Parents4LISD Community Meeting

1. Parents4LISDCommunityMeeting December 16th, 2013

2. Agenda • About Parents4LISD – Ernie Magnotti • Texas House Bill 5 (HB 5) and LISD – Kristi Haslett • Observing Project Based Learning at LISD – Carol Baugh • The Gifted and Talented (G/T) Program at LISD – Kendra Stephenson • How LISD and Texas school districts use bond funds – Carol Baugh • Observing LISD teacher morale and its potential impact – Stacey Kostas • What we know about drug use in LISD schools – Tracy Scott Miller • Observing the 1:X implementation – Ernie Magnotti • Wrap-up Parents4LISD Community Meeting

3. About Parents4LISD Ernie Magnotti

4. About Parents4LISD The Mission: To provide a communications interface between LISD governance and its constituency, to facilitate constructive dialog and transparency, to elevate LISD to the highest standards, and ensure that each student at LISD reaches his or her greatest potential. The Movement: We are an open and loosely organized group. We do not have members or positions. We are simply a group of citizens with shared concerns and motivations. Why are we doing this? Our elected board members need balanced and proportional input from the constituency to help them make decisions that are well informed and representative of the community. Parents4LISD Community Meeting

5. Parents4LISD started in August 2013 Parents4LISD Community Meeting

6. Parents4LISD Current Internet Footprint LISDtechwatch on Facebook Focus on LISD technology implementations, comparisons to other districts, discuss alternatives and improvement opportunities @Parents4LISD on Twitter Parents4LISD on Facebook Primary target, 1300 page likes, LISD specific audience 4LISDteachers on Facebook (under development) To focus on LISD Teacher state of mind and morale. Convey parent support during trying times for education. Parents4LISD.net Website Portal function, Office 365 Capable, Blogs, About and Teamsite Parents4LISD on Vimeo Video host for feeds to other pages, video channel provider Parents4LISD Community Meeting

7. Demographics on FB Page Parents4LISD Community Meeting

8. Costs Parents4LISD Community Meeting

9. The Next 6 Months at Parents4LISD • Increased P4 involvement from more citizens • Likes, comments and posts across all media • Board Meeting attendance and participation • More parents aware of more details • Spread the word to other parents; grow community • Increased engagement with trustees • Help research issues; provide expertise • Provide community input through platforms • Encourage more productive two-way communications between trustees and parents • Every Other Month Community Meetings • Continuous discussions of all issues impacting LISD, including state and federal issues • Celebrate the best of LISD achievements • Participation in Seat 6 & 7 Elections, May 2013 • Understand candidate positions so that we can hold them accountable • Help citizens get to know candidates • Continued comprehension of the issues through expert participation • Bonds, Finance, Budgets • HB5, State and Federal Issues • Curriculum changes, PBL, Flipped Classrooms • Special Programs like LEAP • Teacher morale • Technology implementation(s) and vision • Awareness of substance abuse issues in schools Parents4LISD Community Meeting

10. HB5 and LISD Kristi Haslett Parents4LISD Community Meeting

11. HB5 and LISD House Bill 5 • Assessment • Graduation Plans • School Accountability Parents4LISD Community Meeting

12. HB5 and LISD Assessments End of Course Exams (EOC) - Reduced from 15 tests to 5 tests English I – Reading and Writing combined English II – Reading and Writing combined Algebra I Biology US History Cumulative Score - Eliminated 15% grading policy requirement - Eliminated Parents4LISD Community Meeting

13. School Day Interruptions - A district may not remove a student (without written parental consent) from a regularly-scheduled class for “remedial tutoring or test preparation” more than 10% of the scheduled class time. Districts may only administer two benchmark tests for the corresponding state test. STAAR Modified (for special education students) will be no longer administered after the 2013–2014 school year (per the U.S. Department of Education). The TEA commissioner will determine a 100 point scale scoring system that indicates satisfactory performance on each of the five EOC exams. The TEA must notify districts of test results no later than the 21st day after the day the test was administered. HB5 and LISD Parents4LISD Community Meeting

14. Graduation Plans Replaces the high school program: Minimum (MHSP) Recommended (RHSP) Distinguished Achievement Program (DAP) With a new plan with similar structure: Foundation Foundation with Endorsement (default graduation plan) Distinguished Level of Achievement HB5 and LISD Parents4LISD Community Meeting

15. Foundation English - 4 credits English I, II, III, advanced ELA Math - 3 credits Algebra I, Geometry, advanced math Science - 3 credits Biology, IPC or advanced science, and another advanced science Social Studies - 3 credits U.S. History, Economics/Government, and either World History or World Geography, or a new combined World History & Geography course LOTE - 2 credits (Languages Other Than English) computer programming languages may substitute Fine Arts - 1 credit can be community-based program with appropriate TEKS coverage P.E. - 1 credit including approved off -campus programs Electives - 5 credits may include Career & Technical Education (CTE) or certification courses HB5 and LISD Parents4LISD Community Meeting

16. Current freshman, sophomores and juniors may choose to stay on their current diploma plan or switch to the new foundation diploma. Current seniors may only switch to the foundation plan if they are not able to graduate under the current minimum plan. Students entering high school during 2015 or later will only be allowed to use the foundation plan. Students on the foundation plan are not restricted from applying to college. HB5 and LISD Parents4LISD Community Meeting

17. Foundation plus Endorsement Adds the following required four credits on top of the foundation plan. 4th advanced math 4th advanced science 2 more electives Students entering ninth grade will choose 1 of 5 endorsements (fields of interest) during registration. STEM - Science/Technology/Engineering/Math: science, environmental science, technology, computer science, engineering, advanced mathematics Business/Industry: DB Mgmt, Info Tech, Comm, Acct, Finance, Mktg, Graphic Design, Architecture, Construction, Welding, HVAC, Logistics, Auto Tech Public Services: Health sciences and occupations, education and law, and culinary arts and hospitality, Ag-Science Humanities: Political Science; World Languages; Cultural Studies; English Literature; History; Fine Arts Multidisciplinary Studies: select courses from each endorsement and earn credits in advanced courses to complete the distinguished level HB5 and LISD Parents4LISD Community Meeting

18. Foundation plus Endorsements is the default graduation plan. A student is allowed to change to the foundation program after their sophomore year only if (1) the student and parent/guardian are advised of the benefits of graduating with an endorsement, and (2) the parent/guardian files written permission with the school counselor. Students are allowed to change their endorsement. HB5 and LISD Parents4LISD Community Meeting

19. Distinguished Level of Achievement (DLA) Student must complete Foundation Plan plus 1 Endorsement plus one of the math credits must include Algebra II and the fourth science credit must be advanced. Only students with DLA may be considered for the top 10% rule for college admission. HB5 and LISD Parents4LISD Community Meeting

20. A “performance acknowledgement” is placed on a student’s diploma and transcript if they earned an outstanding performance in a dual credit course, in bilingualism and biliteracy, on a college AP test or IB exam; or on the PSAT, the ACT -Plan, the SAT, or the ACT; or (2) for earning a nationally or internationally recognized business or industry certification or license. Student in any grade level (K-12) may not be given class credit or a final course grade unless the student is in attendance for at least 90 percent of the time the class is offered. HB5 and LISD Parents4LISD Community Meeting

21. ACCOUNTABILITY HB 5 establishes a new rating system which includes: Academic performance (largely based on state test scores) Financial performance Community and student engagement Districts ratings: A, B, C, D, F (A-C are Acceptable, D-F are Unacceptable) CampusRatings: Exemplary, Recognized, Acceptable and Unacceptable HB5 and LISD Parents4LISD Community Meeting

22. A new local committee will establish rating criteria for the following factors: Fine arts Wellness and P.E. Community and parental involvement, i.e. tutoring programs or participation in community service projects 21st Century Workforce Development program Second language acquisition program Digital learning environment Dropout prevention strategies Educational programs for gifted and talented students Record of district and campuscompliance with statutory reporting and policy requirements. HB5 and LISD Parents4LISD Community Meeting

23. NEW Texas School Accountability Dashboard The TEA will develop a “dashboard” separate from its own website for the public to access campus and district accountability information to include: Performance for each district and campus in: Student achievement Student progress Closing performance gaps Postsecondary readiness. Comparison of the number of students enrolled in each district, including the percentage of students who are LEAP, unschooled asylees or refugees, educationally disadvantaged, and students with disabilities. Comparison of performance for each district and campus disaggregated by race, ethnicity, and populations served by special programs, including special education, bilingual education, and special language programs; and, a comparison of performance information by subject area. HB5 and LISD Parents4LISD Community Meeting

24. The new system requires a lot more information diagnostics from the schools and districts such as: Indicators to include the percentage of students graduating under the foundation high school program, the distinguished level of achievement, and earning an endorsement. Number of students, disaggregated by subpopulations that take courses under the foundation program and take courses to earn an endorsement, disaggregated by type of endorsement. Excessive numbers of students that fail to complete Algebra II or other advanced courses Excessive numbers of students earning a particular endorsement Disproportionate number of students of a particular demographic group graduating with a particular endorsement. HB5 and LISD Parents4LISD Community Meeting

25. HIGHER EDUCATION Students who successfully complete a college preparatory course do not have to take the TSI for that content area (TSI=state-legislated test in reading, mathematics, and writing for students entering college). Districts must partnerwith a public or private institution of higher education to develop and provide: An apprenticeship training program; or an internship required as part of accreditation toward an industry-recognized credential or certificate. College preparatory courses in English language arts and math - for seniors whose performance on an EOC exam does not meet college readiness standards; or coursework, college entrance exam, or higher education screener (e.g., Accuplacer). These courses on the high school campus, or through distance learning or an online course provided through an institution of higher education with which the district has partnered. Dual credit courses at the discretion of the higher education institution. HB5 and LISD Parents4LISD Community Meeting

26. Miscellaneous Items Enacted by HB5 Requires each school counselor at an elementary, middle, or junior high school to advise students and parents of the importance of postsecondary education. During the first year of enrollment in high school, and each year thereafter, a school counselor must provide information related to the importance of a postsecondary education and the advantages of earning an endorsement, a performance acknowledgement, and a distinguished level of achievement. Prevents the commissioner from appointing a person that advises the TEA regarding state accountability or the content or administration of a state test if the person is employed by a test vendor. Illegal for a state-test vendor to make a political contribution to, or take part in any way of, any person seeking election to the SBOE. HB5 and LISD Parents4LISD Community Meeting

27. Parents4LISD Community Meeting

28. PBL and LISD Carol Baugh Parents4LISD Community Meeting

29. PBL and LISD Jerry's Web site http://www.jerryking.com/ and to From Now On http://fno.org Parents4LISD Community Meeting

30. 2013-14 Strategic Design Goals/Action Steps for PBL Instruction: https://v3.boardbook.org/Public/PublicItemDownload.aspx?ik=34414699 Parents4LISD Community Meeting

31. Goals of PBL: Motivate the students, and provide responsibility of learning Develop the ability of self learning and meta-cognition Adapt the learning needs of the students Develop reasoning skills Develop interpersonal skills and the ability to work in team Source: http://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL Parents4LISD Community Meeting

32. Elements of PBL: • Key elements of most PBL activities are: • A focus on authentic, significant real-world issues and problems • A challenge that develops a student-driven need to know • An enquiry process, generating answers and solutions • Acquisition of 'soft skills' and 21st Century skills (IT, collaboration, critical thinking, etc.) • Light-handed teacher facilitation/guidance of student-owned projects • Group-work or 'team work' on a project • Feedback, critique, revision • An opportunity for students to present and defend their solutions to problems Source : http://moodle.unitec.ac.nz/course/view.php?id=3114 Parents4LISD Community Meeting

33. Implementation Challenges: • How does a teacher evaluate very dissimilar projects? • When is PBL appropriate? (perhaps more for advanced courses and less for introductory courses?) • How does a teacher allocate classroom time to PBL projects vs. other forms of instruction? Parents4LISD Community Meeting

34. My Conclusion: • PBL should be “A” tool, not “THE” tool for teachers • PBL is not a panacea and will not solve all problems • As in most things, we need balance : • Lectures [“Sage on the Stage”] • PBL [“Guide on the Side”] • Flipped classrooms • Small group discussions • Independent research Parents4LISD Community Meeting

35. The G/T at LISD Kendra Stephenson Parents4LISD Community Meeting

36. TEA Establishes Criteria for Education of Gifted/ Talented Students • Texas State Plan for the Education of Gifted/Talented Students • http://www.tea.state.tx.us/index2.aspx?id=6420 • State Goal: • “Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for gifted/talented students will have produced products and performances of professional quality as part of their program services” • Five sections of the plan • Assessment, • Service Design • Curriculum and Instruction • Professional Development • Family/Community Involvement • State plan establishes three categories • In Compliance • Recommended • Exemplary Parents4LISD Community Meeting

37. What Is a G/T student? • No single definition • Defined by Texas Education Code as: • "gifted and talented student" means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field • G/T definition in district underwent a significant but subtle change • Prior to change student had to be performing in the 95% percentile in 5 of 8 areas of assessment; could provisionally qualify if student was “close”; transfer students had to be assessed by LISD • Currently no hard and fast cutoff; in general 95% is still used but committee will adjust to ensure students are not unfairly excluded from the program; transfers into program are accepted • Why the change: • Improve participation at certain campuses and by certain student groups by providing opportunities for students that are potentially disadvantaged on assessment tests or lack parental advocacy • Concerns: • No additional resources were allocated to program; in fact over last 5 years overall program resources have been reduced; schools that have traditionally had significant participation now have even more participation • G/T teacher workloads (pullout classes, push in classes, class room extensions, assessment administration and testing, conferences etc.) are forcing a degradation of services at certain campuses to students who have traditionally fully qualified • Blurring between high achievers and G/T Parents4LISD Community Meeting

38. Gifted /Talented Services Have Changed At Elementary and High School Levels Over Last 3 Years • High School Changes Were Done At One Time • Elementary Changes Started At Same Time But Have Been More Gradual • The changes: • No formal assessments are done in kindergarten • Pull out instruction not required by district until 3rd grade • Emphasis on push in instruction • No defined number of hours for pull out instruction • Why • Effort to improve participation at certain campuses and improve participation that reflects overall makeup of LISD • Push in instruction allows more students to be served including high achievers • District coordinator does not believe pull out of single or very small groups is beneficial • Concerns • Workload of GT Coordinators • Lack of services in K-2 • Poor communication of changes and requirements to teachers and parents • Teachers feel pressure to use all tools not just needed tools • Social and emotional needs of kids are not being effectively met • The change • GT class that combined ELA and social studies requirements was eliminated • AP and Pre AP are used to fill state requirement to offer GT services across 4 foundation areas – math, science, ELA and social studies • Why • GT class was classified as ELA • LISD was concerned this was not in compliance with TEA requirement to offer services across four foundation areas • Concerns • Change is confusing – better meeting State requirements by doing less • Parents and students were not notified before changes occurred • Do AP classes fill the TEA goals and requirements • Social and emotional needs of kids are not being addressed at all Parents4LISD Community Meeting

39. Other Items Impacting G/T • G/T program assessment • Initially assessment was limited to G/T and an RFP was issued in September • Expanded to include other programs like ESL and relaunched • RFP responses are due December 17th and recommendation will be going to board in January • G/T assessment will review compliance with State Plan, national guidelines and other programs • Concerns – Little or no parent and teacher involvement in RFP design and no involvement in provider selection; district process does not easily accommodate parent participation; spending outside money; focus is not on if kids are performing well it is on compliance with State Plan • Parent Support Group • Two initial organizational meetings; no formal structure or objective has been established • Initial meetings were discussions on unmet needs in G/T services • Unclear how much ability parent group will have to make changes • State Plan requires parent and community involvement • Castle Hill and Greater Lewisville G/T support group exists but is not working with LISD • House Bill 5 contains requirements for G/T services • Requires community participation in program evaluation; already a requirement in Texas State Plan • Reduction in requirements for social studies graduation requirements would have required a reassessment of the high school service model if the model had not already been changed Parents4LISD Community Meeting

40. LISD’s use of bond funds Carol Baugh Parents4LISD Community Meeting

41. BONDS Parents4LISD Community Meeting

42. The Effect of “Robin Hood” on Bonds • “Property-rich” districts • Recapture of “M&O” • Bond funds exempt from recapture Parents4LISD Community Meeting

43. Why Bonds? The 2008 bond package funded: • New schools and school additions • 9th grade centers • Marcus stadium • New natatorium • New Career Center East • Capital improvements • New land acquisitions • Technology (both building infrastructure & iPads) “M&O” (Maintenance & Operations) is used for: • Teacher salaries • Personnel expenses • Teacher training • Building maintenance and repairs • Classroom textbooks and supplies • Recurring expenses such as insurance and utilities • Technology Parents4LISD Community Meeting

44. Source: http://www.texastransparency.org Parents4LISD Community Meeting

45. Parents4LISD Community Meeting

46. LISD and Teacher Morale Stacey Kostas Parents4LISD Community Meeting

47. Teacher Morale and Potential Impact • Over the last two and half years several initiatives/changes have occurred in our classrooms. • Many teachers and school level administrators are frustrated at the sense of urgency in which initiatives/changes are being handed down. Many feeling overwhelmed. • Initiatives are being driven so quickly without measure of impact on teacher morale. Examples of last 2.5 year initiatives: • Cut backs in support staff • The use of technology in the classroom • Bring your own technology - BYOT • Potential grading policy and assessment changes • Dual language • Gifted and Talented taken out of High School curriculum • Leap Program modified at the elementary school level • 1X Initiative • Project based learning curriculum • Flipped classrooms

48. Teacher Morale and Potential Impact • Teachers are being asked wear multiple hats not only in the classroom, but also in their working relationships with peers.  • Example - Only 1 or 2 teachers from each school could attend 1X Camp Training.  Those teachers were asked to be their school’s guru for 1X and aid the other teachers in its implementation.  • LISD says it has offered countless hours of training; however, the number of hours has been substandard compared to the large number of initiatives that have been imposed. • School level administrators and teachers are feeling less supported, while feeling more demands are being put on them.  • Many teachers and administrators feel there is no longer an atmosphere of open communication within the school district. 

49. Teacher Morale Example 1 Parents4LISD Community Meeting

50. Teacher Morale Example 2 Parents4LISD Community Meeting