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>> GOOD EVENING AND WELCOME TO
[I. CALL TO ORDER]
THE FEBRUARY 2023 MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES.I AM REGINA HARRIS, PRESIDENT OF THE BOARD.
MS. MCGOWAN COULD NOT BE HERE THIS EVENING.
HOWEVER, WE DO HAVE A QUORUM TONIGHT AND THIS MEETING IS CALLED TO ORDER AT 6:30 PM.
DR. HELLER, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US INTO THE PLEDGES OF ALLEGIANCE?
>> YES, PRESIDENT HARRIS, SUPERINTENDENT BROWN, AND BOARD OF TRUSTEES, I'M EXCITED TO INTRODUCE TO YOU THIS EVENING.
WE HAVE STUDENT COUNCIL MEMBERS FROM YALE ELEMENTARY, WE HAVE ROWAN SAWYER, HARPER BENAVIDES, EVANGELINE BRUEGEL, ELLIE WILKINS, AND ECHO LEVIKIA.
IF YOU COULD PLEASE COME UP TO THE PODIUM AND THEY ARE GOING TO LEAD US IN OUR PLEDGES THIS EVENING.
I WOULD ALSO LIKE TO RECOGNIZE THEIR SPONSOR, MS. CYRUS.
>> GREAT JOB, STUDENTS. THANK YOU SO MUCH. [APPLAUSE]
PLEASE JOIN ME FOR A MOMENT OF SILENCE.
THANK YOU, MS. HARRIS FOR OPENING US AND GIVING US AN OPPORTUNITY TO HAVE A MOMENT OF SILENCE.
MANY OF YOU KNOW WE HAVE A BELOVED COACH FROM PIERCE THAT SUFFERED A CARDIAC ARREST ON SATURDAY NIGHT, AND AT THIS TIME, I KNOW WOULD MEAN EVERYTHING FOR COACH AND HIS WIFE RIGHT NOW FOR US TO BE LIFTING HIM UP AND LIFTING UP THEIR FAMILY.
THEY HAVE KIDS IN OUR DISTRICT.
OUTSIDE OF EVEN COACH AND HIS FAMILY WE KNOW WE HAVE MANY STAFF MEMBERS, WE HAVE MANY STUDENTS, WE HAVE MANY FAMILIES, WE HAVE MANY COMMUNITY MEMBERS THAT ARE FACING ALL KINDS OF CHALLENGES RIGHT NOW.
I THINK IF WE'RE HAVING THIS MOMENT OF SILENCE TO HONOR THEM, I THINK THAT WOULD BE A GREAT THING.
>> THANK YOU. I APPRECIATE THAT.
>> WE'LL START OUR MOMENT OF SILENCE. THANK YOU.
THANK YOU. ON BEHALF OF THE BOARD, WE ARE SO APPRECIATIVE TO THE GOODIES, SIGNS, AND NOTES OF APPRECIATION.
YEAH. IT IS NOW TIME FOR RECOGNITIONS. DR. HELLER.
[I.B. Announcements / Communications]
>> BOARD OF TRUSTEES, SUPERINTENDENT BROWN I WOULD LIKE TO INVITE YOU TO PLEASE COME FORWARD TO THE FRONT OF THE HORSESHOE FOR OUR MONTHLY TIME OF RECOGNITIONS.
THIS IS ALWAYS AN INCREDIBLE WAY TO KICK OFF OUR REGULAR MEETING EVERY MONTH.
FEBRUARY ALWAYS SEEMS TO BE FULL OF LOTS OF RECOGNITION AND APPRECIATION.
WE'RE EXCITED TO HAVE A FULL ROOM THIS EVENING.
FIRST OFF, WE WOULD LIKE TO RECOGNIZE THAT FEBRUARY IS BLACK HISTORY MONTH.
BLACK HISTORY MONTH IS AN ANNUAL CELEBRATION OF ACHIEVEMENTS BY AFRICAN-AMERICANS AND A TIME FOR RECOGNIZING THEIR CENTRAL ROLE IN US HISTORY.
SINCE 1976, EVERY US PRESIDENT HAS OFFICIALLY DESIGNATED THE MONTH OF FEBRUARY AS BLACK HISTORY MONTH.
OTHER COUNTRIES AROUND THE WORLD, INCLUDING CANADA AND UNITED KINGDOM, ALSO DEVOTE A MONTH TO CELEBRATING BLACK HISTORY.
AS WE CELEBRATE BLACK HISTORY MONTH THERE ARE MANY WAYS OUR COMMUNITY CAN LEARN ABOUT THE IMPORTANT CONTRIBUTIONS AND ACHIEVEMENTS OF BLACK AMERICANS THROUGHOUT HISTORY.
DURING THIS MONTH, THE EQUITY DIVERSITY AND INCLUSION DEPARTMENT IS SHARING INFORMATION THROUGH VIDEOS, POSTERS, MORNING ANNOUNCEMENTS, AND INFORMATION ABOUT HISTORICAL SITES AND SHOUT-OUTS THAT HIGHLIGHT BLACK HISTORY MONTH.
[00:05:05]
A COUPLE THAT WE WOULD LIKE TO BRING TO YOUR ATTENTION AND ADDITIONAL INFORMATION IS AVAILABLE ON OUR WEBSITE IS ON MONDAY, FEBRUARY 27TH.THE EQUITY DIVERSITY AND INCLUSION TEAM WILL BE HOSTING A ZOOM SPECIFIC TO HISTORICAL BLACK COLLEGES AND UNIVERSITIES.
AS WELL AS THERE'S AN INVITATION FOR THE COMMUNITY TO VISIT ANDERSON BONNER PARK, WHICH HONORS ANDERSON BONNER WHO WAS BORN A SLAVE AND BECAME ONE OF THE BIGGEST LANDOWNERS NORTH OF DALLAS BY THE TURN OF THE 19TH CENTURY.
THE BONNER FAMILY ATTENDED ANDERSON BONNER SCHOOL AND LATER HAMILTON PARK, WHICH BEGAN AS A K12 SCHOOL FOR BLACK STUDENTS.
THESE ARE JUST SOME OF THE MANY EXAMPLES OF HOW RISD SCHOOLS WILL BE OBSERVING, CELEBRATING, AND TEACHING BLACK HISTORY MONTH THROUGHOUT FEBRUARY. THANK YOU.
NEXT, IN FEBRUARY, WE ALSO RECOGNIZED CAREER AND TECHNICAL EDUCATION MONTH.
EVERY YEAR FEBRUARY IS DESIGNATED AS CTE, CAREER AND TECHNICAL EDUCATION MONTH.
OUR CTE PROGRAMS FOR STUDENTS FOCUS THEM FOR LIFE AFTER RICHARDSON ISD THROUGH INTENTIONAL AND MEANINGFUL CAREER-FOCUSED PROGRAMS OF STUDY.
STUDENTS EXPERIENCE REAL-WORLD LEARNING ENVIRONMENTS IN INDUSTRY-SPECIFIC PROGRAMMING EQUIPPED WITH THE KNOWLEDGE AND TECHNICAL SKILLS NECESSARY FOR EMPLOYMENT AND SUCCESS BEYOND GRADUATION HERE IN RISD.
OUR PROGRAMS INCLUDE 32 DIFFERENT CAREER-FOCUSED PROGRAMS OF STUDY, EACH ALIGNED TO A MEANINGFUL OUTCOME, INCLUDING INDUSTRY-BASED CERTIFICATIONS, LEVEL ONE COLLEGE CERTIFICATES, COLLEGE CREDIT, AND/OR ASSOCIATE DEGREES, 205 UNIQUE COURSES, 164 INDUSTRY EXPERT TEACHERS, AND OVER 63% OF OUR SECONDARY STUDENTS ARE CURRENTLY ENROLLED IN CTE PROGRAMMING ACROSS THE DISTRICT.
I'D LIKE TO RECOGNIZE MEMBERS OF OUR CAREER AND TECHNICAL EDUCATION DEPARTMENT LEADERSHIP TEAM THAT ARE PRESENT THIS EVENING.
IF YOU CAN PLEASE STAND AND ANY OTHER CTE TEACHERS THAT ARE HERE SO WE CAN RECOGNIZE YOU THIS EVENING. [APPLAUSE]
>> [APPLAUSE] THANK YOU. WE HAVE A COUPLE OF OUR CAMPUS TEACHERS OF THE YEAR THAT ARE ALSO CTE TEACHERS THAT WE'LL BE RECOGNIZING HERE IN JUST A MOMENT.
NEXT, WE WOULD LIKE TO RECOGNIZE OUR 2022/23 RISD CAMPUS TEACHERS OF THE YEAR.
I WOULD LIKE TO INVITE OUR TEACHERS OF THE YEAR TO PLEASE STAND, AND YOU'RE GOING TO LINE UP TO MY LEFT, BOTH DR. SAUNDERS AND LISA HERE ARE GOING TO HELP YOU GET IN ORDER.
WE'RE GOING TO START WITH THE BERKNER LEARNING COMMUNITY, AND YOU'RE GOING TO LINE UP IN THE NUMBER ON YOUR CARDS.
IF YOU GUYS COULD GO AHEAD AND STAND, AND START TO GET ORGANIZED HERE, I'D LIKE TO SHARE A LITTLE BIT WITH YOU BOARD AND THE COMMUNITY ABOUT WHY THESE CAMPUS TEACHERS OF THE YEAR ARE SO INCREDIBLY SPECIAL TO US.
[BACKGROUND] RISD IS EXCITED TO RECOGNIZE OUR CAMPUS TEACHERS OF THE YEAR FOR 2022/23.
THESE TEACHERS WERE SELECTED BY A LOCAL CAMPUS COMMITTEE WHO IDENTIFIED A SPECIAL TEACHER WHO HAS MADE A DIFFERENCE IN THE LIVES OF LEARNERS BY EXEMPLIFYING BEST TEACHING PRACTICES WHILE ALSO SERVING AS AN AMBASSADOR FOR PUBLIC EDUCATION.
THESE TEACHERS, WE ARE RECOGNIZING THIS EVENING, UNDERSTANDING AND EXEMPLIFIED BEST PRACTICES IN TEACHING AND LEARNING.
THESE EDUCATORS FULLY EMBRACE, SUPPORT, AND PROMOTE THE MISSION AND VISION OF THE RICHARDSON INDEPENDENT SCHOOL DISTRICT.
THEY HAVE ALSO DEMONSTRATED TREMENDOUS CONCERN FOR ALL LEARNERS AND THE ABILITY TO ENGAGE AND INSPIRE THEM.
THEY HAVE EXHIBITED THE CAPACITY AND WILLINGNESS TO WORK COOPERATIVELY WITH COLLEAGUES IN DIFFERENT GROUPS IN THE COMMUNITY.
THEY HAVE A DRIVE TO INITIATE ACTIVITIES THAT TRANSFORM INSTRUCTION AND ENGAGE ALL LEARNERS.
THEY HAVE THE DESIRE TO STAY INFORMED ABOUT CURRENT EDUCATIONAL TRENDS AND PRACTICES AND THE APTITUDES TO INCORPORATE WHAT IS LEARNED INTO THEIR CLASSROOMS. THEY HAVE A WILLINGNESS TO IMPLEMENT INNOVATIVE, CREATIVE IDEAS AND USE THE MOST CURRENT TECHNOLOGY RESOURCES.
THEY DEMONSTRATE AND INSPIRE GREAT TEACHING FOR EVERY CHILD EVERY DAY THROUGHOUT RICHARDSON ISD.
PLEASE JOIN ME AS WE BEGIN TO RECOGNIZE EACH OF OUR CAMPUS TEACHERS OF THE YEAR.
WE ARE GOING TO BEGIN WITH THE BERKNER LEARNING COMMUNITY, AND AT THE CONCLUSION OF EACH LEARNING COMMUNITY OF CAMPUSES, WE WILL TAKE A GROUP PICTURE WITH THE BOARD.
TEACHERS, ARE WE READY? WE'RE EXCITED TO CELEBRATE YOU THIS EVENING.
I WOULD LIKE TO PRESENT TO YOU MR. BRIAN HARPER, TEACHER OF THE YEAR FROM BERKNER HIGH SCHOOL.
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[APPLAUSE] SHANE SMITH, TEACHER OF THE YEAR FROM APOLLO JUNIOR HIGH.[APPLAUSE] EARNIE HUBEN FROM LIBERTY JUNIOR HIGH.
[APPLAUSE] TLE FROM AUDELIA CREEK.
[APPLAUSE] DEBORAH ROMIT FROM BIG SPRINGS.
[APPLAUSE] PAM COPELAND FROM DARTMOUTH ELEMENTARY.
[APPLAUSE] VICTORIA PULLEY MCKINSEY FROM FOREST RIDGE.
[APPLAUSE] KATHLEEN MCCRAE FROM JESS HARBIN.
>> MEDLEY GALDAMEZ FROM MARK TWAIN.
MEGAN STANELAM FROM RICHARDSON TERRACE [APPLAUSE].
MCKENZIE DUKE FROM RICHLAND [APPLAUSE].
VERONICA THOMAS FROM SPRING RIDGE [APPLAUSE].
VICTORIA DAVIS FROM YALE ELEMENTARY [APPLAUSE].
NOW WE WOULD LIKE TO INVITE OUR BERKNER TEACHERS OF THE YEAR, IF YOU CAN PLEASE COME AND WE'LL GET YOU SET UP TO TAKE A GROUP PICTURE WITH OUR BOARD.
IF YOU ALL COULD COME BACK THIS WAY.
CAN YOU GO HELP GET THEM ORGANIZED? [APPLAUSE] CONGRATULATIONS BERKNER.
WE ARE NOW READY TO CELEBRATE OUR WILDCATS FROM LAKE HIGHLANDS LEARNING COMMUNITY FROM LAKE HIGHLANDS HIGH SCHOOL [APPLAUSE] CHRISTINA JACOB [APPLAUSE].
FROM FOREST MEADOW JUNIOR HIGH, SHANTEL COY [APPLAUSE] [NOISE]. ABBY PANAF FROM MERRYMAN PARK [APPLAUSE].
JORDAN BAKER FROM MOSS HAVEN [APPLAUSE].
CHRISTIE BURR, FROM NORTHLAKE [APPLAUSE].
DEVIN RUIZ FROM AIKEN [APPLAUSE].
ANGELA DAWSON FROM SKY VIEW [APPLAUSE].
DIANE ROYER FROM WALLACE ELEMENTARY [APPLAUSE].
IRENE CASPER FROM WHITE ROCK ELEMENTARY [APPLAUSE].
NOW WE'RE GOING TO GET A GROUP PICTURE OF OUR LAKE HIGHLANDS LEARNING COMMUNITY CAMPUS TEACHERS OF THE YEAR [APPLAUSE], YES, PLEASE JOIN ME.
>> VALLEJO. WHAT A BEAUTIFUL NAME.
CONGRATULATIONS TO OUR LAKE ISLANDS.
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WE NOW HAVE OUR RICHARDSON LEARNING COMMUNITY CAMPUS TEACHERS OF THE YEAR.WE HAVE ANDREA VALLEJO, CONGRATULATIONS FROM RICHARDSON HIGH SCHOOL [APPLAUSE].
ANGELA SLUDGE FROM RICHARDSON WEST JUNIOR HIGH [APPLAUSE].
REBECCA RICHARDSON FROM DOBIE PRE-K [APPLAUSE].
DIMITRA JORDAN FROM DOVER ELEMENTARY [APPLAUSE].
JASMINE CRAMPS FROM HAMILTON PARK [APPLAUSE].
VANESSA PEREZ, NORTHWOOD HILLS ELEMENTARY [APPLAUSE].
>> REBECCA BARTLETT, RSD ACADEMY [APPLAUSE].
HAYDEN FOSTER FROM SPRING CREEK [APPLAUSE].
KIM FARIAS FROM SPRING VALLEY ELEMENTARY [APPLAUSE].
DENISE ALVARADO, CAROLYN BUCARE [APPLAUSE].
NOW WE'RE GOING TO GET A GROUP PICTURE, SO FOR OUR RICHARDSON LEARNING COMMUNITY TEACHERS.
[OVERLAPPING] [APPLAUSE] CONGRATULATIONS TO OUR RICHARDSON LEARNING COMMUNITY CAMPUS TEACHERS OF THE YEAR.
LAST BUT NOT LEAST, WE HAVE OUR PEERS LEARNING COMMUNITY.
WE WOULD LIKE TO START WITH PRESTON DOSHA FROM JJ PEARCE HIGH SCHOOL.
[APPLAUSE] BETH WILL WEMBERLY FROM PARK HILL JUNIOR HIGH [APPLAUSE] KIM STRAY FROM RICHARDSON NORTH JUNIOR HIGH [APPLAUSE] JENNIFER SULLIVAN FROM BOWIE ELEMENTARY [APPLAUSE] LINDSAY COUCH FROM BRENTFIELDS [APPLAUSE] MADISON TAYLOR FROM CANYON CREEK ELEMENTARY [APPLAUSE] ADAM SORENSON, GREENWOOD HILLS [APPLAUSE] MAGLEE REDMEND FROM MOHAWK [APPLAUSE] SONYA LEONARD NORTH RIDGE ELEMENTARY [APPLAUSE] CHRIS WASSERMAN FROM PRAIRIE CREEK [APPLAUSE] MARY ALTMAN PRESTON WHITE ELEMENTARY [APPLAUSE] AND WE HAVE FANNIE ALBERT FROM OUR CHRISTA MCAULIFFE LEARNING CENTER [APPLAUSE] AND DEBORAH GILLILAND FROM MEMORIAL PARK ACADEMY.
[APPLAUSE] WE WANT TO BE SURE AND GET A PHOTO OF ALL OF OUR PEERS LEARNING COMMUNITY CAMPUS TEACHERS OF THE YEAR [BACKGROUND]
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[APPLAUSE] PLEASE JOIN ME ONE MORE TIME TO CELEBRATE ALL OF OUR RICHARDSON ISD CAMPUS TEACHERS OF THE YEAR [APPLAUSE] BOARD OF TRUSTEES, WE HAVE ONE MORE STAFF RECOGNITION THIS EVENING BEFORE WE DIG INTO SOME INCREDIBLE STUDENT RECOGNITIONS.THAT IS FOR OUR COUNSELOR APPRECIATION WEEK THAT WE HOSTED LAST WEEK AND THE ANNOUNCEMENT OF BOTH OUR ELEMENTARY AND SECONDARY COUNSELORS OF THE YEAR.
LAST WEEK WE DID CELEBRATE COUNSELOR APPRECIATION WEEK.
THIS IS RECOGNIZED ANNUALLY AND PRESENTED BY THE AMERICAN SCHOOL COUNSELOR ASSOCIATION.
THE WEEK IS DESIGNATED TO HIGHLIGHT THE UNIQUE CONTRIBUTION OF SCHOOL COUNSELORS WITHIN US SCHOOL SYSTEMS, AND THE TREMENDOUS IMPACT THEY HAVE IN HELPING STUDENTS ACHIEVE SCHOOL SUCCESS AND PLAN FOR A CAREER.
I'M GOING TO PAUSE FOR JUST ANOTHER MOMENT SO WE CAN BE SURE WE ARE GIVING THE DUE RECOGNITION TO OUR COUNSELORS AS WELL [BACKGROUND] EVERYONE'S JUST REALLY EXCITED TONIGHT.
THERE'S A LOT OF RECOGNITIONS AND APPRECIATIONS.
IT'S A GREAT WAY TO KICK OFF THE MEETING.
IF I COULD HAVE YOUR ATTENTION, WE'RE GOING TO GO AHEAD AND CONTINUE.
WE STILL HAVE A FEW MORE RECOGNITIONS THIS EVENING AND TWO VERY IMPORTANT STAFF THAT WE STILL WANT TO RECOGNIZE.
WE DID CELEBRATE COUNSELOR APPRECIATION WEEK LAST WEEK.
IT IS A RECOGNITION THAT IS CELEBRATED ANNUALLY.
AS PART OF THAT RECOGNITION, RICHARDSON ISD ALSO CELEBRATES AND ANNOUNCES OUR ELEMENTARY AND SECONDARY COUNSELORS OF THE YEAR.
THE RISD COUNSELING SERVICES IS PROUD TO ANNOUNCE THE 2022/ 23 ISD, SCHOOL COUNSELORS OF THE YEAR, LEADERS OF THE HEART.
EACH YEAR BEFORE NATIONAL SCHOOL COUNSELING WEEK, STAFF, STUDENTS, PARENTS, AND COMMUNITY MEMBERS HAVE THE OPPORTUNITY TO NOMINATE THEIR SCHOOL COUNSELORS FOR THE LEADER OF THE HEART AWARD.
THIS AWARD IS GIVEN TO AN ELEMENTARY COUNSELOR AND A SECONDARY COUNSELOR WHO EXEMPLIFIES THE MISSION OF RICHARDSON ISD AND SERVANT LEADERSHIP AT THEIR CAMPUS.
I AM SO INCREDIBLY HONORED AND EXCITED TO PRESENT TO YOU THIS EVENING OUR 22/23 COUNSELORS OF THE YEAR FOR RICHARDSON ISD.
THEY ARE CATHERINE SANDERS FROM ARAPAHO CLASSICAL MAGNET ELEMENTARY [APPLAUSE] AND FOR OUR SECONDARY COUNSELOR OF THE YEAR, VERY EXCITED TO PRESENT TO YOU MELANIE THIESSEN FROM LAKE HIGHLANDS HIGH SCHOOL [APPLAUSE] WE WANT TO BE SURE AND GRAB A PHOTO SO WE CAN CELEBRATE THIS [BACKGROUND] I'M GOING TO ASK OUR FINE ARTS STUDENTS THAT ARE HERE THIS EVENING FOR TMEA IF YOU GUYS WANT TO LINE UP TO MY LEFT [APPLAUSE] LET'S CELEBRATE OUR COUNSELORS OF THE EAR ONE MORE TIME AND ALL OF THE COUNSELORS IN RICHARDSON ISD. THANK YOU.
[APPLAUSE] NEXT, WE HAVE A FEW STUDENT RECOGNITIONS THAT WE WOULD BRING FORWARD TO YOU.
FIRST OFF, WE HAVE OUR RICHARDSON ISD FINE ART STUDENTS WHO HAVE EARNED TMEA ALL STATE HONORS.
YES [APPLAUSE] RISD FINE ARTS PROUDLY ANNOUNCES A SELECTION OF 11 STUDENTS TO THE ALL-STATE BAND OR CHOIR.
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THESE STUDENTS WERE SELECTED THROUGH A RIGOROUS STATEWIDE AUDITION PROCESS, AND THEY RECENTLY PARTICIPATED IN THE TEXAS MUSIC EDUCATORS ASSOCIATION CONVENTION IN SAN ANTONIO THIS MONTH.MUSICIANS IN THE ALL-STATE BAND, CHOIR, AND ORCHESTRA ARE CONSIDERED TO BE IN THE TOP 5.5% OF ALL STUDENT MUSICIANS IN THE STATE.
THESE STUDENTS BEGAN THEIR JOURNEY WORKING WITH THEIR TEACHERS BACK IN JULY AND HAVE WORKED TIRELESSLY FOR MORE THAN FIVE MONTHS TO HONE THEIR SKILLS TO A LEVEL MOST OF US WON'T UNDERSTAND.
PLEASE JOIN ME IN CELEBRATING THESE HARDWORKING MUSICIANS GUIDED BY SOME OF THE VERY BEST MUSIC EDUCATORS IN THIS STATE.
BEFORE WE BEGIN TO INTRODUCE THEM, I DO WANT TO SHARE AN IMPORTANT NOTE THAT TWO OF OUR STUDENTS, BOTH AUDREY POT KOTTER AND LILY BANISTER, ARE BOTH THREE-YEAR MEMBERS OF THE ALL-STATE CHOIR.
[APPLAUSE] WE WILL BEGIN FROM BUCHNER HIGH SCHOOL WITH BAND WE HAVE NASH PEARSON.
NOT HERE. WE'RE GOING TO MOVE ON TO LAKE HIGHLANDS HIGH SCHOOL.
FROM BAND WE HAVE CHARLIE JOHNSON.
[APPLAUSE] WE HAVE SETH EASTMAN ALSO FROM LAKE HIGHLANDS CHOIR [APPLAUSE] WE HAVE LAURA ELIZABETH JORDAN FROM LAKE HIGHLANDS CHOIR [APPLAUSE] WE HAVE AUDREY GRACE PARK KATER FROM LAKE HIGHLANDS [APPLAUSE] AND CATHERINE POT KOTTER FROM LAKE HIGHLANDS.
CONGRATULATIONS [APPLAUSE] FROM RICHARDSON HIGH SCHOOL WE HAVE JOSE FAJARDO [APPLAUSE] WE HAVE NATHAN LAMOREAUX [APPLAUSE] ALSO FROM RICHARDSON HIGH SCHOOL.
WE HAVE ANDREW MINIFI RICHARDSON HIGH SCHOOL BAND [APPLAUSE] AND FROM RICHARDSON HIGH SCHOOL CHOIR WE HAVE LILIANA BANNISTER [APPLAUSE] WE WANT TO BE SURE AND GRAB A GROUP PICTURE IF YOU COULD COME BACK TOWARDS THE BOARD AND WE'LL GET YOU ORGANIZED.
I WOULD GO AHEAD AND INVITE OUR ACADEMIC ALL-STATE FOOTBALL PLAYERS.
IF YOU COULD PLEASE RISE AND COME TO MY LEFT [BACKGROUND] CONGRATULATIONS TO THESE INCREDIBLE FINE ARTS STUDENTS.
IF ANY OF OUR FINE ARTS STAFF TEACHERS ARE IN THE AUDIENCE, IF YOU COULD STAND AND PARENTS, AND WE CAN RECOGNIZE YOU AS WELL [APPLAUSE] NEXT, WE HAVE OUR ACADEMIC ALL-STATE FOOTBALL PLAYERS, AND WE ARE EXCITED TO RECOGNIZE THOSE FOR THE 2020/2023 YEAR.
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, ACT, SAT SCORE.
THESE STUDENTS 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, ON AND OFF THE COURT AND FIELD.
WE'RE GOING TO BEGIN BY CELEBRATING FROM BERKNER HIGH SCHOOL, WE HAVE LAWEEN AHMED[APPLAUSE] JUSTICE UGOCHUKWU FROM BERKNER HIGH SCHOOL [APPLAUSE] WE HAVE WIL CHRONISTER FROM LAKE HIGHLANDS [APPLAUSE] ARCHER DAVIES ALSO FROM LAKE HIGHLANDS [APPLAUSE]SAM HUTTON, LAKE HIGHLANDS.
[00:30:05]
[APPLAUSE]COLIN KEATON FROM LAKE HIGHLANDS [APPLAUSE]CARTER KING, LAKE HIGHLANDS [APPLAUSE] CARSON KLEIN ALSO FROM THE LAKE HIGHLANDS HIGH SCHOOL TEAM [APPLAUSE] CUNG LIAN FROM LAKE HIGHLANDS [APPLAUSE] IAN MOUDY LAKE HIGHLANDS WILDCATS [APPLAUSE] MARK QUINTANA LAKE HIGHLANDS [APPLAUSE] WESLEY SCOTT, LAKE HIGHLANDS [APPLAUSE] WE HAVE A FEW OF OUR ATHLETES HERE FROM PEARCE HIGH SCHOOL THAT WE WOULD LIKE TO RECOGNIZE.BLAKE FOLLETT, [APPLAUSE] BENJAMIN HOBART, [APPLAUSE] CHASEE PALENCIA ALSO FROM PEARCE HIGH SCHOOL [APPLAUSE] CONGRATULATIONS TO ALL OF THESE INCREDIBLE ACADEMIC ALL-STATE ATHLETES.
IF Y'ALL WOULD COME FORWARD [APPLAUSE] [BACKGROUND].
>> WE COULD HAVE DONE THIS BETTER [BACKGROUND]
>> CONGRATULATIONS [OVERLAPPING] FINALLY, AS WE CELEBRATE, YES, CONGRATULATIONS.
FOR OUR FINAL RECOGNITIONS THIS EVENING, WE HAVE THREE STUDENTS THAT WE WOULD LIKE TO RECOGNIZE FOR OUR MONTHLY RISD BELIEVES RECOGNITION.
I'D LIKE TO INVITE DOWN EVELYN EVIE YOUNG, WHO'S IN THIRD GRADE AT DARTMOUTH ELEMENTARY.
EVIE, IF YOU COULD COME DOWN [BACKGROUND] WE UNDERSTAND EVIE CHECKED IN, BUT SHE MIGHT HAVE HAD ANOTHER ACTIVITY TO GET TO.
WE WILL BE SURE WE INVITE HER BACK.
IS BENNETT HERE, FROM MOHAWK? COME HERE, MR. BENNETT STAGNER [APPLAUSE] COME FORWARD, PLEASE.
BENNETT IS IN THE SIXTH GRADE AT MOHAWK AND I'D LIKE TO READ A LITTLE BIT ABOUT WHY WE ARE RECOGNIZING MR. STAGNER.
A CLASSMATE OF BENNETT WAS INVOLVED IN AN ENCOUNTER ON HALLOWEEN WHEN SOME STRANGERS TRIED TO TAKE SOME CANDY FROM ONE OF HIS CLASSMATES AND NEIGHBORS.
BENNETT SAW THIS AND RAN TO PROTECT HIS CLASSMATE AND STOP THESE STRANGERS FROM TAKING HER CANDIES.
SINCE THEN, BENNETT HAS BEEN MENTORING A FELLOW STUDENTS AND SERVING AS A KINDNESS AMBASSADOR IN THE SCHOOL.
HE IS AN AMAZING LEADER ON CAMPUS, AND THAT IS WHY WE ARE RECOGNIZING HIM THIS EVENING AS AN RISD BELIEVES STUDENT.
THANK YOU SO MUCH [APPLAUSE] CONGRATULATIONS BENNETT. FINALLY, IT'S MS. ADDISON'S HELL HERE? EIGHTH GRADE FROM APOLLO JUNIOR HIGH? [APPLAUSE] I'D LIKE TO SHARE WITH YOU A LITTLE BIT ABOUT WHY WE ARE RECOGNIZING ADDISON THIS EVENING.
IT IS MY ABSOLUTE PLEASURE AND HONOR TO BE ABLE TO NOMINATE ADDISON HELL FOR THE RISD BELIEVE STUDENT AWARD.
IT HAS BEEN THE MOST INCREDIBLE EXPERIENCE BEING ABLE TO TEACH AND MENTOR ADDISON.
SHE IS AN ASSET TO THE SCHOOL AND AN IMPORTANT PART OF THE CLASSROOM COMMUNITY.
SHE IS HONEST, DEPENDABLE, LOVING, KIND, AND INCREDIBLY HARD WORKING.
ONE OF ADDISON'S BIGGEST STRENGTHS IS HER ABILITY TO OVERCOME AND PERSEVERE.
SHE IS EXTREMELY RESPECTFUL TO OTHERS, WHICH IS EVIDENCED BY HER INTERACTIONS WITH FRIENDS, CLASSMATES, FACULTY, AND STAFF.
WITHOUT A DOUBT, WE WHOLEHEARTEDLY BELIEVE IN ADDISON.
[00:35:01]
SHE'S A DEDICATED AND KNOWLEDGEABLE STUDENT AND AN ALL AROUND GREAT PERSON.CONGRATULATIONS ADDISON, KEEP UP THE GREAT WORK [APPLAUSE] WE WANT TO BE SURE AND CAPTURE THIS MOMENT AND GET SOME PHOTOS [BACKGROUND] [APPLAUSE] AWESOME. GREAT JOB.
WE WOULD LIKE TO RECOGNIZE ALL OF THE PARENTS AND FACULTY AND STAFF THAT ARE STILL HERE THAT SUPPORT OUR STUDENTS ALL MONTH.
I KNOW WELL, THERE'S A FEW HERE.
I ALSO UNDERSTAND WE HAVE SOME MEMBERS OF THE LEADERSHIP RICHARDSON CLASS OF 38.
IF YOU WERE HERE, AND WAVE YOUR HAND OR STAND AND BE RECOGNIZED.
THANK YOU FOR YOUR SUPPORT OF RICHARDSON ISD.
WITH THAT BOARD OF TRUSTEES, SUPERINTENDENT BRANDON, AND THAT CONCLUDES OUR RECOGNITIONS FOR THE MONTH OF FEBRUARY [BACKGROUND].
>> I WAS GOING TO SAY WE'RE GOING TO GIVE EVERYBODY A SECOND TO MAKE THEIR EXIT, BUT IT LOOKS LIKE THEY'VE DONE THAT PRETTY GOOD.
>> THANK YOU EVERYONE, CONGRATULATIONS.
I'D ALSO LIKE TO CONGRATULATE OUR AMAZING COMMUNITY STUDENTS AND STAFF WHO WERE RECOGNIZED THIS EVENING.
WE APPRECIATE YOU AND WE ARE SO PROUD OF EACH AND EVERY ONE OF YOU. THANK YOU.
WE WILL NOW OPEN A PUBLIC HEARING TO RECEIVE
[II.A. Annual Performance Report]
THE 2021/2022 RISD ANNUAL PERFORMANCE REPORT AND HEAR PUBLIC COMMENT ABOUT THE ANNUAL PERFORMANCE REPORT.MS. BRANUM , DO YOU HAVE INFORMATION FOR US?
>> THANK YOU. MS. HARRIS. YES, I DO.
AS YOU KNOW, THIS IS AN ANNUAL REQUIRED HEARING THAT WE ARE REQUIRED TO PRESENT TO THE BOARD OF TRUSTEES.
THIS IS NOT ANY NEW INFORMATION, THIS IS NOT ANY NEW DATA.
THIS HAS BEEN PRESENTED TO THE BOARD AND INTO OUR COMMUNITY MULTIPLE TIMES IN MULTIPLE WAYS, BUT WE ARE ASKED ANNUALLY TO BRING THIS FORWARD AS A FINAL SUMMATION OF THE PREVIOUS YEAR'S TOTAL STUDENT PERFORMANCE AND ACCOUNTABILITY.
I HAVE ASKED JACOB CORTEZ, EXECUTIVE DIRECTOR OF ASSESSMENT AND ACCOUNTABILITY, TO PRESENT THIS YEAR'S ANNUAL REPORT DESCRIBING THE EDUCATIONAL PERFORMANCE AT THE DISTRICT AND OF EACH CAMPUS. MR. CORTEZ.
>> GOOD EVENING. THANK YOU MS. HARRIS, MS. BRANUM .
THANK YOU, BOARD FOR THE OPPORTUNITY TO SPEAK WITH YOU AGAIN TONIGHT.
WE'RE CONTINUING IN THE STREAK.
I LOVE IT. I LOVE BEING WITH YOU GUYS.
NOW THIS, AS MS. BRANUM SAID, THIS IS OUR ANNUAL REVIEW OF INFORMATION OFFICIALLY FOR THE LAST YEAR.
THERE WE GO. YES, TEXAS EDUCATION CODE 39.306 DOES REQUIRE OUR BOARD OF TRUSTEES TO PUBLISH AN ANNUAL REPORT, HOLD A PUBLIC HEARING TO DISCUSS THIS REPORT WITHIN 90 DAYS OF RECEIVING THE TEXAS ACADEMIC PERFORMANCE REPORT OR TAPER FROM THE STATE.
THESE WERE RELEASED ON DECEMBER 16TH, PUBLICLY FROM TEA RIGHT BEFORE WE WENT ON HOLIDAY BREAK.
WE ARE STILL WITHIN THAT 90 DAYS REVIEWING THE OFFICIAL AND FINAL REPORT FROM TEA.
AS AN OVERVIEW OF THE REPORT REQUIREMENTS.
MOST ALL OF THIS COMES DIRECTLY FROM TEA, EITHER IN THE TAPER OR DIRECTLY FROM THEIR WEBSITE, AVAILABLE FOR PUBLIC CONSUMPTION.
WE ARE REQUIRED TO HAVE AND PRESENT A COPY OF THE TAPER, WHICH IS ONLINE, THE PEIMS FINANCIAL STANDARD REPORT,
[00:40:01]
WHICH IS IN A LINK AT THE END OF THOSE REPORTS AVAILABLE ON THE TEA WEBSITE, THE DISTRICT ACCREDITATION STATUS, WHICH IS AVAILABLE DIRECTLY ON THE FRONT PAGE OF THE TAPER REPORT FOR THE DISTRICT, THE CAMPUS PERFORMANCE OBJECTIVES, SPECIAL EDUCATION DETERMINATIONS STATUS ON THE DISTRICT TAPER ONLY A REPORT OF VIOLENT AND CRIMINAL INCIDENTS, STUDENT PERFORMANCE IN POST-SECONDARY INSTITUTIONS AS RECEIVED FROM THE TEXAS HIGHER EDUCATION COORDINATING BOARD AND PROGRESS TOWARD HOUSE BILL THREE GOALS.ALL OF THIS INFORMATION, LIKE I SAID, IS AVAILABLE PUBLICLY ONLINE ON DIRECTLY FROM TEA.
BUT SEVERAL LINKS ON OUR DISTRICT WEBSITE POINT TO THIS INFORMATION TO TEA DIRECTLY.
WE DO ADD A COUPLE OF ADDITIONAL THINGS, REPORTS THAT ARE AVAILABLE DIRECTLY ONLINE ON THE WEBSITE AS A MEANS OF JUST COMMUNICATING THAT INFORMATION PERTINENT TO OUR DISTRICT GOALS.
THAT INCLUDES AN EXECUTIVE SUMMARY WHICH ESSENTIALLY TAKES INFORMATION FROM THAT TAPER REPORT AND DOES A BRIEF SUMMARY THAT'S THERE AVAILABLE TO READ.
THE DISTRICT PERFORMANCE ON NATIONAL MERIT SCHOLARSHIP PROGRAMS, ADVANCED PLACEMENT EXAMS, AS WELL.
A LIST OF COLLEGES ACCEPTING RECENT RISD GRADUATES, AND A COPY OF THE TAPER GLOSSARY AS PROVIDED BY TEA.
THE GLOSSARY IS THERE SIMPLY BECAUSE THERE ARE A NUMBER OF ACRONYMS AND OTHER TERMS THAT THE PUBLIC WOULD NOT BE FAMILIAR WITH AND THEY CAN SEE EXACTLY WHAT THAT INFORMATION MEANS.
SPECIAL NOTES THAT ALSO GO ALONG WITH THE TAPER IS JUST A REMINDER THAT TEA DID RESUME THEIR A-F, ACCOUNTABILITY RATINGS, AND DISTRICT DESIGNATIONS FOR ALL DISTRICTS AND CAMPUSES THIS YEAR.
SO THOSE ARE LISTED ON THE FRONT PAGE OF EVERY CAMPUS AND DISTRICT TAPER, AS YOU SEE AN EXAMPLE HERE, THAT HAS THAT ACCOUNTABILITY RATING, AS WELL AS OUR SPECIAL EDUCATION DETERMINATION STATUS.
THAT'S THERE. ALSO AS A REMINDER FOR ANYBODY LOOKING AT THE TAPER IS THAT THERE ARE SEVERAL INDICATORS THAT ARE LAGGING, INDICATORS.
THAT INCLUDES SOME INFORMATION FROM GRADUATION, POST-SECONDARY READINESS, LIKE CCMR, AND THOSE ARE ALL BASED ON THE CLASS OF 2021, THAT GRADUATING CLASS, SO THE YEAR PRIOR TO LAST YEAR'S REPORT, AND THAT INFORMATION IS ALWAYS REPORTED A YEAR IN ARREARS.
AS I SAID, THE 21, 22 APR DOCUMENTS ARE POSTED AND WILL CONTINUE TO BE UPDATED ON OUR WEBSITE.
LISTED HERE, WWW.RISD.ORG/ACI/ACCOUNTABILITY/#STATE.
THAT IS OUR OFFICIAL PRESENTATION FOR THIS EVENING.
MEMBERS OF THE PUBLIC NOW HAVE THE OPPORTUNITY TO COMMENT ON THE ANNUAL PERFORMANCE REPORT.
FOR PERSONS WHO WISH TO ADDRESS THE BOARD DURING THIS PUBLIC HEARING MUST HAVE SIGNED UP ONLINE.
DURING THE PUBLIC COMMENT REGISTRATION WINDOW PRIOR TO THIS MEETING, WHEN YOUR NAME IS CALLED, PLEASE COME TO THE CENTRAL MICROPHONE TO MAKE YOUR COMMENTS.
MR. POTEET, WE'LL CALL THE NAME OF EACH SPEAKER.
STAFF WILL KEEP TIME IN THE SAME MANNER AS DURING THE REGULAR PUBLIC COMMENTS SECTION IN OUR MEETINGS.
EACH SPEAKER SHOULD LIMIT HIS OR HER COMMENTS TO THREE MINUTES AND THE TOPIC MUST RELATE TO THE ANNUAL PERFORMANCE REPORT.
MR. POTEET, DO WE HAVE ANY SPEAKERS FOR THE PUBLIC HEARING?
>> MS. HARRIS? WE DO NOT HAVE ANY SPEAKERS FOR THE PUBLIC HEARING.
>> I RECOMMEND THAT THE BOARD OF TRUSTEES OF THE RICHARDSON ISD APPROVED THE 2021, 2022 ANNUAL PERFORMANCE REPORT AS PRESENTED.
>> BOARD MEMBERS, WE HAVE RECEIVED A RECOMMENDATION FROM THE SUPERINTENDENT TO APPROVE THE 2021, 2022 ANNUAL PERFORMANCE REPORT, AND THE PUBLIC HAS HAD AN OPPORTUNITY TONIGHT TO PROVIDE ITS INPUT ON THIS TOPIC.
DOES ANYONE WISH TO MAKE A MOTION?
>> THANK YOU. MR. POTEET, IS THERE A SECOND?
>> THERE IS A MOTION BY MR. POTEET, AND SECOND BY MR. EAGER. ARE THERE ANY COMMENTS OR QUESTIONS? HEARING NONE.
ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.
I'M SORRY. THE PUBLIC HEARING IS NOW CLOSED.
[00:45:07]
THE NEXT ITEM ON OUR AGENDA IS OUR NORMAL PUBLIC COMMENTS SECTION.[III. PUBLIC COMMENT SECTION]
MR. POTEET, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD?WE HAVE SOME SPEAKERS TONIGHT.
ON BEHALF OF THE BOARD, I WANT TO WELCOME ALL THE VISITORS THAT WE HAVE SPEAKING.
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.
>> THE PUBLIC COMMENTS SECTION PROVIDES THE OPPORTUNITY FOR MEMBERS OF THE PUBLIC TO CONVEY INFORMATION TO THE BOARD.
SPEAKERS MAY COMMENT ON AGENDER-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 12:00 PM 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 COMMENTS 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 THREE 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 WE'LL COUNT DOWN A SPEAKER'S TIME FROM THREE 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 COMMENTS SECTION, IT IS NOT APPROPRIATE FOR STAFF OR MEMBERS OF THE AUDIENCE TO CLAP, CHEER, BOO DISPLAYED 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.
>> AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOLS AS NOTED ON THE RISD WEBSITE.
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, WILL BEGIN WITH MR. RANDY BLANKKINSHIP.
>> GOOD EVENING. MY NAME IS RANDY BLANKKINSHIP, AND I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO SPEAK.
A TOPIC IS BOARD POLICY CH IS ITEM 4J ON YOUR AGENDA.
I WANTED TO DISCUSS MY THOUGHTS ON POLICY BOARD CH, WHICH IS LISTED, AND ONE SIDE OBJECTION ANYWAY, IS THERE'S AN ISSUE DATE ON THIS 20 MONTHS AGO IS DATED JUNE 2021.
WHY WOULD SOMETHING THAT YOU'RE, IS COMING UP HERE FOR A VOTE BE 20 MONTHS OLD?
[00:50:02]
ANYWAY THE CENTER AROUND WHETHER THE BOARD HAS SURRENDERED THEIR AUTHORITY TO APPROVE FACILITY CONTRACTS AND PURCHASING PROCEDURES TO THE SUPERINTENDENT DURING A MOMENT OF CATASTROPHE.WE'RE NOT TALKING ABOUT TURNING OFF THE WATER OR PUTTING OUT FENCING AROUND IT. TEMPORARY STUFF.
THE CHANGE IS GRANTED TO THE AUTHORITY TO CONTRACT FOR REPLACEMENT, CONSTRUCTION, OR REPAIR A SCHOOL EQUIPMENT AND FACILITIES.
WHO IN HERE, I THINK YOU GUYS CAN'T GET TOGETHER AND STUDY TWO HOURS WHEN IT'S READY TO HAVE A BID TO GIVE YOUR AUTHORITY ON THE APPROVAL OF A CONTRACT.
NOT LONG AGO, I'D MENTIONED THIS UPSTAIRS, MY OBJECTION TO THIS TASK B'S RECOMMENDATION ON CH, AND I SAID THEN I SAID NO, I STILL DO.
UNDER TOMA 5510411C, CATASTROPHES ARE CONSIDERED FIRE, FLOOD, EARTHQUAKE HURRICANES, TORNADOES AND WIND, RAIN AND SNOW STORMS, POWER FAILURES, TRANSPORTATION FAILURES, INTERRUPTION OF COMMUNICATION FACILITIES, EPIDEMICS RISE, CIVIL DISTURBANCE, ENEMY ATTACKS, AND OTHER RELATED INTERFERENCE.
A PATHETIC ARGUMENT FOR THE CHANGE FOR THE TIME IS TO TAKE SCHEDULE A BOARD MEETING IS INEXCUSABLE.
IT'S NOT AND THAT WAS THE MAIN ARGUMENT THE LAST TIME WHEN WE WERE UPSTAIRS IS THAT WE CAN GET YOU GUYS TOGETHER IN 72 HOURS WELL, THIS IS TALKING ABOUT CONTRACTS OF CONSTRUCTION AND REPLACEMENT, NOT TEMPORARY STUFF, AND THE IDEA THAT SOMEBODY'S GOING TO SAY, WE NEED TO TURN YOUR AUTHORITY OVER SOMEBODY ELSE.
NO. WHAT IS THE RUSH? I SAY WHEN THIS ERROR COMES UP PRETTY SOON, TOPIC OR ITEM 4J, IT'S ON YOUR LIST.
LET'S CALL THIS MISPLACED AND OUT OF LINE AND SOUND LOUDLY.
BACK TO TASB, NO. THANK YOU FOR YOUR TIME.
>> THANK YOU, MR. BLANKINSHIP.
[NOISE] NEXT WOULD, MS. CATHERINE WALTERS. IS SHE PRESENT?
>> IF SHE'S NOT PRESENT, WE'LL MOVE TO MS. CRYSTAL HARPER.
>> GOOD EVENING. THANK YOU FOR THIS OPPORTUNITY TO SPEAK TO YOU.
FIRST, MY NAME IS CRYSTAL HARPER AND I'M A MOTHER OF FOUR CHILDREN TWO ARE GRADUATES OF RHS AND TWO ARE CURRENTLY STUDENTS AT RHS.
I FIRST WANT TO EXPRESS MY EXTREME DISAPPOINTMENT AND HOW SADDENED I'M BY THE DECISION YOU MADE EARLIER THIS EVENING.
AS YOU KNOW, MY DAUGHTER CAITLIN LEFT CHEER PRACTICE ON FEBRUARY 7TH IN AN AMBULANCE WITH A SERIOUS CONCUSSION, FRACTURED RIB, AND SWELLING AND TRAUMA TO HER NECK MUSCLES AND SEVERAL OTHER AREAS IN HER TORSO.
I WAS AT FIRST ALARMED BY THE LACK OF COMMUNICATION FROM THE CHEER COACHES, THE RHS ADMINISTRATION, IMMEDIATELY FOLLOWING MY DAUGHTER'S INJURY.
AFTER I REACHED OUT TO PRINCIPAL TOTE, I WAS ABLE TO SCHEDULE A CONFERENCE TO VIEW THE VIDEO FOOTAGE FROM PRACTICE THAT DAY AND I WAS SICKENED AND APPALLED BY WHAT I SAW.
I WATCHED MY DAUGHTER LAY HELPLESS, HURTING AND SCARED ON THE MAT WHILE THE COACHES, THEY'RE DIRECTED ALL OF THE CHEERLEADERS TO CONTINUE WITH PRACTICE JUST A FEW FEET AWAY FROM HER, ACCORDING TO CHRIS TOTE, THEY DID NOT UNDERSTAND THE SEVERITY OF HER INJURY.
AFTER SEVERAL MINUTES, A STUDENT CAN BE SEEN GOING TO GET ONE OF THE ATHLETIC TRAINERS.
IT TOOK MORE THAN 30 MINUTES FOR MY DAUGHTER'S INJURY TO BE FULLY EVALUATED.
THAT'S 30 MINUTES OF MY DAUGHTER LAYING ON THE MAT WONDERING IF SHE WILL BE OKAY BECAUSE SHE HAD NO FEELING IN HER FEET.
WONDERING WHY HER COACHES DID NOT CARE.
THE LACK OF RESPONSE BY THESE COACHES IS UNACCEPTABLE.
THE STANDARD OF SAFETY HAS SEVERELY DETERIORATED SINCE THE REMOVAL OF JEFF BEVINS.
I HAVE AS RECENTLY AS TWO WEEKS AGO PRIOR TO MY DAUGHTER'S INJURY EXPRESSING MY CONCERNS, I NEVER RECEIVED A RESPONSE EXCEPT TO SAY, THANK YOU, WE HEAR YOU.
PLEASE TAKE A LOOK AT THE SAFETY OF THE CHEERLEADING PROGRAMS ACROSS THE DISTRICT.
[00:55:01]
ARTERIOLE PLEATS DESERVE THAT MUCH.THEY ARE AS IMPORTANT AS FOOTBALL PLAYERS.
THEY ARE AS IMPORTANT AS BASKETBALL PLAYERS, BASEBALL PLAYERS, THAT IT IS A CONTACT SPORT AND THESE GIRLS WORK HARD AND THEY DESERVE BETTER.
THEY DESERVE AS MUCH AS ANY OTHER ATHLETE IN THIS DISTRICT.
THIS PAST WEEK HAS BEEN VERY DIFFICULT AS I'VE WATCHED MY DAUGHTER STRESS ABOUT THE AMOUNT OF SCHOOL SHE'S MISSING DUE TO HER INJURIES.
SHE'S NOT BEEN ABLE TO ATTEND SCHOOL SINCE HER INJURY.
AT THE BEGINNING OF THE YEAR, I RECEIVED A SHIRT AND WAS ASKED TO WEAR IT ON THE FIRST DAY OF SCHOOL.
THE FRONT OF THE SHIRT SAID BELIEVE.
THE BACK OF THE SHIRT SAID, EVERY CHILD EVERY DAY.
EVERY CHILD EVERY DAY DESERVES THE BEST. THANK YOU FOR YOUR TIME.
[NOISE] NEXT, WE HAVE MS. HEATHER FRANKFORT.
WE'RE GOING TO MOVE ON TO MS. BECCA MARKS.
NEXT, WE HAVE MS. JACKIE CONRAD.
NEXT, WE HAVE MR. BRENT CONRAD.
NEXT WE HAVE MS. MICHELLE PETERSON, MS. HANNA RICHTER.
NEXT WE HAVE MS. KENNY ADEPOJU.
FORGIVE ME IF I MISPRONOUNCE IT.
GIVE ME THE CORRECT PRONUNCIATION.
>> ADEPOJU. THANK YOU VERY MUCH.
>> GOOD MORNING. THANK YOU FOR HAVING ME HERE TODAY.
I WOULD LIKE TO SPEAK ON SCHOOL BULLING.
SCHOOL BULLING AND ABUSE IS A SERIOUS ISSUE WHICH AFFECTS NOT JUST THE CHILD, BUT ALSO THE PARENTS AND THE COMMUNITY AT LARGE.
THIS ISSUE CAN AT THE VERY LEAST BE MINIMIZED TO REDUCE THE GRIEVOUS CATASTROPHIC EVENTS THAT HAPPENS WHEN A CHILD IS BULLIED.
MY CHILD WAS BULLIED AT STULTS ROAD ELEMENTARY SCHOOL, A SCHOOL UNDER RISD.
SHE SPENT TWO MONTHS IN INTENSIVE CARE AND SEVERAL MONTHS IN THE HOSPITAL.
TO MY SURPRISE, INFORMATION, PROCESS AND PROCEDURES THAT I COULD HAVE BE FOLLOWED WAS NOT SENT TO ME.
MY CHILD WAS BULLIED ON THE FIRST DAY OF RESUMING SCHOOL AND SHE WAS PUSHED OFF A SLIDE INTENTIONALLY ON HER THIRD DAY AND SHE ENDED UP IN HOSPITAL INTENSIVE CARE.
I CONTACTED THE SCHOOL AND ASKED THEM WHEN THEY CALLED ME THAT COULD THEY CALL AN AMBULANCE, THEY SAID NO, I HAVE TO COME GET MY CHILD MYSELF.
TO MY SURPRISE, EVEN AFTER SEVERAL CORRESPONDENCES WITH A DISTRICT, NO ONE SENDS ME THE HANDBOOK OR ANY INFORMATION AND THE WEBSITE WAS AT BARE MINIMUM.
I KNOW THERE HAS BEEN CHANGES ON THE WEBSITE AND I APPRECIATE YOU GUYS FOR THAT.
I KNOW THERE IS THE HANDBOOK THAT IS SENT OUT, BUT THIS INFORMATION SHOULD HAVE BEEN SENT OUT TO ME AS SOON AS MY DAUGHTER HAD THE INJURY.
AS SUCH, I PROPOSE THIS, UPON REGISTRATION OF A CHILD INTO RISD THE PARENT SHOULD BE SENT INFORMATION.
WE SHOULD BE SENT, THE HANDBOOK.
WE SHOULD BE SENT THE POLICIES WHERE WE CAN GET THE INFORMATION FROM.
WE SHOULD BE IN THE KNOW, WE SHOULD NOT BE IN THE DARK AS TO WHERE TO GET INFORMATION FROM.
WHEN A CHILD SUFFERS SOME OF THESE GRIEVOUS ISSUES, VERY TROUBLING FOR THE PARENT.
THE PARENT SHOULD BE INFORMED WITHIN 72 HOURS WHAT AS FOR COMPLAINTS, WHAT THE PROCESS ARE WHAT SHOULD BE DONE NEXT.
THE SCHOOL SHOULD BE CLUELESS ABOUT WHAT TO BE DONE.
I ALSO WANT TO PROPOSE THAT SINCE OUR CHILDREN ARE RESTRICTED FROM USING MOBILE DEVICES, THE MINORS AND TEACHERS AT THE PLAYGROUND FOR ELEMENTARY SCHOOLS SHOULD ALSO BE LIMITED TO USING MOBILE DEVICES BECAUSE THE TEACHER WAS USING HER MOBILE DEVICE WHEN MY DAUGHTER WAS PUSHED OFF THE SLIDE.
I ALSO WANT TO SUGGEST THAT ISSUES LIKE MINE THAT WAS DISMISSED SHOULD BE REVIEWED AGAIN BECAUSE THE EXCUSE OF IT BEING DURING COVID, JUST DOESN'T FLY WITH ME.
TO CONCLUDE, I'D LIKE TO STATE THAT IF OUR CHILDREN ARE NOT SAFE IN RISD, THEN WHY ARE WE HERE? IT'S NOT ABOUT THE DEVICE, IT'S NOT ABOUT THE STRUCTURE, IT'S ABOUT CHILDREN GET AN EDUCATION IN A SAFE ATMOSPHERE. THANK YOU.
[01:00:02]
MS. HARRIS, THAT CONCLUDES OUR PUBLIC SPEAKERS TONIGHT.BOARD. I DO HAVE A STOP OR BREAK IF YOU ALL WOULD LIKE TO OR WOULD WE WANT TO JUST PUSH ON.
YOU GUYS, JUST LET ME KNOW WHEN YOU WANT TO TAKE A BREAK.
IT'S JUST BEEN A UNUSUAL EVENING.
>> WE'LL TAKE ABOUT 10 MINUTES, WE'LL BE BACK.
BOARD LOOKS LIKE WE ARE BACK AND WE ARE GOING TO GO AHEAD AND GET STARTED.
BOARD, ARE WE READY? [BACKGROUND] LET'S GET STARTED.
[LAUGHTER] OUR NEXT ACTION ITEM
[IV. CONSENT / CONFIRMATION AGENDA ITEMS]
IS THE CONSENT AGENDA.DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?
>> THANK YOU. MS. TIMME, IS THERE A SECOND?
THERE IS A MOTION BY MS. TIMME, A SECOND BY MS. RENTERIA.
ARE THERE ANY COMMENTS OR QUESTIONS IN REFERENCE TO THE CONSENT AGENDA? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND.
OUR NEXT ITEM IS TO REVIEW GIFTS. MS. BRANUM.
[V.A. Consider Gifts]
>> THANK YOU, MS. HARRIS. THIS IS, ALONG WITH RECOGNITIONS, PROBABLY ONE OF OUR FAVORITE PARTS OF OUR MEETING TONIGHT BECAUSE WE HAVE AN OPPORTUNITY TO RECOGNIZE AND THANK AND EXPRESS OUR ABSOLUTE GRATITUDE FOR ALL OF OUR PARTNERS WHO GIVES SO MUCH OF BOTH THEIR TIME AND THEIR RESOURCES TO SUPPORT ALL 37,000 STUDENTS IN RICHARDSON ISD.
I'VE ASKED MR. PATE TONIGHT TO SHARE WITH US OUR GIFTS OVER 5,000.
>> THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.
WE HAVE TWO GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL.
THE LAKE HIGHLANDS ELEMENTARY PTA DONATED $19,605 TO LAKE HIGHLANDS ELEMENTARY, AND MASON AND SOPHIE GILMORE DONATED $6,327 TO THESE SPECIAL STUDENTS SERVICES DEPARTMENT FOR A TOTAL OF $25,932 AND WE HAVE 12 GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT TOTALING $13,806.01, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.
TOTAL GIFTS THIS MONTH ARE $39,738.01.
>> WITH THAT, MS. HARRIS, I ASK THAT THE BOARD APPROVE ALL GIFTS AS PRESENTED.
>> THANK YOU, MR. PATE. THANK YOU.
MS. BRANUM. IS THERE A MOTION?
>> THANK YOU, MR. POTEET. IS THERE A SECOND?
>> THANK YOU, MR. EAGER. THERE'S A MOTION BY MR. POTEET, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS IN REFERENCE TO GIFTS? HEARING NONE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE AN UPDATE ON
[V.B. Inclement Weather Make-up Days Update]
THE PLAN TO MAKE UP THE TIME FROM THE ICY WEATHER DAYS. MS. BRANUM.>> THANK YOU, MS. HARRIS. THIS IS JUST A QUICK INFORMATION ITEM.
WE HAVE ALREADY SHARED AS A DISTRICT THAT WE WILL BE USING OUR TWO EARLY RELEASE DAYS THAT WERE ALREADY ON THE SCHEDULE AND WE WILL NOW BE HAVING THOSE AS FULL SCHOOL DAYS TO HELP ADDRESS THE MINUTES THAT WE LOST DUE TO OUR SCHOOL CLOSURE THAT WE EXPERIENCED JANUARY 31ST THROUGH FEBRUARY 3RD.
ADDITIONALLY, WE HAD IT TWO SNOW DAYS THAT WERE BUILT INTO THE SCHEDULE FRIDAY, APRIL 7TH, AND MONDAY, APRIL 10TH.
WE HAVE DECIDED THAT WE WILL BE USING MONDAY, APRIL 10TH.
IT WILL NOW BECOME A FULL SCHOOL DAY AND WILL NO LONGER BE A SNOW DAY AS DESIGNATED ON THE CALENDAR.
ADDITIONALLY, IT'S IMPORTANT TO NOTE THAT WE DO HAVE ENOUGH BANKED MINUTES TO ADDRESS THE OTHER DAYS THAT WERE IN THE CALENDAR THAT ARE NOT MADE UP DUE TO THE EARLY RELEASE DAYS AND APRIL 10TH BECOMING FULL SCHOOL DAYS.
ALSO, IF WE HAVE ANY OTHER INCLEMENT WEATHER SITUATIONS OR ANY OTHER CLOSURE SITUATIONS, IT'S IMPORTANT TO NOTE FOR THE COMMUNITY THAT WE WOULD HAVE TO LOOK AT THAT FRIDAY,
[01:05:03]
APRIL 7TH IN THE FUTURE, OR POTENTIALLY, WE WOULD HAVE TO CONSIDER ADDING ADDITIONAL MINUTES.BUT RIGHT NOW WE MEET OUR 75,600 MINUTES WITH THE DAYS AS PRESENTED.
THIS IS JUST AN INFORMATION ITEM.
OUR PHENOMENAL STRATEGY AND ENGAGEMENT TEAM HAVE COMMUNICATION QUEUED UP SO THAT WE CAN GIVE OUR PARENTS AND OUR FAMILIES AND OUR STAFF AS MUCH TIME AS POSSIBLE TO ADJUST THEIR CALENDARS ACCORDINGLY.
I'M HAPPY TO TAKE ANY QUESTIONS.
>> JUST MORE OF A DEFINITION QUESTION ON BANKED MINUTES.
CAN YOU EXPLAIN THAT REAL QUICK?
>> SURE. IN AN INSTRUCTIONAL YEAR, AGAIN, WHEN I PRESENTED THE CALENDAR, THERE'S NOT A REQUIRED NUMBER OF INSTRUCTIONAL DAYS, THERE'S A REQUIRED NUMBER OF MINUTES, 75,600.
DEPENDING UPON THE SCHOOL START TIME AND END TIME, THERE ARE A NUMBER OF MINUTES THAT EACH DAY PRODUCES.
FOR EXAMPLE, I BELIEVE FOR OUR JUNIOR HIGHS IT'S 440 MINUTES A DAY.
WE HAVE 174 DAYS RIGHT NOW BUILT-IN TO THE CALENDAR.
IF YOU MULTIPLY 174*440, THEN THAT PRODUCES A NUMBER THAT EXCEEDS THE 75,600 MINUTES.
SO WE CAN LEAN INTO THOSE MINUTES UNTIL WE GET BELOW AND WE DIP DOWN BELOW 75,600 MINUTES AND THEN WE HAVE TO MAKE THEM UP.
I WAS ON A COMMISSIONER CALL TODAY AND THE COMMISSIONER DID ADDRESS THAT IF FOR SOME REASON THERE WAS SOME OTHER ICE, I CAN'T REMEMBER WHAT THEY CALLED IT THEN.
WHAT DO WE CALL THAT? [BACKGROUND] SNOWPOCALYPSE. THAT'S WHAT IT WAS.
SNOWMAGEDDON. THAT'S WHAT I WAS THINKING OF.
IF WE HAVE SNOWMAGEDDON AGAIN AND WE HAD TO CLOSE FOR MULTIPLE DAYS AND IT WAS A WIDESPREAD EVENT, THAT THE TEA WOULD CONSIDER A POTENTIAL WAIVER AT THAT TIME.
BUT IF IT IS ANY OTHER SITUATION, WE WOULD HAVE TO USE THAT OTHER MAKEUP DAY.
>> YES. I JUST WANTED TO POINT OUT THAT ONE OF THE MOST DIFFICULT THINGS TO DO IS A SUPERINTENDENT AND YOUR TEAM HAS TO CALL A SNOW DAY.
FOR THOSE WHO HAVE NOT BEEN AROUND AND WHO DON'T THINK THAT THROUGH TRYING TO FIGURE OUT THE SNOW HASN'T HIT YET.
BUT WE GOT TO THINK ABOUT TOMORROW AND RUN THE BUSES AND ALL THE THINGS THAT ARE IN CONSIDERATION.
I APPRECIATE YOU GUYS, YOU AND YOUR WHOLE TEAM, BECAUSE I KNOW [OVERLAPPING] THAT'S A TEAM EFFORT TO MAKE THAT DECISION, BUT ULTIMATELY HAS TO BE YOUR CALL AND THE FACT THAT YOU TRIED TO GIVE EVERYBODY ENOUGH TIME, NOT WAITING UNTIL THE MORNING TO DO THAT SO THAT FOLKS COULD HAVE THEIR KIDS TAKEN CARE OF AND WORK TAKEN CARE OF AND ALL OF THAT.
I KNOW IT'S A DIFFICULT DECISION.
IT TAKES A LOT OF DISCUSSION, TONS OF TIME.
BUT I KNOW THAT YOU HAD KIDS SAFETY AND THE STAFF SAFETY AT THE FRONT OF THAT DECISION-MAKING.
WE CERTAINLY APPRECIATE ALL THAT WENT INTO THAT.
>> THANK YOU, MS. TIMMY. SAFETY HAD TO BE A PRIORITY.
AGAIN, I DO WANT TO THANK THE ENTIRE TEAM, OUR FACILITIES TEAM, OUR CUSTODIAL TEAM, WHO CAME IN ON FRIDAY TO MAKE SURE THAT OUR BUILDINGS WERE READY, OUR STRATEGY AND ENGAGEMENT TEAM WHO ARE COMMUNICATIONS READING ON THE FLY TRANSLATING.
WE WERE UP EARLY EARLY MORNINGS ON A VARIETY OF DIFFERENT CALLS, BUT AS I REFLECT BACK, I FEEL LIKE WE MADE THE RIGHT CALL FOR EACH DAY.
ALSO KEEPING IN MIND WE KNOW HOW PRECIOUS INSTRUCTIONAL TIME IS.
EVEN THE DECISION TO EXTEND THOSE EARLY RELEASE DAYS, I KNOW HOW MUCH OUR STAFF AND COMMUNITY LOVES A FOUR-DAY WEEKEND, BUT WE KNOW THAT OUR KIDS NEED TO BE IN SCHOOL AS WELL AND CONTINUED GROWTH, SO I THINK WE FOUND A GREAT BALANCE.
THANK YOU, MS. TIMMY, FOR THOSE COMMENTS.
>> THANK YOU, MS. TIMMY. THAT WAS A GREAT COMMENT.
OUR NEXT ITEM IS AN ACTION ITEM RELATED TO THE INCLEMENT WEATHER
[V.C. Consider Staff Compensation Resolution - Inclement Weather Days]
AND IS A RESOLUTION REGARDING STAFF COMPENSATION. MS. BRANUM.>> THANK YOU, MS. HARRIS. THIS IS A RESOLUTION THAT YOU ALL HAVE SEEN BEFORE.
UNFORTUNATELY, WE HAVE HAD TO ADDRESS WHETHER IT WAS DUE TO THE PANDEMIC OR IT HAS BEEN THE PAST THREE YEARS, WE HAVE HAD BAD WEATHER SITUATIONS.
WE ARE AFFORDED THE OPPORTUNITY THAT WHEN WE HAVE A BAD WEATHER SITUATION, WE BRING FORWARD A RESOLUTION TO THE BOARD THAT FOR THE PURPOSE OF STAFF MORALE, STAFF RETENTION, IN PROTECTING THE LIVELIHOOD OF OUR STAFF, WE ARE ASKING THAT THE BOARD APPROVE COMPENSATION FOR THE DAYS THAT WE WERE CLOSED AND THAT THE INDIVIDUALS WILL NOT HAVE TO MAKE UP THAT TIME.
I'M GOING TO ASK DR. GOODSON IF THERE'S ANY DETAILS OR ANY INFORMATION HE WOULD LIKE TO PROVIDE CONTEXTS FOR THIS RESOLUTION.
>> THANK YOU MS. BRANUM AND GOOD EVENING, BOARD.
THE ONLY CLARIFICATION I WOULD ADD IS IT'S THE BANK MINUTES AND THE CONCEPT OF THOSE MINUTES, THEY DO NOT APPLY TO EMPLOYEES.
THEY ONLY APPLY TO THE STUDENTS.
WE ALWAYS TRY TO HELP CLARIFY THAT BECAUSE IT IS A QUESTION THAT WE GET QUITE OFTEN, PARTICULARLY IF IT'S A SNOW DAY.
WHILE THE STUDENTS MAY HAVE BANKED MINUTES OR WE EXTEND AN EARLY RELEASE DAY,
[01:10:01]
WE STILL HAVE TO ENSURE THAT EMPLOYEES ARE PAID FOR DAYS THAT THEY ACTUALLY WORK.BY CONSIDERING THIS PROPOSAL TONIGHT, THIS ALLOWS THE EMPLOYEES TO NOT HAVE TO MAKE UP THAT TIME.
WE ARE DISCUSSING TWO DIFFERENT GROUPS OF EMPLOYEES IN THE RESOLUTION.
WE HAVE MANY EMPLOYEES WHO ARE HOURLY OR MONTHLY AND THEY RECEIVE A PAYCHECK EITHER MONTHLY OR BIWEEKLY I MEAN.
WE ALSO HAVE A CLASSIFICATION OF EMPLOYEES WHO WORK 261 DAY SCHEDULES, WHICH BASICALLY IS EVERY DAY OF THE YEAR.
FOR ONE GROUP WITH THE ADDING OF THE SNOW DAY ON APRIL 10TH, THAT TAKES CARE OF ONE OF THOSE SNOW DAYS BECAUSE THOSE STAFF MEMBERS WILL COME BACK TO WORK ON THAT DAY.
FOR THAT VERY SELECT GROUP OF 261-DAY EMPLOYEES, THEY WERE COMING TO WORK ON THE SNOW DAYS ANYWAY, THAT IS NOT A DAY OFF FOR THEM.
THE ADDITIONAL PART OF THE RESOLUTION KEEPS THEM IN MIND AND WHAT THIS ALLOWS IS NO EMPLOYEES WILL HAVE TO MAKE UP ANY TIME FOR THOSE DAYS THEY WILL RECEIVE THEIR COMPENSATION.
WE ARE AWARE THAT THERE MIGHT BE ONE DAY BECAUSE OF THE WAY A PAY PERIOD FALLS FOR BIWEEKLY EMPLOYEES IN PARTICULAR, THAT THERE MAY BE A DAY THAT'S MISSING THERE, BUT THEY WILL GET THAT DAY BACK WHEN THEY COME TO WORK ON APRIL 10TH.
JUST A LITTLE BIT OF ADDITIONAL INFORMATION FOR YOU.
>> IT'S ALSO IMPORTANT TO NOTE AGAIN, THESE COMPENSATIONS ARE ALREADY BUILT INTO OUR BUDGET.
THIS IS NOTHING THAT EXCEEDS WHAT WE HAVE ALREADY COMMITTED TO IN THE BUDGET.
I DO ASK THAT THE BOARD APPROVE THE RESOLUTION AS PRESENTED.
>> THANK YOU. IS THERE A MOTION?
>> THANK YOU, MS. TIMMY. IS THERE A SECOND?
>> THERE IS A MOTION BY MS. TIMMY IS SECOND BY MS. PACHECO.
ARE THERE ANY QUESTIONS OR COMMENTS IN REFERENCE TO OUR ACTION ITEM BEFORE US? THANK YOU. THERE IS A MOTION BY MS. TIMMY.
THERE IS A SECOND BY MS. PACHECO.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
OUR NEXT ITEM IS TO CONSIDER THE SCHOOL HEALTH ADVISORY COUNCIL SHAC RECOMMENDATION
[V.D. Consider the School Health Advisory Council's (SHAC) Recommendation for Curriculum for Human Sexuality Instruction and the Prevention of Child Abuse, Family Violence, Dating Violence and Sex Trafficking]
FOR CURRICULUM FOR HUMAN SEXUALITY INSTRUCTIONS AND THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE, AND SEX TRAFFICKING. MS. BRANUM.AS YOU KNOW, WE HAVE BROUGHT FORWARD TO YOU UPDATES ON THE WORK OF THE SHAC AND THE PROCESS THAT WE HAVE USED TO REVIEW THESE MATERIALS AND TO RECEIVE FEEDBACK NOT ONLY FROM STAFF AND FROM OUR PARENTS AND THE BROADER COMMUNITY AS WELL.
I'M GOING TO INVITE MS. SELLERS UP TO THE PODIUM.
I CAN TELL YOU I COULD NOT BE MORE PROUD OF HER AND HER LEADERSHIP IN THE WORK OF THE SHAC COMMITTEE.
NOT ONLY DID THEY PROVIDE THE MINIMUM NUMBER OF OPPORTUNITIES FOR OUR COMMUNITY TO GIVE INPUT, BUT EVEN BASED ON BOARD FEEDBACK, WE ADDED DIFFERENT SESSIONS AT DIFFERENT TIMES SO THAT WE FELT CONFIDENT THAT WE HAD REMOVED AS MANY BARRIERS TO PARENTS AND COMMUNITY MEMBERS COMING AND REVIEWING THE MATERIALS AND GETTING THE INFORMATION THEY NEEDED TO PROVIDE FEEDBACK.
I'M GOING TO ASK MS. SELLERS JUST TO PROVIDE A LITTLE BIT OF AN UPDATE ON THE PROCESS AND THEN ALSO THE FINAL RECOMMENDATION THAT SHE HAS REGARDING THE MATERIALS.
>> PERFECT. THANK YOU. HELLO. GOOD EVENING, SUPERINTENDENT BRANUM, PRESIDENT HARRIS, BOARD OF TRUSTEES.
I HAVE MY SHAC MEMBERS HERE WITH SUPPORT WITH THIS.
WE'RE HERE TO RECOMMEND THE BOARD TO VOTE ON THE OPT-IN RECOMMENDED CURRICULUM FROM THE DISTRICT SCHOOL HEALTH ADVISORY COUNCIL CHECK.
THIS CURRICULUM IS FOR HUMAN SEXUALITY INSTRUCTION AND THE INSTRUCTION RELATING TO PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE, AND SEX TRAFFICKING.
THERE'S THREE MAIN PARTS THAT WE TOOK AND WE DIVIDED THEM UP.
EVEN THOUGH IT'S TWO HOUSE BILLS.
THAT'S GOING TO BE YOUR 7-12TH GRADERS.
THESE ARE STUDENTS THAT ARE GOING TO BE ENROLLED IN HEALTH 1 CLASS.
WE'RE LUCKY ENOUGH TO HAVE HEALTH AS A REQUIREMENT.
SHAC IS GOING TO RECOMMEND CHOOSING THE BEST CURRICULUM FOR THOSE GRADES.
THEN WE'LL HAVE HOUSE BILL 1525 FOR ELEMENTARY CURRICULUM.
THAT'S GOING TO BE OUR PROCTER AND GAMBLE VIDEOS, AND THAT'S GOING TO BE FOR FIFTH AND SIXTH GRADE STUDENTS.
THEN WE'LL HAVE SENATE BILL 9 CURRICULUM AND IT'S 6-12TH GRADE STUDENTS.
SHAC RECOMMENDING THE RSD CREATED LESSONS AND VIDEOS.
REMINDER THAT THESE ARE ALL OPT-IN IMPLEMENTATIONS.
WE WOULD LOVE TO START THIS SEMESTER WITH THE CURRICULUM BEING IMPLEMENTED BEFORE THE END OF THE YEAR.
[01:15:03]
HEALTH 1 TEACHERS WILL BE TRAINED AND RESPONSIBLE FOR GETTING OUT LETTERS AND INFORMATION BEFORE THE END OF SCHOOL YEAR.5TH AND 6TH GRADE WILL BE IMPLEMENTED BY THE END OF THE SCHOOL YEAR AS WELL AND WILL BE A CAMPUS-BASED DECISION WITH THE APPROPRIATE TIME, DATE, WHEN WOULD BE BEST FOR EACH OF THOSE CAMPUSES.
WE'LL TRAIN ALL PRINCIPLES ON THAT.
THEN SENATE BILL 9 WILL BE DONE THROUGH THE COUNSELORS.
IT WILL ALSO BE CAMPUS-BASED DECISION AS TO WHEN AND WHERE THOSE LESSONS WILL BE BEST EMBEDDED.
I WANT TO THANK SO MUCH FOR OUR SHAC MEMBERS THAT PUT SO MUCH TIME AND EFFORT INTO THIS.
ALSO OUR TEACHERS, STUDENTS AND COMMUNITY MEMBERS THAT ALSO HELPED WITH ALL THE SURVEYS AND ALL THEIR COMMENTS AS WELL. THANK YOU FOR YOUR TIME.
>> THIS SELLERS, CAN YOU MAYBE PROVIDE A LITTLE BIT OF CONTEXT FOR THE BOARD AND RELATED TO WHAT WERE SOME OF THE QUESTIONS AND THE RUBRIC MATERIAL THAT CRITERIA THAT YOU ALL CONSIDERED AS YOU ARE IDENTIFYING EACH OF THESE RESOURCES.
>> WE HAD A HEALTH CURRICULUM TEAM MADE UP OF TEACHERS, NURSES, AND ADMINISTRATORS.
WHO ELSE AM I MISSING? NURSES. DID I SAY THAT? WE HAD ALL OF THEM THERE, HEALTH TEACHERS.
I'M A VERY BIG GROUP SINCE THIS HITS ALL POINTS.
OUR RUBRIC WAS TO LOOK AT INCLUSIVE REAL-WORLD.
CAN IT MEET OUR NEEDS FOR TODAY, IN MODERN VERSUS, IS THIS OLD NEWS? IS THIS SOMETHING THAT CAN BE LOOKED AT THAT IF WE HAVE A CHANGE AND A NEW LAW COMES IN, HEALTH IS ALWAYS CHANGING.
CAN WE CHANGE THAT DATA WITHIN A MONTH'S TIME? THAT WAS A BIG DEAL.
IS IT ONLINE? THAT WAS A BIG DEAL AS WELL.
IF YOU REMEMBER, BACK IN THE DAY WE HAD TO HAVE PARENTS COME UP, SCHEDULE A TIME, REVIEW THESE CURRICULUM ITEMS. WELL, THAT WAS A BIG PART OF THIS THAT THEY SAID, LET'S DO AWAY WITH THAT, LET'S LOOK AT WHAT WE CAN DO NOW.
THE PARENTS DON'T HAVE TO TAKE TIME OUT, WE CAN SHOW THIS AT HOME.
THOSE ARE A FEW BIG ONES FOR THESE.
>> THANK YOU. I'M SURE YOU ALL HAVE TALKED ABOUT AND HAVE A PLAN AND DR. HELLER, YOU MAY WANT TO CHIME IN HERE AS WELL.
IN TERMS OF, SINCE THIS IS AN OPT-IN, WHAT STRATEGY ARE WE GOING TO BE USING TO MAKE SURE THAT WE EDUCATE PARENTS ON THESE PROGRAMS? WHAT IS IT GOING TO LOOK LIKE? HOW LONG IS IT GOING TO TAKE TO GO THROUGH THOSE? JUST WHAT DOES THAT COMMUNICATION AND ENGAGEMENT PROCESS IS GOING TO LOOK LIKE?
>> GOOD. I'LL JUMP IN IF YOU WANT, ANYTIME.
BUT IT IS REQUIRED BY THESE LAWS, BOTH HOUSE BILL 1525 AND SENATE BILL 9, THAT IT IS A MANDATORY 14 DAYS THAT THESE PARENTS GET BEFORE THESE LESSONS ARE EVEN TAUGHT SO THERE'S PLENTY OF TIME FOR THEM TO REVIEW AND LOOK OVER.
A LETTER WILL BE SENT OUT AND THEN WE'LL DECIDE IF IT'S JUST THROUGH THE PRINCIPAL'S, WHO'S GETTING THAT BACK.
THE HEALTH 1 TEACHERS WILL BE RESPONSIBLE SENDING THOSE OUT AND THEN GETTING IT BACK FOR EACH OF THEIR TEACHER.
RIGHT NOW WITH IT BEING DIFFERENT LANGUAGE OF OPT-IN, WE'RE GOING TO ASK IF WE DO A LITTLE WORK TILL THIS BECOMES COMFORTABLE AGAIN.
EVEN IF IT'S JUST BLACKBOARD, PEACH JAR, THAT WE GET THOSE NOTICES WHETHER THEN AFTER THOSE, MAYBE WE HAVE TO GO WITH PAPER.
MAYBE WE GOT TO GIVE THEM NOTICE THAT WAY TO SAY, WE NEED YOU HERE IN THESE SEATS. WE'LL MAKE SURE THAT WAY.
WELL, WHAT IF IT'S JUST A CALL FROM THE COUNSELOR SO THAT WE GET THOSE OPT-IN LETTERS BACK AND MAKE SURE THAT EVERYONE HAS HAD TIME TO LOOK OVER, REVIEW, AND HAVE THAT CHANCE TO OPT-IN? FOR MISSING SOMEONE WE WANT TO MAKE SURE THAT, ARE YOU SURE YOU GOT THE LETTER? DID YOU HEAR WE WANT YOU IN THE CLASS?
>> I JUST HAVE ONE MORE BEFORE WE MAKE A RECOMMENDATION, AND THE BOARD WILL HAVE QUESTIONS.
IN TERMS OF HOW LONG WHEN I'M THINKING ABOUT THE HEALTH 1, IF I HAVE A STUDENT WHO'S GOING TO EXPERIENCE THAT HEALTH 1, LIKE ON AVERAGE, HOW MANY LICENSES IS IT? HOW MUCH INSTRUCTIONAL TIME DOES IT TAKE? AN ESTIMATE DOESN'T HAVE TO BE EXACT.
>> THOSE CAN BE VARIED A LITTLE BIT.
WE'RE TRYING TO KEEP THEM ALL TOGETHER AS ONE AND THAT'S WHAT RECOMMENDS.
BUT IF WE HAVE TO SPLIT THEM UP, WE CAN, THAT WAY WE GET MORE INVOLVED IN THE MAIN LESSONS THAT ARE OPT-IN.
IF IT'S ABOUT THE HUMAN REPRODUCTION SYSTEMS THEN THOSE THREE DAYS, THAT'S PROBABLY A LOT, BUT IF IT'S THREE SHORT DAYS, THEN THEY WILL HAVE TIME TO REVIEW THOSE LESSONS.
>> THANK YOU MS. SAILORS. AGAIN, THANK YOU TO THE COMMITTEE.
WITH THAT, I DO ASK THAT I RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE THE RECOMMENDED INSTRUCTIONAL MATERIALS FOR
[01:20:01]
USE IN THE DISTRICTS HUMAN GROWTH AND DEVELOPMENT CURRICULUM, HUMAN SEXUALITY INSTRUCTION, AS WELL AS INSTRUCTION RELATING TO THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE, AND SEX TRAFFICKING.>> THANK YOU, MS. BRANUM. THANK YOU, MS. SAILORS. THANK YOU SO MUCH.
>> MS. TIMMY, THERE IS A MOTION BY MS. ANDREA, A SECOND BY MS. TIMMY.
ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? MS. TIMMY.
>> YEAH I DO HAVE ONE. I JUST WANTED TO JUST TO GET A LITTLE BIT OF BACKGROUND ON WHY YOU GUYS DECIDED OPT-IN VERSUS OPT-OUT?
>> WAS IN OUR CHOICE. THAT'S ALL DEA.
>> OKAY. IT'S A REQUIREMENT FOR THE OFFICE?
>> THAT JUST CHANGED WITH HOUSE BILL 1525, AND SENATE BILL 9.
>> I THINK YOU TOUCHED ON THIS, BUT THERE WILL BE COMMUNICATION THAT WILL GO OUT BECAUSE IT IS NOW AN OPT-IN INSTEAD OF, OKAY, GREAT.
>> I WILL JUST ADD THERE HAS BEEN A VERY ROBUST COMMUNICATION THROUGHOUT THIS ENTIRE PROCESS, INCLUDING FOR THE REVIEWS, A LOT OF TRANSPARENCY, ALL OF THE INFORMATION FROM THESE COMMITTEE MEETINGS HAVE BEEN POSTED, THE MINUTES, AS WELL AS COMMUNICATION WENT OUT TO ALL OF OUR CURRENT FIFTH AND SIXTH-GRADE PARENTS TO PARTICIPATE IN THE REVIEWS.
THOSE COMMUNICATIONS WERE SENT IN MULTIPLE LANGUAGES.
WE'VE ALREADY GOT THINGS READY TO GO TOMORROW AS FOLLOW-UP BASED ON ACTION THIS EVENING.
ANY ADDITIONAL QUESTIONS, BOARD? WE DO HAVE A MOTION BY MS. ANDREA, A SECOND BY MS. TIMMY.
THERE'S NO ADDITIONAL QUESTIONS OR COMMENTS.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
OUR NEXT ITEM IS TO CONSIDER THE MAY 2023 BOARD ELECTION. MS. BRANUM.
[V.E. Consider May 2023 Board Election]
>> MR. PATE HAS INFORMATION FOR THE BOARD'S CONSIDERATION AS WE ARE APPROACHING THIS UPCOMING ELECTION SEASON.
>> THANK YOU, MRS. BRANUM. YES, IT'S THAT TIME OF YEAR AGAIN TO CALL FOR THE MAY BOARD ELECTION.
TOMORROW IS THE DEADLINE TO CALL THAT ELECTION.
THAT'S WHY WE ARE BRINGING THIS TO YOU TONIGHT.
JUST TO ADD A COUPLE OF THINGS.
NO CHANGES TO THE NORMAL ELECTION ORDER THAT WE WILL BRING TO YOU TOMORROW IS THE LAST DAY FOR CANDIDATES TO FILE FOR THE ELECTION AS A REGULAR CANDIDATE ON THE BALLOT.
THEN NEXT TUESDAY, THE 21ST IS THE LAST DAY TO FILE AS A WRITE-IN CANDIDATE FOR THE MAY BOARD ELECTION.
THE COST, OF COURSE, FOR THE ELECTION VARIES YEAR TO YEAR, DEPENDING ON HOW MANY ENTITIES ARE PARTICIPATING IN THE JOINT ELECTION WITH DALLAS COUNTY EACH YEAR, BUT THE MAY OF 22 ELECTION COST THE DISTRICT $152,000.
IF YOU HAVE ANY OTHER QUESTIONS, I'LL BE GLAD TO ADDRESS THEM.
>> THANK YOU, MR. PATE. I DO RECOMMEND THAT THE BOARD OF TRUSTEES AUTHORIZE A GENERAL ELECTION TO FILL SINGLE-MEMBER DISTRICT NUMBER 3 AND AT-LARGE PLACE 6 AND APPROVE THE ATTACHED ELECTION ORDER AND NOTICE.
>> THANK YOU, MS. BRANUM. THANK YOU.
MR. PATE. IS THERE A MOTION BOARD?
>> THANK YOU. MR. POTEET IS THERE A SECOND?
THERE IS A MOTION BY MR. POTEET.
ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD?
>> IF I JUST MAY I WANT TO THANK THE WORK OF A TRUSTEE, THE COMMITMENT THAT YOU MAKE OF YOUR TIME, AND JUST WHAT YOU CONTRIBUTE TO THE DISTRICT MAKES A DIFFERENCE.
I JUST APPRECIATE ANYONE WHO IS COMMITTED TO THE DISTRICT AND WANTS TO GIVE UP THEIR TIME TO HELP US BE BETTER TO SERVE OUR KIDS.
>> IF I COULD REAL QUICK MS. HARRIS.
>> I KNOW WE'RE TALKING LATER A LITTLE BIT ABOUT BUDGET, BUT IN THAT, CATEGORY, I WAS SURPRISED TO LEARN WHAT THE COST WAS.
CAN YOU JUST GO THROUGH WHAT THE COST TO THE DISTRICT IS JUST TO RUN A TYPICAL MAY ELECTION AS THE COUNTY PLAY A PIECE OF THAT, HOW DOES THAT WORK?
>> DEPENDING ON THE SIZE OF THE ELECTION.
GO AHEAD, MR. PATE, IF YOU WANT TO, I CAN GIVE YOU A NUMBER, BUT GO AHEAD.
>> SURE. LIKE I SAID, LAST YEAR'S ELECTION WAS $152,000.
WE ARE REQUIRED BY LAW TO PARTICIPATE IN THE JOINT ELECTION WITH THE COUNTY.
THE COST FLUCTUATES YEAR-TO-YEAR AGAIN, DEPENDING ON HOW MANY ENTITIES ARE CONDUCTING ELECTIONS ON THE MAY ELECTION DATE.
TONIGHT, VERY GOOD TO HEAR AS MY ASSISTANT IS PARTICIPATING IN DALLAS COUNTY VOTE CENTER ADVISORY COMMITTEE MEETING IN MY ABSENCE WHERE THEY ARE
[01:25:02]
DISCUSSING POLLING LOCATIONS AND EVERYTHING.WHILE SERVING ON THAT COMMITTEE, I LEARNED THAT JUST FOR ELECTION DAY, A SINGLE POLLING LOCATION COST THE COUNTY $6,000, WHICH THEY THEN PASS ON TO EACH OF THE ENTITIES.
AGAIN, DEPENDING ON WHAT ENTITIES ARE PARTICIPATING IN, I THINK THERE WERE ABOUT 430 POLLING LOCATIONS IN THE LAST ELECTION TIMES $6,000 A PIECE, ROUGHLY, DIVIDED BY THE NUMBER OF PARTICIPANTS.
THIS IS ONE OF THOSE CASES, FOR US, IT HELPS US IF EVERYBODY'S HAVING AN ELECTION IN MAY [LAUGHTER] BECAUSE WE GET TO DIVIDE THE COST BY MORE ENTITIES.
>> YEAH, AND NEITHER GOOD OR BAD.
IT WAS FACTUALLY SOMETHING THAT I WASN'T AWARE OF IN THE PAST.
I THINK AS WE START BUDGETS LATER, THAT'S JUST ANOTHER LINE ITEM IN THERE. THANK YOU.
ANY ADDITIONAL QUESTIONS, COMMENTS? HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.
OUR NEXT ITEM IS A DISTRICT DEMOGRAPHY REPORT. MS. BRANDOM.
[V.F. District Demography Report 2022-2023]
WELL, ONE THING WE KNOW IS THAT ON THE OTHER SIDE OF THE PANDEMIC, THERE IS WHAT WE THOUGHT WAS, AND THEN THERE IS WHAT WE ARE NOW AND WHAT THINGS LOOK LIKE MOVING FORWARD AND SO TONIGHT WE REALLY WANTED TO DO A LEVEL SET WITH THE BOARD, AND WITH OUR COMMUNITY TO HELP UNDERSTAND BASED UPON ALL THE FACTORS THAT WE'RE SEEING OUT IN OUR COMMUNITY, HOUSING PRICES, APARTMENT PRICES, RECONSTITUTION OF APARTMENT COMPLEXES AND WHO THEY'RE DESIGNED FOR AND RENOVATION.
HOW THAT MIGHT IMPACT THE NUMBER OF STUDENTS THAT WE'RE SERVING, NOT JUST IN THE NEAR, BUT ALSO IN THE LONG TERM.
THESE NUMBERS, IT'S IMPORTANT TO NOTE IT'S ONE DATA POINT AND IT IS ONE DATA POINT BASED UPON WHERE WE ARE RIGHT NOW AS WE MOVE THROUGH THE BUDGET PROCESS AND AS WE'RE HAVING CONVERSATIONS ABOUT OTHER INPUTS AND OTHER OPPORTUNITIES THAT THE DISTRICT HAS TO POSITIVELY IMPACT THESE NUMBERS.
IT'S IMPORTANT TO NOTE THIS IS JUST ONE DATASET AND IT'S ONE SNAPSHOT OF TIME OF WHERE WE ARE RIGHT NOW.
MS. HAYES HAS DONE A PHENOMENAL JOB OF LEADING THIS PROCESS ALONG WITH MR. PATE. TONIGHT I'M GOING TO TURN IT OVER TO HER WHERE SHE IS GOING TO HELP GUIDE US IN THE PRESENTATION AND INTRODUCE OUR DEMOGRAPHERS, SO MRS. HAYES.
>> THANK YOU, SUPERINTENDENT BRANDOM.
GOOD EVENING, BOARD OF TRUSTEES.
TONIGHT WE BRING THE ANNUAL DEMOGRAPHER REPORT TO YOU FOR YOUR REVIEW.
UPON THIS STUDY THAT WE RECEIVED NOTHING REALLY SURPRISED US ON THIS.
WE KNEW THE TRENDS WERE THERE, BOTH PRIOR TO THE PANDEMIC, EXACERBATED BY THE PANDEMIC, AND THEN CONTINUING OUT WITH WHAT WE'VE SEEN FROM ECONOMISTS AND DEMOGRAPHERS ACROSS THE NATION.
WE KNOW THAT BIRTH RATES ARE DOWN ACROSS OUR STATE, PARTICULARLY, WE KNOW THAT THERE HAS BEEN AN INFLUX OF STUDENTS LEAVING PUBLIC ED FOR DIFFERENT TYPES OF EDUCATION OPPORTUNITIES DURING THE PANDEMIC AND THEN SOME DID NOT RETURN.
WHAT WE'RE SEEING IN THIS DISTRICT IS WHAT OUR DISTRICT SURROUNDING US ARE ALSO SEEING THOSE THAT ARE ESTABLISHED DISTRICTS, THAT ARE BUILT OUT AS OUR DISTRICT IS, THAT IT'S CONSIDERED CAN STILL SEEING HIGH HOME RATES AND HIGHER APARTMENT RATES.
THESE ARE ALL THINGS THAT CONTRIBUTE TO THE NUMBER OF STUDENTS THAT CAN ATTEND RISD.
IF THE HOUSING MARKET CONTINUES TO STAY AS IT IS OR EVEN REALLY TO NOT INCREASE BUT STAY FLAT, WE ANTICIPATE CONTINUING TO SEE LESS STUDENTS ABLE TO ATTEND OUR SCHOOLS FROM OUR NEIGHBORHOODS BECAUSE FAMILIES CAN AFFORD THE HOUSING MARKET WE HAVE.
THEN IN THE APARTMENT, IF YOU REMEMBER FROM YEARS PAST AND OUR DEMOGRAPHER STUDIES, WE HAVE ONE OF THE HIGHEST RATES OF STUDENTS COMING FROM MULTIFAMILY HOUSING.
WE ARE SEEING THAT DROP OVER THE PAST THREE YEARS AND THIS YEAR IS NO DIFFERENT.
SEEING THE NUMBER OF KIDS IN OUR APARTMENT COMPLEXES DROP BECAUSE THE APARTMENTS ARE CHANGING MANAGEMENT COMPANIES AND THEN THEY'RE GOING IN AND RENOVATING THE APARTMENTS AND RAISING THE RENTS.
WHEN THEY DO THAT, WE LOSE A LARGE NUMBER OF OUR FAMILIES.
ONE OF THE LARGEST APARTMENT COMPLEXES OVERALL FOR FOREST LANE USED TO BE CALLED INDIGO.
THEY CHANGED OWNERSHIP, THEY CHANGED THEIR RENT STRUCTURE AND WE'VE LOST SEVERAL HUNDRED KIDS OVER THE PAST COUPLE OF YEARS FROM THAT APARTMENT COMPLEX.
AGAIN, THIS OBVIOUSLY IS NOT WHAT A DISTRICT LIKES TO SEE.
BUT WHEN YOU ARE A BUILT OUT DISTRICT AS OURS,
[01:30:01]
WE SEE THIS COME IN CYCLES.WE'VE SEEN IT BEFORE IN THE PAST, AND WE WILL CONTINUE TO SEE THIS.
EVEN THOUGH THIS IS A 10-YEAR LOOK, PLEASE REMEMBER THAT FOR PLANNING PURPOSES FOR PUBLIC ED, WE TYPICALLY LOOK AT THE THREE TO FIVE-YEAR MARK AS THE LONGEST WE LOOK OUT BECAUSE THINGS CHANGE SO QUICKLY AND PARTICULARLY THIS YEAR WITH A LEGISLATIVE SESSION.
WE'LL HAVE TO WAIT AND SEE WHAT COMES OUT OF AUSTIN, WHICH ALSO COULD IMPACT WHAT OUR ENROLLMENTS LOOK LIKE MOVING FORWARD.
THIS YEAR WE HAVE A NEW DEMOGRAPHER COMING TO PRESENT.
I'D LIKE TO ASK JARED NELSON TO COME TO THE PODIUM UPFRONT.
MR. NELSON IS REPRESENTING DAVIS DEMOGRAPHICS 1, AND RFP THAT WE PUT ON THE STREETS THIS PAST FALL.
HE WILL BE PRESENTING A SLIDE DECK TO YOU WITH SAMPLES OF WHAT WILL COME IN A FULL REPORT LATER IN MARCH FROM DAVIS DEMOGRAPHICS.
MR. NELSON I'M GOING TO WELCOME YOU TO RISD.
THIS IS THE FIRST TIME HE HAS PRESENTED TO OUR TEAM, SO BE KIND.
I'M GOING TO LET YOU INTRODUCE THE TEAM THAT YOU BROUGHT WITH YOU AND THEN AFTER AT THE END OF HIS PRESENTATION, WE WILL TAKE QUESTIONS. MR. NELSON.
>> THANK YOU. AGAIN, MY NAME IS JARED NELSON WITH DAVIS DEMOGRAPHICS.
I BROUGHT WITH ME SOME OF MY COLLEAGUES WHO'VE BEEN WORKING ON THIS PROJECT, SO IF YOU GET INTO ANY VERY DETAILED QUESTIONS, I MAY HAVE TO DEFER TO ONE OF THEM, BUT I'M HERE TO GIVE YOU A SUMMARY OF THE FINDINGS FROM OUR STUDY.
TO BEGIN THIS WORK, WE BEGIN BY ASKING THE DISTRICT FOR ALL DIFFERENT DATA AND WE PREPARE WHAT'S CALLED GIS OR GEOGRAPHIC DATA, SO THE WORK THAT WE DO IS BASED LARGELY ON MAPS.
WE'RE COLLECTING STUDENT DATA, WE'RE COLLECTING INFORMATION ABOUT YOUR BOUNDARIES, WE'RE COLLECTING INFORMATION ABOUT THE SCHOOLS THEMSELVES.
THEN ALL OF THE OTHER PROGRAMMING OR INFORMATION THAT MIGHT BE RELEVANT TO A DEMOGRAPHIC STUDY OF WHY ARE STUDENTS LIVING IN ONE AREA AND GO INTO THAT SCHOOL OR MAYBE TO A DIFFERENT ONE.
WE SEND OUT THE TEAM TO GO AND DO RESEARCH ON HOUSING DEVELOPMENTS IN THE AREA TO SEE WHAT'S BEING BUILT, WHAT PHASING IS IT IN AS FAR AS THE CONSTRUCTION, AND ALSO TO REVIEW HOW MANY STUDENTS ARE COMING FROM THE CURRENT DEVELOPMENTS THAT YOU HAVE NOW SO WE CAN BETTER PROJECT INTO THE FUTURE.
WE ARE USING THE RECENT TRENDS TO FORECAST FUTURE ENROLLMENT, FUTURE RESIDENCY IN THE AREA.
WE'VE DEVELOPED 10-YEAR FORECAST FOR EACH ATTENDANCE AREA IN THE DISTRICT AND DISTRICT-WIDE AND I'M GOING TO PRESENT THOSE TO YOU NOW.
FIRST, LET ME JUST GO THROUGH THE METHODOLOGY OF WHAT, AGAIN, JUST REAL DETAILED WHAT DATA IS IN HERE.
THE BACKBONE OF ALL OF THESE FORECASTS IS YOUR STUDENT DATA.
THE FIRST THING THAT WE DO IS WE WORK TOGETHER WITH THE DISTRICT TO COLLECT THE STUDENT DATA IN A WAY THAT WE'RE STARTING IN THE SAME PLACE.
WE'LL SAY PLEASE SEND US YOUR STUDENT DATA AND THEN WE'LL SEND BACK THE FORM THAT YOU CAN SEE IN THE PRESENTATION THERE, WHERE WE'LL BREAK IT DOWN BY GRADE, BY PROGRAM AND WE'RE ABLE TO SAY THIS IS HOW MANY STUDENTS YOU HAVE AT EACH SCHOOL, THIS IS HOW MANY STUDENTS YOU HAVE IN EACH OF THESE PROGRAMS AND THAT WAY, I'M NOT STANDING BEFORE YOU TONIGHT AND GO WAIT A MINUTE THAT NUMBER IS NOT RIGHT.
I KNOW THAT WE DEAL WITH THAT UPFRONT.
NOW WE BOTH AGREED ON WHAT DATASET WE SHOULD BE USING AND THE STUDENT DATA BECOMES THE BACKBONE OF THE FORECAST.
>> I'D LIKE TO TAKE THIS OPPORTUNITY TO INTRODUCE THE TEAM THAT WORKED INTERNALLY TO PROVIDE THIS DATA, TO CLEAN IT UP, AND THAT KEEPS IT ALL MOVING FORWARD.
ANNABEL GARZA, OUR EXECUTIVE DIRECTOR OF STUDENT DATA REPORTING, AND MICHELLE MASSEY, THE GURU BEHIND OUR PROGRAMMING AND DATA FOR FOCUS.
JUST WANTED TO TAKE THE OPPORTUNITY. THANK YOU.
>> THANK YOU. [APPLAUSE]. WE LIKE TO SAY THAT WE DON'T DO A DEMOGRAPHIC STUDY TO YOU. WE DO IT WITH YOU.
THANK YOU FOR GETTING THE DATA FOR US FOR THIS.
THE CURRENT STUDENT DATA IS THE BACKBONE AND THEN WE BRING IN HISTORICAL STUDENT DATA TO GIVE US THE RECENT TRENDS TO SEE HOW OUR NEIGHBORHOOD'S GROWING AND DECLINING OVER TIME.
YOU'LL SEE THREE BIG BLUE DIAMONDS UP THERE.
THOSE ARE THE MAIN FACTORS IN THE FORECAST.
HOW MANY STUDENTS HAVE BEEN BORN OVER THE LAST YEARS THAT WILL IMPACT YOUR KINDERGARTEN ENROLLMENT? WE HAVE MOBILITY, WHICH AGAIN, WE CAN LOOK AT SEVERAL YEARS WORTH OF GEOCODED STUDENTS, STUDENTS UP ON THE MAP AND WE CAN SEE WHAT ARE THE TRENDS, HOW OUR NEIGHBORHOOD'S GROWING, DECLINING, CHANGING OVER TIME, WHATEVER THAT MIGHT BE.
THEN THE LAST ONE IS STUDENT YIELD FACTORS, WHICH IS HOW MANY STUDENTS WOULD YOU EXPECT TO SEE FROM ANY UPCOMING HOUSING DEVELOPMENTS BASED ON WHAT WE'VE SEEN RECENTLY.
HERE'S AN EXAMPLE OF WHAT IT MIGHT LOOK LIKE WITH A GEOCODED MAP.
EACH STUDENT IS REPRESENTED WITH THE INDIVIDUAL POINTS AND AGAIN, WE'RE LOOKING AT FOUR YEARS OF DATA SO THAT WE CAN ANALYZE HOW ARE THE NEIGHBORHOODS CHANGING OVER TIME.
THIS IS THE VERY FIRST STEP OF THE PROJECT.
ONCE WE'VE SENT OUT THE STUDENT DATA VERIFICATION FORM THAT I SHOWED YOU A MOMENT AGO, WE THEN GEOCODE THE STUDENTS AND PUT THEM UP ON THE MAP SO WE SEE WHERE THEY ARE.
THE NEXT STEP AFTER THAT IS WE BREAK DOWN THE ATTENDANCE BOUNDARIES OF THE DISTRICTS INTO WHAT WE WOULD CALL STUDY AREAS, OR YOU MIGHT CALL THEM PLANNING UNITS OR WHAT HAVE YOU.
[01:35:02]
BUT THE IDEA IS WE'RE CREATING FORECAST AT THIS STUDY AREA LEVEL.THERE'S 679 STUDY AREAS THAT WE'VE CREATED FOR YOU AND SO WHAT YOU'RE REALLY GETTING IS 679 INDIVIDUAL FORECASTS, ONE FOR EACH NEIGHBORHOOD.
WHEN WE'RE LOOKING AT ALL OF THESE DIFFERENT FACTORS, WE CAN APPLY THESE TO EACH AND EVERY INDIVIDUAL STUDY AREA, SO THERE MAY BE TWO NEIGHBORING STUDY AREAS, BUT THEY COULD BE VERY DIFFERENT IN TERMS OF MOBILITY RATES, BIRTH RATES, WHAT HOUSING IS THERE.
WE'RE ABLE TO REALLY TAILOR THIS DOWN TO EACH AND EVERY NEIGHBORHOOD AND HOW THEY ARE GROWING. WELL, THAT'S NOT GOOD.
[BACKGROUND] I'LL LET SOMEONE GET ME BACK ON TRACK THERE.
THANK YOU. MAYBE GET THE PAPER BACKUP OUT THIS WILL BE BAD FOR EVERYONE. THANK YOU.
THIS IS A HEAT MAP OR A DENSITY MAP OF WHERE YOUR STUDENTS ARE LOCATED.
OBVIOUSLY, I DON'T WANT TO PUT POINTS UP OF WHERE EVERYONE LIVES.
TONIGHT WE HAVE A HEAT MAP FOR YOU WHERE WE CAN SEE THE CONCENTRATIONS OF STUDENTS.
>> THIS IS THE BEST THAT HEAT MAP COULD SHOW.
>> SURE. YEAH. THE YELLOW OR THE RED OR THOSE BRIGHTER COLORS, THAT'S WHERE YOU'RE GOING TO SEE LARGER CONCENTRATIONS OF STUDENTS.
THEN OBVIOUSLY, THE BLUE OR ANYWHERE THERE'S NO COLOR AT ALL YOU'LL SEE A LOT LESS STUDENTS.
THIS IS WHERE YOU CAN GET A SENSE OF WHERE ARE YOUR MOST DENSE NEIGHBORHOODS.
IF I HAD A MAP FOR YOU HERE OF ALL OF YOUR STUDY AREAS, YOU COULD LOOK AT THAT MAP OF JUST THOSE LITTLE NEIGHBORHOOD BLOCKS AND YOU COULD TELL WHERE YOUR MOST DENSELY POPULATED.
BECAUSE WE CREATE MORE STUDY AREAS WHERE THERE'S MORE STUDENTS.
>> YOU'RE LOOKING AT THE DARK YELLOW MOVING NORTH TO SOUTH IS 75, AND THEN THE DARK YELLOW GOING EAST TO WEST IS 635, WHERE IT BREAKS THE DISTRICT.
SO YOU CAN CERTAINLY SEE WHERE OUR MULTIFAMILY HOUSING ADDITIONS ARE CONCENTRATED.
OVER TO THE WEST OF 75, THAT IS OUR SPRING VALLEY CORRIDOR, WHERE WE HAVE A LARGE CONCENTRATION OF APARTMENTS.
THEN ALONG LBJ, THIS SKILLMAN CORRIDOR, AND ABRAMS CORRIDOR WHERE WE SEE THE DARKER RED IS ANOTHER GROUP OF LARGE APARTMENT COMPLEXES.
THE SHADED BLUES ARE OUR SINGLE-FAMILY HOME NEIGHBORHOODS WITH A FEW APARTMENT COMPLEXES SPREAD AROUND.
>> ONCE WE HAVE THE STUDENTS UP ON THE MAP, WE CAN AGAIN START TO LOOK THROUGH THE DIFFERENT ATTRIBUTES IN THE STUDENT DATA, ONE OF THEM BEING WHICH SCHOOL DOES THE STUDENT ATTEND? WE CAN START TO CREATE THIS RELATIONSHIP BETWEEN WHERE THE STUDENTS LIVE AND WHERE DO THEY GO TO SCHOOL.
FIRST OF ALL, AT THE BOTTOM OF THIS SLIDE, YOU'LL SEE IT SAYS, DUE TO THE NUMBER OF SCHOOLS, THE MATRICES WILL BE SUPPLIED TO YOU IN THE FINAL REPORT, THEY'RE QUITE LARGE AND IT'D BE DIFFICULT TO SEE UP ON THE SCREEN.
SO YOU'LL HAVE A MORE DETAILED, LARGER VERSION OF THIS IN THE REPORT.
BUT WHAT YOU CAN SEE IS, LET'S USE THE FIRST ONE AS EXAMPLE, AIKIN ELEMENTARY SCHOOL, THE CAMPUS CAPACITY OF 806 STUDENTS.
THERE ARE 639 ELEMENTARY SCHOOL STUDENTS WHO LIVE IN THE AREA, AND 474 ARE ACTUALLY ENROLLED AT THE SCHOOL.
YOU CAN START TO GET THIS PICTURE OF, IN THE FULL MATRIX YOU'LL BE ABLE TO SEE HOW MANY LIVE THERE AND THEN WHICH SCHOOLS ARE THEY ENROLLING TO.
IT DOESN'T JUST TELL YOU GENERALLY, THESE ARE THE SCHOOLS THEY ARE ENROLLING IN, IT'LL TELL YOU HOW MANY STUDENTS ARE MOVING INTO OR OUT OF THE ATTENDANCE BOUNDARY.
THEN AGAIN AT THE END YOU CAN SEE THERE'S NUMBERS FOR NON-RESIDENT OR TRANSFERS IN FROM OUTSIDE DISTRICTS.
>> GO AHEAD AND EXPLAIN WHAT IS IN DIFFERENT COLUMNS.
>> GO AHEAD AND GO ACROSS THE TOP AND EXPLAIN THE DIFFERENT COLUMNS.
>> SURE. STARTING FROM THE LEFT WE HAVE THE ATTENDANCE AREAS.
AGAIN, THESE ARE THE GEOGRAPHIC POLYGONS, THE SHAPE YOU WOULD SEE ON THE MAP THAT IS THE ATTENDANCE BOUNDARY.
IN THIS EXAMPLE AGAIN, AIKIN UPFRONT THERE, IT'S NOT NECESSARILY ABOUT THE SCHOOL AT THIS POINT, IT'S THAT BOUNDARY THAT YOU HAVE SET FOR THE SCHOOL, HERE'S HOW MANY STUDENTS LIVE THERE.
ATTENDANCE AREA, THEN THE CAMPUS CAPACITY, THIS IS THE CAPACITY SUPPLIED BY THE DISTRICT TO TELL US HOW MANY STUDENTS CAN ATTEND THE SCHOOL.
NEXT TO THAT IS GOING TO BE A RESIDENT STUDENTS; HOW MANY STUDENTS OF THAT GRADE CONFIGURATION LIVE IN THE AREA? IT'S NOT NECESSARILY ABOUT WHERE THEY GO TO SCHOOL AT THAT POINT.
HOW MANY JUST LIVE THERE? NEXT TO THAT IS ENROLLED STUDENTS.
THAT WOULD BE HOW MANY ARE ACTUALLY ENROLLED IN THE SCHOOL.
THE NEXT TWO COLUMNS YOU'LL SEE ARE UTILIZATION.
IT'S THE RESIDENT STUDENTS AGAIN, HOW MANY STUDENTS LIVE IN THAT AREA? NOT NECESSARILY WHERE THEY GO TO SCHOOL, BUT RESIDENTS STUDENTS.
HOW ARE YOU FILLING UP THAT CAPACITY? IN THIS EXAMPLE, THE SCHOOL IS AT 79.3 PERCENT OF A RESONANT CAPACITY.
THEN FOR ENROLLED STUDENTS, IT'S LOWER AT 58.5 PERCENT.
MOVING ON BEYOND THAT IS RESIDENT STUDENTS TRANSFERS WITHIN RISD.
[01:40:03]
THESE WOULD BE AGAINST STUDENTS THAT ARE TRANSFERRING INTO AIKIN SCHOOL.THE NEXT COLUMN OVER IS STUDENTS TRANSFERRING OUT OF THE AREA ENROLLING AT A DIFFERENT SCHOOL.
NEXT, WE HAVE NON-RESIDENT STUDENTS IN.
AGAIN, THESE ARE STUDENTS FROM OUTSIDE OF THE DISTRICT BOUNDARY THAT ARE CHOOSING TO ENROLL IN TO THE SCHOOL THERE.
THEN FINALLY, TOTAL TRANSFERS IN, SO TOTAL TRANSFERS FROM OUTSIDE OR INSIDE INTO AIKIN.
AGAIN, ONE OF THE MAIN FACTORS IN THE FORECAST IS YOUR BIRTH COUNTS FOR THE AREA.
THIS IS A TABLE OF PROVIDING YOU BY ZIP CODE, THE BIRTH COUNTS AND THEN WE CONVERT THESE TO A BIRTH RATE THAT WE APPLY AGAINST THE KINDERGARTEN CLASS.
YOU'LL NOTICE THERE'S A BIG ORANGE ROW RUNNING THROUGH THE TABLE THERE, THAT'S WHAT WE CALL THE BASE YEAR.
WHAT THAT WOULD BE IS YOUR STUDENT CLASS NOW.
THE REASON THAT WE HAVE THE CURRENT YEAR AS THE BASE IS WE KNOW HOW MANY STUDENTS ARE HERE CURRENTLY, WE DON'T HAVE TO GUESS AT THAT.
AGAIN, YOU'LL SEE MOVING FROM LEFT TO RIGHT, YOU HAVE THE BIRTH YEAR AND THEN FIVE YEARS LATER, THE KINDERGARTEN YEAR.
WHEN WERE THEY BORN? WHEN DID THEY ENROLL IN KINDERGARTEN? EACH ZIP CODE HAS THE BIRTH COUNTS FOR THOSE YEARS AND YOU'LL SEE A PERCENTAGE OF CHANGE.
HOW DOES IT CHANGE OVER THE BASE YEAR THERE? YOU'LL SEE THAT IT'S DECLINING GOING FORWARD COMPARED TO THE BASE YEAR.
HOW MANY STUDENTS WERE BORN FIVE YEARS AGO? THE KINDERGARTEN STUDENTS DUE NEXT YEAR.
HOW MANY STUDENTS WERE BORN FOUR YEARS AGO? STUDENTS OF TWO YEARS OR THREE YEARS AGO AND SO ON.
THEN YOU'LL SEE THAT THERE'S A BIRTH RATE USED IN THE FORECAST.
AGAIN, IT'S THE SAME CALCULATION THERE.
ALWAYS COMPARE TO THE BASE YEAR.
WE DON'T COMPARE TO THE YEAR PRIOR, SO LET'S SAY THREE YEARS FROM NOW, WE DON'T LOOK BACK TO THE YEAR BEFORE THAT AND SAY WHAT WAS THE CHANGE? WE WANT TO MAKE SURE THAT WE'RE COMPARING TO SOMETHING THAT WE KNOW A DEFINITIVE NUMBER AND THAT'S THE NUMBER OF STUDENTS THAT YOU HAVE NOW; WE CAN COUNT THOSE STUDENTS, WE CAN SEE THEM IN THOSE DESKS.
THIS NEXT ONE, AGAIN, IF YOU THINK BACK TO THAT CHART WITH THE BIG BLUE DIAMONDS, THIS IS THE MIDDLE ONE, THIS IS THE MOBILITY FACTORS.
YOU'LL SEE ANY OF THEM UP THERE THAT ARE ON RED ARE LESS THAN A ONE, ANYTHING GREEN IS MORE THAN, AND ANYTHING THAT ARE BLUE THOSE ARE RIGHT ON THE MONEY WITH ONE.
THE WAY YOU CAN THINK OF THIS IS ANYTHING OVER ONE WOULD BE AN INCREASE, ANYTHING UNDER ONE WOULD BE A DECREASE IN THE CHANGE BETWEEN THE GRADE LEVELS FOR THESE DIFFERENT SCHOOLS' ATTENDANCE AREAS.
THIS IS HOW WAS THE NEIGHBORHOOD CHANGING? HOW MANY STUDENTS LIVE THERE, UP, DOWN, OR OTHERWISE? THIS IS NOT ABOUT ENROLLMENT, THIS IS A RESIDENT COUNT.
>> RIGHT. JUST TO POINT OUT ON THE ICON, PINK SQUARES.
ON THE PINK SQUARES, IF YOU LOOK AT THOSE, MOST OF THOSE ARE IN THE UPPER 90S, WHICH MEANS THEY'RE REALLY CLOSE TO A BREAKEVEN ONE, WHICH WOULD THEN TURN IT BLUE.
WE WOULD BE CONCERNED IF THESE WERE IN THE 60S, DOWN IN THE 70S, BUT BECAUSE MOST OF THEM ARE IN THE HIGH 90S, THIS MAP COULD LOOK VERY DIFFERENT WITH JUST ONE STUDENT.
>> YES. WHEN I LOOK AT ONE OF THESE, IF I SEE NUMBER AGAIN IN THE HIGH 90S, I JUST MOVE ON, IT'S NOT A CAUSE FOR CONCERN.
IF I SEE ANY THAT ARE JUST OVER ONE, AGAIN, NOT REALLY A CAUSE FOR CONCERN.
WHAT YOU'RE LOOKING FOR HERE IS A SUBSTANTIAL CHANGE, OR MAYBE A PATTERN RUNNING UP AND DOWN A COLUMN OR ACROSS THE ROWS.
AS YOU CAN SEE, THERE'S A BIG GREEN COLUMN THERE FROM EIGHTH GRADE INTO NINTH GRADE. THIS IS COMMON.
WE SEE THIS WHEN THERE'S A CHANGE OF STUDENTS GOING FROM ONE SCHOOL INTO THE NEXT AND THAT JUST TELLS US THAT IT WAS MORE STUDENTS THAT TEND TO BE THERE IN YOUR HIGH SCHOOL YEARS.
THAT LAST BIG BLUE DIAMOND THAT WE SAW BACK ON THAT FLOWCHART WAS THE STUDENT YIELD FACTORS.
JUST GENERALLY, HERE'S HOW THIS WILL BE CALCULATED.
AGAIN, WE PUT EVERYTHING UP ON THE MAP.
WE CAN SEE THE HOUSING, THE PARCELS OF LAND.
WE CAN SEE THE NUMBER OF STUDENTS AND WHERE THEY LIVE AND SO WE CAN SAY HOW MANY STUDENTS LIVE IN THIS AREA AND HOW MANY PARCELS, I'M SORRY, HOW MANY HOMES OR HOW MANY APARTMENT UNITS ARE THERE.
IT'S A SIMPLE DIVISION TO FIGURE OUT WHAT'S STUDENT YIELD, HOW MANY STUDENTS WOULD COME FROM, EITHER CURRENT HOUSING OR FUTURE HOUSING.
ON THE TABLE HERE, YOU'LL SEE THAT IT'S BROKEN DOWN INTO FOUR DIFFERENT TYPES OF HOUSING AND ALSO SEPARATED BY THE DIFFERENT GRADE CONFIGURATIONS OF THE DISTRICT AND SO FOR SINGLE-FAMILY DETACHED, YOU'D SEE A 0.585.
THE IDEA HERE WOULD BE, LET'S SAY THERE'S 100 SINGLE-FAMILY DETACHED HOMES BEING BUILT.
YOU COULD REASONABLY EXPECT IT TO BE SOMEWHERE 58-59 STUDENTS THAT WOULD BE GENERATED FROM A DEVELOPMENT OF THAT SIZE.
CONTINUE ACROSS THE ROWS, YOU'LL SEE SINGLE-FAMILY ATTACHED, WITH A THE RATE OF 0.154, APARTMENTS WITH A RATE OF 0.1 AND FINALLY, MULTI-FAMILY ATTACHED TO 0.222.
THE WAY THIS WORKS IS AGAIN, THESE ARE APPLIED AT ALL THE DIFFERENT STUDY AREAS ACROSS THE DISTRICT TO HOUSING DEVELOPMENTS AND SO WHEN A DEVELOPMENT COMES IN, WE DON'T JUST GO, OH, LOOK, HOUSES, THAT MEANS KIDS.
WE TAKE THE TIME TO RESEARCH AND SAY, WHAT TYPE OF HOUSING IS THIS?
[01:45:02]
IS IT APARTMENTS, IS IT SINGLE-FAMILY DETACHED? WE CAN LOOK AT WHAT'S THE PRICE OF THE HOUSING.IS IT SIMILAR TO THE NEIGHBORHOOD DEVELOPMENT THAT WAS DOWN THE STREET A FEW YEARS AGO? WE CAN REALLY LOOK AND SEE WHAT IS HAPPENING IN FRONT OF US AND WE'VE GOT BOOTS ON THE GROUND.
WE SEND SOMEONE OUT TO PHYSICALLY GO SEE IT THEMSELVES AND RESEARCH IT, SO THESE ARE THE DIFFERENT HOUSING TYPES.
YOU'LL NOTICE THAT LARGELY THE HOUSING THAT YOU HAVE BEEN BUILT CURRENTLY IS THEY ARE APARTMENTS, FOLLOWED BY SINGLE-FAMILY DETACHED AND SINGLE-FAMILY ATTACHED, BUT PREDOMINANTLY APARTMENTS AND THEN AGAIN, WHERE YOU'RE AT AS FAR AS THE YOU'LL SEE THE CHART ON THE RIGHT PERCENTAGE OF HOUSING TYPE TOTAL.
THIS IS WHAT STAGE ARE THEY IN AS FAR AS THE BUILDING OR THE PLANNING OF THAT? AGAIN, ABOUT HALF ARE ACTIVELY BEING DEVELOPED WITH 40 PERCENT OR JUST UNDER 40 PERCENT COMING IN THE FUTURE.
THAT LAST BIT THERE, PLAN 10 PERCENT.
THIS IS A MAP WE CREATED FOR YOU AGAIN OF THE DISTRICT AND THEN YOU'LL BE ABLE TO SEE THIS MUCH MORE CLEARLY IN THE REPORT ITSELF.
WHEN IT COMES, IT'S A LITTLE BIGGER AND EASIER TO SEE.
THERE'S THESE BOXES THROUGHOUT THE DISTRICT, THAT'S THE HOUSING DEVELOPMENTS.
WE'VE PUT THEM UP ON THE MAP FOR YOU AND THEN ON THE RIGHT YOU'LL NOTICE THE TABLE THAT TALKS ABOUT WHICH PROJECTS, THE DEVELOPER, THE TOTAL NUMBER OF UNITS THAT ARE BEING BUILT, AND THE TOTAL NUMBER OF UNITS APPLIED IN THE FORECAST AND SO THE IDEA HERE OF WHEN THERE'S A DISCREPANCY.
IT WOULD BE SOMETHING THE DEVELOPER MIGHT SAY, WE'RE GOING TO BUILD 82 UNITS AND RIGHT NOW WE HAVE 75 OF THOSE PHASE.
WE KNOW WHEN WE PLAN TO BUILD THOSE, THOSE LAST FEW OR WE'RE NOT QUITE SURE WHEN THERE'LL BE IN THERE YET.
THAT'S WHY YOU MIGHT SEE A DIFFERENCE BETWEEN TOTAL UNITS IN TOTAL UNITS SUPPLIED IN THE FORECAST.
TYPE, RIGHT NEXT TO THAT YOU'LL SEE AGAIN THE TYPE SO SFD, SINGLE-FAMILY DETACHED, APT APARTMENTS, SFA, SINGLE-FAMILY ATTACHED AND THEN, WHICH ONE AM I FORGETTING THERE? FOURTH ONE IS AVAILABLE THERE TOO.
THEN FINALLY THE STATUS ACTIVE PLANNED FUTURE AND THEN LASTLY THE STUDENT YIELD APPLIED TO THAT NUMBER OF UNITS.
AGAIN, YOU CAN SEE 75 UNITS APPLIED IN THE FORECAST WITH THE YIELD ON THAT TOP ROW, EXCUSE ME, ON URBAN COMMONS WILL GENERATE 43.88 STUDENTS AS AN EXAMPLE.
THIS IS A TABLE OF THE FINAL FORECAST.
ONCE WE PUT ALL THOSE PIECES TOGETHER, AGAIN, IT'S CURRENT STUDENTS AND THEN WE BRING IN BIRTH FACTORS TO FORECAST FUTURE KINDERGARTEN AND PRE-KINDERGARTEN ENROLLMENT.
WE LOOK AT MOBILITY, WHICH IS LOOKING AT STUDENT DATA OVER THE YEARS TO FIGURE OUT WHAT ARE THE TRENDS OF THE NEIGHBORHOOD, HOW IS IT CHANGING AND THEN FINALLY, WE ADD THE NUMBER OF HOUSING UNITS BEING BUILT MULTIPLIED AGAINST THE STUDENT YIELD.
THIS IS WHAT YOU'LL SEE AS FAR AS FORECASTS.
THE BIG ORANGE COLUMN THERE IS THE CURRENT YEAR THAT IS YOUR ACTUAL RESIDENT STUDENT COUNT.
THAT'S HOW MANY STUDENTS LIVE IN THE DISTRICT, AGAIN, BROKEN DOWN BY GRADE AND THEN AT THE END SUMMARIES BY GREAT CONFIGURATION, THREE YEARS OF HISTORICAL DATA TO GIVE YOU SOME CONTEXT.
THEN GOING FORWARD INTO THE FORECAST, I WOULD LIKE TO REPEAT WHAT MS. HAYES SAID EARLIER, THAT IT'S THE FIRST FIVE YEARS THAT YOU'D LIKELY WANT TO REALLY FOCUS ON HERE, AGAIN, THINK OF ONE OF THE BIGGEST FACTORS HERE IS THE HOUSING.
THE DEVELOPERS KNOW HOW THEY'RE GOING TO BUILD OUT THE NEXT FIVE YEARS.
WE CAN KNOW WITH SOME CERTAINTY IT'S MUCH MORE ACCURATE IN THE SHORT-TERM AND SO BEYOND THAT THERE'S JUST UNCERTAINTY.
UNITS HAVEN'T BEEN APPROVED YET.
BUT IN THE SHORT-TERM, WE CAN KNOW THAT PRETTY WELL.
DON'T WORRY, I'M NOT GOING TOO FAR YET.
JUST TO SHOW YOU AGAIN HOW THIS WORKS, AGAIN, YOU'LL SEE HOW THEY MATRICULATE THROUGH THE YEARS THERE WILL BE, AS I'M SURE DISCREPANCY BETWEEN PRE-K AND KINDERGARTEN.
IT LOOKS LIKE QUITE A BIG JUMP.
JUST PRE-K NUMBERS ARE ALWAYS MUCH, SIGNIFICANTLY SMALLER AND THEN ONCE YOU HIT KINDERGARTEN, THE MATRICULATION STARTS TO APPLY JUST VERY DIFFERENTLY.
PRE-K AND KINDERGARTEN ARE BASED OFF OF YOUR CURRENT YEAR, MULTIPLY IT AGAINST THE BIRTH RATE AND THEN AS THAT FOLLOW THAT RED SQUIGGLY LINE DOWN THROUGH, THAT'S THE MOBILITY AND HOUSING BEING APPLIED.
HERE'S A CHART FOR YOU OF HOW WE SEE ELEMENTARY IN RESONANCE STUDENTS THAT THE NUMBER WILL CHANGE OVER THE YEARS.
AGAIN, THERE IS EXPECTED TO BE A DECLINE OF CLOSE TO 3,000 STUDENTS OVER THE NEXT 10 YEARS.
AGAIN, WHAT I WOULD SAY IS, LET'S FOCUS MORE ON THE NEXT FIVE YEARS THAT'S MORE WHERE WE CAN SAY WE KNOW THE DEVELOPMENTS WILL COME INTO PLAY.
SEVENTH AND EIGHTH GRADE MIDDLE SCHOOL YOU'LL ALSO SEE THAT THERE'S A DECLINE ESTIMATED OVER THE YEARS.
I'M CURRENTLY AT 5,400 AND AT THE END OF THE 10-YEAR ESTIMATE, JUST OVER 4,000.
HIGH SCHOOL, WHAT I WANT TO POINT OUT HERE IS YOU'LL NOTICE THAT IT HANGS ON FOR A LITTLE LONGER.
YOU DON'T SEE THAT DECLINE KICKING QUITE SO QUICKLY AS YOU MIGHT HEAR IN MIDDLE OR IN ELEMENTARY AND WHAT THAT IS IS THERE'S A LARGER BUBBLE OF STUDENTS AND THOSE YOUNGER GRADES RIGHT NOW AND SO THEY'LL CONTINUE FOR A WHILE BEFORE THEY MATRICULATE OUT.
[01:50:02]
WHEN IT COMES TO SEEING THESE NUMBERS AND HOW THEY'RE DECLINING OVER TIME.WHAT I WOULD POINT OUT TO YOU IS YOU HAVE JUST SMALLER COHORTS REPLACING THE LARGER COHORTS WHEN, SO WHEN WE TALK ABOUT DECLINE, IT'S JUST THAT THERE'S SMALLER COHORTS REPLACING THE LARGE ONE.
IT'S NOT THERE'S SOME MAJOR CHANGE THAT'S DRIVING THAT.
IT'S SOME OTHER INTERNAL OR EXTERNAL FACTOR THERE.
THIS IS A MAP OF YOUR FORECAST.
AGAIN, WE BROKE IT DOWN INTO THESE 600 PLUS STUDY AREAS AND SO EACH STUDY AREA GETS A FORECAST AND SO EACH ONE GETS A SPOT ON THE MAP AND SO ANYWHERE THAT YOU SEE DARK BRIGHT RED, THAT WOULD BE AN INCREASE.
ORANGE SHOULD BE NOT AS DRAMATIC BUT AN INCREASE.
NO CHANGE IS GRAY AND USUALLY WHEN YOU SEE NO CHANGE, IT'S PROBABLY BECAUSE THAT'S AN AREA WITH NO HOMES, A MALL OR A STADIUM OR SOMETHING LIKE THAT RIGHT THERE, JUST THE STUDENTS AND THEN THE GREENS WOULD BE ANYWHERE THAT YOU WOULD SEE DECLINE.
AGAIN, THE REPORT THAT YOU ALL WILL SEE IN ABOUT THREE WEEKS OR SO, IT WILL HAVE THIS SERIES OF MAPS THAT GO INTO MORE DETAIL INTO THIS INFORMATION.
>> SAY IF YOU COULD GO BACK REAL QUICK, THAT LARGE AREA THERE IN THE CENTER IN RED THAT INCLUDES, I BELIEVE, TI'S, GROUNDS AND IT'S NOT THAT THERE'S A SIGNIFICANT NUMBER OF HOUSING.
THERE ISN'T A ONE OR TWO APARTMENT COMPLEX IN THERE THAT'S DRIVING THAT PARTICULAR WHOLE BLOCK TO BE RED.
BUT IT'S BECAUSE THERE'S NOT MUCH HOUSING IN THERE.
>> THERE'S A NEW APARTMENT COMPLEX AT THE CORNER OF SPRING VALLEY AND SHERMAN AND URBAN RIGHT THERE.
THAT'S AN A PLANNED APARTMENT COMPLEXES.
THEY'RE GETTING READY TO BREAK GROUND ON NOW.
THAT'S PART OF THAT SAME RED PLAN ACROSS THERE.
>> THE TEAM HAS TALKED ABOUT WE'RE GOING TO KEEP AN EYE ON THIS AND IN THE FUTURE WE'LL LIKELY WHAT WE CAN DO IS TAKE THAT STUDY AREA AND WE CAN SPLIT IT SO THAT TI CAN BE ITS OWN STUDY AREA.
YOU'LL SEE IT'LL BE ONE OF THOSE GRAY ONES NEXT TIME AND THEN YOU'LL SEE THE CHANGE, WHATEVER THAT MIGHT BE IN THE FUTURE.
BUT YEAH, WE TALKED ABOUT THAT'S WHEN WE'RE GOING TO KEEP OUR EYE ON IT LIKELY WE'LL SEE A SPLIT IN THE COMING YEARS.
>> IN OTHER WORDS, THAT'S AN ANOMALY ON THIS MAP.
>> AGAIN, THIS IS CURRENT AND FORECASTED RESIDENTS, STUDENTS ENROLLMENT.
THIS IS AGAIN, JUST A BREAKDOWN BY BASE YEAR.
WHERE ARE WE NOW FORECAST FIVE YEARS OUT AND 10 YEARS OUT FOR EACH OF THE DIFFERENT GRADE CONFIGURATIONS.
AS YOU CAN SEE AGAIN, IF WE'VE TALKED ABOUT, LET'S KEEP IT ON FIVE YEARS, WE DO STILL SEE A DECREASE FOLLOWED BY AN ADDITIONAL DECREASE IN TEN YEARS.
OVERALL, AGAIN, RFID ARE ISD, EXCUSE ME, IS PROJECTED TO DECREASE MORE THAN 4,000 STUDENTS OVER THE NEXT FIVE YEARS WITH THE 12 PERCENT RATE OF CHANGE.
THE PKA OF SIX RESIDENT POPULATION IS FORECASTED TO DECREASE 11 PERCENT OVER FIVE YEARS.
AGAIN, THERE'S A LARGER COHORT RIGHT NOW IN THAT MIDDLE AND EARLY HIGH SCHOOL.
ONCE THEY START TO MATRICULATE OUT MORE, YOU'RE SEEING CLOSER TO 14 PERCENT.
>> THEN ON THIS SLIDE I WANT TO POINT OUT THAT, THAT ACTUALLY THAT 14 PERCENT OVER FIVE YEARS, WE'RE GOING TO NEED TO CHANGE THAT ONCE WE CHANGE OUR GRADE CONFIGURATION WHEN WE GO TO THE MIDDLE SCHOOL MODEL, THAT WILL CHANGE THE POPULATION FORECASTED BY GRADES FOR THOSE.
WE'LL HAVE TO REVISIT THAT IN 2024, 25, WHEN LAKE HIGHLANDS LEARNING COMMUNITY HAS SWITCHED TO A MIDDLE SCHOOL, IT WILL LOOK A LITTLE DIFFERENT ON THOSE TRENDS BECAUSE OF THOSE SIXTH GRADE COHORT WILL STILL BE SOME OF THE LARGER UPPER ELEMENTARY GRADE LEVELS THAT WE'RE SEEING, SO THAT WILL DECREASE A LITTLE BIT FOR THAT MIDDLE-SCHOOL GOING INTO THE HIGH SCHOOL.
>> ONE OF THE BENEFITS OF USING THIS METHODOLOGY WHERE AGAIN, EVERYTHING IS BASED ON RESIDENCY.
WHERE DO STUDENTS LIVE VERSUS POTENTIALLY NOT ENROLLMENT IS WHEN YOU MAKE A CHANGE LIKE THAT IN THE ENROLLMENT PATTERNS DO CHANGE.
WE'RE STILL LOOKING AT RESIDENCY.
YOU'RE STILL LOOKING AT THE NEIGHBORHOODS AND HOW WILL THEY GROW AND HOW WILL THEY DECLINE.
ONCE THE NEW ENROLLMENT PATTERNS ESTABLISHED THEMSELVES WILL BE ABLE TO LOOK AT THAT AND COMPARE AND ALSO JUST SEE HOW THEY CHANGED OVER TIME.
>> AS YOU CAN SEE, THIS IS A LITTLE BIT OF A DIFFERENT METHODOLOGY THAT WAS USED BY DAVID'S DEMOGRAPHICS COMPARED TO THE DEMOGRAPHERS THAT WE'VE USED IN THE PAST.
WE DID THIS ON FOR RESIDENTS SO THAT WE CAN GET A REALLY CLEAR UNDERSTANDING OF THE DATA THAT WE HOLD IN FOCUS, WHERE OUR KIDS ARE, THE GEOCODING THAT WE'RE GOING TO FOLLOW.
WE'RE HAPPY NOW TO TAKE ANY QUESTIONS ON THIS.
AGAIN, THIS IS JUST A SNAPSHOT OF THE LARGE REPORT THAT WILL COME, AS HE SAID IN SEVERAL WEEKS.
>> I THINK IT'S ALSO IMPORTANT TO NOTE THAT AS WE ARE PROCESSING THIS AND AS WE'RE MAKING MEANING OF WHAT THIS MEANS FOR US AND OUR FUTURE PLANNING.
THIS WILL BE INFORMATION FOR EXAMPLE, THAT WE WILL BE SHARING WITH MRS. HAYES IS STRATEGIC PLANNING TEAM AS WELL AS MR. PITTS FOR THE FINANCE BECAUSE OF COURSE THESE TWO ARE BOTH INCREDIBLY INTERTWINED.
THIS DEFINITELY HAS A MULTIYEAR IMPACT ON OUR PLANNING AND BOTH OF THOSE AREAS,
[01:55:05]
SO WE ARE HAPPY TO TAKE ANY QUESTIONS.>> BOARD, DO WE HAVE ANY QUESTIONS?
>> SORRY, I WASN'T READY. [BACKGROUND]
>> I HAD THAT EFFECT ON PEOPLE. IT HAPPENS.
>> ON BOUNDARIES OBVIOUSLY YOU'RE LOOKING AT RESIDENT STUDENTS BASED ON FEEDER PATTERN BOUNDARIES, FEEDER PET AND CORRECT MY TERMINOLOGY.
BUT THEN WHEN WE LOOK AT BIRTH YIELDS, BIRTH RATES WE'RE LOOKING AT ZIP CODES AND THAT'S ALL I ASSUME, JUST PARSED OUT SO THAT BECAUSE I KNOW LIKE A ZIP CODE THAT I WAS LOOKING AT ON THEIR TWO-THIRDS OF ITS DIST VERSUS RSD AND STUFF. THAT'S ALL.
>> WHEN WE CUT THOSE STUDY AREAS, WE CREATE THEM LARGELY WITH, AGAIN, WE START WITH THE NUMBER OF STUDENTS.
THE IDEA IS YOU DON'T WANT TO ACCIDENTALLY CUT A STEADY AREA TOO SMALL THAT THERE'S NONE OF STUDENTS.
WEIRD SAMPLE SIZE FOR MATH, YOU ALSO DON'T WANT TO CREATE THEM TOO LARGE THAT LATER.
THIS IS JUST TOO MUCH GOING ON.
WE NEED TO DIFFERENTIATE A LITTLE BIT.
WE'RE LOOKING FOR A CERTAIN SIZE AND THE NUMBER OF STUDENTS, BUT WE START BY CUTTING THOSE WITHIN THE BOUNDARIES, ELEMENTARY, MIDDLE, HIGH SCHOOL AND THEN WE CAN LOOK AT ANY OTHER GEOGRAPHIES THAT YOU ALL MIGHT HAVE.
FIRST AMONG THEM, PROBABLY ZIP CODES.
AGAIN, LIKELY BECAUSE WE DO THAT USUALLY BECAUSE THE BIRTH COUNTS COME THAT WAY.
WE CAN CREATE, WE CAN CUT THOSE USING THE ZIP CODES AND SO IT LOOKS LIKE JUST A MESS OF POLYGONS ON THE MAP, BUT YOU CAN CHANGE HOW THEY LOOK AND LOOK IT'S THE SCHOOL BOUNDARIES, LOOK IT'S THE ZIP CODES AND SO YOU CAN GET SOME OF THAT.
>> GREAT. THANKS. [OVERLAPPING] A COUPLE OF THINGS AND I THINK COUPLE OF THESE MAY HAVE BEEN MENTIONED IN THE BEGINNING.
THEY'RE COMPARING TO OUR LAST REPORT. I KNOW MS. HAYES.
WE'RE SEEING THE SAME TRENDS THAT WE HAD SEEN BEFORE.
SO WITH EACH YEAR, I MEAN, I'D BE CONCERNED IF WE SAW A WHOLE DIFFERENT TREND LINE, BUT THIS IS THE SAME PATTERN WHAT WE SAW.
IT'S JUST A ONE-YEAR UPDATE ON THAT.
I WANT TO MAKE SURE THAT THAT'S UNDERSTOOD.
VARIABILITY IN THE SHORT-TERM.
I THINK MS. HAYES MENTIONED SOME OF THAT EARLIER AND WHY WE LOOK AT THREE TO FIVE YEARS INSTEAD OF 10.
ONE THAT WASN'T MENTIONED WAS INFLATION AND INTEREST RATES.
THOSE THINGS HAVE BEEN ALL OVER THE PLACE IN THE LAST YEAR OR TWO AND ON A 10 YEAR FORECASTS, NOBODY WOULD HAVE EVER PREDICTED THAT IMPACT ON REAL ESTATE, WHICH IMPACTS RESIDENT STUDENTS.
THAT'S THE THING THAT JUST WILL NOT SHOW UP IN THIS AND WE HAVE NO WAY OF KNOWING.
THE LAST SAY I'D SAY IS JUST LOOKING AT THIS.
YOU SAID IT'S A DATA POINT AND THAT'S EXACTLY RIGHT.
THIS ISN'T GOING TO DRIVE A DECISION BY THE BOARD OR STAFF.
THIS IS A DATA POINT TO BE COMBINED WITH A WHOLE MYRIAD OF OTHER INPUTS WHEN DECISIONS ARE MADE OR IF WE'RE LOOKING AT STRATEGIC PLANNING AND COMING UP WITH PLANS AND STUFF.
I LIKE DIVING INTO IT AND REALLY TRYING TO PEEL IT APART AND TRY AND UNDERSTAND IT.
BUT YOU ALMOST HAVE TO STEP BACK A LITTLE BIT AND SAY, OKAY, THE SO-WHAT.
WHAT DOES THIS REALLY MEAN AND HOW, HOW MUCH EMPHASIS IS PUT ON IT? ANYWAY, JUST FROM A PERSPECTIVE WHEN WE'RE TALKING ABOUT BUDGETS AND EVERYTHING ELSE.
>> THIS IS A TOOL, IT'S LIKE ANY OTHER, IT'S MEANT TO HAVE A HUMAN SWINGING IT AND KNOWING WHAT TO DO WITH IT, SO THIS IS ONE OF MANY TOOLS I'M SURE IN YOUR TOOL BELT THAT YOU USE FOR DECISION-MAKING IN TERMS OF INFLATION OR HOME PRICES AND THOSE THINGS.
WE SEE THOSE SHOW UP MOST OFTEN THE MOBILITY.
AGAIN, WE'RE LOOKING AT HOW MANY PHYSICALLY STUDENTS LIVED IN EACH AREA OVER THE YEARS AND SO WE CAN SEE WHEN A NEIGHBORHOOD IS EMPTIED OUT OR GROWN AND SO WE SEE THOSE THINGS NOW OBVIOUSLY THERE'S NOT A BIG RED SIGN THAT SAYS LOOK INFLATION.
BUT WHEN WE CAN SEE CHANGE, THAT'S HOW WE'LL FIND IT.
BEFORE I WORKED FOR DAVIS, I WORKED IN THE SCHOOL DISTRICT DOING PLANNING.
I'M LOOKING AT THAT MOBILITY TABLE OF THE RED AND THE GREEN.
I WAS ABLE TO FIND AN APARTMENT COMPLEX THAT HAD BEEN BOUGHT AND RENOVATE IT AND NOW WAS LUXURY APARTMENTS AND WE LOST 40 STUDENTS BECAUSE THEY COULD NO LONGER AFFORD THE RENT.
THOSE THINGS DO SHOW UP IN THIS INFORMATION AND THAT'S AGAIN WHY WE PROVIDE YOU WITH THE REPORT AND A PRESENTATION LIKE THIS SO THAT YOU CAN ASK THOSE QUESTIONS.
WHAT WE OFTEN SAY IS A GOOD MAP TEACHES YOU TO ASK BETTER QUESTIONS AND SO NOW YOU CAN START TO SAY, WHY IS THERE A DECLINE? WHY IS THERE INCREASES WHAT'S GOING ON IN THIS AREA? IF THERE'S AN AREA WHERE LET'S SAY WE DON'T GROW OR DECLINE AS WE HAD THOUGHT WE WOULD.
WE CAN NOW LOOK AT THE MAP AND SAY, WHY DIDN'T WE, WE KNOW THE FACTORS THAT GO INTO IT.
WE KNOW THAT THERE'S STUDENT COUNTS, WE KNOW THAT THERE'S BIRTH RATES.
WE KNOW THAT WE'RE LOOKING AT HISTORICAL STUDENTS AND WE'RE LOOKING MOST LIKELY WHAT IT IS, THERE'S HOUSING DEVELOPMENTS AND SO MAYBE THEY TOLD US THEY WERE GOING TO BUILD 50 UNITS AND THEY REALLY BUILT 12.
THERE'S THOSE KINDS OF THINGS THAT WHEN THERE'S A DISCREPANCY OR WHEN THERE'S A CHANGE THAT WE DIDN'T EXPECT, WHAT WE CAN DO IS LOOK BACK AT IT AND GO, OKAY, NOW WE KNOW WHY THE METHODOLOGY WAS SOUND.
OUR RESEARCH WAS SOUND. THE DATA THAT YOU ALL PROVIDED WAS SOUND, THERE WAS JUST A CHANGE OUTSIDE OF OUR CONTROL AND NOW WE KNOW WHAT IT IS AND WE CAN ADJUST IN THE FUTURE.
[02:00:06]
>> THANK YOU, MR. POTEET. ANY ADDITIONAL QUESTIONS, COMMENTS FROM THE BOARD? MS. BRANUM, IS THAT IT?
>> THANK YOU SO MUCH. WE REALLY APPRECIATE THIS IS A LOT, BUT IT'S GREAT.
>> IT'S SOME REALLY GOOD INFORMATION TO DIG INTO, SO WE REALLY APPRECIATE IT. THANK YOU.
>> THANK YOU ALL FOR YOUR WORK.
OUR NEXT ITEM IS AN UPDATE ON PRE-K IN THE CHILD LEARNING ACADEMIES,
[V.G. Pre-Kindergarten and Daycare Overview and Update]
DISTRICT DAYCARES. MS. BRANUM.>> THIS MIGHT BE THE FAVORITE PART, NO OFFENSE, MRS. HAYES, BUT THIS MIGHT BE MY FAVORITE PART OF TONIGHT'S MEETING.
[LAUGHTER] EACH MONTH AS YOU KNOW, WE'VE HAD AN OPPORTUNITY TO BRING FORWARD THE INSTRUCTIONAL FOCI.
IF YOU REMEMBER, LAST SPRING WE HAD AN OPPORTUNITY TO DIVE DEEP INTO EACH OF THE CURRICULUM AREAS IN THE CORE CONTENT.
REALLY THIS YEAR, WHAT WE'VE BEEN TRYING TO PROVIDE TO THE BOARD AND THE COMMUNITY IS A LEVEL SET ON OUR PROGRAMMING.
YES, WE HAVE TO TEACH ALL OF OUR STUDENTS THE TECHNIQUES.
WE HAVE TO TEACH THEM THE STANDARDS.
BUT WITHIN THAT, OUR STUDENTS ALL PRESENT WITH A MYRIAD OF NEEDS AND WITH A MYRIAD OF OPPORTUNITIES FOR US TO DIFFERENTIATE OUR PROGRAMS AND SERVICES TO HELP MAKE SURE THAT WE'RE GROWING THEM EVERY CHILD, EVERY DAY AND IT ALL BEGINS WITH OUR PRE-K PROGRAMMING AND OUR EARLY CHILDHOOD SERVICES.
TO SEE THE GROWTH THAT WE'VE HAD OF SO MANY THINGS I'M SO PROUD OF IN THIS DISTRICT, I WOULD SAY OUR GROWTH AND OUR PRE-K AND SERVING OUR THREES AND FOURS, I WOULD USE AS A STANDOUT AND A HIGHLIGHT ACROSS ANYONE IN THE ENTIRE STATE.
THAT IS LARGELY DUE TO THE LEADER THAT WE'RE ABOUT TO INTRODUCE RIGHT NOW AND THAT IS KATIE FINNEY, SHE STARTED AS AN EDUCATOR IN THIS DISTRICT.
I WAS IN A TEACHER'S CLASSROOM JUST THE OTHER DAY AT A CAMPUS AT YALE ELEMENTARY AND THIS TEACHER COULD NOT STOP TALKING ABOUT KATIE FINNEY AND THE SUPPORT SHE PROVIDES, THE HANDS-ON SUPPORT, THE MODELING IF SHE JUST NEEDS A BREAK TO HAVE A PAUSE BECAUSE THESE LITTLES ARE A LOT.
SHE IS RIGHT THERE TO SERVE AND SUPPORT THEM.
I'VE ASKED MS. FINNEY TO COME INTO A PRESENTATION FOR THE BOARD TO JUST TAKE YOU ALL ON OUR JOURNEY OF WHERE WE'D BEEN IN PRE-K, WHERE WE ARE, SOME CELEBRATIONS AROUND OUR STUDENT LEARNING AND STUDENT ACHIEVEMENT BECAUSE IN THE END, YOU SHOULD, YOU'D BE BLOWN AWAY BY WHAT OUR LITTLES ARE LEARNING AND HOW THEY ARE GROWING EVERY DAY.
THEN ALSO, SHE'S GOING TO GIVE THE BOARD AND THE COMMUNITY A BRIEF UPDATE ON WHERE WE ARE WITH OUR CHILDHOOD LEARNING ACADEMY. MS. FINNEY.
>> HOW DO I EVEN START AFTER THAT? THANK YOU. MY TEAM IS HERE AND THEY ALL KNOW THIS IS NOT JUST ME.
I COULD NOT DO THIS WITHOUT MY TEAM AND I WILL MOST DEFINITELY INTRODUCE THEM.
BOARD OF TRUSTEES, SUPERINTENDENT BRANUM AND CABINET. MY NAME IS KATIE FINNEY.
I AM THE COORDINATING DIRECTOR OF EARLY CHILDHOOD SERVICES.
I SERVE OUR YOUNGEST LEARNERS, THEIR TEACHERS, ADMINISTRATORS, AND FAMILIES.
CURRENTLY, THIS IS MY 18TH YEAR SERVING AND YES, ALL WITH OUR LITTLEST LEARNERS IN ALL IN RISD.
OUR TEAM IS HERE TONIGHT UNDER THE LEADERSHIP OF MS. SHAWNA, UNBALANCED.
THEN ALSO MS. RACHEL HARRIS IS HERE TONIGHT.
SHE'S THE DIRECTOR OF OUR CHILD LEARNING ACADEMIES AND SHE IS ACTUALLY GOING TO SHARE THAT PORTION OF THE PRESENTATION SO YOU DON'T HAVE TO LISTEN TO ME THE ENTIRE TIME.
THEN MY PRE-K TEAM IS HERE, OUR PROGRAM SPECIALISTS, MS. MICHEL MARTIN, MS. CLAUDIA FIGUEROA, AND ONE PERSON THAT WE MOST DEFINITELY CANNOT FORGET IS OUR GLUE THAT HOLDS OUR TEAM TOGETHER AND THAT IS OUR EXECUTIVE ASSISTANT.
MS. MYRA PRINCE. THERE SHE IS.
THOSE ARE ALL OF HER PICTURES.
GUYS, SORRY, I WAS NOT CLICKING.
TODAY OR TONIGHT, I GUESS WE'RE GOING TO SHARE A LITTLE BIT ABOUT RY.
WE'RE GOING TO DIG INTO EXACTLY WHAT PRE-K LOOKS LIKE IN RISD.
WE'RE GOING TO CELEBRATE SOME PROGRESS MONITORING GROWTH, AND THEN DISCUSS OUR CONTINUED FOCUSES.
THEN WE'LL MOVE ON TO OUR CHILD LEARNING ACADEMIES.
YOU ARE ALL ABLE TO READ OUR SLIDE UP THERE AND ALL THE DETAILS THAT ARE THERE.
SOME YOU MAY OR MAY NOT BE FAMILIAR WITH.
BUT THE TEXAS LEGISLATURE ESTABLISHED THE PRE-K PROGRAM WITH THE INTENT AND THE SAME INTENT THEN IS STILL NOW TO PROVIDE EARLY LEARNING EXPERIENCES TO STUDENTS WHO ARE MOST AT RISK FOR SCHOOL FAILURE.
THE GOAL IS TO CLOSE THE ACHIEVEMENT GAP AND PREPARE CHILDREN FOR KINDERGARTEN.
IT IS IMPORTANT TO FOCUS ON THAT TOP LINE ON HIGH-QUALITY BECAUSE WE'RE GOING TO DIG INTO THAT TONIGHT.
RESEARCH SUPPORTS THAT HIGH-QUALITY IS THE DETERMINING FACTOR ON
[02:05:02]
WHETHER OR NOT A PRE-K PROGRAM CAN SUBSTANTIALLY HELP CLOSE THAT GAP.FIRST, I WANT TO TAKE YOU BACK A LITTLE HISTORICAL LOOK.
IF YOU GO ALL THE WAY BACK FIVE-AND-A-HALF YEARS, IT'S WHEN I CAME INTO THIS LEADERSHIP ROLE HERE.
BACK THEN, WE ONLY OFFERED A HALF-DAY PROGRAM.
WE WERE NOT FULL DAY. WE'RE ONLY A HALF-DAY.
WE ONLY HAD 31 TEACHERS, WERE ACROSS 19 CAMPUSES.
WE WERE SERVING AROUND 1,000 STUDENTS.
THEN IN '18 -19, WE DECIDED TO PILOT OUR FIRST FULL-DAY CLASSROOMS FOR A NUMBER OF REASONS, BUT MAINLY BECAUSE WE KNEW IT WAS WHAT OUR STUDENTS AND OUR FAMILIES NEEDED.
THEY GAVE SCHOOL DISTRICTS THAT TIMELINE TO TRANSFER TO FULL DAY.
THEY SAID YOU HAVE TO. IT'S A MUST.
LUCKILY, WE WERE AHEAD OF THE GAME BECAUSE WE HAD ALREADY STARTED PILOTING.
THEY ALSO BROUGHT ALONG THE COMPONENT THAT WE WERE EXPECTED TO PROVIDE SOME PARTNERSHIPS OR AT LEAST TRY TO.
THAT IS WHEN WE LAUNCHED OUR HEAD START PARTNERSHIP WITH CHILD CARE GROUP AT DOBIE PRE-K SCHOOL.
THAT OPENED OUR DOOR TO OUR VERY FIRST QUALIFYING THREE-YEAR-OLDS.
OUR NEIGHBORING DISTRICT TO THE SOUTH WAS ALREADY SERVING THESE THREE-YEAR-OLDS AND REQUESTS FROM OUR COMMUNITY WAS AND STILL IS OVERWHELMING.
WE KNEW THE EARLIER THAT WE WOULD BEGIN, WE COULD BEGIN INTERVENING FOR OUR LITTLEST LEARNERS, THE BETTER.
IN 2020, WE TRANSITIONED ALL CLASSROOMS TO FULL-DAY, AND THEN IN 2021 ADDED EVEN MORE PRE-K 3 CLASSROOMS, WHICH BRINGS US TO THIS YEAR.
I DON'T KNOW IF YOU CAN SEE THE VERY BOTTOM. I'M NOT SURE.
WE'RE STILL DILIGENTLY WORKING TOWARDS ACHIEVING OUR GOALS OF PROVIDING PRE-K TO ALL RISD FAMILIES BUT LOOK AT ALL THAT WE'RE OFFERING NOW.
WE HAVE ALMOST ALL THE CHECKBOXES FILLED.
WE NOW HAVE 87 PRE-K TEACHERS ACROSS THE DISTRICT.
WE OFFER MONOLINGUAL AND BILINGUAL FULL-DAY PROGRAMS FOR THREE-YEAR-OLDS AND FOUR-YEAR-OLDS FOR QUALIFYING STUDENTS, WHICH I'LL EXPLAIN IN A LITTLE BIT.
CHILDREN WHO MAY NOT MEET ELIGIBILITY CRITERIA FOR FREE PRE-K ARE ABLE TO BE PLACED INTO OUR CLASSROOM IF THEY QUALIFY FOR SPECIAL EDUCATION SERVICES.
WE OFFER PRE-K 3 AND 4 TUITION OPTIONS TO OUR RISD EMPLOYEES AND EVEN COMMUNITY TUITION OPTIONS FOR OUR PRE-K 4.
CURRENTLY, WE STILL HAVE A LIVE INTO NUMBER OF THREE-YEAR-OLD SEATS AVAILABLE, AND THEREFORE SEATS ARE AWARDED BY A LOTTERY SYSTEM, AND WE DO NOT HAVE THAT OPEN TO THE COMMUNITY AT THIS TIME.
WE SIMPLY DO NOT HAVE ENOUGH SEATS.
THEN ALSO RAC CURRENTLY AND THIS IS WHAT'S IN THAT BOTTOM.
I APOLOGIZE THAT YOU CANNOT SEE IT.
RISD HAS A ONE-WAY DUAL LANGUAGE PROGRAM AT 23 OF OUR PRE-K CLASSROOMS, 23 OF THEM.
THEN NEXT YEAR WILL BE OUR FIRST TIME THAT WE'RE OFFERING A DUAL LANGUAGE TWO-WAY IMMERSION PROGRAM THAT WE'LL BE BEGINNING AT STILTS.
THAT'S WHAT'S ON THAT VERY BOTTOM LINE.
YOU MAY BE ASKING, HOW DO WE GET OUR KIDDOS IN FOR FREE? WE ACTUALLY HAVE SEVEN QUALIFIERS WHICH ARE LISTED UP THERE.
BUT THE TOP 2 ARE WHAT YOU CAN REALLY FOCUS ON IS THAT IF A CHILD IS AN ENGLISH LEARNER, AND THEN IF THE CHILD MEETS THE REQUIREMENTS FOR FREE AND REDUCED LUNCH GUIDELINES.
THAT'S HOW THE MAJORITY OF OUR STUDENTS ENTER INTO PRE-K FOR FREE.
THEN WHEN IT COMES TO OUR TUITION, WE HAVE OUR EMPLOYEE SIDE OF TUITION.
WE HAVE OUR COMMUNITY SITE OF TUITION.
OUR EMPLOYEES ACCESS PRE-K FOR JUST $150 A MONTH.
THEY ARE KNOCKING DOWN THE DOORS. THEY ARE SHOWING UP.
I'LL GET TO THE NUMBERS IN A MINUTE OF HOW MANY EXACTLY.
WE HAVE UTILIZED THIS AS A RETENTION AND RECRUITMENT STRATEGY FOR OUR DISTRICT.
BUT THEN LAST YEAR WE LAUNCHED COMMUNITY TUITION FOR OUR PRE-K 4 CLASSROOMS. LAST YEAR, OUR TUITION RATE WAS AT 525.
WHAT WE NOTICED IS THAT WE WERE MISSING A GAP.
THERE'S A GAP OF FAMILIES WHO WERE NOT ABLE TO QUALIFY FOR FREE.
THEY MADE A LITTLE BIT TOO MUCH MONEY AND YET THEY WEREN'T QUITE ABLE TO MAKE OUR PAYMENTS OF 525 AND THEREFORE THIS YEAR WE LAUNCHED A TEAR TIERED SYSTEM SO WE CHECK THEIR INCOMES AND FIT THEM INTO THE DIFFERENT BUCKETS ACCORDINGLY SO WE ARE ABLE TO CAPTURE THOSE LITTLE GAPS OF STUDENTS THAT WE WERE MISSING THIS PAST YEAR.
AND I'LL LET YOU TAKE A LOOK AT THOSE NUMBERS FOR JUST A SECOND.
[02:10:02]
BUT IF YOU CAN REMEMBER, JUST FIVE-AND-A-HALF YEARS AGO, WE ARE JUST SERVING THOSE 1,000 STUDENTS AND EXCITED TO ANNOUNCE THAT WE ARE OVER 1,600 STUDENTS NOW.THIS DATA WAS PULLED JUST A COUPLE OF DAYS AGO, BUT JUST BEFORE WE CAME IN, WE ARE ACTUALLY AT 1,610 STUDENTS SO THOSE LITTLE ONES, EVERY SINGLE ONE MATTERS.
TO ADD A FEW DETAILS HERE AND YOU CAN SEE IT ALL BROKEN UP AS THE NUMBERS THAT ARE UP THERE.
BUT SOMETHING TO CONSIDER AS WE DISCUSSED MOVING FORWARD IS THAT ROUGHLY WE HAVE ABOUT 300 PRE-K THREE-YEAR-OLDS STILL WAITING FOR A SEAT.
THERE'S JUST SIMPLY AT THIS POINT, NOT MUCH WE CAN DO.
BUT THAT IS SOMETHING THAT AS WE MOVE FORWARD, AS WE HEAR THE WONDERFUL DEMOGRAPHERS' REPORT AND ALL THE THINGS THAT IT SOUNDS LIKE WE MAY HAVE SOME OPTIONS, BUT THAT IS WHERE WE'RE AT CURRENTLY.
AND THEN ALSO THE CONSIDERATION THAT OUR COMMUNITY TUITION, WE HAD ABOUT 60 COMMUNITY MEMBERS THAT WANTED ACCESS.
BUT THE CAMPUSES THAT THEY WANTED ACCESS THAT WERE ALREADY FULL.
SADLY THEY DENIED OUR SERVICES, BUT WE'RE HOPING THAT MEANS THEY'LL BE BACK.
BUT AGAIN, THAT ADDS INTO THE SIXTH GRADE MOVES ON.
IF THERE'S EXTRA SPACE FOR PRE-K, THINGS LIKE THAT, WE HOPE THAT THERE'S SOME SOLVES IN THE FUTURE.
ON THE SLIDE NOW YOU CAN VIEW THE 29 CAMPUSES.
AGAIN, WE WERE JUST AT 13 CAMPUSES.
WE'RE NOT QUITE TO ALL OF THEM, BUT WE ARE AT 29.
THE ASTERISK INDICATES WHERE WE HAVE PRE-K THREE.
WE ONLY HAVE PRE-K 3 AT SEVEN.
AGAIN, WE'RE REQUIRED TO SERVE TA REQUIRES US TO SERVE OUR FOUR-YEAR-OLDS.
THEY DO NOT REQUIRE US TO SERVE OUR THREE-YEAR-OLDS, BUT WE KNOW IT IS A NEED OF OUR FAMILIES AND THEREFORE WE TRY TO OPEN AS MANY CLASSROOMS AS POSSIBLE.
AS I MENTIONED BEFORE, IT ALL COMES BACK TO THAT HIGH-QUALITY.
YOU CAN HAVE PROGRAMMING, YOU CAN HAVE DAYCARES, YOU CAN HAVE ALL TYPES OF OFFERINGS, BUT WE KNOW YOU HAVE A BETTER CHANCE OF CLOSING THAT ACHIEVEMENT GAP IF YOUR PROGRAMS ARE HIGH-QUALITY.
WHAT DOES THAT MEAN? WHEN IT COMES TO HIGH-QUALITY THERE'S A COUPLE OF THINGS THAT WERE REQUIRED TO MEET LIKE TEA GIVES US A LIST.
FIRST IS THAT WE HAVE TO HAVE A CURRICULUM AND I'M SKIPPING AT THE TOP AND I'LL COME BACK TO IT.
THAT WE MUST HAVE A CURRICULUM THAT IS APPROVED BY THE COMMISSIONER THAT IS ALIGNED TO THE TEXAS PRE-K GUIDELINES, JUST LIKE K12 HAS TEKS, WE HAVE GUIDELINES.
WE HAVE THAT AND WE UTILIZE THE FROG STREET CURRICULUM.
IT IS ONE OF THE ONLY CURRICULUMS THAT ACTUALLY HAS A THREE-YEAR-OLD PROGRAM AND A FOUR-YEAR-OLD PROGRAM, SO THE ALIGNMENT THERE MOST DEFINITELY HELPS.
WE MUST ALSO IMPLEMENT PROGRESS MONITORING.
WE UTILIZE A PLATFORM CALLED CLI ENGAGE, WHICH WE'LL SHARE A LITTLE BIT MORE ABOUT THAT IN A MINUTE.
THEN WE ALSO HAVE OUR PARENT ENGAGEMENT OFFERINGS WITH OUR FAMILIES, THEY MEET IN PARENT CONFERENCES AT A MINIMUM OF TWICE A YEAR.
WE'RE EXCITED ABOUT ONE THING THAT CLI OFFERS IS THEY OFFER DIRECTLY ALIGNED, SUGGESTED ACTIVITIES BASED ON THE CHILD'S NEED.
EACH FAMILY GETS A QR CODE THAT SCANS DIRECTLY TO ACTIVITIES THAT THEY CAN DO AT HOME BASED ON THEIR CHILDREN'S NEEDS, SO WE'RE VERY EXCITED ABOUT THAT.
BUT WHAT I'D LIKE TO HIGHLIGHT TODAY IS THAT THE IMPORTANCE OF THE HIGH-QUALITY CLASSROOM TEACHER AND THAT'S WHAT YOU'LL SEE AT THE VERY TOP THERE, AND SOME OF OUR WONDERFUL SMILING TEACHERS ON THE RIGHT FROM JESS HARBIN.
TEA PROVIDES A COUPLE OF OPTIONS THAT WE'RE ABLE TO LOOK AT, SUCH AS THEIR COLLEGE EDUCATION, DIFFERENT CERTIFICATIONS THAT THEY HAVE.
BUT IN RISD, WE CHOSE THIS MODEL AND WE CHOSE IT BECAUSE WE KNOW TEACHERS NEED CONTINUED COACHING, WE NEED CONTINUED SUPPORT.
THIS IS THE MODEL THAT WE CHOSE TO FOCUS ON AND IT ALLOWS US TO CONTINUE TO POUR INTO THOSE TEACHERS AND SUPPORT THEM INSIDE THEIR CLASSROOMS. WE HAVE 14 TEACHERS WHO HAVE ALREADY RECEIVED THE HIGH-QUALITY HONOR.
TWO OF THEM ARE ON THE SCREEN AND THEN THE REST ARE ON THEIR JOURNEY.
BUT IT DOES TAKE AN FIVE-YEARS BECAUSE IT'S 150 HOURS OVER THE COURSE OF FIVE YEARS, SO IT'S VERY INTENSIVE.
THAT BRINGS YOU TO WHAT MY TEAM ACTUALLY, THE WORK OF OUR SPECIALIST AND MYSELF.
IT'S OUR TEAM'S MISSION TO PROVIDE PROFESSIONAL LEARNING AND COACHING THAT BEST SUPPORTS OUR TEACHERS NEEDS.
ROUGHLY, WE PROVIDE ABOUT 50 HOURS OF PROFESSIONAL LEARNING OPPORTUNITIES OVER THE COURSE OF THE YEAR, IN ADDITION TO OUR CONTINUOUS COACHING MODEL.
WE'VE IDENTIFIED A CAMPUS LEVEL COACH AND WHEN I SAY THAT, PLEASE KNOW THAT IS NOT A PRE-K COACH AND AN ALLOCATED POSITION.
IT IS ONE OF THE MANY HATS THAT SOMEONE ON OUR CAMPUS ALREADY WEARS SOMETIMES IT'S AN INSTRUCTIONAL COACH, SOMETIMES IT'S AN ASSISTANT PRINCIPAL.
THE CAMPUS DECIDES WHO THAT IS, THEY LET US KNOW AND WE WORK WITH THEM ALONGSIDE OUR PROGRAM SPECIALIST.
THEY COMPLETE THOSE COACHING CYCLES.
WE UTILIZE THE SCHOOLOGY PLATFORM AND SO YOU CAN SEE A LIST.
[02:15:02]
I KNOW IT'S SMALL, BUT THERE'S OVER 70 DIFFERENT OPTIONS OF HOURS THAT THEY COMPLETE.THERE'S THINGS THAT WE GO INTO THEIR CLASSROOMS FOR, THINGS THAT THEY CAN LEARN ON THEIR OWN AND WE COMPLETE THAT COACHING CYCLE WITH THEM.
THEY'RE ALL ALIGNED TO THE TEXAS PRE-K GUIDELINES.
THIS YEAR ALONGSIDE OUR PROFESSIONAL LEARNING AND COACHING OPPORTUNITIES, WE DETERMINED INSTRUCTIONAL PRIORITIES AROUND SMALL GROUP INSTRUCTION, CAPITALIZING ON EVERY MINUTE OF EVERY DAY WITH COGNITIVE TRANSITIONS BEING PLANNED, PURPOSEFUL AND PLAYFUL WHILE BUILDING ORAL LANGUAGE SKILLS AND CONTINUING ACADEMIC GROWTH.
WE ALSO CHOSE TO IDENTIFY FIVE ESSENTIAL STANDARDS FROM OUR PRE-K GUIDELINES TO FOCUS ON DURING PLC.
WE REALLY TRIED TO GET TIGHT AND FOCUSING ON SO THAT WE CAN SEE THAT GROWTH, AND THERE'S NO DOUBT THAT IT'S DEFINITELY PAYING OFF.
I HOPE THAT YOU'RE JUST AS EXCITED WHEN YOU SEE THIS DATA UP ON THE BOARD.
THIS IS AT CLI DATA THAT I WAS EXPLAINING ABOUT OUR PROGRESS MONITORING GROWTH.
TONIGHT I'M JUST GOING TO HIGHLIGHT OUR LETTER RECOGNITION IN NUMERACY BECAUSE THAT MOVES MOST ALIGNED TO THE BOARD GOALS.
OUR LETTER RECOGNITION IS ASSESSED FOR FLUENCY.
CHILDREN HAVE ONE MINUTE TO NAME RANDOMIZED UPPERCASE AND LOWERCASE LETTERS, THAT'S WHAT YOU'RE GOING TO SEE THERE.
THEN ALSO OUR NUMERACY IS A COMPOSITE SCORE BASED ON SEVEN SUBSETS.
IF YOU CAN SEE THAT AS A GRADE LEVEL ACROSS THE BOARD IN OUR DISTRICT, WE SHOWED GROWTH AND LETTER RECOGNITION AND NUMERACY.
SPECIFICALLY, IF YOU LOOK AT THOSE BILINGUAL THREE-YEAR-OLDS AND GUYS, THESE ARE THREE-YEAR-OLDS AND IF YOU HAVEN'T SEEN THEM ON TWITTER, PLEASE FOLLOW US ON TWITTER BECAUSE WE TRIED TO SHOW, LOOK AT THIS CUTE LITTLE PRECIOUS BABIES FACE ARE BILINGUAL THREE-YEAR-OLDS.
THEY STARTED ON TRACK ONLY 7% AT BEGINNING OF THE YEAR AND THEY ARE AT 68%.
IT'S SUCH A HUGE AMOUNT OF GROWTH FOR OUR THREE-YEAR-OLDS AND WE'RE VERY EXCITED ABOUT THAT.
MOVING ON TO OUR FOUR-YEAR-OLDS, YOU CAN SEE ONCE AGAIN, WE HAVE GROWTH ACROSS THE BOARD FOR LETTER RECOGNITION AND NUMERACY.
THEY'RE ASSESSED JUST LIKE OUR THREE-YEAR-OLDS, BUT THEIR BENCHMARK FOR BEING ON TRACK IS MOST DEFINITELY AT A HIGHER RAISED COMPARISON LEVEL.
WE SAW, AGAIN THE GROWTH IN OUR BILINGUAL LETTER RECOGNITION JUST LIKE OUR THREE-YEAR-OLDS.
THAT AGAIN, ALIGNS BACK TO THOSE INSTRUCTIONAL PRIORITIES THAT I SHARED THOSE FOCUSES.
YOU CAN SEE THAT OUR BILINGUAL FOUR-YEAR-OLDS, THEY HAVE GROWN FROM 21%-75% AND THEY'VE REALLY MATCHED THERE OWN TRACK LEVEL OF THEIR MONOLINGUAL PEERS, WHICH IS VERY EXCITING.
THOSE ARE SOME OF OUR DATA POINTS.
MOVING FORWARD OUR CONTINUED FOCUSES, ALTHOUGH WE HAVE A LOT TO CELEBRATE, WE KNOW OUR WORK IS NOT DONE, IT'S NEVER DONE.
WE'LL CONTINUE FOCUSING ON EVERY TEACHER, EVERY CHILD, EVERY LEADER, EVERY DAY.
WE'RE GOING TO BE FOCUSING ON HOW TO SERVE MORE THREE- AND FOUR-YEAR-OLDS AT THEIR HOMESCHOOL.
TEA RELEASED NEW TEXAS PRE-K GUIDELINES ON DECEMBER 31ST.
IT IS NOW TIME FOR US TO DIG INTO THOSE CHANGES AND UPDATES AND THEN WE'LL BE TRAINING OUR STAFF AND IMPLEMENTING THAT IN '23, '24.
THAT'S ALL I HAVE FOR PRE-K UPDATE, I CAN TAKE QUESTIONS NOW OR I CAN PASS IT TO RACHEL TOO.
>> LET'S TAKE SOME QUESTIONS NOW.
ONE THING THAT I WOULD ALSO LIKE TO HIGHLIGHT, AND I THINK KATIE AND HER TEAM HAVE DONE A GREAT JOB.
AS WE'VE EXPANDED CAMPUSES, SHE'S DONE A TREMENDOUS AMOUNT OF WORK TO HELP PRINCIPALS UNDERSTAND HOW DO YOU ADJUST YOUR BUILDING TO ACCOMMODATE FOR WHEN YOU ARE TEACHING AND SUPPORTING THREE- AND FOUR-YEAR-OLDS.
EVERYTHING FROM BATHROOM PROCEDURES TO THE WAY THAT WE ACCESS OUR FOOD.
AGAIN, IF YOU TRY TO IMAGINE THREE- AND FOUR-YEAR-OLDS WITH THE DEXTERITY TO BE ABLE TO CARRY THEIR TRAY AND OPEN THEIR MILK CARTON AND ALL OF THOSE THINGS.
IT IS BEEN A LEARNING JOURNEY FOR ALL PARTIES INVOLVED AT HOW OUR STUDENTS SERVICES SUPPORTS OUR STUDENTS WHEN THEY'RE LITTLE AND WHEN WE'RE EXHIBITING BEHAVIORS AND ALL OF THOSE THINGS.
IT IS PHENOMENAL TO SEE HOW FAR WE HAVE COME IN A VERY SHORT TIME.
WE WOULD LOVE YOUR QUESTIONS, HOPEFULLY YOUR CELEBRATIONS TOO.
>> ANY QUESTIONS BOARD? MS. TIMMY?
>> I DON'T NECESSARILY HAVE QUESTIONS, BUT I DO HAVE A COMMENT.
I'M A HUGE PROPONENT OF PRE-K JUST AS A FORMER FIRST GRADE TEACHER, I CAN TELL YOU JUST THEIR EXPOSURE TO LANGUAGE, WHEN THEY COME INTO, YOU CAN TELL WHO'S HAD THAT, THE SHEER NUMBER OF WORDS THEY KNOW AND CAN USE AND UNDERSTAND IT MAKES SUCH A DIFFERENCE, AND THE ABILITY TO HAVE ALL OF OUR STUDENTS ON THE SAME PLAYING FIELD BY HAVING THAT SAME EXPOSURE JUST CAN'T BE STRESSED ENOUGH.
I DO KNOW THAT WELL, I'M SURE AT SOME POINT BE SPEAKING ABOUT THE 300 KIDS WHO ARE ON THE WAITING LIST BECAUSE I CERTAINLY WOULD LOVE FOR EVERY KID TO HAVE THE OPPORTUNITY.
IN ADDITION TO OUR COMMUNITY, LIKE TO ACCESS THE HIGH-QUALITY PRE-K,
[02:20:03]
SO I HOPE THAT WE'LL ADD THAT IN WHERE WE CAN ASK CAPACITY ALLOWS.>> YES. THANK YOU. LITERALLY, I CAN TELL YOU AND MS. HAYES CAN SPEAK TO THIS.
I ASKED HER TEAM AND AGAIN WHEN I WAS A PRINCIPAL, IF SOMEONE FROM CENTRAL CAME AND SAID, HEY, DO YOU HAVE AN OPEN ROOM? NO, I DON'T.
I'M USING EVERY ROOM AND I'M MAXED OUT, WHETHER I HAD SPECIALISTS IN THERE, I MIGHT HAVE USED IT FOR A PULLOUT ROOM OR WHATEVER, I WOULD ALWAYS PROTECT MY SPACE.
I DID ASK MS. HAYES AND HER TEAM TO DO A LITTLE BIT OF A CAPACITY AUDIT, WHETHER IT'S FOR SERVING OUR SPECIAL EDUCATION LEARNERS WHEN WE HAVE SPECIAL PROGRAMS THAT WE NEED OR EXPANDING PRE-K WHERE DO WE HAVE OPPORTUNITIES TO CAPTURE A ROOM? WHAT IMPACT WOULD IT HAVE IF WE TRANSITION THAT ROOM FOR HOW IT'S CURRENTLY BEING USED TO A DIFFERENT SPACE.
THAT IS SOMETHING THAT WE ARE CURRENTLY EVALUATING BECAUSE IT COULD HAVE A BUDGET IMPLICATION.
IF WE FIND A ROOM THAT CURRENTLY IS AVAILABLE AND WE MAY NEED TO ADD AN ALLOCATION IN ORDER TO SERVE THOSE 300 MORE PRE-K THREE, SO WE'RE IN THE PROCESS OF DOING THAT AS WE SPEAK.
>> I JUST HAD ONE MORE PIECE TO THAT TOO.
I KNOW BECAUSE WE'VE BEEN ON A SHORT TIMELINE, WE HAVEN'T SEEN THE BENEFITS OF THAT.
BUT I KNOW THAT AS THE STUDENTS MOVE THROUGH OUR SYSTEM, HAVING THIS EARLY START AND HAVING THAT, I KNOW THAT WE WILL SEE THOSE ACADEMIC OUTCOMES AS THEY MOVE FURTHER IN THE SYSTEM.
PRE-K IN MY MIND PLAYS A VERY BIG ROLE IN THAT, SO WE APPRECIATE THE WORK YOU GUYS DO.
>> I'M JUST TRUMPET WITH MY FELLOW TRUSTEE TIMMY SAID THAT HAVING MORE ACCESS TO PRE-K IS DEFINITELY GOING TO PUT US ON TO ACHIEVING OUR UPPER GOAL THIRD GRADE READING COMPREHENSION IN A NUMBER OF OTHER TARGETS WE'VE PUT IN PLACE.
THE MORE THAT WE CAN EXPAND AND GIVE OUR LITTLES ACCESS, IT SHOULD BE A DRIVING FORCE FOR A NUMBER OF US THAT ARE TRYING TO GET TO THAT STUDENT OUTCOME.
>> ABSOLUTELY. I TOTALLY AGREE. MR. POTEET.
>> I THINK SOMEBODY MENTIONED IT, BUT OBVIOUSLY, THE OUTCOMES AND THE GROWTH IS AMAZING, AND THE OPPORTUNITY, BUT RECRUITING, RETAINING AS A PLUS THERE.
I THINK AS WE TALK ABOUT BUDGET AND WE TALKED ABOUT STAFFING, AND WE'RE LOOKING AT STRATEGIES.
WE'VE TALKED ABOUT THIS ONE, WE'VE TALKED ABOUT DAYCARE COMING UP.
THESE ARE CRITICAL AND THEN TO TIE IT BACK INTO THE DEMOGRAPHERS' REPORT, WHEN THEY SEPARATE ON THOSE COLUMNS.
RESONANCE STUDENTS AND ENROLLED STUDENTS, IT'S PROGRAMMING LIKE THIS THAT CONVERTS OUR RESIDENT STUDENTS TO A HIGHER PERCENTAGE OF ENROLLED STUDENTS.
THIS IS PART OF THAT PIECE AND IF WE DON'T DO IT RIGHT OR WE DON'T TAKE THE STEP AND MAKE THE INVESTMENT HERE WE LOSE THOSE RESIDENT STUDENTS AND THEY DON'T BECOME ENROLLED STUDENTS.
THIS IS PART OF THAT PUZZLE THAT WE'RE TRYING TO SOLVE AND IT'S A CRITICAL PART.
I KNOW THAT WE FOCUSED A LOT AND AS A BOARD, WE'VE TALKED A LOT ABOUT GROWTH.
WE SEE A LOT OF GROWTH ON MAP SCORES AND STAR, BUT WE DON'T SEE THAT GROWTH.
I KNOW WE'RE STARTING FROM SCRATCH TO WHERE DO WE GET, BUT THAT'S IMPRESSIVE AND THAT PREACHES TO THE GROWTH CHOIR.
THIRD-GRADE READING. I KNOW EVERYTHING I'VE READ AND I KNOW IT'S A BOARD GOAL, BUT THIS IS A CRITICAL PIECE OF GETTING TO THAT.
I THINK THIS IS AN INVESTMENT WE ALL WERE PART OF.
I THINK OF THE DECISION TO MOVE DOWN THIS ROAD ON THE INVESTMENT SIDE TO ERIC OR I FORGET, MS. TIMMY SAID, WE DO NEED TO TRACK AND KEEP TRACK OF THOSE STUDENTS AS THEY GO THROUGH THIS BECAUSE I THINK I WOULD BET THAT WE'RE GOING TO SEE A GREAT RETURN ON THIS INVESTMENT.
BUT IT WOULD BE GREAT TO QUALIFY THAT, AND THEN BE ABLE TO TELL THAT STORY AND PREACH IT, ESPECIALLY WITH NEIGHBORING DISTRICTS AND THE COMPETITION WE'RE IN FOR STAFF AND ETC.
I THINK THERE'S A LOT GOOD HERE.
I FEEL LIKE WE'RE ON THE FRONT EDGE OF IT STILL EVEN THOUGH WE'RE THREE YEARS IN OR SO.
BUT I FEEL LIKE WE'RE IN HYPERGROWTH.
WE'VE GOT MORE CONSTRAINTS AND MORE BARRIERS THAT WE NEED TO KEEP KNOCKING DOWN TO KEEP THIS TRAJECTORY GOING INSTEAD OF ANY EXCUSES ON WHY WE CAN'T.
I THINK THIS IS ONE THAT WILL REALLY PAY OFF LONG-TERM. THAT'S ALL I HAD.
>> ABSOLUTELY. ANY ADDITIONAL QUESTIONS OR COMMENTS, MS. ANDREA?
>> ALSO A COMMENT JUST TO DITTO WHAT MY COLLEAGUES HAVE SAID.
BUT JUST TO ALSO JUST SAY THANK YOU AND TO GIVE A SHOUT OUT AGAIN TO YOU AND YOUR STAFF.
[02:25:06]
I LOVE THE LITTLES.FOR ME, THE EARLY CHILDHOOD IS JUST SO IMPORTANT.
I USED TO VOLUNTEER ESL WITH THE PARENT'S ADOBE AND SO I LOVE GOING IN THERE.
THE PROGRAMS, THE TEACHERS, EVERYTHING THAT YOU DO, AND ABSOLUTELY THE WORK.
IT'S A LOT OF WORK, THOSE LITTLES.
BUT WHEN I SEE THESE NUMBERS, THESE PROGRESS MONITORING CELEBRATIONS, THAT'S IS JUST, AS EVERYONE HAS SAID, HOW THAT INVESTMENT IS JUST SO IMPORTANT.
IT GOES TO SHOW THAT WHEN THEY'RE THIS YOUNG AND WHERE THEY'RE AT, AND HOW FAST THEY'RE LEARNING.
WE WOULD ALWAYS SAY THEY'RE LITTLE SPONGES AND THIS IS THE TIME TO GRAB THEM AND KEEP THEM.
I LOVE THE WORK THAT YOU'RE DOING WITH THE PARENTS, GETTING THE PARENTS INVOLVED REALLY EARLY.
THE LITERACY CENTER, I THINK EVERYBODY WHO IS INVOLVED IN GETTING THIS AND JUST HAVING THAT MESSAGE THAT YOU GUYS CONSTANTLY SEND OUT, OF HOW IMPORTANT IT IS TO ESTABLISH THAT AT THIS EARLY STAGE.
JUST KUDOS TO YOU AND THANK YOU SO MUCH TO YOU AND YOUR TEAM.
>> WE ARE EXCITED. MS. PACHECO.
>> THANK YOU. I JUST WANT TO THANK YOU GUYS FOR ALL OF YOUR WORK.
I'M SO HAPPY AND CELEBRATING THE NUMBER OF EXTRA STUDENTS THAT ARE STILL ON THE WAITING LIST.
I REALLY LIKE TO SEE THAT OUR BILINGUAL STUDENTS ARE EXCELLING AND THE FACT THAT WE'RE GOING TO HAVE THAT DUAL PROGRAM AS WELL.
BECAUSE NOT ONLY CAN OUR STUDENTS EXCEL, BUT THERE'LL BE ABLE TO RETAIN THEIR HOME LANGUAGE.
THAT'S VERY IMPORTANT AND BENEFICIAL FOR THEIR FUTURE, FOR ALL THE STUDENTS THAT ARE GOING TO PARTICIPATE.
>> THANK YOU. WE ARE SUPER EXCITED.
>> I GREATLY APPRECIATE THE CONTINUED SUPPORT.
NOW I WOULD LIKE TO INTRODUCE YOU TO MS. RACHEL HARRIS.
SHE IS OUR CHILD LEARNING ACADEMY'S DIRECTOR AND THERE SHE IS.
I WAS LIKE, I DON'T SEE YOU, YOU'RE OVER HERE.
>> OKAY, PERFECT. GOOD EVENING, BOARD OF TRUSTEES AND SUPERINTENDENT BRANUM AND CABINET.
MY NAME IS RACHEL HARRIS AND I AM THE DIRECTOR OF THE CHILD'S LEARNING ACADEMIES.
THIS IS MY FOURTH YEAR WITH RICHARDSON, RISD.
AND I, PRIOR TO ACCEPTING THIS ROLE, I WAS THE EARLY CHILDHOOD SPECIALIST AT THE FAMILY LITERACY CENTER.
I HAVE OVER 16 YEARS OF EXPERIENCE IN CHILD AND CHILD CARE AND VARIOUS ROLES FROM WORKING IN AN INFANT CLASSROOM ALL THE WAY UP TO BEING A CURRICULUM COORDINATOR AND A CENTER DIRECTOR.
[LAUGHTER] I DIDN'T CLICK THE SLIDE EITHER.
THE FOLLOWING SLIDES IN THIS PRESENTATION WILL LAY OUT THE REASONS AND BENEFITS BEHIND OUR CHILD LEARNING ACADEMIES.
PROVIDE YOU WITH A GLIMPSE OF THE WORK BEING DONE AND THEN LASTLY, GIVE INSIGHT TO WHAT STEPS WE'LL TAKE NEXT.
WHY ARE WE OPENING CHILD LEARNING ACADEMIES? WE BELIEVE OPENING CHILD LEARNING ACADEMIES WILL ENCOURAGE OUR STAFF TO STAY IN THE DISTRICT AND ALSO ATTRACT PROSPECTIVE EMPLOYEES WITH YOUNG CHILDREN TO CHOOSE RICHARDSON RISD.
OUR HOPE IS THAT RISD EMPLOYEES WILL BRING THEIR CHILDREN TO THE CLAS AND THEN CONTINUE ON TO ATTEND RISD SCHOOLS WHICH WE HAVE TALKED ABOUT, WILL HELP WITH FUTURE ENROLLMENT.
DID YOU KNOW THAT IN LEADING EXPENSES FOR THE AVERAGE AMERICAN FAMILY, CHILDCARE COMES SECOND ONLY TO HOME MORTGAGE? YIKES. THAT'S A BIG DEAL.
EVERY PARENT WANTS HIGH-QUALITY, AFFORDABLE CHILD CARE FOR THEIR FAMILY AND WE'RE CONFIDENT THAT OUR CHILD LEARNING ACADEMIES WILL BE ABLE TO DO JUST THAT.
THE BENEFITS OF EMPLOYEE CHILDCARE? THERE'S TONS OF THEM, BUT THIS IS JUST A COUPLE OF ONES THAT WE GOT FROM A NATIONAL SURVEY THAT WAS RECENTLY CONDUCTED.
IN THIS SURVEY, 96% SAID THAT THEY WOULD FEEL MORE VALUED AS AN EMPLOYEE IF THEIR EMPLOYER OFFER CHILDCARE AT A FREE OR DISCOUNTED PRICE, 92% SAID THEY WOULD BE MORE LIKELY TO STAY WITH THE COMPANY WHO PROVIDED CHILDCARE AT A FREE OR DISCOUNTED PRICE, 83% OF MILLENNIALS WOULD LEAVE THEIR JOBS FOR ONE WITH MORE FAMILY-FRIENDLY BENEFITS AND THIS IS THE AGE GROUP THAT WE'RE LOOKING TO DRAW IN THAT ARE HAVING YOUNG CHILDREN THAT
[02:30:02]
ARE LOOKING FOR OPPORTUNITIES FOR THAT WORK AND LIFE BALANCE.THIS ONE STRUCK ME QUITE A BIT.
THERE IS A 60% DECLINE IN JOB TURNOVER WHEN COMPANIES PROVIDE CHILDCARE. THAT'S IMPRESSIVE.
LET'S TAKE A LOOK AT OUR CHILD LEARNING ACADEMY LOCATIONS.
OUR FIRST CHILD LEARNING ACADEMY WILL BE AT 12:31 BELT LINE ROAD, AND THAT IS THE FORMER NEWCOMER CENTER.
OUR SECOND LOCATION IS 2,100 COPPER RIDGE AND THE FORMER ENTERPRISE CITY AT CANYON CREEK.
UNDER THE DIRECTION OF SANDRA HAYES WE HAVE A COMMITTEE THAT WAS FORMED TO CONSIDER NAMES FOR BOTH EMPLOYEE CHILD LEARNING ACADEMY SITES.
FORM WAS MADE AVAILABLE FOR RISD STAFF AND COMMUNITY MEMBERS TO SUGGEST NAMES FOR BOTH LOCATIONS.
THE NAMING COMMITTEE MET YESTERDAY TO CONSIDER AND EVALUATE NAMES SUGGESTED AND RECOMMENDATIONS WILL BE PRESENTED TO YOU GUYS IN MARCH.
THIS IS A FLOOR PLAN OF THE CHILD LEARNING ACADEMY NUMBER 1, THAT'S ON BELT LINE.
IT IS EXPECTED TO OPEN IN AUGUST OF 2023.
JUST FOR REFERENCE, AT THE TOP WOULD BE BELT LINE.
THEN OVER ON THE NORTHEAST CORNER WHERE THE STAR IS LOCATED IS WHERE THE ENTRANCE TO THE BUILDING WOULD BE.
DOWN AT THE BOTTOM IS WHERE THE PLAYGROUND WOULD BE, WHICH IS JUST NEXT TO THE NEWLY PAVED PARKING LOT THAT THEY HAVE OUT THERE.
WE ALSO HAVE SIX CLASSROOMS AND WE'LL DIVIDE THEM INTO DIFFERENT AGE GROUPS.
WE'LL HAVE YOUNG INFANTS, OLDER INFANTS, YOUNG TODDLERS, OLDER TODDLERS, YOUNG TWOS, OLDER 2OTWOS CLASSES WILL TRANSITION YEARLY TOGETHER TO CREATE A THREE CLASSROOMS SEQUENCE.
FOR EXAMPLE, YOUNG INFANTS WOULD GO INTO YOUNG TODDLERS THEN WOULD GO INTO YOUNG TWOS AND THEY'D STAY WITH THEIR SAME PEERS.
WE ALSO HAVE INCLUDED AN INDOOR PLAY SPACE IN BOTH OF OUR FACILITIES FOR TIMES THAT IT'S TOO HOT WITH TEXAS HEAT OR IT'S RAINING, OR WHO KNOWS WHAT ELSE? THAT WAY WE HAVE OPPORTUNITIES FOR OUR KIDDOS TO GET THE ENERGY OUT AND DEVELOP THOSE GROSS MOTOR SKILLS AND FOR OUR TEACHERS TO HAVE A LITTLE REPRIEVE ON THOSE INDOOR RECESS DAYS.
THIS CLA WILL SERVE JUST UNDER 60 CHILDREN DEPENDING ON CLASSROOM ASSIGNMENTS.
WE'RE STILL LOOKING AT AND EVALUATING VARIOUS CLASSROOM LAYOUTS IN ORDER TO CREATE THE BEST ARRANGEMENT TO SUIT THE NEEDS OF OUR STUDENTS AT EACH AGE.
CONSIDERATIONS BEING LOOKED INTO ARE THE AGE AND PROXIMITY OF BEING BY THE RESTROOM, APPROPRIATE USABLE SQUARE FOOTAGE PER CHILD, AND OPTIMAL PHYSICAL CLASSROOM DESIGNED TO PROMOTE LEARNING.
I KNOW YOU GUYS PROBABLY KNOW SOME OF THOSE CRIBS TAKE UP A LITTLE BIT OF SPACE AND SO WE'RE TRYING TO PLUG THEM IN DIFFERENT CLASSROOMS JUST TO SEE WHERE WE CAN GET THE MOST BANG FOR OUR BUCK.
NOW I KNOW YOU GUYS MAY NOT RECOGNIZE THIS NEWCOMER CENTER ANYMORE WITHOUT THAT BEAUTIFUL BLUE AWNING, BUT THERE IT IS.
I WAS NOT HERE TO BE PART OF THE NEWCOMER CENTER AND ALL OF ITS GLORY.
BUT I HEAR EVERYBODY COMES IN AND JUST TALKS ABOUT HOW COMPLETELY DIFFERENT IT LOOKS THERE.
LET'S SEE. THE BOTTOM LEFT IS ONE OF OUR CLASSROOMS, AND THE BOTTOM RIGHT IS ANOTHER ONE OF OUR CLASSROOMS. IN THE BACK RIGHT THERE, SO WE HAVE TWO DOORWAYS.
EACH CLASSROOM HAS A DOORWAY THAT LEADS INTO ANOTHER CLASSROOM.
IN THAT WAY TEACHERS CAN COMMUNICATE WITH EACH OTHER AND HELP OUT EACH OTHER WHEN NEEDED.
THERE'S WINDOWS IN THERE THAT LEAD OUT INTO THE HALLWAY TO PROMOTE MORE LIGHT IN THE CLASSROOM.
LET'S LOOK AT OUR CHILD LEARNING ACADEMY NUMBER 2.
THAT WILL BE IN THE FORMER ENTERPRISE CITY.
IT IS EXPECTED TO OPEN JANUARY 2024.
FOR REFERENCE, UP AT THE TOP WOULD BE WHERE THE CURRENT PLAYGROUND AT CANYON CREEK IS.
ON THE LEFT SIDE IS THE EXISTING CANYON CREEK ELEMENTARY AND ASPENWOOD WOULD BE DOWN HERE AT THE BOTTOM.
OUR ENTRANCE WILL BE OVER HERE AT THE NORTHEAST SIDE OF THE SCHOOL.
[02:35:03]
ONCE AGAIN, WE HAVE SIX CLASSROOMS LIKE WE DO AT THE OTHER FACILITY.THIS ONE IS A LITTLE BIT BIGGER, SO WE ANTICIPATE SERVING AROUND 10 OR SO MORE CHILDREN IN THIS FACILITIES.
THE TOP PICTURE IS OUR CHILD BATHROOM THAT WILL BE LOCATED IN-BETWEEN OUR TWO OLDEST CLASSROOMS. THE BOTTOM LEFT IS A ANOTHER CLASSROOM AND THEN THE BOTTOM RIGHT WILL BE THE HALLWAY THAT ALL OF THE CLASSROOMS BRANCH OFF OF.
REALLY NICE AND OPEN AND AIRY.
OUR WORKS IN PROGRESS RIGHT NOW IS THAT WE ARE DOING A LOTTERY.
OUR REGISTRATION CLOSED YESTERDAY AND DUE TO EMPLOYEE DEMAND EXCEEDING AVAILABLE SEATS, WE'RE GOING TO CONDUCT ONE LOTTERY FOR BOTH CLA LOCATIONS AMONG ALL ELIGIBLE EMPLOYEE CHILDREN WHO REGISTERED BY THE DEADLINE.
OUR SUBSEQUENT YEARS WILL LOOK A LITTLE DIFFERENT SINCE WE WON'T BE FILLING ENTIRE CENTERS AT ONE TIME.
THIS ONE SHOULD BE THE BIG BULK OF IT AND THEN WE'LL HAVE IT ALL WORKED OUT.
NEXT, WE'RE GOING TO DETERMINE FURNITURE AND MATERIALS FOR THE CLASSROOM.
SO WE'RE WORKING WITH A COUPLE OF DIFFERENT COMPANIES TO GET SOME DIFFERENT OPTIONS FOR EQUIPPING OUR CLASSROOMS AND EQUIPPING OUR LOUNGES.
OUR NEXT STEPS WILL BE STAFFING.
WE PLAN ON FINALIZING THE AMOUNT OF STAFF NEEDED FOR EACH CLA.
WE ARE LOOKING TO COMPOSE JOB DESCRIPTIONS AND PREPARATION FOR POSTINGS.
WE ARE GOING TO CREATE AND COMPILE MANDATORY ON-BOARDING TRAINING AND ESTABLISH SOME DATES TO GET THAT DONE BEFORE WE OPEN THE DOORS.
WE ALSO ARE LOOKING INTO CHILDCARE LICENSING.
IT IS QUITE A LENGTHY PROCESS TO GO THROUGH, AND SO WE ARE IN THE PROCESS OF GETTING OUR DOCUMENTS TOGETHER AND OUR PHYSICAL REQUIREMENTS TO BE ABLE TO OBTAIN THE LICENSE AND READY TO MOVE ON AND OPEN DOORS FROM THERE.
DO YOU GUYS HAVE ANY QUESTIONS?
>> THE FIRST THING I WANT YOU TO KNOW, WE HAVE A VERY RICH WEBSITE THAT HAS BEEN DEVELOPED THAT PROVIDES JUST A TREMENDOUS AMOUNT OF INFORMATION TO OUR EMPLOYEES TO UNDERSTAND THE MODEL OF CHILDCARE, WHAT OUR PHILOSOPHY IS GOING TO BE IN OUR CHILDCARE ACADEMIES.
ALSO, JUST THE PROCESS OF WHAT DOES THAT ENROLLMENT AND DOES THAT LOTTERY LOOK LIKE.
I DIDN'T KNOW WHAT I WAS GETTING INTO UNTIL I SAT IN A MEETING AND WE STARTED TALKING ABOUT ALL OF THE WHAT IF SCENARIOS.
BECAUSE AGAIN, THIS IS VERY DIFFERENT, THIS IS NOT I COME IN AT ONE AGE AND THEN I'M THERE THE WHOLE TIME AND I JUST MATRICULATE TO THE NEXT GRADE.
THEY DON'T COME IN NICE EVEN LITTLE PACKETS OF NUMBERS AND BORN AT THE SAME TIME AND YOU DON'T WAIT TO ENROLL THEM UNTIL SEPTEMBER.
I'M SO THANKFUL FOR YOUR EXPERTISE.
PLEASE CHECK OUT THE WEBSITE, THERE'S A TREMENDOUS AMOUNT OF INFORMATION.
BUT WILL YOU JUST HIGHLIGHT FOR THE BOARD, SINCE OUR REGISTRATION DID CLOSE, HOW MANY EMPLOYEES DID WE HAVE EXPRESSED INTEREST AND POTENTIALLY HOW MANY LITTLE ONES WERE THEY TRYING TO HAVE A SPOT FOR?
ONE FAMILY WILL HAVE MULTIPLE CHILDREN, BUT WE DO HAVE 235 CHILDREN THAT HAVE FILLED OUT FOR REGISTRATION AND WE HAVE AT THIS MOMENT AROUND 130, 140 SEATS.
SO IT IS SOMETHING THAT OUR FAMILIES ARE VERY EAGER.
WE'RE ALREADY GETTING EMAILS ABOUT, WHEN ARE WE GOING TO FIND OUT? I WAS BLOWN AWAY.
I DON'T KNOW WHAT I WAS EXPECTING, BUT I'M VERY IMPRESSED WITH THE AMOUNT OF PEOPLE THAT WANT TO BE PART OF THIS.
>> AGAIN, THIS GOES BACK TO MS. TIMME, YOUR QUESTION EARLIER AND MR. ROTI YOUR COMMENTS AROUND THE DEMOGRAPHERS.
THIS ALSO PROVIDES OPPORTUNITIES FOR WHERE CAN WE CAPTURE THOSE OTHER SPACES IN THE OTHER TWO LEARNING COMMUNITIES TO AGAIN, PROVIDE THIS BENEFIT TO OUR EMPLOYEE.
I THINK YOU DID A PHENOMENAL JOB OF EXPRESSING WHAT DOES THIS MEAN FOR TEACHER RETENTION.
WHAT DOES THIS JUST COMMUNICATE TO THEM AROUND THE VALUE AND THE BOARD,
[02:40:01]
YOU-ALL MADE THIS A PRIORITY LAST YEAR IN OUR BUDGET WHEN THERE'S REALLY ONLY ONE THING YOU WERE CONSIDERING AND THIS WAS ONE OF THE THINGS THAT YOU MADE A PRIORITY.SO WE THANK YOU. WE'RE HAPPY TO TAKE ANY QUESTIONS FROM THE BOARD.
>> BOARD ANY QUESTIONS, MS. TIMME?
>> I DON'T REALLY HAVE A QUESTION, I JUST HAVE A COMMENT.
THAT AGAIN, I'M ALL IN SUPPORT OF THIS AND I CAN SPEAK FROM PERSONAL EXPERIENCE THAT THERE WAS NOTHING MORE PRECIOUS TO ME FOR MY THREE CHILDREN WHO WENT THROUGH THE EMPLOYEE PRE-K PROGRAM.
YOU SPEND ALL THIS TIME LOOKING AT DIFFERENT PLACES AND YOU WANT THE BEST PLACE FOR YOUR KID AND YOU WANT IT TO BE CLEAN.
YOU WANT IT TO HAVE ALL THESE STANDARDS AND KNOWING AND HAVING SUCH TRUST IN RISD.
THEN BEING ABLE TO USE THE FACILITIES SUCH AS RISD, KNOWING THOSE STANDARDS, THERE WAS NOTHING MORE IMPORTANT TO ME AS AN EMPLOYEE THAN FINDING THE BEST SPOT FOR MY KIDS AND HAVING ACCESS TO THAT.
BECAUSE I DIDN'T KNOW BY STARTING AT THE TIME THEY ENTERED THE WOMB TO BE ABLE TO FIGURE OUT WHERE TO PUT THEM.
NOBODY TOLD ME THAT WITH MY FIRST KID.
BUT KNOWING THAT AND KNOWING THAT MY KIDS TO BE SAFE AND LOVED IN A GREAT ENVIRONMENT WITH HIGH-QUALITY PIECES, AS AN EMPLOYEE AT THE TIME, HONESTLY, THERE WAS NO BETTER PEACE OF MIND AND YOU COULDN'T HAVE PRIDE ME OUT AT THAT POINT BECAUSE IT WAS SO IMPORTANT TO ME.
I HOPE WE ALSO CONTINUE TO LOOK FOR WAYS.
IF THERE'S THAT MUCH DEMAND AND WE HAVE THE OPPORTUNITY TO EXPAND AND OFFER THAT TO OUR EMPLOYEES, I AM HERE TO FIGURE OUT A WAY TO SUPPORT THAT.
>> IT'S ALSO IMPORTANT TO NOTE, MS. FINNEY SHARED THE TUITION FOR OUR EMPLOYEES FOR PRE-K.
I KNOW I'VE SHARED THIS WITH THE BOARD, BUT ONE MORE TIME, WE'RE ASKING OUR EMPLOYEES TO PAY $350 A MONTH.
AGAIN, I HAVE AN EIGHT-YEAR-OLD WHO WAS NOT THAT LONG AGO THAT I WAS PAYING FOR CHILDCARE FOR CASEIN AND I CAN PROMISE YOU WE PAID ABOUT FOUR TIMES THAT AMOUNT.
THIS IS AGAIN, JUST AN INCREDIBLE BENEFIT TO OUR EMPLOYEES.
I JUST CANNOT THANK THE BOARD ENOUGH.
EXCELLENT BENEFIT. ANY ADDITIONAL QUESTIONS, COMMENTS FROM THE BOARD? MS. HAYES WE'RE ON TRACK WITH TIMING, CORRECT?
>> MS. PACHECO HAS A QUESTION.
>> WELL, I JUST HAVE A COMMENT.
I WANT TO THANK EVERYONE WHO'S WORKING ON THIS.
I'M EXCITED FOR OUR FAMILIES WHO ARE GOING TO PARTICIPATE.
I'M EXCITED TO SEE THE FINISHED PRODUCT AND JUST TO SEE ALL THESE LITTLE KIDS SHINE AND GROW AND BENEFIT AS WELL AS OUR FAMILIES WHO WORK IN OUR DISTRICT BENEFIT FROM HAVING THIS OPPORTUNITY OF US PROVIDING THEM A SAFE SPACE FOR THEIR CHILDREN. SO THANK YOU.
>> ABSOLUTELY. I DO WANT TO ADD IN THAT WE HAD A THINK TANK EARLIER THIS YEAR FOR OUR EMPLOYEES WHO WERE ABLE TO EXPRESS THEIR WANTS AND THEIR NEEDS IN WHAT THEY WERE LOOKING FOR IN CHILDCARE FACILITIES AND WE ACTUALLY USED QUITE A BIT OF THAT RESEARCH IN IMPLEMENTING DIFFERENT THINGS THAT WERE HIGH ON OUR LIST.
SO THIS REALLY IS A COMBINED EFFORT TO MAKE THE DISTRICT BETTER AND KEEP OUR EMPLOYEES HAPPY.
I'M REALLY EXCITED TO BE PART OF IT. THANK YOU.
>> I JUST ALSO WANTED TO MAKE A COMMENT THAT I'M JUST SO IMPRESSED AND AGAIN, VERY THANKFUL FOR THE DETAIL THAT YOU GUYS HAVE PUT INTO THIS FROM BEGINNING TO END.
I KNOW WITH MS. TIMME AND MYSELF BEING ABLE TO BE ON THE NAMING COMMITTEE, EVEN DOWN TO THE NAME, AGAIN, I'M JUST SO GRATEFUL TO A TEAM THAT IS JUST SO COMMITTED TO EVERYTHING, EVEN JUST AS YOU SPOKE RIGHT NOW ABOUT A THINK TANK REALLY GETTING THE INPUT OF OUR TEACHERS.
I THINK THAT'S SUPER IMPORTANT.
JUST THANK YOU FOR THINKING OF ALL THE LITTLE THINGS THAT MS. BRANUM SAID THAT I SOMETIMES DON'T EVEN THINK ABOUT.
YOU GUYS ARE ALREADY AHEAD OF THE GAME.
I'M EXCITED AND I CAN'T WAIT TO WALK THROUGH THESE FACILITIES, CHECKING OUT ALL THESE LITTLE KIDS, ALL THE LITTLES EVERYWHERE.
>> LISTEN, I HAVE A KID WHO HAS BEEN GOING FROM DAYCARE FOR MANY YEARS NOW, BUT I KNOW I PAID A HECK OF A LOT MORE THAN WHAT WE ARE TALKING TONIGHT.
I REALLY APPRECIATE THAT THIS IS GREAT, THIS IS AWESOME.
AGAIN, IT'S A SEGUE INTO GETTING MORE KIDS INTO THE DISTRICT.
IT GOES HAND IN HAND WITH PRE-K, SO I AM SUPER-EXCITED.
ANY ADDITIONAL QUESTIONS, COMMENTS BOARD? THIS WAS A GREAT PRESENTATION. WE LOVE IT.
THANK YOU SO MUCH. WE CAN'T WAIT TO COME AND VISIT THE LITTLES RUNNING AROUND.
>> THANK YOU SO MUCH. OR CRAWLING.
>> GREAT JOB YOU-ALL. [OVERLAPPING]
>> GREAT JOB. THANK YOU, MS. FINNEY, FOR YOU AND YOUR TEAM.
THIS WAS GREAT. THANK YOU ALL SO MUCH.
[02:45:08]
OUR NEXT ITEM IS A DISCUSSION OF THE 2023, 2024 BUDGET.[V.H. 2023-2024 Budget Discussion]
MS. BRANUM. IT'S THAT TIME.I KNOW WE ARE EXCITED TO HANG ON EVERY WORD OF OUR VERY OWN CHIEF FINANCIAL OFFICER AND MR. PATE. I'M JUST GOING TO GO AHEAD AND KEEP MY INTRO SHORT BECAUSE WE ALL KNOW WHAT WE'RE HERE TO DO.
KICKED IN A LITTLE FASTER THAN I ANTICIPATED THERE. SORRY ABOUT THAT.
JUST QUICKLY AS YOU SAID, MS. BRANUM, WE KNOW OUR CHALLENGES BUT JUST GO OVER THEM AGAIN.
WE'VE GOT SOME FINANCIAL CONSTRAINTS REALLY RELATED TO THE REDUCTION IN STUDENT ENROLLMENT THAT WE WERE TALKING ABOUT.
OF COURSE, AS I'VE SAID MANY TIMES BEFORE, REDUCED ENROLLMENT, REDUCES OUR FUNDING.
IT'S ALL ABOUT THE STUDENTS IN OUR CLASSES.
WE HAVE NOT HAD LEGISLATIVE RELIEF IN AWHILE.
THEN WITH OUR SMALLER AVERAGE CAMPUS SIZES, WHICH WE'LL GO OVER IN A LITTLE BIT.
THAT DOES IMPACT OUR STAFFING MODEL, CREATES A LARGER STAFFING MODEL AND IMPACTS OUR ABILITY TO BE EFFICIENT.
WE'LL TALK ABOUT CAMPUS CAPACITY A LITTLE MORE.
THEN THAT REDUCTION IN ENROLLMENT CERTAINLY HAS AN IMPACT ON OUR COST STRUCTURE.
AGAIN, THAT REALLY TIES BACK INTO THAT STAFFING MODEL.
OF COURSE, PERSONNEL CONTINUES TO BE A CHALLENGE.
WE ARE NOT AT THE TOP OF OUR PEER DISTRICTS WITH OUR COMPENSATION.
THAT CREATES SOME CHALLENGES WITH BOTH RECRUITING AND RETAINING STAFF.
AS WE HEARD, THE DAYCARES, THE CHILDCARE CENTERS, CERTAINLY IT LOOKED LIKE THAT IS GOING TO HELP US ATTACK SOME OF THAT.
JUST A QUICK REVIEW OF THE BUDGET THAT YOU ADOPTED ON JUNE 6TH COMPARED TO UPDATE THAT I PREPARED BACK ON JANUARY 16TH.
REALLY THE MAIN TAKEAWAY HERE WITH THIS UPDATE IN OUR BUDGET POSITION, IF YOU LOOK DOWN THE LAST TWO ROWS, IS REALLY THE IMPORTANT PART.
I'M EXPECTING A DECREASE IN EXPENDITURES OF ABOUT $4.4 MILLION AND THAT'S REALLY RELATED TO VACANCIES THAT WE'VE INCURRED THIS YEAR.
THAT IS THE DRIVING FORCE BEHIND THAT.
WE'RE STILL UPDATING OUR ESTIMATES OF PROPERTY TAX REVENUE AND OTHER REVENUE.
I'M PREDICTING A LITTLE DECREASE IN REVENUE AND A SLIGHT INCREASE IN RECAPTURE AND NET.
WE ARE ABOUT $2.2 MILLION REDUCTION IN THE DEFICIT THAT THE BOARD ADOPTED AT THIS TIME.
I WILL CERTAINLY CONTINUE TO UPDATE THESE SLIDES AS WE GET EACH SIX WEEKS OF [NOISE] EXCUSE ME, ATTENDANCE DATA.
THIS NEXT SLIDE IS OUR MULTIYEAR FORECAST OF WHAT THE ACTUAL FOR '21, '22 FISCAL YEAR '22, '23 IS THE SAME DATA THAT WAS ON THE PREVIOUS SLIDE AND THAT 11.6% AT THE TOP OF THE '22, '23 COLUMN.
ALL THOSE PERCENTAGES JUST REPRESENT THE PROPERTY VALUE GROWTH BUILT INTO THOSE PARTICULAR YEARS.
RIGHT NOW WE'RE LOOKING AT ABOUT 11.6% INCREASE IN PROPERTY VALUE GROWTH FOR '22, '23.
AGAIN, PROPERTY VALUE GROWTH DOES NOT REALLY HELP US LIKE IT USED TO PRE HOUSE BILL 3.
IT'S ALL ABOUT HOW MANY STUDENTS ARE IN OUR CLASSES.
THE '23, '24, AND FORWARD IS THE MULTIYEAR FORECAST DATA FROM THE TIME WHEN THE BUDGET WAS ADOPTED ON JUNE 6TH.
THE ONLY THING THAT HAS BEEN UPDATED IS THE ENDING TOTAL FUND BALANCE RUNNING FORWARD FROM THE ACTUAL IN '21, '22 AND THE UPDATED '22, '23 INFORMATION.
WE CAN STILL LOOKING AT THAT DEFICIT THAT WE DISCUSSED BACK WHEN THE BUDGET WAS ADOPTED.
THE NEXT PRESENTATION OF THIS INFORMATION WILL BE UPDATED NOW THAT WE HAVE THE DEMOGRAPHERS REPORT.
OUR BUDGET OBJECTIVE THIS YEAR, WE'RE REALLY JUST GOING TO HAVE TO TAKE A MULTIFACETED STRATEGY TO ADDRESS
[02:50:03]
OUR BUDGET CHALLENGES THAT WE'RE FACING AND THIS WILL INCLUDE STRATEGIES TO ADDRESS EFFICIENCIES, INCREASE ENROLLMENT, AND OF COURSE, ADVOCATE FOR LEGISLATIVE CHANGES.CREATED ANOTHER WAY OF LOOKING AT OUR BUDGET PROCESS.
WE HAD IN THE LAST MEETING IN JANUARY, THE BASELINE, THE FOUNDATION WHERE WE TALKED ABOUT SOURCE OF DISTRICT FUNDS, WENT THROUGH SCHOOL FINANCE 101 AND THEN A REVIEW OF THE 2023 BUDGET.
TONIGHT WE'RE IN PHASE 1, WHICH I'VE OUTLINED IN GREEN THERE.
WE'VE RECEIVED THE DEMOGRAPHIC STUDY GONE THROUGH THE END OF YOUR PROJECTION ALREADY.
WE'RE LOOKING AT SOME HIDDEN STORK ENROLLMENT, ATTENDANCE AND STAFFING DATA.
SOME CAPACITY OF OUR BUILDINGS COMPARED TO ENROLLMENT.
A LITTLE PEER DISTRICT COMPARISON, AND CERTAINLY WE'LL SEE IN MORE OF OUR NEXT FEW PRESENTATIONS ADDITIONAL PEER DISTRICT INFORMATION.
THEN I HAVE MODELED FOR YOU BASIC ALLOTMENT INCREASE IF THE LEGISLATURE WERE TO INCREASE THE BASIC ALLOTMENT.
THAT IS REALLY THE FOCUS, THAT GREEN LINE IS THE FOCUS OF TONIGHT'S MEETING.
WHAT ARE ALL THE INPUTS THAT WE HAVE TO CONSIDER AS A TEAM AS WE'RE DEVELOPING THE BUDGET FOR '23, '24 AND LOOKING AHEAD?
>> THANK YOU, MS. BRANUM. MOVING TO ENROLLMENT AND CAPACITY AND JUST ADDING ONTO OUR DEMOGRAPHER STUDY, THIS IS SOME DATA THAT I RECEIVED IN A MEETING EARLIER THIS YEAR AND THE SOURCE OF THIS WAS THE NATIONAL CENTER FOR EDUCATION STATISTICS, THE US DEPARTMENT OF ED AND IN MOODY'S INVESTOR SERVICES AND PUBLIC K12 ENROLLMENT IS EXPECTED TO DECLINE NATIONWIDE BY 4.4% OVER THE NEXT EIGHT YEARS.
THE STATES IN THE VARIOUS SHADES OF PINK ARE THE STATES THAT ARE EXPECTED TO SEE A DECLINE IN ENROLLMENT.
THE TEXAS ENROLLMENT CHANGE OVER THE NEXT EIGHT YEARS IS EXPECTED TO BE ABOUT 2.2% DECREASE IN ENROLLMENT AND ONLY SEVEN STATES, THOSE IN VARIOUS SHADES OF GREEN, TURQUOISE COLOR.
THOSE SEVEN STATES IN THE WASHINGTON DC, AND THE DISTRICT OF COLUMBIA ARE THE ONLY AREAS THAT ARE EXPECTED TO SEE ENROLLMENT INCREASES IN THE NEXT EIGHT YEARS.
THIS IS A HISTORIC LOOK AT OUR ENROLLMENT AND ATTENDANCE AS YOU CAN SEE, OUR ENROLLMENT HAS STARTED DECLINING IN FISCAL YEAR '21 AND CONTINUING IN THE '21/22 AND '22/23, THE ORANGE LINE IS REFINED AVERAGE DAILY ATTENDANCE.
THAT'S A FACTOR OF DAILY ATTENDANCE THAT WE'RE PAID ON IN THE SCHOOL FUNDING FORMULA.
THAT IS WHY THAT IS IN THERE AND YOU CAN SEE REFINED ADA FOR THE FULL YEAR AS A PERCENTAGE OF ATTENDANCE HAS BEEN DECLINING.
OUR ADA IS JUST NOT BOUNCED BACK.
AGAIN, I THINK FOLKS ARE CERTAINLY MORE CAUTIOUS, I BELIEVE, IN RETURNING TO SCHOOL. [OVERLAPPING]
>> WELL, AND BOTH OF THOSE YEARS WE HAD COVID WE WERE IN 2022.
IF YOU REMEMBER, WHEN WE RETURNED FROM WINTER BREAK WE WERE FACING OMICRON, AND WE WERE SEEING RECORD NUMBER OF STUDENTS AND STAFF THAT WERE OUT DUE TO THAT.
THIS REALLY IS I THINK OUR FIRST SOMEWHAT NORMAL YEAR IN TERMS OF A RE-LEVEL SET AROUND OUR ADA AND WE EXPECT THAT ORANGE LINE TO JUMP DRAMATICALLY.
>> ALL OF OUR COVID PROTOCOLS, WE WANTED PEOPLE TO STAY HOME, SO THE CURRENT YEAR '22/23, I DO NOT HAVE THE FULL YEAR DATA.
I HAVE NOT PUT IN A PROJECTION AT THIS POINT, SO THAT IS WHY THERE'S NO DATA ON REFINED ADA FOR '22/23.
>> BUT JUST TO GIVE YOU A, WE HAVE A TARGET GOAL OF OUR ATTENDANCE RISING BACK UP TO A LEVEL OF 96 OR ABOVE AT ALL GRADE LEVELS.
WE'RE NOT QUITE AT THAT PERCENTAGE YET, BUT OUR AREA SUPERINTENDENTS IN THE TEAMS ARE WORKING DILIGENTLY IN ALL OF OUR ATTENDANCE EFFORTS TO SHOOT BACK UP TO THAT 96%, NOT ONLY BECAUSE IT DOES HAVE A BUDGET IMPACT, BUT WE NEED THEM IN CLASS IF WE'RE GOING TO HELP GROW THEM EVERY DAY.
>> THAT DAILY ATTENDANCE IS NOT QUITE THE SAME AS REFINED AVERAGE DAILY ATTENDANCE AND CERTAINLY THE ATTENDANCE WAS REFERRING TO HAVING THEM IN THOSE SEATS EVERY DAY THAT IS REALLY THE IMPORTANT ATTENDANCE.
[02:55:02]
I USE THIS BECAUSE THIS IS WHAT WE'RE PAID ON.ENROLLMENT AND STAFF FTES FOR ALL FUNDS.
I WILL SAY THAT THIS INCLUDES OUR ESSER-FUNDED EMPLOYEES.
SO THAT INCREASE THAT YOU'RE SEEING THERE IN FISCAL YEAR '21 AND FISCAL YEAR '22, THAT WAS A PURPOSEFUL INCREASE WITH ESSER-FUNDED POSITIONS AND THEN YOU CAN SEE IN '23, WE'VE ALREADY STARTED TO DECREASE STAFFING.
CERTAINLY YOU WILL SEE A LARGER DECLINE THE NEXT YEAR WHEN WE HAVE '23/24 DATA IN THERE AS ESSER FUNDING GOES AWAY.
WE WILL CERTAINLY IN FUTURE BOARD MEETINGS TAKE A DEEPER DIVE INTO STAFFING AND STAFFING IN THE GENERAL FUND BY ITSELF ISOLATED TO THAT, BUT THIS IS JUST A STARTING POINT FOR THAT CONVERSATION.
OUR NEXT SLIDE, WE START LOOKING AT OUR CAMPUS CAPACITY VERSUS ENROLLMENT AND SO WALK YOU THROUGH THIS DATA.
THE NUMBER OF CAMPUSES BY GRADE LEVEL GROUP, ELEMENTARY, JUNIOR HIGH, AND HIGH SCHOOL.
OUR TOTAL CAPACITY FOR EACH OF THESE GROUPS AND THIS IS THE SAME CAPACITY NUMBERS THAT THE DEMOGRAPHERS USED.
REMEMBER THIS CAPACITY, I'VE GOT A NOTE THEIR FIRST LINE OF THE NOTE, CAPACITY IS BASED ON CLASSROOMS USED AS REGULAR CLASSROOMS. THESE CAPACITY NUMBERS WE HAVE TO HAVE SOME BASELINE TO WORK FROM AND THESE CAPACITY NUMBERS ASSUME THAT ALL CLASSROOMS ARE REGULAR CLASSROOMS, SO IT IGNORES THE CENTRAL PROGRAMS, THE PAST CLASSROOMS, THE SPECIAL ED THAT WE WOULD HAVE A MUCH SMALLER ENROLLMENT IN.
AT AN ELEMENTARY LEVEL, THIS IS BASICALLY ASSUMES ALL THE CLASSROOMS ARE PRETTY MUCH 22:1 AND WE KNOW THAT NOT ALL CLASSROOMS ARE USED 22:1, BUT WE'VE GOT TO HAVE SOMETHING TO MEASURE BY.
WE'VE GOT TO HAVE A BASELINE BECAUSE WE DO CHANGE TIMES WHERE THOSE PAST CLASSROOMS AND OTHER SPECIAL PROGRAMS ARE LOCATED.
OUR ENROLLMENT FOR '22/23 FOR EACH OF THOSE GRADE SPANS, AND THEN THE EMPTY SEATS OR EXCESS CAPACITY.
THEN BECAUSE WE HAVE STARTED DOWN THE ROAD FOR OUR MIDDLE SCHOOL TRANSFORMATION, I HAVE LISTED FOR YOU WHAT THE 6TH GRADE ENROLLMENT IS, THEY'RE SEPARATELY IN THAT COLUMN AND THEN THE AVERAGE ENROLLMENT FOR '22/23, SO IF YOU TOOK THE 20,856 STUDENT ENROLLMENT AT OUR 40 ELEMENTARY CAMPUSES, DIVIDED THAT ENROLLMENT OF 20,000 BY 40.
YOU END UP WITH AVERAGE ENROLLMENT OF 521 STUDENTS PER CAMPUS RATHER AND IF YOU DIVIDE THAT CAPACITY BY 40, THAT'S WHERE I GET THE AVERAGE CAMPUS CAPACITY NUMBER.
AVERAGE ENROLLMENT IS 521, AVERAGE ELEMENTARY CAPACITY IS 755.
I'VE DONE THE SAME FOR JUNIOR HIGH AND HIGH SCHOOLS.
ON THIS NEXT SLIDE, [NOISE] THIS IS JUST MODELING CAPACITY VERSUS ENROLLMENT, ASSUMING THAT ALL SIX GRADE WAS MOVED TO MIDDLE SCHOOL.
THIS HAS NOT HAPPENED YET, BUT IT'S JUST MODELING A WHAT IF SCENARIO.
WHEN YOU MOVE 6TH GRADE FROM ELEMENTARY HIGH TO JUNIOR HIGH OR TO MIDDLE SCHOOL, THE ELEMENTARY ENROLLMENT DROPS TO 18,174.
THE EMPTY SEATS OR EXCESS CAPACITY RISES TO 12,036.
THE AVERAGE ELEMENTARY ENROLLMENT THEN DROPS TO 455 STUDENTS AND STILL THE AVERAGE CAMPUS CAPACITY AT THE ELEMENTARY LEVEL IS 755.
YOU CAN SEE THAT AT THE MIDDLE SCHOOL LEVEL, ONCE THE TRANSFORMATION IS COMPLETE, THE AVERAGE ENROLLMENT IS 1,017, WE'RE BUILDING THOSE FOR 1,500 STUDENTS CAPACITY.
AGAIN, ALL OF THIS, I KNOW I MENTIONED EARLIER ABOUT THE ELEMENTARY SCHOOLS, BUT EVEN AT THE JUNIOR HIGH AND HIGH SCHOOLS, WE HAVE SPECIAL ED PROGRAMMING, WE HAVE CENTRAL PROGRAMMING, WE HAVE OTHER CLASSROOMS THAT DO NOT ALLOW FOR A FULL 22 OR AT THE SECONDARY AT 25 OR 26 TO ONE CAPACITY.
BUT AGAIN, IT'S A STARTING POINT AND IT IS THE BASELINE FOR THESE COMPARISONS.
AGAIN, JUST A WHAT IF WE HAVE NOT MOVED ANYBODY YET, MOVED ANY 6TH GRADERS TO MIDDLE SCHOOL? THEN THE START OF SOME PEER DISTRICT COMPARISONS,
[03:00:05]
SO JUST AS A REMINDER, WE HAVE TWO SETS OF PEER DISTRICTS THAT WE USE.THE GROUP ON THE LEFT ARE OUR STATEWIDE PEERS.
THEY'RE THE MOST LIKE US AND THE FACTORS THAT DETERMINE THAT IS THE SIZE, THE DEMOGRAPHICS, THE NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS.
THERE'S NOBODY ELSE EXACTLY LIKE RICHARDSON ISD OUT THERE.
BUT WE NEED SOME COMPARISON DISTRICTS AND THIS IS AS CLOSE AS I CAN GET.
WE ALSO USE ANOTHER SET OF COMPARISON DISTRICTS, THE ONE ON THE RIGHT.
THOSE ARE OUR NORTH TEXAS PEERS.
THOSE ARE THE DISTRICTS THAT WE COMPETE WITH FOR STAFF.
SOME OF THOSE DISTRICTS ARE TRYING TO ATTRACT OUR STUDENTS, SO WE COMPETE WITH THEM FOR KIDS ALSO.
ON THIS NEXT SLIDE, BECAUSE NOT ALL OF THESE DISTRICTS ARE PRE-K5 AT THE ELEMENTARY LEVEL, I'VE DOWNLOADED THE DATA FOR ALL OF THE CAMPUSES, FOR ALL OF THESE DISTRICTS.
THIS IS OUR ENTIRE LIST OF PEER DISTRICTS AND WENT THROUGH THEM CAMPUS BY CAMPUS, AND REMOVED THE SIXTH GRADE ENROLLMENT FOR ALL THE CAMPUSES, FOR ALL OF THOSE DISTRICTS, AND TO CREATE AS MUCH OF AN APPLES-TO-APPLES COMPARISON AS I POSSIBLY COULD.
YOU CAN SEE, I'VE GOT THE NUMBER OF ELEMENTARY SCHOOLS, THE ELEMENTARY SCHOOL ENROLLMENT, AVERAGE ELEMENTARY SIZE AND IT'S SORTED HIGHEST TO LOWEST.
AS WE TALKED ABOUT DURING THE BOND, AND NOW IT'S COUPLE OF YEARS LATER, THE AVERAGE AGE OF OUR BUILDINGS IS 57 YEARS OLD.
WE BUILT SCHOOLS IN A COMPLETELY DIFFERENT ENVIRONMENT THAN SAY A FRISCO ISD, THE INSTRUCTIONAL MODEL, JUST THE WAY THINGS WERE DONE THEN, WHAT THE GOALS WERE, THERE'S DIFFERENT FACTORS AFFECTING CAMPUS SIZE AND CAMPUS SIZE CONSTRUCTION.
THERE FRISCO, FOR INSTANCE, IS RUNNING CAMPUSES OF ELEMENTARY CAMPUSES OF 641 ON AVERAGE, AND THERE'S RICHARDSON AT THE BOTTOM OF THE LIST OF 455 STUDENTS PER CAMPUS ON AVERAGE.
THEN LOOKING AT OUR GENERAL FUND PER CAMPUS SPENDING, SO PER PUPIL COST PER CAMPUS AVERAGED OUT, IT'S RICHARDSON COMPARED TO THE PEER GROUP, AND THE BLUE LINE AT THE TOP IS THE MAXIMUM FOR EACH YEAR, THE ORANGE LINE IS THE MINIMUM FOR EACH YEAR, THE GRAY LINE IS THE AVERAGE FOR EACH YEAR.
THE SAME DISTRICT IS NOT ALWAYS THE MAXIMUM OR MINIMUM EACH YEAR.
THEN YOU'VE GOT RICHARDSON IN THERE AS THE YELLOW LINE.
WITH OUR AVERAGE SMALLER CAMPUS SIZE, WE HAVE FEWER KIDS TO SPREAD OUT THOSE COSTS THAT EVERY CAMPUS HAS, SO EVERY CAMPUS HAS A PRINCIPAL AND ASSISTANT PRINCIPAL, A NURSE, A COUNSELOR, A LIBRARIAN THAT BASIC CONTINGENT OF STAFF THAT EVERY CAMPUS GETS, WHETHER THEY HAVE ONE KID OR 1,000 STUDENTS, AND WE JUST HAVE FEWER TO DIVIDE IT OUT OVER, AND SO THAT'S WHY YOU SEE OUR COST WHERE THEY ARE.
>> I THINK IT'S IMPORTANT TO NOTE AS WE THINK ABOUT OUR BENCHMARK DISTRICTS AND THOSE THAT WE COMPETE AGAIN IN THIS DATA IS THERE'S NOT A JUDGMENT HERE.
THIS IS NOT THAT ONE MODEL IS BETTER THAN ANOTHER, OR THAT THERE IS A DISTRICT TO OUR NORTH THAT THEY MADE SOME DECISIONS AS THEY WERE GROWING, THAT THEY WERE GOING TO KEEP THEIR HIGH SCHOOLS BELOW 2,250 BECAUSE THEY WANTED TO HAVE A SMALLER HIGH-SCHOOL WHERE THERE WOULD BE A LOT OF OPPORTUNITIES FOR STUDENTS TO PARTICIPATE IN A LOT OF DIFFERENT THINGS.
I THINK ONE OF THE THINGS THAT OUR COMMUNITY VALUES IS BEEN THAT THE ABILITY FOR OUR FAMILIES TO DEVELOP A COMMUNITY AND HAVE A TIGHT-KNIT COMMUNITY AROUND A CAMPUS.
AGAIN, THESE ARE NOT INDICTMENTS, THIS IS NOT THAT ONE MODEL IS DIFFERENT THAN THE OTHER, WE'RE JUST SAYING THESE ARE ALL INPUTS THAT IMPACT WHERE WE ARE WITH THE BUDGET.
WE HAVE MORE CAMPUSES, WE HAVE SMALLER CAMPUSES, AND THERE IS A COST-BENEFIT TO THAT, AND SO I JUST WANT TO WANT TO BE CLEAR WITH THAT POINT.
>> THANK YOU, MRS. BRANUM. I GET A LITTLE JOE FRIDAY IN THESE PRESENTATIONS AND JUST FOCUS ON THE FACTS AND WHAT THE DATA IS AND FORGET TO ADD SOME OF THAT, SO THANK YOU.
THAT CONCLUDES THE BASELINE ON THAT PORTION OF THIS,
[03:05:03]
THE NEXT THING I WANTED TO GO OVER WAS JUST THE IMPACT OF CHANGES IN THE BASIC ALLOTMENT BECAUSE THAT'S ONE OF THE BIG THINGS THAT HAS BEEN TALKED ABOUT RECENTLY NOW THAT THE LEGISLATURES IN SESSION.THIS IS A HISTORY OF THE BASIC ALLOTMENT.
THE BLUE LINE IS THE BASIC ALLOTMENT PRIOR TO HOUSE BILL 3, WHICH PASSED IN THE SPRING OF 2019.
WE ALSO HAD SOMETHING CALLED THE ADJUSTED ALLOTMENT.
THERE WAS A COST OF EDUCATION INDEX WHICH HADN'T BEEN UPDATED SINCE, I WANT TO SAY 1994.
IT WAS THEORETICALLY AN INFLATION FACTOR IN SOME WAY TO INDICATE THAT SOME AREAS OF THE STATE WERE MORE EXPENSIVE THAN THE OTHER BUT WHEN YOU DON'T UPDATE IT SINCE 1994, IT REALLY BECOMES IRRELEVANT, AND SO WHEN THE LEGISLATURE PASSED HOUSE BILL 3, THEY GOT RID OF THAT AND RAISED THE BASIC ALLOTMENT TO 6,160.
ONE OF THE THINGS I WANT TO POINT OUT HERE IS WE HAVE BEEN AT 6,160, WE'VE SAID THIS SEVERAL TIMES BEFORE, BUT WE'VE BEEN AT THAT BASIC ALLOTMENT FOR FOUR YEARS.
YOU CAN SEE, I KNOW IT'S A LITTLE HARD TO SEE ON THIS SLIDE, BUT FOUR YEARS IS THE LONGEST IN THIS DATA RANGE THAT WE'VE EVER HAD THE SAME BASIC ALLOTMENT.
WE HAD THE SAME BASIC ALLOTMENT FROM 2015, '16 TO '18,'19 AND THEN BACK IN 2009, '10 THROUGH 2012, '13.
IT WAS STABLE OR UNCHANGING FOR FOUR YEARS, AND SO IF HISTORY HOLDS, THE LEGISLATURE MAY CERTAINLY INCREASE THE BASIC ALLOTMENT SINCE WE KNOW FOUR YEARS IS THE LONGEST WE'VE BEEN WITH ONE.
THEY'RE TALKING ABOUT, MAKING OTHER CHANGES, SO MS. MORRIS IS HERE TONIGHT AND I DON'T KNOW IF SHE'S GOING TO GIVE YOU A LEGISLATIVE UPDATE OR NOT, BUT THIS IS CERTAINLY SOMETHING WE'RE WATCHING AND WILL CONTINUE TO MODEL FOR YOU AS WE GET MORE INFORMATION OUT OF THE LEGISLATURE.
WHAT HAPPENS TO RICHARDSON ISD IF THEY INCREASE THE BASIC ALLOTMENT? I'VE MODELED FOR YOU THREE DIFFERENT OPTIONS THERE.
IF THEY WERE TO INCREASE IT BY $500, $800 OR 1,088 AND I KNOW 1,088 IS AN ODD NUMBER, BUT IT WAS IN ONE OF THE PIECES OF LEGISLATION, SO THAT IS WHY I WENT AHEAD AND MODEL THAT AT $500, IT WOULD INCREASE OUR FUNDING BY $27 MILLION ALL OF THESE ARE FOR THIS, SO WE BACKUP DISABLE.
ALL OF THESE ARE BASED ON CURRENT LAW, WITH THE ONLY CHANGE BEING A CHANGE IN THE BASIC ALLOTMENT.
AT THIS POINT, I HAVE NO IDEA WHAT ELSE THE LEGISLATORS MAY CHANGE IN THE FUNDING FORMULA, SO I HAVE LITERALLY ONLY CHANGED THE BASIC ALLOTMENT AND I DID THAT WITH '21, '22 DATA SO THAT EVERYTHING WAS ACTUALLY, IT WAS STAGNANT, IT WAS UNCHANGING, I KNOW WHAT IT IS AND I JUST WENT AND TWEAK THE BASIC ALLOTMENT THERE.
THE IMPORTANT THING TO NOTICE HERE, IF IT WAS TO INCREASE $500 WITH THE SAME NUMBER OF KIDS, THAT WOULD ELIMINATE THE CURRENT YEAR'S DEFICIT BUT WE'RE BASICALLY JUST STARTING AT ZERO FOR '23, '24 AND MOVING FORWARD.
CERTAINLY WE DEFINITELY WOULD GET SOME RELIEF IF IT WAS INCREASED ABOVE $800.
I HAVE NOT MODELED THIS FOR ANY OF THE ENROLLMENT CHANGES THAT THE DEMOGRAPHERS HAVE PRESENTED, SO I'VE NOT COMPOUNDED THE TWO TOGETHER.
THIS IS ALL AT THE SAME ENROLLMENT, JUST WANT TO MAKE SURE WE'RE ALL ON THE SAME PAGE TO THE DATA I'M GIVING YOU THERE.
AGAIN, THIS IS COMPLETELY THEORETICAL, IT'S JUST CHANGING THAT ONE ASPECT OF THE FUNDING FORMULA.
THEN AT OUR NEXT MEETING, WE'LL CERTAINLY BE LOOKING AT SOME MORE BUDGET INPUTS, RECAP THE CUTS WE MADE FOR '22, '23, LOOK AT SOME OPTIONS TO INCREASE REVENUE, START DISCUSSING OPTIONS TO DECREASE EXPENDITURES AND THEN LOOK AT THE STAFFING STUDY OR EFFICIENCY STUDY RESULTS.
WITH THAT, I WILL BE GLAD TO ADDRESS ANY QUESTIONS YOU MIGHT HAVE.
>> THANK YOU MR. PATE. ANY QUESTIONS, MS.TIMME?
>> YES. THANK YOU, MR. PATE. FANTASTIC. GOOD INFORMATION.
I KNOW LIKE YOU SAID, THESE ARE THEORETICAL BASED ON THE THINGS THAT WE HAVE NOW.
BUT ONE THING I THINK ON THERE THAT WOULD PROBABLY STAY THE SAME AND I THINK MY BOARD MEMBERS WOULD AGREE IS THAT YOU BUILT AND RAISES AND WE ASKED YOU TO DO THAT BECAUSE WE'RE COMMITTED TO OUR STAFF AND
[03:10:04]
WE'RE COMMITTED TO KEEPING OUR STAFF AND WE'RE COMMITTED TO CONTINUING TO DO THINGS THAT ATTRACT THEM TO BE HERE.THE OTHER THING IS WHEN WE WERE LOOKING AT THE ELEMENTARY CAPACITIES WHERE IT SHOWED THAT WE HAD 455 AND OTHERS, WOULDN'T YOU SAY THEY'RE JUST NATURAL PLACES IN OUR BUDGET WHERE WE CHOOSE INEFFICIENCIES, LIKE WE CAN'T BE 100 PERCENT EFFICIENT ON ALL THINGS ALL THE TIME.
EVERY DISTRICT MAKES CHOICES TO MEET THE UNIQUE NEEDS OF THEIR COMMUNITY AND IF WE WERE IF WE WERE IN ANOTHER PLACE, WE MIGHT MAKE DIFFERENT DECISIONS.
ABSOLUTELY EVERY ONE OF THOSE HAS SOME INEFFICIENCIES IN THERE.
>> ABSOLUTELY, AND SO I THINK MS. BRANUM, IF I'M NOT MISTAKEN, WE'LL PROBABLY LOOK AT ALL OF THESE THINGS AND WE'LL DETERMINE WHAT INEFFICIENCIES AND THINGS WE CONTINUE TO LIVE WITH AND ONES WHERE YOU NEED TO MAKE CHOICES FROM AND GOING BACK TO YOUR COMMENT OF NO JUDGMENT THAT WE CAN CHOOSE WHERE THOSE THINGS ARE AND WHERE THOSE IMPORTANT PIECES ARE THAT WE WANT ONCE WE LEARN ALL OF THE INPUTS, SO THEN WE CAN DETERMINE WHAT OUR ACTUAL BUDGET WILL BE.
>> YES, MA'AM AND THAT WILL BE THE DEEP WORK AT OUR NEXT MEETING WHERE WE WILL BE BRINGING FORWARD HERE ARE A MYRIAD OF OPTIONS AND LET'S BEGIN TO TALK ABOUT WHAT DOES THAT COST BENEFIT OF CHOOSING ONE OR MULTIPLE OPTIONS AND THEN ALSO, WHAT QUESTIONS DOES THE BOARD HAVE THAT WE NEED TO GO BACK AND CONTINUE TO RESEARCH TO GIVE YOU WHAT YOU NEED TO MAKE THOSE CHOICES.
>> ABSOLUTELY, AND THEN JUST LASTLY, I KNOW THAT IN ALL OF OUR DISCUSSIONS THAT WE'VE HAD, AND I THINK THE PUBLIC CAN SEE THAT IS THAT WE'VE BEEN REALLY COMMITTED TO OUR STUDENT OUTCOMES.
MAKING SURE THAT WE'RE DOING THINGS THAT ARE RIGHT FOR OUR COMMUNITY.
REALLY EXAMINING AND TRYING TO HAVE SOME OF THOSE DEEP DISCUSSIONS AROUND THAT.
I THINK THAT'S GOING TO BE NO DIFFERENT IN THESE BUDGET PIECES.
THEY'LL HAVE TO BE LOTS OF DISCUSSION, BECAUSE THERE ARE LOTS OF GREAT THINGS AND CAN'T ALWAYS HAVE ALL THE GREAT THINGS, EVEN IF YOU WANT ALL THE GREAT THINGS.
I KNOW THAT WE'LL HAVE SOME REALLY GOOD DISCUSSIONS, BUT OUR STUDENTS IN OUR COMMUNITY WILL SAY OUR FOCUS IN THAT.
>> ANY ADDITION OR COMMENTS, QUESTIONS, MR. EAGER?
>> AGAIN THANK YOU. MR. PATE FOR A LOT OF GOOD DETAILS, AND I THINK THIS IS MORE JUST COMMENTARY.
REALLY, THE REALITY THAT WE'RE FACED WITH IS THAT IN A COUPLE OF YEARS OF SAVING THE COUNT, IT'D BE ONE THINK OF IT LIKE THAT, IS THAT NOT ONLY DOES IT GET TO CRITICAL LEVEL, BUT IN VERY SHORT TIME, IT GOES NEGATIVE.
ALL OF THESE CHOICES, AS MS. TIMME MENTIONED, WE'RE JUST GOING TO HAVE TO OPTIMIZE WHAT PRODUCES THE BEST STUDENT OUTCOMES THAT WE HAVE.
THERE'S A LOT OF FACTORS THAT WE'RE HAVING.
THE REALITY SETTING IN THAT WE'VE GOT A NUMBER OF ELEMENTARY SCHOOLS OVER THE AVERAGE AGE OF 57 YEARS.
WE HAVE GOT THINGS NOT RUNNING AT OPTIMAL LEVELS.
I THINK THIS BOARD WE'RE GOING TO HAVE TO EVALUATE AND I KNOW WE'RE GOING TO LOOK AT EVERY OPTION THAT WE CAN TO STILL MANAGE THE STUDENT OUTCOME, IS THE NUMBER 1 OBJECTIVE, IT IS THE STATE CONTINUES.
HOPEFULLY, LEGISLATURE WILL BRING BACK SOME ALLOTMENT.
BUT EVEN THEN, I THINK THE CHALLENGE WE'VE GOT IS THAT THAT JUST BUYS US SOME TIME AND I KNOW THE STAFF AND OUR TEAM WILL BE FOCUSING ON EVERYTHING WE CAN DO THAT, BUT THAT'S JUST THE REALITY THAT WE'RE GOING TO LIVE WITH RIGHT NOW.
>> THANK YOU, MR. EAGER. ANY ADDITIONAL QUESTIONS, COMMENTS TO THE BOARD IN REGARDS TO BUDGET, MR. POTEET?
>> FORGIVE ME IF YOU'VE COVERED THIS ON THE PATH, I FORGET WHICH SLIDE THAT WAS.
HOW DOES THIS ALL NEST WITHIN THE STRATEGIC PLANNING AND HOW DO THOSE THINGS SYNCHRONIZE BECAUSE I KNOW BUDGET AND FINANCES IS ONE OF THE PATHS THAT'S BEING CHASED IN THE STRATEGIC PLAN AS WELL. CAN YOU JUST TALK?
>> SURE. I'LL START AND THEN MR. PATE, PLEASE CHIME IN.
WE HAVE THE COMPLEXITY OF THE STRATEGIC PLANNING TEAM WILL FOCUS MORE ON THE MULTI-YEAR.
THEN WE WILL HAVE TO MAKE OUR DECISIONS BASED UPON WHAT WE KNOW FROM THE LEGISLATURE ON THE '23-'24 YEAR.
THE BUDGET THAT YOU ALL LAYING ON FOR '23-'24 WILL BECOME ANOTHER INPUT THAT THE STRATEGIC PLANNING TEAM WILL HAVE TO TAKE INTO CONSIDERATION AS THEY CONSIDER THAT MULTI-YEAR.
YOU-ALL WILL CREATE SOME DIRECTION.
MS. TIMME, TO YOUR POINT AROUND WHAT ARE SOME OF THE CHOICES THAT WE BEGIN TO MAKE THROUGH THE EFFICIENCY STUDY AND THOSE OTHERS, YOU WILL BEGIN TO GIVE DIRECTION TO
[03:15:02]
THE STRATEGIC PLANNING TEAM AROUND WHAT IS THAT GOING TO LOOK LIKE.IT'S GOING TO BE HAPPENING SIMULTANEOUSLY WITH YOU ALL, BEGINNING WITH A ONE-YEAR MARCHING ORDER AND THEN THE STRATEGIC PLANNING TEAM TACKLING THAT FIVE-YEAR LOOK, NOW THAT WE HAVE ALL OF THESE INPUTS. IS THAT HELPFUL?
>> IS THERE ANY FEEDBACK FROM TEAM TO US ON OUR ONE-YEAR LOOKS, THEN HOW DOES THAT PART OF THE LOOP?
>> YES. DO YOU WANT TO TALK ABOUT YOUR BUDGET REVIEW TEAM AND HOW YOU BRING THEM IN?
>> THE STRATEGIC PLANNING, MY TEAM MEETS MONDAY NIGHT.
[LAUGHTER] WE WILL GET THAT FEEDBACK AND THEN CERTAINLY, AS WE'RE GOING THROUGH THIS PROCESS, TRYING TO WORK THROUGH THESE SIMULTANEOUS.
I'M LIKE YOU, I'M STILL PROCESSING THE BEST WAY TO MARRY THESE TWO CONCURRENTLY RUNNING PROCESSES TOGETHER.
WHETHER THAT'S GOING TO BE THROUGH SOME SURVEY ITEMS THAT WE SEND OUT TO BOTH THE CURRENT AND MAYBE THE PRIOR STRATEGIC PLANNING TEAM AND HOW WE GET THAT FEEDBACK WITHOUT ALTERING THE PROCESS THAT WE'RE USING FOR OUR NEW STRATEGIC PLANNING PROCESS, KNOWING THAT IN VERY EARLY JUNE WE HAVE TO ADOPT A BUDGET.
I KNOW I'M NOT DOING A REALLY GOOD JOB OF ANSWERING YOUR QUESTION BUT WE WILL GET THAT MARRIED TOGETHER.
>> COLLABORATION. HOWEVER THAT LOOKS, WE DON'T KNOW, BUT I THINK THAT'S CRITICAL, MAKING SURE THAT WE'RE AT LEAST ALL SYNCHRONIZED ON THAT HEADING THE SAME DIRECTION.
THERE WAS ONE OTHER QUESTION THAT I HAD.
>> I'M SORRY, I WILL ADD THAT WE DO HAVE A BUDGET CHANNEL ON LET'S TALK.
I CAN'T BELIEVE I FORGOT THAT, AND CERTAINLY APPRECIATE ANY INPUT THAT OUR COMMUNITY WANTS TO PROVIDE THROUGH THAT CHANNEL RELATED TO ANY OF THIS INFORMATION THAT WE'RE SHARING TONIGHT, PREVIOUS BOARD MEETINGS OR UPCOMING BOARD MEETINGS.
>> SOME OF THIS JUST TELL ME IF THIS IS PUSHED TO THE INPUTS DISCUSSION AT A LATER DATE BUT WE KEEP MENTIONING BUILDINGS.
WE'VE GOT THESE BUILDINGS 57 YEARS OLD, AVERAGE AGE.
IN MY MIND A LOT OF THAT TURNS TWO BONDS.
BONDS IS WHERE WE CAPTURE A LOT OF WHAT WE HAVE TO DO TO THESE AGING BUILDINGS.
I'M JUST STATING THAT KEEPS FLOATING OUT THERE AND I KNOW THIS NEXT BOND WILL BE SUPERCRITICAL TO COMPLETE OUR MIDDLE-SCHOOL TRANSITION.
BUT WHENEVER THAT BOND IS, WE DECIDE THAT COMES.
THAT'S WHERE FIVE MORE YEARS OLDER ON THESE 50 SOMETHING BUILDINGS THAT WE GOT OUT THERE, SO THAT JUST KEEPS RINGING AROUND IN MY HEAD AND THAT LEADS INTO MY NEXT QUESTION.
HOLD THAT. BUT I KNOW THERE WAS AN ARTICLE ON INTEREST RATES, INFLATION IMPACTS ON OUR BONDS.
CAN SOMEBODY GIVE ME JUST A REAL QUICK READER'S DIGEST ON WHAT DOES THAT DO TO US, THE SO-WHAT ON OUR BONDS AND IS THAT GOOD, BAD, INDIFFERENT?
>> I KNOW MR. PATE WILL ADDRESS THAT.
I DON'T WANT TO ADDRESS THAT ONE.
BUT I THINK ANOTHER CONSIDERATION AND WE WILL BE BRINGING IN MARCH ALSO, YOU HAD SOME ASKS FOR US REGARDING AN INTERIM BONDS AND WE ARE READY TO DELIVER ON THOSE REQUESTS AND I THINK THAT IS A CONSIDERATION OF THE INTERIM BOND BECAUSE TO YOUR POINT, IF WE PUSH THAT OUT UNTIL 2026 AND THEN WE HAVE THE MIDDLE SCHOOL TRANSFORMATION, YOU ARE NOT LOOKING AT TOUCHING A SIGNIFICANT AMOUNT OF OUR ELEMENTARY SCHOOLS UNTIL 2031 AND THEREAFTER.
THAT IS ONE OF THE CONSIDERATIONS WE'RE BRINGING FORWARD. NOW, MR. PATE, I WILL LET YOU ANSWER THE INTEREST QUESTION THAT MR. POTEET POSTED.
JUST ONE MORE THOUGHT ON THE FACILITIES AND THE AVERAGE AGE.
WE DO HAVE THE FACILITY CONDITION STUDY AND FACILITY CONDITION INDEX THAT WE CERTAINLY WILL CONTINUE TO PAY ATTENTION TO MS. HAYES AND HER TEAM AND TRYING TO AGAIN, BRING THAT INFORMATION IN WITH THIS INFORMATION AND KEEP ALL OF THAT ROLLING IN THE CORRECT DIRECTION.
ON THE DEBT SERVICE FUND SIDE, THE BONDS SIDE, AS PROPERTY VALUES INCREASE, THAT INCREASES, WE GET MORE MONEY PER PENNY OF TAX EFFORT ON THE INTEREST AND SINKING FUND SIDE, SO THERE IS NOT CURRENTLY A RECAPTURE CONCEPT OR ANYTHING THAT HAS A NEGATIVE IMPACT ON US ON OUR DEBT CAPACITY AT OUR CURRENT 35 CENT INS RATE.
[03:20:01]
NOW YOUR QUESTION ON THE INTEREST RATE ON BONDS.ALL OF OUR CURRENTLY OUTSTANDING BONDS ARE ALL FIXED INTEREST RATE.
AS THE MARKET FLUCTUATES, IT HAS NO IMPACT ON OUR CURRENT OUTSTANDING DEBT.
WE DON'T HAVE ANY VARIABLE RATE BONDS.
IT AFFECTS THE PEOPLE THAT MAY WANT TO BUY OR SELL OUR BONDS ON THE SECONDARY MARKET BUT WE'RE NOT IN THAT BUSINESS.
WE ARE THE ORIGINAL ISSUER AND SO IT'S JUST LIKE IF I GO GET A CAR LOAN, I KNOW WHAT MY INTEREST RATE IS GOING TO BE, THAT'S WHAT I'M GOING TO PAY.
THAT'S OUR SITUATION WHEN WE SELL BONDS.
NOW, WHAT CAN HAVE AN IMPACT ON US GOING FORWARD IS, WHAT IS THE INTEREST RATE MARKET LOOKING LIKE THE NEXT TIME WE GO TO SELL BONDS? BUT AT THIS POINT, ALL OF THAT FLUCTUATION IN THE INTEREST RATE MARKET IS HAVING NO DIRECT NEGATIVE IMPACT ON US.
>> I KNOW WE'VE GOT A LOT MORE TO TALK ABOUT THIS.
I DON'T WANT TO BURN EVERYBODY OUT TONIGHT INCLUDING MYSELF. [OVERLAPPING]
>> I KNOW YOU'RE FINE. I JUST WANT TO MAKE SURE YOU HAVE SOME CLARITY.
ARE YOU OKAY? ANY ADDITIONAL QUESTIONS, COMMENTS? [BACKGROUND] OUR NEXT ITEM
[V.I. Intruder Detection Audit]
IS AN INTRUDER DETECTION AUDIT REPORT, MS. BRANUM.>> THANK YOU MR. PATE BY THE WAY.
MS. HAYES IS GOING TO PROVIDE US WITH AN UPDATE ON OUR INTRUDER AUDIT.
AS YOU KNOW, THIS IS A REQUIREMENT FOR THIS SCHOOL YEAR.
WE'VE HAD A NUMBER OF CAMPUSES THAT HAVE RECEIVED THEIR AUDITS THIS TIME AROUND, MS. HAYES.
>> THANK YOU, SUPERINTENDENT BRANUM, TONIGHT BOARD I BRING TO YOU THE UPDATE ON OUR INTRUDER DETECTION AUDITS, OUR AUDITOR IS BUSY IN OUR DISTRICT JUST TO REMIND HER, HE HAS TO AUDIT 75% OF OUR SCHOOLS BY THE END OF THE SCHOOL YEAR, WHICH IS ABOUT 41 OF OUR CAMPUSES.
SINCE YOUR LAST REPORT IN JANUARY, THESE ARE THE CAMPUSES THAT HAD BEEN AUDITED PRIOR TO MONDAY.
WHEN WE TURN IN THE REPORT TO BE POSTED SINCE MONDAY, WE'VE HAD A LOT MORE.
BUT FOR THIS PARTICULAR REPORT, WE'RE HAPPY TO SHARE THAT NORTHLAKE CAROLYN BOUQUET, JESS HARBIN, FOREST LANE ACADEMY, DARTMOUTH ALL HAD AUDITS AND RECEIVED NO FINDINGS.
WE DID HAVE ONE MORE HIGH SCHOOL AUDITED.
RICHARDSON HIGH SCHOOL WAS AUDITED, AND UNFORTUNATELY, THEY DID HAVE ONE FINDING THERE.
WE ARE PUTTING OUR ACTION PLAN INTO PLACE FOR THAT FINDING.
WE'RE JUST ABOUT DONE WITH THE ACTION PLAN AND WE'LL COME TO THE BOARD IN CLOSE SESSION IN MARCH TO DISCUSS THE DETAILS OF THAT AUDIT AND DISCUSS THE PLAN.
WE'RE CONTINUING TO MOVE FORWARD AND ACTUALLY VERY PLEASED WITH THE OUTCOMES OF OUR AUDITS.
EVEN THOUGH WE HAVE TO FIND IT IN RICHARDSON HIGH SCHOOL FOR OUR CAMPUS THAT SIZE, IT WAS A SINGLE DOOR, SO WE'LL CONTINUE TO WORK ON THAT AND APPRECIATE EVERYBODY'S SUPPORT AND REALLY APPRECIATE ALL THE HARD WORK THAT CAMPUSES ARE DOING TO KEEP THESE CAMPUSES SAFE.
>> THANK YOU SO MUCH FOR THAT.
OUR LAST ITEM THIS EVENING BEFORE
[V.K. Discussion of Student / District Activities]
GOING INTO CLOSED SESSION IS A REPORT ON DISTRICT ACTIVITIES.SO SEVERAL TRUSTEES ATTENDED AND TOOK PART IN EVENTS ACROSS THE DISTRICT SO WE WILL START WITH THE SPELLING BEE.
>> WHO HAD AN OPPORTUNITY TO ATTEND THE SPELLING BEE ON JANUARY 13TH? I THINK THERE WAS ME AND VANESSA. SO VANESSA.
>> WELL, I HAD THE OPPORTUNITY TO ATTEND THE SPELLING BEE IN JANUARY, AND IT WAS SUPER EXCITING AND FUN TO SEE ALL OUR LITTLE ONES, I BELIEVE IT WAS THIRD AND FOURTH GRADERS, GO AND SPELL THEIR WORDS AND THEY DID GREAT.
[03:25:01]
THEY FOLLOWED THE RULES, THEY SPELLED WONDERFUL.I THINK IT WENT FOR QUITE A WHILE [LAUGHTER] BECAUSE THEY WERE SUCH GREAT SPELLERS, SO SUPER PROUD OF ALL OF THEM AND THE WINNERS OF COURSE.
IT WAS REALLY NICE TO SEE THE COMMUNITY THERE, THEIR PARENTS THERE, OUR TEAM SUPPORTING THOSE STUDENTS, AND THE REPRESENTATION FOR EVERY SCHOOL.
>> ON THE SAME DAY, WE HAD AN OPPORTUNITY TO ATTEND THE MSD PEACE CONCERT.
SEVERAL OF US ACTUALLY WERE THERE, MR. EAGER, MS. PACHECO.
SUPERINTENDENT BRANUM, MYSELF, MR. EAGER.
>> MAN, TALKING ABOUT IT I GET ENERGIZED SEEING A BUNCH OF OUR LITTLE ONES OUT THERE SINGING AND IN JUST THE COORDINATION ACROSS IT, IT JUST FILLS YOUR HEART WHEN YOU GET TO SEE THESE LITTLE GUYS AND GIRLS UP THERE SINGING THEIR HEARTS OUT.
I WISH THAT MORE AND MORE OF OUR COMMUNITY CAN SEE THIS ACTIVITIES IN THEIR SCHOOLS.
WE STARTED OUT THERE AT THE PEACE CONCERT, WHICH WAS ABSOLUTELY AWESOME.
THE SONGS JUST PLAYED OVER AND OVER IN MY HEAD AND IT WAS JUST FANTASTIC AND THEN WE WENT OVER TO THE SPELLING BEE.
WE WERE GOING BACK AND FORTH BECAUSE THE SPELLING BEE WAS PRETTY MUCH QUITE A LONG DAY, ACTUALLY.
MPE MULTICULTURAL NIGHT. MR. EAGER.
IT WAS STANDING ROOM ONLY IN THE CAFETERIA.
THEN AFTER THAT TO JUST GET OUT INTO THE HALLWAYS.
YOU'RE SHOULDER SHOULDER TO SEE ALL THESE MEMBERS OF THE COMMUNITY COME OUT SUPPORTING, PARENTS, KIDS, ALL COMMUNITY MEMBERS.
JUST AGAIN, IT WAS JUST A GREAT EVENT TO SEE PEOPLE OUT SUPPORTING, SHARING, UNDERSTANDING AND KIDS BEING PROUD OF DIFFERENT BACKGROUNDS AND SHARING THEIR FOOD AND CULTURE AND ALL WONDERFUL THINGS.
>> AS YOU'RE SPEAKING, MR. EAGER, WHY DON'T YOU GIVE US AN UPDATE ON THE RISD FOUNDATION MEETING?
>> WELL, RISD FOUNDATION, THEY'RE WORKING HARD ON A LOT OF THINGS, BUT MORE IMPORTANTLY, THEY'VE GOT AN EVENT COMING UP AND IT IS THE RAGE EVENT AND IT IS AN ESPORTS GAMING ROBOTICS EVENT AND IT'S GOING TO BE HELD AT LAKE HIGHLANDS HIGH SCHOOL.
THEY'VE GOT A NUMBER OF DIFFERENT COMMUNITY AND BUSINESSES ARE GOING TO BE HELPING TO SHARE.
THEY'VE GOT VOICE TALENT, VOICE ACTORS ARE GOING TO BE THERE.
THEY'RE GOING TO HAVE AN MA, THEY'RE GOING TO HAVE ROBOTICS DEMONSTRATIONS.
IT IS REALLY A GREAT EVENT THAT'S COMING UP AND STAY TUNED FOR A LOT MORE INFORMATION COMING IN THERE.
BUT I THINK A LOT OF KIDS ARE PRETTY EXCITED ABOUT THIS EVENT.
>> I'M EXCITED. THAT SOUNDS PRETTY COOL.
I THINK THERE WAS SEVERAL THAT WENT TO THE DAYCARE TOUR.
DID YOU WANT TO TELL US ABOUT THAT?
>> YES. I BELIEVE IT WAS MYSELF, MS. MCGOWAN, AND MS. PACHECO AND MR. EAGER THAT'S RIGHT. IT WAS GREAT.
IT WAS NICE TO REALLY BE THERE AND ALONG WITH SUPERINTENDENT BRANUM, TO GO SEE THE MAKING OF EVERYTHING, TO GO SEE EXACTLY FROM GROUND ZERO, FROM THE VERY BEGINNINGS AND WHAT WAS GOING TO BE WHAT JUST LIKE THE PHOTOS THAT WE SORT OUT TODAY, I THOUGHT IT WAS VERY EXCITING TO BE ABLE TO SEE AND ENVISION WHAT IT'S GOING TO LOOK LIKE.
I THINK WE WERE ALL JUST VERY EXCITED AS WE WERE TODAY, NOW WITH THE PRESENTATION THAT WE HAD EARLIER, JUST TO SEE HOW THE LITTLES THERE AND JUST THE EXCITEMENT, I THINK.
AGAIN, THE EXCITEMENT ALSO NOT ONLY THE TEACHERS, WE TALKED ABOUT ALL THE DIFFERENT BEING ABLE TO RETAIN OUR TEACHERS, RECRUIT OUR TEACHERS.
IT WAS A GREAT LITTLE WALK-THROUGH AND IT WAS JUST VERY EXCITING.
>> I KNOW A REALLY FUN, FANTASTIC TIME.
I KNOW YOU'RE VERY PASSIONATE ABOUT THIS.
>> [LAUGHTER] YES, I DID. I WAS ABLE TO MAKE THE MUSICALS. IT WAS GREAT.
I LOVE MUSICAL SEASON IN RISD, SO I WAS ABLE TO MAKE THE THREE OF THEM THAT WE HAD THIS SEASON.
[03:30:04]
GOT TO BE ABLE TO CHECK OUT BURKE NURSE, THE ADDAMS FAMILY, I WAS THERE WITH MS. PACHECO AND HER FAMILY. THAT WAS GREAT.THEN MS. PACHECO AGAIN AND MS. MCGOWAN AND MYSELF, WE WERE ABLE TO SEE.
THE NEXT DAY WE WENT TO GO SEE RHS.
THEY DID CHICAGO, AS IT WAS? THEN LAKE HIGHLANDS, MS. MCGOWAN AND I MET AND WE SAW MAMMA MIA.
I LOVE TO SEE ALL THE TALENTS.
THERE'S SO MUCH WORK THAT GOES INTO THESE, AND SO TO SEE THE END PRODUCT IS JUST AMAZING AND NOT ONLY THE STUDENTS THAT GET TO PERFORM AND DO WHAT THEY LOVE, BUT TO SEE ALL OF THE TEACHERS THAT FEED INTO THESE KIDS JUST POUR INTO THESE KIDS THE PASSION AND THE LOVE OF MUSIC AND THEATER.
THE PARENTS ARE SO PROUD, AND IT'S JUST SO EXCITING TO SEE ALL THAT COME TOGETHER.
THAT WAS A LOT OF FUN. IT WAS GREAT.
>> MR. POTEET, YOU DID ATTEND THE EQUITY COUNCIL, RIGHT?
I KNOW THAT THE STAFF AND ANGIE LEAD IT.
I KNOW THAT MS. PACHECO WAS THERE AS WELL AND MR. RENTERIA, AND I THOUGHT IT WAS GREAT.
THEY BROKE US INTO SMALL GROUPS AND WE DID SOME EXERCISES, REALLY TALKING ABOUT ENGAGEMENT, ENGAGEMENT WITH FAMILIES, EXPERIENCES DIFFERENT FAMILIES HAVE IN THE DISTRICT.
THEN I KNOW THE TIME RAN OUT AND WE WERE STILL IN THE MIDDLE AGO.
IT WAS A REALLY POSITIVE MEETING.
I THINK THERE WERE A LOT OF I'D LIKE TO SEE IN THE REPRESENTATION OF BOTH STAFF AND COMMUNITY MEMBERS AND STAFF IN THERE AS WELL.
>> ABSOLUTELY. THEN MS. PACHECO AND MS. RENTERIA, YOU BOTH PARTICIPATED IN THE SPANISH SPELLING BEE.
AS A MATTER OF FACT, YOU WERE?
I KNOW FOR ME IT WAS A SECOND YEAR OF DOING IT AND IT WAS GREAT TO HAVE MS. PACHECO, BOTH OF US ACCOMPANY TWO MORE JUDGES.
I HAD A LOT OF FUN. FOR ME, THAT JUST REALLY IT TOUCHES MY HEART AND IT WAS JUST SO GREAT TO SEE THAT OUR BILINGUAL STUDENTS GET AN OPPORTUNITY TO GO UP THERE AND SHINE AND THEY THAT GET TO ALSO HAVE, FOR ME, IT'S THE LOVE OF WORDS.
IT WAS GREAT AGAIN, SEEING THE PARENTS SO PROUD.
AS WITH, MS. PACHECO ALSO WENT TO THE DISTRICT SPELLING BEE.
THOSE THINGS GET INTENSE, AND TO SEE IN THE SPANISH SPELLING BEE, FOR THOSE OF YOU WHO DON'T KNOW, LIKE IT'S NOT EVEN ABOUT JUST SPELLING THE WORD.
MS. PACHECO IT'S LIKE YOU HAVE TO KNOW THE ACCENTS, WHERE THEY GO.
YOU HAVE TO KNOW JUST HOW TO CALL THEM BECAUSE THERE'S THE DOUBLE R DOUBLE L. IT'S INTENSE.
SOMETIMES THEY SPELLED THE WORD EXACTLY, BUT THEY FORGOT THE ACCENT.
THERE'S A LOT THERE, BUT THEY ALL DID A GREAT JOB.
I THINK MS. CAROLINA ARMSTRONG AND HER TEAM DID AN AMAZING JOB AS ALWAYS, SO I THOUGHT IT WAS GREAT.
MS. PACHECO, WHAT DID YOU THINK?
>> MINE, SINCE IT WAS IN SPANISH.
I'M GOING TO HAVE TO SAY IT IN SPANISH.
[FOREIGN] BASICALLY WHAT I SAID IS JUST AN HONOR TO REPRESENT OUR BILINGUAL SPEAKING COMMUNITY WITH THEIR FAMILIES AND REPRESENT THEM, AS WELL AS THE SPANISH SPEAKER MYSELF.
IT WAS REALLY GREAT. I MYSELF REMEMBER DOING SPANISH SPELLING BEE IN ELEMENTARY SCHOOL, SO IT WAS REALLY COOL TO SEE THIS HAPPENING HERE, TO SEE THE PRIDE AND JOY OF THE FAMILIES AND OF OUR STUDENTS TO SPELL IN SPANISH, TO SAY THE ALPHABET IN SPECIFIC WAYS BECAUSE, YOU KNOW, EVEN THE LETTER V HAS A SPECIAL WORD AND THE LETTER B FOR BOY HAS A SPECIAL WORD.
IT WAS GREAT. I REALLY ENJOYED IT.
I'M VERY HAPPY AND JUST SUPER EXCITED TO SEE THE WINNERS AND THEN SEE WHAT ELSE THEY CAN DO AS THEY CONTINUE. THANK YOU.
>> I ACTUALLY HAD AN OPPORTUNITY TO FACILITATE THE BOARD CANDIDATE TRAININGS.
I JUST LIKE TO ALSO, AND I STATED THIS AT THE CANDIDATE TRAINING, WE THANK EVERYONE WHO IS INTERESTED IN BEING A BOARD MEMBER.
[03:35:04]
IT'S ALWAYS EXCITING TO SEE MANY PEOPLE IN THE CLASS OR IN THE COURSE JUST COMING OUT TO PICK UP A PACKET OR COME AND JUST SEE HOW THIS WHOLE PROCESS WORKS AND WHAT THE RESPONSIBILITY OF A BOARD MEMBER IS.FOR EVERYONE OUT THERE, THEY CAME OUT AND WHO ARE INTERESTED IN RUNNING IN OUR MAY ELECTION, THANK YOU FOR YOUR INTEREST AND GOOD LUCK TO YOU ALL WHO ACTUALLY FILED AND RUN FOR A PLACE AROUND THIS HORSESHOE.
VANESSA AND I LAST NIGHT HAD AN OPPORTUNITY TO ATTEND THE NTSB MEETING.
VANESSA, YOU WANT TO GIVE US A LITTLE UPDATE ON WHAT WE TALKED ABOUT LAST NIGHT?
>> IN TUNE WITH WHAT WE WERE TALKING ABOUT TODAY, IT WAS STRATEGIC PLANNING AND GOALS. IT WAS GREAT.
THE IDEA, THE PROCESS, I ACTUALLY FEEL REALLY PROUD TO KNOW THAT OUR DISTRICT DOES STRATEGIC PLANNING, AND A LOT OF THE INFORMATION WE RECEIVED ARE THINGS THAT OUR DISTRICT DOES.
IT WAS REALLY GOOD TO SEE THAT BEST-PRACTICES ARE FOLLOWED.
I'M PROUD THAT WE FOLLOW BEST PRACTICES AND IT WAS THIS GREAT.
IT WAS GOOD TO SEE OTHER BOARD MEMBERS FROM OTHER DISTRICTS THERE, MEET UP, SEE HOW THEY SEE THE WORLD, IN THEIR CORNER OF THE WORLD AND IN TEXAS. IT WAS FUN.
>> IT'S ALWAYS A GREAT OPPORTUNITY TO GET OUT AND COLLABORATE WITH OTHER DISTRICTS.
I LIKE VANESSA, AT TIMES YOU JUST SIT THERE IN YOUR PRESENTATION AND YOU JUST CHEER YOURSELF ON BECAUSE YOU'RE LIKE, WE'VE DONE THAT, WE'RE DOING THAT.
THERE WAS ACTUALLY A FEW TIMES WHERE I HAD TAKEN SCREENSHOTS AND SOME OF THE SLIDES AND I WAS GOING TO SEND IT OUT TO THE BOARD MEMBERS AND TAP AND GO, HEY, LOOK AT THESE, WE'RE DOING THIS.
IT DOES MAKE YOU SUPER PROUD TO KNOW THAT WE'RE THERE, WE'RE DOING THE WORK.
THAT'S WHAT THIS IS ALL ABOUT.
IT WAS ALL THE WAY IN BEDFORD.
I THINK THE NEXT ONE IS IN MIDLOTHIAN.
WE TEND TO HAVE TO TRAVEL QUITE A DISTANCE TO ATTEND SOME OF THESE FUNCTIONS.
IT WAS AN INTERESTING NIGHT LAST NIGHT.
AGAIN, WE WERE ABLE TO CHECK THE BOX AND SAY WE'RE DOING THE WORK.
THANK YOU, BOARD. I REALLY APPRECIATE THAT.
THANK YOU, SUPERINTENDENT BRANUM FOR KEEPING US ON TRACK.
LOTS OF STUFF GOING ON IN THE DISTRICT. GO RIGHT AHEAD.
>> I JUST WANTED TO ADD THAT LAST NIGHT, I ALSO WANT TO ACKNOWLEDGE THAT BRUCKNER HAD THEIR SHOWCASE AND MR. EAGER AND I WERE THERE.
I JUST WANTED TO GIVE A BIG SHOUT OUT TO MR. JEFF BRADFORD.
HE DID AN AMAZING JOB IN PUTTING THAT PROGRAM TOGETHER.
I'M A BIG FAN AND A LOVE OF THE FINE ARTS.
I THINK IN RICHARDSON, WE GIVE OUR KIDS A LOT OF GREAT OPPORTUNITIES FOR THEM TO EXCEL.
MR. EAGER AND I WERE THERE AND WE GOT TO SEE FROM THE ARTWORK THAT WAS DISPLAYED IN THE LOBBY, FROM THE MUSIC GENRES, TO DANCE AND THEATER, EVERYTHING.
BUT THE MOST EXCITING FOR ME, AND THEY BROUGHT SO MUCH PRIDE WAS TO SEE OUR VERY FIRST [SPANISH] FROM BRUCKNER, AND THEY LOOKED FABULOUS, THEY SOUNDED GREAT.
THIS IS UNDER THE DIRECTION OF MS. LYDIA.
IT'S GREAT TO SEE THESE KIDS PERFORM.
THEY HAVE LIKE CLOSE TO A YEAR OF JUST DOING THIS AND THEY SOUND AMAZING.
I CAN'T WAIT TO SEE WHAT ELSE THEY'LL DO, AND I CAN'T WAIT TILL WE SEE ALL FOUR HIGH SCHOOLS HAVE THEIR OWN MARIACHI. IT WAS GREAT.
>> ABSOLUTELY. ANY ADDITIONAL FEEDBACK? ANYONE WANT TO HAVE SOME EVENTS OR ANYTHING THEY WANT TO TALK ABOUT IN THE DISTRICT? I'D LIKE TO THANK THE STAFF.
THANK YOU SO MUCH FOR BEING HERE.
OUR VISITORS, THOSE THAT ARE LEFT, [LAUGHTER] AND MY COLLEAGUES FOR BEING HERE THIS EVENING, AT THIS TIME, THE BOARD WILL TAKE A BRIEF BREAK AND THEN ENTER INTO
[VI. ENTER CLOSED MEETING in accordance with the Texas Open Meetings Act, Texas Government Code, section 551.074 - Personnel Matters and section 551.071 - Consultation with Attorney]
CLOSED MEETING IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, INCLUDING, BUT NOT LIMITED TO, SECTION 551.071, CONSULTATION WITH ATTORNEY AND SECTION 551.074, PERSONNEL MATTERS.BOARD CONVENE UPSTAIRS IN THE CONFERENCE ROOM.
>> THE BOARD IS RETURNING TO OPEN SESSION,
[VII. RECONVENE in Open Meeting to vote on matters considered in Closed Meeting, if applicable.]
HAVING TAKEN NO ACTION IN CLOSED SESSION, THIS MEETING IS ADJOURNED AT 11:42 PM, ON FEBRUARY 16, 2023.[03:40:02]
[NOISE]* This transcript was compiled from uncorrected Closed Captioning.