Parents4LISD
Community
Meeting
December 16th, 2013
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
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About Parents4LISD
Ernie Magnotti
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.
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Parents4LISD started in August 2013
10/19/2013
Cross Timbers Gazett Candidate Forum uses all Parents4LISD submitted questions
10/9/2013
Fox News story about LISD iPad security problems
10/20/2013
Parents4LISD FB Page reaches 1000 likes
9/5/2013 - 11/5/2013
Parents4LISD engaged with all three school board candidates
10/27/2013
Dallas Morning News reports 1:X the hottest topic in the LISD Place 3 campaign
10/7/2013
Ernie Magnotti addresses board with technolgy recomendations
9/24/2013
Parents4LISD.net Website Launch
11/5/2013
Angie Cox elected to Place 3 Vacancy
8/22/2013
Ernie/Terri Magnotti, Angela Jackman, Stacey Kostas, Lynette Narrell, Vicki Christensen hold first Parents4LISD meeting
8/12/2013
Mark Welding steps down, creates Place 3 vacancy
8/12/2013
Vicki Christensen addresses board concerned about process and methods used by LISD to initiate rapid change
11/11/2013
Ernie Magnotti addresses board again with same technology recommendations
11/18/2013
LISD announces reformaton of Technology Advisory Group at Technology Workshop
8/6/2013
Terri Magnotti and Angela Jackman start Parents4LISD Facebook Page
11/21/2013
Parents4LISD launch LISDtechwatch Facebook Page
6/17/2013
Stacey Kostas addresses board disenfranchised with Strategic Design
12/15/2013
Parents4LISD FB Page reaches 1300 likes
6/7/2013
Angela Jackman and Terri Magnotti reconnect at friends graduation party
12/16/2013
Parents4LISD's first Community Meeting
5/15/2013 - 7/12/2013
Christensen, Narrell, Kostas, Jackman challenge proposed changes in grading policy. Story runs in LTJ on July 12th
6/1/2013
7/1/2013
8/1/2013
9/1/2013
10/1/2013
11/1/2013
12/1/2013
The Parents4LISD “movement” has facilitated new communications with so many parents, teachers, administrators,
trustees and senior leadership. We’ve come together in an atmosphere of mutual respect, even thought we have
differing priorities and ideas. Constructive debate should lead to continuous improvement. We share a common
value: We all what the best for Lewisville ISD, and we all know that Lewisville ISD is capable of the very best.
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Parents4LISD Current Internet Footprint
LISDtechwatch on Facebook
Parents4LISD on Facebook
Primary target, 1300 page likes,
LISD specific audience
Focus on LISD
technology implementations,
comparisons to other districts,
discuss alternatives and
improvement opportunities
@Parents4LISD on Twitter
4LISDteachers on Facebook
Parents4LISD.net Website
Portal function, Office 365 Capable,
Blogs, About and Teamsite
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Parents4LISD on Vimeo
Video host for feeds to other
pages, video channel provider
(under development)
To focus on LISD
Teacher state of mind and morale.
Convey parent support during trying
times for education.
Demographics on FB Page
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Costs
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The Next 6 Months at Parents4LISD
• Increased P4 involvement from more citizens
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•
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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
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• 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
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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
HB5 and LISD
Kristi Haslett
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HB5 and LISD
House Bill 5
• Assessment
• Graduation Plans
• School Accountability
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HB5 and LISD
Assessments
End of Course Exams (EOC) - Reduced from 15 tests to 5 tests
1.
2.
3.
4.
5.
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
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HB5 and LISD
• 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.
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HB5 and LISD
Graduation Plans
Replaces the high school program:
With a new plan with similar structure:
• Minimum (MHSP)
• Foundation
• Recommended (RHSP)
• Foundation with Endorsement (default
graduation plan)
• Distinguished Achievement Program
(DAP)
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• Distinguished Level of Achievement
HB5 and LISD
Foundation
English - 4 credits
LOTE - 2 credits
• English I, II, III, advanced ELA
• (Languages Other Than English)
computer programming languages may
substitute
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
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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
• 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.
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HB5 and LISD
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.
1. STEM - Science/Technology/Engineering/Math: science, environmental science, technology,
computer science, engineering, advanced mathematics
2. Business/Industry: DB Mgmt, Info Tech, Comm, Acct, Finance, Mktg, Graphic Design,
Architecture, Construction, Welding, HVAC, Logistics, Auto Tech
3. Public Services: Health sciences and occupations, education and law, and culinary arts and
hospitality, Ag-Science
4. Humanities: Political Science; World Languages; Cultural Studies; English Literature; History;
Fine Arts
5. Multidisciplinary Studies: select courses from each endorsement and earn credits in advanced
courses to complete the distinguished level
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HB5 and LISD
• 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.
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HB5 and LISD
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.
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HB5 and LISD
• 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.
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HB5 and LISD
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)
Campus Ratings: Exemplary, Recognized, Acceptable and Unacceptable
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HB5 and LISD
A new local committee will establish rating criteria for the following factors:
1. Fine arts
2. Wellness and P.E.
3. Community and parental involvement, i.e. tutoring programs or participation in community
service projects
4. 21st Century Workforce Development program
5. Second language acquisition program
6. Digital learning environment
7. Dropout prevention strategies
8. Educational programs for gifted and talented students
9. Record of district and campus compliance with statutory reporting and policy requirements.
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HB5 and LISD
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:
1. Performance for each district and campus in:
•
•
•
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Student achievement
Student progress
Closing performance gaps
Postsecondary readiness.
2. 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.
3. 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.
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HB5 and LISD
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.
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HB5 and LISD
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 partner with 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.
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HB5 and LISD
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.
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PBL and LISD
Carol Baugh
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PBL and LISD
Jerry's Web site http://www.jerryking.com/ and to From Now On
http://fno.org
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2013-14 Strategic Design Goals/Action Steps for PBL
Instruction:
https://v3.boardbook.org/Public/PublicItemDownload.aspx?ik=34414699
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Goals of PBL:
1. Motivate the students, and provide responsibility of learning
2. Develop the ability of self learning and meta-cognition
3. Adapt the learning needs of the students
4. Develop reasoning skills
5. Develop interpersonal skills and the ability to work in team
Source: http://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL
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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
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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?
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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
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The G/T at LISD
Kendra Stephenson
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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 selfdirected 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
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Assessment,
Service Design
Curriculum and Instruction
Professional Development
Family/Community Involvement
• State plan establishes three categories
• In Compliance
• Recommended
• Exemplary
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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
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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 change
• The changes:
• 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
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• 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
Other Items Impacting G/T
• G/T program assessment
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•
•
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
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•
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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
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LISD’s use of
bond funds
Carol Baugh
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BONDS
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The Effect of “Robin Hood” on Bonds
• “Property-rich” districts
• Recapture of “M&O”
• Bond funds exempt from recapture
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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)
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“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
Source:
http://www.texastransparency.org
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LISD and
Teacher Morale
Stacey Kostas
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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:
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•
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•
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•
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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
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.
Teacher Morale Example 1
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Teacher Morale Example 2
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Teacher Morale Example 3
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Should we be concerned about
teacher morale?
• Disruptive, rapid change in the workplace always leads to low morale
• If the teacher is the LISD district product, then doesn’t it make sense to how the
teacher is feeling about their job?
• If the teacher feels poorly about their job, how can we expect their best performance
with our students?
• Dr. Penney Reddell says that there is a magical interface that happens in education
between teacher and student. Is this happening with demoralized teachers?
• What can LISD do to give us the parents and citizens the assurance that teacher
morale:
•
•
•
•
•
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Is valued by the district leadership?
Will be measured through independent and anonymous survey?
Will continue to be measured periodically?
Will share results with the community?
Will be continuously improved through ongoing concerted effort?
Parents4LISD Community Meeting
Drugs at LISD
Tracy Scott Miller
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Drugs/Alcohol at LISD
• Why it’s important that we focus on this …
• “Certainly my kids won’t do drugs and drink”
• What we’ve learned about drugs in our community
• What we’ve learned about addiction
• Some common questions
• What we (the community) are doing to address this:
•
•
•
•
School
Faith Based
WTF
Redeeming Joey
• Going forward … a work in process …
• Educating/enabling parents
• Educating/enabling students
• Educating/enabling educators
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The new face of drugs in North Texas
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The biggest lie we are listening to …
“Well Drugs have been around even when I was a kid!!”
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Types of Drugs
Commonly Abused Prescription Drugs
Depressants
Depressants are medications that are prescribed to treat anxiety and sleep disorders. They are abused for their sedating properties.
They can cause tolerance, dependence and addiction. Withdrawal symptoms can be severe, sometimes even causing seizures.
Serax, Tuinal, Dalmane, Nembutal, Seconal, Centrax, Librium, Restoril, Klonopin, Vlaium, Halcion, Serax, Barr, Mylan,
Xanax, Ativan, Tranxene, Equanil, Rohypnol
Depressants should not be combined with alcohol or other depressants. Combining these with other substances, especially
alcohol, can slow both the heart and respiration and my lead to death. Many abusers of heroin and cocaine use depressants to
magnify their "high". This combination often results in over dose and possible death.
Because of abuse and addiction, prescription of stimulants has changed a lot over the past few years. They are used to treat ADHD,
ADD, narcolepsy and some forms of depression. They are abused for their energizing and euphoric effects.
Dexedrine, Ionamin, Biphetamine, Ritalin, Didrex, Sanorex, Adipex, Plegine, Adderal, Tenuate Dospan, Tenuate, Prelu 2,
Mazanor, Pseudoephedrine
Misuse of stimulants are very common within the student population, and mostly by college students. They are used for the
purpose of staying awake. Users have been known to grind the pills into powder form and snort it. Due to this abuse, many
pharmaceutical companies are reformulating the drugs to void or change the drugs effect.
Withdrawal symptoms can be severe with discontinued use, including fatigue, depression and sleep issues. Repeated use for even a
short time can cause depression, paranoia, and hostility. Taking high doses may cause high body temperature and irregular
heartbeat, and can even cause cardiovascular failure or lethal seizures.
For more in depth information on the above drugs, visit www.drugabuse.gov
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Tobacco
Alcohol
Cannabinoids
Marijuana
Hashish
Opioids
Heroin
Opium
Stimulants
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Commonly Abused Drugs
Parents4LISD Community Meeting
Stimulants
Cocaine
Amphetamine
Methamphetamine
Club Drugs
MDMA
Flunitrazepam
GHB
Dissociative Drugs
Ketamine
PCP and analogs
Salvia divinorum
Dextromethorphan (DXM)
Hallucinogens
LSD
Mescaline
Psilocybin
Other Compounds
Anabolic Steroids
Inhalants
Legal Drugs
(sold in many head shops)
K-2
2CI, 2CE
Morning Glory Seeds, Poppy Seeds
Bath Crystals and Salts (These are not what
is commonly used for this purpose)
Addiction Science
Anyone can become addicted to drugs:
https://www.youtube.com/watch?v=zV6zKmt7S5E&feature=player_embedded
Why are drugs so hard to quit?
https://www.youtube.com/watch?v=SY2luGTX7Dk&feature=player_embedded
More and More North Texas women using heroin:
http://www.wfaa.com/home/DEA-recovery-centers-seeing-rising-numbers-ofwomen-using-heroin-233373781.html
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The new stats
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Thinking beyond “Flower Mound” … the flow is a complex
transportation network and we need to look beyond FM for
stats and solutions
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Lewisville
The Colony
Hebron
Highland Village
Double Oak
Copper Canyon
Denton County
The Colony
Grapevine
Lake Dallas
Parents4LISD Community Meeting
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Plano
Frisco
Allen
McKinney
Argyle
Liberty Christian
ResponsiveEd
LISD Schools
Denton ISD
Frisco ISD
Plano ISD
Some common questions
• Serenity High School?
• Should we do random drug tests?
• Why won’t the district let the County help?
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Why WFT and Redeeming Joey could have such a high
impact while leveraging AA, NA and CR
http://www.redeemingjoey.com/
http://www.wtf-winningthefight.org/Home_Page.html
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Serenity High – a good start but far from enough
The school is in the McKinney Independent School District and is affiliated with the Association of Recovery Schools.[7] In addition, students from the Anna ISD, Celina ISD, Community ISD,
Farmersville ISD, Frisco ISD, Garland ISD, Gunter ISD, Melissa ISD, Pilot Point ISD, Plano ISD, Princeton ISD, Richardson ISD, Rockwall ISD, and Wylie ISD may attend without paying out-of-district
tuition.[1] The school is accredited by the State of Texas[7] but did not receive a rating for the 2007-2008 school year[13]
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Listen, Learn, Engage
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Listen to those who’ve been through it and are still dealing with the disease
Learn how to prevent or limit the impact on your family and friends
Stop listening to those who say “drugs have always been around”
Take some of the pressure off of your kids
Be involved in everything
Look at their devices
Know their friends
Know their friends’ parents
Report kids who you know are using or dealing
Support efforts and request the community to help the schools
Support efforts to get the district to allow us in to help kids assimilate back into the
system
• Every professional is now saying random drug test your teenagers even though you
have no suspicion. It will cause them to think twice.
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Resources
Drug Information
erowid.org - drug information and blogs
drugabuse.gov – drug information
Streetdrugs.org– drug information and more
SAMHSA.org U.S. Department of Health and Human Services (SAMHSA)
nida.nih.gov - drug information and more
Education and Support
Abovetheinfluence.com– education and support
WebMD.com– prescription drug information
Drug Testing Kits and Supplies
www.testcountry.com – drug test kits
drugtestsuccess.com - drug test kits
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Parents4LISD Community Meeting
The 1:X
Implementation
Ernie Magnotti
The 1:X Initiative
$103,000,000
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When
What
2008 Bond Election
Voters approved technology
$63,000,000
January 2013
Reallocation of Bond Election Funds to
Technology (voters voted for these funds
to be used for facilities)
$40,000,000
Parents4LISD Community Meeting
Amount
1:X – 2008 Bonds Funded
$40 million reallocated
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1:X Rhetoric
“Shortly after the rollout, we began hearing
stories about the value the iPads added to
learning. Because of this success, we have
implemented a modified rollout of 1:X
district-wide for the 2013-2014 school year.”
But where is it explained how it iPads added
to learning? Where is it quantified? It’s not.
Does “iPads add to learning” apply to every
grade level K-12?
Is “hearing stories of learning” enough
explanation to citizens about why the district
will spend $103 million to deploy iPads to
every student?
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1:X Rhetoric
“When the 2008 Bond election budget was
approved, few could have foreseen the
impact technology would have on the
methodology of learning in the classroom.”
Are we referring to the methodology of
learning in the classroom at LISD?
If so, then specifically how has the
methodology of learning changed at LISD? Is
this methodology change better? How is this
being quantified? Does it apply to every
grade level?
Or are we referring to the methodology of
learning that is a part of the inconclusive
evidence of technology learning across the
United States?
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More 1:X Rhetoric
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1:X Rhetoric
Response
“A groundbreaking, transformative installation of a flexible learning
environment that gives students tools to access, create, share and
collaborate”
How is it so? It is well understood that kids love iPads. But
how is “groundbreaking and transformative quantified?
“1:X helps students, parents and teachers collaborate anytime,
anywhere by providing the right technology at the right time …”
How is it the right device at the right time vs. other less expensive
yet compelling devices like a Chromebook, Microsoft Surface,
Android Tablet or Dell Venue?
“Apple devices such as the iPad and MacBooks are proven, mediarich creation tools with a track record of large, successful
implementations across the United States. The ease of use and
ability to create content empowers students to meet the mission,
vision and goals of LISD’s Strategic Design”
This is given as the LISD explanation for choosing Apple over
other alternatives. However, this rationale applies to all of
the alternatives.
“Technology will continue to support a dual/multi-platform
environment on an ongoing basis, and will evaluate technology
devices on a regular basis based on an internally-developed rubric.
Currently, as the district implements 1:X, Apple products are being
purchased for instructional use.”
I have open records requests (submitted before
Thanksgiving) for the internally developed rubric to help
understand the additional rationale for purchasing all Apple
products.
“1:X believes that being device agnostic is critical.”
Device agnostic is absolutely the way to go. But going “allApple” is NOT device agnostic.
“1:X will meet students where they are”
Does this mean the LISD thinks students will only use iPads?
12-16-2013
Parents4LISD Community Meeting
Presented at the Technology Workshop:
• Barbara Brown: “if we can do anything better, we want to know that.” Statement: I don’t think she
meant this.
• Tech Advisory Committee existed for several years, but this year parents/citizens are being added
(after the big spend) with a renewed purpose to meet once a month. Question: For what purpose
are parents being added now?
• The device selection for iPads was in part student-driven. Statement: This doesn’t make sense.
• LISD did not increase the size of the IT support staff, while putting a “computer” in the hands of
26,000 students this year. Question: How does that NOT impact the campuses?
• There are three help desk people for entire district. Question: How do we know if this is enough?
• Replaced all teacher laptops and desktops with Apple MacBooks. Statement: The district was
operating in a Windows environment, changing them all out to Mac’s doesn’t make sense. How
was this decided?
• LISD only provided 8,437 hours of training to only 2,000 of its teachers for the new iPads and
MacBooks. Statement: This averages out to only 4 hours of training to each teacher trained, and
not all teachers were trained. Question: Have you tried going from a PC to a Mac?
• From Patrick Johnson at the Technology Workshop “There is about a 24-48 hour turnaround on
computer problems.” But how does this align with a technology dependent classroom? Is this a real
statistic?
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More 1:X Questions
• There isn’t a device replacement strategy for the iPads. If the lifespan is
three years at best, then devices deployed this year will need to be
replaced during the 2015-2016 school year. How will these be funded?
• Why did LISD deploy so many devices before beefing up the IT
infrastructure?
• What are the metrics for iPad usage at home comparing educational
usage to entertainment or other usage?
• Couldn’t we have accomplished the same thing without purchasing a
device for every student?
• Why isn’t anyone asking for a comprehensive plan that articulates all
spending including infrastructure, devices and software? This is bond
money, right?
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The 1:X Strategists
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Wrap-up
Questions? What’s next?
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