Rockwall Independent School District
Board of Trustees Meeting
March 23, 2015
Work Session
The Board of Trustees of the Rockwall Independent School District conducted a work session on
Monday, March 23, 2015 at 6:30 p.m. in the Room 600 of the Administration/Education Center of the
Rockwall Independent School District located at 1050 Williams Street in Rockwall, Texas. In attendance
were:
President
Vice President
Secretary
Mr. Chris Cuny
Mrs. Linda Duran
Mrs. Stephanie Adams
Mr. Jon Bailey (Absent)
Mr. Russ Childers
Mrs. Leigh Plagens
Mr. Jim White
Superintendent
Mr. Jeff Bailey
President Cuny called the meeting to order at approximately 6:30 p.m., declaring a quorum in attendance
and the meeting duly called with notice posted according to provisions of the Texas Open Meetings Act,
Texas Government Code Chapter.
Dr. Katrina Hasley, Executive Director of Professional Learning/Mentoring/Elementary Curriculum, gave
an overview of the professional learning provided to all teachers in the District. Keeping up with the most
up-to-date, research based instructional methods, the most effective digital tools, and the ever changing
needs of our students are essential to anyone in the profession. Rockwall ISD provides professional
learning opportunities for all teachers in a variety of ways throughout the year. A 21 st Century skills is a
phrase used by many. The 21st century classroom teachers uses a technology-infused learning
environment to expand global collaboration and communication, increase critical thinking and have
students independently and collaboratively creating products that promote discovery and real-world
application.
Dr. Hasley also spoke about Professional Learning. Rockwall ISD professional learning opportunities are
designed to equip and support teachers in meeting the needs of our modern learner. In addition to our
summer learning opportunities and designated dates, we also provide ongoing support from content
coordinators, instructional coaches and instructional technology specialists throughout the year. Dr.
Hasley stated our district has been partnering with the Marzano Research Lab for the past five years. In
that time, we have focused on research-based, high-probability instructional strategies. She stated
Rockwall ISD learned about instructional rounds, in which teacher observe each other in order to reflect
on their own practice – Teams of teachers (nominated by their principals) have participated in learning
experiences to build capacity on our campuses and provide them with leadership opportunities. These
teachers have participated in professional learning that helps them know where students are in their
learning and how to provide better instruction. Several years ago, we implemented our Instructional
Coaching Program at the elementary level. The role of the Instructional Coaching Program is to provide
support to teachers. They work alongside of teachers (partnering with them)helping them analyze their
strengths and areas of potential improvement. They set goals with teachers, provide resources for them,
model, co-teach, provide feedback. They have become a valuable asset to our campuses. They are also
an extension of our district professional learning – providing additional support for implementation in the
classrooms.
All teachers are required to participate in professional learning for two days in the summer in exchange
for two days during the week of Thanksgiving. Our summer classes are designed based on data shows
as area of need as well as feedback from teachers, and administrators. As in all sessions throughout the
year, we strive to embed digital tools and those effective instructional strategies, modeling what teachers
may use with their students.
Dr. Hasley explained Project Based Learning. She stated that Project Based Learning is a teaching
method in which students gain knowledge and skills by working for an extended period of time to
investigate and respond to a complex question, problem or challenge. We first implemented Projected
Based Learning in our district in 2009, when we provided intensive training for all of the Career and
Technology Education (CTE) teachers as well as a few of our high school core content teachers. The
next year, we trained all middle school core content teachers in the effective instructional method. This
method has been used in our middle school summer school program. For the past several years, we
have also offered summer sessions on Project Based Learning to any teacher interested. We launched
an elementary Project Based Learning program last year. Each year, one teacher from each elementary
campus is eligible to participate in intensive training, starting with 3 days in the summer and then days
throughout the year as they are implementing their projects. To date we have trained over 180 teachers
in the district.
Dr. Hasley introduced Joey Belgard, Secondary Science Coordinator, and he explained how the District
supports teachers through professional learning in mastering what to teach. Mr. Belgard stated the Texas
Essential Knowledge and Skills, or TEKS, are our curriculum. These are the state standards by course
and grade level which guarantee equity among all Texas students and are intentionally designed so that
year-by-year, students are building on previous learning and preparing for what will be learned next. The
notion of “Pacing” takes these TEKS and puts them in context of when they will be taught during the
school year. The State not only mandates the start date of school, but also sets the testing dates for the
many courses and grade levels in which State Tests are administered. Mr. Belgard stated one of our rolls
as coordinators is to work with teachers to assure a process whereby all the TEKS can be taught within
these prescribed windows of time. Teaching the TEKS sequentially or in isolation is not an effective way
to learn them and it’s certainly not an efficient use of time. Bundling is the process by which related TEKS
are strategically grouped into units of study. These bundles guide teachers in teaching so that connected
content is learned in effective ways and TEKS are taught more simultaneously rather than sequentially, to
efficiently use the time allotted by the state. Training teachers to understand these bundles and maximize
their potential is another roll of district coordinators. The sequencing of these deliberately-organized
bundles of content, effectively create the Year-at-a-Glance, or YAG, for each grade-level content. These
YAGs are district documents that communicate clearly how the TEKS are bundled and how instruction
should be paced for the year. These YAGS are created by coordinators with input from Rockwall
teachers.
Mr. Belgard said Rockwall ISD does not have a scripted curriculum which tells teachers exactly what to
say and use when instructing. Our curriculum is the Texas Essential Knowledge and Skills. The district
trusts the professional judgment of teachers to design engaging lessons – using their art – in a way that is
consistent with their relationships with their students and in response to where their students are in their
learning. To ensure students are learning the required TEKS to intended level, our instruction must be
rigorous. Rigorous instruction is making sure students are thinking to the appropriate level, as indicated
by the TEKS, while content is being mastered. All the coordinators take advantage of many opportunities
to work with teachers to equip them in content knowledge and instructional strategies to meet the
expectations of rigorous instruction. In providing this professional learning, our relationships with teachers
grows and trust is formed. Unlike the older, traditional teaching methods, student-centered instruction is
a must for 21st century classrooms– A person may have a degree in science, but that doesn’t mean they
know how to teach it. Our support to teachers not only aids in clarifying their content, but also explores
strategies for teaching that content.
Mr. Belgard introduced Venus Britton, 6th Grade Math Teacher at Stevenson Elementary School who
shared the campus impact of professional learning with regard to instruction and learning. Teachers use
the state standards as the curriculum. The TEKS Resource System (TRS) is the Curriculum
Management System we use which combines the standards into units for instruction. Ms. Britton stated
by using the TRS System, teachers are setting clearly defined objectives for student learning in each unit.
Objectives are posted in the classroom where they are visible to the students and referenced throughout
the lesson. Knowing the objective helps students grasp how to begin with the end in mind. Furthermore,
posting the objective is an instructional strategy. Instructional strategies help teacher’s meet the needs of
today’s modern learners. Through the use of rigorous instruction that is embedded with specific
instructional strategies, small group instruction and technology, teachers are better equipping students for
the future.
Many instructional strategies incorporate the 21st Century skills of collaboration,
communication, problem solving, critical thinking and digital learning. Ms. Britton reported when using the
21st Century skills, students are engaged in learning and applying new knowledge to create authentic
work. Students work collaboratively to complete small group assignments or PBL’s (Project Based
Learning). By using web-based programs, students can produce original artwork, create and publish
stories and comic strips, and communicate with other students via blog. When working with new webbased programs, students can share their discoveries with their peers via an interactive white board.
Not only are students and teachers using laptops in instruction, but iPads are also integrated into the
lessons and activities. Ms. Britton reported at Stevenson Elementary students can use technology to
share student created projects on the ipad through Apple Airplay with their peers on the interactive
whiteboard, allowing students to be facilitators of learning.
Ms. Britton introduced Jerusha Elliott, Health Sciences teacher at Rockwall-Heath High School. Ms.
Elliott reported students in Project Based Learning classrooms learn not only through successes, but also
through failures. Ms. Elliott stated we as teachers must step back and let the trial and error happen. This
is certainly an acquired skill! We are there to scaffold the student’s learning, not to give them the
answers. The teacher must create an environment in the classroom that allows the student to ask
questions and find answers through inquiry. Project Based Learning is a rigorous, multi-faceted approach
to learning. Project Based Learning is a student driven approach to deeper understanding of entire
concepts and units of information. While working on a project, students will move through stages such as
inquiry, brainstorming, problem solving, application, development, and presentation. Ms. Elliott stated the
demands in today’s world are far different than the demands that we faced after graduation. There are no
simple answers to problems. In fact many of the problems that they face and jobs that they will have do
not even exist yet. So, we must equip the students with the skills they will need to flourish in a new and
growing environment.
Collaboration and Communication -They will be expected to collaborate and communicate with
colleagues, community members, business professionals, customers, and many more.
Technology Literacy- Our students today are far more technologically connected than we ever dreamed
of becoming. They must be able to navigate and use technology on and expert level. Integration of
technology not only for instruction, but for problem solving and presentation is essential to our students.
Critical Thinking and Problem Solving– During a recent survey of hiring managers and directors,
almost all of the participants reported that a lack of critical thinking abilities among applicants is an
ominous problem facing the current workforce. Critical thinking strategies cannot be taught in a lecture
based environment. They can only be instilled in our students with hands on application.
Ultimately, Project Based Learning offers a solution to equip our students with these skills.
David Blake, Principal of Williams Middle School, spoke about how Professional Learning Communities,
Teacher Instructional Rounds and administrative leadership and supervision support the implementation
of 21st Century Learning. Professional Learning Communities are teams of teachers who meet and
collaborate to answer the following four questions about their students:
1.
What is it we want students to learn?
2.
How will we know when they have learned it?
3.
What will we do for those who don’t learn it?
4.
What will we do for those who already know it?
Mr. Blake stated the Professional Learning Communities, or PLC’s, meet at least once a week and on
campus staff development days. Our PLC’s are organized by subject area and grade level. In PLC
meetings our teachers analyze student performance data, identify areas of student need and create
instruction and interventions aimed at addressing these areas of need. Our PLCs keep notebooks that
include their goals and space for them to document their activities. These notebooks are regularly
reviewed by administrators. Our campus instructional technologist, or IT, has created videos that guide
teachers through the process of pulling student data out of AWARE, our data management software.
Our campus IT also regularly visits PLC’s to share new technology tools and to assist them in the creation
of innovative learning opportunities that require the use of these technologies.
Administrators are assigned to each subject areas PLC and regularly attend their meetings to monitor
their progress toward their stated goals. Mr. Blake said that part of the district’s ongoing partnership with
the Marzano Institute involves teacher instructional rounds. These approximately 15 minute visits to
classrooms are conducted to allow teachers to observe the instructional practices of their peers and to
learn from one another. During these rounds a small group of teachers go into a classroom and
document their observations. After rounds, teachers meet for a “debrief” session in which they share with
one another and discuss what they have seen and how they might take what they have learned back to
their classrooms. Mr. Blake stated teachers from Williams Middle School, as well as other campuses
throughout the district, are also now involved in visiting other campuses on the same grade level and in
grade levels above and below their own. This year Williams and Utley arranged for their teachers to visit
classrooms on one another’s campuses to facilitate learning between schools. These rounds allow
teachers to, among other things, demonstrate 21st Century Learning strategies to their peers. Mr. Blake
asked how do principals ensure 21st century learning?



By having high expectations and cultivating that culture of collaboration and innovation;
By supporting teachers with opportunities in PLC, instructional rounds, time to design,
professional learning;
By monitoring instruction in the classrooms.
Mr. James VanDyke, Interim Chief Communication Officer, reported on the Redo Retake Survey Results.
Mr. VanDyke stated we had the following on the survey responses:
 Parents
1694 (21% Response Rate)
 Students
453 (11th and 12th Grade Students – took survey in English Class)
 Teachers
464 (50% Response Rate)
Mr. VanDyke said that 10-15% is considered an average response rate for online surveys. Mr. VanDyke
said the survey indicated parents and students feel redo and retake opportunities are beneficial and
increase understanding of the materials and most of the students take advantage of opportunities 1 to 4
times per grading period.
Upon a motion from Mr. Duran and a second from Mrs. Adams, the Board voted 6 to 0 to adjourned at
approximately 8:54 p.m.
Chris Cuny
PRESIDENT, Board of Trustees
Stephanie Adams
SECRETARY, Board of Trustees