[00:00:01]
[I. Call to Order]
A QUORUM IS PRESENT AND THE MEETING, HAS BEEN DULY CALLED AND POSTED IN THE TIME AND MANNER REQUIRED BY LAW.WE'RE GOING TO START THE DAY WITH SOME RECOGNITIONS, WHICH IS ALWAYS A FUN THING TO START WITH.
[II. Recognition]
SO I WOULD LIKE TO INVITE CESAR DE LEON, OUR NEW EXECUTIVE DIRECTOR OF FINE ARTS, TO THE PODIUM FOR OUR FIRST RECOGNITION.I'M TELLING YOU, I STARTED NOT TOO LONG AGO, ABOUT A WEEK AND A HALF OFFICIALLY, AND I'VE BEEN HEARING AND LEARNING ABOUT ALL OF OUR INCREDIBLE PROJECTS AND TEACHERS AND STUDENTS, AND THIS IS ONE OF THEM.
SO, SUPERINTENDENT ROLLO, PRESIDENT BRIDGES AND BOARD MEMBERS FOR THE 16TH CONSECUTIVE YEAR, DESIGNS FOR THE DISTRICT HOLIDAY CARDS WERE CREATED BY LUBBOCK ISD ART STUDENTS AND SUBMITTED FOR THE HOLIDAY CARD CONTEST.
BEGINNING IN 2019, THE FINE ARTS DEPARTMENT BEGAN ALTERNATING FEEDER PATTERN PARTICIPATION DUE TO THE HIGH NUMBER OF ANNUAL SUBMS.IONS AND TO PROVIDE MORE OPPORTUNITY FOR STUDENT RECOGNITION.
MORE THAN 150 ENTRIES WERE RECEIVED.
TWO WINNERS WERE CHOSEN FROM EACH CATEGORY ELEMENTARY SCHOOL, MIDDLE SCHOOL, AND HIGH SCHOOL.
SUBMS.IONS FROM THE TOP 30 FINALISTS WILL BE ON DISPLAY THROUGHOUT SOUTH CENTRAL, EXCUSE ME, THROUGHOUT CENTRAL OFFICE DURING THE MONTH OF DECEMBER, SO BE ON THE LOOKOUT, TAKE SOME PICTURES AND LET ME KNOW WHICH ONE IS YOUR FAVORITE.
SO THIS MORNING Y'ALL, WE HAVE ELEMENTARY SCHOOL CARD DESIGNS BY SOME OF OUR STUDENTS.
SO Y'ALL, WHEN YOU HEAR YOUR NAME, YOU'RE GOING TO WALK AROUND.
OKAY. SO OUR VERY FIRST STUDENT FROM RUSH ELEMENTARY, WHOSE TEACHER IS MS. ANGELA ZESIGER, IS EVELYN FARAS.
OUR NEXT STUDENT, ALSO FROM ELEMENTARY, WHO IS NOT HERE THIS MORNING, BUT WE WANT TO ACKNOWLEDGE HIM, OF COURSE, IS CYRUS POLK FROM OVERTON ELEMENTARY, WHOSE TEACHER IS MS. NATALIE WOLFF, WHO IS HERE THIS MORNING.
NOW WE MOVE INTO THE MIDDLE SCHOOL CATEGORY FOR HOLIDAY CARDS.
OUR VERY FIRST STUDENT IS [INAUDIBLE] DIONISIO FROM MACKENZIE MIDDLE SCHOOL.
COME ON UP, AND TEACHER IS TESSA HANLON.
OUR NEXT STUDENT FROM MIDDLE SCHOOL IS MARIA ROSALES FROM CAVAZOS MIDDLE SCHOOL.
COME ON UP, MARIA WHOSE TEACHER IS HERE THIS MORNING IS MS. CAT ARGUETA. WAY TO GO, MS. ARGUETA. MOVING UP TO OUR HIGH SCHOOL DESIGNS.
OUR FIRST ONE IS HALEY TORRES FROM CORONADO HIGH SCHOOL, WHOSE TEACHER IS MS. BRENDA PARKER, AND OUR LAST STUDENT FOR HIGH SCHOOL IS MS. VERONICA ZURAWIEC FROM LUBBOCK HIGH SCHOOL AND WHOSE TEACHER IS MS. CINDY. COME ON DOWN.
IF WE COULD GET A PICTURE WITH THEIR PRINCIPALS AND ART TEACHERS.
[00:06:01]
ALL RIGHT. NEXT ON OUR AGENDA, I WOULD LIKE TO INVITE MICHELLE PIENIAZEK, COORDINATOR OF AGRICULTURE EDUCATION, TO THE PODIUM FOR OUR NEXT RECOGNITION.MICHELE. THANK YOU. GOOD MORNING, AND THANK YOU FOR HAVING US THIS MORNING.
WE ARE SO PROUD TO ANNOUNCE THAT WE HAVE A NATIONAL CHAMPION FROM TALKINGTON FFA, AND AS YOU KNOW, TALKINGTON RECEIVED THEIR CHARTER THREE YEARS AGO AND NOW WE HAVE A NATIONAL CHAMPION.
SO IT'S DEFINITELY A FIRST FOR TALKINGTON FFA PROGRAM, BUT FROM OUR RESEARCH THAT WE'VE DONE, WE FEEL LIKE IT MIGHT BE A FIRST FOR LUBBOCK ISD AGRICULTURAL EDUCATION, AND SO WITHOUT FURTHER ADO, I WANT TO INTRODUCE AMARACHI UCHE-EBOH, A NATIONAL CHAMPION FFA AGRISCIENCE FAIR.
HER TEACHER IS MR. CONNOR MACKENZIE, AND HER PRINCIPAL IS DOCTOR TIFFANY LONGORIA.
WHAT TALENT. THAT'S INCREDIBLE.
ALL RIGHT. FOR THE LAST RECOGNITION THIS MORNING, I'D LIKE TO INVITE CHRIS LOPEZ, OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, TO THE PODIUM TO RECOGNIZE OUR 2024 OUTSTANDING ELEMENTARY SOCIAL STUDIES TEACHER OF THE YEAR.
GOOD MORNING, DR. ROLLO, BOARD OF TRUSTEES.
SHE'S NOT HERE TODAY, BUT I THINK SHE'S WORTHY OF RECOGNITION WITH WHAT WAS EARNED.
BAYLESS ELEMENTARY SCHOOL TEACHER LORI SIXTOS IS THE 2024 OUTSTANDING ELEMENTARY SCHOOL SOCIAL STUDIES TEACHER OF THE YEAR, NAMED BY THE TEXAS COUNCIL FOR SOCIAL STUDIES EARLIER THIS YEAR.
THIS OUTSTANDING SOCIAL STUDIES TEACHER OF THE YEAR AWARDS ARE PRESENTED ANNUALLY AND GIVEN IN RECOGNITION OF ACTIVE PARTICIPATION IN LOCAL, STATE AND NATIONAL SOCIAL STUDIES COUNCILS AND OUTSTANDING SOCIAL STUDIES, OUTSTANDING SOCIAL STUDIES TEACHING.
THE PROCESS BEGINS WITH THE LOCAL NOMINATION AND AWARD CANDIDATES ARE VETTED THROUGH A STATE COMMITTEE THAT REVIEWS ORIGINAL LESSON PLANS, RESUME CREDENTIALS AND EXPERIENCE, AND CONTRIBUTIONS TO SOCIAL STUDIES EDUCATION.
WOULD ANYBODY LIKE TO SAY ANYTHING? OUTSTANDING JOB.
[00:10:03]
SO I HOPE THEY DO BECAUSE THEY ARE REALLY NICE GUYS.YEAH FOR SURE. GREAT FUTURE FOR THESE EDUCATORS.
YEAH. WHERE WILL THEY BE ON DISPLAY? LIKE OUT IN THE HALLWAY. DO YOU THINK WHEN WE MAYBE USUALLY NOT GOING TO BE HERE.
WE'LL BE ABLE TO SEE THOSE. AWESOME.
I THINK WILL BE POSTED. SO ANYONE ELSE? IT IS CERTAINLY A SHOWING OF EXCELLENCE.
GREAT. I THINK IT'S ALSO THAT PROGRAM STARTED LIKE 15 YEARS AGO I THINK, AND I SEE CARDS AND BUSINESSES ALL OVER THE PLACE DURING THE HOLIDAYS, SO I THINK IT'S APPRECIATED BY THE COMMUNITY TOO.
SO I LOVE THAT WE'RE DOING A FEEDER PATTERN AND MORE KIDS GET.
SO CONGRATULATIONS ON THAT, AND THEN WAY TO GO EXPANDING FFA TO TALKINGTON, AND I KNOW THE BOARD DID THAT IN RECENT YEARS, AND GREAT OPPORTUNITY AND LOTS OF EXCELLENCE WITH STUDENTS.
I THINK ONE OF THE THINGS I LIKE ABOUT LUBBOCK ISD IS THAT WE HELP OUR KIDS FIND WHAT FITS FOR THEM AND WHAT THEIR PASSION IS, AND I'M THRILLED THAT WE HAVE THE OPPORTUNITY TO TALKINGTON FOR FFA TO BE PART OF THAT, TOO.
ALL RIGHT. BEFORE WE MOVE INTO THE WORKSHOP PORTION OF THE MEETING, DO WE HAVE ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO ADDRESS THE BOARD REGARDING THE POSTED AGENDA ITEM, WHICH IS PROGRESS MEASURES? OKAY. HEARING NONE, WE WILL MOVE INTO OUR WORKSHOP, WHICH IS PROGRESS MEASURES.
[III.A. Progress Measures (Part 1 of 2)]
SO CHRIS LOPEZ, WE GET TO SEE YOU AGAIN AND HEAR ALL ABOUT THIS.SO THANK YOU, AND ROBIN FULBRIGHT ALSO.
I'M SORRY, ROBIN; COME UP AND HELP US, TOO.
I NEED Y'ALL TO MATCH CESAR'S ZEST AND EXCITEMENT [LAUGHTER] IF WE CAN THIS MORNING.
MAYBE A COUPLE MORE SIPS OF COFFEE.
THERE YOU GO. I DON'T THINK HE EVEN HAS TO HAVE COFFEE.
HE'S ALWAYS LIKE THAT. IT'S WONDERFUL.
SO HE MAY NOT FEEL IT, THOUGH.
SO HE MIGHT NEED THAT COFFEE, YOU KNOW.
HAVE A JOKE PREPARED, CHRIS? [CHUCKLING] I DON'T. I WILL TELL YOU THAT I WAS LOOKING AT JUST PREPARING MYSELF TO COME UP HERE, AND I'M LOOKING AT MY RING AND I'VE GOT SOME PINK ON MY RING.
YEAH, HELPING MY LITTLE GIRL PAINT HER LITTLE CAT.
DO WE NEED SOMEONE TO HELP WITH TECHNICAL ASSISTANCE? HELP, HELP! HERE SHE COMES.
[00:16:34]
SO, CHRIS, I'M GOING TO PRINT A COPY AND IF YOU CAN JUST DESCRIBE TILL WE.IT'S NOT IN THERE. IS THAT WHAT YOU'RE LOOKING FOR? NO, I'M LOOKING FOR THE PASSWORD.
YOU WANT TO DO THAT? OKAY, THAT'S A GOOD IDEA.
ACTUALLY, WE MIGHT SWITCH OUR AGENDA ITEMS JUST TO GIVE YOU GUYS A LITTLE BIT OF TIME TO GET OUR PRESENTATION DONE, AND WE CAN ADJOURN INTO EXECUTIVE CLOSED SESSION NOW IF THAT IS OKAY WITH THE BOARD.
[IV. Executive Closed Session]
IT IS 7:17 A.M, AND WE ARE ADJOURNED TO CLOSED SESSION, AND THAT WILL GIVE YOU GUYS TIME TO.YES. WE'LL GET YOU PRINTED AND READY.
[V. Reconvene from Executive Closed Session]
[III.A. Progress Measures (Part 2 of 2)]
PROGRESS MEASURES, AND I WILL RE-INVITE CHRIS LOPEZ AND ROBIN FULBRIGHT, EXECUTIVE DIRECTORS OF TEACHING AND LEARNING.WE'RE GOING TO PIVOT JUST A LITTLE BIT.
FIRST I'D LIKE TO THANK AGAIN, DOCTOR ROLLO AND ALSO THE BOARD OF TRUSTEES FOR ALLOWING ME AND ALSO KIM CALLISON FOR ALLOWING ME TO BE UP HERE AND PRESENT TO YOU.
IT'S A LEARNING OPPORTUNITY AND EXPERIENCE FOR ME, AND SO I ALWAYS LOVE THOSE NEW OPPORTUNITIES.
WHAT WE'LL DO TODAY IS JUST TO DISCUSS THE PROGRESS MEASURES FOR THE FIRST TIME THIS YEAR.
I ALSO WANT TO JUST MENTION TO YOU HOW WE'RE DISAGGREGATING DATA, LOOKING AT ALL THE PARTICULAR CONTENTS, HOW IMPRESSED WE WERE, AND PROUD OF OUR TEACHERS AND ADMINISTRATORS FOR ALL THE HARD WORK THAT THEY ENGAGED IN WITH ALLOWING OUR STUDENTS TO LEARN, AND ALSO RAISING THE RIGOR IN THE CLASSROOM.
I'M GOING TO GO AND TURN THE PAGE TO OUR NORTH STAR GOAL, AND ALSO JUST TO REVIEW THE FOCUS WHICH WAS PROVIDED BY YOU ALL WITH THE NORTH STAR GOAL, WHICH IS BY JUNE 2026, THE PERCENTAGE OF STUDENTS SERVING IN A AND B SCHOOLS WILL INCREASE FROM 42% TO 80% IN 2022.
THAT TARGET WAS 48% IN 2023, 54% THIS PAST YEAR IN MAY.
60% THIS UPCOMING YEAR, 2025 76%, AND IN 2026, WE'RE STRIVING FOR 80%, AND JUST A REVIEW OF THE VENN DIAGRAM. WE HAVE A SPRINKLE OF NOT JUST ACHIEVEMENT IN TERMS OF PERFORMANCE, BUT ALSO STRIVING TO ENSURE THAT EVERY STUDENT HAS GROWTH AS WELL.
WHICH IN THE MIDDLE OF ALL THAT, WE SEE A MORE COMPLETE PICTURE OF THE STUDENT LEARNING.
I'M GOING TO GO AHEAD AND TURN THE PAGE TO THE NEXT SLIDE, WHICH IS THIRD GRADE READING.
LAST YEAR, WE WERE AT 78% APPROACHES, 46% MEETS AND 18% MASTERS.
THIS YEAR WE'RE AT 69% APPROACHES, 39% MEETS, AND 10% MASTERS.
[00:20:05]
NOW, IF YOU DO LOOK AT THE DATA, WE DID HAVE A SLIGHT DECREASE IN TERMS OF PERFORMANCE, BUT I WILL TELL YOU WITH CONFIDENCE THAT I FEEL LIKE WE'RE MOVING IN THE RIGHT TRAJECTORY, THE RIGHT MOVEMENT, AND THE REASON WHY IS BECAUSE OUR RLA TEAM HAS DONE A PHENOMENAL JOB GETTING ON THE ROAD AND VISITING ALMOST EVERY CAMPUS IN THE DISTRICT AND PROVIDING PROFESSIONAL DEVELOPMENT FOR WRITING CALIBRATIONS, MAKING SURE THAT EVERY TEACHER HAS ADEQUATE PROFESSIONAL DEVELOPMENT ON USING THE LUBBOCK ISD WRITING RUBRIC, AND JUST MAKING SURE THAT WE CAN CALIBRATE EFFECTIVELY WITH MAKING SURE THAT THOSE STUDENT SAMPLES ARE CALIBRATED RIGHT.WE'RE SEEING MORE CONSISTENCY ACROSS THE BOARD IN TERMS OF THE CALIBRATION AS WELL, AND I BELIEVE IT'S BECAUSE OF THE PROFESSIONAL DEVELOPMENT THAT'S PROVIDED TO OUR TEACHERS, AND ALSO, AGAIN, OUR RLA TEAM IS VERY PROACTIVE, AND THEY HAVE A NOVEMBER THANKFUL THOUGHTS INITIATIVE WHERE TWO TIMES A WEEK THEY ARE GOING TO SEND VIDEOS TO TEACHERS ON SIX HOT TOPICS TO ADDRESS IN NOVEMBER, JUST TO MAKE SURE, AGAIN, WE'RE RECALIBRATING UTILIZING THE DATA AND MAKING SURE THAT WE USE IT EFFECTIVELY.
CAN I CLARIFY ONE THING VERY QUICKLY BACK TO THE NORTH STAR GOAL, AND THOSE YEAR, THOSE YEARLY BENCHMARKS WERE WHAT WE ORIGINALLY SET TO MEET AND WE'VE ACTUALLY WE SURPASSED THAT GOAL IN 2023 TWO.
DOES THAT MAKE SENSE? SO WE WENT FROM 42 TO 75, AND THEN WE WENT WE ARE PROJECTED TO BE AT 64 FOR 2024.
SO WE'VE SURPASSED WHAT THE BOARD SET ORIGINALLY WHEN WE SET OUR ANNUAL TARGETS.
DOES THAT MAKE SENSE? THAT'S 75 ON WHAT WAS ON WHAT YOU SAID? 2022. WE HIT 75%, BUT OUR GOAL WAS TO HIT 48.
48, YEP. IF WE HAVE QUESTIONS, WOULD YOU RATHER ASK AS WE GO OR AT THE END? I THINK WE CAN ASK HIM.
SO ARE YOU SAYING WE DIDN'T DO THE TRAINING LAST YEAR AND THAT'S WHY THE SCORES WERE LOWER? LIKE YOU'RE SAYING, THIS TRAINING JUST HAPPENED? THE TRAINING OCCURRED STARTING THESE PAST NINE WEEKS.
OUR TEAM WENT ON THAT ROADSHOW.
THEY DID AS LAST YEAR AS WELL, BUT I THINK JUST A STARK FOCUS WITH WRITING AND JUST MAKING SURE THAT PROFESSIONAL DEVELOPMENT IS TARGETED WITH WRITING BASED OFF OF OUR CATEGORY. SO WE HAVE OUR READING CATEGORY AND OUR WRITING CATEGORY, AND SO OUR BIGGEST FOCUS IS MAKING SURE THAT WE CAN ADEQUATELY PROVIDE TEACHERS WITH PROFESSIONAL DEVELOPMENT BASED OFF OF NOT ONLY DISTRICT ASSESSMENT DATA, BUT ALSO STAAR DATA.
BUT DID SOMETHING CHANGE BETWEEN LAST YEAR BECAUSE I GUESS I'M I THINK OUR READING PROGRAM HAS BEEN THE SAME FOR LAST YEAR AND THIS YEAR AND SO TO HAVE THIS BIG OF A DROP TO ME IS A THAT'S A HUGE RED FLAG.
SO GRADING IT A LITTLE BIT TOUGHER THAN WE HAVE IN THE PAST, AND IN ONE OF THE THINGS THAT WE'VE REALLY WORKED ON IS TAKING WITH THE TEACHERS THE RUBRIC AND MAKING SURE THAT WE ARE GRADING IT AGAINST THAT RUBRIC AND NOT NECESSARILY, OH GREAT, RYAN, YOU'VE DONE A GREAT JOB THIS NINE WEEKS AND SHOWED SO MUCH GROWTH.
I'M GOING TO GIVE YOU A LITTLE MORE POINTS.
SO I THINK OUR GRADING HAS GOTTEN BETTER, WHICH MEANS OUR SCORES HAVE DROPPED A LITTLE BIT, AND WE'LL CONTINUE TO LOOK AT THAT WHEN YOU PULL OUT READING AND WRITING, THE READING REPORTING CATEGORY IS QUITE A BIT HIGHER THAN THE WRITING.
WRITING IS WHERE WE ARE DYING, AND SO WE'RE A PART OF THE THANKFUL THURSDAYS OR THAT THEY'RE DOING IN RLA IS REALLY FOCUSING ON WRITING, REVISION AND EDITING BECAUSE THOSE ARE OUR THREE AREAS, NOT JUST AT ELEMENTARY ALL THE WAY THROUGH ENGLISH TWO, THAT WE'RE STRUGGLING IN THEM.
LAST YEAR WAS THE FIRST YEAR THAT THE READING TEST WAS EMBEDDED WITH WITH THE WRITING TEST.
WRITING WAS ALWAYS A SEPARATE TEST IN FOURTH GRADE, BUT STARTING LAST YEAR, READING AND WRITING ARE NOW EMBEDDED, AND SO TEACHERS ARE HAVING TO SCORE THE WRITING THEMSELVES, AND WE'RE GETTING BETTER AT THAT, BUT THAT'S BEEN A CHALLENGE, AND LOOKING AT KIND OF HOW THEY WERE SCORED ON STAAR, ONE OF THE THINGS THAT WE WENT BACK AND REALLY LOOKED AT IT, ESPECIALLY WITH ALL OF THE HOOPLA AROUND AI DOING SOME OF THE GRADING, WE WENT BACK AND CALIBRATED AGAINST THAT.
ONE OF THE THINGS THAT WE NOTICED IS KIDS LOST POINTS.
THEY MIGHT BE A PRETTY GOOD WRITER, BUT THEY DIDN'T ANSWER THE QUESTION, AND THAT WAS THAT'S REALLY DEPENDENT ON THAT RUBRIC, AND SO HELPING TRAIN TEACHERS ON WHAT THAT LOOKS LIKE SO THAT WE'RE NOT GIVING I'D RATHER GRADE TOO HARD THAN TOO EASY, AND SO I THINK THAT HAS BEEN A SHIFT THIS YEAR FROM LAST YEAR.
[00:25:07]
WE DID SOME WE DID TRAINING LAST YEAR, BUT I THINK AFTER SEEING THE SCORES IN IN MAY AND JUNE AND KIND OF GETTING A BETTER FEEL FOR HOW IT WAS SCORED. I THINK WE'RE DOING A BETTER JOB THIS YEAR.SO IF THAT HYPOTHESIS HOLDS TRUE THEORETICALLY, WE SHOULD BE STAGNANT OR UP THIS NEXT NINE WEEKS.
I MEAN, BASED ON WHAT YOU ALL ARE TELLING ME.
ABSOLUTELY. OKAY. I MEAN, AND ONCE AGAIN, WE PULL IT APART AND LOOK AT INDIVIDUAL QUESTIONS ON THE TEST SO THAT WE CAN SEE IS IT A READING PROBLEM, IS IT A WRITING PROBLEM AND KIND OF WHERE WE'RE AT.
SO THAT'S WHAT WE'LL CONTINUE TO LOOK AT.
THANK YOU. I'M GOING TO GO AHEAD AND TURN THE PAGE THE SLIDE OVER TO THIRD GRADE MATH.
OUR GOAL WAS BY JUNE 2025, THE PERCENTAGE OF LUBBOCK ISD'S THIRD GRADERS MEETING EXPECTATIONS IN MATH WILL INCREASE FROM 50% TO 55% IN 2023 TO 2024, WHICH WAS LAST YEAR.
WE WERE AT 71% APPROACHES, 48% MEETS AND 25% MASTERS.
THIS YEAR WE'RE AT 72% APPROACHES, 52% MEETS AND 30% MASTERS, AND ATTRIBUTE THAT GROWTH THIS YEAR, BECAUSE WE DID INCREASE IN EVERY ONE OF THOSE THRESHOLDS TO OUR FULL IMPLEMENTATION OF EUREKA ACROSS ALL 28 CAMPUSES.
WE ALSO HAVE THE LASSO GRANT THAT PROVIDES ADEQUATE SUPPORT TO ALL OUR CAMPUSES, PARTICULARLY WITH THE FOCUS ON ADMINISTRATIVE PLCS THAT HAPPENED BIMONTHLY, AND ALSO OUR INSTRUCTIONAL CAMPUS COACHING COLLABORATION, WHICH HAPPENS, AND SO THE ALIGNMENT WITH THOSE TWO PLCS REALLY HELPED WITH HAVING JUST A STARK FOCUS IN WHAT WE'RE COMMUNICATING AND ALSO IMPOSING ACROSS EVERY CAMPUS.
THERE'S BEEN A PLC PROTOCOL THAT WE'VE IMPLEMENTED ACROSS ALL OF THE, THE CAMPUSES IN WHICH EVERY CAMPUS CAN ADOPT AND UTILIZE, AND WE'VE SEEN A MAJORITY OF CAMPUSES ADOPTING THAT INTERNALIZATION PROTOCOL PROCESS, WHICH THEN ALLOWS FOR GOOD CALIBRATION OF WHAT DOES IT LOOK LIKE IN A CLASSROOM TO HAVE EUREKA! ARE WE SEEING ALL COMPONENTS BEING IMPLEMENTED EFFECTIVELY AND ALSO GIVES US OPPORTUNITY TO CALIBRATE AS REGION 17 OR OUR INSTRUCTIONAL COACHES WALK INTO THE CLASSROOMS JUST TO SEE WHAT ARE SOME OF THE SUPPORT MECHANISMS THAT WE COULD PROVIDE FOR EVERY CAMPUS, AND WHAT DOES THAT LASO GRANT STAND FOR? SORRY. LANGUAGE ARTS? LEARNING ACCELERATION SUPPORT OPPORTUNITIES.
[CHUCKLING] LEARNING ACCELERATION SUPPORT OPPORTUNITIES.
OKAY, AND IS THAT JUST A ONE-YEAR OR IS IT MULTI-YEAR? IT'S A TEA GRANT OKAY.
VERY BLESSED TO HAVE REGION 17 LEARNING ACCELERATION OPPORTUNITY.
RIGHT. SO THEY ACTUALLY HELP WITH SOME OF THE COACHING COLLABORATION THAT HAPPENS FOR INSTRUCTIONAL COACHES AND ALSO HELP US WITH THE ADMINISTRATIVE PLCS AS WELL, AND WILL THAT GET TO CONTINUE OR THE CYCLE FOR LASO THREE THE GRANT CLOSES IN DECEMBER AND WE'RE WORKING ON WHAT APPLICATION WILL MAKE FOR THAT NEXT ROUND SO THAT HOPEFULLY WE CONTINUE IN THE CYCLE.
GOOD MORNING! THAT IS THAT IS LIKE NOT EVEN ON THE RADAR.
[LAUGHTER] I ALSO FEEL LIKE DURING THE WAIT WE TALKED ABOUT SHOULD SOMEBODY TELL A JOKE AND I THOUGHT, WELL, I ONLY KNOW ONE.
MAYBE I SHOULD SAVE IT BEFORE I TALK ABOUT MIDDLE SCHOOL DATA, BUT I WILL NOT SHARE MINE.
I WILL GO STRAIGHT INTO THE DATA.
SO IF YOU WILL TURN THE PAGE AGAIN, WE'VE HAD A LEARNING LESSON THAT OUR PAGES ARE NOT NUMBERED SO THAT IF EVER THIS OPPORTUNITY ARISES WHEN TECHNOLOGY FAILS, WE HAVE PAGE NUMBERS FOR YOU.
I DON'T NUMBER MY POWERPOINTS EITHER.
SO OUR GOAL IS THAT BY JUNE 2025, THE PERCENTAGE OF LUBBOCK ISD'S EIGHTH GRADERS MEETING EXPECTATIONS IN READING WILL INCREASE FROM 51% TO 55%, AND AS YOU CAN SEE WHEN YOU COMPARE WHERE OUR EIGHTH GRADERS ARE THIS YEAR COMPARED TO THE EIGHTH GRADERS, LAST YEAR, WE TOOK A LITTLE DIP AGAIN IN APPROACHES, MEETS AND MASTERS.
[00:30:02]
YOU KNOW, THEY DIDN'T EXACTLY ANSWER THE PROMPT, BUT MY GOSH, LOOK AT THESE BEAUTIFULLY DEVELOPED PARAGRAPHS, AND LOOK AT THE EVIDENCE THAT THEY CITED AND THE MECHANICS.LET'S GIVE THEM TWO POINTS AND WHAT WE LEARNED THROUGH STAAR WAS IF YOU DON'T ANSWER THE PROMPT, A ZERO IS A ZERO, AND SO LEARNING THAT THROUGH STAAR AND THEN THE WORK THAT WE HAVE DONE IN CONTENT CO-OP AT THE SECONDARY LEVEL, WE BROUGHT IN MASTER TEACHERS, AND IN AUGUST AND SEPTEMBER, MASTER TEACHERS PRESENTED BREAKOUT SESSIONS CALLED HOW TO GET MEETS TO MASTERS WRITING, AND THAT'S ALL WE LOOKED AT.
HOW DO WE ANSWER THE PROMPT? HOW DO WE ANSWER IT? WELL, AND THEN HOW DO WE DO ALL THOSE OTHER BEAUTIFUL THINGS LIKE DEVELOP PARAGRAPHS, USE GREAT MECHANICS AND GRAMMAR, AND CITE EVIDENCE? WE'VE ALSO PARTNERED WITH THE SERVICE CENTER TO HELP US BE SURE THAT WE ARE ALIGNING OUR PRACTICES, NOT ONLY THE PRACTICES THAT ARE READING SPECIFIC, BUT ALSO THE BEST PRACTICES LIKE AGGRESSIVELY MONITORING OUR STUDENTS HOW TO EFFECTIVELY USE EXIT TICKETS, HOW TO PROMOTE HABITS OF DISCOURSE IN THE ROOM.
SO WE'RE VERY THANKFUL FOR OUR PARTNERSHIP AT THE SECONDARY LEVEL WITH THEM AS WELL.
OUR GOAL AGAIN IS THAT BY JUNE 2025, THE PERCENTAGE OF LUBBOCK ISD'S EIGHTH GRADERS MEETING EXPECTATIONS WILL INCREASE FROM 38% TO 44%, AND AGAIN, AS YOU COMPARE OUR DATA THIS YEAR ON FIRST NINE WEEKS TO LAST YEAR, DIFFERENT GROUP OF CHILDREN, BUT THE SAME POINT DURING THE YEAR, YOU CAN SEE THAT WE'VE LOST A LITTLE GROUND, ESPECIALLY IN THE APPROACHES AREA.
THIS ONE HONESTLY IS NOT AS CUT AND DRY.
THIS IS A MUCH MORE COMPLEX PROBLEM THAT RANGES FROM ISSUES WITH.
THERE ARE ALMOST, IN SOME GRADE LEVELS, 40% BRAND NEW STANDARDS THAT THEY'VE NOT SEEN BEFORE IN PREVIOUS YEARS, ISSUES WITH PACING, CALENDAR AND TRYING TO GET EVERYTHING TAUGHT AND TAUGHT DEEPLY AND WELL.
ISSUES WITH ISSUES ISN'T THE RIGHT WORD, BUT JUST OPPORTUNITIES WITH ADJUNCT MATH TEACHERS AT THE MIDDLE SCHOOL LEVEL AND HOW WE'RE SUPPORTING THOSE NEW TEACHERS AS THEY SOMETIMES ARE STAYING A LESSON OR TWO AHEAD OF THE STUDENTS.
SO WE HAVE A WRITTEN ACTION PLAN THAT WE ARE PROGRESS MONITORING WITH SHORT TERM GOALS, INTERIM GOALS, AND LONG TERM GOALS TO TRY TO ADDRESS THIS COMPLEX ISSUE, AND I'M HAPPY TO ANSWER ANY QUESTIONS ABOUT THOSE.
IF YOU WANT ME TO PAUSE, TAKE ANY QUESTIONS ABOUT OUR READING AND OUR MATH.
WE RECOGNIZE IT'S PAINFUL, AND WE RECOGNIZE WE'VE HAD TO COME BEFORE YOU AND BETTER FOR US.
THANK YOU. OKAY, I'M TURNING THE PAGE TO PAGE SEVEN.
PAGE SEVEN DOES HAVE A NUMBER ON IT RANDOMLY.
SO REMEMBER, CHRIS MENTIONED THAT WE ARE TRACKING NOT ONLY OUR ACHIEVEMENT OF OUR STUDENTS, BUT ALSO THEIR ACADEMIC GROWTH, AND I BELIEVE AS YOU CAN AS YOU SEE IN THE GRAPHIC ON PAGE SEVEN, YOU ARE ACCUSTOMED TO RECEIVING GROWTH TEMPLATE CHARTS FOR OUR CAMPUSES.
THOSE ARE BEAUTIFUL TEMPLATES.
I USE THEM ALL THE TIME AS A CAMPUS INSTRUCTIONAL LEADER, BECAUSE I CAN PINPOINT STUDENTS THAT ARE NOT GROWING, STUDENTS THAT ARE GROWING A LITTLE BIT AND STUDENTS WHO ARE GROWING WELL, AND THEN WE CAN PLAN INTERVENTION AND PLAN ACCELERATION ACCORDINGLY.
I REALIZE THAT FOR YOUR PURPOSES, LOOKING AT THOSE CHARTS, ONE FOR EACH CAMPUS MIGHT NOT BE THE BEST TO SEE AN OVERVIEW YOU DID DURING YOUR SUPERINTENDENT WEEKLY UPDATE. RECEIVE PLACEMATS WITH OVERVIEWS FOR EACH CAMPUS.
IF YOU NEED A COPY OF THAT, PLEASE LET ME KNOW AND I'LL BE HAPPY TO GET YOU ANOTHER COPY OF IT, BUT IN GENERAL, IF YOU TURN THE PAGE TO PAGE EIGHT, YOU CAN SEE OUR GROWTH OVERVIEW FOR RLA AND FOR MATH.
KEEP IN MIND THAT THE WAY THE GROWTH TEMPLATES WORK, EVERYTHING IS BASED ON THE YEAR BEFORE STAR.
WHAT I MEAN BY THAT IS THINK THROUGH LIKE TRADITIONAL GRADING.
YOU CAN GET THE 70, YOU KNOW YOU'VE PASSED.
WELL CUT POINTS DEPENDING ON LIKE WHAT WE COUNT AS APPROACHES, MEETS OR MASTERS.
[00:35:05]
SO IT'S STATISTICS.IT'S MEASURES OF CENTRAL TENDENCY.
TRYING TO GET THAT BELL CURVE ACROSS THE STATE.
NOW IT'S TIME AS WE'VE DISAGGREGATED DATA TO ALSO LOOK AT CELEBRATIONS, SOME OF THE GREAT THINGS THAT WE'VE DONE AND THE WAY WE'VE LOOKED AT THAT BASED OFF OF THE IMAGE ON THE NORTH STAR GOAL SLIDE IS MAKING SURE THAT WE CAN RESPECT ACHIEVEMENT AND ALSO GROWTH.
SO COMBINING ALL THREE OF THOSE THRESHOLDS, WE'VE SEEN GROWTH IN CONTENT MATH GRADES THREE, SIXTH GRADE ADVANCED, SEVENTH GRADE ADVANCED AND ALSO ALGEBRA ONE, RLA GRADES FIVE SEVEN AND ENGLISH ONE, SOCIAL STUDIES GRADES SIX, SEVEN AND EIGHT, AND SCIENCE GRADES FOURTH, FIFTH, SEVENTH, AND IPC AND NOTE THAT THIS IS COMBINING ALL THREE OF THOSE THRESHOLDS.
WE'VE SEEN OTHER CONTENTS AND GRADE LEVELS THAT HAVE SEEN PERFORMANCE, BUT THIS IS JUST A PARTICULAR FOCUS WITH SEEING THE GROWTH IN EVERY ONE OF THOSE THRESHOLDS, YOU SEE INTEGRATED PHYSICS AND CHEMISTRY.
TAKE THAT. [CHUCKLING] OUT OF MY LEAGUE, AND ON THE GROWTH SIDE, AGAIN, LOOKING AT ALL THOSE CAMPUS GROWTH CHARTS, AND THEN YOU GUYS ALSO RECEIVED THE PLACEMATS AS WELL.
WE'VE SEEN CONSIDERABLE GROWTH, WHICH IS ABOVE 70 POINTS OF GROWTH FOR IN GRADES FIVE EIGHT AND ALSO ENGLISH TWO, AND ALSO IN MATH GRADES FOURTH, FIFTH, SEVENTH, ADVANCE EIGHTH AND ALGEBRA ONE.
NOT ONLY NOW THAT'S ACHIEVEMENT AND GROWTH, BUT WE ALSO WANT TO NOTE SOME KEY CELEBRATIONS AS WELL.
AGAIN, THOSE RLA ROAD SHOWS WHERE WE'RE REALLY UTILIZING THE RUBRIC TO ENSURE THAT TEACHERS ARE UNDERSTANDING THE CALIBRATION AND ALSO ALIGNING THAT IS MAKING ADJUSTMENTS.
WE ALSO HAVE LESS KIDS THAT ARE NOT WRITING ANYTHING, WHICH THAT MEANS KIDS ARE WRITING, AND THAT'S A GREAT THING, AND AGAIN, I THINK IT'S THAT CALIBRATION, YOU KNOW, THAT CALIBRATION, ENSURING THAT EVERY STUDENT ACTUALLY KNOWS WHAT TO WRITE, HOW TO WRITE IT, AND ALIGNING TO THE PROMPT.
SCORING IS HIGHER IN READING STANDARDS, AND ALSO WE'RE SEEING SUCCESSES IN SCIENCE AS WELL, AND WE HAVE PROGRESS EVEN WITH NEW SCIENCE STANDARDS.
SO IN THE SCIENCE WORLD WE HAVE [INAUDIBLE], WHICH IS A NEW CURRICULUM, AND ALSO NEW SCIENCE STANDARDS, AND WE'RE SEEING AN ADJUSTMENT BY OUR TEACHERS ACROSS THE BOARD WITH [INAUDIBLE] AND REALLY UNDERSTANDING HOW TO UTILIZE THE DIGITAL PLATFORM ITSELF.
ANY QUESTIONS ON CELEBRATIONS? WHAT I'M GOING TO DO NOW IS GO AHEAD AND TURN TO PAGE TEN, WHICH IS THE ACTION PLAN, AND AGAIN REVIEWING DATA, MAKING SURE THAT WE CAN DISAGGREGATE THAT EFFECTIVELY, BUT IT'S ALSO IMPORTANT TO HAVE AN ACTION PLAN AND KNOWING WHERE WE'RE GOING AND HOW WE'RE DOING IT, AND SO EVERY ONE OF OUR CONTENTS HAS A FOCUS.
AS WE'VE MENTIONED IN THE PRESENTATION ALREADY, WE'RE WANTING TO MAKE SURE THAT WE CAN INCLUDE MORE WORK AT OUR CONTENT CO-OPS IN JANUARY AND FEBRUARY, AND ALSO WEEKLY COMMUNICATION ABOUT WRITING, PARTICULARLY ABOUT REVISING AND EDITING.
WE'RE ALSO MAKING SURE THAT WE CAN CALIBRATE OUR WALKS DURING INTERVENTION TIME ON CAMPUSES, JUST TO MAKE SURE THAT TIME IS USED EFFECTIVELY WITH ENSURING THAT WE'RE FOCUSING ON PARTICULAR SKILLS THAT NEED ADDRESSING.
ROBIN HAS BEEN INFLUENTIAL IN DEVELOPING AND COMMUNICATING AND REALLY PUSHING, ENSURING THAT WE CAN RECRUIT PASSIONATE LEAD TEACHERS ON CAMPUSES TO CHAMPION HQIM ON EACH CAMPUS.
SO WHAT WE WANT TO DO IS MAKE SURE THAT WE CAN GROW COMPETENCY KNOWLEDGE AND ALSO RESOURCES FOR OUR TEACHERS TO REALLY PUSH [INAUDIBLE] CHRIS, TELL US WHAT HQIM IS.
HIGH QUALITY INSTRUCTIONAL MATERIALS.
SO WITH ME MENTIONING EARLIER THE FULL IMPLEMENTATION OF EUREKA ACROSS ALL 28 CAMPUSES.
[00:40:06]
AMPLIFY IS ON THE RLA SIDE, WHICH IS ALSO [INAUDIBLE].IF YOU SIT NEXT TO CHRIS AT ANY FUNCTION OR EVENT, YOU'LL GET TO LEARN INDIVIDUALLY MORE ABOUT HQIM.
I LOVE IT. I MEAN, AGAIN, REFERRING TO MR. DE LEON, THAT'S WHERE I THAT'S WHERE I GREW UP, AND I GET GOING BECAUSE I REALLY DO.
I LOVE IT. I LOVE THE INTERNALIZATION PROCESS AND WHAT WE'VE BEEN DOING ACROSS ALL CAMPUSES.
I REALLY FEEL THAT'S WHERE WITH HAVING JUST A STARK UNDERSTANDING OF HOW TO INTERNALIZE, IS WHERE WE'RE SEEING A BIG, BIG SHIFT WITH OUR TEACHERS AND UNDERSTANDING THE SEQUENCE OF COMPONENTS.
ONCE AGAIN, THE BLUEBONNET AMBASSADOR PROGRAM IS MAKING SURE THAT WE CAN PROMOTE AND ALSO CONTINUE TO HAVE A SMOOTH TRANSITION INTO HQIM WITH AMPLIFY AND EUREKA.
THE WAY WE'RE DOING THIS IS THE HOPES ARE THAT WE CAN CONTINUE INTO DECEMBER, STARTING WITH A PLC PRACTICE WHERE WE INVITE OUR TEACHER LEADERS TO A PLC, AND WE CAN PROVIDE THEM WITH EFFECTIVE TOOLS TO BE SUCCESSFUL ON CAMPUS, WHICH IS THROUGH, AGAIN, EQUIPPING THEM WITH RESOURCES AND TOOLS, BUT ALSO A MENU OF SUPPORT TO REALLY TAKE AND UTILIZE ON EACH ONE OF THEIR CAMPUSES.
AGAIN, THAT'S THE BLUEBONNET AMBASSADOR PROGRAM THAT WE'RE PUSHING, HOPEFULLY STARTING, I BELIEVE, ON DECEMBER 9TH, THE FIRST PLC, A MATH FOCUS WITH OUR ACTION PLAN IS CONTINUED USE OF EUREKA BY ALL K-5 TEACHERS CALIBRATION WALKS AT MIDDLE SCHOOL.
FOCUSED MATH TIME WITH ACADEMIC DEANS AT THE MIDDLE SCHOOL.
ADDITIONAL TEACHER AND ADMINISTRATOR SUPPORT FROM REGION 17 THROUGH THE LASSO GRANT.
AS MENTIONED EARLIER, WE HAVE BIMONTHLY AND ALSO MONTHLY PLCS FOR OUR CAMPUS INSTRUCTIONAL COACHES.
AGAIN, THE BLUEBONNET AMBASSADOR PROGRAM.
WE ALSO ARE OFFERING AFTER SCHOOL LESSON INTERNALIZATION TIME.
THAT'S JUST AN OPPORTUNITY FOR SOME OF OUR TEACHERS TO GET TO NETWORK WITH OTHER TEACHERS ACROSS THE CAMPUS, AND JUST AGAIN, TALKING ABOUT INTERNALIZATION, GETTING TO REALLY LOOK AT LESSONS, BREAK THEM DOWN AND IDENTIFY WHAT'S THE BIG PICTURE FOR THOSE LESSONS.
WHERE ARE THE COMPONENTS? HOW ARE WE GOING TO PACE? HOW ARE WE SEQUENCING EACH LESSON APPROPRIATELY? THEN THE LAST ONE VIDEO OR WHAT I'LL ADD IS VIDEO SEGMENTS OF EUREKA COMPONENTS THAT LUBBOCK ISD HAS REALLY HELPED US WITH.
SO WE'VE RECRUITED SOME OF OUR EXEMPLAR TEACHERS AND RECORDED THEM SO THAT WE CAN ACTUALLY SHOW TEACHERS THAT MAY HAVE SOME QUESTIONS, THAT MAY NEED SOME REFINEMENT WITH SOME OF THE COMPONENTS OF EUREKA.
THEY CAN ACTUALLY SEE A BEST PRACTICE APPROACH THROUGH US ORGANICALLY.
WE'RE DOING IT. WE'RE NOT RELYING ON ANYONE ELSE.
IT'S BEEN GREAT, AND WHEN WE SAT DOWN AND PLANNED THAT, WE THOUGHT THAT WE WERE GOING TO HAVE TO KIND OF PLUCK OUT SOME TEACHERS AND [INAUDIBLE] THEM, BUT I TELL YOU WHAT, MAN, THEY HAVE JUST LINED UP AND THEY'RE EXCITED, AND WE HAVE A NUMBER OF THEM THAT ARE WILLING TO GET IN FRONT OF THAT CAMERA AND REALLY EXECUTE THOSE LESSONS EFFECTIVELY, WHICH IN LONG TERM IS HELPING ALL OF OUR TEACHERS BE SUCCESSFUL IN THE DISTRICT.
I'M GOING TO GO AHEAD AND PASS THE MIC OFF TO ROBIN AGAIN.
[INAUDIBLE] SO WE'VE TALKED A LOT ABOUT READING, AS WE SHOULD, OF COURSE, BUT WE DO WANT TO MENTION, JUST FOR A MOMENT, SOCIAL STUDIES AND SCIENCE. SO IN SOCIAL STUDIES, THERE ARE TWO THINGS THAT I WANT TO BRING TO YOUR ATTENTION.
ONE IS THAT WE APPLIED FOR AND RECEIVED YET ANOTHER GRANT TO BRING SOME SUPPLEMENTAL TIER TWO CURRICULUM TO SEVENTH GRADE, EIGHTH GRADE, AND U.S.
THAT'S CALLED STORY OF AMERICA IN EIGHTH GRADE AND IN U.S.
HISTORY, AND IT'S CALLED TEXAS HISTORY AWAKENS FOR OUR SEVENTH GRADE STUDENTS.
THIS IS NOT MEANT AT ALL TO REPLACE THAT TIER ONE INSTRUCTION WITH THE TEACHER, BUT THIS IS AN ONLINE SUPPLEMENTAL PROGRAM THAT CAN BE USED TO FILL GAPS AND ACCELERATE LEARNING WHEN THOSE GAPS ARE RECOGNIZED.
THEY WILL BE PLC-ING WITH THE CREATORS OF THE PROGRAM FOUR TIMES THIS YEAR TO HELP ENSURE THAT IMPLEMENTATION AND THAT WE'RE MEETING THE NEEDS OF OUR KIDDOS. I DID NOT PUT IT ON A BULLET HERE, BUT WE ALSO ARE PILOTING SOMETHING CALLED E-PLC, AND THAT IS FROM LEAD FORWARD, AND WE'RE PILOTING THAT AT THREE MIDDLE SCHOOLS IN TOWN, AND SO STACY ALSO HAS BEEN OUR SOCIAL STUDIES SPECIALIST.
SHE'S IN CHARGE OF THOSE PILOTS HELPING THOSE [INAUDIBLE] TO IMPLEMENT THAT RESOURCE.
[00:45:07]
WE'VE ASKED A LOT, AND THE WAY THEY'RE HANDLING THAT IS SO COMMENDABLE.SO OUR TEACHERS IN SCIENCE ARE DOING A BEAUTIFUL JOB ADAPTING TO THOSE NEW MATERIALS, AND TABITHA SMITH AND KAREN LITTERAL HAVE BEEN DOING FIDELITY WALKS ON ALL OF OUR CAMPUSES ELEMENTARY, MIDDLE AND HIGH SCHOOL TO SEE THE NEW SERVICE CURRICULUM IN ACTION.
IT IS A BRIDGE YEAR, SO WHAT THAT MEANS IS IT'S THIS YEAR WHEN WE'RE TRANSITIONING FROM THE OLD STANDARDS TO THE NEW STANDARDS, AND WE'RE HAVING TO PLUG IN THE NEW CURRICULUM [INAUDIBLE] IS LOOKING AT THE STANDARDS MOVING FORWARD, BUT WE KNOW THERE ARE STILL SOME STANDARDS BEING TESTED THIS YEAR THAT WERE PART OF THE OLD AND SO THEY'RE DOING A GREAT JOB BRIDGING EACH YEAR, BUT IN CONCLUSION, JUST SOME THINGS THAT ARE NOT NECESSARILY ELEMENTARY OR SECONDARY SPECIFIC OR EVEN CONTENT SPECIFIC, BUT SOME GENERAL ACTIONS WE ARE TAKING THROUGH YET ANOTHER GRANT WE ARE PARTNERED WITH THE ACHIEVEMENT NETWORK AND WE HAVE COMPILED AN ASSESSMENT COMMITTEE.
THINK OF IT LIKE A TASK FORCE.
WHEN WE INITIALLY STARTED THIS WORK, WE BECAUSE THE TITLE WAS ASSESSMENT, WE PRESUMED, OR AT LEAST I DID, THAT WE WOULD FOCUS ON ASSESSMENT ALONE, BUT THROUGH OUR WORK WITH ACHIEVEMENT NETWORK, WE CAN WE ARE SEEING THAT WHAT WE KNOW TO BE TRUE, THAT YOU CANNOT TALK ABOUT ASSESSMENT WITHOUT TALKING ABOUT HOW DID WE TEACH THE STUDENTS WHAT DID THE INSTRUCTION LOOK LIKE BEFORE WE ASSESSED? SO, DR.
[INAUDIBLE] TURNER IS OUR CONNECTION TO THE ACHIEVEMENT NETWORK.
SHE WAS IN TOWN LAST WEEK FOR TWO DAYS.
SHE'LL BE COMING ONCE A MONTH ALL SCHOOL YEAR, AND WE'RE LOOKING AT BOTH THE INSTRUCTION SIDE, THE WRITTEN, TAUGHT AND TESTED TRIANGLE, HONESTLY, TO MAKE SURE THAT OUR CURRICULUM AND OUR INSTRUCTION AND OUR ASSESSMENT, AND WE'RE REALLY EXCITED ABOUT THAT WORK.
SO FINALLY, COACHING COLLABORATION WITH OUR INSTRUCTIONAL COACHES.
WE ARE MEETING ONCE EVERY MONTH FOR THREE HOURS WITH THEIR INSTRUCTIONAL COACHES.
WE ARE WORKING ON BEST PRACTICES OF COACHING SUCH AS STRENGTHS BASED COACHING, MICRO TEACHING, UNDERSTANDING WHAT A HIGHLY FUNCTIONING PLC LOOKS LIKE AND SOUNDS LIKE.
IN ADDITION TO WORKING IN CONTENT SPECIFIC AREAS SUCH AS ECR CALIBRATION, MAP, LASO GRANT, SERVICE CENTER CONFERENCE MEETINGS AS WELL, SO I AM HAPPY TO OPEN IT UP TO ANY QUESTIONS, IF YOU HAVE ANY FOR ME OR FOR CHRIS.
WHAT IS BEING DONE SPECIFICALLY OVER AT DUNBAR MIDDLE SCHOOL WHEN IT COMES TO SOME OF THESE ACTION PLANS? [INAUDIBLE] ASKED THAT QUESTION.
SO DUNBAR HAS BEEN A BEAUTIFUL PARTNER.
WE'RE VERY THANKFUL TO WORK WITH DUNBAR.
ONE THING FROM THE TEACHING AND LEARNING DEPARTMENT, THE SECONDARY SCHOOL.
I CAN SPEAK TO MY INSTRUCTIONAL COACHES AND SPECIALISTS, EVERY CONTENT AREA.
WILL SMITH AND HIS LEADERSHIP TEAM, THEY HAVE ASKED US TO PARTNER WITH THEM.
SO, LIKE, FOR EXAMPLE, A MATH COACH THAT I HAVE, SHE SPENDS TWO DAYS EVERY SINGLE WEEK FOR MULTIPLE HOURS, LIKE SHE'LL SPEND ALL MORNING OR ALL AFTERNOON GOING INTO THE CLASSROOM, SUPPORTING, COACHING THOSE TEACHERS, HELPING SERVE ON PLC.
WE HAVE OUR READING COACHES LAUNCHED THEIR TO THREE DAYS A WEEK.
SHE'S HELPING ONE ADJUNCT TEACHER WITH LESSON REHEARSAL.
WE LOOK AT DATA TOGETHER, WE WALK CLASSROOMS TOGETHER, WE COME UP WITH ACTION STEPS TOGETHER, THEIR LEADERSHIP TEAM STARTS SERVING ON THIS ASSESSMENT COMMITTEE, AND SO THEY'RE INTEGRAL TO THE WORK THAT WE'RE DOING MOVING FORWARD THERE.
THANK YOU SO MUCH. THANK YOU. THANK YOU ROBIN.
WE'RE GOING TO TURN IT OVER TO MARTHA AND BRIAN FOR OUR SCHOOL SERVICES AND SUPPORT.
SORRY FOR SNEEZING. GOOD MORNING AND GOOD MORNING.
I'M MARTHA DODGE, I'M DIRECTOR OF STUDENT BEHAVIOR, AND I'M GOING TO TALK YOU THROUGH SOME OF OUR BEHAVIOR DATA, WHAT OUR BEHAVIOR DISTRICT TEAM IS DOING, WHAT SUPPORTS WE HAVE ON CAMPUSES, AND OUR ACTION PLANS.
SO IF YOU WILL LOOK AT THIS LOVELY LINE GRAPH FIRST.
WHAT PAGE NUMBER? 22. THIS WILL SHOW YOU OUR DISCIPLINE INCIDENTS DATA OVER THE LAST THREE YEARS.
SO THE GREEN LINE IS TWO YEARS AGO.
THE PURPLE OR FUCHSIA LINE IS LAST YEAR, AND THEN THE BLUE LINE IS THIS YEAR.
[00:50:03]
THIS IS A HELPFUL GRAPH TO ME TO LOOK AT WITH CAMPUSES.WHEN WE GO IN AND TALK ABOUT THEIR OWN DATA SO THAT THEY CAN SEE THE TREND THAT'S HAPPENING OVER THE THREE YEARS, BUT ALSO THE COURSE OF EACH WEEK AND LOOK AT, YOU KNOW, DID WE HAVE KIND OF AN UPTICK INITIALLY AND THEN WE PLATEAUED AND WE'RE COMING BACK DOWN BECAUSE WE ESTABLISHED SYSTEMS AND HELP KIDS UNDERSTAND KIND OF WHERE THE GUARDRAILS ARE, OR ARE WE SEEING KIND OF UPS AND DOWNS, AND MAYBE THAT SUGGESTS THAT WE'RE HAVING NOT AS MUCH CONSISTENCY IN OUR SYSTEMS AS WE MIGHT LIKE ON CAMPUS, AND YOU'LL NOTICE AS YOU LOOK AT THIS, THAT OVERALL, OVER THE PAST THREE YEARS, OUR DISCIPLINE INCIDENTS ARE DOWN.
THIS IS JUST THE RECORD OF WHEN KIDS HAVE BEEN SENT TO THE OFFICE.
OKAY. SO THAT'S ONE TYPE OF INCIDENT THAT TEACHERS WILL REPORT.
NEXT PAGE. IT SHOWS YOU THE SAME INFORMATION BUT IT'S IN BAR GRAPH.
SO YOU CAN COMPARE OVER THE THREE YEARS A LITTLE BIT MORE CAREFULLY.
SO IF A POLICE OFFICER HAS TO DO A RESTRAINT, IF WE HAVE IDENTIFIED THAT BULLYING HAS OCCURRED AFTER AN INVESTIGATION, WE ALSO DOCUMENT THE ACTUAL INVESTIGATION ITSELF.
SO SOMETIMES WE INVESTIGATE AND THERE WASN'T COOLING IN PLACE, AND THEN RESTRAINTS.
THIS IS DOCUMENTING RESTRAINTS NON VIOLENT PHYSICAL INTERVENTION THAT MAY OCCUR WITH STUDENTS PRIMARILY WHO RECEIVE SPECIAL EDUCATION SERVICES OR IN SPECIALIZED PROGRAMS. GO TO THE NEXT ONE REAL QUICKLY MARTHA.
THANK YOU. THIS WAS ANSWERED BUT JUST THAT WHAT ARE SOME EXAMPLES IN THE DISCIPLINE INCIDENT? I MEAN, IS THERE THINGS THAT WOULD MAKE IT.
YEAH. WE'RE GOING TO ACTUALLY LOOK AT THE TOPIC IN A LITTLE BIT.
CLASSROOM DISCIPLINE FLOW CHARTS A LITTLE BIT EVERY [INAUDIBLE] GET TO IT.
THE NEXT ONE DISCIPLINARY PLACEMENTS.
SO YOU SEE, IN-SCHOOL SUSPENSION HAS TRENDED DOWNWARD OVER THE PAST THREE YEARS.
OUT-OF-SCHOOL SUSPENSION HAS ACTUALLY GONE UP OVER THE PAST THREE YEARS, AND THIS IS ASSIGNMENTS, NOT DAYS, RIGHT? SO THIS COULD BE A HALF A DAY, OR IT COULD BE THREE DAYS, AND IT'S GOING TO COUNT ONE TIME IN THIS DATA.
DAEPS, SO THAT'S PRIORITY INTERVENTION ACADEMY, ACE FOR ELEMENTARY STUDENTS.
[INAUDIBLE] ANYTIME A STUDENT IS PLACED THERE FOR DISCIPLINARY REASON, WE HAVE THAT RECORDED THERE.
ONE OF THE THINGS THAT WE TALK ABOUT A LOT WITH OUR CAMPUSES, ESPECIALLY WHEN WE HAVE THEM TOGETHER FOR OUR SUMMER TRAINING ANNUALLY IS REALLY LOOKING AT THE DATA AND NOT JUST TAKING IT AT FACE VALUE, BUT ALWAYS ASKING MORE QUESTIONS ABOUT WHAT IT'S TELLING US, BECAUSE THERE CAN BE A LOT OF SUBJECTIVITY, POTENTIALLY TO HOW DISCIPLINE DATA IS REPORTED.
SO I THINK IT'S HELPFUL TO BREAK IT DOWN INTO ELEMENTARY, MIDDLE AND HIGH SCHOOL AND THEN ALSO COMPARE IT WITH OUR DECREASE IN ENROLLMENT BECAUSE OUR INCIDENTS ARE TRENDING DOWN, BUT A QUESTION WE HAVE IS THAT JUST BECAUSE WE HAVE FEWER KIDS AND IT'S NATURALLY GOING TO GO DOWN? SO IF YOU NOTICE, ELEMENTARY SCHOOLS ARE ACTUALLY THE GROUP THAT HAS GONE UP OVER THE PAST THREE YEARS.
I THINK THE MAIN EXPLANATION I HAVE FOR THIS IS WE'VE SEEN AN UPTICK IN KIDS COMING IN WITH SIGNIFICANT BEHAVIORAL CHALLENGES IN OUR EARLY GRADES, PRE-K THROUGH FIRST GRADE.
IT'S STILL A HOLDOVER EFFECT FROM COVID, FOR SURE, BUT WE'VE HAD A LOT OF OUR CAMPUSES WORKING REALLY DILIGENTLY TO ACCURATELY DOCUMENT WHAT'S GOING ON WITH THOSE STUDENTS, SO THAT WE CAN JUSTIFY THE NEED FOR A HIGHER LEVEL OF SUPPORT FOR THOSE STUDENTS.
NOT OVER REPORTING, BUT MAYBE MORE ACCURATELY, REPORTING WHAT WE'RE SEEING WITH KIDDOS.
YOU'LL NOTICE HIGH SCHOOL AND MIDDLE SCHOOL HAVE GONE DOWN.
THAT WAS A BIG THING THAT WAS ENDING UP IN DISCIPLINE INCIDENTS, AND A LOT OF OUR CAMPUSES HAVE KIND OF TAKEN A DIFFERENT APPROACH TO THAT AND FOUND WAYS TO ADDRESS TARDIES WITHOUT TAKING KIDS OUT OF INSTRUCTION, AND THEN MIDDLE SCHOOLS, WE'VE REALLY BEEN WORKING VERY INTENSIVELY ON HELPING THE SYSTEMS AT THE MIDDLE SCHOOL LEVEL.
[00:55:07]
ANOTHER THING, AND I'LL TALK ABOUT THEM IN A MINUTE, BUT WE'VE WE'VE ALSO HAD CAMPUS STUDENT SUPPORT SPECIALISTS, BEHAVIOR SUPPORT SPECIALISTS ON ALL OF OUR MIDDLE SCHOOLS, WITH THE EXCEPTION OF TALKINGTON AND MCCOOL, AND THEY HAVE MADE A TREMENDOUS DIFFERENCE IN OVERALL SYSTEMS, BUT ALSO SUPPORTING INDIVIDUAL KIDS WHO HAVE HIGHER LEVEL NEEDS WHEN IT COMES TO BEHAVIOR.SO YOU'LL SEE, OUR OVERALL DECREASE OVER THE PAST THREE YEARS HAS BEEN 28%.
WHEN IT COMES TO DISCIPLINE INCIDENTS, WHILE OUR DECREASED ENROLLMENT HAS BEEN AT 9%.
SO OUR DECREASE IN DISCIPLINE IS OUTPACING OUR DECREASE IN ENROLLMENT.
SO I WOULD LIKE TO THINK THAT IN SOME WAY SUGGESTS OUR SYSTEMS ARE WORKING WELL AND THAT WE'VE GOT A BETTER APPROACH TO PREVENTION, BUT ALSO RESPONDING TO STUDENT BEHAVIOR.
WE WANT THINGS TO ACTUALLY FEEL LIKE THEY'RE GETTING BETTER FOR OUR TEACHERS.
WHEN IT COMES TO BEHAVIOR DAY TO DAY.
WE CAN MASK A PROBLEM BY SAYING DON'T PUT STUFF IN REVIEW360.
THAT IS NOT WHAT WE WANT PEOPLE TO DO.
DOES THIS MATCH THE FEEL FOR YOUR TEACHERS AND HOW YOU SEE THINGS GOING ON CAMPUS? SO I'LL PAUSE THERE FOR QUESTIONS ON THIS IF ANYBODY HAS.
OKAY. LET'S GO TO THE NEXT ONE.
THIS IS GOING TO BE THE NEXT THREE WILL BE INCIDENTS BY BEHAVIOR.
SO THIS GOES BACK TO MS. SHARP'S QUESTION ABOUT WHY ARE KIDS BEING SENT TO THE OFFICE, AND IT'S BROKEN DOWN FOR ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL.
I WILL TELL YOU, THIS HAS BEEN PRETTY CONSISTENT.
SO ELEMENTARY WHEN WE SAY INAPPROPRIATE PHYSICAL CONTACT, WHAT THAT LOOKS LIKE AND SOUNDS LIKE AT AN ELEMENTARY SCHOOL IS WE'RE STANDING IN LINE AND I START MESSING WITH THE KID IN FRONT OF ME AND PUTTING MY HANDS ON THEM.
SO IT'S KIDS KIND OF EITHER TOUCHING SOMEONE ELSE WHEN THEY AREN'T SUPPOSED TO BE, OR MAYBE IT GETS TO THE LEVEL, A LITTLE BIT OF PUSHING, BUT THAT IS WHAT INAPPROPRIATE PHYSICAL CONTACT MEANS.
SO MAYBE SOMETHING THAT DIDN'T QUITE FIT NEATLY IN ANOTHER CATEGORY.
THEN CLASS DISRUPTION AND THEN PROFANITY.
THIS IS PROFANITY OR VERBAL ABUSE OR GESTURE.
SO IF I SAY SOMETHING, CUSS AT SOMEONE, OR IF I GIVE SOMEONE THE MIDDLE FINGER THAT MIGHT FALL UNDER THAT CATEGORY, AND THEN FINALLY WE HAVE HIGH SCHOOL BEHAVIOR HERE IS TRUANCY.
SO KIDS ARE AT SCHOOL BUT NOT IN CLASS, AND THEN INSUBORDINATION, AND AGAIN PROFANITY.
SO WHEN WE GO OUT AND DO CHECK INS WITH CAMPUSES AND WE LOOK AT THEIR TOP BEHAVIORS, THE CONVERSATION HERE IS WHAT'S UNDERLYING THAT, RIGHT? SO IF IT WAS INAPPROPRIATE PHYSICAL CONTACT FOR A CAMPUS WHERE WHERE MOST OF THOSE COMING FROM ARE HAPPENING IN THE CLASSROOM, OR ARE THEY HAPPENING ON THE PLAYGROUND OR IN THE HALLWAY, AND WE TALK THROUGH KIND OF ROOT CAUSES, AND WHAT ARE THINGS WE CAN DO TO BE PREVENTATIVE IN THAT WAY? SO AN EXAMPLE WOULD BE ALDERSON ELEMENTARY SCHOOL.
WE MEET WITH THEM, LOOK AT THEIR DATA.
WE ALSO REVIEWED THE EXPECTATIONS BEFORE THEY WENT ON THE PLAYGROUND EVERY SINGLE DAY AS WE SAW THAT ISSUE AND THEN YOU SEE THAT START TO ELIMINATE AS WE PUT THAT ACTION IN PLACE.
ANY QUESTIONS THERE? OKAY. THIS NEXT ONE BEHAVIOR TRENDS THREE YEAR COMPARISON.
SO INSUBORDINATION HAS GONE DOWN BY 179 INCIDENTS.
VIOLATION OF STUDENT CODE OF CONDUCT DOWN BY 177.
INAPPROPRIATE PHYSICAL CONTACT IS DOWN BY 67.
VIOLATION OF TECHNOLOGY POLICY HAS GONE DOWN 199.
[01:00:08]
SO THIS IS ONE OBVIOUSLY THAT'S CONCERNING TO US THIS YEAR.I CAN TELL YOU THAT THE STAFF MEMBER NUMBER TENDS TO BE, FOR THE MOST PART, ADULTS COMING IN TO BREAK UP A FIGHT AND THEY GET HIT IN THE PROCESS OF BREAKING UP THAT FIGHT.
SORRY. CAN YOU QUICKLY JUST 10,000FT, THE CELL PHONE POLICY, HIGH SCHOOL, CAN YOU? YES. SO WE HOW MANY YEARS AGO? THREE YEARS AGO? YEAH, I BELIEVE IT'S THREE.
YES. POLICY. STUDENTS CAN HAVE THEIR CELL PHONES WITH THEM, BUT THEY CANNOT HAVE THEM OUT.
SO AT THE MIDDLE SCHOOL LEVEL, THEY CAN'T HAVE THEM OUT AT ALL.
IF THEY HAVE THEM OUT, THEY'LL HAVE THEM TAKEN UP AND THEN PARENTS COME AND GET THEM.
I THINK ANYBODY WHO WORKS IN A SECONDARY CAMPUS CAN TELL YOU CELL PHONES ARE A HUGE CHALLENGE.
IF YOU DON'T HAVE A GOOD PLAN TO ADDRESS THEM [INAUDIBLE].
THEY CAN CAUSE THE FIGHTS THAT OCCUR, AND SO HAVING THAT POLICY.
SO I SHOULDN'T BE GETTING TEXT MESSAGES FROM MY SEVENTH GRADER DURING THE DAY.
A LOT OF THE COMMUNICATION HAPPENS ON CELL PHONES IS WITH PARENTS.
THE NEXT ONE IS INCIDENTS BY GRADE LEVEL.
SO YOU'LL SEE TWO GRADES REALLY STAND OUT THIS YEAR.
EIGHTH AND NINTH GRADE, AND I WILL SAY THAT EIGHTH GRADE HAS KIND OF TRACKED AS THEY'VE GONE THROUGH, BUT NINTH GRADE IS ALWAYS A CHALLENGE. THAT SHIFT UP TO HIGH SCHOOL IS DIFFICULT FOR A LOT OF OUR KIDS.
OKAY, IF YOU GO TO THE NEXT ONE.
SO IF YOU PUT GRAFFITI IN THE BATHROOM, YOU CLEAN THE GRAFFITI OFF THE BATHROOM.
OR RESTORATIVE APPROACHES WHERE MAYBE WE'RE PULLING KIDS TOGETHER AND HAVING THEM CREATE A PLAN OF HOW THEY'RE GOING TO MAKE IT RIGHT WHEN THEY'VE DONE SOMETHING THAT HAS HAD AN IMPACT ON SOMEONE ELSE IN THE COMMUNITY.
SO YOU SEE, AGAIN, ISS HAS GONE DOWN OVER THE PAST THREE YEARS.
THE RESTITUTION AND RESTORATIVE NUMBER HAS GONE DOWN, BUT I WILL SAY THAT'S A LITTLE BIT TRICKY SOMETIMES BECAUSE REMEMBER THIS IS JUST LOOKING AT WHEN WE'VE USED IT IN RESPONSE TO A DISCIPLINE INCIDENT.
I THINK A LOT OF THE TIME THAT'S HONESTLY MORE OF A CLERICAL ISSUE OF US JUST NOT DOCUMENTING EVERY TIME THAT WE'VE MET WITH A STUDENT OR A PARENT, AND THEN DETENTION HAS GONE DOWN.
SO I THINK THE MOST CONCERNING PIECE OF DATA IN THIS, TO ME, IS THE RISE IN OUT-OF-SCHOOL SUSPENSION, SIMPLY BECAUSE WE DO KNOW THAT MEANS LOST INSTRUCTIONAL TIME, AND WE'RE NOT SURE WHAT'S REALLY HAPPENING AT HOME.
YOU KNOW, WHEN KIDS ARE SENT HOME FROM SCHOOL.
NOW, OBVIOUSLY THERE ARE CERTAIN TIMES WHEN IT'S GOING TO GO HOME, RIGHT? SO NOT SAYING IT'S NEVER APPROPRIATE, BUT WE WANT TO MAKE SURE IT'S BEING USED WHEN NEEDED AND NOT AS A DEFAULT.
OKAY. SO TALKING ABOUT KIND OF WHAT WE DO AS A DIVISION TO HELP WITH ALL OF THIS.
SO WE HAVE ANNUAL SUMMER PBIS TEAM TRAINING.
HOW ARE YOU IDENTIFYING KIDS WHO NEED A LITTLE BIT EXTRA HELP.
[01:05:03]
LOOKED AT FOR TIER TWO.OR HOW TO TEACHERS MAKE THAT REFERRAL.
IF THEY SAY, MAN, I'M REALLY STRUGGLING WITH THIS KID, I NEED SOME HELP, SOME INTERVENTIONS.
ONE TREND THAT WE STARTED TO NOTICE IN CAMPUS HANDBOOKS WAS PEOPLE SAYING, WE WANT TO REDUCE DISCIPLINE INCIDENTS BY A CERTAIN PERCENTAGE, AND THE WAY WE'RE GOING TO DO THAT IS WE'RE GOING TO RUN A REPORT TO CHECK HOW MANY DISCIPLINE INCIDENTS WE HAVE EVERY MONTH.
SO I SHARED A QUOTE THAT MY DAD HAS SAID TO ME OVER THE YEARS THAT WEIGHING A PIG OVER AND OVER DOESN'T CHANGE THE WEIGHT, SO RUNNING THAT DATA DOESN'T IMPROVE THE DATA, AND WE REALLY TALKED ABOUT WHAT ARE THE MEANINGFUL THINGS YOU'RE DOING TO HELP YOUR TEACHERS DEVELOP SKILLS, TO MAKE SURE YOUR SYSTEMS ARE IN PLACE, AND TO PROVIDE PURPOSEFUL AND MEANINGFUL INTERVENTION TO KIDS TO HELP WITH THAT DATA.
WE DO HAVE EVERY CAMPUS MAINTAIN A CAMPUS PBIS HANDBOOK WHERE THEY TRACK EVERYTHING, AND THE NEXT SHEET ACTUALLY SHOWS YOU SOME SNIPPETS FROM WHAT THAT HANDBOOK LOOKS LIKE.
IT'S A GOOGLE WORKBOOK THAT HAS DIFFERENT TABS FOR THE DIFFERENT TIERS OF INTERVENTION.
SO THEY TRACK WHO'S ON THE TEAM WHEN THEY'RE MEETING.
EVERY CAMPUS HAS A CLASSROOM MANAGEMENT FLOWCHART THAT THEY MAINTAIN.
THAT IS A GUIDELINE FOR TEACHERS TO STREAMLINE AND ALIGN WHEN A STUDENT SHOULD BE ADDRESSED IN THE CLASSROOM BY THE TEACHER, WHAT SHOULD BE HANDLED BY THEM, AND WHAT SHOULD BE SENT OUT TO THE OFFICE FOR AN ADMINISTRATOR TO DEAL WITH.
SO WE ASK THEM TO MEET MONTHLY.
YEAH, AND THEN OUR DISTRICT LEVEL TEAM PROVIDES ONGOING COACHING AND SUPPORT.
WE GO THROUGH ALL OF THEIR DATA.
WE TALK THROUGH THEIR BIG PICTURE SCHOOL WIDE SYSTEMS, BUT THEN WE ALSO TALK ABOUT TEACHERS AND WHO IS SHOWING UP THE MOST IN THE DATA AND WHAT DO THEY NEED? IS IT SUPPORT WITH AN INDIVIDUAL KID OR IS IT SUPPORT AND CLASSROOM MANAGEMENT COACHING? WE ALSO TALK ABOUT WHO ARE THE KIDS ON CAMPUS WHO ARE RISING UP BEHAVIORALLY AND NEEDING MORE HIGH LEVEL SUPPORT, AND MAYBE NEED TO BE ON MY TEAM'S RADAR TO HELP SUPPORT THEM? WE HAVE CAMPUS STUDENT BEHAVIOR SUPPORT SPECIALISTS ON 26 OF OUR CAMPUSES, AND I'LL TALK MORE ABOUT THEM IN A MINUTE, BUT OUR DISTRICT BEHAVIOR SPECIALISTS GO OUT AND COACH THEM ONE ON ONE WEEKLY TO HELP TALK THROUGH WHAT THEY'RE DOING.
THEY KIND OF SERVE LIKE INSTRUCTIONAL COACHES, BUT FOR BEHAVIOR, AND THEN OUR SUB STAFF, WHICH IS A PROGRAM I'LL TALK ABOUT IN A MINUTE, IS A SPECIAL EDUCATION PROGRAM FOCUSED ON STUDENTS, STUDENTS WITH THE MOST INTENSE EMOTIONAL AND BEHAVIORAL CHALLENGES.
AGAIN, THAT'S JUST SNIPPETS FROM OUR CAMPUS HANDBOOK.
I CAN ALWAYS SHARE A BLANK TEMPLATE FOR YOU GUYS IF YOU WANT TO SEE IN DETAIL WHAT CAMPUSES ARE DOCUMENTING THERE BUT AGAIN, IT'S THEIR BIG PICTURE SYSTEMS THEIR GOALS, ALL OF THEIR PROCESSES AND PROCEDURES FOR BEHAVIOR INTERVENTION AND SUPPORT ON CAMPUS. OKAY, WE'LL GO TO THE NEXT ONE STUDENT BEHAVIOR SUPPORT SPECIALISTS.
THESE PEOPLE I CANNOT TELL YOU ENOUGH WHAT AN IMPACT THEY MAKE ON CAMPUSES.
SO AGAIN, THESE ARE PEOPLE WHO ARE IN 26 OF OUR CAMPUSES.
SO 18 ELEMENTARIES, EIGHT MIDDLE SCHOOLS, AND THEY'RE LIKE AN INSTRUCTIONAL COACH [INAUDIBLE].
SO THEY HELP FACILITATE THE TIER ONE SYSTEMS, THE PBIS TEAM, THEY WORK WITH TEACHERS EITHER IN INDIVIDUAL COACHING OR THEY WILL LEAD PROFESSIONAL DEVELOPMENT ON CAMPUS BASED ON ON WHAT THOSE CAMPUSES ARE NEEDING, AND THEN THEY WORK DIRECTLY WITH KIDS.
[01:10:02]
SO WHEN WE HAVE KIDS WHO COME IN AND HAVE INTENSE BEHAVIORAL NEEDS, THESE ARE THE PEOPLE WHO ARE RIGHT THERE, FRONTLINE DOING THE WORK.THEY ARE INTERVENING WITH THEM.
WHEN THEY'RE HAVING AN ESCALATION.
THEY'RE PROVIDING THEM BREAKS.
THEY'RE WORKING ON SOCIAL SKILLS WITH THEM.
THEY ARE INVALUABLE PEOPLE IN OUR DISTRICT.
I WILL TELL YOU, I'VE TALKED TO SOME ADMINISTRATORS WHO'VE MOVED FROM A CAMPUS WHERE THEY HAD ONE AND ARE NOW AT A CAMPUS WHERE THEY DON'T, AND THEY ARE CALLING ME GOING, HOW DO WE GET A SPECIALIST ON OUR CAMPUS? I DON'T KNOW HOW TO FUNCTION WITHOUT THEM.
THEY ARE FUNDED THROUGH GRANTS AND THROUGH TITLE FOUR.
SO RIGHT NOW WE HAVE A STRONGER CONNECTIONS GRANT FROM THE STATE.
WE WERE ONE OF 99 DISTRICTS IN THE STATE SELECTED FOR THAT.
WE OPTED TO USE IT ENTIRELY TO FUND POSITIONS BECAUSE WE KNOW HOW IMPORTANT THESE ARE.
SO 16 OF THEM ARE FUNDED THROUGH THAT GRANT.
UNFORTUNATELY, IT'S A ONE TIME GRANT RIGHT NOW.
WE'RE HOPING THE STATE WILL ALLOW A RENEWAL OF THAT GRANT AT SOME POINT.
WE'RE WORKING WITH THE SERVICE CENTER.
THEY'RE CREATING A STATEWIDE FRAMEWORK FOR BEHAVIOR, AND WE WENT TO THE FIRST TRAINING ON THAT FRAMEWORK LAST WEEK, AND IT WAS GREAT BECAUSE IT WAS VERY AFFIRMING TO THINGS THAT WE ALREADY HAVE IN PLACE.
I THINK THERE ARE A LOT OF DISTRICTS AROUND THE STATE WHERE A LOT OF IT WAS NEW TO THEM, BUT IN LUBBOCK ISD, OUR CAMPUSES THAT ATTENDED THAT TRAINING WALKED OUT SAYING, YEAH, WE FEEL GOOD ABOUT WHERE WE ARE AND WHAT WE HAVE IN PLACE.
SO THEY'RE REALLY, REALLY IMPORTANT PEOPLE.
WE ARE CONTINUING TO TRY TO FIND GRANTS TO FUND THEM MOVING FORWARD.
SO WHAT HAPPENS IF THAT DOESN'T TAKE PLACE? DO YOU HAVE A PLAN B? WE ARE GOING TO FUND AS MANY OF THEM AS WE CAN THROUGH OUR DISTRICT BUDGET, TITLE, BUDGET, BUT IT WOULD NOT COME CLOSE TO THE 27TH.
WHAT DO YOU HAVE? OKAY. GOSH, I HOPE YOU GET IT TOO.
OKAY. SO GRATEFUL FOR OUR TEAM FOR FINDING WAYS TO SUSTAIN IT, BUT IT IS A CHALLENGE.
COVENANT. HEALTH SCIENCE CENTER HAS REACHED OUT TO BECAUSE THEY'LL BE EXTENDED SOME GRANT OPPORTUNITIES THAT WE'LL BE LOOKING AT AS WELL, AND SO WE HAVE FUTURE MEETINGS WITH DOCTOR AMY THOMPSON AND DOCTOR SARAH WAKEFIELD AND HER DIRECTOR TO TALK ABOUT LOCAL FUNDS.
WE'VE ALSO TALKED ABOUT CAR WASHES AND WE'LL SEE HOW.
ANY OTHER QUESTIONS ABOUT THAT? WELL, AND YOU KNOW, I KNOW Y'ALL HAVE BEEN TALKING ABOUT LEGISLATIVE PRIORITIES.
ABSOLUTELY. I MEAN, WHEN YOU TALK ABOUT EXTENDING THAT CONVERSATION OUT TO SAFETY AND SECURITY, WHEN YOU CAN INTERVIEW A CHILD AT FIVE YEARS OLD WHO COMES IN WITH PHYSICALLY AGGRESSIVE BEHAVIORS, HASN'T HAD HIGH STRUCTURE, DOESN'T REALLY KNOW HOW TO FUNCTION IN A SCHOOL YET WHEN YOU CAN HAVE A PERSON THERE WHO CAN DIRECTLY INTERVENE WITH THEM, IT DOES SO MANY THINGS.
IT TAKES THE BURDEN OFF OF THAT CLASSROOM TEACHERS, THEY DON'T FEEL SO OVERWHELMED.
I CAN'T SAY ENOUGH ABOUT HOW MUCH I BELIEVE IN THESE POSITIONS.
OUR DISTRICT TEAM IS PHENOMENAL, BUT THESE PEOPLE ARE ON CAMPUS EVERY SINGLE DAY DOING INCREDIBLY CHALLENGING WORK, AND THEY LOVE IT. IT'S BEEN JUST TRANSFORMATIVE.
I THINK THEY ARE THE BIGGEST REASON WE'VE SEEN SUCH A CHANGE IN OUR DATA, BECAUSE THEY HAVE HELPED WITH THE FIDELITY OF IMPLEMENTATION AT ALL THREE LEVELS OF THE TIERS, SO CAN'T SAY ENOUGH ABOUT THEM.
ANOTHER GROUP THAT I CAN'T SAY ENOUGH ABOUT IS OUR SOCIAL WORKERS.
THEY ARE IN OUR DIVISION AND WE HAVE FOUR OF THEM.
WE TRY TO TEAR OUT THE LEVELS OF SUPPORT THAT THEY HAVE FOR FAMILIES.
YOU SEE, THEY HELPED ABOUT 900 FAMILIES LAST YEAR WITH THAT, AND THEN IF THEY HAVE MULTIPLE CONTACTS WITH THE FAMILY WHERE THEY'RE HAVING KIND OF REGULAR SUPPORT WITH THEM, THERE WERE ABOUT 289 FAMILIES THAT WE SUPPORTED IN THAT WAY, AND THEN THROUGH CASE MANAGEMENT, WHERE THEY'RE PROBABLY TALKING WITH A FAMILY EVERY WEEK BECAUSE THERE ARE COMPLEX FAMILY NEEDS THAT EXIST, AND IT'S ONGOING, AND OFTEN THERE ARE MANY CHILDREN IN THESE FAMILIES.
[01:15:08]
THERE WERE 84 FAMILIES THAT WERE SERVED IN THAT WAY BY OUR SOCIAL WORKERS.SO THEY COVER A LOT OF GROUND AND ARE REALLY WONDERFUL RESOURCES FOR OUR DISTRICT.
WE DID JUST GET AWARDED ANOTHER GRANT BY THE STATE.
IT BOTHERS ME AS AN ENGLISH TEACHER BECAUSE IT IS NOT SPELLED "TECHY," BUT IT'S MEANT TO HELP OUR FAMILIES WHO ARE EXPERIENCING HOMELESSNESS, AND SO THAT IS WHAT WE WILL USE THOSE FUNDS FOR TO SUPPORT.
OKAY. WE'RE ALMOST AT THE END.
IT IS NOT ON EVERY CAMPUS, BUT WE HAVE CAMPUSES AT ELEMENTARY, MIDDLE AND HIGH SCHOOL TO HELP PROVIDE SUPPORT TO OUR STUDENTS WHO RECEIVE SERVICES AND NEED MORE INTENSIVE SUPPORT THAN THEY CAN GET IN THE GENERAL EDUCATION CLASSROOM THROUGH RESOURCE INCLUSION SUPPORT, THESE KIDS GET DAILY SOCIAL SKILLS INSTRUCTION FROM OUR SEBSS TEAMS. SO WE TYPICALLY HAVE A TEACHER AND SEVERAL PARAPROFESSIONALS WHO SERVE ON THESE TEAMS, AND THEN THEY PROVIDE INTENSIVE BEHAVIOR SUPPORT.
SO IF THOSE STUDENTS NEED A BREAK PREVENTATIVELY OR IF THEY GET UPSET AND NEED A MOMENT OUT OF THE CLASSROOM, THAT STAFF IS THERE AND TRAINED TO HELP DE-ESCALATE THEM, GET THEM RESET AND REFOCUSED AND BACK INTO THE CLASSROOM TO LEARN WHEN THEY ARE READY, AND YOU CAN SEE THE NUMBERS THERE OF STUDENTS ACCESSING SUBS ACCORDING TO FEEDER PATTERN.
OKAY, SO WHEN IT SAYS CORONADO, THAT'S NOT 49 KIDS AT CORONADO.
IT'S ELEMENTARY THROUGH HIGH SCHOOL, AND YOU CAN SEE THIS IS THE RIGHT HAND COLUMN IS FOR THE FIRST NINE WEEKS WHERE WE ENDED AND TWO PREVIOUS YEARS, AT THE END OF THE YEAR, THERE IS SOME FLUX IN AND OUT AS KIDS MOVE IN OR OUT OF THE DISTRICT IN THIS PROGRAM, BUT WE ARE ONGOING PLACING STUDENTS IN SUBS THROUGH THE COMMITTEE PROCESS THROUGHOUT THE YEAR.
SO MANY QUESTIONS. SO ARE THOSE LIKE STANDALONE CLASSROOMS THAT ARE A SUBS ONLY CLASSROOM, OR ARE THESE STUDENTS MAINSTREAMED AND JUST PULLED OUT? I DIDN'T UNDERSTAND.
THAT'S A GREAT QUESTION. SO OUR MODEL FOR SEBSS IS THAT THERE IS A CLASSROOM WHERE THEY GET THEIR SOCIAL SKILLS INSTRUCTION, WHERE THEY CAN GO WHEN THEY NEED A BREAK, OR A COOL OFF PERIOD THAT THEY.
THE VAST MAJORITY OF THEM ARE IN GENERAL EDUCATION FOR THE FULL DAY.
SORRY, I DIDN'T UNDERSTAND IT.
WE ARE CONTINUING TO WORK ON INCREASING FIDELITY WITH WHAT WE CALL THE CRITICAL COMPONENTS CHECKLIST IN OUR SEBSS CLASSROOMS. SO KEY THINGS THAT WE WANT TO SEE TEACHERS DOING AND USING TO HELP OUR KIDS DEVELOP SKILLS.
THAT'S FOR OUR FAMILIES EXPERIENCING HOMELESSNESS AND THEN OUR SCHOOL PSYCHOLOGISTS.
WE HAVE THREE RIGHT NOW, AND SO REALLY THEIR FOCUS IS MAKING SURE WE'RE STAYING IN COMPLIANCE WITH OUR TIMELINES, THAT WE'RE PROVIDING HIGH QUALITY EVALUATIONS AND SERVICES TO OUR FAMILIES WITH THAT REDUCED STAFF.
OKAY, AND THEN LAST PAGE, CONTINUOUS IMPROVEMENT.
WE DID DEVELOP A KINDERGARTEN TRANSITION PROGRAM TO SUPPORT OUR LITTLES WITH BEHAVIOR.
WE'RE JUST CONTINUING TO TRY TO CATCH KIDS EARLY AND INTERVENE EARLY SO THAT WE CAN HELP MAKE PROGRESS AND NOT GET INVOLVED WAY AFTER WE'RE DOWN THE ROAD AND THEY'RE A JUNIOR IN HIGH SCHOOL.
EVERY SINGLE NEW TEACHER, AND THEN WE OFFER IT MONTHLY OPEN TO ANY TEACHER IN THE DISTRICT.
[01:20:02]
STRATEGIES AND SYSTEMS FOR INTERVENTION, AND LIKE I MENTIONED, WE'RE CONTRACTING FOR OUR PSYCHOLOGICAL SERVICES DUE TO STAFFING SHORTAGES RIGHT NOW.ALL RIGHT. THAT'S ALL I'VE GOT.
ANY QUESTIONS? OKAY. THANK YOU, MARTHA.
GOOD MORNING, PRESIDENT BRIDGES, BOARD OF TRUSTEES, DR.
I KNOW THAT YOU GUYS ARE AWARE OF THIS, BUT I WAS GIVEN THE OPPORTUNITY TO SIT ON A COMMITTEE OR A GROUP THAT, YOU KNOW, SUPPORTS OUR PRINCIPALS AS WE NAVIGATE THESE WATERS THAT WE ARE CURRENTLY GOING THROUGH, AND I CAN'T THANK THESE GUYS ENOUGH FOR THEM STRETCHING ME, PUSHING ME BEING ABLE TO SEE THEIR HEART AND THE LOVE THAT THEY HAVE FOR OUR DISTRICT, AND SO I JUST, YOU KNOW, I KNOW THAT YOU GUYS ARE AWARE OF IT, BUT THESE ARE SOME PRETTY PHENOMENAL PEOPLE THAT ARE LEADING OUR DISTRICT.
SO LET'S TALK ABOUT SOME SOME FUN STUFF.
DEAP IS OUR DISTRICT ALTERNATIVE EDUCATION PROGRAM, AND I WANT TO FOCUS IN ON THE FIRST PAGE THERE.
THIS ONE IS NUMBERED ON PAGE 32.
FOCUSES IN OUR ON PRIORITY INTERVENTION ACADEMY, PIA, ACES, WHICH IS ALTERNATIVE CAMPUS FOR ELEMENTARY STUDENTS, AND THEN JJAEP IS OUR JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM AND THEN LCJJC IS LUBBOCK COUNTY JUVENILE JUSTICE CENTER.
I WANT TO FOCUS IN SPECIFICALLY ON PRIORITY, PIA, AND SO ON THAT FIRST SLIDE, THERE IS OUR CURRENT PIA NUMBERS ON THE GRAPH ON THE LEFT IS LOOKING AT AT THE TIME THAT THIS SLIDE SHOW WAS CREATED, WE HAD 112 STUDENTS THAT ARE CURRENTLY AT PIA AND IT BREAKS IT DOWN BY BY GRADE LEVEL.
THAT MIDDLE COLUMN IS WHAT FOR RIGHT NOW WHAT I'M CALLING NON COMPLETERS.
SO LAST YEAR I NOTICED THAT OUR DATA WAS WAS CONTINUALLY OFF AS FAR AS THE NUMBER OF STUDENTS THAT WERE THERE, OR THE NUMBER OF PLACEMENTS AND NOT BEING ABLE TO TRACK. SO A NON COMPLETER WAS WHAT I WOULD CLASSIFY.
IF A STUDENT HAS AN ELEVATED OFFENSE WHILE THEY ARE AT PIA.
THEY ARE PLACED AT JJAEP, AND THAT WAS STILL REFLECTED IN IN THOSE NUMBERS.
OR IF A STUDENT HAS AN OFFENSE EVEN OUTSIDE IN THE COMMUNITY, THEY MAY DO SOMETHING SILLY OR MAKE A POOR CHOICE AND IT MAY BE A COURT ORDER JJAEP PLACEMENT OR LCJJC OR IF THEY WITHDRAW FOR NONATTENDANCE OR IF THEY LEAVE TO GO TO A CHARTER SCHOOL THINKING THAT THEY CAN OUTRUN THE PLACEMENT.
SO FAR THIS YEAR, THE GRAPH ON THE RIGHT IS OUR RETURNERS.
SO FLIPPING THE PAGE BREAKS IT DOWN A LITTLE FURTHER.
OUR STUDENTS WHO HAVE VIOLATED CHAPTER 37 AND IT'S A MANDATORY REASON.
SO IT COULD BE FOR A DRUG OFFENSE.
A DISCRETIONARY PLACEMENT IS WE HAVE TRIED ALL THE INTERVENTIONS.
WE'VE TRIED ALL THE THINGS, AND IT'S JUST NOW TIME TO TRY SOMETHING ELSE.
WE HAVE TO USE A DISCRETIONARY PLACEMENT FOR THAT STUDENT, AND SO IT IT IT STAYS THE SAME.
IT'S PRETTY MUCH A 70/30 SPLIT.
70% OF OUR STUDENTS ARE PLACED FOR A MANDATORY 30 OR FOR DISCRETIONARY AND THEN YOU CAN SEE THE NUMBER OF STUDENTS THAT HAVE COMPLETED A MANDATORY AND DOWN THE LINE.
ONE OF THE THINGS THAT I LIKE TO DO IS MAKE SURE THAT I KEEP PERSPECTIVE, AND BECAUSE IN MY WORLD, I FEEL LIKE IT'S CONSTANT, YOU KNOW, 112 SEEMS LIKE A LOT, BUT THAT'S LESS THAN 1%.
IT'S 0.47% OF OUR STUDENTS ARE CURRENTLY AT PIA.
0.3% HAVE COMPLETED A PLACEMENT.
OUR HEAVY HITTERS ARE GRADE SIX, SEVEN, EIGHT AND NINE, AND SO HERE IN A LITTLE BIT, I'LL TALK ABOUT WHAT WE ARE DOING TO FOCUS IN ON ON THOSE GRADE LEVELS, BUT RIGHT NOW WE HAVE 72 OUT OF 112 ARE AT PIA ARE IN GRADE SIX, SEVEN, EIGHT AND NINE, AND YOU CAN SEE THAT'S 67% OF OUR OF OUR KIDDOS.
SO THE NEXT PAGE IS COMPARING THE FIRST NINE WEEKS.
[01:25:07]
SO IN THE FIRST NINE WEEKS WE HAD 156 PLACEMENTS.THAT'S DOWN 41 PLACEMENTS FROM OUR FIRST NINE WEEKS OF LAST YEAR WE DID NOT HAVE ANY RETURNERS.
THAT'S DOWN ONE, AND THEN THE COLUMN OR EXCUSE ME THE ROW DOWN BELOW THAT WE HAD 48 DRUG OFFENSES.
WE HAD 40 STUDENTS PLACED FOR AN ASSAULT.
WE HAD ZERO STUDENTS PLACED FOR A STAFF ASSAULT.
WE HAD TWO STUDENTS PLACED FOR A TERRORISTIC THREAT AND THAT'S DOWN 12.
JUST GO AHEAD AND LOOKING AT WHERE WE STAND RIGHT NOW FOR THE SECOND NINE WEEKS.
AT THE TIME THAT THIS WAS PREPARED, WE HAD 40 STUDENTS PLACED DOWN 167 AND SO ON.
I'LL GO AHEAD AND PAUSE THERE FOR QUESTIONS.
WHEN THEY ARE PLACED, IS THERE A CONSISTENT TIME? I MEAN, IS IT ALWAYS LIKE A 30 DAY PLACEMENT OR IS IT DEPENDENT ON THE OFFENSE? SO ONE OF THE THINGS THAT I'VE REALLY WORKED HARD WITH OUR PRINCIPALS IS TO LOOK AT THE WHOLE KID.
IT'S NOT ALWAYS GOING TO BE BLACK AND WHITE.
SO LOOKING AT DISCIPLINE, DECISION MAKING.
SO IT'S BEEN KIND OF HARD AND FAST THAT IT HAS BEEN A 30 DAY PLACEMENT, BUT NOT EVERY STUDENT I MAY HAVE MADE A POOR CHOICE IN THE MOMENT, AND I MAY NOT NEED A 30 DAY PLACEMENT, AND SO WE ARE REALLY LOOKING AT LOOKING AT THE NUMBER OF DAYS THAT STUDENT NEEDS TO BE OFF CAMPUS BECAUSE WE KNOW THE LONGER THAT THEY'RE OFF CAMPUS, THE MORE TIME THAT IT HURTS THEM ACADEMICALLY.
THAT WAS THE FOLLOW UP. SO THAT'S GREAT.
I'M GLAD TO HEAR THERE'S A LITTLE FLEXIBILITY BASED ON OTHER FACTORS.
IT IS, AND SOMETIMES IT GETS IT'S HARD CONVERSATIONS THAT I HAVE HAVE WITH PRINCIPALS AND I PUSH BACK QUITE A BIT, BUT I WANT TO MAKE SURE THAT WE ARE DOING RIGHT, AND FOR THAT STUDENT AND IT'S NOT IT'S NOT BLACK AND WHITE.
IT'S A LOT OF THE TIMES I LIVE IN THE WORLD OF GRAY, AND SO I'LL PUSH BACK QUITE A BIT, BUT THEN WHILE THE STUDENTS ARE THERE, THEY ALSO HAVE OPPORTUNITIES TO REDUCE THE NUMBER OF DAYS THAT THEY ARE. SO THEY COULD GET A 30 DAY PLACEMENT, BUT THEY CAN GET KIND OF LIKE GOOD TIME FOR IF THEY'VE DONE BEEN, OKAY.
GOOD QUESTION. OKAY. THAT'S GOOD TO KNOW.
THE NEXT PAGE IS GOING TO BREAK IT DOWN INTO CAMPUSES.
SO THIS FIRST PAGE IS OUR MIDDLE SCHOOLS.
AGAIN THAT BREAKING IT DOWN FOR NON COMPLETERS BY CAMPUS AND THEN THE COMPLETED PLACEMENTS.
THAT FOURTH COLUMN IS A RUNNING TOTAL OF WHERE THEY WERE AT LAST YEAR.
SO THE NUMBER OF STUDENTS THAT THEY ARE DOWN PLACEMENT WISE.
AGAIN I ALSO LIKE TO LOOK AT WHAT'S THE PERCENTAGE.
SO I'M LOOKING AT THE CURRENT PERCENTAGE AT WHILE THEY'RE AT PIA AND THEN THEIR PERCENTAGE OF THEIR CAMPUS ENROLLMENT, AND THEN THAT LAST COLUMN IS THE NUMBER OF STUDENTS THAT HAVE RETURNED.
SO WE HAVE NOT HAD ANY MIDDLE SCHOOLERS RETURN AS OF YET.
HIGH SCHOOL. CAN I ASK A QUESTION REAL QUICK ON THAT FOURTH COLUMN WHERE THE PREVIOUS YEAR? YES. THAT SHOWS THAT WE'RE DOWN.
IS THAT PREVIOUS YEAR DATE OR IS THAT TOTAL OF ALL LAST YEAR.
SO WE STILL HAVE THE REST OF THE YEAR TO SEE WHERE WE'LL BE.
OKAY. SO ON THE NEXT PAGE IS IS BREAKING IT DOWN FOR OUR HIGH SCHOOL CAMPUSES.
SAME DATA, AND THEN YOU CAN SEE THAT WE'VE HAD ONE, ONE RETURNER AT THE HIGH SCHOOL LEVEL.
SO WHAT ARE WE DOING WHILE WE'RE AT PIA? I CANNOT BRAG ON MR. TROUT ENOUGH.
HE IS OUR THE PRINCIPAL AT PRIORITY, AND HE HAS DONE SOME REALLY GOOD THINGS.
LIKE MARTHA, VISITS ONCE A WEEK.
SO WE ARE OUR THREE FOCUSES THIS YEAR ARE OUR THREE, YOU KNOW, THREE KEYS THAT WE'RE CALLING THEM.
OUR GOAL THERE IS TO DECREASE THAT GAP, THAT LEARNING GAP, AND THEN THE TRANSITION FROM WHEN THEY FINISH THEIR PLACEMENT AND THEY TRANSITION BACK TO THEIR CAMPUS, AND SO THE FIRST THING IS OUR BEHAVIOR INTERVENTION.
SO WE TOOK WE REPURPOSED TWO POSITIONS AT, AT PRIORITY AND REPURPOSE THEM INTO BEHAVIOR SPECIALISTS AND SO OUR INITIALLY OUR GOAL WAS TO HAVE ONE AT THE HIGH SCHOOL LEVEL AND ONE AT THE MIDDLE SCHOOL LEVEL, AND IT'S KIND OF AN I DON'T KNOW, I HATE THE ANALOGY, BUT
[01:30:08]
BUILDING THE PLANE WHILE IT'S IN THE AIR TYPE DEAL, BUT IT'S REALLY NOW IT'S DIVIDED UP IN JUST CASELOAD.I THINK ONE OF THE THINGS THAT YOU'LL THINK THAT'S PRETTY COOL IS, IS EVERY STUDENT AT PIA WEARS THEY STILL WEAR THEIR BADGE, AND SO IF WE CATCH A STUDENT AS WE WERE DOING WALKTHROUGHS IN THE CLASSROOM, IF WE CATCH A STUDENT WEARING THEIR BADGE, IF THEY'RE ENGAGED, IF THEY'RE WORKING, THEN THEY EARN A PUNCH CARD, AND SO THAT'S PART OF THEIR REWARD SYSTEM, AND SO DOING WALKTHROUGHS, BUT THEN ALSO THE BEHAVIOR SPECIALISTS ARE JUST MEETING WITH THOSE STUDENTS ON A ONE ON ONE BASIS AND TALKING TO THEM ABOUT THEIR PLACEMENT.
WHAT DID WE DO, RIGHT? OR WHAT DID WE DO WRONG? WHAT CAN WE DO RIGHT TO MAKE SURE THAT WE FIX IT MOVING FORWARD? THAT WE HAVE CREATED A PLACEMENT REVIEW COMMITTEE.
WE'VE CREATED SOME LEADERSHIP COURSES AND WE'RE USING A MEDAL OF HONOR CURRICULUM IN THOSE COURSES.
SO PUTTING REAL LIFE PEOPLE IN FRONT OF THEM THAT HAVE MADE, YOU KNOW, SOME OF THE SAME CHOICES THAT THEY MADE WHEN THEY WERE KIDS, BUT THEN WHAT ARE THEY DOING ON ON THE OTHER SIDE OF THAT? AND SO GIVING THEM TRADE, GIVING THEM SOME GOALS, GIVING THEM REALLY A LIGHT AT THE END OF THE TUNNEL THAT JUST BECAUSE YOU MADE ONE POOR CHOICE DOESN'T NEED TO MEAN THAT YOU FIND YOUR PATH MOVING FORWARD.
WE'VE ALSO ADDED THE DRUG INTERVENTION PROGRAM, AND I'LL TALK ABOUT THIS IN A LITTLE BIT, BUT WE'VE ADDED THE DRUG INTERVENTION PROGRAM AT PIA, AND THEN REALLY A STRONG PARTNERSHIP WITH THE YWCA AND FOCUSING IN ON MIDDLE SCHOOL AND NINTH GRADERS AND THE CHARACTER DEVELOPMENT.
NOW LET'S TALK ABOUT INSTRUCTION.
SO WE HAVE REALLY STARTING TO FORM A STRONG PARTNERSHIP WITH WITH KIM AND HER TEAM AND TEACHING AND LEARNING AND MAKING SURE THAT OUR, OUR TEACHERS ARE NOT ONLY ARE WE SUPPORTING THEM, BUT WE'RE STRETCHING THEM AND GROWING THEM.
IN THE PAST, I DON'T THINK IT'S BEEN ANY SECRET THAT, YOU KNOW, IT'S BEEN THERE'S BEEN STUDENTS THAT HAVE SAID, WELL, I'D RATHER GO TO PIA BECAUSE IT'S A WHOLE LOT EASIER THERE THAN IT IS ON MY HOME CAMPUS, AND NOT ANYMORE.
I WOULD, YOU KNOW, I CHALLENGE YOU GUYS.
THEY THEY ARE THEY'RE PUSHING THE KIDS, AND MAKING SURE THAT AGAIN, THAT WE DO NOT HAVE ANY GAPS WHEN THEY TRANSITION BACK, OR AT LEAST AS MINIMAL A GAP AS WE AS WE POSSIBLY CAN.
SO WE'VE ALSO IMPROVED OUR EDGENUITY SYSTEM FOR OUR HIGH SCHOOL STUDENTS, AND REALLY LOOKING AT THAT AND MAKING SURE THAT OUR STUDENTS ARE ABLE TO STILL MAINTAIN WHATEVER COURSE OR CORE CONTENT CLASS THAT THEY'RE IN AT THEIR HOME CAMPUS THAT THEY'RE ABLE TO STILL MAINTAIN THAT LEARNING AT THE HIGH SCHOOL OR AT THE PIA, AT THE HIGH SCHOOL LEVEL, AND THEN FOR OUR TRANSITION BACK.
I NOTICED THAT, YOU KNOW, MOVING FROM A CAMPUS INTO THIS POSITION, THAT'S THE BIGGEST THING IS MAKING SURE THAT WE'RE HAVING THOSE CONVERSATIONS WITH STUDENTS WHEN THEY COME BACK TO US, AND NOT ONLY THE RESTORATIVE, BUT REALLY FOCUSING IN ON HOW CAN WE MAKE SURE THAT WE DON'T MAKE THAT SAME MISTAKE TWICE.
SO WHAT WE DO AT AT PRIORITY IS WE CLASSIFY EACH KID INTO A HIGH MEDIUM OR EXCUSE ME, A HIGH, MEDIUM OR LOW TRANSITION. SO OUR LOW TRANSITION IS YOU KNOW, THIS IS PROBABLY A STUDENT THAT MADE, YOU KNOW, GREAT KID SINGLE, YOU KNOW, JUST KIND OF A DUMB CHOICE IN THE, IN THE MOMENT IS NOT EVER GOING TO BE BACK AT PRIORITY AGAIN, AND SO MAKING SURE THAT WE, YOU KNOW, HAVE A STRONG COMMUNICATION WITH THE CAMPUS AND SAY, THIS IS HOW THE STUDENT PERFORMED WHILE THEY WERE AT PRIORITY.
THIS IS THE SKILLS THAT WE'VE GIVEN THEM, AND THEN WE'RE GOING TO TRANSITION THEM BACK.
THE MEDIUM KIDS ARE PROBABLY GOING TO REQUIRE A LITTLE BIT MORE SERVICES AND MAKING SURE THAT WE ARE ENGAGING IN BEHAVIOR INTERVENTION PLANS, THAT WE'RE HAVING FOLLOW UPS WITH THOSE STUDENTS AND MAKING SURE THAT WE'RE HOLDING THEM ACCOUNTABLE.
[01:35:07]
OUR HIGH LEVEL TRANSITIONS, WE'RE WRAPPING AROUND EVERYBODY WE CAN.WE'RE BRINGING IN COMMUNITY SUPPORT.
WE'RE BRINGING IN OUR [INAUDIBLE] TEAM.
WE'RE BRINGING IN SOCIAL WORKERS, WHATEVER THAT STUDENT MAY NEED TO MAKE SURE AND WE'VE ALSO GOTTEN CREATIVE.
I GO BACK, I GO, I COME RIGHT BACK TO PIA.
SO THEY'VE HAD MULTIPLE PLACEMENTS THROUGHOUT THEIR THEIR TIME.
SO IT'S LOOKING AT WHAT CAN WE DO TO MAKE SURE THAT WE GET THEM ACROSS THE STAGE AT THE END OF THE YEAR? THERE'S BEEN A LOT OF COMMUNICATION BACK TO THE, TO THE CAMPUSES.
SO MAKING SURE THAT THEY KNOW THAT THEY'RE NOT FORGOTTEN AND THAT WE ARE STILL WATCHING THEM AND THAT WE'RE HOLDING THEM ACCOUNTABLE, AND THEN THE LAST BULLET I SPENT THIS SUMMER WORKING WITH OUR ADMIN TEAM, AND AGAIN, LIKE I MENTIONED EARLIER, MAKING SURE THAT WE'RE MAKING THE BEST DISCIPLINE DECISION AS POSSIBLE FOR THAT STUDENT.
QUESTIONS BEFORE I MOVE TO THE NEXT SECTION? OKAY. SO OUR DRUG INTERVENTION PROGRAM.
FOR THOSE OF YOU THAT ARE NEW, LAST YEAR WE STARTED THROUGH OUR DOI FOR OUR DISTRICT OF INNOVATION.
INNOVATION IS WE STARTED A DRUG INTERVENTION PROGRAM.
SO THIS IS FOR STUDENTS THAT MADE A POOR CHOICE.
THEY WERE EITHER CAUGHT WITH A THC PEN OR THEY WERE UNDER THE INFLUENCE AND SO THIS IS LOOKING AT THE STUDENTS AND DECIDING ON WHETHER OR NOT MAKING THE PLACEMENT OR IF THEY IF THEY ARE A CANDIDATE FOR THE DRUG INTERVENTION PROGRAM, AND SO PART OF THAT, AS WE LOOKED AT THE OSS NUMBERS AND WE SAW AN INCREASE IN OSS, THAT IS THAT'S PROBABLY A LITTLE BIT OF TIED TO THIS, BECAUSE I'VE ASKED THE ADMINISTRATORS, WHILE THEY THEY CONSIDER WHETHER OR NOT DRUG INTERVENTION OR A PLACEMENT IS FOR THIS STUDENT TO GO AHEAD AND SUSPEND, WE NEED TO GET THAT STUDENT OFF CAMPUS, AND SO YOU'LL HEAR ME SAY QUITE A BIT, I'D RATHER BE SLOW AND RIGHT VERSUS FAST AND WRONG, AND SO BUT WE NEED THAT STUDENT TO BE OFF CAMPUS, AND SO AS THEY THEY LOOK AT THAT, THEY'VE SUSPENDED THAT STUDENT, AND THEN THEY'RE HAVING CONVERSATIONS AMONGST THEMSELVES AND WITH THE PARENTS ON WHAT IS GOING TO BE THE BEST OUTCOME FOR THAT STUDENT.
SO IT'S FOR THE FIRST OFFENSE.
IT'S 12 DAYS OR FOUR WEEKS OF WHERE THEY GO THREE TIMES A DAY OR THREE TIMES A WEEK.
IF IT'S A SECOND OFFENSE, THEN THEY GO 20 DAYS, SO THEY GO FIVE WEEKS, FOUR TIMES A WEEK.
SO THAT NEXT PAGE IS GOING TO FOCUS IN ON THE CURRICULUM.
SO I TRAINED 26 NEW AND EXISTING FACILITATORS AT THE BEGINNING OF THE YEAR.
ATKINS, CAVAZOS AND DUNBAR, WE ARE HOSTING THEM AT THE ATC.
ALL OF OUR OTHER MIDDLE SCHOOLS AND HIGH SCHOOLS ARE HOSTING THEIR OWN PROGRAMS. THE FACILITATORS, THEY UTILIZE THE NEURO WHEREABOUTS GUIDE BY DR.
IT'S NOT JUST NECESSARILY, YOU KNOW, THE OLD ADAGE OF SAY, SAY NO TO DRUGS TYPE DEAL, BUT IT'S FOCUSING IN ON THE KIDS, GIVING THEM LIFE SKILLS, SOCIAL SKILLS YOU KNOW, LOOKING AT THEIR DECISION MAKING SKILLS, ANXIETY THAT THEY MAY BE GOING THROUGH SOME FAMILY VALUES, BUT WE'VE RECEIVED A LOT OF POSITIVE FEEDBACK.
[01:40:01]
PROGRAM. OKAY.QUESTIONS FOR ME? THANK YOU BRIAN.
THANK YOU. I'LL SAY AND THIS ISN'T RELATED TO THE PRESENTATIONS, BUT MARTHA'S PRESENTATION AND TALKING ABOUT SOCIAL SERVICES MADE ME THINK OF SOMETHING THAT I SHOULD HAVE SAID EARLIER.
THIS IS NEITHER HERE NOR THERE, BUT HE HAD A NEED AT HIS SCHOOL FOR HIS BASKETBALL TEAM, AND HE POSTED A MESSAGE, AND FOR ANY OF YOU WHO ARE ON SOCIAL MEDIA, I WOULD ENCOURAGE YOU TO GO CHECK IT OUT, BECAUSE I THINK IT REMINDS US THAT IF WE WOULD JUST COMMUNICATE AND SPEAK UP TO WHAT THE NEEDS ARE, MAN, THIS COMMUNITY WILL LOVE ON PEOPLE, AND WHAT I WAS MOST IMPRESSED BY IS A LOT OF THE FOLKS WANTING TO HELP OUT.
DO NOT GO TO LIST, AND SO THERE ARE A LOT OF GREAT PEOPLE THAT WOULD LOVE TO LOVE ON OUR KIDS, AND I THINK IT GOES IN LINE WITH WHAT WE TALKED ABOUT HERE, ABOUT DISCIPLINE AND JUST GIVING KIDS ANOTHER A DIFFERENT PATH, MAYBE TO CHOOSE, AND SO TO COACH VASQUEZ, I THINK IT WAS AWESOME THAT HE SHARED THE NEED, AND I LOVE THE RESPONSE.
ANY OTHER QUESTIONS OR COMMENTS? TEAM OKAY, BEFORE WE ADJOURN, I WANT TO JUST REMIND EVERYBODY OUR NEXT REGULARLY SCHEDULED MEETING IS NOVEMBER 21ST, AND IT IS A 6 P.M.
MEETING. SO I WANTED TO MAKE SURE THAT IS ON THE RECORD, THAT WE KNOW THAT AND IT IS 09:59.
* This transcript was compiled from uncorrected Closed Captioning.