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[CALL TO ORDER]

[00:00:25]

I WOULD LIKE TO ASK EVERYONE TO PLEASE SILENCE ALL CELL PHONES.

OUR FIRST ORDER OF BUSINESS IS TO HEAR FROM SPEAKERS TO SPECIFIC AGENDA ITEMS. HOWEVER, NO ONE HAS REGISTERED TO SPEAK TODAY.

DO I HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING HELD ON SEPTEMBER 15, 2022? SO MOVED.

SECOND. I HAVE A MOTION BY TRUSTEE WADE AND A SECOND BY TRUSTEE HERNANDEZ.

PLEASE VOTE. WE ARE POSTED FOR TWO HEARINGS TODAY.

HOWEVER, THE DISPUTE RESOLUTION HEARING FOR [INAUDIBLE] BARNES, FORMER EMPLOYEE, ASSOCIATE TEACHERS OFFICE, HAS BEEN SETTLED.

AND THIS DISPUTE RESOLUTION HEARING FOR [INAUDIBLE] DANIELS FORMER EMPLOYEE, CUSTOMER CARE AND RELATIONS HAS BEEN POSTPONED.

SO THERE ARE NO HEARINGS TODAY.

WE WILL NOW ADDRESS OUR WORKSHOP TOPICS, STATE OF TEXAS ASSESSMENT OF ACADEMIC READINESS.

[WORKSHOP TOPIC: STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS (STAAR)]

SUPERINTENDENT HOUSE, YOU HAVE THE FLOOR.

THANK YOU, MADAM PRESIDENT, AND WELCOME TO TO EACH ONE OF YOU.

WE HEARD EXACTLY WHAT YOU ALL INDICATED IN TERMS OF WANTING MORE INSIDE INFORMATION IN REFERENCE TO STAAR.

AND THAT'S THE REASON WHY WE'RE HERE TODAY.

SO WE'RE LOOKING TO PROVIDE AS MANY INSIGHTS.

THERE ARE, OF COURSE, A LITANY OF DIFFERENT CHANGES THAT THAT WILL HAPPEN OVER THE COURSE OF TIME WITH WITH STAAR.

BUT DR. MATNEY, OF COURSE, IS HERE AND HAS PREPARED SOME INSIGHT.

WE ALSO HAVE STACI TAYLOR HERE FROM THE SCHOOL'S OFFICE AS A AS A RESOURCE TO PROVIDE ANY ADDITIONAL INFORMATION THAT MAY BE NEEDED.

DR. MATNEY.

AND JUST REAL QUICK, SORRY.

TRUSTEES, YOU SHOULD HAVE RECEIVED THIS IN YOUR EMAIL YESTERDAY FROM MR. HOUSE. ALL RIGHT.

GOOD MORNING. THANK YOU, SUPERINTENDENT.

HOUSE, TRUSTEES.

I AM GOING TO GO THROUGH SEVERAL ITEMS HERE THIS MORNING.

WE'RE GOING TO START WITH SOME INFORMATION ABOUT STAAR, THEN TRANSITION INTO INFORMATION ABOUT THE 2022 ACCOUNTABILITY SYSTEM.

AND THEN I'M GOING TO BRIEFLY TOUCH ON UPCOMING CHANGES TO BOTH OF THOSE.

SO WE ARE IN THE MIDST OF SOME MAJOR CHANGES TO BOTH THE STAAR SYSTEM AND IN THE MIDDLE OF THE FIVE YEAR ACCOUNTABILITY RESET.

SO ALL OF THESE THINGS ARE CHANGING FOR THE 23 YEAR.

JUST AS A REFERENCE FOR YOU, ON THE RESEARCH AND ACCOUNTABILITY WEBSITE, THERE ARE FULL REPORTS FOR STAAR 3-8, STAAR END OF COURSE AS WELL AS THE PRELIMINARY ACCOUNTABILITY.

AND SO THOSE ARE THERE IF YOU'RE INTERESTED IN SOME LATE NIGHT THANKSGIVING READING AND WANT TO PERUSE THOSE AND REALLY DIG A LITTLE BIT DEEPER.

SO THOSE RESOURCES ARE THERE ON THE WEBSITE FOR YOU AS WELL.

SO WE'LL START WITH SOME INFORMATION ABOUT STAAR.

THE PURPOSE OF STAAR FIRST IS TO DETERMINE THE MASTERY OF A BREADTH OF KNOWLEDGE AND SKILLS FOR STUDENTS.

SO WE HAVE THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS, THE TEKS, WHICH ARE THE CONTENT THAT MUST BE TAUGHT, AND STAAR ASSESSES THAT CONTENT TO ENSURE THAT STUDENTS HAVE LEARNED IT AT A AT VARIOUS LEVELS.

IT, ALSO ANOTHER PURPOSE IS TO DETERMINE THE EFFECTIVENESS OF OUR CURRICULUM AND INSTRUCTIONAL PROGRAMS AND THE DELIVERY OF THOSE.

ALSO, IT HELPS TO DETERMINE WHICH INDIVIDUAL STUDENTS SHOULD RECEIVE ADDITIONAL HOLISTIC SUPPORTS, AND IT SERVES AS A BAR FOR RIGOR AND STANDARDS ALIGNMENT.

IN PLANNING, WE HAVE FOUR PERFORMANCE LEVELS FOR STAAR.

THE FIRST ONE IS DID NOT MEET.

THAT IS CONSIDERED NOT PASSING.

THAT MEANS STUDENTS ARE UNLIKELY TO SUCCEED IN THE NEXT GREATER COURSE WITHOUT SIGNIFICANT INTERVENTION.

APPROACHES GRADE LEVEL IS CONSIDERED PASSING FOR STUDENTS, BUT AS THE NAME IMPLIES, IT'S NOT QUITE AT THE LEVEL THAT WE WANT STUDENTS TO BE ACADEMICALLY. STUDENTS GENERALLY DEMONSTRATE THE ABILITY TO APPLY THE KNOWLEDGE, BUT THEY'RE LIKELY TO NEED SOME ACADEMIC INTERVENTIONS IN THE NEXT GRADE LEVEL.

MEETS GRADE LEVEL. IT SHOULD SOUND FAMILIAR TO TRUSTEES.

THAT'S WHAT WE SAID. OUR GOALS, OUR BOARD GOALS ON STUDENTS HAVE A HIGH LIKELIHOOD OF SUCCESS IN THE NEXT COURSE, AND THEY GENERALLY DEMONSTRATE THE ABILITY TO THINK CRITICALLY AND APPLY THE SKILLS.

AND THEN MASTER'S GRADE LEVEL IS THE HIGHEST LEVEL A STUDENT CAN ACHIEVE.

AND IF A STUDENT ACHIEVES MASTERS, THEY ARE EXPECTED TO SUCCEED IN THE NEXT GRADE LEVEL OR COURSE WITH VERY LITTLE ACADEMIC INTERVENTION.

[00:05:05]

SO THESE ARE THE COURSES AND GRADE LEVELS ASSESSED IN STAAR THIRD THROUGH EIGHTH GRADE MATH, THIRD THROUGH EIGHTH GRADE READING, AND IT'S READING LANGUAGE ARTS NOW BECAUSE STARTING IN '22 THERE IS NO STANDALONE WRITING TEST ANYMORE.

THE WRITING IS EMBEDDED WITH THE READING LANGUAGE ARTS ASSESSMENT, FIFTH AND EIGHTH GRADE SCIENCE, AND THEN EIGHTH GRADE SOCIAL STUDIES.

AND YOU CAN SEE THE FIVE HIGH SCHOOL AND OF COURSE, SUBJECTS ON THE RIGHT HAND SIDE.

SO TEXAS EDUCATORS ACTUALLY ARE INSTRUMENTAL IN BUILDING THE STAAR ASSESSMENT.

SO THE TEXAS EDUCATION AGENCY PULLS TOGETHER EDUCATOR REVIEW GROUPS AND THEY REVIEW ITEMS, THEY HELP ANALYZE ITEMS, WRITE ITEMS. THESE ARE OUR TEACHERS, INSTRUCTIONAL SPECIALISTS, INSTRUCTIONAL COACHES, CONTENT SPECIALISTS, CURRICULUM EXPERTS.

THEY REVIEW AND APPROVE EVERYTHING THAT APPEARS ON THE STAAR ASSESSMENT.

THERE WAS ALSO A 2019 STUDY BY THE MEADOWS CENTER THAT THAT ANALYZED STAAR.

THERE WAS SOME CONCERN AT THE TIME AROUND THE ALIGNMENT OF STAAR TO THE THE TWEAKS AND THE READABILITY OF EACH GRADE LEVEL.

AND SO 91% OF THE PASSAGES DID MEET THE CRITERION FOR THE READABILITY.

ACCORDING TO THAT STUDY.

SO IN LOOKING AT STAAR RESULTS, THIS IS A, THE THE NEXT FEW SLIDES, THESE ARE SCREENSHOTS DIRECTLY FROM OUR REPORTS THAT I REFERENCED EARLIER ON THE RESEARCH AND ACCOUNTABILITY WEBSITE.

BUT YOU CAN SEE SO, WHAT THIS SHOWS IS ACROSS THE TOP ARE THE FOUR SUBJECTS THAT ARE ASSESSED IN GRADES THREE THROUGH EIGHT.

THE TOP SEGMENT IS THE DISTRICT RESULTS.

THE BOTTOM SEGMENT ARE THE STATE RESULTS.

YOU CAN SEE OUR LINE RIGHT THERE IN THE MIDDLE OF EACH OF THE CATEGORIES INDICATING COVID 19.

THERE WAS NO ASSESSMENT IN 2020.

AND SO THAT VISUALLY HELPS YOU SEE WHERE WE WERE PRIOR TO THE PANDEMIC IN 2020 AND THEN COMING OUT OF THE PANDEMIC THROUGH '21, AND THEN OUR MOST RECENT RESULTS IN '22.

FOR 3-8 BY RACE ETHNICITY.

YOU CAN SEE HERE SOME OF OUR TRENDS FROM 2018-19, SOME OF THOSE GAPS.

AND YOU CAN SEE HOW THE GAPS HAVE WIDENED SINCE THE PANDEMIC IN MANY OF OUR AREAS.

SO THIS IS OUR SAME RESULTS BY EMERGENT BILINGUAL STATUS.

SO ON THE LEFT HAND SIDE, THE TOP ARE ALL OF OUR EMERGENT BILINGUAL STUDENTS.

IN THE MIDDLE, THOSE ARE STUDENTS THAT HAVE EXITED THE PROGRAM BUT ARE STILL MONITORED.

WE'RE REQUIRED TO MONITOR STUDENTS WHO EXIT EMERGENT BILINGUAL STATUS FOR FOUR YEARS.

SO WE CONTINUE TO REPORT ON THAT POPULATION OF STUDENTS AND ENSURE THEY HAVE THE SUPPORTS FOR SUCCESS AND THEN AT THE BOTTOM ARE NON EMERGENT BILINGUAL OR MONITORED STUDENTS.

SO YOU CAN SEE THE COMPARISON IN THOSE AREAS THERE.

BY ECONOMICALLY DISADVANTAGED STATUS.

WE AGAIN SEE ECONOMICALLY DISADVANTAGED AT THE TOP, NON ECONOMICALLY DISADVANTAGED AT THE BOTTOM, BY SUBJECT.

AND THE TREND REALLY THAT YOU CAN SEE OVER THE COURSE OF ALL OF THESE IS THAT CONTINUED.

AND WE'VE HAD THESE CONVERSATIONS.

THE LOWER RESULTS IN MATH THAN READING.

MATH WAS, IN GENERAL, RIGHT NECK AND NECK WITH READING IF NOT A LITTLE BIT HIGHER IN SOME AREAS HEADED INTO THE PANDEMIC AND THEN COMING OUT IS SIGNIFICANTLY BEHIND.

WE SEE OUR RESULTS FOR OUR STUDENTS WITH DISABILITIES IN THE TOP PART OF THIS SECTION AND THEN IN THE BOTTOM PART OF THE SECTION.

AND MOST NOTABLY HERE, YOU CAN SEE THE SIGNIFICANT INCREASES OF WHERE OUR STUDENTS ARE IN COMPARISON TO PRIOR TO THE PANDEMIC, ESPECIALLY IN READING.

SO MATH THEY'RE SLIGHTLY BELOW.

BUT THAT SIGNIFICANT INCREASE IN READING, WE'VE TALKED ABOUT SOME OF THOSE TRENDS AND OTHER REPORTING.

SOMETHING REALLY TO BE EXCITED ABOUT.

SO AS WE TRANSITION INTO END OF COURSE, WHEN WE TALK ABOUT END OF COURSE RESULTS IN THIS SESSION HERE, IT'S OUR FIRST TIME TESTED.

SO BECAUSE STUDENTS HAVE TO PASS AN END OF COURSE EXAM, THEY HAVE TO PASS ALL FIVE OF THE END OF COURSE, EXAMS TO GRADUATE FROM HIGH SCHOOL.

THEY ARE ALLOWED TO RETEST IF THEY HAVE NOT PASSED IT YET.

SO FOR THESE PURPOSES, WE REPORT ON FIRST TIME TESTED STUDENTS BECAUSE THAT'S REALLY AN INDICATION OF THE THE INITIAL CURRICULUM AND PROGRAMING VERSUS THE REMEDIATION THAT WE'RE PROVIDING FOR STUDENTS.

BY. I THINK IT.

[00:10:01]

IT DID IT. OKAY, HERE WE GO.

SO BY RACE, ETHNICITY.

THE RACE ETHNICITIES ARE DOWN THE LEFT HAND SIDE.

WE HAVE OUR END OF COURSE SUBJECTS ON THE TOP.

AND AGAIN, THOSE THOSE GAPS IN OUR WHITE POPULATION VERSUS HISPANIC AND AFRICAN AMERICAN POPULATIONS CONTINUE TO BE EXHIBITED BEFORE AS WELL AS AFTER THE PANDEMIC.

WE SEE HERE THE RESULTS BY EB STATUS.

OUR EMERGENT BILINGUAL STATUS IS AT THE TOP, MONITORED IS IN THE MIDDLE, AND THEN OUR NON EMERGENT BILINGUAL STUDENTS ARE AT THE BOTTOM.

EMERGENT BILINGUAL STUDENTS IN HIGH SCHOOL.

THE STUDENTS WHO ARE TAKING THE END OF COURSE IN HIGH SCHOOL ARE TYPICALLY OUR NEWCOMER STUDENTS OR STUDENTS WHO HAVE NOT SHOWN SUCCESS ON STAAR PREVIOUSLY, OR ELSE THEY WOULD HAVE EXITED THE PROGRAM PRIOR.

SO IF THEY'RE STUDENTS WHO HAVE BEEN WITH US, FOR EXAMPLE, SINCE PRE-K OR KINDERGARTEN AND THEY ARE STILL EMERGENT BILINGUAL IN HIGH SCHOOL, THEY HAVE NOT HAD THAT ACADEMIC SUCCESS, BECAUSE ONCE THEY DO, THEN THEY'RE EXITED AND MONITORED.

HERE ARE RESULTS BY ECONOMICALLY DISADVANTAGED STATUS ON THE TOP AND NON ECO DIS ON THE BOTTOM.

AGAIN AT EACH OF THOSE THREE APPROACHES, MEETS AND MASTERS CATEGORIES.

RESULTS BY OUR STUDENTS WITH DISABILITIES.

SO AT THIS TIME I'M GOING TO TRANSITION INTO ACCOUNTABILITY.

2022 IS THE FIRST TIME WE HAD ACCOUNTABILITY IN SEVERAL YEARS BECAUSE OF THE PANDEMIC.

THE ACCOUNTABILITY SYSTEM RESETS EVERY FIVE YEARS.

THAT'S WHAT WE'RE IN THE MIDDLE OF RIGHT NOW IS OUR FIRST FIVE YEAR RESET.

THE INTENT IS TO CREATE STABILITY SO THAT IT'S NOT VOLATILE SO THAT WE KNOW WHAT THE TARGET IS AND WE CAN WORK TOWARDS THAT TARGET AND THEN GO THROUGH THAT RESET EVERY FIVE YEARS.

THE LEARNING ON THESE SLIDES IS FROM THE OLD 2022 SYSTEM.

SO WHEN I GO THROUGH SOME OF THESE TEACH PIECES, KEEP IN MIND THAT THERE ARE A LOT OF PROPOSALS OUT THERE RIGHT NOW THAT SOME OF THESE METHODOLOGIES ARE GOING TO BE CHANGING AND SHIFTING.

AND ONCE THAT'S FINAL, WE WILL HAVE ANOTHER TEACH PIECE.

WHEN THE RESULTS COME OUT IN '23, WE'LL DO THIS AGAIN AND DO A TEACH PIECE ABOUT THE NEW SYSTEM MOVING FORWARD.

SO CAMPUSES EITHER RECEIVED AN "A", A "B", A "C", OR NOT RATED THIS YEAR.

SENATE BILL 1365 IS OUR ACCOUNTABILITY BILL.

AND AS WE CAME OUT OF THE PANDEMIC, THEY THE LEGISLATURE DETERMINED THAT THEY WERE NOT GOING TO ASSIGN D OR F RATINGS, THAT IF A CAMPUS WAS AN EQUIVALENT OF A 60 OR BELOW, THAT THEY WOULD BE CONSIDERED NOT RATED.

SENATE BILL 1365.

FOR '23, THAT IS NO LONGER THE CASE.

THERE WILL BE FULL RATINGS.

SO THERE ARE THREE DOMAINS IN ACCOUNTABILITY.

YOU HAVE YOUR OVERALL RATING AND THEN THE THREE DOMAINS OF STUDENT ACHIEVEMENT, SCHOOL PROGRESS AND CLOSING THE GAPS.

SO WE'RE GOING TO GO THROUGH EACH OF THESE VERY BRIEFLY JUST TO GIVE AN OVERVIEW.

AND AS WE'RE GIVING AN OVERVIEW, I'M ALSO GOING TO BE REPORTING ON THE RESULTS OF EACH OF THESE FROM 2022.

SO FOR STUDENT ACHIEVEMENT FOR ELEMENTARY AND MIDDLE SCHOOLS, IT'S 100% STAAR.

FOR HIGH SCHOOLS, IT'S 40% STAAR, 40% COLLEGE CAREER MILITARY READINESS AND 20% GRADUATION RATE.

SO THE THE STAAR COMPONENT, WE LOOK AT THE AVERAGE OF THREE PERFORMANCE LEVELS, THE APPROACHES, MEETS AND MASTERS ACROSS ALL GRADES, ALL SUBJECTS AND ALL TEST VERSIONS, ENGLISH AND SPANISH.

IT'S LOOKING AT AT OR ABOVE APPROACHES GRADE LEVEL, AT OR ABOVE MEETS AND AT OR ABOVE MASTERS AND THEN DIVIDES BY THREE.

SO IN THINKING ABOUT THAT AND THINKING ABOUT DOMAIN ONE IS APPROACHES, MEETS AND MASTERS DIVIDED BY THREE.

IF 100% OF OUR KIDS PASS THE TEST, 100% OF OUR KIDS WERE APPROACHES GRADE LEVEL, BUT NO ONE SCORED MEETS OR MASTERS.

THINK IN YOUR HEAD.

I'LL KEEP YOU SAFE.

YOU DON'T HAVE TO CALL IT OUT LOUD.

THINK IN YOUR HEAD.

WHERE DO YOU THINK THE DISTRICT WOULD BE? I'LL HAVE YOUR ANSWER.

IF 100% OF OUR KIDS PASS THE TEST, WE WOULD HAVE AN F IN DOMAIN ONE.

BECAUSE IT'S APPROACHES PLUS MEETS PLUS MASTERS.

SO 100 PLUS 0 PLUS 0 DIVIDED BY THREE IS A 33.

SO IT'S NOT GOOD ENOUGH IN THE SYSTEM JUST TO PASS.

WE HAVE TO ACHIEVE THOSE HIGHER LEVELS THAT YOU ALL HAVE ALL ADVOCATED FOR THROUGH YOUR GOAL SETTING PROCESS AS WELL.

[00:15:08]

SO HERE ARE OUR RESULTS.

AS A DISTRICT, WE HAD 69% OF OUR TESTS AT APPROACHES GRADE LEVEL, 43% OF OUR TESTS AT MEETS GRADE LEVEL AND 21% OF OUR TESTS AT MASTER'S GRADE LEVEL.

THE REASON I TALK IN TERMS OF TESTS INSTEAD OF KIDS IS THAT WE HAVE, IF YOU'RE A THIRD GRADER, YOU'RE TAKING READING AND MATH.

YOU MIGHT BE APPROACHES GRADE LEVEL FOR ONE AND MASTERS GRADE LEVEL FOR ANOTHER.

SO WE THE CALCULATION DETERMINES TESTS.

SO OUR SCALED SCORE THERE, THE COMPONENT SCORES OF 44, WHEN YOU ADD THOSE UP AND DIVIDE BY THREE, IT'S A 44.

AND THEN TEA GOES THROUGH A WHOLE SCALING PROCESS AND IT SCALES UP TO A 75.

SO WE WERE A 75, "C" FOR OUR ACHIEVEMENT STAAR COMPONENT THIS YEAR.

FOR OUR COLLEGE CAREER AND MILITARY READINESS COMPONENT.

AS WE'VE TALKED THROUGH OUR GOAL THREE CONVERSATIONS, STUDENTS CAN BE COLLEGE READY AND THE AREAS TO DETERMINE COLLEGE READINESS ARE THERE ON THE LEFT HAND SIDE, CAREER READY IN THE MIDDLE AND MILITARY READY WAS PAUSED AS OF 2021.

INITIALLY DISTRICT SELF REPORTED MILITARY READINESS.

THERE WERE SOME CONCERNS ABOUT THE VALIDITY OF THE DATA THAT WAS BEING RECEIVED.

SO THE AGENCY HAS BEEN WORKING WITH DEPARTMENT OF DEFENSE TO ACTUALLY GET THAT DATA.

THIS IS MILITARY READINESS IS COMING BACK FOR '23.

THEY HAVE FIGURED OUT WHAT WE'RE GOING TO BE DOING, AND THAT'S COMING BACK FOR 2023.

FOR THE CCMR COMPONENT, IT'S CRITICAL TO REMEMBER THAT ALL INDICATORS LAG BY AT LEAST ONE YEAR.

SO THE DATA USED FOR OUR MOST RECENT 2022 ACCOUNTABILITY RATING IS FROM THE 2020-2021 SCHOOL YEAR OR EVEN EARLIER.

IT'S CALCULATED BASED ON STUDENTS WHO GRADUATED.

SO AS YOU ALL ARE HANDING STUDENTS THE DIPLOMA, THEY'RE RECEIVING THEIR CCMR RATING FROM US.

SO IF A STUDENT TOOK THE SAT IN ALDINE JUNIOR YEAR AND MET THE CRITERIA BUT COMES TO US SENIOR YEAR AND GRADUATES FROM US, WE GET THE CCMR POINT.

SO IT'S FOR WHEREVER THE STUDENT GRADUATES.

GRADUATION RATE IS EVALUATED OFF OF THE BEST OF FOUR OR FIVE OR SIX YEAR AND AND SOMETIMES FIVE AND SIX YEARS IS ACTUALLY HIGHER. SO THIS IS EVALUATED OFF OF THE BEST OF FOR THE STATE ACCOUNTABILITY SYSTEM.

SO OUR RESULTS FOR STUDENT ACHIEVEMENT.

DOMAIN ONE, AND WE TALKED ABOUT THE STAAR PERFORMANCE BEING OF 75 THERE ON THE RIGHT HAND SIDE, OUR COLLEGE CAREER MILITARY READINESS RATE, THE COMPONENT SCORE WAS A 60, WHICH 60 IS EQUIVALENT TO AN "A", SO IT SCALED UP TO A 90 AND GRADUATION RATE SCALED TO A 60.

GRADUATION RATE, YOU CAN SEE SCALES DOWN BECAUSE WE HAVE SO MANY DISTRICTS WITH HIGH GRADUATION RATES.

SO TEA SCALES THAT DOWN.

FOR SCHOOL PROGRESS.

THIS IS DOMAIN TWO.

THERE ARE TWO PARTS TO DOMAIN TWO, ACADEMIC GROWTH AND RELATIVE PERFORMANCE.

FOR ACADEMIC GROWTH WE'RE LOOKING AT INDIVIDUAL STUDENT GROWTH ACROSS TWO CONSECUTIVE YEARS ON GRADES FOUR THROUGH EIGHT READING AND MATH AND ALGEBRA I AND ENGLISH II.

SO THIS IS THE METHODOLOGY FOR THE CURRENT YEAR.

AND SO YOU CAN SEE IF A STUDENT WAS APPROACHES GRADE LEVEL THE PREVIOUS YEAR AND THEN ACHIEVES MASTERS THE SUBSEQUENT YEAR, THEY EARN ONE GROWTH POINT.

SO OUR HISD RESULTS ARE HERE.

THIS IS THE NUMBER OF TESTS IN EACH CATEGORY.

SO, FOR EXAMPLE, WE HAVE 353 TESTS THAT WERE MEETS GRADE LEVEL THE PREVIOUS YEAR THAT FELL TO DOES NOT APPROACH IN 2022.

ON THE FLIP SIDE, WE HAD OVER 12,000 STUDENTS THAT MAINTAINED THEIR MASTERS GRADE LEVEL.

RELATIVE PERFORMANCE IS A FUN LESSON IN MATH CLASS.

BASICALLY, WHAT IT MEANS IS THEY LOOK AT THE STUDENT ACHIEVEMENT FROM DOMAIN ONE, SO THAT 75 RATE, AND THEN THEY LOOK AT YOUR PERCENT OF FREE AND REDUCED LUNCH STUDENTS AND THEY PLOT YOU ON A GRAPH OF HOW YOU'RE DOING WITH ACHIEVEMENT CONSIDERING YOUR PERCENT OF ECONOMICALLY DISADVANTAGED POPULATION.

SO FOR DOMAIN 2A, HISD RECEIVED A SCORE OF 91.

DOMAIN 2B WAS AN 89.

THE STATE TAKES THE BEST OF, DOMAIN 2A OR DOMAIN 2B.

[00:20:03]

BUT IF YOU HAVE A CAMPUS THAT HAS AN "F" IN THIS AREA, THE HIGHEST YOU CAN GET IS AN 89.

SO IF WE HAD NOT HAD THAT, WE WOULD HAVE GOTTEN CREDIT FOR THE 91.

SO WE WOULD HAVE BEEN A COUPLE OF POINTS HIGHER.

BUT YOU CAN'T YOU CAN'T BE AN "A" IF YOU HAVE ANY CAMPUS THAT HAS AN "F" IN THAT SAME AREA.

SO ALTHOUGH THERE WAS NO "F" RATINGS, WE HAD THE NUMERICAL EQUIVALENCE.

CLOSING THE GAPS IS DOMAIN THREE.

IT'S OUR FEDERAL ACCOUNTABILITY DOMAIN.

SO IT LOOKS AT A CURRENT PERFORMANCE LEVEL BASED ON PERCENT OF MEETSIN READING OR MATH.

IT LOOKS AT ALL OF THE RACE ETHNICITIES AND VARIOUS OTHER STUDENT GROUPS, AND THEN YOU DETERMINE IF YOU MET THE TARGET.

THIS IS THE ONE WHERE WE HAD A LOT OF CONVERSATIONS AROUND TARGETS FOR STUDENT GROUPS AND THE TARGETS BEING DIFFERENT FOR EVERY STUDENT GROUP.

THE FEDERAL GOVERNMENT REQUIRED TEA TO HAVE A DIFFERENT TARGET FOR EVERY STUDENT GROUP BASED ON HISTORICAL DATA.

SO FOR US, FOR OUR ECONOMICALLY DISADVANTAGED STUDENTS, OUR LEVEL WAS 42% AT MEETS GRADE LEVEL.

THE TARGET WAS 33, SO WE MET THAT ONE TARGET.

I MEAN, WE MET MORE THAN THAT ONE.

BUT THIS IS JUST ONE EXAMPLE.

SO THESE ARE ALL OF THE STUDENT GROUPS THAT ARE CONSIDERED IN CLOSING THE GAPS.

AND THIS IS THE WEIGHTING OF THE CLOSING THE GAPS DOMAIN.

SO THERE'S ACADEMIC, FOR ELEMENTARY AND MIDDLE SCHOOLS, ACADEMIC ACHIEVEMENT, STAAR GROWTH, DOMAIN 1, THE STAAR COMPONENT AND ENGLISH LANGUAGE PROFICIENCY.

FOR HIGH SCHOOLS, DISTRICTS AND K-12 CAMPUSES WE'RE LOOKING AT ACADEMIC ACHIEVEMENT, GRADUATION RATE, COLLEGE CAREER, MILITARY READINESS, AND ENGLISH LANGUAGE PROFICIENCY. SO THERE'S A COUPLE OF SIMILARITIES, BUT THEY HAVE TO BE A LITTLE BIT DIVERGENT BASED ON WHAT EACH OF THOSE GRADE SPANS IS RATED ON.

SO OUR DISTRICT RESULTS FOR DOMAIN 3, OUR CLOSING THE GAP SCORE WAS A 79, A "C", AND YOU CAN SEE EACH OF THE AREAS THERE WITH WHAT THEIR PERCENT MET WAS.

SO THIS IS HOW MANY TARGETS WERE THERE.

SO HOW MANY OF THOSE STUDENT GROUPS? AND THEN HOW MANY OF THOSE TARGETS DID WE MEET? SO, FOR EXAMPLE, FOR COLLEGE CAREER MILITARY READINESS, THERE ARE 12 STUDENT GROUPS THAT WE HAVE THAT MEET THE MINIMUM SIZE, SO WE'RE EVALUATED ON AND WE MET THE TARGET ON ALL 12.

SO WE MET 100% OF THE COLLEGE AND CAREER MILITARY READINESS TARGETS.

SO THEN OUR OVERALL GRADE IS THE AVERAGE OF DOMAIN 1 OR DOMAIN 2.

AND THAT'S 70%.

AND THEN DOMAIN 3, THE CLOSING THE GAPS THAT WE JUST TALKED ABOUT IS 30%.

AND JUST LIKE THE EXAMPLE THAT I GAVE, IF A DISTRICT RECEIVES AN "F" IN EITHER DOMAIN, THE MAXIMUM COMPOSITE GRADE WILL BE A "B".

IT'S THE SAME WITH IF WE HAVE ANY OF THE CAMPUSES THERE WITH AN "F", THAT'S WHY THE MAXIMUM CAN BE AN 89.

SO HERE IS A SNAPSHOT OF OUR OVERALL DISTRICT RESULTS.

AS YOU KNOW, WE RECEIVED AN 88, AN OVERALL "B" RATING THIS PAST SCHOOL YEAR.

FOR STUDENT ACHIEVEMENT, WE RECEIVED A 78.

THAT'S A "C" AND THOSE THREE COMPONENTS THAT MAKE UP THAT 78 OR THE 75 FOR STAAR PERFORMANCE, 90 FOR COLLEGE CAREER MILITARY READINESS AND A 60 FOR GRADUATION RATE.

SCHOOL PROGRESS WAS THAT 89 THAT WE TALKED ABOUT, A "B".

YOU CAN SEE THE TWO COMPONENTS THERE.

AND THEN CLOSING THE GAPS WAS AN 86, A "B".

SO JUST VERY BRIEFLY, THIS IS NOT A FULL LEARNING SESSION ON STAAR 2.0 AND THE NEW ACCOUNTABILITY SYSTEM.

BUT THE STAAR REDESIGN, WE'RE MOVING BASICALLY FROM A PAPER BASED MULTIPLE CHOICE ASSESSMENT TO AN ONLINE ASSESSMENT THAT INCLUDES NOT JUST SUPPORTS LIKE HOVER OVER SOMETHING AND IT WILL, YOU CAN HIGHLIGHT IT, BUT A VARIETY OF DIFFERENT [INAUDIBLE].

SO THERE'S OPEN ENDED FORMATS, THERE'S MATCHING, THERE'S, SO IT IS MUCH MORE, IT'S MUCH MORE IN DEPTH.

NO LONGER IS IT PICK A THROUGH D AND TRY TO ELIMINATE AND CHOOSE.

STUDENTS ARE HAVING TO ACTUALLY EXHIBIT THEIR LEARNING IN MORE DIFFICULT WAYS.

SO THE IDEA BEHIND IT IS THAT'S WHAT A CLASSROOM LOOKS LIKE WHEN A TEACHER ASKS A STUDENT A QUESTION.

THEY DON'T SAY, IS IT A, B, C, OR D? THEY ASK FOR AN ANSWER FROM A STUDENT.

AND SO A STUDENT WILL GIVE THAT ANSWER.

[00:25:03]

AND SO THE STAAR REDESIGN WILL PRIORITIZE THAT WAY THAT STUDENTS ARE ENGAGING IN LEARNING AND DEMONSTRATING THEIR KNOWLEDGE.

IT'S ALSO PRIORITIZING CROSS CURRICULAR PASSAGES, SO TEACHERS IN SOCIAL STUDIES GIVE PASSAGES AND IF THEY, AND WHEN THEY PARTNER WITH THE ENGLISH TEACHER, A LOT OF TIMES THEY'LL ASSIGN THE SAME BOOK AND THEY'LL HAVE SOCIAL STUDIES CONTENT AND ENGLISH CONTENT OUT OF THAT SAME BOOK.

THE STAAR REDESIGN IS ACKNOWLEDGING THAT AS A BEST PRACTICE AND WILL INCLUDE CROSS CURRICULAR PASSAGES.

SO STUDENTS WILL HAVE TO HAVE SOME KIND OF SCIENCE KNOWLEDGE IN ORDER TO RESPOND TO A QUESTION ON A READING LANGUAGE ARTS TEST, FOR EXAMPLE.

SO THE STAAR REDESIGN WILL, IT WILL NOT BE MORE DIFFICULT.

THEY ARE ARRANGING THE METRICS ON THE BACK END TO HAVE IT BE THE SAME LEVEL OF DIFFICULTY.

BUT IT IS LIKE WE TALKED ABOUT MORE LIKELY TO, IT WILL MORE CLOSELY ALIGN TO CLASSROOM INSTRUCTION.

WE'RE PARTICIPATING IN THE STAAR INTERIM ASSESSMENTS.

THE FIRST ROUND IS ACTUALLY HAPPENING RIGHT NOW WHERE STUDENTS ARE ENGAGING IN AN ONLINE PLATFORM AND ENGAGING IN THESE TYPES OF QUESTION TYPES.

AND SO WE'RE EXCITED TO GET THAT FIRST ROUND OF RESULTS WHEN WE COME BACK FROM THE WINTER BREAK.

SO VERY BRIEFLY ABOUT THE ACCOUNTABILITY REDESIGN.

WE ARE RIGHT SMACK IN THE MIDDLE OF IT.

WE'RE INVOLVED IN A SECOND ROUND OF FEEDBACK ON A FRAMEWORK THAT TEA HAS PUBLISHED, AND WE DO ANTICIPATE SWEEPING CHANGES TO THE MAJORITY OF THE DOMAINS.

IN SPRING WE WILL HAVE A PROPOSED MANUAL.

TYPICALLY IT COMES AT THE END OF MAY AND THEN THE FINAL MANUAL WILL BE PUBLISHED SUMMER OF '23.

AND THEN OUR RATINGS, WHICH WE USUALLY GET AUGUST 15TH, WE'RE NOT GETTING UNTIL SEPTEMBER OF THIS COMING YEAR BECAUSE OF ALL OF THESE CHANGES. AND THAT CONCLUDES THE STAAR AND ACCOUNTABILITY OVERVIEW.

THANK YOU, DR. MATNEY.

WE WOULD LOVE TO TO OPEN UP THE DAIS AT THIS TIME FOR ANY QUESTIONS THAT THE TRUSTEES MAY HAVE IN REFERENCE TO WHAT YOU HEARD OR ADDITIONAL INSIGHTS AROUND THINGS THAT YOU'D LIKE TO KNOW.

THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY, FOR THIS VERY HELPFUL PRESENTATION.

TRUSTEE WADE. DR.

MATNEY, A COUPLE OF QUESTIONS.

SO HOW OFTEN ARE WE MOVING KIDS THAT ARE IN THE APPROACHES CATEGORY? DO YOU HAVE AN IDEA ABOUT WHAT THAT PERCENTAGE IS? THAT WOULD BE LIKE, IT'S ONE OF THE VERY FIRST SLIDES.

SO IT CHANGES FROM YEAR TO YEAR.

THE GROWTH FOR '22 WAS AN ANOMALY BECAUSE YOU HAVE TO HAVE TWO YEARS OF DATA AND IN 2021, ALTHOUGH THE STAAR ASSESSMENT WAS ADMINISTERED, IT WAS OPTIONAL FOR GRADES 3-8.

SO IN 2022 WE HAD FEWER STUDENTS THAT ACTUALLY HAD THE METRIC.

AND SO I WOULD HAVE TO GO BACK TO 18-19 TO REALLY GET MUCH MORE SOLID DATA ON THAT.

OKAY. I DON'T WANT YOU TO SPEND A LOT OF TIME ON IT.

I WAS JUST CURIOUS IF YOU KNEW.

13.

PAGE 13.

I JUST WROTE DOWN PAGE NUMBERS AND FIGURED I'D FIGURE IT OUT AS WE GET THERE.

OKAY, SO EXPLAIN THE MONITORED A LITTLE BIT MORE TO ME.

SO I SEE EMERGENT BILINGUAL, RIGHT.

AND THEN THE NON, AND YOU SAID YOU MONITOR SO, ONCE YOU SAID LATER ON THAT ONCE THEY PASS OVER THAT THEY NO LONGER ARE MONITORED, ONCE THEY'VE OFFICIALLY GONE OVER THEY'VE BECOME NON EMERGENT.

RIGHT? SO AN EMERGENT BILINGUAL STUDENT IS IDENTIFIED BASED ON THEIR HOME LANGUAGE IN IN A TEST.

SURE. ONCE THEY MEET CERTAIN CRITERIA ON TELPAS AND STAAR AND THEY'VE PROVEN THAT THEY'VE ACQUIRED ENOUGH ENGLISH LANGUAGE TO LEARN, THEN THEY ARE MONITORED FOR FOUR YEARS.

SO WE NO LONGER GET THE FUNDING FOR THEM, BUT WE'RE REQUIRED TO JUST KEEP AN EYE ON THEM, MAKE SURE THAT THEY'RE STILL PROGRESSING AS WE EXPECT THEM TO. AND THEN AFTER THOSE FOUR YEARS, THEN THEY'RE NO LONGER MONITORED.

SO THE RATE OF KIDS BEING MONITORED AND NOT, WE DON'T GET THE FUNDING FOR THEM, BUT WE GET, THEY STILL GET MONITORED.

HOW ARE WE SEEING THAT TRANSLATE INTO ACTUAL SUCCESS IN GRADUATION?

[00:30:03]

DO YOU KNOW? I DO NOT HAVE THAT RIGHT HERE.

BUT WE DO HAVE A GRADUATION REPORT WHERE WE REPORT THAT OUT.

I CAN GET THAT.

AND I THINK I WANT TO UNDERSTAND BETTER WHEN WE'RE ASKING FOR HOW DO WE RESOURCE.

WE KNOW THAT WHEN NINTH GRADE.

WE LOSE A LOT OF STUDENTS, AND I THINK A LOT OF IT HAS TO DO WITH A LOT OF DIFFERENT ISSUES, A LOT OF DIFFERENT ISSUES.

BUT I WANTED TO SEE IF THAT MONITORING.

SO YOU, TYPICALLY IF A CHILD HAS BEEN WITH US FROM KINDERGARTEN ON AND THEY'RE EMERGENT BILINGUAL, LET'S JUST SAY. BY YOU SAY THIRD GRADE.

DO YOU EXPECT THEM, JUST AS A GENERALITY, AND THEN, IF THEY ARE GETTING.

ANYWAY, LET ME THINK ON THAT BECAUSE I'VE GOT IT IN MY HEAD.

I JUST CAN'T. SO I'LL MOVE ON FOR OTHER QUESTIONS.

AND I'VE GOT OTHERS IF I NEED.

THANK YOU. TRUSTEE DEIGAARD.

THANK YOU FOR GOALS ONE, TWO, THREE AND FOUR.

MR. HOUSE, REMIND ME AGAIN WHICH ONES WE MET THE GOAL FOR '22 AND WHICH ONES WE DIDN'T.

DR. MATNEY.

I DON'T HAVE THAT WITH ME RIGHT NOW.

I DON'T HAVE THAT DOCUMENT.

THIS WON'T SHOW IT DIRECTLY BECAUSE I DON'T HAVE THIS BY GRADE LEVEL.

OKAY, I'LL LOOK IT UP.

SO THEN MY QUESTION, MR. SUPERINTENDENT, I MEAN, ACTUALLY, I WANT TO COME BACK TO QUESTIONS FOR ME.

LET ME LOOK THIS DATA UP, BECAUSE ALL MY QUESTIONS HAVE TO DO WITH THAT.

TRUSTEE HERNANDEZ.

THANK YOU. I WILL START WITH THIS SLIDE.

THE EMERGENT BILINGUAL STUDENTS ARE TAKING THE TEST IN ENGLISH.

CORRECT? OR. THIS SLIDE, IF YOU'RE EMERGENT BILINGUAL ON THIS SLIDE, IT'S THE ENGLISH AND SPANISH TEST COMBINED. SO IF YOU'RE EMERGENT BILINGUAL IN GRADES THREE, FOUR AND FIVE, THREE, FOUR OR FIVE, YOU CAN TAKE IT IN ENGLISH OR SPANISH.

GRADE SIX THROUGH EIGHT IT'S ONLY IN ENGLISH.

AND IN HIGH SCHOOL, IT'S ONLY IN ENGLISH.

IT'S ONLY IN ENGLISH IN HIGH SCHOOL AS WELL.

OKAY. I MUST GET MY QUESTION ON THIS BECAUSE I CAN'T REMEMBER IT.

SO THE PLATFORM WHERE STAAR IS CHANGING TO COMPLETELY ONLINE, WHAT IS THE DISTRICT DOING TO PREPARE STUDENTS FOR THAT? THAT'S A GREAT QUESTION. THE FIRST STEP IS REQUIRING THE INTERIM ASSESSMENT.

IT'S BEEN OPTIONAL IN THE PAST, BUT WE'RE REQUIRING EVERY CAMPUS TO GO THROUGH.

AND SO, AND ALSO ENSURING THAT TEACHERS ARE EXPOSED TO THE TEST.

SO WE'VE HAD SOME ROUNDS OF TEACHERS ACTUALLY GOING IN AND TAKING IT.

I'VE HAD A FEW OF MY STAFF GO IN AND TAKE SOME OF THE ONLINE AND JUST EXPERIENCE IT SO THAT THEN TEACHERS KNOW IN THE CLASSROOM HOW TO TRANSLATE THAT OVER INTO INSTRUCTION.

OBVIOUSLY MAKING SURE THAT STUDENTS HAVE OPPORTUNITIES TO RESPOND TO QUESTIONS IN DIFFERENT WAYS.

SO IF A TEACHER TYPICALLY HAS A FINAL EXAM THAT'S ALL MULTIPLE CHOICE FOR ALGEBRA I, CHANGING THAT UP TO MAKE SURE STUDENTS HAVE OPPORTUNITIES TO SHOW THEIR LEARNING IN A VARIETY OF WAYS.

CAN YOU EXPLAIN WHAT THE INTERIM ASSESSMENT REALLY MEANS? I GUESS I'M KIND OF CONFUSED ABOUT THAT.

ABSOLUTELY. SO THE INTERIM ASSESSMENTS ARE ASSESSMENTS THAT ARE STAAR ITEMS THAT HAVE BEEN THROUGH FIELD TESTING, AND THEY'RE ON THE ACTUAL, IT'S ON THE SAME PLATFORM AS STAAR.

SO WHEN STUDENTS LOG IN TO TAKE THE INTERIM ASSESSMENT, IT'S GOING TO LOOK JUST THE SAME AS WHEN THEY LOG IN TO TAKE STAAR IN THE SPRING.

AND IT'S DESIGNED TO BE ABLE TO, SO THERE'S TWO PURPOSES THAT WE WANT TO MAKE SURE STUDENTS ARE GOING THROUGH.

NUMBER ONE, WE WANT TO SEE DATA.

WE WANT OBVIOUSLY, WE NEED INTERIM CHECKPOINTS THROUGHOUT THE YEAR TO SEE HOW STUDENTS ARE PROGRESSING.

AND NUMBER TWO, IT'S GETTING STUDENTS TO SEE AND BE EXPOSED TO THE NEW ITEM TYPES.

SO THIS FIRST ROUND IS JUST READING AND MATH.

SO STUDENTS ARE ENGAGING IN THAT FOR READING AND MATH RIGHT NOW.

IN THE SPRING THEY ARE ALL TESTED SUBJECTS.

SO STUDENTS WHO ARE TAKING EIGHTH GRADE SOCIAL STUDIES WILL TAKE THAT INTERIM ASSESSMENT.

SO IT'S AN OPPORTUNITY FOR US TO HAVE SOME PRELIMINARY DATA.

THE DATA IS REPORTED OUT BY PERCENTAGE, LIKELY TO BE IN A CERTAIN.

SO IT MAY SAY THIS STUDENT IS, HAS A 50% CHANCE TO ACHIEVE MEETS GRADE LEVEL.

[00:35:06]

SO THAT'S THE KIND OF DATA THAT WE'LL BE GETTING FROM IT AS WELL.

AND THAT WILL HELP TEACHERS UNDERSTAND WHERE THEIR STUDENTS ARE TO BE ABLE TO DRIVE ADDITIONAL INSTRUCTION.

OKAY. AND THEN I'M NOT SURE WHAT NUMBER SLIDE THIS IS, BUT THE SLIDE WITH THE GRADUATION RATES.

SO YOU MENTIONED THAT.

THE STATE.

YES. HAS A DOWNWARD SLOPE BECAUSE OTHER DISTRICTS HAVE HIGHER GRADUATION RATES.

WHAT IS THE ROOT CAUSE OF OUR LOW GRADUATION RATE? THERE ARE MANY FACTORS.

AND GRADUATION RATE, REALLY, THERE ARE MULTIPLE REASONS WHY STUDENTS WILL NOT GRADUATE ON TIME.

SO WHETHER IT IS NOT PASSING THE STATE ASSESSMENT OR NOT ACHIEVING THE REQUIRED NUMBER OF COURSES.

SO THERE ARE STUDENTS THAT WON'T GRADUATE IN FOUR YEARS BECAUSE THEY'RE STILL HAVING TO COME BACK TO TAKE A STAAR ASSESSMENT FOR THE. ANOTHER THING IS WE HAVE STUDENTS WHO DROP OUT OF SCHOOL COMPLETELY AND SO THEY ARE NOT INCLUDED IN THE GRADUATION RATE THERE.

AND THERE ARE MANY REASONS..

WE'RE ACTUALLY IN THE MIDDLE RIGHT NOW OF A ROOT CAUSE ANALYSIS FOR SOME SPECIFIC PROGRAMS AROUND GRADUATION RATE FOR A REPORT THAT WE'RE HAVING TO PUT TOGETHER.

BUT THERE ARE LOTS OF ACADEMIC REASONS WHY A STUDENT WON'T GRADUATE.

IT SEEMS LIKE A PRETTY STEEP DOWNWARD TREND.

IS THIS A TREND WITH A LOT OF BIG DISTRICTS OR IS THIS A TREND MOSTLY WITH HISD? I THINK IT'S A GREAT QUESTION.

I THINK IT IS A TREND THAT YOU'LL SEE IN MANY LARGE URBAN SCHOOL DISTRICTS AS WE THINK ABOUT THE 79, 80, 80 SCHOOLS IN THE COUNCIL OF GREAT CITY SCHOOLS, THESE ARE TRENDS THAT I THINK YOU COULD VERY EASILY SEE.

AND I THINK MANY OF THE TRANSITION POINTS THAT YOU SEE WITH URBAN STUDENTS AS WELL, LEAVING MANY OF YOUR FAMILIES THAT ARE MOVING TO YOUR SUBURBS, THAT HAVE THE KIND OF SUPPORT THAT HAVE, THAT ARE NOT FIRST GENERATION PARENTS OR FAMILIES IN REFERENCE TO COLLEGE.

THESE ARE THE FAMILIES THAT IN MANY INSTANCES ARE LEAVING URBAN CORES AND THE STUDENTS THAT TYPICALLY STAY IN THE URBAN CORE IN MANY INSTANCES ARE STUDENTS THAT HAVE MORE CHALLENGES.

SO THAT IS DEFINITELY A TREND THAT I THINK AFFECTS SOME OF WHAT YOU SEE HERE AND THAT PROVIDE SOME OF THE CHALLENGES THAT WE KNOW URBAN, LARGE, URBAN SCHOOL DISTRICTS DEAL WITH.

OKAY. THANK YOU.

THAT'S ALL I HAVE FOR NOW.

TRUSTEE DEIGAARD.

OKAY. SO WE MET ONE AND FOUR.

SO I'M GOING TO FOCUS ON TWO AND THREE WHERE WE DIDN'T MEET FOR FISCAL YEAR '20, FISCAL YEAR '22.

SO FOR GOALS TWO AND THREE, MR. SUPERINTENDENT, WHICH POPULATIONS OF STUDENTS ARE STRUGGLING THE MOST? SO DIDN'T BRING THAT INFORMATION.

WHETHER THIS WAS A WORKSHOP TO HOPEFULLY BUILD, HELP BUILD CAPACITY.

OF COURSE, WE'D BE GLAD TO TO REVISIT AND COME BACK AND REPROVIDE THAT INFORMATION AS WE PREPARE FOR IT DURING THAT GOAL PRESENTATION.

WHAT DO YOU MEAN REPROVIDE ON GOALS? DURING THE DURING THE GOAL PRESENTATION THAT WE MADE IN REFERENCE TO GOALS TWO AND FOUR ACTUALLY ALL THE.

WHEN DID WE, WHEN DID WE MONITOR WITH OUR STAAR RESULTS, GOALS TWO AND THREE. SO TELL ME WHAT IT IS THAT YOU'RE LOOKING FOR.

WHAT I'M TRYING TO UNDERSTAND IS AT THE BEGINNING OF THIS SCHOOL YEAR, LIKE HOW WE'RE DOING ON GOALS ON ALL FOUR OF OUR GOALS FOR OUR STUDENTS AS WE'VE STARTED THIS SCHOOL YEAR.

WHERE ARE WE AT THE END OF LAST YEAR AND WHERE ARE WE GOING THIS YEAR? WE'RE NOT. AND THIS IS A FLAW OF, SO THE MONITORING CALENDAR THAT WAS BROUGHT TO THE BOARD.

AND THIS IS OUR FAULT AS A BOARD FOR NOT BEING MORE THOUGHTFUL ABOUT IT.

WE AREN'T GOING TO ACTUALLY BE MONITORING THE GOALS UNTIL WE GET THE TAPR REPORT IN MARCH AND WE'RE TWO THIRDS OF THE SCHOOL YEAR THROUGH ALREADY.

SO WE'RE NOT GOING TO HAVE THE OPPORTUNITY TO ASK YOU AT THE BEGINNING OF THE YEAR, LIKE, HOW ARE YOU SUSTAINING THE THINGS THAT YOU'VE IDENTIFIED THAT ARE WORKING AND HOW ARE YOU REMEDYING THE PLACES THAT AREN'T GOING AS AS PLANNED.

[00:40:01]

AND WHEN I SENT MY EMAIL REQUESTING THIS WORKSHOP, I SPECIFICALLY SAID I WANTED IT TO INCLUDE MONITORING OF THESE FOUR GOALS.

MATNEY TALKED ABOUT, DR.

MATNEY, DO WE HAVE ANY INSIGHT IN REFERENCE TO THE INTERIM ASSESSMENTS? I DON'T KNOW THAT WE. NOT YET.

THE WINDOW CLOSES THE DAY WE LEAVE FOR WINTER BREAK, SO WE'LL HAVE DATA FIRST THING IN JANUARY.

SO I THINK WE'LL HAVE A BETTER IDEA.

I'M NOT ASKING FOR INTERIM ASSESSMENTS.

I'M ASKING FOR.

I THINK THAT'S HOW WE.

THAT'S ONE OF THE WAYS THAT WE TRACK HOW WELL WE'RE DOING.

I UNDERSTAND THAT. BUT WE SHOULD HAVE MONITORED THESE GOALS IN THE SUMMER BEFORE THE SCHOOL STARTED OR RIGHT AWAY AT THE BEGINNING OF THE YEAR, TO KNOW WHERE WE ENDED. TO KNOW WHERE, HOW WE'RE COMING IN IS MEASURED BY OUR GOALS.

TRUSTEE DEIGAARD, YOU'RE OUT OF TIME.

OKAY. OKAY.

SO I DON'T SEE ANYONE ELSE FOR ROUND ONE, SO I'LL GO AHEAD AND ASK MY QUESTIONS.

IF WE CAN GO BACK TO SLIDE 13.

SO WHEN I JUST GLANCE AT THIS, AND HELP ME UNDERSTAND IF I'M READING THIS CORRECTLY, THE ORANGE SEEMS TO HAVE THE BIGGEST JUMP. SO IF WE HAVE MORE STUDENTS, UM, APPROACHING GRADE LEVEL, THEN I WOULD THINK THAT MEANS WE HAVE LESS STUDENTS AT MEETS OR MASTERS.

AM I READING THAT CORRECTLY? NO, THAT'S A GREAT QUESTION.

SO IF YOU ARE, SO IF YOU ARE ONE OF THOSE, LET'S TAKE READING EMERGENT BILINGUAL FOR 2022, 61%. IF I'M IN THAT APPROACHES AND I'M ALSO AT MEETS, I'M ALSO IN THAT 34% AND IF I'M MASTER'S I'M ALSO IN THAT 17%.

SO IT WILL NOT ADD UP TO 100.

OKAY, WAIT. I STILL DON'T THINK I FOLLOWED YOU.

SO. OKAY, GOOD. I'M NOT THE ONLY ONE.

SO I'LL FLIP IT.

OKAY. SO IF ALLISON IS AT MASTER'S GRADE LEVEL AND I'M ONE OF THOSE 17% FOR '22 AND I'M AN EMERGENT BILINGUAL LEARNER, I'M ALSO IN THE APPROACHES AND THE MEETS GRADE LEVEL.

COMBINATION. YES, THAT'S REALLY INTERESTING.

AND THAT MAKES A LITTLE MORE SENSE.

BUT IF I'M APPROACHES, I CAN'T BE IN THE OTHER TWO.

RIGHT. BECAUSE IF I JUST APPROACH THE GRADE LEVEL, I'M NOT MEETS OR MASTERS.

IF YOU'RE ONLY AT APPROACHES, YOU'RE ONLY IN THAT 61%.

YOU'RE NOT IN THE OTHER TWO.

BUT IF YOU'RE AT MASTERS GRADE LEVEL, IN ESSENCE, YOU'VE ACHIEVED THE OTHER TWO AS WELL.

SO YOU'RE INCLUDED.

THOSE WILL NEVER ADD UP TO 100.

OKAY. THAT'S A REALLY INTERESTING.

YEAH. I UNDERSTAND NOW.

OKAY, SO, ON PAGE 35, IF YOU CAN GO THERE.

I THINK I ALSO NEED HELP UNDERSTANDING HOW TO READ THIS CHART.

YEAH. OKAY, GOOD.

[LAUGHTER] OKAY, SO I'M GOING TO USE ONE EXAMPLE OF IF WE HAVE DOES NOT APPROACH THE PREVIOUS YEAR.

SO IF YOU TAKE YOUR POPULATION OF STUDENTS THAT WAS DOES NOT APPROACH THE PREVIOUS YEA BUT IN 2022 ACHIEVED MEETS GRADE LEVEL, THAT IS 4,758 TESTS.

OKAY, REPEAT THAT AGAIN.

SO IF YOU TAKE THE STUDENTS WHO WERE IN THE, THEY DID NOT PASS THE TEST, IN 2021.

SO DOESN'T MATTER WHAT WHAT GRADE LEVEL THEY WERE, IF THEY WERE FOURTH, EIGHTH, BUT THEY WERE DOES NOT APPROACH GRADE LEVEL.

BUT WHICH NUMBER AM I LOOKING AT IN THAT CHART OF THE GREEN OR THE RED?YOU ARE, SO IT'S A COMBINATION.

SO IF THERE DOES NOT APPROACH GRADE LEVEL IN THE PREVIOUS YEAR AND THEN THERE MEETS GRADE LEVEL IN 2022, THAT'S 4,758 TESTS.

OUT OF. I DON'T HAVE THE TOTAL NUMBER OF TESTS THERE.

OK. AND THANK YOU, DR. MATNEY, BECAUSE I KNOW YOU PUT A LOT LIKE.

NO WORRIES. NO WORRIES.

SO LET ME, LET ME GIVE ANOTHER EXAMPLE.

SO LET'S THINK ABOUT THE EMERGENT BILINGUAL STUDENT THAT WAS AT MASTERS GRADE LEVEL.

SO IF THEY WERE AT MASTERS GRADE LEVEL LAST YEAR IN 2021, FOR EXAMPLE, AS A FOURTH GRADER, THEY WERE AT MASTERS GRADE LEVEL AS A FOURTH GRADER IN READING AND MATH, BOTH, TWO TESTS, AND THEY MAINTAINED MASTERS GRADE LEVEL,

[00:45:03]

IN 2022 THEY'RE PART OF THAT 12,452 TESTS.

SO IF THEY WERE MASTERS AND THEY MAINTAINED MASTERS, THERE'S 12,452 TESTS THAT FELL IN THAT CATEGORY.

STUDENTS THAT SCORED AT THE TOP THE YEAR BEFORE, IN THE TOP IN THE CURRENT YEAR.

IT'S OKAY.

PROGRESSING. ARE THEY ARE THEY MAKING THOSE MOVES FROM DOES NOT MEET TO APPROACHES TO MEETS TO MASTERS AND SO WE GET THAT 12,452. WE GET 12,452 POINTS FOR THOSE TESTS BECAUSE WE GET ONE POINT.

BECAUSE IF YOU GO BACK TO, THIS RIGHT HERE.

WE GET A POINT FOR STUDENTS THAT WERE MASTERS THE YEAR BEFORE AND MAINTAIN THAT HIGH LEVEL THE NEXT YEAR.

IF YOU WERE A STUDENT THAT WERE MASTERS IN 2021, AND THEN YOU FAILED TO MEET GRADE LEVEL THE NEXT YEAR.

SO SAY YOU WERE AT MASTER'S ON MATH IN FOURTH GRADE AND THEN YOU FELL TO MEETS GRADE LEVEL IN FIFTH GRADE.

WE GET ZERO POINTS FOR THAT TEST BECAUSE THAT STUDENT WENT BACKWARDS.

NOW, WE GET POINTS IN OTHER PARTS OF THE SYSTEM FOR THAT TEST BECAUSE THERE AT MEETS GRADE LEVEL.

YOU KNOW, THAT'S A GREAT PLACE TO BE.

BUT BECAUSE THEY WENT BACKWARDS, WE GET ZERO POINTS FOR THEM.

OKAY. SO THEY EITHER HAVE TO IMPROVE, THEY EITHER HAVE TO MAINTAIN OR IMPROVE IN ORDER TO GET POINTS IN DOMAIN 2A. IF THEY MAINTAIN.

SO YOU'LL SEE.

LOOK AT THE BOX THAT SAYS MEETS TO MEETS.

AND THERE'S MORE THAN JUST ONE LINE THERE.

IF THEY MET OR EXCEEDED THE GROWTH MEASURE.

SO IF THEY WENT FROM LOW MEETS TO HIGH MEETS, THEN THEY'LL GET A POINT.

BUT IF THEY STAYED AT THE SAME LEVEL AT MEETS, THEY ONLY GET ONE HALF POINT.

I WISH I COULD MAKE IT MORE SIMPLE.

I THINK I FINALLY UNDERSTAND.

[LAUGHTER] BUT I MEAN, I WANT TO MAKE SURE MY COLLEAGUES DO, BECAUSE IT IS A LITTLE CONFUSING AND IT'S A LOT OF DATA.

SORRY. SO WHEN YOU LOOK AT THE MET OR EXCEEDED GROWTH MEASURE OR DID NOT, SO THE TWO DIFFERENT SECTIONS. I KEEP GOING THE WRONG DIRECTION.

THE 10,931.

SO LOOK AT THE DOES NOT TO DOES NOT, THE VERY FIRST TOP LEFT BOX.

THE 10,931 ARE THE ONES THAT WERE STAGNANT.

THEY DID NOT IMPROVE EVEN THOUGH THEY WERE IN THE DOES NOT APPROACH.

THE 14,000, EVEN THOUGH THEY STAYED AT DOES NOT APPROACH, THEY MADE IMPROVEMENTS.

SO WE GOT A HALF POINT FOR THOSE 14,000 TESTS.

OKAY. SO A FOLLOW UP QUESTION, BECAUSE NOW I UNDERSTAND THE CHART.

THANK YOU FOR BREAKING THAT DOWN.

JUST WHEN I THINK I MEAN, I WAS LIKE, I UNDERSTAND THE ACCOUNTABILITY SYSTEM AND THEN I LEARN SO MUCH.

SO OF THOSE 10,000, MR. HOUSE, THE DOES NOT APPROACH TO DOES NOT APPROACH.

SO MY UNDERSTANDING IS ARE ABOUT ALMOST 11,000 BABIES DID NOT MAKE ANY GROWTH AND THEY STAYED STAGNANT BELOW GRADE LEVEL.

WHERE ARE WE SEEING ADDRESSING THAT? SO OF COURSE, A BIG PORTION OF WHAT WE DID WITH THE ESSER PLAN, OF COURSE, WAS FOCUSED THIS YEAR AROUND UTILIZING THOSE FUNDS TO SUPPORT ALL STUDENTS MOVING IN THE RIGHT DIRECTION.

WE KNOW THE WORK THAT WE DID AROUND HIGH DOSE TUTORING, HIRING INTERVENTIONISTS, THE MATH AND READING IMPLEMENTATION SPECIALISTS AND CONVERTING THEM FROM BEING CURRICULUM WRITERS TO IMPLEMENTATION SPECIALISTS WERE MAJOR PARTS OF WHAT THIS IS LOOKING LIKE.

I THINK THE DATA SHOWS THAT THE FIRST YEAR OF UTILIZING THESE FUNDS TO SUPPORT MANY OF THESE INITIATIVES IS DEFINITELY MAKING A

[00:50:04]

DIFFERENCE. SO IT'S CONTINUING WHAT WE WE KNOW IS WORKING AND MAKING SURE THAT WE CONTINUE TARGETING THOSE PARTICULAR STUDENTS.

STACI, WOULD YOU LIKE TO PROVIDE ANY OTHER INSIGHTS AROUND KIND OF OTHER SUPPORTS NOT ONLY IN OUR TRANSFORMATION ZONE, BUT THE STRATEGIES THAT ARE BEING FOCUSED ON? IF YOU ALL. STACI TAYLOR IS ASSISTANT SUPERINTENDENT IN THE SCHOOL'S OFFICE IF YOU HAVEN'T MET HER, WORKS VERY CLOSELY, OF COURSE, WITH DR.

WATTS. GOOD MORNING, TRUSTEES.

SO, IN ADDITION TO WHAT THE SUPERINTENDENT HAS ALREADY SHARED, WHAT WE'RE ALSO DOING IS WHAT WE CALL CASE MANAGEMENT.

SO WE TAKE THE SCHOOLS THAT WE KNOW HAVE STUDENTS WHO HAVE STRUGGLES OR WHO NEED GAPS CLOSED, AND WE WORK WITH THEM ON AN ONGOING BASIS.

AND WE NOT ONLY MONITOR, BUT WE PROVIDE DIRECT SUPPORT.

ONE OF THE OTHER PUSHES IS TO ENSURE THAT THE LEADERS, BOTH THE PRINCIPAL SUPERVISORS, AS WELL AS THE PRINCIPALS, UNDERSTAND THE STANDARDS AND THE DEMANDS OF THE STANDARDS SO THAT WE CAN ENSURE THAT THE INSTRUCTION THAT WE'RE PUTTING IN FRONT OF THE STUDENTS WILL LEAD THEM TO SUCCESS ON THE TEST.

ALSO, TO DR.

MATNEY'S POINT, WE'VE ALSO PROVIDED EXPOSURE OR PROVIDING EXPOSURE AND EXPERIENCE TO ALLOW STUDENTS TO REALLY SYNTHESIZE AND INTERNALIZE CONTENT VERSUS JUST PREPARING FOR A TEST, IF YOU WILL. SO PROVIDING OPPORTUNITIES FOR THEM TO HAVE DISCOURSE WITHIN THE CLASSROOM, MAKING SURE PRINCIPALS AS WELL AS TEACHERS ARE INTERNALIZING LESSONS, THAT THEY'RE STRONG IN THE CONTENT SO THAT THEY CAN DELIVER ON THAT HIGH QUALITY INSTRUCTIONAL MATERIAL.

THANK YOU. THANK YOU FOR THAT INFORMATION.

IT'S REALLY HELPFUL TO TO UNDERSTAND THE NUANCES.

YEAH. TRUSTEE BAKER.

YES. WHEN I ORIGINALLY ASKED FOR THIS PRESENTATION, MY FIRST QUESTION WAS HOW DOES THE, AND I ASKED THIS TO YOU, MADAM PRESIDENT, WHEN I SENT IT TO YOU AND COPIED MILLARD, HOW DOES THE STAAR TIE INTO OUR BOARD GOALS? DR. MATNEY, YOU WANT TO SHARE SOME INSIGHT HERE? ABSOLUTELY. SO STAAR ITSELF IS REFLECTED IN BOARD GOAL ONE, BOARD GOAL TWO AND BOARD GOAL THREE.

SO BOARD GOAL ONE IS ABOUT THIRD GRADE STAAR READING BOARD.

BOARD GOAL TWO IS THIRD GRADE STAAR MATH, AND BOARD GOAL FOUR IS STAAR FOR STUDENTS WITH DISABILITIES, GRADES THREE THROUGH END OF COURSE.

WHEN WE GOT TO THE ACCOUNTABILITY PIECE, THAT'S BOARD GOAL THREE, THAT'S THE COLLEGE CAREER MILITARY READINESS.

SO I GUESS I WANT TO ASK, THE RESULTS THAT YOU PRESENTED THIS MORNING, I DIDN'T SEE WHERE IT DEMONSTRATED HOW IT TIED IN TO GOALS AS OF TODAY.

SO, WHEN THE BOARD SET THEIR GOALS, THEY USED A SPECIFIC DATA SOURCE THAT WE HAVE NOT RECEIVED FROM TEA YET.

WE DON'T ANTICIPATE SIGNIFICANT CHANGES, BUT JUST IN ORDER TO BE ACCURATE AND TRUE, BECAUSE THAT DATA SOURCE, WE HAVEN'T RECEIVED THAT PUBLICATION YET, WE WAIT UNTIL WE RECEIVE THAT TO THEN REPORT OUT ON THE BOARD GOALS SO THOSE PRESENTATIONS WILL BE IN THE EARLY SPRING WHERE I'LL ACTUALLY WALK YOU THROUGH SPECIFICALLY HERE'S BOARD GOAL THREE, THIRD GRADE READING, AND HERE ARE THE RESULTS BY STUDENT GROUP, OVERALL AND ALL OF THAT.

SO THAT WILL COME.

CAN YOU GO TO SLIDE 40? SO WHO SETS THE MINIMUM SIZE? AND THEN, YOU KNOW, THE THOSE GROUPS THERE, THE MINIMUM SIZE.

WHO SET THAT NUMBER AT TEN AND 25? GREAT QUESTION. SO THE TEXAS EDUCATION AGENCY SETS THOSE.

AND ACTUALLY THAT 25 UP THERE, WE ANTICIPATE CHANGING FOR THE '23 ACCOUNTABILITY CYCLE DOWN TO TEN.

AND THE IDEA IS TO INCORPORATE AS MANY STUDENTS AS POSSIBLE INTO THE SYSTEM.

BUT THE AGENCY SETS THOSE MINIMUM SIZE NUMBERS.

DOES THE AGENCY GET INPUT FROM THE SCHOOL DISTRICTS? YES, THEY THEY DO.

THEY DO. AND WE'RE GOING THROUGH A PROCESS RIGHT NOW.

SO, FOR EXAMPLE, THE PROPOSAL OF MOVING THAT 25 TO 10, THERE'S AN OPEN FEEDBACK PROCESS RIGHT NOW WHERE CONSTITUENTS CAN GO ONTO THE AGENCY'S WEBSITE AND GIVE FEEDBACK ON ANY PART OF THE FRAMEWORK, INCLUDING THAT MINIMUM SIZE PROPOSAL.

ON SLIDE 44, PLEASE.

SO AGAIN, WHEN YOU SEE THE WAY THAT 30% IN DOMAIN 3 AND 70% DOMAIN 1 OR 2, FIRST OF ALL, WHAT DO YOU MEAN? HOW DO YOU DETERMINE WHICH ONE YOU'RE GOING TO USE, IN THAT 70%?

[00:55:01]

WHICHEVER IS HIGHER.

WHICHEVER ONE IS HIGHER. SO WHO DECIDES THAT TEA.

IT'S WHICHEVER.

WHO DECIDES THE RULES OF DOMAIN 1 OR 2? YES. TEA. AND WHY IS IT SO COMPLICATED? [LAUGHTER] I MEAN, SEE, EVERYTHING IS LIKE YOU HAVE TO KNOW.

IT'S LIKE ROCKET SCIENCE.

BECAUSE IF I DON'T, CAN'T GET IT, MAGINE WHAT THE PARENTS ARE THINKING.

IS THIS FOR PARENTS OR JUST FOR JUST Y'ALL KNOW? ABSOLUTELY. SO IT'S INTERESTING.

I'M ON, I'M ACTUALLY ON THE 15 MEMBER PANEL THAT'S GIVING FEEDBACK TO TEA ON THE NEW SYSTEM.

AND WE HAD A MEETING YESTERDAY AND ONE OF THEIR SLIDES TALKED ABOUT THE COMPETING FACTORS OF FAIR, RIGOROUS AND EASY TO UNDERSTAND AND HOW THEY THEY PULL IT EACH OTHER.

AND, YOU KNOW, LEARNING IS COMPLEX AND LEARNING IS MESSY.

AND SO EVALUATING AND MEASURING LEARNING IS EQUALLY AS COMPLEX.

SO WE WANT IT TO BE AS SIMPLE AS POSSIBLE.

BUT IN ORDER FOR IT TO CAPTURE EVERYTHING, THAT IF WE ONLY WERE RATED ON GRADUATION RATE, SURE, WE WOULD SAY, WELL, YOU KNOW, SO IT'S VERY COMPLEX AND IT TAKES YEARS TO LEARN AND WHICH IS WHY I LIKE THAT THEY KEEP THE SYSTEM THE SAME FOR FIVE YEARS.

SURE. SO WE'LL DO A LOT OF ENGAGEMENT ONCE THE NEW SYSTEM AND THE RULES ARE POSTED TO MAKE SURE THAT Y'ALL AND THEN THE PUBLIC AS WELL ARE ARE REALLY UNDERSTANDING WHAT'S VALUABLE IN THE SYSTEM FOR Y'ALL.

AND YOU SAY THE PANEL THAT YOU SIT ON IS, WHAT'S IT CALLED? WERE YOU CONSIDERING IT FAIR VERSUS COMPLICATED? SO THE THREE THINGS THAT WE TALKED ABOUT YESTERDAY IS RIGOROUS, FAIR AND EASY TO UNDERSTAND.

YES, I LIKE TO START ON THE EASY TO UNDERSTAND, FAIR AND RIGOROUS.

AT LEAST YOU'RE CONSIDERING THAT.

AT LEAST YOU HAVE A PANEL THAT KNOWS THE CHALLENGES AND.

OKAY. THAT'S ALL I HAVE FOR NOW.

FAIR, RIGOROUS.

DID YOU HAVE ANY OTHER QUESTIONS, TRUSTEE BAKER? OKAY. TRUSTEE WADE.

SO FROM WHAT I UNDERSTAND AND THIS IS, CLARIFY ON THE CURRICULUM THAT'S BEING TAUGHT IN MATH, THE NEW CURRICULUM, PARENTS ARE EXPRESSING THAT THERE'S NOT A, THEY'RE NOT WORKING THROUGH THE PROBLEMS IN MATH, SO THEY'RE NOT HAVING TO SHOW THEIR WORK.

AND YOU CAN'T PROGRESS TO THE NEXT SLIDE UNTIL YOU GET THE RIGHT ANSWER OR WHATEVER.

I DON'T KNOW. I'M JUST GIVING YOU WHAT I'VE HEARD.

SO MY QUESTION ABOUT THAT IS THAT HOW ARE WE GOING TO MANAGE THE STAAR IF IT'S ASKING YOU TO SHOW YOUR WORK? AND THE CURRICULUM DOES NOT.

DO WE KNOW THE ANSWER TO THAT? SO STAAR, YOU DON'T ACTUALLY SHOW YOUR WORK ON STAAR.

THERE ARE, THERE IS THE ABILITY FOR STUDENTS TO HAVE LIKE SCRATCH PAPER.

SO MATH IS THE PERFECT EXAMPLE TO BE ABLE TO WORK SOME THINGS OUT.

THERE ARE VARIOUS ACCESSIBILITY TOOLS IN THE SYSTEM? BUT IT DOESN'T ACTUALLY, IT'S NOT PART OF THE ANSWER.

THE ANSWER ISN'T JUST ABCD, IT COULD BE A SENTENCE OR A PHRASE, OR YOU COULD CIRCLE A POINT ON A NUMBER LINE INSTEAD OF SAYING WHICH POINT ABCD YOU'RE CIRCLING IT IN THE SYSTEM.

BUT THERE'S ALL OF THAT BACK END WORK IS NOT SOMETHING THAT IS THAT'S RIGHT. THAT'S RIGHT. OKAY.

I JUST WANTED TO CLARIFY.

AND THEN ALSO, SO WHAT DO YOU PROJECT THAT THE ACCOUNABILITY, DO YOU HAVE ANY IDEA OF WHAT THEY'RE, I'VE HEARD SO MANY DIFFERENT THINGS.

DO YOU ARE YOU ALL STARTING TO FEEL LIKE IT'S NARROWING DOWN TO SOME ANSWER ON THE ACCOUNTABILITY PLAN GOING FORWARD? IT IS. IT IS.

WE HAVE A COUPLE MORE MEETINGS, THE FINAL MANUAL.

SO THE OPEN FEEDBACK RIGHT NOW, THIS IS THE SECOND FRAMEWORK THEY POSTED.

THEY POSTED ONE IN JUNE.

THEY POSTED ONE LAST WEEK.

AND THE FEEDBACK FOR THE ONE POSTED LAST WEEK GOES THROUGH THE BEGINNING OF FEBRUARY.

SO THERE'S LOTS OF OPPORTUNITY FOR FEEDBACK.

THERE ARE SOME THINGS THAT I GET THE FEELING THAT TEA IS PRETTY FIRM ON AND SOME THINGS THAT REALLY THEY JUST WANT INPUT. YOU KNOW, THEY THINK THAT THIS MIGHT BE MAYBE THEY HEARD FROM A COMMUNITY MEMBER THAT WE'D LIKE TO SEE THIS.

AND SO THEY PUT IT IN THE FRAMEWORK TO SEE WHAT FEEDBACK THERE AFTER THE FIRST FRAMEWORK.

THEY TOOK A LOT OF THINGS OUT AND THEN THEY ADDED SOME NEW THINGS IN.

[01:00:03]

THEY'RE REALLY WORKING TO MAKE SURE THAT THEY'RE INCORPORATING ALL LEVELS OF FEEDBACK.

OKAY. AND THEN I HAVE A QUESTION ABOUT BACK TO THAT FIFTH GRADE MATH OR I'M SORRY, FIFTH GRADE YEAR OF THE SPANISH OPTION.

SO WHAT HAPPENS WHEN YOU GET A CHILD THAT COMES INTO HISD AT SEVENTH GRADE? HOW DOES THAT WORK? THAT ONLY SPEAKS SPANISH.

SPANISH. I WAS MAKING THAT ASSUMPTION.

YES. OR ANY OTHER LANGUAGE, FOR THAT MATTER.

YEAH. SO THERE'S AN ENGLISH AS A SECOND LANGUAGE PROGRAM WHERE TEACHERS ARE CERTIFIED IN THAT, IN HELPING STUDENTS ACQUIRE CONTENT AND ENGLISH LANGUAGE WHEN THEY COME IN THOSE OLDER.

IT'S REALLY THE SAME.

IF YOU COME IN WITH ANY OTHER FOREIGN LANGUAGE OTHER THAN SPANISH IN AN ELEMENTARY SCHOOL.

SO THERE ARE STRATEGIES THAT HAPPEN.

WE DO HAVE A NEWCOMER CENTER THAT STUDENTS CAN GO TO THAT'S VERY INTENSIVE WITH THOSE SUPPORTS.

I DON'T KNOW IF MS. TAYLOR, IF YOU WANT TO CHIME IN ANY MORE ABOUT NEWCOMER, CENTER AND SUPPORTING NEWCOMER STUDENTS.

SO THE WORK THAT WE'RE DOING WITH THE NEWCOMERS IS NOT JUST TO SUPPORT THEM ACADEMICALLY, BUT ALSO KIND OF PROVIDING THOSE WRAPAROUND SUPPORTS SO THAT AS THEY TRANSITION AND ACCLIMATE, THEY'LL HAVE THOSE BASIC NEEDS MET THAT'LL SET THEM UP OR REALLY PROVIDE A CONTAINER FOR US TO BUILD LANGUAGE ACQUISITION AND BE SURE THAT THEY'RE ABLE TO BE SUCCESSFUL WITH THE CURRICULUM.

I GUESS FROM A FROM A TESTING STANDPOINT, THOUGH, WHEN WE'RE TRYING TO GET THIS DATA, HOW ARE WE GETTING THAT? I MEAN, OBVIOUSLY WE'RE STILL TESTING THEM IN SPANISH AT THAT POINT.

NOT NECESSARILY. SO THEY'LL HAVE TO TEST IN ENGLISH? THEY STILL. RIGHT. THEY STILL HAVE TO.

SO FOR THE STATE TESTS, THEY STILL HAVE TO TEST IN ENGLISH.

SO FOR, IF IT'S A STUDENT IN THEIR FIRST YEAR IN US SCHOOLS, THOSE STUDENTS SCORES ARE NOT INCLUDED IN ACCOUNTABILITY.

THEY HAVE TO TAKE THE TEST, THOUGH.

THEY HAVE TO TAKE THE TEST AS IS.

SO THEN FAST FORWARD.

SO IF THEY ARE NOT SUCCESSFUL IN THAT TEST, RIGHT, IF THEY FIND OUT THEIR DATA COMES BACK AS NOT GREAT, NOT GREAT, NOT GREAT, NOT GREAT.

AND WE TRY AND SUPPORT THEM.

I HEAR ALL THE EXTRACURRICULARS.

PARENTS MAY ASSUME, DROP OUT, GET A JOB, YOU'RE NOT, THIS IS NOT WORKING.

AND SO I'M JUST THINKING THROUGH THAT.

YEAH, ABSOLUTELY. AND THAT'S WHAT OUR DATA SHOWS.

WE HAVE A LARGER PROPORTION OF EMERGENT BILINGUAL HIGH SCHOOL STUDENTS THAT ARE NOT GRADUATING THAN OTHER OTHER STUDENT GROUPS.

TRUSTEE DEIGAARD.

THANK YOU AND THANK YOU FOR UNDERSTANDING AND EXPLAINING ALL OF THIS COMPLICATED STUFF.

AND I WAS GOING TO SAY TO YOU THAT IT TAKES A DOCTORATE DEGREE.

[LAUGHTER] SO, MR. HOUSE. QUESTION.

MS. TAYLOR. THAT WAS YOUR NAME, CORRECT? OKAY. THANK YOU. MS. TAYLOR SAID THAT Y'ALL ARE LOOKING AT THE SCHOOLS THAT HAVE STUDENTS THAT HAVE STRUGGLES AND OR NEED GAPS CLOSED.

DO WE HAVE ANY SCHOOLS WHERE WE DON'T HAVE STUDENTS THAT ARE HAVING STRUGGLES AND NEED GAPS CLOSED? AND WHERE ARE WE FOCUSING? SO WHAT ARE WE DOING FOR STUDENTS WHO HAVE STRUGGLES AND NEED GAPS CLOSED AT CAMPUSES THAT AREN'T PART OF OUR TRANSFORMATION ZONE? MRS. TAYLOR, YOU'D LIKE TO SHARE SOME INSIGHT HERE.

TO ONE OF THE POINTS OR PIECES THAT THE SUPERINTENDENT ELEVATED PREVIOUSLY WITH THE ESSER FUNDING, CAMPUSES HAVE ACCESS TO INTERVENTION INTERVENTIONISTS, SO ALL STUDENTS AT ALL CAMPUSES HAVE THE OPPORTUNITY TO RECEIVE INTERVENTION.

SO THE APPROACH IS BALANCING BEING SURE THAT STUDENTS ARE EXPOSED TO HIGH QUALITY INSTRUCTIONAL MATERIALS, BUT ALSO PROVIDING INTERVENTIONS TO CLOSE GAPS, BECAUSE WE RECOGNIZE THAT NOT ONLY DO WE HAVE TO CLOSE THE GAPS, BUT WE HAVE TO ENSURE THAT THEY'RE ON GRADE LEVEL AND WE DON'T WANT THE GAPS TO WIDEN.

SO WE'RE BALANCING BOTH, BOTH PROVIDING THEM INTERVENTIONS THROUGH OUR HOUSE BILL 4545 IF THEY HAVEN'T PASSED STAAR, AS WELL AS MAKING SURE THAT THEY'RE WORKING WITH THE CURRICULUM IMPLEMENTATION COACHES TO RECEIVE HIGH QUALITY INSTRUCTIONAL MATERIALS REGARDLESS OF THE SCHOOL.

THANK YOU.

MR. HOUSE, FOR EACH ONE OF OUR FOUR BOARD GOALS, THERE ARE TARGETS FOR ALL THE DIFFERENT DISAGGREGATED STUDENT POPS FOR EVERY SINGLE CAMPUS.

HOW DO YOU MONITOR THAT WITH YOUR STAFF? DR. MATNEY. SO A LOT OF THAT IS THROUGH OUR CAMPUS IMPROVEMENT PLANS.

[01:05:02]

THE WORK OF THE SCHOOL'S OFFICE, ESPECIALLY WITH THE WORK BETWEEN THE SSO AND THE SUPERINTENDENT AND THE PRINCIPALS, AND THEN CONVERSATIONS AT THOSE MEETINGS AROUND MAKING SURE THAT THOSE GAPS AREN'T WIDENING.

LOOKING AT SPECIFICALLY ANY TIME, FOR EXAMPLE, THE INTERIM DATA COMES OUT, WE PRESENT AT THE CABINET LEVEL, WE PRESENT AT SCHOOLS OFFICE, AT ACADEMICS AND REALLY DIG INTO THAT DATA.

WE DID WHEN THE FIRST RENAISSANCE COMES OUT, WE'LL DO IT WITH SECOND RENAISSANCE, INTERIM, ETC.

AND REALLY LOOK AT WHERE THE GAPS ARE, WHERE WHERE WE'RE MISSING THE MARK AND WHAT SUPPORTS WE NEED TO PUT IN PLACE.

MR. HOUSE, CAN THE BOARD PLEASE BE PROVIDED FOR SPRING OF 2022 HOW ALL THE, EVERY SCHOOL IS DOING IN RELATION TO THOSE TARGETS FOR THEIR CAMPUSES ON STUDENT POPS? DR. MATNEY, IS THAT SOMETHING THAT WE CAN PROVIDE? IT IS. SO WHEN WE DO THE, FOR '22, WHEN WE DO THE GOAL REPORT IN THE SPRING, WE'LL BRING ALL OF THOSE, NOT BY CAMPUS TO THIS, BUT WE CAN GET IT BY CAMPUS BECAUSE THAT'S ALL PART OF THEIR REPORTING AS WELL.

LOOKING FOR INDIVIDUAL CAMPUS, CORRECT? I WANT TO SEE ALL OF THEM.

THE INDIVIDUAL CAMPUSES.

AND NOT DISAGGREGATED BY TRUSTEE DISTRICT.

PLEASE. AND THEN, MR. HOUSE, HOW DO YOU USE AS SUPERINTENDENT, IF WE'RE NOT GETTING THIS UNTIL MARCH, HOW DID YOU USE THIS DATA THIS SUMMER IN YOUR LEADERSHIP PLANNING THIS SCHOOL YEAR? OF COURSE, THAT'S A PART OF WHAT THE SCHOOL'S OFFICE IS FOCUSED ON.

STACI, WOULD YOU LIKE TO SHARE SOME INSIGHT AROUND THE PLANNING THAT WE FOCUSED ON WITH PRINCIPALS OVER THE COURSE OF SUMMER, WHAT THAT LOOKED LIKE, HOW WE UTILIZE THE DATA IN OUR SUMMER RETREAT, AND WHAT THOSE THINGS LED TO IN TERMS OF WHERE WE ARE RIGHT NOW.

LET ME MAYBE REFRAME MY QUESTION.

IF YOU HAD TO IF YOU HAD THREE THINGS THAT WHEN YOU SAW THIS DATA THAT YOU BROUGHT UP WITH YOUR STAFF, WHAT WERE THEY? AND IF YOU DON'T MIND, I'D LIKE TO LET MS. TAYLOR ANSWER FIRST, AND THEN WE'LL ANSWER ANY ADDITIONAL QUESTIONS THAT WE HAVE THEREAFTER.

THISIS AN OPINION QUESTION OF YOUR LEADERSHIP.

BUT THAT'S A PART OF WHAT OUR SCHOOLS OFFICE IS FOCUSED ON.

I TASK. DR.

WATTS WITH WITH THIS PORTION OF THE WORK AND ENSURE THAT SHE AND HER STAFF UNDERSTANDS EXACTLY WHAT THAT NEEDS TO LOOK LIKE IN TERMS OF THE PREPARATION FOR THE SUMMER.

STACI TAYLOR IS A BIG PART OF WHAT THAT LOOKS LIKE, AND I'D LOVE FOR HER TO SHARE SOME INSIGHT AROUND WHAT THAT PREP LOOK LIKE.

OKAY. THANK YOU, MS. TAYLOR.

SO, UNDER THE GUIDANCE OF THE CHIEF OF SCHOOLS, BASICALLY WHAT WE DID IS WE DISAGGREGATE THE DATA, WE TOOK THE DATA.

AND BASED ON TRENDS AND PATTERNS THAT WE SAW BOTH IN QUALITATIVE AND QUANTITATIVE DATA, WE DEVELOPED WHAT OUR FOCUS AREAS WOULD BE FOR THE SCHOOL.

SPECIFICALLY FOR THIS SCHOOL YEAR, WE ARE PARTNERING WITH BOTH OUR TALENT TEAM AND OUR CURRICULUM TEAM.

AND WITH THE TALENT SIDE, WE'RE PARTNERING ON TEACHER PRACTICES THROUGH USING OUR APPRAISAL SYSTEM TO IMPROVE TEACHER PRACTICE.

AND ON THE CURRICULUM SIDE, WE'RE WORKING TO IMPLEMENT, AS YOU'VE HEARD, HIGH QUALITY INSTRUCTIONAL MATERIALS.

WHAT WE'VE DONE WITH SCHOOL LEADERS AS WELL AS THE PRINCIPAL SUPERVISORS OR EXECUTIVE LEADERS, IS FOCUSED ON OBSERVATION AND FEEDBACK.

SO THIS SUMMER WE MET EVERY PRINCIPAL, EVERY SUPPORTING LEADER, MEANING ASSISTANT PRINCIPAL DEAN.

EVERY DEPARTMENT PERSON HAS BEEN TRAINED MAINLY BY MYSELF AND DR.

WATTS. AND WE HAVE SOME OTHERS WHO'VE DONE SOME AD HOC TRAINING.

SO EVERYONE THROUGHOUT THE DISTRICT THAT SUPPORTS INSTRUCTION IN ANY WAY HAS BEEN TRAINED IN OBSERVATION AND FEEDBACK.

AND WHAT WE'VE DONE IS LEVERAGED OBSERVATION AND FEEDBACK SO TEACHERS ARE BEING OBSERVED, RECEIVE FEEDBACK REGULARLY AND PARTNER WITH THEIR SCHOOL LEADERS TO DEVELOP WHAT WE CALL ACTION STEPS TO IMPROVE PRACTICE.

WE MONITOR THOSE ACTION STEPS ON A BIWEEKLY BASIS.

SO AS RECENT AS YESTERDAY, I WAS IN SCHOOLS.

I WALK WITH PRINCIPALS, SIT WITH TEACHERS, ASK THEM ABOUT CHALLENGES, WAYS IN WHICH WE CAN SUPPORT THEM, AND WE REALIGN, RECALIBRATE AND ADJUST RESOURCES ACCORDINGLY SO THAT WE CAN ENSURE THAT STUDENTS MEET THE MARK.

AND IN MOST INSTANCES, WE ARE SEEING PROGRESS AND WE'RE CONTINUING TO MAKE ADJUSTMENTS AS WE GO ALONG BASED ON WHERE STUDENTS ARE PERFORMANCE WISE AND WHAT WE'RE HEARING FROM BOTH TEACHERS AND SCHOOL LEADERS.

THANK YOU SO MUCH.

MY NEXT QUESTION IS, YOU PILOTED THE HIGH QUALITY INSTRUCTIONAL.

JUST FINISH YOUR QUESTION. HIGH QUALITY INSTRUCTIONAL MATERIALS LAST YEAR, AS MEASURED BY THE STAAR RESULTS, WHAT DIFFERENCES DID YOU SEE BETWEEN THE SCHOOLS? WHERE YOU IMPLEMENTED, IS FOR GOALS ONE, TWO, THREE AND FOUR, WHERE YOU IMPLEMENTED THOSE MATERIALS AND WHERE YOU DIDN'T.

WHAT DIFFERENCE DID YOU SEE? DR. MATNEY, DO WE HAVE ANY ANY INSIGHT IN REFERENCE TO AND I'M SURE WE CAN GET THE BREAKDOWN.

[01:10:05]

I DON'T KNOW THAT WE HAVE IT OR YOU HAVE IT IN FRONT OF US RIGHT NOW.

I DON'T HAVE IT RIGHT NOW. BUT WE DO, WE DO HAVE THAT.

OKAY. WE'LL PROVIDE IT.

TRUSTEE BAKER.

BY THE WAY, I HAVE TWO DOCTOR'S DEGREES.

I DIDN'T KNOW.

SORRY. MY QUESTION TO YOU IS.

I HAVE A STALE SENSE OF HUMOR.

OH, DO YOU? [LAUGHTER] MY QUESTION TO YOU IS, YOU MENTIONED SCALE DOWN, TEA SCALING DOWN ON, I GUESS, ON SLIDE 45. SO WHY DOES, COULD YOU EXPLAIN THIS SCALING DOWN PROCESS AGAIN? SO I WILL TRY TO KEEP IT AS SIMPLE, BUT IT IS A VERY COMPLEX PROCESS WHERE THEY TAKE, TEAM TAKES ALL OF THE RESULTS AND THEN THEY SET CUT POINTS BASED ON THOSE RESULTS.

SO FOR GRADUATION RATE, SPECIFICALLY, THE GRADUATION RATE RESULTS FOR ACROSS THE STATE SKEW TO THE RIGHT, THEY SKEW TOWARDS 100.

WE HAVE, WE HAVE, IT'S UNUSUAL TO HAVE GRADUATION RATES IN THE 50S, 60S, UNLIKE STAAR RESULTS.

SO, BECAUSE IT SKEWS SO FAR, THEY HAVE TO HAVE A BALANCE TO TRY TO HAVE AN A THROUGH F SYSTEM.

AND SO INSTEAD OF EVERYBODY HAVING AN A BECAUSE THEY'RE ALL 90 AND ABOVE FOR GRADUATION RATE, FOR EXAMPLE, THEY BREAK IT OUT AND SPREAD IT OUT INTO AN A THROUGH F SYSTEM.

SO THAT'S WHY YOU HAVE SOMETHING LIKE AN 86 GRADUATION RATE, NOT EVEN BEING A B, BUT BEING A 60 BECAUSE WE'RE ON THE LOWER END IN RELATION TO OTHER DISTRICTS.

OKAY. AND AGAIN, I JUST WANT TO REPEAT.

I WAS UNDER THE IMPRESSION THIS MORNING THAT WE WOULD SEE SOME OF OUR BOARD GOALS ON HERE.

SO THIS IS JUST AN OVERALL OF WHAT WE DID FOR STAAR IN 2022 AND WHERE WE'RE GOING IN 2023 IS WHAT YOU'RE TRYING TO PRESENT.

THIS WAS AN OPPORTUNITY TO HOPEFULLY BUILD CAPACITY AROUND WHAT THE STAAR IS, WHAT THE STAAR WILL BE, TO GIVE BETTER UNDERSTANDING FOR BOARD MEMBERS AND ALSO KIND OF WHERE WE ARE AS A AS A DISTRICT IN TERMS OF STAAR.

OKAY, BECAUSE I ASKED FOR HOW IT RELATES TO OUR BOARD GOALS, SO I CAN GET A BETTER UNDERSTANDING ON THAT BECAUSE AS YOU KNOW, BRIDGET AND I WAS NOT HERE WHEN ALL THAT WAS SET UP. SO I'M TRYING TO GET A FULL GRASP OF HOW THAT WORKS AND HOW IT TIES IN.

SO COME BACK, OME BACK TO ME.

LET ME GET SOME MORE QUESTIONS.

TRUSTEE HERNANDEZ.

THANK YOU. SO I SAW THIS SCHOOL YEAR THERE WERE SOME SCHOOLS THAT WERE NOT RATED D AND F SCHOOLS, CORRECT? CORRECT. HOW MANY SCHOOLS WERE THOSE? WE HAD 17 THAT WERE EITHER NOT RATED OR NOT RATED SENATE BILL 1365.

OK. ARE ALL OF THOSE SCHOOLS PART OF THE TRANSFORMATION SCHOOLS? WHY OR WHY NOT? I'D HAVE TO, WE'D HAVE TO LOOK AT THE SPECIFIC SCHOOLS AND SEE WHICH ARE INCLUDED IN THE TRANSFORMATION NETWORK OF SCHOOLS, WHICH ARE NOT AND KIND OF PROVIDE A CROSSWALK.

WAS THIS INFORMATION NOT REFERENCED WHEN TRYING TO DECIDE WHICH SCHOOLS ABSOLUTELY. SO THEN WHY WERE SOME SCHOOLS NOT ADDED TO THOSE? I DON'T KNOW WHAT THE SCHOOLS ARE, RIGHT.

AND I DON'T KNOW THE NUMBER OF SCHOOLS THAT ARE FAILING AND NOT PART OF THE TRANSFORMATION.

BUT, IT WOULD MAKE SENSE TO ME THAT EVERY SCHOOL THAT IS FAILING WOULD BE PART OF THE TRANSFORMATION.

WE HAVE 24 TRANSFORMATION SCHOOLS, 17 WE KNOW ARE FAILING AND SOME OF THEM ARE NOT OVERLAPPING.

SO WHAT'S THE.

TRANSFORMATION SCHOOLS IS ONE SUBSET OF STRATEGIES THAT WE'RE UTILIZING TO TO SUPPORT SCHOOLS.

OF COURSE, ANOTHER STRATEGY THAT WE'RE UTILIZING IS THE SYSTEM OF GREAT SCHOOLS AS WELL.

AND SO THERE WILL BE SPECIFIC TARGETS AND INTERVENTIONS FOR THAT GROUP OF SCHOOLS THAT WILL COME INTO PLAY.

BUT WE REALLY NEED TO TAKE A LOOK AT THE SCHOOLS THAT ARE INCLUDED AND THE SCHOOLS THAT ARE NOT INCLUDED AND KIND OF SHARE.

AND THAT'S A PART OF WHAT WE'RE DOING WITH THIS GREAT SCHOOLS RIGHT NOW IS DETERMINE EXACTLY WHICH INTERVENTIONS WE'LL BE FOCUSED ON FOR NEXT YEAR.

[01:15:08]

AND IN SOME OF THOSE, SCHOOLS OVERLAP, SOME DO NOT.

BUT WE'D BE GLAD TO PROVIDE MORE INSIGHT AROUND WHICH ARE INCLUDED, WHICH ARE NOT INCLUDED, AND MAYBE WHY THEY WEREN'T INCLUDED.

WHICH SCHOOLS ARE PART OF THE OTHER GROUP? SO WE'RE GOING THROUGH THAT PROCESS RIGHT NOW ON A WEEKLY BASIS WITH REPRESENTATIVES FROM TEA AND OUR PARTNER.

THAT IS THE SYSTEM OF GREAT SCHOOLS PROVIDER.

AND SO WE'RE WORKING THROUGH THAT, BUT HAVE NOT ESTABLISHED EXACTLY WHAT THE INTERVENTIONS ARE FOR THOSE PARTICULAR SCHOOLS.

WE STARTED OFF WITH A QUALITY SEAT ANALYSIS, BUT THERE'S A PROCESS THAT WE GO THROUGH THAT HAS NOT BEEN COMPLETED AS OF YET.

THE 24 TRANSFORMATION SCHOOLS, THAT STARTED THIS SCHOOL YEAR OR THE PREVIOUS SCHOOL YEAR ? STACEY, WOULD YOU LIKE TO PROVIDE SOME INSIGHT AND REFERENCE TO THE TRANSFORMATION SCHOOLS, WHEN THEY, WHEN WE STARTED OUT.

THAT BEGAN THIS SCHOOL YEAR, OR IS IT BEGINNING NEXT SCHOOL YEAR? NO, WE'VE ALREADY, WE'VE ALREADY KICKED OFF.

OKAY. SO THEN THERE IS A SUBSET OF SCHOOLS THAT HAS NOT BEEN PROVIDED EXTRA RESOURCES THAT ARE FAILING THIS CURRENT CURRENT SCHOOL YEAR.

NO, WE'RE PROVIDING RESOURCES, WHETHER THEY'RE IN THE TRANSFORMATION SCHOOLS OR NOT.

THEY'RE BEING PROVIDED WITH RESOURCES AND SUPPORTS, OF COURSE, THE TRANSFORMATION SCHOOLS.

THE IDEA IS FOR THEM TO HAVE A REALLY EXTRA PUSH AND AN EXTRA SUBSET OF SUPPORT FOR SPECIFIC REASONS.

YEAH. SO I GUESS MY QUESTION WOULD BE IF THE SCHOOLS THAT ARE FAILING AND ARE NOT IN THE TRANSFORMATION COHORT, WHAT IS THE REASON THAT THOSE SCHOOLS DON'T NEED THAT EXTRA PUSH THAT THE REST OF THE TRANSFORMATION SCHOOLS DO HAVE? SO WHEN THE RISE SCHOOLS WERE DESIGNATED, WE DID NOT HAVE DATA AT THE TIME, AND I DON'T HAVE THE EXACT METRICS IN FRONT OF ME, BUT I WILL GRAB IT.

BUT THE RISE SCHOOLS WERE SELECTED ON PERSISTENTLY UNDERPERFORMING, SO SOME OF THE SCHOOLS THAT WERE NOT RATED HAD NOT BEEN UNDERPERFORMING PREVIOUSLY.

SO THEY HAD NOT BEEN D OR F PREVIOUSLY.

AND SO THOSE RISE SCHOOLS WERE ALREADY ESTABLISHED.

AND THOUGH THEY'RE NOT PART OF RISE, THEY ARE RECEIVING SIMILAR, IF NOT THE SAME SUPPORTS THROUGH THEIR SPECIFIC AREA OFFICES.

SO IF IT'S A MIDDLE SCHOOL AND IT'S NOT IN RISE, THEY STILL RECEIVE THOSE ADDITIONAL SUPPORTS.

THEY'RE JUST NOT PART OF THAT INITIAL COHORT BECAUSE OF WHEN THE COHORT BEGAN.

THANK YOU. OKAY.

SO I HAVE A COUPLE OF JUST CLARIFYING QUESTIONS FIRST.

IF YOU GO TO PAGE 39, PLEASE.

MAYBE IT'S NOT THAT ONE.

TRY. SO YOU HAD SAID, MAYBE I WAS EITHER SOMEWHERE BETWEEN 39 AND 42.

YOU HAD SAID THAT WE MET OUR CCMR TARGETS.

WHO SELECTED THOSE TARGETS? ARE THOSE INTERNAL TARGETS WE SELECTED? OR WERE THOSE TARGETS SET BY THE STATE? THEY'RE STATE TARGETS THAT WERE APPROVED BY THE FEDERAL GOVERNMENT BASED ON HISTORICAL DATA.

OKAY. THAT'S VERY HELPFUL.

THANK YOU. ON PAGE 48, PLEASE.

SO THIS STAAR REDESIGN, I'M EXCITED ABOUT IT MIRRORING MUCH MORE OF WHAT THE CLASSROOM INSTRUCTION LOOKS LIKE.

MY QUESTION IS, AND I DON'T KNOW IF YOU KNOW THIS ALREADY.

SINCE THE ASSESSMENT WILL LOOK DIFFERENT, WILL WE HAVE TRUE LONGITUDINAL DATA? SO IF WE'RE COMPARING 2019 TO 2021 OR 2022 TO 2023.

THE ANSWER TO THAT IS YES, THEY ARE GOING THROUGH THE REASON WE'RE NOT GOING TO RECEIVE ACCOUNTABILITY UNTIL LATER IN THE FALL IS THEY ARE GOING TO DO SOME STANDARD SETTING THIS SUMMER.

SO WE WILL NOT HAVE APPROACHES, MEETS AND MASTERS FOR ALL KIDS RIGHT AWAY LIKE WE'RE USED TO.

IT'S GOING TO TAKE A LITTLE BIT LONGER, BUT THE INTENT IS APPROACHES FROM LAST YEAR IS EQUIVALENT TO APPROACHES ON THIS NEW ASSESSMENT.

OKAY. THANK YOU.

AND THEN ON SLIDE 31, I THINK THAT'S MY LAST CLARIFYING QUESTION.

I'M WRITING THESE. WE'RE TALKING ABOUT THE GRADUATION RATE.

IS THIS THE FOUR, FIVE OR SIX YEAR GRADUATION RATE, OR IS THIS ONLY THE FOUR YEAR? THAT IS FOUR OR FIVE OR SIX.

AND I BELIEVE OUR 86 IS OUR FOUR YEAR.

BECAUSE THAT'S THE HIGHEST.

[01:20:01]

YES. OKAY.

SO EVEN IF STUDENTS ARE GRADUATING IN FIVE OR SIX YEARS, THEY DON'T GET COUNTED INTO THIS CRITERIA BECAUSE IT'S THE HIGHER? I'M NOT SURE I UNDERSTAND IT.

THEY WILL.

SO, FOR EXAMPLE, THEY WOULD NOT BE, IF THEY'RE, IF THEY NEED TO STAY FOR AN EXTRA YEAR OR SEMESTER THEY WOULD BE IN THE DENOMINATOR OF GRADUATION RATE FOR FOUR YEAR, BUT NOT IN THE NUMERATOR.

SO THEY'RE EXPECTED TO GRADUATE, BUT THEY DON'T.

IN FIVE YEAR THEN MORE STUDENTS ARE ADDED EACH TIME TO THE DENOMINATOR AND THE NUMERATOR.

OKAY. THAT'S HELPFUL.

THANK YOU. AND THEN I WAS LOOKING BACK AT THE THE STAAR 3-8 REPORT THAT CAME OUT THE DAY ACCOUNTABILITY WAS ANNOUNCED. AND THIS IS ON PAGE TWO.

SO IT LOOKS LIKE.

WE'VE INCREASED FROM OVERALL AS AN AGGREGATE STUDENTS THAT WERE AT OR ABOVE MEETS GRADE LEVEL.

SO WE WENT FROM 40 TO 49%, WHICH IS REALLY GREAT.

MY QUESTION IS WHICH STUDENT GROUPS ARE NOT INCLUDED? OR I SHOULDN'T SAY AREN'T INCLUDED BECAUSE EVERYBODY'S INCLUDED.

WHICH STUDENT GROUPS DID NOT GROW OR WENT BACKWARDS IN THAT NUMBER.

SO STUDENTS THAT ARE AT MEETS OR MASTERS, OVERALL, BUT WHICH STUDENT GROUPS DIDN'T QUITE MEET THAT METRIC? AND DO WE KNOW WHY? I DON'T HAVE THE SPECIFIC ANSWER OFF THE TOP OF MY HEAD.

I'D HAVE TO GO IN AND LOOK SPECIFICALLY AT ALL OF THOSE.

WE HAD DONE THAT ANALYSIS MANY MONTHS AGO, AND SO I CAN'T RECALL OFF THE TOP OF MY HEAD, BUT WE CAN COMPILE THAT OFF OF THESE CHARTS FOR YOU.

OKAY. THANK YOU.

OKAY. TRUSTEES, I SEE MORE PEOPLE IN THE QUEUE.

IS THERE A DESIRE TO DO A THIRD ROUND? ANY. OKAY.

TRUSTEE BAKER, YOU STILL HAVE TIME ON ROUND TWO.

AND I HAVE A REQUEST TO GO INTO CLOSED SESSION AFTER THIS, PLEASE.

AFTER ROUND TWO OR BEFORE? YOU CAN FINISH THE DIALOGUE OUT HERE.

OKAY. TRUSTEE BAKER.

SO, HOW DO WE KNOW THAT THE STRATEGY IS WORKING, SUPERINTENDENT HOUSE? I SEE ON SLIDE 48 IT SAYS HISD IS PARTICIPATING IN THE STAAR INTERIM ASSESSMENTS TO ENSURE STUDENTS ARE EXPOSED.

IS THAT ALSO TO ENSURE THAT THE NEW TEST WORKS? YOU KNOW, IF EVERYTHING IS WORKING AS PLANNED, THE STRATEGY FOR THE NEW REDESIGN.

SO, TRUSTEE BAKER, TELL ME WHAT YOUR QUESTION IS.

THE REDESIGN. YOU KNOW, I SEE THAT STUDENTS ARE EXPOSED TO IT, TO TRY IT OUT, OR IS IT ALSO TO SEE IF THE NEW DESIGN WORKS? SO STUDENTS HAVEN'T BEEN ASSESSED UNDER THE REDESIGN AS OF YET.

NO, IT SAYS THAT THEY'RE PARTICIPATING IN INTERIM ASSESSMENTS.

GOT IT. GOT IT.

DR. MATNEY. YES.

SO IT'S REALLY BOTH.

IT'S MAKING SURE THEY'RE EXPOSED.

THEY'RE PRACTICING THE NEW FORMAT.

BUT MORE IMPORTANTLY THAN THAT, IT'S DOING A CHECK ON THEIR LEARNING OUTCOMES AT THIS POINT IN THE YEAR.

SO IF THE STRATEGY OF THE REDESIGN ISN'T WORKING, WHO GETS THAT FEEDBACK AND GIVES IT TO THE TEA TO LET THEM KNOW THAT IT'S NOT WORKING AS PLANNED.

SO IF THERE, SO THERE'S TWO.

IN MY MIND, I'M GOING TWO DIFFERENT DIRECTIONS WITH NOT WORKING.

IF THE INFRASTRUCTURE AND THE TECHNOLOGY AND THINGS ARE LOGGING OUT, WE GIVE THAT FEEDBACK IMMEDIATELY TO TEA SO IF A CAMPUS CALLS AND THERE'S SOMETHING NOT WORKING IN THE INFRASTRUCTURE.

AND THEN ALSO THE ALGORITHMS, THE NUMBERS SO THE NEW, SO OUR OUTCOMES THEMSELVES.

SO IF OUR KIDS AREN'T DOING WELL? LET'S START WITH THAT. I THINK IT WOULD BE HARD TO TIE IT DIRECTLY TO THE TEST ITSELF VERSUS TEACHING AND LEARNING.

BUT WE ARE IN CONSTANT COMMUNICATION WITH TEA ON GIVING THEM FEEDBACK ABOUT ACCOUNTABILITY AND ASSESSMENT.

OKAY. THANK YOU. SO DO WE WANT TO DO A THIRD ROUND, TRUSTEES OF QUESTIONS? I SEE A COUPLE OF YOU IN THE QUEUE.

SURE. TRUSTEE.

WADE. SO I'D LOVE TO GO TO 45 AGAIN, PLEASE.

SLIDE 45.

SO WHEN I LOOK AT THIS AND I SEE THAT, I KNOW WE'VE BEEN TOUTING THAT WE'RE A B.

WITHOUT PROVIDING, WE REALLY DIDN'T PROVIDE THIS BREAKDOWN MORE PUBLICLY.

[01:25:02]

SO WHAT I WANT TO KNOW IS DID COVID CREATE THE ACADEMIC GROWTH, A), N THE SENSE THAT BECAUSE WE WERE MAKING UP, THERE WAS AN AUTOMATIC GET BACK TO START, GET BACK TO WHAT WE WERE, CRITERIA ADDED INTO THAT PROVISION TO GIVE US AN "A".

THAT'S QUESTION ONE.

QUESTION TWO, IF OUR GRADUATION RATE IS SO LOW THEN HOW ARE WE AN "A" IN ACADEMIC GROWTH? SO FOR ACADEMIC GROWTH, YOUR FIRST QUESTION, MY BELIEF IS, YES.

AND IT'S NOT A PHENOMENON STRICTLY IN HISD, IT'S STATEWIDE.

THERE WERE MANY MORE CAMPUSES THAT HAD HIGHER ACADEMIC GROWTH SCORES THAN IN PREVIOUS YEARS.

COUPLE THAT WITH, REMEMBER THE THE METHODOLOGY FOR ACADEMIC GROWTH AS YOU LOOK AT THE YEAR BEFORE AND THEN THE NEXT YEAR.

AND WE HAD ALMOST HALF OF OUR STUDENTS NOT PARTICIPATE IN STAAR.

SO IT WAS FEWER TESTS AS WELL.

SO ABSOLUTELY.

AND AGAIN, STATEWIDE.

GRADUATION RATES, SPECIFICALLY, IS NOT PART OF DOMAIN 2.

IT'S NOT PART OF SCHOOL PROGRESS.

IT'S PART OF DOMAIN 1, THE STUDENT ACHIEVEMENT.

AND IT'S ALSO PART OF CLOSING THE GAPS, BUT IT'S NOT PART OF THAT A.

RIGHT. AND THAT I UNDERSTAND, BUT I'M JUST SAYING IT RELATIVE TO, FOR OUR UNDERSTANDING.

IT WAS WITHIN OUR OWN DISTRICT.

SO IF WE CAN, YOU KNOW, IF YOU WERE TO SHOW THIS TO PEOPLE, THEY WOULD SAY STUDENT ACHIEVEMENTS A "C".

AND YET WE'RE GETTING AN OVERALL "B" AND I UNDERSTAND IT'S BECAUSE OF ALL THE DIFFERENT MAKING THE "B", RIGHT? CORRECT? YES.

IT'S ALL THESE THINGS BELOW THE "B" THAT ARE GIVING IT THE "B".

YES. RIGHT.

SO I'M JUST TRYING TO UNDERSTAND HOW SENSICALLY THIS MAKES SENSE.

SO, IT DOESN'T.

THANK YOU.

OKAY. TO FOLLOW UP ON TRUSTEE WADE'S QUESTION, AND I WANT TO MAKE SURE IT'S THE SAME FOR DISTRICT RESULTS. SO IS IT ACHIEVEMENT OR PROGRESS ALSO FOR DISTRICT RESULTS, OR IS IT A COMBINATION OF ACHIEVEMENT, PROGRESS AND CLOSING THE GAPS? SO, FOR DISTRICT IT IS.

LET ME FIND THAT SLIDE.

DISTRICT AND CAMPUSES.

SO BOTH.

YOU'RE LOOKING AT THE BETTER OF DOMAIN 1 OR DOMAIN 2, AND THAT'S 70%.

SO COMING BACK TO THIS SLIDE, WE'RE LOOKING AT THE 78 OR THE 89.

OBVIOUSLY, WE TAKE THE 89.

SO THE 89 IS 70%.

IN THE CLOSING THE GAPS, 86 IS 30%.

SO LET ME MAKE SURE I UNDERSTAND THIS CORRECTLY.

SO STUDENT ACHIEVEMENT, SO WE'RE TALKING ABOUT STAAR, CCMR AND GRADUATION RATE IS NOT CALCULATED IN THE OVERALL "B" BECAUSE IT'S THE HIGHER OF STUDENT ACHIEVEMENT OR SCHOOL PROGRESS.

IS THAT CORRECT? IT IS NOT CALCULATED FOR DOMAIN 1, BUT ALL OF THOSE COMPONENTS ARE IN CLOSING THE GAPS AS WELL.

OKAY. THANK YOU FOR THAT CLARIFICATION.

TRUSTEE DEIGAARD.

SO THIS IS A COMMENT, AND I APOLOGIZE IN ADVANCE FOR TAKING TWO MINUTES ON A COMMENT.

I AM GRATEFUL FOR YOU.

YOU SHOW UP EVERY SINGLE TIME WITH SO MUCH INFORMATION.

BUT I APOLOGIZE THAT IT WASN'T COMMUNICATED TO YOU WHAT SOME OF OUR EXPECTATIONS WERE IN OUR INITIAL REQUEST.

THIS, I HOPE STAYS.

I DON'T KNOW WHO DECIDES HOW PRETTY THE ROOM IS.

IF IT'S NOT PRETTY ENOUGH, FRAME IT, PRINT IT.

I DON'T CARE. BUT I WILL REWRITE IT EVERY SINGLE TIME IF IT'S NOT THERE.

I DON'T. I LOVE THE PICTURES AROUND THIS ROOM.

THEY ARE CHILDREN.

BUT I LOOK AT THEM.

DOES HE KNOW HOW TO READ? DOES SHE KNOW HOW TO READ? NOT, THIS ISN'T DIRECTED AT YOU.

YOU KNOW THAT. THIS IS DIRECTED AT AN EMPTY ROOM.

I DON'T SEE SCHOOL BUILDINGS.

I SEE CHILDREN.

IT IS LESS IMPORTANT TO ME IF OUR SCHOOLS ARE A, B, C, D, F, OR WHERE A CHILD GOES TO SCHOOL THAN ARE THEY ACHIEVING TO THE DEGREE THAT WE EXPECT THEM TO ACHIEVE.

THERE IS NOTHING IN THIS TODAY THAT SAYS WE ARE ON TRACK OR NOT ON TRACK WITH THE FOUR MAIN THINGS THAT WE ASPIRE FOR OUR CHILDREN THAT ARE CODIFIED INTO POLICY.

[01:30:02]

I DON'T EVEN SEE THEM IN THE FRONT OF THIS ROOM ANYMORE.

YOU DON'T WAIT UNTIL THE LAST INNING OF A BASEBALL GAME TO CHECK YOUR SCORE AND YOU DON'T PUT THE SCOREBOARD IN THE LOCKER ROOM.

THE SCOREBOARD SHOULD BE HERE.

THE SCOREBOARD SHOULD BE IN THE LOBBY.

EVERY PERSON THAT WALKS INTO THIS BUILDING EVERY SINGLE DAY SHOULD KNOW THE FOUR GOALS AND THEY SHOULD KNOW WHERE WE ARE.

AND EVERY SINGLE, THE FACT THAT I HAD TO LOOK IT UP, I APOLOGIZE FOR EVERY SINGLE ONE OF US EVERY SINGLE DAY IN THIS ENTIRE ORGANIZATION NEEDS TO KNOW HOW OUR CHILDREN ARE DOING, PERIOD.

TRUSTEE GUIDRY.

THANK YOU SO MUCH. AND I WANT TO APOLOGIZE TO MY COLLEAGUES FOR RUNNING LATE.

I DID REVIEW THE PRESENTATION.

HOWEVER, I'M SURE YOU GAVE A MUCH BETTER EXPLANATION OF WHAT I COULD DO IN MY REVIEW.

SO I JUST WANT TO BRIEFLY ASK ABOUT HERE ON ON SLIDE 45, CLOSING THE GAPS.

I'M SURE YOU EXPLAINED THAT.

BUT HOW IS THAT IN TRUE RELATION TO CLOSING THE GAPS OF THE LEARNING GAPS? HOW DOES THAT RELATE? THAT IS A GREAT QUESTION.

THE CLOSING THE GAPS DOMAIN, I DON'T KNOW WHERE THE NAME CAME FROM OTHER THAN IT'S THE NAME OF THE SYSTEM THAT TEA HAS GIVEN US.

IT IS THE THE DOMAIN THAT INCLUDES STUDENT GROUPS.

AND SO IT'S MY BELIEF THAT THE IDEA IS IT IS THE OPPORTUNITY FOR CLOSING THOSE GAPS BECAUSE OF HOW THE DATA IS REPORTED BY STUDENT GROUP AND LOOKING AT THE TARGET, EACH FIVE YEAR TARGET AND HOW FAR AWAY EACH STUDENT GROUP IS FROM THAT TARGET.

SO THE IDEA IS WE ARE CLOSING THE GAPS AMONG STUDENT GROUPS AND WITHIN A STUDENT GROUP FROM THOSE TARGETS.

GREAT. SO WE CAN MEASURE WITHIN THOSE TARGETS AND THAT'S WHAT THAT'S DESIGNED FOR.

NOW, IN MY LAST QUESTION, SO IS THIS GOING TO LOOK TOTALLY DIFFERENT WHEN THE STAAR IS REVAMPED OR WHEN WE GO INTO THAT NEW PROGRAM? SO ACCOUNTABILITY WILL LOOK DIFFERENT.

IT JUST SO HAPPENS IT'S COINCIDING WITH A STAAR REDESIGN.

BUT ACCOUNTABILITY WE'RE IN THE MIDDLE OF OUR FIVE YEAR RESET RIGHT NOW.

AND AS OF RIGHT NOW, THE CONSTRUCT OF THE THREE DOMAINS IS GOING TO STAY.

BUT FOR EXAMPLE, SOME OF THE MEASUREMENTS OF COLLEGE CAREER MILITARY READINESS OR WHAT ACADEMIC GROWTH LOOKS LIKE, SOME OF THOSE PIECES ARE SHIFTING.

WE DON'T HAVE THE FINAL ANSWER YET, BUT WE DO KNOW THAT THAT THEY ARE SHIFTING.

AND IS THAT SOMETHING, SUPERINTENDENT HOUSE, AS THE SHIFT BEGINS AND AS YOU ALL GET INFORMATION ON HOW THE PROGRESS MONITORING FOR US WILL BE WITH RESPECT TO THIS NEW STAAR SETUP, CAN WE GET AFORE NOTICE OF IT? THAT WAY WE CAN KNOW HOW TO PREPARE AND HOW TO READ AND UNDERSTAND THE PRESENTATIONS BETTER.

WE'D BE GLAD.

IT WAS, ONE OF THE SUGGESTIONS ON THE FRONT END WAS TO TO MAYBE WAIT UNTIL WE GOT FURTHER INSIGHT IN TERMS OF THE CHANGES.

BUT WE'LL PROVIDE THOSE WHEN WE GET THEM AND ENSURE THAT THE BOARD HOPEFULLY HAS AS BEST UNDERSTANDING AS POSSIBLE AROUND WHAT THEY LOOK LIKE. THANK YOU. THANK YOU.

TRUSTEE BAKER.

FIRST OF ALL, LET ME SAY I CONCUR WITH EVERYTHING MY COLLEAGUE TO MY LEFT SAID IN HER COMMENTS.

AND AS IT PERTAINS TO MY QUESTION EARLIER, WHETHER OR NOT THE STRATEGY IS WORKING.

I MEANT, YOU KNOW, THE FORMULAS AND THE FACTORS THAT ARE BEHIND THE SCENE.

I NOTICED THAT YOU SAID YOU MEET ON ONE OF THE SLIDES, YOU MEET WITH WITH THE TA, YOU AND THE OTHER SUPERINTENDENTS, TO GIVE FEEDBACK AND SO FORTH.

ARE YOU ALSO GIVING FEEDBACK AS IT PERTAINS TO THEIR SET FORMULAS LIKE THEIR WEIGHTS AND ALL OF THAT.

WE, A PART OF THE COMMITTEE THAT DR.

DELANEY, EXCUSE ME, DR.

MATNEY, SITS ON TO PROVIDE INSIGHT TO TEA IS JUST FOR THAT.

AND WE AS SUPERINTENDENTS WERE AFFORDED OUR FIRST OPPORTUNITY IN OUR REGION IV SUPERINTENDENTS MEETING TO HEAR SOME OF WHAT THOSE POTENTIAL UPDATES WILL LOOK LIKE SO THAT WE CAN PROVIDE FEEDBACK AS WELL.

WE BRING THAT INFORMATION BACK TO OUR TEAMS, STUDY IT, BUT WE'RE FORTUNATE TO HAVE A MEMBER OF OUR TEAM ON THAT STATE COMMITTEE TO BE ABLE TO PROVIDE THE DIRECT FEEDBACK THAT TEA RECEIVES.

[01:35:05]

AND ALSO AS IT PERTAINS TO THE SLIDE WE DISCUSSED EARLIER, WHERE SOME STUDENTS ARE TAKING OR PARTICIPATING IN THE STAAR INTERIM ASSESSMENT.

WILL THE BOARD BE EXPOSED TO THOSE RESULTS? YES. SLIDE 48.

AND WHAT? AND THEN WE'LL BE ABLE TO COMPARE IT TO PREVIOUS YEAR AT THAT TIME, YOU KNOW, PREVIOUS INFORMATION SO WE COULD COMPARE APPLES TO APPLES? SO WE WILL NOT HAVE PRIOR YEAR INFORMATION ON INTERIM RESULTS.

THIS IS THE FIRST YEAR THAT WE ARE REQUIRING ALL CAMPUSES ADMINISTER IT.

I MEAN, WILL WE BE ABLE TO COMPARE IT TO ANY HISTORICAL INFORMATION? YOU KNOW, EVEN FROM THE OLD DESIGN.

SO WE CAN LOOK AT HOW IT COMPARES TO THE NEW DESIGN.

I'LL HAVE TO LOOK AND SEE IF THAT'S POSSIBLE.

OKAY. AND MY REASON FOR ASKING IS ALL ABOUT FOR UNDERSTANDING, YOU KNOW, KNOWING HOW TO READ IT AND INTERPRET IT GOING FORWARD AS WELL.

OKAY. THANKS FOR NOW.

OKAY. SO I HAVE A COMMENT AND THEN A QUESTION.

SO LOOKING BACK AT THE THE REPORT 3-8 STAAR FROM AUGUST, IT SAYS THE PERFORMANCE GAP BETWEEN AFRICAN AMERICAN, HISPANIC AND WHITE, ECONOMICALLY DISADVANTAGED STUDENTS HAS INCREASED UP TO 13 PERCENTAGE POINTS SINCE 2019.

AND I KNOW WE ARE NOT UNIQUE IN OUR DISTRICT HAVING WIDENED GAPS.

THIS IS ACROSS DISTRICTS ACROSS THE COUNTRY.

HOWEVER, IT SAYS THE EXCEPTION BEING THE SCIENCE AND SOCIAL STUDIES PERFORMANCE GAPS FOR ECONOMICALLY DISADVANTAGED STUDENTS, CLOSING FOR BOTH AFRICAN AMERICAN AND HISPANIC STUDENTS. WHICH I FIND FASCINATING.

SO WHAT DO WE ATTRIBUTE THAT CLOSING OF THOSE GAPS AND HOW ARE WE SCALING WHAT WE'RE DOING FOR SCIENCE AND SOCIAL STUDIES, FOR BEING ABLE TO CLOSE THE GAPS? I MEAN, THAT JUST SEEMS LIKE, I'M JUST FASCINATED BY THAT.

STACI, WOULD YOU LIKE TO SHARE SOME SOME INSIGHT IN TERMS OF THE STRATEGIES, THE HIGH QUALITY CURRICULUM, AS WELL AS WHAT WE'RE DOING IN TERMS OF IMPLEMENTATION SUPPORT AND HOW WE'RE GETTING TO THIS PARTICULAR POINT? ABSOLUTELY. ONE OF THE THINGS, AND I MENTIONED IT EARLIER, BUT THIS WHOLE PIECE AROUND HOW STUDENTS EXPERIENCE CURRICULUM, IN THE SCIENCES AND SOCIAL STUDIES WE SAW THAT STUDENTS WERE HAVING MORE OPPORTUNITIES TO INTERACT WITH THE CURRICULUM.

LIKE I MENTIONED BEFORE, HAVING THE CHANCE TO HAVE DISCOURSE AND CONVERSATION.

AND SO WE'RE CODIFYING AND REPLICATING THAT TO OUR OTHER CONTENT AREAS SO THEY CAN HAVE SIMILAR EXPERIENCES.

AND WE'RE HOPING THAT WE'LL SEE SIMILAR GAINS TO WHAT WE SAW IN SCIENCE AND SOCIAL STUDIES.

AND AGAIN, WE'RE PARTNERING WITH OUR CURRICULUM TEAM, WORKING WITH OUR CURRICULUM IMPLEMENTATION COACHES USING THE HIGH QUALITY INSTRUCTIONAL MATERIALS.

BUT IT'S AGAIN ABOUT THE EXPOSURES AND EXPERIENCES STUDENTS ARE HAVING WHEN THEY ARE IN THE CLASSROOM WITH THEIR TEACHERS THAT ARE GOING TO YIELD THEM THE THINKING SKILLS THAT THEY NEED TO BE ABLE TO MEET THE DEMANDS OF THOSE STANDARDS THAT ARE PUT BEFORE THEM ON THE STAAR TEST.

OKAY. AND ARE THE TEACHERS IN THOSE SUBJECTS, LIKE IS THE TRAINING LOOK DIFFERENT OR IS IT JUST STRICTLY THE CURRICULUM THAT IS REALLY MAKING THE DIFFERENCE? SO IT'S BOTH.

THE TRAININGS DO LOOK DIFFERENT THIS YEAR.

WE'VE MOVED TO A MODEL AROUND INTERNALIZATION, SO WE'RE SPENDING MORE TIME ON THE FRONT END WITH TEACHERS, PROVIDING THEM THE OPPORTUNITY TO NOT ONLY KNOW WHAT THE STANDARDS ARE, BUT TO PREPARE IN ADVANCE EXEMPLARS SO THEY GET TO GET FEEDBACK ON WHAT THEY'RE GOING TO PUT BEFORE STUDENTS, BEFORE THEY ACTUALLY DO IT, AND THEN THEY ACTUALLY UNPACK THE STANDARDS WITH THE CURRICULUM IMPLEMENTATION COACHES.

THEY PRACTICE IT AND GET FEEDBACK BEFORE THEY GO LIVE.

SO HOW THEY'RE ACTUALLY PLANNING THE LESSONS IS DIFFERENT FROM WHAT WE'VE DONE BEFORE.

IN ADDITION TO DELIVERING THE LESSONS LOOKS A LITTLE DIFFERENT.

AND AGAIN, IT'S ALLOWING THE STUDENTS TO GAIN THOSE EXPERIENCES THAT ARE GOING TO REALLY ALLOW THEM TO BE DEEP, HIGH LEVEL THINKERS.

ANOTHER FOLLOW UP. SO DO YOU FEEL LIKE THE, WHAT ALL THESE ALL THESE IMPLEMENTATION STRATEGIES THAT YOU'RE TALKING ABOUT, HOW DO YOU KNOW THAT THEY'RE GOING TO WORK ACROSS ALL CURRICULUM AND NOT JUST IN SCIENCE AND SOCIAL STUDIES WHERE WE SAW THOSE CLOSING OF THE GAPS? YOU NEVER REALLY KNOW UNTIL YOU EXPERIENCE IT.

BUT WHAT YOU HAVE TO BE PREPARED TO DO IN THIS WORK IS MODIFY, ADJUST, PIVOT ALONG THE WAY, UTILIZE THE STRATEGIES THAT ARE WORKING.

YOU KNOW, DON'T UTILIZE RESOURCES ON THE THINGS THAT ARE NOT WORKING.

SO IT'S A PROCESS OF ELIMINATION AND ENSURING THAT WE UTILIZE RESEARCH, UTILIZE BEST PRACTICES SO THAT WE CAN GET TO THE POINT WHERE WE WANT TO IN TERMS OF OUR STUDENTS PERFORMANCE.

AND HOW DO YOU KNOW WHEN TO PIVOT? SO, FOR EXAMPLE, I KNOW WE'RE IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS ACROSS GRADE LEVELS, ACROSS DIFFERENT SCHOOLS.

HOW WILL YOU KNOW WHEN TO PIVOT?

[01:40:03]

SO EVEN BEFORE LOOKING AT A PIVOT, A PART OF WHAT YOU DO IS THE PREPARATION BEFORE GOING IN WITH HIGH QUALITY CURRICULUM.

WE WERE VERY INTENTIONAL AROUND THE WHAT AND WHY WE WENT INTO THIS.

AND THAT'S LOOKING AT THE RESEARCH, UNDERSTANDING WHAT WE SAW IN DIFFERENT SCHOOL DISTRICTS THAT HAD SIMILAR POPULATIONS, UNDERSTANDING THE WORK THAT HAD BEEN DONE AT THE LEVEL WITH TEA AS WELL.

SO THAT'S A BIG PART OF THE WHY WE WENT INTO THIS.

IT WAS IMPORTANT THAT OUR STUDENTS SAW GRADE LEVEL CURRICULUM AND WE HAD SOME CONSISTENCY IN TERMS OF WHAT THAT LOOKS LIKE.

IT'S ONE OF THE MAJOR REASONS WHY WE'VE GONE INTO THIS REALM OF THE WORK.

THANK YOU. TRUSTEE BAKER.

ON SLIDE 36, WHAT DETERMINES IF A STUDENT IS ECONOMICALLY DISADVANTAGED? DR. MATNEY. SO IT'S ABOUT THE INCOME OF THE FAMILY.

SO THEY REPORT FAMILY INCOME.

FAMILY INCOME ONLY.

THEY, FOR THIS, THERE'S ALSO A MOVE TO SOME CENSUS BLOCK IDENTIFICATION.

BUT I DON'T THINK IT'S FOUND ITS WAY INTO THE INTO THE ACCOUNTABILITY SYSTEM YET.

BUT I'LL CONFIRM THAT FOR YOU.

BUT IT'S FEDERAL. IT'S FEDERAL, RIGHT.

IT'S A FEDERAL LAW.

I WAS APPROACHED BY A TAXPAYER THAT ASKS IF WE COULD COME UP WITH A BETTER WORD THAN CALLING THEM ECONOMICALLY DISADVANTAGED BECAUSE THEY SAID THAT THAT WORD IN ITSELF COULD YOU KNOW, IT SOUNDS DEMORALIZING IN A SENSE, AND COULD KEEP THEIR, IT COULD, YOU KNOW, KEEP THEM FROM ACHIEVING WHAT THEY NEED TO ACHIEVE BY HEARING THAT.

SO HAVE YOU EVER CONSIDERED USING DIFFERENT TERMINOLOGY? IT'S, YOU KNOW, I'VE BEEN IN THIS THIS WORK FOR 27 PLUS YEARS AND I HEAR WHAT YOU'RE SAYING.

YEAH. I MEAN, REGARDLESS IF IT'S FEDERAL OR WHATEVER, STILL HAVE WE CONSIDERED IT? STILL CAN WE STILL HAVE A VOICE.

WE HAVEN'T CONSIDERED CHANGING FROM FROM WHAT IT LOOKS LIKE.

OKAY. THANK YOU.

END OF ROUND THREE.

THAT CONCLUDES OUR DISCUSSION.

THANK YOU, SUPERINTENDENT HOUSE AND DR.

MATNEY FOR THE PRESENTATION.

THE BOARD WILL NOW ADJOURN TO CLOSED SESSION UNDER CHAPTER 551 OF TEXAS GOVERNMENT CODE OPEN MEETINGS ACT, SUBSECTIONS 551.004, .071,

[ADJOURN TO CLOSED SESSION UNDER SECTIONS 551.004, 551.071, 551.072, 551.073, 551.074, 551.076, 551.082, 551.0821, 551.083, 551.084, AND 551.089 OF THE TEXAS GOVERNMENT CODE FOR THE PURPOSES LISTED IN THIS NOTICE]

.072, .073., 074, .076.

.082, .0821, 083, .084, .089.

SHOULD BOARD FINAL ACTION VOTE OR 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 AT OR AT A SUBSEQUENT PUBLIC MEETING OF THE BOARD UPON NOTICE THEREOF.

THE BOARD IS ADJOURNED TO CLOSED SESSION AT 10:48 A.M.

WITH NO FURTHER BUSINESS TO DISCUSS THIS MEETING OF THE BOARD IS.

THANK YOU. THIS MEETING IS NOW RECONVENED AT 12:16 P.M.

WITH NO FURTHER BUSINESS TO DISCUSS, THIS MEETING OF THE BOARD IS ADJOURNED.

THE TIME IS 12:16 P.M.

ON NOVEMBER 17TH, 2022.

* This transcript was compiled from uncorrected Closed Captioning.