Feb 21, 2023 School Board Regular Meeting

THE TIME IS NOW 6:00.

[1. CALL TO ORDER]

[00:00:02]

MADAME SECRETARY, DO WE HAVE A QUORUM? WE DO. THANK YOU.

WE WILL NOW MOVE INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTIONS 551.071 AND 551.074 AND WE WILL RECONVENE

[3. CLOSED SESSION]

THANK YOU ALL FOR COMING.

WE WILL SEE YOU IN A BIT.

GOOD EVENING. THE TIME IS NOW 7:00 AND WE WILL RECONVENE IN OPEN SESSION.

[4. RECONVENE INTO OPEN SESSION]

I AM SINCERELY GLAD THAT YOU'RE HERE, AND I THINK I CAN SPEAK FOR THE BOARD WHEN I SAY WE'RE LOOKING FORWARD TO A GOOD MEETING.

I HAVE A COUPLE OF THINGS I NEED TO VERY QUICKLY COVER.

FIRST, THE PURPOSE OF TONIGHT'S MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON ITS AGENDA.

THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT AND WE EXPECT THE SAME IN RETURN.

PLEASE REFRAIN FROM.

THIS DOESN'T REALLY ISN'T REALLY NECESSARY THIS EVENING, SO I'M GOING TO SKIP THAT PART AND GET TO LAST THING IN THE EVENT OF AN EMERGENCY.

PLEASE TAKE NOTE OF THE EMERGENCY EXIT NEAREST YOU.

IF THE NEED ARISES, PLEASE HEAD TO THAT EXIT IN AN ORDERLY MANNER.

SO THERE'S THE DOOR THROUGH WHICH EVERYBODY ENTERED.

AND THERE'S ONE RIGHT HERE AT THE END OF THE HALL THAT IS AVAILABLE.

THANK YOU FOR JOINING US AND FOR YOUR INTEREST IN OUR COMMUNITY AND OUR KIDS AND OUR SCHOOLS.

AND WE WILL NOW BEGIN OUR AGENDA.

AND I WILL START THAT WITH READING OUR MISSION STATEMENT.

[5. EANES ISD MISSION STATEMENT]

WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF BELONGING FOR ALL.

WE EMPOWER STUDENTS, PROVIDING AN EXEMPLARY EDUCATION THAT DEVELOPS CURIOSITY, CREATIVITY AND INDIVIDUAL TALENTS.

AND WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES OF EMPATHY, GRATITUDE, AND COMPASSION.

PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

THANK YOU ALL FOR THAT.

[7. REPORTS]

JEFF, I BELIEVE THAT IS YOU.

ALL RIGHT. THANK YOU, MR. HAVENSTRITE.

WELCOME, EVERYBODY. WE'RE AT THAT TIME OF THE YEAR WHERE OUR STUDENTS AND OUR STAFF ARE RACKING UP ALL KINDS OF ACCOLADES.

AND SO YOU'LL START TO HEAR ME THROUGHOUT THE SPRING, BEGIN TO ACKNOWLEDGE A LOT OF OUR STUDENTS AND STAFF AND PROGRAMS. AND WE'RE ALSO HOPING TO HAVE SOME OF THEM JOIN US FOR FUTURE BOARD MEETINGS.

BUT FIRST, I WANT TO START BY SPEAKING ABOUT OUR BEST BUDDIES PROGRAM, ONE OF WHICH WE'RE VERY, VERY PROUD OF.

WE ARE BELIEVED TO BE THE ONLY SCHOOL DISTRICT IN THE NATION THAT HAS A BEST BUDDIES CHAPTER AT EVERY CAMPUS.

AND FRIDAY, ALL SIX OF OUR ELEMENTARY SCHOOLS HELD A, THEY ALL GOT TOGETHER AT EANES ELEMENTARY, HELD A SOCIAL EVENT WHERE STUDENTS WITH SPECIAL ABILITIES ENJOYED GAMES AND ACTIVITIES ALONGSIDE THEIR BUDDIES.

AND THIS IS SUCH A HEARTWARMING PROGRAM.

WE'RE ALL VERY PROUD OF THIS.

IT HIGHLIGHTS THE VALUE THAT WE PLACE ON INCLUSION AND BELONGING THAT'S FOR EVERY PERSON EVERY DAY.

NEXT, I WANT TO CONGRATULATE JACKSON CLARK, WHO TOOK SIXTH IN THE 6A STATE WRESTLING TOURNAMENT.

CLARK BECAME THE FIRST MEN'S WRESTLER TO PLACE SINCE 2018.

SO CONGRATULATIONS, JACKSON.

AND SWIMMING AND DIVING THE BOYS SWIMMING AND DIVING TEAM FINISHED 13TH OVERALL OF OVER 100 TEAMS AT QUALIFIED FOR STATE DANIEL LEE TOOK FOURTH IN THE 100 BACKSTROKE AND SEVENTH IN THE 50 FREESTYLE.

THE 200 MEDLEY RELAY PLACED NINTH OVERALL WITH A SEASON BEST TIME.

THE GIRLS SWIMMING AND DIVING TEAM TOOK FOURTH PLACE IN THE UIL STATE FINALS.

WESTLAKE'S 200 FREESTYLE RELAY TOOK THE BRONZE MEDAL AT THE STATE SWIMMING AND DIVING MEET.

SO WE ALSO WANT TO ACKNOWLEDGE WESTLAKE DIVER BIANCA HUTTER, WHO TOOK THE BRONZE MEDAL IN THE ONE METER DIVE AT THE 6A STATE SWIMMING AND DIVING MEET.

SHE SCORED A 437.15, AN ALL-AMERICAN STANDARD IN HER FIRST STATE MEET.

SO CONGRATULATIONS TO THESE STUDENTS.

HYLINE WESTLAKE HYLINE'S CONTEST SEASON CONCLUDED WITH THE ASCENSION DANCE COMPETITION, WHERE HYLINE TOOK FIRST PLACE OVERALL, AND THEY WERE NAMED THE GRAND CHAMPION AND THE OFFICERS WON OVERALL, RESERVE GRAND CHAMPION HAILEY BORDAS TOOK FIRST PLACE IN SENIOR SOLOS AND LILY DENNIS PLACED FIRST IN SOPHOMORE SOLOS.

AND I BELIEVE STAR STEPPERS ALSO TOOK FIRST IN THE JAZZ COMPETITION AS WELL.

SO CONGRATULATIONS TO HYLINE AND STAR STEPPERS.

AND THEN FINALLY, A VERY EXCITING GAME JUST THIS PAST EVENING, THE CHAPS WON THE BI-DISTRICT CHAMPIONSHIP AS GAVIN PAUL HIT THE GAME WINNER TO BEAT WESTWOOD 45 TO 44 ON A LAST SECOND SHOT.

WE'LL PLAY THE WINNER OF THE SAN MARCOS AND SAN ANTONIO CLARK GAME THAT'S TAKING PLACE THIS EVENING.

[00:05:05]

WHERE THE AREA CHAMPIONSHIP WILL TAKE PLACE.

THAT'S GOING TO COME OUT TOMORROW.

SO GOOD LUCK TO OUR MEN'S BASKETBALL TEAM AS THEY ADVANCE TO THE NEXT LEVEL IN THE PLAYOFFS.

AND THEN FINALLY, I ALSO WANT TO MENTION THAT THE EEF GALA, THE ANNUAL EVENT THAT WE ALL LOOK FORWARD TO A VERY SPECIAL EVENING TO BENEFIT EANES EDUCATION FOUNDATION AND ALL OF OUR TEACHERS THAT TAKES PLACE THIS SATURDAY NIGHT AT THE FAIRMONT AUSTIN DOWNTOWN.

SO WE'RE ALL LOOKING FORWARD TO A BEAUTIFUL EVENING AGAIN.

SO THAT CONCLUDES MY REPORT FOR THIS EVENING.

THANK YOU, DR. ARNETT.

YEAH, JEN. AND THANK YOU FOR SHARING ABOUT BEST BUDDIES.

I DID HAVE A QUESTION.

I STARTED GETTING EMAILS ABOUT THE BEST BUDDIES WALK COMING UP THIS YEAR, AND I WAS WONDERING AND MAYBE THIS IS A QUESTION FOR MOLLY.

IF THE DISTRICT ADMINISTRATION IS PUTTING TOGETHER A TEAM AGAIN, BECAUSE I'D LIKE TO JOIN? YEAH.

MAYBE A BOARD ADMIN TEAM.

I WOULD LOVE TO FIGURE SOMETHING OUT.

THANKS. MOLLY, HAS THE DATE BEEN SET YET FOR THAT ONE? IT'S APRIL SOMETHING.

GOOD. YEAH.

HOPEFULLY A LITTLE COOLER.

ALL RIGHT. SEEING NONE.

THE NEXT ITEM ON THE AGENDA IS OUR MONTHLY FINANCIAL REPORT AND BUDGET AMENDMENTS FOR THE PERIOD ENDING JANUARY 31, 2023.

MARIA ROCKSTEAD. MARIA, WELCOME.

GOOD EVENING. HERE WE GO.

OKAY. SO YOU MAY HAVE NOTICED THAT WE COLLECTED A LOT OF TAXES IN JANUARY.

SO OUR FUND BALANCE IS VERY POSITIVE AT THE MOMENT.

THE TAX COLLECTION COMPARED TO LAST YEAR IS A LITTLE BIT LOWER THAN WHAT IT WAS AT THIS POINT, BUT IT'S COMPARABLE TO WHAT IT WAS TWO YEARS AGO.

SO IT'S STILL WITHIN THE RANGE OF WHAT WE EXPECT IT TO BE.

AGAIN, WHAT HAD HAPPENED THIS YEAR WAS THE TAX BILLS WENT OUT LATER WAITING FOR TAX COLLECTIONS, AND THEN THERE WAS A BUDGET AMENDMENTS ONLY FOR THE GENERAL FUND.

THERE'S NOT ANY FOR THE DEBT SERVICE OR THE CHILD NUTRITION FUND.

AND AGAIN, THOSE WERE JUST MOVEMENTS BETWEEN AT THE CAMPUS LEVEL.

THE NET EFFECT ON THE FUND BALANCE IS ZERO.

ARE THERE ANY QUESTIONS? ARE THERE ANY QUESTIONS? THANK YOU. THANK YOU, MARIA.

THE NEXT ITEM ON THE AGENDA IS OPEN FORUM AND I HAVE A STATEMENT I NEED TO READ VERY BRIEFLY.

[8. OPEN FORUM]

WE HAVE ONE SPEAKER SIGNED UP THIS EVENING AND YOU WILL HAVE 3 MINUTES TO SPEAK.

I WILL CALL YOU FORWARD AND LET YOU KNOW WHEN YOUR TIME IS UP.

ONCE YOU ARE NOTIFIED THAT YOUR TIME IS UP, AT LEAST FINISH YOUR SENTENCE.

SPECIFIC FACTUAL INFORMATION AND RECITATION OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD CANNOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT INCLUDED ON THE AGENDA.

PLEASE BE AWARE THAT THE AUDIO OF THIS OPEN FORUM PORTION OF THE BOARD MEETING IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE BOARD MEETING AND IS PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION, PERSONS WHO CHOOSE TO SPEAK IN OPEN FORUM ARE CONSENTING TO THE ONLINE PUBLICATION OF THEIR COMMENTS.

THANK YOU AGAIN FOR TAKING THE TIME AND MAKING THE EFFORT TO SHARE YOUR REMARKS WITH US.

WE ARE NOW READY AND OUR FIRST SPEAKER IS MR. TIMOTHY JORDAN. MR. JORDAN, WELCOME. MY NAME IS TIM JORDAN.

I TAUGHT PHYSICS AT WESTLAKE HIGH SCHOOL FOR 11 YEARS, AND I RETIRED IN MAY OF 18.

I'VE BEEN A SUBSTITUTE TEACHER SINCE THAT TIME.

I'M HERE TO ADDRESS A CONCERN ABOUT COMPENSATION OR SUBSTITUTE TEACHERS.

FIRST OF ALL, I WOULD LIKE TO THANK THE BOARD FOR THE SIGNIFICANT ADJUSTMENT IN PAY IN THE FALL OF 2021 IN RESPONSE TO OTHER DISTRICTS MAKING SIMILAR MOVES. THE CONCERN THAT MANY OF OUR SUBSTITUTES HAVE IS RELATED TO THE INCREMENTAL PAY THAT IS THE INCREASE IN COMPENSATION THAT WE RECEIVE AFTER 30 FULL DAYS OF SERVICE.

SPECIFICALLY, THE CONCERN IS THAT THE 30 DAY REQUIREMENT RESETS EVERY SCHOOL YEAR.

FIRST OF ALL, LET ME JUST QUICKLY SHARE A COMPARISON OF SUB PAY, INCLUDING INCREMENTAL PAY FOR CERTIFIED TEACHERS IN EANES, LAKE TRAVIS AND AUSTIN ISD'S.

THAT MEANS WE START OFF AT $120 PER DAY, AND AFTER 30 DAYS, THAT GOES TO $150 PER DAY.

[00:10:06]

AUSTIN ISD STARTS AT $150 PER DAY AND INCREASES TO $170 AFTER 45 DAYS.

SO EVERYBODY HAS A DIFFERENT TIME PERIOD.

WE HAVE SEVERAL SUBSTITUTES WHO HAVE WORKED HERE FOR MANY YEARS AND DO NOT WORK FOR OTHER SCHOOL DISTRICTS.

THE IMPRESSION THAT WE GET IS THAT THE INCREMENTAL PAY IS AWARDED AFTER SHOWING THAT YOU ARE SERIOUS ABOUT WORKING FOR EANES ISD.

AND WE FEEL THAT MULTIPLE YEARS OF DEDICATED SERVICE SHOULD ADEQUATELY DEMONSTRATE THAT.

SO I WOULD LIKE TO RESPECTFULLY REQUEST THAT OUR POLICY BE CHANGED TO ELIMINATE THE 30 DAY PERIOD FOR RETURNING SUBS.

AND TO COMPENSATE THEM AT THE HIGHER PAY LEVEL STARTING ON DAY ONE.

A RETURNING SUB MIGHT BE DEFINED AS A SUB WHO WORKED A MINIMUM NUMBER OF DAYS IN THE PREVIOUS SCHOOL YEAR.

60 DAYS IS APPROXIMATELY ONE THIRD OF THE TEACHER WORKDAYS FOR A FULL TIME TEACHER.

SO I THOUGHT THAT PERHAPS THAT MIGHT BE A REASONABLE NUMBER.

IF A SUB HAD WORKED 60 DAYS IN THE PREVIOUS YEAR, THEY'D BE CONSIDERED A RETURNING SUB.

OKAY. THANK YOU VERY MUCH FOR ALLOWING ME TO SPEAK.

THANK YOU SO MUCH, MR. JORDAN. WE APPRECIATE YOUR REMARKS.

THANK YOU. THE NEXT ITEM ON THE AGENDA IS THE TAPR.

[9. 2021-22 TEXAS ACADEMIC PERFORMANCE REPORT (TAPR) & PUBLIC HEARING]

MOLLY MAY, CATHERYN CHAIREZ.

THANK YOU. WELCOME.

GOOD EVENING. THIS IS OUR ANNUAL TAPR REPORT THAT WE WILL REVIEW WITH YOU ALL THIS EVENING.

AND JUST A REMINDER, A LOT OF THE INFORMATION THAT'S CONTAINED IN THE TAPR IS INFORMATION WE SHARED BACK IN EARLY FALL.

AND SO WE HAD INCLUDED ALL OF THAT INFORMATION.

SO THIS TAKES KIND OF ALMOST A HIGHER VIEW THAN WHAT WE HAD PROVIDED FOR YOU GUYS BACK IN THE FALL.

AND KIND OF THAT 30,000 FOOT DISTRICT VIEW.

AND SO CATHERYN WILL REVIEW ALL OF THAT.

AND THEN IF YOU HAVE ANY KIND OF SPECIFIC QUESTIONS ABOUT SPECIFIC CAMPUSES OR THINGS LIKE THAT, THAT WAS REALLY WHAT WE REVIEWED BACK EARLIER IN THE YEAR.

THANK YOU FOR HAVING US.

THE PURPOSE OF OUR PRESENTATION IS TO DISCUSS OUR TEXAS ACADEMIC PERFORMANCE REPORT WITH YOU.

WE ARE REQUIRED TO PRESENT IT IN FRONT OF THE BOARD OF TRUSTEES IN A PUBLIC FORUM.

AND THIS MEETS OUR TEXAS EDUCATION CODE 39 306 REQUIREMENT.

THE FIRST PART OF OUR REPORT TALKS ABOUT RESULTS FROM OUR 2021 2022 STAAR AND EOC TESTS, AND THEN WE'RE GOING TO DISCUSS OUR ACCOUNTABILITY RATINGS.

WE'RE PLEASED TO INFORM YOU THAT IN 2022 WE RECEIVED AN OVERALL DISTRICT RATING OF 97%, WHICH IS EXEMPLARY.

AND OUR SPECIAL EDUCATION DETERMINATION STATUS IS MEETS REQUIREMENTS, WHICH IS THE HIGHEST RATING THAT YOU CAN RECEIVE FROM TEA.

BEFORE WE DISCUSS OUR SCORES, I'D LIKE TO REMIND YOU THAT THERE ARE DIFFERENT LEVELS.

THE FIRST LEVEL IS DID NOT MEET, AND THAT MEANS THAT THE STUDENTS HAVE SIGNIFICANT GAPS IN THE CONTENT AREA AND THEY WILL NEED SIGNIFICANT SUPPORT.

FOR OUR APPROACHES LEVEL, THAT MEANS THE STUDENTS PASSED, BUT THEY'RE STILL MISSING SOME CRITICAL ELEMENTS OF THE CONTENT AREA AND NEED SOME SUPPORT, BUT IT'S CONSIDERED PASSING.

OUR MEETS CATEGORY MEANS THAT THE STUDENTS HAVE A STRONG KNOWLEDGE OF THE COURSE CONTENT AND THEY'RE PREPARED TO PROGRESS TO THE NEXT GRADE LEVEL.

AND FINALLY, OUR MASTER'S LEVEL IS THAT THE STUDENTS HAVE MASTERY OF THE COURSE CONTENT AND SKILLS.

AND I BELIEVE YOU'RE GOING TO BE VERY PLEASED WITH OUR DATA.

THERE WE GO. WE'RE GOING TO BEGIN WITH OUR GRADES 3 THROUGH 8 STAAR READING.

[00:15:02]

AND IN MANY GRADE LEVELS 50% OR MORE OF OUR STUDENTS HIT MASTERY, WHICH MEANS THEY HAVE MASTERED THE READING FOR THAT GRADE LEVEL.

FOR MATH MORE THAN 90% OF ALL GRADE LEVELS HIT THE APPROACHES LEVEL FOR MATH, WHICH MEANS THAT THEY MET THE REQUIREMENTS, AND AT LEAST 70% IN ALL GRADE LEVELS HIT THE MEETS, WHICH MEANS THAT THEY HAVE THAT CONTENT KNOWLEDGE FOR THAT GRADE LEVEL.

AND WE HAD MANY GRADE LEVELS THAT HIT MASTERY, WHICH MEANS THAT THE STUDENTS MASTERED THE COURSE CONTENT.

I WANT TO REMIND YOU THAT FOR SIXTH GRADE, MANY OF OUR STUDENTS TAKE THE FIVE SIX COMPACTED MATH, AND SO THEY DO NOT TAKE THE 6TH GRADE STAAR.

THEY TAKE THE 5TH GRADE STAAR IN THE FIVE, SIX MATH COURSE, AND THEN THEY MOVE ON AND TAKE THE 7TH GRADE STAAR FOR THE SEVEN, EIGHT COURSE.

FOR OUR EOC SCORES YOU CAN SEE THAT WELL OVER 90% IN EACH GRADE LEVEL OR EACH COURSE CONTENT AREA SCORED APPROACHES AND 77% ARE ABOVE IN EACH SUBJECT AREA HIT MEETS, WHICH MEANS THAT THEY HAVE THAT CONTENT KNOWLEDGE FOR THOSE SUBJECTS.

AND WE HAD A NUMBER OF THE SUBJECT AREAS WHERE STUDENTS HAD LARGE AMOUNTS OF MASTERY, ALGEBRA ONE, BIOLOGY AND US HISTORY HAD 77% MASTERY.

ON THIS SLIDE, WE DO WANT TO MENTION OUR ENGLISH 2 EOC SCORES WERE SIGNIFICANTLY LOWER THIS YEAR BY ABOUT 11%.

WE'RE USUALLY IN THE MID TO HIGH THIRTIES, AND SO AT THE VERY BEGINNING OF THE SCHOOL YEAR IN SEPTEMBER, WE MET WITH THE HIGH SCHOOL.

WE MET WITH THE EDUCATIONAL PARTNER WHOSE OVER HUMANITIES.

CATHERYN HAD DONE AN EXTENSIVE ITEM ANALYSIS ON STAAR AND WE REALLY WORKED WITH THAT DEPARTMENT TO KIND OF FOCUS ON GETTING THOSE SCORES BACK UP FOR OUR ENGLISH 2.

SO WE DID ACKNOWLEDGE THAT.

AND THESE ARE OUR RESULTS BY ALL GRADE LEVELS, BY SUBJECT.

SO AS YOU CAN SEE, 95% OF OUR STUDENTS FOR ALL SUBJECTS HIT APPROACHES, WHICH IS A PASS.

SO THAT'S ALL OF OUR SUBJECTS, ALL GRADE LEVELS.

80% OF OUR STUDENTS MET THE MEETS REQUIREMENTS AND 52% OF OUR STUDENTS HAD MASTERS.

WHEN YOU LOOK AT ALL THE SUBJECTS COMBINED.

FOR OUR SCIENCE, ABOVE, 75% OF OUR STUDENTS MET IN THE SCIENCE CATEGORY.

AND THAT TEST FIFTH GRADE SCIENCE, EIGHTH GRADE SCIENCE AND BIOLOGY.

AND THEN FOR SOCIAL STUDIES THAT IS COMPRISED OF EIGHTH GRADE SOCIAL STUDIES AND US HISTORY.

SO THOSE TWO SUBJECTS ARE A LITTLE BIT DIFFERENT BECAUSE IT'S A SMALLER NUMBER OF STUDENTS WHO ARE TESTED.

OKAY. OKAY.

THAT'S WHAT I LIKE TO HEAR.

ALL RIGHT. AND FOR OUR 2022 ACCOUNTABILITY REPORT, WE DID RECEIVE SEVERAL DISTINCTIONS.

AND WHEN MOLLY AND I TALKED WITH YOU IN SEPTEMBER, WE BROKE DOWN ALL OF OUR DIFFERENT DISTINCTIONS AND WE HAD A TOTAL OF 18 ACROSS THE DISTRICT. AND YOU CAN SEE THE BREAKDOWN BY SUBJECT AND AREA AND WESTLAKE AND HILL COUNTRY HAD THE MOST DISTINCTIONS.

FOR 2022 STAAR EOC PARTICIPATION YOU CAN SEE THAT OUR ASSESSMENT PARTICIPATION RATE INCREASED FROM 2021 AND WENT FROM 90% IN 2021 TO 99% THIS LAST YEAR.

AND THIS IS PHENOMENAL BECAUSE THE STUDENTS WHO ARE ABSENT ARE REQUIRED TO DO THE AI, THE ACCELERATED INSTRUCTION IF THEY DON'T TAKE THE TEST. AND SO THEY END UP DOING THE 30 HOURS OF TUTORIALS.

SO WE'RE REALLY HAPPY THAT MANY OF OUR STUDENTS ATTENDED BECAUSE WE DON'T WANT THEM TO BE PUNISHED FOR BEING ABSENT.

OKAY. SO THIS PART OF THE TAPR IS BASED ON THE 2020-2021 DATA.

SO IT'S A PART OF THIS REPORT, BUT THEY'RE PULLING THAT COLLEGE AND CAREER DATA FROM THE YEAR RIGHT AFTER COVID.

[00:20:04]

AS YOU LOOK AT OUR ATTENDANCE RATES FOR 2020, 2021 THIS IS OUR OVERALL CAMPUS ATTENDANCE IT WAS 97.7%. IT'S SLIGHTLY LOWER THAN WHAT WE HAD IN 2019 AND 2020, BUT IT IS WELL ABOVE THE REGION AN THE STATE. SO WE ARE GETTING CLOSER TO WHAT OUR ATTENDANCE WAS PRIOR TO COVID.

ALL RIGHT. WE'RE GOING TO TALK ABOUT OUR CLASS OF 2021 COHORT.

OUR CCMR DATA COMES FROM THIS GROUP.

SO THESE WERE OUR 2021 GRADUATES, NOT OUR GRADUATES FROM LAST YEAR.

99.7% OF OUR STUDENTS ARE CONSIDERED GRADUATES OR THEY COMPLETED A PARTICIPATION PLAN OR CONTINUERS.

SO THAT MEANT THEY FINISHED THEIR REQUIREMENTS IN THE SUMMER.

AND OUR DROPOUT RATE IS 0.3%.

SO THOSE RATES ARE EXCELLENT.

FOR OUR 2020, 2021 COLLEGE CAREER AND MILITARY READINESS 86% OF OUR STUDENTS MET THE REQUIREMENTS TO BE CONSIDERED COLLEGE AND CAREER READY.

AND DURING THIS YEAR, THE 2020, 2021 SCHOOL YEAR, I WANT TO REMIND YOU THAT STUDENTS HAD AN OPTION TO TAKE SOME OF THOSE ASSESSMENTS, LIKE ACT, SAT, TSI, WHICH ARE REQUIRED TO ENTER COLLEGES.

SO SOME OF THE STUDENTS DIDN'T TAKE THOSE AND DIDN'T ACHIEVE THAT RANKING.

FOR AP CRITERIA, 78.6% OF OUR STUDENTS RECEIVED A THREE OR ABOVE, WHICH GIVES THEM THE OPPORTUNITY TO POSSIBLY EARN COLLEGE CREDIT THAT IS DEPENDENT ON THE UNIVERSITY THAT THEY'RE APPLYING TO.

BUT THEY DO HAVE THAT MINIMUM SCORE TO EARN THAT COLLEGE CREDIT.

BACK IN 2020, 2021, OUR AVERAGE SAT SCORE WAS 1332.

PRIOR TO COVID, OUR AVERAGE SAT SCORE WAS 1314.

SO WE DID HAVE AN INCREASE AFTER COVID.

THE AVERAGE ACT SCORE FOR THE NATION.

I WANT TO LET YOU KNOW WHAT THAT IS.

IT WAS 20.3 DURING THE 2020, 2021 SCHOOL YEAR, AND OUR STUDENTS ACHIEVED A 28.2.

PRIOR TO COVID AND THEY RECEIVED A 29.2.

SO WE'RE ALMOST AT THAT EXACT LEVEL.

AND AGAIN, THIS IS OUR COHORT OF 2021.

MANY OF OUR CAMPUSES EARNED ACCOUNTABILITY RATINGS.

AND IF YOU LOOK AT THEIR CAMPUS WEBSITE AND THEIR TAPR REPORTS, YOU CAN FIND THE DISTINCTIONS THAT EACH INDIVIDUAL CAMPUS EARNED.

AND YOU CAN ALSO VIEW THE SPECIFIC CAMPUS TAPR REPORT WHICH HAS ALL THEIR SCORE DATA.

YEAH. ALL RIGHT.

THANK YOU VERY MUCH. YOU'RE WELCOME.

I'M GOING TO START WITH HEATHER, AND THEN WE'RE GOING TO GO STRAIGHT TO THANK YOU SO MUCH FOR THIS LOVELY REPORT.

I WAS IMPRESSED BY OUR EOC, ENGLISH ONE TAKERS BECAUSE EVEN THOUGH THEY HAD LIKE AN HOUR OF JUST SITTING THERE WAITING, WHICH WAS NO FAULT OF OUR HIGH SCHOOL OR ANYONE ON OUR CAMPUS OR AT OUR DISTRICT.

BUT IT'S IMPRESSIVE THAT THEY STILL DID SO WELL EVEN AFTER THAT STATE SNAFU.

THE DROPOUT RATE, DOES THAT TAKE INTO ACCOUNT OUR STUDENTS WHO GO TO ATS? IT DOESN'T.

SO THEY'RE KIND OF IN AN INTERESTING CATEGORY, BUT THEY'RE NOT CONSIDERED DROPOUTS.

OKAY. JUST MAKING SURE.

AND THEN I'M GUESSING AND I'M HOPING YOU GUYS CAN CONFIRM OR DENY.

SO THE PART ABOUT MANY OF OUR STUDENTS NOT TAKING THE SAT AND ACT IS THAT BECAUSE A LOT OF UNIVERSITIES AND COLLEGES WANT TO TEST OPTIONAL? YES. AND DURING THIS PARTICULAR YEAR, SOME OF THE STUDENTS WEREN'T GOING AND TAKING THE TEST BECAUSE OF COVID AND STILL BEING IN THAT PHASE WHERE, YOU KNOW, IT WAS STILL RAMPANT AND EVERYTHING.

BUT NOW STUDENTS ARE NOT REQUIRED.

NOW WE DO OFFER THE SCHOOL DAY SAT AT THE HIGH SCHOOL, AND THEY'LL BE TAKING THAT IN MARCH.

BUT IT IS NOT A REQUIREMENT AND MANY UNIVERSITIES ARE NOT REQUIRING THOSE TESTS FOR ADMISSION.

AND THAT IS A LITTLE BIT OF A CONCERN BECAUSE SOME OF THE CCMR IS TIED TO THAT.

AND SO WE'RE SORT OF WATCHING WHAT HAPPENS WITH THE STATE ON THAT BECAUSE IF FUNDING, YOU KNOW, YOU GET SOME ADDITIONAL FUNDING THROUGH CCMR AND IF NOW STUDENTS AREN'T TAKING THE SAT AND ACT, THERE ARE OTHER WAYS TO GET THAT FUNDING.

[00:25:02]

THANK YOU. YOU'RE WELCOME.

THANK YOU. ELLEN. THANK YOU FOR THIS PRESENTATION.

YOU KNOW HOW MUCH I LOVE THIS STUFF, SO THANK YOU.

YOU'RE WELCOME. WHILE WE'RE ON CCMR. CERTAINLY I DON'T WANT TO TAKE AWAY FROM THE OUTSTANDING SCORES THAT WE HAVE ON BOTH THE ACT AND THE SAT.

BUT I DO FIND IT CURIOUS THAT THE AVERAGE SAT SCORE WENT UP AND THE ACT SCORE WENT DOWN.

ANY HYPOTHESIS ON THAT? I DO HAVE ONE.

MORE OF OUR STUDENTS TAKE THE SAT THAN THE ACT, AND I THINK THAT CONTRIBUTES BECAUSE YOU HAVE THE WHOLE JUNIOR CLASS THAT'S TAKING THE SAT AND FOR THE ACT, IT'S A SMALL NUMBER.

YOU MIGHT HAVE 200, 250 OF THOSE STUDENTS FROM THE HIGH SCHOOL TAKING THAT TEST THEIR JUNIOR OR SENIOR YEAR.

SO IT'S A LARGER POOL FOR THE SAT.

MAKES SENSE. THANK YOU.

YOU'RE WELCOME. THE OTHER QUESTION I HAD GOES BACK TO THE READING SCORES, THE THREE, EIGHT READING SCORES THAT IT SEEMS LIKE 6TH GRADE HAS A BIT OF A DIP THERE.

AND I UNDERSTAND THE MATH.

THANK YOU FOR CLARIFYING IT FOR ALL OF US.

BUT I UNDERSTAND WHY MATH DIPS.

BUT THERE IS SOMEWHAT OF A DIP IN THE READING AT SIXTH GRADE.

AND I WAS CURIOUS AS TO WHETHER OR NOT THAT'S IN LINE WITH STATE NUMBERS AND IS NORMAL IN THAT TRANSITION YEAR OR IF WE HAVE LOOKED AT THAT AND LEARNED SOMETHING SPECIFIC.

SO FOR THAT NUMBER, WE ARE ABOVE THE STATE AND THE REGION FOR SIXTH GRADE.

AND LAST YEAR FOR MANY OF OUR STUDENTS, THAT WAS THE FIRST TIME THAT THEY HAD TAKEN A STAAR TEST.

SO DURING COVID, THEY MISSED FOURTH GRADE.

THEY HAD KIND OF THAT OPTION IN FIFTH GRADE.

SO THIRD GRADE MIGHT HAVE BEEN THE ONLY TIME THEY TOOK IT.

AND THEN THEY'RE GETTING BACK INTO THAT CYCLE AGAIN IN SIXTH GRADE.

BUT I THINK SOME OF IT, TOO, WOULD ACCOUNT FOR THAT TRANSITION TO MIDDLE SCHOOL SWITCHING CLASSES, HAVING A HEAVIER COURSE LOAD.

ALL OF THOSE THINGS I THINK ARE FACTORS.

THANK YOU. YOU'RE WELCOME.

I'M GOING TO JUMP IN.

SURE. OKAY. I HAD A QUESTION ALSO ABOUT THE DROPOUT RATE WITH SUCH A SMALL NUMBER MY ASSUMPTION IS THAT THE SCHOOL IS PRETTY AWARE OF WHICH STUDENTS THESE ARE.

AND IS THE SCHOOL ABLE TO WORK WITH THOSE KIDS AND THOSE FAMILIES TO TRY TO MITIGATE WHATEVER CIRCUMSTANCES ARE GOING ON OR HELP THAT STUDENT? YEAH, FOR SURE. WE DEFINITELY HAVE THOSE STUDENTS IDENTIFIED AND WORK REALLY HARD WITH THEM.

AND, YOU KNOW, SOMETIMES IT'S THEY'RE NOT DONE WITH THEIR CREDITS AND WE'RE TRYING TO GET THEM MAYBE TO COME BACK EVEN OVER THE SUMMER OR IN THE FALL.

AND SO WE DEFINITELY STAY IN TOUCH WITH THOSE STUDENTS AND WORK REALLY HARD TO BRING THEM BACK INTO THE FOLD IF WE CAN.

OKAY. THANK YOU. THANK YOU.

ANYBODY ELSE? SEEING NONE.

THE NEXT ITEM ON THE AGENDA IS.

OH, I'M SORRY. YOU'RE WELCOME.

THANK YOU. THE NEXT ITEM ON THE AGENDA IS THE PUBLIC HEARING FOR THE TEXAS ACADEMIC PERFORMANCE REPORT.

I OPEN THAT PUBLIC HEARING SEEING THAT NO ONE HAS SIGNED UP TO SPEAK IN THE PUBLIC HEARING, THAT PUBLIC HEARING IS NOW CLOSED.

THE NEXT ITEM ON THE AGENDA IS OUR FIRST DISCUSSION ITEM.

[10. DISCUSSION]

AND WE HAVE 2 MINUTES AND 40 SECONDS FOR THAT.

[LAUGHTER] THAT'S A JOKE.

ARE YOU GOING HAVE A CLOCK FOR ME SO? SO WE'RE HERE TO, AS DISCUSSED EARLIER WITH 5TH GRADE SCIENCE STAAR, DIVE A LITTLE BIT DEEPER INTO SCORES AND SOME OF THE THINGS WE'VE LEARNED AND SOME OF THE THINGS WE'RE DOING TO KIND, OF COURSE CORRECT.

AND TO ADDRESS SOME OF THE THINGS WE'RE A LITTLE CONCERNED WITH TONIGHT IS JOINING ME, AMY WILLIAMS, OUR ELEMENTARY CURRICULUM COORDINATOR.

HER FIRST BOARD MEETING.

SO SHE'LL HAVE A LITTLE BIT OF PART TODAY.

LET'S SEE IF WE CAN GET THIS TO WORK.

WELCOME, AMY. SO BEFORE WE JUMP IN, I THINK YOU ARE VERY WELL OF YOU JUST HAD THE TAPR REPORT THAT WE GIVE AN ANNUAL ASSESSMENT, THE FIFTH GRADE SCIENCE STAAR EXAM TO ALL FIFTH GRADERS, NOT JUST HERE BUT ACROSS THE STATE.

I DO THINK IT'S IMPORTANT TO KEEP IN THE BACK OF YOUR MIND WHEN WE HAVE THIS CONVERSATION, THAT THIS IS A CUMULATIVE TEST.

[00:30:06]

I LIKE TO THINK OF THIS AS AN ELEMENTARY SCIENCE STAAR TEST.

EVEN THOUGH THEY'RE ADMINISTERED IN FIFTH GRADE, IT DOES HAVE THIRD AND FOURTH GRADE STANDARDS ON THE EXAM.

AND SO WHEN WE TALK ABOUT THINGS TO ADDRESS OR HOW WE KIND OF GO ABOUT OUR INSTRUCTION, WE HAVE TO THINK BROADER THAN JUST FIFTH GRADE WHILE WE LOOK AT LIKE FIFTH GRADE MATH AND WHAT CAN WE DO DIFFERENT THERE.

THIS TEST DOES CREATE A PROBLEM OR A DIFFERENT ISSUE WHEN WE HAVE TO THINK ABOUT, OKAY, WHAT DO WE NEED TO DO IN THIRD, FOURTH AND FIFTH TO KIND OF ADDRESS SOME OF THE SCORES. WE'VE DONE PRETTY WELL UP UNTIL THE 2017 ADMINISTRATION OUR PASSING RATE HAS BEEN PRETTY CONSISTENT OVER TIME.

HOWEVER, STARTING IN THE 2017 ADMINISTRATION OF THE ASSESSMENT, WE STARTED TO SEE ANNUAL SLIPPAGE OR A DECLINE IN OUR OVERALL PASSING RATE.

THE SLIDE THAT YOU HAVE IN FRONT OF YOU RIGHT NOW SHOWS OUR FIFTH GRADERS ON AN ANNUAL BASIS COMPARED TO THE REST OF THE STATE.

AND OVER THIS IS A SIX YEAR SNAPSHOT UP UNTIL THE 2017 ADMINISTRATION, WE HOVERED IN THAT 90, 95 PERCENTILE RANGE, JUST LIKE YOU SAW WITH MOST OF THE OTHER CONTENT IN OUR TAPR REPORT.

LAST YEAR, OUR LAST ADMINISTRATION WAS OUR LOWEST PASSING RATE THAT WE'VE HAD SINCE THE ADMINISTRATION OF THE STAAR.

WE HAD 85.5% OF OUR STUDENTS PASS THE FIFTH GRADE STAAR LAST YEAR.

JUST TO KIND OF GIVE YOU SOME HISTORICAL CONTEXT, OUR HIGHEST EVER WAS 97.2.

THAT WAS IN THE 2016 ADMINISTRATION.

SO IN THE SIX YEAR SNAPSHOT, WE'VE SEEN SLOW AND STEADY DECREASES OVER TIME.

SO WE'LL GO TO OUR NEXT ONE.

WHEN WE STARTED KIND OF LOOKING AT THIS AND DIVING IN A LITTLE BIT DEEPER TO KIND OF FIGURE OUT WHAT AREAS CAN WE START ADDRESSING TO IMPROVE OUR STUDENTS' SUCCESS, THEY CAME THREE THINGS THAT WE NEEDED TO LOOK AT.

THE FIRST ONE IS ADDRESSING THE DIFFERENCES IN OUR INSTRUCTIONAL MODEL AT OUR ELEMENTARY CAMPUSES.

WHEN WE TALK ABOUT INSTRUCTIONAL MODEL, I'M TALKING ABOUT TWO THINGS.

I'M TALKING ABOUT INSTRUCTIONAL TIME AND THE APPROACH TO SCIENCE INSTRUCTION.

ACROSS ALL SIX OF OUR CAMPUSES WE HAD MANY DIFFERENT MODELS THAT WERE HAPPENING.

WHEN WE TALK ABOUT TIME, WE HAD TWO THAT OCCURRED AT DIFFERENT CAMPUSES.

FIRST WOULD BE A DAILY INSTRUCTIONAL MODEL.

SO STUDENTS KINDER THROUGH FIFTH WERE HAVING SCIENCE INSTRUCTION DAILY.

WE THEN HAD A ROTATION MODEL AT OTHER CAMPUSES WHERE STUDENTS WERE HAVING SCIENCE INSTRUCTION EITHER ON A DAY BY DAY OR OTHER EVERY OTHER DAY OR ONE WEEK IN SCIENCE, ONE WEEK IN SOCIAL STUDIES.

SO THERE WAS A LITTLE BIT OF DIFFERENT APPROACH WITHIN THAT.

ALSO WITHIN THOSE TWO DIFFERENT APPROACHES, THE INSTRUCTIONAL TIME WAS DIFFERENT BETWEEN GRADES AND CAMPUSES, SO THERE WASN'T A CONSISTENCY AROUND IF YOU HAD A DAILY INSTRUCTIONAL MODEL, EVERYBODY WAS DOING THE SAME AMOUNT OF TIME.

THERE WAS DIFFERENCES WITHIN THAT.

SECOND, WE ALSO FOUND THAT OUR INSTRUCTIONAL APPROACH WAS A LITTLE BIT DIFFERENT FROM CAMPUS TO CAMPUS.

WE HAD SOME CAMPUSES THAT TOOK SCIENCE INSTRUCTION IN WHAT'S CALLED A GRADUAL RELEASE MODEL.

THAT IS THE I'M SURE YOU PROBABLY HEARD THE, I DO, WE DO, YOU DO, TYPE MODEL.

IT IS A VERY TEACHER CENTERED MODEL.

WE ALSO HAD OTHER CAMPUSES THAT TOOK WHAT'S CALLED AN INQUIRY BASED APPROACH, WHERE THIS IS WHERE YOU LED WITH THE EXPLORATORY PART OF SCIENCE FIRST, ALLOWING STUDENTS TO DEVELOP THEIR OWN KIND OF UNDERSTANDING AND DEVELOP THEIR QUESTIONS TO FOLLOW UP AFTERWARDS.

SECOND, WE KNEW COMING OUT OF COVID THAT THERE WERE SOME LEARNING LOSS THAT DID HAPPEN.

COVID DID NOT CAUSE OUR SCIENCE SCORES TO START SLIPPING.

THEY STARTED SLIPPING BEFORE, BUT IT HAS SLOWED DOWN OUR ABILITY TO ADDRESS IT BECAUSE WE'RE ALSO HAVING TO NOT ONLY ADDRESS INSTRUCTIONAL MODELS BUT ALSO LEARNING LOSS DURING THAT TIME. AND WITH THE CUMULATIVE TEST, IT'S NOT JUST WHAT DID YOU LOSE THAT YEAR, IT IS WHAT DID YOU LOSE A YEAR BEFORE, TWO YEARS BEFORE? THAT STUFF MATTERS.

SO WE'RE NOT ONLY HAVING TO FILL IN A YEAR'S WORTH OR A YEAR OF GAPS, WE'RE TRYING TO FILL IN TWO, THREE YEARS WORTH OF LEARNING GAPS THAT HAVE BEEN ESTABLISHED DUE TO COVID.

AND THEN FINALLY, OUR K-5 INSTRUCTIONAL MATERIALS.

WE IN 2022 SO THE END OF LAST SCHOOL YEAR, OUR STATE ADOPTED MATERIALS HAD ENDED AND DUE TO THAT ENDING, WE THOUGHT THAT WOULD BE A GREAT OPPORTUNITY TO TRY TO FIND SOME THINGS THAT BETTER ALIGNED TO OUR OVERALL STUDENT NEEDS AND OUR TEACHER NEEDS TO IMPROVE THE SCIENCE INSTRUCTION AT THE ELEMENTARY GRADES.

SO NOW I'M GOING TO TALK A LITTLE BIT ABOUT A COUPLE OF THINGS, THE ACTIONS WE'VE TAKEN SO FAR AND WHAT THE RESULTS OF THOSE ARE.

SO INTO THE SPRING OF 2021, WE DECIDED WITH OUR ELEMENTARY PRINCIPALS TO FORMALIZE OUR INSTRUCTIONAL MINUTES AND OUR INSTRUCTIONAL PLAN FOR OUR ELEMENTARY CAMPUSES.

SO CURRENTLY OUR ELEMENTARY CAMPUSES K THROUGH 4TH GRADE HAVE 30 MINUTES OF DAILY SCIENCE INSTRUCTION.

AND IN FIFTH GRADE WE DOUBLED THAT TO 60 MINUTES OF DAILY SCIENCE INSTRUCTION.

SECOND, WE DECIDED TO ALIGN OUR INSTRUCTIONAL APPROACH.

THIS YEAR WE BEGAN THE IMPLEMENTATION OF THE 5E INSTRUCTIONAL MODEL.

[00:35:04]

IT ALLOWS TEACHERS TO LEVEL SCIENCE CONTENT SO THAT STUDENTS CAN ACCESS THE CURRICULUM OR THE MATERIAL WHERE THEY'RE AT AND THEN EXPAND UPON THAT MOVING FORWARD.

AND THEN LAST AND I'M SURE YOU ALL HAVE HEARD THIS A BUNCH.

WE DO HAVE A NEW STAAR AND NEW ITEM TYPES THAT ARE COMING THAT ARE MORE OPEN ENDED, OPEN RESPONSE.

OUR SCIENCE EXAM IS MOVING FROM A MULTIPLE CHOICE EXAM TO AN OPEN RESPONSE EXAM WHERE STUDENTS ARE GOING TO HAVE TO WRITE ABOUT THEIR SCIENCE UNDERSTANDINGS, NOT JUST CHOOSE THE A, B, OR C ANSWER CHOICE.

ALSO, IN THE SCHOOL YEAR 24-25, WE HAVE BRAND NEW SCIENCE TEKS THAT ARE COMING INTO ADOPTION FOR US.

WE DECIDED THIS YEAR WAS A GOOD OPPORTUNITY TO GET AHEAD OF ALL OF THAT AND TO GIVE OUR STUDENTS A LEG UP SO THAT THOSE BIG CHANGES COMING ARE NOT SUCH A SIGNIFICANT SHIFT IN OUR OVERALL INSTRUCTION.

AND THEN LAST ONE, AS WE TALKED ABOUT, WE'RE GOING TO FOCUS ON ALIGNING OUR INSTRUCTIONAL MATERIALS.

WE ADOPTED THIS YEAR A STEMSCOPES SCIENCE AND MATH INSTRUCTIONAL RESOURCES K THROUGH FIVE.

THE STEMSCOPES IS AN INQUIRY BASED 5E MODEL APPROACH.

IT IS ALSO MULTILINGUAL.

SO NOW WE HAVE A SPANISH CURRICULUM THAT ALIGNS TO OUR ENGLISH SIDE CURRICULUM FOR OUR SI TEACHERS, IT IS ALSO VOCABULARY, FOCUS OR VOCABULARY FORWARD.

TO GIVE YOU AN EXAMPLE, THE FIFTH GRADE SCIENCE STAAR OR ELEMENTARY SCIENCE STAAR HAS A POSSIBILITY OF 170 VOCABULARY WORDS THAT WILL BE ASSESSED. DO YOUR MATH, THAT'S A NEW VOCABULARY EVERY SINGLE DAY OF A SCHOOL YEAR.

THAT'S A LOT TO COVER, ESPECIALLY OUR STUDENTS THAT ARE COVERING IN MULTIPLE LANGUAGES OR MAYBE EMERGENT BILINGUAL.

SO WE THOUGHT IT WAS VERY IMPORTANT THAT WE FIND A RESOURCE THAT WAS VOCABULARY FOCUSED, INQUIRY FOCUSED, AND PROVIDED IN MULTIPLE LANGUAGES SO THAT ALL OF OUR STUDENTS COULD ACCESS THE RESOURCES.

THIS SUMMER, WE ARE GOING TO CONTINUE THE PROCESS OF RESTORING AND REVISING OUR CURRICULUM DOCUMENTS HERE IN A MINUTE.

I'M NOT GOING TO GO TOO MUCH INTO THIS.

AMY IS GOING TO GO IN A LITTLE BIT FURTHER DETAIL ABOUT THIS SO YOU CAN GET A VERY GOOD VISUAL OF UNDERSTANDING OF WHAT IS HAPPENING.

BUT THIS REVISION OF DOCUMENTS IS TO INCORPORATE OUR NEW ACTIVITIES OR OUR NEW RESOURCES TO ALIGN THAT ACADEMIC VOCABULARY FROM GRADE TO GRADE.

AND WE ALSO ARE FOCUSING ON INCREASING AND EMPHASIS OF EARTH AND SPACE.

WE NOTICED WITHIN OUR OUR SCIENCE SCORES, EARTH AND SPACE WAS HITTING US PRETTY SIGNIFICANTLY AS A SUBGROUP WITHIN ALL THE TEKS.

FORCE AND MOTIONS OR NEWTON'S LAWS WERE ALSO IN THERE.

BUT WE FELT LIKE WE HAD A PRETTY ROBUST APPROACH TO THAT ALREADY.

WE JUST NEEDED TO KIND OF REVISE IT AND UPDATE IT.

WE'RE ALSO GOING TO BE OFFERING THIS SUMMER A TWO DAY SUMMER WORKSHOP THAT INCORPORATES THE 5E MODEL THAT WILL ALSO TEACH TEACHERS HOW TO INCORPORATE THAT STEMSCOPES RESOURCE.

I AM VERY EXCITED ABOUT THIS.

AMY IS GOING TO LEAD THIS.

I KEEP PUTTING THINGS ON AMY, BUT YEAH, SHE'S GOING TO DO A GREAT JOB OF TEACHING OUR TEACHERS NOT ONLY HOW TO ACCESS IT, BUT TO INCORPORATE IT INTO DAILY LESSON.

I THINK YOU ALL KNOW PRACTICE ONLY GETS GOING WHEN YOU PRACTICE IT AND INCORPORATE IT.

THOSE ONE OFF PROFESSIONAL DEVELOPMENTS REALLY DON'T GO VERY FAR.

SO WE'RE TAKING A NEW APPROACH THIS YEAR.

WITHIN THAT TWO DAY, WE'RE GOING TO TEACH THEM ABOUT THE 5E MODEL, BUT THEY'RE ALSO GOING TO SPEND TIME WITH THEIR TEAMS AND THEIR GRADE LEVEL PEERS TO PLAN FOR THE START OF NEXT SCHOOL YEAR BASED OFF OF END OF YEAR DATA, WHAT WE KNOW, AND THE NEW INSTRUCTIONAL RESOURCES THAT WE HAVE IN FRONT OF US.

I AM NOW GOING TO TURN IT OVER TO AMY TO TALK TO YOU A LITTLE BIT ABOUT WHAT THIS LOOKS LIKE AND TO GIVE YOU SOME CONCRETE EXAMPLES.

OKAY, GREAT. THANKS, CHAD.

SO AS CHAD WAS MENTIONING, OUR TOP PRIORITIES IN THIS CURRICULAR WORK REALLY ARE TO ESTABLISH AND PROMOTE GBC ACROSS ALL OF OUR CAMPUSES AND ALSO OUR SI AND OUR TRADITIONAL PROGRAMS WE WANT TO MAKE SURE THAT THEY ARE ALSO ALIGNED AND PLANNING TOGETHER.

WE ALSO WANT TO HAVE A VERTICAL ALIGNMENT K 5 WHEN WE LOOK AT ESSENTIAL STANDARDS.

AND SOME OF THE CURRICULUM DOCUMENTS THAT YOU'RE GOING TO SEE SNAPSHOTS OF IN JUST A MOMENT, WE WANT THEM READY FOR OUR PLCS TO USE FOR PROFESSIONAL DEVELOPMENT AND ALSO FOR [INAUDIBLE] LIKE PRIOR TO THE 23-24 SCHOOL YEAR.

SO WE'RE REALLY EXCITED TO SHARE A FEW OF THESE SNAPSHOTS, WHICH ARE PART OF OUR CURRICULUM CONNECT HUB, WHICH TEACHERS ACCESS TO FIND THEIR PLANNING MATERIALS. SO I WANTED TO GIVE YOU KIND OF A BROAD SNAPSHOT.

I KNOW YOU CAN'T SEE EVERY DETAIL IN THIS PICTURE, BUT WHAT YOU'RE LOOKING AT IS A TOP SHEET THAT REPRESENTS THE K 5 ESSENTIAL STANDARD TEKS FOR SCIENCE FOR THIS NEXT SCHOOL YEAR.

[00:40:01]

AND THEN IF YOU GO ACROSS THE PAGE, YOU SEE EVERY GRADE LEVEL IS REPRESENTED.

THE FLOW FROM TOP TO BOTTOM ARE ALL OF THE SCIENCES THAT ARE COVERED IN EVERY GRADE LEVEL.

SO IT'S BANDED BY PHYSICAL SCIENCE FIRST IN RED AND ORANGE, THEN YELLOW AND GREEN REPRESENTS THE EARTH AND SPACE SCIENCE AND BLUE AND PURPLE ARE LIFE SCIENCES.

SO ONE THING THAT WE FOUND WAS REALLY IMPORTANT TO US WAS AN ALIGNMENT FOR SOME PREDICTABILITY TOO.

WHEN PRINCIPALS WALK INTO A CLASSROOM THEY KNOW FIRST QUARTER THAT PHYSICAL SCIENCE IS GOING TO BE TAKING PLACE THROUGHOUT THEIR BUILDING.

AND ALSO IT HELPS WHEN YOU'RE PREPARING MATERIALS AND JUST PLANNING AHEAD.

ALSO THAT THE VERTICAL ESSENTIAL STANDARD IS IMPORTANT FOR GRADE LEVELS TO DO SOME PLANNING ACROSS GRADE LEVEL.

WHEN WE STARTED WITH THE ORIGINAL DOCUMENTS, WE'RE NOT TOO FAR OFF OUR ORIGINAL SCOPE AND SEQUENCE FOR SCIENCE.

SO MOST GRADE LEVELS, IF YOU LOOK AT OUR ORIGINAL DOCUMENTS, STARTED WITH PHYSICAL SCIENCE, MOVED TO EARTH AND SPACE, AND THEN ENDED THE YEAR IN LIFE SCIENCE. BUT AS CHAD WAS MENTIONING, WE'VE MADE SOME ADJUSTMENTS IN RESPONSE TO OUR STAAR PERFORMANCE DATA, ALSO INTO SOME SUGGESTIONS FROM LEAD FORWARD IN THE FIELD GUIDES AS TO HOW WE SHOULD ATTACK THOSE UNITS.

IF YOU LOOK AT THE TEKS FOR EARTH AND SPACE, THERE'S ALMOST TWICE AS MANY AS THERE ARE FOR OUR PHYSICAL SCIENCES.

SO WE NEEDED TO MAKE SOME ADJUSTMENTS BECAUSE MOST OF OUR GRADE LEVELS WE'RE SPENDING THE ENTIRE FIRST QUARTER STUDYING JUST MATTER ALONE.

AND SO IT WAS TAKING AWAY TIME FROM OTHER AREAS.

AND SO THIS IS JUST KIND OF A CLOSER PICTURE OF THE FIRST, I THINK, 14 WEEKS.

SO BY THE MIDDLE OF THE SECOND QUARTER, MOST GRADE LEVELS WILL HAVE FINISHED THEIR PHYSICAL SCIENCE.

AND ONE THING I DIDN'T MENTION IS WE WANT EVERY GRADE ALSO TO START WITH AN I AM A SCIENTIST UNIT WHERE THEY'RE BUILDING THEIR SCIENCE WORKSHOP AND ALSO IDENTIFYING AS A SCIENTIST ALSO, WE'RE GOING TO ALIGN OUR MATH DOCUMENTS THAT WAY AS WELL.

SO WE JUST KIND OF NARROW OUR FOCUS IN AND LOOK AT JUST THE FIFTH GRADE DOCUMENT HERE.

WE'RE LOOKING AT JUST THE FIRST QUARTER WHERE FIFTH GRADE WILL BE TEACHING PHYSICAL PROPERTIES OF MATTER.

ON THIS DOCUMENT TEAM PLCS CAN COME TOGETHER TO USE THIS TO SEE WHAT STEMSCOPES ARE APPLICABLE TO THAT UNIT.

EACH DOCUMENT THAT WE ALREADY HAVE PREPARED HAVE THOSE STEMSCOPES ALIGNED TO OUR UNITS, AS WELL AS SOME OF THE UNIQUE THINGS THAT MIGHT BE HAPPENING AT THAT GRADE LEVEL.

SO AS THEY'RE PACING THINGS OUT AND DOING SOME PLANNING, THEY CAN USE THIS YEAR AT A GLANCE TO MAKE SOME OF THOSE BIGGER DECISIONS.

AND SO I'M GOING TO TAKE THAT PHYSICAL SCIENCE UNIT AND EVEN NARROW YOUR FOCUS A LITTLE FURTHER.

THIS IS THE HEART OF WHAT WE WANT PLC'S TO USE IN TERMS OF THEIR PLANNING.

EACH ONE OF THE UNITS AND THERE ARE SEVEN OF THEM FOR EVERY GRADE LEVEL, EACH UNIT WILL HAVE ITS OWN UNIT GUIDE.

AND WHEN PLCS COME TOGETHER, IT IS OUR HOPE THAT THIS IS THEIR FIRST STOP SHOP AND REALLY THEIR ONE STOP SHOP.

IT INCLUDES THEIR STANDARDS, ESSENTIAL QUESTIONS THAT THEY CAN KICK OFF THE UNIT.

AND I'M GOING TO KIND OF I'M GOING TO TAKE YOU THROUGH EACH PART OF IT IN JUST A MINUTE.

BUT AS YOU CAN SEE, THE WAY IT'S ORGANIZED, THEY'RE ABLE TO HAVE A PLC CONVERSATION AND TALK ABOUT THAT UNIT PROGRESSION JUST BY USING THE UNIT GUIDE. SO THE TOP OF IT, THE TOP OF THEIR UNIT GUIDE HAS ESSENTIAL QUESTIONS, ESSENTIAL STANDARDS, CORRELATING STANDARDS. ALSO SOME OF THE PREREQUISITE SKILLS THAT THEY NEED TO KNOW COMING INTO THAT GRADE LEVEL.

AND THE ACADEMIC VOCABULARY THAT CHAD WAS TALKING ABOUT WAS SO IMPORTANT IN ENGLISH AND IN SPANISH.

THE SECOND PART OF THE OVERVIEW INCLUDES INSTRUCTIONAL GUIDANCE FOR THE TEAMS TO KIND OF TALK THROUGH.

WHERE DOES THE UNIT BEGIN AND HOW ARE WE GOING TO PROGRESS THROUGH THIS UNIT? WHAT TEK NEEDS TO BE TAUGHT PRIOR TO ANOTHER TEK.

AND THEN ALSO A SECTION ON STUDENT MISCONCEPTIONS.

OUR KIDS COME IN WITH A LOT OF KNOWLEDGE AND SOMETIMES THEY'RE A LITTLE OFF THE MARK.

[00:45:01]

AS A PART OF THE PLANNING WE WANT TEAMS AND PLCS TO LOOK AT THE ASSESSMENT FIRST AND PLAN BACKWARDS.

SO EACH DOCUMENT WILL HAVE ALL THE ASSESSMENTS FROM STEMSCOPES LINKED SO THEY CAN HAVE THAT REALLY IMPORTANT CONVERSATION ABOUT WHERE ARE WE HEADED, WHEN IS THAT GOING TO HAPPEN? NOW LET'S PLAN BACKWARDS AND PACE OUR UNIT TO THAT ASSESSMENT.

AND WE'RE REALLY FORTUNATE THAT IN STEMSCOPES THAT ARE PROVIDED IN BOTH SPANISH AND ENGLISH, THERE'S A PRE ASSESSMENT FOR GRADES THREE, FOUR AND FIVE THAT'S INCLUDED IN EACH ONE. AND THEN ALSO SOME REALLY RICH ASSESSMENTS THAT INCLUDE WRITING AND SOME EXTENDED RESPONSE THAT ARE GOING TO HELP PREPARE OUR KIDS FOR STAAR IN THE FUTURE.

LEAD FORWARD AND ALSO STEMSCOPES GIVES US SOME CORRELATION TO HOW MATH AND TECH ARE RELATED TO EACH UNIT.

AND SO I THOUGHT IT WAS IMPORTANT TO PUT THOSE ON THE GUIDES AS WELL.

JUST IN HONOR OF SOME OF THE WORK THAT LEAD FORWARD HAS DONE.

AND BECAUSE THEIR DOCUMENTS ARE SO RICH, I WANTED TO MAKE SURE THAT WAS ALSO INCLUDED AND LINKED ON THE UNIT GUIDE.

AT THE BOTTOM ARE THE ICAN STATEMENTS THAT ARE THE ESSENTIAL PIECES THAT STUDENTS LEARN COMING OUT OF THE UNIT.

AND THEN YOU'LL NOTICE UNDERNEATH THE PLANNING RESOURCES THERE'S SUGGESTED PACING AND A MATERIALS LIST.

THOSE ARE BOTH LINKED TO RESOURCES THAT ARE GOING TO HELP TEACHERS PACE DAY TO DAY.

AND THEN PRINCIPALS ASKED THAT THE MATERIALS LIST BE INCLUDED SO THEY CAN PREPARE IN ADVANCE AND MAKE SURE THAT THE STAFF HAS WHAT THEY NEED TO BE SUCCESSFUL.

SO THIS IS AN EXAMPLE OF THE SUGGESTED PACING GUIDE THAT STEMSCOPES PROVIDES.

WHILE IT GIVES YOU KIND OF A DAY BY DAY SHOT, WE RECOGNIZE THAT THERE MIGHT NEED TO BE SOME ADJUSTMENTS IN TERMS OF MATCHING OUR 30 MINUTE BLOCK.

BUT THERE IS FLEXIBILITY THAT I'VE PUT IN THE YEAR AT A GLANCE AND INTO OUR PACING TO ENSURE THAT WE ARE THAT WE HAVE TIME EACH DAY TO PUT SCIENCE INTO OUR DAILY BLOCK AND ALSO MAKE SURE WE USE THE 5E MODEL THAT IS SUGGESTED BY STEMSCOPES . ON THEIR PACING GUIDE WHAT'S GREAT IS THEY'VE INCLUDED IN BLUE THE MUST DO'S.

SO IF A TEACHER IS STRUGGLING WITH A CONCEPT WITH, WITH THEIR GROUP OF STUDENTS, THERE ARE ITEMS THAT ARE SUGGESTED AND HIGHLIGHTED THAT THEY HAVE TO DO WITH THEIR STUDENTS IN CLASS TO BE SUCCESSFUL.

AND THEN THERE'S ALSO LOTS OF OPPORTUNITY FOR ENRICHMENT AND CHALLENGE AND WAYS TO REALLY EXPAND AND ELABORATE ON THE UNIT AS WELL.

WE'RE REALLY EXCITED TO GET THESE DOCUMENTS IN THE HANDS OF OUR TEACHERS.

I HAVE THEM STARTED FOR THE FIRST UNIT AND WE WANT THEM, LIKE CHAD WAS MENTIONING, WE WANT THEM TO BE ABLE TO USE THIS AS PART OF THEIR SUMMER TRAINING EVEN IN JUNE. SO THANK YOU FOR LETTING ME SHARE.

AND BEFORE WE KIND OF GO TO THE NEXT ONE, JUST HISTORICAL CONTEXT, I THINK IT'S GOOD TO KNOW WHAT WE'VE HISTORICALLY PROVIDED OUR TEACHERS IS THAT FIRST DOCUMENT AND THAT'S IT. SO ANYTHING PAST THAT FIRST IS THE EXPANSION AND SUPPORT WE'RE TRYING TO INCORPORATE, EMBED IN PLCS SO THAT THEY CAN FOCUS MORE ON RICH CONVERSATIONS ABOUT WHAT STUDENTS NEEDS ARE TO ADDRESS THOSE NEEDS AND VERSUS WHAT AM I TEACHING, WHEN AM I TEACHING THAT? SO A LOT OF THAT HARD WORK HAS BEEN DONE UP FRONT, BUT I JUST THINK IT'S IMPORTANT TO KNOW HISTORICALLY HOW MUCH FURTHER PAST WHAT WE'VE KIND OF DONE IN THE PAST AND THE APPROACH WE'RE TAKING.

JUST TO KIND OF ADD TO THAT, AND I KNOW WE'RE TALKING A LOT.

WE WILL BE DOING THE SAME THING WITH MATH.

AND SINCE THIS RESOURCE IS THE SAME RESOURCE, THERE ARE CROSS CURRICULAR CONNECTIONS THAT WE'LL BE ABLE TO START MAKING SO THAT MATH CAN TRICKLE BETTER INTO SCIENCE, AND SCIENCE CAN TRICKLE A LITTLE BIT BETTER INTO MATH.

BUT SINCE WE'RE TALKING ABOUT THE FIFTH GRADE SCIENCE STAAR, THAT'S WHERE WE WANTED TO FOCUS TODAY.

SO. THANK YOU FOR THAT PRESENTATION AND FOR THE DEPTH THAT'S I HAVEN'T SEEN ANYTHING LIKE THAT IN A LONG, LONG TIME.

I APPRECIATE IT. JEN.

THANK YOU. YEAH, I AGREE WITH JOHN.

I REALLY APPRECIATE THIS THOROUGHNESS OF THIS INFORMATION.

I DO HAVE A FEW QUESTIONS.

WHAT OTHER ASSESSMENTS ARE WE DOING IN SCIENCE BEYOND THE STAAR AND PARTICULARLY IN K FOUR, WHERE THEY DON'T HAVE THE STAAR? SO WE HAVE A FIFTH, SO NOT K FOUR, BUT IN FIFTH WE DO HAVE A BENCHMARK THAT WE'VE USED TO KIND OF PROGRESS MONITOR TOWARDS THE STAAR.

[00:50:02]

WHAT WE HAVE DONE THIS YEAR IS STARTED TO INCORPORATE THESE STEMSCOPES RESOURCES A LITTLE BIT MORE INTO OUR CURRICULUM.

THEY ARE ALIGNED TO THE NEW ITEM TYPE, SO WE'RE GETTING A BETTER DATA ON THAT END.

WE DO NOT UNFORTUNATELY HAVE A FORMAL LIKE MAPS OR THOSE TYPE OF PROGRESS MONITORING SYSTEMS. THERE ACTUALLY ISN'T ONE FIRST ALIGNED TO THE STATE OF TEXAS STANDARDS.

IF I MEAN JUST THE HISTORICAL YOU KNOW, WE'RE ONE OF THE VERY FEW STATES THAT DID NOT ADOPT THE NEXT GENERATION SCIENCE STANDARDS.

AND SO WHEN WE DID NOT DO THAT, WE WERE KIND OF LEFT OUT ON OUR OWN.

SO UNFORTUNATELY, THOSE ORGANIZATIONS THAT DO A GOOD JOB OF THAT, THERE'S NOT MUCH WE CAN PURCHASE.

WE KIND OF HAVE TO WE'RE LEFT TO OUR OWN TO DO THAT.

INTERESTING. THANK YOU.

SO WE REALLY DON'T HAVE ANY DATA TO SHOW IF OR WHEN THE DECLINE STARTED WITH OUR YOUNGER GRADES.

I MEAN, WE HAVE SOME DATA FROM STAAR TESTING THAT.

SO I MEAN, PRESUMABLY IT HAPPENS SOMEWHERE ALONG THE WAY.

YOU SAID THIS IS A CUMULATIVE TEST.

I MEAN, DO YOU HAVE ANY SORT OF INCLINATION ON YOU KNOW WHERE? WHY? I MEAN? YEAH. YEAH.

I THINK, YOU KNOW, DATA WISE, IT'S HARD TO PINPOINT A CONTENT AT A GRADE, SO IT'S HARD TO SAY, YOU KNOW, SECOND EARTH AND SPACE IS WHERE WE STARTED TO DROP THE BALL OR KIND OF TO SLIP A LITTLE BIT.

WHAT I THINK GOING INTO BEFORE WAS WHEN YOU HAVE MULTIPLE MODELS, WHAT WAS HAPPENING WAS THERE WAS INCONSISTENCY OF THAT IMPLEMENTATION OF THAT MODEL.

AND SO WHEN A GRADE LEVEL WITH ALL THE BEST INTENTIONS SAYS, I'M GOING TO TEACH SCIENCE EVERY OTHER DAY ANYBODY'S BEEN IN THE CLASSROOM IS EVERY OTHER DAY IS KIND OF SOMETIMES EVERY TWO DAYS AND THREE DAYS, OR THEN WE HAVE ANOTHER SNOWPOCALYPSE AND YOU'RE A WEEK BEHIND DOUBLE.

AND SO ONE IS WE REALLY WANT IT TO BE INTENTIONAL, FOCUSING ON ROUTINES AND CONSISTENCY AND PREDICTABILITY IN THIS.

WE THINK THAT IS GOING TO REALLY HELP ADDRESS THIS.

WITH THE LEVEL, THE AMOUNT OF CONTENT THAT'S THERE WE ALSO CAN'T GIVE UP A DAY, IT SEEMS. AND SO WE'RE REALLY I THINK OUR GOAL IS AND WE ARE PREDICTING THAT THAT WILL ADDRESS THOSE NEEDS OVER TIME.

BUT UNFORTUNATELY I CAN'T SAY, YEAH, 1ST IS THE BIG ISSUE OR ANYTHING AT THAT LEVEL.

YEAH, I APPRECIATE THAT.

AND THAT KIND OF LEADS INTO A COUPLE OF OTHER QUESTIONS.

SO THE ALIGNMENT OF MINUTES THAT YOU TALKED ABOUT, MINUTES PER DAY IN THE VARIOUS GRADE LEVELS, IS THAT AN INCREASE IN MINUTES OF WHAT WE HAD DONE PREVIOUSLY? BECAUSE WE'VE BEEN TOLD IN OUR RECENT MEETINGS THAT SOME OF THIS DECLINE IT HAS COME FROM A LOSS OF INSTRUCTIONAL MINUTES.

SO WHAT WAS THE GUIDANCE PREVIOUSLY WAS EITHER THE 30 DAY OR 30 MINUTES PER DAY OR 300 MINUTES PER MONTH? I DON'T KNOW HOW YOU TRACK OVER A MONTH TO SEE ACTUALLY HOW MANY OF THOSE MINUTES ARE MET.

I WILL SAY I THINK THIS IS ACTUALLY AN INCREASE FOR MOST OF OUR GRADES OVER TIME OF ACTUAL TIME ON TASK.

AND ARE WE ENSURING THAT OUR SPANISH IMMERSION CLASSES ARE ALSO WORKING ON 30 MINUTES A DAY IN SCIENCE? I WILL. 100%.

YES. OUR FOCUS IN OUR SI AND PLCS OR SPANISH IMMERSION PLCS THIS YEAR HAS BEEN AROUND MATH AND SCIENCE AND REALLY ADOPTING AND GETTING TO THOSE MINUTES, NOT JUST FOR MINUTES SAKE, BUT TO MAKE SURE WE'RE COVERING CONTENT TO THE LEVEL WE NEED TO COVER IT IN.

THOSE TEACHERS HAVE WORKED REALLY HARD THIS YEAR TO ADDRESS THAT.

THANK YOU. I APPRECIATE THAT.

ONE LAST QUESTION.

THE TEACHER TRAINING THAT YOU MENTIONED, THAT SOUNDS FANTASTIC.

I'M EXCITED ABOUT THAT.

IS IT REQUIRED OF OUR STAFF OR IS IT OPTIONAL? IT WILL NOT BE REQUIRED.

WE'RE GOING TO HEAVILY MARKET IT, THOUGH, EVEN STARTING JUST IN A COUPLE OF WEEKS AT OUR GRADE LEVEL MEETINGS.

WE HOPE THAT TEACHERS ARE ENCOURAGED BY THE OPPORTUNITY TO PLAN TOGETHER ON THE SECOND DAY TO ALREADY HAVE THAT FIRST QUARTER MAPPED OUT.

I KNOW WHEN TEACHERS COME BACK IN AUGUST, IT SEEMS LIKE A DAUNTING TASK TO GET THAT FAR AHEAD.

BUT WE'RE HOPING THAT IF THEY'RE HAVING THE TRAINING ON THE FIRST DAY AND THEN IT'S RELEVANT IN THAT SECOND DAY THAT THEY COME IN AND THEY'RE ABLE TO LOOK AT THESE DOCUMENTS AND PLAN AHEAD, THAT THEY'LL BE ENCOURAGED TO WANT TO TAKE ADVANTAGE OF THAT.

BUT WE UNDERSTAND THAT THERE'S FOLKS THAT WON'T BE ABLE TO ATTEND.

AND SO WE'RE LOOKING AT SOME OTHER OPTIONS TO MAKE SURE THAT THEY'RE RECEIVING SOME OF THE TRAINING.

SOME OF THE THINGS I'M ALREADY STARTING TO PIECE TOGETHER, I'M CREATING SHORT VIDEOS AND, YOU KNOW, ON HOW TO USE THE DOCUMENT ALSO AND HOW TO USE THE

[00:55:06]

OUR APS ARE TRAINED BUT WILL CONTINUE TO RECEIVE MORE TRAINING AS WE DISCOVER LITTLE NUANCES IN THE PROGRAM.

AND SO PART IT'LL BE PART OF THAT PLC CONVERSATION TOO, WEEKLY.

AND THAT'S THE MOST ENCOURAGING PART, I THINK TOO WHEN WE TALK ABOUT INSTRUCTIONAL MINUTES, WE CAN HAVE OUR SPANISH IMMERSION AND TRADITIONAL TEACHERS PLAN TOGETHER BECAUSE THE RESOURCE IS AVAILABLE IN BOTH SPANISH AND ENGLISH WITH EDITABLE DOCUMENT SO THEY CAN GO IN.

STEMSCOPES ALLOWS YOU TO EDIT THEIR DOCUMENTS AND KIND OF MAKE YOUR OWN ADJUSTMENTS.

I AM IN NO WAY AN EXPERT YET, BUT FROM WHAT I'VE BEEN ABLE TO SEE SO FAR, I'M REALLY EXCITED FOR OUR STUDENTS AND TEACHERS.

OKAY, I'LL PASS FOR NOW.

THANK YOU. THANK YOU.

ELLEN. AND THEN WE HAVE KIM.

THANK YOU. AMY, I CAN'T TELL YOU HOW MUCH I LOVE, LOVE, LOVE THE FACT THAT THE SCIENCE TEKS OR THE SCOPE AND SEQUENCE, THE FIRST COLORFUL DOCUMENT YOU SHOWED THAT ONE IT STARTS AND THAT IT STARTS WITH, I AM A SCIENTIST AND YOU'RE GOING TO DO THE SAME THING WITH MATH. OVER TIME I HAVE JUST SEEN THE POWER, THE TRANSFORMATIONAL POWER OF STUDENTS BELIEVING THAT THEY, IN FACT, ARE A WRITER, A SCIENTIST, A MATHEMATICIAN.

I LOVE THAT.

AND I'M SO GLAD THAT WE ARE STARTING WITH THAT AS A FOUNDATION.

I DO HAVE A COUPLE OF QUESTIONS.

ONE IS HOW ARE WE MONITORING THE CHANGE IN INSTRUCTIONAL MINUTES TO KNOW THAT ALL OF THE SCHOOLS ARE IN FACT DOING IT WITH THE SAME MODEL AND THE MODEL WE HAVE REQUESTED? THAT REALLY IS YOU KNOW WE'VE WORKED WITH OUR CAMPUS PRINCIPALS.

THEY ARE AS EXCITED ABOUT THIS AS WE ARE.

SO THAT'S REALLY THEIR ROLE AS THE INSTRUCTIONAL LEADERS ON THEIR CAMPUS TO MONITOR THAT WITH THE HELP OF OUR EDUCATIONAL PARTNERS.

SO A LOT OF WHAT WE LIKE TOO IS WE TALKED ABOUT THE PRINCIPAL BEING ABLE TO GO ALMOST TO THE GRADE LEVEL.

RIGHT. YOU SHOULD BE ABLE TO SEE THE SAME TOPICS OF SCIENCE BEING TAUGHT AS YOU WALK AROUND THE SCHOOL K-5 AND SO REALLY MAKING SURE THAT OUR PRINCIPALS AND OUR EPS ARE OUT THERE AN ASSISTANT PRINCIPALS MONITORING THAT.

DID WE SEE SIGNIFICANT DIFFERENCES BETWEEN OUR CAMPUS PERFORMANCE IN LOOKING AT DATA OVER TIME? NO. AND SO WHAT WAS INTERESTING ABOUT THAT WAS THERE WAS WE COULDN'T SPARSE OUT ONE OF THE ONE CAMPUS DID A LITTLE BIT BETTER THAN THE OTHER.

WE ALSO NOTICED THAT OUR MEETS AND MASTER SCORES DID NOT DROP.

IT WAS OUR OVERALL PASSING SCORE.

SO IT'S AN INTERESTING LITTLE CONUNDRUM THAT WE'RE ADDRESSING, BUT THERE IS NO DIFFERENCES STATISTICALLY.

YEAH.

LET ME SEE. THE INSTRUCTION IN SCIENCE FOR ALL GRADES, INCLUDING FIFTH GRADE, IS IN ENGLISH OR SPANISH.

AND THE ASSESSMENTS, IT SOUNDED LIKE A LOT OF THE ASSESSMENTS PRIOR TO THE STAAR ARE IN SPANISH FOR THE SI STUDENTS.

SO OUR CURRENT PRACTICE WITH OUR SPANISH IMMERSION IS WE USUALLY ADMINISTER AN ASSESSMENT IN SPANISH FIRST.

IF WE NOTICE THAT THE STUDENT'S GRADE HAS SLIPPED OR THERE'S SOMETHING THAT'S THIS IS OBVIOUSLY MAYBE SOMETHING DEEPER HERE, WE THEN REASSESS IN ENGLISH TO SEE IF IT WAS A LANGUAGE BARRIER THAT WE'RE BECAUSE WE WANT TO KNOW IMPORTANTLY WHAT SCIENCE AND MATH THEY'RE GETTING.

BUT IF THEY'RE STAYING ON TRACK AND THEY'RE KIND OF TRADITIONALLY PERFORMING ABOUT THE SAME, THEN WE'LL KEEP ADMINISTERING THOSE IN SPANISH TO THEM THROUGHOUT THE YEAR.

BUT THE STAAR IS ADMINISTERED IN ENGLISH, CORRECT? THAT IS CORRECT, YEAH. OKAY.

AND THAT'S NOT EVER GOING TO CHANGE, I'M GUESSING, OR WE DON'T HAVE AN OPTION FOR THAT, EVEN THOUGH THEY GO FIVE YEARS AND THEN? NO, ONLY OUR EMERGENT BILINGUAL STUDENTS ARE ELIGIBLE FOR A SPANISH VERSION OF A STAAR EXAM.

THAT PROBABLY AFFECTS US IN MATH ALSO.

AND MY LAST QUESTION IS, AND YOU TOUCH ON THIS A LITTLE BIT, BUT IN DOING A CONTENT ANALYSIS, WHERE DID WE, DID WE FIND CONCEPTS OR WAS IT KIND OF RANDOMLY ALL OVER THE BOARD IN TERMS OF WHERE PERFORMANCE SEEMED TO SLIP? OR WERE THERE CERTAIN AREAS WHERE I KNOW WAY BACK WHEN WE WERE NOT AN EXEMPLARY DISTRICT BECAUSE ONE OF OUR ELEMENTARY SCHOOLS DIDN'T TEACH MEASUREMENT IN THE THIRD GRADE AND IT BIT US THE NEXT YEAR ON THE TAAS TEST I THINK IT WAS BACK THEN.

[01:00:03]

DID WE FIND ANY AH HA'S LIKE THAT? YEAH. SO EARTH AND SPACE, SPACE, ALMOST ALL OF SPACE IT'S A VERY ABSTRACT CONCEPT.

I THINK IT'S REALLY HARD FOR STUDENTS TO YOU CAN DO SOME THINGS MODELING LIKE SOLAR SYSTEMS AND KIND OF MODEL THAT OUT.

BUT SOME OF THE JUST ACADEMIC VOCABULARY THAT'S APPLIED TO THAT, THAT IS VERY ABSTRACT FOR KIDS.

I MEAN, IT'S EVEN HARD FOR OUR ASTRONOMY KIDS IN HIGH SCHOOL FOR SOME OF THAT.

SO THAT WITH FORCE AND MOTION, IT'S ALMOST TO THE SAME THING OF THE CONCEPTS OF SPEED, VELOCITY, CHANGE AND DIRECTION, THOSE TYPE OF THINGS THAT ARE A LITTLE MORE ABSTRACT. WE CAN PUT OUR HANDS ON THEM, BUT UNDERSTANDING THE QUANTITY OF THOSE AND HOW DO WE MEASURE THOSE BECOMES A LITTLE BIT DIFFERENT FOR SOME OF OUR STUDENTS.

I HONESTLY FEEL AFTER ALL THE ANALYSIS WE WENT THROUGH, IT'S A LITTLE BIT IT'S MOSTLY OUR ACADEMIC VOCABULARY.

THIS TEST IS A REALLY HEAVY ACADEMIC VOCABULARY EXAM, SO MUCH SO IF YOU'RE YOU'RE GOING TO SEE THINGS THAT YOU MAY NOT HAVE SEEN FOR A YEAR AND A HALF BECAUSE THERE'S SO MUCH TO COVER.

AND SO OUR FIFTH GRADE TEACHERS ARE ALWAYS TRYING TO REVIEW AND TO REINCORPORATE SOME OF THE THINGS FROM THIRD AND FOURTH.

BUT THERE ARE A LOT OF WORDS THAT YOU NEED TO KNOW THE DEFINITION OF TO BE ABLE TO UNDERSTAND WHAT THE QUESTION IS ASKING OF ITSELF.

SO I THINK THAT'S WHERE A LOT OF OUR SPACE IS.

SO YEAH, THANK YOU.

AND, MOVING TO MORE OF A READING BASED SCIENCE TEST, DO YOU THINK THAT WHAT DO YOU THINK THAT'S GOING TO DO TO OUR SCORES? OH, MAN. AM I ON THE RECORD HERE? I. I THINK EVERYBODY IS INITIALLY GOING TO STRUGGLE A LITTLE BIT JUST BECAUSE THAT'S A DIFFERENT WAY OF THINKING THAN WE'VE EVER DONE.

NOW WHAT I LOVE AND IT SOUNDS A LITTLE BIT LIKE WE'RE PROMOTING ONE THING, BUT WHAT SOME OF THESE NEW RESOURCES IN THIS NEW APPROACH IS ALLOWING US TO DO IS TO PULL BACK SOME OF THE SCAFFOLDING THAT USUALLY HAPPENS WHEN YOU START KIND OF GETTING TO OPEN ENDED QUESTIONS AND GET THERE QUICKER.

SO STUDENTS ARE STARTING TO DEVELOP AND MAKE THEIR THINKING THEMSELVES.

AND THAT'S A LOT OF THAT WRITING PROCESS.

SO IT'S GUIDING QUESTIONS, HERE IS THIS GUIDE WHAT DO YOU THINK? GO IN YOUR JOURNAL AND WRITE ABOUT THAT.

JUST THAT PRACTICE, JUST THAT USE OF THOSE WORDS AND IN AN ACADEMIC SETTING IS GOING TO HELP AN AIDE OURSELVES IN THAT APPROACH.

WHAT WILL BE VERY INTERESTING AND HONESTLY THERE'S A LOT OF US ACROSS THE STATE ARE TRYING TO GRAPPLE WITH HOW TO TACKLE IT AS YOUR MULTIPLE SELECT.

SO IF A IS RIGHT, WHY IS A RIGHT? SO THEN YOU'VE GOT TO GO DOWN AND SELECT THAT.

SO WE'RE GOING TO HAVE TO KIND OF TRAIN DIFFERENT WAYS OF THINKING AND DIFFERENT WAYS OF TACKLING ASSESSMENTS AS A WHOLE.

AND THAT'S NOT JUST SCIENCE THAT'S ACROSS THE BOARD.

BUT THE GOOD THING IS WE ALSO NOW HAVE LEVELED READING TEXT, WHICH I AM VERY EXCITED ABOUT.

NOT JUST ARE THEY PROVIDED IN MULTILINGUAL OR IN TWO LANGUAGES, THE TEXT THAT THEY DO PROVIDE IN EVERY SCOPE IS AT A BELOW GRADE LEVEL, ON GRADE LEVEL, AND ABOVE GRADE LEVEL FOR OUR STUDENTS, NOT JUST FOR OUR STUDENTS, STRUGGLING STUDENTS.

THEY ALSO HAVE EXTENSION ACTIVITIES, EXPLORATORY ACTIVITIES.

SO IF YOU HAVE A STUDENT THAT IS GOING ABOVE GRADE LEVEL, WE CAN NOW PROVIDE RESOURCES TO CONTINUE THAT EXPLORATION SO THEY CAN STAY IN THE CONTENT BUT EXPLORE IT AT A GRADE LEVEL ABOVE. IT'S PRETTY ADAPTIVE TO STUDENTS AND WHERE THEY'RE AT.

THANK YOU FOR THAT. LET'S SEE, KIM AND THEN WE HAVE LAURA.

THANK YOU ALL FOR THE PRESENTATION.

THIS IS HELPFUL TO US AND IT'S A LOT OF INFORMATION.

AMY, I JUST HAD MAYBE A FOLLOW UP QUESTION ON THE CURRICULUM CONNECT.

YOU ASKED.

JEN, ASKED THE QUESTION ABOUT THE TWO DAY SUMMER WORKSHOP AND IT'S OFFERED.

DO WE OFFER ANY STIPEND OR DO WE TRY TO ENCOURAGE STUDENTS TO COME IF IT'S NOT TEACHERS TO COME, IF IT'S NOT A MANDATORY WORKSHOP? AND THEN ALSO, COULD YOU TALK A LITTLE BIT ABOUT OUTSIDE OF THAT TWO DAY WORKSHOP? GETTING EVERYONE THE ABILITY TO LEARN MORE ABOUT THIS AND HOW IT FOLLOWS UP IF IT'S A WEEKLY MEETING OR HOW YOU ANTICIPATE GETTING THAT INFORMATION OUT TO OUR TEACHERS? I THINK.

YOU KNOW, IN TERMS OF THE TWO DAY WORKSHOP THIS SUMMER, LIKE I MENTIONED, OUR HOPE IS TO MARKET IT IN A WAY TO ENCOURAGE TEAMS TO COME TOGETHER OR AT LEAST PARTNER TEACHERS THAT WILL BE PART OF THE YEARLY PLC TO COME SO THEY CAN DO SOME OF THE LEGWORK IN ADVANCE.

THE TEACHERS HAVE FLEX DAYS THAT THEY'RE EXPECTED TO COMPLETE DURING THE SUMMER, AND SO PART OF THEIR STEMSCOPES TRAINING WOULD BE WOULD HONOR THEIR FLEX DAY AS WELL.

BUT SOME AREN'T GOING TO COMMIT TO THE MATH AND SCIENCE FOUR DAYS WORTH OF TRAINING.

WE'RE JUST HOPING THAT THEY'LL EXPOSE THEMSELVES TO SOME OF IT.

[01:05:01]

SO WE DON'T, I DON'T HAVE LIKE A SOLID ANSWER.

I HAVE SOME IDEAS ON HOW WE CAN PROMOTE IT THROUGH VIDEO OR GOOGLE CLASSROOM AND DO SOME DIGITAL LEARNING AS WELL.

SO IT WOULD BE AT FOLKS ACCESS PAST THAT JUNE PD DATE.

WE WANT TO DO SOME STUFF I THINK WHEN WE COME BACK WITH JOB ALIKE AND NEW TEACHER TRAINING BUT WE'RE IN THE PROCESS RIGHT NOW OF DOING SOME OF THAT PLANNING.

AND THEN LIKE I MENTIONED, THE WEEKLY PLC WILL BE WHEN TEAMS WILL SIT DOWN AND USE THE UNIT GUIDE TOGETHER AND EXPLORE THE ASSESSMENTS AND EXPLORE SOME OF THE RESOURCES THAT ARE ON THE STEMSCOPES PLATFORM.

SO THERE MIGHT BE SOME LEARNING IN REAL TIME WHERE WE'RE TEACHING EACH OTHER AND.

IS THERE ANYTHING YOU WANT TO? GRADE LEVEL.

WE DO HAVE GRADE LEVEL LEADS THAT MEET QUARTERLY.

AND THAT IS ALSO AN OPPORTUNITY FOR LEAD TEACHERS TO COME BACK, TO BRING INFORMATION BACK TO CAMPUS AND ALMOST BE A TEACHER OF THEIR TEAMS. AND SO THIS YEAR, WE'VE BEEN WORKING A LOT ON LOOKING AT SOME OF OUR ASSESSMENTS IN MATH IN PARTICULAR, AND TAKING SOME OF THAT INFORMATION BACK TO MAKE INSTRUCTIONAL DECISIONS.

SO I THINK THAT COULD BE ALSO A REALLY GOOD OPPORTUNITY TO DO SOME SCIENCE LEADS AND.

YEAH. THANK YOU, LAURA. THANK YOU ALL SO MUCH FOR DOING ALL THIS WORK.

IT LOOKS LIKE IT WAS A LOT.

AND IT SOUNDS AS IF IT WAS NECESSARY AS WELL.

SO THANK YOU ALL FOR DOING THAT.

I'M CURIOUS AS TO HOW YOU ALL CAME TO DECIDE ON THIS CURRICULUM CONNECT. AND, YOU KNOW, BECAUSE YOU HAD DAILY INSTRUCTION, YOU HAD ROTATING, YOU HAD THE GRADUAL RELEASE, AND THE INQUIRY BASED.

WHAT MADE YOU ALL DECIDE ON ON THIS SCOPE AND SEQUENCE, THIS PROCESS? SO WITH THE DAILY INSTRUCTIONAL MINUTES WE DID, WE LOOKED HEAVILY INTO OTHER DISTRICTS AND OTHER PEOPLE THAT WERE DOING THE ROTATION MODEL.

AND EVERY TIME WE KIND OF HAMMERED ONE OF THOSE OUT AND MODELED THAT OUT, YOU'RE ALWAYS THERE'S ALWAYS A COHORT THAT'S JUST A LITTLE BIT SHORT.

AND SO WHAT WE FELT WAS MOST IMPORTANT MOVING FORWARD WAS COULD WE GUARANTEE DAILY INSTRUCTION IN SCIENCE? AND IF SO, WHAT IS THE MINIMUM THAT WE NEED AND WHAT'S THE MAXIMUM WE'D LIKE TO HAVE? ONCE YOU KIND OF DO THAT, YOU START KIND OF NEGOTIATING WHERE THINGS LIE AND THEN WHAT DOES MATH NEED, WHAT DOES ENGLISH NEED.

WE LANDED ON DAILY FOR TWO SIMPLE REASONS.

ONE, WE WANT TO ESTABLISH ROUTINES AND CLEAR EXPECTATIONS.

THIS IS HAPPENING DAILY, NOT THAT IT'S WITH ANY BAD INTENT, BUT SOMETIMES WHEN YOU DO A ROTATION THERE, I'M JUST NOT GOING TO DO IT TODAY.

I'LL DO IT TOMORROW. AND THEN THAT KIND OF NOW YOU'RE TWO DAYS BEHIND.

AND SO WE WANTED AN EASY WAY TO PROGRESS, MONITOR THAT DAILY IT'S HAPPENING IN EVERY SINGLE CLASS.

AS FAR AS THE INQUIRY BASE, THAT'S JUST ALL THE CURRENT LEADING RESEARCH AROUND SCIENCE IT'S JUST START WITH THE BIG QUESTION.

LET THEM KIND OF FIGURE SOME STUFF OUT A LITTLE BIT.

THEN YOU FILL IN THE GAPS AND ADDRESS MISCONCEPTIONS.

AND THEN OUR RESOURCE, THE STEMSCOPES, WE ACTUALLY HAD TEACHERS THAT WERE PURCHASING IT THEMSELVES.

YEARS BEFORE THIS, WE HAD SOME REALLY HIGH PERFORMING TEACHERS THAT FOR WHEN I FIRST GOT THIS JOB EXCUSE ME, WHEN I FIRST GOT THIS JOB, ONE OF THE I HAD SEVERAL THAT WOULD COME TO ME LIKE, HAVE YOU LOOKED AT STEMSCOPES? HAVE YOU EVEN SEEN WHAT THIS CAN DO? AND SO AND THEN OF COURSE, AMY HAS USED IT AT THEY USED IT AT BRIDGEPOINT.

WE HAD A COUPLE OF CAMPUSES [INAUDIBLE].

SO IT WAS KIND OF A GROUNDSWELL ALMOST, OF THEM SAYING WE NEED SOMETHING THAT ALIGNS A LITTLE BIT BETTER TO WHAT WE WANT.

AND SO WE DECIDED THAT WAS OUR BEST OPTION MOVING FORWARD.

AND DOES THAT ANSWER ALL OF IT? YEAH, YEAH. BECAUSE IT'S YOU KNOW, YOU'RE LOOKING YOU KNOW, WE WERE TRYING TO, YOU KNOW, WE HAD A GROUP THAT WAS STRUGGLING.

WE HAD SOME SCORES THAT WEREN'T WHERE WE WANTED THEM TO BE.

AND SO I'M LOOKING FOR, YOU KNOW, ARE THESE BEST PRACTICES.

YOU KNOW, I THINK.

ELLEN, YOU ASKED ABOUT DID YOU ALL LOOK AT THE INDIVIDUAL SCHOOLS AND COULD YOU TELL CERTAIN SCHOOLS THAT PERFORMED BETTER? SO, YEAH, I WAS JUST KIND OF WONDERING, I GUESS, WHY YOU ALL BELIEVE THAT THIS IS GOING TO HELP SOLVE THE PROBLEM.

AND I THINK YOU ANSWERED, I THINK.

MOLLY, A QUESTION FOR YOU.

AND I KNOW THAT THIS PROCESS STARTED BECAUSE OF THESE SCORES THAT WE SAW.

BUT ONCE YOU ALL GOT INTO IT, YOU ALL STARTED SEEING THAT THERE WAS A LOT OF DIFFERENCES BETWEEN THE DIFFERENT CAMPUSES AND PROBABLY WITHIN THE SAME CAMPUS

[01:10:02]

ARE WE LOOKING AT ANY OTHER SUBJECTS? I WOULD SAY. I MEAN, WE'RE ALWAYS LOOKING AT THESE ISSUES ACROSS THE BOARD.

AND SO, I MEAN, PART OF, YOU KNOW, OUR RECOMMENDATION EARLIER AROUND SPANISH IMMERSION, LIKE WE WERE WE SAW SOME OF THE SAME ISSUES AROUND SPANISH IMMERSION WHERE WE HAD VERY DIFFERENT MODELS GOING ON ACROSS THE CAMPUSES.

SO I WOULD SAY WE'RE ALWAYS AWARE OF THAT ACROSS ALL THE SUBJECTS.

I THINK SCIENCE IN PARTICULAR WAS ONE DURING COVID.

I WOULD SAY THAT JUST IT KIND OF WAS REALLY HIGHLIGHTED BECAUSE WE WEREN'T TEACHING SCIENCE THE WAY WE KIND OF SOMETIMES NOT TEACHING IT REALLY AT ALL WITH COVID ESPECIALLY, YOU KNOW, AT THE HEIGHT OF COVID, CERTAINLY NOT DOING HANDS ON EXPERIMENTS.

AND SO I THINK THIS WAS ONE OF THE AREAS WHERE WE REALLY KNEW WE NEEDED TO GO IN AND DIVE DEEP INTO IT.

BUT I DON'T WANT YOU ALL TO THINK THAT, YOU KNOW, STAAR SCORES ARE NECESSARILY WHAT DRIVE OUR INSTRUCTIONAL, YOU KNOW, CHOICES THAT WE MAKE.

BUT IT IS ONE PIECE OF DATA THAT WE LOOK AT TO HELP US KIND OF MONITOR WHERE WE ARE.

AND IT IS MORE DIFFICULT.

YOU KNOW, WE HAVE, AS CHAD MENTIONED, MAP TESTING.

YOU KNOW, WE HAVE OTHER BENCHMARKS IN READING AND MATH.

AND YOU CAN REALLY LOOK AT THE KIDS AND SEE LIKE, WHAT'S GOING ON.

DID WE HAVE A SIGNIFICANT DIP? SCIENCE IS A LITTLE BIT IT'S A LITTLE BIT HARDER TO KIND OF NAVIGATE JUST BECAUSE TO CHAD'S POINT, THERE JUST AREN'T THOSE SAME SORT OF BENCHMARKS THAT WE'RE ABLE TO PROGRESS MONITOR ALONG THE YEARS.

BUT IT MIGHT BE HELPFUL. WE DID ALIGN ALL OF OUR MINUTES.

IT WASN'T JUST SCIENCE. SO WE DID THE PROCESS OF ALIGNING EVERYTHING.

IT'S JUST PART OF IT WAS WE NEED TO GET SCIENCE ALIGNED THAT CAME OUT OF WE NEED TO GET MATH ALIGNED, WE NEED AND SO ALL OF OUR ELEMENTARY'S NOW HAVE THE SAME MINUTES FOR EVERY GRADE WITHIN EVERY CONTENT AREA.

SO THOSE ARE ALIGNED.

YEAH. PRIOR TO THIS, CHAD AND HEATHER COMING IN, THERE WERE RECOMMENDATIONS OF TIME.

SO IT WOULD SAY LIKE YOU NEED TO HAVE A BLOCK BETWEEN 60 AND 90 MINUTES OR WHATEVER.

AND NOW IT'S EVERY ELEMENTARY CAMPUS HAS THE SAME AMOUNT OF INSTRUCTIONAL MINUTES ACROSS THE SUBJECTS.

FANTASTIC. AND I APPRECIATE YOU MENTIONED THAT IT COULD BE EDITED AND THAT THEY COULD MAKE SOME CHANGES.

I THINK THAT'S WONDERFUL.

I WOULD LOVE TO HAVE SOMETHING LIKE THIS AS A TEACHER.

I MEAN, IT'S JUST AN AMAZING ROADMAP.

AND I ALSO RESPECT THE TEACHERS THEY WANT TO BE ABLE TO DO AND WHAT THEY WANT TO DO AND WHAT THEY CAN DO.

SO THAT INDIVIDUALIZATION FOR THE TEACHERS, I APPRECIATE THAT THAT'S STILL THERE.

THAT'S IT. THANK YOU.

ANYBODY ELSE. COULD I SAY SOMETHING, JOHN? I JUST WANT TO COMMEND OUR CURRICULUM INSTRUCTION AND ASSESSMENT STAFF.

THERE'S BEEN A LOT OF SCRUTINY AND DISCUSSION AROUND THE GRADUAL REGRESSION IN OUR FIFTH GRADE SCIENCE SCORES OVER THE LAST FEW WEEKS.

AND I THINK IN RESPONSE TO THAT, THIS IS THE MOST CAREFULLY SYNCHRONIZED AND THOUGHTFULLY DESIGNED APPROACH THAT WE'VE SEEN TO INSTRUCTIONAL RECOVERY AND TRYING TO REGAIN STUDENT ACHIEVEMENT AMONG ANY SUBJECT.

AND I'M GLAD THAT IT WILL BE A MODEL FOR OTHER SUBJECTS, TOO.

SO THANK YOU. YEAH.

THANK YOU. THANK YOU FOR TAKING THE TIME.

ONE TO BUILD THIS RESPONSIVE MODEL AND SECONDLY, TO SHARE IT WITH US.

ABOUT A YEAR AGO, WE HAD A TERRIFIC PRESENTATION ON THE VARIOUS ASSESSMENT TOOLS THAT YOU GUYS USE.

AND YOU ALLUDED TO A COUPLE THIS EVENING.

AT SOME POINT IN THE NOT TOO DISTANT FUTURE, IT MIGHT BE HELPFUL TO KIND OF REVISIT THAT OR REMIND THE WORLD THAT IT'S NOT ALL ABOUT THE STAAR.

SO ANYWAY, THANK YOU.

LET'S MOVE ON TO.

OH, NEVER MIND.

[LAUGHTER] LET'S MOVE ON TO THE YEAH, LET'S MOVE ON TO THE NEXT ITEM.

AND AGAIN, MOLLY, YOU'RE GOING TO STICK WITH US.

MARAM MUSEITIF.

WELCOME. GOOD EVENING.

WE'RE GOING TO TALK ABOUT .

AND AS YOU GUYS PROBABLY REMEMBER, SENATE BILL 9 HAD SOME DIFFERENT AREAS FOR SCHOOL DISTRICTS TO LOOK AT IN TERMS OF DIFFERENT EDUCATIONAL PRIORITIES AROUND CHILD ABUSE AND FAMILY VIOLENCE, DATING VIOLENCE, AND TRAFFICKING.

THIS WAS ALL CODIFIED IN TEXAS EDUCATION CODE 28.004.

SHAC'S CHARGE IS TO RECOMMEND APPROPRIATE GRADE LEVELS IN THE CURRICULUM REGARDING THOSE AREAS THAT I JUST MENTIONED.

[01:15:06]

AND IN THAT HEALTH CURRICULUM, ALL OF THOSE TOPICS ARE INCLUDED AND THAT HEALTH CLASS IS TAUGHT EIGHTH GRADERS CAN TAKE IT ALL THE WAY INTO HIGH SCHOOL AND IT IS A HIGH SCHOOL COURSE CREDIT NOT ALL SCHOOLS IN TEXAS REQUIRE HEALTH.

WE DO. AND SO THAT DATING VIOLENCE IS ACTUALLY INCLUDED IN THERE.

WHAT WE WANTED TO DO WITH SHAC IS TO LOOK AT BRINGING IN A THIRD PARTY VENDOR TO SUPPLEMENT CURRENT INSTRUCTION THROUGH THE HEALTH CLASS THAT'S ALREADY OFFERED OR AND OR TO OFFER IT TO THE MIDDLE SCHOOL STUDENTS.

AND JUST A LITTLE BIT OF BACKGROUND IN TERMS OF WHY WE'RE LOOKING AT IT.

THIS PARTICULAR MODEL IN THE MIDDLE SCHOOLS, THE MIDDLE SCHOOL PRINCIPALS ASKED US TO KIND OF LOOK AT THIS, BUT THEY REALLY WANTED US TO LOOK AT A THIRD PARTY VENDOR.

THEY THOUGHT THAT THAT WAS THE MOST JUST THE EASIEST WAY TO DELIVER THIS IN TERMS OF NOT ASKING THE TEACHERS TO THEN DEVELOP MORE LESSONS AROUND THIS TOPIC.

IT IS A TOPIC THAT CAN BE SENSITIVE TO TEACH, AND THERE ARE ORGANIZATIONS THAT SPECIALIZE IN THIS.

AND SO WE LOOKED AT NINE DIFFERENT ORGANIZATIONS AROUND THOSE TOPICS THAT I MENTIONED EARLIER.

SIX OF THEM HAD DATING VIOLENCE AS PART OF THEIR COMPONENTS, AND THIS ONE WAS ONE THAT BROUGHT IN THE THIRD PARTY AT A KIND OF A ONE TIME SORT OF LIKE HOW WE DID OUR FENTANYL AWARENESS PROGRAM.

SO THEY WOULD COME IN, THEY WOULD BE THE ONES PRESENTING THAT.

THERE WERE SOME OF THE CURRICULUM THAT WE LOOKED AT.

THERE WAS LIKE, WELL, HERE'S A PRESENTATION WE CAN GIVE TO YOU.

AND THEN THE SCHOOL DISTRICT WOULD HAVE TO TURN AROUND AND SAY LIKE, OKAY, WELL, WHO'S GOING TO DO THAT PRESENTATION? IS THAT GOING TO BE THE ADVISORY TEACHER? IS THAT THE ENGLISH TEACHER? HOW ARE WE DOING THAT? SOME OF THEM WERE LIKE, HERE'S A LICENSE FOR YOU TO HAVE THIS MATERIAL, BUT YOU STILL HAVE TO TURN IT AROUND.

SO THE PROPOSAL THAT WE HAVE IS AN ORGANIZATION COMING IN, A THIRD PARTY ORGANIZATION COMING IN FOR FREE THAT WILL PRESENT THIS AND AGAIN, WE CAN DO THIS, IT CAN SUPPLEMENT WHAT'S ALREADY IN THE HEALTH CURRICULUM.

AND IF WE CHOOSE TO DO THIS AND WITH SIXTH AND SEVENTH GRADERS, THEY WOULD JUST COME IN AND DO THE PRESENTATION THEMSELVES.

SO THIS IS THE PROGRAM.

IT'S HAPPY, HEALTHY, PREVENTING DATING VIOLENCE, CULTIVATING SECURE RELATIONSHIPS FROM THE TEXAS ADVOCACY PROJECT.

THE TEXAS ADVOCACY PROJECT BEGAN IN 1982 WITH A LEGAL HOTLINE.

THEN YOU CAN READ THE MISSION STATEMENT THERE I WON'T NECESSARILY READ THAT FOR YOU, BUT DEFINITELY THEY ALIGN WITH THE GOALS THAT WE HAVE, ALONG WITH PROVIDING EDUCATION AND PUBLIC OUTREACH.

AND SO WE DEFINITELY FELT LIKE, YOU KNOW, THIS WAS AN ORGANIZATION THAT HAS BEEN DEALING WITH THIS TOPIC FOR MANY, MANY YEARS, HAS PROVIDED RESOURCES THROUGHOUT THE COMMUNITY, AND WE FELT THAT THEY WOULD DO A GOOD JOB COMING IN TO OUR SCHOOLS.

THE PROCESS THAT WE FOLLOWED WAS WHAT WE ARE REQUIRED TO DO.

SO WE POSTED ALL OF THE INFORMATION ON OUR WEBSITE.

PARENTS COULD GO IN AND VIEW THE PRESENTATION IT WAS POSTED.

WE ALSO HAD TWO PUBLIC ZOOM MEETINGS.

WE HAD NO ONE ATTEND THOSE, BUT WE DID OFFER THOSE FOR ANY COMMENT.

AND ADDITIONALLY, BECAUSE WE KNOW THAT SOMETIMES PEOPLE DON'T WANT TO COME TO MEETINGS, WE JUST HAD A LINK UP ON THE WEBSITE AND ANYBODY COULD MAKE A COMMENT IF THEY CHOSE, EVEN IF THEY CHOSE NOT TO COME TO THE MEETING.

AND WE HAD ABOUT SIX COMMENTS ON THE MATERIALS, ALL IN SUPPORT OF THE MATERIALS, SOME JUST ASKING CLARIFYING QUESTIONS OR SAYING LIKE, OH, I LOVED THIS.

WHEN THEY COME AN PRESENT, MIGHT THEY TALK ABOUT THIS? THERE WAS I THINK THERE'S A REFERENCE TO THE TV SHOW FRIENDS, AND SOMEONE SAID, I DON'T KNOW THAT THE EIGHTH GRADERS OR SIXTH GRADERS ARE GOING TO KNOW WHAT FRIENDS IS, WHICH MADE ME FEEL VERY OLD, BUT THOUGHT THAT WAS AN INTERESTING COMMENT.

[LAUGHTER] SO WE DID EVERYTHING THAT WE WERE SUPPOSED TO DO IN TERMS OF THE PROCESS.

AND I'M GOING TO LET YOU DO THE RECOMMENDATION.

SURE. THANK YOU.

SO AS MOLLY ALLUDED, WE'VE HAD THE PRESENTATION DURING ONE OF OUR SHAC MEETINGS AND EVERYONE HAD THE OPPORTUNITY TO REVIEW IT AND TAKE TIME TO ABSORB THE MATERIAL.

AND WE CAME BACK WITH THE ADDITION, WITH THE PUBLIC COMMENTS THAT WE RECEIVED.

IT WAS ALL POSITIVE AN THE ONLY COMMENTS THAT WE ALSO RECEIVED ADD ONS.

THEY WANTED MORE ADDITIONAL INFORMATION TO BE ADDED TO THE PRESENTATION AND WE HAD A VOTE AND IT WAS A UNANIMOUS VOTE OF 21 TO 21

[01:20:08]

AND OVERALL, THE WHAT'S UNIQUE ABOUT THIS AIDE ORGANIZATION IS VERY REPUTABLE, AND THAT'S THEIR SPECIALTY. AND ALSO IT CAN BE ADAPTIVE THE WHOLE PRESENTATION.

SO WE CAN NOT ONE SIZE FITS ALL.

SO IF THERE'S ADDITIONAL RESOURCES SPECIFIC TO EANES, THAT COULD BE ALSO INCLUDED.

SO IT'S SO THERE'S THAT FLEXIBILITY THAT PARENTS ACTUALLY LIKED.

AND IT REALLY HELPED THROUGH NAVIGATING THE [INAUDIBLE], HEALTHY RELATIONSHIPS, BUILDING ON WHAT'S HEALTHY, UNHEALTHY RELATIONSHIP, AND EVEN ADDRESSING DIGITAL ABUSE AS WELL AS CYBERBULLYING, WHICH IS VERY RELEVANT.

AND IT WAS VERY WELL THOUGHT OUT THE PRESENTATION.

AND OVERALL WE WERE COMING HERE TO YOU WITH A RECOMMENDATION THAT WE WOULD LIKE TO INCLUDE IT AS A SUPPLEMENTAL MATERIAL.

AND BASED ON ALL THE FEEDBACK THAT WE RECEIVED AND I HOPE THAT YOU HAD THE OPPORTUNITY ALSO TO REVIEW THAT PRESENTATION AS WELL.

SO I'M OPEN TO ANY QUESTIONS IF YOU HAVE.

THANK YOU SO MUCH. I APPRECIATE ALL THE WORK THAT YOU'VE DONE ON BEHALF OF THE COMMUNITY.

ARE THERE ANY QUESTIONS? ALL RIGHT. AND ALSO WANT TO MENTION THAT I WANT TO GIVE CREDIT TO MOLLY AND HER TEAM AND LAURIE AND HEIDI.

ACTUALLY, EANES ISD IS ACTUALLY AHEAD OF THE GAME IN TERMS OF IMPLEMENTING SB 99.

A LOT OF SCHOOL DISTRICTS HAVE NOT STARTED, AND I JUST WANTED TO REALLY COMMEND THEM ON THEIR EFFORT REALLY MOVING FORWARD IN PUSHING IT THROUGH.

AND THANK YOU. THANK YOU.

AND WE LOOK FORWARD TO SEEING YOU AT OUR YEAR CELEBRATION IN MAY.

GREAT. THANK YOU.

OKAY. THE NEXT ITEM ON THE AGENDA IS A DISCUSSION OF THE BOARD PRIORITIES AND DR.

ARNETT. ALL RIGHT.

SO AFTER YOUR STRATEGIC SUMMIT, JANUARY 19TH AND THE 20TH AND THEN THE SUBSEQUENT REVIEW OF THE FIRST DRAFT OF YOUR PRIORITIES AT YOUR PREVIOUS MEETING, WE'RE COMING BACK TO YOU THIS EVENING, PROVIDING OPPORTUNITY ONCE MORE FOR A FINAL DISCUSSION AND THEN PRESUMABLY ACTION LATER IN THIS AGENDA.

THERE ARE REALLY ONLY TWO DIFFERENCES IN THIS SET OF PRIORITIES FROM WHAT YOU HAD REVIEWED PREVIOUSLY.

FIRST IS IN THE FIFTH PRIORITY, THE GOVERN AND COLLABORATE AS A BOARD AND SUPERINTENDENT TRIED TO CAPTURE YOUR PREVIOUS CONVERSATION AND THE LANGUAGE THAT YOU HAD SUGGESTED AND FOCUS ON SOME OF THOSE ACTION WORDS IN THAT PRIORITY TO REPRESENT THE RELATIONSHIP BETWEEN THE BOARD AND THE SUPERINTENDENT.

SO THAT'S THE ONE DIFFERENCE.

THE OTHER DIFFERENCE IS IN THE PRECEDING FOUR PRIORITIES, IN THE FIRST DRAFT THAT YOU REVIEWED, WHILE THEY ARE ALL PRIORITIES, THEY WERE NOT AT THAT TIME LISTED IN ANY ORDER OF IMPORTANCE.

SO WE DID TAKE THE LIBERTY OF BEGINNING THE FOCUS ON STUDENTS AND THEN NEXT ON THE SAFE ENVIRONMENT FOR SCHOOLS AND CAMPUSES, AND THEN NEXT ON STAFF AND COMMUNITY, AND THEN NEXT AND FINALLY, ON MANAGING FINANCES, FACILITIES AND ASSETS.

IF YOU RECALL IN THE ORIGINAL DRAFT, MANAGING FINANCES, FACILITIES AND ASSETS WAS FIRST AND WE SIMPLY FLIPPED THAT SO THAT THE FOCUS BEGINS WITH STUDENTS, AS IT DOES IN ALL OF OUR WORK. SO THOSE ARE THE CHANGES TO THE PREVIOUS DRAFT AND WHAT WE WOULD RECOMMEND TO YOU THIS EVENING FOR YOUR FINAL CONSIDERATION.

THANK YOU JEFF. JEN.

THANK YOU FOR CHANGING THE ORDER.

I ACTUALLY LIKE LATER THAT NIGHT.

WHY DIDN'T WE COMMENT ON THAT? SO I'M GLAD THAT YOU GUYS DID THAT.

SO THANK YOU FOR THAT.

AND, YOU KNOW, WE DID HAVE SOME DISCUSSION AROUND THE FIFTH PRIORITY.

AND I'M HAPPY WITH THIS.

YOU ARE A TRUE WORDSMITH, YOU AND YOUR TEAM.

SO WHEN YOU TAKE ALL OUR JUMBLED MESS AND GET IT INTO SOMETHING LIKE THIS, I'M VERY GRATEFUL.

SO THANK YOU. THANK YOU.

ANYBODY ELSE. I JUST WANT TO SAY THANKS AS WELL.

I MEAN, VERY WELL DONE. I REALLY LIKE THE LAST.

GREAT. YEAH.

PERSONALLY, I REALLY APPRECIATE THE HELP WITH THE PRESENT RE-ORDERING OF THE OF THE ITEMS. ALL RIGHT. AND WITH THAT, WE WILL MOVE TO THE NEXT ITEM ON THE AGENDA, AND THAT IS OUR CONSENT AGENDA.

[11. ACTION - CONSENT AGENDA]

I HAVE A MOTION BY ELLEN.

SECOND. A SECOND FROM JAMES.

ARE THERE ANY COMMENTS?

[01:25:04]

WHAT ARE THE UPS BATTERIES? THE UPS BATTERIES ARE THE BATTERIES THAT WE HAVE IN ALL OF OUR CAMPUSES AND THE DATA CLOSETS THAT IF WE WOULD LOSE POWER, WE HAVE ENOUGH BACKUP BATTERY, IF YOU WILL, TO KEEP IT UP AND RUNNING FOR US TO TAKE EVERYTHING DOWN RESPECTFULLY.

SO IT'S SAFELY.

YES. SO THAT SPECIFIC LINE ITEM IS FOR E-RATE AND IT'S FOR THE UPS BATTERIES AT OUR CAMPUSES.

OKAY. THANK YOU. ARE THERE ANY OTHER QUESTIONS? SEEING NONE. WE HAVE A MOTION FROM ELLEN, A SECOND FROM JAMES.

ALL THOSE IN FAVOR? AYE.

THANK YOU. THE NEXT ITEM IS OUR FIRST ACTION ITEM, AND THAT IS THE SCHOOL SAFETY HEALTH ADVISORY CURRICULUM RECOMMENDATION

[12. ACTION]

DO I HAVE A MOTION? ELLEN.

I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE RECOMMENDATION OF THE SHAC TO ADOPT THE MATERIALS PROVIDED BY THE TEXAS ADVOCACY PROJECT, AS OUTLINED IN SENATE BILL 9 REGARDING DATING, VIOLENCE AND HEALTHY RELATIONSHIPS.

THANK YOU. I HAVE A MOTION FROM ELLEN, A SECOND FROM HEATHER.

ANY COMMENTS? SEEING NONE.

ALL THOSE IN FAVOR. AYE.

THANK YOU. THE NEXT IS A RESOLUTION REGARDING EMPLOYEE COMPENSATION DURING THE EMERGENCY SCHOOL CLOSINGS DUE TO INCLEMENT WEATHER DAYS.

DO I HAVE A MOTION? I HAVE A MOTION FROM JEN.

DO I HAVE A SECOND? YEAH.

YOU WANT ME TO MAKE THE MOTION? OH, OKAY.

GO AHEAD, PLEASE. [LAUGHTER] I'M SORRY.

I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE RESOLUTION REGARDING THE 2022 23 PAY FOR CLOSURES DUE TO EMERGENCY INCLEMENT WEATHER DAYS AND THE OBSERVANCE OF JUNE 19, 2023.

FEDERAL HOLIDAY TO AUTHORIZE EMPLOYEES TO BE COMPENSATED FOR THE JANUARY 31ST, FEBRUARY 1ST, 2ND AND 3RD 2023 INCLEMENT WEATHER DAYS WITHOUT REQUIRING ADDITIONAL DAYS ADDED TO WORK CALENDARS, ESTABLISHED NONEXEMPT EMPLOYEES WHO WERE REQUIRED TO WORK ONSITE DURING THE EMERGENCY WEATHER CLOSURES SHALL RECEIVE PREMIUM PAY FOR SUCH TIME AND AUTHORIZE EMPLOYEES ON THE 225 DAY AND 236 DAY CALENDARS TO BE COMPENSATED FOR THE CLOSURE OF THE DISTRICT IN OBSERVANCE OF JUNE 19TH, 2023 FEDERAL HOLIDAY WITHOUT REQUIRING AN ADDITIONAL DAY ADDED TO WORK CALENDARS. WANT TO REPEAT THAT FOR US? [LAUGHTER] ALL RIGHT. WE'VE GOT A MOTION FROM JEN AN A SECOND FROM LAURA.

ANY DISCUSSION? SEEING NONE. ALL THOSE IN FAVOR? AYE. THANK YOU. THE NEXT ITEM IS THE APPROVAL OF THE FINAL 23-24 BOARD PRIORITIES.

AND I'VE GOT A MOTION FROM JAMES.

I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE 2023 2024 BOARD PRIORITIES.

THANK YOU. I'VE GOT A MOTION FROM JAMES AND A SECOND FROM JEN.

ANY DISCUSSION? SEEING NONE ALL THOSE IN FAVOR.

THANK YOU VERY MUCH.

[13. UPCOMING MEETINGS]

ONE IS MARCH 7TH.

IT IS A STUDY SESSION THAT MAY BECOME A SPECIAL MEETING.

WE HAVE ONE ON MARCH 28TH.

IT IS A REGULAR MEETING.

THE TIME IS NOW 8:28.

WE HAVE BEEN AT THIS FOR ONE MINUTE OR 1 HOUR, 28 MINUTES AND 20 SECONDS, AND WE ARE ADJOURNED.

* This transcript was compiled from uncorrected Closed Captioning.