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[Agenda Review]
THE TIME IS 5:40 P.M.BOARD MEMBERS PRESENT IN THE BOARD AUDITORIUM ARE TRUSTEE ALLEN, TRUSTEE WADE, TRUSTEE GUIDRY, TRUSTEE SANTOS, TRUSTEE CRUZ, TRUSTEE BAKER AND TRUSTEE HERNANDEZ.
I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.
WE BEGIN THIS AFTERNOON WITH A PUBLIC HEARING.
THIS HEARING IS REQUIRED BY THE TEXAS EDUCATION CODE SECTION 39.054C FOR A DISCUSSION OF THE TEXAS ACADEMIC PERFORMANCE REPORT FOR 2021 2020 2021.
TODAY'S PRESENTATION WILL BE LED BY DR.
ALLISON MATNEY, OFFICER, RESEARCH AND ACCOUNTABILITY.
DO WE HAVE A COPY OF THIS PRESENTATION, EITHER IN OUR INBOXES OR? IT'S ON SHAREPOINT? THANK YOU SO MUCH.
WE ARE HERE THIS EVENING TO REVIEW, AS REQUIRED BY TEA., THE DISTRICT'S ANNUAL REPORT, LOOKING AT THE 2020 2021 DISTRICT PERFORMANCE AND OTHER KEY INDICATORS.
JUST AS A REMINDER AND EXPECTATION SETTING, A LOT OF THIS DATA THAT I'M GOING TO BE PRESENTING THIS EVENING IS NOT NEW INFORMATION.
TAPER HAS A LONG HISTORY OF BEING MANY MONTHS AFTER ACTIONABLE DATA IS SHARED WITH DISTRICTS IN OTHER WAYS.
IN FACT, SOME OF THIS DATA IS EVEN TWO YEARS OLD, SO I'LL BE TALKING THROUGH EACH OF THESE PIECES. BUT THE STAAR DATA SPECIFICALLY HAS BEEN SHARED.
THIS IS OUR STAAR DATA FROM 2020 2021 THAT STARTED BEING ACTIONABLE AS SOON AS WE RECEIVED IT IN IN THE DISTRICT.
SO REQUIREMENTS OF THIS REPORT, THIS IS REQUIRED AGAIN BY TEXAS EDUCATION CODE TO HOLD A PUBLIC FORUM TO PRESENT THESE RESULTS IN THE REPORT.
REPORTS ARE PRODUCED AT THE STATE, SERVICE CENTER, DISTRICT AND SCHOOL LEVELS, AND THEN THE DATA IS DISAGGREGATED BY EACH OF THESE CATEGORIES.
WE'LL START WITH OUR ENROLLMENT NUMBERS.
WE CAN SEE HISD NUMBERS ON THE LEFT SIDE, THE STATE NUMBERS ON THE RIGHT SIDE, THIS IS OUR ENROLLMENT PERCENTAGE.
HISD MAKES UP ALMOST FOUR PERCENT OF THE STATE ENROLLMENT.
WE CAN SEE THAT WE'VE GOT TWO AREAS.
OUR HISPANIC STUDENTS AND AFRICAN-AMERICAN STUDENT POPULATIONS ARE LARGER THAN THE STATE POPULATIONS. WHEN WE LOOK AT ENROLLMENT, AS WE'VE DISCUSSED, WE'VE SEEN A DECREASE IN ENROLLMENT OVER THE PAST YEAR.
WE SEE DECREASES IN CERTAIN STUDENT GROUPS.
WE DID SEE ONE INCREASE A 0.7 PERCENT INCREASE IN OUR WHITE ENROLLMENT.
SO HERE WE SEE OUR ENROLLMENT BY ECONOMICALLY DISADVANTAGED.
WE HAVE 18 PERCENTAGE POINTS MORE ECONOMICALLY DISADVANTAGED STUDENTS THAN THE STATE.
AND WHEN WE LOOK AT THE DATA BY EMERGENT BILINGUAL ENGLISH LEARNER AND SPECIAL EDUCATION PROGRAMS, WE CAN ALSO SEE THAT WE HAVE A LARGER, EMERGENT BILINGUAL ENGLISH LEARNER POPULATION AND A SMALLER SPECIAL EDUCATION POPULATION.
THIS SLIDE, IN SUMMARY, TALKS ABOUT DECREASES THAT WE SAW ACROSS EVERY SUBJECT FOR ELA, READING, MATH, WRITING, SCIENCE, SOCIAL STUDIES AND THEN ALL SUBJECTS COMBINED.
AND WE ARE LOWER THAN THE STATE.
WE CONSISTENTLY ALSO SHOWED LARGER DROPS THAN THE STATE IN THESE CATEGORIES.
THIS IS ALIGNED WITH WHAT RESEARCH HAS TAUGHT US ABOUT THE COVID PANDEMIC, WITH DISTRICTS AND LEARNING IMPACTING LARGE URBAN AREAS AT A MORE SIGNIFICANT RATE AN IMPACT THAN RURAL AND SUBURBAN AREAS.
ALSO IN AUGUST, WE DISCUSSED PARTICIPATION RATES AND THE IMPACT ON STUDENT OUTCOMES.
AND AS WE REVIEWED, THEN WE DID HAVE LARGER GAPS IN PARTICIPATION RATE, SO MORE STUDENTS OPTED TO STAY HOME AND NOT PARTICIPATE IN STATE ASSESSMENT.
THAT COULD ACTUALLY IMPACT SOME OF THESE OUTCOMES HERE.
ON THIS SLIDE, THIS IS ALIGNED WITH GOAL ONE AS WE'RE LOOKING AT ELA.
AND READING, BUT THIS IS NOT JUST THIRD GRADE.
WE'LL GET TO THAT SPECIFIC DATA SET REFERENCED BY TRUSTEE CRUZ FURTHER DOWN THE THE PRESENTATION. BUT WE LOOK AT ELA AND READING BY STUDENT GROUP HERE.
WHITE AND SPECIAL EDUCATION POPULATIONS BOTH EXCEEDED THE STATE PERFORMANCE, AND AFRICAN-AMERICAN AND EMERGENT BILINGUAL EL WERE WITHIN TWO PERCENTAGE POINTS OF THE STATE IN 2021.
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MOVING ONTO MATH, THIS IS ALIGNED TO OUR GOAL TOO, AND WE CAN SEE THAT OUR WHITE AND SPECIAL EDUCATION POPULATIONS ALSO EXCEEDED OR MATCHED THE STATE PERFORMANCE IN 2021.MOVING ON TO WRITING AND JUST A POINT OF PRIVILEGE THAT THIS IS THE LAST TIME WE WILL BE DISCUSSING WRITING EXAMS, THEY SUNSET LAST YEAR AND THIS IS OUR FIRST YEAR TO NOT HAVE STAR WRITING SEPARATELY.
SO THIS WILL BE THE LAST TIME WE SEE THIS, THIS SLIDE HERE.
BUT IN WRITING, WE EXCEEDED THE STATE PERFORMANCE IN 2021 WITH WHITE AND SPECIAL ED POPULATIONS, AND THAT EMERGENT BILINGUAL EL STUDENT GROUP WAS AGAIN WITHIN TWO PERCENTAGE POINTS OF THE STATE FOR THE WRITING EXAMS. FOR SCIENCE, OUR WHITE AND SPECIAL EDUCATION POPULATIONS EXCEEDED OR MATCHED THE STATE PERFORMANCE.
AND IN SOCIAL STUDIES, WE SEE THAT SAME TREND AGAIN IN AFRICAN-AMERICAN STUDENTS BEING WITHIN TWO PERCENTAGE POINTS OF THE STATE.
WHEN WE LOOK AT ALL SUBJECTS COMBINED FOR ALL STUDENTS TESTED, ALL GRADE LEVELS AGAIN WHITE AND SPECIAL ED EXCEEDING THE STATE PERFORMANCE.
SO AS WE MOVE INTO LOOKING AT THE DIRECT CONNECTION TO THE BOARD'S GOAL ONE, THIS IS OUR HOUSE BILL THREE AND THE BOARDS ADOPTED GOAL ONE.
WE'RE LOOKING AT ELA READING JUST FOR OUR THIRD GRADERS ON THIS SLIDE.
OUR WHITE AND SPECIAL EDUCATION POPULATION EXCEEDED OR MATCH THE STATE PERFORMANCE.
AND THEN AGAIN, OUR EMERGENT BILINGUAL EL LEARNERS WERE WITHIN TWO POINTS OF THE STATE.
FOR MATH, THIS IS WHAT ALIGNS TO OUR GOAL TOO, AGAIN, OUR WHITE AND SPECIAL EDUCATION POPULATIONS EXCEEDED OR MATCHED THE STATE PERFORMANCE.
AND SO NOW WE'RE GOING TO MOVE TO A NEW CATEGORY, GRADUATION AND DROPOUT RATES, SO JUST AS A REMINDER, WHEN WE LOOK AT OUR FOUR YEAR LONGITUDINAL GRADUATION RATES, WE'RE TALKING ABOUT STUDENTS THAT ENTERED NINTH GRADE AND GRADUATED FOUR YEARS LATER.
SO THAT SAME COHORT OF STUDENTS, THEY COULD LEAVE TO GO JOIN ANOTHER HIGH SCHOOL, THEY COULD LEAVE TO DROP OUT.
BUT WE'RE ALWAYS LOOKING AT YEAR YOU ENTERED NINTH GRADE FOUR YEARS LATER, DID YOU GRADUATE? OUR DISTRICT FOUR YEAR LONGITUDINAL GRADUATION RATE INCREASED BY ALMOST THREE PERCENTAGE POINTS.
IT IS LOWER THAN THE STATE, BUT OUR RATE INCREASED FOR THE STUDENT GROUPS LISTED THERE.
ALL THE STUDENT GROUPS EVALUATED.
OUR FOUR YEAR LONGITUDINAL DROPOUT RATE AND JUST TO ORIENT YOU.
WE WANT IT TO INCREASE AND BE HIGH DROPOUT RATE WE WANT IT TO DECREASE.
SO OUR DISTRICT RATE DID DECREASE BY 1.2 PERCENTAGE POINTS.
AND BUT OUR RATE STILL IS HIGHER THAN THE STATE DROPOUT RATE BY SEVEN.
SO WHEN WE LOOK AT THE STUDENT GROUP DETAIL BEHIND GRADUATION AND DROPOUT RATES, IT'S IMPORTANT TO NOTE THAT THESE BARS DON'T ADD UP TO 100 PERCENT BECAUSE THERE'S MOVEMENT WITHIN THOSE COHORTS, SO SOME CONTINUE ON TO BE A FIFTH YEAR GRADUATE OR A SIX YEAR GRADUATE. AND THOSE CONTRIBUTORS ARE NOT CALCULATED AS A FOUR YEAR GRADUATION STUDENT.
SO WHEN WE LOOK AT OUR TOTAL GRADUATES BY TYPE, THE DARK BLUE PART OF THESE RINGS ARE THE STUDENTS WHO ARE GRADUATING ON THE RECOMMENDED PLANS, THE DISTINGUISHED PLANS, OUR FOUNDATION PLANS WITH ENDORSEMENTS AND OUR FOUNDATION PLANS DISTINGUISHED LEVEL OF ACHIEVEMENT. AND WE HAVE FEWER GRADUATES ON THOSE RECOMMENDED ADVANCED PLANS THAN THE STATE DOES.
WHEN WE LOOK AT DISTRICT PERFORMANCE ON OUR COLLEGE READINESS OUTCOMES FOR 2020, THIS IS THE CLASS OF 2020.
I'M SORRY, THIS IS THE 2020 AP DATA FOR GRADES 11 AND 12, THE PARTICIPATION DECREASED BY EIGHT POINT EIGHT PERCENTAGE POINTS.
OUR PARTICIPATION RATE WAS HIGHER THAN THE STATE, BUT THIS WAS THE YEAR THAT AP WAS GIVEN REMOTELY FROM KITCHEN TABLES, FROM PICNIC TABLES OUTSIDE AND NOT IN SCHOOLS.
HOWEVER, OUR PERFORMANCE RATE, THE PERCENTAGE OF TESTERS MEETING THE CRITERION INCREASED THIRTEEN POINT NINE POINTS.
OUR RATE STILL, THOUGH, WAS THREE POINT THREE POINTS LOWER THAN THE STATE.
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THERE WE GO.FOR OUR AP EXAM AP IB EXAM PARTICIPATION BY STUDENT GROUP, AGAIN LOOKING AT GRADES 11 THROUGH 12 ALL SUBJECTS WE HAVE OUTLINED HERE EACH OF THE STUDENT GROUPS IN THEIR TRENDS COMPARED TO THE STATE.
AND THEN THE AP IB EXAMS THAT MET OR EXCEEDED THE CRITERION ARE HERE BY STUDENT GROUP, AND THE CRITERION IS A ACHIEVING A THREE OR HIGHER ON AN AP TEST OF FOUR OR HIGHER ON AN IB EXAM.
MOVING ON TO SAT AND ACT, THIS IS OUR CLASS OF 2020.
ARE ANYBODY THAT RECEIVED A DIPLOMA? WALKING ACROSS THE STAGE WITH US IN 2020, SO OUR PARTICIPATION RATE DID DECREASE BY 0.8 POINTS AND WITH THIS CLASS, THE MAJORITY OF THEM TOOK THAT SAT OR ACT THE PRIOR YEAR.
SO 2019, SO THAT COVID YEAR, THEY DID NOT GET HUNG UP IN THAT DECREASED PARTICIPATION.
OUR PARTICIPATION RATE IS 15 POINTS HIGHER THAN THE STATE.
SO THAT IS A TREND THAT WE HAVE SEEN FOR MANY YEARS.
AND THEN OUR PERFORMANCE, OUR AVERAGE SCORE INCREASED FIVE POINTS.
THAT IS NOT SIGNIFICANT, BUT IT IS AN INCREASE WORTH NOTING AND THE AVERAGE SCORE IS FORTY FIVE POINTS LOWER THAN THE STATE.
SO YOU CAN SEE HERE OUR ACT AND SAT PARTICIPATION BY STUDENT GROUP.
FOR OUR ANNUAL GRADUATES, 2019 VERSUS 2020 AND THEN THE TESTERS EXCEEDING METER, EXCEEDING THE CRITERION BY STUDENT GROUP HERE.
HERE WE HAVE OUR AVERAGE SAT RESULTS AGAIN FOR EACH STUDENT GROUP FOR 2019 AND 2020.
AND THEN WHEN WE LOOK AT OUR ADVANCED AND DUAL CREDIT COURSES FOR 2019 2020, THE COURSE COMPLETION FOR ALL OF OUR HIGH SCHOOL GRADE LEVELS, THE COMPLETION RATE INCREASE THREE POINT FOUR POINTS AND OUR DISTRICT COMPLETION RATE IS ONE POINT SEVEN POINTS HIGHER THAN THE STATE. SO THESE ARE STUDENTS IN DUAL ENROLLMENT DUAL CREDIT COURSES, TAKING THOSE COLLEGE COURSES AS HIGH SCHOOL STUDENTS.
HISD AND STATE ADVANCED IN DUAL CREDIT RESULTS BY STUDENT GROUP IS LISTED HERE, AND THIS IS ANY SUBJECT WE DIDN'T OUTLINE IF IT WAS READING OR MATH OR ANOTHER SUBJECT, THIS IS ALL SUBJECTS COMBINED.
IN OUR DISTRICT PERFORMANCE ON THE ACCOUNTABILITY, COLLEGE CAREER, MILITARY READY INDICATORS, AND THESE CATEGORIES ARE HOW THE TAPER REPORT CHUNKS THEM OUT.
THESE THESE HEADINGS, THE 2020 COLLEGE READY DISTRICT PERCENTAGE OF COLLEGE READY STUDENTS WAS SLIGHTLY LOWER THAN THE STATE.
BUT WE HAD MANY STUDENT GROUPS THAT WERE HIGHER THAN THE STATE, SO WE'VE GOT SOME, SOME SHINING DATA POINTS WITHIN OUR STUDENT GROUP DATA FOR COLLEGE, READY FOR CAREER AND MILITARY READY.
THE DISTRICT PERCENTAGE OF CAREER MILITARY READY STUDENTS IS 0.7 PERCENT HIGHER THAN THE STATE FOR 2020.
THE MAJORITY OF THAT CAME FROM CAREER AS WE WERE PHASING OUT MILITARY, WHILE THE THE STATE LOOKS AT ACTUALLY GETTING THAT DATA FROM DEPARTMENT OF DEFENSE.
AND AGAIN, WE'VE GOT AFRICAN-AMERICAN, HISPANIC AND ECONOMICALLY DISADVANTAGED STUDENTS.
ALL THREE STUDENT GROUPS BEING HIGHER THAN THE STATE IN THIS AREA.
SO WHEN YOU LOOK AT ALL THREE OF THE CATEGORIES COMBINED, WE'RE ONE POINT TWO POINTS LOWER THAN THE STATE.
BUT AGAIN, OUR AFRICAN-AMERICAN, HISPANIC AND ECONOMICALLY DISADVANTAGED STUDENTS ARE HIGHER THAN THE STATE, THEIR PEERS IN THE STATE.
SO HERE WE HAVE THE DATA BY STUDENT GROUP.
AND THEN THIS IS OUR HOUSE BILL THREE GOAL THREE.
THIS IS OUR SMALL PERCENTAGE OF STUDENTS THAT ARE CCMR READY.
LAST FALL, WE WERE ABLE TO SUPPLY THIS ALREADY, BUT OF COURSE, IT'S WANTED TO MAKE SURE THAT IT WAS IN THIS PRESENTATION BECAUSE IT IS IN THE TAPER REPORT AS WELL.
SO LOOKING AT ENROLLMENT IN HIGHER EDUCATION, OUR DISTRICT ENROLLMENT DECREASED ONE POINT ONE POINTS FOR STUDENTS THAT GRADUATED FROM US AND WENT ON TO A TEXAS INSTITUTION OF HIGHER EDUCATION, NOT UNIVERSITY OF OKLAHOMA.
SUPERINTENDENT HOUSE, NOT A NOT OUT OF STATE, OK, NOT A PRIVATE UNIVERSITY, BUT OUR PUBLIC INSTITUTIONS IN TEXAS.
SO THAT'S THE LIMITATION OF THIS DATA.
WE GET MUCH MORE ROBUST DATA FROM OUR PARTNERSHIP WITH NATIONAL STUDENT CLEARINGHOUSE, OF
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COURSE, BUT OUR DISTRICT ENROLLMENT IN THESE INSTITUTIONS IS SEVEN POINT THREE POINTS LOWER THAN THE STATE, OUR GRADUATE ENROLLMENT WITHOUT REMEDIATION.SO TAPER DATA ALSO LOOKS AT THE STUDENTS WHO ARE ENROLLING AND THEY ARE ALREADY TSI READY. THEY DO NOT NEED REMEDIAL REMEDIAL COURSES TO CATCH UP.
THAT DECREASED TEN POINT SIX POINTS, BUT WE ARE HIGHER THAN THE STATE, SO WE ARE SENDING MORE STUDENTS READY FOR COLLEGE WITHOUT REMEDIATION THAN THE STATE AVERAGE.
SO HERE WE HAVE PERCENTAGE ENROLLED HISD VERSUS THE STATE AND ENROLLED WITHOUT REMEDIATION, SO JUST THE VISUAL REPRESENTATION OF WHAT WE JUST DISCUSSED.
SO OUR STAFF SUMMARY, THE PROPORTION OF STUDENT POPULATION AND TEACHERS BY RACE ETHNICITY WE SEE HERE THAT OUR HISPANIC TEACHERS ARE UNDERREPRESENTED IN COMPARISON TO OUR STUDENT POPULATION AND OUR AFRICAN-AMERICAN AND WHITE TEACHERS ARE OVERREPRESENTED AGAIN IN COMPARISON TO THE STUDENT POPULATION WE SEE HERE TEACHING STAFF BY YEARS OF EXPERIENCE.
I THINK THAT QUESTION CAME UP EARLIER WHAT THAT DATA LOOKED LIKE BY EXPERIENCE BAND.
AND THEN OUR AVERAGE TEACHING STAFF SALARIES, THE DISTRICT AVERAGE TEACHER SALARIES ARE LOWER THAN THE STATE ACROSS ALL YEAR CATEGORIES, EXCEPT FOR THE OVER 20 YEARS OF EXPERIENCE GROUP.
SO HERE WE SEE THE VISUAL REPRESENTATION SPECIFICALLY THAT HISPANIC OVER AND UNDERREPRESENTATION ARE TEACHERS, THIRTY POINT THREE PERCENT ARE HISPANIC, BUT WE HAVE SIXTY ONE POINT SEVEN PERCENT OF OUR STUDENT BODY THAT IDENTIFIES AS HISPANIC.
WE HAVE TEACHING STAFF BY GENDER.
I'M NOT A LOT OF CHANGE IN TRENDS HERE FOR HISD OR THE STATE.
WE HAVE OUR STAFF DATA BY LOCATION AVERAGE TEACHING SALARIES, THE OVER 30 YEARS CATEGORY IS A NEW CATEGORY.
I GUESS WE HAVE MORE TEACHERS HANGING ON THROUGH YEAR 30 PLUS IN THE STATE.
SO THE TAPER PROGRAMMERS ADDED THAT IN AS A NEW CATEGORY THIS YEAR, WHICH IS WHY YOU DON'T SEE THE COMPARISON DATA THERE.
OUR CLASS SIZE SUMMARY, OUR ELEMENTARY AVERAGE CLASS SIZE DECREASED FOR KINDERGARTEN THROUGH FIFTH GRADE AND GRADES ONE THROUGH FIVE CLASS SIZE IS BELOW THE STATE AVERAGE.
OUR SECONDARY CLASS SIZE INCREASED FOR ELA, FOREIGN LANGUAGE AND MATH, BUT DECREASED FOR SCIENCE AND SOCIAL STUDIES, AND OUR SECONDARY AVERAGE CLASS SIZES ARE ABOVE THE STATE AVERAGE FOR ELA FOREIGN LANGUAGE, MATH, SCIENCE AND SOCIAL STUDIES.
ACCOUNTABILITY RATING IS NOT RATED, DECLARED STATE OF DISASTER OUR 2021 RESULTS DRIVEN ACCOUNTABILITY THAT LOOKS AT MULTIPLE STUDENT GROUPS, INCLUDING SPECIAL EDUCATION, BILINGUAL ESL EL AND AND OTHER STUDENT POPULATIONS.
OUR DETERMINATION LEVEL IS NEEDS SUBSTANTIAL INTERVENTION.
OUR 2020 2021 FIRST RATING, OUR FINANCIAL RATING IS A SUPERIOR AND OUR ACCREDITATION STATUS WAS NOT ISSUED FOR 2021 DUE TO THE IMPACTS OF COVID-19.
AND THAT CONCLUDES THE PUBLIC HEARING OF THE ANNUAL REPORT.
I THINK THERE'S A COUPLE OF QUESTIONS.
TRUSTEE ALLEN. I HAVE ONE QUESTION, I THINK I MAY HAVE ASKED IT BEFORE, BUT I LOVE THE FACT THAT WE HAVE THE EARLY COLLEGE PROGRAMS AND THOSE STUDENTS STAY AN EXTRA YEAR AND BECOME SUPER SENIORS BECAUSE IF THEY GRADUATE, THEY CAN'T GET THE COLLEGE FREE.
BUT IF THEY STAY IN SCHOOL IN THE DISTRICT, THEY GO TO SCHOOL THE FIFTH YEAR.
SO DO THEY MAKE OUR NUMBERS FROM SLIDE 16 AND 31 GO DOWN? NO, MA'AM, THEY EARLY COLLEGE.
IT'S P-TECH THAT STAYS THAT SIX YEAR, BUT THEY HAVE DONE A WORKAROUND TO ALLOW THEM TO GET COUNTED AS GRADUATES ON TIME AND BUT STILL MAINTAIN AND TAKE THAT SIX YEAR.
BUT EARLY COLLEGES ARE STILL THE FOUR YEARS, AND SO THEY THEIR GRADUATION RATES ACTUALLY MAKE THE NUMBER GO UP. WHAT ABOUT THE SLIDE 31 THAT SAYS THE NUMBER OF STUDENTS THAT ARE ENROLLED IN HIGHER ED AFTER THEY GRADUATE BECAUSE THEY'RE IN HIGHER ED WHILE THEY ARE STILL THERE. SO THAT COULD IMPACT THAT NUMBER.
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I WOULD HAVE TO LOOK INTO THAT.I CAN DO THAT FOR YOU. THANK YOU.
ANY OTHER QUESTIONS, I ACTUALLY HAVE A COUPLE OF QUESTIONS.
SO YOU HAVE, LIKE ALL OF THE TYPES OF DIPLOMAS IN ONE BUCKET, IS IT POSSIBLE TO PARSE OUT LIKE THE ONES THAT ARE DISTINGUISHED? THE TAPER REPORT ITSELF DOES NOT DO THAT.
UM, AND THEN, YOU KNOW, JUST KIND OF A SHOUT OUT ON THE THE CCMR DATA, ESPECIALLY FOR OUR STUDENT GROUPS.
THAT'S EXCELLENT NEWS THAT WE'RE ACTUALLY ABOVE THE STATE AVERAGE.
SLIDE 31, DOES THAT INCLUDE COMMUNITY COLLEGE ON THAT, LIKE THE TEXAS INSTITUTION OF HIGHER EDUCATION? YES.
OK, THEN. YEAH, THAT'S REALLY CONCERNING THAT THAT NUMBER IS MUCH LOWER BECAUSE THEN WHAT I'M SEEING IS LIKE IN SLIDE 28 THAT OUR NUMBER OF GRADUATES THAT ARE ACTUALLY READY FOR COLLEGE IS HIGH.
BUT THEN IF THE ENROLLMENT IS ACTUALLY LOWER THAN THE STATE, THE KIDS ARE NOT ACTUALLY ENROLLING, RIGHT? OK.
AND OK, SO IT'S JUST A HUGE CONCERN.
COMING FROM A NEW SET OF EYES, AS YOU KNOW, I'LL BE OUT OF THE NEW STATUS REAL SOON, HOPEFULLY. BUT HOW DOES THIS REPORT IMPROVE OUR STANDINGS WITH THE TA IN TERMS OF CONSERVATORSHIP? THINGS OF THAT NATURE? SO ACTUALLY GIVING THE REPORT, IT DOES NOT IMPROVE STANDING OTHER THAN WE'RE FOLLOWING STATE LAW TO GIVE THE REPORT.
OK. TRUSTEES WERE JUST GOING TO HEAR FROM SPEAKERS TO AGENDA ITEMS SIX SO THAT THEY DON'T HAVE TO WAIT FOR US.
WE HAVE NOW COME TO THE PORTION OF OUR MEETING WHERE WE HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS, WE HAVE SIX SPEAKERS REGISTERED THIS EVENING WHO SHALL BE LIMITED TO TWO MINUTES EACH PER BOARD POLICY.
PLEASE SPEAK TO THE AGENDA ITEM YOU HAVE SIGNED UP FOR.
WE ALSO ASKED THAT SPEAKER STAY ON TOPIC AND REFRAIN FROM NAMING INDIVIDUALS, ESPECIALLY STUDENTS, AS THEIR IDENTITY IS PROTECTED UNDER LAW.
BUT YOU MAY NAME YOUR OWN CHILD.
OUR FIRST ITEM HELD FOR REGISTERED SPEAKERS IS F1 ADOPTION OF RECOMMENDED INSTRUCTIONAL MATERIALS FOR SCHOOL YEAR 2022 2023.
WILL GARY MONROE, PLEASE COME TO THE PODIUM.
MR. MONROE IS ALSO REGISTERED TO AGENDA ITEM.
I-1 APPROVAL OF VENDOR AWARDS FOR PURCHASES OVER 100,000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER 100,000.
I-3 ACCEPTANCE OF GRANT FUNDS IN SUPPORT OF DISTRICT WIDE AND SCHOOL SPECIFIC PROGRAMS AND AUTHORIZATIONS AUTHORIZATION TO NEGOTIATE AND EXECUTE CONTRACTS REQUIRED UNDER THE GRANTS AND I-4 APPROVAL OF THE MARCH GENERAL FUND BUDGET AMENDMENT.
I'M GOING TO STICK TO THE AGENDA ITEM ABOUT VENDORS.
WE NEED A VENDOR TO DEAL WITH GANG VIOLENCE ON THESE CAMPUSES.
THE OTHER DAY, MR. MONROE, CAN YOU PLEASE HELP US? WE'RE LOCKED INSIDE OF OUR OFFICE.
AND I CAN HAVE A CONVERSATION WITH SOME YOUNGSTERS THAT EVEN YOUR POLICE OFFICERS CAN'T HAVE A CONVERSATION WITH.
BUT WHAT I MEAN IS WE GOT ALL THESE VENDORS THAT WE PAY ALL THIS MONEY TO.
WHEN YOU'RE GOING TO COME GET THE GANG EXPERTS.
WHEN YOU'RE GOING TO COME GET THE GUYS THAT GOT A PLAN TO DEAL WITH YOUR SCHOOLS.
A SCARED TEACHER CAN'T TEACH, SO ALL THE GOALS THAT YOU'RE TALKING ABOUT IS NOT GOING TO HAPPEN. THAT ONE CAMPUS, THREE GUNS LAST WEEK.
DO WE HAVE A VENDOR UNDER 100,000 OR OVER A 100,000 THAT'S WILLING TO GO IN THERE AND DEAL WITH IT? YOU NOTICE, I DIDN'T WEAR MY TIE TONIGHT.
I'LL COME NEXT WEEK LOOKING LIKE A LITTLE FASHION MODEL BECAUSE SOME DAYS I CAN'T WEAR IT. I'VE BEEN TO MORE SCHOOLS THIS WEEK THAN ALL OF Y'ALL COMBINED.
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BECAUSE I'M TIRED OF THESE CHILDREN GOING TO WAR IN THESE SCHOOLS.MAYBE YOU DON'T HAVE A PROBLEM WITH YOUR TEACHERS, MAYBE IT'S THE CONDITIONS THAT THEY TEACH UNDER. THEY CAN'T FUNCTION, RIGHT? DO WHAT YOU NEED TO DO.
BUT I JUST WENT TO ONE THE DAY YOU'RE GOING TO START SEEING ME A LITTLE BIT MORE VOCAL OUTSIDE OF THE SCHOOLS WITH THE BULL HORN.
OUR LAST ITEM HELD FOR REGISTERED SPEAKERS IS I-1 APPROVAL OF ANY REWARDS FOR PURCHASES OVER 100000 AND RATIFICATION OF VENDOR AWARDS FOR PURCHASES UNDER A HUNDRED THOUSAND.
WELL, [INAUDIBLE], PLEASE COME TO THE PODIUM AS I CALL THE NEXT TWO NAMES.
PLEASE TAKE A SEAT ON THE FRONT ROW.
ANDREA [INAUDIBLE] AND STEVE HARTSTEIN.
HE IS NOT HERE. ANDREA [INAUDIBLE].
HELLO, SUPERINTENDENT, BOARD, TRUSTEES.
MY NAME IS ANDREA [INAUDIBLE].
I WORK FOR A COMPANY CALLED CALIX PURE.
I'M HERE TO TALK TO YOU ABOUT A RECOMMENDATION FOR AN AGENDA ITEM FOR AIR PURIFICATION DEVICES, WHICH HAS BEEN MADE WITHOUT ALL OF THE INFORMATION.
I IMPLORE YOU TO DO THE DUE DILIGENCE IN RECEIVING ALL OF THIS INFORMATION BEFORE ANY DECISIONS ARE MADE.
INDOOR AIR QUALITY IS VERY IMPORTANT.
IT'S GOING TO KEEP STUDENTS IN THE SEATS.
HOWEVER, TESTING WAS NOT PERFORMED ON THESE RECOMMENDED DEVICES, AND OUR COMPANY HAS HAD MANY ISDS PERFORMED TESTS ON OUR DEVICE COMPARED TO OTHERS ON THE MARKET AT THE MOMENT AND HAS COME OUT AHEAD IN ALL OF THEM.
I ASK YOU TO CONNECT WITH DALLAS ISD, WHO DID TESTING.
I ASK YOU TO CONNECT WITH GARLAND ISD, WHO DID TESTING OR RIGHT HERE IN YOUR BACKYARD.
WE EVEN HAVE GALENA PARK AND BARBERS HILL.
IT IS IMPERATIVE THAT THESE PRODUCTS WORK EFFECTIVELY, AND I HOPE YOU WILL NOT MAKE A DECISION ON A $40 MILLION INVESTMENT BEFORE KNOWING THAT THEY DO WORK EFFECTIVELY.
SECONDLY, EVERY ONE OF THE DEVICES ON THE RECOMMENDATION LIST IS MADE IN CHINA.
ACCORDING TO THE AMERICAN RESCUE PLAN.
ESSER TWO FUNDS WHICH ARE BEING USED IN THIS PROJECT ARE SUBJECT TO DOMESTIC PREFERENCES FOR PROCUREMENTS.
THE AMERICAN RESCUE PLAN TO CFR SECTION TWO HUNDRED POINT THREE TO TWO STATES AS FOLLOWS, AS APPROPRIATE AND TO THE EXTENT CONSISTENT WITH LAW, THE NONFEDERAL ENTITIES SHOULD, TO THE GREATEST EXTENT PRACTICABLE UNDER FEDERAL AWARD, PROVIDE PREFERENCE FOR THE PURCHASE OF DOMESTIC PRODUCTS.
OURS ARE MADE HERE IN HOUSTON.
I ASK YOU TO GET THE TESTING DONE.
FOLLOW THE ESSER GUIDANCE BEFORE ACCEPTING ANY PRODUCT RECOMMENDATIONS.
GOOD EVENING, MR. SUPERINTENDENT AND BOARD TRUSTEES, THANK YOU FOR ALLOWING ME YOUR TIME.
I AM HERE IN CONSIDERATION OF THE AGENDA, [INAUDIBLE] AIR FILTRATION PROJECT.
SINCE THE BEGINNING OF THIS CURRENT PANDEMIC, MANY INSTITUTIONS HAVE PURCHASED PRODUCTS AND DEVICES THAT QUITE FRANKLY, DO NOT WORK.
PERFORMING WHAT HAS BEEN TERMED HYGIENE THEATER, OFFERING A FALSE SENSE OF SECURITY THAT OCCUPANTS ARE BEING PROTECTED.
SOME OF THESE DEVICES ACTUALLY MAKE THINGS WORSE.
YOU DON'T NEED TO BE AN AIR FLOW ENGINEER TO UNDERSTAND SIMPLE AIR FLOW DYNAMICS THAT SHOW THAT WITH TWO DEVICES SITTING ON THE FLOOR OR ON A WALL.
THAT WHEN A SICK STUDENT COUGHS, THOSE PASSENGERS ARE NOW BEING CARRIED THROUGH THE AIRFLOW ACROSS THE ROOMS TOWARDS PURIFIERS AND RIGHT ACROSS EVERYONE'S FACES ON THE WAY THERE.
OTHER PRODUCT AIRFLOW DYNAMICS.
OUR PRODUCT UTILIZES AIRFLOW DYNAMICS AND ENSURING THAT PATHOGENS ARE PULLED UP AND AWAY FROM BREATHING SPACES.
COMPLETELY ERADICATED CLEANSED AIR IS DROPPED BACK INTO BREATHING SPACES.
ONE OF THE VENDORS ON THE RECOMMENDED APPROVAL LIST SOLD THEIR DEVICE TO AN ISD JUST NORTH OF HERE. THREE MONTHS AFTER INSTALLATION THAT ISD HAD THE HIGHEST OUTBREAK OF COVID IN THE TEXAS ISD SYSTEM.
I IMPLORE YOU TO TEST YOUR DEVICES WHEN CONSIDERING COMMITTING YOUR FUNDS AND THE USE OF THE DEVICE, WHICH PERFORMS THE BEST AND TESTING AND SCIENTIFICALLY PROVEN SAFE.
LIKE ANDREA, FINALLY, ALL THE DEVICES ON THE APPROVED LIST ARE MADE IN CHINA.
OURS IS MADE HERE IN HOUSTON, TEXAS.
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THANK YOU FOR YOUR TIME. WE HAVE TWO SPEAKERS ON THIS TOPIC WHO HAVE REGISTERED TO ADDRESS THE BOARD VIA ZOOM SPEAKERS, PLEASE REMEMBER THAT WE MUST SEE YOU LIVE WITH YOUR CAMERA ON AS YOU SPEAK IF YOU WERE WATCHING THE MEETING, LIVE ON ANOTHER DEVICE.PLEASE MUTE THE MEETING AUDIO WHEN YOU SPEAK TO AVOID AUDIO INTERFERENCE.
TURN ON YOUR CAMERA AND BEGIN SPEAKING MS. JONES. PLEASE IDENTIFY AND ADMIT OUR ZOOM SPEAKERS.
MR. [INAUDIBLE] YOU MAY MUTE ANY EXTRA DEVICES CUT ON YOUR CAMERA, AND YOU CAN BEGIN.
YOU'RE MUTED. HELLO, MY NAME IS JOHN [INAUDIBLE], AND I'M HERE TO ADDRESS AGENDA ITEM, I-1A RECOMMENDATIONS FOR RFPE 221204 ESSR AIR PURIFICATION PROJECT.
THANK YOU FOR ALLOWING ME TO SPEAK TODAY.
I'M THE CHIEF SCIENCE OFFICER FOR [INAUDIBLE], WHICH IS ONE OF THE PRODUCTS THAT WAS SUBMITTED FOR THE RFP.
I HAVE A GRADUATE EDUCATION FROM JOHNS HOPKINS BIOMEDICAL TECHNOLOGY MOLECULAR BIOLOGY.
NUMBER ONE, THE AIR GUARDIAN PRODUCTS THAT WE SUBMITTED HAVE BEEN THIRD PARTY TESTED, AND THEY HAVE BEEN SUCCESSFULLY TESTED AGAINST EXTREMELY VIRULENT PATHOGENS, INCLUDING SARS-COV-2, ANTHRAX, TUBERCULOSIS AND OTHER HIGHLY VARIANT SPORES VIRULENT SPORES.
ONCE INSIDE OF OUR AIR, GUARDIAN PRODUCT DESTROYS ALL SPORES OR PATHOGENS AND LESS THAN A SECOND. OUR TECHNOLOGY USES SAFE, SEALED ULTRAVIOLET LIGHT AND OXIDATION, AND OF ALL OF THE SYSTEMS THAT WERE SUBMITTED, ANY OF THEM THAT HAVE UV LIGHT.
IT'S ABOUT 100 OR MORE TIMES MORE POWERFUL THAN THE PORTABLE DEVICES.
OUR PRODUCTS ALSO USE OXIDATION THAT EXPLODES PATHOGENS ON CONTACT.
WE'RE PRETTY NEW. BUT WE ARE A TEXAS COMPANY BASED IN HOUSTON, AND WE ARE A WORLDWIDE SOLUTION FOR PEOPLE THAT ARE INTERESTED IN SERIOUS DISINFECTIONS, SUCH AS THE CDC, CERTAIN OF THE CDC BUILDINGS AND THE WORLD ECONOMIC FORUM.
WE ALSO USE HEPA FILTERS, BUT WE DON'T NEED TO USE HEPA FILTERS BECAUSE WE KILL ANYTHING THAT ENTERS OUR DEVICE WITHIN FRACTIONS OF A SECOND, AND IT NEVER GETS A CHANCE TO REACH THE . THANK YOU MR. [INAUDIBLE]. THANK YOU.
THIS CONCLUDES OUR HEARING OF REGISTERED SPEAKERS FOR AGENDA ITEMS. OH, THERE'S NO ONE ELSE IN THE QUEUE.
THE BOARD WILL NOW ADJOURNED TO CLOSE SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETING ACT SUBSECTIONS 551.004 .071 0.072 0.073 0.074 0.076 0.082 0.0821 0.083 0.084 0.09 SHOULD BOARD FINAL ACTION VOTER DECISION ON ANY MATTER CONSIDERED IN THE CLOSED SESSION BE REQUIRED. SUCH FINAL ACTION, VOTE OR DECISION SHALL BE TAKEN AT THE OPEN MEETING COVERED BY THIS NOTICE UPON THE RECONVENING OF THIS PUBLIC MEETING OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.
THE BOARD HAS ADJOURNED TO CLOSED SESSION AT 6:14 P.M..
THIS MEETING IS NOW RECONVENED AT 6:38 P.M.
DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE AGENDA REVIEW MEETING HELD ON FEBRUARY 3RD, 2022.
WE HAVE A MOTION BY TRUSTEE SANTOS AND A SECOND BY TRUSTEE HERNANDEZ.
SEVEN, FOR, ZERO AGAINST ZERO ABSTENTIONS.
WE ARE NOW READY TO CONSIDER A DISCUSSION OR A REPORT ITEM A2 ACCEPTANCE OF BOARD MONITORING UPDATE, PRESENTATION OF GOALS, ONE AND TWO.
SUPERINTENDENT HOUSE, WE ARE READY FOR YOUR UPDATES.
THANK YOU BOARD PRESIDENT, I'D LIKE TO INVITE DR.
[00:35:03]
ALL RIGHT. GOOD EVENING, TRUSTEES, AND AS WE GET THE PRESENTATION PULLED UP THIS EVENING WILL BE REVIEWING GOAL ONE AND TWO, NOT THE PROGRESS MEASURES, BUT THE ACTUAL GOALS THEMSELVES WITH GREAT ANTICIPATION.THE TIMING WAS WAS NOT ACCIDENTAL TO DO TAPER FIRST AND THEN THIS GOAL PRESENTATION, BECAUSE WHEN THE TRUSTEES ADOPTED THESE GOALS, THEY CHOSE TAPER AS THE DATA SOURCE.
SO THE GOALS, EVEN THOUGH WE'RE LOOKING AT 2020 2021 DATA, WE HAD TO WAIT FOR TAPER TO BE RELEASED TO ENSURE THAT WE WERE ALIGNED WITH THAT DATA SOURCE.
SO WE'RE GOING TO GO THROUGH THIS DUE TO COVID.
THIS IS OUR FIRST TIME TO EVALUATE THIS BOARD ADOPTED GOAL.
AND AS A REMINDER, GOAL ONE STATES THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN READING AS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STAAR WILL INCREASE EIGHT PERCENTAGE POINTS FROM 42 TO 50 IN SPRING 2024.
SO WE DID NOT MEET THIS GOAL, AND WE HAD A DECREASE OF 10 PERCENTAGE POINTS FROM 2019.
AND YOU CAN SEE THE BLANK 2020 TIME PERIOD THERE WITH A LACK OF STAAR DATA ARE TWO YEARS OF DATA PRIOR TO THAT, 18 AND 19.
AND WE WE SET OUT THE 42 WITH THE INTENTION OF LEVEL SETTING COMING OUT OF COVID.
WE WERE HOPEFUL THAT WE COULD MAINTAIN THAT PERFORMANCE IN 2021.
DESPITE ALL OF THE FORMATIVE ASSESSMENT THAT WE WERE MONITORING LAST YEAR SHOWING THAT THE DECLINES WERE OCCURRING, WE SAW DECREASES ACROSS NEARLY ALL STUDENT GROUPS.
SO WHEN WE LOOK AT OUR RESULTS BY STUDENT GROUP, WE CAN SEE AND THIS IS HOUSE BILL THREE REQUIRES US TO LOOK AT EACH OF THESE STUDENT GROUPS.
I'M GOING TO ORIENT YOU TO THIS CHART BECAUSE IT'S PRETTY BUSY.
SO ACROSS THE TOP, WE'VE GOT THE SCHOOL YEARS, THE PRIOR YEAR'S DATA.
THE CURRENT IS 2020 2021 THAT WE'RE LOOKING AT AND THEN WE'VE GOT OUR SUBSEQUENT SCHOOL YEARS. THE TOP SECTION IS ALL STUDENTS, THE TOP OF THAT PROCESS, ACTUAL.
SO THAT'S THE ACTUAL PERFORMANCE DATA.
AND THEN WE'VE GOT THE TARGET THAT WAS SET THROUGH OUR TARGET SETTING PROCESS.
AND THOSE OF YOU WHO WERE TRUSTEES AT THE TIME WHEN WE WERE DEVELOPING THIS, I SHARED THAT WE LOOKED AT THE METHODOLOGY FOR THE DISTRICT AND CAMPUSES.
WE LOOKED AT HISTORICAL AND THEN DID PERCENTAGE INCREASES BASED ON SOME BANDS.
SO THOSE TARGETS WERE SET WITH THE SAME METHODOLOGY THAT WE SET THE CAMPUS LEVEL TARGETS.
SO AGAIN, KNOWING THAT WE WANTED TO BE AT 50 PERCENT IN 2023 2024 THEN WE BACKED THAT UP.
SO EACH OF THE TARGETS FOR EACH OF THE STUDENT GROUPS IS THERE.
IN RED IS THE IS AN AREA WHERE WE DID NOT MEET THE TARGET.
THE GREEN HIGHLIGHTED BOXES IS THE ONE AREA FOR READING THIRD GRADE READING THAT WE DID MEET OR EXCEED THE TARGET THAT WE SET FOR OURSELVES.
WHEN WE LOOK AT THESE ADDITIONAL STUDENT GROUPS AGAIN, THE SAME SETTING OF THE CHART.
AND WE DID NOT MEET ANY OF THE TARGETS ON THIS SLIDE EITHER.
SO IN LOOKING AT NEXT STEPS FOR READING, IT'S IMPORTANT TO KNOW THAT WE'VE TALKED ABOUT THESE THINGS HISTORICALLY, WE'VE GOT MANY MORE NEW NEXT STEPS, SPECIFICALLY THE STRATEGIC PLAN THINGS THAT DR.
[INAUDIBLE] TALKED ABOUT AROUND CURRICULUM.
THIS DATA WAS REALLY ACTIONABLE IN JULY WHEN WE RECEIVED IT.
SO OUR CURRICULUM TEAMS, OUR PRINCIPALS, OUR ASSESSMENT TEAMS HAVE BEEN USING THIS DATA AND WE'VE KNOWN ABOUT THESE DROPS.
AND SO THEY'VE BEEN USING IT THROUGHOUT THE YEAR TO PLAN TO IDENTIFY THINGS LIKE HOUSE BILL 45 45 TARGETED TUTORIAL STUDENTS.
SO IT REALLY HAS BEEN OPERATIONALIZED IN OUR WORK SO FAR.
BUT CONTINUING THAT, AS ARE TUTORING AND THE CURRICULUM PIECES MOVING FORWARD IS GOING TO BE CRITICAL TO OUR WORK.
FOR GOAL TWO, THIS IS OUR MATH GOAL.
THE PERCENTAGE OF THIRD GRADE STUDENTS PERFORMING AT OR ABOVE GRADE LEVEL IN MATH IS MEASURED BY THE MEETS GRADE LEVEL STANDARD ON STAAR WILL INCREASE EIGHT PERCENTAGE POINTS FROM FORTY SIX IN SPRING 2019 TO FIFTY FOUR IN 2024.
SO AGAIN, HERE'S OUR OUR ACTUAL DATA, WE DID NOT MEET THIS TARGET OF FORTY SIX AGAIN,
[00:40:06]
THAT LEVEL SET.WE SAW THE SLIGHT INCREASE FROM FORTY FOUR TO FORTY SIX IN 2018 TO 2019 WANTED TO MAINTAIN WE WERE HOPEFUL WE COULD, DESPITE THE RESEARCH THAT WE HAD THAT HAD BEEN SHARED WITH US ALONG THE WAY ABOUT THE IMPACT OF OF EARLY MATHEMATICS, SPECIFICALLY TAKING TAKING A SIGNIFICANT IMPACT FROM COVID AND REMOTE LEARNING.
WE SAW A DECREASE OF '22 PERCENTAGE POINTS FROM OUR 2019 DATA AND THE DECREASES AGAIN WE'RE SEEING ACROSS ALL STUDENT GROUPS.
SO HERE IS OUR SPECIFIC STUDENT GROUP DATA.
YOU CAN SEE THAT WE DID NOT MEET ANY OF THE TARGETS ON THIS SLIDE.
AND AGAIN, WITH OUR SPECIAL POPULATION DATA AND OUR MOBILE STUDENT DATA AS WELL.
SO AGAIN, CONTINUING ON THE IDEA THAT THIS THIS DATA HAS BEEN USED IN LOOKING AT NEXT STEPS, LOOKING AT HOW WE ACCOUNT FOR THOSE CONCRETE LOSSES FOR MATH AND IN INCREASING TEACHER LITERACY AROUND FILLING THOSE GAPS FOR OUR EARLY MATHEMATICS STUDENTS, THESE ARE STUDENTS IN FOURTH GRADE NOW.
AND SO BEING ABLE TYPICALLY WE SEE THEM TRANSFERRING FROM CONCRETE ABOUT THAT TIME.
BUT THERE'S HAD TO BE CONTINUED WORK ENSURING THAT THEY HAVE THAT THAT BASE UNDERSTANDING OF MATHEMATICS.
AND THAT CONCLUDES THE DATA COMPONENT OF THE GOLD PRESENTATION.
TRUSTEES, PLEASE INDICATE YOUR INTEREST IN THE QUEUE, TRUSTEE WADE.
I KNOW THAT THERE WAS A QUESTION THAT WE'VE DONE OUR Q&A, BUT IN THE WRITTEN FORM, BUT I WANTED TO ASK WHAT KIND OF BECAUSE THERE WAS SO MUCH ONLINE LEARNING DURING THIS SEASON.
I WAS WONDERING ABOUT ASKING PARENTS FOR DATA FROM THEIR POINT OF VIEW AT HOME, WORKING WITH THE KIDS, WHAT THEY FOUND WAS TO BE.
OH, SORRY. SO I JUST WANTED TO KNOW IF YOU ALL PLAN TO DO THAT OR IF THAT WAS PART OF THE PROTOCOLS. IT JUST SEEMS LIKE THAT WOULD BE THE BEST PERSON TO KNOW HOW THE KIDS PERFORM, YOU KNOW, THEIR ATTENTION SPAN TO WHAT THEY WERE LEARNING.
YEAH. SO THAT'S A GREAT QUESTION.
WE DIDN'T ASK SPECIFICS AROUND SPECIFIC CONTENT.
WE DID SURVEY PARENTS SEVERAL TIMES DURING THE COURSE OF THE INITIAL COVID PANDEMIC AND THEN THAT LAST SCHOOL YEAR AS WELL THE THE HYBRID LEARNING.
BUT WE DIDN'T ASK THEM SPECIFICALLY AROUND MATH.
WE ASKED THEM QUESTIONS AROUND THE LEARNING EXPERIENCES.
WE ASKED THEM QUESTIONS ABOUT WHAT WAS GOING WELL.
WE ASKED THEM QUESTIONS ABOUT WHAT RESOURCES THEY NEEDED.
BUT SPECIFIC TO THESE TWO CONTENT AREAS AND REALLY GETTING DOWN TO GRADE LEVELS, WE DIDN'T GET THAT GRANULAR.
DID YOU HAVE OTHER QUESTIONS? OH, NO, I'M SORRY.
THAT'S ALL. THANK YOU. I'M TRUSTEE BLUEFORD-DANIELS.
YOU MENTIONED ABOUT WE OBVIOUSLY WE DID NOT MEET OUR TARGETS AND TRUSTEE WADE MENTIONED ABOUT THE ONLINE LEARNING ENGAGEMENT AND THE PROBLEM TOO, WITH THAT, SOMETIMES WITH THE ONLINE LEARNING ENGAGEMENT, FOR INSTANCE, IN MY DISTRICT.
WE HAVE A LOT OF GRANDPARENTS AND GREAT GRANDPARENTS RAISING THEIR CHILDREN, AND THEY CAN'T EVEN OPERATE THE COMPUTERS.
SO USING IT AS A ENTRY TO ONE OF THE POINTS I WANTED TO MAKE WAS OR QUESTIONS I WANT TO ASK, ARE WE STILL HAVING A UTILIZING A HELPLINE FOR THE STUDENTS IN THE DAYTIME OR IN THE EVENING THAT THEY CAN USE? WE DID THAT LAST YEAR WITH COVID.
NO, I THINK THAT WAS SPECIFICALLY SAID WE ACTUALLY DID THAT IN MY LAST DISTRICT AS WELL.
THAT WAS SPECIFICALLY DURING COVID.
AND I DON'T THINK THAT'S SOMETHING THAT'S IN PLACE NOW.
NOW WE DO HAVE TUTORING SERVICES THAT ARE HAPPENING IN THE EVENINGS FOR SEVERAL OF OUR KIDS, BUT THE HELPLINE IS IS NOT SOMETHING THAT WE CURRENTLY HAVE IN PLAY.
AND THAT MAKES SENSE BY THE TUTORING SERVICE.
BUT I JUST WONDERED, TOO, IF WE COULD HAVE AN ADDITIONAL BUNKER, BASICALLY, SO THAT PEOPLE COULD HAVE A NUMBER TO CALL, YOU KNOW, IF THEY NEEDED ASSISTANCE, THEY MIGHT NOT GET ASSISTANCE RIGHT THAT SAME DAY, BUT PERHAPS THE NEXT DAY SO THAT YOU'D KNOW SPECIFICALLY WHERE THEY WERE HAVING A PROBLEM.
JUST A THOUGHT AS TRUSTEE WADE ASKED THAT QUESTION.
SO ON PAGE FOUR READING, LET ME ANSWER MY QUESTIONS RIGHT QUICK.
PAGE FOUR READING RESULTS BY STUDENT GROUPS AND THE TARGET, OBVIOUSLY IS 42 PERCENT.
[00:45:01]
YET THE ECONOMICALLY CHALLENGED DISADVANTAGED AT 35 PERCENT, WHICH IS SEVEN POINTS BELOW THE TARGET. AND WHY IS THE TARGET FOR AFRICAN-AMERICAN CHILDREN 29 PERCENT VERSUS 39 PERCENT AND 69 PERCENT FOR OTHERS? SO WE SET THESE TARGETS BASED ON HISTORICAL DATA POINTS FOR THE SPECIFIC STUDENT GROUPS AND LOOKED AT THE PERCENTAGE OF INCREASE IN ORDER TO ACHIEVE THAT, THAT ULTIMATE 50 PERCENT FOR ALL THIRD GRADE STUDENTS.AND SO THEY'RE DIFFERENT JUST BECAUSE THEY'RE STARTING POINTS FOR DIFFERENT.
BUT IN OUR FORMULA, WE DID ACCOUNT FOR IF YOU WERE LOWER.
SO IF YOU WERE IN THE TWENTIES, FOR EXAMPLE, YOU DID HAVE TO MAKE UP MORE IN ORDER.
SO IT WASN'T THAT EVERYBODY HAD TO INCREASE.
FIVE, YOU ACTUALLY HAD TO INCREASE A GREATER PERCENTAGE IF YOU STARTED AT A LOWER PLACE, THAT WOULD TRY TO ACHIEVE THAT. 42 PERCENT.
SO ARE THESE MIDDLE OF THE YEAR RESULTS THAT WE'RE LOOKING AT RIGHT NOW THAT'S PRESENTED? NO, MA'AM, THEY'RE END OF YEAR FROM LAST YEAR, SO 2020 2021 STAAR ASSESSMENT, SO END OF YEAR IT WAS ADMINISTERED IN MAY OF LAST YEAR.
OK. OK. AND THE SAME WOULD BE APPLICABLE FOR THE OTHER QUESTIONS THAT I HAD DOWN HERE.
I THINK YOU'VE ALREADY ANSWERED IT WITH MY LAST QUESTION, SO THANK YOU.
I HAVE SENT THIS IN AS A REQUEST BEFORE, BUT I WOULD LIKE TO SEE THE HISPANIC STUDENT DATA SEPARATED BY THOSE WHO TEST IN ENGLISH AND THOSE THAT TEST IN SPANISH BECAUSE THERE MIGHT BE, I DON'T KNOW, I HAVEN'T SEEN THE DATA.
A BIG DIFFERENCE IN THOSE, RIGHT? AND THEN WHEN YOU AVERAGE THEM OUT TOGETHER, THEY MIGHT BE DOING SOMETHING WITH DATA, RIGHT? SO IF WE COULD GET THAT SEPARATED OUT, MAYBE ON A DIFFERENT SLIDE.
I DON'T KNOW IF YOU CAN PUT IT IN HERE BECAUSE I KNOW THIS COMES FROM TA RIGHT? YEAH. SO TAPER DOES NOT SEPARATE THE DATA OUT THAT WAY.
SO IF WE USED OUR OWN INTERNAL SOURCES, WE'D BE ABLE TO SEPARATE IT OUT THAT WAY BUT THE TEA DOES NOT FOR THIS PURPOSE.
I WOULD LIKE TO SEE IT THAT WAY SO THAT WE KNOW WHERE IF WE HAVE DEFICIENCIES IN ONE PLACE OR THE OTHER. AND THEN WE CAN SEE THAT OUR WHITE STUDENT POPULATION DID WELL IN READING, BUT NOT IN MATH.
SO CAN YOU EXPLAIN A LITTLE BIT MORE ABOUT WHY YOU THINK THAT HAPPENED? YEAH. SO WE TALKED A LOT ABOUT THIS INTERNALLY IN AND THERE COULD BE MANY FACTORS.
SO REMEMBER, PARTICIPATION RATE PLAYS A REALLY BIG PIECE IN ALL OF THESE DATA COMPONENTS AND OUR CAMPUS THAT HAS THE LARGEST PERCENT OF WHITE STUDENTS IS OUR TEXAS CONNECTIONS ACADEMY, AND THEY HAD A VERY LOW PARTICIPATION RATE SO THAT THAT COULD SKEW THIS ONE WAY OR ANOTHER. NOW IT WOULD SKEW IT FOR BOTH MATH AND READING AND IN MATH.
WHAT WE REALLY BELIEVE HAPPENED IS MATH WENT DOWN ACROSS THE BOARD REGARDLESS BECAUSE OF THAT CONCRETE LEARNING COMPONENT IN THOSE INDIVIDUALIZED THIRD GRADE STANDARDS THAT DID THAT ARE VERY SEGMENTED IN THIRD GRADE.
SO THAT'S WHAT WE'VE COME UP WITH WITHOUT GOING INTO AN INCREDIBLY DEEP, LABOR INTENSIVE DOVE INTO WHO REALLY LEARNED REMOTELY WHO, YOU KNOW, WHICH IS A YEARLONG PROGRAM EVALUATION. YOU MIGHT NOT KNOW THE ANSWER TO THOSE QUESTION, BUT I'VE A FOLLOW UP ON WHAT YOU JUST SAID. HAS OUR TEXAS CONNECTIONS ACADEMY HISTORICALLY BEEN MAJORITY A WHITE STUDENT POPULATION, OR IS THAT SOMETHING THAT CHANGED DURING COVID? NO, THAT'S HISTORICALLY A LARGE POPULATION OF THEIR STUDENTS.
UM, MY LAST QUESTION IS ABOUT THE MATH CURRICULUM.
I'M A LITTLE BIT CONFUSED BECAUSE EARLIER IT WAS STATED THAT THERE WAS GOING TO BE ONE CURRICULUM FOR THE WHOLE DISTRICT, BUT THEN ALSO IT WAS GOING TO BE PILOTED IN CERTAIN SCHOOLS. SO I'M A LITTLE BIT CONFUSED ABOUT THOSE TWO THINGS BECAUSE IF WE'RE BUYING SOMETHING FOR THE WHOLE DISTRICT, BUT WE'RE PILOTING CERTAIN SCHOOLS LIKE HOW DOES THAT WORK? SO I THINK A PILOT PROBABLY IS A POOR CHOICE OF WHERE IT'S REALLY PHASED IMPLEMENTATION. SO WE'RE NOT GOING TO IMPLEMENT IT ALL AT ONE TIME BECAUSE OF THE EARLIER COMMENTS. WE WANT TO MAKE SURE IT'S SUCCESSFUL IMPLEMENTATION.
SO WE LOOKED AT THE SCHOOLS THAT HAVE THE HIGHEST NEED.
SO THAT'S THE TRANSFORMATION SCHOOLS THEY'RE GETTING IN NEXT YEAR.
AND THEN WE LET PRINCIPALS OPT IN IF THEY WANTED TO DO THAT.
AND SO WE HAVE SEVERAL SCHOOLS, THERE'S ABOUT 30 ELEMENTARY SCHOOLS AND THEN ABOUT THE SAME NUMBER OF MIDDLE SCHOOLS THAT HAVE OPTED IN.
SO WE WANT TO BE SURE WE WANT TO BE SURE THAT WE'RE ABLE TO SUPPORT THE IMPLEMENTATION VERY WELL. AND WE ALSO WANT TO GIVE HAVE THOSE EARLY ADOPTERS OPT IN SO THAT WE HAVE
[00:50:05]
PLACES TO SEND PEOPLE TO LEARN NEXT YEAR AS THE DISTRICT IS TRANSITIONING TO THIS CURRICULUM. SO WHAT ARE THE ALL THE OTHER SCHOOLS? SO OH YEAH.SO THEY'LL CONTINUE DOING, THEY'LL CONTINUE USING THE CURRICULUM RESOURCES THAT WE HAVE RIGHT NOW THAT ARE ADOPTED RIGHT NOW.
WHICH COULD BE HOW MANY DIFFERENT RESOURCES? WHILE THE DISTRICT SUPPORT WHAT IS GO MATH, AND THAT'S WHAT SCHOOLS USE, AND THAT'S WHAT IS ON THE HUB. THOSE ARE THE RESOURCES THAT ARE CONNECTED TO THE HUB.
THERE ARE SCHOOLS, THOUGH, THAT I MEAN, THERE CERTAINLY ARE SCHOOLS THAT HAVE BOUGHT SUPPLEMENTAL THINGS AND THEY WOULD THEY WOULD CONTINUE USING THOSE.
BUT THE DISTRICT CURRICULUM IS STILL IN PLACE UNTIL WE TRANSITION TO THE [INAUDIBLE].
IN '23 '24 EVERYONE'S GOING TO BE USING THE SAME? IN '23 '24. THAT'S CORRECT.
YES, I HAVE A QUESTION REGARDS TO THE EIGHT PERCENT GOAL THAT WAS SET FOR MATH WAS THAT GOAL SET BY THE TEA.
AND IF NOT OR SO IN I'VE ACCESS TO A COLLEAGUE BEFORE, IS THERE A WAY WE CAN SET THE GOALS HIGHER BECAUSE WE KNOW THAT THE PANDEMIC AND OTHER THINGS LIKE WHAT TRUSTEE BLUEFORD-DANIELS MENTIONED COULD HAVE AFFECTED THE GOALS.
CHILDREN ARE VERY SMART CHILDREN.
YOU KNOW, THEY BOUNCE BACK AND SO YOU SET A HIGHER GOAL.
YOU KNOW, PERHAPS WE CAN OVERCOME OUR DEFICIT AND IMPROVE OUR OVERALL SCHOOL DISTRICT, NOT ONLY IN MATH, BUT IN THE OTHER CATEGORIES AS WELL.
SO WHO HAS CONTROL OVER SETTING THE GOALS HIGHER? THAT IS A GREAT QUESTION.
THE GOALS ARE I SAW SMILES BEHIND MASKS.
THE GOALS ARE OWNED BY THE TRUSTEES.
THE PROGRESS MEASURES ARE OWNED BY ADMINISTRATION.
SO THIS GOAL ACTUALLY WAS SET BY THIS BODY IN SPRING.
WE KNOW IT ENDED UP BEING A FALL OF 2020, FALL OF 2020, GOING INTO SPRING OF 2021.
SO WE DIDN'T WE DIDN'T KNOW WHAT WHAT THE PANDEMIC WAS GOING TO LOOK LIKE, WHAT THE OUTCOMES WERE. THERE WAS LOTS OF CONVERSATION AROUND THAT, THAT LITTLE NUMBER EIGHT RIGHT THERE. IT LOOKS SO INNOCENT, BUT THERE WAS A LOT OF CONVERSATION.
YES. AND SO BUT THE TRUSTEES ARE THE ONES THAT THAT COME UP WITH THE LANGUAGE AND THE TARGETS FOR THE GOALS THEMSELVES.
OK, COLLEAGUES, WE'VE GOT SOME WORK TO DO.
WE GOT WE NEED TO INCREASE THOSE GOALS AND, YOU KNOW, GIVE THE CHILDREN A HIGHER GOAL.
YOU HAVE IT PUT SOME MORE TRUST IN OUR CHILDREN.
I'M GOING TO PIGGYBACK OFF OF TRUSTEE HERNANDEZ THIS QUESTION.
SO WHAT SCHOOL DISTRICTS ARE USING THIS HIGHLY EFFECTIVE CURRICULUM? [INAUDIBLE] YOU SAID? YEAH, [INAUDIBLE].
SO THERE ARE SEVERAL LARGE SCHOOL DISTRICTS.
[INAUDIBLE], RIGHT HERE IN HOUSTON AREA IS USING IT.
THERE ARE. I CAN GET YOU A FULL LIST OF DISTRICTS, BUT THERE ARE SEVERAL LARGE URBAN SCHOOLS. YES, IF YOU COULD DO THAT WITH THE I KNOW WE'RE THE LARGEST SCHOOL DISTRICT, BUT WITH SIMILAR DEMOGRAPHICS.
SURE. SO WHAT'S THEIR DATA WITH THEIR STRUGGLING SCHOOLS USING [INAUDIBLE] AND WHAT'S THE DATA WITH THEIR HIGHEST PERFORMING SCHOOLS USING? I CAN GIVE YOU MORE.
I CAN GET YOU A WRITTEN RESPONSE TO THAT.
AGAIN, HOW LONG HAVE YOU EUREKA BEEN AROUND? IT'S BEEN, SO IT'S ACTUALLY STARTED AS AS ENGAGED NEW YORK.
THAT'S THE ORIGINAL VERSION OF IT.
AND THEN IT'S NOW IT'S BEEN TRANSFORMED INTO EUREKA.
SO IT'S BEEN AROUND PROBABLY SINCE 2013, PROBABLY SOMEWHERE AROUND 2013.
BUT I'LL VERIFY THAT FOR SURE.
AND WHAT I WILL SAY IS HIGHLY REGARDED IN THE MARKET RIGHT NOW IN TERMS OF NOT ONLY THE RESEARCH BUT THE RESULTS.
BUT WE'D BE GLAD TO PROVIDE SOME OF THAT INSIGHT FOR YOU GUYS SO YOU CAN TAKE A LOOK FOR YOURSELF. THANK YOU.
AND DR. MAT, YOU SAID THAT DURING THE TAPER REPORT THAT THIS WAS THE LAST TIME WE WERE GOING TO SEE THE WRITING PORTION AND WHY IS IT? YES, SO THE TEST IS BEING REDESIGNED, WRITING IS ACTUALLY BEING EMBEDDED, IT'S NOT GOING TO BE A STANDALONE FOURTH GRADE SEVENTH GRADE TEST.
IT'S BEING EMBEDDED IN EVERY READING TEST, JUST LIKE IT IS FOR ENGLISH ONE AND TWO, EVERY READING TEST GRADE THREE THROUGH EIGHT.
SO IT'S THE LAST TIME YOU EVER SEE A STAND ALONE.
IT'S NOT THE LAST TIME OUR KIDS ARE GOING TO BE WRITING.
WOULD IT? OF COURSE LESS TESTING.
[00:55:03]
BUT WOULD IT BE MORE BENEFICIAL FOR US TO SWITCH TO WRITING PORTFOLIOS AS OPPOSED TO MULTIPLE CHOICE? KILL, DRILL, WHATEVER THAT CBA IS THAT WE USE.AND WE CAN DEFINITELY TAKE A LOOK AT THE STRATEGY, I DON'T KNOW.
DR. BIRD, IF YOU HAVE ANY ADDITIONAL INSIGHT OR OPINION THERE.
I THINK WITH THE STAAR WITH THE DOING OF STAAR, THE CHANGING TYPES OF QUESTIONS THEY'RE ASKING ON THIS, THIS ADDITIONAL THING, DR.
MATNEY AND I HAVE ACTUALLY BEEN TALKING ABOUT OUR ASSESSMENT PROGRAM OVERALL AND HOW WE CAN REDUCE TESTING BUT STILL GET, YOU KNOW, ACTIONABLE DATA FOR TEACHERS.
SO WE'RE IN CONVERSATION WITH ABOUT THAT RIGHT NOW.
I KNOW, CORRECT ME IF I'M WRONG, BUT THERE ARE SCHOOL DISTRICTS IN TEXAS THAT HAVE SWITCHED OR CHANGED THEIR GOALS AND USED CRITICAL WRITING WAS THE.
YES, THEY'VE USED THE PORTFOLIO HAS IMPROVED TEST SCORES, BUT ALSO IT'S LIKE BOOSTED THEIR COLLEGE ENROLLMENT AND IT'S JUST MORE PRACTICAL.
WRITINGS, A LOT LIKE READING. THE MORE YOU DO IT, THE BETTER YOU GET AT IT.
SO, YEAH, PORTFOLIO APPROACH IN A LOT OF WAYS DOES MAKE SENSE.
AWESOME. THANK YOU SO MUCH. OK, I HAVE SOME QUESTIONS, SO IF WE CAN GO TO THE CHART WITH THE DIFFERENT STUDENT GROUPS, PLEASE.
FOR READING OR MATH? LET'S DO READING FIRST.
SO LOOKING AT THIS, YOU KNOW, WE TALKED ABOUT THE WHITE STUDENTS CURIOUS ABOUT.
UM, WHAT YOUR ANALYSIS IS LIKE.
ASIAN STUDENTS HAD A HUGE DROP AND THEY TENDED TO TREND HIGHER.
JUST CURIOUS WHAT THE ANALYSIS IS THERE? YEAH, SO THAT'S WE'VE TALKED A LOT ABOUT EACH OF THESE DATA SETS.
AND, YOU KNOW, THERE WERE LOTS OF SURPRISES WITH IT.
IT REALLY COULD BE ANY NUMBER OF FACTORS.
AND AGAIN, GOING BACK TO WHAT I MENTIONED EARLIER ABOUT REALLY DOING A DEEP DIVE IN AN ANALYSIS WE REALLY STARTED, WE PIVOTED TO SPEND OUR TIME ON MOVING FORWARD AND HELPING DEPARTMENTS TRACK THE DATA CURRENTLY MOVING FORWARD INSTEAD OF DEDICATING ONE STAFF MEMBER TO TO REALLY DO A DEEP DIVE IN THIS.
THIS IS WHERE OUR STUDENTS WERE.
NOW THEY'RE ALL BACK IN PERSON.
AND SO HOW CAN WE SHIFT OUR EFFORTS MOVING FORWARD? WE'VE GOT SOME SPECULATION ABOUT DIFFERENT THINGS, AND IF WE DID A PROGRAM EVALUATION, I WOULD KNOW EXACTLY WHAT I WOULD WANT TO LOOK AT, IN THE DATA TO PULL TO DO THAT.
BUT IT'S JUST ABOUT SUPPORTING MOVING FORWARD.
ARE YOU PLANNING TO DO A PROGRAM EVALUATION? WE HAVEN'T FOR LOTS OF REASONS.
THE MOST IMPORTANT REASON IS WE DID NOT SET UP COVID AS AN EXPERIMENTAL STUDY.
IT JUST HAPPENED TO US AND AND THERE WERE AS MANY REASONS FOR STUDENTS.
STAYING HOME IS THERE WERE FOR STUDENTS COMING IN PERSON DURING DURING LAST YEAR.
BUT WHAT WE'VE DECIDED IS IT'S OUR TIME IS BETTER SERVED WITH OUR LIMITED RESOURCES ON PROGRAMS MOVING FORWARD, ASSIGNING TO STRATEGIC PLAN THE ESSR INSTEAD OF DOING A POSTMORTEM ON A LOT OF THINGS THAT WE'RE JUST OUT OF OUR CONTROL WITH STUDENTS.
WE KNOW WHERE OUR STUDENTS ARE NOW, AND THAT'S WHAT'S MOST IMPORTANT TO GET THEM TO MOVE FORWARD AND MONITOR THEIR GROWTH.
SUPER LOW TO BEGIN WITH, RIGHT, HISPANIC STUDENTS, SLIGHTLY BIGGER DROP.
YOU KNOW, WHAT'S THE ANALYSIS THERE? YEAH, SO IT GOES BACK TO TO WE REALLY HAVEN'T DONE A DEEPER DIVE.
WE DID WE WE REALLY DUG INTO THOSE SMALLER DROPS VERSUS THE LARGER DROP LIKE THAT ASIAN DROP. AND AGAIN, IT, YOU KNOW, WE SAW WITH OUR RENAISSANCE DATA THAT IN SOME OF THE RESULTS LAST YEAR, STUDENTS WHO WERE LEARNING AT HOME WERE DOING BETTER THAN STUDENTS WHO ARE IN PERSON AS MEASURED BY RENAISSANCE AT THAT TIME.
SO THERE COULD BE A LOT OF DIFFERENT FACTORS TO THAT, AND WE JUST HAVE NOT PINPOINTED IT.
SO IT SOUNDS LIKE YOU'VE ANSWERED THIS QUESTION, BUT I JUST WANT TO BE SURE, SO EVERYONE THAT TOOK STAAR, TOOK IT IN PERSON, CORRECT? THAT'S CORRECT. BUT THE STUDENTS WEREN'T NECESSARILY ATTENDING SCHOOL IN PERSON.
THAT'S CORRECT. SO IF A STUDENT ATTENDED IN PERSON, THEY WERE ADMINISTERED THE STAAR EXAM. IF THEY WERE REMOTE, THEY WERE NOT REQUIRED TO COME IN AND TEST THE EXCEPTION WE SEE WITH OUR PARTICIPATION RATES WE SAW MANY HIGH SCHOOL STUDENTS TAKING EOCS WHO WERE
[01:00:01]
LEARNING REMOTE COME IN TO TEST BECAUSE IT'S A GRADUATION REQUIREMENT AND IT'S TIED TO A COURSE THEY'RE TAKING RIGHT THEN, SO THEY WANTED TO TEST AS CLOSE AS POSSIBLE TO THE CONTENT. BUT OUR MIDDLE SCHOOL PARTICIPATION RATES WERE SOME OF THE LOWEST WE SAW.AND WHAT ABOUT FOR THIRD GRADE READING? THAT PARTICIPATION RATE WAS SEVENTY FIVE PERCENT FOR ENGLISH AND 80 PERCENT FOR ENGLISH AND SPANISH COMBINED.
IN CONTRAST, IT WAS 90 PERCENT FOR THE STATE.
WHAT WAS THE SECOND NUMBER? 80 PERCENT WAS ENGLISH AND SPANISH TESTS COMBINE.
OH. SO I GUESS MY QUESTION IS OUT OF THAT GROUP OF STUDENTS THAT TOOK THE TEST. DO WE KNOW WHAT PERCENTAGE WAS LEARNING IN PERSON DURING THE SCHOOL YEAR, AT LEAST LIKE, LET'S SAY, EVEN HALF THE SCHOOL YEAR DID? HAVE WE DISAGGREGATED THE DATA THAT WAY? WE HAVE NOT DISAGGREGATED THAT WAY AGAIN JUST BECAUSE OF SPENDING EFFORT TO MOVE FORWARD.
BUT WE HAVE THOSE DATA SETS TO LOOK AT.
OK. AND THE REASON I ASK IS, I MEAN, IT'S I KNOW YOU'RE SAYING IT'S LIKE POSTMORTEM AND YOU WANT TO LOOK FORWARD, BUT TO ME, YOU KNOW, WE SHIFTED SO FUNDAMENTALLY HOW WE LEARN DURING COVID AND THEN WE KIND OF JUST CAME RIGHT BACK TO WHAT WE'VE BEEN DOING AND FOR SOME KIDS, VIRTUAL, YOU KNOW, THAT KIND OF LEARNING ACTUALLY REALLY WORKED.
I MEAN, I DON'T THINK IT'S A BIG PERCENTAGE.
AND SO JUST REALLY CURIOUS TO SEE THAT DATA DISAGGREGATED IF YOU EVER DO DIG IN AND THEN IN TERMS OF THE MATH, IF WE CAN GO TO THE MATH CHART FOR THE SAME? UM, SO OBVIOUSLY MUCH BIGGER DROPS, YOU TALKED ABOUT THE CONCRETE LEARNING MATH VERSUS READING, CAN YOU DIG INTO THAT A LITTLE BIT WHAT THAT MEANS? SO I THINK THAT'S ONE OF THE REASONS THAT WE'RE ACTUALLY MOVING TO THIS CURRICULUM IS BECAUSE INSTEAD OF JUST TEACHING PROCEDURAL FLUENCY, WHICH IS IMPORTANT FOR KIDS TO KNOW THEIR MATH FACTS, BUT FOR REALLY TO UNDERSTAND THE UNDERLYING CONCEPTS THAT WILL THAT WILL HELP, THAT WILL HELP STUDENTS IN THE LONG RUN LEARN MATH CONCEPTS AND BE MATHEMATICIANS FOR BEYOND JUST THE STAAR TEST.
AND SO WHAT WE SEE NOW IN SCHOOLS IS THERE'S LOTS OF TIME SPENT ON PREPARING FOR THE TEST BECAUSE FOR ACCOUNTABILITY REASONS.
AND THAT'S WHY WE'RE MOVING TO A CONCEPTUAL BASED TEACHING SO THAT KIDS ARE ACTUALLY LEARNING INTERNALIZING THE CONCEPTS OF MATHEMATICS, WHICH WILL HELP THESE SCORES AND THAT WILL BRING ALL THOSE VOTES UP, WHO WILL [INAUDIBLE]? THANK YOU, AND THEN JUST BACK TO THE SLIDE, I KEEP LOOKING LIKE IF I HAVE THE SLIDES IN FRONT OF ME, THE ONE ABOUT THE READING PROGRAM, THE PHONICS PROGRAM.
SO THE STUDENTS THAT TOOK THIS TEST WERE THIRD GRADERS IN 2021.
NOBODY'S IN THERE. BUT THANK YOU.
SECOND ROUND, IF ANYBODY WANTS TO GET IN THE QUEUE, I'M THE ONLY ONE.
SO THE REALLY GREAT READING PROGRAM.
HAVE THIS SORRY, THE STUDENTS THAT TOOK THIS TEST IN '21.
DID THEY HAVE THIS PHONICS PROGRAM WHEN THEY WERE [INAUDIBLE]? NO, THEY WOULDN'T HAVE BECAUSE IT WAS NEW ADOPTION.
SO THAT REALLY IS IN THE SCHOOLS NOW AND IT'S BEING USED REALLY THIS YEAR FOR THE FIRST TIME ON A DISTRICT WIDE USE.
SO THESE STUDENTS WOULD NOT HAVE HAD HAD THAT BEFORE.
OK, SO THIS THIS REALLY GREAT READING PROGRAM IS NOW AND THEN WE STARTED THE READING ACADEMIES [INAUDIBLE] READING ACADEMIES, THE SCHOOL, THE PRIOR SCHOOL YEAR.
SO WHAT IS YOUR PROJECTION FOR THE STUDENTS THAT HAVE BOTH OF THESE PROGRAMS BY THE TIME THEY GET TO THIRD GRADE? DR.
MATNEY. I MEAN, HOPEFULLY, I MEAN, THE GOAL IS BECAUSE THIS IS SYSTEMATIC PHONICS INSTRUCTION THAT WILL HELP CLOSE SOME OF THOSE LEARNING GAPS, AND SO WE'LL SEE YOU INCREASE THE ACHIEVEMENT. THAT'S WE NEED TO MAKE SURE IT'S IMPLEMENTED WITH FIDELITY DISTRICT WIDE. THAT'S REALLY IMPORTANT TO TO GET THE RESULT.
SO IF YOU HAVE ANYTHING TO ADD.
AND THEN THE READING ACADEMIES DIDN'T START WITH THIRD GRADE.
AND SO WE STARTED AT YOUNGER AND SO PHASING UP, THEY'LL HAVE THAT ACCUMULATION WITH THAT ENTRY GROUP OF STUDENTS.
SO BOTH OF THOSE WORKING TOGETHER AND ENSURING THAT FIDELITY MONITORING THAT IS WILL ALL YIELD TO HIGHER RESULTS.
SO THIS PHONICS PROGRAM IS FOR WHAT GRADES K THROUGH THREE.
[01:05:02]
SO THE READING ACADEMY STARTED IN KINDER, SO THE STUDENTS THAT ARE NOW IN SECOND GRADE OR FIRST GRADE WOULD HAVE GOTTEN THAT? FIRST, SECOND GRADE.SO THE THE STUDENTS K THROUGH THREE ARE GETTING THIS YEAR? REALLY GREAT READING. OK.
AND IS IT? I'M ASSUMING, BUT I WANT, YOU KNOW, EVIDENCE.
IS THIS RESEARCH BASED? LIKE, IS THERE A DATA THAT SHOWS THAT THIS ACTUALLY MOVES THE NEEDLE FOR STUDENTS? YES. AND I CAN GIVE YOU SOME.
I CAN GET SOME INFORMATION. I'M WRITING ABOUT THAT.
YEAH, THAT'D BE GREAT. AND I'M VERY ENCOURAGED TO SEE THAT WE'RE USING PHONICS.
OH, ONE LAST QUESTION, WHAT PERCENTAGE OF STUDENTS TOOK THE STAAR IN 2019 AS COMPARED TO THE 2021 PARTICIPATION RATES? I DON'T HAVE THAT EXACT NUMBER.
IT'S ALWAYS ABOVE NINETY FIVE PERCENT, SO IT HOVERS ABOUT NINETY EIGHT NINETY NINE PERCENT. YOU'VE GOT RARE INSTANCES OF STUDENTS BEING ABSENT FOR THE TEST THAT CONTRIBUTES TO THAT. BUT IT'S FEDERAL LAW REQUIRES US TO BE AT NINETY FIVE PERCENT.
IT'S PART OF ONE OF OUR DOMAINS AND OUR ACCOUNTABILITY SYSTEM, AND WE RARELY, FOR ANY STUDENT GROUP, GO BELOW THAT.
THANK YOU SO MUCH FOR THE ANSWERS.
THANK YOU. WHAT IS THE NAME OF THE PHONICS PROGRAM? I DON'T HAVE IT ON MY COMPUTER RIGHT HERE.
REALLY GREAT READING. REALLY GREAT READING.
IF YOU GO TO THE WEBSITE, THEY HAVE LITTLE EXERCISES FOR PRE-K, KINDER, FIRST GRADE, ETC.
IF YOU JUST GOOGLE IT AND GO TO THE WEBSITE, THANK YOU.
WE WILL NOW MOVE TO ACCEPT THE PRESENTATION GIVEN TO US.
MAY I HAVE A MOTION? WADE. PLEASE VOTE.
EIGHT FOR ZERO AGAINST ZERO ABSTENTIONS.
OUR NEXT ORDER OF BUSINESS IS TO CONSIDER ITEMS TO BE PRESENTED AT THE REGULAR BOARD MEETING OF MARCH 10TH, 2022, AS A REMINDER, TRUSTEES EVERYONE HAD AN OPPORTUNITY PRIOR TO THIS MEETING TO SUBMIT QUESTIONS TO THE ADMINISTRATION.
THE Q&A DOCUMENT WAS SENT TO ALL TRUSTEES VIA EMAIL IS IN YOUR SHAREPOINT UNDER MARCH BOARD MEETING DOCUMENTS AND HAS BEEN POSTED ON THE DISTRICT'S WEBSITE.
MS. JONES. DID YOU GET ANY EMAILS? OKAY, SO I ONLY SAW ONE ITEM HELD FOR DISCUSSION, A2.
WE COULD MOVE ON IT'S BEEN ANSWERED FROM THAT I HAVE.
I HAD THE QUESTION. [INAUDIBLE] PERFECT.
ALL RIGHT, NO DISCUSSION OF AGENDA ITEMS. OK.
10TH 2022, WITH NO FURTHER BUSINESS TO DISCUSS.
THE BOARD IS NOW ADJOURNED AT 7:12 P.M.
ON MARCH 3RD, 2022, BUENOS NOCHES.
* This transcript was compiled from uncorrected Closed Captioning.