FACE TO FACE, SOMEBODY TO BE ABLE TO COME IN AND WORK WITH STUDENTS THAT NEED THESE PARTICULAR SUPPORTS AND INTERVENTIONS IS IMPORTANT.MANY TIMES, THE TUTORS ARE LONGTIME FRISCO RETIRED TEACHERS.
THEY'RE ABLE TO COME BACK, THEY KNOW THE CURRICULUM, THEY KNOW THE SCHOOLS, THEY KNOW THE CAMPUSES, AND SO THEY CAN PROVIDE THAT SUPPORT.
OUR TUTORS SUPPORT MULTIPLE GRADE LEVELS, K-5 AND MULTIPLE CONTENT AREAS, AND IT'S ALL BASED ON CAMPUS NEED.
FOR THE MOST PART, IT'S READING AND MATH.
ON SOME OCCASIONS, IT COULD BE WRITING, BUT PREDOMINANTLY READING AND MATH.
OUR TUTORS ALSO USE PROGRESS MONITORING TOOLS SO THAT THEY CAN TRACK STUDENT ATTENDANCE WHEN THOSE STUDENTS ARE COMING TO SEE THOSE TUTORS.
THE SKILL DEVELOPMENT BASED ON HOW THEY DID WHEN THEY'RE COMING IN, AND THEN ONCE THEY LEAVE, HOW THEY'RE DOING WHEN THEY'RE LEAVING THEM, HOW MUCH TIME IT MIGHT BE TAKING THEM TO LEARN CERTAIN CONCEPTS.
THEN JUST ANECDOTAL NOTES SOMETIMES ALSO TO SHARE WITH THOSE CLASSROOM TEACHERS.
ALSO, OUR TUTORS USE SUPPLEMENTAL INSTRUCTIONAL MATERIALS DESIGNED TO CLOSE THAT GAP.
MS. DODSON AGAIN, HAD MENTIONED IN RESPONSE TO OBVIOUSLY LOOKING AT OUR MATH SCORES.
WE IMPLEMENTED THIS YEAR MATH 180 AT THE 3RD-5TH GRADE LEVEL, SPECIFICALLY DESIGNED FOR STUDENTS THAT NEED VERY SPECIALIZED INTERVENTION IN THE AREA OF MATH.
WHAT THAT MATH 180 DOES IS IT ALLOWS TO BUILD THOSE FOUNDATIONAL SKILLS SO THAT THEY CAN CONTINUE TO BUILD THAT AND ENHANCE WHAT THEY'RE LEARNING ON GRADE LEVEL IN THE CLASSROOM.
THAT IS ONE RESOURCE THAT WE'RE IMPLEMENTING THIS YEAR.
ANOTHER RESOURCE THAT WE'RE STARTING TO IMPLEMENT THIS YEAR FOR OUR KINDERGARTEN THROUGH SECOND GRADE STUDENTS IS RESOURCE SPECIFICALLY DESIGNED FOR DECODING AND PHONICS.
WE FEEL LIKE THAT THAT IS VERY HELPFUL FOR OUR KINDERGARTEN THROUGH SECOND GRADE TO ADDRESS THE READING AND WE WANT OUR STUDENTS TO BE ON GRADE LEVEL BY THIRD GRADE AND READING ON GRADE LEVEL BY THIRD GRADE.
REALLY TARGETING THAT EARLY INTERVENTION THROUGH OUR TUTORING PROGRAM.
WE KNOW THAT A GOOD TUTORING PROGRAM BECAUSE WE HAVE PART TIME FOLKS AND AS GREAT AS THEY ARE, RETIRED TEACHERS, BUT WE STILL NEED TO BUILD THEIR CAPACITY THROUGH PROFESSIONAL LEARNING.
WE DO PROVIDE PROFESSIONAL DEVELOPMENT FOR OUR TUTORS ON HOW TO PROGRESS MONITOR THE STUDENTS THAT THEY'RE SEEING, HOW TO GOAL SET WITH THEIR KIDS WHEN THEY'RE COMING TO SEE THEM.
THEN ALSO WE PROVIDE PROFESSIONAL LEARNING ON JUST INSTRUCTIONAL SUPPORT.
WHAT DOES IT LOOK LIKE WHEN I'M SEEING A STUDENT FOR 30 MINUTES AND QUICKLY BEING ABLE TO GET TO WHAT WE NEED TO GET TO INSTRUCTIONALLY SO WE'RE NOT WASTING TIME.
ALSO SUPPLEMENTAL CURRICULUM MATERIALS.
AS I TALKED ABOUT EARLIER, WE PROVIDE TRAINING ON THE MATH 180 IN THE UFLI, WHICH WAS THE DECODABLE AND THE PHONICS RESOURCE THAT I TALKED ABOUT.
THEN THE LAST ONE WE ALSO PROVIDE OPPORTUNITIES FOR PROGRESS MONITORING MEETINGS, AND SO THAT OUR ACCELERATED TUTORS ARE LOOKING AT THE EFFECTIVENESS OF THE INTERVENTIONS WITH THE ADMIN TEAM, THE INSTRUCTIONAL SUPPORT OR INSTRUCTIONAL LEADERSHIP TEAM.
ALSO, WE LOOK AT STUDENT PROGRESS UPDATES, SO HOW ARE STUDENTS DOING? CONSTANTLY, WE'RE WANTING TO MEET AND SET UP INTENTIONAL WAYS IN WHICH THOSE TUTORS BECAUSE THEY'RE THERE PART TIME, CAN COMMUNICATE WITH THE TEACHERS, BUT ALSO CAN COMMUNICATE WITH THE INSTRUCTIONAL SUPPORT TEAM ON THE CAMPUS.
THEN THE LAST COUPLE ARE ENTRY AND EXIT.
BECAUSE IT'S REALLY IMPORTANT TO KNOW THAT JUST BECAUSE A KID MIGHT BE SEEING AN INTERVENTION, THAT MAYBE THEY'RE GETTING IT AND THEY COULD BE EXITED.
OR MAYBE THERE'S A KID AND ESPECIALLY IF YOU'RE LOOKING AT A VERY SPECIFIC STANDARD, MAYBE THAT KID NEEDS THAT STANDARD AND NEEDS HELP.
WE LOOK AT ENTRY AND EXIT AS PART OF THOSE PROGRESS MONITORING MEETINGS.
THEN THE LAST ONE IS DATA COMPARISONS BECAUSE WE WANT TO LOOK AT IS WHAT THE TUTOR'S SEEING AND HOW THEY'RE PERFORMING.
HOW ARE THEY ALSO PERFORMING IN THE CLASSROOM? HOW ARE THEY PERFORMING ON SNAPSHOTS, AND HOW ARE THEY PERFORMING ON THESE OTHER DATA POINTS?
[00:55:03]
WE INTENTIONALLY TRY TO DESIGN THESE MEETINGS SO THAT WE CAN LOOK AT THOSE DATA COMPARISONS.JUST WANTED TO HIGHLIGHT ONE OF OUR MAJOR I GUESS INITIATIVES WITH OUR TITLE 1 PROGRAMMING, WHICH IS OUR PART TIME TUTORS.
>> I HAVE A QUESTION WHILE HE'S WORKING ON HIS MIC.
>> HOW MUCH TIME DO THE TUTORS SPEND WITH THE STUDENTS? WHAT IS THE FREQUENCY?
>> THEY'RE PART TIME, SO THEY CAN WORK UP TO 19 HOURS PER WEEK, AND IT IS BASED ON CAMPUS NEED.
MOST OF THEM DO WORK 19 HOURS A WEEK.
THEY STRUCTURE IT BASED ON THE CAMPUS NEEDS.
SOME MAY WORK PROBABLY LIKE FIVE HOURS, MAYBE THREE DAYS OR ALMOST FOUR DAYS A WEEK.
THEN USUALLY IT'S ABOUT 30 MINUTES THAT THEY'RE SEEING A KID OR GROUP OF KIDS AT A TIME.
THE REASON IS SO QUICK IS BECAUSE WE DON'T WANT STUDENTS MISSING TIER 1 INSTRUCTION LIKE IN THE CLASSROOM WITH THE TEACHER, AND SO WE WANT TO MAKE SURE THAT THEY'RE GETTING THAT DIRECT INSTRUCTION ON THEIR GRADE LEVEL CONTENT.
THEN ONCE THEY GET THAT, THEN THEY CAN COME OUT WHEN THEY'RE IN SMALL GROUP INSTRUCTIONAL TIME.
THEY CAN COME OUT OF THE CLASSROOM AND SEE THE TUTOR FOR THAT 30 MINUTES OF THAT INSTRUCTIONAL BLOCK AND THEN BE BACK IN THE CLASSROOM.
>> THEY DON'T DO THIS DURING FLIGHT TIME?
>> IT USED TO BE FLIGHT. ADVISORY TIME OR THE TIME FRAME WHERE STUDENTS SHOULD GO AND GET EXTRA ASSISTANCE.
>> IN ELEMENTARY, AS MS. DODSON TALKED ABOUT, THEY HAVE INTERVENTION ENRICHMENT TIME OR WIN TIME, IT CAN BE DONE DURING THAT TIME AS WELL.
SOMETIMES IN SOME CAMPUSES, THEY DO EVEN DOUBLE DIP THAT.
THEY'LL DO IT DURING THAT TIME, AND THEY'RE ALSO DOING IT DURING THEIR BLOCK TIME AFTER THEY'VE RECEIVED THEIR TIER 1 INSTRUCTION.
>> ONE MORE QUESTION. AS IT RELATES TO FS NEED, ARE ALL OF THE CAMPUSES CURRENTLY, ARE THEIR NEEDS BEING MET OF THE FUNDING AND SOMETIMES TO BE A CHALLENGE? I'D LIKE TO JUST KNOW OF THE 77 CAMPUSES THAT WE HAVE, THE NEEDS THAT PRINCIPALS ARE GIVING PER STUDENT, ARE WE ABLE TO MEET THOSE NEEDS, OR DO WE HAVE A WAIT LIST FOR STUDENTS THAT ARE NOT?
>> YOU ASK A VERY GREAT QUESTION, WHICH IS THE WORK.
IF EVERYONE LOOKS A LITTLE TIRED, IT IS DEEP WORK THAT WE DO.
WHEN DOCTOR AND I WAS TALKING ABOUT THE CAMPUS SUPPORT FRAMEWORK, THAT IS AN ENHANCEMENT THAT WE HAD FROM TWO YEARS AGO WHEN WE PRESENTED THE DATA TO YOU GUYS, AND YOU'LL HEAR ENHANCEMENT AND PROCESS IMPROVEMENT FROM MY TEAM A LOT BECAUSE THAT'S WHAT WE ARE ABOUT.
BECAUSE WE WANT THE STUDENT LEARNING TO HAPPEN AT THE HIGHEST LEVELS, WE KNOW OUR ROLE IN THAT IS DEVELOPING THOSE SYSTEMS, MONITORING IT, PROVIDING PROFESSIONAL LEARNING AND SUPPORTING.
THE CAMPUS SUPPORT FRAMEWORK, DOCTOR AND I, YOU SAW THAT THERE WAS A SLIDE THAT HAD ALL THE DIFFERENT DEPARTMENTS THAT COME TOGETHER.
HIS TEAM, WE HAVE THE BEST DATA TEAM IN THE COUNTRY. I'M JUST TELLING YOU.
THEY'LL PULL TOGETHER ALL THE DATA TO SHOW WHAT CAMPUSES ARE SHOWING RED FLAGS AND WHY? THEN HE'LL PULL THE RIGHT PEOPLE AROUND THE TABLE AND THAT'S WHEN THE BRAINSTORMING STARTS HAPPENING.
THEN WE ALSO REALLY CREATE LIKE I'LL CALL IT CIRCLE OF SUPPORT, COREY, WILL KILL ME, HE HATES WHEN I SAY THAT, BUT LIKE A CIRCLE OF SUPPORT, WHERE THOSE DEPARTMENTS WORKING ALONGSIDE THE PRINCIPAL, THE INSTRUCTIONAL COACHES.
I WENT TO A CAMPUS SUPPORT FRAMEWORK AT A CAMPUS RECENTLY AND IT WAS SO EXCITING. WE WENT TO THE CAMPUS.
YOU COULD SEE ALL OF THE PEOPLE AROUND THE TABLE SUPPORTING AND THE INSTRUCTIONAL COACHES VERY TRANSPARENT ABOUT THE TEAMS THAT THEY MAY BE HAVING STRUGGLES WITH, WHAT RESOURCES COULD THEY GET, THOSE THINGS.
WE HAVE THE DATA TO MAKE SURE THAT EVERY CAMPUS HAS WHAT THEY NEED.
THE INSTRUCTIONAL COACHES IS ANOTHER REALLY IMPORTANT PIECE ON THAT INSTRUCTIONAL NEED PIECE OF HELPING US KNOW IF THERE'S EVEN SOMETHING BEYOND THE DATA.
BECAUSE SOMETIMES THERE COULD BE A BRAND NEW TEAM THAT'S TRYING TO PLAN, THEIR DATA MAY LOOK GREAT FOR WHAT WE SEE, BUT THE INSTRUCTIONAL COACH CAN SAY, HEY, I'VE GOT THIS TEAM, THAT IF WE DON'T GET SOME HELP ON IT, THE DATA WON'T LOOK LIKE THAT NEXT YEAR.
WE HAVE EVERYTHING PRETTY MUCH COVERED WITH THE SYSTEMS THAT WE HAVE IN PLACE RIGHT NOW.
>> SO WE HAVE ENOUGH TUTORS FOR OUR STUDENTS?
>> [LAUGHTER] SORRY. LONG WINDED QUESTION.
>> WELL, I ACTUALLY HAD THE SAME QUESTION.
I WAS SPEAKING TO HER, THE PIGGYBACK.
BECAUSE WE'RE USING THE WORD VOLUNTEER.
I ALSO WAS GOING TO ASK THE SAME THING.
YES, DESPITE IT BEING A VOLUNTEER ROLE.
THERE'S NEVER A QUESTION OF HAVING ENOUGH SUPPORT.
[01:00:04]
THEN I MISUNDERSTOOD. IGNORE ME. SORRY.
>> THOSE ARE THE VERY TALENTED RETIRED TEACHERS A LOT OF TIMES THAT WE CAN PULL IN TO HELP, WHICH WE ALWAYS LOVE THAT.
>> MY QUESTION IS PROBABLY QUITE DIFFERENT.
I DON'T WANT TO BASED UPON THE FINANCIAL.
THEY ARE THE INTELLIGENCE OF [INAUDIBLE].
BUT WHAT I WANTED TO KNOW IS, WHAT ARE WE DOING FOR THOSE KIDS WHO REALLY CAN'T DO QUITE WELL.
ARE THEY IN A SITUATION WHERE THEY'RE ALREADY PAST THAT POINT JUST BECAUSE THEIR PARENTS DON'T HAVE MONEY, DOESN'T NECESSARILY MEAN THEIR PARENTS DON'T SPEND TIME.
I'M INTO A PROGRAM ALREADY KNOWING HOW TO REACH THEM.
BUT I NEVER HEAR MUCH ABOUT THAT.
I DON'T WANT YOU ALWAYS HEAR WHAT THESE KIDS [INAUDIBLE]. I DON'T KNOW ANYTHING.
>> HOPEFULLY, YOU DON'T HEAR THAT FROM ANYONE.
[OVERLAPPING] WE TOTALLY AGREE WITH YOU.
>> CAN YOU TALK ABOUT WHAT ARE WE DOING FOR THOSE KIDS?
>> ABSOLUTELY. OUR ENTIRE STRUCTURAL MODEL IS EXACTLY THAT.
I HAD SOME BOARD MEMBERS THAT CAME WITH ME ON FRIDAY TO SEE SOME OF OUR INSTRUCTIONAL MODELS IN PLACE, IT WAS GOPAL, DYNETTE, AND STEPHANIE, THEY CAN EVEN SPEAK TO IT.
IT'S A WORKSHOP MODEL WHERE YOU SEE A MINI LESSON FROM THE TEACHER, WHICH IS THAT TIER 1 MAKING SURE THAT WE GET THE STANDARDS IN PLACE.
THEN WE GO INTO WHERE TEACHERS PULL TO THE TABLE TO SUPPORT WHATEVER IT IS THEY NEED.
THEN THAT'S WHERE THE DIFFERENTIATION CAN HAPPEN, WHERE THE STUDENTS HAVE PERSONALIZED ITEMS FOR WHERE THEY ARE.
WE NEVER WANT TO HOLD A KID BACK.
IN FACT, NAME A NEED, WE TAKE THAT PERSONALLY, AND WE BUILD OUR STRUCTURES AROUND THAT TO MAKE SURE THAT WHAT YOU'RE SAYING IS NOT HAPPENING.
>> ONE THING TO CLARIFY WITH THE FUNDING THAT COMES IN FOR TITLE 1 CAMPUSES.
ALTHOUGH THAT FUNDING IS BASED OFF OF FAMILIES THAT MIGHT BE ATTENDING THAT SCHOOL THAT HAVE A HIGHER CONCENTRATION OF ECONOMICALLY DISADVANTAGED BACKGROUND.
>> YES, FREE AND REDUCED LUNCH.
HOWEVER, WHEN THAT FUNDING COMES IN, IT CAN BE USED FOR ALL STUDENTS.
IT'S NOT JUST LIKE, IF I'M A STUDENT THERE AND I'M NOT ON FREE AND REDUCED LUNCH, I STILL HAVE ACCESS TO THAT FUNDING AND THE SUPPORTS THAT MIGHT BE IN PLACE.
EVEN THOUGH I COULD STILL GO SEE A TUTOR BASED ON WHEN WE'RE LOOKING AT DATA AND WE'RE LOOKING AT INFORMATION.
I DON'T KNOW IF THAT HELPS CLARIFY.
>> MY EXPERIENCE HAS BEEN THAT PEOPLE TEND TO JUST LUMP THEM ALL IN ONE GROUP AND NOT GIVE AN OPPORTUNITY FOR THOSE KIDS AND WE EXCEL.
NUMBER OF STUDIES, YOU GO IN AND YOU TELL THEM THAT OH, THESE KIDS ARE HIGH ACHIEVERS, AND IT COULD HAVE BEEN THE WORST PERFORMERS FOR THE LAST 10 YEAR.
EACH GOES IN WITH THAT MINDSET.
VICE VERSA IF YOU GO IN, YOU'RE THINKING, WELL, IT'S ALL COME A PORT.
THEY DON'T HAVE TUTORS, THEY DON'T HAVE PC AT HOME.
I KNOW THEY DON'T EVEN HAVE CABLE, SO IT'S NO WAY THAT THEY CAN EVEN READ OR WRITE.
THAT'S WHAT I WAS GETTING TOWARD, IS THAT FOCUS MIGHT BE THAT WE COME IN WITH BIAS ABOUT THIS.
WHAT ARE WE DOING FOR THOSE KIDS WHO ARE UNFORTUNATE EVENT OR LOCKED IN THAT, BUT THEY'RE READY TO EXCEL.
>> AGAIN, THAT'S WHERE THAT PERSONALIZATION AND KNOWING THE DATA FOR ALL OF OUR STUDENTS.
AT THE ELEMENTARY LEVEL, THERE ARE SPREADSHEETS AND REPORTS PROVIDED TO CAMPUS PRINCIPALS, INSTRUCTIONAL COACHES, ASSISTANT PRINCIPALS, AND TEACHERS TO UNDERSTAND EXACTLY WHERE A KID IS ON THEIR READING LEVEL, LET'S SAY, PERHAPS.
WE KNOW EXACTLY WHERE THEY'RE ENTERING THE SCHOOL YEAR, AND WE'VE ESTABLISHED A TARGET BY THE END OF THAT SCHOOL YEAR.
WE CHECK IT PERIODICALLY TO SEE IF THE STUDENT IS ON TARGET.
IN TERMS OF THE LOW SES, TEACHERS DON'T EVEN KNOW WHICH STUDENTS ARE ON FREE AND REDUCED LUNCH, THAT IS PRIVATE INFORMATION.
FOR THEM TO HAVE A MINDSET OF THIS KID I KNOW IS ON FREE AND REDUCED AND SO I'M GOING TO HAVE A HIGH EXPECTATIONS FOR THEM, THAT'S NOT SOMETHING THAT THEY HAVE INFORMATION ABOUT.
BUT WE DO LOTS OF PIECES WITH HAVING THOSE HIGH EXPECTATIONS FROM OUR LEADERS TO OUR TEACHERS.
>> LET ME ASK YOU THIS QUESTION.
I KNOW WE HAVE SOME UNDER PERFORMING STUDENTS AT OTHER NON TITLE 1 SCHOOLS, DO THEY GET THE SAME TYPE OF ATTENTION OR HOW DOES IT WORK FOR THEM?
>> I DON'T KNOW IF IT WAS EMANUEL, OR IF IT WAS [INAUDIBLE], I CAN'T REMEMBER WHO IT WAS, WHERE THEY WERE TALKING ABOUT WHERE THE WIND TIME.
[01:05:02]
EVERY STUDENT, IF THEY NEED INTERVENTION AND SUPPORT, WE FIND A WAY TO MAKE SURE THAT THAT HAPPENS FOR THAT STUDENT.WE DON'T LEAVE KIDS BEHIND ON THAT.
LIKE THE TITLE CAMPUSES, THEY HAVE THE PAID TUTORS THAT COME IN AND HELP AS AN EXTRA PAIR OF HANDS.
BUT THE PROCESSES WE HAVE IN PLACE ARE AT ALL OF OUR ELEMENTARY SCHOOLS.
I MISSPOKE EARLIER SAYING VOLUNTEER.
IT WAS BECAUSE YOU USED THE TERMS PART TIME RETIRED EDUCATORS, THESE ARE STAFF MEMBERS OUTSIDE OF OUR CAMPUS STAFF.
WHAT I WANT TO MAKE SURE AND CONFIRM IS THAT THE DEMAND NEVER OVER EXCEEDS THE SUPPORT.
YOU'RE SAYING NO, I JUST WANT TO MAKE SURE.
[OVERLAPPING] IS THERE EVER A NEED IN THIS PART TIME TUTORING AREA BECAUSE WE HAVE OTHER ISSUES FOR EDUCATORS, TEACHER RETENTION ISSUES.
IS THAT A PROBLEM IN THIS AREA?
I'M TRYING TO UNDERSTAND YOUR QUESTION.
IN FACT, WE HAVE A POOL OF CANDIDATES, AND WE CONSTANTLY GET RECOMMENDATIONS FROM LEADERS IN OUR SCHOOL SYSTEM, FORMER PRINCIPAL, SOMETIMES EVEN AT DISTRICT LEVEL.
I'VE HAD MISS. O SAY, I HAVE A GREAT TEACHER THAT WORKED FOR ME WHEN I WAS A PRINCIPAL, AND SHE'S RETIRED, WE HAVE IT CONSTANTLY WHERE FOLKS THAT WE HAVE MORE THAN ENOUGH SUPPORT TO BE ABLE TO PROVIDE FOR OUR CAMPUSES BASED ON THE NEEDS THAT THEY HAVE. IS THAT ANSWER?
>> YES. IT DOES. I REALLY JUST NEVER WANTED OUR RESPONSE TO BE, WELL, WE JUST DON'T HAVE A TUTOR TO HELP THEM TO THE LEVEL THAT OUR STANDARD IS.
>> COMPLETELY UNDERSTAND THAT.
>> YES, SIR. I HEARD YOU SPEAK EARLIER ABOUT THE TARGET LEVEL.
IS A TARGET LEVEL A PERCENTAGE, OR IS IT BASED UPON IF YOU'RE IN THE THIRD GRADE, WE WANT TO MAKE SURE YOU'RE ON READING LEVEL OF THE FOURTH GRADE WHEN YOU LEAVE OR WE'RE JUST TRYING TO GET YOU TO HAVE AN IMPROVEMENT PERCENTAGE FROM WHERE YOU WORK, AND THAT'S THE SAME APPLIED ACCOUNT ALONG WITH WHAT MARVIN WAS SAYING.
YOU'RE NOT AT A TITLE 1 SCHOOL.
IF YOU'RE AT A SCHOOL THAT'S NON TITLE 1 IS THE TARGET THE SAME.
>> EVERY TARGET IS INDIVIDUALIZED FOR EVERY STUDENT.
WHEN WE GET THEIR READING LEVELS, I GET TO LOOK AT THESE ALL THE TIME.
IF I GET TO GRANULAR, YOU'LL JUST STOP ME.
WE'LL GET A SPREADSHEET THAT'S GOT IT BY CAMPUS BY TEACHER, AND WE CAN SEE EXACTLY WHERE EVERY READING LEVEL IS FOR EVERY STUDENT.
WE SEE WHERE THEY ARE, AND WE SET THAT TARGET. WE SET THAT TARGET.
IF THEY'RE BELOW, WE WE WANT ACCELERATED PROGRESS.
IF THEY JUST MAKE A YEAR AND A YEAR, THEY'RE GOING TO STAY BEHIND THAT'S UNACCEPTABLE.
IF WE DON'T SEE ACCELERATED PROGRESS FOR THOSE STUDENTS, THEN WE'RE WORRIED ABOUT THAT.
ACCELERATED IS WHAT WE'RE LOOKING FOR ON THEM.
BUT IF YOU'RE ON LEVEL, AS LONG AS YOU'RE MAKING THAT YEAR'S GROWTH OR ACCELERATED, WE'RE HAPPY WITH THAT.
BUT IF YOU'RE BELOW LEVEL, WE GOT TO FILL IN THOSE GAPS FASTER.
>> STAYING WITH THE NUMBERS OF THE CHANGE OR THE GROWTH OR ONE IS DOING BETTER THAN THE OTHER.
>> WE HAVE NOT LOOKED AT THE DRA READING LEVEL IN COMPARISON FROM ONE SCHOOL LIKE TITLE VERSUS NON TITLE.
WE HAVEN'T LOOKED AT IT THAT WAY.
WE'RE WE'RE DOWN BY KID LEVEL AND MAKING SURE EVERY KID'S GOT EVERYTHING THEY NEED AND ALL THE TEACHERS HAVE THE SUPPORTS THEY NEED, BUT WE HAVEN'T LOOKED AT IT THAT WAY. GOOD QUESTION.
>> DO WE HAVE DATA FOR THAT FOR LIKE A CHILD THAT I UNDERSTAND THAT WE GET LOTS OF STUDENTS THAT [INAUDIBLE] DO WE HAVE A BASELINE [INAUDIBLE] GRADUATION.
END UP AND THEY'VE BEEN WITH FRISCO ISD FOR 13 YEARS OR IF A STUDENT HAS BEEN WITH FRISCO ISD FOR THREE OR MORE, HAVE THE ABILITY TO PULL DATA FOR ONE PARTICULAR CHILD TO DETERMINE WHAT THEIR GROWTH IS YEAR OVER YEAR.
>> LET ME MAKE SURE I'M UNDERSTANDING THE QUESTION.
WE DO HAVE CONTINUOUSLY ENROLLED DATA THAT YOU HAD YOU SEEN, WE COULD PROBABLY LOOK AT THAT KID AS MY GUESS BECAUSE THAT'S HOW YOU PULL IT BY KID TO GET TO THE TREND SO YES.
>> I WANT TO JUST PROVIDE SOME CONTEXTS.
I'M ASKING BECAUSE I SEE THE LEVEL IN WHICH THE STATE HAS GIVEN US THEIR MEASUREMENTS OR WHAT THEIR GOALS ARE AND IT LOOKS BASED ON WHAT WE'RE SEEING HERE IN NUMBERS OR PERCENTAGES, WE'VE EXCEEDED WHAT THE STATE IS REQUIRING OF US.
[01:10:03]
NOW, WE'RE FRISCO ISD, SO WE DON'T JUST LIMIT OURSELVES TO BEING RECORDED, BUT WE DON'T LIMIT OURSELVES TO WHAT THE STATE REQUIRES OF US.WE EXCEL ABOVE AND BEYOND THAT.
MY QUESTION IS, DO WE LOOK AT WHAT THEY'VE GIVEN US? WE LOOK AT THAT 96, 97%, I THINK IT WENT ALL THE WAY TO 99.
DO WE THEN MOVE THOSE TARGETS TO ENSURE THAT THOSE NUMBERS THAT WE'RE SEEING FOR DEMOGRAPHICS THAT ARE VERY, VERY LOW BECAUSE THEY ARE FOR EVERY DEMOGRAPHIC, NOT JUST THE LOWER TWO THAT WE SEE DOWN HERE.
JUST WANT TO MAKE SURE THAT WE ARE AS A DISTRICT SETTING TARGETS ABOVE WHAT WE CURRENTLY HAVE.
BECAUSE IF WE'RE AT 96%, WE CAN'T JUST SAY, OH, WE'RE AT 96% ABOVE WHAT THE STATE IS SAYING.
>> ONE OF THE THINGS WE'LL LOOK AT TONIGHT AT THE TAPER PRESENTATION, WE ACTUALLY HAVE SOME GOAL SETTING PART OF HOUSE BILL 3, WHERE WE SET TARGETS FOR ELEMENTARY AND SECONDARY, AND BASICALLY, WE SET TARGETS FOR EACH STUDENT GROUP AND YOU'LL SEE LATER TONIGHT THOSE TARGETS ARE WELL ABOVE WHAT THE STATE.
>> BECAUSE I THINK THE REST OF THE STATE THEY'RE WAITING FOR US BECAUSE THIS IS A NATIONAL ISSUE.
THE WAY THAT THE SCORES ARE SORT OF FALLING I'VE EXPLAINED THAT TO COMMUNITY MEMBERS THAT HAVE COME TO ME AND ASKED ME WHY CERTAIN DEMOGRAPHICS ARE FAR BELOW OTHERS WITHIN OUR SCHOOL DISTRICT.
WELL, IT'S A NATIONAL ISSUE, IT'S A STATE ISSUE, BUT I DON'T WANT TO KEEP HAVING TO SAY THAT BECAUSE I BELIEVE THAT THE OTHER DISTRICTS IN THE STATE ARE WAITING FOR US TO FIND A RESOLVE SO THAT THEY CAN THEN FOLLOW SO I LOOK FORWARD TO THAT.
>> I HAD A QUESTION PIGGYBACKING ON WHAT KEITH WAS TALKING ABOUT.
DO WE MEASURE SO SAY IN THE TITLE 1 SCHOOL, WE HAVE A KID THAT'S BEHIND, SAY TWO YEARS SO YOU WANT TO HAVE AN ACCELERATED CURRICULUM FOR THAT PERSON TO AT LEAST GET HIM UP TOWARDS HIS GRADE LEVEL.
DO WE HAVE ANY MEASURABLES ABOUT HOW WELL THAT IS WORKING? I'M CURIOUS WE COULD LOOK AT A KID AND WE COULD SAY, HEY, OUR AVERAGE TITLE 1 KID WAS TWO YEARS BEHIND AND THAT SAME GROUP, WE FOLLOW THEM AND YOU SAY, NOW THEY'RE A YEAR AND A HALF BEHIND.
>> IN OUR CABINET MEETING JUST LAST WEEK, DR. GONZALES BROUGHT US A REPORT OF THAT EXACT THING, WHERE IT SHOWED THE RESOURCE, AND IT SHOWED HOW MUCH PROGRESS JUST THIS YEAR THIS STUDENT HAS MADE AND THAT WE'RE LOOKING AT ONGOING DATA BECAUSE WHEN A STUDENT IS NOT WHERE THEY NEED TO BE, WE HAVE TO BE LOOKING AT THAT CLOSELY.
OUR PRINCIPALS HAVE TO BE LOOKING AT THAT CLOSELY.
WE CAN'T REST FOR A MONTH OR TWO AND THEN BE LIKE, OH, NO, WE HAVE TO BE WATCHING THAT BECAUSE EVERY DAY, EVERY MOMENT MATTERS FOR THAT KID.
IT MATTERS FOR ALL KIDS, BUT WOULD YOU HAVE TO MAKE ACCELERATED PROGRESS, THERE'S A LOT OF MONITORING THAT HAS TO TAKE PLACE.
>> I'M JUST CURIOUS, WHEN YOU LOOK AT THE DATA, HOW WELL ARE WE DOING WITH THE ACCELERATED CURRICULUM, ARE THEY GETTING IT, DOES THE AVERAGE TITLE 1 KID WHO'S BEHIND HOW MUCH GROUND DOES HE MAKE SAYS TWO YEARS BEHIND, DOES THE AVERAGE OF HIS DATA SHOW THEY'RE MAKING UP, MAYBE A YEAR AND A QUARTER OR A YEAR AND A HALF?
>> IT REALLY VARIES BY THE STUDENT.
WE HAVEN'T LOOKED AT IT IN TERMS OF AN AVERAGE WE'RE LOOKING AT IT BY TEACHER.
BUT THAT'S INFORMATION THAT WE ABSOLUTELY HAVE.
MEREDITH'S GOT SOMETHING TO HELP US WITH.
>> OUR STUDENTS THAT ARE TWO YEARS OR BELOW IN READING OR MATH, THAT'S WHEN WE PULL THEM INTO READING LAB OR MATH LAB.
THEY GET THIS EXTRA CLASS AND IT SPECIFICALLY TARGETED FOR THEM.
WE KEEP THE NUMBERS LOW, 15 STUDENTS OR LESS IN THAT CLASS SO THEY CAN GET MORE ONE ON ONE ATTENTION, AND WE DO HAVE THE DATA TO SHOW THAT STUDENTS IN THAT PROGRAM ARE CLOSING THOSE GAPS.
>> ONE OF THE AREAS THAT WE TALKED ABOUT, ALSO JUST TO PIGGY BACK, THE MATH 180 IMPLEMENTATION AT THIRD THROUGH FIFTH GRADE, WHICH IS NEW THIS YEAR.
AS THOSE STUDENTS GO THROUGH THAT INSTRUCTIONAL RESOURCE, THERE'S ASSESSMENTS THAT GO ALONG WITH IT THAT WOULD SHOW WHETHER OR NOT THEY'RE MAKING PROJECTED GROWTH OR ACCELERATED GROWTH.
THAT'S THE DATA THAT WE'RE STARTING TO TRACK AND WE JUST STARTED THAT THIS YEAR, AND THAT'S WHAT WE WANT TO START COMPARING TO.
WE WANT TO LOOK AT, IF I HAVE 20 KIDS THAT ARE PULLING OUT,
[01:15:01]
THEY'RE RECEIVING THIS RESOURCE, ARE THOSE 20 KIDS MAKING ACCELERATED GROWTH BASED OFF THAT RESOURCE AS ONE OF THE WAYS BECAUSE THERE'S MULTIPLE THINGS THAT ARE GOING TO HELP THAT KID GROW, THE CLASSROOM TEACHER, AND ALL THE DIFFERENT THINGS.BUT THAT COULD BE ONE ASPECT THAT WE COULD SAY, HEY, WE'RE EVALUATING THE EFFECTIVENESS OF THAT PROGRAM TO SEE IF OUR KIDS ARE MAKING THE PROJECTED GROWTH OR I'M SORRY, ACCELERATED GROWTH THAT WE WANT TO SEE.
WE'RE CURRENTLY COLLECTING THAT DATA AND HOPEFULLY BY THE END OF THIS YEAR, WE'LL HAVE SOME PERCENTAGES TO BE ABLE TO SAY, 90% OF OUR KIDS THAT ARE RECEIVING THIS OR 95% OF KIDS ARE RECEIVING THIS ARE MAKING ACCELERATED GROWTH OR NOT OR MAYBE THEY'RE MAKING PROJECTED GROWTH AND WE HAVE TO EVALUATE WHAT WE'RE DOING. DOES THAT HELP?
>> THAT'S EXACTLY WHAT I WAS ASKING.
I WAS JUST WANTING DID WE HAVE THOSE NUMBERS NOW BECAUSE IT SOUNDS LIKE YOU GUYS ARE VERY INTENTIONAL ABOUT THIS, IT WOULD JUST BE INTERESTING TO SEE HOW SUCCESSFUL THAT IS IF YOU GIVE US ANYTHING, THAT WOULD BE IT.
>> WE CAN DEFINITELY WORK ON THAT, PROVIDING THAT INFORMATION.
I KNOW WE'RE NEAR I LOVE HOW ENGAGED AND EXCITED YOU ARE ABOUT ALL THIS WORK. I APPRECIATE THAT.
>> I HAVE ONE MORE THING AND THIS MAY NOT BE THE PLATFORM, MAYBE IN A DIFFERENT WORKSHOP.
I'VE HEARD AT THIS TABLE OR BEYOND, IN THE COMMUNITY KIDS ARE NOT TITLE 1.
THEY'RE THE SITUATIONS THAT THEY COME FROM SO ARE YOU ABLE TO HELP? I'M ONLY ASKING BECAUSE I HEAR IT A LOT IN SOCIAL MEDIA GROUPS IN OUR COMMUNITY.
BUT I WANT US AS A BOARD TO BE KNOWLEDGEABLE TO MAKE SURE THAT WHEN WE'RE COMBATED WITH THAT TYPE OF INFORMATION THAT WE'RE ARMED WITH KNOWLEDGE.
THAT'S WHY I ASKED ABOUT THE FUNDING, IF THERE'S A STUDENT THAT JUST DOESN'T HAPPEN TO BE ON A TITLE 1 CAMPUS THAT IS BEHIND DO THEY HAVE THE SAME RESOURCES? I THINK SHERRY AND MARVIN AND KEITH ALL ASKED THE SAME QUESTION.
THAT IS REALLY, REALLY IMPORTANT AND IF THERE IS ANY WAY ANY INFORMATION BECAUSE WE ALREADY BELIEVE THAT WE'RE THE BEST BOARD IN THE STATE.
BUT WE WANT TO MAKE SURE THAT WE'RE GIVING CONCRETE AND SOLID INFORMATION AS IT RELATES TO TITLE 1, MAKING SURE THAT PEOPLE KNOW TITLE 1 IS NOT A CHILD.
YOU CAN'T HELP WHAT YOU'RE BORN INTO.
>> AGREED. THANKS FOR SAYING THAT.
IF AT ALL POSSIBLE, IT'S OUT THERE THOSE CHILDREN WHO PREVIOUSLY ATTENDED A TITLE 1 SCHOOL LATER SUBSEQUENTLY WENT TO ANOTHER TITLE 1 SCHOOL PERFORMANCE.
>> IS YOUR QUESTION IF YOU WERE A STUDENT, YOU WERE AT A TITLE 1 SCHOOL, THEN YOU WENT TO ANOTHER ELEMENTARY SCHOOL THAT WAS NOT TITLE 1.
I DON'T THINK WE TRACK THAT DATA POINT.
THAT'S TRUE, THAT'S A GOOD POINT.
>> I THINK IT WOULD BE HELPFUL IN [INAUDIBLE]
>> I JUST WANTED TO SAY REAL QUICK THAT I APPRECIATED THE WAY THAT YOU LAID OUT THIS INFORMATION.
WE STARTED WITH THE ASSESSMENT DATA, AND THEN YOU LED INTO HOW THAT HELPS KIDS LEARN BECAUSE WE'VE TALKED A LOT IN THE TEACHING AND LEARNING SUBCOMMITTEE THIS YEAR, ABOUT HOW WE'RE HELPING KIDS AND SOME OF THE GRADING PRACTICES AND POLICIES.
I WOULD LOVE TO HEAR AT SOME POINT JUST HOW THAT PIECE THAT WE'VE BEEN SPECIFICALLY LOOKING AT THIS YEAR FITS INTO THIS.
A LITTLE BIT, BUT I THINK MAYBE JUST A LITTLE MORE DIRECT CONNECTION BECAUSE WE DON'T SPEND ALL OF OUR TIME TEACHING TO STAR RESULTS, AND YOU DIDN'T SAY THAT.
BUT THAT OTHER PIECE OF HOW DO WE MEASURE LEARNING IS ALSO IMPORTANT.
I SAW COMPONENTS OF THAT IN THERE.
BUT I THINK IF AT SOME POINT WE COULD TIE THAT TO THE WORK THAT WE'VE BEEN DOING IN OUR SUBCOMMITTEE IN TERMS OF HOW KIDS PROGRESS THROUGHOUT THE YEAR, BECAUSE THAT'S A REALLY IMPORTANT MEASURE.
WE ALL KNOW THAT THERE'S CHALLENGES WITH THE STAR.
THERE'S THINGS THAT WE APPRECIATE ABOUT IT AND THINGS THAT MAYBE WE DON'T APPRECIATE ABOUT IT SO MUCH, BUT IT IS AN EQUALIZER.
EVERYONE GETS THE SAME TEST, SO YOU CAN MEASURE ACROSS CAMPUS, ACROSS DIFFERENT GROUPS, ACROSS THINGS LIKE THAT, WHICH WE GET THAT DATA, BUT THAT'S NOT THE ONLY THING THAT WE USE AND IT'S PROBABLY NOT EVEN THE PRIMARY ONE THAT WE USE.
>> IT'S THE FORMATIVE PIECES THAT I KNOW THAT WE'VE TALKED A LOT ABOUT IN OUR SUBCOMMITTEE THAT MEREDITH AND PAM, WERE TALKING ABOUT THAT WORK WHEN PAM WAS LIKE THIS WORK THAT WE'RE SHOWING YOU,
[01:20:04]
IT'S ONGOING ALL THE TIME.WE'RE GOING TO SHOW YOU HOW IT WORKS THROUGH A STAR DATA ANALYSIS, BUT THAT'S THE PROCESS WE FOLLOW THROUGHOUT THE YEAR AS WELL SO I APPRECIATE YOU BRINGING THAT UP.
>> WE ARE DEFINITELY NOT ALL ABOUT THE STAR. APPRECIATE THAT.
I KNOW THAT I'M WITHSTANDING BETWEEN YOU GUYS AND A PICTURE OR A DINNER OR SOMETHING.
I THINK WE'RE AT TIME. THE BIGGEST THING I WANTED YOU ALL TO WALK AWAY WITH IS I WANTED YOU TO HAVE CONFIDENCE THAT WE HAVE SYSTEMS IN PLACE AND THAT WE ARE PASSIONATE ABOUT MONITORING OUR STUDENTS AND IT'S IMPORTANT TO US, AND THAT WE DO PROVIDE PARTNERSHIPS WITH ALL OF OUR SCHOOLS, AND YOU CAN SEE THAT ALSO JUST THE PARTNERSHIP WITH OTHER DEPARTMENTS AS WELL.
THAT'S SOMETHING THAT I JUST WANTED ALL TO I UNDERSTAND THAT THERE'S A LOT GOING ON IN ALL OF THIS.
IT'S SUPER COMPLEX, BUT WE DO KNOW HOW OUR STUDENTS ARE PERFORMING AND WE DO WANT TO RESPOND TO THAT AND WE DO RESPOND TO THAT.
I WANTED YOU ALL TO WALK AWAY WITH THAT, SO HOPEFULLY YOU DID. THAT'S IT.
* This transcript was compiled from uncorrected Closed Captioning.