GCISD School Board Meeting - July 16, 2025 (Special Session)

001We're going to call this meeting to order at 8:34 a.m. And thanks to our Nicole and our technology team, we had to pivot really quickly. That's pretty pretty good. We're only a few minutes late. We had to relocate due to some technical issues. Um, Trusty Bradley, do we have any public comment? >> No public comment. Okay, we move on to the very importance of the superintendent with Dr. St. >> So trustees, item A, we're going to table for now and bring back at a future meeting and so uh we will let you know soon logistics of that future meeting. So item A, you will see it uh come back for your consideration here soon in the near future. So at that point and we'll just move on into the >> move on to the workshop

002>> into your workshop. U I believe we're going to kick it off with priority one and Dr. Shiver and her team. And so just want to say welcome to everybody in the room. Uh folks behind us, I thank you representative from Impact. Thank you for being here. Um and we're going to spend some time in priority one obviously because that is the bulk of our work uh in teaching and learning and public education. And so um in just a few moments I'll kick it to Dr. Shyiver and then after that if you would like because we're going to spend some time in that we can maybe take a little short fivem minute recess for a break or whatnot. So, um, thank you again for the team for, as uh, as Vice President Humphrey said, for

003the pivot this morning and to the trustees for your patience. We appreciate you and we look forward to this workshop. Dr. Sher, >> hi. Good morning and it's good to see you again. Um, we are kind of wrapping up what has been a series of updates beginning, middle, and now end of year on our district scorecard. U, we began our district scorecard really it's three years ago technically because we're starting the third year. Um so it's because we have transitioned in our mind we are solidly in 2526. Um that is what you will begin hearing everyone refer to as our current school year and looking back we are two years in. One thing that we strive to do is make sure that each day we're living out our mission and vision in our district. And

004the district scorecard is the way in which that comes to life each and every day because it guides our work to make sure that we are keeping uh a tight focus on the purpose and why we're here which is to serve our students and how are we ensuring that we're providing those opportunities for our students. In the creation of the scorecard, uh the board of trustees adopted four priorities and our pri per performance objectives within those priorities. Um you can we know those priorities now and I would say it would be probably hard to find any employee within the district that's not aware of our scorecard and knows these priorities. Um the work of the district team really falls within the key strategic actions, progress measures and outcomes. Uh that is where that uh the

005detail of the strategic work in which we identify what are the areas in which we need to improve. The district scorecard does not embody every detail of our action plans for the district nor for each campus. What it is is intended to do is highlight the areas that we know we have identified as improvement based on multiple data points and provide a plan those strategic actions in which we are monitoring. Ultimately, it is the continuous improvement process. Um, which is a requirement from Texas education code. Um, our continuous uh improvement process is also exemplified in our district improvement plan and our campus improvement plans. That is actually where you find the bulk of the detail of what our action steps are day by day in order to address what have been identified as those performance

006objectives and the work toward those student outcomes. So what when we are providing uh this endofear outlook and overview of our district's workard we are really at the very highest level of what those achievements are and not at that detailed level. However, we are trying to bring to you some of that little glimpses of that detail because often whenever you are looking at overview data and overview results, it's very hard to um really keep our focus in that we are really talking about individual students across our district of over 13,000 students. And that's that's what our work is and how we are impacting each individual student. Uh so as we move into our updates, uh just kind of lay the groundwork of why are we here and what are we reporting on and that overall

007district scorecard. Uh you will hear from members of the district leadership team um throughout our presentation to give an overview where the beginning and middle of the year presentation really only focus on priority one and our academic progress. This is an end ofear overview in which we're talking to you about all of our priorities and I will pass it to Dr. McMullen. >> So in front of Can I write on this or no? >> Yes. Yeah. Those are your copies. >> Yes, those are your copies. And I would also ask because we do have a lot of information to share while some overview, some detailed, you may find yourself with a question. And I would encourage you as we have done in both of our workshop sessions. Please write your questions. Use the documents that

008you have to write your questions and then we will come back to those at the end. Uh we will attempt to answer. There will be some that we can answer right now and there may be some that we would have to follow up with after our meeting. Thank you. Okay. In front of you, you have two documents that are on regular sized 8 and 1 half by 11 paper. Um the first document that has the red column down the side. Um this is a endofear outcome measure report for each of the outcome measures in the balance scorecard and it is divided by priorities. So, priority 1, 2, 3, and four. Um, each outcome measure has a status update that may be continuing, complete, abandoned, and so forth. And then many, but not all, have some

009progress notes um about very specific um growth, especially if it is we are continuing kind of what is our progress along the way. Um this is intended to be a quick glance overview of every single progress measure um in a way that is a little bit more succinct. Um the second document you have is essentially a campus replication of this but at a high level for each campus. Like Dr. Shyer said, each campus's cascading scorecard is their campus improvement plan. That is where they detail out their day-to-day work, their areas of growth and focus. And so this sheet that you have has every single campus in our district and their areas of academic celebrations from 2425 and then their 2526 targeted focus areas. They're areas where they really um are focused in on growth and

010improvement. Um they this is all academically focused and so we know we have lots of celebrations and accomplishments from other areas that are not reflected um in the campus celebrations. But this was intended to provide a um celebrations academically and then the next step into next year for their focus areas. So, you have a lot of information in front of you about some of those celebrations on our campuses. While the meeting during this time doesn't really offer you the time to go through those um and I know you will be referencing them and looking at them, I do encourage you to spend time looking there because this is when we get to the point where we're really understanding what is happening for individual students and where are we seeing those successes. Uh so some really

011great stuff there as we've kind of given some hints to as we started wrapping up the year and some of our endofear results. So we are now going to transition and give you some of our overview preliminary data for our endofear progress that we're making toward some of those u outcome goals. I really just want to take a moment and sit in this to share what is it that we really do when we look at our data. Is it a number and we you know look at it and move on. That is not very far from the truth. We when we receive our data at the time we receive that we do have to acknowledge and understand that that's what we call lag data. um it is past performance and it can inform us about

012actions in the past but that is something that's already happened and it we use it for um informing ways in which we look at our data we look at performance from year to year when you look at performance from year to year you have to understand that we're not talking about the same children so we might look at third grade results last year to third grade results this year different children and sometimes times a different cohort of children looks vastly different and what skills they come to the grade level with, what their experiences have been. We also look at performance of the grade cohort group and that's where we look at how did third graders perform last year in comparison to fourth graders this year. So we begin to look a little more at how

013is this student group growing over time. Some of the things about when we talk about accountability data and the way in which the state looks at our data, we also have to keep in mind that the students that we each student that we have in our classrooms every day are our students. The state takes a snapshot in October and the ultimately our final results that we get in August or we anticipate getting them in August. Uh those are based on those snapshot results. The results we're sharing with you today that are preliminary include all of the students that assessed with us at the end of the year. They may or may not count in what is uh the accountability ratings and the information that the state then sends us. So that's why you'll see some

014variance in some of the data that we share with you sometimes and some of the data that ultimately goes on what is our taper report that you will get much much later. uh we look at trend analysis. Where do we see trends? Do we see the same thing happening in all sixth grade math classrooms across the district? Do we um from those trends, we're then able to move to what I call a next step of a root cause analysis. If we see that the same thing is happening across all grade levels in a particular content, then that might guide us toward our resource that we're using our curriculum documents or our student task that's all embedded within our written curriculum. If we see that there's a variance and we don't have a specific trend, then

015that's where we've got to look deeper because there may be a campus that is doing something differently. All of that is a very um It's a lengthy process for the time we start getting results and that will continue uh now that we are moving into the 2526 school year that will hap that's happened at the district level it will happen with campus leadership and it will happen with teacher groups. So we do immerse ourselves in that data for multiple causes. Um the root cause analysis if we see a trend in our data that tells us this is not moving the direction we would like it. we're not accomplishing what we believe we need to, there's misalignment, then we need to ask why. And we ask why. A common practice is to ask why five times

016so that you can actually drill down to what we call a root cause analysis. When we establish our key strategic actions, a key strategic action should actually be targeted toward what is the root cause. Sometimes we maybe address the symptoms and not actually the true cause of what is the discrepancy in what we believe we should be seeing in our outcomes and not. So all part of the data process and then for a a math person we get to some of my favorite parts where we begin to triangulate data look at multiple data points. How do they correlate with one another? Um, and really that's the analysis part that drives us to some of our next steps. As we look at our data, you are going to be seeing overall kind of one number that

017is representing maybe the work of 800 third graders. That is not the way that we take action on the work that we do. The work that action that we take, the goals, the key strategic actions really come from those last two of Whoops. and I hit wrong really come from the triangulation and analysis of that data slide six. Thank you. Trying to stay on the right button. So what you see here is very similar to charts that we showed you at the middle of year only you have a couple of different data points. This is our reading in ELA English language arts secondary targets in progress. So you have the content on the far left uh the next column over you have the 25 targets. Now, we shared with you in um I think January

018an explanation of how did we set our targets and those are really set by multiple um data sets, but we're looking for improvement. That's what we would like to see. Then you see our star or EOC preliminary results for the categories of meets or higher. So, that one means that we've combined meets and masters together. Those are the two categories of performance level that we consider a student being on grade level based on the information from the way in which the star is developed in EOC. And then you see the masters by itself. So that might be a student that certainly is on um or mastering that grade level content. So you are able to compare how did we do on this particular content compared to what our targets were. And then the final column

019on the right will either be what we call our text checks average our text checks and you will hear some people refer to them as TESS. Depends on what your phonics background is as a third grader. um the but we are in Texas and everything goes with um that pronunciation. So our text checks are are those unit averages. So something to keep in mind about those text checks those are given really with isolated standards. So a teacher teaches a concept that has multiple standards in it for 3 days to weeks and at the end of that teaching unit they give a text check to see how is the student it's considered a formative assessment. How is the student learning these skills that is different from a student task that may be independent practice. So the

020unit test u for those of us that might not use that language and then if it is kindergarten third grade through 8th grade which are our star tested grades you're going to see our end of year I ready. So our students took the I Ready diagnostic this year for the first time. Uh they took it at the beginning of the year middle of year and end of year. So, this is where you're going to see the percent of students at that grade level that met the performance level on the I Ready End ofear diagnostic, early grade level or above. So, that means early grade level, mid-grade level, or at grade level or beyond. So, there's really three categories that are um included in that. And then you see the percentage of students that hit the

021midgrade level or above. What we are seeing as we begin to um correlate what what correlation do we see between our star results and the end of year I ready? We are seeing that our students that hit the midgrade level or above or are the students that were more likely to meet or master on star which makes sense if you are indicating that you have gained knowledge of midgrade level content or beyond it. It is translating. It is not a perfect translation but we'll be sharing additional information with you. um but we are still in the process of that. So you're also able to see across the board how those uh relate as well. Changing content are mathematics and secondary targets. Again, same column, same setup. So I'm not going to go through as much

022explanation. Uh what I will overall say, so now I'm going to transition into what does this tell us? Uh this tells us we need to dive deeper into what's going on by content, by grade. Um within mathematics uh mathematics has been an area of focus. Uh certainly we know that we are not really overall where we want to be where the star performance is but we do have under other indicators such as those campus reports that you're going to look at and some of the information that we're sharing that we are seeing improvement. Why are we not seeing that improvement? translate to our overall numbers. So, we did make the decision this year while there was math adoption up for adoption this past year due to the new process that the state has developed, there

023were really only about four options and I'd say one solid option that was a consideration for a continuous adoption K through eight where we're not changing resources um in between. We did make the decision to not uh move forward with an adoption this past year. We will be looking at that again in mathematics. We are anticipating due to the new process the state has developed there will be additional options for us to consider for a new resource within our mathematics. We are certainly looking at um we'll talk about some of those when we get to our particular content slides. Um what's our root cause? Why are we not seeing some of the improvement and I'll flip back that we are seeing in reading and ELA? We are not seeing at the same level um for

024mathematics. In fact, we're seeing some areas of decline according to the star performance. Now, this is where I'm going to lean into that old math teacher. Um every once in a while I do this with you guys and I'm going talk about numbers and statistics um and averages. So whenever we look at percentages, we do have to understand that the number of students is hidden in that we are seeing a decline in our enrollment. How does that relate to percentages on star? When you change numerators and denominators and you have a larger or smaller denominator, then the number of students that it actually takes to move your percentage goes up or down. right now because we are having fewer students that are taking each grade level assessment that means that one student moves our percentage

025more. Now you see that especially at the campus uh but that's also as that moves up that's going to count for um some of our discrepancies that we're seeing. So a percentage tells us one thing. However, we've got to drill down and know what's happening by student. And and that's my point of going through that. You really got to understand what's a percentage tell us to know what do we need to look at next. The next area that we're looking at math and reading for the elementary grades in reading and math. So here you're seeing reading and math together where that's not the way that it was uh visually presented for your secondary. same information uh that you're going to see there for elementary. You are going to see some areas where we met those

026targets in the areas of mates and masters. Uh when we looked at midy year, what we did see and we anticipated is that we were trending to see some improvement in masters. We did we kind of stayed on target with what some of our projections were at midyear. We didn't see as much improvement in the area of approaches and above, but we saw some of those improvements that we were looking for in hitting targets in the areas of needs or specifically masters and above. Here, all of the content on the right side is your I Ready endofear diagnostic. So, you're going to begin to see those numbers do not directly correlate as they are in this chart, but if you'll let your your eyes look to the mid grade level and above, you're going to

027start seeing some correlation when you look at our star performance. Um, and that's what we're taking a deeper dive into. And then from the state performance, we are also assessed in science and social studies on EOCC and STAR but only in certain content, certain courses and certain grade levels. What makes this challenging is whenever you go three years between an assessment, sometimes it is kind of hard to watch that uh growth and the skills in social studies and science do not necessarily match the way in which our skills and standards in reading and math grow over time. They're truly different content um in many areas for science and social studies. I'm going to talk more about the science when we get to the science slide and give you a little more context on what we're

028seeing here because these are contents that are not measured by I already you're going to see that all of the right side is really looking at our text checks. I will say that a reminder we started an assessment audit last summer. At this time, we are continuing in our assessment audit and we are looking diving deep into our text checks. Uh we need to determine that whether or not our text checks are truly aligned to the way in which our students are asked the questions on their state assessment because we're seeing that our text checks look much higher than through the year where we're actually performing at the end of the year. There's a couple of things that make sense about that. It is a short test at the time the student is receiving that

029information. So, it may be that they're only getting that information for a very short term in order to do well on that unit assessment and it's not long-term mastery of instruction. We also need to determine whether or not the rigor of our instruction is really matching the overall standard and the way in which the state has established that. So those are a couple of areas in which we're diving deep into our root cause and continuing our assessment audit. The other aspect of that is we set our cut scores on our local assessments, those unit assessments. So we're setting the what grade does a student make for us to call it meets and masters. We need to re-evaluate those cut scores with what is a very clear lack of alignment between how students are doing on

030those unit assessments. So, we're working on recommendations that we'll have for our phase two of our assessment audit. Um, and we'll have those as we move into the actual start of the school year. We're going to get into some more specific information. As uh you're aware, we started our first year of implementation of I Ready Diagnostic. So, how did our kids do on the end of year? Here you see relative placement changes from fall to spring. What does that mean? It means the kids took it at the beginning of the year and then they took it at the end of the year. There are five levels of performance. They are the dark red, three grade levels or below and it goes up to the deeper green, mid or above grade level. So you see on

031the left, how did our students perform in the fall compared to how they performed in the spring. That number does not match the number of students that assessed at the beginning of year because these are the students that took both beginning and middle and we do have some mobility within our district and students that were not here for both of those assessments and they're not included in this information. What do we want to see? We want to see all dark green. All dark green shows us that students are at least at the mid-grade level and beyond. What we do see is that we see the greens growing which and yellow um and the reds getting smaller overall at a glance. That's kind of the intention of the chart. You see math on the left, reading

032on the right. Additional information. One of the things that I Ready does is look at a typical growth and a stretch growth. Each individual student that assessed on a diagnostic was given a typical growth measure and a stretch growth measure. So we were able through this first year to establish where what how many of our students met their typical growth measure. How many of our students met their stretch growth measure? For students that are a grade level below or more, it takes consecutive years reaching stretch growth to get to on grade level. So, it is a multi-year process to eliminate those deficits. Here you see by grade for our students that met their stretch growth, how did their performance change from beginning to middle? What does this data tell us for mathematics? If a student

033reaches their stretch goal, they are much more likely to be on grade level. Um, so definitely those are going to be areas that we look at as we set goals for our students. same information for reading. And I'm gonna flip back and forth just so that you see there's a very similar change. There's something to the stretch growth. Um I would also like to recognize we had two campuses, Dove and um Bransford that u met a higher level of stretch growth overall and will be receiving some recognition for being a stretch campus. And then we had a lot of conversation and some questions around um how much time are our students spending on devices? Do we have too much reliance on I Ready and is that what we're relying on for teaching? So I want

034to provide some clarifications here as we look at how much time did our students spend on the I Ready components. I Ready did not take the place of our teacher instruction. the information that I'm sharing with the diagnostic that was outside of instruction and the personalized learning lessons that students worked on were outside of teacher-led instruction. The the personalized instruction for Ire was intended to fill those gaps. So the time that we have designated in campus schedules at elementary and middle for students to either be in small group or work on um the skills that they need, that's when this was worked on in class. So overall you see by grade our students did we did we meet the green? So we've got to check for fidelity of implementation of our program. Did we hit

035the green area? Yes, we did in all of our our grade levels from 32 to 38 minutes on mathematics on their personalized instruction lessons. What we know about our kids that met their stretch growth, they were closer to that 49 minute threshold. So, however, minutes is not the quality. The quality is in that bottom line and the lessons passed. How successful are our students being on those lessons they're working on? So you see those percentages down there, you absolutely want that above the 70%. When it is not above 70%, that's when you look for direct teacher intervention on that. And those are going to be some of our steps as we move forward this year. And then the same information in reading. We had one grade level that did not fall within that green area.

036Uh one of our areas of emphasis for our year two of implementation and I ready uh really are our middle school campuses. Um they weren't as on board clearly in the beginning. Um however we are seeing where we didn't have that fidelity and that implementation. We saw less growth in our students. Um so overall they spent between 29 and 37 minutes on an average. And then we look at those lessons passed. You also see that the lessons passed the farther up you get in the grade levels tends to decrease on the reading level as well. This is an overview of how our students or how our campuses performed overall in looking at both their performance measure where did what performance level did students end on and their growth measure. So this looks at u mathematics

037and reading. We see that all of our campuses are in the upper right corner which indicates high performance, high growth. There are some variances in there certainly where did they start but really in that growth is what we are most concerned with there and also looking at what were successful strategies on certain campuses. what did they do differently to have a higher level fidelity and implementation than other campuses. So that's also part of our analysis. When we look at it by grade level, we see that all of our grade levels on their endofear diagnostic are in that upper right quadrant, which means high performance and high growth, which is exactly where we want our students to be. We are going to transition now into specific reports in department areas. Um, as we look at each

038of our slides, I am not going to speak to each bullet point, but the rest of our presentation from myself and our other members of the leadership team are going to talk to aspects of their departments that are part of that district scorecard, part of those key strategic actions. I'll be highlighting because of the um depth and um complexity to all of our departments within the academics only a couple of things on each slide but this information is there for you. All of them are structured the same. We're going to share with you three celebrations um two areas that have been identified for growth in our data and then one goal that we've set that we're going to be working on. This does not in any way um share with you all that we are

039working on or all that we have identified. Uh one important aspect to this is when we shared with you earlier on slides on that star performance you got one percentage number that cannot truly tell the story of what our students are doing, what our campuses are doing. Uh what you begin to see on those canvas reports that you have and on these slides is really more about where are we seeing improvement. What you're going to notice on your campus uh document and on these slides, we actually have identified some very significant areas of improvement for our students performance and growth. At the same time, we have identified some areas that the trend was improvement. It w may not have been a focus area because they that grade level or that content was on a trend

040for improvement. And that's where we see what we some decreases or what we call droppers and performance level that we were not anticipating. Um so there's certainly some action steps that you're going to see. So in the area of extended day, a couple of things that I would like to point out. One, just the increase in our summer camp enrollment in our extended day program. And then also uh to highlight that we are taking our first step in offering three-year-old prek um this year. We're very excited about that and that will happen at our ECDC, but it will be um employees and um other representatives from other attendance zones and that's based on eligibility. In the area of prek, we continue to see that our prek program is developing students that are kindergarten ready. That

041is a very common phrase that you hear. So the more that a student the students that attend and participate in prek are more likely to be kindergarten ready ready for learning than of course students that do not attend. We know that vocabulary and the um acquisition of vocabulary is a very strong indicator in being ready to read. Um so very excited about uh the progress and the um end ofear results for our prek students. [Music] elementary ELA, we saw some great increases for our second graders um as we saw a decrease of those students that were demonstrating below grade level at the end of year and also saw that probably not a surprise our students in K through five on the reading area 42% of K through five students met those stretch goals and are

042ready for that end of year. Um so definitely excited about that. You're going to see both at the elementary ELA and in the secondary ELA an emphasis on written responses to reading. Our state assessment and our local assessments have embedded within them what you will see some abbreviations here um ECR and um you see that in that top row. What does that mean? Extended constructed response. We also have short constructed response items. That is something that we we have to work with our students. Writing doesn't necessarily come naturally to our students. So yes, we need to know how to read, but we also need to know how to respond to our learning in written form. So that'll be an area of focus for um all of our ELA, but that's also an area that spreads

043into all of our content. Um some definitely some celebrations here on secondary ELA for English one. We very specifically identified that our students did not do well on those new test items last year, those extended constructed response. That was the we moved away from multiple choice on STAR NEOC and now there are different types of test items like find the answer and drag it to the um the passage where it belongs or write a summary of the passage two passages that you have read. Um so that's what we're talking about there. So we definitely focused. We had a large number of students that actually scored zeros in that prior year assessment. So we took that as a focus area. You see one of those highlights in secondary ELA. Um that we moved that down from

044a 36% to a 19% on that English one. Um also we we don't want to just focus on moving that but how are we moving that top end of scoring on those constructed responses? and we moved the 8 to 9, those are the scores that we want from a 10 to 19%. This is one of those areas that I'll just kind of pause for a minute to say when you look at just the percentage on how we performed on English one EOC, that's not where we want to be. But we do see areas that we are improving when we drill down to specific question type, specific students, and that's part of that data analysis. So what's working and what do we need to do more of as part of what we're looking for there in

045mathematics? What are some celebrations? Uh third grade uh third grade had been an area third grade is our first year to be tested in STAR. It it's tough um for students to have the stamina to perform there. So our third grade we saw um improvements in approaches meets and masters um for across the board in that and overall greater than 29% of our students achieving masters. We also saw improvement from the fourth to fifth grade cohort. Um, you may or may not remember fourth grade is an area that when we began changing the construction of the STAR exam, we saw a decrease statewide in fourth grade results. We also experienced that decrease here in GCISD. So, those fourth graders were one of our very lowest areas last year and seeing that they have improved as

046they've moved to fifth grade is certainly something that we were monitoring and had specific key strategic actions for. Here's one on the high school side. Um, first year of AP calculus with 256 students that um, sorry, pre-calculus. Thank you. Um, sat for the AP exam with 96% of them scoring three or higher for a first year of a course. That's outstanding. The areas of growth for math, um, while two are highlighted here, math is an overall district focus. Um we are absolutely identifying areas there to be concise about it. Problem solving the academic vocabulary using manipulatives to build those concepts in order to apply them. Um and then specifically we also saw some decreases in math that our fifth grade that we're working on. All right. Science we need to explain a little bit more.

047uh we implemented a new resource for science last year was the first year of that adoption. There were also it was the first year of new standards the um TESS as some people call them texts um those standards in science. So what did that mean about the STAR test students had to take in science? It meant that when you move the standards, sometimes a standard that used to be in eighth grade is now in third grade or in sixth grade. So what did the state test? They tested 39% of those transition standards, meaning the standard moved out of the grade level. We made a choice in our district to um implement fully our new resource, which was teaching fully to our new standards. And so that is somewhat expected because we have a transition year

048for this assessment that is not fully assessing the actual new standards for that grade level. Um that's what you see in that area of um growth there and talking about the transition standards. Um we did see some outstanding though overall improvements in fifth grade. Um why fifth grade and not eighth grade? fifth grade had the shortest amount of science standards they've been learning that changed on them as opposed to the eighth graders. So that does make a little more sense whenever you think about the construction of the assessment that way. Social studies is an area social studies in an area that we've really demonstrated a lot of strength in the past. It's an area that we saw some declines this year. That's what I referenced when I said, "Hey, we've got lots of highlights of

049improvement throughout our data." Um, this is one area diving into what are some of those reasons why we saw some declines in an area that has typically been a strength for us. Um, you do see some notable areas there in US history. For instance, the master's level performance. Um, we're well above double digits that state performance level. also in the eighth grade US history um outperforming and some of those improvements that we see in special populations. Um this is again highlighting our overall percentages really mass that we're talking about individual students, student groups um that have specialized needs such as our special education students and then areas of growth that are identified. where do we see those declines and digging down into that data implementing strategies to make those improvements. AVID is implemented across our

050secondary campuses. It does look different at each campus. Um an area of celebration though is we have expanded the number of our secondary teachers um with that AVID training. What does that mean? they're able to embed those AVID components within their coursework outside of an AVID designated class. Uh that is what we know is happening at Heritage Elementary or Heritage Middle School um where they are designated AVID um national designation demonstration school and they have AVID embedded into all of their classes. that 49 teachers that's gaining that second that uh information. We're working toward embedding those beneficial strategies across the board outside of those AVID classes as well. Lots of celebrations in advanced academics. You had a preview to some of this information I believe uh last week when we began getting in our AP

051scores. uh record high scores, a student scoring three and above and really in particular in the four and five category when you really look at those scores um both in um the total number of tests and why is it given to you by test because we have some students that take more than one AP exam. So that is the best way to provide that information to you. Uh, also we saw an increase in our junior class SAT score. Um, so they're now our our seniors, our sitting seniors and seeing how they continue to perform. Um, and love to see those double digit 16 point increase in reading and math. Areas to improve. We have identified some areas in which uh we embed more of those SAT and EOCC type questions in our courses along the

052way to help support our students to be successful on those exams. Instructional leadership, this is an area that really covers all of our classrooms. We are moving in. We've implemented a new coaching model. Get better faster. That is a coaching model that is how we provide our support to our campus teachers. And ultimately, there's so much involved in teaching. And a shout out um to all of our teachers, everything that we're representing in these celebrations. This is it comes down to the teacher in the classroom, uh the students in the classroom and their hard work through the year. That's why we're able to celebrate across the board in all of our areas, programs, and content areas. So, when we look at instructional leadership, how do we support a teacher? the list of things teachers have

053to do every single day, multiple times a day, um to be great teachers, to engage their students in instruction and to address those standards and ensure mastery of all of those standards is very long. Get better faster quite simply is a way to identify the best thing to work on to improve to the next step. And so it's kind of a one step at a time. How do we work and get better and implement in the classroom? going to sit on this one for a moment with bilingual services. This has been an area of focus certainly over the last couple of years in which uh we really had a trend within our bilingual emergent bilingual student data that told us the programs that we were um implementing were not showing the growth for our students.

054So over the past three years uh we've made some changes to the way in which we are delivering their instruction. So the arrangement of how they receive their core content uh time spent on that and those shifts and we are beginning to see just really dramatic change in the outcomes for our EB learners. Haven't fully arrived um but certainly seeing those increases are what we're looking for. The first one, the number of emergent bilingual students have reclassified to English proficient status has increased by 89% from the 2223 school year to the 2425 school year. So um the prior year we exited is the term that's used 154. this past year uh 122. Um that means and this is multiple data points they have to perform in the advanced high area on their TEOS um in

055reading, writing um it actually looks at four different areas and they have to perform on their star exams in order to be considered for um exiting. So it is a multi-data point in order to exit from that um status. Also you see some very specific looks at our elementary where we are seeing the most impact from changing the way in which we deliver our bilingual program. We have increased the number of EB students. So when you start increasing your numbers you got to pay attention to how does that then change your percent. It means that there are more students represented in each percent. So in looking at that first one, this is specific to third grade in our math star group. So we increase the number of students while at the same time we increase

056by 10% the students that met or mastered that math star in third grade. The next one is really the similar kind of story, but it's very specific to Timberline in that um we've increased the number of students by 20 um in that grade level and at the same time of increasing we've increased the number of students that met approaches and above by 19%. So that's just really drilling down to we have to know when we make changes, how are we monitoring that? are we seeing the results and the benefit and the growth of our students because it's about our individual students and their performance and what informs us about making those changes. Um definitely still areas of growth that we are focusing on and you see here that while we had a lot of exits

057there we see through our till results that there are certainly areas that we still need to focus on. for instance, middle school students that have not yet exited from uh the the emergent bilingual status. Uh meaning we want to move their till pass to that advanced high. Um so working on that area. >> Sheila, I know you said that pulled it in till the end, but it needs to be noted and we can note it again later. The changes to the dual language program will extreme and um you know very small minority were very loud about the changes the focus to be on the students that actually needed the changes and where the focus was is showing here and so is Dr. Guerrero. No, >> she >> Okay. Well, I next time we see her,

058I want to give her a round of applause for for taking hard steps as a leader to make drastic changes to focus an area in of academics on where it needed our students that needed it the most. Um, and we are seeing excellent results from that. And I have no doubt those areas of growth are going to be met quickly for her. And I know you said to save it to the end, but these students, >> well, it's not technically a question. So, you're you're in line. We're good. All right. These students need to be celebrated. The teachers need to be celebrated. Liz over at Timberland Elementary needs to be celebrated and Dr. Guerrero needs to be celebrated because that was tough what she did. Um we heard about it and we're still hearing about

059it. And um what it needs what needs to really be highlighted is that the purpose of public education is for all students, not for you. And so when we're honing in on those students that seem to have been left behind at certain points and we're making great strides for them to not be left behind, um it's huge. It's huge. Um it's really it's really big. And so we need to we need to celebrate that. So I know you keeping it as you were with the rest of your presentation, but I just wanted to take a minute to highlight that because that's that's outstanding. >> Thank you for that. Thank you for recognizing Dr. Per's leadership in that and Liz Hilchure as principal of Timberline and again it comes back to the teachers and the students

060in the classroom. >> We have to use our data to inform us and guide us in a direction of how do we support our students to succeed. Um this is I will also kind of lean in on that a little bit. These are huge celebrations. When you only look at our overall one percentage number on those first slides that I showed you, you don't see this. And that's why it is so important, you know, is do we have to pay attention to our accountability ratings and th those overall percentages? Yes, we do. Are they where we want them to be? They are absolutely not. However, we can't let that overlook the individual successes of our students and our teachers. So, I appreciate you bringing that up. >> Yeah, for sure. Getting those kids to produ

061participate equitably in school gets them so much further along um in so many different ways and it changes their experience just in the greatest times of their lives. So, just thank you all for taking a hard focus on that. And I I have no doubt if you guys keep doing that across all the different spectrums, we're going to we're going to keep seeing great strides. So, just thank you for that. >> So, I just want to say this, it's kind of like the momentum, the snowball. So, you know, we're going to start to see it's going to grow as they progress through the primary levels and to get to the secondary, the middle, and the high. And so, we're going to continue to to see those gains, and I think they're going to increase. But

062also too, to your point, think about how that's positioning those kiddos to now go compete and thrive and whatever they're dreaming to do, you know, and if they can read and write on grade level or above, they're they're right there with the world. Let's go do it. Whatever that whatever they dream of, they can they can do it. And so that's what I feel like we're equipping them with to just go go dream and do whatever they they want to do. So yeah, >> I would say some of the same things that we just said also apply to our special education areas of focus. Uh these are our students that certainly are vulnerable and have very specific academic needs. Um we serve our special education students in a variety of manner. most all of them

063really are receiving that grade level instruction and the state does require us to assess our special education students in the same way we stress every other student. So the celebrations here to really look at 24% and I don't generally like to read slides but you will notice that I've picked a select few areas to read to you. Um 24% of our fourth grade students receiving special education services increased by one or more performance levels on STAR ELA. That is outstanding. Uh one of our groups along with bilingual, the other group that has been a trend for us that we've really um needed to see how do we improve is that special education area. And then 31% specifically of our eighth graders receiving special education services increase by one or more performance levels on STAR. Outstanding.

064Um the amount of support that goes into supporting our special needs students um general classroom and specialized instruction and it's a collaboration of many team members to provide that support. Now, at the same time, I will say as we've dug into our data, um, this is also an area that we've seen some of our our students were what we call droppers. They were at meets and then went to approaches or they were at masters and went to meets. We have to dig in and understand why does a student um have a a decline or a decrease in that. Um, so those were some of the other observations um that we saw. While not listed there as an area of focus, it is something that we talked about in our data. All right. I want to

065highlight uh one specific area, data integrity. So um the process of giving our assessments and doing that well the fact that we had no student assessment data validation indicators triggered. Um that's it's very substantial whenever you really look at our student assessment that we we're relying on children from the ages of eight to you know maybe 18. um and also adults all across the district to follow a wide range of rules. Um definitely very important there in our best practices. Um also notable there our SAT school day that our junior 50% of our juniors have met that CCMR. Love that because we really need to hit that before they get to be seniors and work on that in other areas. CTE focus here on that first area. Uh when you see something that says a

066265% increase from the base line year that we're using of 2223 um for industrybased certifications and that really whenever you talk about what CTE about it is preparing our students for that career readiness and having those certifications is so important to that. Okay. Um talk a little bit about CCMR and the celebrations there. I do want to start with a um a caveat about the celebration and our accountability um subset data subset. So when TEA reports out accountability, they have um you know very unique way of determining which kids count in our accountability and is it they were here at snapshot date. Um they were here the rest of the year with us. The data that I'm sharing with you today is our class of 2025 grads and our class of 2024 grads. So the

067students that walked across the stage, shook your hands, and received their diploma. some of those students may not be included in our accountability subset. So, our accountability that is um reported out um for 2024, which should be coming soon, and then um following the next year for 2025, um may be a little bit, you know, slightly a percentage up or down um based on that accountability subset. But um we are really um excited about the increases that our high schools saw in CCMR. And so um you will see that both Grapevine High School and um Collieville Heritage High School had drastic increases from prior years. I University Prep especially had a 23% increase which is especially challenging to do in the virtual setting. Um she does not have a captive audience in the same way

068that our comprehensive high schools do. um collegiate academy increased to that 100% threshold there and then bridges also had strong gains. Um one of the things that is important to note is that the CCMR thresholds um for accountability ratings changed um in 2023. So an A used to be around 60% and it jumped to 88%. And so that was our goal for this year is to hit that A threshold. Um and all of our campuses um did. IUPP got so close, but they made such incredible gains. I no doubt they'll hit that next year. And then Bridges is an alternative instrument. Um they're alternative campus, so they have an alternative assessment instrument. And so um they are currently sitting at a B and A is a 60%. And so we are striving for that, but

069that will take um considerable um work to make that almost 30% increase. So, but I do want to highlight the work that um those campuses did and those students to hit those CCMR thresholds um and make those incredible gains for this school year. Areas of growth for next year um tracking system starting in 9th grade um rather than starting that focus in 11th and 12th grade. So we have a lot of students who are um taking those AP exams and um you know are already meeting um and so we need to start the tracking system and goal setting in nth grade and then having individual CCMR plans for each student to know you know beyond just graduation requirements you know how are we going to make sure that you're ready when you earn your diploma

070and so then our goal um moving forward is that all campuses um will have a scaled score of an A and show improvement So our campuses that were already in a will continue to increase. >> Real quick, Dr. Mullen, will you remind our trustees again the class of 2024 that data will be included in which accountability? There's a lag and so yeah, we just kind of walk. >> Yes. So CCMR is a lagging indicator. And so um when our 2024 accountability is released, um in the coming weeks, that'll be class of 2023 graduates. when our 2025 accountability comes out, it'll of our students that just took their STARS and EOCC's this spring, it'll actually be the class of 2024 graduates. So, we will not um get to see the benefits of this graduating class on

071our accountability until 2026. It's it's weird because the hay's already in the barn, but that's why you have to kind of be >> and that was some of the challenge with the change in the scale was that the hay was already in the barn. graduates any change on those kids that we're calling. Absolutely. >> Thank you. >> So, I'm also going to highlight athletics and fine arts on this next slide. Um Oh, sorry. Thank you. I appreciate it. Um so, uh it is a combination slide, but 23 sports, both team and individual sports advanced to the playoffs with many of our sports making deep runs into postseason competitions. um including the two-time state champions GHS baseball repeat state champions and repeat state champions GHS doubles tennis. Um we had many of our talented fine arts

072groups um achieve remarkable success and have students compete at state national competitions. Um and then both of our campuses finished in the top 20 for Lonear Cup. Um so these areas will continue working on their middle school physical development program that has been implemented and then fine arts is prioritizing recruitment and retention efforts in certain programs um that have seen decreased enrollment. So in both um both of these areas are working um together just to maximize the resources that we have available and to make sure that we are efficient and effective um in our you know financial and um tactical resources that we have. Next up is student support. This is a combination of student services, counseling services and health services is included as well. Um and some of the celebrations for that area were

073really around systems that are put in place to support all campuses. Um all of these areas are really have to create those systems of consistency and training so everybody has um the support that they need to um monitor and track discipline to provide those support services in the counseling area and health services as well. Um they did improve um reporting for TEA compliance and discipline. Um so reducing those errors um tracking and reporting of CCMR and then just that crossdep departmental training. They are focused this coming school year on um targeted professional development based on all the changes that have come out of the legislative session. So making sure that our administrators um and counselors are well aware and are well equipped to implement those changes. And then um a big goal and focus for

074this year is uh CCMR communication and education. So making sure that our communities and family families are well aware of the benefits to their students um for meeting those CCMR indicators and the ways in which they can. >> Okay, we're going to move on to priority two which is a >> You don't want to take a break real quick? Don't need to. >> Okay. Uh 5 minutes. Is that enough? Okay. So, it's 9:40. How about 9:45? 9:46. So, that we'll see you back in 5 minutes. All right. So, we'll go ahead and move into the area of human resources really focusing on priority two um which is faculty and staff recruitment and retention. So, a couple of areas that we'd like to celebrate in the HR team um was the retention um areas that we're

075really focusing with retaining and engaging with our staff, implementing um individualized one-on-one exit interviews this year, um implementing a three-year plan to really dive down deep with stay interviews as to why our staff uh like to work in DCISD. um data from those exit interviews and stay interviews that we've got from year one will present as a priority report in August. Also celebrating um our team awards which was an intentional recognition program for our auxiliary departments with our child nutrition transportation technology um and operations teams really highlighting the great things that they do in addition to the star awards that we do um with our campuses. uh focusing on recruitment, enhancing the marketing materials and really highlighting the great things about working in GCISD, hoping to bring that top talent to our district. um increasing

076our relationships with our universities and our alternative certification programs, hoping that they will uh reference us when student teachers are looking for placements for the for those um student teaching assignments going in. training education students. We had a couple of opportunities to do that with um students with TCU and SMU providing resumeé writing, interview skills training, learning more about the TA test, which is our teacher evaluation system gives them a glimpse um into what teaching is going to be like that first year when they start into in in a district. Again, hoping those relationships that we built entice them to choose GCISD when they're applying for jobs or considering where to student teach. Um, also including um individuals who are maybe alumni or recent graduates from colleges and universities, knowing that if we can make

077connections with those young um education students early on, they'll consider um us when looking for employment with their first year of teaching. So those are all areas that we wanted to highlight with our recruitment and retention with our priority two. Um but then also looking at ways that we can be fiscally responsible with the staffing allocations that we have available. Um knowing that we need to look in all areas. We had to make some tough decisions with position reductions this year. And so the Mo Casey study was helpful in providing data that we could use to make those decisions where we could reduce positions. And then also looking um and doing a deep dive into our master schedules with our secondary campuses, specifically our two high schools, but then also our middle schools to make

078sure that the staffing allocations that are available for those uh those secondary campuses are used and are most effective. Um so those are celebrations that we wanted to highlight um looking into next year and areas of growth that we want to explore. Um these are two areas that you're going to see on the district scorecard for 2526 is really looking at our compensation plan. We've got some areas of growth to make sure that when we are hiring new employees that we are um competitive with our neighboring districts and also districts our size so that we can get top talent um to accept jobs in our district. But then also looking at current employees to make sure that their pay is in line with what other districts are paying for similar positions um to make to

079make sure that we're continuing to be competitive. We're doing great things in GCISD as we um Dr. Schneider illustrated earlier and we want to make sure that those teachers and employees that are doing the work every day are paid fairly for the jobs that they do. Also, um looking at ways that we can staff hard to fill positions. We've had some struggles this year with hiring specifically in education, special education positions, bilingual and in our special services department. Um, one way to target um, areas of growth in those in those uh, hard to fill positions is making sure that our pay plans are marketable and competitive, but then really reaching out to those universities to make sure we're building those relationships with universities that offer these programs. And then a goal for next year is

080to recre increase our staff retention so that we are decreasing our staff turnover rates to be at or below uh what our neighboring districts turnover rates are and also what the state average is. All right. So now we're on to our communications department. And this year we've had a few uh celebrations just purely for the fact that we had some new things launched. Uh first was the launch of and we received over 2,300 respondents to the parent engagement and satisfaction survey. Um as you know we implemented this as a way to measure some of priority 3 which is all about parent and community satisfaction and engagement. And so um we were really really pleased with that for being a first time and that gave us our baseline data for not only the district but some

081of our campuses to use as they build out their cascading scorecards and as Dr. Shyber referred to as what is their campus improvement commitments. We also had to our first two successful semesters of the leadership GCISD program. I think um between this room and everyone that was on the board for the 2425 school year has been able to attend at least one session and yeah, we look forward to having you come to one uh this year. But um hopefully everyone felt like they even learned something as a trustee. Uh we had really great feedback from our attendees and we have very good interest moving forward. Um, and then also our media coverage uh highlighted all four of our priorities within the balance scorecard. We shifted our focus this year uh to make sure that the

082things that we were trying to uh pitch to our media contacts aligned with what the priorities are of our district. And so this year we received over 130 media mentions and that's from everything from uh newspaper to online news articles, TV, radio, you name it. And so um and and not only all four priorities, what I'm very proud of is also hit every single performance objective. At least one story had to do with student involvement. at least one story had to do with the academic growth and development. It had to do with CCMR, all the things and that was within each priority. So, we were we really feel like we were able to uh give our community a broad look at the work we do, but also hone in on what our priorities are. So,

083as we look at the success of last year um and things we've learned, because when you launch new things, you usually find out here's how we can do it better very quickly. Uh we obviously um I want to start with the leadership GCISD program. We want to in increase um I would say the focus is the completion rate in the attendance of the program. The program is only as strong as um people people coming and actually learning from it. And so uh we we do have interest. We want to make sure that people are able to commit to the program that they get out of it what it's meant to um provide them and then that they're able to kind of carry that forward throughout our community. And so we will work on um trying

084to make sure that we are getting things out earlier for them so people can schedule around um their busy lives and make it a priority to come and then also of course complete the program because that does mean that you've attended three of the four sessions gaining at least a 75% overview of the district. I also want to focus on and I know some other areas are going to touch on it but building upon the involvement in the community and civic organizations. Um it's a celebration that I won't want to take away from another slide later, but we do know that we've received benefit um fiscally bo um both or both fiscally and with like student involvement or student experience opportunities for things like CTE uh opportunities. And so we want to build upon those

085relationships and just continue to grow in that area. And then again, I mentioned this earlier. While we were pleased with 2,300 respondents for our first year, we want to increase the participation in that parent survey so that our data just gets stronger and stronger and we know that it's more representative of our full community. So Kyle is out of town at a conference and so I'm going to take his slide, but you can just see here I mean obviously um pretty much everything we do in our current world uh both professionally and personally involves some sort of technology or device. Um, and so we have a a large vast area or arena of devices that we cover and support here in GCSD with student and staff devices with the network system and uh, you know,

086I think our our technology team does a a very good job of of taking care of those needs across the district. You can see uh from response times to our student support team, our technology support team, but also our Dale health desk um we we've shown that those have uh paid huge dividends for in supporting our people. Um, the one thing that that I do want to point out is, and this is a collective effort from not only the technology team, but also to uh the academics team, the schools team, Kaylee and her leadership with the principles, but that increase in ADA and and the student attendance. That's a big deal, y'all, because that's how we're funded. Um we uh implemented a new tool, if you will, this year that we found to be very

087beneficial for our campuses, for our leaders, and just really helping us monitor, you know, that that student attendant piece. So, um you know, kudos to to Dr. Cunningham for, you know, it's you have to be diligent, but you also have to be a little bit vigilant on that, too. and uh and just following up with families and sometimes um those are just some some conversations that are uh necessary to have and so and when our kids are in school they're learn the chance for them to learn uh increases significantly and so uh we need them at school and and we want them at school and so uh you know we saw some gains in that area. Um, we're always looking for on the technology side on how you can look to decrease overhead costs uh

088to to maximize the bottom dollar, if you will. And so that's those are some things that Kyle and his team will continue to look at and it moving forward. Also, as you know, uh he helps support our IUD team and and just uh all the things that we have going on there. Um we're looking at increasing our curriculum writing opportunities there um which will help save us on the bottom line too for curriculum costs. We're also looking at ways in which we can partner and sell that said curriculum. And so just more to come on that but those are some goals as we move forward uh on the technology side. I will say this that I mean you you know this in in your your personal or in your work arenas that we're constantly under

089attack on the cyber side and knock on something that we've been very fortunate I think that's a testament to our you know the systems that we have in place to keep our network to keep our organization safe to keep our employees and um student data safe uh but that's a constant just that's a constant focus area focus and So, uh, we'll continue to be vigilant, uh, on those ends, too. But, uh, you know, overall it's it's kind of like, u technology and, you know, umpiring are kind of similar to me. And when you don't hear about an umpire, it's like, okay, they're doing their job and it's things are going really well. So, that's the same thing on the technology side. When all is going well, >> analogy, >> um, is it okay? >> That's

090really good. Well, so and and sometimes, you know, we do have a hiccup like this morning and you just never know when you're going to roll out of bed and all of a sudden you're something's not going to work and but we pivot and we we make do and um you go in the next room or campus or whatever and it will work and so um but anyway, we're going to move forward and we're going to accomplish our goals on the technology side. So, Dr. Johnson in finance. >> All right. Thank you. Um I think the first celebrate uh celebration is the passage of beta that happened last fall. Um about 40% of those pass statewide and I suspect in in our local this region it probably was a lot lower than that. And what

091that says is that there was number one great education to the community guys. That that does not pass without great education and great communication. So, it's on the finance slide, but but it certainly is a is a testament to your communication department and Dr. Schnounce educating the public on what that was about. >> Well, that No, that that was a team effort. I mean, that when that was >> I think it was your Facebook live that >> Yeah. No, that wasn't that. But I'll say this, too. Uh, and and I've I've had this conversation with a lot of folks because everybody wants to know and we were only one of two out of 26 here in kind of the North Texas area to to successfully pass a VAR. And so it was well below that

09240% statewide. But people are like, "Well, how'd you do it?" And um but it was there was all of the work the the two or three years before that preceded this that helped us. We reduced the tax rate I think over 47 cents over the 5year period to just position us to be to where we were had even the opportunity to go out and and that was a thing. Um but yeah, it was a collective effort. U our our team did a great job on the the campus presentations, the community presentations, and it's just you have to get out on the streets and just get the message out. But it was it was our team. So, and it wasn't the Facebook live. I promise. I heard it was, but that's just >> it was a

093lot of painful. >> I have I have that pin so I can just swatch it whenever I want. >> Okay. Anyway, go ahead. >> And then it goes back to one of the things that Nicole said on hers. It's is the the community piece and educating the community and so the creation of a community finance committee and we had successful meetings. I had several of those this spring and I felt like those were really good and we are continuing those. uh the TASBO award of excellent financial management there was a series of reports that were issued and I think that to me focuses on the reporting structure in as much as we've got a plan I think monitoring that plan is is key right so we want to have financial reports uh to to kind

094of further on the the momentum that was from the financial management uh reporting uh areas of growth uh and so one of the things that we want to focus on is enhancing the zerobased budgeting process I think that was great the first year, but you always improve. The first year is kind of a bumpy road, but I think it was very detailed budgeting. I think the outcome was really great and I look further uh before the future zerobased budgeting because to me it's about the decision to prioritize and it comes with that zerobased budgeting process. um increasing revenue. I know that that again things that have occurred over the 24-2 year uh stadium the stadium uh naming or the stadium I guess partnership and so you know we look for every opportunity to increase our

095resources to to to um overcome the the hurdles that we didn't get out of this last legislative session. Uh and then the goal is that we want the the financial outcomes, we want a tight budget. We want tight alignment with the outcomes of that budget. So that's the that's the goal for the current year. Okay. So we move to operations and really going to kind of divide this up into two layers. first that which kind of talks about a little bit our uh eight departments that we have in operations and then separate from that the education master planning committee. So when we talk about accomplishments or celebrations that that first one the district vulnerability assessment and the results of that are really a testament to our campus leaders and the that includes obviously the AP

096which is typically the emergency manager for those campuses. uh but it includes all of the staff on the courses and and the students as well. So that's when TEA or the state sent their agents in uh we were one of the few you know districts early on in this uh new endeavor of theirs to come in and take a look at a lot of information, look at all the planning, ask a lot of questions, interview people on campuses, test things in the campuses. uh they have a a a a very lengthy checklist of things that they're looking for from a physical standpoint uh and an operational standpoint that they assessed us on and it was it was absolutely a a an excellent result. Sure, they found a few things, very minor things that have already

097been taken care of this summer. Uh nothing that really jeopardized anything. Um and it's a real testament to Allen, his team, and our campuses in particular. um to have an agent and a group of agents say to you, "We feel very comfortable. We would feel very comfortable if our students uh went to school here in GCISD. That was that they didn't have to say that. They chose to say that and share that with us." So, that that was a really big deal. Um, kind of piggybacking off of what uh David just shared, you talk about having uh restructured and extended several contracts that bring revenue to the district in the cell tower arena. Uh obviously the new partnership with Baylor Scott White. Uh we launched a bus advertising program that is really just now kicking

098off with the sales of those. uh we'll see what that um is able to bring and and kind of spur on other things because I think that's just like the little seed that hopefully uh continues to grow other things. And then a couple of our departments uh worked on and received grants that was in nutrition services as well as our emergency management department. And then um one of the things I forgot here was that our facilities department worked on securing a rebate for some construction work that we did. And so it's all those little things just bringing in a dollar here and a dollar there, right? To uh uh bring in non-recapture dollars to the district. Um an accomplishment was the launching of the education master planning committee to begin that systemic view of the

099district looking at all the programs and facilities enrollment projections and things. And I'm really going to come back to that one later in a more um detailed fashion as I go forward. That's what I mean about that. The separating separation In terms of areas of growth, now we're thinking about our departments within the operations uh division, if you will. Um improving communication with customers identified in departments. I will say that we had great customer service and great customer communication scores in most all of our departments. two specific areas of focus are that where it relates to maintenance of facilities, not necessarily the ground side of things or the custodial but more so in the maintenance field and then from the risk management area in the area of pest control. So looking for ways to improve

100the communication back to campuses and some departments in those two arenas that we'll be working on after implementation of the new work order system that was very specific to facility services to assist that department with doing a couple of things. Um the area of growth is tracking completion of time on uh on work orders, time spent by technicians on work orders. One of the issues we had was a system that was difficult for endusers to use, but even more difficult for technicians to make use of to be able to record their time on task or any of the parts that they may have had to have spent uh or use on on what have you. So, the transition from the system we were in into FMX was a a big transition for the school district

101beginning in August and early September last year. It's better and easier for campuses from an enduser standpoint. It allows those technicians to provide information in the system. So, so people at the campus can look, not just always having to call the department or try to flag a technician down on campus to figure out what's there. The real challenge in this arena is the guy that's I'll give you an example. The guy that's been on the roof all day in the middle of August um sweating and he's he's already put in nine hours and now he needs to pull out his his iPad and log the things, right? And and he doesn't need to stay on overtime to do that. So then we wait till the next day and then guess what happens and they come

102in, you start putting out fires, dealing with issues. And so that is an area where we say we've got to do a better job. We're going to work on tracking the completion of work orders and then begin to look at you know how long it takes to do that in certain areas and arenas as far as that goes. Uh that will certainly also help we hope over time with the communication with our customers. We're not going to just rely on the system to do that. Mike as the new director is going to implement more of what he's accustomed to doing which is also that verbal communication between himself and other people in the department to kind of keep people apprised right and so by June of 26 that department specifically will establish u those baseline

103measures going forward now one of the things that you'll remember that was has been in the scorecard was that around setting key responsibilities for each of those departments and kind of assessing customer feedback and all that that moves into the cascading scorecards for each of those specific uh departments areas. It's just a natural part of what we'll be doing and what uh we will continue to do just to assess how those departments are performing. What areas do you need to focus on over time uh and so forth. All right. So now you see the goal down there, but I'm going to go back up to really what has transpired with respect to the um EMPC is how we refer to it. What took place between January and May. So that was really a time for

104members of that committee to learn a lot about the district itself. So began with kind of a cursory look at what had been approved in the 24 bond, what still remained as far as capital and maintenance needs for the district that we can look at into the future. All of that relating to um how bonds are used to keep expense off of operating because we know the challenges that we have in the oper operating budget, right? all interrelated and that was kind of a highle view uh of those things and looking forward the other things that they began to learn about were not only school funding and how that works in the state but specifically the effects that's having on GCISD and of course everybody also wants to know about recapture and is there a

105way to make that go and of course you have to settle them in on the fact that that's just not something that's going to change um and those are some of the things that David spent some time walking through and the formula and and the pennies and and all the things, right? So, again, a lot of learning. The purpose of that, right, is looking at the district's long-term financial needs and challenges from a sustainability standpoint, which trans translates into eventually your long range plan for the district um in two areas really operationally as well as looking at facilities. From there, they also um learned about the enrollment decline in the district and the forecast and projections for that decline to continue based on the aging population. Um this was from the demographer, the home value

106costs in GCISD and the challenges that that represents. Um and that you know these are common issues for many of the districts and our particular area. are not growing uh bedroom communities in in that type of sense, but just what it is that's happening uh in the immediate area. Um and then, you know, they learned about um school facilities and how you kind of define what capacities are when you're looking in a school facility. How do you define what the capacity of that uh building is when an architect designs it which is design capacity versus when you utilize it and what are your functional capacities that remain in your building or are you maximizing the utilization of your building. So, we did spend some considerable time basically walking through our schools talking about educational and

107then extracurricular and co-curricular programs that we have, how those are deployed in our buildings specifically, right? Um, and then looking at potential capital constraints that you might have. So, while you have declining enrollment, you can have programs that are growing or that don't fit in an area. And I'll just give you a primary example. band is one that always comes to mind. It was talked about a lot throughout the 23 and 24 planning process. Even though we're experiencing overall decline in enrollment in the district, we have very strong and robust band programs at several of our schools, we don't necessarily fit in the spaces that are there for those programs. So again, getting back to looking at long-term capital needs and constraints of the districts of the district itself. Um from there we had to

108also springboard into um talking about the transfer policy change and thinking about the fact that that over a period of time is going to change the look of enrollment on some of our campuses. Really, you know, we'll know more over the next five years, which is really what the demographer is probably most comfortable with projecting. Uh but as we know in some cases that's going to take us about seven years for that to really metriculate uh out of the system. Um, and then talking about and something that they brought up themselves as well, which are feeder pattern concerns that we've heard for many years in GCISD. Um, and talking about that and then kind of wrapping up at that point with updates on the legislative session and was happening. So, as you can see, for

109the better part of the many months, it was really about that background, that information and learning that they were um going through and specifically hearing about the long-term sustainability financial challenges that the that the district is changing, right? Um all very positive about the fact that yes, those are those are things and and felt very comfortable that the district could could meet those and be in better shape for the long run. So through the fishisioning process while thinking of that underlying current of long-term sust sustainability they discussed a lot of different ideas um in multiple scenarios and the complexities around those because one thought or concept can lead to other things. Uh there are domino effects at times and you uh might do something in one area and then you have to consider what the

110feasibility or impact is in another area. So some of that was certainly discussed. Their real impetus was to look at two two ways of approaching this. Not only how to reduce operational expense in the district, but also how um how they might be able to create additional revenue for the district. So a two twoprong attack on the challenges. And so really when we got to the conclusion of May, the next step was then for the district to take in those ideas and scenarios and start thinking about how to explore them um for feasibility. And for that we need professional help especially in the world or the area of a demographer. Um, and so through the month of June, which is kind of a a next layer, was really uh spent contracting with our demographer, getting

111through that process and kind of setting up the stage for here's some things that we're going to need your assistance on exploring and looking at. Um, and so that's kind of where where we are uh currently. And so, you know, you see the goal there that says by January, the the committee itself is going to formulate some recommendations. Well, let's let's step back for just a minute and and what that means. As a reminder, this process was put in place as a way to look at kind of where we are now and where we need to be five, you know, five and 10 years into the future. Again, trying to create that long range plan, but really positioning the district to to be in the best place it can in two areas, right? Operationally from

112a day-to-day expense and then financially. And you know you have to do that while keeping uh students and and and teachers in mind and all of the different interests that you have and it's a balancing act of all those things to do that all of this interrelates and is a part of priority four right so one is not devoid of the other when it comes to David and I talking about these are so the committee discussions centered on that general premise that it's a position of strength when any organization is looking at monitoring condition, what's ahead um and is trying to position itself for the future with what it has control over. In our business, there are many things for which we have no control. Lots of curve balls and we have to adjust. We

113have to have the capacity to adjust. Um sometimes that can be painful. It's even more painful when you really haven't builtin capacity to be able to adjust to some of those things. And unfortunately, often times it seems to be somehow financially related. Not your fault, it's just just what it is, right? Um so again, their approach, the two-prong approach was trying to help position the district in the future uh in a number of ways from a capacity standpoint by looking at things that as a community really um we have control over. Um and there sometimes some days it feels like we don't have control over anything. That's a it's kind of an interesting thing. So, ideas and scenarios that were discussed uh or you know were included in their discussions. Um one of those was

114looking at the value of underutilized property in the district and I I'll come back in a minute and explain what that's really in reference to but in there in particular I'm talking about the heritage and property and I'll come right back to it. Um right sizing in the district by looking at the elementary schools because of their smaller enrollment the continued uh projection of decline in our enrollment and the underutilized capacities that we already have in our elementary schools and that will continue to grow and obviously looking at uh possible consolidation models with respect to our elementary schools. Another one of those ideas uh was evaluating the feasibility of repurposing those facilities or using those resources to create some sort of revenue for the district. So here's an example of one of the things talked

115about was the feasibility of an early childhood center in GCISD. One to bring in early learners ages three and four adding students to the district. Um but adding students in a strategic way where you're bringing in young learners and you are Dr. Sh kind of mentioned that already uh in the ECDC arena, but bringing in young learners cement those families in in the district and that's where we know as a district we're going to have the best educational outcome for those kids and overall for all of our kids when students come to GCISD and the earlier they can the better they do over the course of their educational careers that just has a general impact on everybody and everything. So that's when one way of expanding enrollment, which was one of their thoughts, and another

116one was to expand the Aspire program to some sort of a standalone campus. Again, another idea to be explored in the hope that the district could look at a program that it is um known for and does well with in terms of the outcomes for students and what it provides. It's a unique program. um and is there a way to make use of that to bring in additional enrollment to GCISD, right? Because how how do we get funded based on the number of students that we have? From there, it was also um a thought or idea of evaluating whether the current grade to building alignment is still the best for students and the most efficient uh for us in GCISD in terms of efficiency within the district and the use of our facilities or whether

117considering another grade to building alignment uh another alternative for that is is is viable and would bring about better outcomes. So what am I talking about there? Their conversations were centered on looking at the four middle schools and possibly considering two intermediate schools and two uh middle schools and bringing up fifth grade. So you would have two five six campuses to 78 campuses. Obviously a lot to explore and consider um in that type of idea and in that interrelated is your use of facilities um in trying to do that. Well, any of these and one of the last big ones um was kind of evaluating whether a feeder pattern can be created in the district beginning at 7th grade with the premise or the requirement almost that there be no change at the high school

118level in terms of attendance zone. So, people have already purchased their homes. They're they're expecting to be in a particular high school attendance zone. uh that was kind of deemed to be an untouchable. But could you create a feeder pattern that would address all those competing interests that we hear from parents, hear from students, hear from coaches, hear from extracurricular directors and sponsors about the challenges that are created with kids that split going into secondary campuses going into high school and whether you could kind of settle that down by seventh grade so that there's this coherent cohort moving forward from 7th uh through 12th grade able to really cement those relationships. it's coaches and directors being able to build their programs and know which kids are going to be in their programs and and so

119forth. So that being another one of those um big ideas and things for the district to explore. So in the immediate stemming from those discussions, the recommendations were for the district to um going back to the Heritage Annex property, explore and determine its fair market value and explore the options for relocating the I university prep staff to another district location. So just to make sure everybody's aware of where I'm talking about that piece of land that we have right next to Heritage Elementary School and then a homeowner sits just on the other side. That's where the I university prep staff is currently and so we would we would be exploring that uh obviously hiring the demographer to update our enrollment projections and and kind of look at the effects of the transfer policy change here

120in year one by looking at our enrollment coming in in 2526 um and modeling all the different scenarios that I just kind of talked about that um are going to be explored um and then for the district to evaluate the transportation implications for any of these models because all of them have implications for that potentially. Um you have to look at kind of the domino effect and the expenses that that may or may not create or could decrease uh depending on on where things are headed and then for the district to design a a phasing plan for those ideas and scenario. So what am I talking about there? Kind of what are some shortterm opportunities here in the immediate arena and what are long-term opportunities for the district and then identify the logistics of implementing

121any of those ideas and and scenarios um that might move forward. So, a lot of information that still has to be taken back to the committee for discussion um and for them to evaluate as a part of that discussion. uh and ultimately leading to our goal here uh that by the end of the semester they will have formulated some recommendations for the district's consideration and I think that's really the update from a operations and other side of the equation and is there okay that was the last slide >> right in kind of wrapping up we are going to so this is intended to be kind of an endofear report on our 2425 scorecard. Uh which means we begin transitioning into the 2526 scorecard. So this is a very brief last part. Um as we have

122looked at our accomplishments, we've looked at our areas of needed focus. That takes us back to the scorecard to look as a team um and district. what adjustments do we need to make in our key strategic actions, progress measures, and outcomes based on our needs. One thing that we found is that last year being year two of the scorecard, we added to the scorecard and it became very expansive. Uh we had not yet fully launched the cascading scorecards with our departments. So what you're going to find in your final handout, the large size paper is where we are in our draft for the 2526. You are going to see that it is quite condensed in the number of key strategic actions and the overall outcomes. That doesn't mean we're doing less work. Um it means

123that we are going to ensure that we are expanding those cascading scorecards. Many of the items that you may no longer see represented as a key strategic action are now actually going to be in a department cascading scorecard with specific outcomes there. So um I don't recall Nicole you may recall how many pages was this last year when we gave it to four >> like 28. We've gone from like 28 pages to four. Let's call that improvement. >> Um but so the intention of this is just to introduce to you how did we determine what are we looking at? Well, really what is an overall truly district level area of improvement or strategy versus something that is at should be at the department or campus level. Um, and as we continue to develop those cascading

124scorecards, we'll give you more information on that. And certainly, um, you will hear our monthly priority reports as we begin pro, uh, reporting out on our updates and progress on the 2526 scorecard. I neglected to move there, but I said those words. And now as we have wrapped up that end of year, there might be questions. >> Yeah. If you trustees, if y'all have questions, just keep in mind that if it's going to if the answer is going to be too lengthy, um, or if it's going to require a little bit more research, they'll get back to us in an update. And I just want to be time conscious and be respectful. Everybody, I think every trustee, but myself has taken time off from work to be here. How much time do we have room

125again? >> Well, it's 10:29. Originally, it was set for 8:30 to 10:30. So, but I want you all to still have the opportunity to to get out to get out there. >> If there's some things that we may not cover here, we can take those and kind of create like a parking lot, if you will, questions. >> We'll get back to them. It's going to be too lengthy, but at least we need to know what your areas of questions are. >> Sure. >> AJ, did you >> I just have a couple. >> Okay. >> Quickly. Um and it's going back to very in the very beginning, Sheila, when you started talking about um I Ready and how it was implemented on, you know, different campuses kind of did different ways and and what that looked

126like. and then also touched on I ready minutes and that didn't didn't necessarily correlate to success based on you know all all the all the things. So, I just really kind of my con I don't know if it's a concern, but I I want to make sure because it it is a it is a useful tool if it's utilized appropriately. And I think we've seen that in certain campuses that really embrace the I Ready model um both in elementary and secondary. Um and when they've been diligent about it and utilize that model appropriately to identify cohorts and within their own schools, I think we've seen positive growth on that. And I don't want to call out certain campuses over other campuses, but we can see the results and we and we saw that in some

127of the reporting. What my question is how how are we filtering that down and how are we utilizing that data to make sure that while each campus has unique population and how they implement that, but how are we making sure that each campus is being diligent in implementing that and actually utilizing that tool appropriately? And I I mean I think everybody knows where my kid goes, but there were moments when my kid would be at home and her laptop would be open and I'd be like, "Girl, what you doing?" And she's like, "I'm getting my already minutes." She's like, "I already finished all the assignments, but I'm just getting the minutes." And I was like, "Clever. Let's not do that." Um, and so I just want to make sure that, sorry to call her out.

128Um, I didn't want to I just want to make sure that we're implementing that tool appropriately across all campuses and affecting those needs the right way. Does that make sense? >> It makes perfect sense and those are absolutely things that we're looking at. One of the things that you're going to be getting more information on and clearly we had a very structured uh presentation and amount of information. Um, in an upcoming update you're going to get more information around what have we analyzed. We also did focus groups at the end of the year with our teachers, parents, and students around our I Ready implementation. Gathered some good information there. We have more data that you'll see. And then what are our recommendations for this year's implementation in uh phase 2. So definitely addressing that fidelity

129to that deeper level where it's more of a focus on the lesson in teacher monitoring than minutes. minutes may not get you your check mark. Um, but are how many lessons are you doing? A lot of lessons learned over the course just in our implementation. So we definitely have adjustments there and support for our staff on how to and the frequency of monitoring and then what are the steps that we would take sitting down with students that if they are not meeting those lesson requirements how are we doing some teacher-led instruction to get them on track with filling those gaps. >> Wonderful. Um, and then just kind of the last thing with uh I know that there's and it's a very difficult thing to do with master schedules, especially at our two high schools and

130and making sure it's kind of equitable and in the offerings and everything. How how are we know there's been more work, Kay, I know you like a lot of work to try to make offerings as equal as possible at both campuses and and to not have workloads for certain teachers more than others at camp, you know, and all that. And so how how are we coming this year versus I know last year was I don't want to say hot mess but it was tough. And so how are we coming along this year with making that more equitable for both campuses and teachers within those campuses? >> Great question. So we spent a ton of time working collaboratively with the high school principles um academic associates and their lead counselors um collaboratively with HR as well

131where we are looking at their staffing. We are looking at a multitude of factors such as student load like you mentioned, but we also have to consider preps because if you teach one thing all day long, but you have larger classes, that may kind of be an equal work workload to somebody who teaches four different preps of a little bit smaller classes throughout the day. Um, one of the things we've also looked at is staffing efficiency. And so that was um you know our I know we want to offer as much as we can at both campuses to minimize transportation, but if that requires adding a staff member um then that may not be the best, you know, way to solve that problem. And so we look at where can we strategically schedule the classes

132to allow students who may be traveling from one campus to the next to stack classes and take multiple um on that campus to prolong the amount of time that they're there. Um so we're we're looking at it from a variety of um ways to run as efficiently and effectively as possible while still providing you know all the opportunities that student need students need and also create that equitable workload for teachers. High school principles also look at um teacher preferences and what they want to teach because there are some that say give me 30 kids in a class I want to teach one thing and some say let me teach all of you know these are my passions to teach these five different courses. Um and so matching up those um teacher aptitudes and preferences in

133the master schedule also helps us create that balance. >> Good. And keeping teachers happy keeps them in the classroom. Um >> awesome. And then this is like an open-ended one. So, this might be like the board deal math >> question. Like, I know we've had a I know we've had a focus since I've been on the board on math. I've also seen when we have leadership like Dr. Guerrero when she makes tough decisions and and does things and we're seeing great results from that. This could be something in a board update later, maybe during one of the the monthly updates, but I know we've had a look at it, but we've had a look since I've been on the board. I just kind of want to know in general what are we going to be

134doing to really hone in on and you did touch on that a little bit and this is a very open-ended so you don't have to feel like you have to answer that right now. >> Definitely will um whether it be a priority or a board update the comprehensive plan across the board or what what are we specifically working on? We'll follow up on that. >> Okay. Thank you. >> And I'm out. >> Good job. >> That's a good >> go next. >> Okay. Mine are you know like I did last year David your specifically for you the zerobased budget now that everybody knows that's what's going to happen. Was this were the campuses receptive to that? Was it a was it a process that obviously first time in was difficult but now that they understand?

135Do you anticipate that this year their their approach will be different than when you first introduced it? >> I think the approach is going to be kind of the same. I think they were receptive to it. Kaylee and I met with everyone of the campuses. I think we did meet with maybe one >> one based on scheduling. I we had great I feel like it was great meetings with the campus principal um and your administrative assistant bookkeeper um about the process. It was collaborative. They they came in, we asked questions, they asked questions. Um but it was fantastic. It just really allows um for them to look at the year as a whole and what are their needs and where areas that um we could be more efficient or we need to shift our priorities

136and spending. But yeah, I feel like it was very smooth um in the way that they facilitated the meetings. >> Since you answered that, I'll give you my next one. Um your CCMR points, I know there was changes in our course categories. Did that is that one of the reasons that we had you know like um instead of just offering team sports or piece now it's under something else you actually get a CC MR point. Did was it did we change some of the courses in the course selection that they were now fall under? They might have been CTE more than CC. >> We may may have recoded some courses to be CTE. >> So just to >> is there an impact possibly minor? The majority of our CCMR points are academic related. >> Okay.

137And so any change that may have resulted in really doesn't overall affect the direction we're going with our increasing those amounts because >> no the sign there was a significant change and I didn't know if that was because >> so a lot of it was because of TSIA testing um and the preparation there and our increases in SAT scores but the work that Stephanie speaks with CTE and creating those coherent pathways and making sure that students can be completers and it ends with an industry based certification. Um those shifts in courses has changed has helped with CCMR. >> And then your middle school to athletics your middle school development on each campus when does each campus all now have middle school campus all have a weight room. >> I will need to get back >>

138I can't speak to that and the debt needed right now. I will say that we in the bond we're renovating uh some of those facilities. I don't know what extent off hand >> it's it's really just flooring and the weight equipment itself and Todd is tackling two of them as we speak this summer. >> Okay. >> Yeah. Because they weren't all equal. I'm just saying I know that. I do know that some of what um was referred to on that slide was the implementation of pre-athletics and how that has helped prepare students physically to um be successful in athletics and stay because they feel that level of success and belonging. And my other question for you, Kayleie, was um I know you handle a lot of the student discipline and I know that in the

1398 89th legislative session and even Dolly and I went to this TASBY conference and discipline at the high school level, secondary level was a hot topic. And so the differences in our the legislation that's coming down are the new um policies and whatever statewide now going to be implemented in our student handbooks. >> Yes, we are in the process right now of receiving um kind of final updated um so we laws are passed. We receive um model policy. Um, we look at how we are going to implement that, what we're gonna put out to bring forward to you as a district, our procedures or updating our handbooks, and then what that actually looks like in execution with our campus administrators. >> I'm I'm just saying that obviously having taught in the district for um 20

140years, if it's not in our student handbook, then we're going to be challenged. >> Yeah, it's important. It's >> issued an update to the models yesterday. Literally, it arrived and I got that over to Dr. for coming to him because she's the manager and director of that putting that together and making sure it gets the legal review as well. >> Perfect. I'm sure there are going to be a lot of questions about the cell phone. >> Yeah. >> We're already working on that possible. >> My next question, Kelly, for you on the maintenance. I know it's hard to get maintenance, custodians, cafeteria, buses, staffing. Um, are we full there or are we still lacking? >> We're still lacking in some of those areas. What about the teacher positions? Are we fully staffed teaching? >> Um,

141we are not fully staffed, but we're in a good point. Um, we are about on track. Yeah, we're about on track as we were this time last year. Um, as far as the number of resignations last year at this time, we had 217 and this is just professional and this year we have 212. So, we're about on track with professional positions as we were this time last year. But really, maintenance and operations, custodial bus drivers, now is the hot time of the year to to hire those positions because they'll start work in August. >> Perfect. Okay, Paula, my question's for you on the bus advertising. I think everybody knows I have this little side gig called Chicken and Pickle and somebody actually called um actually wanting to know if we wanted to advertise on the

142buses. When I talked to this gentleman, of course, he didn't know how, didn't know why I was asking, but I asked him, "How many buses do you have? How many have you sold?" He did tell me that there were only 18 buses that he had left available. So how does it >> I got an update while we were in >> and I you know I just want to qualify that this this was not these are not going to be big dollars. It's a little bit of revenue but what I'm hoping is it kind of spurns others into >> they had a lot of success in a short period of time because >> we had the board approved that one. Um and then I just want to tell you having been the um employee that your

143new system for work orders and um people getting things done efficiently. I just want to say thank you for that because that was >> um and then the other thing on the Aspire comment I mean that the conversation with the educational master planning committee is the Aspire um campus going to be only Aspire at that campus and not like what we have right now Aspire and as they call themselves the regular ed students. >> All of that is yet to kind of be discussed and determined. I I the the conversation centered on a an Aspire campus in and of itself maybe even being um more so K6 potentially as opposed to five. um whether or not you know initially you might not be able to fill a campus that way and whether or not there's

144some other opportunities not another campus per se but I don't know what if you could offer some of the other spaces in those areas for other educational opportunities that have nothing to do with a particular school. So I lots of different things to still generate ideas and in consideration of that. Yes. Thank you. >> Mine my I'm sorry. Mine I have a little bit more Sheila which um AJ asked several that you know nine campuses to increase several notes there. Um when you put your targets for um there are 25 26 goals were they campus driven not grade level districtwide driven? >> The 25 target. So, so looking at the results from 24 25 when they set the 2526 goals were they principalled with their campus or these general all fourth graders are doing this

145all so the targets specifically on our slides were district level based on looking at prior district level data. Now multiple data points go into setting those goals. There is a campus process to which yes, the campus is setting their goals based on their growth. The 25 targets, we're not necessarily taking all of the campus targets and adding or averaging them together, whichever the the need may be. So, there's really some a little bit of a function of two different processes. Uh we'll look at that again this year and whether or not it's the same process. It'll be refined. >> Okay. I have just one more. How many um RISE programs do we have in our elementary? How many elementaryaries now have RISE programs? >> I will need to verify that. I >> that's fine. And

146then then my last question >> almost all but I'll get you the exact number. Um on the the special needs u numbers that you gave us on testing, were are dyslexia students included in that number? >> Uh due to the recent changes, anytime we give numbers for special ed, dyslexia will always be included in the big one. Okay, I'm done. >> I've just got quick ones. Um David, this one's for you. So the 2425, one of your celebrations was the Tesla award. the Tennessee it was abandoned 425.6 >> I'm not as much concerned with outward I'm more concerned with inward reporting I think at some point due to time constraints it becomes it's an elaborative process right I'm more concerned with you guys than I am adding the ancillary checklist of items that that an

147external ward like that would require >> I just want to see if there was >> it's not off long term but in the short term let's htuddle internally and and really get something together and and and focus on that for me Um I then I just have some comments. Um I agree with AJ's concern with math. I sit here a year later and I still have the same question mark in my head about math. Um I'm really excited about the EB strides. That is great. We have um we've done hard things in that arena and we have been heavily criticized. our staff have been um abused in certain cases and um we should be very proud of where we sit today. >> Yeah, I think 122 students leaving that program is huge. That's a big

148one and I'm glad that Liz got a shout out and I hope for Bransford and Dove when them for meeting ex you know exceeding their stretch goals. I hope they get that recognition too, you know. So, >> um I want I do want to comment on the EMTC. Um I think that when I am taking my notes about it, explore is the big word that comes to mind. Um all these things are still being explored. Uh I also just want to say for the people in this room and for the people that may watch this later, our community members that choose to participate in a committee like this, um being harassed because of being on a committee like that is not okay. We lived through um I was the community member at the time that

149that had friends that were on the feeder pattern committee and they literally got death threats. So um I know that this EMPC committee now has been blasted by certain uh groups in our community and that's not fair to do to people that live here and have students here and and have had students go through our district um doing something that they truly care about. So I just need to say that as a blanket statement that these people are doing hard work. our staff is doing really hard work. Um I've communicated with people that I know on the committee and the groundwork as frustrating has as it has been and slow uh was necessary to get to where we are now. So thank you. Thank you to the people that are on the committee and um

150let's treat our community members with respect. Thank you. That's all I have. >> Okay. So I'll start with you Paula first if you don't mind. Um you started a thought for me which was the session that we went and watched the Witchah Falls superintendent who was fantastic. So maybe this is more of a comment that the transformation that they completed there in their long-term plan and bringing their uh district out of a dire deficit situation to back in the green and and doing it through a lot of different footprint changes was really impressive and inspiring. Um and it was tough. It certainly didn't come without its challenges, but he talked a lot about the strategies that they deployed to bring the community along effectively. Now, that doesn't mean everybody's going to love everything, right? Nobody

151ever does, but bringing people along in the process in in such a way that um you know avoided some heartburn where possible, I think that's important. So, thank you for mentioning that because I was very impressed with him. again. Um, as far as the um, okay, maybe this one is moving on to to you, Dr. Shyber. U, do we feel like we're getting the ROI? Back to the whole mass comments, do we feel like the ROI out of I Ready is is there? And are there any uh planned changes or perhaps refinements in what we've bought or what we plan to purchase in the future that need to be addressed? But that might come later when you address in deeper detail. And I >> Yes, we'll provide a more in-depth kind of overview of our

152analysis of year one implementation. Um, as far as return on investment, you know, there are many ways you can calculate that, but seeing that we have one tool that can help us measure growth for students in kinder and through 8th grade and math and reading, my answer to that is yes. Are there ways in which we can increase that? Absolutely. And so our plan moving forward is how do we do that? How do we support our teachers better to monitor the personalized instruction? um meaning paying attention to the lessons more than the minutes. And then the second part of that is the not a focus of year one but will be a focus of year two is the teacher toolkit. within the teacher toolkit. That is where the tool, the overall diagnostic provides groupings in

153math and reading for each individual teacher's class and provides a lesson for that teacher to lead in a small group instruction for tier 2 instruction. Some campuses did move in and had a higher level of use of those tools. Everybody kind of played in it. Uh but our focus in support and training will be in that realm because we know that digital tools and our change in society and reliance on technology is one thing that we could probably spend a lot of time talking about. There's nothing that's going to replace the time that a teacher spends with their whole class or with small group instruction or individual. And that will be our year 2 focus is in that tier 2 instruction because that is embedded within the toolkit and aligned to our curriculum to bring

154more instructional coherence in meeting our our standards. So, we're going to increase that RO uh return on investment uh as we move forward on that. We definitely see areas to do that. >> Awesome. Thank you. And then I'm sorry, Paula back to you. When we're thinking about the sale of any real estate property, is it is it true that any potential sale at charter would have the first right of refusal? >> No. What the law does say is that school districts uh have to make charter open enrollment charter schools that are at least partially within the district's boundaries aware of the availability of property that the district is seeking to sell so that they have the opportunity to make an offer. But uh there's a information that goes on to say that school districts do

155not have to accept a a bid or proposal from one of those entities. >> I'm s I'm assuming through creative pricing strategies that perhaps might dissuade inviting competition into your backyard is my point. >> Yeah. I I I don't know the particulars how or why because this has not been tested in court specifically. It has been addressed by the legislature in in talking points without necessarily making changes to the ambiguity that exists in that particular statute. But all the um the interpretation from a legal standpoint that's been provided to districts is that you need to when you get to the point of selling, there's a bidding process that takes place, but you have to be able to demonstrate that you inform them of the opportunity. There's nothing that requires the district necessarily to sell to

156a charter school. And what I I don't know the answer to in this moment is whether or not you can do some things as well through a deed restriction or over the course of time. Okay. Um and we have people on the committee that that's kind of their area. So that's been Yeah. Um just cognizant of time. I can I can hold the rest for later, but just a thank you to all of you and to the incredible staff across the district and the teachers uh for all the hard work. That's a lot to do through one year and look forward to seeing next. Okay. or anything else. >> Just real briefly, I would echo that same thank you from Dr. Schnouch down to your team, the leadership in this room. The way I think

157about it is even if I had a chance to go to another team, so to speak, I wouldn't. I mean, I would much rather be us than anybody else right now. I think it's well positioned and well poised to build on the success, the well- earned successes they all described today that are testament from my perspective of every single person who helps educate our students in GCID. So, thank you all very much. Um I just want to make a a couple of remarks. First of all, thank you for a really great um presentation. I think it was efficient with our time and it was smooth and it was at the right just we we all remember as board of trustees we're reviewing things at 30,000 foot level. Um so that was just enough of an

158overview but enough specificity where we could also have a grasp on what what we're doing here. Um, I think that it feels like we've gotten comfortable with the scorecard. Um, this, like I said, was was smoother this year. So, I I love that. I want to thank you guys for um embracing the idea of becoming a a data focused district. I know that we have some campuses that have been doing that for a while, but um not overall as a district. And I think that that's going to produce results. And um so I appreciate that and also think that we are embracing the idea of looking at the data and it if we I'm all for implementing something that we think is going to help kids but if it proves to not work then we

159need to change it. We don't need to keep doing the same thing over and over again and expect different results. And I think we embrace that. And to that end, I hope that um our campuses on a more um microcosmic level are looking at that also. Um for example, if if you're on a campus and you have sixth grade sixth grade um math, math is a hot topic. um rather than just looking at what the result is from that campus with sixth grade math. I hope that and we don't need this but I hope that they are just aggregating that data and look at it by teacher. So then by teacher they can say this teacher's scores were a lot better than that teachers not in an effort not in a punitive with a punitive

160idea but how to support the teachers that not may not be getting as great results. What strategies are those more successful teachers using? um are they have they used I already with more integrity I don't know I'm just whatever the strategies might be and so I really hope that they're they're doing that in an effort to make improvement down to that level because while we look at data and it seems very um impersonal we are at all times acutely aware that that data is a result of all these little bodies and that's very personal and the person who has to bridge that gap between looking at a percentage and looking at this kid and their growth and what may be um you know hindering their growth that is the teacher and so our teachers our

161teachers are everything so I want to support them and so doing we support those kids um and as a result as an example of something that that we've done this with and done this so well and I don't want to belabor it although it is worth belaboring is those bilingual services results And AJ said everything when he I think when he stopped it in the middle of the of the um to make his comments in the middle of the presentation, but that >> you broke the rules and >> was a comment. >> It was okay. It was a comment, not a question. um it was worth breaking the rules for, but that has been a top top priority of mine since I got elected because it's something that's been my heart and mind for years

162and years. And I am thrilled and I think it just bears repeating that we see those that when we focus on something, it will produce results and we focus on that program, we focus on those campuses and we see the results. I think that's all I wanted to comment on. Thank you guys so much. >> Is there anything else before we >> I just want to say thank you to the trustees for your time. I know you guys sacrifice whether it's work or your personal things that you have going on. This is we feel like this is necessary. This is something we enjoy doing because it's our work and it's y'all's work and um you know you guys have casted a vision one that u you know is for all kids and I hope you

163feel like the work that we're accomplishing is towards your vision. Um, I'll say that, you know, the work goes on. It's a continuous improvement process, if you will. The thing about us, we're never satisfied and certainly we want to give credit to our teachers and the staff and our leaders because that they worked so hard throughout the 2425 year. Um, but what I'm always optimistic and excited about is what's in front of us and just the tweaks that we've made and the changes that that are to come for the benefit of kids and and so and I know that we'll see those gains in 2526. Uh, we we share the same concerns you do and we have a lot of conversations around those and so and we'll continue to do that. But we're in this

164together and I just want to say thank you for your leadership. Thank you to our team for uh investing a lot of time and preparation in this this presentation today. Um and we look forward to to the the continuous uh process of of benefiting our students. So and staff. So anyway, thank you for your time. Appreciate it. >> Okay, we're going to stand at 11:01.