001Yes. Okay. Okay, we'll get started in just a few minutes. We got a board member coming in and things will help. So, we're just going to allow them to get in and then we'll start. You like church, shake brother's hands. Charles. woman who lives in Los Angeles. But Mr. Yes. All right. uh meeting to order. It is April 20th. It is 6:03 p.m. and this is the regularly scheduled board meeting of the Bay City ISD trustees. We're located in the HJ the Palister Administration building and this meeting was hosted in accordance with law and policy. The meeting is audible to the public on our YouTube channel. And will you now please rise and we'll say the prayer and then we'll have a pledge of allegiance from King. Heavenly gracious Father God, we thank you for
002this day today. We thank you for the rain and we thank you for clearing it up and giving us good weather so that we can have a meeting tonight. God, we ask that you be with the families in North Carolina that are dealing with tragedy this day. Be with each and every one of those families and help them heal. We ask that you be with everyone that's here tonight and those who couldn't be here. God, I thank you for this full boardroom. It means that there are a lot of children here being celebrated and it means there's a lot of community members, families, teachers, administrators, parents, and board members that all want to work together collaboratively to make this district better. I ask that you place on the hearts of those here making decisions tonight
003what is in the best interest of each and every student in our district. God, we thank you again for this time. We give all the praise and glory to you in heaven's name. In Jesus name we pray. Amen. Amen. We have team homes elementary. Pastor out in the hallway, but I decided to not call him in. To the flag of the United States of America and to the republic for it stands one nation indivisibley and justice for ally and justice under God and indivisible. Okay, good news. So, this is a portion of a board meeting where board members you've experienced any good news around the district or want to brag on on somebody something or or some program while I do it. Yes, Mr. Of course I do. Uh well, last week we were all
004um Cherry um Cherry Elementary had picnic day >> and it it was really great to see see the for the parents and for myself and u a representative other district see the students in the element. I mean they were just all over the place from each other introducing the parents to their friends and and it it was great. And after that we went over to um Lenny Robinson got a little messy. They had their powder color spray day. Um of course I went rainbow head to toe myself for Mr. Brooks Mr. Haley. He was a little quick for us. He didn't catch but uh Mr. Rollsh. So it it was really great to really be out with the kids. And I say that and again I may have told some of you parents that that
005day, thank you for letting us be a part of your students life. It was really um it was really exciting was really really a lot of fun. support. I just want to sit here and tell you what uh surely without you guys looking here looking at you but uh I do appreciate you. It lets me know that I live here and that means a whole lot of past and I said well you have really n just hope that there will be more and that's I am thankful and I'm sorry that I have not been here this much I would but some things to thank you for everything thank you for all that you're of citiz programs. Dungeoners are are doing it again. They're advancing. They're going to the uh is that the the regional championships
006this weekend. Uh track, I think we won district, boys. One district for the first time in a few years. We have 10 athletes advancing to the area in May. So excited to watch watch those athletes move on and see who who can who can um advance even further. And then I saw Coach Jones. Uh it's nice to see the football lights on again in the morning. It's it's dark when we drive up to 5:30 every day with weights. But now that football lights are on, it's getting excited. The center boys up there running around. So, thank you to every coach actually um because a lot of them are up there at 5:30 every day just like we are um and and they happily do it. So, appreciate those. And then not being celebrated tonight, but
007here um our freshman tennis team went through district and won gold and so they're here. You two raise your hand. Lily and these little girls. They're here for an academic reason though. So, um, but just tons of good stuff happening in the district, both academically and athletically all around. So, just happy and excited to see it being a part of it. Anything else? Okay. Uh, we will now move into celebration of excellence, Bay City High School state qualifiers. >> So, thank you for highlighting some of the other programs. We do still really appreciate getting to bring our state qualifiers uh to you to receive awards. And tonight we have our two debate coaches, coach Trovinho and Miss Hodgeges who are going to start with their introductions here in a moment. Um we also have film
008which is part of kind of our um advanced academics as well as UIL and then powerlifting. So a little bit from the athletic side as well. So coach Bernard if you will start and then we'll progress through the fine arts. Good evening everyone. I focus powering and today I would like to celebrate Rihanna Solis. You can come stand. So this Ba's first year um completing power lifting and um as a senior she was in a very competitive 165 weight class. So, um, when she got to state, she was placed at like number 21, which at the very bottom, and she ended up finishing in the top 10, which was something very good to be proud of. She qualified, but she was actually the regional champion. So that's something coach is going to go next was
009our CX debate. >> So I'm driving up here. I thought about a bunch of things I could say, but um they all went out at the window. So we went gold for the first time in a decade. Um, so there's talk about him. So get Elijah Douglas, also known as Bill Works, also known as Emily, also known as M. One is Taylor, but because Taylor just does excellent things, she does. trying to be on a Zoom call right now and um I'm dropping this on you, right? >> Yeah. So, um got brought in uh to Bay City to coach football, baseball, uh policy debate, help out the other debate stuff. We're going to help out one act now. U academics um because who needs free time, right? Um >> so started coaching uh policy debate
010in August as soon as I got on and we went through a bunch of changes this year. a bunch of different folks kind of came and went, but we had four that we brought the district in February. Ended up taking first and second place, sweeping out me, which is always a beautiful thing. Um, ended up going to the state championship in March and both teams won at least one round and uh the exciting thing I guess two exciting things about that. One, the self-recognition from these teams to realize we need to do more and we need to be better. and two freshman. Freshman, freshman, junior. We're coming back. Come back in big white. >> Great. And last but not least, um I'm Britney Hodgees. I'm the UIL academic coordinator and debate coach at Bay High
011School. Um, so I wanted to recognize Jasmine Glenn for her second trip to the state championship for UIL film. So Jasmine has competed in UIL film all four years of high school. Her freshman year, she earned a silver medal at the state championship. And since then, the contest has grown and gotten more competitive. And so we're super proud of her growth and dedication to her art. and this year she earned fourth place overall in the state. So we're happy to celebrate today and One, two, three. Perfect. Thank you. by the way. Next, we'll recognize our teen homes elementary students. Lord, how are you tonight? >> Good. mute. >> Good. So, I'm going to piggy back off of Mr. Spartan and I agree with there are great things happening across the district both um athletically and
012recognition. So um good evening members superintendent to give you a sense of the scale of tonight celebration uh for 21 elementary three years ago only three students total had finished math at the end of the school year and zero students finished like this year across third fourth and fifth grades we have seen an explosion of growth in literacy 53 students have fully completed their Lexia journey In math, a staggering 202 students have mastered the entire STMath curricula. A total of 255 students have completed a program. Behind every student who conquered a difficult STMath puzzle or mastered Alexia level is a teacher who provided the encouragement and datadriven support to get them there. Our third, fourth, and fifth grade teachers have done more than just monitor these programs. They have analyzed the data to identify exactly
013where a student was stuck, provided one- on-one interventions to bridge the gap between digital practice and classroom application. They have cultivated a culture of perseverance, reminding our students that mistakes are just part of the learning process. To our teachers, thank you for your dedication to ensuring every student has the tools and the confidence to reach the finish line. Your commitment is the heartbeat of this success. Tonight, we are here for a very special celebration of excellence. We are honoring a total of 42 students who have shown the incredible perseverance by completing their personalized journeys in both ST math and state. To understand the magnitude of this achievement, I'd like to briefly share what these programs represent. STMath is a visual instructional program based on neuroscience. Instead of starting with traditional formulas, it uses spatial temporal
014puzzles to help students see the map. By the time they reach a certificate of completion, they have mastered a rigorous series of challenges that prove they don't just know how to find an answer, but they deeply understand the mathematical concepts behind it. In Lexia, these 42 students have moved through a systematic evidence-based path. They have mastered critical areas like bonnet, fluency, and complex composition. This completion signifies they have the literacy foundation necessary not just to read but to learn across all subjects. Completing these programs requires hundreds of puzzles solved and dozens of units mastered. It is a marathon not a sprint. At this time it is my honor to invite these 42 followers forward to receive their certificates of completion for ST Math Alexia. Please join me in celebrating their hard work. Anita, Christiania. John
015Conor Esan Lara Moya Chagua Bass Valdesi Williams. That was third grade. I now have fourth grade. Catherine, Edo, Gista, Grace, Jackson, Cortez, Eliia, I'm Eert. Abigail Kane, Elanor Klo Romero, Luna, William Martinez, Damian Masa Samura, Kane Powersa Rubio, Solis. That's fourth grade. We're going on to fifth graders. Kayen Cornet, Lorie, Joanne Gibson, Elan Henderson, Gabby Lara, Lis A Javan Ramirez Rosas, Amy Sea, Hey behind your vein. Yes. any features. >> Keep going. Hey, please don't Okay. >> Hey, we're good. Thank y'all. Oh my heart. Good job. You're talking about I've got some bad outside the door. All righty. We always wait for everybody to exit so we can give back and be able to and really focus. Um, but that is probably our favorite part of the week. So, be able to celebrate the kids.
016They come up here and get a piece of paper and to see a smile on their face and they get to hear your name called and and you know, stand up in a room full of their peers and teachers and and other adults. And so, super excited to celebrate our kids. Um, moving on in the agenda, audience with patrons. And so, we had zero people signed up prior to the meeting. Item seven, Bay City governance. Uh tonight we have the junior high in King's Elementary March benchmark TIA growing So, the first uh when you open up your folder, um the first document that we're going to go over is this one right here. Um, it has one goal, one team, one voice. And this document is actually part of the one pager that has principles
017we submit at the beginning of the school year with the systems and structures that we current we have in place on campus that help us, you know, move the campus forward and keep the goal um at the upfront. And so from this document, the part that I will be focusing on is on the top right hand side, high quality instruction. And so then I'll go ahead and go into detail and explaining each one of those systems within that structure that have uh taken us to where we're currently at within. Uh so um while we celebrate our digital successes, the part of our growth at Tenny Holmes has rooted in high quality tier one instruction through our blue bonnet PLC's. The ingredient blue bonnet coach shows up every week on Tuesdays to further coach and help
018our teachers internalize the lessons. Uh to assist the teachers with internal internalization of the lessons for math and science, our teachers engage in a rigorous backward design process. the start with the end goal the teach and map out exactly how to get there using our structure based and guidance the PC process and fundamental vibe our PLC process is for the heavy lifting path and these teachers aren't just planning they are looking at common formative assessments to to see exactly which students have mastered a skill and and which need more support we utilize the fundamental a framework of proven instructional practices to ensure that every minute in the classroom is purposeful and engaged. This isn't just a goal. It's reinforced through weekly walkthroughs, ensuring that our non-negotiables are present in every classroom every day. Data-driven intervention.
019What makes Tiny Homes unique is how we act on this data. We have implemented a campuswide intervention time called prime time. This is a sacred glove in our schedule that allows teachers to move from full group instruction to high impact small group focus. During this time, teachers target specific students, specific skills and specific teach identified during our data. This ensures that we are constantly moving our TIA goals to providing growth for every learning. Data is only powerful if it changes what happens in the classroom. That is why our weekly walkthroughs are followed by immediate purposeful action. I immediately meet with Mrs. Rodriguez to deconstruct what we see in our classrooms. We don't just look for good teaching. We look for specific high leverage needs. Typically, we focus on coaching conversations in the test rubrics. three
020areas within the t test rubric under domain two and that'll be 2.1 achieving expectations 2.4 differentiation and 2.5 monitoring together with um aggressive monitoring. It's just that aggressive monitoring does not fall under any of the dimensions. Um we learn aggressive monitoring through coaching. Um, and so if a teacher is uh going through her aggressive monitoring, that means that they are walking around the classroom while they are teaching, making sure that little Johnny is staying on task and catching any misconceptions, then it automatically moves into achieving expectations because if you sort of make sure that little Johnny's achieving the expectations that that's tied back to the deepest skill that she's currently, if little Johnny doesn't get it, then she knows, right there that she needs to provide a different way of teaching but she's currently teaching
021in the way that she's teaching it and so it happens live it's very organic and then right after that is the monitor address so little Johnny got it already it's check mark I move on to the next one right and then of course we know as teachers you know who are the students that we need to be targeting based on our data so it's a very organic live way of teaching and so that's where our um t test conversations have really focused on um the domain three has to do with classroom management um the learning um the way we're the the culture that we're providing for the students um through classroom management and so we've gotten really good at that one um and so the next step is to go to domain two which is
022these to be the digestics by focusing our feedback on these three areas we aren't just evaluating teachers, we are growing them. This targeted coaching is the primary lever we use to move our tier growth scores and ultimately our student success. While our third graders are establishing their first baseline, our fourth and fifth grade strategy takes a deeper dive into historical data. For these students, we aren't just looking at where they started this year. We are comparing their February and March March benchmark performance directly against their previous year's star scores. This apples to apples comparison is what truly allows us to see individual student student growth. By mapping current mastery back to their prior state performance, we gain a clear predictive view of our TIA scores. Um, and our TI scores are in this document right
023here. So, I'll go ahead and start off with uh third grade reading. We have a total of 16 half points. A total of 144 one point students that gave us a whole point with a total growth points of 152 which equals to 72%. And so uh um let me let me go over the third the math and then I'll explain a little bit more. Um, third grade math 12 total half points 146 total one points total growth points 152 which equals to 70% in growth. So in third grade, this is how it is compared. Week four of school, the third graders took a full release star test, benchmark test um from not from not 2025 but 20 and they got they got right. I mean when we left the scores weren't going to be anywhere
024you know it's for a school. So they took the benchmark um week three, week four of February and then that is what we are what we now compare. We compare the the benchmark from week four to the benchmark after six and a half months of teaching them. Um we don't um so we don't put these points together ourselves. We use a template that is released to us by the forward Um and we forward every year he releases the template that we're going to use, you know, this new year. Um Stacy Goodri did a great job back when she started in the district at showing um the academic even the principles how to use this template and so we just you know used the instructions and we dump the data in there and then we categorize
025it by teacher. Um and so this is how we and this is what the state uses. You know that is how we ended up that 72% in reading and that's 70% in math based on what they took week four versus week four of school fourth grade reading 33 total half points 114 total one points a total of 130.5 points which equals to 60% of fourth grade math 31 half points points which uh total growth points is 136.5 which equals to 62% growth. Fifth grade reading 24 half points a total of 116 one points a total of 128 total growth points which equals to 58% growth. Fifth grade math, 40 half points, 91 points, a total of 110 points, which equals to 50% in growth. Fifth grade science, 60 half points, 371 points, a total of
026127 points, which equals to 60% growth. So from there, I'm going to have to look at um this document right here. These two documents right here, I have blacked out the teacher's name and I have deleted what um star subject that teacher needed to for um identifying purposes. Uh and then if you look at the yellow column that is the growth that that teacher has shown and so this is our preliminary data based on benchmark sports. If this is the data that we were to turn in in October um to TA and Texas Tech, um out of 28 teachers that we would submit, 20 will qualify for a TF aotment, executive and yeah, we are geared to a TF. Um, if you go down the yellow column, you will also see that the ones that
027have missed it, it's literally >> they're very very close. >> What is the >> 55%? Yeah, this year we last year was >> they added societ at the bottom gives you um the information. Yes. So from 50 to 60% um minimum 50 then it like how much money qualifies there. So from 50 um it would be acknowledged uh 55 recognized 60 except 70%. Um so I'm going to give you a closing statement and then I'll go ahead and open it for any questions. In closing, what you have seen tonight is not just a collection of numbers but a list of programs. is a culture of excellence that has been uh putting itself together um with a lot of hard work and dedication and sweat from a lot of staff members um nonstop day after day.
028Um this is taking homes in action from the 42 students who conquered both math Alexia to our third graders who are showing measurable growth between week four and March. The the trajectory is clear. We are successful because we are aligned to our highquality tier one instruction with a relentless focus on data and the test dimensions that matter most. By supporting our teachers through the PLC process and providing the safer time for campuswide intervention, we are ensuring that excellence isn't just a goal. It's our daily standard. With the partnership of leaders like Mrs. Rodriguez, Mr. Hammond and the entire admin team and the dedication of our entire staff. We are not only preparing our students for the star, we are providing them with the foundational skills they need for a lifetime of success. Thank you for
029your continued support for our students, our teachers and division of JS Elementary. I am now happy to answer any question. first bless super and that tells me that you're not setting up for the high expectation that was sweet And I'm hoping that my house stand. But one of the things I want to point out is remember last year with LSD years before we always struggled with the kind of data that we were reporting. It wasn't necessarily in line how does this end and why are we doing this? probably testing something in that. And so last year when we got out of LSG and we decided to continue with this model, we talked about actually measuring what the word was on the campus. an or on the canvas is student growth. Uh and the teacher would
030get rewarded for that student growth. And so then they would get designated if they have enough of their students that meet what the minimum growth is, what is actually considered growth by the state start transitions and be able to see the amount of improvement for me is really awesome. And the teaching and learning that's going on really all the campuses um is is really good. It's about the cycle of teaching and learning. The the the alignment between what is what is written, what is taught, and what is tested, but then not leaving it there, monitoring how they're doing in real time, not just and not just testing them and walking away. What are you going to do with that data? How are you going to use it? Um, and it happens every week. They're talking
031about that and then how do they get it across better to the students? You know, different mode of instruction. How do we circle back around? So, I I I'm really excited about what the kids are going to do this year. I think we are going to see a great growth for all of our kids and and I'm excited and I really appreciate all. >> Yes, sir. >> What steps were taken to show this much growth uh Saturday tutorials after school oneonone? >> That's a great question. And so aside from our prime time um that we have in each one of the grade levels, we started after school tutorials at the first week of the second six weeks. Um and that first semester it was twice a week, Tuesdays and Thursdays. Tuesdays was either they are
032designated or math and vice versa for Thursday. um as soon as we came back in January, well, we not only have to worry about the benchmark, you know, and start preparing them for STAR, but we also have TE pass. So, we started off I want to say not the first Saturday back in January, but for sure the second Saturday um of we had Saturday tutorials the first semester as well, but not as consecutive as um they were the second semester. So the second semester um children goes from 2 days to 3 days. From the time we come back to right before benchmark. After benchmark turing goes from 3 days after school to 4 days after. Um and then Saturday, the only reason we will not have a Saturday tutorial is if um we're on a
033holiday or you know how the students got Friday off because the teachers were having a work day. So then that Saturday they also didn't. From there on every single Saturday we had a Saturday tutorial because we have seven tests, seven star tests. um two in third, two in um fourth grade and three in fifth grade plus pass. Um so t pass academy was also um part of our Saturday tutorials. Our goal was always you know 100 plus students and we met our goal more than a couple more than a couple of Saturdays. Um we have incentives for the students to show up on Saturdays. Not so much for after school. We have little trinkets. Um but for Saturday like mobile scooters, bikes, um little fanny packs that the girls like to uh carry, water bottles,
034you know, we give them pizza, donuts, like just to get them to come. I want the parent just to go drop them off. We will take care of the rest. So the students were were um those that did attend the tutorials were they recognized you as need as your staff is needing tutorials or yes was open to every single >> No. So we recognize our students and the earlier the student is recognized. So so we start off the second six weeks with the most high need student, the one that's going to need a lot more intervention. And as the weeks and the six weeks go by, then we start adding, you know, other students. Um, I'm gonna say maybe the last three Saturdays, uh, the teachers, I mean, aside from the, you know, at risk
035students and intervention, they also wanted students to go from meets to masters because you show growth. Also, if you go from meats to masters, you show growth just by staying at masters. So then they want to focus on those students. Yes. that we would be able to um submit that question. >> Thanks so much. >> Thank you. Have a great evening, a great night. Adamson. >> So the same purpose is going to give you the data that that they went through. So remember he didn't start. Let's say I'm in the seventh grade and I take reading and when I go to the eighth grade I'm going to take reading. So you want to measure how they did on the seventh grade reading to when they take it in grade. So if they do they do
036those benchmarks that's where they're using that that comparison for both but then they've got some uh for the ones that don't have a test yet then they have a little assessment grade that comparison. So same thing >> a little bit different. >> Yes, a little different. >> So the information that you have in front of you, there's two parts on the bottom part is actually informationational, but the top part is actually our data for our TIA growth data. And with TIA growth for the campus, it's the students that have to show one point growth are the ones that um we use for TIA growth. It's a little bit different for accountability, which was which is what I have on the bottom. So for TIA growth for our teachers for their incentive it actually for the
037students who have one point as growth are will qualify. So the top part I have is reading. So what you see on the left hand side there is actually the TIA growth. But what I put to the right there I also put our benchmark data and also our last year star data for comparison to so you can see the relationship between for TIA growth. We looked at for reading the 2425 uh star data and then we compared to our benchmark and that benchmark was taken February 25th. We scheduled our benchmark about four weeks prior to the actual star assessment which allows them to teach what they need to teach prior to the benchmark. So Mr. Council was saying our benchmark data is based on what they have taught. There's not material on it. There should
038be material on it they haven't gotten to yet. So when they get the benchmark data, it's all good data for them that they can take and see where their strengths and where the weaknesses are and what they focus on roughly about four weeks prior to they actually get a star assessment. So for reading two, they actually did take the our star on April 8th. So six and eight did take star. So for sixth grade, the overall growth, we had 57% um showed that one point growth. And what I have next to it just to add a little bit to see how much um how many kids earned a half a point because half a point is actually using the accountability um part of it but not for TIA but we actually had 10% that were
039at half a point. So we have 10% additional kids that are close to making a full point with teachers CIA and then we separated out by teacher A and teacher B. So you see teacher A is at 66% with an additional 10% at half a point and teacher B is at 50% with again another 10% at a half a point and with the teachers depending on what they teach because we have some teachers who teach honors and then we have teachers who actually have the general ed part and also classes that inclusion. So they might not show a lot of growth at that particular point, but they still have four more weeks. And you kind of see that as we go down with some of them might be a little bit lower at this particular
040point, but the half points are considerably higher. U for seventh grade 55% we're showing overall growth with 13% of that half point. Teacher R at 65 with eight um at 6% or 8%. I'm sorry my glasses. I try to make a bigger version. And the teacher's at 45% which is about 20 below. But if you look at the that are at half a point, they're at 21%. In 8th grade, we have 49% overall growth, 10% almost there. Teacher A is at 51% with 9% at the half a point and teacher B at 47% with the additional 11% at the half point. So, if we're looking at just at TIA data for my reading teachers, I have six of them who would qualify at this particular point based on TIA data. And I do have it
041color coded at the bottom to the acknowledge which is a 50% which is that lighter orange. The yellow is a recognized 55%. I have a couple who are already exemplary at 60%. And then masters will be at 70% to see a lot of if you're looking at benchmark compared to last year's star. I did do there's a dip in it the number is red but if you actually look at it round of February 25th compared to last year's stars they're different kids which sixth grade sixth grade for approaches it's down a little bit because last year for actual star was 69 at benchmark we're at 67 and we still have four more weeks before they actually took the star and I don't have the star data back yet but we're very optimistic on that additional
042four weeks that that's definitely immediate increase at meets We're 46 and we're at 42 in February and masters we're at 22 and then we're 20 in February. So we're not too far off a month prior to actually taking the start. Um for seventh grade we were up on both approaches and meets and just again slightly down on masters. And on eighth grade we're up for the coaches and again just a little bit down on the means and masters and they said they did take that test in April with math with the TIA growth against um last year star to this u this year's benchmark which is also star sixth grade is one that we also know always know has a little bit of um it's sixth grade is very difficult because they do have over
043half of their teeth are brand new teaches so you don't see the growth just yet on that for the teachers based on benchmarking had. But overall for sixth grade, they're at 41%. You got 15% of them that are at half point. So not too far um not too far away from getting that. Teacher A's at 35% with 11% at five. Teacher B's at 47% and you've got an additional 19 at half a point um with seventh grade. So you start to see if you just look at the overall um spreadsheet there, you start to see more break. So again, sixth grade is that difficult break. you're transitioning not just to junior high but also with the new teach but as they get they get that instruction at sixth grade then we build on it in
044seventh and build on it and you can start to see the bringing and that's at the masters so that's 70% more so seventh grade the overall growth is at 46% but teacher A is at 88% of 8% at half a point teacher B is at 30% but 23% of our kids um are at half a point so not too far up so there going to definitely be an increase there and then we have a third teacher are doing seventh grade. They're at 24%. Then additional it's uh 15 and a half point. 8th grade continues to build on seventh grade. So it's 73% overall. Teacher A at 76 and teacher B is at 55%. And then I also included algebra in there as well too. So it's at 78% overall growth. So those kids that took
045the seventh grade start the year before and they're taking algebra one and 78% of them show growth and that's um teacher with 78 the same numbers because we had one teacher doing algebra right now. Again with the benchmark data off to the right even though sixth grade might not be showing the growth just yet for TIA but if you look at sixth grade benchmark data versus the last year's sixth grade star data we're already ahead of it. So, we're ahead of the game from those um this last year started getting the seventh grade math. Again, we're not too far off. That's only a couple points from benchmark compared to last year's start. So, we have no doubt that we're helping at least see that number. See, and then you've got eighth grade, which we're actually
046already ahead of where we were previously. And they actually took that star um they haven't taken that star yet. They didn't take that benchmark till April 1st. Their star is scheduled for April 29th, not this Wednesday, but next Wednesday. And then with science and social studies, this year they are eligible for TS with being sent in. So what we used at the beginning of the year was a locally created assessment that they took for the beginning of the year because there is not a seventh grade star for science. So we had to create one. So this was the beginning of the year local assessment compared to the benchmark data. So based on that we have overall 72% growth. Teacher A was at 52 and teacher B is at 94. Our benchmark data compared to last
047year's star is already ahead of the game. They took the benchmark March 18th and they took the star last week. This week we have social studies coming up. So for social studies our achievement growth again theological assessment at the beginning of the year based on compared to benchmark this year and overall is at 60 teacher a 58 the teacher be at is 61 and we're a little bit ahead for this year compared to last year's star and we just have a we're tied for masters on this. So we're again very um optimistic on that. The teachers are taking these four weeks and we do it with what we call a star blitz. So based on the data, the teach that they really need to focus on, they're really hitting that hard, they still touch base
048on the ones that they're doing well on just to make sure that's still fresh in their um in their minds for that. And they're actually scheduled to take that this Wednesday. So questions on that on the back side, I one pager, which our focus or action plan that was presented at the beginning of the year in case you had any questions on what we're doing on that piece, but I just want to have that for you reference on that. Now the bottom piece of the actual paper that you do have. I want to show the comparison with the um growth fees for TIA. It's only including the students that have earned one point on the accountability piece. It does include the students that have one point that also earned half a point. And then there's
049also students that would get a quarter of um basically a quarter of a point for if they were what we call uh they accelerated instruction because they did not pass it the year before. So they take a look at that and you can earn additional points for growth on that if they didn't pass it the year before and they passed it this year. So that's a different kind of growth. So I just want to provide that information for reference on the bottom of that paper. >> M you said we created a seventh grade smart test. >> Did it replace something? I mean we're not adding a test to the regiment of testing that we're already doing, right? Did it replace >> for science and for social studies? Yeah. So science and social studies in order
050for TF to be able to conduct that we do have to have a beginning of the year and an end of the year. >> Yep. >> So it is an assessment that is longer. It's um >> it's not an actual STAR probably lengthwise. It's about that but it's full comprehensive assessment of what they learned from the beginning of the year through that time and they take it the same time a different beginning of the year test. So we're not adding an additional test. So there's another extra test they're taking. >> It's not an extra test that they're taking. And then it's not an extra test that they're taking. So >> okay, >> it's their full end of year. They'll take a semester one at the end of the semester, but that will cover the information
051that they have learned basically from STAR to the end of the year with some review questions in that. >> Yeah, I just make sure to add a bunch of tests that would be good. But I do like the fact that, you know, we're able to dial in. And so my next question is about the seventh grade math theme. Yes. >> I don't know who's who A and B and C is, but can you talk about the difference between one teacher having an 88% >> honors >> and then 30 and then 24? >> That one teacher has all honors on that piece. So that teacher does have a split grade level. They teach seven and eighth grade. >> Okay. >> So they do have that um basically what we call two preps. They're not just prep
052one grade level. They have prep for two. >> Um with seventh grade we do have to be multiple teachers that are doing that. The goal is hopefully I can get an extra person that will been on my wish list for next year just to be able to add that to now to be able to not have split grade levels um with the teachers. Um seven straight it is better than like you look at six seven and eight you see the growth from six to seven and seven to eight and then the ones that we do have take algebra. We actually went from a few years back having a block for algebra where for the students who took algebra it was two periods to we had some students that didn't require the block for them they
053could actually do in their period so now that we have all our homework classes are one period and that successful >> and if a teacher teaches like two grades or two two subjects that are TIA both eligible they don't get both do they qualify on the average or the better of or how does that work >> basically everything together. So it's not it's not two different ones. They look at all their kids that are eligible for growth >> and then they take that data from me. >> Oh, >> and then when we do the seventh and eighth grade or the sixth and seventh grade science and social studies, we do it on the same day as star so they're not losing another day and the instruction on it because star testing mode. So that's why
054we got it on the schedule on the same day that actual star is happening. So they're actually getting taking that at the same time. So it's not a time that >> so the sixth and seventh grade like this year they have the end of year exam when STAR is happening for the students that have history or eighth grade I guess. >> Yes. So we have history coming up this week on social studies. So six and seven will be taking their end of year basically what was taught up until this point and then from here to the end of the year they'll focus on those areas that um that they still need additional work on but also get them ready for the next uh the next grade >> and then so the end of the semester
055the last week of school is >> so semester the whole semester or from just from what that >> the focus is going to be more on what they have from end of year to the actual end of Yes. >> Yes. >> They have um some of them are honors teachers, but they're not all on it. They're the ones that are highlighted in green are the ones that those kids have shown that much growth. So sixth grade for us has always been a challenge just because when they come to the junior high and the number of new teeth that they have to learn in sixth grade. So sixth grade has always been one even with LSG that I report on because it's an area that we know we need to keep hitting and keep focusing on.
056But as they build on seventh and eighth, they even have that larger growth because they have that foundation in sixth grade. So when they get to seventh, they're building on top of it. So you do see a larger amount of growth. And then when we get to eighth grade, my eighth grade, they're they're strong. And they're building off of what seventh grade um built. And then also sixth grade is a foundation. Great. And that's the kind of road that you want to see. >> Yes. Not here today, but that's the road to see that this year you were here. That's it. Show me also that it was just not a wasted project at that time spent is very well spent and then shows here and again the numbers were great more excited about is that
057I can see within. And I can also see how comfortable y'all are now prepared. And I see that I can tell that your kids are excited to be on the site. They can see that they know the expectation. So, uh, unexpected. Vanessa's nice about this information at the top part. So TIA it's only kind of the kids that it earns one point >> where accountability is a little bit more >> broad that question because I was trying to digest the half you explaining it to me and I'm like how are you explaining to me you get is the point of it's going to come in your hand but I you know me I want the whole me so to get that message and to keep the energy going how are y'all presenting it to the
058kids so that they will not sad that make sense >> I heard I had and I'm sitting here next to and he had a point and then I'm looking at T and he also my head don't count for anything. I did I tried. So I was message sent out and the kids receive no that's still good. you know, we're not losing anything that just need >> and it's also it's just that individual conversation too because it's going to depend on where you were last year and where he was last year, whichever kiddo was last year on what their growth is the half point because I have some kiddos who did not pass. But you know what the there the range from not passing to maybe passing is is large for some but they have it's
059that extra incentive. You know what we didn't get there but we went from maybe like a lower not passing to a higher not passing. So they're getting credit for that. It's like keep pushing keep going because they have points are only on that that part there. So it's enough to like hey the people you're so close you're so close where before and some of them might be like you know what I didn't get a point. Yeah, >> there's there's no way I'm going to get a point. You got to have you got that far. Let's keep going. So, we have those conversations with students and it's going to be more of an individual one because it just depends on where they started from because I might not be able to get every student to pass
060their masters. Definitely goal would love that, but I can get every student to grow. I should be able to get every student to grow at least a year. So, as long as we keep going in that direction, we'll get there. And for some of those kiddos who think some of those um those targets are just way out of reach, that half point, hey, you're close. You're close. You made this far. Keep going. Let's keep going because we will get there. You're going in the right direction. >> All right. >> Okay. Okay, that was the governance portion of the meeting. We're now moving to items of business. We have one item of business. Uh a announce board member training hours. So annually. Yeah. Uh annually required to agree in a public meeting. U board training requirements
061members have met their different requirements. New board members have different requirements from existing board members who have, you know, uh, C hours and then specific courses that need to be done. And so I'm just going to go on just person by person and it's either completed or deficient. Um, Beth Rojo complete Kenneth Eden deficient. Priscilla Robinson deficient. James Scari complete. Trent Tenon deficient. Mark West deficient. and Jill West Morland complete and so we have some classes scheduled um to get everybody up to up to do we need we don't we don't have to have no approval on that we just announced right finished one last night but it was one that um they didn't give a certificate anything I had to send information to >> was it cyber security >> yo okay so you still
062need just one more and you're right there Yeah. And that one I'm looking for. >> Yeah. >> The um >> child. >> Yeah. >> We'll get it. >> Okay. >> Oh crap. Would we bring agenda? No. We just do that. >> Okay. So item nine, consent agenda. Now, um so in your book and on your agenda, are the items to be considered under consent agenda? Uh, is there any item that any board member would like removed from consideration in the agenda to be discussed separately? >> Okay, hearing none, is there a motion to be made? >> Okay, we have a motion on the floor to approve the consent agenda as presented in board vote by trust. >> I just call what you're saying. Um, item D. Can we ask questions about that? >> Did you
063submit any ahead of time or anything or No. Okay. So, >> real quick question. >> Yeah. Let's uh >> before we go back >> Yep. Let's get the consent agenda for pass without item D. So, can we amen the motion? >> Yes. Minus item D. >> Minus item D. We have a motion on the floor. Second. >> Trusty Eden has second the motion. Any further conversations? Anything else? Hearing none. All those in favor say I. >> I. Any opposed? Oh. Okay. So, consent agenda has been approved except for item D which we will take under separate consideration. Um, and so purchase, order, approval, or food service. >> Just want to know, I'm looking at four vendors. They have one vendor that handles all four things and look like it would cost to find one vendor
064that handles the four things that >> Mr. Actually, I can. Yes, sir. Um, uh, Mr. Gray actually approached several vendors. uh as per the FDA that he gets a lot of his money from, he has to go out and he has to get bids from several vendors in regards to that. So it is kind of an apples to apples comparison for these items through at least three vendors as as required from the from pardon the TV >> at the TDA. I apologize for that. The Texas Department of Agriculture um with that they are he is required to take the lowest bid off of those and so that's why you see the set. >> Yeah, that is correct. Yes, sir. >> Yeah. And for clarification, this is that zero budget item where it's the federal funds
065for food, right? Yeah. So, this is money that isn't affecting the overall >> there is one that is affecting us. There is one that is affecting the local budget item number four on there, the hunts and services, the amount, but that is an item that was budgeted for. >> Okay. Oh, because it's temperature. >> Yes. >> Thank you for clarification. >> You're welcome, sweet. >> Any other um discussion hearing? None. Is there a motion to be made? >> That's item B that we accept item. >> Motion on the floor by trusty Robinson to approve purchase order approval for food service. Is there a second her motion? By trusty eating. All those well any f any further discussion? All those in favor say I. I. Any opposed? Okay. Motion passes on five z. Okay. Executive session
066uh a convening close session. Personnel matters if necessary may be taken into close session pursuant to Texas government code section 551-074. Deli, employment, evaluation, reassignment, duties, discipline, resignation, or dismissal of a public officer, including contract recommendations for campus and district level administrators. Okay. Uh two, discussion and action on superintendent goals and evaluation instrument under Texas government code 551.074 and three the board will convene in close session is authorized by Texas government code chapter 551 section 551.072 072 to deliberate the purchase, exchange lead for value of property. will be close session at 7:30. I was looking for the I was like, it's not here. It's never >> Yeah, we'll never go home. Uh, okay. Everybody's back. We're good. Okay. So, we will reconvene into open session at 7:47. Uh item one, discuss and consider approval of
067hiring contractual personnel. Is there a motion be made? Motion we approve of hiring contractual person motion on table by trusty 10. Is there a second motion? I've got trusty Robertson second it and any discussion hearing none. Those in favor say I. I. Any opposed? Motion passes five to zero. Item two, discuss the consent approval of superintendent goals and evaluation instrument. Is there a motion to be made? >> Make a motion to >> any motion has been made by Trusty Robinson to approve the superintendent's goals and evaluation instrument as presented in close session. Is there a second for our motion? >> Motion was second by trustee. Any further discussion? Hearing none. Those in favor say I. >> Any opposed? Motion passes 5 to zero. And item three, consider take possible action on the purchase, exchange, lease,
068or value of real property under Texas government code 551 section 551.072. Is there a motion to be made? make a motion to approve considerable cost like space of value of property. >> Yeah. >> So I think we're going to um because we've already approved it but we're going to authorize superintendent to proceed as discussed. >> Yes. >> Is that your motion? >> Yes. >> Okay. You said motion but it's your motion. Motion made by trusty to authorize to proceed this discussing session. Is there a second motion? >> Motion second by any further discussion on it. All those in favor say I. Any opposed? Motion passes five to zero. Chris item 11 make a motion we adjourn made by 10 to meeting. Is there a second motion? Motion is second by Trusty Robinson. Those in favor
069say I. >> I.