Dec 08, 2022 Regular Board Meetings

[00:00:04]

GOOD EVENING, EVERYONE, AND THANK YOU FOR JOINING US THIS EVENING TO THE DECEMBER MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.

[I. CALL TO ORDER]

MRS. PACHECO WILL NOT BE HERE THIS EVENING.

HOWEVER, WE DO HAVE A QUORUM TONIGHT.

SO THIS MEETING IS NOW CALLED TO ORDER AT 6:01 P.M.

DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN PLEDGES OF ALLEGIANCE? AND GUESTS WE HAVE TWO AWESOME SIXTH GRADE STUDENTS WHO ARE OFFICERS AS PART OF THE BETA CLUB AT MOSS HAVEN ELEMENTARY.

I WOULD LIKE TO INTRODUCE [INAUDIBLE] AND COLTON HOLLOWELL IF THEY WOULD COME FORWARD.

THEY ARE GOING TO BE OUR PLEDGE LEADERS.

THEIR SPONSOR IS HERE THIS EVENING, CHRISTINA FULLER, AS WELL AS THEIR PRINCIPAL.

WE'RE SO EXCITED TO HAVE MOSS HAVEN HELPING US OUT AND LEADING US IN OUR PLEDGES THIS EVENING.

YOU MAY BE SEATED. YES.

THANK YOU SO MUCH. GREAT JOB.

THANK YOU SO MUCH.

THIS EVENING, WE WOULD LIKE TO HONOR THE MEMORY OF A COUPLE OF OUR MEMBERS OF OUR RISD FAMILY THAT WE HAVE THAT HAVE RECENTLY PASSED AWAY.

PLEASE JOIN US IN A MOMENT OF SILENCE IN HONOR OF SHAUNA SCHULTZ, A TEACHER FROM LAKE HIGHLANDS ELEMENTARY, AND MATEO MARTINEZ, A STUDENT FROM PEARCE HIGH SCHOOL.

PLEASE JOIN US IN A MOMENT OF SILENCE.

OUR THOUGHTS AND PRAYERS ARE WITH THEIR FAMILIES.

[I.B. Announcements / Communications]

COLLEAGUES, IT IS NOW TIME FOR OUR RECOGNITION.

DR. HELLER. YES, PLEASE.

PRESIDENT HARRIS, BOARD OF TRUSTEES, IF YOU WOULD PLEASE COME FORWARD.

IT WAS SUPERINTENDENT BRANUM, AND WE HAVE SEVERAL RECOGNITIONS, PARTNERS, STAFF AND STUDENTS THIS EVENING TO HELP ROUND OUT OUR FINAL BOARD MEETING FOR THE CALENDAR YEAR.

AND WE DO HAVE ONE OF OUR THANGKA TEACHER LOCAL BUSINESSES WHO STEPPED UP AS PART OF OUR THANK YOU TEACHER PROGRAM.

AND AS WE HAVE SHARED PREVIOUSLY, RICHARDSON ISD RECOGNIZES THE WORK OF OUR TEACHERS AND WHAT THEY DO TO SUPPORT EVERY CHILD EVERY DAY.

AND WE BELIEVE THERE'S AN OPPORTUNITY EVERY DAY TO SHOW OUR APPRECIATION FOR ALL THEY DO TO ENSURE STUDENTS SUCCESS.

WE LIFTED UP THE THANK YOU TEACHER PROGRAM DISTRICT WIDE AS AN INITIATIVE EARLIER THIS SEMESTER TO SAY THANK YOU TO OUR TEACHERS AND STAFF IN RISD.

THIS THANK YOU COULD BE A KIND NOTE, A SMALL TOKEN OF APPRECIATION OR A THOUGHTFUL ACT SUCH AS VOLUNTEERING TO ASSIST WHERE NEEDED ON CAMPUSES.

WE PUT THE CALL OUT AND HAVE HAD SEVERAL LOCAL BUSINESSES STEP UP AND AND SUBMIT AND WE HAVE VERANDAH MCKINNEY HERE THIS EVENING. I WOULD LIKE TO INVITE MS. MCKINNEY. SHE IS THE FOUNDER, OWNER AND CEO, AS WELL AS A FORMER TEACHER AND ADMINISTRATOR, I LEARNED THIS EVENING.

SO SHE IS AN EDUCATOR AT HEART, SO NO WONDER SHE WANTED TO GIVE BACK.

SHE OWNS BAKED, WHICH IS THEY BAKE COOKIES AND SHE PROVIDED COOKIES TO THE STAFF AT AIKIN ELEMENTARY RECENTLY AS PART OF EARLY RELEASE AS AN AFTERNOON SNACK.

SHE'S GOING TO DO THE SAME FOR GREENWOOD HILLS NEXT WEEK.

SO WE WANT TO.

[APPLAUSE] WE WANT TO THANK HER AND HER SPIRIT OF GIVING BACK AND JUST A REMINDER THAT IT'S ALWAYS A GOOD TIME TO LET OUR TEACHERS KNOW THAT THEY ARE APPRECIATED FOR EVERYTHING THEY DO. SO THANK YOU SO MUCH.

[00:05:01]

THANK YOU. ABSOLUTELY.

THANK YOU.

YES. BE SURE AND BE SURE AND CHECK OUT THE BAKED COOKIES.

THANK YOU SO MUCH.

OUR NEXT PARTNER RECOGNITION IS FOR AMPEX BRANDS.

IF THE REPRESENTATIVES FROM AMPEX COULD PLEASE COME FORWARD, WE WOULD LIKE TO RECOGNIZE YOU THIS EVENING.

A LITTLE BIT ABOUT OUR PARTNER, OUR PARTNERSHIP WITH AMPEX.

FOR THE SECOND YEAR IN A ROW NOW, THE AMPEX BRAND'S TEAM HAS PROVIDED MORE THAN 1200 PIZZA HUT AND KFC MEALS TO STUDENTS THIS YEAR AT AUDELIA CREEK ELEMENTARY. THIS RICHARDSON BASED FRANCHISEE OPERATES MORE THAN 350 RESTAURANTS ACROSS THE COUNTRY.

AMPEX CONTACTED RISD ABOUT A WAY TO JOINTLY CELEBRATE NATIONAL FAST FOOD DAY, WHICH WAS NOVEMBER 16TH, WITH THE OPPORTUNITY TO PROVIDE MEALS TO AUDELIA CREEK STUDENTS AT DISMISSAL.

PIZZA HUT WILL ALSO BE DONATING BOOKS TO AUDELIA CREEK ELEMENTARY THROUGH ITS BOOK IT PROGRAM.

MANY THANKS TO ALL THE AMPEX BRAND'S TEAM MEMBERS WHO CAME OUT TO HELP SUPPORT THE EVENT.

WE ARE SO GRATEFUL THAT YOU DECIDED TO DO THIS FOR A SECOND YEAR IN A ROW HERE IN RICHARDSON ISD.

AND IN ATTENDANCE TONIGHT THAT WE WOULD LIKE TO RECOGNIZE: RYAN ANDROES, SAVANNAH GUITARD, AND JOHN PELINI.

THANK YOU SO MUCH, IF YOU WOULDN'T MIND COMING THROUGH AND BEING RECOGNIZED.

[APPLAUSE] THANK YOU.

THANK YOU AGAIN TO AMPEX BRANDS.

THANK YOU. [APPLAUSE] OUR NEXT TWO RECOGNITIONS ARE TO ACKNOWLEDGE THE IMPORTANT PARTNERSHIPS WE HAVE WITH LOCAL COLLEGES AND UNIVERSITIES THAT SUPPORT THE MISSION AND VISION HERE IN RICHARDSON ISD.

AND FIRST, WE WOULD LIKE TO RECOGNIZE DALLAS BAPTIST UNIVERSITY AND OUR PARTNERSHIP WITH THEM AS THEY RECENTLY RECOGNIZED US RICHARDSON ISD AS A DISTINGUISHED SCHOOL PARTNER.

WE HAVE DR. DEANNA JENKINS HERE THIS EVENING, THE DEAN OF THE COLLEGE OF EDUCATION, AND MARTHA OLDENBURG, WHO IS AN ASSOCIATE DEAN WITH THE COLLEGE OF EDUCATION.

AND AS I MENTIONED, FOR THE 21-22 SCHOOL YEAR, THE FACULTY HAS SELECTED RICHARDSON INDEPENDENT SCHOOL DISTRICT FOR THE SCHOOL PARTNERSHIP AWARD.

A LITTLE BIT ABOUT THIS AWARD.

EACH YEAR, THE FACULTY OF THE DBU DOROTHY AND BUSH COLLEGE OF EDUCATION NOMINATES LOCAL DISTRICTS FOR THE ANNUAL DISTINGUISHED SCHOOL PARTNER AWARD.

THIS AWARD REPRESENTS THE DISTRICT'S COLLABORATION WITH THE COLLEGE OF EDUCATION AND UNIQUE YET COMPREHENSIVE APPROACHES.

AS YOU KNOW, SCHOOL PARTNERSHIPS ARE CRITICAL FOR THE SUCCESS OF THE DBU EDUCATION CANDIDATES, AS WELL AS THE K-12 SCHOOL ENVIRONMENT.

THERE HAS BEEN A LONG STANDING PARTNERSHIP BETWEEN RICHARDSON ISD AND DBU.

RICHARDSON SELECTED DBU'S, MASTER OF EDUCATION AND EDUCATIONAL LEADERSHIP PROGRAM TO COLLABORATE WITH TO SEEK THE TEXAS EDUCATION AGENCY'S PRINCIPAL AND RESIDENCY GRANT. MANY OF THE RISD FACULTY MEMBERS ATTENDED DBU TO OBTAIN THEIR BACHELOR'S, MASTER'S AND OR DOCTORATE DEGREES, AND I'LL SAY I'M A PROUD GRADUATE OF TWO OF THOSE, AND CORRESPONDING TEXAS CERTIFICATES.

DBU IS ALSO PROUD TO HAVE RICHARDSON ISD FACULTY, SOME OF THEM HERE THIS EVENING, SERVING AS ADJUNCTS IN MANY OF OUR PROGRAM AREAS.

RICHARDSON ISD HAS ALSO HOSTED MANY CLINICAL TEACHERS ON VARIOUS CAMPUSES ACROSS THE DISTRICT.

THROUGH THESE EFFORTS, THIS PARTNERSHIP HAS GROWN TO SERVE EDUCATORS NOT ONLY IN RICHARDSON ISD BUT IN MANY DISTRICTS ACROSS THE STATE OF TEXAS.

IN ALL WAYS, THIS PARTNERSHIP HAS BEEN SHOWN TO BE OF GREAT IMPORTANCE IN PREPARING EDUCATORS TO SERVE THE NEEDS OF STUDENTS IN THEIR RESPECTIVE FIELDS.

THE DISTRICT WAS RECENTLY RECOGNIZED AT THE ANNUAL COLLEGE OF EDUCATION ALUMNI AND SCHOOL APPRECIATION BANQUET, AND WE WANTED TO PRESENT THE AWARD AGAIN THIS EVENING IN FRONT OF THE FULL BOARD. SO CONGRATULATIONS AND THANK YOU FOR THIS VALUABLE PARTNERSHIP WITH RICHARDSON ISD.

[00:10:06]

OUR NEXT PARTNERSHIP RECOGNITION IS WITH DALLAS COLLEGE.

IF OUR REPRESENTATIVES FROM DALLAS COLLEGE COULD PLEASE COME FORWARD.

AS THEY'RE COMING FORWARD I WILL SHARE A LITTLE BIT ABOUT THE RECOGNITION THIS EVENING.

AS RICHARDSON ISD, AS AN ACE APPRENTICE CHAMPION, WE WERE RECENTLY AWARDED FROM DALLAS COLLEGE, THE EXCELLENCE AWARD WINNER FOR EDUCATION. SO A LITTLE BIT A LITTLE BACKGROUND.

RISD IS THE DALLAS COLLEGE ACE APPRENTICE CHAMPION OF EXCELLENCE AWARD WINNER FOR EDUCATION.

RISD AND DALLAS COLLEGE HAVE FORMED THE FIRST TEACHER APPRENTICESHIP PROGRAM IN TEXAS TO BUILD A STEADY PIPELINE OF WELL TRAINED TEACHERS.

THIS WILL BE THE FIRST PAID TEACHER RESIDENCY PROGRAM IN TEXAS, AND RISD EXPECTS TO BE PLACING MORE HIGH QUALITY TEACHERS IN CLASSROOMS ACROSS THE DISTRICT.

DALLAS COLLEGES SCHOOL OF EDUCATION IS MAKING A CONCERTED EFFORT WITH LOCAL SCHOOL DISTRICTS TO STRENGTHEN THE TEACHER PIPELINE BY MODELING A HANDS ON TRAINING PROGRAM SIMILAR TO WHAT HAS BEEN SUCCESSFULLY EMPLOYED IN OTHER PROFESSIONS THAT GIVES TRAINEES A CHANCE TO GAIN REAL WORLD EXPERIENCE AND EARN A SALARY WITH A PARTNER ORGANIZATION WHILE ALSO EARNING THEIR DEGREE OR CREDENTIAL.

STUDENTS IN THE FIRST COHORT THIS FALL WILL EARN $30,000 EACH IN A YEAR LONG RESIDENCY.

THESE STUDENTS WILL SERVE AS RESIDENTS THREE DAYS A WEEK AND THEN WILL EITHER TUTOR OR SERVE AS A SUBSTITUTE ONE DAY A WEEK.

WE ARE SO EXCITED ABOUT THIS PARTNERSHIP.

WE ARE ONE OF THE ONLY DISTRICTS THAT HAS SIGNED ON TO PARTNER WITH DALLAS COLLEGE AND WE FEEL WE'RE ALREADY REAPING THE BENEFITS.

SO AT THIS TIME WE WOULD LIKE TO RECOGNIZE THE DALLAS COLLEGE REPRESENTATIVES THAT ARE HERE THIS EVENING.

ANITA BEDFORD, IF YOU COULD PLEASE COME FORWARD.

MS. BEDFORD THANK YOU, ROB DEHAAS.

SARA DELANO.

SHAREEFAH NADIR, MASON.

AND DID GABRIELA SIMION HOWARD MAKE IT? AWESOME. WE'RE SO GLAD YOU COULD BE HERE.

WE'RE GOING TO GRAB A QUICK PICTURE WITH OUR DALLAS COLLEGE REPRESENTATIVES.

AND THEN WE WILL INTRODUCE SOME OF OUR RESIDENTS AND MENTOR TEACHERS.

YES. THANK YOU SO MUCH.

WE HAVE ALSO INVITED THE RESIDENTS AND MENTOR TEACHERS TO BE HERE THIS EVENING TO BE RECOGNIZED AS PART OF THIS INNOVATIVE PROGRAM.

THE CAMPUSES PARTICIPATING ACROSS THE DISTRICT INCLUDE ALL AUDELIA CREEK ELEMENTARY, AIKIN ELEMENTARY, NORTHLAKE, STULTS ROAD AND WALLACE ELEMENTARY.

SO AT THIS TIME, I'M GOING TO INTRODUCE RESIDENT RAMIA DAWES, WHO'S AT AUDELIA CREEK, PRICILLA CANO PADRON, WHO'S ALSO AT AUDELIA CREEK.

WE HAVE [INAUDIBLE], WHO'S AT NORTHLAKE.

ALEXIA PULLEN ALSO AT NORTH LAKE.

PAIGE HOLT, WHO IS AT STULTS.

AND LOGAN AMAN, ALSO AT STULTS.

CONGRATULATIONS TO THESE RESIDENTS.

WE WANT TO GRAB A PICTURE WITH YOU, TOO.

[APPLAUSE] WE ARE SO EXCITED TO HAVE THEM THE TEACHER OF RECORD VERY SOON IN THEIR OWN CLASSROOM HERE IN RICHARDSON ISD.

[00:15:07]

WE ALSO WANT TO BE SURE AND RECOGNIZE ANY OF THE MENTOR TEACHERS THAT ARE HERE.

I KNOW THERE'S MANY CAMPUS ACTIVITIES HAPPENING THIS WEEK, SO I KNOW SOME OF THEM HAD A CONFLICT, BUT WE THANK THE MENTOR TEACHERS AS WELL.

WE ARE GOING TO CONTINUE WITH OUR STAFF RECOGNITIONS.

WE HAVE A COUPLE OF STAFF WE'D LIKE TO INVITE, MS. EMILY BLACKWELL TO PLEASE COME FORWARD.

AND AS SHE'S COMING FORWARD, I WILL INTRODUCE WHY WE ARE RECOGNIZING HER TONIGHT.

RECENTLY, MS. BLACKWELL WAS RECOGNIZED AS THE NATIONAL STUDENT TEACHER OF THE YEAR BY THE KAPPA DELTA PI AND THE ASSOCIATION OF TEACHER EDUCATORS FROM BAYLOR UNIVERSITY. SO THE KDPI AND ASSOCIATION OF TEACHER EDUCATORS NATIONAL STUDENT TEACHER OF THE YEAR AWARD RECOGNIZES ONE STUDENT TEACHER INTERN ANNUALLY WHO HAS DEMONSTRATED THE ABILITY TO PLAN AND DEVELOP CLASSROOM MANAGEMENT SKILLS AND INSTRUCTIONAL STRATEGIES THAT SUPPORT ALL STUDENTS, ESTABLISH INTERPERSONAL RELATIONSHIPS WITH STUDENTS, PARENTS, FACULTY AND STAFF AND REFLECT POWERFULLY ON THEIR STUDENT TEACHING EXPERIENCE.

THIS YEAR EMILY BLACKWELL, FIRST GRADE TEACHER AT BRENTFIELD ELEMENTARY HAS BEEN NAMED THE 2022 NATIONAL STUDENT TEACHER OF THE YEAR.

CONGRATULATIONS.

[APPLAUSE] CONGRATULATIONS.

WE'RE SO EXCITED THAT YOU ARE HERE IN RICHARDSON ISD.

OK. WE'RE NOW GOING TO MOVE ON TO SOME AWESOME STUDENTS THAT WE WANT TO BE SURE AND RECOGNIZE BEFORE THE HOLIDAY BREAK.

AND AS IS OUR TRADITION AT OUR DECEMBER MEETING, EACH YEAR, WE RECOGNIZE OUR HOLIDAY ART CARD CONTEST WINNERS.

THIS YEAR WE HAD FIVE STUDENTS THAT WERE SELECTED FOR RECOGNITION.

WE HAVE OUR GRAND PRIZE WINNER, WHO IS SOPHOMORE KARLY WOOD FROM PEARCE HIGH SCHOOL.

WE ALSO HAD A STUDENT THAT IS BEING RECOGNIZED FROM EACH OF THE LEARNING COMMUNITIES.

WE KNOW FROM THE PEARCE LEARNING COMMUNITY WE SHOULD HAVE ANNABEL PENUEL.

IS ANNABEL HERE THIS EVENING? OH, AWESOME. ANNABEL, COME ON DOWN.

SHE'S A FOURTH GRADER FROM MOHAWK ELEMENTARY AND WE ARE SO EXCITED.

CONGRATULATIONS. [APPLAUSE] SHE, ALONG WITH EACH OF YOU TRUSTEES, ARE RECEIVING A SET OF THE PRINTED CARDS FROM EACH OF THE STUDENTS.

SO CONGRATULATIONS.

WE WOULD INVITE OUR STUDENT ATHLETES TO LINE UP ON MY LEFT HERE.

YOUR RIGHT.

AND WE'RE GOING TO START WITH CROSS COUNTRY, BERKNER.

[APPLAUSE] CONGRATULATIONS. WE LOVE OUR ART PROGRAMS AND OUR ART STUDENTS HERE IN RICHARDSON ISD.

WE ARE ALSO, AS THE FALL SPORTS SEASON'S WRAP UP, WE ARE EXCITED TO RECOGNIZE OUR CROSS COUNTRY AS WELL AS OUR GIRLS VOLLEYBALL.

2022 23 ACADEMIC ALL-STATE RECIPIENTS.

WE UNDERSTAND THAT STUDENTS PERFORMANCE IN THE CLASSROOM CAN SOMETIMES BE DIFFICULT TO MANAGE WHILE ALSO PARTICIPATING IN ATHLETICS, BUT THEIR HARD WORK HAS NOT GONE UNNOTICED.

THE ACADEMIC ALL-STATE TEAMS RECOGNIZE HIGH SCHOOL ATHLETES WHO EXCEL IN THE FOLLOWING CATEGORIES: GPA, CLASS RANK AND SAT ACT SCORE.

THESE STUDENTS THAT ARE HERE AND THAT ARE LISTED ON THE SLIDE ARE BEING RECOGNIZED AS A TEAM MEMBER BASED ON THEIR SCORES IN THESE CATEGORIES.

WE APPLAUD THEM FOR THEIR COMMITMENT AND DEDICATION TO PERFORM WITH THE HIGHEST OF EXCELLENCE ACADEMICALLY AND ON THE FIELD OR COURT AS WELL.

SO CONGRATULATIONS.

WE KNOW NOT ALL OF THEM COULD BE HERE THIS EVENING.

WE KNOW THE PEARCE TEAM, VOLLEYBALL TEAM IS HAVING THEIR AWARDS CEREMONY THIS EVENING.

BUT WE DO HAVE SOME.

WE'RE GOING TO START WITH CROSS COUNTRY AT BERKNER HIGH SCHOOL.

AND IT'S ETWATWA HENOK.

CONGRATULATIONS.

[APPLAUSE] ROM PEARCE CROSS COUNTRY.

WE HAVE BENJAMIN DAVENPORT.

[APPLAUSE] ALSO FROM PEARCE CROSS COUNTRY, SEBASTIAN CARRASCO.

[00:20:07]

[APPLAUSE] ALSO FROM PEARCE CROSS COUNTRY, NTSONGMBOMA TAYEM.

[APPLAUSE] FROM LAKE HIGHLANDS HIGH SCHOOL CROSS COUNTRY, ZACHARY ROSE.

[APPLAUSE] JACK HOLLIS, LAKE HIGHLANDS HIGH SCHOOL CROSS COUNTRY.

[APPLAUSE] ALSO FROM THE WILDCAT CROSS-COUNTRY TEAM, BLAKE NEGRON.

[APPLAUSE] FROM THE RICHARDSON HIGH SCHOOL CROSS COUNTRY TEAM, FINLAY DONOVAN.

[APPLAUSE] WE HAVE ANOTHER WILDCAT FROM LAKE HIGHLANDS VOLLEYBALL, ELLIE JORDAN.

[APPLAUSE] FROM RICHARDSON HIGH SCHOOL VOLLEYBALL, MARIANA CORDERO.

[APPLAUSE] MS. CAMRYN DYKE, ALSO FROM EAGLE VOLLEYBALL, RICHARDSON HIGH SCHOOL.

[APPLAUSE] FROM BERKNER HIGH SCHOOL, LANDRY BAUGHMAN.

[APPLAUSE] RICHARDSON HIGH SCHOOL VOLLEYBALL, BROOKE RIFKIN.

[APPLAUSE] RITA ARAYA FROM RICHARDSON HIGH SCHOOL VOLLEYBALL.

CONGRATULATIONS. [APPLAUSE] AND FROM PEARCE CROSS COUNTRY, A STATE QUALIFIER.

SHE FINISHED IN 25TH PLACE IN THE ENTIRE STATE.

WE HAVE. YES.

CHARIS WHITTINGTON.

CONGRATULATIONS. [APPLAUSE] WE ARE SO PROUD OF YOUR PERFORMANCE, BOTH IN THE CLASSROOM AND ON THE FIELD AND ON THE COURT. IF YOU GUYS CAN PLEASE COME FORWARD, WE ARE GOING TO ORGANIZE YOU FOR AN AWESOME GROUP PICTURE.

YES. [APPLAUSE] CONGRATULATIONS.

WE WOULD ALSO LIKE TO TAKE A MOMENT TO RECOGNIZE THE PARENTS AND COACHES THAT ARE HERE THIS EVENING AND WHO HAVE SUPPORTED THESE STUDENT ATHLETES.

IF YOU COULD PLEASE STAND SO WE COULD PUBLICLY RECOGNIZE YOU AS WELL.

[APPLAUSE] THANK YOU SO MUCH FOR YOUR CONTINUED SUPPORT FOR RISD. ALL RIGHT.

WE ARE GOING TO WRAP UP, AS WE ALWAYS DO EVERY MONTH WITH OUR RISD BELIEVES AWARDS.

AND THIS EVENING WE HAVE TWO STAFF.

WE THINK THEY ARE HERE.

IF MR. REGINALD MARSHALL, IF YOU'RE HERE, IF YOU CAN COME FORWARD.

MR. MARSHALL, ARE YOU HERE? OK. WE ALSO KNOW HE IS GOING TO BE CELEBRATING HIS RETIREMENT TOMORROW AFTERNOON.

SO HE MAY BE.

YEAH. SO WE WILL SEE IF WE CAN TRY AND CONVINCE HIM TO COME BACK NEXT MONTH.

BUT HE WAS NOMINATED FROM THE GROUNDS DEPARTMENT FOR ALL THE WORK THAT HE DOES TO SUPPORT PROJECTS OUT ON OUR CAMPUSES.

ALSO, MS. YENIFER RIVERA RAMIREZ.

YENIFER, IF YOU COULD PLEASE COME FORWARD.

[APPLAUSE] SHE IS A VERY IMPORTANT KINDERGARTEN INCLUSION AIDE AT OUR MST MATH SCIENCE TECHNOLOGY MAGNET CAMPUS.

I WOULD LIKE TO READ WHAT WAS SUBMITTED ON BEHALF OF YENIFER.

IT SAYS YENIFER IS NEW TO MST THIS YEAR AND NEW TO THE ROLE OF KINDERGARTEN INCLUSION AIDE.

SHE TRULY HAS A GIFT THAT IS WITNESSED EACH DAY BY OUR STAFF AND STUDENTS.

SHE IS ABLE TO REMAIN CALM IN THE MOST DIFFICULT SITUATIONS AND BUILD STRONG, SUCH STRONG RELATIONSHIPS WITH OUR STUDENTS.

[00:25:07]

HER SMILE AND HER POSITIVE OUTLOOK IS CONTAGIOUS, AND SHE MAKES MST A BETTER SCHOOL BECAUSE OF HER COMMITMENT TO OUR STUDENTS AND HER SUPPORT OF OUR STAFF.

FOR ALL THESE REASONS AND MORE, WE WOULD LIKE TO RECOGNIZE YOU AS ONE OF OUR RISD BELIEVES STAFF AWARD WINNERS.

CONGRATULATIONS. [APPLAUSE] YOU'RE WELCOME.

WE'RE GOING TO GRAB A PICTURE.

YES.

CONGRATULATIONS, YENIFER.

[APPLAUSE] WE ALSO HAVE A FEW STUDENTS TO RECOGNIZE.

I'D LIKE TO INVITE MR. HARVEY ORTIZ TO PLEASE COME DOWN.

HE'S A THIRD GRADE STUDENT AT WALLACE ELEMENTARY.

AS MR. ORTIZ IS COMING DOWN, I WILL READ A LITTLE BIT ABOUT WHY HE WAS SELECTED THIS MONTH.

WHILE HARVEY WAS IN A GROUP OF STUDENTS AND THEIR TEACHER THEY WERE DISCUSSING THEIR UPCOMING FIELD TRIP.

A FELLOW CLASSMATE MENTIONED TO HIS FRIEND THAT HE NEEDED JUST ONE MORE DOLLAR IN ORDER TO FINISH PAYING FOR HIS FIELD TRIP.

WITHOUT BRINGING ATTENTION TO HIMSELF OR THE CLASSMATE HARVEY PULLED A DOLLAR OUT OF HIS POCKET TO GIVE TO THAT STUDENT.

THE TEACHER MENTIONED THAT IF SHE WOULDN'T HAVE BEEN STANDING RIGHT THERE, SHE WOULDN'T HAVE EVEN NOTICED THAT HE DID IT.

HE DIDN'T DO IT FOR RECOGNITION OR TO BE NOTICED.

THE TEACHER ASSURED HARVEY AND THE OTHER STUDENTS THAT NO ONE WILL BE LEFT BEHIND AND EVERYONE WOULD BE GOING ON THE FIELD TRIP.

HARVEY RECEIVED HIS DOLLAR BACK AND THE GROUP ENJOYED THE FIELD TRIP LEARNING EXPERIENCE.

WE ARE SO PROUD.

[APPLAUSE] HARVEY, GREAT JOB.

THAT IS WHAT IT'S ALL ABOUT.

WE WOULD NOW LIKE TO INVITE MR. JOHN CULWELL, WHO IS IN FOURTH GRADE ALSO AT WALLACE ELEMENTARY.

AND AS JOHN IS COMING DOWN, I AM GOING TO SHARE A LITTLE BIT ABOUT WHY HE WAS SELECTED.

WALLACE HAS A NEW STUDENT AT THEIR SCHOOL, AND THIS NEW STUDENT IS ALSO LEARNING ENGLISH AND NEEDED SOME HELP NAVIGATING RESOURCES ON CAMPUS, INCLUDING HOW TO GET TO THE CLINIC.

JOHN HAS BEEN VERY HELPFUL IN HELPING THIS NEW STUDENT ACCLIMATE AND FEEL WELCOME ON THE WALLACE CAMPUS.

HE ALWAYS HAS A HUGE SMILE ON HIS FACE.

AND AS THE CAMPUS NURSE WAS THANKING JOHN FOR HIS HELP ONE DAY A TEACHER OVERHEARD AND SAID THAT JOHN HAS ALSO BEEN SO HELPFUL WITH THIS STUDENT IN CLASS AS WELL.

THE STUDENT WHO IS NEW TO WALLACE HAS FELT LOVED, VALUED AND CARED FOR BY JOHN.

AND THAT IS SOMETHING TO CELEBRATE.

AND YES, IT IS. CONGRATULATIONS.

[APPLAUSE] GREAT JOB.

AND FINALLY, WE ARE GOING TO RECOGNIZE MISS KATE BAKER, WHO'S IN FIFTH GRADE AT SPRING CREEK ELEMENTARY.

AND HERE'S WHAT WAS WRITTEN ABOUT KATE AND WHY WE ARE RECOGNIZING HER.

SHE IS WANTING TO PUT AN EMPHASIS ON RECYCLING IN THE SCHOOL.

SHE SET UP A MEETING WITH THE PRINCIPAL COMPLETELY ON HER OWN, TOOK THE INITIATIVE, AND EVEN CREATED HER OWN PRESENTATION ON WHY IT IS SO IMPORTANT TO GET EVERY TEACHER RECYCLING AND IS EVEN WORKING ON RECYCLING BIN DESIGNS TO MAKE IT MORE VISUALLY APPEALING.

KATE IS THE BEST AND TRULY WANTS TO MAKE A DIFFERENCE.

I WOULD HAVE TO AGREE. CONGRATULATIONS, MISS KATE.

[APPLAUSE] AND WE ARE GOING TO GRAB OUR FINAL PICTURE THIS EVENING OF OUR RECOGNITIONS.

CONGRATULATIONS, KATE, AND TO ALL OF OUR RISD BELIEVES.

AND THIS CONCLUDES OUR RECOGNITIONS FOR THIS EVENING.

ALL RIGHT. WE'RE GOING TO GIVE EVERYONE AN OPPORTUNITY TO EXIT THE AUDITORIUM.

BUT THANK YOU TO EVERYONE THAT CAME OUT AND EVERYONE THAT WAS RECOGNIZED.

THANK YOU SO MUCH.

CONGRATULATIONS. AND WE REALLY APPRECIATE YOU.

[00:30:56]

THE NEXT ITEM ON OUR AGENDA IS A PUBLIC COMMENT SECTION.

[II. PUBLIC COMMENT SECTION]

WE HAVE A BRIEF VIDEO TO INTRODUCE THE PUBLIC COMMENT SECTION AND TO PROVIDE INFORMATION TO MEMBERS OF THE PUBLIC WHO WISH TO ADDRESS THE BOARD OF TRUSTEES.

PLEASE JOIN ME IN WATCHING THE VIDEO.

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

SPEAKERS MAY COMMENT ON AGENDA RELATED TOPICS OR NON AGENDA RELATED TOPICS AT REGULAR BUSINESS MEETINGS, AT WORK SESSIONS, OR OTHER CALLED MEETINGS, PUBLIC COMMENT IS LIMITED TO AGENDA RELATED ITEMS. PERSONS WISHING TO ADDRESS THE BOARD MUST COMPLETE AN ONLINE PUBLIC COMMENT FORM BY SIGNING UP AT THE DESIGNATED REGISTRATION LINK ON THE DISTRICT'S WEBSITE, BEGINNING WHEN THE MEETING AGENDA IS POSTED THROUGH 12 P.M.

ON THE DAY OF THE MEETING.

PERSONS WISHING TO SPEAK MUST COMPLETE THE ONLINE REGISTRATION FORM IN FULL TO BE ELIGIBLE TO SPEAK AND BE PRESENT WHEN THEIR NAME IS CALLED DURING THE PUBLIC COMMENT SECTION TO MAKE THEIR OWN COMMENTS.

ANY REGISTERED SPEAKER WHO IS ABSENT FROM THE MEETING AT THE TIME THEIR NAME IS CALLED FORFEITS THE OPPORTUNITY TO ADDRESS THE BOARD AT THAT MEETING.

SPEAKERS WHO WISH TO PROVIDE WRITTEN MATERIALS TO THE BOARD SHOULD PROVIDE NINE COPIES TO AN RISD STAFF MEMBER PRIOR TO THE START OF THE MEETING.

PLEASE DO NOT APPROACH THE HORSESHOE AREA OR CONFERENCE TABLE DURING COMMENTS.

THE BOARD WILL NOT ENGAGE IN DIALOGUE WITH THE SPEAKERS.

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

A SPEAKER MAY REGISTER FOR ONE PUBLIC COMMENT FOR EACH MEETING.

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

A SPEAKER MAY NOT TAKE THE TIME OF ANOTHER SPEAKER.

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

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

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

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

EACH SPEAKER SHOULD CLEARLY STATE HIS OR HER NAME AND THE RISD SCHOOL OR SCHOOLS THE SPEAKER'S CHILDREN ATTEND OR HAVE ATTENDED BEFORE BEGINNING TO COMMENT.

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 THE REMAINING TIME.

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

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

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

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

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

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

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

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

A COPY OF THE PROCEDURES FOR PUBLIC COMMENT IS LOCATED ON THE RISD BOARD OF TRUSTEES WEBSITE.

[00:35:01]

ATTACKS OF A PERSONAL NATURE AGAINST TRUSTEES, STAFF, STUDENTS OR OTHERS BY NAME OR UNIQUE TITLE ARE NOT ALLOWED.

SPEAKERS PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME MR. EUAN BLACKMAN.

SUPERINTENDENT, BOARD OF TRUSTEES, ESTEEMED EMPLOYEES AND SHOUT OUT TO MR. JACKSON, OUR LOCAL COMMUNITY REPORTER WHO'S CONVALESCING AT HOME.

SO I'M SURE YOU'D APPRECIATE THAT.

THOSE WHO CANNOT REMEMBER THE PAST ARE CONDEMNED TO REPEAT IT.

THAT WAS GEORGE SANTAYANA IN THE LIFE OF REASON 1905, WRITTEN AT A TIME IT WAS JUST A DECADE BEFORE WORLD WAR ONE.

IN HINDSIGHT, EVEN MORE OMINOUS.

SO HOW DOES THAT APPLY TO BUDGETS AND SPENDING? WELL, WE MUST KNOW OUR BUDGETARY PAST IN ORDER TO DETERMINE HOW TO GO FORWARD.

MR. PATE, BY THE WAY, DOES AN EXCELLENT JOB OF MANAGING HIS FIDUCIARY RESPONSIBILITIES FOR OUR DISTRICT AND FOR OUR TAXPAYERS.

HOWEVER, HIS MANAGEMENT IS DIRECTED BY THE FOLKS SITTING HERE AT THE DAIS.

I HAVE SPOKEN OF LARGE BUDGET EXCESSES OVER THE PAST SEVEN YEARS AND SOME OF THE UNWISE AND SOMETIMES WISE SPENDING OF THOSE FUNDS.

LAST YEAR I ENCOURAGED YOU ALL TO SPEND WHAT WAS NEEDED FOR TEACHER RAISES AND FOR DISTRICT OPERATIONS.

NOW COMES THE HARD PART.

HOW DO WE PROCEED GOING FORWARD? TIME TO GET FISCALLY RESPONSIBLE, FISCALLY CONSERVATIVE.

WE MUST ADJUST, AS WE ALL HAVE IN OUR OWN PERSONAL BUDGETS AND IN OUR OWN PERSONAL LIVES.

WE SPENT $25 MILLION MORE THAN WE TOOK IN IN OUR BUDGET LAST YEAR.

THIS CURRENT YEAR, OUR FUND BALANCE DEPLETED BY THAT AMOUNT DOWN TO $70 MILLION.

IT'S OKAY, BUT NOT SUSTAINABLE.

ALSO, CHILD NUTRITION BEING DEPLETED BY $5 MILLION; 18 AND 23 MILLION OUT.

BOND ALSO IN THE RED FOR $77 MILLION.

SO HOW DO WE LEARN FROM OUR PAST, FROM OUR HISTORY? WELL, YOU TALK TO FOLKS YOU MAY NOT AGREE WITH.

YOU TALK TO FOLKS LIKE PERHAPS ME.

YOU ALL KNOW I'VE BEEN ENGAGED WITH THE 2016 BOND, THE 2018 TRE, AND NOW THE 2021 BOND.

YOU MUST ENGAGE.

AND I SPEAK NOT OF EMAILS WRITTEN AND NOT RESPONDED TO FOR SOME SIX WEEKS.

AND TO BE PERFECTLY CLEAR, SUPERINTENDENT BRANUM AND HER CABINET HAVE BEEN VERY ENGAGED.

IT'S BEEN A BRIGHT SPOT FOR OUR DISTRICT, FOR SURE.

AGAIN, I ASK YOU NOT TO LEAVE FOLKS LIKE ME OUT HERE TRYING TO BUILD CANTILEVERS.

I'M LOOKING FOR BRIDGE BUILDERS.

BACK TO THE BUDGETS. OUR DISTRICT INCREASED IN SIZE BY SOME 600 FOLKS IN THE PAST ADMINISTRATION'S LEADERSHIP.

THAT WOULD BE AROUND $34 MILLION, AN AVERAGE OF $56,000 SALARY, WHICH IS $1000 LESS THAN OUR $57,000 CURRENTLY FOR NEW TEACHERS.

I'M PLEASED THAT THERE'S AN EFFICIENCY AUDIT THAT CAN TAKE PLACE AND PERHAPS THAT WILL BRIEFLY ENLIGHTEN US TO HOW TO LIGHTEN OUR BUDGETS.

THIS IS THE £600 GORILLA THAT WE SHOULD AND MUST TACKLE FIRST TO GET OUR SPENDING UNDER CONTROL.

SO TO END ON A POSITIVE AND SOMEWHAT FESTIVE NOTE, I WANT TO GIVE A SHOUT OUT TO CARRIE SAUNDERS ON HER WONDERFUL WORK IN THE WE READ PROGRAM.

I'M ENGAGED WITH THAT PROGRAM AND I WORK WITH A WONDERFUL YOUNG GENTLEMAN.

SO YOU GOT THIS, ANDREW.

LAST SHOUT OUT TO THE DELIGHTFUL FOLKS AT DOVER FOR THEIR BAND OF MERRY TEACHERS.

GREAT FOLKS DOING FUN THINGS FOR THEIR KIDS.

AND ON THAT NOTE, I WOULD USE THE WORDS FROM THE NIGHT BEFORE CHRISTMAS, BUT I HEARD HIM EXCLAIM ERE HE DROVE OUT OF SIGHT.

HAPPY CHRISTMAS TO ALL AND TO ALL A GOOD NIGHT.

THANK YOU. THAT WAS OUR LAST SPEAKER, MS. HARRIS.

SORRY. THANK YOU SO MUCH.

TO ALL THE SPEAKERS, MR. BLACKMAN. THANK YOU SO MUCH.

AND WE CERTAINLY APPRECIATE THE MERRY CHRISTMAS.

THANK YOU SO MUCH.

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? ALL RIGHT. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? SO MOVED. THANK YOU, MR. POTEET. IS THERE A SECOND? SECOND. THANK YOU, MR. IGER. THERE IS A MOTION BY MR. PETITE, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE, BY SHOW OF HANDS ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES, 6-0.

[IV.A. Consider Gifts]

MS. BRANUM. THANK YOU, MS. HARRIS. AND THIS IS A SEASON OF GIVING AS WELL AS A SEASON OF GRATITUDE.

AND I WANT TO PERSONALLY THANK EVERYONE WHO CHOSE IN THE LAST MONTH TO GIVE AND MAKE A DIFFERENCE IN RICHARDSON ISD AND MAKE A DIFFERENCE FOR OUR

[00:40:07]

AGAIN, WE DR.

HELLER HAD AN OPPORTUNITY AT THE BEGINNING OF TONIGHT IN OUR RECOGNITIONS, TO RECOGNIZE THOSE THAT ARE GIVING TO OUR STAFF AND EVEN SMALL LITTLE THINGS MAKE A DIFFERENCE.

AND WE HAD A COMMUNITY MEMBER WHO PROVIDED STAFF INCENTIVES FOR HENRY.

AND SO JUST LITTLE THINGS THAT REALLY MAKE OUR TEACHERS FEEL SEEN AND SUPPORT STUDENTS IN THEIR LEARNING.

AND SO I JUST THANK ALL OF THEM.

AND WITH THAT, I'M GOING TO ASK MR. PATE TO GIVE A QUICK HIGHLIGHT BEFORE I MAKE MY FORMAL RECOMMENDATION.

THANK YOU, MRS. BRANUM.

EXCUSE ME. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

WE HAVE ONE GIFT OVER $5000 SUBMITTED FOR BOARD APPROVAL.

THE SPRING CREEK ELEMENTARY PTA DONATED $17,735.10 TO SPRING CREEK ELEMENTARY.

AND WE HAVE 11 GIFTS THIS MONTH LESS THAN $5000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $8,996.81, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

TOTAL GIFTS THIS MONTH ARE $26,731.91.

THANK YOU, MR. PATE.

AND WITH THAT, I RECOMMEND THAT THE BOARD APPROVED THE GIFTS AS PRESENTED.

IS THERE A MOTION.

SO MOVED. THANK YOU, MS. TIMME. IS THERE A SECOND? SECOND.

THERE IS A MOTION BY MISS TIMME.

A SECOND BY MS. RENTERÍA. ARE THERE ANY QUESTIONS OR COMMENTS? ALL RIGHT. HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES 6-0.

[IV.B. Consider Targeted Improvement Plans (TIPs)]

HI. I WOULD, YES. THANK YOU, MS. HARRIS, AND THANK YOU, BOARD OF TRUSTEES.

I'M INVITING MS. DILLON AND MS. RUIZ TO COME TO THE FLOOR, AND THEY ARE GOING TO SHARE A LITTLE BIT OF INFORMATION ABOUT THIS PLAN AS WE PRESENT IT.

BUT I ALSO WANT TO MAKE SURE THAT WE NOTE THAT THIS THIS PLANNING OPPORTUNITY IS A PART OF A GRANT CYCLE IN WHICH TO THE TEXAS EDUCATION AGENCY PROVIDED ADDITIONAL FUNDS TO IDENTIFIED CAMPUSES TO HELP CONTINUE TO STRENGTHEN THE TEACHING AND LEARNING AND THE STUDENT SUPPORT PROGRAMS ACROSS THEIR CAMPUS. AND SO MS. DILLON AND MRS. RUIZ ARE GOING TO GO AND DIVE A LITTLE BIT DEEP AND PROVIDE SOME OF THE HIGHLIGHTS OF THAT PLAN FOR US TONIGHT.

THANK YOU, MS. DILLON. THANK YOU, MRS. RUIZ. THANK YOU.

GOOD EVENING. BOARD.

MS. BRANUM, THANK YOU FOR THIS OPPORTUNITY.

I'M GOING TO START WITH A LITTLE BIT OF BACKGROUND ON HOW A CAMPUS, HOW TEA.

IDENTIFIES A CAMPUS FOR IMPROVEMENT AND THEN WORK THROUGH THAT JUST A LITTLE BIT.

SO, BRIAN, IF YOU COULD SHOW US THE FIRST SLIDE, THAT WOULD BE AWESOME.

SO THEY IDENTIFY A CAMPUS FOR IMPROVEMENT THROUGH UNDERPERFORMING STUDENT GROUPS ON DOMAIN THREE, WHICH IS CLOSING THE ACHIEVEMENT GAPS.

WHEN A CAMPUS IS IDENTIFIED, THEY ARE THEN ELIGIBLE FOR ADDITIONAL FUNDING TO HELP WITH IMPROVEMENT INITIATIVES. IF YOU RECEIVE THAT ADDITIONAL FUNDING THROUGH THIS GRANT, YOU ARE THEN REQUIRED TO CREATE AND MAINTAIN A IMPROVEMENT PLAN.

AND SO ONCE THAT IMPROVEMENT PLAN IS CREATED, BOARD APPROVAL IS REQUIRED BY DECEMBER THE 16TH OF 2022.

WE'RE CUTTING IT JUST A LITTLE BIT CLOSE, BUT WE'RE ALMOST THERE.

AND IN RICHARDSON, CAROLYN BUKHAIR IS A CAMPUS THAT WAS IDENTIFIED BASED ON PAST PAST PERFORMANCE.

AND THEY HAVE, IN FACT, RECEIVED THE GRANT, WHICH IS THE ESSENTIAL SCHOOL'S FRAMEWORK FOCUSED SCHOOL GRANT, ALSO KNOWN AS THE ESF GRANT.

AND I WOULD LIKE YOU TO KNOW THAT WE REALLY THOUGHT ABOUT THIS AND WITH THE IMPACT OF COVID WE ALSO HAD A CHANGE IN LEADERSHIP.

WE REALLY BELIEVED THAT CAROLINE BUKHAIR WOULD BENEFIT GREATLY FROM THIS FUNDING IF GRANTED.

SO WE APPLIED AND WE WERE REALLY GRATEFUL WHEN THEY DID IN FACT RECEIVE THE GRANT.

SO, NEXT SLIDE.

THEY RECEIVED THE GRANT FOR 2021 THROUGH 2023 BECAUSE IT IS A TWO YEAR GRANT.

AND WHAT HAPPENS ONCE THEY RECEIVED THE GRANT, REGION 10 WENT TO THE CAMPUS AND THEY IMPLEMENTED A FULL DAY OF A DIAGNOSTIC. AND THAT DIAGNOSTIC BASICALLY CONSISTED OF OBSERVING CLASSROOMS AND GATHERING AND REVIEWING STUDENT ARTIFACTS.

THEY OBSERVED MORNING, AFTERNOON ROUTINES, ALSO LUNCHTIME ROUTINES.

AND THEN THEY HAD THE OPPORTUNITY TO SHADOW MS. RUIZ, WHO IS THE PRINCIPAL AT CAROLYN BUKHAIR.

[00:45:03]

THIS IS WHAT CAROLYN BUKHAIR, THIS IS WHAT MS. RUIZ AND HER TEAM, THIS IS WHAT THEY DO EVERY DAY.

AND THOSE TWO HIGH LEVERAGE MOVES ARE, NUMBER ONE, THE DAILY USE OF HIGH QUALITY INSTRUCTIONAL MATERIALS ALIGNED TO INSTRUCTIONAL PLANNING CALENDARS AND INTERIM INFORMATIVE ASSESSMENTS.

AND THEN NUMBER TWO, EFFECTIVE CLASSROOM ROUTINES AND INSTRUCTIONAL STRATEGIES.

I WOULD LIKE TO ASK THE AMAZING ANABEL RUIZ TO COME FORWARD AND SHARE WITH YOU WHAT THIS WORK LOOKS LIKE ON HER CAMPUS EVERY SINGLE DAY, BECAUSE THIS IS WHAT THEY'RE DOING AND THIS IS THE TIP.

AND HOW DOES IT IMPACT WHAT THEY'RE DOING AT CAROLYN BUKHAIR.

SO WITH. HI, EVERYONE.

GOOD NIGHT. GOOD EVENING.

SO WITH THE ESF LEVERS, ESSENTIALLY WHAT IT IS, IT'S BEST PRACTICES THAT HELP MOVE A CAMPUS FORWARD WITH 4.1. ESSENTIALLY IT IS ALIGNMENT.

ONE OF THE, I REMEMBER MY FIRST VISIT TO CAROLINE BUKHAIR A COUPLE OF YEARS AGO BEFORE I ACCEPTED THE POSITION.

I CAME INTO THE CAMPUS AND WHAT I SAW IS TEACHERS WORKING VERY HARD.

HOWEVER, IT WASN'T SHOWING IN THE RESULTS.

ONE OF THE REASONS THAT WE IDENTIFIED WAS ALIGNMENT TO, SO IT WAS ALIGNED TO WHAT WE HAD SEEN.

SO WHAT WE NEEDED TO DO IS MAKE SURE THAT TEACHERS WERE TEACHING TO THE TEKS, TO WHAT THE STUDENTS WERE GOING TO BE ASSESSED.

SO WITH THAT, WITH OUR ASSESSMENTS, CURRENTLY WE HAVE A WEEKLY PLCS IN WHICH WE IDENTIFY QUESTIONS THAT ARE ALIGNED TO THE LEVEL OF RIGOR FOR THE TEKS AND ALSO TO STAAR 2.0.

OUR TEACHERS HAVE RECEIVED EXTENSIVE TRAINING AND FROM LEAD FORWARD FOR TRANSITIONING INTO THE STAAR 2.0 MODEL AND LIKE, TO MAKE SURE THAT OUR STUDENTS ARE BEING TRAINED ON HOW IS IT THAT THEY'RE GOING TO HAVE TO RESPOND TO SOME OF THE QUESTIONS THAT'S IN HOUSE ON CAMPUS? AND THEN WE ALSO HAVE OUR UNIT ASSESSMENTS PROVIDED BY THE DISTRICT WHICH HELP US DETERMINE NOT ONLY HOW ARE WE DOING AS A CAMPUS, BUT HOW DO WE COMPARE TO OTHERS.

WE WANT TO MAKE SURE THAT WE'RE IMPROVING AND ALSO BEING COMPETITIVE WITH OTHER CAMPUSES.

OUR MOY ASSESSMENTS ALLOW OUR TEACHERS TO ASSESS STUDENTS FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

WHAT, HAVE THE STUDENTS RETAINED THE CONTENT.

AND IT'S A COLD TEST.

YOU KNOW, THE STUDENTS, THIS IS THE FIRST TIME THAT THEY'RE SEEING IT.

AND WE JUST WANT TO MAKE SURE THAT WE ARE ASSESSING AT THAT LEVEL AND ADJUSTING OF THE STUDENTS ARE NOT LEARNING IT.

WE ALSO HAVE THE MAP ASSESSMENT AND THEN THE HIGH QUALITY INSTRUCTIONAL MATERIALS.

WE MAKE SURE THAT TEACHERS ARE TRAINED ON HOW TO USE THESE RESOURCES AND MAKE SURE THAT WE PROVIDE THEM TO ALL THE TEACHERS.

ALSO MONITORING OF LESSON PLAN INTERNALIZATION SO DURING OUR PLCS WHAT YOU WILL SEE IF YOU WILL COME TO ONE OF OUR MEETINGS IS THAT BEFORE WE LEAVE THE MEETINGS, TEACHERS ARE INTERNALIZING THEIR LESSON PLAN.

SO THEY'RE MODELING FOR THEIR PEERS AND GETTING FEEDBACK FROM THEIR PEERS.

OUR GOAL IS TO MAKE SURE THAT ONCE THEY GET IN FRONT OF STUDENTS, THEY ARE DELIVERING THE LESSON THE BEST THAT THEY CAN AND THAT THE STUDENTS ARE GETTING THE BEST FIRST INSTRUCTION. THEN FOR LEVER 5.1.

CLASSROOM ROUTINES AND INSTRUCTIONAL STRATEGIES.

THIS ONE IS VERY IMPORTANT BECAUSE IN OUR CAMPUS WE HAVE A HIGH TURNOVER RATE.

HOPEFULLY WE WILL CHANGE THAT, BUT WE HAVE A LOT OF NEW TEACHERS, SO WE NEED TO MAKE SURE THAT OUR NEW TEACHERS ARE RECEIVING THE PROFESSIONAL DEVELOPMENT AND TRAINING TO ADVANCE THE STUDENT LEARNING AND MAKE SURE THAT THEY'RE MAKING GAINS.

BUT AT THE SAME TIME, WE HAVE TEACHERS WHO ARE MASTER TEACHERS WHO ARE, HAVE BEEN TEACHING FOR A LONG TIME.

SO WE ALSO WANT TO CONTINUE DEVELOPING THEM SO THAT THEY CAN CONTINUE GROWING AND THEN ALSO TRAINING THEM ON THE RESOURCES THAT WE'RE USING.

OUR STUDENTS, JUST LIKE OUR TEACHERS COME WITH GAPS AND SOME OF THEM COME VERY HIGH.

SO WE WANT TO MAKE SURE THAT WE'RE MEETING THEM WHERE THEY'RE AT.

THIS WAS IMPLEMENTED LAST YEAR, TOO, AND I THINK THAT BECAUSE WE WERE FOCUSED ON THE TIP AND WE WERE HELD

[00:50:06]

THERE'S A LOT OF THINGS HAPPENING IN A CAMPUS, BUT WHENEVER YOU HAVE TO COME BACK EVERY QUARTER TO CHECK ON, ARE THE STRATEGIES WORKING? I THINK IT JUST MAKES A DIFFERENCE AND THAT'S HOW WE WERE ABLE TO TURN THE CAMPUS FROM A D TO A B.

IT HAD NEVER RECEIVED A B, SO I THINK IT'S LIKE IT SPEAKS TO THE WORK THAT THE TEACHERS ARE DOING ON THE CAMPUS.

AND ON THIS NEXT SLIDE.

BUT CAN WE JUST.

WAIT, JUST PAUSE? YEAH.

YOU CANNOT JUST QUICKLY JUST SLIDE OVER THAT.

AGAIN. AND MRS. RUIZ, THEY DEVELOPED THIS PLAN, THE CAMPUS WORKED THE PLAN EVERY DAY.

EVERY DAY. EVEN IF IT WAS THE DAY BEFORE THE WINTER BREAK, THERE MAY BE HOLIDAY FESTIVITIES, BUT GUESS WHAT? THEY WERE UMBRELLA UNDER AN OBJECTIVE AND HOW ARE WE LEARNING AND GROWING EVERY DAY.

EVERY DAY. EVERY CHILD.

EVERY DAY. AND AS A RESULT, WHAT WAS YOUR ACCOUNTABILITY SCORE AGAIN FOR THE 21-22 SCHOOL YEAR? A "B". YES.

A "B". [APPLAUSE] THANK YOU.

SO THEN WE'RE ALSO REQUIRED TO PROGRESS MONITOR QUARTERLY AND WE DO THIS THROUGH DISTRICT ASSESSMENTS.

SO WE HAVE TO REPORT OUT TO REGION 10 WHO IS OUR PARTNER.

IF THE STUDENTS ARE MAKING PROGRESS AND IF THEY'RE NOT, HOW CAN WE ADJUST THE PLAN AND REFOCUS AND MAKE SURE THAT THEY DO MAKE THE PROGRESS THAT THEY NEED TO.

AND WE DO IT THROUGH SOME OF THE ASSESSMENTS THAT I HAD MENTIONED EARLIER.

WE ALSO HAVE MONTHLY MEETINGS WITH REGION 10 BECAUSE OUR GOAL IS TO MAKE SURE THAT CBE DOESN'T JUST GET TO A B AND THEN MOVE ON AND MOVE FORWARD.

WE WANT TO MAKE SURE THAT WHEN PEGGY AND I ARE GONE, THE CAMPUS CONTINUES GROWING.

SO IN ORDER TO DO THAT, WE NEED TO MAKE SURE THAT WE'RE BUILDING CAPACITY.

SO WE HAVE MONTHLY MEETINGS, TWO MONTHLY MEETINGS WITH REGION 10.

ONE OF THEM IS FOCUSED ON MY LEADERSHIP AND HOW I'M GROWING MY STAFF AND MY ILT TEAM.

THEY HAVE US RECORD OURSELVES AND GIVE US FEEDBACK ON BETTER WAYS THAT I CAN SUPPORT AND GROW MY STAFF.

AND THEN THEY ALSO COACH PEGGY SO THAT SHE, OUR AREA, MY AREA SUPERINTENDENT SO THAT SHE CAN COACH ME.

AND THAT WAY WE'RE ALL GROWING TOGETHER AND BUILDING CAPACITY SO THAT THIS IS SOMETHING SUSTAINABLE AND WE CAN ACHIEVE THE A THAT WE'RE STRIVING FOR.

I DON'T REALLY THINK SHE NEEDS COACHING.

I THINK. I DO WANT TO SAY PUBLICLY SHE'S AMAZING.

AND I THINK JUST HER LOVE FOR THE KIDS, THE TEACHERS, THAT COMMUNITY, I MEAN, HER HEART IS IMMENSE FOR THIS WORK.

AND YOU CAN SEE IT IN THE PROGRESS.

YOU CAN FEEL IT WHEN YOU GO TO THAT CAMPUS.

IF YOU HAVEN'T BEEN THERE, I WOULD INVITE YOU TO GO.

IT IS TRULY AMAZING.

AND I JUST FEEL REALLY HONORED THAT I GET TO WORK ALONGSIDE MS. RUIZ EVERY SINGLE DAY.

AND I JUST WANTED TO PUBLICLY EXPRESS THAT.

I TELL HER THAT ALL THE TIME.

SHE'S VERY HUMBLE, BUT LIKE, SHE TOOK IT FROM A D TO A B.

THAT IS, LIKE, INCREDIBLE.

AND MD.

BRANUM, YOU'RE EXACTLY RIGHT.

THEY DO THE WORK EVERY SINGLE DAY WITHOUT FAIL.

AND I'M JUST REALLY, REALLY PROUD OF HER AND I'M JUST PROUD OF HER TEAM.

SO I WANTED TO SAY THAT.

BOARD REALLY OUR NEXT STEPS ARE WE WOULD ASK THAT YOU WOULD APPROVE THE TARGETED PLAN FOR CBE.

WE ARE GOING TO CONTINUE TO MONITOR AND ADJUST BASED ON DATA, WHICH IS JUST A GOOD PRACTICE THAT WE SHOULD ALL DO.

AND WE ARE DOING.

CONTINUE TO REPORT PROGRESS ON THE IMPLEMENTATION.

AND THEN THIS IS THE LAST YEAR OF THE GRANT, BUT CBE, MS. RUIZ, MYSELF, HER TEAM, WE ARE COMMITTED TO CONTINUING THE WORK THAT WE'VE BEEN DOING, TO CONTINUING TO REALLY LIKE HONE AND REALLY MAXIMIZE THOSE BEST PRACTICES SO THAT WE CAN CONTINUE TO SEE THOSE STUDENT OUTCOMES THAT WE ALL DESIRE.

AND I KNOW THAT THIS CAMPUS IS GOING TO GET TO AN A.

I JUST I HAVE NO DOUBT AT ALL.

SO THAT CONCLUDES OUR SHORT PRESENTATION AND WE ARE MORE THAN HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU BOTH SO MUCH.

AGAIN, YOU KNOW, THE GRADE, THE ACCOUNTABILITY RATING REALLY IS JUST ONE EVIDENCE OF THE WORK.

IT'S NOT THE MOST IMPORTANT THING.

THE MOST IMPORTANT THING IS THE GROWTH AND THE EXPONENTIAL GROWTH FROM WHAT MS. DILLON MODELS TO WHAT.

MS. RUIZ MODELS TO EVERY SINGLE TEACHER, TO EVERY SINGLE STUDENT.

SO WITH THAT, I AM PROUD TO ASK THE BOARD TO PLEASE APPROVE THIS YEAR'S CAROLYN BUKHAIR'S TIP PLAN AS PRESENTED.

[00:55:02]

WE LOVE TO HEAR NEWS LIKE THIS.

I THINK I CAN SPEAK ON BEHALF OF THE BOARD, AS TABITHA STATED, GROWTH, GROWTH, GROWTH, FROM A D TO A B, THAT IS ABSOLUTELY FABULOUS.

THANK YOU SO MUCH FOR ALL OF YOUR HARD WORK.

SO WITHOUT FURTHER ADO, IS THERE A MOTION? SO MOVED. MS. HARRIS.

THANK YOU, MS. RENTERÍA. IS THERE A SECOND? I SECOND. THANK YOU, MS. MCGOWAN. SO THERE IS A MOTION BY MS. RENTERÍA. A SECOND BY MS. MCGOWAN. IS THERE ANY DISCUSSION OR QUESTIONS, BOARD? MS. TIMME.

YES, I, FIRST OFF, I'M GOING TO PURPOSELY STAY AWAY FROM ANY OF THE REGIONS 10 PIECES OF THAT FOR OBVIOUS REASONS FROM BEING AT REGION 10.

BUT A COUPLE OF THINGS I DID WANT TO BRING UP AS FAR AS I REALLY APPRECIATE THE TIERED APPROACH TO YOUR TEACHERS FROM HAVING HIGH TURNOVER, BUT I CAN TELL YOU RIGHT NOW THAT I HAVE ONE OF THE BEST TEACHERS MY KIDS EVER HAD WHEN THEY WENT THROUGH ELEMENTARY IS ON YOUR CAMPUS.

I ALSO KNOW THAT SEVERAL ARE TIA RECIPIENTS, BECAUSE OF THEIR EFFECTIVENESS AND SO NURTURING BOTH THE NEW WHILE ALSO NURTURING AND MOVING YOUR MASTER TEACHERS FORWARD I THINK IS FANTASTIC. SO I REALLY APPRECIATE THAT APPROACH FOR THAT.

I KNOW YOU GUYS REALLY FOCUSED ON THE LEVERS THAT MOVED YOU FORWARD, BUT I WOULD ALSO LIKE TO SAY THEY WERE DOING A LOT OF GOOD THINGS TOO, AND I LIKE THAT YOU HIGHLIGHTED HOW HARD THEY WERE WORKING, BUT ALSO TO REALLY, AND I KNOW YOU GUYS DO THIS AND I'M REALLY MORE FOR OTHERS.

I KNOW THAT YOU GUYS CALL OUT THE GOOD PIECES THAT THEY DO, SO THEY CONTINUE DOING THOSE RIGHT.

WE DON'T WANT THEM TO THROW THOSE OUT.

AND SO INTENTIONALLY CALLING OUT THOSE GOOD THINGS I THINK IS GREAT.

WHILE I ALSO KNOW THEY ARE WORKING TO HONE THEIR CRAFT, WHICH IS AWESOME.

[INAUDIBLE] IS SIGNIFICANT AND ESPECIALLY AS IT AS IT RELATES TO GROWTH, WHICH IS WHAT THE GRANT IS ABOUT, IS ABOUT GROWTH.

IT'S ACTUALLY NOT REALLY ABOUT THE FINAL SCORE, RIGHT.

AS YOU GUYS HIGHLIGHTED.

THE OTHER THE LAST THING THAT I JUST WOULD LIKE TO BRING FORWARD IS I'M A BIG FAN OF COACHING.

IT DOES NOT MATTER WHERE YOU LAND ON THAT.

I THINK ALL OF US WANT TO BE GREAT AT OUR JOB AND AS A PRINCIPAL, IT CAN BE THE LONELIEST JOB IN A BUILDING BECAUSE YOU DON'T HAVE ANYBODY ELSE.

AND HAVING YOUR SUPERVISOR BRING COACHING TO YOU IN A WAY THAT HELPS MOVE YOUR BUILDING FORWARD, IT IS OBVIOUSLY A PARTNERSHIP BETWEEN YOU TWO, THE TEACHERS, THE COMMUNITY AND EVERYBODY ENGAGING IN THAT.

AND I REALLY APPRECIATE THE INVESTMENT OF TIME AND EFFORT TO REALLY MAKE A DIFFERENCE AT CAROLYN BUKHAIR.

SO THANK YOU GUYS FOR YOUR HARD WORK.

ANY ADDITIONAL COMMENTS, QUESTIONS? MS. RENTERÍA.

I WANT TO ABSOLUTELY DITTO WHAT MS. TIMME SAID, BUT I TOO AM VERY GRATEFUL.

I KNOW THAT ANABEL KNOWS THAT WHEN I COULDN'T WAIT TO MEET HER WHEN I HEARD THAT YOU WERE COMING TO RISD.

AND EVERY TIME I'VE BEEN ON THAT CAMPUS, YOU'RE RIGHT, PEGGY.

SHE'S JUST AMAZING, THE LEADERSHIP THAT SHE BRINGS, THE ENERGY THAT SHE BRINGS, AND THE CULTURE THAT SHE HAS BUILT AT THAT SCHOOL.

I LOVE THAT SHE CONNECTS WITH HER PARENTS AS MUCH AS SHE DOES WITH HER TEACHERS AND THE STUDENTS.

I THINK THAT IS JUST SUCH A BIG WIN FOR THAT CAMPUS THAT, YOU KNOW, ASIDE FROM BEING SO TALENTED AND SMART AND BEAUTIFUL, I MEAN, SHE'S BILINGUAL, BICULTURAL, SHE'S EVERYTHING. AND I'M JUST SO GRATEFUL WHEN I SEE SOMEONE LIKE ANABEL WHO DOES AMAZING THINGS TO, YOU KNOW, SHE'S THE EPITOME OF WHEN WE TALK ABOUT, YOU KNOW, ALL MEANS ALL.

LIKE MEETING THE NEEDS OF ALL OUR STUDENTS AND DOING EVERYTHING WE CAN TO DO THAT THROUGH THROUGH YOU AND THROUGH OUR SUPERINTENDENT, WHO'S HIRED HER, JUST EVERYBODY.

SO I JUST WANT TO THANK YOU AS WELL AND ABOUT FOR AND JUST KEEP DOING.

I KNOW ALSO THAT WE WILL GET THAT A, A-PLUS PLUS PLUS.

SO THANK YOU. MR. POTEET. SO AND I THINK THAT I'M PROBABLY GOING TO REPEAT SOMETHING, SOME OF WHAT'S ALREADY BEEN SAID, BUT I THINK THAT'S WARRANTED.

IT'S THAT IMPORTANT. AND JUST HEARING YOU, I GET A SENSE THAT YOU'RE A PRETTY HUMBLE PERSON AND THIS IS ONE TIME TO TAKE THE CREDIT BECAUSE YOU DESERVE IT.

I MEAN, THERE'S A MASSIVE AMOUNT OF RESPONSIBILITY THAT WAS PUT ON YOUR SHOULDERS.

AND WITH THAT, YOU GET A MASSIVE AMOUNT OF CREDIT WHEN IT SUCCEEDS.

SO THERE'S NO WE TALK ABOUT THE CLASSROOM.

WE TALK ABOUT THERE'S NO EASIER WAY TO AFFECT OUTCOMES IN A CLASSROOM THAN HAVING AN EXCELLENT TEACHER THERE.

I MEAN, TO YOUR POINT, IT'S THE SAME THING IN THE BUILDING.

HAVING THAT PRINCIPAL FEELING THAT CULTURE, HAVING THAT A CULTURE IN THE BUILDING, I MEAN, THERE'S NO BETTER WAY TO HAVE POSITIVE OUTCOMES FOR EVERYBODY THERE.

AND AND TO THEIR POINT ALSO, IT'S NOT ALL ABOUT OUTCOMES, IT'S ABOUT THE GROWTH.

AND AND THAT'S EVEN GROWTH OF THE OF THE FAMILIES, YOU KNOW, THROUGH THERE TOO.

SO I JUST WANTED TO ALSO DIDN'T WANT TO GIVE UP A CHANCE TO SAY CONGRATULATIONS ON THE WORK THAT YOU PUT IN SO YOU DON'T NEED TO BE SO HUMBLE.

TAKE SOME OF IT YOURSELF.

THANK YOU, MR. POTEET.

ANY ADDITIONAL COMMENTS, QUESTIONS BEFORE WE MOVE ON?

[01:00:08]

THESE KIDS ARE GOING TO COME BACK YEARS FROM NOW, I PROMISE YOU.

AND THEY'RE GOING TO BE THANKING YOU AND YOU'RE GOING TO SEE THE SUCCESS OF WHAT THE SEEDS YOU PLANTED MANY YEARS FROM NOW.

AND THANK YOU AGAIN FOR YOUR HARD WORK.

AND IT JUST CAN'T BE THANKED ENOUGH.

THANK YOU. SO HE'S RIGHT.

YOU CAN'T BE THANKED ENOUGH.

SO I JUST WANTED TO ALSO SAY THANK YOU SO MUCH FOR LOVING OUR BABIES.

I HOPE YOU STICK AROUND AND STAY WITH US FOREVER.

AND WE DON'T LEAVE EVER.

YEAH. AND THANK YOU FOR THE TEAMWORK.

IF WE COULD MIMIC AND CREATE THIS IN EVERY SINGLE SCHOOL, I THINK WE WOULD.

SO THANK YOU SO MUCH.

REAL QUICK, I THINK, MS. MCGOWAN, THAT'S A REALLY IMPORTANT POINT THAT YOU JUST BROUGHT UP AND THAT WHAT WE LEARN AND I THINK THE BRILLIANCE OF WHAT WE HAVE DONE WITH OUR AREA SUPERINTENDENTS IS THAT WHAT WE LEARN HERE AND THE PRACTICES THAT WE FIND LIKE HONING OUR CURRICULUM SO THAT THAT ALIGNMENT IS CLEAR.

SOME OF THE ADJUSTMENTS THAT DR.

BRANUM AND HER TEAM HAVE MADE IN THE CURRICULUM THAT WE PRESENT TO THAT TEACHERS, WE LEARN FROM WHAT IS HAPPENING AT CAROLYN BUKHAIR ELEMENTARY.

THE BEST PRACTICES OF WHAT IS A STRONG PLC LOOK LIKE AND WHAT IS THAT MODELING OF THAT FIRST TIME INSTRUCTION WORKING TO REPLICATE THAT ACROSS OUR CAMPUSES IN EVERY PLC? SO ABSOLUTELY, THERE ARE THINGS THAT WE BRING THAT WE FIND ARE WORKING, WE BRING IT TO CBE AND THE THINGS THAT WE'RE LEARNING FROM CBE, WE'RE TAKING THAT OUT ACROSS THE SYSTEM AS WELL. AWESOME.

ALL RIGHT. ANY ADDITIONAL COMMENTS? QUESTIONS? ALL RIGHT.

HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES, 6-0.

THANK YOU. [APPLAUSE] THANK YOU. THANK YOU.

I DO HAVE A SPOT FOR A BREAK HERE.

DO YOU ALL WANT TO TAKE A BREAK RIGHT NOW? DO YOU WANT TO MOVE ON? WANT TO PUSH THROUGH? WANT TO PUSH THROUGH. ALL RIGHT.

WE'RE GOING TO PUSH THROUGH.

ALL RIGHT. YOU GOT IT.

[IV.C. Counseling Services Update]

MS. BRANUM. THANK YOU, MS. HARRIS. THIS IS ACTUALLY AN INFORMATION ITEM, AND I'M GOING TO INVITE DR.

SUMMER MARTIN TO PLEASE COME DOWN.

AND I KNOW SHE HAS HER TEAM AND SHE WILL INTRODUCE THEM.

THIS ACTUALLY CAME AS A REQUEST FROM THE BOARD, THE POLICY SUBCOMMITTEE THAT IS WORKING TOGETHER TO IDENTIFY POLICIES THAT EITHER NEED TO BE UPDATED OR REFINED, AS THEY WERE REVIEWING THE POLICY RELATED TO COUNSELING SERVICES.

ONE OF THE I WONDERS THEY'VE HAD IS WE HAVEN'T HEARD A LOT ABOUT OUR COUNSELING SERVICES AND WHAT MIGHT BE, COULD WE GET AN UPDATE ON THE BREADTH OF SERVICES WE PROVIDE AND WHAT KIND OF THAT LOOKS LIKE AT ALL LEVELS OF THE ORGANIZATION.

SO I'VE ASKED DR.

GIBBONS AND DR. MARTIN AND HER TEAM TONIGHT TO PROVIDE AN OVERVIEW OF OUR COUNSELING SERVICES TO THE BOARD.

SO DR. GIBBONS. THANK YOU, MS. BRANUM. GOOD EVENING, BOARD. AND IT'S JUST LIKE MS. BRANUM SAID, THIS IS GOING TO BE A LOT OF INFORMATION IN A SHORT AMOUNT OF TIME, BUT WE WANT YOU GUYS TO JUST HAVE A GENERAL OVERALL UNDERSTANDING OF ALL THE WORK THAT GOES IN THROUGH WITH OUR COUNSELORS AND THROUGH THE DEPARTMENT ITSELF.

AS WE MOVE FORWARD IF YOU HAVE MORE SPECIFIC QUESTIONS ABOUT CERTAIN AREAS YOU KNOW THAT WE'RE WORKING ON OR THE CHALLENGES THAT WE HAVE, WE WELCOME THOSE REQUESTS AND INFORMATION AND WE CAN DEFINITELY, YOU KNOW, FULFILL THOSE REQUESTS AS WE MOVE DOWN THE LINE.

BUT I THINK YOU'LL BE PRETTY AMAZED AT SOME OF THE THINGS THAT THIS COUNSELING TEAM IS DOING AND SOME OF THE OUTCOMES THAT THEY'RE SEEING.

SO I'LL TURN IT OVER TO DR.

MARTIN. DR. GIBBONS, I THINK THAT'S AN IMPORTANT POINT.

PLEASE NOTE THIS IS AN UMBRELLA PRESENTATION.

AGAIN, WE COULD PROBABLY SPEND AN ENTIRE EVENING GOING INTO DEPTH TO PROVIDE, YOU KNOW, KIND OF AN ANALYSIS OF ALL THE THINGS THAT WE DO IN THIS AREA.

SO WE FIRST WANTED TO START WITH AN UMBRELLA, AND IF THERE ARE SPECIFIC TOPICS THAT IN THE FUTURE YOU WOULD LIKE US TO DO A DEEPER DIVE, WE WILL GET YOUR FEEDBACK ON THAT AND BRING THAT BACK.

SO THIS IS A HIGHER LEVEL REPORT FOR YOU TO INITIATE.

SO THANK YOU, DR. MARTIN.

I COULD TALK ABOUT COUNSELING ALL DAY LONG, BUT SHE LIMITED ME TO A CERTAIN AMOUNT OF TIME.

SO. GOOD EVENING AND HAPPY HOLIDAYS, MRS.

[01:05:02]

THANK YOU SO MUCH FOR YOUR LEADERSHIP OF RICHARDSON ISD AND THANK YOU FOR THIS OPPORTUNITY TO PRESENT THE DISTRICT'S COUNSELING AND OTHER RELATED SERVICES.

TONIGHT, I WILL BE PROVIDING AN UPDATE ON THE COUNSELING SERVICES DEPARTMENT, THE PROGRAMS INCLUDED IN OUR DEPARTMENT, OUR ACCOMPLISHMENT, OUR CHALLENGES, AND OUR NEXT STEPS FOR THE FUTURE OF OUR PROGRAMS. AS MS. BRANUM SAID, MY NAME IS DR.

SUMMER MARTIN, AND I'M HONORED TO SERVE AS THE DIRECTOR OF COUNSELING SERVICES.

THIS IS MY FIFTH YEAR IN RICHARDSON ISD.

THE RICHARDSON ISD COUNSELING SERVICES DEPARTMENTS INCLUDES OUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM, THE INTERVENTION COUNSELING PROGRAM, THE COLLEGE AND CAREER COORDINATORS, PREGNANCY RELATED SERVICES, AND WE SERVE AS THE FOSTER CARE LIAISONS FOR THE DISTRICT.

SUPPORTING ME IN THIS VAST WORK ACROSS THE DISTRICT AS THE COUNSELING SERVICES TEAM.

THEY'RE HERE WITH ME, WHICH INCLUDES LAURA BLATZHEIM, THE ELEMENTARY COUNSELING SUPPORT SPECIALIST; NIKY HOWELL, OUR SECONDARY COUNSELING SUPPORT SPECIALIST, AND BRENDA MIKESELL, OUR ACADEMIC PROGRAM SPECIALIST.

OUR TEAM OF FOUR TAKES PRIDE IN THE HIGH LEVEL OF DIRECT SUPPORT WE GIVE NOT ONLY TO OUR COUNSELORS, OUR INTERVENTION COUNSELORS, COLLEGE AND CAREER COORDINATORS AND PREGNANCY RELATED SERVICES, BUT ALL STAFF MEMBERS ACROSS THE DISTRICT.

IN PREPARING FOR THIS PRESENTATION, I SOLICITED FEEDBACK FROM ALL MEMBERS OF OUR PROGRAMS TO ENSURE I WAS REPRESENTING THEIR VOICES.

AND ONE COUNSELOR SAID, PLEASE MAKE SURE YOU SHARE ABOUT THE COUNSELING SERVICES TEAM THAT WE ALWAYS KNOW SOMEONE IS THERE FOR US WITHOUT JUDGMENT.

AS I MENTIONED, COUNSELING SERVICES INCLUDES OUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM MADE UP OF 107.5 MASTER DEGREE LEVEL SCHOOL COUNSELORS.

ALL SCHOOL COUNSELORS MUST HAVE A DEGREE IN COUNSELING AS WE SERVE AS THE MENTAL HEALTH SUPPORTS FOR EACH SCHOOL, 20 OF WHOM ARE BILINGUAL, WHICH INCLUDES SPANISH, VIETNAMESE, URDU AND PASHTO SPEAKERS.

OUR PROGRAM ALSO INCLUDES 13 INTERVENTION COUNSELORS, ONE AT EACH HIGH SCHOOL, ONE AT FOREST MEADOW JUNIOR HIGH, LAKE HIGHLANDS JUNIOR HIGH AND WESTWOOD JUNIOR HIGHS, ALONG WITH PART TIME INTERVENTION COUNSELORS AT APOLLO, LIBERTY, NORTH AND PARKHILL.

WE ALSO HAVE ONE INTERVENTION COUNSELOR AT CMLC AND A PART TIME TITLE FUNDED INTERVENTION COUNSELOR AT JESS HARBEN ELEMENTARY.

WE HAVE FOUR COLLEGE AND CAREER COORDINATORS, ONE AT EACH HIGH SCHOOL AND SIX PREGNANCY RELATED SERVICES TEACHERS, ONE IN EACH HIGH SCHOOL, ONE AN MPA AND A DISTRICT POSITION TO SUPPORT OUR JUNIOR HIGH STUDENTS.

THIS TOTALS 131 POSITIONS WITHIN COUNSELING SERVICES IN OUR ADDITIONAL PROGRAMS. A COMPREHENSIVE SCHOOL COUNSELING PROGRAM INCLUDES THREE AREAS OF WHICH TO IMPACT CHANGE IN STUDENTS: ACADEMICS, EMOTIONAL INTELLIGENCE, WHICH INCLUDES MENTAL HEALTH AND COLLEGE AND CAREER MILITARY READINESS.

IN ORDER TO IMPACT THESE AREAS, SCHOOL COUNSELORS DELIVER A COMPREHENSIVE SCHOOL COUNSELING PROGRAM THROUGH GUIDANCE LESSONS WHICH ARE GENERALLY PROVIDED DURING ADVISORY AT THE SECONDARY LEVEL AND IN THE REGULAR CLASSROOM AT THE ELEMENTARY LEVEL.

WE ALSO PROVIDE TIER II AND TIER III SUPPORTS THROUGH SMALL GROUPS AND SKILL BUILDING LESSONS.

FOR ALL THREE AREAS OF IMPACT SCHOOL COUNSELORS ALSO WORK WITH STUDENTS INDIVIDUALLY.

IN THIS SPECIFIC AREA OF ACADEMICS, ELEMENTARY COUNSELORS FOCUS ON WORKING WITH STUDENTS ON MOTIVATION TO ACHIEVE, BRINGING LOW GRADES UP, ACADEMIC GOAL SETTING, STUDY HABITS AND GENERAL EXECUTIVE FUNCTIONING SKILLS, THE UNDERSTANDING OF ADVANCED COURSEWORK, THE IMPORTANCE OF ATTENDANCE ON SUCCESS AND COURSE SELECTIONS FOR JUNIOR HIGH.

AT THE SECONDARY LEVEL, THIS INCLUDES WORKING WITH STUDENTS ON MOTIVATION TO ACHIEVE, BRINGING UP GRADES AND HOW GRADES IMPACT GPA AND FUTURE PLANS, CREDITS AND COLLEGE APPLICATIONS. THIS ALSO INCLUDES SELECTING COURSES EACH YEAR AND UNDERSTANDING COLLEGE CREDIT COURSES, CREATING FOUR YEAR PERSONAL GRADUATION PLANS, ALSO CALLED SELECTING ENDORSEMENTS AND PATHWAYS WITHIN THOSE ENDORSEMENTS AND EVALUATING EACH STUDENT'S GRADUATION PLAN AND TRANSCRIPT.

OFTEN, HIGH SCHOOL COUNSELORS ARE AN INTEGRAL PART OF OUR GRADUATION TEAMS OR GRAD TEAMS AT EACH HIGH SCHOOL, WITH THEIR VAST KNOWLEDGE OF EACH STUDENT IN HIS OR HER INDIVIDUAL PERSONAL AND ACADEMIC SITUATION, WHICH IN TURNS HELP US CREATE INDIVIDUALIZED GRADUATION PLANS FOR SENIORS AT RISK OF NOT GRADUATING ON TIME.

FOR THE EMOTIONAL INTELLIGENCE AND MENTAL HEALTH COMPONENT OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAM THE FIRST THING WE ENSURE IS THAT OUR STUDENTS HAVE THEIR BASIC NEEDS MET THROUGH CONNECTING FAMILIES WITH OUR COMMUNITY PARTNERS LIKE THE NETWORK OF COMMUNITY MINISTRIES, THE RISD CLOTHES CLOSET, TRUSTED WORLD AND THE METHODIST CLINIC, JUST TO NAME A FEW. AS WE ALL KNOW, STUDENTS WHO DO NOT HAVE THEIR BASIC NEEDS MET STRUGGLE ACADEMICALLY AS THEIR FOCUS IS ON SURVIVAL.

COUNSELORS ALSO WORK WITH STUDENTS ON DEVELOPING COPING SKILLS.

THEY WORK ON PROBLEM BEHAVIORS THROUGH SMALL GROUPS AND INDIVIDUALLY.

AT THE SECONDARY LEVEL, THE INTERVENTION COUNSELORS ARE ADDITIONAL SUPPORTS FOR THESE STUDENTS TO HAVE ADDITIONAL ACCESS TO ANOTHER COUNSELOR TO HELP THEM THROUGH THESE CONCERNS. ADDITIONALLY, WE RESPOND TO CRISIS SITUATIONS SUCH AS SUICIDAL IDEATION, NON SUICIDAL SELF INJURY, GRIEF AND LOSS, DIVORCE, DEPLOYMENT, INCARCERATION AND DEPORTATION.

CLEARLY, IT'S NOT AN EXHAUSTIVE LIST.

WHEN STUDENTS HAVE MULTIPLE OUTCRIES, HAVE BEEN HOSPITALIZED OR HAD A SUICIDAL ATTEMPT, COUNSELORS CREATE A RETURN TO LEARN PLAN TO ENSURE SAFETY FOR EACH STUDENT AND CHECK ON THEM REGULARLY THROUGHOUT THE YEAR AND AROUND HOLIDAYS AND BREAKS.

OTHER SITUATIONS ALSO CALL FOR INDIVIDUALIZED SAFETY AND GRADUATION PLANS.

IF STUDENTS NEED MORE INDIVIDUALIZED AND DEEP COUNSELING SUPPORT, WE USE OUR COMMUNITY RESOURCES TO CONNECT FAMILIES WITH ADDITIONAL CARE.

[01:10:05]

THE COUNSELORS IN THE DISTRICT ARE THE TRAINED MENTAL HEALTH SUPPORTS FOR ALL 37,000 PLUS STUDENTS AND STAFF MEMBERS.

OUR COLLEGE AND CAREER READY AND MILITARY READINESS BEGINS AT THE ELEMENTARY LEVEL WITH CAREER EXPLORATION AND AWARENESS THROUGH INNOVATIVE GUIDANCE LESSON AND CAREER DAYS, WITH THE GOAL OF BREAKING DOWN CAREER STEREOTYPES AND PROVIDING DIVERSE, CAREER FILLED EXPERTS WHO MIRROR OUR DIVERSE POPULATION.

AS STUDENTS PROGRESS TO JUNIOR HIGH OUR FOCUS TURNS TO STRENGTHS AND INTERESTS THROUGH OUR PARTNERSHIP WITH NAVIANCE.

WHEN STUDENTS WORK THROUGH THEIR PERSONAL GRADUATION PLAN, WE BEGIN WITH STRENGTHS AND INTERESTS TO HELP NOT ONLY COLLEGE AND CAREER PLANNING, BUT TO HELP STUDENTS FIND PATHWAYS IN HIGH SCHOOL TO LEAD THEM TO A FUTURE CAREER.

WE CONTINUE WITH THE COLLEGE AND CAREER COORDINATORS, AND TOGETHER THE COUNSELING TEAMS ENSURE THAT STUDENTS UNDERSTAND AND HAVE ACCESS TO ALL POST-SECONDARY OPTIONS, COLLEGE CREDIT OPTIONS WHILE IN HIGH SCHOOL MILITARY OPTIONS AND ACCESS TO IMPORTANT TESTING OPTIONS SUCH AS THE PSAT, THE SAT, THE ACT, THE TSIA 2 AND THE ASVAB . COUNSELORS AND COLLEGE AND CAREER COORDINATORS HELP STUDENTS THROUGH THE DALLAS COUNTY PROMISE PATH.

COLLEGE APPLICATION SUPPORT, RECOMMENDATION LETTER REQUESTS, ESSAYS AND RESUME WRITING ALONG WITH FINANCIAL AID APPLICATIONS, WHICH ARE NOW A REQUIREMENT FOR GRADUATION AND SCHOLARSHIPS AS WELL.

A LOT. SO AS YOU CAN SEE, THE COUNSELORS HAVE A BREADTH OF KNOWLEDGE AND REQUIREMENTS TO ENSURE STUDENTS SUCCEED, NOT JUST ACADEMICALLY, BUT FOR THE WHOLE CHILD AND FOR LIFE. AS WE SAY, COUNSELORS BUILD BETTER HUMANS.

OVER THE PAST FEW YEARS, WE HAVE ACCOMPLISHED MANY THINGS THAT HAVE ENHANCED OUR PROGRAM, WHICH IN TURN HAVE ENHANCED WHAT WE DO FOR STUDENTS.

OUR ELEMENTARY COUNSELOR STANDARDIZED OUR GUIDANCE LESSONS BY CREATING HIGH QUALITY LESSONS AND ARRANGING THEM THROUGHOUT THE YEAR TO ALIGN WITH OUR LIVE WISE OF HEALTHY MONTHLY TOPICS, AS WELL AS OTHER ACTIVITIES THAT HAPPEN THROUGHOUT THE YEARS, SUCH AS NATIONAL KINDNESS WEEK.

THESE LESSONS HAVE BEEN SUCCESSFUL AT TEACHING OUR STUDENTS IMPORTANT LIFE LESSONS AND ENSURED ALL STUDENTS ARE RECEIVING THE LESSONS AND THE TIMING FOR THE LESSONS MATCHES DISTRICT INITIATIVES.

THESE LESSONS WERE ALSO SHARED WITH COUNSELORS AROUND THE STATE AND TWICE AT OUR NATIONAL CONFERENCE.

OUR ELEMENTARY COUNSELORS ARE NOW TACKLING OUR SMALL GROUP COUNSELOR, OR SMALL GROUP CURRICULUM IN THE SAME FASHION AND ARE SEEING OUTSTANDING RESULTS IN THE PROCESS.

WE TOOK THAT SAME IDEA AND THE JUNIOR HIGH COUNSELORS HAVE ORGANIZED AND CREATED OUTSTANDING LESSONS REGARDING GRADUATION, ENDORSEMENTS AND CHOICES FOR HIGH SCHOOL AND BEYOND IN CONJUNCTION WITH THOSE PERSONAL GRADUATION PLANS.

IN ORDER TO ENSURE THAT ALL STUDENTS ARE GETTING THE SAME INSTRUCTION AND IT IS COMPREHENSIVE THIS PAST SUMMER, HIGH SCHOOL COUNSELORS DEVELOPED A STANDARDIZED HIGH SCHOOL GUIDANCE LESSON CURRICULUM, WHICH WE LOVINGLY CALL PATH TO POST-SECONDARY TO BE PRESENTED IN ADVISORY LESSONS.

WHILE WE ARE STILL TWEAKING THE LESSONS, WE HAVE SEEN GREAT OUTCOMES AND SHARING THE LESSONS THIS FALL.

A FEW YEARS AGO, WE CREATED A STANDARDIZED PRE-REGISTRATION CALENDAR, SO WE PRESENT THE MOST CURRENT INFORMATION AND SHARE MATERIALS ACROSS THE DISTRICT SIMULTANEOUSLY.

THIS CALENDAR HAS HELPED US MAKE SURE PARENTS HAVE INFORMATION AND TIME TO HELP THEIR STUDENTS MAKE THE BEST DECISIONS FOR THE FOLLOWING SCHOOL YEAR.

THIS ALSO HELPED TO STEERING SNOWMAGEDDON, FOR LACK OF A BETTER TERM, ADJUST TIMES DISTRICTWIDE TO ENSURE WE STILL HAVE THE SAME LEVEL OF SUPPORT DURING PREREGISTRATION REGARDLESS OF BEING OUT OF SCHOOL FOR AN ENTIRE WEEK.

WHAT WE'RE REALLY PROUD ABOUT.

THIS PAST SPRING, PARKHILL JUNIOR HIGH EXAMINED THEIR PRE-REGISTRATION MATERIALS AND REALIZED THAT SOME OF THEIR INCOMING SEVENTH GRADERS WERE NOT SELECTING ADVANCED COURSES, EVEN THOUGH THEY HAVE THE SKILLS TO BE SUCCESSFUL IN THESE COURSES.

THESE STUDENTS WERE MAINLY AT ONE OF THEIR FEEDER ELEMENTARY SCHOOLS AND THROUGH THOUGHTFUL RESEARCH AND PLANNING AND WITH THE HELP OF THEIR ELEMENTARY COUNSELOR, THEY REVIEW THE DATA AND THEY INVITED STUDENTS TO THESE ADVANCED COURSES.

THEY CREATED CERTIFICATES.

THEY WENT DOWN AND HAD CONVERSATIONS WITH THEM AND WHAT WE LOVINGLY CALL SPOT 'EM AND GOT 'EM ENDED UP WITH AN INCREASE OF ENROLLMENT IN JUNIOR HIGH ADVANCED COURSES OF 500% IN READING LANGUAGE ARTS.

I JUST WANT TO SAY THAT AGAIN, AN INCREASE IN ENROLLMENT IN ADVANCED CLASSES OF 500% ALL THE WAY TO AN 1800 PERCENT INCREASE IN ENROLLMENT IN ADVANCED SCIENCE COURSES.

NOW, WE'RE NOT JUST THINKING ABOUT THE ENROLLMENT.

WE GOT THEM IN THE CLASSES, BUT NOW WHAT DO WE DO? THE COUNSELORS HAVE BEEN MEETING WITH THESE STUDENTS EVERY THREE WEEKS TO REVIEW PROGRESS AND HAD ADDITIONAL SUPPORTS TO ENSURE SUCCESS.

AND AT THE END OF THE FIRST NINE WEEKS, 80% OF THESE STUDENTS WERE NOT JUST PASSING THESE ADVANCED COURSES, THEY HAD EARNED A'S AND B'S.

THIS IS A GREAT EXAMPLE OF HOW COUNSELORS CAN IMPACT THE FUTURE OF STUDENTS AND DISMANTLE INEQUITY IN ACROSS THE DISTRICT.

TODAY, AT OUR ALL LEVEL COUNSELOR MEETING PEGGY AND KELLY, THE COUNSELORS AT PARK HILL SHARE THE PROGRAM WITH ALL ELEMENTARY AND JUNIOR HIGH COUNSELORS, AND WE WILL BE CONTINUING THIS SPOT "EM GOT 'EM PROCESS ACROSS ALL JUNIOR HIGHS IN THE DISTRICT NEXT YEAR WITH OUR PRE REGISTRATION COURSE MATERIALS.

AND THEY SPENT PART OF THE TIME IN THEIR MEETING TODAY CHOOSING DATES AND HOW THEY WERE GOING TO GATHER DATA AND WHEN THEY WERE GOING TO DO THIS, BECAUSE THEY ALL WANT TO ENSURE THAT STUDENTS HAVE THAT SAME ACCESS ACROSS THE DISTRICT.

OUR HIGH SCHOOL COUNSELORS HAVE BEEN INTEGRAL AT OUR GRADUATION TEAMS, WHERE WE DISCUSS OUR SENIORS AT RISK OF GRADUATING LIKE I SAID.

THE COUNSELORS REVIEW THEIR SENIORS, THEIR INDIVIDUALIZED PLAN AND SUPPORTS NEEDED TO ENSURE GRADUATION FOR THESE STUDENTS.

[01:15:07]

RISD HAS A VERY ROBUST PROCESSING TOOL THROUGH THE NATIONAL OFFICE OF VICTIMS ASSISTANCE, OR NOVA, BUT WE NEEDED A PLAN IN PLACE TO RESPOND TO A CAMPUS AT A MOMENT'S NOTICE.

WE CREATED CROSS LEVEL AND CROSS LEARNING COMMUNITY TEAMS OF NOVA TRAINED COUNSELORS TO RESPOND TO OUR CAMPUSES.

ALL COUNSELORS ARE ON A FLIGHT TEAM.

THIS HAS GREATLY DECREASED OUR RESPONSE TIMES AND INCREASED OUR SUPPORT FOR GRIEVING CAMPUSES.

TO DATE, OUR TEAMS HAVE RESPONDED TO CAMPUS CRISIS SITUATIONS 26 TIMES OVER THE PAST FOUR YEARS.

FROM MY CONVERSATIONS WITH OTHER DISTRICTS, OUR RESPONSE IS EXEMPLARY IN PROCEDURE AND IN PROCESSING.

WE NOW HAVE INTERVENTION COUNSELING PROGRAM AT THE SECONDARY LEVEL WHERE OUR INTERVENTION COUNSELORS WORK WITH STUDENTS ON MENTAL HEALTH CONCERNS AT THE TIER II AND TIER II LEVELS.

THREE YEARS AGO, THE INTERVENTION COUNSELORS WERE ADDED TO THE COUNSELING SERVICES TEAM AND WE'VE BEEN ABLE TO BRIDGE GAPS IN WRAPAROUND SERVICES FOR STUDENTS THROUGH COLLABORATION WITH THE CAMPUS COUNSELORS AND OUR COMMUNITY RESOURCES.

OUR INTERVENTION COUNSELORS ARE VITAL TO STUDENTS MENTAL HEALTH PREVENTION AND INTERVENTION.

WE NOW HAVE A STUDENT FAMILY EVENING COUNSELING PROGRAM THAT ALLOWS STUDENTS SIX FREE SESSIONS WITH A COUNSELOR FOR SKILL BUILDING AND A LITTLE BIT OF BEHAVIOR SESSIONS VIA ZOOM. WE PROVIDE CONNECTIONS, CONNECTION, RESOURCES FOR STUDENTS WHO NEED MORE SUPPORT AFTER THE SIX SESSIONS.

WE HAVE ABOUT 60 STUDENTS PER YEAR TAKE ADVANTAGE OF THIS.

ADDITIONALLY, WE HAVE SOMETHING CALLED TCHATT, WHICH IS A STATE INITIATIVE TO CONNECT STUDENTS WITH CARE THROUGH TELE BEHAVIORAL HEALTH APPOINTMENTS DURING THE SCHOOL DAY.

SECONDARY STUDENTS CAN GET FOUR FREE SESSIONS THROUGH CHILDREN'S HEALTH.

WE CREATED A STRONG COMMUNITY RESOURCES WEBSITE WITH WELL ROUNDED RESOURCES AVAILABLE FOR THE COUNSELORS AND ADMINISTRATORS TO SHARE WITH FAMILIES.

ALL RESOURCES ARE AVAILABLE IN THE TOP SEVEN LANGUAGES SPOKEN IN RISD.

WE COMBINE THESE RESOURCES WITH A COMMUNITY RESOURCES FAIR FOR OUR COUNSELORS AND NURSES SO WE CAN MEET WITH THESE REPRESENTATIVES FROM OUR PARTNERS AND LEARN MORE ABOUT THEIR PROGRAMS AND HELP MAKE APPROPRIATE CONNECTIONS BETWEEN FAMILIES AND RESOURCES.

EACH SPRING, THE COUNSELORS MEET TO REVIEW STUDENTS WITH MENTAL HEALTH CONCERNS IN ORDER TO ENSURE SMOOTH TRANSITION BETWEEN GRADES 6 TO 7 AND THEN FROM 8 TO 9.

IN ORDER TO SUPPORT OTHER TRANSITIONS, OUR INTERVENTION COUNSELORS MEET WITH THEIR HOME CAMPUS STUDENTS ASSIGNED TO CMLC MONTHLY TO BUILD RELATIONSHIPS, AND THEN THEY CREATE A CAMPUS TRANSITION PLAN FOR EACH STUDENT TO HELP THEM ACCLIMATE BACK TO THE HOME CAMPUS AND HAVE A PERSON TO HELP THEM ON CAMPUS WHEN NEEDED.

WHEN OUR STUDENTS HAVE SUICIDAL OUTCRIES OR EXHIBIT SELF INJURY BEHAVIORS, WE HAVE A VERY TIGHT PROCEDURE FOR DOCUMENTING AND COMMUNICATING WITH PARENTS AND GETTING OUR STUDENTS HELP. TO DATE, WE HAVE COMPLETED, I ACTUALLY NEED TO CHANGE THIS.

401 PROTOCOLS THIS SCHOOL YEAR.

I WANT TO SAY THAT NUMBER AGAIN.

TO DATE WE HAVE COMPLETED 401 SUICIDE OR NON SUICIDAL SELF INJURY PROTOCOLS WITH ABOUT 340 OF THOSE BEING SUICIDAL IDEATION PROTOCOLS ANDABOUT 60ISH BEING NON SUICIDAL SELF INJURY PROTOCOLS.

SOMETIMES STUDENTS NEED ADDITIONAL SUPPORTS DURING THE SCHOOL DAY AND THOSE WHO HAVE HAD THREE OR MORE OUTCRIES IN A YEAR HAVE BEEN HOSPITALIZED OR HAVE MADE A SUICIDE ATTEMPT HAVE THAT RETURN TO LEARN PLAN LIKE I MENTIONED, OR SAFETY PLAN CREATED TO ENSURE THAT THE STUDENT HAS THE INDIVIDUALIZED SUPPORT ON CAMPUS TO BE SUCCESSFUL.

COMING BACK FROM AT HOME LEARNING IN THE FALL OF 2020, OUR COUNSELORS MET WITH ALMOST EVERY STUDENT TO HAVE A MINUTE MEETING AS A CHECK IN ON HOW THEY WERE ADJUSTING TO BEING BACK IN SCHOOL. WE HAVE CONTINUED THESE MEETINGS OVER THE YEARS AND HAVE RECEIVED VALUABLE INFORMATION FROM THEM TO HELP US KNOW WHICH STUDENTS NEED ADDITIONAL SUPPORT.

WE PRIDE OURSELVES IN CREATING INDIVIDUALIZED SUPPORTS FOR STUDENTS TO BE ACADEMICALLY SUCCESSFUL AND MENTALLY HEALTHY.

AND WE DO THIS THROUGH OUR COLLABORATION WITH OUR INTERVENTION COUNSELORS, OUR CONNECTIONS TO OUR COMMUNITY PARTNERS THAT WE BUILD DAILY, AND OUR CLOSE COLLABORATION WITH SUZANNE TSATSOULAS IN PREVENTION PROGRAMING.

SHE'S HERE AS WELL. WE COLLABORATE ON PREVENTION PLANS FOR BULLYING, DRUG AND VIOLENCE PREVENTION AND MANY OTHER TOPICS AS NEEDED, AS MANY OF THE PREVENTION PROGRAMS ARE DELIVERED THROUGH THE COUNSELORS AND THE INTERVENTION COUNSELORS.

WE ARE SO EXCITED TO HAVE THE DALLAS COUNTY PROMISE IN ALL FOUR OF OUR HIGH SCHOOLS THIS YEAR.

AS PART OF OUR CCMR ACCOMPLISHMENTS OUR STRONG DALLAS COUNTY PROMISE NUMBERS ALLOW OUR SENIORS TO START A DALLAS COLLEGE OR OTHER PARTNER SCHOOLS IN THE DALLAS COUNTY PROMISE NETWORK TUITION FREE.

THAT'S JUST SO WONDERFUL.

I CANNOT SPEAK HIGHLY ENOUGH ABOUT TUITION FREE COLLEGE.

THE COLLEGE AND CAREER COORDINATORS ARE THE ORGANIZERS OF THE DALLAS COUNTY PROMISE PATH AND COLLABORATE WITH COUNSELORS AND DALLAS COUNTY PROMISE REPRESENTATIVES TO ENSURE THAT ALL STUDENTS AND PARENTS KNOW ABOUT THE DALLAS COUNTY PROMISE AND FOLLOW THE PATH STEPS.

CURRENTLY, ABOUT 90% OF OUR SENIORS AT BERKNER, LAKE HIGHLANDS AND RICHARDSON HIGH SCHOOLS HAVE COMPLETED THE PATH PROCESS AND ABOUT 50% AT PEARCE AS THEY ARE NEW TO DALLAS COUNTY PROMISE. WE KNEW THEIR NUMBERS WOULD BE A LITTLE BIT SLOWER THIS YEAR AND THEY ARE DOING A GOOD JOB AT GETTING THEIR STUDENTS ON BOARD WITH THE PATH.

AFTER TWO YEARS OF A VIRTUAL COLLEGE FAIR, IN PERSON COLLEGE FAIR WAS BACK THIS YEAR AND IT WAS WELL ATTENDED BY BOTH OUR COLLEGE REPRESENTATIVES AND OUR STUDENTS.

[01:20:06]

THERE WAS JUST SUCH A GREAT VIBE.

WE HAVE A STRONG COLLEGE FAIR THAT HELPS OUR STUDENTS GET VITAL INFORMATION ABOUT FUTURE COLLEGE APPLICATIONS.

WE ARE EXPANDING OUR FINANCIAL AID SUPPORTS FOR STUDENTS TO MULTIPLE DAY AND EVENING EVENTS IN BOTH ENGLISH AND IN SPANISH.

THIS YEAR, WE HAD A FANTASTIC FAFSA/TASFA FINANCIAL AID NIGHT FOR OUR SPANISH SPEAKERS, AND WE HAD A GREAT PARENT AND STUDENT TURNOUT AND ALL FAMILIES THAT COME TO ANY OF OUR FINANCIAL AID EVENTS WALK AWAY WITH AN FSA ID, A COMPLETED FAFSA OR A COMPLETED TASFA FORM.

AND WE'RE GOING TO CONTINUE THIS AND ADD ADDITIONAL DATES AS IT WAS SO SUCCESSFUL FOR OUR FAMILIES.

IN REVIEWING OUR SENIOR ACTIVITIES WITH OUR COUNSELORS AND COLLEGE AND CAREER COORDINATORS, WE REALIZED THAT WE NEED A DISTRICT WIDE SENIOR CALENDAR FOR CAMPUSES, STUDENTS AND PARENTS.

THIS WEEK, JUST THIS WEEK, AND I'M SO EXCITED ABOUT IT.

WE HAVE THIS NEW SENIOR CALENDAR AND WE LOOK FORWARD TO SHARING THIS WITH OUR COLLEAGUES AND ADDING ADDITIONAL ACTIVITIES TO CREATE A COMPREHENSIVE CALENDAR FOR OUR SENIORS AND PARENTS. SO THAT WAY, IF YOU HAVE A SENIOR CHILD, YOU KNOW, THIS IS WHEN THE DALLAS COUNTY PROMISE PATH STARTS AND THIS IS WHEN FINANCIAL AID IS GOING TO BE HEY, AND THIS IS WHEN PROMISE, BECAUSE THAT'S WHAT THE KIDS REALLY WANT TO KNOW.

THE BRANUM HOUSEHOLD THANKS YOU.

WE HAVE A SENIOR NEXT YEAR.

THIS YEAR STARTED OUR OFFICIAL PARTNERSHIP WITH GREEN LIGHT.

AND NOW STUDENTS ARE ABLE TO SEND OFFICIAL TRANSCRIPTS ELECTRONICALLY ON WEEKENDS AND HOLIDAYS.

NO MORE DELAYS DUE TO SCHOOL CLOSURES.

STUDENTS CAN SEND TRANSCRIPTS WHEN NEEDED.

YAY! AND FINALLY, THIS SUMMER, WE ARE GEARING UP TO OFFER A SUMMER APPLICATION CAMP FOR RISING SENIORS TO HELP THEM PREPARE THEIR APPLICATION MATERIALS BEFORE THE SCHOOL YEAR GETS STARTED. WE ARE IN THE PLANNING STAGES FOR THIS, SO MORE INFORMATION WILL COME SOON.

BUT I CAN GO AHEAD AND SIGN UP ONE OF THE BRANUM CHILDREN IF YOU'D LIKE ME TO.

ADDITIONALLY, ADDING THE PREGNANCY RELATED SERVICES PROGRAM WITH COUNSELING SERVICES HAS ALLOWED GREATER CONNECTIONS BETWEEN OUR STUDENTS, THE TEACHERS AND THE COUNSELORS TO ENSURE THAT OUR TEEN PARENTS HAVE THE NEEDED SUPPORTS FOR THEIR SITUATION AND GRADUATE WITH A PLAN IN PLACE TO HELP THE STUDENTS SUPPORT THEMSELVES AND THEIR FAMILIES.

WE ARE CURRENTLY SERVING 48 STUDENTS IN GRADES SEVEN THROUGH 12, AND WE'VE BEEN ABLE TO GRADUATE A HANDFUL ALREADY THIS SEMESTER.

DEVELOPING TIGHT RELATIONSHIPS WITH IN OUR DEPARTMENT, ALONG WITH CREATING INDIVIDUAL STUDENT PLANS, EXPANDS THE SUCCESS OF THIS PROGRAM.

AS THE FOSTER CARE LIAISONS FOR THE DISTRICT WE ALSO WORK CLOSELY WITH OUR FOSTER CARE STUDENTS AND FAMILIES TO PROVIDE ADDITIONAL SUPPORTS FOR THESE STUDENTS AS THEY MAY NEED TRANSITION FROM MOVING IN TO A NEW HOME AND TO A NEW SCHOOL.

AS I MENTIONED PREVIOUSLY, THE COUNSELING SERVICES TEAM PRIDES ITSELF IN THE SUPPORT WE GIVE TO OUR COUNSELORS ON INDIVIDUAL SITUATIONS, SUPPORTS FOR THEIR PROGRAM, DEVELOPING AND SHARING LESSONS AND PROFESSIONAL DEVELOPMENT.

WE ARE A VERY TIGHT TEAM AND LOVE SUPPORTING OUR 131 COUNSELORS, COORDINATORS AND TEACHERS.

OUR DEPARTMENT HAS WORKED OVER THE PAST FOUR YEARS TO DEVELOP CLOSE RELATIONSHIPS WITH OTHER DEPARTMENTS IN THE DISTRICT AS OUR WORK FOR STUDENT SUCCESS OVERLAPS EVERYWHERE.

WE MEET REGULARLY WITH DEPARTMENTS SUCH AS ADVANCE LEARNING, CTE, GTE, AVID, WORLD LANGUAGES, 504 PROGRAMS, ATHLETICS AND FINE ARTS, JUST TO NAME A FEW, AND TO CREATE EFFICIENCIES AND SHARE INFORMATION TOGETHER.

WE CREATED THE RICHARDSON ISD LEADER OF THE HART SCHOOL COUNSELOR OF THE YEAR AWARD FOUR YEARS AGO, WHICH IS AWARDED TO AN ELEMENTARY AND A SECONDARY SCHOOL COUNSELOR EVERY YEAR.

SINCE ITS INCEPTION FOUR YEARS AGO, WE HAVE HAD FOUR STATE SEMIFINALISTS AND THREE STATE FINALISTS FOR TEXAS SCHOOL COUNSELOR OF THE YEAR.

AND THIS IS JUST ANOTHER EXAMPLE OF THE OUTSTANDING COUNSELORS IN OUR RISD.

SO WHAT ARE OUR CHALLENGES? THE LAST LEGISLATIVE SESSION CREATED SENATE BILL 9, REQUIRING THAT COUNSELORS SPEND 80% OF THEIR TIME IN DIRECT STUDENT SERVICES.

DIRECT STUDENT SERVICES INCLUDE GUIDANCE LESSONS, SMALL GROUPS, AND INDIVIDUAL COUNSELING ON ALL TOPICS.

ACTIVITIES OUTSIDE OF THAT LIST ARE EITHER CONSIDERED INDIRECT SERVICES OR ON BEHALF OF STUDENTS, OR COULD BE CONSIDERED LIKE PART OF RUNNING THE SCHOOL OR MAYBE NON COUNSELING DUTIES. WE HAVE HAD OUR COUNSELORS TRACKING THEIR TIME LAST YEAR AND THIS FALL, AND ON AVERAGE COUNSELORS ARE SPENDING ABOUT 44% OF THEIR TIME IN DIRECT STUDENT SERVICES.

IN REVIEWING THE REASONS FOR OUR NUMBERS IS IMPORTANT THAT WE DISCUSS THREE AREAS OF CHANGE ACADEMICS, EMOTIONAL INTELLIGENCE AND MENTAL HEALTH AND CCMR. THESE AREAS ARE NOT ALL EQUAL IN TASK.

YEARS AGO, COUNSELORS WOULD WORK WITH STUDENTS ON GRADUATION PLANS, BUT ENDORSEMENTS WERE NOT A REQUIREMENT.

PRE-COVID LEARNING LOSS WAS NOT A PROBLEM, AND HOUSE BILL 4545 DID NOT REQUIRE COUNSELORS TO CHANGE SCHEDULES IN ORDER TO BUILD TUTORIAL GROUPS OR COVER CLASSES AT THE ELEMENTARY LEVELS, DURING TUTORIAL TIMES, ETC.

OUR COLLEGE CREDIT OPTIONS AND CCMR REQUIREMENTS FROM THE STATE CONTINUE TO GROW YEARLY, AS DO THE TASKS ASSOCIATED WITH THESE REQUESTS OR THESE REQUIREMENTS.

IN OTHER WORDS, THE EQUAL PILLARS OF SCHOOL COUNSELING ARE NO LONGER EQUAL IN TASK ASSOCIATED IN EACH AREA.

SO ACADEMICS AND CCMR TAKE UP A MAJORITY OF THE TIME AND AT THE SECONDARY LEVEL AND FEDERAL PROGRAMS LIKE 504 TAKE UP TIME AT BOTH ELEMENTARY AND JUNIOR HIGH.

WE ACTUALLY TOOK A HIGH SCHOOL COUNSELOR ALLOCATION TO EACH HIGH SCHOOL AND MADE IT A SPECIFIC 504 POSITION IN ORDER TO ALLOW COUNSELORS MORE TIME WITH STUDENTS.

AND WE DO FEEL LIKE THIS HAS REALLY HELPED OUR HIGH SCHOOL COUNSELORS HAVE THAT TIME WITH THEIR STUDENTS.

[01:25:05]

WE DID THE SAME WITH OUR DUAL CREDIT AND OUR P-TECH PROGRAMS AT EACH HIGH SCHOOL.

THE AMOUNT OF TIME SPENT ON SCHEDULE CHANGES AT THE BEGINNING OF THE YEAR, ALONG WITH WHAT I'VE MENTIONED, HAS LED TO SOME INTERESTING SURVEY FINDINGS.

OUR RECENT HIGH SCHOOL NEEDS ASSESSMENT SURVEY REVEALED THAT STUDENTS AND PARENTS REPORTED THAT STUDENTS FELT COMFORTABLE SEEING THEIR COUNSELOR ABOUT MENTAL HEALTH CONCERNS AT A 30% POSITIVITY RATE.

WE HAVE PUT IN MEASURES, INCLUDING SPECIFIC MARKETING TO STUDENTS AND PARENTS, TO CHANGE THIS PERCEPTION, ALONG WITH EASIER ACCESS TO COUNSELORS WHEN STUDENTS ARE IN CRISIS.

REALLY OR ANY TIME THAT THEY NEED THEIR COUNSELOR.

UNFORTUNATELY, OUR MENTAL HEALTH CONCERNS IN THE POST-PANDEMIC WORLD ARE ONLY CONTINUING TO GROW, MAKING IT EVEN MORE DIFFICULT TO ACHIEVE OUR ACADEMIC AND CCMR REQUIREMENTS AND ENSURE THE MENTAL HEALTH AND SAFETY OF STUDENTS.

AND COUNSELING SERVICES WE ROUTINELY EVALUATE PROCESSES AND PROCEDURES TO BE MORE EFFICIENT WITH EVERYTHING WE DO TO HELP INCREASE THE DIRECT STUDENT SERVICES DELIVERED BY OUR COUNSELORS. I WOULD LIKE TO SPECIFICALLY THANK SPECIAL STUDENT SERVICES FOR THE 504 SUPPORT THROUGH THE 504 SECRETARIES THAT WE HAVE AT THE DISTRICT LEVEL, ALONG WITH JACOB CORTEZ IN THE ACI DEPARTMENT, FOR SEEING THE CHALLENGES THAT WE FACE AND TAKING ON THE SPECIAL ACCOMMODATIONS FOR NATIONAL TESTING.

THAT CAN SOMETIMES TAKE UP THREE DAYS WORTH OF A COUNSELOR'S TIME SITTING WITH ONE STUDENT DOING AN ACT OR AN SAT TEST.

OUTSIDE OF CHALLENGES SPECIFIC TO STATE AND FEDERAL REQUIREMENTS WE WORK DILIGENTLY TO EXPAND OUR COMMUNITY RESOURCES AS THE NEEDS OF OUR STUDENTS AND FAMILIES CONTINUES TO GROW FROM BASIC NEEDS, SUPPORTS TO MENTAL HEALTH NEEDS.

WE ALSO EVALUATE HOW AND WHEN WE CAN GATHER OUTSIDE RESOURCES, ALONG WITH OUR INTERNAL RESOURCES, TO PROVIDE WRAPAROUND SERVICES TO STUDENTS.

APPROPRIATE, EXCUSE ME.

APPROPRIATELY, THIS TAKES ADDITIONAL INDIVIDUAL TIME.

HOWEVER AD STUDENT NEED ARISES SO DOES THE DISTRICT NEED FOR ADDITIONAL SUPPORTS.

WRAPAROUND SERVICES IN THE SCHOOLS ARE PARTICULARLY IMPORTANT BECAUSE WE ARE SEEING THAT THE INCREASED POST-PANDEMIC NEEDS FOR MENTAL HEALTH SUPPORTS ARE HARDER FOR OUR FAMILIES TO ACCESS. MANY COUNSELING AND THERAPY SERVICES ARE FULL, HAVE A WAIT LIST OR DO NOT TAKE INSURANCE.

OUR SERVICES ARE NOT ONLY NEEDED IN GREATER AMOUNTS BY OUR STUDENTS, BUT WE ARE WORKING WITH STAFF MEMBERS ON THEIR MENTAL HEALTH CONCERNS AND GROWING NUMBERS.

ADDITIONALLY, AS OUR DISTRICT GROWS AND CHANGES, OUR NEED FOR IMMEDIATE TRANSLATION SERVICES DURING CRISIS SITUATIONS IS A DAILY STRUGGLE.

WHILE WE FACE CHALLENGES TO PROVIDE DIRECT SERVICES, WE HAVE MADE OUTSTANDING ACCOMPLISHMENTS OVER THE YEAR AND WE CONTINUE TO REVIEW AND EVALUATE OUR PROGRAM TO MEET THE NEEDS OF OUR COUNSELOSR, STUDENTS AND STAFF AND FAMILIES.

AND WE NEVER GIVE UP.

IN THE FUTURE, WE SEE OUR NEXT STEPS AS CONTINUING TO PROVIDE PROFESSIONAL DEVELOPMENT ON BEHAVIOR SUPPORTS FOR COUNSELORS, ADMINISTRATORS AND TEACHERS TO PROVIDE TRAUMA INFORMED STRATEGIES FOR WORKING WITH STUDENTS AND CONTINUE TO PROVIDE PARENT TRAININGS AND INFORMATION SESSIONS FOR ALL AREAS OF COUNSELING SERVICES.

WE ARE WORKING ON A SYSTEM FOR PROVIDING WRAPAROUND SERVICES FOR STUDENTS AND WILL CONTINUE TO CREATE SPECIALIZED PLANS FOR THOSE STUDENTS IN SPECIFIC PROGRAMS SUCH AS MCKINNEY-VENTO, PREGNANCY RELATED SERVICES, AND FOSTER CARE.

WE WILL CONTINUE TO EXPAND OUR PARTNERSHIPS WITH OUR COMMUNITY RESOURCES, AND WE WILL ALSO CONTINUE TO EXPAND OUR SUPPORT FOR COLLEGE PREP APPLICATIONS, FINANCIAL AID AND SCHOLARSHIP OPPORTUNITIES FOR STUDENTS AND PARENTS WHILE WORKING TOWARDS FINALIZING OUR STANDARDIZED GUIDANCE LESSONS IN HIGH SCHOOL INDIVIDUAL MEETINGS.

OVERALL, WE WOULD LOVE TO SEE THE INTERVENTION COUNSELOR PROGRAM EXPANDED SO EACH JUNIOR HIGH HAS ONE FULL TIME INTERVENTION COUNSELOR.

WE WILL CONTINUE TO REVIEW THE PLACEMENT MOVEMENT OR ADDITION OF ELEMENTARY COUNSELORS BASED ON ENROLLMENT.

ADDITIONALLY, WE ARE ALWAYS SEEKING WAYS TO KEEP COUNSELORS IN DIRECT SERVICES WITH OUR STUDENTS AND EVALUATE HOW 504 IMPACTS THIS AND IDEAS TO MITIGATE IT.

IN ORDER TO PROVIDE WRAPAROUND SERVICES ONE DAY WE WOULD LOVE TO HAVE STUDENT FAMILY COUNSELING CENTERS IN OUR DISTRICT TO PROVIDE THIS NECESSARY ADDITIONAL HELP.

WE WILL CONTINUE THESE NON ACADEMIC SUPPORTS ON CAMPUS AND WE'LL LOOK FOR ADDITIONAL SUPPORTS FOR SPECIALIZED PROGRAMS SUCH AS DAY CARE OPPORTUNITIES FOR OUR PARENTING STUDENTS. THANK YOU SO MUCH FOR THIS TIME TO SHARE WITH YOU AS MUCH AS I COULD POSSIBLY FIT IN DURING THIS TIME, AS I'M SURE YOU CAN NOW TELL.

AND IF IT WASN'T CLEAR, I WANT TO MAKE SURE YOU ALL KNOW HOW MUCH I VALUE OUR COUNSELORS, INTERVENTION COUNSELORS, COLLEGE AND CAREER COORDINATORS, AND PREGNANCY RELATED SERVICES TEACHERS AND WHAT THEY DO FOR OUR STUDENTS.

AND I LOVE WHAT I GET TO DO EVERY DAY.

WHAT QUESTIONS CAN I ANSWER FOR YOU? BEFORE WE GO INTO QUESTIONS, I JUST WANT TO HIGHLIGHT A COUPLE OF THINGS.

DR. MARTIN AND HER TEAM ARE SO COMMITTED TO THE WORK OF CONTINUOUS IMPROVEMENT, AND I THINK IF YOU HEARD ANYTHING IN THIS PRESENTATION, THEY ARE SO COMMITTED TO KIDS THAT THEY ALWAYS PUT KIDS FIRST.

AND THAT SOMETIMES MEANS THAT AS ADULTS WE HAVE TO THINK ABOUT THE WORK AND THE WORK THAT WE DO DIFFERENTLY.

SO EVEN THE FACT THAT THEY WERE WILLING TO PUT OUT A SURVEY, GENUINELY ASK STUDENTS FOR FEEDBACK.

WHEN THEY RECEIVED THAT FEEDBACK, THEY PUT IT IN FRONT OF EVERY SINGLE ONE OF THE COUNSELORS AND REALLY DID A DEEP DIVE INTO WHAT DOES THIS TELL US?

[01:30:07]

AND THAT TEAM TOOK THAT, OWNED THAT.

AND A LOT OF THE CHANGES THAT YOU SEE REFLECTED ARE A RESULT OF SAYING, HERE'S WHAT WE DO WELL, BUT HERE ARE OPPORTUNITIES FOR GROWTH.

NOW LET'S ADDRESS THOSE.

AND THAT IS NOT ALWAYS EASY.

AND THE FACT THAT AND OUR COUNSELORS FEEL A LOT AND THEY'RE PASSIONATE ABOUT THE THINGS THAT THEY DO AND THAT THEY HAVE DONE.

AND SO TO BE WILLING TO SOMETIMES LET THAT GO BECAUSE THEY REALIZE MAYBE THAT'S NOT WORKING IN THE WAY THAT IT WAS INTENDED AND WE HAVE TO DO SOMETHING DIFFERENT.

AND THIS TEAM LED THAT.

AND I CANNOT THANK THEM ENOUGH FOR THAT ABILITY TO COURSE DIRECT WHEN WE COURSE CORRECT WHEN WE NEED TO, AND ALSO STRENGTHEN THE THINGS THAT WE KNOW WELL. THEIR LEADERSHIP IS IMPECCABLE.

SO WE ARE OPEN TO TO ANY QUESTIONS AND REFLECTIONS.

AND I KNOW THAT WAS A WHOLE LOT.

YES. BUT I DO THINK IT SPEAKS TO THE BREADTH OF HOW WE SERVE AND SUPPORT OUR 37,000 KIDS AND THE NUMBER OF EMPLOYEES AND STAFF THAT THEY SERVE AS WELL EVERY SINGLE DAY.

SO THANK YOU SO MUCH FOR THAT PRESENTATION.

YEAH, THAT WAS A LOT.

I MEAN, YOU OPENED IT UP STATING THAT THIS WAS JUST AN UMBRELLA.

THAT IS A HUGE UMBRELLA.

RIGHT. SO WE CERTAINLY APPRECIATE YOU.

WE WILL OPEN IT UP FOR QUESTIONS.

I'M SURE THERE'S QUITE A FEW.

ANYBODY WANT TO GO FIRST? YES. MR. EAGER.

OKAY. WOW.

THERE'S A LOT GOING ON AND A COUPLE OF THINGS.

YOU KNOW, MY SONS WERE 504, SO I WANT TO THANK THEM BECAUSE ONE OF MY SONS FROM HIS FRESHMAN YEAR THROUGH SENIOR YEAR, HAD A COUNSELOR RIGHT ALONGSIDE. AND SO IT JUST MADE A DIFFERENCE AND REALLY GOT TO KNOW HIM AND REALLY HELPED HIM ALONG.

SO A, JUST A ONE LITTLE PIECE AND I TRY NOT TO DO THESE IN MY OWN PERSON BECAUSE WE HAVE TO LOOK AT A GLOBAL ASPECT, BUT SOME THINGS DO TOUCH HOME.

SO THANK YOU.

THANK YOU VERY MUCH. I APPRECIATE IT.

PROBABLY THE BIGGEST THING I'M LOOKING AT AND I'M JUST LOOKING AT THE NUMBER OF STAFF MEMBERS.

HOW IN THE WORLD DO THEY? IT LOOKS LIKE, BECAUSE GETTING TO KNOW EACH ONE OF OUR KIDS ON AN EMOTIONAL LEVEL AND I CAN TELL YOU AT THE STATE LEVEL, I'VE HAD THE HONOR TO SERVE ON THE TEXAS ADVISORY COUNCIL FOR REGION 10 AND OUR TOP FIVE THINGS THAT WE'RE BRINGING TO THE STATE.

ONE OF THE FIVE IS TO MAKE SURE THAT WE HAVE ADDITIONAL EMOTIONAL SUPPORT SERVICES FOR OUR KIDS.

AND SO THAT IS CLEARLY RECOGNIZED.

AND I THINK AT A REGIONAL LEVEL, THEY'RE TRYING TO DO WHAT WE CAN AT THE STATE LEVEL TO RECOGNIZE THAT AND GET ADDITIONAL RESOURCES.

THANK YOU SO MUCH. YOU KNOW, SO I GUESS THE THING I'VE GOT, JUST LOOKING AND THIS WAS DRINKING THROUGH A FIRE HOSE, WAS JUST LOOKING.

NO, NO, I APPRECIATE IT.

IT'S JUST THE COMPREHENSIVENESS OF EVERYTHING THAT YOU'RE DOING AND I GUESS KIND OF A VERY HIGH LEVEL.

IS THAT DOING SO MUCH WITH THE X NUMBER OF STAFF? BECAUSE WHEN WE LOOK AT, YOU KNOW, YOU KNOW, ONE COUNSELOR PER SCHOOL IN SOME OF THESE AREAS, HOW IS THE CHALLENGE OF REALLY GETTING TO KNOW KIDS AND NOT JUST REACTING TO THE, YOU KNOW, PUTTING THE TROUBLE, YOU KNOW, ADDRESSING THE TROUBLE ISSUES AND HOW DO THEY GET A CHANCE TO KIND OF GET TO KNOW THEM BEFORE IT GETS TO THAT? AND I'D BE JUST CURIOUS TO HOW THEY TACKLE THAT CHALLENGE AND REALLY GET TO KNOW KIDS SO THAT THEY CAN BE THERE BEFORE IT GETS TO HAVING TO GET TO AN INTERVENTION STANDPOINT? THAT'S A GREAT QUESTION.

I WOULD SAY AT THE ELEMENTARY LEVEL, THE TWO THINGS THAT ARE THE GREATEST ARE OUR GUIDANCE LESSONS THAT THEY GO INTO THE CLASSROOM.

SO THEY GET TO KNOW THE STUDENTS IN THE CLASSROOM LIKE A TEACHER WOULD, AND THEN THEY ALSO DO MINUTE MEETINGS AND MEET INDIVIDUALLY WITH STUDENTS.

SO IT IS EASIER FOR OUR ELEMENTARY STUDENTS BECAUSE OUR ELEMENTARY COUNSELORS, BECAUSE THEY DO NOT HAVE AS MANY OF THE REQUIREMENTS FOR GRADUATION AND THE CCMR REQUIREMENTS AS OUR SECONDARY COUNSELORS DO, BUT THEY SPEND A LOT OF TIME, I WILL SAY MINUTE MEETINGS HAVE BEEN A REALLY GREAT WAY FOR OUR COUNSELORS TO GET TO KNOW EACH STUDENT AND SOMETHING VERY SPECIFIC ABOUT THEM TO THEN FOLLOW UP.

SO THE NEXT MEETING THEY GET A LITTLE BIT MORE NUGGETS OF KNOWLEDGE ABOUT A STUDENT, AND THOSE MEETINGS HELP THEM KIND OF GO, OH, THEY'RE STRUGGLING TO GET BACK INTO THE SWING OF THINGS, SO WE NEED TO CHECK IN WITH THE STUDENT AGAIN.

SO THOSE ARE KIND OF A GOOD LITTLE SURVEY AND WE DO THAT AT THE SECONDARY LEVEL.

WE SAW HOW GREAT IT WAS AFTER COVID AND SO OUR JUNIOR HIGH COUNSELORS GO IN AND THEY START THOSE JUNIOR HIGH MEETINGS.

HOW ARE YOU DOING? HOW'S THE TRANSITION TO SEVENTH GRADE FROM SIXTH GRADE? WHAT DO YOU THINK ABOUT IT? IF WE SEE THEM START TO STRUGGLE, THEY START CALLING THEM BACK IN.

AND FROM THAT MEETING, THAT'S ONE OF THE GREAT WAYS THAT THEY START.

I KNOW OUR HIGH SCHOOLS. I WAS JUST AT PEARCE HIGH SCHOOL AND THEY WERE STILL CONTINUING THEIR MINUTE MEETINGS TO GET THROUGH ALL OF THOSE STUDENTS.

[01:35:02]

THAT IS TO START WITH MINUTE MEETINGS FOR EVERY SINGLE STUDENT.

SO THEY GET A NAME, THEY GET A FACE, AND THEY GET INFORMATION TO THEN START FOLLOWING UP ON THOSE.

THEY CAN THEY CAN SEE, WE CAN SEE THAT TO BEGIN WITH WHEN IT'S LIKE, OOH, THERE'S SOMETHING THERE AND WE NEED TO START TALKING MORE WITH THEM.

I DO THINK IT'S IMPORTANT TO NOTE HERE BECAUSE THERE'S ALSO A REALITY OF NUMBERS.

AND SO WE ARE EVERY YEAR, DR.

MARTIN, DR.

GIBBONS, MYSELF, WE SIT DOWN AND WE LOOK AT THE BENCHMARKING.

AND I WANT TO THANK, NOT JUST THIS BOARD, BUT PREVIOUS BOARDS, BECAUSE ONE OF THE COMMITMENTS THAT HAS BEEN MADE IN OUR BUDGET IS THAT WE'RE GOING TO ENSURE THAT WE HAVE AN ADEQUATE, IF NOT BETTER THAN THAT NUMBER OF COUNSELORS TO SERVE OUR STUDENTS.

AND SO I CAN TELL YOU AT OUR HIGH SCHOOLS, WE ARE ONE OF THE BEST DISTRICTS IN THE REGION FOR THE NUMBER OF COUNSELORS TO STUDENT RATIO.

I'M NEVER SAYING I'M PLEASED. NO, I'M NOT SAYING IT'S ENOUGH.

BUT WE HAVE ABSOLUTELY AND YOU HAVE COMMITTED THE RESOURCES TO ENSURE THAT THAT'S THERE.

THE NUMBER OF CRISIS COUNSELORS.

DO WE NEED MORE? YES.

BUT AGAIN, IN TIMES WHEN RESOURCES HAVE BEEN VERY TIGHT, THAT HAS BEEN AN AREA THAT HAS BEEN A NON-NEGOTIABLE FOR NOT JUST YOU, BUT PREVIOUS BOARDS.

SO, PLEASE KNOW, WE WE DO LOOK CLOSELY AT THOSE BENCHMARK NUMBERS.

EVERY YEAR WE ARE LOOKING AT THE ELEMENTARY RATIOS TO DETERMINE WHERE DO WE POTENTIALLY NEED TO ADD STAFF, WHERE DO WE NEED TO MOVE STAFF AROUND.

WE HAVE BROUGHT YOU COUNSELOR ALLOCATION REQUESTS PREVIOUSLY TO SAY WE HAVE THIS GAP IN THIS AREA AND THAT HAS ALWAYS BEEN AN ASSET THE BOARD HAS GRACIOUSLY APPROVED.

SO THAT IS SOMETHING WE PAY VERY, VERY CLOSE ATTENTION TO.

THANK YOU. MS. TIMME.

THANK YOU.

THAT'S A GREAT PRESENTATION.

THAT'S A LOT FOR YOU GUYS TO HAVE TO DO.

THAT'S A HEAVY WORKLOAD.

I'VE BEEN AS GOING BACK TO MY TEACHER AND PRINCIPAL DAYS IN RICHARDSON, I HAVE BEEN INCREDIBLY LUCKY TO HAVE HAD SOME REALLY FANTASTIC COUNSELORS WHO HELPED ME IN MY ROLE TO BE BETTER AT THE JOB THAT I DID, WHETHER IT WAS I WAS STRUGGLING WITH SOME STUDENTS AND LISTEN, WHEN I WAS USING THE BEST STRATEGIES I HAD, RIGHT.

LIKE THAT WAS THE BEST I HAD AND I NEEDED MORE.

THE COUNSELORS THAT I'VE HAD THE PRIVILEGE OF WORKING WITH WERE ALL REALLY FANTASTIC.

AND SO AND THEIR WORKLOAD WAS HIGH.

SO I CERTAINLY DO APPRECIATE IT.

AND THEY HAVE SO MUCH VALUE.

ANOTHER THING THAT I DON'T THINK YOU MENTIONED, BUT I ALSO KNOW THAT THE COUNSELORS WORK REALLY WELL WITH OUR LICENSED SCHOOL PSYCHOLOGIST.

A SCHOOL, LICENSED SCHOOL.

HOLD ON. LICENSED? YES. LSSTS.

SPECIALIST IN SCHOOL PSYCHOLOGY.

YEA. AND A LOT OF.

WHETHER IT'S TRANSITIONING FOR A KID OR WHETHER IT'S GROWING THEIR SKILLS LIKE AND THAT'S A A REALLY IMPORTANT PIECE TOO THAT THEY ALL, THAT THEY WORK TOGETHER BECAUSE IT REALLY BENEFITS EVERYBODY FROM THAT.

AND I CAN'T SAY ENOUGH ABOUT THAT.

OKAY. SO LET ME GET TO JUST A COUPLE OF QUESTIONS THAT I HAD.

SO I KNOW ON ONE OF THE SLIDES, YOU SAID ONLY 30% ON ONE OF THE SURVEYS, 30% KNEW WITH THE HIGH SCHOOL COUNSELORS THAT THEY WERE THE MENTAL HEALTH SUPPORT FOR THE SCHOOL.

I DIDN'T, I DON'T AGREE.

LIKE, I KNOW I CAN GO SEE MY COUNSELOR ABOUT MENTAL HEALTH.

AND SO THAT'S FROM THE STUDENT.

THAT WAS FROM THE STUDENTS AND THE PARENTS.

IT WAS ABOUT THE SAME ACROSS THE DISTRICT FOR STUDENTS AND PARENTS.

OKAY. OKAY, THAT'S HELPFUL TO KNOW.

AND THEN. YOU KNOW, I LOOK AT, I KNOW THAT YOU'RE TALKING ABOUT WE'RE GOING TO LOOK AT THE LEGISLATIVE SESSION, THAT THEY'RE GOING TO BE TALKING ABOUT THIS AND ALSO TO YEAH, IT'S A NUMBER ONE PRIORITY, RIGHT? FOR SURE. AND THAT ALSO WITHIN OUR DISTRICT THAT WE'RE GOING TO LOOK AT THAT.

AS I'M LISTENING TO ALL OF THE THINGS THAT THEY'RE DOING.

I KNOW THEY AREN'T.

YOU MENTIONED THIS.

THEY'RE NOT ALL CREATED EQUAL.

AND I KNOW THAT IT'S REALLY HARD TO FIGURE OUT.

AND WITH EVERYTHING ELSE THAT'S BEING ASKED, LIKE PRIORITIZING THOSE.

RIGHT. AND I THINK, I THINK PRE PANDEMIC AND POST IS DIFFERENT.

AND I'M, YOU KNOW I MEAN I DON'T KNOW IF YOU GUYS HAVE LOOKED AT THOSE PRIORITIES OR WHAT SHOULD TAKE PRIORITY NOW VERSUS BEFORE BUT I CERTAINLY I HOPE THAT YOU GUYS WILL CONTINUE TO DO THAT. AND BECAUSE THE MOST EFFECTIVE COUNSELORS HAVE THOSE RELATIONSHIPS, YOU KNOW WHAT I MEAN? WHETHER IT'S WITH THE STAFF, WHETHER IT'S WITH THE KIDS, WHETHER IT'S WITH THE FAMILIES.

RIGHT. AND THESE ARE IMPORTANT PIECES.

AND I WOULD SAY THE OTHER THING.

THE COMPLEXITIES OF GRADUATION AND HOW CTE DOES THAT AND THE AMOUNT OF TIME THAT IT TAKES TO GET PEOPLE TO UNDERSTAND THAT, I CAN UNDERSTAND WHY THAT TAKES AN ABSOLUTE LOT OF YOUR TIME.

I'VE BEEN IN EDUCATION A LONG TIME.

I HATE TO EVEN DATE MYSELF, BUT I HAVE BEEN AND IT IS DIFFICULT FOR ME AT TIMES TO REALLY UNDERSTAND ALL THE GRADUATION PLANS.

SO I KNOW THAT THAT TAKES A LOT OF TIME.

RIGHT. AND IN FIGURING THAT OUT, I SAY ALL OF THAT TO SAY THAT WITH THE MORE THAT WE'RE GOING TO HAVE NEW TEACHERS COMING IN WITHOUT EXPERIENCE POTENTIALLY.

RIGHT. AND WE HAVE NEW TEACHERS WHO HAVE TRADITIONAL TRAINING.

[01:40:02]

I KNOW THAT THAT WILL CONTINUE TO HAPPEN.

I DON'T THINK THAT THAT NEEDS GOING DOWN FROM A KID LEVEL, FROM A PARENT LEVEL, FROM A GRADUATION, FROM TEACHER SUPPORT, FROM PRINCIPAL SUPPORT.

SOMETIMES WHEN YOU DO SO MANY THINGS, IT'S HARD TO REALLY DO SOME OF THOSE THINGS REALLY WELL, NOT BECAUSE OF WILL, BUT BECAUSE OF TIME.

AND SO I HOPE WE CONTINUE TO LOOK AT WHERE WE CAN GET THOSE EFFICIENCIES, FINDING OUR HIGHEST LEVERAGE PIECES, WHERE OUR MOST IMPORTANT PARTS ARE SO THAT WE CAN SUPPORT OUR COUNSELORS IN THE GREAT WORK THAT THEY DO GOING FORWARD.

SO, I JUST I WANT TO THANK YOU FOR THAT.

THANK YOU. GREAT.

THANK YOU, MS. TIMME. AND I WANT TO JUST.

I THINK YOU ARE ASKING THE QUESTION THAT WE ARE INTERNALLY ASKING EVERY DAY OF ALL OF THOSE THINGS.

HOW DO YOU PRIORITIZE AND HOW DO YOU, ALL OF THOSE THINGS ARE SO IMPORTANT.

AND SO WHAT ARE.

FOR EXAMPLE, WE SPENT A LONG TIME WHEN WE GOT THE SURVEY RESULTS BACK AROUND THAT 504 PIECE.

504 IS ABSOLUTELY ESSENTIAL.

YOU MENTIONED THE IMPACT THAT IT HAD ON YOUR SON AND SUPPORTING HIM.

AND SO HOW DO WE FIND EFFICIENCIES? HOW DO WE THINK ABOUT IT DIFFERENTLY? HOW DO WE MAYBE DO SOMETHING DIFFERENT SO THAT THE COUNSELORS CAN PRIORITIZE TIME WITHIN THEIR DAY ON THAT RELATIONSHIP, BUILDING ON THOSE PIECES? AND WE LOOK AT THAT A LITTLE BIT DIFFERENTLY.

AND SO I THINK WE ARE CONSTANTLY LOOKING FOR AND TRYING TO IDENTIFY HOW DO WE PRIORITIZE THIS DIFFERENTLY, HOW DO WE PRIORITIZE OTHER STAFF MEMBERS AND THE ROLES THAT THEY'RE DOING. SO IS THERE SOMETHING THAT REALLY ISN'T ON THE COUNSELOR PLATE? IT SHOULDN'T BE ON THE COUNSELORS PLATE, AND WE CAN REMOVE THAT.

CAN WE MAKE THINGS MORE EFFICIENCY, MORE EFFICIENT IF WE'RE GOING TO COMMUNICATE SOMETHING FOR THE COUNSELORS? WE FIGURED OUT HOW TO AUTOMATE SOME SYSTEMS THAT BEFORE COUNSELORS WERE LIKE HAND FILLING IN SOME THINGS.

BUT LIKE, COME ON, LIKE HOW DO WE TRY TO IDENTIFY THOSE, BUT WE KNOW THAT WORK IS NOT DONE.

SO THANK YOU FOR BRINGING THAT FORWARD.

YEAH. AND I THINK, WHAT I THINK I PROBABLY DIDN'T COMMUNICATE THIS TOTALLY WELL, BUT I MEAN, YOU ASKED LIKE TOPICS WE WOULD LOVE TO HEAR IN THE FUTURE, RIGHT? LIKE, I THINK THOSE ARE THE THINGS THAT, YOU KNOW, WHAT ARE WE GOING TO ESTABLISH AS THOSE PRIORITIES FOR THAT BASED ON NEED, BASED ON STAFFING MODELS, BASED ON THAT SO THAT WE'RE ABLE THEN TO ALLOCATE SUPPORTS FOR THAT? RIGHT, BECAUSE I THINK WE ALL WANT, IF IT'S OUR NUMBER ONE PRIORITY FOR, IN THE LEGISLATIVE SESSION AND WE KNOW THAT THERE MAY BE SOME OPTIONS COMING IN, YOU KNOW, IF WE HAVE THOSE PRIORITIES THAT WE HAVE IN THE DISTRICT, THEN IT'S OUR JOB TO PROVIDE THOSE RESOURCES AND MAKE SURE THAT WE'VE DONE THE BEST THAT WE CAN WITH WHAT WE HAVE TO ENSURE THAT THEY HAVE WHAT THEY NEED TO BE ABLE TO DO THAT JOB.

AND SO I WOULD LOVE TO HEAR THAT SO THAT WE CAN MAKE SOME OF THOSE DECISIONS DOWN THE ROAD.

THANK YOU. GREAT POINT. MS. TIMME.

THANK YOU. MS. RENTERÍA.

YEAH, FOR ME, IT'S WELL TOO, A LOT, YOU KNOW, AND I ALSO, YOU KNOW, WONDERFUL PRESENTATION.

THANK YOU FOR THAT.

BUT I, AS MR. EAGER AND MS. TIMME JUST ALSO REITERATED YOU KNOW I'M VERY THANKFUL FOR THE JOB THAT EVERY SINGLE COUNSELOR DOES THERE.

I MEAN I, I'M ALWAYS IN AWE OF THE WORK THAT THEY DO BECAUSE OF THE WORKLOAD.

AND I KNOW THAT AS WE TALKED ABOUT HERE, THE PRIORITIZING.

RIGHT. AND IT'S A LOT, IT'S DEFINITELY A LOT.

SO I AM VERY GRATEFUL.

BUT I KNOW WITH MY COLLEAGUE, MR. EAGER, WE'VE TALKED ABOUT HOW IMPORTANT THIS IS.

IT'S VERY, VERY IMPORTANT.

AND SO ONE OF THE THINGS THAT I WANTED TO TOUCH ON WAS I THINK, FIRST OF ALL, I AM SO GRATEFUL TO HEAR ABOUT A NEW SENIOR CALENDAR. I THINK I HAVE BEEN ASKING FOR THAT FOR I MEAN, SINCE MY KIDS WERE IN THAT SITUATION.

THIS IS WONDERFUL BECAUSE I KNOW WE'VE TALKED ABOUT THAT, THAT, YOU KNOW, WE WE CANNOT START TALKING ABOUT SENIOR YEAR AND COLLEGE THE SUMMER BEFORE THEIR SENIOR YEAR.

RIGHT. SO MY QUESTION IS MAYBE LIKE, I KNOW FOR ME AND I'M SPEAKING JUST FROM MY OWN PERSONAL EXPERIENCE, WHEN MY KIDS WENT INTO, YOU KNOW, FRESHMAN YEAR OR SOMETHING, THERE REALLY WASN'T A WHOLE LOT OF TALK ABOUT COLLEGE, YOU KNOW, I MEAN, WE'RE TRYING TO FIGURE OUT HIGH SCHOOL, RIGHT? BUT I WOULD LOVE TO KNOW, IS THERE ANYTHING THAT SHOWS A PROGRESSION OF LIKE, OKAY, THIS IS WHAT YOU DO IN YOUR FRESHMAN YEAR, THIS IS WHAT YOU DO IN YOUR SOPHOMORE YEAR SO THAT THEY HAVE WHAT THEY NEED.

AND THE PARENTS ALSO.

RIGHT. I THINK AS A PARENT, I WAS SO LOST, YOU KNOW, I THINK AND EVEN WHEN I WENT THROUGH IT WITH MY OLDEST, YOU KNOW, I HAD BETTER UNDERSTANDING AND I KEPT THINKING, OKAY, WITH THE SECOND ONE, I'M A LITTLE BIT MORE PREPARED.

RIGHT? BECAUSE WITH YOUR FIRST ONE, IT'S, YOU KNOW, YOU THINK YOU'RE READY.

AND I THINK IT'S JUST THERE'S SO MUCH, YOU KNOW, LIKE WE MENTIONED WITH THE FAFSA AND, YOU KNOW, TAFSA AND I THINK AS MS. TIMME SAID, NO MATTER HOW MUCH I LIKE, EVEN MYSELF AND THE EDUCATION BACKGROUND AND KNOWING, IT IS VERY INTIMIDATING.

AND, YOU KNOW, I THINK THAT I SAW ONE OF THE REASONS THAT WHY PADRES UNIDOS CAME TOGETHER WAS BECAUSE, YOU KNOW, WE SAW THAT THERE'S

[01:45:10]

RIGHT. YOU KNOW, AGAIN, YOU HAVE HIPPY, YOU HAVE YOU KNOW, YOU HAVE ALL OF THESE DIFFERENT PROGRAMS. RIGHT. BUT IN HIGH SCHOOL, WHEN IT REALLY COUNTS.

RIGHT. NOT THAT THE OTHER ONES DON'T.

BUT ALL OF THAT LEADS UP TO HIGH SCHOOL.

IT SEEMED LIKE THERE JUST WASN'T ANY SUPPORT, AND ESPECIALLY FOR PARENTS THAT HAD NO IDEA, LIKE THEY DIDN'T GO TO COLLEGE.

SO THEY DON'T KNOW OR THERE'S A LANGUAGE BARRIER.

IT'S LIKE, HOW DO I, WHAT DO I DO TO HELP MY STUDENT.

SO I GUESS MY QUESTION IS WILL THAT BE IMPLEMENTED THIS COMING YEAR, LIKE FOR THIS NEXT SCHOOL YEAR? YES, MA'AM. THE SENIOR CALENDAR WILL BE FOR THE 2023-24 SCHOOL YEAR.

WE WORKED ON IT ON MONDAY AFTERNOON AND THE COLLEGE AND CAREER COORDINATORS WERE SO EXCITED.

I GET REALLY EXCITED ABOUT CALENDARS.

AND SO WE STARTED ON THAT.

WE'RE INVITING THE COUNSELORS, OUR SENIOR PRINCIPALS.

WE'RE GOING TO INVITE LOTS OF OUR DIFFERENT COLLEAGUES IN DIFFERENT DEPARTMENTS TO MAKE SURE IT'S THOROUGH AND COMPREHENSIVE, AND THEN WE WILL BE RELEASING IT IN MAY TO OUR JUNIORS SO THEY KNOW WHEN APPLICATIONS OPEN, WHEN THE SUMMER APPLICATION CAMP WILL BE, WHERE THEY NEED TO GO.

IT WILL BE DIGITAL, SO IT WILL ALSO HAVE LINKS TO IT, WHATEVER NEEDS TO BE LINKED TO IT.

I DO WANT TO ALSO POINT OUT WE HAVE A GREAT BOOKLET, FOR LACK OF A BETTER WORD, THAT I LOVINGLY CALLED THE GUIDE TO LIFE AFTER HIGH SCHOOL.

IT'S MY LITTLE SILLY JOKE, BUT IT WALKS YOU THROUGH EVERYTHING YOU NEED TO DO YOUR FRESHMAN YEAR, SOPHOMORE, JUNIOR, SENIOR, EVERYTHING YOU NEED TO KNOW ABOUT WRITING AN ESSAY, A RECOMMENDATION LETTER.

BECAUSE I KNOW, LIKE WE WERE TALKING ABOUT THE BREADTH OF OUR WORK.

WE HAVE SOME FRESHMEN PARENTS WHO DON'T KNOW AND ARE AFRAID THEY'RE MISSING OUT.

SO WE WANT TO MAKE SURE WE HAVE SOMETHING FOR THEM TO SAY, LOOK THROUGH THIS.

SO, YOU KNOW, SPECIFICALLY FOR YOUR FRESHMAN YEAR, THIS IS WHAT YOUR STUDENT NEEDS TO DO.

THEY NEED TO BE FOCUSING ON SCHOOL, BE THINKING ABOUT THESE THINGS.

THIS IS WHAT YOU NEED TO DO.

SO THEY HAVE AN IDEA, A PICTURE OF WHAT IT LOOKS LIKE ALL FOUR YEARS.

RIGHT. SO WE HAVE PUSHED THAT OUT TO ALL OF OUR HIGH SCHOOLS.

I KNOW EARLIER I WAS SPECIFICALLY SPEAKING WITH THE LEAD COUNSELOR AT PEARCE AND SHE HAD SENT IT OUT TO PARENTS AND GOT A LOT OF RESPONSES LIKE, OH, THIS IS REALLY HELPFUL.

I WILL SAY WE DO NEED TO GET IT TRANSLATED IN MORE LANGUAGES THAN WHAT WE HAVE, AND SO WE WILL WORK ON THAT FOR NEXT YEAR TO HAVE THAT AVAILABLE IN ALL OF OUR TOP SEVEN LANGUAGES IN RISD.

BUT WE DO LIKE THAT BECAUSE IT GIVES PARENTS A GUIDE TO START WITH AS THEY START GOING THROUGH ALONG WITH OUR WEBSITES.

BUT AS YOU KNOW, WEBSITES THEY DO CHANGE SOMETIMES.

THEY'RE NOT ALWAYS KEPT QUITE UP TO DATE.

AND SO WE DO UPDATE THAT BOOKLET EVERY SINGLE YEAR AND ENSURE THAT EVERYTHING IN IT IS ACCURATE AND HAS THE MOST TIMELY INFORMATION.

SO WE DO HAVE THAT AS WELL.

SO I THINK THE COMBINATION OF THESE TWO THINGS WILL REALLY HELP PARENTS UNDERSTAND THIS IS WHAT I NEED TO DO AND WE HAVE LOTS OF SUPPORT AT THE CAMPUS TO HELP.

AND WE'RE GOING TO HAVE DISTRICT EVENTS, DISTRICT EVENTS IN OTHER LANGUAGES AS WELL, TO MAKE SURE THAT NO ONE IS LEFT ALONE IN THE PROCESS.

RIGHT. THAT'S AMAZING.

AND THANK YOU FOR THAT. I'M EXCITED.

AND I THINK IT'S VERY NEEDED.

I THINK ABSOLUTELY IN THE DIFFERENT LANGUAGES, YOU KNOW, THAT'S GOING TO BE A REAL PLUS.

AND THEN ALSO WITH THE WITH THE SUMMER APPLICATION CAMP, THAT'S ANOTHER GREAT, GREAT IDEA.

I THINK THAT YOU GUYS ARE AMAZING AND I THANK YOU FOR PROVIDING THESE OPPORTUNITIES.

SO THAT'S AWESOME.

I THINK. OH, WITH THE FAFSA AND THE TASFA, YOU KNOW, THAT'S BEEN A BIG THING FOR ME TOO.

I'M SUPER EXCITED.

I KNOW THAT THE VERY FIRST YEAR THAT WE DID IT AT RICHARDSON WAS THE YEAR THAT MY SON WAS OUT THERE.

AND, YOU KNOW, AGAIN, DURING THE PANDEMIC AND EVERYTHING.

BUT I THINK IT WAS THE FOLLOWING YEAR OR MAYBE IT WAS BEFORE THAT.

AND I THINK THAT THOSE ARE SO IMPORTANT.

THOSE ARE AWESOME, BECAUSE AGAIN, THAT PARTICULAR, DOING THAT IS SO OVERWHELMING.

I MEAN, IT'S STILL FOR ME, IT'S JUST AND I KNOW THAT WHEN THEY ASKED ME, THEY SAID, HEY, DEBBIE, CAN YOU COME AND HELP US TRANSLATE? SO I DID, RIGHT? I MEAN, I THINK AND I CAN TRANSLATE, BUT I'M NOT AN EXPERT IN FAFSA.

AND THAT'S WHAT WAS VERY INTIMIDATING BECAUSE I FELT SO, LIKE I REALLY WASN'T HELPING BECAUSE I HAD TO STOP EVERY 5 MINUTES AND ASK THE YOU KNOW, I THINK WHAT DO YOU CALL THE? COLLEGE AND CAREER COORDINATOR.

WELL, NOT THEM, BUT THE ONES THAT THEY KIND OF HIRE THAT ARE TEMPORARY.

OH, ADVISE TEXAS.

YES. OKAY.

SO BECAUSE THEY WERE THE ONES THAT WERE SPEAKING SPANISH, THEY WERE THE ONES THAT HAD THE BILINGUAL ABILITY.

AND SO, YEAH, I FELT LIKE I COULDN'T REALLY HELP THEM BECAUSE IT'S LIKE I COULD TRANSLATE, BUT I DIDN'T KNOW THAT.

SO I THINK ENCOURAGING THAT AND, YOU KNOW, STRENGTHENING THAT PART IS SO, SO IMPORTANT.

AND THAT LEADS, I'M JUST CURIOUS, LIKE AS FAR AS QUESTIONS, I KNOW THAT YOU MENTIONED THAT WE DO HAVE BILINGUAL COUNSELORS.

SO THAT'S AMAZING. AND I KNOW THAT THE NUMBER HAS INCREASED.

BUT DO YOU KNOW THE NUMBER OF SPANISH SPEAKING THAT YOU HAVE? A MAJORITY OF THE ONES THAT I LISTED, I BELIEVE 20, I WOULD SAY.

ABOUT 17, 16 TO 17 OF THOSE ARE SPANISH SPEAKERS SPECIFICALLY.

AND THEN ARE THEY.

[01:50:01]

AND SO I'M JUST WONDERING LIKE, DO WE HAVE, I'M TRYING TO FIGURE OUT THE RATIO OF LIKE HOW MANY OF THOSE ARE WITHIN THE DISTRICT THAT ARE HELPING OUR SENIORS, I GUESS, AND ALL FEEDERS? THAT'S A GREAT QUESTION. I CAN TELL YOU WE DO HAVE ONE AT EACH HIGH SCHOOL.

OUR JUNIOR HIGHS, WE UNFORTUNATELY DO NOT.

WE HAVE ONE ACROSS OUR JUNIOR HIGHS.

WOW. AM I CORRECT? YEAH. SO A MAJORITY ARE SPREAD OUT THROUGH OUR ELEMENTARIES BASED ON LOCATION AND THE BILINGUAL POPULATION AS WHAT HAS BEEN HIRED, WHAT IS NEEDED.

BUT AS FAR AS IN OUR HIGH SCHOOLS, WE DO HAVE ONE AT EACH CAMPUS.

IT'S THE JUNIOR HIGHS WHERE WE DEFINITELY NEED MORE SUPPORT.

AND SO THE ONES AT THE HIGH SCHOOL, ARE THEY THE ACTUAL COLLEGE COUNSELOR OR IS IT AGAIN.

IT IS ONE OF THE COLLEGE IT'S ONE OF THE COUNSELORS IN THE DEPARTMENT.

AT RICHARDSON HIGH SCHOOL IT HAPPENS TO BE OUR INTERVENTION COUNSELOR, BUT SHE'S VERY INVOLVED WITH THE COLLEGE PROCESS.

SO IF THEY NEEDED HELP, THEY COULD HELP WITH THEM AS WELL.

BUT ALSO, WE DO HAVE THE ADVICE TEXAS PERSON AT RICHARDSON HIGH SCHOOL WHO SPEAKS SPANISH THAT HELPS OUT COSONDRA CLAY IN THE OFFICE WITH THE TRIPLE CS.

RIGHT YEAH. AND AGAIN, KUDOS.

I ONLY KNOW RICHARDSON BECAUSE THAT'S WHEREI LIVED AND WHERE I'M FROM.

SO, BUT I KNOW MS. CLAY DID AN AMAZING JOB.

AND AGAIN, THE ASSISTANTS THAT WERE TO HER.

YES. MS. CEPEDA DOES AN AMAZING, AMAZING JOB AND I KNOW SHE HAS HELPED WITH SOME COLLEGE, BUT IT'S HARD TO DO THE INTERVENTION THAT SHE DOES, AND AND BELIEVE ME, SHE'S THE ONE THAT CARRIED OUR PADRES UNIDOS GROUP WITH THAT, TOO.

SO THAT'S WHY I'M TRYING TO FIGURE OUT HOW, AGAIN, PRIORITIZING, HOW MANY KIDS ARE WE REALLY REACHING AND DOING SO.

BUT THANK YOU FOR THAT.

I'M SORRY. I'M TAKING ALL MY COLLEAGUES TIME HERE.

I JUST HAD A COUPLE. IT WAS JUST LIKE A LOT.

SO, YOU TALKED ABOUT DAYCARE OPPORTUNITIES FOR PARENTS, AND I KNOW THAT I'M GOING TO HAVE THE OPPORTUNITY TO VISIT YOU SOON.

YES. SO THANK YOU FOR THAT.

BUT CAN YOU ELABORATE ON DAYCARE FOR OUR STUDENT, OUR PARENTS? YES, MA'AM. SO RIGHT NOW WE DO WE HAVE A GROUP THAT HELPS GET US GRANTS TO HELP OUR PARENTING TEENS PROVIDE DAYCARE FOR THEIR STUDENTS SO THEY CAN CONTINUE TO GO TO SCHOOL AND TO WORK.

BUT RIGHT NOW, BECAUSE OF PANDEMIC ISSUES THERE'S LIKE WE FOUND ONE SPOT FOR ALL OF OUR STUDENTS RIGHT NOW, JUST ONE AT A DAYCARE THAT ACCEPTS THAT GRANT AND HAS AN OPENING.

AND SOME OF THAT IS BECAUSE THEY ARE LOOKING FOR EMPLOYEES AT THEIR OWN DAYCARE SO THEY DON'T HAVE ENOUGH TO WHERE THEY'RE LIKE, WE CAN'T TAKE ANY MORE.

IT DOESN'T MATTER IF THEY'RE GRANT FUNDED OR NOT.

SO WE STRUGGLE WITH FINDING DAYCARE.

SO WHAT WE DO FIND IS SOME OF OUR STUDENTS ARE LIKE, WELL, I'M GOING TO HAVE TO STAY HOME.

SO ENSURING THAT WE FIND WAYS TO GET THEM EDUCATED AND WALK OUT WITH A DIPLOMA AND A PLAN FOR THE FUTURE HAS BEEN CHALLENGING, WHICH IS WHY I BRING UP DAYCARE SPECIFICALLY BECAUSE THAT IS A CHALLENGE RIGHT NOW.

ABSOLUTELY. I THINK THAT IN ORDER TO SUPPORT OUR PARENTS, STUDENTS, WE, YEAH, THAT'S A BIG COMPONENT.

I MEAN, I THINK WE KNOW ALSO JUST IN WORKING IN THE WORK FIELD, THAT WHOLE DAYCARE.

I MEAN, THAT'S WHY WE'VE BUILT WHAT WE'RE DOING AND HOW WE'RE BUILDING THE CULTURE TO REALLY PROVIDE FOR OUR TEACHERS.

SO OUR STUDENTS NEED IT AS WELL, TOO.

SO I THINK THAT'S SUPER IMPORTANT.

I THINK THAT'S IT FOR NOW.

I THINK THAT I'M GOING TO MEET WITH YOU SOON SO I CAN ASK IF I FORGOT.

I KNOW I HAVE ALL THESE QUESTIONS AND I WANT TO GIVE THE FLOOR TO MY COLLEAGUES, BUT THANK YOU AGAIN FOR EVERYTHING THAT YOU'RE DOING.

KUDOS TO EACH OF YOU AND I APPRECIATE YOU ALL.

AND I JUST WANT TO AGAIN GIVE A SHOUT OUT TO MS. CEPEDA I KNOW HER PERSONALLY.

MS. CLAY.

THEY HAVE BEEN WONDERFUL AND THEY WORK SUPER HARD AND I'M SO GRATEFUL THAT THEY ARE THERE.

THANK YOU FOR THAT. THANK YOU, MS. RENTERÍA.

ANY ADDITIONAL QUESTIONS? COMMENTS? ALL RIGHT. LOOKS LIKE WE'RE GOOD.

WE ARE ACTUALLY GOING TO TAKE A QUICK BREAK.

YOU GUYS SAID YOU WANT TO PUSH THROUGH.

I SHOULD MAKE YOU PUSH THROUGH.

[LAUGHTER] JUST KIDDING. WE'LL TAKE, LET'S GO FOR 10 MINUTES.

JUST LOOK AT YOUR WATCH. WHATEVER TIME 10 MINUTES IS AFTER.

ALL RIGHT. IT LOOKS LIKE EVERYBODY HAS RETURNED AND WE ARE ALL BACK IN THE HORSESHOE.

[IV.D. ESSER III Spending Update]

MS. BRANUM, IF I CAN BRING EVERYONE'S ATTENTION BEFORE MS. BRANUM BEGINS.

THANK YOU, MS. HARRIS THANK YOU, BOARD.

[01:55:03]

AND SO I WOULD ASK MR. PATE AND DR. DENISE BEUTEL TO PLEASE SHARE KIND OF OUR UPDATED SPENDING EXPENDITURE PLAN AND KIND OF WHERE WE ARE WITH THAT WITH OUR ESSER 3 BUDGET FOR THE COMMUNITY.

THANK YOU, MRS. BRANUM.

AND I'M GOING TO TURN IT OVER TO DENISE BEUTEL OR DR.

BEUTEL, OUR EXECUTIVE DIRECTOR OF GRANTS AND ENTITLEMENTS.

THANK YOU. GOOD EVENING, BOARD, AND I APPRECIATE THE OPPORTUNITY TO PROVIDE AN UPDATE ON THE USE OF OUR ESSER 3 FUNDS.

AS WE MAY KNOW, BUT JUST TO MAKE SURE THAT EVERYONE'S AWARE, ESSER IS ACTUALLY AN ACRONYM THAT STANDS FOR ELEMENTARY AND SECONDARY SCHOOL RELIEF.

AND THESE ARE FEDERAL FUNDS THAT WERE AWARDED TO TO SCHOOL DISTRICTS TO AID IN RESPONSE TO THE COVID 19 PANDEMIC.

IN MARCH OF 2021, RISD WAS AWARDED $69.5 MILLION FROM THE FEDERAL GOVERNMENT.

UPON NOTIFICATION THAT WE WERE GOING TO BE RECEIVING THESE FUNDS, RISD SENIOR LEADERSHIP WORKED WITH COMMUNITY MEMBERS, CAMPUS LEADERS, CENTRAL OFFICE PERSONNEL TO ESTABLISH A COMPREHENSIVE PLAN TO ADDRESS LEARNING LOSS AND TO IMPROVE OUTCOMES FOR RISD STUDENTS.

THEY MADE A COMPREHENSIVE PLAN FOR USE OF THOSE FUNDS AND THAT HAS BEEN POSTED TO OUR RISD WEBSITE UP TO NOW.

AND SO NOW HERE IS THE NEW UPDATED GRAPHIC THAT IS NOW AVAILABLE ON OUR RISD WEBSITE AND AVAILABLE FOR THE PUBLIC TO VIEW.

THE GRAPHIC DISPLAYED SHOWS WHERE WE ARE CURRENTLY AS OF NOW IN THE USE OF OUR FUNDS.

AS YOU CAN SEE, THE VAST MAJORITY OF OUR FUNDS ARE DEDICATED TO PAYROLL EXPENSES AND FUNDING PERSONNEL WHO WORK DIRECTLY WITH STUDENTS TO IMPROVE AND ENHANCE LEARNING OUTCOMES AND IN RESPONSE TO LEARNING LOSS.

WHAT THIS ACTUALLY LOOKS LIKE AT THE CAMPUS ARE INTERVENTIONISTS THAT ARE WORKING IN SMALL GROUPS WITH STUDENTS ONE ON ONE, PROVIDING TARGETED INSTRUCTION ON ESSENTIAL TEKS THAT MAY HAVE BEEN LOST AS A RESULT OF INTERRUPTED INSTRUCTION.

ADDITIONALLY, WE HAVE ADDITIONAL SECTIONS TEACHERS WHO ARE COMING IN AND TEACHING AN ADDITIONAL SECTION SO THAT LOWERS THAT STUDENT TO TEACHER RATIO IN OUR CLASSES AS TO MAKE SURE THAT STUDENTS ARE ABLE TO GET MORE CONCENTRATED ATTENTION DURING CLASSROOM INSTRUCTION.

ALSO WITH OUR ESSER FUNDS WE'RE ABLE TO ATTEND OUR SUMMER SCHOOL PROGRAMS WHERE WE'VE BEEN ABLE TO OFFER FOR THE PAST TWO SUMMERS SUMMER SCHOOL FOR OVER 8,000 STUDENTS EACH SUMMER IN ALL OF OUR GRADE LEVELS, WHICH WAS A HUGE ENHANCEMENT TO OUR SUMMER PROGRAMING THAN WE'VE HAD IN THE PAST.

AND YOU'LL SEE ON THE GRAPHIC THAT THE NON-PAYROLL EXPENSES ARE REALLY LARGELY FROM MATERIALS THAT SUPPORT SMALL GROUP AND TUTORING EFFORTS. AS A LEADERSHIP TEAM, WE REGULARLY REVISIT OUR ESSER PLAN AND THE WAYS THAT WE'RE USING THESE FUNDS TO BEST SUPPORT OUR STUDENTS. AS OUR CONVERSATIONS ARE A PART OF OUR DISTRICT PLANNING COMMITTEE PROCESS, WHICH PROVIDES A FORMAL OPPORTUNITY FOR COMMUNITY MEMBERS AND STAKEHOLDER INPUT. ADDITIONALLY, ON OUR ESSER PUBLIC FACING WEBSITE, THERE IS A LINK TO LETS TALK WHERE WE ENCOURAGE COMMUNITY FEEDBACK FOR OUR QUESTIONS REGARDING TO THE WAYS IN WHICH WE'RE USING AND SPENDING THESE ESSER FUNDS.

AND THIS IS AN INFORMATION ITEM, AND I'M HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE REGARDING THE FUNDING AND SPENDING AT THIS TIME.

SO BOARD, JUST TO KIND OF REACCLIMATE YOU.

WE DID IT PROVIDE A COMPREHENSIVE REPORT OF OUR PLAN FOR THE EXPENDITURE OF OUR ESSER FUNDS.

THESE ARE IN TERMS OF PROGRESS MONITORING.

WE EMBED THESE STRATEGIES IN THE CAMPUS AND THE DISTRICT IMPROVEMENT PLAN AND WE MONITOR STUDENT GROWTH AND WHETHER OR NOT THOSE DOLLARS ARE BEING SPENT IN SEEING STUDENT GROWTH AND STUDENT OUTCOMES AS A RESULT OF THAT.

IN ADDITION, IT'S IMPORTANT TO NOTE WE ALSO HAVE ALLOCATED CERTAIN FUNDS THAT ARE A PART OF SUPPLANTING THE BUDGET AS ENCOURAGED BY TEA AS A RESULT OF DECLINES IN ENROLLMENT AND ATTENDANCE DUE TO COVID AND WHAT WE EXPERIENCED DURING THE PANDEMIC.

AND THEN A LOT OF THE AREAS THAT DR.

BEUTEL JUST HIT ON, THOSE ARE AREAS THAT ARE NON SUPPLANTING THE BUDGET.

THESE ARE ADDITIONAL ALLOCATIONS.

THE INTERVENTIONISTS WERE ADDITIONAL ALLOCATIONS THAT WE WERE ABLE TO PROVIDE.

SO FOR EXAMPLE, EVERY ELEMENTARY HAD A MATH AND READING INTERVENTIONISTS THAT ARE PULLING THOSE SMALL GROUPS ON A DAILY BASIS TO HELP ACCELERATE LEARNING TO HELP SEE SOME OF THE GROWTH THAT YOU SAW IN OUR SPRING STAAR PERFORMANCE.

SO AGAIN, WE'RE HAPPY TO TAKE ANY COMMENTS OR QUESTIONS FROM THE BOARD.

THIS IS REQUIRED PER TEA.

[02:00:02]

ANY QUESTIONS FROM THE BOARD? MR. POTEET.

THANK YOU FOR THE.

AND I LIKE THE GRAPHIC AND EVERYTHING.

I APPRECIATE IT. IT'S EASY TO UNDERSTAND.

WE HAD, YOU SAID $69.5 MILLION.

WE'VE RECEIVED ALL THAT TO DATE? RIGHT? ALL OF THOSE FUNDS ARE AVAILABLE FOR US TO DRAW DOWN AS WE.

THEY HAVEN'T ALL BEEN SPENT BECAUSE, FOR EXAMPLE, IF WE HAVE SALARIES THAT WE HAVE NOT YET PAID THEIR SALARY, THEN WE WOULD DRAW DOWN THOSE FUNDS AFTER WE DOCUMENT THAT THEY HAVE BEEN COMPENSATED.

SO THERE IS KIND OF A DRAW DOWN CYCLE BASED UPON EXPENDITURES.

DO WE ANTICIPATE USING IT ALL BY 2024? AND THEN IF, AND REMIND ME, WHAT IS THE, WHAT HAPPENS IF YOU DON'T? WE WILL USE ALL OF THE FUNDS.

AND JUST TO GO BACK FOR A SECOND TO WHAT MS. BRANUM SAID, IT IS A REIMBURSEMENT BASIS GRANT AS JUST ABOUT ALL OF OUR GRANTS ARE.

AND SO WE SPEND THE MONEY, WE REQUEST REIMBURSEMENT, KIND OF LIKE AN EXPENSE REPORT.

AND SO BECAUSE OF THE SUPPLEMENT OR BECAUSE THE ABILITY TO SUPPLANT AND WE'VE GOT A LOT OF THIS IN SALARIES. AND, YOU KNOW, AGAIN, IT'S A STRUGGLE TO FIND PEOPLE.

SO TO THE EXTENT WE HAVE, IF YOU WILL, LEFTOVER MONEY BECAUSE WE COULDN'T SAY FILL SOME OF THESE POSITIONS, WE WILL INCREASE OUR SUPPLANTING WITH IT AND WE'LL USE ALL OF THESE DOLLARS.

OKAY. THAT'S WHAT I WAS ASKING, BECAUSE I KNOW IT'S BEEN A STRUGGLE TO FIND PEOPLE.

SO I DIDN'T KNOW IF WE'D BE ABLE TO FIND ALL THOSE PEOPLE BY THE TIME WE HAVE TO GET ALL OUR EXPENSE REPORTS IN.

YES. AND WE WE WILL, WE PLANNED ABOUT SEVEN AND A HALF MILLION DOLLARS FOR SUPPLANTING IN THIS YEAR'S BUDGET.

AND SO IF WE NEED TO, WE CAN INCREASE THAT.

OKAY. THANK YOU.

QUICK QUESTION, THE NON PAYROLL AND EXPLAIN TO ME AGAIN, THAT'S NOT SALARIED OR THAT'S NOT.

RESOURCES. RESOURCES.

SO WHEN IT SAYS LITERACY AND INTERVENTION, THAT'S.

IT'S SUPPLIES AND MATERIALS.

IT IS STUFF.

IF YOU THINK ABOUT THE KIT, THE LITERACY KITS THAT MS. BALLAST AND HER TEAM SHOWED, WHERE WE HAVE THE FINGERS, WHERE WE'RE SHOWING THE KIDS HOW TO FOLLOW ALONG WITH THEIR READING.

SO IT'S JUST MATERIALS AND RESOURCES TO SUPPORT TEACHERS AND THE INTERVENTIONISTS.

YES, SIR. NO, THAT'S, THERE'S A QUESTION.

I JUST WANTED TO FURTHER UNDERSTAND THAT.

APPRECIATE IT. ALL RIGHT.

PERFECT. ANYONE ELSE? MR. EAGER. NOW REFRESH MY MEMORY ALSO THAT BECAUSE OF THE USE OF THESE FUNDS, I MEAN, YOU CAN LOOK AT THE PERFORMANCE.

I MEAN, THE WHOLE IDEA OF THIS WAS TO ADD ADDITIONAL RESOURCES TO HELP OUR KIDS DURING COVID.

AND NOW THAT WE'VE SEEN THESE SCORES COME IN, THE EFFECTIVENESS OF THESE ADDITIONAL FUNDS, CAN YOU KIND OF SPEAK TO WITH THE USE OF THESE FUNDS AND ADDITIONAL SUPPORT MECHANISMS, WHAT EFFECT DID IT HAVE ON HELPING OUR KIDS? WELL, I THINK THAT THAT IS ALWAYS TO POINT TO ONE SET OF RESOURCES, BECAUSE I THINK IT'S A LOT OF THINGS COMPREHENSIVELY THAT THE BOARD AS WELL AS OUR INTERNAL TEAM HAVE DONE.

BUT YES, SO WHETHER YOU'RE TALKING ABOUT THE INTERVENTIONISTS THROUGH OUR MAP SCORES, WE WERE ABLE TO DIRECTLY SHOW OF THE STUDENTS, FOR EXAMPLE, THAT WE ARE INTERVENING WITH THE LEVEL OF ACCELERATION THAT THOSE STUDENTS ARE HAVING AS A RESULT.

SO, YOU KNOW, 12 MONTHS FOR A STUDENT WHO IS COMING IN WITH AN 18 MONTH GAP IS NOT ENOUGH.

AND SO, YES, WE HAVE PROGRESS MONITORED THAT AND ALL OF THAT IS DOCUMENTED IN THE DISTRICT IMPROVEMENT PLAN OR THE CAMPUS IMPROVEMENT PLAN.

SO ABSOLUTELY SHOWING AND DEMONSTRATING THAT WE ARE GETTING STUDENT GROWTH AS A RESULT OF THESE INVESTMENTS IS SOMETHING THAT OUR ACI TEAM, OUR ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT TEAM, THEY ARE THE ONES CHARGED WITH THAT WORK.

MCGOWAN. FOR THE CRISIS COUNSELING AREA HERE, ARE THOSE NUMBERS THAT WE TALKED ABOUT EARLIER, THE COUNSELORS THAT WE HAVE HERE WORKING, ARE THOSE INCLUDED IN THIS NUMBER? ARE WE GOING TO LOSE ANY OF THOSE COUNSELORS? THAT IS AN AREA, FOR EXAMPLE.

SO PART OF WHAT WE WILL HAVE TO DO DURING OUR BUDGET CYCLE AND I THINK THIS ALSO GOES TO WHAT YOU'RE SAYING, MR. EAGER, ONCE WE EVALUATE THOSE BRIGHT SPOTS AND THE THINGS THAT WE KNOW HAVE HAD A TREMENDOUS IMPACT ON OUR CAMPUSES AND ON OUR STUDENTS, WE'RE GOING TO HAVE TO MAKE SOME TOUGH DECISIONS AS A BOARD.

I THINK ALSO, MS. TIMME, YOU BROUGHT THIS UP, IDENTIFYING WHERE THOSE EFFICIENCIES IN THE BUDGET AND ARE WE GOING TO HAVE TO LET GO OF OTHER THINGS BECAUSE WE RECOGNIZE WE CAN'T LOSE ONE OF THESE CRISIS COUNSELORS.

BUT TECHNICALLY, IF NOTHING WAS TO CHANGE AND THE BOARD SAID, WE ARE KEEPING OUR CURRENT BUDGET STATUS QUO AND WE ARE NOT GOING TO ADD ANYTHING AND MOVE ANYTHING FROM THE ESSER FUNDS TO OUR GENERAL OPERATING FUNDS, THEN ULTIMATELY, YES, WE WOULD HAVE TO LOSE SOME OF THE CRISIS COUNSELORS THAT ARE CURRENTLY FUNDED OUT OF ESSER.

[02:05:05]

SO THOSE ARE, THE BUDGET CONVERSATION THAT WE'RE GOING TO END TONIGHT'S MEETING WITH.

THAT WILL BE A BIG PART OF OUR WORK THIS SPRING IS REALLY TACKLING AND PRIORITIZING HOW EVERY DOLLAR IS GOING TO BE SPENT AND HOW DO WE MAXIMIZE THE OUTCOME ULTIMATELY FOR OUR STUDENTS, WHILE ALSO KEEPING IN MIND THE IMPORTANCE OF COMPENSATION FOR OUR TEACHERS.

SO THAT'S AND OUR ENTIRE STAFF.

SO THAT WILL BE OUR HARD WORK THIS SPRING.

SO REST UP OVER THE WINTER BREAK.

MS. TIMME. YEAH, AND I JUST TO PIGGYBACK OFF THAT A LITTLE BIT, I THINK WHEN WE INITIALLY, ANY TIME YOU'RE PUTTING SALARIES INTO GRANT FUNDS, RIGHT? AND YOU KNOW THAT IT'S A LIMITED TIME, IT HAS TO BE SPENT BY A CERTAIN TIME.

THERE'S A COUPLE OF THINGS THAT HAPPEN.

YOU HAVE TO MAKE DECISIONS, IN MY OPINION.

ARE YOU GOING TO DO THINGS WHICH THOSE OF US WHO'VE WORKED IN GRANTS, YOU SEE WHERE YOU HAVE TO LIKE RUSH TO SPEND MONEY ON THINGS THAT MAY NOT BE WHAT'S MOST NEEDED, BUT IN ORDER TO SPEND THAT MONEY. RIGHT.

AND THEN BUT INSTEAD, I THINK THE BOARD AND I THINK THE DISTRICT PROPOSED THAT WE USE PEOPLE BECAUSE WE THOUGHT THAT WAS GOING TO MAKE THE MOST IMPACT, KNOWING THAT ATTRITION OVER TIME WOULD BE WHAT WE'D BE ABLE TO LOOK AT VERSUS I DON'T I THINK THERE WAS A VERY REAL LOOK AT THAT.

IF WE HIRE ALL OF THESE POSITIONS, THIS IS NOT LIKE A SITUATION WHERE WE'RE LOOKING AT LAYING OFF FOLKS.

ON THE WHOLE, WE ARE LOOKING AT HOW CAN WE REPURPOSE THEM IN A WAY THAT'S STILL MEANINGFUL BECAUSE I THINK THAT CAN GET MISCONSTRUED.

AND I JUST WANT TO BE SURE THAT WE WERE CLEAR ABOUT THAT.

THAT WAS WHAT WAS A PRIORITY TO THE BOARD, IS THAT IF WE'RE GOING TO INVEST THIS MONEY, WE WANT TO DO IT IN A WAY THAT'S RESPONSIBLE TO BOTH STUDENT OUTCOMES AND THEN ALSO TO THE STAFF THAT WOULD INVEST IN OUR DISTRICT.

ABSOLUTELY. THANK YOU.

THANK YOU FOR THAT. YEAH. NO, NO ONE THAT IS FUNDED CURRENTLY OUT OF OUR ESSER FUNDS IS AT RISK OF NOT HAVING EMPLOYMENT FOR 2324.

THEIR ROLE MAY LOOK A LITTLE BIT DIFFERENT, BUT AGAIN, THOSE DECISIONS HAVE NOT BEEN MADE.

THAT WILL BE THE WORK OF THE BOARD, AND THE BOARD WILL PROVIDE DIRECTION WITH HOW THOSE, OUR REGULAR BUDGET FUNDS ARE EXPENDED TO DETERMINE WHAT CHANGES WE NEED TO MAKE.

THANK YOU, MS. TIMME. ADDITIONAL COMMENTS, QUESTIONS.

MS. BRANUM.

CLOSE IT OUT. THANK YOU.

THANK YOU, DR. BEUTEL.

THANK YOU, MR. PATE, FOR YOUR HARD WORK.

THANK YOU. THANK YOU. THANK YOU.

THAT WAS GOOD. OUR NEXT ITEM IS AN UPDATE ON THE DRAFTS OF THE UPCOMING ACADEMIC CALENDARS.

[IV.E. 2023-2024 and 2024-2025 Academic Calendars]

NOT THAT I DON'T LOVE THE CALENDARS, BUT AS YOU KNOW, THERE IS NO PERFECT CALENDAR.

MR. EAGER, THERE IS NO PERFECT CALENDAR.

AND SO IT IS NOT TRUE.

MS. PACHECO IS NOT HERE AND MS. MCGOWAN WAS NOT WITH US THE LAST TIME WE ADOPTED OUR CALENDAR.

BUT I'M GOING TO START THE PRESENTATION.

YOU'LL HEAR IT IN THE MIDDLE OF THE PRESENTATION AND YOU'LL HEAR IT AT THE END OF THE PRESENTATION.

THERE IS NO PERFECT CALENDAR.

WHAT I CAN TELL YOU IS THAT OUR CALENDARS WERE BUILT IN THE CALENDAR COMMITTEE WAS BUILT AROUND THE IDEA OF THIS SLIDE RIGHT HERE, KNOWING THAT THERE'S NO PERFECT CALENDAR, KNOWING THAT WHEN MS. HAYES WANTS TO TAKE HER VACATION MIGHT BE DIFFERENT THAN WHEN DR.

GIBBONS WANTS TO TAKE IT MIGHT BE DIFFERENT THAN DR.

HELLER'S AND MIGHT BE DIFFERENT THAN ANOTHER COMMUNITY MEMBER.

WHERE THAT THREE DAY WEEKEND FALLS.

IS IT ON A FRIDAY VERSUS THE MONDAY? LIKE ALL OF THOSE THINGS ARE INDIVIDUAL TO EACH AND EVERY FAMILY.

AND SO WHAT WE HAVE TO KEEP AS OUR KIND OF GUIDING PRINCIPLE IS EVERY TEACHER, EVERY LEADER, WHAT IS THE BEST FOR THE KIDS, WHAT IS BEST INSTRUCTIONAL, WHAT IS BEST FOR THE ORGANIZATION? SO ON OUR CALENDAR COMMITTEE, AND IF MS. PACHECO WAS HERE TONIGHT, I WOULD THANK HER.

SHE SERVED ON THIS YEAR'S COMMITTEE.

IT DOES HAVE REPRESENTATIVES FROM OUR CENTRAL OFFICE, OUR CAMPUS AND OUR COMMUNITY.

IT'S A VERY COLLABORATIVE PROCESS.

THERE ARE MEMBERS OF CABINET THAT SERVE ON THAT, ON THAT TEAM, AND THEY CAN TELL YOU FOR EACH YEAR I BRING FORWARD ABOUT 15 DIFFERENT DRAFTS AND ITERATIONS OF WHAT OUR POTENTIAL AND I CAN TELL YOU ALMOST ALWAYS THE ONE THAT I MIGHT GO INTO WANTING BECAUSE I'M LIKE, THAT'S A GOOD CALENDAR, THEY LOOK AT AND THEY GO, NOT SO MUCH.

SO IT'S A VERY COLLABORATIVE PROCESS.

IT'S A VERY SAFE PLACE WHERE PEOPLE REALLY CAN SHARE AND COMMUNICATE WHAT WORKS WELL, WHAT DOES NOT WORK WELL WITH A PARTICULAR CALENDAR.

AND I'LL JUST SAY IT AGAIN, THERE'S NO PERFECT CALENDAR.

[02:10:03]

IT CANNOT BE THAT HARD.

WHY CAN THERE NOT BE ANY PERFECT CALENDAR? YOU PICK A START DATE, YOU PICK AN END DATE, YOU THROW IN SOME HOLIDAYS, AND YOU GOT, IT'S, YOU KNOW, THAT'S IT.

AND YOU'VE GOT A CALENDAR.

WELL, IT IS NOT THAT EASY.

THERE ARE TEXAS EDUCATION CODES AROUND WHEN YOU CAN START, WHEN YOU HAVE TO FINISH BY.

BECAUSE THE BOARD, WE ARE NOW IN OUR SIXTH YEAR.

WE ARE A DISTRICT OF INNOVATION WHICH BASICALLY PROVIDES US SOME LOCAL FLEXIBILITY TO REALLY LOOK AT WHAT START DATE REALLY IS GOING TO WORK BEST FOR OUR LOCAL COMMUNITY.

AND THAT HAS GIVEN US A LITTLE BIT MORE FLEXIBILITY.

I WILL ALSO SAY IF YOU READ OUR DISTRICT OF INNOVATION, THE BOARD ALSO ADOPTED NORMS. SO FOR EXAMPLE, WE ARE NOT GOING TO START BEFORE THE FIRST TUESDAY IN AUGUST.

SO WE DO TRY TO PUT SOME FLEXIBILITIES TO PROVIDE ASSURANCES TO THE COMMUNITY THAT WE WOULD NOT MAKE A DECISION THAT WOULD HAVE US, FOR EXAMPLE, STARTING SCHOOL IN JULY.

SO THERE ARE SOME NORMS BUILT IN.

IN ADDITION TO THAT, IT'S IMPORTANT TO NOTE OUR CALENDAR IS NO LONGER BUILT AROUND JUST DAYS.

NOW, THAT IS ONE COMPONENT BECAUSE WE DO HAVE TEACHERS AND STAFF THAT ARE ON CONTRACT DAYS.

BUT REALLY WHAT THE STATE CARES ABOUT IS THE NUMBER OF STUDENT MINUTES.

SO IN ORDER FOR US TO RECEIVE FULL ADA FUNDING FOR A STUDENT IN A PARTICULAR YEAR, CALENDAR YEAR, EVERY STUDENT MUST ATTEND SCHOOL AT LEAST 75600 MINUTES.

IN RICHARDSON ISD, YOU CAN LOOK, OUR HIGH SCHOOLS EARN 440 MINUTES, OUR JUNIOR HIGHS EARN 445, AND OUR ELEMENTARIES ALSO EARN 445. AS I BUILD THAT, WHEN I CALCULATE THE NUMBER OF MINUTES, I BUILD 174 INSTRUCTIONAL DAYS, BECAUSE THAT PROVIDES NOT JUST ENOUGH MINUTES TO HIT 75,600, BUT IT ALSO ALLOWS US TO DO WHAT WE CALL BANKING AND WE BANK MINUTES.

AND AS YOU KNOW, THE PAST SEVERAL YEARS THAT HAS BEEN VITAL TO US.

SO, FOR EXAMPLE, IF WE HAVE A FLU OUTBREAK AT A CAMPUS AND WE MAY HAVE TO CLOSE THAT CAMPUS.

MS. HAYES EVEN THOUGH SHE'S PHENOMENAL WITH FACILITIES, IF THERE IS A BUSTED PIPE AT RICHARDSON HIGH SCHOOL, MAY OR MAY NOT HAVE RECENTLY HAPPENED A COUPLE YEAR AGO AND THE BASEMENT FLOODS AND WE HAVE TO CLOSE SCHOOL FOR 2 DAYS.

THAT INDIVIDUAL CAMPUS THEN DOES NOT HAVE TO MAKE UP THE DAYS OR USE THE SNOW DAYS, AND WE DON'T HAVE TO AS AN ENTIRE DISTRICT.

THEY HAVE BANKED MINUTES THAT ALLOW US TO STILL GET FULL ADA.

EVEN IF THAT CAMPUS WAS TEMPORARILY CLOSED FOR A DAY OR TWO.

IN ADDITION, AS I SAID, EVERY TEACHER AND EVERY STAFF MEMBER IS ON A NUMBER OF CONTRACT DAYS.

SO IF YOU LOOK, MOST OF OUR CALENDARS HAVE 13 PROFESSIONAL DEVELOPMENT OR EXCHANGE DAYS THAT ARE BUILT IN.

AGAIN, OUR LAST DAY OF SCHOOL FOR OUR DISTRICT INNOVATION CANNOT BE BEFORE MAY 15TH, AND WE ALSO ARE REQUIRED THROUGH TEC, THROUGH TEXAS EDUCATION CODE, TO HAVE TWO BAD WEATHER DAYS.

SO USUALLY BETWEEN OUR BANKED MINUTES AND IF WE HAD TO USE OUR BAD WEATHER DAYS, WE ARE COVERED FOR MOST WEATHER EVENTS, IF WE WERE TO BE FACED WITH THAT.

WHAT ARE SOME OTHER CALENDAR CONSIDERATIONS? AND THIS IS WHERE IT PROBABLY GETS A LITTLE BIT MORE STICKY THAN WHAT I THINK MOST COMMUNITY MEMBERS RECOGNIZE.

SO THE ONE THING WE WANT TO THINK ABOUT IS HOW DO WE MAKE SURE THAT OUR NINE WEEKS AND OUR SEMESTERS ARE AS BALANCED AS POSSIBLE? BECAUSE IF YOU THINK ABOUT A LOT OF OUR HIGH SCHOOL COURSES ARE SEMESTER COURSES.

SO I MIGHT TAKE GOVERNMENT AND ECONOMICS, AND IF I TAKE GOVERNMENT IN THE FALL, I MIGHT HAVE X NUMBER OF DAYS AND IT MIGHT BE A MUCH SHORTER SEMESTER BECAUSE OF THE WAY THAT THE HOLIDAYS FALL VERSUS THE SPRING SEMESTER IN WHICH IT MIGHT BE LONGER.

AND SO IN ESSENCE, I'VE HAD THE SAME CURRICULUM AND I'VE HAD TO MASTER THE SAME CURRICULUM, BUT MAYBE IN A SIGNIFICANTLY SIGNIFICANT LESS NUMBER OF DAYS THAN I WOULD IF I TOOK IT IN THE OTHER SEMESTER.

SO NOW TO COUNTER THAT, WE ALSO HAVE A LOT OF STATE TESTING THAT OCCURS IN THE SPRING SEMESTER.

SO ALL OF THAT MUST BE BALANCED WHEN WE'RE LOOKING AT OUR SEMESTER AND OUR NINE WEEKS.

THE BOARD HAS REALLY CHARGED OUR SYSTEM OF LOOKING AT, AND YOU ALL ADOPTED A RESOLUTION AROUND ELECTION DAYS AND THE FACT THAT SO MANY OF OUR CAMPUSES RIGHT NOW ARE USED AS POLLING LOCATIONS.

SO THAT IS A CONSIDERATION IN TERMS OF HOW DO WE BUILD IN POTENTIALLY A STAFF DEVELOPMENT DAY OR STUDENT AND STAFF HOLIDAY TO ENSURE THAT WE ARE NOT IN ANY

[02:15:02]

SO THAT MUST BE A CONSIDERATION.

I MENTIONED BANKING SOME ADDITIONAL MINUTES TO ALLOW FOR OTHER UNANTICIPATED EVENTS THAT MAY OCCUR.

OF COURSE, I MENTIONED THE TESTING SCHEDULE.

AND THEN THE OTHER IMPORTANT THING THAT WE HAVE TO NOTE HERE IS THAT WE HAVE A, I BELIEVE, SWANER DON'T QUOTE ME ON THIS.

WE HAVE OVER, I THINK, 3000 KIDS THAT ARE SITTING IN DUAL CREDIT COURSES WITH DALLAS COLLEGE.

AND IT IS REALLY IMPORTANT THAT OUR SPRING BREAKS ALIGN WITH THAT BECAUSE WE SHARE STAFF, WE SHARE PROFESSORS, AND SO WE WORK REALLY HARD TO MAKE SURE THAT OUR SPRING BREAKS ARE ALIGNED SO THAT WE ARE NOT WE DON'T PROVIDE ANY ADDITIONAL CONFLICTS THAT OUR STUDENTS ARE HAVING TO MANAGE DURING THAT TIME.

SO ALL OF THESE OTHER THINGS ARE THINGS THAT WE ALSO HAVE TO CONSIDER IN TERMS OF WHAT IS EXPECTED FROM BOTH OUR COMMUNITY AND OUR STAFF AROUND BREAKS AND HOW DO WE BUILD IN THOSE HOLIDAYS.

SO THOSE ARE ALL THINGS THAT YOU WILL NOTE IN THE CALENDAR AS WELL.

SO WHAT ONE OTHER IMPORTANT NOTE, THIS IS THE FIRST TIME, I BELIEVE, SINCE I'VE BEEN HERE, AND I'M SURE THE CABINET TEAM COULD COULD ADDRESS IF IT'S HAPPENED SOONER.

BUT I HEARD LOUD AND CLEAR LAST YEAR FROM THE COMMUNITY THAT THEY REALLY WANTED US TO BEGIN TO LOOK WHEN POSSIBLE TWO YEARS IN ADVANCE OF OUR CALENDAR, THAT IT IS REALLY HELPFUL IF THEY KNOW AHEAD OF TIME WHAT WE ARE LOOKING AT IN TERMS OF CALENDAR SO THAT IT'S NOT LAST MINUTE PLANNING AND THEY DON'T FEEL LIKE WE ARE PIVOTING ON THEM AT THE LAST MINUTE.

SO THE CALENDAR COMMITTEE DID TAKE THAT ON.

AND SO WE ARE GOING TO BE BRINGING FORWARD TO YOU TWO DRAFTS FOR THE 23-24 CALENDAR.

THE CALENDAR COMMITTEE WAS VERY UNANIMOUS AND THEY ONLY ARE BRINGING ONE DRAFT FORWARD FOR 24-25 BECAUSE THEY FELT LIKE IT WAS REALLY, THERE WAS JUST ONE OPTION.

AND SO I WILL TALK A LITTLE BIT MORE ABOUT WHAT WE'RE GOING TO DO, BUT I JUST WANT TO PROVIDE A COUPLE OF HIGHLIGHTS.

THE NUMBER ONE THING I COULD SHARE WITH YOU IS THAT THESE CALENDARS REALLY MIRROR WHAT WE HAVE DONE THE PAST SEVERAL YEARS.

FOR EXAMPLE, IN CALENDAR A WE HAVE A START DATE THAT IS AUGUST 15TH AND WE HAVE, THAT'S OUR STUDENT START DATE.

NOW, OUR STAFF WOULD START BEFORE THAT BECAUSE WE WOULD BACK UP PROFESSIONAL LEARNING.

YOU HAVE OUR TYPICAL STAFF DEVELOPMENT DAYS AROUND FAIR DAY, THE ELECTION DAY WHEN WE RETURN FOR SECOND SEMESTER FROM THE WINTER BREAK.

AND THEN ALSO WE HAVE PRESIDENTS DAY BUILT IN THERE.

WE WOULD KEEP THE FIRST THREE DAYS OF THANKSGIVING AS STAFF DEVELOPMENT OR EXCHANGE DAYS FOR OUR STAFF.

THE FIRST SEMESTER ENDS DECEMBER 21ST.

WINTER BREAK WOULD BE DECEMBER 22ND THROUGH JANUARY 5TH.

SECOND SEMESTER WOULD BEGIN ON JANUARY 8TH.

SPRING BREAK, WE HAVE CONFIRMED THAT DALLAS COUNTY SPRING BREAK IS MARCH 11TH THROUGH THE 15TH, SO THAT WE CAN ALREADY SAY FOR CERTAIN WE KNOW THAT WE WOULD NEED TO PLUG IN OUR SPRING BREAK FOR MARCH 11TH THROUGH THE 15TH.

WE'VE IDENTIFIED MAKEUP DAYS IS OUR SNOW MAKEUP DAYS IS MARCH 29TH AND APRIL 1ST ON CALENDAR A, WITH THE LAST STUDENT DAY BEING ON MAY 24TH.

AND THEN, OF COURSE, ALL OF OUR OTHER TRADITIONAL HOLIDAYS FROM LABOR DAY, FAIR DAY, MARTIN LUTHER KING, SPRING BREAK, ETC., ALL OF THOSE ARE BUILT IN.

SO THAT'S REALLY CALENDAR A.

IF YOU LOOK AT CALENDAR B, REALLY THE MOST SIGNIFICANT CHANGE TO CALENDAR B IS WHERE THE SNOW DAYS ARE PLACED, WHERE YOU HAVE ONE SNOW DAY BEING ON MARCH 29TH, WHICH TYPICALLY IS KNOWN BY MOST OF OUR FAMILIES AS GOOD FRIDAY AND THEN THE OTHER SNOW DATE MAY 24TH.

SO THAT'S TOWARDS THE END OF THE YEAR.

SO IN ONE CALENDAR, YOU'VE KIND OF BUILT YOUR SNOW DAYS AROUND THAT FRIDAY AND THAT MONDAY.

IN CALENDAR B, YOU'VE DONE IT AROUND THAT FRIDAY AND THEN ONE AT THE END OF THE SCHOOL YEAR.

AND SO JUST WHEN THAT HOLIDAY FALLS IS ONE OF THE MOST SIGNIFICANT DIFFERENCES.

AND THEN THE LAST STUDENT DAY, FIRST STUDENT DAY WOULD BE AUGUST 15TH, LAST WOULD BE MAY 23RD.

SO AGAIN, THIS VERY MUCH LOOKS AND FEELS LIKE THE CALENDAR THAT WE HAVE HAD THE PAST TWO YEARS THERE.

I KNOW LAST YEAR WE CAUSED A LOT OF STIR IN THE COMMUNITY WITH A CALENDAR THAT A DRAFT THAT LOOKED A LOT DIFFERENT.

[02:20:05]

SO LET ME PAUSE THERE.

ARE THERE ANY QUESTIONS ABOUT THE SPECIFIC 2023-24 CALENDARS, DRAFTS? AND THEN I'LL TALK ABOUT WHAT WE DO FROM HERE.

ANY QUESTIONS. AND THEY'RE PRETTY TYPICAL.

AND THEN REALLY, I'LL JUST REAL QUICK, FOR 24-25, WE PROBABLY, DOCTOR GOODSON, YOU WERE ON THE COMMITTEE.

WE LOOKED AT, I DON'T EVEN KNOW HOW MANY DRAFTS FOR 24-25.

BUT IT WAS A PRETTY QUICK.

PRETTY QUICK KIND OF UNISON THAT THIS WAS THE ONE THAT EVERYONE WANTED.

AND IT REALLY HAS A STARTING WITH A START DATE OF THE WAY YOU'LL FIND THAT THERE'S A NATURAL FLOW OF HOW THE CALENDAR IS BUILT DEPENDING UPON WHERE THE HOLIDAYS FALL.

AND SO THIS ONE KIND OF HAD THAT NATURAL PROGRESSION OF WHERE EVERYTHING NEEDED TO BE LAID OUT.

SO YOU HAVE A STUDENT START DAY OF AUGUST 13 FOR 24-25 WITH AN END DAY OF MAY 23RD.

SO AGAIN, YOU'LL HEAR IT SOUNDS VERY MUCH LIKE THE 23-24 AND THIS ONE BECAUSE THAT FOR THE THE EASTER HOLIDAY, THAT BREAK IS SO LATE, THEY KIND OF WERE UNANIMOUS AROUND A FRIDAY, MONDAY BREAK, THE 18TH AND THE 21ST.

BUT EVERYTHING ELSE IS EXACTLY THE SAME AS THE PREVIOUS CALENDARS.

SO FROM HERE.

WHAT ARE OUR NEXT STEPS? OUR NEXT STEPS ARE THAT WE WILL PROVIDE A LET'S TALK CHANNEL AND IT WILL GO LIVE TOMORROW MORNING, CORRECT, DR.

HELLER. AND IN THAT, LET'S TALK CHANNEL.

THE COMMUNITY CAN PROVIDE ANY KIND OF FEEDBACK.

WHICH CALENDAR? I LIKE CALENDAR A, I LIKE CALENDAR B, I LIKE CALENDAR A, BUT COULD YOU I LIKE CALENDAR B.

BUT WHAT IF WE REALLY ACCEPT ANY AND ALL FEEDBACK? WE DO THINK IT'S IMPORTANT TO NOTE IT'S NOT NECESSARILY A VOTE, THOUGH IT IS FEEDBACK.

AND SO EVEN THOUGH WE MIGHT BRING FORWARD AND THERE MAY BE ONE CALENDAR THAT RECEIVES 50 MORE VOTES THAN ANOTHER CALENDAR OR 50 MORE PIECES OF FEEDBACK, POSITIVE FEEDBACK THAN THE OTHER, THERE MAY STILL BE FOR REALLY LEGITIMATE REASONS THAT THE BOARD OR THAT I MAKE A RECOMMENDATION THE BOARD SUPPORTS MAYBE A DIFFERENT CALENDAR FOR A LEGITIMATE REASON.

BUT WE DO AND I THINK WE'VE DEMONSTRATED EACH YEAR HOW IMPORTANT THAT FEEDBACK IS, AND WE REALLY DO USE THAT.

SO WE WILL BRING THAT FEEDBACK FORWARD FOR YOU IN JANUARY.

AND ULTIMATELY WE WOULD WE HOPE THAT THE FEEDBACK IS VERY CLEAR AND THAT UNLESS THE BOARD HAS ANY OTHER QUESTIONS, YOU ALL WOULD VOTE AND ADOPT THAT CALENDAR IN JANUARY AND THEN WE WOULD BEGIN TO COMMUNICATE THE CALENDARS OUT FOR THE COMMUNITY.

SO I'LL TAKE ANY OTHER QUESTIONS OR COMMENTS? YES, MA'AM. I JUST WANTED TO PULL OUT THAT I REMEMBER LIFT UP FROM LAST YEAR THAT YOU CAME UP WITH A CALENDAR C, BASED ON THE FEEDBACK THAT YOU RECEIVED, WHICH WAS COMPLETELY DIFFERENT, BUT TOOK INTO ACCOUNT THAT FEEDBACK.

AND SO I THINK IT'S SUPER IMPORTANT THAT FOLKS REALIZE THAT YOU ACTUALLY REALLY DO READ EACH AND EVERY ONE OF THOSE AND MEETS THE CRITERIA THAT YOU AND THE CALENDAR COMMITTEE SET FORTH AND ALSO MEETS THE FEEDBACK OF THE COMMUNITY THAT YOU DO TRY TO MAKE THOSE CHANGES.

I TRY HARD.

WHICH I THINK IS GREAT.

THANK YOU. COMMENTS, QUESTIONS.

MR. EAGER. MS. BRANUM, I KNOW THAT YOU'VE BEEN IN CONSTANT PURSUIT OF THE PERFECT CALENDAR, AND I COMMEND YOU FOR ALL THOSE YEARS IN SEARCH OF THE PERFECT CALENDAR.

MY HOPE IS THAT YOU TRANSITION THAT HOPE TO JASSO SO THAT HE CAN CONTINUE THAT PURSUIT OF THE PERFECT CALENDAR BECAUSE IT'S OUT THERE.

YOU JUST GOT TO KEEP SEARCHING .AND WE WILL KEEP SEARCHING.

AND HE MIGHT GET A LITTLE BIT CLOSER THAN I DID.

BUT YES, WE I REALLY DO WANT TO THANK THE CALENDAR COMMITTEE.

I WANT TO THANK MS. PACHECO.

IT'S IT'S HARD WORK TO GET IN THERE AND TRY TO NAVIGATE, YOU KNOW, EVERYONE AGAIN, THERE WAS ONE CALENDAR IN THERE THAT WHEN WHEN I DRAFTED IT, I COULD NOT TELL YOU HOW EXCITED I WAS.

I WAS LIKE, THIS IS GOING TO BE IT.

AND THE TEAM LOOKED AT IT FOR ABOUT 10 MINUTES AND WERE LIKE, THERE IS NO WAY WE CAN SUPPORT THAT.

SO, YOU KNOW, I REALLY DO THANK THEM FOR THEIR EFFORTS AND THEY'RE, IT'S A LONG, LONG PROCESS AND THEY ARE FANTASTIC.

[02:25:02]

AND SO THANK YOU, TABITHA, MS. BRANUM AND MS. PACHECO.

IT'S INTERESTING THAT A CALENDAR CAN BE THIS COMPLEX, AND SO EVEN OUTSIDE OF THAT, I APPRECIATE THE FACT THAT YOU'VE BROUGHT THIS TO THE BOARD AND TO OUR COMMUNITY TO REALLY EXPLAIN THE COMPLEXITIES AND HOW THIS WORK WORKS, BECAUSE I DON'T THINK A LOT OF US, EVEN ESPECIALLY OUR COMMUNITY, DO NOT UNDERSTAND EVERYTHING THAT GOES INTO PUTTING A CALENDAR TOGETHER.

AND CAN I JUST ALSO CELEBRATE THAT IT'S DECEMBER WHEN WE'RE HAVING THIS CONVERSATION AND NOT IN THE SPRING? AGAIN, THAT IS A DIRECT, MS. TIMME TO YOUR POINT, THAT IS A DIRECT REQUEST.

THE COMMUNITY HAS ASKED OVER AND OVER AGAIN, WHY DO WE ADOPT THE CALENDAR SO LATE IN THE SPRING? CAN WE ADOPT IT EARLIER? AND SO THE BOARD ASKED FOR IS THAT SOMETHING THAT WE CAN ADJUST? AND SO WE ARE BRINGING THIS TO YOU IN DECEMBER.

ABSOLUTELY. THANK YOU.

THANK YOU. THANK YOU. YES, MA'AM.

I JUST WANT TO ASK ONE MORE.

KNOWING IT'S A LEGISLATIVE YEAR AND SOMETIMES THINGS COME OUT OF THE LEGISLATURE THAT REALLY, YOU KNOW, MEAN THAT WE HAVE TO CHANGE THIS CALENDAR NOT BECAUSE OF FEEDBACK NECESSARILY, BUT BECAUSE OF OF THINGS THAT COME FROM THAT.

I MEAN, THAT IS SOMETHING THAT WILL HAVE TO BE IN CONSIDERATION AND COULD POSSIBLY MAKE SOME CHANGES AT LATE NOTICE.

IS THAT CORRECT? ABSOLUTELY.

YES, MA'AM. AND UNFORTUNATELY, THAT EACH LEGISLATIVE SESSION IS UNPREDICTABLE.

WELL, IN THE PAST, TYPICALLY THEY HAVE GIVEN US A GRACE PERIOD OR A YEAR BECAUSE THEY KNOW TRYING TO CHANGE A CALENDAR WHEN A LAW MAY NOT BE VOTED ON UNTIL MAY OR JUNE. BUT I'VE ALSO BEEN AND DEVELOPED A CALENDAR IN WHICH WE HAD TO MAKE AN ADJUSTMENT BECAUSE OF A LEGISLATIVE CHANGE.

SO, YES, THAT AND THAT LANGUAGE WILL BE INCLUDED, AND ESPECIALLY FOR THE 24-25 CALENDAR, BECAUSE WHILE THIS IS A DRAFT WHERE WE ARE, WHAT WE KNOW RIGHT NOW, IF SOMETHING COMES FROM THE LEGISLATIVE SESSION, IT ABSOLUTELY COULD IMPACT THE 24-25.

SO THAT LANGUAGE WILL BE PRESENT AS WELL.

THANK YOU FOR THAT.

ALL RIGHT. ANYTHING ELSE?

[IV.F. 2023 - 2024 Budget Discussion]

MS. BRANUM.

I'M GOING TO TURN IT OVER TO MR. PATE. THANK YOU, MRS. BRANUM. AND YOU HAVE BEFORE YOU ANOTHER IMPERFECT CALENDAR.

I WILL JUST SAY, AS ALWAYS, THIS CALENDAR IS SUBJECT TO CHANGE AND THIS CALENDAR DOES NOT LIST ALL MEETINGS AND ACTIVITIES ASSOCIATED WITH THE BUDGET PROCESS.

ONLY THE SIGNIFICANT DATES ARE LISTED AND THESE DATES ARE CONSISTENT WITH PRIOR YEARS.

AND AS MS. TIME POINTED OUT, THIS IS A LEGISLATIVE YEAR AND ON THE SECOND PAGE OF THIS BUDGET CALENDAR, MAY 29TH, THIS IS ONE OF THE MOST CRITICAL DATES IN THIS CALENDAR.

THAT IS THE LAST DAY OF THE LEGISLATIVE SESSION AND FREQUENTLY THE BUDGET, THE STATE BUDGET, WHICH INCLUDES SCHOOL FINANCE, SCHOOL FUNDING IS NOT ADOPTED UNTIL VERY NEAR THE END OF THE SESSION.

AND AS YOU CAN SEE THERE ON THE CALENDAR IMMEDIATELY FOLLOWING MAY 29TH, THAT JUNE 8TH IS WHEN WE PROPOSE AT THIS POINT, BASED ON OUR NORMAL PROCESS AND OUR NORMAL CALENDAR TIMELINE TO ADOPT THE BUDGET.

SO AS IN ANY LEGISLATIVE YEAR, IT IS VERY LIKELY THAT WE WILL BE ADOPTING A BUDGET ON JUNE 28TH SO THAT WE CAN PAY OUR PEOPLE IN JULY BECAUSE STATE LAW REQUIRES US TO HAVE A BUDGET IN PLACE BEFORE THE START OF THE NEW FISCAL YEAR.

OTHERWISE WE CANNOT SPEND ANY MONEY AND THEREFORE WE COULD NOT PAY OUR STAFF OR ANY OF OUR OTHER BILLS.

SO WE WILL ADOPT A BUDGET IN JUNE, BUT WE MAY HAVE TO MAKE AMENDMENTS TO IT MORE SIGNIFICANTLY THAN IN A NORMAL IN A NON-LEGISLATIVE YEAR.

WE MAY HAVE SIGNIFICANT AMENDMENTS THERE IN AUGUST.

ALSO, I WOULD JUST POINT OUT THAT, YOU KNOW, HOUSE BILL 3 INCLUDED A REQUIREMENT THAT AT LEAST 30% OF THE INCREASE IN PER STUDENT SPENDING.

LET ME SAY THAT AGAIN.

HOUSE BILL 3 INCLUDED A REQUIREMENT THAT AT LEAST 30% OF THE INCREASE IN PER STUDENT SPENDING BE USED TO PROVIDE A COMPENSATION INCREASE TO FULL TIME DISTRICT EMPLOYEES OTHER THAN ADMINISTRATORS.

AND SO, YOU KNOW, IF WE GET AN INCREASE IN THE BASIC ALLOTMENT, THEN THAT WOULD TRIGGER THIS PROVISION.

AND WE'VE NOT HAD, SO WE'VE HAD THE SAME BASIC ALLOTMENT FOR FOUR YEARS IN A ROW.

AND I DID A LITTLE DIGGING THE OTHER DAY.

AND WE HAVE THE LONGEST THAT I WANT TO SAY IN RECENT HISTORY SINCE ABOUT 2005, THE LONGEST THAT WE HAVE, THAT TEXAS DISTRICTS HAVE GONE

[02:30:02]

SO IT IS POSSIBLE WE COULD SEE AN INCREASE IN THE BASIC ALLOTMENT IF THAT HISTORY HOLDS, BUT IT WOULD TRIGGER THIS PROVISION.

THERE MAY BE CERTAINLY OTHER STRINGS ATTACHED TO THAT INCREASE IN THE BASIC ALLOTMENT OR ANY OTHER INCREASE IN PER STUDENT FUNDING, BUT JUST GENERICALLY AN INCREASE IN PER STUDENT FUNDING TRIGGERS THAT.

THE REASON I BRING THIS UP IS DECISIONS LIKE THAT WOULD NOT LIKELY BE PASSED BY THE LEGISLATURE UNTIL CLOSE TO THE END OF THE SESSION, WHICH, YOU KNOW, CAUSES A SIGNIFICANT AMOUNT OF STRESS FOR US AND OUR STAFF AS WE'RE BUILDING THE BUDGET PROCESS.

AND WHEN I SAY STAFF, STRESS ON OUR STAFF BECAUSE OF THE TIMING ASSOCIATED WITH ADOPTING A SALARY SCHEDULE FOR THE UPCOMING SCHOOL YEAR, AND WE CERTAINLY RECOGNIZE THAT AND MS. MORSE AND MS. BRANUM AND MYSELF AND A LOT OF OTHER PEOPLE, DR.

GOODSON WILL BE FOLLOWING THE LEGISLATIVE SESSION, AS ALWAYS, AND TRYING TO MODEL FOR YOU THOSE VARIOUS OPTIONS THAT ARE PRESENTED DURING THE YEAR.

SO WITH THAT, I'LL BE GLAD TO ANSWER ANY QUESTIONS ABOUT THIS CALENDAR, BUT JUST KNOW THAT IT IS VERY LIKELY SUBJECT TO CHANGE.

ALL RIGHT. WE'RE GOING TO OPEN THE FLOOR FOR QUESTIONS.

NO QUESTIONS.

ON THIS SIDE. MR. POTEET.

FOR CLARIFICATION, AS I LOOK AT THIS, MR. PATE, WE'VE GOT A DEMOGRAPHERS REPORT IN JANUARY 12TH, IT LOOKS LIKE AT THAT MEETING, AND IF I UNDERSTAND CORRECTLY, WE'VE GOT A NEW DEMOGRAPHER ON BOARD, IS THAT RIGHT? YES, IT IS. AND MS. HAYES AND I HAVE MET WITH REPRESENTATIVES FROM OUR FROM DAVIS DEMOGRAPHICS EARLIER THIS YEAR, AND THEY ARE WORKING DILIGENTLY TO PREPARE THAT DEMOGRAPHIC REPORT FOR US.

AND WE'RE ANXIOUS TO SEE THE INFORMATION THAT THEY'LL BE PROVIDING.

AND I DON'T KNOW IF MS. HAYES HAS ANY OTHER COMMENTS.

NO, SHE DOES NOT. OKAY.

THANKS. THANKS FOR THE CLARIFICATION.

NO QUESTIONS. ALL RIGHT.

[IV.G. Intruder Detection Audit Report]

MS. BRANUM. THANK YOU, MS. HARRIS. AS WE HAVE SHARED, I THINK EVERY MONTH WE ARE.

GOVERNOR ABBOTT HAS DETERMINED THAT AS PART OF OUR SAFETY AND SECURITY EFFORTS, THAT 75% OF CAMPUSES ACROSS THE STATE WILL RECEIVE AN INTRUDER AUDIT.

WE ARE SO THANKFUL TO THE SUPPORT OF REGION 10 AND THE HELP THAT THEY HAVE PROVIDED.

EVERY MONTH I, SO FAR EVERY MONTH I HAVE RECEIVED A CALL FROM OUR REPRESENTATIVE INFORMING US THAT WE HAVE BEEN SELECTED FOR CERTAIN CAMPUSES TO HAVE AN INTRUDER AUDIT.

IT'S IMPORTANT TO NOTE THAT I DON'T KNOW WHAT CAMPUSES.

WE DON'T KNOW WHAT CAMPUSES.

ALL OF OUR CAMPUSES KNOW THAT THEY COULD BE SUBJECT AT ANY TIME IN ANY MONTH TO THIS AUDIT.

AND SO MS. HAYES WILL SHARE OUR FINDINGS FOR THIS MONTH.

THANK YOU, SUPERINTENDENT BRANUM.

GOOD EVENING, BOARD. SINCE OUR LAST MEETING IN NOVEMBER, WE'VE HAD TWO ADDITIONAL SCHOOLS VISITED FOR OUR AUDITS FROM THE STATE.THURGOOD MARSHALL ELEMENTARY RECEIVED AN UNANNOUNCED DOOR AUDIT AND HAD NO FINDINGS.

AND WE HAD OUR FIRST HIGH SCHOOL HAVE THEIR VISIT, PEARCE HIGH SCHOOL.

AND THERE WERE SOME FINDINGS THERE IDENTIFIED.

THE FINDINGS WILL INCLUDE THINGS LIKE DOORS THAT ARE BROKEN OR DOORS THAT AREN'T LOCKED PROPERLY.

AND SO WE HAVE TO PUT AN ACTION PLAN TOGETHER.

WE HAVE 45 DAYS TO DO THAT.

WE ARE CONVENING THE DISTRICT SAFETY AND SECURITY COMMITTEE, WHICH HAS TO BE PART OF THE ACTION PLAN PROCESS.

THEY WILL MEET ON MONDAY.

WE WILL CREATE THE ACTION PLAN FOR PEARCE.

WE'VE ALREADY STARTED MEETING WITH THE PEARCE CAMPUS AND WE WILL PUT THAT ACTION PLAN TOGETHER, CARRY IT OUT, BRING YOU THE DETAILS ON JANUARY THE 12TH TO THAT MEETING WHERE WE WILL GO INTO CLOSED SESSION TO GO OVER THE SPECIFIC DETAILS.

WE DO NOT TALK ABOUT THOSE IN OPEN SESSION.

BUT JUST NO, WE'RE NOT SURPRISED AS ANYONE WHO IS DEALING WITH THIS ACROSS THE STATE.

THE PURPOSE OF THESE AUDITS ARE JUST TO TELL US IF THERE'S ANY WEAKNESSES THAT WE NEED TO IDENTIFY.

AND SO THAT'S WHAT WE'RE DOING WITH THESE.

PEARCE IS DOING A PHENOMENAL JOB OF KEEPING UP.

THAT CAMPUS IS UNDER MAJOR CONSTRUCTION, SO THAT'S AN ADDED PIECE OF STRESS FOR THAT CAMPUS.

SO WE WILL WORK WITH THEM.

OUR SAFETY AND SECURITY TEAM MET WITH THE ADMIN TEAM.

THEY'RE WORKING AS HARD AS ANYONE CAN WORK ON KEEPING EVERYONE SAFE OVER THERE AND DOING WHAT'S RIGHT.

AND THESE THINGS ARE JUST GOING TO HAPPEN.

SO THIS PROBABLY WILL NOT BE THE FIRST, THE LAST TIME THAT YOU HEAR US COME WITH SOME AUDIT FINDINGS.

ANY QUESTIONS? ALL RIGHT.

[IV.I. Discussion of Student / District Activities]

[02:35:08]

WE HAVE DEFINITELY HAD A LOT GOING ON, AS WE TYPICALLY DO.

SO WE'LL JUST KIND OF GO AROUND THE HORSESHOE REAL QUICK.

SO, MS. MCGOWAN. YOU ATTENDED THE LAKE HIGHLANDS FINE ARTS SHOWCASE.

YOU WANT TO GIVE US A LITTLE BRIEFING ABOUT THAT? YES, I WILL.

IT WAS GREAT. ADAM MCGOUGH CAME AND SPOKE AND THAT WAS NICE TO HAVE HIM THERE WITH THE STUDENTS.

OVERALL, IT WAS JUST REALLY A GREAT SENSE TO SEE OUR KIDS HAVE TO POUR INTO THAT PROGRAM THE WAY THEY POUR INTO IT.

IT REALLY GIVES THEM A SENSE OF BELONGING TO OUR SCHOOLS.

WHO ELSE SPOKE? I DID. YEAH, BUT [LAUGHTER].

YEAH, IT'S JUST SO, IT WAS COOL TO SEE ALL THE ELEMENTARY KIDS COME OUT AND THEY, IT'S JUST SO AWESOME TO SEE THEM PUT A SONG TOGETHER WITH KIDS FROM DIFFERENT ELEMENTARY SCHOOLS WITH VERY LIMITED TIME.

AND THEY CAME AND THEY SANG TOGETHER IN UNISON AND IT WAS JUST LIKE, DUDE, IF THESE KIDS CAN DO THIS, SURELY WE CAN DO THIS, RIGHT? AND SO IT WAS A GOOD LESSON FOR THE COMMUNITY TO SEE.

YEAH, IT WAS A GOOD LESSON THE KIDS TAUGHT US THAT NIGHT.

SO YEAH, I'S HAPPY TO BE A PART.

AND FROM MY UNDERSTANDING, SOME OF THE STUDENTS THAT WERE SINGING TOGETHER, THAT WAS THEIR FIRST TIME GETTING TOGETHER.

YEAH, THEIR FIRST PRACTICE.

THEY JUST LEARNED THE SONG AND THEY PERFORMED IT PERFECTLY.

I'M EXCITED. MY KID IS A PART OF THAT BAND IN THAT PROGRAM AT LAKE HIGHLANDS HIGH SCHOOL AND THOSE CHILDREN UNDER THAT DIRECTOR BRUMLEY IS AMAZING TO SEE WHAT HE'S DONE FOR LAKE HIGHLANDS PROGRAM.

SO YEAH.

IT WAS AN AMAZING NIGHT.

I ENJOYED IT AS WELL.

MS. RENTERÍA.

SPANISH FINANCIAL AID NIGHT.

YES. SO WE KIND OF SPOKE A LITTLE BIT ABOUT THAT WITH THE PRESENTATION OF WHAT THAT THE COUNSELING DEPARTMENT HAD.

AND SO THAT WAS GREAT.

IT WAS AWESOME.

IT'S I'VE DONE IT BEFORE.

IT'S REALLY GREAT TO SEE THEY DO A GREAT JOB OUT THERE AT RHS.

AND AGAIN, IT'S NOT ONLY RICHARDSON HIGH SCHOOL STUDENTS, BUT I THINK IT WAS JUST THROUGHOUT THE WHOLE DISTRICT.

SO IT'S REALLY GREAT BECAUSE THEY DO A FINANCIAL AID SPANISH NIGHT AND SO THEY PROVIDED FOOD FOR THE FAMILIES.

THEY HAD ENTERTAINMENT FOR A LITTLE BIT JUST TO GET EVERYBODY IN THERE AND GET THEM JUST TO BE COMFORTABLE AND TO BE AGAIN, I THINK THEY DO A GREAT JOB OF TRYING TO DOWNPLAY THIS VERY DIFFICULT AND OVERWHELMING TASK.

BUT IT WAS GREAT.

SO AND THEN THERE WERE PEOPLE THAT WERE HELPING TO FILL THESE FORMS OUT.

THERE WERE STUDENTS, THERE WERE PARENTS, AND IT WAS A GREAT NIGHT OVERALL, AND I'M GLAD THAT I WAS PART OF IT.

AND YOU ALSO YOU ALSO HAD THE OPPORTUNITY TO ATTEND THE MULTICULTURAL DINNER SPONSORED BY TOPPS.

YES. SO WE WERE THERE AND MS. PACHECO AND I WERE THERE.

AND THAT WAS GREAT.

ALSO PUT OUT BY MS. CEPEDA, WHO IS OUR COUNSELOR THERE, TOO.

AND IT WAS GREAT.

SO ALL THE STUDENTS BROUGHT FOOD.

THEY WERE DRESSED IN THEIR ETHNIC FASHION.

THEY HAD SOME SPEAKERS THAT TALKED ABOUT THEIR STORY, WHICH WAS GREAT BECAUSE IT WAS A STORY OF WHO THEY ARE, HOW WERE THEIR PARENTS CAME FROM, WHY THEY'RE AT THE SCHOOL, WHAT THEY LIKED ABOUT IT, THEIR CHALLENGES AND WHAT THEY BRING TO THE TABLE WITH WHO THEY ARE.

AND SO IT WAS GREAT.

IT WAS A GREAT DISCUSSION.

IT WAS GREAT TO ALSO BE THERE.

AND IT WAS OVERALL GREAT.

I MEAN, THEY DO THIS EVERY YEAR AND I THINK EVERY YEAR GETS BETTER.

SO IT WAS NICE.

MR. EAGER.

SO A FEW OF US ATTENDED THE NORTH TEXAS AREA ASSOCIATION OF SCHOOL BOARDS (NTAASB).

YEAH, IT WAS AN OPPORTUNITY TO BASICALLY LISTEN TO THE LEGISLATIVE AUTHORITY.

YOU KNOW, IT'S LISTENING TO THE SURROUNDING DISTRICTS AND THE LEGISLATIVE PRIORITIES TO SEE THAT WE'RE IN ALIGNMENT WITH THE NEEDS OF ALL THE NORTH TEXAS SCHOOL DISTRICTS.

AND IT'S GOOD TO HEAR THEY HAD A PANEL OF SPEAKERS THAT WAS TALKING FROM DIFFERENT AREAS.

AND SO IT WAS VERY INFORMATIVE FROM THE STANDPOINT OF NOT ONLY JUST UNDERSTANDING OF WHAT TO EXPECT IN THE UPCOMING LEGISLATURE, BUT IT WAS ALSO THE ABILITY FOR US TO LISTEN AND HEAR FROM OTHER SCHOOL DISTRICTS, TO SEE, YOU KNOW, TO SHARE STORIES AND SHARE KIND OF COMMON CONCERNS THAT WE'RE ALL TRYING TO ADDRESS, TO DO WHAT'S BEST FOR OUR KIDS.

YEAH, ABSOLUTELY.

AND I WILL ADD TO THAT, YOU KNOW, JUST THE WHOLE UNDERSTANDING HOW TO ADVOCATE FOR OUR KIDS.

[02:40:06]

SO, YEAH, I ENJOYED IT AS WELL.

CHRIS.

LAKE HIGHLANDS WOMEN'S LEAGUE MEETING.

YEAH. TALK ABOUT FITTING IN.

THERE WERE ABOUT 60 OR 70 PEOPLE IN ATTENDANCE AT THE LAKE HIGHLANDS WOMEN'S LEAGUE AND ME .

AND ACTUALLY TRUSTEE MCGOWAN WAS WITH ME, SO I FELT SAFE.

IT WAS GREAT. IT WAS A GREAT, THIS WAS THEIR, I GUESS, MONTHLY MEETING.

AND THEY WERE GETTING READY TO KICK OFF THE HOME TOUR.

SO THAT WAS A BIG PIECE OF THEIR MEETING.

BUT THEY WANTED TO HEAR AN UPDATE ON THE DISTRICT AND WE GAVE THEM THAT.

WE OBVIOUSLY IN LAKE HIGHLANDS ARE VERY INTERESTED IN THE JUNIOR HIGH TO MIDDLE SCHOOL CONSTRUCTION PROJECTS SCHEDULES.

AND WE'RE DOING GOOD ON THAT.

SO WE GAVE HIM THAT UPDATE.

THEN WE TALKED TO THEM A LITTLE BIT ABOUT LEGISLATIVE PRIORITIES WITH THAT COMING UP AS WELL.

SO THAT WAS GOOD. HAD SOME QUESTIONS ACTUALLY FROM THE AUDIENCE THAT I THINK WE ANSWERED PRETTY HANDILY.

AND IT WAS REALLY GOOD.

WE FELT AT HOME.

SO GOOD, GOOD OPPORTUNITY.

AND SEVERAL OF US HAD AN OPPORTUNITY TO ATTEND THE LAKE HIGHLANDS WOMEN'S HOME TOUR.

SO MS. MCGOWAN, CAN YOU TELL US ABOUT THAT? YEAH, LIKE CHRIS SAID, WE FELT AT HOME AND THAT IS OUR HOME.

SO IT WAS REALLY COOL TO BE ON THAT TOUR WITH ALL OF YOU GUYS AND GO THROUGH SOME OF THOSE AMAZING HOMES.

I MEAN THAT, IT WAS MY FIRST TIME, MY FIRST TIME TOURING AND I THINK YOUR FIRST TIME TOURING TOO, SO IT WAS GREAT TO HAVE YOU GUYS ALONG ON THAT.

AND THEN TO JUST GET OUT IN THE COMMUNITY AND RUN INTO SO MANY COMMUNITY MEMBERS THAT WE DON'T GET TO SEE ON A DAILY BASIS.

AND IT WAS FUN TO CONNECT WITH THE PEOPLE AND JUST HAVE A GOOD TIME.

YEAH, YEAH, I TOTALLY AGREE.

I JUST WANT TO MAKE SURE THAT THE, I THINK WHY THAT HOME TOUR AND JUST EXPRESS MY GRATITUDE TO THE WOMEN'S LEAGUE BECAUSE THOSE THAT WE DIDN'T GO JUST TO LIKE, OOH LET'S GO TO THE HOME TOUR.

RIGHT. WE WENT TO SUPPORT BECAUSE THOSE FUNDS GO DIRECTLY BACK TO SCHOLARSHIPS AND SUPPORTING INITIATIVES AT OUR CAMPUSES TO HELP ALL KIDS BE SUCCESSFUL.

SO JUST THINK, I THANK THAT ORGANIZATION AGAIN FOR POURING INTO OUR KIDS.

YEAH. AND IF I COULD ADD, TOO, I MEAN, WHEN WE WENT TO THE HOME TOUR AND THEN AT THE WOMEN'S LEAGUE MEETING, I MEAN, IT'S JUST PEPPERED WITH FRIENDLY FACES FROM PTA'S, PEOPLE ACTIVE IN ALL THE SCHOOLS AND THAT FEEDER PATTERN.

SO IT'S YOU GET A LOT OF OVERLAP WITH GREAT, GREAT PEOPLE OVER THERE.

YEAH. YEAH, ABSOLUTELY.

AND MEGAN HAD AN OPPORTUNITY TO COME TO OUR LEGISLATIVE LUNCHEON.

ACTUALLY MOST OF US WERE THERE WITH MEGAN.

YEAH. YEAH, ABSOLUTELY.

WELL, AND WE WERE REALLY WELL REPRESENTED BECAUSE MS. HARRIS, MS. BRANUM AND MR. POTEET WERE ABLE TO.

WHAT DID WE HAVE? DID WE HAVE LIKE, I WAS TRYING TO COUNT WAS IT EIGHT OF OUR ELECTED OFFICIALS OR THEIR REPRESENTATIVES THERE? SO WHICH WAS REALLY GREAT BECAUSE, YOU KNOW, IT'S ONE THING FOR THEM TO HEAR OUR LEGISLATIVE PRIORITIES, BUT IT'S QUITE ANOTHER TO UNDERSTAND THE WHY BEHIND IT AND TO HEAR WHY IT MAKES A DIFFERENCE IN OUR SPECIFIC AREA SO THAT THEY CAN UNDERSTAND WHY THERE MAY BE OTHER THINGS THAT AREN'T AS IMPACTFUL AND WHY WE PRIORITIZE THE WAY WE PRIORITIZE.

AND SO THEY WERE REALLY GREAT.

YOU GUYS DID A GREAT JOB SHARING WHY WE SELECTED THOSE AND THEN ALSO TWO, THEY WERE ABLE TO ASK US QUESTIONS AND TO HAVE SOME CONVERSATIONS BACK AND FORTH WITH AS MANY THINGS AS OUR ELECTED OFFICIALS HAVE TO REMEMBER IN AUSTIN DURING LEGISLATIVE SESSION TO HAVE THAT PERSONAL TIME AND HAVE A REAL CONTEXT AROUND IT IS, I THINK, INCREDIBLY HELPFUL AND IMPACTFUL.

SO I THINK IT PROBABLY WILL DO OUR COMMUNITY REALLY WELL.

THAT WAS GOOD TIME SPENT.

YEAH.

IT WAS INTERESTING. I HAD A COUPLE OF OFFICES REACH BACK OUT TO ME BECAUSE ONE OF THE OPPORTUNITIES YOU HAVE WHEN YOU'RE IN A MORE IN A SESSION WHERE YOU'RE HAVING MORE OF THAT ONE ON ONE CONVERSATION, PART OF WHAT WE SHARED AROUND OUR LEGISLATIVE PRIORITY, THE BOARD'S LEGISLATIVE PRIORITIES AROUND ADJUSTING AND MAKING ADJUSTMENTS TO OUR FUNDING RESOURCES.

I WAS ABLE TO SHARE JUST THE FRIDAY BEFORE WE HAD A SIGNIFICANT INCREASE IN OUR INSURANCE COSTS OF CLOSE TO $1,000,000 TO REQUIRED INSURANCE COSTS.

THERE'S NOTHING THAT YOU KNOW, THIS IS NOT A DISTRICT.

YOU KNOW, THIS IS A REQUIREMENT.

WE HAVE TO HAVE IT DUE TO AND THEN DUE TO OUR LOCAL CONTEXT OF THE TORNADO, ACTIVE SHOOTER INSURANCE THAT WE NOW HAVE, JUST LOTS OF DIFFERENT THINGS.

IT'S CLOSE TO $1,000,000 INCREASE IN OUR INSURANCE FEE.

AND SO THAT REALLY RESONATED WITH OUR LEGISLATORS.

[02:45:02]

AND THAT'S A SPECIFIC STORY THAT THEY ALL HAVE SAID WE ARE GOING TO TAKE BACK AND WE ARE GOING TO USE THAT AS PART OF THE CONVERSATION WHEN WE'RE AT LIKE A REAL LIFE EXAMPLE, REAL EXAMPLE OF SOMETHING RECENT OF WHICH THE DISTRICT DIDN'T HAVE A DISCRETION ON THAT, BUT HOW IT IS IMPACTING OUR EXPENDITURES AND WHERE IS THAT? WHERE ARE WE SUPPOSED TO FIND THAT MILLION DOLLARS? AND, YOU KNOW, THAT'S A REQUIRED EXPENDITURE.

SO I THANK I JUST I THANK MS. MORSE FOR HER LEADERSHIP IN THAT.

I THANK THE BOARD, LEGISLATIVE SUBCOMMITTEE AND I THANK YOU SO MUCH FOR BEING THERE.

I THINK IT WAS IMPORTANT JUST HAVING THE LUNCH CONVERSATION WITH THOSE LEGISLATORS AND HEARING YOUR VOICE AND YOUR PASSION AROUND THESE TOPICS.

IT MADE A DIFFERENCE.

YES. LET ME JUST ADD TOO, BECAUSE I THINK YOU I THINK YOU DID A REALLY GOOD JOB EXPLAINING TOO ABOUT HOW WE TRY TO BE GOOD STEWARDS OF TAXPAYER DOLLARS AND HOW THOSE ARE USED AND HOW WE TRY TO PROTECT OUR TAXPAYERS WITH THEIR FUNDS IN A WAY THAT FEELS FISCALLY RESPONSIBLE, WHILE ALSO ASKING THE STATE TO HELP CARRY THE LOAD AND NOT OVERBURDEN OUR COMMUNITY WITH THOSE INCREASED TAXES AND ALLOWING US TO, WHEN WE COLLECT, ESPECIALLY TAX MONEY THAT'S DESIGNED FOR EDUCATION, THAT WHEN THERE'S EXCESS, THAT IT STAY IN EDUCATION.

RIGHT. AND I THINK IT'S INCREDIBLY IMPORTANT THAT WE WERE ABLE TO SHARE THAT WITH THEM.

AND I'M NOT SURE THERE'S THAT REALIZATION EVERYWHERE THAT WHEN THERE'S OVERAGE FROM WHAT THEY GIVE US, WHERE THAT ACTUALLY GOES, AND IT MAY NOT BE BACK TO EDUCATION, WHICH IS WHAT THOSE WERE PAID FOR. YEAH, ABSOLUTELY.

AND, YOU KNOW, IT WAS GREAT JUST TO SEE HOW MANY THERE AGREED WITH ALL OF OUR PRIORITIES.

I MEAN, THEY WERE TOTALLY IN AGREEMENT.

MS. HARRIS.

IF I COULD ADD REAL QUICK TWO QUICK POINTS.

SO $1,000,000 WHEN THEY'RE TALKING BUDGETS IN AUSTIN IS NOT A LOT OF MONEY, BUT YOU DID A REALLY GOOD JOB OF SAYING THIS IS, I FORGET 17 TEACHERS.

17 ALLOCATIONS. 17 ALLOCATIONS.

THEN YOU LOOK AROUND THE ROOM AND PEOPLE START KIND OF CONNECTING DOTS ON WHAT THE IMPACT IS TO THE DISTRICT.

SO THAT WAS, THAT'S KEY.

AND WE GOT TO CARRY THAT KIND OF TRANSLATION FORWARD ON THAT.

AND THE OTHER PART WAS WE GOT TO SHOW OFF THE CULINARY STUDENTS FOR LUNCH AND MR. CHOAT'S LIBRARY.

AND SO THAT WAS GREAT WITH THOSE KIDS THERE.

YES, IT WAS GREAT.

MS. RENTERÍA. I MEAN, I WAS JUST GOING TO SAY THAT TOO.

I WAS ALWAYS JUST VERY GRATEFUL TO MR. CHOAT AND RICHARDSON HIGH SCHOOL AND THE CULINARY STUDENTS WERE AMAZING.

AND JUST TO MS. MORSE, WHO PUT ALL THAT TOGETHER, YOU KNOW, SHE ORGANIZED THAT, PUT IT TOGETHER, AND IT WAS BEAUTIFUL.

THE PRESENTATIONS WERE GREAT.

AND AGAIN TOO YOU GUYS DID AN AMAZING JOB.

SO OVERALL, IT WAS IT WAS A WONDERFUL LUNCHEON.

IT WAS. IT WAS GREAT.

AND SO FOR ME, I.

AND WE'VE ALREADY DONE A LOT OF RECOGNITION ON THIS TONIGHT DURING OUR RECOGNITION OPPORTUNITY.

SO RISD RECEIVED THE PARTNER AWARD FROM DALLAS BAPTIST UNIVERSITY AND TABITHA WAS THERE TO TO ACCEPT IT FOR US ON OUR BEHALF. SO THANK YOU SO MUCH FOR THAT.

IT WAS GREAT. IT WAS GREAT.

AND WE HAD AN OPPORTUNITY TO ATTEND THE CITY OF RICHARDSON CHRISTMAS PARADE.

RIGHT? AND IT WAS SUPER COLD OUTSIDE.

[LAUGHTER] AND I FORGOT MY GLOVES.

TABITHA HAD GLOVES.

BUT IT WAS FABULOUS.

I LOVE THAT PARADE.

WE'VE DONE IT A COUPLE OF TIMES NOW AND IT WAS JUST GREAT TO SEE HOW MANY PEOPLE CAME OUT TO SUPPORT.

I MEAN, THAT PART WAS ABSOLUTELY FABULOUS.

I MEAN, PEOPLE WERE LINED ALL THE WAY IN DROVES AND JUST HUGE PACKS.

SO THAT PART WAS JUST SUPER NICE.

SO THANK YOU, CITY OF RICHARDSON.

I ENJOYED MYSELF.

I THINK EVERYBODY HERE ENJOYED THEMSELVES.

WE WERE KIND OF DRESSED IN OUR FROLICS, SO WE HAD A GREAT TIME.

I WANT TO ADD, I DID HAVE SOME KIDDOS AND PARENTS SCREAM OUT, WHERE'S THE CANDY? SO WE MIGHT TIGHTEN UP ON THAT.

YEAH, YOU CAN'T THROW CANDY AT PARADES ANYMORE.

NO MORE CANDY THROWN IN PARADES.

WELL, THIS WAS GREAT.

WE HAD A FABULOUS WEEK.

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

AT THIS TIME, THE BOARD WILL TAKE A BRIEF BREAK.

[V. CLOSED MEETING]

AND WE WILL MEET UPSTAIRS.

[VI. RECONVENE in Open Session]

[02:50:01]

ON DECEMBER 8TH, 2022.

* This transcript was compiled from uncorrected Closed Captioning.