Mar 02, 2026 Lockhart ISD Board of Trustees Special Meeting

[Call to Order ]

[00:00:05]

OKAY. I CALL THIS MEETING OF THE LOCKHART INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES TO ORDER ON MARCH 26, 2000, MARCH 2, 2026 AT 6.08 P.M. LET THE RECORD SHOW THAT A, THAT A CORE OF OUR BOARD MEMBERS IS PRESENT, THAT THIS MEETING HAS BEEN DULY CALLED, AND THAT NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPENS MEETING ACT, TEXAS GOVERNMENT CODE, CHAPTER 551.

LET THE RECORD SHOWS THAT TRUSTEE SANCHEZ, RIOS, LOCKHART, CHARLES, GUYTON, PULLIAM, WRIGHT ARE PRESENT.

NEXT ON OUR AGENDA TONIGHT IS PUBLIC COMMENTS. WE HAVE NO PUBLIC COMMENTS. WE'RE GOING

[Governance Team (Board and Superintendent) Training and Development]

GOVERNMENT'S TEAM, BOARD AND SUPERINTENDENT, TRAINING AND DEVELOPMENT.

THANK YOU, GUYS. HELLO, YES, WE ARE READY TO GO. MY NAME IS ESPERANZA AND I AM A TASB BOARD CONSULTANT. I'VE BEEN HERE BEFORE. WE'VE BEEN HERE TOGETHER A COUPLE OF YEARS AND RIGHT OVER THERE, SITTING DOWN, IS OREN MOORE, ALSO A TASB BOARD CONSULTANT. THANK YOU ALL FOR HAVING US BACK. THANK YOU.

I THINK THIS IS OUR THIRD YEAR BACK WITH YOU ALL, SO WE LOVE IT. SO, NOTHING MORE EXCITING THAN EVALUATING AND IMPROVING STUDENT OUTCOMES.

THIS IS THE NEW VERSION. SO WE'RE SUPER EXCITED TO BRING IT TO YOU ALL SINCE WE'VE BEEN DOING IT EVERY YEAR WITH YOUR TEAM. SO, LET'S GO.

REAL QUICK, LET'S GO OVER OUR NORMS AND STANDARDS.

IF YOU CAN LIMIT YOUR TECHNOLOGY USE, OF COURSE, IF WE ARE NOT GOING TO HAVE BREAKS TONIGHT, FEEL FREE TO GO TAKE A BREAK IF YOU NEED TO. IF YOU NEED TO TAKE A CALL, PLEASE FEEL FREE TO WALK OUT AND DO THAT. FEEL FREE TO ASK ANY QUESTIONS. JUMP IN THERE AND ASK ANY QUESTIONS IF YOU NEED SOME CLARIFICATION.

OF COURSE, THE EXPECTATIONS AND COMMITMENTS IS THAT WE ARE RESPECTFUL, EVEN WHEN WE DON'T AGREE.

WE'RE ENGAGED AND WE'RE PARTICIPATING, AND WE HAVE POSITIVE COMMUNICATION AND CELEBRATE SUCCESS. NOW IS THERE ANYTHING ELSE YOU WOULD LIKE TO ADD TO THIS? YOU'VE COVERED IT ALL. OKAY, MAYBE SOME JOKES FROM SAM, RIGHT? WE NEED TO ADD THAT TO THE LIST. THANK YOU FOR YOUR CHOICE AND COMMITMENT TO SERVE ON THE SCHOOL BOARD.

WE KNOW IT IS NOT EASY, AND WE KNOW HOW IMPORTANT IT IS AS A FELLOW TRUSTEE. I UNDERSTAND AND FEEL YOU FOR THE TRAININGS WE HAVE TO GO TO AND WITH THE BIG RESPONSIBILITY ON OUR SHOULDERS. SO THANK YOU FOR SERVING IN ONE OF THE MOST IMPORTANT POSITIONS IN AMERICA, LOCAL GOVERNANCE MATTERS. SO YOU DO HAVE A HANDOUT AT THE DAIS. WE WILL TRY TO HIGHLIGHT SOME PAGES.

IT'S NOT THE WHOLE PRESENTATION. THE PRESENTATION IS OVER 145 SLIDES, BUT YOUR HANDOUT IS ABOUT 52 PAGES, AND WE'LL TRY TO HIGHLIGHT THOSE PAGES FOR YOU. BUT FIRST, LET'S TALK ABOUT WHAT INSPIRED YOU TO SERVE AS A SCHOOL BOARD MEMBER.

AND WE'RE JUST GOING TO POPCORN AROUND. FEEL FREE TO SHARE OUT. AND REMEMBER, WHEN WE ANSWER AND ASK QUESTIONS, WE'RE GOING TO BE DOING THIS ON A TIMELY BASIS. THAT'S RIGHT. IT'S GOING TO TAKE THREE FULL HOURS.

OKAY, I'M GOING TO START. THE REASON WHY I DECIDED TO SERVE IS BECAUSE I HAD ALREADY BEEN IN THE FIELD OF EDUCATION IN SEVERAL ROLES AS TEACHER, ADMINISTRATOR, ET CETERA, AND I JUST WANTED TO CONTINUE TO ADVOCATE FOR STUDENTS AND BE A PART OF THE PROCESS TO CONTINUE TO VALIDATE WHERE CHILDREN ARE AND GIVE THEM OPPORTUNITIES.

FOR SUCCESS, SO THAT WAS MY REASON FOR WANTING TO RUN. YES. WHO ELSE WOULD LIKE TO SHARE OUT? I THINK MY WIFE INSPIRED ME TO SERVE. SHE WORKED FOR THE SCHOOL DISTRICT FOR 38 YEARS, AND SO I WAS KIND OF ON THE FRINGE OF THE EDUCATION SYSTEM ALL MY LIFE, REALLY. I'VE LIVED IN THIS COMMUNITY ALL MY LIFE, AND I THOUGHT IT WAS A GOOD WAY TO GIVE BACK. MY ANSWER IS A LOT LIKE BARBARA'S. THERE'S THREE OF US ON THE BOARD THAT ARE FORMER EDUCATORS. SO, AFTER ALMOST 40 YEARS OF SERVING STUDENTS IN A SCHOOL ROLE, THIS IS ANOTHER WAY TO SERVE THE COMMUNITY AND THE STUDENTS.

WELL, THANK YOU. SO YOU ALL HAVE BEEN IN PUBLIC SERVICE, HAVE BEEN IN EDUCATION FOR QUITE SOME TIME. ANYBODY ELSE WOULD LIKE TO SHARE OUT? I WOULD SAY MY KIDS INSPIRED ME.

I'VE GOT TWO GIRLS THAT ARE IN THE HIGH SCHOOL RIGHT NOW,

[00:05:01]

THANK YOU. RENEE? I JUST WANT TO SHARE THIS WITH REBECCA.

MAKE SURE ALL OUR STUDENTS HAVE THE SAME OPPORTUNITY THAN WHAT THEY HAD IN THE PAST. YOU KNOW, MAKE IT BETTER NOW. PERFECT. I JUST LIKE... OH, I'M SORRY. I WAS GOING TO SAY, KIND OF, LIKE MICHAEL, I HAD SOMEBODY THAT HAD, YOU KNOW, BEEN IN EDUCATION. MY DAD SERVED ON THE SCHOOL BOARD, THIS SCHOOL BOARD HERE. SO THAT INSPIRED ME, YOU KNOW, GROWING UP. AND I CAME TO A FEW MEETINGS WITH HIM AND JUST KIND OF SAW EVERYTHING WORKED. SO THAT ALWAYS KIND OF STUCK WITH ME AND HE ALWAYS ENCOURAGED US TO SERVE. AND THEN I WAS A TEACHER ALSO AND JUST FELT LIKE, YOU KNOW, SOMETIMES ADMIN WILL DO SOME THINGS AND MAYBE THEY DON'T GET IT QUITE RIGHT, YOU KNOW, FOR THE FOLKS THAT ARE KIND OF LIKE ON THE GROUND, DOING IT EACH AND EVERY DAY.

AND I FELT LIKE I COULD OFFER THAT PERSPECTIVE. THANK YOU.

THANK YOU FOR SHARING. I GUESS I CAN SAY PARENTS INSPIRED ME.

THERE WAS A LOT OF PARENTS COMING TO ME ASKING QUESTIONS THAT I DID NOT KNOW, SO I ASSURED THEM THAT I WOULD ASK THE SAME QUESTIONS AND GET ANSWERS FOR THEM. JUST BECAUSE THEY KNEW THAT I WAS DEDICATED AND BEING A GREAT PARENT FOR MY CHILD. VERY GOOD, THANKS. NOW, WHAT IS THE MOST IMPORTANT GOAL YOU SET THIS YEAR TO POSITIVELY INFLUENCE STUDENT OUTCOMES IN YOUR ROLE AS A TRUSTEE? WHAT'S THE MOST IMPORTANT GOAL YOU'VE SET THIS YEAR? AND ANYBODY CAN ANSWER. I FELT LIKE I NEEDED TO INCREASE MY RESPONSIBILITY AS A VOLUNTEER IN PARENT-DRIVEN ORGANIZATIONS, WHICH I HAD NOT DONE IN THE PAST, ATHLETIC BOOSTERS, BAND BOOSTERS, THINGS OF THAT NATURE, BECAUSE, YOU KNOW, THOSE ARE ORGANIZATIONS THAT NEED A LOT OF HELP.

THERE'S A LOT OF PARENT ORGANIZATIONS, PERIOD, THAT NEED A LOT OF HELP. SO I WANTED TO DO THAT BECAUSE I FELT LIKE I COULD REALLY HELP FROM THAT ASPECT OF SERVICE ALSO. SURE. WHAT OTHER GOAL HAVE YOU SET THAT REALLY INFLUENCES STUDENT OUTCOME? FOR ME PERSONALLY, IT'S ABOUT BEING OPEN TO LISTENING TO WHAT IS BEING PRESENTED TO US IN RESPONSE TO THE DATA. AND WHAT CENTRAL OFFICE AND THE TEAM AS A WHOLE ARE TRYING TO PROMOTE BASED ON. THE DATA THAT THEY COLLECT ON WHERE STUDENTS ARE. SO IT'S A FOCUS ON LISTENING AND CONTINUE TO SUPPORT WHATEVER RESOURCES THE DISTRICT IS NEEDING TO CONTINUE TO IMPACT STUDENT ACHIEVEMENT.

SO THAT'S PERSONALLY WHERE I AND ON TRYING TO BE MORE SUPPORTIVE AND LISTENING TO WHAT IS BEING PRESENTED, MORE SUPPORTIVE OF THE GOAL TO CONTINUE TO ACHIEVE. SO HELPING SET UP THOSE CONDITIONS FOR SUCCESS IS WHAT YOU'RE LOOKING AT. AND I KNOW REBECCA, YOU TALKED ABOUT IT A LITTLE WHILE AGO.

YOU TALKED ABOUT HAVING STUDENTS THAT WERE READY FOR THE WORKFORCE, RIGHT? SO, ONE OF THE MAIN GOALS THAT WE HAVE AS TRUSTEES IS MAKING SURE THAT WE HAVE STUDENT ACHIEVEMENT FOR ALL, WHETHER GETTING THEM READY FOR COLLEGE, CAREER, OR MILITARY READINESS, RIGHT? MAKING SURE THAT THEY ARE PREPARED WHEN THEY LEAVE US.

OKAY, WHO CAN READ FOR ME? THE TEXAS EDUCATION CODE, SECTION 11.1515. WHAT IS THE ROLE OF THE SCHOOL BOARD? I CAN READ THAT. OVERSIGHT OF ACADEMIC ACHIEVEMENT. THE BOARD OF TRUSTEES OF AN INDEPENDENT SCHOOL DISTRICT OR THE GOVERNING BODY OF AN OPEN ENROLLMENT SCHOOL SHALL PROVIDE OVERSIGHT REGARDING STUDENT ACADEMIC ACHIEVEMENT AND STRATEGIC LEADERSHIP FOR MAXIMIZING STUDENT PERFORMANCE.

PERFECT. SO I WANT YOU TO TURN TO YOUR SHOULDER PARTNER AND TALK FOR A FEW MINUTES. WHAT DOES OVERSIGHT OF ACADEMIC ACHIEVEMENT AND STRATEGIC LEADERSHIP LOOK IN OUR DISTRICT? AND HOW DO WE KNOW THAT IT IS MAXIMIZING STUDENT PERFORMANCE? SO TAKE A MOMENT TO SHARE WITH YOUR SHOULDER PARTNER, AND THEN I WILL CALL ON SOME OF YOU TO SHARE OUT. OH, MARK, YOU CAN COME OVER HERE.

AND YOU WILL FIND OUT ON YOUR HANDOUT ON PAGE TWO OF YOUR WHY AND HANDOUT PAGE

[00:10:05]

OKAY, WHO WOULD LIKE TO SHARE OUT? WE'RE JUST GOING TO GET ONE OR TWO RESPONSES.

WHO WOULD LIKE TO SHARE OUT FIRST? I WOULD SAY WE GET MONTHLY UPDATES, EVERY BOARD MEETING ON STUDENT PERFORMANCE, AND WE TRACK THE PROGRESS THAT THEY DO EVERY MONTH. TO SEE, YOU KNOW, WHERE WERE THEY LAST MONTH AND EVEN WHERE WERE THEY THE YEAR BEFORE COMPARED TO THIS MONTH? TO CHECK THAT OR TO TRACK THAT PERFORMANCE.

OKAY, SO YOU'RE USING DATA TO TRACK PERFORMANCE. OKAY, WHO ELSE WOULD LIKE TO SHARE OUT? FOR US, WE WERE LOOKING AT THE FACT THAT THE DISTRICT DOES A DISTRICT PLAN AND CAMPUS PLANS, AND IN THERE, THEY TARGET AREAS OF NEED, AND THEY'RE CONSTANTLY REVIEWING AND MONITORING. WHAT IS IT THAT NEEDS TO DO, WHAT STRATEGIES CAN THEY IMPROVE ON, TO CONSTANTLY FOCUS ON THE GOALS THAT THEY'VE BEEN SETTING OUT FOR THIS YEAR TO TARGET.

OKAY, SO YOUR CAMPUS IMPROVEMENT PLANS, YOUR DISTRICT IMPROVEMENT PLAN, AND LOOKING HOW YOU'RE MAXIMIZING THAT STUDENT PERFORMANCE. THERE'S ALSO OUR NAVIGATE TO 28 PROGRAM. OKAY, TALK A LITTLE BIT ABOUT THAT.

IT'S THAT OVERALL ENCOMPASSING VIEW OF WHERE WE WANT TO BE WHEN WE REACH THE YEAR 2028, AND SO WE STARTED IT BACK IN 2023. THERE ARE GOALS, YOU KNOW, AND THERE ARE CHECKPOINTS ALONG THE WAY TO MAKE SURE THAT WE'RE REACHING THOSE GOALS, AND IT'S A COLLABORATION. NOT ONLY IS IT SCHOOL PERSONNEL INVOLVED, BUT IT'S MEMBERS OF THE COMMUNITY, CITY LEADERSHIP, YOU KNOW, SO ALL REALMS OF THE SOCIETY ARE INVOLVED IN THAT. SO THAT WAS YOUR LONG-RANGE PLAN. OKAY, VERY GOOD. THAT REMINDS ME OF THE TEXAS PLAN THAT WE'LL TALK ABOUT IN A LITTLE BIT, WHICH IS BY 2030 TO HAVE 60% OF STUDENTS THAT ARE EITHER COLLEGE CAREER, MILITARY READY WITH THEIR CERTIFICATE AND SO ON. SO WE'LL LOOK AT THAT IN A MOMENT, BUT THAT'S WHAT IT REMINDS ME OF.

SO THANK YOU FOR SHARING.

OKAY, SO CONTINUING EDUCATION FOR SCHOOL BOARD MEMBERS. WE HAVE CONTINUING EDUCATION TRAINING HOURS. YOU WILL FIND THAT ON YOUR PAGE FOUR.

OF YOUR HANDOUT. IT DOES GIVE YOU A LIST OF EVERYTHING. AND THERE'S ACTUALLY A NEW TRAINING THAT WILL BE UPON US HERE AFTER APRIL. THAT WILL GET SOME MORE INFORMATION ON PARENTAL RIGHTS. THAT STILL IS BEING DEVELOPED, SO THIS WILL CHANGE A LITTLE BIT ONCE THAT IS BEING IMPLEMENTED. I DON'T THINK IT'S UP THERE YET.

BUT WHAT WE'RE LOOKING AT TODAY IS OUR ISO, OUR ISO TRAINING. OUR IMPROVING STUDENT OUTCOMES, WE WILL INCLUDE, OF COURSE, INFORMATION ON HB3 IN HERE AS WELL. SO THAT'S OUR CONTINUING EDUCATION. AND WHEN YOU DO IT AS A WHOLE TEAM, YOU NOT ONLY GET THREE HOURS FOR ISO, YOU GET THREE HOURS OF TEAM BUILDING AS WELL. SO, A TOTAL OF SIX HOURS OF TRAINING CREDIT THAT YOU WILL GET TONIGHT. SO HOW FUN IS THAT, SAM? I DON'T KNOW. IF YOU ALL GET TO GIVE ANY FEEDBACK ON THE TRAINING OR ANYTHING LIKE THAT, HUMAN TRAFFICKING SHOULD BE WAY MORE THAN ONE HOUR EVERY OTHER YEAR FROM SOMEBODY WHO DEALS WITH THAT EVERY DAY. OKAY. IT SHOULD DEFINITELY BE A YEARLY TRAINING. DEFINITELY. THAT'S SOMETHING DEFINITELY WE WILL SHARE WITH TEA WHEN WE DO SOME FEEDBACK HERE. YEAH. JUST IN CASE, IF ANYBODY ASKS.

YES. OR IF THEY'RE LISTENING RIGHT NOW. THAT'S A SHOUT OUT TO INCREASE FOR HUMAN TRAFFICKING, RIGHT? BUT THERE WILL BE AN ADDED COMPONENT OF THAT PARENTAL RIGHTS TRAINING THAT IS STILL BEING DEVELOPED. AND I THINK WE NEED TO HAVE OUR TRAINING HOURS AS BOARD MEMBERS BY SEPTEMBER. WE NEED TO DO THAT TRAINING.

BUT MORE INFORMATION TO COME.

OKAY. SO GOING TO BOARD OF TRUSTEES RELATIONSHIP. SBOE, THE STATE BOARD OF EDUCATION, SHALL ADOPT THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT TO BE USED IN STRUCTURING CONTINUING EDUCATION FOR SCHOOL BOARD MEMBERS. SO WE KNOW THEM AS THE FIVE PILLARS, RIGHT? SO WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT. THAT IS ON YOUR HANDOUT ON PAGE FIVE.

SO FEEL FREE TO JOT NOTES DOWN THERE.

BUT WHAT WE'RE GOING TO LOOK AT IS THE FIVE PILLARS. AND WE HAVE BEEN TALKING ABOUT THIS AS YOU ATTEND SLI AND OTHER TRAININGS. WE TALK ABOUT THE FRAMEWORK FOR SCHOOL BOARD DEVELOPMENT AND LOOKING AT THE FIVE COMPONENTS, WHICH IS VISION AND GOALS.

IT'S IMPERATIVE THAT WE HAVE THAT VISION FOR OUR DISTRICT.

SET THOSE GOALS TO MAKE SURE THAT WE ARE MOVING FORWARD.

[00:15:04]

YEAH, SO YOU'LL HAVE TWO DIFFERENT NUMBERS. YOU'LL HAVE THE SLIDE NUMBER, WHICH WILL BE SHOWN ON THERE AS WELL, BUT I'M REFERRING TO THE PAGE NUMBER ON THE BOTTOM BECAUSE YOU'LL HAVE 52 PAGES TOTAL. I APOLOGIZE FOR THAT CONFUSION. THESE ARE THE FIVE PILLARS THAT WE'RE LOOKING AT. OKAY, SO PROGRESS AND ACCOUNTABILITY. WHAT DO YOU THINK PROGRESS AND ACCOUNTABILITY IS ABOUT? KIND OF WHAT WE MENTIONED EARLIER ABOUT THE DISTRICT PLAN, THE CAMPUS PLAN, YOU'RE LOOKING AT WHAT GOALS HAVE SET, THE PROGRESS WITH THE DATA THAT THEY'RE MAKING, AND WHO'S ACCOUNTABLE, WHO'S GOING TO MONITOR THOSE AREAS, AND HOW DO WE KNOW WE'VE ACCOMPLISHED THAT BY A CERTAIN POINT IN TIME, AND THEN REVISIT AND ADJUST TO MAKE SURE WE'RE INCLUDING THOSE STRATEGIES THAT ARE GOING TO IMPACT THE GOAL AND MAKE IT, MAKE SURE WE ACCOMPLISH IT.

YES, DEFINITELY, BECAUSE ONE OF OUR JOBS AS TRUSTEES IS TO MAKE SURE THAT WE'RE DOING PROGRESS MONITORING, RIGHT, THAT WE ARE MONITORING AND MONITORING THROUGHOUT THE YEAR.

AND, YOU KNOW, ACCOUNTABILITY USED TO HAVE NEGATIVE CONNOTATIONS BACK IN THE DAY WHEN SOME OF US STARTED, BUT NO LONGER.

ACCOUNTABILITY IS CRUCIAL TO MAKING SURE THAT OUR STUDENTS ARE GETTING TO WHERE THEY NEED TO BE RIGHT. AND PROGRESS AND ACCOUNTABILITY ARE VERY IMPORTANT PARTS OF OUR FRAMEWORK. ALSO, SYNERGY AND TEAMWORK. MAKING SURE THAT YOU ARE WORKING AS A TEAM DOESN'T MEAN THAT YOU'RE ALWAYS GOING TO AGREE WITH EACH OTHER, RIGHT? BUT AT THE END OF THE DAY, YOU HAVE TO RESPECT THAT BODY CORPORATE AND RESPECT THE VOICE OF THE BODY SO YOU CAN GET THE WORK DONE. YOU CAN GET THE WORK DONE. BECAUSE AT THE END OF THE DAY, AT THE END OF THE DAY, IT'S ABOUT STUDENT ACHIEVEMENT, AND IT'S ABOUT OUR STUDENTS, NOT ABOUT OUR EGOS, NOT ABOUT OUR AGENDAS. IT'S ABOUT WORKING TOGETHER TO HAVE THOSE STUDENT OUTCOMES THAT WE NEED. AND THEN WE HAVE SYSTEMS AND PROCESSES, MAKING SURE THAT WE HAVE THE SYSTEMS IN PLACE AND PROCESSES TO HELP DEVELOP A STRONG DISTRICT. I THINK, CAN YOU GO BACK, I WAS GOING TO SAY THAT ACCOUNTABILITY AND... SYSTEM AND PROCESS CAN GO ALONG WITH MAYBE WHAT TYPE OF BARRIERS THAT THERE MAY BE HAPPENING. SO WE'RE GOING ALONG WITH THE SYSTEM PROCESSES. HOW CAN WE GET THOSE UP TO PAR WITH THE BARRIERS AND, SO FAR, WITH ACCOUNTABILITY? WHY ARE WE STRUGGLING AND SO FORTH IN THIS TYPE OF SUBJECT AND SO FORTH? THAT COULD BE A BARRIER REGION-WIDE.

IT'S NOT LIKE NEGATIVE, BUT MAYBE THE REGION-WIDE. HOW CAN YOU STRENGTHEN IT, RIGHT? BY MAKING SURE YOU HAVE THE SYSTEMS IN PLACE. AND THAT'S A QUESTION THAT WE TALK ABOUT WHEN WE'RE LOOKING AT THAT DATA. DR. SANCHEZ, YOU KEEP TALKING ABOUT LOOKING AT THE DATA, RIGHT? AND THOSE ARE SOME QUESTIONS AS TRUSTEES THAT WE CAN ASK. WHAT SYSTEMS DO WE HAVE IN PLACE? WHY IS THIS CAMPUS OUTPERFORMING THIS CAMPUS? IS THAT SOMETHING WE CAN DUPLICATE? BECAUSE THEY'RE BEING SO SUCCESSFUL. SO LOOKING AT THOSE SYSTEMS AND PROCESSES.

AND SEE WHAT IS WORKING. YES, THANK YOU, RENEE, FOR THAT INPUT. OKAY, WHAT IS THE ISO CONTINUING EDUCATION REQUIREMENT? SO WHAT IS THE REQUIREMENT? AND BASICALLY, WHAT IT JUST TELLS YOU IS THAT IT'S ABOUT OVERSIGHT. OUR JOB AS TRUSTEES IS TO MAKE SURE THAT WE HAVE THAT OVERSIGHT.

THAT IS YOUR HANDOUT, PAGE 6, HAVING THAT OVERSIGHT. AND THIS PRESENTATION WILL GO MORE IN DEPTH ABOUT OUR ROLE WHEN IT COMES TO HAVING A SUCCESSFUL GOVERNANCE TEAM THAT IS MOVING YOUR DISTRICT FORWARD. OKAY, SO HERE WE GO. NOW WE'RE GOING TO DIVE INTO THE CONTENT. IT'S JUST A LITTLE PREVIEW. THIS IS THE CONTENT. OUR LEARNING

[00:20:02]

HOW DO KIDS LEARN? HOW DO WE KNOW THEY LEARN? HOW SHOULD ADULTS BE SUPPORTED TO TEACH STUDENTS? NOW, ARE WE ASKING YOU TO BE CURRICULUM EXPERTS? ABSOLUTELY NOT. DOES EVERYBODY HAVE TO BE AN EDUCATOR? ABSOLUTELY NOT. BUT THESE ARE SOME BASIC FUNDAMENTALS. HOW DO KIDS LEARN? AND HOW DO WE KNOW THEY LEARN, RIGHT? THOSE ARE CRITICAL FOR US TO KNOW. AND THEN SOME COMPETENCIES THAT WE'RE GOING TO LOOK AT IS WHAT ACTIONS DO TRUSTEES DO TO SUPPORT STUDENT LEARNING AND ACADEMIC ACHIEVEMENT? SO TWO PIECES THAT WE'RE GOING TO LOOK AT. WE ARE GOING TO LOOK AT TEKS. WHAT DOES THAT MEAN? WHAT IS THAT ABOUT? WE ARE GOING TO LOOK AT STAR AND A THROUGH F ACCOUNTABILITY, AND WE'RE GOING TO DIVE INTO EFFECTIVE INSTRUCTION AND TALENT. AND THEN ON THE TRUSTEE COMPETENCIES, WE'RE GOING TO LOOK AT STUDENT-CENTERED GOALS, DATA-DRIVEN GOVERNANCE, AND STRATEGIC RESOURCE ALLOCATION AND BUDGETING FOR STUDENT SUCCESS. SO THESE ARE SOME NEW THINGS THAT WE ARE COVERING IN OUR TRAINING. AND WE'RE SUPER EXCITED TO SHARE THIS WITH YOU. VERY EXCITED. I LOVE IT. I LOVE IT, TOM. OKAY, SO FIRST OFF IS THE TEKS. SO, WE ARE LOOKING AT TEKS, WHICH IS THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS, AND OUR OBJECTIVE FOR THIS SECTION IS WE WILL UNDERSTAND THE STUDENT LEARNING EXPECTATIONS FOR EACH SUBJECT AND GRADE LEVEL IN TEXAS PUBLIC EDUCATION. SO, BY THE END OF THIS SECTION, WE SHOULD KNOW THESE THREE THINGS, AND I WILL COME BACK AND ASK YOU THESE THREE THINGS.

SO THIS IS IN YOUR HANDOUT, AND IF YOU LOOK ON YOUR HANDOUT, WE ARE GOING TO SEE HANDOUT PAGE 8. SO ON YOUR HANDOUT PAGE 8, YOU CAN TAKE NOTES THERE.

BUT THIS IS WHAT YOU ARE GOING TO LEARN. WHAT ARE THE TEKS? WHAT AGENCY DEFINES THE TEKS AT EACH GRADE LEVEL? WE MAY OR MAY NOT HAVE A POP QUIZ. AND THE THIRD THING IS, WHICH GRADE LEVELS AND SUBJECTS HAVE TEKS STANDARDS? SO WHEN YOU GET THE ANSWER THROUGH THIS SECTION, WRITE IT DOWN, JOT IT DOWN, BECAUSE WHEN WE DO OUR POP QUIZ, YOU'RE GOING TO ACE IT.

RIGHT, SAM? I KNOW, IT'S EXCITING STUFF. I LOVE IT.

OKAY, LET'S GO. SO, WHO CAN READ THIS FOR ME? YOU DON'T WANT TO HEAR MY VOICE ALL NIGHT LONG. WHY IS IT IMPORTANT TO HAVE CLEAR EXPECTATIONS ACROSS THE STATE THAT DESCRIBE WHAT CHILDREN DESERVE TO KNOW AND BE ABLE TO DO? OKAY, SO AGAIN, YOU'RE GOING TO TURN TO YOUR SHOULDER PARTNER AND ANSWER THIS QUESTION. WE'RE GOING TO GIVE YOU ABOUT 45 SECONDS TO CHAT WITH YOUR SHOULDER PARTNER.

YOU WILL, OH, THIS IS NOT.

ON YOUR HANDOUT, BUT YOU HAVE 45 SECONDS TO TALK TO YOUR SHOULDER PARTNER. I AGREE.

OKAY, WHO WOULD LIKE TO SHARE OUT? WE SAID JUST SO THAT IT DOESN'T REALLY, LIKE WITH IT BEING ACROSS THE STATE, WHETHER YOU'RE AT LOCKHART ISD, OR IF YOU'RE AT A SCHOOL IN FORT WORTH OR GALVESTON. OR HOUSTON? EVERYONE IS AND HAS THE SAME EXPECTATION, THERE'S NO DIFFERENCE BETWEEN THE EXPECTATION THAT YOU HAD HERE AT LOCKHART VERSUS FORT WORTH. AND THEN ALSO, IF KIDS WERE TO TRANSFER TO A DIFFERENT SCHOOL, IT'S STILL THE SAME LEARNING THAT THEY WERE RECEIVING FROM.

EXPECTATIONS ARE THE SAME FROM ONE SCHOOL DISTRICT TO ANOTHER. OKAY, SO NO MATTER WHERE YOU GO IN THE STATE, IF YOU'RE MOVING FROM THIRD GRADE TO THIRD GRADE,

[00:25:01]

HAVE THE SAME TEAKS, EVERYBODY SHOULD BE LEARNING THE SAME THING, RIGHT? PRETTY MUCH. SO HAVING THAT CLEAR EXPECTATIONS.

ANYBODY ELSE WOULD LIKE TO ADD TO THAT? WELL, NOW YOU'RE ABLE TO COMPARE APPLES TO APPLES ACROSS THE STATE, YOU KNOW, BECAUSE OF THE CONSISTENCY.

NICE. YES, VERY MUCH SO. SO WE'RE LOOKING AT EXPECTATIONS MATTER AT ALL GRADE LEVELS. HAVING THOSE EXPECTATIONS ARE THE SAME THROUGHOUT. SO REGARDLESS IF YOU'RE IN LOCKHART OR IN DALLAS, THE EXPECTATION IS THE SAME. NOW, THE STATE BOARD OF EDUCATION HAS DEFINED WHAT ALL STUDENTS SHOULD KNOW. SO WHO DEFINES WHAT STUDENTS SHOULD KNOW? STATE BOARD OF EDUCATION. HINT, HINT. THAT'S GOING TO BE AN ANSWER ON YOUR HANDOUT THERE, ON YOUR POP QUIZ, SAM. SO THE STATE BOARD OF EDUCATION DEFINES... ALL THAT STUDENTS SHOULD KNOW AND BE ABLE TO DO AT EACH GRADE LEVEL. OOH, I THINK THAT'S ANOTHER HINT FOR ONE OF YOUR ANSWERS. YES, SIR. THAT'S A VERY GOOD QUESTION, SAM. I'M GLAD THAT YOU ASKED. THEY ARE ELECTED TO THOSE POSITIONS BECAUSE THEY ARE ENTRUSTED IN THOSE POSITIONS. SO THOSE ARE ELECTED POSITIONS FOR THE STATE BOARD OF EDUCATION. THERE'S ACTUALLY A RACE GOING ON RIGHT NOW. SO WHO DO THEY GET GUIDANCE FROM? THEY'RE JUST NOT DOING IT BY THEMSELVES, I WOULD THINK.

CORRECT. IN A MOMENT, WE'RE GOING TO LOOK AT SOME OF THAT INFORMATION. IT DOES TALK ABOUT HOW ASSESSMENTS TAKE ABOUT TWO YEARS TO GET THEM ALL READY, BECAUSE THEY DO GET INPUT.

THEY HAVE AN ADVISORY. THEY DO GET INPUT, COMMUNITY INPUT AS WELL.

YOU'RE ABLE TO SOLICIT PEOPLE TO SPEAK ABOUT THAT. SO I WILL BE SHARING THAT IN A LITTLE BIT. I THINK IT'S... I THINK IT MIGHT BE IN THE MIDDLE OF THIS PRESENTATION.

BUT GOOD QUESTION. LET'S PUT A PIN IN IT, AND WE'RE GOING TO TALK ABOUT IT SOME MORE.

BUT THE STATE BOARD OF EDUCATION DOES THIS FOR ALL GRADE LEVELS. WHO CAN READ THAT T, 5.3A? ESTIMATE TO DETERMINE SOLUTIONS TO MATHEMATICAL AND REAL-WORLD PROBLEMS INVOLVING ADDITION, SUBTRACTION, MULTIPLICATION.

OKAY, SO WHAT DOES THIS LOOK LIKE? SO WE'RE GOING TO LOOK AT A FIFTH-GRADE EXAMPLE OF WHAT THIS LOOKS LIKE. WHO WOULD LIKE TO READ THE ACTUAL START QUESTION? MR. MCCLAIN DROVE 572.2 MILES. MS. LOPEZ DROVE 165.4 MILES.

ABOUT HOW MANY MORE MILES DID MR. MCCLAIN DRIVE THAN MS. LOPEZ? OKAY, SO THE POINT OF THIS IS NOT FINDING THE ACTUAL ANSWER, BUT WHAT ARE THEY DOING HERE? REMEMBER WHAT 5.3A SAYS. IT SAYS THAT IT WILL DETERMINE SOLUTIONS TO MATHEMATICAL AND REAL-WORLD PROBLEMS. NOW IS THIS A REAL WORLD PROBLEM? YES, DRIVING. YES, DRIVING. A LOT OF US DRIVE. AND I'M ALWAYS TRYING TO FIGURE OUT, HOW LONG IS IT GOING TO TAKE ME TO GET TO GALVESTON? HOW MANY MILES IS THAT? AND I'M GOING TO KINGSVILLE FIRST, SO HOW DO I NEED TO DRIVE THAT? SO IT IS A REAL WORLD PROBLEM. AND WHAT ARE THEY DOING IN THIS PROBLEM? SUBTRACTION. SO THEY'RE USING SOME SUBTRACTION, RIGHT? ESTIMATING. ESTIMATING, SO THAT'S WHAT 5.38 SAYS, THAT THEY SHOULD... BE ABLE TO DO SO. THIS IS A STAR QUESTION. THAT WILL ALLOW THEM TO DEMONSTRATE THE KNOWLEDGE THAT THEY HAVE RECEIVED. IF THAT TEAK IS BEING TAUGHT ALL OVER THE STATE OF TEXAS, ANY KID COULD POSSIBLY ANSWER THIS, RIGHT? IF THEY'RE ON LEVEL AND SO ON, SO THAT'S AN ACTUAL STAR QUESTION. WE HAVE A COUPLE OF MORE EXAMPLES, BUT I'M GOING TO SKIP THROUGH THEM JUST FOR THE SAKE OF TIME. AND WE ARE GOING TO CHECK OUR LEARNING.

REMEMBER, I TOLD YOU TO JOT THE ANSWERS DOWN TO THIS SECTION? LET'S SEE WHO'S GOING TO GET AN A ON THIS QUIZ. NOW, WHAT ARE THE TEKS? EXCESS ESSENTIAL KNOWLEDGE AND SKILLS. WHAT DOES IT DO? THEY TELL YOU WHAT STUDENTS NEED TO BE ABLE TO DO AT PARTICULAR GRADE LEVELS.

VERY GOOD. SO, AT EACH GRADE LEVEL, RIGHT? IT TELLS YOU WHAT YOU'RE GOING TO MASTER. WHAT AGENCY DEFINES THE TEKS AT EACH GRADE LEVEL? STATE BOARD OF EDUCATION.

YAY, LOOK, EVERYBODY KNOWS THAT. WHICH GRADE LEVELS AND SUBJECTS HAVE TEK STANDARDS? ALL. ALL. ALL GRADE LEVELS. ALL GRADE LEVELS AND ALL SUBJECTS HAVE TEK STANDARDS. WOW, LOCKHART REALLY KNOWS WHAT'S HAPPENING HERE, OREN. WE'VE BEEN STUDYING.

WE'VE BEEN STUDYING. WOW, THEY ARE DEFINITELY GIFTED AND TALENTED. WE HAVE A GOOD CAREER. AWESOME. WE REMEMBER EVERYTHING FROM LAST TIME YOU CAME. OH, I LOVE IT. YOU'VE MEMORIZED EVERYTHING WE SAID FOR THE PAST THREE YEARS, RIGHT? SO I LOVE IT. IT WAS THAT GOOD, THANK YOU. I DIDN'T WANT TO BRAG, BUT WE'RE BRAGGING

[00:30:01]

OKAY, WE'RE STILL DISCUSSING THE EFFECT OF GOVERNANCE, RIGHT? WE TALKED ABOUT THAT.

WHERE WE DID THE TEAKS, WHAT'S UP NEXT? STAR. SO LET'S GET INTO IT. AND I'M NOT EVEN GOING BACK TO SEE IF IT'S ON MY HANDOUT. YOU SEE, I DON'T... REMEMBER WHAT THINGS ARE ON THE HANDOUT OR NOT. SO HOPEFULLY YOU ARE FOLLOWING ALONG ON YOUR HANDOUT. SOME THINGS WILL BE THERE. SOME THINGS WILL NOT BE THERE. SKIP AROUND. OKAY, SO THAT WILL BE ON HANDOUT PAGE 8. SO YOU CAN JOT DOWN THE ANSWERS, BECAUSE WE WILL BE GOING THROUGH THEM, MAKING SURE THAT YOU HAVE THE ANSWERS. OH, WHERE WE DID THAT ONE? I'M SORRY. WE DON'T HAVE THAT ONE. YOU DON'T HAVE THAT ONE. FOR THIS ONE, BUT IT WILL COME ALONG. OKAY, WHAT TYPE OF ASSESSMENT IS STAR? WHAT DOES THE STAR MEASURE? SO YOU CAN JOT IT DOWN ON YOUR PAPER.

AT WHAT GRADE LEVEL DO STUDENTS TAKE THEIR FIRST STAR EXAM? WHAT ARE THE PERFORMANCE LEVELS ON THE STAR? SO THAT'S HOW WE ARE GOING TO CHECK OUR LEARNING. AND OUR OBJECTIVE IS WE WILL UNDERSTAND THE ASSESSMENT INSTRUMENTS AND TOOLS USED TO MEASURE STUDENT LEARNING IN TEXAS PUBLIC EDUCATION.

OKAY, WE'RE READY? LET'S GO.

DIFFERENT TYPES OF ASSESSMENT SERVE DIFFERENT PURPOSES. WHO WOULD LIKE TO READ THE FIRST TYPE OF TEST? DIAGNOSTIC.

DIAGNOSTIC. AND WHAT DOES THAT MEAN? WELL, IT MEANS... THAT IS TO, THAT'S AN EXAMPLE, IS BEGINNING OF THE YEAR ASSESSMENT. THAT GIVES YOU YOUR BASELINE, RIGHT? THAT GIVES YOU YOUR BASELINE. WHAT IS THE NEXT TYPE OF ASSESSMENT? FORMATIVE.

FORMATIVE. SO YOUR FORMATIVE ASSESSMENT IS GOING TO BE, THINK OF IT AS QUIZZES, EXIT TICKETS. THIS IS SOMETHING THAT TEACHERS ARE USING IN THE CLASSROOM. TO CHECK FOR UNDERSTANDING, JUST LIKE HOW WE'RE DOING FORMATIVE EVALUATION HERE. BECAUSE WE'RE CHECKING FOR UNDERSTANDING WITH YOU, RIGHT? AND WE'RE GONNA HAVE AN EXIT TICKET AT THE END, SO CHECKING FOR UNDERSTANDING. SO THAT IS GOING TO BE OFTEN AND THROUGHOUT THE YEAR, AND THAT IS SO. THE TEACHER CAN TWEAK THEIR INSTRUCTION BASED ON IF STUDENTS ARE UNDERSTANDING, RIGHT. IF THEY DO AN EXIT TICKET, FOR EXAMPLE, AND THEY'RE FINDING OUT STUDENTS DID NOT UNDERSTAND THAT CONTENT, THEY CAN RETEACH THE NEXT DAY.

THEY CAN RETEACH THAT DAY IF THEY'RE IN AN INCLUSIVE CLASSROOM.

BUT THAT IS FORMATIVE, IS SOMETHING THAT IS DONE THROUGHOUT THE YEAR, AND IT IS DONE TO CHECK FOR UNDERSTANDING. NEXT UP, WHAT KIND OF ASSESSMENT? INTERIM. INTERIM, AN INTERIM ASSESSMENT. NOW THAT INTERIM ASSESSMENT AND YOU ALL HEAR ABOUT DATA FROM YOUR INTERIM ASSESSMENTS, RIGHT? YES. THAT ONE IS GOING TO BE A. IT'S GONNA MONITOR PROGRESS, RIGHT? AND SOME EXAMPLES ARE LIKE YOUR STAR INTERIM ASSESSMENT AND, OF COURSE, ASSESSMENT. IT COULD BE SOMETHING LIKE YOUR NINE WEEKS ASSESSMENT, UNIT ASSESSMENTS, BENCHMARKS.

INTERIM, THOSE ARE YOUR INTERIM ASSESSMENT. OKAY, NEXT UP IS SUMMATIVE, SO THAT MEASURES THE WHOLE YEAR OF INSTRUCTION, RIGHT AT THE END OF AN INSTRUCTIONAL CYCLE OR SCHOOL YEAR. SOME EXAMPLES OF THIS ARE GOING TO BE, WHAT, WHAT IS YOUR SUMMATIVE ASSESSMENT IN A COURSE? OKAY, SO THINK A LITTLE BIT MORE FORMAL. THINK ABOUT, LIKE YOUR STAR, THAT IT IS GOING TO SEE IF YOU LEARN THROUGHOUT THE YEAR, RIGHT? IF YOU MASTER THOSE TEAKS, SO YOU HAVE YOUR STAR.

YOU HAVE YOUR TELPAS TEST AS WELL, WHICH IS REALLY HUGE.

AND THAT MEASURES IF YOU'VE HAD GROWTH IN YOUR LANGUAGE, WHETHER IT BE READING, WRITING, YOU KNOW, THERE'S FOUR COMPONENTS TO TELPAS. SO THIS IS TO DETERMINE, RIGHT, THE EFFECTIVENESS AND MASTERY OF...

THAT YEAR. SO WHICH DO YOU THINK THAT ARE IMPORTANT TO TRUSTEES TO KNOW? SO SHOULD TRUSTEES, DO THEY NEED TO KNOW THE DIAGNOSTIC PIECE? DO THEY NEED TO KNOW FORMATIVE, INTERIM, OR SUMMATIVE? SUMMATIVE, I THINK ABOUT IT. SUMMATIVE, FOR SURE, RIGHT? SUMMATIVE IS

[00:35:01]

YOU'RE GOING TO WANT TO KNOW OUR STUDENTS LEARNING THAT WHOLE YEAR. SO THE OTHER ONES, LET'S THINK ABOUT IT. THE DIAGNOSTIC IS GOING TO BE YOUR BASELINE. THAT REALLY IS TO, YOU KNOW, COME UP WITH AN INSTRUCTIONAL PLAN FOR THE TEACHER TO COME UP. SO YOU REALLY DON'T NEED TO KNOW THAT PIECE.

BUT WOULDN'T IT BE GOOD TO KNOW THAT, TO SEE WHERE WE'RE STARTING? WELL, NOT IF YOU ARE GOING DOWN TO THE KID, RIGHT? I MEAN, OVERALL, IF YOU'RE LOOKING AT BEGINNING OF THE YEAR SCORES, MIDDLE OF THE YEAR, AND END OF YEAR, YOU HAVE A COMPARABLE THING.

YOU CAN COMPARE THAT. THAT'S HOW WE GET THEM IN OUR MONTHLY MEETINGS. WE'LL GET A BEGINNING OF THE YEAR.

YOU CAN COMPARE THAT. YEAH.

BUT WHEN THEY'RE TALKING, THEY'RE TALKING MORE IF YOU'RE JUST DRILLING DOWN TO THE STUDENT, RIGHT? DIAGNOSTIC FOR THE BASELINE.

BUT YES, YOU'RE RIGHT.

TRUSTEES DO GET BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF YEAR SCORES SO THEY CAN COMPARE AND SEE THE GROWTH THERE, RIGHT? SO THEY CAN BE GOOD FOR SOMETHING.

DOES THE STAR TAKE INTO ACCOUNT POVERTY LEVELS? YES, THAT'S A GOOD QUESTION.

AND WHEN WE GET INTO THE STAR, WE'RE GOING TO TALK ABOUT HOW POVERTY IS NOT A DETERMINATION. SO WE'LL TALK ABOUT THAT. POVERTY IS NOT A DESTINY, I THINK, IS THE QUOTE. YES, THAT IS A QUOTE. THAT IS THE QUOTE IN THERE, AND WE'LL BE HAPPY TO DIVE INTO THAT SHORTLY. BE CURIOUS TO SEE HOW THEY DANCE AROUND THAT. YES, WE ARE DEFINITELY GOING TO TALK ABOUT IT. I KNOW OFF THE TOP OF MY HEAD THAT THERE'S 469 CAMPUSES THAT ARE HIGH POVERTY.

THAT RECEIVED AN A ON THE STAR. 491? THEN I'M WRONG. I HAVE 469. YES, SUPERINTENDENT.

IN THIS PRESENTATION, IT'S THE NEWS. YEAH, BUT...

MOSTLY THE FACT THAT THERE WILL BE... YES, BUT THERE'S GOING TO BE... JUST CURIOUS. THERE'S GOING TO BE A NEW ISO THAT COMES OUT IN 2028, RIGHT? I THINK WE DO THE TRAINING IN 2027 FOR US.

IN 2028 IS THE NEW ISO THAT WILL HAVE SOME OF THAT INFORMATION. GOOD QUESTION. OKAY, SO DIAGNOSTIC... MIDDLE OF THE YEAR, BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF YEAR, YOU'LL HAVE SOME COMPARABLES, BUT YOU DON'T NEED TO KNOW DIAGNOSTICS FOR EVERYTHING, BUT THERE ARE SOME THAT COME TO YOU. FORMATIVE, DO YOU NEED FORMATIVE? DO YOU NEED THOSE EXIT TICKETS FROM THE CLASSROOM? DO YOU NEED THOSE QUIZZES? NO. SO WE DON'T NEED FORMATIVE. DO WE NEED INTERIM? YES. SO INTERIM DATA DOES COME TO THE BOARD, AND THAT IS REALLY GOOD INFORMATION. FOR YOU TO SEE WHAT THAT GROWTH IS, WHERE ARE YOUR POCKETS OF EXCELLENCE, WHAT ARE THINGS YOU CAN DUPLICATE, ARE YOU TRACKING, SO THOSE ARE SOME GOOD THINGS TO LOOK AT, AND IT HELPS YOU MONITOR PROGRESS. HOW ABOUT YOUR SUMMATIVE? THAT'S IMPORTANT. ABSOLUTELY, YOU WANT TO SEE WHERE YOU ARE, DID THEY HAVE MASTERY OF THAT YEAR? THAT'S GOING TO BE AN IMPORTANT PIECE, SUMMATIVE, END OF THE SCHOOL YEAR. GOOD, OKAY, SO NEXT UP AND PLEASE TELL ME IF I'M GOING TOO FAST. OH, NO.

I JUST WANT TO MAKE SURE. I DON'T WANT TO... IF YOU HAVE QUESTIONS, YOU WANT MORE TRAINING. SO HANDOUT IS ON PAGE 9. THIS IS ON PAGE 9. AND JUST KEEPING SOME THINGS IN MIND. WHEN WE LOOK AT SCHOOL SYSTEM EXPECTATIONS, YOU KNOW, WHAT BOARDS VALUE THEY MUST MEASURE, OR WHAT GETS MEASURED GETS DONE. WE'VE HEARD THAT A MILLION TIMES, RIGHT? AND, OF COURSE, UNDERSTANDING WHAT ARE THE MEASURES USED TO DETERMINE THE ACCOUNTABILITY RATING AND STUDENT OUTCOME PERFORMANCE. SO THOSE ARE SOME THINGS WE'RE GOING TO DIVE INTO. YOU KNOW, ORIN, I'M JUST THINKING RIGHT NOW THAT MAYBE THAT LITTLE HAND WITH THAT PAPER MEANS HANDOUTS.

I DIDN'T NOTICE THAT BEFORE, THAT LITTLE HAND. NOW I'M INTERESTED TO SEE IF IT'S ON ALL THESE THINGS THAT I MARKED.

IT IS LOOK AT THAT. WHICH ONE? THAT LITTLE HAND UP ON THAT RIGHT CORNER. OH, I WAS THINKING THE BOOK OPENED.

IN YOUR HANDOUT. LOOK, I DON'T NEED TO CALL OUT THE PAGES ANYMORE. IT'S RIGHT THERE. LOOK, WHAT I LEARNED. THANK YOU. I'M VERY OBSERVANT. OKAY, NOW WE'RE GOING TO TALK ABOUT CREATING.

HIGH-QUALITY ASSESSMENT IS A RIGOROUS PRACTICE. SOMEBODY ASKED ME ABOUT STAR EARLIER, RIGHT, TOM? I THINK YOU DID.

WHEN IT COMES TO STAR... NO, IT WAS MICHAEL THAT ASKED THIS.

WHEN IT COMES TO STAR, THERE'S AN EDUCATOR ADVISORY COMMITTEE THAT PROVIDES FEEDBACK DURING ASSESSMENT DESIGN, RIGHT? EACH PASSAGE IN QUESTION IS REVIEWED AND APPROVED BY EDUCATORS PRIOR TO FIELD TESTING. TEST CONSTRUCTION, EDUCATOR HAS A

[00:40:03]

FOR THE EDUCATOR INPUT, IT MIGHT NOT HAPPEN EVERY YEAR, IS THAT? NO, NO, I WAS GOING TO ASK, WHAT DOES THAT LOOK LIKE, EDUCATOR INPUT? I DON'T KNOW WHAT THAT LOOKS LIKE. SO I KNOW THAT THERE IS PUBLIC COMMENT, AND THEY DO TRY TO GET EDUCATORS TO SERVE ON THAT ADVISORY COMMITTEE, SO YOU CAN APPLY TO BE ON THAT COMMITTEE TO PROVIDE INPUT. THEY SELL FOCUS GROUPS? YES. TEACHER INPUT? YES, SO THEY DO TRY TO SOLICIT THROUGH ACROSS THE STATE TO GET PEOPLE TO APPLY TO BE ON THAT ADVISORY COMMITTEE.

AND OR TO PROVIDE INPUT AND FEEDBACK WHEN THEY'RE REVIEWING THE STAR OR THE PASSAGES, OR WHAT HAVE YOU? OR EVEN CURRICULUM, WHEN SOMEBODY TALKED ABOUT CURRICULUM, RIGHT, THE ADOPTION OF THE STATE BOARD OF EDUCATION, THEY DO HAVE FEEDBACK AND COMMENTS THAT YOU CAN DO TO PROVIDE THAT.

AND THEY DO HAVE A LOT OF TESTIMONIALS AND EVERYTHING THAT HAPPENED. HAVE ANY OF Y'ALL DONE THAT? I USED TO IN THE PAST. OTHER ASSESSMENTS.

OKAY, SO SOME OF YOU HAVE DONE THAT, SO THEY DO HAVE THAT OPPORTUNITY FOR THAT INPUT.

OKAY, THANK YOU. I KNEW IT WAS GOING TO COME UP. I HAVE A QUESTION ABOUT THE LAST SLIDE. YES.

STANDARD SETTING, WHAT IS THAT? YOU TELL ME.

STANDARD SETTING IS COMPLETED WITH EDUCATOR INPUT. SO WHEN WE'RE SAYING STANDARD SETTING, IS THAT A STANDARD THAT'S SET TO THE SUB-WORTHY PASS-FAIL? I THINK THAT THEY LOOK AT, THEY DO PROVIDE FEEDBACK AND GET EDUCATOR INPUT TO SEE THE RIGOR OF IT, SO THAT IS SOMETHING THAT THEY DO LOOK AT. AND IT TAKES, YES, AND IT TAKES OVER TWO YEARS, I THINK I TOLD YOU THIS, THAT IT TAKES OVER TWO YEARS.

FROM ASSESSMENT, DESIGN TO SCORING AND REPORTING.

THAT'S WHY, I MEAN, THEY REALLY TRY TO LOOK AT ALL ASPECTS AND RECEIVE THAT COMMENT AND INPUT FROM FOLKS.

SO THANK YOU FOR THAT QUESTION. NOW, LET'S LOOK AT THE PURPOSE. OKAY, STAR IS A STATE SUMMATIVE ASSESSMENT, AND THE ASSESSMENT PROVIDES EDUCATORS AND PARENTS WITH HELPFUL INFORMATION TO SUPPORT STRONG TEACHING AND GUIDE STUDENTS TO THEIR FULL POTENTIAL. SO THE PRIMARY PURPOSES OF THE STAR IS, HERE WE GO WITH THE RIGOR, RIGHT? TO SERVE AS A BAR FOR RIGOR AND STANDARDS, ALIGNMENT, AND PLANNING.

TO DETERMINE MASTERY, BECAUSE YOU WANT TO DETERMINE DID THEY MASTER THE TEKS FOR THEIR GRADE LEVEL, THAT'S AN IMPORTANT PIECE. TO HELP DETERMINE WHICH INDIVIDUAL STUDENTS SHOULD RECEIVE ADDITIONAL SUPPORTS. SO BASED ON YOUR STAR, AND WE'RE GOING TO LOOK AT THE DIFFERENT LEVELS OF THE STAR, RIGHT? YOU HAVE FOUR WAYS TO FIND OUT. DID YOU APPROACH? DID YOU NOT MEET? DID YOU MASTER? DID YOU MEET? BASED ON THOSE, IT'LL TELL YOU WHAT TYPE OF INTERVENTION SUPPORT THEY MIGHT NEED. SO RIGHT HERE, THAT'S ONE OF THE PURPOSES OF STAR IS TO MAKE SURE THAT STUDENTS ARE LEARNING AND GROWING. AND IF THEY'RE NOT, WHAT KIND OF SUPPORTS CAN BE PUT IN PLACE TO MAKE SURE THAT THEY'RE ABLE TO ACCOMPLISH? AND HAVE THOSE HIGH, YOU KNOW, WE HAVE THOSE HIGH EXPECTATIONS FOR ALL STUDENTS. NOW, IT ALSO EVALUATES THE EFFECTIVENESS OF CURRICULUM AND INSTRUCTION PROGRAMS. AFTER DELIVERY. WHAT DOES THAT MEAN? WE'RE GOING TO GET INTO CURRICULUM IN JUST A MOMENT, WHICH IS NEW. WE HAVEN'T REALLY TALKED ABOUT CURRICULUM BEFORE AT THIS LEVEL, AND SO WE'RE GOING TO TALK A LITTLE BIT ABOUT CURRICULUM SHORTLY. SO I KNOW YOU'RE INTERESTED IN THAT BULLET POINT, BUT WE'RE GOING TO PUT A PIN IN THAT CURRICULUM AND INSTRUCTION BECAUSE WE'RE GOING TO TALK ABOUT IT IN A MINUTE. ANY QUESTIONS SO FAR? YES. THE ONE WITH THE LITTLE HAND. YES, THAT'S NEW. I DIDN'T KNOW THAT, SAM. THAT LITTLE HAND RIGHT THERE WITH THE PAPER MEANS IT'S IN YOUR HANDOUT. HOW SMART IS THAT? SO THIS ONE IS IN YOUR HANDOUT. THAT MEANS IT'S LONGER THAN WE THINK IT IS. NO, YOU ONLY HAVE 52 PAGES IN YOUR HANDOUT. BUT I HAVE OVER 145 SLIDES. RIGHT? 145? 145 SLIDES, SAM. STICK WITH ME. HEY, I THOUGHT I WAS ON 26. I WAS GETTING EXCITED.

NOW, NOW. OKAY, SO, STAR REFLECTS EDUCATOR FEEDBACK TO IMPROVE ALIGNMENT

[00:45:02]

ASKING STUDENTS TO WRITE ABOUT WHAT THEY READ USING EVIDENCE FROM TEXT. THAT LEADS TO INCLUDING WRITING IN ALL RLA TESTS, REFLECTING OUR UPDATED TECHNIQUES, AND HAVING STUDENTS WRITE TEXT-BASED RESPONSES.

GREAT. NUMBER THREE, PROVIDING VARIOUS OPEN-ENDED FORMATS FOR STUDENTS TO RESPOND TO QUESTIONS. INCLUDES NON-MULTIPLE CHOICE QUESTIONS THAT ARE MORE LIKE QUESTIONS TEACHERS ASK IN CLASS. OKAY. NUMBER FOUR.

SUPPORTING THE LEARNING NEEDS OF ALL STUDENTS BY PROVIDING APPROPRIATE ACCOMMODATIONS.

AND THAT LEADS US TO. ONLINE ASSESSMENTS PROVIDE A FULL SUITE OF ROBUST ACCOMMODATIONS FOR STUDENTS WITH SPECIFIC LEARNING NEEDS.

AND THEN NUMBER FIVE. ONLINE ASSESSMENTS SUPPORT ALL THE CHANGES ABOVE AND PROVIDE FASTER...

FOR ACCELERATED LEARNING.

OKAY, SO THAT IS WHAT IS PROVIDED THROUGH THAT, AND THAT IS YOUR HANDOUT ON PAGE 10. WE ARE GOING TO MOVE ON NOW TO THE STAR PERFORMANCE LEVELS THAT I MENTIONED EARLIER. WE TALKED ABOUT HOW MANY LEVELS DO WE HAVE? FOUR. FOUR LEVELS. NOW THE FIRST ONE IS, WHAT'S THE FIRST ONE? MASTERS. MASTERS. IS THAT, YES. SORRY, I JUST WANTED TO.

I'M TRYING TO BE QUIET ON EVERYONE'S TIME. CAN YOU GO BACK TO THAT LAST SLIDE? I THINK SO ON THE FASTER RESULTS. SO WHEN WILL WE GET A THROUGH F RATINGS NOW THAT WE'RE ONLINE TESTING EVERYONE? I DON'T KNOW THE EXACT DATE. USUALLY WE GET THE WE GET THE DATA BACK, GETTING GETTING FASTER, RIGHT? I THINK BY THE END OF JUNE, BY JUNE, WE GET THE DATA.

STUDENT DATA? YEAH, WELL, DO YOU UNDERSTAND THAT THERE ARE WRITING COMPONENTS OF IT THAT ARE GETTING FASTER? BECAUSE THEY ARE GRADED THROUGH AI, HOWEVER, DISTRICTS HAVE THE OPPORTUNITY TO APPEAL THOSE SCORES AND THEN THEY GET RESUBMITTED FOR GRADING, SO YOU MIGHT HAVE SOME DELAY ON SOME STUDENTS. DATA, BUT OVERALL, IT IS GETTING FASTER. SO WHEN THEY APPEAL, IS THAT, LIKE A HUMAN BEING ACTUALLY SCORES THEM? THAT IS MY UNDERSTANDING.

AND SO USUALLY IT'S OUT.

DISTRICTS HAVE TO PAY PER STUDENT FOR EVERY APPEAL. SO DISTRICTS HAVE TO PAY AT FIRST, BUT IF IT WAS INCORRECT, THEY GET REIMBURSED. SO IF IT WAS GRADED, WRONG. AND THE APPEAL IS WON, THEY WILL BE REIMBURSED. THAT MEANS DISTRICTS FRONT, THAT COST UP FRONT. SO, REALISTICALLY, HOW MUCH CAN YOU APPEAL? YOU CAN APPEAL AS MANY AS YOU WANT.

AND THEN ABOUT HOW MUCH WOULD THAT INVOLVE, IF WE'RE APPEALING, SAY, A WHOLE GRADE LEVEL OF WRITING RESULTS? TYPICALLY, WE'RE GOING TO LOOK AT THEM AND FLAG CERTAIN ONES THAT MAYBE SHOULD BE HIGHER.

I'M JUST CURIOUS TO KNOW WHAT THE FASTER, BUT MY UNDERSTANDING IS WE WON'T HAVE OUR CAMPUS RATINGS UNTIL THE MIDDLE OF AUGUST.

STILL. I UNDERSTOOD. I COULD BE WRONG ON THAT. AND THE RATINGS WILL ALREADY BE SET. WE WON'T HAVE TO WAIT FOR THE TEST TO BE DONE AND THEN THE RATINGS SET.

IT SHOULD BE SET. A LITTLE FISHY TO ME. BEST CASE SCENARIO. WELL, WE HAD A CHANGE IN THE ACCOUNTABILITY SYSTEM A COUPLE OF TWO YEARS AGO AND THAT KIND OF PROLONGED GETTING THOSE SCORES AND THE ACCOUNTABILITY FOR THE DISTRICT. AND SO IT WAS DELAYED. I THINK LIKE WE DIDN'T GET INTO LIKE OCTOBER, NOVEMBER OR SOMETHING, AND I THINK IT WAS FURTHER THAN THAT BECAUSE OF THE LAWSUIT AND SO ON.

BUT YES, WE SHOULD BE GETTING SCORE SOONER, I THINK FOR KIDS, KID SCORES, BUT AS FAR AS THE ACCOUNTABILITY, I DON'T KNOW THE DATE ON THAT. WE CAN DEFINITELY CHECK ON THAT. SO, OREN, PLEASE NOTE THAT WE WILL CHECK ON THAT. AND USUALLY IN-HOUSE,

[00:50:02]

BASED ON THAT PROGRESS MONITORING THAT YOU HAVE BEEN DOING, YOU'RE USUALLY ABLE TO PROVIDE THAT. IN-HOUSE AND THEN YOU JUST GET YOUR OFFICIAL SCORE AND ABOUT THE SAME.

BUT WE'LL FIND OUT IF IT'S STILL COMING OUT IN MID-AUGUST OR NOT. I'M NOT QUITE SURE. THEY DIDN'T, THEY DIDN'T COVER THAT DATE, BUT WE'LL ASK. THANK YOU FOR THAT QUESTION, THAT'S A GOOD QUESTION, OKAY? SO WE HAVE THE MASTERS GRADE LEVEL, RIGHT? AND THAT'S WHAT WE STRIVE TO BE AT. WHY DO WE STRIVE TO BE AT THAT? BECAUSE THAT IS SHOWING THAT OUR STUDENTS ARE MASTERING THE TEAKS FOR THE YEAR, RIGHT? AND THEY? THERE IS A CORRELATION SAYING THAT 75% HAVE A CHANCE OF PASSING FRESHMAN COLLEGE COURSES. THEY ARE TRACKING RIGHT, AND SO WHEN YOU HIT MASTERS, YOU ARE TRACKING.

TO BE SUCCESSFUL AND NOT HAVING TO NEED INTERVENTIONS, TARGETED INTERVENTIONS. NEXT UP IS MEETS GRADE LEVEL, AND SO AGAIN MEETS GRADE LEVEL.

IT IS GOOD. YOU HAVE A 60% CHANCE OF PASSING FRESHMAN LEVEL COLLEGE COURSES. SO IF YOU SEE THAT RATE GOES DOWN AND STUDENTS IN MEETS MIGHT NEED SOME SHORT-TERM, TARGETED INTERVENTION. NOT LONG-TERM, NOT VERY COMPREHENSIVE, BUT THEY MIGHT HAVE SOME TOUCH POINTS WHERE THEY ARE GOING TO NEED SOME TARGETED INTERVENTION. THEN WE HAVE APPROACHES GRADE LEVEL.

NOW, THESE STUDENTS ARE LIKELY TO SUCCEED IN THE NEXT GRADE, BUT THEY DO NEED TARGETED ACADEMIC INTERVENTION. NOW THEY HAVE THE PASSING STANDARD FOR HIGH SCHOOL GRADUATION REQUIREMENTS, BUT WE'RE NOT LOOKING AT COLLEGE CORRELATION ANYMORE, RIGHT? JUST THAT THEY'RE GOING TO PASS. STANDARDS FOR HIGH SCHOOL. AND THEN WE HAVE DID NOT MEET GRADE LEVEL.

STUDENTS ARE UNLIKELY TO SUCCEED IN THE NEXT GRADE OR COURSE WITHOUT SIGNIFICANT ONGOING ACADEMIC INTERVENTION. SO THOSE ARE THE FOUR LEVELS. NOW, HOW MANY OF THOSE ARE PASSING? SO THAT'S A TRICK QUESTION. THAT IS A TRICK QUESTION. THERE ARE THREE PASSING LEVELS.

APPROACHES. IT IS GOING TO BE MASTERS, MEETS, AND APPROACHES. SO THANK YOU FOR THAT. THAT IS A GOOD THING TO POINT OUT, SAM, BECAUSE A LOT OF PEOPLE DO BELIEVE THAT IT'S JUST MEETS AND MASTERS, BUT APPROACHES ALSO IS PASSING.

AND SO IT'S IMPORTANT TO NOTE THAT, RIGHT? NOW, THIS IS LIKELY, BUT THEY'RE LIKELY TO SUCCEED IN THE NEXT GRADE.

THEY ARE GOING TO NEED SOME SUPPORT, BUT THEY STILL PASS.

WITHOUT THAT SUPPORT, ARE THEY NOT LIKELY? CORRECT, YES. DID THEY GIVE YOU ANY CLARIFICATION, LIKE ON THE 75% CHANCE OF PASSING THE FRESHMAN LEVEL? SO IS THAT THE STORY? STAR MASTERS DATA COMPARED TO SAT ACT SCORES? OR ARE THEY TRACKING DATA OF KIDS ACTUALLY DO IN COLLEGE AND THE GRADES THEY GET IN COLLEGE. SO THAT'S A GOOD QUESTION. SO IN OUR LAST PRESENTATION BEFORE THIS ONE, IT DID CORRELATED TO THE ACT.

AND HOW THAT'S THE 75% CHANCE IS BASED ON THAT. AND THAT'S ALL OUT THE WINDOW, DEPENDING ON WHAT KIND OF PROFESSOR YOU GET, TOO.

BECAUSE THAT MASTER'S KID COULD GET ONE OF THOSE BARE PROFESSORS AND NOT DO WELL AT ALL. SO THAT'S A CRAPSHOOT RIGHT THERE. I STILL HAVE A PROBLEM WITH APPROACHES GRADE LEVEL.

SO WHEN WE'RE GETTING OUR SCORES, THAT'S COUNTED AS A PASSING GRADE. APPROACHES? YES, THIS IS A, IT'S STILL A PASSING, IT'S STILL PASSING FOR THEM. I THINK BECAUSE THEY'RE LIKELY TO PASS THE HIGH SCHOOL GRADUATION REQUIREMENT. I JUST HAVE A PROBLEM WITH SOMETHING, BECAUSE IF I'M GOING TO SAN MARCOS AND I APPROACH SAN MARCOS, I'M STILL NOT THERE.

YOU KNOW WHAT I'M SAYING? SO IT DOES, USING TERMINOLOGY LIKE THAT. IS MISLEADING.

YES, AND THIS IS A MISCONCEPTION THEY WOULD LIKE US TO POINT OUT. THIS IS A MISCONCEPTION THAT MANY TRUSTEES HAVE THAT APPROACHES IS NOT PASSING. I CAN'T EVEN IMAGINE THEM MISLEADING. SO WHY

[00:55:02]

IF YOU MADE A MISTAKE. 69 YOU DIDN'T PASS, YOU APPROACHED IT, YOU MADE A 70, YOU PASSED IT.

WHY DO WE HAVE TO MUDDY THE WATERS INSTEAD OF JUST BEING TRANSPARENT? ARE YOU GOING TO TALK ABOUT CUT SCORES? I AM. I THINK ORIN MIGHT GET INTO IT A LITTLE BIT WHEN HE GOES INTO STAR OR NOT, LIKE BEFORE BEFORE, WE USED TO REALLY GET INTO.

YOU KNOW, YOU KNOW WHERE I'M GOING WITH, SO SHOULD WE USE A CONVERSATION LATER THAT I CAN HAVE WITH YOU? WE HAD A DIFFERENT.

IT'LL PROBABLY TURN INTO AN HOUR-LONG CONVERSATION ON ACTUAL CUT SCORES. SO SHOULD WE USE ANOTHER WORD BESIDES APPROACHES? WELL, TEA CURRENTLY USES APPROACHES, AND THAT IS WHAT IS KNOWN THROUGHOUT THE STATE, AND WE DON'T HAVE THE POWER TO CHANGE IT. THIS IS A PRESENTATION FROM TEA. WE CANNOT CHANGE ANYTHING. WE CAN RECOMMEND. YOU CAN DEFINITELY CONTACT. THIS IS WHERE A LOT OF THE CONFLICT COMES WITH THE STAR TEST.

FOR EXAMPLE, ALGEBRA 1. ANYONE KNOW WHAT THE CUT SCORE IS TO BE COUNTED AS APPROACHES TO YOUR 69-70? IT CHANGES FROM YEAR TO YEAR, BUT IT'S BEEN AS LOW AS A 38.

GET OUT OF HERE. YEAH. 38 TO 42, SOMEWHERE IN THERE IS A TYPICAL LEVEL.

SO WHEN STATEWIDE, THAT'S WHAT'S HAPPENING ON YOUR STAR TEST. IT PUTS YOU IN A PROBLEMATIC SITUATION ON HOW YOU MAKE SENSE OF STAR RESULTS. SO THAT'S PART OF THE ISSUE. I DON'T HAVE A PROBLEM WITH IT CHANGING THE CUT SCORE.

BECAUSE I UNDERSTAND THAT SOME OF THE TESTS COME OUT AND THEY'RE HARDER THAN THE OTHERS, YOU KNOW, BECAUSE OF SOME OF THE QUESTIONS. THAT CREATES AN ISSUE, BUT IF YOU GET THE REQUIRED NUMBER, THEN IT'S PASSIVE. YOU SHOULDN'T APPROACH IT. I THINK THOSE ARE SOME VERY VALID POINTS, AND THAT IS SOMETHING WE CAN EXPLORE AFTER OUR THREE HOURS TOGETHER.

WE HAVE A LOT TO COVER, AND THOSE ARE REALLY... I THINK WHAT WE'RE SAYING HERE, LET'S GET BACK ON... WE HAVE TO BE PART OF THE DISCUSSION.

AND WHILE I'M AT IT, COULD WE PLEASE GET PEOPLE TO SAY TEX INSTEAD OF TEEKS? BECAUSE THERE'S ONLY ONE E IN THERE. THAT'S EXACTLY RIGHT.

IT'S PHONOLOGICALLY BEING MISPRONOUNCED. IT SHOULD BE, EH, FOR TEXAS. WHEN I WAS A TEACHER, WE WOULD SAY TEX. AND ALL OF A SUDDEN, TEEKS, I WAS LIKE... WHAT ARE YOU TALKING ABOUT? TEXAS TO AIR THE AIR SOUND? OKAY, MOVING ON. I HEAR YOU, MY JUDGY LITTLE FRIEND. NO, IT'S LIKE, OH. I WAS THE SAME WAY, BARBARA. I WAS. I WAS LIKE, I COULD NOT GET USED TO THAT. YES, THEY CHANGED IT.

THAT'S WHAT I SAY. I NEVER SAY CHANGE. I JUST FOLLOWED WHAT I THINK. OKAY, HANDOUT, PAGE 11.

THIS IS A HANDOUT, PAGE 11. SO WE'RE LOOKING AT ASSESSMENT DATA AND MEASUREMENT. AND OREN IS TRACKING MY TIME BECAUSE I KNOW WE'RE JUST ON SLIDE 29.

SO HE IS TRACKING ME. AS A BOARD TRUSTEE, WE TALKED ABOUT THIS ALREADY. WHAT TYPE OF ASSESSMENT DATA DO YOU CURRENTLY OR WOULD LIKE TO RECEIVE TO UNDERSTAND HOW WELL STUDENTS ARE LEARNING IN YOUR SCHOOL DISTRICT? SO WHAT TYPE OF ASSESSMENT DO YOU CURRENTLY, AND I THINK, TOM, YOU SAID YOU RECEIVED SOME DIAGNOSTIC, RIGHT, BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, END OF THE YEAR. AND. WE TALKED ABOUT INTERIM AND SUMMATIVE BEING VERY GOOD POINTS TO LOOK AT. HOW CAN THIS INFORMATION PROVIDE YOU WITH PROGRESS UPDATES OF STUDENT LEARNING? COMPREHEND THE STATUS OF THE SUPERINTENDENT'S PLAN FOR IMPROVEMENT AND ACHIEVEMENT OF STUDENT GOALS. SO TURN TO YOUR SHOULDER PARTNER, YOU'RE GOING TO HAVE 30 SECONDS TO TALK ABOUT THIS. THE QUESTION IS NOT VERY BROAD. WE GET THAT ONGOING PROGRESS UPDATE. THAT'S WHAT WE NEED.

OKAY, SO YOU ARE PROVIDED DATA ON A MONTHLY BASIS. YOU ARE, I MEAN, THERE'S A CORRELATION, AND LET'S JUST GET INTO IT, RIGHT? I'M GOING TO DEVIATE A LITTLE BIT OFF SCRIPT, GLENN.

BUT LET'S TALK ABOUT SUPERINTENDENT EVAL. BECAUSE

[01:00:01]

MONITOR THROUGHOUT THE YEAR.

BECAUSE THAT'S ONE OF OUR JOBS AS TRUSTEE IS TO MONITOR THAT DATA, MAKING SURE THAT WE ARE TRACKING IN THE RIGHT DIRECTION. SO LET'S GO TO HOUSE BILL 8. THIS IS A SPECIAL SESSION UPDATE.

THIS IS THE ASSESSMENT IMPLICATION. OKAY, SO THE LAST YEAR STAR WILL BE ADMINISTERED? HERE'S YOUR QUESTION, SUPERINTENDENT. THIS IS THE LITTLE TIDBIT WE HAVE IN HERE. THAT LAST YEAR STAR WILL BE ADMINISTERED IS A 26 27 SCHOOL YEAR, SO THAT'S THE LAST YEAR STAR IS BEING WE. IT'S BEING REPLACED.

I CAN'T EVEN TALK ANYMORE. IS REPLACED WITH A NEW SUPPORTIVE STATEWIDE ASSESSMENT PROGRAM, CALLED BY STATUTE THE STUDENT SUCCESS TOOL. AND IT IS STARTING IN 2027, 2028, AND MORE INFORMATION WILL BE SHARED AS IT BECOMES AVAILABLE AND FINALIZED. THAT TOOL, THAT WORD, I MEAN, REALLY. STUDENT SUCCESS TOOL, THE SST, I DON'T KNOW IF THEY'RE GONNA CALL IT THAT OR NOT. BUT JUST KNOW THAT THIS IS LAST YEAR, WELL, ARE WE IN 2028? WHAT YEAR ARE WE? NEXT YEAR. NEXT YEAR. I DON'T EVEN KNOW WHAT YEAR WE'RE IN. OKAY. I'LL BE CURIOUS TO SEE WHICH VENDOR GETS THE CONTRACT FOR THIS. I'M SURE SOMEBODY ALREADY KNOWS. I'M SURE THEY KNOW. I DON'T KNOW.

THEY'VE ALREADY TALKED ABOUT IT. WELL, WILL THE ACCOUNTABILITY SYSTEM BE SIMILAR, EVEN UNDER THE NEW STUDENT SUCCESS TOOL? WELL, I BELIEVE NOT. IT WILL BE DIFFERENT. AND THEY ALWAYS DO A REFRESH. THEY DO IT EVERY FIVE YEARS, AND SINCE THIS IS A NEW TOOL, THEY'RE GONNA HAVE TO REFRESH THE WHOLE THING. I'M ASSUMING THEY'RE STILL GONNA HAVE LIKE SOME KIND OF ABCD SCORES OF LIKE THIS. WELL, WHEN THEY DO THE REFRESH, THEY WILL FIGURE IT OUT. WE ARE NOT PRIVY TO THAT INFORMATION. SO THIS IS WHAT WE'RE GONNA CHECK OUR LEARNING WITH. WHAT TYPE OF ASSESSMENT IS STAR? SUMMATIVE. SUMMATIVE. WHAT DOES THE STAR MEASURE? MASTERY OF STUDENT LEARNING. OH, YOU'RE ON FIRE, GIRL. CAN I GO TEACHER? AT WHAT GRADE LEVEL DO STUDENTS TAKE THEIR FIRST STAR EXAM? THIRD GRADE. THIRD GRADE.

AND WHAT ARE THE FOUR PERFORMANCE LEVELS ON THE STAR? I WANT MY FRIEND, MR. LOCKHART TO ACTUALLY ANSWER THAT QUESTION. SAM? ALMOST THERE.

WE'LL SAY, YOU'RE THERE ANYWAY. SO MASTERS MEETS GRADE LEVEL APPROACHES.

MASTERS MEETS APPROACHES AND DID NOT MEET GRADE LEVEL.

APPROACHES AND DID NOT MEET.

AND I'M GOING TO ADD ANOTHER QUESTION TO THIS. HOW MANY PASSING LEVELS DO WE HAVE? THREE. AND SAM'S NEVER GOING TO FORGET THAT. NEVER, EVER GOING TO FORGET THAT. NEVER LIKED IT. I'M GOING TO ASK HIM WHEN WE'RE IN GALVESTON. HOW MANY PASSING LEVELS? OKAY, NEXT UP IS A THROUGH F ACCOUNTABILITY. IS THIS YOU, OREN, OR IS THIS STILL ME? 33. OH, OKAY. WHAT THREE? OKAY, OUR OBJECTIVE IS WE WILL UNDERSTAND HOW STUDENT LEARNING IS MEASURED IN TEXAS PUBLIC EDUCATION AND DOT DOWN.

WHAT THREE DOMAINS MAKE UP THE A THROUGH F SYSTEM? NEXT UP, AS REQUIRED BY STATUTE, THE A THROUGH F SYSTEM IS MANDATED TO BE UPDATED EVERY HOW MANY YEARS? I ALREADY GAVE YOU THE ANSWER TO THAT. EVERY FIVE YEARS. FIVE YEARS. THERE YOU GO. HOW IS AN A THROUGH F ACCOUNTABILITY SYSTEM HELPFUL FOR ALL COMMUNITY MEMBERS TO UNDERSTAND CURRENT ACADEMIC PERFORMANCE? SO WE'RE GOING TO FIND THE ANSWERS TO THAT.

AND AGAIN, IF YOU NEED TO USE THE FACILITIES OR GET A DRINK, FEEL FREE TO, BECAUSE WE'RE GOING TO KEEP MOVING ON. OKAY. THE VISION FOR EDUCATION IN OUR SCHOOL DISTRICT. SO

[01:05:06]

DATA FROM? STAR. OKAY, SO YOU'RE LOOKING AT DATA, BUT THINK ABOUT HOW, WHAT IS YOUR END PRODUCT, RIGHT? HOW DO YOU KNOW YOU'RE PRODUCING THOSE GRADUATES THAT ARE READY FOR COLLEGE, CAREER, AND OR MILITARY? HAVE WE EVER INTERVIEWED THEM LIKE AFTER THEIR FIRST SEMESTER? HOW DO WE DO? MAYBE, MAYBE YOU'VE DONE IT IN YOUR DISTRICT. I KNOW OTHER DISTRICTS HAVE ACTUALLY TALKED TO STUDENTS THAT HAVE GRADUATED AND ASKED THEM, HEY, DO YOU THINK YOU'RE READY FOR COLLEGE? WELL, I'M TAKING FIVE REMEDIAL COURSES, SO WHAT DOES THAT SHOW? PROBABLY NOT. ISN'T IT LIKE, HOW MANY, IF THEY'RE TAKING AP COURSES OR DUAL CREDIT COURSES? THAT SAY THEY'RE COLLEGE READY? I DON'T REALLY KNOW. WELL, THAT'S A GOOD POINT. THEY'RE TAKING AP COURSES AND THEY'RE MASTERING IT, AND THEY'RE PASSING THE AP TEST WITH A FOUR, RIGHT? SO THAT IS SHOWING SOME SUCCESS, BUT WE WANT TO MAKE SURE THAT THE END PRODUCT THAT WE'RE GETTING IS GRADUATES. THEY ARE READY FOR COLLEGE, RIGHT? AND NOT HAVING TO TAKE ALL THOSE REMEDIAL COURSES BECAUSE REMEDIAL COURSES COST MONEY.

THEY COST MONEY. AND SO WE WANT TO MAKE SURE THAT THEY DON'T HAVE TO GO THROUGH THE REMEDIAL COURSES.

YOU'RE MAKING SURE YOU'RE GRADUATING THEM WITH CERTIFICATIONS. SO THEY'RE CAREER READY. THEY CAN GO INTO HVAC. THEY CAN GO INTO PLUMBING, FLORAL, WHAT HAVE YOU. AND OR THEY'RE GOING INTO THE MILITARY.

THEY'RE READY FOR THE MILITARY. AND MAKING SURE THAT SUCCESS IN SOCIETY BECAUSE OF THEIR QUALITY EDUCATION.

THEY ARE BEING GOOD LOCKHART CITIZENS. OR GOODHAZE COUNTY CITIZENS BECAUSE OF THE QUALITY EDUCATION. SO THEY'RE ABLE TO GO INTO THE WORKFORCE, LIKE YOU MENTIONED, REBECCA, BEING READY FOR THE WORKFORCE, RIGHT? SO THAT'S HOW YOU KNOW THAT YOU ARE GETTING THAT, GETTING THAT QUALITY STUDENT.

AND OUR, OUR CTE PROGRAMS HERE HELP THAT A LOT ALSO. I BET.

WE JUST, WE JUST ADDED ANOTHER ONE AND ANOTHER ONE COMING. WE JUST TALKED ABOUT BARBERING AND COSMETOLOGY. I KNOW WE HAVE A GREAT WELDING PROGRAM. YEAH, AND SOME OF THESE STUDENTS ARE READY FOR THE WORKFORCE, AND THEY'RE MAKING MORE MONEY THAN SOME FIRST-YEAR TEACHERS, RIGHT? CORRECT. BECAUSE OF THE CERTIFICATES THAT THEY HAVE IN WELDING, THAT ONE, OR PLUMBING, OR HVAC, THOSE ARE REALLY, REALLY SOUGHT AFTER.

AND SO, YES. DEFINITELY SOMETHING TO CONSIDER. AND LIKE HOW I MENTIONED EARLIER, TOM, WHEN YOU TALKED ABOUT YOUR 2028 GOAL FOR YOUR DISTRICT, HERE IS THE GOAL FOR TEXAS.

WHO CAN READ WHAT'S INSIDE THE LITTLE TEXAS STATE? BY 2030, AT LEAST 60% OF TEXANS WILL HAVE A DEGREE, CERTIFICATE OR OTHER POST-SECONDARY CREDENTIAL OF VALUE. SO BY 2030, THAT'S WHAT THEY EXPECT IS THAT IS 60% I WOULD, I WOULD CONSIDER THAT UNDERPERFORMING. IT WAS VERY LOW. 60 IS ON THE A TO F SCALE. YES, AND SO THAT'S WHAT'S TRICKY, RIGHT? BECAUSE WHEN WE THINK ABOUT A 60, 60 TO US IS LIKE. YOU'RE FAILING, RIGHT? I WOULDN'T WANT MY KID TO HAVE A 60, BUT THEY ARE REFERENCING SOMETHING ELSE. SO THEY'RE LOOKING AT POST-SECONDARY ATTAINMENT OF THE GOAL OF 60%, AND LET ME TELL YOU WHAT IT LOOKS LIKE RIGHT NOW. SO THIS IS THE PROGRESS TOWARDS THAT VISION.

SO WHILE THERE ARE SOME SMALL GAINS, THERE'S STILL A LOT OF POCKETS THAT HAVE TO BE ACHIEVED. SO SMALL GAINS ARE BEING MADE, BUT THEY'RE NOT NEAR THAT GOAL YET. 60 PERCENT.

THEY'RE AT 36 PERCENT? SO RIGHT THERE FOR COLLEGE COMPLETION, YES, IT'S AT 36 PERCENT. SO FOUR YEARS TO GET THERE.

YEAH, SO THEY WANT TO TRACK THAT A LITTLE BIT HIGHER, RIGHT, TO GET THEM READY.

OKAY, SO MOVING ON, WE ARE GOING TO MOVE TO CLEAR PERFORMANCE.

INFORMATION HELPS STUDENTS, RIGHT? YOU CAN'T IMPROVE WHAT YOU CAN'T SEE. SO THAT'S WHY IT IS IMPORTANT TO HAVE THIS INFORMATION. HOW MANY OF YOU GONE TO TEXASSCHOOLS.GOV? AND YES, AND YOU CAN SEE IT'S ON YOUR HANDOUT. YEAH. RIGHT,

[01:10:03]

ABOUT IF THEY'RE THINKING OF MOVING, THEY WANT TO LOOK INTO THE SCHOOLS BEFORE THEY MOVE AND WHERE TO SITUATE THEIR FAMILY, THEY CAN GET ALL ACCESS TO ALL THAT INFORMATION, ALL THAT INFORMATION. SO MAKING SURE THAT THEY HAVE ACCESS TO THAT, THAT EVERYBODY CAN LOOK UP ANY CAMPUS, ANY DISTRICT FOR THAT INFORMATION. NOW, STUDENTS ACHIEVE SUCCESS IN SCHOOL AND LIFE. AND WE KNOW THAT MONITORING PERFORMANCE WITH SCHOOL RATINGS HAS BEEN SHOWN TO HAVE LONG-TERM BENEFITS FOR STUDENTS. SO SOME THINGS TO CONSIDER ON THIS, MAKING SURE THAT WE MONITOR THAT PERFORMANCE, RIGHT, IS.

AS A TRUSTEE, THE QUESTIONS WE'RE ASKING IS, HOW ARE WE PERFORMING FOR STUDENTS? HOW CAN WE DO BETTER? AND WHAT IS THE SUPPORT NEEDED IN ORDER TO ACCOMPLISH THAT? WHAT IS THE SUPPORT NEEDED IN ORDER TO ACCOMPLISH THAT? SO THOSE ARE SOME THINGS FOR YOU TO TAKE AWAY WITH IS TO ASK THOSE KIND OF QUESTIONS. THAT'S EFFECTIVE QUESTIONING THAT YOU CAN ASK WHEN YOU'RE LOOKING AT DATA.

THAT TERM, MORE LIKELY, IT'S NOT VERY PRECISE. I MEAN, IF YOU READ THAT ENTIRE...

LATER IN LIFE, THEY WERE MORE LIKELY TO ATTEND AND GRADUATE FROM A FOUR-YEAR COLLEGE. JUST READING THE ENTIRE STATEMENT. I MEAN, IT'S A LOT OF FLUFF.

THERE'S NOTHING SPECIFIC IN THERE THAT SAYS, IF A KID PERFORMS AT THIS LEVEL ON A HIGH-STAKES MATH EXAM, THIS IS WHAT HE OR SHE CAN EXPECT. MORE LIKELY, DOESN'T SAY THAT. I DON'T EVEN KNOW WHAT MORE LIKELY MEANS. I WOULD LOVE FOR SOMEONE FROM TEA TO EXPLAIN THAT. DEFINE MORE LIKELY. SHOW ME WHAT THAT KID LOOKS LIKE. THAT'S A REALLY GOOD QUESTION. WHAT IS MORE LIKELY? YEAH, OUR, AND WHO IS OUR? WHO DID THAT ANALYSIS? OH, FROM WHAT? SO THE SOURCE IS ON THE BOTTOM. SO IF YOU GO TO THE SOURCE ON THE BOTTOM, IT MIGHT EXPLAIN IT A LITTLE BIT, HAVE MORE CLARITY. THEY DIDN'T INCLUDE THIS ONE AS A HANDOUT. WHEN IT DOESN'T HAVE THE HAND. OH, IT DOESN'T HAVE THE HAND. SO YOUR SUPERINTENDENT IS GOING TO SHARE THAT INFORMATION BECAUSE HE'S LOOKING IT UP AND HE'S FINDING OUT MORE INFO ON THAT.

BUT DEFINITELY, IT WILL GIVE YOU MAYBE SOME INFORMATION ON WHO IS OUR ANALYSIS. I JUST SAW THAT LATER IN LIFE. WHAT DOES THAT MEAN? YES, THAT'S A REALLY GOOD POINT. OKAY, SO WE'RE GOING TO MOVE ON TO ASSESSING PERFORMANCE OF SCHOOL SYSTEMS. WHY DO WE ASSESS? SO WHY DO YOU THINK WE ASSESS? I CAN TELL YOU THE EXACT NUMBER. SUPERINTENDENT, TELL US THAT. SO THIS IS FROM EDUCATION NEXT. LATER IN LIFE, THESE STUDENTS ARE 0.6 PERCENTAGE POINTS MORE LIKELY TO ATTEND A FOUR-YEAR COLLEGE AND 0.37 PERCENTAGE POINTS MORE LIKELY TO GRADUATE. WOW. NOT EVEN 1%.

OH, HE SAID, 1%, RIGHT. NOT EVEN 1%. THAT'S VERY LOW EXPECTATION. NO, NO, I HEAR YOU, WHAT YOU'RE SAYING, BUT WE WERE TALKING ABOUT 1%, NOT EVEN 1%. I KNOW, BUT THAT'S WHAT I'M SAYING.

BUT IT CAME OUT. OKAY, BECAUSE THAT MEANT NOTHING TO ME, WHAT THEY HAD UP THERE. YEAH.

NOT EVEN 1%, SO IT'S LOW EXPECTATIONS.

WELL, THANK YOU FOR CHECKING OUT THAT SOURCE AND SENDING THAT INFORMATION TO US.

BUT WE'RE ONLY ON SLIDE 40. WE ARE ON SLIDE 40. WE'RE GOING TO KEEP ON TRACKING BECAUSE MY WATCH DIED, SO I DON'T KNOW THE TIME. IF WE COULD GET THIS. GROUP AT THE NORTHERN TABLE UP HERE TO, MR. PRESIDENT, I'M GOING TO DIVERT YOU. GO SIT IN THE MIDDLE OF HIM AND BOP HIM EVERY ONCE IN A WHILE. WHY DO WE ASSESS? WHY DO YOU THINK WE ASSESS? THIS IS POPCORN OUT. WELL, THE WHOLE NAME OF THE GAME IS TEACHING AND LEARNING AND ASSESSING. WHAT HAVE WE DONE TO SHOW THAT THESE KIDS MASTERED OR ARE LEARNING? WHATEVER IT IS, BUT THOSE STUDENT EXPECTATIONS THAT WE ARE TEACHING. WELL, PREPARE STUDENTS FOR LEARNING.

TO PREPARE FOR LIFE. VERY GOOD TEXT. IF THEY'RE NOT ACHIEVING

[01:15:03]

TO SEE IF THEY'RE GROWING, TO SEE IF THEY'RE MASTERING THE TEXT, RIGHT? RIGHT, IT'S IMPORTANT TO DO THAT, SO THAT IS A REASON WHY WE ARE ASSESSING NOT AND JUST. IT'S NOT AN I GOTCHA, BUT OUR STUDENTS LEARNING AND GROWING BECAUSE WE WANT THEM TO BE SUCCESSFUL. OKAY, SO, AS YOU CAN SEE HERE, SAM, THERE'S A LITTLE HAND RIGHT THERE FOR A HANDOUT. WE GOT IT.

AND SO WE WE'RE LOOKING AT IS WE WANT TO MAKE SURE THAT WE ARE TRANSPARENT FOR THE PUBLIC, ESPECIALLY PARENTS AND GUARDIANS, SO THE A THROUGH F SYSTEM IS FAIR FOR SCHOOLS, IS RIGOROUS FOR STUDENTS, AND IT IS TRANSPARENT FOR THE PUBLIC. IT IS. SO IT IS. SO, SAM, THE MATHEMATICAL POSSIBILITY THAT ALL DISTRICTS AND CAMPUSES RECEIVE AN A RATING. IT CAN HAPPEN. SO, ELIMINATING ACHIEVEMENT GAPS AND ENSURING THIS STATE RANKS NATIONALLY IN THE TOP FIVE STATES. IS PREPARING STUDENTS FOR POST-SECONDARY SUCCESS ON THE NATIONAL ASSESSMENTS OF EDUCATIONAL PROGRESS OR IS PROFESSOR ASSESSMENT? AND THE WEBSITE SHOWS THE TRANSPARENCY BECAUSE OUR COMMUNITY MEMBERS, NOT ONLY PARENTS, BUT COMMUNITY MEMBERS.

STUDENTS CAN EVEN LOOK AT THIS TO SEE WHERE THE SCHOOL DISTRICT IS AND THE CAMPUS AS WELL. SO THE A THROUGH F SYSTEM IS FAIR, RIGOROUS, AND TRANSPARENT.

NEXT SLIDE. THE A THROUGH F TOOL HELPS ME CONTINUOUSLY IMPROVE GOALS FOR STUDENTS.

OKAY, SO WE KNOW. THE A THROUGH F SYSTEM WAS ESTABLISHED WAY BACK IN THE DAY IN 2017. SO THIS TOOL HELPS BY SHOWING WHAT ARE THE GOALS FOR STUDENTS, RIGHT? THEY'RE LOOKING AT CONTINUOUSLY IMPROVING STUDENT PERFORMANCE, THEY ARE ALSO ELIMINATING ACHIEVEMENT GAPS, AND THEY WANT TO ENSURE THAT THIS STATE IS A NATIONAL LEADER. WHO WOULD LIKE TO READ THAT BOTTOM RED BOX FOR US? FOSTERING A CULTURE THAT SUPPORTS GROWTH AND CONTINUOUS IMPROVEMENT WHEN THIS PERFORMANCE INFORMATION IS PUBLIC IS A CHALLENGING BUT CRITICAL TASK FOR EDUCATION LEADERS. YES, AND MAKING SURE THAT OUR COMMUNITY UNDERSTANDS WHAT IT MEANS, RIGHT? WHAT DOES THIS MEAN? AND WHAT KIND OF SUPPORT CAN THEY HELP WITH AS WELL? BECAUSE OUR COMMUNITY CAN SUPPORT US. JUST LIKE YOU HAVE A REALLY STRONG FOUNDATION HERE WITH YOUR LOCKHART 1.5, RIGHT? MAKING SURE THAT ALL YOUR COMMUNITIES INVOLVE IN THE SUCCESS OF YOUR STUDENTS. THAT'S WHAT CAN HAPPEN HERE WHEN WE ARE TRANSPARENT WITH OUR SCORES.

WAYS TO HAVE OUR COMMUNITY HELP US.

OKAY, SO. THERE ARE SEVERAL KEY DESIGN COMMITMENTS BUILT INTO A THROUGH F TO HELP ENSURE IT WORKS AS AN EFFECTIVE CONTINUOUS IMPROVEMENT TOOL WHILE ACCURATELY RECOGNIZING PERFORMANCE. WHO WOULD LIKE TO READ NUMBER ONE? RATINGS REFLECT BETTER OF ACHIEVEMENT OR PROGRESS. SO YOU DO HAVE THAT ABILITY TO GET BETTER OF ACHIEVEMENT OR PROGRESS.

NUMBER TWO? EVALUATED THROUGH MULTIPLE VALID MEASURES.

NUMBER THREE. PROGRESS EVALUATES GROWTH IN MULTIPLE WAYS. IT SHOWS GROWTH IN MULTIPLE WAYS.

NUMBER FOUR. A REFLECTS PERFORMANCE CONSISTENT WITH REACHING LONG-TERM STUDENT GOALS. OKAY, NUMBER FIVE. C REFLECTS AVERAGE PERFORMANCE FOR THE BASELINE YEAR. NUMBER SIX. RATINGS ARE BASED ON DEFINED CRITERIA, NOT A FIXED DISTRIBUTION.

NUMBER SEVEN. SYSTEM DESIGN REMAINS STATIC IN MOST YEARS.

YES. THANK YOU FOR READING THOSE OUT LOUD.

NOW WE'RE GOING TO TURN IT OVER TO MR. OREN MOORE THAT'S GOING TO BE DIGGING INTO THE DOMAINS. YOU'RE GOING TO DIG INTO THOSE DOMAINS.

HERE YOU GO. DID YOU SAY DIG IT, DIG IT? YEAH. IF YOU ARE FOLLOWING ALONG, AS I KNOW YOU ARE, YOU WILL NOTE THAT WE ARE...

WE HAVE COMPLETED 43 SLIDES.

IF YOU DO THE MATH, IT'S ABOUT 29% OF THE SLIDES WE HAVE TO GO, AND WE ARE HALFWAY

[01:20:01]

IT JUST MADE IT IMPOSSIBLE FOR ME TO SIT, SO I'M GOING TO STAND UP A LITTLE BIT FOR THE FIRST PART. I WILL GO A BIT QUICKLY THROUGH THIS. ONE, YOU ALL KNOW THIS. YOU'VE BEEN THROUGH THIS MANY YEARS, AND NOTHING HAS CHANGED. THERE ARE A FEW, I THINK, THOUGHT-PROVOKING QUESTIONS THAT I WANT TO BRING TO YOUR ATTENTION, BUT I CAN KIND OF GO A LITTLE QUICK AND GET US BACK UP ON TIME. AND BY THE WAY, THANK YOU ALL FOR MAKING ISO SO FUN. EVERY YEAR WE COME HERE, WE HAVE A GREAT TIME, AND IT GIVES US A GREAT LIGHTHEARTED MOOD GOING INTO... A FOUR-DAY CONFERENCE AND SO I APPRECIATE THAT. ALL RIGHT, SO DIGGING INTO THE DOMAINS, ESPERANZA ALREADY POINTED OUT THE WEBSITE THAT YOU CAN GO TO AGAIN. ANYONE CAN ACCESS IT.

STUDENTS, PARENTS, TEACHERS, YOU NAME IT, AND WHAT IT DOES IS PROVIDE JUST AN OVERALL LITTLE SNAPSHOT. IF YOU LOOK AT THIS ONE, FOR EXAMPLE, THIS IS ACCOUNTABILITY OVERVIEW.

WHAT DO YOU GLEAN FROM JUST THIS PORTION AS A TRUSTEE, OR JUST ANYONE LOOKING AT THIS AS A LOCK HEART STAKEHOLDER? THIS ISN'T YOUR DATA, BUT JUST HYPOTHETICALLY, WHAT CAN ANY... ANY KIND OF CHANGES THAT OCCURRED FROM YEAR TO YEAR? ABSOLUTELY. IS THERE GROWTH OR... TREMENDOUS BENEFIT TO BE ABLE TO SEE THE YEAR-OVER-YEAR COMPARISON.

ANYTHING ELSE? CONSISTENT.

VERY CONSISTENT. AND THE OVERALL RATING, I MEAN, THAT'S WHAT'S MOST IMPORTANT AT THAT TIME. SURE. AND SO ESPERANZA POINTED OUT THIS IDEA OF CONTINUOUSLY IMPROVING.

WHICH COMPONENT DO YOU THINK HELPS A BOARD MEMBER LOOK AT THAT OR ANYONE AND SAY, YEAH, I CAN SEE WHERE WE CAN KIND OF UNDERSTAND IF WE ARE CONTINUOUSLY IMPROVING? THE CHANGE OVER TIME, RIGHT? IT'S ALL THE TIME AND AGAIN. AND IF YOU LOOK AT THE LITTLE TABS THERE, TELL ME MORE. I'M GOING TO ASSUME MOST OF YOU HAVE KIND OF DOVE INTO SOME OF THOSE TABS AND CLICKED AROUND THERE. YOU'LL GET MORE AND MORE DATA. AGAIN, NOTHING NEW THERE. THE OVERALL ACCOUNTABILITY SYSTEM HAS THREE DOMAINS. HE'S THE FIRST ONE.

IT'S STUDENT ACHIEVEMENT, THE MIDDLE ONE IS SCHOOL PROGRESS, WHICH, AS YOU RECALL, HAS TWO PARTS. WE'LL CALL THEM DOMAIN 2A AND 2B. WE'LL TALK ABOUT SOME OF THE DETAILS OF THOSE IN A SECOND. AND THEN THAT LAST ONE, CLOSING THE GAPS. AND THE CONVERSATION ABOUT POVERTY CAME UP, AND HOW POVERTY DOESN'T HAVE TO BE DESTINY. AND THE ACCOUNTABILITY SYSTEM IS DESIGNED TO BE FAIR AND TO NOT HAVE A STRONG CORRELATION BETWEEN FINAL RATINGS AND THE SOCIOECONOMICS OF A CAMPUS. WHY IS IT IMPORTANT TO MAKE SURE THAT THAT IS PART OF A GOOD ACCOUNTABILITY SYSTEM? THAT CLOSING THE GAPS DOMAIN, THAT PORTION THERE, OR NOT, HAVE IT STRONGLY TIED TO THE SOCIOECONOMICS COMPOSITION OF THE CAMPUS? WHY IS THAT IMPORTANT? THIS MAY BE A LITTLE OFF SUBJECT. I'VE NEVER UNDERSTOOD HOW THE GAPS GOT THERE. WE'VE NEVER ADDRESSED THAT, BECAUSE YOU CAN'T CLOSE WHAT YOU DON'T UNDERSTAND.

GOOD POINT, YEAH, GOOD POINT.

BUT I GUESS, IN COMPARISON...

IN COMPARING THE SUBGROUPS, THAT'S WHERE YOU LOOK AT WHERE THE GAPS ARE AND HOW YOU TARGET WHAT'S HAPPENING, I MEAN, FOR ALL STUDENTS, BUT ESPECIALLY WHEN YOU'RE LOOKING AT WHAT'S THE DATA REFLECTING? THOSE THAT ARE ECONOMICALLY DISADVANTAGED, THOSE KIDS THAT FALL IN THAT SPECTRUM OF THE POVERTY, AND HOW THAT'S A FACTOR. YOU CAN LOOK AT THE DATA AND LOOK AT, SEE WHAT ADDITIONAL STRATEGIES OR WORK YOU NEED TO DO FOR THOSE GROUPS OF STUDENTS THAT ARE NOT BEING AS SUCCESSFUL. YEAH, AND IT'S A GREAT QUESTION. WE TALK ABOUT CLOSING THE GAPS AND HOW, AND THERE IS SOME GUIDANCE.

HERE, A FEW NUGGETS OF DATA THAT BOARD MEMBERS ARE ASKED TO CONSIDER. WHEN WE GET FURTHER IN THE TRAINING, KIND OF ADDRESS THAT QUESTION. YOU KNOW, NOT A LOT OF TALK ABOUT WHY THEY EXIST, BUT SOME TALK ABOUT WHAT WE CAN DO AS A SYSTEM TO KIND OF CLOSE THOSE GAPS. THE NEAT THING ABOUT THIS IS THAT THIRD DOMAIN KIND OF COMES FROM THE FEDERAL ACCOUNTABILITY REQUIREMENTS, AND SO TEXAS ROLLS IT UP INTO ONE AND MEETS ESSA AND FEDERAL ACCOUNTABILITY REQUIREMENTS, ALONG WITH THEIR STATE ACCOUNTABILITY. SO WE DON'T HAVE TWO DIFFERENT SYSTEMS WE'RE TRYING TO KEEP TRACK OF.

BUT EITHER WAY, 70% COMES FROM THE BETTER OF DOMAIN. ONE OR ONE OF TWO PARTS IN PART TWO, AND THEN ADDING THAT TO THE CLOSING THE GAPS COMPONENT.

THEY DON'T TALK ABOUT IT AS MUCH IN THIS VERSION OF ISO, BUT YOU MIGHT RECALL THAT THERE ARE SOME INSTANCES WHERE THERE'S A FORCED RATING OR DOWN RATING.

IF YOU HAVE FS OR DS OUT OF THREE OF THE FOUR COMPONENTS, OR YOU HAVE ONE CAMPUS IN THE DISTRICT THAT HAS AN F, YOU CAN'T BE RATED. IF YOU WERE MATHEMATICALLY A B OR AN A, YOU'LL BE COMING DOWN ONE GRADE LETTER. DO WE FEEL LIKE THAT'S FAIR? THAT'S LIKE JUDGING ME AGAINST MY BROTHER AND MY SISTER. I MEAN, IF ALL THE MATH PANS OUT.

MATHEMATICALLY, IT'S A TOUGH QUESTION, BUT THE RULES ARE THERE. THE

[01:25:01]

FOR THE YOUNGER GRADES, ALL OF THAT RATING IS BASED ON STAR. THEY AREN'T GRADUATING, OBVIOUSLY. THEY AREN'T GOING TO BE SHIPPING OFF TO THE MILITARY ANYTIME SOON.

BUT THEY ARE PERFORMING, AND SO THEY'RE LEARNING, AND THEY'RE DEMONSTRATING WHAT THEY LEARNED. AND SO IT ALL COMES FROM STAR. YOU LOOK AT THE DOMAIN 1 COMPONENT FOR HIGH SCHOOL, AND OVER 50% OF IT COMES FROM SOMETHING OTHER THAN STAR.

YOU STILL HAVE 40% DEDICATED TO STAR, YOUR EOCS, ET CETERA, BUT THEN THE OTHER COMPONENTS ARE THOSE POST-SECONDARY READINESS OR SUCCESS FACTORS.

GRADUATION RATES, 20%, AND THEN CAREER, COLLEGE, AND MILITARY READINESS AT A 40%. QUICK QUESTION FOR MARK. THAT 20% GRADUATION RATE, DOES THAT INCLUDE PRIDE? OKAY. WHAT WAS THE QUESTION? IF IT INCLUDES PRIDE HIGH SCHOOL. OH, PRIDE, OKAY. SO IF YOU WERE TO GO TO TECHSCHOOLS.GOV AND HAVE A LOOK AT THAT, IF YOU WANT TO LOOK AT JUST YOUR STUDENT ACHIEVEMENT DOMAIN, IT MIGHT LOOK SOMETHING LIKE THIS. THE FAR LEFT SHOWS THAT FINAL RATING, AND THEN IF YOU GO ONE OVER TO THE MIDDLE, YOU CAN LOOK AT THE PROPORTION OF STUDENTS. STUDENTS ENROLLED IN A CAMPUS WITH THE VARIOUS RATING, RIGHT? AND SO FOR THIS EXAMPLE, THAT PINK.

CAN Y'ALL SEE THAT? IT'S SHOWING THAT 39% OF YOUR STUDENTS ARE ENROLLED IN A C RATED SCHOOL, YOU CAN SEE 21% RATED IN A B SCHOOL, AND THEN SO ON AND SO FORTH. ARE YOU SAYING THIS IS THE STATE AS A WHOLE? NO, THIS IS YOUR DISTRICTS INDIVIDUAL COMPONENT, RIGHT? JUST AGAIN, TO GIVE YOU KIND OF A SNAPSHOT OF HOW YOU CAN UTILIZE THAT WEBSITE. AND THEN AGAIN, YOU CAN LOOK AT THE CHANGE OVER TIME. JUST TO BE CLEAR, THIS IS LOCKHART ISD DATA UP HERE? NO, IT'S NOT.

NO, IT'S NOT. NO, IT'S NOT.

THIS IS EVERY BOARD MEMBER TAKING. ISO IS GOING TO SEE THIS STANDARD TEA EXAMPLE.

SURE, THIS IS NOT LOCKHART.

THANK YOU. YEAH, NO, IT'S NOT. AND AGAIN, YOU CAN SEE THE CHANGE OVER TIME AS WELL. VERY IMPORTANT IF YOU TALK ABOUT LEADING STRATEGICALLY AND KIND OF WATCHING FOR TRENDS, AND KIND OF KNOWING HOW TO MONITOR. AND KIND OF WHAT LEVERS YOU MIGHT WANT TO PULL. IF YOU WERE TO CLICK AND CHOOSE SOME OF THOSE, YOU CAN GET, AGAIN, MORE DATA. YOU CAN LOOK SPECIFICALLY. I MEAN, IF YOU IMAGINE YOUR GOAL IS TO BE STRATEGIC, IT DOESN'T TELL YOU A WHOLE LOT HERE, BUT IF YOU DIG DOWN INTO IT, YOU CAN LOOK AND SEE WHERE YOU MIGHT HAVE SOME OR NEED THE MOST SUPPORT. YOU CAN SEE BROKEN DOWN BY SUBJECT.

YOU HAVE ALL SUBJECTS, READING, MATH, SCIENCE, ET CETERA. AND THEN EACH OF THE COLUMNS REPRESENT THE PERFORMANCE LEVELS, APPROACHING, MEETING, AND THEN MASTERS. AND IF YOU GO INTO, FOR EXAMPLE, THE CCMR, YOU GET ALL THOSE HELPFUL FACTORS. AND SO IF ANYONE IS WONDERING, FROM A COMMUNITY PERSPECTIVE, OR JUST A PUBLIC PERSPECTIVE, HOW MANY OF OUR KIDS GO AND LIST? IN THE ARMED SERVICES, OR HOW MANY GOT AN ASSOCIATE'S DEGREE.

YOU CAN LOOK. AT THE DATA BEHIND THAT BIG OVERALL RATING, WHICH IS MORE HELPFUL AT SOME POINT. SOMEONE'S GOT TO BE DIGGING INTO THAT DATA, DETERMINING WHERE CAN WE MAKE MORE GAINS. IF WE'RE MAXED OUT IN THE PERCENTAGE OF KIDS WHO ARE EARNING AN ASSOCIATE'S DEGREE, WHAT MIGHT BE A WAY TO IMPROVE AND MAKE GAINS IF YOU LOOK INTO THE DATA? SO ALWAYS VALUE IN DISAGGREGATING SOME OF THE DATA AND KIND OF UNDERSTANDING WHERE YOU ARE.

YES, SIR. SO YOU'RE SAYING, LIKE, EARNED COLLEGE CREDIT, THERE'S AN EARNED IN ASSOCIATE'S. THAT'S WHILE THEY WERE IN HIGH SCHOOL OR OUT? IN HIGH SCHOOL. SO, YEAH. AND SO THEY WOULD HAVE COUNTED AS MEETING THE CCMR STANDARD BECAUSE THEY EARNED AN ASSOCIATE'S DEGREE WHILE THEY WERE IN HIGH SCHOOL. SO YOU'VE GOT TO HAVE THAT PROGRAM IN EARLY COLLEGE, HIGH SCHOOL.

RIGHT, YEAH. AND IT'S A GREAT POINT BECAUSE, YOU KNOW, SOME DISHES MIGHT NOT OFFER SOME OF THE STUFF YOU SEE HERE, RIGHT? YEAH. BUT, YEAH, YOU WILL FIND YOUR UNIQUE LINEUP UNDER THAT WEBSITE. HOW FAR BACK DOES THIS DATA GO? IT'S A GOOD QUESTION. I DON'T KNOW. DO YOU KNOW, ESPARZA, HOW FAR BACK THIS GOES? I FEEL

[01:30:03]

FOR EXAMPLE, WHEN YOU GO BACK HERE, YOU'LL SEE, I THINK THE OLDEST DATA I'VE SEEN HAS BEEN ABOUT 2017, 18, MAYBE.

BUT YOU WON'T FIND IT ALL FOR SOME. WHERE DO YOU FIND THE MIDDLE OF THAT PIE CHART? I'M ONLINE AND I JUST CLICK ON EVERYBODY AND I CAN'T FIND IT.

AND I HAVEN'T SEEN THAT ONE YET. TO BE HONEST, I'VE NEVER SEEN THAT CHART, TO BE HONEST. I'M ON THE WEBSITE RIGHT NOW. I'VE NEVER SEEN THAT PARTICULAR ONE. I WILL ASK ABOUT THAT ONE. IT'S A GREAT POINT. I HAVE NOT SEEN THAT ONE. SO DOMAIN ONE, AGAIN, HOW STUDENTS PERFORM. FOR ELEMENTARY AND YOUNGER KIDS, THAT'S STAR ONLY.

FOR HIGH SCHOOL, IT INCLUDES OTHER FACTORS, GRADUATION RATES, CCMR. AND THEN YOU HAVE THE MIDDLE ONE, DOMAIN 2, SCHOOL PROGRESS. AND AS WE MENTIONED, WHAT'S UNIQUE IS IT HAS TWO COMPONENTS. SO YOU HAVE A COMPARISON OF HOW STUDENTS ARE PERFORMING, HOW KIDS GREW YEAR OVER YEAR, IF THEY MET THEIR EXPECTED ONE YEAR OF GROWTH. AND THEN, OF COURSE, THEY LOOK AT HOW ONE CAMPUS ACHIEVED OR PERFORMED.

RELATIVE TO CAMPUSES LIKE THEIRS. SO, YOU MIGHT HAVE AN ELEMENTARY CAMPUS WHO ECONOMICALLY LOOKS LIKE A CAMPUS TWO, THREE HUNDRED MILES AWAY. IT'S TEXAS, IT COULD BE SEVEN HUNDRED MILES AWAY, RIGHT? THE POINT IS, YOU'RE GOING TO BE COMPARING CAMPUSES TO CAMPUSES LIKE THEIRS ECONOMICALLY, AND THEY SAY THAT'S AN APPLES-TO-APPLES COMPARISON.

WHY IS IT IMPORTANT TO HAVE THAT COMPARISON, OR MAKE SURE THAT YOU'RE GOING TO, YOU KNOW, RATE A CAMPUS? WHY IS IT IMPORTANT TO RATE A CAMPUS THAT HAS SIMILAR PROPORTIONS OF KIDS ON FREE OR REDUCED LUNCHES.

ONE OF THOSE QUESTIONS THAT YOU GET TO ASK. WELL, IF YOU'RE WANTING TO MOVE TO A LOCATION, YOU SAID EARLIER, MAKE AN APPLE'S COMPARISON IF YOU'RE WANTING TO CHOOSE TO MOVE TO A CERTAIN SCHOOL DISTRICT.

BASED ON THE DATA THAT YOU'RE LOOKING INTO. LEVELS OF PLAYING FIELD? I CAN TELL YOU, TOO, LIKE, WE'VE GONE TO OTHER...

WE'VE VISITED OTHER DISTRICTS TO CHECK OUT, YOU KNOW, WHAT THEY'RE DOING TO GET GREAT RESULTS FOR THEIR KIDS, AND WE LEARNED FROM THEM. WE'VE DONE THAT AS A DISTRICT. IT'S QUITE HELPFUL, YEAH. HAVE YOU EVER SOMETIMES GONE? AND THE ACTUAL ACCOUNTABILITY RATING AND WHAT'S HAPPENING IN PRACTICE IS REALLY NOT ALIGNED AT ALL? I MEAN, DO YOU EVER FIND THAT? I MEAN.

SO THERE WAS ONE DISTRICT. I FORGET THE NAME. THEY'RE PRETTY SMALL, AND ECONOMICS-WISE, IT WAS CHALLENGING. AND I ASKED THEM, WHY DO YOU DO SO WELL? AND ONE OF THE TRUSTEES TOLD ME, WE'RE A FAIRLY SMALL DISTRICT.

OUR TEACHERS KNOW, EVERYONE IN THE SYSTEM KNOWS THAT IF A KID IS NOT PERFORMING WELL, THAT TEACHER WILL GET ON THE PHONE AND GIVE THAT PARENT A PHONE CALL. THERE'S GOING TO BE A DISCUSSION. THEY HAVE THAT LEVEL OF CHECK-IN AND PERSONAL ACCOUNTABILITY. THAT HAS DRIVEN THEIR DISTRICT.

THEY SAID, WE BELIEVE OUR KIDS CAN GRADUATE AND GO COMPETE WITH ANY KIDS OF ANY SIZE, DISTRICT, FROM ANY ECONOMIC BACKGROUND.

IT WAS INTERESTING. NOW, I DON'T KNOW THAT THIS WASN'T THE CASE, BUT THEY DIDN'T TALK AS MUCH ABOUT CURRICULUM. YEAH. AND SO ALL THAT TO SAY, I DON'T KNOW IF THAT WAS DUE TO THE PRESSURE AND THE ACCOUNTABILITY PERSONAL ON A PERSONAL LEVEL, AND OR THE CURRICULUM, OR IF IT WAS JUST THAT DRIVING POINT.

SO I DON'T KNOW. IT'S KIND OF FUNNY TO SEE THAT YOU MIGHT HAVE SOMETIMES WHERE YOU SEE.

ECONOMICALLY, THERE SHOULD BE AN EXPECTATION FOR CAMPUS TO DO HERE, AND THEY DON'T MEET IT. I CAN THINK OF ANOTHER EXAMPLE OF ONE.

ECONOMICALLY, BY STANDARDS, THEY SHOULD HAVE STATISTICALLY BEEN SCORING HIGHER THAN WHAT THEY WERE, BUT THEY WEREN'T AT THE TIME. AND I THINK ONE OF THE CONTRIBUTING FACTORS WAS REALLY FAST GROWTH, A LOT OF FOLKS COMING IN, HAVING TO READJUST, SHUFFLE. AND SO, AND THE DISTRICT ADMITTED IT.

ON PAPER, ECONOMICALLY, WE SHOULD BE PERFORMING MUCH HIGHER. AND SO YOU WOULD CONSEQUENTLY SEE. THEY HAD A LOW RELATIVE PERFORMANCE BECAUSE THEY WERE COMPARED WITH OTHER CAMPUSES LIKE THEIRS ECONOMICALLY, BUT DIDN'T PERFORM AS WELL OBJECTIVELY. SO EVERY SO OFTEN YOU SEE THAT. THAT MISALIGNMENT. SO HERE'S HOW IT LOOKS. YOU HAVE PART A, WHICH IS ACADEMIC GROWTH. DID THAT KID MEET A YEAR'S GROWTH IN MATH AND READING? THAT'S WHAT IT COMES DOWN TO. DID THEY GROW A YEAR IN MATH AND READING? AND THEN, IN PART TWO, IS RELATIVE PERFORMANCE, KIND OF WHAT I ALREADY MENTIONED.

HOW DOES THAT CAMPUS DO COMPARED TO OTHER CAMPUS THAT HAS A SIMILAR DEMOGRAPHICS? ANYWHERE ACROSS THE STATE, NOT JUST IN YOUR REGION, NOT JUST IN YOUR AREA? HERE'S HOW IT LOOKS IF YOU WERE

[01:35:03]

YOU MIGHT SEE A TRANSITION TABLE. IF WE USE THIRD GRADE FOR A BASELINE, FOR EXAMPLE, YOU CAN SEE THAT THE KID MIGHT BE AT A LOW. APPROACHES ONE YEAR, AND THEN THAT SAME STUDENT, WHEN THEY HIT FOURTH GRADE AND TEST, THEY'RE AT MEET STANDARD. I'M THERE AT MEET STANDARD. I'M JUST CURIOUS WHY THE CHART ON THE RIGHT. IT'S NOT THE ACTUAL CHART THAT COMES OUT EVERY YEAR FROM THE REAL RESULTS, AND IT'S A CHART THAT LOOKS MUCH DIFFERENT. IS IT LESS OF A CURVE AND MORE OF A STRAIGHT LINE? I DON'T KNOW. I MEAN, MARK'S BEEN SHOWING US THAT GRAPH EVER SINCE HE'S BEEN HERE. AND IT KIND OF SHOWS THAT, YOU KNOW, THEY WANT TO SAY PIE IN THE SKY, BUT THERE'S A PRETTY DISTINCT CORRELATION BETWEEN... YOU KNOW CERTAIN DISADVANTAGES OF SCHOOLS AND HOW THEY'RE GOING TO END UP BEING RATED VERSUS SCHOOLS OF A HIGHER.

AND AND THIS IS FROM THIS IS FROM A SCHOOL BOARD, A TEAM OF EIGHT WHO HAS THE GOAL THAT EVERY CAMPUS WILL WILL GET AN A AND AND. AND WE BELIEVE THAT IT'S JUST A LITTLE DISINGENUOUS WHEN YOU DOCTOR THE SLIDES TO TO NOT SHOW THE TRUTH AND HOW HARD IT IS TO GET THERE.

LIKE THE ONE I MENTIONED, I MEAN, THEY WOULD HAVE BEEN IN A UM, WELL, THEY ARE.

IN TERMS OF ACHIEVEMENT, BY RELATIVE PERFORMANCE, THEY ARE NOT. THANKFULLY, THE SYSTEM REWARDS A BETTER OF GROWTH OR PERFORMANCE, SO THEY WOULD HAVE GOT THAT THEY EARNED, BUT JUST NOT IN COMPARISON TO THE PEERS, WHO WERE ALSO DOING WELL ECONOMICALLY. BUT IN THIS CASE, YOU WOULD SEE AGAIN, AND I'LL ASK IT BECAUSE IT'S THERE, WHY IS IT IMPORTANT TO COMPARE YEAR-OVER-YEAR GAINS? WHY IS IT IMPORTANT? IT'S OUR GROWTH. AND IF YOU AREN'T SEEING THE GROWTH THAT YOU WANT, WHAT DO YOU THINK ABOUT? HOW DO YOU TROUBLESHOOT THE SYSTEM? WHAT DO YOU LOOK AT? HOW DO YOU KIND OF DIG DOWN TO DETERMINE WHY WE AREN'T SEEING THAT GROWTH? IS IT A TRAINING, PROFESSIONAL DEVELOPMENT ISSUE? IS IT A CURRICULUM AND INSTRUCTION ISSUE? AT LEAST I'M GETTING TO KIND OF KNOW HOW TO TROUBLESHOOT.

OR IS IT BECAUSE THE ACCOUNTABILITY CHANGED PART OF IT? THE OLD SLIDE USED TO SHOW KIND OF THE STANDARD DEVIATIONS ABOVE THE MIDLINE TO SHOW HERE AT B OR C. I THINK IT'S WORTH NOTING FOR A DISTRICT LIKE YOURS THAT HAS HIGH ASPIRATIONS, IT DOESN'T MATTER WHERE YOU ARE ON THIS CHART ECONOMICALLY, YOU'RE LOOKING AT THESE TOP PERFORMERS HERE WHO DEFY THE...

STATISTICS. THIS GOES BACK TO REMIND YOU THAT EXPECTATIONS MATTER, LEADERSHIP MATTERS. SO IF YOU WERE TO LOOK AT THE, AGAIN, THE SAME WEBSITE, WE'RE GOING TO HAVE TO STAY HERE A LITTLE BIT LONGER, AND LOOK AT DOMAIN TWO, YOU WOULD SEE, AGAIN, SOME VERY IMPORTANT THINGS.

LOOK AT HERE'S A GREAT EXAMPLE OF WHAT WE'RE TALKING ABOUT WHEN YOUR CALCULATION WILL INCLUDE THE BETTER OF SCHOOL PROGRESS. WELL, SORRY, IN SCHOOL PROGRESS, THE BETTER OF ACADEMIC GROWTH OR RELATIVE PERFORMANCE.

IN THIS CASE, WHERE DID THE DISTRICT SHINE THE MOST ACADEMIC GROWTH? RIGHT. SO IT'S GOING TO BE CARRIED OVER TO THEIR SCHOOL PROGRESS RATE AND THEY'RE GOING TO USE THAT ONE. IF YOU LIVE IN AN AREA, FOR WHATEVER REASON, THE KIDS COME TO SCHOOL NOT QUITE AS READY.

BUT YOUR SYSTEM UNDERSTANDS WHAT IT MEANS TO GROW KIDS, YOU'LL BE LOOKING AT A SYSTEM THAT TAKES THE GROWTH THAT GOES INTO THEIR COMPONENT. IF YOU HAVE A SITUATION WHERE YOUR KIDS COME IN ON GRADE LEVEL OR HIGHER AND THEY'RE ALREADY JUST DOING REALLY WELL, THEN YOU'LL PROBABLY BE A DISTRICT. THAT TAKES THE RELATIVE PERFORMANCE INTO YOUR CALCULATION. AND AGAIN, FOR WHAT IT'S WORTH, I HAVE NOT SEEN THAT ON THE ACTUAL WEBSITE, BUT IT'S THERE. THE PROPORTION OF KIDS WHO ATTEND CAMPUSES WITH VARIOUS RATINGS IS PROVIDED. AND IF YOU WANT TO TAKE A SYSTEMS APPROACH, THAT'S WORTH, THAT'S DATA WORTH HAVING AND WORTH NOTING. THAT TOP, DOES IT SAY STILL PROGRESS SUMMARY? OKAY. ALL RIGHT, THE QUESTION, WHY IS IT IMPORTANT TO MEASURE STUDENT ACHIEVEMENT AND STUDENT GROWTH IN THE PERFORMANCE EVALUATION SYSTEM? WHY IS IT IMPORTANT TO DO BOTH, NOT JUST ONE OR THE OTHER? I'D LIKE TO KNOW WHAT TEA THINKS.

WHAT DO THEY THINK? I WOULD SAY THAT TEA THINKS THAT. THIS IS THE FIRST OF ITS KIND TO MEASURE RECOGNIZED GROWTH, AND THAT GROWTH, MEASURING GROWTH, REWARDS THE HARD WORK OF TEACHERS IN OUR SYSTEMS. I MEAN, IT USED TO BE THAT YOU JUST PASSED OR YOU FAILED, THAT WAS IT. I THINK IT MAKES PERFECT SENSE TO MEASURE GROWTH. WE CAN'T ALWAYS CONTROL, AGAIN, WHERE A KID COMES IN, THE FACTORS THAT THEY FACE THROUGHOUT THE YEAR.

BUT IF WE CAN LOOK AT OUR SYSTEM AND UNDERSTAND WHAT IT TAKES TO HELP A KID MAKE PROGRESS WHERE THEY ARE. AND WE DO THAT IN OUR DISTRICT. OUR 1.5 IS EXACTLY THAT. AND YOU'VE SET STRINGENT GOALS, RIGHT? YEAH. YOU ALL ARE THE KIND OF SYSTEM, YOU REPRESENT THE KIND OF SYSTEM THAT SAYS. WE HAVE HIGH EXPECTATIONS AND WE BELIEVE GROWTH IS IMPORTANT.

AND YOU'VE BEEN ROCKING 1.5 FOR A WHILE. AND I LOVE HOW YOU ALL HAVE COMMITTED TO THAT.

[01:40:02]

WHEN THERE'S NOT A GROWTH MEASURE, THOSE KIDS GET LEFT BEHIND.

BECAUSE WHEN SCHOOLS ARE PLAYING EDUCATIONAL TRIAGE AND THEY THINK THE KID IS LACK OF BETTER TERMS. YOU KNOW, HOPELESS TO HELP THEIR SCHOOL RATING.

WE SAW WHAT HAPPENED WHEN THERE WASN'T A GROWTH MEASURE, AND SADLY, SOME OF THOSE KIDS DIDN'T GET ANY SUPPORT. SO WHEN ALL KIDS ARE MEASURED BY THEIR GROWTH, IT FORCES SCHOOLS TO ENSURE THAT ALL KIDS ARE GETTING THE SUPPORT THEY NEED.

ABSOLUTELY. THANK YOU FOR THAT. AND IT GOES BACK TO THAT QUESTION, THE GAPS EXIST. THERE MIGHT BE A NUMBER OF REASONS, BUT WHAT DO WE DO? HOW DO WE RESPOND TO THEM? AND YOU'RE RIGHT, IT COULD BE A SITUATION WHERE IF 50% OF THE STUDENT POPULATION COULD SCORE SO HIGH THAT THE OVERALL AVERAGE OF THE DISTRICT IS X, Y, AND Z, AND THAT MEETS STANDARD, YOU COULD GO FOR 5, 10 YEARS WITH KIDS UNDERPERFORMING, GETTING LEFT BEHIND.

BUT CLOSING THE GAPS, DOMAIN 03, IS DESIGNED TO MAKE SURE THAT DOESN'T HAPPEN. IT'S DESIGNED TO MAKE SURE THAT, AGAIN, POVERTY ISN'T A STRONG CORRELATION TO THE FINAL RATING. AND IT'S MADE TO ENSURE THAT EVERY KID GETS THE ATTENTION THAT THEY NEED. RIGHT? SO DOMAIN THREE IS MEANT TO HELP ENSURE THAT ATTENTION IS GIVEN TO EVERY STUDENT, LIKE YOUR SUPERINTENDENT JUST SAID. AND THESE RATINGS LOOK AT GROUPS OF STUDENTS SEPARATELY, RIGHT? AND THEN HIGHER GRADES ARE AWARDED TO ALL GROUPS IF STUDENTS ARE DOING WELL IN TERMS OF ACADEMIC GROWTH AND STUDENT ACHIEVEMENT. IF YOU RECALL, I THINK THERE WERE SOME 74 INDICATORS UNDER DOMAIN THREE IN PRIOR ITERATIONS OF THE ACCOUNTABILITY SYSTEM.

YOU WERE REQUIRED TO KIND OF, OR YOU WERE RATED ON. ALL THOSE INDICATORS AND CLOSING THE GAPS. NOW WE'RE GOING TO BE RATING ON JUST ALL STUDENT GROUPS AND THEN THE FOUR WHAT THEY CALL SUPER GROUPS. AND THEN THOSE ARE CALLED HIGH FOCUS GROUPS. AND THEN THERE ARE TWO MORE. LET ME MAKE SURE I GET IT RIGHT.

YEAH. OKAY, THE TWO LOWEST PERFORMING RACIAL ETHNIC GROUPS. THAT WAS THE ONE I FORGOT. AND SO YOU CAN SEE THE ONE WITH DOUBLE ASTERISKS BY THOSE. THOSE ARE THE ONES THAT ARE GOING TO BE YOUR HIGH-FOCUS GROUPS.

HIGHLY MOBILE, CURRENT SPED, CURRENT IMMERSION, BILINGUAL ENGLISH LANGUAGE LEARNERS, AND THEN ECONOMIC DISADVANTAGED STUDENTS. SO ONLY THOSE GO INTO THE CALCULATIONS. THE ONE GROUP THERE, THE ONE THAT WAS PREVIOUSLY IDENTIFIED, OUR FORMER SPECIAL ED STUDENT, WE HAD A BIG PROBLEM WITH THAT. WHEN I WAS AT THE JUNIOR HIGH AND THEN EVEN WHEN I WAS AT PRIDE, WHERE WE WOULD GET STUDENTS THAT WERE IN SPECIAL ED WHEN THEY WERE UP THROUGH JUNIOR HIGH. AND FOR SOME REASON, THEY DECIDED BEFORE THEY WENT TO HIGH SCHOOL, THEY DON'T NEED IT ANYMORE.

BUT THEY'RE USED TO THE SUPPORT AND THE SYSTEMS, SO NOW WHEN THEY'RE IN HIGH SCHOOL, THEY CAN'T BE SUCCESSFUL ANYMORE BECAUSE THEY NEEDED THAT SUPPORT. BUT AND I'M NOT SURE EXACTLY HOW THEY DECIDED THAT. SOMETIMES THEY DECIDED THAT JUST BECAUSE THEY FEEL LIKE. YOU KNOW, THE MAGICAL PERCENTAGE THAT YOU COULDN'T HAVE ABOVE A CERTAIN AMOUNT, SO THEY WOULD DO IT TO ADJUST THE NUMBERS. AND THOSE KIDS WERE, YOU KNOW, WHEN THEY GET TO HIGH SCHOOL AND HAD TO PASS THAT EXIT EXAM, THEY COULDN'T DO IT. AND SO GUESS WHAT? THEY NEVER GRADUATED. IT'S KIND OF SIMILAR, YOU KNOW, SCREENING, AND, YOU KNOW, WHAT'S THE, I WOULD SAY, GENERALLY SPEAKING, SCREENING AND TESTING PROCESSES THAT CATCH KIDS WHO DO QUALIFY FOR SERVICES CAN MAKE THE DIFFERENCE IN CERTAIN OUTCOMES AND RATINGS. IF YOU HAVE A KID WHO NEEDS SUPPORTS, BUT THEY AREN'T GETTING THOSE SUPPORTS BECAUSE THEY HAVEN'T BEEN THROUGH SCREENING, HAVEN'T BEEN RECOGNIZED AS SUCH, THEY'LL HAVE AN IMPACT AS WELL.

SO KIDS WHO ARE FORMER SPED AND FOR WHATEVER REASON, NO LONGER CLASSIFIED AS, YEAH,

[01:45:01]

HOUSE BILL 8 FROM THIS CURRENT SESSION LAID OUT SOME EXPECTATIONS, SOME COMMITMENTS, AND WE'LL KIND OF GO OVER THOSE BRIEFLY.

THERE WILL BE A FIVE-YEAR REFRESH NOW, EXPLICITLY CODIFIED, SO IT'S NOT GOING TO BE JUST KIND OF, IT'LL BE OFFICIAL, LET'S PUT IT THAT WAY. THE COMMISSIONER IS PROHIBITED FROM RAISING CUT SCORES OUTSIDE OF THAT REFRESH CYCLE. AND SO IF YOU HEAR YOUR TRUSTEE, FRIENDS, OR ANYONE SAYING, OH, THEY'RE CHANGING THINGS TOO OFTEN, JUST REMIND THEM THAT.

IT'S GOING TO BE EVERY FIVE YEARS. IT WON'T BE BEFORE THAT.

IN FACT, IT'S PROHIBITED IN THE CODE FOR THE COMMISSIONER TO DO THAT. ALSO, YOU'RE GOING TO HAVE THAT COMMUNICATION TWO YEARS OUT. SO YOU'LL HAVE A TWO-YEAR WARNING OR NOTICE, I SHOULD SAY, WARNING OR NOTICE, THAT A CHANGE IS COMING. AND THEN, OF COURSE, YOU'LL HAVE THOSE WHAT-IF RATINGS FOR THOSE TWO YEARS. SO IT'LL GIVE DISTRICTS AMPLE TIME TO PREPARE FOR THOSE DATA THAT ARE COMING OUT. AND THEN WHATEVER APPROPRIATE COMMUNITY COMMUNICATIONS OR MESSAGING TO ACCOMPANY, YOU'LL HAVE TIME TO GET THAT TOGETHER AS WELL.

HERE'S HOW IT LOOKS. WE ARE RIGHT THERE IN THE ORANGE, THE CUT POINTS AND ALL THE UNDERLYING CALCULATIONS. ARE GOING TO REMAIN THE SAME UP THROUGH 26-27. THIS UPCOMING YEAR, YOU'LL GET THE 2026 WHAT-IF AND THEN ANOTHER WHAT-IF TO KIND OF GET YOU PREPPED, AND THEN YOU'LL SEE A NEW METHODOLOGY COMING OUT. THERE'S GOING TO BE DIFFERENT CUT POINTS AND ALL THAT STUFF, BUT THEY WILL REMAIN THE SAME FOR FIVE YEARS. HERE'S WHEN YOU WILL SEE THAT NEW TEST. I DON'T KNOW AGAIN SPECIFICALLY IF IT'LL BE A THROUGH F HOW IT'LL LOOK, BUT YOU'LL SEE. IT WILL BE THE SAME FOR FIVE YEARS AS IT HAS BEEN FOR THIS CURRENT CYCLE. SO, ESPERANZA INTRODUCED SOME LEARNING OBJECTIVES. I'M GOING TO TEST YOU ON THEM. WHAT THREE DOMAINS MAKE UP THE A THROUGH F SYSTEM? STUDENT ACHIEVEMENT, PROGRESS, AND THE CLOSING ACHIEVEMENT GAP. AND HOW MANY PARTS ARE THERE TO THE SECOND ONE? TWO. AS REQUIRED BY STATUTE, THE A THROUGH F SYSTEM IS MANDATED TO BE UPDATED EVERY HOW MANY YEARS? FIVE YEARS. AND THE LAST ONE, HOW IS AN A THROUGH F ACCOUNTABILITY SYSTEM HELPFUL FOR ALL COMMUNITY MEMBERS TO UNDERSTAND CURRENT ACADEMIC PERFORMANCE. SO THEY'LL KNOW HOW STUDENT LEARNING IS MEASURED AND IF STUDENTS ARE ACTUALLY MASTERING. THEY'LL KNOW HOW IT'S MEASURED.

THEY'LL PROBABLY UNDERSTAND WHAT AN A THROUGH AN F MEANS IF THEY WERE IN THE SCHOOL SYSTEM ANY TIME RECENTLY. KIND OF MAYBE HAVE A LITTLE SHOCK, BUT ANYWAY, YEAH. AND THEN THE OTHER HELPFUL THING IS KIND OF BEING ABLE TO LOOK AT TRENDS, RIGHT, SEEING HOW YOUR SYSTEM HAS GROWN OVER THE YEARS. I THINK YOU ALL, IN THE INTEREST OF TIME, WE'RE GOING TO FOREGO THAT QUESTION, SO YOU ALL UNDERSTAND HOW THAT LOOKS.

BUT I WANT TO DRIVE IT HOME WITH THESE, AND I THINK IT'S SOMETHING THAT YOU ALL CAN REALLY APPRECIATE AND UNDERSTAND. YOU'VE BEEN AT IT FOR A NUMBER OF YEARS, REALLY HIGH EXPECTATIONS, 1.5.

WE'VE SHARED THAT WITH OTHER TRUSTEES AND BOARDS ACROSS THE DISTRICT.

BUT HIGH EXPECTATIONS START, FOR STUDENTS, START WITH HIGH EXPECTATIONS FOR LEADERSHIP. I'M SURE THAT WITH THAT 1.5, THERE ARE EXPECTATIONS YOU HAVE FOR YOUR SUPERINTENDENT, FOR THE FOLKS UNDER HIM, ALL THE WAY DOWN TO CAMPUS-LEVEL LEADERS, AND EVEN TEACHERS IN THEIR OWN RIGHT, ARE LEADERS IN THE CLASSROOM.

I'M SURE THAT WHEN YOU MAKE DECISIONS, IT'S DRIVEN BY THE BELIEF THAT ALL KIDS CAN LEARN AT HIGH LEVELS. I DON'T THINK YOU WOULD HAVE SET THE GOAL FOR EVERY CAMPUS AT BNA IF YOU DIDN'T BELIEVE THAT KIDS COULD LEARN AT HIGH LEVELS. AND THEN, OF COURSE, THE EXPECTATIONS THAT YOU ARE SETTING. AND YOU EXPECT THEM TO FULFILL, THEY NEED SUPPORT, MAKE THEM A REALITY. AND YOU MENTIONED A FEW OF THOSE TONIGHT. SO I KNOW THIS WILL REST WELL WITH YOU, THE IDEA THAT LEADERSHIP MATTERS AND EXPECTATIONS MATTER. AND WITH THAT, WE'RE GOING TO TURN IT BACK OVER TO Y'ALL. DIDN'T WANT THAT. WE'RE GOING

[01:50:01]

YOU SAW IT? IT WASN'T REAL.

OKAY, SO WE'RE GOING TO CONTINUE MOVING ON WITH OUR LEARNING OBJECTIVES FOR THIS SECTION. WE'VE GONE THROUGH A THROUGH F ACCOUNTABILITY.

WE'VE GONE THROUGH THE STAR.

WE'VE GONE THROUGH THE TEXT.

NOW WE'RE LOOKING AT EFFECTIVE INSTRUCTION PLUS TALENT AND WHAT THAT LOOKS LIKE. AND THIS IS UNDER FOUNDATIONAL KNOWLEDGE.

NOW THIS IS SOMETHING NEW THAT WE HAVE NOT EXPOSED OUR TRUSTEES TO BEFORE, BUT WE'RE THANK YOU. GOING TO DIG IN. THIS IS WHAT OUR OBJECTIVE IS. WE'LL UNDERSTAND THE IMPORTANCE OF HIGH QUALITY INSTRUCTIONAL MATERIALS AND HOW TO SUPPORT IMPLEMENTATION WITH INTEGRITY TO IMPROVE STUDENT OUTCOMES AND TO CHECK OUR LEARNING. THESE ARE THE QUESTIONS THAT WE'RE GOING TO ASK AT THE END AS WELL. WHAT INSTRUCTIONAL MATERIALS IS THE DISTRICT USING? WHAT QUESTIONS WOULD YOU LIKE TO ASK YOUR SUPERINTENDENT AFTER THIS TRAINING ABOUT YOUR DISTRICT'S INSTRUCTIONAL MATERIALS? HOW DOES UNDERSTANDING YOUR DISTRICT'S INSTRUCTIONAL MATERIALS HELP YOU IN YOUR ROLE OF OVERSIGHT AS A TRUSTEE? NOW, JUST SOME THINGS TO NOTE IS THAT THE STRUCTURE IS CHANGING. BEFORE, IT WAS JUST CHECKING FOR UNDERSTANDING AND YOU COULD REITERATE WHAT WE WERE TELLING YOU, RIGHT? THIS STRUCTURE IS ACTUALLY APPLICATION. WHAT IS ACTUALLY HAPPENING IN YOUR DISTRICT? SO THIS IS A DIFFERENT STRUCTURE.

SHE'S GOING TO LOOK A LITTLE BIT DIFFERENT.

SO IT'S A LITTLE BIT MORE THOUGHT-PROVOKING. YOU MIGHT NOT KNOW THE ANSWERS TO THIS YET. AND WE ARE NOT GOING TO FIND THE ANSWERS IN THE CONTENT THAT WE'RE LOOKING AT. BECAUSE IT'S NOT SPECIFICALLY TO YOUR DISTRICT.

BUT BY TALKING ABOUT IT, IT MIGHT YOU MIGHT THINK, OH YEAH, WE DO THAT BECAUSE AS TRUSTEES, WE DO HAVE TO APPROVE THE ADOPTION OF MATERIALS, RIGHT? SO THAT IS SOMETHING THAT WE DO. SO THESE ARE SOME THINGS TO THINK ABOUT. AND THE CORE IDEA OF EFFECTIVE INSTRUCTION IS, IN ORDER TO LEAD AN INSTITUTION, YOU MUST UNDERSTAND THE INSTITUTION. NOW, WE ARE NOT SAYING THAT TRUSTEES NEED TO GET INTO THE WEEDS. AND KNOW ALL THE DETAILS, HOWEVER, YOU SHOULD HAVE AN UNDERSTANDING, A GENERAL UNDERSTANDING OF IT. TRUSTEES MUST BE CURIOUS. THINK ABOUT SYSTEMS AND SUPPORT CHANGES THAT IMPROVE STUDENT LEARNING, AND THIS REQUIRES THE BOARD TO FOCUS ON STUDENT OUTCOMES AND THE CRITICAL ENABLING SYSTEMS. THROUGH DISCIPLINE, COURAGE AND COMMITMENT, DISCIPLINE, COURAGE AND COMMITMENT. SO WE'RE GONNA LOOK AT THAT IN JUST A MOMENT. SO WHAT DO WE FOCUS ON TO GET THE MOST IMPROVEMENT FROM THE MOST STUDENTS? WHAT DO YOU THINK? WHAT ARE YOUR THOUGHTS? STRONG CURRICULUM.

YEAH, QUALITY INSTRUCTION.

QUALITY INSTRUCTION, RIGHT? AND YOU'LL SEE THAT BECAUSE THE PRIMARY ATTENTION SHOULD BE FOCUSED IN THE CLASSROOM. NOW WE'RE NOT SAYING TRUSTEES TO GO INTO CLASSROOMS AND LOOK AT THE INSTRUCTION, BUT WE KNOW THAT OUR DECISIONS ON THE BOARD LEVEL IS GOING TO IMPACT THE CLASSROOM, RIGHT? IT'S GOING TO IMPACT.

THE THINGS YOU ADOPT, THE BUDGET YOU SET, THOSE THINGS ARE GOING TO IMPACT THE CLASSROOM, WHETHER YOU HAVE THE STAFF THAT YOU NEED TO DO INTERVENTION, ET CETERA. ALL OF THAT IMPACTS THE CLASSROOM.

LACK OF FUNDING FROM THE STATE LEVEL IMPACTS THE CLASSROOM.

IT TRICKLES ALL THE WAY DOWN, RIGHT, TO OUR CLASSROOM.

THAT'S WHERE IT STARTS. YES, AND MAKING SURE THAT WE UNDERSTAND HOW ARE WE GOING TO GET IMPROVEMENTS WITH OUR STUDENTS. WE NEED TO LOOK AT EVERYTHING THAT IMPACTS THE CLASSROOM. AND I KNOW AS DISTRICTS ARE FACING DEFICIT BUDGETS AND HAVING TO MAKE CUTS, EVEN LIKE MY DISTRICT, WE TRY TO KEEP IT AWAY FROM THE CLASSROOM AS MUCH AS POSSIBLE, RIGHT? BECAUSE WE DON'T WANT TO IMPACT THE CLASSROOM TO THAT EXTENT. SO, KEEPING OUR PRIMARY ATTENTION ON THE CLASSROOM. SO HOW CAN WE DO THIS? WELL, WE MUST MAKE SURE TO BE TRUE.

IN A CLASSROOM, FOR STUDENTS TO THRIVE, WE NEED TO HAVE WELL-TRAINED, SUPPORTED TEACHERS, LOVING DISCIPLINE, ENGAGING CLASSROOM CULTURE, HIGH-QUALITY LESSON CONTENT, EFFECTIVE INSTRUCTIONAL DELIVERY. SO EXCELLENCE FOR ALL STUDENTS

[01:55:01]

SO WE'RE GOING TO DIVE INTO THAT. YES, SAM? I WAS JUST GOING TO SAY ON THE LAST SLIDE, THE INSTRUCTION THERE, THE EFFECTIVE INSTRUCTION DELIVERY.

YES. A LOT OF, I THINK SOMETIMES TEACHERS, BECAUSE THEY'RE SO BUSY DRILLING AND KILLING, THAT THEY FORGET THAT CERTAIN STUDENTS HAVE A BIT OUT OF THE OTHER.

SOME STUDENTS CAN SIT THERE AND LECTURE TO THEM ALL DAY, AND THEY GET IT. AND SOME STUDENTS, IF YOU DON'T DRAW THEM A PICTURE, THEY WILL NEVER GET IT. SO THEY NEED TO BE SURE THAT THEY ADDRESS THE... AND THERE'S DIFFERENT WAYS TO LEARN, RIGHT? AND I THINK WHEN YOU HAVE THOSE WELL-TRAINED, SUPPORTED TEACHERS, THEY WILL DIFFERENTIATE THEIR TEACHING TO MAKE SURE TO HAVE THE BIGGEST IMPACT IN THEIR CLASSROOM. KNOWING THAT ESPERANZA HAS TO MOVE AROUND, RIGHT, IN ORDER TO TAKE IT ALL IN.

SAM NEEDS A VISUAL TO LEARN.

SO WHEN WE HAVE THOSE WELL-TRAINED, SUPPORTED TEACHERS, THEY'RE ABLE TO HAVE THAT HIGH IMPACT ON OUR STUDENTS. BECAUSE WE KNOW THAT WE NEED TO INDIVIDUALIZE FOR OUR STUDENTS AND DIFFERENTIATE. SO GOOD POINT, SAM. SO WHAT MUST BE MANAGED IN A SCHOOL TO ENSURE ALL STUDENTS THRIVE IN ALL CLASSROOMS AT THE SCHOOL? THERE ARE FIVE CRITICAL CAMPUS SYSTEMS THAT WE'RE GOING TO LOOK AT TODAY.

WE'RE GOING TO LOOK AT LEVER ONE. WHO CAN READ IT FOR ME? STRONG SCHOOL LEADERSHIP.

STRONG SCHOOL LEADERSHIP AND PLANNING. LEVER TWO? STRATEGIC STAFFING. LEVER THREE? POSITIVE SCHOOL CULTURE.

POSITIVE SCHOOL CULTURE. LEVER FOUR? HIGH QUALITY INSTRUCTIONAL MATERIALS AND ASSESSMENTS. OKAY, AND LEVER FIVE? EFFECTIVE INSTRUCTION.

SO THOSE ARE THE FIVE THINGS THAT ARE CRITICAL TO HAVE A STRONG CAMPUS SYSTEM.

SO WE ARE GOING TO DIVE A LITTLE BIT DEEPER INTO THAT. REMEMBER, WE TALKED ABOUT THIS AND I WAS WRONG, AND SO IS OREN. IT IS 429.

HIGH POVERTY CAMPUS EARNED AN A IN 22-23. SO 429 OREN. WE GOT TO REMEMBER THAT NUMBER. AND THE TAKEAWAY FROM THIS SLIDE IS THAT THERE IS SOLID EVIDENCE THAT POVERTY IS IS NOT DESTINY.

NOW, I'M GOING TO ADD A LITTLE... A QUICK, PERSONAL STORY HERE. SO I WAS A FOURTH GRADE BILINGUAL TEACHER IN THE HIGHEST LOW SOCIOECONOMIC SCHOOL IN OUR DISTRICT. AND BECAUSE WE SET THE EXPECTATIONS, THOSE HIGH EXPECTATIONS FOR OUR STUDENTS, THEY WERE ABLE TO ACCOMPLISH, RIGHT? BECAUSE WE OFTEN HEARD, AND THIS... OUR THINKING IS SO DIFFERENT NOW THAN IT WAS EVEN 10 YEARS AGO, RIGHT? IT WAS SO DIFFERENT, BUT EVEN BACK THEN, YOU KNOW, WE WOULD HEAR THINGS LIKE, WELL, POVERTY IS, YOU KNOW, DOESN'T ALLOW THEM TO ACCOMPLISH MUCH, OR THEY CAN'T GET AN A, BECAUSE THAT IS A LOW SOCIOECONOMIC SCHOOL. BUT SEEING THAT THERE ARE POCKETS THAT ARE DOING, IT IS SOMETHING TO KIND OF...

STRIVE FOR RIGHT? MY KIDS WERE SUCCESSFUL BECAUSE WE DID HAVE THOSE HIGH EXPECTATIONS. AND EVEN THOUGH SOME STUDENTS CAME WITH DEFICITS IN VOCABULARY AND EXPERIENCES, WE WERE ABLE TO PROVIDE A REALLY STRONG FOUNDATION AT OUR CAMPUS. BUT AGAIN, POVERTY IS NOT A DESTINY. AND THAT IS JUST THE TAKEAWAY FROM THIS SLIDE. AND I AGREE WITH THAT A HUNDRED PERCENT.

AND SO WHEN THOSE CAMPUSES WERE EARNING THOSE A RATINGS, WE ALSO SAW THE ACCOUNTABILITY, THE A THROUGH F THING START TO CHANGE AGAIN. BECAUSE WE WERE ONE OF THOSE DISTRICTS THAT WAS MOVING UP, AND UH-OH, THE TARGET SUDDENLY MOVED AGAIN. SO TEA CAN'T EXPLAIN THAT AWAY, AND I AGREE WITH THEM 100%. POVERTY IS NOT

[02:00:01]

IT DOESN'T MATTER WHETHER THEY'RE POVERTY OR NOT. THEY CAN ALL LEARN. AND PART OF THAT IS THE EXPECTATION OF THE SCHOOL AND THE TEACHERS.

AND PART OF THAT IS THE STUDENT AND THE FAMILY. AND THAT'S WHY YOU HAVE TO MAKE A CONNECTION WITH THE FAMILY. BECAUSE A LOT OF TIMES, THE PARENTS DON'T BELIEVE THAT THE STUDENT CAN LEARN. STUDENT CAN DO THAT, AND BEING FROM HUMBLE BEGINNINGS, I ALWAYS USE THAT AS MOTIVATION RATHER THAN AN EXCUSE. AND SO I THINK WE NEED TO GET OUR KIDS TO UNDERSTAND THAT. YOU CAN ACHIEVE WHATEVER YOU CHOOSE TO ACHIEVE, AND THE ONLY THING THAT CAN HOLD YOU BACK IS YOU BREAKING THAT CYCLE AND MENTALITY. WELL, I'M CURIOUS TO KNOW WHY THEY DIDN'T HAVE LIKE 24 25 IN THERE, WHY DON'T WE GO WITH 22-23.

THOSE 429, I WONDER HOW MANY OF THOSE 429 ARE STILL UP THERE. YEAH. NO, THAT'S 2022-23. CONVENIENTLY. IT'S HARD TO BREAK THE CYCLE, LIKE YOU SAID, THOUGH, IF YOU DON'T HAVE THE PARENTS AND THE PRESCHOOL AND THAT BELIEF.

DEFINITELY. AND, YOU KNOW, AS A BILINGUAL CERTIFIED TEACHER FOR 11 YEARS IN THE LOWEST SOCIOECONOMIC SCHOOLS.

YOU KNOW, I TRIED TO INSTILL THAT FOR THE STUDENTS THAT DIDN'T HAVE THAT, I TRIED TO INSTILL THAT BELIEF. AND SO OUR MOTTO WAS SI SE PUEDE. SO I HAVE STUDENTS THAT HAVE GRADUATED FROM TEXAS, A&M, FROM UT THAT HAVE COME BACK AND SAID, WOW. YOU TOLD ME THAT IN PRE-K AND IN FIRST GRADE, AND IN FOURTH GRADE WHEN YOU HAD ME, AND I BELIEVED IT. SO IT IS AN OPPORTUNITY FOR US TO WORK HARDER IN MAKING SURE THAT OUR KIDS ARE EQUIPPED.

WITH THAT ATTITUDE AND BREAKING THAT CYCLE, AND ACTIONS SPEAK LOUDER THAN WORDS. AND I KNOW, AS A BILINGUAL CERTIFIED TEACHER AS WELL. I SAW THE POVERTY IN MY CAMPUS, SO I STARTED A CLOTHES CLOSET, I STARTED A FOOD PROGRAM BECAUSE I WANTED MY STUDENTS TO UNDERSTAND, AND NOT JUST MY STUDENTS.

BECAUSE NOW I RUN IT FOR THE WHOLE DISTRICT, RIGHT? AND SINCE 2018 I'VE BEEN RUNNING A FOOD PROGRAM AND A CLOTHES PROGRAM. SO TO REMOVE BARRIERS, SO OUR STUDENTS CAN JUST FOCUS, I TELL THEM TWO THINGS. I WANT YOU TO HAVE FUN AND I WANT YOU TO LEARN. THOSE ARE THE ONLY TWO THINGS. KIDS SHOULD NOT BE WORRIED ABOUT EATING. FOOD IN THEIR BELLY, AND THEY SHOULDN'T WORRY ABOUT NOT HAVING CLOTHES. SO, AGAIN, OUR COMMUNITY CAN BE GREAT PARTNERS IN REMOVING SOME OF THOSE BARRIERS FOR OUR STUDENTS AND LETTING THEM EXCEL. RIGHT WHEN THEY'RE FOCUSED ON LEARNING AND HAVING FUN INSTEAD OF FOOD IN THEIR BELLY, RIGHT? SO AGAIN, AND I WOULD ALWAYS TELL MY STUDENTS THAT, YOU KNOW, ONLY BECAUSE YOU'RE POOR. I WAS POOR, I CAME FROM THE EDGEWOOD DISTRICT, I WAS POOR, BUT I DIDN'T MAKE THAT MY DESTINY, RIGHT, SO I TRY TO USE EXAMPLES, HOWEVER, IT TAKES ALL OF US, IT TAKES A VILLAGE TO REALLY DO THAT FOR OUR STUDENTS. THAT'S A TAKEAWAY FROM HERE. I ATTENDED A SESSION WHEN I WAS IMPRESSED WHEN I FIRST HEARD ABOUT A SCHOOL DISTRICT DOWN THE VALLEY THAT WAS HAD AN A RATING. AND OF COURSE, MOST PEOPLE IN THE DISCUSSION WERE TALKING ABOUT ALL THOSE VARIABLES THAT MOSTLY PEOPLE SEE THAT SOME, THE THE SUBGROUPS, THE POPULATION, THE ECONOMIC LEVEL. BUT LIKE ALL THOSE THINGS THAT YOU MENTIONED ABOUT EXPECTATIONS, ABOUT LEADERSHIP, ABOUT PEOPLE BELIEVING, TEACHERS BELIEVING, PARENTS GETTING THE SUPPORT AND UNDERSTANDING ABOUT WHAT THEIR ROLE IS. I MEAN, EVERYBODY WAS SO ENTHUSIASTIC.

THEY HAD AN A RATING. AND IT'S ALL THOSE VARIABLES WHO SAY, WELL, NO, THEY CAN'T LEARN BECAUSE THEY'RE POOR, OR THEY CAN'T LEARN, OR WE DON'T HAVE THE TEACHERS.

AND EVERYBODY WAS ON BOARD AND WANTING TO DO ALL THIS. AND YOU CAN SEE THAT THE RESULTS THAT... THEY WERE SHOWING TO US WAS ALL THE CAMPUSES A RATING, THE DISTRICT A RATING. AND I WORK WITH A LOT OF SCHOOL BOARDS IN THE VALLEY THAT ARE A RATED AND THEY HAVE A HIGH POVERTY. AND THEY HAVE A LOT OF STUDENTS THAT ARE CROSSING THE BORDER AND THEY'VE BEEN ABLE TO SUCCEED.

BUT AGAIN, UNDERSTANDING THAT POVERTY IS NOT A DESTINY. AND WE WORK TOGETHER TO MAKE IT A REALITY FOR OUR KIDS THAT THEY CAN ACCOMPLISH ANYTHING. AND I THINK THAT'S WHAT IT'S SHOWCASING HERE. WE CAN GO BACK AND FORTH ON DATA AND NUMBERS AND ANYTHING, BUT AT THE END OF THE DAY. I KNOW AS A TEACHER, I WANT MY STUDENTS TO KNOW THAT, THAT THEY CAN ACCOMPLISH ANYTHING, NO MATTER WHERE THEY'RE AT

[02:05:01]

PLANNING AND PERFORMANCE MANAGEMENT. PLANNING AND PERFORMANCE MANAGEMENT, RIGHT? THAT'S GOING TO BE AN IMPORTANT SYSTEM FOR YOUR OVERALL DISTRICT.

UNDER CRITICAL ENABLING SYSTEMS. TALENT. TALENT.

MAKING SURE YOU HAVE THE RIGHT PEOPLE. INSTRUCTIONAL LEADERSHIP AND CAPACITY BUILDING. INSTRUCTIONAL LEADERSHIP AND CAPACITY BUILDING. AND I KNOW YOU ALL DO A VERY GOOD JOB HERE IN LOCKHART. IN HAVING THAT INSTRUCTIONAL LEADERSHIP AND BUILDING CAPACITY. Y'ALL HAVE DONE A WONDERFUL JOB ON THAT.

NEXT. FINANCE AND OPERATIONS.

FINANCE AND OPERATIONS HAS BEEN CHALLENGING IN THE PAST COUPLE OF YEARS, BUT BEING ABLE TO PUSH THROUGH AND GET IT RIGHT.

UNDER STUDENT EXPERIENCE ELEMENTS. INTEGRATED STUDENT SUPPORT SYSTEMS. OKAY, INTEGRATED STUDENT SUPPORT SYSTEMS. AND WE'RE GOING TO DIVE A LITTLE DEEPER INTO SOME OF THESE THINGS. THE NEXT ONE? ACADEMIC EXPERIENCE.

ACADEMIC EXPERIENCE. SO WE NEED TO SEE THE DISTRICT SYSTEMS, YOU KNOW, THEY NEED TO IMPROVE, FOR CAMPUSES TO IMPROVE, SO WE'RE LOOKING TO SEE WHERE THE ALIGNMENT IS.

SO WE HAVE UNDER THE SIX CRITICAL DISTRICT SYSTEMS, WE HAVE THE PLANNING AND PERFORMANCE MANAGEMENT. HOW DOES THAT TRANSLATE TO THE CAMPUS LEVEL? WELL, IT TRANSLATES BY MAKING SURE YOU HAVE STRONG SCHOOL LEADERSHIP AND PLANNING. NOW TALENT IN THE DISTRICT LEVEL, YOU LOOK AT THE TALENT OVERALL AND CAMPUSES. YOU HAVE TO BE VERY STRATEGIC IN YOUR STAFFING, YOU MIGHT BE LOSING POSITIONS, SO YOU REALLY NEED TO BE CREATIVE AND THINK OUTSIDE THE BOX. YOU MIGHT, YOU MIGHT MOVE TEACHERS FROM. I MOVED FROM FIRST GRADE TO FOURTH GRADE BECAUSE THEY'RE BEING STRATEGIC IN THE STAFFING AND SEEING THE POTENTIAL I HAD AS A STAR TEACHER. WHEN I DIDN'T WANT TO MOVE FROM FIRST GRADE, RIGHT? SO STRATEGIC STAFFING.

READINESS, YOU HAVE THE INTEGRATED STUDENT SUPPORT SYSTEMS, AND ON THE CAMPUS IT LOOKS LIKE POSITIVE SCHOOL CULTURE.

FOR INSTRUCTION, YOU HAVE INSTRUCTIONAL LEADERSHIP AND CAPACITY BUILDING, AND THEN ON THE CAMPUS LEVEL, YOU HAVE EFFECTIVE INSTRUCTION.

BECAUSE YOU ARE BUILDING CAPACITY, YOU ARE TRAINING UP TEACHERS TO BE INSTRUCTIONAL COACHES OR INTERVENTIONISTS, OR ADMINISTRATORS, YOU'RE HAVING THAT EFFECTIVE INSTRUCTION.

AND THEN ON THE OPERATIONS SIDE, WE DO HAVE IT IN THE DISTRICT LEVEL. FINANCE AND OPERATIONS IS CRITICAL TO HAVING A SYSTEM THAT WORKS.

AND AGAIN, OUR PRIMARY ATTENTION SHOULD BE FOCUSED IN THE CLASSROOM. WHAT DOES IT MEAN TO THE CLASSROOM? SO I WANT TO BE VERY CLEAR. IT DOESN'T MEAN, AS A TRUSTEE THAT WE ARE INSERTING OURSELVES INTO THE CLASSROOM, TRYING TO DO WALKTHROUGHS, TRYING TO SEE IF THEY'RE BEING EFFECTIVE IN THEIR INSTRUCTION DELIVERY, BECAUSE NOT ALL OF US COME FROM THE EDUCATIONAL WORLD.

AND THAT IS NOT OUR JOB AS A TRUSTEE TO EVALUATE STAFF, RIGHT? WE ONLY HAVE THAT ONE EMPLOYEE. SO WE DO NEED AN ACADEMIC STRATEGIC PLAN. SO IF YOU LOOK ON THE RIGHT, YOU WILL SEE THAT THERE ARE THREE THINGS THAT WE'RE GOING TO FOCUS ON.

HIGH-QUALITY MATERIALS, STRATEGIC... TALENT SYSTEMS AND INSTRUCTIONAL LEADERSHIP. SO LET'S DIVE A LITTLE DEEPER INTO THIS. THESE ARE THE SUPER LEVERS TO IMPROVE DAILY CLASSROOM LEARNING. SO IF WE HAVE THOSE HIGH-QUALITY MATERIALS IN PLACE, INSTRUCTIONAL LEADERSHIP AND THE STRATEGIC TALENT SYSTEMS, THEN OVERALL THAT IS PART OF OUR OVERSIGHT FUNCTION.

WHEN WE HAVE THESE THREE SUPER LEVERS. SO WHEN WE LOOK AT HIGH QUALITY MATERIALS AND WHY THEY ARE IMPORTANT, LET'S LOOK AT THIS AND WHAT THIS LOOKS LIKE.

HIGH QUALITY MATERIALS. SO INSTRUCTIONAL MATERIALS, THEY ARE GOING TO FOLLOW THE STANDARDS. THEY DO, THESE INSTRUCTIONAL MATERIALS ARE GOING TO HELP WITH OUR TEACHING AND IT IS GOING TO LEAD UP TO OUR STATE ASSESSMENT. SO THESE INSTRUCTIONAL MATERIALS THAT YOU ADOPT WILL HAVE A SCOPE AND SEQUENCE. THEY'LL HAVE UNIT PLANS AND ASSESSMENTS, THEY HAVE LESSON PLANS AND ASSIGNMENTS, AND THEY HAVE CONTENT RESOURCES, SO YOU ALL HAVE.

[02:10:01]

AND SO THESE ARE SOME THINGS THAT THEY LOOK FOR WHEN YOUR CURRICULUM DEPARTMENT, OR YOUR DEPUTY SUPERINTENDENT, OR WHOEVER'S IN CHARGE OF CURRICULUM IN YOUR DISTRICT IS LOOKING AT THESE INSTRUCTIONAL MATERIALS.

THESE ARE SOME THINGS THAT THEY'RE LOOKING FOR, MAKING SURE ALL OF THIS IS AVAILABLE TO YOUR TEACHERS TO HAVE.

NOW, WHAT THE CHALLENGE SEEMS TO BE IS THAT WE ADOPT THESE INSTRUCTIONAL MATERIALS.

THEY'RE HIGH QUALITY. THESE WERE ON THE APPROVED LIST, BUT WE DON'T FOLLOW UP WITH THAT. PD MAKING SURE THAT TEACHERS ARE USING IT WITH FIDELITY. AND THE ONLY WAY THEY'RE GOING TO DO THAT IS IF THEY'RE COMFORTABLE WITH THE MATERIALS.

BUT OFTEN WE'LL ADOPT MATERIALS IN MAY AND EXPECT THEM TO IMPLEMENT IN WHEN WE COME BACK FOR THE SCHOOL YEAR. YET THEY'VE BEEN OFF FOR JUNE AND JULY, AND MAYBE THEY HAD TWO PD DAYS, AND YOU EXPECT THEM TO IMPLEMENT EVERYTHING. AND THAT IS NOT A HIGHLY EFFECTIVE WAY OF GETTING THAT INFORMATION TO YOUR TEACHERS AND MAKING THEM FEEL COMFORTABLE. SO SOMETIMES YOU WILL HEAR, WELL, TEACHERS ARE PUSHING BACK ON THIS NEW MATERIAL, AND IT'S JUST BECAUSE OF THAT CONFIDENCE AND COMFORT LEVEL.

BECAUSE THEY HAVEN'T RECEIVED THE PD. OR SUFFICIENT PD NEEDED IN ORDER TO BE EFFECTIVE? AND THAT'S WHY YOU DON'T SEE THOSE GAINS RIGHT AWAY, RIGHT? I MEAN, RESEARCH SHOWS IT TAKES THREE TO FIVE YEARS ONCE YOU IMPLEMENT SOMETHING TO BE EFFECTIVE. AND IF YOU DIDN'T SUPPORT YOUR TEACHERS WITH PD AND TRAINING THAT FIRST YEAR, IT'S REALLY HARD TO RIGHT.

BUT ONCE IMPLEMENTED, YOU WILL SEE GAINS AND YOU WILL SEE THE EFFECTIVENESS. NOW, RIGOROUS CURRICULUM IS COMPLEX, LIKE WE TALKED ABOUT, AND THEY MIGHT NOT HAVE THAT ADEQUATE TRAINING AND SUPPORT. SO THOSE ARE SOME THINGS THAT YOU CAN ASK ABOUT. WHAT, OKAY, WE'RE ADOPTING THIS NEW CURRICULUM, WE'RE ADOPTING THESE, THIS TEXTBOOK THAT GOES ALONG WITH IT. WHAT ARE WE DOING FOR OUR STAFF? WHAT ARE WE PROVIDING FOR THEM? WELL, WE'RE GOING TO PROVIDE THEM ONE DAY OF TRAINING. OKAY, IS THERE ANY FOLLOW-UP TRAINING? BECAUSE WE KNOW THIS IS REALLY COMPLEX.

THIS IS REALLY RIGOROUS.

THERE'S A LOT THAT GOES INTO IT. I REMEMBER... WE IMPLEMENTED A NEW MATH CURRICULUM AND WE GOT OUR MATH CURRICULUM IN CHUNKS. BECAUSE THEY HAD A LOT OF MANIPULATIVES. AND YOU HAD TO, LIKE, PUT ALL THESE GAMES TOGETHER, AND WE DIDN'T HAVE THE TIME TO DO IT. THEY GAVE IT TO US LIKE THE DAY BEFORE SCHOOL STARTED AND WE HAD TO START TEACHING IT. SO THEN WE GOT BEHIND AND WE WERE JUST BEHIND.

THAT WHOLE YEAR WAS OFF BECAUSE WE DIDN'T HAVE THE TIME TO PUT ALL OF THOSE GAMES AND MANIPULATIVES TOGETHER, SO THEN WE WERE OFF TRACK. SO WHAT DO WE DO? WE RELIED ON OUR OLD CURRICULUM THAT WE ALREADY KNEW. SO IT'S IMPORTANT THAT YOU MEET THIS CHALLENGE HEAD-ON, AND WE KNOW YOUR SUPERINTENDENT AND TEAM KNOWS HOW IMPORTANT IT IS TO HAVE THAT TRAINING. OKAY, AND THE SOLUTION FOR THIS IS MAKING SURE YOU HAVE THAT DISTRICT MANAGEMENT OF INSTRUCTION. YOU ESTABLISH THAT ADOPTION PROCESS, YOU HAVE CLEAR EXPECTATIONS FOR IMPLEMENTATION THAT ARE REALISTIC, RIGHT? OH, WITH THE MATERIAL IS, AND AS A BILINGUAL TEACHER, WE WOULD ALWAYS BE THE LAST ONES TO GET OUR BILINGUAL MATERIALS.

IT'S LIKE, OH, YOU NEED TO IMPLEMENT THIS ON MONDAY, WELL, I DON'T HAVE TIME TO READ IT AND PUT IT TOGETHER.

SO HAVING CLEAR EXPECTATIONS FOR IMPLEMENTATION AND WHAT THAT LOOKS LIKE. ALIGNING KEY, ENABLING SYSTEMS. IS IMPORTANT.

AND WHEN YOU LOOK AT THE DISTRICT MANAGEMENT OF INSTRUCTION THAT WE ARE MOVING TO AND WE'RE TALKING THROUGH IT, RIGHT? IS YOU ADOPT, YOU SUPPORT, AND YOU MONITOR AND ADJUST, AND THAT IS GOING TO BE YOUR SUPERINTENDENT THAT IS OVERSEAS. ALL OF THAT, MAKING SURE THAT THEY BRING IT TO US, WE ADOPT IT. AND AND THEN THERE'S PROFESSIONAL LEARNING THAT GOES ALONG WITH IT. YES? I HAVE A QUESTION FOR OUR SUPERINTENDENT. SO WE'RE LOOKING AT ADOPTING A NEW MATH CURRICULUM. SO HOW IS THAT IMPLEMENTED? AND HOW IS IT INTRODUCED TO THE STAFF? SO, WELL, RIGHT NOW WE'RE GOING THROUGH THE VETTING AND SELECTION PROCESS. SO WE'VE COMMUNICATED WITH NOT ONLY OUR STAFF, BUT OUR COMMUNITY AS WELL.

[02:15:01]

THEY'LL BRING IT TO THE BOARD, AND THE BOARD WILL MAKE A DECISION ON IT.

AND THEN WE'LL IMPLEMENT A PLAN TO TRAIN TEACHERS TO EVERYTHING FROM WE BACKWARDS DESIGNED EVERYTHING FROM THE FIRST DAY OF INSTRUCTION AND ALL THE WAY TO LITERALLY ORDERING THE MATERIALS, WHEN THEY COME IN AND HAVE DATES FOR ALL THOSE THINGS. WE'LL SET UP TRAINING OPPORTUNITIES FOR TEACHERS, AND WHAT WE DID LAST TIME, AND WHAT WE'LL DO THIS TIME IS TEACHERS.

ON THOSE FLEX DAYS THEY HAVE, IF THEY COME IN DURING THE SUMMER, WE'LL COUNT THOSE SO THAT THEY DON'T HAVE TO COME ON THOSE FLEX DAYS DURING THE SCHOOL YEAR.

TO KIND OF INCENTIVIZE THAT.

IF FOR TEACHERS WHO ARE EITHER NEW AND HIRED AFTER THOSE DAYS, WE'LL HAVE TRAINING AT THE BEGINNING OF IN-SERVICE. SO TEACHERS WHO DIDN'T COME, OR IF THEY WERE HIRED AFTER THOSE TRAININGS, WE'LL GET THOSE TRAININGS THERE. AND THEN ALSO, WE'LL DO A LOT OF TRAINER-TO-TRAINER. SO OUR LEVER LEADERS, OUR CAMPUS ADMINISTRATORS, OUR CENTRAL OFFICE, C&I STAFF WILL GET HEAVILY TRAINED ON THIS SO THAT THEY CAN TURN AROUND AND IMPLEMENT THAT TRAINING. IN-HOUSE, SO WE'RE NOT DEPENDENT ON VENDORS COMING OUT, AND THAT'S THAT'S SO. AND THEN WE HAVE IT EMBEDDED. SO THOSE STRATEGIC PLANNING DAYS THAT WE HAVE, WE HAVE DAYS TO WHERE TEACHERS CAN REALLY DIG INTO IT. THEY CAN KIND OF PLAN FOR THEIR NEXT UNIT.

THAT'S COMING UP AND REALLY KIND OF PROCESS ALL THE INFORMATION.

BECAUSE IT IS A LOT AND THERE ARE THINGS THAT WE MAY HAVE TO LOCALIZED TO OUR CONTEXT.

MINOR ADJUSTMENTS WE MAY HAVE TO MAKE, SO ALL OF THAT PROCESS WILL BE DONE THROUGHOUT THE FIRST YEAR. RIGHT NOW, WITH OUR LITERACY CURRICULUM, WE'RE LITERALLY DOING THAT THROUGHOUT THE SCHOOL YEAR TO ENSURE THAT WE MAKE THE CURRICULUM OUR OWN. AND SOMETHING THAT MAKES SENSE FOR OUR SCHOOL DISTRICT. CAN THE VENDORS ACTUALLY START THE INITIAL PROCESS TO DEMONSTRATE AND SHARE THE MATERIALS AND ALL THAT TO CENTRAL OFFICE STAFF? YES, DR. SANCHEZ. TURNAROUND TIME FOR THE ADMINISTRATORS TO RECEIVE THAT TEACHING TO TURN AROUND TO THEIR STAFF. SO WE'LL GET TRAINING IN THE SUMMER. YES, SIR. GOOD QUESTIONS.

DEFINITELY SOME THINGS TO CONSIDER AND PONDER AS YOU MOVE THROUGHOUT THE YEAR, RIGHT, WHEN YOU FINALLY DO, ADOPT IT AND SEE WHAT KIND OF SUPPORTS ARE GOING TO BE IN PLACE. YES. I WAS JUST GOING TO SAY, YOU KNOW, AND THAT WAS PART OF THE, BECAUSE IMPLEMENTING A NEW CURRICULUM IS A VERY HEAVY LIFT, AND IT'S A BIG CHANGE FOR TEACHERS, SO THAT'S WHY WE DID OUR LITERACY FIRST. WE DIDN'T DO MATH AND LITERACY IN THE SAME YEAR AND REALLY PUT ALL THAT PRESSURE ON OUR TEACHERS. WE DID OUR LITERACY LAST YEAR, AND THEN NOW WE'RE DOING MATH.

JUST TO HAVE A BETTER CHANCE OF ACTUALLY BEING A SUCCESSFUL IMPLEMENTATION AND NOT OVERWHELMING ON OUR STAFF. SO WE DID MAKE THAT DECISION TO ROLL IT OUT OVER TWO YEARS INSTEAD OF ONE. BECAUSE I THINK THAT'S A GOOD POINT, BECAUSE, RHONDA, YOU SAID THAT IN PRACTICE, SOMETIMES WHEN YOU GET IT LAST MINUTE FOR TEACHERS, IT'S OVERWHELMING. SO THEY REALLY DON'T. TAKE OWNERSHIP FOR IT, BUT WHEN YOU SPACE IT OUT AND YOU HAVE A SEQUENCE OF INTRODUCING. AND GIVING THEM TIME TO PRACTICE, TO USE IT AND TO BE ABLE TO GO BACK AND ASK QUESTIONS, THEN THEY'RE MORE READILY CONFIDENT ABOUT USING IT. VERSUS, LET ME USE WHAT I WAS USING LAST YEAR BECAUSE I DON'T KNOW WHAT'S GOING ON. SO THE SEQUENCE, I THINK, IS IMPORTANT AND TIME TO PROCESS, IMPLEMENT, ASK QUESTIONS, THEN THEY TAKE OWNERSHIP. AND I JUST WANT THE BOARD TO KNOW, TOO, THAT THESE MATERIALS, I MEAN, THEY'RE VERY COMPREHENSIVE. IT COULD BE OVERWHELMING, EVEN FOR THE MOST EXPERIENCED TEACHER, BECAUSE THEY'RE ALL NEW MATERIALS. THEY LITERALLY ARE READING, YOU KNOW, NEW PASSAGES AND THINGS THAT OUR KIDS ARE GOING TO BE READING. IT IS A LOT OF TIME AND EFFORT FOR OUR TEACHERS TO REALLY BE PREPARED TO IMPLEMENT THAT CURRICULUM IF WE WANT THEM TO.

TO REALLY DO IT AUTHENTICALLY WITH OUR KIDS, AND NOT JUST SHOW UP AND JUST READ WHAT THE BOOK TELLS THEM, TO REALLY DIVE INTO IT, IT'S AN EXTREMELY HEAVY LIFT.

OUR TEACHERS HAVE DONE A GREAT JOB OF PUTTING IN THE HARD WORK THIS YEAR TO DO THAT. THANK YOU FOR SHARING THAT. I THINK IT'S SUPER RELEVANT, RIGHT, WHAT WE'RE TALKING ABOUT. SO JUST SOME THINGS TO REPORT, AND I KNOW WE'RE GOING TO MOVE

[02:20:01]

BUT AGAIN, YOU KNOW, PROCESSING ALL THOSE LESSON PLANS, LIKE SUPERINTENDENT, AS SATO SAID. IT'S REALLY IMPORTANT MAKING SURE THAT THEY HAVE TIME. AND IT REQUIRES A LOT OF TIME ON THE TEACHER'S PART, EVEN AFTER HOURS, BECAUSE YOU WON'T BE ABLE TO DO IT ALL DURING THE SCHOOL DAY. BECAUSE YOU HAVE TO TEACH, BUT SO YOU NEED TIME ALSO, WHICH IS HARD ON THE TEACHER TOO. BECAUSE IT'S LIKE, YOU HAVE CHILDREN AND ALL THAT, AND YOU HAVE TO SPEND SOME TIME ON YOUR WEEKENDS OR AFTER HOURS.

TO REALLY BE PROFICIENT.

BECAUSE YOU WANT TO DO WHAT'S BEST FOR YOUR STUDENTS, SO IT TAKES SOME TIME TO DO THAT. YES, AND SO HAVING THE EXCHANGE. EXCHANGE DAYS IS ONE WAY THAT DISTRICTS DO IT, GIVE TEACHERS THAT TIME, AND RIGHT NOW TEACHERS ARE FINDING THEIR LESSON MATERIALS.

ON 94% SAY GOOGLE, 87% SAY PINTEREST, SO IS THAT GOING TO BE RIGOROUS, OR TEACHERS PAY TEACHERS, RIGHT? IT'S NOT GOING TO BE RIGOROUS, SO WE'RE WANTING TO TO HIGHLIGHT SOME THINGS FOR Y'ALL. SO CLASSROOM RIGOR MUST BE IMPROVED. RIGHT NOW, A NATIONAL STUDY SHOWED THAT STUDENT CLASSROOM WORK, TO SEE IF IT WAS ON GRADE LEVEL, ONLY 17% OF LESSONS WERE AT GRADE LEVEL OR HIGHER. AND TEA DID A STUDY FOR ELEMENTARY TEXAS SCHOOL SYSTEMS, AND ONLY 19% OF LESSONS WERE AT GRADE LEVEL OR HIGHER. AND STUDENT AND TEACHERS, THEY WORK HARD. YOU KNOW, THEY'RE GETTING A'S AND B'S IN CLASS, MAYBE. BUT THE PROFICIENCY IS NOT GROWING BECAUSE STUDENTS ARE NOT CONSISTENTLY EXPOSED TO RIGOROUS GRADE LEVEL MATERIALS.

AGAIN, WHEN TEACHERS FALL BACK ON MAYBE OLD CURRICULUM BECAUSE THEY HAVEN'T BEEN TRAINED SUFFICIENTLY OR HAVEN'T HAD ENOUGH TIME TO PLAN, YOU KNOW, I SEE SOME OF THIS REASON. I REALLY QUESTION THAT BECAUSE TA IS THE ONE THAT ADOPTS THE MATERIALS AND SELECTS THE VENDORS, AND PEOPLE GO THROUGH IT. SO THEY'RE NOT PRODUCING MATERIALS THAT HAVE LESSONS ON GRADE LEVEL. SO I WILL TELL YOU IT'S ACTUALLY THE STATE BOARD OF EDUCATION BECAUSE I THOUGHT IT WAS TEA AS WELL, BUT I WAS CORRECTED.

IT'S A STATE BOARD OF EDUCATION THAT ADOPTS CURRICULUM AND ADOPTS THESE KIND OF THINGS.

PEOPLE ARE NOT USING THE CURRICULUM, RIGHT? BECAUSE, LIKE I SAID, THEY MIGHT HAVE ADOPTED A CURRICULUM, BUT, OH, I HAVEN'T HAD THE TRAINING, SO I'M GOING TO LOOK UP SOMETHING ON TEACHERS, PAY TEACHERS, OR I'M GOING TO GO LOOK AT PINTEREST, BECAUSE IT'S A REALLY CUTE ACTIVITY ON DINOSAURS. AND SO THAT'S WHY THEY'RE SHOWING THAT RIGOR IS NOT THERE. SO IT'S BASED ON NOT USING WHAT WAS ADOPTED.

YES, YES. THEY'RE NOT USING IT WITH FIDELITY. RIGHT. AND PART OF THAT IS PROBABLY BECAUSE THERE'S A LOT OF PRESSURE ON TEACHERS FOR THEIR KIDS TO PERFORM. AND HOW DO YOU SHOW PERFORMANCE? GRADES. AND IF YOU'RE GIVING THEM RIGOR, THE GRADES ARE GOING TO DROP.

AND SO I THINK A LOT OF TEACHERS ARE FEARFUL OF PUTTING THAT RIGOR BECAUSE THE GRADES ARE GOING TO DROP. AND INSTEAD OF GOING AHEAD AND DOING IT AND USING A CURVE OR WHATEVER THEY NEED TO DO SO THAT THOSE GRADES, YOU KNOW. OTHERWISE, THEY'RE NEVER GOING TO PUT IT IN THERE. BUT ALSO LOOK AT, YOU WANT TO LOOK AT YOUR SUMMATIVE, RIGHT? YOU CAN'T JUST LOOK AT GRADES.

YOU'RE LOOKING AT YOUR SUMMATIVE, YOUR END-ALL, BE-ALL AT THE END OF THE YEAR, RIGHT? AND IF THAT'S TRUE, THEN THE SUMMATIVE SHOULD SHOW.

SO THAT'S WHY, EXACTLY. SO IF THEY'RE DOING THIS, THEN YOUR SUMMATIVES ARE NOT GOING TO BE WHERE THEY NEED TO BE, RIGHT? YOU'RE GOING TO NOT HAVE THOSE SCORES BECAUSE YOU DON'T HAVE MASTERY OF THE TEXT, BECAUSE YOU ARE DOING GOOGLE WORKSHEETS OR SOMETHING, RIGHT? AND THERE'S ALSO A LOT OF MONEY, WE KNOW, ALSO TIED TO CURRICULUM, TEXTBOOKS, THINGS LIKE THAT. ABSOLUTELY.

ABSOLUTELY. THERE IS MONEY TIED TO ALL OF IT. BIG MONEY.

YEAH, AND PEOPLE DONATE TO CERTAIN INDIVIDUALS SO THAT, YOU KNOW, MAKE SURE YOU LOOK AT THEIR CURRICULUM AND THINGS LIKE THAT ON THE STATE LEVEL.

SO I THINK THAT SLIDE'S JUST A LITTLE MISLEADING IN THERE.

YOU KNOW, WHERE THEY MENTIONED GOOGLE AND PINTEREST, THAT THAT'S WHERE...

TEACHERS ARE GETTING THEIR STUFF FROM. THEY SHOULD HAVE TEACHER-PAID TEACHERS, BECAUSE I KNOW A LOT OF TEACHERS THAT ARE USING THAT ONE. SO I DON'T KNOW WHERE THEY GOT THAT ONE. CHAD'S ANOTHER ONE. OH MY GOODNESS. USE IT FOR GOOD, NOT FOR BAD. OKAY, SO HERE'S AN EXAMPLE FROM FIRST GRADE. I'M GONNA,

[02:25:01]

BUT WHEN YOU ARE LOOKING AT HIGH QUALITY MATERIALS, THEY ARE GOING TO HAVE NOT ONLY TIER ONE WORDS, BUT TIER TWO AND TIER THREE.

SO HAVING THAT HIGH QUALITY MATERIALS THAT YOU'RE ADOPTING IS REALLY IMPORTANT, MAKING SURE THAT WE ARE PUSHING OUR STUDENTS TO EVEN HIGHER LEVELS. RIGHT, AND THE STATE DOES SUPPORT HIGH QUALITY INSTRUCTIONAL MATERIALS, THEY DO FUND. IF YOU DO. REMEMBER, I TOLD YOU. THE STATE BOARD OF EDUCATION APPROVES THE NEW HIGH QUALITY INSTRUCTIONAL MATERIALS IN READING, MATH. AND SCHOOL SYSTEMS DO RECEIVE EXTRA MONEY TO PURCHASE SOME OF THESE HIGH QUALITY MATERIALS. BUT IT HAS TO BE WHAT THEY APPROVE, CORRECT. YOU CAN'T SEE THE WALL. CORRECT. AND SO, IF YOU ADOPT THE HIGH-QUALITY INSTRUCTION MATERIALS THAT HAS BEEN APPROVED BY THE STATE BOARD OF EDUCATION, YOU CAN RECEIVE FUNDS FOR THAT. SO, GUYS, JUST AS A REMINDER, WE DID APPROVE A HIGH-QUALITY INSTRUCTION MATERIAL, BUT IT WAS NOT THE BLUE BONNET ONE. SO WE RECEIVED SOME FUNDING, BUT I THINK BLUE BONNET WOULD HAVE BEEN.

HAS EXTRA MONEY TO GO WITH.

YOU KNOW, WITH THAT CURRICULUM THAT THE BIBLE AND JESUS, RIGHT, CORRECT? OKAY? SO THE STATE BOARD OF EDUCATION DOES APPROVE THESE INSTRUCTIONAL MATERIALS, SO THIS IS SOMEWHERE THAT YOU CAN GO. THERE'S A WEBSITE THAT YOU CAN GET INFORMATION ON WHAT THEY ARE FUNDING, RIGHT? IS YOUR DISTRICT USING OR CONSIDERING USING ONE OF THESE APPROVED MATERIALS? SO AGAIN, LIKE SUPERINTENDENT ESTRADA SAID, YOU DID ADOPT SOMETHING THAT'S HIGH QUALITY, BUT IT WAS ONLY PARTIALLY FUNDED, RIGHT? AND SO YOU CAN EXPLORE HERE THIS WEBSITE THAT WILL GIVE YOU INFORMATION ABOUT INSTRUCTIONAL MATERIALS, THE REVIEW AND APPROVAL.

OKAY, SO WHAT INSTRUCTIONAL MATERIALS IS THE DISTRICT USING? QUALITY INSTRUCTIONAL MATERIALS. HIGH QUALITY INSTRUCTIONAL MATERIALS, SPECIFICALLY... SAVAS. SAVAS.

OKAY. WHAT QUESTIONS WOULD YOU LIKE TO ASK YOUR SUPERINTENDENT AFTER THIS TRAINING? AND YOU ALREADY DID ASK SOME OF THOSE QUESTIONS, RIGHT? WE DON'T HAVE ANY QUESTIONS.

WE'VE ALREADY HAD ALL OUR QUESTIONS ANSWERED. THANK YOU VERY MUCH. YOU DID SHARE A LOT OF THOSE QUESTIONS, RIGHT? SO MAKING SURE WE KNOW WHAT IS ON THE STATE BOARD OF EDUCATION IMRA LIST, HOW DOES IT ALIGN TO YOUR TEKS, TECCS, HOW DO WE KNOW THAT THIS IS RIGOROUS AND IT'S GOING TO PREPARE STUDENTS FOR CHALLENGES? AND LIKE, PRESIDENT RICE ASKED, WHAT IS THE PLAN ON MAKING SURE? AND DR.

SANCHEZ YOU ALSO ASKED ABOUT, YOU KNOW, WHAT IS THAT PLAN FOR MAKING SURE THAT OUR TEACHERS ARE TRAINED ON THESE MATERIALS? OKAY, THEN WE HAVE INSTRUCTIONAL LEADERSHIP THAT WE ALL DIVE INTO, HAVING THAT EFFECTIVE INSTRUCTION. SO THESE ARE THE THINGS THAT WE'RE GOING TO CHECK OUR LEARNING ON. WHAT SYSTEMS DOES YOUR DISTRICT CURRENTLY USE FOR SUPPORTING TEACHERS AND INSTRUCTIONAL PRACTICES? AND HOW CAN INSTRUCTIONAL COACHING SYSTEMS SUPPORT TEACHERS AND IMPROVE STUDENT LEARNING? AND WHO CAN READ OUR OBJECTIVE? WE WILL UNDERSTAND THE IMPORTANCE OF BUILDING LEADERSHIP CAPACITY AND EFFECTIVE INSTRUCTION TO SUPPORT TEACHERS WITH INSTRUCTIONAL DELIVERY.

OKAY. SO RIGHT HERE, JUST MAKING SURE THAT WE... WE UNDERSTAND THAT DISTRICT SYSTEMS CAN HAVE A SIGNIFICANT IMPACT ON TEACHER QUALITY AND IT IS OUR RESPONSIBILITY TO GROW THESE. SO WHEN YOU HAVE TEACHERS THAT ARE LOW PERFORMERS, OF COURSE, PARENTS DO NOT WANT THEIR KID IN THAT CLASS. WHEN THEY ARE HIGH PERFORMING AND SHOWING GROWTH, AND THAT COULD BE MEASURED THROUGH TIA, RIGHT MONEY, WHEN YOU HAVE MASTER TEACHERS AND SO ON. PARENTS ARE GOING TO WANT TO BE IN THOSE CLASSROOMS. SO, I MEAN, THEY DO NOTICE THOSE THINGS AND THEY DO TALK.

AND COACHING DOES MATTER. SO MAKING SURE THAT THIS IS BEING LOOKED AT AS WELL. QUESTIONS THAT BOARD MEMBERS HAVE ASKED, AND THAT ARE GOOD TO ASK, ARE, ARE WE COACHING OUR TEACHERS? WHAT DOES THAT LOOK LIKE? IS THAT CONSISTENT COACHING? AND YOU MIGHT HAVE INSTRUCTIONAL

[02:30:02]

ON YOUR WALKTHROUGHS, MAKING SURE THE PRINCIPALS KNOW WHAT THEY'RE SUPPOSED TO BE SEEING, WHAT IS EFFECTIVE INSTRUCTION DELIVERY, AND IF YOU HAVE PLCS HERE? YES. SO IF YOU HAVE PROFESSIONAL LEARNING COMMUNITIES HERE, YOU ARE LOOKING AT WHAT DOES IT LOOK LIKE? WE'RE GOING TO TEACH THESE TEXTS, AND WHAT DOES THAT LOOK LIKE, AND WHAT HAS BEEN EFFECTIVE IN MY CLASSROOM? AND WHEN PRINCIPALS GO IN AND DO THE WALKTHROUGHS, AND IF THEY HAVE SAT IN THE PLCS OR ADMINISTRATORS, OR WHAT HAVE YOU, THEY'RE ABLE TO SEE THAT FOLLOW THROUGH. SO BEING STRATEGIC ABOUT IT.

NOW, EFFECTIVE COACHING REQUIRES SOME SKILL BUILDING, RIGHT? AND AGAIN, I KNOW YOUR DISTRICT HAS BEEN SUCCESSFUL IN SOME OF THESE THINGS, MAKING SURE THAT... THEY'RE DOING BITE-SIZED AREAS OF FOCUS, BUILDING RELATIONSHIPS, MODELING. THE SKILL IS REALLY IMPORTANT. YOU DON'T JUST... TRY TO COACH SOMEBODY WITHOUT MODELING IT FOR THEM. I KNOW THAT IS SOMETHING THAT DISTRICTS ARE PUTTING MORE AND MORE EFFORT TO IN THE COACHING AND MODELING THE SKILL. AND AS A BOARD MEMBER, ARE YOU CONFIDENT THAT YOUR SCHOOL SYSTEM CAN RECOGNIZE HIGHLY EFFECTIVE TEACHING? AND MOST ARE AVERAGE. THEY THINK IT'S A IT'S AN AVERAGE KIND OF CONFIDENCE. HOW DO YOU ALL FEEL HERE IN LOCKHART? WE'RE AT THE UPPER LEVEL OF THAT SCALE. OKAY, GOOD.

YES, YOU'RE ABOVE AVERAGE. THE DISTRICT HAS KIND OF OVERHAULED ITS WALK-THROUGH PROCESS, AND THEY'VE BEEN REALLY EFFECTIVE IN EXPLAINING THAT TO US AND MAKING IT MORE MEANINGFUL.

ONCE, YOU KNOW, GETTING GOOD INFORMATION, ADMINISTRATORS, WHOEVER'S DOING THE WALK-THROUGH, HELPING BE A BETTER TEACHER IN THE CLASSROOM. LIKE, WE'RE DOING GOOD. THAT SOUNDS LIKE WE'RE DOING A GOOD JOB WITH THAT. YES, AND SOMETIMES YOU HAVE TO OVERHAUL, RIGHT? YOU HAVE TO OVERHAUL. OKAY, SUCCESS IN EVERY CLASSROOM REQUIRES US TO ALIGN THOSE SYSTEMS, RIGHT? AND THE SMALLER SYSTEM IS SUPERINTENDENT TO PRINCIPAL TO TEACHER. LARGER SYSTEMS, AND THEY MIGHT HAVE A SUPERINTENDENT, A SUPERVISOR, PRINCIPALS, DEPUTY ACADEMIC OFFICERS, AND SO ON. .UNTIL.

IT TRICKLES DOWN TO THE TEACHER, BUT EVERYONE IN THIS CHAIN OF COMMAND HERE NEEDS TO CLEARLY IDENTIFY EFFECTIVE INSTRUCTIONAL DELIVERY BECAUSE THAT IMPACTS OUR STUDENTS. AND DISTRICTS ENSURING THE SYSTEM DELIVERS QUALITY INSTRUCTION EVERY DAY IN EVERY CLASSROOM, REQUIRES TIGHT SYSTEMS. SO HAVING THAT TIGHT SYSTEM. SO WHAT SYSTEM DOES YOUR DISTRICT CURRENTLY USE FOR SUPPORTING TEACHERS IN INSTRUCTIONAL PRACTICES? SOME OF YOU HAVE ALREADY MENTIONED YOUR PROFESSIONAL LEARNING COMMUNITIES AND YOUR NEW COACHING MODEL. AND WE HAVE LEVEL LEADERS ALSO THAT HELP IN PROVIDING HELP WITH INSTRUCTION. YOU HAVE LEVEL LEADERS THAT ALSO HELP? AND HOW CAN STRONG INSTRUCTIONAL COACHING SYSTEMS SUPPORT TEACHERS AND IMPROVE STUDENT LEARNING? IT GIVES TEACHERS THE OPPORTUNITY TO ASK QUESTIONS, GET...

FEEDBACK AND BE ABLE TO ASK, I MEAN, HELP THEM FEEL MORE SECURE AND TAKING MORE OWNERSHIP IN WHAT THEY'RE ACTUALLY DOING.

BECAUSE THEY HAVE ROOM TO GROW ONCE THEY GET THEIR QUESTIONS ANSWERED AND THEY FEEL BETTER ABOUT WHAT THEY'RE DOING IN THE CLASSROOM. AND AGAIN, IT'S NOT A NIGHT GOTCHA, RIGHT? I KNOW PROBABLY WHEN YOU WERE IN THE CLASSROOM, DR.

SANCHEZ, WHEN I WAS IN THE CLASSROOM BACK IN THE DAY, SAM, YOU KNOW, PEOPLE WOULD GET NERVOUS WHEN THEY WOULD COME TO YOUR ROOM TO COME WATCH YOU. OH MY GOD, DID I DO SOMETHING WRONG? AM I WATCHING, YOU KNOW, THEY'RE WATCHING ME AND AM I GOING TO BE THE BEST? AND CHANGING THAT MINDSET OF THEIR COMING IN TO GIVE ME FEEDBACK AND MODEL HOW I CAN DO BETTER AND BE BETTER, RIGHT? I'M SORRY, I WELCOME EVERYBODY IN MY CLASSROOM. I KNOW, ME, TOO. I'M JUST GIVING AN EXAMPLE. AND I GIVE THEM A JOB TO DO. COME SIT OVER HERE AND WORK

[02:35:01]

IT WAS GREAT. BUT NEWER TEACHERS MIGHT FEEL THAT WAY.

JUST LIKE OREN AND I RIGHT NOW, WE ARE GETTING MONITORED AND WE ARE GETTING FEEDBACK AND WE'RE GROWING AND LEARNING. AND WE WELCOME IT BECAUSE WE WANT TO BE THE BEST WE CAN BE FOR OUR TRUSTEES. THAT'S WHAT I TELL MY WIFE ALL THE TIME. I WELCOME THE... COMMENT. HOW CAN I APPROVE OF HER? NOW THAT'S A GOOD HUSBAND THERE. I LOVE IT.

GOOD THING IT'S ON TAPE, OKAY? I WAS GOING TO SAY, 8.44PM. NOTED AND QUOTED. AND THEN WE HAVE STRATEGIC TALENT SYSTEMS. AND I'M SORRY, I HAVE A CANDY IN MY MOUTH. I STARTED COUGHING AND THAT'S WHY I HAVE IT. I'M TELLING YOU. SO EFFECTIVE INSTRUCTION. SO OUR OBJECTIVE HERE, WHO CAN READ THE OBJECTIVE? WE WILL UNDERSTAND THE IMPORTANCE OF SYSTEMS TO RETAIN TALENT WHILE REWARDING PERFORMANCE FOR ACHIEVING STUDENT OUTCOMES RESULTS. SO THERE ARE THREE THINGS THAT WE ARE GOING TO CHECK OUR LEARNING ON. WHO CAN READ THE FIRST ONE? WHAT SYSTEMS AND INCENTIVES DOES YOUR DISTRICT PROVIDE TO RETAIN AND REWARD HIGH-PERFORMANCE TEACHERS ACHIEVING STUDENT OUTCOMES RESULTS? YOU ALREADY KNOW THE ANSWER TO THAT, BECAUSE I SAW IT POSTED ON YOUR FACEBOOK. A COUPLE OF WEEKS AGO. OKAY, WHY IS PERFORMANCE-BASED PAY UNAFFECTED? OH, WHY AM I READING THAT? WHO CAN READ THE SECOND ONE? HIGH PERFORMANCE-BASED PAY AND EFFECTIVE STRATEGY FOR IMPROVING STUDENT OUTCOMES.

OKAY, AND THEN THE THIRD ONE.

SO THESE ARE EASY PEASY, I THINK YOU ALL KNOW THEM, RIGHT? SO LET'S LOOK AT THIS, SOME RETENTION CHALLENGES THAT WE HAVE HERE. WE KNOW TEACHERS ARE LEAVING THE FIELD, RIGHT? WE KNOW THAT IS HAPPENING.

THEY ARE EX SUPERINTENDENTS, ARE ALSO EXITING. PUBLIC EDUCATION, LOTS OF REASONS, RIGHT? BUT WE ARE SEEING SOME CHALLENGES. YOU KNOW, TEACHERS RECEIVE A SLOWER RATE OF RAISES THAN OTHER PROFESSIONS, AND IT IS REALLY HARD FOR THEM TO GET THAT INCREASE. AND WHAT YOU'LL SEE HERE IS THAT IT'S VERY STAGNANT. LOOK AT WHERE THEY START ON AVERAGE IN YEAR ZERO. AND LOOK AT WHERE THEY END AFTER 21 PLUS YEARS. SO IT IS VERY STAGNANT.

IT'S USUALLY. PROSPECTIVE TEACHERS CAN EXPECT A ROUGHLY 481 RAISE PER YEAR. SO AS A DISTRICT, YOU HAVE TO GET CREATIVE WITH THE MONEY THAT YOU HAVE, RIGHT? AND BEING STRATEGIC IS GOING TO BE IMPORTANT. NOW, WITH HOUSE BILL 2, THERE WAS A SLIGHT BUMP. SO WE DID SEE A SLIGHT BUMP IN THAT RETENTION ALLOTMENT.

WHERE DID THEY GET THIS? BECAUSE THIS DATA CANNOT BE, AT LEAST FOR THE STARTING ZERO YEAR, THERE'S NO WAY THAT THAT'S STATEWIDE. I THINK THEY JUST HAVE AN AVERAGE. I THOUGHT IT WAS MORE LIKE AROUND 54,000 OR SOMETHING. THERE'S NO WAY.

THERE'S NO WAY. 62,000 IS THE AVERAGE STARTING. YEAH.

THERE'S NO WAY. THERE'S NOT EVEN ONE DISTRICT, MAYBE ONE IN CENTRAL TEXAS THAT STARTS AT THAT. WELL, WE DO HAVE OVER A THOUSAND DISTRICTS, SO MAYBE THAT'S HOW, I DON'T KNOW. THEY'RE TRYING TO TEASE THE DISTRICTS THAT DON'T START. WE WILL FIND OUR SOURCE FOR THIS. BUT WE GET THE TASB SALARY SURVEY EVERY YEAR.

YEAH. I DON'T, THEY NEVER TALK ABOUT SALARIES THAT HIGH.

YEAH. IT IS THROUGH TEA. HAVE ACCURATE IS NOTING FOR US TO ASK THEM FOR THEIR SOURCE.

ACTUALLY, ACTUALLY, THEY ARE WATCHING US RIGHT NOW, SO THAT'S WHY I'M MAKING THE CAN YOU PLEASE SHARE THAT WITH US? THAT'LL BE AWESOME.

OKAY, SO THANK YOU FOR YOUR QUESTION. WE ARE GONNA NOTE IT AND GET THE ANSWER, OKAY. TEACHERS RAISES IN TEXAS WHAT COULD IT BE? WITH STRATEGIC COMPENSATION? SO PROSPECTIVE TEACHERS ARE CONSISTENTLY INCREASING THEIR EFFECTIVENESS, THEY'RE EXPECTED TO GET $48.75. AND LET ME TELL YOU WHERE THEY GOT THAT. THE $48.75 IS THROUGH A COUPLE OF THINGS THAT HAS RAISED THIS AMOUNT, RIGHT? THEY'VE DONE TIA FOR THE MOST PART, AND SO WE'RE GOING TO LOOK AT HOW THAT IMPACTS. NOW. WE OFTEN HEAR, MY SALARY, THIS IS A TEACHER OPINION POLL THAT

[02:40:01]

SO WE ARE SEEING A BUMP IN THE RETENTION BECAUSE OF THINGS THAT HAVE BEEN IMPLEMENTED, LIKE TIA. THAT PROVIDES THAT EXTRA PAY FOR THOSE FIVE YEARS, THAT PROVIDES. BASED ON PERFORMANCE, YOU'RE ABLE TO GET A BUMP IN YOUR PAY. SO THAT IS ONE THING THAT HAS LED TO SOME RETENTION, RIGHT? TIA DESIGNATED TEACHERS ARE RETAINING CLASSROOMS AT HIGHER RATES ACROSS THE STATE. THERE HAS BEEN AN INCREASE AND SO WE HAVE INFO FOR NON TIA DESIGNATED VERSUS DESIGNATED TEACHERS.

AND EVEN AS THE TIA THE TEACHER INCENTIVE ALLOTMENT IS SCALING TO REACH MORE TEACHERS, TIA DESIGNATED TEACHERS ARE STAYING IN THE CLASSROOM AT FAR HIGHER RATES. THAN NON-DESIGNATED TEACHERS AGAIN, BECAUSE THEY'RE ABLE TO GET THAT BUMP FOR SEVERAL YEARS, RIGHT? THEY'RE COMMITTED TO THAT, AND YOU ALL HAVE TIA HERE, RIGHT? CAN I MAKE A QUICK COMMENT? I GUESS IT'S ABOUT THIS NEW CURRICULUM.

THERE'S ALMOST TOO MANY STATS, BARS AND GRAPHS IN HERE. IT'S KIND OF BECOMING OVERWHELMING.

THERE'S JUST TOO MUCH OF IT TO TAKE IN ABOUT. YOU KNOW, IF THEY WANT TO MAKE SOME CHANGES. WE NEED SOME OF THIS STUFF OUT TO ME, BUT THAT'S JUST ME. WELL, THANK YOU FOR SHARING THAT. WE WILL DEFINITELY, IF THEY ASK US FOR ANY FEEDBACK, WE WILL SHARE THAT. AND I KNOW THERE'S AN OPPORTUNITY FOR A SURVEY FEEDBACK AT THE END. I DON'T KNOW IF IT HAS A PLACE TO PUT THAT, OR IF IT'S JUST ABOUT ME AND OREN. SO LOOK OUT FOR THAT.

YOU MIGHT HAVE AN OPPORTUNITY.

THERE ARE SOME PEOPLE STANDING OUT THERE IN DARK SUITS. I DON'T KNOW. I'M JUST SAYING. I DON'T THINK I'M GOING HOME TONIGHT. THEY TOOK THE FAJITAS.

SO, AGAIN, CHECKING OUR LEARNING, WHAT SYMPTOMS AND INCENTIVES.

SO WHAT ARE THEY? WE HAVE A TIA INCENTIVE FOR TEACHERS, HIGH-PERFORMING TEACHERS.

OKAY, SO YOU HAVE TIA. USING THE STATE SYSTEM. AND WHY IS PERFORMANCE-BASED PAY AN EFFECTIVE STRATEGY FOR IMPROVING STUDENT OUTCOMES? WHAT DID WE SEE? TEACHERS SAY ONCE THEY GET VALUED AND PAID, YES, WELL, FOR WHAT THEY'RE DOING, THEY ARE EAGER TO STAY AND CONTINUE THE JOB VERSUS FEEL LIKE THEY'RE NOT GETTING. YOU KNOW, WE HAVE A SYSTEM OF LEVER LEADERS NOW, THAT KIND OF THEY'RE TEACHERS, BUT LEADERS ALSO, AND I THINK WE'VE BEEN USING THAT TO HELP ENSURE THAT WE RETAIN HIGH-QUALITY TEACHERS. YES. I HAVE A QUESTION.

PERFORMANCE-BASED PAY, WHOSE PERFORMANCE ARE THEY TALKING ABOUT? ARE THEY TALKING ABOUT THE STUDENTS' PERFORMANCE, OR ARE THEY TALKING ABOUT THE TEACHERS? BECAUSE, INVARIABLY, WHEN YOU HAVE PERFORMANCE-BASED PAY BECAUSE OF A TEACHER'S RATING BY SOMEBODY ELSE WHO IS SUBJECTIVE, EVEN THOUGH THEY MIGHT HAVE AN OBJECTIVE SCALE, THEIR SUBJECTIVE IS HECK. SO.

AND I'VE EXPERIENCED THAT WHEN THEY HAD THE CAREER LADDER, WHERE WE HAD ALL THE EQS AND ALL THIS STUFF. AND I CONFRONTED ONE OF MY EVALUATORS AND SAID, BUT I DID THIS, AND YOU SHOULD HAVE GIVEN ME THAT, SO YOU NEED TO CHANGE THAT. AND HE SAID, NO, I'M NOT GOING TO CHANGE IT. I SAID, THEN WHY ARE WE HERE? WHY AM I TALKING TO YOU ABOUT AN EVALUATION WHEN YOU ADMIT THAT I DID IT AND YOU'RE NOT GOING TO CHANGE IT? SO IT'S ALL BASED ON PERSONALITIES AND LIKES AND DISLIKES. YOU? WE CAN CALL IT OBJECTIVE, BUT IT BECOMES SUBJECTIVE, AND THAT'S WHY A LOT OF PEOPLE DON'T LIKE THIS KIND OF SYSTEM, PERFORMANCE-BASED,

[02:45:01]

YEAH, OURS IS A COUPLE DIFFERENT DATA, STUDENT ACADEMIC DATA POINTS, AS WELL AS... THEIR EVALUATION THAT HAS CHECKS ACROSS THE SYSTEM FOR VALIDITY. AND IT SHOWS IT'S ABOUT STUDENT GROWTH, RIGHT? SEEING HOW THEY GROW STUDENTS.

IT'S A LITTLE BIT DIFFERENT.

THAT'S WHY PEOPLE AT FIRST WERE OPPOSED TO IT, BUT THEN WHEN THEY FOUND OUT THAT IT WAS MORE OF AN OBJECTIVE WAY TO LOOK AT THINGS. BECAUSE YOU'RE LOOKING AT DATA POINTS AND IT'S RESEARCH-BASED AND ALL OF THAT, IT WAS REALLY A LOT OF CRITERIA. GET ACCEPTED TO BE TIA BEFORE. SO YEAH. AND JUST SOME THINGS TO CONSIDER THAT. THERE ARE THINGS THAT ARE URGENT AND THERE ARE THINGS THAT ARE IMPORTANT. AND IT'S REALLY HARD FOR US TO MOVE AWAY FROM THE URGENT MATTER SOMETIMES AND NOT FOCUS ON THOSE IMPORTANT THINGS. YOU KNOW, BECAUSE THERE ARE FACILITY NEEDS OR SOME EMERGENCY RESPONSES, THOSE ARE ALL VERY URGENT AND IMPORTANT, BUT LOOKING AT YOUR LONG-TERM PICTURE, YOUR BIG PICTURE, LIKE YOUR 2028 GOAL, RIGHT? THAT'S IMPORTANT AND MAKING SURE THAT WE KNOW THAT THE IMPORTANT ISSUES ARE NOT QUICK FIXES.

THAT'S WHY YOU SET 2028 AS YOUR GOAL, RIGHT? AND THAT'S IMPORTANT TO NOTE. SO SOME THINGS TO CONSIDER, WHAT KIND OF BOARD WILL YOU BE? WILL YOU KEEP YOUR DISTRICT'S LEADERSHIP TEAM FOCUSED ON THE URGENT, OR WILL YOU KEEP YOUR DISTRICT'S LEADERSHIP TEAM FOCUSED ON THE IMPORTANT? WILL YOU HAVE NO IMPACT? ON THE FOCUS OF YOUR DISTRICT'S TEAM. SO THOSE ARE THOSE ARE SOME THINGS ON YOUR HANDOUT FOR YOU TO JOT DOWN, SOME THOUGHTS, BECAUSE YOU'LL HAVE, UH, NOT TODAY.

BUT THERE WILL BE TIME AT A LATER POINT FOR YOU TO DISCUSS WITH YOUR TEAM. WHO CAN READ? WHAT KIND OF BOARD TRUSTEE WOULD YOU BE? WILL YOU KEEP YOUR DISTRICT'S LEADERSHIP TEAM FOCUSED ON THE URGENT? WILL YOU KEEP YOUR DISTRICT'S LEADERSHIP? THAT SECOND HALF, UM DR.

SANCHEZ I'M SORRY. WHAT KIND OF BOARD? OKAY, WHAT QUESTIONS WOULD YOU LIKE TO ASK YOUR SUPERINTENDENT ABOUT EFFECTIVE INSTRUCTION? WE'VE ALREADY HAD THOSE QUESTIONS ASKED AND ANSWERED.

HOW CAN YOU AND THE BOARD SUPPORT THE SUPERINTENDENT WITH EFFECTIVE INSTRUCTIONAL INITIATIVES? WE VALUE AND WE COLLABORATE WITH THE SUPERINTENDENT RECOMMENDATIONS AND WE FOCUS ON EFFECTIVE INSTRUCTIONAL INITIATIVES IN THIS DISTRICT. VERY GOOD.

THANK YOU FOR FOR DOING THAT.

SO WE HAVE GONE OVER ALL THE FOUNDATIONAL KNOWLEDGE. WE'RE GONNA MOVE ON TO SETTING STUDENT OUTCOME GOALS. THAT'S GONNA BE ORIN. ORIN IS UP.

YES. THERE WE GO. I THOUGHT WE HAD FOUR MINUTES. WE STARTED AT 6.08, SO WE'RE OUT AT 9.08.

THANK YOU FOR THE REMINDER. I WROTE IT DOWN SO I MAKE SURE WE GOT IT.

I'M WILLING TO STAY AS LONG AS YOU WANT.

TEN O'CLOCK. THIS IS VERY IMPORTANT. OKAY, MR. LOCKHART, WHAT DO YOU SAY AFTERWARDS? IN THIS SECTION, YOU SHOULD BE ABLE TO ANSWER THOSE THREE QUESTIONS. I WON'T MAKE YOU READ THEM. WE'RE GOING TO REVIEW THEM AT THE END FOR THE SAKE OF TIME. SO THERE ARE AT LEAST THREE BEHAVIORS ASSOCIATED WITH GOOD STUDENT OUTCOMES, RESEARCH. EVIDENCE-BASED BEHAVIORS THAT BOARD MEMBERS SHOULD BE PRACTICING. THE FIRST ONE IS SETTING STUDENT OUTCOME GOALS, AND THOSE ARE DRIVEN BY YOUR VISION. IF YOU HAVE AN IDEA OF WHERE YOU WANT KIDS TO BE, WHAT YOU WANT THEM TO BE ABLE TO DO, THEN THAT CAN DIRECTLY TRANSLATE INTO THE KIND OF GOALS THAT YOU WILL SET, AND VERY SPECIFICALLY MENTION OUTCOME GOALS. WE'LL TALK ABOUT THE DIFFERENCE BETWEEN THAT AND JUST SYSTEM GOALS HERE IN A SECOND. THE OTHER ONE IS TO IDENTIFY NON-NEGOTIABLES.

THESE ARE YOUR COMMUNITY'S VALUES. THERE MIGHT BE A FEW THINGS THAT YOU KNOW YOU WANT IN YOUR SYSTEM, AND SO THAT'LL BE A PART OF THE CONVERSATION THAT YOU HAVE.

AND THEN THE THIRD ONE IS TO MONITOR PROGRESS TOWARD THOSE GOALS, AND IT FALLS UNDER THAT PROGRESS AND ACCOUNTABILITY BUCKET. ITEMS ONE AND THREE ARE ACTUALLY IN THE EDUCATION CODE. IF YOU READ THROUGH THERE, YOU'LL SEE IN SECTION 11, THE BOARD'S REQUIRED DUTIES AND RESPONSIBILITIES TO ADOPT GOALS, AND THEN, OF COURSE, TO MONITOR PROGRESS TOWARD THOSE GOALS. ALL RIGHT, SO I MENTIONED THE IDEA OF STUDENT OUTCOME GOALS AND THEN MAYBE THINGS THAT MEASURE THE SYSTEM HEALTH. I WILL GIVE YOU A MOMENT JUST TO READ THE DEFINITIONS OF EACH BRIEFLY. AND MAYBE THE QUICKEST WAY TO DO IT IS LOOK

[02:50:01]

YEAH. WHAT ABOUT STAR RESULTS? THE STUDENT. WHAT ABOUT STUDENT PERFORMANCE IN EXTRACURRICULAR? OUTCOMES.

GOOD. SHARP. WHAT ABOUT A BALANCED BUDGET? TRICK SYSTEM. CLASSROOM WALKTHROUGHS? TRICK SYSTEM. KINDERGARTEN ATTENDANCE? YEAH. SAT, ACT RESULTS? OUTCOMES. WHAT ABOUT ENROLLMENT? WHAT ABOUT INDUSTRY EARNED? THERE ARE CERTIFICATIONS. OUTCOMES.

YEAH, ABSOLUTELY. WHAT ABOUT TEACHER INCENTIVE PLANS? LAST ONE, STRUCTURAL PLANNING AND PACING.

YOU GET THE IDEA OF IT. AND SO, I MEAN, IT'S NOT UNCOMMON TO LOOK OVER THE LANDSCAPE.

YOU SEE A LOT OF GOALS SET AROUND ENVIRONMENTS OR SYSTEMS, AND MAYBE THAT WAS KIND OF JUST. IT WAS A TREND OF THE DAY. WE WANT TO CREATE AN ENVIRONMENT IN WHICH EVERY KID CAN FLOURISH.

IS THAT RIGHT? IT'S QUITE DIFFERENT THAN A VERY SPECIFIC STUDENT OUTCOME GOAL. IF WE BEGIN WITH A REQUIREMENT, WE TALK ABOUT THE HOUSE BILL 3 REQUIREMENTS. EVERY DISTRICT WAS REQUIRED TO ADOPT THREE GOALS. THEY HAD TO HAVE CERTAIN STANDARDS.

WE'LL LOOK AT THE LITTLE MIDDLE PART, THE WHITE PART. IT APPLIES TO THE EARLY NUMERACY, LITERACY, AND COLLEGE, ALL THREE OF THOSE. YOU HAD TO HAVE ANNUAL STUDENT GROUP TARGETS FOR EVERY GROUP, EVALUATED UNDER CLOSING THE GAPS DOMAIN, DOMAIN THREE, AND THEN YOU HAVE TO HAVE ONE DISTRICT LEVEL ADMINISTRATOR ASSIGNED TO OVERSEE ALL OF IT.

FOR A LOT OF DISTRICTS, THAT WAS A SUPERINTENDENT, ESPECIALLY THE SMALLER THAN MID-SIZED ONES. YOU HAVE TO HAVE VERY SPECIFIC QUANTIFIABLE GOALS FOR FIVE YEARS AT EACH CAMPUS. THAT WAS A KEY THING. EACH CAMPUS HAD TO HAVE THOSE GOALS, THOSE THAT WERE RELEVANT, RIGHT? AN ELEMENTARY CAMPUS WOULDN'T OBVIOUSLY HAVE CAREER, COLLEGE AND MILITARY READINESS, BUT IT WOULDN'T HAVE EARLY NUMERACY AND LITERACY GOALS.

AND THEN, OF COURSE, SHE HAD TO POST THIS ANNUALLY ON THE CAMPUS OR DISTRICT WEBSITES, AND IT HAD TO BE REPORTED. SO IT WAS A MECHANISM TO MAKE SURE THE BOARD WAS WATCHING THOSE PROGRESS MEASURES AND THOSE GOALS, THOSE GOALS, ACHIEVEMENT MEASURES. I'M SURE YOU'RE ALL PRETTY FAMILIAR WITH HOUSE BILL 3 GOALS, SO I WON'T GO INTO DEEPER DETAILS IN THE INTEREST OF TIME HERE.

BUT IT'S WORTH NOTING AND REVIEWING HERE AS PART OF STATUTE. SO WHAT MAKES A GOAL SMART? WHAT MAKES AN OUTCOME GOAL SOLID? IT'S A SMART GOAL. WHAT DOES IT MEAN TO BE SPECIFIC? WHAT DOES IT MEAN TO HAVE A BASELINE? WHAT DOES IT MEAN TO BE MEASURABLE? WE'LL START WITH THE BASELINE. WHAT DOES IT MEAN TO HAVE A BASELINE? IT SHOULD INCLUDE A MONTH AND A YEAR. WHY? WHY SHOULD IT INCLUDE A MONTH? TO KNOW IF YOU'VE ACCOMPLISHED IT. YEAH, BECAUSE THERE ARE 12 MONTHS IN A YEAR. HERE WOULD BE ANY POINT. IF YOU THINK ABOUT THE NEED TO PLAN... WHEN TO PROCURE RESOURCES. I KNOW YOUR SUPERINTENDENT JUST MENTIONED ABOUT THE PROCESS WHEN THEY HAVE NEW CURRICULUM.

THEY CHECK IT ALL THE WAY BACK TO THE BEGINNING DATE AND ORDER IT. ALL THESE SPECIAL IMPORTANT DETAILS MATTER. AND IF YOU SET A GOAL AND YOU LEAVE YOURSELVES TWO MONTHS OUT OF THE YEAR LEFT TO ACHIEVE IT, IT'S NOT A REALLY FAIR MEASURE OF YOUR PROGRESS IN YOUR WORK. SO GIVE YOURSELF THE FULL YEAR, FOR EXAMPLE.

YOU SHOULD HAVE A TARGET, SOME DESIRED FUTURE STATE, OBVIOUSLY. IT SHOULD IDENTIFY A SPECIFIC POPULATION.

TO WHOM DOES IT APPLY? SO IT'S NOT BROAD AND KIND OF NEBULOUS. AND THEN IT SHOULD HAVE A DEADLINE, AND THAT DEADLINE SHOULD INCLUDE A MONTH AND A YEAR, NOT JUST A YEAR, WHEN THAT TARGET WILL BE REACHED. ALL RIGHT, HERE'S AN EXAMPLE OF HOW THE OUTCOME GOAL MIGHT LOOK. AND WHAT I WOULD ASK IS THAT YOU BRIEFLY KIND OF JUST, WELL, YOU ALREADY DID IT. LET'S DO WHAT'S LEFT. HOW ABOUT YOU DRAW A RECTANGLE AROUND THE FINAL TARGET, OR WHERE'S THE FINAL TARGET? PRETTY STRAIGHTFORWARD. WHAT IS IT? THE BASELINE IS 45 PERCENT, AN INCREASE OF 67 PERCENT.

THAT'S THE TARGET, RIGHT? FINAL TARGET, 67 PERCENT. SO LET'S HAVE A LOOK AT THESE GOALS AND TELL ME WHAT'S WRONG WITH IT. WHAT ARE THEY MISSING? ARE THEY MISSING A BASELINE, A POPULATION, A TARGET, A MONTH, A YEAR? IS IT EVEN AN OUTCOME GOAL, A STUDENT OUTCOME GOAL? NOT SPECIFIC ENOUGH. AND IS IT A STUDENT OUTCOME GOAL? NO,

[02:55:06]

BUT NOT WHAT THEY CAN DO. WHAT ABOUT THIS ONE? IT'S AN OUTCOME GOAL. IT SHOWS A SCORE, A MEASURE. AND WHY IS IT NOT SPECIFIC? BECAUSE IT HAS TWO DIFFERENT TESTS. WHAT ABOUT THIS ONE? THE PERCENTAGE OF TEACHERS OF A SPECIAL EDUCATION WHO REPORT HIGH JOB SATISFACTION WILL INCREASE. 60% IN MAY? IT COULD BE A GOOD GOAL FOR A SYSTEM, BUT AGAIN, NOT A STUDENT OUTCOME GOAL.

OF TEACHERS OF SPECIAL EDUCATION. AND MAYBE THEY NEED GRADE LEVEL, CERTAIN AREA. BUT AGAIN, DEFINITELY NOT A STUDENT OUTCOME GOAL, MISSING SOME COMPONENTS. AND THEN WHAT ABOUT THAT ONE? THE THIRD GRADE STUDENT SCORING AT MEETS GRADE LEVEL OR ABOVE ON STAR MATHEMATICS WILL INCREASE FROM 41% TO 59%.

SOMETHING VERY... AMBIGUOUS, LIKE, EITHER THEY MEET IT OR THEY'RE ABOVE. WHICH ONE ARE YOU GOING TO MEASURE? SO YOU SEE THAT LANGUAGE OFTEN, THAT MEETS OR ABOVE. AND THEN, LIKE... SAM MENTIONED IT'S ALSO KIND OF NOT CONTAINING THE STARTING.

WHERE ARE WE IN A YEAR? WHAT MONTH ARE WE IN? WHAT ABOUT THE LAST ONE? DOES IT MEET EVERYTHING YOU TALKED ABOUT? I'M MISSING A STARTING DAY, OR STARTING MONTH. HERE ARE A FEW GOALS KIND OF TAKEN FROM ACTUAL DISTRICTS. DO THEY MEET THE QUALITY STANDARD? THEY DON'T, BY AND LARGE. SOME OF THEM ARE JUST STANDARDS, RIGHT? THEY'RE JUST STATEMENTS, RIGHT? LIKE A DESIRED OUTCOME, BUT...

ALRIGHT, SO WHEN WE THINK ABOUT GOALS THAT ARE APPROPRIATE, HOUSE BILL 3 GOALS, STUDENT OUTCOME GOALS, THEY DO NEED TO HAVE THAT BASELINE, RIGHT? BEING WITH A MONTH AND A YEAR, VERY IMPORTANT. THEY HAVE TO HAVE TARGET, POPULATION, AND DEADLINE. AND THEY SHOULD CHALLENGE THE ORGANIZATION.

NOT AN EXTREME STRETCH GOAL LIKE GM DID YEARS AGO, BUT IT SHOULD CHALLENGE THE SYSTEM.

IT SHOULD REALLY PRODUCE THE MOST FOR YOUR KIDS. KIND OF LIKE 1.5, REALLY GOING TO CHALLENGE THE SYSTEM. THEY SHOULD INSPIRE CHANGE AND, OF COURSE, IMPLEMENTATION.

THEY SHOULD ALL, OBVIOUSLY, AS WE KIND OF ALREADY INDICATED, THEY SHOULD ALIGN AND KIND OF QUANTIFY PROGRESS TOWARD THE VISION FOR THE DISTRICT. SO IT'S IMPORTANT TO KIND OF REVISIT THE VISION EVERY SO OFTEN, AT APPROPRIATE INTERVALS. I LOVE DOWN HERE, AND I HOPE THIS IS OF COMFORT TO DISTRICTS. I MEAN, THE COMPLEX SYSTEMS, THE TEMPTATION TO ADOPT A GOAL FOR ALMOST EVERYTHING THAT NEEDS WORK IS KIND OF PARAMOUNT.

BUT IT'S IMPORTANT TO REALIZE THAT ORGANIZATIONS HAVE BEEN SHOWN TIME AND AGAIN THROUGH RESEARCH, YOU REALLY TAP OUT ABOUT FIVE GOALS. AND I WON'T READ THE DEEPER DETAILS, BUT, YOU KNOW, STEPHEN COVEY AND THAT ORGANIZATION, THEY FOUND OUT THAT WHEN YOU HAVE ONE TO THREE GOALS, YOU'RE GOING TO MEET ALMOST ALL OF THEM.

MORE THAN THAT, AND IT JUST DECLINES. UP TO EIGHT, AND IT'S JUST A GUESS, YOU KNOW, VIRTUALLY.

BUT THREE TO FIVE GOALS, PRETTY BIG IMPLICATIONS FOR A DISTRICT THAT ALREADY HAS HOUSE BILL 3 GOALS. THOSE ARE THREE GOALS. YOU'RE LOOKING AT ONE OR TWO REALLY MEANINGFUL GOALS TO ADOPT BEYOND THAT AS A SYSTEM. SO I KNOW I SPED THROUGH THAT, BUT LET'S CHECK UNDERSTANDING WHAT IS THE ROLE OF THE BOARD IN SETTING STUDENT OUTCOME GOALS.

DO THEY GO RIGHT GOALS IN WORDSMITH? NO. NO, THEY ADOPT.

AND LOOK AT THE VISION WHERE THEY WANT TO BE IN THE ADOPTION GOALS.

WHAT ARE THE THREE GOALS THAT DISTRICTS AND OPEN ENROLLMENT CHARTERS ARE REQUIRED TO HAVE? EVERY DISTRICT HAS.

THIRD GRADE READING, THIRD GRADE MATH, CCMR. THERE'S EARLY LITERACY AND THEN CCMR. WHAT ARE THE ATTRIBUTES NECESSARY WHEN CONSIDERING THE ADOPTION OF STUDENT OUTCOME GOALS? OH, THOSE MEASURABLE, SMART GOALS.

YEAH, THEY SHOULD BE SMART.

THEY SHOULD BE SMART. THEY SHOULD CHALLENGE THE SYSTEM.

THEY SHOULD BE ASPIRATIONAL.

ALL RIGHT, SO WE'RE GOING TO GET INTO DATA-DRIVEN GOVERNANCE.

WE TALKED ABOUT GOALS. WE'LL KIND OF JUMP INTO THAT WITH SOME EXPECTATIONS. WE'LL TALK ABOUT WHAT ARE GOAL PROGRESS MEASURES. I THINK THEY'RE INTERESTING BECAUSE THEY'RE LITTLE BITTY MINI GOALS, BASICALLY. WHY IS A MONITORING CALENDAR AND MONITORING REPORT IMPORTANT FOR IMPROVING OUTCOMES FOR ALL STUDENTS AND FOR MEETING STUDENT OUTCOME GOALS? AND THEN YOU SHOULD ALSO BE ABLE TO DISCUSS OR ANSWER HOW PROGRESS MONITORING. HOW A PROGRESS MONITORING REPORT SUPPORTS BOARD OVERSIGHT. IS THAT YOUR WAY? JUST GRAB THOSE

[03:00:02]

OR JUST KILL THE MICROPHONE AND THE LIGHTS. WHY DOES THE SCOREBOARD MATTER IN A FOOTBALL GAME? WELL, YOU WANT TO KNOW IF YOU MET YOUR GOAL.

YOU WANT TO KNOW WHERE YOU ARE, RIGHT? IF YOU HAVE THREE MINUTES LEFT TO RUN A HAIL MARY TRICK PLAY, YOU KNOW HOW IT WORKS. SO WHAT ARE GOAL PROGRESS MEASURES? THEY ARE SPECIFIC, GRAPH-FLOTTABLE STUDENT OUTPUT INDICATORS USED TO DETERMINE IF A GOAL IS LIKELY TO BE REACHED. SO THERE ARE MANY GOALS. IN FACT, YOU'LL SEE, THEY ARE ALMOST INDISTINGUISHABLE FROM A BIG GOAL, BUT THEY HAVE A DIFFERENT FUNCTION. SO HERE'S HOW THEY ARE, LIKE GOALS. THEY ALL HAVE BASELINE, TARGET, POPULATION, DEADLINES, ETC.

THEY SHOULD CHALLENGE THE ORGANIZATION. THEY ALSO REQUIRE ADULT BEHAVIOR CHANGE. WE SHOULD LOOK AT THE PROGRESS AND THE DESIRED STATE AND CREATE SOME CHANGE WITH OUR INSTRUCTION, WITH OUR SYSTEM, WHATEVER THE CASE MAY BE. AND THEN THEY MENTION THIS PHRASE HERE. THEY ARE INFLUENCEABLE BY THE SUPERINTENDENT. THE DIFFERENCE IS THE BOARD OWNS GOALS. THE SUPERINTENDENT, IN COLLABORATION, OWNS THE GOAL PROGRESS MEASURES. THEY'RE DEVELOPING COLLABORATION, BUT THEY OWN THE GOAL PROGRESS MEASURES. THEY RECOMMEND NO MORE THAN THREE GOAL PROGRESS MEASURES PER GOAL IF YOU'RE GOING TO ADOPT THE GOAL PROGRESS MEASURES. AND THEN THE OTHER BIG DIFFERENCE IS THAT THE GPMS ARE UPDATABLE SEVERAL TIMES A YEAR. YOU'RE OFTEN, YOU KNOW, KIND OF...

MONITORING AT LEAST ONE TIME A YEAR YOU HAVE CERTAIN REQUIREMENTS, BUT BEST PRACTICE IS TO LOOK AT THOSE DATA A FEW TIMES A YEAR.

THE BIG GOAL, YOU OBVIOUSLY AREN'T UPDATING MULTIPLE TIMES A YEAR. JUST, YOU KNOW, THE END OF THE YEAR PROGRESS CHECK IS WHAT YOU'RE GOING FOR, THE BIG GOALS. SO WE'VE MENTIONED THIS MONITORING REPORT. IT SHOULD HAVE FOUR COMPONENTS. ONE, IT SHOULD HAVE THE STUDENT OUTCOME GOAL, THE BIG ONE THAT WE TALKED ABOUT.

THE RELEVANT OR RELATED PROGRESS, GOAL PROGRESS MEASURES, NO MORE THAN THREE.

IT SHOULD CONTAIN THE CURRENT STATUS OF THE STUDENT OUTCOME GOAL AND THE GOAL PROGRESS MEASURE. AND THEN IT SHOULD HAVE THE SUPERINTENDENT'S INTERPRETATION OF PERFORMANCE, RIGHT? THE NARRATIVE, IF YOU WILL, KIND OF WHAT WE'RE GOING TO DO IN RESPONSE, AND THEN THOSE SUPPORTING NEXT STEPS. AND I'LL SHOW YOU AN EXAMPLE OF THAT.

HERE IS A GOOD EXAMPLE OF A CLEAR MONITORING REPORT.

IT HAS THE GOAL THAT WE TALKED ABOUT, THE GOAL PROGRESS MEASURE. IT HAS A LITTLE GRAPH THERE SO YOU CAN SEE IN A QUICK SNAPSHOT.

HOW WE'RE TRACKING TOWARDS ANNUAL TARGETS. AND THEN HERE ARE THE BIG, IMPORTANT PARTS.

IT TELLS WHERE WE ARE. IF WE'RE OFF TRACK, THEN WHY. HERE'S AN OVERALL PROGRESS MEASURE, COLOR-CODED TO MAKE IT NICE AND EASY TO READ. YOU CAN SEE FROM A QUICK LOOK, OVERALL PROGRESS, THE YELLOW. WHAT MIGHT THE YELLOW INDICATE IN COMPARISON TO GREEN OR RED? SLOW DOWN.

APPROACHES. APPROACHES. SLOW DOWN. AND THEN, OF COURSE, THE BIG COMPONENT IS THE PLAN MOVING FORWARD. IN LIGHT OF ALL THAT EVIDENCE, HOW ARE WE RESPONDING TO IT? WHAT IS OUR SUPERINTENDENT GOING TO DO? THIS IS AN EXAMPLE OF HOW A PROGRESS REPORT MAYBE SHOULD NOT LOOK. IT'S JUST A LITTLE BIT TOO HECTIC. IT'S NOT EASY TO READ. I WON'T SPEND MUCH TIME THERE. I THINK YOU KNOW WHAT A GOOD ONE LOOKS LIKE, AND THAT IS WHAT MATTERS MOST.

IT DOES CONTAIN SOME OF THOSE COMPONENTS. IT DOESN'T MEAN YOURS CAN'T LOOK LIKE THIS, BUT AGAIN, IT SHOULD BE CLEAR WHERE THOSE COMPONENTS ARE AND HOW THEY'RE LOOKING.

HERE'S ANOTHER EXAMPLE OF, YOU KNOW, HOW IT COULD LOOK. BUT I THINK THE MOST IMPORTANT PART IS TO KIND OF THINK ABOUT THESE QUESTIONS, RIGHT? WHAT KIND OF QUESTIONS WOULD YOU WANT TO ASK IF THIS IS WHAT YOU GOT? OBVIOUSLY, THE ONES THAT WE TALKED ABOUT. WHAT ARE NEXT STEPS? WHERE ARE WE OVERALL? YOU CAN SEE A GREAT ATTEMPT TO COLOR CODE THINGS, BUT IT'S IMPORTANT TO MAKE SURE THAT THOSE KEY COMPONENTS ARE THERE. WHERE ARE WE GOING? HOW OFF TRACK ARE WE, OR HOW CLOSE ARE WE? AND WHAT ARE WE DOING IN RESPONSE? SO, AS YOU ENGAGE IN MONITORING BEHAVIORS AS A BOARD SUPERINTENDENT TEAM, HERE'S SOME GOOD GUIDANCE TO MAKE SURE YOU KEEP AT THE FRONT OF YOUR BRAIN.

AVOID QUESTIONS THAT FOCUS ON PROVIDING ADVICE. WE RECOGNIZE THE SUPERINTENDENT AS THE EXPERT EDUCATOR, AND HE OR SHE MIGHT BRING A DESIGNEE TO DELIVER A REPORT TO THE BOARD TO KIND OF FILL IN SOME DATA. IF IT'S A LARGER SYSTEM, THAT'S MOST LIKELY THE CASE.

BUT AVOID GIVING PROJECT MANAGEMENT ADVICE OR GIVING OPINIONS ABOUT IT. SPECIFIC THINGS THAT RELATED TO THE SUPERINTENDENT'S ROLE.

AND IF YOU DO HAVE QUESTIONS, GREAT. ASK THOSE QUESTIONS AS MUCH AS POSSIBLE. TRY TO GET THOSE TO THE SUPERINTENDENT AHEAD OF TIME. AND THE REASON WHY IS THAT SUPERINTENDENT IS EXPECTED TO BE A STRATEGIC PARTNER AS WELL. AND SO THEY ARE OVERSEEING A LOT OF DIFFERENT FUNCTIONS, DIFFERENT DEPARTMENTS. THEY MIGHT NOT HAVE THE DEEP DETAILS ABOUT EVERY SINGLE THING.

SOMEONE ELSE MIGHT BE MORE INTIMATE WITH THAT DATA. SO DO GIVE THEM AMPLE TIME TO COLLECT THAT DATA. IT MIGHT BE SOMETHING YOU GET

[03:05:02]

YOU'VE BEEN TAKING AN OUTSTANDING APPROACH TO DATA, BUT JUST FOR KICKS. WHEN WAS DATA MEASURED? WHY WAS IT COLLECTED? WHAT INFO CAN WE KIND OF GATHER FROM IT? IS IT ALIGNED WITH OUR BIG PICTURE, WITH 1.5, WHATEVER THE CASE MAY BE? YOU JUST ASKED SOME GREAT QUESTIONS ABOUT CURRICULUM AND GOT A GREAT LITTLE MINI LESSON THERE. AND THEN THE BIG THING IS TO FOCUS ON FUTURE ACTIONS. HOW ARE WE AS A TEAM GOING TO DEPLOY AND USE DIFFERENT STRATEGIES GOING FORWARD? OH BOY. WHAT ARE GOAL PROGRESS MEASURES? PREDICTORS OF IF YOU'RE GOING TO MEET THE GOAL. WHY IS THE MONITORING CALENDAR REPORT IMPORTANT FOR IMPROVING OUTCOMES? WELL, IF YOU'RE GOING TO MONITOR AND BE ABLE TO MAKE CHANGES AND PIVOT, YOU'VE GOT TO KNOW WHERE YOU ARE, KIND OF WHERE YOU'RE HEADED, AND WHAT NEXT STEPS MIGHT BE.

AND HOW DOES A PROGRESS MONITORING REPORT SUPPORT THE BOARD OVERSIGHT FUNCTION? IT LETS YOU KNOW, AGAIN, WHERE SUPPORT MIGHT BE NEEDED AND WHAT YOUR SUPERINTENDENT IS DOING IN RESPONSE TO THE DATA THAT THEY'RE LOOKING AT. ALL RIGHT, THE LAST ONE WE'RE GOING TO GET TO IS STRATEGIC RESOURCE ALLOCATION. WE LOVE TALKING ABOUT ALL THE DOLLARS WE HAVE TO ALLOCATE TO ALL THE THINGS THAT WE HAVE TO. WE'LL LOOK AT WHAT ARE SOME ADDITIONAL FUNDING SOURCES TO SUPPORT DISTRICT PRIORITIES.

AND THIS KIND OF RESPONDS TO THE QUESTION, WELL, WE HAVE SO MANY THINGS, YOU KNOW, AND FUNDING IS SHORT.

WHERE CAN WE SQUEEZE OUT EXTRA DOLLARS? AND THEN HOW DO WE KNOW WHETHER OR NOT YOUR BUDGET IS ALIGNED TO THE HIGHEST IMPACT STRATEGIES FOR STUDENT OUTCOMES? YOU SAW A SIMILAR BALANCE LIKE THIS WHEN WE TALKED ABOUT THE DIFFERENCE BETWEEN IMPORTANT AND URGENT.

AND SO WE'LL KIND OF USE THAT SAME IDEA TO SHOW WHERE THE WHERE WE SHOULD BE LEANING INTO WHEN TALKING ABOUT FINANCES AND ALLOCATION.

AND WHILE OPERATIONS AND BUILDINGS, THEY HAVE THEIR NEED, THEY HAVE THEIR PLACE, IF WE'RE GOING TO BE STRATEGIC, WHEN WE CAN, WE SHOULD BE PUTTING THE FUNDS INTO TEACHER COMPENSATION, LIKE ESPERANZA MENTIONED, AND OTHER AREAS THAT ARE GOING TO DIRECTLY IMPACT STUDENT OUTCOMES. SO, INTO THE CLASSROOM, IN SHORT.

IT DOESN'T MEAN YOU CAN DRIVE AROUND IN BUSES THAT AREN'T SAFE, BUT AGAIN, AS MUCH AS POSSIBLE, ALLOCATE THOSE FUNDS TOWARD INSTRUCTION IN THE CLASSROOM. HOW EFFICIENT IS ISO? WE'VE TALKED A LOT ABOUT SOME OF THE OPPORTUNITIES TO PUMP A FEW MORE DOLLARS INTO YOUR SYSTEM.

FOR EXAMPLE, TIA, YOU KNOW, THROUGH STUDENT, THROUGH TEACHER PERFORMANCE AND STUDENT PERFORMANCE, YOU CAN BRING IN ADDITIONAL DOLLARS. YOU CAN LOOK AT OTHER THINGS FROM ADDITIONAL DAYS. IF YOU ADOPT A CURRICULUM THAT IS 180 DAYS, BUT YOUR CALENDAR SAYS 160, RIGHT, THERE MIGHT BE OPPORTUNITIES TO MAKE SOME CHANGES TO SUPPORT THAT. OTHER MEASURES, FOR EXAMPLE, THE COLLEGE CCMR BONUS. YOU ARE PERFORMING WELL AND YOU GET BONUSES. THERE ARE OPPORTUNITIES TO HAVE MONEY BUILT INTO THE SYSTEM OR TO KIND OF GAIN MORE. IT WON'T BE A WHOLE BUCKET OF MONEY THAT YOU'RE SCRATCHING YOUR HEAD ON HOW TO SPEND, BUT THE DATA ARE SHOWING THAT IT CAN GENERATE UP TO OVER 15% ADDITIONAL FUNDS TO YOUR M&O. SO JUST KIND OF THINK ABOUT THOSE SMALL OPPORTUNITIES, TOO. CAN I JUST CLARIFY THIS SLIDE? SO WE ACTUALLY DID THE WEBINAR FOR THIS PRESENTATION FROM TEA, AND LARGELY, MOST OF THESE THINGS ARE GRANTS THAT, ONE, YOU HAVE TO APPLY FOR, AND, TWO, THE FUNDS ONLY CAN BE USED FOR THOSE THINGS. SO I DON'T WANT ANYONE TO WALK AWAY TONIGHT THINKING, OH, MAN, THIS IS A WAY TO ADD 15% TO OUR M&L BUDGET THAT WE CAN USE TO PAY TEACHERS MORE OR ADD TO.

LIKE, THESE ARE ALL SPECIFIC THINGS FOR THESE TEA GRANT PROGRAMS, LARGELY. SOME OF THEM AREN'T, BUT, YOU KNOW, THE... PROBABLY THE ONLY ONE ON HERE, I'D SAY, WOULD BE THAT CCMR OUTCOMES BONUS. THAT'S SOMETHING THAT WE'RE REALLY TRYING TO IMPROVE AND LOOK AT BECAUSE THAT IS ADDITIONAL FUNDING THAT WE COULD USE. BUT YOU CAN KIND OF SEE THESE ARE ALL STRUCTURED FOR SPECIFIC THINGS. SOME OF THEM WE ARE DOING. SOME OF THEM WE'VE APPLIED FOR.

SOME OF THEM WE DIDN'T GET.

BUT JUST WANTED TO MAKE SURE THAT WE'RE CLEAR THAT IT'S NOT JUST LIKE THERE'S MONEY OUT THERE THAT WE COULD USE ON ANYTHING. VERY SPECIFIC. GO AHEAD. WHAT TYPE OF BUDGET DID YOU ALL ADOPT RECENTLY? SURPLUS? BALANCED? BALANCED.

ALL RIGHT. UNLIKE CERTAIN DISTRICTS. YEAH. SO HOW'S YOUR FUND BALANCE LOOKING CURRENTLY? IT'S ON TARGET, BASED ON...

GOOD. AND THE LAST ONE, HOW

[03:10:03]

YOU'RE OBVIOUSLY USING CURRICULUM THAT IS SUPPORTED BY... S-B-O-E-T-A, AND IT'S EVIDENCE-BASED. IT COMES OFF THAT LIST. ANYTHING ELSE YOU WOULD ADD TO THAT? ALL RIGHT. SO WE JUST DISCUSSED ADDITIONAL FUNDING SOURCES.

YOU KNOW, IT'S ALIGNED. YOUR SUPERINTENDENT IS GIVING YOU KIND OF A PRIMER ON THAT, HOW IT'S LOOKING CURRENTLY.

ALL RIGHT. SO YOU SHOULD HAVE LEARNED OVER THE COURSE OF THIS THREE-PLUS HOURS ABOUT THE 8-3-F ACCOUNTABILITY SYSTEM. THE STAR, ITS USE AND HOW, WHAT IT MEANS FOR STUDENTS. THE CHECKS, AND THEN THE PROCESS, THE BOARD'S ROLE IN SETTING STUDENT OUTCOME GOALS AND WHAT A GOOD OUTCOME GOAL LOOKS LIKE VERSUS A SYSTEM GOAL. YOU WOULD HAVE LEARNED ABOUT EFFECTIVE INSTRUCTION AND HOW IT CAN PRODUCE OUTCOMES, AND HOW TALENT MANAGEMENT AND HQIMS, ET CETERA, ARE AN IMPORTANT PART OF THAT. AND THEN, OF COURSE, FINANCE, OPERATIONS AND SPECIFIC MONEY.

THAT CAN GO TO SPECIFIC AREAS OF YOUR BUDGET, DEPENDING ON HOW YOU PERFORM IN THOSE AREAS. AND THEN, OF COURSE, DATA-DRIVEN GOVERNANCE PRACTICES.

ESPERANZA, I THINK I'LL TURN IT BACK OVER TO YOU FOR THE LAST LITTLE PART HERE.

AND WE CAN TAKE THIS WITH US.

DO WE DO OUR DISTRICT EMAIL OR OUR PERSONAL EMAIL? I WOULD THINK DISTRICT. YOU WANT AN EMAIL, BUT YOU NEED TO DO THIS. OKAY. ASK THE TICKET IN ORDER TO GET YOUR CREDIT. YEAH. I WOULD REALLY LIKE TO WORK WITH THEM ON HOW TO SET UP A PRESENTATION.

BECAUSE THE STUFF THEY THREW AT WAS JUST WAY TOO MUCH. NO LOGICAL ORDER. YOU GUYS DID AN OUTSTANDING JOB, BY THE WAY.

THAT'S WHAT I'LL PUT ON THERE. WAS IT A REALISTIC GOAL TO ACTUALLY COVER CONTENT IN THREE HOURS? DID THE PEOPLE THAT CREATED THIS ACTUALLY GO THROUGH IT TO KNOW EXACTLY IF IT WAS GOING TO BE A QUALITY PRESENTATION IN THREE HOURS BASED ON THE CONTENT PRESENTED? WITHOUT QUESTIONS OR ANYTHING.

I MEAN, AND IT'S REALISTIC. IF YOU'RE GOING TO HAVE A DISCUSSION AND ALL THAT, THAT YOU'RE GOING TO BE ABLE TO COVER AND ACTUALLY HAVE THE PARTICIPANTS REALLY INTERNALIZE. SO, AS FAR AS FACILITATORS, IT JUST ALLOWS ONE NAME. DOES IT MATTER? THEY ALREADY KNOW, OR... WE'RE ALWAYS THE BETA.

SEE, THIS IS AN INTERESTING SURVEY. WERE YOU KNOWLEDGEABLE IN WHAT YOU PRESENTED? I THINK YOU WERE, BUT I THINK YOU'RE KIND OF HANDICAPPED. AT THE END, AT THE VERY END, IT SAYS, WHAT WOULD YOU CHANGE? YEAH.

YOU HAVE A SLOT TO SAY AT THE VERY LAST QUESTION. IF I

[03:15:01]

I NOTICED I SAID IT RIGHT AFTER I HIT SUBMIT. I SAID, GRAPH. MICHAEL, YOU GET THIS OUT. LIKE A GRAFTING.

AUTOMATICALLY FILLED IN. THANK YOU FOR YOUR TIME. OKAY.

WELL, PROVED. THIS MEETING IS ADJOURNED. SORRY, YOU GUYS HAD TO GO THROUGH.

* This transcript was compiled from uncorrected Closed Captioning.