[00:00:01]
THE IPAD.WE'RE GONNA GO AHEAD AND GET STARTED.
TODAY'S DATE IS FEBRUARY 6TH, 2024.
[8.A. Public hearing to discuss Texas Academic Performance Report (TAPR) - Patonia Bell, Presenter]
THIS IS A PUBLIC HEARING TO DISCUSS THE TAPER REPORT.THE TIME IS 5:07 PM THIS MEETING HAS BEEN POSTED WITH THE COURT TO THE TEXAS MEETINGS ACT.
THE MEETING IS MICHELLE AT 4 22 SOUTH CENTER AVENUE, LANCASTER, TEXAS 7 5 1 4 6 IN THE BOARD AUDITORIUM.
I WILL NOW CALL ROLE MR. STEVENSON.
MR. LEWIS? PRESENT MS. MORRIS? PRESENT.
ABSENT CURRENTLY IS MS. WOODFIELD AND MR. SMITH.
WE'LL GO AHEAD AND GET STARTED.
ARE THERE ANY CITIZENS COMMUNICATIONS? NOT OKAY.
WE'LL MOVE ON TO THE PUBLIC HEARING PORTION.
BOARD PRESIDENT, OUR, OUR DISTINGUISHED BOARD MEMBERS AND DR.
UH, TONIGHT I WOULD LIKE TO PRESENT OUR TEXAS ACADEMIC REPORT, OUR TAPER REPORT FOR THE 20 22, 20 23 SCHOOL YEAR.
AS WE GET STARTED THIS EVENING, I'M HAVING, IT'S DOING THE SAME THING WITH THAT'S OKAY.
AS WE GET STARTED THIS EVENING, I WOULD LIKE TO JUST REVISIT OUR VISION AND MISSION STATEMENT, UH, EVERY GRADUATE, A SUCCESS IN LANCASTER, ISD IS OUR VISION STATEMENT.
OUR MISSION STATEMENT IS EMPOWERING ALL STUDENTS' PURPOSE, PURPOSE, EMPOWERING ALL STUDENTS' PURPOSE AND PASSION THROUGH QUALITY EDUCATION.
TONIGHT, AS I PRESENT THE TAPER REPORT, I WANTED TO JUST MENTION THAT, UH, THE TAPER WILL COVER A GAMUT OF DEMOGRAPHIC INFORMATION, STUDENT PERFORMANCE INFORMATION, UH, AS WELL AS A TAP TAPER SUMMARY INFORMATION.
ON THIS SLIDE, I'VE INCLUDED SEVERAL, UH, LINKS FOR YOU.
LEMME PRESIDENT, IF MR.
I HAVE INCLUDED SEVERAL LINKS FOR YOU TO, UH, TO BE ABLE TO, UH, REFER BACK TO THIS SLIDE AS A RESOURCE, UH, THAT YOU CAN LOOK AT, UM, ON YOUR OWN LEISURE.
THE TEXAS ACADEMIC PERFORMANCE REPORT, UH, PULLS TOGETHER WI A WIDE RANGE OF INFORMATION ON THE PERFORMANCE OF STUDENTS IN EACH SCHOOL AND DISTRICT IN TEXAS.
EVERY YEAR, UH, THIS PERFORMANCE IS SHOWN, OR THAT WILL BE SHOWN TONIGHT, IS DESEGREGATED BY STUDENT GROUPS, INCLUDING ETHNICITY AND SOCIOECONOMIC STATUS.
WE'RE GOING TO SOME EXTENSIVE INFORMATION ON THE SCHOOL DISTRICT AT THE STAFF PROGRAMMING AND STUDENT DEMOGRAPHIC INFORMATION IS READ AS WELL.
I WANTED TO, UM, MAKE SURE THAT I BROUGHT THIS INFORMATION TO YOUR ATTENTION.
UH, THIS YEAR, THE STAR 20 22, 20 23 RATING.
UM, THIS INFORMATION WAS SHARED WITH TEA, THAT THE 2023 ACCOUNTABILITY REPORTS ARE NOT YET PUBLICLY AVAILABLE.
THE RELEASE OF THESE REPORTS IS PENDING JUDICIAL RULING AND DECISIONS FROM THE 88 LEGISLATURE DURING A SPECIAL CALL SESSION.
THE SLIDE IN FRONT OF YOU IS ESSENTIALLY THE ENROLLMENT DATA, UM, THAT WAS UTILIZED TO, THAT WAS FACTORED INTO THIS TAPER REPORT.
UM, SO FOR THE 20 22, 20 23 TAPER REPORT, UH, WE REPORTED AS A DISTRICT 7,032 STUDENTS RECORDING IN PROGRESS.
AND THERE'S A, UH, MYRIAD OF, UH, DEMOGRAPHIC INFORMATION ON THIS SLIDE THAT, AGAIN, YOU CAN GO BACK AND LOOK AT, UH, EVERYTHING FROM ALL OF OUR GRADE LEVEL ENROLLMENT NUMBERS, UH, OUR ETHNICITY BREAKDOWN AND OUR ECONOMICALLY DISADVANTAGED, UH, INFORMATION AS WELL IS LOCATED ON THIS PAGE.
THIS SLIDE, AS WE BEGIN TO LOOK AT OUR DATA AND OUR STUDENT PERFORMANCE, I WILL TALK TO YOU, UM, AND I WILL TALK TO YOU ABOUT STUDENT PERFORMANCE, THINKING THROUGH HOW STUDENTS ARE PERFORMING YEAR OVER YEAR.
AND SO IN THIS THIRD THROUGH FIFTH GRADE, IF YOU'LL NOTICE THE TURQUOISE BOXES, UH, WE WILL, UH, I'LL SPEAK TO THAT INFORMATION MORE SPECIFICALLY IN A MOMENT.
UM, BUT I JUST WANNA LET YOU KNOW THE TURQUOISE BOXES ARE GONNA HELP YOU CONNECT SOME OF THE DOTS AS I'M SPEAKING IN A MOMENT.
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WITH THIRD GRADE READING AND MATH, UM, BOTH OF THESE AREAS ARE MOVING IN THE RIGHT DIRECTION AS FAR AS MEETS PERFORMANCE IS CONCERNED.SO AT THIS TIME, OUR MEETS PERFORMANCE IN THIRD GRADE READING AND MATH IS STRONG.
I WANNA RECALL EVERY, UH, RECALL EVERYONE'S ATTENTION BACK TO COMMIT OVER THE PAST TWO YEARS, UH, HAS ACTUALLY MENTIONED, UH, LANCASTER, ISD WITH OUR MEETS PERFORMANCE REGARDING READING.
UH, WE'VE ALSO BEEN SURPASSING AND OUR, WITH MEETS PERFORMANCE WITH READING, WE'VE BEEN SURPASSING OTHER NEIGHBORING DISTRICTS SUCH AS DESOTO, DUNCANVILLE, AND CEDAR HILL.
ALSO, WITH FOURTH GRADE READING, WE INCREASED BY SEVEN POINTS AS COMPARED TO THE PREVIOUS YEAR.
SO AGAIN, IF YOU'RE LOOKING AT THIS SLIDE, IF YOU SEE UNDER 2022, THE 67%, SO LAST YEAR, AND I'M JUST KIND OF TRYING TO EXPLAIN IT SO EVERYBODY CAN CONNECT THE DOTS WITH ME, BUT LAST YEAR OUR STUDENTS PERFORMED AT 67% IN THIRD GRADE, THOSE SAME STUDENTS AS THEY MATRICULATED TO THE NEXT GRADE LEVEL IN FOURTH GRADE THIS PAST YEAR, THEY ACTUALLY SCORED AT 74% IN READING.
SO THUS THEY IN, THEY INCREASED BY SEVEN POINTS.
SO I WILL BE REF REFERRING TO THAT, UM, THROUGHOUT THE PRESENTATION.
ALSO, WANNA POINT OUT WITH FIFTH GRADE READING, WE INCREASED BY SIX POINTS AS COMPARED TO THE PREVIOUS YEAR, AND THAT'S COHORT DATA AS WELL.
UH, WITH FIFTH GRADE MATH, WE INCREASED BY 18 POINTS AS COMPARED TO THE PREVIOUS YEAR.
AGAIN, THAT'S LOOKING AT COHORT DATA.
UH, CURRENTLY, UH, WE WANNA RECOGNIZE THAT THE EFFORT OF FIFTH GRADE MATH AND CALL OUT THAT THERE IS A 15 POINT DIFFERENCE WHEN WE'RE COMPARING DATA YEAR OVER YEAR.
THE NEXT TWO, THE THREE SLIDES ARE ACTUALLY SHOWING YOU THE INFORMATION BY GRADE LEVEL, SPECIFICALLY JUST BREAKING DOWN THE SAME INFORMATION THAT WE JUST SPOKE ABOUT.
NOW WE'RE GONNA TAKE AN OPPORTUNITY TO LOOK AT OUR GRADE BAND SIXTH THROUGH EIGHTH GRADE, AND AGAIN, LOOKING AT SOME OF THE COHORT, UH, SUCCESSES AND SOME OF THE YEAR TO YEAR SUCCESSES.
SO WHEN COMPARING THE YEAR TO YEAR STAR PERFORMANCE, READING PERFORMANCE INCREASED BY SEVEN POINTS AT THE APPROACHES LEVEL, AND SEVEN POINTS AT THE MEETS LEVEL.
THIS IS FOR, AGAIN, UM, FOR SIXTH GRADE.
AND SO ALSO WE WANT TO TAKE A NOTE THAT FOR SIXTH GRADE, THAT MATH ACTUALLY TOOK A SLIGHT DIP THIS YEAR.
UH, AND WE CONTINUE TO WORK HARD AND SUPPORT OUR STUDENTS AT GWC.
AS WE LOOK AT OUR SEVENTH GRADE DATA.
SEVENTH GRADE READING INCREASED BY 15 POINTS AS COMPARED TO THE PREVIOUS YEAR, AND THAT'S COHORT DATA.
UM, ALSO WE COMPARE YEAR OVER YEAR.
UH, STUDENTS DID GROW BY FOUR POINTS IN THE MA IN THE AREA OF MATH FOR SEVENTH GRADE.
TAKING A LOOK AT EIGHTH GRADE, UM, EIGHTH GRADE STUDENTS INCREASED BY 22 POINTS AS COMPARED TO THE PREVIOUS YEAR IN MATH, EIGHTH GRADE MATH AS COHORT DATA.
AGAIN, ALSO EIGHTH GRADE READING INCREASED BY FOUR POINTS AS COMPARED TO THE PREVIOUS YEAR.
AGAIN, LOOKING AT COHORT DATA, UM, WE DID MAKE A SLIGHT DROP IN IN THE AREAS OF MATH, READING AND SCIENCE WHEN LOOKING YEAR OVER YEAR, UH, NOTICEABLY.
WE ALSO DROPPED IN EIGHTH GRADE SOCIAL STUDIES AS WELL.
I DO WANT TO ALSO UNDERSCORE THAT WE CONTINUE TO PERFORM WELL IN ALGEBRA ONE WITH A 97% PASSING RATE AS COMPARED TO LAST YEAR'S, 100% PASSING RATE FOR THE EIGHTH GRADE STUDENTS.
SO THE NEXT, UH, COUPLE OF SLIDES ARE ACTUALLY BREAKING EVERYTHING DOWN BY GRADE LEVEL.
AND THEN WE'RE ONTO OUR EOC SECONDARY GRADE LEVEL PERFORMANCE.
ON THIS PARTICULAR SLIDE, I WANT TO, UH, DRAW YOUR ATTENTION TO, UH, NINTH GRADE MATH, WHICH IS ALGEBRA ONE INCREASED BY SEVEN POINTS AS COMPARED TO THE PREVIOUS COHORT YEAR.
UM, NINTH GRADE ELAR PERFORMANCE INCREASED BY THREE POINTS AS COMPARED TO THE PREVIOUS YEAR.
UH, NINTH GRADE BIOLOGY INCREASED 15 POINTS AS COMPARED TO THE PREVIOUS YEAR.
SO MEANING OUR STUDENTS, WHEN THEY WERE IN EIGHTH GRADE SCIENCE, AS THEY ASCENDED TO NINTH GRADE BIOLOGY, THEY INCREASED BY 15 POINTS.
UM, YEAR OVER YEAR PERFORMANCE HAS REALLY LITTLE CHANGE.
AS I'M LOOKING AT OUR ELC DATA, UH, THERE'S A THREE POINT CHANGE IN ALGEBRA ONE, FOUR POINT CHANGE IN ENGLISH ONE AND A TWO POINT CHANGE IN BIOLOGY, AND I JUST WANTED TO, UH, UNDERSCORE THAT INFORMATION FOR YOU.
SO THE NEXT COUPLE OF SLIDES, AGAIN, IS ACTUALLY BREAKING DOWN THIS INFORMATION BY GRADE LEVEL.
AND THEN WE WANNA MOVE ON TO LOOKING AT BIGGER AND GREATER TRENDS
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IN THE DATA.SO THIS IS ACTUALLY THE REPORT CALL ALL GRADES, ALL SUBJECTS.
SO WHEN WE THINK ABOUT AS A DISTRICT, EVERY SUBJECT AREA THAT'S TESTED FOR STARR AND EOC COMPRISED TO GET TOGETHER, THE TAPER TELLS US THAT, UH, THERE'S NOT REALLY ANY MERELY ANY DIFFERENCE.
AND SO AS YOU'RE LOOKING AT THE REPORT HERE, WE BASICALLY PERFORM EXACTLY THE SAME AS WE DID LAST YEAR IN ALL, ALL GRADES AND ALL SUBJECTS.
UH, WHAT I DO WANT US TO ALSO NOTICE IS THAT, UM, IN PARTICULAR, I WANT TO JUST CALL OUT THE FACT THAT IF WE SCORED NEARLY THE SAME AND IF OUR CCMR DATA, WHICH OUR CCMR DATA DID INCREASE, THAT TELLS ME THAT WE ARE HEADING IN THE RIGHT DIRECTION AS A DISTRICT.
SO ONE THING I DO KNOW IS I KNOW DATA, AND I CAN TELL I FEEL SOLID THAT THE WAY WE'VE SCORED COMPARED TO LAST YEAR AND THIS YEAR, THAT'S A VERY POSITIVE TREND TO LET ME KNOW THAT, UH, WE'RE DEFINITELY HEADING IN THE RIGHT DIRECTION.
AND I CAN SAY THAT, UH, WITHOUT ANY RESERVES.
UH, I WANNA CALL OUT A LITTLE BIT OF THE DATA WITH SPECIAL ED.
SO I WANNA ALSO UNDERSCORE OUR SPECIAL EDUCATION STUDENTS GREW BY THREE POINTS, AND OUR AFRICAN AMERICAN AND EMERGING BILINGUAL STUDENTS ARE PERFORMING AT SIMILAR RATES WHEN COMPARING LAST YEAR'S DATA TO THIS YEAR'S DATA, I ALSO WANNA SAY THAT BECAUSE NO RATING INFORMATION IS AVAILABLE AT THIS TIME, YOU HAVE TO JUST TAKE THIS INFORMATION FOR WHAT IT IS AND JUST KNOW THAT LET, THAT THE STATE IS STILL WORKING ON, UH, COMING UP WITH THE METRICS THAT WILL COMMUNICATE WHAT A RATING WOULD BE POTENTIALLY.
SO NOW LET'S TAKE A LOOK AT OUR CCMR DATA, WHICH IS ON THE NEXT SLIDE.
AND SO HERE YOU CAN SEE SINCE 20, UH, 18, UM, WE'VE GROWN NEARLY 40 POINTS IN THE AREA OF CCMR. AND OUR GROWTH HERE IS REALLY COMPRISED OF A LOT OF OUR SUCCESSES THAT ARE, THAT TOUCH OUR COLLEGE AND CAREER READINESS PIECES.
SO WE, THE STATE LOOKS AT THE STUDENTS WHO ARE SUCCESSFUL ON T-S-I-A-C-T, UH, OUR, OUR AP STUDENTS, OUR ADVANCED PLACEMENT STUDENTS, UH, STUDENTS, UH, WHO RECEIVE INDUSTRY BASED CERTIFICATIONS AND STUDENTS WHO GO ON TO THE MILITARY.
UH, THE STATE LOOKS AT THEIR LEVELS OF SUCCESS HERE, AND THEY COMMUNICATED IN THAT, UM, IN THIS FASHION IN THIS WAY.
AND SO WE ARE CURRENTLY, WE'VE, WE'RE OUTPERFORMING THE STATE BY NINE POINTS.
AND SO THAT'S SIGNIFICANT AS WELL WITH CCMR. AND WE'VE, WE'VE BEEN STRONG PERFORMERS WITH CCMR FOR SOME TIME.
SO AT GRADUATION RATES, UH, SINCE 20 19, 20 20, WE'VE EITHER GRADUATED 100%, 99%, OR 98% OF OUR STUDENTS.
SO THIS PAST YEAR WE DID GRADUATE, ACTUALLY A HUNDRED PERCENT OF OUR STUDENTS.
ON THE SLIDE YOU'RE LOOKING AT, IT SAYS 98%.
SO I WILL TELL YOU AT SNAPSHOT, WHEN WE RECEIVE SNAPSHOT, THOSE STUDENTS ARE OURS.
SO RATHER THEY STAY WITH US OR LEAVE US, THEY'RE OUR BABIES ON PAPER FOR STAR.
SO WE DID HAVE FOUR STUDENTS WHO LEFT WHO OBVIOUSLY WEREN'T SUCCESSFUL.
UH, THEY LEFT AND WENT TO OTHER DISTRICTS, BUT EVERY STUDENT THAT WAS IN THE BUILDING THAT WAS A SENIOR IN OUR BUILDING, WE DID GRADUATE.
SO, UM, THE STATE HAS ISSUED A 98%, AND THAT'S REFLECTIVE, UH, THERE FROM THE TAPERING.
SO I WANTED TO EXPLAIN THAT SO THAT WE CAN MAKE SURE THAT EVERYBODY UNDERSTANDS WHEN WE SAY 100%, WE REALLY DO MEAN 100%.
AND SO IN THIS NEXT SLIDE, UM, THE PROGRESS PIECES, NOW WITH THE STATE, THEY'RE ACTUALLY LOOKING AT TWO THINGS.
SO I WANNA TAKE A MOMENT TO LOOK AT OUR GROWTH.
AND THE CHART IN FRONT OF YOU ACTUALLY BREAKS DOWN OUR SCHOOL PROGRESS CATEGORIES.
AND, UM, WITH THIS AT THE VERY TOP, YOU CAN SEE, UM, THAT BASICALLY OVERALL WE GREW BY 57%.
UM, SO IF YOU'RE LOOKING AT EACH ONE, IT IS, I'M CALLING OUT ACTUALLY ONE OF THE PARTICULAR AREAS, BUT IF YOU LOOK, IT'S BROKEN DOWN BY GRADE LEVEL.
I'M NOT GONNA CALL OUT EACH ONE OF THOSE AREAS, BUT, BUT LOOKING THROUGH, YOU CAN SEE HOW WE GREW IN EACH SUBJECT AREA.
UH, THEN THE SECOND PART AT THE BOTTOM, AND I WON'T CALL OUT ALL OF THOSE EITHER, BUT THE SECOND PART IS ACTUALLY STUDENTS WHO, UH, ACTUALLY FAILED TO START A PRIOR YEAR, AND NOW IT'S SHOWING THEIR RATE OF PASSING, UH, FOR THIS PAST SCHOOL YEAR.
SO THE STATE IS NOW MONITORING THE STUDENTS WHO FAILED STAR FROM THE PRIOR YEAR AS WELL.
AND THEN THIS SLIDE, UH, OH, WHAT CLICKING IT CAN CLICK.
SO ON THE NEXT SLIDE, WITH OUR CAMPUS, ALL GRADES AND ALL SUBJECTS, UH,
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AGAIN HERE I WANNA JUST POINT OUT, AND I WANT NECESSARILY NAME OUT ALL THE NUMBERS HERE EITHER, BUT IF YOU'LL LOOK DOWN A 2022 LIST AND THE 2023 LIST, THE SCORING, UH, IS VERY SIMILAR, IS VERY, THERE ARE VERY MARGINAL DIFFERENCES.I DO WANNA CALL OUT A COUPLE OF CAMPUSES.
ROSA PARKS, UH, INCREASED BY EIGHT POINTS.
UM, THEY MOVED FROM A 68 TO 76.
AND THEN ALSO, UH, I WANNA MENTION RO UH, PLEASANT RUN AS WELL.
THEY INCREASED BY NINE POINTS.
I THINK THAT'S REALLY SIGNIFICANT.
UM, AND THEN I WOULD, UM, JUST LIKE TO MENTION TOO, THAT, UH, ALL CAMPUSES ARE WORKING VERY HARD, UH, TO CONTINUE, UH, CLOSING GAPS AND MOVING THE NEEDLE ALONG AND MAKING SURE THAT OUR STUDENTS ARE ACHIEVING.
SO POST-SECONDARY SUCCESS INDICATORS WHEN IT COMES TO, UH, POST-SECONDARY SUCCESS IN LANCASTER, ISD, WE WANNA MAKE SURE THAT WE ARE EQUIPPING STUDENTS WITH MORE THAN A, MORE THAN A DIPLOMA.
SO, UH, THIS CHART THAT YOU'RE LOOKING AT ACTUALLY REPRESENTS DALLAS COUNTY ISDS AND THE NUMBER OF STUDENTS SEEKING A TWO YEAR COLLEGE.
AND THAT'S NOTED IN THE DARK BLUE, A FOUR YEAR COLLEGE DEGREE.
AND THAT'S NOTED IN TE UH, CERTIFICATIONS THAT'S NOTED IN ORANGE.
AND STUDENTS WHO ARE JOINING THE MILITARY IS NOTED IN THE, THE YELLOWISH GOLD COLOR AT THE VERY TOP OF THE BAR.
UH, FOR LANCASTER, ISD, 84% OF OUR STUDENTS INTEND TO CONTINUE THEIR EDUCATION BEYOND HIGH SCHOOL, AND WE'RE OUTPACING OTHER DISTRICTS LIKE GRAND PRAIRIE, MESQUITE, IRVING CARLTON'S, FARMERS BRANCH GARLAND, AND DA DALLAS ISDS.
AND THIS LAST SLIDE IS ACTUALLY, UH, INFORMATION WHERE YOU CAN GO AND ACCESS ALL OF THE PMS DATA AND THE FINANCIAL PIECES THAT FACTORED INTO, UM, THIS, UH, TAPER REPORT.
AND I WANTED TO MAKE THAT AVAILABLE TO YOU.
AND THEN LAST, BUT CERTAINLY NOT LEAST, UH, THIS IS A SLIDE THAT'S OFFERING THREE PUBLISHED, UH, FORMS, FORMATS FOR YOU TO GO BACK AND RETRIEVE, UH, THE TAPER INFORMATION.
YOU CAN EITHER RETRIEVE IT ON OUR DISTRICT WEBSITE, UH, OR@TEXASSCHOOLS.GOV OR AT OUR TEXAS EDUCATION AGENCY, UH, WEBSITE.
ANY QUESTIONS, COMMENTS FROM THE BOARD PRESIDENT, MS. MORRIS? THANK YOU.
THANK YOU VERY MUCH FOR PRESENTING THAT.
UM, I STILL FEEL VERY GOOD ABOUT WHERE WE ARE GOING.
I HAVE LISTENED FOR A COUPLE OF YEARS OF YOUR REPORTS ON THE TAPER.
I APPRECIATE WHAT OUR STAFF IS DOING, AND, UH, THE EFFORT SHOWS WHEN YOU GIVE US THIS REPORT.
UH, PEREIRA'S LEADERSHIP, I FEEL WE'RE DOING GREAT DEALS.
OKAY, ANYONE ELSE? MR. JONES HAS HIS HAND UP, MR. JONES? YES.
UH, AGAIN, I DO WANNA THANK YOU GUYS FOR THIS PRESENTATION, FOR THE INFORMATION THAT'S BEFORE IT.
UH, WHEN I LOOK AT THE NUMBERS, STILL SEE AREAS WHERE WE'RE AT 70% OR LESS THAN 70%.
AND THROUGH THIS MEETING, THE, THE APPROACHES AT, AT VARYING LEVELS, I KNOW WE'RE PUTTING CERTAIN SYSTEMS IN PLACE TO, TO ADDRESS THAT.
UM, WHAT DO WE HAVE IDENTIFIED AS, UH, METRICS FOR US TO GET THESE NUMBERS? LIKE FOURTH GRADE MATH, FOR EXAMPLE.
ACTUALLY WE CAN LOOK AT THIRD GRADE READING.
UM, AND LAST YEAR WE WERE AT 67%.
SO FROM A LONGITUDINAL VIEW, WE'RE PRETTY MUCH JUST STAGNANT.
AND THEN OUR APPROACHES AND MASTER'S LEVELS ARE ABOUT THE SAME OR ARE THEY DECREASED? UM, SO I WILL JUST SHARE, AND I KNOW DOC, UH, DR. BARKER, UH, ALSO MAY WANNA SHARE MORE INFORMATION AS WELL.
BUT FROM OUR END, WE'RE UTILIZING MAP NWA MAP TO MONITOR, UH, STUDENTS' CAMPUS LEVEL PERFORMANCE.
UH, WE ALSO HAVE CAMPUS, UH, CHECKS AS WELL.
AND, UM, I WILL TELL YOU THAT WE'VE ALSO ORGANIZED THIRD THROUGH HIGH SCHOOL, UH, SHORT AND EXTENDED CONSTRUCTIVE RESPONSES FOR OUR STUDENTS AS WELL, AND OPPORTUNITIES, UH, FOR THEM TO GO ONLINE AND PRACTICE THE VARIOUS TYPES OF, UH, THE NEW, THE QUESTIONS THAT, TO CONTINUE TO PRACTICE THE STAR NEW QUESTION
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TYPES AS WELL.DR. BARKER? YES, I DO WANNA ADD THAT THE NEW ITEM TYPES, UM, WERE THINGS THAT WE, UH, IDENTIFIED AS OUR STUDENTS NEEDING MORE PRACTICE WITH.
UM, I WILL SAY IT WAS A BIT ENCOURAGING, AND I'M GETTING SOME FEEDBACK IN THIS MICROPHONE.
IT WAS A BIT ENCOURAGING TO SEE THAT, UM, THERE WEREN'T ANY MAJOR SLIDES.
UM, UH, TRUSTEE JONES, I KNOW YOU KNOW ABOUT ASSESSMENT BOUNCES THAT HAPPEN WHEN A NEW TOOL IS BEING USED TO CAPTURE WHAT KIDS KNOW AND USUALLY THERE'S A DROP.
UM, AND SO FOR US TO SEE THAT THERE WAS NOT NECESSARILY A DROP WHEN THE ASSESSMENT, THE ITEM TYPES AND THE ASSESSMENT CHANGED, UM, FROM HOW, FROM MEASURING WHAT WE HAD BEEN, UM, WHAT WE'VE BEEN TEACHING FROM YEAR TO YEAR.
SO, UM, WE DO, WE ARE GIVING MORE PRACTICE WITH THOSE ITEM TYPES SO THAT NOW WE CAN GET TO MEASURING EXACTLY WHAT OUR STUDENTS KNOW.
UM, UH, MANY OF THE STRATEGIES THAT WE'VE BEEN USING, WE'VE BEEN STRENGTHENING IT.
AND SO WE BUILT A FRAMEWORK AROUND OUR LITERACY, WE PRESENTED THAT TO YOU.
WE, WE ARE BUILDING A FRAMEWORK AROUND THE BEST PRACTICES THAT WE HAVE IN MATH TO CAPTURE, UH, WHAT THIS DISTRICT HAS BEEN DOING, UM, FOR MANY, MANY YEARS.
UM, BUT TO STANDARDIZE THAT WITH THE TEACHERS THAT WE HAVE AND TO ENSURE, EVEN THOUGH WE KNOW IN SOME INSTANCES THIS WORD IS A, UH, A NOT SO GOOD WORD, BUT WE WANNA ENSURE THAT EQUITABLE PRACTICES ARE HAPPENING ACROSS THE CLASSROOM, THE CLASSROOMS, REGARDLESS OF WHO'S IN FRONT OF IT.
SO I WON'T NECESSARILY CALL OUT A SPECIFIC TOOL OR A SPECIFIC CURRICULUM BECAUSE WE MADE VERY LITTLE CHANGES IN THOSE.
UM, WE ARE STRENGTHENING OUR TEACHING PRACTICES TO MAKE SURE THAT ALL OF OUR STUDENTS EXPERIENCE SUCCESS.
AND I KNOW WE ADJUSTED THE CALENDAR, UH, TO ALLOW FOR MORE TEACHER IN SERVICE THROUGHOUT THE YEAR.
UH, ARE YOU, ARE YOU SEEING GROWTH FROM THIS CHANGE THAT'S GONNA IMPACT OUR SCORES MOVING FORWARD AND STUDENTS? UH, WE THINK SO.
WE, WE EVEN HAD OUR TEACHERS, UM, JUST LIKE WE FRONT LOAD OUR STUDENTS, WE, UH, ALLOWED OPPORTUNITY FOR OUR TEACHERS TO FRONT LOAD, UM, AND BE ABLE TO TAKE ADVANTAGE OF, UM, UH, PROFESSIONAL LEARNING DURING THE SUMMER.
I THINK THAT WAS ALSO A, UH, STRATEGY THAT THIS DISTRICT HAD USED IN THE PAST AND WAS SUCCESSFUL SO THAT THEY WERE ABLE TO TRADE OUT DURING TRADE OUT SOME OF THE TIME DURING THE YEAR.
UM, SO WE ARE SEEING THAT WE ALSO BUILT A FRAMEWORK WE CAN WORK AROUND, UH, WHAT OUR, OUR PLCS AND OUR CLUSTERS LOOK LIKE, AGAIN, TO STANDARDIZE IT FROM CAMPUS TO CAMPUS.
AND AS WE LOOK AT OUR CFAS AND OUR BENCHMARKS, WE ARE SEEING INCREASES.
AND, UM, I'M, I'M, UM, A LITTLE ANXIOUS TO GET TWO STAR TO SEE HOW OUR STUDENTS ACTUALLY PERFORM.
PEREIRA, WOULD YOU LIKE TO COMMENT ON THAT AS WELL? YES.
UM, I WOULD, I JUST WANTED TO REMIND EVERYONE, AND I APOLOGIZE FOR MISO IN THE BACKGROUND BARKING HERE.
NOT SURE WHAT'S GOING ON DOWNSTAIRS.
UM, I JUST WANNA JUST MAKE SURE THAT EVERYONE KNOWS WE, LET'S TAKE A LOOK AT, UH, THE COHORT DATA.
UM, AS WE LOOK AT JUST AN EXAMPLE IN FOURTH GRADE MATH LAST YEAR OR 22 IS 62.
UM, AND WHEN THEY GET TO FIFTH GRADE, IT'S AT 80.
SO JUST, JUST WANTED TO REMIND YOU, I REMEMBER THEY ARE NOT THE SAME STUDENTS EVERY YEAR.
UM, HOWEVER, UM, WE ARE STILL WORKING TO IMPROVE OUR PRACTICES, BUT I JUST WANTED TO CALL OUT THE COHORT DATA AS KIDS PROGRESS THROUGH, UM, OUR DISTRICT AS WELL.
AND I HAVE ONE OTHER QUESTION ABOUT THE GRADUATION RATE.
I KNOW, UH, THE DATA REFLECTS US AT 98 AND 99 AND I BELIEVE WE'RE ABLE TO CAPTURE THAT UP FOR, IS THAT A TWO OR THREE YEAR PERIOD OF TIME IN WHICH WE CAN RECAPTURE THOSE STUDENTS? YES, IT IS.
MM-HMM,
SO WITH THAT BEING SAID, ARE WE ABLE TO IDENTIFY WHO THOSE STUDENTS ARE AND POSSIBLY GET THEM, UH, TO MEET THE REQUIREMENTS FOR GRADUATION? WE IT ON, THEY'VE LEFT THE, I I CAN TALK WITH THE TEAM.
UM, DR. JACKSON DOES HAVE A PROGRAM WHERE HE GOES BACK IN THE COMMUNITY RECAPTURING STUDENTS.
SO WE, SO WE CAN DO THAT FOR SURE.
THAT CONCLUDES MY QUESTIONS AND COMMENT.
[00:25:01]
QUESTIONS? I'D JUST LIKE TO SAY THE NUMBERS LOOK GOOD.I DEFINITELY SEE THERE IS, THERE'S ALWAYS OPPORTUNITY FOR GROWTH AND ADVANCEMENT, BUT LOOK LIKE YOU'LL HAVE A PLAN IN MOTION.
YOU ALL HAVE STUDIED THE DATA SO YOU KNOW WHERE THE IMPROVEMENTS ARE NEEDED AND WE JUST LOOK FORWARD TO SEEING MORE ADVANCEMENT NEXT YEAR.
HEY, THIS IS A, UM, PUBLIC HEARING.
ARE THERE ANY PUBLIC COMMENTS FROM THE AUDIENCE? YES, YOU CAN COME UP TO THE PODIUM IF YOU WOULD, IF YOU JUST STATE YOUR NAME AND ADDRESS JUST LIKE YOU'RE DOING CITIZEN COMMUNICATION, SO WE'LL KNOW WHO YOU ARE HERE TO BE APPRECIATED.
I'M NASKI ANAKIN, 6 1 8 WEST RIDGE AVENUE, LANCASTER, TEXAS 7 5 1 4 6.
AND WHAT, WHAT ELSE DID YOU ASK MA'AM? JUST THE SMITH.
WELL HOW Y'ALL DOING TONIGHT? I HOPE EVERYBODY'S DOING GOOD.
UM, WHEN I WAS LOOKING AT THE, UM, NUMBERS WHEN IT CAME TO, I BELIEVE IT WAS FOURTH GRADE MATH, HOLD ON, GO BACK A LITTLE BIT.
NO, I'M FOURTH GRADE, FIFTH GRADE.
THAT WAS AT FIFTH GRADE SCIENCE AND THE PERFORMANCE ON THE YEAR BEFORE.
SO MY QUESTION MAY BE TO THE, HEY MA'AM.
UM, SO I SEE ON HERE ABOUT THIS FIFTH GRADE SCIENCE, IT'S A DRASTIC DROP.
UM, UM, YOU SAYING NOW, OH, SHE DOING SOMETHING ELSE.
SO I GUESS MY QUESTION IS, WHEN IT COMES TO THE NUMBERS TO WHERE THERE IS, UM, WHEN I SAY A DRASTIC AS IN MORE THAN THREE POINTS, HAVE WE ALREADY IDENTIFIED EXACTLY, UM, WHAT WE'RE GOING TO DO TO BE SURE TO INCREASE, UM, THOSE NUMBERS? AND I'M GONNA HAVE A LOT OF DEPUTY, UH, SUPERINTENDENT TO RE UH, RESPOND TO THAT ONE.
I, I THINK YOU'RE LOOKING AT THE MEETS DATA.
WE HAVE A DROP AT THE MEETS DATA, UM, FROM, AND AS DR. PEREZ SAID, FROM YEAR TO YEAR, FIFTH GRADE IS ALWAYS TRICKY BECAUSE WE DON'T HAVE FOURTH GRADE SCIENCE.
AND SO, UM, TO REPORT OUT TO YOU FROM STAR.
AND SO THE MEETS LEVEL DATA, IF YOU LOOK FROM 22 TO 23, THERE WAS AN INCREASE OF 3%, BUT OUR MASTER'S DATA WAS A DECREASE 2%.
SO YOU SEE THE BLUE IS 22 AND THEN THE, THE ORANGE IS 23.
NOW WE DID LOOK AT THAT BECAUSE WE, AND WE, WE SEE SOME INCREASES.
WE DID LOOK AT THAT AND WE ARE LIKE, WE, UM, WE EXPECTED, TO BE HONEST, WE EXPECTED SCIENCE TO BE, UM, EVEN HIGHER THAN WHAT IT IS.
SO WE MADE SOME TWEAKS, WE KNOW EXACTLY WHERE EXACTLY WHAT CLASSROOMS, EXACTLY WHAT CAMPUS AND, UM, INCREASE THE, THE SUPPORT WE HAVE FOR ELEMENTARY SCIENCE TO MAKE SURE THAT, UH, NO CAMPUS IS LEFT BEHIND.
WE HAD NO CHILD LEFT BEHIND FOR A WHILE.
NOW FOR US, THERE'S NO CAMPUSES LEFT BEHIND.
SO WE HAVE IDENTIFIED, UM, OUR STRENGTHENING THE TEACHERS AND THEIR PRACTICES TO MAKE SURE THAT WE IMPACT THE DATA.
SO WHEN WOULD THIS DATA BE AVAILABLE? DO WE HAVE TO WAIT TILL APRIL, 2024? ARE YOU SAYING THAT THIS IS WHAT YOU GUYS DID? SO THIS IS WHAT WE DID? YES.
THIS IS, THIS IS LAST YEAR'S DATA.
HOPEFULLY THE STATE WILL RELEASE IT TO US EARLIER SO THAT WE CAN DO THIS REPORT.
USUALLY WE DO THIS REPORT IN THE FALL SO THAT WE KNOW NOW WE HAVE DATA THAT WE CAPTURE, WE HAVE BENCHMARKS AND OUR, UH, CONTENT.
UM, WHAT, WHAT ARE CFA COURSE? OUR CHECKS? YEAH.
UH, OUR CHECKS, UM, THAT WE HAVE, UM, WEEKLY CHECKS OR, UM, NOT ONLY IN SCIENCE BUT IN READING AND MATH.
AND THEN WE HAVE, UM, OUR MAP DATA.
SO WE HAVE SOME DATA THAT WE HAVE KIND OF IN REAL TIME, BUT THIS IS JUST THE STATE DATA.
SO THAT'S WHY SOME OF HER, UH, INFORMATION THAT SHE SAID WASN'T MENTIONED ON THE SCREEN WHEN SHE WAS GIVEN CERTAIN PERCENTAGE, LIKE I THINK YOU SAID 98% GRADUATION RATE, BUT THEN SOMETHING ELSE SHOWED UHHUH A HUNDRED PERCENT OR SOMETHING.
SO YOU WERE GOING BY Y'ALL'S OR LANCASTER'S YES.
'CAUSE WE DON'T HAVE IT FROM THE STATE YET.
SO WHEN WE REPORTED OUT THAT WE HAD A HUNDRED PERCENT, UH, TO GRADUATE, WE DID HAVE A HUNDRED PERCENT TO GRADUATE UNDER OUR ROOF.
AND, BUT IF A STUDENT WITHDRAWS, WE DON'T GET THAT DATA UNTIL LATER.
AND THAT'S WHEN THE STATE CAME BACK AND SAID, HEY, YOU HAVE FOUR STUDENTS WHO DIDN'T ACTUALLY GRADUATE, UH, IN MAY WHEN WE HAD GRADUATION.
SO, AND AS TRUSTEE JONES SAID, WE, WE HAVE A WINDOW OF TIME WHERE WE CAN GO AND WORK WITH THEM AND RECAPTURE THEM AND THEN ACTUALLY GET US BACK TO A HUNDRED PERCENT.
[00:30:01]
WE'VE IDENTIFIED WHO THE FOUR STUDENTS ARE.LIKE IT WAS A QUESTION FOR US, LIKE, WHY DID IT COME BACK 98% AND WE WERE ABLE TO GO BACK AND LOOK AND FIND THE STUDENTS.
AND THEN FOR THE, THE CHILDREN THAT ARE PUT OUT OF THE DISTRICT MM-HMM,
AND THOSE WERE, I I WOULDN'T SAY THE FOUR WERE PUT OUT OF THE DISTRICT.
THEY WITHDREW AND WENT SOMEWHERE ELSE.
AND, UM, BUT YEAH, THERE ARES BECAUSE THEY WERE HERE ON SNAPSHOT DATE, IF THEY DON'T RE-ENROLL AND COMPLETE THEIR GRADUATION REQUIREMENTS, WE'RE STILL RESPONSIBLE FOR THEM.
AND SO IF A STUDENT WITHDRAWS AFTER SNAPSHOT, THEY'RE STILL OURS UNTIL THE NEXT SNAPSHOT DAY.
SO THIS IS, THIS IS, UM, WHAT WE'VE IMPACTED THE MOST.
SO THERE IS ACTUALLY A POSSIBILITY, THERE'S NO REAL WAY UNLESS WE SIT AND SEPARATE EVERYBODY, BUT THERE'S AN ACTUAL POSSIBILITY THAT THIS DATA THAT'S ON THE SCREEN IS ACTUALLY HIGHER.
UM, BECAUSE IF STUDENTS LEFT US AND THEY DIDN'T DO WELL, UM, THEY'RE FACTORED INTO THIS DATA AS WELL.
AND THAT'S ALWAYS BEEN, THAT'S, THAT'S NOTHING NEW.
AND THEN MY LAST QUESTION WAS, HOLD ON.
OH, SO HOW ARE WE RECAPTURING THE STUDENTS WHO CONVENIENTLY WITHDREW FROM OUR DISTRICT BEFORE THEY WERE PUT OUT OF OUR DISTRICT? SO HOW ARE WE BRINGING THEM BACK? I'LL, I'LL LET DR. JACKSON ADDRESS THAT.
WELL, WE ACTUALLY, UM, TRACK THESE STUDENTS, UM, TO FIND OUT WHERE THEY ARE.
AND THAT CAN BE THROUGH SOCIAL MEDIA, THAT CAN BE THROUGH FORMER FRIENDS AND WE ACTUALLY CONTACT THEIR PARENTS.
MATTER OF FACT, A COUPLE OF THESE KIDS, UM, ARE IN OKLAHOMA, SO, BUT THEY'RE STILL OURS EVEN WHEN THEY'RE GONE.
SO THAT'S WHAT THAT A HUNDRED PERCENT COME FROM.
BUT THERE HAVE BEEN TIMES WE WERE ABLE TO GET STUDENTS, UM, ENROLLED IN A CHARTER SCHOOL, UM, WHERE THE CHILD MAYBE HAD NEEDED THREE STAR TESTS TO PASS.
BUT IN THE PRIVATE SCHOOL, YOU DON'T NEED THE ACTUAL ASSESSMENT TO ACTUALLY PASS.
BUT A CHILD HAS BEEN ABLE TO BE ENROLLED AND WE'VE BEEN ABLE TO GET CREDIT FOR THAT CHILD IN THE PAST.
SO YES, WE HAVE A VERY, VERY AGGRESSIVE, UM, TRACKING SYSTEM SPECIFICALLY WITH OUR SENIORS, UH, AND ALL COHORTS, UM, NOT ONLY WHEN THE STUDENTS LEAVE THE DISTRICT, BUT MAKING SURE THAT THEY'RE ENROLLED ELSEWHERE.
AND IF THERE'S A SENIOR, IF THEY'RE A SENIOR, MAKE SURE THEY'RE ON TRACK FOR GRADUATION.
WELL I'M TALKING TO SOME YOUNG BOYS WHO'VE BEEN PUT OUT OF THE DISTRICT AND UM, FROM THEM THEY'RE NOT BEING CHECKED ON AND THEY'RE NOT BEING FOLLOWED UP ON.
SO THAT'S THE REASON WHY I'M QUESTIONING THIS, THAT THIS STUFF IS BEING SAID, YOU KNOW, BUT I'VE TALKING TO PEOPLE 'CAUSE I'M OUT IN THE COMMUNITY AND THEY THUGGING AND MY THING IS THAT, HEY, WHY YOU OUT HERE, YOU KNOW, DOING THIS? I HEARD THAT IT WAS SOMETHING, YOU KNOW, GOING ON TO WHERE THEY'RE CHECKING ON YOU GUYS, YOU KNOW, DIFFERENT THINGS LIKE THAT.
AND THEY'VE BEEN, UM, PUT OUTTA THE DISTRICT.
THEY MAY NOT KNOW THEY'RE BEING CHECKED ON, BUT THEY'RE BEING CHECKED ON, CHECKED ON ACADEMICALLY TO SEE IF THEY ENROLLED ELSEWHERE.
WE HAVE 7,052 STUDENTS THAT WE ARE RESPONSIBLE FOR AND WE DRIVE AROUND EVERY SINGLE DAY TO ENSURE THAT THEY HAVE EVERYTHING THAT THEY NEED.
SO IF AN OUT DISTRICT STUDENT IS ACT ACTUALLY CAUSING HAVOC AND ACTUALLY HAVE BEEN WITHDRAWN OR ACTUALLY PUT OUT, PUT OUT OF SCHOOL BECAUSE THEY'RE NOT FOLLOWING THE POLICY AND GUIDELINES WHERE A STUDENT FROM OUT OF ZONE IS SUPPOSED TO FOLLOW, UM, GREAT BEHAVIOR, ATTENDANCE AND UM, NOT CAUSING HAVOC.
THOSE STUDENTS THAT ARE ACTUALLY PUT OUT, YES WE ARE ENSURING THAT THEY'RE ENROLLED IN SOMEONE SOMEWHERE ELSE.
AND I PERSONALLY SOMETIMES KEEP IN CONTACT WITH THEM IF I HAD CONTACT WITH THEM HERE, BUT THAT'S VERY HARD TO ACTUALLY DO WHEN WE HAVE 7,052 STUDENTS HERE THAT WE'RE RESPONSIBLE FOR WHERE IF A STUDENT, UM, ASSAULTED SOMEONE, ASSAULTED A TEACHER AND THEY GET PLACED OUTSIDE OF THE DISTRICT TO ACTUALLY TRACK THAT CHILD.
BUT WE DO ENSURE AND ENCOURAGE THE PARENTS AND THAT CHILD TO ENROLL.
I UNDERSTAND YOU ON THAT, BUT I'M, I DON'T UNDERSTAND HOW SOMEBODY IS BEING CHECKED ON WHEN THEY DON'T KNOW THAT THEY'RE BEING CHECKED ON.
I NEED TO INTERRUPT BECAUSE WE NEED TO STAY ON TOPIC ABOUT THE ACTUAL TAPER REPORT BECAUSE WE'RE GOING ON A DIFFERENT TOPIC.
BUT THAT DID HAVE SOMETHING TO STILL DO WITH THE TAPER REPORT BECAUSE WE'RE REPORTING NUMBERS THAT YES MA'AM.
IT SEEM TO BE FRIVOLOUS WHEN PEOPLE ARE NOT EVEN IN OUR DISTRICT, BUT IT'S BEING STATED THAT THEY ARE IN OUR DISTRICT.
BUT YES MA'AM, WE CAN TAILOR FOR ANOTHER DAY.
[00:35:01]
THE MAP AND BENCHMARK DATA, IS IT POSSIBLE TO GET THAT INFORMATION FOR THE SAME TIMEFRAME? WE CAN, UM, YES, WE CAN PASS IT ON THROUGH THE SUPERINTENDENT SO THAT HOWEVER THEY COMMUNICATE WITH THE BOARD, WE CAN MAKE THAT AVAILABLE.UM, PROBABLY BY THE AGGREGATE WOULD BE EASIER OVERALL SO THAT YOU CAN MAKE A COMPARISON.
BUT JUST KNOW THAT MAP MEASURES GROWTH AND SO, AND NOT NECESSARILY STAR IS A SUMMATIVE.
SO IT'S SUMMARIZES EVERYTHING AND MAP, UM, MEASURES GROWTH, THE PROGRESSION ALONG THE WAY, UM, TO GET THERE.
BUT WE, WE CAN MAKE THAT AVAILABLE.
SO WE'VE COME TO THE END OF OUR PUBLIC HEARING.
THE TIME IS 5:43 PM THE NEXT THING ON OUR AGENDA IS ADJOURNMENT.
WE WILL CLOSE THIS MEETING AT 5 43.