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I CALL TO ORDER THE BOARD ASSESSMENT AND GRADING WORKSHOP.WE HAVE SIX TRUSTEES PRESENT IN PERSON, AND ONE BY ZOOM.
[1. Discussion regarding Assessment & Grading]
>> GOOD EVENING, OR AFTERNOON STILL.
IT SEEMS LIKE WE JUST WERE HERE.
I DO KNOW HOW BUSY Y'ALL ARE RIGHT NOW AND YOU'VE ALREADY HAD ONE WORKSHOP AND THAT Y'ALL ARE ALL PRESENT HERE REALLY MEANS A LOT.
WE'VE BEEN TRYING TO GET THIS ONE ON THE BOOKS FOR A LITTLE WHILE, AND SO WE'RE HAPPY TO BE ABLE TO SHARE THIS INFORMATION WITH YOU ALL TONIGHT. WE WILL GET STARTED.
BEFORE WE GET STARTED ON THE CONTENT, THERE'S SOME PEOPLE I WANT TO RECOGNIZE, AND IT IS OUR TEACHING AND LEARNING BOARD SUBCOMMITTEE MEMBERS FROM LAST YEAR.
IT WAS MS. DAVIS, MS. ELAD, MR. PONANGI OBVIOUSLY, HE'S NOT HERE, BUT WE APPRECIATE HIM AS WELL.
THIS GROUP GAVE UP A LOT OF TIME AND ALSO ASKED REALLY GOOD QUESTIONS.
BROUGHT GREAT FEEDBACK TO US TO HELP US THINK ABOUT THINGS DIFFERENTLY.
WE REALLY APPRECIATE THIS GROUP'S COMMITMENT TO HELPING US BE BETTER IN THE AREAS OF ASSESSMENT AND GRADING WITH OUR COMMUNICATION FOR SURE.
THEN I WANT TO MAKE SURE I THINK YOU'LL KNOW WHO'S ON OUR COMMITTEE THIS YEAR.
BUT WE HAVE RENEE, SURESH AND SHERRIE.
THE FIRST COUPLE OF MEETINGS HAS BEEN ABOUT ASSESSMENT AND GRADING, JUST CATCHING THEM UP ON WHERE WE WERE FROM THE CONVERSATIONS FROM THE LAST YEAR COMMITTEE AND THEN THEY'RE ALSO, AS YOU'LL KNOW, FOCUSED ON CTE AND PROFESSIONAL LEARNING.
TODAY, WE'RE GOING TO BE FOCUSED ON HOW OUR ASSESSMENT AND GRADING ALIGNS TO OUR DISTRICT GOALS, OUR MISSION OR VISION, THAT'S OUR WHY.
IT'S IMPORTANT TO ALWAYS STAY GROUNDED IN THAT.
THEN WE'RE GOING TO TALK ABOUT THE FUNDAMENTALS OF OUR ASSESSMENT AND GRADING.
ALL THOSE IMPORTANT PIECES THAT ARE PART OF THAT AS WELL AS OUR BELIEFS AROUND THAT.
THEN WE'RE GOING TO TALK ABOUT WHERE WE HAVE BEEN HERE IN THE LAST FEW MONTHS AND MOVING FORWARD WITH THE WORK FROM LAST YEAR'S SUBCOMMITTEE ON CONSISTENCY WITH CLEAR COMMUNICATION.
YOU'LL PROBABLY REMEMBER THIS GOAL PRETTY WELL.
THIS WAS OUR GOAL LAST YEAR THAT WE REALLY USED TO ALIGN TO THE WORK THAT WE WERE DOING WITHIN THAT SUBCOMMITTEE.
I WANTED TO BRING THAT FORWARD.
THEN THIS YEAR, OUR STUDENT GROWTH GOAL, GOAL NUMBER 4, I'M GOING TO GO AHEAD AND READ THAT BECAUSE THAT'S STILL DRIVING THE WORK THAT WE ARE CONTINUOUSLY DOING WITHIN TEACHING AND LEARNING, AND INCLUDING ASSESSMENT AND GRADING AND ALL THE THINGS.
IMPROVE STUDENT PERFORMANCE BY STRENGTHENING INSTRUCTION, BALANCED ASSESSMENT PRACTICES, AND DATA-DRIVEN DECISION-MAKING.
I'VE SEEN THIS BEFORE, A FEW TIMES, MAYBE.
THIS IS OUR NORTH STAR WITH EVERYTHING WE DO IN THE DISTRICT, OUR FUTURE READY FRAMEWORK.
THE FRAMEWORK ON THE RIGHT-HAND SIDE THERE, YOU ARE VERY FAMILIAR WITH THE OUTER RING, IT'S LEARNING ORGANIZATION, AND THEN WE HAVE BASIC CONDITIONS FOR LEARNING, AND THEN THE FOUR FOCUS AREAS WITHIN THERE.
THE TWO THAT WE'RE GOING TO SPEND A LOT OF TIME TALKING ABOUT TODAY IS DIFFERENTIATED INSTRUCTION AND ASSESSMENT, AS WELL AS THE GBC, WE CALL IT, BUT IT'S GUARANTEED IN VIABLE CURRICULUM.
BELIEFS AROUND ASSESSMENT AND GRADING.
WE KNOW THAT BEHAVIOR IS DRIVEN BY PEOPLE'S BELIEFS.
YOU'LL HEAR ALL OF THIS FROM MEREDITH AND AMY WHEN THEY GET INTO OUR JOURNEY.
BUT WHERE WE STARTED OFF IS, WHAT IS EVERYONE'S BELIEF SYSTEM AROUND THIS SO THAT WE COULD HAVE THE RIGHT MINDSET AROUND ASSESSMENT GRADING.
YOU'LL SEE THAT WHAT'S MOST IMPORTANT TO US IS THAT IT'S STUDENT MASTERY.
EVERYTHING IS FOCUSED ON STUDENT LEARNING.
IT IS FOCUSED ON STUDENTS MASTERING THE CONTENT AND THE STANDARDS OF EACH COURSE.
BUT THEN WE BREAK DOWN ASSESSMENT AND GRADING SPECIFICALLY HERE.
I'LL GIVE YOU JUST A MINUTE IF YOU WANT TO READ THAT.
YOU'LL SEE THAT ASSESSMENTS ARE A TOOL FOR US.
WE VIEW THAT AS AN OPPORTUNITY TO GIVE STUDENTS FEEDBACK ON THEIR LEARNING PROCESS AND WHERE THEY ARE AND ALSO TO BE ABLE TO COMMUNICATE WHERE THEY ARE WITHIN MASTERY.
YOU'RE GOING TO SEE MASTERY EVERY TIME WE SAY THAT IN LEARNING, YOU KEEP TRACK OF ALL THE NUMBERS WE'RE GOING TO SAY
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A LOT BECAUSE THAT'S THE BEHIND THE SCENES OF EVERYTHING IT SUITES.THIS IS WHAT IS THE FOUNDATION AS WELL.
WE START WITH THE NORTH STAR MISSION VISION, ALL OF OUR FUTURE READY FRAMEWORK.
FROM THERE, WHAT DO WE BELIEVE ABOUT ASSESSMENT GRADING? WE'RE FOCUSED ON STUDENT, MASTERY OF LEARNING, AND THEN YOU GET INTO, HOW DO WE PUT THAT INTO ACTION? WHAT ARE OUR BEHAVIORS GOING TO BE AROUND ASSESSMENT GRADING? WE CALL THOSE FUNDAMENTALS.
WE ALSO HAVE LOTS OF TOOLS THAT MEREDITH IS GOING TO SHOW YOU THAT WE'VE BEEN CREATED OVER THE LAST 5-6 YEARS THAT ARE ALL GROUNDED IN THIS.
IT'S REALLY IMPORTANT THAT YOU ALL HAVE A CHANCE TO LOOK AT THESE. I'LL READ THEM.
GRADES ARE ALIGNED TO THE STANDARDS OR LEARNING GOALS SO THAT GRADES REFLECT STUDENT MASTERY OF CONTENT OR SKILLS.
ASSESSMENT ACTIVITIES ARE ALIGNED TO INSTRUCTION FOR FINAL GRADES TO REPRESENT STUDENT LEARNING AFTER OPPORTUNITIES FOR PRACTICE AND FEEDBACK.
TEACHERS WORK WITH EACH OTHER TO DETERMINE ASSESSMENT ACTIVITIES.
THERE'S THAT COLLABORATION PIECE.
THAT'S THAT LEARNING ORGANIZATION.
THAT'S THAT OUTER RING OF THAT FUTURE READY FRAMEWORK.
STUDENTS ARE INVOLVED THROUGHOUT THE ASSESSMENT PROCESS.
WE REALLY WANT STUDENTS ENGAGED IN THIS.
THIS IS THEIR LEARNING. WE WANT THEM TO OWN THAT.
WE WANT THEM AS THEY LEAVE FOR SCORE IC, THAT THEY HAVE AN UNDERSTANDING OF WHAT WORKS FOR THEM IN THE LEARNING PROCESS AND HOW TO CONTINUE TO WORK TOWARDS MASTERY AND WHATEVER THEY'RE HAPPEN TO STUDY OR DO NEXT.
ASSESSMENTS ARE DESIGNED TO HAVE CLEAR TARGETS AND ALLOW STUDENTS TO DEMONSTRATE EVIDENCE OF THEIR MASTERY AT THE DEPTH AND COMPLEXITY OF THE STANDARDS.
OUR CURRICULUM FROM THE STATE OR FROM COLLEGE BOARD, WHATEVER COURSE YOU HAPPEN TO BE LOOKING AT, THOSE STANDARDS ARE VERY COMPLEX.
WHEN YOU BREAK THEM APART, YOU HAVE TO UNDERSTAND THE VERB.
WHAT IS IT THAT THE STATE IS EXPECTING US TO UNDERSTAND ABOUT THIS PARTICULAR CONTENT IN THIS PARTICULAR SKILL.
THAT'S WHERE THE STANDARDS-BASED MINDSET, THAT'S WHERE US FOCUSING ON OUR REPORTING FEEDBACK ON THE STANDARDS IS REALLY IMPORTANT.
BECAUSE IF NOT, THERE'S GOING TO BE GAPS IN LEARNING.
YOU'RE GOING TO LEARN MORE ABOUT THAT AS WE GO.
THEN THE LAST ONE, IT'S A PRETTY BIG ONE.
BEHAVIORS ARE REPORTED SEPARATELY FROM GRADES.
THIS ONE HAS BEEN THE ONE THAT I THINK WE'VE HAD TO DISCUSS THE MOST BECAUSE THIS WAS A HUGE SHIFT AND WHERE WE WERE YEARS AGO.
WHAT THIS MEANS IS, IF A STUDENT IS NOT TURNING IN SOMETHING OR HAVING BEHAVIOR PROBLEMS OR DIDN'T PUT THEIR NAME ON THE TOP OF THE PAPER.
THAT'S ONE THING THAT THEY USED TO DO BACK IN THE DAY.
YOU DON'T HAVE YOUR NAME ON IT, YOU GET 10 POINTS TAKEN OFF.
WELL, THAT DOESN'T SHOW WHERE THE STUDENT IS WITHIN MASTERING THE STANDARDS.
THAT'S A BEHAVIORAL PIECE THAT WE HAVE TO WORK ON. IS THAT IMPORTANT? YES, AND WE GIVE FEEDBACK ON THAT, AND THAT IS IMPORTANT.
WE HANDLE THAT IN DIFFERENT WAYS.
BUT WE WANT TO MAKE SURE THAT THE GRADES REFLECT WHERE THEY ARE IN THE LEARNING PROCESS.
WE HAD A SYSTEMS-BASED APPROACH TO ALL OF THIS, AND YOU'LL HEAR THIS THROUGHOUT THE WHOLE PRESENTATION IS THE COLLABORATION THAT HAPPENED BETWEEN DISTRICT LEADERS, CAMPUS LEADERS, AND TEACHERS THAT INCLUDES ICS, TEACHER LEADERS, CLASSROOM TEACHERS, ALL OF THE THINGS.
TO MAKE SURE THAT WE'RE NOT JUST OVER HERE AT CENTRAL OFFICE, MAKING SOME DECISIONS BASED OFF OF RESEARCH, AND THEN JUST SAYING, GOOD LUCK. MAKE IT ALL WORK.
THE WHOLE POINT IS THAT WE WOULD DO THE RESEARCH, LOOK AT WHAT'S BEST PRACTICE.
THEN WE BOUNCE IDEAS OFTEN, PUT THAT OUT TO OUR TEACHER, PUT THAT OUT TO OUR ICS, GET FEEDBACK.
IT WAS THIS, I CALL IT THE ACCORDION APPROACH, WHERE YOU'RE CONSTANTLY PUTTING SOME THINGS OUT THERE, GETTING FEEDBACK AND MAKING IT ADJUSTMENT.
BECAUSE THEY ARE THE PRACTITIONERS OF THIS WORK.
THEY HAVE TO DO THIS EVERY SINGLE DAY, SO WE HAVE TO LISTEN TO THE FEEDBACK THAT THEY HAVE TO PROVIDE TO US.
I'M GOING TO TURN IT OVER, MS. MANUS.
I FORGOT TO INTRODUCE THEM, BUT I THINK YOU'LL KNOW THEM BY NOW.
SHE IS OUR SECONDARY MANAGING DIRECTOR OF TEACHING AND LEARNING.
THEN YOU HAVE DR. AMY HARPER OVER HERE, AND SHE IS OUR MANAGING DIRECTOR OF ACADEMIC PROGRAMS. THEY'RE GOING TO BE PRESENTING TO YOU TONIGHT AS WELL.
>> GOOD EVENING. THANK YOU FOR ALLOWING US THIS TIME TO SHARE OUR WORK WITH YOU.
WE'RE REALLY EXCITED TO SHARE THIS AND LOVED HAVING THE SUBCOMMITTEE WITH US LAST YEAR TO COLLABORATE AROUND.
BEFORE WE GOT INTO OUR MEETINGS, THE FIRST THING WE DID IS WE TOOK A CAMPUS VISIT.
WE WENT TO LIBERTY HIGH SCHOOL, AND WE VISITED A SOCIAL STUDIES CLASSROOM WHERE THE TEACHER WAS CONFERENCING WITH STUDENTS WHILE THEY WERE
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DOING SOME WORK AND GIVING THEM INDIVIDUAL FEEDBACK OVER AN ASSESSMENT THAT THEY HAD TAKEN.WE THEN WENT TO AN ART CLASSROOM WHERE THE TEACHER HAD UP THE ASSESSMENT PLAN ON HER OVERHEAD AND SHE WAS GOING THROUGH EXPECTATIONS WITH KIDS ON WHEN THOSE ASSESSMENTS WOULD BE AND ANY ADJUSTMENTS THAT WERE GOING TO BE MADE WHILE THE KIDS WERE WORKING ON THEIR PROJECTS.
AFTER THAT, WE MET WITH THE PRINCIPAL, STACY WHALING, WHERE SHE WALKED US THROUGH THEIR PLANNING PROCESS, HOW THEY DO THAT BACKWARDS PLANNING, HOW THEY COME UP WITH THOSE ASSESSMENTS, WHERE THEY'RE ALIGNING TO THE STANDARDS, CREATING THOSE ASSESSMENTS AND THEN GETTING INTO THOSE LEARNING ACTIVITIES.
SHE'S GOT SOME GREAT EXPECTATIONS FOR HER TEACHERS AND SUPPORTS THEM ALONG THE WAY AND MAKING SURE THAT ALL OF THOSE ASPECTS ARE BEING MET.
THEN IN OUR FIRST MEETING, WE FELT LIKE IT WAS REALLY IMPORTANT TO JUST SET THE STAGE OF HOW DID WE GET TO WHERE WE ARE TODAY? WE DID A BRIEF RECAP OF OUR JOURNEY, WHICH YOU GUYS ARE ALL GOING TO GET TO HERE TONIGHT TOO.
THEN WE TALKED ABOUT WHAT OUR GOALS WERE FOR THIS COMING YEAR.
WE HAD THIS LEADERSHIP RUBRIC THAT WE'LL SHOW YOU WHERE THE CAMPUSES WERE SETTING THEIR GOALS AND THEN WHAT OUR SUPPORT WAS GOING TO BE.
THEN WE ALSO TALKED ABOUT WHAT RESOURCES AND SUPPORT WE'VE DONE ALONG THE WAY.
LIKE DR. FIORE SAID, ALL THIS WORK IS BASED IN RESEARCH.
WE WANTED TO MAKE SURE THAT YOU GUYS ALL KNEW THE RESEARCH BEHIND IT AND WHAT SUPPORT SYSTEMS WE HAD IN PLACE.
AT OUR SECOND MEETING, WE REALLY WANTED TO TACKLE THOSE BIG QUESTIONS THAT WE HEAR ALL THE TIME.
WHEN PEOPLE HEAR STANDARDS-BASED PRACTICES, THERE'S A LOT OF MISCONCEPTIONS OUT THERE, AND WE GET A LOT OF FEEDBACK FROM PARENTS, COMMUNITY, STAFF THAT JUST WANT THEIR QUESTIONS ANSWERED.
THE BOARD MEMBERS BROUGHT SOME BIG QUESTIONS TO US.
WE HAD THE MOST FREQUENT QUESTIONS WE HEAR, AND WE JUST TALKED THROUGH THOSE QUESTIONS.
IT'S MORE OF A DISCUSSION IN THAT SECOND MEETING.
WE ALSO LOOKED AT A COMPARISON OF SOME OF OUR SURROUNDING DISTRICTS AND HOW THEY DO THEIR ASSESSMENT AND GRADING.
COME TO FIND OUT IT'S ALL OVER THE PLACE.
THERE'S NOT ONE SYSTEM THAT ALL SCHOOL DISTRICTS DO.
WE ALSO FOUND THAT THERE WERE DISTRICTS THAT WERE SIMILAR TO US AS WELL.
IN OUR THIRD MEETING, WE BROUGHT BACK SOME FEEDBACK.
AS WE WORKED ON THIS WE MEET MONTHLY WITH OUR CAMPUS LEADERSHIP TEAMS AND WE TALK ABOUT ASSESSMENT AND GRADING AT EVERY MEETING.
WE HAD GATHERED A LOT OF FEEDBACK FROM THEM AND LOOKED AT THEIR SURVEY DATA, LOOKED AT THEIR RUBRICS, AND PINPOINT IT INTO THREE BIG BUCKETS, SOME WORK THAT NEEDED TO BE DONE.
THAT WAS AROUND COMMUNICATION, SETTING EXPECTATIONS, AND THEN ALSO THE ONGOING PROFESSIONAL LEARNING BECAUSE THAT NEVER STOPS.
WE ASKED OUR SUBCOMMITTEE TO HELP US BRAINSTORM SOME SOLUTIONS IN THOSE THREE CATEGORIES.
WHAT MIGHT BE SOME ACTION STEPS THAT WE COULD TAKE THAT WOULD IMPROVE OUR ASSESSMENT AND GRADING PRACTICES IN FRISCO.
THEY CAME UP WITH SOME GREAT IDEAS, MANY OF WHICH BECAME ACTION ITEMS FOR US, AND DR. HARPER IS GOING TO GO THROUGH THAT PLAN WITH YOU GUYS SHORTLY.
THEN OUR LAST MEETING WAS REALLY A SHARE OUT.
HERE'S OUR ACTION STEPS. HERE'S WHAT WE'RE COMMITTING TO.
IT WAS A QUICKER MEETING IN THAT REGARD.
REAL QUICKLY, OUR ASSESSMENT AND GRADING JOURNEY. THIS REALLY GOES BACK.
PROBABLY EVEN US IN SCHOOL, REMEMBER HOW ASSESSMENT AND GRADING WAS FOR US.
MAYBE YOU GUYS WERE TEACHERS AND ALSO EXPERIENCE THAT FROM THAT SIDE.
IN 1997, THE YEAR I GRADUATED HIGH SCHOOL, TEXAS GOT TEKS.
[LAUGHTER] I WAS LIKE, OH MY GOSH, I WENT THROUGH HIGH SCHOOL WITH NO STATE STANDARDS. THAT'S COOL.
BUT THE TEKS WERE ADOPTED AND THOSE ARE OUR CURRENT STANDARDS.
THEY GET REVISED ALL THE TIME, THEY MAKE IMPROVEMENTS.
BUT THAT IS WHAT WHEN WE SAY STANDARDS-BASED PRACTICES, WE'RE ROOTING EVERYTHING INTO THOSE STANDARDS, AND SO WE STUDY THEM AND WE ALIGN TO THEM.
IN 2009, THE TEXAS EDUCATION CODE WAS UPDATED TO INCLUDE REQUIREMENTS AROUND REASSESSMENT.
DISTRICTS NEEDED TO ADOPT SOME GUIDELINES AROUND REASSESSMENT.
WE GOT A GROUP OF FOLKS TOGETHER, CENTRAL OFFICE, TEACHER LEADERS, CAMPUS STAFF TO HELP US WITH THOSE REQUIREMENTS.
FAST FORWARD THEN, 2014, WE WANTED TO IMPROVE OUR PLANNING PROCESSES.
YOU GUYS HAVE HEARD PLC OR PROFESSIONAL LEARNING COMMUNITIES A LOT.
THAT'S REALLY WHERE WE GET OUR COLLABORATIVE TEAMS. WE MADE IT A PRIORITY.
WE DID TEACHERS SCHEDULE SO THAT THEY COULD BE OFF TOGETHER TO DO THAT PLANNING TIME, AND THEY ANSWER FOUR CRITICAL QUESTIONS.
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WHAT DO WE WANT OUR STUDENTS TO KNOW? THAT'S THE STANDARDS.HOW WILL WE KNOW THAT THEY'VE LEARNED IT? THAT'S THE ASSESSMENT PIECE.
THEN WHAT DO WE DO IF THEY DON'T GET IT? THAT'S WHERE YOU GET REMEDIATION.
THEN WHAT DO WE DO IF THEY ALREADY KNOW IT? THAT'S YOUR EXTENSION. IT REALLY HELPS WITH THAT DIFFERENTIATION PIECE.
THAT IS DISTRICT WIDE IS SOMETHING WE STILL HOLD TIGHT TODAY AND THAT BACKWARDS PLANNING PROCESS.
THAT REALLY HELPS US DESIGN ASSESSMENTS.
>> IN 2019 AND 2020, WE STARTED STUDYING MORE AROUND ASSESSMENTS.
THEN THAT LITTLE THING CALLED COVID HAPPENED.
WE DID THIS VIRTUAL LEARNING WHERE WE WERE SHARING STUDENTS ACROSS THE DISTRICT IN VIRTUAL COURSES.
THAT'S WHEN WE SAW HOW INCONSISTENT OUR GRADING PRACTICES WERE, AND IN SOME CASES, HOW OUTDATED OUR GRADING PRACTICES WERE.
BECAUSE WE HAD KIDS LIKE, HEY, WHEN DO I GET TO DO THIS? MY TEACHER OVER HERE DID THIS AND THE TEACHER LIKE, THAT'S NOT HOW I DO IT HERE, AND WE'RE LIKE, WOW, WE'VE GOT SOME WORK TO DO.
THE FOLLOWING YEAR, WE BROUGHT IN TOM SCHIMMER, WHO'S A GURU AROUND STANDARDS BASED PRACTICES.
WE HAD THIS GUIDING COALITION OF CAMPUS AND DISTRICT LEADERS AND TEACHERS AND DIGITAL LEARNING COACHES.
THE WHOLE GROUP WAS IN THESE ROOMS JUST AS OUR GUIDING COALITION, STUDYING IT AND MAKING RECOMMENDATIONS FOR IMPROVEMENTS AROUND ASSESSMENT GRADING.
WHAT CAME OUT OF THAT WAS OUR ASSESSMENT GRADING BELIEFS HANDBOOK, WHICH MANY OF YOU HAVE A HARD COPY IF YOU'VE BEEN ON ONE OF OUR SUBCOMMITTEES.
IF YOU DON'T HAVE IT, WE CAN GET IT FOR YOU.
WE FINALLY FEEL LIKE WE CAN PRINT IT.
BEFORE IT'S LIKE A CONSTITUTION, IT'S A LIVING DOCUMENT.
IT CAN BE A MINUTE AND CHANGED AND UPDATED AS WE LEARN MORE.
WE HAVE NOT MADE ANY CHANGES TO THAT IN TWO YEARS.
AMY AND I DID A NEW HIGHER PRESENTATION A COUPLE OF YEARS AGO.
WE'RE LIKE, CAN WE PRINT IT? YES. WE FEEL PRETTY GOOD ABOUT IT NOW. WE HAVE THAT HANDBOOK.
IN THAT HANDBOOK, IT WAS DEVELOPED WITH THE CAMPUS STAFF.
IN ALL OF THOSE MEETINGS AND WE WERE TALKING ABOUT ASSESSMENT AND GRADING.
THEY'RE THE ONES THAT LIKE DR. FIORE SAID, IT WAS THAT ACCORDION.
LET'S COME UP WITH SOME BELIEFS TOGETHER.
LET'S TALK ABOUT WHAT IS OUR DEFINITION OF ASSESSMENT? ALL THOSE COMPONENTS IN THERE ARE PRODUCT OF THAT WORK THAT YEAR.
IN 2021, 2022, WE HAD THIS CONTINUUM.
HOW CAN WE GO FROM TRADITIONAL PRACTICES TO MORE FLUENT ASSESSMENT AND GRADING PRACTICES THAT ARE BETTER AROUND STUDENT MASTERY? FOR EXAMPLE, M SIMPLE.
ALIGN ALL YOUR GRADES TO STANDARDS.
YOU GUYS WOULD MIGHT BE SURPRISED OR YOU MAY HAVE HAD THIS EXPERIENCE, BUT SOMETIMES GRADES WERE FOR BRINGING BACK ASSIGNED PAPER.
YOU GET 100 IF YOU BRING BACK THE SYLLABUS SIGNED, OR YOU GET 100 IF YOU BRING IN A TISSUE BOX.
I DON'T KNOW IF THAT EVER HAPPENED TO YOU.
I FELT BAD IF I DIDN'T SEND THE TISSUE BOX WITH MY KIDS SO THEY COULD GET 100.
THOSE THINGS WERE HAPPENING, WE WANTED TO GET THAT STUFF OUT.
THOSE ARE JUST SIMPLE THINGS, LITTLE MOVES WE WERE ASKING CAMPUSES TO MAKE.
2022/23, WE ASKED EVERYBODY THROUGHOUT THIS PROCESS BY THE END OF 2023, MAKE SOME SMALL ADJUSTMENTS.
BUT WHEN I WAS IN THE CLASSROOM AND I GAVE HOMEWORK, WHAT DID I SEE THE NEXT MORNING IN THE CAFETERIA? EVERYBODY SHARING THE HOMEWORK ANSWERS.
IN FACT, THEY WERE SO BAD, THEY'D COPY THE WRONG ANSWER, BUT IT WOULD ALL BE THE SAME FOR ALL THE KIDDOS.
WE DON'T GRADE IT BECAUSE WE DON'T KNOW WHO'S DOING THE HOMEWORK.
MY HUSBAND DID A LOT OF PROJECTS FOR MY KIDS IN ELEMENTARY SCHOOL.
HE WAS VERY UPSET IF HE DIDN'T GET AN A ON THOSE PROJECTS.
WE JUST WANTED TO BE AUTHENTIC AND ACCURATE AS MUCH AS POSSIBLE.
HOMEWORK IS STILL SOMETHING THAT WE ENCOURAGE AND DO AND WE THINK IS MEANINGFUL THOUGH.
THE OTHER THING WAS TO HAVE A SCHOOL WIDE SYSTEM OF SUPPORT.
LIKE DR. FIORE SAID, WE'RE GOING TO SEPARATE BEHAVIOR, BUT WE'RE HOLDING KIDS ACCOUNTABLE FOR THEIR BEHAVIOR.
THERE HAS TO BE A SYSTEM IN PLACE IN THE SCHOOL TO GETTING THAT LATE WORK IN, HELPING THEM WITH THOSE GOOD HABITS THAT ARE GOING TO HELP THEM BE SUCCESSFUL LATER ON.
WE ALSO TALKED ABOUT LATE WORK, WHICH WAS IN THAT SCHOOL WIDE SYSTEM OF SUPPORT, AND THEN THEY NEEDED A SYSTEM AROUND THEIR REASSESSMENT, WHICH THEY HAD HAD IN PLACE SINCE 2009, BUT JUST SOME REFINEMENTS AROUND THAT AND MAKING SURE THAT THEY WERE CONSISTENT.
WE HAD A TEACHER LEADER GROUP.
WE HAD MORE APPLY, BUT THE ROOM ONLY HELD 85 PEOPLE AND SO WE KEPT IT AT THAT.
THESE TEACHERS WERE JUST TEACHERS THAT WANTED TO GET TOGETHER WITH OTHER TEACHERS IN
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THE DISTRICT AND LEARN TOGETHER AND TALK ABOUT HOW THEY'RE DOING ASSESSMENT AND GRADING.ONE OF THE FIRST TASK THAT THEY DID WAS TO COME UP WITH A ASSESSOR'S MINDSET.
WHAT DOES IT TAKE TO PROVIDE QUALITY ASSESSMENTS FOR OUR STUDENTS? YOU GOT TO BE FLEXIBLE.
I CAN'T SEND ALL MY COPIES TO THE COPY CENTER AND HAVE MY CALENDAR DONE AUGUST 1ST WHEN I DON'T KNOW MY STUDENTS YET.
I NEED TO BE ABLE TO RESPOND TO MY STUDENTS AND THAT MIGHT MEAN MAKING DIFFERENT ASSIGNMENTS AND THE ONES I MADE LAST YEAR.
YOU ALSO GOT TO BE STUDENT CENTERED.
IT'S NOT ABOUT ME AND MAKING REALLY HARD QUESTIONS TO SEE IF I CAN GET MY KIDS.
IT'S ABOUT IS THIS ASSESSMENT TRULY GOING TO MEASURE THE STUDENT GROWTH, AND IS IT GIVING THEM GOOD FEEDBACK? IT'S FOCUSED ON THE LEARNING.
LIKE WE'VE SAID, EVERYTHING WE'RE DOING IS FOCUSED AROUND LEARNING.
THAT'S WHY WE'RE IN THIS BUSINESS.
RESPONDING TO DATA, SO MAKING SURE THAT WE ARE CATCHING STUDENTS WHO MIGHT HAVE GAPS, WHO AREN'T DOING AS WELL.
BUT THEN ALSO ENRICHING THOSE THAT ALREADY KNOW WHAT WE'RE TEACHING THEM.
IT'S MAKING THOSE RESPONSES BASED ON THE DATA THAT WE'RE GETTING.
EVERYTHING'S TIED TO THE STANDARDS, AND WE WANT TO PROVIDE TIMELY FEEDBACK.
AN ASSESSMENT IS A TOOL IN WHICH WE CAN RESPOND.
STUDENTS KNOW WHAT THEIR NEXT STEPS WOULD BE, AND THE TEACHERS KNOW HOW TO RESPOND TO IT.
WE ALSO CHANGE THE GRADING CATEGORIES TO ASSESSMENTS OF LEARNING AND PROGRESS CHECKS.
PROGRESS CHECKS ARE THOSE PRACTICES BEFORE THE GAME.
IF YOU THINK ABOUT EVEN ATHLETICS OR BAND, YOU PRACTICE, YOU MAKE MISTAKES, YOU GET FEEDBACK, AND THEN YOUR PERFORMANCE IS WHERE YOU'RE MEASURED.
IT'S SIMILAR IN THE CLASSROOM.
YOU HAVE OPPORTUNITIES TO PRACTICE AND GET FEEDBACK AND GET READY FOR THAT ASSESSMENT OF LEARNING.
THEN WE TALKED ABOUT CONSISTENCY IN '23/'24.
WE ACTUALLY HAVE A FINAL PRODUCT NOW THAT DR. HARPER IS GOING TO SHARE WITH YOU GUYS.
BUT IT WAS EVERYBODY IS GOING TO HAVE A SCHOOL WIDE SYSTEM OF SUPPORT.
BUT WHAT THAT SCHOOL WIDE SYSTEM CAN VARY BASED ON YOUR CAMPUS NEEDS AND YOUR STUDENT POPULATION.
THAT'S WHAT WE'LL TAKE A LOOK AT IN JUST A LITTLE BIT.
EARLY LAST YEAR, WE OUTGROWN THESE CONTINUUMS AND IMPLEMENTATION PLANS.
NOW IT'S FROM THE PRINCIPAL LENS.
HOW AM I DOING? THE EXPECTATIONS ARE SET? WE'RE NOT MAKING MAJOR CHANGES.
ALL WE'RE DOING IS GETTING AND REFINING AND WORKING ON OUR PRACTICES.
NOW IT'S HOW ARE WE DOING? OUR GOAL WAS FOR THE PRINCIPALS TO SET THAT MARK IN THE FALL.
WE BROUGHT IT UP THE NEXT MEETING IN THE WINTER, AND THEN THEY DID A FINAL REFLECTION IN SPRING, AND IN FACT, BROUGHT IT BACK OUT THIS FALL.
THEY HAVE NEW STAFF, NEW TEAMS, WHERE ARE WE NOW AND WHAT'S OUR WORK.
WE WILL CONTINUE TO USE THIS RUBRIC FOR OUR PORT.
NOW I'M GOING TO TURN OVER TO DR. HARPER TO DIG INTO THE OUTCOMES FROM THE SUBCOMMITTEE LAST YEAR.
>> THANK YOU, MISS MANNIS. THE WORK OF THE SUB-COMMITTEE FOR '24/'25 ENCOMPASSED SEVERAL ITEMS THAT HAVE BEEN MENTIONED IN THE EARLIER SLIDES.
FIRST OF ALL, THE BOARD SUBCOMMITTEE BRAINSTORM IN WHICH WE SAT TOGETHER AND REALLY LOOKED AT COMMUNICATION.
WE WERE ABLE TO COME UP WITH ALL KINDS OF IDEAS IN THAT BRAINSTORM, AND OF COURSE, THOSE ACTION ITEMS, YOU'LL BE ABLE TO SEE.
WE TOOK MANY OF THE DISTRICT STATEMENTS OR ALL OF THE DISTRICT STATEMENTS THAT YOU'RE GOING TO SEE ON THESE SLIDES.
WE TOOK THEM TO THE SUPERINTENDENT STUDENT ADVISORY COUNCIL AND GOT THEIR OPINIONS ON THOSE PARTICULAR STATEMENTS AND ASKED THEM IF THEY WOULD CHANGE THOSE STATEMENTS OR IMPROVE THOSE STATEMENTS.
WE GOT SOME GREAT FEEDBACK FROM THE STUDENTS AS USUAL.
WE ALSO INCLUDED THESE DISCUSSIONS, ESPECIALLY WITH THE RUBRICS WITH THE TLC, THE TEACHER LEADERSHIP COLLABORATION, WHICH INCLUDES PRINCIPALS, AND ALSO INSTRUCTIONAL COACHES AND LEADS IN THOSE MEETINGS, ESPECIALLY WITH WORLD LANGUAGES AND CTE.
WE ALSO HAVE A DISTRICT ASSESSMENT GRADING COMMITTEE THAT LOOKED AT ALL OF THIS FEEDBACK AND ALL OF THE THINGS THAT WE DID DURING THIS PARTICULAR SUBCOMMITTEE.
AS MISS MANNIS HAS MENTIONED, THAT ASSESSMENT AND GRADING TEACHER LEADER GROUP AROUND THOSE 80 TEACHERS WERE VERY HELPFUL IN MAKING DECISIONS ABOUT THESE ACTION STEPS.
THESE PARTICULAR ACTION STEPS CAME FROM THAT BRAINSTORM.
WHAT WE DID IS WE TOOK THOSE STEPS AND WE PRIORITIZE THEM.
WE PRIORITIZE THEM WITH WHAT DO WE NEED TO WORK ON FIRST OR WHAT'S GOING TO TAKE QUITE A BIT OF TIME AND QUITE A BIT OF DISCUSSION.
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THEN WE PRIORITIZE THAT SECOND GROUP AND THEN THE THIRD GROUP.I WOULD SAY OVERALL, ON ALL OF THESE ITEMS, FIRST AND SECOND, WE HAVE COMPLETED, WHICH IS VERY EXCITING.
THIRD IS JUST SOMETHING THAT WE WILL CONTINUE TO WORK ON.
WITHIN THAT FIRST PRIORITY, WE WANTED TO REVIEW THE WEBSITE WITH APPARENT LENS.
WE ALSO HAVE A BIG PROJECT HERE IN THAT FIRST PRIORITY IS TO CREATE DISTRICT ASSESSMENT AND GRADING COMMON SLIDES WHILE COLLABORATING WITH PRINCIPALS TO DEVELOP CAMPUS SPECIFIC ASSESSMENT AND GRADING SLIDES.
LOOKING AT THE DISTRICT POINT OF VIEW AND THEN HOW IS THAT IMPLEMENTED ON THE CAMPUS.
WE ALSO WANTED TO CREATE TEACHER COMPLIANCE TRAINING, BECAUSE AS YOU KNOW, WE HAVE A LOT OF TEACHERS THAT COME INTO FRISCO ISD THAT ARE NEW TO DISTRICT.
WHENEVER WE DO THAT TRAINING, WE HAVE THOSE BRAND NEW TEACHERS.
WE ALSO HAVE TEACHERS THAT HAVE BEEN TEACHING FOR 15, 20 YEARS, MAYBE IN VARIOUS SCHOOL DISTRICTS ACROSS THE STATE OR REALLY ACROSS THE NATION, SO WE WANT TO ALLOW THEM TO LEARN ABOUT THE GRADING AND ASSESSMENT PRACTICES HERE IN FRISCO.
WE ALSO KNOW THAT WE HIRE NEW ASSISTANT PRINCIPALS WHO WILL FOR THE FIRST TIME, GET QUESTIONS MAYBE ABOUT ASSESSMENT AND GRADING, AND SO WE PROVIDED THEM SOME GUIDANCE WHENEVER THE TEACHERS ARE ASKING THEM SOME QUESTIONS.
WE ALSO CREATED HIRING QUESTIONS TO GO WITH HR.
WE SAW THAT WE DIDN'T REALLY HAVE SPECIFIC GRADING AND ASSESSMENT QUESTIONS.
WE CREATED SOME WHENEVER WE ARE INTERVIEWING AN ADMINISTRATOR FOR THE FUTURE.
WE ALSO WORKED TO SHARE STUDENT AND TEACHER SUCCESS STORIES THROUGH THE PLATFORM OF WORK VIVO.
WE WANTED TO CREATE TEACHER ASSESSMENT AND GRADING COMMUNICATION TEMPLATE WITH A FOCUS ON LEARNING.
THEN ALSO TO MAKE SURE OUR HANDBOOKS WERE IN ALIGNED WITH THESE NEW SLIDES, THAT WE'LL SEE HERE IN A FEW MINUTES AND MAKE SURE THOSE ARE ALIGNED AS FAR AS THE HANDBOOK WAS CONCERNED.
NOW THE THIRD ONE SOMETIMES CAN BE THE MOST DIFFICULT BECAUSE YOU'RE RELYING ON UNIVERSITIES AND COLLEGES.
WHAT WE WANT TO DO IS REALLY TALK TO THOSE UNIVERSITY COLLEGES ABOUT OUR STUDENTS FROM FRISCO ISD AND HOW THEY'RE DOING AT THEIR UNIVERSITY OR THEIR COLLEGE.
I JUST WANT TO SAY A BIG THANK YOU TO GUIDANCE AND COUNSELING BECAUSE THEY ORGANIZE COLLEGE FAIRS EVERY YEAR IN THE DISTRICT.
I'VE SEEN SOME OF ALL AT THE COLLEGE FAIRS, AND THEY ARE VERY WELL ATTENDED BY OUR STUDENTS.
WE HAD A BIG 10 CONFERENCE, WHICH IF YOU KNOW ANYTHING ABOUT THE BIG 10 NOW, IT'S LIKE THE BIG 20. THAT WAS HERE.
THEY ACTUALLY ASKED COUNSELING TO HAVE THEIR OWN SPECIFIC COLLEGE NIGHT AWAY FROM EVERYBODY ELSE SO THAT THEY COULD REALLY RECRUIT OUR STUDENTS.
THAT WAS EXCITING. WE ALSO HAD AN IN-STATE COLLEGE NIGHT AND AN OUT OF STATE COLLEGE NIGHT, ALONG WITH HBCU, AND WE HAVE AN UPCOMING MILITARY NIGHT FOR RECRUITMENT PURPOSES.
WE ARE REALLY EXCITED ABOUT ALL OF THAT AND ALL THE CONVERSATIONS THAT GO ON IN THOSE PARTICULAR ITEMS. THOSE UNIVERSITIES NOT ONLY BRING THEIR ADMISSIONS GROUP, WHICH IS TYPICAL IN DISTRICTS, BUT THEY ALSO BRING THEIR COLLEGES TO RECRUIT OUR KIDS, LIKE THE COLLEGE OF ENGINEERING FROM SPECIFIC COLLEGES OR UNIVERSITIES.
ALSO, I SAW UFH BRING THEIR COLLEGE OF HOSPITALITY, WHICH IS HUGE DOWN THERE AT UFH.
THIS IS ALL GROUNDED IN THE WORK OF THE TEACHER LEADERS WHEN IT COMES TO THE RESPONSES WE HAVE TO ASSESSMENT AND GRADING.
WE'RE GOING TO LOOK AT SOME OF THOSE ACTION ITEMS ON THE WEBSITE.
IF YOU WILL GRAB YOUR COMPUTER AND GO AHEAD AND PULL UP FRISCO ISD'S WEBSITE, AND AS I GO OVER SOME OF THOSE COMMON SLIDES THAT YOU'RE GOING TO VIEW HERE IN A MOMENT.
WE CAME UP WITH THOSE COMMON STATEMENTS ABOUT ASSESSMENT AND GRADING AND RECEIVED A LOT OF FEEDBACK ON THOSE.
YOU'VE ALREADY HEARD ABOUT THE SCHOOL WIDE STUDENT ACCOUNTABILITY SYSTEM.
BUT WE ALSO INCLUDED ASSESSMENT CONTRACTS, ASSESSMENT PLANS, REASSESSMENT, GRADE BOOK EXPECTATIONS, AND HOMEWORK AND STUDENT INVESTMENT.
THOSE ARE THE CATEGORIES THAT WE HAVE DISTRICT STATEMENTS ABOUT ASSESSMENT AND GRADING ON THESE SLIDES.
I'M GOING TO MOVE OVER HERE TO THE COMPUTER AND I'M GOING TO JUST GUIDE YOU THROUGH A COUPLE OF PLACES TO LOOK.
THEN WE'RE GOING TO SPEND A FEW MINUTES JUST LOOKING AT WHAT HAS BEEN CREATED.
[00:30:08]
SURE EVERYBODY IS ON THE WEBSITE.WHAT YOU'RE GOING TO DO IS YOU'RE GOING TO GO DOWN TO SCHOOLS HERE, AND THIS IS A SECONDARY PIECE, SO I'M JUST GOING TO CLICK ON MIDDLE SCHOOL.
I'M ACTUALLY GOING TO PICK THAT FIRST ONE CLARK MIDDLE SCHOOL AND GO THROUGH IT.
>> IF YOU'LL GO AHEAD AND PICK CLARK, I'LL LET YOU PICK OTHER CAMPUSES I PROMISE HERE IN A FEW MINUTES, BUT IF YOU'LL JUST PICK CLARK.
WHAT WE'RE GOING TO DO IS WE'RE GOING TO SCROLL.
THERE'S A LOT GOING ON RIGHT NOW.
BELOW EVENTS, YOU'LL SEE LINKS, AND YOU'LL SEE THE CAMPUS IMPROVEMENT PLAN, AND THEN YOU'LL SEE THIS CAMPUS ASSESSMENT AND GRADING.
SO I'LL GIVE YOU A MINUTE TO GET THERE.
SO YOU'LL JUST GO AHEAD AND CLICK ON THAT CAMPUS ASSESSMENT GRADING.
THIS CAME FROM THAT FIRST PRIORITY OF DEVELOPING SOME CONSISTENT COMMUNICATION WITH OUR COMMUNITY WITH OUR FAMILIES ABOUT WHAT IS GOING ON AT THE DISTRICT LEVEL AND ALSO THE CAMPUS LEVEL.
I WANT TO JUST CHECK, MAKE SURE EVERYBODY IS GOOD.
YOU CAN CLICK WITH ME THROUGH THIS.
YOU'RE GOING TO SEE DISTRICT STATEMENTS AND THEN HOW THAT'S ACTUALLY CARRIED OUT AT THE SCHOOL.
YOU'RE GOING TO SEE BELIEFS ABOUT ASSESSMENT AND GRADING.
THAT'S A DISTRICT STATEMENT PIECE AND WE'RE GOING TO START WITH THOSE CATEGORIES THAT I TALKED ABOUT IN THE SLIDE.
YOU'LL SEE THE SCHOOLWIDE STUDENT ACCOUNTABILITY SYSTEM.
THIS IS THE DISTRICT STATEMENT ABOUT SCHOOLWIDE STUDENT ACCOUNTABILITY.
THEN THAT NEXT SLIDE, YOU'RE GOING TO SEE HOW CLARK IS CARRYING THAT OUT, HOW THEY'RE IMPLEMENTING THAT PARTICULAR STATEMENT.
YOU'RE GOING TO SEE THIS THROUGHOUT THE SLIDE SHOW.
YOU CAN CLICK THROUGH THOSE ITEMS. WE'VE GOT A DISTRICT STATEMENT ON ACADEMIC CONTRACTS.
THEN CLARK PUT THEIR ACTUAL ACADEMIC CONTRACT IN HERE JUST SO PARENTS KNOW THAT'S WHAT IT LOOKS LIKE.
THEY'VE GOT THEIR PURPOSE IN THERE, STUDENT REQUIREMENTS AND TEACHER REQUIREMENTS.
YOU'VE GOT A STATEMENT ABOUT ASSESSMENT PLANS, THOSE PROGRESS CHECKS, AND ASSESSMENTS OF LEARNING.
THEN HOW CLARK IS IMPLEMENTING THOSE ASSESSMENT PLAN.
WHEN YOU SEE SOMETHING LIKE THIS, IF IT'S SENT HOME, THAT PARENTS KNOW, THAT'S THE ASSESSMENT PLAN PIECE.
THERE ARE SOME LINKS IN THESE PARTICULAR PRESENTATIONS TO HELP OUT PARENTS.
THE PARENTS LIKE, OH MY GOODNESS, I DON'T EVEN KNOW HOW TO LOOK AT CANVAS.
THEY'VE GOT THE LINK HERE, AND THAT JUST GOES TO THE DISTRICT, GIVES THEM INFORMATION ABOUT HOW THEY CAN GET INTO CANVAS AND SEE WHAT THEIR KIDS ARE ACTUALLY DOING EVERY DAY IN THE CLASS.
THE STATEMENT, OF COURSE, THAT ELIGIBLE REASSESSMENTS ARE LIMITED TO A SCORE OF 90%.
THAT'S THE DISTRICT STATEMENT.
THEN WE HAVE THOSE REASSESSMENT POLICIES.
YOU'LL SEE THAT IN THAT SCHOOL SLIDE, OF COURSE IT'S A LOT MORE SPECIFIC BECAUSE THESE ARE THE STEPS THAT THE CAMPUS IS TAKING TO REALLY OUT THAT PARTICULAR DISTRICT STATEMENT.
GOT A GRADE BOOK EXPECTATION STATEMENTS ABOUT THOSE PROGRESS CHECKS AND ASSESSMENT OF LEARNING, A MINIMUM OF FIVE ASSESSMENTS PER NINE WEEKS AND AN ASSESSMENT REPORTED PRIOR TO EACH PROGRESS CHECK.
THEN WE'VE GOT THE SPECIFIC CLARK PIECE.
YOU'VE GOT THIS STATEMENT ABOUT HOMEWORK AND HOW THEY CAN BE REPORTED AS PROGRESS CHECKS, AND THEN HOW CLARK IS CARRYING OUT THE HOMEWORK.
[00:35:08]
THEN A FINAL STATEMENT ABOUT STUDENT INVESTMENT AND LEARNING AND HOW STUDENTS ARE TAKING OWNERSHIP OF THAT OVER AT CLARK.WE PROVIDE A SUMMARY AND ALSO A GLOSSARY.
MOST PLACES HAVE THE GLOSSARY.
WE THINK THIS IS VERY IMPORTANT BECAUSE WE HAVE SO MUCH EDUCATION IN OUR PROFESSION, AND SO WE WANT PARENTS TO UNDERSTAND WHAT THOSE PARTICULAR WORDS ACTUALLY MEAN.
WE'VE GOT GLOSSARY THERE AT THE END OF THE PRESENTATION.
WHAT WE'D LIKE FOR YOU TO DO IS FIND AT LEAST ONE MORE MIDDLE SCHOOL OR HIGH SCHOOL TO REALLY EXPLORE AND SEE WHAT THEIR SLIDES LOOK LIKE.
I'LL GO BACK TO THE WEBSITE AND SHOW YOU WHERE THAT IS AGAIN.
ALSO, CTECH, THEY HAVE A PRESENTATION THAT THEY HAVE WORKED ON TOO, SO YOU CAN ALSO LOOK AT THEIRS.
WE'RE GOING TO SPEND ABOUT 5-8 MINUTES.
I'LL PUT US ON A TIMER AND TO JUST LOOK AT A COUPLE OF OTHER SLIDE SHOWS FOR THE DISTRICTS.
I'M GOING TO GO OFF THE MIC AND THEN WE CAN HELP EVERYBODY OUT IF NEEDED.
JUST ONE MORE TIME, I'M GOING BACK HERE TO FRISCO ID.
YOU'RE JUST GOING TO GO ON SCHOOL, AND THEN YOU'LL CLICK YOUR MIDDLE SCHOOL, YOUR HIGH SCHOOL AND LIKE I SAID, CTECH ALSO HAS THE ROLL DO PASS THE EVENTS AND GET INTO THE CAMPUS PLANS.
LIKE I SAID, I'M GOING TO GET OFF THE MIC FOR ABOUT 5-8 MINUTES AND WE'LL DO A LITTLE EXPLORATION.
THANK YOU SO MUCH FOR SPENDING SOME TIME WITH THE WORK THAT THE PRINCIPALS AND INSTRUCTIONAL COACHES AND DLCS, AND ALL TEAMS ON CAMPUS WORKED WITH OVER THE YEAR.
ONE OTHER ITEM I WANTED TO JUST TALK ABOUT, OF COURSE, OUR GOAL IS FOR STUDENTS TO BE FUTURE READY AND THESE ARE JUST A COUPLE OF PICKS OF SOME OF THOSE COLLEGE FARES THAT WE MENTIONED WITH THE STATE, AND ALSO THAT'S THE BIG 10 ONE HERE IN THE BOTTOM RIGHT HAND CORNER.
LOTS OF TURN OUT, LOTS OF KIDS, LOTS OF PARENTS.
I LOVE SEEING PARENTS AND KIDS AND JUST ALL THE CONVERSATIONS THAT THEY HAVE WHENEVER THEY'RE GOING AROUND TO THE TABLES AND JUST GETTING ADVICE FROM ALL DIFFERENT COLLEGES AND UNIVERSITIES.
ALSO INCLUDED OUR NJROTC PROGRAM BECAUSE, OF COURSE, WE HAVE SOME MILITARY PIECES THAT ARE COMING UP, AND THIS IS THEM AT THEIR 911 REMEMBRANCE DAY CELEBRATION SO WE ALWAYS APPRECIATE THAT PARTICULAR PROGRAM ALSO.
SO WE ARE AT THE QUESTION PART.
WE HAVE ABOUT 10 MINUTES FOR QUESTIONS AND WE'LL BE HAPPY TO TAKE THOSE QUESTIONS AND ANSWER THEM.
>> LOOKING AT THE RETEST THE MAX A STUDENT CAN GET IS 90.
PROCESS OR THE MINIMUM SO IT DOESN'T MATTER WHAT YOUR MINIMUM GRADE IS, EVERYBODY CAN.
SO IF I GET 75 AT FRISCO THEY ALL ARE THE SAME.
EVERYONE CAN RETAKE. SO IT'S ACROSS THE BOARD.
MAX YOU CAN GET 90 ACROSS THE BOARD.
>> I AM CURIOUS IF WE WILL BE SOMEHOW INFORMING OR EDUCATING OUR PARENTS ABOUT THESE TILES AND THIS BECAUSE NORMALLY MAYBE YOU WOULD DO THAT MEET THE TEACHER NIGHT, BLAH BLAH.
YOU'RE SHAKEN, THERE'S A PLAN FOR THAT BECAUSE I LOVE THIS.
I LIKE THAT THE TILE IS THE SAME, EVERY SINGLE CAMPUS.
>> SO WE DISCUSSED THAT AT THE TLC MEETINGS, THAT THE EXPECTATION WOULD BE THAT ANYTIME YOU SEE PARENTS FOR THE FIRST TIME OR THROUGHOUT THE YEAR, THAT YOU WOULD POINT BACK TO THESE PARTICULAR SLIDES WHEN IT COMES TO GRADING THIS.
I'VE BEEN IN SEVERAL CONVERSATIONS WITH PRINCIPALS ARE LIKE, WELL, I'M GOING TO SHARE MY SLIDES TONIGHT.
I'M GLAD YOU'RE GOING TO SHARE YOUR SLIDES.
[00:40:02]
THEN ALSO IN THOSE TLC MEETINGS, THIS PAST ONE, WE DID LOOK BACK AT THOSE SLIDES TO SAY, WHICH ONES WERE HARD TO CREATE? WHICH ONES DO YOU STILL NEED SOME WORK ON? WHICH ONES WERE REALLY EASY TO CREATE? THEN HOW TO SUPPORT THAT WORK AS YOU GO THROUGH THE YEAR.>> ONE THING I WAS ALSO GOING TO ADD ON THE CREATION OF THESE SLIDES.
THESE LADIES AREN'T SAYING ALL THIS, BUT THEY HAD TO SUBMIT THEM AND WE FOLLOWED OUR OWN PROCESS TECHNICALLY.
THE CAMPUSES WE GAVE DIRECTION.
THEY WENT AND WORKED ON IT, THEY SUBMITTED IT BACK FOR REVIEW.
THAT'S WHERE WE SAW SOME MISCONCEPTIONS AT CAMPUSES THAT THEY MAY NOT BE SUPER CLEAR ON SOME CERTAIN THINGS.
THE PROCESS OF CREATING THESE SLIDES REALLY HELPED CLARIFY THAT COMMUNICATION PIECE AND THINGS THAT WE COULD TWEAK AND MAKE BETTER.
>> I DID WANT TO INCLUDE OUR MANAGING DIRECTOR OF SCHOOLS IN THIS PROCESS.
THEY CAME OVER AND SAT WITH US AND LOOKED AT THOSE AND COMMUNICATED WITH THEIR CAMPUSES ABOUT WHAT LOOKED GREAT, WHAT NEEDED TO BE REFINED, THOSE THINGS.
IT REALLY WAS A COLLABORATION WITH MDOS.
>> QUESTION IS, I GUESS, ON A PARENTAL FEEDBACK PERSPECTIVE.
NO QUESTIONS I HAVE FIELDED IN THE PAST.
THEY'RE ANECDOTAL. SO LET ME JUST SAY THAT TO BEGIN.
IT'D BE THINGS NOT GRADING HOMEWORK CREATING [INAUDIBLE] OF NOT HAVING TO DO THEM OR LACK OF ACCOUNTABILITY.
ABILITY TO RETEST MULTIPLE TIMES TO [INAUDIBLE] CURIOUS OVER THE LAST YEAR OR TWO.
BE IT SEEMS LIKE WE I'D LIKE TO KNOW WHAT. THOSE TWO ITEMS, I GUESS.
>> SO, I'LL SAY FOR PARENT FEEDBACK, WE HAVEN'T RECEIVED A LOT OF CONCERNS THIS YEAR, AND WHEN WE HAVE, IT'S BEEN THING THAT WE COULD POINT BACK TO THE CAMPUS TO SUPPORT.
ONE OF THE PIECES IT'S REALLY IMPORTANT FOR A TEACHER CAMPUS TO IMPLEMENT IS THE ACADEMIC CONTRACT.
IN THAT CONTRACT, IT SAYS WHAT THE TEACHERS GOING TO DO TO ENSURE SUCCESS FOR THE STUDENTS FROM THEIR END AND WHAT THE STUDENTS NEED TO DO TO BE SUCCESSFUL IN THE CLASS.
THINGS LIKE DOING YOUR HOMEWORK, TRYING ON THE FIRST TEST.
IF A KID IN MY CLASS WAS NOT TRYING ON THE FIRST TIME, I WOULD BE HAVING A CONVERSATION WITH THE STUDENT AND POSSIBLY EVEN THE PARENTS TO SAY, HEY, OUR EXPECTATION IS THAT WE'RE GIVEN 100%.
WOULD YOU WANT YOUR KID TO GIVE 100%? WHAT CAN WE DO TO PARTNER TOGETHER TO MAKE SURE THAT THE STUDENTS ARE COMING TO THE TEST PREPARED? WE DO ASSESSMENT PLANS AS WELL IN WHICH WE'RE COMMUNICATING WHEN THE ASSESSMENTS ARE COMING UP.
IT'S THAT PARTNERSHIP WITH THE FAMILIES TOO SO THAT THEY KNOW, HEY, JOHNNY, YOU HAVE A TEST TOMORROW IN ALGEBRA 1.
LET'S SEE WHAT YOUR NOTES ARE.
I WANT TO MAKE SURE YOU'RE PREPARED.
IT REALLY COMES DOWN TO A PARTNERSHIP WITH FAMILIES AND COMMUNICATION FROM THE TEACHER WITH THE STUDENT AND THE PARENTS RESOLVES A LOT OF THOSE ISSUES.
>> THAT IS SOME FEEDBACK THAT WE DID GET.
I JOINED IN THIS WORK WITH MEREDITH IN 22/23, AND THAT IS WHAT WE WERE HEARING A LITTLE BIT, NOT A LITTLE BIT WE WERE HEARING THAT.
WHAT WE'VE REALIZED WASN'T AS CLEAR AS IT NEEDED TO BE, WHICH I THINK IS NOW AND THAT'S MAYBE WHY WE'RE HEARING LESS OF THIS IS THAT YOU DON'T JUST GET TO RETEST INDEFINITELY AS MANY TIMES AS YOU WANT.
YOU DON'T JUST GET TO TAKE A TEST AND THEN DO NOTHING AND THEN TAKE ANOTHER TEST.
THERE IS EXPECTATIONS FOR THE STUDENT AND WHAT IS THEIR RESPONSIBILITY TO EARN TEST AS WELL.
BECAUSE WE'RE HOLDING THEM ACCOUNTABLE TO THE LEARNING, RIGHT? SO IF YOU TAKE A TEST AND YOU DON'T DO WELL, THERE'S SOMETHING THAT HAS TO HAPPEN, MORE LEARNING THAT HAS TO HAPPEN BEFORE YOU CAN RETEST. DOES THAT MAKE SENSE?
>> YES. I THINK AT ITS CORE, WE HAVE MADE THE DECISION TO HOMEWORK,
[00:45:02]
FOR EXAMPLE, LIKE WHEN I GO BACK TO LIKE, BACK WHEN I WAS IN SCHOOL.MY I WASN'T GOING TO DO THAT TODAY.
THERE WAS RATING AS A PART OF AS A FUNCTION PARALLEL ON THE LINE [INAUDIBLE]
>> I UNDERSTAND THE MASTERY FOCUS. I'M NOT.
FACT IS THAT THERE'S RATING [INAUDIBLE] BUT PLATFORMS SO WE HAVE TO GIVE THAT?
>> BUT WE DO GIVE FEEDBACK ON HOMEWORK THROUGH THE PROGRESS CHECKS FOR LEARNING.
THAT IS JUST NOT WAITED, MISTER.
>> THE THING ABOUT HOMEWORK IS WE REALLY WANT IT TO BE PURPOSEFUL.
IT'S NOT JUST I NEED YOU TO SPEND AN EXTRA 30 MINUTES ON YOUR MATH.
A LOT OF OUR TEACHERS, I HAD FOUR THAT GONE FRISCO.
THEY HAD A LOT OF HOMEWORK AND THEY DID IT BECAUSE IT WAS GOING TO BE IMPORTANT FOR THEIR SUCCESS THE NEXT DAY IN CLASS.
THAT'S WHERE YOU GET THE BUY IN.
NONE OF US WANT TO DO ANY EXTRA WORK THAT'S NOT GOING TO BE WORTH SOMETHING LATER ON.
IT HAS TO BE SOMETHING THAT'S VALUABLE THAT I KNOW IF I DO THIS, I'M SETTING MYSELF UP FOR SUCCESS.
SOME OF MY OWN CHILDREN ALSO GOT ALL THE ANSWERS TO THEIR HOMEWORK FROM A FRIEND.
THEY DIDN'T LEARN ON THAT NIGHT. YOU SHOULDN'T DO THAT.
YOU'RE GOING TO HAVE TO PAY FOR IT LATER.
BUT THEY WERE STRESSED OR WANTING TO GET IT DONE, AND SO THEIR FRIENDS ALL TEXTED THEM THE ANSWERS, AND THEY MOVED ON.
THAT'S ANOTHER REASON THAT WE WANT IT TO BE SO ACCURATE THAT I CAN TRUST THAT THE GRADE I SEE IN MY CHILD'S GRADE BOOK IS REALLY A TRUE REFLECTION OF THEIR MASTERY, AND NOT NECESSARILY WHAT THEIR FRIEND SHARED WITH THEM.
I WANT TO PIGGYBACK ON WHAT MARK AND SAID AND KEITH, MY CONCERN ABOUT THE HOMEWORK AND RETEST.
I UNDERSTAND THAT HOMEWORK OPTIONAL, ALL STUDENTS MAY NOT NEED THAT WORK, BUT SOME OF THEM DO NEED THE EXTRA WORK.
IS THERE ANY TRAIN I GUESS, ON THOSE STUDENTS THAT YOU KNOW NEED HOMEWORK, AND MAYBE ARE NOT DOING THEIR HOMEWORK? I KNOW IT'S NOT GRADED AND IT IS OPTIONAL.
>> I WOULD SAY HOMEWORK IS NOT NECESSARILY OPTIONAL.
STUDENTS MAY OPT NOT TO DO IT, BUT A TEACHER IS GOING TO ASSIGN IT TO EVERYBODY.
THEY MAY ADD SOME EXTRA PRACTICE IT'S OPTIONAL, BUT IF IT'S A HOMEWORK ASSIGNMENT THAT WE NEED TO DO, THAT'S AN EXPECTATION FROM EVERYBODY.
I THINK FROM A TEACHERS SIDE, IF I KNOW A KID NEEDS SOME EXTRA HELP, AND I'M NOT SEEING THE SUCCESS, MAYBE THEY'RE TURNING IN THEIR HOMEWORK, BUT THEY COPIED IT OR WHATEVER.
THEN I'M GOING TO PULL THEM IN FOR TUTORIALS.
I'M GOING TO DO SOME CONFERENCING OR A TEACHER TABLE TO REALLY FIND OUT WHERE THE GAPS ARE FOR THIS STUDENT AND THEN TO HELP THEM IN ANOTHER WAY THROUGH OUR SCHOOL WHITE SYSTEM OF SUPPORT, WE HAVE MANDATORY TUTORING, WE HAVE ADVISORY DURING THE DAY.
THERE'S A LOT OF OTHER AVENUES WHERE I CAN HELP THE KID THAT MAYBE I'M JUST NOT SEEING BECAUSE OF THEIR PERFORMANCE ON HOMEWORK.
OUR GOAL I LOVE OUR GOALS THIS YEAR, ESPECIALLY GOAL NUMBER FOUR ON STUDENT GROWTH.
BECAUSE OF THE FOCUS ON THAT, WE ARE ENHANCING OUR MONITORING SYSTEM AT SECONDARY LEVEL THIS YEAR.
THAT IS AN ENHANCEMENT FOR US.
WE'VE ALWAYS MONITORED, BUT DR NI BACK THERE, HIS TEAM WORK MAGIC, AND THEY HAVE PUT TOGETHER SOME TEMPLATES THAT GETS DOWN TO THE TEACHER LEVEL, SO THEY CAN SEE ON DISTRICT ASSESSMENTS, ALSO, HOW ARE THEY PERFORMING THROUGHOUT THE YEAR? IF THEY TOOK MAP TESTING BECAUSE THAT'S AT MIDDLE SCHOOL, THAT'S ALL IN THERE.
EVERY ASSESSMENT THEY'RE TAKING SHOWS THEIR LEARNING AND MASTERY AS WELL, IS BEING MONITORED TO THAT LEVEL.
I CAN EVEN GO IN AND LOOK SALLY AT WHATEVER SCHOOL THEY DIDN'T DO WELL, I HAVE ACCESS EVEN TO THAT.
WE'RE MONITORING IF THAT'S THE NAME AND NEE PIECE.
[00:50:02]
SO ON THAT TOPIC, WHAT IS THE THOUGHT PROCESS OF NOT HAVING HOMEWORK? I MEAN, I KNOW IT'S GIVEN AND NOT GRADED.WE KNOW THAT A LOT OF STUDENTS ARE MOTIVATED BY GRADES.
WE HAVE VERY HIGH LEVEL STUDENTS IN FRISCO ISD.
HOW DOES THAT PAIR WITH BEING FUTURE READY, COLLEGE READY, EVEN? ALONG WITH THAT, ARE WE GIVING THEM STUDY SKILLS? WHAT ARE THE BEST WAYS TO STUDY OR DIFFERENT WAYS TO STUDY? I'LL START AND THEN YOU CAN JUMP IN.
THE HOMEWORK PIECE, YOU CAN SEE ON THE SLIDES AND EVERYTHING, WHERE WE STAND WITH THAT AND THAT IT IS AN EXPECTATION THAT STUDENTS ARE GETTING THAT EXTRA PRACTICE AND THAT'S DETERMINED BY THE TEACHER.
AS MEREDITH WAS SAYING, IF A TEACHER FEELS THAT THE CLASS NEEDS ADDITIONAL HOMEWORK OR INDIVIDUAL STUDENTS NEED ITEMS, THOSE ARE NOT OPTIONAL.
THEY GET REVIEWED AND THEY GO IN THE GRADE BOOK UNDER PROGRESS CHECKS FOR LEARNING.
IT'S JUST NOT WEIGHTED IN WITH THEIR AVERAGE.
>> WHEN YOU SAY IT'S NOT OPTIONAL, NOT GRADED.
SO HOW IS IT NOT OPTIONAL IF [INAUDIBLE].
>> IT GOES BACK TO THAT ACADEMIC CONTRACT.
IN THE TEACHER'S ACADEMIC CONTRACT, IT WILL SAY, YOU HAVE TO GIVE FORTH 100% OF YOUR EFFORT TO, WHICH INCLUDES DOING YOUR HOMEWORK.
SOMETIMES STUDENTS MAY LOSE SOME OTHER PRIVILEGES IF THEY'RE NOT FOLLOWING IN WITH THEIR SIDE OF THE CONTRACT.
THAT WOULD THEN BE A CONVERSATION WITH THE PARENTS, HEY, YOUR KIDDO IS NOT DOING THE HOMEWORK ASSIGNMENTS THAT ARE REQUIRED FOR THIS CLASS AND I'M NOTICING THAT THEIR SUCCESS IN THIS CLASS IS SUFFERING BECAUSE OF IT.
THEN IT'S HAVING THAT AND NOT LETTING THEM OFF THE HOOK FOR IT BECAUSE WE FEEL LIKE IT WOULD BE IMPORTANT.
THAT IS HELPING TO BUILD THOSE HABITS, HELPING WITH THE COMMUNICATION.
WE DO HAVE KIDS IN OUR DISTRICT THAT ARE BRILLIANT, THAT THE HOMEWORK IS JUST BUSY WORK, AND THEY'RE OKAY, AND THEN THEY'RE STILL GOING TO COME IN AND ACE THE TEST TOO.
THE HOMEWORK HAS TO BE PURPOSEFUL TO MOVE THE NEEDLE FOR KIDS.
>> THANK YOU FOR THAT. I AM A SUBSTITUTE TEACHER AND A LONG TERM.
I HAVE A QUESTION ABOUT THE RETEST.
HOW DOES THAT WORK WITH THE WORK ETHIC AND THE MINDSET OF THE STUDENT? BECAUSE I HAVE PERSONALLY EXPERIENCED STUDENTS TO COME IN AS A TEST DAY, THEY KNEW IT IN ADVANCE, THEY'RE NOT PREPARED, AND THEY JUST SIT DOWN AND SAY, WHEN IS THE RETEST? WITH THAT, THEY KNOW THAT THERE ARE STEPS THEY HAVE TO TAKE IN ORDER TO DO THE RETEST, AND THEY'RE OKAY WITH TAKING THOSE STEPS BECAUSE THEY HAD A GAME THE NIGHT BEFORE.
THEY MIGHT NOT BE PREPARED AND KNOWING THAT I CAN DO THIS AGAIN AND GET AN A.
LIKE I SAID, WE'RE MOTIVATED BY GRADES.
WHY STUDY THE FIRST TIME? FOR US, THE MOST IMPORTANT THING IS THAT THEY LEARN IT AND IF THEY WERE OVERWHELMED IN THAT PARTICULAR TEST AND DIDN'T STUDY AT THE LEVEL IN WHICH THEY NEEDED TO.
SOMETIMES STUDENTS, I DON'T KNOW ABOUT YOU GUYS WITH YOUR PARTICULAR STUDENTS.
SOME OF THEM ARE TAKING SO MANY AP CLASSES, THEY'RE OVERWHELMED WITH HOMEWORK.
THEY MAY HAVE MULTIPLE TESTS, AND THEY MIGHT SAY, THIS ONE, I'M GOING TO PRIORITIZE RIGHT NOW, THINGS LIKE THOSE ARE DECISIONS THAT THEY'RE HAVING TO THINK ABOUT AS WELL WITH THE LEVEL OF STUDENTS THAT WE [INAUDIBLE] BASICALLY, IF THEY DID NOT PREPARE FOR THAT AND DIDN'T GET A GOOD GRADE, THAT MEANS THEY HAVEN'T LEARNED IT, THAT THEY HAVE GAPS IN THEIR LEARNING BECAUSE IF THEY DIDN'T STUDY FOR IT AND THEY DIDN'T SHOW MASTERY OF CONCEPTS, THEN IT IS OUR JOB TO MAKE SURE THAT THE LEARNING IS HAPPENING.
THEY WILL, LIKE WE SAID, GO BACK AND DO SOME ADDITIONAL THINGS TO DO THE LEARNING AND TO GET THE LEARNING AND TO GET THE CONCEPTS, AND THEN THEY CAN RETEST UP TO [INAUDIBLE] I WOULD ASK THAT THAT BE TAKEN INTO CONSIDERATION BECAUSE WE'RE FOCUSING ON COLLEGE READY FUTURE READY STUDENTS.
WHEN THEY LEAVE HERE AND THEY GO TO FOUR YEAR FURTHER POST EDUCATION, ARE WE REALLY PREPARING THEM WHEN THEY IF THEY'RE OVERWHELMED AND THEY HAVE TO RE-PRIORITIZE WHICH ONE THEY'RE GOING TO STUDY FOR?
[00:55:01]
BECAUSE YOU DON'T GET THAT OPTION.WHEN YOU DON'T MAKE IT, YOU DON'T MAKE IT.
WHEN YOU DON'T MAKE THE GRADE, YOU DON'T MAKE THE GRADE.
I'VE HAD FOUR GO THROUGH FRISCO ISD.
I HAVE FOUR, GO THROUGH COLLEGE, THANKFULLY, I'M BLESSED WITH THAT.
BUT I DO KNOW SOME OF THEIR STRUGGLES AND EACH ONE OF THEM HAD DIFFERENT PERSONALITIES.
I WOULD ASK THAT TO BE TAKEN UNDER CONSIDER TO REALLY MAKE ALL OF OUR STUDENTS FUTURE READY FOR WHATEVER CAREER THEY DECIDE TO TAKE.
EVEN WITH CERTIFICATIONS, YOU CAN'T SAY AND I'M IN IT.
THERE'S A LOT OF CERTIFICATIONS THAT WE HAVE TO TAKE.
IF YOU DON'T PASS IT THE FIRST TIME, THE SECOND TIME IS A FEE.
SO YOU MIGHT NOT HAVE THE OPTION TO DO A RETEST, SO TO SPEAK.
>> I UNDERSTAND WHERE YOU'RE COMING FROM.
I THINK WHAT I'VE SEEN IS WHEN WE DON'T OFFER A REASSESSMENT OF LEARNING, WE'RE, YOU GOT A 70.
WE'RE MOVING ON. THAT'S 30% OF THE MATERIAL THAT THE KID HAS A GAP IN.
IF WE DON'T FILL THOSE GAPS, THAT GAP CONTINUE TO GET WIDER AS THEY GET OLDER.
WE'RE PREPARING THEM FOR WHERE THEY ARE RIGHT NOW SO THAT THEY'RE READY FOR THE NEXT THING.
I ALSO HAVE FOUR IN COLLEGE RIGHT NOW, AND EVERY SCHOOL IS DIFFERENT.
I KNOW IT'S EXPENSIVE. YES, IT IS.
BUT EVERY SCHOOL THAT THEY ALL ATTEND DIFFERENT SCHOOLS, THEIR PROFESSORS ARE ALL DIFFERENT.
EVEN WITHIN THE UNIVERSITY, THEIR PROFESSORS ARE DIFFERENT.
THERE'S LOTS OF DIFFERENT OPPORTUNITY THERE.
ALSO, ONE OF MY OLDEST, HE'S ALSO SELLING INSURANCE WHILE HE'S IN COLLEGE.
HE HAD TO TAKE HIS CERTIFICATION TWICE AND HE DID IT.
HE HAD TO PAY AGAIN. BUT HE DIDN'T DO WELL.
HE COULDN'T PREPARE FOR IT AND HE DID NOT DO GREAT.
BUT YOU KNOW WHAT? THE NEXT MONTH, HE SIGNED UP AGAIN AND THEN HE PASSED IT AND HE CAN SELL INSURANCE.
I THINK I HAD TO TAKE MY CERTIFICATION TEST TWICE BECAUSE OF ECONOMICS.
THERE'S THAT TOO. THANKFULLY, THEY DID OFFER THAT RETEST OR I WOULDN'T HAVE BEEN A TEACHER.
>> MAYBE I SHOULD MAKE MYSELF A LITTLE CLEAR.
I DIDN'T MEAN RECONSIDER IT AS IN NOT HAVING IT.
BUT YOU KNOW, LIKE I SAID BEFORE, STUDENTS ARE GREAT MOTIVATED.
MAYBE THEY'RE MORE MOTIVATED TO TAKE AND PASS IT THE FIRST TIME IF THEY KNOW THEY'RE NOT GOING TO GET AN A THE SECOND TIME.
>> I WOULD JUST POINT A COUPLE OF ITEMS OUT JUST AS FAR AS THE DATA IS CONCERNED FOR FRISCO ISD.
WHEN WE LOOK AT OUR CCMR DATA, THAT IS SOMETHING THAT WE'RE LOOKING AT, THE STATE HAS A DEFINITION OF THESE KIDS ARE COLLEGE READY IF THEY MEET THESE EXPECTATIONS.
JUST POINTING TO THAT PARTICULAR PIECE OF DATA, AND THEN LOOKING AT AP SCORES, LOOKING AT WHERE WE ARE SAT, ACT AS IN COMPARISON TO OUR SURROUNDING DISTRICTS, OUR LIKE DISTRICTS.
WE HAVE THAT DATA THAT'S AVAILABLE THAT SHOWS THAT OUR KIDS ARE, ACCORDING TO THE STATE COLLEGE READY IN THOSE PARTICULAR AREAS.
WE HAD OVER 30,000 KIDS, I'M SORRY, NOT KIDS.
30,000 AP TESTS TAKEN THIS PAST YEAR AND OUR 345 WAS AT 84%.
WE HAD KIDS TAKING AP PRE COW, AND HALF OF THEM, HALF OF THEM MADE FIVES OR BETTER.
THERE ARE MEASUREMENTS THAT WE LOOK AT MR VIEW AS A DISTRICT TO SEE ARE OUR KIDS MEETING THAT COLLEGE READY STANDARD? AS THE STATE CONTINUES TO INCREASE IT, THAT RATE USED TO BE IN THE 60S, AND THEN THE COMMISSIONER SAID, NOW I'M MAKING IT 88.
JUST RISING TO THE CHALLENGE EVERY TIME THE STATE MAKES A DECISION, WE WANT TO RISE TO THAT CHALLENGE AND MAKE SURE THAT OUR KIDS ARE READY FOR THE FUTURE.
>> THANK YOU. ONE MORE THING. TWO MORE THINGS.
I NOTICED THAT SOME OF THE SLIDES DO NOT HAVE A LINK.
SOME OF THE SCHOOLS HAVE A LINK TO THE CONTRACT AND SOME DON'T.
CAN WE MAKE THAT MORE OF A STANDARD SO AT LEAST THE PARENTS CAN DOWNLOAD IT FOR THEIR BENEFIT?
>>YES, WE CAN TAKE THAT TO THE GROUP, YES.
>> THEN THEN OTHER THING IS FOR THE SLIDES.
CAN WE SEND THE SLIDES TO THE PARENTS? JUST LIKE A MASS.
YOU CAN SAY EVERYBODY HAS THEM.
>> YES, THAT'S SOMETHING WE CAN TALK ABOUT WITH THE PRINCIPALS ABOUT WHEN WE SEE THEM NEXT, ABOUT HOW ARE YOU SHARING THAT SLIDE, MAYBE HAVING A DEBRIEF WITH THEM AND THEN GIVING SOME SUGGESTIONS, AND THEM JUST TALKING TO EACH OTHER ABOUT THE BEST WAY TO SHARE THAT INFORMATION WITH THE PARENTS.
[01:00:06]
>> REASSESSMENT THING I KNOW WHICH LET ME ASK.
I'M A BIG SUPPORTER OF HAVING THE REASSESSMENT BECAUSE I KNOW WHEN WE HAD GOT THE FEEDBACK.
THE FIRST TIME THEY MAY HAVE SITUATIONS MAYBE LIKE BUSY WITH THE GAMES, AND SOME OF THEM HAS NO IDEA HOW THE TEST IS GOING TO BE.
I THINK EVEN THOUGH THEY GOT THE HUNDRED ON THE SECOND TIME, I KNOW WE HAVE A CAP.
>> THAT IS THE WAY I THINK WE'RE CONTROLLING THEM.
WE'RE NOT GIVING THE 100, BUT THERE ARE 100 CAPABLE, BUT THEY COULD NOT ABLE TO MAKE IT FIRST TIME BECAUSE OF OTHER FACTORS.
I'M OKAY WITH THAT. I'M NOT AGAINST THAT THING.
THE OTHER ONE IS THE HOMEWORK AND EVERYONE IS TALKING ABOUT THE HOMEWORK, WHICH I GOT THE FEEDBACK DURING MY MEET AND GRADES AT THE CAMPAIGN TIME.
WHY WE ARE NOT GIVING THEM MORE HOMEWORK, ESPECIALLY LIKE THEY NOTICED ACTUALLY WHEN THEY'RE ATTENDING THE CHARTER SCHOOL UNTIL MAYBE ELEMENTARY AND THEN COMING BACK TO OUR SCHOOLS.
THEY USED TO SEE THE KIDS ARE WORKING EVERY DAY, THE HOMEWORKS, EVEN THE ELEMENTARY LEVEL, BUT COMING BACK HERE, THEY SAW THE CHANGE, LIKE NO HOMEWORKS OR SOMETHING.
THEN AT THE SAME TIME, AS A PARENT, I SAW THAT MY KIDS, THEY'RE EASY DURING THE MIDDLE SCHOOL.
BUT ONCE THEY COME TO THE HIGH SCHOOL, ESPECIALLY 10TH OR 11TH GRADE, I DO SEE THEY'RE DOING THE HOMEWORK TILL 1:00 AM, 2:00 AM.
JUST THE CULTURE SHOCK THING I NOTICED.
ONLY THOSE TWO OR THREE GRADE LEVELS.
BUT IF WE CONTINUOUSLY DO THAT HOMEWORK THING PATTERN FROM MIDDLE SCHOOL ITSELF OR SOMETHING, THEY GOT USED TO THAT.
>> I APPRECIATE THAT. WE HAVE HEARD SOME FEEDBACK RECENTLY AS WELL AT THE ELEMENTARY LEVEL FOR HOMEWORK IN PARTICULAR.
PAM ORR, OUR ELEMENTARY MANAGING DIRECTOR OF TEACHING AND LEARNING.
SHE HAS RECEIVED THAT FEEDBACK AND SHE'S LOOKING AT THAT WITH HER TEAM BECAUSE I THINK THERE'S SOME MISCONCEPTIONS THAT ALL OVER, POTENTIALLY, THAT WE DON'T ALLOW HOMEWORK EVEN.
I'VE HEARD THAT WE DON'T ALLOW HOMEWORK.
WE JUST HAVE TO MAKE SURE THAT WE'RE CLEAR WITH OUR COMMUNICATION, AND SO WE'RE WORKING ON THAT AT THE ELEMENTARY.
I CAN GIVE YOU GUYS MORE INFORMATION ON THAT AT ANOTHER TIME ONCE WE GET FURTHER.
>> HELLO. I FIRST WANTED TO SAY THAT WAS A VERY GOOD RECAP OF A LOT OF WORK THAT WAS DONE LAST YEAR.
REALLY, THIS HAS BEEN NOT JUST LAST YEAR.
WAS THE YEAR BEFORE WAS WHEN THIS STARTED? I THINK MARK WAS ON THE SUBCOMMITTEE THAT YEAR, TWO YEARS AGO, AND WE STARTED TO TALK ABOUT LOOKING AT THIS.
THEN WE DID AN EXTREMELY DEEP DIVE INTO THIS LAST YEAR, AND YOU ALL UP THERE TODAY WERE GREAT.
I KNOW I HAD A TON OF QUESTIONS AND I KNOW THE OTHER COMMITTEE MEMBERS DID TOO AND YOU WERE GREAT AT ANSWERING THEM.
I'VE BEEN JUST FROM MY PERSPECTIVE, I'VE BEEN ON AN INTERESTING JOURNEY WITH THIS AND I WAS PRETTY OPPOSED TO ALL OF IT FROM THE BEGINNING.
NOW I THINK I'M LIKE 80, 90% THERE, WHICH ISN'T BAD.
THAT'S NOT BAD. I'M STUCK ON A COUPLE OF THINGS, WHICH I'LL MENTION IN A MINUTE.
BUT DEFINITELY THAT WAS A GOOD RECAP OF A LOT OF INFORMATION.
ONE OF THE THINGS THAT WE DID TALK ABOUT IN A LITTLE MORE IN DEPTH IN THE COMMITTEE LAST YEAR WAS AROUND WHAT COMPETING DISTRICTS ARE DOING.
I KNOW IT WAS ALL OVER THE MAP.
WHAT I DON'T RECALL US TALKING ABOUT AND MAYBE WE DIDN'T OR MAYBE WE DID AND I JUST DON'T REMEMBER IS WHAT THE CHARTER SCHOOLS AND PRIVATE SCHOOLS DO.
BECAUSE I DO THINK WE HAVE TO THINK ABOUT THAT IN LIGHT OF SOME OF OUR ENROLLMENT CHALLENGES.
I THINK WE HAVE TO THINK OF ALL OF THOSE IS OUR COMPETITORS, INCLUDING THE NEIGHBORING DISTRICTS.
WE'RE OPENING UP OUR DISTRICT.
OTHER DISTRICTS COULD DO THE SAME AND SOME ARE ALREADY.
I DON'T KNOW IF YOUR TEAM HAS LOOKED AT THAT, BUT THAT WOULD BE VERY INTERESTING TO ME BECAUSE SIMILAR TO WHAT SURESH MENTIONED, SOME OF THE ANECDOTAL FEEDBACK THAT I'VE HEARD FROM FAMILIES AND I DON'T KNOW IF IT'S TRUE OR NOT, BUT THAT THE CHARTER SCHOOLS DON'T HAVE RETESTING AND THEY DO HAVE HOMEWORK THAT IS GRADED.
AGAIN, I DON'T KNOW IF THAT'S TRUE, BUT THAT'S THE PERCEPTION OUT THERE THAT I'VE HEARD FROM FAMILIES AND THAT'S CAUSED SOME OF THEM TO QUESTION THE OPTIONS FOR THEIR STUDENT.
I THINK WE ARE A HIGH PERFORMING, HIGH ACHIEVING DISTRICT AND SO THE RIGOR THAT'S BEHIND THAT IS IMPORTANT.
I'LL PAUSE THERE IN CASE YOU HAVE A RESPONSE TO THAT, BUT THEN I HAVE A COUPLE OF THINGS.
>> I THINK THAT THAT'S SOME REALLY GOOD FEEDBACK THAT WE
[01:05:04]
CAN BRING BACK TO OUR GROUP BECAUSE WE HAVE STUDIED THE DISTRICTS.WE HAVE BEEN LOOKING AT SOME OF THE PRIVATE SCHOOL INFORMATION THAT'S ON WEBSITES HERE AND THERE.
WE DO NEED TO DO A DEEPER DIVE ON THEIR PRACTICES.
FOR SURE, WE'VE BEEN HEARING SOME THINGS, LIKE WE'LL GET A LEAD ABOUT A CERTAIN SCHOOL THAT THEY DO CERTAIN THINGS, AND WE'LL GO CHECK IT OUT, BUT WE HAVE NOT DONE A COMPREHENSIVE REVIEW, AND I THINK THAT'S A REALLY GOOD IDEA.
>> I THINK IT'S IMPORTANT TO KNOW.
THE OTHER THING THAT STANDS OUT TO ME IS WE DO PRACTICE, I DON'T KNOW IF THEY'RE PRACTICE TESTS, BUT WE DO PRACTICE SOME ASSESSMENT, AND THEN WE HAVE AN ASSESSMENT AND THEN WE POTENTIALLY HAVE A REASSESSMENT.
THE WAY THAT I WAS LOOKING AT IT IS, WELL, WHY DON'T WE JUST HAVE THE PRACTICE TEST BE THE PRACTICE TEST OR ASSESSMENT, I GUESS WE USE THE WORD ASSESSMENT NOW.
THEN HAVE THE ASSESSMENT ACTUALLY BE THE ASSESSMENT, BECAUSE THAT WOULD ROOT OUT, YOU DIDN'T DO YOUR HOMEWORK OR YOU DIDN'T SPEND ENOUGH TIME ON THE MATERIAL OR YOU DIDN'T UNDERSTAND THE KEY COMPONENTS OF THIS CONCEPT.
THAT WOULD ROOT SOME OF THAT OUT.
I'LL ALSO SAY THOUGH THAT I KNOW THAT THERE IS A REQUIREMENT THAT WE ALLOW STUDENTS TO REASSESS, BUT THERE IS NOT A REQUIREMENT THAT WE ALLOW THEM TO REASSESS UP TO 90.
THAT'S SOMETHING WE'VE CHOSEN TO DO IN FRISCO ISD.
THAT'S THE PART WHERE I'M STILL NOT 100% THERE.
I'LL BE HONEST AND DR. FIORE, WE'VE TALKED ABOUT IT.
TO ME, I KNOW WHEN MY OLDEST DAUGHTER STARTED HIGH SCHOOL, IT WAS 80, AND 80 TO ME SEEMS LIKE, IT'S NOT AN A, BUT IT'S STILL ABOVE AVERAGE AND IT WOULD GIVE YOU THE CHANCE TO LEARN THE MATERIAL AND THAT YET STILL ADDRESS THE CONCERN OF BEING ABLE TO REASSESS UP TO AN A. I KNOW IT DOESN'T AFFECT RANKING.
WE TALKED ABOUT ALL AND COMMITTEE DOESN'T AFFECT RANKING AT A HIGH SCHOOL BECAUSE THE STUDENTS WHO ARE RANKED ARE WAY ABOVE THAT.
BUT I STILL DO STRUGGLE WITH THAT.
I KNOW THAT YOU GAVE AN ANSWER TO THAT WHEN WE WERE IN THE COMMITTEE, BUT I STILL FEEL LIKE THAT WOULD ADDRESS SOME OF THE CONCERNS AND ALSO STILL BE TRUE TO THE CONCEPT OF MAKING SURE THAT THERE'S MASTERY.
I ALSO THINK JUST GOING BACK TO HOMEWORK FOR A MINUTE.
I THINK THAT IF WE ARE CONCERNED THAT AN EXAM DOESN'T NECESSARILY MEASURE WHAT A STUDENT LEARNS, WHICH I AGREE WITH.
SOME STUDENTS ARE BETTER AT TEST TAKING THAN OTHERS.
I THINK THAT'S WHERE THE HOMEWORK AND THE PROJECT GRADES COME IN, AND WE'VE GOTTEN AWAY FROM THAT.
I FEEL LIKE WHEN YOU LOOK AT IT FROM THAT PERSPECTIVE, THAT WOULD ADDRESS MAYBE SOME OF THE CONCERNS WHERE HOMEWORK IS PART OF THE GRADE.
PROJECTS ARE PART OF THE GRADE.
I DON'T WANT TO GET BACK TO THE BEHAVIOR THING.
I UNDERSTAND THAT PIECE OF IT, BUT I THINK THAT MIGHT HELP BALANCE SOME OF THIS OUT AND NOT MAKE THE ASSESSMENT THE ONLY THING THAT THE STUDENT IS GRADED ON.
>> ONE THING WE DID NOT GO INTO DEPTH IN HERE.
IT'S A WHOLE CONCEPT IN ITSELF IS THE WAYS THAT WE ASSESS.
WE'VE JUST BEEN TALKING ABOUT ASSESSMENT, PRETTY SURFACE LEVEL IN HERE AND EVERYONE HAS THEIR OWN EXPERIENCE WITH WHAT ASSESSMENT MEANS.
WHEN WE SAY ASSESSMENT, WE KNOW WHAT WE MEAN, BUT I THINK OTHER PEOPLE WHEN WE SAY ASSESSMENT, THEY THINK IT'S ALWAYS A TEST.
WHEN WE VIEW ASSESSMENT, IT CAN BE LOTS OF DIFFERENT THINGS.
WE HAVE PROJECTS, THOSE ARE SOMETHING THAT WE WOULD HOLD IN A HIGH REGARD FOR SHOWING MASTERY OF LEARNING FOR SURE.
THE ASSESSMENT IS NOT ALWAYS A TEST BECAUSE YOU ABSOLUTELY AGREE THAT SOME STUDENTS, THAT'S MAYBE NOT THE BEST WAY FOR THEM TO SHOW MASTERY, SO WE WANT TO HAVE A VARIETY OF ASSESSMENTS.
YOU HELPED ME TO REALIZE THAT WE HAVE A GAP IN OUR PRESENTATION, I APPRECIATE THAT.
>> WELL, THAT WASN'T MY INTENT.
>> I APPRECIATE THAT. YOU KNOW WHAT'S ABOUT PROCESS IMPROVEMENT. I APPRECIATE THAT.
>> AND YOU ARE THE BEST PERSON I'VE EVER SEEN A PROCESS IMPROVEMENT.
THE LAST THING I WANT TO SAY IS JUST IN LINE WITH SOME OF RENEE'S COMMENTS AND MARK AND ALSO SURESH ABOUT THE ANECDOTAL FEEDBACK BECAUSE IT EBBS AND FLOWS OR HAS EBBED AND FLOWED IN MY TIME ON THE BOARD, BUT IT'S BEEN THE CONSISTENT DRUMBEAT THAT I'VE HEARD ABOUT STUDENTS STRUGGLING WHEN THEY GET TO COLLEGE, AND I'VE HEARD IT FROM FAMILIES AND I'VE ALSO HEARD IT FROM TEACHERS, OUR CURRENT TEACHERS.
THEY SAY STUDENTS COME BACK AND THEY'RE STRUGGLING
[01:10:01]
BECAUSE THEY'RE USED TO BEING ABLE TO REASSESS AND THEY CAN'T DO THAT THERE.SOME HAVE ENDED UP HAVING TO COME HOME.
IT IS ANECDOTAL FEEDBACK, BUT I DON'T THINK THAT DISMISSES THE VALUE OF IT BECAUSE I THINK IT'S BEEN PRETTY CONSISTENT FROM PARENTS AND AGAIN, TEACHERS, INCLUDING JUST THIS PAST SUMMER, I HEARD FROM A COUPLE OF TEACHERS THAT THEIR STUDENTS COME BACK AND TELL THEM THAT.
I THINK THAT WE HAVE TO BE MINDFUL THAT BECAUSE I DON'T KNOW THAT WE FULLY UNDERSTAND THE IMPACT.
I THINK SOME STUDENTS ARE FINE WITH IT.
BUT THOSE THAT ARE RELYING ON THE REASSESSMENT, THEN WHEN THEY GET TO AN ENVIRONMENT WHERE THEY CAN'T, THEY'RE STRUGGLING AND WE DON'T WANT THAT INTO RENEE'S POINT ABOUT BEING A FUTURE READY LEARNER.
I THINK THAT'S REALLY IMPORTANT BECAUSE THEY NEED TO BE ABLE TO GO BEYOND FRISCO ISD AND BE ABLE TO PERFORM IN THOSE ENVIRONMENTS SUCCESSFULLY.
I THINK THAT MOST OF OUR STUDENTS DO.
I DON'T THINK THIS IS SOME WIDESPREAD PROBLEM, BUT I DO THINK IT EXISTS AND I DO THINK IT'S INCUMBENT ON US TO HELP CLOSE THAT GAP.
>> ONE SECOND, SHERRIE. MINE IS NOT THE QUESTION.
I JUST WANT TO SAY, WHEN I WAS COMING TO THE MEETING FRIEND OF MINE ASKED ME, WHERE ARE YOU GOING? I SAID, I'M GOING TO THE FRISCO ISD MEETING.
HE'S HAPPENED TO BE BOTH HIS KIDS ARE FRISCO ISD STUDENT BECAUSE YOU GUYS ARE WORKING HARD FOR THE COMMUNITY, LET ME SEND YOU CHAI AND PAKORAS.
THAT'S WHY WE HAVE THAT. WE CAN JUST CUT THE CHAI AND ONION PAKORA.
I ASKED SAMOSA, BUT IT'S TOO LATE.
NEXT TIME, WE'LL GET THE SAMOSA.
THERE THE CHAI AND ONION PAKORA AT THE BACK.
>> I'M JUST GOING TO SAY I SAW YOU COME IN WITH IT.
>> I THOUGHT HE ORDERED DOORDASH ACTUALLY.
THE SLIDE THAT WAS THE ASSESSOR, THE BRAIN, THAT DID ALL THE THINGS.
AND THE LAST ONE WAS THE DATA.
I MEANT TO ASK THIS QUESTION COMING TO THIS MEETING TODAY.
HOW ARE WE TRACKING OUR STUDENTS, FOR EXAMPLE, I HAVE ONE PARENT WHO HAS COME TO ME AND ASKED.
MY DAUGHTER FAILED THE MATH PORTION OF THE STAR TEST.
THIS ISN'T A STUDENT THAT'S CHEATING.
THIS IS A MIDDLE SCHOOL OR A VERY YOUNG MIDDLE SCHOOLER.
I WAS JUST WONDERING IF WE'RE MAKING SURE TO TRACK THAT SITUATION BECAUSE WHAT I'M DESCRIBING IS NOT THE OTHER THINGS. YOU'RE SHAKING YOUR HEAD.
I LOVE THIS STUFF. I'M SUCH A NERD.
THE GROWTH GOAL THAT WE'VE SET AS A DISTRICT IS ALL AROUND THAT.
OUR MAJOR FOCUS THIS YEAR IS MONITORING SYSTEMS, ESPECIALLY AT THE SECONDARY LEVEL.
WE HAVE SOME PROCESSES IN PLACE THAT WE HAVEN'T HAD BEFORE, AND THAT'S WHY I CALL THEM AN ENHANCEMENT.
WE'VE ALWAYS MONITORED AT THE CAMPUS LEVEL, BUT WE'RE NOW ABLE TO MONITOR MORE CLOSELY ON THOSE TYPES OF PIECES AT THE DISTRICT LEVEL.
ADDITIONALLY, IF KIDS ARE STRUGGLING WITH THE EOC AND THEY DON'T PASS, WE CALL THEM A RETEST.
THAT'S ANOTHER THING THAT WE'RE REALLY FOCUSED ON.
IT'S ONE OF OUR GOALS AS A CABINET THAT WE DON'T WANT RETESTERS.
WE WANT KIDS TO GET THAT THE FIRST TIME.
WE'VE BEEN CALCULATING ALL THAT DATA, WE KNOW EXACTLY HOW MANY RETESTERS WE HAVE ACROSS THE WHOLE DISTRICT, WHERE THEY'RE LOCATED, WE'RE MEETING WITH THOSE PRINCIPALS TO SEE, DO YOU NEED SOME HELP WITH TUTORING? WE CAN GET YOU SOME RESOURCES TO HELP.
IF YOU HAVE TOO MANY RETESTERS THAT THE TEACHER CAN'T, WE DON'T HAVE THAT MANY COLLECTIVELY ACROSS ALL CAMPUSES.
BUT EVERY KID COUNTS AND IT'S STRESSFUL FOR A KID.
IF THEY HAVE TO KEEP RETESTING ON SOMETHING THAT'S A GRADUATION, WE WANT TO TAKE CARE OF THAT FOR SURE.
>> ANOTHER THING IS, AND I KNOW THAT YOU ALL IDENTIFIED THIS AS A PROBLEM, NOT LONG AGO BECAUSE I'VE BEEN FOLLOWING THE DISTRICT.
I KNOW THERE'S BEEN A HUGE COMMITMENT, WHICH IS I DIDN'T SERVE ON THE COMMITTEE, BUT I CAN LOOK AT IT AND SEE ALL THE WORK, PLUS I'M ON THE COMMITTEE THIS YEAR.
WHAT ARE WE DOING FOR SOME OF OUR EDUCATORS WHO DO NOT EMBRACE THIS AND ARE STILL STANDING THERE? BECAUSE I'VE ALSO HAD PARENTS SAY, WELL, ONE OF MY KIDS TEACHERS, LETS US RETEST AND THE SAME KID AS ANOTHER TEACHER WHO'S LIKE, NO, ALTHOUGH I LOVE HAVING THE TALENT, I KNOW WE'VE COMMITTED TO MOVE FORWARD AND MAKE IT BETTER.
I WANTED TO ASK IT HERE SO WE CAN [INAUDIBLE] JUST LIKE IN OUR CLASSROOM, WE'LL HAVE KIDS AT DIFFERENT LEVELS OF UNDERSTANDING AND MASTERY AND CONTENT WE'RE TEACHING THEM.
SAME THING WITH TEACHERS, AND WE'LL ALWAYS BE BRINGING TEACHERS ALONG AS WE HIRE IN NEW TEACHERS.
WE'VE GOT THE TRAINING NOW FOR THEM, BUT IT DOESN'T HAPPEN OVERNIGHT.
WE ARE INGRAINED IN OUR BELIEFS AROUND ASSESSMENT AND
[01:15:01]
GRADING FROM A YOUNG AGE AND WHAT WAS DONE TO US, WE DO TO OTHERS.IT'S REALLY MAKING SPACE FOR THE PRINCIPALS KNOW WHO THEIR STAFF ARE THAT NEED THAT SUPPORT AND SUPPORTING THEM IN THAT PROFESSIONAL LEARNING.
OUR INSTRUCTIONAL COACHES HAVE THE TOOLS THAT THEY NEED TO SUPPORT THE TEACHERS.
IT'S JUST AN ONGOING CONTINUOUS IMPROVEMENT PROCESS WITH THAT.
THEN LASTLY, BECAUSE I'M A LITTLE CONFUSED.
I LIKE TO TRY AND WHOLE PICTURE THINGS SO MY BRAIN CAN TAKE IT IN. EVEN MS. SAMPLE SAID OUR STUDENTS ARE DRIVEN BY A GRADE.
I'M THE STUDENT THAT WOULD HAVE GREATLY BENEFITED FROM THAT.
I'LL NEVER FORGET TAKING CALCULUS.
IT'S LIKE YOU DO A MATH PROBLEM THAT'S TWO PAGES AND THEN YOU GET ONE PLUS SIGN WRONG AND GET THE WHOLE PROBLEM WRONG.
IT'S LIKE, WAIT A MINUTE, I PUT IN ALL THE WORK. I KNOW THIS STUFF.
ANYWAY, EMPLOYERS AND COLLEGES, AM I WRONG IN THAT THEY'RE NOT NECESSARILY EMBRACING A TEST TAKING EMPLOYEE?
>> WHEN WE'RE GOING WITH THAT MENTALITY OF, WE NEED TO BE DRIVEN BY A TEST GRADE, WHICH IS THEN A GPA, CAN WE PUT WORDS TO THAT? I FEEL WE'RE ONLY GETTING PART OF THE STORY IN WHAT WE'RE TRYING TO DO.
MAYBE IT'S THERE, OR MAYBE IT'S NOT THE RIGHT TIME TO DO IT, BUT WHAT I'M TRYING TO SAY IS IT JUST SEEMS LIKE, [LAUGHTER] HEY, MS. DAVIS, I KEEP HEARING THIS STORY OF NO HOMEWORK.
WELL, OUR HIGH-SCHOOLERS, THE MOTIVATION IS TO BE SUCCESSFUL.
THE WAY YOU BE SUCCESSFUL IS BE PREPARED FOR THE TEST TO MAKE THE GRADE THAT YOU'RE SO SEEKING.
ANYWAY, IF YOU COULD SPEAK TO THAT.
>> ABSOLUTELY. IF I WAS JUST LISTENING TO THIS WORKSHOP IN A VACUUM, WE ARE NOT TALKING FULLY ABOUT THE LEARNER EXPERIENCE HERE IN FRISCO IN THIS WORKSHOP.
ALL OF THE GREAT THINGS THAT ARE HAPPENING THAT WE CELEBRATE IN THE BOARD MEETINGS, ALL THOSE UPDATES THAT Y'ALL GET HOME-BASED, THAT'S THE LEARNER EXPERIENCE.
THIS IS THE PIECE TO MAKE SURE THAT ALL OF THOSE THINGS ARE HAPPENING SUCCESSFULLY, SO THAT LEARNER EXPERIENCE IS ONE OF THE FOUR FOCUS AREAS.
I APPRECIATE YOU SAYING THAT, BECAUSE THAT IS THE BIGGER PICTURE.
IS MAKING SURE THAT THEY'RE FUTURE READY, BUT THAT WE ARE PROVIDING A VARIETY OF LEARNING EXPERIENCES THAT THEY LOVE LEARNING, AND THAT IT'S NOT JUST FOCUSED ON A GRADE.
>> I KNOW DYNETTE HAS SOME QUESTIONS.
KEITH, DO YOU WANT TO TAKE ONE FOR DYNETTE? HOLD ON, HOLD TIGHT ONE SECOND, DYNETTE.
>> IT'S JUST MORE OF A COMMENT THAN ANYTHING.
THIS IS GREAT INFORMATION, FIRST OF ALL.
BUT MY ASSESSMENT, JUST LISTENING TO THE QUESTIONS, I THINK WE HAVE PATIENCE, WHERE IF THE PARENTS KNEW THIS, AND THE STUDENTS KNEW THIS, AFTER THE QUESTIONS THAT WE GET SOME OF THE PUSH-BACK OR SOME OF THE STATEMENTS THAT HAVE BEEN MADE, I DON'T THINK WE WOULD HAVE THEM.
WHAT I COULD TELL, QUICK ASSESSMENT, IS THAT WE DO NOT HAVE A CONSISTENT DISTRIBUTION OF INFORMATION, RESPECTIVE PRINCIPLES AND THEIR ABILITY TO SEND INFORMATION, BUT THIS IS ONE OF THOSE CASES WHERE IT SHOULD NOT BE AN OPTION.
WE HAVE A STANDARD INFORMATION WE'RE GOING TO SEND OUT AND IT COMES FROM THE DISTRICT.
IF THE POLICY IS THE SAME, WHAT YOU TOLD ME IT WAS, AND IF THE REQUIREMENTS ARE THE SAME, WHICH YOU TOLD ME THEY WERE, THEN YOU DON'T GET THE OPTION OF HOW YOU WANT TO PRESENT IT, OR I GOT TO DO MY GRADING THING TONIGHT.
HOW YOU PRESENTED, SO I THINK I WOULD HIGHLY STRONGLY SUGGEST IT MAY ELIMINATE A LOT OF QUESTIONS IF WE DEVELOP A WAY TO JUST DISTRIBUTE THIS OUT.
>> I ABSOLUTELY LOVE THAT IDEA.
WE HAVE AN ACTION PLAN THAT'S VERY TIGHT ON ALL THE THINGS.
TONIGHT WAS THE LAST REMAINING THING ON OUR ACTION PLAN, BUT NOW I'M GOING TO ADD ANOTHER ITEM, AND THAT IS THE DISTRIBUTION PIECE BECAUSE I DO THINK THAT'S SOMETHING WE COULD TIGHTEN UP FOR SURE.
>> NOW, DYNETTE YOU CAN COME OFF MUTE, AND YOU ARE UP.
YOU CAN'T HEAR ME AT ALL? WHAT YOU SAY, KEITH?
>> NO DYNETTE, WE CAN'T HEAR YOU.
I THINK IT'S A BAD CONNECTION.
[01:20:09]
>> DYNETTE, YOU CAN HEAR ME? ONE SECOND? I THINK THIS IS ACTUALLY AN AREA WHERE I MAY DIFFER A LITTLE BIT FROM SURESH IS I DO NOT UNDERSTAND WHAT WE'RE DOING.
I REALLY DO. I DO NOT REALLY, PRINCIPALLY AGREE WITH HEALTH RETESTING.
I UNDERSTAND SOME OF THE PROCESS WITH THAT, BUT I'M NOT THERE IN THAT IN A VERY RESPECTFUL WAY BECAUSE I HAVE A GREAT DEAL OF RESPECT FOR YOU ALL AND WHAT YOU ALL DO.
I'LL BE HONEST, THE DISTRICT BESTS ON THIS PROBABLY PROVES ME WRONG, SO THANKS FOR POINTING THAT OUT, DR. WALDRIP.
[LAUGHTER] YOU'RE SUPPOSED TO BE THE CURMUDGEON LIKE ME.
I'M HERE, I AM BEING THE CURMUDGEON.
I'M GLAD YOU BROUGHT THAT UP BECAUSE IF I FAIL IT.
YOU CAN TAKE IT MULTIPLE TIMES, BUT I'M NOT PRACTICING LAW FOR MULTIPLE YEARS.
BUT YOU'RE GETTING TO MY POINT IS YOU GUYS, IN MY OPINION, ARE TAKING FAILURE OFF THE TABLE, AND I THINK THAT'S A MISTAKE.
MY DAUGHTER PROBABLY WON'T WANT TO HEAR THAT FROM ME, WHICH I CAN RESPECT.
BUT I'M NOT SURE IT NEEDS TO BE EXTREME ONE WAY OR THE OTHER.
I GET THE PURPOSE AND I GET THE OBJECT OF GETTING TO MASTER.
I JUST STRUGGLE WITH THAT PROCESS OF IT.
>> ONE OTHER THING THAT COMES TO THAT, THERE'S SOMETIMES THE MISCONCEPTION THAT A KID CANNOT GET A ZERO EVER WITH OUR SYSTEM.
IF A STUDENT WILL NOT GIVE US THE EVIDENCE OF LEARNING AND WE KEEP ASKING FOR IT, THEY'RE NOT GIVING US THE EVIDENCE LEARNING, THEY'RE SHOWING US THEY KNOW NOTHING, SO THEY DO GET A ZERO.
>> MARK, I WAS TRYING TO POP IT UP REAL FAST BECAUSE I WANT MS. DAVIS TO BE ABLE TO GO.
BUT WHEN WE HAD OUR COMMITTEE MEETING, LIKE WAKELAND'S TILE AT THE BOTTOM, DR. FIORE MIGHT BE ABLE TO REMEMBER WHAT IT SAID, BUT IT SAYS VERY CLEARLY FOR ALL THE WORLD TO SEE THAT YOU CAN GET A ZERO.
I DON'T REMEMBER HOW IT WAS WORDED.
>> I THINK WE'RE READY FOR YOU, DYNETTE. WE CAN HEAR YOU NOW.
>> THANK YOU. FIRST, I WANT TO SAY, THANK YOU, EVERYONE INVOLVED WITH THE ENTIRE BOARD, WITH STEPHANIE.
AGAIN? I WANT TO JUST FIRST OF ALL SAY THANK YOU. [OVERLAPPING]
>> YOU ARE CUTTING OFF QUITE A BIT.
>> ACKNOWLEDGE AT ALL, WHAT THE. THAT ONE OF THE THINGS THAT I HEAR WAS THAT WE ASKED FOR A VERY SPECIFIC THING.
ONE WAS CLARITY AND CONSISTENT.
WHILE, I THINK EVERYONE QUESTIONS, LAST OUR COMMITTEE, OUR SOLE PURPOSE WAS TO MAKE SURE THAT THE DISTRICT, AND WE'VE BEEN DOING THAT FOR THE PAST TWO YEARS.
WHO KNOWS TO DR. FIORE AND DR. TURNEY HAVING THINGS, WHO ARE ENSURING THAT WE DID THAT.
[01:25:03]
I DO WANT TO ADDRESS 90 GRADE.WHILE I DON'T DISAGREE THAT THAT IS [INAUDIBLE], MY CONCERN IS THAT WE ARE CONTINUING WITH OUR TEACHERS PLUS ENGINE WHEN WE ASKED THEM TO CONTINUE TO BOARD THAT GRADE, MEANING WE WERE ONCE AT 100, JUST A YEAR AND SOME CHANGE THOUGH, WE LOWERED IT.
I BELIEVE STEPHANIE'S ASK FOR THAT WE DO IT IMMEDIATELY.
I JUST WANTED TO REMIND US WITHOUT GETTING TO THE KEY THAT IT'S REALLY IMPORTANT FOR US TO UNDERSTAND THE UNINTENDED CONSEQUENCES FOR THINGS THAT WE SEE AT A SURFACE.
I KNOW THAT THAT'S A POPULAR THING TO SAY TO MY COLLEAGUES, BUT AS AN EDUCATOR SINCE 2004, I THINK THAT IT'S REALLY IMPORTANT THAT WE MAKE SURE THAT WE'RE ENSURING CONSISTENCY ACROSS OUR DISTRICT.
ONE WE HAVE THAT CONSISTENCY, THEN WE CAN COME BACK TO ABLE TO MAKE SURE THAT WHERE WE ARE AS 90%, IS WHERE WE SHOULD BE BECAUSE AS A LET OUR CAMPUSES WAS DOING DIFFERENT THINGS.
SOME WERE SCORING UP TO 85, SOME WERE SCORING UP TO 90, SOME WE'RE SCORING UP TO 100.
I HAVE A LOT OF AND I COULDN'T SAY NO.
WE DO HAVE TWO PRE-TRUSTEES, WE HAVE A VERY YOUNG BOARD.
BUT I THINK HAVING PATIENCE LIKE THIS, FOR PATIENT PEOPLE WILL HELP YOU TO [INAUDIBLE] AS IT RELATES TO BEING PERSISTENT, GIVING OUT FEATURES AND OPPORTUNITY TO ADJUST.
ONE THING THAT YOU BROUGHT UP THAT I DON'T KNOW THAT WE SAID OUT LOUD HERE THAT IS REALLY A GOOD POINT, IS TWO YEARS AGO, I TOLD YOU I BEGAN THIS WORK WITH THEM IN '22 '23, AND THAT'S THE YEAR WHERE WE REALIZED THAT WE WERE GETTING TONS OF FEEDBACK BECAUSE THE NUMBER THEY COULD REASSESS TO WAS ALL THE WAY TO 100, AND CAMPUSES WERE ALL OVER THE PLACE.
WE WERE STILL IN THE EXPLORATORY PHASE OF ALL OF THIS.
MEREDITH AND I MET WITH EVERY SINGLE SECONDARY PRINCIPLE AND TALKED TO THEM ABOUT THIS, AND WE STUDIED WHAT WOULD WE CONSIDER MASTERY OF LEARNING.
THAT'S WHERE WE LANDED ON THE 90 AND WE RESTRICTED ANYTHING BEYOND THE 90.
WE HAD SOME CAMPUSES THAT WERE REALLY BROUGHT INTO THE 100 BECAUSE IN THE PURE FORM OF STANDARDS-BASED GRADING, 100 WOULD BE IT.
BUT WE KNOW THAT THAT'S NOT MEETING OUR NEEDS AS A DISTRICT, SO WE HAD TO TAKE IT BACK.
THE 90 WAS A REALLY GOOD SPOT FOR US WHENEVER WE MADE THAT DECISION AT THE TIME, BUT WE WERE JUST TWO YEARS AGO, IT WAS VERY INCONSISTENT, BUT WE'VE WORKED ON THAT.
>> THAT IS, WHAT'S THE NAME OF THE GROUP? IT WAS 85 TEACHERS?
>> THE TEACHER LEADER ACADEMY.
HOW LONG AGO WAS THAT, HAVE YOU THOUGHT ABOUT DOING THAT AGAIN?
>> YES, GREAT QUESTION. OUR FIRST YEAR WAS '23 I THINK.
WE DID IT AGAIN THE NEXT YEAR AND HAS SOME OF 44 OF THEM STAYED ON WITH US AND LED THE NEXT GROUP OF TEACHERS THE NEXT YEAR.
NOW WE'RE IN OUR THIRD YEAR AND THEY ARE LIKE OUR GROUP BEHIND THE SCENES, JUST HELPING AT A CAMPUS LEVEL WITH IMPLEMENTATION AND GIVING US FEEDBACK.
WE HAVEN'T MET AS A GROUP THIS YEAR, BUT THEY ARE ASKING FOR THAT.
I JUST NEED TO GET THAT SCHEDULED FOR THEM.
THAT'S GOOD BECAUSE I WOULD LIKE TO KNOW WHAT THEIR FEEDBACK IS NOW, COMPARED TO TWO YEARS AGO.
IT MIGHT NOT BE THE SAME TEACHERS AND EVERYTHING, BUT JUST TO GET THEIR FEEDBACK ON THE BEHAVIOR, THE CLASSROOM SIZE, THE REASSESSMENT, AND WHAT THEY THINK IT IS.
THEN MY LAST QUESTION IS, WHEN STUDENTS TRANSFER FROM OTHER SCHOOLS, IS DO THEY HAVE TO TAKE AN ASSESSMENT TEST, OR SOMETHING TO DETERMINE?
>> FRISCO OR OUTSIDE OF FRISCO, IF THEY'RE COMING IN FROM THE OUTSIDE?
>> IF THEY'RE COME IN OUTSIDE OF FRISCO.
>> YES. WE LOOK AT THEIR TRANSCRIPTS AND THEIR DATA, AND OFTENTIMES IF SOMETHING IS UNCLEAR, THEY DO GET AN ASSESSMENT WHEN THEY COME IN SO WE CAN DO THE RIGHT PLACEMENTS,
[01:30:02]
AND, GUIDANCE AND COUNSELING DEPARTMENT DOES THAT.>> LET'S SAY GUIDANCE AND COUNSELING ALSO LOOKS AT INTERNATIONAL STUDENTS, PEOPLE COMING FROM ALL OVER THE WORLD AND MAKING THOSE DECISIONS.
>> ANY OTHER QUESTIONS, BOARD? THANK YOU, ALL.
IT'S VERY INFORMATIVE, AND I AGREE WITH KEITH, AND I THINK A LOT OF THE OTHER SENTIMENT HERE, THE MORE WE TALK ABOUT THIS, THE MORE WE CAN UNDERSTAND IT.
I'M VERY APPRECIATIVE OF THE SUB-COMMITTEE FOR THEIR HARD WORK OVER THE YEAR IN DOING THIS AND FOR ALL OF YOU ALL IN HARD WORK, AND I KNOW IT TAKES A LOT AND COMPLICATED AND CONTINUE WHAT YOU'RE DOING.
I MENTIONED WITH DR. WALDRIP, IT'S PROVING TO HAVE VERY SUCCESSFUL RESULTS. THANK YOU FOR THAT.
WITH THAT, THAT CONCLUDES TODAY'S ASSESSMENT AND GRADING WORKSHOP.
>> [INAUDIBLE] SUPPORTIVE.
* This transcript was compiled from uncorrected Closed Captioning.