Sep 29, 2022 Study Session

LET'S DO IT.

[00:00:03]

YOU GOT THIS. ALL RIGHT.

[I. CALL TO ORDER]

GOOD EVENING. WELCOME TO THE WORK SESSION OF THE RICHARDSON ISD BOARD OF TRUSTEES.

I AM REGINA HARRIS, PRESIDENT OF THE BOARD.

THANK YOU ALL FOR COMING.

WE DO HAVE A QUORUM TONIGHT, AND THIS MEETING IS CALLED TO ORDER AT 6:00 P M.

IT IS TIME FOR OUR PUBLIC COMMENT SECTION.

[II. PUBLIC COMMENT SECTION]

ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.

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

PERSONS WISHING TO ADDRESS THE BOARD MUST HAVE REGISTERED ONLINE BEFORE THE MEETING AND MUST BE PRESENT AT THE TIME THEIR NAME IS CALLED.

THEIR NAME IS CALLED IN ORDER TO ADDRESS THE BOARD.

THE PROCEDURES FOR ADDRESSING THE BOARD ARE AVAILABLE ON THE RISD BOARD OF TRUSTEES WEBSITE.

DURING TONIGHT'S WORK SESSION, SPEAKERS MAY ONLY COMMENT ON A TOPIC THAT IS ON THE BOARD'S AGENDA.

A SPEAKER WHO ATTEMPTS TO ADDRESS A NON AGENDA RELATED ITEM OR TOPIC MUST STOP HIS OR HER COMMENTS WHEN DIRECTED.

A REGISTERED SPEAKER IS ALLOWED ONE PUBLIC COMMENT FOR EACH MEETING.

A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER.

SPEAKERS WHO WISH TO PROVIDE WRITTEN MATERIALS TO THE BOARD SHOULD GIVE THEM TO AN RISD STAFF MEMBER PRIOR TO THE MEETING.

THE STAFF MEMBER WILL PROVIDE THE MATERIALS TO THE BOARD.

IN THIS CASE, WE'RE HERE AT THE TABLE, SO PLEASE DON'T APPROACH THE TABLE OR CONFERENCE TABLE DURING THE COMMENTS.

THE BOARD WILL NOT ENGAGE IN DIALOG WITH SPEAKERS AND THE BOARD CANNOT DELIBERATE OR MAKE A DECISION ON ANY SUBJECT THAT IS NOT ON THE AGENDA.

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 HAVE BEEN ADDRESSED THROUGH PROPER ADMINISTRATIVE CHANNELS AND WHEN THEY HAVE BEEN PLACED ON THE AGENDA. ATTACKS OF ANY PERSONAL NATURE WILL NOT BE ALLOWED OR TOLERATED.

SPEAKERS WHO HAVE A COMPLAINT REGARDING AN EMPLOYEE OR OFFICIAL SHOULD COMPLY WITH THE APPROPRIATE COMPLAINT POLICY AVAILABLE ON OUR WEBSITE.

A DIGITAL TIMER WILL PROJECT ON THE SCREEN AND WILL COUNT DOWN A SPEAKER'S TIME FROM 3 MINUTES TO ZERO.

SPEAKERS MAY REFER TO THE SCREEN FOR THEIR REMAINING TIME.

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

EACH SPEAKER MUST PROMPTLY END THEIR COMMENTS WHEN THE LOT OF TIME HAS ELAPSED.

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

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

SPEAKERS, PLEASE APPROACH THE PODIUM WHEN I CALL YOUR NAME.

PRIOR TO BEGINNING YOUR COMMENT.

PLEASE STATE YOUR NAME AND THE SCHOOLS YOUR CHILDREN ATTEND OR ATTENDED.

AND WE WILL BEGIN THIS EVENING WITH MR. EWEN BLACKMAN.

[INAUDIBLE] MY NAME IS EWEN BLACKMAN.

MY [INAUDIBLE] JJ PEARCE.

CESAR CHAVEZ SAYS THE FIGHT IS NEVER ABOUT GRAPES OR LETTUCE.

IT IS ALWAYS ABOUT PEOPLE.

ALTHOUGH THAT APPROPRIATE HISPANIC HERITAGE MONTH.

AS WE LOOK AT THE GOAL SETTING, WE HAVE MULTIPLE DEMOGRAPHICS TO BREAK OUT AND TO ANALYZE.

IN DIGESTING THE DATA, I WOULD IMPLORE YOU TO REMEMBER THOSE WORDS.

IT'S ABOUT THE PEOPLE IN THAT CASE, ABOUT THE STUDENTS.

AND IN THE CASE OF GRAPES OR LETTUCE, IT'S ABOUT THE NUMBERS, ABOUT THE READING, ABOUT THE MATH, ABOUT THE SCIENCE, AND HOW WE LOOK AT THAT AND QUANTIFIABLE DATA AND QUANTIFIABLE DATA.

I WAS ON A PANEL AT THE DALLAS EDUCATION FORUM A COUPLE OF YEARS AGO, AND I NOTED THEN THAT WE HAD BECOME SO DATA WISE, BUT STUDENT FOOLISH THAT WE MISSED THE PERSON THAT WE'RE TRYING TO EDUCATE AT THE END OF IT.

AND SO IN DOING THAT, I WOULD EMPLOY PLEASE TO THINK ABOUT THAT STUDENT IN THE CLASSROOM THAT WE ARE TRYING TO GET TO GRADUATE TO TRY TO HAVE SKILLS AND SETS AND KNOWLEDGE, TO THEN GO ON TO UNIVERSITY AND DO WELL.

SO IN LOOKING AT OBJECTIVES TONIGHT, WE WANT TO MAKE SURE THAT QUANTIFIABLE AND QUANTIFIABLE GOALS, METRICS THAT ARE TRANSPARENT AND LAUDABLE.

THESE THESE GOALS THAT WE LOOKED AT FOR THE PAST FIVE YEARS ARE MENTIONED OFTEN IN OUR DISCUSSIONS.

SO LET'S LOOK AT SOME OF THOSE PROPOSALS THAT WE HAVE BEFORE US TONIGHT.

THIRD GRADE READING AS REQUIRED BY HOUSE BILL THREE, OF COURSE, 51 TO 60% BY 2027.

THAT JUST SEEMS SO LOW. I THINK WE CAN SHOOT HIGHER AND I THINK WE CAN PROBABLY ADVANCE THAT MUCH GREATER.

I WAS HERE WHEN THE PREVIOUS BOARD, I DON'T THINK ANYBODY WAS HERE AT THAT TIME, DISCUSSED THE GOALS FIVE YEARS AGO AND THERE WAS A LOT OF CONSTERNATION ABOUT ARE THESE ACHIEVABLE GOALS. HOW FAST CAN A STUDENT LEARN? THE HOUSE BILL 4545 NOT NOT SHOW THAT WE COULD ACCELERATE SOME LEARNING AND WE GOT SOME GREAT RESULTS LAST TIME AROUND.

CONGRATULATIONS TO STAFF AND SUPERINTENDENT BRANUM.

[00:05:03]

SO WE SHOWED WE CAN PROVE IT.

WE DON'T NEED TO GO SMALL INCREMENTS.

WE CAN LOOK A LITTLE BIGGER, DREAM A LITTLE BOLDER, TAKE THAT DANGEROUS STEP FORWARD, DO SOMETHING LIKE DANGEROUS.

IMAGINE BIGGER, 60%.

SO A THIRD GRADE MATH.

WE'RE LOOKING AT 45 TO 55% BY 2027.

AND THEN CMR, WHICH [INAUDIBLE] DROP THE MARKERS.

THEY DON'T REALLY LOOK AT THAT METRIC ANYMORE.

BUT 58 TO 70, THAT'S A LITTLE BETTER.

I THINK WE GET INTO THE 70S, GET AT LEAST PASSING, RIGHT? AND THEN FINALLY, ON THE BOND REDUCTIONS [INAUDIBLE] I JUST I JUST HARKEN BACK A LITTLE BIT TO WHEN I GOT INVOLVED FOR THE FIRST TIME IN 2016 WHEN WE DID THAT BOND FOR $437 MILLION THING INTO A FOOTBALL FIELD AND ALL OF THAT.

AND NOW WE'RE HAVING TO FIND WAYS TO CUT BACK WHAT WE PROMISED FOLKS WE COULD DO.

I LOOK AT HAMILTON PARK, NORTHRIDGE AND STOLTZ.

THEY DESERVE TO BE REMODELED.

I TAUGHT IN ONE OF THEIR SCHOOLS 17 YEARS AGO.

NOTHING'S HAPPENED IN THOSE 17 YEARS.

AND WE HAVE SOME MONEY.

WE DO HAVE MONEY IN THE BUDGET THAT CAN'T TRANSFER ACROSS.

TALK TO MR. [INAUDIBLE]. HE'LL EXPLAIN ALL THAT TO YOU.

BUT WE HAVE A LARGE AMOUNT OF MONEY.

WE SPEND SOME OF THAT THIS TIME AROUND.

I THINK THIS IS WORTH IT FOR DOING IT.

CLOSE THIS BOND OUT.

GET THE GUYS WHAT THEY NEED.

LET'S MAKE IT HAPPEN. THANK YOU, FOLKS.

THANK YOU, MR. BLACKMAN.

OUR NEXT SPEAKER WILL BE MR. RANDY BLANKENSHIP.

SO MY NAME IS RANDY BLANKENSHIP, AND I WANT TO THANK THE BOARD FOR THIS OPPORTUNITY TO [INAUDIBLE].

TOPIC OF MY PUBLIC COMMENT IS BOARD GOALS FOR 2022.

YESTERDAY I EMAILED MY RELEVANT TEXAS EDUCATION CODE ENGLISH LANGUAGE, MATHEMATICS, SCIENCE AND SOCIAL STUDIES.

SINCE THIS IS TRUE, THEN ENRICHMENT CURRICULUM AND LOCALLY PRODUCED CURRICULUM SUCH AS SEL CONNECTING CULTURES ARE IRRELEVANT TO BEING COMPLIANT TO CHAPTER FOUR.

ESTABLISHING BOARD GOALS.

THEREFORE, THE WORD GOALS BY THE TEXAS LAWS ARE CONFINED TO ESTABLISHING ACHIEVEMENTS.

FOUNDATION CURRICULUM. ACADEMICS.

CHAPTER FOUR EXPLAINS THE MISSION, OBJECTIVES AND GOAL OF THE TEXAS PUBLIC SCHOOLS.

MEET THE REQUIREMENTS OF CHAPTER FOUR BOARD GOALS MUST ENSURE THAT THE MAXIMUM TIME IS ALLOTTED TO FOUNDATION CURRICULUM FOR THE DAILY SCHEDULE [INAUDIBLE] GRADE IN SCHOOL TO ACHIEVE THE REQUIREMENTS SET BY THE STATE.

I SEE TWO FACTORS THAT HAVE A NEGATIVE IMPACT ON ACHIEVING BOARD GOALS.

THE FIRST IS DISTRACTION.

STUDENT OR CLASSROOM.

THE SECOND IS PROVIDING INSUFFICIENT TIME TO COURSE STUDIES.

DISTRACTIONS WILL BE LEFT TO ANOTHER DAY.

SOME OF THOSE HAVE BEEN ADDRESSED BY THE SUPERINTENDENT.

BUT SUFFICIENT TIME WILL BE EXPRESSED NOW.

IN YOUR CALLED MEETING WORK SESSION AUGUST THE 25TH IN SECTION SEVEN.

ITEM C, EQUITY, DIVERSITY, DIVERSITY AND INCLUSION PRIORITIES 2022 TO 2023.

THE DEPARTMENT IN QUESTION HAD DISPLAYED A LOT OF THE DAILY SCHEDULE SCHOOL SCHEDULES, TIME ALLOTTED TO SEL AND CONNECTING CULTURES.

I RECOMMEND YOU REVIEW THE DAILY SCHOOL SCHEDULES.

MAKE THE REQUIRED CUTS FOR OBSERVANCE AND COMPLIANCE TO TEXAS SCHOOL LAWS.

YOUR BOARD GOALS WILL NOT ACHIEVE THE REQUIREMENTS UNLESS YOU FOCUS ON CHAPTER [INAUDIBLE].

THAT'S ACADEMICS.

SO WHEN YOU LOOK AT THIS DAILY SCHOOL SCHEDULE FOR ALL SCHOOLS [INAUDIBLE] SCHOOL DISTRICT.

GOT TO HAVE A FOCUS ON THOSE ITEMS. NOT SHOP, NOT ARTS.

NOT THAT WE'RE CHANGING OTHER THINGS.

BECAUSE THAT'S WHAT THE BOARD GOALS ARE FOCUSED ON, NOT NEEDING KNITTING OR WHATEVER OTHER SUBJECT MIGHT COME UP.

THANK YOU VERY MUCH. THANK YOU, MR. BLANKENSHIP. AND THEN OUR THIRD SPEAKER TONIGHT IS MR. [INAUDIBLE].

[00:10:01]

I GUESS I WANTED TO DISCUSS THE FIRST THREE TOPICS.

CIP, BOARD GOALS AND THE BOND.

I'M GOING TO START WITH BOARD GOALS.

THEY'RE NICE. BUT I JUST SAW MORE DETAILS.

HOW THEY APPLY TO [INAUDIBLE].

WE'RE TALKING ABOUT [INAUDIBLE] OR ARE WE LOOKING AT THOSE NUMBERS AT EACH SPECIFIC SCHOOL GOING TO THE CIP? WHERE IS THAT IN? [INAUDIBLE].

I THINK THAT'D BE GREAT TO HAVE THEM IN THERE.

[INAUDIBLE] REQUIRED BY STATE LAW TO ADVISE THE PRINCIPALS ON THESE [INAUDIBLE].

I DON'T KNOW WHERE THE PROCESS [INAUDIBLE] THAT THE BOARD MAKES IT A PRIORITY TO INCLUDE THE COMMUNITY IN COMING UP WITH THAT COMMITTEE SO THEY CAN APPLY THE PRINCIPLES FOR THAT SPECIFIC SCHOOL. WE HAVE A LOT OF ELEMENTARY SCHOOLS, HIGH SCHOOLS.

THEY ALL HAVE DIFFERENT NEEDS.

SO I THINK YOU NEED COMMUNITY INPUT FOR EACH PARTICULAR SCHOOL IS VERY IMPORTANT.

I THINK IT'S REALLY IMPORTANT TO HAVE THOSE STATISTICS GOALS FOR EACH SCHOOL.

LAST THING I WANT TO TALK ABOUT IS THE BOND.

WOW. I GUESS WE'RE WAY OVER BUDGET.

IT'S HARD TO SEE I KNOW THERE'S INFLATION AND EVERYTHING, BUT I THINK IT'S IMPORTANT TO KEEP THE TRUST WITH WITH VOTERS IN THE COMMUNITY.

WHY ARE WE OVER BUDGET? WHAT ARE WHAT IS GOING TO HAPPEN TO THAT? TO MAKE SURE THAT WHEN WE GO BACK.

FOUR YEARS NOW ASKED FOR MORE MONEY THAT VOTERS TRUST THE SCHOOL DISTRICT IN GETTING THAT MONEY.

ONE OF THE CUTS I SAW IS THAT WE MAINTAIN THE BUDGET WAS TO THE ELEMENTARY SCHOOLS.

EARLIER, I WAS PART OF THE BOND COMMITTEE.

THAT WAS ONE OF THE KEY REASONS WHY I VOTED TO SUPPORT THE BOND WAS BECAUSE OF THE MONEY ALLOCATED TO [INAUDIBLE].

AND TO TAKE THAT OUT.

I MEAN, I WENT OUT THERE, ASKING PEOPLE TO VOTE FOR THE BOND AND NOW WE COME BACK A YEAR AND A HALF LATER SAYING.

WE'RE TAKING MONEY AWAY FROM THOSE.

THOSE THREE SCHOOLS. THAT'S.

THAT'S TOUGH. THAT'S TOUGH TO TAKE AS A PERSON [INAUDIBLE] WE'RE GOING TO MAKE THESE CHANGES TO FOCUS ON ELEMENTARY SCHOOLS, MAKE SURE KIDS HAVE THAT ADEQUATE FACILITIES.

I WAS VOLUNTEERING TWO WEEKS AGO AT ONE OF THOSE SCHOOLS, AND THERE ARE MUSIC LESSONS GOING ON IN THE LIBRARY.

I MEAN, IF ALL THE PLACES TO HAVE MUSIC LESSONS THIS WAS IN THE LIBRARY, [INAUDIBLE] AND KIDS CAN READ.

SO MONEY IS VERY IMPORTANT FOR THE SCHOOLS.

I HOPE, YOU KNOW, FIND OTHER WAYS TO KEEP ON BUDGET [INAUDIBLE].

THANK YOU, MR. [INAUDIBLE].

AND PRESIDENT HARRIS, THAT CONCLUDES OUR SPEAKERS FOR THIS EVENING.

THANK YOU, MR. POTEET, AND THANK YOU SPEAKERS FOR COMING UP AND MAKING YOUR PUBLIC COMMENTS.

WE REALLY APPRECIATE IT.

THE FIRST TWO ITEMS ON OUR AGENDA ARE TO REVIEW THE 2022 2023 DISTRICT AND CAMPUS IMPROVEMENT PLANS, AS WELL AS A DISCUSSION

[Items III.A & III.B]

SINCE THESE ARE CLOSELY RELATED ITEMS, WE WILL KICK OFF THE CONVERSATION WITH THE IMPROVEMENT PLANS AND THEN CONTINUE WITH THE DISCUSSION OF THE BOARD GOALS.

MS. BRANUM.

MINE IS BROKEN.

IT'S BROKE. [INAUDIBLE] OK. CAN YOU HEAR ME NOW? AND SO I JUST MOVING FORWARD AND WE DO HAVE A VERY COLLABORATIVE PROCESS THAT DOES FOLLOW THE STATE REQUIREMENTS FOR DEVELOPING OUR 22-23 DISTRICT AND CAMPUS IMPROVEMENT PLANS.

IF WE CAN GO TO THE PRESENTATION.

RYAN AND IF THERE'S A CLICKER.

WE'RE GETTING IN YOUR STEPS TONIGHT.

[00:15:09]

IT'S IMPORTANT TO NOTE THAT IT DOES START WITH THE VISION OF THE DISTRICT.

OUR CURRENT VISION AS ADOPTED BY THE BOARD OF TRUSTEES IS WE ARE A DISTRICT WHERE ALL STUDENTS CONNECT, LEARN, GROW AND SUCCEED.

THAT VISION IS AT THE FOREFRONT OF ALL THINGS THAT WE DO.

AS YOU KNOW, THIS SPRING OUR COMMUNITY CAME BACK TOGETHER AND SAID, IF WE ARE ACHIEVING THAT VISION, THEN WE ARE GOING TO GRADUATE STUDENTS THAT HAVE THESE FIVE DEFINED COMPETENCIES SUCH AS FINANCIAL LITERACY, EFFECTIVE COMMUNICATION SKILLS, ETC..

IN 2017, THE BOARD COMMISSIONED A STRATEGIC PLAN, AND THE VISION BEHIND THE STRATEGIC PLAN WAS TO TAKE THE WORDS ALL STUDENTS CONNECT, LEARN, GROW AND SUCCEED, AND MOVE THOSE FROM WORDS THAT WE HAVE ON A PAGE TO ACTION THAT ALLOW US TO ENSURE THAT WE THAT WE ACTUALLY MEET THE DEMAND OF THAT VISION STATEMENT.

AND THROUGH THAT STRATEGIC PLAN, THERE WERE SIX STRATEGIC OBJECTIVES THAT WERE DEVELOPED.

IN ORDER TO ALIGN THE ACTIONS OF THE DISTRICT TO THE STRATEGIC PLAN.

THOSE SIX STRATEGIC OBJECTIVES BECAME OUR SIX OR SIX GOALS FOR OUR DISTRICT IMPROVEMENT PLAN.

SO OUR SIX GOALS ARE A DIRECT ALIGNMENT TO THE SIX CURRENT STRATEGIC OBJECTIVES THAT WE HAVE FROM OUR STRATEGIC PLAN. SO THERE IS A DIRECT CORRELATION TO OUR DISTRICT IMPROVEMENT PLAN, TO OUR STRATEGIC PLAN.

OUR STRATEGIC PLAN WAS DEVELOPED TO ACTUALIZE OUR VISION STATEMENT.

THE ACTIONS THAT ARE IN OUR CAMPUS AND DISTRICT IMPROVEMENT PLANS ARE THE DAILY OPERATIONAL CHANGES, THE STRATEGIC MOVES THAT WE BELIEVE WE NEED TO MAKE TO BRING THOSE GOALS TO FRUITION.

NOW, ULTIMATELY, HOW DO WE MEASURE ALL OF THAT IN THE IN THE IF THE DISTRICT IMPROVEMENT PLAN IS DOING WHAT IT SHOULD BE DOING, WHAT IS THE ULTIMATE MEASURE OF THAT? THAT IS THE BOARD'S ADOPTED GOALS, THIRD GRADE READING, THIRD GRADE MATH, AND ULTIMATELY CCMR. AND PEOPLE MAY ASK, WELL, THERE ARE SO MANY OTHER THINGS THAT A DISTRICT DOES.

WHY ARE WE NOT MEASURING ALL THINGS? ULTIMATELY, IF THE SYSTEM IS WORKING AS IT SHOULD IN ORDER TO ENSURE THAT ALL THIRD GRADE STUDENTS ARE READING ON GRADE LEVEL AND HAVE A LEVEL OF NUMERACY IN ALL, STUDENTS ARE GRADUATING CCMR, THEN THAT MEANS STUDENTS SOCIAL EMOTIONAL NEEDS ARE BEING MET.

THAT MEANS THAT WE HAVE SYSTEMS IN PLACE WHERE STUDENTS FEEL CONNECTED AT SCHOOL.

THEY'RE INVOLVED IN EXTRACURRICULARS.

OUR ATTENDANCE RATE IS A STRONG ATTENDANCE RATE AND IT MEANS THEY'RE COMING TO SCHOOL AND THEY ARE EXPERIENCING THEIR YEARS WORTH OF GROWTH.

ALL OF THE INDICATORS, ALL OF THE ACTIONS THAT WE DO EVERY SINGLE DAY CONTRIBUTE TO THE ULTIMATE THING THAT OUR COMMUNITIES SHOULD BE HOLDING US ACCOUNTABLE FOR, AND THAT IS THE ACADEMIC OUTCOMES OF OUR STUDENTS.

NOW, YOU NOTICE THE RED KIND OF CIRCULAR KIND OF GRAPHIC THAT WE HAVE AROUND HERE, AND THAT IS BECAUSE THIS IS A CONTINUOUS IMPROVEMENT CYCLE. THE DISTRICT IMPROVEMENT PLAN THAT YOU SEE TODAY SHOULD NOT BE THE EXACT SAME DISTRICT IMPROVEMENT PLAN IN MARCH.

WE ARE CONSTANTLY LOOKING AT WHAT HAVE WE IDENTIFIED, WHAT ACTIONS HAVE WE PUT IN PLACE? WE ARE GOING TO IMPLEMENT THOSE ACTIONS IF THEY ARE NOT GETTING THE RESULTS WE NEED.

DO WE NEED TO MAKE A COURSE CORRECTION? DO WE NEED TO DO SOMETHING DIFFERENT, IF WE CONTINUE TO DO THE SAME THING AND WE'RE NOT GETTING RESULTS, WE KNOW THAT THAT IS NOT A GOOD OUTCOME. AND SO HOW DO WE ADJUST? HOW DO WE LOOK AT THAT? WE GATHER NEW DATA AND THEN WE COURSE CORRECT AGAIN.

SO IT SHOULD BE A CONSTANT CYCLE OF CONTINUOUS IMPROVEMENT.

SO HOW DID WE DEVELOP THE DISTRICT IMPROVEMENT PLAN AS PRESENTED? WE LOOK AT THE RESULTS FROM THE 21-22 DISTRICT IMPROVEMENT PLAN.

WE OF COURSE, AS YOU HEARD LAST MONTH, WE USE OUR RISD ACADEMIC PERFORMANCE, BOTH ACCOUNTABILITY 2022 AS WELL AS OUR 21-22 MAP PERFORMANCE.

WE USE CLIMATE SURVEY RESULTS.

ONE OF THE I THINK PROBABLY MOST INDUSTRIES.

IT'S A BALANCE OF BOTH QUANTITATIVE AND QUALITATIVE DATA.

IN ORDER TO ENSURE STUDENTS ARE LEARNING, WE NEED CLIMATES IN A CULTURE WHERE BOTH OUR STUDENTS FEEL SUCCESSFUL AS WELL, AS WELL AS OUR TEACHERS FEEL SUCCESSFUL SO THEY CAN BETTER ENGAGE OUR STUDENTS.

SO WE USE OUR CLIMATE SURVEY RESULTS.

OF COURSE, WE HAVE OUR STRATEGIC PLAN THAT IS A SIGNIFICANT DRIVER OF THE WORK.

[00:20:03]

I BELIEVE THERE'S PROBABLY A LOT OF THINGS THAT THE BOARD, OUR LEADERSHIP TEAM, OUR COMMUNITY WOULD LOVE TO SEE US MAYBE PUT INTO ACTION.

BUT IF WE DON'T HAVE THE FINANCIAL WHEREWITHAL TO SUPPORT THOSE AND TO SUSTAIN THOSE INITIATIVES OR WE DON'T HAVE THE HUMAN CAPITAL AND THE HUMAN BANDWIDTH TO DO IT, THEN THAT MAY NOT BE SOMETHING THAT IS NECESSARILY IN OUR BEST INTEREST MOVING FORWARD.

AND THEN, OF COURSE, WE USE OUR PREVIOUS BOARD GOALS AND THEN OF COURSE WE USE OUR DISTRICT PLANNING COMMITTEE FEEDBACK TO HELP DEFINE OUR DISTRICT IMPROVEMENT PLAN. NOW, IT'S IMPORTANT TO NOTE THAT PER THE TEXAS EDUCATION CODE, AND I KNOW THAT THIS IS SOMETIMES CHALLENGING FOR OUR COMMUNITY TO UNDERSTAND, BUT ACTUALLY THE BOARD ADOPTS THE DISTRICT IMPROVEMENT PLAN AT THE PERFORMANCE OBJECTIVE LEVEL.

AND THE MAIN REASON FOR THAT IS BECAUSE THE ACTIONS, THE DAY TO DAY OPERATIONS ARE THE RESPONSIBILITY OF THE STAFF OF THE DISTRICT.

AS A BOARD, YOU HOLD US ACCOUNTABLE FOR IMPLEMENTING THE PERFORMANCE OBJECTIVES AND DEMONSTRATING THE RESULTS THAT WE IDENTIFY IN THE PERFORMANCE OBJECTIVES.

SO WHAT I'VE ASKED THE STAFF TO DO TONIGHT IS JUST WE'RE BRIEFLY GOING TO GO AROUND EACH AND HIT EACH OF OUR GOALS.

HIGHLIGHT REALLY KIND OF HERE'S WHAT WE HOPE TO ACCOMPLISH IN THIS GOAL.

AND THEN HERE MAYBE ARE A COUPLE OF THE BIG MEASUREMENTS.

YOU ALL HAVE A COPY OF THE DISTRICT IMPROVEMENT PLAN, I BELIEVE IT'S 97 PAGES LONG, SO IT'S A PRETTY COMPREHENSIVE DOCUMENT.

ONE OTHER THING I SHOULD HAVE MENTIONED EARLIER, AND I'M SORRY, THERE ARE SOME REQUIRED TEXAS EDUCATION CODE COMPONENTS AROUND IT MIGHT BE PROFESSIONAL DEVELOPMENT, CERTAIN REQUIRED TRAININGS THAT MUST BE IN THE IN THE DISTRICT IMPROVEMENT PLAN.

BUT THIS DOCUMENT IS NOT MEANT TO CAPTURE ALL THINGS THAT WE DO AS A DISTRICT.

THERE ARE SOME THINGS THAT WE HAVE IN PLACE THAT ARE NOT ARE NOW JUST A PART OF WHO WE ARE AND WHAT WE DO.

IT IS IT'S BECOME INCULCATED INTO OUR SYSTEM AND WE WILL NOT DOCUMENT ALL THE ACTIONS THAT WE TAKE EVERY DAY TO SUPPORT STUDENTS.

OUR DISTRICT DISTRICT IMPROVEMENT PLAN IS MEANT TO FOCUS AND AND REALLY MESSAGE.

THESE ARE THE THINGS THIS YEAR THAT WE'RE WORKING REALLY HARD TO GET BETTER AT.

IF WE WANT TO IMPROVE STUDENT OUTCOMES, THESE ARE GOING TO BE THE THINGS THAT AS A SYSTEM, WE'RE GOING TO BE LASER LIKE FOCUSED IN MAKING THE CHANGES WE NEED TO MAKE IN THESE AREAS BECAUSE WE BELIEVE THEY ARE HIGH LEVERS TO GET THE STUDENT OUTCOMES THAT YOU CHARGE US WITH.

SO YOU WILL NOT SEE EVERYTHING THAT WE DO CAPTURED BECAUSE SOME THINGS ARE JUST EXPECTED BECAUSE IT'S PART OF THE SYSTEM.

AND THAT IS TRUE BOTH OF THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS.

SO LET'S START OFF WITH GOAL ONE.

WE WILL ENSURE THAT WE HAVE DIVERSE AND ENGAGING PROGRAMS AND LEARNING OPPORTUNITIES TO MEET THE EXPECTATIONS OF THE GRADUATE PROFILE.

AND I WILL TURN THAT OVER TO DR.

BYNO. THANK YOU, MRS. BRANUM. GOOD EVENING BOARD.

IN GOAL ONE WE HAVE IDENTIFIED EIGHT MEASURABLE PERFORMANCE OBJECTIVES SO THAT WE HAVE DIVERSE AND ENGAGING PROGRAMS IN THE LEARNING OPPORTUNITIES TO MEET THE EXPECTATIONS OF THE GRADUATE PROFILE AS A WHOLE.

AS A TEAM, WE CONTINUE TO ENHANCE AP PROGRAMING AND INCREASE OPPORTUNITIES FOR STUDENTS TO TAKE THOSE MORE RIGOROUS COURSES.

IN 22-23, WE HAVE OVER 4,938 STUDENTS ENROLLED IN AP CLASSES AS A MEASURABLE INCREASE OF 472 SEATS FROM LAST YEAR.

WE ARE ALSO FOCUSING ON PROVIDING STUDENTS WITH A PATHWAY OF DUAL CREDIT ON RAMPS COURSES TO SUPPORT THEIR COLLEGE AND CAREER READINESS.

AS, FOR EXAMPLE, IN OUR [INAUDIBLE] DUAL CREDIT ENROLLMENT NUMBERS, WE HAVE INCREASED RIGHT NOW TODAY.

WELL, IT COULD ALWAYS [INAUDIBLE] CHANGE TOMORROW.

BUT 1,695 SEATS THIS YEAR, WHICH IS AN INCREASE IN 23 SEATS FROM LAST YEAR.

IN CTE, 13% OF SENIORS HAVE IBCS, WITH OVER 1,000 STUDENTS ENROLLED IN OUR P-TECH COURSES.

INDUSTRY BASED CERTIFICATION.

THE YEAR BEFORE THAT WAS 7%.

LAST YEAR WAS 13%.

WE'RE LOOKING TO GO TO 18% AT LEAST THIS YEAR, AT LEAST WITH OVER 1,000 STUDENTS ENROLLED IN OUR P-TECH ACADEMIES, WHICH IS OUR EARLY COLLEGE HIGH SCHOOL ACADEMIES WITH OUR FIRST GROUP OF STUDENTS THIS YEAR, RICHLAND COLLEGE, THAT WILL BE EARNING THEIR ASSOCIATE'S DEGREE FOR THE FIRST TIME EVER FOR RICHARDSON.

SO WE'LL ALSO CONTINUE TO MEASURE THE ENROLLMENT NUMBERS IN THOSE COURSES.

THE SUCCESS RATE OF EVERY KID IN THOSE COURSES.

NOT ONLY DO WE WANT TO GET THEM IN THERE, WE ALSO WANT TO MAKE SURE THAT THEY ARE PASSING, THAT THEY'RE SUCCESSFUL AND THEY'RE HAVING WHAT THEY'RE NEED NEEDED TO BE SUCCESSFUL AND ALSO JUST CONTINUING IMPROVEMENTS THROUGHOUT THE SCHOOL YEAR.

FOR EXAMPLE, WE SAY COLLEGE AND CAREER READINESS AND GETTING OUR KIDS READY FOR COLLEGE.

OUR KIDS ARE IN COLLEGE.

WE HAVE OVER 4,000 KIDS TAKING HIGH SCHOOL COURSES IN COLLEGE COURSES.

[00:25:03]

THANK YOU SO FOR THE GOOD EVENING BOARD.

THE REMAINING OBJECTIVES REALLY REVOLVE AROUND A COUPLE OF DIFFERENT THINGS.

ONE BEING JUST TECHNOLOGY, AND I WON'T SPEAK SOLELY FOR MR. HALL, BUT AS WE ALL KNOW, TECHNOLOGY CAN CHANGE AND MANIFEST AND MORPH INTO DIFFERENT THINGS.

AND SO WE WANT TO MAKE SURE THAT WE'RE ENGAGING ALL THE CORRECT PLATFORMS FOR OUR STUDENTS THROUGHOUT THE YEAR.

THE OTHER OBJECTIVES TALK ABOUT CAMPUS, IMPLEMENT ACTIVITIES AT OUR CAMPUSES IN ORDER TO GROW STUDENTS ACADEMICALLY AND EMOTIONALLY.

SO A LOT OF THAT WILL REVOLVE AROUND JUST GOOD BASIC TIER ONE, WHICH IS ALL CLASSROOM BEHAVIOR MANAGEMENT AND HOW TO HOW DO OUR PROCEDURES AND ROUTINES HELP ALL STUDENTS LEARN IN THE CLASSROOM WITHOUT DISRUPTIONS? AND A LOT OF THAT CAME THAT A LOT OF THOSE DECISIONS AROUND THAT OBJECTIVE CAME AROUND FROM OF OUR STUDENT SURVEYS AND OUR TEACHER SURVEYS THAT SHOWED SOME OF OUR CONCERNS AROUND THAT. WE ALSO HAVE THE MIDWIVES OF HEALTHY INITIATIVE, WHICH I THINK WERE IN YEAR FIVE, AND THAT REALLY IS A MONTHLY BASED INITIATIVE PROGRAM THAT REALLY COVERS A LOT OF THINGS AROUND SAFETY AND SECURITY, BULLYING, DRUG PREVENTION, THOSE KINDS OF THINGS.

SO WE WANT TO MAKE SURE THAT WE STAY ACTIVE WITH THAT AND ALWAYS LOOK TO EXPAND THOSE OPTIONS.

AND THEN THE LAST OBJECTIVE THERE TALKS ABOUT JUST HAVING ACCESS TO ALL STUDENTS.

SO STUDENTS HAVE ACCESS TO THE DIVERSE PROGRAMING NO MATTER WHERE THEY ARE OR WHAT'S GOING ON AT THAT CAMPUS.

THERE'S ACCESS AND AVAILABILITY FOR ALL PROGRAMING THERE.

AND SO BOARD YOU WILL SEE A TREND THAT AS FOR EACH OF OUR GOALS, WE HAVE A PERFORMANCE OBJECTIVE.

SO, FOR EXAMPLE, A PERFORMANCE OBJECTIVE TWO ENHANCE CAREER AND TECHNICAL EDUCATION OPPORTUNITIES FOR STUDENTS.

AND THEN WE IDENTIFY EITHER THE GROWTH MEASURE OR THE EVALUATION INSTRUMENT WE WILL USE.

SO INCREASED NUMBER OF STUDENTS COMPLETING AND IMPROVED INDUSTRY BASED CERTIFICATION TO A PROGRAM OF STUDY FROM 11% TO 15%.

SO WE ARE WORKING WHERE WE CAN TO TRY TO IDENTIFY WHERE IS THAT PRE AND WHERE WE HOPE TO MOVE TO AS A RESULT OF THE WORK AND THE EFFORT AND THE FOCUS OF THAT SCHOOL YEAR.

AND YOU WILL KIND OF SEE THAT SAME THING MODELED.

THERE ARE SOME AREAS, SOME PERFORMANCE OBJECTIVES THAT MEASURING IN A QUANTIFIABLE WAY IS A LITTLE BIT MORE CHALLENGING AND EACH OF THE CABINET MEMBERS WILL DISCUSS THOSE AS WE GO THROUGH THOSE PERFORMANCE OBJECTIVES, AND WE'LL TAKE QUESTIONS ABOUT EACH OF THE GOALS AS WE MOVE THROUGH.

AND WE'RE AT THE END OF OF PRESENTING ALL SIX GOALS.

SO YOU HAVE AN OVERVIEW AND THEN WE'LL DIG DOWN INTO ANY INFORMATION THAT YOU NEED.

GOAL TWO. THANK YOU, MRS. BRANUM. [INAUDIBLE] GOAL TWO WE HAVE IDENTIFIED THERE'S EIGHT DIFFERENT MEASURABLE PERFORMANCE OBJECTIVES IN GOAL TWO TO HELP ENSURE THAT WE HAVE THOSE DIVERSE AND ENGAGING PROGRAMS AND LEARNING OPPORTUNITIES TO MEET THEIR NEEDS.

[INAUDIBLE] SO GOAL TWO HAS 12 PERFORMANCE OBJECTIVES TO HELP SUPPORT THAT ALL STUDENTS WILL PERFORM AT OR ABOVE GRADE LEVEL.

THERE IS A FOCUS ALL SUMMER AND THROUGHOUT THE SCHOOL YEAR TO OVERHAUL THE K-12 CURRICULUM TO MATCH STAAR THE NEW STAAR 2.0.

AND WE'RE CONSTANTLY WORKING WITH OUR TEACHERS ON A DAILY BASIS TO ENSURE THAT WE'RE SUPPORTING THEM AND GETTING THEM READY TO MEET THAT NEW ASSESSMENT THAT THEY WILL HAVE AT THE END OF THIS YEAR. SO WE'RE ALSO OFFERING VERTICAL ALIGNMENT, PROFESSIONAL DEVELOPMENT AND SPECIFIC TEKS MATH BASED INSTRUCTIONAL STRATEGIES SUCH AS SMALL GROUP INSTRUCTION, WHERE WE HAD OVER 80 PARTICIPANTS YESTERDAY IN OUR MASS SMALL GROUP INSTRUCTION PROFESSIONAL DEVELOPMENT, WHICH WE ARE REALLY EXCITED ABOUT.

DEFINITELY WANT TO GIVE A SHOUT OUT TO OUR TEACHERS OR THEY ARE, AS THEY ARE BACK IN THE BUILDINGS AND BACK AT THE PROFESSIONAL DEVELOPMENT CENTER COMING TO THE PD, WHICH IS REALLY, REALLY AMAZING.

SO WE WILL CONTINUE TO MEASURE STUDENT PERFORMANCE ON AN ASSESSMENT MAP, DATA AND TEACHER PARTICIPATION IN THAT PROFESSIONAL DEVELOPMENT AND THAT PROFESSIONAL DEVELOPMENT, AND CONTINUALLY REFLECT AND MAKE THOSE DATA DRIVEN ADJUSTMENTS ON CURRICULUM AND RESOURCES AS WE SEEK FEEDBACK FROM THE TEACHERS ON WHAT THEY NEED ON A DAILY BASIS.

IS THE CURRICULUM WORKING? AFTER EVERY UNIT WE HAVE QUESTIONNAIRES AT THE TEACHERS SENT TO THE CURRICULUM DIRECTORS TO SAY, THIS IS WHAT WE USE.

THIS IS WHAT WORKED.

THIS IS WHAT WE NEED MORE OF.

THIS IS WHAT WE NEED LESS OF FOR THAT PARTICULAR UNIT.

LET'S TURN IT OVER TO SHAWNA FOR THE NEXT SLIDE.

[00:30:08]

PRE-K THROUGH THIRD GRADE WILL HAVE A CONTINUED FOCUS ON LITERACY, WITH SPECIFIC RESOURCES AND PROFESSIONAL DEVELOPMENT DEDICATED TO PHONEMIC AND PHONICS INSTRUCTION.

MULTI-TIERED SYSTEMS OF SUPPORT WILL CONTINUE TO BE THE PROCESS WE USE AS WE CONTINUE TO UTILIZE THE DATA WE GET FROM MAP FOR INSTRUCTIONAL PURPOSES, WHICH INCLUDES INTERVENTIONS, GRADE LEVEL SUPPORT AND ENRICHMENT.

MAP DATA FEEDS INTO BRANCHING MINDS, WHICH HELPS US TO DETERMINE WHICH STUDENTS NEED DIFFERENTIATED SUPPORTS.

REALLY YOU CAN SEE GOAL ONE AND GOAL TWO REALLY ARE FOCUSED ON THE ACADEMIC OUTCOMES FOR STUDENTS AND WHAT SUPPORT PROGRAMS DO WE NEED IN PLACE TO ENSURE THAT. LET'S PAUSE HERE FOR A SECOND AND LET'S JUST ARE THERE ANY QUESTIONS FROM THE BOARD ABOUT RELATED TO PERFORMANCE OBJECTIVES OR THE EVALUATION METRICS FOR GOAL ONE OR GOAL TWO? IT IS IMPORTANT TO NOTE FOR GOAL TWO, SOME OF OUR EVALUATION METRICS WILL BE ADJUSTED ONCE THE BOARD ADOPTS THE NEW BOARD GOALS.

THERE ARE CURRENTLY SOME FROM AND TO NUMBERS THAT ARE BASED UPON OLD DATA SETS FROM OUR PREVIOUS BOARD GOALS, AND WE WILL ADJUST THOSE ONCE WE RECEIVE A DIRECTION FROM THE BOARD ON OUR NEW BOARD GOALS.

THANK YOU. THANK YOU FOR THE PRESENTATION SO FAR.

I JUST WANT TO MAKE A COMMENT AND I APPRECIATE SO MUCH THAT WE CAN SEE OBJECTIVE AND KEY RESULTS AS MEASURABLE POINTS WITH ACTUAL DATA POINTS. I LIKE THAT BECAUSE THEY BUILD UPON EACH OTHER AND THEY PROVIDE THE FLEXIBILITY FOR THE DISTRICT TO IMPROVE UPON THEM.

AS YOU MENTIONED, SUPERINTENDENT BRANUM.

[INAUDIBLE] WE'LL HAVE THE OPPORTUNITY TO BRING QUARTERLY REPORTS TO YOU.

SO AS WE IDENTIFY WHAT ARE THOSE METRICS THAT WE'RE USING TO ANALYZE THAT.

FOR EXAMPLE, IF IT'S MAP DATA, THEN YOU WILL BE PROVIDED THAT AT THE BEGINNING OF THE YEAR, MIDDLE OF THE YEAR AND END OF THE YEAR TO SHOW THE PROGRESS THAT WE'RE MAKING TOWARDS EACH OF THOSE METRICS.

SO YOU'LL RECEIVE IT NOT ONLY AS WE REPORT ON THE PROGRESS OF THE DISTRICT IMPROVEMENT PLAN, BUT, FOR EXAMPLE, THAT WILL OUR MAP DATA WILL ALSO BE A GOAL PROGRESS MEASURE FOR THE ADOPTED BOARD GOALS.

SO YOU'LL HAVE MULTIPLE WAYS TO PROGRESS, MONITOR AND TO ENSURE THAT WE ARE HEADED IN THE DIRECTION THAT THAT THE BOARD HAS SET FOR US.

YES, MA'AM. JUST A POINT OF CLARIFICATION.

SO I KNOW YOU SAID THAT THE ONES THAT HAVE LIKE A METRICS BEHIND THEM.

RIGHT. THEY'RE OBVIOUSLY EASIER TO MEASURE.

RIGHT. AND SO, I MEAN, METRICS AND MEASURE.

I MEAN, I GUESS THAT'S A LITTLE BIT OBVIOUS, BUT I'M ASSUMING THAT FOR THE ONES THAT AREN'T THAT EASY, THAT WILL STILL HAVE SOME SORT OF A DEFINITION OF SUCCESS AND SOME SORT OF A MEASUREMENT THAT JUST WOULD LOOK DIFFERENT.

CORRECT. SO IT'S NOT THAT THEY'RE OUT, THEY'RE NOT BEING MEASURED IN SOME WAY, SHAPE OR FORM.

WE'RE JUST DEFINING SUCCESS A LITTLE DIFFERENTLY BECAUSE THE METRICS NOT BEHIND IT THAT'S EASILY DISCERNIBLE, CORRECT? YES, MA'AM, ABSOLUTELY.

THERE IS NOT ONE ACTION STEP DOWN TO THE THE STAFF'S JOB IS TO MONITOR THE IMPLEMENTATION OF THE ACTION STEPS.

WE PROGRESS MONITOR THE ACTION STEPS, AND NOT ONLY WHETHER WE'RE IMPLEMENTING IT, BUT THEN IS IT MOVING US TOWARDS THE DIRECTION WE NEED TO TO ACHIEVE THE OUTCOME. SO, YES, EVERYTHING IS MEASURED IN SOME WAY.

IT MAY NOT JUST BE BY A NUMBER.

RIGHT. OKAY. AND THEN ALSO TOO, THESE ARE LIVING DOCUMENTS AND THE FACT THAT THEY ARE NOT SET IN STONE ONCE THEY'RE LOOKED AT, IF IF WE PROGRESS MEASURE AND WE SEE THAT SOMETHING'S NOT GOING THAT WAY OR WE DEFINE SUCCESS AND IT DOESN'T TURN OUT TO BE SUCCESS, THERE'S OPPORTUNITY FOR REVISION DISCUSSION COMING BACK AND MODIFYING IS NEEDED, CORRECT? YES, MA'AM. AND I THANK YOU FOR ASKING THAT.

AND I WOULD JUST EVEN INDICATE, AS WE TALKED ABOUT IN OUR STAAR ACCOUNTABILITY PRESENTATION LAST MONTH WHEN WE BROUGHT TO YOU THE MAP SCORES IN JANUARY AT MIDDLE OF THE YEAR, WE HAD SOME REAL CONCERNS AROUND SOME OF OUR PERFORMANCE IN CERTAIN CAMPUSES THAT WE IDENTIFIED AS BEING IN HIGH NEEDS OF INTERVENTION.

WHAT WE WERE DOING IN THAT FIRST SEMESTER IN SOME AREAS WAS NOT GETTING US THE RESULTS THAT WE NEEDED.

AND I THINK YOU HEARD SPECIFIC ACTIONS THAT WE TOOK.

WE ADJUSTED THE PLAN, WE CHANGED OUR DISTRICT IMPROVEMENT PLAN, WE CHANGED THE STRATEGIES THAT WE WERE IMPLEMENTING IN ORDER TO GET DIFFERENT RESULTS.

[00:35:02]

AND THEN JUST LASTLY, JUST SOMETHING I'VE HEARD IN OTHER IN OTHER MEETINGS AND JUST TO BRING IT HERE, BECAUSE I THINK IT'S BEEN ALLUDED TO, IT IS THAT THAT AS TEACHERS ARE GIVING YOU LIKE, HEY, THIS IS WORKING OR THIS ISN'T WORKING OR, YOU KNOW, THIS IS DIFFICULT OR THIS RESOURCE ISN'T THERE, EVEN IF IT'S IN YOUR ACTION PLAN, CHANGING THAT AND USING THAT TEACHER FEEDBACK ALONG WITH THOSE RESULTS WILL ALSO BE USED TO INFORM DECISIONS AND ADJUSTMENTS THAT NEED TO BE MADE.

ABSOLUTELY. SO EVEN THIS WEEK I HAD AN OPPORTUNITY TO MEET WITH OUR LEAD PRINCIPALS, AND OUR LEAD PRINCIPALS SHARED SOME FEEDBACK AROUND RESOURCES THAT THEY HAD AND SOME CHALLENGES THEY HAD WITH GETTING THOSE RESOURCES IN A TIMELY WAY TO OUR TEACHERS.

AND SO OUR TEAM HAS ALREADY MET, DISCUSSED HOW WE ARE GOING TO BE MORE EFFICIENT IN THAT PROCESS AND MAKE SURE THAT WE GET THE KITS IN THE HANDS OF THE TEACHERS IN A VERY TIMELY WAY.

SO ABSOLUTELY, IT YOU KNOW, WE WE DO NOT HEAR FEEDBACK IN SEPTEMBER AND WAIT UNTIL 23-24 TO RESPOND AND TO ADJUST.

WE TRY TO MAKE IMMEDIATE ADJUSTMENTS WHEN WE CAN.

THAT'S AWESOME. I ALSO TOO, JUST WANT TO POINT OUT THIS REALLY IS MY LAST THING.

I THINK I SAID LASTLY THREE TIMES THAT I KNOW THAT WE'VE ALWAYS HAD PHONICS PIECES AND PARTS, BUT I KNOW THAT THERE WAS SOME ADJUSTMENTS AFTER LAST YEAR'S READING AND WE SAW A LOT OF REALLY GOOD STUFF FROM FROM WHAT YOU DID WITH THE GROUP AND THE TEACHERS REALLY RESPONDING TO THAT AND BEING EXCITED AND FEELING LIKE THEY COULD SUPPORT.

AND SO I'M GLAD TO SEE THE PHONICS PIECE HAVING JUST A PROBABLY A BETTER SUPPORT PIECE THAN WE'VE EVER HAD BEEN ABLE TO HAVE AN EMPHASIS ON BEFORE.

I THINK YOUR PEOPLE ARE EXCITED ABOUT IT.

I FELT IT. I MEAN, WE PHONEMIC AND PHONICS.

SO, YOU KNOW, PHONICS IS THE KEY TO TEACHING KIDS HOW TO READ.

AND IF WE CAN'T DO THAT IN FIRST AND SECOND GRADE, THEN IN THIRD GRADE, THEIR COMPREHENSION REALLY GOES DOWN.

SO WE WERE EXCITED ABOUT OUR BENCHMARK BENCHMARK RESOURCE THAT WE ADOPTED, AND THAT HAS BEEN SO HELPFUL AND HAVING OUR TEACHERS GO THROUGH THE TEXAS READING ACADEMIES AND WORKING WITH [INAUDIBLE] BLEVINS, WHO IS LIKE THE GURU ON PHONICS, TO COME IN AND HELP COACH OUR TEACHERS IN SIMPLE, EASY, MEANINGFUL WAYS, THAT THEY CAN ADD THAT INPUT INTO THEIR CLASSROOM READING.

BLOCK AND 1520 MINUTES.

ABSOLUTELY. I LOVE IT. HE'S MAKING A HUGE DIFFERENCE.

WELL, AND I THINK THE SUPPORT THAT YOU USED TO WRAP AROUND THAT AND TO DO THAT FROM A FULL PERSPECTIVE OVER TIME, I THINK REALLY MADE A DIFFERENCE.

I THINK WE WILL SEE THE LONG TERM BENEFITS OF THAT.

AND SO I APPRECIATE THAT HAVING AN INCREASED FOCUS AS WELL, JUST BECAUSE I THINK THAT THE MORE THE FOCUS IS THERE, IT JUST MAKES IT A PRIORITY, WHICH I REALLY LOVE.

SO THANK YOU FOR THAT.

AND THANK YOU [INAUDIBLE] FOR POINTING THAT BECAUSE I THINK THE THE OTHER GREAT ILLUSTRATION AROUND THE PHONICS ELEMENT IS ALSO THE COMMITMENT THAT THE BOARD MADE AROUND SUPPORTING TEACHERS WHO ARE GOING THROUGH THE TEACHER [INAUDIBLE] THE TEXAS READING ACADEMIES.

YOU ALL PROVIDED US RESOURCES IN TERMS OF ALLOWING US TO USE ESSER FUNDS TO SUPPORT OUR READING COHORT LEADERS, ENSURING THAT WE HAVE ENOUGH COACHES THAT ARE FACILITATING OUR TEACHERS GOING THROUGH THAT SO THEIR SIZES ARE SMALLER.

SO THEY'RE REALLY GETTING INSIDE CLASSROOMS. THEY ARE PROVIDING ON THE JOB, JOB EMBEDDED COACHING.

SO AS A TEACHER IS MAKING A MOVE, THEY'RE GETTING ON THE SPOT FEEDBACK AND THEY'RE MAKING ADJUSTMENTS TO THAT INSTRUCTIONAL MOVE LIVE THAT WOULD NOT HAVE BEEN POSSIBLE.

AND AGAIN, HOW WE WOULD HAVE WRITTEN THIS DIP IS DIFFERENT BECAUSE OF THAT SUPPORT THAT YOU ALLOWED US BOTH FINANCIALLY AND IN TERMS OF OUR HUMAN RESOURCES TO ACTUALIZE.

SO AGAIN, I THINK THAT'S A DIRECT TIE IN TO HOW THE DISTRICT IMPROVEMENT PLAN IS DEVELOPED.

ANY OTHER QUESTIONS OR CLARIFICATIONS FOR GOALS ONE OR TWO? YOU KNOW, I THINK IT'S JUST MORE.

MORE OF JUST FOR FUTURE PRESENTATION.

AS WE MOVE FORWARD AND WE'RE START MOVING AND WE'RE ACHIEVING.

IF SOMEWHERE WE CAN GET SUMMARIZED JUST ON THE PERFORMANCE SO WE CAN SEE THE ALIGNMENT OF THE PERFORMANCE AS IT FEEDS INTO BOARD GOAL.

NOT NOT TO GO YOU KNOW JUST BASICALLY GIVING US AN ALIGNMENT.

THIS PERFORMANCE MEASUREMENT IS FEEDING INTO THIS BOARD GOAL, SO IT'S NOT ONLY EASY FOR US TO UNDERSTAND IT.

ALSO, WHAT ARE THE THINGS THAT YOU'RE MEASURING THAT ARE LEADING TO THE SUCCESS OF ALL OUR STUDENTS? SURE. ABSOLUTELY. SO YOU'RE ASKING FOR US TO DIRECTLY ALIGN.

SO, FOR EXAMPLE, OBJECTIVE ONE ULTIMATELY IS AN INDICATOR FOR BOARD GOAL OR THIRD GRADE MATH, THIRD GRADE READING AND CCMR. EXACTLY. SO YOU WANT AN INDICATION OF THAT ALIGNMENT TO EACH BOARD GOAL? YEAH, IT JUST MAKES IT EASIER TO, SURE, HEY HERE'S YOUR PLAN AND THESE ARE THE THINGS THAT WERE ALIGNING TO.

WE CAN MAKE THAT EDIT IN THE WE CAN EVEN WE CAN PUT A NEXT TO IT IN PARENTHESES.

[00:40:06]

IT MIGHT BE ONE OF THEM. IT MIGHT BE ALL THREE OF THEM.

EXACTLY. EXACTLY.

THIS HELPS MY UNDERSTANDING OF ALIGNMENT.

OUR TEAM CAN HANDLE THAT.

ABSOLUTELY. NOW, AND IT IS IMPORTANT TO KNOW THERE ARE SOME THERE ARE SOME PERFORMANCE OBJECTIVES THAT DO NOT DIRECTLY ALIGN TO ONE OF THOSE THREE GOALS.

YOU KNOW, MS. HAYES DOES SOME AMAZING THINGS WITH FACILITIES, BUT NOT ALL OF THEM ARE DIRECTLY ALIGNED TO THAT.

BUT YES, WE WILL.

WE AGAIN TONIGHT, THIS IS JUST A DRAFT.

AND SO WE'RE GIVING YOU YOU'LL HAVE TWO WEEKS TO REVIEW THE PLAN.

YOU'LL HEAR THE PRESENTATION TONIGHT.

YOU'LL HAVE A COUPLE OF WEEKS TO DIGEST, ASK ANY ADDITIONAL QUESTIONS, PROVIDE US FEEDBACK.

WE'LL MAKE THE EDITS AS SUGGESTED TONIGHT, AND THEN WE'LL BRING THIS BACK TO YOU FOR FOR ACTION IN THE FUTURE.

SO WE HAVE TIME TO MAKE ANY EDITS THAT THE BOARD PROVIDES US.

OF COURSE. REALLY? AND REALLY, THE DISTRICT IMPROVEMENT PLAN, JUST TO THE POINT OF THE BOARD GOALS LIKE THIS IS FOR YOU GUYS, MAKE THIS PLAN.

WE HAVE OUR GOALS. YOU'RE BRINGING WHAT THE DISTRICT NEEDS TO DO, AND THEN WE'RE ACTUALLY USING THIS TO MAKE OUR FISCAL DECISIONS AROUND HOW WE'RE ABLE TO PROVIDE SUPPORT SO THAT ALL OF THESE THINGS CAN HAPPEN.

YES, MA'AM. SO, I MEAN, TO THE POINT THAT IT WOULDN'T GO JUST TO THOSE THREE GOALS, ALL OF THOSE THINGS WOULD END UP TYING IN TO WHAT WE WANT FOR OUR GRADUATE PROFILE AND HOW WE'RE ALLOCATING MONEY TO SUPPORT THOSE VERY THINGS FOR HAPPENING, CORRECT? ABSOLUTELY. AND I THINK THAT'S WHY THIS OVERALL GRAPHIC WHILE THERE ARE SOME PERFORMANCE OBJECTIVES THAT ARE VERY SPECIFIC TO HOUSE BILL THREE GOALS OF READING, MATH AND CCMR. THERE ARE SOME OTHER PERFORMANCE OBJECTIVES THAT ARE SPECIFIC TO IMPLEMENTING THE STRATEGIC PLAN AND THE GRADUATE PROFILE.

OUR COMMUNITY SAID THEY WANT A LEARNING ENVIRONMENT WHERE OUR KIDS FEEL VALUED, SEEING, MOTIVATED TO LEARN, AND SO THAT MEANS THE PHYSICAL PLANT.

AND SO THAT THAT IS A DIRECT ALIGNMENT TO A STRATEGIC PLAN INITIATIVE.

SO MY POINT IS, IS THOSE THINGS ALIGN TO WHAT'S THE OVERALL OBJECTIVE.

AND THEN JUST THESE ARE THE THINGS THAT THE DISTRICT HAS ASKED, AND THIS IS THEIR PLAN, AND THEN IT HELPS US GUIDE US FOR WHAT RESOURCES, ETC., THAT WE KNOW THE WHY.

ABSOLUTELY. WE CAN CLEAR THE PATH AND SAY WHAT RESOURCES YOU NEED.

LET'S DO WHAT WE CAN [INAUDIBLE].

ABSOLUTELY. YES, SIR. AND SO WE WILL INDICATE SPECIFICALLY IF IT'S A DIRECT CORRELATION TO A HOUSE BILL THREE BOARD ADOPTED GOAL.

AND THEN, YOU KNOW, REALLY PRETTY MUCH ALL OF THE OTHER PERFORMANCE OBJECTIVES ARE A DIRECT ALIGNMENT TO A STRATEGIC PLAN, A PERFORMANCE OBJECTIVE THAT WAS WAS CREATED BY THE COMMUNITY AND THE BOARD.

THANK YOU FOR THAT FEEDBACK.

LET'S GO TO GOAL THREE.

YES. GOOD EVENING.

THANK YOU VERY MUCH.

SUPERINTENDENT BRANUM. GOOD EVENING.

BOARD. GOAL THREE WE WILL RECRUIT, RETAIN AND REWARD QUALITY PERSONNEL.

THIS GOAL IS BASICALLY ALL ABOUT THE PEOPLE.

IT IS ABOUT HOW WE MONITOR AND CULTIVATE THE RISD EMPLOYEE EXPERIENCE.

AND SO THESE PARTICULAR OBJECTIVES ADDRESS THE VERY BIG SYSTEMIC FRAMEWORK THAT'S IN PLACE THAT HELPS US ADDRESS THAT FROM RECRUITMENT TO RETIREMENT IS HOW WE LIKE TO LOOK AT IT.

EVERY OBJECTIVE IS ABOUT THAT.

HOW DO WE GET THEM, HOW DO WE KEEP THEM, AND ULTIMATELY HOW DO WE SUPPORT THEM? AND I THINK IT'S ALSO IMPORTANT TO POINT OUT IT'S NOT JUST ABOUT ONE PARTICULAR CLASSIFICATION OF EMPLOYEE, IT'S ALL OF THEM.

AND SO A FEW OF THE WAYS THAT WE MEASURE THAT, OBVIOUSLY ONE OF THE MOST NOTABLE ONES IS TO TAKE A LOOK AT THE TEACHER TURNOVER RATE AND TRYING TO DECREASE THAT TURNOVER RATE BY 5%. THAT'S A VERY LOFTY GOAL.

BUT AS YOU CAN IMAGINE, IT'S IMPORTANT FOR US TO STRIVE THAT HIGH TO TO MAKE SURE THAT WE DON'T LOSE OUR QUALITY TEACHERS, BUT ALSO HAVING PERCENTAGES IN PLACE FOR OTHER CLASSIFICATIONS AS WELL, WHETHER IT'S CLASSIFIED STAFF, CHILD NUTRITION OR OTHERS.

ANOTHER COUPLE OF AREAS THAT YOU'LL SEE IS OBVIOUSLY THE FEEDBACK THAT WE GET ON THE SURVEYS THAT MS. BRANUM MENTIONED EARLIER.

WE KNOW FROM OUR EMPLOYEES HOW THEY FEEL ABOUT HOW THINGS ARE GOING AND HAVING GOALS LIKE EVERYTHING, EVERY HAVING POSITIVE RESPONSES, OVER 90% POSITIVE FOR DIFFERENT SECTIONS OF THE SURVEY, BUT EVEN BREAKING IT DOWN EVEN MORE SO.

SO THAT THE, FOR EXAMPLE, CAMPUS PROFESSIONAL DEVELOPMENT HAVING A POSITIVE RESPONSE FROM 72 TO 85% OR HAVING DISTRICT WIDE FEEDBACK REGARDING PROFESSIONAL DEVELOPMENT GOING FROM 95 TO 100%.

SO VERY LOFTY GOALS BUT SPECIFIC TO INDIVIDUAL AREAS.

AND THEN FINALLY, ONE OF THE LAST ONES IS ANOTHER MEASURABLE IS THE INCREASING THE DIVERSITY OF OUR NEW HIRES FROM 46 TO 50%.

WE DO LOOK AT THAT ACROSS THE BOARD AGAIN IN ALL CATEGORIES, BUT WE ALSO CAN NARROW THAT DOWN AS WE LOOK AT TEACHING STAFF OR CAMPUS ADMINISTRATION STAFF AS WELL.

[00:45:07]

AT OUR NEXT MEETING. I WILL BE.

WE JUST COMPLETED OUR BEGINNING OF THE YEAR CLIMATE SURVEYS, SO I WILL BE BRINGING TO YOU OUR FIRST BASELINE OF OUR RESULTS.

AND I WILL TELL YOU WE COULD NOT HAVE A BETTER BEGINNING OF THE YEAR CLIMATE SURVEY.

THE DATA POINTS ARE AMAZING.

SOME OF OUR GOALS THAT WE'VE SET IN THE IN OUR DIP, WE'RE GOING TO ALREADY HAVE TO ADJUST BECAUSE WE EXCEEDED THOSE AT THE BEGINNING OF THE YEAR.

AND THAT IS A HUGE TRIBUTE TO OUR OUR CAMPUS STAFF AND OUR CENTRAL TEAM FOR THE WORK THAT THEY HAVE DONE.

BUT I WILL BE BRINGING THOSE FORWARD TO YOU NEXT AT OUR NEXT BOARD MEETING.

CAN I I ASK ONE QUESTION? I WOULD LOVE TO KNOW TO LIKE JUST ON SOME OF THOSE AND I KNOW THIS IS NOT FOR TODAY, BUT FOR FUTURE OF LIKE WHAT SPECIFIC THINGS LIKE EVEN IF YOU DO SMALL GROUPS LIKE YOU DID.

I FELT LIKE YOU LEARNED SO MUCH FROM THAT LAST YEAR ABOUT WHAT THEY REALLY NEEDED.

YOU KNOW, THEY DIDN'T FEEL LIKE THEY HAD TIME AND YOU WERE ABLE TO GET SOME SPECIFICS THAT ALLOWED US TO THEN REALLY POUR RESOURCES INTO THE THINGS THAT REALLY MATTERED TO THEM. SO ON THOSE SURVEYS WHERE THEY'RE INCREASING SO MUCH, I WOULD LOVE TO KNOW WHAT THEY FELT LIKE WAS THE BIGGEST SUPPORT THEY HAD, BECAUSE LET'S DO MORE OF THAT.

YES, MA'AM. RIGHT. LIKE, I MEAN, I JUST WANT TO KNOW IF THAT'S IT, THEN LET'S POUR OUR RESOURCES THERE AND IF THERE ARE OTHER THINGS THAT DIDN'T MAKE AS MUCH IMPACT BUT WERE NICE. AND I MEAN, I DON'T KNOW.

I JUST THINK AS FAR AS LIKE US ALLOCATING OUR RESOURCES, THAT WOULD BE SUPER HELPFUL.

YES. AND A BIG PART OF THE YOU KNOW, AGAIN, WE LOOK FOR PATTERNS AND TRENDS.

AND SO EVEN THOUGH WE STARTED OFF STRONG, WE KNOW WE CAN ALWAYS GET BETTER.

AND SO SOME AREAS THAT MAYBE WE'RE SITTING AT 92%, WELL, I WANT 100%.

SO WHAT DO I HAVE TO DO TO CLOSE THAT? BUT THEN ALSO REALLY A FOCUS ON HEARING FROM TEACHERS.

WHAT DO WE HAVE TO DO TO SUSTAIN THAT? THE MOMENTUM IS STRONG SIX WEEKS INTO THE SCHOOL YEAR, BUT NOW HOW DO WE SUSTAIN THAT IN THE NEXT 24, THE NEXT 32 WEEKS? WELL, I HOPE ALSO TO THAT WE WILL TAKE THOSE THINGS WHERE OUR TEACHERS ARE SAYING THESE REALLY MADE A DIFFERENCE.

AND I HOPE WE'RE USING IT AS MARKETING TOOLS TO SHOW OTHER TEACHERS AND OTHER DISTRICTS, SORRY THAT WE'RE A REALLY GREAT PLACE TO WORK.

AND YOU KNOW WHAT I MEAN? I MEAN, WE WANT THE MOST ROBUST POOL TO PULL FROM THE BEST TEACHERS AROUND.

AND I MEAN, I JUST THINK THOSE THINGS COULD BE REALLY GOOD MARKETING MATERIALS FOR US AS FAR AS RECRUITING.

SO JUST MY TWO CENTS NOBODY ASKED FOR.

I LOVE THAT. YES.

THANK YOU. YES, THANK YOU.

YEAH. [LAUGHTER] ALL RIGHT. WE'RE GOING TO SHIFT TO GOAL FOUR, WHICH IS WE'RE GOING TO ENSURE THAT ALL FAMILIES, BUSINESSES AND COMMUNITY PARTNERS ARE FULLY ENGAGED IN THE MISSION OF THE DISTRICT. WE CANNOT DO THIS WITHOUT THE SUPPORT OF OUR PARENTS AND OUR COMMUNITY PARTNERS IN COMMUNICATION.

AND HAVING TRANSPARENT, ONGOING, DYNAMIC COMMUNICATION IS ESSENTIAL TO THAT SO DR.

HELLER. ABSOLUTELY.

THANK YOU, SUPERINTENDENT BRANUM BOARD OF TRUSTEES.

YOU'LL SEE THAT WE HAVE SIX OBJECTIVES, AND I'M GOING TO SHARE GOAL FOUR WITH MY PARTNER HERE, MS. LEE, WHO IS GOING TO COVER OBJECTIVE SIX AND THOSE OPPORTUNITIES SPECIFIC TO PARENT AND FAMILY ENGAGEMENT.

BUT AS YOU'VE HEARD US SHARE PREVIOUSLY, WE ARE REALLY BEING INTENTIONAL IN TERMS OF BEING PROACTIVE WITH OUR COMMUNICATION AND ENGAGEMENT EFFORTS, ESPECIALLY COMING OUT OF THE LAST TWO AND A HALF, THREE YEARS IN ALL THINGS PANDEMIC.

SOME OF OUR OBJECTIVES WE HAVE ALREADY STARTED WORKING ON AND YOU HAVE SEEN AS WE HAVE ROLLED OUT A NEW AND IMPROVED BLACKBOARD MASS NOTIFICATION SOFTWARE TOOL THAT WAS IMPLEMENTED AT THE BEGINNING OF THE SCHOOL YEAR.

OUR NEW WEBSITE, A NEWSLETTER E ELECTRONIC NEWSLETTER TOOL RE NORMING WITH OUR CAMPUSES EXPECTATIONS AROUND REGULAR AT A MONTHLY MINIMUM CAMPUS NEWSLETTERS TO SUPPORT OUR DISTRICT COMMUNICATIONS.

AND NOW WE ARE ALSO EMBARKING ON REBRANDING ALL OF OUR DISTRICT COLLATERAL VERY FOCUSED ON REINFORCING THE BRAND GUIDELINES THAT WE LAUNCHED WITH PRINCIPALS AND CAMPUSES THIS SUMMER.

AND NOW FOLLOWING THAT THROUGH NOT ONLY AT THE DISTRICT LEVEL, BUT ALSO NOW GETTING INTO THE CAMPUS LEVEL WITH CAMPUS LOGOS, ETC..

[00:50:01]

IN ADDITION TO THAT STRATEGIC PLAN IN THE GRADUATE PROFILE, LOOKING AT VERY STRATEGIC PARTNERSHIP AND VOLUNTEER OPPORTUNITIES THAT SUPPORT OUR STUDENT ACHIEVEMENT GOALS AND THAT DO ALIGN BACK TO OUR BOARD GOALS, ESPECIALLY WITH EARLY LITERACY, LOOKING AT WE READ TOGETHER AND HAVING MEANINGFUL VOLUNTEER OPPORTUNITIES TO SUPPORT DEVELOPING EARLY LITERACY AT THE PRE-K THROUGH SECOND GRADE LEVEL.

AND EXPANDING OUR PARTNERS FOR ALL.

AND SOME OF THAT'S ALREADY HAPPENING WITH OUR NEW RENEWED PARTNERSHIP WITH OUR EDUCATION FOUNDATION.

SO WHEN WE LOOK AT SOME OF THE METRICS THAT WE ARE GOING TO BE TRACKING SPECIFIC TO PERFORMANCE OBJECTIVES TO GOAL FOUR, WE ALSO FIND OURSELVES IN LIKE A LEVEL SET YEAR.

SO, FOR EXAMPLE, SINCE WE HAVE NOT CONSISTENTLY HAD VOLUNTEERS ON CAMPUS FOR MEANINGFUL OPPORTUNITIES FOR THE LAST FEW YEARS, WHAT DOES THAT LOOK LIKE NOW THAT WE ARE BEING VERY INTENTIONAL AND CELEBRATING? JUST THIS LAST WEEK, IF YOU LOOKED IN [INAUDIBLE] WE HAD OVER 25 MEANINGFUL VOLUNTEER OPPORTUNITIES FOR OUR PARENTS AND PARTNERS TO SUPPORT OUR CAMPUSES AND DISTRICTS.

SO LEVEL SETTING SOME OF THOSE METRICS SO THAT ALMOST LIKE ON A BASELINE, BUT THEN WE ALREADY ARE SEEING SOME IMPROVEMENTS METRIC WISE WITH SOME OF THE NEW COMMUNICATION TOOLS NEARLY DOUBLING THE EMAIL DISTRIBUTION.

WE ARE JUST AT 100,000 ACTIVE EMAILS THAT ARE RECEIVING OUR SCHOOL TIMES EVERY WEEK, TRACKING THAT NOW DOWN TO THE CAMPUS LEVEL AND LOOKING FORWARD TO SHARING SOME OF THOSE METRICS THROUGHOUT THE YEAR.

I MET WITH ANDY MCCORMICK, OUR DISTRICT WEBMASTER, EARLIER THIS WEEK, AND WE'RE IN THE NEXT PHASE OF OUR DISTRICT WEBSITE DEVELOPMENT WHERE WE ARE SEEING JUST UNDER 50,000 HITS EACH MONTH ON OUR WEBSITE AND HOW WE CONTINUE TO USE THAT AS AN ANCHOR.

AND THEN WITH OUR PARTNERS LOOKING AT THOSE WAYS THAT WE'RE TRACKING NOT ONLY IN-KIND AND FINANCIAL SUPPORT TO AGAIN ENSURE THAT WE'RE MEETING OUR VISION AND STUDENT SUCCESS FOR ALL, BUT ALSO SOME OF THOSE VOLUNTEER OPPORTUNITIES THAT A LOT OF OUR COMPANIES AND BUSINESS PARTNERS ARE LOOKING FOR, FOR OTHER ENGAGEMENT BEYOND JUST FINANCIAL AND IN-KIND SUPPORT.

LET MS. LEE SHARE A LITTLE BIT ON OBJECTIVE SIX OBJECTIVE.

[INAUDIBLE] NEW PROGRAMING.

AND SO ONE OF THE THINGS THAT.

SO WE REALLY WANT TO FOCUS ON [INAUDIBLE].

KIND OF GOES BACK TO SOMETHING YOU SAID EARLIER.

NOT EVERYTHING IS GOING TO [INAUDIBLE].

AND ONE THING THAT WE'RE LOOKING AT [INAUDIBLE] WE MOVE OUR CAMPUSES.

FAMILIES. [INAUDIBLE].

AND SO LOOKING AT THEIR DEMOGRAPHIC OF FAMILIES IS OPEN HOUSE THE TRADITIONAL WAY [INAUDIBLE] SO NOW WE NEED A SEPARATE [INAUDIBLE] FOR THIS PARTICULAR [INAUDIBLE].

SO THAT'S ONE OF THE THINGS THAT WE'RE REALLY LOOKING AT [INAUDIBLE].

LOOK AT EXISTING PROGRAMING.

[INAUDIBLE] OUR PARENTS AS TEACHER LITERACY MODEL THAT WE STARTED LAST MONTH.

AND SO REALLY THINKING ABOUT WE HAVE THESE [INAUDIBLE].

[00:55:06]

BUT HOW CAN WE EXPAND ON THAT AND HOW CAN WE MOVE TO HIGH IMPACT? AND SO WHY NOT PULL PARENTS TOGETHER AND THEN TEACH THEM AND STRENGTHEN THEIR CAPACITY AS PARENTS TO HELP WITH THOSE EARLY LITERACY SKILLS TO KIND OF BRIDGE THAT SCHOOL TO HOME CONNECTION? AND SO IF WE WANT TO MOVE SCORES, YOU KNOW, WITH EARLY LITERACY, HOW DO WE BEYOND THE TRADITIONAL CURRICULUM NIGHTS, HOW DO WE REALLY EQUIP OUR PARENTS TO HELP DO THAT IN A SUCCESSFUL WAY THAT MODELS WHAT THE STUDENTS ARE GETTING AT HOME AS WELL? AND SO THAT'S REALLY OUR GOAL WITH OBJECTIVE SIX THIS YEAR AS FAR AS WHAT WE WANT TO DO, HOW WE'RE PLANNING, HOW WE'RE MOVING FORWARD IS REALLY LOOKING AT GOING FROM LOW TO MODERATE IMPACT TO ENSURING THAT WE ARE PROVIDING HIGH IMPACT FAMILY ENGAGEMENT OPPORTUNITIES FOR OUR FAMILIES.

ANY QUESTIONS? IT'S MORE COMMENT.

BUT I THINK I APPRECIATE KIND OF THE WAY THAT YOU'RE LOOKING AT THAT, BECAUSE I FEEL LIKE THAT'S THE THAT MODEL IS A CONTINUOUS IMPROVEMENT.

THE METHOD WE'RE LOOKING AT, WE'RE NOT DOING IT JUST LIKE WE'VE ALWAYS DONE IT.

WE NEED TO KIND OF GET INNOVATIVE AND THINK, HOW DO WE DO IT DIFFERENT? LET'S KIND OF SHAKE THIS THING UP, BREAK IT, PUT IT BACK TOGETHER SO IT WORKS BETTER.

SO I THINK THAT RESONATES AND IT GOES BACK TO I MEAN, YOU HAD SAID WE CAN'T DO THIS.

WE CAN'T ACHIEVE THESE GOALS WITHOUT THAT TEAMING PARTNER, THE PARENTS, THE FAMILIES, THE HOME.

AND SO WE'VE GOT TO FIGURE OUT HOW TO BE INNOVATIVE AND GO FROM THAT LOW IMPACT TO MODERATE TO EVENTUALLY A HIGH IMPACT SOLUTION.

SO I THINK THAT'S GREAT. AND THIS GOES BACK TO YOUR PRESENTATION.

WHEN WAS THAT A MONTH AGO, BASICALLY.

AND TYING THAT IN. AND I THINK THIS ALSO I WASN'T THERE SATURDAY, BUT I THINK AN EXAMPLE THE PARENT ENGAGEMENT THE CONFERENCE ON SATURDAY. BUT I MEAN I HEARD GOOD THINGS ABOUT THAT AND I THINK THAT'S ONE OF THOSE ONE OF THOSE ACTIONS TO TRY AND ACHIEVE THIS.

AND SO I THINK, YEAH, THIS RESONATES WITH ME AND THIS IS A CRITICAL PIECE.

I THINK THIS IS ALSO A REALLY IMPORTANT OPPORTUNITY TO NOTE THAT WHERE WE'RE TIGHT AT A DISTRICT.

SO IF YOU SEE THROUGHOUT THE DISTRICT IMPROVEMENT PLAN, THERE ARE THINGS THAT ARE VERY TIGHT THAT WE THEN MOVE TO THE CAMPUS IMPROVEMENT PLANS AND SAID OUR EXPECTATION IS THAT EVERY ONE OF OUR CAMPUSES HAS A STRONG PLAN AROUND MOVING THEIR INDIVIDUAL CAMPUSES FROM A LOW IMPACT TO A MODERATE TO A HIGH IMPACT ACTIVITY. WHAT THAT LOOKS LIKE AT THAT CAMPUS MAY BE DIFFERENT BASED UPON THE DEMOGRAPHIC AND THE INDIVIDUAL NEEDS OF MY STUDENTS.

SO WHAT FOREST LANE NEEDED BASED UPON THEIR DEMOGRAPHIC MAY BE DIFFERENT THAN A CAMPUS IN ANOTHER LEARNING COMMUNITY OR WITH A DIFFERENT DEMOGRAPHIC THAT THEY SERVE.

BUT THE EXPECTATION THAT, YES, THAT THE EXPECTATION THAT THEY BREAK IT APART A LITTLE BIT AND ARE RETHINKING ABOUT HOW TO REBUILD IT IN A WAY THAT'S GOING TO ACHIEVE BETTER OUTCOMES, THAT IS AN EXPECTATION.

SO I THINK THAT IS A LOT OF WHAT YOU'RE GOING TO HEAR FROM MIKE AND JENNY LATER IS AROUND.

WE HAVE TIGHT EXPECTATIONS.

THERE'S SOME AUTONOMY AT THE CAMPUS LEVEL AROUND WHAT DOES THAT LOOK LIKE BASED UPON THE NEEDS OF THAT CAMPUS.

JUST ONE IDEA, YOU KNOW, JUST KIND OF BACKGROUND INNOVATION.

YOU KNOW, ONE OF THE THINGS THAT MAY BE THE GOAL COULD BE TO TEST AND IDENTIFY AT LEAST ONE HIGH IMPACT ACTIVITY FOR EACH DEMOGRAPHIC.

SO THAT'S A MEASUREMENT THAT YOU'RE TESTING WITH AN OBJECTIVE TO MEET, BECAUSE IT SOUNDS LIKE WE'RE TRYING TO GET ENGAGEMENT, WE'RE TRYING TO IDENTIFY THE UNIQUE NEEDS OF EACH CAMPUS AND EACH UNIQUE NEEDS, MAYBE A DIFFERENT HIGH IMPACT ACTIVITY.

SO THE RESULT OF TESTING COULD BE, HEY, WE'RE GOING TO TEST [INAUDIBLE] ACTIVITIES WITH THE MEASUREMENT OF, HEY, OUR GOAL IS TO HAVE AT LEAST ONE HIGH IMPACT ACTIVITY FOR THE DEMOGRAPHICS TO BEST MEET MEET OUR PARENTS WHERE WE NEED. I ABSOLUTELY AGREE WITH THAT.

AND SO ONE OF THE THINGS THAT WE'VE REALIZED AS A DEPARTMENT IS THAT THERE'S REALLY NOT A FAMILY ENGAGEMENT FRAMEWORK FOR THESE ENGAGEMENT ACTIVITIES THAT ARE SUPPOSED TO HAPPEN ON THE CAMPUSES.

AND SO THAT'S WHAT WE ARE TRYING TO CREATE THIS YEAR SO THAT AS WE'RE TRAINING OUR CAMPUS FAMILY ENGAGEMENT SPECIALIST, OUR EQUITY LIAISONS, AND THEN JUST OUR STAFF IN GENERAL, OUR ADMINISTRATORS, THAT THEY HAVE THIS FRAMEWORK THAT THEY CAN REFERENCE THAT WILL HELP THEM UNDERSTAND AND IDENTIFY THOSE HIGH IMPACT ENGAGEMENT ACTIVITIES THAT CATER TO THE NEEDS OF THOSE PARTICULAR CAMPUSES.

[01:00:03]

MS. HARRIS MS.. PACHECO AND MYSELF.

RIGHT. AND THEN MS. BRANUM AND I JUST WANT TO COMMEND YOU ON JUST YOU CAN SEE EXACTLY ALL THIS THAT YOU'RE SAYING.

YOU CAN SEE IT LIKE LAID OUT AND IT'S IT COMES TO LIFE.

AND SO I AM JUST VERY APPRECIATIVE OF THE FACT OF GOING BY CAMPUS, SEEING WHAT THAT CAMPUS NEEDS.

AND YOU CAN SEE IT IN THE PARENTS THAT WERE THERE.

YOU GUYS DID A WONDERFUL JOB MS. LEE, IN THE SENSE OF GETTING THE WORD OUT.

YOU KNOW, I LOVE THAT YOU GUYS WENT TO DIFFERENT PLACES AMONG THE COMMUNITY.

JUST DIDN'T JUST RELY ONE WAY OR LIKE MY COLLEAGUE MR. POTEET SAID ABOUT HOW WE'VE ALWAYS DONE IT.

SO IT'S GREAT THAT IT WORKS FOR A CERTAIN COMMUNITY, BUT THAT MAY BE DIFFERENT IN ANOTHER, YOU KNOW, FEEDER PATTERN OR ANOTHER COMMUNITY, AND THAT WE'RE REALLY IN TUNE AND INTENTIONAL ABOUT DOING THAT SO THAT WE CAN MEET THE NEEDS OF OF OF ALL OF, OF ALL OF OUR COMMUNITY MEMBERS AND OF ALL OUR STUDENTS.

SO I JUST WANTED TO SAY THAT, YOU KNOW, JUST GREAT JOB AND THANK YOU.

LET ME JUST SAY THAT I LOVE THE FACT THAT THOSE PRINCIPALS AND THOSE TEACHERS, THEY KNOW THEIR FAMILIES AND THEY KNOW WHAT'S GOING TO BE HIGH IMPACT FOR THEM.

MR. GIBSON AND I HAVE BEEN AT TWO DIFFERENT SCHOOLS, THE SAME.

WE HAD BEEN AT HAMILTON PARK AND I'D ALSO BEEN AT [INAUDIBLE] ACADEMY.

AND WHAT WORKED AT BOTH OF THOSE SCHOOLS WOULD HAVE BEEN EXTREMELY DIFFERENT AND WHAT WOULD HAVE BEEN HIGH IMPACT IT ONE WOULD HAVE BEEN VERY LOW IMPACT AT ANOTHER.

AND ALLOWING THE PRINCIPALS AND THOSE TEACHERS AND AND THE PTAS AND THE FAMILIES THAT ALL ARE ENGAGED THERE TO REALLY DETERMINE WHAT THOSE HIGH IMPACT STRATEGIES ARE FOR THEM. AND THEN ALSO AND THEN TO HAVE THIS SUPPORT WITHIN A FRAMEWORK TO GUIDE THEM SHOULD THEY NEED THAT, I THINK IS FANTASTIC.

MR. [INAUDIBLE] I'VE TALKED ABOUT THIS BEFORE, THAT, YOU KNOW, WHAT OUR HISPANIC STUDENTS MAY NEED IN ONE AREA MAY NOT BE THE SAME AS WHAT'S IN ANOTHER SCHOOL.

AND WHAT WE REALLY WANT TO DO IS WE WANT TO DO WHAT'S RIGHT FOR ALL STUDENTS.

AND I JUST THINK THAT'S SUCH A GREAT PLACE FOR THAT.

I ALSO LOVE THE FACT THAT IT'S IN CONJUNCTION WITH THE COMMUNICATIONS PIECE, BECAUSE I THINK ONE PIECE OF THAT IS EFFECTIVELY COMMUNICATING THAT OUT.

MS. RENTERÍA AND I, WE WERE AT THE SUPERINTENDENT AND IT WAS CALLED GATHERING INFORMATION.

WHAT WAS IT, THE TOWN HALL AND SORRY, TOWN HALL.

AND, YOU KNOW, ONE OF THE PARENTS SAT THERE AND SAID HE WAS LIKE, YOU KNOW, I REALLY APPRECIATE THE EMAILS, BUT I DON'T KNOW HOW TO WRITE AN EMAIL.

AND THAT'S NOT HOW I COMMUNICATE.

I HAVE A SMARTPHONE, BUT IT DOESN'T MEAN I USE EMAIL.

AND SO BEING ABLE TO WORK WITH THESE SO THAT ALSO THE COMMUNICATION IS HIGH IMPACT AS WELL, I THINK IS IS FANTASTIC.

AND I THINK IT'S A REALLY GREAT WAY TO ENGAGE OUR FAMILIES AND MAKE A DIFFERENCE.

SO REALLY APPRECIATE THAT.

SO THANK YOU SO MUCH FOR THAT.

I'M ACTUALLY EXCITED.

A LOT OF JUST AS A CLARIFICATION.

BRANDING IS VERY IMPORTANT.

IT'S IMPORTANT BECAUSE I BELIEVE AS OUR PARENTS AND OUR FAMILIES SEE THIS CONSTANTLY IN THE AREA, IN THEIR SCHOOLS, MAYBE AROUND BUSINESS PARTNERSHIPS, THEY'RE CONSTANTLY SEEING THE RESULTS OF WHAT RICHARDSON DOES AND HOW IMPORTANT IT IS.

AND THEY COME BACK TO THEIR CAMPUS FAMILY AND SHARE THAT RIGHT, AND THEY'RE MORE MOTIVATED TO PARTICIPATE.

THE COMMUNICATION PIECES, I AM JUST SO EXCITED TO HEAR THE DIFFERENT CHANGES, THE CONSOLIDATION OF SOME OF THEM AND THE DIFFERENT EFFORTS. RIGHT.

AND THE DIFFERENT LANGUAGES AND JUST REACHING OUT AGAIN, BECAUSE IT IS A CAMPUS FAMILY CULTURE THAT WE'RE TRYING TO INSTILL AND TO INFORM THESE FAMILIES, COME JOIN US, BE A PART OF YOUR CHILD'S EDUCATION.

AND FINALLY, IT'S A LEGACY PARTNERSHIP, I THINK, AS A STATEMENT, A LEGACY PARTNERSHIP WITH OUR FAMILIES, A LEGACY PARTNERSHIP WITH OUR BUSINESSES, AND ANOTHER LEGACY PARTNERSHIP WITH COMMUNITIES.

WE WANT TO ENSURE, I BELIEVE, AS A DISTRICT, I THINK THIS PROCESS WITH THIS GOAL IS TO KEEP THEM, RETAIN THEM, ENCOURAGE THEM, AND JUST HAVE THIS CONTINUOUS PROGRAM WITH OUR BRANDING.

AND THANK YOU.

AND IF I COULD REAL QUICK, JUST I ALSO JUST WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS IS WATCHING BECAUSE I KNOW THERE'S THOUSANDS OUT THERE WATCHING RIGHT NOW.

BUT I MEAN, THIS THIS IS HARD WORK.

THE FACT THAT WE'RE TRYING TO BE SO UNIQUE IN ALL OF THESE METHODS OF FINDING WHAT'S GOING TO WORK AT FOREST LANE VERSUS NORTHRIDGE VERSUS MOHAWK VERSUS ALL THESE SCHOOLS, I MEAN, THAT DIVERSITY IS RICH, BUT IT ALSO COMES WITH CHALLENGES AND IT'S A HEAVY LIFT.

AND SO I JUST WANT TO RECOGNIZE THAT TAKING THAT BURDEN ON AND WALKING AWAY WITH IT AND TAKING THAT CHALLENGE AND TRYING TO ACHIEVE IT, THAT'S A LOT OF HARD WORK.

AND SO I JUST THE WHOLE STAFF THAT'S INVOLVED IN THAT, I WANT TO SAY THANK YOU FOR TAKING THAT ON YOUR BACK AND RUNNING WITH IT.

[01:05:01]

AND THOSE UNIQUE NEEDS OF THE PROGRAMING AND SUPPORTS AND RESOURCES.

WHEN WE ARE LOOKING AT PHONICS INSTRUCTION, FOR EXAMPLE, FOR SOME OF OUR CAMPUSES THAT MAY HAVE DOUBLE THE NUMBER OF STUDENTS THAT ARE AT TIER TWO, TIER THREE NEEDING ADDITIONAL INTERVENTIONS, WE PROVIDE DIFFERENT SUPPLY KITS TO THOSE TO THOSE CAMPUSES, TO THOSE STAFF, TO THOSE INTERVENTIONISTS TO ENSURE THAT WE'RE SERVING THAT NUMBER OF STUDENTS IN A WAY THAT IS EASY FOR TEACHERS TO IMPLEMENT BECAUSE IT'S SO DIFFERENT THAN A CAMPUS WHO MAY HAVE 1/10 OF THE NUMBER OF STUDENTS AT THAT TIER TWO OR TIER THREE.

SO WE APPLY THAT SAME LEVEL OF WE HAVE A TIGHT EXPECTATION.

AND WE EXPECT THERE TO BE AN IMPLEMENTATION OR A PLAN THAT'S GOING TO DELIVER THIS OUTCOME.

BUT WE'RE GOING TO PROVIDE DIFFERENTIATED SUPPORTS AND RESOURCES TO ALLOW THAT TO APPLY INDIVIDUALLY AT THAT CAMPUS.

AND I DON'T THINK THAT THAT IS TRUE NECESSARILY OF EVERY DISTRICT.

I CAME FROM A DISTRICT WHERE WHILE THE CAMPUSES, YES, THEY ALL HAD THEIR OWN IDENTITY, BUT FOR THE MOST PART, WHAT WE COULD IMPLEMENT AT ONE WE COULD IMPLEMENT ACROSS THE BOARD AT ALL.

THAT IS NOT THE CASE.

AND WHAT IS WHAT IS BEAUTIFUL BUT ALSO COMPLEX IN RICHARDSON ISD.

AND SO I THINK THAT THAT THAT REALLY IS A UNIQUE ELEMENT THAT YOU WILL SEE IN ALL SIX OF OUR GOALS AND WHAT IS A PART OF OUR STRATEGIC PLANNING EFFORTS IN EVERY CONVERSATION THAT WE HAVE.

SO THANK YOU FOR THAT. AND IF I MAY, I THINK THAT THAT ADDS ON OR THAT'S WHAT WE'RE ALWAYS TALKING ABOUT, EVERY CHILD, EVERY DAY.

SO EVERY CHILD IN THIS IN THIS DISTRICT IS ALSO VERY DIFFERENT.

YOU KNOW, IT HAS A DIFFERENT NEED.

SO I ABSOLUTELY LOVE THAT.

AND THAT'S WHAT BROUGHT BACK TO MIND THAT THAT EVERY CHILD, EVERY DAY.

IF WE HAVE A CAMPUS WHERE, YOU KNOW, 90% OF THE STUDENTS ARE ALREADY AT GRADE LEVEL, THEN WHAT ARE WE DOING AND WHAT DIFFERENTIATED SUPPORTS ARE WE PUTTING IN PLACE AT THAT CURRICULUM THAT ARE ALLOWING THOSE STUDENTS TO GROW AT LEAST A YEAR'S WORTH OF GROWTH, THE SAME WAY THAT WE'RE POURING IN EFFORTS AND RESOURCES TO ENSURE STUDENT WHO MAY NEED 15 MONTHS OF GROWTH IS HAPPENING; THOSE HAVE TO BE EQUAL PRIORITIES.

I'LL SAY, JUST LIKE THE REST OF THE BOARD.

I'M SUPER EXCITED ABOUT THIS PART.

TO ME, IT JUST MEANS, YOU KNOW, THIS IS THE FABRIC OF THE QUILT OF RISD.

YOU KNOW, IT JUST PULLS US ALL TOGETHER, AND THAT'S EXACTLY WHAT IT MEANS.

I'M EXCITED ABOUT GETTING OUT TO THE NEIGHBORHOODS, BRINGING OUR FAMILIES IN.

YOU KNOW, I THINK THAT'S A GAME CHANGER, AND I THINK IT JUST IT PROVES THAT WE ARE READY TO INCLUDE EVERYONE, AND SO THIS PIECE IS SUPER EXCITING.

THE BRANDING IS JUST AWESOME.

SO WE REALLY APPRECIATE YOU SEE, EVERYBODY ON THE BOARD IS SUPER EXCITED ABOUT IT.

SO WE'RE READY TO DIG IN AS WELL.

WE'RE READY.

I DO WANT TO CELEBRATE.

WE HAVE SO MANY PEOPLE.

THE DISTRICT IMPROVEMENT PLAN IS NOT POSSIBLE WITH SO MANY PEOPLE BEHIND THE SCENES.

YOU KNOW, KRISTIN ODOM HAS BEEN A MEMBER OF OUR TEAM FOR SEVERAL YEARS NOW, AND I CAN LOOK AT A PIECE OF COLLATERAL, AND I KNOW WHETHER OR NOT IT WAS CREATED BY KRISTIN ODOM.

IT WAS CREATED WITH THE VISION AND THE BRAND OF RICHARDSON ISD.

DOES IT MESSAGE, DOES IT EMOTE WHAT IT IS, WHO WE ARE AND WHAT WE'RE ABOUT AS A DISTRICT? AND THAT KIND OF BRILLIANCE AND GIFTEDNESS, IT IS WHAT MAKES US SPECIAL.

IT'S WHAT SETS US APART, AND THAT'S JUST HUGE.

KUDOS TO MELISSA AND THE TEAM.

ALL RIGHT, LET'S GO TO GOAL FIVE.

DAVID PATE. WE'RE EXCITED TO HEAR [CHUCKLING] ABOUT HOW WE'RE GOING TO ACTIVELY PURSUE CREATIVE FUNDING SOURCES AND RESPONSIBLY MANAGE CURRENT RESOURCES TO SUPPORT OUR MISSION.

THANK YOU, MRS. BRANUM, TRUSTEES.

THERE'S FOUR PERFORMANCE OBJECTIVES WITHIN THIS GOAL, AND REALLY, ALL FOUR OF THOSE ARE ALL ABOUT HAVING THE MONEY TO DO ALL OF THE OTHER GOALS AND SPENDING THAT MONEY WISELY ON ALL THE OTHER GOALS AND THE, YOU KNOW, EXTERNAL MEASURES THAT WE HAVE ON THE SUCCESS RELATED TO THESE IS, YOU KNOW, OUR AUDIT REPORT.

DO WE HAVE AN UNQUALIFIED OPINION ON OUR AUDIT REPORT? DO WE HAVE ARE THERE NO MATERIAL WEAKNESSES, WHICH IS IN SOME WAYS, IN MY MIND, HAVING BEEN ON THAT SIDE OF THE TABLE DOING THE AUDITS FOR MANY YEARS

[01:10:04]

WE WILL PASS THE AUDIT, WE WILL BE, YOU KNOW, SUCCESSFUL THERE, BUT IT'S STILL ONE EXTERNAL MEASURE AND OUR AUDITORS DO GIVE US FEEDBACK WHEN THEY REVIEW OUR DISTRICT OPERATIONS AND LET US KNOW WHAT THEY THINK OF INTERNAL CONTROLS AND DO IDENTIFY OPPORTUNITIES FOR IMPROVEMENT.

AND SO WE APPRECIATE THAT INFORMATION FROM THEM.

ALSO, YOU KNOW, MAINTAINING A SUPERIOR RATING ON THE FIRST REPORT IS ANOTHER ONE OF THOSE EXTERNAL MEASURES, AND AGAIN, THAT IS MY EXPECTATION.

WE WILL MAINTAIN THAT A OR SUPERIOR RATING, AND THEN THE OTHER EXTERNAL MEASURE FOR US IS MAINTAINING OUR BOND RATING , AND THIS ONE'S A LITTLE INTERESTING BECAUSE, YOU KNOW, WE CERTAINLY WANT THAT TRIPLE-A, THE HIGHEST BOND RATING WE CAN POSSIBLY GET FROM MOODY'S.

WE WANT TO MAINTAIN THAT, BUT I DON'T WANT THAT FROM STANDARD AND POOR'S.

WE WANT ONE STEP BELOW THAT, THE DOUBLE A-PLUS THAT WE HAVE, WHICH IS, YOU KNOW, YOU ASK ME WHY WOULD WE NOT WANT THE HIGHEST? WELL, IF WE GET THE HIGHEST RATING FROM STANDARD AND POOR'S, WE LOSE THE PERMANENT SCHOOL FUND GUARANTEE, AND THAT GOES AGAINST, YOU KNOW, SOME OF THE OTHER PARTS OF THIS, BECAUSE IF WE DON'T HAVE THE PERMANENT SCHOOL FUND GUARANTEE, IT COST US MORE TO BORROW MONEY.

THE STATE'S TRIPLE-A IS WORTH MORE THAN OUR TRIPLE-A, AND SO WE WANT TO BE GOOD IN THE BOND RATING WORLD, BUT NOT TOO GOOD BECAUSE IT'LL COST US MONEY, WHICH I KNOW IS A LITTLE ON THE STRANGE SIDE, BUT THAT IS THE WAY IT ACTUALLY WORKS, AND THAT IS, YOU KNOW, I CAN CERTAINLY GO INTO ANY LEVEL OF DETAIL YOU WANT ON THE REST OF THAT.

BUT IT REALLY IS ALL ABOUT MAKING SURE WE'RE PROPERLY SPENDING THE MONEY.

YOU KNOW, I GUESS ONE CELEBRATION I WOULD HAVE, AND THAT IS WE'VE BEEN DEALING WITH A REFUGEE SUPPORT GRANT AND WE RECENTLY FOUND OUT THAT THEY INCREASED OUR GRANT FUNDING FROM 500000 TO $700000.

SO WE CAN SERVE MORE FOLKS, AND THERE'S GREAT, YOU KNOW, GREAT MEASURE OF SUCCESS FOR THE DISTRICT AND THE WORK THAT WE DO TO SUPPORT THE REFUGEES.

SO THIS IS A BRAND NEW GRANT THAT WE RECEIVED FROM THE 22-23 SCHOOL YEAR.

SO THESE ARE THESE ARE FUNDS THAT WE KNOW THIS IS A LOCAL IT IS A FEDERAL FUNDING SOURCE COMING THROUGH A LOCAL AGENCY, BUT YEAH, BEFORE WE COULD EVEN GET STARTED ON IT, THEY'VE ALREADY INCREASED OUR GRANT.

ANY QUESTIONS? MR. EAGER. I APPRECIATE YOU, [INAUDIBLE] BECAUSE YOU KNOW WHAT? BECAUSE ALL THIS DOESN'T HAPPEN WITHOUT PROPER FINANCIAL MANAGEMENT AND GOOD OVERSIGHT.

SO THANK YOU FOR THE WORK YOU DO AND THE TEAM.

I KNOW YOU DON'T DO IT BY YOURSELF, SO I ABSOLUTELY COULD NOT DO THIS BY MYSELF, AND THANK YOU FOR REMINDING ME OF THAT.

YOU KNOW, SOMETIMES IT'S THE WAY I WAS BROUGHT UP IN THE PUBLIC ACCOUNTING WORLD, AND SOMETIMES I FORGET TO GIVE A SHOUT OUT TO ALL THE PEOPLE THAT WORK FOR ME THAT MAKE THIS POSSIBLE AND THE SUPPORT FOR FROM EVERYBODY ELSE IN THE DISTRICT, AND THEN PUTTING UP WITH ME AND MY TEAM POINTING OUT, YOU CAN'T DO THAT THIS WAY BECAUSE WE OPERATE IN SUCH A HIGHLY REGULATED INDUSTRY AND THAT IS PART OF WHAT MY TEAM DOES TOO IS TRIES TO KEEP US OUT OF TROUBLE IN THIS HIGHLY REGULATED INDUSTRY.

AGAIN, WHAT I SO APPRECIATE ABOUT THIS GOAL IS THAT MR. PATE AND HIS TEAM, IT IS ABOUT ENSURING WE HAVE CAPACITY IN OUR RESOURCES TO FOCUS OUR EXPENDITURES ON MAKING A DIFFERENCE FOR KIDS, WHETHER IT IS ENSURING WE HAVE THE COMPENSATION PACKAGE THAT THE BOARD NEEDED TO RECRUIT AND TRY TO RETAIN, WHICH SUPPORTS GOAL THREE, BUT ALSO THAT WE CAN FOCUS THE RESOURCES ON GETTING THE PHONICS MATERIALS AND KITS THAT WE NEED TO HELP, YOU KNOW, WITH OUR THIRD GRADE READING GOALS.

SO IT'S FOUNDATIONAL, AND HE TAKES IT IN, OUR TEAM TAKES IT VERY SERIOUSLY.

SO THANK YOU, MR. PATE.

ALL RIGHT, LAST BUT NOT LEAST, MS. HAYES, LET'S TALK ABOUT FACILITIES.

WE ARE GOING TO ENSURE THAT OUR FACILITIES AND INFRASTRUCTURE ADAPT TO SUPPORT OUR MISSION.

THANK YOU, SUPERINTENDENT BRANUM, BOARD OF TRUSTEES.

THIS IS THE AREA FOR OPERATIONS.

OBJECTIVE ONE COVERS ALL OF OUR DIFFERENT OPERATIONS DEPARTMENTS.

THIS IS OUR SAFETY AND SECURITY AREA FACILITIES, TRANSPORTATION, CHILD NUTRITION.

YOU'LL SEE ALL THOSE AS PART THERE WE DO OUR METRICS A LOT ON OUR CLIMATE SURVEYS FOR CUSTOMER SERVICE PURPOSES, AND THEN WE WATCH FOR OUR MAINTENANCE. WE HAVE OUR WORK ORDER SYSTEM THAT WE MONITOR AND USE METRICS ON HOW FAST WE'RE TURNING OVER WORK ORDERS, HOW MANY WE'VE HAD ON REPEATS, ETC..

[01:15:01]

THOSE ARE ALL OF OUR PERFORMANCE SYSTEMS THAT WE OPERATE BOTH WITH THIS ONE WILL COVER THINGS LIKE TRAINING AND DOCUMENTATION AND MAKING SURE THAT THE IMPLEMENTATIONS ARE GOING WELL ON THE ORDER SYSTEMS, AND THEN I'LL LET MR. HALL TALK ABOUT OBJECTIVE THREE.

THANK YOU, MS.. HAYES, MISS BRANUM AND BOARD.

LAST BUT DEFINITELY NOT LEAST, THE SILENT PARTNER TO ALL [CHUCKLING] IN MAKING ALL OF THESE THINGS POSSIBLE IS OUR TEAM PROVIDING A ROBUST, SAFE, SECURE NETWORK THAT MEETS THE NEEDS OF OUR STUDENTS, STAFF AND GUESTS THROUGH PROVIDING THEM WITH ACCESSIBILITY, RESOURCES AND CONNECTIVITY TO ALLOW LEARNING TO HAPPEN EVERYWHERE ALL OF THE TIME, AND ONE OF THE THINGS WE USE FOR A AS AN EVALUATIVE TOOL IS WE USE A COMPANY CALLED BRIGHTBYTES AND WE HAVE FOR SEVEN YEARS AND IT'S A NATIONAL COMPANY THAT DOES TECHNOLOGY SURVEYS, AND JUST TO BRAG A LITTLE BIT, WE RATE IN THE CATEGORY OF ADVANCED AND EXEMPLARY IN OUR ACCESS AND OUR ENVIRONMENT CATEGORIES, AND SO OUR GOAL IS TO CONTINUE TO WORK ON THAT AND IMPROVE AND HOPEFULLY WE CAN CONTINUE TO GET THE PARTS IN TO BE ABLE TO UPDATE THINGS AND KEEP US WHERE WE NEED TO BE. SO THANK YOU.

WHEN YOU TALK ABOUT OPERATIONS, AS MR. EAGER ASKED EARLIER, YOU CAN CONNECT EVERY ONE OF YOUR BOARD GOALS.

EVERY ONE OF OUR STRATEGIC ACTION ITEMS ARE GOING TO TIE INTO SOMETHING THAT WE DO IN OPERATIONS, GETTING THE KIDS TO SCHOOL, FEEDING THE KIDS, KEEPING THEM SAFE, MAKING SURE THE ENVIRONMENT WORKS, ETC., ETC..

SO WE'RE HAPPY TO BE THE SUPPORT SIDE, SERVICES SIDE, AND WE'LL CONTINUE TO WORK.

ONE OF OUR METRICS IS 95% OR HIGHER ON OUR CLIMATE SURVEYS, AND WE'VE ALWAYS FORTUNATELY BEEN ABOVE 90% ON MOST OF OURS.

SO WE WILL CONTINUE TO WORK TO IMPROVE.

THERE'S ALWAYS ROOM FOR IMPROVEMENT AND THAT'S WHAT WE'RE LOOKING AT.

THANK YOU, MR. HALL AND MS. HAYES. ALL RIGHT, SO WE'VE PROVIDED YOU WITH AN OVERVIEW OF OUR PERFORMANCE OBJECTIVES.

WE'VE PROVIDED A LITTLE BIT OF INSIGHT AND HOW WE'RE GOING TO MEASURE OUR PERFORMANCE OBJECTIVES.

THANK YOU FOR YOUR FEEDBACK.

WE'RE GOING TO MAKE SOME ADJUSTMENTS BASED UPON THE FEEDBACK PROVIDED BY THE BOARD.

MR. EAGER, MAKING SURE THAT WE DIRECTLY ALIGN HOW THESE ARE SUPPORTING EITHER OUR BOARD GOALS OR STRATEGIC ACTION GOALS.

THE OTHER COMPONENT OF THIS IS ULTIMATELY HOW DO WE MEASURE THE EFFECTIVENESS OF OUR DIP? AND SO WE'VE SHARED WITH YOU A LITTLE BIT THE QUANTITATIVE AND QUALITATIVE WAYS THAT WE HAVE EMBEDDED THE RESULTS IN OUR DISTRICT IMPROVEMENT PLAN, BUT ONE OF THE MOST IMPORTANT WAYS, ONE OF THE KEY WAYS THAT WE MEASURE THE WORK OF OUR DISTRICT IMPROVEMENT PLAN IS THROUGH THE HOUSE BILL THREE REQUIRED BOARD GOALS.

WE'VE HAD AN OPPORTUNITY THROUGH TEAM OF EIGHT TRAINING TO HAVE SOME INITIAL CONVERSATIONS AROUND OUR BOARD GOALS, BUT I HAVE INVITED MR. CORTEZ AND DR.

BRACKETT TONIGHT TO KIND OF DO A LEVEL SET WITH THE COMMUNITY AROUND WHY WE FEEL LIKE IT'S TIME TO READJUST OUR BOARD GOALS, WHY WE ARE PROPOSING THE BOARD GOALS THAT WE ARE, AND MAKE OUR RECOMMENDATION ABOUT HOW WE MOVE FORWARD.

SO I WILL INVITE THEM TO THE TABLE.

ALL RIGHT, GOOD EVENING.

DOES THE MIC WORK, FOR EVERYBODY? JUST WANT TO MAKE SURE.

SO FANCY [CHUCKLING].

THANK YOU.

THANK YOU. I APPRECIATE THE OPPORTUNITY TO BE ABLE TO SHARE A LEVEL SET REGARDING THE BOARD GOALS WITH THE COMMUNITY AND WITH YOU ONCE AGAIN.

SOME OF THE REASON THAT WE ARE LOOKING AT THE BOARD GOALS ONCE AGAIN IS BECAUSE IT IS A REQUIREMENT THAT WE HAVE THE GOALS IN THESE THREE AREAS. EARLY CHILDHOOD LITERACY, WHICH THE STATE HAS DETERMINED THIRD GRADE READING, EARLY CHILDHOOD MATHEMATICS, WHICH IS THIRD GRADE MATH, AND THEN COLLEGE CAREER MILITARY READINESS.

AS A REMINDER, THE GOALS THAT WE ARE DISCUSSING ARE SET AT THE MEETS GRADE LEVEL, ACHIEVEMENT LEVEL AND THE CCMR GOAL, AND THAT WOULD BE CURRENT IN THAT YEAR AT THIRD GRADE STUDENTS.

THE CCMR GOAL IS A LITTLE BIT DIFFERENT BECAUSE CCMR, WE'RE LOOKING AT THE PERCENT OF GRADUATES THAT EARNED A POINT

[01:20:10]

BUT ONCE AGAIN, THAT IS A LAGGING INDICATOR.

SO THAT IS ALWAYS REPORTED A YEAR IN ARREARS.

SO FOR INSTANCE, THE CLASS THAT WOULD BE AFFECTING OUR GOALS THIS YEAR FOR 2023, WHICH WOULD BE OUR FIRST YEAR OF NEW GOALS, WOULD BE ACTUALLY THE CLASSIC GRADUATED LAST MAY, AND ANYTHING WE DO WITH OUR CURRENT CLASS OF SENIORS THAT ARE RIGHT IN FRONT OF US, WE WON'T SEE THAT EFFECT UNTIL THE FOLLOWING YEAR IN 2024.

SO THAT'S JUST SOMETHING TO TO REMEMBER.

SO THE QUESTION IS FOR OUR BOARD GOALS, HOW ARE THESE MODELS OUT? AND SO I JUST WANT TO PROVIDE A LITTLE BIT OF CONTEXT ABOUT WHERE WE WERE WITH THE ORIGINAL GOALS, WHAT HAS HAPPENED SINCE THOSE GOALS WERE SET, AND THEN WHY WE CHOSE TO PROPOSE THE GOALS THAT WE HAVE.

SO INITIALLY HERE, WHAT YOU'RE SEEING IS WHAT OUR ORIGINAL TRAJECTORY WAS.

BASICALLY, THE AVERAGE THE AVERAGE OF THIRD GRADE PERFORMANCE AT THE MEETS LEVEL BACK IN 2017, 2018, WHICH HAD US RIGHT AT 45% OF STUDENTS IN THIRD GRADE MEETING AT THE MEETS LEVEL.

FROM THERE, WE PROJECTED OUT KIND OF WHERE WE WOULD BE IN TEN YEARS, AND WE DID THE SAME THING BACK WITH THE ORIGINAL BOARD GOALS.

TO LOOK AT THAT TEN YEAR BASED ON THAT TRAJECTORY, WE DECIDED AS A BOARD AND AS A DISTRICT, THAT WE WOULD WANT TO DISRUPT THAT TRAJECTORY WITH THESE GOALS, AND SO OUR INITIAL BOARD GOALS THAT WERE ADOPTED REALLY TOOK US FROM STARTING AT A BASELINE IN 2019 AT 46%, TAKING US UP TO ABOUT 61% IN FIVE YEARS.

AND SO THOSE GOALS, WE USE 2019 AS A BASELINE, AND SO THOSE WOULD HAVE GONE FROM 2020 THROUGH 2024, AND THAT IS AN INCREASE OF 15 PERCENTAGE POINTS TO REALLY TRY TO DISRUPT WHAT WE SAW THERE.

HOWEVER, WE KNOW THE FIRST YEAR THAT WE WENT TO IMPLEMENT THE GOALS IS WHEN WE HAD COVID AND STATE TESTING WAS CANCELED THAT SPRING. SO WE DID NOT HAVE ANY RESULTS IN 2020, AND THROUGH THE INTERRUPTIONS THAT COVID CAUSED ALL THOSE TYPES OF THINGS, OUR ACTUALS SHOWED THAT WE ACTUALLY DIPPED IN GOING INTO 2021.

HOWEVER, WE DID RECOVER SOME IN 2022 THIS PAST SPRING, AND SO OUR ACTUALS WHERE WE STARTED IN 2019 TOOK US FROM ESSENTIALLY 46%.

WE DIPPED DOWN IN THIRD GRADE READING TO 42% AT THE MEETS LEVEL.

HOWEVER, WE DID HAVE A RECOVERY BACK TO TRAJECTORY, OUR ORIGINAL TRAJECTORY IN 2022, AND SO HERE, IN ECONOMIC TERMS, THIS WOULD BE CONSIDERED A V-SHAPED TRAJECTORY WHERE WE HAD A DISRUPTION THAT LOWERED OUR PERFORMANCE.

HOWEVER, WE ENDED UP COMING BACK TO WHAT OUR ORIGINAL LINE WAS.

SO FROM HERE WE LOOKED AT, SINCE WE'RE BACK THERE, WHAT WOULD ALSO BE DISRUPTIVE FOR OUR THIRD GRADE READING AT THE MEETS LEVEL. HOWEVER, ALSO UNDERSTANDING THAT OUR CURRENT THIRD GRADERS THAT WILL BE KICKING THIS OFF THIS YEAR HAVE HAD DISRUPTION TO THEIR EDUCATION EVERY YEAR SINCE THEY HAVE BEEN IN SCHOOL.

AND KNOWING THAT LOOKING FORWARD AND AS WE BEGIN TO THIS YEAR, RETURN TO NORMAL, IT WILL TAKE SEVERAL YEARS TO CYCLE THROUGH AND HELP STUDENTS WHO ARE CURRENT SECOND GRADERS WHO HAVE HAD TWO YEARS OF DISRUPTION, OUR FIRST GRADERS WHO HAVE HAD ONE YEAR OF DISRUPTION, AND SO LOOKING AT THAT, WHAT WE DECIDED IS WE WOULD DISRUPT AT ROUGHLY THE SAME THE SAME RATE.

SO THE GOALS THAT WE HAVE PROPOSED FOR LOOKING AT WHERE ALL OF OUR STUDENTS CURRENTLY ARE AND WHERE WE CAN GO WITH THE ALL STUDENTS MODEL IN MIND WOULD BE FROM 49% THIS THIS BASELINE YEAR 2022 AND MOVING US TO

[01:25:01]

IT IS SLIGHTLY LOWER THE GROWTH RATE YEAR PER YEAR, BUT ONCE AGAIN, WE'RE TRYING TO TAKE INTO CONSIDERATION SEVERAL THINGS THE DISRUPTION, WHAT THAT'S GOING TO TAKE TO CONTINUE TO BUILD SKILL FOR OUR STUDENTS, CYCLE THOSE THROUGH, AS WELL AS CHANGES THAT WILL BE OCCURRING THIS YEAR, STARTING THIS YEAR WITH THE STAAR TEST, AND WE TALKED ABOUT THAT SOME AT THE LAST MEETING, WHICH IS NEW ITEM TYPES FOR STAAR TESTERS COMPLETELY ONLINE, AND ANY TIME WE'VE INTRODUCED ANYTHING NEW TO THE SYSTEM LIKE THAT THROUGH TESTING, WE ACROSS THE STATE AS WELL AS OUR DISTRICT HAVE SEEN A DECREASE IN SCORES.

AND SO WE WANTED TO BE AGGRESSIVE WITH THE GOAL, BUT NOT SO AGGRESSIVE THAT THROUGH ALL THESE NEW CHANGES THAT ARE COMING, THAT WE WOULD DISRUPT MORALE AND THE EFFORTS THAT ARE LEADING INTO THOSE NUMBERS.

AGAIN, WITH THESE BEING SMART GOALS, IF WE END UP MEETING THOSE ALONG THE WAY, BECAUSE WE WILL BE REVIEWING THESE EVERY YEAR, THEY ARE SOMETHING THAT CAN BE CAN BE CHANGED AS WE MOVE AHEAD.

SO THIS WOULD BE OUR INITIAL TRYING TO LOOK AT AT THE ALL STUDENTS MOVING US TO A 60% AT THE MEETS LEVEL IN THE NEXT FIVE YEARS , HOWEVER THAT WEIGHT IS CARRIED DIFFERENTLY BASED ON OUR STUDENT GROUPS.

SO WHAT THAT MEANS FOR OUR STUDENT GROUPS IS THIS.

SO SOME GROUPS OBVIOUSLY ARE GOING TO HAVE TO GROW AT A MUCH FASTER RATE THAN OTHERS.

SO IF WE THINK ABOUT THE ALL STUDENTS NUMBER, THAT IS, THOSE GOALS ARE ESSENTIALLY WEIGHTED BASED ON WHAT EACH OF THE STUDENT GROUPS PROPOSED HERE, SPECIFICALLY BASED ON THE RACE AND ETHNIC GROUPS WE'LL BE ABLE TO ACCOMPLISH IN THOSE FIVE YEARS.

WE DEFINITELY HAVE PROBABLY THE FASTEST RATE OF GROWTH AND THE MOST RATE OF GROWTH THAT'S NEEDED BY OUR HISPANIC STUDENTS LIKE WE SAW AT THE BOARD MEETING, THEY'RE CURRENTLY STARTING AT A 29% AT THE MEETS LEVEL , AND IN FIVE YEARS WE ARE PROPOSING GETTING THAT TO BE ABLE TO HAVE THAT OVERALL AT 60%, WE'LL HAVE TO GET OUR HISPANIC POPULATION TO 46% AT THE MEETS LEVEL.

SO THAT IS A SHARP INCREASE FOR THE MAJORITY OF OUR STUDENTS IN ONE OF OUR LARGEST GROUPS.

YOU'LL NOTICE ON HERE, JUST I WANT TO MAKE MENTION THAT FOR AMERICAN-INDIAN, PACIFIC ISLANDER AND THESE ARE ALL 14 GROUPS THAT WE HAVE TO LOOK AT AND REPORT OUT BASE GOALS ON.

HOWEVER, THE STATE DOES SAY THAT IF THOSE IF ANY ONE STUDENT GROUP IS BELOW 25 STUDENTS, IT IS NOT REPORTED, AND THAT IS TO PROTECT ANONYMITY OF THE STUDENTS AND WHATNOT, AND THAT'S A STANDARD PRACTICE THROUGH THE STATE, AND SO BOTH OF THOSE STUDENT GROUPS ARE DEFINITELY UNDER 25 STUDENTS IN EACH.

CAN YOU TALK FOR A SECOND ABOUT WE'RE LOOKING AT THIS FROM A DISTRICT PERSPECTIVE.

SO WHAT DOES THIS MEAN OR HOW DOES THIS INFLUENCE WHAT HAPPENS AT THE CAMPUS LEVEL? ABSOLUTELY, SO ONCE THESE GOALS ARE DEVELOPED AND APPROVED BY THE BOARD, THEN WHAT WE DO IS WE TAKE THAT BACK AND WE LOOK AT OUR CURRENT DEMOGRAPHIC BREAKDOWN AND REALLY WHAT THAT MEANS.

SO THE GOAL THAT'S HERE FOR EACH GROUP IS WEIGHTED FOR EACH PARTICULAR CAMPUS BASED ON THE NUMBER THAT THEY HAVE IN ENROLLMENT, AND SO SOME CAMPUSES HAVE FOR INSTANCE, WE'LL LOOK AT OUR HISPANIC POPULATION.

SOME CAMPUSES HAVE A LARGE HISPANIC POPULATION, SOME HAVE VERY FEW, AND SO WE WILL BE PROPOSING EITHER FOR THE CAMPUSES A TRAJECTORY BECAUSE THEY HAVE EITHER A LARGER PART OF THE PIE AT A SPECIFIC GROWTH RATE FOR THAT CAMPUS OR IF IT'S BELOW A CERTAIN NUMBER.

WHEN WE LOOK AT THE ANALYSIS, THEN THEY WILL JUST BE TASKED TO MATCH THE DISTRICT GROWTH RATE AS WE MOVE FROM YEAR TO YEAR.

IT'S ALSO IMPORTANT TO REMEMBER THAT THESE GOALS FOR THIRD GRADE AND CCMR, THESE ARE ALL SEPARATE GROUPS OF KIDS.

SO THIS IS NOT JUST A SIMPLE WE'RE GOING TO GROW THIS SAME GROUP OF KIDS, YOU KNOW, YEAR AFTER YEAR AFTER YEAR IN LIKE A SIMPLE INTEREST RATE, RIGHT?

[01:30:05]

IT'S ACTUALLY COMPOUNDED BECAUSE EVERY YEAR YOU HAVE TO GET AS MANY AS YOU DID THE YEAR BEFORE, PLUS THE NEW KIDS THAT HAVE NEVER TAKEN THIS TEST BEFORE. SO WE ARE REALLY GOING TO HAVE TO WORK WITH OUR PRE-K THROUGH SECOND GRADE AND TO BE ABLE TO HAVE THIRD GRADERS ON LEVEL AND READY TO BE ABLE TO MEET THOSE MEETS LEVEL GOALS.

WHEN WE LOOK AT MATH.

HERE WE HAD A SIMILAR IDEA, AND WHEN WE LOOK AT KIND OF WHAT WE WERE DOING PRIOR TO 2019, WE WERE REALLY ONLY GROWING STUDENTS THAT PERCENTAGES OF STUDENTS AT THE MEETS LEVEL.

ABOUT HALF A POINT A YEAR, AND SO YOU'LL NOTICE THAT CHANGED FROM ABOUT 52% WE PROJECTED OUT IN FIVE YEARS.

HAD WE CONTINUED AT THAT RATE THAT WE WOULD BE AT ABOUT 55%.

TO DISRUPT THAT. OUR ORIGINAL BOARD GOAL HAD US MOVING FROM A BASELINE OF 52% ALL THE WAY UP TO 65%.

HOWEVER, WHAT WE SAW THROUGH COVID, RIGHT, WAS THAT RECOVERY HERE WAS NOT AS NOT AS SHARP.

WE STARTED AT A 52% AT MEETS LEVEL 2021 DIPPED DOWN TO 35% AT THE MEETS LEVEL TO RECOVER.

THEN LAST YEAR ALL STUDENTS TO A 43.

IN TERMS OF ECONOMIC RECOVERY, THIS WOULD BE CONSIDERED A SQUARE ROOT SHAPED WHERE WE WERE AT A TRAJECTORY WE DIPPED DOWN, BUT OUR RECOVERY DIDN'T GET US BACK TO WHERE WE WERE.

SO WE STILL HAVE GROUND TO GROW HERE, AND THE GROWTH FROM 35% TO 43%, WE DO NOT BELIEVE IS IS GOING TO CONTINUE AT THAT RATE.

WE BELIEVE HERE THAT THE 43 WE SAW THAT HUGE RECOVERY FROM 35 TO 43, BUT IT'S PROBABLY NOT GOING TO CONTINUE AT THAT RATE JUST SIMPLY BECAUSE OF HOW LOW WE DROPPED AND MOVING FORWARD.

SO FOR THIS MODEL, WHAT WE ARE LOOKING AT IS WHAT WOULD BE CONSIDERED THE SQUARE ROOT AND KIND OF RECOVERY, BUT TRYING TO GET US BACK TO IN FIVE YEARS WHERE WE PROJECTED WE WOULD BE WHEN WE FIRST LOOKED AT THE GOALS, AND IF YOU NOTICE HERE, THE RATES OF GROWTH FOR BOTH THE ORIGINAL GOALS AND THE MATH GOALS ARE AT ABOUT THE SAME RATE.

THE BLUE LINE AND THE GREEN LINE ARE ROUGHLY PARALLEL, AND SO IT'S THE SAME TYPE OF AGGRESSIVE GOAL THAT WE LOOKED AT BACK IN 2018, 2019.

HOWEVER, WE'RE JUST STARTING FROM A MUCH LOWER PLACE.

SO HERE WE DO HAVE GROWTH.

SO FROM THAT 43% TO 55%, 43 IS THE BASELINE, AND ONCE AGAIN, THAT DOES HAVE IMPLICATION FOR EACH OF OUR STUDENT GROUPS, AND PROBABLY THE GROUP ONCE AGAIN GROWING THAT WILL NEED TO GROW AT THE FASTEST RATE WILL BE OUR HISPANIC STUDENTS, STARTING FROM ROUGHLY ROUGHLY 27% IN THE BASELINE YEAR, MOVING FORWARD TO 42% IN WHEN BY THE TIME 2027 COMES AROUND AND WE'VE GONE THROUGH FIVE YEARS OF GOALS AND THE SAME MODELING WILL OCCUR WITH THESE GOALS, WE WILL BALANCE THE GOALS BASED ON FOR THE CAMPUSES, BASED ON THEIR WEIGHT, BASED ON THEIR ENROLLMENT, AND EITHER PROVIDE A GROWTH SPECIFIC TO THAT GROWTH GOAL, SPECIFIC TO THAT CAMPUS, OR ONE THAT GROWS AT THE SAME RATE AS THE DISTRICT HERE.

SO THAT WAY WE'RE ENSURING THAT WE'RE BEING BOTH AGGRESSIVE AND CONSERVATIVE AT THE SAME TIME, TRYING TO CAPTURE AS MANY STUDENTS AS WE CAN IN EACH OF THE YEARS AND STILL GET ENOUGH AND HAVE SOME LEFT OVER TO HOPEFULLY MEET THOSE GOALS AND EXCEED THEM, BUT IT'S STILL ADVANTAGEOUS.

AS FAR AS CCMR IS CONCERNED WE HAD A SIMILAR SHAPE ALMOST TO THE MATH.

WE WERE STARTING AT ABOUT 64% FOR OUR CCMR RATINGS AND WE WERE ONLY GROWING HERE ABOUT A THIRD OF A

[01:35:04]

PART OF THIS IS BECAUSE OF SOME OF THE CHANGES IN PROGRAMMING THAT HAVE HAPPENED ALONG THE WAY AND THE WAY THAT THEY CALCULATE THIS FOR CALCULATE THIS FOR ACCOUNTABILITY, AND SO OVER THE COURSE OF OVER THE COURSE PROJECTING AHEAD, WE FIGURED THAT BY 2027, TEN YEARS OUT, WHEN WE LOOKED AT THIS ORIGINALLY, WE'D BE AT ABOUT 70%.

IF ALL THINGS BEING EQUAL, STAY THE SAME PROGRAM OFFERINGS AND EFFORTS YEAR TO YEAR.

OUR ORIGINAL GOALS HAD US DISRUPTING THAT FROM 65% TO 79%.

OVER THE ORIGINAL FIVE YEAR SPAN.

HOWEVER, WITH COVID, ONE OF THE THINGS THAT WE HAVE EXPERIENCED ARE SOME DISRUPTIONS TO PROGRAMS. ACCOUNTABILITY ACTUALLY CHANGED PART OF WHAT WE WERE GETTING POINTS FOR.

THEY TOOK AWAY SOME HALF POINTS FOR DOING A CTE COURSE, SOMETHING THAT THEY'RE LOOKING AT PUTTING BACK IN A MORE COHESIVE WAY TO EARN FULL POINTS, BUT THAT'S GOING TO BE SOMETHING THAT'S PHASED IN OVER THE NEXT FEW YEARS AS FAR AS COMPLETING A SEQUENCE OF COURSES, NOT JUST TAKING A CTE COURSE, AND SO WITH SOME OF THOSE THINGS, WE'VE ACTUALLY SAW OUR NUMBERS DROP THROUGH COVID, BOTH WITH SOME OF THE CHANGES IN THE WAY THAT CCMR IS CALCULATED, BUT ALSO ADDITIONAL THINGS AS FAR AS LIMITED COURSE OFFERINGS FOR THOSE STUDENTS AND LIMITED TEST OFFERINGS FOR THOSE STUDENTS.

TESTING OPPORTUNITIES JUST WITH NATIONAL TESTING ENDED UP SAT/ACT THROUGH COVID, THEY CANCELED SOME THINGS OR THEY LIMITED REGISTRATION SIZES.

YOU KNOW, AP KIND OF CHANGED THE WAY THERE FOR A LITTLE BIT ON HOW THEY CALCULATED AND CALCULATED TESTS AND GAVE THEIR TESTS ONLINE, ESPECIALLY DURING THAT COVID YEAR.

SO ALL OF THOSE THINGS HAVE KIND OF HAD AN IMPACT ON OUR PREVIOUS CLASS OF 2020 AND CLASS OF 2021.

SO OVER THE LAST FEW YEARS, WE'VE DROPPED TO 55% OF GRADUATES EARNING A CCMR POINT.

SO GIVEN GIVEN THAT WE ARE PROPOSING A GOAL TO GET US BACK ON TRAJECTORY WITHIN FIVE YEARS TO MAKE UP TO MAKE UP THAT DIFFERENCE, GOING FROM 55% TO 70%.

NOW, THIS IS SOMETHING THAT WE BELIEVE WITH SOME OF THE THINGS THAT ARE HAPPENING, AND I'LL GO AHEAD AND TURN TO THE TABLE HERE SO YOU CAN START LOOKING AT THAT, BUT WE BELIEVE WITH SOME OF THE PLANS THAT ARE GOING ON RIGHT NOW, SOME OF THE OFFERINGS THAT WE SAW, WE WERE ABLE TO HAVE A HAVE A LITTLE BIT OF A DIFFERENCE LAST YEAR FOR CLASS OF 2022, WHICH HOPEFULLY WE WILL SEE THAT IN THIS YEAR'S ACCOUNTABILITY SYSTEM, BUT SOME OF THE THINGS WE'RE DOING RIGHT NOW WITH SENIORS TO AND THE COHORTS STARTING IN NINTH GRADE AND IDENTIFYING STUDENTS EARLIER, MAKING SURE THAT THEY'VE EARNED A POINT ALONG THE WAY, WE BELIEVE THAT WE'LL BE ABLE TO SEE RAPID CHANGE HERE, BUT WE WON'T ACTUALLY START TO SEE THOSE CHANGES UNTIL YEAR TO YEAR THREE OF THE GOALS, AND SO THESE ARE GOALS THAT WE WE BELIEVE THAT WE'LL BE ABLE TO GET TO THAT 70% FASTER THAN THE FIVE YEARS.

AND IF WE DO, I THINK THAT'S DEFINITELY A WIN FOR EVERYBODY, AND THAT WILL BE AN OPPORTUNITY THAT WE CAN COME BACK AND REIMAGINE AND REDESIGN THOSE GOALS BASED ON WHERE WE ARE AT THAT POINT.

AS FAR AS STUDENTS HERE, YOU KNOW, YOU SEE ONCE AGAIN OUR AFRICAN AMERICAN AND OUR HISPANIC.

STUDENTS, JUST LIKE THROUGH STAAR TESTING AND EVERYTHING REALLY SAW THE DECREASE MORE SO THAN ANY OTHER GROUP, WHICH MEANS THEY ALSO HAVE THAT MUCH MORE TO GROW THAN THE OTHER STUDENT GROUPS.

IN ORDER FOR US TO REACH A COLLECTIVE 70% OF ALL STUDENTS BY 2027.

THANK YOU, JACOB. SO REALLY, WHAT WE ARE PRESENTING TO YOU TONIGHT IS A DRAFT OF OUR PROPOSED GOALS.

WE WANT YOU TO REVIEW, PROVIDE QUESTIONS, PROVIDE YOUR FEEDBACK.

IF THE BOARD SAYS, YES, THIS IS THE DIRECTION WE WANT TO MOVE AND YOU ADOPT THESE BOARD GOALS, WE'RE NOT DONE YET.

[01:40:06]

SO FOR EXAMPLE, FOR THIRD GRADE READING AND THIRD GRADE MATH, WE EXPECT THAT ONE OF OUR GOAL PROGRESS MEASURES IS GOING TO BE OUR MAP GROWTH.

WE'RE GOING TO HIT THAT LEVEL OF A TRAJECTORY ON STUDENT PERFORMANCE FOR STAAR.

THEN THAT MEANS OUR BEGINNING OF THE YEAR TO MIDDLE OF THE YEAR TO END OF THE YEAR MAP GROWTH HAS TO BE AT A CERTAIN TRAJECTORY IF WE'RE GOING TO HIT THAT LEVEL OF STAAR PERFORMANCE. AND THOSE ARE THE DATA ELEMENTS THAT WE WOULD BE BENCHMARKING AND PROVIDING YOU AS THE BOARD WITH YOUR ABILITY TO PROGRESS, MONITOR OUR GROWTH TOWARDS THE BOARD GOAL.

THAT IS YOUR INTERIM PROGRESS CHECKS THAT YOU HAVE OF THE SYSTEM TO MAKE SURE WE ARE WORKING TOWARDS THAT BOARD GOAL.

SO OUR WORK IS NOT DONE.

EVEN IF YOU SAY YES, THESE NUMBERS LOOK ACCEPTABLE AND WE BELIEVE THAT THIS IS A LOFTY BUT ACHIEVABLE GOAL.

WE STILL HAVE WORK TO DO IN FINALIZING THOSE GOAL PROGRESS MEASURES.

SO HAPPY TO TAKE ANY QUESTIONS OR FEEDBACK BASED UPON WHAT WE SHARED WITH YOU THIS EVENING.

YES. A COUPLE OF QUESTIONS OR COMMENTS.

SO THE MAP YOU MENTIONED, THE INTERMEDIATE METRICS ON THE MAP, DID WE TALK ABOUT THAT IN THE SPRING, MAYBE IS THERE'S NO QUESTIONS WITH ACCURACY ON THE MAP SHOWING BECAUSE ONE OF THE RESULTS OF THE MAP SCORES IS POTENTIAL STAAR RESULTS.

RIGHT, AND THAT WE ARE COMFORTABLE WITH THAT BEING AN ACCURATE.

OKAY, I REMEMBER HAVING THAT CONVERSATION.

I REMEMBER WHERE IT FELL OUT ESPECIALLY IN THE EARLY ELEMENTARY GRADES, THIRD GRADE THROUGH SIXTH GRADE IN MATH AND READING.

THE STAAR PROJECTIONS FOR THE LAST COUPLE OF YEARS NOW HAVE BEEN PRETTY ACCURATE WITHIN A COUPLE OF PERCENTAGE POINTS.

OKAY, GREAT. YOU KNOW, I THINK THE HIGHLIGHT OF THIS THE POSITIVE STORY IS ON THE READING, THIRD GRADE READING AND GETTING UP TO WHERE WE NEED TO BE IN FIVE YEARS LOOKS ACHIEVABLE BASED ON WHAT THE PROPOSED OR IT MATCHES WHAT THE ORIGINAL DISRUPTIVE GOAL OR WHATEVER BASICALLY GETS US TO THAT POINT.

RIGHT? JUST DELAYED AND WE CAN ATTRIBUTE THAT TO COVID, ETC..

THE OTHER TWO, IT IS WHERE WE'RE AT.

I GET IT. CAN'T CRY OVER SPILLED MILK, BUT IT IS KIND OF UNFORTUNATE BECAUSE FOR US TO GET BACK TO WHERE THOSE ORIGINAL GOALS WERE, IT'S GOING TO BE ANOTHER TEN YEARS. IT'S NOT JUST FIVE YEARS.

WE'VE GOT TO GO ANOTHER FOUR OR FIVE, WHATEVER IT EXTRAPOLATES OUT TO, TO GET THERE.

SO I MEAN, WE'VE LOST THAT POTENTIAL TEN YEARS IN THERE JUST TO GET NOT WHERE WE WERE GOING TO GET, BUT WHERE WE WANT IT TO GET, AND I WILL COMMENT TO SAY THAT IS ALSO ALSO REPRESENTATIVE OF THE STATE ACROSS EVERYBODY, ALL LEVELS OF MATH EVEN. IS THAT WITH COVID GOING TO 2021, LOOKING AT THE 2021 NUMBERS, IT SET IT IT SET THE MEETS LEVEL PROGRESS BACK TEN YEARS.

NOW THE RECOVERY FROM 2021 TO 2022 JUMPED THOSE BACK TO LEVELS OF WHAT THEY WERE ABOUT SIX YEARS AGO. SURE, AND SO WE'RE SEEING A SIMILAR THING TO WHERE THE LEVEL THAT WE'RE AT FOR LAST YEAR IN THE SPRING IS KIND OF WHERE WE WERE ABOUT SIX, SEVEN YEARS AGO.

SO WE'VE GOT TO MAKE UP THAT PLUS PLUS MORE BUT I DO UNDERSTAND THE LOGIC IN THE RATE OF RECOVERY THAT WE'RE PROPOSING.

RIGHT, AND HOW I THINK YOU ALL CAME ABOUT WITH THOSE RATES OVER THE NEXT FIVE YEARS.

IT'S JUST IT'LL BE GREAT TO EXCEED THOSE RATES; BEING VERY OPTIMISTIC HERE.

THERE'S THE CHALLENGE.

THAT IS MY MORAL IMPERATIVE.

I MEAN, THE MORAL IMPERATIVE IS TO BE THE STAND OUT DISTRICT THAT ALLOWS US IN TWO YEARS WE'RE COMING BACK TO YOU TO SAY, HEY, WE'VE HIT WHERE WE SAID WAS GOING TO TAKE US FIVE, WE'RE READY TO ADJUST THAT.

THE IMPACT OF COVID TO DATE, WE MATCH WHAT THE STATE'S BASICALLY SEEING ROUGHLY RIGHT.

I DON'T WANT TO MATCH THE STATE GOING FORWARD IN THE RECOVERY.

I AGREE. THAT'S NOT WHO I WANT TO BENCHMARK IT.

SO NO, SO I'M ALL ABOUT AGGRESSIVE, BUT ALSO WITH WITH LOGIC AND REASONABLENESS IN THERE BASED ON WHAT WE KNOW WE HAVE AND RESOURCES WE HAVE AND EXPERTISE WE HAVE.

SO THAT'S ALL I REALLY THINK IT'S AN IMPORTANT POINT THAT YOU MAKE, THAT WE WANT THESE TO BE GOALS THAT CHALLENGE US TO THINK ABOUT HOW CAN WE BE DISRUPTIVE AND THINK ABOUT THE WORK IN A WAY THAT'S GOING TO CHANGE TRAJECTORY, NOT JUST INCREMENTAL IMPROVEMENTS, BUT ALSO IN A WAY THAT OUR STAFF

[01:45:03]

I THINK EVERYONE AROUND THIS TABLE FEELS THE CHALLENGE OF WE WANT TO EXCEED THE TIME TRAJECTORY ON HERE, AND IF WE DO THAT, THEN THAT'S THOSE ARE LIKE, YES, GO, BUT IF, IF NOT, IF WE HIT THIS TRAJECTORY, THEN WE KNOW WE'RE STILL GROWING KIDS AND THAT IS TO BE COMMENDED AS WELL.

SURE. SURE, AND I SEE ALSO SOME CONNECTING THIS BACK TO WHAT MS. LEE WAS TALKING ABOUT EARLIER IN THE PARENTAL ENGAGEMENT.

LET'S GET INNOVATIVE HERE.

LET'S BREAK THIS AND PUT IT BACK TOGETHER AND SOMETHING THAT MAY GET US THERE FASTER.

SO THANK YOU.

I WAS JUST SAYING, AS CHRIS IS SAYING, THE PARENTAL ENGAGEMENT PIECE THAT MS. LEE WAS SPEAKING ON IS CRITICAL IN THE AFRICAN-AMERICAN COMMUNITY AND THE HISPANIC COMMUNITY, AND WHEN I LOOK AT THESE NUMBERS, MY HEART SINKS BECAUSE I FEEL LIKE THIS IS 9-1-1, WHAT ARE WE GOING TO DO TO GET THESE KIDS WHERE THEY NEED TO BE? AND I THINK THAT IS THE KEY AND THAT IS THE LINK THAT MS. LEE SPEAKS OF, THAT WE'VE GOT TO REALLY CREATE PRIORITIES AROUND AND GET THEM WHERE THEY NEED TO BE CLOSE TO IT. IT'S GOT A LONG WAY TO GO.

I KNOW EVERYONE. IT BECOMES EVERY CHILD EVERY DAY.

BECAUSE IN THE END AND WHY MAP IS SO CRITICAL TO THIS WORK.

FOR SOME STUDENTS WHO MAY BE TWO YEARS BELOW GRADE LEVEL, THEY MAY NOT HIT APPROACHES ON STAAR NEXT YEAR, BUT ON MAP, IF WE HAVE ACCELERATED AND THEY ARE NOW SIX MONTHS FURTHER THAN THEY WOULD HAVE BEEN OTHERWISE, WE CAN SEE AND WE CAN MEASURE.

WE ARE GROWING THEM NOW.

IT MAY MEAN THAT WE NEED TO CONTINUE TO ADJUST OUR INTERVENTIONS.

WE MAY NEED TO PROVIDE MORE TIME IN THAT INTERVENTION TO FURTHER ACCELERATE THE LEARNING AND THE LEARNING AND CLOSING THE GAP THAT STUDENT HAS, BUT AT LEAST WE CAN DOCUMENT WHETHER OR NOT WE ARE MAKING HEADWAY IN THAT WITHOUT MAP.

IF WE ARE JUST LEANING ON SOMETHING LIKE STAAR, IT'S TOO LATE AND WE HAVE NO WAY OF HAVING OUR STUDENTS FEEL THE PRIDE OF KNOWING WE MAY NOT HAVE HIT THAT TARGET AS MEASURED BY STAAR YET, BUT LOOK AT MY MAP GROWTH.

MY SON BROUGHT HOME HIS MAP GROWTH YESTERDAY.

WE HAD ALL KINDS OF CONVERSATIONS OF LOOKING AT HIS MAP, WRITING, MATH, READING, AND LIKE, WHAT ARE MY GOALS AND HOW DO I WHAT AM I GOING TO DO BETWEEN NOW AND WHEN I TAKE THE TEST IN JANUARY? AND WHAT ARE THE SPECIFIC SKILLS THAT I'M GOING TO FOCUS ON? HOW DO WE HELP PARENTS? EVERY PARENT, EVERY PARENT HAVE THAT SAME CONVERSATION WITH EVERY CHILD SO THAT PARENTS CAN BE A PART OF SUPPORTING THAT CHILD'S GROWTH GOALS? AND HOW DO WE HELP PARENTS FEEL CONFIDENT IN THAT DATA AS WELL? THAT IS A PART OF THE WORK.

I WILL ALSO SAY LAST NIGHT AT MEET THE TEACHER NIGHT AT LAKE HIGHLANDS, I HAD A LOT OF TEACHERS THAT MENTIONED THE MAP TESTING THAT WE WILL BE GETTING RESULTS BACK AND MAKE SURE YOU TALK TO YOUR KIDS ABOUT THEIR MAP TEST.

SO I THOUGHT THAT WAS GOOD THAT THEY ALSO MENTIONED THAT.

I DEFINITELY ECHO EVERYTHING MY COLLEAGUES, MR. POTEET AND MS. MCGOWAN.

I'M VERY APPRECIATIVE OF ALL THE INFO AND THE EXPLANATION OF EVERYTHING AND THE GOALS AND WE HAVE, BUT LIKE MS. MCGOWAN EXPRESSED, YOU KNOW, IT'S VERY DISAPPOINTING, YOU KNOW.

I KNOW THAT FOR ME PERSONALLY, I'M JUST I'M KIND OF TIRED, RIGHT? I'VE SEEN THESE SAME NUMBERS, AND WHILE I TOTALLY UNDERSTAND, YOU KNOW, THE COVID AND EVERYTHING ELSE AND I'M VERY APPRECIATIVE OF EVERYBODY'S HARD WORK AND US GETTING IT, AND I KNOW WE WILL GET THERE, YOU KNOW, AND BUT I KNOW THAT.

THE DISPARITY IT'S JUST SO GREAT.

IT'S JUST LIKE, TOO GREAT.

IT'S JUST TOO MUCH. LIKE, AGAIN, FOR ME PERSONALLY, I SEE THE NUMBERS AND HOW MUCH, HOW DIFFERENT, AND I DON'T WANT TO SEE THAT DISPARITIES WILL EXIST.

I KNOW FOR MANY DIFFERENT REASONS, AND IF THEY VARY A LITTLE BIT, I CAN UNDERSTAND THAT, BUT THIS IS BIG.

THIS IS A LOT, AND EVEN MAYBE BEFORE COVID, WE STILL HAD THAT, AND I'VE BEEN SAYING, YOU KNOW, FOREVER PEOPLE KNOW.

I SAY, YOU KNOW, WE'RE THE LARGEST DEMOGRAPHIC GROUP, AND FOR YEARS WE'VE BEEN THE THE LOWEST PERFORMING.

[01:50:04]

WE'VE BEEN IN ALL OF THESE THINGS, AND SO I'M SO GRATEFUL TO BE A PART OF A TEAM THAT'S WORKING TOWARDS MAKING ALL THOSE CHANGES AND MOVEMENTS, AND I AM EXCITED AND HOPEFUL THAT WE GET THERE, AND I'M SO PROUD TO WORK ALONG ALL THESE PEOPLE, MY COLLEAGUES AND THE EXECUTIVE STAFF THAT SEE THIS, KNOW THIS AND THAT AND THAT WE'RE MOVING IN THE RIGHT DIRECTION.

SO AGAIN, I'M JUST APPRECIATIVE TO EVERYBODY WHO'S DOING EVERYTHING.

THANK YOU, MS. BRANUM, FOR ALL OF THESE.

I AGREE WITH MY COLLEAGUE THAT I LOVE THE FACT THAT WE WANT A CHALLENGE.

WE WANT IT ATTAINABLE SO THAT WE HAVE OUR TEACHERS KNOW THAT IT'S ATTAINABLE, BUT I DON'T WANT TO SEE OUR NUMBERS, ESPECIALLY FOR HISPANIC AND AFRICAN-AMERICAN STUDENTS.

OUR GOALS CONSTANTLY BE MOVING DOWN LOW OR LOWER.

THOSE SHOULD BE MOVING UP.

SO ANYWAY, AGAIN, I JUST HAVE A VERY GRATEFUL HEART FOR EVERYBODY WHO DOES EVERYTHING, AND I'M EXCITED AND HOPEFUL.

REAL QUICK OFF OF MS. RENTERÍA WHAT SHE JUST SAID THERE, TOO.

YOU KNOW, LOOKING AT THE NUMBERS AND I WAS LOOKING AT MORE SPECIFICALLY IN THE MATH TEST, IT LOOKS LIKE THERE'S SOME CORRELATION BETWEEN THE HISPANIC, AFRICAN-AMERICAN ECONOMIC DISADVANTAGE NUMBERS.

THEY'RE VERY SIMILAR ACROSS, BUT WHAT WE LOOK AT IS OVER THE NEXT FIVE YEARS, THE GOALS OF WHERE WE WANT TO BE WITH THE HISPANIC AND AFRICAN AMERICAN KIND OF BREAK THAT CORRELATION. THEY ACCELERATE TO A HIGHER RATE THAN WHAT YOU'RE SHOWING ON THE ECONOMICALLY DISADVANTAGED.

SO I SEE THAT AS A POSITIVE OPPORTUNITY FOR IF THERE IS CORRELATION THERE, WE BREAK THAT AND WHATEVER IT TAKES.

MS. BRANUM AND STAFF TO GET US THERE.

I THINK SETTING THOSE GOALS, LET'S GET AHEAD OF THAT.

LET'S BREAK THAT TIE, RELEASE THAT ANCHOR, WHATEVER IT IS AND LET'S OUTPERFORM, BUT I THINK THAT'S SOMETHING TO LOOK AT ON THESE NUMBERS AS WELL.

THE OTHER THING THAT JUST OCCURS TO ME TOO, IS, YOU KNOW, THOSE DIPS, THOSE VS THOSE WHAT WAS IT, THE SQUARE ROOT SHAPE? YEAH, I LOVE SHAPES.

WE GOT TO BE PREPARED FOR THE NEXT ONE TOO, AND I KNOW THAT'S CRAZY TO THINK ABOUT.

THANK YOU. YEAH. ALL SORTS OF SHAPES, BUT YOU KNOW, WE CAN'T, WE CAN'T JUST REACT, AND I DON'T KNOW HOW TO GET AHEAD OF WHAT THE NEXT DISRUPTOR, WHETHER IT'S A PANDEMIC OR SOMETHING ELSE, GOES ON, BUT I MEAN, WHAT THAT DID TO US.

WE GOT TO START THINKING NOW ABOUT WHAT DO WE PUT IN PLACE TO HELP SOFTEN THAT BLOW, WHATEVER IT IS THAT COMES UP NEXT.

SO JUST SOMETHING THINKING ABOUT.

ALL RIGHT, I'M SORRY, I STILL MS. TIMME'S. THANK YOU, TEAM.

I KNOW, AND I APPRECIATE ALL OF THE HARD WORK FOR RICHARDSON.

EVERY TEACHER, EVERY ADMINISTRATOR, EVERY ONE OF YOU HERE, ALL THE TEAM LEADERS, BUT YES, I'M GOING TO JUST REFLECT THE SAME THING.

IT'S DISAPPOINTING.

WHAT MY BIGGEST CONCERN WOULD BE IS THESE GOALS SEEM LOWER.

THEY ARE LOWER, AND HOW DOES THIS AFFECT THE EXPECTATION? I WANT TO ASK THE SCHOOL BOARD, THE SCHOOL TO MAKE SURE EVERY TEACHER DOESN'T JUST FOCUS ON THIS ACHIEVEMENT IS THIS ONE FOR THESE KIDS, THIS ACHIEVEMENT IS THIS ONE FOR THIS OTHER KID.

I WANT TO MAKE SURE THAT ALL OUR TEACHERS UNDERSTAND THAT THE ACHIEVEMENT IS 100% FOR EVERY KID BECAUSE WHEN KIDS SEE THAT THEY'RE LOW PERFORMING, THEY ALL HEAR IT; THEY'RE AWARE.

IT REDUCES CONFIDENCE.

IT GETS INTO THE PSYCHE OF US.

I SAY IT PERSONALLY AS A KID, I WASN'T A LOW PERFORMING STUDENT, BUT I AM A HISPANIC STUDENT OF A LOW INCOME FAMILY, AND THAT WAS THE EXPECTATION. SHE'S NOT GOING TO MAKE IT.

SHE DOESN'T HAVE THE QUALITIES TO DO THIS OR THAT OR WHY SHOULD WE IMPROVE ON PROVIDING HER SOME SORT OF THING? RIGHT. SO IT'S HARD.

I'M HOPING THAT ALL OF THESE PROGRAMS AND BEST PRACTICES ARE TAKEN FROM CAMPUSES AROUND NOT JUST TEXAS, BUT AROUND THE NATION CAMPUSES THAT LOOK LIKE OUR FAMILY CAMPUSES HERE.

I KNOW OUR DISTRICT IS DIFFERENT AS A WHOLE, BUT OUR CAMPUS SCHOOLS AREN'T AS DIFFERENT FROM OTHER CAMPUS SCHOOLS.

RIGHT, AND I ENCOURAGE I KNOW HOW MANY FAMILIES ARE GOING TO BE LISTENING TONIGHT, BUT EVERY FAMILY EVERY DAY TOO, RIGHT, AND THEY HAVE TO BE PARTICIPANT, ACTIVE PARTICIPANTS OF THIS, ACTIVE PARTICIPANTS ON THEIR STUDENTS' LEARNING.

[01:55:01]

IT DOESN'T MATTER IF THEY SPEAK ENGLISH.

THEY ARE EMPOWERED TO LISTEN TO THEIR CHILD READ.

THEY'RE EMPOWERED TO SEE THEIR CHILD DO MATH AND JUST HELP THEM OUT.

HELP THEM OUT EVERY DAY.

WELL, THANK YOU. I THINK THIS ACTUALLY TIES INTO A QUESTION THAT MR. POTEET ASKED AROUND OUR PERFORMANCE OBJECTIVES.

YOU HAD A QUESTION AROUND JUST KIND OF THE EDUCATION MINDSET.

WHEN WE USE WORDS AND PHRASES LIKE ENSURE OR GUARANTEE THAT IN THE BUSINESS WORLD THAT MAY NOT TRANSLATE IF WE KNOW WE CAN'T ENSURE 100% OR WE CAN'T GUARANTEE THAT ALL STUDENTS WILL MEET.

IS THAT REALLY LANGUAGE THAT MATCHES WHAT WE DO AND WHY WE USE THAT LANGUAGE IS TO CAPTURE WHAT YOU JUST SAID.

WE KNOW IN OUR BOARD GOALS WHEN IT COMES TO METRICS AND MEASUREMENTS, WE WANT LOFTY GOALS, BUT THAT'RE ALSO GOING TO BE ATTAINABLE WHEN WE SET OUR PERFORMANCE OBJECTIVES AND WE'RE CREATING THE MISSION FOR EACH EDUCATOR.

WE ARE USING WORDS LIKE GUARANTEE ALL ENSURE BECAUSE WE WANT EVERYONE TO FEEL THE IMPERATIVE OF IN THE END, IF MY [INAUDIBLE] IS 22 STUDENTS SITTING IN A ROOM, 99% OF THEM IS [INAUDIBLE] IF IT MEANS MY SON IS THE ONE LEFT OUT, OR IF IT MEANS YOUR DAUGHTER IS THE ONE THAT'S LEFT OUT, OR 20%.

NO, WE NEED ALL 22 OF THOSE STUDENTS TO SCORE AND PERFORM AT THAT HIGH LEVEL AND THAT'S WHY WE USE WORDS LIKE ALL.

SO I ASSURE YOU, PLEASE HEAR ON BEHALF OF OUR ENTIRE TEAM WE DON'T REST AT NIGHT WITHOUT A WAIT OF WHAT DO WE DO TO HELP GROW ONE MORE CHILD? FINDING THOSE BEST PRACTICES.

RESEARCHING. I CANNOT WAIT TO BRING TO YOU THE MULTILINGUAL PLAN WHERE WE'RE TALKING ABOUT TWO WAY DUAL LANGUAGE, AND THE IDEAS WE HAVE AROUND REACHING MORE STUDENTS IN A WAY THAT IS GOING TO PROPEL THEIR LEARNING IN A TRAJECTORY THAT'S MUCH FASTER THAN WHAT WE'RE DOING RIGHT NOW, AND WE BELIEVE THAT'S A STRATEGY TO DO THAT BOTH FOR NATIVE ENGLISH SPEAKERS AND NATIVE SPANISH SPEAKERS.

SO PLEASE HEAR THAT WE WE HEAR YOU AND WE KNOW WE HAVE TO DO BETTER, AND OUR TEACHERS FEEL THAT AS WELL, AND OUR TEAM WILL SUPPORT THEM IN CONTINUING TO MOVE KIDS.

[INAUDIBLE] [LAUGHTER] BEFORE I FORGET TO ADD TO WHAT YOU JUST SAID, MR. BRANUM, I KNOW YOU HERE, AND I, AND I KNOW THAT YOU SEE, AND THAT'S WHY I'M SO GRATEFUL TO EVERYONE WHO DOES EXACTLY THE SAME, AND I WANT TO IMPLORE OUR PARENTS FOR THOSE WHO ARE LISTENING THAT PLEASE, PLEASE, PLEASE KNOW THAT EVERYBODY HERE IS COMMITTED TO YOUR CHILD.

WE, MY COLLEAGUES AND I ARE COMMITTED TO YOUR CHILDREN, AND THAT WHEN WE HAVE ACTIVITIES, WHEN WE HAVE CERTAIN THINGS THAT WE PUT OUT, LIKE WE WERE TALKING ABOUT THIS SATURDAY, WE NEED YOU TO COME FORWARD.

YOU KNOW, THERE'S A SAYING THAT SAYS 'SIN MIEDO,' AND I'M ALWAYS TRYING TO RELATE THAT TO OUR PARENTS, 'SIN MIEDO,' WITHOUT FEAR.

IT'S LIKE, PLEASE COME.

DON'T BE AFRAID.

KNOW THAT WE'RE HERE AND THAT SOMEONE WILL HELP YOU, AND AT THE END OF THE DAY, WE ALL WANT OUR CHILDREN TO BE HEALTHY, HAPPY AND SUCCESSFUL, AND WE HAVE ALL THESE PEOPLE HERE TODAY THAT ARE COMMITTED EVERY SINGLE DAY TO DO THAT, AND SO I JUST ASK OUR PARENTS, OR IF YOU KNOW OF A PARENT, INVITE THAT PARENT TO THE PTA MEETING, INVITE THAT PARENT TO THAT MEET THE TEACHER, YOU KNOW, SOMEBODY WHO MAYBE SAID, YOU KNOW, NO ONE LOOKS LIKE ME, AND MY ENGLISH IS CHOPPY. I DON'T KNOW, INVITE THAT PERSON.

SO, YOU KNOW, IT'S NOT JUST THE JOB OF THESE PEOPLE WHO WORK HARD EVERY DAY, BUT OURSELVES AMONG THE COMMUNITY TO SAY, HEY, MS. HARRIS, WHY DON'T YOU COME WITH ME TO THIS? DO YOU NEED A RIDE? OR, HEY, MISS PACHECO, THEY'RE GOING TO HAVE THIS THING.

LET'S GO CHECK IT OUT SO THAT WE ARE INVOLVED SO THAT THE PARENTS CAN ALSO SEE THIS IS HERE.

WE'RE A VERY, VERY FORTUNATE DISTRICT.

WE HAVE A LOT OF RESOURCES, AND I KNOW THAT TOGETHER WE CAN MOVE FORWARD.

SO I JUST IMPLORE THE PARENTS TO ALSO DO THEIR PART.

[INAUDIBLE] I'M JUST KIDDING.

I WON'T GET INTO THE GOLD PIECES, PER SE, BUT I DO THINK THAT IT'S SUPER IMPORTANT TO IT'S AT LEAST SUPER IMPORTANT TO ME THAT I THINK WHEN A SUPERINTENDENT FIRST COMES ON THE JOB, ONE OF THE MOST IMPORTANT THINGS THAT THEY DO IS THEY SET UP REALLY GREAT SYSTEMS FOR GREAT OUTCOMES, AND THOSE SYSTEMS AND THOSE TAKE TIME TO COME IN TO GET THOSE OUTCOMES

[02:00:02]

SO WHEN I'M LOOKING AT THIS FROM AN OVERSIGHT PERSPECTIVE, AS ONE OF THE THINGS I'M LOOKING AT IS NOT JUST WHAT WE CAN GET THIS YEAR IN SHEER NUMBERS, BUT ARE WE HAVING SYSTEMS THAT ARE GOING TO LEAD TO ACCELERATION.

WE DON'T CLOSE THE GAPS WITHOUT ACCELERATING, AND I THINK YOU MENTIONED THAT AS WELL, THOSE GAP CLOSURES, AND DO WE HAVE THE PROGRAMS IN PLACE FOR THAT? AND I THINK AS A NEW SUPERINTENDENT, THAT'S WHEN I'M LOOKING AT THIS.

I AM LOOKING FOR THAT WITH THE OUTCOMES, BUT I ALSO BELIEVE THAT WHEN YOU'RE PUTTING THESE GOOD SYSTEMS IN PLACE, WE WILL HAVE ACCELERATED OUTCOMES THAT WILL EXCEED THOSE NUMBERS, AND WHAT I'M HEARING, THE WAY YOU'RE ADDRESSING, THE WAY THINGS CHANGED, I THINK FROM JANUARY TO MAY IS A REALLY GOOD PIECE OF THAT AND SUPPORTS THE FACT THAT YOU ARE PUTTING IN SYSTEMS AND YOU ARE ADJUSTING THAT.

SO, I DO HAVE SOME THINGS.

I JUST WANT TO KIND OF DIG INTO A LITTLE BIT MYSELF AFTER THIS, BUT I'M HEARING THOSE THINGS AND THE WAY THAT WE'RE GOING TO ADDRESS THEM THAT ARE GOING TO ADDRESS OUR STUDENT GROUPS THAT ARE REALLY THAT ARE LOOKING AT THE NEEDS WHERE THOSE DISPARITIES ARE, AND I'M SEEING SPECIFIC SYSTEMS AND STRATEGIES THAT OVER TIME WILL PAY DIVIDENDS, AND SO I REALLY APPRECIATE THAT, AND I LOOK FORWARD NOT TO JUST WHAT WE'LL DO THIS YEAR, BUT AS WE SEE THAT ACCELERATION OVER TIME, AND I THINK WE HAVE SOME GREAT THINGS WE HAVEN'T DONE HERE IN A WHILE. SO I APPRECIATE THAT.

I'M GOING TO REHASH EVERYTHING EVERYONE ELSE SAID.

I'M JUST KIDDING. [LAUGHTER] I'M JUST KIDDING.

I TOTALLY.

NO, NO, NO.

YOU KNOW, THE THING THAT I CAN SAY IS THAT I HAVE CONFIDENCE IN RICHARDSON IN OUR COMMUNITY THAT THIS TEAM BECAUSE, YOU KNOW, IT'S AN OPPORTUNITY FOR US TO RETHINK, TEAR THINGS APART, RELOOK AT THE THINGS WE NEED TO DO BECAUSE, YOU KNOW, [INAUDIBLE] AND REALISTIC CHALLENGES IS THAT WE'RE GOING TO BE NO LONGER HAVING ESSER FUNDS. SO NOW HERE'S A STRIKE.

WE DON'T HAVE THE ADDITIONAL RESOURCES WE NEED TO POUR INTO THESE KIDS.

SO GUESS WHAT? WE'RE JUST GOING TO HAVE TO RETHINK IT, AND I KNOW I'M A BIG MOVIE GUY AND I LOVE THAT SCENE ON APOLLO 13, AND I THINK THAT WE'VE GOT OUR TEAM AND WE GOT OUR PARTS OUT HERE AND WE'RE JUST GOING, YOU KNOW WHAT? WE ARE NOT GOING TO FAIL.

FAILURE IS NOT AN OPTION HERE, AND THEN WE'RE JUST GOING TO PULL IT TOGETHER AND PULL THESE PIECES TOGETHER BECAUSE WE'RE GOING TO HAVE OBSTACLES AND WE'RE JUST GOING HERE'S WE'VE COME THROUGH A DISRUPTIVE TIME AND WE'RE COMING OUT OF THAT.

WE'LL ALSO HAVE AN APPETITE FOR CHANGE.

THERE'S AN APPETITE TO WHY DID WE DO THIS WAY? WHY DON'T WE TRY THIS? BECAUSE SOME OF THESE GAPS THAT WE'RE TALKING ABOUT HAVE BEEN AROUND, AND I KNOW THAT PARENTS LOOK AT THIS AND, YOU KNOW, AND HERE'S WHAT HAPPENS.

THEY WALK DOWN THE STREET AND THEY GO, HOW CAN THIS ALL BE ACCEPTABLE? HOW CAN IT NOT BE 100%? AND IS THERE ANY DISTRICT IN THE ENTIRE UNITED STATES HAS MET THAT OBJECTIVE? TO MY KNOWLEDGE, SIR, IN TERMS OF I'LL JUST USE THE STATE OF TEXAS AT THE MEETS LEVEL.

I'M NOT AWARE OF ANY DISTRICT THAT HAS MET 100% GOAL OR HAS 100% GOAL.

I'M EVEN TRYING TO THINK OF HIGHLAND PARK'S.

I WAS JUST LOOKING AT THERE.

I DON'T EVEN THINK HIGHLAND PARK HAS 100% MEETS.

WE'VE SEEN DEFINITELY THERE HAVE BEEN THERE ARE SOME SMALLER DISTRICTS AND WHATNOT THAT HAVE GOTTEN HIGH NINETIES, BUT EVEN THAT IS NOT NECESSARILY SUSTAINED OVER TIME AND ONCE AGAIN, THAT'S BECAUSE OF THE VARIABILITY OF THE KIDS.

RIGHT? IT'S A DIFFERENT GROUP EACH YEAR.

IT'S NOT LIKE YOU'RE TAKING THAT GROUP AND CONTINUING TO FOLLOW A MONITOR, THAT SAME GROUP.

SO THE SHORT ANSWER IS NO, NOT TO OUR KNOWLEDGE.

DEFINITELY WITH THE AGAIN, THE BEAUTIFUL DIVERSITY OF OUR STUDENT POPULATION, NO, SIR.

YEAH, AND SO I GUESS WHAT I'M SAYING IS THAT WE'VE GOT UNIQUE WHAT I'M GOING TO CALL OPPORTUNITIES HERE.

WE CAN SET SOME STANDARDS AND BE THE EXAMPLE FOR OTHER DISTRICTS, BECAUSE I KNOW THAT WE'RE UP TO THE CHALLENGE, AND I KNOW THAT MY COLLEAGUES IN THIS GROUP, WE WILL NOT REST UNTIL WE GET THIS ADDRESSED.

IT'S WHY WE'RE HERE. IT'S WHY WE DONATE SO MUCH OF OUR TIME, BECAUSE WE'RE GOING TO MAKE A DIFFERENCE AND WE'RE NOT GOING TO LET THESE KIDS DOWN.

[02:05:09]

THESE ARE OUR DRAFTS AND WE HOPE THAT YOU WILL TAKE, MS. TIMME MENTIONED, YOU'LL HAVE THE NEXT COUPLE OF WEEKS TO DIG INTO THE DATA.

WE CAN PROVIDE ANY KIND OF BENCHMARKING TO OTHER DISTRICTS IF IT'S HELPFUL TO SEE OTHER DISTRICTS WHO LOOK LIKE US AND WHAT THEIR SIMILAR BOARD GOALS MAY BE.

MOST DISTRICTS, IT IS IMPORTANT TO NOTE, ADJUSTED THEIR BOARD GOALS ACTUALLY EITHER IN YEAR TWO.

TYPICALLY, MOST DISTRICTS AROUND US ADJUSTED THEIR GOALS IN ACTUALLY FALL OF 2020.

SO RIGHT AS COVID HAPPENED, THEY WENT AHEAD AND JUST DROPPED EVERYTHING ON AVERAGE ABOUT 10 TO 15 PERCENTAGE POINTS, AND SO FOR US, WE DIDN'T FEEL THAT NECESSARILY WE HAD ENOUGH DATA TO SUPPORT DROPPING THOSE GOALS AT THAT TIME.

SO AGAIN, PLEASE FEEL FREE TO SEND US ANY ADDITIONAL QUESTIONS.

YOU HAVE BENCHMARK INFORMATION AND BASED UPON ANY FEEDBACK WE WILL HAVE, WE WILL MAKE ANY ADJUSTMENTS AS THE WILL OF THE BOARD AND WE WILL BRING THESE FORWARD FOR A FINAL DRAFT AT THE NEXT MEETING. HOPEFULLY IF YOUR ADOPTION BECAUSE AGAIN, THE WORK HAS JUST BEGUN.

FROM HERE WE HAVE GOAL PROGRESS MEASURES THAT WE MUST PUT IN PLACE, AND THEN WE CREATE THE DASHBOARD BY WHICH WE WILL, PROVIDING YOU TIMELY UPDATES AS EACH ONE OF THOSE NEW METRICS ARE RELEASED AND PROVIDED TO YOU.

I HAVE ONE LAST PIECE FOR THIS PRESENTATION AND IT'LL BE PRETTY QUICK.

SO WE'RE GOING TO JUST KIND OF KIND OF MOVE THROUGH IT, AND THIS IS REALLY IMPORTANT FOR US TO KIND OF HIT THIS IN ONE NIGHT BECAUSE WE DID FOR MR. POTEET'S QUESTION, WANT TO REALLY PROVIDE ALIGNMENT.

SO YOU SEE HOW THIS ALL WORKS TOGETHER.

WE HAVE A VISION, WE HAVE STRATEGIC GOALS, WE HAVE OBJECTIVES.

YOU ALL ARE APPROVING THE PERFORMANCE OBJECTIVES THAT ARE GOING TO ALLOW US TO ACTUALIZE THOSE.

WE MEASURE THEM THROUGH THE BOARD GOALS AND THEN WHO PUTS IT INTO ACTION IS ULTIMATELY OUR CAMPUS AND HOW DO WE MOVE FORWARD WITH OUR CAMPUS IMPROVEMENT PLANS.

JUST LIKE THE DIP, YOU APPROVE OUR PERFORMANCE OBJECTIVES ANNUALLY, THE CIPS MIRROR THE DIP PLANNING AND THE QUARTERLY REVIEW PROCESS.

I WILL TELL YOU WE MADE A SIGNIFICANT CHANGE TO THE WAY THAT OUR CAMPUS IMPROVEMENT PLANS ARE DEVELOPED THIS YEAR WITH THE REINTRODUCTION, I WILL SAY, OF SITE BASED DECISION MAKING PROCESS.

I BELIEVE AS A RESULT OF COVID AND SOME OTHER FACTORS, WE HAD BEEN IMPLEMENTING A LOCAL SCHOOL COUNCIL MODEL THAT WHILE IT WAS DEFINITELY ALIGNED AND MET THE OBJECTIVES OF THE LAW, I THINK OVER TIME WE'RE ALLOWED TO BE A LITTLE BIT MORE FLEXIBLE THAN WHAT WE FELT COMFORTABLE WITH.

SO WE WANTED TO MAKE SURE WE KIND OF RECALIBRATED THAT EXPECTATION AND MADE SURE THAT OUR CAMPUSES HAD TEACHER INVOLVEMENT, THEY HAD COMMUNITY INVOLVEMENT.

THERE ARE PARENTS THAT ARE ON THAT COMMITTEE, AUXILIARY STAFF, AND IN FACT, SOME OF OUR CAMPUSES, EVEN OUR HIGH SCHOOLS, HAD STUDENTS INVOLVED IN CREATING THEIR CAMPUS IMPROVEMENT PLANS.

SO JUST LIKE OUR DIP, WE REALLY DEVELOP IT THE SAME WAY THAT LOCAL SITE BASED DECISION MAKING TEAM REALLY ACTS AS OUR DISTRICT PLANNING COMMITTEE AND REVIEWING END OF THE YEAR INFORMATION DATA, QUALITATIVE AND QUANTITATIVE TO DETERMINE WHAT ADJUSTMENTS NEED TO BE MADE AND ULTIMATELY, THE CAMPUS IMPROVEMENT PLAN IS A DIRECT ALIGNMENT AND A DIRECT REFLECTION OF THE DISTRICT IMPROVEMENT PLAN.

SO WHAT YOU WILL SEE IS A TIGHT ALIGNMENT.

THERE ARE SOME THINGS IN THE DISTRICT IMPROVEMENT PLAN THAT MAY NOT BE REFLECTED IN THE CAMPUS IMPROVEMENT PLAN, BECAUSE ULTIMATELY OUR CAMPUSES AREN'T RESPONSIBLE FOR IMPLEMENTING MAYBE THAT CERTAIN EXPECTATION.

FOR EXAMPLE, OUR CAMPUSES, THEY HAVE THEIR OWN BUDGETARY EXPECTATIONS, BUT THEY'RE NOT NECESSARILY RESPONSIBLE FOR IMPLEMENTING THE FIRST RATING SYSTEM.

SO IT DOES LOOK AND SOUND DIFFERENTLY AT THE CAMPUS LEVEL VERSUS THE DISTRICT LEVEL.

THE SAME THING. THERE ARE SOME THINGS THAT MIGHT BE IN THE CAMPUS, PLANS THAT ARE NOT IN THE DISTRICT IMPROVEMENT PLANS BECAUSE OF THE EXPECTATIONS AND WHAT IT MEANS TO ACTUALLY RUN A DAY TO DAY OPERATION OF A CAMPUS, AND OF COURSE, THESE ARE ALL ACTIONS THAT CAN BE MONITORED.

I'VE INVITED TWO OF OUR AMAZING, AMAZING LEADERSHIPS OF OUR LEARNING COMMUNITIES, JENNY BATES AND MIKE EVANS.

THEY ARE INTIMATELY INVOLVED WITH THE DEVELOPMENT OF THE CAMPUS IMPROVEMENT PLAN, AND I'VE JUST ASKED THEM TO PROVIDE A LITTLE BIT OF INSIGHT ON HOW THESE ARE DEVELOPED THROUGH THE SITE BASED DECISION MAKING PROCESS, AND THEN ULTIMATELY, WHAT IS THEIR ROLE IN SUPPORTING THE IMPLEMENTATION.

SITTING AT THE ADULT TABLE FOR THANKSGIVING.

[LAUGHTER]. SO I WILL GO FIRST.

THANK YOU, SUPERINTENDENT BRANUM AND BOARD FOR GIVING US THIS OPPORTUNITY, BECAUSE JUST LIKE TABITHA SAID, WE GET THE OPPORTUNITY TO HIGHLIGHT

[02:10:02]

BECAUSE IF YOU LOOK UP HERE, WE'VE PUT JUST A FEW AND THAT IS JUST A FEW.

THAT IS NOT EVERYTHING.

SOME OF THE STRATEGIES THAT THEY'RE PUTTING IN THEIR CAMPUS IMPROVEMENT PLANS TO MAKE THIS HAPPEN AND I LOVE, MR. POTEET, HOW YOU RECOGNIZE THE HARD WORK, BECAUSE THAT'S EXACTLY WHAT OUR CAMPUSES ARE DOING.

THEY'RE DOING THE HARD WORK TO MAKE ALL OF THIS HAPPEN, AND SO THANK YOU SO MUCH FOR ACKNOWLEDGING THAT.

WHEN WE LOOK AT OUR CAMPUS IMPROVEMENT PLANS, ONE OF THE THINGS THAT WE'RE DOING THIS YEAR IS WE'RE TRYING TO DO QUALITY OVER QUANTITY BECAUSE WE CAN GO THROUGH LARGE CAMPUS IMPROVEMENT PLANS, BUT IF WE'RE NOT FOCUSING ON THE RIGHT THINGS AND EVERYTHING ELSE IS JUST KIND OF FLUFF.

SO WE'RE WORKING WITH OUR CAMPUS PRINCIPALS THIS YEAR OR GOING THROUGH THEIR CIPS THAT THEY'VE DEVELOPED WITH THEIR SITE BASED DECISION MAKING TEAMS TO MAKE SURE THAT THEY'RE REALLY WORKING ON WHAT'S GOING TO MOVE KIDS, BECAUSE IF YOU LOOK AT THE SIX OBJECTIVES OUR PRINCIPALS HAVE TO BE, THEY'RE FOCUSED ON STUDENT OUTCOMES.

THEY ALSO HAVE TO HIRE AND RETAIN QUALITY STAFF ALL THE WAY TO RETIREMENT, AND THEN THEY ALSO HAVE TO MAKE SURE THAT THEY ENGAGE ALL OF THE STAKEHOLDERS TO MAKE SURE THAT WE'RE DOING AND BRINGING OUR FAMILIES BACK IN AFTER PRE-COVID AND THEN THEY ALSO HAVE TO BE FISCALLY RESPONSIBLE BECAUSE WE WANT TO MAKE SURE WE'RE SPENDING THE MONEY ON THE RIGHT THINGS, AND THEN THEY'RE ALSO OPERATION MANAGERS, AND YOU CAN SEE HERE, THIS HAS BEEN A HUGE FOCUS THIS YEAR IN OBJECTIVE SIX THAT WE'RE DOING INCREASED SAFETY, THE CELL PHONE POLICY AND THE CLASSROOM MANAGEMENT TO MAKE SURE THAT INSTRUCTION CAN HAPPEN, BECAUSE IF OUR KIDS DON'T FEEL SAFE, THEN NOT GREAT INSTRUCTION CAN HAPPEN.

SO THE PRINCIPALS ARE RESPONSIBLE FOR ALL OF THIS AND THE CAMPUSES ARE DOING A GREAT JOB MAKING SURE THAT IT HAPPENS, AND SO THIS IS THEIR ROADMAP AND THEIR GUIDE FOR THE YEAR.

WE WORK WITH THEM ALSO TO DO QUARTERLY CHECKS AND MAKE SURE THAT THEY ARE MEETING THESE OBJECTIVES AND THESE STRATEGIES BECAUSE JUST LIKE A CONTINUOUS IMPROVEMENT MODEL, IF IT'S NOT WORKING, WE NEED TO CHANGE IT, AND WE KEEP BRINGING UP JANUARY TO MAY.

THAT'S EXACTLY WHAT WE DID.

IT WAS NOT WORKING.

WE HAD SOME URGENCY IN OUR DATA AND THAT'S EXACTLY WHAT ALL OF OUR CAMPUSES DID AND WHY WE DID MAKE THE IMPROVEMENTS THAT WE SAW.

SO THAT IS OUR ROLE AND WE ARE THE LUCKY ONES THAT GET TO WORK DIRECTLY WITH THE PRINCIPALS TO MAKE SURE THAT WE ARE SUPPORTING THEM, BECAUSE THIS IS A HUGE RESPONSIBILITY FOR A CAMPUS AND A CAMPUS PRINCIPAL.

SO YEAH, AND SHE TOOK MOST OF MY COMMENT [CHUCKLING]; USED TO THAT BY NOW.

BUT I THINK REALLY WE FOCUS ON THE STRATEGIES A LOT AND WE DO THE QUARTERLY REVIEWS, BUT EVERYBODY KNOWS YOU CAN PUT STUFF IN WRITING, AND ONE OF THE GREAT THINGS ABOUT OUR JOB [INAUDIBLE] WE GET TO TALK ABOUT ADJUSTING THOSE STRATEGIES, [INAUDIBLE] BUT WHEN WE DO THAT THROUGH LEARNING WALKS.

WE HAVE ACADEMIC FACILITATORS THAT [INAUDIBLE] PLCS, PLUS WE MEET WITH OUR PRINCIPALS WEEKLY, AND WE HAVE THIS DISCUSSION.

WE TALK ABOUT THESE THINGS SO ONGOING, RIGHT NOW WE'RE [INAUDIBLE] LOOKING AT YOUR DATA FROM LAST YEAR IS THE STRATEGY THAT YOU USE LAST YEAR.

[INAUDIBLE] REVIEW AND WE CONTINUE [INAUDIBLE] ONGOING.

[INAUDIBLE] PART OF OUR GOAL SETTING.

[INAUDIBLE] SO ULTIMATELY, WHAT ARE THE NEXT STEPS? WE HAVE PRESENTED YOU A DRAFT.

YOU WILL HAVE ACCESS BEGINNING EARLY NEXT WEEK TO EVERY ONE OF OUR CAMPUS IMPROVEMENT PLANS FOR YOUR REVIEW.

YOU HAVE ACCESS TO THE DIP, WHICH, YOU KNOW, WE WILL MAKE EDITS BASED UPON YOUR FEEDBACK TONIGHT.

ONCE YOU APPROVE THOSE AT OUR NEXT OCTOBER MEETING, WE WILL POST ALL OF OUR DISTRICT IMPROVEMENT AND CAMPUS IMPROVEMENT PLANS ON OUR WEBSITE.

WE NOT ONLY PROVIDED WE UPDATE THOSE QUARTERLY AND YOU CAN SEE ON THE DISTRICT IMPROVEMENT PLAN, THERE'S ACTUALLY FORMATIVE REVIEWS AND THEY'RE AFFECTIONATELY KNOWN AS OUR HARVEY BALL SYSTEM.

SO WE DOCUMENT WHETHER OR NOT WE HAVE INITIATED AN ACTION.

IF FOR SOME REASON WE HAVE MADE A DECISION TO SUNSET AN ACTION, MAYBE BECAUSE IT'S NOT WORKING, WE INDICATE THAT AS WELL, AND WE WILL DEMONSTRATE WHAT DATA WE'RE USING TO DETERMINE WHETHER OR NOT WE'RE GOING TO SUNSET SOMETHING.

OR MAYBE WE DIDN'T ACTUALLY GET TO INITIATE IT BECAUSE THERE WAS NOT ENOUGH BANDWIDTH IN THE SYSTEM, AND WE ALSO WILL DOCUMENT THAT AFTER WE UPDATE EACH OF THE FORMATIVE REVIEWS, WE POST THE UPDATED CAMPUS IMPROVEMENT PLANS AND DISTRICT IMPROVEMENT PLAN AT EACH OF THOSE FORMATIVE REVIEWS FOR THE COMMUNITY FOR THAT TRANSPARENCY PIECE.

[02:15:04]

HOW ARE WE DOING? WHAT IS THE DATA TELLING US WE NEED TO DO DIFFERENTLY? ALSO CELEBRATING WHEN WE DO HAVE THOSE BIG WINS.

CAMPUS IMPROVEMENT PLAN, AND THE DISTRICT IMPROVEMENT PLAN IS PROBABLY ONE OF THE MOST SIGNIFICANT THINGS THAT WE DO.

IT TAKES A LOT OF WORK.

THIS IS A LOT OF BRAINPOWER THAT GOES IN FROM A LOT OF DIFFERENT DEPARTMENTS, AND I JUST THANK EVERYONE FOR YOUR HARD WORK.

I'M NOT EVEN SURPRISED. I HAVE A QUESTION.

TABITHA, CAN YOU OR MS. BRANUM I'M SORRY, CAN YOU JUST TALK TO US? LISTEN, ALL THOSE CIP'S.

THAT'S. CAN YOU JUST TALK TO US FROM AN OVERSIGHT PERSPECTIVE, FROM OUR ROLE ON THE BOARD, WHAT OUR ROLE IS WITH THOSE CIP'S AND HOW WE SHOULD BE LOOKING AT THEM VERSUS I KNOW WE'RE NOT INTO EVERY DETAIL INTO CHANGING WHAT SCHOOLS DO.

I JUST THINK IT WOULD BE HELPFUL FOR US TO REGROUP OVER WHAT OUR ROLE OF THAT'S GOING TO BE, HOW WE SHOULD LOOK AT THOSE.

YEAH. THANK YOU FOR THAT.

I THINK ULTIMATELY, JUST LIKE THE DIP, YOU'RE LOOKING AT IT FROM THE PERFORMANCE OBJECTIVE LENS, DO THE PERFORMANCE OBJECTIVE LENS AT THE CAMPUS LEVEL ALIGN TO THE WORK AT THE DISTRICT LEVEL, THE SPECIFIC ACTIONS, AGAIN, EACH CAMPUS IS GOING TO POTENTIALLY BE ADJUSTING, BLESS YOU OR IMPLEMENTING AN ACTION THAT IS UNIQUE FOR THEIR CAMPUS. BUT DOES THE PERFORMANCE OBJECTIVE ALIGN TO GET US THE ACADEMIC OUTCOMES THAT WE'VE IDENTIFIED IN OUR BOARD GOALS? AND WE'RE LOOKING THAT LIKE AS A WHOLE, LIKE WE'RE NOT REWRITING ANYBODY'S PERFORMANCE OBJECTIVE, CORRECT? WE'RE JUST LOOKING ON THE WHOLE, IS IT MEETING THAT? IS IT? YES, MA'AM.

OR OVERSIGHT ALIGNMENT.

YOU GOT IT. THANK YOU.

AND ASKING QUESTIONS LIKE, IS IT MEASURABLE? I JUST HAVE A QUESTION AS WELL.

HOW DOES THE COMMUNITY GET INVOLVED WITH THIS CAMPUS IMPROVEMENT, THE BASE DECISION MAKING? HOW'S THE COMMUNITY GET INVOLVED WITH THAT? I CAN'T. I WILL TELL YOU, FOR THE DISTRICT PLANNING COMMITTEE THERE IN ACTUALLY FOR ANY OF THE SITE BASED DECISION MAKING TEAMS AS WELL.

WE HAVE A FORM ON OUR WEBSITE WHERE WE LIST ALL OF THE COMMITTEES THAT WE INVITE COMMUNITY MEMBERS OR PARENTS TO JOIN, AND THEY CAN SUBMIT THAT FORM.

I ACTUALLY PULLED ALL OF MY DPC MEMBERSHIP FROM THAT FORM THAT WAS SUBMITTED.

NOW, JUST BECAUSE YOU SUBMIT IT DOESN'T MEAN YOU'LL GET CHOSEN BECAUSE WE DO.

FOR EXAMPLE, A SITE BASED DECISION MAKING TEAM.

THERE IS A FORMULA OF HOW MANY STAFF TO HOW MANY PARENTS TO HOW MANY COMMUNITY MEMBERS, BUT THAT IS ONE WAY.

I CAN TELL YOU THERE ARE SOME CAMPUSES THAT ARE DESPERATE FOR COMMUNITY.

YES. SO I DO THINK THIS IS ANOTHER LEVEL SETTING YEAR WITH THIS, BECAUSE WE'VE KIND OF GONE A LITTLE BIT AWAY BECAUSE IT'S BEEN CHALLENGING BECAUSE WE COULDN'T LET PEOPLE BACK INTO OUR BUILDINGS WITH COVID.

SO OUR CAMPUSES ARE REALLY LEVEL SETTING THAT, TRYING TO FIND COMMUNITY MEMBERS TO BE A PART OF THIS.

BUT ONE THING THEY ARE DOING IS THEY ARE REVIEWING THIS WITH THE COMMUNITY BECAUSE THAT'S PART OF THIS PROCESS TO MAKE SURE THAT THEY ARE BEING VERY TRANSPARENT WITH THEIR CAMPUS IMPROVEMENT PLANS AND SO THAT THEIR COMMUNITY KNOWS EXACTLY WHAT THEIR FOCUS IS FOR THAT CAMPUS.

SO BUT THEY ARE WORKING HARD TO TRY TO GET AS MANY PEOPLE INVOLVED WITH THE SITE BASED DECISION MAKING TEAM AS POSSIBLE.

AND THAT'S SOMETHING WE HELPED TO PARTNER.

SO AS WE'RE OUT MEETING WITH COMMUNITY STAKEHOLDERS, BUSINESSES, FAITH BASED PARTNERS, WE PRESENT THAT SITE BASED COMMITTEE OPPORTUNITY AS AS A WAY TO GET ENGAGED.

SO THAT'S ON OUR LIST AS WE'RE OUT MEETING WITH THE COMMUNITY.

I THINK I MAY KNOW THE ANSWER TO THIS ALREADY, BUT WITH THE SELLER AND ALL OF THOSE, I MEAN, IT'S PUT OUT IN DIFFERENT LANGUAGES OR THROUGH THAT CAMPUS PRINCIPLE, PARENTS CAN GO THERE AND SAY, HEY, YOU KNOW, MY ENGLISH IS NOT VERY GOOD, BUT I WANT TO BE ON THERE AND I JUST NEED TRANSLATION OR SOMETHING, RIGHT? ABSOLUTELY. ABSOLUTELY.

WE WILL PROVIDE THOSE SERVICES AND SUPPORT.

PERFECT. THANK YOU.

ANY ADDITIONAL QUESTIONS? OR YOU GUYS JUST WANT TO TAKE A BREAK? THAT'S GOOD WORK AT THE DISTRICT.

IT'S GOOD. IT WAS GREAT.

LOTS OF GREAT DETAILS, LOTS OF GREAT INFORMATION.

THIS WAS REALLY GOOD.

[INAUDIBLE] REALLY?

[02:20:06]

IT IS NOW.

8:20. WHAT DO WE WANT? 10 MINUTES. 8:30.

SO 10 MINUTES ACCORDING TO YOUR CLOCK, WATCH, PHONE.

BE BACK AND WE WILL START AGAIN.

SO FAR. ALL RIGHT.

WE'RE GOING TO GO AHEAD AND GET STARTED, IF I CAN HAVE EVERYONE'S ATTENTION.

WE ARE GOING TO GO AHEAD AND GET STARTED, IF I CAN HAVE THE BOARD'S ATTENTION.

WE ARE GOING TO GO AHEAD AND GET STARTED, IF I CAN HAVE THE BOARD'S ATTENTION.

MR. POTEET? WE'RE GOING TO GO AHEAD AND GET STARTED, IF I CAN HAVE THE BOARD'S ATTENTION.

SORRY ABOUT THAT.

WE NEED TO GET STARTED.

OUR NEXT ITEM IS A FACILITIES UPDATE RELATED TO BOND REDUCTIONS.

[III.C. Facilities Update - Bond Reductions]

THEN WE DO WANT TO PROVIDE SOME ADDITIONAL INFORMATION AS REQUESTED FROM THE BOARD RELATED TO.

WE KNOW THAT DUE TO INFLATION THERE WERE SOME PROJECTS THAT COST MORE THAN WHAT WAS INITIALLY ESTIMATED AND WE, THE BOARD ASKED US TO GO BACK, LOOK AT BOND 2021, BRING SOME POTENTIAL OPTIONS TO ADDRESS THOSE INFLATION NUMBERS THAT WE EXPERIENCED.

AND THEN ALSO WE POTENTIALLY MAY HAVE A COUPLE OF OTHER CREATIVE OPTIONS TO CONSIDER AND WE WANT THE BOARD'S FEEDBACK ON THAT.

SO TONIGHT, MR. WATSON AND MS. HAYES ARE GOING TO BE LEADING US IN THIS CONVERSATION, SO I'M GOING TO TURN IT OVER TO THEM.

THANK YOU, SUPERINTENDENT BRANUM.

AGAIN. GOOD EVENING, BOARD.

MR. PATE IS ALSO GOING TO JOIN IN ON THIS PRESENTATION AS EVERYTHING WE DO KIND OF COLLECTIVELY WORK TOGETHER FOR OUR AGENDA.

TONIGHT, WE'RE GOING TO JUST TELL YOU SOME OF THE HIGHLIGHTS OF WHAT HAS ALREADY BEEN ACCOMPLISHED IN BOND 2021.

WE'RE GOING TO LOOK AT SOME OPTIONS.

YOU ASK OUR TEAM BACK IN THE SPRING TO GO THROUGH ALL OF OUR TWO FACILITIES BUCKETS.

WE HAVE A FACILITIES WHAT WE CALL 961 BUCKET, WHICH IS ALL OF OUR CYCLE MONEY AND OUR DAY TO DAY OPERATIONS PROJECTS.

AND THEN WE HAVE A CONSTRUCTION BUDGET.

SO YOU ASK US TO GO BACK AND LOOK AT THOSE AND DETERMINE IF WE HAD COULD IDENTIFY ANY REDUCTIONS FROM THOSE AREAS, IF THAT WAS A DESIRE.

WE'RE GOING TO LOOK AT WHAT THE COST PROJECTION BUDGETS WERE FOR OUR CONSTRUCTION, IDENTIFY WITH A SUMMARY AND THEN WE'LL TAKE SOME QUESTIONS.

AND THEN AS SUPERINTENDENT BRANUM BROUGHT UP, WE HAVE SOME CREATIVE IDEAS TO BRING FORWARD TO YOU AT THAT POINT AS WELL.

SO AT THIS POINT, I'M GOING TO HAND IT OVER TO MR. PATE AND HE'S GOING TO TAKE YOU THROUGH WHAT WE HAVE ACCOMPLISHED SO FAR.

THANK YOU, MRS. HAYES.

SO THROUGH AUGUST 24TH AND THIS INFORMATION TIES TO THE BOND EXPENDITURE REPORT THAT YOU RECEIVED AT OUR PREVIOUS BOARD MEETING WE HAVE EXPENDED OR COMMITTED.

SO WE'VE EITHER ACTUALLY SPENT WRITTEN CHECKS FOR OR ISSUED PURCHASE ORDERS FOR $355 MILLION OF THE $750 MILLION VOTED AUTHORIZATION.

AND THOSE TOP FEW ITEMS, THE TRANSPORTATION, FURNITURE AND INSTRUCTIONAL TECHNOLOGY, ENTERPRISE TECHNOLOGY AND INSTRUCTIONAL, THAT'S KIND OF ONE GROUP.

AND THEN AS MS.. HAYES TALKED ABOUT, THE TWO GROUPS THAT TWO BUCKETS OF BOND FUNDING THAT THEY MAINTAIN, THAT'S THE FACILITIES AND THE CONSTRUCTION PIECE AND WHAT THE TRANSPORTATION PIECE REPRESENTS, THAT IS, YOU KNOW, THAT'S WHAT WE'VE SPENT ON BUSSES, MAINTENANCE VEHICLES, SECURITY VEHICLES THAT FURNITURE AND OFFICE EQUIPMENT, COPIERS, YOU KNOW, REPRESENTS JUST AS IT SAYS, DESKS, TABLES, CHAIRS, SOME PRINT SHOP EQUIPMENT, COPY MACHINES AT ALL OF OUR CAMPUSES, ALL OF OUR DEPARTMENTS.

OTHER EQUIPMENT IS WHAT WE'VE PURCHASED FOR THE PRINT SHOP.

THOSE KINDS OF THINGS.

WE HAVE INSTRUCTIONAL TECHNOLOGY, WHICH REAL QUICK.

CAN I GO BACK, MR. PATE? I THINK THE FURNITURE JUST A COUPLE OF REALLY TANGIBLE HIGHLIGHTS.

THE LOUNGE REPLACEMENTS AND UPGRADES, THAT WAS SOMETHING THAT DIRECTLY CAME FROM OUR BOND STEERING COMMITTEE BASED ON FEEDBACK FROM TEACHERS THAT IS ONE OF THE ONE PLACE IN THE BUILDING THAT IS THEIR CHANCE TO GO EAT LUNCH, HAVE 30 MINUTES OF QUIET TIME TO PROCESS.

SOMETIMES THEY'RE SPENDING THEIR CONFERENCE PERIOD IN THERE, ESPECIALLY IF THEIR ROOM IS BEING USED BY ANOTHER TEACHER.

SO HAVING THAT SPACE WE HAVE ACCOMPLISHED ABOUT HOW MANY OF THOSE ALREADY.

[02:25:01]

I CANNOT TELL YOU WHAT A DIFFERENCE THAT MAKES ON THE CAMPUSES WHEN THOSE LOUNGES ARE REFRESHED.

SO AGAIN, I THINK THAT'S JUST A REALLY TANGIBLE HIGHLIGHT OF SOMETHING THAT IS MAKING A DIFFERENCE TOWARDS HELPING OUR TEACHERS FEEL VALUED AND BEING SEEN AND CELEBRATED.

ALSO, THOSE MOBILE TEACHER DESK THAT WE PURCHASED AND THAT WAS ONE OF THE FIRST THINGS WE PURCHASED OUT OF BOND 2021.

SO ALL OF OUR TEACHERS HAVE THAT MOBILE DESK THAT YOU WALK AROUND OUR CAMPUSES, YOU SEE THEM USE DAILY.

THANK Y'ALL. AND JUST MOVING ON TO THE INSTRUCTIONAL TECHNOLOGY.

CERTAINLY OUR STUDENT AND STAFF DEVICES ARE IN THERE, AS IS INSTRUCTIONAL SOFTWARE EDGE, EUPHORIA, BRANCHING MINDS.

EDGENUITY. A VARIETY OF THOSE ARE CAPITALIZED AND PROCURED WITH BOND FUNDS.

OUR ENTERPRISE TECHNOLOGY THAT MR. HALL SPOKE ABOUT EARLIER, THE SERVERS SOFTWARE THAT RUN OUR NETWORK SO THAT INSTRUCTIONAL TECHNOLOGY WILL WORK AND THEN INSTRUCTIONAL EXCUSE ME, INSTRUCTIONAL ITEMS, INCLUDING EQUIPMENT FOR, YOU KNOW, OUR CLASSES, WHETHER IT'S JROTC OR CALCULATORS FOR MATH OR, YOU KNOW, MICROSCOPES AND THE SCIENCE CLASSROOMS, BOOKS, OTHER TANGIBLE ITEMS THAT ARE USED WITHIN OUR CLASSROOMS, OUR SPECIAL ED ITEMS, WHEELCHAIRS AND THAT TYPE OF EQUIPMENT THAT OUR SPECIAL EDUCATION STUDENTS NEED.

AND THEN, OF COURSE, OUR FACILITIES, THE MINOR RENOVATIONS, YOU KNOW, WHICH REALLY IN THE GRAND SCHEME OF THINGS AREN'T NECESSARILY THAT MINOR, BUT, YOU KNOW, NEW HVAC SYSTEMS, ROOFS, FLOORING, ALL OF THAT TYPE STUFF, BOILERS, PLAYGROUND EQUIPMENT AT OUR ELEMENTARY SCHOOLS.

AND THEN THE CONSTRUCTION, NEW CONSTRUCTION OR MAJOR RENOVATION, WHICH IS SOME OF THE BIG PROJECTS LIKE JJ PIERCE AND THE LAKE HIGHLANDS MIDDLE SCHOOL PROJECT THAT ARE GOING ON.

BUT THAT IS AGAIN, WHAT WE HAVE EITHER SPENT OR ISSUED PURCHASE ORDERS FOR TO DATE.

AND SOME OF THOSE PARTICULARLY BUSSES AND SOME OF THE OTHER ITEMS RIGHT NOW OR HAVE SUCH LONG LEAD TIMES THAT, YOU KNOW, WE ISSUED THE PURCHASE ORDER TODAY, BUT WE MAY NOT GET THAT FOR 12 TO 18 MONTHS.

SO WE HAVE, YOU KNOW, WE ORDER IT AS SOON AS POSSIBLE AND MUCH EARLIER THAN WE WOULD HAVE HISTORICALLY.

OKAY. IT'S TIME TO HAVE THAT HARD DISCUSSION.

WE WERE ASKED TO GO INTO THESE BUDGETS AND REALLY LOOK AT ANY POTENTIAL LARGE BUCKETS OF MONEY THAT COULD BE SET ASIDE TO MAKE UP THE DIFFERENCE.

WHAT WE ARE, WHAT WAS PLANNED AND HOW WE'RE GOING TO SPEND MOVING FORWARD.

I WILL SAY, SINCE OUR BONDS ARE EVERY FIVE YEARS OR HAVE BEEN EVERY FIVE YEARS, REALLY WHAT WE DO ON A FIVE YEAR BOND CYCLE IS WE WATCH ALL OF OUR PROJECTS THROUGHOUT THE FIRST 2 TO 3 INTO THE FOURTH YEAR.

AND THEN THERE ARE TIMES IN THE PAST WHERE WE'VE HAD TO PUSH OFF PROJECTS INTO THE NEXT BOND.

EITHER WE DIDN'T HAVE THE RESOURCES, WE DIDN'T HAVE THE EQUIPMENT, THE SOLE PURPOSE OF THE PROJECT CHANGE.

THE SCHOOL NO LONGER NEEDED THAT PIECE.

SO THIS WOULD NOT BE THE FIRST TIME THAT WE HAD TO PUSH OFF THINGS.

THIS WOULD BE THE FIRST TIME WE'VE HAD TO PUSH OFF THINGS BECAUSE OF INFLATION.

WE HAVEN'T SEEN THIS KIND OF INFLATION NUMBER IN OUR IN THIS INDUSTRY SINCE I'VE BEEN DOING THIS.

AND I'M SURE MR. WATSON CAN ATTEST TO THAT AS WELL.

HE'S YOUNGER THAN I AM, SO HE HAS ON.

MS. HAYES CAN YOU BRIEFLY FOR THE COMMUNITY IN TERMS OF THE INFLATION NUMBERS THAT WE SAW FOR ESPECIALLY OUR THREE MAJOR PROJECTS, CAN YOU PROVIDE A HIGHLIGHT OF WHAT THAT NUMBER WAS? AND THEN ULTIMATELY, WHEN WE FIRST BUILT THE PROJECT, WHEN WE ASKED OUR ARCHITECTS AND THOSE TO ESTIMATE THE PROJECT COST, WE KNOW THAT IF WE'RE NOT IMPLEMENTING IT IN THE FIRST YEAR, WE KNOW WE'RE GOING TO AUTOMATICALLY ADD INFLATION SO THAT WE BUILD THAT IN.

AND AGAIN, TO AFFIRM WHETHER OR NOT DID WE HAVE ANY PROJECT SCOPE CHANGES, WAS THERE ANY KIND OF SCOPE CREEP THAT HAPPENED, OR IS THIS TRULY INFLATION? IF YOU COULD JUST ADDRESS SOME OF THOSE BIG PICTURE ITEMS? I CERTAINLY CAN. SO FIRST OFF, WE'RE SEEING ABOUT OVERALL A 36% INCREASE IN COST OVER THE TWO YEARS OF THESE PROJECTS THAT HAVE STARTED. AND MR. PATE CAN ADD TO ANY OF THIS ALONG THE WAY OR MR. WATSON WE TYPICALLY ADD 5 TO 7% A YEAR ON INFLATION WHEN WE'RE PLANNING A PROJECT LONG TERM.

THESE PROJECTS WERE PLANNED STARTING IN 2019, INTERNALLY AS WE BEGAN TO IDENTIFY OUR NEEDS.

[02:30:05]

SO WE PLANNED THESE PROJECTS OUT LONG TERM.

THIS IS THE FIRST TIME THAT WE HAVE TAKEN CONSTRUCTION PROJECTS AND PLAN THEM.

PRIOR TO WE DID ALL OF OUR ARCHITECTURAL PLANNING PRIOR TO THE BOND PASSING.

THE BOARD APPROVED THAT POSITION FOR US.

SO THAT SHOULD THE BOND PASS, WHICH IT DID IN MAY OF 2021, WE WERE ABLE TO IMMEDIATELY GO INTO CONSTRUCTION RATHER THAN HAVE TO WAIT 18 MONTHS FOR THE PLANNING PROCESS TO HAPPEN LIKE WE'VE DONE IN THE PAST.

NO ONE KNEW THAT WE WERE ABOUT TO SHUT DOWN FOR THE PANDEMIC AND THE INFLATION AND SUPPLY CHAIN AND LABOR CHANGE ISSUES THAT WE WOULD SEE AS WE'RE PLANNING THESE THINGS. THERE WAS NO ADDITIONAL SCOPE ADDED TO THESE PROJECTS WITH THE EXCEPTION OF LAKE HIGHLANDS MIDDLE SCHOOL WHEN WE STARTED THE INITIAL PLAN FOR LAKE HIGHLANDS BECAUSE OF THE FACILITY CONDITION INDEX, IT WAS STILL ONLY A 7/8 GRADE.

WE HAD NOT MOVED INTO THE MIDDLE SCHOOL TRANSFORMATION UNTIL THE MIDDLE OF THE PLANNING FOR THIS.

SO THAT WOULD BE THE ONLY PIECE THAT LOOKED DIFFERENT FROM THE BEGINNING TO WHERE WE ARE NOW.

BUT IT DID NOT IMPACT THAT WAS ALREADY PLANNED WHEN WE WENT TO VOTE IN MAY OF 2021.

BUT WHEN WE STARTED SOME OF THOSE DISCUSSIONS AT LAKE HIGHLANDS, IT WAS STILL FOR JUST REPLACING THAT BUILDING BECAUSE OF THE FACILITY CONDITION, NOT THE MIDDLE SCHOOL.

BE ADDED TO. PATE, YOU WANT TO ADD ANYTHING TO THAT? I WOULD ADD THAT PROBABLY NOT SCOPE CREEP IN.

WE ACTUALLY WENT THE OTHER DIRECTION.

IF YOU RECALL. PEARCE HIGH SCHOOL ORIGINALLY STARTED WITH A BRAND NEW AUDITORIUM.

AND SO THAT THE COURSE OF THAT SCOPE, DEVELOPMENT AND DESIGN DEVELOPMENT.

IT BECAME VERY EVIDENT VERY QUICKLY THAT COST ESCALATION AND COST ITSELF WAS GOING TO BE WELL BEYOND THE BUDGETED COST OF CONSTRUCTION IN THE BOND.

SO WE ACTUALLY KIND OF MID-STREAM CAME BACK AND SAID, NO, WE'VE GOT TO HIT THE BRAKES AND WE'VE GOT TO REINVENT THE WHEEL.

WE ACTUALLY WENT BACK TO THE PROGRAM PLANNING COMMITTEE TO LET THEM KNOW, YOU KNOW, THIS FULL REALIZATION THAT CAME OUT OF THE PPC COMMITTEE PROBABLY CANNOT HAPPEN WITH THE BUDGET WE HAVE APPROVED IN THE BOND.

AND SO NOW WE HAVE A REMODELED AUDITORIUM, BUT CERTAINLY NOT A BRAND NEW ADDITION AS WE ORIGINALLY PLANNED.

SO EVERY OPPORTUNITY WE COULD TAKE ALONG THE WAY TO REDUCE SCOPE WITHOUT IMPACTING THE PROGRAM SPACE.

APART FROM WHAT I JUST MENTIONED, WE CERTAINLY TRIED TO DO THROUGH ALL THREE PROJECTS THAT WE'RE HERE TO TALK ABOUT TONIGHT.

OKAY, SO THE SLIDE UP FOR YOU NOW IS SOME OF THE BUCKETS OF MONEY FOR PROJECTED PROJECTS IN THE DIFFERENT AREAS THAT WE WORK IN FOR ROOFING UPGRADES.

YOU'LL SEE THE CURRENT BUDGET AMOUNT IS 40 MILLION.

WE'VE IDENTIFIED REDUCTIONS OF 28 MILLION, WHICH OBVIOUSLY WOULD BE ROOFS THAT WE WOULD PUSH OFF UNTIL ANOTHER BOND AND THEN THAT WOULD LEAVE US WITH $11 MILLION FOR SOME ROOFS THAT WE CAN'T PUSH OFF.

WE DON'T BELIEVE WE CAN PUSH THEM OFF AND BE ABLE TO MAINTAIN THE SCHOOL ENVIRONMENT THAT WE NEED.

RICHARDSON HIGH SCHOOL IS ONE OF THOSE.

MISTY IS THE SECOND ONE THAT WE CANNOT WAIT ON.

GET THOSE ROOFS DONE FOR ANOTHER ONE CYCLE.

SO ANOTHER BUCKET OF MONEY TO LOOK AT IS OUR MECHANICAL CONTROLS, PLANNED UPGRADES? MR. WATSON I'LL LET YOU GIVE AN EXAMPLE OF WHAT THAT IS.

YEAH. SO THIS IS END OF LIFE OR DO DO POOR CONDITION REPLACEMENT.

MR. POTEET, YOU HAD MENTIONED SOMETHING ABOUT WHAT IS PLANNED OR REPLACEMENT ASSET SCHEDULE VERSUS AS NEEDED.

THIS WOULD CERTAINLY FALL ON THE CATEGORY OF REPLACEMENT SCHEDULE TYPE OF SYSTEM UPGRADES.

SO THIS IS AGAIN, CUTTING END OF LIFE.

THOSE THAT WERE TOWARDS THE END OF THIS BOND PROGRAM, YOUR 2025 YEAR, 2024 WORKING OUR WAY BACKWARDS.

WE HAVE PROPOSED TO KEEP THOSE THAT ARE IN THE WORST SHAPE NOW TO STILL BE REPLACED.

THE VALUE YOU SEE THERE, WE'RE LOOKING TO KEEP ABOUT 12.4 MILLION IN THE BOND AS AN OPTION AND CUTTING THE REST BECAUSE THESE ARE THE WORST CONDITION SYSTEMS. THEN, OF COURSE, THESE NEEDS ARE STILL THERE.

THESE SYSTEMS ARE STILL GOING TO FAIL.

AND WE'RE ACCOUNTING FOR THAT IN THESE NUMBERS.

WE'RE ACTUALLY ADDING ABOUT $2 MILLION IN THAT 12.4 BECAUSE WE KNOW IF WE'RE GOING TO PROLONG THE REPLACEMENT OF THESE IDENTIFIED EFFICIENCIES, WE'RE PROBABLY GOING TO NEED

[02:35:01]

SO. YEAH, THAT'S WHAT THIS IS.

THIS INVOLVES THAT.

I'M HERE. AND YOU CAN SEE WE HAVE THE CYCLE MONEY FOR MECHANICAL, UNPLANNED UPGRADES THAT MR. WATSON REFERENCED AND THEN ALSO OUR PLUMBING PLANNED UPGRADES WHERE WE.

I HAVE VERY LITTLE ROOM REALLY TO CUT.

OUR PLUMBING SYSTEMS ARE AT END OF LIFE, AND SO THERE'S SOME SIGNIFICANT REPAIRS.

IT'S BEEN PUSHED OFF.

SO ON THE NEXT SLIDE.

THESE ARE BUCKETS OF MONEY IDENTIFIED FOR DOORS HARDWARE UPGRADES.

THIS WAS THE FIRST TIME THAT WE HAVE PUT SOMETHING LIKE THIS IN A BOND.

MOST OF OUR INTERIOR DOORS ARE ORIGINAL TO THE BUILD.

SO MOST OF THEM WERE IN THE FIFTIES AND SIXTIES.

AND SO WHILE THE DOOR THEMSELVES WORK JUST FINE, THERE'S A LOT OF HARDWARE UPGRADES THAT NEED TO BE DONE.

THERE'S SOME BETTER HARDWARE FOR LOCKING ON CLASSROOM DOORS WHERE TEACHERS CAN LOCK DOORS FROM THE INSIDE AND OUTSIDE WITHOUT STUDENTS BEING LOCKED IN UNSUPERVISED. AND SO THOSE WERE KIND OF OUR THOUGHTS ON THE DOORS AND HARDWARE WHEN WE PUT THIS INTO THE BOND FOR THE FIRST TIME, THIS WAS NOT A BUCKET OF MONEY WHERE EVERY DOOR WOULD BE REPLACED.

AND CERTAINLY THOSE THAT ARE BROKEN OR STOP WORKING, WE GET REPLACED ANYWAY.

THIS WAS TO REALLY IDENTIFY THE AREAS OF THE DIFFERENT SCHOOLS THAT NEEDED SOME ADDITIONAL WORK.

THAT BUCKET OF MONEY IN INTERIOR FINISHES.

THOSE ARE OBVIOUSLY PAINTING BORING.

MOST OF THAT IS THE FLOORING.

THAT WAS ONE OF THE BIG TOPICS WITH THE BOND STEERING COMMITTEE IS WE STILL HAVE ORIGINAL FLOORS IN MOST OF OUR CLASSROOMS. WE'VE DONE A LOT OF UPGRADING ON OUR COMMON SPACES AROUND THE DISTRICT, BUT WE HAD NOT GONE INTO THE CLASSROOMS. SO THAT'S WHAT THIS BUCKET OF MONEY WAS, IS TO GO INTO THE CLASSROOMS AND PUT NEW FLOORING DOWN.

AND THEN THE EXTERIOR IMPROVEMENTS ARE THINGS LIKE HANDRAILS, PAINTING HANDRAILS, CAULKING OF JOINTS.

MR. WATSON, YOU WANT TO ADD ANYTHING TO THAT ONE? SO THESE WERE JUST AREAS THAT OUR TEAM FELT LIKE IF WE HAD TO SCALE BACK ON PROJECTS MOVING FORWARD, THESE WERE AREAS THAT HAD LARGE AMOUNTS OF FUNDS IN MULTIPLE PROJECTS OVER YEARS THAT WE COULD PERHAPS SCALE BACK ON WITHOUT CAUSING SEVERE HARDSHIPS. IT DOES ADD TO OUR DEFERRED MAINTENANCE.

AS YOU ARE AWARE, WE HAVE HAD DEFERRED MAINTENANCE FOR REALLY 30 YEARS IN THIS DISTRICT, WHICH IS WHY THIS BOND WAS SO LARGE AND WE HAD THE MONEY THAT WE DID INTO FACILITIES TO TRY TO BEGIN TO CHIP AWAY AT OUR DEFERRED MAINTENANCE.

SO OBVIOUSLY, ANY OF THESE PROJECTS ARE GOING TO ADD TO THAT DEFERRED MAINTENANCE, AND WE ARE AWARE OF THAT.

THE NEXT SLIDE TALKS ABOUT OUR THREE ELEMENTARY SCHOOLS.

THESE ELEMENTARY SCHOOLS WERE ADDED AS PART OF OUR BOND STEERING COMMITTEE.

ONE OF THE THINGS THAT YOU HEARD TONIGHT FROM ONE OF THE COMMITTEE MEMBERS IS THAT THESE WERE PLACES THEY WANTED TO MAKE SURE THAT ELEMENTARY SCHOOLS RECEIVE SOME UPGRADES.

SO THESE ARE $10 MILLION PLACEHOLDERS FOR THESE SCHOOLS.

THERE IS NO SCOPE DEVELOPED FOR ANY OF THESE THREE.

WE HAVE NOT MET WITH THE COMMUNITIES.

WE'VE NOT HAD A PPC COMMITTEE COMMITTEE MEETING YET.

SO THESE WERE PLACEHOLDERS KNOWING THAT, FOR EXAMPLE, HAMILTON PARK, WE DO NEED TO CONNECT THE BUILDING TO THE AUDITORIUM THAT WHEN WE WAS AS PART OF THE IDENTIFIED SCOPE FROM THE DISTRICT PERSPECTIVE, THE OTHER THREE YEAH, THE OTHER TWO SCHOOLS AND HAMILTON PARK WOULD BE THINGS LIKE FLOORING, PAINTING.

THESE WERE NOT DESIGNED TO ADD SQUARE FOOTAGE TO THE BUILDINGS.

WE DON'T WANT TO DO THAT.

SO THIS IS REALLY INTERIOR FINISHES MAKING SURE THAT ALL OF THE SYSTEMS ARE WORKING WELL AND THEN DETERMINING FROM THE PPC COMMITTEE WHAT WE CAN DO WITH THAT KIND OF A BUDGET.

SO WHAT WE DID ON THESE THREE IS IDENTIFY IN OUR 961, WHAT WE CALL OUR CYCLE MONEY, IDENTIFY IF WE CUT ANY FROM THESE THREE SCHOOLS, THE IDENTIFIED BUDGET REDUCTIONS, THERE WOULD BE THINGS THAT POTENTIALLY WE COULD PICK UP FROM SOME CYCLE MONEY IF WE HAD SOME LEFT TOWARD THE END OF THE BOND. WE FEEL LIKE AT ALL THREE OF THESE, WE CAN USE THE REMAINING BUDGET TO FULFILL THE MAJORITY OF WHAT WOULD COME OUT OF A PPC

[02:40:07]

WE'RE NOT TEARING DOWN WALLS AND THOSE KIND OF THINGS FROM THE BEGINNING.

SO WE JUST PUT THESE DOWN FOR BOARD CONSIDERATION.

BOTH OF THOSE PROJECTS HAVE NOT BEEN DEVELOPED YET.

IT'S IMPORTANT TO NOTE THAT ONE OF THE MAIN REASONS WE'RE NOT ADDING SQUARE FOOTAGE TO ANY OF THESE BUILDINGS IS THAT AS A PART OF THE MIDDLE SCHOOL TRANSFORMATION, ALL OF THE CAMPUSES WILL REALIZE ADDITIONAL CAPACITY THAT WE HAVEN'T HAD.

A SIXTH GRADE MOVES UP TO THE MIDDLE SCHOOLS.

SO I'LL LET MR. WATSON SHARE WITH YOU THIS NEXT SUMMARY SLIDE.

I THANK YOU, MISS HAYES.

WE JUST WANTED TO KIND OF SHOW THIS AGAIN.

WE HAD PRESENTED THIS, I THINK, EARLIER THIS YEAR IN AN EXECUTIVE SUMMARY.

AND AGAIN, SAME INFORMATION AS WE SAW IN THE SPRING OF THIS YEAR.

WE LIST THE ORIGINAL CONSTRUCTION BUDGETS FOR ALL THREE MOST RECENT GUARANTEED MAXIMUM PRICE AMENDMENT AWARDS.

OF COURSE, LAKE HIGHLANDS WAS BACK IN APRIL OF THIS YEAR, 2022 AND JJ PIERCE AND FOREST MEADOW WERE IN MAY 2022 OF THIS YEAR.

SO THE ORIGINAL CONSTRUCTION BUDGETS WE'VE LISTED AT THE TIME, THE BOARD WAS CONSIDERING APPROVAL OF THESE GMP'S OR GUARANTEED MAXIMUM PRICES.

YOU SEE THOSE NUMBERS IN THE SECOND COLUMN FOR EACH OF THOSE RESPECTIVE PROJECTS.

AND THEN WE JUST WANTED TO HAVE A LITTLE CORRELATION WITH CONSTRUCTION BUDGET IN THE WHAT WE CALL ALL IN BUDGET, THE ORIGINALS.

SO THE 103.7 MILLION, YOU SEE IT? PIERCE THAT'S THE ALL IN BUDGET COMPARED TO ITS $90 MILLION ORIGINAL CONSTRUCTION BUDGET.

SO WE KIND OF WANTED YOU TO SEE THAT CORRELATION TO THE REVISED.

OF COURSE, ALL IN.

SHOULD THE BOARD APPROVE THE GMP, WHICH OF COURSE WE KNOW THEY DID.

SO ALL THAT RESULTED IN WHAT I THINK EVERYBODY IS SEEING AS OUR CURRENT APPROXIMATED $77.4 MILLION BUDGET DEFICIT.

AND AGAIN, THAT'S APPROXIMATE THAT HAS NOT BEEN REALIZED IN FULL YET UNTIL THESE PROJECTS ARE COMPLETE.

WITH ANY LUCK, WE'LL HAVE RETURNED SAVINGS.

AND MAYBE THAT DEFICIT WILL NOT BE AS LARGE AT THE FALL SEMESTER OF 2024.

BUT WE WON'T KNOW IT UNTIL THEN.

WE DO WANT TO POINT OUT THAT THE GUARANTEED MAXIMUM PRICE THAT THE BOARD HAS APPROVED FOR ALL THREE OF THESE PROJECTS ARE CAPS.

THESE PROJECTS WILL NOT GO HIGHER THAN THAT.

THAT IS WHAT A GUARANTEED MAXIMUM PRICE IS.

THAT'S WHY WE DO SEE THEM AT RISK SO THAT WE CAN GET A PRICE SET AND GUARANTEE THAT'S WHAT THE PROJECT WILL COME IN AT.

SO THAT IS WHAT THE BOARD HAS ALREADY APPROVED FOR THOSE.

WE ARE EARLY IN THIS BOND, SO WE REALLY DON'T KNOW WHAT THE OUTCOME OF THE YEAR FOUR INTO FIVE WILL BE.

THAT'S WHEN WE REALLY CAN DETERMINE WHAT'S LEFT IN OUR BUCKETS AND HOW WE WILL BE ABLE TO SPEND IT.

WE ALSO HAVE SOME INTEREST EARNINGS THAT COME WITH THE BONDS THAT MR. PATE CAN TALK TO YOU ABOUT.

IN THE PAST, WE'VE BEEN VERY FORTUNATE THAT A LOT OF OUR PROJECTS THAT WERE PLANNED CAME IN UNDER BUDGET.

SO WE WERE ABLE TO ADD SOME ADDITIONAL PROJECTS WHERE IN THIS BOND, WE DON'T FEEL LIKE THAT'S GOING TO BE THE CASE GIVEN THE INFLATION RATE.

AND WHAT WE'RE HEARING FROM OUR ANALYSTS THAT IT'S NOT GOING DOWN ANYTIME SOON.

YOU KNOW, INTEREST RATES HAVE ONLY RECENTLY STARTED GOING UP.

SO WHICH IS SOMEWHAT GOOD NEWS, AT LEAST FOR THE MONEY THAT WE HAVE.

YOU KNOW, WE'VE ISSUED THE BONDS, WE'VE ISSUED THE PURCHASE ORDERS.

WE JUST HAVE NOT WRITTEN THE CHECKS YET.

THAT IS HELPFUL. BUT THOSE INTEREST RATE INCREASES ALSO ARE A NEGATIVE ON THE SIDE OF THE HOUSE WHEN WE GO TO SELL THE NEXT SET OF BONDS. UNFORTUNATELY OR.

THOSE TWO FUNDING, THOSE COME FROM TWO DIFFERENT FUNDING SOURCES.

THE BOND PROCEEDS PAY THE CONSTRUCTION COST, INTEREST IN SINKING FUND TAX REVENUES, PAY THE REPAY THOSE BONDS.

BUT, YOU KNOW, HOPEFULLY WE WILL SEE SOME BENEFIT ON THE INTEREST EARNING SIDE.

I'M JUST UNFORTUNATELY, IT'S NOT GOING TO BE $77 MILLION.

LET MR. WATSON HEAR, SUMMARIZES FOR Y'ALL.

YES. THANK YOU, MS. HAYES.

SO AS YOU PREVIOUSLY SAW, THIS IS JUST A SUMMARY OF THE PROPOSED OPTIONS.

AGAIN, THESE ARE CERTAINLY NOT SET IN STONE.

THESE ARE JUST OUR ATTEMPT AT SAYING IF WE WERE TO TRY TO OVERCOME THIS CURRENT BUDGET DEFICIT OR PROJECTED BUDGET DEFICIT.

THESE COULD BE SOME IDENTIFIED SOURCES TO BE ABLE TO DO SO.

THE TOTAL OF WHAT WE PREVIOUSLY SHOWED YOU IS AT THE TOP, OF COURSE, THE PROJECTED DEFICIT, AND THERE IS CURRENTLY AN OVERAGE THERE.

SO IN OTHER WORDS, WE WOULD NOT NECESSARILY HAVE TO CUT AS MUCH AS WE'VE SHOWN TODAY, BUT WE WERE JUST TRYING TO GET IN THE BALLPARK FIRST AND FOREMOST, SO THAT SIMPLY SHOWING THAT IT COULD BE DONE.

[02:45:03]

BUT AGAIN, THERE'S OPTIONS HERE.

THIS IS THE FIRST ATTEMPT.

BY NO MEANS IS IT THE FINAL LIST.

JUST WANTED YOU TO KNOW WE COULD GET THERE SHOULD THE BOARD DECIDE TO CONTINUE FORWARD IN THAT APPROACH.

THANK YOU, MR. WATSON.

THANK YOU, MS. HAYES. AND THANK YOU, MR. PATE. SO AGAIN, REALLY, WE WANT TO OPEN UP THIS UP FOR CONVERSATION.

WE WANT TO GET YOUR FEEDBACK.

I SO APPRECIATE.

THIS WAS HOURS UPON HOURS OF MR. WATSON AND MS. HAYES AND THE ENTIRE TEAM REALLY GOING COMBING OVER LINE BY LINE TO IDENTIFY WHERE DO WE IDENTIFY THE POTENTIAL WAYS THAT WE COULD CREATE MORE CAPACITY FOR THESE INFLATIONARY COSTS WITHOUT LEAVING US COMPLETELY VULNERABLE IN AREAS WHERE WE'RE REALLY RISKING ONE OF OUR MOST IMPORTANT ASSETS IN OUR FACILITIES.

SO ANOTHER PART OF THIS CONVERSATION THAT I WANT TO JUST BRING FORWARD, WE ARE NOT RECOMMENDING THIS.

WE ARE NOT SAYING THAT THIS IS NECESSARILY HOW WE SHOULD MOVE FORWARD.

BUT I DO THINK IT IS WORTH A CONVERSATION THAT AS I'M HAVING COLLABORATIVE BRAINSTORMING SESSIONS WITH SUPERINTENDENTS, BECAUSE AGAIN, THIS IS NOT UNIQUE TO RICHARDSON ISD. THERE ARE A LOT OF DIFFERENT STRATEGIES THAT DISTRICTS ARE USING IN TERMS OF ADDRESSING THESE INFLATION NUMBERS.

AND WHETHER YOU'RE EAGLE MOUNTAIN, SAGINAW, FOR EXAMPLE, THEY ARE GOING OUT AND AS A PART OF THEIR BOND, THEY ARE ADDRESSING THE INFLATION NUMBERS IN A SECOND BOND SO JUST A CONVERSATION AGAIN THAT AGAIN, PLEASE KNOW, I'M NOT PROPOSING THIS.

I'M ASKING FOR FEEDBACK.

I HAVE I HAVE ALSO HEARD FROM A LOT OF COMMUNITY MEMBERS WITH LAKE HIGHLANDS MIDDLE SCHOOL AND FOREST MEADOW MIDDLE SCHOOL.

THOSE PROJECTS LAUNCHING THE THOUGHT OF NOT HAVING MOVEMENT ON THE OTHER THREE LEARNING COMMUNITIES UNTIL THE NEXT BOND AND POTENTIALLY NOT GOING UNTIL 2030. IS THERE ANY APPETITE WITH THE BOARD EVEN WANT TO HAVE A CONVERSATION AROUND ACCELERATING THE MIDDLE SCHOOL TRANSFORMATION MOVEMENT AND ALSO HAVING KIND OF AN INTERMEDIATE AND WHETHER IT'S IN 12 MONTHS, 24 MONTHS OR NO, WE'RE GOING TO ADDRESS IT THROUGH THESE CUTS AND JUST MOVE FORWARD ON OUR FIVE YEAR CYCLE AND ADDRESS THE CUTS THROUGH WHAT WE HAVE PROPOSED HERE.

SO THERE'S JUST SOME OPTIONS HERE AND WE JUST WANT TO BEGIN TO TRANSPARENTLY HAVE A CONVERSATION AROUND THE FEEDBACK OF THE BOARD AND KIND OF WHERE YOU ALL MIGHT BE.

AND I GUESS IF I COULD JUST QUICKLY ADD A LITTLE BIT OF INFORMATION TO THIS PARTICULAR SLIDE HERE.

SO MY ASSISTANT VERI AND I REVIEWED EVERY BOND ELECTION FOR MAY OF 22 AND NOVEMBER OF 22 AND WENT THROUGH THE INFORMATIONAL MATERIALS THAT THOSE DISTRICTS PROVIDED.

AND THESE TWO SCHOOL DISTRICTS ARE THE ONLY TWO OUT OF THAT LIST THAT SPECIFICALLY ADDRESSED INFLATION FROM A RELATED TO A PRIOR INFLATION COST RELATED TO PROJECTS.

AND A PRIOR BOND THAT THEY'RE HAVING IN THIS CURRENT BOND DOESN'T MEAN OTHER DISTRICTS AREN'T DOING BOND, DOESN'T MEAN OTHER DISTRICTS AREN'T INCLUDING INFLATION ISSUES IN THEIR CURRENT IN THEIR MAY BOND OR THEIR NOVEMBER BOND.

THESE ARE THE JUST THE ONLY TWO THAT SPECIFICALLY SPELL THAT OUT.

THE. EAGLE MOUNTAIN.

SAGINAW IS, AS YOU SAY, ON A SLIDE.

IT CERTAINLY IS. IT WAS NON SPECIFIED.

IT JUST WAS MORE OF A GENERIC STATEMENT OF WE WERE ADDRESSING COST, YOU KNOW, INFLATIONARY COST INCREASE RELATED TO PRIOR BOND PROJECTS.

THE SABINO ISD WAS INTERESTING.

THEY DID A BOND ELECTION FOR 6.9 MILLION, I BELIEVE IT WAS FOR A EVENT CENTER, AND THAT WAS INSUFFICIENT.

SO THE ENTIRE 4.5 OF THIS NEXT BOND ELECTION FOR THEM IS TO BE ABLE TO FINISH OR COMPLETE THAT EVENT CENTER.

SO ONE PROJECT TWO BOND ELECTIONS IN THEIR PARTICULAR CASE.

KNOW, AS I SAID, OR, YOU KNOW, GOING BACK TO WHAT MISS HAYES SAID, YOU KNOW, HISTORICALLY DISTRICTS HAVE BECAUSE WE HAVE NOT HAD INFLATION LIKE THIS.

THERE'S BEEN. ON MONEY LEFT OVER BETWEEN INTEREST AND EARNINGS AND JUST BOND PROJECTS COMING IN UNDER COST.

AND SO THEY COULD DO SOME STUFF FOR THEIR NEXT BOND.

IN FACT, WE DID THAT WITH OUR 2016 BOND.

[02:50:03]

BUT NOW THE INFLATION, YOU KNOW, IS JUST AT A NEVER BEFORE SEEN LEVEL FOR US IN CONSTRUCTION COST INCREASES.

AND SO WE HAVE, UNFORTUNATELY, THE OPPOSITE SITUATION WHERE THERE IS.

NOT MONEY SPECIFICALLY FOR THESE PROJECTS.

AND AGAIN, WE COULD, AS MS..

HAYES SAID, WE COULD ALWAYS, YOU KNOW, CONTINUE THESE DO LESS OF THOSE PROJECTS, THOSE CYCLE TYPE PROJECTS, AND JUST SEE WHERE WE ARE AND MAKE A DECISION LATER.

BUT AS BOTH MS. HAYES AND MS. BRANUM MENTIONED, YOU KNOW, WE WERE TASKED WITH BRINGING THIS BACK TO Y'ALL NOW AND HAVING THIS DISCUSSION SOONER RATHER THAN LATER, WHICH IS, YOU KNOW, A GOOD OPTION FOR ALL OF US.

REPORT. WE ARE GOING TO OPEN IT UP FOR QUESTIONS.

GO RIGHT AHEAD, MISS TIMMY.

I WAS PATIENT.

JUST. I KNOW THAT YOU GUYS HAVEN'T PUT ANY OTHER CONSIDERATIONS THAT AREN'T SOLID AND SET IN STONE.

RIGHT. BUT WHEN I LOOK AT WHEN I'M JUST HEARING SOME THINGS THAT ARE HAPPENING, ESPECIALLY AROUND SAFETY AND SECURITY, THERE ARE SOME ANTICIPATED FUNDS THAT ARE COMING IN PROBABLY FROM STATE OR FROM A NATIONAL LEVEL.

RIGHT. WHICH COULD OFFSET POTENTIALLY DOORS OR OTHER THINGS THAT WOULD ALLOW US TO ADD THOSE COSTS BACK IN.

CORRECT. SO WE'RE LOOKING WE WOULD BE ABLE TO THEN USE THOSE FUNDS TO COVER THAT BECAUSE IT WOULD DIRECTLY RELATE TO SAFETY AND SECURITY POTENTIALLY, AND THEN ALLOW US TO REALLY COME BACK AND ADDRESS SOME OF THESE OTHER ONES.

CORRECT. OKAY.

AND THEN I JUST WANT TO I JUST WANT TO REITERATE THAT I HEARD THIS.

WE USUALLY HAVE 5 TO 7% INTEREST RATE AND WE HIT 36%.

LIKE YOU USUALLY PLAN FOR THAT 6% OVER TWO YEARS.

SO YOU'RE LOOKING AT A 15 TO 18% INFLATION RATE A YEAR TO YEAR NOW VERSUS A 5 TO 7.

SO WHEN WE'RE GOING BACK AND WE'RE ADDRESSING THIS AND YOU GUYS ARE TRYING TO GIVE US THAT ALL IN AND THEN YET IT'S CONTINUING TO SKYROCKET IN WAYS WE HAVEN'T SEEN, IT MAKES IT VERY DIFFICULT THEN FOR YOU ALL TO PROJECT AN ALL IN NUMBER THAT IS FAR WHAT WE WOULD TYPICALLY EXCEED.

CORRECT. SHOULD WE GET A BID IN NOW FROM A FROM OUR CONTRACTORS? THERE'S NO WAY TO PREDICT BECAUSE THEY'RE SEEING SUCH AN INCREASE IN MATERIALS AND LABOR FROM MONTH TO MONTH.

MR. WATSON HAS A GREAT EXAMPLE TODAY JUST TO KIND OF TELL YOU WHERE THE CONSTRUCTION WORLD IS FOR K 12.

YES. NO, ABSOLUTELY.

AND IT'S CERTAINLY A PROBLEM THAT EVERYONE'S FACING RIGHT NOW.

IF YOU RECALL, WE BID OUT THE LAKE HIGHLANDS JUNIOR HIGH PROJECT NEWBUILD NEW CONSTRUCTION ROUND UP BACK IN MARCH 2022.

THE BOARD APPROVED THAT GUARANTEED MAXIMUM PRICE IN APRIL.

81 PLUS MILLION DOLLARS FOR THAT, A LITTLE OVER 200,000 SQUARE FOOT BUILDING.

THAT AMOUNTS TO ROUGHLY $351- $352 A SQUARE FOOT.

SO WE WERE FORTUNATE TO GET $351 A SQUARE FOOT FOR LAKE HIGHLANDS MIDDLE SCHOOL.

IT SOUNDS INCREDIBLE.

JUST EAST OF US TO NINTH GRADE CENTERS WERE JUST PUT OUT IN SEPTEMBER OF 2022.

AND I REACHED OUT TO MY COLLEAGUE AND ASKED HIM WHAT DID THEY GET? EXCLUDING OFFSITE DEVELOPMENT COSTS THEY'RE BUILDING IS $440 A SQUARE FOOT FOR EACH NINTH GRADE CENTER, ROUGHLY ABOUT THE SAME SIZE, 200,000 SQUARE FEET. SO IT'S HARD TO BELIEVE THAT WE GOT A DEAL BACK IN APRIL, BUT QUITE LITERALLY, QUITE LITERALLY, THEY'RE GOING TO TAKE TO THEIR BOARD FOR CONSIDERATION TO NINTH GRADE CENTERS THAT ARE COSTING THEM A $440 A SQUARE FOOT TODAY.

THANK YOU.

MR. POTEET, DID YOU HAVE A QUESTION? I JUST SAW YOU AND YOU LOOKED LIKE YOU HAD A QUESTION.

IF NOT, WE CAN MOVE ON.

GO RIGHT AHEAD, MR. EAGER.

YEAH, GO AHEAD, MR. EAGER YOU KNOW, IN REGARDS TO MAINTENANCE.

I JUST KNOW THAT FOR DECADES WE HAVE BEEN IN DEFERRED MAINTENANCE STANDPOINT.

SO ONE OF THE THINGS I'M KIND OF QUESTIONING IS, IS IT GOING TO BE PAY ME NOW OR PAY ME LATER? WE KICK THE CAN DOWN THE ROAD.

IT'S GOING TO BE LIKE ANYTHING ELSE.

I SAVED A DOLLAR NOW, BUT IN TWO OR THREE YEARS IT'S GOING TO BE $2.

YOU KNOW, AND SO THERE'S THAT KIND OF POINT.

THE OTHER QUESTION IS DEBT CAPACITY.

NOW WITH INCREASING INTEREST RATES AND EVERYTHING THAT I DON'T KNOW WHAT FUTURE DEBT CAPACITY IS LOOKING LIKE.

I KNOW THAT WE'RE ALL BASICALLY KIND OF LIKE A MORTGAGE.

WE PAY IT DOWN.

OKAY, GREAT. WE'VE GOT MORE CAPACITY SO THAT NOW WE CAN REFURBISH THE OTHER SCHOOLS THAT NEED ATTENTION WITH THE INCREASED INTEREST RATE.

[02:55:07]

AND I HAVE HAD SOME NUMBERS RUN AND I CAN BRING YOU ALL THAT ALL AS A PRESENTATION AT THE NEXT BOARD MEETING IF YOU WOULD LIKE. I'VE HAD JEFF ROBERT RUN THOSE THREE DIFFERENT SCENARIOS THERE.

YOU KNOW THE.

CERTAINLY, AS YOU SAID, WE PAY IT DOWN.

AND THAT HAS BEEN WE'VE TRIED TO AGGRESSIVELY PAY IT DOWN BASED ON OUR FIVE YEAR ELECTION CYCLE.

AND SO I HAD HIM MODEL FOR US SOME OPTIONS WITH A MAY OF 23 ELECTION AND AGAIN.

AND THEN GETTING US BACK TO THE FIVE YEARS, HAVING A MAY OF 26 ELECTION CYCLE.

AND I'LL BE GLAD TO BRING THAT AT THE NEXT MEETING.

THESE ARE JUST TOUGH CHALLENGES.

I MEAN, I HAVE FRIENDS IN THE CONSTRUCTION BUSINESS AS WELL, AND THEY TELL ME THAT THEY SIGN CONTRACTS AND THEN THEY GO TO MAKE THOSE CONTRACTS VALID AND PEOPLE ARE LITERALLY GOING, SUE ME.

I'M NOT HONORING CONTRACTS AND THEY'RE GETTING SQUEEZED FROM ALL SORTS OF DIRECTIONS.

SO. UNIVERSAL PROBLEM.

THANK YOU. THANK YOU FOR THE HARD WORK.

YOU KNOW, THESE THINGS ARE ALWAYS TOUGH DECISIONS WHERE YOU LOOK.

SO IT'S KIND OF WHAT'S THE MUST HAVES AND WHAT ARE THE NICE TO HAVES AND THEN GET THROUGH THE NICE TO HAVES.

AND I'M SURE. OR WE LIVE IN BY THE EXTRA CHICK-FIL-A SANDWICH.

GO RIGHT AHEAD, MS. RENTERÍA.

YEAH, I HAD A COUPLE OF QUESTIONS.

TOTALLY GET THE INFLATION THING AND JUST I AGREE WITH MR. EAGER. I MEAN, IT'S ALWAYS TOUGH BUT ASIDE FROM THAT, I KIND OF WANTED TO TOUCH BASE ON ON THE SCHOOLS AND WE HAD PUBLIC COMMENT ON THAT.

IF I RECALL THESE THREE WERE ADDED AFTER YOU KNOW, AFTER WE THERE WAS QUESTION THAT ABOUT THE EQUITY ABOUT WHAT WAS BEING DONE RIGHT AS TO THE DIFFERENT SCHOOLS AND THE DIFFERENT PROJECTS.

SO I GUESS ONE OF MY FIRST QUESTIONS IS WHAT EXACTLY I KNOW I THINK YOU USE A CERTAIN WORD, MISS HAYES, BUT THE PROJECTS THAT ARE SET FOR THESE SCHOOLS, RIGHT? I MEAN, LIKE CAN YOU SPECIFICALLY I MEAN, CAN YOU GIVE US A LITTLE BACKGROUND ABOUT WHAT THAT FOR THE COST IS HERE? I MEAN, THEY CAME UP WITH 10 MILLION, RIGHT? THEY CAME BACK AND SAID, HEY, WE'RE GOING TO GIVE 10 MILLION TO THESE THREE SCHOOLS.

SO WHAT WHAT PROPOSED THAT WHAT WAS BEHIND DISTRICT DID THAT.

SO IN OUR BOND STEERING COMMITTEE DISCUSSIONS ON WANTING TO ADD SOME ELEMENTARY SCHOOLS AROUND THE DISTRICT, THESE THREE WERE THE THREE THAT THE DISTRICT LOOKED AT AS FACILITY CONDITION INDEX AND JUST THE AGE OF THE BUILDINGS AND HOW THEY LOOKED INSIDE.

AND SO THE DISTRICT RECOMMENDED THESE THREE.

[INAUDIBLE].

THAT WAS VERY INSTRUMENTAL IN RECOMMENDING STOLTZ ROAD BE A PART OF THIS, AND THEN NORTHRIDGE AND THEN OF COURSE, HAMILTON PARK.

WE IDENTIFIED THAT JUST FOR THE CONNECTOR ALONE TO MAKE SURE THAT THAT CAN GET DONE RIGHT.

SO THE SCOPE OF THESE HAVE NOT BEEN FULLY SET.

SO THE WAY THESE WORK, WE HAVE THE BUDGET SET AT WHATEVER THE FINAL BUDGET WE DECIDE FOR EACH OF THESE SCHOOLS.

AND THEN WE WILL HAVE A PROGRAM PLANNING COMMITTEE PUT TOGETHER AT EACH OF THESE SCHOOLS.

IT WILL BE STAFF ADMINISTRATION AND THEIR PARENTS, AND WE WILL TALK THROUGH WHAT ARE THE NEEDS AT THIS SCHOOL RIGHT NOW THAT WE CAN DO, KNOWING THAT WE'RE NOT GOING TO ADD SQUARE FOOTAGE.

RIGHT. WE'RE NOT TEARING DOWN WALLS OR ANYTHING LIKE THAT.

WHAT IS IT? IS IT FLOORING? IS IT PAINTING? IS IT CABINETRY? WHAT IS IT THAT WE NEED TO DO FOR LIGHTING FURNITURE, TAKING MINI BLINDS OUT AND PUT IT IN SHADES IN? I MEAN, WHAT IS IT THAT WOULD MAKE THIS SCHOOL FEEL BETTER AND TO HELP THE LEARNING ENVIRONMENT? AND SO THAT'S WHAT WE WILL DO WITH ALL THREE OF THESE ARE STILL GOING TO TAKE PLACE.

IT'S JUST A MATTER OF HOW MUCH WE SET A BUDGET FOR FOR THOSE.

RIGHT. AND THAT'S WHAT I THOUGHT.

AND THANK YOU FOR CLARIFYING THAT, BECAUSE I JUST THINK IT'S SO IMPORTANT.

I KNOW WE HAVE TO CUT SOMEWHERE.

AND AS SOMEONE MENTIONED, THESE ARE DIFFICULT CONVERSATIONS, BUT I THINK THAT THE ORIGINAL BOND, IF I REMEMBER, IF I RECALL CORRECTLY, WAS IT WAS BACK TO THE DRAWING BOARD.

RIGHT. BECAUSE AGAIN, WE WERE TRYING TO LOOK AT THE EQUITY OF WHAT WE WERE TRYING.

SO I REALLY APPRECIATE THAT.

[03:00:01]

SO THANK YOU FOR CLARIFYING THAT, MISS HAYES, ABOUT WHAT EXACTLY THEY LOOKED AT TO AND WHY THEY PICKED THESE THREE.

AND SO I KNOW THAT THE COMMUNITY APPRECIATED THAT.

BUT TO SEE HOW SOME OF THESE CUTS MIGHT BE, I MEAN, WE'RE JUST TALKING ABOUT, AGAIN, KEEPING MAINTAINING OUR TEACHERS, RIGHT.

WE WANT TO MAKE SURE THAT OUR TEACHERS ARE PROUD OF WHERE THEY ARE TEACHING OR THAT OUR SCHOOLS, THAT OUR STUDENTS AND OUR FAMILIES ARE PROUD OF HOW OUR SCHOOL LOOKS. AND ASIDE FROM THE SAFETY AND ENVIRONMENT MATTERS, IT REALLY DOES.

AND SO.

I DO KNOW THAT I SEE THIS AND I WOULD LIKE TO MAYBE GET CLOSER TO WHAT WE ORIGINALLY TALKED ABOUT, AND MAYBE THAT'S ANOTHER CONVERSATION THAT I CAN HAVE WITH MR. PATE OR SOMEBODY WHO CAN MAYBE SAY, LET'S LOOK AT THIS AGAIN.

BUT I KNOW FOR ME, I JUST THINK THAT THOSE ARE IMPORTANT.

I JUST THINK THAT, AGAIN, EVEN WITH I THINK FOR A LOT OF PEOPLE IN THE COMMUNITY, WHEN WE PUT THIS BOND OUT, IT'S JUST KIND OF LIKE ALSO GIVING OUR WORD, YOU KNOW, WE GAVE OUR WORD THAT WE WOULD PUT SOME AGAIN, WE'RE GOING TO PRIORITIZE OR PAY FOR WHAT WE PRIORITIZE.

AND WE SAID WE PRIORITIZE THESE THREE.

SO I THINK THAT'S ANOTHER IMPORTANT COMPONENT.

I TOTALLY GET THAT WE DO HAVE TO LOOK, SOMETHING HAS TO GIVE.

RIGHT. BUT I THINK LOOKING AT THAT AGAIN WOULD BE IMPORTANT.

AND THEN ONE OF THE LAST QUESTIONS.

I ASK FOR CLARITY ON THAT, ARE YOU SAYING PUT THE BUDGET LEAVE THE BUDGET AT 10 MILLION? I'M THINKING LEAVING IT AS CLOSE TO THAT.

I'M THINKING THAT'S WHY I ASKED, LIKE, WHAT WAS THE 10 MILLION? LIKE SOMEBODY PICKED THAT NUMBER AND SAID, HEY, 10 MILLION CAN FIX THIS SCHOOL UP.

AND THAT'S WHY I WANT FOR 10 MILLION.

THERE COULD BE A SUBSTANTIAL ENVIRONMENT UPGRADE.

EXACTLY SO I'M THINKING THAT WE CAN CLIP BECAUSE EVEN WITH WITH SALT.

YEAH. I MEAN BECAUSE THE REMAINING WOULD BE ALMOST A LITTLE MORE THAN HALF OF THAT.

RIGHT? IT WENT ALL THE WAY TO HALF.

SO. I'M JUST THINKING THAT IF WE CAN STAY CLOSER TO THAT, BECAUSE AGAIN AND I HAVEN'T BEEN TO STULTS, I HAVEN'T BEEN TO THESE I'VE BEEN TO HAMILTON PARK, BUT I HAVEN'T SEEN IN A WHILE, I DON'T KNOW HOW MANY OF US HAVE THAT WE CAN SAY, WELL, WHAT DOES IT LOOK LIKE AND WHAT IMPROVEMENTS DO WE REALLY NEED? YOU KNOW, BUT I TRUST THE PEOPLE WHO DID THIS AND EVALUATED THIS THAT THEY SAID 10 MILLION.

WE DIDN'T. THEY DID.

SO I'D LIKE TO MAYBE SEE HOW WE CAN STAY CLOSE TO THAT AS POSSIBLE.

AND THEN THE OTHER QUESTION THAT I HAD, MY LAST QUESTION WAS, I THOUGHT THE JJ PEARCE WAS THAT FROM THE PRIOR BOND THAT SO BECAUSE BUT THEY WERE THE LAST ON THE RIGHT.

THEY WERE THE LAST OF THE ARE THE LAST HIGH SCHOOL JERSEY BOYS.

BUT IT WAS JUST THIS BOND IS THIS BOND.

GOTCHA. THANK YOU FOR CLARIFYING THAT.

NO, THAT'S ALL THAT I JUST KIND OF WANTED TO MAKE A POINT ABOUT.

BUT I THANK EVERYBODY WHO'S HELPING US UNDERSTAND THIS.

AND I KNOW THEY'RE HARD DECISIONS, BUT I KIND OF THINK THAT'S IMPORTANT AS WELL.

SO THANKS. I THINK MS. PACHECO HAD A QUESTION.

YES. IN A COUPLE OF COMMENTS.

SO BASICALLY, WHEN I SEE THE REDUCTION IN COSTS TO GET TO 77.

MONEY THAT WE HAVE MISSING BECAUSE OF INFLATIONARY COST INCREASES OF 36% YEAR OVER YEAR.

YOU KNOW, A LOT OF THESE THINGS AS DESCRIBED.

GRACIOUSLY BY EVERYBODY HERE.

THESE ARE THINGS THAT WE NEED TO DO TO MAINTAIN THE INTEGRITY OF OUR BUILDINGS.

MOST OF THEM ARE NOT NECESSARILY COSMETIC.

AND SO I FIND THAT TO BE EXTREMELY IMPORTANT.

IT IS IMPORTANT TO MEASURE AND DO THE STUDY RIGHT.

WHAT IS THE COST OF REPAIR IF WE DON'T DO THESE ROOFING UPGRADES OR THESE EMS UPGRADES? THAT'S A MAJOR COST OF REPAIR, RIGHT? I MEAN, IT COULD BE AN EMERGENCY.

AND THEN WE HAVE TO MOVE A BUNCH OF KIDS AND WE HAVE TO DO TRANSPORTATION AND ALL KINDS OF OTHER THINGS, PLUS REPAIRS WE DIDN'T ANTICIPATE.

SO THAT IS TO ME SO IMPORTANT.

AND THEN GOING BACK TO MS. RENTERÍA COMMENTS ON THE THREE SCHOOLS.

YOU KNOW, IT'S $10 MILLION THAT WE'RE ALLOCATED TO CREATE A BETTER LEARNING ENVIRONMENT IN THESE SCHOOLS WHO HAVE DEFERRED, HAVE HAD MAINTENANCE DEFERRED FOR A VERY LONG TIME.

AND AT THE MAIN SCOPE OF EVERYTHING, THIS IS ONLY $30 MILLION FROM THE ENTIRETY OF THIS BOND.

IT'S JUST $30 MILLION.

AND IF WE AGGREGATE THE INCREASE IN COST BY NEXT YEAR, THAT'S 50% INCREASE, WHICH MEANS THAT $10 MILLION LOOKS LIKE $5 MILLION PER PAIR IN SCOPE. AM I CORRECT? THAT WOULD BE THE VALUE OF THE $10 DOLLAR MONEY THAT WE WOULD BE INPUTTING INTO THOSE SCHOOLS.

OR IT WOULD LOWER IT, RIGHT.

THE VALUE OF THE COST.

[03:05:03]

YES. ASSUMING WE DO THAT, BECAUSE RIGHT NOW IT'S 36%.

RIGHT. SO WE'RE GETTING 36% LESS OF THE $10.

36%. LET ME CLARIFY.

THE 36% WE TALKED ABOUT IS INFLATION FOR BIG CONSTRUCTION PROJECTS.

I DON'T KNOW, MR. WATSON, WHAT ARE YOU SEEING ON OUR FLOORING? OUR INFLATION COST FOR FLOORING? YEAH. STEEL AND MECHANICAL ARE THE BIGGEST HIKES.

OBVIOUSLY. RIGHT NOW THE FLOORING DOUBLE OVER BUDGET.

YOU KNOW, COST INFLATION RATHER HAS GONE UP NOT NEAR TO THE DEGREE THAT LIKE STEEL AND MMP STUFF HAS GONE UP.

SO SO YOU'RE CORRECT THERE'S ALWAYS A POSSIBILITY THAT WHAT WE COULD GET FOR $10 MILLION THIS YEAR, WE WON'T GET QUITE AS MUCH NEXT YEAR, BUT IT'S NOT GOING TO BE IN A 36% RANGE BECAUSE WE'RE NOT DOING MAJOR CONSTRUCTION ON THESE THREE.

NOW, THE ONLY ONLY ONE THAT'S GOING TO HAVE ACTUAL CONSTRUCTION WILL BE HAMILTON PARK BECAUSE OF THE CONNECTOR.

ALL RIGHT. SO SO THAT ONE WILL BE A DIFFERENT COST, BUT THE OTHER TWO ARE STRICTLY COSMETIC UPGRADES THAT WE SAID WE WOULD WORK THROUGH WITH THE SCHOOLS FOR THOSE LEARNING ENVIRONMENTS.

PERFECT. THANK YOU FOR CLARIFYING THAT.

BUT EITHER WAY, I STILL FEEL $30 MILLION IS NOT AN EXCESSIVE AMOUNT CONSIDERING WE HAVE THREE SCHOOLS AND WE'RE LOOKING AT CONSTRUCTION COST INCREASES FOR ONE HIGH SCHOOL THAT IS AT $36 MILLION.

SO AND I KNOW THAT THE SCOPE IS DIFFERENT, AND I KNOW THAT'S A DIFFERENT KIND OF CONSTRUCTION.

BUT IF WE'RE INCREASING A COST OF SO HIGH FOR ONE SCHOOL AND THERE'S THREE ACTUAL ELEMENTARY SCHOOLS THAT NOT ONLY BENEFIT AS A LEARNING ENVIRONMENT, NOW THEY'LL BENEFIT BECAUSE WE'RE OPENING IT UP, RIGHT, FOR PRE-K.

WE'RE GOING TO OPEN IT UP FOR ADDITIONAL STUDENTS.

AND SO I WOULD PREFER TO KEEP THOSE AMOUNTS FOR THOSE THREE SCHOOLS AS THEY.

ANY ADDITIONAL QUESTIONS? MS. TIMME TOTALLY CHANGING SUBJECTS ON THAT.

YOU KIND OF CASUALLY MENTIONED THROWING SIXTH GRADE, LIKE LOOKING AT THAT DIFFERENTLY.

ARE WE DISCUSSING THAT NOW? LIKE, BECAUSE I'M JUST CURIOUS.

I JUST I THOUGHT IT WAS IMPORTANT IF WE'RE TALKING ABOUT OPTIONS ON THE TABLE.

RIGHT. I DO THINK IT IS AT LEAST AN OPTION.

AND IT MAY BE AN OPTION THAT YOU SAY, OKAY, IT'S OUT THERE, BUT WE'RE REMOVING IT RIGHT AWAY.

BUT IN TERMS OF ACCELERATING THE MIDDLE SCHOOL TRANSFORMATION, THAT IS A COMMITMENT THAT WE HAVE MADE.

WE'VE ALREADY WE'VE ALREADY LAUNCHED IT AT TWO OF OUR TO MIDDLE SCHOOLS.

AND LAKE HIGHLANDS, IT'S A COMMITMENT NOW THAT WE HAVE MADE AS A DISTRICT TO THE OTHER THREE LEARNING COMMUNITIES THAT THAT WILL HAPPEN.

WE KNOW IF YOU LOOK AT THE, FOR EXAMPLE, THE ESTHETICS OF LIBERTY JUNIOR HIGH, IF I HAD TO RANK ANY CAMPUS IN THE DISTRICT THAT NEEDS AN ESTHETIC LEARNING ENVIRONMENT UPGRADE, IT WOULD BE LIBERTY JUNIOR HIGH.

SO I JUST WANTED TO AT LEAST I FELT LIKE I IT WAS AT LEAST I NEEDED TO DO DUE DILIGENCE TO AT LEAST ASK THE BOARD, IS IT EVEN A CONVERSATION WE WOULD WANT TO HAVE? WOULD WE WANT TO EVEN EXPLORE THE OPTION OF POTENTIALLY ACCELERATING A MIDDLE SCHOOL BOND AND DOING AN INTERMEDIATE? I KNOW WE HAVE A FIVE YEAR BOND CYCLE THAT WE NORMALLY PRESENT TO THE COMMUNITY.

IS IT EVEN WORTH A CONVERSATION TO ACCELERATE PART ALL OF THE MIDDLE SCHOOL TRANSFORMATION? WE COULD INCLUDE SOME OF THESE INFLATION EXPENSES IN THAT INTERMEDIATE BOND AND REALLY ACCOMPLISH BOTH THINGS, STILL FULFILL THE PROMISE OF BOND 2021 AND INSTEAD OF OTHER LEARNING COMMUNITIES POTENTIALLY HAVING TO WAIT TILL 2030.

RIGHT. TO HAVE THE MIDDLE SCHOOL TRANSFORMATION, WE'RE LIKE, HIGHLANDS IS GETTING IT IN 2024.

COULD WE MOVE THAT UP? AND THE ANSWER FROM THE BOARD IN THE COMMUNITY, MAYBE THAT'S NOT EVEN A CONVERSATION WE WANT TO HAVE, BUT I FELT LIKE I NEEDED TO AT LEAST BRING IT FORWARD AS AN OPTION.

YEAH, SO LISTEN, I WOULD SAY THAT I WOULD WANT TO SEE THE MODELS AND SEE THAT BECAUSE THE FACT IS IF IT CONTINUES TO GO UP AND FOR SOME REASON IT.

WE HAVE TO LOOK AT THAT OPTION ON THE TABLE, HAVING TO ME PROGRAMMATICALLY FOR OUR STUDENTS AND ACADEMICALLY HAVING SOME ON ONE MODEL AND SOME ON ANOTHER, I THINK HAS GOT TO BE DETRIMENTAL TO THE ACADEMIC OUTCOMES FOR OUR STUDENTS.

RIGHT. CREATING DISPARITY EVEN WITHIN OUR FINE ARTS PROGRAMS AND OUR OTHER PROGRAMS AS WELL.

AND WAITING UNTIL 2030 IF WE FEEL LIKE THAT WE IF WE YOU KNOW, IT'S ONE THING IF WE FEEL LIKE WE'RE GOING TO SEE RELIEF IN THESE PRICES AND THAT'S GOING TO ALLOW US TO SAVE MONEY OVER TIME, IT'S ANOTHER IF WE'RE SEEING THE TRENDS AND OBVIOUSLY WE CAN'T PLAN FOR THOSE WHOLEHEARTEDLY, WE JUST HAVE TO TAKE OUR BEST GUESS.

RIGHT. AN EDUCATED GUESS AT THAT.

BUT I DEFINITELY THINK IT'S AT LEAST LOOKING AT ALL OF THE OPTIONS THAT PUT OUR KIDS IN THE BEST ACADEMIC, EVEN PLAYING FIELD WITH EVERYONE ELSE.

BUT I WOULD ALSO SAY FOR OUR SCHOOLS AND OUR ADMINISTRATORS THINKING ABOUT THAT ACADEMICALLY, CONVERSATIONS HOW THAT VERTICAL ALIGNMENT, HOW CONTENT

[03:10:10]

SO I PERSONALLY THINK IT'S WORTH THE DISCUSSION.

IS THAT WHAT WE DECIDE TO DO? I DON'T KNOW. THAT'S A LONG TIME FROM NOW POTENTIALLY, BUT THERE'S A LOT OF INFORMATION THAT I THINK WOULD BE HELPFUL FOR US TO AT LEAST MAKE SOME DECISIONS IF WE'D EVER EVEN WANT TO CONSIDER IT.

SO JUST A REMINDER TO THE BOARD, THIS IS NOT WE'RE NOT MAKING ANY DECISIONS TONIGHT.

SO THAT'S WHAT I WAS SAYING. WE'RE HAVING DISCUSSION.

I WAS SAYING THAT DISCUSSION.

I SAID I WOULD JUST SAY I'D WANT MORE INFORMATION.

I THINK IT IS WORTH A DISCUSSION.

WE NEED THAT INFORMATION BEFORE WE EVER MADE A DECISION TO EVEN CONSIDER.

MAY I ADD A LITTLE CONTEXT, JUST TO REMIND EVERYONE? SO WHEN WE IDENTIFIED OUR GRADE CONFIGURATION CHANGE AND GOING FROM JUNIOR HIGH TO MIDDLE SCHOOL, WE HAVE IDENTIFIED FOUR CURRENT JUNIOR HIGHS THAT WOULD BE TEAR DOWN REBUILDS BECAUSE OF THE CONDITION OF THE SCHOOLS.

AND THERE ARE FOUR JUNIOR HIGHS THAT WOULD BE REMODELS.

IT WORKED OUT THAT EACH LEARNING COMMUNITY HAS ONE TEAR DOWN AND ONE REMODEL.

SO MOVING FORWARD, WHEN IT'S TIME TO DO THE MIDDLE SCHOOLS, WHENEVER THAT IS PARKHILL WESTWOOD AND LIBERTY OR TEAR DOWN REBUILDS APOLLO NORTH AND WEST ARE REMODELS, JUST LIKE WE IDENTIFIED LAKE HIGHLANDS JUNIOR HIGH AS A TEAR DOWN AND FOREST MEADOW AS A REMODEL.

SO JUST FOR CONTEXT THERE.

MR. EAGER TO SECOND TRUSTEE, TIMME.

YOU KNOW, BY SPENDING A LOT OF WORK IN THAT SIXTH GRADE TRANSFORMATION THAT THE BENEFITS WE'VE GOT A COUPLE OF THINGS.

AND YOU HAVE TO THINK WE HAVE TO GO BACK TO THE COMMUNITY AND SAY THAT WE'RE BEING FISCALLY RESPONSIBLE, THAT WE ARE BEING VERY GOOD STEWARDS OF THE DOLLARS THAT THEY'VE ENTRUSTED US TO.

BUT ON THE FLIP SIDE, HERE'S ANOTHER KIND OF ANOTHER REASON WE SHOULD PROBABLY TAKE A LOOK AT THAT, BECAUSE WE ARE DEALING WITH LEARNING LOSS AND TRYING TO DO A LEARNING ACCELERATION. WELL, YOU KNOW, AGAIN, THERE SEEM TO BE A SIGNIFICANT AMOUNT OF BENEFITS FROM ACCELERATING THAT.

BUT, YOU KNOW, FROM AN ECONOMIC STANDPOINT, IS IT A QUESTION OF WHETHER OR NOT WE'RE GOING TO DO THIS? THE ANSWER IS WE'RE GOING TO DO THIS SO THAT IF WE CAN ACCELERATE IT NOW AND GET TO COST SAVING AND A LEARNING BENEFIT, IT'S WORTH EXPLORING.

AND MAYBE IT MAY BE THE STRESS ON THE SYSTEM.

AND I HOPE MERCEDES IS STILL AROUND.

I REMEMBER HR KEPT SAYING FROM RETENTION TO RETIREMENT CLOSER TO THAT SIDE.

MR. GOODSON, CAN YOU MAKE SURE THERE'S SOME EXTRA LUNCH APPROPRIATIONS FOR MERCEDES? BUT I THINK IT'S WORTH EXPLORING BECAUSE WE'RE IN UNCERTAIN TIMES, KNOW WE JUST HAVE TO GET CREATIVE ON THESE THINGS.

AND SO, YOU KNOW, AGAIN, TO ADD TO IT, I THINK IT IS IT'S WORTH WE JUST THINK NOTHING CAN BE OFF THE TABLE AND WE NEED TO THINK ABOUT IT. I THINK THERE ARE TWO POINTS THERE.

MS. TIMME MENTIONED, JUST THE FINE ARTS EXAMPLE, AND I THINK WE HAD A PUBLIC COMMENT THIS MORNING THAT SPOKE TO BAND AND ORCHESTRA IN THE CAFETERIA.

THAT IS THE FACT AT EVERY 41 OF OUR ELEMENTARY CAMPUSES BAND, AN ORCHESTRA IS EITHER TAKING PLACE IN A HALLWAY, IN A CAFETERIA, IN THE LIBRARY OR IN A CLASSROOM, BECAUSE OUR ELEMENTARY CAMPUSES WERE NOT DESIGNED TO FACILITATE BAND AND ORCHESTRA.

SO JUST THAT ALONE.

THERE'S NO BOND THAT WILL GO BACK AND FIX THAT.

FOR 41 ELEMENTARY CAMPUSES.

THE WAY THAT WE ARE ADDRESSING THAT IS THROUGH THE MIDDLE SCHOOL TRANSFORMATION.

SO THAT IS JUST A POINT OF THAT STRESSOR.

THAT IS TEACHER RETENTION.

WHAT OUR FINE ARTS DIRECTORS ARE TRAVELING TO SIX CAMPUSES.

WE CAN ONE OF OUR HARDEST TO RETAIN POSITIONS RIGHT NOW IS OUR MIDDLE SCHOOL FINE ARTS AND ORCHESTRA AND HIGH SCHOOL, FINE ARTS AND ORCHESTRA.

BECAUSE THE AMOUNT OF TRAVEL THAT WE'RE ASKING THEM TO DO ON A DAILY BASIS.

SO THERE ARE SO MANY REASONS THAT I JUST FELT LIKE WE NEEDED TO AT LEAST HAVE THIS CONVERSATION.

WELL, AND YOU KNOW, TO DOVETAIL ON THAT, IT'S ALSO THE, YOU KNOW, THE TRANSITION FOR KIDS NOW HAVING AN EXTRA YEAR IN MIDDLE SCHOOL OF MAKING THAT TRANSITION FOR HIGH SCHOOL ACCESS TO DIFFERENT PROGRAMING THAT IS NOT AVAILABLE, FREEING UP THE ELEMENTARY SCHOOLS FOR OUR PRE-K FOR ALL PROGRAM THAT WE WILL GET TO.

AND SO IT'S KIND OF, YOU KNOW, WE'RE GOING TO GET THERE.

AND SO WE JUST GOT TO EXPLORE IT AND HAVE FAITH IN OUR COMMUNITY THAT THE BENEFITS ARE THERE AND NO COMMITMENT.

BUT IT'S THE BENEFITS, COST SAVINGS.

I'M SURE THERE'S A LOT OF MODELING AND BUT IT'S DEFINITELY WORTH IT FOR THE EDUCATION AND FOR OUR KIDS, ALL KIDS.

[03:15:09]

COMMENTS, QUESTIONS.

ANYTHING ELSE MS. BRANUM? ALL RIGHT, THAT'S GOOD.

OUR NEXT ITEM IS AN UPDATE ON THE INTRUDER DETECTION AUDIT REPORT.

[III.D. Intruder Detection Audit Report]

AS YOU KNOW, WE ARE REQUIRED THE.

OUR GOVERNOR AS A PART OF OUR CONTINUED EFFORTS TO ENSURE OUR THE PHYSICAL PLANT IS FOLLOWING ALL SAFETY REQUIREMENTS.

HE DID INITIATE A PROCESS WHICH 75% OF CAMPUSES ACROSS THE STATE WILL RECEIVE AN INTRUDER AUDIT.

AND BASICALLY, THIS IS AN OPPORTUNITY WHERE WE WILL HAVE AN UNANNOUNCED.

AS A SUPERINTENDENT, I GET A PHONE CALL THAT LETS ME KNOW THAT SOME CAMPUS AND THE DISTRICT IN THE MONTH COULD BE AUDITED.

AND THEN THEY ALSO INFORM LAW ENFORCEMENT.

OF COURSE, I INFORMED MISS HAYES AND OUR SAFETY AND SECURITY TEAM, BUT WE HAVE NO IDEA WHAT CAMPUS IS.

THEY'RE GOING TO THAT INDIVIDUAL THAT IS I HIRED AND TRAINED BY OUR SERVICE CENTER.

THEY BASICALLY DETERMINE WHAT CAMPUS THEY'RE GOING TO VISIT.

AND I WILL LET MISS HAYES KIND OF SHARE WITH YOU THE PROCESS THAT THEY USE FOR THE INTRUDER AUDIT.

AND THEN I HAVE SOME INFORMATION, POSITIVE INFORMATION TO SHARE AROUND THE RESULTS OF OUR AUDITS THAT WERE DONE THIS MONTH.

SO. MS. HAYES SO THE PROCESS SUPERINTENDENT BRANUM RECEIVED A PHONE CALL THAT SOMETIME DURING THE MONTH OF SEPTEMBER, ONE OR MORE OF OUR SCHOOLS WOULD HAVE AN INTRUDER AUDIT A PERSON THAT IS NOT A DISTRICT EMPLOYEE WHO IS IN PLAINCLOTHES, WHO DOES NOT CARRY ANY WEAPONS, SHOWED UP AT OUR CAMPUS, ONE OF OUR CAMPUSES. THEY WALK AROUND AND TRY TO OPEN THREE DIFFERENT OUTSIDE DOORS.

IF THEY CANNOT OPEN THOSE THREE OUTSIDE DOORS, THEY IMMEDIATELY GO TO THE OFFICE.

THEY IDENTIFY THEMSELVES, WHO THEY ARE, WHY THEY'RE THERE.

THEY ASK FOR A STAFF MEMBER TO WALK THEM THROUGH THE REST OF THE BUILDING, TO CHECK THE DOORS, AND THEY ASK FOR OUR DOOR CHECK LOG AS REQUIRED NOW BY THE TEXAS SAFETY CENTER THROUGH THE GOVERNOR'S OFFICE.

EVERY BUILDING WE'RE REQUIRED TO CHECK ALL EXTERIOR DOORS ONCE A WEEK AND WE TURN THE REPORT INTO THE STATE EVERY THREE WEEKS.

SO OUR PRINCIPALS ARE TASKED WITH THAT.

THEY'RE TASKED WITH GOING AROUND AND CHECKING EVERY EXTERIOR DOOR AT LEAST ONCE A WEEK TO MAKE SURE THAT THEY'RE WORKING, PUT IT IN A LOG.

AND SO THE AUDITOR ASKS FOR THAT LOG TO MAKE SURE IT'S THERE, CHECKS ON OUR POLICY AND THEN LEAVES THE CAMPUS, FILLS OUT A FORM, AND THEN WE RECEIVE THE FORM FROM THE AUDITOR. WE HAD TWO AUDITS DONE IN THE MONTH OF SEPTEMBER, AND I'LL LET.

SUPERINTENDENT BRANUM TELL YOU THE RESULTS.

I AM PROUD TO SHARE WITH YOU THAT WE HAD NO FINDINGS AT EITHER OF THE AUDITS.

AND THAT IS THE BEST POSSIBLE OUTCOME WE COULD HAVE FOR THESE AUDITS.

WE ARE REQUIRED TO SHARE THIS PUBLICLY.

WE'RE PLEASED WITH OUR CAMPUSES.

AS YOU'RE FOR COMMUNITY INFORMATION.

ONE OF OUR SAFETY FEATURES FOR THIS YEAR WAS EXTERIOR DOORS, MAKING SURE THAT THEY WORK PROPERLY, THAT THEY REMAIN LOCKED. WE HAVE NEW SIGNAGE UP AT ALL OF OUR SCHOOLS REMINDING STUDENTS NOT TO OPEN THE DOORS TO ANYONE, THAT IT IS A DISCIPLINARY ACTION SHOULD YOU OPEN THE DOOR FOR A STRANGER? WE'VE TALKED TO ALL OF OUR ADMINISTRATION BUILDINGS AS WELL.

THEY'RE ALL NOW LOCKED DOWN THE OPERATIONS CENTER.

THE PROFESSIONAL DEVELOPMENT CENTER REQUIRES A DISTRICT BADGE TO GET IN.

AND THEN WE HAVE PHONE NUMBERS THAT YOU CAN CONTACT IF YOU'RE A VISITOR COMING TO A DEPARTMENT.

ALL OF OUR CAMPUSES ARE COMPLETELY SECURED.

OUR BADGE ACCESS IS WORKING.

THOSE ARE THE THINGS THAT WE ARE ENSURING.

SO IF WE KEEP OUR CAMPUSES SAFE, THEN THE STUDENTS INSIDE ARE AND STAFF ARE SAFE AND THEY'RE ABLE TO DO THEIR LEARNING WITHOUT HAVING TO WORRY ABOUT THAT.

MS. HAYES, IF I COULD ALSO ADD, I REALLY WANT TO I WANT TO THANK OUR COMMUNITY AND OUR PARENTS.

I WAS ACTUALLY AT THE PTA EXECUTIVE MEETING THIS MORNING, AND THE CONVERSATION CAME UP AROUND, EVEN AS A PARENT, IF I'M A VOLUNTEER THAT SHOWS UP REGULARLY, I'M STILL BEING ASKED WHO I AM, WHY I'M THERE.

IF I HAVE A CHILD IN THE BUILDING, THE NAME OF THE CHILD, AND THEY WERE LIKE, IT JUST DOESN'T FEEL VERY FRIENDLY AND IT DOESN'T FEEL VERY WELCOMING.

AND I ABSOLUTELY VALIDATED THAT AND UNDERSTAND, YOU KNOW, HOW WE WANT TO BE SEEN AND WE WANT TO BE RECOGNIZED AND WE WANTED TO BE ABLE TO BUZZ RIGHT IN AND ALLOWED TO TO ENTER OUR CAMPUSES.

[03:20:02]

IT MAY MEAN THAT SOME OF OUR ADULTS HAVE TO BE INCONVENIENCED AND IT MAY TAKE A LITTLE BIT LONGER.

BUT FOR THE IN THE END, FOR OUR PROTOCOLS TO MAKE SURE THAT WE'RE FOLLOWING THEM WITH FIDELITY.

AND SO I JUST REALLY WANT TO THANK OUR PARENTS.

I WANT TO THANK OUR FRONT OFFICE STAFF WHO WE REALLY WORKING ON DELIVERING THAT MESSAGE WITH, YOU KNOW, A HIGH LEVEL OF ENERGY AND CUSTOMER SERVICE ORIENTED, BUT ALSO WITH AN EXPECTATION THAT WE LOVE YOU, BUT WE STILL NEED TO KNOW WHO YOU ARE BEFORE WE ALLOW YOU INTO OUR BUILDING.

SO I JUST AGAIN, I WANT TO THANK OUR PARENTS AND OUR COMMUNITY.

EVEN IF WE HAVE A PEP RALLY, I WILL TELL YOU, EVEN, YOU KNOW, MY HUSBAND WAS GOING INTO A PEP RALLY THE OTHER DAY AND, YOU KNOW, THEY'RE GOING TO BE RAPTURED AND THEY'RE GOING TO HAVE A STICKER THAT VALIDATES WE KNOW WHO THEY ARE AND WHY THEY ARE THERE.

AND IT TOOK YOU KNOW, IT TOOK AN EXTRA MINUTE.

BUT THERE IS A REALLY A SENSE OF SECURE, FEELING FOR BOTH OUR STAFF AND OUR STUDENTS WHEN THEY KNOW EVERY ADULT THAT'S IN THAT BUILDING HAS BEEN CHECKED.

SO JUST AGAIN, I APPRECIATE EVERYONE'S PATIENCE.

IF I COULD JUST.

JUST FOR THE RECORD, MY SON FORGOT HIS LUNCH THE OTHER DAY.

I WENT BACK UP TO THE SCHOOL AND THEY DID NOT LET ME IN, BUT THEY DID IT WITH A SMILE.

SO IT WAS VERY.

BUT IT WAS. IT WORKED PERFECTLY.

AND THAT'S THE RIGHT ANSWER. BUT THEY IT TOOK A LITTLE BIT OF TALKING TO GET IN.

SO IT'S WORKING PERFECTLY AT MY SAVINGS.

SO YEAH.

THE SMILES ALWAYS WORK.

ANY QUESTIONS? ALL RIGHT. ANY QUESTIONS ABOUT SAFETY AND SECURITY? THE SECURITY AUDIT, COMMENTS, QUESTIONS.

ALL RIGHT. GOOD JOB.

GOOD JOB. SO THAT IS THE LAST ITEM ON OUR AGENDA.

I JUST WANT TO THANK MY COLLEAGUES HERE TONIGHT FOR BEING HERE.

THANK YOU FOR EVERYONE IN THE BACK, EVERYONE WHO CAME OUT, THE STAFF, THANK YOU SO MUCH.

THE NEXT THING THAT WE ARE GOING TO DO IS THE BOARD WILL NOW ENTER INTO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, INCLUDING BUT

[IV. CLOSED MEETING]

THANK YOU ALL AND HAVE A GREAT NIGHT.

BOARD. IF YOU ALL WANT TO TAKE ANOTHER QUICK BREAK, WE'LL COME BACK.

9:40 AND 6 MINUTES.

HEY, BEFORE THE BEFORE THE CAMERAS COME BACK ON REAL QUICK.

I JUST WANTED TO JUST KIND OF GET US OUT OF HERE WITH JUST A LITTLE BIT OF MOTIVATION.

SO THERE'S AN AFRICAN PROVERB, PROVERB THAT SAYS, IF YOU WANT TO GO FAST, GO ALONE.

BUT IF YOU WANT TO GO FAR, GO TOGETHER.

SO WE ARE GOING TO GO FAR.

I JUST WANT TO SAY THAT YOU TWO CAN KEEP TALKING.

ALL RIGHT, I THINK WE'RE READY.

ALL RIGHT, SO WE THE BOARD IS RETURNING TO OPEN SESSION AT 10:50 P.M..

THIS MEETING IS ADJOURNED AT 10:50 P.M.

ON SEPTEMBER 29, 2022.

I LIKE IT.

* This transcript was compiled from uncorrected Closed Captioning.