001Everyone, let's go ahead and start today's meeting. I hereby call the meeting to order and it is 8:33. >> AM >> a.m. Yes. Thank you for making that clear. Uh, next item on the agenda is number two. Uh if I could ask uh if you're present if you can go ahead and indicate that you're here starting from my right to the left. >> Carlos Margo present. >> Anita Chavez present. >> Alisa present. >> Soma Jr. present. >> Okay. And I am here. We do have two school board members that are not here yet. Um for the record um we have Jessica AO that's not here and Dr. um Ernnandez. Rosalo Ernnandez is not present as well. But we do have quorum. Next item on the agenda, ladies and gentlemen, is our pledge of allegiance. If
002you're able to do so, please stand and face the flag. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. May be seated. >> Next item on the agenda is public comment. Do we have anyone who has signed up for public comment? >> We do not have anybody signed up for public comments today. >> Thank you, Secretary Beña. Next item on the agenda is agenda item number five. This is our team building board workshop. Um, proposed goal progress measures and definitions of status. This will be presented by Dr. Little. Dr. Little. Good morning. >> Good morning. Um board president if you don't mind can I introduce >> Yes. Dr. Dr.
003Senson please do. >> Thank you sir. Um so this morning we are here um just to remind everybody that last year was our first year of um doing MAP. And so last year um thank you board for allowing us to set goal progress measures around MAP knowing that that was going to be a baseline year and that we were going to go into this year knowing that that was the baseline and doing some review. so that now we can actually set goal progress measures based upon data, hard data, our kids um so that we could um work diligently and intentionally towards board goals. And so the team and I have worked hard together to now put together new proposed goal progress measures as well as a new definition of how we status on track, slightly
004off track and off track so that for this school year um and subsequent school years after um we can work diligently towards our board goals now that we have one year of MAP data to build from. >> Thank you Dr. Sorenson. Uh for the record before uh I ask Dr. little to proceed with his presentation. Uh let the record state or show that at 8:35 a.m. Dr. Rosalo Ernnandez has joined us. Thank you. Thank you, Dr. Nandas. You may proceed, Dr. >> Thank you, Mr. President. Good morning, everyone. Uh building off of what the superintendent just stated, you know, we are back reconsidering the pathway that we take and how we understand our progress to achieving our district's vision and mission. Uh that's what we're anchoring all of our work in. That's certainly what we're
005continuing to anchor our Lonear governance work uh within. We are not here today to talk about the goals themselves like those are fixed. They are staying the same. We will continue to move forward uh with these four goals. Third grade reading, third grade math, eighth grade reading, and our college career military readiness. Instead, what we're doing uh in our workshop today is really re-evaluating the goal progress measures. We are not proposing a change to the focus of the progress measures like what's listed here. We are continuing to say are the right things to indicate our progression towards the goals. It's really looking at within those GPMS the actual targets each year. And to the superintendent's point with all of the MAP ones, we didn't have them to begin with because we had no prior data
006to base them on. that this is really the first time that we're able to set those annual and ultimate 2029 targets for the GPMS uh for all of the ones related to MAP. For goal four, we just gave that presentation earlier this week and you saw that a number of those were on track and actually exceeded the targets that we had set. So, we want to uh revisit those and make sure that we're continuing to push ourselves forward as an organization and ensuring that the long-term targets are adjusted based on where we were in actual achievement this school year. So, if it's um okay, we'll do these goal by goal. So, we'll start with goal one, which is third grade reading, and then we'll go through the the GPMs associated with that. First one is
007our first grade map results. So this is GPM 1.1. We've tried to indicate on the slides what's changing in the actual GPM language. So you see, for example, the percentage of first grade students scoring at or above the 50th percentile on MAP growth reading will increase from it was X and Y because we had no prior data. Now we're saying from 36% in our most recent June results to 45% by June 2029. So on each of the slides, just from a formatting perspective, they're organized in the same way. So you can see with the strikethroughs and the bold underlined red sort of what's being adjusted there. When we were here I don't know nine months ago doing this. Uh we had no data to show you on these slides and they were just blank. Now
008we actually have an endofear data point from last school year. In this case that was 36%. We did that presentation you know back in late May and early June. And then what we're saying is to continue to move forward ultimately to that third grade goal, we need to have our first graders getting to the point where at least 45% of them are achieving that average proficiency. Remember 50th percentile here is roughly across the nation what an average first grader should be able to know and do and show. And so that's that 9point adjustment over time. The other thing I'll call out because you'll see this on other slides is we talked a lot um back in the fall when we did this the first time about the pathway we could take to that 45. Like
009if we ultimately and y'all as a board agree that 45 is the right 2029 target here. There's a lot of ways that line could look to get there. And we talked about frontloading that growth. We talked about just dividing it evenly each year. And we talked about backloading the growth in some cases. That's what we've actually done here for most of these because our context is very similar to where we were even last school year. We are putting in a lot of new resources and structures and expectations for our classrooms and our campuses and it does take time for them to adjust to that. Uh this will be the first year that we have a new tier one ongrade level core reading curriculum uh K8 in the district. And so that's a fundamental shift in
010how we're approaching in our early grades teaching the science of reading and through all grades really building uh that comprehensive writing and ability to engage with ongrade level text. And so we did want to reflect that in the pathway that we would take where you notice this year to next year 36 to 37 but as it goes along those jumps each year get higher and higher because we should start to see successive impacts of our work over time. So that's GPM 1.1 1.2 oh sorry before I show 1.1 we talked about this last time and we've never shown a slide like this. So, we did want to to illustrate what this will actually mean at a campus level. So, if we agree with 1.1, yes, this is right, and we're going to have a target
011next year of 37%. So, that's a 1 percentage point gain from where we are this year, what we in turn will do for all of these GPMs and goals is actually set campus by campus targets for each school within the district. And those campus bycampus targets will be unique to each campus based on their starting point, their population, and their need for growth. So, we've just laid out a very generic example here. The data is actually real, but we didn't call out the campuses like who own them uh in this case cuz that's less the point, more the illustration, but we have an A-rated school last year who finished at 51%. for first grade MAP, we would push them to say, "You've got to at least grow two points this year to continue to move
012in that direction." If you go down to one of our F-rated schools, they finished at 24%. Like, we're not going to be okay with just one or two or three points. Like, we've got to have much more dramatic growth as we think about that turnaround. So, in this case, we're saying you've got to get to the next decile here. You got to get to 30% in that. So whether we're talking about the goals themselves or the GPMS, once we get approval from you that this is the path forward, uh we will give every campus their specific targets which will be specific to that school. >> Dr. Sorn, it looked like you were going to say something. >> Yeah. No, I was just going to ask board president how he wanted to manage this knowing that
013this is a team building workshop. um and the board if you guys wanted to ask questions after each part or if you wanted Dr. Little to go through the presentation knowing that this is a workshop or how you wanted to do it and because you know this is time for us to discuss like what our GPMs are and what have you. So that that's all I was going to ask is more a board president how you wanted to manage that. >> Dr. Sorenson, thank you. Great point. Does uh I think uh Dr. a little. Are you okay with um as you go through the presentation if any of the board members have any questions they can go ahead and and ask? >> Yeah, absolutely. Please. Let's have a conversation along the way. >> Good. Thank
014you for that recommendation. So, I I I have one. And so, when we see school F here, 24 and six points, does the getting us to the 30 points, does that remove the F or does that explain to me what that does? I mean, does that just say we're a better F school or I mean I mean trying to understand this, right? >> No, that's a really great question. So if we go back here to all of our GPMS, >> let me double check I'm about to tell you the right thing. All of the GPMs in goal one, two, and three do not directly show up in state accountability. Okay? >> They are important for student learning, for us progress monitoring where we are, and for us to know that we're ultimately getting to that
015place where it'll show up accountability. But that move from 24 to 30 in and of itself, TEA doesn't factor that in when they give letter grades. However, moving from 24 to 30 gets our students closer to where they need to be on grade level. So, by the time those students take third grade star, that will start to show up in the accountability in the letter grade. Under goal four, it's a bit different. There are parts of those GPMS in 4.1 and 4.2 that are factored into accountability directly. So, it's goals one, two, and three, which are different. Um, and so they aren't part of the official state system. Our goals, however, all show up in accountability. So, that's that's sort of the design is we want to get to the place that the state is
016ultimately holding us accountable to and we are ourselves. The way we know if we're on the right track is more of it internal to the district. >> Thank you, Dr. Little. >> And Dr. little for the schools um that do have to create um or have the biggest lift, right? So, school F in this situation um that has six points for growth. Um what can those schools expect in terms of like support and assistance from from administration? >> Sort of the beauty of today's agenda because this is all going to come full circle when you discuss the theory of action as well. Uh but we've already begun and actually laid out to to campuses earlier this last week a differentiated support system for campuses. So our highest need, lowest performing campuses will get much more
017support from us both in time, attention, resources, and personnel capacity on their campus actually giving them help compared to an a campus that's already doing a a much different and and better job in terms of outcomes. So, that's a real shift for us going into this next school year is being super clear on how we're dedicating our time uh and how we're dedicating partner time as well. Like if we have a partner coming in to work with teachers and on lessons, like they're going to spend more time at those F schools than they are at those A schools. >> Thank you. >> Yeah, >> that's a great question. So like tutoring and stuff after school is obviously going to be I mean are we going to encourage those campuses to take advantage of the services
018that we're going to be available to? >> We're going to more than encourage depending upon your rating and like your cortile uh with our system of great schools you're going to be required to do some of those things. So that's part of the benefit is the better you do over time the more you have a little bit more flexibility with some of these choices. But if you are a lower performing school, you got to participate because we've got to get you out of that status to a place where you have a stronger system and can then have a bit more flexibility. >> I like your comment, theory of action. I like that. >> Yeah. Good job. >> And so one of the terms that you guys will hear today in our theory of action is
019managed instruction. And so um you'll hear that as um campuses um progress and you know go from F to say A or C to A they earn flexibilities or autonomies um in terms of that um where they do or do not have to participate in certain professional development or do or do not have to receive particular campus supports. they may have more flexibility in how they design their campus improvement plan where we will manage instruction, right? And and Joe will talk more about this when we get to the theory of action. Um there are things that are definitively required um and non-negotiable. >> Do we expect that each school would grow by two points or at minimum? Is that our threshold or do we just want to baseline it at two points? Typically, you can
020see much more growth the further away you are from the the norm here. Remember with MAP, uh we shared a slide a few uh presentations ago that talked about how the percentiles work. And 50th percentile means half the kids did worse, half the kids did better. And that's roughly the national average is like we would expect a first grader to roughly be able to be at that 50th percentile point. As you get closer to that 50th percentile, it's harder to see those gains because then you're beating the statistical averages. Below that, there's more opportunity and therefore more potential to see greater growth. So that's why this is sort of tiered and you go from, you know, two to three to four to five to six. Sort of as we're going down this line here, we
021should be able to see our campuses earn at least two plus points here in in growth because the vast majority of them are less than that national average right now. I think all but like three in fact are. Yeah. >> Good question. All >> right. Are we good to keep going? >> Yes, you may proceed. >> Okay. Thank you. All right. So, similar concept here in structure for GPM 1.2. We've just moved from first grade to 2 grade in this case. Our end of year results for second grade were 33% this past school year. We're still trying to push that aggressively to get to the same 45 to stay on track uh to those third grade ultimate outcomes. So, this is a bit more of a jump here uh than the first grade one, but
022we've obviously have less time uh from second to third grade to to make these gains. So that's why we would still anchor in that same 45%. To the comments we just had and and board member Achoa to to your question, the 45 is still not getting us to that national average. Like to our conversation we've had throughout the whole last year. Like it takes time to change the entire system and to move some of these results to those levels of achievement. This 12 points though gets us significantly closer and then in the next version of the GPMS we could push that even further to get to that 50th percentile as our average result for the district. Any questions on that one? >> No sir. >> Okay. And then the last one here remember is a
023little different. This is still part of the map universe but this is specifically looking at reading fluency. So these are the data points we've shared with students being able to read short sentences, get that accurate, and like match it to a picture correctly. That's what this is measuring. So here we're expecting to be able to go from 40% to 65%. I want to clarify like why this what appears to be a giant jump is different here than it is on the other two GPMs. The other two GPMs are much more holistic view of like knowledge and skills across the board when it comes to reading. This is very specific at the early stages of reading. Are you building enough foundational skills to be able to do the first part of what is later more complex
024reading comprehension? Um, so that's why we are expecting much more gains here. The other part of it is it includes kinder first and second grade. When we showed you the kinder data data a couple months ago, you see a lot of growth having to happen in that kindergarten year because I may walk in barely knowing all of my letters and I should be able to finish kindergarten reading basic sentences. So that period of growth has to be really rapid for students to stay on track. And that's a big reason why we think this push will happen because we have three grade levels combining together. And in that K1 space in particular, both developmentally and with the new work we're doing of science of reading, that should start to happen quite quickly. >> Board members, any
025questions? >> Proceed. >> All right. Thank you. That's it for goal one. So that's all of our GPMS that relate to our third grade reading goal. We'll now switch to goal two, which is math. So, we're still in the third grade and below space, but this is going to move to math. Two, >> Dr. Little, can I also just clarify for board members for um map reading fluency, individual campuses will also have goals as well. Correct. >> Yes. For everyone that we show you, that's true. So, we only put this slide in here once, but for every GPM, we will set those specific targets by campus. >> Okay. I just wanted you guys to clarify because remember last year we talked a bit about like is is it okay for some schools not to grow
026but so I wanted you all to know that for each of these every campus will have their own individual growth goals and expectations. >> Thank you. All right. Third grade math. Our first one is not MAP map. It is the Texas kindergarten entry assessment. So we're continuing to focus on that. Um here you can see that we actually exceeded our target for this year when we shared that data with you. So we thought we would be at 78%. Instead we ended up at 83. So we've adjusted across the board pushing to go from 83 ultimately to 88 here. This is looking at the math composite part of this assessment. And our students take this at the beginning of the kindergarten year, but this measure is reflected at the end of the kindergarten year based on
027did they learn the things they needed to know. In this case, for at least ultimately 88% of our kindergarteners to have finished kindergarten where they need to be with basic math and numeracy skills. Good here. >> We're good to go. >> Thank you. All right. Now, we'll go back to MAP. 2.2 is first grade. 2.3 we'll see next is second grade. Again, this is our 50th percentile measure. Uh here we ended at 37%, still pushing to the 45 uh with more of this growth happening a little bit later in the curve. Remember, this was the first year we had a new math uh curriculum K8 in the district. That is shifting a little bit to blue bonnet next year. It's not shifting dramatically in terms of the substance. It's just a little more texified honestly,
028which will help our teachers. Um, but the way that we're approaching this from a real conceptual focus of the mathematics will continue to stay the same. When we talked about this the first time, we said that's going to be jarring to some of our teachers and students who went from um, you know, 2 plus 2 is 4, 3+ 3 is 6, 4 plus 4 is 8, you just got to know it to actually why is that true and how can I understand and represent that differently. So this builds over time as well as that mathematical foundation grows stronger uh for our students and our teachers and that shows up similarly uh in second grade. Here we actually were the furthest away from where we needed to be at a math level. So that was 32%.
029Um so this one isn't going all the way to 45. Instead we're proposing 40 as the longer term target here. just recognizing that there is more work to do uh in this grade and in those cohorts over time. That wraps up goal three. So happy to or sorry, goal two. Happy to take questions on any of that. >> Members of the board, do you have any questions for Dr. Little? >> Thank you, Dr. Little. You may proceed. >> All right. Cruising this morning. All right. Goal three. We're gonna move to middle school. And sorry that says eighth grade math. It should say eighth grade reading uh typo on the slide there because all of goal three is about reading and remember each of these GPMs is looking at sixth, seventh and eighth grade uh in
030particular. So sixth grade here. The other thing I want to call out is when we saw all the first and second grade ones, it said the percent of like first grade students scoring at the 50th percentile above. Remember when we get to third grade and higher in math, we actually have that direct star equivalency. So here for goal three, we're looking at those students scoring at the meets or higher equivalent in MAP. So this is a direct connection to projected star achievement at the end of the year. >> So here we have percent of sixth grade students scoring meets or above on MAP growth reading. Again, we didn't have prior data, so it's X and Y. Now we're going to our our actual results of 39% and working to push that up to 50 uh
031over time. This is a hugely important year. We've talked about this some before, but it has historically been the year where students are transitioning from Spanish test taking to English test taking. And we know we've had challenges with that. We are intentionally doing things in the elementary levels for when students are ready, whether that be third, fourth, or fifth grade, to transition their language of assessment much sooner and continuing to strengthen our our dual language program overall. Um, so this is a bit of an aggressive target given some of those shifts that are underway, but we've got to ensure in this case that we're getting uh many more of our students to that grade level standard. Our eighth grade goal is actually set in the 50. So we're trying to get our sixth graders to
032the 50 mark and then we have two more years to get them up into the mid or upper 50s to meet that goal. >> Similar story. >> Sorry, quick question. You said they're transitioning to take assessments in English. Could you Did I hear that correctly? >> That's right. Historically across Texas, um, students who have assessed in Spanish at the elementary level, the state requires that to transition to English when you get into the middle school grades. Um, school districts across the state, including ours at some time, have kept those students in Spanish longer than we should have because we want those higher Spanish level results, even though that's not the indication of what the student knows and has mastered on the English side. Um, and so we want to make sure that our teachers are
033getting the data in both languages as best as they can, but we're setting our students up for long-term success where they're having to show competency and grade level abilities in English because that's what STAR will require in the secondary spaces. >> Thank you. >> Yes. >> Any further questions? >> All right. Seventh grade here. We did less well. Um, actually, and you'll see this when we've presented, it's the worst date I've ever seen, honestly, when we talk about seventh grade star, and we'll show you this officially in our STAR performance, but that shows up here as well. Like sixth grade was almost 40, seventh grade here at 32. Um, so we've got a lot of work to do, and we talked about this with our middle schools and our content teams and are working to
034prepare for that. Um, so that change doesn't quite get us to 50 in the 2029 target here because we're starting at a lower place, but still looking for 13 points of improvement, uh, overall when it comes to to seventh grade outcomes here on MAP. And then 8th grade, uh, here we were at 35, pushing that up to 47, uh, on map. Part of what we are able to see in in other places including here in La Hoya is map is giving you a projection to star and that projection is really pretty dang accurate. Like the correlation is usually in the 80s or higher. Uh it's not 100% though. You know some students are going to do a little better, some students are going to do a little worse. So we're not expecting this MAP number
035to be exactly the same as the eighth grade goal itself which is coming from STAR. but it needs to be in a tight window for that correlation to hold for us to feel like the projection actually is moving in the right direction. So just calling that out that this 47 doesn't match what our actual goal for is because they're coming from two different assessments. Um but we believe based on what we even saw in the last year that that is in the right neighborhood to feel like we are making the progress to the ultimate goal needed. As we get more data over time, we can certainly come back and revisit that to ensure that our in district correlations are also matching what the national correlations show. That was a lot of statistical words. >> Yeah,
036a lot of statistical words. So that got me thinking where is the national in Texas level compared to what you said that was a drastic low level that we received uh now. So how far behind are we per se? I'm going to answer that in two ways. So, when we look at map um across the state of Texas, we've shared before that there's a linking study where they take all the Texas results in map, all the Texas results in STAR of the same students and they say, "How well did these go together?" They go together really well. Again, the lowest correlation that they see from map to star is in the 80s. Some even get into the low 90s. I think I shared in a previous presentation in a prior district where I worked, we
037reran that within the district and we got to the 90s. MAP is working on reorming uh the assessment. This is something they do periodically every four to five years postco. It's time for them, they think, to reorm again. So, we'll get even updated information this fall on that connection and how how close. So is it like three points away, five points away, eight points away, like whatever that range is, we'll have a better sense of it based on new norms from the most recent data across the state of Texas. The other reason that's important, obviously, Texas is the only state that does STAR. Every state does it a little differently. We have the national norms, which are the percentiles. That's what we're using in first and second grade here. Like, are we meeting the average
038of the country? In our case, we want to know if we're specifically setting students up for success on the state exam. >> So to clarify, we're waiting for the updated results. >> Partly what we have right now, we think this is a really good connection to our eighth grade goal. We will get new uh norms for the state within a month or two is what they're anticipating. If that changes wildly, we'll obviously come back to the board and share that. We're not expecting drastic changes here. It'll just get more refined and therefore we have more predictive power on where we're actually seeing our map results to how those will show up in STAR. >> Thank you. >> Yeah. >> Oh, sorry. Go ahead. No, no, no. >> I had a quick question. So, I know
039we saw seventh and eighth grade at 32% 35%. Is that >> I know we talked about switching from Spanish to English in sixth grade. Is that something that maybe and have we checked if that has something to do with that seventh and eighth grade lower marks? >> Typically, we don't see that. You see a dip coming from fifth to sixth and then there's usually a rebound from sixth to 7th and then it like stay um gets more stabilized by 8th. Across the three grade levels, eighth grade is typically our in like La Hoya, 8th grade is typically the highest performing grade in that middle school period. That makes sense because you've also had more adjustment to middle school, more adjustment developmentally, like those sorts of things matter here as well. I would not attribute seventh
040and eighth grade scores to language tests. I would attribute it to what's happening in the classroom and the work that we are changing to make sure that students are getting a really robust uh reading, writing, speaking, listening experience in there at the grade level standard. So, that's really important. I got to teach a seventh grader seventh grader things. That does not always happen. And that's a big focus of our work this school year. And if they're not at the seventh grade performance level, I've got to know how to intervene or respond to them at the tier 2 level. And we're working on improving that this year as well. >> Thank you. >> Um yes, I would. So just to build on what Dr. Little was saying is that um first of all, what I wanted
041to build and this is this is not an excuse. It's just a reality. I want everyone in the room to understand the middle school context across the nation. Um, middle schools across the nation are struggling. >> Um, if you look at the NAPE results, um, if you look at national studies, middle schools happens to be a place and space that, you know, we're all grappling with. um you know even within Texas um there was special you know breakout calls um you know for superintendent about what do we need to do to redesign and really look at middle schools and middle school achievement and the adolescent brain and its development at that particular time um as kids are growing um what do we need to do differently to address middle schoolers um one of the things
042that we know about the adolescent brain is that They need to experience what they're learning. Um, it cannot just be like sit and get. And what ends up happening a lot of times in middle school is we get to middle school and we immediately turn them into high schoolers >> and we start teaching them like they're high schoolers and they're not. They're 12, right? Some of them are still 11 when they get there. But now we put them in rows. And we shouldn't be doing that in high school either. Please don't misunderstand. But, you know, we start immediately treating them like they're 18-year-olds. And so, what we know about the adolescent brain is they still, you know, their frontal loes aren't developed and they still need to interact hands-on and experience. And so, when Dr.
043Little is talking about the kind of instruction that we need to see in middle schools, um, we've got to get really explicit across our district about the kind of instruction that we need to see. um how we need to activate learning and how kids need to be engaged in interactive practice and how there needs to be inter you know independent practice and how that needs to be scaffolded across a class period. And so what you guys will see from us in the coming weeks is an instructional framework with a lesson structure where we're getting really clear across our district around the types of instruction that we need to see in order to mo best engage our students to help our teachers understand what that needs to look like. Um because what we saw this was
044the space our middle schools where we saw the greatest decline um not only in our MAP scores but in our star scores as well. Yeah, >> if you could just clarify for me on the test, it's basically just comprehension. It's not writing, right? There's a separate test. So, >> yes. >> Or is it a combination? >> Go ahead, D. I mean, yes, >> that's that's a little bit of a tricky question, >> right? That's a little Yes, >> this these results are primarily reading. Um, MAP does have additional writing components. We actually see that much more in the English one, two, three, and four space at the high school level. So when we've showed that data to you before, that's a bit more of a combination. This is predominantly being able to read passages and
045answer questions based on those passages. >> Yes. Nonetheless though, when kids take STAR, >> it's both. >> Yeah. And so we need to make sure and so we've added a resource again that we'll talk about in our middle school space to help um do that transfer so that kids are engaged more in writing um that it isn't just the comprehension. um we've added a resource and put it into our instructional framework and into like into the instruction so that there is more writing practice because on star kids have to write >> that and that has to be able to transfer. >> So recording we established a new high instruction material and then we are adding you know multi-tiered support systems. >> Yes. And then we're testing multiple times throughout the year al together to make
046sure that we can increase our percentage. >> Yes, it is an ecosystem of support that we're getting really clear on and and we're going to measure it, right? Like we have a new assessment calendar. All of this we will roll out to you when we show you our star scores because we want to show you our response to our star scores. Um, but there is a new ecosystem that we are laying out with high quality instructional materials. We're getting really clear on how we use quest time or wind time. We're also having a new assessment calendar. All of those pieces are now very clear for our campuses and for our educators. We will be looking at our data more frequently and reporting out on that not only here but also to our campuses um to
047our principles publicly um so that there are higher levels of transparency and accountability. It's one thing for me to look at it in my office. It's another thing for us to have those conversations openly in principles meetings and then them to have them with their teachers back at their campus. So that there is a new ecosystem of support and transparency and also again going back to the theory of action around a managed instruction and us being very clear with the system as to what the expectation is >> and then we're incorporating the parents moving forward. >> Absolutely. Yeah. Absolutely. >> Just the numbers are alarming, you know. >> Absolutely they are. And to your earlier question, uh, board member Pena, on like how we're targeting support to campuses that need them the most, our middle
048schools are going to have more attention from us than they are used to and accustomed to because they are showing up in the data as our highest need areas within the district. You know, I think I have a lot of questions, especially you had some really good comments and you had some really good questions that you asked of Dr. Little. I'm I'm thinking >> are the students will they be overwhelmed with all of this? >> I think the opposite in fact. I mean, generally students rise to the expectation that we set for them >> and that is sort of a cliche. We say that all the time, but it is absolutely real in the classroom. Um, to use what the superintendent just said, if you've got a eighth grader who knows they're going to go
049into class, they're going to have a few worksheets, then they're going to like hang out the rest of the day, that's what they're going to do. Um, but if they're going into a class that sets up an expectation where they are rigorously having to engage with the content and the work, they are tired when they are walking out of there. They're having to, again, to use our our elves here, like speak, listen, read, write, like do all of those things, analyze, grapple with difficult concepts, work with their peers. The superintendent mentioned parts of the lesson structure. They're having to do part of that on their own independently. They're doing that with other students and with the teacher interactively. Like that type of classroom environment actually is what students want. That's what they tell us. That's
050what we see in like national data, survey data and feedback data as well. They don't want to come to school to have to figure out how to spend their time. They want to come to school and learn and be challenged and be supported. And that is what we are working to do in La Hoya ISD. Um and to add to that part um one of the things that is incumbent upon us and you know in reflecting on our role it's not enough to just give educators great materials >> right it's not enough to say to educators we have now given you highquality instructional materials which is so important it's evidence-based it's researchbased right here's high quality text right here's here's great materials. Go at it. We now have the responsibility as a superintendent, as chiefs,
051as administration to get really clear on then how to use them. What is what does that look like, sound like, feel like to now engage deeply with these materials? What does it look like instructionally when you are actually engaging students in an activation of learning with these incredible materials that we've given you? Because again to just give you materials without providing you the clarity, the consistency, the coherence, and to ensure that that's happening in every classroom in every campus every day. Because again, you may end up, your child may end up in Miss OA's class and she may know what to do with these materials, but next door they may be in Mr. Gomez's class and he may struggle with what to do with these materials. So, it's our job and our responsibility to bring
052coherence and consistency across the system in terms of what we expect to see and how we expect to see it happen. still giving our teachers, right? Because it's an instructional framework. Those instructional moves that they have to make when a kid doesn't get it the first time, the kid doesn't get it a second time. How do I need to do this in tier 2? How do I need to intervene with the student who actually does get it and now I need to move him forward? Those are the instructional moves. It's not enough to just give him the materials. Now we are actually going to get clearer about how to do it instructionally and how to assess and what to do after you assess so that we're supporting when kids don't get it both within the
053class period and outside of the class period. >> Dr. Sorenson, excuse me. Uh for 2526 or the year 2526 I see consistently GPMs are um have an increase of one point. >> Is that contingent on the HQIM and its roll out and the integration and how in educators are being able to uh facilitate the use thereof or is it other factors that are limiting uh it to one point? In other words, I would like to see 37 38 perhaps, but I know there's factors in there. I'm just trying to clarify why it's only consistently one point increase and I'm assuming it's the the roll out of the new high-quality material. >> I think it's to Dr. Little's point that he made a couple slides ago is that we are backloading the growth because we are
054this is only second year of math materials. We want our teachers to be able to really ingest them, understand them, internalize them. So, we're saying as they are continuing to learn and understand not only the materials but now a clear instructional framework, let's grow slow because we know two years from now they're going to know the materials, they're going to know the instructional framework, they'll know the assessments, right? We hope to exceed that, >> right? And so, we're backloading the growth. Same thing with literacy. They're just getting new materials this year, K8. And so as they learn new materials, as they learn a new instructional framework, as they learn a new assessment system, right, we're saying we're going to grow one point because the adults need to ingest it, learn it, perfect it, and then
055we're backloading the growth. Now, do we want to grow more? Absolutely. Which is why also we have individual schools with higher growth goals. But as a system we're moving one in the first year because again we want to set smart goals. We want to be realistic as a system, right? But we're also pushing ourselves to say that over the next couple of years our system is going to have the capacity to get us to that goal. Does that make sense? >> Yes. Thank you. >> Yes. If I can make a comment, Dr. Sornson, say more about what supports are being provided to leadership because it's not only what to do and how to do it, they're also providing supports to leadership. So, we can answer the question, well, how do we know if it's at
056that level that we're looking for? >> I feel like I don't know exactly what you want me to say, but no, no, no. I will answer in the best way that I >> support leaders, all the rubrics and all. >> Oh, absolutely. And again, Yes. So, I mean, we just kicked off our leadership academy where we spent two very clear days not only going over um the instructional framework and the lesson structure, but we were very clear on what the professional learning is going to look like for leaders this year. We also, as we rolled out to you guys at the end of last year as the principal excellence initiative, um very shortly we're going to roll out a strategic plan where one of the pillars is excellence and leadership. And so we know that
057like none of this happens without great leaders at the campus. And so our investment in PR principal capacity and principal understanding as well as assistant principal leadership capacity and understanding. Part of that you'll see is to continue to develop our pipelines. But we're getting tighter as we also learn what our system needs. I mean, I I I have no problem ever being a reflective leader in front of you or the community to say we partially didn't understand fully the depth of support needed at campuses to understand new curricular materials. And so we need to get clearer and provide more support both in terms of what do we expect to see, how do we expect to see it and then design what we're calling campus supports in order to then make sure that those things happen.
058Whether that is coaching, whether that is individualized teaching coaching supports, a brand new professional learning communities rubric about what do we expect to see PLC's look like, sound like, feel like. We've given new identity to internalization so that our teachers understand that internalization is not walking around with the packet, right? And so again, Carlos, to your point, that's going to take a system a moment to actually ingest because we're going to support it from a systemic level. We're going to support it at a campus level, but then I think to Dr. Barrera's point, our principles have to also be able to know it and lead it because they're the boots on the ground every single day on their campus. So our role and responsibility along with our two new deputies is going to be to
059make sure that our principles can also walk the walk and talk the talk and do the deep work of developing their their teachers on their campus every single day. So you will learn more about these tools um as we roll out scores to you because again and I'm super glad that we're getting into this. I I would have prepared for you better today. But as we show you um our end of year results, we want you to know that we have done deep thinking and deep reflecting about not only what we needed to do as a system because as the superintendent that is my responsibility to think about what our system needs in order to respond to when we don't meet goals, but two then to then provide what the system needs in order for
060us to then achieve the goals. And so that is the work that we have done this summer. And so when we share our results with you, we will also show our response to the scores with you. So earlier we heard um agreements about I guess how teachers were supposed to model for some period of time. Uh and they mentioned that they were pretty much just staring at each other at some point something like that. How are we um I guess minimizing anything like that? How are we holding the coaches accountable or how can the teachers um express what they're feeling at what when they feel something isn't productive? How can we make sure like instead of waiting for whatever if that is happening if that is how things are going um maybe the coach is
061being productive by teaching or by explaining something instead of waiting. Um so I think two things one is that um we're getting very clear as a central office on role clarity so what is the role of an executive director what is the role of a director what is the role of a coordinator and what is the role of a coach um we will also um this year have an evaluation system in place for each of those roles where we did not um have that as a system last year. That wasn't in place when we walked in. And to be very candid, that was not first thing for us last year. We had a balanced budget amongst other things that we had, but that is something that Miss Miller is taking on this year is central
062office evaluation systems. So that is one thing, but it starts with role clarity. Yeah, >> it starts with role clarity. But number two, it also comes down to something that Miss Miller is leading, which is in partnership with Dr. Little's team is getting very clear on what do we mean by coaching. So we are defining a coaching model across the district so teachers know how they're supposed to be coached. So principles know how they're supposed to be coached. so that someone in maintenance and operations knows how they're supposed to be coached because everybody deserves the opportunity to improve. >> And so we're coming up with a coaching model. Obviously, our our main focus first is instructional. How do we coach our teachers so that they get better at the things that we're asking them to
063do? Um, with high quality instructional materials, with this instructional framework, with the lesson structure, but it is just as applicable to somebody who's working in a cafeteria who needs improvement. You all have charged me with a progressive discipline policy, right? You want that. You want progressive discipline practices. And so, coaching is part of that. the manager has a responsibility to provide feedback and coaching to their employees rather than just go to punitive. Obviously punitive if if necessary, but so Miss Miller um and talent development in partnership with academics and school leadership is also defining that so that everyone across the system will know and understand what coaching is supposed to look like, sound like, and feel like. >> Yeah. just to kind of decrease redundancy or just be more effective. But you guys are already
064taking the steps. >> Yeah, >> I come back to Dr. Margaret your point on the change over time and just like lay out a conceptual example. Hopefully this doesn't fall flat. Mirjit made a comment to me the other day about like changing which hand you write with and I've been thinking about that a lot uh and how that relates to this sort of journey. In honor of the superintendent in softball here, let's take a a baseball softball example. If I'm a right-hand hitter and I got a 300 batting average and I tell you you can only hit left-handed now, still baseball, still hitting, still batting, but we had to fundamentally change how you approach that. Your left-hand batting average is going to drop. It may drop to 250, 275, like whatever it is, but it's
065not going to be 300 when you start. That is the equivalent of how we're asking our teach teachers to change how they're teaching. Like you are teaching math fundamentally differently than you were two years ago. You are going to approach literacy instruction in some ways teachers have never done because they've never done foundational and explicit um science of reading instruction. And so you're going to have that dip. Then you're going to become proficient as a left-hand batter. And that batting average is going to go back up. But in the first and second year of doing that, you're still going to be struggling. That's my best example this morning of why our curves look like this is because we're going through the same deconstruction and reconstruction process in our classrooms. >> Yes, absolutely. And we're again
066when we show you our data, we will actually also talk about um some things that we learned at Harvard um as the PEL team around organizational change and how this is actually something that organizations go through. It isn't just a philosophy that I told you guys at our first LSG workshop. This is actually something that organizations go through. The team actually felt very affirmed that like someone at Harvard was telling us that this is real. Um but that being said, I do want to add though, so yesterday we all walked through professional learning um that was happening across the district. Um it was incredible to see the number of teachers out learning yesterday. Um, I actually spent quite a bit of time in what's called letters training. Um, and it was incredible. This is training
067for teachers to teach kids how to read like where they are learning phonological phenemic awareness onset rhyme. Um, where they are learning about phonemes. Um, and the teachers in the room, I'm not kidding, there were two teachers who came up to me crying, crying, and were like, I wish I would have known this years ago. Felt guilty that they never knew that that's how you teach kids how to read, that you start with a sounds first approach. like and they were begging me to like buy them these mirrors so that kids could see how they make the sounds with their lips. And so we're buying the mirrors, but two teachers sobbing, feeling guilty that they had never done that before. And I assured them like that is not for them to feel guilty, but rather
068empowered. Now they know how to do that. I mean, teaching kids really is I know it's what people say all the time. It is actually rocket science. It is it is a brain science move. It is not something that we just innately know how to do. And so watching our teachers and there were like five classrooms like full of teachers like learning how to teach kids how to read and they were excited to be in there. It was before school ever required them to be back and they were just thrilled to be in there learning this brand new approach for them. Many of them so that they can go into this year with a new curriculum that does have a skills component to teaching kids how to read and now armed with this additional professional
069learning so that they can teach kids phone memes. And so it was just an incredible experience to watch and watch our teachers go through that. But I think to Dr. Little's point, um, them learning now how to do that and do that well with also a a brand new curriculum. It's going to take them a second to know how to do that and then do that for every child. maybe a child who's never been to prek and didn't have that foundation and now is just coming in in kindergarten. So it is those nuances that we want to create those supports then to your point Dr. Hernandez where we are supporting our teachers with quality coaching and quality support so that they they are growing so that they are growing and able to pour into our
070kids at the rate we need them to. Thank you, Dr. Little. And how did you know my batting average was 300 in high school? >> Yeah, >> that's awesome. Congrats. >> Yeah. Yeah, but his has gone down. >> See, Carlos plays softball. >> Mine was not baseball. >> Dr. Little, so I started off by asking if this was going to overwhelm the students. But I um then I started thinking about a presentation that you did back for us along with Dr. Sorenson's stakeholder meetings and I remember what our students wanted and they wanted to be challenged and so I think this is appropriate and and I appreciate um your response to that. So thank you for that for the clarity. >> I had a quick sorry I had a quick question. So going back a
071little bit to the student where I'm focusing more my concern is on the students that are struggling. So do we have are you going to show us obviously in the future right uh things that are in set for those students that are falling behind? I mean, I understand we're ambitious and we're kind of pushing forward. We're going to be very aggressive trying to move forward on the students that are doing good and the teachers that are moving forward, but my concern is the students that are falling behind, that are struggling and don't speak up because they're afraid to even be the person that's behind. Do we have things in place that are going to help them kind of get to the level we need them to? >> Yes, several things. So, first remember that these
072data points and these GPMs and targets are at the whole district level. We talked about how that gets down to the campus, but it also within the classroom gets down to the students. So, I know as a student, here's my goal and my target this year in MAP, and that's one of the beauties of being able to track this over time. So, big picture, that's that's the the context. Um well remember Achoa made me very happy when you said multi-ter supports a minute ago cuz that's something that we're laying a foundation for this year. And again what that does is it says we want every student to reach grade level expectations whether that's academically behaviorally or with attendance. Not every student is going to be there all the time. So what do they need in
073terms of supports and interventions to get there? And so teachers will eventually be at the place where they're setting intervention plans by student by need. So I am able to know here's what Derek needs in math versus here's what uh Selo needs in in reading or in some other area. And then we're able to like monitor and support those along the way to ensure that students are making progress on those plans. That's big bucket number two. Big bucket number three is related to our work with special education. when we shared the audit with you, we know we have significant amount of work uh to do to improve our services and ultimately our outcomes there. And so that'll really be targeting the students who are most at need or most vulnerable uh and the work that
074we're doing within the system to improve that as well. >> Thank you. >> And of I if you don't mind, I will also add that we're also again when I talk about bringing clarity um and my role as a superintendent um in partnership with Dr. little and our our two new deputies. We're also going to get very clear across the system about what happens again in quest time. >> Yeah. >> Right. In our middle schools, we're going to get very clear about what happens in wind time in elementary schools. We're going to get very clear about what happens in OFSTP for our high schools. Um because again, and I said this to our principles, instructional minutes are like money. You know, we don't we don't waste them. And so we've got to be really crystal
075clear that what what happens during that time matters. We also have to be really clear in the classroom about how we do tier 2 supports in the classroom. We don't want to overuse Zern or overuse Lexia. There are sometimes Zern isn't the answer. But what is what is more appropriate is small groupoup instruction. not the child on the device on the platform but actually receiving instruction in a small group from an educator. And so when we talk about NTSS that's knowing the difference of when the child needs the online platform versus these five kids need to come with me. Um and so we also then have looked at our instructional blocks and said here is the time for that and here is where you need to differentiate which kids need to then have Lexia time,
076Zern time, mathia time versus small groupoup instruction that time and I'll look at Dr. Margot because he always says can will teachers be overwhelmed with that? Um, we have actually built that into the instructional block so that that tier 2 time can happen so that some kids will be getting that intervention in the class period and some kids will like on the computer but some kids will also be getting that from their teacher where last year I don't know that we were explicit around some of that needs to come from the educator. I think we overused the platform. Yeah. Thank you. >> All right, we are >> Any further questions? Sorry. >> No, >> Dr. I mean, I see you thinking. >> I was trying to think how to phrase it. H how are we
077relaying this information to the students? How are we incorporating them in us achieving or increasing our percentage? you know, is it per school where the principal is indicating our school, we want to be at, I don't know, a B this year or or an A and are we incorporating the students in that achievement? It's not just that we're testing them and but are we actually communicating with them this is what you scored, this is what we want you to be at within the next six weeks or something to that effect. >> Yeah, love that. I will say that we have not consistently done that well, certainly not in the past year. The superintendent mentioned our instructional framework and our lesson structure, which we'll talk more about as well. Um, but within that instructional framework, there's
078specific calls for that student level reflection and goal setting. So, teacher and student sitting down together talking about here's where you are, here's your goal for the next six weeks or nine weeks or semester or whatever that may be within MAP. here's where you're starting at beginning of year. Let's set a goal for where you need to be at middle and end of year. And so we're going to support our campuses to do much more of those student level reflection and goal setting conversations this year as a key part of our instructional framework. I just noticed that um with my students or my students, my children's teachers that it it was successful and in those classrooms and just want to make sure that we're incorporating that across the district. >> Oh, that's exactly right. The
079research behind that is super strong and it's creating more like agency and ownership of the student in their journey and that's really powerful. We just got to do a better job to the soup's point like consistency, clarity, expectations. We got to do a better job setting up the structures to help people with that and reinforcing it along the way. >> And I would just add, board member OA, I don't know if you saw, but um Deputy Chief um Candelario literally just lit up when you said that because student, family, and community engagement is under her. And so when you said that, her face lit up because she's already got plans in place around how to make sure that we're engaging students and families in this work in a really deep way. Um, so I you
080didn't get to see it, but when you asked the question, like legitimately her face like lit up. >> Yeah, especially since we're changing the curriculum, it it's a huge transformation. So just want to make sure that we are as a team because we are a team that everyone's involved. >> Yeah, really appreciate that. >> There was another question on this thing. >> No, I I didn't have a question. I just have a comment that um I'm I'm sitting and listening and I am so appreciative that we have an admin one that's putting in a lot of work to do all of this, but two um to acknowledge that um we're a reflective organization, right? So, we're learning from all the things that didn't work and learning to apply that to to make us grow um
081as we kind of continue this journey. But the fact that we're willing to have these open and honest conversations in front of the community and in front of ourselves um I think is a testament to what we can achieve together. So, I'm just very very grateful um that we get to all have this opportunity here. So, just had to make that comment. >> I agree with you uh Secretary Pñena. Um, I think the first year that we were here, it we use the word transparency a lot and it's continues to be part of our of our mission here. So, being able to reflect on areas that we have challenges and being able to work through those challenges, we're very grateful to all of you. So, thank you for that. >> Thank you. And thank you,
082Dr. Sorenson, for setting that up for all of us to do. >> You may proceed. >> Yeah. All right. So, we're going to transition to our last one here, which is goal four. Remember, this is all in the high school space, college, career, military readiness. We just shared this slide with you on Wednesday, but just a quick reminder as we go through these GPMS, um, we're trying to touch on multiple things here. We're trying to make sure we have a really strong college ready focus and that students who are pursuing that path have what they need to be successful in that path. At the same time, we're doing the same thing on the career ready side and making sure that students don't have to choose between the two necessarily that they're ready at the end
083of graduation to pursue either one of those. And we know that there's a lot of ways that that we can get there and that's part of what our GPMs are looking at. So the first one uh goal or sorry GPM 4.1A looking at our TSIA uh exam results. We're not proposing any change here. Uh so this GPM we had prior data when we set this in the fall. We think we um actually set these targets appropriately. So the going from 28 to 34 still uh makes sense and and seems right here. So we would not propose to adjust this one uh at all uh for the next um time period. The other three though are all going to have adjustments that we look at. And this next Oh, sorry. Was there a question? Be ready.
084We got Dr. Carlos Marggo back. So, this is the one that you were you were like, >> we're gonna dig into it today. >> Before we look at 4.2, >> I was like, Carlos is gonna >> uh 4.2 is associate degrees. We got to do a little bit of context setting here and like bear with me because this is at first going to seem like are you kidding me Dr. Little? But there is some rationale behind this. All right. So some reminders, we all lived it, but it's helpful to step back and sort of think about what went on in the last 6 months. We consolidated early college high school. So we went from Thelma Selenus, La Hoya Early College, Jimmy Carter HSP down to Jimmy Carter. We have our PEK programs that have started
085at Wades in Palm View. We do not have one yet at La Hoya, but this school year is a planning year for us to start building that PEK program at at La Hoya. So either through the early college or the PEK, those are the pathways that students have access to earn their associate degree uh program associate degree, sorry. Um, with those changes in mind in the fact that La Hoya will not graduate a class in this time period from their PEK program, we wanted to take a step back and just make sure we all sort of understand how population is going to change over that time period because it's going to make this GPM look a little weird and we don't want to not be aggressive in what we're setting. We also have to do
086the like our part of smart and be realistic based on where we actually are in the data. So this slide is showing you a couple of things. Um the red is Jimmy Carter, the blue is Wes Lincoln, and the gray is Palm View. And you see the red here is our largest portion because that's where most of our associate degree students come from. It's showing you the maximum number of students that can earn the associate degree in any given year. And this max is based on the population enrolled in the program that has the ability to finish. regardless of whether I have six credits or 58 credits right now. All right? So, it's just based on their graduating year. So, the 25 26, those are our coming seniors in a few weeks and they're the
087ones that, you know, next year you'll be on the stage shaking hands with finishing the program. Jimmy Carter, because we combined all the schools, they have 288 students that'll be seniors in a couple weeks that can actually finish their associate degree this year. The following year, that junior class is a little bigger. It goes up to 326. And then that sophomore class is even a little larger at 339. But remember, the number of 9th graders we accepted for this school year. That was 225. And that was the target we want to set as the cohort size moving forward. So ultimately, the school has a max cap of 225 per grade level. That's why in 2829 that number drops to 225 because that's the most freshman we are letting walk in the building on August 11th
088uh in in a week or so. But because we promised every current student across those four schools the ability to continue, we have larger numbers over the next three years. So as we think about associate degree attainment rate and the percentage that we set, our percentage four years from now is going to be hampered um compared to what it is in the next three years given the population counts. So that's big piece number one. That's the largest driving factor behind what we'll ultimately see. The other two parts here with Wades and Palm View, as we just shared the data on Wednesday, I told you they don't have graduating cohorts yet. those will start to come online uh in these next few years and they will like grow over time as well, but we're talking about
08920 or 30 students, not 300. And so their ability to impact the overall percentage is obviously smaller in the near term. I want to pause there and make sure we're okay with that context first because we're going to dig into it a little deeper over the next two slides. >> Any questions? >> So, we're going to uh our goal is going to be adjusted. I mean, you said we're in a drop. It's we're not going to reach the goal pretty much. >> It's going to go up and then it's going to go down because we want to keep pushing it up as we have more students able to earn the degree. Again, that's the aggressive part of it. U but we can't set a target that we don't even have the students to meet in
090the future years. So, it's a little bit of a hump like a camelshaped hump in the graph that you'll see in a second. >> Dr. Little, is there is there no data for La Hoya High School? Like they don't have any dual enrollment where they graduate with >> La Hoya High School. Yes. So, La Hoya High School offers dual enrollment courses. They do not offer a full degree program. Um, they will eventually with the PEK program that we're building out. That's what uh Wades has with criminal justice. Palm View has with precision manufacturing. La Hoya will have for health science and welding. So, you'll be able to ultimately graduate with an associate degree either in health science or welding from La Hoya High School 5 years from now. But that isn't available today. students in
091the past who have not been an early college student that graduated with an associate from La Hoya have done a special academy program with STC, but that was literally like one or two students in any given year. Now, we've concentrated all of those efforts into Jimmy Carter with the full early college high school program. >> Thank you, Dr. Little. >> Thank you. All right, so a bit of a different look here. Um, so we can see the total number of seniors in each year. So the blue, gray, and red bars on the left, all these add up to 100% of what we think the graduating class will be. The blue is the biggest part. Those are students who aren't pursuing an associate or PEK pathway. Um, the gray are those that are in an early
092college or PEK pathway. And the red would be what our targets look like. So you see again that sort of going up. We're talking about ten of a percentage here, but this is out of the entire set of graduates. So again, when I say you shook, you know, 1,800 plus hands on the stage, we're talking about out of all 1,800 students, how many finished with their associate? So this is the population of the whole on the right though and this goes back to you know every campus has a set target and and we really made a promise um like as an organization I also feel like I made a personal promise to the community as like standing up in these these um sessions and saying this students who start Jimmy Carter should finish Jimmy Carter
093with an associate degree that's been our commitment as part of this effort um so we are going to work towards 100% of those students being able to earn and complete their associate degrees over time. That will also take time. You see in 2324 we had 56% of Jimmy Carter graduates completing the associate. Last year that was 63%. Over the period of this GPM, we're going to push that higher than 3/4 uh of the students. Knowing that we have this still mix of populations coming through the program. The other reason that mix is important is remember HSP students actually weren't most of them on associate degree paths. they were taking AP courses and so those cohorts sort of have to work their way through the system as well. So unfortunately this is like a super complex
094ecosystem over the next three years as we get to stability with what our early college and PEK programs look like. And then here's what that means specifically uh in the Jimmy Carter context again with the number of graduates in any given year where we're pushing to go from that 56% two years ago to 76% by 2829 of Jimmy Carter graduates completing their associate degree and the totals are the max number of students graduating in any given year. >> Dr. Little, let me see if I understand this correctly. So, um, if I if I'm a parent and, um, my student does not get into Jimmy Carter, we know it's a lottery system, um, and I want my student to get an associates degree. We know that they have the ability to get that at the high
095schools, but it is um, a reduced chance of them getting an associates degree. Is is that a fair assessment? >> Yeah, I think we want any student who wants to be able to pursue one of these pathways to have a chance to do it. where they do that. There are implications there if I want to go to early college or I want to stay at my comprehensive high school. The other thing we've talked to you all about and we're going to spend more time um this school year doing this and this is where like the associate and CTE sort of pathways come together is to make sure our PEK programs are the right pathways at each school. So criminal justice has been what's offered at Wadez Lincoln. We've had early conversations to say, is that
096actually the right program for that school or does that need to adjust? So, as we make those changes, one that responds to what students are telling us they're asking for, but it also ensures that there are viable options at each comprehensive high school for students to participate in and earn the degree at the same time. In PEK, they're earning industry based credentials along the way as well. >> Got it. Thank you, >> Dr. Little. Um, for Jimmy Carter, since their school is tailored towards leaving with an associates degree, what has been the limiting factor and and in the percentage of kids actually completing that associates degree? >> Sort of. And this is the interesting thing that we heard a lot about in our focus groups is Jimmy Carter is not an academic admissions school. You
097do not have to have a certain GPA or test scores or anything like that to get in. In fact, that's the design of early colleges across the state. It's open to anybody. So, the lottery is blind to your prior academic achievement or potential. So, any student, regardless of whether they're a special education student or emerging bilingual student or one of our highest achieving students in the district, they all have access to Jimmy Carter. So, it's then on us with the Jimmy Carter team, back to board member Gomez's point earlier, to make sure we're supporting every one of those students for success. So this isn't like a skimming off the top and you get to go to Jimmy Carter and therefore we have a better chance of these results. No, this is an open opportunity for
098the community and once you get there, we got to do everything we can for you to help you be successful. >> Thank you. >> Any other questions? >> Do you have a um Okay, I can ask after this slide. >> Do you want to go ahead Dr. Go for it? Well, I I do want to ask and then I know the answer is probably yes, but I'm going to ask anyway. But I I >> sorry. >> Uh I do want to know uh just to be sure that every single high school student at La Hoya uh ISD is being thoroughly and properly advised as to what all the options are with availability. You mentioned TAC, CP, AP, >> onramps, dual credit, etc. and and sometimes I fear students getting an associate degree just for the
099sake of getting an associate degree. For example, if there's an a freshman interested in in veterary medicine, I mean, there's no dual credit program that that I'm aware of in vet medicine uh to get an associate degree and he or she starts getting into an associate degree program in business administration, criminal justice, something just to get a degree. I think it's more beneficial for that student to take biomedical science or more um uh academic courses related to what their pathway and of interest actually is. But the only way for you all to know or we to know what he or she really wants is to make sure that they're being advised properly. And I guess my question again is is every single student being properly advised as such. >> Yeah, Dr. Margot, as we've shared
100throughout last school year, that answer has not always been yes. And we learned that even as we did more focus groups and conversations with parents and students in the spring, both through the early college conversation and through strategic planning conversations. So we knew coming into this school year that we got to do some dramatic things different and better with our school counselors around advising and student supports. So a few things that are happening when we introduced Miss Flores in her new role the other night as college and career. That role now combines counseling, CTE and advanced academics which includes associate degree pathways all under one leader. So those you know department heads are working much more closely together. uh Deputy Chief Kandelario ultimately oversees all of that and will work to ensure that you know
101those teams are functioning with schools in a cohesive way so that counselors are able to sit down not just in high school but in middle school with a family a seventh or eighth grader and say here are the options you have available once you're thinking about applying to Jimmy Carter to a PEK program do you know what that means and do you know what that commitment looks like but also what you're going to get out of it at the end that not been the case across the board in La Hoya ISD, but that is our commitment to fix um starting this school year with our our counselors in particular. And I want to add to that um talking about the counselors and when they talk to the students um I'm not really sure how the
102you know kids graduating in December or but you know family hardships, kids that maybe need to graduate and getting an associates isn't what they need right now at the moment when they're 18 years old or you know we've we've heard a lot of hardship um stories. Uh so that came to my mind how he said how we're pushing a lot for associates APS. Yes, we want the best for our students, but then the we with a counseling maybe seeing if some students uh could graduate by December instead of all the way to May and they're taking I don't know computer sciences or stuff that they don't it's not going to benefit them at the end. >> Yeah. And I think that's where family by family sort of student by student conversation and awareness comes in.
103We've already started to superintendent and I in fact have started to have these conversations directly with counselors that counselors really have to know their students. Not just know their name, know their grade, they got to know their circumstances and their pathways and their needs. Uh and then with our new college career military readiness coaches as well, that then team comes together to be able to better case manage where each student is on their journey. >> Dr. Thornson >> and this is where um we have a broad definition of MTSS >> because this is where interventions take place. This is datadriven interventions. You're going by kid by kid. What do they need? How do we make sure that they are a completer? Right? Whe if they're in a in a pathway, right? looking at their transcript,
104at their scores, involving their family, having those conversations with the parents, looking at their attendance, looking at their grades, like looking at each child comprehensively to make sure that they're either getting the degree, getting the IBC, finishing the pathway, but that requires tiers of support. And to Dr. Little's point, each person intervening strategically, intentionally with children, and that is the kind of advisement that our kids not only need but deserve. And so I heard that more times than I wanted to to be very honest with you during strategic planning. Um, and so that is something that we are very excited to address headon. Um, we have three new comprehensive principles that are aware that that is a priority to me and to Dr. Little. Um, and so that is an area that we will be
105working on very intentionally this year. >> And I would uh let me just add real quick, I would leverage the resources of uh institutions of higher ed in the area. They do have staff available to come and help and assist. So it's not all on the ISD informing them of these actually uh actual college uh uh programs. So I would definitely recommend leveraging resources of the higher ed institutions in the area who can help assist. >> Thank you. We will trust me. >> These are all really good questions and you knew we were going to have feedback with this particular topic. Um, so I I have, you know, now that I'm in the private sector, just this week, it it was interesting of some of the folks that we met with uh in industry, which
106prior back, House Bill 5 required us to listen to those in the private sector. It was interesting, Dr. Little, maybe you can answer this for me so that I can have a better informed response when people ask me this, but in 8th grade, we understand that students now pick an endorsement path, right? Can they change that later on? I mean, I I can they change that? >> Like, can they say I I thought I wanted to go into healthcare, but I did a tour and I don't like blood and now I want to go into >> No, absolutely. So, a a big focus with eighth graders is creating that sort of graduation plan for high school that gets handed off uh to the high school. Uh but to Dr. Margot's point, like it doesn't stop
107there. And this is really part of your question as well. I start taking ninth grade courses and most of the time all ninth graders are taking the same classes in high school with a few little adjustments. Even if I get into 10th grade, I start taking sort of pathway specific courses. And I decide this isn't right for me. We've got to do two things. We've got to make sure students know when they start a pathway what that really requires. How many courses, how many field experiences, assessments, exam, certifications, whatever that may mean goes into it. and what their off-ramps are if and when they exist, but what they're going to do when they offramp to something else. Uh what we've seen, and unfortunately the next slide sort of covers this up, but what we've seen
108historically in La Hoya is a lot of dabbling. And so I take one course here, one course here, one course here, and I never finish anything. And then I graduate and I'm like, wait, I don't have anything to take with me into the workforce. What happened? I thought I was doing this. That goes back to the advising piece as well. And so we definitely have to get better at those information sharing points along that pathway. >> Yeah, I'm really excited to see this. >> I really am. >> Great. >> On that topic, Dr. Little of information sharing. Do we have a one-stop shop perhaps? Is it on our website where all the curriculums or programs are attainable and so we can educate the community? This is what we offer. Yes and no. So on the
109main district website, there's some information on the campus's website themselves. This is actually a state requirement as part of the PEK and early college programs is they have to have a much more thorough um sort of walkthrough of what the campus offers, the blueprints they follow, like on and on and on. That stuff is there. However, we got to help families know that it's there and know how to access it. So from family and community engagement to the work our counselors are doing to the work our partners are doing all of that takes more like focused communication campaign so people are more aware of how to get information and how to get questions and support. >> So short answer is no not yet >> no not yet. Um, we have work to do to also
110get really clear, again this goes to clarity, which again falls directly on the superintendent. Um, what we expect our high schools to have posted. What we expect our central office to have posted, how we then will communicate that with families then is then on those departments that do that work. um as we then and again you'll see this as we roll out the strategic plan. This year is the first year that we're going to start the CTE kind of restructuring and overhaul and examination and all of that work. And so as we actually start to lean into that space, right, we're going to have to communicate that with families. And so to your point, we don't yet have the one-stop shop, but what we should have now and don't yet >> is the information of
111what currently exists like big bold in a space where people can actually grab it, gravitate to it both at our high schools and at central office. And how do we let people know to Dr. Little's point where it is so that it is easily accessible for our families? We haven't done that well enough yet. >> Like at the university level, these are our academic programs. >> Yeah, we haven't done that well enough yet. Which is why even just the other day, um, you know, I I was I was pushing the team to push out even just our registrations per campus for SEC for our dual enrollment, right? Because it was it was being pushed out by one campus and not all of them. And it wasn't being pushed out from a central office location. I
112just happen to see it because I was a scroller. So, if I'm a parent and I'm not a scroller and it wasn't on our website or it wasn't on our f Facebook page and all campuses weren't pushing it out, but only one was, >> we're not doing all that we should. And so, again, I happened to notice it and so we then did a better job in terms of like fronting frontloading that, right? >> So, we have work to do. >> Absolutely. I see Deputy Chief Gandelario has work to do. So, >> welcome to La Hoya. >> Thank you, Dr. L. Proceed. >> All right. So, we're going to move from associate degrees to industrybased credentials. Remember when we set this the first time, we already set it at the highest level of expectation and
113rigor here at the completer status. Um, we did see really, really strong growth here from last year to our most recent data in 2425. There's a couple of context pieces on why these data points are as they are and we're expecting a board member or two to like have some questions about this for sure. Um, on the surface, this may not look as exciting as it should be. Like we're going from 67 to to 72 here. There's a few context pieces to to lay out. to the dabbling thing that I just said that's real. Like we've got seniors, juniors walking into school in a few weeks who haven't consistently been kept in a pathway and our ability to fix that for them is limited. We're going to do everything we can help them finish that,
114use all of our available tools and resources, but they can't obviously go back to 9th grade and start over. Um, the other factor here is what the superintendent just said with our our real focus this year on understanding our CTE pathways and pipelines and how we work to bring those to where they need to be. Uh, we have pathways that the state is indicating to districts that should be done away with. Like they just aren't high yield anymore. They don't lead to living wage jobs. They're not high demand in the workforce. But we've got students doing them and then they can't go anywhere. We also don't have some pathways that we probably need given local workforce um needs and and the market study in the area. That churn is going to happen in the midst
115of this journey. And so that's going to reshape what we offer, what students have the chance to participate in and our ability to complete some of our existing pathways if we end up sunsetting uh those programs. So, with all of that context set, that's why we're proposing um these numbers. It is never and and I trust that the board believes this about our team. It is never an indication that we're just going to settle, but it is the reality of the transition that we're going to go through in the next couple of years on this particular topic setting us up for much longer and stronger term success in the future. >> I did um have Dr. for Margot and mind um sound and body. As we created this slide, I want you to know I
116I asked questions as if I could really put your brain in my head. And um one of the things I I I promised that I would say out loud to the board is that if and when we go through the CTE redesign process and if there are spaces where we sunset a program or two and it has an impact on our data, meaning where students may not have an opportunity to complete because it is a program that we will phase out or that we will sunset immediately just because there is not enrollment or there is not demand. um that will then impact our data. We will come to you, we will let you know and then this is possibly then um of course with um Diana's permission um we will set new GPMs for um
117knowing that GPMs can be reset um if the if the data will be impacted by decisions that you permit us to make as administrators um for the district. >> And I'm glad Dr. Sorenson because industry and we all know this is is evolving rapidly integration of technology AI systems and u being integrated in all types of industry and industry subsectors and um this needs to be a fluid um I guess initiative throughout and this is very encouraging to see and I know we talked about associate degrees and and dual credit but a lot of times industry based certifications are and I'll say sometimes are more valuable than an associate degree hopefully South Texas College is not listening right now But uh it is what it is and and these are different distinct populations. I mean
118some people prefer dual credit and based on their uh their career choices. But in this slide right here I I think is very encouraging. >> I know Mr. Alvarez and I have had a lot of conversations about these and and I know the list continues to change right the IVC uh list of IVC's. So that's encouraging to hear your initiatives and your redesign Dr. Sorenson based on actual reality in the in the job market. Yeah. And I'm also hopeful, right, um kind of considering that we are going to have some um industry certifications that are going to be sunset um that we're going to get more, right? Absolutely. That that you know will >> will reflect, right, what the what the future environment um workforce need is, right? So um this is very very uh
119promising data. >> Thank you. >> Dr. Little, I had a question. Um, when it comes to these certifications, I know we we saw the number jumped up to 67%. But is that having to do with those certifications you mentioned that just was that added on there the data like let's say word or any any certifications that are not useful for the student after they graduate? So, would that be a change after we make those changes? Will that drop that number? um we're forcing ourselves to not let it drop here in the targets. Uh so that's that's our challenge certainly to accept, but it it could be a downward pressure. So yes, this includes some of those pathways that will likely end up getting sunseted or phased out as we engage the community and start sharing
120more of the workforce demand data um because they're not that useful actually to take into the job market. And we can also share with the board and the public um what was just released to us of what was um just sunsetted from the state um based upon you know the workforce commission and the partnership with TEA um because they are sister agencies and they work together um recommendations on what programs to your point Word was one of them um around which programs should no longer um be certificate um possible Yeah, >> Thank you, Dr. Little. We appreciate. >> All right, our last one is 4.3 freshman on track. Uh, again, we showed that we had really strong improvement overall here. What we are doing in this GPM is resetting the 2829 target and the pathway
121to get there. Uh, so we were going to go to 73% but we've already exceeded that. So, we're trying to push that to 86%. Now this is based on the research from the University of Chicago that has really led the understanding of freshmen on track work. Um so that's where the 86 derived from is you know in that research where can can districts and campuses get in this sort of time period to be really aggressive. Uh so that's how we set this target and that's it for the GPMS other than us showing you another example of here's what that can look like by campus. So for freshman on track, for example, if we take Palm View, they were our lowest freshman on track rate last year at 60%. Next year, we would actually expect them
122to make a 10 percentage point jump here to 70. That's obviously still lower than the other places, but that's us working with them to close those gaps over time. Any questions on that before we talk about statusing? So, do we have any questions for Dr. Little? So, Dr. Little, can I ask you how long's revisiting stat the um this next section will be? >> How long? >> Okay. Cuz following this portion, we'll ask uh for like 15 minute break just just to let you know. >> So, thank you. >> No, you're welcome. Thank you. Okay, so this will be super quick. Just a reminder, when we set up our structure this year, uh we had an incredibly rigorous way to to status where we needed the district to meet the target. Our student groups that
123we focused on, which remember were the all students, high focus, and Hispanics uh student group and every campus to meet the target. That's what we needed to be green and on track. And then it varied from there to to slightly off track or or off track. As a reminder, all of these GPMs and goals are district level GPMs and goals. So, it's whether La Hoya ISD as a whole uh gets there. So, what we have are several options to consider for how we could adjust this moving into the 2526 school year. Uh one option is to continue doing what we're doing, which is to continue to base it on all three things, the district, the student groups, and the campus. Another option is to just look at the district and student groups. Um that's specifically
124what Lonear governance requires us to report. They do not require us to status in any particular way, but we have to report at the district level and we got to report the the student groups that um are large enough populations for us. Our recommendation is actually to align with the the spirit of the goal in the GPM itself at the district level, which is to status based on the district attaining or not attaining uh that target. Our commitment though to you and the community is we're going to continue to share all the data as we've been doing. So we'll share the student level uh student group data. We'll continue to share the campus level data. So that transparency will not change. It's just literally what's determining the green, yellow, orange uh here in the statuses.
125And in terms of what that could look like with whichever option you prefer to go with from what we just laid out for our like interim updates, so beginning of year, middle of year, everything before it gets final. If we're within two percentage points of the target, so if we say by the end of the year we're going to get to 40. If we're at 38 or 39 at those interim targets, we would say that's on track because we still have time to make the little adjustments we need to make to end up at that level. If we're 3 to five points away, we would indicate that is slightly off track. So if we're 35, 36, 37 in that example, we would be yellow because that's more work we have to do to get there,
126but we still have the ability to do that most likely. And then anything six or more we would be labeling as off track um because most likely we would not be able to make the systemic changes needed to get all the way to green um by the end of that year. So that's how we would categorize the interim updates. For final updates, we would have to meet or exceed the target. If we said we had to get to 40, we got to be at 40 or higher uh to be green. If we're within three points of that, it would be yellow. And if we're more than four or more, that would be red. So, this is just a a structured way to keep us all on the same page with how the status has come
127about. Uh, if the board uh accepts those or has adjustments to them. That's it for that section. President Alvarez. >> Members of the board, do we have any questions before we proceed? >> Dr. Little, um, I do appreciate you reaffirming that uh, transparency is going to is going to be key here, right? because I think the last thing that we want is um a lot more leniency on the accountability, right? Because we want to make sure that we're we're holding ourselves accountable and um across the board. So, as long as um this continues, right, the transparency, so we still know what's happening where um you know, and and I'm confident that the that the administration and Dr. Sornson is still going to uh maintain that level of accountability. So, um, I appreciate the just kind
128of like the rewarding, right? So, we fully understand where we're at and where we're still going. >> Yeah. Thank you. >> Any other board members? >> So, Dr. Swson, >> before we proceed to um 5.2, the proposed theory of action. I'm going to ask we take a break. Um, but I do have a question for legal. Do we have to take a motion on this or can we just for recess take a 15-minute recess? motion to 15 minutes. >> Okay. So, do I have a motion to adjurnn for 15 minutes? >> I'll make the motion. >> Okay. Do I have a second? >> I'll second the motion. >> All in favor signify by saying I. >> All oppose. We are taking a 15-minute break. It is 10:13. So, we'll be back in 15 minutes. >>
12915 minute break. It is >> 10:29. We'll go next to our presenter Joseph, which is 5.2 to proposed theory of action. >> Do you need to call the meeting back to order? >> Yes, I'm calling the meeting back to order. It's 10:29 a.m. >> Okay. >> Thank you, Dr. Marggo. >> Board President, if you don't mind, can I interject before Mr. Nella gets started? >> Yes, please. >> Um, I would like to acknowledge um our conservator. Um, but today, not only is she acting as our conservator, but this is our board workshop. And so, Dr. Perrera has been working with us not only as conservator but LSG coach but today um she is also working with us to provide today's workshop an opportunity for us to work together and to workshop these ideas so that
130we actually then do put these into LSG um and then like for example Dr. a little just to that presentation for us to talk through because that will actually have to show up in a board meeting and you guys will have to either vote on it or not. Um so Dr. Burough, is there anything that you wanted to say? >> Um no, just that this work is with Lonear Governance. Um we don't want districts to do LSG. We want them to be LSG Lonear Governance uh districts. And what that means is that the district themselves do the work. I could get up and do all of this presenting, but the knowledge needs to be filled within the team and they have a wealth of knowledge for sure. Um, and so that that's why this workshop
131I'm not standing up there doing all this work. Uh, but this is this is the model that we're using at the agency. Eventually, we want the district to do the work, right? So, uh, they're leading much of this today. We've been working with this, you know, o over the last few months and year, gathering data, right, and talking about, do we need to come back to the table? Um, and so, um, as the official trainer for this workshop, I wanted you to know that I've been working with the superintendent and the team in all in all of these, uh, areas. Thank you, Dr. Swanson. >> Thank you, Dr. Bedo. And before I turn it over to Joseph, um since it is a workshop and I did state that we did have quorum, I failed to
132mention that at 8:36 a.m. this morning that board member Jessica Choa joined us. So I apologize for not stating that earlier for the record. Joseph, you may proceed. >> Thank you, Mr. Board President, members of the board, Dr. Sorenson. Um it's uh my pleasure to be with you this morning um and talk to you about um and ga gather your feedback around um our next um um section of the policy AE local which we provoke which we're proposing. Um let me start by let me start by connecting back to um doc to Dr. Little's presentation. Um of course Dr. Dr. Little's presentation um was all about our goal progress measures which tracks progress towards our student outcome goals. Our work with Lonear governance. It's all about improving student outcomes. Um the next two presentations that
133I'm going to give is about the systems that we're going to use um in order to track and monitor um as well as um guide our strategic approach. Um so oftentimes uh I'll take the the first this first a policy AE local um um school districts will have flowery flowery language around their AE local educational philosophy policy. It looks great. It reads great but it's got to be actionable. Um so I I want to share that one. Um over the course of last year um we as a district and as a board um worked um to develop right and approve various segments of policy AE local that I'm going uh that I'm going to walk us through as a reminder. Um and then secondly, as we as we thought about our our theory of action,
134um we wrote it in a way that to ensure that what we were doing was actionable and it shows up in the page that we can always point back to it. Um so with that said, um one piece of housekeeping I'll share that uh included in your packets for this morning um is a copy of the full policy. Um and on page we'll we'll focus our time like on our conversation on uh p on pages four of five but the whole policy is included. Um so as I said we we uh a lot of our year one lonear governance work and systems of great school works um last year um led us to the current version of policy ae local which was last approved on in on June 2nd 2025. What is our um educ
135what is AE local? It communicates the educational philosophy of the district. It outlines our beliefs and our goals for educations. It focuses on providing highquality education and supporting student achievement and preparing our students for success in line with our vision of educational excellence, the right of every student. Again, revisions are a part of our continuous improvement work as a district um with Lonear government governance in the system of great schools. Um and as a reminder, students outcomes don't change until adult behav behaviors change. School systems exist to improve student outcomes. Those ideas are embedded and undergur everything about our theory of action. Um, so our vision for La Hoya ISD, educational excellence, the right, excuse me, the right of every student. Our mission statement approved in October uh 23rd of 2024 um and codified um
136into policy um later on June 2nd, 2025. La Hoya ISD empowers students to become critical thinkers, visionary leaders, and active contributors in their community, fostering a pathway to success for limitless opportunities in a global civic and economic landscape. Ex educational excellence is the responsibility of all members of La Hoya ISD community where we embody the belief system both in voice and action that results in students who are prepared to realize their fullest potential. So again, just as a reminder, not just words on a page. Um these are these are guiding principles. Um they anchor all everything we do from the decisions that we make to the leadership actions we take every day. These are our student outcome goals. Okay. We operate on the superintendent operates under constraints. Three constraints in particular shall not allow conditions
137that decrease student achievement. So we maintain high levels of student achievement. Constraint two, we ensure shall not allow conditions that harm students with disabilities. So we're ensuring that um our students um with disabilities receive the highest level of support and care um and and opportunity. And constraint three, the superintendent shall not allow conditions that purposely compromise transparency and trust with the community. Along with that um the board has constraints. First constraint is around the percentage of time um that we spend in board meetings on student outcomes. We measure that um on a quarterly basis and 50% of the time that we spend in board meetings um um should be um on student outcomes. Our second constraint is about communication um and board in alignment with board actions and constraint three um is about the operational
138advice or instructions to district personnel and leadership. We also have our northstar goal which is a part of our systems of great schoolwork right um and our northstar goal is the percentage of students who attend AM campuses districtwide will increase 6% by the by the end of school year 2829. So A through J represent all the sections of AE local that are currently codified. Um where we're going to spend time today in conversation um and which I'll present to you is around um section K which we are proposing um for inclusion moving forward. So what is a theory of action? Um a theory of action connects our intentions to our expected outcomes. It's a governance tool that helps us align policy, practice and results. So, it includes inputs and actions. In other words, what we
139are committing to to doing. It has assumptions. So, it why we believe in in in the in the actions of the work. It includes short-term outcomes. So, in other words, the immediate changes that what are the immediate changes that we expect and includes long-term outcomes. In other words, the broader impact on student achievement. Um, from there um we write the statement in an if then uh in an if then form to clarify our logic. It helps us ensure transparency and accountability in the strategic um strategic actions that we take. So um on the slide there are two slides that unpack the theory of action. All right. The first unpacks our if then and then the second that this ne the ne the following slide will unpack the roles of the district um and relative to
140the campus. Um so I will uh we'll walk through um our if then here our logic um and um and then after that go into the rules. So our theory of action we heard earlier um Dr. Sorenson mentioned managed instruction. So our theory of action will be managed instruction with performance autonomy. Right? Um and so each time you say if here like these are the those are the those are the actions and then when we have the then statement that is our intended outcome. So if every school begins with a managed foundation, adhering to the district's instructional core, budgeting, operational requirements grounded in research, evidence-based practices, professional training, and compliance, and if the district sets annual performance expectations for each school using a high a whole, excuse me, a whole child approach and conducts an
141annual school planning process to ste to tier school performance and guide strategic needs-based decisions. And if the if the district provides differentiated support based on school performance, including targeted interventions for lower performing schools, such as strategic academic interventions for CAM for campuses rated D or F for two consecutive years in alignment with superintendence constraint progress measure 1.1. And if schools are granted flexibility and empowerment to earn autonomy from the managed foundation based on performance allowing for innovation and alternative models that accelerate student achievement while ensuring the improved autonomies prevail unless it conflicts with local, state or federal law. Then the district will create a responsive, performance-driven system that balances coherence and innovation, enabling all schools to improve student outcomes while operating within the board's defined constraints. Um, so again, the ifs are the are the
142actions. We're saying there's a managed foundation. In other words, all all campuses will operate within the managed foundation. That could include that but would include could include things like um the curriculum materials that are used our H high quality instructional materials, the professional development they receive um that they use zerobased budgeting processes um that um they they maintain certain um scheduling requirements like those are examples of the managed foundations that all campuses would have to um abide by. And then to operate outside of that would be an earned autonomy, right? So through the performance through performance, right? Then then campuses earn the ability to operate outside of those grounds on whatever whether that be curriculum materials, whether that be a scheduling um innovation. Um, but it allows an opportunity for our to to for us
143not just to have a one-sizefits-all solution. Dr. Sorenson, I'm reading if you wanted to. >> Um, and so I think just to build on that, all of the also ifs right that um, Mr. Nella is talking about um for us it starts with us again and I I will take an I statement as the superintendent it's incredibly important again that I talked about before it is about clarity consistency coherence across the system right now as we implement change right as we bring in say for example I'll just go with evidence-based practices and literacy. In order for all of our prek to2 teachers to be able to do that knowing the need what the data is telling us, we have to have a consistent approach across the district to teaching our children how to read. And
144so that's an example from a superintendent's perspective in terms of so what are the materials that we're using? What's the instructional framework that we're using? What's the professional development that we're using? What are the campus supports that are required? What do principles have to know and be able to do? So, those are things as as a superintendent I say this is where we have to get clarity. And then our departments then continue to roll those things out and provide those supports. And it is our job then to make sure that that managed foundation is clear. it is consistent, it is coherent and that it is communicated right and that last part that it is communicated and I'm looking at you because you always ask the question who is it communicated to it's communicated to everybody
145to all stakeholders so that all of our stakeholders understand when we say manage foundation what that means and what does that mean for families and what does that mean for educators and what does does that mean for students and what does that mean for our principles so on and so forth and so when we get clear as a system right going back to system of great schools how do we make sure that there is a quality seat for every student in every campus across our district so I just wanted to hit that point home >> thank you Dr. Okay. So before we move on um to the um to the next slide where we'll talk about the roles district to campus um I'll take any questions or feedback from board members. I do I I
146do have a question. Just kind of curious um how common is uh a theory of action or could be kind of referred to something differently um in other school districts um kind of put in in policy. Is it is it common? Is it not? >> It is it is a common policy element as a part of AE local and it's it's a requirement um under Lonear governance as well as the systems of great schools. >> Got it. Thank you. Um I will tell you though and maybe Mr. Della is attempting to be more politically correct than I will be. Um if you look at various um a local policies across state and theories of action, some are robust and some are a sense um >> and and and I'll add um we currently do not
147have a theory of action in our in our board policy. >> Yes. And we we did not have one. um and many districts um do not. And so we think it's very important to say out loud that it was important to us to not only bring this to you as a board um but to bring it to the community. Um again in transparency in partnership so that everyone all stakeholders could really know and understand the the approach um that that we hope that the board supports with us as we seek to do really transform you know transformative work for our students um for our educators so that we ensure that all kids graduate college and career and military ready. If I can mention, this is also one of the the sustainable systems that we're implementing
148so that when the next board comes in and the next administrators come in, they don't have to reinvent the wheel. We've already done a lot of the work and we've set the bar high. If another board comes in and says, "Well, scratch all this. I'd like to see what they would replace it with." But these are very high expectations. Um and again this is just another system that we're building and it's um this is what effective school systems do and so it's based around a lot of research. So th this is a very very uh comprehensive and robust theory of action. >> I want to add it's not only uh robust robust but it encompasses a lot of the stuff that we've been talking since the beginning and it's very directed to what we need
149as a district. Um, like you mentioned that flowerly uh extra stuff that fluff that people use uh you know it is robust but it is very specified to what we what we've been talking about pretty much. >> Thank you board member. It's very comprehensive to where we've been discussing wanting to streamline operating procedures and processes across the whole district so that school A operates as school C and so forth and that way it's easier to monitor and make sure that data is consistent. You uh Dr. Sen saying it's clear, it's consistent and it's communicated well. So fantastic. Appreciate it. I just want to say thank you for taking the action to putting this in place. Um that was exactly my question if it was there before and obviously we answered that. So that's it's good
150to know that we're making these changes and that the community gets to see that. Thank you. >> Thank you. >> In a typical theory of action like this, is it the action statements typically limited to three or is that just kind of a specific to your our situation rather? My I'll share my experience um is that they there tend to be three um two maybe four. Um but um but some I'll say some theory of actions don't even have specific actions tied to them. That's the other way. Um not all theories of actions are written in the if then structure. Um but and we as we as a team evaluated like the if then logic like written in that language versus uh other ways that it's unpacked. Um and we just felt it was a
151lot clearer, right? Um and more actionable in the if then logic. If I may, >> we review it all as a team. >> Um, if I may, we review it all as a team and having going through Harvard. I know we keep repeating that, but it really reemphasized how we can translate this kind of work on the dayto-day. So, just to make it practical, Joseph really brought three or four different styles. When we went through the training, one of the things that they asked us to do was a theory of action and they recommended between two to five, no more than that because it will be overwhelming and lack of >> depth. It was more flowers around and fluff. But the other piece is we really when we read it and and analyze it, one
152of the things I wanted to do was the test that they ask us to do is it can be translated for somebody else. And I went through my team and say, "Okay, can this be translated?" Well, yeah, I can because now I can say this is how I'm going to do the requirements and these are the expectations. This is how I'm going to do the support because it's my responsibility and this is how I'm going to make accountability and monitor what we are doing and that is following the theory of action. So I can relate the policy to the dayto-day on business and finance and how we are going to support the campuses. So I want to just to put that example out that this is not going to just drive and be fluffing the
153paper. It's also being able to help us to translate it and drive the work on the dayto-day. >> Yeah, I think that was that was the thing that I think we as a team wrestled with um through our multiple iterations uh my my word to the team kept being like I want it to be what we're really doing. I want it to be what we're really doing. it has to reflect our actual work. Um, and so through our multiple iterations, I'm very happy to hear Ralva, you say that because it has, you know, you see other theories of action and you're like, wait, they've got these board goals and then they've got the constraints here and then they and then they've got this very disconnected theory of action. And I was like, we've got to
154again have coherence to say we've got these board goals and these constraints and this exit criteria. Now, we also will have a strategic plan. How do we get really clear then on our theory of action so that it brings it all together to really represent what we are actually doing? >> Yeah. And and to go back to what Meret is um is stating is that our theory of action is crossf functional. And I think that's that's where um we can really evaluate what the impact is going to be, right? Because it's not just from an educational perspective. We're seeing it from from operations and hopefully we'll see it in leadership and whatnot. So I think that is very impactful. So I appreciate all the work that's gone into this. Also, I was going to say
155that I like the the the part where it says which the school is the key unit of change. So, you're we're putting that responsibility on the school and the leadership to make that change >> to continue to our goals that we have for our students. It's that's the the part that kind of caught my eye. >> Thank you. >> Yes. Yes. Thank you, sir. And you'll see that um it'll um in our vision for leadership excellence um and when Dr. Sorson, we roll out the strategic plan. Um, we'll see how the principal fits into that um into that um that idea as well. So, thank you all for sharing that. I would just add to Miss Pñena um that yeah, it's it's really and and and thank you, Mr. Cresbow, for for make for making
156that point um because the other lens we were putting to this is we have to write it in a way where it has multiple points of entry for all stakeholders, right? Right. And that's that's kind of hard to do. Um, but that includes eliminating edu jar jargon, right? Um, it also in, you know, for our families. Um, and it also includes being able for a coordinator or a specialist, you know, to be able to oper the theory of action. >> Mr. Aella, before you proceed, um, so I know you're going over this section K. Is this an actionable item for an upcoming meeting? >> Yes. Okay. >> Yes, we would. Yes. >> Thank you. >> Okay. So, um, the next section outlines the roles within our theories of actions. Um so the the the district
157role is essentially to set expectations, drive innovation, scale best practices, coach leaders, um and promote um differentiated supports. Um so to meet the district's goals of student growth and achievement, the board believes that it's essential to empower educators at all levels to lead and act under the theory of action in which the school is the key unit of change, encouraging innovation, autonomy, and differentiation. The managed instruction performance autonomy theory of action is centrally focused on student achievement by defining this the district and empowering school communities. The role of the district. The district shall play a leading role in establishing and setting performance expectations, driving research and development, scaling innovation and best practices, coaching and support of school leaders, and ensuring that all respects of our actions and practices promote greater equity among our students. Campus
158empowerment. School leaders working collaboratively with their leadership teams, teachers, parents, and communities shall have ownership of all that happens within their buildings. A sense of efficacy and urgency and a conviction that they are empowered to set the vision, strategies, and priorities for their school within the parameters of the district's constraints. Um so there you should see an alignment between our if then logic and what the roles are between the district and um and the campus as well as our vision for the campus for be to be the the essential unit of change. With that I will take happy to take questions further discussion. >> Members of the board do we have any questions? Okay Mr. Jelly proceed. Okay. >> So, we're going to next section will be 5.3 proposed board monitoring calendar for 2025 2026.
159>> Yes, sir. Thank you. Um, so for housekeeping, I will point to another handout in your in your folders. Um, 11 by17 poster of the um of the proposed board monitoring calendar. So you can see it all at once. The slides break it up into two halves. So our calendar is a critical tool in aligning our governance practices um with our Lonear governance framework and ensuring we stay focused on improving student outcomes. Um this slide outlines the core requirements of the board monitoring calendar. The board monitoring calendar uh must monitor student outcome goals through GPMs at least four times per year. Must evaluate the superintendent annually within 45 days of the of the board's self-evaluation. Must monitor constraints CP constraint progress measures at least once per year. Must conduct a quarterly board self- evaluations. We
160must ensure that 50% or more of our board meeting time quarterly is spent on student outcomes. We must complete all statutory board um board trainings um all statutory board trainings. So these requirements help us ensure governance is both compliant and focused on what matters most, student success. I'll add to this the other layer um that informs our calendar is the availability of data in our internal assessment calendar. Um so much like this year you'll see um you'll see a pattern um to when GPMs are addressed and how they're addressed and a lot of that has to do uh with when um students complete for example their their their MAP assessment and when that when that data becomes available. Um so just to orientate you quickly to the to the monitoring calendar. Um the far left
161column is our regular board meetings. So, just of note, not included on here are our student recognitions, our specially called board meetings. Um, then we have student outcome goals or our TPMS. Like those I want you to notice that there is something for nearly every single meeting. And so, we're thinking about I get up at board meetings and we have our conversation about our tracker, right? So how are we how we how are we accumulating those student outcome minutes um meeting by meeting by meeting. Um and then we have our constraint progress measures. Um so these um relative to our 2425 calendar since we had started that uh it was in the middle it was in the middle of last year we had not yet placed put in constraint progress measures. So those are included
162for the first time. Um you'll see leadership evaluations, right? Board evaluation and superintendent evaluation. You see the superintendent evaluation um coming up at the end of August. Um and then there is a midyear evaluation that's in um at the end of our second meeting in February. Um and then in the far right column are the different trainings um that are available or required um for board members. um today being an example of a team building um workshop um that can that will go towards um some of the hours that schoolboard members are required to attain. Um so talk quickly about some of the patterns you're seeing on going to go back to the student outcome goals. Um so at our next meeting um we will take feedback from today around our goal progress measures um
163and then bring back to you at our next meeting proposal for adoption of new goal progress measures. Um following that um at the board meeting after that we will go over our star results our performance accountability um results for the 2425 school year. Um, and then following that in September, we will look at our and you saw it mentioned in the theory of action. It had been alluded to several times in in Dr. Little's presentation this morning. Um, but we'll look at our annual school plan, which is a tool that that that uh was created out of our systems of great schools work, but it helps us tier schools holistically. So, it's not just it doesn't just account for um star results. It provides a larger picture. and we quartortile our different schools um to
164see growth or or or need for need for supports. Um so we'll show you that systems as well as our plan for strategic interventions in alignment with um um the superintendent's con constraint progress measure um around um underperforming campuses. Following that you'll see we'll have unit assessments, right? So we did not last year we did not show unit assessments. Um so we're being very intentional about our assessment calendar this year and including um unit assessments as a part of that. Um so we're going to show in alignment with GPMs 1.1 to 3.3 and GPMs 2.1 to 2.3 twice per year. So this is like our beginning of the year unit assessment look um in September and then you'll see it again and my eyes are failing me but you'll see it again in January and
165February. So at like a midyear mark. Um following that um you'll see what was part of our pattern, our regular sequence of um reporting out um progress on um GPMs one through three through MAP um as well as Tex KIA and um uh pre our preK circle data. So, we'll have our our beginning of the year data starting um in October and that'll go through that'll go through November. Um and then we'll have um our Lexia and Zern data. We brought that to you this year in the spring. Um we're going to bring that to you twice this coming year um under this calendar. um once in so again November in the December meetings and then um again in again in May in the two meetings over May. So you get to see data points
166twice during the year. Um after that we will have our midyear look at our um our our our uh GP our GPMs 4.1 through 4.3. Um and then we do that one again just like we did this year in July at the end of the year. Um and that aligns with the best times of the year um for those um for the for the particular data that's needed to present. And then you'll notice we have our um in April I'll draw your attention to April 9 and April 23 um where we're going to give you we're going to go back to the annual school plan right and we're going to do midyear projections and we're going to talk more about the strategic interventions happening at at some of our campuses. So we'll bring data at
167that point as well. So you're seeing you're going to see data like at least twice per year um presented to you twice per year in familiar formats. Um and then we have our endofear um map data, our end ofear circle data and texkeia data um in in in our June meetings like we had this year. >> Mr. Nella. >> Yes, ma'am. um for the board and for the community, can you make um more clear what we mean by the strategic intervention schools data? Who do we mean there? >> Yeah. So, what we mean there is our for example our ACE campuses. Um so that is in alignment with the superintendent's constraint around um interventions for underperforming campuses for multiple over multiple years. um our ACE campuses is are are are a direct intervention um that
168we're going to be closely um monitoring throughout this throughout this year. And so also in alignment with the superintendent constraint um where if there are campuses that have been a DRF for more than um two years, we will have to take a um an intervention this year. And so we're going to be bringing that to you in terms of what that intervention will look like or what that support will look like. And so um we will also then be reporting out on those particular campuses um that have been a DR or an F um for last year and then this year. So we will also then be closely monitoring those campuses because they will be receiving an additional intervention beyond the normal quote unquote campus supports um as a result of my constraint. And so
169um we will then be reporting out not only on the ACE campuses but any particular campus that receives an additional intervention. Yeah. >> So that's for September 10th and also the 9th and the 23rd of April, right? >> Yes, that is correct. >> Okay. >> On the constraints, um under the constraint columns, draw your attention to a couple things. Um so on the where is it? Yeah. on September 24th, 2025. You'll notice that it's uh constraint progress measures, students with disabilities conditions, quality IEPs, and MTSS intervention plans. Um so that'll be an update. Um you'll receive a specific update that evening um on our on our progress um towards um sort for example implementing um findings from our special education audit um as well as where we are at with our NTSS system implementation at
170that at that time. That will again occur in the spring and I got to find it here. So that'll occur in the spring on May 20th, 2026. So we can track progress towards that. >> Members of the board, any questions? >> My question real quick, so at the beginning of the year, it's going to be based a lot on information from the previous year, right? Any information? And so towards the end it's going to be discussing what the year how we're doing during the year of this year coming up. >> So yeah. So that's a good good question. I'm happy to clarify there. So are we talking about the student outcomes? >> Yes. Um and so yeah the the the the August 27th meeting is going to be about our performance on STAR 24 for
171the 2425 school year. Um and our accountability um and our accountability from that. Um, also include to that is going to be like what's our response um as a district in terms of like what what we need to do differently um to support campuses. Um but the unit assessment data will be between two and three weeks old. So it'll that will be like data from students this year. >> Our map data is data from students this year. >> Okay. And just to clarify on the college GPM 4.1, we'll go back to the previous year data of last year because it'll be updated. Dr. Little, is that correct? >> Yeah, I'll have Dr. Little if you would if you would address that about how the the data comes in for the >> Yes. So, we'll be
172able to look back to the prior year as that got updated because as students are finishing through sometime in August, we actually get to count it uh for for part of last year. But the other thing we'll be able to look at here is based on the fall semester, like how many students are still on track to complete by the end of the year. >> Thank you. >> Any other questions for Mr. Nel? I don't have a question, but I do have a comment. I I looked over to Dr. Sorenson and I asked Dr. Sorenson, I was like, "This is the first time we have something like this, right?" Because I don't think we've we've had something like this in place. So, um I think this is kind of reiterates our commitment to making sure
173that we're focusing on student outcomes. So, um appreciate just kind of the the layout and the expectation, right? So, we know what we're we're up against. The community knows what's coming, too. Um so, thank you guys for putting this together for us. >> Thank you, Miss P. Thank you. >> And the other piece that I would add, board president, if you'll allow me, please, >> um, is in addition to that, um, you know, just so you're not like, okay, so board meetings will be how long? Um, we also took a step back and so, for example, like Miss Miller, um, is working on, um, year at a glance, right? And so, at what time of year do we need to bring you presentations on staffing? At what time of year do we need to bring
174you presentations about budget? at what time of year would we need to bring you presentations about a technology plan that is going to be rolled out that we're very excited about. Um you'll get to hear a presentation from uh Mr. Masi. We're very excited for him to do a presentation. Um he does talk, I promise. Um and so um we're just really excited for like plotting all of that out as well. Um because there are going to be other topics, right? Um, what you will hear from us in addition is that once we roll out the strategic plan, you're going to want to know from me, how am I tracking and monitoring the things that are also in the strategic plan, promises that we're making to the community that we're going to take action on.
175And so, Mr. Nella is also going to, you know, show how we're tracking and monitoring that. Mirette, Miss Cresbow had an audit last year, right? And so, you guys will want to know, are we making progress on the things from the audit? And so this board monitoring calendar is really ensuring as a part of Lonear governance that we are making student outcomes number one the most important thing that we're talking about. Um and we will also be reporting out on other topics not only um as your role and responsibility as board members but our responsibility to you to keep you informed on other operational and administrative things um and to the community. Thank you, Dr. Sorenson. >> Mr. Nel, anything else? >> No, sir. >> Thank you very much. Great presentation. >> Thank you. >>
176Next item on the agenda is Dr. Bara, proposed board operation procedures 5.4. Good morning board and Dr. Senson. You have before you several documents. Um, I want you to start first with this document, the long one that has the yellow with the district. So, in putting together in starting the process of putting together um our board operating procedures, um there are so many different um examples that are available to see. So, I just pulled all of these different examples of board operating procedures from the districts that you see and I believe there's 11 and there it's a variety of sizes. And then I actually um listed underneath all the areas and sections of the board operating procedures that they have. You'll notice there are some that are very very extensive like Dallas ISD has extensive
177one. Uh Fort Worth and Northeast in San Antonio. Those are all very extensive. Then there's really short ones like um College Station. Midlotheium also has a shorter one. San Antonio ISDs is is doesn't have as many sections as well. So there's a variety of ways that we can do this. So what I did was I took the ones that seemed to be the most common and prevalent and I made those sections. So started a document. Then I took your our board policy at La Hoy ISD and I inserted what we what our policy says that we should do or that we are doing. Right? Most of it is local policy. And if you'll go to your board operating procedures manual that you have in front of you, as you as you leaf through it, you'll
178see a lot of red. So all the red uh places that is your board policy. So basically, I went and cut and pasted what your policy says and I wanted to reference it so you could see where that's coming from. So the these are already things that we should be doing, right? So, I wanted to come with some kind of a draft for you, a framework for us to build on. So, that's what this is. If you have any feedback for this, um I'm I'm open to that. Does anybody have any questions up until this point? >> U just so I'm clear, what we're seeing in red is proposed additions or edits. >> Let's see. Do we have red? No, the red is the board policy. Gotcha. We'll just call it >> up. Yes. I'm
179just referencing it and I put it in red just so you can see all of this is your policy. >> Thank you. >> Um so throughout this document there is guidance from Lonear Governance and I generally would say in accordance with Lonear Governance and again these are ways that we as a district as a Lonear governance district we've all agreed to operate as an effective board. So, wherever I could, I would I put some of that uh information, again, information that you all know that we've received in our training and that we've talked about extensively um since February of 2024. Um so, it's it's broken out into sections. So, we have the first section is and I want you to tell me how you want to name this one. It could be vision and values,
180guiding principles or foundational beliefs. And so that is basically everything that Mr. uh Nella talked about everything in AE local. So we're just telling the community when they if they choose to look at this document, these are our guiding principles, our mission, our vision, our goals, superintendent constraints, board constraints. So all of that is is um in here as well. The section two is around accountability and structure or systems of governance or uh systems for oversight. So that is the largest section and that one begins on page five. So basically the first part is lonear governance. These are the things that that we uh teach in Lonear governance that are the responsibility of the of the board, the ownership of the board, right? Um then we go on to roles and responsibilities of board members
181on page six referencing BBE local board authority. There's referencing be legal. And I do have to add that uh Phillip Fresn also has helped with this document to create this framework for you guys. So he's inserted some of the legal uh policy that should provide guidance as well. Then we talk about transacting business, right? Um individual authority for committee the board who can do that individual access to information. Then on page seven limitations requests for records requests for reports confidentiality referring complaints visits to district facilities roles and responsibilities of officers and then we go into meeting uh procedures. the meeting time and place, when do we meet, the agenda, how it's made up, notice to members. Then there's a section on close meeting, order of business, rules of order, voting, consent agenda, discussions and limitations,
182an executive session. At the executive session there, those are all bullets uh that are basic knowledge or should be right. Basically whenever we are in close session the only topics that can be um that can be discussed there are those that don't violate the open meetings act. So this is these are things that we we are already doing and should be doing right these center us. Then on page 11 we go into the superintendent role. We start with some lonear governance language and then we go directly into board policy BJA legals. Um and then we go through constraints. We have a little section on superintendent evaluation on page 13. And then we anchor everything and pretty much most all the board operating procedures had this portion of the code of ethics. This is in your
183local policy BBF. And so this is exactly what your policy states uh about what your attitude should be. Trustworthiness in stewardship, honor of conduct, integrity of character, commitment to service and student centered focus. Then we have community engagement operating procedures. This is another section from LSG saying that you need to it's part of your responsibility to listen to the community to the vision and values of the board. Um the final item is conflict of interest and again we are referencing BBFA local also BBF local and then CFA at the bottom. Then behind that we have a an appendix just that has everything all of your GPMS that that you have voted on. Um and I think we have constraints and constraint oh constraint pro progress measures in the next section and then appendix three we
184have the board um monitoring calendar. So this is all in one place in the last appendix, appendix 4, this is your current ethics and conflict of interest statement. So that's what's in here right now. And again, this is the framework that we put together. It's 23 pages, but again, this is your local policy and I've sprinkled in some LSG in there that you've already been trained on. So this is nothing new. What I do want you to look at now is a page. It's a onepager questions for consideration. So, as I look through some of them, these are some questions I had. Before we go through them, I do want to reiterate that this board operating procedure manual that we're creating, this is not just for you guys. So, that all this isn't just pertaining
185to you. This is also going to be for the incoming board as we start getting elected members in one or two at a time when we're in the transition phase. Then we want this to guide them as well. And once all of you are gone, they should have a very strong board operating procedures manual. And this we can amend and add to as time goes on. This is in no way ready for any kind of approval anytime soon, but this is a start for us. >> Um so, as an example, the first one addresses um absences at meetings. It's that hasn't been a a problem. We've always had a quorum, which is great. I I have worked with boards that have to cancel meetings because they don't have a quorum. So, that is unacceptable, especially
186for our Lonear Governance District. Um, but we want to make sure that there's a that you know what you're supposed to do if you're running late or if you're going to be absent. Who do you tell? Um, and when should you tell them? Right? So, I'm asking, should we add, you know, some information about that in here? Number two, should we add something that speaks to how board members need to be recognized by the president? Um, not everyone does that and in no way am I saying anyone's being rude, but I do want to go back to we're teaching our community and the board that's coming in the proper way to to hold a meeting, right? And as your board president, Mr. Alvarez is your chairman of the board. So basically, this is his meeting
187and you must ask him to speak. It sounds very formal and it is but again we we want them to see the most highly effective board. So that's something that I'm asking you guys if you want to do. Uh third one asking about to add specifics about expectations for board prep. Again we want the new board to know that this is not just showing up to a meeting. There's a lot of preparation that goes into your learning and reading before you actually come here. So, I I really recommend that we add everything that you guys do um in here as well. Um and then number four, I said I do think we need to remind the board about their role to represent the vision and values of all students and staff and not a particular
188subgroup. I'm asking you what are your thoughts on this? And the reason I say this is because words get in trouble, right? Politically speaking, whenever board members represent a group of people, whether it be a group of the the adults, a group of the community, or a group of the, you know, uh the student body, right? You represent all the vision and values. And so we want to make clear that everyone that comes and sits at this table together at this dis together, you're representing everybody's vision and values. So, we want to make sure that if there's any specific small group, you know, questions that that you know, burning questions that you have to know and you want to ask, that's totally appropriate. You can do that in in in board prep. Again, at this
189meeting, it should be we should be discussing the vision values of all students. Um, number five, should we address board members in social media? There's uh some board operating procedures that do this. And again, in what I what I've seen um in within this community, the the local community, um it might be a good idea to to address that as well. Number six, expectations for hearing complaints from the community. We want to be clear about what the expectation is, what Dr. Sorenson expects in terms of when someone stops you at HB or somewhere. We want to be consistent with how we all respond. Um, so I think some specificity here would be very helpful. Professional development, what's our expectations? Some districts announce board PD hours before each board self-evaluation. So that would be four times
190a year. So this is a way to monitor um the minimum expectations, who's met them and who has not. Again, this is an I got you. there's no, you know, PD police coming to get you. However, we do want to model for our community that part of your role is learning and and meeting these expectations. Um, and then specifics for executive session. We've talked about, you know, grievances. We've talked about uh limiting sidebar conversations. We've talked about um the goal being get our get our work done in executive session and coming out quickly. Um I said do we need to add some specific expectations for communicating among board members uh and with the superintendent the attorneys the conservator and basically here we want to make sure that there's cur uh courteous professional communication. Uh there
191has been some issues in in many many boards that have issues with this, right? And people will you've known each other for so long if you grew up together and so then you you get to be or not you boards get to be informal with one another and again once that happens everything goes south. So again, we're trying to maintain the highest level of effectiveness as a board. And to do that, we need to be effective here in the boardroom and also there in executive session. Um, and then board of managers. I think we should add a section for board of managers. People are curious to see how it works and how long we're going to be here. And then finally, the conflict of interest statement that you guys signed. um you signed it upon
192your appointment here at uh La Hoya ISD as a board of managers. The current policy that La Hoya has is very very vague and loose. It just says that you need to have one. So, we have it. It's on file. If anyone wants to see it, we've got them. Right. My suggestion is that we update it on a yearly basis. Um, and that's a good practice because every year whenever there's a new board as well, we want everyone to have to sign their name and date it like, okay, you we reminded you again on this day and there's evidence because you signed it that you're aware of conflict of interest uh potential in your role as a board member. So, these are just some notes that I wanted to bring to you for consideration. Um
193thoughts anybody we're not going to go through each of these and and discuss each of these right now but overall thoughts on the process and where we are or questions >> members of the board. Do you have any questions for Dr. B? >> I have a thought. Um I think for the first one uh we mentioned about um absences or running late. I think all of us have maybe come to that problem situation at one point or another. And I know for me when I'm sometimes running late um I'm like okay who do I message? Who do I >> right? >> Do I Is it Dr. Sorenson? Um is it is it something mi? Is it is it is it Julian Mr. Alvarez? Like I'm like so I think that would be a good >>
194thing to >> Well, that's something that you this is your board operating procedures. Again, I helped you by putting together your policy, but these are things that we want you to to talk about and decide on. And so the first thing that I'm going to ask you is that you indivi you email me individually any any thoughts on any specific thing here and then for the next meeting I'll make some edits to the document based on your feedback and bring that to you. We're not going to approve this right away. We're going to work on it for a while. We it it may take a few months and that's okay. We want this to be a really good comprehensive document that meets the needs of this board and then of the future board. >> Um
195yeah, kind of on that on on that note too, um and I know there's been somewhat uh discussion on this, but what is the probability um that we have the ability to attend virtually, right? Um so for some of our work schedules, I know um you know sometimes Jessica's traveling, I'm traveling. Um, so it's it's not that uh we don't want to be um at the meeting, right? But we can attend virtually if we're out of town, but I don't even know if that's an option for us or not. >> Mr. Mayasi will be more than happy to answer that question for us. >> Well, thank you for that question and uh we actually did work on that so that we can provide a way for virtual members to kind of join uh the board
196meetings and that's already set up. So, if you just want to let us know a couple days in advance if you're going to be present or not and we'll make sure that we are taken care of. >> Perfect. Thank you. >> Thank you. >> And I want to refer to to legal here. Can we can we do that now? I know that we started doing that during COVID and now there's some allowance but then there are some limitations. Can you add to that? >> Yes, we have to post it sufficiently um and make sure that you know it's noticed and set up. Yeah, we can make that happen. I do think it's a good idea to put it in the board operating procedures. These are the parameters of um you know logging in virtually. That's
197a good conclusion. >> Yes. >> That's exactly what we're talking about these things. >> And one of the reasons I think before we could not is because I think our legal council said like we have to be able to see them and they have to be able to see us and we didn't have the um technology capability in the room yet. But Mr. Masi and his team have done an incredible job of making that possible for us this school year. So now we'll just work on legally how we can put it in the agenda and also put it in the operating procedures and I think to Anita's point then define how we communicate that um >> so that we make sure that everyone's clear on how to do that. >> Perfect. Any other questions or
198comments? >> Tiana, I have a question. Dr. So you said for us to be working together to finalize some type the question that vice president Nita brought up was a valid one regarding um you know who do I contact and all that when we have those discussions what are you suggesting and how we proceed with that with general counsel present so that there's no you know there's no there's no the perception that there's any other discussions taking place. >> Well, that's why I'm asking for feedback. I want you to tell me what do you think works, right? I'll put the feedback together. In this case, I would probably refer or defer to the the officers. >> So, I would ask the three of you to come together, maybe come up with something that you think
199is appropriate, right? And I would say talk with Dr. Sorenson to make sure that she is in agreement with it. Um, and then we present that, right? somebody gets back to me and says, "Hey, we met and this is what we really, you know, we're recommending, right?" And then once I get feedback from everybody, I'll come back and tell you, okay, it looks like, you know, I haven't heard anything on these items. And we might actually say, do we want these items to be in there or not? And then we go from there. So, this is just going to be an iter iterative process, but again, this is your manual. So, your voices are definitely needed here. Your opinions matter. Um, and again, don't just think about you as a board. Think about the board
200that's coming in. >> Board President, if you don't mind. >> Yes, please. Dr. Sarnson. >> Um, to your point though, if that is something that when we meet um as officers with Dr. Barrera, if you would like legal counsel to be present, um, I'm more than happy to request it. >> Yeah. I mean these are valid questions and and task of us. Um I certainly understand I have a I have a certain perspective or I should say um opinion on on virtual meetings. I know that there's we're limited on sometimes when we we travel and all that, but I've been to many meetings where members of either staff or a board or virtually and it's just we'd really have to set parameters on what we could I mean, the background's bad, music is bad, you
201know, there's talking over one another. There's seems to be no um so if we do decide to do that, you know, I certainly would like u some serious discussion on how we would allow that to happen because like I said, I've been to many workshops or I've been involved in many meetings where they should have just not even attended, you know. So, >> and perhaps it's the board's pleasure and another consideration could be that the officers and I and Dr. Sorenson and and legal get together um and we start words smmithing this and getting something out and we can bring that draft to you. That also is an option. Uh, I just want to make the best use of your time and I want you to have a document at the end of this that
202that you're proud of and that really reflects um what you feel should be in there. And then my guidance is always going to be LSG is this is this a highly effective uh expectation or not. Um then of course Dr. Sorenson's is always invaluable as well as legal. So, President Alvarez, do you think that that would be a better option to start with the three of you and and us working together? >> I certainly do. >> Okay. >> I certainly do. >> And again, with the recommendation that Dr. Sorenson said, having general counsel and yourself present. >> Definitely. And is there anything else that we haven't addressed here that we should address? I'm thinking about uh when or if we have any board uh member meetings with the public to have something specified like who's
203going to announce it, where is it going to happen, with how much time in advance, um and at what type of a place are we going to hold it? Um just because historically, >> which meeting are you referring to? like if historically cuz we're setting this for the future PE uh I want to say um board members would hold a meeting to talk to the public and like Peter Piper and you know five or six people would attend um she's having great success the superintendent is doing that now uh and great outcome from the community uh so to have something if it's needed um for how >> this is this is for you I don't think it's appropriate to get community feedback here. This is for the board. This is how you're going to operate
204as a board. So, I think if if uh the officers came to the rest of the board with a draft for you to say yes or no or you know, I don't like this or that. Um then I think that's more uh appropriate. >> I I think Rosalva, you're you're saying it more from a perspective of expectations when we're out at the community, right? versus getting community feedback >> to have something set up like we're talking about having things set up for virtual um things. So, I don't know. I'm just kind of having something laid out >> whenever these community meetings occur, you want to be able to attend virtually rather than in person. >> No. No. >> Well, I mean, >> in that case is need is needed, but just to add something, have
205it available to the list for like how it's going to be conducted. we're talking of how we're gonna, you know, get the the agenda out on a specific time or how we're going to work with virtual meetings or how we need to announce, you know, by law when there's going to be something. Um, so I'm just whenever we're going to have a meeting with the public or not specifically us, but in the future, um, I guess set some limitations on how when is it going to be announced, stuff like that. >> Okay. Thank you. Um, Diana, I'm I'm really curious um to see, excuse me, to see um how other boards address social media because I know that I think that is um the wild wild west if we think about social media, right? So,
206um if we can get just kind of some best practices or what other boards are using to kind of >> create some parameters on this, um that would be helpful. >> Sure, I can do that. Diana, do you still want us to email you, you know, if we have some thoughts on these directly to you? >> Do that and then I'll take your comments to to the small group. Please do that. >> Yeah, that's why I was just trying to kind of clear it up to >> Okay. Thank you for clarifying. We certainly don't want to convey the message that it's just going to be the three board executive. It's everybody's input. It's but just so that we stay within um you know the transparency and being able to just uh we don't want folks
207to think that we're talking policy or we have more than four members speaking at one time. >> But this also speaks to your role as leaders. This is definitely you know a leadership uh activity and again we're not approving anything at this point right now. We're just putting it together and there's going to be some things that we like and not like and we word smmith it until we it it gets to um to to a point where we all or you all approve what's in there and want to move forward with it. Anything else that you would like us to consider or you would like the team to consider? >> Any other issues? No, this is really good, Diana. Dr. Bar, this is really good information. Is there a a is there a hard
208date that we have to have all this completed by? >> No. Okay. It's in progress. >> Okay. >> Yes, we we needed to start the the process. And so to do that, we have a basic document, right, with some questions to guide us. And I promise you, as you start thinking about these things, you're going to say, "Oh, we should probably add this or that." So, any thoughts like that, please send them my way. Any thoughts, strong thoughts either of support or um of non-support, can't think of the word right now, then please do let me know on any of these questions or if you think of any new questions or considerations, please let me know and I'll compile those and bring them to the small group meeting. Dr. Marggo, did you have a question
209or a comment? No. >> Do we have any questions or remarks for Dr. for president, if I could. >> Yes, ma'am. >> Um, to Vice President Chavez's comment though, in the meantime, um, would you mind if we took a stab at just even answering your first question because before we get this done, I am certain somebody's going to get a cold, >> right? And so, you will want to know who to call and and what the process should be. So, in the meantime, would you guys permit us to draft something around that particular protocol? >> Um, so that at least that question is answered in the meantime. >> I just texted. >> Okay. But I mean, is that permissible for in the meantime? >> Great idea. >> Okay. Thank you. >> And I'm glad she
210brought that up. >> Thank you. >> All right. Seeing that we have no further questions or remarks for Dr. Baretta. Thank you very much, Dr. Bar. Thank you for making the trip to South Texas. Ladies and gentlemen, next item on the agenda is our close section se sess session of the meeting. Uh meeting will be held for the purposes authorized by the Texas Open Meetings Act, Texas Government Code sections 551.001 concerning any and all purposes permitted by the acting queen, but not limited to the sections and purposes listed. Um the time is 11:41 a.m. We are now going into close session. Right, Ladies and gentlemen, we're back from close session. It is 12:52 p.m. Next item on the agenda is number eight, school board members. Do any of us have any comments or remarks before
211we adjourn? And I turn it over to Dr. Sorenson. >> Any board members? >> Yes. Um, one, I just want to say thank you to everybody here. Um, I know there's been a lot of work kind of coming into it. There's a lot of work going on right now with our teachers and our leadership and um all the the efforts that are going into making sure we have a great school year. Um the one thing that I think is very present and evident here is that there continues to be a lot of change, right? And we came into the intervention uh knowing that this was something that needed to happen, right? In terms of us having a a transformational um transformational change, right? We knew that that needed to happen. Um, and as cliche as
212it sounds, like change really is the only thing that is constant. Um, so I just kind of continue to um, ask our community and our staff and members to get comfortable with change, right? Because more of it is going to come, but that is a direct reflection of work that everybody here is putting um, and knowing that, you know, we've got a very bright future ahead of us. So, thank you, Dr. Sorenson, um to our staff, um to our to everybody here, um from the administrative table, um we continue doing the work and we're going to hold ourselves accountable too on the board. Um and we we're seeing change even as all this is happening. So um again, just thank you guys so much for the hard work. >> Good remarks, Secretary Pñena. Anybody else
213have any remarks or comments before we adjourn? I'll add to what she was saying pretty much to establish the gratitude that personally I feel towards the whole district. Um we're seeing and talking about all the topics that we talked uh about today. But um we know that everybody does their work. Everybody does their little grain of salt. Moving that little thing helps a lot. Um, and substantially it's been a little what I see is always seems to me as overwhelming. And I tell everybody in the board prep meetings, I'm always amazed at the work that gets done. And so I have hope for the future and I'm excited for the future to know that we are getting it done. And even though it seems like too much and um maybe to the point where unachievable,
214we're getting it done. So thank you guys. Thank you, Dr. Nandis. Anyone else? Okay. Well, Doc, let me go ahead and say a few remarks and then I'm going to turn it over to Dr. Well, you know what? Go ahead, Dr. Sa. You go. >> Are you sure board president? >> Yeah, because usually you cover everything and I'm just like, perfect. >> Um Um No, so thank you um board members. I mean, that means a lot to me. Um, our team works really hard and, you know, they're very focused on making sure that we keep our true north, which is our students at the center of everything that we do. Um, we are all 100% plus dedicated to La Hoya ISD and really making sure that all that we do um is for our students
215and for our educators and for our families and ultimately for the community. Um, and so I appreciate your words um and that you feel it showing up. Um that's really important to me. Um we know that our educators are coming back in full force on Monday and they are um going to be on their campuses and they are going to be in their classrooms and they are going to be engaged in professional learning. Um but I will say as someone who saw our educators on Friday um there is a vibe um and it feels good. I was on our ACE campuses the other day um because they come back a little bit early and there is just this positive vibe and energy in the air. Um and I feel like we're turning a corner and
216there were hugs and there were smiles and there was laughter and there is like actual joy um in professional learning where where people are are feeling even though it's a lot of work, right? they're feeling like they understand the change. Um, and so that also provides us even more purpose to get more clear on the why. Um, and so I'm super excited for our adults to come back next week in full force. Super excited for kids to come back. I can't wait to see them. So yes, I I am affirmed um by the work that I do with my colleagues here every single day, but even more affirmed when I see our educators and our kids. So thank you and thank you all for giving us the space to to lead and lead through complexity.
217So I'm very grateful. >> Well, I'm going to go ahead and again welcome the three individuals that are here in front of us that are from joining La Hoya ISD. We're excited to have you here and especially my the friend from Arlington. That's where I'm from. I didn't mention that earlier. So, not that that means anything. He's like, "Okay, I'm ready to leave." No, seriously, thank you for everything you guys are doing. U continue to do great work. Miss Miller, I was just going to add I know you were real quiet today and we didn't get to hear chance to hear your presentation, but I feel like I I watch you every day on how excited you are. I think the last short video you did was on uh ESL. You all had a workshop
218for teachers >> new teacher >> orientation. Yeah, it was pretty cool. So, I got to see that one recently. But we're excited for another year. As you know, we've been here for a little over a year now, like probably almost 18 months. 18 months. >> 18 months. And so, it's certainly been, and I think I've referenced this in the past, but for those that are joining us, >> it's been overwhelming. I mean, this wasn't something um that um well, I was going to say wasn't something we signed up for, but we did. And uh you know well some of us did some told but but we but um but I won't tell you know but >> and we've done a good job. I was telling Marcy I was telling I was telling Marcy uh just
219today like I'm so proud of the hires that she's had with all of you and Dr. Little like like I always look at other meetings. I won't name the school districts and some school districts here in the valley are really good. There's a lot of good school districts around the state, but what I'm like a visual person, right? I always like to compare how we do and what can we do better. You know, Marcy's made the statement in the past, you know, we can't be good or great. We have to be perfect. and and I really believe that and that's something that I even now take to where I work that things need to be perfect because everyone is not only watching what you're doing but what we're doing as a district. And so we're
220just so proud of all of you. Um we take a lot of pride in the work we do. It's not like something we just show up on a Saturday or we show up on a Wednesday to come and do a board meeting. There is a lot of prep. You know, when people ask what we do, I know in my spare time, I'm reading whatever Joseph sends to us or, you know, Marcy's staff, you know, we we we we literally take time to make sure that what we're doing and the decisions we make, which could be challenging, you know, to many of the folks that we do the right thing, that what's in the best interest of our students here in La Hoy. And I take it personally when people compare my students here to the
221students in other districts because I just love what you guys are doing here. So to you three that have joined us, we're very excited. As I mentioned to Marcy, we have the best of the best. I I I couldn't have asked for a better district to work. And I think we hear that wherever we go, >> right, Selena? I mean, I know you were out last night and you heard it, but you can remember from last night, but just kidding. But again, it's been a pleasure. We continue to if there's any Well, I shouldn't say if there's anything you need, let us know because we don't want to say that. But if there's, we're here for you. We're here for you and we take, like I said, um, no greater joy than to spend a
222Saturday with each and every one of you. So, thank you. With that said, I don't think we have anybody else that has any comments. Diana, thank you for your trip and the recommendations you made. >> Thank you for your partnership. >> Yes. Um, with that said, do I have a motion to adjourn? >> I move to adjourn this meeting at 10:01 p.m. >> Do I have a second? >> I second a motion. All in favor signify by saying I. I. >> All oppose. Motion carries. We are now adjourned.