Godley ISD School Board Workshop/Team of 8 Training

Wasn't this scary. Sorry. Are you ready to Okay. All right. Time is 6:24. I call this meeting of the godly independent school order. Let the record show that a quorum of board members is present. Meeting has been duly called and the notice of this meeting has been posted in accordance with the Texas Open Meeting Act, Texas government code chapter 551. Um at this time if I can actually offer invocation heavenly father thank you for allowing us just to gather. God thank you for everyone that's here um in the theme of thanksgiving. Thank you for your

service and God just pray that you will be with the board as they're um going through the training and able to make decisions for us as a school district. Got to pray over everyone here that we would go through the holiday season and glorify you. It's in Jesus name we pray. Amen. Thank you. And Dr. Block and have everyone participate in offering please stand for the pledges 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. I honor

the flag. I pledge allegiance to the Texas. One state under God, one indivisible. Um, all right. And next we will have public participation. And clock just a minute. Um, I have uh Rhonda and if you don't mind coming right up here and you can obviously there okay uh you wanted to speak on agenda 5A items. Thank you for allowing me the opportunity to speak tonight. I would just ask some questions as you sit through this training tonight. What are you going to learn that is going to train you on representative government? You are elected officials.

You represent the people in this community. You represent those who elected you. So my questions are as you watch this Training tonight, what are you going to learn that represents the people you represent? What are you going to learn that represents the constitution that you all should assure? That is my concern. Is this more group thing so that you're all united? Well, all but one because the behavior I have seen from this board has been upholding. And I want to know, do you really understand the constitution and representative government? Because I don't think you do.

So, as you go through this training tonight, I would like you to keep that in mind. Thank you. All right. So, um getting into our first agenda item. So, first of all, um this is our team of eight training. This is a requirement for Texas school board uh members uh primarily mandated by Texas admin code 61.1 specifies that an annual team building section for the entire board and superintendent to improve group effectiveness. Um, this comes from the Texas Education Code 11.159, which gives a state board of education, uh, the authority to create a framework for

schoolboard development and continuing education. So, um, that's really The the the primary purpose for us doing team training. Now, we do try to utilize this to our benefit in the fact that there is uh, the way we've structured it is to have a legislative up we wouldn't have to have a legislative update anyway. And so this is a opportunity to try to do that uh at the same time. Um so the the legislative update again comes from Texas Education U code 11.159 which again mandates the u the continuing education for trustees. Um, so we have

asked uh Miss Carrie Carter to be here with us. She's from u uh region 11. Um, we asked her to be here with us to walk us through the legislative update. We've got a couple of hours allocated for that and then we'll also get into the obviously the second item on the agenda and that's going over the district improvement plan. Um, so, uh, with that, Miss Carter, hand it over to you. Thank you. Um, so good evening. My name is Carrie Carter and I am a TEA registered provider, uh, which means I have been trained

by the Texas Education Agency to support and train school board. Um, there are different levels of certification and I've worked through all of this um, to be a governance coach. So, I am super thrilled to be here with you this evening. I have some information here um that just echoes what was already said but kind of in a pictorial format. Um so everything up here is the required continuing education for a schoolboard trustee and there's a lot of it. Um, when you're coming into this role, you may or may not know all things that have

to be done. Um, as soon as you're elected, there's a three-hour local orientation that is provided by your superintendent, uh, where you're learning all about your local board. Um, then there's the introduction to the Texas education course, which is one that we offer at region 11. and then cyber security, public information act, human trafficking, open meetings and school safety. These are all kind of online offerings. Um they are offered by the attorney general, the department of information resource, uh TA learn. As we go through this evening, you're going to learn about one new required training

that's coming in April. Um, and one that I suspect is probably going to show up as well. So, we'll talk about those as we go. Um, but over here you have team building. So, we're going to incorporate Part of our team building uh that they need and we'll cover that. And then we're also doing this update to the Texas education. like would mention um all of these things are required and I just like you to see that um in addition uh chapter 61 talks about the board of trustees relationship and it says the state board

of education shall adopt a framework the framework that you mentioned for schoolboard development that's used in structuring continuing education for school board members. So, it's not just random. You get to do what you want to do. Um, it is very prescribed of what goes on. And like I said, I'm a picture person. So, here is kind of um the framework and the things that you can pick and choose from. Um, vision and goals is one of them. Then there's advocacy and engagement, progress and accountability. And that would be where your district improvement plan um it

would monitor those things within what's going on academically within your district. And then synergy and teamwork, that's that working together as a team understanding that you are a body corporate and you act as a team of uh seven board members and a superintendent or a team of Eight. Um and then that that teamwork there and then systems and processes having things operate um strategically and um like a lot of my board training I talk about systems and getting systems in place because as we do things we want things to be sustainable and we don't want

to have to keep recreating things as we go. So we want to have systemic operations. Um so this is the framework that was mentioned um so you have a little bit better understanding of that. But what we're going to start with is the legislative update. This legislative update is required training for board members after every legislative session. And so, um, this year there were 3,562 bills that were filed. And of those, not all of them became law. That's probably a good thing because three over almost 4,000 new laws would be a lot. Um, 1155 were

signed by the governor and became law that way. and then 140 became law without signatures. Um there were a I would say this was kind of um a legislature that focused on a couple really big things and if we talk about some of these laws and we go through here, you're going to you're going to hear some things that keep coming up. One Of them is parents rights. uh that was kind of a hot topic. And the other one was funding um school funding but how they funded it. And then the third one was Senate

Bill two which was your education savings or um the voucher bill. And those were pro that was probably the most um flashy one initially was getting that voucher bill pushed through and then um getting the signature on that. And then House Bill two was our funding bill which is other the other big one. And so if you didn't know um so I said Senate Bill two was the vouchers or the education saving act and then help them do with funding. The lower the number in these, the more importance that the legislature put on that bill.

So, some of them you're going to see is like House Bill 1195. Well, that's not as much of a big deal. Maybe it's House Bill 2, the funding. So, um just good information for you to be aware of. So this is um kind of all the categories that we're going to talk through today. It says page 127. There were about 127 different bills that had something to do with education. Um we're not going to be here for eight hours. So no, it wouldn't probably take us eight hours, but it would probably take Four or five.

Um, and some of these bills don't really go into effect until next year and the year after. And so, um, kind of the ones that we've picked to focus in on are the ones that are here, um, that are really impactful for you at the board right now. But if you scan that QR code, it will take you to a website. And on that website, you can get this PowerPoint with all of the slides and you can get a PDF downloadable book that has the notes on all of these slides as well. So, they're available.

Um, and I will share this uh tomorrow when I make your certificates and send you the certificates. I will include the link for this as well. So you'll get your certificates, you'll get your link and that way you have access to it. The next slide, you do not have to do this. We have a whole team of eight. I can take attendance that way. So this is what I'm training multiple districts. Um I make everybody do their attendance. So we're going to get started with school safety and security and student health. Um I generally try

to present without notes but there is so much in this that I don't want to forget. I have some notes and so forgive me for flipping in My notes. Um, you can see we got the slide deck and I have probably said in eight to 10 different trainings, every time I sit in a training, I take notes in my book um to make sure that I am giving you all of the information uh that that I know. So, there's so much here I have to use my notes. My pleasure. Um, so we're gonna start with

houseful six. And this is a discipline and teleaalth mental health services bill. And all of the slides look like this. I didn't create them. There is a lot of words on this slide and I'm not going to read the slide to you. Um, I'm going to live out some key things. If you look at the second bullet, it says it strengthens support for teachers to remove students from class if they even one time interfere with instruction, demonstrate disruptive behavior, or engage in bullying. And this eliminates the requirement. Oh, good call. eliminates the requirement for um

teachers to have lots of documentation for removal. So what this does is if now there's misconception here and that's what that's what I really want to address. If a kid is misbehaving, the teacher can have to have the kid removed from The classroom. But the misunderstanding here is that that's a permanent removal and it's not. This law goes on to say this district is going to have a committee and the purpose of that committee is to work to create a plan to return that child to class. Um, it also says that on that committee, if

the child is served by special education or by 504, um, that there has to be a representative on that committee that is knowledgeable of that child's disability. The goal is to get the child back in class. Kids have to be in class to learn. And so, why is this important for board members? Well, teachers hear I can get this kid out of my class. And that's where it stops. And if they want to get upset, they're going to go to their administrators. They may talk to their friends. They may talk to you and trust me.

And you need to remember, well, what's what's your role? Your role is to encourage them to follow chain of snakes. It is also your role to know that the district has a committee and the committee's sole purpose is to get the kid back in class because if they're not in class, they're not going to learn. Um, so this law also did a lot of other things. Um, it removed Mandatory DAP placement for ecigarettes. The first time that a child has an ecigarette, they can do 10 days of ISF. Now, as a board, you need to

make this in your student code of conduct. So, um that would be an update that you as a board would need to do. Oh, can I interrupt? Uhu. When it says the effective date is June 20th, so that the effective date of this particular law. Yeah. It should have already been incorporated into our student code of conduct. Should have been, but I mean, if it hasn't, you need to get that It has been okay. Yeah. Should have been, but you know, I mean, I've trained a lot of boards and they're like, "Oh, I don't know

that we've done that yet." Great. Is there ever? Um, obviously we've already got it done, but I'm just saying in general, is there some period of time that you have grace to get it in if you have it at the school? I I think my recommendation is always to get it done as soon as you know. Um there there are some things that people like, oh, we didn't know. Um and then most boards work with CASBY. Um and CASBY sends you updates. And I know right now you are all probably in the middle of reading

update 12 And getting ready to vote on 126. Um, the other thing is TEA has a website and you can Google TEA legislative update websites. Um, and there's dates on there and TEA's guidance documents on all of these and you know there's some that you're like, well, they should have the guidance out on that and it's just not there yet. Um, so it's a lot and and they know it's a lot. Um, but it's just Cassie is really going to take care of you to make sure that you're going to have those policies in place.

Um, that's really what you what you pay them for is to get your policy. But I but I did train a board two weeks ago, the week before Thanksgiving, and they're like, I don't think we've done that. Like, great, you need to do it. Um so another thing that this law did is if you are a district of innovation are are you DOI? So looking at your DOI plan there are some districts I don't know if you all did but there are some districts that exempted themselves from chapter 37. Chapter 37 is discipline. Um, and

this law came out and said you can't exempt yourself from chapter 37. So if that was in your DI DOI plan, You have to go and remove that from your DOI. And we've already done that. So you're he's over here. We got that done. We got that done. So this is good. This is good. Um, a couple other things that are in here that this law changed. One of them is up until now if a student was below third grade or a student was homeless you could not give them out of school suspension. Um so

second grade first grade kinder no out of school suspension and if a child met the requirements for homework. And so that's that's an interesting thing because sometimes when we think about homeless, we think about, oh well, they're living on the street and that's not the definition of homeless in Texas. Um there's lots of indicators. Uh for example, one of the ones that's I usually share with boards and they're like, "Oh, I didn't know that is doubled up." And so if two families live together in one house, so when I was a kid, when my parents

got divorced, we moved in and lived in my aunt's house for a little while because we didn't have anywhere else to live. We doubled up. We had a house. We were supposed to be living there. Everything was fine. But by Texas law of what homeless mean, That is doubled up. and I would have been a homeless student. Now, we didn't even know that back then and I don't know that that was the case, but that that's an example. Um, and then are those categorized based on indicators or based on specific definitions that they meet the

criteria to be classified by? There's so these are the things that make you qualify as home. Okay? So you have to meet those and that information homeless is coded into your um schemes which is your picture um data that basically represent everything there is to represent about students within your district. Um it's going to have all of their enrollment. It has all of your teacher information. Um, it's it is the database that just holds everything. Um, it's where our accountability ratings pull data from. It's where our funding pulls data from. Uh, the PS is like

a big deal to make sure it's accurate. How many homes do we have? Uh homework is an interesting one because once you're coded that you retain it for the full Year even if you are no longer homeless. So you if you need it and you get coded that you retain it for a year and then it's re-evaluated at the beginning of the next year. So, um, but this new law said if they those kids have conduct that is of immediate health and safety concern or repeated and significant classroom disruptions, um, they can they can now

be suspended. So, it opens up that opportunity. Um, if if that is an appropriate discipline decision for those children, unless they're homeless, you can now do it for homework. You didn't used to be able to, but now you can. So, under third grade and homeless, now you can. So, that the law change. Yep. That's the change. Open it up to under third grade, right? And homeless. Yeah. Um, and so the only other thing that I like to throw in here on this slide is all none of this can trump federal law. And so federal law

says if a student is served by special education and they are misbehaving, they get to have what is called a manifestation determination review. We abbreviate it MDR because everything in education is exactly. Um, and what that MDR is is a review of the behavior and a student's disability to decide if the disability is the cause of the misbehavior. Um, and so all of these things can happen, but you still have to make sure you're following guidance and doing those um manifestation here. So then we'll move on to House Bill 121. Um, House Bill 121, uh,

what this did is it said any personnel that is hired as a security officer must complete school safety training no longer than 90 days after the start of their contract. So, they have to go through um some specific training. If your district do you have security officers as okay so if you exempted yourself which we have some districts in our region that exempt themselves from having trained security officers or SRO's if you exempt yourself from that you have to review that annually as a board and announce that you are exempting yourself from that you don't

you have FRO So, um, this isn't really one that pertains to you. Um, some of the pieces in here that probably do pertain to you, uh, it requires that you have a safety plan for all extracurricular events. um and provide maps To your um police force of of your security plan. Just like you would have a security plan for your buildings, having one for here's what would happen during a football game. Here's here's what would happen during um a basketball. Here's how we're going to evacuate the bowl. Um, and then this one also requires the

county sheriff to meet at least two times a year with the school district. There's not a lot here. It just kind of amended some pieces of things that were already out there. And um really the big one is for our districts that aren't having security officers, they have to say that in a public meeting annually to the degree that that's what they continue. Uh House Bill 549. This is the airway clearance device. Have you all purchased these already? You already have them. So, this law just a amended um the education code chapter 38. And what

it did is it said that every district must purchase with either local funds or donation at least one airway clearance device that is going to be present in areas where children are eating. And so what this is is it clears children. Um I was training the board probably about a month ago and Um mentioned this one and the superintendent said we have them and we've already had to use them. Um so you know we can read these and we can say oh it's an unfunded mandate but the reality is this is a safety tool and

potentially here in our region um a child is alive because this device was in their in their school. So um this is called the Weston Brian Mandrol app named after a young man. Before we move on, um, can somebody give a approximate number of how many staff we have trained to use the devices? I don't, uh, I don't know if we have an answer specifically that we have one on each campus and two of our officers have. Okay. So, the requirement is one person that would be present that would know how to use it. kept

in the cafeteria. I was saying these are those plastic things you put on the face and pull it out and correct the mouth as they Yeah, I know we have training for our staff every year on how to administer epic pins. Would this stop and stop the bleed and all those things? Would this be something that we could just Incorporate into that training so that all staff members could be trained on it? Yes. I'm sorry. If it saves the life. Yeah. Um, so House Bill 1481, I'm sure you've dealt with this one. and you you've

written your policy. Um, this was due by September 18th and so this is the cell phone bill. Um, basically what it's saying is no cell phones during the school day. And um, this includes cell phones, tablets, smart watches, radio devices, and paging devices unless they are issued by the school. And so if the school gives out tablets, then that's okay. It's just the child can't bring their own tablet. Um, and you've probably already put a policy in place. This was due several months ago. Um, the one thing that I will throw out here, um, just

to squash any ideas that you might get along the way, um, there is a district not in our region, um, a little bit further east, and I I really couldn't even tell you what district it was. I knew it, but I try not to remember these things, so I don't call people out, but I'm sure you could Google it. Um there was a district that said well this says no they read it as not during instructional time. So they decided they their board decided they were going to allow children to have cell phones during lunch

and they said lunch wasn't going to be instructional time. Well, TEA got involved and TEA said, "Well, you have to have this many minutes of instructional time and you're reporting your instructional time as Belle's bell." But now you're saying this time's not instructional time. You've got to deduct that noninstructional timeout when you're reporting your minutes. Um, so it was it was a board that thought they would get around it. Um, I they thought they found a loophole and the loophole worked against them. Yeah. Yeah. Um, and I don't know who it was. Like I said,

I'm sure you could Google this, but the thing that I would caution you on there is like it's really talking during the school day. Um, And if you start chunking out time and saying, "Well, this isn't instructional time. We're going to let them have it here." Then you're going to have to build schedules that it's just going to become a reporting could become a reporting night. Our Our district actually did a great job. We had already taken care of this before they passed the legislation legislation. I can't talk today. Sorry. that um I've been talking

to patients all day. Um but and we kind of had already taken care of it and they did a great job and and involved parents in the discussion and the presentations and it something we did very well did right ahead of time before everybody else. So right the only thing that I would tell you is so there was and like when this first happened there was so much noise and it's really quieted down but um there was the noise of well you can get a doctor's note that says you can have a cell phone and

so a friend of mine that's a superintendent um he said that he got a doctor's note and the doctor's note said my this child has severe anxiety and must have their cell phone at their desk so if they start feeling anxiety they can text their parents and the superintendent said Well, hold up. If your child is having that much anxiety, somebody in our building needs to be aware of that so that we can support them and help them contact the parent um to make sure that like we're Meeting the needs of the child. Like that's

not if somebody's having a anxiety and panic attack, we don't want them sitting at a desk with no one else knowing texting. Like that's not the best way to handle that. Um what it was really what that piece of the law was really talking about was say that I wear a glucose monitor on my arm and my glucose monitor alerts on my toe because I'm a diabetic. Well, then I need to have my phone so that I get that alert so I know that, hey, I need to take the windows or I need to adjust

my phone for whatever I need to do. Um, it's really more that than these little loopholes that people are looking for. Um, and I don't know if y'all have had any issues really. Like I said, early on there was a lot of chatter and a lot of parent and most of what I've heard from administrators, from principal and superintendent is it's not um the kids. The kids are fine. It's the parents. And so when you said you had parent meetings and you educated the parents and you build that understanding of, hey, this is why we're

doing this. Um, that's exactly the way to handle it. But it's also good for you as trustees to know because when a parent gets Mad, who are they going to call? They're going to call you. And what's your role? Your role is to advise them to follow chain of command. um reach out to the principal, the chance to um and you probably know this and this is not part of this training, but if you start getting involved, if it then becomes a grievance, you have to recuruse yourself from hearing that grievance. You can't hear it

if you provided consultation. So if if I'm a trustee and I start providing consultation to him and he decides he doesn't like it and he files a grievance, I now have to step away and I can't hear his grief. Um and so you know this just good for you to know and and I just like to throw those educational things in as we go along. But I'm glad to hear this is going pretty well here. Did you do the pouches? No. Uh, I think for the most part, I don't I can only think of about

three districts in our region that have to and one of them told me the other day that the kids spend an extraordinary amount of time trying to figure out how to break them. And you could buy magnets online on Amazon that will open houses, but it also could potentially ruin your cell phone. Do what? I bet your mom and dad would be happy about that. Oh, yeah. Well, you know, mom and dad probably, oh, we said a way around it. That's a good idea. Um, so liability of public school and professional employees. Um, this is

really around the employees in a public school and it has to do with sexual misconduct and failure to report. Um, this is not really new. It was just really broad and now it's really specific. Okay. Um, this includes superintendent, administrators serving as educational leaders. It includes principles, chief operating officers. Now, here's here's where this really gets into it. Teachers, substitute teachers, supervisors, social workers, school counselors, nurses, teachers aids, bus drivers. Okay. So, we've named off a lot of people that you probably are thinking, okay, well, yeah, all those people work in the school. But then

we have ed prep program student. So, we're talking about student teachers, school board members, that's y'all. Any contracted employee who provides services to the district or charter school, that's me. Um, I am now part of this Group of people as is anybody with ESC regional office. So, we've all been trained on this um reporting these reporting rules. Um, a public school is grossly negl negligent or reckless or engaged in intentional misconduct. If you hire, supervise or employ a professional employee, then is found guilty of sexual misconduct or failure to report child abuse. And so what

this is saying is you need to be what? Very very well aware of the people that you are hiring to be in your district and checking to make sure that they have never engaged in sexual misconduct or failure to report child abuse. Um, if you are applying for a job and you fail to disclose that by an act of admission, then you would be named as a defendant in a case and it's that person, not the district. So, and it is up to $500,000 for each claimant in that. So all staff needs to be um

trained. The board needs to complete training. It is the um child abuse training that we offer through ESC region 11 and it's now available on tea learn. Um it's free training. So if you haven't at the board stayed up on that, it's an online training. You need to make sure you've done that. Um, the other thing that I'm leading to here is that all educators within our district should be encouraged to participate in an organization that provides them liability insurance. Um, so Texas teachers, ATP community, whichever of those, um, it gives them counsel and liability

and it's pretty cheap. I don't I don't know exactly what the cost is. Um, it's a monthly fee. It's it's negligible. My husband's a teacher. Um, and he he joins uh for the protection that we provide. Uh, and there's another slide later that talks about more of it. So, failure to report child abuse. Um, if you suspect child abuse or neglect and you fail to report, the statute of limitation is for you. So if you fail to report and four years down the road it's found out that you failed to report, you can still be

held viable. Um it can result in you a teacher being placed on the do not hire list. So TA has a do not hire list. Um, it can result in a $500 to $10,000 penalty. It can be a state jail felony, which is served up to two years in jail. So, um, if you suspect child abuse or child neglect, you better be reporting. Um, and there was a question Up here, and this is not the specific bill that um, addressed it, but I'll mention it and we'll mention it again. U, there is another bill that

changed those timelines pretty drastically. And um it used to be that a superintendent might get a report and the superintendent had seven days to report this which gave the superintendent some time to do some investigating to find out if it was a legitimate report of uh teacher misconduct is what that one really is. And now it's 48 hours, which basically eliminates his ability to do anything but get online and report. Um, and then let let it go down the route of investigating, but that's on another slide. Yes. Uh, so this is I didn't put these

in here in this order either because I want that slide next and it's not Um, and I guess I've done this so many times that I'm like, I guess I could change it, but this is how it was given to me. So, I kind of keep it this way. Um, so I guess we go heavy and then a little bit not so heavy. Maybe that's the thought of this. Uh, you participation for non-enrolled students. And so, this is an interesting one. Have you all you've already taken care of it? Um, The interesting piece here that

I looked out is if you don't do anything, you are allowing it. You're allowing homeschooled students to participate. Um, which so you're having to opt out, which seems a little bit backwards sometimes. You would think this would be an optin and it's an actual opt out. So, um, the board, not the board, the district gets $1,500 per student per activity if you choose to allow homeschool students to participate in UIL activities. Um, a good thing to know is if you say no, we don't want to let homeschool students in our district participate, then they can

go to the next closest district distancewise, doortodoor. And um, so I think Weatherford ISD is allowing me I'm pretty sure they are. They are. Um, they are. Okay. Um, so I don't know who else is around you all, but let's say Glenn Rose was and Weatherford was. I don't know about Glen Rose, but that child depending where they live in your district, they would measure distance to Glenrose to Weatherford and whichever one was closer, that is where they could go. So they don't get the, "Oh, I'm to South Lake Harold." No, it's the next closest

proximity district to where you and really Weatherford is one of the only ones that I've heard of that's allowed previously. That's not that not a change. Um, you Okay. We talked about this one. The next one is seat belts on buses. And so this law requires threep point safety harnesses on all school buses regardless of their age. And so um you have a couple options. This opened up on November 11th in Sentinel. Sentinel is our um security reporting system uh for the state and um there was a to the administrator address that came out about

this in Sentinel. You have to go in and you can say, "Hey, we as a district deem this to be financial not financially feasible to put threepoint harness safety belt in all of our buses at this time. Before uh Dr. can go in and do that and Sentinel. You as a board need to in public meeting state we cannot financially do do this at this time and then state the dollar amount of what it would cost. Um, I am hearing anything from 20,000 on up to outfit a bus depending on the age of the bus

and if the seats all have to be replaced In order to get the three points harness. Um, do you know how many buses y'all count? We're Yeah, we're in the the process. So we have 19 buses that do not um and uh we had a discussion on it the first discussion and not worried about not made the official decision on it yet for um and so then what will happen with that report is it will go back to the next legislative session. So, in January of 27, yeah, January of 27th, um that report, the amount

that it would cost for the state to be able to do that, we'll go back to the legislature for them to decide how it's going to be funded. um if it's going to be funded where that money is going to come from, but that is actually open now for you to to report once you make a public in a public meeting. So, here's that slide that I was talking about um that I wish would after that other one. Um really what this did is it amended some uh criminal procedures and loss of the um education

code. And so it took the definition of child abuse and it added in improper relationship between educator and student. Um so that is now defined as child abuse. And it went on to Say some red flags might things like improper communication, um, giving rides, giving gifts, getting overly involved in a child's life, um, and getting to the point where you're creating emotional dependence upon that that child or that teacher. Um, and so that improper communication is really the one that I lean into. And teachers just should not text children. Plain and simple. Period. End of

the day. Teachers should not be texting children. If they are having communication with children, they should be using some sort of app that tracks that communication. Do you all use Parent Square? Perfect. Um that is actually one of the better probably the best one out there. There's another one. Um but parent square tracks it all and anybody can monitor it at all times. It's it's there. Um, this is also the law that shortens the timeline for teachers from 48 hours to 24 hours. So, if a teacher suspects child abuse, they have 24 hours to report.

Um, just practice. When I was a campus administrator, if a teacher came to me and said, "I think there's child abuse going on at home." I would literally open up my computer and say, "Sit right here, right now." And let's let's get it taken care of. Um, you don't have to do that, but it is the teacher's responsibility. Now, the teacher is told the principal, and the principal needs to also report it to the superintendent. Um, and The superintendence was I already said decreased from seven business days to 48 hours. The superintendent reports to ESPback

if it's a teacher which is the state board of education. They report to ESPback and to TEA and to the police. Now if you have district police officers, do you have a district police station like department? The department. So reporting to them does not count. You have to report to the city or the sheriff. Um and so teachers just need to be aware of that it needs to go outside of your school district. And then it also needs to be reported for the Department of Family and Protective Services. So lots of reporting. Um, and then

just something that I learned in one of my trainings, um, TEA has a misconduct portal that your superintendent has access to, um, to report teacher misconduct and um, or misconduct of anybody. And so, Um, if he had suspected misconduct of anybody, let's say it's one of those contract people or a student teacher or somebody that's um, even here doing construction work, he actually has access to the DPS fact to look up their social security information to report that. as well. You're supposed to have it. Um, but I say that because to me that that just

kind of shows how serious they're taking it. Um, like it's it's not like they're giving him the authority to get the information off of anybody that comes within his district that is suspected of child abuse or maltreatment of children to report it. They're giving him the avenue to do that, which to me that really just speaks to the seriousness that that they're doing. Well, it is serious. It is serious. The safety of our kids. It is serious. That kind of misconduct just can't be called, but they they've created it where it's easy to do. Um,

and then I wrote down that this law really expanded reportable instances, physical abuse, threat of violence, engaging or soliciting in romantic or sexual relationships, inappropriate communication again, and then just In general failure to maintain. So, um, just a lot of information there. Uh, it's really about to creating a stop gap where if teachers get caught in something, they quit and they leave before it gets and they go somewhere else. This is creating stop gap where that's not allowable. Um, which is a good thing. It's a good thing. So, here's uh you mentioned the CPR, defiill,

epipen, all of those training. Um, this law really just amended some chapter um 22 and 38 code. And what it did is it specified everybody that must have CPR and AED training. uh nur nurses, coaches, athletic directors, band directors, cheerleading sponsors, and athletic trainers, plus student athletic trainers. Um all must have AED and CPR training. So, um basically that's about anybody that's going to work with a child outside of the the day-to-day. Um FFA sponsors would fall into this group. Anybody that's going to take groups of children places should um you also must have a

designated cardiac response team which you probably already have headed up by your nurses head shaking. Yes. Um and so there's there's not a lot of new information here. Um, This one is near and dear to my heart. When I was a teacher in probably my fourth year of teaching, one of my students um was out running the track one morning, collapsed and died. and um come back to say long story short, had there been an AED, it would not have saved his life because of the way his heart ruptured and um it would not have

saved his life. But there are probably a lot of instances where those things do save lives. I know there are. And so, um, this one is one, uh, I'm, you know, I'm very much in favor of these and the the Epipens and the Narcan. Um, do y'all have Narcan available? Head shaking. Um, as a board, you may already know this, but like if you administer Naran to someone and they don't need it, it will not in any way hurt them. And so if they're displaying symptoms and you call 911 and you administer the Narcan and

that wasn't what would cause these young symptoms, that will not it will not harm them in any way anyway. If they're pregnant, it will not harm the baby. Like there's no reason to not um support the use of nar and save. Um my son and I, my son is 21. And I was talking To some of you. We were we were talking about this my son was in a fraternity um he went to college in Arkansas was in a fraternity and his fraternity handed out yard um to people on campus in classes. He he's like

I just we bought it as a fraternity and that was what we did um to get the word out about it. So we were talking about that the other day. So you can have open carry of a handgun by a unif by a uniformed school marsh. So if you choose to do the school marshall program, which you all don't, um, but if it's always good to know this because if you're in another district and you see somebody open carrying, as long as they're uniformed wearing something that you know they're a school marshal, they can open

carry. Um, so this one I suspect is going to like get a little bit bigger now that we're in basketball season. Um, football season's outside. You got lots of room. Um, basketball season, we're in tight little confined spaces. So, uh I suspect this is without warning, no warning. Um somebody can Get rejected from a UI by an administrator or by record. And um so what what's I mean it's under there in the action item. Inform parents, coaches, sponsors, and make sure people know because here's what's going to happen. I'm the parent at the basketball game

making a fool of myself and the referee ejects me and on my way out the door, who am I calling? My buddy. I just got ejected. He's going to say Bill 29:29 says, "You don't have to get a warning. Sorry about it. Behave." Glad it doesn't say clapping loudly. So, we're going to move on to assassinating accountability. Um, Senate Bill 13. This is a low number one. And, um, this is the school district library book and parents rights bill. And there is a lot of things in here. The biggest one that I would say is

you must have a committee that talks that um reviews what books go in your library. Have to have a committee, a process for doing this. You already do. I'm sure all the districts already have this. You must have this. Um and then the parents right piece. There's basically two things here. And if you have um the checkout Systems, this is already happening. But just for you as a board member to know, the parent can say, "Hey, Carrie can't check out Judy Blooms, so please don't let her check those out anymore." And that's in place. So

when I walk up to the counter, they say, "Oh no, sorry. Baby mama said no more JB books." Um, and then the other side is if I want to go online and look up what books my child is checking out, I can do that. Uh, the best story is a lawyer um that works for one of the education, he's an educational lawyer. He said he started getting all these emails about the books that his child was checking out like your child checked out these books. Your child checks out these books. and they were um how

to adopt a yellow lab, how to um raise, how to train a yellow lab. And he was like, "We're not adopting this dog." And my son's out here checking out all these books about how to adopt a dog. Um he's like, "We are not interested in adopting dogs." I said, "That's pretty funny." Um probably not the intent of the law, but you you It really drives home the idea that the parents they know where their kids are reading. Um is to ask do we have that through or no it's Market is that the same uh

system where they can go in and request for a book to be pulled and reviewed to see if it should maybe not be in our library that's different there's a separate separate library for that part of this also requires that we post a list of any new books that we add to our library for 30 days. So, we've actually got a list that's out on our website right now that will come to you guys in December 4. The other thing is um kind of an un you know sometimes they put laws in place and then

there's unintended consequences from those laws. One of the unintended consequences is really around classroom libraries and whether teachers have to catalog all those books and readers and all those things that they have within their classroom. Um I'm not an attorney and I don't even play one on TV, but what I've kind of learned along the way is if our teachers classroom libraries are books came as Ethan of our curriculum adopted material. So a lot of times we adopt HMH as our reading Program and HMH gives us our reading program and then they give us a

classroom library as part of that that is part of our adopted material. They do not have to be law. Um, what I have heard from attorneys is be careful if you have teachers that just have big libraries of books where kids get to just pick books. Um, that would be is it a way of getting around really the question was is that a way of getting around the law of having systems in place. you have systems in place, so adhere to your systems that you have in place. Um, but I'm not an attorney, so if

you have the questions, I would definitely reach out to you. I have a question. If you have a teacher that has a classroom library, which I'm sure a lot of the elementary teachers, more so probably. Yeah. Former elementary teacher, you have books in your classroom. Do our teachers have the ability to reference those? publications through our library. That making sense? So they know in the Noately cross reference what they have in their pass library. Is it approved? Is it We could do we could do that. I'm just kind of thinking I mean I wouldn't want

to abolish a teacher from having a library in her classroom. I don't think that serves the purpose, but as long as they're books that are available through our library, then they should be. I agree. Yeah. Is that they would The only thing is that then when the kids go to check it out, it's not going through the checkout process where the parent has put restrictions. Is that where that problem would lie? Probably. But it's more about being informed and and then know like Yeah. Yeah. there's like a level of transparency. Yeah, it's it's definitely an

unintended consequence of this law that TA now I haven't been on TA's website today, but they haven't really given any straightforward guidance on it. But then I would um the teacher had knowledge of it for a child in the class. Would a teacher know like anything that had been restricted for a child? Not unless they had access to the follow system which is really restricted to our RCL which a lot of teachers I think do help the teacher be able to get a report. Here's my classroom. And that boxer for the classroom became Her student.

I need to be aware that her don't want her to read. And I think that could be similar to like being like your be approved to have your teacher about your teacher your students picture taken like if the yeah like a that's way more simple books that were in my classroom but I also know what there's already I know what I had didn't have in my class if that makes sense you know Yeah, because I think what I'm hearing a lot of us are not wanting to take away classroom libraries for teachers, but we also

have to respect the parents. Yeah, we have to give parents rights and we have to follow the law. So, how can we make it like to be something that you just not get too down in the down in the wheat yet? Wait for that guidance from TEA. Um because might need some a couple months. Yeah. Could could the administration also reach out to our attorneys to find out about this as well? What what is their guidance if or what what way can we merge classroom libraries with our libraries reporting process? We have A committee. We

have a committee that already does the vetting of the books for the library. Why can't you see anything in the same thing that's in the library? We're going to have a roar of subjects like elementary teachers and we're trying to support our right now though is wait and see what guidance on because I think this can I mean it's going Noble and wait and see what TA's guidance on this really comes out. Um because like I said there's another law that we'll talk about and they put these laws in place and then things happen and

they're like oh um this is a great example. Yes. Um, so special education funding reform. Um, this one there's really what I would tell you with this, and we're not going to spend a lot of time talking about this. Um, they are going to fund students. So, students that receive special education services, every student starts out at 6160, right? Good. Thank you. Somebody somebody confirmed that that's the right number. Um that's their that's the funding a lot a lot is the basic a lot is 6160. If you receive special education services then it goes up

the the dollar amount goes up um based on The intensity of services that the child receives. And so that is changing and we just need to make sure that we're coding all of that stuff in paint because that is how that is reported. And I will tell you and your team back there, we have people that are getting ready to do a lot of training at the service center in January. And so tune in because they're about to start helping y'all make sure that that's coded correctly. Um what's the definition of that? Is it like

is it 503 on the definition of special education funding where just the very top special education fun 504 sorry 504 no specifically talking about 504 behavior would be like an IEP 504 504 can be 504 can be a lot of things. 504 education. Well, in order to qualify for 504, you have to have an educational need. Um, so you can you can serve a student through 504, but their behavior or their medical diagnosis or whatever it is, maybe they just have a reading disability, but they can be served through 504, But you have to have

an educational need. And so you can't you can't just be 504 if you don't just I was only 65 before it was un like um say I have ADHD but my ADHD doesn't impact my ability to learn. I just have ADHD but I don't have a medical notational need. I don't necessarily qualify for 50. So it has to I have to be able to have a educational need in order to qualify for 504. 504 is um actually is um probably technically should be a little bit harder to qualify for than special education. Um and a

lot of times we have it reverted in public school. Not not gi specifically, but just in public school. Um, but no, this is specific to students receiving special education services. No. Also, could you have someone who has a 504 student that has a 504, but they don't necessarily meet the criteria for the fed funding? Yes. You would you would not meet the criteria for funding if you're That's the correct. Yes. So it's the difference between a and I and the AP is a com the individual accommodation point. Oh, it's a good test to find. Um,

but what I need you to know is it we got to get it correct because we're getting money based on the intensity Of services. So really what what you need to know here is the kids get lots of time from our teachers. You're going to get more money to help pay for that. But also they don't know the rules. The rules aren't Yeah. FYI, but it's why our team staff is still very vitally important. Well, that too, but TEA will write TEA will write the rules at the end of the year for funding. So you

can't do anything. It's going to be tricky. Yeah. Okay. Um so this one is the virtual and hybrid learning. Um if you want to do a virtual school or a hybrid school, you can um you get ADA funding. You don't get ADA ADA funding. You get enrollment based funding. Um there's a window open. It closes in a couple days if you want to apply for a grant to do this. Um it's just an option. Um TA is going to begin collecting data on chronically absent students. So uh this is it spelled it out for us.

It says a student is chronically absent for more than 10% of the school year and um if they fail to attend school without excuse for 10 or more days or partial days within a six-month period um they have to be identified And coded in pink. Um why we don't know yet but the legislature wanted to collect this data. Um I think it's going to come up on true and this is pure speculation but truency ADA funding all of those kinds of things. It all comes back to money. It all comes back to money and accountability.

um you know when they start collecting data I just start thinking okay how is this going to impact us in our accountability our RDA a lot of those other questions uh so this one's interesting we're in December and this is supposed to be done by December so the commissioner of education is going to come up with a standardized GPA calculation for all across the whole entire state of what getting weighted out. So, our AP classes, are they going to be weighted? Our dual credit classes, how are they going to be weighted? Are dual credit core

classes going to be weighted the same as our dual credit um career and tech classes? What about preap? What about honors? Um what about classes that are taken in junior high? How does that flagging to it? It's going to come from the commissioner by the End of December supposedly. Um, haven't heard anything else on it other than the legislature said as soon as practicable and the TA guidance guidelines say expect these in December 2025. All I can say is I hope they offer a phase in for this and so it starts with like the incoming

freshman next year. It doesn't start with everybody because if it starts with everybody, it's gonna integrity of what's already been created. I'm I mean I just worry about changing the rules. We should probably start with the seventh graders because some schools offer I mean Yeah. Yeah. Anyway, we could talk about that. I I hope that they have a phase in. I don't know. Um what does this mean for you as a board member? If they don't have a phase in the validictorian mama is going to call extor validictorian the one who split it at the

last minute is going to be so um you know just just something to be aware of that's coming. Uh so let's talk about governance a little bit. Um you've probably been doing all these things already because they happened on September 1st. Uh your um agendas must be posted at least three business days prior to the date of the meeting. And so um y'all aren't four day week are you? Okay. Basically that's been the biggest question like if we don't have school on Fridays does Friday count and the the general consensus is no. So if you're

having a Monday meeting, you have to post the Monday the week before so that they're posted Tuesday, Wednesday, Thursday, which are your business days. Um even if the business office is open on a Friday like on the Friday, you know what I mean? Like that's just when you they leave these attorneys can still make a bunch of money. Well, yeah, sure. They need their jobs. I just heard I just hear that and I'm like but that's a business day. Yeah. Still business happening in the office. I don't know how some of the districts that are

on four days a week are are the admin offices and business offices open. Most of them aren't. Okay. Most of them are the whole district. They're posting they're posting a full week in advance. Um, additionally, when you post those, um, you have to, if you are going to discuss your budget, you have two options. You can Post a budget with your agenda or you can have your budget posted on your home page of your website. That can't be buried into your website. It has to be on the homepage. So, the budget either needs to be

attached every time you have a meeting if you're going to talk about budget or it needs to be on your district homepage of your website. And if you're going to um a notification must also include a taxpayer impact statement showing the median valued homestead property comparison on your tax bill. So if this budget passes, this is the impact that it would have on a median valued home within budget amendments as well or just when we on the main primary budget. So I'm confused that confused me. Um, so our budget, how does that, if the tax

rate is fixed in their home value, the values already been established, how would our budget impact them at all? If your tax rate changes and part of your budget Oh, I see. But then that would require a vote. It would require a vote. Okay. But that before it can go to a vote, that has to be posted for everybody. Okay. Yeah. Yeah. I'm sorry. Yeah, Sir. Good question. We've been posting on Tuesday before the following Monday for And you have school on Friday through your book. Yeah. Yeah. Um AI. So AI is artificial intelligence and

there is a new um requirement that employees are trained on artificial intelligence and um this is one remember at the beginning I said maybe some new board training right now no but don't get too excited I think it's probably coming um as a you know how you have the every other year trainings. I can see this becoming one of your every other year board training eventually. Right now, no, it's just for employees, but I suspect it's probably coming down the pipes. Um because we don't have time to talk about it tonight, but there are so

many decisions you as a board really need to think around AI. Um grading, how is it used? What are the discip like what are the discipline consequences for kids using chat GPT to write their papers? How do teachers know? Um so all of those things are out there. It's just going to it's it's kind of if we don't already have some of that stuff in place, we're behind the eightball, I would assume. If we don't already have some some disciplinary stuff, some some vetting, some ways to detect AI and all that. We're already we have

all of some of those things in place, but we also have a committee that's meeting right now that will bring an update to you in January with a full set of guidelines um recommendations for accepting rooms for use inside of the district and outside of the district for compliance and that kind of stuff. So, we'll have a full update in January from our AI district. So on that stuff it comes to AI everybody's well for sure they are evolving so fast I know we're always working well but I what I'm suggesting that we don't wait

around on tea to come up with whatever we already we need to be proactive about it it is it's kind of a big deal really if we try to follow what universities are doing there is an absolutely zero tolerance I mean like no tolerance whatsoever you will fail class, you can be expelled from university. I mean, like, I'm not saying we're excelled students, but like it's it has to be a zero tolerance policy. It can't have any it can't have any gray in it. Um, so changing the I want to embrace it properly. Yeah. Not

use it to not learn like because it can actually aid in your learning. It enhances it. enhance your education about property, but if you're using it just to get around learning or not, then no. Well, and we need we need to educate our teachers on ways that they can use it because I didn't know this until just a couple months ago. I learned that there's a way in Google that I can see how much of something was copied and p or like pasted into a document. Well, I can't accuse a child of cheating and say,

"I think you cheated because you let AI wrote write this." But I sure can walk to the kid and say, "This whole chunk of your paper was copy pasted." Well, it's like pasted in here at one time. And I have evidence of that. And so giving that teacher the teacher now the teacher not saying I think you cheated and you let AI AI right write this for you but the teacher is just saying I have evidence that you copied and pasted this whole chunk of% of your paper where did it come from so it gives

the teachers some leverage too where it's not her word versus the kids it will evolve into into a side of your source or even even like A link to where it came from. It will evolve into that. But it just it's just it's it's huge and I think it's going going to just keep getting bigger and bigger. Um changing dates of election for officers. So this is actually a deadline of December 31st. If you want to move from the May elections to November, you can do that. Um, it's a one-time thing. If you wish to

do that, you must have a transition plan in place. Well, the date on that I thought significantly in the future. That's not this year. Correct. Or did I misunderstand? Uh, 2030. Okay. But it's a one time move. If that is something that's election for officers on the board like is that what you're saying? What is that? No election trustee not officers okay I'm reading that as the board. Gotcha. If you wanted to move all of your elections to November and also potentially go through your term board. So um that's That's your discussion. Um, this is

one of those laws that I'm like, really? We have to have a law that says this. Um, but then I'm like, well, somebody must have done it. So, that's that's why we now have a law. Um, probably doesn't Really mean much for you, but um, your what this is saying. There's a couple things here. Um, there has to be a place on your ballot application that says I am not a registered sex offender. So, they must um mark awareness of that on their application. Okay. So, so not on the ballot. place to mark that two

different things. I don't know that but I would just That's a That's a great question and nobody's asked me that one. So, um I will find out just because I'm now hearing it. But, um yeah, like I said, to me, this is one that I'm like, why do we have to have a lot of say, but we do in elections, those applications will be coming up in the future. Can we make sure that we have that on our applications? Not sure if we already did that. box that you're not. So, you said about two, I

told you this was the boundary bill, the education savings act. Um, the controller has put his plan up. That plan was up uh starting August 22nd. It was up for 30 days for public comment. It is done being in public Comment. We are just waiting for that plan to become Here is the controllers's plan. um of how do you qualify for a for ESA? Who qualifies? How is that money allowed to be spent? How is it going to be paid out? Um what can it be spent on? Can it be spent on just tuition or

tuition, books, uh transportation? We we don't we're just waiting. Um so, not a lot of information. Uh there was a TAA that came out in November on TEA's website with a little bit of information. Um what I would Oh, one thing here, homeschool is eligible for up to $2,000 per year. That's kind of something that was buried in there. Um and then um considerations at the board because you know I don't know I don't know that people are going to get vouchers and leave public school and go to private school in the mass numbers that

maybe was originally thought. I I just don't know. um the community I live in, I don't think it's going to happen because we don't have a lot of private schools available and parents have to provide transportation usually To get kids to private school and they're not able to do that. So, but as a board, think about like what impact would this have on funding if we have this many kids start leaving? How does that impact our enrollment? And then as a board, what did we do for advocacy and communication within our community? Anchoring us back

into that board framework. Like what are we doing to build up our district? Like you want your district to look like a sound, solid, great place for kids to come get educated. So what are you doing as a trustee or a board to build that? Um, how are you advocating for your community? How are you speaking positively about your IA? Um, how are you being out there being involved? And we I think a couple of that's where you're talking about, you know, my time from when I was in the district to now being at the

service center. When I worked in a district, I I was expected to be at everything representing my district and promoting my districts and on Facebook and social media that promoted my district as a trustee. Promote the district like you were elected to represent your district. Be proud to Be a trustee and represent your district. So, one thing I just noticed on here is discrepances. the annual funding for students to 85% of the average state fund. So am I interpreting that correctly that that would be 85% of the 6160? Yeah, unless they're getting unless there's some

additional. All right. Thank you. So, um, just, you know, advocate for your district. Be positive. Talk up the things you're doing. Talk up your MFA. Talk up your um, band and your fine arts and your beautiful fine arts building and just everything that you have that private schools around you don't have to offer. Um, the Cabel 12 is another big one. It's on parents right. What you need to know here is this one got real sticky in the fall and I think it's because of the timeline of when this rolled out. It rolled out after

most people had already done all of their online form. And I think that once as a district we can put these things in online forms, it's going to be easy to use going forward. It just was difficult this year. Um there was counselors and nurses that were really concerned like can I give kids band-aids? Can I give kids Um medication? Like what can I do? counselors. I had counselors calling me and saying, "Well, can I counsel a kid on what classes they can take if their parents haven't signed permission for me to counsel?" Yes. Yes,

you can. You're counseling them academic things. It's fine. Um, DEA then came back out in September and said, "Help services include dispensing med and that requires an optin." So if a parent wants to school district to dispense med, they must sign that shortterm noninvasive first aid type thing like band-aids, cleaning a bloody knee from a fall at recess. Um consent exists without opting out. So there's some that TA said is opt in and some that is you're getting consent if you don't opt out. Not giving prescription medications, not giving vaccines, not giving things like that.

Common sense. They're not doing opt in. Yeah. But the stuff that makes sense like said band-aid. I Yeah. Tylenol, they hit their head, you give them a phone call is pretty much what our protocol is. So, and TEA has a draft of the rule that they recommend for this as well. uh policy rule. Um and then the other piece that's in here Is your grievance form must be um posted online. Uh public comments should be at the beginning uh pieces of your meeting. This is kind of a gray thing. It doesn't really come out and

say have to be first. It just has to be at the beginning. And so depending what I have going on, um it might be the second thing on my agenda. If I'm doing recognitions, student recognitions, I have a lot of parents and a lot of kids there to get recognized. I might go ahead and do um recognitions just because I have a lot of people there for something that's really positive and um to build up that community and put that face of hey look at all of these great things that are going on in our

district because we want I mean as trustees part of our job is to advocate um for for our district and so being being um you know aware of those things. Um the problem is there's not real clear definition on that. You know if you have 14 items then it's it could be interpreted as if it was item number six that's in the beginning. It's only for interpretation. Yeah. The unfortunate part of that I do It. It's before all of the chunk of business of the school district. But I'm with you. I mean, I would much

rather do recognitions before that, you know, because of the exact reason you just said and you not trying to hide anything, but also like my was little and if I had I don't know 30 kids with mom, dad, grandma, grandpa, brother, sisters, husband I wanted I just wanted all the space. Um and and we just we couldn't feasibly like we we would have standing room only for recognition a lot of times especially when we were doing state recognitions. Um I mean just really it's just a special time for those kids. I think before business is

a good practice and unless they give us unless they come out and they give us different guidance which they may um but I I think you're well within your your rights of putting it you know after recognitions. Um, also the board must uh prohibit DEI and CRT. Um, you must come out as a board and publicly say that you are prohibiting DEI and CRT. It requires board certification of this and it prohibits any gender transitioning supports that might go on. Would we do that in a resolution or I mean I would say Yes. Have you

all done that yet? Don't think so. Okay. So, just coming out and saying that we prohibit that and I I expect that we'll have some updates as a part of our next legislative update where we have the the whole policy update. Then at that point there would be something that would be updated when we make it resolution. Um, I've heard that there's a possibility like when you're applying for grants and some funding from the state, you're going to have to attach that resolution. Imagine that. I don't know. But I mean, that's kind of hearsay like

chatter. Um, so handbook and required training on parent rights. The state is TA is creating a parent rights handbook which will be out in January. Uh so just a month away we should have a parents rights handbook and this is the training that I said you are going to get to do in April. So there will be a parent rights training for trustees beginning April 1 come out the handbook January 1. Oh, we're going to train it by three months later. And then you all get trained on it in April. Sounds good. Proactive. Um I

think that the Uh I I hope that the training is on TA Learn, but I don't know that for sure. Um, let's see this one. I'm not really going to touch this one. I'm going to refer you to your legal because I've heard everything around this. This is about the posting of minutes. And I will tell you that if you read the second bullet here, it says within seven days of board approval. So that is saying approved minutes are posted within seven days. This has been all over the place. Do whatever your legal counsel says

to do on how you post minutes. If you choose to post them before they're approve approved, you can put the word draft across them. Um we talked about election day. I thought I saw a date that said 2025 on there. Yeah, this date to make the changes different than the date on the previous one. So this Okay, good catch. The other one is if you want to change term limit. This one is if you want to change the date of election. The things you said but just two separate bills. Thank you. school Finance hospital bill

too. It's a big um finance bill and um kind of the things that I will lift from this uh are you all doing teacher incentive? Yes, that's true. if teachers are national board certified GTA. Okay. Or if they come to you from another district. Um the legislature put a lot of money into TIA to continue this program. I don't think it's going away. Um they put a second layer essentially in there of new designations. um one of which helped administrators start to get incentive a lotment money. Um so looking at that uh in the future

and having conversations around that um they added we have a staff of three at the region center. we are going to have a staff of six that they are funding people to support teacher incentive development um for teachers. And so I I just don't think it's going away and I expect it to become something that everybody's going to have to looking at more. Um they did increase the basic aotment by $55. The small and midsize um increased by roughly 10%. They put some money into safety and security. It's roughly $33,000 per campus and $20 per

student. Uh they came in and they said They were going to pay for the cost of some exams. So, they're paying for the bilingual exam and I believe the special education exam for people that are want to go get those certifications. Um, and then they did put in that beginning next year, K through five teachers in reading and math must be certified and the following year K12 um reading, math science social studies. Quick question. when you said they're going to pay for those those exams, is that like a reimbursement or is that no charge when

you take it? So, I am not 100% certain, but I have seen people post on social media that they registered for it at no cost. Okay, that's what I've heard in my training. No cost. And if you fail it, you get a fail. That's the wondering I had. If you failed it, what happened? Well, yes. Oh, probably. Um, another piece that is in there is they changed the bilingual exam and they've um taken a piece of it out. there were some pieces of it that were really really difficult um that are not actually even equivalent

to other certification assessments and so they remove that that's a good thing I do Actually think though back to not being funny but it you have to log into your account when you do those it's like a one time thing so if you don't the next time you lo Oh okay yeah so I think it's kind of like a one one shot. I don't know if we'll end up changing that. I was more concerned about it being a reimbursement. No, but my understanding is the first time you log in for sure. It's much good. And

then kindergarten or not kindergarten, prek. So, your employees can bring their kiddos for free free prek in your district. Um, already talked about school safety. So, just a uh Oh, here we go. Um, this one is an interesting one. I didn't have this in my slide deck originally and I had some people start asking about it, so I put it in here. Um, students that want to go to attend religious courses during release time can do that for up to five hours per week. And the district must excuse those absences. And um what is an

example of that? So like I don't really know but um prayer time. Well there's So it would be like if their church had a cloud like confirmation. That's what I'm something like that. If that's during the day instead of going in the evenings, they could go. Is there what kind of documentation requires for that to be excused? It's upon request of the parent or guardian wonder what the policy says it says because there's so much like attendance issues you know I could see that well five hours a week So does that mean that that say

that again? So if you're accounting for Trinity, you only count unexcused absences. So this would exempt them from Trinity court, but it would still count towards 90% attendance. Excused and unexcused absences count towards 90% attendance for credit being awarded. So this is this is a built-in released time course. So you would build this into their schedule period. They would have a period to go do that. Oh, that that helps. They would be missing an algebra class or just that period or just call in or not come in or whatever It Yes. Hour per day. That's

where the five hours comes per week or what? Yeah, it wouldn't have to be every day, but that's where they're But that's where the five it would be like a course that they are going to and it would be built into their schedule. But but it's our responsibility to accommodate their schedule. Yes. For that which does add to the legitimacy of said religious relief or whatever it was. Um and then just two things from the special sessions. The first one is STAR. This is really just because I want you to be aware of this. Um,

so the STAR test, the new STAR test is set to start in 2728. So not next year, the year after that. Um, it will be a three short assessment test. So beginning, middle, and end of year assessment. Accountability comes off of end of year for it got rid of English two. So high school now has English one, algebra, biology and US history. Um, high school and of course does not have to do beginning and middle of it year. They do have to do end of year. So the beginning and middle becomes optional for those indem.

Um why is it not happening for two years? because it takes two years. Two reasons. It takes two years To create an assess because it has to go through the vetting process. That's number one. The commissioner of education by law now has to have the accountability manual released. So, he's got to get an accountability manual released for this new assessment before we get to that year. because of the lawsuit that happened. He's got to get that done or two weeks. So that's why we're looking at 27 28. You mean they're having to be held accountable?

We're putting things out in the first question comes to mind like what's their vetting process? Like what even is that somewhere? They bring in teachers and they have teachers. It's groups of teachers that evaluate the question. You hear me? Correct me if I'm wrong, but the best part about this is the results have to be within 48 hours. So TDA can't build that bill card. So that's better. That's what's going to take the two years is to figure out how to grade the post within 48 hours. Yeah. Well, you remember they're working on that GPA

algorithm, too. So they they control what the goalposts are. So, lots of lots of hurry up and wait on this really. Um, but just know that what's coming is a three like a three Time a year assessment beginning, middle, and end of things like just to be clear, the last one is the only one that counts towards the Yes. And this is why our community based accountability system is so important is that we, you know, it's not a moving target, right? We aren't ignoring the star test and that accountability, but we still have the foundation

of what's important to the godly community. And then we just add the star to it as the star changes. We don't have to change everything that we believe in. We just now just have to change a little bit of what, you know, not the piece of the puzzle, not the big. And then my last one is Cab and this is the Texas Women's Privacy Act. U this one basically says schools must assign multi-use restrooms and locker rooms based on biological sex. Period. And if you don't, the first time non-compliance is 25,000 and every time after

that it's 125,000. Um, and this is this is not just school. This is colleges and universities. This is everybody, private schools. You must assign staff. So that is it. Um, if you don't mind, real quick, this is a QR code with a survey and after that I'm Done. Michael don't those first few slides that you you had the very first couple. Yes. Okay. Are you talking about the ones with the the board framework? Yeah, I'll access earlier that hasn't you're right. Yeah, that's why that's why I asked she pull it up. [Music] up there against

little down before we get into the next place. Thank you. You're very welcome. And if I train, thank you. How long to get here? And I normally Yeah, I'm like 25 minutes. I mean, but I do get in trouble. Yeah. I mean, my wife Oh, yeah. No, we we're on a first name basis. It's just like legitimately in fact Okay. [Music] I do. Yes. Actually, Yeah, super nice. Yeah, that's it. Yeah. I mean, I've never been one seat. about My brain is about to turn off because my backside I didn't decide to start [Music] [Music]

here. So, let's get started. [Music] [Music] We are now going into Agenda item 5B. I'll get started. So, howdy. Good evening everybody. So, Dr. Donald, Dr. Block, Dr. Nick are also here and they're going to come up and present their portions with this as well. But so, we wanted to give you some update, do some information on this improvement plan. Um, so which starts the academic piece, go into weekly, attendance, truency, and then last but not least is climate survey or climate survey. And so we made the decision to really start digging digging more than

we ever have um into academic survey intent, but we're doing it bi-weekly um with with our cabinet and then but also quarterly where we're going data, data dig, and really getting Into what's going on. with our at our camps. And so with that, here's what we expect. We expect to see some some market improvement in these things and a three-point increase in the district TEA ready, a 35% participation rate, which still is only a third, but it is significantly more than what we've had. So, and so got some good things going on there. and then

a half% increase in attendance. Before you move on, 35% participation rate of what spectum of the of the of the district staff of district administration staff of what? Yes, sir. District staff. Everybody including uh maintenance team all everybody. Okay. Yes. Correct. That's the question. I might have back off. Trying to save the battery. Turned it off. I didn't flip it off. I turned it off. Okay. Um and so here is just kind of a a timeline of some of the things that we're that we're doing. And you'll see um we have our stat chats and

those and everything is colorcoded so that we're we're doing them. But we're also doing the frequency, right? We're it's not a oneoff. We're not just doing this one time and not coming back throughout. We're staying with It. There's consistency there. Um and so we're going to talk more about this throughout this entire presentation, but just kind of wanted to give you a picture of what this is. So, um we're digging into the data here. campuses. We're having these campus data dives, sats which include walkthrough data, assessments, early warning signs, trying to find students um that

were already seeing some some warning signs of trouble academically or with attendance different things. Can I ask you to really enunciate this for anybody who's watching online that you are saying stat chat stat and not chat? for any of our online audience statistics. Yes. So having a stat around our chat around our statistics, right? Yes. And so anyway, so we have these planned out as you can see going all the way back to September and going through the end of the year. So we will come back to this throughout. Hey, wait before you move on.

I'm sorry. I'm going to be loaded with questions because you're diving into data. Yes, sir. Okay. So, First of all, this is a fantastic I would correlate this to a business rhythm uh associated with your your data dies. So, fantastic. I love it. This is really really awesome. Um, so why is it the third quarter before you start doing what appears to be benchmarking? What what am I missing that it seems to me you would have to have? Yeah. Yep. That's that's in Q3 of the year. Why are you not having something early to compare

to if you're not benchmarking until the third quarter? Have you not missed half the year? No, we do. So, let me step in. um this common curriculum common assessment that we have earlier in the year a benchmark test is looking at the entire like a mini star test and we want to caught all of the material until we've reached about this point in the year. So we do common assessment throughout testing on the material we taught. But if we give this benchmark this many star test early in the year, students haven't seen much of the

curriculum that's on the test. And so it doesn't tell us what they know. It tells us what they don't know. And so we do a stop and do a benchmark here to see where we are, How much growth we've made, and then do that final push and start after. Thank you. That makes a lot more sense. So I appreciate that. Sorry question back survey. I thought I would ask question before when you after you put slides when when Greg was clarifying all staff is the results are the results categorized by physician department etc. Yes sir.

Okay. And with that Dr. Block is going to go into great detail around all of that under goal three. answering any more of that there as well. Okay. And so back up one more. Yes, sir. Your very last entry. What is that? 45 817. This should probably be uh early June. Okay. I'm not sure what the date happens there, but that's early June when we get our data back and we look at our um extended effective responses and our month six. Thank you. And we certainly everything's based around our pillars and so he's going to

touch on our pillars And timeline. So, as we actually had a great segue into talking about community based accountability, and you've heard us talking about community based accountability and the seven pillars for the last several years, and it's been a pretty significant part of who we are in our district based on what's important to the people that live here, that work here, the students that go to school here. What's been missing has been that state accountability piece. And I wanted to just take a moment to go back and look at kind of what the progression

has been and why state accountability has not been part of the conversation for the last several years. Um, prior to COVID in 2020 2021, we were digging into star data. We were looking at our accountability ratings. We were um we were really focused in on how we were making progress and what growth were we were making on the star test during the 2019 2020 and 2020 2021. It's very difficult to say all the 20s. Um there was no star test given because of COVID because of the shutdown and so there were no accountability ratings issued

during those school years. There was a change to the star test and a Change to the accountability system that happened between 2021 and 2023. In 2022, there was a new star test given and there were accountability ratings given, but they were based on the old system and transitioning to the new system. So, we kind of had two different ratings. Um, but it was really still based on the old accountability rating system. The new system was supposed to go into place for the 2022 2023 school year. However, as um Carrie mentioned, there was a lawsuit that

stated that the the state did not do their due diligence in completing the accountability rating before the school year started. We went into the year, we actually took start and there wasn't a finalized accountability system yet. So, the 2023 ratings were held. They were not sent out. um they were not sent out in 23. They were not sent out in 24. The next year, 23 and 24, we took our STAR test anticipating we would get an accountability rating that year. Prior to ratings coming out, a second lawsuit was filed stating that the test not been

validated. The uh TPA wrote the test, but they did not have a second party validated questions. And so there Was a lawsuit and the ratings were held. So for several years there was no rating sent out. We got star scores. We looked at individual student data. We looked at how our campuses were doing. But there was no public proclamation of how public schools were doing. Um there was nothing in the news about ACE A's or B's or C's. It all just stopped for several years. 2025. In April of 2025, the 2023 ratings were released for

campuses only. They did not give us a rating for the district that year. They only released campus ratings. That was this this year at the end of last school year. So, we received our 2023 rating in April. And then in August, they released the 2024 ratings and we did receive a rating for the campuses and the district. We received a 76, which was a C for 2024. And then about two weeks later, released the 2025 ratings, which again we had a 77, we had progress, we make growth, and we were a C. So we had

three years worth of accountability ratings that all came out within about three or four months this year. And so there was a lot of um awareness, a lot of discussion about where we are in the district. Are we making progress? Are We making growth? And we have been making progress every year. We've seen progress and growth, but this will be the first year we will go into the school year, take the star test under an accountability rating system that we know and understand and with full anticipation that we will receive our ratings at the end

of this school year. So, I say all that to say, oh, but don't forget in another year and a half the test is changing again. The accountability system will change again and we'll start all over. Everything will change again in the 2728 school year. But this year, this year we are focused very strongly on understanding how the Texas Education Agency accountability system scores campuses and how ratings are assigned. We made a decision to focus strongly on understanding this because you can't win the game if you don't understand the rule. If you don't know how the

game is played, you cannot win. And so I don't want this to sound like we haven't been paying attention to it. We absolutely have. But we finally have a clear understanding of what the state is looking for and what we need to do to accomplish what we Want to see happen. So we're digging in this year. We're looking at the accountability system. We are looking at the test very closely. We're looking more deeply at the standards um so that we can make informed instructional decisions. And from that we fully expect to see at least a

three-point gain on our accountability rating and the district to be a B overall. The big question that has been come up several times over the last few months. So what does it take to get a So what do we have to do? What is what does that look like? So I am going to make every effort to take 241 pages of formulas and explanations and accountabilities and display it to you in about an hour. It's going to be a little bit of a ride. Um, but we're going to do it. I did give you two

handouts. Uh, we we debated strongly about giving you things to look at or not. I I strongly urge you just give me all your attention up here if you can because it's going to be a little bit convoluted and a lot of information, but everything I talked about is on these two pages. So, you can go back and kind of read over it again and check back. But um we're going to we're going to work through It and see if we can help you understand how the A throughF accountability system works in. So first things

first, I'm probably jumping ahead, but not just going to help us understand how it works, but what we're doing about it, right? Yes. Okay. How it works and what we're doing to accomplish. But first, we're going to talk about how it works. So the first thing I want to point out is that there are three domains that are calculated for the state accountability. Elementary and middle schools are calculated on one system and high schools are calculated on slightly different systems. So as we go through I'm going to explain to you the difference between how an

elementary and middle school is calculated versus how the high school is calculated. at the elementary and middle school. The rating is based almost 100% on star scores. There's only one portion, this small 10% portion right here is based on cost, but everything else is based on the star data. So when we look at an elementary school or middle school, we look at straight star performance or academic growth on star or relative performance on star. And I'm going to explain what each of these Means. And whichever of these is the biggest is the best. That makes

up 70% of your score. And then the remaining 30% will come from these categories. We're going to dig into each one of them. So at the elementary and middle school star data is 100 90% of what counts. When we look at the high school we have star performance we have CCMR graduation rate and a few other factors that are going to factor in. So let's dig into domain one again. Elementary and middle school 100% star. High school star counts for about 40% of domain one. College, career, and military readiness, which I'm going to refer to

as EPMR for the rest of this time just for ease, makes up 40% of domain one. And graduation rate makes up 20% of domain one for the high school. So, how do they calculate star performance? For those of you who are math people, you are about to cringe. If we do something that is absolutely forbidden in math, we are going to average averages. That is how they determine I know I see your head. I've been dreading this moment all week. So performance. So this is how this work. The state says, okay, how many total tests

were taken on This campus? This is an elementary campus. So for reading language arts, we had 246 students that took a reading test. We had 246 students who took a math test. That's all third, fourth, and fifth. All third, fourth, and fifth. And 87 students who took a science test. Only fifth graders take science in elementary school. So we had a total of 579 tests given for the 2025 star assessment last spring. Of those students, 457 of them achieved approaches or above. Approaches means they passed the test. That doesn't necessarily mean they are well prepared

for the next grade level, but they passed the test. They are ready to move on to the next grade level. They might need a little bit of support, but they passed. So, 857 students or 79% were at approaches or above. Meth level means that they were prepared for the next grade level. They're at about that mid-range level between around a 70 65 70 75. And so of these 457 students, 280 of them also scored at the meats level. So you can see these numbers do not add up to 579. It's not a straight percentage. So

we had 457 79% approaches. Another 48% were at needs level and then another 23% or 134 oh of the 280 okay achieve masters. Mast's levels means they're well prepared for the next grade level. They're at the top 85 to 90% success on the star test. So we take our average percentages here of how many students were in each category. We add that up. we get 150%. We take that and divide by three because there were three categories. So that gives us a composite score. And you're going to hear these words composite score and scale score

throughout this presentation. So a composite score of 50 for an elementary school would rank as a C for domain one. An elementary school needs a 53 to be at a B level for domain one. So what we're doing is looking at this data saying, "Okay, so we know our elementary schools need to have 160% here to achieve a B on domain one." So we're setting our goals for our common assessments and our benchmarks. And each time we take an assessment, we want to see about 80 to 85% of our students at approaches, 50 to 55%

at meets and 20 to 25% at masters. If we can get those numbers up just 3 to 5%, we will easily achieve 160 when we divide by three, we'll be there at our 53. So the first domain for elementary and middle School is straight star data. The number of kids that took the test. How many achieve each level added up divide by three. And that's strictly for campus like a campus rating. A campus rating not a district. It's a different formula for a district. rightly but I'm going to show you how yeah so am I

understanding that 280 me or above is also included in 457 approaches yes as well as 134 in masters was included in the meets and yes that didn't even make so these kids counted three times so I just thought that it was a conversion like the AF conversion was the the higher of the three the two you take the two different categories and it's the higher the me the the you don't count in essence this this student counted three times because they were counted so technically to get three times times as many points for a student

to get masters because they count three times. So that's kind of how that works. So wait, there's more too much in the weeds here. But so could we identify kids that are like at on the cusp the the different levels and those are easy uppers. Yeah. I will tell you right now if one student Every classroom had answered one question Correctly, one additional question correctly. Had to be the right student, the right question, but we would have then be easily if one student in every class answer one more question. We were that and I have

a full list of how many kids missed each level by one or two questions. Okay, so I once we have component score, some magic happens. The state takes our percentages, takes our component score, calculates that number and turns it into a scale. So a 50 becomes a 77. So we don't know how. I cannot tell you how this happened, but there is a formula somewhere buried in this 241, but yes. So a 50 becomes a 77 and that 77 becomes a C for domain one for this elementary school. Okay. So at the high school things

get a little more complicated. We look at star performance the exact same way at high school. But you have to remember at high school we only have English one, English 2, algebra 1 and biology. quite a few less testing opportunities, less students testing, but the calculation works exactly the same. So we come up with a component score for star performance. We also consider CCMR and this is how CCMR is calculated. They Look at the total number of graduates for this class and each student that earns a CCMR point, which can be earned by taking CSI,

dual credit, AP exams, there's several ways that students can earn dual credit points, but the rules keep changing. Every time we figure out a way to get kids credit for the points, they take that option away and they make the rules a little bit different. So, this has changed almost almost every year. Correct me? Almost every year. This the way you earn these points has changed or been adapted every year. So last year 21 seniors graduates graduates of those 181 of them earned a CCMR point which earned them 86 points. So to have a B

you needed at least 78 and 88 to have an A we were in 86. So we were very close to an A on this portion but we earned a B. That's 40%. Star performance is another 40% and then graduation rate is the final 20% for high school domain one. At this point they let us choose the best of our three-year graduation groups. So we have a four-year graduation group, a fiveyear graduation group, and a six-year graduation group. So we can look back and say which year was our best? And in this case, in 2025, our

class of 2022 six-year graduates had a 98.2% graduation rate. That was the best. And we use that one as our 20%. You guys, and we have we have a big group of kids that graduate. There's a couple that don't graduate. They give us credit for not giving up on those guys that didn't graduate. And if you graduated in five years, then you welcome attend. graduate, but they come back and take star test after they keep working graduated. That gives credit for not giving up on the kids. So good. Those are still our kids graduates. Yes.

They're instead of a fouryear degree, they're a six. Yes. Whatever they need to do to get that graduation. So the this this year we chose the six year graduation group 98.2 and that is an A for graduation rate for domain one at high school. We get to pick that. Yes. Well the state kind of picks it. They just choose the highest degree and they I mean no one would pick the lowest. So they automatic the highest I believe. Um, so how this works for the high school, again, They take your component score, they plug it

into a system. A 46 turns into a 74. An 86 for TCMR turns into an 88. And your 98.2, and I cannot explain this to you, turned into a 98.7, which became a night filling. I cannot tell you why, but everywhere I look, tell you how it calculated in 98.7. So we're going to take that extra half a point they gave us. So for the high school their calculations added up to an 83 which was a B for domain one. So for domain one we're pretty much looking at star data and then in high school

it's CCMR and graduation rate. That's option one. Next we're going to look at domain 2 a do broken into two sections. Are there any questions about domain one or you want me just to keep on moving and then come back if we have question? Okay. Okay. Explain the ores. Sorry. Okay. So, can I explain it when I get closer to the end because when you see it, it will make more sense when you see how the state. Okay. So, yes. All right. Um, so, okay. Yes, I will come back to that. Yeah. So, the next

option is academic growth. Academic growth is calculated similar similarly at elementary, middle and high school. So there Are two portions. Domain 2A is broken up into two sections. Annual growth and accelerated growth. Take a deep breath with me. This is going to be a little bit crazy. So what happens is the state is looking at students that take the same test one year in. So, third grade reading, fourth grade reading, sixth grade math, seventh grade math. Science is not calculated in here because they only take science at fifth, eighth, and biology. There's not two years

to to compare against. So, what it's looking at is how did a student perform in 2024 compared to how a student performed in 2025. If student maintains, they do the exact same. They did did not meet high in 2024. They stay at that same level in 2025. They earn half a point of growth because we have to remember it's a year's worth of growth because they went from a third grade reading test to a fourth grade reading test. So if they can stay at that same level, that is considered growth because it's a year more

difficult content that they're learning. If they can make progress and move from not passing the test or did not meet high to passing the test at approaches that is significant growth that's Expected growth that is a onepoint growth. So maintaining at did did not meet high or approaches or meet or approaches either one is a half a point. If they can maintain they get a half a point. The goal is to move them forward. We want to get kids moving up every year. Once they get to meets, if they stay at meets or masters, they

get a full point. That's great. That's what we get them. So, the biggest thing we want to make sure we're we're seeing is that everyone's moving forward and no one's moving backwards because if a student moves backwards, we get no growth point for them. So, let's look at some of our data. And this is a little bit hard to read, but I want to explain it to you as best I can. So on the 2023 2024 state test, we had 30 students on this campus that did not meet, but at the high end. They were

close. They were almost there, but they did not quite pass the test. Of those students, eight went backwards. They had did not meet. Oh, actually they they Yeah, they went back. They moved back to did not meet low. Only eight. 10 of the students stayed right where they were. They were did not meet high. They stayed at Did not meet high. So, we earned half a point for these 10 kids. Five points. Five students moved up from did not meet high to approaches low. So, we earned a point for each of those five students. Six

of them moved up did not to approaches high. So they were almost there to mean. So we earned a point. One of these students went from did not passing did not meet all the way up to means. So we earned a point for that student. I think we should earn two points if they get that much growth. But they didn't ask me. They chose not to show up. That's amazing. For this calculation, the state looks at all the possible calculations that were there, all the possible points that we could have gained and what we did

gain, and they count up how many points we earned. So, we earned 198.5 points out of a possible 310. So, we had 310 points that we could have earned. We earned 198. We divide those numbers and we come up with a growth score of 64. So that is how this portion of this domain is calculated the first half. So moving kids forward, no one goes backwards. That's our mantra here. The other portion Of this is looking specifically at students who did not pass one year and pass the next. So, we looked at those 30 students

that were at did not be high and then we had some that were at did not meet low. And so, the state calculates how many students did we move from not passing to passing and that's considered an accelerated rate. We got them over the line. They passed the test. Those students get an additional 0.25 points. So, we calculate how many students we we got over the line. We multiply that by 0.25. 25. We add that the annual growth points, the 195 198.5. We add everything up. We add all the pieces together. And so for our

accelerated growth point, we earned 18. We add that to our 198.5. Oh, we have 18. Go back. Sorry. So, we got 18 out of 67 possible. 18 out of 67 possible students moved from did not meets to meet and this is on reading and math only. And so we take those 18 students multiply it by 0.25 and we end up with 4.5 accelerated learning points. Add all that together, then divide by our possible points, and we end up with a component score of 65 for domain 2A at elementary school. Any questions About this one? I

know there's a lot. It's almost as if you get more credit for accelerated growth, like for for drastic improvement. Yeah. If you don't do well one year and then What if what if the kids like me in theory I know this is impossible but in theory you have a you have a school where let's say 90% of the whole grade are straight A's you have a you and then you have the other campus that 70% failed last year now they're going to they're all passing this year while they're passing with C's they're going to have

a higher rating that they could earn more points here doesn't work that way and blood makes it work that way. Yes, you could earn more points for getting kids for not having to pass getting kids. Crazy. That's crazy. So, okay. So, do a academic growth side. This camp, this campus has a academic growth score of 65. Then the next side of this is relative performance. This one's really going to blow your mind. So, this part is based on the % of students on the campus that qualify for free reduced lunch. So the state has a

formula set up. It says if your campus has between 30 and 31% free or reduced lunch, They look at how your star performance score was. If you remember all the way back to domain one, campus earned a 50 for their star scores. They take that star performance number and they plot it on a grid based on where your low SCES numbers are and they give it a score. In this case, this campus their 50 based on their low SCES numbers gave them a scaled score of a 60. And that 60 is then converted over here

onto this um this calculation and then it is re-evaluated some way somehow based on low SCES numbers and then that is converted into the domain to sport. It's almost like they're somewhat like a handicap system and so if you have a high low SCES number your star score can be lower to achieve an A. It's a sliding scale. So if you have a low SCES you need a higher star score. So okay so for this campus we had domain 2 a growth was a 65 which then converted to a scale of a to 73. We

had domain 2b which was relative performance based on low SCE and star because this campus only had 30% rear reduced lunch. So that 50 became a 60. So overall, this campus for domain two earned a 78, which was a C. Okay, this is an elementary school. High school looks very similar. High school, I'm sorry, this elementary school is a 73. high school looks very similar except they also look at the star performance, the CCMR data, and the graduation rate. And they're all done the exact same way. They're they're put on a sliding scale based on

low SF numbers. They're given a ranking based on where we performed. So, as you can see, our um this is our star component. We were eight uh we have a 46 and that was converted to a 70. Yes, the 46 was converted to a 70 based on star performance. And then our 86 on our CCMR was plotted and it actually stayed as an 86. So those numbers are averaged together and we earned a 78 for the high school. And so again that's calculated here. The 66 becomes a 67. But this is just domain two. This

is just domain 2. Yes. 2 A and B. 2 A and so. And then we have our 46 becomes the 70. Our 86. So the high school earned a C on domain 2 which is an overall C for the high school. Okay. Now remember at the high school they Had a B on domain one. they have a C on domain two. So keep that in mind. So we've looked at domain one, we've looked at domain two and to me. Now we're going to look at domain three. This is probably my favorite part, but it's still

a little bit. So on domain three, it's calculated similarly at both camp both types of campuses, but they look at different components. So for domain three, we're looking Looking the gap, there are several things that are considered, but again, all of them tie back to star four step one. So, all of them look at star data. This is domain three in a nutshell. It's very difficult to read, but you've got all of this on your paper. I'm going to break it up into little digestible chunks. So, the first thing we want to look at is

each campus type has four components. They're not the same four components. Elementary have four, elementary and middle school have four, high school have four. They're not the same. We also look at four student groups that are specific to the campus. Every campus will look at all students and then they will look at two subop groups and then they will look at what's called a high focus group. We will look at the target scores that the state has set for the entire state of Texas and we'll see how we've performed based on each component and each

subop against the target and then all of those scores are going to be totaled up and to look at our points divided by the possible points for that component. Let me show. So at elementary and middle school we look at academic achievement growth which is the same growth that we looked at before our our status which is how students perform on the telepath test and then student success status which is again star performance just like we calculated it in domain one. So, two of these numbers we've already seen and two of them we're going to

look at through um a different lens, a slightly different lens. At high school, again, academic achievement, graduation status, ELF status, and school quality status, which is very similar to domain one. get um the student groups that we look at. As I said, it can vary from campus to campus because we're going to always look at all students and then the two lowest performing subops from the previous year's test. So for most of our campuses, Hispanic and white are our predominant subop. That's what we have the most of in our campuses. You have to have at

least 10 tests for a group to count as a sub population. So we only have one campus where African-American has enough students testing that they count as a group for accountability sake. Their scores always count in all they count in every other group. But on most of our campuses, Hispanic and white are the two groups that we're focused on because that's the majority of what our population is made up of. Before you move on, yes, that would factor into campus scores using African-American and the white or the Hispanic whatever category is accurate for that campus.

How does that converge into district? They don't do that anymore. Okay. Um the district accountability is completely based off how the weight of the campuses are. It used to matter. Yes. But they don't calculate it that way on this new account. Um, so we looked at all come from this data comes from the previous year star data. They looked where does student declare whether they're Hispanic or what when they enroll in school and they fill out their Question. Um, so we're going to look at all we're going to look at two sub populations and then

this is a change the state made actually in our favor. This was a good thing. We now have what's called a high focus group. So if a student qualifies for low socioeconomics, they fall into this group. If they qualify for special education, they're counted in this group. If they are all of these things, they only count one time in this group. They used to count against us. Yes, they used to count as the ESL as the low SCS as they used to count multiple times. Now they still count in all students and they count in

dispand or white and they count in high focus. So these students still count three times but at least they don't count six times. Yeah. Which used to be counted multiple times. So any student that has a special category falls into high focus and that's a separate group into itself. Yeah. So if a student parent I'm going to say chooses to hold them out of school the day of star testing. How does that impact our sports? It's a failure. It's a zero. Not test if they just don't come because we have to give them multiple local.

They would have to knock out and then it would count as a non participation. So it wouldn't count out. So the way that they are opting out, they have to open the test if they're there, but they have the option of submitting the test without taking the test. Yes. So they open the test, take it and by chance taken it the year before and met or mastered and now they're trying to say yeah backwards backwards don't pass the test but we're also being penalized because if they took it the year before and did pass the

test now we're we're j and If you follow all this logic, if they don't want to take it, I get automatic 100. That's that parallels with life. So, okay. So, we have components, we have our subgroup. So, now we're going to look at the points that we can earn. And this by subgroup, we made a a great point yesterday. I want to share with you. So, this is how the points are credited. The state set the target. They say, "Okay, this is the target you need to meet for this year. Then they set a next

level target which is the target for 2027 to 2030. And then they have a long range target which is 2037 and beyond. Okay. So if we do not meet our target, if we go backwards, we miss the target. We're way off. We get zero points. If we make some progress, we move up one percentage point from the year before. we can earn one point. Even if we didn't hit our target, but we made progress, we can get one point. If we get close to the target and the current year's rate minus our prior year's rate

is greater than or equal to the next target minus our prior year's rate divid, then we can get two points. So, if we get close but not quite there, we can get two points. meets the target, we can get three out of four points. The only way to get four out of four points is to hit the target for 2037 2038. Children that are not even born yet are going to be taking the test in 2037 and 2038. But the only way we can earn four out of four points, that blows my mind. I don't

know how they got away with this, but we hit every target. We're at a 75%. Yeah. So, let me show you some of our data that we actually had some growth. So, this is an Elementary school. This is 30% of the domain three category. Now, this is where we talk a lot about being focused on students being at meets and masters. This is where needs and masters comes into play. This is the only area where you have to be at needs for masters to count. Everything else approaches its passing. But for this target, the state

is looking at star reading and math scores and the percentage of students that reached meets or masters. 24 campus scored 53% of all students were at meets or masters in reading. In 2025, we went up one percentage point to 54, but the target was 46. So, we met the target. We made progress. We met the target. We got three points. Yeah. Yeah. You did great. That's exactly what we needed to do. For us to have earned four points, we would have had to have been 20 point higher. 73% of our kids would have had to

have been in need or math for us to earn four points here. Looking at our Hispanic population, they improved from 33% to 41% on reading at meets and masters. That's not just passing. That's our Hispanic population went up on Meats and Masters to 41%. The goal was 39. We achieved our goal. We got three points. Um, Our white population we did to draw the target was 59. We hit the target, we got three points. The only area in reading where we did not get all of our points was here on our high focus group, which

as I remind you that's any student that falls into any of those categories. We did show improvement. We went from 32 to 34, but the goal was 37. We didn't quite get there. We didn't earn two points, but we did earn one point. So, we saw progress in reading at the meets and masters level, and we earned not 10 points there. Um, on math, this is this little tiny little 30%. Yes, right there. Just wanted to make sure I was still right. Yes, that's it. Um, on math, and I really wanted to point this out

because I know we talk a lot about us not seeing progress in math, but we are seeing progress. We're just not where we want to be yet or masters. Last year, we went up 3%. So, we went up from 41 to 44%. We were not at the target yet. The target was 49 and as we continue to make progress here we will get closer. I think we will hit that goal this year. Is there to see how many zeros are calculated Into that? That's 41. Yeah. Any of the data like if if you to know

how many students are yes I can look at individual student data and see how many students they're scored. I'd be curious to know without any of those zeros when we score because that's technically what we scored and how we did it. And you mean zeros as in the ones that chose not to test? You mean that backward because of whatever? We had several zeros because you're not going to go through the test you wrong if you just Yeah. Yeah. Yeah. Yeah. So, um, for math, as I was say, we moved up in all students in

our Hispanic population, we went from 16 to 23%. And then, um, so in our Hispanic population, we moved up from 16 to 23. Again, missed our target, but we did get one point for growth. Our white population made progress. We got point for growth and our our high focus made progress 5% and got one point for growth. So on the meets and masters level for math we made progress in every category. We just didn't hit the target but we only earned One point for each of these categories. Where is the target? The state set it

for the entire the entire state of Texas and it changes from year to year on this these goals are good from now until 2027. Then the next target starts in 2728 when the test changes and goes till 3132 and then it changes again. So we know what our target is. Yes. Until 2025. Yes. Yes. So we know what we are needing to hit in our sub. This is going to be a completely random question. So we have a very small number of transfer students percentage wise in our district. Yes. But I know that we any

any of our non-emp employee transfer students even a smaller number. Are they required to take the STAR test? Yes. Yes. If they don't take it then their transfer status would be revoked. Oh, I see what you're saying. So they can't opt out or they can't sit there and do nothing. Well, behavioral and academic, they have all kinds of standards and requirements to remain a I mean, and we're talking about such a small number of students. But if any of those students are opting out of taking the test or doing their best on the test, it's

still not doing well. Should be a consideration reflection on our Yeah. Like There some changes to the laws regarding transfer students and what you can and cannot correct. There are some changes in what you can and cannot revoke a transfer for but it's definitely something for us to look at. Let me dig into the data and see where our program could be one. It could be one student but guidance that we shouldn't do that anymore. We should revoke transfer. Yes. I said you should just touch the big screen. Okay. But again, I want to stress

I know that that is a very very small number minute number of students that are transferring in that are not employees. So takes a few missing by a percentage or two. They're they're high achieving. Their attendance is good. They are good members of our community, our school community. I know that. I know that. Yeah. So, they add them up. Absolutely. Math and They're not being lo calculations are also eth ethnically biased. Yes, 100%. It means I need a an entire school district full of Hispanics. The less diversity you have, the easier it is to score

because says, "I don't need whites in my classroom. I need my This is I'm sorry." Okay. I'm sorry. I'm so But what I wanted to point out was even if we had achieved every single target and achieved three points in all of these, we still would not have reached 32 points. We would have had to have hit this long range target all the way across the board to get to 32 points. So, we scored 14. And what I've been doing with the canvases is sitting down with them and looking at specific areas and saying where

are we performing right now on our common assessments what and determining can we reach this can we fix fill this gap this year yes I think we can or we're going to get close and give ourselves a two. So, we're going through and calculating at this level for campuses exactly how many points we believe we can earn on each component. So, we have a good idea of where we're going to be with our start. So, don't go on. Sorry. Are you clicking the button? I was just keep going on that thought, but if you were

changing slide, don't Oh, I'm stay. Okay. So, with what you just said about even if we had hid all the x blah blah blah, we still wouldn't have gotten 32, right? Okay. So, I'm going to ask a hard question. Were we unable to hit those blah blah blah because we are where we are and have been for the past however many years. Take away all of the COVIDs and the no accountabilities and all the things. I'm just asking if I'm asking that you're following. Are you saying our current number is that reflective our lower current

number that we have? Is that reflective of we down here? And so like we maybe could have hit those 32 had our number already been higher up. Is that Are you follow me, Jeff? Right. Yes. No, because there's still that four point gap. To get to 40, you have to reach the 2037 goal. Yeah. and nobody is. So I know you can't reach the 32 in the event a district are not reaching four out of four points in this particular piece of the pie. I understand but 32 less than half of 32 could we have

been? Yeah. Could we have been over half? Could we have been 2/3 of the way there? Even with A four point closer. Okay. We're just trying to figure out where the numbers fall. And with that, and what I want to point out, and I think we've seen traditionally is the focus that we put on reading is paying off because we hit the target in reading in all three of these groups. We hit the the this year's target and so we got our three points in reading. Sorry, I'm having to watch. So this year's target was

46 46 39 and we scored 54 41 and 5. So we hit this year's target on reading in these three sub months. I think that's I know I can say with confidence that is because we put so much focus on our reading program and and we got it solid elementary. This is an elementary. So this is still just a campus. Yeah. This is one camp. Yeah. Sorry. And you can keep going. I was just trying as because you said even if we could blah blah blah that maybe have been extremely challenging to me like a

twisted unattainable goal like for any district but achieving the three point is yes that was a factor in our course absolutely okay I can say with confidence we will see more progress in that this year and next year even more because as we go into a adoption And things like that. So, but again, we are already seeing significant growth in math and this this is at needs and masters. This isn't just passing. This is how many students were at the masters level on math as well. So, um keep that in mind. We were at these

numbers at meets and masters. I know we're only a portion of the way through your presentation, but I think this is why we as a board need to our community and our our growth and our improvement um as to why it's important to not look at just one year or two years, but we have and and and asking for change and improvement is not something that we cannot see drastic improvement in 12 months, right? It is not a it is not a fast process and so we have to we have to give things time to

I always like to say the big ship you know big ship takes time to turn and if you can see that incremental change it is easy to get frustrated that why are we not seeing more progress from our teachers even and our parents and even a student might be like, "Oh my gosh, I'm trying so hard, but my I'm not seeing a lot of progress according to and I see it all." I mean, and I Know I'm close. Definitely, I see those numbers changing and moving and students making progress and achieving mastery when they never

had before and things like that. It it's it's sometimes it's just hard to articulate on such a grand scale. So, okay. Well, and I wanted to point out the math they've been stringing us out on the math adoption. Um, for reference, the math adoption that's currently out there. I was on the textbook committee in my other district 9 years ago when it was adopted and they've been telling us for years that we're going to have a new math code, we're going to have a new math adoption and and it's just now coming to fruition as

well. Well, every district, not just us, have been left to kind of pull those pieces together to to make, you know, where whereas I think they've identified some key pieces and have really, you know, come up with a plan, but that district having to do that. Okay. Okay. So, the second component in domain three is academic growth. And this goes right back to what we looked at in domain two students moving up from needs masters or approaches to needs. And so there are the target the target is 69. Again looking at all student that made

growth. We went in 2024 we were at 61. We were at 67 in 2025. So we had more students make growth from 24 to 25 than ever before. The goal was 69. We missed it by this much, but we were close and we earned two points. We had that little calculation. So, you will see our Hispanic population. Look, man, this is fantastic. 53% 71% in 20. We made some great progress with making growth on their star test. We met the target. We earned a three point. That growth on all students directly aligned. Yeah. But we

got more credit for the for the Hispanic portion. Yes. Yes. Now, if if we had had almost every single student made growth, 95% could have earned four points. Four four points. I thought that was like, yeah, 95. That's that's a goal. We're getting there. We're going to get there. Um, our white population, we did see a slight drop and we did not hit our goals. We did not earn points for growth in reading on white students at this campus. And then at our high focus group, we had significant growth here, almost 10%. We just missed

the target by 1% so we earned two. Again, same thing for math. We saw growth, we were close, we saw growth, we hit the target, we saw growth. Not quite there, but we saw growth and we saw growth. So in math across the board, we had growth on our math test. One data point that's not showing is is it's not show. So, it's total 2025 total tests. Okay. And then it tells me the growth, but it doesn't tell me like the total. Oh, there it is down there. I see it. So, the 2024. I was

looking for that the amount of test comparison. It's down there. Sorry. Yes. On. Okay. Okay. So, academic growth is calculated based on the other scores from domain 2, but broken up into subopuls based on our two lowest and our high lowest groups. So in this category we earned 15 out of a multiple 32 points. This is again one element this. Yeah. Yeah. So if you go back to that's what I I thought I Yep. We saw some So you've seen 2025 total test 227 like for for the white population the 2025. Well we we went

down our score our growth score went down. Well how many tests were in 2024 under that same category? Right. Right. I'd have to turn back and look and see. Um, what I wonder if that's A factor. It absolutely is. It absolutely is. Especially when you're looking at as we talk about being a bigger district, but in the grand scheme of things, 400 kids, one or two kids is a big difference versus hundreds of thousands of kids in the same. So, um, okay. So, that's our academic growth. I did want to show you on this one.

This is our middle school. And I wanted to show you this one. They said they earned four points. And I'm so excited. So on our TE class, the scores, the 2024 TE class rate at the middle school was a 49. Last year it was a 54. And that did exceed the long range goal of a 50. So they earned four points for this category. Um most of our other zero are one point. It is much to make progress on tas because their language is still developing and there's just a lot of they do different at

school. Many of our middle school kids pass the TOAS when they get to six grade because their language is developed. This is that was this is our middle school count. They had the best performance. And how many students is that? I mean approximately uh this this campus there were 93 tests. Um so that would be sixth, seventh and eighth grade. Yes. So they had an 83 so they had 9 to and this is another piece that's changed a little bit over the years on what you have to achieve to get there. But um Miss Sophia

is doing a fantastic job presentation of know what she's doing and she's really how to how she doing great work portion domain three for elementary and middle schools is start perform again going all the way back to domain one looking at how many students that average of the averages taking that that goal that target score that we saw in domain one which was a 50 that was our component score for this campus. this it went up from a 46 to a 50. The goal was 47. So we earned three points. And then they break it

down and look at the star performance for each subop. And then the points are awarded based on the targets. So we earned eight out of 16 points for overall star performance on this campus. This is an area where if we continue to see growth with our Hispanic students, they're going to start passing the test because remember growth can happen even if they don't pass. They can go from low did not mean get growth points. But I believe strongly as we continue to See growth these numbers are going to come up with our Hispanic population as

they continue to develop language and and improve in that area. So this is star performance for an elementary school. One of the only differences we see at the high school instead of looking at the growth measure because it's such a small measure uh we look at the federal graduation rate and the C federal CCMR um rate rate for the campus. These are slightly different than the state CCMR and the state graduation. If you remember, our state CCMR number was an 86. For our federal CCMR, we have an 85, but the goal was 63. So, we

hit I'm not exactly sure what the difference is between the two. I bet Dr. N will tell us with ease, but it's it's very close number, but we look at our federal CCMR. The difference at our graduation rate is they don't let you pick the best of your top three. You get your four-year graduation rate and that's it. That's it. So that calculates for 10% of domain 3 and CCMR federal accounts for 30% of the domain three. So when your percent graduated that was like in 2024 94 94 95%. Um my memory may be wrong

but I thought we were graduating like 98 99 98 in 2022. So what I know what this state is saying, but I'm saying whenever right whenever we have where graduation this this number just seems I don't know four to 5% lower than what I remember us having the last three to four years. Sure. Where's the state coming up with these numbers? Correct me if I'm wrong. snapshot date dropouts that we lose over the course of the year that may have been here at the beginning of the school year may leave school because we can't find

them or they're still trying to finish their star test or things like that. So when we say we're graduating 98% it's 98% of the kids enrolled at that time but the state's looking back at the kids that were enrolled back in October and trying to track how many of those students we graduated. A lot of them are lit. Why don't you count those? They not come back for even just a week or two in the fall of the next school year to finish out a course or to finish out, you know, just but our graduation

rate lets us count those kids even if they're not part of class. Oh, I So that's why that levels up, you might be seeing whatever now, but then when it becomes a Fiveyear, it's after that. And it's high school. So if he's a freshman and failed four or five classes and is still a freshman his second year, he's not going to count in the four year graduation rate with this. He's going to count the five graduation count, but he will count as you're right. Okay. So just to sum up the domain three when we look

at how everything is calculated again elementary schools we have that star in math and needs and masters we have growth they have help class and overall star performance that is all weighted the the points are totaled it's weighted we get points we get a total number same in high school we look at the means or master number then our CCMR weighted points are given and we get a total number of points but that's only the colorful part of that circle. That's just that last little 30%. But that counts for everyone. So this is where we

have to start looking at the or this is where the ors come in. So I'm going to show you each of our elementary schools and how their campus was rated. So on this campus you can See for domain one student achievement this four this campus scored a 72 which was a C. For domain two, they had domain 2 a the growth number was a 78 and the relative performance number was a stop touching it. The relative performance was a 66. So when you look at all of these numbers the 78 was the highest. So that

calculated for school progress right here. So percent of this campus is over 10 from this 78 right here because it was the highest of the three options 72 78 76 it was the highest of the two. So 70% of their score was based on academic growth students making progress year-over-year. So domain one, 2 A and 2 B could be whatever those numbers it ended up being the 70% and then that multicolored circle domain three is always there. So those are one, two or three options and Okay. And domain three always counts for 30%. Got it.

Yes. So this campus scored a 66 on domain three. So that was 30% of their score. 78 on domain 2 a that was 70% of the score all the calculations went in they earned a 74 this is an over this element domain one was a 72 domain 2 a was a 75 2b was a 62 so again academic Growth was the highest so that was 70% and then domain three they had a 72 which was 30% so even Though these two campuses scores were a little bit different going in, they both earned a 74 overall,

so they earned a C. So for these two campuses to be at a B next year, they need to bump up six points. I would say our goal for these two campuses is to be at a 78 for next year. that will bring the district up overall, but we will see growth on star performance and academic growth on these campuses based on what I'm already seeing. And that's going to pull everything up. So, we're going to see growth everywhere, but I anticipate a 78 for both of these. I'm going to go back. The order is

what I was asking earlier. The eight is the higher the three. Why I looked like I was speaking Portuguese? That's what I said earlier. one of the higher. Okay. M count one of those higher. Yeah. Yeah. Three counts at 70%. So, I'm I'm gonna go back to Craig's question. Okay. This is another hard question. And I'm going to ask it. You're Talking about jumping. You said we're anticipating a fourpoint jump, right? Okay. So, what are we doing differently that's going to get us those four points? Cuz I'm as crazy as it sounds, I actually am

understanding, tracking all of the math and the calculations that you're saying. I'm following it all. It's all stupid. I don't exactly like it. You still just play the game. No, not like our checker or not checkers. I like checkers. What's our chest? That's my answer. I got to show you some of the so and our middle school. I did want to show you on this campus the student achievement domain one was the highest of the three scores. So their 70% came from domain one instead of domain two and then their 30% this campus had a

76 I believe I can say with confidence I can say with confidence that this campus will be at a B next this year they are well on their way they made significant growth last year they're well on their way so I'm gonna ask you another question I promise but on our domain one two and three this you can answer this later but with follow up with How are we going achieve these things. Now, I can't go back and tell you all the things in each of those domains as clearly as I should, but are we

focusing in on certain parts of the domains that are easier to bump up? Yes. Question. We're focusing on the areas where we are already doing work and we're already seeing progress. And when I show you the next thing, I think you'll see kind of what I'm talking about and you'll see where we're um Okay, so that's a middle school. Middle school was quite literally one student away from me. When I did their numbers and I started calculating, I was still mad. I was like, if this one kid scored one question more, I think you would

have been there. So at um at middle school, student achievement was a 78 that was 70% of their score. Blew up. I think it's green. Their student achievement was a 78. That was 70%. They're closing the gap. Look at that. They have an 82 down there. So, they're doing great things at the middle school right there on the test. They will be easily a B next year and they will be well over their 80% at the middle school. And then our high school finally. And as we can see, High school, they had their student achievement,

their star performance was at an 83. So that was 70%. They're closing the gap 73 30%. And so their overall score was an 80. Again, they will maintain their be. I believe they will be higher next year even than they are this year. We're seeing great work come out of the the PLC's and the work that we're doing in those in those campuses. So So that's how the campuses earn their trip. So now the question is how does that relate? We move the district to cow domain and we look at that creates a percentage or

a weight. So you're going to see of course the high school has most the high school carries the most weight. You'll often hear people say so does the high school so does the district. In many cases whatever score the high school gets the district is the same because they have so many kids. We're not quite there yet. Um but they are 37 and a half% of our score. So we take each domain score, we give it a weight, we multiply, we come up with points, we add it up. Whatever that number is, that's our score.

So domain one for the district 78. We're at a C. Domain 2 A 72. Domain 2 B 72. They're the same. So our overall score is a 72 or a C for academic growth and relative performance. and three closing the gap 75 we're at a speed we are close we are right there on making progress and if this goes up everything goes up because it's all tied to star scores so as we continue to see student growth we will continue to see the campuses um scores go up and that will bring the district up okay

is anyone in this district okay with No, but again when one piece moves, they all move. So we know that this is based on a small section of students not performing at meets their masters or we know it's from we know what's causing it and so we know how to fix it and make sure that we don't have them. Yes. Yes. And we do see and now I'll say this is based on this is that relative and this is based on um the low SCES number we ranked based on that very few campuses count this

score ever in their accountability rating because it's just a skewed number it's very odd we focus much more on academic growth on the student performance and then on closing the gap so that I was kind of ignoring the relative Performance key as much as the DF the other two D because I feel like that would be the one of the first places that we could focus and make some improvements like I don't think we should ever be okay with any D's in our well you're on right well but that's the one that is based on

low FP how many low how many students we have so that is a little bit more so I do also want to remind you at high school there is less opportunity for students to show growth because English So, we don't have a lot of tests. That's what she said in a legislative update. Yeah. Yeah. So, I think they're going to start taking the growth piece out of high school and making tell them how algebra would impact high school growth in this area specifically since overachieving students in eighth grade. So when our seventh graders take their

test and go to eighth grade and take the eighth grade math test, that growth counts. They go from seventh to eth, if they improve, they get a growth point. When our seventh graders go from seventh grade to algebra 1 and take the test, even if they get a 100, we get no growth points for them because they didn't take the next Test in the sequence. count if they had taken the eighth grade test and then the algebra and those are those are and that is our hypotheatic we take about the 40 top 40 students in

our eighth grade class out of the mix. So they don't count for eighth grade star scores. They don't count for high school algebra one scores because they're enrolled at school but they're not taking a grade test. They're not counting on the algebra test at the high school. They are lost in space. So those scores don't count for us anymore. For anyone, but some schools make them take. We do have these some schools that some different things and the bigger the district, the less because like I said in a district where you only have 400 or

so kids that number really impact. How do you how do they make them take both tests? Like so some of them start back at maybe they go sixth grade, eighth grade algebra and they skip the seventh grade test or some there's several ways I think that some of them maybe take one at the beginning saying like how does the state accept you know what I mean like just it's just mindblowing because like I don't know I'm just a loophole you can squeeze through to because we are a smaller district and that is impacting us and

our scores. Correct. Do we need to start doing something differently? Starting with the current fourth graders, fifth graders that we're going to do something different when they're in sixth and seventh grade so that when they get to eighth grade, it's going to count. We've had those conversations when I came three years ago. We completely realigned all of our math courses, sixth, seventh, and eth grade. But our decision always comes back to what's the best decision for kids. And we looked at the content of what was in this sixth grade accelerated math, accelerated math course. And

the bulk of sixth grade is sixth grade material. We didn't want those kids taking a seventh grade test and then only portion of seventh grade teach. The bulk of seventh grade accelerated math is eighth grade te. We didn't want them having to test over something that wasn't fully covered in the course. So, we made the decision with the best Interest of kids in mind and what we thought they would be most successful on. It hurts us here, but I still think it's what's best for kids. We can rehab the conversation. Um, but I trust that

you guys have had that conversation and look at that and your reasoning that that's what's best for the best of one day. Hold your breath. three times a year that it might change this time from the beginning to the end. Focus on our kids. I got you. I'm glad you did. And I'm glad that the answer was yeah, we've already we've already looked at that several years ago and it was less. So I'm not that um so in the long story short of all of it there is a proportional waiting methodology that the state uses

that takes each takes each campus an accountability rating and weights them all and that is how the district earns their rating. It's not always been this way but this is how it is now. So our 3,189 students um calculates out in this manner and this is how we end up with a Overall score of 77. So any bigger question at it with my taxology. Hey, Phil. Before we move into what we're going to do, I just need to tell you thank you for describing all of the craziness that makes up this star guest. Uh, first

of all, making sure you understand it and then taking the time to be able to explain it to us on what it is. Again, we can't all agree with it and we're never going to agree with the best, but it's part of the game we have to play. And so, understanding that. so that we can say, "Okay, here's what we're going to go do to demonstrate this little bit of difference to show the improvement." That's again, that's part of playing the game. So, thank you for doing that part of it. My pleasure. My pleasure. Okay.

Okay. What are we going to do differently? What are we going to do differently? So, we have put several things into place this year that are significantly different than we thought we're doing them. So this year we are spending quite a bit of time with our instructional leader looking at data and looking specifically at common assessments. So what is a common assessment? When We have three elementary schools spread out all over town, we have third grade teachers that are all over the district. Getting them to teach aligned curriculum and making sure that every third grader

is getting the same educational opportunity is imperative. Likewise, when we have an algebra teacher at the middle school and algebra teacher at the high school, they need to be aligned. So the way we make sure that we are aligning curriculum and we are looking at data is common assessments. And we have used a number of common assessments this year. um to look at how students are performing from the very beginning of the school year through quarter 1 through quarter two. As a district um we are analyzing our common assessment data to make sure that our

plan is leading to improve improvement in our identified areas. So what we have done with our campus instructional teams um we have set them up on a plan new study act. Very beginning of the year we went through all of this with our campus principles. We broke down core data. We took them through all of their campus data and we said, "Okay, take this back to your team. Break it Down and look at it. Tell me what you see. What trends do you see? What what aha moments do you have? And let's make a plan.

Tell me exactly what you're going to do differently. What's what's going to change on your campus that's going to have a significant impact on student performance? When are you going to do it? How are you going to do it?" And then we've come back and met each quarter. We've sat down and looked at their data. We meet with them during stat chat. We look at um assessment data working through this cycling act every single time we meet with them. So that nothing is being left to chance. We don't we don't want them to come up

at the end of the quarter and go, "Oh my god, we didn't realize kids didn't know how to do." Back up. Yes. So on the what are we doing differently? So you're having this discussion at the campus administration level or at the teacher level? Yes. At the grade level, what level? What's different there? Yeah. So we started with the campus principal and then they went back to their instructional leadership team to the assistant principal, the um facilitator and then they went to their department chairs Or their campus instructional leadership team. That's something that is different

this year. Each campus has defined a true instructional leadership team. They don't just have oh you're the department chair so you're part of our campus side intentionally selected the people they want at the table having discussions about instruction and they are meeting with them and they're having very pointed discussions about what do we need to do different I'll give you an example Stephanie when she completely revamped her instructional leadership team last January mid year she had people interview they came in and they started planning in January for what they wanted to see happen when the

school year started this year. One of those things was she wanted PLC to happen first thing in the morning on her campus. She felt like the best possible thing for them to do was to restructure their entire master schedule, move things around a little bit so she could pull teachers first thing in the morning, meet with them, plan for their day, and then send them out. That required talking to Coach Dudgeon, changing athletics, talking To Mr. Walker, I mean it required a lot of that's what needed to happen on her campus this year and everything

or now every single morning she's meeting with math or language arts or science. They're having a PLC meeting a professional learning community and they are looking at data and they are looking at their Friday check data. They're looking at their common assessments. They are breaking down what did we teach last week? How did it work? What are we going to do differently this week to make sure we teach last week's material? Every single step of the way, they are checking student understanding at their PLC. Same thing for high school. They put a PLT in place.

They've never had a PLT system work at the high school. It's always been it's just too hard. I don't know. But they worked. They worked it out. They restructured it. And so they're sitting down and having those meetings every single week with English one, English two, algebra one, looking at data. Those meetings occur every morning. Schools is first thing in the morning, high schools and during uh wild. So So the data what what data are they looking at differently now this year than What they were doing last year? So good question. So that was our

first question. What are what data sources are we looking at that are different than we've ever had before? Stephanie went and started Friday quick checks at sixth grade when she was there. She took it with her over to middle school and kind of started a little bit there. It has grown a Friday quick check. So a Friday quick check is as they look at the standards that they're preparing to teach, they stop and say, "Okay, if what do students need to know and be able to do?" This is what we do when we have our

look ahead protocols. Once a month, we dig into our standards. We make sure teachers fully understand what is the standard. What does a student have to really know and be able to do to show master? They build a little assessment, four or five questions. Um, they typically have writing, even if it's a math test, they have a writing assessment. They have something in there that looks like the start. So, they build the assessment before they ever teach the content. and they teach and then they give that assessment on Friday. Every seventh grade math says the

same One. Every sixth grade math says the same one. They collect them up. They grade them. Stephanie looks at them. Um Aaron Deilier looks at them. Marcy looks at them. They look for trends. Hey, what are we missing? What's not clicking? They come back Monday or Tuesday morning, whenever their PLC is. They look at the last Friday's data. Okay, they did well on this. They didn't do well. Why? What happened? What did we miss? So Friday quick checks are a vital piece of the puzzle at sixth grade through 8th grade. They're using them in math

and readings every school. It's become just use them. It looks a little bit different in elementary school because it's kind of quick to do a Friday quick check with them every week. So they're looking at about a two week cycle, but they're building those common assessments. They started meeting on our look ahead days, on our design days, and saying, "Okay, for now until the next time we meet next month, what are we going to make sure students know how to do?" And they're setting up two or three mini checks that they're going to get all

the campuses in the same one and looking at how they can make Sure every third grader is matching across. And so they're meeting and that's different from what we've done the last three years. Yes. Something else that's different this year is so Carrie Hermsley is working with the elementary campuses and I'm focusing on the secondary campus. So I spend the vast majority of my time visiting sixth grade. So I'm you know middle school, high school. in their PLC is has set up a system and when she told me about it I was kind of like

I don't know if this will work but we'll try it where all three elementary facilitators travel from campus to campus and so they don't just have a PLC with their campus all three of them go to Pleasant View and meet with teachers all day long and then they go to Legacy and meet with teachers all day long and then they go to RBG Godley. So all three facilitators and Carrie Grimsley are meeting with all the teachers every month. That way they're hearing the same thing. No one's missing part of the story or they're not getting

the same training or if they're starting to see a trend of wait why is the second grade struggling? They're not struggling over here. What are you guys doing differently? They can see what's happening. Horizontal alignment approach. Yeah. But okay. So quick going back to what you said it's very effective the middle school when they have a meeting every morning if I understood that right the PLC meeting is only Monday morning Monday. So why is it that I understand I guess there's challenges at the hospital to prevent that from happening every morning but what about the

elementary school they're doing them weekly so they they do yes they still meet but like they'll do all day Thursday so second grader will meet and third grade will meet the fourth grade well starting today meeting getting a team together collectively talking about what you're going to approach that day check in I just feel like that's going to be very productive it certainly is in the private sector of rural you know business so I would think that you know it'd be it would it would overlap that well in this arena as well. Middle school is

such a tiny campus and there's there the structure and the schedule works for them to do it first thing in the morning, but we do PLC's on every single campus. We've never Been able to do that. Well, elementary campuses too are doing it. She has implemented it which I think sounds great. It's tough and it's really hitting all of the You know what I'm saying? have three instructional facilitators that are going to every elementary that is science, math, and English or they're used to their elementary campus. So, each elementary has a facilitator, but they specialist

in their own areas. Jeff G is a math guy. He's great at math. So, they all get the benefit of hearing Jeff. April Skinner, I mean, Amber Skinner is a language arts person. all get the benefit of hearing Amber and listening to the conversation. So it has been a huge benefit to campuses for them to travel PLC's together. Now on the offesite they do PL with their campuses. The principles are holding PLC's. Um we are seeing some of the most indepth rich conversations happening this year because we are digging into the data and not just

talking about what we think and what we using data to drive the conversation. We're looking at walkthrough data. We're looking at assessment data, common assessment data. Um, so let me let me go kind of go back to so that Was the big question is what data are you looking at? What sources are looking pulling out? And it's not the same on every campus. Every campus has a unique need. They know where their hot spots are. They know what's important. Il is a much bigger deal at the middle school and the high school and at the

elementary school. they just can work more independently at these levels that they can work through a plan, a learning plan and they can use that as a data point. Um map data, we've used our map data to identify where students are progressing along in reading and math and and so they're looking at that data. We are using all different sorts of data, but we are talking about it. We're not just relying on to say, "Yep, we got it." We're we're talking with them. We're asking them to report back to us, tell us how things are

going, what are you doing differently, what what's working, what's not working. We're having intentional conversations this year that in the past we were not as intentional in scheduling and having those conversations. We were leaving them up to continue. I guess we were we just weren't intentional about sitting down with them and sat Having these conversations. and they've been rich and they've been amazing. I'm sorry. Yeah. How how are you ensuring you have lessons learned, success and failures? Both of them are lessons learned. How are you passing that along from I I could see the campus

to campus, elementary to elementary, but again, there might be something successful at elementary that works at middle school or middle school works well at high school or whatever. So, how you doing? Have executive summit every other week. We meet with our principles every other week. Um we have a time when just elementary we sit down and talk. So we have wonderful opportunity for them to share across the secondary and elementary but then we also come together and talk about what's working. Our principles work so well together. They talk with each other. They have little group

chat on the side. They don't even but they communicate with each other a lot. And so we know that when they have something that's working, none of them are like putting it away and keeping it from anyone else. They are very quick to share what's working and and what's not. So um so as an example, Friday quick checks Is one of those things that Bethany brought and immediately uh Jacqueline Truffle learned it when she was working with Stephanie and then she went to RV Godly. She was like, I love doing this so she's starting it

up there. Well, they liked it. So now like as he's looking at doing it and so it just sort of spreads as they talk about what's working and where their successes are. So that helps us keep our small town feel often. Yeah. Because you know that was one of our concerns when we went to multiple elementary campuses is that we were going to lose that small town feel. And so anytime our elementary campuses can align and work together as maybe three different sections of the one elementary that that's going to help us on our seabass

pillar of retaining that. We actually had a great conversation today about how can we start defining some things that are like like the balloon parade is only for kindergarten but all kindergarteners in the district do it instead of K and one and you know kind of creating some things that are special by grade level but that all the grade level. So it's special across the entire district for that grade. Um that came up today In a conversation. So, so something that some of the things that we've been using um exit tickets, quick checks, those are

mean curriculum based assessments are common assessments that are built out based on what we are going to teach. We build these assessments before we ever teach the material. The facilitators take the content, they build out a test, they go look at the STAR test, they say, "Okay, we need this kind of question and we need this level of questioning." And so they build test, they let the teachers look at it, give a little feedback, and then they give it back to us. We give this assessment at the end of a unit of study or at

the end of a quarter. Typically, it's at the end of a quarter, especially in reading because it's kind of a a longer test. So, we can say, "Okay, we've taught this entire quarter. Let's stop and see where we are right now." And everybody gets it. High School has been a little bit resistant to using this and we really weren't sure why, but we had the conversation today and they were like, "Yeah, let's do it." They were like, "Yeah." Cisco was like, "Okay, don't let us make sure that they're, you know, There's something that we've never

seen." So that the kids are, you know, assessed on and they were so excited about giving CPAs. We're like, "Okay, let's do it. We already have built ready to go." So, we are going to be giving common assessment at every level starting next month. We've never done that before. We started until elementaryaries and kind of have tripled up, but we're ready to roll it out all the way across high school and they're ready. They love it. They're excited about it. So, we're going to even see more alignment of how students are performing on the common

assessments as we go. What changed their mind? at once personnel changes to new faces. I really don't know. I don't know if I don't know. J was convinced that they were going to be resistant and they just were absolutely thrilled. They were they were excited about it. We said, "Yeah, let's take this and run this data." And it's kind of hard to see, I know, but I'm excited about what we can do. So, I had to mask this data a little bit, but one of the things that we are doing differently this year that we've

never done before is taking our STAR data report. So, this is a report Of how a group of students in sixth grade math performed. And this is the top student. They're at the master's level. They got full credit. You can see what their score is all the way down to the lowest. And I just, like I said, I had to mask it because it's real to the data. So we have this report that we can pull from star data. We can pull the exact same kind of report off of our common assessment. So after we

gave quarter one assessment, we had all the campuses go and pull data and I can look at specifically each of these are students that are they're also highlighted here in green. the one specific subpop of students. I can look at them and what look for are things like this. This student right here, JD, he scored an 88 on the star test last year in math. On his first common assessment, he got a 100 on his common assessment. So, awesome. This kid is on his way. He understood the content. He's making progress. He's moving forward. We

are thrilled to see that. We want to watch him. This student scored an 81 on the surf test and then scored a 70 on their first common assessment. So, they dropped. Why? Was it the content? Was it a Rough day? What's happening? We want to make sure we're keeping an eye on this student. It's not a significant drop, but it's a drop. This student scored a 72 on look to us on the first common assessment. So from star to the first common assessment, they had a significant drop down below below the failing mark. So we

automatically know from the star test to the very first assessment that we give, we can go look for students and say how are you performing? Are you on track? Are you going to be there where we need you to be for this assessment and the next one and the next one. So each time we give an assessment, we compare how they did the previous year, how they did on the previous test. So we're tracking not just groups of students, but individual students and making sure that they are not slipping. We're not losing track of them.

So do you have that set up? Click on my finger. Good. Yep. And running two reports. So can but running two reports do you have to sit there and eyeball and look at it or does it come out and it's fairly easy to look at like I have here a little more difficult you're thinking like pivot table dashboard thing But but what we are doing and that that's the next thing that we're working on so what we are doing our campuses have built out dashboards drivers that they're using. Every elementary school can has it. Middle

school has something a little bit different and high school, you know, they're a little bit different, but especially at elementary school, we are tracking are these students in a special step. How did they do on star and math last year? How are they doing on star and math? On star and assessment ratio. So, we are tracking and these colors autopop populate. So, if they're doing well, it populates to agree. if they draw red. So with a single look across, we can see if a student, this is a we can look across and see, oh, this

student's doing great. We're continuing to see it trend up in green or we had a dip in red and we need to go back into So this is something we talked about last year, but it just never came to be. It is taken this year and all three of our elementary schools have this in place and they're they're dropping data into it. Yes. I'm a firm believer that we cannot only succeed in the classroom if we don't have support at home. So, how are we conveying this information to the parents or the guardians of the

students so that they can be supportive at home when possible? I know that the newsletter that middle school sent out was a huge hit. So that has been one piece that I believe the other campuses kind of perked up and heard the conversation. I would not be shocked at all to see more news from the other campuses. Materials that we use come with some sort of parent communication, a letter um some piece, some campuses are using them more than others. We had um elementary parent conferences today. So they were meeting with parents and sitting down

and talking about so and I think you were asking how's this data being conveyed over to parents not necessarily like the newsletter but yeah how is this data we collected on your child just want to show you where they are where they were last year where they are so far this year and where we're hoping to get them by the end of the year. here's maybe some things you can do at home to help ask these questions blah blah blah you know like are we doing it at that level yet Parent conference has happened today

and I believe yes that was the conversation I'm not I have a kid on two kids this dashboard is this something we created or is this a tool that uh we we created this but we're working on to let Nikki talk about working with a company that was trying to help us build on their platform, but we didn't want to wait any longer. So, we built it and it actually works quite well. Um, what just one thing that I think is really turbocharges this year, we stopped several with our principles getting together. We said, "Yeah,

we're we're getting there. We might be able to do it next year. one another principal say, "Well, why can't we do that? Why can't we start next week?" Right? And just why can't we? Why can't we? And we we started just Yeah. Yeah. I have a sense of urgency this year that I think and I I talked about deja vu a lot. When you move from a small district to a large district, there just are not systems in place to happen. We've put a system in place where we are looking at data regularly. Principles know

we're looking at data regularly. They know that it's coming that There's conversations going to happen with them. Our teachers are learning that. So there's an urgency of accountability piece to that. Um there's systems around attendance now. There's systems around look ahead protocol. There's systems around walking systems around all of those things. I think that there is an accountability piece of that being your way. Just that we're looking at this because it's important. I think that you hit a really important um point there in the fact that and I never use growing challenges as an excuse

but an opportunity but we are we are school district to a very rapidly growing more less rural district and um so we are seeing some challenges with that in all arenas especially academics. So I'm glad that you guys have have at least um kind of pinpointed that that is one of our challenges that we can overcome. So yeah, we are well on our Yes. Yeah. So I think we can do that job. I think we can do in the conversation so that they can be of what's happening at school. So yeah, for sure we made

the decision to dig into our accountability system and we Expect to see an increase at least. So let's let's go look forward. All right, take our end of year star test somewhere in May. When will we get those results? Early June, right when school gets out. Okay. So we have the next round of data to compare to our collected data um in June. So we should be no later than early July. We should be able to see here's where we are. Our expectations could be set on here's what the path looks going forward. Yes. And

we're planning our administrative returns in early July as we did this. We really like that. Something else we're going to do this year um is we are going to bring all the administrators back as soon as we get our star data back and read through the writing samples and determine which ones we want to send back for scoring because last year we know there were some reporting correctly but we haven't had to read and look at them in a way to say okay we want to rescore this one or it cost money if you don't

change but we have a system that we're going to put in place this read all the need and that scored by AI doesn't always return. So more than the tea methodology, But I have something I want just a thought process that I want to get through real fast. I know it's late. Um, okay. So, just to make sense, and I have I have somewhere where I'm going with this, but to make sense of of TEA's STAR ratings that we just went districts, is it fair to assume I know I'm I'm simplifying it after seeing all

of the nonsense. If student A gets a4 and then a 92 in 2025, but student B gets a 68 in 2024 and an 81 in 2025. Did we just learn that student B would actually have a higher conversion rate? Cool. All right, that's what I learned. So, making sure we're on the same page. All right, now now set that aside for a moment. When we go back to the legislative updates, there was a new update that empowered the school board to issue a resolution to eliminate DEI and CRT. We thought that was that's a good

thing, I think. Did you say? All right, cool. Well, you realize that those definitions of DEI and CRT is embedded all in that star. Yeah. It's it's 100% that. So, I say all that to say I say all that to say that that while I appreciate our administrators and teachers for having to navigate such nonsense and do the best They can, there's so much narrative that's pointed to us as a district when clearly Austin is where we need to be focusing this narrative. Yes. Not the school board. Yes. And not the district, not at a

local level. And if and if and you don't have to say my words for it. All you got to do is just sit here and I just summarized it with the 92 and 92 and the and the 68 versus 81 is going to score a higher rating. And if the 68 kid is the half of his kid, they get more. Exactly. But that's so definition before I went through this whole So by definition, CRT and DEI is embedded everywhere. So those legislators need to be writing some more laws to say hey while we can we

can rock one day the same thing. It's the same thing. It's the same thing too. It's even that makes it even worse. You weaponize DEI and CRT weaponize it. Go to the state and battle the state instead of the people. That's what my point that's why I wanted to do it. I hope all you works on. I hope every every group that does blocks all the grand pays attention. Let's go to Austin with all this On the same team. Let's be the best godly we can be and let's provide the best education for our godly

students. That's the team we're all on every day. Every day. Very good. So I go back to this and sum up. So during our staff chats, we are stepping back and looking at that assessment data routinely. And as we mentioned um at the beginning of the year, we're looking at the previous year's data and then we look at first quarter, second quarter. we do come in and do that benchmark assessment which is that mini star test to look at the overall um what we've learned and then we kind of do a push from there to

the end of the year to make sure we're spiraling back and covering anything students may still be struggling with. Um but we are coming back routinely throughout the quarter and bringing that data back up at our staff back in our data. So now I'm gonna hand it off. I do want to second what Craig said earlier. You did a great job. Very detailed and it was great. Thank you. I that you include your extra Reviews that I heard you just described here a few minutes ago. Shows a complete one year to the next what you're

doing looking at it. I'm not trying to tell you. It's fantastic. I love it. Will you talk about those uh those surveys for staff? I can Stephanie W's uh uh surveys for culture are going to be better with those morning meetings compared to that that enhances culture that will that will you you you help support it and grow it. Meeting the other day she said that has had the biggest impact on everything we've done. That's the reason there's a reason why it's it works with teams and everywhere. The reason in a magical software environment there

is a daily scrum that is no more than a 10 or 15 minutes you all sync up move on. You go do good work and come back the next day. Reason it works no matter what industry works. Jump in. So we still have quite a bit as long but I'll be as brief as possible but we're connecting a lot of dot you're correct in um so I'm about to just show you some further evidence of walkthrough datas and observations and and how we're um using that to help improve instruction. But um according to research the

the Principal and assistant principal for that matter their presence on campus and their presence in the classrooms and with the teachers is is found to be the second most productive lever behind data driven instruction. And so by providing that feedback to teachers um is having a powerful impact on uh student learning and on teaching. And so we believe in the breakthrough coach which is a model that we use where administrators schedule time to be in the classroom because them being everything um academics, discipline, attendance, relationships, all of those things. And so by being in those

PLC's and being present with them and where the work is going on, I've been blessed to be there and to see so many of them and the conversations that they're having are just incredible what they're working through. But as you already mentioned, we talk about hope and and all that. You know, hope is not a strategy, right? So, we know this to be true. And so, with that, we have the expectation that all of our administrators um should be performing at minimum 10 per week, being in the classroom, giving that feedback to teachers. Okay? And

so from last year We are we're attracting it this year whereas hope we you know we're wanting it to be done we're um requiring and you're trusting we're tracking we're trust and verify we're tracking it and we're having those conversations. Furthermore, we're calibrating what the what the um what the walkthroughs are, what they look like, what we're seeing, and then what adjustments we need to make based on uh what we're seeing overall um as a district. Yeah, calibration has been has been huge. In fact, we're we're having our second round of walkthroughs next week at

our staff chat um next Tuesday. Are you going to cover how you're documenting that here in a minute? Yes, sir. So, uh, we made the decision to align our walkthrough form with the fundamental five. We believe in the fundamental five. Um, and I will cover those, uh, in more detail here in just a moment. Um, looking at the data, calibrating the expectations in order to see increased achievement from our students. So, the fundamental five just real briefly, these are the five elements. Framing the lesson. This is profound, but students who know what they're supposed to

learn and supposed to do, They perform significant um and so so let me give you an example. Sometimes you'll probably see like um chapter 2 pages 15 through 25 and you're going to do worksheet number 13. Okay. Compared to we will examine and discuss the tools and materials needed to complete an oil change and I will independently write in my technical journal the instructions for how to complete an oil. Now I know And additionally, it's supposed to be stated verbally. This also supposed to be visual so you can reference it, you can go back to

it and and so anyway, those of us who know what we're supposed to do, we do better. Hadn't that's been in place though since correct. We've been a fundamental district for some time. Yeah. Yes. But the walkth through form and the data that we're gathering is now more specifically aligned to that. Okay. So, thank you for saying that. Some of this also is we're not changing. We're not going from from strategy here. Yeah. Or I mean that's been in place. So okay, maybe we're just holding everybody to the standard of using it better than and

the the data tracking piece of it and the calibration piece of it and then those conversations Um are are deeper and more robust than they ever have. Also, every year we have new teachers come in and we are having to train like every because we've been guilty of like we did that check, you know, we got that. Oh, yeah. But every year there's a new and but then there's also refresh because we if you don't stay with it, you lose track of it and you move away from it. So, we've been been consistent. So, stay

on top of that. being in the power zone. Um that is the teacher um being out where the work is going on. That is formative assessment. That is providing recognition and reinforcement actually. Um you can stop bad habits immediately. You can hear going on the different learning styles of framework of the lesson. Yes sir. Like that's okay. Yep. Frequent small groups purposeful talk. We should be stopping about every 10 to 12 minutes to have discussion in small groups, two to four students, no more than that. But it's purposeful. It's based on a pre-planned seed question.

There's a question or there's a topic or there's something that I know that you need to know before we leave, right? And so they are not passive in their learning. They're active and engaged in their learning. Recognition and reinforcement, that should be specific feedback. Um, you know, I love the way that you um noticed how flawed the star system now there's so there's and positive we're not saying that to be positive to say something you know um hey that's a great job okay you know about what hey that was a great job on ABC you

know like fill in blank, whatever that is specific to what their actions were or whatever, you know, whatever they accomplished. And then last but not least, writing critically, which which in our lesson frame was independently writing in our technical journal, right? And how to how to do an oil, how to complete an oil change. And so um anyway, that's that's what these are based on. So when we go to the next one, so here's where we have taken all of the walkthroughs that have been been conducted, been completed. And so this is a this is

a district view of of how we're doing here. So about 80% if you look at the blue and the gold here. So approximately about 80% of the time have seen effectively written lesson frames or things what the students are. The one difference here at The blue it we have seen that it was effectively written and it was referenced. So that was noted in the walk through. The other 40% we saw it it was posted but we didn't actually see the reference. But remember a walkthrough is about a 5 minute snapshot of time. So they may

have done it but you didn't see it which is why it's important for us to note when we're going in the classroom. If I come by Jeff's classroom every morning, every, you know, every day at 8 o'clock, well, I'm never seeing what happened at 8:45, right? So, we're working to make sure that we're coming by and seeing at different times. So, then um we will statement is visible, but it's not effectively written. It's chapter 2, pages 15 through 25, right? And then about 10% of the time, we're seeing no no statement at all. Then for

the Iowa effect, but about time we're seeing that it is actually referenced. And then the numbers are pretty similar there. 11.4% it's done but but could be done better. And then about 11% of the time that we're not seeing it. So then the other elements and this is a lot and but just to show you that um that we are tracking This this data tracking this information and having conversations. So next Tuesday as a matter of fact um we'll be having conversations around this further calibration. So what we have seen too um in our initial

calibration is we saw that um I believe it was at student engagement we were seeing um it was was elevated right I mean it was a little higher it was once about what that student engagement looks like and and so it's broken down so it's engaged in learning everybody is authentically engaged in and they're on staff a lot of kids could look busy and we can count them with engage but they're actually maybe not doing what they're supposed to be doing right so we're seeing about that 82% of the time all students are engaged 75

to 99% here and then smaller slivers for those the smaller percentage spoiler alert I pulled the data for next Tuesday um and compared from the start of school up until we did this presentation and did calibrations and then separately from until Friday before Thanksgiving and about 10 to 15% drop in the highest rating but this is on a sliding scale good to great you know talking about all these kids are all 100% engaged In these classrooms after we calibrated we talked about what that looks like and how we're measuring that both with principles and with

AP throughout tables Every one of these dropped in that highest category by 10 to 15%. I think it's because we had an honest conversation about what it really looks like to have 100% students engaged. What is the frequent small group purposeful talk and what does it mean? Do you have a timer set? Do you have a frequency question? Does every um student in the group talk with an ARB partner? Do you have an adult partner? So once we defined that a little bit more and calibrated what expectations we had as a district, I think we've

seen that in in the data and I'm excited to hear principles kind of dig into it again. It sounds like that those metrics are generated via report. It wouldn't be right. Well, it's upon entry into the classroom. So when you walk into the class um and teachers are like some of the folks like when we walk in kids get busy. Well, peek into the window um into the class and see if students are engaged before you open the door and let them know that you're there. So, that kind of changed that. We talked About can

you give them credit if they're writing and but you don't know what they're writing, but you can't ever tell what a kid is thinking, but if it appears as if they're engaged and on task with what the teacher is asking you to read for credit for that, but if they're over here doodling, maybe not necessary. So, look at the the product of what what the student was working on which when you say when I walk in they get busy further evidence that all right the follow question about how a minute ago you referenced it's really

going on at 8:45 how are you recording that kind of information the time you show up what differences you're seeing from time A to time B so the principles are tracking that um they have spreadsheets that they're that they're keeping track of who they because because you could so furthermore you could dig down into it and I could say oh my gosh I' I've done 50 walkthroughs so far in this first five weeks, but 40 of them are in Craig's classroom. Golly, I haven't been to Simone's classroom once. Right. Right. So, we're not only tracking,

but who I've been to. Good. Also, are am I hitting them at different Times? And there's an additional data point that is a check box in this. That's beginning, middle, or end of class. So, we just didn't put that graph in here, but if they're in the first 10 minutes, you're beginning, last 10 minutes, and class. So, we want to try to balance those out because we're talking like the bell can ring in five minutes. So, you'll just wait out in a class together for a walk through. Well, it's important to go in the last

five minutes because you're not seeing the lesson close. So, we saw a much lower percentage that first time teachers or walkroughs happening in that last end of class, the last two minutes of class that shifted um and we went up 2% class walk through. So those are all results of having the conversation around that. And so so while we've got some good things going on there, we've also uncovered and realized that our two areas that we need um we need to have we need improvement and that's around frequent small group purposeful talk and critical writing.

And these two things get into becoming more challenging because they require significant amounts of so with so as you can see here the level of of critical writing Independent response here was at 34.7%. And then no writing observed 43%. And this is districtwide. Yes. Yes. And so so we need to improve in grful. We've seen that. We know that that's a conversation we're having. And then frequent small group purpose will talk. But this goes back again to those pre-plann seed questions that you need to have to know. All right, they've got to be able to

answer these three things. I need to focus my attention. They need to be talking about those things. And it and it takes that planning piece because if I'm just making questions up on the fly, they will not be as as good of a good of a question as what it would identify a plan. Correct. Right. So good. Yeah. And so and we have a tendency to ask questions when they're not playing. Yeah. On the fly. Yeah. Or avoid, you know, you give them a question that you know it's going to you're setting them up for

success, right? Rather rather critical thing. Yep. So, so we've identified that we need some work there. Okay. And so then now we've already mentioned that we're taking this back and we're having these conversations, right? We're meeting with our administrative team, what we're seeing, and then what action steps we're taking. And so with that here, you will see so we had back in September, we went through our walkthroughs there, walkthroughs and observations. And then next one here, 129 again in February and then lastly in March. So frequency staying on top of it and being consistent with

that. So um that's just more to show you that we are because you saw the campus principles and they were the compliment the specific actually like hey y'all heard you y'all told them doing these things and we recognize that we said it. So that was a big lift to them. Um and so and really to all of us and so um and so giving them that feedback. So, um, did y'all come up with this plan of this data diet plan at your retreat last summer or when did when did you guys create this 256 day?

Yes. Yeah, but and more in just summer and summer planning and and talking and conversations and then um but certainly we did talk about it there and just kind of tweaked and Yeah. Yeah. Because part of our part of our meeting norms for for our administrative meetings are to frequently Review things quarterly, annually, different pieces of what we do. Okay, how are we doing with this? and we've made and we'll continue to do that. Is this working? Um and so because we were meeting at different intervals, came back and said, "Hey, we've been meeting all

days, we need we need to change those to half days and we need half days with more frequency rather than full days by a week." Right? So, um so we're we're changing that because then we heard from them also the full days, well that's 20% of their week, right? but you want me to do 10 walkthroughs, right? So to be able to accomplish those things. So we evaluated that system and to say okay so we made changes there. Um and then the systems and the processes and pieces of um you know the data digs going

on to campuses and meeting with the principles the assistant principles the facilitators and what they're doing their campus improvement plans the progress they're seeing or the lack of progress they're seeing what support positions like never before needed. So sticking there. So then next I believe is goal number two which is well Melissa's coming up. I think another Piece of that that Jason and we've talked about a lot and and Melissa's going to talk a little bit about that in the session but one of the things um that we learned is that he talks about schools

do these things all the time that just never get credit for a lot of this stuff. It's like you need to build your body of evidence. put your body out there for the public to see and claim your win right now. So hopefully you're seeing that like you're seeing us say we're going to do this with academic data. We expect to see this gain scores by the end of the school year. We we expected we're going to do this with walkthrough data. We expect to see this result and this result of that then talk about

we've done this with our climate service talk about the treny. We a lot of these things we do or have had other processes in place, but we're telling you now this is all the work we're doing and we expect to see this result and we're planning that win right now very beginning and our teachers and our principles know that. So they know what the expectation is. We're not doing this just because we're doing this because we want to see this end result of all this. So This is awesome and it's it's even better that y'all

are getting so much buy in. Um but the data the changes they're making it's easy to see data pointing to progress which you know gives people a little buy in but in my experience in leadership the hardest part is yet to come and that's going to be the discipline to stay consistent sustainability sustainability 100% because you're not going to sustain without discipline and and then the the newness the excitement of the win is going to wear off and that's figuring out to get people to stay bought in the discipline going forward. Oops. Well, I guess

I would add that that's where having the system in place number one and then the accountability 100%. Yeah. Yeah. Yeah. That's why we keep coming back to that one slide where you see everything. Yeah. That's that's the discipline. That is the discipline these guys. That's what you got to have. That's awesome. put that on. We're going to do it. You notice that we keep saying we made the decision, too. That's kind So, while they're trying to find their way around, have we Go ahead. Have we gone to The next uh step of how we're going

to communicate this to our community? I don't know. I got I got but I didn't know if you you all got thoughts into it or if we need to help with some strategy. Yeah. Again, we want the community buying in on Yeah, absolutely. 100% with their individual student. We need the community to buy in. Absolutely. not just but the whole community that we're doing changes and improvements and goals that we're trying to address and and that's the challenge of getting all this down into manageable because remember this was supposed to be a 30 minute workshop

and these guys said I don't need to see this and we know we're doing Okay. Okay. So, uh my part in goal number two is to um continue we're focusing on the retention the attracting our life changing teachers that we want in the classroom. And so in the past we had given um a survey at the end of the year and um when we were talking about that we're like it was really Not a very good time of the year to give it. So we were talking about how we really wanted to roll that out.

Um and last year we had about 24% of the complete staff that took the survey. So when we send it out every staff member in the district has an opportunity to take the survey. Um and so we were like um we can't give them what they need if we don't know what that is. And in order to know what that is, we need their participation in the survey. So this is kind of our ground level goal is to get them to understand that we need your input. We need you to tell us what you need.

We cannot read your minds. Um so that's why this participation um so we made the decision to give the climate survey to staff three times a year and we um decided to use um the same questions with each school and department and we expect to address concerns and celebrate staff in a more timely manner which will lead to staff attainment and retention of highly qualified life-changing teachers to give it at the end of the year. And even though 18% of those people that took the survey are potentially not even coming back the next year, that

doesn't help us make changes for People that are going to be here. So we needed to um address that area. And so um we did our first survey um at the end of um October, middle of October, no I'm sorry, end of September. And then this presentation end of October because it kind of fell right before the fall break is when we gave the survey. And so we used one of our stat chat sessions to go through the survey principles. We know in the past we've given them their data and we just expect them to

go through it and make sure that they're addressing it. We wanted it to be more um in a more structured manner. Um so we um compiled the district data and took them through this training with that data and then gave them the opportunity in that session to then do the same thing with their data and walk away from the stat chat because as a previous principal last year that's the hardest thing. You leave with the to-do and the minute you step foot back on the campus everything that you missed while you were gone it has

exploded and then to find time to get back to that is a struggle but we wanted them to walk away with a plan. So, I'm going to kind of share a point Of that with you and then at the end I'll have some data that you can walk away with as well. So, um, we alluded to John Tanner who is the leader in the, um, um, CABASS, the, um, community based assessment, assistant assessment, and we actually did some training recently. And, um, we were fortunate enough to be able, um, to be the only campus, so

we got one-on-one time with him to really work with us. And a number of us attended that session. And one of the things that he talked about that really put it in a good light for all of us was when you're looking at your areas of focus and you know we bring to you guys our color coding system but what he said was think of it like a ship that you have your ship at dock. You're still doing things on it. You don't want things to go wrong. You don't want things to corrode. You don't

want things to go but it's minimal work. You're just keeping it okay. So that is your ship at dock. It's still doing work, but you're not really focusing on it. Your second ship is the one that's preparing to go to sea. Now, you have to up the level of work that you're doing on it. You're having to load your cargo. You're Having to make sure you have your crew. You're having to prepare out to be ahead of you. And there are small changes that are happening at a faster pace. And then the third ship is

your ship that is out to sea. This is the big change. This is the risk you're taking. Sometimes it's going to be smooth sailing and sometimes it's going to be some pretty rocky um waves out there. So, it can be even different depending on your voyage. And so, when we thought about that, we're like, "Oh my gosh, that makes so much easier to tell people that it's not that we're not doing anything with these ships that are at the boat. It's just we're not in intent about the things. It's a smaller amount of work." So

what we did was we took the survey data and I shared it with them. So the district this is the district data that you're going to be looking at and we had a little breakdown um so that they could understand. So we had uh when they took the survey you could click on there where you were but I might works on a camp would click cafeteria worker and the campus so that we were representing all of those areas and when c when the cafeteria looked at Their data they were seeing your input and when the

campus was looking at their data they were also seeing. So 330 jobs were represented by 270 staff members. So that shows very different job job assignment. So codes if you will. Correct. So cafeteria but G6 um or I am a custodial worker at the high school. Well that's two I I checked two boxes because I'm at the high school but I'm also categories job categories would you say there were? So there would be all of the campuses plus the department. So maintenance transportation and you know some of our transportation will also work in the maintenance

department. So they could pick two. So it was all of our heads. So teachers that drive the bus could pick two. They could pick two. How many? Yes. Sort to the corresponding box that they selected. Not have input in all the places you work in. 100%. Yeah. Um, and there's uh, so teachers, administration. I'm just trying to wrap my head around a few of those categories. Yes. Administration, transportation, cafeteria, maintenance, custodial, and then all of your all your kids. How many people do we have In our district? So, we have 550 that we um, considered

that um, even our JCSSA employees that work for us. I would I weeded out the ones that even though we employ them, they primarily work in the other districts, but if they did work here, I But 550 people on the table, right? Yeah. And 270 took So I heard you say 24% of the seat. This is this year's so last year at the end of the year last year 24% of the people took and our goal was 35%. So our goal was already up to 15%. question. Why doesn't everybody take the vote? So, I think

it's you're you're not g you're not ever going to get full participation. People think that they're going to feed participate in in the paycheck, right? You do get participation in that part. This part is still convincing people that it's anonymous. people still don't always believe you when you when you tell them that this is an anonymous survey. Some of our population that we might need to give them the survey in a different manner than on the computer. Some of our individuals don't access the computer maybe as frequently as they should. Um, so I think there's

a different number of factors, but I think for us Already to be up to 50% at the beginning of the year, where at the end of the year last year, we at 24% is pretty good amount of growth. So, so I did the beginning and that was part of my strategy was I just wanted a raw result, you know, where are we at? So, there will be a big I'm sure push for it. Questions were total. So, there were I think 10 questions. It was a very short survey. um really disappointed number of people. So

all five do we need you? So out of the survey what we did was is we it it gives you a breakdown in to what percent of the survey went back to each campus. We just wanted to see that in terms of it would be a little more concerning if let's say G6 was 20% of our survey because they have the smallest staff perhaps you know or our district. So it was a pretty Google breakdown in terms of so 20% was the high school, 17% PV and 17% GMS, 15% were district departments, 14% RBG, 10%

lees, and 7% G6. That's not how many that's not how many took the survey off the location back to back. So you're telling me only 14% of RBG took that understanding. So that's why I wanted to be clear. 14% of the survey were RBG. Oh, of the 330. Yes, ma'am. And so%one Talked to a bunch of teachers like she run into somebody said, "I didn't even know that there was such thing as a survey." If they don't look at their emails on a regular basis, then they didn't know about it. number of times. It was

also on the the principal their weekly communication. I'm really glad that she clarified not the percentage because I took a picture and I was about to be like, "Excuse you." No, I'm kidding. Good representation. Our three elementary are pretty close in numbers, but this is a good representation of about the size of the campus. So it just helps us make sure we're not skewed in a certain area. PDES and GMS together. So once we had they had their own data number of people on their staff that took the survey so they could look at that

and then we talked about the actual um results. So um the first question I feel that my school department leadership is supportive of my work. Well first glance at that you see 79% agree right we all our eyes go to that part 5% disagree 16% didn't answer or feel that was why I don't know because it says school department didn't want to answer that question for whatever reason. So that was a good conversation for us to have with principles because all of them just look at agree and they don't always consider okay well 95% of

the people who felt like they needed to answer this question felt like it was a positive so let's be careful about how you're analyzing your dat and and then I feel the district staff so what we try we try to make sure that those are about their direct department and campus and then a chance to correspond in a similar fashion to the district. Knowing that typically any survey you look at, the further you're removing them from someone, it's going to probably be a little bit of a a less number, but we want to make sure

they're still a close. So, like I said, you'll walk away with these numbers. I have them, but I know what happens if I give it to you now. So, are there you can click to the next one in class, but are there um opportunities when they're answering these? I'm assuming this is a one through 10 scale or a eight through whatever slide that you got but is there an opportunity for comment? Yes. So on Each question there's not but I'm going to show you the open-ended questions and those choices that they had were u strongly

agree agree. So um this one is leadership is supportive of my work. The school department is effectively communicates once again some strong numbers there. Um and then um the district effectively communicates that one was 87%. Um and the district has given me the access to resources and support. So hold on to that number. Once again it says 71 but 17 17% which will probably be more your department um type. Um they don't necessarily think of the res you know resources that they need. So that's still about an 88% a lot of the uh response. So

then we've asked about the professional development and do you feel safe and respected at my school or job site? So we tried to make sure that each question aligned to a pillar so that each pillar was addressed on our questions and then they everyone had these questions that they could type anything they wanted in. It was completely open-ended. Gave them all the room in the world. They some typed a lot more than others. Um, but it was what is working Well in your school or in your department? What would you like to see more of

at your school or in your department? And is there anything else you would like to share about your experience in LA? Completely open-ended questions for them to respond to. Um, how are they? So, those were open-ended, but we did not print those out because it was just strictly narrative. So we just read through them and put them through and I'm going to talk about how we analyze that here. So then the last question we just wanted to kind of give them an overall rating of great, good, okay, and poor in the area of school department

climate rating and district climate rating. So for those so I mean when you look at poor we only had about 3% for the school or department and then about 5.5% for the district. So overall a fairly positive climate survey um but identifying some key areas. So we were like okay how do you really break this down? Right. So what we did was um I took it and we fed it into a couple of different um engines. We typed in put in the the survey data and um but we fed it into two or three because

we didn't want just one feedback. Um And they all aligned very closely. this one this particular one you're right this CH GPT and we said okay what are what are our take what are our positive takeaways what are our negative takeaways so our key areas that they said were our positive which very much align with the members and the responses were strong support from immediate leadership strong sense of safety and respective kum administration support for discipline all strength and then the areas of growth district level recognition and communication resources and support for teaching and professional

development. One of my goals coming into my role, I knew communication was already something we wanted to focus on and a staff newsletter was something that I wanted to start. It's just swimming on my way through a new position that wasn't at the top, but we sent our first one out and I'll show you an example of that. So, that was kind of already something I knew was going to be an area that we needed to work on. Jeff does an amazing job with our district. Um, at a glance and highlighting things, but his role

is not really that staff direct internal and external communications. Exactly. And so that's where I needed to pick up um some of the the missing links there. But then we wanted to know more about the resources and the staff development because the interesting thing was even those those were lower when we combed through all of the responses very little if anything was mentioned about these two things. We were like, "Nobody said we need this or any more of that." They didn't really mention any specifics. They were like, "Okay, now we know we need to find

out more about that." So, what we did in the um in this training that day was I put those seven takeaways, pulled out the old um die cut machine, man. They some of the newbies were wondering what that was. I'm like, I'm going back old school style. So we said both and I gave each one to a couple and they helped us sort them. It of course went right there. We felt everybody felt pretty confident about where those seven takeaway go. So that helped us really identify exactly what we needed to spend the most of

our energy on. Not let these things fall off, but let's not h here. This isn't what we need to really put our energy towards. So to put them up And then and then the exit ticket was an action statement that details how you'll communicate the findings of the climate survey and address identified areas for improvement. So for my example was by November 7th, a district newsletter will go out to staff as part of the communication. The district survey results will be shared and the new newsletter will provide staff with a link to a padlet which

is a way for them to give us feedback on the PD and on the resources. So they take it to do it. They all have this link and opportunity to give us their not to retake the survey, right? So, I like I like what you did there with that provide the feedback regarding the PD and resources that are needed because I'm because Jeff, you're like, why are people not taking these surveys? And I can the middle of the day and you're checking your email and you see it and then you get to the end of

the day and you forget and you're doing car duty or blah blah blah. I'm not making an excuse. I'm just saying I could see how some people might if they're not all of this. Like when y'all started mentioning it, I've been very excited. I like I can say I Really like that you went and you took what they said about where you're kind of lacking in PD and you reminded them like, okay, give us some of these PD ideas and things that you might need. That was the one thing I was going to say about

the feedback at the end of the surveys is like maybe asking some specific questions on things like calendar opinions and PD things like things that we know as a district that are conversation things that keep coming around because again talk straight to the Yeah. I know like when you're giving and you you know so I think part of that to me will come through the newsletter and some of the ways like that we got the PD and that just to drop a few of those in and get those feedback will be a better place than

on a survey because I do think then it takes away from us really trying to get up what you I don't want to steer your decision. So what was the requirement to take the survey on your computer logged in on a Chromebook on your phone? What as long as you're logged in through your Google account? So your phone ch I mean anything that you use your Google account because it it only would let you take it if You're a part of the Godly email survey. I didn't want some random person taking it from outside. So

if you could lo if you were logged in to your Google account, you could take it on whatever device you wanted and it's it's through Survey Monkey which is a very easy one to I would like to get. Okay, I can do that. So here's an example of it. Can you just put us on that list as well? Or send it to somebody. So, my first newsletter went out um on um November, it actually published on the 10th. I didn't quite hit the seventh um because I was trying to get a couple of more pictures

in there and was struggling with that. But anyway, it went out on the 10th. Um, I kind of gave the lowdown to them about the district survey, you know, where we found some positives, where we found some negatives, the overall chart, and then they had the opportunity to take the um to answer the Padlet. So, if you've never done a Padlet, what it is is just like a big flat workspace where you can put a bunch of sticky notes and if somebody put a sticky note and you Agree with them or want to make a

comment on it, you can give them um the column to do the PD needs and needed resources and these were some of the things um that they just stuck on there. So, when we were thinking of resources like oh my gosh, like we feel like we make sure that they had all their books and things. That isn't even what they needed. What they were talking about was people, time, special bread was a very hot topic. That was the area that we were getting the most feedback in. We need more support. We need more um individuals.

We need, you know, a lot of paperwork, those kinds of things. So, that was very enlightening instead of us thinking we need to go buy one more workbook. That's not what they were saying. And then in terms of professional development, there was kind of a ray of um feedback on that. U but once again it was talking more about um how we organized it in a time and so it gave us some very good information. We're in that thought. Um so this was how we got the information back to the staff on the district level.

So then what we did in um this training was when I finished Um and all of us worked together on it. When we finished demonstrating the district, we then had them do it. I gave them a map that I made them. I made them go back. I gave him both. I made him write on it and I gave them a mat with it divided into three and they sat down and they sorted their vote right then and there knowing that they needed to go back and talk to their leadership team if they hadn't had a

chance. I wanted them to get their thoughts down and walk away with that. So, they did that and they had a write me an exit ticket about what their strategy is going to be to communicate that and close that feedback loop that we've talked about. So all of them have already um done that and thoughts and ideas. A lot of the campus data was um pretty in line, but some of it was, you know, their needs were a little bit different. So what I had them do um was um kind of go back in and

how we did it last year where they pinpointed from you the uh areas of strength and areas of growth and their next steps. We did that for the district and each one for the principles. So I'll give that to you guys so you'll have that of what they identified As their action steps in terms of and then on the front I just gave you um a district data chart that created the uh chart and that's the info from the principal for campus. Is that what you're saying? So yes, um there's one for the district, but

then each one's labeled at the top for the campuses. We think that there is survey fatigue involved. I think that they just need to trust us that sometimes when they give us their data and information that we are going to listen and do stuff. I think that's a little bit too. I don't think it's necessarily the teen as [Music] but I think if they keep saying we're you don't tell us you can't get mad you want to have something to say here's your chance and so we come out of it teachers the same speech and

trust that it's not it's not going to come to you and say why did you So for the people that didn't participate say the reason I feel like all this this matters more than everything else like all the other stuff matters for sure but this is what creates culture and with nothing else. So we can have all the pillars and all the plans and all the all the the the dashboards but without The the right team and the right culture for that team we're not going to win. And so this promotes that culture. This, you

know, this gives us the pulse on it. And and one of my favorite sayings, I love your deal right there, but one of my favorite sayings I use all the time is um is a smooth sea never made a skilled sailor. So yeah, we're all right with all those waves and all the rocket boat. It's all good. One thing that I think that came out of our conversation and I think it actually came a week later, Miss Wyn had taken her data and gone back and she said, "You know what I think is the most

impactful?" She, "I'm happy that they're happy. I want teachers to be happy, but they can see the vision. They have a purpose and they feel like we're all working for the same goal and they're happy because they know what we're working towards." And yes, so are we going to incorporate questions along those lines into our future surveys? So I don't know how much we want to change the specific survey in terms of um questions that we want to add. So that would be something we can certainly talk about. We do want to be consistent with

these Questions that we ask just because I don't want to change them all up and then not be able to have those comparisons. Um, the other thing that I was thinking was if there are specific topics that we want some feedback on, putting those in the newsletter and getting a spec, you know, if there's specific things we want to hear about that aren't just an overall um, climate type situation, then we need to ask those in a different way. I don't want to muddy the climate survey with specific questions. Um, so I think now that

the newsletter's coming out, I got some great feedback on the newsletter. teachers were excited that like you know you're it wasn't talking about how good the students are but it was talking literally about them and they like to see they'll just like to them praising them districtwide all the things I think a way to take what Craig said and Simone said earlier is you keep these open end questions the same parentheses at the end to give maybe some specific examples yeah that can point their their dialogue to those specific examples. That's a way to insert

but not limited. Yeah, exactly. You're framing these questions, not like you know. That's Right. So the next out Friday um and so this gonna mostly u become more of a celebratory newsletter kind of closing out the year and some Christmasy things and um talking about some of the you know progress we've made for the semester. So I would probably mid some focused um topics on but that would probably the better one to add some and then the next survey will go out the end of Janu will be the next full survey. So the first one

was early in the year September. It was the last week of September was last week of September. So you're essentially the first quarter, almost the first quarter. First quarter, you're going to get basically the middle of the year. And when's your third one? Is April the 20th, I want to say it's the end of April. We wanted to keep it last year. We did it in May. We felt that it was a little bit too late. So we're going to put it in. And so the goal would be to sustain or improve upon the 50%

participation. That's kind of our goal because sometimes I think the middle will probably be will probably be higher but sometimes that end one can be the one that's a challenge. So that's probably one I'll competition or not. No. Um was there was There much if any context of um referencing the school calendar? We had one person on one campus on one campus out of all 274 that put down what was a very vague comment about four day weeks but it was there was one comment about weeks but it was just but nobody else mentioned anything

to do with the calendar or the day or in the open comments and like you said I mean it might we didn't steer them in any direction. Yeah they had but I guess I'm trying to connect that if it's if that was a hot button and if they took the survey then they had now if it was a hot button and they didn't take survey it doesn't really matter. But is that I'm I'm playing the devil's advocate here because I'm the one that's been multiple people have come up to me recently and I've already said

this to everybody. I'm very torn on it. I'm not one way or the other. But we're talking about culture, right? We're talking about keeping these great educators, keeping the momentum going with all the things. Is that something that I mean to me just because you haven't seen it or heard it on a simple feedback question on a survey doesn't necessarily mean that it's not being talked about. It maybe just means that people don't either they don't trust it or they don't know that they should put it or they you know what I'm saying I think

it's like if I put this on here this I think is going to be amazing I really love but this point has a great survey platform and experience and all that and so they do have the mindset like you said like oh I'm going to put this on here and nothing's going to be done with it so my mindset on this particular topic is do we sit back or do we get proactive and us lead the charge and champion like, "Hey, we love y'all. We're doing this. We're having this discussion because we know this has

been a thing." Or do we wait? And that, you know, we can be more pointed at the survey. But here's the problem is while I love the survey, you have more people that don't take it than do because we we round it up over 50%. Don't think I didn't catch that. Um, but it uh but it's hard for me to trust it. Yeah. You know, like I don't I don't want to get I'm excited about the concept, you know, but but not this one. Like we adear to this like the next chug along. We are

we're making improvements and the more people that take it and Say, "Oh yeah, I took that to the teacher that they next to next to. They're going to be like, "Oh, you took that and nothing happened." Or, "Oh, wow. I totally forgot to do that. I'll take Hey, and maybe a message from us as campus spotlights when we say that, hey, we really care about this survey because it's our way to hear from you and that coming from us to encourage that and and to reinforce that. I don't know how it put on the agenda

for us to say a few words about it, but you know, if there was some way that we could mention it at a board meeting to encourage at those campus spotlight told me there's a lot of teachers there and it'll be coming. I think you guys should have a board meeting before the one in January 15. So we can talk more in depth about what we want that specifically to look at. Let me get to um so we'll have our conversation at the stat chat the next stat chat and then the last part that we'll

choose was the professional learning opportunities and um uh Jason already talked about a lot of the opportunities but one of the main ones that we had listed was many conferences and we made the decision to hold those at the beginning Of the year and we're planning another one for the January PD. We expect to provide staff with the professional development that will impact their instructional practices that lead to high engagement and increased learning as reflected on the walkthroughs. And so we did the one in August. Um it was kind of our first go at it.

It was those two flex days before the teachers had to come back. So totally optional. A lot of them had done other things throughout the summer for their um flex times. The presenters got to pick their topic and choose what they wanted to present. So 62 presenters. We had 43 participants, which wasn't a high number, but that doesn't include our new teachers who were also there that day, who also attended some of those sessions. This was just returning staff. I didn't want to put the new teachers in there because they were already assigned to go.

Um, so these were some of the topics that we talked about and they signed up through our mobile. So, the next conference that we're planning, um, it's still very much in the plan phase. um uh we're all working on that and have a meeting scheduled for this week to start Getting that um but we'll use the Padlet topics that they shared with back with us and then also we had the principles and facilitators and just anyone um tell us what are some things you're seeing when you're getting those classrooms who can we invite to come

because sometime teachers are willing to do it they don't want to say they want to do it they want you to kind of like ask I've seen you do this please come present this like Okay, you know, I had a group that they hated to ask me to do this. I'll help you. They did it and they loved it. So, um, we're in the works of getting that plan for one of those days back in January. So, that's how we will go for and we're in the home stretch, y'all. So, goal three is a safety

security goal, but it's tied to attendance because we feel like your kids feel safe at school. They will come to school more often and this feeds right into um our academic goals as well teach. So we made the decision to align our truency and attendance systems across the district and to start monitoring attendance and inside of frontline in their early warning systems software. We expect to see a half a point increase in attendance this year as a result of efforts student dashboard of sorts. And it really marries a lot of different pieces of data together

so that you can have all of these little things of a button. The first place I want to talk about is just a district overview. So, um they have several different um guided analysis pieces where you can log in and see different data parts of um your district's demographics. So, this is just an overview. It shows you the number of students by grade level, by campus. It breaks it down by ethnicity, by special ed status. Um it it pulls um the number of ESL students. It pulls males and females. Fun fact, we have 4% more

males in the district than we have females, which I thought was weird. I thought it'd be a little more even. Um, but this you can scroll down on the screen and see pretty much any kind of demographic data that you want being pulled from our scard, our students, facilitators, counselors on this. Um, when Dr. Paul was talking about subgroups of students that We need to target. I can come in here and I can click on third grade and legacy. Oh, um I can click third grade legacy spe low socioeconomic and it'll show me a list

of those students and then it'll tell me exactly how many of those are enrolled at meeting those criteria. I can click on that and it give me their names all that within three clicks. Whatever demographic data I want to pull can see that special pops target this is I should know the individual education 4% of our district students are special ed. These are the students that are not considered special ed. Okay. Okay. They don't. Okay. I read that as they have special ed and don't have an ID. No, this is saying% of our population is

fed. Okay. It has an I got Yeah. So, another um hot topic for us this year has been attendance. Um Front Line pulls in attendance, grades, and discipline are the big three that we're looking at right now. It also has CCMR. We can pull map data in ACT, SAT, CBA data. We're building up to that, but the these are the big Three that we have rocking and rolling right now. There's a couple of things to note though. Um, frontline pools attendance a little differently than the state pools and a little differently than portrait those a

little bit. Um but you can see here by campus um chronically absent for frontline is any period for any part of the day count as a full day absence with it. So this really reflects at middle school and high school because a kid can miss five uh days first period and five days ninth period but they are not truent um or chronically absent by state standard because they're not in the same class period but frontline pool that is 10 absences because you miss any part of the day for any amount of time. So this is

a higher indicator of than what the states tell us we have to monitor which I think is a good thing because it puts them on our radar a little bit quicker. But the same way you can click in and find those subgroups. I can click high school I can click 11th grade. I can click indicator. Yes I can click into each of those things. I can see that are our sped students more absent than our sped students? Are our boys more absent than our Girls? Hispanic students more absent American students trying to look for trends

and those kinds of things. Can you pl them like according to like if they're in the band or football or they're in FFA? Because I would imagine that there was kind of a trend that maybe some of our students after a late game are absent or late to school or after a big band competition. Are we seeing a an attendance drop for the band? I mean, can we do that as well? We can um track activities in here. We're not quite there just yet. Um but we can we can get there. Um and this is

this is not extracurricular absences. These are excused and at excuse absences. So students are gone for standard athletics. It doesn't count here. But there are a lot of times that miss first or secondary would have that high absentee compared to your adjacent classes. Well, in speech attendance data, they had low attendance for the month of November. Um, we've been hearing some going around. Yes. So, um, you know, that will be a data book. We go back and forth to expand are they miss the same which is another that um I kind of mentioned this um

I told you how far that but there's Also two other attendants methods that we've got to talk about truency is when students go to court this is for unexcused absences only so they're absent they don't they don't have a year um it's not a court parent it's not anything that would be excused for any reason. These are just straight un unexcused absences for try. You can get 10 of those absences within a six-month window before we file a court case against you. That is different than 90% attendance. 90% attendance, you have to be in school

present for 90% of the class day for you to be able to earn credit for a class. This really it pertains more to high school than it does at lower grade levels, but we still track this for our lower grades and conversations with them. Is that excused? Would the doctors know what like that 90% specifically is what I'm asking? So I anything counts for 90% except for school related extracurricular absences. So medical notes, parent notes, excuse and an excuse count for 90% attendance by state law. So boy missing a bunch for doctor's appointments could get

in. Could but then there's an attendance review committee that Looks at those and said would give him credit. He's got a medical condition that we're going to account for that. He's maintained his grades although otherwise we're not going to have him come to Saturday school time or miss classes like that. So which kind of leads me to this which are the interventions that we have in place for attendance and truency on our campuses. So the first two are kind of a proactive approach. We have attendance kids to class Spencer's given every campus some money to

incentivize that parent square agenda notifications back up and running after our switch to skyward Q. So you should be getting notifications when you're getting class the rest of your so we standardize across the district expectations for sending letters home 3 579 day notifications to parents um for truency at 9 days we also um contact and they make a phone call home at different stages in there they make phone calls home they require our parent the parent come up and a lot of principal student. So there's lots of interventions happening in Between there at 10 days

we do refer them to court judge if they're truent um and then for 90% if they miss more than 10% of the days we start Saturday school morning detention where they have or after school to make up those seat time. So there's lots of interventions going into place. I think what's new this year is the process. I don't know that we've been prior to this year. So we've identified the individuals responsible for these things. Um and we're meeting to make sure that those are follow being followed through and happened. Another point data point in front

line that I think is really important because if you don't have good attendance, there's a chance you're not going to have great discipline. Um or there might be something discipline wise be in school conflicts in other areas. So the big five will show us incident referrals. It'll show show you by month, show you by day of the week. Um this brought up a question why are there so many referred by day? The principal thought maybe it was a hangover from Friday. Did they happen today and they just didn't get taken care of until Monday? So

we talked to principal about it. or The day the incident happened. And you can speak to people to see if there's spikes in discipline. You put a little unruly tonight. But it also breaks all of this down by demographic. So um the type of referral you can see here across the district we've had 437 cell phone infractions. It's a large chunk of the number total number of discipline across the district. Um but there's only 21 kids that have had six or more referrals across the district. So that's probably a lot of kids getting their first

time they do their second time learning their lesson maybe early in the school year. jacket by location. So sometimes we hear, oh man, there's so many discipline referrals on the butts. Well, there's only been 46 so far, but we found also that not applicable are a not where exactly. So, we're calibrating that and they're going to go back in and these 684 referral that have no location, we're going to make sure they start notating because if it's at an intersection in the hallway or it's a if it is the playground or it is the bus,

then we need to be able to easily Pull those numbers and put extensions in place to support students in those areas. And then here you see all of your frequent flyers. This data is masked so that you can't see their actual names, but you can see here the top um award earner for discipline referrals is a godly high school student. He's a freshman with nine sure nine referrals. Yeah, closer look at that. There was going to be a nail on there for that reason. Um but it's really it's really cool to see kind of this

and be able to high level um see trends and things that are happening inside. We've always had referrals. I don't know that anybody in this district or really any district that I've ever been in has ever looked at data from discipline like this to be able to pinpoint areas in the in the campuses to provide interventions or you know to be able to easily track the new cell phone policy in place. What does that mean? And how does that reflect in our discipline data or academic data or academic data? We're getting there. Yeah. teacher hunter

management like this is something that so there is a spot where you can see incident referrals by teacher say oh this teacher has Administrator absolutely absolutely yes this campus every day all of that is trackable of this in just a couple of clicks. The third point in all of this is grades. So this will actually track grades and this is a grade distribution um list. So A's are purple, B's are blue, C's are green, D's are yellow, and Fs are red. So I can click into godly high school. I can click nth grade. I can

even choose just English and see what the grade distribution for English student English classes are at the high school or third grade English or whatever connected Skyward. This is connected to Skyward and full grades by uh progress reports and by semester. So we can look at these individ or not but can you pull and see like if a teacher that how many grades they have in Yes. Okay. You can also this the next two rows underneath this will pull by teacher name. So when we went through this with principles, one of the principles pulled up

um her grade level teacher and she was like, "Man, I always hear that this teacher right here is so hard. She she's so hard in the classroom. She grades hard. Teachers, her kids and parents want change this other teacher in the same grade because she's so much easier." But when she actually looked at the grade distribution, they were higher in the class. So then was it because she's more rigorous? Is it because there's a lack of student teacher relationships and buy in? Like it started a whole another conversation around that because she was looking at

her grade three teachers teaching that subject in that grade level saying why do I hear this about this teacher but her grades are actually higher campus. Um, it also started a conversation about a teacher who had more than 50% of their students making a 75 or below. Why is why are that many of your students not succeeding in class? Is it teaching problem? Is it content problem? Is it tutorials? Is it we're not scaffolding? Are we not Well, the best thing about drilling down the level you are, it takes some emotion out of it. And

that's the best part about data which goes back to why our facilitators learned about this To help them in their coaching subject. It might be a real a real reason why it's showing that and you know and it might be that we need to have a different conversation. Um the other thing that we'll show you is just D's and Fs. Um so um Fs are in pink, D's are in blue. Then it'll also show you by gender, by low socioeconomic, by special ed. So you can see our special ed students being successful on campus. Are

our students being successful? If that's a target group that we we know we need to focus on in summer, is that reflecting in their grades here? And where the magic really happens is because our teachers are really the experts in grade. Our APs are really the experts in students and probably tell you their top 10 highf flyers. Our attendance clerks are the experts in attendance. Tell you the top 10 kids who have problems, but we've never like cross referenced and triangulated. So front line actually assigns um risk points. So if you have less than 90%

attendance, you get two points assigned to you. you have between 90 and 94% you get one point. If you have two or more D's or F, you have get two points. One D or F, you get One point. If you have more than six discipline referrals, you get one. If you have one discipline referral, you get two to five, you get one point. And then assigns risk level and classifies you at risk based off of indicators from those three categories. So instead of us having to go and pull all of this data skyward run reports,

this is all automated and right here for us. So I can click this 66 and it will show me those 66 kids are highrisisk teaching teaching using like I don't know how you would like black out but and and and creating dashboards and and triangulating all this data to paint a picture needs to be in an 11th and 12th grade course and you have it all right here. Yeah. together. This is real life learning how to triangulate this data create the the the dashboards and all that. So from there you can see kind of where

the high-risisk students fall. Um it makes sense Trendwise. High school has eight grades. They get the you know four in elementary. So um they have more opportunities to have more decent beds. They also have discipline. They also have attendance issues. So would there would be higher levels. Um but I could click high school. I could click nth grade. I could click on um leap students. And again it's going to give me that number. And I can click on those students and see exactly what's what their name is. This is mass data. Can see what grade

they're in. I can see their academic risk, their attendance risk risk. And even from here, I can click on student pull up their profile. What makes a risk two versus a risk one and how high can the risk go? It's late. Less than 90% is a two points. 90 to 94% is one point paper. I need it all on one I needed it all on one side. It was too small trying to make it but then very clickable to see these students counselors is these students are they in small groups for small group counseling for

you? Do these kiddos have care for you? Do these kiddos have a reading buddy in elementary kiddos have a block at dad That sits in front of them? These are the kids you target from a counseling perspective to put in some additional interventions that they are find of school. Another cool piece is that um this shows you kids that move on and off of the high schools every week. This update updates every Monday. So, um, this is the Monday, um, of Thanksgiving. So, the week before that, we had 81 students come off of the high-risisk,

but 43 students come on to the high-risisk list across the district. So, either they got grades up or they cleared up attendance issues or something happened that made them have better standing. But the cooler thing is I can click on that. I can see just the 43 students and we're added as high risk. So I don't have to go dig and compare list. Will it show how many times they hit that bid on high risk or considered high risk when you click on them? No, it'll just show you who's high risk that you can filter

by like principles have to adjust their campus. This is across the district. Yeah. That could be like trips to the high-risisk department. How many trips did you know? Table to the department. Um, so you can see we did this on November 11th. We'll come back and do it in January and again in the on the 14th. Um and as a result of digging into attendance intrinsic data like this systemizing our supports and our consequences for attendance and we expect to see half a point increase in attendance across the district with all the data pulling it

to be What what are the what's the frequency at which we're having the conversations that we weren't having before to do something with the data that we're seeing? So for grades, discipline, attendance, and thank you. quarterly um with principal which then they take it back to the campus and turn it around and then on our design days I'm meeting with counselors um kind of the piece that Dr. Con alluded to with this is that we are working with front lines to build that student spreadsheet into this so that we're already got math scores. They're pulling

star scores. We want CBA data pulling SAT ACR but it's not just the History indicator but there's a whole picture dashboard for students inside of here. what TSI your half a point goal is that based on data or is it based on is it a a high or a low hope it's based on data um we looked at what we increased last year over the year previous to that um we started off the year really strong and we're 8% up the first nine weeks of school but illness has really hit us the month the last

part of October and really the whole month in November. Um, so I don't know that we're still up to that much. Yes. So before 22 24 we were 90% 23 24 we're at 93 um 72% and then 20 25 we went to 94. So, um almost, you know, whole point. And so, this year, um kind of thinking that same same thing, but also, you know, hoping we can get to that 95 mark that we want to get back up to that we that we talked about. Um currently, we're at 95 uh uh just 95 I

think 50 for a week. We were at 9574 before fall break. So we kind of sickness, but um yeah, I think still the principles are doing a great job of incentivizing incentivizing kiddos staying in class and avoiding the parents For the students to be in the and it's a hard balance because you don't want parents bringing their kids when they're sick. We don't want to send the message that we don't care about kids being sick and that we're trying to penalize them for not being at school and recovering. Um, but when I dig into this,

I see a lot a lot a lot of students are seeing for vacations or a trip to the museum or just because they're not missing the whole week before. Yes. Well, he just he just several stats from years prior. If you had that type of data tracking to for all of you, you would be able to know exactly where to concentrate to get that.5. You know exactly what 10 days in this quarter or what like you you could really attack with a more tangible plan because hope is not a strategy. We started talking about like

um parties the day before a holiday. Um does that increase attendance or not? Um, so we started pulling those individual days to see. Is that a good way to get students to say, "Yeah, the kids want to come, but the parents are like, what are some of the objectives of some of the campus?" Um, it really depends. um G6 Did a clue game and if for how many days they got to put their name in the drawing or they got popcorn maybe on a Friday if they had perfect attendance. Some of one of the buzz

all the kids were there for the whole entire class for the week and they get platform parties. So some of them are low hanging fruit pretty inexpensive ways to incentivize it. Um but then black high school did bounce houses and blow eyes. So they were certain by way when I heard that I was like kids don't want that and yeah but we want something that's going to actually drop some of the money. Yeah. The hope is eventually we'll get the education foundation um to get partners to get businesses to donate large items because there's only

so many things that we can buy with our money stuff like that. That's why I love this donate. Correct. Correct. or airpods. Those are items that we think you said you were wrapping up tying this all back together. Our whole agenda Items include so all of these things I have not looked at. So bad on me for not having looked at the details. So help me help me connect all together. So goal one is to to see a three point increase in scoring the district information. Um goal two is the climate survey and to have

50% of our have 35% of our staff participate in the climate survey like the block presented to you and then go three is to see a half attendance and that's 35% increase of 11% I mean it's saying that we have 24% at the end of the year I Okay, that's the the kind of the I'll call it somewhat it together. So, um I'll entertain a motion if somebody wants to make a motion. I'll make a motion to approve. I will second with excitement. All right. I have a motion by Terry and a second by Jeff.

Any other further discussion? All those in favor? Motion passes unanimously. And at 11 seconds. We will adjourn. So, thank you guys. I know it's a long night walking through and I was probably grilled you more than you probably felt Like you've been grilled in a long while. Thank you. Thank you for collaborating. Thank you all for bringing information together [Music] where we're going forward. So, thank you all. I think you guys are armed with such a good plan and such good data that you guys set the bar for improvement way too low. Like me and

y'all are y'all are bad a can do a lot more than than those [Music] this week three of those goals we just went over as well.