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OF THE MEETING TO ORDER. >> THIS MEETING IS BEING LIVE STREAMED BY THE COUNTY CHANNEL.
[Call to Order]
THIS IS THE MEETING OF THE AD HOC RESULTS COMMITTEE AND ANY REQUEST FOR PUBLIC COMMENTS WILL BE ACCEPTED BETWEEN TWELVE THIRTY AND ONE SO THEY SHOULD HAVE ALREADY BEEN ACCEPTED SO YOU DON'T HAVE ANY. OK. SO AT THIS TIME I WOULD LIKE US TO STAND FOR THE PLEDGE OF ALLEGIANCE PLEDGE ONLY LEGENDS TO THE FLAG.THE ABOVE NINE STATES OF AMERICA AND THE REPUBLIC OVER WHICH IT ENDS WHEN ONE NATION UNDER INVISIBLE WOMEN LIBERTY AND JUSTICE FOR ALL QUESTIONS.
OH THANK YOU. OK. THE NEXT DO I HAVE A MOTION FOR
[Approval of Agenda]
APPROVAL THE AGENDA. I MOVE WE APPROVED THE AGENDA OK.THANK YOU. I MESSED WITH THE REMOVAL OF THE MINUTES SO I NEED TO
REMOVE THAT FIRST. >> I WAS JUST GOING TO SAY THEY WEREN'T THERE.
OK, OK. SO ROBIN'S INFORMED US THE MINUTES WERE NOT PREPARED.
WE'VE NOT HAD A CHANCE TO LOOK AT THEM. SO WOULD YOU LIKE TO FIX YOUR MOTION MISS RIGHT TO JUST. I MOVE THAT WE APPROVE THE AGENDA WITHOUT NO DEAL APPROVAL OF THE MARCH 3RD TWENTY TWENTY ONE COMMITTEE MEETING MINUTES. DOES THAT UNSATISFACTORY?
DOES MR. CAMPBELL CAN YOU FRANK COMES BACK TO ME. >> THANK YOU.
AND ALL IN FAVOR OF APPROVING THE AGENDA. SAY I.
SO THAT'S 3 0 0. OKAY. SO WE ARE STILL WAITING FOR MR. FALLIN. HE IS ENTERING NOW. OK, THERE HE IS.
>> SO I WAS TELLING THE REST OF THE COMMITTEE MEMBERS THAT GOSH, SHOULD I DISAPPEAR? THAT DR. RODRIQUEZ IS TRAVELING AND HE SAID HE WAS GOING TO TRY TO PARTICIPATE BY PHONE BUT THERE'S A GOOD CHANCE THAT HE WILL NOT BE ABLE TO. SO AT THIS POINT IN THE AGENDA BEFORE WE GET STARTED, I DO WANT TO MAKE A FEW COMMENTS. I THINK THAT WE MAY HAVE VEERED A LITTLE BIT OFF TRACK LAST TIME. I THINK OUR JOB IS TO MAKE SURE THAT WE HAVE THE RESULTS SECTION OF THE SUPERINTENDENTS EVALUATION COMPLETE READY TO HAVE THE REST OF THE BOARD LOOK AT IT. AND NOT TO CHANGE THE WHOLE EVALUATION FORM BUT TO MODIFY WHAT WE'RE ASKING FOR IN THE RESULTS OR TO AT LEAST LOOK AT IT TO SAY IS IT STILL. I DO THE PANDEMIC. ARE THESE RESULTS MEASURES STILL APPROPRIATE? AND THEN WHEN WE STARTED TO TALK ABOUT THAT DR. RODRIGUEZ AND MR. FALLIN OFFERED SOME OTHER IDEAS OR SOME OTHER MEASURES.
[Discussion on Effect Size and Influences on Student Achievement & Review the Current Results Section and Discuss Possible Changes. ]
I THINK THEIR MEASURES THE DISCUSSION AND SIZE EFFECT AND INFLUENCE ON STUDENT ACHIEVEMENT. SO DANIEL, I KNOW YOU SENT BACK AND LOOKED AT IT.SO I'LL HAVE A CUP IF YOU WILL PRESENT THAT AND I AM CURIOUS. YOU KNOW, MY QUESTION IS IS THERE ANYTHING IN THESE THAT COULD BECOME MEASURABLE GOALS? IF WE'RE GOING TO LOOK AT THESE INFLUENCES ON STUDENT ACHIEVEMENT, DO YOU THINK THERE'S ANYTHING THAT COULD BE ADDED AS A MEASURABLE GOAL? SO IF YOU WANT TO TAKE US THROUGH THAT.
I THOUGHT AROUND THAT WAS REALLY GETTING IN INTO THINKING ABOUT MOVING THE RESULTS FROM A HARD PATH NO MORE TO A MEASURE OF THE RESULT OF THE IMPACT OF THE SUPERINTENDENT WHICH IS
[00:05:02]
I THINK WHAT IS EVALUATION IS ABOUT. SO WITH THAT THESE ARE JUST YOU KNOW, THIS IS THIS IS COMING FROM FROM YEARS AND YEARS AND YEARS OF RESEARCH.BUT WHAT IT DOES IS MY THOUGHT IS DR. RODRIGUEZ IS IMPLEMENTING PROCESS PROCEDURES IN THE DISTRICT. THEY WOULD THEN TIE TO THESE OR THESE WILL BE PART OF AN AS A BOARD. YOU KNOW, YOU WOULD SET YOU WOULD SET THE THRESHOLDS AROUND THE IMPLEMENTATION OF NOT NECESSARILY LOOKING AT CHECHESSEE READY SCORE OR GRADUATION RATE OR THE PERCENT OF KIDS THAT ARE COLLEGE AND READY.
YOU WOULD LOOK AT HARD, FAST GOALS THAT DR. RODRIGUEZ AND YOU ALL AGREE ON AS PART OF AN EVALUATION THAT WOULD SAY I AM GOING TO IMPLEMENT X. THIS IS MY STRATEGY, THIS IS WHAT I'M DOING. THIS IS WHAT I'M GOING TO HAVE OUR SCHOOLS WORK ON AND BECAUSE OF THAT I EXPECT TO SEE AN INCOME AN IMPACT OF Y AND THEN WE MEASURE THAT IMPACT BECAUSE RIGHT NOW WE'RE JUST MEASURING OUTCOME OUTCOME OUTCOME OUTCOME WITH NO MEASURE OF IMPLEMENTATION CHANGE. SO THAT'S WHERE THIS CAME INTO MY THOUGHT PROCESS AT LEAST.
WHAT A HIGHLY IMPACTFUL. AND BASICALLY WHAT THESE PRACTICES ARE AND HOW THEY IMPACT THE LEARNING OF STUDENTS WHICH IS WHAT THE GAME ROLE ALL IN.
SO YOU KNOW, THINGS LIKE FREQUENT AND VALID FEEDBACK, YOU KNOW, IT'S GOING INTO THE FORMATIVE TYPE ASSESSMENT WORK THAT'S GETTING INTO CLASSROOM DIAGNOSTIC WORK THAT'S LOOKING AT THEIR CONTINUOUS IMPROVEMENT MODEL. SO THAT'S WHERE JUST AN EXAMPLE OF WHERE WHERE MY MIND GOES. SO SO WITH THAT THAT'S WHERE I WAS SITTING WHEN I THOUGHT AND WHEN I BROUGHT THESE UP JUST TO SHARE THEM NOT THAT THIS WASN'T I'LL BE ALL THAT THIS IS HOW WE MEASURE BUT REALLY THERE NEED GOALS WRITTEN AROUND THESE OR EXPECTATIONS OF THE SUPERINTENDENT WRITTEN ROUND THESE THAT THEN WOULD TIE BACK TO AN OUTCOME BECAUSE THAT'S ULTIMATELY WHAT WE'RE RESPONSIBLE FOR. WE HAVE TO HAVE AN OUTCOME BUT MEASURING OUTCOME EVERY YEAR MEASURING OUTCOME EVERY YEAR MEASURING OUTCOME AND WINNING YEAR IF WE AND I THINK YOU KNOW MR. SERPAS YOU'RE ALWAYS SAYS IT.
AND COLONEL DYER, WHAT DID YOU DO TO GET THE OUTCOME? WHAT DID YOU DO? YOU KNOW, WE WENT UP THREE POINTS IN A TEST SCORE. THAT'S GREAT.
WOULD YOU DO WE'D LIKE TO SEE IT AGAIN. AND THAT'S MORE GETTING INTO THE PROCESS. SO I WAS MORE ALONG THE LINE OF THINKING EVALUATING PROCESS, NOT JUST EVALUATING TEST SCORE . IS IT POSSIBLE TO DO BOTH? I THINK THAT, YOU KNOW, COHERENT GOVERNANCE REALLY GOVERNS BY RESULTS.
SO IF WE'RE GETTING IT GOVERNED BY RESULTS WHEN IT COMES TO STUDENT ACHIEVEMENT, YOU KNOW, IF WE'RE GOING TO ADD SOME PROCESS ITEMS IN THERE, I THINK WE HAVE TO HAVE A WAY TO MEASURE WITH THE RESULTS. INGRID YEAH. SO I ACTUALLY AM GOING TO DISAGREE IN MY OPINION, YOU KNOW, BECAUSE THIS IS MY ALL SECOND MEETING OF THE RESULTS CAN BE I DON'T THINK WE GOT TOO OFF TOPIC BECAUSE I THINK BUT I THINK WE NEED TO MAKE A DECISION IF ALL WE'RE DOING IS JUST BECAUSE THE WAYS THAT GOT STARTED WAS THAT DR. RODRIGUEZ SAID THAT HE HOPES SOME METRICS WERE CLASSROOM BASED METRICS. RIGHT.
AND THAT HE WAS THE FURTHEST EMPLOYEE FROM THE ACTUAL CLASSROOM.
SO THAT WAS ONE THING HE WANTED TO POINT OUT. AND THEN THE SECOND THING WAS IN THIS PANDEMIC, HOW DO WE MARK THESE OBJECTIVES THAT YOU KNOW, HOW DO WE LOOK AT THAT? WHAT CAN WE JUST LET GO, ET CETERA, WHICH I THINK YOU KNOW, A LOT OF PEOPLE ARE DOING.
AND THAT STARTED A DISCUSSION ABOUT HOW WE OBJECTIVELY EVALUATE THE SUPERINTEND, WHICH I THINK IS WHY MR. FALLIN BROUGHT THE JOHN HAD HIS WORK UP AS THINGS THAT ARE MORE SPECIFIC. WHAT COHERENT GOVERNANCE REALLY DOES IS LOOKS AT REASONABLE PROGRESS TOWARDS A GOAL. IT DOESN'T NECESSARILY LOOK STRICTLY AT OUTCOMES.
IT WANTS TO KNOW WHAT WAS THE POLICY, WHAT WAS THE GOAL AND WHAT REASONABLE PROGRESS DID WE MAKE? AND I WILL SAY I DID A LOT OF LOOKING INTO THIS SUPERINTEND EVALUATIONS AND I THINK ONE THING THAT IS KIND OF MISSING FROM THE CURRENT EVALUATION WE HAVE IS FOCUS ON STRATEGIC IMPLEMENTATION OR STRATEGY.
YOU KNOW, WHAT STRATEGIES HAVE WE IMPLEMENTED? SO I'M NOT SURE THIS ISN'T SUPER USEFUL UNLESS ALL WE WANT TO DO IS JUST KEEP WHAT WE HAD WHEN WE GOT FROM MICHIGAN WITH THE ACADEMIC ACHIEVEMENT TEACHER RETENTION AND THEN WE'VE GOT FINANCIAL PLANNING.
[00:10:01]
THOSE THREE YOU AND I CAMERA BOTH THE TERM WAS THAT WE USE THEIR THE WEIGHTING WAS 45 PERCENT. THAT'S WHICH CAME FROM THAT MICHIGAN.RIGHT. AND THOSE RECORDS ARE ALL THE ATTRIBUTES OF THAT WERE IDENTIFIED AS THE ATTRIBUTES OF EFFECTIVE SUPERINTENDENTS. SO THE STRATEGIES ARE KIND OF EMBEDDED IN THERE. BUT YEAH, NO. AND THEN I DON'T KNOW WE CALL THEM BUT THEN THEIR STUDENT ACHIEVEMENT TEACHER RECRUITMENT AND FINANCIAL OVERSIGHT WHICH RIGHT. IS LIKE SIXTY FIVE PERCENT OF THE SCORE.
SO THAT'S WHY I THINK WE GOT ON THAT ON THIS TOPIC. SO MY THING IS I GUESS IN SUMMARY IF WE WANT TO DECIDE JUST TO TWEAK WHAT WE CURRENTLY HAVE BECAUSE WE'RE SATISFIED WITH THAT VERSUS YOU KNOW, TAKING THIS AS AN OPPORTUNITY REEVALUATE AND OUTCOME ALIGNMENT TYPE OF THING. EARL, DID YOU. MARTIN YOU'RE YOUR MY COMMENTERS AND I AGREE WITH YOU. DO YOU AGREE WITH DR. RODRIGUEZ SAID NO. HE'S HE'S OUR EMPLOYEE BUT THE TEACHERS HAS TO BE HELD RESPONSIBLE FOR FOR FOR THE CLASSROOM AND FOR THE ACHIEVEMENT.
AND I DON'T I DON'T THINK THAT WE LOOK AT IT THAT WAY AS A BOARD MEMBER.
WHEN WE EVALUATE THE SUPERINTENDENT SO MAYBE WE REMOVE WE NEED TO DISCUSS THAT FURTHER HOW WE ARE GOING TO DO THAT. YEAH, DO YOU UNDERSTAND WHAT
I'M SAYING? >> I DO. YOU KNOW, I JUST I THINK THAT WE WERE KIND OF NOT IN A HARD SPOT AT THIS POINT BECAUSE WE DIDN'T HAVE THESE DISCUSSIONS WHEN WE ORIGINALLY PRESENTED THIS MODEL AND ADOPTED THIS MODEL.
AND I KNOW I REALLY THINK THAT THERE IS SOME PRETTY STRONG FEELINGS ON THE BOARD ABOUT HOLDING HOLDING SOME ACCOUNTABILITY FOR THE RESULTS MEANING STUDENT ACHIEVEMENT TEST SCORES. THAT'S HOW WE MEASURE STUDENT ACHIEVEMENT.
MARK, YOU KNOW WHEN WE ORIGINALLY WHEN WE WE STARTED AND YOU KNOW, WE HEARD FROM PREVIOUS PEOPLE, PREVIOUS BOARD MEMBER THEY HAD ALL THE RESULTS WRITTEN AND THEN THEY DIDN'T HOLD THE SUPERINTENDENT ACCOUNTABLE. THE SCORES WEREN'T THERE AND THERE WAS. AND SO I I UNDERSTAND CERTAINLY AS AN EDUCATOR I UNDERSTAND THE DIFFICULTY IN DOING THAT. BUT I THINK THAT, YOU KNOW, MY PERSONAL VIEW IS THAT THE SUPERINTENDENTS JOB IS TO MOTIVATE THE TROOPS AND MOTIVATE HIS INSTRUCTIONAL LEADERS AT THE SCHOOLS TO IMPROVE STUDENT ACHIEVEMENT. AND IF WE DON'T HOLD IF WE YOU KNOW, IF WE DON'T HOLD SOME ACCOUNTABILITY TO RAISING THOSE STUDENT ACHIEVEMENT NUMBERS, THEN WE'RE NEVER IN MY VIEW POINT. YOU KNOW, IT'S MORE HAPPENSTANCE WHETHER WHETHER THOSE NUMBERS IMPROVE. BUT I YOU KNOW, I'M JUST ONE MEMBER ON THIS COMMITTEE AND I I'M HAPPY TO JUST SAY, YOU KNOW WHAT WE NEED TO BREAK THIS TAKE THIS ALL THE WAY BACK TO THE FULL BOARD AND SAY WE HAVE A DILEMMA.
YOU KNOW, I CAME UP WITH A COUPLE IDEAS IF WE WERE TO USE WHAT WE HAVE TO GO GO FORWARD, OK? SO MY IDEA FIRST OF ALL THAT I THINK THE FINANCIAL MEASUREMENTS. THERE'S NO REASON WE CAN'T GO FORWARD WITH THAT AND THE FACT THOSE THOSE WERE OUR BOARD GOALS. THAT'S WHY FINANCE WAS ON THERE. INGRID THAT'S WHY FINANCE WAS BEING MEASURE SO THAT IN TEACHER RECRUITMENT AND RETENTION THOSE WERE OUR BOARD 50 OR GALLONS OF GAS.
SO HOW ARE WE GOING TO MEASURE THEM? AND THAT'S HOW WE CAME UP WITH HOW WE'RE GOING TO MEASURE THEM. YOU KNOW, TEACHER RETENTION IS WE HAVE A BASELINE FOR THAT. YOU KNOW, ALICE REPORTS ON THAT ALL THE TIME.
BUT WE DO HAVE THE COG OF COPING. YOU KNOW, WE KNOW WE KNOW THAT TEACHER LAB TEACHERS LEFT BECAUSE OF CODE RED. WE KNOW THAT.
SO MAYBE THAT WAS 15 PERCENT LAST YEAR IN THIS PREVIOUS EVALUATION WE DIDN'T SCORE THAT BECAUSE WE DIDN'T THINK IT WAS FAIR. ALTHOUGH YOU KNOW, AT THAT
[00:15:01]
POINT WE HAD JUST GONE INTO COPING. SO AFTER A FULL YEAR I REALLY DON'T THINK IT WOULD BE FAIR TO SCORE THAT ONE IN MY OPINION I WOULD JUST LEAVE THAT THE WAY WE DID BEFORE AND JUST NOT ADDRESS THAT ONE THE FINANCE ONE.ROBIN, CAN YOU BRING UP THE FINANCE ONE? I THINK IT'S AFTER THE AFTER THE FINANCIAL OVERSIGHT CERTAINLY THERE IS NO REASON WE CAN'T SCORE THAT ONE ADHERENCE TO BUDGET. IT DOESN'T MATTER THAT WE HAD A STABLE BUDGET THAT WE HAD TO DO THAT MAINTAIN BOND RATING. YOU KNOW, WHY SHOULDN'T WE SCORE THOSE? YOU KNOW, I THINK IT WOULD BE GREAT TO KNOW IF WE WOULD HAVE ADDED SOMETHING ELSE IN HERE LIKE THE THE RISK. YOU KNOW, WE'VE GOTTEN THE LOWEST RISK SCORE THAT WE'VE EVER HAD. SO THOSE YOU KNOW, I DON'T SEE WHY WE COULDN'T STILL SCORE THAT. I THINK THAT THE FINANCIAL OVERSIGHT PIECE IS IMPORTANT.
MEAN THAT'S EASY TO QUANTIFY. RIGHT. WHERE THE TRICK COMES IN AND I THINK WE HAVE TO ACKNOWLEDGE THAT, YOU KNOW, WE HAD WHAT ONE HUNDRED AND SIXTY NINE RETIREMENT RESIGNATIONS WHICH IS APPROXIMATELY DOUBLE AN AVERAGE YEAR.
THERE'S NO WAY. AND THEN I DON'T KNOW HOW WHEN WE GET THINGS BACK OPENED UP HOW THAT'S GOING TO AFFECT. SO THAT'S DIFFICULT RIGHT NOW LOOK AT STUDENT ACHIEVEMENT SAYS SEE ATTACHED MATRIX. YES. WHERE WHERE WOULD I FIND THEM? BEATRIX OK SO THE MATRIX IS WERE FOR STUDENT ACHIEVEMENT. WE HAD A GO GO TO THE OTHER.
THERE'S ANOTHER ATTACHMENT THAT HAD THE DATA IN IT. >> YEAH I'M PULLING IT UP.
SO YOU CAN SEE THAT THAT K 2 READING SCORES ARE AVAILABLE. QUESTION 2 YES.
>> ALSO ALONG WITH THIS I THINK THAT WE SHOULD ALSO INCLUDE AS IT IS IN THE INITIAL EVALUATION THE CLIMATE OF THE DISTRICT BECAUSE THE CLIMATE OF THE DISTRICT TELLS US A WHOLE LOT.
AND I THINK THAT THAT'S SOMETHING THAT CAN THAT Y KNOW THAT THAT CAN'T BE MEASURABLE.
I LIKE. YEAH. AND IN MR. SMITH I THINK THE CLIMATE IS IS INCLUDED IN THE FIRST PART OF THE EVALUATION WHERE ALL OF THE THE THINGS ARE I DON'T HAVE THAT RIGHT IN FRONT OF ME BUT I CAN PULL UP AND I CAN TELL YOU SPECIFICS.
WELL, THEY HAVE IT ON THE SCREEN AS A RELATIONS STAFF RELATIONS? YEAH. RELATIONS. YEAH.
THERE'S A LOT OF ALIGNMENT IN THEIR SO. >> BUT YOU KNOW AGAIN THAT'S SOMETHING THAT CAN WHEN THIS IS BROUGHT BACK TO THE BOARD THAT COULD BE BROUGHT UP BY I THINK THAT CLIMATE IS PRETTY WELL EMBEDDED IN THERE THROUGH. CAN YOU GUYS HUMOR ME FOR JUST A MINUTE AND EXPLAIN TO ME THE RUBRIC BECAUSE I'M LOOKING AT IT LIKE LOOKING TO MAP UP THOUGH IT SAYS SPRING 2018 2019 ALL FIFTY SIX POINT ONE PERCENT FIFTY SIX POINT ONE PERCENT OF WHAT? OK. FIFTY SIX POINT ONE PERCENT OF THE STUDENTS ALLOCATED TO STUDENTS WERE AT THE 50 PERCENTILE OR ABOVE ON THE MAP SCORES AT THE END OF THE YEAR. OK. SO THEN WE HAVE GOOD AND I REITERATE A BIT BUT BECAUSE AFRICAN-AMERICAN IS SAYS IF I'M READING THIS CORRECTLY NEGATIVE TWELVE POINT FOUR PERCENT. SO WHAT DOES THAT REPRESENT IS THAT BASICALLY SAYING THAT'S A CHANGE FROM ONE YEAR TO THE NEXT BECAUSE YOU CAN'T HAVE A NEGATIVE PERCENTAGE OF PEOPLE AT 50 PERCENT? NO. SO HAVE ROBIN IF YOU COULD GO
TO TAB 2 ON THE EXCEL SPREADSHEET. >> HEY, LET ME GO BACK IF I REMEMBER TO MAP TAB OK AND GET TO WHERE I CAN SEE IT IN MY SCREEN IS.
>> LET ME A LITTLE BIT OK? >> OK. YOU GOT A K 2? YEAH. GO TO OKATIE TO MELANIE BACK. GOTCHA.
YEAH. >> YEAH. SO THE EASY WAY TO EXPLAIN THIS IS TO ALL STUDENTS FIFTY SIX POINT ONE PERCENT IN SPRING OF 18 19 WERE AT OR ABOVE THE FIFTIETH PERCENTILE FOR KINDERGARTEN THROUGH SECOND GRADE READING STUDENTS THE MINUS TWELVE WOULD BASICALLY COME OUT TO FORTY THREE PERCENT OF AFRICAN HURRICANES WERE AT
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OR ABOVE. SO INSTEAD OF DOING TWO THINGS AT THE SAME TIME INSTEAD OF JUST REPORTING THE PERCENT OF ALL THE SUBGROUPS IT'S ACTUALLY GIVING YOU THE GAP IN . SO AFRICAN-AMERICAN STUDENTS ARE TWELVE POINT FOUR PERCENT PERCENTAGE POINTS BELOW THE ALL STUDENT HISPANIC STUDENTS OR TWELVE POINT ONE PERCENT.CAUCASIAN STUDENTS ARE FIFTEEN POINT SIX ABOVE THAT. SO SO WE'RE LOOKING AT 70 PERCENT. SEVENTY TWO PERCENT ALMOST OF OF CAUCASIAN STUDENTS THINK OF LANGUAGE LEARNERS. TWENTY EIGHT PERCENT BELOW THE 56 STUDENTS DISABILITIES.
SIMILAR. AND THEN PUPILS IN POVERTY. ROUGHLY FORTY NINE PERCENT NET'S DISTRICT. THAT'S FOR THE ENTIRE DISTRICT. THE ENTIRE DISTRICT ALL KINDERGARTEN THROUGH SECOND GRADE STUDENTS COMBINED INTO ONE METRIC AND ANOTHER.
IT SAYS THIS SPRING 20 1920 WE NEVER WE NEVER GOT THERE. BUT BASICALLY THE THIS RUBRIC WAS BUILT OUT TO SHOW HOW AUTOMATED THE POINTS. SO IN I BELIEVE UNTIL IT HIT DR. RODRIGUEZ AS EXPECTATIONS WERE TO MAINTAIN SO POINTS AFFECTED WOULD BE RATED HE WOULD BE RATED EFFECTIVE IF THERE WAS ABSOLUTELY ZERO REGRESSION IN ANY OF THE NUMBERS. SO THAT'S WHAT THE TEMPLE WAS BUILT OUT ON.
SO IT WAS BASICALLY JUST THIS EXAMPLE PLACEHOLDER IF WE JUST TAKE 18 19 DATA COPY IT INTO 1920 HE WOULD GET A THREE ACROSS THE BOARD ON ALL DATA SPRING 1920 NEVER HAPPENED.
SO WE NEVER HAD ACTUAL DATA TO PUT IN THERE. >> AND THEN WHEN I LOOK AT THIS DATA THAT I'M STILL CONFUSED BY IF YOU ARE SAY WHITE DISABLED AND IN POVERTY YOU CATEGORIZE ON ALL THREE METRICS, RIGHT? CORRECT. IT DOESN'T THAT SORT OF CREATE SOME CONFUSION IF YOU HAVE PEOPLE IN DIFFERENT SO YOU KNOW IF YOU HAVE DIFFERENT I DON'T KNOW I KNOW THIS IS HOW THE END YOU END UP HAVING THE CORRECT FOR SOME OF THAT BECAUSE THAT JUST SEEMS THEN YOU'RE GOING TO HAVE SOME OUTLIERS WITH A HEAVY WEIGHT ON THE ON THE MEET RIGHT . SO THERE. SO BASICALLY WHAT IT DOES IS ON A STUDENT BY STUDENT AS A STUDENT. SO YOU CAN ONLY BELONG TO ONE DEMOGRAPHIC AREA AS RELATES TO RACE OR ETHNICITY. YOU CAN ONLY BELONG TO ONE OF THE ENGLISH LANGUAGE LEARNERS EITHER. YES, RADIO ELL OR YOU'RE NOT.
STUDENTS WITH DISABILITIES YOU ARE OR YOU AREN'T OR YOU'RE A PEOPLE IN POVERTY ARE YOU ARE? YEAH. EVERY SINGLE RAISING ETHNICITY IS IS ALSO ACCOUNTED FOR INSIDE OF ESL KIDS WITH DISABILITIES, PEOPLES IN POVERTY. THOSE ARE LOOK AT A PURELY INDEPENDENT JUST THAT IS A SUBGROUP. SO NO.
AND THIS TYPE OF ANALYSIS WE ARE NOT LOOKING AT THE OVERALL WEIGHTED BY ETHNICITY AND OTHER DETERMINING FACTORS. THAT'S NOT THE PURPOSE OF THIS ONE.
WE HAVE THAT KIND OF WORKED ON AN ART DEPARTMENT. BUT IN THIS CASE IT WAS SAYING LOOK AT THAT SUBGROUP INDEPENDENT OF ITSELF AND IS IT DO IT?
IS THE GAP INCREASING OR DECREASING? >> YEAH, BUT YOU ARE CORRECT.
>> SOME OF THOSE STUDENTS ARE IN MULTIPLES. RIGHT.
AND I THINK THAT WE CHOSE THIS BECAUSE YOU KNOW, ONE OF OUR OBJECTIVES IS TO DECREASE THE ACHIEVEMENT GAP. AND SO THIS IS A WAY OF MEASURING THAT ACHIEVEMENT GAP. AND I I FROM MY EXPERIENCE AND COLLECT GROUP CORRECT ME IF I'M WRONG DANIEL I DON'T KNOW SOUTH CAROLINA AS WELL AS I SHOULD BUT THIS IS EXACTLY HOW THE STATES DESEGREGATE THE DATA AS WELL. AND THIS IS LIKE YEAH, THIS IS A LITTLE TRUNCATED. THEY DO PROVIDE MORE. THEY GET INTO IT NOW WITH WHAT THE NEW AS A WAIVER WE'RE GETTING INTO MIGRANT HOMELESS. ALL THOSE IF THERE'S A MEASURABLE POPULATION. SO SO THE FEDERAL ACCOUNTABILITY GOES A LITTLE DEEPER WHEN IT COMES TO ASSESSMENT DATA AND BEFORE IT WE'VE KIND OF LANDED ON THESE SIX. YEAH. SO SO MAYBE INGRID WHAT WHAT I'M ELECTED TO DO WAS TO LIKE KIND OF MAYBE WHERE WE SHOULD HAVE STARTED IS TO OK SO LET'S START LOOK AT THIS. AND THE WAY IT IS RIGHT NOW WITH OUR EVALUATION FORM IF DR.
RODRIGUEZ HOLDS STABLE AT THESE NUMBERS AT THIS BASELINE THEN HE WOULD IF THERE'S NO CHANGE OR I CAN'T FIND THAT. DANIEL, CAN YOU FIND THAT THE SHEET THAT TELLS US WHAT EACH THOSE SPELLS INDICATES YOU KNOW WHAT I'M TALKING ABOUT THAT THEY INCREASE THE DECREASE IN
[00:25:02]
NUMBER WOULD BE BE ON THE ROBIN GO BACK TO THE OVERALL RATING TAB IF THIS IS THE IF THIS IS THE SAMPLE VERSION WHICH I THINK IT IS THAT SHOULD BE ON THE FIRST TAB ON THE OVERALL RATING IT ACTUALLY PUT A OPTIONS FOR THE ACTUAL GAP. YEAH.YES. ACTUALLY BILL THE ANSWER IS GREAT.
OKAY. THAT MAKES SENSE BECAUSE I TRY A 3.0 WAS SO BADLY INJURED WITH GAME THREE ACROSS THE BOARD BECAUSE THEY DIDN'T DO THE TESTS.
RIGHT. RIGHT. WELL THEY EXPECTATION IT WAS THERE. THIS ONE'S ACTUALLY A SAMPLE TO SHOW HOW IT WORKS.
RIGHT. SO IN THE REAL WORLD WE WOULD ONLY HAVE SPRING LET'S SAY 20 HAPPENED WE'D HAVE SPRING 19 18 ,19 AND WE HAVE SPRING 1920 REAL DATA FOR THAT EVALUATION PERIOD. WE TAKE EVERYTHING FROM 1920, MOVE IT OVER ONE COLUMN TO THE LEFT AND MAKE A TWENTY TWENTY ONE AND WE'D ALL BE BLANK AND THEN AS THE RESULTS ARE IN WE WOULD PUT THE DATA IN IT WOULD AUTOMATICALLY CALCULATE BASED ON LIKE IN THIS EXAMPLE I THINK FOR NINETEEN TWENTY IT WAS A ZERO TO ONE POINT NINE NINE INCREASE WAS A THREE POINT.
SO BASICALLY NET NEUTRAL YOU GET THREE POINTS IF YOU GO DOWN ANY AT ALL IT WOULD BE A MAX OF TWO POINTS AND THEN WE TOYED AND PLAYED AROUND THE IDEA OF THE TWENTY TWENTY ONE INCREASING THAT YOU'RE INCREASING THAT RATE OR INCREASING THAT RATE.
SO THEN WHAT IT WOULD DO FOR IT WOULD HAVE HAPPENED 20 21 IN ORDER TO MAINTAIN A 3 WHEN IT CAME TO STUDENT ACHIEVEMENT. MY DAUGHTER RODRIGUEZ WOULD HAVE TO HAVE TWO POINT INCREASE ON ALL THE METRICS IN ORDER FOR THAT TO HAPPEN RIGHT. SO IN WHAT WE DECIDED PREVIOUSLY WAS THAT BECAUSE OF CLOTHING WE DIDN'T USE THIS DATA AT ALL BECAUSE THERE WAS
NO DATA. >> RIGHT. WE'RE BACK TO THE RIGHT TO THE BASELINE. SO YOU KNOW AND WE WERE GOING TO STICK WITH THE SAME PERCENTAGES INSTEAD OF INCREASING THE PERCENTAGES AS ARE SEEN HERE OR YOU KNOW, DECREASING WHATEVER THAT CHANGING THE CRITERIA FOR THOSE POINTS WE WERE GOING TO LEAVE THEM THE WAY THEY WERE. MY MY CONCERN IS I DON'T KNOW THAT THIS THAT THESE NUMBERS FROM 20, 18, 20, 19 ARE ACCURATE BASELINES ANYMORE BECAUSE STUDENTS HAVE BEEN OUT OF SCHOOL FOR A YEAR AND A QUARTER. WE'VE HAD NO TESTING.
SO TO ME THE QUESTION IS YOU KNOW WHAT I WANT TO BE HELD ACCOUNTABLE FOR THOSE THAT ARE SO OLD AND JUST AS JUST TO GIVE YOU AN IDEA WHAT I DID. I WENT BACK AND IF YOU LOOK AT GO TO THE CAT TAB COLLEGE AND CAREER READY PLEASE. ROBIN.
YEAH. >> OKAY. SO YOU CAN SEE IN EIGHTEEN NINETEEN EIGHTY FIVE PERCENT OF FIRST HIGH SCHOOL STUDENTS ACROSS THE DISTRICT WERE LABELED OR DESIGNATED AS COLLEGE OR CAREER READY. SO I WENT ON THE STATE WEB SITE BECAUSE THEY DID LAST YEAR ALTHOUGH WE DIDN'T GET ANY REPORT CARDS.
THEY DO GIVE PERCENTAGES OF STUDENTS THAT WERE CAREER READY.
SOME HAD COLLEGE OR CAREER READY. NONE OF OUR SCHOOLS CAME CLOSE TO 85 PERCENT LAST YEAR. AT THE END OF THE YEAR AFTER THAT WHEN THEY CAME UP WITH THAT METRIC MAY RIVER WAS THE CLOSEST WITH EIGHTY ONE PERCENT.
AND SOME OF THAT IS DUE TO A CHANGE IN METHODOLOGY ON THE CALCULATIONS AT THE STATE LEVEL BASED ON GUIDANCE FROM THE FEDS WHERE BEFORE WAS EIGHTY FIVE POINT NINE PERCENT WAS HOW IT WAS CALCULATED AND 18 19 WAS THAT ALL THE DENOMINATOR OF THE PERCENTAGE WAS YOUR GRADUATING CLASS. SO I SAY THAT AS GRADUATING CLASS BECAUSE THEY OF THE STUDENTS WHO WALKED ACROSS THE STAGE WHAT PERCENT WERE COLLEGE AND OR CAREER READY? THERE'S EIGHTY FIVE POINT NINE NOW THEY USE THE DROP OR THEY USE THE GRADUATION COHORT AS THE DENOMINATOR. SO IT'S NOT JUST THE STUDENT YOU GOT A DIPLOMA WERE THEY COLLEGE OR CAREER READY? IT WAS ANYONE WHO ENTERED YOUR SCHOOL FOUR YEARS AGO THAT YOU DON'T HAVE ADEQUATE DOCUMENTATION TO REMOVE FROM WERE THEY COLLEGE OR CAREER READY? SO WE EXPECT TO SEE YOU EXPECTING TO SEE A DROP OF COURSES WITH THE CHANGE IN METHODOLOGY BUT THEN ALSO THE ENTIRE SPRING VANISHED FOR THE KIDS TO MEET SOME OF THE REQUIREMENTS FOR COLLEGE AND CAREER READY.
THERE WERE INDUSTRY CONVENTIONS GIVEN THEIR S.A.T. TEAMS WERE REMOVED.
SO WE EXPECTED TO SEE A DROP BUT PART OF THAT IS THE CHANGE IN METHODOLOGY.
[00:30:06]
SO YES, YOU ARE CORRECT THAT IS A TECHNICAL BASELINE FOR THE NEW METHODOLOGY.BUT IT ALSO INCLUDES COPING. YEAH. THIS SPRING WILL BE THE SAME METHODOLOGY NO CODED BUT IT STILL TOOK AWAY SOME TESTING OPPORTUNITIES FOR THE KIDS THAT WOULD BE IN THE COHORT RIGHT AT THE OTHER END. SO THIS IS MY MY KIND OF GLOBAL TAKE ON THIS WHOLE ACHIEVEMENT PART. I THINK AT THIS POINT THAT THE YEAR 20 21 NEEDS TO ESTABLISH NEW BASELINES THAT WE JUST START OVER WITH THIS DATA.
AS A NEW BASELINE AND THEN IN ADDITION TO THAT COME UP WITH SOME ASK DR. RODRIQUEZ, MR. FALLON, MISS BOATWRIGHT, YOU KNOW WHAT OTHER MEASURABLE THING PROCESS COULD WE ADD IN HERE TO KIND OF BUILD IN A. LIKE RIGHT NOW THIS IS FORTY FIVE PERCENT THE PROFESSIONAL PRACTICE IS 35 PERCENT. STUDENT ACHIEVEMENT IS 25 PERCENT.
SO MAYBE WE WANT TO DECREASE THE STUDENT ACHIEVEMENT THE HARD NUMBERS AND ADD TAKE THAT 25 PERCENT AND MAKE IT 10 OR 15 PERCENT WITH 15 PERCENT BEING THE WHAT MR..
YOU KNOW WHAT I'M SAYING? WHAT DANIEL WAS TALKING ABOUT. EARLIER LIKE WHAT CONTINUING IMPROVEMENT MEASURING OUTCOMES . BUT I SO THAT'S WHERE I LAND IT BECAUSE THE OTHER THING THAT I ALSO HAVE HEARD IS THAT FOR THIS YEAR WELL WE KNOW THAT NOT IN THIS STATE ISN'T GOING TO REQUIRE STUDENTS TO COME IN TO TAKE THAT THE SC READY USED TO BE THAT YOUR YOU HAD TO HAVE LIKE 98 PERCENT OF YOUR STUDENTS THERE TO TAKE THE TEST OTHERWISE YOUR SCHOOL WAS YOU KNOW IN. YOU KNOW, THAT WAS A BIG DEAL.
BUT NOW THE STATES WAIVED THAT REQUIREMENT. AND I ALSO HEARD THAT THEY'RE NOT GOING TO ISSUE REPORT CARDS THAT I DON'T KNOW. DANIEL, IS THAT TRUE?
>> WE WILL NOT RECEIVE RATINGS. SO YES, THE STATE WE ALL KNOW THEY SUBMITTED A WAIVER FOR FEDERAL ACCOUNTABILITY. PART OF THE WAIVER WAS REJECTED BY THE FEDERAL GOVERNMENT.
NOT A SURPRISE BUT IT HAPPENED . BUT WHAT THEY LEFT IN THE WAIVER WAS, AS YOU MENTIONED, THE FLEXIBILITY TO NOT HOLD STUDENTS, SCHOOLS AND DISTRICTS ACCOUNTABLE OR WILL PUNISH THEM. SO THERE WON'T BE RATINGS ON A REPORT CARD FOR MULTIPLE REASONS. BUT NUMBER ONE, THEY THEY GIVE FLEXIBILITY AND THEN SUPERINTENDENT BIERMAN WAS INTENTIONAL WITH WHAT SHE SAID YOU KNOW, WE'RE NOT GOING TO MAKE A STUDENT COME INTO A BUILDING JUST TO TEST IF THERE'S LEGITIMATE HEALTH CONCERNS FROM THE FAMILIES. SO THAT WAS KIND OF HER QUOTED STATEMENT WAS YEAH, WE HAVE FLEXIBILITY BUT WE ALSO KNOW THAT WE MIGHT HAVE A LARGE NUMBER OF FOLKS THAT HAVE DONE ONLINE LEARNING SINCE MARCH OF 20 20 THAT HAVE SERIOUS LEGITIMATE HEALTH CONCERNS. AND IT'S NOT IT'S NOT IN HER POWER TO SAY YOU HAVE TO COME IN AND THE ONLY REASON YOU'RE EVER GOING STEP IN THE BUILDING THE YEARS AND TAKE AN END OF YOUR ASSESSMENT. SO THAT'S WHERE OUR FLEXIBILITY COMES.
AND YES, IT COULD TAKE US OVER 95 PERCENT IN SOME BUILDINGS. SO THAT WOULD BE ACCOUNTABILITY . LIKE YOU SAID, IF YOU DIDN'T HAVE THE 95 PERCENT IN THE PAST, YOU POSSIBLE RATING. SO YEAH, DO WE START TO ADMINISTER THE TEST? YEAH. AND KIND OF READ BETWEEN THE LINES OF HER STATEMENT IF YOU'RE IN THE BUILDING WE'RE GOING TEST YOU NOW IF YOU HAVE HEALTH CONCERNS WE'RE NOT GOING TO FORCE YOU TO COME IN AND TEST. SO YEAH, IN SOME INSTANCES WE MIGHT NOT HAVE ENOUGH STUDENTS EVEN HAVE A REALLY GOOD COHORT TO MAKE A POSITIVE OR NEGATIVE JUDGMENT ON ANYTHING BASED ON THAT ACROSS THE STATE. SO YOU GO AHEAD.
YOU KNOW THIS IS THE PROBLEM IS IF THIS IS NOT A SHORT TERM PROBLEM ON THIS ACADEMIC ACHIEVEMENT BASED LIKE BECAUSE IF YOU'RE ONLY GOING TO TEST THE PEOPLE I MEAN THEY'RE SAYING YOU HAVE TO GIVE IT IN PERSON AND I'M GOING TO GIVE A VIRTUAL OPTION.
SO THE PEOPLE THERE'S GOING HUGE SELECTION BIAS ON THIS THING SO WE MIGHT ACTUALLY JUST SHOOT WAY UP THE CHARTS HERE. YOU KNOW, IF YOU THINK ABOUT I THINK HILTON HEADS AT ABOUT 80 PERCENT IN PERSON AND 20 PERCENT VIRTUAL BUT I THINK SHANKLIN.
SHENKMAN WELL BRANCH IS 20 PERCENT IN-PERSON AND 80 PERCENT VIRTUAL.
SO WE MAY END UP WITH A HUGE FALSE POSITIVE A TYPE 1 ERROR HERE AND THEN WE USE THAT AS A BASELINE AND THEN WE'RE GOING TO HAVE OUR FIRST FULL YEAR OF REGULAR INSTRUCTION WITH DR.
[00:35:02]
RODRIGUEZ AS A SUPERINTENDENT AND IT'S GOING TO LOOK LIKE HE'S DONE SOMETHING HORRIBLY LIKE SOMETHING'S GONE HORRIBLY AMISS. SO I THINK I DON'T THINK IT'S A ONE YEAR PROBLEM. THIS THIS BASELINE THING WITH THESE TESTS AND THEN THE OTHER THING I HAVE IS A QUESTION, DANIEL IS WHAT YOU WERE GOING TO.DR. RODRIGUEZ WAS GOING TO TALK TO US ABOUT PERFORMANCE MATTERS.
HE HAS NOT REALLY SAT DOWN AND SHOWED THE BOARD. BUT THERE'S A LOT OF STUDENT A MORE IN DEPTH. TO YOUR POINT, KATHY, YOU KNOW WHAT OTHER WAYS CAN WE USE TO MEASURE STUDENT ACHIEVEMENT? FROM MY UNDERSTANDING, PERFORMANCE MATTERS.
THEY HAVE MUCH DEEPER ANALYTICS. AND SO I'M WONDERING IF MAYBE WE SHOULD GET A DEMONSTRATION ON THAT BECAUSE I KNOW YOU'D MENTIONED I WAS GOING TO AT THE BOARD MEETING. I MEAN THE WORK SESSION AND THEN SEE IF WE CAN DO SOME ALIGNMENT WITH THOSE ANALYTICS . SO PERFORMANCE MATTERS IS A PRETTY STRONG ANALYTICS PLATFORM. I KNOW OUR TEAM AND INSTRUCTION IS STILL CREATING SOME ASSESSMENTS BUT THAT WOULD AND WE HAVEN'T WE HAVEN'T WE HAVEN'T PUSHED THEM OUT YET. SO WE DON'T KNOW HOW THEY'RE GOING TO ALIGN INITIALLY BUT THEY ARE VETTED. THEY ARE TRUE ITEM BANKS. THEY ALIGN ITSELF ON STANDARDS.
YES, I KNOW THAT'S PART OF WHAT HE DID IN PALM BEACH. I KNOW THAT'S WHAT HE'S BRINGING HERE AS PART OF THIS CONTINUOUS IMPROVEMENT MODEL OF PLAN.
YOU TEACH US AS YOU TEACH REASSESS YOU ANALYZE THE DATA YOU PLAN AND YOU START THE CYCLE AGAIN. SO IT MAKES SENSE. AND I'M I'M JUST TOYING AROUND IDEAS BECAUSE I AGREE WITH MISS . RIGHT.
EXACTLY. THIS IS NOT A ONE IN EVEN A TWO YEAR THING.
AND WHILE WE'RE GONNA HAVE SOME SAMPLING CONCERNS EVEN WITH WHAT WE'RE SEEING WITH WITH THE BREAKDOWN OF OUR DATA, EVEN OUR HIGH ACHIEVING STUDENTS ARE ARE BEING IMPACTED BY CODING.
SO I DON'T THINK WE'RE GOING TO I DEFINITELY DON'T THINK WE'RE GONNA HAVE TO HIGHLY INFLATED SCORES. YOU KNOW, THEY MIGHT JUST KIND NORMAL BUT I KNOW ALL OUR STUDENTS ARE STRUGGLING AND WE ANALYZED IT FROM THE TOP OF THE QUINTILES AND THE STUDENTS WHO WOULD QUALIFY IN THE 80 TO 90 9 PERCENTILE HISTORICALLY YOU THEY'RE STRUGGLING AS WELL.
WITH THAT'S JUST FROM THE SPRING BREAK AND THEN THE THE NOT CONTINUOUS INSTRUCTION COMING THROUGH ALL THE WAY THROUGH JANUARY. SO THERE ARE SOME ISSUES AND YOU KNOW, MAYBE IT'S YOU KNOW, MAYBE THINKS ABOUT IT AND I LIKE THE SPLIT, YOU KNOW, MAYBE THIS YEAR. HOW DO YOU IMPLEMENT AND YOU GIVE A A HEAVIER WEIGHTING TO THE POLICY PRACTICE, THE CHANGE IN PROCEDURE NOT SO MUCH TO ASSESSMENT.
DO YOU KNOW IF WE LOOK AT THE CHANGE THEORY AND 30 PERCENT AND MASSIVE CHANGES ON ANY TYPE OF INDUSTRY HAPPEN, WE START TO SEE A DECLINE. SO YOU KNOW, YOU LOOK AT THE CHANGE AND THEN YOU BRING BACK THAT THAT ACHIEVEMENT ONCE YOU GET A BETTER BASELINE.
BECAUSE I DON'T WANT TO BUILD ANYTHING OFF OF A FAULTY A FAULTY BASELINE.
YOU KNOW, EVERYTHING STARTS WITH THE FOUNDATION. BUT IF YOU KNOW DR. RODRIGUEZ BRINGS IN SOME OF HIS GOALS, SOME OF HIS WHAT HE'S GOING TO DO WITH WORK SCHOOLS AND IMPLEMENT THEM AND THEN HE HAS THE INFORMATION TO SUPPORT THE IMPLEMENTATION OF THOSE PRACTICES. BUT DEFINITELY FOR THE 20 21 SCHOOL YEAR AND AND I WOULD DARE SAY AT A MINIMUM 21 22 YEAR MAYBE 10 TO 20, 20 TO WE SEE SOME GOOD BASELINE DATA AGAIN AND THEN WE BRING IN. OKAY. NOW THAT WE SEE AS WE KNOW THAT YOU'VE BEEN DOING THIS, YOU'VE HAD A FULL SOLID YEAR OF YOUR POLICY CHANGE.
NOW WE ARE EXPECTING TO KIND OF SEE SOME GROWTH THAT KIND OF GIVES HIM TIME TO NOT HAVE TO WORRY ABOUT INSTANT RESULTS BASED ON CHANGING THE SYSTEM AS WELL.
MR. SMITH, DID YOU HAVE SOMETHING? YES, MA'AM.
>> I WAS GOING TO SAY THAT FROM MY EARLIEST PROMOTION DON'T DON'T DON'T HAVE A TEST BEGINNING BEGIN THE YEAR TO SEE WHERE THEY ARE WHERE THEY ARE AT WHEN THEY FIRST COME TO SCHOOL. DON'T KNOW ALWAYS TO HAVE HAVING TEST TEST DONE JUST MAP.
WELL I'LL LET DANIEL ANSWER THAT NOT FOR END GRADE TO END OF COURSE TESTS AND STUFF BUT DANIEL NOW WE JUST HAVE A BATTERY OF DIAGNOSTIC ASSESSMENTS.
WE HAVE MATH KINDERGARTNERS TO KINDERGARTEN READINESS SO THAT'S ONE THING.
IS ONE GRADE LEVEL BUT ULTIMATELY A FULL STATEWIDE ASSESSMENT.
NO, IT WOULD JUST BE JUST BE A FORM OF DIAGNOSTIC MUCH LIKE WE HAVE.
I MEAN SADLY IN THE 20 21 SCHOOL YEARS OF OUR WAS THERE WAS HAVE BEEN SAID WELL WE WILL WHAT WILL WE DO? WE STILL HAVE DIAGNOSTIC TESTS THAT ARE BEING DONE BEGINNING OF THE SEMESTER AND AT THE END OF SEMESTER IN THOSE THOSE ARE STILL TESTS THAT THAT I BELIEVE THAT THERE CAN BE MEASURABLE. I MEAN WE'RE REFERENCING STATE STANDARD TESTS AND NOT TO TEST AS A TEST, YOU KNOW. SO I FEEL THAT THOSE THAT THOSE ARE THINGS THAT CAME TO THAT COULD BE STANDARD WHEREVER WE COME UP WITH THE DISTRICT TESTS TO GIVE OUT TO STATES ALL GRADE
[00:40:06]
LEVELS FOR FOUR DIFFERENT FOR DIFFERENT PROGRAMS. I MEAN TESTS ARE STILL BEING DONE BECAUSE LEARNING IS STILL BEING DONE YET TO USE IT AS MEASUREMENT.>> I THINK YOU HIT ON IT. WILLIAM WOULD HAVE TO BE A CONSISTENT TEST THAT EVERYONE ACROSS THE DISTRICT WAS TAKING . SO AND MAYBE THAT'S WHAT DR.
RODRIQUEZ HAS IN MIND FOR HIS PERFORMANCE. MATT, YOU KNOW THAT SOUNDS LIKE WHAT WHERE HE'S HEADED, IS THAT RIGHT? DANIEL YEAH, THAT'S THAT'S MORE IN LINE WITH THE CONTINUOUS IMPROVEMENT MAP IS MEANT TO BE A DIAGNOSTIC.
WE HAVE BEEN FORTUNATE IN THE EFFORT TO BE ABLE TO GET BY WITH THAT FOR A WHILE BUT A SYSTEM TO TRULY CHANGE NEEDS MORE FREQUENT STANDARDS ALIGNED ASSESSMENTS TO TO REALLY INFORM THE INSTRUCTION SO FALL, WINTER, SPRING. IT'S GREAT AS MR. SMITH SAID WE CAN WE CAN TAKE A PULSE ON THE SYSTEM THAT WAY I CAN ANALYZE 20000 STUDENTS AND TELL YOU IF WE'RE MOVING IN THE POSITIVE DIRECTION OR PROGRESSING. BUT IN A CLASSROOM OF 25 TO 30 KIDS KNOWING TO INTRODUCE EVERY KID AND WHAT STANDARDS HAVE BEEN MASTERED, IT'S NOT FREQUENT ENOUGH. SO WITH THE IMPLEMENTATION OF A SMALL INTERIM DISTRICT DESIGNED ASSESSMENTS THAT ALIGN TO THE CURRICULUM ALIGNED TO OUR PACING THEN DEPLOYED MUCH LIKE MR. SMITH IS GETTING WITH THAT AND WITH A COUPLE ITERATIONS TO REALLY HONE IN ON THE ALIGNMENT THEN YEAH WE CAN GIVE A SYSTEM CHECK EVERY TIME WE GET ONE OF THOSE ASSESSMENTS IN PERFORMANCE MATTERS AND SHOW PERCENTAGE OF MASTERY AS A PERCENTAGE OF KIDS THAT ARE YOU KNOW APPROACHING MASTERY STUDENTS THAT YOU KNOW DIDN'T MASTER THE STANDARD NEED TO BE YOU KNOW, RETEACHING NEEDS TO OCCUR. THAT'S NOT THERE YET.
THE FOUNDATION IS BEING BUILT. THAT'S JUST NOT DONE YET. BUT THAT I KNOW IS AN INTERVAL PIECE OF WHAT GOT DRUNK. REGIS IS PUSHING THE SYSTEM TO TO IMPLEMENT THIS GADGET.
DO ANYTHING YOU'D LIKE TO ADD NOW? I'M JUST TRYING TO GET CAUGHT UP ON WHAT YOU WERE OBVIOUSLY DISCUSSING DURING YOUR FIRST MEETING.
I TOTALLY CONCUR WITH THE FACT THAT THE BASELINE IS NOT GOING TO BE VALID FOR FOR PROBABLY YOU KNOW, LIKE DANIEL SAID THE END OF 2022. AND TO HOLD DR. RODRIGUEZ ACCOUNTABLE FOR THAT AGAINST DAY A A BASELINE THAT'S IN JELLO WOULD NOT BE, YOU KNOW, A GOOD MEASUREMENT. SO KNOW THIS IS A DIFFICULT PROBLEM AND IT'S IT TAKES SOME SOME REAL THINKING THROUGH DANIEL. YOU KNOW, I WAS LOOKING AT THAT OTHER DOCUMENT ABOUT THE EFFECT SIZE AND HOW I'M NOT SURE WHERE YOU'RE GOING WITH THAT OTHER THAN THAT TO DETERMINE IF DR. RODRIGUEZ WAS IMPLEMENTING SOME OF THOSE STUDIES OR SOME OF THOSE STRATEGIES ARE INSTRUCTIONAL PRACTICES THAT WE KNOW HAVE A LARGE EFFECT SIZE HOW GOOD HOW WELL THAT IMPLEMENTED? IS THAT A WAY TO TO MEASURE HIS PROGRESS? SO I HAVE NOTHING REALLY TO ADD THEN THERE ARE SOME INCREDIBLY GOOD POINTS BEING BROUGHT OUT AND IT JUST REALLY DEMONSTRATES HOW DIFFICULT THIS ASSESSMENT IS. ASSESSMENT IS NECESSARY. OUR TEACHERS ARE STILL BEING ASSESSED THROUGH A DEPTH THROUGH GBM ESE SL LOWE'S YOU KNOW WE HAVE TO DO AN ASSESSMENT JUST NOT EXACTLY SURE. I THINK YOU GUYS ARE BRINGING UP SOME GREAT POINTS. YEAH. MISS YOU KNOW THE THE WHOLE EFFECTS OF STUDY CAME ABOUT JUST KIND OF TO GIVE SOME SOME RESEARCH AND SOME MEASURE TO THAT NOT JUST ABOUT A RESULT THAT ACTIONS DONE LEAD TO A RESULT AND THAT THERE ARE SOME VERY POWERFUL PRACTICES THAT CAN BE DONE THAT HAVE RESEARCH BASED HIGH IMPACT ON STUDENT LEARNING PAY FOR PERFORMANCE AS AN EXAMPLE, YOU KNOW JUST IMPLEMENTING PAY FOR PERFORMANCE IS ACTUALLY ALMOST NEGLIGIBLE TO AN ACHIEVEMENT. SO JUST PAYING SOMEONE TO DO BETTER DOESN'T RESULT IN ANYTHING BUT FREQUENT PLANNING AND STRUCTURE DOES.
SO WHAT WHAT REALLY DOES IS JUST SHOWS THAT YES, SOME OF THE POLICIES AND PRACTICES SUPERINTENDENT OR A PRINCIPAL OR EVEN A TEACHER DOES IMPACTS STUDENT LEARNING IS ALWAYS THERE IS TO PUT SOME NEW METRICS TO SOME OF THE EDUCATIONAL THINGS THAT COULD
AND SHOULD BE DONE HERE. >> I THINK WE ALL AGREE THAT THESE BASELINES THAT WE ARE
[00:45:02]
CURRENTLY LOOKING AT ARE NOT IN THE PICTURE WITH IT THAT THEY'RE NOT RELIABLE, THAT THEY'RE IT'S NOT A FAIR MEASUREMENT AND THAT AND I ALSO THINK WE ALL AGREE THAT WE HAVE TO COME UP WITH SOME TYPE OF MEASUREMENT FOR STUDENT ACHIEVEMENT AND IT SOUNDS TO ME LIKE DANIEL AND DR. RODRIQUEZ COULD PRESENT SOMETHING COME UP WITH SOMETHING THAT MEASURES CONTINUAL IMPROVEMENT ENDS IMPACT OR SOMETHING AND IT DOESN'T YOU KNOW, WE CAN JUST SO THAT WE DON'T ABDICATE STUDENT ACHIEVEMENT ALTOGETHER. THAT'S MY INGRID, YOU HAD YOUR HAND UP. YEAH. AND I'LL I'LL TELL YOU RIGHT UP FRONT I HAVE A LOT OF PERSONAL BIAS AGAINST THESE SOME OF THESE NO, NOT THESE.BUT YOU KNOW, IT'S VERY SIMILAR. LIKE I SAID IN THE LAST MEETING, WHAT'S HAPPENING IN HEALTH CARE WHERE THEY'RE TRYING TO HOLD A SPINE SURGEON NOT JUST AS AN EXAMPLE BUT YOU KNOW, ACCOUNTABLE FOR SOMEONE'S BLOOD PRESSURE.
RIGHT. BECAUSE THE TWO ARE RELATED BUT NOT DIRECT CORRELATION CAUSATION. RIGHT. SO WHAT I DON'T WANT TO DO IS AND THAT'S I WAS THINKING MAYBE THIS YEAR WE CAN'T REALLY BENCHMARK A STRICT ACADEMIC ACHIEVEMENT. WE COULD TAKE THE OPPORTUNITY TO KIND OF EXPLORE OTHER WAYS AT PERFORMANCE MATTERS MAY HAVE SOME SOLUTIONS TO LOOK AT ACHIEVEMENT THAT IS NOT QUITE SUCH A SIMPLISTIC MODEL, YOU KNOW, SIMPLISTIC METRIC BECAUSE I FEEL LIKE WHAT IT'S DOING IN HEALTH CARE IS DRIVING A LOT OF GOOD PEOPLE OUT OF THE FIELD, YOU KNOW.
AND SO YOU WANT IT TO BE LIKE A SMART ASSESSMENT. YOU WANT IT TO BE A REALISTIC ASSESSMENT. YOU DON'T WANT IT TO BE ARBITRARY AND MANAGED BY SOME BUREAUCRAT IN WASHINGTON, D.C. YOU KNOW, YOU WANT SOME YOU WANT SOMETHING THAT'S SPECIFIC THAT'S ON THE GROUND THAT ACTUALLY CAN TELL YOU. THAT'S WHY I SENT THAT ARTICLE FROM HARVARD BUSINESS REVIEW ON EVALUATING EO BECAUSE ONE OF THE POINTS HE MADE ON THAT AND THIS HAS GONE ON HEALTH CARE TOO IF YOU SAY HERE'S THE NUMBERS YOU NEED TO HIT TO HAVE A GOOD EVALUATION, DANIEL CAN PROBABLY GIVE US 400 WAYS YOU CAN YOU CAN CHANGE THOSE NUMBERS AND WE'RE REALLY LOOKING AT RIGHT NOW WITH IF THE SOUTH CAROLINA READY TEST DOESN'T HAVE TO BE ADMINISTERED IN PERSON YOU ARE SO HAVE A SELECTION BIAS FOR PEOPLE THAT ARE SHOWING UP FOR THE TEST. RIGHT. AND SO THERE'S A LOT OF WAYS TO MANIPULATE THOSE NUMBERS. NOW THAT'S A FLY IN THE OINTMENT AND THAT MAY BE NOTHING BUT MAYBE SOMETHING THAT THIS GROUP DOES NOT EVEN WANT TO GET INTO.
BUT I THINK IT WARRANTS OVER THE LONG TERM LOOKING AT HOW WHAT METRICS WE USE TO EVALUATE A TEACHER WHICH SHOULD BE SEPARATE FROM WHAT METRICS WE USE TO EVALUATE PRINCIPAL AND SUPERINTENDENT TO BUT THAT'S JUST BECAUSE I'M NEW AND I HAVE THIS LIKE THIS IS ONE OF MY PET PEEVES IN HEALTH CARE. WELL, UNFORTUNATELY THE WAY WE EVALUATE TEACHERS DICTATED BY THE STATE BUT SO EARL, DID YOU HAVE SOMETHING TO SAY HOW IS GOING TO HURT DANIEL CONCERNING THE STUDENT NOT UP TO IT OR SHOULD BE THE STATE SO GOING TO REQUIRE THAT THIS DATA TO BE
HELD BACK RIGHT NOW? >> IF WE LOOK REVISITED FEED LEGISLATION PART OF THAT FLEXIBILITY FROM THE REJECTION OF THE WAIVER ALLOWS RITA SUCCEEDS AT DAWN.
WE STILL HAVE THE SUMMER CAMP, THE READING OPPORTUNITIES. WHAT IT DOES IS THOUGH THEY REALIZE THAT SOME OF THOSE KIDS MIGHT NOT HAVE THE STATE ASSESSMENT THAT WOULD PUT THEM IN THE BOTTOM 5 PERCENT THAT WOULD SAY YOU MUST COME TO CAMP THAT DISTRICTS ARE ALLOWED TO USE DIAGNOSTIC DATA, LOCAL DATA ASSESSMENT, CLASSROOM DATA TO IDENTIFY STUDENTS FOR THOSE OPPORTUNITIES. I DON'T WANT TO TALK ABOUT THE RETENTION COMPONENT BECAUSE THAT'S NOT REALLY MY AREA OF THE LAW THE MOST. BUT I DO KNOW THAT THE RACE TO SUCCEED IS STILL IN PLACE. IT GIVES US MORE FLEXIBILITY ON THE TYPES OF ASSESSMENTS WE'RE USING BUT I DON'T KNOW ABOUT THE OUTCOME OF THE RETENTION AS IT STANDS IN THE MOST RECENT VERSION OF UPDATES. OK. THANK YOU.
ALL RIGHT. ANYBODY ELSE HAVE ANY COMMENTS ?
SO WHAT DO YOU THINK OUR NEXT STEP SHOULD BE? >> SO MAYBE WHAT YOU NEED TO DO
IS LOOK AT OUR URL. >> GO AHEAD. NO, NO, GO AHEAD.
GO AHEAD. NOW I I JUST SAY MAYBE WE SHOULD SAY THAT WE ARE GOING TO SET ASIDE THE CURRENT ACADEMIC ACHIEVEMENT RUBRIC AND DEVELOP SOMETHING DIFFERENT AND TELL WE CAN BASICALLY FEEL CONFIDENT THAT COVID DOES NOT AFFECTING THE BASELINE.
YEAH, THAT'S WHAT I WOULD RECOMMEND TO THE FULL BOARD WOULD EARL.
[00:50:01]
THAT'S FINE WITH YES. OK. >> AND THEN DANIEL HOW DO WE GO ABOUT DEVELOPING A REPLACEMENT AT THIS POINT A SUBSTITUTE. SO I THINK THAT WOULD REQUIRE DR. RODRIGUEZ'S INPUT AS WELL. KNOW JUST THINKING OUT THE BAD OF A CONTINUOUS IMPROVEMENT MODEL BECAUSE I KNOW THAT'S A LARGE STAKE IN THE GROUND WHAT'S NEEDED TO MOVE FORWARD.
PART OF THAT IS A COMMON UNDERSTANDING AND COMMON TRAINING PROCESS OPEN AROUND EXPECTATIONS PROFESSIONAL ARE IN COMMUNITIES. SO IN MY MIND IF THAT'S ONE OF LET'S SAY THAT'S ONE OF THE POLICY PRACTICES PROCEDURES THAT CHANGES AND IMPLEMENTS THAT'S ONE PORTION OF THE STUDENT ACHIEVEMENT COMPONENT IF WE'RE LOOKING THAT FIELD YOU KNOW THAT THE PTA, THE SUPPORT, THE DOCUMENTATION AND THEN AFTER WE SEE WHAT KIND OF THOUGHTS THERE ARE, WHAT WE COULD COLLECT TO SHOW EVIDENCE OF HOW WE GET BACK TO THE THE RUBRIC TYPE MODEL TEST SCORES AS EASY ACADEMIC ANY RUBRIC YOU WANT FOR THAT.
THAT'S WHEN WE GET TO THE MEASURE OF WE'RE REALLY MEASURING THE IMPLEMENTATION OF NOT THE OUTCOME OF . SO WE HAVE TO GET INTO SOME IMPLEMENTATION TYPE METRICS TO MAKE SURE AND I THINK SOME OF THOSE ARE WITH THAT WITH COMMUNITY ENGAGEMENT SOME OF THE OTHER THINGS THAT'S PART OF IT I IT FIRST YEAR PLAN WAS TO HAVE SO MANY COMMUNITY ENGAGEMENTS TO GO OUT SPEAKING ENGAGEMENTS AND STUFF LIKE THAT.
SO WE DID IT. THINK ABOUT THAT AS A GROUP AS WELL.
BECAUSE I KNOW ONCE THIS GOES TO THE FULL BOARD THEY'RE GOING TO WANT THAT.
THEY'RE GONNA WANT NUMBERS TO GO ALONG WITH. YEAH, NOT JUST GOING TO DO SOMETHING. THEY'RE GONNA AN ACTION PLAN AND THEN EVIDENCE TO SUPPORT THE ACTION PLAN AND THEN ONCE WE GET BASELINE DATA AND WE'LL HAVE EVIDENCE OF THE IMPLEMENTATION OF THE OUTCOME OF THE PLAN. LET ME LET ME ASK THIS.
THE OTHER COMMITTEE MEMBERS AND TRICIA, YOU SINCE YOU'RE YOU'RE NOT ON THE COMMITTEE AND MR. SMITH THAT YOU'RE STILL ON THE LINE. SO IT'S THE RECOMMENDATION OF THIS COMMITTEE AT THIS TIME. I THINK MISS BOATWRIGHT SUMMED IT UP REALLY WELL THAT WE NEED TO SET ASIDE AS WE DID LAST YEAR THE STUDENT ACHIEVEMENT MADE MATRIX COMPONENT THAT THAT IS CURRENTLY IN OUR INSTRUMENT SET THAT ASIDE AND COME UP WITH A SUBSTITUTE.
AND ALSO I THINK TEACHER RETENTION. RIGHT.
BECAUSE YEAH, THE OTHER ISSUE WITH COVERED . RIGHT.
SO THOSE WERE THE TWO THINGS THAT WE NEED TO SET ASIDE THE TEACHER RECRUITMENT AND RETENTION AND THE STUDENT ACHIEVEMENT. AND WE SET THOSE ASIDE THIS YEAR WHEN WE DID HIS EVALUATION. BUT I YOU KNOW, I THINK WE CAN DO THE FINANCIAL. WHAT DO YOU WHAT DO YOU THINK YOU THINK YES.
WE COULD DO TO FINANCIAL. YEAH. INGRID, WHAT DO YOU THINK? YES, I THINK THE FINANCIALS AS FAR AS I CAN UNDERSTAND WE DON'T HAVE WHAT'S THE TERM AUTONOMY AND YOU KNOW I MEAN LIKE SO THERE'S JUST AN ELEMENT OF HOW THE MONEY THAT'S ALLOCATED TO US GETS SPENT THAT SHOULD BE EASY TO WRITE OUT OF , RIGHT? YEAH. OK. SO SO THEN I MEAN DO WE HAVE.
THAT'S WHAT THAT'S WHAT WE ALL AGREE ON AT THIS POINT. RIGHT.
MS. MR. SMITH'S HANDS. MR. SMITH I THINK THAT TEACHER ORIGINALS BUT DOES THAT HAVE TO GO TO COVER DUTY? THAT'S STILL A PART OF THE CLIMATE IN THE DISTRICT OF DISTRICT. SO I READ THAT THAT CAN BE A THAT'S THE BEST DEAL CAN BE OBTAINABLE. SO BECAUSE I DIDN'T DATE IT IS OUR JOB AND WE KEEP TEACHERS AND THE POSITIVE STUDENTS. SO THAT IS A PART OF OUR RESPONSIBILITY. SO I I DEFINITELY GO FOR THAT AND I STILL THINK THERE ARE OTHER MEASUREMENTS FOR US TO LOOK OUT FOR TO BE GRADUATE WHEN IT COMES TO A TEACHER.
I MEAN TO US IT IS THE SUCCESS. SO WHAT I WANT IS WHEN I WOULD I WOULD JUST I WOULD DISAGREE BECAUSE I JUST FIGURED THAT THAT THAT WE CAN DIG IN A LITTLE DEEPER TO MAKE THIS
WORK, TO MAKE THIS ALL WORK. THANK YOU. >> WELL, WE ARE WE ARE WE ALL AGREE THAT WE NEED ADDITIONAL MEASUREMENT ADDITIONAL TO REPLACE THE STUDENT ACHIEVEMENT METRIC MATRIX THAT WE'RE LOOKING AT. YOU YOU KNOW, I THINK THAT TEACHER RETENTION I I I RESPECTFULLY DISAGREE ON THAT BECAUSE I THINK THAT MISS WALTON HAS SAID SEVERAL TIMES THAT TEACHERS HAVE LEFT BECAUSE OF COPIED BUT WHEN RETIREMENTS
I THINK YOU KNOW THAT THEY COULD WE USE LIKE EXIT DATA OR SOMETHING WITH THAT THE EXIT INTERVIEW YOU HAVE I'M SURE EVERYTHING I MEAN I'M SURE EVERY TEACHER HAS LEFT BECAUSE OF THE FAMILY UP OUT OF OUR MEETINGS OUR FAMILY. I'M SURE THAT'S NOT EVERYONE'S
[00:55:05]
EXCUSE. NO, I DON'T THINK IT IS EITHER. NO, THE QUESTION IS IT'S HARDTO SUSS OUT WHAT PERCENTAGE IS NOT RIGHT. >> I THINK I'M I THINK MANY
OF OUR TEACHERS ARE GONE LEFT BECAUSE OF CODE. >> YEAH.
YEAH. I THINK A LOT OF TEACHERS PROBABLY MOVED UP THEIR RETIREMENT PLANS JUST BECAUSE IT'S YEAH. WHAT'S THE DEAL WITH ZOOM AND KNOWLEDGE AND ALL THAT STUFF? I KNOW THAT I AND I FULLY ANTICIPATED THAT THESE TWO AREAS WOULD BE NOT A PART OF THIS YEAR'S EVALUATION. STUDENT ACHIEVEMENT AND TEACHER RETENTION BECAUSE IT JUST WOULD NOT BE FAIR. I LIKE YOU KNOW, IN MY THOUGHT PROCESS HERE HEARING THIS FOR THE FIRST TIME AND THE IDEA GERMINATING OF A YOU KNOW, DR.
RODRIGUEZ PRESENTING SOME FORM OF WHAT HIS VISION IS AND WHERE HE IS IS ALONG THAT PATH OF THAT VISION I THINK WOULD WE COULD MAYBE WORK WITH THAT. I DON'T KNOW ABOUT QUANTIFYING IT OR IF SO MUCH BUT BUT DANIEL, I THINK THAT THAT WHAT YOU'RE SAYING MAKES A LOT OF SENSE THAT THAT IMPLEMENTATION RUBRIC NOT JUST THE OUTCOME RUBRIC.
>> I WOULD BE VERY INTERESTED IN GOING DOWN THAT PATH. >> THAT'S THAT'S THE PATH I'M INTERESTED IN AS WELL. YOU KNOW, SINCE WE'RE GOING TO THROW THIS STUFF OUT
TEMPORARILY AT LEAST TO LOOK AT IF THERE'S A SMARTER TOOL. >> YEAH.
ONE THING IS ON THAT ARTICLE THAT I SAID ABOUT YOU KNOW, IT'S A CEO BUT WAS GETTING
INPUT FROM MID-LEVEL MANAGERS ESSENTIALLY. >> RIGHT.
BECAUSE IT'S A CORPORATE BOARD, YOU KNOW, LIKE TALKING TO PRINCIPALS AND ASSISTANT PRINCIPALS WHICH MAY GO TO ASSESSING CLIMATE, WHICH MAY GO TO ASSESSING THAT AND I DON'T THINK I SAW ANYTHING LIKE THAT IN THE CURRENT MODEL THAT WE HAVE.
>> ISN'T THERE A SURVEY THAT USED TO GO OUT TO THE AP AND THE PRINCIPALS REGARDING DISTRICT CLIMATE? I THINK THERE WAS UNDER THE PREVIOUS ADMINISTRATION.
I'M NOT SURE THAT IT'S BEEN DONE BUT I'VE SEEN NOT WHOLESALE AT LEAST.
BUT YEAH, THERE WAS A SURVEY DONE UNDER PREVIOUS ADMINISTRATION TO I THINK TO ALL STAFF RIGHT NOW BUT IT COULD BE LIMITED TO PRINCIPALS, ASSISTANT PRINCIPALS.
IT COULD BE LIMITED TO YOU KNOW, WHATEVER WHATEVER SUBGROUP OF EMPLOYEES YOU ARE LOOKING TO TO SURVEY. BUT I DO BELIEVE IT WAS ALL STAFF AND THEN THERE'S SOME THAT YOU COULD JUST AGGREGATED INTO THE DIFFERENT MANAGEMENT LEVELS.
>> YEAH, BECAUSE THAT STUDENT REPORT CARD THE SCHOOL REPORT CARD INCLUDED A PIECE ON SCHOOL CLIMATE THAT WAS REFLECTIVE OF SURVEY DAYS THAT WERE DONE BY STAFF AND STUDENTS.
CORRECT. YEAH THERE'S THERE'S TWO SETS OF SORT.
THERE'S THE STUDENT ENGAGEMENT SURVEY THAT GOES TO ACTUAL POINTS RATINGS ON THE REPORT CARD. THAT'S PRIOR ITS OWN SEPARATE MEETING TO TALK ABOUT THAT.
BUT THEN THERE'S ALSO IT'S BEEN AROUND SINCE THE DAWN OF TIME THE PARENT TEACHER STUDENT PARENT TEACHER SURVEYS ALL STAFF TAKE THE SURVEY. ALL TEACHERS TAKE THAT SURVEY.
PARENTS UP THROUGH 2020 WITH THE PARENTS OF THE CALL MADE IN GRADE SO ALL BUT ALL THE SENIORS. SO THE HIGHEST GRADE LEVEL IN THE BUILDING THOSE PARENTS OF STUDENTS THE SURVEY IN HIGH SCHOOL, THE 11TH GRADERS THAT THE SURVEY THIS YEAR THAT IS CHANGED AND IT'S ALL K THROUGH 12 STUDENTS. SO RIGHT NOW THE SURVEYS ARE GOING ON THAT K THROUGH 12. PARENTS K THROUGH 12 STUDENTS AND THEN AGAIN IT'S TEACHERS AT
THE SCHOOLS TAKE THE SURVEY AS WELL. >> YES, I RECALL IN READING SOME OF THE SCHOOL RENEWAL PLANS ONE OF THE GOALS WAS SCHOOL CLIMATE AND THOSE PLANS AND THEY TALKED ABOUT TEACHER SURVEYS AND INCREASING THE PERCENT OF STAFF, YOU KNOW, BASED ON SURVEYS. SO YOU KNOW, WE JUST LOOKED AT THOSE LAST NIGHT.
SO I DO RECALL THAT. SO AT THIS POINT DOES IT MAKE SENSE TO ASK DANIEL TO GET TOGETHER WITH DR. RODRIGUEZ AND BRING SOMETHING BACK? I THINK YOU KNOW WHERE WE WERE.
WHAT WE'RE ASKING FOR DANIEL, SOME TYPE OF DO YOU FEEL COMFORTABLE WITH THAT?
>> YEAH. I MEAN DO WHAT YOU'RE ASKING IS YOU KNOW, IT IS TO COME BACK TO THE COMMITTEE. I WOULD ASSUME THE COMMITTEE FIRST.
YES. WITH WITH SOME LEVEL OF GOALS OR PRACTICES THAT HE'S GOING TO IMPLEMENT AND THAT HE FEELS WILL HAVE AN OUTCOME OF INCREASED HUMAN ACHIEVEMENT.
[01:00:01]
THAT'S THE EASIEST WAY TO PUT IT. YEAH.AND THEN WE'LL HAVE TO FIGURE OUT A WAY TO MEASURE THE EVIDENCE AND MEASURE BUT THEN ALSO TO SOMEHOW IMPLEMENT A SLIDING SCALE OF IMPLEMENTATION ,THE ACTUAL ACHIEVEMENT OUTCOME TO HAVE MORE OR OVERALL IMPACT ON THE EVALUATION AS TIME GOES ON.
I THINK THAT MR. SAMANTHA, YOUR HAND IS STILL UP ARE NO MA'AM MINDS DIAL UP.
OK, IT'S UP ON MY SCREEN. SORRY. OK.
SO THEN UNLESS SOMEBODY HAS SOMETHING ELSE TO TALK ABOUT IT I THINK THAT WE'VE CONCLUDED THE MEETING. ARE YOU ALL OK IF WE ADJOURN AND WE NEED TO SET A DATE FOR
[Discussion of Future Meetings]
THE NEXT NEXT MEETING? YEAH. LET ME GRAB MY WORDS HERE.>> SO IT WOULD BEN MEETING ON THE FIRST WEDNESDAY OF THE MONTH.
>> THAT WOULD BE ON THE TWENTY FIRST THE FIRST MAN WEDNESDAY OF THE MONTH WOULD BE MAY 5TH
BEFORE. >> YEAH. ME WE DON'T HAVE A SECOND DAY MEETINGS ME NOW. THAT'S MAYBE THAT'S THE TRICK. IF WE SCHEDULE THIS MEETING AND USUALLY BY THE TIME THE ORIGINAL TIME WAS ELEVEN THIRTY AND WE MOVED IT TO 130 SO I WOULD PREFER HAVING 30 TO 130 BUT MORE SO. OK.
YOU. THAT'S FINE WITH ME. NO PROBLEM IN DANIEL DOES THAT
WORK WITH YOU LATER. >> YEAH. HOPEFULLY THAT GIVES ME TIME TO GET WITH DR. RODRIGUEZ AND GET HIM BE PREPARED FOR THAT NEXT MEETING.
YEAH. >> AND IF FOR SOME REASON THAT DOESN'T WORK.
YOU KNOW, LET US KNOW AND WE'LL TRIED FOUR DIFFERENT WEDNESDAY IN MAY CINCO DE MAYO FROM
AUSTIN AND WE CAN HAVE OUR REDONE. >> WE COULD DO THIS IN PERSON.
>> YEAH. HERE'S OKAY. I'M READY FOR SUMMER.
ME TOO. IT'S BEAUTIFUL OUT THERE. ALL RIGHT.
ANYTHING ELSE FOR YOU? GOT EVERYTHING YOU NEED, KATHY FOR THE REPORT AND EVERYTHING YOU DON'T NEED. EVERY ONE OF US DON'T NEED EMOTION, EMOTION TO ADJOURN.
I MOVE TO ADJOURN. OKAY. SECOND, I WANT TO THANK EVERYONE FOR YOUR INPUT TODAY. I THINK WE HAD A GREAT CONVERSATION.
YOU KNOW, I SEE ONLY WAY WE'RE GONNA GET ANYTHING DONE IS JUST HASH IT ALL OUT RIGHT? RIGHT. OK. YO
* This transcript was compiled from uncorrected Closed Captioning.