 Again, don't forget your numbers, 1, 2, 3, and 4. There's a reason why we're going to do that. A couple of things to recap exactly what we've done to date. I'm talking about two of the time that we did together. We had a welcome, we had an expert in the field that has come and shared some of the national stories that he's heard and has shared with us how data is very important. We didn't have superintendents or representatives from the different school data, what is working, what are still some of the challenges. Then we broke up into individual groups and we talked about strategies, we talked about goals, how we're going to measure the metrics we're going to use to measure our goals. We also introduced to you the 720 goals and the equal amount goals and how we're going to align that. And we also talked about us talking individually like of course our own particular school district and how we're now removing that hat and putting on our collective impact hat. And that means that we're going to start working together so that we can move and make that transformational change to really understand what it takes to graduate students college ready. That we start talking about having access and persistence when they go to college. And then lastly of course, which is an ultimate goal of ours, is making sure that students graduate with a degree that has market value. That that degree is going to get them a good job to support their family. So with that said, we're going to go into activity number three. But you're looking right now across the room, we've got the different independent school districts that have said, as a collective, as us as a school district, we're thinking now all together. This is what's going to be good for San Antonio, the city of San Antonio, and all of the children that are representative of those school communities. So what we're going to look at right now, if you look up here on the wall, we're posters of lists of strategists and metrics generated by each ISD. For instance, we talked about what actually would be done to achieve the overall targets of the strategists and we're going to prioritize them. There's so much work around this room, there's so much best practice, improvement practices that instead of going broad, you've got to go very deep. It's not individual, but it's as a collective. We're also talking about these strategies are based on discussions that we've had, the past group input, and a review of district best practices and the data. So this is not something that just came out of, you know, I think this is good. We've taken all this day to talk about all of our data and all of the discussions that we put together. Plus, some of you brought experiences and the stories that you have in your school district and you also shared that with your group. So now this is what we're going to do. We're going to take a few minutes to review the list of strategies and we'll be using a protocol called carousel. The carousel goes around and around and around. But guess what? We don't want you to go and just look at your stuff. We want you to make sure that your strategies and your metrics. We want you to go across. So what we're going to do within your group, we're going to count off to four. One, two, three, four, one, two, three, four, one, two, three, four. You're going to do that in your groups. Then all of the ones will go to that side over there, all the ones. All the twos will come over here. All the threes will go over there. All the fours will go over there. And what you're going to do is you're going to reflect on those. And whosoever in your group, because now you know this, I mingled you all up. Y'all can talk, have what we call the 12-inch voice and talk about it. You know, I wonder what they were thinking about this. You know what, we're already doing that. Right now, if I were to vote, I don't have to go anywhere else. I would have put my little thought on that one. But what you're going to do is you're going to find the leader within your group. In this group, for an example, the head is the leader. He's the one that's got the green dots. And you are, if you haven't received it, you're going to just use the green dots. There are six dots. One should stay on here. You're going to vote five times. But you're going to come. This group's going to come to Meaghan and say, Meaghan. This is what we worked on in our strategies. These are ours. That one and that one have some that are in a line to what I know we can do already to move the needle. I need you to go vote on the goal number two, the group number two, and that because of the feedback that they're going to be giving Meaghan. Meaghan also puts the dot to make sure that what that dot represents is two things. If you notice on the bottom over here, it says that each team will place up to five green dots in any combination of the strategy that we pursue immediately. This is not something that we're going to go back and it's going to take us a year to figure out. This is something that we're going to call the next phase of the work. Within three months we can adapt it, adopt it, roll it out. It's ready to go. And it's ready to go towards your individual goals and those aligned with College of San Antonio 2020 and the goal. The second thing is no, we're also looking for strategies that potential for impact and collaborative collaboration. This is something that if I were to bring your school districts into a room, we're going to measure across all of our school districts to see it collectively for moving the needle. That means that we're going to take your, let's say it's a dance placement, yours, yours, yours, and yours, and how are we doing as a collective impact organization, all of us working towards that common goal, all right? So one more time, you're going to count off, one, two, three, four. One leader will place the dots. You're going to have to not convince him, but you're going to have to tell him, this is the rational supply, let's not reflect it. This is why we'll answer these questions right here. And we're going to go across. What I'm going to do, since this is a 30 minute activity, I am going to give them, by the way, what I'm going to do tonight is I'm going to take pictures of all of this, and tonight the facilitators tonight, we're going to sit down, and we're going to rank everything that went first, second, third, so you can see it tomorrow. And tomorrow's only activity is the results of today's activity. But did you see the processes that we used? We're also hoping that part of the tools that we're teaching you, the carousels, the discussions, the breaking up, those are all tools that you can also take back and use as part of your processes with your teachers, your central office administration. This is good problem-solving activity, so in itself today you also learn or take you back some tools that y'all can work with. All right, so this is what we're going to do. I am going to time this in every five minutes, that's a 20 minute activity, and then we're going to have 10 minutes for Q&A, or maybe a little bit more, okay? So every five minutes, this thing's going to turn off like a fire alarm. That means you're going to go to the next group and we're going to go clockwise. All right, so right now, please count off, one, two, three, four. One, two, three, four. All of you in a minute, one, two, three, one, two, three, four. All right, all the number ones, please go over there right now, and the cities are clicking your plates on the carousel timer. All the chews, look up, you pick a leader for your crew. All the chews, they'll be over here. The threes for Jacob this, we're going to facilitate Jacob. Elizabeth's number four. Introduce yourselves. What are they doing? Yeah, we're going to see the two number two. Are these from both? Yeah. They're both. We're both. Yes. Without just the rest. I think we're just, we're going to discuss it. The 12 inch conversation. 12 inch. That's what she said. It's getting worse. 12 inch. Okay. Okay. We're going to do this one more time. You don't go about it, right now. You're going to go around. It's chicken, so you know what, I think I like that one. You might want to put a lot of eggs next to it, because you're going to vote on that. Which will raise your potential. Or not, you can freedom, discuss them. And then, once you go to all four of them, they're going to settle. That's the teacher in you. Yeah. You know, just to kind of stimulate some of the conversation at the time. The thing you hear was that the campaign is kind of collaborating this week. You talk about how college goes and culture, right? The communications campaign is, you know, can we have something as a collaborative that everybody would say the calendar is to say? Or the benefit will be by parents. It should be even one message, not one message and one message. It should have one or maybe the four representatives come and we have a common vocabulary. Right? Over here where it says built, built, uniform common language understanding of college ready testing. We found out that parents don't know about the testing. Students don't know. Right. So these are little things that they're using. These two strategies is part of the campaign. Okay. All right. So in strategy, this one goes across one, two, three, one, two, three. So under goal one is to increase the taking and passing of what we call the college readiness exam. TSI, all right? Or ACT, ACT as an example. Students that took the test by the, in other words, we wanted to be at 85% of the students will be taking and passing. So that's how that's across. We found out that a common testing calendar right now that during the school day, it's yielding better results of students actually coming because it's during the school day. Can we say that all four of our students can test during the school day and we develop a common testing calendar? You know, that's a quick win. We can knock that one out tomorrow, whatever way. But those, that's how the understanding is here. And the other one will be here. Oh. The definition without the, the students graduating without having to take an element to that is the definition of college readiness exam. So what you're looking at right now is just think, is this something that you all representing four different school districts? Is this something that you've not brought away? And the answer is yes, this goal is a priority for us. So when you go back, you know, all of your folks when they come and tell them the same thing, I'm going to walk them through this and say, hey, you've got to go forward now. I mean, that's something we can do real quick. We're going to use five of your students and we'll do that as to vote. And then tomorrow, I will give you all the results. And then those results are going to be presented to your superintendents and to the mayor, and initiatives. We're going to bring all of those partners and show to the ambulance and everything. And they say, these people that are practitioners, these are not you that are sitting up there. These are the guys and gals that are doing the work. This is what they said that they will, you know, they won't give their last paycheck. See who anybody has. And you can have a picture. You're never going to get a picture. I can bet that we are going to do, and we are still going to be able to gather because this is what we voted for. Right now, you're doing it, but they're not, and they're not in there. We know it, but you're not in there. The other thing that we also noticed was that in your school districts, you make up 67% of the students in the second-large area. If we can do this, just what you have right now, we're going to hang it out in the ballpark, just by serving the number of students that you'll have to hire. And it's never too late. 67% of the students in Fort Worth County are from Fort Worth County. And some of them from the city of St. Louis. And we have Judy. I think, like, well, and I look at this strategy with particular women, because we, in our group, we talked about the challenges that we're having. All right, we'll cost us some time to go around the carousel, and see if we can get more. Three, four, five, six, seven. Kind of like you guys, maybe. I like that. I like that. I like that. And build off of that. Yeah, yeah, yeah. Good. Good. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. You're the best. that you're not looking at it with a lens if you were pursuing your district, you're looking at the lens. Why don't you do that? I'll take this. Okay, that'll be okay because you're going to have both. So on this one here, what we're talking about is how are we going to come together to align the SA-2020 and the Obama's goals, right? So if you notice, here's an 85 and here's an 85. These are in direct alignment. You're going to say, but you know what, we're at 20% to get the 85? Well, you're going to have to shoot high to make sure that if you are at 20, you want to get to 50, at least you'll have to make more. If you say 50, you're still a hero and you've gained so much. But you have to show that you're going to give a net for it a little bit higher. That was the rationale behind this one. The second thing, if you look across, we're talking about creating a college culture. That 85% of the students will graduate college ready. In the state of Texas, there's a definition of college ready. And what it is that students graduate in high school without having to take developmental education. So that's where they say, without taking developmental education, college equals college ready. So that means that these students are going to graduate TSI ready. And the TSI ready is what we're talking about increasing the taking and passing of the college exams. So in order to fulfill this goal and measure it, the strategies that they're using is that they're going to have a communications campaign. So that communication campaign that they want to do is to get all of us to talk the same language. You know, who is going to be served at school, community, anyone that works with children, universities, colleges, our community members, teachers, parents, students. College culture, that's what we're going to promote. They're going to develop a calendar to do all of this. And the various tools that they're going to be using is newsletters, textiles, parent meetings, websites, Facebook, all of these. And strategy number two, we found out that a literacy campaign needs to be also done. None of this can get done if students in 3rd, 5th, 7th, 9th, 11th grade graduating are not reading unlike us. They felt that that was a very important thing, a very ambitious goal going across, because you know what, we're doing that. Or we're supposed to be doing that. But now, we're going to work at it with more different school districts to start talking about one level. This one here increased the taking and passing of the college entrance exams to make sure that we have 85% of the students not taking it. But look at the strategies. We're going to build uniform common language and understanding of the TSI. What does it mean to be college ready as far as the testing? We found out that students don't know the requirements for testing, when they test, what is the language on it? They do college prep testing, but they do it in isolation. Let me give you a quick example. I went into a teacher's lounge. In the teacher's lounge, I had the tax passing rates in math, in science, social studies, and then in between we had little spaces. So I got one of these little notes right here, and all I put on there was the TSI, and I put it in between them. And I said, where is your TSI stuff? And they said, what's a TSI? I rest my case, right? I'm being facetious, but we don't do an intention of that common language. And all we're focusing on is a minimum standard test for the year, and not building a college awareness or testing and everything else. So the strategies again, the common language, and then the last one is a real quick win. Would we be in agreement right now, tomorrow, we could petition our superintendents, that we all have a common testing calendar with our first school districts, and we agree, we'll do everything in our power to test during the school day. The numbers will be higher, they'll be paid for their test, they're in the common, they're in our room, they know the teachers, the environment, they know what to go to, because that's where they live. They know you, they know the testing people, they know the counselors, the professors that are sending in. That's at least 100 points right there. Alright, so you're a job, time to rotate. So your job is to go back, one person in your group is trying to have the green ones. You're going to go back and say, you know what, I love this common calendar, go vote for that one. Because this is something that you need to do. Or, you know what, it's true, we got to focus on that. Okay? Alright. You've been schooled. Alright, time to turn the carousel. We need a break. Alright. I'm just going to give you an overview so that you can have the time to reflect. This group is the San Antonio Independence School District. They came together and talked to each other. One thing that I like to bring to your attention was that they really aligned this to the 2020, the San Antonio Independence School District. The majority of it is to make sure that students graduate college ready. There's some persistence, there's some persistence and access to college. And at the end that they graduate with a college degree that has market value. Students that can really say, I got a four-year degree and now I'm ready for my job. And guess what? My job is ready for me. Because I'm in this collective effort that we're doing. People that are out there in the job courses are given a definition of what jobs are available. We're going to bring them into the next two topics. So, goal number one is creating a college career going culture. We found out that while it's good in our schools, how can we be great in this district? So, we are going to measure that 85% of the students, or the number of students graduate without having to take a developmental step. In the state of Texas, if I were to ask you, what is the good place for college ready? Do you know what the people will come? Oh, the students need to be good readers. Oh, the students have to be good writers. Well, those are attributes as I heard. You're a great student. But in the state of Texas, in order for you to be college ready, you have to take the TSI, the college entrance exam, whatever it may be. And they pass it at a level where when they graduate from high school, they don't have to take it. I'm going to give you a quote. So, the emphasis of this group is that they want to work very hard to make the students of TSI ready. The strategies is a communications campaign. Where is it to know? Who wants to detail? Students are gathered from the language. All the teachers are going to have to get in regards to the who, what do you test? One of the strategies also is that students need to be on grade level in regards to literacy. You can't read, you can't write, you can't read, you can't think, you can't communicate, you can't communicate, you're stuck. You're not going to pass the test. So, those should be the emphasis on the back. The second one, increase the testing and taking. We already talked about the college campaign. The students, the 85% goal. But check it out on the strategies. You built a uniformed common language and understand it in a TSI college-ready testing. Remember when Greg talked about a common language? A dictionary that defines what it is. So, what is college-readyness? What is TSI? I don't know if you can hear us though what an acronym is. So, the thing with that is to make sure that there's a definition behind an example and make a student get that role model. Common testing calendar. Tomorrow, if we had a matching one, all these four different school districts would come together. But we decide, the four side of those two districts will have a common testing calendar. Whereas, they will test your school day. Is that a quick win? Now think about it. If you're in a class from a student, I know you've been my class for the last few years. Guess what? I'm testing in my testing center. I don't know that you know what your period number is, but what do you want to test? Guess what? It's on Tuesday. You know what? I have all the people after school. I'm going to be in good mood because I'm going to be in a class. Guess what? I'm going to work on Tuesdays. The family is in college because it's a student's DNA that are going to test. And the thing is free of charge for the students. So the environment itself will probably add 100 points just to the students' score because of the environment that they're testing for. So your job right now is to go back to your leader and say, you know what? In group number one, this is a quick win. What's your 67%? No, I'm sorry. The 67% that I put on here is that 67% of the students right now, as far as taking the test, 67% of our students are taking the test right now. Right? But that's, they're looking at the 67% of the students taking the test. But out of this, how many are passing? And this was just a school district that said, and our school districts are not 67% taking the test. But I said, what is your passing rate? So remember, this is just a pro talk here, okay? So if you look at this, this is what we're looking at. All right, last group. Take it where you are. Okay. This is her. I think we have one more station. This is last group. We are at the last group. Well, that's okay. You did great. I bet you did. All right. Just, like over here, Karen, you want to do it? Sure. After much brain-busting and brain-storming, we came up with two strategies. Our first strategy was to create a college. This is the course. This is the course. This is the course. This is the course. This is the course. This is the course. This is the course. This is the course. Our first strategy was communication. We're talking about having a really good communication campaign to strengthen the college outcomes. We're talking about our students, our teachers, and our parents. What are we going to do with our parents? We need to inform them of the college studies. Now, some of our parents have not gone to college, so we need to inform them of the ins and outs of college. Our students, we need to talk about inform them of the pop tests, the structures of the tests, how you pass those tests, how many types of tests you've got in these communities. And we need to inform them of how our students are going to be, what they can do to help us to increase our students. Set up a calendar of this information, and we can actually do this communication campaign, and how we're going to do this. We have various tools, texting, emails, newsletters, Facebooks, parent meetings, parent forums, rallies, any type of way we can communicate this to our students and parents. Our second strategy is to work on our literacy campaign. And making sure that our students actually are on their read level when they go to their next grade level. Especially when we're talking about from elementary to middle school, and we have our middle school students who are in high school, we need to make sure that they are on a grade level. It's one of the major components. And our district, as you know, is hitting everyone. Our kids are not grade number eight. Our second goal is to create and increase the number of students taken and passed in these college interest exams, you know, SAT, ACT, GSIE, and both other exams. How we're going to measure that, when we said, of course, this is going to have to be incremental, 85% of our students will take and pass at the college But we are our district, I don't know. We don't want to bust people's brains by saying, next year you have an 85% we get. So we're going to have to take it as incremental steps and, of course, we're going to try to take it as incremental as possible. Our first strategy is to build a uniform common language and understand it, how it's going to be tested. And it's kind of like one in the tentacles with also our communication campaign. We need to make sure that our teachers are saying the same thing. We're not saying different things from one side of town to the other side of town. That may include establishing a common class, a class that has common outlines across all four times. The other strategy we send there, as districts, is we can also have a common testing day where we actually do the PIS and the SAT tests on one day. So in Carlondale, it'll be one day. SISD, one day, Southwest one day, not one day. The thing from your job is to go back and one person in your school district, you're going to go back and say, well, here, here, and here, this is the question that, yeah, am I going to take some time to break out and go back to your reverse? Look at this right here. Is that a quick win? Can we go back tomorrow? The people of authority back in our school districts will say, you know what? We can do testing for TSI, you know, an AirCube place, or whatever we're going to do, or SAT during the school day. Think about it, when a student comes to your school, they're going to test in a room they already know. You're going to give the test they already know. That's a hundred points just because being known is taken away. Plus, if it's during the school day, they have to make up early on Saturday. Kids party on Friday night, they have to get up on Saturday. So this is just a familiar editing. Guess what? Parents are involved, too. If you don't get up, you're going to fix you to a breakfast that's not going to work anyway, so you don't have to do that. Parents get to eat. So you're going to vote. When you come back, we're going to vote, and this is a goal, these are the strategies that we can do immediately. But we're not voting on goals, we're voting on strategies. Well, we're voting on both. We're calling it a vote on both. We're going to vote on both. Right now, we'll do a clarification, but we'll be giving a couple of overalls on how we're going to do that. But the understanding is, all right, go back to your groups now. But we're all going to vote. We'll get a clarification right here. Thank you. Thank you, Karen. Thank you. Thank you. I'd like to see if my board has a comment testing calendar. I'll get the grounds for testing. Here. Oh, she's called back. Uh-huh. Do you know who I'm? Who could you say? She's called back. Honestly. I'm so nervous. I'm so nervous. Hey, what, what are you? Daddy? I know right. I'm so nervous. I'm so nervous. I'm so nervous. I'm so nervous.