Jun 13, 2022 Study Session

[00:00:03]

GOOD AFTERNOON.

[I. CALL TO ORDER]

I AM REGINA HARRIS, PRESIDENT OF THE BOARD.

WE DO HAVE A QUORUM PRESENT, AND I WILL CALL THIS MEETING TO ORDER AT 3:05 P.M..

THE MEETING WILL COME TO ORDER.

THIS MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES IS CONVENED ON JUNE 13, 2022, AT 3:05 P.M..

RISD PROVIDED NOTICE OF THIS MEETING IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

A QUORUM IS PRESENT.

THE NEXT ITEM ON THE AGENDA IS TO CONSIDER THE STUDENT AND PARENT GRIEVANCE FILED UNDER BOARD POLICY FNG LOCAL.

[II. ENTER CLOSED MEETING ( Part 1 of 2 )]

[III. RECONVENE in Open Meeting ( Part 1 of 2 )]

IS THERE A MOTION REGARDING THE GRIEVANCE? THERE IS. THANK YOU, MR. POTEET. SURE.

I WANT TO START BEFORE THE MOTION, JUST TO ACKNOWLEDGE THAT IN READING THROUGH LEVEL TWO GRIEVANCE, THERE WAS A GRANTING OF THE RELOOKING AT THE COACHES INPUT OF THE RUBRIC.

SO TO YOUR POINT, YOU ALL HAD BROUGHT THAT UP.

SO I WANTED TO JUST ACKNOWLEDGE THAT THE MOTION FROM THIS BOARD TO THE OTHER TWO REQUESTS, THE FIRST ONE BEING TO INCREASE THE SIZE OF THE CHEER SQUAD FROM 20 TO 25.

THE MOTION WILL BE TO DENY THAT, AND THE SECOND ONE, THE REQUEST WAS TO EITHER REVISE OR REMOVE THE TUMBLING SCORE PORTION OF THAT SCORING AND THE MOTION IS ALSO TO DENY THAT ONE AS WELL.

THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND. THANK YOU, MS. RENTERÍA. WE HAVE A MOTION BY MR. POTEET, A SECOND BY MS. RENTERÍA. ARE THERE ANY DISCUSSIONS OR QUESTIONS IN REFERENCE TO THE GRIEVANCE, THE MOTION ON THE TABLE? HEARING NONE. ALL IN FAVOR.

PLEASE RAISE YOUR HANDS.

MOTION PASSES FIVE ZERO.

THIS ACTION WILL SERVE AS A NOTICE OF THE BOARD'S DECISION.

THIS GRIEVANCE IS CONCLUDED.

THANK YOU, EVERYONE, FOR YOUR TIME.

THANK YOU, THOUGH. THE MEETING WILL COME TO ORDER.

THIS MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES IS CONVENED ON JUNE 13, 2022, AT 4:10 P.M..

RISD PROVIDED NOTICE OF THIS MEETING IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

A QUORUM IS PRESENT.

THE NEXT ITEM ON THE AGENDA IS TO CONSIDER THE STUDENT AND PARENT GRIEVANCE FILED UNDER BOARD POLICY FNG LOCAL.

[II. ENTER CLOSED MEETING ( Part 2 of 2 )]

WE HAVE RETURNED FROM CLOSED SESSION AND ARE RECONVENING INTO OPEN SESSION AT 4:57 P.M.

[III. RECONVENE in Open Meeting ( Part 2 of 2 )]

THANK YOU, MR. LAFFERTY. YES.

FIRST OF ALL, I WANTED TO THANK YOU ALL FOR YOUR TIME, AND I KNOW WITH THE CIRCUMSTANCES AND BEING VIRTUAL A LITTLE COMPLICATED, BUT I APPRECIATE YOU ALL MAKING THE EFFORT TO DO THAT, GIVEN THE CIRCUMSTANCES.

I ALSO WANT TO SAY THANK YOU FOR ADVOCATING FOR NOT ONLY YOUR DAUGHTER, BUT FOR THE FOUR OTHER CHEERLEADERS AND FOR THE PROCESS AND FOR IMPROVEMENTS TO THE PROCESS. I APPRECIATE THAT INTEREST AND TIME THAT YOU'VE GOT IN ADVOCATING FOR THOSE IMPROVEMENTS.

THANK YOU. AS FAR AS THE MOTION, WE DO HAVE A MOTION.

IN REGARDS TO INCREASING THE SIZE OF THE CHEER SQUAD FROM 20 TO OVER 20, WE ARE RECOMMENDING TO DENY THE MOTION.

I'M SORRY TO DENY THE REQUEST.

THANK YOU. IS THERE A SECOND? SECOND. THANK YOU.

THERE WAS A MOTION BY MR. POTEET, A SECOND BY MS. RENTERIA. ARE THERE ANY QUESTIONS IN REGARDS TO THIS MOTION?

[00:05:02]

MOTION PASSES 5 TO 0.

THIS ACTION WILL SERVE AS THE THOMAS' NOTICE OF THE BOARD'S DECISION AND THIS GRIEVANCE IS NOW CONCLUDED.

THANK YOU ALL SO MUCH FOR YOUR TIME.

THE BOARD WILL NOW TAKE A BRIEF BREAK AND WE WILL RESUME AT 6:00 PM IN THE AUDITORIUM.

YEAH. GOOD EVENING AND WELCOME BACK TO THIS CALLED MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

[V. RESUME WORK SESSION (Scheduled to begin at 6:00 pm)]

[VI. PUBLIC COMMENT SECTION]

DO YOU HAVE ANY CARDS FOR OUR PERSONS WISHING TO ADDRESS THE BOARD? THANK YOU, AND YES, WE DO, MS. HARRIS. ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON-AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS.

AT WORK SESSIONS OR OTHER CALLED MEETINGS, PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. SPEAKERS HAVE 3 MINUTES TO PRESENT COMMENTS UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES. WE HAVE A BRIEF VIDEO TO INTRODUCE THE PUBLIC COMMENT SECTION AND TO PROVIDE INFORMATION TO MEMBERS OF THE PUBLIC WHO WISH TO ADDRESS THE BOARD OF TRUSTEES. IN ADDITION, A DIGITAL TIMER WILL PROJECT ON THE SCREEN AND WILL COUNT DOWN AS SPEAKERS FROM 3 MINUTES TO ZERO.

SPEAKERS MAY REFER TO THE SCREEN FOR THE REMAINING TIME.

A COPY OF THE BOARD'S PROCEDURES FOR ADDRESSING THE BOARD ALSO IS LOCATED ON THE TABLE IN THE FOYER.

PLEASE JOIN ME IN WATCHING THE VIDEO.

THE PUBLIC COMMENT SECTION PROVIDES THE OPPORTUNITY FOR MEMBERS OF THE PUBLIC TO CONVEY INFORMATION TO THE BOARD.

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON-AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS, AT WORK SESSIONS OR OTHER CALLED MEETINGS.

PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. A PERSON WHO WISHES TO ADDRESS THE BOARD MUST COMPLETE A PUBLIC COMMENT CARD BEFORE THE MEETING TO INDICATE HE OR SHE WISHES TO SPEAK.

CARDS ARE LOCATED IN THE FOYER OF THE AUDITORIUM AND COMPLETED CARDS MUST BE PLACED IN THE DESIGNATED BOX NO LATER THAN 15 MINUTES BEFORE THE MEETING IS SCHEDULED TO BEGIN.

SPEAKERS WHO WISH TO PROVIDE WRITTEN MATERIALS TO THE BOARD SHOULD ATTACH THEM TO THEIR PUBLIC COMMENT CARD.

A STAFF MEMBER WILL PROVIDE THE DOCUMENTS TO THE BOARD.

PLEASE DO NOT APPROACH THE HORSESHOE AREA DURING COMMENTS.

THE BOARD WILL NOT ENGAGE IN DIALOG WITH THE SPEAKERS.

THE BOARD CANNOT DELIBERATE OR MAKE A DECISION ON ANY SUBJECT THAT IS NOT ON THE AGENDA.

A SPEAKER MAY COMPLETE ONE PUBLIC COMMENT CARD FOR EACH MEETING.

EACH SPEAKER IS LIMITED TO A TOTAL OF 3 MINUTES, UNLESS THE TIME OF ALL SPEAKERS HAS BEEN REDUCED DUE TO A LARGE NUMBER OF SPEAKERS OR OTHER CIRCUMSTANCES.

A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER.

SPEAKERS WHO SPEAK THROUGH A FOREIGN LANGUAGE OR SIGN LANGUAGE INTERPRETER WILL RECEIVE ADDITIONAL TIME.

THE PUBLIC COMMENT PERIOD IS NOT THE APPROPRIATE TIME TO PRESENT FORMAL COMPLAINTS.

THE BOARD WILL ONLY CONSIDER FORMAL COMPLAINTS THAT REMAIN UNRESOLVED AFTER THEY'VE BEEN ADDRESSED THROUGH PROPER ADMINISTRATIVE CHANNELS AND WHEN THEY HAVE BEEN PLACED ON THE AGENDA. THE BOARD SECRETARY WILL STATE THE SPEAKER'S NAME AND COMMENT TOPIC OR TOPICS AS IDENTIFIED ON THE PUBLIC COMMENT CARD.

A SPEAKER SHOULD APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN HIS OR HER NAME IS CALLED.

EACH SPEAKER SHOULD CLEARLY STATE HIS OR HER NAME AND THE RISD SCHOOL(S) THE SPEAKER'S CHILDREN ATTEND OR HAVE ATTENDED BEFORE BEGINNING TO COMMENT, THE BOARD SECRETARY WILL KEEP THE TIME FOR EACH SPEAKER.

A SPEAKER MUST PROMPTLY END HIS OR HER COMMENTS WHEN THE ALLOTTED TIME HAS ELAPSED.

NOT YIELDING THE PODIUM AS WELL AS REMARKS OR OTHER CONDUCT THAT DISRUPT THE MEETING ARE CONSIDERED OUT OF ORDER AND WILL NOT BE ALLOWED.

VISITORS AND STAFF MUST LISTEN QUIETLY DURING THE PUBLIC COMMENT SECTION.

IT IS NOT APPROPRIATE FOR STAFF OR MEMBERS OF THE AUDIENCE TO CLAP, CHEER, BOO, DISPLAY BANNERS OR OTHERWISE ENGAGE IN DISRUPTIVE CONDUCT.

PERSONS WHO DISRUPT THE MEETING WILL BE CAUTIONED TO OBSERVE MEETING RULES.

ANY PERSON WHO PERSISTS IN ENGAGING IN DISRUPTIVE BEHAVIOR MAY BE REMOVED FROM THE MEETING.

A PERSON WHO CHOOSES TO SPEAK DURING THE PUBLIC COMMENT SECTION IS CONSENTING TO THE ONLINE PUBLICATION OF HIS OR HER COMMENTS.

A COPY OF THE PROCEDURES FOR PUBLIC COMMENT IS LOCATED ON THE INFORMATION TABLE AT THE ENTRANCE OF THE AUDITORIUM.

[00:10:02]

OUR FIRST SPEAKER THIS EVENING IS MR. RANDY BLANKENSHIP, WHO WILL BE SPEAKING ON THE 2021 2022 PRELIMINARY END OF THE YEAR PERFORMANCE REPORT.

GOOD EVENING, MY NAME IS RANDY BLANKENSHIP, AND I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO SPEAK.

TOPIC 2021-22 PRELIMINARY END OF THE YEAR PERFORMANCE REPORT.

IT IS NO SECRET THAT MY FRIENDS AND I HAVE SPOKEN TO THIS BOARD ABOUT STUDENT PERFORMANCE AND FOUNDATIONAL CURRICULUM OVER THE PAST TWO YEARS.

THIS YEAR'S STUDENT PERFORMANCE STATISTICS IS NOT EXPECTED TO CHANGE GREATLY.

STUDENT PERFORMANCES IS IN THE FORTIES AND FIFTIES, WHILE THE FOUNDATION CURRICULUM SHOULD BE IN THE 80 TO 90 PERCENTILES.

SO WHY ARE THE STUDENT PERFORMANCES SO LOW? IT IS ALSO A TRUTH THAT MANY TEACHERS ACROSS THE COUNTRY ARE SPEAKING OUT ABOUT BEING OVERWHELMED WITH THE TASK OF ENGAGING STUDENTS IN MATTER, NOT OF THEIR CORE SUBJECT. TEACHING TIME IS BEING CONSUMED WITH NON CORE SUBJECT MATTER.

MAY WE SAY SUBJECTS LIKE EXCESSIVE LESSONS IN SOCIAL A MOTIONAL LESSONS CONNECTING CULTURE AND RACIAL LITERACY INITIATIVE.

NEXT YEAR, BY BOARD APPROVAL TEACHERS WILL BE SPENDING ADDITIONAL TIME WITH GRADUATE PROFILE MATTER, WHICH YOU GUYS JUST ADOPTED.

THIS IS KIND OF EMBARRASSING.

LIKE 18 YEARS OF LIFE EXPERIENCES IN 12 PLUS YEARS OF SCHOOLING IS NOT ENOUGH.

WITH LOW PERFORMANCE STATS.

IT IS NO SURPRISE THAT A HANDFUL OF STUDENTS ARE NOT READY TO LEAVE THE NEST.

IF THIS BOARD REALLY WANTS TO IMPROVE STUDENT PERFORMANCES, THE BOARD WILL NEED TO CHANGE THEIR FOCUS, REMOVE OR REDUCE FROM THE TEACHER'S SCHEDULE AND LET THEM DO THEIR JOB. WHAT A NOVEL IDEA: JUST LET TEACHERS DO THEIR JOB.

YOU KNOW WHAT? STUDENT PERFORMANCES WILL MOST LIKELY RISE QUICKLY AND THERE WILL BE LESS STRESS ON TEACHERS.

EVERY MEMBER OF THIS BOARD HAS STOOD ON A PLATFORM OF RAISING ACADEMIC ACHIEVEMENT AND LISTENING TO THE PUBLIC.

I PUT FORWARD TO YOU, PROVE IT.

THANK YOU FOR THE TIME.

THANK YOU, MR. BLANKENSHIP.

OUR NEXT SPEAKER IS MR. [INAUDIBLE] BLACKMAN, WHO WILL BE SPEAKING ON STAAR AND CLIMATE SURVEY.

GOOD EVENING, SUPERINTENDENT, MISS BRANUM, BOARD OF TRUSTEES AND ESTEEMED DISTRICT STAFF.

I HAVE SPOKEN HERE MULTIPLE TIMES AND THERE HAVE BEEN THE BEST OF TIMES, THERE HAVE BEEN THE WORST OF TIMES.

IT WAS THE AGE OF WISDOM AND THE AGE OF FOOLISHNESS, BUT TODAY I SPEAK ON GLIMMERS OF HOPE, BUT DON'T GET CRAZY.

ALL THAT GLIMMERS IS NOT GOLD, EVEN WHEN THEY CALL IT STAAR.

I WONT DIVE INTO THE SPECIFIC DATA, TIME PERMITTING, BUT THE BIG TAKEAWAYS ON THE DATA THAT'S JUST POSTED TO THE WEBSITE IS MANY AREAS HAVE SOME GOOD GAINS.

THE LEADERSHIP CHANGE THAT WE EXPERIENCED HERE AS A DISTRICT MIDWAY THROUGH THE YEAR WAS QUITE TUMULTUOUS, BUT IT APPEARS THAT OUR NEW HAND AT THE HELM IS STEERING OUR RISD VESSEL IN A BETTER DIRECTION.

THANK YOU, MISS BRANUM, FOR THE WORK AND THE EFFORT THAT YOU HAVE PUT IN THESE RESULTS THAT WILL GO OVER TONIGHT IS A REFLECTION OF THE BEGINNING OF BETTER ACADEMIC SUCCESS, NOT RESTING ON THE LAURELS OR THE [INAUDIBLE].

YOU'LL HAVE TO LOOK THAT UP.

I WOULD BE HUGELY REMISS, THOUGH, IF I DIDN'T SHOUT OUT TO OUR AMAZING TEACHERS.

THEY ARE THE FOLKS THAT DO IT EVERY DAY IN THE CLASSROOM.

WELL DONE TO YOU.

YOU MADE SOME OF THESE GAINS HAPPEN.

THAT WAS YOUR LOVE, YOUR ENTHUSIASM, DEDICATION AND FOCUS TO OUR STUDENTS, YOUR STUDENTS , AND THEY ARE LUCKY TO HAVE YOU.

ON THAT NOTE, I WOULD SEGUE INTO ONE MAJOR AREA OF CONCERN WITH REGARDS TO THE CLIMATE SURVEY.

I'VE SPOKEN ON MANY OCCASIONS ABOUT DISCIPLINE IN THE CLASSROOM.

WE'VE HEARD IT FROM OUR TEACHERS TIME AND TIME AGAIN.

NO MORE SHOULD TEACH A STRUGGLE WITH UNRULY AND DISRUPTIVE STUDENTS OR ISSUES IN THE CLASSROOM.

THAT IS WHY WE HAVE ADMINISTRATION.

[00:15:02]

GIBBONS FOR WORKING ON THIS, AND I'LL BE SEEING YOU SOON.

FINALLY, WE SAY FAREWELL TO MR. LINN. I'VE BEEN HERE SINCE YOUR START, SIR, AND I'VE SEEN THE HARD WORK HE PUT IN.

ARSENAL ASIDE, THANK YOU FOR YOUR SERVICE.

GOODNIGHT. THANK YOU, MR. BLACKMAN, AND THAT CONCLUDES OUR PUBLIC COMMENTS FOR THIS EVENING, MS. HARRIS.

THANK YOU, MS. RENTERIA.

OUR FIRST ACTION ITEM IS THE CONSENT AGENDA.

[VII. CONSENT / CONFIRMATION AGENDA ITEMS]

OH, I'M SORRY. ACTUALLY, I LIED BECAUSE IT'S AN ACTION ITEM THAT I WAS GOING TO.

I'M SORRY. MY BAD. THANK YOU, MISS TIMME.

ALL RIGHTY, IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVED.

THANK YOU, MR. POTEET.

IS THERE A SECOND? SECOND.

WAS THAT MR. LINN? THANK YOU, MR. LINN. THERE WAS A MOTION FROM MR. POTEET SECOND FROM MR. LINN. ARE THERE ANY QUESTIONS? THANK YOU HEARING NONE ALL IN FAVOR PLEASE RAISE YOUR HAND.

7-0 MOTION PASSES.

OUR NEXT ACTION ITEM IS TO CONSIDER A RESOLUTION REQUESTING THE TEXAS LEGISLATURE MODIFY THE TEXAS ELECTION CODE TO ENSURE STUDENT SAFETY ON

[VIII.A. Consider a Resolution Requesting the Texas Legislature Modify the Texas Election Code to Ensure Student Safety on Primary Election Days]

MRS. BRANUM. THANK YOU, MISS HARRIS.

I'M GOING TO INVITE MISS MORSE TO COME DOWN AS WELL, IN CASE AFTER I MAKE THE RECOMMENDATION, IF THERE ARE ANY QUESTIONS FROM THE BOARD, BUT WE AT OUR LAST BOARD MEETING, WHICH WAS, BELIEVE IT OR NOT, JUST A WEEK AGO, WE WENT INTO SOME GREAT DEPTH AROUND THE REASON FOR THIS RESOLUTION AS A RESULT OF THE RECENT TRAGEDY IN UVALDE AND US REALLY EXAMINING AND EVALUATING WHAT ARE SOME WHAT WE BELIEVE COULD BE SOME RISKS THAT WE HAVE AND WHAT OPPORTUNITY DO WE HAVE TO DO SOMETHING ABOUT THAT? AND WE BELIEVE AFTER SOME INCREDIBLE LATE WORK BY MS. MORSE, THAT THIS IS ONE OF THOSE AREAS THAT WE HAVE THE OPPORTUNITY TO HAVE OUR VOICE HEARD AND ACTUALLY, AGAIN, MAKE SOME REAL CHANGE, AND AS A RESULT, MS. MORSE COLLABORATIVELY HAS DEVELOPED A RESOLUTION THAT WE ARE SEEKING BOARD APPROVAL FOR.

THIS RESOLUTION WOULD MOVE FORWARD TO OUR LOCAL LEGISLATORS.

IT WOULD WORK. IT WOULD BE SHARED WITH TTSA OTHER ORGANIZATIONS THAT WE ARE A PART OF, AS WELL AS MY SUPERINTENDENT COLLEAGUE GROUP HAS ALSO ASKED TO SHARE THIS BECAUSE THEY BELIEVE THAT THIS IS SOMETHING THAT THEY ARE GOING TO BRING FORWARD TO THEIR BOARD AS WELL.

BECAUSE AGAIN, WE ALL SAW THIS AS AN OPPORTUNITY AND AGAIN FOR THE PUBLIC WHO MAY NOT HAVE VIEWED LAST WEEK THE DAY OF THE UVALDE TRAGEDY WAS ACTUALLY IN DALLAS COUNTY, A RUNOFF FOR THE PRIMARY ELECTION IN WHICH MAJORITY OF OUR ELEMENTARY CAMPUSES WERE ACTUALLY OPEN FOR ANY VOTERS WHO WISH TO COME IN AND VOTE.

AND AGAIN, WHILE AND I WANT TO EXPRESS AGAIN THAT I BELIEVE THAT THE MAJORITY, IF NOT ALL OF VOTERS WHO WANT TO COME IN AND EXERCISE THAT RIGHT TO VOTE ARE DOING SO WITH THE PUREST INTENTIONS.

WE ALSO KNOW THAT DURING THAT TIME, AS ACCESSIBLE AS WE HAVE TO MAKE OUR OUR BUILDINGS FOR VOTERS, THAT IT DOES LEAVE OUR BUILDINGS VULNERABLE, AND SO AS A RESULT OF THAT, WE ARE BRINGING FORWARD THIS RESOLUTION.

MS. MORSE, DO YOU WANT TO TALK A LITTLE BIT ABOUT THE DETAILS OF WHAT IS IN THE RESOLUTION AND WHAT IS NOT IN THE RESOLUTION? YES. THIS RESOLUTION ASKS THE STATE LEGISLATURE TO DO SOMETHING ABOUT VOTING DAYS WHEN SCHOOL IS IN SESSION, WHETHER AND IT COULD BE SEVERAL OPTIONS THAT THEY MIGHT CHOOSE.

I THINK OUR FIRST OPTION THAT WE TALKED ABOUT LAST WEEK WAS TO CHANGE THE VOTING DAY FROM TUESDAY TO SATURDAY.

THAT MATCHES LIKE WHAT WE DO WITH OUR SCHOOL BOARD ELECTIONS AND OTHER ELECTIONS THAT WE HAVE THAT ARE NONPARTISAN ELECTIONS.

THERE WERE THIS CHOICE OF CHANGING IS ONE IDEA.

ANOTHER IDEA WILL BE FOR SCHOOLS TO HAVE THE OPTION TO NOT BE OPEN AS POLLING PLACES.

RIGHT NOW, BY LAW, THEY HAVE TO BE OPEN.

THE OTHER THING, TOO, TO YOUR POINT, WE ARE NOT ABLE TO IMPLEMENT OUR SECURITY MEASURES ON VOTING DAYS FOR PEOPLE WHO COME TO OUR BUILDINGS.

SO THE NORMAL CHECK IN THAT ANYBODY WOULD HAVE TO DO AND GOING THROUGH A BUILDING AND A MAIN ENTRANCE DOES NOT HAPPEN.

SO OUR HANDS ARE KIND OF TIED BY LAW AND WE'RE HOPING TO CHANGE THOSE IN SOME WAY TO ELIMINATE PEOPLE BEING ON OUR CAMPUSES WHILE STUDENTS ARE THERE.

IT IS ALSO IMPORTANT TO NOTE THAT OUR GENERAL ELECTION DAY IN NOVEMBER THAT WOULD WE ARE NOT ASKING FOR THAT ONE TO BE CHANGED, AND AGAIN, WE HAVE ALREADY, THANKS TO

[00:20:04]

SO WE ARE NOT ASKING FOR OR TRYING TO--AND THAT WOULD BE FAR MORE DIFFICULT TO CHANGE.

IT'S A NATIONAL ELECTION DAY AND WE'LL GET THIS ONE WORKING FIRST AND THEN MAYBE WE'LL WORK ON THAT ONE.

SO WITH THAT, I DO RECOMMEND THAT THE BOARD OF TRUSTEES ADOPT THE RESOLUTION AS PRESENTED.

THANK YOU, MS. BRANUM. IS THERE A MOTION? SO MOVED. THANK YOU, MR. LINN. IS THERE A SECOND? SECOND.

THERE IS A MOTION BY MR. LINN. A SECOND BY MR. EAGER. IS THERE ANY DISCUSSION OR COMMENTS OR QUESTIONS IN REFERENCE TO THE MOTION? MR. POTEET.

QUICK CLARIFICATION, IF I COULD.

THE PART OF THE RESOLUTION THAT YOU HAD JUST MENTIONED ON PROHIBITING FOR IMPLEMENTING SECURITY PROTOCOLS ON THOSE DAYS.

HOW DOES THAT WORK? SO ULTIMATELY, FOR EXAMPLE, IF YOU'RE COMING IN TO VOTE, WE CANNOT PUT YOU, FOR EXAMPLE, THROUGH OUR [INAUDIBLE] SYSTEM, BECAUSE THAT COULD BE CONSIDERED A STRATEGY FOR VOTER SUPPRESSION OR TRYING TO FILTER OUT ANY POTENTIAL VOTERS.

SO JUST THOSE GENERAL PROTOCOLS THAT WE WOULD HAVE IF ANYONE WAS VISITING OUR BUILDING, BASICALLY, WE ARE PROHIBITED TO USE THOSE WHEN IT'S A VOTING DAY.

OKAY, THANKS FOR THE CLARIFICATION.

ANY ADDITIONAL QUESTIONS? MISS TIMME? NOT SO MUCH A QUESTION.

JUST LET YOU GUYS KNOW I'M GOING TO ABSTAIN ON THIS VOTE BECAUSE OF MY WORK AT REGION TEN, WE'RE NOT ALLOWED TO LOBBY, AND SO WHILE I MIGHT PERSONALLY SUPPORT THIS, I'M GOING TO ABSTAIN FOR VOTING BECAUSE OF THAT CONFLICT.

THANK YOU SO MUCH.

MR. LINN.

THANK YOU, MS. HARRIS. I'M SUPPORTING THIS MOTION BECAUSE THE LAST TIME WE HAD THIS CONVERSATION, WE TALKED A LOT ABOUT THE PRIMARY AND SUPER TUESDAY IN PARTICULAR, AND I THINK THIS GIVES US A BROAD ENOUGH DEFINITION OF WHAT WE'RE LOOKING FOR.

WITHOUT SPECIFYING ANY PARTICULAR ITEMS AS AS I THINK I FOLLOWED UP WITH YOU ALL AT 14 STATES ACROSS THE UNITED STATES PARTICIPATE IN SUPER TUESDAY.

SO I KNOW THAT'S A HIGH PROFILE EVENT EVERY TWO YEARS.

I THINK IF WE WERE TO ASK THE LEGISLATURE, I THINK IT SAYS IT IN HERE ABOUT LOOKING FOR OPTIONS INSTEAD OF ELEMENTARY SCHOOLS OR OTHER SCHOOLS AS POLLING LOCATIONS.

I THINK THAT WOULD BEHOOVE AND GIVE US THE OPPORTUNITY TO KEEP OUR SCHOOLS FROM OUTSIDERS , AND SO I LIKE THE DIRECTION THIS IS GOING AND I WILL SUPPORT IT.

THANK YOU VERY MUCH.

THANK YOU FOR YOUR COMMENTS, MR. LINN. WE'VE HAD A LOT OF SUPPORT FROM PEOPLE THAT I'VE TALKED TO.

DALLAS, FORT WORTH, AUSTIN, POSSIBLY GARLAND, HAVE SOME WORK FOR YOU AND A FEW OTHER DISTRICTS THAT WE ARE CONTACTING TO KIND OF HAVE A COALITION OF SUPPORT SO THAT WE CAN GET OUR FOLKS AT TSA MARCHING ON THIS [INAUDIBLE] THE COMMITTEES NEED SPECIAL COMMITTEES MEET, SO IT'LL GET IN THERE TWO OR THREE TIMES. WE'LL LET THEM SEE HOW IT HAPPENS.

TSA IS WHO? I'M SORRY, TEXAS SCHOOL ALLIANCE.

THANK YOU. GET HUNG UP ON THOSE ACRONYMS. ALL RIGHT, ANY ADDITIONAL COMMENTS, QUESTIONS, BOARD? ALL RIGHT. THANK YOU, MISS MORSE.

JUST AS A REMINDER, WE HAVE A MOTION BY MR. LINN, A SECOND BY MR. EAGER. IF THERE'S NO ADDITIONAL QUESTIONS OR COMMENTS ALL IN FAVOR, PLEASE RAISE YOUR HAND.

SIX ONE.

THANK YOU SO MUCH FOR SUPPORTING THIS, MISS MORSE.

THANK YOU FOR YOUR LEADERSHIP IN BRINGING THIS FORWARD SO QUICKLY.

THANK YOU, MISS MORSE.

OUR NEXT ITEM IS A PRELIMINARY END OF YEAR PERFORMANCE REPORT.

[VIII.B. 2021-2022 Preliminary End of Year Performance Report]

MS. HARRIS, THAT LAST COMMENT YOU SAID WAS SIX ONE, AND IT WAS ACTUALLY JUST FOR THE RECORD, MAKE SURE THAT IT WAS SIX AND WE HAD AN ABSTAIN.

SO WAS IT JUST 6-0? 6-0.

THANK YOU.

MISS BRANUM. THANK YOU, MS. HARRIS. SO THIS IS ACTUALLY, I THINK, ONE OF THE FIRST OPPORTUNITIES THAT WE'VE HAD SINCE I'VE JOINED THE DISTRICT WHERE WE'RE REALLY KIND OF BRINGING FORWARD A END OF THE YEAR AND END OF THE YEAR SUMMARY REPORT WHILE WE'RE LOOKING AT MULTIPLE DATA POINTS.

[00:25:03]

I ALSO WANT TO ACKNOWLEDGE THE INCREDIBLE WORK OF OUR TEACHING AND LEARNING DEPARTMENT.

MANY OF THEM ARE IN THE BACK IF THERE ARE SOME QUESTIONS ABOUT OUR PERFORMANCE AND THEN, OF COURSE, DR. BYNO AND DR.

GIBBONS AND THE REST OF OUR CABINET ARE HERE TO ANSWER QUESTIONS AS WE GET INTO THE CLIMATE SURVEY AS WELL.

SO, MR. CORTEZ, I'M GOING TO LET YOU KIND OF KICK US OFF AND THEN YOU AND I CAN JUST GO BACK AND FORTH.

ALL RIGHT. ALL RIGHT, GOOD EVENING.

THANK YOU FOR THE OPPORTUNITY.

MY NAME IS JACOB CORTEZ AND I AM EXECUTIVE DIRECTOR OF ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT FOR THE DISTRICT.

IT'S GREAT TO BE BACK IN FRONT OF YOU ALL TO SHARE THESE DIFFERENT DATA PIECES.

AS MS. BRANUM SAID, THIS IS KIND OF JUST A SUMMARY OF THE INFORMATION, AND WE'VE REALLY TRIED TO LOOK HERE TO WHERE WE CAN CONNECT THE DIFFERENT PIECES TOGETHER FOR YOU.

STARTING WITH MAP.

THAT'S SOMETHING THAT WE'VE LOOKED AT THREE TIMES THROUGHOUT THIS YEAR, BEGINNING OF YEAR, MIDDLE OF YEAR, END OF YEAR, AND IT'S REALLY A DIAGNOSTIC THAT WE USE TO FIND OUT WHERE OUR STUDENTS ARE AS WE GO THROUGHOUT THE YEAR ON EACH OF THOSE DIFFERENT WINDOWS.

SO THIS END OF YEAR WAS ADMINISTERED FROM APRIL 19TH TO APRIL 25TH OF THIS YEAR.

STUDENTS IN GRADES KINDERGARTEN THROUGH GRADE TEN WERE ASSESSED BASED ON SUBJECT, THOSE SUBJECTS BEING READING, MATH AND SCIENCE.

OVERALL, 64,528 ASSESSMENT EVENTS OCCURRED DURING THAT SIX DAY WINDOW, AND THAT'S AMAZING.

I WILL SAY THIS WAS THE FIRST WINDOW THAT WE DID NOT HAVE TO EXTEND AND IT REALLY IS A TRIBUTE TO OUR TEACHERS AND OUR CAMPUS LEADERS FOR MAKING THIS HAPPEN.

OVERALL, 94% OF OUR STUDENTS IDENTIFIED IN GRADES K THROUGH TEN WERE ASSESSED IN READING, WHILE 90% OF IDENTIFIED STUDENTS IN K THROUGH ALGEBRA ONE SUBJECT BASED WERE ASSESSED IN MATH, AND THAT FITS RIGHT ALONG WITH OUR DISTRICT IMPROVEMENT PLAN THAT SAYS THAT WE WILL IDENTIFY AND TEST 90% OF OUR STUDENTS OR ABOVE.

SO WE'VE WE'VE MET THAT ALL THREE TIMES FOR OUR WINDOWS THIS YEAR.

WHERE WE WANT TO FOCUS TODAY IS ON THE PERCENT OF STUDENTS WHO MET GROWTH MEASURES, BECAUSE THAT'S REALLY WHAT MAP, I MEAN, IT IS THE NWEA MAP GROWTH ASSESSMENT HERE, AND SO ONE OF THE NEAT THINGS ABOUT MAP IS THAT THE STUDENTS TAKE IT AT THE BEGINNING OF THE YEAR, USUALLY IN SEPTEMBER AFTER FOUR WEEKS OF INSTRUCTION HAVE OCCURRED AND AT THAT POINT BASED ON HOW THEY DO THE SYSTEM PROJECTS A NUMBER OF POINTS IN THEIR SCORE THAT THEY CAN EXPECT TO GROW THROUGHOUT THE YEAR BASED ON WHERE THEY STARTED, IN RELATION TO WHAT SUBJECT IT IS, WHAT GRADE LEVEL THEY'RE BEING TESTED ON , AND SO EACH STUDENT GETS THEIR OWN INDIVIDUAL GROWTH MEASURE BASED ON HOW THEY PERFORM ON THAT FIRST TIME.

WE'RE ABLE TO TRACK THAT GROWTH IN BETWEEN TERMS. SO FROM FALL TO WINTER, WINTER TO SPRING, BUT MORE IMPORTANTLY HERE, LOOKING FROM BEGINNING OF YEAR, FALL TO SPRING.

SO DID THEIR STUDENTS MEET THEIR PROJECTED GROWTH MEASURES FROM THE BEGINNING OF YEAR THROUGH WHAT WAS PROJECTED TO THE END OF THE YEAR? AND IN THIS CASE, WE ARE REALLY EXCITED ABOUT ABOUT THIS PART, BECAUSE MORE THAN 50% OF OUR STUDENTS MET THEIR GROWTH MEASURES.

NOW, AT FIRST BLUSH, 50% SEEMS LIKE, OH, MY GOSH, THAT'S ONLY HALF OF OUR KIDS.

WELL, THAT IS TRUE, AND THAT IS ACTUALLY A GOOD THING FOR US, BECAUSE MAP IS ON A NORMATIVE SCALE. SO BASICALLY WHAT THEY'VE DONE IS THEY'VE TAKEN DATA FROM A REFERENCE POPULATION.

[00:30:03]

IF YOU'VE EVER SEEN THE DISTRIBUTION WHERE IT'S ONE HUMP IN THE MIDDLE, ONE CAMEL HUMP, THAT'S A NORMAL DISTRIBUTION, AND SO WHEN THEY SCALE THE DATA, IT PUTS IT ON THAT WHERE THAT SCALE WHERE 50% IS THE AVERAGE, AND REALLY MAP DOES NOT EXPECT MORE THAN 50% OF STUDENTS BECAUSE IT'S NORMALIZED TO MEET THEIR GROWTH MEASURES.

SO IF YOU'RE CLOSE OR MORE IMPORTANTLY, IF YOU'RE ABOVE 50%, YOU ARE CONSIDERED IN THE MAP SYSTEM RIGHT ON TRACK, AND SO IN THAT NORMATIVE DATA SET THE FACT THAT 52% OF OUR STUDENTS IN READING OVERALL FOR EVERY GRADE LEVEL TESTED, MET THEIR GROWTH MEASURES, IS RIGHT ON TRACK FOR US.

IF NOT, IT'S A LITTLE BIT ABOVE AVERAGE.

ALSO, WHEN YOU LOOK ACROSS OUR DIFFERENT STUDENT GROUPS FOR ALL GROUPS TESTED AND ALL OF OUR GROUPS WERE RIGHT AROUND THAT 50% MARK, AND THAT IS THAT IS EXCITING BECAUSE COMPARED TO COMPARE THIS TO LAST YEAR WHEN WE LOOKED FALL TO SPRING GROWTH, OUR OVERALL WAS ABOUT 43%.

SO WE WERE BELOW AVERAGE ON THAT NORMATIVE SCALE AND THERE WERE EVEN GREATER DIFFERENCES BETWEEN OUR STUDENT GROUPS.

SO LOOKING ACROSS GRADE LEVEL HERE, LOOKING ACROSS OUR STUDENT GROUPS, WE ARE HIGHLY ENCOURAGED WITH THE AMOUNT OF GROWTH THAT WE WERE ABLE TO SEE FROM BEGINNING OF YEAR TO THE END OF YEAR THIS YEAR, AND THAT'S NOT WITHOUT HICCUPS THAT WE HAD AT THE MIDDLE OF THE YEAR DUE TO COVID OUTBREAK ICE STORMS, AGAIN, LIKE ALL THOSE TYPES OF THINGS WE WERE VERY FOCUSED LIKE WE TALKED ABOUT IN FEBRUARY WHEN WE PRESENTED THE DATA FOR MIDDLE OF YEAR THAT WE MET WITH PRINCIPALS, WE MET WITH CURRICULUM DIRECTORS, AND WE TALKED ABOUT WHAT NEEDED TO HAPPEN FROM MIDDLE OF YEAR TO END OF YEAR FOR US TO CATCH BACK UP IF THERE WAS ANY DISCREPANCY OR ACCELERATE FROM THAT POINT.

RATHER THAN JUST FOCUS ON STAAR, WE WERE FOCUSING ALL THE WAY THROUGH AND USING MAP AS THAT AS THAT MEASURE, AND SO I REALLY WANT TO REALLY GIVE A SHOUT OUT TO OUR CAMPUSES BECAUSE THEY WERE THE ONES THAT REALLY USED THE MAP DATA DOUBLED DOWN TO HELP THEIR STUDENTS STAY ON TRACK WITH MEETING GROWTH.

I WANT TO JUST ADD, I THINK THE CONTEXT IS IMPORTANT AS WELL, JUST TO BE REALLY CLEAR.

AGAIN, THIS IS NOT SAYING THAT THE OTHER 48% OF OUR STUDENTS DID NOT GROW.

THAT'S CORRECT. YOU KNOW, WE HAD A LOT OF STUDENTS WHO EXPERIENCED GROWTH, AND I BELIEVE AND ALL OF OUR STUDENTS EXPERIENCED GROWTH WHERE THAT 48% WAS, THEY MAY NOT HAVE HIT THE GROWTH TARGET THAT MAP SAID OR PREDICTED BASED UPON WHERE THAT STUDENT WAS AT MIDDLE OF THE YEAR, WHERE THEY SHOULD HAVE BEEN AT THE END OF THE YEAR.

SO AGAIN, IT DOES NOT MEAN THAT WE HAD 48% OF OUR STUDENTS THAT DID NOT GROW.

IT JUST MEANS THEY DID NOT HIT THEIR TARGET.

SO I JUST WANT TO MAKE SURE FOR OUR COMMUNITY THAT'S WATCHING THAT'S REALLY CLEAR.

YES, THANK YOU. WHEN WE TAKE A LOOK OVER AT MATH AND THIS ONE WAS FOR OVERALL STUDENTS, A PERCENTAGE POINT HIGHER AT 53%. ONCE AGAIN, LOOKING ACROSS OVERALL FOR ALL GRADES BY STUDENT GROUP, RIGHT AROUND RIGHT AROUND THAT 50% MARK.

SO ON TRACK FOR GROWTH, SEVERAL OF OUR GRADE LEVELS FOR INSTANCE, THIRD GRADE, FOURTH GRADE, SIXTH GRADE, KINDERGARTEN FOR US HERE IN MATH, A TREMENDOUS GROWTH, NEARLY 60%.

SIXTH GRADE WAS AT 64%, AND IN MAP'S TERMS AND WE TALKED WITH OUR WITH OUR MAP REPRESENTATIVE ABOUT THIS, ANYTHING NEARING 60% OR HIGHER IS, IN THEIR WORDS, KNOCKING IT OUT OF THE PARK AND SO THAT IS SUPER ENCOURAGING FOR US, AND WE ARE ABLE THEN TO REALLY SEE THIS KIND OF GROWTH FROM BEGINNING OF YEAR TO END OF YEAR TRANSLATE IN OUR STAAR SCORES WHEN WE TAKE A LOOK AT THAT SHORTLY.

SO HERE, REALLY EXCITED ABOUT THE AMOUNT OF GROWTH THAT WE'VE SEEN THROUGHOUT THE ENTIRE YEAR BECAUSE REMEMBER, MATH WAS THE SUBJECT THAT WAS HIT THE HARDEST BY COVID, AND SO TO SEE OUR STUDENTS START THIS REBOUND, TO SEE THE GREAT THINGS THAT OUR TEACHERS AND OUR

[00:35:06]

THAT COULD BE FOR A COUPLE OF REASONS, SOMETHING THAT WE'RE STILL REALLY DIGGING INTO, BUT WE SEE THIS IN SEVENTH GRADE ESPECIALLY, AND I THINK IT'S BECAUSE IT'S A TRANSITIONAL YEAR, AND THE WAY THAT THE CURRICULUM IS DELIVERED FROM AN ELEMENTARY COMPARED TO SECONDARY IS DIFFERENT, AND ALSO THE WORKLOADS FOR OUR TEACHERS, THE CASELOADS OF STUDENTS ARE LARGER, AND SO THAT IS ONE AREA THAT WE'RE CONTINUING TO LOOK AT TO REALLY UNDERSTAND WHY SEVENTH GRADE, WHEN IT COMES TO GROWTH, TAKES A DIP BECAUSE WE NOTICED THIS LAST YEAR ALSO.

SO ONE OF THE THINGS THAT WE ARE DOING, THE LITERACY AND INTERVENTION TEAM WHO SCHEDULES THE MAP WINDOW, SCHEDULES MAP TRAINING, ALL THOSE THINGS FOR NEXT YEAR, '22-23 IT HAS PUT AN EMPHASIS ON PROFESSIONAL PROFESSIONAL DEVELOPMENT, PROFESSIONAL LEARNING ABOUT HOW TO USE MAP DATA IN THE SECONDARY CURRICULUM AS A FOCUS FOR NEXT YEAR AND SO HOPEFULLY WHEN WE LOOK AT THIS AT THE END OF NEXT YEAR, WE'LL SEE A DIFFERENT RESULT.

SO OVERALL FOR OUR END OF YEAR SUMMARY--I'M SORRY, CAN WE ASK QUESTIONS NOW OR DO YOU WANT TO.

WE'LL GO OVER OUR SUMMARY AND THEN WE'LL ASK QUESTIONS.

SO OVERALL, WE ARE SEEING STUDENTS GROWING FROM TERM TO TERM AND ESPECIALLY FROM BEGINNING TO END OF YEAR.

CELEBRATIONS, ONCE AGAIN, THE FACT THAT BOTH SUBJECTS, BOTH OF OUR HIGHLY TESTED SUBJECTS, ARE ABOVE THAT NORMATIVE 50% MARK.

WE DID HAVE SEVERAL CAMPUSES, ELEMENTARY SCHOOL CAMPUSES BIG SPRINGS, BRANT FIELD, PRESTONWOOD AND THURGOOD MARSHALL ELEMENTARY HAD AT LEAST 50% OF STUDENTS MEETING THEIR PROJECTED GROWTH MEASURES IN EVERY GRADE LEVEL IN MATH, WHICH IS PHENOMENAL.

AIKEN, BUKHAIR, LAKE HIGHLANDS ELEMENTARY AND THURGOOD MARSHALL ALSO HAD 50% OF THEIR STUDENTS MEETING THEIR PROJECTED GROWTH MEASURES IN EVERY GRADE LEVEL IN MATH. SO JUST WANT TO GIVE A BIG SHOUT OUT TO THOSE CAMPUSES AND THE THINGS THAT THEY DID THAT WERE VERY INTENTIONAL TO HELP THEIR STUDENTS MEET GROWTH FOR THE YEAR. SOME OF THE CONTINUED CONCERNS, ACADEMIC GAPS CONTINUE TO EXIST ACROSS OUR DEMOGRAPHIC GROUPS, INCLUDING OUR ECONOMICALLY DISADVANTAGED STUDENTS AND OUR ETHNIC GROUPS.

THAT IS SOMETHING THAT WE'RE CONTINUING TO MONITOR, AND I THINK AS WE CONTINUE TO BE INTENTIONAL, WILL, WE'LL SEE THOSE COME CLOSER TOGETHER, AND WE DO HAVE A CONCERN STILL THAT MAINTAINING A FOCUS ON ENRICHMENT AS WELL AS INTERVENTION THROUGHOUT THE ENTIRE YEAR.

SO ONE OF THE FOCUSES FOR THIS NEXT YEAR WILL BE MAKING SURE THAT OUR GROWTH FROM FALL TO WINTER LOOKS JUST AS GOOD AS IT DOES FROM FALL TO SPRING. THAT WAS ONE OF OUR LOWEST TERMS FOR THIS YEAR WHEN WE LOOKED AT PERCENT OF STUDENTS WHO MET GROWTH, AND SO THAT'S GOING TO BE A FOCUS TO NOT ONLY INTERVENE TO PUSH KIDS TO KEEP THEM GROWING, BUT TO MAKE SURE THAT WE'RE ALSO NOT REGRESSING AFTER OUR SUMMER KIND OF SLIDE, AND THEN FINALLY, WE STILL HAVE STUDENTS THAT ARE MEETING GROWTH TARGETS, BUT THEIR PERCENTILE ACHIEVEMENT IS NOT CHANGING VERY MUCH.

SO THAT'S AN AREA WHERE GROWTH AND ACHIEVEMENT ARE REALLY KIND OF INDEPENDENT HERE BECAUSE WE ARE SEEING STUDENTS THAT ARE VERY HIGH, THAT ARE GROWING AND AT THE LEVELS THEY NEED TO GROW TO MEET THEIR PROJECTED GROWTH.

WE'RE SEEING LOW STUDENTS THAT ARE GROWING, BUT THEN WE'RE ALSO SEEING STUDENTS IN EACH OF THOSE GROUPS THAT AREN'T GROWING AT THE LEVELS THAT THEY NEED TO BE, AND SO, ONCE AGAIN, MORE INTENTIONALITY ON IDENTIFYING THOSE STUDENTS EARLIER, I THINK WILL HELP WITH THAT.

SO QUESTIONS OVER THE MATH GROWTH MEASURES.

[00:40:02]

SO HELP ME REMEMBER, BECAUSE I HAVE A SEVENTH GRADER OR HE WAS A SEVENTH GRADER, AND NOW HE'S A RISING EIGHTH, AND WE TALKED ABOUT THIS BEFORE, I THINK IN THE FALL, AND THAT WAS THE INTRODUCTION OF ALGEBRA , AND THAT MIGHT BE AN ISSUE WITH THESE GROSS SCORES.

IS THAT ACCURATE? YEAH, ABSOLUTELY. YES, SIR. SO THAT IS AN INDICATOR IN TERMS OF AND YOU'RE GOING TO SEE THAT PLAY FORWARD IN OUR STAAR AND EOC RESULTS AS WELL.

SO ABOUT TWO YEARS AGO, THE BOARD REALLY KIND OF UNDERTOOK A SERIOUS LOOK AT WHAT ARE ONE OF THOSE COLLEGE AND CAREER INDICATORS, AND EIGHTH GRADE STUDENTS WHO ARE TAKING ALGEBRA ONE IN EIGHTH GRADE HAVE A HIGHER PROPENSITY TO TAKE PRE-AP COURSES OR DUAL CREDIT COURSES IN HIGH SCHOOL ARE MORE LIKELY TO PASS THE TSI, ARE MORE LIKELY TO TAKE DUAL CREDIT COURSES, APPLY TO COLLEGE OR TO A SIGNIFICANT TRADE SCHOOL AND NOT HAVING ALGEBRA ALGEBRA ONE IN EIGHTH GRADE CAN BE A BARRIER TO A LOT OF STUDENTS.

SO AS PART OF OUR TEXAS INSTRUMENTS GRANT THAT WE RECEIVED IN THE BERKNER LEARNING COMMUNITY, THEY WERE OUR FIRST LEARNING COMMUNITY THAT SHIFTED TO AN ALGEBRA ONE FOR ALL.

THE BOARD IDENTIFIED A BOARD GOAL AROUND THAT ALGEBRA ONE FOR ALL EMPHASIS AND NOW I BELIEVE ALMOST ALL BUT 700 OF OUR CURRENT SEVENTH GRADERS, ONLY 700 OF THEM ARE ACTUALLY IN ON LEVEL SEVENTH GRADE MATH.

THE REST OF THEM ARE ACCELERATED.

SO IT IS A LITTLE BIT THE WAY THAT WE TEST AND WHAT GRADE LEVEL THEY TEST IS A LITTLE BIT DIFFERENT BECAUSE THAT NUMBER, THE NUMBER OF TESTERS IS SO MUCH SMALLER NOW. SO IF I ONLY HAVE 700 STUDENTS THAT ARE TESTING IN THAT GRADE LEVEL, ONE STUDENT CAN SIGNIFICANTLY SWAY WHAT THAT OVERALL AVERAGE IS. SO THAT YOU'RE GOING TO SEE THAT BOTH IN OUR MAP SCORES AS WELL AS THEN WHAT PLAYS OUT IN OUR STAAR AND OUR EOC.

WE ARE VERY CONFIDENT AND AGAIN, WE ARE PART OF A TEXAS NSI GRANT.

ACROSS THE METROPLEX, THERE ARE THREE DISTRICTS WHERE THIS IS OUR WORK, THIS IS WHAT WE'RE DOING BECAUSE WE BELIEVE ALGEBRA ONE CAN BE ACCESSIBLE TO ALL EIGHTH GRADERS AND IT IS NOW ALIGNING OUR CURRICULUM, OUR INSTRUCTIONAL PRACTICES AND MOST IMPORTANTLY, OUR PROFESSIONAL DEVELOPMENT AND SUPPORT FOR NOT JUST OUR JUNIOR HIGH MATH TEACHERS, BECAUSE THIS REALLY MORE IMPACTS OUR FIFTH AND SIXTH GRADE MATH TEACHERS IN PREPARING FOR THE READINESS OF OUR JUNIOR HIGH TEACHERS.

SO THERE WAS A LITTLE BIT OF A LONG ANSWER, BUT I WANTED TO MAKE SURE TO GIVE CONTEXT FOR ANYONE WHO MIGHT BE HEARING THAT FOR THE FIRST TIME.

ALL RIGHT.

THANK YOU, MR. LINN.

SURE. THANK YOU. ANY OTHER QUESTIONS OVER THE GROWTH THAT WE'VE SEEN THUS FAR? MR. EAGER. JUST CLARIFICATION ON THAT ONE MORE TIME.

SO WE HAVE A POPULATION OF STUDENTS AND WE HAVE A POPULATION THAT'RE TAKING ACCELERATED MATH.

SO BASICALLY, WE DON'T INCLUDE THOSE IN MAP TESTING.

THOSE STUDENTS ARE THEY ARE MAP TESTED ARE EIGHTH GRADE STUDENTS THAT ARE TAKING ALGEBRA ONE ARE TESTED ON ALGEBRA ONE SUBJECT TEST, WHICH IS DIFFERENT FROM THE K-12 TEST HERE THAT OTHERS ARE.

SO THE EIGHTH GRADE SCORES THAT ARE LISTED THERE ARE ONLY STUDENTS THAT ARE ON LEVEL EIGHTH GRADE FOR GROWTH MEASURES.

NOW SEVENTH GRADE IS TESTED, AND BECAUSE MAP LOOKS AT GRADE LEVEL RATHER THAN SUBJECT ENROLLED, THEY ARE BEING TESTED OVER STANDARDS AND THINGS THAT ARE MORE LIKELY ALIGNED WITH SEVENTH GRADE CURRICULUM, AND SO THAT COULD BE SOMETHING THAT WE WILL BE LOOKING AT IS ALSO, LIKE I SAID, USING MAP DATA IN THAT SECONDARY CURRICULUM TO IDENTIFY AREAS OF FOCUS, AND ARE THOSE STUDENTS BEING PUSHED AT THE SAME LEVEL? AND ARE THEY ARE THEY SEEING DIFFERENT STANDARDS? ARE THEY SEEING THE EIGHTH GRADE STANDARDS FOR THE COURSES THAT THEY ARE ENROLLED IN? OR ARE THEY SEEING STANDARDS ALIGN WITH THE SEVENTH GRADE COURSE THAT THEY'RE ACCELERATED PAST? DOES THAT MAKE SENSE? SO MAP IS TYPICALLY INDEPENDENT OF COURSE; THEY'RE GOING TO TEST A STUDENT FOR WHEREVER THEY'RE AT AND IN THE CURRICULUM AND SO IT'S JUST A MATTER OF DOING A DEEPER DOVE TO SEE IF THAT SEVENTH GRADE BEING THAT KIND OF TRANSFORMATIVE, TRANSITIONAL YEAR.

[00:45:05]

OKAY, SO WE HAVE IDENTIFIED A PATTERN AND WE DID REALLY WELL IN SIXTH GRADE, SEVENTH GRADE, BUT IT'S STILL THIS [INAUDIBLE].

I'M JUST TRYING TO MAKE SURE THAT THE NUMBERS--WELL, ANYHOW, LONG STORY SHORT, IT LOOKS LIKE THERE'S A PATTERN.

WE'RE TRYING TO IDENTIFY WHAT'S CAUSING IT.

YOU KNOW, SIXTH GRADE OR SEVENTH GRADE, [INAUDIBLE] A BIG ADJUSTMENT [INAUDIBLE], AND PART OF THIS IS A ALIGNMENT ISSUE THAT WE CREATED BECAUSE WE BELIEVE IT'S THE RIGHT THING TO DO FOR KIDS IN THAT THE SEVENTH GRADE SKILLS THAT ARE BEING TESTED NATIONALLY BECAUSE WE ARE ACCELERATING KIDS AND REALLY OUR SEVENTH GRADE KIDS ARE REALLY ACCESSING EIGHTH GRADE MATERIAL.

THERE IS A MISALIGNMENT OF CONTENT THAT IS BEING ASSESSED, AND THEN OUR KIDS THAT ARE ACCELERATED IN EIGHTH GRADE TAKING ALGEBRA ONE DO NOT EVEN COUNT IN THESE MATH SCORES BECAUSE THEY'RE TAKING ALGEBRA ONE CONTENT.

SO THAT'S PART OF WHAT WE'RE TRYING TO RECONCILE AND REALLY RECONCILING FOR OUR TEACHERS TO MAKE SURE THAT BECAUSE OF THE WAY THAT WE HAVE SET THIS ALGEBRA ONE GROWTH GOAL IS MAP AND THE WAY THAT WE'RE ASSESSING MAP AND WHAT GRADE LEVEL WE'RE ASSESSING MAP IS THAT MOST APPROPRIATE? SO THAT'S THE BIG QUESTION WE'RE ASKING OURSELVES AT THIS MOMENT, IS IT APPROPRIATE FOR OUR SEVENTH GRADERS TO TAKE THAT SEVENTH GRADE MAP TEST KNOWING THAT SO MANY OF THEM ARE ACCELERATING? AND THAT'S WHAT WE'RE STUDYING.

YEAH, AND IT LOOKS LIKE IT'S JUST A MEASUREMENT.

IN FACT WE'RE MEASURING [INAUDIBLE] CERTAIN AND [INAUDIBLE] SEVENTH AND WE CHANGE IT.

SO YOU'RE GETTING THIS ANOMALIES.

SO JUST FROM AN ANALYTICS STANDPOINT AND WE MAY HAVE THE SAME CONVERSATION NEXT YEAR THAT .

WE HOPE NOT. WE HOPE NOT.

WE MAY MAKE THE DECISION THAT ULTIMATELY MAP ISN'T GIVING OUR TEACHERS THE DATA THAT IT NEEDS TO, AND AGAIN, WE'RE NOT GOING TO KEEP DOING SOMETHING JUST FOR THE SAKE OF DOING IT.

IF IT'S NOT GIVING US THE DATA THAT'S ACTUALLY USABLE TO HELP INFORM OUR TEACHERS' INSTRUCTION, THEN WE'RE NOT GOING TO KEEP DOING IT.

THERE ARE OTHER MEASUREMENTS THAT WE CAN TAKE TO USE TO SEE ARE OUR STUDENTS ON TRACK, AND THAT'S WHAT WE'RE STUDYING TO DETERMINE HOW WE BEST MOVE FORWARD.

WELL, GOOD. WELL, I'M GLAD WE HAVE MAP ANYHOW.

ABSOLUTELY, AND ONE MORE YEAR WILL HELP US.

IT DOES TAKE BECAUSE REMEMBER, OUR PILOT YEAR WAS INTERRUPTED WITH COVID, SO WE WEREN'T ABLE TO GIVE END OF YEAR RESULTS TO SEE GROWTH FROM BEGINNING TO END OF YEAR.

SO CURRENTLY WE HAVE TWO DATA POINTS.

SO IT TAKES TWO POINTS TO MAKE A LINE, THREE POINTS TO MAKE A TREND, AND SO HOPEFULLY WITH ONE MORE YEAR OF DATA AND SOME OF THE THINGS THAT WILL HAPPEN INTENTIONALLY WITH TRAINING AND PLC WORK THIS NEXT YEAR, HOPEFULLY WE'LL SEE SOME OF THAT CHANGE, AND THE OTHER THING THAT I KNOW THAT WE HAVE TALKED ABOUT DOING REALLY BEGINNING IN SIXTH GRADE AS WE'RE ENRICHING, IS ALSO FIGURING OUT HOW COULD WE REPORT THIS DATA IN COHORTS SO THAT THE BOARD COULD SEE HERE IS THE GROWTH DATA OF OUR STUDENTS WHO ARE ON GRADE LEVEL VERSUS THOSE STUDENTS WHO ARE ACCELERATING.

SO IT'S MORE OF AN APPLES TO APPLES APPLES TO ORANGES COMPARISON.

I KNOW THAT REALLY DOESN'T MAKE SENSE, BUT IF WE CAN COHORT THE STUDENTS BASED UPON THE COURSE THAT THEY'RE IN AND SHOW YOU IF THEY ARE GROWING AT THAT SAME RATE.

SO THAT'S ANOTHER WAY THAT WE'RE LOOKING AT HOW COULD WE SLICE AND DICE THE DATA TO MAKE MORE SENSE FOR YOU ALL AND FOR THE COMMUNITY? AND JUST BECAUSE I KNOW SOMEBODY OUT THERE ON THE INTER-WEBS MAY ASK ALGEBRA ONE SUBJECT TEST FOR MAP IS NOT NORMED FOR GROWTH.

IT'S NORMED FOR ACHIEVEMENT, BUT NOT GROWTH.

SO THEY DON'T GET NECESSARILY A GROWTH MEASURE.

WE DO SOME ANALYSIS TO HELP MAKE SURE THAT ACHIEVEMENT STAYS ON TRACK, BUT AS FAR AS MAP SAYING STARTING HERE AT THE BEGINNING OF YEAR TO HERE AT THE END OF YEAR, YOU SHOULD GROW SEVEN POINTS.

ALGEBRA ONE IS NOT NORMED FOR GROWTH.

SO WE DON'T GET A GROWTH MEASURE FOR THAT.

SO WE'RE USING THAT DATA IN SOME DIFFERENT WAYS WITH SECONDARY.

GREAT QUESTIONS.

AWESOME. ANY OTHERS ON MAP BEFORE WE MOVE FORWARD TO STAAR? ALL RIGHT, SO PRELIMINARY STAAR RESULTS.

WE ARE GOING TO PREFACE THIS TO SAY THAT THE DATA HERE IS VERY PRELIMINARY.

WE HAVE NOT RECEIVED ANY FINAL FILES FROM THE STATE JUST YET.

SO THE DATA THAT WE HAVE BEEN PROVIDED, I KNOW IT'S ALWAYS LATE.

THE DATA THAT WE HAVE BEEN PROVIDED IS CONSIDERED PRELIMINARY, AND THE VENDOR IS ALSO SAID THAT

[00:50:03]

HONESTLY, I BELIEVE MOST OF OUR DATA IS HERE.

THE ONLY THINGS THAT MIGHT BE MISSING FROM OUR DATA SET WOULD BE THE HANDFUL OF STUDENTS WHO TOOK STAAR GENERAL TEST, WHICH IS WHAT THIS IS ON PAPER.

THOSE SCORES HAVE NOT BEEN REPORTED YET.

SO WE HAVE THE ONES THAT TOOK IT ONLINE BUT WE HAD MORE THAN 99% OF OUR STUDENTS TAKE STAAR ONLINE.

SO IT REALLY IS ONLY A HANDFUL OF STUDENTS THAT TOOK THE TEST ON PAPER BECAUSE OF INSTRUCTIONAL NEED.

SO THE DATA THAT WE'RE GOING TO LOOK AT TODAY IS STILL CONSIDER PRELIMINARY, BUT I DON'T EXPECT IT CHANGING TOO MUCH WHEN THE FINAL RESULTS DO COME OUT. THESE WERE TESTS THAT WERE ADMINISTERED THROUGHOUT THE SPRING FOR US IN, LIKE I SAID, IN ONLINE TESTING FORMAT FOR THE VAST MAJORITY OF OUR STUDENTS. STUDENTS IN GRADES THREE THROUGH 12 WERE ASSESSED BASED ON SUBJECT AND ALL THE WAY THROUGH 12TH GRADE, BECAUSE THAT INCLUDES EOC STUDENTS THAT ARE STILL RETESTING AND TRYING TO PASS THAT TEST.

WE HAD NEARLY 54,000 ASSESSMENT EVENTS THAT OCCURRED THROUGHOUT THE VARIOUS WINDOWS FOR ALL THESE STAAR TESTS.

SO ONCE AGAIN, HATS OFF TO OUR CAMPUSES AND HATS OFF TO MY ASSESSMENT TEAM FOR REALLY MAKING THAT HAPPEN.

SO I JUST WANT TO GIVE A SHOUT OUT BECAUSE WE'RE WORKING WITH A BRAND NEW TESTING PLATFORM THIS YEAR, BRAND NEW TESTING VENDOR, AND THOSE THINGS HAD CHALLENGES, AS ANY NEW SYSTEM DOES.

HOWEVER, OUR DISTRICT, FOR THE MOST PART, HAD A VERY SMOOTH TESTING EXPERIENCE, AND THAT IS TO THE WORK THAT MY TEAM DID IN THE BACKGROUND , AND SO I DO WANT TO GIVE A SHOUT OUT TO MY ASSESSMENT TEAM, TO MY PROGRAMING TEAM THAT REALLY PUT IN ALL KINDS OF EXTRA HOURS, WORKING WITH THE VENDOR, WORKING WITH TEA TO MAKE SURE THAT WE HAD A SMOOTH AND SMOOTH OPERATION.

WE ALSO WORKED VERY CLOSELY WITH REGION TEN TO HELP MONITOR EVERYTHING BECAUSE MS. TIMME MIGHT BE ABLE TO ACCOUNT FOR THAT THERE WERE SOME CHALLENGES.

SO THE RESULTS HERE THAT WE'RE GOING TO LOOK AT INCLUDE ALL STUDENTS WHO TESTED WITH US AND WHO WERE ENROLLED AT THE TIME OF TESTING, AND THAT'S WHAT WE LOOK AT EVERY SPRING.

THAT IS HOW THE STATE REPORTS OUT THE OVERALL NUMBERS.

IT IS DIFFERENT THAN ACCOUNTABILITY.

WHEN WE COME BACK LATER AND LOOK AT ACCOUNTABILITY NUMBERS, THOSE NUMBERS WILL ONLY INCLUDE STUDENTS WHO COUNTED FOR US IN THE ACCOUNTABILITY SYSTEM, WHICH MEANS THEY WERE WITH US AT THE BEGINNING OF THE YEAR, THE LAST FRIDAY OF OCTOBER.

SO FOR THAT AND THIS INCLUDES ALL STUDENTS, WHETHER OR NOT THEY'RE GOING TO COUNT FOR ACCOUNTABILITY OR NOT BECAUSE THEY WERE WITH US AND WE TAKE CARE OF ALL STUDENTS BECAUSE ALL MEANS ALL.

SO ONCE AGAIN, RESULTS ARE CONSIDERED PRELIMINARY UNTIL FINALIZED LATER THIS MONTH.

WE'RE STILL WAITING ON STATE COMPARISON DATA BECAUSE THAT WILL NOT BE RELEASED UNTIL THE RESULTS ARE FINAL.

ONE OF THE BIG TRENDS THAT WE WILL NOTICE AS WE LOOK ACROSS THE DATA IS THAT IN SEVERAL CASES, OUR RESULTS FOR 2022 SURPASSED LAST YEAR'S 2021, WHICH IS EVERYTHING THAT WE HOPED FOR AND CAME TO EXPECT AS WE LOOKED AND TRACKED OUR MAP DATA THROUGHOUT THE YEAR AND IN MANY CASES OUR NUMBERS FROM THIS YEAR WERE COMPARABLE TO 2019 LEVELS.

SO LET'S TAKE A LOOK AT SOME OF THOSE THINGS HERE.

THE CHARTS HERE ARE LISTED WITH THE MOST RECENT YEAR ON THE LEFT, A HISTORICAL GOING TO THE RIGHT.

SO THAT WAY WE CAN FOCUS ON THE MOST RECENT FIRST, AND WHEN WE LOOK ACROSS THE DATA HERE, I REALLY WANT TO GIVE A SHOUT OUT TO OUR ELEMENTARY READING ESPECIALLY OUR THIRD GRADE AND FOURTH GRADE SCORES . OUR FOURTH GRADE READING SCORES, 75% AT THE APPROACHES LEVEL.

WHICH APPROACHES IS THE PASSING LEVEL, 55% FOR FOURTH GRADE IN READING AT THE MEETS LEVEL, AND THEN

[00:55:01]

ALL THREE OF THOSE NUMBERS ARE GREATER THAN NOT ONLY 2021, BUT 2019 LEVELS, FOR THAT GRADE LEVEL.

SO SOME OF THOSE GREAT PERCENTAGES WE SAW IN MAP GROWTH WE SAW CORRELATE HERE WHEN WE GOT TO OUR SUMMATIVE TEST AT STAAR END OF YEAR.

LOOKING THROUGH THE VARIOUS GRADE LEVELS, JUST LIKE I SAID, JUST ABOUT EVERYTHING HERE WHEN WE LOOK AT APPROACHES MEETS MASTERS IS AT OR ABOVE THE 2021 LEVEL.

THE ONE AREA THAT WAS A LITTLE BIT LOWER WAS OUR ENGLISH ONE EOC TEST.

61% OF STUDENTS THIS YEAR PASSED THAT TEST.

THAT INCLUDES FIRST TIME TESTERS AND RE-TESTERS.

WHICH WE STILL HAVE A NUMBER OF RE-TESTERS IN ENGLISH ONE AND THAT ONE DIDN'T QUITE MAKE IT BACK TO 2021 LEVELS.

IT'S DOWN A LITTLE BIT.

HOWEVER, IF YOU LOOK AT THE NUMBER OF STUDENTS TESTED, WE ALSO TESTED ROUGHLY 400 MORE STUDENTS THIS YEAR IN ENGLISH, ONE THAN WE DID LAST YEAR.

SO THIS MAY HAVE BEEN FOR MANY OF THOSE STUDENTS THAT CHOSE NOT TO TEST LAST YEAR DUE TO FACE TO FACE AND VIRTUAL THE LEEWAY THAT THE STATE ALLOWED US.

THIS MAY HAVE BEEN THEIR FIRST TIME TAKING THE TEST, BUT THEY MAY NOT HAVE BEEN ENROLLED IN ENGLISH ONE AT THIS TIME BECAUSE THEY WOULD HAVE POTENTIALLY PASSED THE COURSE, MOVED ON TO ENGLISH TWO, BUT THEY STILL HAVE TO TAKE THAT ENGLISH ONE TEST AND EVEN THOUGH THEY WERE ABSENT FOR IT LAST YEAR.

SO, THERE COULD BE SOME DISCREPANCY THERE IN THE NUMBER JUST SIMPLY BECAUSE THEY'RE BEING TESTED ON ENGLISH ONE STANDARDS WHEN THEY WERE NOT ENROLLED IN THE ENGLISH ONE COURSE.

A BIG CELEBRATION THAT I JUST WANT TO JUST CONTINUE TO POINT OUT, AGAIN WE HAVE WORK TO DO AND ENGLISH ONE OUR TEAM IMMEDIATELY AS SOON AS WE SAW THAT NUMBER COME IN WE ARE EVALUATING IS IT A CURRICULUM ISSUE, IS IT A RESOURCE ISSUE? DO WE HAVE THE RIGHT STUDENTS IF THEY'RE RE-TESTERS ARE THEY IN THE RIGHT COURSES SO THAT THE NEXT YEAR THEY HAVE THE NECESSARY SUPPORT? DO OUR HIGH SCHOOLS HAVE ARE WE PUTTING IN THE RIGHT INTERVENTIONS FOR THOSE STUDENTS? AS MR. CORTEZ SAID, THEY MIGHT NOT EVEN BE IN THE COURSE IN WHICH THEY'RE BEING TESTED.

SO, YES, WE STILL HAVE WORK TO DO, BUT IT WOULD BE REMISS TO NOT CELEBRATE OUR CAMPUSES AND OUR TEACHERS.

IF YOU LOOK AT THAT MEETS AND MASTERS LEVEL 11 OUT OF 16 AREAS SHOWED GROWTH OVER 2019, NOT JUST LAST YEAR.

WE'RE TALKING PRE-PANDEMIC.

OUR MEETS AND MASTERS NUMBERS ARE ABOVE RIGHT NOW WHERE THEY WERE AFTER HAVING TWO YEARS IN A PANDEMIC.

THAT IS NOTHING LESS THAN OUR TEACHERS AND OUR CAMPUSES AND OUR CURRICULUM DEPARTMENT KID BY KID THAT THIS IS EVERY CHILD, EVERY DAY.

HOW ARE WE GROWING THEM? EVERY CHILD EVERY DAY.

SO SUPER PROUD OF THOSE MEETS AND MASTERS NUMBERS.

ABSOLUTELY. YES, SIR.

THIS IS JUST A GENERAL NUMBER QUESTION, IF I COULD, TO UNDERSTAND THE CONCEPT AND THIS IS SOMETHING I PROBABLY SHOULD ASK A LONG TIME AGO, JUST SO I UNDERSTOOD IT BETTER, BUT WHEN WE LOOK AT THE PERCENTAGES, LET'S SAY SPRING 2022, THIRD GRADE READING, SO 32% MASTER 49%, IS THAT STRICTLY MEETS OR IS THAT MEETS AND MASTERED AND THEN APPROACHES, DOES THAT COUNT APPROACHES PLUS MEET PLUS MASTER.

YES, THOSE NUMBERS ARE NESTED.

OKAY. SO THE APPROACHES THAT 72% INCLUDES THE 49%, 32% OF THOSE ARE WE LOOKING AT DISCRETE AND OBVIOUSLY THE MATH DOESN'T ADD UP, IF YOU'RE GETTING TO 100 AND SOME' PERCENT, BUT I JUST WANTED TO MAKE SURE THAT CONCEPT WAS UNDERSTOOD THERE, THAT IT COUNTS MULTIPLE CATEGORIES.

AS YOU LOOK, OUR GOAL WOULD BE THAT, YES, ALL OF THOSE WOULD ADD UP TO WAY MORE THAN AND ACTUALLY BY STATE GUIDELINES.

THE WAY THAT THE STATE LAYS IT OUT IN THE ACCOUNTABILITY SYSTEM IS THEY'RE KIND OF STANDARD THAT THEY'D LIKE EVERYBODY TO GET TO IS 90, 60, 30.

SO 90% OF STUDENTS AT APPROACHES, 60% OF STUDENTS AT MEETS AND 30% OF STUDENTS AT MASTERS.

IF YOU HIT ALL THREE OF THOSE, THEN YOUR DOMAIN ONE SCORE IN THE CURRENT ACCOUNTABILITY SYSTEM WOULD BE AN A, AND SO REALLY, WE WANT THESE NUMBERS TO ADD UP

[01:00:01]

YEAH, I SEE THAT.

THAT'S GREAT, AND TO THE SUPERINTENDENTS POINT, I MEAN, I THINK THAT THE CELEBRATIONS.

YOU KNOW, WE CELEBRATE WHEN WE NEED TO CELEBRATE, AND I THINK THERE'S A LOT HERE TO LOOK AT AND BE VERY POSITIVE ABOUT.

YOU KNOW, AFTER COMING OUT OF SPRING 2021 IT'S IT'S EASY TO LOOK AT SPRING 2022 NUMBERS AND COMPARE THEM TO 19 BECAUSE THAT WAS KIND OF THE LAST REGULAR YEAR, BUT WHAT YOU'VE GOT TO LOOK AT IS THE DIP, AND THEN WHERE ARE WE GOING FROM A TREND PERSPECTIVE FROM 19 THROUGH 21 BACK TO 2022? I THINK THAT'S GREAT AND SO KUDOS TO EVERYBODY THAT'S BEEN INVOLVED, BUT ESPECIALLY THOSE TEACHERS ON THE GROUND WITH THE STUDENTS AND DOING THAT DAY TO DAY WORK WITH THEM.

I THINK THAT'S GREAT.

ABSOLUTELY. THANK YOU FOR THAT ACKNOWLEDGMENT.

WE'RE GOING TO LOOK AT MATH NOW.

ONCE AGAIN, A SIMILAR TREND ARE SPRING 2022 NUMBERS BEING AT OR ABOVE 2021, SEVERAL APPROACHING BACK TO 2019, BUT STILL NOT QUITE BACK TO OUR 2019 LEVELS WHEN IT COMES TO MATH.

LIKE WE'VE ALL SEEN IN THE DATA LAST YEAR AND COMPARATIVE TO STATE DATA TRENDS, MATH TOOK THE HARDEST HIT AND AT THE LEVELS THAT WE'RE LOOKING AT, ESPECIALLY AT THE MEETS LEVEL ACROSS THE STATE FROM 2019 TO 2021, THERE WAS A 12 PERCENTAGE POINT DIP, AND THAT DIP REALLY SET BACK THE GROWTH THAT WE HAD SEEN AT THE MEETS LEVEL FOR THE STATE REALLY BACK TO WHEN WE STARTED STAAR ROUGHLY TEN YEARS AGO, AND SO WHEN YOU THINK ABOUT JUST HOW VERTICALLY ALIGNED THE MATH CURRICULUM IS AND IF THERE'S ANY GAP THERE, THEN THE NEXT YEAR YOU'RE NOT JUST TEACHING THAT ON LEVEL CURRICULUM, BUT YOU'RE TEACHING THE CURRICULUM THAT CAME BEFORE TO MAKE SURE THAT BECAUSE IT BUILDS ON ITSELF, AS MS. [INAUDIBLE] HAS SHOWN US IN THE CURRICULUM REVIEW THAT SHE DID A FEW MONTHS AGO, BECAUSE IT BUILDS ON ITSELF, IF THERE'S ANY GAP, THEN THAT MEANS DOUBLE THE WORK FOR THAT TEACHER TO FILL THOSE GAPS AND CONTINUE MOVING STUDENTS AHEAD.

SO THERE'S STILL WORK TO DO HERE, BUT THE FACT THAT WE CAN LOOK AND SEE THAT AT LEAST IN MOST AREAS OF MATH, WE ARE ON THAT COVID CLIMB AND WE'RE NOT CONTINUING TO SLIDE.

WE'VE YOU KNOW, WE'RE SEEING STABILIZATION, WE'RE SEEING IMPROVEMENT, AND SO HOPEFULLY HERE WE CAN CONTINUE TO APPLY THOSE STRATEGIES FOR ACCELERATION TO CONTINUE TO MAKE THAT RECOVERY FASTER.

THE ONE I WILL POINT OUT HERE, JUST BECAUSE WE'VE TALKED ABOUT IT IS SEVENTH GRADE MATH.

THAT ONE IS THAT YEAR WHERE WE ACCELERATING, AND I WANT TO POINT OUT THAT 663 STUDENTS, THAT'S 300 STUDENTS LESS THAN WE TESTED IN THE LAST YEAR BECAUSE THAT MEANS MORE OF THOSE SEVENTH GRADERS ACCELERATING INTO THAT EIGHTH GRADE NUMBER, WHICH IS WHY THE EIGHTH GRADE NUMBER TESTED IS INFLATED.

TO BE 3500 STUDENTS COMPARED TO ALMOST 2700 STUDENTS LAST YEAR AND ABOVE THE 2019 LEVEL BY ABOUT 600 KIDS. BECAUSE OF THAT LOOK TO ACCELERATE.

SO THAT WAY STUDENTS THAT ARE ACCELERATED ARE TESTING ABOVE GRADE LEVEL.

SO JUST WANT TO CONTINUE TO POINT THAT OUT THAT WE ARE MOVING STUDENTS AND THE ONES THAT WE ARE ACCELERATING, DEFINITELY HAVING SUCCESS BECAUSE THOSE NUMBERS CONTINUE TO MOVE UP.

WHEN WE LOOK AT SCIENCE, SCIENCE HERE STAYED ROUGHLY THE SAME.

BEHIND MATH IS THE MOST AFFECTED AREA BY BY THE PANDEMIC.

SCIENCE WAS WAS THE SECOND ONE UP.

ONCE AGAIN, CURRICULUM HERE IS VERTICAL.

IT BUILDS ON ITSELF, AND IT'S NOT TESTED EVERY YEAR.

[01:05:06]

I WOULD ATTRIBUTE THAT TO CONTINUING TO LOOK TO SEE HOW WE CAN FILL THOSE GAPS, BECAUSE THOSE SCIENCE TEACHERS ARE ARE HAVING TO TEACH MULTIPLE YEARS WORTH OF CONCEPT DEVELOPMENT IN THE SAME AMOUNT OF TIME, AND THE FACT THAT THERE'S BEEN A REAL FOCUS ON READING AND MATH TO MAKE SURE THAT THOSE SKILLS ARE SOLID AND STUDENTS ARE PERFORMING AT THOSE LEVELS.

SO SCIENCE DATA ROUGHLY THE SAME COMPARED TO LAST YEAR, AND AGAIN, JUST TO REMIND THE COMMUNITY AND THE BOARD, WHEN WE HAD OUR SCIENCE CURRICULUM PRESENTATION AGAIN, SCIENCE IS THAT APPLICATION OF READING AND MATH IN ONE ASSESSMENT, AND SO IT'S CAN STUDENTS TAKE THE MATH SKILLS THAT THEY HAVE AND APPLY THEM IN A SCIENCE CONTEXT, AS WELL AS BEING ABLE TO READ THE COMPLEX TEXT, ETC.? THAT'S EXPECTED. SO WE KNEW AND ANTICIPATED AS WE SHARED IN THAT CURRICULUM PRESENTATION, THAT SCIENCE WOULD BE ONE OF THE CURRICULUM AREAS THAT IT'S GOING TO TAKE US A LITTLE BIT LONGER TO ACCELERATE, BUT WITH THE SUCCESS THAT WE'RE SEEING IN OUR READING, WE BELIEVE THIS IS GOING TO REBOUND VERY QUICKLY.

I THINK OUR ELEMENTARY CAMPUSES ARE FEELING A LOT OF CONFIDENCE RIGHT NOW IN OUR SCORES THAT WILLINGNESS AND ESPECIALLY WITH STAAR 2.0, WHICH WE'LL ADDRESS AT THE END OF THE PRESENTATION, WITH THAT COMING, THE REALIZATION OF I CAN'T STEAL TIME FROM SCIENCE TO FOCUS ON READING AND MATH.

I THINK THAT THEY WILL SEE THAT WE HAVE TO SPEND AS MUCH TIME ON SCIENCE AS WE DO BUILT INTO THOSE CURRICULUM STANDARDS.

I THINK THAT WE WILL SEE A NATURAL TRAJECTORY UP FOR THAT AS WELL , AND THEN LASTLY, MOVING FORWARD TO SOCIAL STUDIES, ROUGHLY THE SAME AS WE SAW WITH SCIENCE, THE NUMBERS STAYING PRETTY MUCH THE SAME COMPARED TO SPRING 2021.

SO THE NEXT QUESTIONS ARE HOW ARE WE RESPONDING TO THE STAAR AND EOC RESULTS AS A DISTRICT? ONE OF THE THINGS THAT WE WILL BE STARTING TO LOOK AT THIS SUMMER IS PROGRAM EVALUATION OVER USING THE STAAR DATA TO DETERMINE EFFECTIVENESS OF OUR ESSER PROGRAMING.

THE FUNDS FOR THOSE WILL RUN OUT FASTER THAN WE WOULD LIKE THEM TO, AND SO HOPEFULLY WHAT WE FIND WILL GUIDE WHAT WE DO NEXT IN SOME OF THOSE TARGETED AREAS.

A CONTINUED FOCUS ON QUALITY TIER ONE INSTRUCTION, STAYING TIGHT WITH OUR MULTI-TIERED SYSTEMS OF SUPPORT IMPLEMENTATION, WHICH TIER ONE INSTRUCTION IS A HUGE PART OF THAT.

ONGOING TRAINING ON HOW TO USE THE MAP RESULTS AND OUR PLATFORM THAT WE USE TO DESIGN INTERVENTION AND ENRICHMENT CALLED BRANCHING MINDS.

LIKE I SAID, THE TEAMS ARE GOING TO FOCUS ON SECONDARY AND ENSURING THAT THEY'RE USING THE MAP DATA TO GUIDE THEIR WORK THAT THEY'RE DOING AT THE SECONDARY LEVEL AND THEN CONTINUING TO PROVIDE THAT ONGOING PROFESSIONAL DEVELOPMENT AND SUPPORT TO OUR CAMPUSES THROUGH PLCS, FOCUSING ON PRIORITY STANDARDS, STRENGTHENING, STRENGTHENING THE WORK OF OUR INTERVENTIONISTS, AND THEN PREPARING FOR AN ALL NEW STAAR TEST THAT WILL HAVE DIFFERENT QUESTIONS ON IT THAN OUR STUDENTS HAVE REALLY SEEN BEFORE.

TO THIS POINT, WE'VE HAD MAINLY MULTIPLE CHOICE QUESTIONS ACROSS OUR TESTS, SOME SHORT ANSWER AND SOME GRIDDABLE TYPE QUESTIONS IN MATH, AND DEFINITELY WHERE THE STUDENTS ARE HAVING TO BUBBLE IN AND ANSWER RATHER THAN JUST SELECT AN A,B,C OR D.

HOWEVER, THE STAAR 2.0 IS REALLY GOING TO HAVE A NUMBER OF INTERACTIVE TYPE ITEMS ON IT THINGS LIKE MATCHING AND DRAG AND DROP AND MULTIPLE SELECT AND ALL KINDS OF THINGS WHERE IT'S NOT JUST GOING TO BE A, B, C OR D ANYMORE.

SO THOSE ARE GOING TO PROVIDE POTENTIALLY SOME CHALLENGE FOR US AS WE TRANSITION THROUGHOUT THIS NEXT YEAR TO GET READY FOR THAT NEW VERSION OF STAAR.

BUT I WILL SAY THAT A NUMBER OF OUR ITEM BANKS AND THINGS THAT WE USE TO MAKE FORMATIVE ASSESSMENTS INCLUDE MANY

[01:10:07]

IT REALLY IS GOING TO BE MUCH MORE INVOLVED WHEN IT COMES TO THINKING.

I JUST WANT TO AND I THINK THE MOST IMPORTANT REACTION I WOULD HAVE TO THIS QUESTION HOW ARE WE RESPONDING TO STAAR EOC RESULTS? IS THAT RIGHT NOW WE'RE NOT OVER RESPONDING AND WE'RE NOT RESPONDING WITHOUT REALLY UNDERSTANDING WHAT IT IS AND IS NOT TELLING US.

WE LITERALLY JUST HAVE THE DATA IN A FORMAT THAT REALLY ALLOWS US TO SEE PATTERNS AND TRENDS, AND NOW IT'S OUR TEAM SPENDING THE TIME TO DIG IN AND SAY, WHAT DOES THIS MEAN? SO WE ARE NOT DOING ANY KIND OF KNEE JERK REACTION.

WE'RE NOT CELEBRATING AND SAYING WE'RE NOT CHANGING ANYTHING.

WE'RE ALSO NOT SAYING THAT WE NEED TOTALLY ABANDON WHAT WE HAVE BEEN DOING AND TRY SOMETHING ELSE.

IT IS EVALUATING OKAY, DOES THIS ALIGN WITH OUR MAP SCORES? ARE THE THINGS THAT WE HAVE PUT IN PLACE, ARE THEY CONTINUING TO YIELD THE GROWTH THAT WE BELIEVE IS NECESSARY? ARE THERE SOME TWEAKS THAT WE HAVE TO MAKE? ARE WE STEADFAST WITH, FOR EXAMPLE, THE WAY THAT WE'RE ACCELERATING, AND CAN WE WEATHER THAT WHILE OUR CURRICULUM AND OUR TEACHERS CATCH UP TO THAT ACCELERATION? THOSE ARE THE QUESTIONS THAT WE'RE ASKING OURSELVES.

SO I KNOW THERE ARE PROBABLY A LOT OF PEOPLE IN THE COMMUNITY THAT WANT TO KNOW SPECIFICALLY WHAT ARE WE DOING TO ADDRESS THAT? IT WOULD NOT BE RESPONSIBLE FOR US WITHIN A WEEK TO SAY, HERE'S WHAT OUR ANSWER IS.

IT IS, LET'S STUDY THIS DATA.

WHAT DOES IT MEAN? WE WANT TEACHERS AT THE TABLE WITH US.

WE WANT THE CURRICULUM DEPARTMENT AT THE TABLE WITH US HAVING A COMPREHENSIVE CONVERSATION OF WHERE WE ADDRESS THIS IS IN OUR DISTRICT IMPROVEMENT PLAN.

THE STRATEGIES THAT WE'RE GOING TO IMPLEMENT TO ADDRESS WHAT THIS DATA IS TELLING US WILL BE THE NUMBER ONE PRIORITY IN OUR '22-23 DISTRICT IMPROVEMENT PLAN.

SO I PROBABLY SHOULD HAVE STARTED THE SLIDE WITH THAT, BUT WE KNOW IN A CORE, EVERYTHING THAT WE DO IS ABOUT HIGH QUALITY DAY ONE DAY TWO DAY THREE EVERY DAY.

DO WE HAVE HIGH QUALITY INSTRUCTION HAPPENING FOR STUDENTS WHO WE SEE ARE NOT GETTING IT THE FIRST TIME? ARE WE INTERVENING FOR THOSE STUDENTS? STUDENTS THAT NEED ABOVE GRADE LEVEL, ARE WE ACCELERATING THEM? THAT IS OUR WORK.

SO THIS IS A WHOLE LOT OF WORDS ON THIS SLIDE, BUT THAT IS REALLY WHAT WE ARE DOING TO ADDRESS WHAT THAT DATA IS IS TELLING US, AND I'LL JUST QUICKLY HIT THE CAMPUS SIDE OF THIS; THE CAMPUSES ARE REALLY ECHOING THAT SAME CONVERSATION WE'RE HAVING.

WE TEND TO LOOK AT IT, BY COURSE, BY GRADE LEVEL.

WHEN I'M A CAMPUS PRINCIPAL, I TEND TO LOOK AT IT NOT ONLY BY THE COURSE, BUT ALSO BY THE TEACHER.

SO FOR EXAMPLE, IF I HAVE FOUR SECTIONS OF SIXTH GRADE, AM I SEEING ONE TEACHER THAT HIT IT OUT OF THE PARK AND I'M SEEING ANOTHER ONE MAYBE THAT STRUGGLED? AND SO IS THAT AN ISSUE WITH PLCS? IS THAT AN ISSUE OF PLANNING? DO I HAVE THE RIGHT TEACHERS IN THE RIGHT GRADE LEVELS? HOW AM I STAFFING AND HOW AM I GOING TO REDESIGN OUR PLCS? YOU HEARD IN THE CLIMATE SURVEY AND WE KEEP BRINGING IT UP TIME AND TIME AND TIME.

SO ELEMENTARY PRINCIPALS REALLY RETHINKING HOW DO WE GIVE TEACHERS MORE TIME? HOW DO WE TAKE THINGS OFF OF THEIR PLATE SO THAT THIS CAN BE THE FOCUS? AND YOU ARE GOING TO HEAR US SAYING EVERY DAY, EVERY CHILD, EVERY DAY, IF WE ARE GROWING, EVERY CHILD EVERY DAY, THEN WE ARE DOING OUR JOB. I AM SO PROUD OF OUR AND I'M GOING TO GO BACK TO OUR READING SCORES BECAUSE THIS IS SOMETHING THAT I THINK THE BOARD REALLY NEEDS TO FEEL THAT WE HAVE INVESTED IN PRE-K.

YOU ALL FOR THREE YEARS HAVE INVESTED IN WHAT WE HAVE DONE K ONE AND TWO WITH THE HOPES THAT WE'RE GOING TO SEE IT PAY OFF AT SOME POINT, AND WE ARE STARTING TO SEE THE PAYOFFS.

WE ARE STARTING TO SEE WHEN WE HAVE STUDENTS WHO ARE BECOMING EMERGENT READERS IN THAT THREE YEAR OLD AND FOUR YEAR OLD PRE-K, THEY COME OUT OF KINDERGARTEN AS EMERGING OR FLUENT READERS.

WE ARE BEGINNING TO SEE WHAT HAPPENS WHEN THEY MOVE INTO OUR TESTED SUBJECTS, AND SO THAT FOCUS IS AS INTENSE TODAY AS IT WAS THREE YEARS AGO WHEN WE STARTED THAT EFFORT.

THERE IS NOT A GRADE LEVEL WHERE WE ARE TRYING TO HIDE A TEACHER OR SAY THAT A TEACHER IS NOT AS STRONG.

WE KNOW EVERY GRADE LEVEL HAS THE SAME LEVEL OF INTENSITY NEEDED IF WE'RE GOING TO GET KIDS TO WHERE THEY NEED TO BE WHEN THEY WALK ACROSS THAT STAGE. ALL OF US WOULD LOVE TO KNOW AND BE ABLE TO TELL YOU TODAY, HERE'S EXACTLY WHAT WE'RE GOING TO DO.

[01:15:10]

YOU KNOW, HERE'S WHAT WE'RE GOING TO DO TO ADDRESS WHAT'S HAPPENING WITH SEVENTH GRADE AND THOSE THAT ARE STAYING ON LEVEL AND HOW DO WE ACCELERATE THAT.

BUT OUR TEAM NEEDS TIME TO EVALUATE, HAVE THE RIGHT CONVERSATIONS SO WE CAN PUT THE RIGHT THINGS IN PLACE.

QUESTIONS ABOUT STAAR.

YES, MA'AM. WELL, I DON'T HAVE QUESTIONS, BUT CAN WE JUST GO AHEAD AND COMMENT ON THIS PART? BECAUSE I FEEL LIKE THE SURVEY IS LIKE SO DIFFERENT.

I DON'T WANT THINGS TO GET LOST OR SO JUST A COUPLE OF THINGS.

ONE, I LOVE TO HEAR YOU SAY THAT AS FAR AS THERE IS SO MUCH TO CELEBRATE IN HERE, THERE ARE ALSO STILL GAPS, BUT BEING RESPONSIBLY GOING THROUGH AND ENGAGING WITH ALL OF THE FOLKS WHO ARE INTERACTING TO GET THESE SCORES, TAKING NOT JUST ONE DATA POINT OF STAAR, BUT ALSO LOOKING AT OUR MAP DATA AND THE OTHER DATA THAT WE HAVE TO DETERMINE PROGRAM EVALUATION, WHAT'S WORKING AND WHAT'S NOT WORKING, BECAUSE WITH ESSER, I THINK WE BROUGHT IN A LOT OF THINGS, RIGHT? AND WE HAVE TO STRATEGICALLY DETERMINE WHAT WAS EFFECTIVE AND WHAT WASN'T, AND SO I REALLY APPRECIATE THAT.

I LOOK FORWARD TO HEARING WHAT THOSE ADJUSTMENTS ARE WHEN WE GO FORWARD, WHEN WE COME BACK.

ALSO, IN SAYING THAT, I WOULD SAY IF YOU LOOK AT LIKE SEVENTH GRADE READING ON STAAR, I MEAN, YOU WILL SEE SPOTS WHERE THERE'S SOME REAL OPPORTUNITIES TO LEARN WHAT MADE THAT IMPACT BECAUSE WHEN AND I'M SEEING AND I'M SEEING THAT WE HAD 40% MASTER AND 55% MEET AND THAT WE'RE SEEING THIS GROWTH NOT ONLY FOR OUR STUDENTS TO JUST MEET THAT MINIMUM LEVEL, BUT WE'RE ACTUALLY HAVING KIDS WHO ARE ACCELERATING TO A HIGHER LEVEL AND MOVING. I THINK THAT'S INCREDIBLY IMPORTANT THAT WE CONTINUE THAT TREND, AND SO REALLY IDENTIFYING THOSE AREAS WHERE THOSE THINGS ARE GOING WELL AND SEEING WHAT MADE THAT DIFFERENCE TO REPLICATE, THAT WAS JUST ONE EXAMPLE THAT I SAW, AND SO REALLY APPRECIATE THAT.

I ALSO WANT TO SAY ON THE MAP TESTING, I APPRECIATE YOU GUYS, INCLUDING OUR SPECIAL EDUCATION STUDENTS.

THEY ARE NOT STUDENTS THAT WE GET TO TALK ABOUT AS OFTEN AS I WOULD HOPE, AND I THINK A LOT OF THAT HAS TO DO BECAUSE WE'RE DOING LARGE PROGRAMING PIECES AND WE'RE NOT GETTING INTO THE WEEDS OF SOME OF THAT.

HOWEVER, WE ALSO KNOW THAT OUR STUDENTS WHO ARE IN SPECIAL EDUCATION, THEIR GROWTH POINT IS HUGE BECAUSE THEY HAVE TO MAKE MORE GROWTH THAN MANY OF OUR STUDENTS IN ORDER TO CATCH UP OR ELSE THEIR DEGREE PLAN AND THEIR OPTIONS WILL DWINDLE IF THEY DON'T CATCH UP.

SO I REALLY APPRECIATE YOU GUYS, INCLUDING THAT IN THERE.

I HOPE WE'LL CONTINUE TO LOOK AT THOSE STUDENTS SPECIFICALLY AND REALLY CELEBRATE THEIR SUCCESSES AS WELL.

SO I THINK ALL OF THAT'S FANTASTIC.

I LOOK FORWARD AS WE APPROACH THE FALL TO REALLY DETERMINING HOW WE MOVE FORWARD BASED ON ALL OF THE INFORMATION THAT WE HAVE.

THANK YOU SO MUCH. THE OTHER THING THAT I ALSO WANT TO POINT OUT IS THAT IT'S IMPORTANT TO REMEMBER THAT OUR N NUMBER FOR THE NUMBER OF TESTERS THAT WE HAD LAST YEAR WAS ALSO LOWER. BECAUSE IF YOU REMEMBER, THE STATE PROVIDED KIND OF AN OPT OUT PROVISION FOR STUDENTS WHO, IF FOR HEALTH REASONS OR CONCERNS, DID NOT WANT TO, BECAUSE THE ONLY WAY WE COULD PROVIDE STAAR LAST YEAR WAS IN PERSON AND WE HAD AGAIN, YOU CAN SEE THE DIFFERENCE IN NUMBERS.

WE HAD A LOT OF PARENTS WHO SAID, I'M NOT BRINGING MY CHILD UP TO HAVE THEM TESTED.

SO AGAIN, I THINK THAT IS ANOTHER JUST CONSIDERATION IN AS WE'RE EVALUATING THIS DATA IS THAT WE JUST HAVE OVERALL MORE KIDS TAKING THAN EVEN DID LAST YEAR, AND I'M SORRY, I HAD ONE MORE POINT I WANTED TO MAKE ON THIS.

JUST IN LOOKING AT THE MATH, I MEAN, I'VE SAID THIS BEFORE, BUT I JUST THINK IT'S REALLY IMPORTANT THAT WE REMEMBER THAT AND I THINK YOU KIND OF ALLUDED TO IT, BUT MATH, I THINK, WAS THE ONE THAT EVERYBODY KNEW WAS GOING TO TAKE THE BIGGEST HIT AND WAS GOING TO TAKE THE LONGEST TO RECOVER FROM, AND I THINK IT WILL CONTINUE, AND I DON'T THINK THIS IS A ONE YEAR FIX BECAUSE THE SKILL SET OF THAT AND WHAT THEY HAD TO LEARN AND WHAT THEY THE SKILLS THEY DIDN'T HAVE WHILE THEY MOVE ON INTO A DIFFERENT MATH THAT MAY OR MAY NOT DIRECTLY ALIGN BUT THE KIDS WILL FILL THOSE GAPS IN THERE.

I THINK THIS IS A LONGER TERM ISSUE OF HOW WE'RE GOING TO BE ABLE TO ACCELERATE MATH AND GIVE THEM THE SKILL SETS WHILE THEY'RE STILL EXPECTED TO HAVE MASTER THEM WHILE APPLYING THEM AT A HIGHER LEVEL.

SO I JUST THINK THAT WHILE READING IS ONE, I THINK WE CAN HAVE SOME IMMEDIATE IMPACT WE'LL SEE.

I DO THINK MATH IS GOING TO BE A MUCH LONGER TERM PIECE AND REQUIRE DIFFERENT PLANNING, AND SO I THINK YOU GUYS ALLUDED TO THAT, AND I THINK THAT'S IMPORTANT FOR EVERYBODY TO KNOW. ABSOLUTELY.

OK. MR. LINN? YES, THANK YOU.

SO, JACOB, GREAT PRESENTATION.

THANK YOU SO MUCH FOR GIVING US THIS INFORMATION.

I'M REALLY FOCUSING ON THESE COMMENTS ANYWAY.

OUR THIRD GRADE READING, FOURTH GRADE READING, FIFTH GRADE READING, SIXTH GRADE READING, BECAUSE THOSE ARE THE GRADE LEVELS THAT WERE MOST IMPACTED BY COVID, AND IT APPEARS THAT THEY'RE JUST KNOCKING IT OUT OF THE PARK.

YES, AND SO I MEAN, I THINK THAT RIGHT THERE IS A HUGE REASON TO BE POSITIVE RIGHT NOW AND SAY THANK YOU TO

[01:20:10]

SO WHEN I LOOK AT THE SCIENCE NUMBERS BEING NOT SO GREAT IN THE ESPECIALLY THE SOCIAL STUDIES NUMBERS BEING NOT SO GREAT I DO HAVE A LITTLE CAUSE FOR CONCERN RIGHT THERE, BUT BECAUSE OUR READING SCORES ARE SO GOOD, I FEEL LIKE WE COULD PROBABLY MAKE UP THAT GROUND A LITTLE BIT MORE QUICKLY TO YOUR POINT THEN THAN WE WOULD OTHERWISE, AND SO I'LL FINISH MY COMMENTS IN SAYING THAT WE RECENTLY PASSED THE GRADUATE PROFILE AND IT WAS EVERYTHING I HOPED IT WOULD BE, BUT ONE OF THE THINGS THAT I TOOK AWAY FROM THAT WAS THAT OUR COMMUNITY WANTS US TO BE REALLY BALANCED IN OUR APPROACH ON HOW WE'RE TEACHING OUR KIDS AND ENSURING THE FACT THAT WE'RE NOT JUST FOCUSING ON ONE SUBJECT, THAT WE'RE BEING MORE HOLISTIC IN OUR APPROACH.

SO I'M ANXIOUS TO SEE HOW THESE NUMBERS LOOK IN THE COMING YEARS, BECAUSE I THINK THAT GRADUATE PROFILE WILL HELP IMPACT THESE OTHER AREAS IN THE FUTURE.

SO I THINK THERE'S A LOT TO CELEBRATE AND I JUST REALLY AM IN A GOOD PLACE WITH THESE NUMBERS.

SO GREAT JOB, FOLKS.

OKAY. ANY OTHER QUESTIONS OVER THE STAAR INFORMATION? ALL RIGHT. MS. TIMME.

I'M GOING TO BE QUIET HERE IN A MINUTE, BUT I THINK WE WOULD BE REMISS IF WE DID NOT SAY, I KNOW THAT YOU SAID IT, BUT I THINK IT'S IMPORTANT THAT OUR STAFF HEAR FROM US.

AND THAT IS WHAT A FANTASTIC JOB TO BE TRENDING UP THE WAY WE ARE IN SO MANY AREAS AND ADDRESSING THAT OUR TEACHERS, OUR INSTRUCTIONAL AIDES, OUR ADMINISTRATORS, OUR CENTRAL OFFICE STAFF, I MEAN, THIS IS I MEAN, TRENDING THE RIGHT WAY AFTER TOUGH YEARS.

I MEAN, YOU CAN'T EVEN SAY A YEAR, TOUGH YEARS.

AND HAVING TO ENDURE CHAOS AND LOTS OF DIFFERENT THINGS FOR MANY REASONS.

AND I HOPE THAT I KNOW THEY'RE EXHAUSTED.

I KNOW EVERYBODY IS EXHAUSTED.

AND I HOPE THAT YOU ALL WILL HEAR HOW THANKFUL WE ARE.

I KNOW OUR TEACHERS DON'T GET THERE WITHOUT THE SUPPORT OF OUR ADMINISTRATORS.

I KNOW OUR ADMINISTRATORS DON'T GET THERE WITHOUT OUR CENTRAL OFFICE STAFF.

I KNOW THAT AND SO I JUST WOULD HATE FOR US TO MISS A MOMENT TO SAY WHAT AN AWESOME JOB EVERYBODY HAS DONE AFTER LONG, LONG YEARS.

AND I ALSO APPRECIATE THAT WE'RE LOOKING AT THESE THINGS THAT, YOU KNOW, WERE THE BOARD GOALS THAT WE'VE HAD.

RIGHT. WHICH IS A LOT OF THESE PIECES OF ACHIEVEMENT TIE BACK TO THOSE BOARD GOALS.

I KNOW WE'LL BE SETTING NEW ONES AS WE MOVE FORWARD AND WE SHOULD.

AND I THINK WE'RE IN A GOOD PLACE TO DO THAT.

BUT I'M REALLY THANKFUL THAT OUR TEACHERS HUNG IN THERE, THAT OUR CENTRAL OFFICE STAFF HUNG IN THERE, REALIGNED SUPPORT, AND THEN REALIGNED IT AGAIN AND THEN REALIGNED IT AGAIN.

RIGHT. ALL OF THOSE THINGS.

AND I KNOW MY COLLEAGUES FEEL THE SAME WAY OF HOW THANKFUL WE ARE FOR THE FOLKS HERE.

AND THANK YOU'S NEVER ENOUGH, BUT IT IS TRULY HEARTFELT.

AND THANK YOU FOR THAT.

AND, YOU KNOW, I CAN'T TELL YOU HOW MANY EMAILS I HAVE RECEIVED FROM TEACHERS WHO HAVE SAID, OH, MY GOSH, DID YOU KNOW? YOU KNOW, THAT ALL BUT ONE OR ALL OF MY KIDS, YOU KNOW, TO HEAR THAT JUST BELIEF IN PRIDE.

AND EVEN IF THEY HAD A STUDENT MAYBE WHO DIDN'T HIT APPROACHES, BUT THEY WOULD SAY, OH, MY GOSH, THEY'RE ONLY NOW ONE QUESTION AWAY.

JUST TO SEE THAT GROWTH IS SO FUELING.

AND IT REALLY IS WHAT OUR SYSTEM NEEDED.

IT NEEDED LIKE IT NEEDED TO FEEL LIKE THIS HARD WORK IS ACTUALIZING IN SOME OUTCOMES FOR KIDS.

AND AGAIN AND A LOT OF THAT IS THANKS TO THE SUPPORT OF THE BOARD AS WELL.

WE KNOW THAT WE WANT TO SEE OUR STUDENT PERFORMANCE DATA BY DEMOGRAPHIC GROUP AS WELL BY, YOU KNOW, ALL THE DIFFERENT GROUPS THAT WE NORMALLY LIKE TO SEE

[01:25:02]

SO PLEASE KNOW THAT WE'LL BE COMING TO THE BOARD EITHER LATE, LATE SUMMER OR EARLY FALL AS SOON AS WE HAVE ACCESS TO THAT INFORMATION.

BUT FOR THE PURPOSES OF TONIGHT, WE DON'T EVEN HAVE ALL OF THAT INFORMATION TO BE ABLE TO SHARE.

SO AGAIN, WE WANT TO ALWAYS BE TRANSPARENT, BUT THAT IS WHY WE DON'T HAVE IT BROKEN UP BY DEMOGRAPHIC GROUP YET.

YEAH. ALL RIGHT, JACOB, LET'S MOVE.

I WANT TO PREFACE THIS LAST PART OF OUR PRELIMINARY KIND OF FINDINGS, BECAUSE THIS IS SOMETHING NEW.

WE'VE NEVER BROUGHT FORWARD OUR CLIMATE SURVEY RESULTS.

AND SO WE ARE THIS IS REALLY KIND OF A BASELINE PRESENTATION FOR THE BOARD.

THIS IS SOMETHING THAT WE ARE GOING TO USE TO BASICALLY BENCHMARK HOW WE ARE DOING AS A DISTRICT AND WHAT ARE THE AREAS THAT WE HAVE FOR OPPORTUNITIES AS WELL AS THE AREAS THAT WE HAVE TO CELEBRATE.

SO AGAIN, THIS IS THE FIRST TIME THAT WE'RE SHARING THIS PUBLICLY.

WE ARE PROUD OF THE WORK THAT WHERE WE HAVE THE AREAS THAT WE'RE DOING WELL.

BUT AS ALLUDED TO BEFORE, WE KNOW THAT THERE ARE SOME KEY AREAS THAT WE'VE GOT TO STRENGTHEN FOR 22, 23.

SO GO AHEAD, JACOB.

ALL RIGHT. OKAY.

SO THE INFORMATION WE'RE LOOKING AT, IT CAME FROM OUR TEACHER CLIMATE SURVEY THAT WAS ADMINISTERED TO ALL FULL TIME TEACHERS, INCLUDING BOTH CAMPUS AND CENTRALLY ASSIGNED TEACHERS.

THE WINDOW WAS OPEN FOR THREE WEEKS IN APRIL FOR THEM TO RESPOND THROUGH OUR QUALTRICS PLATFORM, EACH OF THE TEACHERS RECEIVED THE LINK TO TAKE THE SURVEY, AND WE'RE ABLE TO DO SO DURING THAT TIME.

THE QUESTIONS THAT THEY ANSWERED WERE GROUPED BY INTO DIMENSIONS, BY AREAS OF FOCUS, AND YOU'LL SEE THE NAMES OF THOSE DIMENSIONS AS WE LOOK AT THE RESULTS.

OVERALL, 80% OF OUR TEACHERS RESPONDED TO THE SURVEY, WHICH IS FOR SURVEYS, WHICH IS A HIGH RATE OF RESPONSE.

WE AIM FOR WITH OUR TEACHER SURVEYS, WE AIM FOR 90%.

SO WE DID NOT HIT OUR INTERNAL 90% GOAL.

BUT THE LAST TWO YEARS WE HAVEN'T.

WE'VE BEEN AROUND 80% ALSO.

AND AS MS. BRANUM SAID, WE WILL ADMINISTER THIS SURVEY TWO TIMES A YEAR.

BEGINNING OF YEAR, END OF YEAR.

REPORT THE RESULTS PUBLICLY BECAUSE THIS HAS BEEN USED AS AN INTERNAL TOOL FOR OUR CAMPUS LEADERSHIP TO GUIDE THE WORK THAT THEY DO WITH THEIR STAFFS THROUGHOUT THE YEAR AND FOR US AS CENTRAL STAFF TO SEE HOW WE CAN ALSO HELP SUPPORT IN THOSE AREAS.

SO I'LL MOVE TO THE FIRST DIMENSION WHICH ARE IS TITLED BELIEFS AND PRIORITIES.

AND THESE ARE A FEW RESULTS FROM THAT DIMENSION.

OVERALL, WE HAD 2207 TEACHERS ANSWER THIS, THIS BATTERY OF QUESTIONS IN THIS DIMENSION.

FIRST QUESTION IS, I HAVE THE SUPPORT I NEED FROM CAMPUS LEADERSHIP TO DO MY JOB WELL.

83% AGREED OR STRONGLY AGREED WITH THAT STATEMENT.

MY SCHOOL'S PRIORITIES ARE SIMILAR TO WHAT I THINK THEY SHOULD BE 80% HERE.

MY CAMPUS HAS THE NECESSARY MATERIALS AND RESOURCES TO DO OUR JOB AT 80% FAVORABLE.

AND OVERALL, THE DISTRICT IS HEADED IN THE RIGHT DIRECTION, 79% HERE.

SO ROUGHLY, ROUGHLY 80% OF RESPONDENTS EITHER AGREED OR STRONGLY AGREED, WITH EACH OF THESE STATEMENTS.

QUESTIONS FROM THE NEXT DIMENSION ARE ABOUT CULTURE OF FEEDBACK AND SUPPORT.

AND THIS HERE IS MAINLY FOCUSED ON ON THE CAMPUS.

ARE THE TEACHERS RECEIVING THE FEEDBACK AND SUPPORT THEY NEED FROM THEIR CAMPUS LEADERSHIP IN ORDER TO IMPROVE INSTRUCTION? SO HERE, 83% BELIEVE THAT THEIR CAMPUS LEADERSHIP HELPS THEM IMPROVE THE QUALITY OF INSTRUCTION.

RIGHT AT 76% OF TEACHERS BELIEVE THAT PROFESSIONAL DEVELOPMENT SESSIONS THAT WERE OFFERED AT THE CAMPUS THIS

[01:30:09]

HERE I THOUGHT THIS NUMBER WAS REALLY INTERESTING.

AT 89%, THE TEACHERS BELIEVED THAT THEIR EXPERIENCES WITH THEIR COLLEAGUES THIS YEAR HELPED THEM IMPROVE INSTRUCTION BECAUSE IT'S NOT JUST SUPPORT FROM CAMPUS LEADERSHIP AND INSTRUCTIONAL COACHES AND WHATNOT, BUT IT'S ALSO THOSE PLCS AND AND THE TEAMS THAT THEY WORK WITH SO CLOSELY, FEELING LIKE THEY WERE ABLE TO DO WHAT THEY NEEDED TO, TO IMPROVE INSTRUCTION THIS YEAR.

THE NEXT DIMENSION WAS ABOUT POSITIVE CULTURE AND ENVIRONMENT, PRIMARILY ON THE CAMPUS.

SO HERE 82% WOULD RECOMMEND THEIR SCHOOL TO OTHERS TO WORK THERE.

84% BELIEVE THAT THEY WORK IN AN ENVIRONMENT OF SUPPORT AND RESPECT.

DISCIPLINE IS AN AREA THAT WE'VE MENTIONED BEFORE.

AND THIS YEAR, 61% BELIEVE THAT DISCIPLINE WAS ENFORCED CONSISTENTLY AND EFFECTIVELY AT THE CAMPUS.

AND 57% BELIEVED THAT UNRELEASED STUDENTS WERE NOT PERMITTED TO DISRUPT THE LEARNING ENVIRONMENT.

WHEN IT COMES TO THE DIMENSION OF COLLEGE GOING CULTURE, 2178 RESPONDENTS ANSWERED THIS BATTERY OF QUESTIONS.

86% BELIEVED THAT INSTRUCTION AT THEIR SCHOOL WAS FOCUSED ON HELPING STUDENTS GET READY FOR COLLEGE AND OR CAREER.

80% OF OUR TEACHERS THAT RESPONDED BELIEVED THAT TEACHERS AT THE SCHOOL ACCEPTED NOTHING LESS FROM THE STUDENTS IN THEIR FULL EFFORT.

AND FINALLY, 93% OF TEACHERS BELIEVED THAT AT THEIR SCHOOL THEY GIVE STUDENTS FEEDBACK TO HELP THEM UNDERSTAND HOW TO IMPROVE.

WHEN IT COMES TO SATISFACTION WITH CENTRAL OFFICE SERVICES.

HERE SEVERAL MAJOR DEPARTMENTS ARE IDENTIFIED AND THE TEACHERS WERE ASKED BASICALLY ABOUT THEIR LEVEL OF SATISFACTION FROM VERY SATISFIED TO VERY DISSATISFIED.

AND ACROSS ALL THE DIFFERENT DEPARTMENTS.

ROUGHLY, 90% OF TEACHERS WERE SATISFIED OR VERY SATISFIED, AND SOME DEPARTMENTS HIGHER THAN OTHERS THROUGHOUT. BUT, YOU KNOW, REALLY A GOOD FEELING ABOUT WHAT CENTRAL STAFF DOES TO HELP SUPPORT THEIR CAMPUS IN EACH OF THESE DIFFERENT WAYS.

AND THEN FINALLY, WHEN ASKED ABOUT THE OVERALL QUALITY OF THEIR SCHOOL OR THE DISTRICT, TEACHERS COULD ANSWER EXCELLENT, GOOD, FAIR OR POOR.

79% BELIEVE THAT THEIR SCHOOL WAS A GOOD QUALITY OR BETTER.

78% BELIEVE THAT THE DISTRICT WAS GOOD.

WHAT THEY OFFERED WAS GOOD QUALITY OR BETTER.

SO HOW ARE WE RESPONDING TO THE CLIMATE SURVEY RESULTS AS THEY'RE BEING SHARED? I'LL TAKE THIS.

SO JUST A COUPLE OF THINGS TO LEVEL SET.

OUR GOAL FOR EACH OF THESE IS THAT WE WANT A 90% OR ABOVE POSITIVE RATE.

SO WHETHER WE ARE TALKING ABOUT ANY OF THE SPECIFIC DIMENSIONS OR A SPECIFIC SURVEY RESULT, OUR GOAL IS TO STRIVE FOR 90%.

THAT'S, SO WHAT DO WE DO WITH THIS? OUR EXECUTIVE DIRECTORS, OUR CABINET TEAM AROUND THIS TABLE, WE STUDY THIS DOWN TO THE CAMPUS LEVEL BECAUSE PART OF WHAT WE LOOK FOR ARE PATTERNS AND TRENDS.

IS IT PRIMARILY AN ELEMENTARY? IS IT PRIMARILY A SECONDARY THING? ARE WE HEARING IT PRE K 12? ARE THERE CERTAIN CAMPUSES THAT IN CERTAIN AREAS THEY'RE HITTING IT OUT OF THE PARK? AND IF THEY ARE, WHAT ARE THEY DOING AND HOW DO WE CREATE A PROFESSIONAL LEARNING COMMUNITY TIME AT OUR PRINCIPAL MEETINGS? SO OUR PRINCIPALS ARE SHARING THOSE STRATEGIES AROUND WHAT WORKS AND WHAT DOESN'T WORK.

OUR PRINCIPALS WILL TAKE THIS DATA AND CREATE ACTIONS AROUND IT.

[01:35:06]

BUT MOST IMPORTANTLY, WHEN THEY HAVE THEIR FIRST FACULTY MEETINGS FOR 22-23, THEY ACTUALLY DISSECT THIS BECAUSE SOMETIMES IT COULD BE A DEFINITION ISSUE. HOW ARE YOU DEFINING WHAT A SUCCESSFUL VISION LOOKS LIKE OR HOW ARE YOU DEFINING WHAT THAT FEEDBACK? IS THE FEEDBACK THAT YOU GAVE IT TO ME ON A STICKY NOTE OR THAT YOU SAT DOWN ONE ON ONE WITH ME AND HELPED ME MAKE MEANING OF THAT FEEDBACK.

SO REALLY CALIBRATING AND DEFINING.

THAT'S RIGHT. YEAH.

THANK YOU. MR. LINN. SO THAT QUALITATIVE PART OF THAT.

SO THIS IS A BIG PART OF HELPING US IDENTIFY WHAT IMPROVEMENT EFFORTS THAT WE CAN MAKE.

SO AGAIN, WE'RE VERY PROUD OF THE STRONG PARTICIPATION.

HUGE SHOUT OUT TO JACOB AND HUGH FOR THE WAY THAT THEY MAKE THIS SURVEY SO ACCESSIBLE AND THE REMINDERS AND THE GRACE THAT THEY GIVE WITH OUR TEACHERS, BECAUSE IT IS ONE MORE THING FOR OUR TEACHERS, BUT THE DATA IS SO VALUABLE.

WHAT ARE OUR STRENGTHS? I THINK OUR TEACHERS FEEL SUPPORTED BY THEIR CAMPUS PRINCIPAL.

THAT TEAM EXPERIENCE DEVELOPING, THAT CULTURE OF APPEAL, SEE THAT I AM BETTER WITH MY TEAM THAN I AM INDIVIDUALLY.

I THINK WE SEE SHINE PROUD OF, I WOULD RECOMMEND MY CAMPUS TO SOMEONE ELSE COMING HERE.

YOU KNOW, WE WANT THAT TO BE 100%, BUT WE FEEL VERY GOOD ABOUT THAT.

TEACHERS GIVING FEEDBACK TO STUDENTS TO HELP THEM IMPROVE THE FACT THAT TEACHERS SEE THAT THAT IS SOMETHING THAT IS HAPPENING IN THEIR OWN CLASSROOM AND IN THEIR PEERS CLASSROOM.

SUPER PROUD OF OUR CENTRAL TEAM TO HAVE 90% OR ABOVE POSITIVE RATE FOR EVERY SINGLE ONE OF OUR DEPARTMENTS.

THAT IS HUGE.

AND SOMETIMES OUR CENTRAL TEAM SOMETIMES HAVE TO GIVE THE ANSWER NO OR WE CAN'T DO THAT YET OR AND SO TO STILL HAVE THAT KIND OF POSITIVE RESPONSE, AND JUST HUGELY CELEBRATE THEM.

WHERE DO WE HAVE OPPORTUNITIES FOR GROWTH? DISCIPLINE, DISCIPLINE, DISCIPLINE.

AND I THINK WE HAVE SEEN IT AT A LARGER SCALE THIS YEAR THAN I THINK WE HAVE EVER SEEN IT.

AND I THINK WE SAW IT.

IT WAS, WHILE WE KNEW THAT THE BEHAVIORS WERE GOING TO BE CHALLENGING COMING BACK FROM COVID, I THINK WE UNDERESTIMATED IT.

I THINK WE UNDERESTIMATED WHAT IT WAS GOING TO MEAN FOR HALF OF OUR SCHOOL POPULATION TO HAVE BEEN IN REMOTE LEARNING FOR 18 MONTHS AND HOW WHAT IT WAS GOING TO MEAN FOR THEM TO ACCLIMATE BACK INTO THE SCHOOL ENVIRONMENT, BUT ALSO OUR STUDENTS WHO BECAME USED TO HAVING A CAMPUS ENVIRONMENT WITH HALF OF THE STUDENTS.

I KNOW MY DAUGHTER EXPERIENCED HER FRESHMAN YEAR IN HIGH SCHOOL WITH ONLY HALF THE STUDENTS, AND WHEN SHE HAD HER FIRST DAY OF HER SOPHOMORE YEAR WITH ALL 25-2600 STUDENTS BACK, SHE SAID SHE FELT LIKE A FRESHMAN ALL OVER AGAIN BECAUSE SHE HAD GOTTEN USED TO AND BECOME ACCLIMATED TO HAVING CLASSES WHERE THERE WERE ONLY 12 OR 13 KIDS BECAUSE THE OTHERS WERE VIRTUAL.

AND SO THE BEHAVIORS THAT THOSE PRESENTED, THE CONCERNS THAT WE'VE HAD EVEN AROUND, LIKE THE COPING BEHAVIORS, VAPING AND THOSE OTHER THINGS THAT WE JUST SAW RISE, WHERE BEFORE THE PANDEMIC THEY WERE ON A DOWNWARD TREND AND NOW THEY HAVE RISEN AGAIN.

SO I'M GOING TO ASK DR.

GIBBINS JUST BRIEFLY. AGAIN, WE'VE TALKED AND TALKED ABOUT THIS, BUT SPECIFIC ACTIONS THAT YOU'VE BEGUN TO TAKE AND WHAT OUR COMMITTEES ARE BEGINNING TO WORK ON SO THAT WE HAVE SOME TANGIBLE STRATEGIES TO PUT IN THE HANDS OF OUR CAMPUSES AND TEACHERS FOR 22-23.

WE WILL HAVE A COMPREHENSIVE REPORT THAT WE BRING BACK, BUT JUST WANT TO PROVIDE YOU WITH A GENERAL FRAMEWORK AND AN OVERVIEW OF WHAT WE'RE DOING NOW TO BE READY.

YES, MA'AM. THANK YOU, MS. BRANUM, AND THANK YOU BOARD.

SO WE HAVE STARTED THE PROCESS AND WE'VE STARTED TO FORM A DISTRICT DISCIPLINE COMMITTEE.

AND SO IT'S GOT A LOT OF DIFFERENT INDIVIDUALS, NOT ONLY JUST FROM THE CENTRAL LEVEL, BUT FROM THE CAMPUS LEVEL.

AND THEN WE WILL ALSO BE HAVING A COMMUNITY AND PARENT ADVISORY PANEL AND THAT SEVERAL PEOPLE IN OUR COMMUNITY HAVE EXPRESSED INTEREST IN.

AND WE'RE LOOKING FORWARD TO SHARING THE WORK.

SO, WHAT WE'LL BE DOING AND WHAT WE'VE STARTED DOING IS WE'RE GOING TO PROVIDE NON-NEGOTIABLES FOR OUR CAMPUSES, AND THAT WILL REVOLVE AROUND DRUG AND VIOLENCE PREVENTION, THAT WILL REVOLVE AROUND GOOD TIER ONE BASIC INTERVENTIONS FOR STUDENTS.

THAT'S FOR ALL KIDS.

AS FAR AS BEHAVIOR MANAGEMENT, WE'LL BE LOOKING AT JUST OPPORTUNITIES FOR PARENTS AND TEACHERS AND THE COMMUNITY TO UNDERSTAND MORE ABOUT TRAUMA INFORMED CARE AND HOW WE CAN HELP SUPPORT OUR STUDENTS WHO'S, FOR LACK OF A BETTER TERM, WHOSE LIDS ARE FLIPPED BEFORE THEY EVEN GO INTO THE CAMPUS OR INTO THE CLASSROOM. AND THEY JUST DO NOT HAVE THE ABILITY AT THAT CURRENT TIME TO LEARN.

AND SO HOW DO OUR TEACHERS HELP DO THAT? AND KUDOS TO OUR TEACHERS, REGARDLESS OF WHERE THAT HAS BEEN THIS LAST YEAR, STILL SHOWING GREAT IMPROVEMENT IN SOME OF OUR ACADEMIC RESULTS.

[01:40:07]

BUT WE STILL HAVE A LOT OF WORK TO DO.

SO WE'RE GOING TO HAVE SOME NON-NEGOTIABLES AROUND EVERY CAMPUS, WHAT THEY ARE REQUIRED TO HAVE GOING ON.

AND WE'LL PROVIDE, OF COURSE, PLENTY OF PROFESSIONAL DEVELOPMENT AND LEARNING AROUND THOSE SO THAT TEACHERS FEEL SUPPORTED.

AND THEN WE'RE ALSO ADDING KIND OF A MENU OPTION FOR OUR CAMPUSES AS WELL.

SO WE'VE STARTED WE HAD A SURVEY GO OUT AT THE END OF THE YEAR TO OUR PRINCIPALS AND REALLY ASK THEM WHAT ARE SOME OF THE BEHAVIORS AND SOME OF THE THINGS THAT YOU'RE SEEING ON CAMPUS THAT'S REALLY AFFECTING LEARNING IN A NEGATIVE WAY? SO WE'VE GOT A LOT OF RESPONSES FROM THEM.

IT COULD BE THINGS AROUND DISRESPECT, IT COULD BE VIOLENT BEHAVIORS, IT COULD BE ATTENDANCE, TRUANCY, THOSE KINDS OF THINGS.

AND SO BASED ON THOSE SURVEY RESPONSE, WE'RE DEVELOPING A MENU OPTION BASICALLY FOR CAMPUSES TO CHOOSE SOME OTHER INTERVENTIONS THAT THEY'D LIKE TO USE.

THOSE INTERVENTIONS COULD REVOLVE AROUND RESTORATIVE PRACTICES IF THEY'RE INTERESTED IN THAT, IT COULD BE CHARACTER ED.

SOME OF THE THINGS WE EVEN SAW LAST WEEK IN SOME OF OUR CONFERENCE ATTENDANCE, THERE'S MANY OPTIONS THAT THEY CAN CHOOSE TO TAKE IN AS A CAMPUS AND OWN.

AND AGAIN, OUR STUDENT SERVICES AND OUR SPECIAL STUDENT SERVICES DEPARTMENTS WILL PROVIDE SUPPORT AROUND THOSE SO THAT THEY HAVE THE TRAINING AND THE RESOURCES THAT THEY NEED WHEN THEY CHOOSE THAT OPTION.

SO WE'RE STILL IN THE FORMATIVE STAGES OF THAT.

WE'RE STILL WORKING THROUGH THAT.

WE HAD A MEETING TODAY, AS A MATTER OF FACT, TO START TRYING TO FORMULATE MORE PLANNING.

BUT THAT'S GOING TO BE OUR PROACTIVE RESPONSE TO SOME OF THESE THINGS THAT HAVE BEEN GOING ON IN OUR CAMPUSES.

WE REALIZE IT'S A MAJOR A MAJOR CHALLENGE.

I THINK WE'VE SEEN BEHAVIORS, ESPECIALLY LAST YEAR, THAT LOTS OF OUR EDUCATORS AND ME INCLUDED, WHO'VE BEEN AROUND THE BLOCK THAT I'VE NEVER SEEN BEFORE AND I'VE NEVER EXPERIENCED BEFORE, HOW TO PROBLEM SOLVE.

SO WE'RE REALLY GOING TO BE CONCENTRATING AND WORKING ON THAT.

SO OUR PRIORITY NUMBER ONE WHEN IT COMES TO SOME OF THE DEPARTMENTS THAT I SUPPORT.

SO.

THANK YOU AND I LOVE THAT WE ARE LOOKING AT IT TRULY, COMPREHENSIVELY.

I WANT TO BRING ONE THING, ONE OTHER REALLY IMPORTANT THING FORWARD THAT WE ARE HAVING CONVERSATIONS ABOUT.

AND IT HAS BEEN I HAVE ALREADY HEARD AND READ SOME FODDER ON SOCIAL MEDIA AROUND IT, BUT WE ARE AS A, ESPECIALLY AS A SECONDARY LEADERSHIP TEAM WITH PRINCIPALS HAVING A CONVERSATION AROUND PHONES AND THE SOMETIMES THE IMPEDIMENT THAT THE CELL PHONE HAS IN THE CLASSROOM. AND WHEN I HAVE A 90 MINUTE BLOCK AND THAT IS A 90 MINUTE TIME FOR US TO FOCUS ON LEARNING AND GROWING AND ENGAGING IN THE LEARNING PROCESS, THE DISTRACTION THAT THE PHONE CAN BECOME, AS WELL AS HOW THE PHONES CAN ALSO OFTEN BE THE SOURCE OF WHAT CAUSES OR INSTIGATES A LOT OF THE PHYSICAL ALTERCATIONS THAT WE HAVE.

MOST OF THE TIME, OUR ALTERCATIONS DO NOT HAPPEN AS A RESULT OF SOMETHING THAT HAPPENED AT SCHOOL OR HAPPENED IN THE CLASSROOM OR IN THE HALLWAY.

IT BEGINS WITH SOCIAL MEDIA CONVERSATIONS, SNAPCHAT CONVERSATIONS, AND IT GETS SETTLED IN THE HALLWAYS OR IN THE CLASSROOMS. BUT IF THIS IS NOT SO ACCESSIBLE, IT'S A LOT HARDER TO MAKE THOSE PLANS.

NOW, I ALSO RECOGNIZE THAT WITH WHAT HAPPENED IN UVALDE, THERE IS A REAL CONCERN THAT OUR PARENTS AND OUR COMMUNITY HAS AROUND SAFETY, AND THAT IF THERE IS SOMETHING GOING ON, HOW CAN I HAVE ACCESS TO MY CHILD TO KNOW THAT THEY ARE SAFE? SO PLEASE KNOW OUR AGAIN, OUR LEADERSHIP TEAM IS HAVING THOSE CONVERSATIONS.

NO FINAL DECISIONS HAVE BEEN MADE.

BUT THE NUMBER ONE THING, THE NUMBER ONE THING I HAVE HEARD FROM SECONDARY TEACHERS AND PRINCIPALS THAT THEY WOULD LIKE TO SEE US CHANGE FOR NEXT YEAR IS ADDRESSING CELL PHONES.

AND IT HELPING TO ELIMINATE THE DISTRACTION IN THE BATTLE THAT CELL PHONES CREATE IN OUR LEARNING ENVIRONMENT.

SO, AGAIN, WE WILL BE I ASSURE YOU, I ASSURE YOU, THE BOARD, I ASSURE THE COMMUNITY THAT WE WILL BRING EVERYONE ALONG IN THAT PROCESS, THAT WE WILL YOU KNOW WE ARE COGNIZANT OF THE SAFETY CONCERNS, AND WE WILL DO THIS VERY RESPONSIBLY.

BUT WE I REALLY FEEL THE WEIGHT OF LISTENING TO WHAT IS CAUSING A LOT OF THE CONCERN IN THIS AREA AS A SOURCE BEING THE CELL PHONE.

AND SO HOW DO WE ALLOW, AT LEAST FOR THAT 90 MINUTE TIME WHEN I'M IN THAT CLASSROOM, FOR THAT FOCUS TO BE ON LEARNING AND NOT WHAT IS HAPPENING ON MY CELL PHONE? SO JUST AGAIN, I WANT TO ACKNOWLEDGE THAT I KNOW THAT THAT HAS ALREADY BEEN A TOPIC THAT HAS BEEN DISCUSSED ON SOME SOCIAL MEDIA PLATFORMS. AND I WOULD RATHER JUST SAY, HERE'S WHAT WE'RE DOING.

NO DECISIONS HAVE BEEN MADE.

BUT YES, WE ARE HAVING THAT CONVERSATION OF WHAT IT COULD LOOK LIKE.

AND I ASSURE WE WILL HAVE OPEN, TRANSPARENT AND EARLY COMMUNICATION BECAUSE WE WANT OUR PARENTS TO ADVOCATE AND HELP COMMUNICATE THIS AND SUPPORT THIS WITH THEIR KIDS.

AND SO WE WILL ABSOLUTELY BRING EVERYONE ALONG ON THAT JOURNEY AS WE FINALIZE THOSE PLANS.

[01:45:07]

YOU KNOW, THIS IS SOMETHING THAT WE BATTLE EVERY YEAR REALLY DEFINING WHAT ARE THE RESOURCES THAT ARE NEEDED IS THE RESOURCE TIME HAVING MORE TIME? IS THE RESOURCE HAVING DIFFERENT MATERIALS? IS THE RESOURCE HAVING AN ADDITIONAL COACH OR AN ADDITIONAL HUMAN RESOURCE THAT'S SUPPORTING US.

SO WE WILL SPEND A LOT OF TIME KIND OF DECONSTRUCTING THIS TO REALLY IDENTIFY BECAUSE WE COULD GIVE MORE RESOURCES, BUT IF IT'S NOT THE RIGHT RESOURCES, THEN IT WILL HAVE BEEN A FUTILE EFFORT.

SO REALLY TRYING TO DIVE INTO WHAT DOES THAT MEAN? AND THEN THE PROFESSIONAL DEVELOPMENT AT MY CAMPUS, I THINK OUR PRINCIPALS STRUGGLE WITH THIS JUST AS MUCH AS WE DO.

HOW DO WE DIFFERENTIATE FOR THE TEACHERS THAT WE HAVE IN OUR BUILDINGS? I COULD HAVE A THIRD OF MY STAFF COULD BE BRAND NEW OR 0 TO 3 YEAR TEACHERS OR I COULD HAVE A THIRD OF MY STAFF THAT ARE VETERAN TEACHERS.

AND SO IF I HAVE A PROFESSIONAL DEVELOPMENT DAY OR IF I'M HAVING A STAFF MEETING, HOW AM I GROWING THEM AND MEETING THEIR UNIQUE NEEDS WITHOUT ALSO RECOGNIZING THAT I HAVE LIMITED TIME? AND TO DESIGN SOMETHING THAT IS MEANINGFUL FOR ALL CAN BE REALLY CHALLENGING.

SO THAT WILL BE SOMETHING THAT WE WORK ON IN PRINCIPAL MEETINGS BEFORE PROFESSIONAL DEVELOPMENT DAYS, REALLY GIVING THEM DESIGN TIME AND GIVING THEM CRITICAL FRIENDS TO HELP FLESH OUT WHAT THAT PROFESSIONAL DEVELOPMENT CAN LOOK LIKE FOR THEIR STAFF.

AGAIN, THIS IS THE FIRST TIME THAT WE ARE SHARING THIS PUBLICLY.

SO WE ARE HAPPY TO TAKE YOUR FEEDBACK, ANSWER ANY QUESTIONS, OR JUST HEAR ANY INSIGHT THAT YOU HAVE FOR US.

I JUST WANTED TO START OFF JUST REAL QUICK.

MR. LINN. JUST FOR A SECOND, JUST TO SAY, YOU KNOW, BACK TO MS. TIMME'S COMMENTS, HOW MUCH WE REALLY APPRECIATE ALL THE WORK THAT THE TEACHERS, THE STAFF, YOU INTERIM SUPERINTENDENT BRANUM HAVE PUT INTO THIS.

THIS IS SOME GOOD STUFF, EVEN THOUGH WE DO HAVE WORK THAT NEEDS TO BE DONE.

IT'S GOOD WORK THAT'S ALREADY BEING DONE.

THAT'S THE THING THAT TRULY EXCITES ME IS THAT THIS TEAM HAS ALREADY PUT THEIR FINGERS ON THE PULSE OF THE PROBLEM AND HAVE ALREADY COME TO US WITH THIS IS WHAT WE SEE AND THIS IS WHAT WE'RE GOING TO DO OR WE'RE LOOKING AT.

I TRULY APPRECIATE THAT.

THESE ARE THE THINGS THAT WE SHOULD BE WORKING ON.

SO I'M SUPER EXCITED TO SEE WHAT COMES FROM ALL OF THIS.

I'M SUPER EXCITED ABOUT ALL THE STUDENT SUCCESS RESULTS THAT WE'VE SEEN.

I HAVE NOT SEEN THAT IN A LONG TIME.

AND IT IS TIME BECAUSE THAT IS WHY MOST OF US ARE HERE FOR IS STUDENT SUCCESS.

SO I AM ABSOLUTELY SUPER EXCITED ABOUT THAT PART.

SUPER EXCITED ABOUT THESE RESULTS.

I THANK YOU FOR BEING CANDID ENOUGH TO BRING THIS TO OUR ATTENTION AND LET US KNOW WHAT'S GOING ON.

THAT SPEAKS VOLUMES, AND I APPRECIATE IT.

MR. LINN. YEAH.

I COULDN'T HAVE SAID IT BETTER MYSELF, REGINA THAT WAS VERY WELL SAID.

AND, YOU KNOW, JUST GOING THROUGH THE SURVEY RESULTS, I MEAN, I'M ASSUMING YOU GUYS HAVE THIS DISAGGREGATED BY CAMPUS.

YES, SIR. OKAY.

YEAH. I MEAN, I THINK THAT WOULD BECAUSE I'M LOOKING AT SOME OF THE NEGATIVES AND THEY'RE WELL WITHIN THE SAME RANGES.

SO IT COULD BE THE SAME RESPONDENTS JUST DISSATISFIED, ANSWERING NEGATIVELY.

OBVIOUSLY, WHEN YOU GET TO THE SCHOOL DISCIPLINE CATEGORY, YOU KNOW, THAT'S YEAH, THAT'S PRETTY SIGNIFICANT.

SO I GUESS DR. GIBBINS, YOU KNOW, TABITHA SORRY.

DR. GIBBINS, I WANT TO TALK TO YOU ABOUT THIS IN PARTICULAR BECAUSE, YOU KNOW, ONE OF THE THINGS THAT WE DO EVERY YEAR IS WE APPROVE A STUDENT CONDUCT, RIGHT CODE OF STUDENT CONDUCT.

AND SO FROM YOUR PERSPECTIVE, I KNOW THAT YOU SAID YOU'RE LOOKING AT IMPLEMENTING OR DEVELOPING AND IMPLEMENTING NEW STRATEGIES, RIGHT, FOR PRINCIPALS TO USE AT EVERY CAMPUS.

SO MY QUESTION, I GUESS IS, ARE WE LOOKING AT BEHAVIORS THAT COULD NOT BE ADDRESSED BY THE CURRENT CODE OF STUDENT CONDUCT? YES, SIR. ALL THE BEHAVIORS THAT WE HAVE SEEN CAN BE ADDRESSED WITHIN THE STUDENT CODE OF CONDUCT.

THEY CAN BE CATEGORIZED WITHIN THAT CODE OF CONDUCT.

OKAY. THERE IS FLEXIBILITY AND AUTONOMY AROUND SOME OF THE DISCIPLINE THAT HAPPENS AROUND THE CONDUCT.

SO THERE'S A LOT OF DISCRETION IN AN AREA, SAY, OF A DISRUPTIVE STUDENT OF HOW THAT'S HANDLED.

IT CAN BE HANDLED IN THE CLASSROOM.

IT CAN BE HANDLED FROM AN ADMINISTRATIVE STANDPOINT.

IT COULD EVEN BE HANDLED FROM A DAEP PERSPECTIVE.

IT'S HOW IT'S HANDLED ON THE CAMPUS.

AND THAT'S WHERE WE WANT TO EMPOWER AND TRAIN UP OUR CAMPUSES IN A MORE SPECIFIC WAY AROUND WAYS THAT THEY CAN HANDLE SOME OF THOSE CHALLENGES THAT THEY HAVE ON THEIR CAMPUS

[01:50:08]

SO WE HAVE A CODE OF STUDENT CONDUCT, RIGHT? AND SO IT'S BASICALLY A GUIDEBOOK, RIGHT, OF THINGS THAT ARE COVERED, BEHAVIORS THAT ARE COVERED AND CONSEQUENCES AND THINGS LIKE THAT.

SO BASICALLY WHAT I HEARD YOU SAY, IF I COULD, I'M JUST GOING TO PARAPHRASE, IS IT'S THE IMPLEMENTATION, RIGHT, OF THE STUDENT CONDUCT AT THE CAMPUS LEVEL.

AND IT'S USING THAT, GETTING TRAINING TO OUR ASSISTANT PRINCIPALS, PRINCIPALS, ETC., TO USE THE CODE OF STUDENT CONDUCT TO IMPLEMENT THAT KIND OF DISCIPLINE THAT YOU'RE SAYING IS PROBABLY NEEDED.

AM I MISINTERPRETING THAT? NO, I THINK THAT THAT IS ONE COMPONENT.

I THINK ANOTHER COMPONENT, FOR EXAMPLE, IF YOU DRILL DOWN INTO SOME OF THE CAMPUS DATA, IS THAT SOMETIMES A PRINCIPAL OR ASSISTANT PRINCIPAL IF THEY'RE CONVERSING AND HAVING A CONFERENCE WITH A STUDENT AROUND A BEHAVIOR THAT WAS JUST EXHIBITED IN THE HALLWAY OR THE CLASSROOM, THAT PRINCIPAL OR THAT ASSISTANT PRINCIPAL WILL ADDRESS IT, BUT THEY MAY NEVER CIRCLE BACK AND ADDRESS IT WITH THE TEACHER.

AND SO THE TEACHER IS LEFT WONDERING LIKE THIS I SENT THIS STUDENT DOWN THERE BACK IN MY CLASS TOMORROW.

WHAT HAPPENED? NOTHING HAPPENED.

THE STUDENT IS JUST NOW ALLOWED BACK IN MY CLASSROOM OR THE BEHAVIOR WAS NEVER ADDRESSED.

THEY'RE NOT CLOSING THE INFORMATION LOOP.

RIGHT. SO SOMETIMES IT'S THE INFORMATION LOOP.

RIGHT. SOMETIMES IT IS IF WE HAVE A STUDENT WHO AS DR.

GIBBINS MENTIONED, YOU KNOW, THERE'S TRAUMA THAT IS TRIGGERING THIS REPEATED PATTERN BEHAVIOR.

IT'S HOW ARE WE AT OUR LEVEL PROVIDING THE NECESSARY SUPPORTS FOR THE CAMPUS, FOR THAT TEACHER TO HELP, NUMBER ONE, IDENTIFY WHAT THOSE TRIGGERS ARE AND NUMBER TWO, KNOW WHAT TO DO TO DE-ESCALATE THEM.

AGAIN, WE SAW IN OUR FOUR AND FIVE YEAR OLD'S MORE STUDENTS THAT WERE LITERALLY THROWING CHAIRS AND DESKS.

AND AGAIN, THIS IS I WANT TO MAKE SURE TO MESSAGE THAT THIS IS NOT UNIQUE TO US.

THIS IS A CONVERSATION THAT I'M HAVING WITH EVERY AGAIN, WE WERE AT A CONFERENCE LAST WEEK AND WE HEARD FROM I WON'T SAY DISTRICTS NAMES, BUT THAT ARE DIRECTLY SURROUNDING US.

AND THEY WERE SAYING THE SAME THINGS ABOUT PRE-K AND KINDERGARTEN STUDENTS.

AND SO IF A STUDENT IS EXHIBITING THAT BEHAVIOR, OUR KINDERGARTEN TEACHERS, I'M GOING TO BE REAL [INAUDIBLE] LIKE, THAT IS NOT A NORMAL BEHAVIOR THAT THEY'RE EQUIPPED TO DEALING WITH. THAT'S NOT COMMON THAT WE HAVE KINDERGARTNERS THAT ARE THROWING A, YOU KNOW, THINGS IN THE CLASSROOM.

SO HOW ARE WE EQUIPPING THEM? IF A CHILD IS PRESENTING WITH THOSE BEHAVIORS, HOW DO WE HELP THEM KNOW HOW TO DE-ESCALATE WHEN THAT IS SOMETHING THAT THEY'VE NEVER HAD TO DEAL WITH BEFORE? AS WELL AS HOW ARE WE HELPING THE PRINCIPAL WHO IS NOT USED TO HAVING A FIVE YEAR OLD BECAUSE PUTTING A FIVE YEAR OLD IN ISS IS NOT GOING TO HELP CHANGE THAT BEHAVIOR.

AND SO THAT'S REALLY THE GAP THAT WE'RE TRYING TO FILL WITH THE WORK THAT DR.

GIBBINS IS DOING IS HOW DO WE ADDRESS THAT SO THAT THE BEHAVIOR CHANGES.

AS STUDENTS MATURE THE CONSEQUENCE IS ABSOLUTELY ONE WAY THAT BEGINS TO CHANGE BEHAVIOR, BECAUSE AT LEAST A STUDENT HAS THE MATURATION TO UNDERSTAND, I DID SOMETHING WRONG.

THERE'S A CONSEQUENCE FOR IT.

IF I DON'T WANT TO EXPERIENCE THE CONSEQUENCE, I HAVE TO CHANGE MY BEHAVIOR.

BUT OUR LITTLES THAT THAT IS FAR BEYOND THEIR MATURATION.

AND SO THOSE ARE JUST SOME OF THE GAPS.

AND I THINK SOME OF THE THINGS THAT WE ARE RIGHT NOW UNDER RESOURCED AND DON'T HAVE THE RIGHT STRATEGIES IN PLACE TO SUPPORT OUR TEACHERS WITH THAT, YOU KNOW, JUST AND AGAIN, I'M HAVING A REAL HONEST CONVERSATION WITH YOU ALL.

ONE OF THE CHALLENGES THAT WE HAD IN THIS DIRECTLY RELATES TO SPECIAL ED IS THAT AS STUDENTS WERE EXPERIENCING, AS TEACHERS WERE EXPERIENCING THESE BEHAVIORS, THERE WAS A QUICK, WELL, THE STUDENT HAS TO QUALIFY FOR SPED.

THERE'S GOT TO BE A BEHAVIOR ISSUE HERE.

AND OFTENTIMES IT'S NOT A SPECIAL EDUCATION ISSUE.

THERE ARE OTHER THINGS THAT ARE HAPPENING.

AND AGAIN, OUR TEACHERS AND OUR PRINCIPALS WERE LOOKING WELL, THEN IF IT'S NOT SPECIAL ED, AND IF A SPECIAL ED RESOURCE IS NOT GOING TO SUPPORT THAT, THEN WHAT DO I DO? BECAUSE THIS STUDENT CANNOT KEEP DISRUPTING LEARNING NOT JUST FOR THEMSELVES, BUT FOR THE OTHER STUDENTS IN THE CLASSROOM.

AND THAT'S WHAT THE WORK THAT DR.

GIBBINS IS LEADING US IS TO MAKE SURE EVERY CAMPUS HAS AN ANSWER TO THAT QUESTION.

IS THAT FAIR? YES, MA'AM.

DOES THAT HELP? YEAH. NO, NO, THAT'S A THAT'S A GREAT ANSWER, BECAUSE I THINK IT'S IMPORTANT TO UNDERSTAND THAT EVEN THOUGH WE HAVE THIS CODE OF STUDENT CONDUCT, THAT'S A GUIDEBOOK THAT THERE ARE, FROM WHAT I HEARD, IS STRATEGIES.

RIGHT. THAT NEED STRATEGIES AND TRAINING REALLY, QUITE HONESTLY, THAT ARE MISSING, THAT COULD HELP WITH THOSE THINGS.

[01:55:02]

BECAUSE OF ALL OF THAT. SO THE OTHER THE ONLY OTHER THING THAT I WANT TO SUGGEST IS, WHERE DO PARENTS FIT INTO THIS CONVERSATION? BECAUSE, YOU KNOW, MY LITTLE JOHNNY COULD NEVER DO SOMETHING LIKE THAT.

RIGHT. AND SO, YOU KNOW, THE KIND OF SOMETIMES THESE BEHAVIORS ARE ENABLED, UNFORTUNATELY.

AND SO I THINK THAT IT'S IMPORTANT THAT AS WE AND I KNOW YOU SAID YOU WERE GOING TO BRING FOLKS ALONG, BUT IN ORDER TO AND I DON'T KNOW WHAT YOUR TIMETABLE IS, BUT, YOU KNOW, MOST PEOPLE RIGHT NOW, PARENTS, ANYWAY, ARE DISCONNECTED, RIGHT, FROM THE HAPPENINGS THAT ARE GOING ON IN SCHOOL IN THE DISTRICT.

AND IN ORDER TO AGAIN, GOING BACK TO WHATEVER YOUR TIMETABLE IS, WE USUALLY THE BOARD IS USUALLY ASKED TO APPROVE THIS CODE OF STUDENT CONDUCT, I BELIEVE, IN AUGUST.

AND SO, YOU KNOW, I THINK IT'D BE HELPFUL TO START HAVING THOSE CONVERSATIONS WITH PARENTS, WHEN WE GET BACK STARTING IN EITHER IN AUGUST OR SEPTEMBER AND HELP THEM UNDERSTAND EXACTLY WHERE WE ARE IN THIS PROCESS AND WHAT WE'RE DOING TO ADDRESS IT.

AND MAYBE GET THEIR FEEDBACK FOR EITHER MAKE AMENDMENTS TO THIS CODE OF STUDENT CONDUCT DURING THE YEAR COURSE OF THE YEAR OR CHANGE IT FOR THE FOLLOWING YEAR.

BUT I THINK HAVING THAT KIND OF ENGAGEMENT AND UNDERSTANDING AND EDUCATION IS GOING TO BE EXTREMELY IMPORTANT TO GET PARENTAL BUY IN.

YEAH. FOR HOW WE ADDRESS SOME OF THESE ISSUES IN THE FUTURE.

YEAH, ABSOLUTELY.

AND I THINK THAT THAT'S WHY WE ARE HAVING THESE CONVERSATIONS NOW SO THAT WHEN WE I EVEN BELIEVE THAT SOME OF THESE CONVERSATIONS WILL EVEN HAPPEN IN JULY, BEGINNING TO LET PARENTS KNOW, FOR EXAMPLE, THE CONVERSATION I HAD WITH Y'ALL AROUND THE CELL PHONE.

YOU KNOW, HERE'S WHAT THIS LOOKS LIKE.

HERE'S OUR WHY, LIKE THE MOST IMPORTANT THING IS COMMUNICATING OUR WHY.

HERE'S HOW WE NEED YOUR HELP.

THIS IS WHY I NEED YOUR HELP.

THIS IS WHY WE NEED YOU TO BE ENGAGED IN THIS PROCESS AND HAVING THIS CONVERSATION.

BECAUSE, I MEAN, I KNOW FROM MY OWN DAUGHTER, YOU KNOW, IT'S HER OTHER APPENDAGE.

AND SO, I MEAN, I'M GOING TO HAVE TO HAVE THAT CRITICAL CONVERSATION, IF YOU WILL BE OKAY, IF IT IS NOT CONNECTED TO YOUR HIP FOR THE 90 MINUTES IN A CLASS PERIOD AND EQUIPPING PARENTS TO HAVE THAT CONVERSATION.

AND THEN ALSO TO YOUR POINT ABOUT PARENT ENGAGEMENT, THE OTHER PART OF THAT CONVERSATION I THINK IS SO IMPORTANT IS THAT A LOT OF TIMES IT'S ALSO HELPING OUR TEACHERS AND OUR PRINCIPALS AND EVEN OUR CENTRAL OFFICE STAFF THAT WHEN OUR STUDENTS ARE EXHIBITING SOME OF THESE PROFOUND BEHAVIORS, A LOT OF TIMES IT'S BECAUSE THEIR FAMILIES ARE GOING THROUGH TRAUMA AS WELL.

AND SO HOW DO WE HELP THE STUDENT? HOW DO WE PROVIDE RESOURCES AND WRAPAROUND SERVICES FOR A FAMILY WHO MIGHT BE EXPERIENCING TRAUMA AS WELL? THAT, YOU KNOW, IT'S NOT ALWAYS THAT THE PARENTS ARE ENCOURAGING OR BUT IT'S THE PARENTS AREN'T IN A PLACE BECAUSE OF OWN THINGS THAT THEY'RE EXPERIENCING THAT THEY CAN INTERVENE.

AND SO HOW CAN WE HELP FILL IN THAT GAP AS WELL? SO OUR PARENT ENGAGEMENT TEAM IS GOING TO BE REALLY WORKING ON THAT.

I JUST WANTED TO ADD FOR THIS.

I MEAN, I FEEL LIKE THIS IS A TIME IN HISTORY WHERE EVERYBODY JUST EXPERIENCED SOME TRAUMA LIKE AND I MEAN THAT IN ALL SERIOUSNESS.

AND I THINK THAT LIKE OUR TEACHERS DID AS WELL AS OUR COMMUNITY AS WELL AS OUR KIDS.

AND I THINK WE'RE GOING TO GET YEARS DOWN THE ROAD AND SEE WHAT THIS REALLY HAD TO DO WITH THAT.

I THINK I DON'T I'M GOING TO JUST HAVE A SLIGHT DISAGREEMENT.

I DON'T THINK OUR PARENTS ARE DISCONNECTED BECAUSE THEY WANT TO BE DISCONNECTED.

I THINK WE ALL WANT THEM TO GET TO THE SAME END.

I THINK THERE HAVE BEEN DISCONNECTED BECAUSE WE'VE BEEN FORCED TO ALL AS A SOCIETY BE DISCONNECTED FOR A PERIOD OF TIME AND BRINGING FOLKS BACK IN AND WORKING TOGETHER, I THINK THAT'S WHAT PEOPLE WANT.

AND I THINK DISCIPLINE AND WORKING WITH KIDS TO GET TO GOOD OUTCOMES IS HARD WORK.

IT'S HARD WORK FOR PARENTS. IT'S HARD WORK FOR TEACHERS, IT'S HARD WORK FOR ADMINISTRATORS.

AND I THINK BEING EXHAUSTED AFTER SEVERAL YEARS, I THINK, CAN TAKE ITS TOLL.

AND WE HAVEN'T EVEN HAD AN OPPORTUNITY TO START A YEAR WITH A REALLY GREAT RESET.

RIGHT. LIKE LET'S NOT UNDERESTIMATE THE FACT THAT WHEN YOU START A YEAR AND YOU RESET AND EVERYBODY NORMS AND YOU'RE COMING IN, IT CHANGES THE TONE OF HOW A YEAR PLAYS OUT AND NO ONE'S HAD THE BENEFIT OF THAT.

SO I SAY THAT I THINK A LOT OF THESE THINGS WILL BE DIFFERENT WHEN THEY'VE HAD AN OPPORTUNITY TO REST.

WE COME BACK TO A YEAR WHERE WE'RE ABLE TO DO THOSE THINGS.

PARENTS ARE ABLE TO JOIN IN, IN WAYS THAT THEY CAN ASSIST OUR TEACHERS AND OUR PRINCIPALS IN THOSE GOOD OUTCOMES THAT THEY WANT FOR THOSE KIDS AND BE OUR PARTNERS THAT WAY AGAIN.

[02:00:02]

I KNOW THAT EVERYBODY JUST ABOUT EVERYBODY WANTS TO WORK WITH US, AND WE ALL WANT TO PULL IN THE DIRECTION FOR OUR KIDS TO HAVE GREAT OUTCOMES.

AND SO I REALLY BELIEVE SOME OF THIS DISCIPLINE ISSUE, THE FURTHER WE GET AWAY FROM MAYBE THE TRAUMA AND THE PRESSURE'S GONE DOWN AND EVERYBODY'S NOT FEELING IT FOR SO LONG OVER SUSTAINED TIME, I THINK EVERYBODY'S GOING TO BRING THEIR BETTER A-GAME AROUND BECAUSE THEY CAN.

I THINK EVERYBODY A LOT OF TIMES WERE DOING JUST THE BEST THEY COULD.

THE FACT THAT OUR SURVEY RESULTS ARE THIS GOOD UNDER THOSE CIRCUMSTANCES IS ASTONISHING TO ME.

AND TABITHA, I WANT TO JUST POINT ONE LAST THING OUT TO YOU, IS THAT WHEN THESE INITIAL RESULTS CAME IN, THE FIRST THING THAT YOU DID WAS A, HAVE A TRANSPARENT CONVERSATION WITH US. BUT B, YOU WENT TO TEACHERS AND YOU WENT TO STAFF AND YOU WERE ASKING THEM TO DIG A LITTLE BIT DEEPER ABOUT WHAT DID YOU MEAN? WHY WOULD YOU LIKE WHEN YOU'RE WHEN YOU'RE ANSWERING THIS QUESTION, WHAT IS YOUR THOUGHT PROCESS? THAT'S HOW YOU GOT TO THOSE THINGS THAT IMPACTED OUR CONVERSATIONS AROUND RETENTION OF CULTURE.

AND THAT'S WHERE YOU HEARD THE DISCIPLINE AND YOU HEARD THE TIME AND YOU HEARD THOSE THINGS BECAUSE YOU WENT RIGHT TO THE SOURCES TO MAKE SURE THAT WHATEVER WE WERE ADDRESSING CAME FROM WHAT THE ROOT ISSUE WAS THAT WOULD REALLY HELP FOLKS UNDERSTAND THAT WE WANTED TO SOLVE THIS PROBLEM, TO MAKE IT BETTER FOR THEM.

I ABSOLUTELY COMMEND YOU FOR THAT.

I THINK IT MADE A DIFFERENCE IN HOW MANY PEOPLE WILL STAY.

I THINK IT MADE A DIFFERENCE ON HOW PEOPLE ANSWER THIS SURVEY AND HOW HARD THEY FELT.

AND I THINK IT WILL MAKE A DIFFERENCE WHEN WE START NEXT YEAR.

SO I WANT TO GIVE YOU BIG KUDOS FOR THAT.

THANK YOU, MS. TIMME. I THINK MS. RENTERÍA HAS SOME COMMENTS.

NO, I WANTED TO JUST I MEAN, EVERYBODY SAID IT PERFECTLY WELL.

I MEAN, WHAT MS. TIMME, MS. HARRIS PUT IT EXACTLY WELL TOO.

DR. GIBBINS, SAME, THANK YOU FOR EVERYTHING THAT EVERYBODY HAS DONE.

I THINK THAT IN TOUCHING ON WHAT WE SAID ABOUT TRAUMA, WHAT MS. BRANUM SAID, I THINK THAT, YOU KNOW, I WASN'T HERE LAST WEEK BECAUSE I WAS IN SAN ANTONIO VISITING FAMILY AND I HAD A GRADUATION.

BUT I ALSO MADE MY WAY TO UVALDE.

AND JUST BEING THERE, YOU KNOW, IT'S JUST I MEAN, EVEN JUST FROM SEEING EVERYTHING, YOU SEE IT ON THE NEWS, BUT IT'S TRAUMATIZING, LIKE MS. TIMME SAID. I MEAN, I WASN'T THERE.

MY CHILD WASN'T AFFECTED, MY FAMILY WASN'T AFFECTED DIRECTLY.

BUT YOU'RE THERE AND IT'S TRAUMATIZING.

I HAVE YOUNG ADULTS AND THEY'RE TRAUMATIZED.

AND WHEN YOU IF THEY'RE ASKING THE QUESTIONS, WHEN WILL IT BE MY TURN, MOM? THE THEATER, A CHURCH, AT KROGER.

SO WE'RE ALL HAVING THOSE THINGS.

SO, LIKE MS. TIMME SAYS, IT'S TRAUMATIZING, EVEN INDIRECTLY.

SO IT'S NOT SOMETHING THAT HAS TO HAPPEN AT THE HOME, OBVIOUSLY.

YES. IF THAT HAPPENS.

BUT I THINK THAT'S EVEN SO WHY IT'S SO IMPORTANT THAT LIKE FOR US I KNOW THAT MR. EAGER AND I'VE HAD THIS CONVERSATION ABOUT COUNSELORS, YOU KNOW, AND HOW IMPORTANT, LIKE, IT'S JUST LIKE THAT FOR ME IS LIKE THE BIGGEST, BIGGEST THING OF HAVING.

AND I KNOW ACROSS THE STATE IT'S HARD TO GET TEACHERS AND YOU KNOW, WE'RE ALL FIGHTING FOR THE SAME TALENT.

BUT I THINK THAT ESPECIALLY IN A DISTRICT LIKE OURS OR ANYWHERE WHERE YOUR DEMOGRAPHICS SHOWS THAT YOU NEED TO ADDRESS THAT COMMUNITY AND WE HAVE TO ADDRESS THAT COMMUNITY WITH PROVIDING THEM, THOSE PEOPLE WHO CAN SPEAK TO THEM IN THEIR LANGUAGE, WHO CAN UNDERSTAND.

BECAUSE IF IT'S HARD FOR ME TO JUST VERBALIZE AND TRY TO TALK ABOUT WHAT I'M FEELING AS A PARENT, AND THEN TO HAVE MY AGAIN, MY CHILDREN ARE SMALL, BUT IT'S TO HAVE LITTLES, AS YOU SAY.

AND THEY'RE THEY CAN'T FIGURE OUT THEY'RE WATCHING THE NEWS.

IT'S SO, SO NEEDED.

AND I THINK AND I REALLY HOPE AND I KNOW THAT WE'VE GONE IN A GOOD DIRECTION.

AND I KNOW THAT, AGAIN, THE RESOURCES ARE LIMITED, BUT I FEEL LIKE WE HAVE TO MOVE IN THAT DIRECTION WHERE IF THE DEMOGRAPHICS SHOWS THAT THESE SCHOOLS NEED BILINGUAL COUNSELORS, WE NEED BILINGUAL DIRECTORS, WE NEED PEOPLE WHO CAN DEAL WITH CERTAIN CRISIS IN AN INSTANT.

LIKE WITH UVALDE, IT WAS LIKE, WHO WAS THERE TO TALK TO THESE PARENTS? YOU KNOW, IT'S NOT GOING TO BE OKAY TO USE AN INTERPRETER.

SOMETIMES I MEAN, I'M SO THANKFUL FOR PEOPLE WHO CAN TRANSLATE.

AND WE HAVE INTERPRETERS, BUT IT'S NOT THE SAME THING.

IF I NEED TO GO AND TALK TO A COUNSELOR, I WANT TO BE ABLE TO TALK TO THEM IN MY OWN LANGUAGE AND HAVE THE FREEDOM TO EXPRESS IN CONFIDENTIALITY AND EVERYTHING INVOLVED.

BUT ANYWAY, I JUST WANT TO COMMEND EVERYTHING THAT WE'VE DONE.

AND I THINK THAT I'M VERY GRATEFUL THAT WHEN WE ALL SPEAK HERE ABOUT WHAT THE IMPORTANCE IS, IS THAT, YOU KNOW, I'M SO GRATEFUL TO A STAFF THAT JUST HEARS, LISTENS, AND THEN ALSO, YOU KNOW, JUST APPLIES EVERYTHING AND TAKES IT TO HEED.

[02:05:01]

AND I THINK THAT WE'RE MOVING IN THE RIGHT DIRECTION.

BUT AGAIN, I'M JUST SO GRATEFUL.

I'M GRATEFUL TO JUST EVERYBODY WHO'S WORKED SO HARD TO MAKE ALL THIS HAPPEN.

SO THANK YOU. ANY ADDITIONAL COMMENTS? MR. EAGER. MY COLLEAGUES HAVE SAID A LOT OF GOOD THINGS AND THE I COULDN'T AGREE WITH THEM MORE.

I CAN SAY THAT, YOU KNOW, TALKING ABOUT THE CLIMATE SURVEY, FIRST OF ALL, THAT TAKES COURAGE AS BEING IN MY PROFESSIONAL CAREER, WE MONITORED AND WE WERE ALWAYS STRIVING TO BE ONE OF THE GREAT PLACES TO WORK.

AND SO THIS SURVEY LOOKED VERY RESEMBLANT OF WHAT WE WERE LOOKING AT EVERY YEAR FROM OUR TEAM.

A TO GET THAT LEVEL OF PARTICIPATION IS GREAT.

AND I CAN TELL YOU THAT WHAT HAPPENED WAS, IS THAT EVERY YEAR WE GOT THE NUMBERS BACK FROM GREAT PLACES TO WORK.

AND GUESS WHAT? THESE ARE REALLY GOOD NUMBERS.

SOMETIMES WE DON'T REALIZE THE CONTEXT AND ESPECIALLY COMING OUT OF THE ENVIRONMENT THAT WE'VE COME OUT OF.

AND SO FOR ME, IT GIVES ME GREAT HOPE.

IT GIVES ME HOPE THAT OUR KIDS ARE IMPROVING, THAT OUR TEACHERS ARE FEELING APPRECIATED AND LISTENED TO.

AND THAT TAKES GREAT LEADERSHIP FROM EVERYBODY HERE.

SO THANK YOU TO THE ADMINISTRATION.

THANK YOU TO OUR TEACHERS.

THANK YOU TO ALL THOSE INVOLVED.

AND, YOU KNOW, AND TO BE OPEN AND IDENTIFY BECAUSE WE CAN ALL GET UP HERE AND I'LL TALK ABOUT THE GREAT SCORES AND ALL THIS, BUT IT TAKES COURAGE TO SIT DOWN AND GO, HEY, WE'VE GOT PROBLEMS IN THESE AREAS.

AND TO STAND UP HERE AND SAY, WE'VE IDENTIFIED IT, WE'VE HEARD YOU, AND WE'RE DOING SOMETHING ABOUT IT.

NOW, WE MIGHT NOT HAVE ALL THE ANSWERS, BECAUSE GUESS WHAT? IF THERE'S AN ANSWER SOMEWHERE, I'M SURE I HAVE FULL FAITH IN OUR ADMINISTRATION, THEY WILL FIND IT AND TRY AND IMPLEMENT IT.

BUT IN THAT ASPECT, IT'S ALSO BUILDING A LEVEL OF TRANSPARENCY AND TRUST THAT, YOU KNOW, IT'S TRUST IN US.

IT'S TRUST IN ADMINISTRATION, IT'S TRUST FROM THE PARENTS AND TEACHERS IN THE COMMUNITY THAT WE'RE IDENTIFYING AND LISTENING AND DOING THESE THINGS.

SO, A, THAT 90%, I CAN TELL YOU GET TO 90% IT'LL BE ONE OF THE GREAT PLACES TO WORK IN DALLAS AND OH, BY THE WAY, AND TO BORROW FROM MY COLLEAGUES HERE.

BUT, YOU KNOW, CULTURE EATS STRATEGY FOR BREAKFAST.

AND THE ONE THING THAT'S GOING TO MAKE THE DIFFERENCE FOR TEACHERS COMING AND STAYING AND GROWING WITH US HERE IN RICHARDSON IS GOING TO BE CULTURE.

AND I KNOW THAT SOUNDS LIKE EVERYBODY'S ALWAYS SAYING THAT AND THAT'S WHAT YOU HEAR.

BUT YOU KNOW WHAT? AS LIVING THROUGH THAT, IT MAKES THE DIFFERENCE.

AND SO THAT'S GOING TO BE BECAUSE WE JUST CAN'T OUTSPEND OUR OTHER DISTRICTS.

BUT WHAT WE CAN DO IS MAKE IT A GREAT PLACE TO WORK.

AND THE LAST THING I WOULD SAY ON THE PHONES, I COULD NOT AS IS ALL OF US FOR PARENTS DEALING WITH KIDS AND OUR PHONES.

I CONSTANTLY HEAR, DAD, YOU'RE FROM THE OLD GENERATION.

WE KNOW HOW TO MULTITASK.

WE KNOW HOW TO DO THESE THINGS.

GUESS WHAT? STATISTICALLY, YOU DON'T KNOW HOW TO MULTITASK.

YOU JUST KNOW HOW TO GET DISTRACTED MORE THAN WE DO.

AND SO SOMEHOW FOR ALL OF US IN THIS ROOM, SOMEHOW WE GREW UP IN AN ENVIRONMENT WHERE WE'RE NOT GETTING ON THE PHONE EVERY 30 SECONDS, WE'RE NOT TEXTING EVERY MINUTE.

AND GUESS WHAT? AND, YOU KNOW, WITH OUR TEACHERS HAVING TO DEAL WITH THAT 100% DISTRACTION ALL OF THE TIME BECAUSE AND I HAVE FULL FAITH, BUT THERE'S ALWAYS, WELL, HOW DO I GET A HOLD OF HOW DO WE DO THIS? I PROMISE YOU, IF THERE IS A SITUATION WHERE THEY NEED TO GET HOLD OF YOU, THAT PHONE WILL BE MADE AVAILABLE.

BUT THAT'S FOR OUR PEOPLE TO WORK THROUGH THOSE LOGISTICS.

BUT, YOU KNOW, ALL I CAN SAY IS I FEEL THERE'S HOPE THAT WE'RE ON THE RIGHT GLIDE PATH AGAIN.

AND TO HAVE THIS TYPE OF CULTURE AND THESE TYPE OF SURVEYS, IT'S A REFLECTION OF ALL THE HARD WORK A LOT OF PEOPLE HAVE DONE THROUGH THIS TOUGH LAST COUPLE OF YEARS.

AND THANK YOU.

ALL RIGHT, GREAT. MR. POTEET. YEAH.

SORRY. I'M EXCITED ABOUT THE GROWTH AS WELL.

I THINK THAT'S AMAZING.

I HAVE A THREE YEAR OLD WHO IS LEARNING TO READ AND I WANT HER TO BE A GREAT READER, SO I THINK THAT'S AWESOME.

AS FAR AS THE AREAS OF OPPORTUNITY AND WHAT ARE OUR STEPS AFTER THIS.

WHEN DO WE REVISIT THIS? AND ARE WE APPROPRIATING ANY BUDGETARY FUNDS TOWARDS THE AREAS OF OPPORTUNITY THAT COME FROM THIS?

[02:10:05]

THAT'S WONDERFUL. YOU WILL SEE THAT WE WILL BE BRINGING THIS FORWARD TO YOU.

I MEAN, REALLY ALL THE TIME.

THE MAIN OUTCOME WILL BE REPRESENTED IN OUR CAMPUS IMPROVEMENT PLAN, AND OUR DISTRICT IMPROVEMENT PLAN.

SO GOING DOWN TO, AS MR. EAGER ALLUDED TO, WHAT ARE THE TACTICAL STRATEGIES ON THE GROUND? WHAT IS GOING TO LOOK DIFFERENT AND WHERE ARE EFFORT'S GOING TO BE CONCENTRATED? THAT WILL BE REFLECTED IN OUR DISTRICT IMPROVEMENT PLAN.

WE WILL BRING THE CIPS AND THE DIPS FORWARD TO THE BOARD OF TRUSTEES.

WE WILL PRESENT THOSE PLANS AS WELL AS YOU WILL ULTIMATELY APPROVE THOSE.

A PART OF THAT IS RESOURCE ALLOCATIONS.

SO, YES, WE ARE YOU KNOW, WHILE WE DON'T HAVE A JUST A LIMITLESS SET OF FUNDS THAT WE HAVE AVAILABLE TO PUT TOWARDS THESE THINGS, WE DO HAVE RESOURCES THAT WE CAN DEPLOY DIFFERENTLY.

AND SO AS WE ARE DEVELOPING THOSE SPECIFIC STRATEGIES, MONIES THAT HAVE BEEN SPENT MAYBE ON AN IMPLEMENTATION OF SOMETHING THAT, YOU KNOW WHAT , IT'S NOT IT'S WE'RE NOT GETTING THE BANG FOR OUR BUCK WE WILL REDEPLOY THOSE RESOURCES TO HELP FUND THESE THINGS.

THE GREAT THING ABOUT A LOT OF THEM IS THAT IT'S REALLY NOT ABOUT MONEY.

A LOT OF WHAT WE ARE TALKING ABOUT ARE IT IS IT MIGHT BE SOME TRAINING, IT MIGHT BE SOME RETHINKING, IT MIGHT BE REDEPLOYING RESOURCES.

BUT IT'S REALLY NOT ABOUT APPLYING A WHOLE LOT OF MONEY TO IT.

IT REALLY IS ABOUT BEING AWARE OF WHAT THE NEED IS AND PROVIDING AND FILLING THAT GAP WHERE THE NEED IS.

AND SO, YOU KNOW, I AM CONFIDENT THAT WE HAVE THE RESOURCES THAT WE NEED.

WE JUST HAVE TO LOOK AT IT DIFFERENTLY.

BUT THEN FROM THE AND THEN JUST TO AGAIN, BECAUSE I THINK THIS IS A GREAT CONVERSATION FOR THE WHOLE COMMUNITY TO HAVE.

ONCE THE DISTRICT IMPROVEMENT PLAN IS APPROVED, WE BRING QUARTERLY REPORTS BACK TO THE BOARD AND THEY ARE POSTED ON OUR WEBSITE AS WELL, SO THAT OUR PARENTS AND OUR STAFF CAN ACTUALLY SEE WHAT PROGRESS ARE WE MAKING ON THE SPECIFIC STRATEGIES THAT YOU ALL ADOPTED.

WHERE ARE SOME THINGS THAT WORKED WELL? AND THEN WE MAY HAVE PUT SOME THINGS IN THE DISTRICT IMPROVEMENT PLAN.

AND BY OCTOBER WE REALIZED, OKAY, THAT WAS WHEELS OFF AND WE ARE GOING TO HAVE TO ADJUST AND WE ACTUALLY ADJUST THE DIP KIND OF MID-YEAR IF WE HAVE TO IF WE FIND OUT THAT IT'S NOT WORKING. SO THE ANSWER IS OFTEN AND IF THERE IS A RESOURCE NEED, I PROMISE YOU WE WILL COME TO THE BOARD SEEKING THAT RESOURCE IF WE FIND THAT WE DON'T HAVE IT ALREADY. COULD YOU CLARIFY ON THE CLIMATE SURVEY THAT WENT OUT WHEN AND WHAT WAS I KNOW YOU MENTIONED EARLIER.

WHAT'S OUR TEMPO GOING TO BE ON THE SUBSEQUENT ONES? YES. SO THE WINDOW WAS IN APRIL? YEAH, THE WINDOW WAS BASICALLY THE LAST THREE WEEKS OF APRIL.

AND SO WE WILL DO THE BEGINNING OF THE YEAR CLIMATE SURVEY IN SEPTEMBER.

IT'S LIKE LATE SEPTEMBER, EARLY OCTOBER.

AND THEN WE WILL DO THE END OF THE YEAR, THAT SAME KIND OF THE LAST THREE WEEKS OF THE SCHOOL YEAR AS WELL.

SO IT'S KIND OF THAT SAME CADENCE.

WELL, AND SO TO MR. AND ALL MY COLLEAGUES SAID IT PERFECTLY AND I'M SUPER HAPPY WITH WHAT CAME OUT OF THAT AND THE PARTICIPATION.

AND BUT TO MR. CORTEZ'S COMMENT EARLIER, I THINK, WHAT DID YOU SAY? IT TAKES TWO DATA POINTS FOR A LINE AND THREE FOR A TREND? SO LET'S START LET'S KEEP OUR FOOT ON THE GAS, START BUILDING THAT TREND.

SO THAT I WANT TO HAVE THE SAME CONVERSATION IN THE FALL AND HAVE IT NEXT SPRING AND WATCH THOSE KIND OF CLIMB UP.

I KNOW THERE'S WE'RE ALREADY KNOCKING 80 TO 90 AND, YOU KNOW, THERE'S NOT A LOT OF ROOM TO MAKE UP, BUT THERE'S ALWAYS ROOM TO MAKE UP.

THERE'S ALWAYS ROOM. SO LET'S KEEP PUSHING AT IT.

SO I THINK THIS IS GREAT.

AND AGAIN, WITH THE CIRCUMSTANCES AS WE SAW IT COMING OFF THE LAST COUPLE OF YEARS, IT'S SURPRISINGLY GREAT.

BUT I'LL TAKE IT AND RUN WITH IT ANY DAY OF THE WEEK.

AND THEN WHEN YOU WERE MENTIONING, I GUESS, TO MRS. MCGOWAN, SOME OF THE NOT DOLLARS SPECIFICALLY TO ACHIEVE SOME OF THESE GOALS? YOU KNOW, I KEEP THINKING A LOT OF IT JUST COMES DOWN TO PRIORITIZATION, YOU KNOW, AND IT'S WE TARGET WHAT YOU GUYS COME UP WITH, YOU ALL TARGET THOSE, BUT YOU MOVE THEM UP ON THE PRIORITY LIST BASED ON THINGS LIKE THIS CLIMATE SURVEY AND WHAT THE TEACHERS ARE ASKING FOR, THE ADMINISTRATORS ARE ASKING FOR, AND THAT DOESN'T TAKE MONEY TO MOVE STUFF ON A PRIORITY LIST.

SO NO, I'M JUST LIKE I HAVE NOTHING ELSE NOVEL TO TO GIVE.

BUT I THINK EVERYBODY SAID IT GREAT.

AND I THINK IT'S NOTHING BUT GOOD NEWS RIGHT NOW.

YEAH. AND YOU WILL SEE OUR BEGINNING OF THE YEAR RESULTS AND SO WE WILL NOW BEGIN TO SHOW AT THE SAME KIND OF CADENCE THAT WE DO MAP.

YOU'LL GET A BEGINNING OF THE YEAR AND YOU'LL GET THE END OF THE YEAR REPORT SO YOU'LL KIND OF SEE THAT NORMAL CADENCE BEGIN TO DEVELOP.

[02:15:01]

MS. BRANUM? MR. CORTEZ? NO. ALL RIGHT.

THAT CONCLUDES MY PRESENTATION SO.

IT WAS GREAT. THANK YOU, JACOB.

THANKS SO MUCH.

I APPRECIATE ALL OF THE QUESTIONS AND THE FEEDBACK THROUGHOUT.

IT'S ALWAYS WONDERFUL TO HAVE THE OPPORTUNITY TO BE UP HERE AND HAVE A DIALOG.

SO THANK YOU SO MUCH FOR THIS OPPORTUNITY.

THANK YOU. THANK YOU SO MUCH.

[VIII.C. Celebrate Eron Linn's Board Service]

SO FOR HIS MANY, MANY YEARS OF SERVICE ON THE BOARD, MANY, MANY, MANY YEARS, IT SEEMS LIKE IT'S BEEN A LONG TIME.

RIGHT. [LAUGHTER] SO I'LL GIVE EACH ONE OF YOU AN OPPORTUNITY TO SAY SOME WORDS TO MR. LINN. GO RIGHT AHEAD MR. POTEET. I'LL START IT. THIS IS LIKE A ROAST, RIGHT? NO, NO, I JUST WANTED TO TELL ERON YOU KNOW, WE'VE KNOWN EACH OTHER NOW FOR JUST A LITTLE OVER A YEAR, REALLY? AND WORK TOGETHER MY FIRST YEAR, HIS SIXTH PLUS YEAR OR THE SEVENTH YEAR, I GUESS ON THE BOARD.

AND I JUST WANTED TO EXPRESS MY THANKFULNESS FOR HIS INPUT AND COUNSEL FROM AN EXPERIENCE PERSPECTIVE, YOU KNOW, THE NUTS AND BOLTS OF HOW THE BOARD OPERATES AND HOW THE DISTRICT OPERATES AT THE BOARD LEVEL.

I MEAN, HE BRINGS SOME OF THAT THAT I DON'T THINK ANY OF US HAD THE EXPERIENCE LEVEL TO KIND OF HAVE BEEN THROUGH IT, UNDERSTOOD IT DAY IN AND DAY OUT.

SO I WANT TO THANK HIM FOR THAT HISTORICAL CONTEXT.

YOU KNOW, SIX YEARS OF HISTORY ON THE BOARD.

YOU'VE GOT A LOT OF CONTEXT AND WHY, WHERE, HOW, ALL THAT.

SO LEANING ON ERON TO ANSWER A LOT OF THAT AND HELP ME THROUGH DIFFERENT THINGS I THINK WAS CRITICAL AND THAT'S PROBABLY EQUAL FOR ALL OF US.

AND THEN FINALLY, I JUST WANT TO SAY, I MEAN, YOU KNOW, THERE'S ALL OF US EITHER HAVE KIDS IN THE DISTRICT RIGHT NOW OR JUST HAD KIDS IN THE DISTRICT RECENTLY.

BUT ERON'S ONE THAT HIS KIDS, RIGHTLY SO, COME FIRST.

AND THAT BRINGS A PASSION TO THE JOB AND A HEART TO THE JOB THAT THEN HE TAKES AND EXTRAPOLATES ACROSS THE DISTRICT.

AND SO I THINK THAT THAT'S SOMETHING THAT WE ALL NEED TO TRY AND MIRROR.

I SPECIFICALLY NEED TO TRY AND MIRROR AND REPLICATE, BUT YOU CAN DEFINITELY FEEL THE HEART AND PASSION AND WHERE IT COMES FROM AND HOW HE TRIES TO EXTRAPOLATE THAT AGAIN ACROSS THE ENTIRE DISTRICT.

AND SO THAT'S ONE THING THAT I'LL TRY AND KEEP ON THE BOARD THROUGH MY NEXT COUPLE OF YEARS ESPECIALLY.

SO THANKS FOR YOUR SERVICE.

IT'S A IT'S A CALLING AND IT DOESN'T PAY VERY WELL.

SO WE REALLY APPRECIATE THE TIME.

THANKS. THANK YOU, MR. POTEET VERY WELL SAID.

DID ANYONE ELSE WANT TO GO NEXT OR DO WE JUST WANT TO GO? ALL RIGHT. MS. MCGOWAN.

HEY. WELL, I HAVE THE LEAST EXPERIENCE HANGING OUT WITH YOU, BUT ALL OF YOU GUYS ARE AMAZING, AND I REALLY APPRECIATE YOU REACHING OUT TO ME WHILE BEFORE COMING ON BOARD HERE AND THE INPUT YOU'VE HAD WHILE I'VE BEEN HERE.

THANK YOU FOR BEING A GREAT EXAMPLE AND YOU'VE SET A GREAT EXAMPLE HERE.

AND EVEN WHILE BEING ON YOUR CAMPAIGN TRAIL, YOU'VE SET A GREAT EXAMPLE THERE, TOO.

SO THANK YOU SO MUCH.

WELL, WHEN I MISSED LAST WEEK, I WAS DISAPPOINTED THAT I MEAN, WHILE I WAS SO GLAD THAT I COULD CELEBRATE WITH MY FAMILY, MY NEPHEW'S GRADUATION, I HATED TO MISS MR. LINN'S RECEPTION.

AND SO I ALREADY TOLD YOU EVERYTHING.

I CALLED HIM LATE THAT NIGHT, AND I JUST.

BUT ONCE AGAIN, I DO PUBLICLY JUST WANT TO SAY THAT I'M VERY THANKFUL TO MR. LINN FOR WHEN I FIRST CAME ON, BECAUSE I TOO, LIKE RACHEL, LIKE MS. MCGOWAN, I WAS NEW AND WHILE I HAD A MENTOR AND EVERYTHING.

I APPRECIATE THAT YOU WERE ALWAYS SO CANDID AND YOU WERE ALWAYS SO HONEST WITH ME.

YOU DIDN'T BEAT AROUND THE BUSH ABOUT I THINK A LOT OF TIMES WHEN PEOPLE, YOU KNOW, HEY, YOU'RE ON THE BOARD OR WHAT'S IT LIKE? OH, IT'S GREAT, YOU KNOW, AND IT'S THIS, IT'S THAT.

AND YOU WERE VERY CANDID ABOUT WHAT IS, YOU KNOW, THIS IS THIS, AND THAT IS THAT.

AND I WAS VERY HONORED TO HAVE BEEN PLACED RIGHT AWAY TO WORK WITH YOU IN THE VERY BEGINNING, I WAS THE ALTERNATE, AND IT WAS FUN TO TO LEARN THROUGH YOU.

I JUST APPRECIATED THAT MR. LINN WAS ALWAYS AVAILABLE.

IF I HAD A QUESTION, HE ALWAYS TOOK MY CALL.

HE ALWAYS WAS SO PATIENT WITH ALL MY QUESTIONS.

[02:20:01]

YOU WERE ALWAYS JUST SO GENUINE.

AND LIKE WHAT MY COLLEAGUE MR. POTEET SAID, I REALLY ENJOY KIND OF LIVING THIS JOURNEY AND THE JOB WE DO KIND OF THROUGH ALSO, YOUR CHILDREN, YOU KNOW, I GET TO SEE I ADMIRE THE PASSION AND THE LOVE THAT YOU HAVE FOR ALL CHILDREN.

BUT YOU KNOW, ESPECIALLY AS A DAD, I SEE THAT AND THAT YOU ARE JUST SUCH A TRUE ADVOCATE FOR ALL KIDS.

AND LASTLY, I JUST APPRECIATE SOMEONE WHO COULD TRAIN ME AND TEACH ME ON STAR WARS BECAUSE I KNEW NOTHING.

[LAUGHTER] AND SO I LEARNED A LOT DIRECTLY AND INDIRECTLY, EVERYTHING THAT HAD TO DO WITH STAR WARS.

BUT I WISH YOU THE BEST, MR. LINN, ERON AND I JUST YOU KNOW WHERE I AM AND I'M ALWAYS HERE, AND I HOPE THAT WE CAN GO HAVE LUNCH AND STILL, YOU KNOW, HANG OUT AND ALL. BUT I WISH YOU WELL IN YOUR NEXT JOURNEY.

SO THANK YOU AGAIN FOR EVERYTHING.

MR. EAGER. HEY, LISTEN, I'VE GOT I'M BEING ONE OF THE OLD TIMERS ON THE BOARD. [LAUGHTER] I'VE GOT TO KNOW ERON ABOUT FIVE YEARS AGO.

AND, YOU KNOW, AND I'VE HAD THE HONOR TO SERVE WITH HIM FOR THIS LAST COUPLE OF YEARS.

AND I CAN TELL YOU, YOU KNOW, FOR THE LAST SEVEN YEARS, JUST FOR ALL THE MEMBERS OF THIS BOARD, WE KNOW THEIR SACRIFICES AND IT SACRIFICES THE TIME AWAY FROM YOUR FAMILY FOR A HIGHER CALLING.

AND I KNOW THAT YOUR FAMILY IS SUCH AN INCREDIBLE IMPORTANCE.

AND TO GIVE THAT TIME TO HELP OUR COMMUNITY IS A EVEN BIGGER SACRIFICE.

AND MAN, YOU ARE THE TRUE DEFINITION OF A SERVANT LEADER.

AND I MEAN, IT'S LIKE YOU'RE SOME KIND OF EAGLE SCOUT.

OH, WAIT A MINUTE. YOU ARE AN EAGLE SCOUT.

BUT, YOU KNOW, WHEN I CAME ON THE BOARD, MUCH LIKE MY COLLEAGUES HERE, YOU TOOK THE TIME, YOU KNOW, BECAUSE THERE'S AS MUCH AS YOU CAN TRAIN AND STUDY AND GET READY TO BE ON THE BOARD, I AM TELLING YOU, IT IS JUST THE BEGINNING OF A JOURNEY.

AND YOU WERE KIND ENOUGH TO GIVE ME YOUR TIME FOR THE SIMPLE COST OF A WHATABURGER.

AND IT'S A YOU KNOW, IT'S A PAY RAISE.

BUT AND I WAS SO IMPRESSED DEPTH AND KNOWLEDGE AND UNDERSTANDING.

AND, YOU KNOW, IN SPORTS ANALOGIES, YOU LEFT IT OUT ON THE FIELD THAT, YOU KNOW, YOU GAVE EVERYTHING YOU COULD, EVERYTHING.

AND IN THE ACCOMPLISHMENTS YOU'VE HAD IN YOUR TENURE ON THE BOARD, I CAN TRULY SAY THAT RICHARDSON ISD COMMUNITY IS A BETTER DISTRICT NOW AND IN THE FUTURE BECAUSE YOU SERVED ON THIS BOARD.

SO THANK YOU FOR YOUR TIME.

I'LL MISS YOU AND I HOPE THIS IS JUST THE NEXT CHAPTER OF A LONGER PUBLIC SERVICE.

WELL, ERON, I'M GOING TO MISS MY LITTLE NEXT DOOR SEAT NEIGHBOR OVER HERE, WHO IS OFTEN SILLY, VERY FUNNY, AND ALSO IS REALLY GREAT TO WORK WITH.

I FEEL SUPER LUCKY THAT WE'VE GOTTEN TO WORK TOGETHER.

I'M CERTAINLY GOING TO MISS ASKING WHERE'S ERON AT GRADUATIONS? INEVITABLY WE WOULD BE LIKE, WHERE'S ERON? AND HE'S LIKE, OFF CHATTING WITH SOMEBODY ELSE.

I'M LIKE, WE GET EVERYBODY TOGETHER, WE TURN, WHERE'S ERON SO I'M CERTAINLY GOING TO MISS THAT.

I'M GOING TO MISS SOMEBODY STEALING MY COFFEE IN THE MORNING WHEN I NEEDED IT AT GRADUATIONS.

[LAUGHTER] AND DRINKING FROM IT.

I MEAN, AND THEN THROWING IT AWAY.

I DON'T KNOW. I KNOW.

GETTING TO TALK A LITTLE SOCCER AND STRATEGY AND OBVIOUSLY THE [INAUDIBLE] GAME WITH THE STAR WARS IS PRETTY STRONG.

SO WE'RE CERTAINLY GOING TO MISS THAT FOR SURE.

I KNOW THAT SERVING ON THIS BOARD IN POLICY PARTICULARLY HAS BEEN A CALLING FOR YOU AND A PASSION.

AND YOU BELIEVE IN WHAT POLICY CAN DO FOR OTHERS.

AND I'M JUST SO APPRECIATIVE OF I'M APPRECIATIVE OF YOUR TIME THAT YOU SPENT WITH ME, EVEN IF WE WEREN'T SEEING EYE TO EYE.

YOU MADE ME LOOK AT SOMETHING FROM A DIFFERENT LENS.

AND THAT IS SO VALUABLE TO LOOK AT THINGS DIFFERENTLY THAN HOW YOU MIGHT ALWAYS DO THAT.

YOU WERE GENEROUS WITH YOUR KNOWLEDGE, MAKING SURE THAT WE ALL HAD WHAT WE NEED TO MAKE THE BEST DECISION THAT WE COULD AT THE TIME BY HAVING THAT.

[02:25:02]

YOU KNOW, LISTEN, I'M NOT GOING TO LIE.

YOU'RE LIKE A LITTLE MAVERICK. EVERY TIME YOU TURN ON THAT MICROPHONE, I'M SOMETIMES SCARED WHAT'S GOING TO HAPPEN.

BUT THEN YOU PRESS THE BUTTON AND IT TURNS GREEN.

AND INEVITABLY, THE FIRST THING THAT COMES OUT OF YOUR MOUTH IS THANKING THE STAFF FOR THEIR PRESENTATION, FOR THEIR KNOWLEDGE, FOR WHATEVER.

I MEAN, I'VE HEARD YOU DO IT TIME AND TIME AGAIN AND WHAT A GREAT VALUE.

RIGHT? THAT EVERYBODY KNOWS HOW APPRECIATIVE YOU ARE OF THEIR WORK.

I DON'T THINK THERE'S ANYBODY AT LEAST I CAN'T THINK OF THAT LIKE YOU HAVEN'T TRIED TO THANK AND MAKE SURE THAT THAT THEY KNEW HOW MUCH YOU APPRECIATED THE TIME THEY PUT INTO WHAT WE HAD. SO AND THEN I JUST WANTED TO THANK YOU BECAUSE EVEN WHEN WE DIDN'T AGREE ALL THE TIME AND WE HAD GREAT, THOUGHTFUL CONVERSATIONS, EVEN IF WE AGREED TO DISAGREE, IT ALWAYS THE CONVERSATION MADE IT BETTER.

IT MADE MY DECISIONS BETTER.

I THINK IT MADE OUR BOARD BETTER FOR HAVING THOSE DISCUSSIONS EVEN WHEREVER WE LANDED.

RIGHT. AND WHAT A GREAT EXAMPLE FOR EVERYBODY TO HAVE CONVERSATIONS WHERE YOU DON'T AGREE, YOU PUSH EACH OTHER'S THOUGHT PROCESS AND THEN YOU LAND WHERE YOU LAND. THAT HAS BEEN FANTASTIC.

I KNOW THAT YOU'VE BEEN A STRONG TEAMMATE AND I'M SO THANKFUL FOR YOUR SERVICE.

MY KIDS HAVE DIRECTLY BENEFITED FROM THAT.

MY FAMILY IS DIRECTLY BENEFITED FOR THAT.

AND EVEN IF YOU DRANK MY COFFEE, ERON, I'M STILL SO GLAD THAT WE'VE HAD THIS OPPORTUNITY.

AND I KNOW THAT WE'LL STILL BE PICKING YOUR BRAIN AND WE'LL STILL YOU'LL BE AROUND AND GIVING US YOUR THOUGHTS.

AND I'M GRATEFUL AND LOOKING FORWARD TO IT.

SO THANK YOU. IT'S ALWAYS TOUGH BEING LAST BECAUSE YOU DON'T WANT TO SAY WHAT EVERYONE HAS ALREADY SAID.

RIGHT. BUT I WILL SAY THAT, YOU KNOW, BASED ON EVERYTHING THAT MY COLLEAGUES HERE HAVE SAID, YOU KNOW, EVERYTHING IS ABSOLUTELY TRUE.

I'VE SAT AROUND THIS HORSESHOE WITH YOU A LITTLE BIT LONGER THAN EVERYONE WHO IS HERE.

AND I WILL SAY SECRETLY, I HAVE FOLLOWED YOU.

I HAVE LISTENED TO YOU.

AND I HAVE ALWAYS THOUGHT THAT YOU HAVE BROUGHT A WEALTH OF KNOWLEDGE TO THIS HORSESHOE.

I'VE APPRECIATED THAT.

AND WHAT MY COLLEAGUE MR. EAGER SAID STATES A LOT.

BEING ON THIS BOARD TAKES YOU AWAY FROM YOUR FAMILY AND I KNOW HOW COMMITTED YOU ARE TO YOUR FAMILY.

SO TO ME THAT MEANS A LOT.

BUT BACK TO WHAT MR. POTEET SAID.

I ALSO KNOW THAT YOUR FAMILY IS NUMBER ONE.

SO I ALSO APPRECIATE THAT AS WELL.

I APPRECIATE YOUR LOVE FOR THE DISTRICT.

I APPRECIATE EVERYTHING THAT COMES OUT OF YOUR MOUTH IS SO THAT WE WILL HAVE A BETTER RISD AND THAT EVERYTHING IS DONE FOR ALL STUDENTS.

I TRULY BELIEVE THAT.

AND, YOU KNOW, I JUST APPRECIATE THE WEALTH OF KNOWLEDGE THAT YOU BRING.

I APPRECIATE YOUR HISTORY.

I WAS SUPER EXCITED THAT WE WERE ABLE TO CONDUCT A SUPERINTENDENT SEARCH WITH YOU ON BOARD, BECAUSE I KNEW THAT YOU HAD THE KNOWLEDGE, YOU HAD THE EXPERIENCE, AND YOU HAD THE PASSION FOR IT.

AND SO THAT MADE ME FEEL MORE COMFORTABLE ABOUT DRIVING IT.

SO I APPRECIATE THAT FROM YOU.

ALSO, MS. TIMME STATED YOUR POLICY, YOUR LOVE FOR POLICY.

THE ONLY THING I HATE ABOUT YOU LEAVING SO SOON IS THAT YOU'RE NOT GOING TO BE ABLE TO DIG INTO THAT POLICY WITH US WHEN WE GET STARTED.

SO, YES, BECAUSE I KNOW THAT YOU'RE SUPER KNOWLEDGEABLE ABOUT THE POLICY AND I KNOW THAT THAT WAS PART OF YOUR PASSION AS WELL.

SO I APPRECIATE THAT ABOUT YOU.

SO I WILL MISS YOU.

I WILL MISS STAR WARS BECAUSE I KNOW NOTHING ABOUT STAR WARS.

I KNOW JUST ENOUGH TO BE DANGEROUS.

AND SO I LOVE WHEN YOU JUST PICK UP YOUR PANT LEGS AND THERE'S YOUR SOCKS THAT SAY STAR WARS.

BECAUSE WHEN I SAID MY WORDS AT YOUR RECEPTION THE OTHER NIGHT, I WAS VERY CONFIDENT IN SAYING THAT MR. LINN PROBABLY HAS ON A PAIR OF STAR WARS SOCKS RIGHT NOW.

AND WHAT HAPPENED? YOU PULLED UP YOUR PANT LEG AND THERE THEY WERE.

THERE THEY ARE. BUT I REALLY, REALLY APPRECIATE YOU.

I'M GOING TO MISS YOU MORE THAN YOU KNOW, MORE THAN YOU KNOW.

SO I THANK YOU FOR YOUR TIME.

AND I ABSOLUTELY THANK YOU FOR YOUR SERVICE.

SO I ACTUALLY TEXTED THE TEAM BECAUSE WE, PEOPLE AROUND THIS HORSESHOE ON EACH OF THE SIDES, WE'VE BEEN ON THIS JOURNEY WITH YOU THE ENTIRE TIME THAT YOU HAVE BEEN ON THE BOARD AND FROM YOUR SWEARING IN UNTIL THE DAY THAT WE'RE GOING TO WATCH YOU WALK AWAY FROM THAT BOARD SEAT.

AND SO JUST FOR YOU TO HEAR SOME OF THE THINGS THAT THEY SHARED ABOUT YOU, YOUR TRUE LOVE AND SUPPORT FOR ALL THINGS RISD.

[02:30:09]

YOU CAN'T EVER QUESTION YOUR DEDICATION FOR KIDS.

AND AGAIN, THERE MIGHT HAVE BEEN A QUESTION OR A, YOU KNOW, A THOUGHT THAT MAYBE THERE'S A DIFFERENT PATH TO GO THROUGH.

BUT THE OUTCOME FOR KIDS WAS NEVER QUESTIONED LIKE EVERYONE KNEW THE OUTCOME THAT YOU WANTED FOR KIDS.

YOU HELD US ACCOUNTABLE.

YOU WEREN'T AFRAID TO ASK SOMETIMES THE HARD QUESTION, THE UNCOMFORTABLE QUESTION.

YOU WERE WILLING SOMETIMES TO HAVE THE HARD VOTE IF IT WAS SOMETHING THAT IN YOUR HEART YOU DID NOT FEEL WAS ALIGNED WITH WHAT YOU FELT WAS IN THE BEST INTEREST OF THE DISTRICT. AND THAT SPEAKS VOLUMES TO WHO YOU ARE, YOUR INTEGRITY TO YOUR CHARACTER, YOUR COMMUNITY VOICE, THAT YOU'RE JUST COMMITMENT IN THIS CONSTANT REMINDER THAT THESE ARE COMMUNITY SCHOOLS.

AND HOW DO WE ENSURE THAT OUR COMMUNITY AND OUR PARENTS ARE INVOLVED IN THAT? YOU VOTE YOUR CONSCIENCE, YOUR PASSION FOR FACILITIES AGAINST SOME TOPICS THAT SOMETIMES BOARD MEMBERS REALLY LIKE.

IT'S, YOU KNOW, THEY'RE LIKE, OKAY, MOVE ON WITH THAT.

BUT WHETHER IT'S POLICY UPDATES OR FACILITIES, YOU KNOW, THESE ARE THINGS THAT YOU REALLY YOU COMPLIMENTED THE TABLE AND YOU MADE THESE THINGS A PRIORITY THAT SOMETIMES CAN BE OVERLOOKED.

BUT YOU MADE SURE THAT THEY WEREN'T.

PEOPLE UNDERESTIMATE ALSO THAT YOU HAVE A REAL LOVE FOR ATHLETICS.

YOU WERE A BIG PART OF ADDING COACHES WHEN WE WERE SO FAR BELOW BENCHMARK.

YOU WERE A PART OF OUR STRENGTH AND CONDITIONING IN MAKING SURE THAT WE PRIORITIZED RESOURCES FOR THAT.

AT THE SAME TIME, YOU HAVE A DEEP LOVE FOR FINE ARTS AND A PASSION FOR MAKING SURE THAT WE HAVE A PREMIERE PROGRAM SO THAT STUDENTS ARE CONNECTED IN SOME WAY.

YOU ARE FUNNY AND A LOT OF PEOPLE DON'T KNOW THAT ABOUT YOU.

LIKE YOU'RE ACTUALLY FUNNY AND YOU HAVE THAT FUNNY WIT ABOUT YOU THAT SOMETIMES CAN CATCH PEOPLE BY SURPRISE.

AND PEOPLE DON'T ALWAYS KNOW THAT ABOUT YOU.

SO I, YOU KNOW, I COULD GO ON AND ON, BUT WE JUST WE ON BEHALF OF OUR ENTIRE LEADERSHIP TEAM, WE THANK YOU.

WE THANK YOU FOR MAKING US BETTER.

WE THANK YOU FOR CARING ENOUGH TO SOMETIMES AGAIN, FAMILY IS YOUR NUMBER ONE PRIORITY.

BUT WE FELT LIKE A PART OF YOUR FAMILY AND YOU MADE US A NUMBER ONE PRIORITY AS WELL.

AND SO WE THANK YOU.

WE THANK YOU.

YOU HAVE BEEN A SERVANT LEADER.

YOU SERVED ON THE CITY AND SUPPORTED CITY EFFORTS.

I HAVE NO DOUBT THAT IT IS THIS IS A 100% NOT A GOODBYE.

THIS IS JUST A UNTIL WE SEE WHAT AREAS YOU'RE GOING TO SERVE NEXT AND HOW YOU'RE GOING TO MAKE A DIFFERENCE NEXT.

BUT YOU HAVE AN ENTIRE TEAM HERE THAT WILL BE YOUR GREATEST CHEERLEADERS IN WHATEVER THAT NEXT ENDEAVOR IS.

AND WE KNOW THAT YOU'RE COACHING SOCCER AND TO GET TO POUR YOUR LOVE INTO THAT AND BUILD AN INCREDIBLE TEAM THAT'S GOING TO HAVE GREAT OUTCOMES, WE CAN'T WAIT TO BE A PART OF WITNESSING THAT AS WELL.

SO WE LOVE YOU, WE CELEBRATE YOU.

WE WISH YOU NOTHING BUT THE BEST.

I THINK IT WAS YOU KNOW MS. CASTON WHO WOULD ALWAYS SAY, DON'T FORGET, THIS IS YOUR HOME.

THIS IS WE ARE GOING TO ALWAYS BE A PART OF YOUR HOME.

YOU'RE ALWAYS WELCOME AS A PART OF OUR HOME, AND WE WILL FOREVER BE CONNECTED IN THAT WAY.

SO THANK YOU. THANK YOU, MR. LINN. DID YOU WANT TO SAY A FEW WORDS? SURE. I DIDN'T WRITE ANYTHING.

I SAID EVERYTHING THAT I NEEDED TO SAY LAST WEEK.

BUT MY TIME HERE HAS BEEN VERY SPECIAL.

I GOT TO SERVE MY COMMUNITY.

AND DO MY BEST FOR KIDS AND TEACHERS.

YOU KNOW MY DAD WAS A TEACHER HERE AND I GREW UP WALKING THE HALLS OF APOLLO.

AND SO MY PARENTS BOTH WENT TO SCHOOL HERE WELL MY WHOLE FAMILY.

AND SO. EVEN THOUGH I DID GO TO SCHOOL NEXT DOOR, YOU KNOW, THIS WAS ALWAYS A VERY SPECIAL PLACE FOR ME.

AND SO WHEN I SAW THE OPPORTUNITY TO SERVE MY COMMUNITY IN A DIFFERENT WAY, I DIDN'T STOP.

[02:35:02]

AND I WAS LUCKY ENOUGH THAT FIRST TERM TO NOT DRAW AN OPPONENT.

AND THEN I FINISHED THAT TERM AND THAT NEXT YEAR CAME AROUND AND I DIDN'T DRAW AN OPPONENT THEN.

SO I HAD TWO OPPORTUNITIES TO NOT HAVE AN OPPONENT.

AND SO I WAS I FELT I WAS KIND OF VERY GRACED TO BE HERE AND TO DO THE WORK.

AND THEN IN 2019, WHEN WE WENT TO SINGLE MEMBER DISTRICTS HAD AN OPPONENT I WON.

AND THAT WAS JUST FOR ME AN AFFIRMATION THAT I WAS DOING THE RIGHT THINGS BY MY COMMUNITY.

AND I HAD ANOTHER THREE YEARS AND.

YOU KNOW, THERE WERE THINGS THAT I WANTED TO DO THAT LIKE POLICY WORK THAT WE DIDN'T HAVE AN OPPORTUNITY TO GET DONE, BUT.

YOU KNOW, WHO WOULD HAVE THOUGHT THAT THIS PANDEMIC WOULD HAVE HIT ALL OF US THE WAY IT DID? I MEAN, NO ONE COULD HAVE SEEN THAT COMING.

AND. YOU KNOW, I JUST WHEN I LOOK AT THE LAST TWO YEARS, I THINK THE BIGGEST CONTRIBUTION THAT I GAVE. AND I WAS JUST TELLING A COWORKER TODAY THAT IT WAS THE REALIZATION FOR ME AS A PARENT, BUT THEN AS AN ELECTED OFFICIAL, WAS TO GET THE KIDS BACK INTO SCHOOL AS QUICKLY AS POSSIBLE BECAUSE THAT'S WHERE THEY LEARN THE BEST IS IN SCHOOL.

AND SO.

YOU KNOW, I'M REALLY YOU KNOW, I LOOK AT THE NUMBERS THAT WE HAVE TONIGHT ON STAAR AND MAP AND I'M REALLY SUPER PROUD OF THOSE. I MEAN, I BUY NO, I DON'T TAKE ANY CREDIT FOR THAT AT ALL BECAUSE I'M NOT A TEACHER.

DON'T WANT TO BE A TEACHER. ALL THAT WORK IS DONE IN THE CLASSROOM BY OUR TEACHERS, BY OUR ADMINISTRATORS, YOU GUYS SUPPORTING OUR TEACHERS. AND YOU GUYS DESERVE ALL THE CREDIT.

YOU KNOW, I WAS JUST A VOICE THAT REALLY JUST PRESSED TO MAKE SURE THAT THAT'S THE DIRECTION WE WERE GOING AND AND WE'RE IN A BETTER PLACE FOR IT I FEEL AS A DISTRICT.

I THINK OUR KIDS ARE IN A BETTER PLACE FOR IT, I THINK TO MS. TIMME YOUR POINT EARLIER THAT WE'RE LOOKING AT A LOT OF TRAUMA THAT'S BEEN INFLICTED OVER THE LAST TWO YEARS ON OUR KIDS, OUR FAMILIES, OUR COMMUNITIES.

AND IT MAY TAKE A LITTLE BIT LONGER FOR US TO GET OUT OF THAT.

BUT I KNOW I CAN WALK AWAY AND THE DISTRICTS IN GOOD HANDS.

AND I KNOW THAT MY THREE KIDS ARE IN GOOD HANDS.

I KNOW WE HAVE MY FOCUS ON FACILITIES HAS BEEN BECAUSE WE NEED SAFER SCHOOLS.

WE NEED SCHOOLS THAT HAVE AIR CONDITIONING AND HEAT AND THE BEST LIGHTS AND THE BEST TECHNOLOGY THAT WE CAN PROVIDE.

BECAUSE I REMEMBER WHEN I WAS I THINK I'VE TOLD THE STORY BEFORE IN 1986, WHEN THE CHALLENGER DISASTER HAPPENED, I WAS IN A COMPUTER LAB WHEN I FOUND OUT ABOUT IT IN FIFTH GRADE.

AND I REMEMBER WORKING ON THOSE GREEN SCREENS, GREEN MONOCHROME SCREENS, BUT I WAS LEARNING ON THE TECHNOLOGY OF THAT DAY.

AND IN ORDER FOR OUR KIDS TO BE PREPARED FOR THE JOBS OF TOMORROW, THEY HAVE TO LEARN ON THE TECHNOLOGY OF TODAY.

AND SO I'M REALLY, REALLY PROUD OF WHERE WE ARE.

AND WHERE OUR TEACHERS ARE IN TERMS OF SUPPORTING OUR KIDS, WHERE OUR COMMUNITY HAS BEEN IN SUPPORTING OUR KIDS AND MAKING SURE THEY HAVE THE BEST THAT WE CAN GIVE THEM. AND I'M JUST APPRECIATIVE OF YOU GUYS COMMENTS.

I MEAN, IT JUST TOUCHED MY HEART SO MUCH.

THANK YOU FOR WHAT YOU SAID, BECAUSE IT'S WHEN YOU.

THE BIGGEST THING I CAN ASK FOR IS YOUR RESPECT.

AND I FEEL LIKE I'VE DONE THAT.

AND SO I JUST WANT TO THANK YOU ALL.

I'M SURE I WILL INDIVIDUALLY AT SOME POINT IN TIME.

AND YOU GUYS ARE GREAT.

YOU'RE I SEE A VERY BRIGHT FUTURE FOR YOU ALL.

[02:40:01]

AND I ALWAYS LOOK BACK ON THIS SEVEN YEARS IS VERY IMPORTANT TO MY LIFE.

SO THANK YOU ALL VERY MUCH.

THANK YOU. I WOULD LIKE TO THANK THE STAFF, OUR VISITORS, MY COLLEAGUES FOR BEING HERE THIS EVENING.

THE BOARD WILL NOW CONVENE TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

[IX. ENTER CLOSED MEETING]

COLLEAGUES WE'LL MEET UPSTAIRS.

10 MINUTES. TAKE A QUICK BREAK.

IF I COULD BEFORE WE LEAVE MS. HARRIS SOMEBODY. THIS IS JUST SOMETHING I WANT TO THINK ABOUT REAL QUICK WHEN WE HAD STAFF HERE, I WANTED TO JUST POINT OUT THE JOB THAT STAFF'S DONE, BUT PARTICULARLY MS. BRANUM. WE HAD WITH THIS YEAR AND TO NOT TO TAKE AWAY FROM MR. LINN BUT THIS IS OUR LAST MEETING OF THE SCHOOL YEAR.

AND I KNOW THAT MR. BRANUM FILLED A DIFFERENT ROLE SECOND HALF THAN THE FIRST HALF AND DIDN'T SEE THAT COMING EITHER.

AND I JUST WANT TO TAKE A MINUTE AND NOT LONG TALK OR ANYTHING, BUT I JUST REALLY THINK THAT WE OWE HER A LOT THIS SEMESTER AND SHE'S DONE A HELL OF A JOB.

THE STAFF'S DONE A HELL OF A JOB IN SUPPORTING HER BECAUSE SHE NEEDED THAT SUPPORT.

WE ASKED HER TO TAKE THIS ROLE.

SHE OBLIGED.

AND I THINK THAT WE'RE ENDING IT ON A HIGH NOTE.

AND HER REWARD IS SHE GETS TO SPEND THREE DAYS WITH US IN SAN ANTONIO THIS WEEK.

SO I'M NOT SURE IF THAT'S A REWARD, BUT I JUST WANT TO TAKE A SECOND ON THE LAST MEETING TO MAKE SURE THAT WE RECOGNIZE THAT EFFORT.

SO. AMEN. [APPLAUSE] VERY WELL SAID MR. POTEET.

THE BOARD IS RETURNING TO OPEN SESSION AT 10:36 P.M., HAVING TAKEN NO ACTION WHILE IN CLOSED SESSION.

THIS MEETING IS ADJOURNED AT 10:36 P.M.

ON JUNE 13, 2022.

* This transcript was compiled from uncorrected Closed Captioning.