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THANK YOU FOR COMING OUT THIS EVENING.
WELCOME TO THE RICHARDSON ISD BOARD OF TRUSTEES, SEPTEMBER MEETING.
[I. CALL TO ORDER]
I AM REGINA HARRIS, THE PRESIDENT OF THE BOARD.WE DO HAVE A QUORUM TONIGHT, AND THIS MEETING IS BEING CALLED TO ORDER AT 06:05 PM.
DR. THOMAS, WOULD YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGE OF ALLEGIANCE?
>> YES. THANK YOU. BOARD PRESIDENT, MS. HARRIS AND SUPERINTENDENT RANDOM BOARD OF TRUSTEES.
IF WE CAN HAVE ARE MEMBERS OF THE LONE STAR LEADERSHIP ACADEMY COME UP TO LEAD US AND OUR PLEDGES.
YOU GUYS CAN GO AHEAD AND STAND, AND WE'RE GOING TO GET READY FOR OUR PLEDGES.
PLEASE JOIN US FOR A MOMENT OF SILENCE.
THANK YOU. COLLEAGUES, IT IS NOW TIME FOR OUR RECOGNITION. DR. THOMAS.
>> I'M BACK. BOARD AND SUPERINTENDENT BRANDON, WOULD YOU JOIN US DOWN HERE AT THE FRONT.
WE'RE GOING TO GO AHEAD AND GET STARTED WITH A COUPLE OF SPECIAL RECOGNITIONS AND APPRECIATIONS, AND THEN MOVE IN TO CELEBRATE SOME FUN STUFF TONIGHT.
WE ARE GOING TO START WITH TALKING ABOUT RICHARDSON CELEBRATES HISPANIC HERITAGE MONTH.
EACH YEAR, AMERICANS OBSERVE AND NATIONAL HISPANIC HERITAGE MONTH FROM SEPTEMBER 15TH TO OCTOBER 15TH BY CELEBRATING THE STORIES, CULTURES, AND CONTRIBUTIONS OF AMERICAN CITIZENS WHOSE ANCESTORS CAME FROM SPAIN, MEXICO, THE CARIBBEAN, AND CENTRAL AND SOUTH AMERICA.
THE OBSERVATIONS STARTED IN 1968 AS HISPANIC HERITAGE WEEK AND WAS EXPANDED IN 1988 TO COVER A 30-DAY PERIOD STARTING ON SEPTEMBER 15TH.
IN RISD, WE CELEBRATE THE NEARLY 14,000 STUDENTS WHO ARE HISPANIC AND REPRESENT 38% OF OUR STUDENT POPULATION.
WE ALSO HAVE HISPANIC TEACHERS, ADMINISTRATORS, AND AUXILIARY STAFF THAT SUPPORT STUDENT TEACHING AND LEARNING TO EVERY CHILD EVERY DAY.
THERE ARE MANY WAYS TO CELEBRATE AND HONOR NATIONAL HISPANIC HERITAGE MONTH IN THE DISTRICT.
CAMPUSES ARE ALSO HOSTING VARIOUS ACTIVITIES AND EVENTS THAT CELEBRATE AND HONOR HISPANIC HERITAGE MONTH.
ADDITIONAL INFORMATION ABOUT THESE EVENTS WILL BE AVAILABLE ON THE CAMPUS AND DISTRICT WEBSITES AND OTHER DISTRICT COMMUNICATION CHANNELS.
NEXT, WE HAVE CELEBRATE FREEDOM WEEK.
RISD JOINS DISTRICTS ACROSS THE STATE TO PARTICIPATE AND CELEBRATE FREEDOM WEEK, WHICH IS OBSERVED IN TEXAS DURING THE WEEK OF SEPTEMBER 18TH.
THE PURPOSE OF CELEBRATE FREEDOM WEEK IS TO EDUCATE STUDENTS AND HIGHLIGHT THE VALUES AND IDEALS ON WHICH THE UNITED STATES WAS FOUNDED, AS WELL AS THE SACRIFICES THAT WERE MADE FOR FREEDOM IN THE FOUNDING COUNTRY, ACCORDING TO THE TEXAS EDUCATION AGENCY.
NOW WE HAVE OUR FIRST GROUP THAT WE'RE GOING TO INVITE UP.
I'LL CHOOSE THAT IF YOU COULD COME AND JOIN ME AT THE FRONT.
ALTRUSA IS AN INTERNATIONAL NON-PROFIT. OVER HERE.
HOLD ON. OVER HERE, SORRY. THAT'S MY FAULT.
WHEN YOU ARE BEING RECOGNIZED, IF YOU'LL COME TO THE LEFT FIRST, MY LEFT, YOUR RIGHT.
ALTRUSA IS AN INTERNATIONAL NON-PROFIT ORGANIZATION, MAKING OUR LOCAL COMMUNITIES BETTER THROUGH LEADERSHIP,
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PARTNERSHIP, AND SERVICE.ALTRUSA STRIVES TO BETTER COMMUNITIES WORLDWIDE.
ALTRUSA INTERNATIONAL AT THE RICHARDSON THIS YEAR PROVIDED 10 NEW HIRES, $100 EACH, TO GO TOWARDS MATERIALS IN THEIR CLASSROOM.
IN ADDITION, THEY ALSO DONATED BACKPACKS AND SUPPLIES TO DISTRIBUTE TO STUDENTS ACROSS MULTIPLE CAMPUSES.
WE HAVE GLORIA SANDOVAL AND DEB MORELAND IN ATTENDANCE TONIGHT.
NOW WILL YOU GO TAKE YOUR PICTURE.
[APPLAUSE] THANK YOU, ALTRUSA.
IF I CAN GET MALLORY FROM THE CHAMBER.
NEXT STEP IS THE CHAMBER OF COMMERCE.
NEXT WE HAVE ANOTHER NEW HIRE CELEBRATION.
THANK YOU TO THE RICHARDSON CHAMBER OF COMMERCE FOR SUPPORTING OUR NEW HIRES DURING WELCOME WEEK.
THEY CAME OUT AND THEY HOSTED A SNOW CONE TRUCK AND HANDED OUT ICE COLD TREATS TO THE NEW HIRES ON THE FIRST DAY, AND IT WAS HOT THAT DAY.
THEY ALSO COLLECTED SEVERAL GIFT CARDS THAT WERE RUFFLED OFF DURING THE FIRST WEEK.
THANKS AGAIN TO THE CHAMBER FOR HELPING WELCOME OUR NEW HIRES AND MAKING AN IMPACT ON THEIR FIRST WEEK.
IN ATTENDANCE, WE HAVE MALLORY CHROME FROM THE CHAMBER.
NEXT UP IS OUR BACKPACK BASH SPONSOR GRADUATE LEVEL, JUNIOR LEVEL SPONSORS, IF YOU CAN MAKE YOUR WAY UP.
TRY TO MULTITASK UP HERE, SORRY.
THANK YOU AGAIN TO THE CHAMBER OF COMMERCE.
[APPLAUSE] NEXT STEP, WE HAVE OUR SPONSORS FOR THE BACKPACK BASH.
ON JULY 29TH AND AUGUST 5TH, THE DISTRICT HOSTED TWO BACKPACK BASH EVENTS TO SUPPORT OUR STUDENTS AND OUR FAMILIES.
THIS YEAR, WE GAVE AWAY OVER 3,500 BACKPACKS AND SUPPLY KITS TO OUR STUDENTS AND OUR FAMILIES.
A HUGE THANK YOU GOES OUT TO OUR PARTNERS, VOLUNTEERS, AND RISD STAFF WHO MADE THIS YEAR'S EVENT A GREAT SUCCESS.
WE HAVE MEMBERS FROM FIRST BAPTIST CHURCH OF RICHARDSON, FIRST UNITED METHODIST CHURCH OF RICHARDSON, NETWORK OF COMMUNITY MINISTRIES, THE RISD FOUNDATION, AND DALLAS COLLEGE.
WE'RE GOING TO TAKE YOUR PICTURE.
WE DEFINITELY COULD NOT MAKE THE BACKPACK BASH HAPPEN WITHOUT THE SUPPORT FROM OUR SPONSORS.
WE'RE GOING TO GET YOU IN A PICTURE. SO GET CLOSE, COME AROUND. [BACKGROUND] [APPLAUSE] THANK YOU. THANK YOU.
NOW WE'RE GOING TO MOVE INTO OUR STAFF RECOGNITIONS.
IF I CAN GET VERONICA BULLARD AND KELLY MOUNTJOY.
WE'RE GOING TO START WITH VERONICA.
VERONICA BULLARD, A LITERACY INTERVENTIONIST, AT LAKE HIGHLANDS ELEMENTARY, HAS BEEN NAMED THE 2023 TEXAS PTA ELEMENTARY TEACHER OF THE YEAR.
[APPLAUSE] STAY PTA SAT AMONG NOMINEES, MS. BULLARD SHINED THE BRIGHTEST.
NOMINATOR ELIZABETH RYAN SAID MS. BULLARD TREATS EVERY STUDENT AS HER OWN.
THERE IS NOT A SINGLE-FAMILY IN LAKE HIGHLANDS THAT WOULD NOT AGREE WITH THIS.
SHE WILL GO OUT OF HER WAY TO MAKE SURE EVERY CHILD HAS WHAT THEY NEED TO BE SUCCESSFUL.
THANK YOU, VERONICA, AND CONGRATULATIONS.
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THANK YOU AGAIN, VERONICA.NEXT UP, WE HAVE KELLY MOUNTJOY.
KELLY MOUNTJOY IS THE SCHOOL COUNSELOR AT PARK HILL JUNIOR HIGH IN RICHARDSON ISD.
KELLY BEGAN HER TEACHING CAREER AT PARK HILL JUNIOR HIGH AS A MATHEMATICS TEACHER AND COACH, AND THEN TAUGHT MATH AT BURTON HIGH SCHOOL.
SHE WAS PASSIONATE ABOUT HELPING STUDENTS ACADEMICALLY, SOCIALLY, AND EMOTIONALLY.
SO SHE ATTENDED LAMAR UNIVERSITY WHERE SHE RECEIVED HER MASTER'S DEGREE IN SCHOOL COUNSELING.
KELLY THEN RETURNED TO PARK HILL JUNIOR HIGH WHERE SHE HAS BEEN THE SCHOOL COUNSELOR TO SEVENTH AND EIGHTH GRADE STUDENTS FOR THE PAST NINE YEARS.
SHE WAS NAMED THE SECONDARY SCHOOL COUNSELOR OF THE YEAR IN RICHARDSON IN 2021, AND NOW SHE IS THE 2023 LONE STAR COUNSELOR OF THE SCHOOL YEAR.
THANK YOU. [APPLAUSE] [BACKGROUND] THANK YOU AGAIN. [APPLAUSE]. NEXT UP WE WANT TO WELCOME AND CONGRATULATE SOME OF OUR NEW STAFF TO OUR CENTRAL OFFICE.
IF YOU ARE HERE TO BE RECOGNIZED AND WELCOME IF YOU CAN JOIN ME NOW.
WE WANT TO WELCOME AND CONGRATULATE SOME NEW CENTRAL OFFICE ADMINISTRATORS.
FIRST, WE HAVE DIRECTOR OF SCIENCE SETH BOWMAN, WELCOME.
[APPLAUSE] WE HAVE RACHEL HARRIS, THE DIRECTOR OF OUR CHILD LEARNING ACADEMIES.
[APPLAUSE] LEE CORTI IS THE EXECUTIVE DIRECTOR OF PLANNING DESIGN AND CONSTRUCTION [APPLAUSE].
WE HAVE CLORIS RANGEL, EXECUTIVE DIRECTOR OF MULTILINGUAL EDUCATION.
DON'T FORGET WE WANT TO PICTURE, SO WRAP AROUND.
[APPLAUSE] AWESOME. NEXT STEP WE HAVE OUR FINAL STAFF RECOGNITION FOR THE NIGHT, WHICH IS OUR TEXAS ART EDUCATION ASSOCIATION, 2023 DISTRICT OF DISTINCTION AWARD.
THE DISTRICT OF DISTINCTION IS AN ANNUAL RECOGNITION PROGRAM CREATED BY TEXAS ART EDUCATION ASSOCIATION AND RUN BY THE VISUAL ART ADMINISTRATORS OF TEXAS.
THE VISUAL ART ADMINISTRATORS OF TEXAS WOULD LIKE TO RECOGNIZE DISTRICTS WITH OUTSTANDING LEADERSHIP AND PROMOTING THE ARTS IN THEIR DISTRICT.
A DISTRICT MAY RECEIVE THE AWARD EACH ACADEMIC YEAR, AND RICHARDSON IS IN THEIR THIRD YEAR OF BEING AWARDED.
TONIGHT, WE HAVE MYRON STONE AND JEFF BRADFORD, I BELIEVE IN ATTENDANCE.
[APPLAUSE] WE'RE MAKING YOU COME DOWN, GENTLEMAN.
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YOU GUYS. [APPLAUSE] WE ARE NOW GOING TO MOVE INTO OUR STUDENT RECOGNITIONS.WE'RE GOING TO START WITH OUR EDUCATION IN ACTION LONE STAR LEADERSHIP ACADEMY.
IF YOU ARE BEING RECOGNIZED, COME ON UP.
I'M GETTING USED TO THE NEW MIC SYSTEM UP HERE, SO I HOPE YOU CAN HEAR ME.
WHILE THEY ARE WALKING UP, 13 RISD STUDENTS PARTICIPATED IN THE EDUCATION IN ACTION LONE STAR LEADERSHIP ACADEMY OVER THE SUMMER.
THESE STUDENTS WERE NOMINATED BY A TEACHER TO PARTICIPATE BASED ON LEADERSHIP ABILITY, ACADEMIC SUCCESS, AND INVOLVEMENT IN SCHOOL AND COMMUNITY ACTIVITIES.
DURING THE WEEK LONG OVERNIGHT CAMPS, THESE STUDENTS DEVELOP LEADERSHIP SKILLS WHILE LEARNING ALL ABOUT TEXAS.
PARTICIPANTS EXPERIENCED WHAT THEY ARE LEARNING IN SCHOOL THROUGH VISITS TO NOTABLE AND HISTORIC INSIGNIFICANT TEXAS SITES.
CONGRATULATIONS TO THESE STUDENTS FOR THE PURSUIT OF LEADERSHIP AND LEARNING.
[APPLAUSE] FIRST STEP WE HAVE WESLEY CONGEL.
WE HAVE REVVER GASTIA FROM MST.
WE HAVE A NICHOLAS HARVEY FROM MST.
WE HAVE PRESTON TOM FROM PRESTONWOOD ELEMENTARY.
WE HAVE IOLET REYNOLDS FROM PRESTONWOOD ELEMENTARY.
WE HAVE GEORGE WIMBERLY FROM PRESTONWOOD ELEMENTARY, AND WE HAVE TUCKER CLIFTON FROM PRESTONWOOD ELEMENTARY.
CONGRATULATIONS TO YOU GUYS AND WE'LL WANT TO SNAP A PICTURE.
CONGRATULATIONS. NOW WE'RE GOING TO MOVE INTO OUR #RISD BELIEVES AWARDS.
PEREZ FROM RISD ACADEMY, YOU WILL JOIN US.
[APPLAUSE] WHY SHE IS WALKING UP? WE WANT TO GIVE A BIG SHOUT OUT TO OUR FRIENDS AT RAISING CANE'S ON PLANO ROAD.
THEY HAVE STEPPED UP AND DECIDED TO SPONSOR AND DONATE ITEMS FOR OUR RISD BELIEVES AWARDS, SO IT IS VERY EXCITING.
I'M GOING T MAKE A CORRECTION TO HER, JURALI.
JURALI SELFISHLY. I CAN'T TALK TODAY.
THAT'S MY SELFISH LATE. LET ME DO THAT.
HELPS OTHER STUDENTS EVERY MORNING WITHOUT BEING ASKED.
SHE STEPS IN AND HELPS PEOPLE THROUGHOUT HER ENTIRE CLASS PERIOD WITH A SMILE ON HER FACE.
RISD ACADEMY IS SO PROUD HOW SHE MODELS KINDNESS AND COMPASSION IN HER CLASSROOM EVERY DAY.
THANK YOU. NEXT UP WE HAVE HARPER FROM SPRING CREEK ELEMENTARY.
HARPER IS ONE OF THE MOST GENUINE STUDENTS.
SHE IS SUPER EAGER TO LEND A HELPING HAND TO ANYONE EVERY DAY.
SHE SEEKS PEACE AMONG HER PEERS AND SETS A WONDERFUL POSITIVE EXAMPLE FOR EVERYBODY AROUND HER.
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HARPER ALSO IS A GREAT VOLUNTEER ON CAMPUS AND A TRUE ALL AROUND EXCEPTIONAL YOUNG LADY.HARPER'S FROM SPRING CREEK AND THANK YOU SO MUCH AND CONGRATULATIONS.
[APPLAUSE] GOOD JOB. NEXT UP IS MISS KING FROM PARK HILL JUNIOR HIGH.
I DON'T KNOW IF SHE CHECKED IN OR NOT.. SHE'S HERE, COME ON DOWN.
[APPLAUSE] WANT TO MAKE SURE I SAY HER FIRST NAME RIGHT.
SHE IS A EIGHTH GRADER AT PARK HILL JUNIOR HIGH, AND SHE IS VERY OUTGOING.
ON THE FIRST FEW DAYS OF SCHOOL, SHE WENT ABOVE AND BEYOND TO MAKE THE NEW STUDENTS FEEL WELCOMED DURING LUNCH.
SHE CONTINUOUSLY GOES THE EXTRA MILE TO HELP OTHERS FEEL COMFORTABLE WHILE IN A NEW SETTING.
SHE DID AN AWESOME JOB WELCOMING THEM AND JUST MAKING EVERYBODY FEEL COMFORTABLE.
NEXT WE HAVE JAMES ARCHER FROM RICHARDSON HIGH SCHOOL [APPLAUSE].
YOU HAVE ARCHER TICKY FROM RICHARDSON HIGH SCHOOL.
ARCHER IS A WONDERFUL YOUNG MAN WHO IS ALWAYS WILLING TO LEND AN EXTRA HAND.
HE WAS RECENTLY ACCEPTED INTO THE INAUGURAL EAGLE FLIGHT ADVISOR PROGRAM AS A FLIGHT INSTRUCTOR.
DURING ADVISORY, ARCHER HAS STEPPED UP TO HELP STUDENTS WITH STUDENTS TOURS, NEW STUDENTS THAT HAVE BEEN ENROLLED ON CAMPUS, AND HE'S ALWAYS HAPPY TO HELP NO MATTER WHAT.
CONGRATULATIONS, ARCHER, YOU ARE A TRUE.
THEY SAY HELPING HAND WHEN ASKED AND YOU JUST DO IT WITH A SMILE, SO THANK YOU.
[APPLAUSE] NOW WE'RE GOING TO DO OUR STAFF BELIEVES AWARDS.
IF YOU ARE HERE FOR A STAFF BELIEVES AWARD, WILL YOU COME ON DOWN? I'VE GOT BLANCA, JAMES, TIFFANY, AND RICARDO.
WE'RE GOING TO START WITH MS. BLANCA.
WE'RE GOING TO START WITH BLANCA PHIEROS.
SHE IS AT SPRING CREEK AND SHE'S PART OF THE CAFETERIA STAFF.
BLANCA GOES OUT OF HER WAY TO MAKE THE CAFETERIA LINE AS WELCOMING, EASY, AND STREAMLINED AS POSSIBLE FOR THE STUDENTS AT SPRING CREEK.
SHE GREETS STUDENTS AND TEACHERS WITH A SMILE, IS PATIENT WITH THE PRE-K AND KINDER STUDENTS AS THEY LEARN HOW TO NAVIGATE THE FOOD LINE, MAKE CHOICE AS AN ENTER NUMBERS OR SCAN BADGES.
BLANCA IS ALWAYS LOOKING FOR WAYS TO IMPROVE THE PROCESS AND ADDED VISUALS TO THE ICE CREAM LINE ON FRIDAYS.
BLANCA ALSO TRAINS OUR STAFF IN THE SAME MANNER THAT SHE TREATS HER STUDENTS.
[APPLAUSE] WE KNOW THOSE FIRST DAYS OF SCHOOLS WITH KINDERGARTEN STUDENTS AND THE KEEP THAT AT HEART, YOU ALL.
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THANK YOU BLANCA.NEXT UP WE HAVE JAMES PANTINO IN TRANSPORTATION, A PARENT READS FLEET, BROUGHT TO THE ATTENTION OF THE DEPARTMENT WHAT A CARING AND THOUGHTFUL BUS DRIVER THEY HAVE IN MR. JAMES, THEY CALL HIM.
HE KEEPS QUARTERS ON HIS BUS IN CASE STUDENTS FORGET THEIR ID AND NEED A QUARTER TO BUY A TEMPORARY ID.
WE ARE THANKFUL FOR SUCH AN AMAZING PERSON WHO KEEPS AN EYE ON OUR STUDENTS AND HELP THEM TO FEEL SEEN AND HEARD.
[APPLAUSE] NEXT WE HAVE MISS KENNEDY FROM THURGOOD MARSHALL, SHE IS A TEACHER.
TIFFANY IS AN INSPIRATION FOR ADVOCATING FOR HER STUDENTS.
SHE GOES ABOVE AND BEYOND TO ENSURE THAT HER STUDENTS ARE GETTING THE HIGHEST QUALITY OF EDUCATION.
SHE TREATS EVERY STUDENT WITH THE SAME RESPECT AND HOLDS ALL THE STUDENTS TOO HIGH EXPECTATIONS.
THIS YEAR, THEY ADDED A SECOND PRE-K CLASS TO THE CAMPUS AND DID NOT HAVE A TEACHER FOR THE FIRST WEEK.
SHE WORKED OVER-TIME AND PUT IN EXTRA HOURS BY COMING IN EARLY, STAYING LATE, AND WORKING ON THE WEEKEND AND ENSURED THAT THOSE TWO CLASSROOMS WERE RUNNING SMOOTHLY.
SHE IS A LEADER ON CAMPUS AND WITHIN THE DISTRICT.
[APPLAUSE] THANK YOU, THANK YOU.
NEXT UP, WE HAVE MR. RICARDO SWIFT OVER AT RICHARDSON HIGH SCHOOL.
HIS STAFF WRITES, "RICHARDSON IS LUCKY TO HAVE RICARDO." RICARDO SHOWS UP EVERY DAY WITH A SMILE AND A POSITIVE ATTITUDE TO WELCOME STUDENTS AND STAFF.
HE LIFTS THEM UP WITH POSITIVITY AND THEY AGAIN, ARE VERY LUCKY.
AND HAVE YOU EVER BEEN AROUND RICARDO, HE LOVES TO TELL JOKES.
SO CONGRATULATIONS AND THANK YOU FOR BEING IN A POSITIVE LIGHT AT RICHARDSON HIGH SCHOOL.
[APPLAUSE] AWESOME, THANK YOU SO MUCH [APPLAUSE].
IF YOU ARE HERE AS A PARENT OR A FAMILY MEMBER OF A STUDENT THAT GOT RECOGNIZED TONIGHT, WILL YOU STAND SO WE CAN RECOGNIZE YOU AS WELL? IF YOU'RE STILL WITH US.
[APPLAUSE] THANK YOU SO MUCH, AND THAT WRAPS UP OUR RECOGNITIONS AND APPRECIATIONS FOR TONIGHT, THANK YOU.
WE WILL LET THOSE WHO NEED TO EXIT THE ROOM TO EXIT THE ROOM BEFORE WE GET STARTED AGAIN.
GIVE YOU JUST A FEW MOMENTS TO EXIT THE ROOM. THANK YOU, EVERYONE, FOR STAYING WITH US,
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AND THANK YOU TO ALL OF THOSE WHO WERE RECOGNIZED TONIGHT. WE APPRECIATE YOU.MEMBERS OF THE PUBLIC NOW HAVE THE OPPORTUNITY TO COMMENT ON THE ACCELERATED CONSTRUCTION PROGRAM FOR END-OF-COURSE EXAMS. MR. POTEET, DO WE HAVE ANY SPEAKERS FOR THE PUBLIC HEARING?
>> ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS FOR THIS PUBLIC HEARING.
[II. PUBLIC HEARING]
DURING TODAY'S HEARING, SPEAKERS MAY ONLY COMMENT ON THE HEARING TOPIC.A SPEAKER WHO ATTEMPTS TO ADDRESS ON UNHEARING TOPIC MUST STOP HIS OR HER COMMENTS WHEN DIRECTED.
AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENT PROTOCOL AS NOTED ON THE RISD WEBSITE.
WHEN I CALL YOUR NAME, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM. MR. UMAN BRIGHTON.
>> GOOD EVENING SCHOOL BOARD. IT'S UMAN BRIGHTON, A STUDENT EMPLOYEES, TAKING A LOOK AT THE ACCELERATED LEARNING PROGRAM THAT WAS A REQUIREMENT FROM THE STATE LEGISLATURE AT TC-29.081.
I CAME TO KNOW THAT BECAUSE I WAS DOING A LITTLE BIT OF RESEARCH BEFORE THE INFORMATION WAS POSTED, I TOOK A LOOK AT THE VIDEO FROM JUNE 10TH, 2019, WHICH IS THE LAST TIME THE BOARD HAD ACCELERATED LEARNING BEFORE THE COVID TIMES.
IT WAS INTRIGUING ME BECAUSE MR. BILL AIMS WHO WAS A STAPLE HERE FOR A LONG TIME WAS SPEAKING TO THE ACADEMIC MELODIES HAPPENING IN OUR DISTRICT OF 30%, 35%.
THEN AT THAT TIME OUR ADMINISTRATOR ACTUALLY POINTED TO AT THE TIME MS. BRANUM AND AFTER TO TAKE A LOOK AT SOME ACCELERATED LEARNING SCHOOLS.
AT THAT TIME THAT IT WAS FIFTH GRADE WHICH WHEN I READ THAT TEC PREFERS TO EOC, WHICH IS WHY I WAS LACKING THAT DATA.
I JUST WOULD LIKE TO NOTE THEN THAT BACK IN 2018, SOME OF THE SCORES THAT WE HAVE FOR FIFTH GRADERS IS ACTUALLY SERENDIPITOUS BECAUSE THERE'LL BE THE NINTH AND 10TH GRADERS.
NOW, THE 2018 AND 2019 ARE FIFTH GRADERS.
MATH WAS 64% AND IN 2019 WAS 61% MASTERY AT 40% AND 41% READING WAS 56 AND THEN 56 AND STAYED STATIC, BUT MASTERY IMPROVEMENTS 32% TO A 34% INCREASE THAT YEAR.
THEN IF YOU TAKE A LOOK AT THE SCORES WE'RE LOOKING AT TODAY, THE ONE THAT I THINK WE SHOULD START TALKING A LITTLE BIT ABOUT IT IN THESE BOARD MEETINGS.
I DO KNOW WE TALKED A LOT ABOUT THE LOW-END SCORES RIGHTFULLY SO WE NEED TO HAVE FOCUS ON THE FOLKS WHO APPROACHES AND MEETS THE STATE LEVEL IS ALSO A MASTERY.
IT SEEMS OUR MASTERY NUMBERS HAVE COME DOWN A LITTLE BIT AND THAT IS SOMEWHAT DISCONCERTING.
I WOULD JUST LIKE TO READ THE ONE PART OF IT, THE TEC-21.081 THAT I DIDN'T FIND ON THE PRESENT STATE AND THEN PERHAPS MR. CORTEZ WILL ADDRESS THAT FOR ME.
IT WAS EACH SCHOOL DISTRICT SHALL EVALUATE AND DOCUMENT THE EFFECTIVENESS OF THE ACCELERATED INSTRUCTION PROGRAM AND REMEDIATING ANY DISPARITIES AND PERFORMANCE ON ASSESSMENT INTERESTS ADMINISTERED UNDER CHAPTER B SECTION 39 ON DISPARITY IN THE RIGHTS OF HIGH SCHOOL COMPLETION BETWEEN STUDENTS AT RISK OF DROPPING OUT OF SCHOOL AND ALL OTHER DISTRICT STUDENTS.
FOR EXAMPLE, THAT LISTED CRITERIA OF AGE, GRADE PERFORMANCE, PREGNANCIES, THOSE TYPE OF THINGS.
I'M INTERESTED HERE SOME OF THE COMMENTS ON HOW THOSE STUDENTS FAIRING WHO GOES THROUGH ACCELERATED PROGRAM IN THE SUMMERTIME BECAUSE I REMEMBER LAST YEAR I SPOKE ON THE FACT THAT WE HADN'T FOUND A DIFFERENCE BETWEEN THE STUDENTS WHO WENT THROUGH ACCELERATED LEARNING AND THE STUDENTS WHO DIDN'T.
NOW THIS YEAR ON THE PRESENTATION IN A MINUTE ACTUALLY SAYS I
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FOUND SOMEWHAT OF A DIFFERENCE THERE. FAIR ENOUGH, THAT'S GOOD.BIOLOGY WAS A 3% MASTERIES AND US HISTORY 21%, BUT THE OTHERS HAD 0% THROUGH THE ACCELERATED LEARNING.
I RECOGNIZE THAT'S THE KIDS WHO FAILED AND REMEDIATE THAT.
FAIR ENOUGH, BUT BACK FIVE YEARS AGO WE HAD A LOT MORE STUDENTS MASTERY NOW.
WE'VE GOT TO REMEMBER IF WE CLOSING THE GAP, LET'S NOT CLOSE THE GAP BY BRINGING THE TOP-DOWN WHAT WOULD HAVE BEEN THE BOTTOM-UP.
THAT'S SQUEEZING. WE DON'T WANT TO SQUEEZE THE GAP.
WE WANT TO CLOSE THE GAP IN THE BOTTOM UP, BUT LET'S KEEP THE TOP-UP AND THAT IS DIFFICULT, BUT I THINK WE CAN ALL CHEW GUM AND WALK AT THE SAME TIME AND HAVE FACING SUPINATED BRAND'S ABILITY TO DO THAT FOR OUR DISTRICT, AND I THINK WE SHOULD CARRY ON WITH THAT. THANK YOU.
MS. HARRIS, THAT'S ALL THE PUBLIC SPEAKERS WE HAVE FOR THE HEARING.
>> THANK YOU, MR. POTEET. THANK YOU, MR. BLACKMAN, FOR YOUR COMMENTS.
WE WILL NOW OPEN A PUBLIC HEARING PURSUANT TO SECTION 309.306C, AND 29.081B-3.
THE TEXAS EDUCATION CODE CONCERNING THE DISTRICT'S ACCELERATED INSTRUCTION PROGRAM.
MS. BRANUM, DO WE HAVE ANY INFORMATION FOR THE BOARD?
>> THANK YOU, MS. HARRIS. YES, WE DO.
MR. CORTEZ IS ALREADY ARRIVED AT THE PODIUM AND AS YOU KNOW HIS TEAM IS CHARGED WITH EVALUATING OUR PROGRAMMING, PROVIDING THE DATASET, AND ALSO PROVIDING CONTEXT AROUND WHAT THE DATA IS AND IS NOT TELLING US.
THEN DR. LIEBER WILL ALSO BE PROVIDING SOME CONTEXT AROUND HOW WE ARE RESPONDING TO WHAT WE SAW IN OUR ACCELERATED INSTRUCTION OVER THE SUMMER, AND SO I'M JUST GOING TO TURN IT OVER TO MR. CORTEZ.
IT'S GOOD TO SEE YOU ALL AGAIN.
MS. BRANUM, THANK YOU FOR THE OPPORTUNITY TO SHARE THIS INFORMATION.
THE PURPOSE OF TONIGHT'S PUBLIC HEARING IS THE REQUIREMENT THAT WE ARE TO PROVIDE REALLY THE SUMMARY OF THE ACCELERATED LEARNING PROGRAM, IN THIS CASE, END-OF-COURSE ASSESSMENT BY TEC 29.081B-3.
TO EVALUATE THE PROGRAM AND THEN ALSO CONSIDER THE RESULTS OF THE PROGRAM.
FOR TONIGHT, THE PURPOSE IS REALLY TO INVESTIGATE THAT EFFECTIVENESS AND REALLY LOOK AT THE INTERVENTION THAT WAS OFFERED TO STUDENTS THAT IN THE SPRING ON THE STAAR EOC ASSESSMENT DID NOT MEET THE APPROACHES LEVEL, WHICH IS THE MINIMUM PASSING LEVEL FOR OUR STAAR TESTS.
EVERY STUDENT WAS INVITED TO SUMMER SCHOOL THAT DID NOT PASS.
HOWEVER, IT IS NOT NECESSARILY A REQUIREMENT THAT THEY GO.
WE DO INVITE STUDENTS TO ATTEND.
TONIGHT WE'RE LOOKING AT STUDENTS THAT PARTICIPATED IN THE PROGRAM, BUT THEN ALSO STUDENTS THAT DID NOT PARTICIPATE IN THE PROGRAM, AND WE LOOK AT THE TESTING FOR THOSE STUDENTS COMBINED.
>> I WOULD JUST SAY THAT OUR HIGH SCHOOL PRINCIPALS AND OUR HIGH SCHOOL COUNSELORS REALLY COMMIT TO MAKING SURE THEY MAKE PERSONAL CONTACT WITH EVERY ONE OF OUR STUDENTS AND EVERY ONE OF OUR STUDENT'S FAMILIES TO HELP THEM UNDERSTAND THE IMPORTANCE OF COMING TO SUMMER SCHOOL AND BEING ABLE TO HAVE ANY TEST PREP, ESPECIALLY FOR OUR STUDENTS.
WE LET THEM KNOW YOU WERE ONE QUESTION AWAY.
REMEMBER, WE'RE TRYING TO INTERVENE FOR STUDENTS WITH A TREATMENT PERIOD THAT IS VERY SHORT FROM THE LAST DAY OF SCHOOL TO WHEN THEY HAVE TO RETEST.
I REALLY APPLIED OUR CAMPUSES AND THE WORK THAT THEY DO TO TRY TO RECRUIT STUDENTS AND MAKE SURE THAT THEY ARE AT OUR SUMMER SCHOOL.
BUT AGAIN, IT IS AN OPT-IN, IT AS A CHOICE THAT OUR FAMILIES DO YOU MAKE.
>> I WILL ALSO MAKE NOTE OF THE INFORMATION THAT WE'RE LOOKING AT IS, AS A REMINDER, THE STAAR EOC DATA CAME TO US LITERALLY JUST A FEW DAYS BEFORE SUMMER SCHOOL WAS SET TO BEGIN.
REGISTRATION HAS OPENED AND WE WERE MAKING DETERMINATIONS OFF OF THE TIME, A DATASET WHERE WE HAD STUDENTS THAT WE THOUGHT WERE LIKELY TO NOT PASS.
THEN STUDENTS THAT WERE IN A ZONE OF UNCERTAINTY AS COINED BY TEA, IF YOU REMEMBER, IN FORMER STAAR PRESENTATIONS WE TALKED ABOUT THAT.
CRITERIA WAS DETERMINED TO INVITE AS MANY STUDENTS AS POSSIBLE THAT WE FELT WOULD BENEFIT FROM THE PROGRAM.
AFTER PARTICIPATING IN THE PROGRAM AND THEN 10 DAYS LATER TAKING THE VARIOUS EOC TESTS.
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THESE ARE SOME OF THE RESULTS WHEN COMPARED TO THE STATE OF TESTERS.THESE RESULTS, ONCE AGAIN, ARE MOSTLY STUDENTS WHO HAVE FAILED THE EOC TESTS ALL ONCE ALREADY OR RECEIVED A FAILING SCORE BECAUSE THEY WERE ABSENT IN THE SPRING.
WHEN WE LOOK ACROSS THE BOARD AT OUR APPROACHES LEVEL, WHICH IS OUR MINIMUM PASSING LEVEL AND ABOVE, RISD WAS COMPARATIVE TO THE STATE OR ABOVE THE STATE IN OUR PERFORMANCE.
SIMILAR AT THE MEETS LEVEL AND THEN THE MASTER'S LEVEL, ESPECIALLY FOR ENGLISH 1, ENGLISH 2, AND ALGEBRA.
THEN OUR US HISTORY NUMBERS, WHICH US HISTORY WAS A SMALLER POPULATION BECAUSE THEY TYPICALLY HAVE HIGHER PASSING RATES IN THE SPRING.
OUR MEETS AND MASTERS LEVELS WERE REALLY WELL ABOVE THE STATE HERE.
WHEN WE TAKE A LOOK AT SOME OF THAT INFORMATION, I REALLY DO WANT TO POINT OUT THE ALGEBRA 40% PASSING HERE, WHICH WAS FANTASTIC.
AS YOU KNOW, WE HAVE OUR ALGEBRA FOR ALL INITIATIVE, WHICH TRIES TO GET OUR EIGHTH GRADES STUDENTS EXPOSURE TO ALGEBRA 1 BEFORE THEY GET TO HIGH SCHOOL.
THIS 40% IS, I THINK VERY SIGNIFICANT BECAUSE WE HAD 422 TESTERS IN THIS AND 40% OF THOSE PASSED DURING THE SUMMER AFTER HAVING ATTEMPTED TO TEST AT LEAST ONCE AND THAT IS A FEAT PERCENTAGE-WISE FOR OUR STUDENTS.
WHEN WE'VE TAKEN A LOOK AT THE INFORMATION COMPARED TO THE STATE, WE DO NOTICE THAT OUR PASSING RATES AT RISD FOR THE APPROACHES LEVEL AND ABOVE HERE SEEMED TO INDICATE THAT OUR EOC SUMMER PROGRAM WAS EFFECTIVE FOR OUR STUDENTS.
RECEIVING THAT JUST-IN-TIME INSTRUCTION HELPED TO PREPARE THE STUDENTS FOR THAT RETEST AND THEN SEEING THOSE PASSING LEVELS BE HIGHER THAN THE STATE, WHICH ACROSS THE STATE SUMMER PROGRAMS VARY.
OUR PROGRAM I THINK WAS VERY SPECIAL LOOKING AT THE INTENTIONAL WAY THAT WE WENT ABOUT INSTRUCTION AND INTERVENTION, REMEDIATION FOR THOSE STUDENTS.
WHEN ALSO LOOKING AT THE INFORMATION, PASSING RATES ALSO THEN HELP TO CLOSE THE GAPS BETWEEN HOW THEY PARTICIPATED AND WHAT THEIR PERFORMANCE WAS IN THE SPRING TO THEN GET TO THAT PASSING LEVEL IN THE SUMMER WHICH MEANS THAT COME THIS FALL, WE WILL HAVE FEWER TESTERS THAT ARE STILL TRYING TO PASS IN THOSE EOCS AS THEY MOVE THROUGH THEIR HIGH SCHOOL CAREER.
RECOMMENDATIONS MOVING FORWARD, IS JUST CONTINUE TO REVIEW OUR STRATEGIES TO INCREASE PARTICIPATION, ENCOURAGING STUDENTS TO ATTEND THE SUMMER PROGRAM BEFORE PARTICIPATING IN SUMMER TESTING BECAUSE IT DOES HAVE A POSITIVE INFLUENCE, TO CONTINUE TO REVIEW AND REVISE THE SUMMER PROGRAM CURRICULUM AND PROGRAM OFFERINGS BASED ON HOW STUDENTS ARE PERFORMING AT THE TIME.
AS I MENTIONED, THIS YEAR WAS A LITTLE BIT MORE DIFFICULT BECAUSE WE DIDN'T HAVE ACTUAL APPROACHES MEETS MASTERS PASSING LEVELS BACK FROM THE STATE AS THEY WERE RE-SCALING SCORES UNTIL JUST BEFORE SUMMER SCHOOL STARTED.
THEN CONTINUING TO REVIEW AND REVISE THE CURRICULUM AND TARGETED SUPPORTS BASED ON DURING THE YEAR TO REDUCE THOSE NUMBERS NEEDING TO RETEST IN THE SUMMER.
>> IF I COULD CHIME IN HERE REAL QUICK.
I'M DR. LIEBER OR MISS ORTIZ, IF YOU-ALL COULD SHARE A LITTLE BIT ABOUT HOW MANY DAYS WAS THE TREATMENT THAT WE HAD FOR SUMMER SCHOOL.
I KNOW WE REALLY TRIED TO APPROACH SUMMER SCHOOL A LITTLE BIT DIFFERENTLY.
AGAIN, THESE ARE STUDENTS WHO MAYBE DIDN'T JUST TAKE THE TEST ONCE.
THESE MAY BE MULTIPLE RETESTERS.
WE DID NOT WANT TO APPROACH SUMMER SCHOOL WITH A PURE SKILL AND DRILL EXPERIENCE BECAUSE THEY'VE ALREADY POTENTIALLY GOTTEN THAT ONCE OR TWICE AND IT'S NOT WORKING.
MAYBE WE NEED TO APPROACH RE-LEARNING A LITTLE BIT DIFFERENTLY.
COULD YOU ALL SHARE A LITTLE BIT OF AN OVERVIEW OF HOW LONG SUMMER SCHOOL WAS AND REALLY WHAT WAS OUR PHILOSOPHY GOING INTO THIS ACCELERATED INSTRUCTION PERIOD?
>> THANK YOU. THANK YOU, MRS. BRANUM. GOOD EVENING, BOARD.
YES. WE COMPLETELY REVISED OUR EOC SUMMER SCHOOL THIS YEAR.
[00:45:03]
WE HAVE NEVER DONE IT BEFORE, AT LEAST TO THE 19 YEARS. I HAVE BEEN HERE.IT WENT THIS YEAR FROM THREE WEEKS TO TWO WEEKS, SO WE WERE SCRAMBLING, LIKE MRS. BRANUM SAID, WE HAD DONE AN ALCO TO KIDS TO GET THEM BECOME AND THEN ONCE WE'VE FIGURED OUT THE ZONE OF UNCERTAINTY, WE HAD TO DO ANOTHER ALCO AND TELL SAM, YOU DO HAVE TO COME, YOU DON'T HAVE TO COME.
WE REALLY APPRECIATED THE CAMPUSES, LIKE YOU SAID, THE PRINCIPLES THAT THE COUNSELOR IS REALLY GETTING IN TOUCH WITH PARENTS THIS YEAR BECAUSE THAT WAS A CHALLENGE PROBABLY MORE THAN EVER, BUT THIS YEAR IN THE PAST, I WILL SAY THEY HAVE DONE ONE HOUR PER SUBJECT THAT THEY MIGHT HAVE FAILED.
FOR EXAMPLE, IF I'M A KID AND WE DO HAVE SOME KIDS WHO MIGHT BE A JUNIOR WHO MIGHT HAVE FAILED MULTIPLE TASKS MORE THAN ONE.
THEY COME FOR AN HOUR FOR ALGEBRA, AN HOUR FOR US HISTORY, AND THEN THEY GO HOME AND THEY COME BACK EVERY SINGLE DAY.
WHAT WE DID THIS YEAR IS WE REALLY CHANGED THE PHILOSOPHY OF THE PROGRAM MORE TOWARDS OUR IGNITE PHILOSOPHY THAT WE HAVE BEEN DOING IN THE PAST AND SEEING SO MUCH SUCCESS IN THAT PROGRAM WHERE IT WAS REALLY A FOCUS ON IGNITING THEIR LEARNING, JUST AS MUCH AS FOCUSING ON THE PRIORITY STANDARDS, WHICH WILL ALWAYS BE THE BAG GO TO SUMMER SCHOOL IS A PRIORITY STANDARD.
YOU CAN DO IT ALL. YOU GOT TO FOCUS ON THE BANK TO THE BANK TAKES.
BUT WE REALLY ALSO FOCUSED ON BRINGING IN OUR CTE TEACHERS.
I TALKED ABOUT CAREER EXPLORATION AND WHAT DOES ALGEBRA MEAN TO A STUDENT IN THE SENSE THAT YOU CAN GET A BETTER CAREER WITH IT. WHAT IS IT? NOT JUST TO KNOW HOW TO DO THIS SPECIFIC TIP AND HOW IT CAN RELATE TO FUTURE EARNINGS, WE REALLY PARTNER WITH CTE.
WE PARTNERED WITH DIFFERENT ACTIVITIES THAT WE HAD THE KIDS DO.
WE BROUGHT IN AN ESCAPE ROOM FOR THE KIDS TO WE WANTED TO DO SOME FIELD TRIPS WITH THEM, BUT TAKING 1,000 HIGH SCHOOL KIDS TO AN ESCAPE ROOM IT WAS CHALLENGING.
WE DECIDED TO BRING IT TO US. THEY SET IT UP.
I KNOW TINA AND RUIN AND [INAUDIBLE] IT'S A FEED [INAUDIBLE] HELPED US WITH THAT.
HERE IS OUR HIGH SCHOOL PRINCIPAL TO BRING THAT IN AND KIDS HAD A LOT OF CONVERSATIONS AROUND GETTING OUT OF THE ESCAPE ROOM AND THEN TAKING IT BACK TO ANALYZE, READ, AND WRITE ABOUT IT.
WHAT DID IT MEAN? WHAT WAS THE CRITICAL THINKING THAT THAT WAS AROUND? EVERY KID HAD THAT OPPORTUNITY.
WE ALSO BROUGHT IN AND WALK THEM THROUGH SOME DIFFERENT TED TALKS ON MOTIVATION AND WHY EDUCATION IS IMPORTANT.
REALLY AT THE LAST DAY BEFORE THE TEST HAD A WHOLE LITTLE BIT OF AN ASSEMBLY [INAUDIBLE] THAT, BUT REALLY JUST BASED AROUND SUPPORT.
YOU CAN DO THIS AND WE DO BELIEVE IN YOU WAS THAT LAST DAY RIGHT BEFORE THAT HEADED INTO TESTING.
I DO THINK THOSE THINGS MATTERED.
WE ALSO WORKED WITH OUR PRINCIPALS TO GET TEACHER RECOMMENDATIONS.
WE LOOKED AT MAP DATA FOR TEACHERS TO BE TEACHERS THIS YEAR.
WE HAVEN'T ALWAYS DONE THAT IN THE PAST BECAUSE IN THE PAST WE WERE SERVING SO MANY KIDS, ALMOST 1,000 KIDS, AND WE SERVED ABOUT 7,000 THIS SUMMER.
BUT JUST SPECIFICALLY AN EOC WE'RE REALLY HONING IN ON.
LET'S LOOK AT OUR TEACHERS WHO HAD THE HIGHEST PERFORMING GROWTH ON THAT.
LET'S GET SOME PRINCIPALS WHO SAY THIS IS A ROCKSTAR TEACHER AND LET'S REACH OUT TO THEM AND SAY, CAN YOU COME AND TEACH? BECAUSE WE KNOW THE MOST IMPORTANT IMPACT ON STUDENT PERFORMANCE AS A CLASSROOM TEACHER ALWAYS HAS BEEN, ALWAYS WILL BE.
JUST REALLY FOCUSING ON GETTING THAT BEST TEACHER IN FRONT OF THE KIDS AND REALLY FOCUSING ON THAT RELATIONSHIP AS WELL.
WE SPENT A LOT OF TIMES WITH THE KIDS GETTING TO KNOW THE TEACHERS AND THE TEACHERS GETTING THE KIDS BECAUSE THREE HOURS IS A LONG TIME.
IF I'M ONLY THERE FOR ALGEBRA, I CAME FOR 10 DAYS AND I WAS THERE FOR THREE HOURS A DAY.
WHAT DOES THAT LOOK LIKE? WE'RE REALLY MOVING THEM THROUGH STATIONS, GETTING THEM UP AND MOVING.
I REALLY APPRECIATE IT, DIVISION ACTUALLY, MS. BRANUM REALLY CHARGED US THAT THAT LIKE WHAT ARE WE DOING TO IGNITE? LOOKING AT SOME OF THE PAST SCORES IF WHAT YOU'RE DOING IS NOT WORKING, THEN DON'T DO IT AGAIN.
LET'S TRY SOMETHING NEW. WE WERE REALLY THRILLED.
ARE WE WHERE WE WANT TO BE? THERE'S STILL GROWTH. OUR KIDS STILL NEED TO GROW WITH THAT NUMBER, STILL NEED TO GROW.
BUT I'M JUST REALLY PROUD OF THE TEAM FOR THE AMOUNT OF WORK THAT THEY PUT IN FOR OUR KIDS.
>> AGAIN, I APPLAUD OUR TEACHING AND LEARNING DEPARTMENT WHO DID HAVE TO STAND UP.
A 10 DAY INTERVENTION PERIOD IS NOT A LOT OF TIME.
THAT IS NOT A LOT OF TREATMENT TIME TO MAKE THAT KIND OF GROWTH GAINS, BUT TO SEE WHAT WE DID, ESPECIALLY IN BIOLOGY AND ALGEBRA I, AND US HISTORY, I THINK IT'S PHENOMENAL.
WE'D TALK A LITTLE BIT ABOUT, I KNOW ENGLISH I AND ENGLISH II CONTINUE TO BE A LITTLE BIT OF A STRUGGLE FOR US.
CAN YOU TALK A LITTLE BIT ABOUT WHAT WE'RE DOING AND HOW WE'RE TRYING TO ADDRESS THAT AND WHAT WE'RE THINKING ABOUT, WHAT MIGHT BE SOME CHANGES OR SOME ENRICHMENTS THAT WE EVEN ADD WHEN WE ARE LOOKING AT OUR ACCELERATED INSTRUCTION FOR NEXT YEAR.
>> THANK YOU. YES, WE HAVE WHAT WE DID AFTER WE GOT THAT INFORMATION BACK THIS YEAR AND I WILL SAY WE'RE STILL CONTINUING TO GO THROUGH THE DATA ANALYSIS AND THE ITEM ANALYSIS.
SPECIFICALLY AS IT RELATES TO THE ECR AND CENTER CREDIT RESPONSE.
[00:50:02]
BECAUSE THAT IS SOMETHING THAT GOT US AND IT'S STILL GETTING US, IT GOT US IN SUMMER, IT GOT US ON THE TEST.THAT'S ONE OF THE THINGS THAT GINA AND HER TEAM AND DR. MICKULAS AND HELEN, THAT THEY'VE GONE OUT AND DONE EXTENSIVE RUBRIC TRAINING WITH THE ECR FOR ALL OF OUR SECONDARY CAMPUSES AND WILL TRICKLE THAT DOWN.
BUT SPECIFICALLY THE ENGLISH I AND II, WE'RE REALIZING THAT THEY ACTUALLY DID HAVE TO WRITE QUITE A BIT.
THEY ACTUALLY DID HAVE A VERY DIFFICULT PASSAGE TO READ, TO COMPREHEND AND THEN TO WRITE.
REALLY SPECIFIC ANSWERS TO THE QUESTIONS THAT HAD TEXTS EVIDENCE THAT'S THAT INLINE.
THIS THIS IS WHERE I FOUND THAT EVIDENCE, WHICH THEY'VE HAD TO DO IN THE PAST, BUT NOT TO THE LEVEL OF SPECIFICITY THAT WE SAW AND THE ECR IS FOR ENGLISH I AND II THIS YEAR.
REALLY MAKING SURE THAT OUR TEACHERS UNDERSTAND THOSE RUBRICS AND WHAT THAT MEANS FOR THEIR DAILY TEACHING.
WHILE WE ARE TEACHING KIDS HOW TO DO THIS, WE HAVE TO TEACH KIDS HOW TO WRITE THAT WAY.
THEY DID NOT WRITE THAT WAY AUTOMATICALLY.
MY KID WRITES ON HIS PHONE MORE THAN ANYTHING IN THE WORLD.
REALLY SLOWING DOWN, NOT NECESSARILY MORE SLOWING DOWN AND BEING MORE TARGETED IN THE WAY THAT WE'RE TEACHING WRITING, PARTICULARLY IN THE SECONDARY LEVEL.
I'LL ALSO SAY THAT DR, MICKULAS MET WITH ALL THE HIGH SCHOOL PRINCIPALS AND THEIR INSTRUCTIONAL COACHES AND TEACHERS ALSO TO LOOK AT THE CURRICULUM THAT WE WERE USING AND GOT FEEDBACK FROM THEM.
WE HAVE DECIDED TO MOVE FORWARD [INAUDIBLE] CURRICULUM FOR ENGLISH I AND II, WHICH IS, AS YOU MENTIONED, FOR YOUR WEEKEND AND AMPLIFYING THE ELEMENTARY AND SOME MORE STRUCTURED SUPPORT AND HAS MORE SCAFFOLDED RESOURCES FOR THEM ALREADY BUILT IN THE LESSON IS THERE, THE RESOURCES ARE THERE, THE TEXT IS THERE, THE GENRE OF THE TEXT IS THERE.
THEY DON'T HAVE TO PICK IT FOR THEM.
IT'S JUST A MORE STRUCTURED SUPPORT.
OUR TEACHERS AND PRINCIPAL SAID, HEY, WE WOULD PREFER TO GO THIS WAY.
WE SAID, OKAY, YOU'RE THE ONES IN THE CLASSROOM, LET'S DO IT.
WE RALLY BEHIND THEM, GINA AND HER TEAM AND RLA TEAM AND READ TO THE PACING TOOLS TO SUPPORT THEM THROUGH THAT CHANGE.
THAT WE DO BELIEVE THAT WILL MAKE A BIG DIFFERENCE IN THAT.
LOTS OF THINGS HAPPENING WITH ENGLISH I AND II, WE DID SEE SOME GROWTH OVER THE SUMMER FROM LAST YEAR, THIS YEAR IN THOSE SCORES, BUT DEFINITELY A LOT TO BE DONE THERE.
I ALSO WILL SAY MRS. RAMSEY, TO MOVING FORWARD TO YOUR POINT OF AS A SYSTEMIC, WE BELIEVE, YOU DON'T FIT FIX.
A STUDENT WHO'S HAVING THE DEEP GAPS, PARTICULARLY IN READING AND REALLY IN ANYTHING WHEN THEY'RE SOPHOMORE.
WE REALLY HAVE TO LOOK SYSTEMICALLY AND THOSE ARE SOME CONVERSATIONS THAT GINA HAS HAD THEM WITH HER TEAM AS WELL.
WHAT DOES THIS LOOK LIKE IN PRE-K AND K, IN THIRD GRADE? ARE THEY ON POINT FOR THIRD GRADE? WE KNOW THAT'S THE NUMBER ONE INDICATOR OF THEM PASSING ALGEBRA I, WHICH IS THE NUMBER 1 INDICATOR OF THEM PASSING AND GRADUATING IN FOUR YEARS.
WE JUST GOT TO MAKE SURE TOO, THAT WE'RE LOOKING BACK SYSTEMICALLY.
WHERE ARE WE IN THIRD GRADE? WHERE ARE WE IN SIXTH GRADE? AT THOSE POINTS TO MAKE SURE THAT THEIR OWN POINT TOO.
EVEN JUST ARE CHANGING THE MODEL OF THE ESL PULL-OUT, OUR CHANGES, SOME ARE SUPPORTS AT SOME OF OUR MORE STRUGGLING CAMPUSES FOR A TIGHTER STRUCTURED ELR CURRICULUM.
PRE-K 12 THIS IS SOMETHING THAT WHERE WE'RE LOOKING AT.
I'LL ADD I KNOW GINA HAD MENTIONED TODAY, WE WERE TALKING WITH CHRISTINE AT RISD ACADEMY AND SHE WENT [INAUDIBLE] AMPLIFY AND HOW'S IT GOING? BECAUSE IT IS A MORE STRUCTURED, IT HAS CHANGED, FIRST-ORDER CHANGE.
SHE WAS SAYING THAT HOW HARD TEACHERS ARE REALLY LIKING IT AS SHE'S GOING IN. IS IT A CHALLENGE? ABSOLUTELY. IS CHANGE A CHALLENGE? YES. BUT SHE WAS HEARING HER KIDS HAVING CONVERSATIONS AT SUCH A HIGHER LEVEL THAN SHE EVER HAD BEFORE.
YOU ARE HAVING TO PUSH, BUT YOU'RE PUSHING AND SUPPORTING AS YOU GO.
JUST HEARING THAT FROM OUR PRINCIPLES.
ALSO OVER THURGOOD MARSHALL AS WELL WHERE WE'RE LOOKING AT THEM BEING ONE OF THOSE BIG HONORARY CAMPUSES FOR THE IMPLEMENTATION OF IT.
WE ARE SEEING THOSE SYSTEMIC CHANGES IN RLA WHICH WE DO BELIEVE WE NEED SOME SYSTEMIC CHANGE THERE.
>> THANK YOU. AGAIN, I APPLAUD YOU.
AGAIN, THIS IS A LOT OF LIFTING A SHORT TIME AND WE'RE ALL LEARNING STAR 2.0 FOR THE FIRST TIME AS WELL.
THERE'S NOT A TIME THAT WE'RE NOT TOGETHER.
WE'RE NOT ASKING WHAT ARE YOU LEARNING, WHAT ARE YOU LEARNING, HOW ARE YOU ADJUSTING, ESPECIALLY WITH THOSE WITH THAT RLA WRITING.
YOU WILL SEE A LOT OF WORK THAT WE'RE GOING TO BE DOING IN SOME UPCOMING DISTRICT WIDE DATES TO AROUND WRITING ACROSS THE CURRICULUM.
ONE OF THE THINGS WE KNOW IS THAT OUR KIDS NEED TO BE WRITING OFTEN.
IT'S NOT ABOUT WRITING, JUST AN RLA AND WRITING LONG PASSAGES, IT'S WRITING LOTS OF SHORT THINGS AND APPLYING THAT IN LOTS OF DIFFERENT TOPICS BECAUSE THE RLA ASSESSMENT REMEMBER IT IS OFTEN IT MIGHT BE SOCIAL STUDIES CONTENT, IT MIGHT BE SCIENCE CONTENT.
HAVING OUR KIDS THINK ABOUT WHAT THEY'RE READING AND HOW ARE THEY WRITING ABOUT IT THAT NEEDS TO BE TAKING PLACE IN ALL OF OUR CURRICULUM AREAS.
THAT WILL BE A BIG FOCUS OF DISTRICT-WIDE DAY. THANK YOU, MR. CORTEZ.
I KNOW THE BOARD WILL HAVE MORE QUESTIONS, AND SO WITH THAT, GO AHEAD, MS. HARRIS.
[00:55:04]
>> THE PUBLIC HEARING IS NOW CLOSED AND NO ACTION IS REQUIRED ON THIS ACCELERATED INSTRUCTION REPORT.
DOES THE BOARD HAVE ANY QUESTIONS? THANK YOU.
>> THANK YOU. TEACHING AND LEARNING?
[III. PUBLIC COMMENT SECTION]
ON OUR AGENDA IS FOR THE REGULAR PUBLIC COMMENT SECTION.MR. PETITE, DO WE HAVE ANY PERSONS WISHING TO ADDRESS THE BOARD?
ON BEHALF OF THE BOARD, I WELCOME OUR PUBLIC COMMENT VISITORS.
DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA RELATED ITEMS THAT ARE EITHER ON OR NOT ON THE BOARD AGENDA.
AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL, AS IS NOTED ON THE RISD WEBSITE.
SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME.
OUR FIRST SPEAKER TONIGHT WILL BE MR. IAN BLACKMAN.
>> AGAIN, A NINE-YEAR-OLD LITTLE GIRL, A LITTLE AFRICAN GIRL, SAT IN A HALLWAY OUTSIDE THE CLINIC FOR 38 MINUTES, BLEEDING INTERNALLY FOR A BROKEN BONE.
CRYING IN PAIN, CRYING FOR HELP.
NO EMT WOULD BE COMING TO HELP.
COVID POLICIES, ILL-THOUGHT-OUT POLICIES THAT RAN ROUGHSHOD OVER PEOPLE, 38 MINUTES.
THAT'S THE TIME SHE SAT THERE WAITING ON MUMMY, WAITING 38 MINUTES IN PAIN.
THREE WEEKS IN THE ICU, NINE SURGERIES LATER.
AT THE ER, THAT'S A CUT OPEN HER ON IN MULTIPLE PLACES TO RELIEVE THE PRESSURE OF BLEEDING, BUILDING UP SKIN FISHERING, SPLITTING, THREE YEARS ON, IT NOW LOOKS LIKE AN ARM HAS BEEN CUT UP WITH A BUTTER KNIFE.
LIMITED MOBILITY, HUNDREDS OF THOUSANDS AND MEDICAL BILLS, AND FUTURE THERAPY.
MORE TO COME, PER MONTH, [INAUDIBLE] PETITIONED THE BOARD, PETITIONED THE DISTRICT TO HELP, BUT NONE WAS GIVEN.
INSTEAD HER GRIEVANCE WAS SUMMARILY DISMISSED AND TIMELY FILED.
BUT HOW COULD MOM HAVE KNOWN OF THE COMPLEXITIES OF POLICIES AND RULES IN WHICH TO FILE A GRIEVANCE? SHE HAD JUST 15 DAYS FROM THE INCIDENT.
IT TOOK MORE THAN A YEAR FOR INSURANCE TO DENY THE CLAIM.
OR OUR POLICIES OBSCURE, PERHAPS OBFUSCATED.
THEY FOUND MINOR DEFICIENCIES, BULLYING POLICIES, NOT BEING IN THE DIP.
HER MOM, MRS. [INAUDIBLE] SPOKE UP AT MULTIPLE BOARD MEETINGS.
I HEARD THE TONE OF SADNESS AND ALL TO RIGHTEOUS ANGER AND INDIGNATION ADVOCATING FOR HER LITTLE GIRL.
I TEAMED UP AND I BROUGHT FORTH A LEVEL THREE GRIEVANCE ON THE ISSUE THAT OUR POLICIES ARE NOT EASY TO FIND.
WE HAVE THE MOST DIVERSE, DEMOGRAPHICALLY SPEAKING SCHOOL BOARD IN OUR HISTORY, A CHANGED THAT I PRAISED.
A CHANGE THAT I WELCOMED WHEN I SPOKE AT BOARDS WERE FAR MORE HOMOGENOUS THAN NOW.
BUT I'LL ASK, IN OUR MEETING, WE HAD 75% OF THE BOARD HEARD THE LEVEL 3 GRIEVANCES WERE A MINORITY WOMAN.
BUT STILL FOR NOTHING AGAINST, IT IS A FAILURE OF A SYSTEM, A SYSTEMIC WEAKNESS TO PROTECT THE INSTITUTION FROM WRONGDOING.
YOU HAVE THE OPPORTUNITY TO FIX IT, STEP UP OR FALL OUT.
OUR NEXT SPEAKER IS MS. BOYER TAYLOR.
[01:00:04]
>> IT'S MY REMINDER THAT I'M OLD.
HELLO? HELLO, DR. BROWN AND BOARD OF TRUSTEES.
I'M A PARENT OF THREE, TWO ARE IN RICHARDSON ISD SCHOOLS.
THERE ARE TWO REASONS I'M HERE TODAY.
THE FIRST IS TO THANK YOU FOR THE PLAN THAT YOU HAVE IN PLACE TO FULFILL THE HB 3 REQUIREMENT FOR AN ARMED PRESENCE ON CAMPUS BY UTILIZING TRAINS, PEACE OFFICERS, AND WHILE WORKING ON A LONG-TERM SOLUTION, YOU ARE CHOOSING THE BEST PATHWAY IN A NON-IDEAL SITUATION AND I APPRECIATE YOU.
THE SECOND REASON I'M HERE IS ALSO TO THANK YOU FOR EMBRACING THE IMPORTANCE OF ACCESS TO INFORMATION FOR OUR STUDENTS, FOR YOUR CONFIDENCE, AND OUR LIBRARIANS AND OUR EDUCATORS, WHILE STILL PROVIDING PARENT CHOICE WHEN TALKING ABOUT ACCESS TO BOOKS.
I HEARD TONIGHT THAT A GROUP WAS PLANNING TO COME AND DEMAND REMOVAL OF BOOKS THEY FIND OBJECTIONABLE, SO I'M HERE TO REPRESENT THE MAJORITY OF DISTRICT FAMILIES WHO DON'T SUPPORT REMOVING BOOKS.
THE TYPES OF BOOKS IN QUESTION ALREADY REQUIRE PARENTAL CONSENT AND IF THEY DON'T, SOMEHOW, RAC HAS A PROCESS FOR PARENTS TO RESTRICT CERTAIN TITLES FROM THEIR KIDS OR EVEN TO ALLOW PARENTS OPT OUT ENTIRELY SO KIDS ONLY HAVE ACCESS TO PARENT-PROVIDED BOOKS.
THE GROUP ORGANIZING TO COME TONIGHT HAS ASKING BOOKS TO BE REMOVED AND THEY DESCRIBED THEMSELVES AS A CHRISTIAN GROUP THAT IS WORKING TO PROMOTE BUILDING GOD'S KINGDOM AND PRESERVING HIS VALUES THROUGH OUR ACTIONS.
THEIR CALL TO REMOVE BOOKS IS ROOTED IN THEIR CONSERVATIVE CHRISTIAN FAITH AND THAT OPPOSITION TO THE BOOK CONTENT THAT DOESN'T HAVE ANY PLACE IN OUR PUBLIC EDUCATION.
WE OWE IT TO OUR KIDS AND THE FUTURE OF OUR SOCIETY TO EMBRACE INFORMATION AND STORIES OF ALL KINDS TO HELP OUR KIDS GROW INTO ADULTS WHO ARE INCLUSIVE, COMPASSIONATE, AND AWARE.
GEORGE M. JOHNSON, AUTHOR OF ALL BOYS ARE BLUE, A FREQUENTLY CHALLENGED BOOK THAT'S REMARKABLY GOOD, JUST IN CASE YOU HAVEN'T READ IT.
SAID IN AN INTERVIEW FOR SOME READERS, I WANT THEM TO FEEL SEEN.
I WANT THEM TO FEEL LIKE THERE'S SOMEONE IN THIS WORLD FIGHTING FOR THEM AND FIGHTING FOR THEIR STORY AND RIGHTS TO SAFETY AND BE WHO THEY ARE.
FOR OTHER READERS, I WANT THEM TO REFLECT, REFLECT ON THE TIMES YOU WERE THE ENEMY AND SOMEONE ELSE'S TRUTH.
THE TIMES WHEN YOU MAY HAVE HARMED LGBTQ PEOPLE OR BLACK PEOPLE OR WHATEVER GROUP YOU HAD MORE POWER THAN AND THEN START TO DO THE WORK TO CHANGE YOUR ACTIONS.
IF BOOKS DIDN'T HAVE THE POWER TO OPEN HEARTS AND MINDS AND INCREASE COMPASSION AND INCLUSION, PEOPLE WOULDN'T WANT TO RESTRICT THE ACCESS TO THEM.
BOOKS ARE AN AVENUE TO UNDERSTANDING THEIR MIRRORS TO HELP US SEE WHAT WE ALREADY KNOW TO BE TRUE INSIDE SOMETIMES.
IF A PARENT WANTS TO RESTRICT WHAT THEIR CHILD READS, THEY ALREADY HAVE THAT OPTION, BUT THEY DO NOT GET TO CHOOSE THAT OPTION FOR EVERYONE ELSE.
IF PARENTS WANT TO TRY TO TUNNEL VISION THEIR KIDS INTO A NARROW WORLDVIEW, THEY HAVE THE TOOLS TO DO SO, BUT I WON'T SIT BY AND ACCEPT THE NARROWING OF THE WORLD FOR EVERYONE.
IF THAT HAPPENS, WE ALL SUFFER.
>> THANK YOU, MS. TAYLOR. OUR NEXT SPEAKER IS MR. KELLY PHILIPS.
>> [INAUDIBLE] I'M GOING TO JUST TELL YOU A LITTLE STORY ABOUT WHAT WE'VE HAD TO DO WITH SEL IN MY FAMILY.
WE'VE OPTED OUT OF IT. MY KID IS THE ONLY KID, 600 KIDS THEY SEE AND THAT OPTED OUT.
YEAH, SHE DIDN'T GET PULLED OUT.
TWO WEEKS GO BY AND SHE'S LIKE, "I'M NOT BEING PULLED OUT.
I SEE WHEN YOU PULLED UP." WE'RE LIKE, "WE'LL CALL ABOUT IT." THEN THEY START PULLING OUT EVERY DAY.
THEY DON'T EVEN DO THAT SEL EVERY DAY.
MY WIFE GOES, TALKS TO THE TEACHERS.
HE SAYS, "IT'S AN ALL-OR-NOTHING.
OR LIKE, THAT'S NOT HOW THAT WORKS.
WE ONLY OPT OUT OF THIS, NOT THE WHOLE 25 MINUTES EVERY MORNING, WHICH IS INCLUDING ALL THE OTHER THINGS." THREE MINUTES WE GO THROUGH THE CONVERSATION WITH MS. STRICKLAND, ALL PEOPLE, AND THEN MY WIFE SPECIFICALLY SAID, FINE, MONDAY AND WEDNESDAY, WE DO NOT WANT FOR SEL BUT TUESDAY, SHE WILL DO IT BECAUSE IT'S A BUDDY SYSTEM.
SHE WANTS TO READ THE SECOND GRADERS, SO WE'RE OKAY WITH THAT.
LITERALLY SAID, HERE'S ARE OKAY WITH THIS.
THEY DON'T DO IT THURSDAY, FRIDAY SO THAT TIME ASIDE STEP.
NOW LAST TUESDAY, OR THE TUESDAY BEFORE, BUT THIS TUESDAY BECAUSE SOMETIMES WHEN THEY DO THEIR BODY READINGS, SOMEHOW IT INCLUDES HARMONY AND SEL.
THE TEACHER REMOVED HER INSTEAD OF TALKING TO US, WHICH WE LITERALLY SAID TWO WEEKS BEFORE IN AN EMAIL SEL TUESDAYS ARE FINE.
YOU HAVE OUR PERMISSION TO LIVE HER IN THERE.
SHE PULLS HER UP AND THEN CARSON COMES HOME MISSING AGAIN.
SINCE I JUST WANT YOU TO REALIZE WHEN YOU MADE THAT ARE OFFSET OPTION, SEL HAS NOW INFILTRATED SEL INTO OTHER THINGS LIKE FALCON FRIENDS OR THEIR HOUSE PROGRAMS SO ONCE YOU OPT-OUT, YOU OPT OUT OF THOSE THREE OR FOUR OTHER THINGS.
WHICH SHOULDN'T BE ALLOWED, IF YOU'RE GOING TO OPT-OUT OPTION IT SHOULD BE FOR THE ONE THING NOT FILTERS AND OTHER THINGS.
I'LL COME AND TALK TO THEM ABOUT IT LATER.
BUT I WANT YOU TO REALIZE WHAT THAT DOES AND HOW IT HURTS A KID AND I WANT YOU TO REALIZE IT,
[01:05:03]
YOU'RE PUTTING THE SCHOOLS AGAINST US, WE'RE NOT. THAT'S FINE.I DON'T CARE IF SEL BUT WE HOPE THAT IF WE TOOK THE OPTION, WE CLEARLY STATED IN THE EMAIL, HERE'S WHAT WE'RE DOING, HERE WHAT WE DON'T WANT, CLEAR NO TERMS. SEL TUESDAYS FINE.
WE'RE HAVING TO BATTLE IT BECAUSE SHE SAYS, BECAUSE YOU OPTED OUT.
THAT'S WHAT WE GOT LIKE THIS WEEK.
BECAUSE YOU OPT TO THAT SEL, WE HAVE TO TAKE HER OUT.
I CAN EITHER OPT THAT ALL OF THE SEL, PART OF THE SEL, NONE OF SEL.
I'M BEING PERIODS THAT BACK BY THIS.
THIS IS WHAT WE'RE HAVING TO GO THROUGH OVER AND OVER AND OVER.
I WANT YOU TO GO BACK AND LOOK AT MAYBE SEL STUDENT OBVIOUSLY BE IN OTHER PROGRAMS AND YOU DON'T HAVE THIS BECAUSE THEN YOU TAKE AWAY THE KIDS OPPORTUNITY TO SAY, I DON'T WANT THIS.
BUT MY KID IS LIKE WHAT I LIKE DOING BUDDY.
I LIKE MY FALCON FRIENDS OR MY FALCON HOUSE ACTIVITIES, SO SHE'S MISSING ALL THOSE AND FEELING PRESSURED TO WEIGH THOSE THINGS. THAT'S ALL I HAVE TO SAY.
>> THANK YOU, MR. PHILIPS. OUR NEXT SPEAKER BE MS. AMY GILL.
>> IN DECEMBER 2022, I SUBMITTED A REPORT TO YOU DETAILING SYSTEMIC MANAGEMENT PROBLEMS WITHIN RISD ATHLETICS.
I BROUGHT AND DISTRIBUTED A COPY TO REFRESH YOUR MEMORY.
WELL, MS. [INAUDIBLE] BELIEVES THINGS ARE BETTER AND POSITIVE CHANGES HAVE BEEN MADE, I SEE NO EVIDENCE OF THAT.
I HAVE ONLY ACCUMULATED MORE EXAMPLES TO SUPPORT MY FINDINGS AND BECOME AWARE OF OTHER WEAK MANAGEMENT PRACTICES.
THOSE FINDINGS ARE; ONE, ATHLETICS OVERSIGHT IS LACKING, TWO, SHARED SUPERVISION IS RESULTING IN GAPS AND SUPERVISION, THREE, COACHES ACT WITH IMPUNITY, FOUR, BURTONER ATHLETIC DIRECTOR HAS NOT BEEN PROVIDED THE TOOLS HE NEEDS FOR MANAGEMENT, AND THE ORGANIZATIONAL CULTURE LACKS HUMILITY.
AFTER NINE MONTHS OF INEFFECTUAL INTERVENTIONS, IT'S TIME TO TRY SOMETHING NEW.
TODAY I PROPOSE A PARENT ATHLETIC ADVISORY TASK FORCE TO MAKE RECOMMENDATIONS TO THE SCHOOL BOARD ON HOW TO SUPPORT AND IMPROVE RISD ATHLETICS, AND CRITICALLY, TO ENSURE EQUITABLE ATHLETIC EXPERIENCES FOR STUDENTS ACROSS THE DISTRICT.
THE DELIVERABLE WOULD BE A REPORT PROVIDING AN ASSESSMENT OF ATHLETICS AND RECOMMENDATIONS FOR IMPROVEMENT PRESENTED TO THE SCHOOL BOARD BY THE GROUPS TIER.
I WOULD SUGGEST THE TASK FORCE LOOK AT THE DEPARTMENT HIERARCHY AND ACCOUNTABILITY, MINIMUM PROGRAM EXPECTATIONS, STAFF DEVELOPMENT, AND EQUITY.
THESE NUMBERS COULD BE SELECTED BY THE SCHOOL BOARD AFTER SUBMITTING AN APPLICATION AND SHOULD INCLUDE EQUAL REPRESENTATION FROM EACH LEARNING COMMUNITY.
THE GROUP WOULD REQUIRE STAFFING BY CENTRAL ATHLETICS.
MY COMMENTS ARE IN NO WAY MEANT TO DISCOUNT THE DEDICATED WORK OF SO MANY OF OUR ATHLETIC STAFF WHO ARE SELF-MOTIVATED AND DON'T REQUIRE CLOSE SUPERVISION.
THESE MANAGEMENT FAILURES MANIFEST THEMSELVES IN POORLY MOTIVATED AND LOW-PERFORMING COACHES CONTINUING UNCHECKED.
IT IS WAY PAST TIME TO GET SERIOUS ABOUT THE UNPROFESSIONAL MANNER IN WHICH THINGS ARE RUN.
I WANT TO END TONIGHT ON A POSITIVE NOTE AND EXPRESS MY STRONG SUPPORT AND APPRECIATION FOR OUR OPT-OUT LIBRARY BOOK POLICY.
I THINK IT TAKES ALL PARENT VIEWS INTO ACCOUNT. THANK YOU.
>> THANK YOU, MS. GILL. OUR NEXT SPEAKER TONIGHT IS MS. CHRISTINE MERIA.
>> PRESIDENT HARRIS BOARD OF TRUSTEES, SUPERINTENDENT BRANUM AND STAFF, THANK YOU FOR GIVING ME THE OPPORTUNITY TO SPEAK AND LISTENING TO THESE CONCERNS.
MY NAME IS CHRISTINE MERIA AND I'M LIKE HEINZ RESIDENT, HOMEOWNER, PROUD PARENT OF [INAUDIBLE] GRADUATE AND ALUMNI,
[01:10:01]
OF LAKE HIGHLANDS CLASS OF '98, GO WELL, CATS.I'M ALSO A COMMUNITY OUTREACH COORDINATOR FOR LUCA, LATINO UNITED CONSERVATIVE ACTION SPEAKS ON BEHALF WITH THEM.
I THOUGHT SEXUAL EXPLICIT BOOKS HAVE BEEN REMOVED IN THE STATE OF TEXAS, I THOUGHT, BUT IT APPEARS THAT WAS WRONG.
THEY CONCERNED PARENTS, THESE ARE STILL TOO MANY HIGH-SCHOOL BOOKS THAT ARE AGE INAPPROPRIATE WITH GRAPHIC SEXUAL CONTENT IN THE RISD PUBLIC SCHOOLS.
WHAT I BELIEVE IN THE STATE OF TEXAS AGREES TO BE INAPPROPRIATE BOOKS.
FOR EXAMPLE, RUNNING WITH SCISSORS BY AUGUSTEN BURROUGHS.
THE SUMMARY OF THIS BOOK IS RISD LIBRARY ONLINE CATALOG STATES, "SUDDENLY AT AGE 12, AUGUSTEN BURROUGHS FOUND HIMSELF LIVING IN A DILAPIDATED VICTORIAN IN A PERFECT SQUALOR.
THE DOCTORS BUT BIZARRE FAMILY, A FEW PATIENTS IN A PEDOPHILE LIVING, THEY BACKYARD CHECK, COMPLETED A TABLEAU.
HERE, THERE WERE NO RULES, THERE ARE NO SCHOOL, AND THE CHRISTMAS TREE STAYED UP UNTIL SUMMER.
VOLUME WAS EATING [INAUDIBLE] AND WHEN THINGS GOT DOLE, THERE WAS ALWAYS THE VINTAGE OF ELECTRIC SHOCK THERAPY MACHINES UNDER THE STAIRS.
RUNNING WITH SCISSORS, ABOVE ALL, IN A CHRONICLE AND ORDINARY BOYS, SURVIVAL UNDER EXTRAORDINARY CIRCUMSTANCES." READING THIS BOOK, I FOUND IT TO BE FILLED WITH PEDOPHILE DEPICT IN A BREADTH OF RAPE AND GRAPHIC SEXUAL DETAILED DESCRIPTION.
LET ME READ A PAGE 110, AND I BELIEVE I MADE A COPY FOR EVERYBODY THERE.
I'M ONLY READING TWO SENTENCES OUT OF THIS.
"THE AIR COME OUT MY MOUTH, FOREST AROUND THE SHAFT IF HIS COCK.
JESUS, MOTHERFUCKER, FUCKING CHRIST." I FOUND TO BE FILLED WITH PEDOPHILIA DESCRIPTION.
WE ELECT OUR SCHOOL BOARD TO REPRESENT US, WE THE PEOPLE, LET'S DO BETTER, LET'S REMOVE AGE AND APPROPRIATE [INAUDIBLE] CHILD EXPLORING SEX FROM OUR LIBRARIES.
LET'S NOT SAY WE WILL LEAVE IT UP TO THE PROFESSIONALS, BUT LET PARENTS DETERMINE WHAT ITS APPROPRIATE.
LET'S ELIMINATE OPT-OUT PROGRAM, WE ENTRUST YOU WITH OUR CHILDREN AND GAVE YOU OUR VOTE, IS A SACRED TRUST, IT NEEDS TO BE RESTORED, AND PLEASE ACT AND DO THE RIGHT THING. THANK YOU.
THANK YOU, MISS MERIA, OUR NEXT SPEAKER IS MS. DEBORAH MOSEGALI GOOD EVERYONE, I'M DEBORAH.
I WANTED TO TALK ABOUT THE INCIDENT THAT'S HAPPENED IN STONEWALL ELEMENTARY SCHOOL.
A STUDENT WAS INJURED SO BAD, AND THE SCHOOL COULDN'T CALL THE AMBULANCE IMMEDIATELY.
INSTEAD, THEY KEPT ON WAITING OUTSIDE.
SHE WAS WAITING OUTSIDE FOR A VERY LONG TIME AND THEY HAVE TO CALL THE MOM.
IT TOOK A LONG TIME FOR THEM TO GET THE MOM.
SHE WAS REALLY THERE, SHE WAS THERE FEELING THE PAIN AND ALL OF THAT.
I BELIEVE THIS SCHOOL IS SUPPOSED TO HAVE A SAFETY, I BELIEVE THIS SCHOOL IS SUPPOSED TO HAVE A QUICK RESPONSE, THEY'RE SUPPOSED TO CALL THE EMERGENCY RESPONSE, IS OPPOSED TO CALL THE AMBULANCE ON TIME TO TAKE HER TO THE HOSPITAL.
BUT SHE WAS JUST STAYING PAINS, SHE WAS SUFFERING, SO I DON'T KNOW WHY THAT HAPPENED, BUT I THINK EVERYONE HAS TO LOOK INTO THIS.
FOR WE PARENTS WERE NOT HAPPY FOR WHAT HAPPEN.
WE HAVE KIDS AND WE TAKE THEM TO SCHOOL.
IF THINGS LIKE THIS ARE HAPPENING AND EVERYBODY JUST FEEL LESS ABOUT IT, IT WON'T HAPPEN, WE WON'T FEEL SECURE TO TAKE OUR KIDS TO SCHOOL.
SO JUST LOOK INTO IT, THAT IS WHAT I CAME HERE TO DO. THANK YOU.
OUR NEXT SPEAKER IS MR. TJ CALLOWAY.
GOOD EVENING, SUPERINTENDENT BRANUM AND TRUSTEES.
[01:15:01]
MY CHILD ATTENDS ELEMENTARY IN RISD.IT CAME TO MY ATTENTION OVER THE LAST FEW DAYS THAT A GROUP IS ORGANIZING ONLINE TO COME HERE TONIGHT, IT'S TRIED TO GET A COUPLE OF BOOKS BANNED FROM RISD LIBRARIES.
I'D LIKE TO TAKE THIS OPPORTUNITY TO LET THAT GROUP KNOW THAT SUPERINTENDENT BRANUM, DR. MCKEE LISTS, AND OTHERS IN THE ADMINISTRATION HAVE VERY THOROUGHLY AND VERY THOUGHTFULLY CRAFTED A BOOK REVIEW PROCESS FOR BOOKS STOCKED IN THE RISD LIBRARIES.
THAT PROCESS WAS DESIGNED NOT ONLY TO KEEP KIDS SAFE FROM MATERIAL THAT THEY MAY BE TOO YOUNG FOR OR HOW PARTICULAR SENSITIVITIES TO, BUT ALSO WITH A COMMITMENT TO KEEPING OUR STUDENT BODY SEEN AND REFLECTED THROUGH OUR BOOKS SELECTIONS.
THIS MEAN THAT SOMETIMES SOME PEOPLE MAY NOT LIKE WHAT BOOKS ARE THERE, BUT THERE IS SOMETHING FOR EVERYONE.
THAT IS IMPORTANT IN A FREE SOCIETY, IN A PUBLIC SCHOOL SYSTEM WHERE WE'RE TRYING TO TEACH CHILDREN TO THINK CRITICALLY.
THERE WILL ALWAYS BE THINGS WE DON'T LIKE, THERE WILL ALWAYS BE THINGS THAT WE CAN BE OFFENDED BY AND TO ADDRESS THIS NATURAL CONFLICT OF A FREE SOCIETY, SUPERINTENDENT BRANUM, AND YOUR ADMINISTRATION HAVE ALSO DEVELOPED A PROCESS FOR PARENTS TO OPT OUT THEIR CHILDREN FROM READING BOOKS THAT THEY DON'T WANT THEIR CHILDREN EXPOSED TO.
IT IS CALLED THE RISD LIBRARY PRINT BOOKS SELECT TITLE OPT-OUT PROGRAM.
IT IS EASILY BOUND WITH A QUICK GOOGLE SEARCH AND AS AN ADDED BONUS, THE NAME ROLLS RIGHT OFF THE TONGUE.
CONSERVATIVE GROUPS OFTEN LIKE TO TAKE UP THE MANTRA OF FREEDOM AND LIBERTY.
I ASKED HIM TO LEAVE MY FAMILY, OUR FREEDOM AND LIBERTY TO CHOOSE OUR OWN BOOKS.
THEY CAN CHOOSE THEIRS, WE CAN CHOOSE OURS.
IT IS LITERALLY THAT SIMPLE, AND THE ADMINISTRATION HAS MADE IT VERY EASY FOR US TO MODERATE IT TO SUIT OUR OWN TASTES. THANK YOU FOR YOUR TIME.
OUR NEXT SPEAKER IS MS. [INAUDIBLE]
>> GOOD EVENING. MY NAME IS KAMI.
I'M GOING TO BE ANCHORING MY DISCUSSION TODAY ON LUKE 8:6-8 BECAUSE IT SEEMS LIKE RIGHT NOW GOD HAS TO FIGHT THIS BATTLE FOR ME.
I CAME TO THE BOARD SO MANY TIMES ABOUT MY DAUGHTER'S INJURY.
HOW CAN I PICK A CHILD FROM SCHOOL AND HER HAND IS LIKE THIS? THIS IS VERY UNACCEPTABLE.
I'M MAKING FALSE STATEMENT THAT I SAID MY DAUGHTER'S INCIDENT IS BULLYING IS ABSOLUTELY UNTRUE.
I SENT A LETTER TO THE PRINCIPAL REQUESTING THAT THE MATTER SHOULD BE INVESTIGATED.
THEN TO WRITE TO TA AND SAY THAT I SAID THAT THE INCIDENT WAS AS A RESULT OF AN ACCIDENTAL EVENT AND NOT BULLYING IS SURE NOT RIGHT.
IT IS A FALSE STATEMENT THAT NEEDS TO BE CORRECTED.
THIS IS THE SAME LEGAL COUNSEL THAT JOINED THE BOARD FOR MY LEVEL 3.
HOW AM I NOT MADE TO FEEL LIKE I'M BEING RETALIATED AGAINST? DURING THE MEETING, THE LEGAL COUNSEL YOU BROUGHT IN LIED, STATED THAT THE SCHOOL HELPED ME IN THE TRANSITION OF MY DAUGHTER TO MIDDLE-SCHOOL, THE MADNESS, THAT IS COMPLETELY FALSE.
IF THEY KNOW THEY DID, THEY SHOULD BRING UP THE RECORDS FOR IT.
THE SCHOOL POLICIES WERE NOT AVAILABLE FOR ME TO FILL.
I HAVE LETTERS. I HAVE EMAILS.
I HAVE DIFFERENT EVIDENCES TO SHOW I HAVE BEEN TRYING MY BEST FROM THE BEGINNING OF THIS CASE. NOTHING WAS DOING.
THEN WHEN I FINALLY GET MY CASE TO YOU PEOPLE, YOU STARTED CHANGING YOUR WEBSITE.
YOU HAVE STARTED PUTTING LINKS.
YOU STARTED CHANGING TEXTS, AND THEY HAVE PRESENTED IT TO ME LIKE THAT WAS WHAT WAS ORIGINALLY THERE.
THAT IS UNETHICAL. THAT IS FALSE.
THAT IS MANIPULATING THE SYSTEM.
THAT IS NOT FAIR BECAUSE YOU ARE MOTHERS AND YOU ARE PARENTS, AND YOU WOULD NOT ACCEPT IT IF THAT WAS DONE TO YOUR OWN CHILD.
EXCUSE ME, I JUST NEED TO CALM MY NERVES.
THERE ARE TWO THINGS AS A PARENT I'M EXPECTING FROM THE SCHOOL.
EVERYTHING ELSE IS PRETTY OLD.
MY CHILD SHOULD BE RETURNED BACK TO ME SAFELY AND MY CHILD SHOULD BE EDUCATED, AND THAT HASN'T BEEN DONE BY RISD.
THERE'S CURRENT INCIDENTS HAPPENING IN RISD WITH THE ABUSIVE SCHOOL DRIVER, STRUGGLING THE STUDENTS, AND THE SCHOOL AID PUSHING THE CHILD IS JUST PART OF WHAT WE'RE TALKING ABOUT.
HOW ARE OUR CHILDREN MEANT TO FEEL SAFE IN RISD IF YOU CAN'T EVEN PUT PROPER PROCEDURES IN PLACE? IT'S NOT ACCEPTABLE.
STOP MANIPULATING THE SYSTEM AND DO THE RIGHT THING.
DO THE RIGHT THING BECAUSE YOU WILL DO THE RIGHT THING IF IT WAS YOUR CHILD. THANK YOU.
[01:20:01]
>> THANK YOU, MS. SAUROPOD. OUR FINAL SPEAKER TONIGHT IS MR. RANDY BLANKCHIP.
>> GOOD EVENING. MY NAME IS RANDY BLANKCHIP AND I WISH TO THANK THE BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO SPEAK.
TOPIC, DEPARTMENT OF EQUITY, DIVERSITY AND INCLUSION.
THIS IS THE BEGINNING OF THE FOURTH YEAR WHAT I HAVE INFORMED THIS BOARD IN THE UNDERSTANDING OF SPECIFIC BOARD POLICIES, BASIC INTERPRETATION OF VARIOUS TEXAS LAWS AND DISCLOSURE OF VIOLATIONS AND THE RULES OF PROFESSIONAL CONDUCT.
AS FOR THE DEPARTMENT OF EQUITY, DIVERSITY, AND INCLUSION, IT WAS AUTHORIZED BY THE BOARD TO REMOVE INSTITUTIONAL AND SYSTEMIC RACISM, WENT THROUGH SOME CHANGES THE FIRST COUPLE OF YEARS.
FOR 2022-'23, IT BECAME A SOCIAL PROGRAM AND NO LONGER WAS FUNCTIONING ACCORDING TO THE PURPOSE ESTABLISHED BY THE BOARD.
TO BE HONEST, THE EXECUTIVE DIRECTOR IN PHOTOS AND IN HER OWN WORDS WAS HAPPY TO DECLARE THE MESSAGE WAS NOW BEING DELIVERED, AND THE PICTURE SHOWS ANGRY, HATE FILLED ACTIVISTS, STUDENTS ON MANY CAMPUSES.
NOW THE BOARD HAS SEVERAL REASONS TO INTERVENE, QUESTION, INVESTIGATE, AND CLOSE THE DEPARTMENT, AND REMOVE EVERY SOCIAL AND POLITICAL MESSAGING THAT IS ASSOCIATED IN REFLECT OF EQUITY, DIVERSITY AND INCLUSION.
IF CORRECTIVE ACTION IS NOT TAKEN, THIS CAN GET OUT OF CONTROL IN A BOARD AND THIS ADMINISTRATION CAN BE LOOKING AT STUDENTS BEING HARMED OR ASSAULTED.
WE'RE SEEING THIS GOING ON AROUND THE COUNTRY.
YOU DON'T NEED TO WORRY ABOUT MASS SHOOTINGS IN SCHOOLS, YOU NEED TO WORRY ABOUT WHAT'S GOING ON IN THE CLASSROOM.
IF IT HAPPENS, I WILL GLADLY SUPPLY THE PARENTS' ATTORNEY WITH AMOUNT OF EVIDENCE THAT I HAVE OF YOUR RELATIONSHIP, SILENCE AND CONDONING MESSAGES THAT IS AT THE FRONT AND CONTRIBUTING TO THESE ACTS.
YOU HAVE BEEN WARNED AND INFORMED BY ME FOR MANY YEARS, FOR OVER THREE YEARS, AND THOSE IN THE HORSE SHOOT CAN BE NAMED IN COURT DOCUMENTS REGARDING YOUR REFUSAL TO HEED THE WARNING OF MENTAL AND PSYCHOLOGICAL AND PHYSICAL HARM ON ANY ONE OR MORE CHILDREN ON ANY CAMPUS.
THE STUFF IS GOING ON RIGHT NOW.
I'M ALREADY GETTING WORRIED ABOUT BULLYING AND HARASSMENT OF STUDENTS.
WHAT ACTION DO I RECOMMEND? READ THE ATTACHMENT IN THE EMAIL I SENT YOU.
THERE'S NO REASON TO BRING TO GIVE YOU THOSE RECOMMENDATIONS HERE. YOU ALREADY KNOW WHAT? THERE'S THREE I BELIEVE, THREE MAIN ONES.
IT WOULD BE A GOOD IDEA FOR YOU GUYS TO STOP WASTING TIME, INVESTIGATE AND CLOSE THIS THING DOWN BECAUSE IT'S NO LONGER ADAPTED BY POLICIES. THANK YOU.
MS. SAUROPOD CONCLUDES OUR PUBLIC SPEAKING SECTION TONIGHT.
>> THANK YOU, MR. PUCCI. THANK YOU TO EVERYONE THAT CAME UP AND SPOKE TONIGHT.
DID YOU ALL WANT TO TAKE A QUICK BREAK OR YOU WANT TO KEEP MOVING? LET'S TAKE A QUICK BREAK, ABOUT 10 MINUTES, 12 MINUTES.
>> OUR NEXT ACTION ITEM IS A CONSENT AGENDA.
[IV. CONSENT / CONFIRMATION AGENDA ITEMS]
DOES ANYONE WISH TO PULL ME ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION? ALL RIGHT. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?>> THANK YOU, MS. TIMMY. IS THERE A SECOND?
THERE IS A MOTION BY MS. TIMMY AND SECOND BY MR. POUTIQUE.
ARE THERE ANY QUESTIONS OR COMMENTS? PERFECT. HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND REALLY HIGH SO I CAN SEE IT.
PERFECT. MOTION PASSES SEVEN, ZERO.
THE NEXT ITEM ON OUR AGENDA IS TO ADOPT THE TAX RATE FOR 2023, 2024.
[V. ACTION / INFORMATION ITEMS]
ON JUNE 8TH, 2023, THE BOARD HELD A PUBLIC HEARING WHEN IT ADOPTED OUR 2023, 2024 BUDGET.RISD PUBLISHED NOTICE OF THAT MEETING AS REQUIRED BY APPLICABLE LAW,
[01:25:05]
AND DURING THAT MEETING, WE EXPLAINED THE TAX RATE THE BOARD WOULD CONSIDER IN ACCORDANCE WITH SECTION 44.004 OF THE TEXAS EDUCATION CODE.MS. BRANUM, I UNDERSTAND THAT MR. PATE, RISD'S ASSISTANT SUPERINTENDENT OF FINANCE AND SUPPORT SERVICES, HAS PREPARED A BRIEF PRESENTATION ABOUT OUR PROPOSED TAX RATE.
>> THANK YOU, PRESIDENT HARRIS. YES. MR. PATE, WOULD YOU PLEASE PROVIDE INFORMATION TO THE BOARD TO HELP THEM IN UNDERSTANDING YOUR RECOMMENDATION FOR THE TAX RATE?
>> YES, I WILL. THANK YOU, MRS. BRANUM, MS. HARRIS, TRUSTEES.
VERY BRIEFLY HERE, FIRST JUST WANTED TO GO OVER SOME STATISTICS ABOUT OUR CERTIFIED TAX ROLL THAT IS PART OF THE BASIS OF THE TAX RATE.
WE HAVE 69,434 TAXABLE PARCELS IN THE DISTRICT.
ALMOST 82% OF THOSE PARCELS REPRESENT RESIDENTIAL PROPERTY, AND ABOUT LITTLE LESS THAN 19% OF THOSE PARCELS REPRESENT COMMERCIAL PROPERTY.
HOWEVER, WHEN YOU COME TO THE VALUE, IT IS ALMOST EXACTLY 50-50.
IT'S 50.3% RESIDENTIAL, 49.7 COMMERCIAL, 28% OF OUR RESIDENTIAL ACCOUNTS, THAT IS, HAVE AN OVER 65 LEVY FREEZE.
THIS IS THE SAME AS THE PRIOR YEAR.
THE DALLAS CENTRAL APPRAISAL DISTRICT REAPPRAISED 48.1% OF THE PROPERTY.
THIS YEAR, THIS IS DOWN FROM THE PRIOR YEAR REAPPRAISAL RATE OF 86.63%.
DCAD LOOKS AT ALL OF THE PROPERTIES THAT ARE MORE THAN 105% AND LESS THAN 95% OF THE EXPECTED MARKET VALUE.
THEY HAVE A MEASURE THAT THEY USE TO IDENTIFY WHAT PROPERTIES THEY WILL BE REAPPRAISING.
NOW LOOKING OUR PROPOSED TAX RATE COMPARED TO OUR ADOPTED TAX RATE FOR '22, '23, JUST WOULD LIKE TO START OUT WITH THIS PROPOSED TAX RATE HAS BEEN CALCULATED ASSUMING THE PASSAGE OF ALL OF THE CONSTITUTIONAL AMENDMENTS IN NOVEMBER 7TH REQUIRED BY LAW TO DO THE CALCULATIONS THAT WAY.
OUR TIER 1 COMPRESSED RATE WAS 82.63% WITH THE TAX BILLS WE SENT OUT LAST OCTOBER.
IF YOU APPROVE THE RATE TONIGHT, THAT TAX RATE WILL DECREASE TO 65.48 CENTS.
THAT IS A DECREASE OF 17.15 CENTS, 10.7 CENTS OF THAT DECREASE IS COMING FROM SENATE BILL 2.
THEN OUR TIER 2 PENNIES OF 13.83 CENTS REMAIN UNCHANGED.
THE MAINTENANCE AND OPERATIONS TAX RATE THEREFORE IS DECREASING FROM 96.46 CENTS TO 79.31 CENTS.
THAT TAX RATE WOULD BE 90.01 CENTS WITHOUT SENATE BILL 2.
IT IS DEFINITELY SIGNIFICANTLY LOWER IF ALL OF THE CONSTITUTIONAL AMENDMENTS PASS.
THE OTHER THING I WOULD JUST LIKE TO POINT OUT IS THAT WHEN I PRESENTED THE BUDGET TO YOU BACK IN JUNE, THE ESTIMATE AT THAT TIME OF THE M&O TAX RATE WAS 93.35 CENTS, AND CERTAINLY WE'RE BELOW THAT ALSO.
FEW OTHER STATISTICS ABOUT THE TAX RATE, I ALMOST FORGOT, THE INTEREST AND SINKING FUND, OR DEBT SERVICE TAX, RATE IS REMAINING UNCHANGED AT 35 CENTS, AND THAT BRINGS US TO A TOTAL TAX RATE OF $1.1431, DOWN FROM $1.3146 LAST YEAR.
THIS IS THE LOWEST TOTAL TAX RATE FOR RISD IN 33 YEARS, AND IT IS THE LOWEST M&O TAX RATE IN 39 YEARS.
THE TAX BILLS THAT ARE GOING TO BE SENT OUT IN OCTOBER AGAIN ARE BASED ON THE RATE THAT THE BOARD IS APPROVING TONIGHT.
THAT DOES ASSUME PASSAGE OF THE CONSTITUTIONAL AMENDMENTS ON NOVEMBER 7TH.
ALSO, THE TAX BILLS WILL INCLUDE A STATEMENT, AND THIS IS REQUIRED BY LAW ALSO.
IT WILL INCLUDE A STATEMENT THAT SAYS YOUR TAX BILL WOULD BE THIS AND IT WILL BE A HIGHER AMOUNT AND IT'S CALCULATED INDIVIDUALLY FOR EACH TAX RATE PAYER IF THE AMENDMENTS DON'T PASS.
TAXPAYERS WERE EFFECTIVELY ELECTIONEERING FOR THE STATE OF TEXAS [LAUGHTER] ON THIS ISSUE, BUT THEY WILL SEE THAT ON THEIR TAX BILLS.
[01:30:02]
AS FAR AS OUR BUDGET IMPACT GOES, SENATE BILL 2 HAS NO IMPACT ON OUR GENERAL FUND REVENUE.PROPERTY TAX REVENUE DECREASES, STATE REVENUE INCREASES, BUT TOTAL REVENUE REMAINS UNCHANGED.
OUR ENROLLMENT IS TRENDING HIGHER THAN THE DEMOGRAPHER PROJECTED OF 36,224.
WHEN I CHECKED WITH MS. GARZA TODAY, OUR ENROLLMENT IS 37,044 STUDENTS, SO A SIGNIFICANT INCREASE FROM OUR DEMOGRAPHER PROJECTIONS.
THE DEBT SERVICE FUND REVENUE WILL DECREASE SLIGHTLY FROM THE ADOPTED BUDGET, BUT WE STILL HAVE ENOUGH MONEY TO MAKE ALL OF OUR SCHEDULED DEBT PAYMENTS, SO THERE'S NO CONCERN THERE.
BUDGET AMENDMENTS WILL BE PRESENTED AT THE OCTOBER 12TH BOARD MEETING, REFLECTING THE CHANGES NECESSARY RELATED TO SHIFTING FROM PROPERTY TAX REVENUE TO STATE REVENUE AND CHANGING THE DEBT SERVICE FUND REVENUES.
THEN FINALLY, EACH OF YOU SHOULD HAVE AT YOUR PLACES A PAPER THAT LOOKS LIKE THIS, WHICH IS THE MOTION LANGUAGE.
I WAS NOT SURE WHO WAS PLANNING TO MAKE THE MOTION TONIGHT, BUT WE DO HAVE STATUTORILY-REQUIRED LANGUAGE TO MAKE THE MOTION FOR THE ADOPTION OF THE TAX RATE.
THAT MOTION LANGUAGE INCLUDES A STATEMENT AND I'LL JUST READ IT.
IT SAYS, "I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF $1.1431, WHICH IS EFFECTIVELY A 6.55% INCREASE IN THE TAX RATE." THAT IS COMPLETELY AT ODDS WITH WHAT I JUST TOLD YOU THAT YOU'RE ABOUT TO ADOPT THE LOWEST TAX RATE IN 39 YEARS.
THAT IS BASED ON A SPECIFIC CALCULATION THAT IS STATUTORILY REQUIRED AND THAT TAX RATE IS CALLED THE NO-NEW-REVENUE TAX RATE.
THERE'S A LONG WORKSHEET THAT DORCAS AND I COMPLETE TO CALCULATE THAT NO-NEW-REVENUE TAX RATE.
THE $1.1431 IS 6.55% HIGHER THAN THE NO-NEW-REVENUE TAX RATE, BUT THE NO-NEW-REVENUE TAX RATE ONLY EXISTS FOR THE PURPOSE OF THIS CALCULATION.
I AM NOT ASKING YOU TO INCREASE THE TAX RATE.
YOU WILL BE ADOPTING, LIKE I SAID, ONE OF THE LOWEST TAX RATES IN EITHER 33 OR 39 YEARS, DEPENDING ON IF YOU WANT TO LOOK AT THE M&O RATE BY ITSELF OR THE TOTAL TAX RATE.
AGAIN, THAT LANGUAGE IS REQUIRED BY SECTION 2605 OF THE TAX CODE.
WITH THAT, IF YOU HAVE ANY QUESTIONS, I WILL BE GLAD TO ANSWER THEM.
>> PRESIDENT HARRIS, I DO RECOMMEND THAT THE BOARD OF TRUSTEES AT THE 2023 TAX RATE IS PRESENTED BY MR. PATE AND DESCRIBED IN THE POSTED RESOLUTION.
>> THANK YOU, MR. PATE. THANK YOU, MS. BRANUM.
BOARD MEMBERS, WE DO HAVE A RECOMMENDATION FROM THE SUPERINTENDENT TO ADOPT THE PROPOSED TAX RATE.
>> MS. PACHECO, CAN YOU READ THAT STATEMENT?
>> DO YOU HAVE IT? [OVERLAPPING]
>> YES. I MOVE THAT THE PROPERTY TAX RATE BE INCREASED BY THE ADOPTION OF A TAX RATE OF $1.1431 WHICH IS EFFECTIVELY A 6.55% INCREASE IN THE TAX RATE.
AS A PART OF THIS MOTION, I ALSO MOVE THAT THE DISTRICT ADOPT AN INTEREST AND SINKING FUND TAX RATE OF 35 CENTS PER $100 OF VALUATION, AND MAINTENANCE AND OPERATION TAX RATE OF 0.7931 CENTS PER $100 OF VALUATION FOR A TOTAL TAX RATE OF $1.1431 PER $100 OF VALUATION.
>> THANK YOU. WE DO HAVE A MOTION. CAN HAVE A SECOND?
>> THANK YOU, MR. POTEET. WE HAVE A MOTION BY MS. PACHECO, A SECOND BY MR. POTEET.
ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE, ALL IN FAVOR. MR. POTEET?
>> REAL QUICK. I KNOW, MR. PATE, YOU'VE MENTIONED THAT, JUST WANT TO EXPOUND ON IT A LITTLE BIT, THE DEBT SERVICE FUND MAY SEE A LITTLE DECREASE IN REVENUES, WHICH YOU SAID SHOULDN'T IMPACT ANY OF OUR RATE OF PAYMENT OF CURRENT DEBT.
>> THAT IS CORRECT. IT WILL NOT IMPACT OUR ABILITY TO REPAY ANY OF OUR SCHEDULED DEBT SERVICE.
>> WHAT IMPACTS DO WE ANTICIPATE IT HAVING ON BONDING CAPACITY IF WE SEE THAT REVENUE DECREASE GOING FORWARD?
>> ONCE YOU ALL ADOPT THIS TAX RATE, I'LL BE SENDING ALL OF THAT INFORMATION TO JEFF ROBERT, AND HE WILL BE UPDATING ALL OF THE CALCULATIONS ON OUR FUTURE BONDING CAPACITY FOR US.
[01:35:04]
IT COULD CAUSE US TO LOWER A PAYMENT ON THE REMAINING $150 MILLION THAT WE HAVE LEFT TO SELL OF THE 21 AUTHORIZATION.BUT I CAN TELL YOU THAT IT WILL NOT HAVE ANY MATERIAL IMPACT ON THE RING PAYMENT SCHEDULE THAT WE WILL STILL REPAY THAT IN 25 YEARS AND WE WILL STILL REPAY ALL THE OTHER.
I JUST NEEDED TO TELL YOU THAT IT'S GOING TO DECREASE THE REVENUE, BUT I DON'T SEE ANY MATERIAL IMPACT ON ANY OF THAT.
THANK YOU FOR THAT CLARIFICATION.
>> ANY ADDITIONAL QUESTIONS, COMMENTS?
>> YES, WE DO FROM MR. POTEET.
WE DO HAVE A MOTION BY MS. PACHECO, A SECOND BY MR. POTEET.
AS REQUIRED BY THE TAX CODE, I WILL NOW PULL THE BOARD IN A ROLL CALL VOTE, STARTING ON MY RIGHT.
WE MUST ADOPT OUR TAX RATE BY AT LEAST A 60% MAJORITY VOTE.
BOARD MEMBERS, WHEN I CALL YOUR NAME, PLEASE AUDIBLY STATE YOUR VOTE ON THIS MOTION, YES OR NO.
WE WILL BEGIN WITH MR. POTEET.
>> I'M SORRY. I REGINA HARRIS, VOTE YES.
THANK YOU. OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS. MS. BRANUM.
>> THANK YOU, MS. HARRIS. AGAIN, ALWAYS WANT TO THANK ALL OF THOSE IN THE COMMUNITY AND OUR BUSINESS PARTNERS WHO GIVE THEIR SERVICES BOTH IN TERMS OF FISCAL SUPPORT AS WELL AS IN TERMS OF THEIR VOLUNTEER SERVICE AS WELL.
TODAY IS MORE TEXAS GIVING DAY, AND SO I HAVE BEEN PAYING ATTENTION TO THE FOUNDATION AND OUR CAMPUS.
I KNOW WE HAVE OUR PHENOMENAL PRINCIPAL FROM APOLLO HIGH SCHOOL AND PARK HILL, BUT SHE LAID DOWN THE GAUNTLET THIS MORNING WITH A CHARGE THAT SHE WANTED TO WIN THIS YEAR'S GIVING CAMPAIGN.
I JUST THINK ALL OF THOSE WHO'VE ALSO GIVEN THROUGH THE NORTH TEXAS GIVING DAY.
I'VE ASKED MR. PETE TO PROVIDE A REPORT AND AN UPDATE OF OUR GIFTS TO DATE.
I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.
WE HAVE FOUR GIFTS OVER $5,000 SUBMITTED FOR BOARD APPROVAL.
ARAPAHO CLASSICAL MAGNET PTA GAVE $7,537 TO ARAPAHO CLASSICAL MAGNET.
THE MERRYMAN PARK ELEMENTARY PTA DONATED $104,000 TO MERRYMAN PARK ELEMENTARY.
THE PERRY CREEK ELEMENTARY PTA DONATED $45,235 TO PERRY CREEK ELEMENTARY, AND THE PRESTONWOOD ELEMENTARY PTA DONATED $14,260 TO PRESTONWOOD ELEMENTARY FOR A TOTAL OF $171,032 AND WE HAVE 11 GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT TOTALING $7,265.86, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.
TOTAL GIFTS THIS MONTH ARE $178,297.86.
>> THANK YOU SO MUCH, MR. PETE.
I DO RECOMMEND THAT THE BOARD ACCEPT GIFTS OF $5,000 OR MORE AS LISTED.
>> THANK YOU, MR. PETE. THANK YOU, MS. BRANUM. IS THERE A MOTION?
>> THANK YOU. MR. POTEET, IS THERE A SECOND?
>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MR. POTEET, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE. ALL IN FAVOR, PLEASE RAISE YOUR HANDS HIGH.
OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER AND RATIFY THE MEMORANDUM OF UNDERSTANDING FOR DALLAS COUNTY JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAMS FOR SCHOOL YEAR '23, '24. MS. BRANUM.
>> YES, MA'AM. THIS IS AN ANNUAL MOU THAT WE BRING FORWARD FOR THE BOARD'S CONSIDERATION.
MR. PETE, WILL YOU PROVIDE ANY INFORMATION THAT MAY BE NECESSARY FOR THEM TO TAKE ACTION?
>> YES, MS. BRANUM, THE TIME IT TAKES TO GET ALL OF THE SCHOOL DISTRICT IN DALLAS COUNTY TO ALL AGREE TO THIS SINGLE MOU USUALLY CAUSES IT TO COME BEFORE THE BOARD AFTER THE START OF THE SCHOOL YEAR AND WE'RE REQUIRED BY LAW TO PARTICIPATE IN THE DALLAS COUNTY JUDGE AEP.
BECAUSE OF THE TIMING, THEY HAVE ACTUALLY STARTED PROVIDING SERVICES TO OUR STUDENTS.
[01:40:06]
WE NEED YOU TO APPROVE THIS AND THEN ALSO APPROVE THE PAYMENT OF BILLS ASSOCIATED WITH THIS FOR SERVICES INCURRED PRIOR TO THE ADOPTION OF THIS RESOLUTION OR THE APPROVAL OF THIS MOU RATHER.>> THANK YOU, MR. PETE. I DO RECOMMEND THAT THE BOARD OF TRUSTEES APPROVE AND RATIFY THE ATTACHED MOU WITH DALLAS COUNTY JUVENILE BOARD REGION 10 EDUCATION SERVICE CENTER IN THE DALLAS COUNTY SCHOOL DISTRICTS NAMED THEREIN AND AUTHORIZE STAFF TO PAY FOR SERVICES OUTLINED IN THE MOU DURING THE '23, '24 SCHOOL YEAR AND THE COMBINED AMOUNT NOT TO EXCEED $200,000.
>> THANK YOU, MR. PETE. THANK YOU. MS. BRANUM.
IS THERE A MOTION? NOT ALL AT ONCE.
>> THANK YOU, MS. PACHECO. THERE IS A MOTION BY MS. ANDREA, SECOND BY MS. PACHECO.
ARE THERE ANY QUESTIONS OR COMMENTS? MS. TIMMY.
>> I JUST WANTED TO STATE PUBLICLY THAT I'M NOT GOING TO VOTE ON THIS OR COMMENT AS IT IS CONFLICT OF INTEREST WITH REGION 10 AND MY WORK.
DOES THE STATE PROVIDE ANY FUNDS FOR THIS THING?
>> THE ONLY FUNDING WE GET FOR THIS IS RELATED TO THE NORMAL ADA THAT WE WOULD EARN ON ANY STUDENT.
>> QUICK QUESTION. IT SAYS NOT TO EXCEED $200,000.
I KNOW WE HAD DISCUSSED THIS FACILITY BEFORE AND THEIR LACK OF CAPACITY, I THINK IN THE LAST SCHOOL YEAR.
WHEN WE HAVE A NEED, THEY DON'T HAVE CAPACITY.
ARE WE PAYING THEM OR WE PAY PER STUDENT THAT GOES THERE NOT TO EXCEED 200,000?
>> YES. THANK YOU FOR REMINDING ME THAT I'VE MEANT TO CLARIFY THAT A WHILE AGO.
WE NORMALLY BUDGET $50,000 FOR THIS.
THE MANDATORY PLACEMENTS WE'RE NOT CHARGED FOR AND THEN DISCRETIONARY PLACEMENTS WE ARE CHARGED FOR.
THE $200,000 WAS A BEST GUESS TO KEEP YOU FROM HAVING TO DEAL WITH THIS AGAIN.
BUT IF WE EXCEED THE $50,000 THAT'S IN THE BUDGET, YOU WILL ABSOLUTELY HAVE TO APPROVE AN INCREASE IN THE BUDGET FOR THIS ACTIVITY.
LAST YEAR, OUR EXPENDITURES WERE ACTUALLY ABOUT $3,600 FOR THIS.
I DO NOT REALISTICALLY EXPECT US AT THIS POINT TO EXCEED 200,000 AND DON'T EVEN EXPECT US TO SEE EXCEED 50,000.
BUT WITH THE CHANGES WITH VAPING AND SOME OF ALL OF THE OTHER CHANGES THAT ARE GOING ON, I PICKED 200,000 OUT OF THIN AIR AND PUT IT IN THERE.
>> THANK YOU, MS. POTEET. ANY ADDITIONAL QUESTIONS, COMMENTS? WE DO HAVE A MOTION BY MR. ANDREA.
WE HAVE A SECOND BY MS. PACHECO.
IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER AND RATIFY SPECIAL EDUCATION STAFFING UNDER MISCELLANEOUS CONSULTANT SERVICES, RFP NUMBER 23-247. MS. BRANUM.
>> THANK YOU, MS. HARRIS. IT IS MR. PETE'S NIGHT.
I'M GOING TO TURN THIS OVER TO MR. PETE SO HE CAN PROVIDE YOU AN UPDATE.
>> SIMILAR TO THE PREVIOUS ONE, BUT THIS IS ALL JUST ABOUT RICHARDSON ISD AND WHO WE CONTRACT WITH.
WE'VE HAD TO BEGIN SPECIAL EDUCATION SERVICES TO STUDENTS, WE NEEDED TO HIRE CONTRACTORS.
WE'RE CERTAINLY TRYING THE HR DEPARTMENT, SPECIAL ED DEPARTMENT OF TRYING DILIGENTLY TO HIRE EMPLOYEES, BUT UNFORTUNATELY, WE'VE HAD TO BRING IN SOME CONTRACTORS.
THIS IS TO APPROVE THOSE CONTRACTS, AUTHORIZE THAT WORK, AUTHORIZE PAYMENT FOR THOSE SERVICES THAT WE HAD TO BEGIN WITH THE START OF SCHOOL PRIOR TO THIS MEETING AND THIS ONE HAS A NOT-TO-EXCEED OF $3 MILLION ON IT.
WE ACTUALLY SPENT ABOUT $3.1 MILLION ON THIS LAST YEAR.
I DO EXPECT THAT WE WILL HAVE TO AND COULD HAVE TO BRING THIS BACK THIS YEAR. I HOPE NOT.
I HOPE THAT WE DO CONTINUE TO BE ABLE TO FILL WITH OUR OWN EMPLOYEES, BUT JUST KNOW THAT THIS ONE COULD COME BACK TO YOU.
[01:45:02]
I DO RECOMMEND THAT THE BOARD OF TRUSTEES HAVE PROVEN AND RATIFIED THE CONTRACTS WITH THE ABOVE-NAME VENDORS AND AUTHORIZED STAFF TO PAY FOR SERVICES PROVIDED BY THESE VENDORS DURING THE '23, '24 SCHOOL YEAR IN A COMBINED AMOUNT NOT TO EXCEED 3 MILLION.>> THANK YOU. IS THERE A MOTION?
>> THANK YOU, MS. TIMMY, IS THERE A SECOND?
>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MS. TIMMY, A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS? MS. MCGOWAN.
>> QUESTION. AS FAR AS THESE POSITIONS GO, AND I KNOW WE'RE BUDGETING THREE MILLION IF WE WERE TO INCREASE THE PAY FOR THESE POSITIONS, HOW WOULD THAT AFFECT THIS BUDGET AT THREE MILLION?
>> IF YOU, FOR EXAMPLE, TOOK SLPS WITH A NUMBER OF SLPS AND IF YOU WERE TO GIVE A SUBSTANTIAL RAISE WITH A NUMBER OF SLPS, JUST FOR THAT POSITION ALONE, IT WOULD FAR EXCEED THE 3 MILLION.
WE ALWAYS HAVE TO BE INCREDIBLY THOUGHTFUL THAT IF YOU WERE TO ADJUST THE COMPENSATION SCHEDULE FOR JUST ONE PART OF THE ORGANIZATION, THEN THAT CAUSES DISRUPTION AND POTENTIAL NEED TO MAKE ADJUSTMENTS IN OTHER PARTS OF THE ORGANIZATION AS WELL.
UNFORTUNATELY, THIS IS SOMETHING THAT MOST AREA DISTRICTS ARE HAVING TO DO FOR THESE HIGH NEEDS AREAS.
THAT RIGHT NOW WE'RE STILL DEVELOPING STRATEGIES TO INCREASE THE PIPELINE.
>> OUR CONTRACT WORKERS THAT COME IN, ARE THEY MAKING LESS THAN THESE INDIVIDUALS THAT WE WOULD HIRE THROUGH THE DISTRICT?
>> MR. PATE, WILL YOU, OR DR. GOODSON MAY KNOW.
>> I'M SORRY, COULD YOU REPEAT THE QUESTION? I'M NOT QUITE SURE I UNDERSTOOD.
>> YEAH. THE CONTRACT WORKERS THAT WE BRING IN UNDER THESE CONTRACTS, ARE THEY GETTING PAID LESS THAN OUR EMPLOYEES YOU'RE PAYING IN THESE POSITIONS?
>> I DON'T BELIEVE SO. I THINK WHEN IT WORKS OUT WITH THE PARTICULAR VENDOR, EACH VENDOR IS GOING TO PAY A DIFFERENT RATE, SO I DON'T KNOW THE SPECIFIC SALARY OF EACH OF THEM, BUT I DO KNOW OF A FEW WHERE THEY ARE GOING TO MAKE A LITTLE BIT MORE THAN WHAT WE WOULD OFFER WITH OUR ANNUAL SALARY, BUT IT'S DIFFERENT DEPENDING ON THE GROUP.
>> ADDITIONALLY, WHEN WE PAY THESE VENDORS, THE EMPLOYEES OF THESE VENDORS ARE PAYING INTO SOCIAL SECURITY AND THEY DON'T GET ANY DISTRICT BENEFIT, SO NONE OF THAT IS COMING OUT OF THEIR PAY, SO IT'S REALLY UNFORTUNATELY A CHALLENGE TO MAKE AN EXACT APPLES TO APPLES COMPARISON THERE.
>> THANK YOU. MS. MCGOWAN. ANY ADDITIONAL QUESTIONS? COMMENTS? THERE IS A MOTION BY MS. TIMMY IS SECOND BY MR. EAGER. IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
OUR NEXT ITEM ON THE AGENDA IS TO CONSIDER THE APPROVAL OF THE HP3 SAFETY ALTERNATIVE PLAN. MS. BRANUM.
>> THANK YOU. MS. HARRIS, INFORMATION PROVIDED TONIGHT IS NOT GOING TO BE NEW INFORMATION.
AS YOU REMEMBER, YOU PREVIOUSLY GAVE ME THE AUTHORIZATION TO DEVELOP AN ALTERNATIVE SCHEDULE TO MEET THE REQUIREMENTS OF HOUSE BILL 3 AND THE GOOD CAUSE EXCEPTION, AND SO MRS. HAYES AND HER TEAM HAVE WORKED DILIGENTLY AND ARE GOING TO PROVIDE YOU AN UPDATE WITH THAT PROPOSED SCHEDULE FOR YOUR CONSIDERATION MS. HAYES.
>> THANK YOU, SUPERINTENDENT BRANUM, GOOD EVENING BOARD OF TRUSTEES.
TONIGHT WE'RE FOLLOWING UP ON THE AUGUST 10TH BOARD MEETING WHERE WE TALKED ABOUT HOUSE BILL 3, WE ARE PROVIDING TO YOU TONIGHT THE OPPORTUNITY TO APPROVE OUR ALTERNATIVE PLAN FOR THE GOOD CAUSE EXCEPTION THAT YOU VOTED ON AUGUST THE 10TH.
THIS ALLOWS US TO HIRE OFF DUTY LAW ENFORCEMENT OFFICIALS TO ROAM BETWEEN OUR BUILDINGS EACH DAY UNTIL WE CAN HIRE ENOUGH OF OUR CAMPUS SECURITY OFFICERS TO PUT THEM AT ALL OF OUR ELEMENTARY SCHOOLS, WE NEED 34 NEW EMPLOYEES TO FILL ALL THE VACANCIES AT OUR ELEMENTARY SCHOOLS, WE CURRENTLY HAVE 18 THAT WE HAVE HIRED AND STARTED THIS PAST WEEK.
WE WILL CONTINUE TO LOOK FOR PERSONNEL THAT ARE QUALIFIED AND MEET OUR REQUIREMENTS.
UNTIL THEN WE WILL CONTINUE TO USE THE OFF DUTY OFFICERS AS ROUNDWORMS. THAT IS OUR ALTERNATIVE PLAN THAT WE WILL USE FOR THIS YEAR, WHICH IS ALL THE GOOD COURSE EXCEPTION IS GOOD FOR THIS SCHOOL YEAR.
>> THANK YOU, MS. HAYES. I DO RECOMMEND THAT THE BOARD APPROVE THE ALTERNATE STANDARD OF USING OFF DUTY LICENSED PEACE OFFICERS TO ROAM BETWEEN BUILDINGS AS PRESENTED.
THANK YOU MS. BRANUM, IS THERE A MOTION?
[01:50:02]
>> THANK YOU. MR. POTEET. IS THERE A SECOND?
>> THANK YOU, MS. MCGOWAN. THERE IS A MOTION BY MR. POTEET AND SECOND BY MS. MCGOWAN.
ARE THERE ANY QUESTIONS OR COMMENTS? MS. TIMMY.
>> YEAH. I JUST WANTED TO REFRESH AND JUST ASK THAT THE REASON THAT WE'RE ASKING FOR THIS IS BECAUSE IT HAD TO BE IN PLACE BY SEPTEMBER 1ST AND WE DIDN'T HAVE ENOUGH TIME TO GET EVERYBODY THERE, BUT JUST BECAUSE WE DIDN'T THEN DOESN'T MEAN WE WON'T AT SOME POINT DURING THIS YEAR AND MEET THAT QUALIFICATION, BUT THE EXEMPTION HAS TO BE IN FOR THE ENTIRE YEAR, CORRECT?
>> MS. HAYES, IT MIGHT BE A GREAT OPPORTUNITY TO UPDATE THE COMMUNITY ON HOW MANY PEACE OFFICERS WE'VE BEEN ABLE TO HIRE SO FAR.
>> YES. WE HAVE 18, THEN WE HAVE HIRE THAT STARTED ON MONDAY.
>> THANK YOU. ANY ADDITIONAL QUESTIONS, COMMENTS? HEARING NONE.
THERE IS A MOTION BY MR. POTEET, A SECOND BY MS. MCGOWAN.
ALL IN FAVOR PLEASE RAISE YOUR HANDS.
MOTION PASSES 7,0. OUR NEXT ITEM IS AN ACTION ITEM PERTAINING TO ENROLLMENT.
WE WILL HAVE THE ENROLLMENT UPDATE FIRST AND THEN HAVE AN ACTION ITEM TO CONSIDER THE CLASS SIZE WAIVERS. MS. BRANUM.
>> THANK YOU. MS. HARRIS. THANK YOU, BOARD.
THIS IS THE MEETING THAT WE ALWAYS BRING FORWARD TO YOU AN UPDATE ON WHERE WE ARE WITH ENROLLMENT.
I CAN TELL YOU THAT ON SLIDE 2 ALREADY, WE'RE EXCITED TO TELL YOU THAT WE'RE ALREADY EXCEEDING THAT NUMBER THAT WE SAID THAT WE WERE AT AS OF 9, 18, AND SO WE WE CELEBRATE THAT.
DR. GIBBONS AND MR. FREEMAN REALLY LEAD A LOT OF THIS WORK, AND SO I'M GOING TO TURN THE MIKE OVER TO DR. GIBBONS AND HAVE US LEAD US IN THIS SECTION.
>> THANK YOU, MRS. BRANUM. GOOD EVENING BOARD.
AS MS. BRANUM SAID, YEAH, THIS IS DEFINITELY A MOVING NUMBER AND IT'S MOVING UP, WHICH IS GREAT.
BUT YOU CAN SEE JUST FROM HISTORICAL PERSPECTIVE WHERE WE SAT AT THIS TIME, THE LAST COUPLE OF YEARS, AND SO WE'RE REALLY ENCOURAGED THAT WE'VE GOTTEN PAST THAT 37,000 AND THAT WE'RE CONTINUING TO INCREASE THAT NUMBER ON A DAILY BASIS.
COULD YOU MOVE TO THE NEXT SLIDE, PLEASE? I WANT TO JUST REMIND AND REVIEW AROUND OVERFLOW.
THIS IS SOMETHING THAT IS FAIRLY UNIQUE TO THE RICHARDSON SCHOOL DISTRICT BASED ON SOME OF OUR FACILITY LIMITATIONS AND SOME OF THE NEIGHBORHOOD CONCEPTS THAT WE HAVE.
BUT YOU CAN SEE THAT THERE ARE TIMES WHEN WE NEED TO LOOK AT OVERFLOWING OUR STUDENTS WHEN WE'RE LOOKING AT CAPS AROUND THE 22-23 STUDENT TO TEACHER RATIO IN SOME OF OUR CLASSROOMS AT OUR ELEMENTARIES, ESPECIALLY, SO YOU CAN SEE RIGHT NOW, WE'VE OVERFLOWED CURRENTLY 138 STUDENTS, AND OUR HIGHEST CONCENTRATION OR THE CAMPUSES THAT HAVE SEEN THE MOST OVERFLOW OUT OF THEIR CAMPUSES ARE THURGOOD, MARSHALL, RISD ACADEMY IN NORTH LAKE.
THERE ARE VARIOUS REASONS FOR EACH ONE OF THOSE IN REGARD TO THE STUDENT POPULATION AND THE VARIOUS GRADES.
THEN OUR HIGHEST CONCENTRATION OF SCHOOLS THAT ARE RECEIVING OUR DOVER, MERRYMAN PARK AND GREENWOOD HILLS, AND THEY'RE SIMILAR INDIVIDUAL STORIES FOR EACH ONE OF THOSE AS WELL.
HISTORICALLY, AS YOU CAN SEE, WE ARE SIGNIFICANTLY LOWER THAN WE HAVE BEEN IN THE PAST AND WHEN IT COMES TO OVERFLOW, AND I DO REMEMBER EVEN SEVERAL YEARS AGO THAT NUMBER BEING MUCH, MUCH HIGHER ON DR. GOODSON COULD PROBABLY ATTEST TO THE SOME OF THE NUMBERS BEING 500, SOMETHING AROUND THOSE, SO WE HAVE SIGNIFICANTLY REDUCE THAT AND THAT'S A GOOD THING FOR OUR STUDENTS.
WE WANT OUR STUDENTS TO BE AT THEIR NEIGHBORHOOD CAMPUSES AS MUCH AS POSSIBLE.
>> A COUPLE OF THE CHALLENGES THAT YOU HAVE, A LOT OF PEOPLE MIGHT LOOK AT THOSE NUMBERS AND SAY, WELL, WHY CAN'T YOU JUST ADD ANOTHER SECTION? IF YOU HAVE MORE STUDENTS IN FIRST GRADE AT A PARTICULAR CAMPUS, WHY ARE YOU NOT JUST ADDING ANOTHER SECTION? WELL, THERE'S SOME COMPLEXITY THERE, SOMETIMES THERE'S NOT SPACE IN THE BUILDING.
I'M IN RIGHT NOW WITH WHERE WE ARE WITH OUR TEACHER SHORTAGE ACROSS THE METRO PLEX FINDING A HIGH-QUALITY TEACHER, REALLY, AND ESPECIALLY AFTER SCHOOL STARTS, SOMETIMES WE DON'T HIT THAT THRESHOLD ABOVE THAT 22 OR 23 TO ONE UNTIL THE END OF THE FIRST OR SECOND WEEK OF SCHOOL.
THEN ADDING A SECTION AT THE SECOND AND THIRD WEEK OF SCHOOL, TRYING TO FIND JUST HIGH-QUALITY TIER 1 TEACHER THAT CAN GO IN THERE AND JUST PICK UP WHERE THEY ARE.
THEN YOU'RE ALSO DISRUPTING THE ENTIRE GRADE LEVEL BY THE MOVEMENT OF THOSE SECTIONS.
WE MEET THE FIRST WEEK OF SCHOOL, THE SECOND WEEK OF SCHOOL AS A TEAM, AREA SUPERINTENDENTS, OUR ENTIRE LEADERSHIP TEAM, AND WE'RE GOING CAMPUS BY CAMPUS, SECTION BY SECTION, AND WE DO LOOK WHERE CAN WE COLLAPSE THIS SECTION AND MOVE A TEACHER WHERE THAT'S NEEDED? I THINK BECAUSE A LOT OF THAT STRATEGIC WORK, OUR NUMBER IS AT THAT 135 MARK BECAUSE OF THOSE PROACTIVE MEASURES THAT WE TOOK.
[01:55:03]
>> YES, MA'AM. THANK YOU. NEXT SLIDE, PLEASE.
THE OTHER COMPONENT TO THIS PRESENTATION AND SOMETHING THAT AS A BOARD, YOU'LL NEED TO REVIEW AND APPROVE AS OUR WAIVER NUMBERS, SO THAT SHOWS THE CODE THERE THE FIRST PARAGRAPH THERE.
WHAT WE'RE DOING NOW IS WE'RE ASKING FOR A WAIVER TO GO OVER THE 22:1 TEACHER RATIO OF THE CAP.
THAT ENSURES THAT IS BEST POSSIBLE.
OUR KIDS CAN BE AT THEIR HOME SCORE, THEIR HOME CAMPUS.
BUT THEN ALSO MAKING SURE THAT PEOPLE ARE AWARE THAT THAT'S WHAT WE'RE DOING AND CAMPUSES HAVE INVOLVEMENT IN THAT AND APPROVAL OF THAT.
CURRENTLY, OUR TOTAL CLASSROOM WAIVERS ARE AT 56.
I THINK THERE'S AN ATTACHMENT THAT YOU SHOULD HAVE INCLUDED WITH THIS PRESENTATION THAT BREAKS DOWN THE SPECIFICS OF WHAT CAMPUS AND WHAT GRADE, AND SO WE'RE ASKING TONIGHT FOR THAT APPROVAL.
>> I ALSO WANT TO NOTE THAT IT'S A VERY COLLABORATIVE PROCESS WITH THE CAMPUSES IN WHEN WE MAKE A DECISION AROUND THE WAIVER SO THAT THE TEACHER HAS A VOICE IN IT, THE PRINCIPAL HAS A VOICE IN IT, AND EVERYONE FEELS LIKE THEY ARE BEING HEARD.
BECAUSE WE DO UNDERSTAND THAT OUR TEACHERS WANT TO KEEP THEIR STUDENTS TOGETHER AND THEY WANT TO KEEP THEIR STUDENTS IN THEIR CLASSROOM AND KEEP THEM AT THEIR CAMPUS.
BUT THAT IS SOME EXTRA RESPONSIBILITY BY ADDING, I KNOW ONE STREAM DOESN'T SEEM LIKE A LOT, BUT WHEN YOU'RE IN KINDERGARTEN TEACHER, ONE STREAM CAN BE A LOT.
AND SO I JUST VERY MUCH APPRECIATE THE COLLABORATION THAT OUR PRINCIPLES, OUR CENTRAL OFFICE TEAM, AND OUR TEACHERS HAVE AROUND OUR CLASS SIZE WAIVERS.
WITH THAT, I DO RECOMMEND THAT THE BOARD AUTHORIZE THE ADMINISTRATION TO SEEK A CLASS SIZE EXCEPTION FOR THE 56 SECTIONS THAT EXCEED THE CLASS SIZE LIMIT ESTABLISHED BY THE STATE.
>> THANK YOU, MR. GIBBONS. THANK YOU.
MS. BRANUM, IS THERE A MOTION?
>> THANK YOU. MS. TIMMY, IS THERE A SECOND?
THERE IS A MOTION BY MS. TIMMY A SECOND BY MS. RENTERIA.
ARE THERE ANY QUESTIONS OR COMMENTS? MS. TIMMY.
>> I JUST WANT TO SAY IS MR. FREEMAN STILL IN CHARGE OF DOING OVERFLOWS? MICHAEL FREEMAN HAS DONE THIS FOR A VERY LONG TIME BACK WHEN I WAS PRINCIPAL, LET ME JUST SAY THERE'S JUST A COUPLE OF THINGS.
I KNOW THEY WORKED VERY HARD TO KEEP SIBLINGS TOGETHER AND LOOK AT THE INDIVIDUAL CIRCUMSTANCES OF THE SCHOOL AND OF THE FAMILIES AS WELL BEFORE THEY OVERFLOW.
A SPECIAL THANKS TO THOSE SCHOOLS WHO DO TAKE IN THOSE OVERFLOW KIDS.
THEY DO SUCH A GOOD JOB BY WELCOMING IN THEM.
I KNOW THE SCHOOLS THEN WORK VERY HARD WHEN THERE ARE SPOTS OPEN TO TRY TO MAKE AN EFFORT TO GIVE THEM THAT OPPORTUNITY AS WELL.
I KNOW IT'S A COMPLEX PUZZLE AND I KNOW IT'S DONE WITH THOUGHTFULNESS.
I ALSO KNOW TOO THAT WHEN YOU'RE ASKING FOR WAIVERS TO EXCEED CLASSES, I KNOW THAT'S ALSO COMPLEX, WHEN TO DECIDE WHEN TO DO THAT VERSUS WHEN TO OVERFLOW AND SO IT TAKES A LOT OF PLANNING AND TIME.
IT'S UNPREDICTABLE, IT'S IN THE MOMENT, SO WE CERTAINLY APPRECIATE THAT HARD WORK FROM MR. FREEMAN AND FROM EVERYONE IN THE DISTRICT WHO PARTICIPATES IN THAT.
>> THANK YOU MS. TIMMY. ANY ADDITIONAL QUESTIONS? COMMENTS? MR. POTEET?
FOR CLARIFICATION, TO ASK, IS 56 CLASSES AFTER THE OVERFLOW PROCESS HAS ALREADY BEEN OR IS THIS 56? HOW DOES THE OVERFLOW CONNECT WITH THE 56?
>> BASICALLY, LET'S JUST TAKE A GRADE LEVEL.
IF WE'RE AT THAT 22 OR 23-1, WHEN WE'VE HIT THAT CAP.
IF ALL THE OTHER CRITERIA WE DON'T HAVE SPACE, WE KNOW WE CAN'T FIND ANOTHER TEACHER AT THAT POINT THEN THAT STUDENT, AND I LOVED WHAT YOU SAID, THANK YOU.
WE WANT TO MAKE SURE THAT WE WORK WITH THAT FAMILY AROUND SIBLINGS SO WE WILL CONTACT AND WORK WITH THAT FAMILY.
FOR EXAMPLE, SOMETIMES THE FAMILY WILL WANT THE SIBLINGS, IF WE HAVE SPACE AND THE OTHER GRADE LEVELS, TO STAY AT THAT HOME-SCHOOL AND THEY WILL JUST SEND THE ONE GRADE LEVEL MORE OFTEN THAN NOT, THEY ALL ALSO OVERFLOW THEIR SIBLINGS, BECAUSE THEY WANT TO HAVE ONE DROP-OFF IN THE MORNING.
THE OVERFLOW DOESN'T OCCUR UNTIL THAT CLASS SIZE MAXIMUM HAS BEEN HIT AND THEN WE BEGIN THE OVERFLOW PROCESS.
>> I LOOK HERE AT RICHLAND ELEMENTARY AND WE'VE GOT SIGNIFICANT, I THINK, THREE CLASSES, KINDERGARTEN FOURTH AND FIRST GRADE.
HOW DO WE LOOK AT THAT GOING FORWARD? ARE WE GOING TO HAVE A PROBLEM NEXT YEAR WHEN THEY ADVANCE AND THE YEAR AFTER OR WE JUST WAIT AND SEE WHAT WE GET ENROLLED?
>> I WANT TO REALLY CELEBRATE OUR HUMAN RESOURCES DEPARTMENT AND NANCY KINSEY.
SHE WORKS REALLY ESPECIALLY WITH OUR ELEMENTARY ALLOCATIONS, AND SO WE LOOK AT ENROLLMENTS.
NOW, KINDERGARTEN IS MUCH MORE DIFFICULT TO PREDICT THAN OUR OTHER GRADES THAT ARE MOVING FORWARD.
BUT THEY TRIED TO LOOK AT THAT AND DETERMINE AND THAT'S WHY WE REALLY TRIED TO ADVOCATE HARD FOR OUR PARENTS TO ENROLL
[02:00:01]
ONCE ENROLLMENT BEGINS AND OPEN SO WE CAN TRACK WHAT THOSE NUMBERS LOOK LIKE AND WE TRY TO BE PROACTIVE AS POSSIBLE.MORE UNLIKELY AT RICHLAND, IF THERE IS SPACE, WE WOULD PROBABLY ERR ON THE SIDE OF ADDING AN ADDITIONAL SECTION BECAUSE WE KNOW THAT THERE ARE ALSO OVERFLOWED.
IF YOU'VE BROUGHT THE OVERFLOW STUDENTS BACK PLUS THE ONE ADDITIONAL AND EACH OF THOSE SECTIONS, YOU WOULD HAVE A VIABLE ADDITIONAL SECTION THAT WOULD BE ADDED.
WE MONITOR THAT CLOSELY FROM ENROLLMENT ALL THE WAY THROUGH.
IT IS A LOT MORE CHALLENGING FOR OUR CAMPUSES THAT HAVE A HIGHER LEVEL OF MOBILITY BECAUSE YOU CAN'T PREDICT WHAT GRADE LEVELS THIS YEAR.
IT MIGHT HAVE BEEN FIRST GRADE THAT HAD A HIGH ENROLLMENT, BUT NEXT YEAR COULD BE FOURTH.
THAT IS WHY THE WEEK BEFORE SCHOOL STARTS, THE FIRST WEEK OF SCHOOL AND THAT SECOND WEEK, WE'RE MONITORING THIS LITERALLY SECTION BY SECTION AND WE'RE LOOKING AT HEADCOUNT BY HEAD COUNT.
BUT THERE IS A LITTLE BIT OF UNPREDICTABILITY TO IT.
>> YES, I WILL TURN MY MIC OFF.
>> [LAUGHTER] ANY ADDITIONAL QUESTION, MS. MCGOWAN? DID YOU HAVE A QUESTION.
>> SORRY. I GUESS A COMMENT AND THEN I'M JUST ASKING FOR A LITTLE MORE CLARIFICATION.
I AM DEFINITELY AN ADVOCATE FOR SMALLER CLASSROOMS. I THINK THAT'S JUST MY CHOICE, THAT'S WHAT I WOULD PREFER.
WILL YOU JUST CLARIFY THE REASON OUR RATIO IS WHAT IT IS, BECAUSE THAT'S SET BY THE STATE AND WE WANT TO MEET THAT RATIO BECAUSE OF LACK OF TEACHERS.
>> THE 22:1 RATIO IS SET BY THE STATE.
THAT IS A REQUIREMENT FOR OUR STUDENTS THAT ARE IN KINDERGARTEN THROUGH FOURTH GRADE.
AGAIN LIKE YOU, WE WANT TO HONOR CLASS SIZE.
WE KNOW THE NUMBER OF STUDENTS IN THE CLASSROOM AND WORKING WITH TEACHER AND IMPACTS HOW MANY.
PARENTS ARE CONTACTING HOW MANY GRADES? HOW MANY PAPERS YOUR GRADING EVERY NIGHT.
WE REALLY WORK HARD TO HONOR THAT 22:1 IF WE KNOW THAT THERE IS A STUDENT WHO IS ENROLLED IN, AND SOMETIMES IT'S A STUDENT WHO MAY HAVE BEEN IN THAT SCHOOL FOR THREE YEARS, BUT BECAUSE OF WHERE THE NUMBERS FALL THERE AT THAT 23.
THAT'S WHEN DR. GIBBONS WILL CONNECT WITH THE FAMILY.
THEY WILL CONNECT WITH THE TEACHER, WE WILL CONNECT WITH THE PRINCIPAL AND WE WILL HAVE A COLLABORATIVE CONVERSATION AROUND WHAT DO YOU WANT TO DO? DO WE NEED TO CONSIDER OVERFLOW? AND I WILL TELL YOU THAT MORE TIMES THAN NOT, OUR PRINCIPAL AND OUR TEACHERS ARE VERY STEADFAST AND WE NEED TO KEEP THIS STUDENT HERE.
I WILL TELL YOU WE HAD ONE SITUATION THAT DR. GIBBONS AND I WERE WORKING WITH WHERE THERE WAS A TEACHER WHO WAS WILLING TO GO TO 25 AND 26 TO, ONE BECAUSE IT WAS LIKE A GROUP OF KIDS THAT SHE HAD BEEN WORKING WITH THE YEAR BEFORE SHE MOVED UP AND SHE'S LIKE, I WANT TO KEEP THEM.
BUT WE KNEW THAT IN THE END OF THAT, THAT WAS GOING TO BE PUTTING A REAL BURDEN ON HER.
AGAIN, WE TRY TO HONOR THE 22:1, WE DO NOT DO A WAIVER, BECAUSE WE'RE TRYING TO SAVE ANY MONEY.
THIS IS NOT A FISCAL EFFICIENCY STRATEGY.
THIS IS SIMPLY MANAGING THE STUDENTS BECAUSE THEY DON'T COME IN NICE EVEN PACKAGES OF 22 STUDENTS AT A TIME.
I WOULD THINK MOST DISTRICTS IN THE METROPLEX AND I THINK ACROSS THE STATE USUALLY HAVE TO PROVIDE SOME TYPE OF WAIVERS FOR THAT VERY REASON.
>> ANY ADDITIONAL QUESTIONS? NO ADDITIONAL QUESTIONS.
THERE IS A MOTION BY MS. TIMMY, A SECOND BY MS. RENTERIA.
IF THERE ARE NO ADDITIONAL QUESTIONS OR COMMENTS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS. MOTION PASSES SEVEN, ZERO.
OUR NEXT ITEM IS AN INFORMATION ITEM TO REVIEW THE 2023-2024 DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLAN DRAFTS.
>> THANK YOU [INAUDIBLE] AS YOU CAN TELL, THE BEGINNING OF THE YEAR IS FILLED WITH A LOT OF THE WORK OF THE DISTRICT AND WHAT WE DO TO GET READY FOR SCHOOL.
ONE OF THE MOST IMPORTANT ARTIFACTS THAT WE WORK ALL SUMMER AND THEN OUR BUILDING PRINCIPALS WORK IN THE SUMMER TO REALLY SUPPORT IS OUR DISTRICT IMPROVEMENT PLAN AND OUR CAMPUS IMPROVEMENT PLANS.
ONE OF THE HONORS I HAD IN TRANSITIONING FROM THE INTERIM SUPERINTENDENT TO THE SUPERINTENDENT AND BEING ABLE TO HIRE A CHIEF OF STAFF WAS ALLOWING OUR CHIEF OF STAFF TO LEAD THE DISTRICT IMPROVEMENT PROCESS.
I'M GOING TO TURN IT OVER TO MR. JASSO, WHO'S GOING TO SHARE.
WE HAD A SIGNIFICANT REDESIGN OF THIS YEAR'S DIP.
[02:05:01]
AS YOU KNOW, THE DISTRICT IMPROVEMENT PLAN, IT IS OUR GUIDEBOOK.IT IS NOT A PLAN THAT SITS ON THE SHELF.
IT IS A DYNAMIC DOCUMENT THAT WE USE TO GUIDE THE ACTIONS AND THE STRATEGY IN ORDER TO REACH THE NORTH STAR GOAL THAT YOU ALL SET.
MR. JASSO WORKED WITH THE GOALS OF OUR STRATEGIC PLAN TO REDESIGN AND STREAMLINE THE DIP TO NOT JUST PUT EVERYTHING IN THERE THAT WE DO.
BECAUSE THOSE THINGS ARE NOW A PART OF OUR CULTURE.
IT'S PART OF WHO WE ARE AND WHAT WE EXPECT.
BUT REALLY THE THINGS THAT WE ARE TARGETING TO TAKE OUR STUDENT IMPROVEMENTS, TAKE OUR STUDENT ACHIEVEMENT, STAFF RETENTION, ALL OF THOSE KEY METRICS THAT WE LOOK AT, HOW DO WE TAKE THOSE TWO WHERE WE WANT THEM TO BE.
>> THANK YOU, MS. BRANUM. BOARD, GOOD EVENING.
THANK YOU FOR A LITTLE BIT OF TIME THIS EVENING TO REVIEW THE PROCESS THAT WE USE TO DEVELOP OUR DISTRICT AND CAMPUS IMPROVEMENT PLANS.
TAM, I WILL ALSO ADD THANK YOU FOR THE OPPORTUNITY TO LEAD THIS WORK, "OPPORTUNITY".
MS. BRANUM MADE A GOOD POINT AND I WANT TO ALSO PIGGYBACK ON THAT POINT THAT THIS IS A TOTAL TEAM EFFORT TO DEVELOP THE DISTRICT IMPROVEMENT PLAN, WHICH THEN LEADS TO THE DEVELOPMENT OF THE CAMPUS IMPROVEMENT PLANS.
I WOULD CALL YOUR ATTENTION BOARD TO OUR FRIENDS IN THE AUDIENCE THAT INCLUDE THE SUPERINTENDENTS, EXECUTIVE DIRECTORS, AND VARIOUS OTHER ROLES WITHIN THE CENTRAL OFFICE STAFF.
AS WELL AS THANKING OUR CAMPUS LEAD PRINCIPLES FOR GIVING UP AN EVENING TO BE HERE WITH US IN CASE THAT THE BOARD AND MRS. BRANUM WANTED CAMPUS PERSPECTIVE ON THE DEVELOPMENT OF THE CAMPUS IMPROVEMENT PLANS.
THANK YOU TO EVERYONE THAT STAYED UP LATE WITH US.
ONCE THE STRATEGIC PLAN WAS IN PLACE, THE FIRST STEP OBVIOUSLY IS THE DEVELOPMENT OF THE DISTRICT IMPROVEMENT PLAN, AND THAT'S WHERE I COME IN.
A LITTLE BIT OF HISTORY, A LITTLE BIT OF BACKGROUND WITH THE IMPROVEMENT PLAN.
IF YOU LOOK ON THERE, WE HIGHLIGHTED SOME OF THE VERBIAGE TO TRY AND AVOID READING ALL THIS TO YOU.
BUT ULTIMATELY, THE FIRST EXCERPT AT THE TOP OF THIS SLIDE BRINGS TO MIND THAT THE DISTRICTS PLANNING PROCESS IS TO IMPROVE STUDENT PERFORMANCE INCLUDE THE DEVELOPMENT OF EDUCATIONAL GOALS AND WE HAVE TO REACH OR ADHERE RATHER TO THE LEGAL REQUIREMENTS MANY TIMES THAT REFERS TO FEDERAL REQUIREMENTS, THOSE TYPES OF THINGS, THE STRINGS THAT COME ALONG WITH TITLE 1 FUNDING AND OTHER VARIOUS VARIOUS FEDERAL FUNDS.
AT THE BOTTOM OF THAT TOPIC, I WOULD ALSO CALL YOUR ATTENTION TO SHALL ENSURE THAT INPUT IS GATHERED FROM A DISTRICT LEVEL COMMITTEE.
FOR US, THAT'S THE DISTRICT PLANNING COMMITTEE THAT WE USE AS AN IMPORTANT AND A VITAL PART OF THIS PROCESS.
AS WE GO TO THE BOTTOM OF THIS SLIDE, IT SPEAKS A LITTLE BIT MORE TO THE DISTRICT PLANNING COMMITTEE.
OF COURSE, THEY'RE ON LINE 2, YOU SEE THAT HIGHLIGHTED THAT JUST TO ENSURE THAT WE UNDERSTAND THEIR ROLE.
AS WE GET DOWN TO THE BOTTOM, WE JUST WANT TO MAKE SURE THAT, AND WE REVIEW THIS WIDTH THE COMMITTEE AS WELL, THAT THEY SERVE IN AN ADVISORY ROLE AND THEY REVIEW THE DISTRICT IMPROVEMENT PLAN DRAFT.
WE DID THAT ACTUALLY SEPTEMBER 8TH, NOT TOO LONG AGO, AND GATHER INPUT FROM THEM FOR POSSIBLE FURTHER REVISIONS PRIOR TO ASKING THE BOARD TO TAKE ACTION ON THE DISTRICT IMPROVEMENT PLAN.
THIS IS AN ANNUAL REQUIREMENT THAT WE FULFILL AND SO AS MS. BRANUM ALLUDED TO THIS WORK STARTED NOT ONLY WITH THE STRATEGIC PLAN THROUGHOUT THE COURSE OF LAST YEAR, BUT I LOOKED AT MY CALENDAR, I THINK THE FIRST ACTUAL MEETING THAT I HAD THE BIG GROUP ON WAS THE FIRST WEEK OF JUNE.
IT'S BEEN A LONG ROAD TO GET THERE.
AS WE GO FORWARD, JUST LOOKING AT A COUPLE OF ITEMS. IF YOU LOOK AT THE GRAPHIC ON THE RIGHT-HAND SIDE, WE ALREADY ALLUDED TO THE IMPORTANCE OF THE STRATEGIC PLAN RIGHT THERE IN THE MIDDLE OF THE GRAPHIC.
OF COURSE, WE HAVE THE GRADUATE PROFILE AND A NORTH STAR GOAL.
THE NORTH STAR GOAL IS INCREDIBLY IMPORTANT BECAUSE OF THE BOARD'S VISION.
IT GIVES US A CLEAR DIRECTION ON WHERE WE'RE GOING TO GO.
DR. HELLER IS NOT HERE TONIGHT, BUT I'D BE REAL MISS IF I DIDN'T REALLY GIVE HER AND HER TEAM THE RECOGNITION THAT THEY DESERVE FOR ALL THE WORK THAT THEY DID IN DEVELOPING THE STRATEGIC PLAN, OR TAKING US THROUGH THE STRATEGIC PLANNING PROCESS.
THAT IS A CRITICAL COMPONENT TO THE REDESIGN OF OUR DIP THIS YEAR.
I WANT TO MAKE SURE THAT I'M ON THE RECORD SAYING THAT.
AS WE GO TO THE GOALS, ONE OF THE BIGGEST REDESIGNS IS AS OPPOSED TO THE PREVIOUS FIVE YEARS WHERE WE HAD SIX GOALS THIS YEAR WE HAVE FIVE.
YOU SEE THOSE IN FRONT OF YOU.
JUST VERY QUICKLY, I WILL READ THOSE TO YOU.
WE WILL DESIGN AND IMPLEMENT SYSTEMS THAT PROVIDE NECESSARY STRUCTURE, SUPPORT, AND TOOLS TO ENSURE THAT STAFF AND STUDENTS ACHIEVE INDIVIDUAL GROWTH.
GROWTH IS GOING TO BE A KEY COMPONENT THAT YOU CONTINUE TO SEE OVER AND OVER.
OBVIOUSLY IT'S A PART OF THE NORTH STAR GOAL THAT YOU SET.
NUMBER 2, RISD WILL RE-IMAGINE THE WAY WE RECRUIT AND RETAIN QUALITY STAFF TO THE COMPREHENSIVE STRATEGIES.
NUMBER 3, WE WILL ESTABLISH SYSTEMS FOR CURRICULUM AND LEARNING EXPERIENCES WHICH SUPPORT THE INDIVIDUAL GROWTH,
[02:10:03]
THERE'S THAT WORD AGAIN, GROWTH GOALS OF ALL STUDENTS AND STAFF.WE WILL CREATE OPPORTUNITIES TO ENSURE ENGAGEMENT WITH COMMUNITY MEMBERS AND RISD.
FOR INSTANCE, THE DPC AS A PART OF THIS PROCESS, IS AN EXAMPLE OF THAT COMMUNITY ENGAGEMENT BECAUSE THEY HAVE REPRESENTATION ON THAT COMMITTEE.
THEN FINALLY, WE WILL INCREASE EFFICIENCY AND EFFECTIVENESS AND OPERATIONS AND PERSONNEL AND SEEK ADDITIONAL FISCAL RESOURCES TO ACCOMPLISH OUR CALL TO ACTION. OF COURSE, MR. PATE DOES AN INCREDIBLY GOOD JOB OF BRINGING US INFORMATION ON THOSE TYPES OF ITEMS ALMOST ON A MONTHLY BASIS.
WE GET TO THE ACTUAL COMPONENTS OF THE DIP AND THESE ARE THE PRIMARY COMPONENTS.
THERE'S SOME OTHER SUNDRY THINGS, BUT ULTIMATELY BEGINS WITH A COMPREHENSIVE NEEDS ASSESSMENT.
IF YOU GO BACK, I ACTUALLY SKIPPED APART.
COMPREHENSIVE NEEDS ASSESSMENT IS BASED ON A THOROUGH REVIEW OF DATA.
I'M GOING TO GO BACK A COUPLE OF SLIDES.
IF YOU LOOK ON THE LEFT-HAND SIDE, THERE OF THAT SLIDE, THOSE ARE JUST SOME EXAMPLES OF SOME OF THE DATA THAT WE REVIEW TYPICALLY IN DOING OUR CNA, OUR COMPREHENSIVE NEEDS ASSESSMENT.
JUST VERY QUICKLY THE RESULTS OF LAST YEAR'S DISTRICT IMPROVEMENT PLAN, ACADEMIC PERFORMANCE VIA ACCOUNTABILITY AND MAP, CLIMATE SURVEY, STRATEGIC PLANS, HUMAN AND PHYSICAL RESOURCES BOARD PERFORMANCE GOALS, DISTRICT PLANNING COMMITTEE FEEDBACK.
I THINK WE'VE ALLUDED TO SEVERAL OF THOSE ALREADY.
THE COMPREHENSIVE NEEDS ASSESSMENT IS DONE FIRST AND THEN THE GOALS WERE SET FOR US AS PART OF THE STRATEGIC PLAN, AND SO WE ENACTED THOSE.
IF YOU'LL REMEMBER, WE WENT FROM SIX DOWN TO FIVE.
WITHIN THE GOALS, PART OF THE GOAL EACH IN THE ACTUAL DOCUMENT OF THE DISTRICT IMPROVEMENT IMPROVEMENT PLAN, WE HAVE PERFORMANCE OBJECTIVES.
UNDER THOSE PERFORMANCE OBJECTIVES, WE HAVE STRATEGIES, AND THEN UNDER THOSE STRATEGIES WE HAVE EXPECTED RESULTS AND IMPACT, AND STAFF RESPONSIBLE FOR MONITORING.
WHEN WE GET TO THE MONITORING PART, WE MONITOR OUR PERFORMANCE QUARTERLY AND THEN AT THE END OF THE YEAR, DO A SUMMARY TO RE-EVALUATE.
IT'S THAT CONTINUOUS IMPROVEMENT CYCLE THAT THEN FEEDS THE FOLLOWING YEARS DISTRICT IMPROVEMENT PLAN.
AGAIN, WE MADE NOTE A COUPLE OF TIMES ALREADY OF THE IMPORTANCE OF THE NORTH STAR GOAL.
WE THANK THE BOARD FOR THEIR VISION AND LEADERSHIP AND ESTABLISHING THAT.
EVERY STUDENT, TEACHER, AND LEADER WILL MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS.
WE TOOK THE LIBERTY OF DEFERRING THE COLOR ON THE WORD GROWTH BECAUSE WE DID SHARE WITH YOU A MINUTE AGO THAT THAT WAS GOING TO BE A RECURRING THEME.
THEN FOR BIG PART OF THE REDESIGN THIS YEAR WAS ALSO THE STRATEGIC PLAN PROVIDING THIS YEAR 1 ACTION PLANS TO FOCUS ON.
IF YOU SEE IN PARENTHESES, THAT'S THE HOW.
HOW WILL WE ACHIEVE THESE TYPES OF THINGS? LET'S GET TO THE PERFORMANCE OBJECTIVES UNDER EACH GOAL, WE'RE ALREADY REVIEWED THE GOALS THE A SECOND AGO.
FOR GOAL 1, THE PERFORMANCE OBJECTIVE IS TO DEVELOP AND IMPLEMENT A SYSTEM TO HOUSE GOALS AND EVIDENCE TOWARDS GOALS AND TOOLS FOR PROGRESS MEASUREMENT.
THAT PARTICULAR GOAL ONLY HAS ONE PERFORMANCE OBJECTIVE.
AS WE MOVE ON TO GOAL 2, WE'VE GOT TWO PERFORMANCE OBJECTIVES, PROVIDE COMPETITIVE COMPENSATION, INCENTIVES AND BENEFITS THAT ATTRACT AND RETAIN HIGH-QUALITY AND DIVERSE TEACHERS AND STAFF.
THEN SECONDLY, DEVELOP AND EXECUTE INNOVATIVE PLAN FOR EMPLOYEE RECRUITMENT.
MOVING ON TO GOAL 3, PERFORMANCE OBJECTIVES, IT LOOKS LIKE WE HAVE THREE.
JUST QUICKLY ALLUDING TO THOSE, IMPLEMENT NEW LEARNING FRAMEWORK THAT PROVIDES ALL RISD EXPERIENCES TO DEVELOP COMPETENCIES WITH THE GRADUATE PROFILE.
NUMBER 2, CREATE PROFESSIONAL LEARNING SYSTEM THAT PROMOTES CONTINUOUS GROWTH AND EQUIPS ALL EMPLOYEES WITH THE KNOWLEDGE AND SKILLS THEY NEED TO REACH THEIR INDIVIDUAL GROWTH GOALS.
FINALLY ENSURE ALL STUDENTS GRADUATE FROM COLLEGE AND CAREER READY AS MEASURED BY CCMR INDICATORS.
CONTINUING FORWARD, GOAL 4 WE HAVE A SINGLE PERFORMANCE OBJECTIVE AND YOU SEE THERE CREATE RECIPROCAL PATHWAYS FOR FAMILIES TO INCREASE AND DEEPEN ENGAGEMENT.
THAT'S REALLY BEEN A CHALLENGE THAT MS. BRANUM HAS PUT BEFORE US ALL.
THE FAMILY ENGAGEMENT COMPONENT OF OUR EDI DEPARTMENT FALLS IN MY DEPARTMENT OR ON MY TEAM AND SO I KNOW THAT THEY'VE BEEN FOCUSED ON TRYING TO DEVELOP NEW STRATEGIES TO INCREASE OR DEEPEN THAT ENGAGEMENT FOR OUR FAMILIES.
THEN GOAL NUMBER 5, PERFORMANCE OBJECTIVES.
ENSURE OPERATIONS ARE CONDUCTED IN A FINANCIALLY EFFICIENT AND EFFECTIVE MANNER,
[02:15:02]
PROVIDE SAFE, COMFORTABLE AND WELL-MAINTAINED ENVIRONMENT AT ALL CAMPUSES.THEN FINALLY, PROVIDE A SAFE, SECURE, AND RELIABLE TECHNOLOGY INFRASTRUCTURE TO SUPPORT TEACHING, LEARNING AND OPERATIONS.
THAT'S MR. HALL AND HIS TEAM THAT KEEP US GOING ON THAT TRACK.
HOW DO WE MEASURE THE DIP? WE HAD SOME EXAMPLES IN AN EARLIER SLIDE IS SOME THINGS WE USE FOR OUR COMPREHENSIVE NEEDS ASSESSMENT.
BUT THIS AGAIN IS NOT AN EXHAUSTIVE LIST, BUT STUDENT PERFORMANCE JUST TO REMIND OURSELVES A LITTLE BIT.
STUDENT PERFORMANCE, CLIMATE SURVEY, FOCUS GROUPS, LEADERSHIP TEAM, REFLECTION AND DISCUSSIONS, AND THEN RESEARCH-BASED OR BEST PRACTICES.
THEN OF COURSE, THE BOARD GOALS WHICH REMAINED IN PLACE, THAT TARGETS EARLY CHILDHOOD LITERACY, MATH PROFICIENCY, AND THEN COLLEGE AND CAREER AND MILITARY READINESS.
NOW WE GET TO THE CAMPUS IMPROVEMENT PLANS.
OBVIOUSLY, THE DISTRICT IMPROVEMENT PLAN DRIVES THE CAMPUS IMPROVEMENT PLANS BECAUSE WE WANT A TIGHT ALIGNMENT SO THAT WE'RE ALL WORKING IN COHORTS AND ACHIEVING THE MOST THAT WE CAN.
THAT LITERALLY FEELS AND LOOKS LIKE DURING THE SUMMER AT OUR CONNECTS CONFERENCE WHERE WE ROLL THIS OUT TO ALL OF THE CAMPUS ADMINISTRATION.
THEY BRING THEIR TEAMS ALONG I THINK ON DAY 3 OF OUR CONNECTS CONFERENCE, AND SO WE GIVE THEM A COMPREHENSIVE LOOK AT THE DIP.
WE ALLOW THEM TO FAMILIARIZE THEMSELVES AND THIS WAS ESPECIALLY CRITICAL THIS YEAR WITH THE REDESIGN.
WE ALSO PROVIDE THEM WITH A CHECKLIST THAT THEY USE TO HELP ENSURE THAT THEY HIT THOSE REQUIRED PARTS.
SOME OF THOSE, IF YOU REMEMBER FROM A PREVIOUS SLIDE WE'RE REQUIRED BY FEDERAL STATUTE TO EXPAND CERTAIN FOR INSTANCE, TITLE 1 MONEY OR SPECIAL EDUCATION FUNDS THOSE TYPES OF THINGS.
WE WORK TO MAKE THIS TRANSITION OR THIS PROCESS RATHER AS SMOOTH AS WE CAN FOR THEM, OR AT LEAST THAT'S WHAT I TRY, MAYBE YOU'D HEAR SOMETHING DIFFERENT FROM THEM, BUT THAT'S THE GOAL AT LEAST.
THE CIP CAMPUS IMPROVEMENT DEVELOPMENT PROCESS THEY ALSO MUST BE APPROVED BY THE BOARD ANNUALLY JUST LIKE THE DISTRICT IMPROVEMENT PLAN, THE CIP INCLUDES THE SAME COMPONENTS SO THE GOALS OF PERFORMANCE OBJECTIVES AND THOSE TYPES OF THINGS WHERE THEY TAILORED, THERE CAMPUS PLANS IS THE STRATEGIES THAT THEY USE TO ACHIEVE THOSE THINGS.
THEY MIGHT HAVE SOME SPECIAL OR INDIVIDUAL PROGRAMS AT ONE CAMPUS THAT ARE NOT AT ANOTHER CAMPUS, AND SO THAT WOULD INDIVIDUALIZE THEIR CAMPUS PLAN.
CAMPUS IMPROVEMENT PLANS MIRRORED THE DIP PLANNING AND QUARTERLY REVIEW PROCESS, AND THEN AT THE BOTTOM THE STRATEGIES ARE ALIGNED TO THE CAMPUS NEEDS.
LIKE WE SAID, SOME OF OUR CAMPUSES MAY HAVE AVID PROGRAMS WHERE OTHERS AREN'T AS DEEPLY EMBEDDED AS THAT, THAT'S JUST ONE EXAMPLE AND SO THEY TAILOR THEIR PLANS TO THEIR CAMPUS NEEDS.
THEN HERE GETTING CLOSE TO THE END OF THE PRESENTATION, WE JUST WANTED TO BRING UP SOME HIGHLIGHTS FROM EACH OF THE GOALS.
YOU CAN SEE THERE THE FIRST COLUMN ON THE LEFT FOR GOAL 1 SOME VERY QUICK HIGHLIGHTS ARE: TO IDENTIFY PIONEER CAMPUSES AS PILOT CAMPUSES FOR GROWTH GOALS, CREATE AND IMPLEMENT DISTRICT WIDE STUDENT LEADERSHIP TEAM WHICH WE HAVE.
WE HAD A TON OF FUN WITH THAT ABOUT A MONTH AGO IF I REMEMBER RIGHT OVER AT THE PDC.
ENSURE ALL STUDENTS GRADUATE COLLEGE AND CAREER READY BY CCMR INDICATORS.
MOVING ON TO GOAL NUMBER 2, PROVIDE COMPETITIVE COMPENSATION AND INCENTIVES, OF COURSE THE BOARD HAS HEARD NUMEROUS REPORTS ACROSS LAST YEAR AND INTO THIS YEAR ABOUT THE WORK THAT DR. HR AND HIS TEAM HAVE DONE ON THAT.
TEACHER INCENTIVE ALLOTMENT EXPANSION TO ADDITIONAL ELEMENTARY CAMPUSES, THIS IS A PROGRAM THAT WE BELIEVE WILL HELP US REWARD AND RETAIN HIGHLY EFFECTIVE TEACHERS IN THE CLASSROOMS AND ON THOSE CAMPUSES.
EXPAND EMPLOYEE DAYCARE SERVICES.
OF COURSE, YOU KNOW ALREADY THAT LITTLE EAGLES IS OPEN AND LITTLE MUSTANGS WILL OPEN IN JANUARY AND EVEN AFTER WE OPENED LITTLE MUSTANGS, THEY'RE STILL AT A HIGHER DEMAND THAN WHAT WE CAN MEET.
WE TALKED ABOUT INNOVATIVE INCENTIVES FOR STAFF.
GOAL NUMBER 3, HIGH QUALITY INSTRUCTIONAL MATERIALS AND K5, RLA, SAME THING FOR MATH AND THE SAME THING FOR PRE-ALGEBRA, AN ALGEBRA WHEN AT OUR PILOT CAMPUSES.
IMPLEMENT ONE WAY OR TWO WAY DUAL LANGUAGE IMMERSION PROGRAMS, UTILIZE DISTRICT WIDE PROFESSIONAL LEARNING TO SUPPORT TEACHERS AND THE LEARNER GROWTH EXPERIENCE.
MOVING ON TO NUMBER 4, DEVELOP AND IMPLEMENT FAMILY ENGAGEMENT FRAMEWORK THAT, I ALLUDED TO THAT A SECOND AGO THAT THE EDI DEPARTMENT IS WORKING VERY HARD TO
[02:20:04]
DEVELOP THAT FRAMEWORK TO HELP GUIDE OUR CAMPUSES TO DEEPEN THAT FAMILY ENGAGEMENT.EXPAND DISTRICT COMMITTEE OPPORTUNITIES AND MEANINGFUL ENGAGEMENT WITH PARENTS, DPC BEING ONE OF THOSE EXISTING ENGAGEMENT.
THEN NUMBER 5, WE HAVE ALREADY CONVENED.
MR. PAYTON HAS CONVENED A COMMUNITY BUDGET STEERING COMMITTEE AND HAS DONE AN EXCELLENT JOB GUIDING US AND SETTING THOSE PARAMETERS FOR THOSE DISCUSSIONS, AND THEN MAINTAINS SUCCESSFUL COMPLIANCE WITH SAFETY AND SECURITY REQUIREMENTS INCLUDING THE ADDITION OF SECURITY OFFICERS.
WE HEARD A LITTLE BIT ABOUT THAT FROM MS. HAYES EARLIER IN THE MEETING AS FAR AS WHERE WE ARE WITH THAT IMPLEMENTATION.
MOVING ON, THE TIMELINE FOR THE DIP AND CIP PROCESS OF COURSE, WE'RE TOGETHER TONIGHT.
THE BOARD REVIEWS THE DRAFT DIP WHICH WAS PRESENTED TO USE PART OF THE MATERIALS FOR THIS MEETING, AND YOU WILL ALSO HAVE ACCESS TO THE DIP AND THE CAMPUS PLANS ON PLAN FOR LEARNING.
THAT'S OUR DIGITAL PLATFORM WHERE WE HOUSE ALL OF THOSE.
EACH ONE OF YOU RECEIVED LOGIN AND ACCOUNT INFORMATION FOR ME EARLIER THIS WEEK AND I KNOW I'VE WORKED WITH A COUPLE OF YOU TO GET ACCESS AND IF THAT'S AN ISSUE AT ALL, I'M HAPPY TO CONTINUE TO WORK WITH YOU ON THAT.
BETWEEN NEXT MONDAY WHICH IS THE 25TH AND OCTOBER 11TH, IS THE REVIEW PERIOD FOR THE BOARD TO TAKE A LOOK AT THE DIP AND CIP PLANS AND PROVIDE FEEDBACK.
THEN ON OCTOBER 12TH WE'LL BE CIRCLING BACK AND ASKING THE BOARD TO CONSIDER TAKING ACTION TO APPROVE BOTH THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS.
WITH THAT I WILL CERTAINLY ENTERTAIN ANY QUESTIONS THAT YOU MIGHT HAVE.
>> THANK YOU MR. HASSAN, I REALLY WANT TO COMMEND HIS LEADERSHIP AND THE LEADERSHIP OF THE ENTIRE CABINET FOR THE WORK THAT THEY DID TO REALLY REINVENT.
I THINK IT'S REALLY IMPORTANT TO NOTE THIS IS NOT A DISTRICT IMPROVEMENT OR CAMPUS IMPROVEMENT PLANS, WHERE THEY TOOK LAST YEAR'S PLANS AND THEY ROLLED FORWARD AND THEY JUST CHANGE SOME DATES.
THIS IS A DEVELOPED FROM THE GROUND UP.
WHAT ARE THE STRATEGIC ACTIONS THAT WE NEED TO TAKE AS A DISTRICT TO BE BETTER THIS YEAR THAN WE WERE LAST YEAR, TO MOVE CLOSER TO REACHING OUR NORTH STAR GOAL.
FOR EXAMPLE, ONE OF THE CRITICAL ACTIONS IS AN EARLY RELEASE DAY ON WEDNESDAY, WE GAVE TEACHERS SOME REALLY FOCUSED TIME TO LOOK AT THEIR IDENTIFIED T-TESTS GROWTH GOAL.
THEY IDENTIFIED SUCCESS CRITERIA, WHAT WOULD IT LOOK LIKE IN THEIR CLASSROOM? WHAT WOULD BE THE EVIDENCE THAT THEY WOULD LOOK AT AND WANT TO COLLECT TO SHOW THAT THEIR GROWTH GOAL HAD IMPACT ON STUDENT GROWTH? THEN THEY SET UP THEIR PORTFOLIO AND EVEN HAD AN OPPORTUNITY TO IDENTIFY SOME OF THEIR FIRST ARTIFACTS THAT THEY WOULD WANT TO INCLUDE IN THEIR PORTFOLIO.
IT ALLOWS US TO THINK ABOUT THE ENTIRE SYSTEM AND IF THAT IS OUR GOAL AND IF THAT'S WHAT WE VALUE, THEN HOW ARE WE CREATING THE SYSTEMS OF SUPPORT AND TIME TO ALLOW THAT TO MOVE TO AN IDEA TO ACTION.
AGAIN THANK YOU, MR. HASSAN WE'RE HAPPY TO TAKE.
ALSO I THANK OUR PRINCIPLES, THEY'RE AMAZING AND THE WORK THAT THEY DO TO POUR IN TO THEIR CIP.
WE'RE HAPPY TO TAKE ANY QUESTIONS.
>> QUESTIONS BOARD? MS. DAVEY.
>> I REALLY HAVE A COUPLE OF COMMENTS.
TO BE HONEST, ANYTIME I HEAR THAT DIP IS OR CIP IS AREN'T PUT ON THE SHELF UNLIKE LIVING DOCUMENTS LIKE IT A LITTLE SKEPTICAL, SAYING FROM BACK IN THE DAY MY EXPERIENCE AT TIMES.
BUT I WANT TO SAY THAT YOU GUYS HAVE DONE A GREAT JOB, I WENT THROUGH AND I WAS LOOKING AT IT AND SOME THINGS THAT HAD ALREADY BEEN STARTED LAST YEAR.
I ALREADY CAN SEE THAT YOU GUYS ARE CARRYING FORWARD, INSTEAD OF ANY PARENT ENGAGEMENT AND WHATEVER YOU'RE REALLY LOOKING AT IMPACT.
HIGH IMPACT THINGS THAT THEY CAN DO AND IT'S DIFFERENT IN EVERY SCHOOL, WHAT DETERMINES IMPACT IN THAT COMMUNITY IS DIFFERENT.
I SAW THAT ON THE DIP AND I ALSO SAW THAT CARRIED THROUGH ON SOME OF THE CIPS.
ALSO TO SOME SPECIFIC WAYS TO REALLY ENGAGE THE COMMUNITY AND NOT JUST A WAY TO GET OURS TO SAY WE'VE DONE IT, BUT ACTUALLY DEFINED MEANINGFUL WAYS AND HAVING AN EMPHASIS ON THAT.
I KNOW THE MEASUREMENTS WILL BE TAILORED TO THOSE PIECES, SO I CERTAINLY APPRECIATE THAT AND YOU'RE BLOWING MY SKEPTICISM RIGHT OUT OF THE WATER.
I KNOW THAT THESE THINGS HAPPEN AND OTHERS WILL SUIT BUT I HAPPENED TO SEE MS. SMOKE OUT IN THE AUDIENCE.
IN SPEAKING OF IMPACT PIECES I KNOW THAT SHE HAS DONE SOME WORK AROUND ENSURING THAT HER KIDS HAVE THE PREREQUISITES, TO GET INTO SOME OF THOSE HIGHER LEVELS CCMR AND CTE COURSES.
BY HER STAFF DOING SOME INDIVIDUAL RECRUITING TO GET STUDENTS WHO MIGHT NOT REALIZE OR THINK THEY'RE READY FOR THOSE HIGHER-LEVEL COURSES, AND GETTING THEM IN THERE AND SEEING SUCCESS AND ALLOWING HER TO REALLY IDENTIFY THAT NEED AND MAKE THAT IMPACT.
I THINK THE NUMBERS SPEAK FOR THEMSELVES.
[02:25:01]
A FORMER PRINCIPAL GIVING OUR FOLKS THE AUTONOMY TO DO THAT, BUT THEN ALSO TOO YOU GUYS HAVE SHARED THAT ACROSS THE DISTRICT WHEN YOU SAW SUCCESS.I SAY ALL OF THAT TO SAY THAT I THINK YOU'VE BLOWN MY SKEPTICISM OUT OF THE WATER A LITTLE BIT, AND THEN I SEEN IT THIS DIPS AND CIPS ARE WHAT YOU GUYS SAY.
I DEFINITELY APPRECIATE THE HARD WORK AND LOOK FORWARD TO SEEING THE MEASURES AND THE SUCCESSES THAT CONTINUE TO HAPPEN.
>> YES, ABSOLUTELY. THANK YOU. MS. DAVEY.
ANYMORE QUESTIONS, COMMENTS? MS. BOUTIQUE?
>> YEAH. THERE'S A LOT OF GOOD WORK TO DATE.
A LOT OF THE PROCESSES THAT WE DO IN THE DISTRICT, I THINK THERE'S A LOT OF VALUE AND THE ACTUAL PROCESS AND PUTTING THE PROCESS TOGETHER.
IT'S NOT JUST IN THE OUTCOME OR THE DELIVERABLE.
THIS IS A LOT MORE OF A LIVING PROCESS AS YOU GO.
I THINK WORKING THROUGH THIS WILL BE VALUABLE, NOT JUST WHAT ARE WE HITTING AS OUR METRICS THAT WE'RE HITTING.
I'M LOOKING FORWARD TO SEEING THAT GROWTH THROUGH THAT VALUE.
THAT IS, AS WE GO DOWN THE PATH.
DO WE GET A BRIEF OUT? ANOTHER THREE. WHAT FOUR? WE'VE GOT FOUR REVIEW PERIODS ON THE DISTRICT IMPROVEMENT.
DO WE GET A QUARTERLY EVERY THIRD MONTH OR SOMETHING?
>> YES, SIR. THE PRINCIPLES WILL GO IN AND THEY WILL UPDATE.
A LOT OF TIMES YOU WILL SEE THAT WE MIGHT BY THE FIRST QUARTER ACTUALLY ACCOMPLISH WHATEVER STRATEGY THAT WE'VE IDENTIFIED AND THEN THEY WILL ALSO ASSOCIATE ANY METRIC OR DATA THAT WE HAVE UP TO THAT POINT AT THE END OF THE YEAR.
THEY WILL GO IN AND PROVIDE AN END-OF-THE-YEAR SUMMARY, NOT JUST AT THE ACTION LEVEL, BUT ALSO AT THE PERFORMANCE OBJECTIVE LEVEL IN THAT THE GOAL LEVEL.
EACH OF THOSE QUARTERLY REVIEWS AND THEN AT THE END OF THE YEAR WE POST ALL OF OUR CIPS AND THE DIP WITH THOSE UPDATES ON OUR WEBSITE SO THAT OUR COMMUNITY AND OUR PARENTS CAN AT ANY TIME GO AND JUST CHECK ON THE PROGRESS OF WHAT THEIR CAMPUS IS ACCOMPLISHING.
IT'S ALSO IMPORTANT TO NOTE WHY I SAY AS STRATEGY MIGHT HAVE 100% COMPLETION, WE MAY HAVE A STRATEGY THAT BY THE FIRST QUARTER WE HAVEN'T INITIATED YET.
BECAUSE EITHER WE MIGHT BE WAITING ON A PARTICULAR TIMING ISSUE OR MAYBE WE'RE WORKING ON A CERTAIN FUNDING SOURCE.
IT'S IMPORTANT TO NOTE IT'S NOT A GUARANTEE THAT EVERY ONE OF THE STRATEGIES BY THE FIRST QUARTER WILL HAVE MOVEMENT.
>> THANK YOU, MR. POTEE. MS. MCGOWAN.
>> THANK YOU FOR THAT PRESENTATION AND ALL THE HARD WORK THAT YOU GUYS HAVE PUT INTO THIS AND TO OUR PRINCIPLES.
I JUST WANTED TO GIVE A SHOUT-OUT TO MR. ANTHONY AND STILL SHOWED ELEMENTARY BECAUSE BEFORE WE EVEN ENROLLED INSTALLED, I HEARD THAT HE WAS REACHING OUT TO PARENTS AND OUR COMMUNITY TO BRING THEM IN AND PULL THEM IN FOR THEIR INPUT.
I REALLY APPRECIATE THE FACT THAT YOU GUYS ARE DOING.
I WITNESSED PERSONALLY THAT YOU ARE DOING WHAT YOUR GOAL SAY YOU'RE DOING.
>> PERFECT. THANK YOU. MR. EAGER.
>> MS. HARRIS AND MS. BRANUM, WHEN WE WERE PUTTING TOGETHER THE BOARDS, NORTH STAR, IT SEEMS VERY SIMPLE OF AN ACADEMIC GROWTH GOAL.
BUT AS WE WENT AND MOVED INTO STRATEGIC PLANNING AND NOW THE TEAM IS ACTUALLY TRYING TO IMPLEMENT AND PUT PROCEDURES AND PROCESS IN MEASURING GROWTH GOALS.
CAN YOU TALK A LITTLE BIT ABOUT HOW THAT'S BEEN ACCEPTED BECAUSE THIS ISN'T A SHIFT? FOR MOST OF THE AUDIENCE OUT THERE, IT SEEMS LIKE GROWTH GOAL, BUT FROM AN EDUCATION STANDPOINT, THIS IS A SHIFT.
IT MIGHT SEEM SUBTLE, BUT IT SEEMS PRETTY BIG.
CAN YOU TALK ABOUT HOW THAT WAS ACCEPTED, HOUSES EMBRACED AND HOW YOU'RE FEELING WORKING THROUGH NOW THE MECHANICS OF HOW WE'RE GOING TO MEASURE THAT AND EXECUTING THE BOARD GOAL AND [INAUDIBLE] ALTOGETHER?
>> I'LL WATCH AND THEN I'LL TURN IT OVER TO MR. HASSLE.
WHEN YOU THINK ABOUT 43,000, THAT'S THE NUMBER OF GROWTH GOALS THAT WHEN WE ARE FULLY REALIZING THIS NORTH STAR THAT YOU'VE CREATED FOR US, IT'S 43,000 GROWTH GOALS.
FOR OUR STUDENTS, THEY'RE CREATING MORE THAN ONE GROWTH GOAL.
THEY'RE GOING TO BE CREATING AN ACADEMIC GROWTH GOAL AND THEN A GRADUATE PROFILE GROWTH GOAL.
FIRST, OUR CENTRAL TEAM HAS HAD TO DO A LOT OF WORK AND WE HAVE HAD A COMMITTEE.
MORGAN CAVE AND MORGEN CROWDER AND SO MANY OTHERS THAT HAVE BEEN SITTING AROUND THE TABLE.
SEVERAL OF YOU HAVE COME UP AND WHEN YOU'RE HAVING A MEETING WITH ME, YOU'VE SEEN THAT GROUP LEAVE AS WE'RE HAVING A CONVERSATION
[02:30:03]
ABOUT HOW DO WE DESIGN THE SYSTEMS THAT ARE GOING TO SUPPORT THIS.HOW DO WE DESIGN THE SYSTEM SO THAT AT NO POINT, ESPECIALLY FOR OUR STAFF, THAT THIS MOVES TO IT'S ACTIVE COMPLIANCE AND NOT AN ACT OF INTENTIONALITY AROUND HOW I WANT TO GROW? IN TERMS OF BUY-IN, I ALWAYS LIKE TO USE THE WORD COMMITMENT TO THE NORTH STAR.
I THINK INHERENTLY THE BEST THING ABOUT EDUCATION IS THAT THAT'S INHERENT IN WHO WE ARE, IN THE HEART OF WHY WE DO WHAT WE DO.
I THINK THERE WAS ABSOLUTE CELEBRATION AND COMMITMENT OF, IN THE END, THAT'S WHAT WE WANT EVERY YEAR WE WANT EVERYONE TO HIT THOSE GROWTH GOALS.
THEN IT WAS WORKING THROUGH THE SKEPTICISM OF HOW DO WE DO THAT? WE REALLY HAD TO BE VERY CAREFUL, EVEN ON WEDNESDAY WHEN WE LAUNCHED INTO THE EARLY RELEASE DAY, I SHARED A VIDEO WITH EVERY SINGLE ONE OF OUR STAFF MEMBERS TO SAY, LET ME REMIND YOU OF OUR WHY, THAT THE WORK THAT YOU'RE GOING TO DO TODAY, THE TIME THAT WE'RE GIVING YOU TODAY TO FOCUS ON YOU AND HOW YOU'RE GOING TO GET BETTER IS NOT UNDER COMPLIANCE.
THIS IS NOT ABOUT GOING THROUGH A CHECKLIST AND CHECKING IT OFF. I'VE DONE THAT.
IT'S ABOUT LEVERAGING TIME TO FOCUS ON HOW YOU IN YOUR CRAFT WANT TO IMPROVE TODAY MORE THAN YOU WERE YESTERDAY.
IT'S NOT GOING TO BE DONE IN ONE DAY, IT'S GOING TO BE DONE OVER TIME.
THE OTHER THING IS WITH SEVEN PIONEER CAMPUSES, THAT THERE'S NO WAY WE COULD ROLL OUT STUDENT GROWTH GOALS, TEACHER GROWTH GOALS, ALL OF THAT IN ONE YEAR.
WE HAD SEVEN CAMPUSES, EITHER OUR MAGNET CAMPUSES OR NORTHLAKE ELEMENTARY, WHO THEY HAVEN'T DONE A TON OF WORK WITH AVID AND EVERY STUDENT FOR SEVERAL YEARS HAS HAD A PORTFOLIO OF GROWTH GOALS.
THEY ARE HELPING US AS WELL AS THE PIONEER CAMPUS.
THESE SEVEN CAMPUSES ARE REALLY SPENDING A YEAR HELPING INFORM OUR TASK FORCE ON WHAT IS WORKING AND WHAT DOESN'T.
BEFORE WE ROLL THIS OUT TO ALL 37,000 STUDENTS AND WE ASK ALL PARENTS TO EQUALLY COMMIT TO THIS PROCESS.
WE ARE LEARNING, HOW DOES THE TECHNOLOGY WORK.
IS THAT TOO CUMBERSOME FOR LITTLES? HOW DO YOU TRAIN THEM ON WHAT A GOOD GOAL IS? IF YOU'RE IN KINDERGARTEN VERSUS IF YOU WERE A SENIOR IN HIGH SCHOOL, HOW DO WE ENSURE THAT THEY UNDERSTAND THAT THEY'RE NOT JUST WRITING A GOAL BECAUSE THEIR TEACHER TOLD THEM? HOW DO WE GIVE THEM THEIR OWN DATA THAT'S GOING TO HELP THEM DEVELOP THEIR GOAL IN A WAY THAT'S EASY FOR THEM TO UNDERSTAND WHAT SOMETIMES IT'S HARD FOR ADULTS TO UNDERSTAND? THAT'S REALLY THE WORK OF OUR SEVEN PIONEER CAMPUSES.
WE HAVE DEDICATED ONE OF OUR INSTRUCTIONAL TECHNOLOGY TEAM MEMBERS THAT SHE IS WORKING SOLELY WITH OUR PIONEER CAMPUSES SO THAT SHE CAN PROVIDE THAT JUST-IN-TIME SUPPORT IN THAT TRAINING FOR THEM AS WELL.
LOTS OF INTENTIONALITY AND LOTS OF LIVING AND LEARNING AND ADJUSTING.
AGAIN, GOES A BIG PART TO THIS PLAN BEING DYNAMIC, WE'VE ALREADY LEARNED SOME THINGS THAT WE'RE NOT GOING TO DO AT THE BEGINNING OF NEXT YEAR WHEN WE ROLL IT OUT TO THE REST OF OUR CAMPUSES.
MR. HASSLE OR ANY MEMBER CABINET, HAPPY TO HEAR YOUR REFLECTIONS ON THAT AS WELL.
>> JUST TO PIGGYBACK ON THAT, I WOULD CATEGORIZE AS OFF TO A VERY GOOD START WITHIN THIS PROCESS.
BUT IT IS A DRAMATIC MIND SHIFT, IF YOU WILL.
WE ARE VERY FORTUNATE IN THIS DISTRICT TO WORK FOR A LEADER AND WORK FOR A BOARD THAT GROWTH IS THE KEY INDICATOR HERE.
THERE'S A LOT OF QUALITY DISTRICTS AROUND US THAT THEY STAKE THEIR CLAIM TO FAME ON THEIR STAR SCORES OR ACHIEVEMENT LEVELS OF THE CONS AND DON'T GET ME WRONG.
THOSE ARE INCREDIBLY IMPORTANT.
WITH THAT MIND SHIFT, WE NOW THE DEEPER WE GET INTO THIS SCHOOL YEAR AND WE BEGIN TO GET DEEPER AND DEEPER INTO THE GOALS. WHAT WAS MY GOAL? HOW AM I PROGRESSING TOWARDS THOSE GOALS? I WAS FORTUNATE ENOUGH TO BE ON A CAMPUS THIS WEEK, I JUST HAPPENED TO BE ON A CAMPUS.
A SET OF KIDS THAT GOT THEIR MAP SCORES AND I BELIEVE IT WAS READING.
THE TEACHER WENT AND LITERALLY GRABBED ME BY THE HAND.
I THOUGHT SOMETHING WAS WRONG AND I WAS GOING TO HAVE TO HELP WITH SOMETHING BAD, BUT SHE GO, I NEED YOU TO COME TALK TO THIS KID.
I THOUGHT HOLY COW WHAT DID THIS KID DO? LO AND BEHOLD THE YOUNG MAN HAD INCREASED DOUBLE DIGITS FOR THE FIRST TIME IN HIS ENTIRE SCHOOL CAREER.
WE WANTED THE PRINCIPAL, THE API, ANYBODY THAT'S WALKING DOWN THE HALLWAY, SHE GRABBED THEIR HAND, WE WERE IN THERE CELEBRATING.
I USE THAT AS AN EXAMPLE BECAUSE WHETHER IT'S THE TEACHER OR STUDENT BEING SKEPTICAL OF WHAT DOES THIS REALLY MEAN? I'M NOT EVEN SURE WHERE THIS IS GOING AS WE BEGIN TO GET THOSE DATA PIECES AND HOPEFULLY BEGIN TO SEE THOSE SUCCESS MEASURES, ALL OF A SUDDEN THAT GETS MOMENTUM.
YOU GET THAT VISION OF HOLY I CAN THOSE MICRO WINS IF YOU WILL.
[02:35:03]
THAT'S REALLY THE STAGE THAT I SEE US IN.BUT I DEFINITELY FEEL WE'RE OFF TO A VERY GOOD START WITH THIS.
>> I JUST WANT TO SAY FROM A FORMER TEACHER AND THE PRINCIPAL IS PLENTY OF YOU JUDGE ME ON GROWTH ALL DAY LONG AND MY EFFECTIVENESS VERSUS AN ARBITRARY SCORE.
THAT'S REALLY GOING TO BE MUCH MORE OF A READ ON WHAT'S ACTUALLY HAPPENING.
I WANT THAT FOR ALL MY STUDENTS, NOT JUST CERTAIN STUDENTS TO HIT A PROFICIENCY STANDARD.
I WANT ALL OF MY STUDENTS TO GROW.
AS A TEACHER AND AS A FOREIGN PRINCIPAL, THAT'S SO MUCH MORE RELEVANT THAN AN ARBITRARY GOAL ON ANY SYSTEM OR DOCUMENT, NOT THAT OTHERS AREN'T GOOD, DOT AREN'T GOOD POINTS OF REFERENCE, AS A DATA POINT.
BUT THAT GROWTH IS REALLY WHAT DETERMINES IF YOU'RE BEING EFFECTIVE IN THAT CLASSROOM.
>> CERTAINLY, I TOTALLY AGREE.
QUESTIONS? COMMENTS? MR. JACOB.
>> I'M JUST EXCITED TO SEE THAT GROWTH IS OUR INDICATOR.
I JUST WANT TO THANK YOU ALL FOR THE HARD WORK, AND CELEBRATING THOSE MICRO GOALS THAT CHILDREN REACH.
BECAUSE AT THE END OF THE DAY, EVERY SINGLE TIME WE CELEBRATE THEM, IT'S A CONFIDENCE BOOSTER.
NOT JUST FOR THEM, BUT FOR THE TEACHERS THAT TEACH THEM EVERY DAY. THANK YOU.
>> I'M JUST GOING TO DO WHAT EVERYBODY ELSE SAID WITHOUT REPEATING EVERYTHING, BUT JUST THANK YOU.
THERE'S JUST SO MUCH GRATITUDE FOR ALL THE WORK THAT YOU'RE DOING.
I'M JUST SO GRATEFUL TO EVERY SINGLE PERSON THAT'S MAKING AN IMPACT IN THIS WAY.
>> THANK YOU. WE ARE GOING TO GO AHEAD AND MOVE ON TO OUR NEXT ITEM.
WHICH IS AN ACTION ITEM, IS TO CONSIDER AN AMENDMENT TO THE DISTRICT OF INNOVATION PLAN. MS. BRANUM.
>> THANK YOU, MS. HARRIS. ANOTHER OPPORTUNITY THAT MR. HASSO HAS TO LEAD IN A NEW WAY IS TO HELP SPEARHEAD THE WORK OF OUR DISTRICT OF INNOVATION PLAN.
WE DO HAVE ONE AMENDMENT THAT WE ARE BRINGING FORWARD FOR THE BOARD'S CONSIDERATION.
MR. HASSO, PLEASE PROVIDE A REPORT TO THE BOARD.
WE WILL JUST GIVE YOU A LITTLE BIT STARTING OFF WITH HISTORICAL CONTEXTS OF THE DOI PLAN.
THE DOI PLAN IS TO ENHANCE LOCAL CONTROL AND BASICALLY GIVE GREATER DISTRICT FLEXIBILITY, LIKE SOME OF OUR CHARTER SCHOOLS MIGHT HAVE, AND ALLOWS US TO USE OR IMPLEMENT STRATEGIES AND INNOVATIONS.
THIS IS ALL INFORMATION THAT YOU'VE SEEN BEFORE, BUT SOMETIMES IT'S HELPFUL TO REVISIT THE CONTEXT A LITTLE BIT.
[NOISE] EVERYBODY, TALK AMONGST YOURSELVES.
HERE WE GO. A REMINDER THAT THE DISTRICT OF INNOVATION CAME ABOUT THROUGH THE WORK OF THE TEXAS LEGISLATURE, SPECIFICALLY HOSPITAL HB 1842.
AGAIN, WE TALKED ABOUT THIS PROVISION ALLOWING A DISTRICT TO ACCESS GREATER FLEXIBILITY, SUCH AS THOSE AVAILABLE TO OPEN-ENROLLMENT CHARTER SCHOOLS.
ON JUNE 20, 2016, THE RISD BOARD, ADOPTED A RESOLUTION DIRECTING THE ADMINISTRATION TO EXPLORE THIS POSSIBILITY.
THE BOARD APPROVED THE ORIGINAL DOI PLAN ON JANUARY 9, 2017 FOR A FIVE-YEAR TERM.
I APOLOGIZE THAT THIS IS MOVING SLOWLY. THAT'S RIGHT.
WE HAVE A DOI COMMITTEE WE TALKED ABOUT IN MY PREVIOUS PRESENTATION, OPPORTUNITIES FOR COMMUNITY ENGAGEMENT. THIS IS ANOTHER ONE.
THE DOI COMMITTEE IS CHARGED WITH REVIEWING THE PLAN ANNUALLY TO ENSURE IT'S MEETING THE GOALS.
I WON'T READ THAT ENTIRE SECTION TO YOU.
TODAY, WE BRING YOU AN AMENDMENT THAT, IN MY OPINION, IS MORE PROCEDURAL IN NATURE.
BUT WE CERTAINLY HAVE TO MAKE THE BOARD AWARE OF THAT.
WELL, I'M NOT SURE WHAT'S GOING ON WITH THIS CLICKER.
I'M NOT EVEN TOUCHING IT. BUT BECAUSE IT'S UP ON THE SCREEN, WE'LL GO AHEAD AND TALK ABOUT THE BOTTOM PART THERE.
THE BOARD RENEWED THE DISTRICT DOI PLAN ON JULY 15TH OF 2022.
THE RENEWAL AGAIN, IT'S FOR FIVE YEARS, AND SO WE'RE WITHIN THAT TIMEFRAME.
WHAT WE'RE DISCUSSING TODAY, IS AN AMENDMENT.
FIRST DAY OF INSTRUCTION, LENGTH OF INSTRUCTIONAL DAY.
[02:40:09]
TEACHER CERTIFICATION, TEACHER APPRAISAL, MINIMUM ATTENDANCE FOR CLASS CREDIT, SCHOOL DISTRICT DEPOSITORIES AND TERM OF CONTRACT, AND DEPOSITORY CONTRACT.WE'RE GOING TO TRY SOME NEW BATTERIES HERE.
WE GET TO THE REVISIONS OF THE PLAN, WHICH IS WHY WE BRING THIS AGENDA ITEM TO YOU.
I THINK MR. PAYTON MIGHT HAVE USED UP THE BATTERIES BEFORE AND ALL THESE PRESENTATIONS.
HERE WE GO. REVISIONS. MY APOLOGIES FOR THAT.
THE REVISIONS INCLUDE UPDATING THE NORTH STAR GOAL.
WE TALKED AT LENGTH IN MY PREVIOUS PRESENTATION ABOUT HOW THAT WAS THE RESULT OF THE STRATEGIC PLAN.
AGAIN, AS PART OF THE STRATEGIC PLAN.
THE GOALS THAT WE HAVE REVIEWED, THOSE ARE THE FIVE GOALS THAT WE NOW HAVE IN PLACE.
A REMINDER THAT PREVIOUS TO THIS WE HAD SIX GOALS.
THEN THE OTHER PART IN SECTION II, THE LINK OF THE INSTRUCTIONAL DAY.
YOU SEE THAT WE'RE REMOVING REFERENCES TO HALF-DAY PRE-KINDERGARTEN.
LEAVING PRE-SCHOOL PROGRAM FOR CHILDREN WITH DISABILITIES AS PART OF THE DOI.
BECAUSE WE DO HAVE SOME CASES IN WHICH THAT IS STILL REMAINING IN THE DISTRICT.
THAT'S JUST ANOTHER REMOVAL OF REFERENCE TO PRE-KINDERGARTEN WITHIN THE LENGTH OF THE INSTRUCTIONAL DAY SECTION, WHICH IS SECTION TWO.
THIS SUMMER ON JULY 12TH, AS REQUIRED, THE DOI COMMITTEE REVIEWED THE PROPOSED REVISIONS AND DISCUSSED THEM, AND GAVE APPROVAL THAT THEY COULD SUPPORT THEM.
THE SAME THING HAPPENED ON THAT DAY.
I GUESS I WAS PRETTY INDUSTRIOUS ON JULY 12TH, AND I HAD TWO COMMITTEE MEETINGS.
THE DISTRICT PLANNING COMMITTEE ALSO DID THE SAME WORK, REVIEWED THE PROVISIONS, DISCUSSED THE REVISIONS, AND APPROVED THOSE TO MOVE FORWARD TO THE BOARD.
HERE WE ARE TONIGHT ON SEPTEMBER 24TH TO INFORM THE BOARD OF THESE CHANGES TO THE DISTRICT OF INNOVATION PLAN.
I RECOMMEND THAT THE BOARD OF TRUSTEES ACCEPT THE AMENDMENTS TO THE DISTRICT OF INNOVATION PLAN AS PRESENTED.
>> THANK YOU, MR. HASSO. THANK YOU.
MS. BRANUM, IS THERE A MOTION?
>> THANK YOU, MR. POE T IS THERE A SECOND?
>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MR. POE T. A SECOND BY MR. EAGER. ARE THERE ANY QUESTIONS OR COMMENTS BOARD? MS. MCGOWAN?
>> I'M SORRY, I JUST HAVE TO ASK.
IN THIS DOI, PRE-KINDERGARTEN HALF-DAY WAS AN OPTION OR NOT AN OPTION.
>> THE LENGTH OF THE SCHOOL DAY WAS WHAT WE HAD INNOVATION WITH.
>> ANY ADDITIONAL QUESTIONS, COMMENTS? WELL, HEARING, NO ADDITIONAL QUESTIONS OR COMMENTS, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.
BOARD, WE'RE GOING TO JUST KEEP ON PUSHING THROUGH.
WE JUST HAVE A FEW MORE THINGS.
I THINK WE'LL BE FINISHING UP SO THAT WE CAN MOVE ON TO THE NEXT THING THAT WE NEED TO DO.
OUR NEXT INFORMATION ITEM IS TO REVIEW THE BEGINNING OF THE YEAR MAP UPDATE.
>> THANK YOU, MS. HARRIS. I SHARED WITH THE BOARD THAT ACTUALLY OUR MAP WINDOW JUST CLOSED.
WE WANTED TO BRING THIS DATA TO YOU.
IT'S REALLY FRESH OFF THE PRESS.
MR. CORTEZ WAS WORKING FAST AND FURIOUSLY YESTERDAY AND EVEN INTO THIS MORNING.
DR. LEPPER AND MR. CORTEZ, AND OUR TEAM, WE WERE STILL GOING BACK AND HAVING CONVERSATIONS AND MAKING MEANING.
PLEASE NOTE THIS IS A BASELINE SET OF DATA RIGHT NOW.
WE DO NOT HAVE A FULL PLAN READY TO BRING TO YOU IN TERMS OF HOW WE'RE RESPONDING BECAUSE REALLY THE PLAN IS THE DISTRICT IMPROVEMENT PLAN.
WE'RE STAYING FOCUSED ON THE WORK THAT WE'RE DOING AND TEACHING AND LEARNING.
THE WORK WE'RE DOING WITH MTSS TO RESPOND WHEN STUDENTS NEED ADDITIONAL SUPPORT FROM TIER 1 INSTRUCTION.
[02:45:01]
BUT WE DO WANT TO BE VERY TRANSPARENT WITH WHERE WE ARE, THE BEGINNING OF THE YEAR DATA, AND SO I WANTED TO BRING IT TO YOU AS QUICKLY AS POSSIBLE KNOWING THAT WE DON'T HAVE A BOARD MEETING FOR A COUPLE OF WEEKS.MR. CORTEZ, WILL YOU PLEASE PROVIDE US SOME INFORMATION ON HOW OUR BEGINNING OF THE YEAR MAP DATA LOOKS?
>> YES, MA'AM. THANK YOU VERY MUCH BOARD, IT IS GOOD TO SEE YOU AGAIN.
BEGINNING OF YOUR MAP WINDOW, MS. BRANUM SAID JUST CLOSED.
IT WAS OPEN FROM SEPTEMBER 7TH THROUGH THE 18TH AND DURING THOSE EIGHT DAYS, STUDENTS IN KINDERGARTEN THROUGH EIGHTH GRADE WERE ASSESSED WITH THIS BEGINNING-OF-YEAR UNIVERSAL SCREENER IN THE SUBJECTS OF MATHEMATICS, READING, AND SCIENCE FOR CERTAIN GRADE LEVELS.
OVER THAT TIME, WE HAD MORE THAN 61,000 TEST EVENTS AND REALLY HIGH PARTICIPATION RATES, WHICH IS EXCELLENT.
MY THANKS GOES OUT TO THOSE PRINCIPALS, 98.5% OF ALL IDENTIFIED STUDENTS COMPLETED THEIR TESTS AND READING 98.1 IN KINDERGARTEN THROUGH ALGEBRA 1 IN MATHEMATICS, WHICH WAS GREAT.
AS A REMINDER FOR OUR DISTRICT IMPROVEMENT PLAN, WE AIM FOR 95% AND ABOVE.
WE DEFINITELY MET THOSE GOALS FOR BEGINNING OF YEAR.
AS A REMINDER, FOR MATH, WE ARE GIVEN GROWTH GOALS.
WHEN WE TAKE THE FIRST TEST OF THE YEAR, STUDENTS ARE GIVEN A PROJECTED GOAL FROM THE BEGINNING OF YEAR TO THE WINTER TERM, SO MIDDLE OF YEAR.
THEY'RE GIVEN A PROJECTED GOAL FROM BEGINNING OF THE YEAR TO THE SPRING, AND THEN FROM THIS YEAR TO FALL NEXT YEAR.
THE GROWTH DATA WE'RE GOING TO BE TALKING ABOUT TODAY IS THAT YEAR-OVER-YEAR GROWTH.
WE'RE LOOKING FALL TO FALL TO SEE IF STUDENTS MET OR APPROACHED THE GROWTH GOALS THAT WERE PROVIDED FOR THEM LAST FALL.
OUR DATA SET WILL LOOK AT GROWTH FOR STUDENTS IN GRADES 1 THROUGH GRADE 8.
NO KINDERGARTENERS, BECAUSE THIS IS THEIR FIRST TIME TESTING.
WE DO USE THE MAP DATA AT THE BEGINNING OF YEAR AS A BASELINE.
WE'RE LOOKING TO SEE, NUMBER 1, DID STUDENTS MEET A YEAR'S WORTH OF GROWTH AND A YEAR'S WORTH OF TIME AS MEASURED AND EXPECTED BY THE NWEA MAP ASSESSMENT OR UNIVERSAL SCREENER AND WHAT INFORMATION CAN WE GATHER FROM THAT TO HELP FOCUS ON THOSE FOUNDATIONAL SKILLS AS WE BEGIN THE YEAR, TO HELP SUPPORT OUR TEACHERS BY HELPING THEM KNOW WHERE THEIR STUDENTS ARE ON THE TEST OR ARE IN THEIR SKILL DEVELOPMENT SO THEY CAN ADDRESS ANY ISSUES EARLY AND THEN WE BUILD UPON THAT THROUGHOUT THE YEAR.
WE DO USE IT AS A BASELINE TO SET THOSE STUDENT GROWTH GOALS, DETERMINE INSTRUCTIONAL PRIORITIES, DETERMINE AND DEVELOP OUR INTERVENTION GROUPS, AND THEN IDENTIFY TEACHERS WHO MAY NEED ADDITIONAL SUPPORT FOR THE STUDENTS WHO ARE IN THEIR CLASS.
THE GROWTH RIGHT NOW IS NOT INDICATIVE OF THE CURRENT TEACHER THAT THEY'RE WITH, BUT THE GROWTH THAT THEY HAD OVER THE LAST YEAR.
AS ALSO A REMINDER, NWEA CONSIDERS ON-TRACK GROWTH OR TYPICAL GROWTH TO BE 50% OF STUDENTS MEETING THEIR GROWTH GOALS.
AS WE TAKE A LOOK HERE AT OUR MAP OVERALL, WE DO SEE THAT WE MET THAT TYPICAL GROWTH FOR OUR STUDENTS KEEPING PACE AND BEING ON TRACK AT 50%.
A COUPLE OF POINTS HIGHER IN SOME AREAS, A COUPLE OF POINTS LOWER IN SOME AREAS BUT WITHIN REASON AND WITHIN STANDARD ERROR THERE.
FOR A VAST MAJORITY OF OUR STUDENTS, WE ARE ON TRACK FOR GROWTH.
>> MR. CORTEZ CAN I JUST CHIME IN REAL QUICK BECAUSE THE BOARD COULD PROBABLY GIVE THIS PRESENTATION AS WELL BECAUSE THEY'VE HEARD OUR MESSAGE AROUND MAP, BUT WE MAY HAVE SOME PARENTS OR COMMUNITY MEMBERS THAT MIGHT BE HEARING ABOUT MAP FOR THE FIRST TIME.
WHEN YOU'RE LOOKING AT 50% OF OUR STUDENTS IN ALL GRADES MET THEIR GROWTH FOR MATH, DOES THAT MEAN THAT THE OTHER 50% OF THE STUDENTS DIDN'T HAVE ANY GROWTH?
>> NO. YOU BEAT ME TO THAT QUESTION.
>> [LAUGHTER] NO, NOT A PROBLEM. BECAUSE ONE OF THE THINGS THAT WE DO IS WE ALSO LOOK TO SEE.
SO A STUDENT MAY BE GIVEN A GROWTH GOAL ANYWHERE DEPENDING ON THEIR LEVEL OF ACHIEVEMENT AND THE TEST THAT THEY'RE TAKING,
[02:50:01]
THEIR AGE, THOSE TYPES OF THINGS GO IN.THEY COULD BE GIVEN A PROJECTED GROWTH GOAL OF ANYWHERE BETWEEN TWO POINTS AND A TYPICAL 6-8 POINTS FROM ONE TERM TO THE NEXT.
ANOTHER THING WE DO IS WE MEASURE TO SEE WHAT PERCENTAGE OF COMPLETION OF THOSE POINTS DID THEY GET TO ON AVERAGE.
JUST BECAUSE THEY MAY NOT MEET THE PROJECTED GROWTH, THEY ARE MAKING PROGRESS ALONG THE WAY.
FOR OUR STUDENTS IN MATH OVERALL, WE MET REALLY ABOUT 88% OF THOSE GROWTH POINTS.
IT'S NOT LIKE WE HAD SOME STUDENTS THAT WERE ONLY A QUARTER OF THE WAY TOWARDS THEIR GROWTH.
WE WERE NEARLY 90% OF THE WAY, SO REALLY JUST A COUPLE OF RED POINTS AWAY ON AVERAGE THERE FOR MATH.
YES, JUST BECAUSE THEY DON'T MEET THAT PROJECTED GROWTH, THAT IS OUR TARGET BUT THEY ARE MOVING IN THE RIGHT DIRECTION IN MASS.
WHEN WE TAKE A LOOK AT READING, IT'S A SIMILAR STORY FOR US AT THE BEGINNING OF YEAR, RIGHT AT 50% OF OUR STUDENTS.
MEANING THOSE INDIVIDUAL GROWTH GOALS FROM LAST FALL TO THIS FALL AND WE WERE HERE.
IT WAS 88.1% OF THE WAY FOR THOSE STUDENTS THAT DIDN'T MEET THEIR GOAL.
DIDN'T QUITE HIT THE TARGET, BUT JUST ABOUT 9/10 OF THE WAY THERE.
THAT'S WHY OUR NUMBERS HERE ARE RIGHT AROUND THAT 50%, 48% OF STUDENTS MEETING THEIR GROWTH GOALS.
WE'RE DEFINITELY SHOWING TYPICAL GROWTH AND BEING ON TRACK WITH WHAT MAP EXPECTS FOR OUR STUDENTS FROM YEAR TO YEAR.
I BELIEVE WE HAVE A PRETTY SOLID BASELINE OF INFORMATION TO START TO MAKE INDIVIDUAL DECISIONS ON. YES, MA'AM.
>> I DIDN'T HAVE A QUESTION ON THE SLIDE BEFORE, LIKE IN MATH.
MR. CORTEZ, I'M JUST WONDERING, WHAT IS HAPPENING WITH EIGHTH GRADE THAT IT SEEMS SIGNIFICANTLY LOWER? CAN YOU GIVE ME SOME BACKGROUND ON WHY THAT LOOKS SO MUCH MORE DIFFERENT THAN THE OTHER?
IF WE GO BACK TO PRIOR CONVERSATIONS AROUND STAR AND STAR PERFORMANCE, ONE OF THE THINGS WE'VE TALKED ABOUT IS OUR ALGEBRA FOR ALL INITIATIVE, WHERE WE HAVE STUDENT THAT ARE ACCELERATED AND TESTING ABOVE GRADE LEVEL AND THOSE TYPES OF THINGS.
OUR SEVENTH GRADERS TAKING EIGHTH GRADE TEST MATERIALS, OUR EIGHTH GRADERS GETTING UP TO ALGEBRA 1.
BUT THERE ARE SOME THAT ARE NOT NECESSARILY EDUCATIONALLY APPROPRIATE TO MOVE INTO THOSE ACCELERATED AREAS.
WHAT WE'RE SEEING HERE IS THAT WHEN MAP LOOKS AT GROWTH, THEY DON'T CARE ABOUT WHAT COURSE YOU'RE IN, BUT THEY RANK YOU BY GRADE.
HERE FOR OUR SEVENTH GRADE, AT THAT 54%, THAT INCLUDES ALL OF OUR SEVENTH GRADERS THAT ARE ACCELERATED INTO EIGHTH GRADE PLUS OUR ON LEVEL SEVENTH GRADERS.
OUR EIGHTH GRADERS, THOUGH, THIS IS THE MAP K12 TESTS WHERE WE DO GET GROWTH MEASURES FROM YEAR TO YEAR, BUT THIS DOES NOT INCLUDE OUR ALGEBRA STUDENTS BECAUSE THEY GET WITHIN YEAR GROWTH, THEY DON'T GET BETWEEN YEAR GROWTH, SO OUR EIGHTH GRADERS THAT ARE TAKING THE ALGEBRA MAP TEST ARE NOT INCLUDED HERE.
THIS IS WHAT'S LEFTOVER OF OUR STUDENTS THAT ARE NOT ACCELERATED INTO ALGEBRA.
THAT'S WHY THE NUMBER HERE IS SIGNIFICANTLY LOWER.
>> NO, I APPRECIATE THAT CLARIFYING QUESTION.
MOVING FORWARD, SOME CELEBRATIONS THAT WE HAVE JUST LOOKING AT THE MAP DATA, WHICH WE HAD THE DATASET TO START WORKING THROUGH YESTERDAY, AND ANALYZING, AND LOOKING AT SOME TRENDS IS THAT WE ARE ON TRACK FROM YEAR-TO-YEAR GROWTH, SO WE HAVE A SOLID BASELINE TO CONTINUE BUILDING UPON THIS YEAR.
I DO WANT TO NOTE THAT SPRING CREEK ELEMENTARY, LAKE HIGHLANDS JUNIOR HIGH, AND RICHARDSON WEST JUNIOR HIGH HAD AT LEAST 50% OF THEIR STUDENTS MEET PROJECTED GROWTH MEASURES IN EVERY GRADE LEVEL IN READING.
WE HAD THE NEXT GROUP OF STUDENTS OR GROUP OF CAMPUSES, BRENTFIELD, GREENWOOD HILLS, MOSS HAVEN, O. HENRY, RICHARDSON HEIGHTS, AND WHITE ROCK ELEMENTARY SCHOOLS HAD NEARLY ALL OF THERE,
[02:55:01]
IT WAS ALL BUT ONE, SO THEY HAD ONE OUTLYING GRADE LEVEL, AND THAT'S IMPRESSIVE TO SEE THAT GROWTH ACROSS ALL THE DIFFERENT GRADE LEVELS IN READING.IN MATH, JUST HARBIN, O. HENRY, PRAIRIC CREEK, RICHARDSON HEIGHTS, AND RICHLAND HAD A SIMILAR STORY IN MATHEMATICS AS WELL.
CONTINUING TO BUILD UPON THOSE THINGS IS SOMETHING WE WILL WORK WITH THOSE CAMPUSES TO MAKE SURE THAT WE KEEP THAT SAME GROWTH FROM NOW THE BEGINNING OF YEAR TO THE MIDDLE OF YEAR AND ONWARD.
NEXT STEPS THAT COME OUT OF THE INFORMATION IS THAT SINCE THIS FALL TO FALL GROWTH IS AN INDICATION OF HOW STUDENTS GREW OVER THE PRIOR YEAR, WE'RE GOING TO USE THAT INFORMATION TO IDENTIFY AREAS OF IMPROVEMENT IN ORDER TO STRENGTHEN THOSE SKILLS EARLY IN THE YEAR.
FILLING IN WHATEVER CRACKS THERE MIGHT BE IN THE FOUNDATION BEFORE WE KEEP BUILDING, AND THEN WE'LL CONTINUE TO PAY ATTENTION TO THE DIFFERENCES BETWEEN THOSE STUDENT GROUPS TO PROVIDE ADDITIONAL SUPPORT FOR CAMPUSES IN THOSE AREAS.
THEN, SINCE WE'RE TALKING ABOUT BASELINE DATA, I DO WANT TO ALSO JUST MENTION IN THIS PRESENTATION ABOUT WHAT OUR BOARD GOAL TARGETS ARE FOR THE COMING YEAR FOR OUR THIRD GRADE STUDENTS.
AS A REMINDER, IN READING, WE HAD SET AN OVERALL GOAL TO GO FROM 49% AT THE MEETS LEVEL IN READING TO 60% FOR OUR THIRD GRADERS BY 2027.
COMING OUT OF THE LAST PRESENTATION I GAVE ON THE 24TH OF AUGUST, WE DID MEET NEARLY EVERY TARGET FOR LAST YEAR, BUT I JUST WANT TO FOCUS YOUR ATTENTION THAT MOVING FORWARD, EVERYBODY'S GROWTH GOALS ARE CONTINUING TO INCREASE.
ONCE AGAIN, WE'LL USE THAT MAP INFORMATION, WE'LL USE STAR PROJECTIONS THAT COME FROM MAP TO MONITOR PROGRESS TOWARDS THESE GOALS IN READING, NOT JUST BY RACE, ETHNICITY GROUPS, BUT ALSO BY OUR PROGRAMS. THEN FOR MATH, OUR GOALS HERE ARE ALSO ALSO INCREASING FOR EVERY GROUP ACROSS THE BOARD.
OUR REAL FOCUS HERE IS DEFINITELY TO HONOR THE NORTH STAR GOAL THAT YOU ALL HAVE SAID, TRYING TO HELP MAKE SURE THAT EVERY STUDENT, EVERY TEACHER AND EVERY LEADER MEET THOSE GROWTH GOALS, AND HAVE AN IMPACT HERE TOWARDS OUR BOARD GOALS.
AGAIN, WE THOUGHT IT WAS VERY IMPORTANT TO JUST BRING OUR BOARD GOALS FORWARD, AND ALSO REMINDER THAT WE HAVE GOAL PROGRESS MEASURES.
MATH IS ONE OF THE GOAL PROGRESS MEASURES FROM BOTH A THIRD GRADE READING IN THE THIRD GRADE MATH.
THIS IS AGAIN, OUR BASELINE DATA AND WE WILL BE BRINGING FORWARD TO YOU THE MIDDLE OF THE YEAR AND, OF COURSE, THE END OF THE YEAR THAT ALL ULTIMATELY FEEDS THESE BOARD GOALS.
AGAIN, I REALLY WANT TO CELEBRATE MR. CORTEZ, AND DAVE BRACKET, AND HIS TEAM FOR AGAIN THE TESTING WINDOW JUST CLOSED.
TO HAVE THIS DATA THAT IS ACTIONABLE SO QUICK FOR OUR TEACHERS, AND FOR OUR CAMPUSES TO KNOW OUR TEACHERS ARE ALREADY CELEBRATING WITH OUR KIDS.
HERE'S YOUR GROWTH, NOW LET'S SET THAT NEW GOAL IS JUST INCREDIBLY IMPRESSIVE.
JUST THANK YOU AND WE'RE OPEN, OF COURSE, TO ANY COMMENTS OR QUESTIONS FROM THE BOARD.
>> ANY QUESTIONS, COMMENTS MORE? MS. MIGUEL.
>> I JUST WANTED TO SAY, AWESOME, I'M SO EXCITED THOSE PERCENTAGES AND TO SEE ALL OF OUR KIDS GOING ACROSS THE BOARD, I WANT TO CHEER AND ALL. THANK YOU.
>> YES. I SHOWED WERE HAVING GROWTH.
I'M ALWAYS CELEBRATING, AND I THINK THAT'S FANTASTIC.
ALSO TOO, I KNOW THAT WE WERE LOOKING AT THIS LIKE ON PROGRAM EFFECTIVENESS.
WE'VE IMPLEMENTED SOME NEW PROGRAMS, AND SOME THINGS LIKE THAT, AND I'M ASSUMING THE YEAR OVER YEAR SCORES, NOT JUST THE GROWTH.
WE'RE USING THAT TO JUDGE THE EFFECTIVENESS OF OUR PROGRAMS, AND THE IMPLEMENTATION OF THOSE TO DETERMINE WHERE MORE SUPPORTS NEEDED.
>> YES, SO I WILL SAY WHERE WE SAW SINCE STAGNATION AND GROWTH, FOR EXAMPLE, AND ESPECIALLY IN OUR MAP DATA, LEAD US TO HAVING THE COLLABORATIVE CONVERSATIONS WITH THOSE CAMPUS AROUND, FOR EXAMPLE, OUR IMPLEMENTATION OF AMPLIFYING EUREKA.
THEY WERE GROWING KIDS, BUT THEY WERE NOT GROWING KIDS AT THE RATE THAT WE NEED TO, THEY WERE NOT CLOSING THE GAP AT THE RATE THAT THEY WERE NEEDING TO, AND SO WITH THOSE COLLABORATIVE CONVERSATIONS, WE'VE IMPLEMENTED SOME NEW CURRICULUM SUPPORTS THAT WE WILL NOW BE USING THIS DATA TO DETERMINE THEIR EFFECTIVENESS.
[03:00:03]
NOW, WE ALSO KNOW THERE'S ALWAYS IMPLEMENTATION TIME THAT NEEDS TO BE ALLOWED IMPLEMENTATION DIP THAT CAN HAPPEN.BUT ABSOLUTELY THIS WILL BE A PART OF OUR PROGRAM EVALUATION TO DETERMINE ITS EFFECTIVENESS, AND HOW DO WE SHIFT SUPPORTS AROUND BECAUSE IT IS WORKING AND ALSO DO WE NEED TO CONSIDER EXPANDING IT IN THE FUTURE IF IT SHOWS THAT IT IS EXCEEDING OUR IDENTIFIED GOALS.
>> THAT'S GREAT. I KNOW THAT OUR HOPE WAS AND I KNOW YOU ARTICULATED IT REALLY WELL AT ONE OF THE BOARD MEETINGS LAST YEAR IS THAT OUR HOPE IS IS THAT WE SHATTER THE GROWTH GOALS ON [OVERLAPPING] ISN'T THAT FAR EXCEED THEM? I THINK EVERYBODY WANTS THAT.
I THINK MAP IS ONE DATA POINT THAT WE CAN USE TO DETERMINE THE EFFECTIVENESS OF THE CHANGES THAT ARE MADE, SO I APPRECIATE YOU GUYS LOOKING AT THAT TO DETERMINE WHERE ON THAT FASTER GROWTH TARGET THAT WE'RE HOPING FOR AT SOME POINT. THANK YOU.
>> THANK YOU, MS. TIMMY. ANY ADDITIONAL QUESTIONS? COMMENTS BOARD? THANK YOU.
MR. CORTEZ WOULD REALLY APPRECIATE IT.
>> WE WOULD CHEER, BUT WE'LL LET RACHEL DO IT AFTER AWHILE.
>> OUR NEXT ITEM IS TO REVIEW AND DISCUSS BOARD POLICIES, CKC, CKE, AND CSA AS IT RELATES TO SAFETY. MS. BRANUM?
>> THANK YOU. MS. HARRIS. ONE OF THE MOST IMPORTANT FUNCTIONS OF THE BOARD, OF COURSE, EXCEPT FOR HIRING ME, IS TO APPROVE THAT THE NORTH STAR GOAL OF OUR VISION INTO ALSO APPROVE POLICY.
I WANT TO CELEBRATE OUR POLICY TEAM WHO THEY HAVE, IT'S PROBABLY OUR MOST REGULAR STANDING COMMITTEE OF THE BOARD, AND THEY MEET IT'S PRETTY MUCH ALMOST MONTHLY, AND THEY ARE LONG MEETINGS, AND THEY ARE LENGTHY, BUT THEY ARE MEANINGFUL, AND THEY'RE HAVING CONVERSATIONS ABOUT THE ULTIMATELY THESE GUIDING POLICIES THAT HELP DIRECT THE WORK OF THE DISTRICT.
SOMETIMES THEY'RE ARGUING OVER ONE WORD TO ENSURE THAT IT REALLY MEANS WHAT IT MEANS, AND THAT WE CAN FOLLOW THROUGH ON THAT.
I JUST WANT TO THANK OUR POLICY, NOT ARGUING.
WE'RE HAVING COLLABORATIVE DISCOURSE. THEY DON'T ARGUE.
I THANK THEM. I ALSO WANT TO THANK OUR CABINET TEAM WHO WORKS COLLABORATIVELY WITH THE BOARD AND THE DEVELOPMENT OF THOSE.
THEN MS. MCGOWAN, WHO'S REALLY HELPING SPEARHEAD THAT WORK.
MS. MCGOWAN IS OUT OF TOWN TONIGHT AND SHE COULD NOT BE HERE, BUT WE HAVE THE AMAZING GAEL GARCIA THAT IS IN HER STEAD AND HE IS GOING TO BE SUPPORTING THIS CONVERSATION ALONG WITH OUR CABINET MEMBERS, SO I'M GOING TO TURN IT OVER TO YOU ALL.
>> THERE WE GO. THANK YOU, MS. BRANUM. GOOD EVENING, BOARD.
AS PRESIDENT HERE STATED THIS FIRST GROUP OF POLICIES ARE SAFETY-RELATED AND UNLIKE MISS.
MCGOWAN, I AM NOT AS EXCITING AND I WEAR A NICE SUIT, BUT THAT'S WHERE IT STOPS.
THE FIRST POLICY WE'RE GOING TO LOOK AT IS CKC TO LOCAL AND THE REVISIONS THERE INCORPORATE THE TEXAS EDUCATION CODE REQUIREMENT THAT A DISTRICT'S MULTI-HAZARD EMERGENCY OPERATIONS PLAN INCLUDES RESPONDING TO A TRAIN DERAILMENT NEAR A DISTRICT SCHOOL IF THE DISTRICT FACILITIES WITHIN 1,000 YARDS OF A RAILROAD TRACK.
THERE'S ADDITIONAL LANGUAGE THAT IS BEING ADDED TO AUTHORIZE THE ARMING OF DESIGNATED SECURITY STAFF ON DISTRICT POVERTY, AND WITH THAT, I'LL ASK MS. HAYES IF SHE HAS ANYTHING TO ADD.
ANY BOARD SUBCOMMITTEE MEMBERS?
>> I'M HAPPY TO ADDRESS THIS ONE ON CKC, WHICH IS WHERE WE'RE ADDING THE TRAIN DERAILMENT PIECE.
WE DO HAVE TWO MAJOR TRAIN TRACKS THAT RUN THROUGH OUR DISTRICT, ONE NORTH-SOUTH ON THE EAST SIDE.
I'M SORRY, ONE NORTH-SOUTH AND EAST-WEST UP AT THE NORTH END OF BY CAMPBELL.
WE DO HAVE SOME SCHOOLS THAT ARE AFFECTED, BUT WE HAVE PUT WHAT'S NECESSARY INTO THOSE EOP PLANS AND ARE IN COMPLIANCE WITH THE CHANGES.
>> WE WILL GO AROUND THE ROOM AND ASK IF ANYONE HAS ANY QUESTIONS.
>> THE NEXT ONE IS CKE LOCAL AND CKEC LOCAL.
[03:05:01]
THESE TWO ARE BEING TAKEN TOGETHER BECAUSE WE'RE DELETING CKE LOCAL, WHICH CONTAINS LANGUAGE ABOUT SROS AND MOVING THAT SAME LANGUAGE TO CKEC LOCAL, WHICH IS THE POLICY SPECIFICALLY FOR SORS.>> THIS IS JUST WHERE WE MOVED IT FROM ONE AND ADDED IT TO THE OTHER.
IT'S THE SAME PROCESS WE HAVE FOR OUR CURRENT SORS.
>> WE'LL MOVE ON. CSA LOCAL, THIS REVISION ADDRESSES BUILDING ACCESS CONTROL AUDITS AND PROCEDURES AND BASICALLY, WE'RE JUST ADDING LANGUAGE TO FOUR BADGE ACCESS TO THAT POLICY.
>> THIS IS ONE OF OUR BOND 2021 PROJECTS WAS TO UPDATE OUR DOOR ACCESS CONTROLS.
WE'RE CURRENTLY IN PHASE 1 OF THAT PROJECT? AT A NEW DOOR ACCESS CONTROLS TO OUR EXISTING DOOR, ACCESS CONTROL DOORS, NOT ADDING ANY NEW ONES.
THIS ALLOWS US TO HAVE CONTROL OVER AN ENTIRE BUILDING WHERE WE CAN UNLOCK ALL DOORS OR WE COULD LOCK ALL DOORS AND MAKE ADJUSTMENTS.
WE ALSO KNOW WHO'S BADGING IN AND OUT.
WE'RE REALLY MOVING TO A KEYLESS SYSTEM IN THE DISTRICT WHERE EVERYONE HAS HER BADGE AND WE KNOW WHEN YOU'RE IN, WHEN YOU'RE OUT AND WE CAN IDENTIFY WHO'S IN OUR BUILDINGS.
>> MOVING ON TO THE NEXT GROUP OF POLICIES CVA LOCAL AND CVP LOCAL.
>> I'LL JUST MOVE US INTO THAT ONE.
OUR NEXT ITEM IS TO REVIEW AND ASSESS FOR POLICY, CVA, AND CBB AS IT RELATES TO CONSTRUCTION PROCUREMENT.
>> DID YOU WANT TO SAY SOMETHING, SPAM?
THE POLICY TO POINT HAS FORMATTING CHANGES TO ACCOMMODATE THE NEW ADOPTION DATE FUNCTION IN THE ONLINE FORMAT AND THE SAME FOR CVB LOCAL, THERE ARE NO SUBSTANTIVE CHANGES.
>> ANY QUESTIONS, BOARD? OUR NEXT ITEM IS TO REVIEW AND DISCUSS GENERAL FINANCE RELATED POLICIES, CBG, CFB, AND CRF. MR. GARCIA.
>> WE'LL START WITH CB LOCAL AND THIS REVISION IS PROVIDING LANGUAGE THAT CLEANS UP AND REORDERS THE TEXT.
IT ALSO ADDS A STATE GRANT APPLICATIONS TO THE PUBLIC NOTICE THAT RISD WILL PROVIDE AND CLARIFIES THAT THE BOARD DELEGATES TO THE SUPERINTENDENT AUTHORITY TO APPROVE GRANT AND AWARD PLANS. MR. PATE.
>> WHO WILL START PROVIDING THAT UPDATED DISCLOSURE PUBLIC NOTICE ONCE THIS IS ADOPTED?
>> I CAN JUST COME IN AND PLEASE CORRECT ME BECAUSE WE WORKED ON THESE POLICIES A LITTLE BIT AGO, BUT I THINK WE'RE GOING ABOVE AND BEYOND WHAT HAS BEEN RECOMMENDED BECAUSE WE DON'T WE ONLY REALLY WOULD BE REQUIRED TO POST FOR FEDERAL, BUT WE ARE ALSO INCLUDING STATE JUST FOR THAT EXTRA LAYER OF TRANSPARENCY, IS THAT?
>> THAT IS CORRECT AND WE'RE GOING TO BE INCLUDING EVERYTHING THAT WE APPLY FOR AND THE STATUS OF WHETHER IT WAS AWARDED OR NOT.
>> IF I COULD JUST ADD PRESIDENT HARRIS.
AGAIN, THESE WERE BROUGHT TO FORWARD TONIGHT AS AN INFORMATION ITEM.
WE KNOW WE REVIEW THEM WITH YOU.
YOU MAY NEED SOME TIME TO GO BACK AND REVIEW THE POLICIES IN DETAIL AND OF COURSE, WE WOULD LOVE TO HAVE ANY QUESTIONS OR FEEDBACK AND THEN WE WILL BRING THESE FORWARD AS AN ACTION ITEM AT OUR NEXT MEETING.
>> IF I COULD DO AND THERE'S WARFARIN PUBLIC THAT'S WATCHING TO BEING ON THE COMMITTEE TO REVIEW THESE.
A LOT OF AND I THINK WE'VE SAID THIS IN THE LAST MEETING, BUT WE'RE PLAYING A LOT OF CATCH UP AND THROUGH COVID AND SOME OF THE OTHER TIME CONSTRAINTS WE HAD, WE DIDN'T HAVE TIME TO UPDATE SOME OF THESE OVER THE YEARS.
I KNOW THAT NOW THERE'S A REAL PUSH OVER THE LAST YEAR.
TO CATCH UP ON THESE AND GET THEM LINKED UP WITH WHERE GOOD BUSINESS PRACTICE IS SAYING AND THE INDUSTRY AND ALSO COMING OFF FROM THE LEGISLATIVE SESSION,
[03:10:02]
WE HAVE SOME CHANGES THAT WE NEED TO JUST MAKE SURE WE'VE GOT LINKAGE WITH WHAT'S IN THE NEW LAWS.AGAIN, A LOT OF THEM DON'T HAVE SUBSTANTIVE CHANGES.
A LOT OF THEM ARE SHIFTING THEM TO THE RIGHT PLACE AND WE'RE GETTING PRETTY CLOSE TO GETTING CAUGHT UP AND THEN WE'LL SEE WHERE WE'RE AT AFTER SPECIAL SESSIONS AND ANY OTHER CHANGES THAT COME DOWN.
BUT I JUST WANTED TO BIG UMBRELLA COMMENT.
THESE ARE PRETTY MINOR CHANGES OVERALL, BUT IT'S GETTING US IN LINE WITH WHERE THE LAW STANDS.
>> THE POLICY TEAM HAS DONE AN AMAZING JOB.
I THANK YOU GUYS FOR STEPPING UP TO THE PLATE AND GETTING IT DONE.
THE RECOMMENDED CHANGES REGARDING CAPITALIZATION THRESHOLD ARE BASED ON IT AMENDED GUIDANCE FROM THE GATSBY IMPLEMENTATION GUIDE 21-1, REGARDING THE CAPITALIZATION OF ASSETS, INDIVIDUAL ACQUISITION COSTS BELOW THAT THRESHOLD, THE ASSETS IN THE AGGREGATE ARE SIGNIFICANT AND I WILL CERTAINLY LET MR. PAYTON EXPLAINED ALL OF THAT.
>> IT IS A PENDULUM SWING BACK TO THE WAY WE USED TO ACCOUNT FOR GROUP ASSETS THAT WERE ADDED VALUE LESS THAN $5,000 A WEEK AT ONE POINT HAD TO CAPITALIZE.
STUDENT DESKS, FOR INSTANCE, THAT HAVE AN INDIVIDUAL VALUE OF LESS THAN $5,000 THAN WE WERE ALLOWED TO NOT CAPITALIZE THOSE AND NOW WE HAVE TO CAPITALIZE THEM AGAIN.
I WILL BE WORKING AT POLICIES TO ADDRESS THIS.
IT'S A RECENT GOVERNMENTAL ACCOUNTING STANDARDS BOARD PRONOUNCEMENT.
>> ANY QUESTIONS? COMMENTS? I WILL SAY THAT I WAS PART OF THAT MEETING THAT MR. PAYTON REFERENCED IN THE CONVERSATION BETWEEN MS. PACHECO AND MR. PATE WAS QUITE ENTERTAINING.
THIS REVISION AGAIN REFLECTS THE FORMATTING CORRECTION.
IT ALLOWS THE ACCOMMODATION OF THE ADOPTION DATE FUNCTION ONLINE. ANY QUESTIONS?
>> ANY QUESTIONS, COMMENTS? THANK YOU, MR. GARCIA.
THANK YOU SO MUCH FOR STEPPING IN.
BOARD, OUR LAST ITEM THIS EVENING IS A REPORT ON DISTRICT ACTIVITIES AND SO IF WE COULD, WE HAVE ALL BEEN EXTREMELY BUSY.
THIS DISTRICT IS GETTING BACK TO WORK, KIDS ARE BACK IN SCHOOL.
THINGS ARE HAPPENING, AND WE HAVE BEEN OUT THERE WITH THEM AS WELL.
IF YOU WOULD PLEASE, MS. PACHECO, I KNOW THAT YOU AND MS. RENTERIA, HAD AN OPPORTUNITY TO GO TO THE MASBA CONFERENCE, DID YOU WANT TO JUST GIVE US A LITTLE BIT OF WHAT HAPPENED, WHAT YOU SAW.
>> WHAT HAPPENED. A LOT OF THINGS HAPPENED.
I REALLY ENJOYED THE SESSIONS.
WE HAD ONE ON CYBER SECURITY AND AI, RISK MANAGEMENT INSURANCE.
THOSE ARE VERY INTERESTING TOPICS FOR MY MIND AND I THOUGHT IT WAS GREAT.
ONE OTHER THING THAT WE TALKED ABOUT WAS, OF COURSE, VOUCHERS AND HOW WE NEED TO JUST PROTECT OUR PUBLIC SCHOOLS AND HOW WE CAN ADVOCATE TO ENSURE THAT OUR STUDENTS RECEIVE THE FUNDING THAT THEY NEED AND IT DOESN'T GO AWAY TO A DIFFERENT LOCATION.
THEN FINALLY, I DID GO TO ANOTHER SESSION THAT WAS VERY INTERESTING AND I WISH MORE PEOPLE HAD ATTENDED AND IT WAS THE INDIGENIZATION OF THOUGHT FOR OUR MINORITY COMMUNITIES.
I THOUGHT THAT WAS VERY INTERESTING AND HOW WE SPEAK TO JUST HISTORICAL ASPECTS OF HOW THIS COUNTRY IS AND THE PEOPLES OF THIS COUNTRY AND THE NATIONS THAT BELONG TO YOU ORIGINALLY.
I THOUGHT THAT WAS VERY INTERESTING AND I HOPE IT MOVES FORWARD IN SOME FASHION THROUGH HERE AND THROUGHOUT THE STATE SO THAT WE CAN CONTINUE TO RECOGNIZE OUR ORIGINAL PEOPLE HERE. THANK YOU.
>> THANK YOU FOR REPRESENTING, AND FOR THOSE THAT MAY NOT BE AWARE, CAN YOU TELL US WHAT MASBA IS? YOU MAY.
>> SURE IT'S THE MEXICAN AMERICAN SCHOOL BOARD ASSOCIATION.
>> THANK YOU. ABSOLUTELY. DID YOU WANT TO ADD SOMETHING MS. RENTERIA?
>> SURE. I'LL JUST ADD THAT, LIKE MS. PACHECO SAID IT WAS A VERY GREAT CONFERENCE.
IT WAS GOOD FOR THOSE JUST FOR THE PUBLIC TO KNOW, ALL THE DIFFERENT SCHOOL DISTRICTS THAT COME TOGETHER THROUGHOUT THE STATE AND IT'S
[03:15:05]
ALL ABOUT PROMOTING JUST STUDENTS AND HOW WE CAN HELP ALL STUDENTS.MANY TIMES THE YES IT FOCUSES ON OUR LATINO STUDENTS THAT ARE THE LARGEST DEMOGRAPHIC GROUP ACROSS THE STATE, AND THEN JUST HOW TO MEET THE NEEDS OF THESE STUDENTS AND THEIR FAMILIES.
JUST TO ADD TO THAT, SOME OF THE SESSIONS THAT I WENT TO WERE LIKE DUAL LANGUAGE.
WE'VE BEEN TALKING ABOUT THAT ONE-WAY, TWO-WAY DUAL LANGUAGE.
IT WAS REALLY GREAT TO SEE HOW OTHER DISTRICTS ACROSS THE STATE ARE ALL IMPLEMENTING THAT COMMUNITY INVOLVEMENT.
HOW IMPORTANT THAT IS TO REALLY, I KNOW ONE OF THE THINGS FOR ME THAT'S SUPER IMPORTANT IS AGAIN, WE TALK ABOUT GROWTH WITH OUR STUDENTS AND OUR TEACHERS.
BUT THE GROWTH THAT WE HAVE WITH OUR PARENTS, GETTING THEM INVOLVED, GETTING THEM TO A LEVEL TO UNDERSTAND EVEN ALL OF THIS DATA, WE HAD ONE ON JUST DATA FOR OUR PARENTS TO REALLY UNDERSTAND WHAT THAT MEANS AND HOW THEY CAN HELP THE STUDENTS.
ONE OF THE THINGS THAT I LOVED THE MOST WAS ABOUT A LOT OF THEIR THEME THIS YEAR WAS STUDENT VOICES.
WE HAD A STUDENT PANEL THIS YEAR JUST TELLING THEIR STORIES, TELLING WHAT IT'S LIKE.
I THINK IT'S ALWAYS GREAT TO KNOW JUST WHAT THE EXPERIENCES ARE OF OUR STUDENTS, THOSE THAT ARE CURRENTLY IN SCHOOL, THOSE THAT JUST MAYBE GRADUATED FROM SCHOOL.
IT WAS BEAUTIFUL TO SEE THESE GROUPS.
THEY HAD MARIACHI GROUPS, THEY HAD [INAUDIBLE] GROUPS FROM ACROSS THE STATE.
IT WAS GREAT. THEY HAD ARTISTS, THEY HAD ARTISTS DISPLAY THEIR ART.
I WAS SO EXCITED THAT I PERTOOK IN THAT AUCTION AND I WAS ABLE TO ACQUIRE A BEAUTIFUL PIECE OF ART FROM A STUDENT AND SO IT WAS ALL ABOUT EXPRESSING THEIR HERITAGE AND JUST THEIR VOICE AND THEIR EDUCATION.
IT WAS GREAT. IT WAS REALLY GREAT CONFERENCE.
>> MS. RENTERIA ACTUALLY ACQUIRED I THINK THE WINNING PIECE OF ART FROM ALL OF THE ART PIECES THAT WERE DISPLAYED THERE, SO THAT WAS VERY EXCITING TO THINK.
>> I REALLY WANTED THAT PIECE AND I SHOULD HAVE BROUGHT IT.
I SHOULD'VE BROUGHT AND I HAD TO LEAVE IT IN SAN ANTONIO BECAUSE IT WAS A LITTLE BIT LARGER THAN WHAT I COULD CARRY.
BUT IT'S A BEAUTIFUL PIECE AND I DIDN'T WANT IT TO BREAK OR ANY THAT WHAT WASN'T PREPARED TO REALLY PACKAGE IT AND BRING IT BACK.
BUT I'LL DEFINITELY BRING IT SO EVERYONE CAN SEE IT.
IT WAS FROM A STUDENT IN SOCORRO ISD, WHICH IS NEAR THE EL PASO AREA.
BUT BEAUTIFUL PIECES AND JUST IT WAS REALLY GREAT.
I WAS VERY FORTUNATE BECAUSE I DID STICK AROUND FOR THAT BIDDING PROCESS BECAUSE I REALLY WANTED THAT SO, AND I GOT IT.
>> THANK YOU SO MUCH. THANK YOU BOTH FOR REPRESENTING THE DISTRICT. THANK YOU SO MUCH.
MR. POTEET, YOU HAD QUITE A FEW THINGS GOING ON.
I'M GOING TO LET YOU PICK WHICH ONE YOU WANT TO TELL US ABOUT.
>> WELL, HAVING A HIGH-SCHOOL CHEERLEADER OR STUDENT AND THEN A FOOTBALL PLAYER, SEVENTH GRADER, AND THEN BE ON THE BOARD, IT'S ALL BLENDING TOGETHER.
I'M TRYING TO SEPARATE OUT WHICH EVENTS I WAS AT AND WHAT CAPACITY, BUT WE'VE BEEN MAKING A BIG PUSH ON THE LEGISLATIVE FRONT, WHICH SOME OF THE EVENTS WERE TIED TO THAT AS WELL.
I KNOW WE WENT YESTERDAY TWO DAYS AGO NOW, THE DALLAS REGIONAL CHAMBER HAD THEIR STATE OF EDUCATION WITH THE STATE COMMISSIONER AND THEN PANEL WITH THREE SUPERINTENDENTS LOCAL.
THEN I KNOW THAT WE'VE REACHED OUT RECENTLY TO OUR LEGISLATIVE REPRESENTATIVES TO START TALKING TO THEM AHEAD OF ANY SPECIAL SESSION THAT'S COMING UP.
WE MET WITH ANDY CHEN BUTTON, OUR REP, AND THEN TODAY HAD A ZOOM MEETING WITH ANNE MARIE RAMOS, OUR REP, AND I KNOW WE'VE GOT MEETINGS NEXT WEEK SCHEDULED AS WELL WITH SOME OF THE OTHER CONTINGENT.
ANYWAY, TRYING TO GET AHEAD OF THAT, TRYING TO FIGURE OUT WHAT WE CAN DO TO ADVOCATE ON BEHALF RISD GOING INTO THE SPECIAL SESSION.
>> THANK YOU SO MUCH FOR REPRESENTING US WELL.
MS. MCGOWAN, IT LOOKS YOU'VE BEEN HAVING A LOT OF FUN.
LIKE I SAID, SCHOOL HAS STARTED FOOTBALL SEASON.
I SAW SOME LOVELY HOMECOMING PIGS.
>> YES. ONCE A WILDCAT, ALWAYS A WILDCAT.
IT'S HOMECOMING WEEKEND THIS WEEK.
MY KID HAS A DATE FOR THE FIRST TIME, WHICH I'M LIKE, WOW, THIS IS REALLY COOL.
WE DID A MOM EXCHANGE LAST NIGHT AT THE HOUSE.
YES BAND CONCERTS AND COMPETITIONS THIS WEEKEND AND HOMECOMING, SO WE'RE SUPER BUSY.
>> THERE'S A LOT OF OVERLAP, OBVIOUSLY I'M LEGISLATIVE COMMITTEE I'M WORKING.
WE'RE TRYING TO BRING ATTENTION AND DO WHAT WE CAN.
[03:20:01]
VISITING WITH OUR REPRESENTATIVES THIS UPCOMING SESSION TO FIGHT FOR FUNDING FOR OUR KIDS, ETC.BUT THEN ALSO HAD A CHANCE, WE ATTENDED THE NORTH TEXAS ASSOCIATION OF SCHOOL BOARDS, HAD LISTEN, I HAD OPPORTUNITY TO MEET WITH OTHER FELLOW SCHOOL BOARD MEMBERS FROM ALL OVER NORTH TEXAS.
IT'S ALWAYS GOOD TO SEE THAT WE'RE ALL UNITED AND THE THINGS THAT WE'RE ALL WORKING TOGETHER FOR THE BEST INTEREST OF KIDS.
WE HEARD A PRESENTATION FROM THE TASBY PRESIDENT.
WE GOT TO SEE WHAT THEY'RE ADVOCATING FOR AND HOW THEY'RE ADVOCATING FOR ALL SCHOOL DISTRICTS DOWN IN AUSTIN, AND SO VERY INFORMATIVE.
BUT WE'VE GOTTEN A LOT OF ACTIVITY GOING ON THAT'S GOING TO BE STARTING TO SPIN UP DOWN IN AUSTIN.
WE'RE GEARING UP TO GO FIGHT FOR OUR KIDS AND OUR TEACHERS.
> THANK YOU, MR. EAGER. MS. TIMMY, I HEARD THAT YOU ARE REPRESENTING COUNCIL OF PTAS.
I ALWAYS LOVE IT. IT MAKES ME EXCITED.
IT WAS GREAT AT THE BEGINNING OF THE YEAR TO HAVE AN OPPORTUNITY TO ADDRESS AND THANK THEM FOR THEIR HARD WORK.
I KNOW OUR PTAS DO A LOT BEFORE THE FIRST DAY OF SCHOOL EVER STARTS TO ENSURE THAT OUR TEACHERS AND OUR KIDS HAVE A SMOOTH START.
A LOT OF TIMES THOSE ARE THINGS THAT GO UNNOTICED IN THE BACKGROUND.
THERE AREN'T THE PRETTIEST PARTS OF IT, BUT THEY REALLY DO THAT REALLY WELL. THAT WAS GREAT.
I DID WANT TO EXPAND A LITTLE BIT ON THE DALLAS REGIONAL CHAMBER.
DALLAS REGIONAL CHAMBER WHEN WE WERE THERE.
JUST FROM THE PERSPECTIVE THAT IT WAS REALLY GREAT TO HEAR THE PANEL OF SUPERINTENDENTS, [INAUDIBLE] WAS ON IT LAST YEAR.
WE HAD THREE DIFFERENT ONES THIS YEAR, BUT THERE WAS A LOT OF COLLECTIVE SUPPORT FOR FAIR ACCOUNTABILITY AND FOR SOLUTIONS AND FINDING FINANCIAL PIECES THAT WOULD HELP DISTRICTS BE PHYSICALLY RESPONSIBLE AND ALSO ACCOUNTABLE FOR GROWING STUDENTS.
IT WAS GREAT TO HEAR EVERYBODY WORKING TOGETHER FOR ALL OF OUR STUDENTS, NOT JUST THOSE HERE AND NOT JUST THOSE THERE, WASN'T A COMPETITION, BUT IT WAS REALLY A PIECE WHERE THEY WERE LOOKING FOR SOLUTIONS IN THE BEST WAY AND TO HEAR A COLLECTIVE VOICE FOR THAT OUTCOME WAS GREAT.
I THINK MOST OF OUR COMMUNITY SEE US HERE AT THE HORSESHOE AND DON'T REALIZE ALL THE ADDITIONAL THINGS THAT WE DO OUTSIDE OF SITTING BEHIND THIS HORSESHOE.
THANK YOU ALL FOR ALL THAT YOU'VE DONE, ALL THAT YOU WILL CONTINUE TO DO.
ONE OF THE GREAT THINGS THAT I'VE DONE.
I THINK ME AND TABITHA HAVE SEEN EACH OTHER QUITE A BIT IN THE LAST COUPLE OF DAYS.
WE WERE TOGETHER, ME, TAB, AND ERIC WERE TOGETHER LATE LAST NIGHT, AND THEN WE WOKE UP SUPER EARLY THIS MORNING TO SEE TABITHA SHINE AT THE LEADERSHIP RICHARDSON ALUMNI ASSOCIATION EVENT AND YOU DID A MARVELOUS JOB.
THANK YOU SO MUCH FOR REPRESENTING THE DISTRICT AS WELL AS YOU DO, WE THANK YOU SO VERY MUCH.
>> SURE. I'M SORRY. I DID WANT TO JUST ADD ONE THING.
I WANT TO GIVE A SPECIAL THANKS TO ALL OF OUR FOLKS AND ATHLETICS AND BAND AND ORCHESTRA.
ALL OF THE FOLKS WHO ARE OUT THERE IN THAT HEAT WHO WERE DOING ALL THIS SUMMER, YOU GUYS ADJUSTING GAME TIMES TO MAKE SURE THAT OUR STUDENTS WERE STAYING, PUTTING AN EXTRA PRECAUTIONS FOR FANS, FOR EXTRA WATER AND THINGS LIKE THAT.
JUST REALLY TAKING CARE OF OUR KIDS, OUR COMMUNITY, OUR STAFF THAT ARE WORKING THOSE GAMES.
I KNOW THAT IT'S NOT GONE OFF WITHOUT A HITCH, BUT YOU GUYS HAVE BEEN REALLY PREPARED.
I'M THANKFUL THAT THOSE COMMUNITY EVENTS STILL HAPPEN AND EVERYBODY COMES OUT THERE EVEN IF WE'RE ALL MELTING.
BUT THEY WERE ABLE TO CONTINUE TO THOSE THINGS AND SOME PRETTY UNBEARABLE CONDITIONS YOU GUYS DID, YOUR WHOLE GROUP DID A REALLY GOOD JOB TO MAKE THAT HAPPEN.
>> THEY ARE AMAZING. I'D LIKE TO THANK THE STAFF THAT'S HANGING OUT WITH THE STEEL JUST FOR A MOMENT.
OUR VISITORS AND MY COLLEAGUES FOR BEING HERE THIS EVENING, THE BOARD WILL NOW CONVENE TO
[VI. CLOSED MEETING]
A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, SECTION 551.071, CONSULTATION WITH ATTORNEY AND TEXAS GOVERNMENT CODE SECTION 551.074, PERSONNEL MATTERS, AND WE WILL CONVENE UPSTAIRS IN THE BOARDROOM.THANK YOU, EVERYONE. HAVE A GREAT NIGHT.
BE SAFE GOING HOME.
* This transcript was compiled from uncorrected Closed Captioning.