001that the record show that a coral board members is present. This meeting has been duly called and notices this meeting posted in accordance to Texas Open meetings act Texas government code chapter 551 first item. >> So first item is actually not on the agenda but we wanted to go ahead and recognize and they're not out here. >> Mr. Pereira, >> will you get our culinary >> to get them out here? >> Yes. Hey, >> real quick. >> This is the crew. >> So, come on up. We just wanted to recognize our culinary cadetses. They have been charged for the past year year and a half uh with preparing all of the meals for our board meetings with it being board appreciation uh night this evening. Mr. Per even splurged and made fajitas and they were
002phenomenal. >> Yes, it is. So, they do a fabulous job uh in with anything that they make. I mean, I have never had anything that I didn't like. I think that's kind of a bad thing. And now, Miss Walker is even kind of figuring out what desserts I like, [laughter] but there are none left in the office. So, just thank you very much. Um I appreciate all that you do. And I cannot tell you how many times even on days when they don't have school, they are up here at 5:00 in the morning if uh someone wants uh the culinary cadetses to cook for whatever meeting they are going to have. So she's got a great group of kids, but I will also say they couldn't do it without a great leader that the kids
003love to work with and enjoy spending time with. So just thank you very much. [applause] for us. >> Thank you. Thank you. Thank you. >> You're welcome. Thank you all very much. >> So, the actual first item, this is actually our uh special meeting. It is a public hearing for [clears throat] the uh Conley ISD 2025 Texas Academic Performance Report uh or otherwise known as the paper report. And I'm going to have Thank you. >> So, this is a public hearing for TAPR. [clears throat] Going to give you some background information about TAPR. TAPR combines details of district and campus academic performance with financial reports and information about staff, programs, and demographics like bilingual ESL, special ed. There's [clears throat] some CCMR data uh and a lot of STAR data. [clears throat] And I'm not
004going to torture you by showing you a bunch of data tables. We've got a short amount of time. I've just put together a slide deck. And um there'll be some areas of focus, some celebration or some highlights, some uh comparison with state numbers, things of that nature. Okay. So, Texas Education Code requires each school district's board of trustees to publish an annual report that includes TAPR, district accredititation status, campus performance objectives, information on violent or criminal incidents, information on performance of the previous year's graduates in their first year of college as reported by Texas Higher Education Coordinating Board. All of the documents here will be posted on the Conley ISD website as required. public hearing. This public hearing meets legal requirements under Texas code. [clears throat] >> [snorts] >> So this says 2425 analysis. Just
005to be clear, the data that's here will represent performance data from last year and it will also include by definition in the TAPR. It will show comparison with the previous year's performance data and then there's a lot of comparison with things like state average. So 2425 school year accountability rating for the district a grade of D got mixed performance indicators with areas requiring focused intervention. Also some highlights that's what it means by mixed strong high school out outcomes and college readiness [clears throat] K8 math performance requires comprehensive district attention and support. And then we have teacher staffing challenges impacting continuity and experience. So overall achievement numbers that you see there 29 and 18 those are for reading and math respectively. And then the um state number is below that. So this is all of ELA
006reading at 29 versus the state at 50. And then for math, it's 18 and 45. [snorts] Year-over-year trends. So, this is just our data. 24 to 25, that's spring 24 to spring 25 essentially. Uh, reading 30 to 29. and then math 23 to 18. K8 math district focus area. >> Grades three through five meets performance level at meets grade level or above. Grades three through five. We've got three, four, and five there represented by 18, nine, and eight. And then the state benchmark is 41 to 43 those grade levels. And then Grades six through eight, we've got 16, 10, and 25. State number is at 42. So, math proficiency gaps across grade levels represent the district's primary opportunities for targeted improvement. Equity analysis. This is just a grade three example. Here you see at age
007grade level or above student groups that primarily represent our student demographic African-American, Hispanic and white economically disadvantaged students. Our enrollment last year 80.5 ecodis state 60.5 performance number 20% at meets versus the state 34 that's an all subjects number high concentration of ecodis students requires targeted support systems and resource allocation high school performance strengths and the core star at each grade level or above US history 66, biology 33, and algebra 1 at 29. This is our college career and military readiness is the strength of the district. Historically, four-year graduation rate at 92.4 versus the state at 90.7. CCMR graduates, that number is 88.3 [clears throat] versus the state at 81.8. 8 positive indicator graduates are prepared for postsecary success. Student attendance and engagement attendance rate 94.4. That's a solid number. State 93.6 slightly above the
008state average here. [snorts] Uh chronic absenteeism 15.9 versus the state at 19. So well below the state average there. Staffing challenge teacher turnover turnover rate 29.5 versus the state average 18.8 and average years of experience 8.9 versus the state at 11.2. Higher turnover reduces instructional continuity and impacts student outcomes. Special ed services special education determination status is a reporting field in this report. >> [clears throat] >> Um needs intervention is the status star performance is fed 12% at meets that's all subjects combined the progress rate 53% annual growth this is a positive momentum indicator focus area for compliance and service delivery enhancement [snorts] [clears throat] that's sped English learners and bilingual education current enrollment and performance bilingual ESL enrollment 289 students representing 12.8% of the district enrollment. Reading performance 29% at meets. That aligns with
009the district average for all students. Math performance 10% at meets versus 18% district average. Progress 52% annual growth rate shows engagement in language development. [clears throat] Secondary student completion, grades seven through eight dropout is a number reported here. And this is a um a delay. There's a delay in reporting this data. Um8% for the 23 24 year and then grade 9 through 12 dropout at 6% for the 23 24 year. So strong retention rates indicate effective student support systems at secondary level. Key findings, positive indicators. High school CCMR at 88.3. [clears throat] Graduation rate above state. Strong social studies results. Low dropout rates. Solid attendance. Focus areas for improvement. K through eight math performance gap. Opportunity to strengthen achievement equity across student populations. Teacher retention investment. Special education service delivery enhancement. EL bilingual student math
010support need underlying systemic factors high poverty index 80.5 eco requires intensive support services language complexity 12.8% 8% bilingual population requires robust instructional infrastructure. Staff continuity 29.5% turnover hinders embedded improvement strategies. K through 8 math performance. Consistent gap across grade levels represents the district's primary strategic focus area. possible strategic priorities, K through eight math performance, comprehensive curriculum review, and I would amend that to say comprehensive curriculum implementation review, evidence-based instructional strategies, targeted professional development, teacher retention, competitive compensation, mentoring, professional growth pathways to reduce 29.5% turnover. Equity focus, disagregated data review, targeted support for African-American and economically disadvantaged students, special education compliance, service delivery review, staff training, resource allocation to address intervention status. inclusion. Conley ISD demonstrates strong high school performance and positive post-secary outcomes. The current focus on elementary foundations, teacher retention, and equitable student support
011will strengthen overall district performance. >> Then it says questions. [clears throat] Will you go back to that high school? The very the back one out of you. >> The CCMR one right there. >> Will you read that real loud? The four-year graduation rate is what? >> 92.4. >> And the CCMR, which is >> 88.3. >> And that means what? >> Well, there were >> no CCMR means what? college, career, military readiness. >> Okay. >> Yeah. Thank you. >> And and the state average is 81.8% and we're at 88.3. >> Yeah. We're we're 7.2. >> Our high school students graduating from high school are ready for college, career, or military readiness. >> Yes, >> I I'm reading that correct. Right. >> You are. >> Okay. I just want to make sure I'm seeing the numbers that
012are there because the perception in the community is we are not preparing our students for college, career, military readiness. >> And by the numbers, we're outshining the state by 7.5%. >> And another caveat on to this is this information is delayed. So this is actually your graduating class from the year prior to that. And Mr. Praer happened to be in office this afternoon and we were even talking because they are changing the accountability again in 2028 and they are also changing how the CCMR is is configured. Um but whenever we were looking at because they do a great job. They have a massive spreadsheet where they track absolutely every opportunity or every way that a student can achieve uh meeting the CCMR whether it be through TSI, SAT, ACT, uh industry based certification um and
013even this year's graduating class is on track that it should be 93% as far as with our CCI and [snorts] then they've already started making plans for even the class after that to ensure um that we continue to move those numbers I I just to me that is a telltale sign that the kids that are graduating which I've had three graduate from here my wife my mother-in-law all graduated from Cold and that's saying that the kids that are walking out of this building are ready [clears throat] all three of my kids have great careers they're doing a great job we are doing great jobs for kids that proves it right there [clears throat] >> yeah we've had that conversation before I mean for several years running as a matter of fact But looking at these
014figures, you know, considering [clears throat] that that is the cumulative result of their education experience here >> and that starts from K all the way to 12, we have good kids and good teachers. And I will say one of the things and and I know it was set up here, our math scores in in at some grade levels, especially as you move into your uh fourth, fifth, sixth, there was a dip, but we were fully prepared for that because the curriculum that we adopted for math last year is much more rigorous. So it it's pretty high level what the kiddos are doing. So whenever you start introducing that in your third, fourth, fifth grade and they're missing a lot of those foundational skills, we were fully anticipating a dip in in some of those areas.
015Now even today we had a meeting with region 12 and we were discussing our data is it about third year is when you'll start seeing it, you know, really go on, you know, the upswing. And I do think that we are recognizing that at some of our at some of our grade levels already, but it just it takes time. >> Thank you. Thank you. [clears throat] Thanks for your help. >> Appreciate. >> Any other questions? [clears throat] Need a motion. >> Johnson motion second to 618. >> [snorts] >> So, we will reconvene at 6:30. >> We got to go voting on that. Miss Ryan Davis. >> Hi, >> Miss Heather Johnson. >> Hi, >> Mr. Steven Carter. I Mr. Keith Lowry, >> Miss Kathy Ker and Mr. Reigns and Mr. Black are absent. All voting
016for. Motion carries. Thank y'all. We will be back at 6:30 when the first when their actual meeting starts, not the public hearing.