001Everyone, let's go ahead and start today's meeting. I hereby call the meeting to order and it is 8:33 a.m. >> AM. 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 left. >> Goss Marggo present. >> Anita Chaveis present. >> Alisa present. >> Sen 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 Ocho is 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 you're able
002to do so, please stand and face the flag. >> I pledge algiance 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 progosed 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.
003Sorenson 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 we 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
005we're continuing 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 math ones, we didn't have them to begin with because we had no prior
006data to base them on. So, 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
007is our first grade math 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.
008Now we actually have an end ofear 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
00945. Like if 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
010shift in how 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 on grade 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
011have a target next 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 bycampus 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 because that's less the point, more the illustration, but we have an A-rated school last year who finished at 51%. for first grade math, we would push them to say, "You've got to at least grow two points this year to continue
012to move in that direction." If you go down to one of our F-rated schools, they finished at 24%. We're not going to be okay with just one or two or three points. Like, we 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
013that this 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. Sornson, thank you. Great point. Does uh I think 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
015that place 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 get 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
016state is ultimately 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. a 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
017get much more support 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. >> 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
018services that we're going to be available to? >> We're going to more than encourage depending upon your rating and like your quartortile 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're 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. It 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 a 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. >> 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 just moved from first grade to second 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 we've
022obviously 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 little
023different. 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 reading
024comprehension? 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 questions?
025>> 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 every one 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 numerousy 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 textified
028honestly which 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 plus 3 is 6, 4 plus 4 is eight. 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
029was 32%. Um 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
030uh in particular. 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
031uh over 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're 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 50s. 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. Um, quick question. You said they're transitioning to take assessments in English. Did 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 getting
033the 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 present it. 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've 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 maps 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 postcoid. 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. >> Touch Oh, I'm sorry. Go ahead. No, no, no. >> I had a quick question. So,
039I know we saw seventh and eighth grade at 32% 35%. Is that >> And 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 eth across the three grade levels. Eighth grade is typically our in like La Hoya, eighth 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
040seventh and 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
041wanted to 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. 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 were 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, dear. 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 sure
046that 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 win 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 our
047principles 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 principal 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 schools
048are 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 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 into class, they're
049going 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 what we see
050in 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 Hoyd. 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, as administration to get
051really 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 Mooa'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 coherence and consistency across the
052system 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 class period and outside of
053the class period. >> Dr. Sorenson for 2526 will the year 2526 I see consistently GTMs 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 this is only second year of math materials.
054We 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 we're backloading the growth. Now, do we want to
055grow 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 that level that we're looking for? >> I feel
056like I don't know exactly what you want me to say, but no, no, no. I will answer in the best way that I >> 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 like none of this happens without great leaders at the
057campus. 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. Whether that is coaching, whether that is individualized teaching coaching
058supports, 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 make sure that our principles can also walk the walk
059and 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 us to then achieve the goals. And so that is
060the 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 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 being productive by teaching or by explaining something instead of waiting. Um
061so 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 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 bit of balanced budget amongst other things that we had but that is something that Miss Miller is taking on this year is central office evaluation systems. >> So that is one thing but it starts with ro clarity. Yeah, >>
062it 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 do? um with high quality instructional materials, with this instructional framework, with the lesson structure, but
063it 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 taking the steps. >> Yeah. >> I want to come back to Dr. Margaret your point
064on the change over time and just like lay out a conceptual example. Hopefully this doesn't fall flat. Mirit 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 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. May drop to 250, 275, like whatever it is, but it's not going to be 300 when you start. That is the equivalent of how we're asking
065our 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 when we show you our data, we will actually also talk about um some things that we
066learned at Harvard um as the PELP 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 for teachers to teach kids how to read like where they are learning phonological phmic awareness onset
067rhyme. Um, where they are learning about phonmes. 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 and 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. 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 empowered now they know how to do that I mean teaching kids really is I
068know 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 learning so that they can teach kids bonmes. And so it was just an incredible
069experience 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 kids at the rate we need them to. Thank you, Dr. Little. And how did you
070know my batting average was 300 in high school? >> Yeah, >> that's awesome. Congrats. >> Yeah, but his has gone down. >> See, Carlos plays softball. >> Mine was 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 little bit to the student where I'm focusing more my concern is on the students that are struggling.
071So 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 data points and these GPMs and targets are at the whole district level. We talked about how that
072gets 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 math. 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 because 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 terms of supports and interventions to get there? And so teachers will eventually be at the place where they're
073setting intervention plans by student by need. So I'm 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 share 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 we're doing within the system to improve that as well. >> Thank you. >> And of I if you don't
074mind, I will also add that we're also again when I talk about bringing clarity um in 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 clear that what what happens during that time matters. We also have to be really clear in the classroom about
075how 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 MTSS 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, Zern time, mathia time versus small group instruction that time and I'll look at Dr. Margot because he always says
076can 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 overuse the platform. 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 relaying this information to the students? How are we incorporating them in us achieving or increasing our percentage? You know, is it
077per 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 specific calls for that student level reflection and goal setting. So teacher and student sitting down together talking about here's where you
078are, 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 research behind that is super strong and it's creating more like agency and ownership of the student in their journey and
079that'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 didn't get to see it, but when you asked the question, like legitimately her face like lit up. >> Yeah. Especially since
080we're changing the curriculum, it it's a huge transformation. So just want to make sure that we are as a team cuz 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 as we kind of continue this journey. But the fact that we're willing to have these open and honest conversations in front
081of 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. Thank you. >> I agree with you uh Secretary Pñena. Um I think the first year that we were here we used 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 Dr. Sorenson for setting that up for all of us to do. >> You may proceed. >> Yeah. All right. So
082we'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 of graduation to pursue either one of those. And we know that there's a lot of ways that that we can
083get 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. We got Dr. Carlos Marggo back. So, this is the one that you were you were like, >> we're
084gonna dig into it today before we look at 4.2. >> Uh 4.2 to his 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 six months. We consolidated early college high school. So we went from Thelma Selenus La Hoya Early College Jimmy Carter HSB down to Jimmy Carter. We have our PEK programs that have started at 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
085building 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 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 the 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
086things. Um the red is Jimmy Carter, the blue is what 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 ones 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
087288 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 uh 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
088the 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 20 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
089and 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 gonna uh our goal is going to be adjusted. I mean, you say we're in a drop. It's like 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 the 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
090data for La Hoya High School? Like they don't have any dual enrollment where they graduate with a social degree. >> 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 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 five years from now. But that isn't available today. students in the 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
091like 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 college 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
092here, but this is out of the entire set of graduates. 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 with 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
093their 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 three quarters 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 ecosystem 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
094the 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. 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 schools, 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
095be 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 actually 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,
096but 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 do 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
097to 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 the 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? >> Just go
098ahead. >> Um, okay. I can ask after this slide. >> 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 sake 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
099medicine 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 throughout 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
100through 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 and 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 those 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
101or 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 you 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
102they'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. We've already started to, superintendent and I in fact have started to have these conversations directly with counselors and counselors really have to know their students, not just know their name, know
103their 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. 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, at 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
104degree, 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 working 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
105staff 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 prior 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
106informed 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 wanted to go into healthcare but I did a tour and I don't like blood and now I want to go into welding. >> No. Absolutely. >> 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 there. 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
107school 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 historically 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
108I'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. >> 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 main 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
109thorough 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 get 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,
110how 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 what 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
111Dr. 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 just 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
112all campuses weren't pushing it out but only one was >> we are 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. Lee from 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 rigor 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
113these 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, use all of our available tools and resources, but they can't obviously go back to nth grade and start over. Um, the other factor here is what the superintendent just said with our
114our 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 of 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
115up 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 I 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
116is 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 DA's permission um we will set new GPMs for um knowing 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
117Dr. Sorenson because industry and we all know this is is evolving rapidly integration of technology AI systems and uh 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 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, some 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
118lot 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 promising 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
119do 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 more 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
120to us of what was um just sunseted 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 to 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
121of 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 to 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
122we 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. Because 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 we 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
123it 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 what 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
124groups 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. And 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,
125everything 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, but 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
126the 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 statuses come about. 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. Law,
127um 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. Schwornson's still going to uh maintain that level of accountability. So, um, I appreciate the just kind of 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. Schson, >> before we proceed to um 5.2,
128the 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? 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. 15 minute break. It is >> 10:20 9. We'll go next to our presenter Joseph which is 5.2 proposed theory of action. >> Do you call? >> Yes, I'm calling the meeting back to order. It's 10:29 a.m. >> Thank you Dr. Marle.
129board 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 we actually then do put these into LSG um and then like for example Dr. Little just did 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. Bur,
130is 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 I'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, but we've been working with this, you know, o over the last few
131months 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 mention 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
132and 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. 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 I'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
133their 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, um 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
134is 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 or five but the whole policy is included. Um so as I said we we uh a lot of our year one lonear governance work in systems of great school works um last year um led us to the current version of policy a local which was last approved on in on June 2nd 2025. What is our um educ what 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
135part 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 into 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
136where we embody the BLE 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 that decrease student achievement. So we maintain high levels of student achievement. Constraint two, we ensure that 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
137not 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 advice 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 these by the end of school year 2829. So
138A 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 are committing to to doing. It has assumptions. So it why we believe in in 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
139achievement. 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 the 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?
140Um and so each time you say if here 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 annual school planning process to ste to tier school performance and guide strategic needs-based decisions. And if the dis 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
141superintendence 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 actions. 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,
142um 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 not 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
143the 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 so 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
144that 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 to 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
145we get clear as a system right going back to system of great schools how do we make sure that there's 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 dis district to campus um I'll take any questions or feedback from board members. I do I I do 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 it is a common policy element as a
146part 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 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 sentence. Um >> and and and I'll add um we currently do not have a theory of action in our in our board policy. >> Yes. 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
147it 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 so 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
148are 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 as a district. Um like you mentioned that flowery 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 member. It's very comprehensive to where we've been discussing wanting to streamline operating procedures and processes across
149the 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. Soren 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 to 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
150they 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 other ways that it's unpacked. Um and we just felt it was a lot clearer, right? Um and more actionable in the if then logic. >> I may do it all. this >> um if I may we review it all as a team and having going through hardware I know we keep repeating that but it really reemphasize how we can translate this kind of work on the dayto-day so just to
151make 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 of 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
152going 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 daytoday 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 paper it's also being able to help us to translate it and drive the work on the dayto-day do that. >> 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
153want 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 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. I was like, we've got to again 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 Margette is um
154is 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 that 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
155you, sir. And you'll see that um it'll um in our vision for leadership excellence um and when Dr. Sorenson will roll out the strategic plan, we'll see how the principle 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 that 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? 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
156a coordinator or a specialist you know to be able to operate see themselves in the vision in the theory of action. >> Mr. Nella 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 role 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
157innovation, 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 empowerment. School leaders work in collaborative 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
158our if then logic and what the roles are between the district and um and the campus as well as our vision for the campus to 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. [Music] >> So we're going to next section will be 5.3 proposed board monitoring calendar for 2025 2026. >> 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 paths. So, our calendar is a critical tool in aligning our
159governance 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 must 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
160our 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 column is our regular board meetings. So, just a 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, right? So, we're thinking about I get up at board
161meetings 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 it was in the middle of it was in the middle of last year we had not yet placed put in constraint progress measures. So those are included for 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
162trainings 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 school board members are required to attain. Um so talk quickly about some of the patterns you're seeing. Um we're going to go back to the student outcome goals. Um so at our next meeting um uh we will take feedback from today around our goal progress measures um and 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
163our, 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 see growth 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
164did 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 February. 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 Texia and um uh pre our prek circle data. So, we'll have our our beginning of the year
165data 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 twice 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
166um 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 that 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 endofear circle data and texkeia data um in in in our June meetings like we had this year. >> Mr.
167Nella. >> 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 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 we'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
168in 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, um we will then be reporting out not only on the ACE campuses but any particular campus that receives an additional intervention. 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
169things. Um so on the where is it? Yeah. um September 24th, 2025. You 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 that 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
170of 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 the 2425 school year. Um and our accountability um and our accountability from that. Um, also included 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
171that will be like data from students this year. >> Our map data is data from students this year. 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 [Music] >> Yes. So, we'll be able 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
172end of the year. >> Thank you. >> Any other questions for Mela? I don't have a question, but I do have a comment. I I looked over to Dr. Sorenson and I asked Dr. Sornson. 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 that we're focusing on student outcomes. So, um appreciate just kind of 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,
173please 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 you 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 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
174plotting all of that out as well 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. And 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
175important 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. Nigel, anything else? >> No, sir. >> Thank you very much. Great presentation. >> Thank you. >> Next 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
176examples 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 one uh Fort Worth and Northeast in San Antonio. Those are all very extensive. Then there's really short ones like um College Station Lid Loaththeian also has a shorter one. San Antonio ISDs