NISD Called Board Meeting 10-27-2025

001Um, welcome to the academics committee. Um, let me turn to the agenda. We'll first um, calling the meeting to order right at 501. And if everyone wants to spend a minute reviewing the minutes and see if there's anything everybody okay is there a motion to approve the minutes? >> Um so moved. >> Second you. >> Okay. So, the minutes have been approved. So, let me sign that. Okay. And let's go ahead and turn it over to Dr. Jordan. >> I'm right here. Oh, there you are. >> So, >> this feels really weird since we're and I assure you, Dr. Harl, we talked about a whole variety of ways to try to keep the informal environment and we're limited by cameras and microphones. So, uh, with some new legislation, if you have a quorum, uh, you

002must tape it and record it. And so, these guys here, we typically, as you know, do not have as many attendees. Um, but tonight it's really important because these folks are instrumental um, in some of the presentations that we'll make tonight. So, we did pass out two mics. Raise your hand if you've got one. So, they're gonna when they have something to say because we don't certainly don't want to lose um the conversational part of it, they'll they'll need to speak in the mic. >> Thank you. >> Yeah. And and Dr. Jordan, Dr. Harl, if I may, just as a reminder, this is basically being treated as a board meeting. Um and and we'll talk a little bit more, especially tomorrow night, uh either at five o'clock or maybe six o'clock thereafter, as to the

003legislative changes and how committee meetings have to work. Um but um if it would be helpful I I don't know that you know everybody. So I know this idea >> it might be helpful just to do a quick round of introductions uh if um we can let the team know uh obviously their position who you are in the position and like I said then we'll we'll get uh kicked off. >> Thank you. >> So let's uh Janice Jordan. So will Susan Cleveland executive director of improvement. [clears throat] >> Yes. Jessica Balam, assistant for elementary administration. Joan a deputy superintendent for administration. >> Yes, thank you. So, definitely uh an administration and um CNI group here tonight with um with our program [cough] specialists. So, the first couple items were actually requested items to be on

004the agenda. Um the first you'll see is Senate Bill 12 and uh in the packet is really a summary of the sections of Senate Bill 12 and we use the summary that TASA had provided which was really helpful. Um as you know this is a major piece of legislation that focuses on expanding parental rights and also restricting certain school activities and instruction. So, there's multiple pieces to this. Um, some of it I'm sure you're familiar with. I think at policy y'all talked about parts of this Senate Bill 12. Um, parental rights is a huge theme. Um, that can range anywhere from parents giving [clears throat] consent for nursing services, counseling services, um, for instructional programming. Um, this also talks specifically about diversity, equity, and inclusion and what the rules are um for hiring anybody in

005that mode or for any staff um directing initiatives in that regard. Um, another piece they call it uh restrictions on instruction regarding social transitioning. Um, so it gets in there and gets pretty specific. um that's around what names you can call students, what pronouns you use, etc. So, this is a a pretty detailed overview and just thought if there was anything specific um of interest um we're happy to discuss and that time might have flown by after this was requested. So, There any questions? >> Were you like this? >> I have Jo. >> I can manage the lights. >> She was going like this. >> Hasso, would you like to go? >> Too funny. >> Um, I think the only question I really had was how I This is still in legislation, right? like >>

006it's >> like it's being >> Yeah, I'll explain the the process real quickly. So, no, this Senate Bill 12 is is engrossed uh meaning that it has uh passed both chambers, been signed uh by the governor. So, it [clears throat] is it is uh it is state law. Uh the the limbo are there are so many components um that are going to touch so many different policies. I mean, if you can just kind of go through and look at the the um headings or headers, you know, you've got DOI, you've got teacher certification, you've got then parental rights. So, this is going to be a voluminous uh piece of the TASBY 126 update that we hope to have before Thanksgiving. Uh that's what we've been told. Um but it's it's going to be a pretty

007hefty lift. So we while we don't have the legal and local policy as a result of Senate Bill 12, uh it has been enacted and we're working on particular pieces or have been working on particular pieces particularly like the parental consent with um mental health support, health support, uh ensuring that our nurses feel comfortable in regards to rendering aid. really the the what I would suggest to be the really uh hot buttons. Um we've already started working on putting in place administrative procedures um because I know there's a lot of questions. Yeah. >> That being said, there will be numerous policies that will be touched as a result of of this legislation. It's a big piece of legislation. >> Okay. And how was this communicated to like principles? like was it how because I mean

008reading this a lot. So what's the goal or how >> Yeah, we we basically told uh principles uh here is 160 pages of Senate Bill 12 and best of luck to you. Um >> it it we've prioritized okay >> I mean we we just hey this is a lot um we need to you know make sure that we're taken care of. We knew that the parental consent uh was going to be a big one with like say mental health health support. So, uh, Kimberly Ridgely and the team, uh, worked to stand that up actually right at the very beginning of the school year. Um, and so we just try to go through and prioritize. Uh, as far as library materials, we feel like that we're in a pretty good position in that regard. Uh, we

009publish the list well in advance in anticipation. Um, in fact, uh, that library list, uh, you'll have here momentarily. So we we just try to go through and for lack of better terms prioritize, cherrypick what are the hot topics. Um one of the things that we've discussed with principles uh to be able to share uh with teachers like the use of pronouns. >> Okay. >> Um what you know this really needs to look like even though we are anticipating policy. Um I'm just trying to think of other examples. So would the goal be to get information to principles by like November, end of November? Like because obviously what we wouldn't want to happen is like either people doing their own thing or like >> multiple people having different forms or multiple people interpreting a different

010way. >> Um so I just >> Yeah. So what we're trying to do is standardize everything. So this was again going back to the mental health and health support uh consent form uh that was generated which we've had about a 50% parental response rate I believe uh to date. We we want it to be like I say standardized across all campuses all grade levels uh for all students. Um once we receive further guidance that will be in the form of policy update 126 >> that will then drive our implementation i.e the administrative procedures um that yes, we'll be we'll be communicating with principles, but as things have popped up, I mean, we we've tried to provide that that um level of guidance. Um I'm trying to think of another example. Um >> well, the whole

011um to your point, Dr. Craft, you know, when we started the school year, it was really a lot of hot buttons with our counselors and our nurses. So that's one of the forms that he's speaking of >> to where some nurses felt like they couldn't even give a student a band-aid if they didn't have that. >> So Dr. Ridgely and her team, Mr. Pettis um and we were getting new information from the state each week. And so something like that was paramount >> and um to get to to the right folks in terms of some of the instructional pieces um because one of the requirements is that uh parents must have access to um any of the curriculum the scope and sequence all those kinds of things. So we collaborate with the other large districts

012actually in the state of Texas where we try to try to do similar things. And so right now for that we're investigating where's the best place to post it? Um that information how are we going to keep that information updated? So those are two very different examples. One it's the kids are in school and we've got to make sure we have those consent forms. So that took a huge priority straight to nurses and counselors. This other piece is a priority, but we have a little bit more time to to unpack that >> and and and a lot of it is also being driven uh by the guidance that we're receiving from the agency. For example, uh the prohibition of DEI and DEI related duties. We've already gone through and audited uh web pages uh course

013content curriculum, made adjustments um even though we have been um instructed that the certification process actually won't even open even though it was due back I guess about a month ago. uh according to the legislation we've it's been communicated with us through the agency TEA that this won't this this applica or this uh certification process won't even open until next September. So it it so we're trying to prioritize based upon um like I say the hot buttons but also or hot topics but also the guidance that we're receiving uh from DEA and again awaiting um update 126 update 126 I know I've said this sound like a broken record it will be pretty pretty hefty >> update >> we've been told that um they should have it to us hopefully before Thanksgiving at the latest

014before we break for Christmas. So, um going into the second semester, but and I don't really fault the TASBY policy in the division because it's just that this is this is the largest ever since the inception of board board policy uh that TASBY uh is um uh providing. So Joanne, >> I'll am I on? Yeah. >> Okay. Um I also uh think it's fair to share that the commissioner too is having a hard time keeping up uh with it. So he has actually posted a link online to his website now where you can see his timeline for implementing all the things that came out of the 89th legislation which also gives us guidance and so I can send that link to the group so you guys can track it through there. Uh but it's it

015is like Dr. craft said it is a massive update uh that's coming. It's probably the largest that we've ever seen in public ed. >> One of the things that we had our uh first NC or uh north side communication network we meet with the elementary uh representatives from every campus and secondary and one of the questions I asked is okay in regards to support uh with the implementation of any legislation new legislation is there anything that you need assistance with? Um, and I don't believe that there was actually one item. Um, so I think we were we knew that cell phones was going to be a a big one. Personal devices got on that before the school year started. We knew that the homeschool participation was going to be a big one or I knew

016that it was going to be a big one across the state. We got on that um before the school year started. We've implemented like I say uh library books, the posting of materials, um like I say the parent consent. I mean we're just again we're just we're just working through piece by piece even though to some degree we really haven't seen the policy yet um just based on conversations that we've had with different agencies and organizations really what needs to happen from a implementation standpoint. Yeah, just um you hit on a little bit. The one area I know I've been getting from community groups is on the DEI side of the house because naturally some there's not much information out at least in the general public. You know, a lot of people say DI is

017prohibited. They said, "No, that's not actually true. There's some prohibitions on DEI and there's a big difference." Um um the question is especially someone has been dealing with some of our schools um with clubs and other things they're starting to get different feedback and um in some cases told they couldn't do certain clubs etc. I guess from a process you may have general comment from a process standpoint uh who should we had them when they had those concerns who should they go to? >> Yeah. So, uh, first and foremost, if if there is a concern with a club or, uh, enacting or or I guess not continuing a, uh, discontinuing a club, uh, it would be the campus principal first and foremost. Um, and then if for whatever reason they don't, uh, receive the answer

018or information that they need, they can come to us. Uh, it's probably more than likely going to be a a secondary, I would venture to say, type club. Um and so either Eric or or Steve can definitely help facilitate that. One of the things that we you know we do um request is there needs to be a club sponsor. Um and so sometimes that is a limiting factor as you can imagine. There are a lot of clubs already on our secondary campuses and um and so it just kind of depends on whether a sponsor is is willing to take on another club. Um but yeah >> you know >> yeah I was going to add earlier but Janice or somebody had covered it um regarding the the lag time between when legislation is passed and

019then even tea rule making before um the attorneys can get a hold of the the legislation and come out with the policies. So I I appreciate all that's been done. I know that a lot of our smaller school districts are really having some challenges trying to sift through sift through all of this. So, thank you. >> Yeah. And and we're trying to help uh you know with service center uh districts as well. I mean, we have a little bit more broadband in that regard uh just with legal review and just kind of helping us navigate um right now. Um but um right now I mean I I honestly feel like that the hard work that many have put in in this room, we're in a pretty good position uh from from legislation that has been

020enacted. Now that's not to say that we don't have some additional work ahead of us. Um but I feel like that we're we're definitely keeping our head above maybe neck maybe up to our neck but we're keeping our head above. >> Yeah. I just I'm curious as to as like the especially with the DEI policy and the prohibition of DEI duties. Um I'm wondering if an employer volunteered it says here uh on page two in the second paragraph who intentionally or knowingly what if they unintentionally because it's not very clear yet and or unknowingly [cough] are [clears throat] we now in a warning stage until it's intentional or we know about it specifically and I'm talking about for example if they're doing a some kind of school festival that they've always done is that all

021of a sudden not allowable Yeah, I think that that's just needs to be reviewed on a case- by case basis. I mean, the reality is this is, as we all know, we're a very diverse school district, and we're going to continue to celebrate our diversity. And >> to Mr. blunt's point. I mean, I I think that there are allowable festivals and and celebrations that are absolutely still permissible, but if there's a question, we're just asking, like say campus administration, just reach out and let's let's have that conversation. I I don't know of anything historically that would be in violation of the law. Um, now that's again through the lens of a superintendent that is charged with ensuring that we are continuing to celebrate and embrace all cultures and uh, ethnicities and, you know, that's not

022to say that we're not going to be taken to task. It's an interesting world right now. >> Okay, that's good to hear. And I know I forwarded you some stuff that came through, so thank you for responding to that. My my next Yeah, I had I'm sorry. I just had one more question. Sorry. So, in regards to and I'm just not understanding the language here with contracting um minority womenowned stuff like intentionally. I didn't I don't know that that was clear for me. So, we can still work with women owner hubs. There's a paragraph here about an A2B and then minority women um minority owned businesses. So I think that was like a big one for >> Yeah. Carla, if you can direct us to the >> Yeah. Um >> age. >> Oh yeah, it's

023right underneath that. Provides that nothing can be construed to limit or prohibit a district from contracting with a hub or business owned by members of a minority group or by women in accordance to the applicable state law. So, we already have those contracts on the books. Are those staying? How are we dealing with that? >> Let me catch up just real quickly. >> It's saying that >> It's okay. Like, >> yes, >> we're okay with those. Okay. But we're just not adding to those. It's like >> if something comes out, we have always So many laws are changing. >> Not Yeah. So we don't preclude >> actually it's just the opposite and we haven't ever I think that the the the um uh legislation and soon to be policy is more than likely districts may

024not preclude must include um any and all. And that's going to be the same uh with uh many of the personnel related policies uh in regards to hiring practices. I've just never known a policy to be like, "Oh, you're this, so you're hired." Like that's it's best best qualified for us, right? It's always been the most qualified, the best experience, and best fit. Well, and that like I say, that'll be the that'll be the spirit of all of the language that you'll you're going to see in policy. Um, so I that >> Yeah, we're going to be inclusive. >> Yeah. >> Okay. Good afternoon. I'm sorry. I apologize for my tardiness. Um, you know, just um dealing with this on a daily basis. I think it's just um educating and and um for me it's

025just being on the same page. How are they going to be implemented? Again, when teachers are asking questions like knowing exactly where to go to when that principal doesn't understand where do they go to and then just being on the same page. I think that's the most important thing um about all of this. to kind of weather through all this is just being on the same page, being transparent um and uh making sure that >> [snorts] >> uh we are training our principles, our APS, our teachers. I think that's probably the most important thing, you know, you know, going through all of this and being consistent and fair and and moving forward. >> Yeah. And I I don't know that um in regards to um um punitive, I don't know of a single case that

026we've had any type of a punitive response from a personnel management in regards to a violation associated with Senate Bill 12. Um but if if the teachers have questions as just how what is what can I or cannot do, what are the rules of engagement, if you will. Um, if the principal doesn't know the answer, of course, we've got an entire supporting cast depending on what the matter may be. If it's a special ed matter, if Kathleen doesn't have the answer or if Steve doesn't have the answer, if Dr. Fay doesn't have the answer, then we'll consult, reach out to legal counsel and try to try to find out. But I don't I don't know of many or if any that we've received that I don't I don't know how to comply with Senate Bill

02712 uh in this particular area. So, um if if there are and that's why I asked the question to NCN the other other day is are there any things uh that we need to discuss uh or help a campus really particularly our classroom teachers navigate at this point and and I didn't I didn't have any uh uh responses in the chat or or or answers that led us to believe that we needed to be doing something uh to better support classroom teachers. So if there is, I just we need to know what it is. >> Well, and I'm just going to add to that um because sometimes I don't know what I don't know, right? And this was very comprehensive. And um when I did look at it, I did get um there was one

028example at the bottom of page two where I have actually helped a child who came to me who was transitioning and wanted to know um who to talk to, where to go. I mean, I I'm reading this and when I saw it the first time, I thought, "Oh, I could be that. I could have been that person." And it requires the board of trustees to adopt a policy prohibiting an employee of the district from assisting an enrolled student with social transitioning transitioning which I I wasn't I was directing the person to who they could go talk to but also we also had a list of area community support for transitioning for family and kids. It's but it says including by providing any information about transitioning or associated um guidelines. It allows a parent of an

029enrolled student or district employee to report to the board of trustees a suspected violation of the policy which I think I probably would have been in trouble had someone you know and then it requires the board to immediately report a confirmed violation to the commissioner. So, I could have been out of a job, you know, or my certification. I mean, I'm that's the panic that a teacher would feel like they're going to take my certification away. When I read this, this was very punitive. And I'm just trying to think in the past 10 years, I've >> there's always a kid or two that is going through this where you've assisted them with, oh, you need let's walk you to the counselor and, you know, or whatever. Just sit down and talk with them. I don't

030know. It's taken different shape and forms, but I wouldn't have known this had I not had this. So, I guess that leads me back to um and I know not every teacher will take the time to read this, but I can't be the only one that this particular one has happened to, and I'm just wondering, >> it's at the bottom page, too. Assistance with social transitioning prohibited. Um well, they've asked me just to call them a different name, and that they can't do that now, right? >> Yeah. I mean, that's um that's one of the that's one that we uh work through with our campus principles. Let me come back and answer both questions. >> Um in regards to uh preferential names, um in fact, uh this is going to be one that we're going

031to need to address um uh from from a graduation announcement uh commencement ceremony uh here pretty quickly. >> And we will we'll we'll work through it. We're not there yet. Um but um you know if a if it what we've encouraged teachers if you have a a question as to what is the biological name of a student um and actually this was a a teacher's uh practice is use their last name. Um and and that you know it's it's not a perfect scenario but if there's a concern um there you have it. you know, in regards to assisting a student, we've taken the approach that uh even with the consent uh parental consent forms, if a student is injured or if a student is in in need of some form of assistance, we're going to

032assist the student. We're not going to place the student in a corner and say, "Well, I'm sorry, your your parent hasn't filled out this form yet." Now, that being said, I think the spirit of the legislation is, you know, from a safeguard standpoint as an educator is include the parent in in that unless there's some serious safety concern in regards to ab abuse or neglect, include the parent in the conversation as quickly as possible. And I'm going to argue that 99% of the uh time I mean the parents are going to be appreciative and and then and then we can work to navigate who who best can help facilitate the conversation with the parent as a partner. And I think that's the that's the intent of Senate Bill 12. I I um I didn't this

033is I didn't write I didn't author the legislation um and I'm not about to >> even remotely claim to support or endorse but um >> um [clears throat] >> this this yeah this is what this is what we have and so we're we're going to help work through it. But so >> you're talking about having an outcry that we're still going to help that no matter any of this. >> Yeah. I mean I I told like say our principles and I told the NCN representatives, well I've even recorded it on a catching up with craft in the sense of I will we will defend coming to the aid of a student >> uh in a time of need >> and and then we'll we'll deal with a consent fallout, you know, down the road. I

034mean, I just I just don't think that's going to be 99% 99.9%. I'm pretty confident that parents would be appreciative of um helping a student in the time of need versus not as a result of not having filled out or provided consent. Um, just to add and I know we're talking about this like in the perspective of teachers and here everybody in this room trying to do our best that we can to make sure that um that we follow these but I think we also can't lose sight of our students because we might not be getting issues left and right but they're incoming and the kids know kids know kids kids, parents know what's written on this and um you know I I I know you had mentioned that we're going to we're we're going

035to continue to be inclusive and so I think moving forward we just always keep that in mind that you know our kids understand maybe not to the full extent but they know that this is out there and to them it's like an attack and so I feel like it's really important for all of us to work together to make sure that um we just uh you know make sure that we tell our kids that you know we're here to support you again you know and and you know it's for this it's for the students it's to to help them feel safe and supported right and cared for so we just I don't want to lose that >> mindset >> the other thing too is like some folks like Robert you go by Bobby Lillian goes

036by Bill, Jesus goes by Tui. Like those are some other things that are going to come up. Like why does he get to change his name and why can't I, you know? And I just see like those are some of things that might spiral out of all of this. It's just what's equitable across the board by our preference, you know, of how we just like to be addressed. Like Dr. >> say, [laughter] we we have, knock on wood, we we haven't, to my knowledge, chime in, we we haven't experienced really any challenges thus far. I do anticipate though commencement ceremonies, formal formal type ceremonies, the pref preferred name versus the biological name. That's going to be that's going to be something we're going to have to navigate. I mean, I even asked the question of

037the secondary uh representatives, you know, have we had challenges navigating uh transgender restroom utilization? No. and and the approach that we've always taken is just working through those individual situations with the family as a partner. Um, and we've just been able to navigate um th those those particular, like I say, individual needs and situations. And that's what that's the approach that we're going to continue to take. Um, yeah, I mean, you you can definitely read through just just the Senate Bill 12 overview. Um it it is um not only very like say voluminous, it's it attacking. Yeah, I I can say that that was very much intended. That's that's what transpired this 89th legislative session. >> Anything else? Okay. about superintendent. >> Yes, ma'am. So, it was requested to bring these back for discussion and

038so just as a reminder, um you guys began working on these in earnest in July. It was we did the ISO training and then I believe you had a board workshop um and began drafting um those goals and objectives and revisited them for tweaking and then they were brought forward for uh board adoption. Sony. >> Um I can't remember what was ever decided Dr. Craft about the three required ones. Those are going to be somewhere else. >> So you go ahead, Janice. >> Oh yes. Yes, ma'am. Those are in the district improvement plan. >> So that's in a different >> That's in So the district improvement plan is literally that it's about specific improvement that's tied to required growth. So we know the grade three um in CCMR that you need to grow at the

039meats level for uh reading and math at grade three. So you're required to have uh instructional targets. So that's in a separate >> and that didn't need board approval. I guess >> that does need board approval and so that's actually in here tonight. >> Got it. I was like, that was the part where I was like, I don't remember seeing that in. >> If if you recall in the ISO training, at a minimum, the boards must adopt a third grade mathematics, reading, language arts, and then the CCMR, college career, military readiness uh goals. But you'll see in our uh district improvement planning process, we've far exceeded those three minimum. Um, we'll have those three but much more from a performance objective standpoint. >> Perfect. Thank you. >> Okay. Nothing else. We'll move on to accountability

040requirements for 2526. >> Yes. In just a moment, we're going to present an overview of the turnaround plans for four campuses and three elementary. So that's me, KBY Glass, and Martin, and one middle school. So, as a reminder, um the state released uh three years of accountability within a few months, and you're considered turnaround by the state if you have multiple years of what they consider unacceptable um grades. So, turnaround schools have certain requirements. Uh one is that they create what's called a turnaround plan, which is very detailed. Um and um we continue to get updates on what pieces need to be included. These turnaround plans um are brought to boards of trustees and they're due to tea by November 21st. And so what we want to do um this evening is present an overview

041of the key components. Um you see in your packet uh TEA has even produced what are some success criteria for turnaround plans. It's heavy on stakeholder input on being very clear about strategies for improvement and what they call milestones which you can think of those as kind of formal benchmark [clears throat] measures um along the way. So what we're going to do is we're going to start with me elementary and um walk through the components. They had their community meeting last week. Um so, uh we can dig into that. Then we'll look at uh the three other campuses um that really don't need to implement their plan until next year, but we we're already implementing um all of the plans are already underway. So, at this time, >> Trust [clears throat] Sorry, Trusty Harl ask

042a quick question. >> No, >> thank you. [cough and clears throat] Chug. >> Sorry. [laughter] That's my normal response. Um, so let me ask a preliminary question is okay because I read through all the turnaround plans and they're they're very good. Um, but and meat is I'm glad we're starting with meat. Can you talk you all talk a little bit more about meat and let me let me tell you why. One is because you know we're year three we're getting close to four and at five we as a board be very concerned per se. But the real question is can you give us more information on why me has faced these challenges? I know we've talked about it lightly whether it's the demographics population in a context of not only understanding um the challenges faced

043there but there are other things as we as a board should be thinking about that may need to be done too. I'm not going to describe them right now, but there's a lot that we as a board could do separate from all the activities and actions that you all are doing from a turnaround plan. I think it'll be good just to have a discussion on, hey board, this is why we've had the challenges just at me for example. >> Yes, that's a great question, Mr. Blunt, and I'm certainly looking around at all um the compadres. Um I would say generally um one of the number one um pieces has been um the inability to have a high-quality teacher in every classroom. We have fantastic teachers at me. There's a lot of turnover. there had been

044a lot of turnover at that campus and so the principal there has done a really good job and she's only been there a few years and kind of growing that team and commitment but that campus has had some struggles with vacancy. So that's one of the big pieces that we're working towards. >> But why though why is that? >> Yeah. >> Well, a whole host of things. You know, we see sometimes trends that um in some of our title one campuses, you may see teachers with fewer years of experience. Um sometimes you see higher higher turnover rates. Um you know, to your question, Mr. Blunt, what can be done differently perhaps? Um, other than, you know, we have certainly title one funds where you can purchase, you know, additional positions, we really don't have a

045a different staffing model for some of those higher need campuses. And so that have higher needs and and more turnover. So part of that that's really kind of a hallmark of this particular plan. The second thing, and then I know y'all are y'all are chomping at the bit. The second thing is um some of the needs and the challenges of the children and the families in that community. As a matter of fact, Dr. Fay and I I think on Wednesday and we're starting we're actually going to go into the community and um go visit some homes. there's been um a real marked change um of the student population and there are some unique needs that that uh we need to meet. Um we look today um of Dr. Ridgely um had stepped out. Uh many

046of the students there and part of the change are you know they're some of our unschooled asyl refugees. Well, it came to, you know, a thought, well, many of them don't celebrate may not celebrate Christmas, may not celebrate Thanksgiving. So actually putting together a model to use some of the community centers to provide tutoring over the week of Thanksgiving, over the week of Christmas break to kind of So that's that's an example because we usually don't do that for our general population, but this population um it might it might be a a need. And so I'll I'll kick it to I'm looking at Jessica and Lori and Dr. So, so I'll also speak to that um in many ways. Um I would say most campuses across Texas, our state, the city of San Antonio, all

047of your poor performing campuses are going to fall along economic lines and that that is true for the campuses at North Side in particular that are in this kind of predicament. Um I think in particular in addition to the things that Dr. Jordan has talked about is that we do have a very high population of emergent bilingual staff there and this is I'm staff student population and in relationship to finding high quality staff what has happened is uh instead of supporting >> students in classrooms those people are subbing picking up other duties and things like that because high turnover rate which means in in particular teachers absent a lot or for example we're dealing with the state requirement for readingmies and soon coming up mathmies which requires you to be out of the classroom for

04810 solid days. So when you have those things students aren't getting access to high quality instruction from their teachers. Then you add to it the high percentage of emergent bilingual population where their services are also not being included in in the daily implementation and execution of tier one instruction. And so it's kind of like this perfect storm of economics and then you have a demographic issue um along with all the things that the state is requiring us to do. So is it possible to turn things around? And the answer is absolutely yes. And I love it because I know Dr. Jordan is she knows that I'm very curious about creating a true turnaround staffing model that's going to be different than what you see at traditional schools where they're not having these uh in particular

049these concerns. And so, um, I'm going to go ahead and let my team talk now because they along with Lori Gyos and my staff and all of curriculum and instruction, they've done a phenomenal job of making deliberate decisions about putting high quality staff in front of those kids on a daily basis so that we can move forward and then as we're planning the redesign of how we're going to now work with uh students in poverty. So, thank you. I think uh many of those questions can be answered if we can start with the overview of >> let me let me throw out one more then okay then I'll be quiet and I'm probably going to leave early that'll help you out but [laughter] uh ask >> so so even just like the feedback again I'm

050doing it from a and I'm with you and I know why you want to get to the other part but just from a board's sake for example and I had to pick my words closely because this is I just got to be careful but nevertheless you know we've had solutions for high schools when we had economic challenges whether it be making them magnet or academy schools bringing in there which sort of changes the demographics and helps out in some other type things too and I don't know we've ever done that elementary school I'll leave it that particular way the other thing is um like your suggestion that's a great one for Thanksgiving and um the uh Christmas and other holiday time periods you know I'm out right now pushing SAPD and a bunch of others

051for this reading type thing boy what if we had a big community boost just to support that campus for example. That's something else and we have some other connections here from a board sake that we may help out on uh for the whole year etc. But again I was thinking from a also from a board sake and I I'll be quiet now. I'll just throw that out. I just want to add to that though also like Teach for America, have we ever tapped into that group or CIS? I'm sure they're there already, but if it's been a three [clears throat] years, how in the years of experience is an issue, why not put more tenure teachers on those campuses versus the brand new teachers? >> Well, and that's a that's a great point, Dr. Don.

052And so, as part of this turnaround plan, um that's what's happening. And we've added a stipen for those teachers on top of it. >> And you know, it gets to one of those things, you know, to Dr. Fay's point, >> you know, in North Side because we've been able to do it. We staff campuses the way we staff all elementary campuses the same. We staff, you know, other than if you have title one funds and you buy an extra reading specialist. And so, we've been having a lot of lot of conversation. And really the reality is the needs are not the same. And so so what is the basic way that we staff everyone and then how do we truly get in and differentiate and be responsive when we see those those changes. Another piece,

053you know, in North Side, we're the fourth largest district, so there are districts that are larger than us in terms of enrollment and number of campuses, but our footprint is huge. And so we also see um some of the turnover with teachers who live different places and have their own children and kind of the commute to other places that it's a long commute each way. Well, so what we talk about it is then does there need to be something else added to incentivize teachers? We are very hopeful. We're g getting ready to have our first payout of TIA, the teacher incentive aotment. And one of the benefits of that is the higher need campus where you're teaching, the larger your potential payout can be. So we do believe that potentially um certainly can be can

054be an incentive. And Dr. Blunt uh Mr. blunt um in ter your point about the community kind of coming together um and certainly I don't want to steal Jessica's thunder um but it is amazing to watch what's already happening in the me community um they had their meeting with their haul their parent group to go over the plan to see what changes the parents wanted to make and the community and their comment was just tell us how we can help tell us what we can do um to come in and and provide assistance. So I think there's a readiness there. Um so there >> so Janice I had a question if someone else doesn't. Um the two campuses we have that are year round. >> Is it possible to apply for that because they're they've

055seen such tremendous improvement. Um and I you're right. um you can't compare um like I'm looking right down the street from me is Colonies North, you know, and I don't know in in the accountability report because they give you comparable campuses if you know me [clears throat] and McDermott and Colonies North are kind of share some of that space. um what's working there that could be borrowed, but the year- round model sounds really good and there's there's money that the state gives for that. So, I'm I'm wondering about that. Um and then what are some things that going back to what Carla said, CIS has been there, right? So, um what what's been tried and and um what is I guess um I had down incentives, but you did say stipens are going to be

056something um >> uh >> are you talking about for the teachers at the campus? Um I so stipens but I also know that something really neat when that works with teachers that are at a really um challenging school is a different type of a schedule. So something creative with scheduling so there is more time to plan or time to really talk about kids needs or come up with different activities but more time so flexible schedules in order to allow for more planning time. I don't know. But I know that the year round people were talking about that and how that was such a gift and it made all the difference in the world and they really were able to rally the community and >> so anyway those three things. So >> I guess >> and

057they call them the the enrichment cable and Westwood and yes um Westwood's a B. >> Cable's a C from a and and heading straight towards a B. It's been as a matter of fact we have slated for our next academics we want to bring you guys an enrichment academy report but as with anything you know it's kind of balancing the resources you know that we're applying different places but yes that model has allowed for flexibility of scheduling uh added in enrichment and increasing >> and incentives for teachers. So the three things you talked about, we have two models that are already working that isn't an application process. >> Well, we we began and we applied for the grant and we received the grant and we ended up not it there were so many things that

058you had to implement that weren't in alignment with what we were implementing. So instead we get the ADA, we get partial day ADA for it. So there's an offset. Um, so when we bring this back to you guys, just as an update on how those two campuses are doing, we're going to actually bring you a breakdown of the cost that includes the offset of the ADA we receive. So you can see the real cost of of running these campuses. Um, because we, you know, is that a model that we're going to continue at those two campuses because um, it is expensive. Um but it's a matter of kind of weighing out you know what the needs are and and for that the willingness of the community and the teachers. Yeah. >> And the principal you

059know of those campuses if it aligns with you know kind of their >> are we able to do culturally relevant pedagogies or not anymore? >> Well yeah [laughter] we go back to >> 12. Yeah. Okay. I mean I know that works but >> can I can I comment? >> Um yes. Uh, Eric, our bilingual director, did you >> Oh, use your mic. >> Um, >> Karen, do you want to ask something real quick? >> Just a minute. >> I'm okay. >> Um, just to answer your question, Dr. Don, under CBLI that's given to the state. That's one of the third pillars of that is where we do some, >> they've changed it, right? It's just linguistically diverse, you know, accommodations, but it's included in the pedigogy that we provide in training for the campus. linguistically

060diverse. >> Yes. Yeah. Well, the state revamped all of that after the Senate bill came out. So, even under CBLI, um the three pillars are now different because it used to be um culturally sensitive uh professional development. There was a third pillar, but they had to change the wording. >> Yes, we'll get it in Friday letter. >> I I did a comment. Um, so I remember back years ago and we had a campus and we were always in North Side proud of our low teacher turnover rate. A lot has happened since we've looked at that. we were well below average where um gosh I think we were at 8% or certainly in the single digits >> and we also at the time where the state was um looking at >> failing I okay don't my

061years run together when when we were looking when the state was looking at fail failing schools and they were pointing at the fact that there were those schools, many of them did not have highly qualified teachers or high turnover rates. We we weren't in that particular category. So, I kind of wonder if we sli when we slipped away of looking at our high turnover rates and our highly qualified teachers in some of our schools that are having challenges. And somehow I there's a lot of things that have happened and we've been paying attention to so many things. I just don't want to lose sight. We're looking at me right now and I know that you said that we're looking at turnaround plans for our other campuses. But we I think we need to look at

062and go further than even that. And when we see these trends, I just wonder somebody if somebody's paying attention to that when we see the trend of high turnover rates and those highly qualified teachers and all of that that we do need to pay attention even if that school is doing well now because of the trend. That's a that's a concern. And I remember back I thought we talked about incentives for um keeping highly qualified teachers and I think somehow we lost sight of that conversation back a while ago too. So um just let's not let's not I I know you said we're looking at those other schools but let's let's go even further than that and keep that in our um uh the metrics of what we look at. And thank you Bobby for

063asking that question. That yes, that's all. >> Okay. So, um [laughter] so this so we'll we'll dig into this and as we mentioned um this is the overview for me and uh the this campus must implement this plan this year and and actually what the the guidance says is they don't have to implement it until after November because it's due in November. We began implementing it um really first week, week and a half of school and been have adding things to it. So this plan is well underway. When we talk about the other three campuses, actually those plans don't have to be implemented until next year, which is very interesting. Um we've already begun um no we've already begun implementing um those plans. So Jessica is our DCFI and assistant superintendent of administration um and

064uh is doing a fantastic job leading a whole team and working with Amanda and and the leaders. So I will kick it to you. >> All right. Thank you. Um, and I'm hoping to answer some of your questions specifically as you've asked around support from CIS, the leaison, what we're doing to ensure high quality teachers in every classroom, how we're doing capacity building within those teachers. Um, to give you a just maybe a little narrative of why the turnaround occurred at me. Um, and so I I'm hoping that we're able to hit all those questions as we go along through this overview. What I would like you to know is that we've been working closely with Christina Brewer, our district 20 uh region 20 representative who will be working with us monthly. Um also with

065Pamela Williams who is the tea representative who has already done a me visit and spent a half day there with us looking at the implementation of our plan that has not been quite approved. Um and when she left she said certainly this campus is a culture of learning and there's a lot of great things happening here and so um she approved um without having the approval yet the overviews uh that we're going to look at tonight and it's very hopeful for the success we hope to see with the implementations of these plans. And so I just wanted to let you know they have already been in our buildings and our classrooms. They have reviewed our plans and they're just linking with us and partners to ensure that we get these schools out. Okay. So, first

066we're going to start with an overview of me elementary um to uh we're going to first discuss the purpose of the turnaround plan. Dr. Jordan already stated that it is required that any school that has an F rating three years in a row that we create a plan for implementation this year. So, that's the first slide there. TEA has asked us to create two goals um for reading and for math in which we're looking at meets and masters so that we can get a C or better and that's indicated under campus goals. We're looking at 36% at the meets and masters for reading to kind of break that ceiling and 31% at meets and masters in math. And >> oh, there you go. Lori, if you can be my uh partner there. >> It was

067working. That's okay. >> What they've asked us to look at is a school improvement strategy in which we can reset the campus at a C or better. and we're looking at a school improvement strategy of intensive curriculum and instruction improvements. What we're doing right now currently at ME to ensure that we have high quality teachers in every classroom is we are putting our academic specialists in every classroom. So they're are partnering. There's a co-e model in every classroom in third through fifth in which they are the ones teaching the tier one instruction and they're providing the modeling and building of capacity for those uh classroom teachers because many of them have three years or less of experience. So as we're building capacity with those teachers in those grade levels, we're ensuring that every day every

068lesson is high quality. And that's through the academic specialists as well as with the curriculum and instruction department. We have pulled individuals from Lor's department as well as from Erica's bilingual department to ensure they have the very best every day during uh instruction. We've also included support from CNI and the bilingual department during our PLC planning days. They do that twice weekly. And so we have done some curriculum compacting to ensure that we're pulling out the readiness standards. So those standards they must know. Um and then the supporting standards will come through their guided targeted reading groups and at their stations. And so we've done a lot to ensure that they get those readiness standards right away. >> In the 2526 school year, we're also looking to do an adoption of um HQIM for math.

069And then in 2627 we're are looking to do implementation of the math curriculum also looking at an adoption of a reading curriculum and then in the following year we would look to do implementation of the reading curriculum. So we have set forth here a plan for the next three years to continue to improve our school improvement strategy of intensive curriculum and instruction improvements. Does use HQ? They're not they use they yeah they use so that's not a difference maker for them those particular pieces but when we approach HQIM adoption which we're going for all content areas um eventually um that will include them as well. Um, and so this these are these are some of the pieces we write in the plan. And so the next slides will get into the nitty-gritty of what this

070is going to look like in the classroom. [clears throat] >> And within the adoption and implementation stage, we have a yearby-year plan which includes the planning, the training, and then the implementation, and also a monitoring and adjustment piece throughout the years from 25 to 28. >> Jessica, can I add one thing too? As we're talking about the support at me, obviously we're talking about highquality tier one instruction and materials and really working with our students that need a little more attention, a little more support, but we also did not want to forget our high achieving students, our students who have qualified for gifted and talented or who are very high advanced learners. And so we also have CNI support out at the campus weekly that's in those third, fourth, and fifth grade classes as well

071focusing on the strategies we use for students who are in advanced level as well >> for um >> our packet also doesn't have the 27 28 year just to let you know. So that might have been updated. >> Yes, we were aware of that. So um when that was >> that was when the >> but my question is >> since our drop in map scores and I don't know if that's the only piece of data you look happens at in second grade should that should we not be focusing >> at the beginning >> for that one to two >> yeah could you repeat the question Dr. drawn. >> The data shows on map that the year two is when that drops that need in particular. So why not start at year one in first grade

072>> in terms of extra support in the classrooms. So part of it right now is through that turnaround work is really focusing on third, fourth and fifth and the accountability system and the star scores because that is unfortunately how we are assessed is in third, fourth and fifth grade. But at the same time, we still have specialists that are working with our kinder, first and second grade teams as well with planning. Those students are still getting interventions and support too. So we haven't left them behind. It's just where our laser focus is from our standpoint. Our turnaround plan is really with third, fourth, and fifth. >> And you'll see Dr. drawn in the district improvement plan that we have targets for kinder first, second, third, and our measures of course aren't STAR, but there are

073other assessments where we're monitoring how those how those students are doing. And then when we get to the map data, what that is is that's beginning of the year students that took it in September and it's comparing where another group of students was at the beginning of the year previously. So it's it's comparing two different sets of students because all we had was BOI. Um but we do we do look at because those if you see second grade um dipped that means uh from it was a difference from first grade. So we use that data along with some of the other pieces measures to um focus. We don't have end of year yet because it hasn't. >> So we do beginning of the year in September and then we'll do what they call MOI which

074is middle of the year and then the end of the year is before STAR and so typically we think of the BOI as a baseline you know um so between the BOI and MOI that's really because that shows growth within that particular year. Um, but we know we can't use just that one metric. That's one piece along with some other. >> I don't know for folks that don't understand MAP, but when it first started came from California, I helped introduce Matt to a community here and it riggers you up. So, if you're going above [clears throat] your grade level, it'll take you to all the as far as you can go. So, I love MAP for that reason because it's not prohibitive of what you're supposed to learn only. let you tell your own story

075or your own narrative >> and it lets it knows that even at their above level. >> So that helps us. We can't do anything with them. They still have to stay at their grade level, but it'll help >> understand their learning better. >> Yeah. And Dr. Don, the um instructional support strategies are provided um K5 even during PLC planning. You'll also note there that uh many of our families stay after school in learning tree and so we've extended the day in that manner in which we have tutorials for second through fifth grade and then we've also um at our public meeting our parents have asked for more online interventions to be done at home because they feel that's the best way they can provide support for their child. And so in working with CNI from

076last week's meeting, uh we are going to be able to provide those online interventions done at home. I mean done at school for them to be done at home as well. Okay. And then we will support them when we go to home visits. If they need assistance on how to log on or how to maneuver through the program, we'll be there for them. Okay? And so hopefully in working with Dr. originally and her program um through the the holidays. Um we'll be able to work one-on-one with our families and and see what we can do to help um extend the learning day for them through the holidays. >> Very cool. Question. >> Yeah. Just sort of quick. Can you can can you remind I may be outdated, but we'll see. Um for newcomers or first

077year immigrants, there's no longer a three-year, >> right? >> No. >> Uh is it is it two years? >> I have two. >> Is it one year or two? they get a one-year reprieve >> and then they count [clears throat] in accountability. >> Okay. Okay. Thank you. >> Um and so you'll see here um in working with Erica and her department, they have been instrumental in ensuring that we have those high yield strategies for our English language learners. We've also partnered um with an outside agency in which they come in and make observations and help coach our teachers um with those CBLI strategies and that's been very beneficial. Uh we're also ensuring that we provide targeted intervention as I stated after school hours for our students because we found that about 189 of them still

078stay with us till the very end of the day. And so we wanted to make sure we um provided the very best accelerated academic program for them throughout the day. Um one of the big components not just for me but for all elementary schools is the implementation of daily writing across all uh content areas. And so we're working really hard on that as well. >> This is the piece we talked about is the support and capacity building. there's a lot of training going on and what we found was we were pulling teachers very often offampus for training and so one of the changes that we have made is including the intervention specialists to go in to teach that tier one instruction that modeling so that they can get the training that they need right on

079campus instead of pulling them away and so we have made sure that we've tailored their PD to be at the campus and finding identified times after school hours so we're not pulling them off campus they need to be with our kids each and every day. We've put um specialists from the CNI department and bilingual department in every PLC for every grade level to ensure they have a great understanding of the curriculum that needs to um be delivered each and every day for all of our students. Of course, that comes with the curriculum compacting uh in particular to third and fifth right now and looking to go down to the other grade levels. In just a bit, we're going to talk about some extra personnel that we put out at meet elementary in which we've designated

080an administrator just for K1 and two so that we can ensure that they get the same kind of support as our third through fifth grade teachers because we want to ensure that we're we're growing a strong cohort as we move our kinder first and second grade students up to third through 5th. Um just as well as we're building capacity with our classroom teachers, we're also building capacity from CO down. Monthly region 20 will be working with myself and my team on um classroom visits on coaching our principles so that therefore our principal can coach the teachers the very best way that they can. And so we have a whole group of stakeholders here to implement the plan. campus administration, campus staff, our parents and community members. And as you'll see there, um, almost every department

081from central office staff, from administration, CNI, continuous improvement, HR, budget and finance, and of course, region 20 and TEA. What's most important in this implementation of the plan is our performance uh, management piece, which is the monitor and the adjust. Uh we're working weekly um in coaching visits out at ME. So I go out to MED weekly and I work with campus administration in which I sit in their PLC's. I do classroom visits with them and then afterwards we debrief and calibrate the classroom walkthroughs and come up with action steps for the very next week as well as um weekly PLC meetings. Um the principal is responsible for ensuring that she does bi-weekly walkthroughs on every teacher. So every teacher is expected to get a walkthrough every two weeks with feedback and if necessary we

082will come up with very specific for plans for any student uh teacher that might be struggling or looking to advance and then as well as uh region 20 is coming out monthly um to do those classroom visits with us to monitor the fidelity of our tap plan. Um, TEA has already come out once. Um, we told them we will continue to provide them our monthly updates. They are probably going to come out mid year and then again at the end of the year. As stated, the um fall visit that they came out um they were very complimentary of the work we've done so far there at ME Elementary. For the turnaround plan timeline, we're looking to implement this year. We're going to conduct interim checks and ensure that we have monthly reviews with uh Dr.

083Craft and our core team. We can include those monthly reviews for your review as well as we meet at academics or if you would like it on um our Friday uh letters during the month when we present to the superintendent. That will include any assessment data checks that we do especially here in January Dr. Dudan when we do our MOI with MAP to see how we're doing from uh fall to winter and then as and then at the end of the year we'll do a needs assessment to identify any areas of improvement and changes we need to make for year 2 implementation and we're hoping this time at the end of the year we'll tell you that we are at a reset of C or better. I I'd like to add that I didn't see

084anywhere. What about ELPAC coordinators? Because those are very like important that you get an experienced one that knows what they're doing. >> Yeah, Erica can Erica can speak to that. >> So, at that campus, they do have an admin internator right now, but she was a previous language support teacher and knows the programs really, really well. Also, she works with the language support teachers and admin and classroom teachers to be able to make the right decisions and make sure we're in compliance. She >> So, she's got some experience. >> She does. >> Yeah, that's real important. Okay. Thank you. >> Yeah, she's highly qualified and we made sure that any current vacancies that we have at meet elementary have been filled with experienced people. >> Masters put them all there. We need all the master

085teachers. [laughter] [gasps] >> Yes. And so for resources, you'll see here we have additional teachers in the classroom. We have teacher stipens for certain individuals that we have brought in from um our bilingual and CNI department as you had spoken to our master teachers that are helping us through PLC through planning through through lesson internalization and development. Um, and we're also, um, looking at adding an addition additional administrator so they can handle the operations of the school so that the principal and the AP can handle the instructional operations. Um, some content area supports if you want to speak to that, Lori. Sure. With TEA and the different turnaround work that they support, they have a series of grants that districts are allowed to apply for called lasso grants. Currently, we are already involved in one.

086and we're involved in strong foundations which is a planning grant and so we're spending this year working with our contracted provider of region 20 and we're going through the process of working through math and so we're doing things around creating math frameworks and they're helping lead us through the um evaluation system and we get ready to choose which high-quality instructional material we choose to adopt that we will then implement for next year. That grant is sun setting at the end of this year. And so there's a new series of lasso grants that are kind of picking up that work and we're in the process of applying for what's called the Lyft grant um which is very similar to what we're doing now in math but that one will be for reading and we'll go through

087um and working again with our contracted provider to go through the planning stage for next year through the instructional adoption process for a new highquality instructional material for RLA that'll then be implemented the following year. And then the last one that's on here is the focus on bilingual and ESL. And I'm gonna ask Erica if she can speak a little more to that. So as far as the support goes, uh we have every teacher on that campus is either bilingual or ESL certified. So we've put out um from the very we started the work a little last year. Um but this year we've really honed in on how to provide content based language instruction through professional development and then implementation and walkthrough. So we created the campus look fors around achievement high academic vocabulary in

088listening speaking reading and writing across all content. So um we work with um sideless education to be able to coach teachers do the look fors uh create capacity within our leaders and our teachers as well where they're working through PLC and how they're delivering instruction so that students their output is reflective of what they're learning and the high rigor. Are we still doing CBIS? >> CBIS >> campus. It's behavior intervention systems. It's >> positive. Positive. >> PBIS. >> Yes. >> So many icons too. So that's >> and we do have that implemented at me elementary. >> Perfect. Yes. Those are the visuals, right? Yes. Awesome. >> Yeah. Two years there was a concerted effort in ensuring that we implemented PBIS at me. That was an area of concern. >> And the language is spoken there.

089>> Yes. And so Yeah. Okay. And so they've worked really hard on that. So when you look at year one and the concerns we had, we had to make sure do we have the conditions ready for kids to be ready to learn, right? That you have good management in class and that we have a culture built for learning. I think that was the number one celebration we had two weeks ago when tea came and said, you definitely have a culture of learning here. You have kids that are happy and that are ready to learn and we're here to join force for forces with you to make sure that me gets out of that. And so that was the number one celebration we had two weeks ago that we shared with the core team. >> Awesome.

090Thank you. >> So, um, in a couple of weeks before our November board meeting, um, this is an overview. We'll be able to, um, provide a forward- facing document that lists the specific milestones, the professional development, and how we're going to do performance management. So, this is high level, but in a couple of weeks, we will provide the whole plan, and it's very detailed for your review. And so to kind of piggyback on um what Jessica just shared. So um this is an overview of the plan. The plan is actually in this template that's got multiple it's almost like a book and and that's what is going to be coming to you for your approval. It's due November um 21st. And so at the November board meeting um we're required to have a public hearing

091and basically the uh plans will be posted for the public to gain any input and then at the November board meeting open up a public hearing to provide any public input that we have on the plans. Um then we'll ask for approval so we could submit it by the November 21st deadline. With that said, the plan's already being implemented. These pieces that that have been described are are underway, >> right? And then >> that's that's what I was going to suggest real quickly. Full disclosure, we've had to go ahead and implement this plan just from a sake of time. >> Um I know that like I say, we were working to try to schedule an academic meeting a few weeks ago. There are some challenges, but we just felt like time is of the essence

092and and so it is being fully implemented as we speak. >> Good. >> Yeah. We were told we would possibly not receive formal notice of approval until February and that's already in the spring and so we can't wait and so we've already started the implementation of the plan. We'll certainly look at the feedback provided after we turn in the plan um and then work from there. But we've been very lucky in working with Susan and our continuous improvement department as well as Pamela and TEA and ensuring that she gives us guidance early and provides any feedback and adjustments we need to make right now. And so um we're lucky in that aspect right now >> because it's a catch22, >> right? And and and to Mr. blunt in your question. Question number two, are there

093any parts of the turnaround plan where you feel more support would help improve implementation? And the families there are seeking uh technology support. So, we're going to look to work with Chris Tjo and looking at our uh home visits that we make. We'll do an inventory of uh the families that have a need and we're going to ensure that those online interventions are available at their home, but also giving them the resources they need so they're able to do it at their home. >> Internet or whatever. >> Yes. And so looking at you know some of the work we did when we were in COVID. Uhhuh. So w uh you know Wi-Fi and all things and so uh we'll look to do that. We just got that feedback um last Thursday and so we're already

094working a plan. >> Right. >> We have these tutoring things they can't do because there's no Wi-Fi or the whoever is there is using it and it's just how many people living in the household. >> Right. Right. Lori and her team were able to um confirm that there are some online interventions that they have the capacity to do from their home. And so we'll get everything set up, a little shortcut for them and then have some training. we can go out to where they live and and do one-on-one with them. >> So, I had a question last year. Sending kids to me. >> Say it one more time. >> Children uh uh they're not they know >> that was back with the previous principal, but they the children from women's shelter are no longer because

095that was a target campus. >> And so, um going back to the plan, how many [snorts] of those things um can come at another time. So the first F we got, we put in a plan. The second F we got, we put in a plan and now we have this plan is [cough] radically different. Is this one? >> No, I think I I think and that's a great point. So keep in mind that with this particular turnaround uh plan and the and the campuses they receive backto back years of accountability literally within a couple of week time a couple week time period. So what transpired uh was uh they received and y'all correct me if my dates are wrong 22 and then no 23 >> and then um there was a a lawsuit that in

096essence put an injunction in place that uh uh prevented the release of accountability ratings. So, we went the better part of a year and then um uh the appeal process while the appeal process was working its way through. And so then 24 and 25 accountability was dropped to count for the turnaround planning um time frame if you will back to back. [clears throat] So there wasn't an adjustment period from year two and year three accountability because we didn't have the accountabilities. >> We did have math. >> We had data. Yeah, >> we did have data from other sources um to give us some sort of insight and then we had kind of a a predictive rate um that campuses got. I just I'm trying to think proactively for other campuses that are like in a

097D mode. What you know, what are ways we're looking so that we don't have this trajectory? >> Yeah, I and I think that's that's a great question. I think that that the approach that we're taking is we're focusing and applying obviously more resources right now uh to help meet um and in our our really our all four campuses but we are looking at okay long-term trajectory how how do we help campuses that may find themselves in a similar situation that may have similar demographics like earlier Because the thing about the accountability system is um we know that or I feel pretty confident that for the next two years this is the accountability system that we're going to be stuck with. um for the most part. There'll be some tweaks and changes and of course the

098rules are supposed to come out earlier. Anyway, we can get into that if we need to, but um but this is this is the this is the rules of the road, if you will. Um for at least the next two years, and the standards are going to continually increase. So, while we're working to improve student achievement, performance groups, etc., we know also or Just as the campus principles are being trained uh by Dec Carney, don't chase the moving target or the target that is this year's target. Start thinking long-term trajectory because it's ratcheting up >> be part of their strategic planning also. Right. >> Right. Right. When we look at our um so our other campuses as you had identified Dr. Harl, there are also going to >> um be required to turn in a

099targeted right improvement plan uh which does not have to be implemented into the next year if they don't yield results this year. And so what we've done is we've required them to implement those plans now. We've also increased our visits to the campus for those campuses bi-weekly where our tap campuses are weekly and where um every visit includes either a PLC visit or classroom visits. We've worked with um Susan and her team to ensure that the classroom visits and other data metrics can be pulled at any time from central office level so that we can take a look at that and make quick little pivots as we need to. And so those are some of the changes that we've done internally here to ensure that we can see change for all schools. >> Great. And

100then maybe if it's okay with the board members that are here that we just get updates every month. >> Absolutely. Yes. And so, you know, um, when you think about all the different goals that we have and targets, so there's the board superintendent goals that hit kind of large systems, but also some academic pieces. Then there's the district improvement plan that gives specific targets of what we're looking to meet at um, every single grade level in the district. Then there's the campus improvement plans that every campus has. then you continue with the more intensive all the way to the tap plans. Um so what we can do is we can bring periodically um progress towards those goals and uh formative data and an explanation of what we're doing as um a response if we're seeing

101some areas where we're not growing. >> How often do you all update those goals? I mean to be fair and also not ask for more than you already do because you're already doing it to be aligned with what you're already doing. Would it be like beginning, middle, and end? Would that be the most the fairest way to disseminate the data? >> Yes. Yes. We typically do our first um kind of big formative review in November. >> Um then we do our other one in early winter and then we work to do our final one actually Februaryish because then that's closing in to when they take star. >> Um that's kind of our dipstick as a district. Um, but to Jessica's point, any of our campuses that we have targeted, we're looking at that. Um >>

102in November we'll be able to bring you our effective schools framework diagnostic visits that were done [snorts] at our targeted improvement campuses in which a facilitator from region 20 has already come out and spent a whole day at the campus in which they spoke to the teacher the administrators they visited um a PLC for planning and a PLC for a data review and they also did 10 to 15 classroom visits and so it was pretty comprehive comprehensive. We're going to receive our summitive reports in the next two weeks and then we're going to go ahead and compile all that information for a superintendent review next month. And so I think that is certainly something we can bring to review with you um as we get kind of a third-party uh view of the work that

103we're doing at our campuses. And then we also have a meeting scheduled with Dr. Craft and Region 20 um mid November, Dr. craft to take a look at those summitive reviews and what areas of um continuous improvement opportunities there are for those campuses. >> Those 15 um walkthroughs were those purposefully or just randomly did like did you pick the 15 lowest performing classrooms or >> Yeah. Well, I'll let you know with TEA, we had to Oh, they they asked for a roster of the teachers, the master schedule, um a review of the assessments done from end of last year to the beginning of this year. Um our protocol for our classroom walkthroughs from the supervisor and the principal and then they developed the agenda for the day and they told us which classrooms we were

104going to and they picked them. Yes. And then when we do our walkthroughs because we also have technical assistance teams um we target it towards the specific goals and skill sets that we want to observe. >> Yeah. And so we're looking forward to the summitive reviews that we'll receive and then we'll ensure that if we need to make any changes that aligns to their um principal professional practice goal and the ESF levers will certainly do that. >> Did the teachers have knowledge of their visits or no? Yes, they did. >> They No, no, [laughter] you know, one of the the nice things, Dr. Dudon, is um you know, everybody's [snorts] working together and they're working hard and they want to ensure the success of our students and the success of their campus. Um the CAI

105and bilingual department and continuous improvement and administration are at their CA campuses often. >> So when you walk into their rooms, they're not turning heads anymore. they just know, oh, they're here to see the great things that we're doing. And so that's a really good thing. That was another thing noted um by region 20 and TEA. They said, well, they know that, you know, this is a common practice. >> And so that's a really good thing. >> The students will call you out. They'll let you, >> right? And we and we also want to make sure that our teachers know that we're there as a means of support um and so that they can receive the support that we're trying to give them. >> All right. Awesome. And then I have a question >> then

106Bobby. >> Sorry. Um my question is just um because everyone in this room has a very lofty goal because there's 25 from my count schools that got either a D or an F. But I'm really interested in her Sparza. Like how did they go from a D rating to a B- rating? might not have the answer right now, but just curiosity more than anything else. >> Well, some of those practices um in working with the Esparsa has been ensuring that we had our very best in front of the teachers each and every day, which were those campus academic specialists and teaching the tier one instruction. And then Mick Powers also um working with the campus specialist and the classroom teachers did a little bit of that curriculum compacting that we spoke about. So in the

107works that we did with Esparsa to turn it around is kind of where this plan came to fruition to see that we can try to move meat forward. >> Okay. Yeah. I was looking and I was like what did they do? >> Yeah. They were very intentional on um the readiness standards that were being taught that they must know um and ensuring that the supporting standards were done during their guided groups and during their stations. >> Okay. Thank you. I think you you just mentioned it there at the tail end because I know we're talking a lot about coaching visits uh PLC's by bi-weekly teacher walkthroughs and it it can get overwhelming. I mean not only for teachers but for students and just I guess not to forget you know these are our these are

108our babies. We want to make sure that uh they're enjoying school, right? And I like that you said that you that you know teachers are are seeing this as more of a support because it there's a stigma >> you know when you know that you're that campus that >> you know everybody everybody's kind of watching. So just want to make sure that you know we we continue to remember that these kids are there. They want to have fun too. they wanted, you know, and and it and it is it's going to be a challenge for us and and that, you know, it's got to be a whole buy in and it it, you know, kept me a from, you know, feeling like, you know, you're always under the microscope or whatnot. So, thank you for

109for doing that and and teachers feeling like they're being supported, >> right? And we want to meet our teachers where they're at, right? And so um but the only way we can do that is to get to know our our teachers just as well as we ask our teachers to know their students. And so that's the work we're doing. And so when we walk into the classrooms, uh we have our friends and we call them by name and they're excited the very next week to show off their work and and and certainly we're we're becoming a part of the me family, the Martin family, and the glass family and all our schools. And so we just don't want to be there every now and then. We're there to help them transform the learning and the

110experience for all students. >> I think that the Krampus culture, you have to create that. I was at a campus that heavily um did walkthroughs. We had like I don't know how many and after a while you get used to that and the kids just become authenticelves. There's no show per se being thrown. It is what it is. And I think the more that campuses and classrooms get acclimated to that, it should be expected. A walk through can happen at any time. >> Yeah. You know, at one of our public meetings, uh the teachers have been present and uh the parents turned around and said, "We know y'all working as hard as you can and we love you. >> We're here to support you." And so I really think everybody's just working as hard as

111they can and working together. >> Yeah. >> Okay. Quick three speed round questions. Uh first one is no anybody I look around on the learning tree component because you I'm getting pretty close to that one. shouldn't know. Um, but is there a way also to hold that? I've seen I know what they're doing them also so they fit in accountable wise, not just have it, but something that says, "Oh, yeah, this is working at me, etc." I don't know if there's a relationship with the site leader or what, but just something to think about and they they would I would think they would welcome that too. >> Yeah, we can work with Susan and uh we'll talk with the uh lead specialist there at all of our campuses. um because part of that plan to

112ensure the extended learning on the online intervention is to make sure they're equipped to know how to use that resource. Um and so that is something we're just getting started and so we'll ensure we work hand inand on that. on the uh the second one is on the the Chromebooks the kids are they allow they don't take Chromebooks home anymore at elementary school correct >> would that be never mind just side item >> that that is exactly what we're going to default is actually let them take that >> right okay >> yeah the other piece to that is the Wi-Fi and so we're going to have to work through those technicalities um and so we are going to send out a a survey um so we're we're just getting on the ground work off this

113we're going to work on a survey to see what the needs are from the family making sure where we identify the just right intervention um so that the kids aren't just getting on anything. They're specific to the lessons that have been detailed and assigned by the classroom teacher. And um we're hopeful that through the visits that Erica is making, we can look at other resources that our families are needing as well. >> Okay. And the and the last one is um if the board's okay with me saying this um within this proper role that the board has um whether we fit as a stakeholder or something like that you know that would be great for us to be included where it's appropriate whether it's say hey you got to provide the funding whatever from a

114board say we don't involved with implementation and everything else but what would be proper and that may be showing a little bit more support. >> Yeah that would be great. Okay, thank you. [snorts] >> Anything else? >> Sorry. Anything else anybody had? Now we're are we also going into the tab part or do we want to just like >> Well, so that was the overview of me which um so we have the other we have the overview >> I was wondering cuz I'm looking it looks >> Martin Glass and Nef it's very similar what's different of course >> that's the way to >> the targets that we're working to meet is different and you will see some different action steps for example like at Colby Glass they don't have the number of bilingual students students,

115their population is very different than the population at ME. So, some of the targeted strategies. So, so you're not going to see on there that we're going, you know, doubling down on CBLI, right? >> Um, so some of those are a little bit different. Um, as I mentioned before, those three plans the state says you don't need to implement until next year, but those are already in place um, as well. And we can include those campuses and their data um, for updates for you guys when we bring forward me if that's your desire. >> Okay. Thank you. Is that okay? Everybody good? >> Yes. >> All right. Sounds like a plan. And just as a reminder, we have the turnaround plans uh on the agenda uh for tomorrow night as well. >> Thank you. >>

116Okay. Questions, Karen? >> Yeah. I don't know how far it is. Are you going to talk about that? >> Yes. >> Okay. So, do you want to go ahead? Is it okay with the board to go ahead and go into the map data? >> Is that the next? >> Yeah. the next. >> Yes. >> All right. >> So, yes, it was this was um ordered very specifically to kind of talk broadly then start narrowing down um because the data you see in map from beginning of the year, this is the actual data of students this year. So, this is their baseline. um we'll be bringing back middle of the year to you and that's where we can compare a student to himself or herself. So when we talk about NWA map some of you are

117very familiar um there this is a excellent instrument uh more and more districts are using it. We began in the 22 23 school year and so last year was uh the first year that we were consistent and with a lot of fidelity and protocols K8 because we added different grade levels. So we feel really good that we have the fidelity down processes down that we can use this data to make some good decisions. >> Thank you. Um just a quick overview of MAP so everyone's really clear on what the assessment is. It's a nationally normed adaptive test. The goal is to hit that zone of proximal proximal development. That's where the kid struggles just enough but is making enough gain. Um, and it focuses on reading and math. And the the purpose is intended to

118inform instruction. So the where the magic really happens is how the teacher uses the individual student data to make decisions for the student. Um, this gives you a little a graphic of what happens when a student takes the exam. So, it's really trying to hit that 50% mark, right? They're going to they're no matter how hard they try, they're going to hit that mark where they get some wrong. So, it's at 50%. Um, it measures growth and achievement while also estimating the student's instructional le level and it measures students progress or growth at school for math and reading. Again, MAP is one data point. Um, there are there are some correlations to STAR, but it's not always super accurate. We have found in our studies that it's about 70% predictive. Um so not not not

119something to hang your hat on but something to definitely inform your actions. So this is our map implementation and learning support. So we start [snorts] by doing training and Dr. Jordan mentioned this. We've really streamlined training. It's very consistent outcomes out of the assessment department. So it's it's much more specific and and targeted in September K through 8 actually biology as well. Now, um they they do their they take the exam. We use that data to make informed instructional decisions throughout the fall and then at the end of December, early January, we take our middleofar map assessment and then we use that data. It also has some predictive data that we use um to inform the rest of our time and then at the end of the year before star they take the end ofear

120map. So these are three different re different growth metrics and and or these are three different metrics that we use. Um we use achievement and we usually use median achievement which kind of removes the outliers. Um it evaluates student achievement compared to nationwide norms. Growth determines whether students are growing enough based on their personal starting point. And student progress. The best part about MAP is that it follows them throughout. So if you look at their student profile, you can see their different achievement levels throughout time. So this is me. We talked about this earlier. We're you're going to see data on the four different tap plans. If you look at me, that 50% dotted line, that's the national norm right there, 50%. That's what you're wanting to look for. The bars are representing achievement. Achievement

121from fall achievement 2425, fall achievement 2526. the the little fuchsia dots are showing what the growth looks like for that grade level. And if you look at me, the left here is reading, the right is math, and it's all fall, right? It's fall to fall growth measure, which is really attributed to the prior year's teacher. Dr. Jordan mentioned this earlier. When we look at middle of year, that's our first growth metric, achievement metric, that would be aligned to that teacher teaching the current year. When you look at first grade, you see the the fuchsia dot here for math is the 70th percentile. That is exactly what we want to see accelerated growth which then you see the achievement right for first grade fall 25 26 is substantially higher. So meat has higher achievement in all

122grades from um than the prior school year prior school level school year except in second math and reading and I think that was mentioned earlier accelerated growth in fourth reading and first and fifth grade math again like I said that's attributed to the prior year's teacher since we're looking at falltofall growth here's Martin's fall achievement and growth again you've got fourth grade is a little bit above the 50th% percentile for reading first grade. All growth is a little bit below that 50th percentile. And again, like I said, you want accelerated growth. Martin has G growth close to the 60th percentile in fourth grade reading and in first grade math. Glass fall achievement and growth. Again, you're looking at that 50th percentile. You see third grade is above second grade, fifth grade and math. Reading is

123relatively flat. Achievement is a little bit lower this fall. There's accelerated growth like I growth like I said in third and fifth grade math. Then we've got middle school. We've got NEF. Um we've got NEF has in in eighth grade reading. You see the growth is above the 50th percentile and you've got accelerate you've got your achievement is a little bit higher. Um other than that the growth is pretty pretty flat. Achievement is pretty flat. Now this is also interesting. We've kind of made some mention of it how this is organized. The left is and this is all elementary. The left is reading and the right is math. We've organized it by different improvement plans. So we've got the red is the TAP plan. The orange is tip, green is title one, and then the

124blue is non-title. And if you look, you can see how achievement, right? That top quintile right there is high achievement, high growth. The bottom is low achievement, low growth. And you can see how our achievement and growth falls along what line. It's back to the poverty like someone mentioned earlier. I think Dr. Fay mentioned that earlier. Um, you can also see though here you see me on the math there's a high growth low achievement but then a high growth area. That's what we want to see for our campuses that are doing a tip and a turnaround plan. We've got middle school again on the left is reading on the right is math. It's the four different quartiles. You can see nef here and low growth low achievement. Um, we've got some other campuses living there

125as well. And then you can see campuses like Jones and Hobby. See, they're in the high growth, high achievement. You've got Hobby right on the edge here of the high achievement, high growth. >> I have a question. As far as Nefer elementary schools, I should know this. I know by heart. Don't judge me. >> No judgment here. Um, glass. Eric, help me. So Glass will be a feeder into NE. So those are like if we help Glass eventually we'll help NE. >> Yes. >> Okay. Good. >> Thank you. Any other questions? >> Uhhuh. That's Luna. >> Yeah. So we've got Veil and Luna. Is that what you're talking to about Dr. Harl? Yeah. We got Luna and Veil. And then over here you've got Luna and Veil again over on the low achievement low growth.

126Again like I mentioned that this is one metric right and while it does it's great because it's longitudinal. You can look at a student for over their career. Um we also do some tracking. I think we showed this a little bit last year. We look at achievement over time by student groups which is also interesting. But like Jordan Dr. Jordan said earlier this is grade level of grade level. It's not tracking the same group of kid on these graphs. >> Do we know how close those campuses are to becoming title one campuses? Was that something that we're seeing increasing >> in our schools >> being called a title one campus like meeting the criteria to become [clears throat] the >> but it's growing towards that. >> Okay. That that's another correlation I believe. Again, [snorts]

127this these are the moving forward. This is how we use map data. There's different levels to how we use it and how we approach it. Right? Again, like I earlier mentioned, the individual student, that's really where the magic is where the teacher can use that data to kind of make decisions for the individual students. And then looking at a classroom, you can group students based on uh map groups them for you based on weaknesses. And then you've got campus PLC that uses this information to again identify strengths and areas of growth so that the team can best support uh the teacher practices. And then lastly, as a district, we use it to provide real-time support um to campuses that are having some areas of of weakness but also celebrating some strengths. Any other questions? So,

128as mentioned, we'll be ready to bring the MOI back to you guys, and that's when we'll be comparing students to themselves um if they haven't left our district. So, that's that's helpful. >> Yes. So this is I know a lot of pages. Um so as mentioned before there's a process in this district and actually it happens in all districts because it's in the Texas education code where you go through what's called a comprehensive needs assessment and campuses do it, the district does it and then you identify your really areas of deficiency um typically related to academics. And so as a district we uh went through that process and we actually think had part of it in ISO kind of our of our our findings. And so then from that we set targets and um the

129targets are instructional targets to meet by a reliable and valid measure and uh when it's related to STAR those targets are set at the meat level at the meets level. campuses go through a similar process. Uh what you'll see with campuses, they'll certainly have their required goals around grade three math, grade three reading, CCMR as that applies to their particular level. But you'll see some of them will have additional goals. Some may have some around discipline if that's um something that they feel like is hindering academic performance. Some may have one around attendance um because we know if students can't get there, it doesn't matter how great our tier one instruction is. So, uh it's a requirement by statute that um that we bring these forward. So, if you take a look on page 58,

130um these are the district pieces. You see that typically in K2, our measure is the NWA map. um students take that we do have additional measures they take you know the circle assessment they'll take KIA so there are other things that we're measuring progress but in terms of the reliable and valid measure that's kind of the the quintessential um that will be their growth and achievement on uh on MAP so you'll see the reading the math and then the science and then of course CCMR are. So, you may ask the question, well, what about social studies? Um, well, remember this is a deficiency plan. This is when you do your comprehensive needs assessment. It's where you have gaps or you're not, you know, hitting the mark that you want to hit. Um, so the areas

131where we're considerably above the state. Doesn't mean we're not still working on those because we are. Um, this is actually um part of the improvement. So each campus and we went ahead and included them all campuses also go through that process. So you can see that every campus a toz um has their 2526 uh goals and performance targets. uh they too progress monitor these at um key intervals uh throughout the year to see where they're on on target and where they're not on target. So think of a particular campus um you know let's think of uh me and I appreciate your comments Miss Zapata because this is a lot for our teachers and so you think of teachers you know especially somebody who's in their first five years. Yeah. And they're learning. This is a

132lot for these teachers. And so when you think about, you know, every campus has this SIP. Um, but then you take a me, so they have their SIP and then they have their tap and then they're digging into ESF. All of those those are good helpful things, but it can be very overwhelming. So part of the what we we work to do as a technical assistance team as much as we can we try to simplify simplify so the individual teacher isn't like okay I need to go look at this plan I need to go look at that plan because it's just it's just too much. So we went ahead and included all of them. So you're going to see you know you'll see Leon Springs in here Carneahan but then you'll see some that you

133know are turnaround campuses. So you can take a look at what their sip is and then their tap doesn't go against their sip. It just becomes more intensive and um directive. >> Yes, >> I was looking um I just was curious. I'm looking at the high schools and I'm looking at the CCRM goals, but do you have somewhere what they met last year, >> the CCMR goals? >> Like I can see like I guess the one that really kind of kept >> like Brennan's is like a 40%. So it's makes me think what was their goal last year. >> We bumped the goals up 3%. So if you subtract three would be >> from all of them. Yeah. Okay, perfect. Yeah, I was just like what are you sure three? Those are very exact numbers.

134Like >> I mean these numbers are very exact. So each one of these is just 3% increase >> for CCMR. >> Yeah. >> You mean that it's not a decimal like 33? >> Yeah. It's kind of like it's like 95 70 40 80 like they all were >> like I would assume the numbers would be a little different. Let let us let us share kind of what we're doing in the CCMR realm because >> we we feel pretty confident um that not only with coherent sequencing uh a dramatic increase in the number of uh students um now enrolled engaged in dual credit opportunities. um Jerry Woods and the like I say the team have really put forth a lot of efforts and and then [clears throat] even planning going forward um particularly in and around

135really incentivizing uh the attainment of the endorsement prior to graduation. So Jerry or Joanne whoever wants to start um we can just paraphrase real quickly. >> All right, good evening. So um yeah, as Dr. I've said our dual our dual credit has increased to you know quite a bit to uh to almost 7,000 students. Um so we had a big push for English 4. We uh are doing something similar to that in college algebra uh dual credit in the future. We just had a workshop on Thursday. We had well over 120 uh campus personnel there. Um and that was focused on what do we you know the um the target targets targeted practices for CCMR um mainly around seniors. We want to make sure we get the seniors with CCMR and then looking at juniors

136as well. We'll do a another workshop in the spring. And so uh a lot of work being done uh again dual credit around CTE and certifications and making sure those courses the materials are being ordered the reviews are being done the tests are being given the kids are pass the students are passing the test in the proper courses as you know with CTE it changed it's not only passing the certification but it's completing the uh the correct number of courses in the sequence um a lot of work being done around TSI um we have um We have a SAT TSI day coming up in April instead of just SAT. Um we also have a huge initiative around college prep ELA. Um in which all those stu all our students seniors who have not met CCMR

137are enrolled in college prep along with English 4. And so if they are if they pass the TSI then they can um they can have that TS that excuse me that college prep removed from their schedule because college prep only allows a one-year waiver from those remedial remedial courses as you well know and TSI allows five years. Uh so going back to TSI uh we utilize Ed Mintum that's our platform for credit retrieval and our contract with them is unlimited licenses and with the flexibility with state comp uh we're allowed we have the ability now to um allow all students access uh TSI prep. So we have TSI prep built into our English 3 and our algebra 2 curriculums. We have a TSI blitz prepared for those seniors that I just mentioned a while ago.

138And then we have the Edmonton platform. Um, excuse me. [clears throat] We recently had PSAT day um on mid-occtober. And so, uh, some funding that's left over from that, we're able to pay uh, bless you. Uh, we're able to pay for TSI for many seniors. So, up to like 300 about 20 exams. So, that'll help also with those getting those seniors across the finish line. One of the things that we're looking at going forward is we are looking at incentivizing um because I know there have been some questions in and around um open campus lunches. We're looking to incentivize uh closing campuses um with the exception of seniors who have uh already attained their endorsement, their CCMR endorsement and were able to provide transportation off campus. Um, so more to come in that regard, but

139obviously it's a safety concern first and foremost. Um, but as a tertiary benefit, we're going to incentivize, we're looking to incentivize off-campus lunch for seniors only uh going forward. >> In addition, we have off periods because of the number of credits offered in middle school. Many seniors have are able to take uh come to school late, take first period or not have a first period or leave earlier uh seventh and eighth period. And now seniors for next year starting in 26 27 will have to already have CCMR or be on track uh such as an English four dual credit for example uh in order to have an off period. In addition um I'll be coming to you uh to you all with the revised graduation policy with early graduates. Uh they will now have to

140have uh achieve CCMR in order to be an early graduate. So >> Jerry, I have a question. Oh >> question. Oh. Um, just something to look into because it came up today in discussion and I don't know if it affects North Side or not. Um, but students that take the TSI at like one of the community colleges, like that information isn't like picked up by TEA. So really kind of working to figure out like how you're going to um I know there's been discussion of like I know adding it like adding the TSDS as like a secondary when they go test but I don't know if that's a good amount of students that are being missed. Um >> all our campuses are are TSI U sites so we have them taken on the campus. I

141think it's the second like because don't we pay for like the first one but then like if they don't pass I just know there's a good amount that take it perhaps at the community college. Um and same thing like the graduating seniors that graduate but are still missing TSI and you're trying to get them before August 1, right? >> Like those kind of like cuz that's the worst when it's like they have it and they're done and like yay but like it doesn't count, >> right? We do uh thankfully we employ dual credit lison at every campus. They do work closely with Julie and any any strays [laughter] for lack of better words that do get by bias but uh yeah we do a you know to the great extent try to get them to

142take it on campus but yes ma'am we do have to recapture a few. >> Thank you. My question and I don't expect an answer right now, but I'm curious out of the 97,000 students that we have, what percentage of eligible dual credit students are actually taking advantage of that the opportunity to be dual credit students? >> Yeah, that's a good question. So, we're at 7,000. Let us pull a denominator >> because I want it to be like a lot. >> Well, we represent [laughter] we No, it is. and then I'll tell you >> well it it it's I mean it's almost doubled in the course of two years. I >> I can tell you Almo Colleges as you know has five campuses serve 47 ISDs I think 17 charter 21 charters and 17 private schools

143they have a total of almost 22,000 students and we have 7,000 of them. We have a lot of dual credit students and again with our math initiative that I was just speaking to uh with that college algebra um that the push that we're going to do there will be a game changer as well because we just recently found out we will not have college prep math. So that college algebra initiative was going to be big anyways. Now it's it's going to be even more of a game changer because college prep math was not approved for the entire state. So that's uh yeah, that's a little bit of a curveball, but that's okay. >> We we'll we'll pull it together. Yeah, we'll get a we'll get a percentage. Um it's probably >> it's probably pushing close

144to 50%. If not over >> as we continue with uh and we'll have more dual credit teachers. Um the work that we're doing with Alamo Colleges to get these teachers credentialed, we'll be bringing more into our system next year. So these uh campuses that unfortunately you know with the high ecois will have more dual credit opportunities as well. So looking forward to that. >> Yes ma'am. [laughter] Yes, ma'am. >> So, we bring this to you every October. Um, as you know, we have multiple langu languages spoken in our district. And so, when you have 20 or more students who speak a language at any grade level, which that can add up real quickly in North Side, you have to have a waiver um to be able to teach them ESL. Um there are languages where

145we don't have teachers who speak um speak that particular language. So I'll kick it to Erica. Oh, it's your very last thing in your packet. >> Yeah. >> Oh, the mic. [laughter] >> Okay. So, just like Jord uh Dr. Jordan mentioned, we are required to file for a bilingual exception and an ESL waiver for any vacancies um that TA requires. And um the last year was the first year they went into an online system to create a comprehensive plan. This year um it's the same. However, uh TEA is now aligning PE's coding uh in the bilingual exception waiver. So that way we are looking at a comprehensive plan to actually provide bilingual support. So that should be reflective in our plan. So this year um our top languages are Spanish, Pashto, Arabic, Vietnamese, Farsy and

146Tugu. Last year we had Tamil, but we no longer have Tamil. Um that meets that um that language of 20. Um so we are filing that exception for um Poshto Arabic, Vietnamese, and Farsy. And it's only required up to grades five if it's an elementary that ends at grade five. And Erica, can you mention um which countries >> um like Pushto is it? >> Yes, that's Afghanistan. Afghanistan. >> Uhuh. And then that's Pasha is from Afghanistan. And then you get into um Arabic would be Iraq and you know Iran they speak some forcy there. Uh Vietnamese is Vietnam. Um and then Telugu comes from um the kind Yes. India. >> I gota >> Yeah. Thank you. >> And then Iran, [clears throat] Afghan and Pakistan. Oh, Ashtto and >> Farsi and Farsy. Yes. So, >>

147Arabic. >> Yeah, a little bit. Arabic. Uh, so, so those are the countries. Uh, but this used to be all highlighted in yellow. Um, we don't have as many this year. Um, so we, uh, Spanish for Spanish, we do offer dual language in a transitional bilingual model. We do not, however, for the other languages. And what TEA now is pushing for is that now we have alternative methods served so that we're actually pushing for dual language or transitional bilingual Vietnamese or POSTO or Farsy. Um and the challenge there in comes is that the state does not have uh POSTO you know tests to be able to support or resources. So I've had conversations with region 20 and and TA just around the support and community of practice to be able to implement this. So this

148is going to be a bigger conversation in our district because we're not like the small districts. Uh we have a lot of different languages and programs that we have to file for. Um so that will be a part of the comprehensive plan as we work with um HR. Um we struggle currently to recruit bilingual Spanish- speaking teachers. Uh and that's part of our plan. So to recruit, you know, members of the community uh who speak posh and Vietname, you know, Vietnamese. Um that's on the forefront just to be able to support the the classroom. So we file for those. Um in addition to that we have early childhood and since they are the teacher of record um we do have to file a waiver if they are not bilingual certified because they're supposed to provide

149u instruction bilingual instruction as a teacher of record for our early childhood kiddos um who are dual coded. Um [snorts] and then lastly is the ESL waiver. We have very few that we are filing because our district has had a huge push in certifying ESL teachers in early childhood and AL. Um so we have very few there that we file. Um but at the end of the day we require training. So those that don't have the certification we go in and we provide CBLI training support certification reimbursement. We collaborate with HR um on trying to recruit um and and now we've been working with our newcomer liaison and our community around me and McDermott to start recruiting experts in the community who have licenses or some you know other form of support that they can

150provide for those campuses in the future. So that's on the to-do list. Um, we've also explored with Cast Teach, we have some students who have graduated our programs from all the way beginner who speak those languages to try to start pushing for some bilingual certifications. But >> that's a lot. >> That's a wrap. [laughter] >> Oh, yes. So, in your electronic packet, which was 189 pages, I had all of those books there. Um, didn't didn't print all that out, but this is this will be the second round um uh that we're asking for approval will be on the agenda for tomorrow night. And again, these are books that have been posted on our website for 30 days to the public to get input. We haven't had any any input on these books. So once they're

151approved, um we will then give the list to our librarians and they can then select from that list. Doesn't mean every book on there will get ordered. It just means that those are approved to um to be ordered. >> So I had a real quick question. Since we've been doing this and parents have now the opportunity to exclude books from um their child reading it electronically, right? Has the word gotten out? Because I know the librarians were working hard to get the word out about let's work as partners in this and here's an a way that um we can make sure that your child's needs are being met. Has that taken off? >> Absolutely. And we have, you know, just a couple stories are top of mind. um at one of our middle schools. Um

152we had a parent that had some concerns um about a couple of books and the parent immediately kind of took a step above and so we went back gave that librarian an opportunity to sit with the parent. Uh parent actually had some really good input about you know different ways to arrange things that the that the librarian um took up. Then the parent called back to the person they called before to say never mind I'm totally fine here at this particular campus. Um we had a there was an incident in actually in an elementary and it was a a book in the classroom library and that the student just self- selected. Um the great news is the parent had had older siblings who had had this teacher so there was already a relationship. Um then

153you know people say what is the process? So we explained the process that parent sat with that teacher. They talked about what's it like to pick the just right book. Um so kind of like when we opened up with Senate Bill 12. It can be overwhelming. You know what do nurses do? What do librarians do? What do all these folks do? So we've had some of our librarians and maybe teachers feel that way with library books. Um, but what we're seeing through continued communication and those particular examples that if you'll go back to your teacher and you'll go back to your campus. Um, so far that has helped kind of smooth it out are uh two uh library leaders. They even use those examples to then push out to all the librarians and just say,

154you know, hey, here's another success story of collaboration. Um, so so far, um, I think I think things are are going smoothly and, you know, we just have to keep the the informal process in place. Well, I I asked that question because I I talked to a parent the other day who had some concerns. She didn't know that you could u work with the librarian to or work with um the online what is it portal. >> Um, what is it called? >> It's an EPCO. >> No, no, no, no. >> No. What What do our parents log on to to >> hack hack? Which >> why can't I remember that? But but you can actually denote which books you don't want your child to read like books on witches or whatever. >> And she she

155didn't know that >> um that librarians can do that. So when the child comes in to check out a book on witches, it's it has, you know, Karen's name in there that she can't do books on witches. And I just was curious that how many parents know that. >> Um I know that because you and Diana talked to me about it when I had that concern. But I think it's such a great way to >> to keep in front of this. >> Yes. Um, so it doesn't eat us up in a a way where we're auditing books and removing them and doing some things area >> districts are doing. So >> I don't know did did y'all know that >> we've been done we've been doing that for a long time. >> We we have

156had the opportunity for parents >> electronically though >> prior they yeah prior to Senate Bill 13 we had uh processes in place but to your point Dr. Carl, I think we just continue need to continue to communicate that and it's kind of the cornerstone. Parent is the child's first teacher and their decision maker. So, we want to encourage them to use those tools to help, you know, guide what they want for their child. >> Gotcha. >> Oh, I saw on consent agenda that there's the school teacher permit. Um, do those go through this meeting before going to consent or do they just go on to consent? >> They go on consent. HR item. We can always pull individual consent for discussion. >> I reviewed it. I just um if those can be posted since they're

157just going straight to consent. Can they be posted like a lot earlier to give us time? Because I think it was posted maybe yesterday. >> It it should have gone in your Friday letter. I'll have to double check. Should have been in Friday letter last week and then um >> on like >> and then posted online. Yeah. Okay. We can we can double check. Dr. Hasso. >> Yeah. Just because they're like directly on consent agenda and normally I'll go on and like review what's going on and I was like where did this come from? So I figured it would be academics. I think last time it was on academics. Um but you're right. I mean I just I'd like to review them. >> Sure. Thank you. >> Great. Let me look at Jessica. >> Thank

158you. Thank you all very much.