001Good morning everyone. Good morning. Hope everyone is well. Hi. Happy Tuesday. All right. Hey, got a few more trickling in. Well, good morning everyone once again. Welcome to GT Tuesday. Uh welcome to finally feeling like it is fall weather out there instead of uh like oh mini summer. So uh but we got a eventful day today and so yeah we are uh going to get started and get rolling here. Uh so here's our short but brief agenda. Uh our friends uh Christian Graham is here for T uh Tagit. Uh and then we have uh Spring Branch Tracy Sult uh will talk to us today. And then uh I got a couple other announcements and then a few Q&As's uh to you know if you got I always open for questions. So how's that GT state
002of mind? How y'all doing out there? Everybody good? Everybody well? Everybody's Yeah. enjoying the fall weather, football seasons, homecomings, all of that is happening this month. Y'all ready for those trick-or-treaters next week or the office party? Cuz you know, we're all good for office party. So, so, uh, good to go. Good to go. All right. All right. You know, I always like to reshare and, you know, rethink and focus uses on our state definition for our GT students. And we are looking at those students who are uh who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience or environment and who exhibits high performance capability in an intellectual, creative or artistic area and then possesses an unusual capacity for leadership
003but then also ex excels in the Pacific academic fields. So those are the students we are looking for and are serving. And as we serve them, we're expecting them to uh in those programs demonstrate skills of self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and or performances that reflect their own indiv individuality and creativity and are advanced in relation to students of similar age, experience or environment. So really thinking about as we graduate our students as they move forward, they have at some point through your programs of service have produced a product or and a performance of professional quality as a part of their services. So hopefully as you're thinking your your services and I know some of you due to budget cuts and have to rethink your services,
004rethinking how do you still meet these goals? How do you still meet the definition and how do you still provide those services to our kids and as we move forward and you know keeping that definition straight uh as uh I know she's on Kristen is here with us this morning and I'm going to give it over for her announcements today. Thanks so much Monica. Hi everyone. So glad to be with you today. Uh I'm Kristen Graham. the deputy director of TAGT or the Texas Association for the Gifted and Talented. Um, if you're not aware of what we do or who we are, uh, really we are all of you. Um, we're a professional member association um, that can really serve as your home uh, to be empowered and connected uh, as you carry out your
005work and serve your staff, your students uh, in your school districts. Um, uh, I became a member of TGT. I think it was 2017, uh, was when I kind of stumbled into my, uh, first role as a GT coordinator after, uh, being in the classroom, uh, for several years. And, um, in in my school district that, uh, where I took that job, um, it was a department of one. Uh so one one person who did all the things from the pullout teaching working with the kids to doing the testing to meeting with the parents to doing presenting to the schoolboard. So it was very uh much a crash course and all the things that anyone could be responsible for uh uh at one time. Uh, and so, um, as you can imagine, um, in that
006kind of scenario, I immediately started looking for help, right? Um, because there wasn't really anyone else in my school district either that, uh, was aware of really what what I was supposed to be doing or what should be happening or what the laws and policies were or much of anything else. Um, the person who had been in the role before went somewhere else and, you know, didn't leave a whole lot of notes. Um, and so some of you might be nodding your head and thinking I've yep, I've I've been in a similar situation. Um, and so, um, I initially, uh, turned to my friend Google, uh, and started, you know, googling others, you know, gifted and talented programs in other, uh, school districts and, uh, started literally cold calling and cold emailing, um, other people's
007names and emails I found on the internet. Um, you know, and I was like, maybe someone out here can help me, right? Uh, we use our resources. And so it wasn't long before um uh someone and that someone was Kelsey Carter from Richardson ISD was like, "Hey, do you know about TAGT?" And um I was like, "I do not know, but thank you." And so quickly got got membered up and um got access to um our online forums and community and started going to conferences and um you know trying to make the best of my time uh when I joined programs and things to to make connections and and honestly real friendships uh with uh other people over the years. And um anyway um moved on to uh another school district too that was amazing
008and um learned so much from so many people um because I think that's really what it's all about, right? We're all trying to learn from each other and just do the best we can with what we've got. And um uh anyway, so if if this is I I see some people on here that I know have been involved with TGT for a very long time and can probably attest to some of the things or all the things that I'm saying. Um, but you know, if if you haven't gotten involved with TGT, if you haven't heard of us before, um, we're really your your professional home. So, um, I'm going to put, uh, some info in the chat and a link to our website and all that, um, all that stuff. But, I would encourage you
009to consider membership first and foremost. Um, that's just the quickest and easiest way to get you um, access to kind of our network and, uh, direct connections to other uh, other people. Um, we have our annual conference coming up the week after Thanksgiving that, um, will really be the thing that can jumpstart your network if you're looking to say, you know what, I need more people in my circle. I need a deeper bench of support and help. Um, that can be a great place to get that going. Um, if you're not able to come to the conference, we also have lots of other virtual programming options, opportunities for you to just connect free with other people. We have uh regular connect chats where just uh as members you can just hop on and there's uh
010a specific topic maybe being discussed that's relevant to you. Um yesterday we had a meet up for our um small and rural uh uh district network. Um the the the challenges are the same whether you're in a large district or a small district, but maybe your perspective and what you have access to can be different. So we kind of carved out a space uh for folks in those um uh types of scenarios. um that's just like open to to our members. Um lots of things where you can get plugged in and get connected um so that you can um you know do the best uh that you're that you're able to um in your specific seat. So um that's my plug for TGT as as a whole as an association. Um I came on staff
011with TGT. It's been three years. I can't believe it. It's been three years. Um and um this is just such a generous community. Um, I've gotten to experience it both as a member and now uh on the staff side. Um, and so, you know, we hope that that you will take advantage of TAGT as one of the options of support that you have available to you in addition to uh res resources and support from TEA, from your uh ESC um centers from, you know, other other places where you might get uh support and help. Um, so just want to put that plug out there. Um, we have a member orientation coming up too uh soon. I think next week. Um, so if you're a member and you haven't really taken advantage of your membership, you
012might uh I'll put that in the chat in a second, but you might consider hopping on there to learn more about how you can get more involved in the TAGT community. Um, uh, this is the time of year. It's October. We know October's hard, right? The school year's been going for a couple months. Uh, some of those challenges are starting to feel really real. Um we know that it's tough times in general um in in public ed uh and so we're we're here as uh support for you. Um you can click and read some of the things in the chat that we've got going on. Um I do want to highlight uh because there's a deadline coming for this program. Um we uh we have uh a really strong leadership development pathway uh within TGT.
013We have several programming options kind of no matter where you are in your leadership journey. We have a boot camp that happened in August to just kind of a one-day quick get you oriented, get you off in the right direction. We have our emerging leaders program. Um, and then we heard from folks that had completed the emerging leaders program that uh they uh really felt like they needed more uh pure leadership development. So, not necessarily um more information about the GT policy or what you need to know about the state plan, but how to be an effective and capable leader of teams and people, which is the real real hard work we know. Um and so, uh a couple years ago, we uh developed the forum on advanced leadership. Uh we just kind of refer
014to it as the forum around here. Um, and we've recognizing some of the the challenges and things that folks are in. Uh, we've kind of uh tweaked not not taken away any of the content, but just kind of changed the format of that so that you can build traction a little faster in your learning, apply it quicker. Um, it's a completely virtual program, but it's live sessions, uh, five sessions, five months in a row. Um, uh, and registration for that, uh, closes November 1st. And so, um, if that's something that you're interested in, we kicked that off in November. Uh, really powerful, really impactful program. Celeste Sodigran, um, who's now with, uh, University of Connecticut, uh, as our lead facilitator for that program. Um, and we've put a lot of, um, uh, research and time
015into developing the content there. There's asynchronous learning alongside the live uh, sessions, a lot of things that you get access to. Um, and so wanted to really promote that as the uh, deadlines coming up. uh here soon. Um and specifically for this group, uh if you'll put a save the date on your calendars now, um our leadership conference in March, uh is going to be the 22nd through the 24th. So, if you're one of those districts that has the second week of spring break, you know, usually the uh I say the second week. Spring break either happens the second week of March or the third week of March. So, I guess if you're one of those districts that has spring break like the third week of March, um this is going to come at the
016tail end of that. Um but the good news is we're going to be at uh back at the Kalahari Resort in Round Rock. So, you know, you might consider making the end of your spring break a trip down to Round Rock and spend a little extra time with the family uh at the water park on Sunday or um you know, whatever you might want to do. Uh but put that date on your calendar. That's a conference that's created just for you all. um everyone there is someone who's in your similar seat who's facing the same challenges trying to solve uh similar problems. Um and so um that that can be a super impactful event uh uh for you all. Every person that you'll sit at a table with is is in a similar position and
017um it can be a great time for those of you who are uh in your unique positions uh to come together to connect uh and really uh talk about uh what's what's going on. Um, the call for proposals for that is officially open as well. You'll get an email soon, but I went ahead and included uh that link in the chat. Um, and last thing I'll mention, cuz this is really taken off, and I was hoping this was the case cuz I kept hearing about it, kept hearing questions mentioned here, questions mentioned elsewhere. Um, we uh have a a webinar series that's currently going on around uh acceleration essentials. And um I've really recruited what I feel are the best, the brightest uh experts in the country on acceleration. Um and uh we're halfway through
018uh the live series, but all of the sessions have been recorded and are available in our LMS. Um so if you're interested in still getting in on that, I did include the link there for uh for that. Um um we're going to hear from Ann Shoplick this week and then actually next week we're going to hear from uh Marcy Voss, one of our our own Texas GT experts, uh as she talks about and provides templates for how to create actual policy uh in your district around acceleration so that um things maybe won't be quite as fuzzy or as uncertain um uh there. So anyway, just wanted to make a mention of that because it's been we've gotten a lot of great feedback um and people are still uh joining in. So, um, those are those
019are my plugs. We hope to see you in Grapevine at Gift Ed, um, uh, if you're interested in, uh, if you're in the Dallas area and you're thinking, um, maybe you won't be able to attend the whole conference, but, uh, we do have the option where you can register for just the summit, which is going to be on Tuesday the 2nd, uh, facilitated by Andy McNair. Um, and you can, I put the link there. You can read more about that and watch a video from her. Um, so we have a a discounted price. So if you're interested in just attending the summit or if you have teachers uh who you're like, I can't afford to send all my teachers to the conference, but this would be a great uh thing. I can send them Tuesday
020afternoon, send them over to the gaylord um and they'll get a lot out of that. Um consider that um as an option as well. So thanks Monica. >> You're welcome. Thanks Kristen. So everyone uh we'll see we'll have another one but we'll have a yeah we'll have another GT Tuesday before we will see each other at Gift Ed 2025. I have two presentations and then there's a few others I know on this call that have presentations. So yes, we are there. We're ready to roll. All right. So I have one of your cohorts uh Tracy Schultz Dr. chose from Spring Branch ISD. Uh she's going to uh I'm she's been in Spring I'm going to let Tracy just introduce herself and then uh she's talking about dual language and their program and their GT program
021and how those two are working together. Thanks Tracy. >> Thanks Monica. And I'm going to apologize in advance for my audio. I hope you guys can hear me. I'm my office is kind of in a dungeon and the audio kind of goes in and out. So, I'll uh let me know if you if you can't hear me. Um but yeah, it was great uh Monica running into you at the Title Three Symposium this summer. I attended your session and um I know we had a little chat about the goings on here in Spring Branch. Um I I you know this has kind of been a journey for us here in the district because my first day in this district uh was actually the first day of the shutdown because of COVID. So I uh I
022started on day one of shutdown and since then you know we've we've had uh budget cuts and since then we've had personnel cuts and you know things keep you you keep feeling like you're getting interrupted in the work you want to do. But what happened is about a year year and a half ago, we finally dug our heels in and we meaning um me and the director of our multilingual department um got together and said, you know, we really want to look at our data. We really want to look at our numbers because we feel like we've got some missed opportunities with some of our emerging bilingual students who might also be gifted. And so that is kind of where and when our journey to get serious about this um starts. Now I will say
023I'm going to share what we've been doing um recently in our district and I know there are other districts out there who are well beyond um our experience in moving toward identifying more EBGT students. So, what I'm going to ask you to do is share your own insights and your own learning experiences in the chat um if you can because we're all in this to learn together and I'd really like I said we're kind of new in our journey into all this and I'd love to learn more about what you guys have already in place um that might help us as well. So, Monica, am I able to share my screen? >> Yes, you are able to share. >> Wonderful. Okay. So we are going to share and get started. So I I you know
024we always start with looking at the data. Um when you want to make any decisions those datadriven decisions you know you want to look at first what the numbers are telling you because um we don't have the luxury of telling our story in the newspaper or on the uh taper reports or on the school reports. They just see numbers. So, when you look at the numbers, you have to kind of ask yourself, what are those n what are those numbers telling the state? What are those numbers telling um the community, the public, and whatnot? Well, these are our numbers, and you can see that we have over 12,000 emergent bilingual students in our district. And I've provided the split on where those lie. You can see heavily many of them are at the elementary level.
025But when you dig further into the EV population, you see that we have 56 languages that are spoken in the district. And these are primarily the breakdown. You can see we're very heavily Spanish language. Um, but we have other languages represented as well. And the reason why you want to look at this is because when you're looking at your identification uh processes and protocols, you need to take into consideration who your EBS are and what that population looks like. And so that's a starting point for us here is to really dig into our data so that we know, you know, what our approach needs to be in our identification system. And furthermore, when you break it down, you can see on the right there, we have 4,74 gifted and talented students identified, but only 6.9%
026of those are our EB population. So only 326 students out of the 4,000 are identified EBS. And so we know we're lacking in that area. And and I I connected with the multilingual department because I wanted to talk to them about what we could do to improve our identification of students who may not have a grasp of the English language yet, but who exhibit gifted characteristics. And so that was our charge and that is where we wanted to go. um together. Now, I know Monica shares the state's definition of gifted students and Yose shared with me the state's definition of emergent bilingual students. And then what we did was we we did a book study, Marcy Boss's book study on um this book here, Gifted Multilingual Learners. I'm going to show you some slides from
027that in a minute. But um we decided to do a book study together to dig deeper into how to identify our multilingual learners as gifted. And in her book on page six, she has a combined definition of what a gifted multilingual EB, you know, an EB or a um GT student would look like. And that's this here. I'm not going to read it to you because I know this is being recorded and you can take a look at that. But it it's a two-fold situation. It's a student who needs language supports but is capable of those higher level thinking skills um that that uh we use to identify students as gifted and and provide services for. So given this definition uh we decided to collaborate together multilingual and advanced academic studies and in that collaboration
028we wanted to go into the tools we were using to identify students and I'm going to show you um you know what we discovered in that. But thirdly, we want to make sure that once we have a better grasp of how to identify these students using those characteristics and uh then you go into the teacher training like we had to provide not just training for understanding the characteristics of an EBGT student but we also had to provide training on how to support those students once they're identified in the classroom because once they enter our gifted services, they still need those language supports and we were not doing a fabulous job on training teachers in that and that's where our collaboration with the multilingual department has been so fruitful. So again the book study that we
029did I remember uh coming up with the idea of inviting our multilingual director and some of her coordinators to TAGT last year. You heard Kristen talk about the benefits of TA AGT. And one of the things I had noticed at TAGT is that more and more there were um sessions that were being offered about this very topic about supporting multilingual students and and EB students in the gifted world. And so I invited our multilingual department to come to TAGT. Well, it opened their eyes and that's actually the catalyst that started our collaboration together. And so we knew that using this tool, we would be able to make the changes we were wanting to see in our identification processes and in instruction that was happening in the classroom. And the whole purpose of this is because
030you want these students to have access to advanced learning and advanced classes. You don't want to wait until they grasp the English language maybe later in life because they've lost years of being um exposed to the kinds of things we want them to be able to do to exercise those brains. So, you don't want to wait for the language. You want to go ahead and service them while they're acquiring the language. And so, our collaboration brought us into this. The very first thing we wanted to look at was the teacher observation survey that we used to identify students. Right? This is what we use to ask questions about students who might uh benefit from services. And right off the bat after the book club or the book study concluded and our conversations with multilingual uh
031you know began um we noticed in our teacher survey there were items in there that were actually gatekeepers for students who were still emerging bilingual students. Um, you can see in gold here that those kinds of students in learning their characteristics, they don't express theirself well with language because they're still learning the language. Um, they may not participate in oral discussions because they're intimidated or they're embarrassed because they don't know how to express themselves. Excuse me. They may read widely and intensively in their own language, but because they're still learning English, you may not see that. So, we had these kind of barriers kind of baked in our teacher survey questions. And so, as a remedy, what we did in conjunction with the multilingual department is we went to the tools that were provided in
032this in this book. There's a a lot of them in the appendix and we kind of went through and we sorted through the ones that we wanted to bring in to our teacher observation survey so that we felt like we were doing justice for our EB students throughout the identification process. So, we've since changed that language on the survey to include more um uh like these characteristics of English learners with high abilities and we're going through the process, excuse me, right now. So, I will, you know, time will tell if if we've opened the gates for uh identifying more of these students into the into the process, but once we get them through, we know that um the training has to occur, not just in making teachers understand what those look fors are for gifted
033EBS, but we also had to start wrapping our heads around professional development in the class. you know that that help teachers in the classroom with differentiation for these students. So once they get into the program, we still want to be able to differentiate uh for these students to prov and and provide year-round support for these teachers so that we're properly um we're properly addressing their needs. So what began as conversations and meetings turned into these actual professional developments that advanced academics is doing with the multilingual department. And one of the first ones that we've done is at the elementary level where the multilingual department is talking about swirl. you're talking about um those multilingual those uh uh those linguistical supports that you provide EB students in the classroom. So, our combination was we we go
034into these PDs and we talk to the teachers about the scaffolding strategies that you use with uh multilingual students and they emphasize all of these in the classroom with the content that they currently have. So they present these scaffolding uh strategies, the CBLI, and they talk teachers through how you differentiate for EBS using your content, using what you use on a daily basis, but how you can support these students. We gave them examples of stuff that they already use in their content because we don't want it to feel like one additional thing. what our our whole goal is to embed the CBLI strategies and and the what I'm going to go into the depth and complexity icons. We want them to see how all of this can be embedded together to support these these students.
035So, here's just an example of a way that you would include those linguistical supports for students so that they can access the ideas in the content. In this in this example, it is it's a poem. What we then do during our teacher trainings is we come in with not a not a very deep uh experience with depth and complexity, but kind of more of an overview with the um with the plug that we do offer in-depth depth and complexity trainings. But here we kind of provide a teaser to all the teachers at the campus and the and how they can level up uh differentiated curriculum and again we use what they're already given. Now, I know that there's a lot of frames that you can use with the depth and complexity icons, but I wanted
036to and I share those with teachers, but I also want them to see how you can take something that's already given to you by whatever uh materials you've adopted and you can level those up using the depth and complexity icons with graphic organizers and frames and things that are already provided in your content. And we also walk them through how you use the depth and complexity icons with texts that are already included. So, and I'm not going to go into detail here with you, but you can get the idea of how you take a text and then you add in the the layers of thinking from the depth and complexity icon so that students are are using higher level thinking skills to uh to kind of uh digest the information. And then even here with
037the essential question that's provided for this particular text in what ways might a play be an effective way to tell a story? Well, if you've looked at that text and that content through the lens of language of the discipline, multiple perspectives like who thinks a play might be an effective way to tell a story. patterns in plays that make it an effective story and even across disciplines because in order to understand why a play might be an effective story you have to know other genres right on on and how they tell stories. So we share with teachers um these ideas on leveling up content instruction and then what we do is we go back and we show them how all of this comes together. So if you're in a classroom and you might have gifted
038EBS, what you have to do is you have to struct you have to provide those linguistical supports so that they can access the content, but then you also require that they think at higher levels, right? And so you would take that same poem that they've just accessed with the multilingual supports and now you're asking them these higher level thinking questions, okay, to go with it because they just because they don't speak English doesn't mean they're not bright and they can't think at high levels and that is what we want to provide them. The other thing from um the book study that we got was the QSSA strategy and this works really well as a marriage between the depth and complexity icons and those multilingual supports. Um you can see here she provides a chart, Marcy
039provides a chart on what that might look like. You give the question stem and then you take them through those multilingual supports where they've got a question stem to respond. they talk to each other and then there's a check for um understanding at the end. And so this is an excellent strategy that you can use with any of these uh both depth and complexity and the CDLIS. And so where do these two kind of converge? Well, they converge in a lot of different areas. um you can see the crossover between these two and we just we're working very hard to make sure our teachers understand the crossover between the two so that they can better support their uh gtebs in the in the classroom. And so what are the promising practices? They're they're listed right
040here also provided um from uh Marcy Boss on pages 18 through 22. But these are all the ways circling back to kind of this cyclical cycle that we're trying to use is to better identify our gifted EBS and to better support them with classroom instruction. Um and so that is that is kind of the journey that we're on right now. And um you know like I said we're in our infancy. We've just begun in the last year doing this. And so we're really excited about what results might come um as a result of this. So with that, I uh I you know, I'll take any questions you might have or like I said, I'd love for you guys to make comments in the chat or verbally now on things that you've done um with your
041own students and your own practices uh in your districts. And if if not, I'll turn it back over to Monica and she can keep on keeping on. >> So, there's a question in the chat. What grace did you start uh this process with? >> We started this process with our elementary campuses because if you saw our data reports, the majority of our identified students come from the elementary level. So in all the places that we decided to start, we felt that would have um the most impact. >> You see any other questions? You most of you guys know how to find me in Spring Branch ISD. I'll be at TAGT as well. Um, so we can either chat there or you can email me and um, you know, we can start those conversations with your
042district and like I said, I'd love to learn uh from you as well. So, okay. Thank you, Monica. >> Thank you, Tracy. Great job. Great information. And Vanessa, I'm not sure if it's related to Trac's question uh presentation, uh but Vanessa would like to know a more about prep programs. >> I was just asking uh from the promising practices image that you put on there. Um I noticed that one at the bottom and I wasn't familiar with that. We may already be using it in our district. I just don't know what you guys are calling it or or what it looks like for other people. For us, the front front loading begins at our district staff development day in the summer. And what we always do is we always offer um GT choice sessions for
043teachers to attend uh in order to share the good news. I guess you could say share the wealth. Um we do a lot of work on building rigorous cultures at campuses and um in that we we share a lot of our gifted and talented service ideas and it goes up through secondary as well. We talk a lot about advanced courses in middle and high school um especially at our keys to success with our campus principles. And so for us, preparation programs include getting the word out, making sure people understand in the district our processes and protocols and those supports that we provide um in the classroom after the fact. Does that answer your question? And I'm not sure if anybody else has something else to add. Yes. I didn't know if you meant like prep
044programs for students or that does make sense for teachers. We do that training as well. I guess we just call it other things, but that that's good to know that we're also doing. I would also add, and I'm less familiar with it, but our multilingual department always holds week-long events in the summer that could be considered kind of a preparation program, especially now that we're starting to combine our uh GT work with EB work. So, we haven't done it yet, but I'm thinking in the future that might be a way to help students prepare going into the school year with higher level thinking skills if we start embedding uh depth and complexity with their summer camps and things that they do. Well, I can bring that up since I am a new uh since we
045are a part of that new division here at TEA of uh emerging bilingual and uh emerging bilingual and GT as we are a new unit here together. And there we go. So, I did drop uh Tracy's uh her how you can reach them at uh Spring Branch at advancedstudies atspranch.com. Uh but I did want to also preference and for those who uh want a little bit more, you can always get your data on the website, but then also there are some uh you can do a PR request. I'm going to put it that way also to get specific GT data out there. It is available for 23 24 no 24 excuse me 2425 uh using that data and we're we're coming up on snapshot everyone so make sure your data is out there is up
046to date we're coming up on snapshot um but I just wanted to to uh highlight what our numbers look like right now and uh for a few years there you can see about four years there we were going pretty much up up and Now, we took a little dip uh and our numbers of identified EB uh students. And so, really looking at our bilingual students are still increasing, but uh you know, I'll start I'll have those internal conversations when we think about what may be happening with our ESL. They may be transitioning out. They may be moving out. Uh and that leads me to the next slide actually. Uh so, once again, this data is available. Uh also your ESC's have this data. I collected uh I do get this data per the state, the
047region and in local districts. So um pretty soon we'll go deeper into looking at all the data and opening up for conversation. Um but this is the 24 data, not the 24 25, but the 23 24. Uh but looking at our pro uh models, our still our biggest model is going to be our English uh ESL program models where most of our students are either being pulled out in a content base or being pulled out in a program. So really looking at how can we make sure we get more of our program students into services, but looking at how we work with our models that are available and what they're doing so far. So, just some things to put on the radar to think about as you look at your students, looking at your populations,
048and then looking at how we're providing services. Uh, as you know, uh, chapter 89.1, our student identification is open for public comment. Uh, it is, uh, open until November the 10th. Yes, November 10th. it will go before the board uh the committee of instruction on November the 20th and then go before the full board for final adoption uh on the 21st. So if you got comments, you have wonderings, feel free to uh to do that to um to take a moment to discuss share um as we go through uh oh sorry my chat wasn't open. So the data and let me I don't want to flip. So this data is from 2020 to 2025. So this is the uh I was able to update it to 2025. So this is the most recent data here.
049So that gray bar is 2425. So that is where we are. Um this data here is the end of uh what the yeah the April the March data. So uh I have the 2425. I just need to I haven't upload uh updated this uh slide deck this slide on the deck yet. Uh it takes a little bit more with the uh mathematics on that. So that wasn't a quick thing to do. All right. So uh one thing as you know uh and want to uh also you know as we've been the part of our last legislative session is we did receive uh we do have officially a state week of gifted and talented student week and that is the first week of April. So, drop it in the chat. Uh, or if someone wants to
050talk about if they've been thinking about it, uh, myself and our ESC leadership, we have them thinking about it, getting ready to put some plans out and have some, uh, suggestions for you. But, I'm putting out there for you to have some input. What are your plans? What are your any suggestions that you have? Uh, or any questions that you may have. Uh I already know that uh tag it always puts out things for the week uh coming up. So but this is your opportunity as we think about this as the first first time as official state state week. What do we want to do? You know any suggestions, ideas, recommendations? What are you considering? Is it on your radar? Let's put it that way. Anyone >> I I have a question. >> Um did
051uh TA AGT shared a lot of great resources last year for the GT student week. Are they planning on doing that again? I don't know if Kristen's still with us, but >> she's still with us and knowing them. Yes, they have a whole new probably a new plan, but yes, Kristen. >> Yeah, as always, um, we'll be sharing things all week. Um, you know, in the past we've done different things where we've had different groups or people do kind of like a takeover of our social media or um our awareness committee uh works hard to come up with ideas and things that feel relevant. Um, if you're at all interested in maybe highlighting something your school district is doing, um, reach out to me. I'll put uh our email address in the chat. Um we're
052always looking for um you know fresh things to share during that week and provide new perspectives. Um we have lots of uh evergreen resources that we share year to year and those will always uh be available. Um but um we're always looking for new ways to to celebrate. >> Thank you. And you know cuz also we got other that will open up. We also are open uping different platforms that we can use cuz you know I could definitely use TEA's uh social media campaign and you know coming up with some great blast. So, as we uh think continue to think about it, drop us some uh drop me some notes and some ideas and uh we can, you know, fullront it and make it exciting and as big as we possibly can. You know, be
053creative out there so that hey, put our footprint, you know, we got a we got a footprint out there. put both feet into it and you know just jump in and right. Any other questions I saw that question and thank you Dela for dropping that in the chat on that question. Okay. And then someone So, let me get a page. Someone asked a question. So, someone asked about the taper and I know Kristen did put the pathway to it, but you know, this is a prime opportunity. Okay. So, let me do a Can you share? Where are we? Think about where am I at? Screen two. There we go. New share. Okay. So, as you go through and I'm sorry I keep y'all keep me y'all get me distracted every day I see a thing
054pop up. Uh so under um our taper reports will be under uh our school performance the academic performance reports and then you will find by years and the current year uh are available in the state. So you can always go back and find them and then and you can find by campus or district or you can do it by ESC or the entire state. Uh anybody want me to look at their district Pacific or campus specific? Just drop it in the chat or call it out. I'm open. You could look up LBJ Elementary in Odessa since I couldn't find it earlier and I think Kristen showed that it was on there, but for some reason that did not load that way on >> LBJ Elementary. >> Okay. >> In Odessa. >> I I had to
055search you just saying Johnson because >> Yeah, I did that too, but it just wouldn't like it wouldn't populate anything. So I'm not sure if it was my connection. Maybe >> also I see the year that's selected on this screen is 2324. Is that the most recent for these reports? I think we have 2420. Oh no. Okay. >> Uh well and >> there's so many Johnson Elementary. So let's see. LBJ Edinberg or uh Ectctor County >> County. Yeah, >> there we go. >> Oh, and it came up by as an attachment and I bet it's in the data system of the other cuz this is 2324. >> Okay. >> A beautiful 25 pages. Oh my gosh. >> Thank you for this. >> No problem. No problem. Um there is and I know because I'm just
056I got to figure out uh the pathway because they are doing um how I want to put it more user friendly and not a uh >> thank you. Um no um different platform I will put it that way >> of yeah there we go of um under the accountability ratings and searching through cuz we are under a we're doing updates uh here at the agency also on our website. >> Okay. and view reports. Yeah. So, this is the newer this is the newer version. >> Okay. >> So, you'll see it here in the summary. Uh the distinctions. >> Yeah. And this was just and you'll see the release date right here. >> Okay. >> Uh it should give you more than the summary. I wonder why >> you have to go to the top >>
057and under Yeah. star performance. >> Okay. >> Yeah. >> I'm so glad y'all are showing me this because I would it would take me longer to find >> that is why we are here >> to go through and everybody because other people as we say we are we we learn as we roll. Uh so your accountability groups and then here is the groups by additional student groups where we are now. >> So you'll find your GT here. >> Okay, perfect. Okay. >> Wow, that's great. >> So they're holding school progress uh closing the gap and then any distinctions. >> Okay. >> And also uh distinction and then your table your star performance. >> Okay. Uh and also remember with your star performance and I don't know if on this link there is a when you
058go to let's see oh it's like uh not this one there is another star performance one but let's see there is another star uh reporting system uh probably and where you can actually get student performance. Um, you can break it down by groups and you can really get granular, I would put it that way. >> Um, more than this, and sort it to wherever you're looking for. Um, let me go back. And that's probably I don't know if it's on here under student assessment or not, but the next time we meet I will make sure I have the link for that because that that one does go a little more as I said granular into you can sort you know whatever grade specific grade levels, grade bands, uh science, whatever whatever subject area and really
059get into that. So yes. >> Okay. Thank you again. Appreciate that. >> You're welcome. >> All right. Other questions, wonderings, anything anyone want to share what's going on in their district or what's what's happening. All right. So, I I'm well, we're going to end there because it's almost uh 11. So, we've done a, you know, covered a lot today, but I want to say thank you for joining me. Happy Halloween for next week. And then uh we'll see each other in November. I don't know remember what day in November, but we will see each other in November. Uh probably couple weeks, two weeks at least. And then, but if not, until then, have a great time. You know how to reach me. Um, so and we'll see each other in the afternoon in November. Thank
060you everyone. November 4th. Thank you, Sylvia.