Apr 04, 2024 Regular Board Meetings

OUR NEXT RECOGNITION IS FOR ONE OF OUR VERY OWN STAFF, OUR VERY OWN LESLIE SLOVAK, WHO SERVES AS OUR INCREDIBLE ATHLETIC DIRECTOR FOR THE DISTRICT WAS RECENTLY RECOGNIZED AGAIN, MAY I TELL YOU, AS THE REGION 3 ADMINISTRATOR OF THE YEAR.

CONGRATULATIONS SERENA.

IN HER POSITION AS ATHLETIC DIRECTOR FOR RICHARDSON ISD, SHE IS RESPONSIBLE FOR OVERSEEING ALL OF OUR ATHLETIC ACTIVITIES, NOT ONLY AT ALL THE HIGH SCHOOLS, BUT AT OUR JUNIOR HIGH CAMPUSES.

AND THAT INCLUDES HELPING TO SUPPORT THE LEADERSHIP OF OVER 230 COACHES, SUPPORT STAFF, AND MORE THAN 5,000 STUDENT ATHLETES, SOME OF WHICH ARE HERE THIS EVENING THAT WE'RE GOING TO RECOGNIZE.

WE'RE VERY PROUD OF YOU, LESLIE.

YES, WE HAVE TO DO THAT, LESLIE.

WE'RE TAKING A PICTURE.

CONGRATULATIONS. ALL RIGHT.

THANKS AGAIN, LESLIE FOR ALL OF YOUR LEADERSHIP AND SUPPORT FOR ATHLETICS.

OUR FINAL STAFF RECOGNITION THIS EVENING IS VERY NEAR AND DEAR TO MY HEART.

RECENTLY, OUR STRATEGY AND ENGAGEMENT DEPARTMENT WAS RECOGNIZED AT THE 2023 TEXAS SCHOOL PUBLIC RELATIONS ASSOCIATION ANNUAL CONFERENCE AND AWARDS.

THE STRATEGY AND ENGAGEMENT TEAM WAS RECOGNIZED WITH 16 GOLD, FOUR SILVER, AND TWO BRONZE STAR AWARDS FROM TSPRA.

AND THAT INCLUDES TWO BEST IN CATEGORY RECOGNITIONS FOR THE ENTIRE STATE.

YES, TSPRA'S ANNUAL AWARDS PROVIDE RECOGNITION FOR THE OUTSTANDING EDUCATION, COMMUNICATIONS, AND PROJECTS OF ITS MEMBERS, INDEPENDENT JUDGES EVALUATE EACH WORK AND PROJECT BASED ON A SET CRITERIA, AND THEY AWARD EITHER THE GOLD, SILVER, AND BRONZE STARS, AS WELL AS THE BEST OF CATEGORY.

AND AGAIN, RICHARDSON ISD HAS WON THIS NUMEROUS TIMES.

WE DID GET THE BEST OF CATEGORY FOR THE INVITATION WE

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DID TO SUPPORT HR AND CALLING ALL OF OUR RETIRED TEACHERS BACK TO OBSERVE AND WE ALSO WON BEST OF CATEGORY FOR THE MST MAGNET BRAND PACKAGE.

I WOULD LIKE TO INVITE MEMBERS OF THE STRATEGY AND ENGAGEMENT TEAM THAT ARE HERE THIS EVENING TO PLEASE STAND AND BE RECOGNIZED FOR THEIR HARD WORK AND SUPPORT FOR EFFECTIVE COMMUNICATIONS AND ENGAGEMENT EFFORTS WITH THE RISD STAFF AND COMMUNITY.

I'M REALLY PROUD OF THIS TEAM.

>> OKAY. SO LET'S ENJOY NOW CELEBRATING SOME OF OUR INCREDIBLE STUDENTS.

I WOULD LIKE TO INVITE, IF YOU ARE HERE THIS EVENING, TO BE RECOGNIZED AS A DELL SCHOLAR.

IF YOU COULD PLEASE COME FORWARD.

YOU'RE GOING TO LINE UP TO MY LEFT.

AND I WILL SHARE A LITTLE BIT ABOUT THE DELL SCHOLAR PROGRAM.

WE ARE EXCITED THIS EVENING TO CONGRATULATE, FIRST AND FOREMOST, OUR 39 DELL SCHOLAR SEMIFINALISTS WHO WERE NAMED EARLIER THIS YEAR.

THIS IS THE MOST DELL SCHOLARS RISD HAS EVER HAD.

THAT IS A HUGE ACCOMPLISHMENT, CONGRATULATIONS.

WITH US THIS EVENING, PLEASE HELP US CONGRATULATE OUR NINE RISD FINALISTS THAT WILL BE RECEIVING DELL SCHOLARSHIPS.

THE MICHAEL AND SUSAN DELL FOUNDATION BEGAN THE SCHOLARSHIP PROGRAM IN 2004 TO PROVIDE STUDENTS WITH THE SUPPORT THEY NEED TO EARN A COLLEGE DEGREE.

EACH YEAR, 500 NEW STUDENTS ARE SELECTED TO BECOME DELL SCHOLARS.

THESE STUDENTS ARE BRIGHT, AMBITIOUS, AND HARDWORKING, DETERMINED TO TAKE ADVANTAGE OF THE OPPORTUNITY THAT A COLLEGE DEGREE REPRESENTS.

IN THE PAST, RISD HAS RECOGNIZED 97 DELL SCHOLARS SINCE 2009.

THESE DELL SCHOLARS DEMONSTRATE A UNIQUE SET OF CHARACTERISTICS IN THEIR QUEST FOR A COLLEGE EDUCATION DRIVE TENACITY, AMBITION.

THEY ARE STUDENTS WHO ARE MOTIVATED AND DREAM BIG WHO KNOW THE JOURNEY TO REACH THEIR GOALS MAY NOT BE EASY, BUT THEY HAVE THE COMMITMENT AND DETERMINATION TO CONTINUE WORKING EVERY DAY.

AS PART OF THEIR SCHOLARSHIP AWARD, IT INCLUDES $20,000 TO HELP WITH THEIR COLLEGE EXPENSES.

THEY'RE GETTING A LAPTOP.

THANK YOU MR. DELL CREDITS FOR TEXTBOOKS AND A PERSONALIZED, MULTIFACETED SUPPORT NETWORK.

SO AT THIS TIME, I WOULD LIKE TO INTRODUCE TO YOU OUR NINE AVID SENIORS WHO HAVE BEEN NAMED DELL SCHOLARS THIS YEAR.

CONGRATULATIONS TO NOT ONLY THE STUDENTS, BUT THE PARENTS, FAMILIES, AND TEACHERS.

I KNOW MANY OF YOU ARE HERE THIS EVENING.

WE HAVE ANA RAMOS CRESCENCIO FROM LAKE HIGHLANDS HIGH SCHOOL.

WE HAVE DIEGO ESPINOSA FROM RICHARDSON HIGH SCHOOL.

[APPLAUSE] EDUARDO HERNANDEZ FROM PEARCE HIGH SCHOOL.

[APPLAUSE] JOAN LOPEZ, PEARCE HIGH SCHOOL.

[APPLAUSE] WENDY GREGORIO FROM RICHARDSON HIGH SCHOOL.

[APPLAUSE] JESSIE PALACIOS FROM LAKE HIGHLANDS HIGH SCHOOL.

[APPLAUSE] JOHN NGUYEN FROM BERKNER HIGH SCHOOL.

[APPLAUSE] FROM BERKNER HIGH SCHOOL, DULCE MEDINA.

[APPLAUSE] FROM BERKNER HIGH SCHOOL, SANTIAGO VARGAS.

[APPLAUSE] CONGRATULATIONS TO THESE AVID SCHOLARS.

THE DELL SCHOLARS AND PART OF OUR AVID PROGRAM, WE'RE GOING TO ASK YOU TO COME FORWARD, PLEASE.

LET'S ORGANIZE. WE CAN GRAB A QUICK PIC.

IF YOU CAN HELP GET THEM ORGANIZED.

WHILE WE'RE GETTING THIS PICTURE, I WOULD LIKE TO INVITE UP OUR SPELLING BEE STUDENTS.

IF YOU'RE HERE TO BE RECOGNIZED FOR THE SPELLING BEE, IF YOU CAN PLEASE COME FORWARD.

[00:20:14]

WE'RE GOING TO GET THOSE FINAL FEW PICTURES.

THERE ARE SOME PROUD PARENTS AND FAMILY.

AGAIN, CONGRATULATIONS TO OUR DELL SCHOLARS.

[APPLAUSE] CONTINUING WITH OUR STUDENT RECOGNITIONS, WE ARE EXCITED TO ANNOUNCE THE RECENT SUCCESS OF OUR RICHARDSON ISD STUDENTS IN THE SCRIPPS NATIONAL SPELLING BEE.

FROM A POOL OF 46 PARTICIPANTS IN THE DISTRICT SPELLING BEE, WHICH WAS HELD EARLIER THIS SEMESTER, FOUR OUTSTANDING STUDENTS EMERGED VICTORIOUS FROM OUR FOUR LEARNING COMMUNITIES.

THEN FOLLOWING A RIGOROUS VOCABULARY TEST, TWO OF THOSE STUDENTS EARNED THE HONOR OF REPRESENTING RICHARDSON ISD AT THE DALLAS COUNTY PUBLIC SPELLING BEE IN FEBRUARY.

THEY DID AN INCREDIBLE JOB NOT ONLY REPRESENTING THEIR SCHOOL, BUT ALSO THE DISTRICT.

WE'RE SO EXCITED TO RECOGNIZE SOME OF THESE STUDENTS THIS EVENING.

I THINK I WILL START FIRST WITH OUR ENGLISH SPELLING BEE, AND THEN WE ALSO HAVE A COUPLE SPANISH SPELLING BEE STUDENTS.

WE HAVE ECHENIQUE IDELY, AND SHE'S FROM RICHLAND ELEMENTARY.

CONGRATULATIONS, WE'RE SO EXCITED FOR YOU.

[APPLAUSE] WE HAVE GRACE CALLAGHAN FROM LAKE HIGHLANDS ELEMENTARY.

GRACE ALSO REPRESENTED US AT THE DALLAS COUNTY LEVEL.

SHE WENT ON TO REPRESENT US FOR THE AREA, SO CONGRATULATIONS, GRACE.

[APPLAUSE] IN ADDITION TO OUR ENGLISH SPELLING BEE, WE ALSO HAD OUR THIRD ANNUAL SPANISH SPELLING BEE RECENTLY, AND WE'RE EXCITED TO RECOGNIZE THESE WINNERS THIS EVENING.

REPRESENTING GREENWOOD HILLS, WE HAVE ALEXA REYES.

WE HAVE KYRA APARICIO, AND SHE'S FROM GREENWOOD HILLS.

SHE ALSO WENT ON TO REPRESENT IN THE REGION 10 CONTEST AND TOOK HOME THIRD PLACE AT THE REGION 10 COMPETITION.

[APPLAUSE] LET'S HEAR IT FOR ALL OF THESE SUPER SPELLERS.

WE'RE GOING TO GRAB A GROUP PHOTO.

CAN WE HELP GET THEM ORGANIZED? IF MS. SARAH IS HERE, VALENCIA, WE'RE GOING TO RECOGNIZE YOU NEXT, IF YOU'D LIKE TO COME FORWARD.

AGAIN, CONGRATULATIONS TO THESE SUPER SPELLERS.

[APPLAUSE] AS YOU CAN TELL, IT'S BEEN A BUSY SPRING ALREADY HERE IN RICHARDSON ISD WITH OUR STUDENTS.

WE'RE SO EXCITED TO TAKE A FEW MINUTES THIS EVENING TO CELEBRATE ALL OF THEIR ACCOMPLISHMENTS.

NEXT, WE'RE GOING TO CELEBRATE MS. SARAH VALENCIA.

SHE'S IN FOURTH GRADE AT RICHARDSON ISD ACADEMY.

SHE'S BEING RECOGNIZED BY THE BILINGUAL EDUCATION ASSOCIATION OF THE METROPLEX STUDENT ESSAY COMPETITION.

YES. [APPLAUSE] SARAH WROTE AN INSPIRING ESSAY EXPRESSING WHY SHE IS PROUD TO BE BILINGUAL, AND HER OUTSTANDING EFFORT HAS TRULY STOOD OUT.

AS A SECOND YEAR STUDENT, HER DEDICATION AND ENTHUSIASM FOR LANGUAGE LEARNING ARE COMMENDABLE AND WE COULDN'T BE PROUDER OF HER ACCOMPLISHMENT.

SHE WON A $250 GIFT AND SHE WILL BE HONORED LATER THIS WEEK BY THE LOCAL ASSOCIATION.

CONGRATULATIONS, SARAH.

[APPLAUSE] WE ARE GOING TO BE RECOGNIZING OUR STUDENTS FOR THE TEXAS JAPANESE SPEECH CONTEST.

IF YOU COULD PLEASE COME FORWARD.

[00:25:01]

CONGRATULATIONS AGAIN.

AS THESE STUDENTS ARE COMING FORWARD, I'M GOING TO READ A LITTLE BIT ABOUT THEIR RECENT SUCCESSES AT THE CONTEST.

FOR OVER 30 YEARS, THE TEXAS STATE JAPANESE LANGUAGE SPEECH CONTEST HAS BEEN INSPIRING JAPANESE LANGUAGE LEARNERS OF ALL LEVELS AND AGES TO IMPROVE THEIR JAPANESE BY PROVIDING AN OPPORTUNITY TO DEMONSTRATE ORAL LANGUAGE COMMUNICATION SKILLS.

THE CONTEST ALSO STRIVES TO BRING TOGETHER THE JAPANESE AND AMERICAN COMMUNITIES TO ADVOCATE FOR AND TO CELEBRATE JAPANESE LANGUAGE LEARNING, AND TO ENCOURAGE STUDENTS TO FURTHER THEIR UNDERSTANDING OF JAPAN, ITS PEOPLE, AND ITS CULTURE.

RICHARDSON HIGH SCHOOL DID A GREAT JOB REPRESENTING RISD AT THE RECENT DALLAS REGIONAL JAPANESE SPEECH CONTEST, WHEN WE HAD FIVE STUDENTS EARNING A PLACE IN THE STATE COMPETITION.

WE'RE EXCITED TO CELEBRATE THEM THIS EVENING.

WE HAVE CALEB GIDDINGS FROM RICHARDSON HIGH SCHOOL, CONGRATULATIONS.

[APPLAUSE] MR. IAN BARKER.

[APPLAUSE] IKE FALLON IN 10TH GRADE AT RICHARDSON HIGH SCHOOL.

[APPLAUSE] MR. FALLON IS ACTUALLY GOING TO BE GOING ON TO THE STATE COMPETITION.

CONGRATULATIONS TO THE STUDENTS, PARENTS, AND TEACHERS.

WE'RE GOING TO GRAB A PHOTO REAL QUICK.

[APPLAUSE] IF MR. NATHAN MACY'S HERE, IF YOU COULD PLEASE COME FORWARD, WE'RE GOING TO CELEBRATE YOU NEXT.

AGAIN, CONGRATULATIONS.

WE HAVE ANOTHER STATE COMPETITION RECOGNITION TO SHARE THIS EVENING.

FOR THE FIRST TIME, LAKE HIGHLANDS HIGH SCHOOL TOOK PART IN THE UIL YOUNG FILMMAKERS FESTIVAL COMPETITION, AND LAKE HIGHLANDS HIGH SCHOOL JUNIOR NATHAN MACY PRODUCED A SHORT DOCUMENTARY FILM FOR THE COMPETITION.

THIS FILM WENT THROUGH THREE ROUNDS OF JUDGES BEFORE WINNING THIRD PLACE AT THE STATE, AND WE ARE SO EXCITED FOR HIM.

AS NATHAN IS GETTING HIS PICTURE, WE ARE GOING TO RECOGNIZE OUR STUDENTS WHO WERE PARTICIPATING IN THE ACADEMIC HERITAGE BOWL.

IF YOU COULD PLEASE COME FORWARD, YOU'RE GOING TO BE NEXT THAT WE RECOGNIZE.

WE ARE EXCITED TO RECOGNIZE THIS TEAM THIS EVENING AS WELL, AND AS THEY'RE COMING FORWARD, I'M GOING TO READ A LITTLE BIT ABOUT THEIR RECENT COMPETITION.

RICHARDSON ISD HAD THREE TEAMS COMPETE IN THE ROBERT AND CHARMAINE PRICE ACADEMIC HERITAGE BOWL, WHICH IS HOSTED BY THE AFRICAN AMERICAN MUSEUM OF DALLAS ON SATURDAY, MARCH 23RD.

TWO TEAMS COMPETED FROM BERKNER HIGH SCHOOL AND ONE TEAM FROM RICHARDSON HIGH SCHOOL.

PROUDLY, ALL TEAMS CAME BACK HAVING WON THE FIRST, SECOND, AND THIRD PLACE SPOTS.

HERE FOR RECOGNITION THIS EVENING IS OUR FIRST-PLACE TEAM FROM RICHARDSON HIGH SCHOOL.

WE ARE SO PROUD OF ALL OF OUR STUDENTS WHO PARTICIPATED, AND WE'RE EXCITED FOR THIS FIRST-PLACE TEAM RECOGNITION.

OUR FIRST TEAM MEMBER, FILSETA ESEPA, FROM RICHARDSON HIGH SCHOOL.

WE HAVE ANGIE SUTHERLAND.

CONGRATULATIONS. WE HAVE RADIATE ESEPA, [INAUDIBLE]

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, AND MR. GODNATION GILBERT.

CONGRATULATIONS TO THIS HERITAGE BOWL FIRST-PLACE TEAM FROM RICHARDSON HIGH SCHOOL.

WE WANT TO BE SURE AND GET A PHOTO.

AS THEY'RE GETTING THEIR PHOTO, I'D LIKE TO WELCOME FORWARD THE LAKE HIGHLANDS HIGH SCHOOL BALLET FOLKLORICO TEAM, IF YOU'RE HERE THIS EVENING TO BE RECOGNIZED, PLEASE COME FORWARD.

CONGRATULATIONS. GOOD TO SEE YOU.

AGAIN, CONGRATULATIONS TO OUR HERITAGE BOWL WINNERS AND PARTICIPANTS.

WE ARE VERY EXCITED THIS EVENING TO RECOGNIZE THE LAKE HIGHLANDS HIGH SCHOOL BALLET FOLKLORICO TEAM WHOSE MISSION IS TO PROMOTE CULTURAL EDUCATION AND BRING JOY TO AUDIENCES THROUGH THE BEAUTY OF FOLKLORICO.

THEY RECENTLY BROUGHT HOME EIGHT TROPHIES, THREE OF THEM FIRST PLACE FROM THE BAILES DE MI TIERRA FOLKLORICO COMPETITION.

THESE LAKE HIGHLANDS HIGH SCHOOL STUDENTS HAVE COMPETED IN THIS CONTEST PREVIOUSLY, ACTUALLY FOR THE PAST FIVE YEARS, BUT THIS WAS THE FIRST YEAR THAT THESE WILDCAT DANCERS HAVE WON SOLO MEDALS, AND WE'RE SO PROUD OF THEM.

YES. A FUN FACT, LAKE HIGHLANDS HIGH SCHOOL WAS THE FIRST IN RICHARDSON IC TO HAVE A BALLET FOLKLORICO TEAM, AND SINCE THEN, THE DISTRICT HAS EXPANDED THE PROGRAM TO OTHER SCHOOLS.

AGAIN, WE'RE EXCITED TO CELEBRATE YOU ALL WITH YOUR RECENT CONTEST AWARD, AND IT'S IMPORTANT TO NOTE THEY WERE RECENTLY FEATURED AS PART OF A NEWS STORY ON LOCAL NBC 5 FOR THEIR CONTEST AWARD, SO WE'RE REALLY PROUD OF THAT.

CONGRATULATIONS. I WILL INTRODUCE THEM AT THIS TIME, WE HAVE ISABEL DIAZ, LILA GARCES, CAROL TOVAR, JAVIER LOPEZ, BRYAN RAYO, LEAH POMALES CATALA, AND ARIEL HERNANDEZ.

CONGRATULATIONS AGAIN TO OUR BALLET FOLKLORICO TEAM FROM LAKE HIGHLANDS HIGH SCHOOL.

WE WANT TO BE SURE AND GRAB A PHOTO.

AT THIS TIME, I'M GOING TO INVITE JACOB AND TRIPP TO COME FORWARD, IF YOU'RE HERE, WE'RE GOING TO RECOGNIZE YOU NEXT AS STUDENT ATHLETES AND SCHOLARS.

CONGRATULATIONS AGAIN.

IF YOU HAVE NOT SEEN THEM PERFORM, IT IS JUST ABSOLUTELY PHENOMENAL.

CONGRATULATIONS. AS I SAID, IT'S BEEN A BUSY SPRING.

WE STILL HAVE A COUPLE MORE STUDENTS TO RECOGNIZE, AND WE'RE SO PROUD OF ALL OF OUR STUDENTS AND ALL THE WORK THEY PUT IN, BOTH IN THE CLASSROOM AND OUT ON THE FIELD OR COURT.

IN THIS EVENING, WE HAVE TWO OF OUR STUDENT ATHLETES THAT HAVE PLAYED FOOTBALL, BOTH AT RICHARDSON HIGH SCHOOL AND LAKE HIGHLANDS, THAT WERE RECENTLY RECOGNIZED.

MR. TRIPP MARSHALL, WHO'S A SENIOR AT LAKE HIGHLANDS HIGH SCHOOL, AND JACOB BREAZEALE, SENIOR AT RICHARDSON HIGH SCHOOL WERE HONORED BY THE NATIONAL FOOTBALL FOUNDATION'S GRIDIRON CLUB OF DALLAS.

THEY ARE TWO OF 40 SCHOLAR ATHLETES FROM NORTH TEXAS SCHOOLS TO BE RECOGNIZED FOR THEIR ACHIEVEMENTS ON AND OFF THE FOOTBALL FIELD.

IN THE FALL, TRIPP WILL BE PLAYING FOR THE UNITED STATES MERCHANT MARINE ACADEMY, AND JACOB HAS COMMITTED TO CARLETON COLLEGE.

CONGRATULATIONS TO YOU BOTH. PLEASE COME FORWARD.

CONGRATULATIONS. AS THEY'RE GETTING THEIR PICTURE, IF YOU ARE A STUDENT ATHLETE FOR BASKETBALL, POWER LIFTING, OR WRESTLING, HERE FOR ACADEMIC ALL STATE, IF YOU COULD PLEASE COME FORWARD.

[00:35:13]

>> NEXT WE HAVE OUR ACADEMIC ALL-STATE ATHLETES FOR BASKETBALL, POWERLIFTING, AND WRESTLING. WE'RE VERY EXCITED.

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

THE ACADEMIC ALL-STATE TEAMS RECOGNIZE HIGH SCHOOL ATHLETES WHO EXCEL IN THE FOLLOWING CATEGORIES.

THAT INCLUDE GPA, CLASS RANK, AND ACT SAT SCORES.

THESE STUDENTS BELOW, AND HERE THIS EVENING ARE BEING RECOGNIZED AS A TEAM MEMBER BASED ON THEIR SCORES IN THESE CATEGORIES.

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

WE HAVE 24 STUDENTS DISTRICT-WIDE ACROSS THESE THREE SPORTS THAT HAVE EARNED THIS RECOGNITION AND WE'RE EXCITED TO CELEBRATE THOSE WHO COULD BE HERE THIS EVENING.

WITH THAT, WE WILL INTRODUCE THEM.

WE HAVE MR. JUSTIN MURPHY POWERLIFTING, RICHARDSON HIGH SCHOOL, ANGELO DIAZ WRESTLING, RICHARDSON HIGH SCHOOL.

RAY LONG BASKETBALL, PEARCE HIGH SCHOOL.

LIZZIE KELLAM BASKETBALL, LAKE HIGHLANDS HIGH SCHOOL.

JADA GRIFFIN LAKE HIGHLANDS HIGH SCHOOL FOR BASKETBALL.

HUGO PENA RICHARDSON HIGH SCHOOL FOR WRESTLING.

LUKE MONTGOMERY RICHARDSON HIGH SCHOOL FOR BASKETBALL.

GRAHAM FERRIS LAKE HIGHLANDS HIGH SCHOOL, ALSO FOR BASKETBALL.

JACKIE GARCIA FROM PEARCE HIGH SCHOOL FOR BASKETBALL.

LOGAN STRAIGHTHAND LAKE HIGHLANDS HIGH SCHOOL BASKETBALL.

MR. BECK JOHNSTONE LAKE HIGHLANDS HIGH SCHOOL BASKETBALL.

ROBERTO LOPEZ, LAKE HIGHLANDS HIGH SCHOOL WRESTLING.

EVERETT LONG LAKE HIGHLANDS HIGH SCHOOL WRESTLING.

KAIDEN BIRD LAKE HIGHLANDS HIGH SCHOOL WRESTLING.

MISS GABRIELLE TRIPLETT, RICHARDSON HIGH SCHOOL BASKETBALL.

WE'RE GOING TO TRY AND GET YOU ORGANIZED FOR A PHOTO NOW IF YOU COULD COME BACK AROUND TO THE FRONT.

TABITHA.

>> FOR THOSE IN THE AUDIENCE WE ARE TAKING PICTURES, THE DISTRICT IS, AND WE WILL POST THOSE ON OUR WEBSITE AND ON OUR SOCIAL CHANNELS FOR YOU AS WELL.

I THINK WE'VE GOT ONE MORE.

>> CONGRATULATIONS STUDENT-ATHLETES.

OUR FINAL RECOGNITION THIS EVENING IS ONE THAT WE DO EVERY MONTH AND IT'S FOR OUR RISD BELIEVES AWARD.

WE HAVE ONE FOR A STUDENT AND A STAFF MEMBER THIS EVENING.

I WANT TO CHECK AND SEE, DID MISS LILY MORALES FROM RICHARDSON HEIGHTS MAKE IT HERE THIS EVENING? OH GREAT.

LILY, COME ON DOWN.

AS LILY IS COMING FORWARD, I WOULD LIKE TO SHARE WHY WE ARE RECOGNIZING HER THIS EVENING AND ALSO WANT TO GIVE A SHOUT OUT TO ONE OF OUR OTHER GREAT BUSINESS PARTNERS,

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NOTHING BUT CAKES, AND RICHARDSON.

THEY HAVE DONATED A LITTLE CAKE TREAT FOR BOTH OF OUR RSD BELIEVES AWARD RECOGNEES TONIGHT.

MISS LILY MORALES, SHE'S IN SIXTH GRADE AT RICHARDSON HEIGHTS ELEMENTARY, AND WE ARE RECOGNIZING HER THIS EVENING BECAUSE SHE WAS VERY BRAVE RECENTLY IN REPORTING SOMETHING UNSAFE ON HER CAMPUS.

YOU WERE BRAVE ENOUGH TO REPORT THIS AS SOON AS POSSIBLE, AS SOON AS IT CAME TO YOUR ATTENTION AND YOU DID THAT NOT ONLY FOR YOUR SAFETY BUT THE SAFETY OF YOUR OTHER STUDENTS.

YOUR TEACHER IS VERY PROUD OF YOU FOR SEEING SOMETHING AND SAYING SOMETHING.

THANK YOU AND FOR THOSE REASONS, WE'RE RECOGNIZING YOU THIS EVENING.

WE'RE GOING TO GRAB A PHOTO.

WE ALSO HAVE A STAFF BELIEVES AWARD AND WE THIS EVENING ARE RECOGNIZING MISS SANDY BRELLAS.

SHE'S THE MATERIAL CENTER CLERK AT MERRIMAN PARK ELEMENTARY AND I'D LIKE TO READ A LITTLE BIT OF WHAT WAS SUBMITTED AND WHY WE ARE RECOGNIZING HER THIS EVENING.

SANDY MANAGES OUR MATERIALS ROOM, BUT SHE DOES SO MUCH MORE.

SHE IS BILINGUAL, SO SHE IS A GREAT RESOURCE FOR THE CAMPUS WHEN SPEAKING WITH STUDENTS WHO ARE MORE COMFORTABLE WITH SPANISH THAN WITH ENGLISH.

SHE ALSO INTERPRETS FOR OUR PARENTS, WHICH IS A HUGE HOPE BUT BEYOND THAT, SANDY IS A COMFORT FOR BOTH TEACHERS AND STUDENTS.

HER ROOM IS A SAFE PLACE WHERE EVERYONE FEELS WELCOME AND LOVED AND WHERE STUDENTS KNOW THEY WILL GET A SOFT HUG BUT A FIRM TALKING TO.

SANDY MANAGES TO MAKE STUDENTS FEEL LOVED AND SAFE YET SHE DOESN'T LET THEM TAKE ADVANTAGE OF HER OR ANY OTHER TEACHERS.

SHE SEEMS TO KNOW EVERY STUDENT IN THEIR LARGE SCHOOL AND HAS PROVIDED NUMEROUS SUPPORTS AND TOKENS OF APPRECIATION FOR BOTH STUDENTS AND STAFF ON CAMPUS.

IT WILL COME TO NO SURPRISE TO KNOW THAT SANDY IS ALSO WORKING ON HER BACHELOR'S DEGREE IN SOCIAL WORK BUT THE TRUTH IS SHE HAS ALREADY EARNED A DOCTORATE IN SOCIAL WORK BECAUSE HER HEART IS SO BIG AND GENEROUS.

SHE IS A NATURAL-BORN CAREGIVER AND CARETAKER.

THANK YOU FOR ALL YOU DO.

AS WE CONCLUDE THE APPRECIATION AND RECOGNITION PORTION OF OUR AGENDA THIS EVENING, WE WOULD LIKE TO RECOGNIZE WE HAVE MANY PARENTS, STAFF, COMMUNITY THAT HAVE COME OUT TO SUPPORT THOSE THAT WE'VE RECOGNIZED CAN YOU PLEASE STAND SO WE CAN RECOGNIZE YOU AND THANK YOU FOR ALL YOUR SUPPORT? THIS CONCLUDES THE RECOGNITIONS PORTION OF THE AGENDA.

WE WANT TO GRAB A PHOTO.

AGAIN CONGRATULATION.

>> CONGRATULATIONS TO ALL WHO WERE RECOGNIZED TONIGHT.

THANK YOU FOR BEING SUCH A VALUABLE ASSET TO RICHARDSON ISD.

THANK YOU PARENTS AND STUDENTS AND STAFF.

[00:46:45]

WE WILL GO AHEAD AND PROCEED WITH OUR MEETING.

[II. PUBLIC COMMENT SECTION]

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

MR. POTEET, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD TONIGHT?

>> YES. MISS HARRIS WE DO.

ON BEHALF OF OUR BOARD, I WELCOME OUR VISITORS.

DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA RELATED ITEMS. AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED ON THE RISD WEBSITE.

PLEASE APPROACH THE PODIUM WHEN I CALL YOUR NAME.

OUR FIRST SPEAKER TONIGHT IS MR. RANDY BLANKENSHIP.

>> TESTING. GOOD EVENING.

MY NAME IS RANDY BLANKENSHIP AND I WISH TO THANK THE BOARD FOR THIS OPPORTUNITY TO SPEAK.

TOPIC; CONDUCTING A HEARING OF DIDE OR DEDI.

I'VE SPOKEN ABOUT THE TRUTH ABOUT THE DEPARTMENT AND EXPLAINED MANY OF THE VALID REASONS FOR CLOSING THIS DEPARTMENT FROM DIFFERENT POSITIONS.

THE DEPARTMENT IS SO EVIL THAT THEIR ACTUAL CURRICULUM AND LESSON PLANS AND ILLUSTRATIONS PRESENTED IN CLASSES TO STUDENTS ARE KEPT HIDDEN FROM PARENTS AND THE COMMUNITY.

SO EVIL THAT THE ORGANIZATION WHO CREATED IT AND SOLD IT TO THE SCHOOL DISTRICT, HAVE A LEASE AGREEMENT THAT IF THE TRUTH COMES OUT AND BECOMES PUBLIC KNOWLEDGE, THE LEASE IS TERMINATED.

THAT SHOULD GIVE YOU A CLEAR VISION OF WHAT THIS IS.

JUST REASONS FOR CLOSING THE DEPARTMENT ARE; FORMULATES A NEGATIVE SCHOOL CLIMATE, STIRS ADVERSE EMOTIONAL PSYCHOLOGICAL EFFECTS ON YOUNG AND VULNERABLE MINDS, FORMING SOCIAL AND POLITICAL ACTIVISM STEMMING FROM ACTIVISTS, THE RACIST, DIVISIVE, AND HATEFUL LEFTIST IDEOLOGY.

DOES NOT CONFORM TO BOARD POLICY IN TEXAS SCHOOL LAWS AND IT'S A WASTE OF TAXPAYER FUNDS.

WHAT ELSE NEEDS TO BE DONE OR SAID FOR YOU THE BOARD, TO TAKE APPROPRIATE ACTION? PERHAPS YOU NEED TO HEAR FROM THOSE WHO WERE ACTUALLY INVOLVED.

HERE IS MY SUGGESTION, HAVE THE DEPARTMENTS GIVE YOU ABOUT 6-8 ACTUAL LESSONS THAT ARE GIVEN IN THE CLASSROOM BY THE TEACHERS.

YOU CHOOSE TEACHERS 2ND, 4TH, 6TH, 8TH, 10TH, 12TH GRADE, WHATEVER FROM DIFFERENT SCHOOLS TO COME BEFORE YOU AND GIVE TESTIMONY PROVIDING INSIGHT TO THE ACTUAL PRODUCT PRESENTED TO THE STUDENTS.

THIS IS FOR YOU TO DO.

THE ADMINISTRATION AND THE DEPARTMENT MUST NOT DENY OR PARTICIPATE IN YOUR CHOICE OF THE LESSONS OR THE TEACHERS YOU SELECT FOR TESTIMONY.

[00:50:02]

IT SHOULD COME STRAIGHT FROM YOU SO THAT YOU HEAR IT FROM THEM, THE ONES YOU CHOOSE, NOT THE ONES THAT THEY DO.

SINCE YOU DO NOT LISTEN TO ME, I ASK FOR YOU TO LISTEN AND SEE THE MATERIAL FOR YOURSELF IN THE PUBLIC HEARING.

LET THE PUBLIC WITNESS THE HEARING.

BY THE WAY, YOU ARE ABOUT TO APPROVE A REVISED BOARD POLICY, FFH LOCAL, THAT CONDEMNED THE VERY PURPOSE AND LESSONS CREATED BY THE DEPARTMENT.

IN YOUR HYPOCRISY UNDER DISCRIMINATION AND HARASSMENT, THE DEPARTMENT VIOLATES THE BOARD POLICY YOU AGAIN, YOU'RE BEING ASKED TO APPROVE TONIGHT. THANK YOU.

>> THANK YOU, MR. BLANKENSHIP.

PRESIDENT HARRIS, THAT CONCLUDES OUR PUBLIC SPEAKERS THIS EVENING.

>> THANK YOU FOR ALL THOSE WHO CAME OUT TO SPEAK TONIGHT. WE APPRECIATE IT.

THANK YOU, MR. POTEET. OUR NEXT ITEM IS AN ACTION ITEM OR THE CONSENT AGENDA.

[III. CONSENT / CONFIRMATION AGENDA ITEMS]

DOES ANYONE WISH TO PULL ANY CONSENT AGENDA ITEMS FOR SEPARATE CONSIDERATION TONIGHT? IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?

>> THANK YOU, MS. TIMMY. IS THERE A SECOND?

>> I SECOND.

>> THANK YOU, MR. EAGER. THERE IS A MOTION BY MS. TIMMY, A SECOND BY MR. EAGER. ARE THERE ANY COMMENTS OR QUESTIONS ABOUT THE CONSENT AGENDA, MR. POTEET?

>> YES, MA'AM. I KNOW MR. PATE, WE HAD DISCUSSED THIS BEFORE, BUT I THINK THERE'S JUST SOME GOOD CONTEXT AROUND ONE OF THE ITEMS ON HERE AND THAT WAS THE CONSIDER REPORT OF ADMINISTRATIVE WRITE OFFS ON REAL PROPERTY.

THIS WAS ONE THAT I WAS NOT AS FAMILIAR WITH.

HE BROUGHT ME UP TO SPEED AND I THINK THERE'D BE SOME VALUE IN MAKING SURE THAT EVERYBODY UNDERSTOOD WHAT THAT MEANT AND WHAT SCALE AND DOLLARS THAT WE'RE TALKING ABOUT.

>> THANK YOU MR. POTEET. YES. THE BOARD IS BEING REQUESTED NOT TO TAKE ACTION TO REMOVE PROPERTY TAX RECEIVABLES.

THAT'S WHAT I'M LOOKING FOR. PROPERTY TAX RECEIVABLES FROM THE LAW UNDER THE TEXAS TAX CODE, SECTION 3305.

ONCE A TAX BILL HAS BEEN DELINQUENT FOR 20 YEARS OR MORE FOR REAL PROPERTY OR 10 YEARS OR MORE FOR PERSONAL PROPERTY, WE ARE REQUIRED TO REMOVE IT FROM THE TAX ROLLS.

THE ITEM BEFORE YOU TONIGHT HAS 22 REAL PROPERTY ACCOUNTS TOTALING A LITTLE OVER $8,000 AND THE REMAINDER IS BUSINESS PERSONAL PROPERTY IN THE AMOUNT OF ABOUT $396,000.

THE DISTRICT HAS NO CHOICE IN THIS MATTER BUT TO WRITE THIS PROPERTY OFF.

THERE'S ALWAYS A CHALLENGE WITH BUSINESS, PERSONAL PROPERTY THAT'S GENERALLY ASSOCIATED WITH BANKRUPTCIES OR SIMILAR GOING OUT OF BUSINESS FOR THOSE ENTITIES.

>> THANK YOU FOR THAT CONTEXT. THAT'S ALL I HAD.

>> THANK YOU, MR. POTEET. ANY ADDITIONAL COMMENTS, QUESTIONS IN REFERENCE TO THE CONSENT AGENDA? HEARING NONE ALL IN FAVOR, PLEASE RAISE YOUR HANDS HIGH.

MOTION PASSES, 6-0.

OUR NEXT ACTION ITEM IS TO CONSIDER GIFTS, MS. BRANUM.

[IV.A. Consider Gifts]

>> THANK YOU. PRESIDENT HARRIS.

YES. AS ALWAYS, WE ARE SO GRATEFUL FOR OUR PTAS, PARTNER ORGANIZATIONS, AND OUR COMMUNITY WHO GIVE SO MUCH TO OUR CAMPUSES TO PROVIDE EXPERIENCES AND OPPORTUNITIES FOR OUR STUDENTS.

I'VE ASKED MR. PATE(PH) TO PRESENT OUR GIFTS OVER 5,000 TONIGHT.

>> THANK YOU, MRS. BRANUM. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH.

WE HAVE ONE GIFT, OVER $5,000 SUBMITTED FOR BOARD APPROVAL.

IT'S FROM MOSS HAVEN ELEMENTARY PTA IN THE AMOUNT OF $70,000 TO MOSS HAVEN ELEMENTARY.

WE HAVE EIGHT GIFTS, LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT TOTALING $19,450.30 WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION.

OUR TOTAL GIFTS THIS MONTH ARE $89,450.30.

>> THANK YOU SO MUCH, BUT THANK YOU SO MUCH, MR. PAYNE.

WITH THAT, I DO RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS LISTED.

>> THANK YOU, MR. PATE. THANK YOU, MS. BRANUM. IS THERE A MOTION?

>> THANK YOU, MR. EAGER. IS THERE A SECOND?

>> THANK YOU, MS. PACHECO. THERE IS A MOTION BY MR. EAGER. A SECOND BY MS. PACHECO.

ARE THERE ANY QUESTIONS OR COMMENTS IN REFERENCE TO GIFTS, MR. POTEET)?

>> JUST A QUICK COMMENT.

I KNOW I'VE SAID THIS BEFORE, BUT I THINK IT NEEDS TO BE REITERATED THAT THIS IS AN INCREASE OVER LAST YEAR OF 53% WHICH

[00:55:02]

I THINK WE ARE VERY GRATEFUL FOR OUR COMMUNITY FOR HELPING TEAM WITH US ON A LOT OF THESE NEEDS THAT WE HAVE.

I JUST THINK THAT IT NEEDS TO BE POINTED OUT HOW MUCH MORE THEY SEEM TO GIVE EVERY YEAR AND EVERY YEAR.

SO JUST WANTED TO BRING THAT TO LIGHT.

>> THANK YOU, MR. POTEET FOR THAT.

WE ARE VERY GRATEFUL FOR THAT.

THANK YOU SO MUCH FOR ALL THOSE THAT HAVE PROVIDED GIFTS.

ARE THERE ANY ADDITIONAL QUESTIONS OR COMMENTS? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

[LAUGHTER] THANK YOU VERY MUCH.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER

[IV.B. Consider Onsite Student Portraits including ID Badges & Classroom Pictures RFP#24-279]

THE ON SITE STUDENT PORTRAITS INCLUDING ID BADGES AND CLASSROOM PICTURES, RFP NUMBER 24-279. MS. BRANUM.

>> THANK YOU, PRESIDENT HARRIS.

MR. PAINT, IF YOU COULD PROVIDE SOME BACKGROUND INFORMATION FOR THE BOARD AT THIS TIME?

>> THANK YOU, MRS. BRANUM, YES.

THE DISTRICT WANTS TO STANDARDIZE OUR SELECTED VENDOR FOR STUDENT PORTRAITS.

WE'VE HAD AN ISSUE WITH BASICALLY THE SAME STUDENT PORTRAIT PACKAGE BEING DIFFERENT PRICES TO PARENTS ACROSS THE DISTRICT, OR MAYBE THIRD GRADERS AT TWO DIFFERENT SCHOOLS.

WE PUT OUT AN RFP AND WE HAVE NOW STANDARDIZED PRICING FOR PACKAGES FOR OUR FAMILIES ACROSS THE DISTRICT.

PART OF THIS PACKAGE ALSO OR PART OF THIS RFP ALSO INCLUDES THOSE STUDENT PORTRAITS WILL BE PROVIDED TO THE DISTRICT FOR USE IN ID BADGES AND LOADING IN OUR STUDENT ATTENDANCE SYSTEM, SO WE HAVE PICTURES ASSOCIATED WITH EACH OF THE STUDENT NAMES.

LIKE SOME OF OUR CONTRACTS, DUE TO THE COMPLEXITY AND THIS BEING THE FIRST TIME WE'VE ENTERED INTO THIS, WE HAVE SELECTED A RECOMMENDED VENDOR AND THIS SEEKS YOUR PERMISSION TO MOVE FORWARD WITH THOSE NEGOTIATIONS ON THAT CONTRACT.

>> THANK YOU, MR. PAINT. I DO RECOMMEND THAT THE BOARD AUTHORIZE THE ADMINISTRATION TO NEGOTIATE AND ENTER INTO A THREE YEAR CONTRACT WITH ONE TWO YEAR RENEWAL OPTION BY AND BETWEEN RISD AND THE PORTRAIT PROVIDER EVALUATED AND RANKED THE HIGHEST BY DISTRICT PERSONNEL.

IF NEGOTIATIONS ARE NOT SUCCESSFUL, THE DISTRICT WILL MOVE TO THE NEXT RANKED VENDOR UNTIL A SUCCESSFUL AGREEMENT IS REACHED.

>> THANK YOU. MS. BRANUM. IS THERE A MOTION?

>> THANK YOU. MS. MCGOWAN, IS THERE A SECOND?

>> THANK YOU, MR. POTEET. THERE IS A MOTION BY MS. MCGOWAN. A SECOND BY MR. POTEET.

ANY QUESTIONS OR COMMENTS? HEARING NONE. PLEASE RAISE YOUR HANDS.

>> IF I CAN JUST ADD REAL QUICK, MS. HARRIS, JUST TO ENSURE THE COMMUNITY WE ARE COMMUNICATING AND UPDATING OUR PRINCIPALS ON THIS WORK AS THEY BEGIN TO PLAN FOR '24/'25.

IN TERMS OF PARENTS, THIS WILL NOT CHANGE THE EXPERIENCE THAT THE PARENT HAS IN TERMS OF THE OPPORTUNITIES THAT THEY HAVE TO GO AND BUY A CLASS PHOTO OR AN INDIVIDUAL STUDENT PHOTO FOR EACH GRADE LEVEL.

THIS IS JUST REALLY, AS MR. PAINT SAID, AN OPPORTUNITY FOR US JUST TO STANDARDIZE AND ENSURE WE HAVE CONSISTENT PRICING ACROSS THE DISTRICT.

>> OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER THE PROPOSAL TO TERMINATE

[IV.C. Consider Proposal to Terminate the Term Employment Contract of Henry Vo Pursuant to Chapter 21 of the Texas Education Code]

THE TERM CONTRACT OF HENRY VOTE PURSUANT TO CHAPTER 21 OF THE TEXAS EDUCATION CODE, MS. BRANUM.

>> THANK YOU, PRESIDENT HARRIS.

I'M GOING TO ASK DOCTOR GOODSON, ASSISTANT SUPERINTENDENT OF HUMAN RESOURCES, TO PROVIDE SOME INFORMATION FOR THE BOARD.

>> THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING, BOARD.

JUST AS A REMINDER, THE BOARD RECEIVED A LEGAL MEMORANDUM WITH THE SPECIFIC DETAILS FOR THIS SITUATION.

AND STATE LAW REQUIRES THAT THE BOARD FIND GOOD CAUSE TO TERMINATE A CONTRACT, SO THIS IS THE FIRST STEP OF THE PROCESS.

IF THE BOARD FINDS GOOD CAUSE, A NOTICE OF INTENT WILL BE SENT TO THE EMPLOYEE AND THEN IN MAY, THE BOARD WILL BE ASKED TO TAKE FINAL ACTION TO TERMINATE THE AGREEMENT.

>> I DO RECOMMEND THAT THE BOARD OF TRUSTEES ACCEPT THE RECOMMENDATION TO TERMINATE THE TERM CONTRACT OF EMPLOYMENT OF THE EMPLOYEE IDENTIFIED ON EXHIBIT 8 ATTACHED HERE TOO, FOR GOOD CAUSE AND AUTHORIZED NOTIFICATION TO THE AFFECTED EMPLOYEE OF THE BOARD'S PROPOSED ACTION.

>> THANK YOU. IS THERE A MOTION?

>> THANK YOU, MS. TIMMY. IS THERE A SECOND?

>> THANK YOU, MS. PACHECO. THERE IS A MOTION BY MS. TIMMY.

A SECOND BY MS. PACHECO.

ARE THERE ANY QUESTIONS OR COMMENTS? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HANDS.

OUR NEXT ITEM IS AN ACTION ITEM TO CONSIDER

[IV.D. Consider Instructional Materials Allotment Certification]

THE INSTRUCTIONAL MATERIALS ALLOTMENT CERTIFICATION. MS. BRANUM.

>> THANK YOU, AND I ALREADY SEE THAT KELSEY KARCHER

[01:00:03]

AND HER TEAM ARE MAKING THEIR WAY UP FRONT.

[LAUGHTER] IF I COULD REMIND THE BOARD, MONICA SIMONS, WHO WE ALL DESPERATELY MISS, SHE HAS LED THIS PROCESS FOR THE DISTRICT FOR MANY YEARS AND SHE PROVIDED THE BOARD IN THE FALL WITH AN OVERVIEW OF THE INSTRUCTIONAL MATERIALS' ALLOTMENT SELECTION PROCESS, AS WELL AS THE TIMELINE AND HOW THE PROCESS WOULD WORK AND WHO WOULD ALL BE INVOLVED.

UPON MONICA'S DEPARTURE, KELSEY HAS COME IN AND SHE'S DONE A PHENOMENAL JOB IN FACILITATING AND BRINGING US TO THIS PLACE WHERE WE CAN BRING FORWARD A RECOMMENDATION THAT I KNOW YOU CAN SEE.

OUR TEAM IS VERY PROUD OF THE COMPREHENSIVE APPROACH THAT WE'VE TAKEN, THE VERY THOROUGH, THOUGHTFUL APPROACH THAT WE HAVE TAKEN IN BRINGING FORWARD THIS RECOMMENDATION, SO I'M GOING TO TURN IT OVER TO YOU, KELSEY.

>> THANK YOU SO MUCH. GOOD EVENING TO ALL OF YOU TRUSTEES AND TO SUPERINTENDENT BRANUM.

THANK YOU FOR THE WONDERFUL INTRODUCTION.

IT'S GREAT TO BE BACK AT ANOTHER BOARD MEETING.

AS YOU SAID, I AM KELSEY KARCHER, THE NEW DIRECTOR FOR ADVANCED LEARNING PROGRAMS AND SERVICES.

TONIGHT, I'M HERE TO SHARE THE INSTRUCTIONAL MATERIALS' ALLOTMENT PROCESS AND OUR RECOMMENDATION.

I'LL BEGIN BY GIVING JUST A LITTLE BIT OF CONTEXT TO THAT.

AS YOU KNOW, THE STATE BOARD OF EDUCATION PROVIDES THE PROCESS FOR THE SELECTION AND PURCHASE OF NEW INSTRUCTIONAL MATERIALS ON A ROTATION.

THIS YEAR, THE FOCUS HAS BEEN ON PERSONAL FINANCIAL LITERACY AND SCIENCE COURSES.

AS THE CHAIR OF THE CENTRAL COMMITTEE, I'M RESPONSIBLE FOR PROVIDING GUIDANCE TO THE CURRICULAR AREA COMMITTEES IN MAKING THEIR SELECTIONS AND ALSO FOR CONVENING THE CENTRAL COMMITTEE, WHICH BRINGS THESE RECOMMENDATIONS HERE TO YOU TONIGHT.

OUR IMA CENTRAL COMMITTEE REPRESENTS MULTIPLE PERSPECTIVES TO ENSURE THE RECOMMENDATIONS ARE THOUGHTFUL AND APPROPRIATE FOR ALL OF OUR STUDENTS.

WOULD OUR IMA CENTRAL COMMITTEE MEMBERS HERE TONIGHT, PLEASE STAND SO THAT WE CAN RECOGNIZE YOU AND THANK YOU FOR YOUR WORK? [APPLAUSE].

>> EACH CURRICULAR AREA THEN CONVENES A COMMITTEE TO REPRESENT ALL GRADE LEVELS, ALL CAMPUSES, AND ALL SUPPORT ROLES.

THIS YEAR, OUR DEDICATED COMMITTEE STAFF MEMBERS PARTICIPATED IN MEETINGS THROUGHOUT THE YEAR, AND BEFORE WE MOVE ON, I WOULD LIKE ANY OF THE COMMITTEE CHAIRS OR MEMBERS TO STAND SO THAT WE CAN RECOGNIZE THEIR HARD WORK AND THEIR DEDICATION.

THE JOURNEY TO GET HERE TONIGHT, AS YOU SAID, STARTED LAST FALL IN OCTOBER, WHICH DEMONSTRATES THE DEDICATION AND THE THOROUGH WORK THAT THESE CHAIRS AND COMMITTEES HAVE DONE.

THE COMMITTEE MEMBERS ARE VOLUNTEERS AND THEIR PARTICIPATION IS MOSTLY ON THEIR OWN TIME.

THEY DEMONSTRATED A LOT OF INTENTION TO THIS VERY IMPORTANT PROCESS.

LET'S GO AHEAD AND DIVE A LITTLE BIT DEEPER INTO WHAT THAT PROCESS LOOKS LIKE.

BACK IN OCTOBER, PARDON ME, BACK IN OCTOBER WITH THE GUIDANCE OF DIRECTOR OF SOCIAL STUDIES, MORGAN CROWDER, THE DIRECTOR OF CTE, COURTNEY SHARKEY, AND THE DIRECTOR OF SCIENCE, SETH BOLLMAN.

THE IMA CONTENT COMMITTEES BEGAN BY MEETING TO SET THEIR TIMELINE, THEIR EXPECTATIONS, AND THEIR PURPOSE.

KNOWING IT WAS IMPORTANT TO ESTABLISH A VISION FOR HOW THESE RECOMMENDATIONS WOULD IMPACT OUR LEARNERS AND OUR TEACHERS.

SPECIAL THANKS ALSO TO BETTY WILEY FROM CTE WHO'S HERE SUPPORTING THAT DEPARTMENT THIS EVENING.

THE THREE CONTENT AREA COMMITTEES MET AGAIN IN DECEMBER TO REVIEW THE RUBRICS THEY'D CREATED, AND TO REVIEW THE MATERIALS FROM EACH OF THE TEA APPROVED VENDORS.

I'M SORRY, TEA APPROVED PUBLISHERS THAT THEY WERE CONSIDERING.

EACH CONTENT AREA COMMITTEE DETERMINED THEIR TOP CHOICE AND REQUESTED MATERIALS AND PRESENTATIONS FROM THOSE PUBLISHERS.

MOVING INTO JANUARY, THEY MADE AN IN PERSON VISIT TO REGION 10 TO VIEW THOSE MATERIALS.

REGION 10 ALSO MAKES THOSE MATERIALS AND PUBLISHER PRESENTATIONS AVAILABLE FOR 30 DAYS SO THAT THEY CAN GO BACK, CONTINUE LOOKING, TAKE A SECOND LOOK, ETC.

THE CONTENT COMMITTEES, ALSO IN JANUARY, HAD THEIR THIRD MEETING TO HEAR FROM THE PUBLISHERS, SPECIFICALLY HERE IN OUR DISTRICT, AND TO BE ABLE TO LOOK AT THE MATERIALS, ASK QUESTIONS, ETC.

THE SCIENCE COMMITTEE ALSO DID SOME PILOTING OF MATERIALS IN THEIR CLASSROOMS TO SEE HOW THEY REALLY WORK AND GAIN INSIGHT WITH THE KIDS, WITH THE TEACHERS THAT HANDS ON SUPPORT OF LEARNING AND INSTRUCTION.

IN FEBRUARY, THE CONTENT COMMITTEE WENT BACK ONCE AGAIN REVIEWING THE RUBRIC AND THEIR VISIONS TO ENSURE THEY WERE CONSIDERING THE IMPACT THE MATERIALS WOULD HAVE ON OUR STUDENTS AND TEACHERS, INCLUDING OUR EMERGENT MULTILINGUAL STUDENTS,

[01:05:03]

OUR SPECIAL EDUCATION STUDENTS, OUR DYSLEXIC, GIFTED, AND OTHER SPECIAL LEARNER POPULATIONS.

THEY THEN GAVE THEIR FINAL THOUGHTS AND THEY MADE RECOMMENDATIONS ON THEIR TOP CHOICES.

THE DIRECTOR OF EACH CONTENT AREA THEN VERIFIED THE TEXT SPECS FOR EACH OF THOSE RESOURCES THAT THEY WOULD SUFFICIENTLY MEET THE PREFERENCES THAT WERE AGREED UPON WITH THE EXECUTIVE DIRECTOR OF INSTRUCTIONAL TECHNOLOGY.

ALSO, IN FEBRUARY, WE HAD PUBLIC VIEWINGS TO MAKE SURE THAT OUR COMMUNITY HAD THE OPPORTUNITY TO SEE THE MATERIALS, ASK QUESTIONS, GIVE THEIR INPUT, HAVE CONVERSATIONS WITH THE CONTENT DIRECTORS, AND MAKE SURE THAT THEIR THOUGHTS WERE HEARD.

WE HELD THE PUBLIC VIEWING ON FEBRUARY 26TH AT THE PDC, WHICH FELL IN THE MIDDLE OF 10 DAY SPAN WHEN THESE MATERIALS WERE ALSO AVAILABLE VIRTUALLY FOR VIEWING AND FOR COMMENT FROM OUR COMMUNITY.

THE VIEWINGS WERE PUBLICIZED ON THE AVENUES THAT YOU SEE ON THE SLIDE.

TRANSLATIONS WERE AVAILABLE IN MULTIPLE LANGUAGES.

THEN IN MARCH, THE CONTENT COMMITTEES PRESENTED THEIR RECOMMENDATIONS TO THE CENTRAL COMMITTEE.

LET'S START WITH SOCIAL STUDIES.

WE HAVE ONE COURSE IN SOCIAL STUDIES THAT'S PART OF THIS ROTATION THIS YEAR.

AS MANDATED BY SB 1063, RISD BEGAN OFFERING A SOCIAL STUDIES PERSONAL FINANCIAL LITERACY COURSE IN THE '23/'24 SCHOOL YEAR.

SB 1064 DID NOT, HOWEVER, PROVIDE NEW RESOURCES WHEN IT CREATED THIS NEW COURSE.

TO MAKE SURE THAT TEACHERS WERE PREPARED, RISD SOCIAL STUDIES DEPARTMENT HAD SOME OF OUR OWN ECONOMICS TEACHERS WORK TO CREATE CURRICULUM RESOURCES AND BRING TOGETHER RESOURCES THAT WERE AVAILABLE FROM INDUSTRY PARTNERS SO THEY'D BE PREPARED IN THIS CURRENT '23/'24 SCHOOL YEAR.

TEA HAS NOW INCLUDED THIS SOCIAL STUDIES PERSONAL FINANCIAL LITERACY COURSE IN THIS ROUND OF THE INSTRUCTIONAL MATERIALS ALLOTMENT CYCLE.

WITH THIS, THE SOCIAL STUDIES COMMITTEE EVALUATED THE RESOURCES FOR THIS PERSONAL FINANCIAL LITERACY COURSE.

WHICH WAS CREATED AS AN ADDITIONAL OPTION FOR STUDENTS TO GET THAT REQUIRED ECONOMICS CREDIT BEFORE THEY GRADUATE.

THE CONTENT COMMITTEE EVALUATED THE NEW TEA APPROVED MATERIALS, AND THEY FOUND THAT THEY DIDN'T ADDRESS ALL THE TEKS.

INSTEAD, THE COMMITTEE FELT, BASED ON THEIR OWN EXPERTISE AND BASED ON TEACHER FEEDBACK, THAT THE EXISTING RESOURCES OUR TEACHERS CREATED IN THE SUMMER OF 2023, ALONG WITH RESOURCES FROM INDUSTRY PARTNERS SUCH AS THE FEDERAL RESERVE, THE CREDIT UNION OF TEXAS, NEXT GEN PERSONAL FINANCE WOULD BETTER ADDRESS THE COURSE'S TEKS.

ADDITIONALLY, THE SOCIAL STUDIES DEPARTMENT WILL CONTINUE MAKING SURE TEACHERS HAVE THOSE RESOURCES AND SUPPORT THAT THEY NEED TO DEVELOP OUR STUDENTS' FINANCIAL LITERACY.

AT THIS TIME, THE SOCIAL STUDIES COMMITTEE RECOMMENDS EXERCISING FISCAL RESPONSIBILITY BY CONTINUING TO USE THE EXISTING RISD CREATED RESOURCES.

SHOULD THIS CHANGE GOING FORWARD, WE DO HAVE THE ABILITY TO REVISIT THOSE RESOURCES AND A POTENTIAL MATERIALS ADOPTION.

WE HAVE ONE COURSE INCLUDED IN THIS PROCESS THAT BRIDGES OUR SCIENCE TEKS AND OUR CTE COURSEWORK, WHICH IS FORENSIC SCIENCE.

THE FORENSIC SCIENCE COMMITTEE EVALUATED NEW RESOURCES FOR THIS COURSE, WHICH WERE DUE TO A CHANGE IN SCIENCE, TEKS.

THEY FOUND JUST ONE RESOURCE THAT ADDRESSED ALL OF THE TEKS AND FULLY SUPPORTED STUDENT LAB RESOURCES FOR VIRTUAL AND HANDS ON LEARNING EXPERIENCES.

THEY ALSO FOUND THAT THEIR PREFERRED RESOURCE SUPPORTED MANY TYPES OF LEARNERS, INCLUDING OUR EMERGENT BILINGUAL AND OUR SPECIAL EDUCATION STUDENTS BECAUSE OF ITS COMPATIBILITY WITH ASSISTIVE TECHNOLOGY, SHORTER READING PASSAGES, FREQUENT USE OF COLORFUL GRAPHIC FEATURES, AND ALSO VIDEOS.

THE RESOURCE RECOMMENDS FOR CTE, FORENSIC SCIENCE, SAVVAS LEARNING GROUP.

ALL OF OUR K12 SCIENCE COURSES WILL HAVE NEW TEKS NEXT YEAR.

THEREFORE, ALL OF OUR SCIENCE COURSES NEED NEW MATERIALS.

BEGINNING FOR '24/'25.

THE SCIENCE COMMITTEE THOROUGHLY REVIEWED THE MATERIALS FROM SEVEN DIFFERENT PUBLISHERS AND NARROWED DOWN THEIR TOP CHOICE FOR K5 SCIENCE, BOTH IN ENGLISH AND IN SPANISH, AS WELL AS ONE HIGH SCHOOL COURSE INTEGRATED PHYSICS AND CHEMISTRY.

THEY LOOKED AT THESE MATERIALS BASED ON THEIR ABILITY TO SUPPORT 100% OF THE TEKS, PROVIDE CROSS CURRICULAR TIES, PROVIDE ENRICHMENT OPPORTUNITIES, SUPPORT FOR MULTILINGUAL LEARNERS,

[01:10:01]

AND PRACTICE WITH INFORMATIONAL TEXT.

ADDITIONALLY, THE MATERIALS THAT THE COMMITTEE RECOMMENDS WERE EASY FOR STUDENTS AND TEACHERS TO USE AND IT HAD A PACING GUIDE THAT OUR TEACHERS FELT WAS REALISTIC AND ATTAINABLE.

WITH THAT, THE COMMITTEE RECOMMENDS FOR THESE COURSES, MCGRAW HILL PUBLISHING.

IN REVIEWING MATERIALS FOR GRADES 6-12 SCIENCE COURSES, THE SCIENCE COMMITTEE LOOKED AT SIX TEA APPROVED PUBLISHERS.

IN THE END, THEIR TOP CHOICE PROVIDED 100% TEKS ALIGNMENT, A STRONG SUPPORT FOR SIXTH GRADE STUDENTS AS THEY TRANSITION INTO MIDDLE SCHOOL, AND AVAILABILITY OF DIVERSE TRANSLATIONS AND IMPORTANT EASE OF STORAGE AND DELIVERY FOR ALL THE MATERIALS THAT COME WITH THESE COURSES.

THE COMMITTEE RECOMMENDS SAVVAS LEARNING GROUP.

THE NEXT STEPS AFTER ALL THAT INFORMATION, OUR NEXT STEPS ARE TO ASK YOU TO CERTIFY THESE RECOMMENDATIONS FROM THE THREE CONTENT COMMITTEES.

SHOULD YOU DO SO, NEGOTIATIONS WILL BEGIN WITH THE VENDORS SO THAT WE CAN THEN MOVE ALONG IN THE ORDERING PROCESS AND GET OUR MATERIALS WITH PLENTY OF TIME TO DEVELOP TRAINING TO GET OUR TEACHERS COMFORTABLE WITH THEM AND BE READY TO REALLY HIT THE GROUND RUNNING WITH THEM IN THE FALL.

DO WE HAVE ANY QUESTIONS?

>> THANK YOU, KELSEY. AGAIN, I WANT TO THANK OUR CENTRAL REPRESENTATIVES, OUR COMMITTEE LEADS, SO MANY OF OUR TEACHERS, AND OUR PRINCIPALS, AND PARENTS WHO CAME OUT TO LOOK AT THE MATERIALS, JUST I THANK EVERYONE FOR BEING SO INVESTED IN THIS PROCESS.

WITH THAT, I RECOMMEND THAT THE DISTRICT APPROVE THE ATTACHED IMA CERTIFICATION FOR THE '24/'25 SCHOOL YEAR.

>> THANK YOU SO MUCH. HOLD ON ONE SECOND.

>> 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, MR. EAGER?

>> IT'S MORE A COMMENT, I JUST WANT TO SAY, HEY, THANK YOU TO YOU MEAN ALL THE DUE DILIGENCE AND THE WORK OF THE COMMITTEE, AND WE REALIZE THERE'S A LOT OF WORK THAT GOES INTO THIS, SO WE WANT TO SAY THANK YOU FOR YOUR TEAM AND THE COMMUNITY MEMBERS AND EVERYBODY GOING THROUGH THIS PROCESS BECAUSE IT'S, I'M EXCITED TO SEE THAT OUR FINANCIAL LITERACY IS, IT'S A KEY COMPONENT OF JUST LIFE SKILLS FOR STUDENTS AND IT IS IN OUR GRADUATE PROFILE.

I'M EXCITED TO SEE THAT WE'RE CONTINUING TO HELP OUR KIDS UNDERSTAND LIFE AFTER THEY WALK ACROSS THAT STAGE, EQUIPPING THEM FOR REAL LIFE.

SO THANK YOU FOR ALL THE WORK THAT WAS DONE.

>> THANK YOU. I JUST GET TO STAND HERE.

THEY DID ALL THE WORK. [LAUGHTER].

>> THANK YOU, MR. EAGER. ANY ADDITIONAL QUESTIONS, COMMENTS? MS. MCGAULEY(PH).

>> THANK YOU, THE CTE PIECE AND THE FORENSIC SCIENCE COURSE THAT WILL ALSO ALIGN WITH THE CCMR. WILL THAT ALIGN WITH CCMR AND GETTING? [BACKGROUND] OKAY.

>> THANK YOU, MS. MCGAULEY, ANY MORE QUESTIONS? COMMENTS? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HANDS REAL HIGH.

THANK YOU SO MUCH.

[APPLAUSE].

>> OUR NEXT ITEM ON THE AGENDA IS AN INFORMATION ITEM REGARDING THE MIDDLE OF THE YEAR,

[IV.E. Middle of the Year House Bill 3 Update]

HOUSE BILL 3 UPDATE, MS. BRANUM

>> THANK YOU SO MUCH.

AS SHE WALKS UP, I WANT TO REALLY FIRST AND FOREMOST CELEBRATE.

BECAUSE WHILE SHE IS NOT A NEW FACE TO RICHARDSON ISD, SHE WILL BE REPRESENTING TONIGHT IN A DUAL ROLE.

HER NEW DUAL ROLE, PART OF WHAT SHE IS LEADING, AS YOU KNOW MR. CORTEZ LEFT THE DISTRICT AND RECENTLY, AND WE WISH HIM NOTHING BUT THE BEST.

BUT WE'RE SO EXCITED TO HAVE GINA ORTIZ LEADING OUR RESEARCH, ACCOUNTABILITY, AND CONTINUOUS IMPROVEMENT TEAM.

SHE IS DOING TWO JOBS RIGHT NOW, Y'ALL, AND SHE'S DOING A PHENOMENAL JOB AND TONIGHT WE'VE ASKED HER TO BRING FORWARD OUR MIDDLE OF THE YEAR UPDATES AROUND SOME OF OUR HOUSE BILL 3 BOARD GOALS AS WELL AS OUR GOAL PROGRESS MEASURES AND JUST PROVIDE SOME INSIGHT ON AS OUR NORTH STAR GOAL IS BEHIND US, ENSURING EVERY STUDENT HAS AT LEAST THAT YEAR'S WORTH OF GROWTH.

I'M GOING TO TURN IT OVER TO GINA AND DR. LEPER TO LEAD US IN TONIGHT'S CONVERSATION.

>> THANK YOU SO MUCH. I WANT TO THANK SUPERINTENDENT BRANUM, PRESIDENT HARRIS, BOARD OF TRUSTEES, FOR ALLOWING ME THE OPPORTUNITY TO PRESENT THIS INFORMATION TO YOU TONIGHT.

AGAIN, WE'RE GOING TO BE PRESENTING THE INFORMATION FOR OUR HOUSE BILL 3,

[01:15:02]

MIDDLE OF THE YEAR UPDATES.

KEEPING IN MIND THAT IT'S ABOUT EVERY TEACHER, EVERY LEADER, EVERY CHILD, EVERY DAY, IT'S AT THE CENTER OF WHAT WE DO AND ALWAYS GUIDED BY OUR NORTH STAR GOAL.

WE WANT TO MAKE SURE THAT WE'RE SEEING THAT ACADEMIC GROWTH FOR ALL OF OUR STUDENTS THAT THEY'RE MEETING OR EXCEEDING THAT ESTABLISHED GOAL.

WE WILL FOCUS TONIGHT ON THREE DIFFERENT PROGRESS MONITORING ASSESSMENTS TO LOOK AT WHERE WE ARE AT THE MIDDLE OF THE YEAR.

THE FIRST ASSESSMENT IS OUR CIRCLE PROGRESS MONITORING FOR PRE-KINDERGARTEN.

WE'LL ALSO LOOK AT SOME INFORMATION FOR MCLASS, WHICH IS FOR KINDER AND GRADE 1.

THEN THE LAST INSTRUMENT WILL BE MAP GROWTH FOR KINDER, AND IT GOES ALL THE WAY UP TO GRADE 8.

WHEN WE THINK ABOUT OUR PROGRESS MONITORING, REALLY THE JOURNEY BEGINS IN SEPTEMBER.

SEPTEMBER IS WHEN THE WINDOWS FOR THESE ASSESSMENTS OPEN AND WE START OUR BEGINNING OF THE YEAR PROGRESS MONITORING.

WE REFER TO IT AS BOY.

GET THOSE RESULTS, WE START TO ANALYZE, WE START TO RESPOND TO THE INFORMATION THAT WE GET FROM THOSE INSTRUMENTS, AND THEN WE HAVE A PRESENTATION ON WHERE WE ARE AT THAT BEGINNING OF THE YEAR POINT.

IN JANUARY IS WHEN OUR WINDOW FOR THE MIDDLE OF THE YEAR OPENS FOR TESTING, AND WE CALL THAT MOY.

WE GET RESULTS FROM THOSE ASSESSMENTS, WE SHARE THOSE WITH THE CAMPUSES, AND EVEN WITH THE STUDENTS HAVING THOSE ONE ON ONE CONVERSATIONS TO MAKE SURE THAT WE CONTINUE TO HAVE THAT TRAJECTORY OF GROWTH.

ABOUT MARCH OR APRIL IS USUALLY WHEN WE PRESENT THE RESULTS WHERE WE ARE AT THE MIDDLE OF THE YEAR.

THEN OF COURSE, THAT'S ALMOST AT THE END OF THE YEA, BRINGS US TO MAY OR END OF THE YEAR.

THEN HOPEFULLY, IF EVERYTHING GETS RELEASED ON TIME, WE WOULD BE ABLE TO PRESENT ACCOUNTABILITY REPORTS AND ANY ADDITIONAL UPDATES BY AUGUST.

WHEN WE START WITH OUR CIRCLE.

OF COURSE, PRE-KINDERGARTEN IS A FOUNDATION, THAT'S WHERE WE START, SO WE HAVE TO START WITH THAT CIRCLE ASSESSMENT, AND HOW ARE WE MONITORING OUR STUDENTS IN PRE-K? OUR CIRCLE PROGRESS MONITORING ASSESSMENT IS PROVIDED IN BOTH ENGLISH AND SPANISH, SO WE'RE GOING TO START OFF FIRST WITH THE ASSESSMENT RESULTS FOR OUR ENGLISH ASSESSMENT.

THE STATE DOES REQUIRE THAT WE GIVE THIS ASSESSMENT FOR OUR EARLY READING INDICATORS, AND IT REALLY FOCUSES ON TWO MAJOR PIECES, LITERACY AND MATHEMATICS.

WHEN WE LOOK AT LITERACY, WE'RE REALLY GOING TO FOCUS ON THAT RAPID LETTER NAMING.

THAT'S WHAT THE STATE HAS GUIDED US TO AS FAR AS LITERACY.

WE CAN SEE THAT WE HAD 55% OF OUR STUDENTS ON TRACK ON THIS ASSESSMENT AT THE BEGINNING OF THE YEAR, THAT'S GOING TO BE OUR BLUE COLUMN.

THEN AT OUR MIDDLE OF THE YEAR, WE HAD GROWTH AND WE HAD 73% OF OUR STUDENTS SHOWING THAT THEY ARE ON TRACK ON THIS ASSESSMENT WHEN IT COMES TO EARLY LITERACY.

WHEN WE LOOK AT OUR MATHEMATICS, AT THE BEGINNING OF THE YEAR, WE HAD 79% OF OUR STUDENTS ON TARGET AND THAT HAS GONE UP TO 84% AT THE MIDDLE OF THE YEAR.

WE'RE REALLY EXCITED ABOUT THE GROWTH THAT WE'VE SEEN AND THE PERCENTAGE OF STUDENTS THAT ARE ON TRACK.

WE DEFINITELY HAD SOME CONVERSATIONS ABOUT EARLY WRITING SKILLS BECAUSE WE DID SEE THAT THERE WAS A LITTLE BIT OF A DIP.

IN HAVING SOME CONVERSATION WITH KATIE FINE, WE WERE TALKING ABOUT WHAT IS REQUIRED FOR THEM TO SHOW THAT THEY ARE ON TARGET.

WHEN WE LOOK AT BOY THEY ONLY HAD TO GET ONE CORRECT TO SHOW THAT THEY'RE ON TARGET.

THAT'S THE EXPECTATION.

THEN THE YEAR GOES ON, WE GET TO THE MIDDLE OF THE YEAR.

NOT ONLY ARE WE NOW AT THE MIDDLE OF THE YEAR, BUT THEY'VE ALSO AGED AND THAT IT COMES A FACTOR IN WHAT THEY'RE EXPECTED TO GET FOR THEIR SCORE.

THEN THEY'RE EXPECTED TO GET 10 CORRECT AT THE MIDDLE OF THE YEAR.

IT IS A LITTLE BIT OF A CHALLENGE, AND IT'S WHAT WE SEE EVERY YEAR, AND OUR PEER DISTRICTS ARE SEEING THE SAME THING IN EARLY WRITING.

WHEN WE LOOK AT SPANISH, WE'RE ALSO SEEING SIMILAR TRENDS IN GROWTH FOR LITERACY AND MATHEMATICS, BUT WE'RE REALLY EXCITED ABOUT THAT JUMP FROM 22-68% AND THEN FOR MATH, 62% AT THE BEGINNING OF THE YEAR TO 82%, SO 20 POINTS IN MATH, AND THEN MORE THAN 40 IN LITERACY.

WE'RE EXCITED TO SEE THAT GROWTH FOR OUR SPANISH SPEAKERS, AND OUR STUDENTS IN OUR DUAL LANGUAGE, TWO WAY.

THAT'S GOING TO TAKE US INTO MCLASS.

MCLASS AGAIN, IT IS FOR OUR K-1 STUDENTS.

THIS IS ANOTHER INSTRUMENT THAT IS REQUIRED BY THE STATE, SO WE ARE REQUIRED TO ADMINISTER THIS TO ALL OF OUR KINDER AND FIRST GRADE STUDENTS IN EITHER ENGLISH OR SPANISH.

WE LOOKED AT OUR COMPOSITE SCORES FOR THESE ASSESSMENTS.

WE SAW THAT IN KINDERGARTEN, WE SAW SOME SIGNIFICANT GROWTH.

ANYTHING THAT IS IN THE BLUE OR GREEN, THAT'S WHERE WE WANT OUR STUDENTS TO BE.

THAT MEANS THAT THEY'RE AT OR ABOVE THE BENCHMARK.

ANYTHING IN THE YELLOW OR RED IS WHAT WE WANT TO SEE BEING AT A LOWER RATE AS WE GO, AND THAT SHOULD BE YELLOW OR RED.

[01:20:02]

WE SEE THAT IN FIRST GRADE.

IT STAYS PRETTY STATIC, BUT IT'S VERY SIMILAR TO THE CIRCLE ASSESSMENT.

IT GETS A LITTLE HARDER FOR THEM.

EVEN THEM STAYING WHERE THEY'RE AT, WE STILL SEE THAT AS GROWTH FOR THEM BECAUSE IT IS A MORE DIFFICULT TEST FOR THEM.

THERE YOU GO. WE ALSO WANTED TO SHARE SOME OF THE NATIONAL NORMS IN COMPARISON TO WHERE RICHARDSON ISD IS PERFORMING ON MCLASS CLASS.

WE WANT TO SEE HIGHER NUMBERS FOR THE DISTRICT WHEN IT COMES TO THE GREEN AND THE BLUE, WHICH WE HAVE FOR BOTH KINDER AND FIRST GRADE.

AND WE WANT TO SEE LOWER NUMBERS IN THE RED AND THE YELLOW, WHICH AGAIN, WE SEE, SO WE ARE VERY EXCITED TO SEE THAT WHEN IT COMES TO OUR MCLASS, WHICH LOOKS AT ALL OF THOSE FOUNDATIONAL READING SKILLS FOR OUR KINDER AND FIRST GRADE STUDENTS.

THEN I'M GOING TO SWITCH OVER TO MAP, WHICH IS AN ASSESSMENT THAT I KNOW WE ARE FAMILIAR WITH AND HAVE BEEN USING IN THE DISTRICT FOR A FEW YEARS.

BUT I WANTED TO SPEND SOME TIME TALKING ABOUT THE RIT SCALE.

THE RIT SCALE IS A SCALE THAT IS STABLE, IS VERY SIMILAR TO MEASURING THINGS IN FEET OR INCHES, SIMILAR TO OUR GROWTH CHART.

WHEN YOU'RE MEASURING YOUR CHILD'S HEIGHT, THE CHART IS GOING TO STAY THE SAME, BUT YOUR CHILD IS GOING TO KEEP GROWING, AND THAT'S HOW THIS SCALE WAS DEVELOPED.

IT WAS DEVELOPED TO LOOK AT THE STUDENT'S PERFORMANCE WITHOUT LOOKING AT AGE, GRADE, OR GRADE LEVEL.

IT TAKES ALL OF THE DIFFERENT FACTORS ON THE DIFFICULTY OF THE TEST INTO CONSIDERATION, AND IT'S ABLE TO SHOW US THAT PROGRESS FOR STUDENTS ACROSS MULTIPLE SCHOOL YEARS, MULTIPLE GRADE LEVELS, IT'S REALLY THE BIGGER PICTURE.

WE'VE INCLUDED A LITTLE GRAPHIC THERE OF WHAT OUR PARENTS WOULD SEE IN THEIR MATH REPORT.

AS THEIR STUDENT CONTINUES THROUGH THE GRADE LEVELS THEY'RE ABLE TO SEE HOW THAT CHILD IS GROWING, STARTING IN KINDERGARTEN ALL THE WAY INTO FIRST GRADE THROUGH EIGHTH GRADE.

THEY WOULD BE ABLE TO CONTINUE TO SEE THAT LITTLE LINE MOVING EVERY ASSESSMENT THAT THEY TAKE.

THE NEXT GRAPH IS GOING TO SHOW US THE MAP READING ENGLISH SCORES AND THIS IS BASED ON THEIR AVERAGE RIT SCORE BY GRADE LEVEL.

THE COLUMNS IN BLUE ARE HOW THEY PERFORMED ON AVERAGE FOR THAT GRADE LEVEL IN THE BEGINNING OF THE YEAR AND THE RED IS THEIR PERFORMANCE AT THE MIDDLE OF THE YEAR.

AGAIN, IT'S GOING TO BE THEIR AVERAGE RIT SCORE BY GRADE LEVEL.

AT THE VERY BOTTOM, YOU'LL SEE SOME NUMBERS IN BLUE THAT IS THE NATIONAL NORM MEAN FOR THAT PARTICULAR GRADE LEVEL.

FOR EXAMPLE, IN KINDER, THE NATIONAL NORM IS 137 AT THE BEGINNING OF THE YEAR AND 146 AT THE END OF THE YEAR.

SO THAT WE CAN SEE AS A WHOLE, IN KINDERGARTEN, WE ARE ABOVE THAT AVERAGE AND THE NUMBERS AT THE VERY TOP WITH A PLUS SIGN THAT SHOWS THAT WE GREW 10 POINTS FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

AS WE WERE ANALYZING THIS, WE WERE REALLY EXCITED TO SEE THAT WE HAD GROWTH ACROSS THE GRADE LEVELS.

ONE THING THAT DEFINITELY CATCHES THE EYE IS THAT AS YOU GET UP IN THE GRADE LEVELS, IT SEEMS TO PLATEAU.

BUT THAT IS A LIGNED TO THE NORMS YOU'LL NOTICE WHEN YOU LOOK AT THE NORMS AT THE VERY BOTTOM, FROM KINDERGARTEN AT THE MIDDLE OF THE YEAR TO FIRST GRADE AT THE MIDDLE OF THE YEAR, THERE'S A 20 POINT JUMP.

THE EXPECTATION IS 146-166.

BUT THEN WHEN WE LOOK AT SIX TO SEVENTH GRADE, THE NORMS CHANGE ONLY THREE POINTS, FROM 214-217.

THAT DOESN'T MEAN THAT WE'RE NOT GROWING.

WE'RE FOLLOWING THE TREND THAT WE'RE SUPPOSED TO FOLLOW WITH A NORM OF THIS KIND BECAUSE THE BREADTH AND THE LEARNING CONTINUUM FOR OUR YOUNGER GRADES IS SO MUCH LARGER, SO MUCH BROADER.

THERE'S SO MUCH FOUNDATIONAL LEARNING HAPPENING IN THOSE EARLY GRADES, THEY HAVE A LOT MORE TO GROW.

YOU START TO SEE AS THEY GET INTO THE OLDER GRADES THAT THAT'S GOING TO START TO GET A LITTLE BIT SMALLER.

WE ALSO WANTED TO LOOK AT IT BY STUDENT GROUPS.

WHEN WE TAKE THE AVERAGE BY STUDENT GROUPS FOR ALL THE GRADE LEVELS, WE WERE REALLY SEEING POSITIVE TRENDS ACROSS THE BOARD.

WE HAD FOUR POINT GROWTH FOR ALL OF OUR STUDENTS.

WE CAN SEE THAT OUR AFRICAN AMERICAN STUDENTS HAD A FIVE POINT GROWTH AND OUR ECONOMICALLY DISADVANTAGED, A MERCHANT BILINGUAL HISPANIC STUDENTS HAD A FOUR POINT GROWTH, JUST LIKE ALL STUDENTS.

WE KNOW THAT SOME OF THEM, THEIR AVERAGE RATES MAY BE A LITTLE BIT LOWER, BUT THEY'RE ON THAT TRAJECTORY OF GROWTH.

THAT'S EXACTLY WHAT WE WANT TO SEE SO THAT WE CAN TRY AND CLOSE THOSE GAPS FOR OUR UNDERPERFORMING POPULATIONS.

[01:25:04]

>> NOW I'M GOING TO SWITCH TO MATH. FOR MATH, VERY SIMILAR TO WHAT WE SAW WITH READING.

WE'RE GOING TO SEE THE CHANGES FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

WE'RE GOING TO SEE THE NORMS FOR MATH AT THE VERY BOTTOM.

BUT I DO REALLY WANT TO TALK A LITTLE BIT ABOUT THAT TRANSITION FROM SIX TO ALGEBRA 1.

BECAUSE WHEN WE LOOK AT SEVENTH GRADE, WE SEE THERE'S NO GROWTH, AND THEN THERE'S LIKE THIS DIP IN EIGHTH GRADE, AND THEN IT GOES BACK UP IN ALGEBRA 1.

THAT IS BECAUSE WE'RE IN ALGEBRA FOR ALL DISTRICTS, OUR SEVENTH GRADERS WHO ARE LEARNING EIGHTH-GRADE CURRICULUM ARE STILL IN THAT SEVENTH-GRADE COLUMN.

THAT'S WHERE THOSE STUDENTS ARE AT.

THE EIGHTH-GRADE STUDENTS THAT YOU SEE IN THIS GRAPH ARE THE STUDENTS THAT ARE IN EIGHTH GRADE BUT NOT TAKING ALGEBRA.

IT IS A MUCH SMALLER GROUP THAN OUR ALGEBRA GROUP, AND THAT IS WHERE THEIR RATE AVERAGE IS AT.

BUT AT LEAST WE'RE SEEING SOME GROWTH FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

BUT WE SEE THAT ONCE THEY GET BACK TO ALGEBRA 1, WE HAD A FIVE-POINT GROWTH AND WE'RE RIGHT WHERE WE NEED TO BE FOR THOSE NATIONAL NORMS FOR THE MIDDLE OF THE YEAR.

FOR OUR SUB STUDENT GROUPS FOR MATHEMATICS, WE ALSO SAW A LOT OF GROWTH.

WE SAW EVEN MORE GROWTH.

WE SEE SIX POINTS FOR ALL STUDENTS, WE SEE, AGAIN, THE SAME FOR OUR AFRICAN AMERICAN STUDENTS, AND JUST ONE POINT LESS GROWTH OF FIVE-POINT GROWTH FOR HISPANIC, ECONOMICALLY DISADVANTAGED AND EMERGING BILINGUAL.

AGAIN, ANOTHER BIG CELEBRATION TO CONTINUE TO SEE THAT GROWTH NOT ONLY FOR THE GRADE LEVELS BUT ALSO FOR OUR STUDENT GROUPS.

THEN WE ALSO WANTED TO REALLY IDENTIFY THAT OVERALL GROWTH COMPARISON FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR.

WHEN THEY LOOK AT GROWTH, THEY'RE LOOKING AT THE WRIT SCORE THAT THE STUDENT HAS, THE INDIVIDUAL WRIT SCORE AND ARE THEY SHOWING THE GROWTH THAT THEY SHOULD BE SEEING FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR? WHEN WE LOOK AT READING AS A WHOLE, WE HAD 50% OF OUR STUDENTS MEETING THAT PROJECTED GROWTH.

THAT'S THE EXPECTATION FROM THE NORMS THAT WERE ESTABLISHED NATIONALLY.

THE EXPECTATION IS THAT 50% OF ANY PARTICULAR STUDENT GROUP SHOULD BE MEETING THEIR PROJECTED GROWTH GOAL.

WHEN WE LOOK AT MATHEMATICS, WE HAVE K-8 MATHEMATICS AS WELL AS ALGEBRA IN THIS CALCULATION, AND WE HAVE 55% OF OUR STUDENTS, MEANING THAT PROJECTED GROWTH.

WE ARE EXCITED THAT WE'RE KEEPING UP WITH THOSE NORMS, AND THAT WE'RE ON TARGET TO ALSO MEET OUR DISTRICT GOALS AS WELL.

AS WE LOOK AT OUR MIDDLE OF THE YEAR PROGRESS MONITORING, WE ARE DEFINITELY ON TARGET TO MEET OUR PROJECTED GROWTH GOALS BASED ON THIS DATA, WE WANTED TO SHARE SOME OF THE THINGS THAT WE'VE DONE AS NEXT STEPS AND SOME OF THE RESPONSES THAT HAVE BEEN PUT IN PLACE BASED ON THE DATA THAT WE'VE BEEN SEEING FROM OUR PROGRESS MONITORING INSTRUMENTS.

WE'RE DEFINITELY KEEPING THE MAIN THING HIGH-QUALITY TIER 1 INSTRUCTION, WE'RE FOCUSING ON THE IDENTIFIED PRIORITY TEKS TO ENSURE GROWTH AND MASTERY FOR ALL.

WE ARE ALSO HAVING SOME STAR REVIEWS AND SPIRAL CONTENT RESOURCES.

BUT I REALLY WANT TO EMPHASIZE THAT THIS IS NOT KIDS SITTING, DOING LIGHT PREP AND WORKSHEETS OR ANYTHING LIKE THAT.

IT SHOULD BE LEARNING EXPERIENCES THAT REALLY ARE TAKING THOSE TEKS THAT THEY NEED TO LEARN THE GRADE LEVEL AND REALLY DEVELOPING THAT AT A LEVEL THAT'S GOING TO MAKE THEM SUCCESSFUL ON ANY INSTRUMENT THAT THEY'RE TESTED WITH.

HAVING ALL OF THAT STUDENT LEARNER FRAMEWORK EXPERIENCE HAS BEEN REALLY GREAT TO SEE.

WE SEE IT IN THE TWEETS, WE'RE GOING TO SHARE A FEW LITTLE HIGHLIGHTS IN A LITTLE BIT.

IT HAS DEFINITELY BEEN REALLY GREAT TO SEE THAT CONNECTION AND THAT COMMON LANGUAGE FOR ALL OF US IN THE DISTRICT.

ONE OF THE OTHER THINGS THAT'S BEEN REALLY GREAT HAS BEEN THE LEARNING WALKS THAT WE'VE HAD WITH TWO OF OUR BIG PARTNERS.

WE HAVE PARTNERSHIP WITH TNTP THAT HAS BEEN FOCUSING ON OUR EMERGENT BILINGUALS, AND I THINK THAT HAS BEEN REALLY IMPORTANT AS WE CONTINUE TO SEE GROWTH IN OUR EMERGENT BILINGUAL STUDENTS.

ADDITIONALLY, WE HAVE A WONDERFUL PARTNERSHIP WITH REGION 10 THAT HAS BEEN ASSISTING US WITH OUR NEW CURRICULUM IMPLEMENTATION WHEN IT COMES TO EUREKA AND AMPLIFY.

I DON'T THINK THAT WE WOULD BE WHERE WE ARE WITHOUT THESE PARTNERSHIPS AND THEIR SUPPORT.

ADDITIONALLY, THE CURRICULUM AND INSTRUCTION DEPARTMENT HAS REALLY BEEN LOOKING AT THE INFORMATION AND RESPONDING TO WHAT THEY'RE SEEING.

WE'VE HAD SOME PULL-OUT DAYS THAT HAVE BEEN PLANNED BASED ON CERTAIN GRADE LEVELS THAT WE'VE SEEN, SOME ADDITIONAL NEEDS THEY'RE GOING AND POURING INTO CAMPUSES THAT NEED SOME EXTRA SUPPORT,

[01:30:02]

JOINING THEM DURING PLCS.

THEN ADDITIONALLY, THE TOPICS THAT WE COVER AT MONTHLY MEETINGS, WHETHER IT BE WITH INSTRUCTIONAL COACHES, PRINCIPALS, ASSISTANT PRINCIPALS, IT'S ALL IN RESPONSE TO THIS MIDDLE-OF-THE-YEAR DATA AND MAKING SURE THAT WE'RE GIVING THEM THE TOOLS AND THE SUPPORT THAT THEY NEED TO BE SUCCESSFUL AND SUPPORT EVERY CHILD ON THEIR CAMPUS.

ADDITIONALLY, WE HAD MTSS MEETINGS WITH PRINCIPALS AND INSTRUCTIONAL LEADERSHIP TEAMS WHERE THEY DEVELOPED INDIVIDUALIZED STUDENT PLANS FOR THEIR STUDENTS ON THEIR CAMPUS.

THE AREA SUPERINTENDENTS, I WANT TO GIVE A LITTLE SHUT UP TO THEM BECAUSE THEY TOOK ON THE TASK OF IMPLEMENTED TARGETED INTERVENTION AND ENRICHMENT PLANS FOR THEIR CAMPUSES AND I WANT TO HIGHLIGHT ONE OF THE PLANS THAT WAS SHARED.

WE HAVE AN EXAMPLE HERE FROM MARK TWAIN ELEMENTARY, AND YOU CAN SEE THAT IT HAS ALL OF THE LEADERSHIP CONSIDERATIONS THAT THEY TOOK AS THEY WERE DEVELOPING THEIR PLAN, AS WELL AS SOME CURRICULUM RESOURCES AND OTHER TYPES OF SUPPLEMENTAL RESOURCES THAT WERE AVAILABLE TO THEM SO THAT AS THEY WERE IDENTIFYING DIFFERENT GROUPS OF STUDENTS, THEY HAD LITTLE BANK THAT THEY COULD GO TO AND JUST REMEMBER, OH YEAH, I FORGOT WE HAD THIS RESOURCE, AND THEY COULD CALL THAT IN.

THEN THEY DEVELOPED IT FOR EACH OF THEIR DIFFERENT CONTENTS AND SPECIFIC GRADE LEARNERS AND SUBGROUPS.

THAT'S MY FAVORITE SLIDE.

WHEN WE LOOK AT OUR MIDDLE-OF-THE-YEAR PROGRESS, WE HAD A LOT OF CELEBRATIONS AND A LOT OF RESPONSE TO THE INFORMATION THAT WE GOT FROM THESE ASSESSMENTS.

YOU'LL SEE ON THE LEFT, SPRING VALLEY HAD THIS BEAUTIFUL GROWTH CHART, BOTH FOR READING AND MATH, AND JUST HIGHLIGHTED SOME OF THE ACHIEVEMENTS THERE.

WE THOUGHT THAT WAS JUST REALLY GREAT TO SEE THAT AT A CAMPUS, OUR MATH TEAM WENT OUT TO CELEBRATE AND SO DID OUR RLA TEAM.

BUT HERE'S A SAMPLE OF THE MATH TEAMS CERTIFICATE OF ACHIEVEMENT THAT THEY PRESENTED TO A TEACHER FOR BEING ONE OF THE TOP GROWTH IN THEIR GRADE LEVEL FOR THEIR CONTENT AREA.

THE TEACHERS ARE REALLY EXCITED TO GET THAT CELEBRATION AND THAT LITTLE SHOUT-OUT.

WE ALSO HAVE TWO DIFFERENT TWEETS OF DIFFERENT STAR REVIEW ACTIVITIES THAT ARE HAPPENING.

BUT AGAIN, THESE ARE NOT LIKE SIT AND GET, IT WAS INTERACTIVE, THEY'RE DOING ACTIVITIES.

WE HAVE A STAR WARS THEME AT DARTMOUTH, AND WE HAD FOREST LANE DOING A LITTLE JURASSIC PARK ACTIVITY TO HELP THEIR STUDENTS WITH THOSE TEKS THAT THEY WERE STRUGGLING WITH AND NEEDED A LITTLE EXTRA HELP.

IN THE BOTTOM RIGHT CORNER IS ONE OF OUR PULLED-OUT DAYS WITH OUR TEACHERS, AND WE HAVE A COUPLE OF COMMENTS THAT WE WERE REALLY EXCITED TO GET THE FEEDBACK.

TEACHERS WERE REALLY HAPPY, AND THEY TALKED ABOUT HOW THEY WOULD BE ABLE TO INTENTIONALLY TALK TO THEIR STUDENTS WHO SCORES HAD DROPPED, HOW THEY WERE THANKFUL FOR THE RESOURCES THAT THEY RECEIVED.

THEN WHEN WE LOOK AT THE O. HENRY TEACHER, JUST SAYING IT GAVE HER A BETTER LOOK INTO HOW TO HELP HER STUDENTS.

WE THINK THAT THOSE ARE THE REASONS WHY WE NEED TO IMPLEMENT THESE RESPONSES.

>> THANK YOU, GINA, SO MUCH FOR THAT.

FIRST AND FOREMOST, I WANT TO CELEBRATE OUR PRINCIPALS, OUR ASSISTANT PRINCIPALS, AND OUR TEACHERS WHO WERE STAYING FOCUSED ON THE WORK.

AGAIN, WE DID NOT APPROACH THIS YEAR WITH IMPLEMENTING A WHOLE LOT OF NEW PROGRAMS AND NEW THINGS.

WE HAD TARGETED CAMPUSES THAT ARE BEGINNING TO PILOT AND ARE SERVING AS OUR PIONEER CAMPUSES WITH EUREKA AND AMPLIFY, WHICH WE'VE TALKED ABOUT IN THE FALL.

BUT EVERYTHING AFTER THAT IS ABOUT WHAT IS THAT BELL TO BELL INSTRUCTION LOOK LIKE AT OUR SECONDARY CAMPUSES? IF I HAVE 75 MINUTES OF READING, LANGUAGE ARTS INSTRUCTION, AM I RECEIVING THE HIGHEST QUALITY OF INSTRUCTION? IS IT AT GRADE LEVEL? ARE WE MEETING THE STUDENTS WHERE THEY ARE AND GROWING THEM AND DOING THE WORK OF PRINCIPALS, ASSISTANT PRINCIPALS, AREA SOUPS, THE TEACHING AND LEARNING DEPARTMENT IN CLASSROOMS? OBSERVING CLASSROOM INSTRUCTION, GIVING FEEDBACK TO TEACHERS SO THAT WE CAN SUPPORT TEACHER GROWTH, SO THAT THEY CAN SUPPORT STUDENTS.

CELEBRATING THE WORK AND WITH THAT, MS. HARRIS, WE'RE HAPPY TO TAKE ANY QUESTIONS.

>> ABSOLUTELY. THANK YOU SO MUCH.

WE REALLY APPRECIATE IT.

WE LOVE THE GOOD NEWS. QUESTIONS, COMMENTS FOR MS. PACHECO.

>> THANK YOU SO MUCH FOR THAT GREAT PRESENTATION.

I'M HAPPY TO SEE THE GROWTH.

I DO HAVE A COUPLE OF QUESTIONS HERE ON THE PRE-K WHEN YOU TALKED ABOUT THE WRITING MODULE, THAT THEY HAVE TO DO 10 LETTERS.

IS THAT TEST DIFFERENT FOR THE SPANISH STUDENTS?

>> YES, THE ASSESSMENTS ARE DIFFERENT.

AS WE KNOW, SPANISH IS A LITTLE MORE PHONETIC.

I WOULD PROBABLY HAVE TO GO BACK AND LOOK AT IT A LITTLE MORE CLOSELY TO SEE EXACTLY WHAT THE DIFFERENCES ARE.

BUT I KNOW IN CONVERSATION WITH KATIE, SHE SAID THAT THEY ARE TWO DIFFERENT ASSESSMENTS THAT ARE NORM DIFFERENTLY.

THEY HAVE DIFFERENT CUT SCORES.

THE CUT SCORE THAT I SHARED WAS FOR THE ENGLISH ASSESSMENT.

[01:35:02]

>> ALSO FOR DUAL LANGUAGE STUDENTS FROM KINDERGARTEN MOVING FORWARD, HOW DO YOU MAP TEST THOSE STUDENTS?

>> FOR THE STUDENTS THAT ARE IN K-1, THEY TAKE BOTH ASSESSMENTS IN SPANISH BECAUSE THEY'RE RECEIVING 80% OF THEIR INSTRUCTION IN SPANISH.

WE START THEM OFF TESTING IN SPANISH FOR BOTH OF THOSE.

ONCE THEY MOVE INTO SECOND GRADE, THEN THEY TAKE READING IN BOTH LANGUAGES BECAUSE THE STATE DOES WANT US TO CONTINUE TO SEE HOW THEY ARE PROGRESSING IN THEIR SPANISH DEVELOPMENT.

WE DO CONTINUE THAT SPANISH ASSESSMENT, BUT THE MATHEMATICS SWITCHES OVER TO ENGLISH IN SECOND GRADE.

>> PERFECT. JUST TO CLARIFY, AND FROM MY UNDERSTANDING, WHEN I LOOK AT THE MAP, READING SPANISH, THAT'S WHERE THE DUAL LANGUAGE STUDENTS ARE.

>> 4K KINDERGARTEN. GREAT.

JUST ONE LAST CLARIFICATION.

>> IT SAYS THE MAP REPORT WILL SHOW THE INDIVIDUAL STUDENT GROWTH AND I JUST WANTED FOR FAMILIES WHEN THEY LOOK AT IT, THIS IS THEIR STUDENT'S INDIVIDUAL STUDENT GROWTH AS THEY TEST IN THEIR MAPS.

>> YES, THAT'S CORRECT.

>> IT'S NOT BY GRADES OR THINGS LIKE THAT.

>> IT'S THEIR INDIVIDUAL GROWTH.

THEY WILL GET INFORMATION ON WHAT THEIR WRIT SCORE IS AND IT'LL GIVE THEM A NORM COMPARISON, SO IT'LL SAY LIKE YOUR CHILD IS AT THE 80TH PERCENTILE, THAT MEANS THAT YOUR CHILD IS SCORING ABOVE 80% OF THE STUDENTS NATIONALLY.

THEN THEY'LL ALSO GET A GROWTH GOAL.

ARE THEY MEETING THEIR EXPECTED PROJECTED GROWTH? THERE ARE SOME CASES, I'M GOING TO USE MY NIECE OR NEPHEW.

THERE'S BEEN TIMES WHEN THEY'VE MET THEIR ACHIEVEMENT WHERE THEY NEED TO BE, SO THEY'RE DOING WELL IN THEIR ACHIEVEMENT, BUT MAYBE THEY REALLY ARE NOT QUITE WHERE THEY NEED TO BE WITH THEIR GROWTH GOAL.

THERE ARE INSTANCES WHERE THEY WILL SEE THAT AND IT'LL GIVE THEM BOTH VIEWS OF THE DATA.

>> WONDERFUL. WELL, THANK YOU SO MUCH FOR THOSE CLARIFICATIONS.

I DO HEAR SOME STUDENTS TELL ME, I GREW FIVE POINTS ON MY MAP AND I'M LIKE, CONGRATULATIONS.

I KNOW THAT THEY'RE LISTENING AND THEY'RE PAYING ATTENTION TO THE SCORES. THANKS YOU.

>> THANK YOU, MR. JACKO. THAT'S A VERY IMPORTANT COMMENT THAT THEY ACTUALLY UNDERSTAND IT.

ANYMORE QUESTIONS, COMMENTS? MR. POTEET?

>> YES, MA'AM. THANKS AGAIN FOR JUMPING IN AND DUAL HEARTED AND DOING THIS.

I KNOW THAT WASN'T IN THE PLANS A MONTH OR SO AGO, BUT APPRECIATE YOU DOING THAT AND GIVING US A PRESENTATION.

MY FIRST QUESTION I'VE GOT IS, SO YOU MENTIONED THE PILOT CAMPUSES THAT WE'VE PUT SOME ADDITIONAL STRATEGIES AND RESOURCES BEHIND.

WHAT ARE THE RESULTS THAT WE SAW IN THOSE PILOT CAMPUSES AND HOW DOES THAT COMPARE TO NON PILOT CAMPUSES?

>> I DON'T HAVE ALL THE BIG PICTURE ON THOSE.

I THINK WHAT WE'VE SEEN WHEN WE'VE GONE TO VISIT CAMPUSES HAS BEEN INCREDIBLE, JUST THE CONVERSATIONS THAT ARE TAKING PLACE HAVE BEEN REALLY GREAT.

WE ARE LOOKING AT THEIR DATA, I THINK IT DEPENDS ON THE CAMPUS.

WE'VE SEEN SOME THAT HAVE HAD A LOT OF GROWTH, BUT I DON'T HAVE THOSE NUMBERS IN FRONT OF ME, SO I DON'T WANT TO MISSPEAK.

WE KNOW THAT WHAT THEY'VE TOLD US, OTHER DISTRICTS THAT HAVE IMPLEMENTED THE CURRICULUMS IS THAT THAT FIRST YEAR, THERE IS THAT POSSIBILITY THAT WE CAN HAVE LIKE A LITTLE BIT OF A DIP, IT'S CALLED THE IMPLEMENTATION DIP, THEY CALL IT, BUT THEN THE SECOND YEAR IS WHEN WE'LL REALLY START TO SEE THAT SCORE REALLY SHOOT UP AFTER THAT SECOND YEAR OF IMPLEMENTATION.

>> I'LL JUST SHARE, FOR EXAMPLE, WE HAD ONE CAMPUS THAT THEIR MAP DATA SHOWED THAT THE STUDENTS WERE NOT GROWING AND THEY WERE NOT GROWING ON TARGET, AND IT WAS SIGNIFICANTLY LESS THAN OTHER PEER CAMPUSES WITH A SIMILAR DEMOGRAPHIC OF STUDENT AND IMPLEMENTING THE SAME CURRICULUM.

THAT IS PART OF THE WALKS THAT GINA SPOKE OF WHERE REGION 10 CAME OUT AND ONE OF THE CAMPUSES HAPPENED TO BE IN THE LAKE HIGHLANDS EARNING COMMUNITY.

MISS BATES AND HER TEAM CAME OUT AND WE WENT CLASSROOM BY CLASSROOM.

JULIE T WAS THEIR MATH DIRECTOR, AND REALLY EVALUATED WHAT WAS GOING ON.

IS IT A TEACHER BUY IN ISSUE? ARE THEY NOT COMMITTED TO THE RESOURCES? WAS IT A TRAINING ISSUE? ARE WE NOT PROVIDING THE SUPPORT THAT THE TEACHERS NEED? DO WE NEED TO PROVIDE MORE PUSHING? DO WE NEED TO PULL TEACHERS TO PROVIDE TRAINING? WE ARE LOOKING AT THOSE SPECIFIC, WHEN WE LOOK AT THE DATA, IT'S BY CAMPUS DOWN TO THE TEACHER LEVEL.

WHEN THE PRINCIPALS ARE BROUGHT IN, WE ARE LOOKING AT THAT THE INTERVENTION PLAN THAT THE AREA SUPERINTENDENTS DEVELOPED WAS SPECIFIC BECAUSE IF WE SAW THAT THERE WAS A GRADE LEVEL, EVEN IF IT WAS A GRADE LEVEL ON A CAMPUS, MAYBE THE REST OF THE GRADE LEVELS WERE ABOVE THE NORM, BUT THERE WAS A GRADE LEVEL THAT WAS NOT THEN WHAT IS THAT PRINCIPAL'S PLAN AND HOW ARE WE GOING TO RESPOND? IF IT'S JUST ONE TEACHER IN THAT GRADE LEVEL THAT IS NOT MEETING THAT GROWTH GOAL, THEN WHAT ARE WE DOING TO RESPOND TO THAT LEVEL? I THINK STAR ASSESSMENTS WILL BE A GREATER INDICATION FOR US OF OUR ASSUMATIVE EVALUATION OF THE IMPLEMENT.

[01:40:07]

AGAIN, WE'RE STILL NEW.

AT THIS TIME THAT WE TOOK THIS TEST, WE WERE FOUR MONTHS INTO IMPLEMENTATION, SO HAVING A FULL YEAR OF IMPLEMENTATION AT THAT END OF THE YEAR STAR, I THINK IT'LL LET US KNOW.

WE ALSO HAVE PEER DISTRICTS THAT ARE IN TWO TO THREE YEARS OF IMPLEMENTATION THAT WE CAN COMPARE WHERE THEY WERE IN THEIR FIRST YEAR AND HOW DID OUR IMPLEMENTATION FARE COMPARED TO THEIRS?

>> THANK YOU FOR THAT. ONE OF THE QUESTIONS YOU MENTIONED ON THE STAR, AND I KNOW THE MAP DATA THAT WE'VE SEEN BEFORE GAVE A PROGNOSTICATION OF WHERE STAR MAY FALL, DO WE HAVE THAT DATA? DOES THAT SHOW US OR IS THAT THE ONE IN THE PRESENTATION?

>> THERE IS DATA ON THAT.

WE DIDN'T PREPARE IT FOR TODAY'S PRESENTATION, BUT WE DO HAVE SOME DATA AVAILABLE AND WE CAN LOOK INTO THAT PROJECTION AND OVERALL.

>> IF WE COULD BRING THAT, THAT'D BE GREAT.

THANKS. I GET IT, THERE'S SOME GRADES, BELIEVE ME.

LET'S SEE WHAT I HAD HERE.

A LOT OF THE COMPARISONS THAT WE MAKE IN THE SLIDES, I NOTICED WAS AGAINST NATIONAL MEANS OR NORMING OR WHATEVER.

I SEE VALUE IN THAT, TO A DEGREE, BUT I ALSO KNOW THAT YOU AS A DISTRICT, WE'RE COMPETING WITH NEIGHBORING DISTRICTS, NEIGHBORING CHARTER SCHOOLS, OTHER SCHOOLS.

I KNOW NOT EVERYBODY DOES MAP, BUT I'D LOVE TO SEE SOME OF THOSE COMPARISONS IF THEY'RE AVAILABLE, JUST SO THAT IT FEELS A LITTLE BIT CLOSER AS WE'RE TRYING TO STAND OUT AND FIGURE OUT HOW ARE WE GOING TO BE UNIQUE AND EXCEED WHAT OUR PEER DISTRICTS ARE DOING.

SOMETIMES THE NATIONAL COMPARISON IS GOOD, BUT IT DOESN'T GIVE US THAT GRANULAR LEVEL, SO IF THAT'S OUT THERE, I'D LIKE TO SEE.

IF IT'S NOT, THEN THAT'S SOMETHING WE MAY START WORKING TOWARDS JUST TO GET THAT INFO.

>> SOME SHARE, SOME DON'T, SO I'LL LOOK AND SEE WHAT'S AVAILABLE.

>> WE DON'T HAVE THE ACCESS TO ALL OF IT.

>> NWA DOES NOT SHARE WITH US REGIONAL INFORMATION, FOR EXAMPLE, SO IT WOULD BE MORE OF ASSESSMENT DIRECTORS BEING WILLING TO SHARE THAT DATA LOCALLY.

>> IT'S REALLY STAR. IT COMES DOWN TO STAR AND NOT THE [INAUDIBLE]

>> THAT'S GOOD TO KNOW. ON A COUPLE OF THE SLIDES, WE BROKE IT DOWN BY STUDENT GROUPS.

WE DIDN'T HAVE A NORM OR A MEAN IN THERE, IS THAT NOT AVAILABLE AS WELL?

>> NO, BECAUSE IT'S BY GRADE LEVEL, THE NORMS, SO ONCE WE GROUP THEM TOGETHER IT DOESN'T GIVE US.

I'LL KEEP LOOKING TO SEE MAYBE THEY'RE OUT THERE SOMEWHERE.

>> THAT MAKES SENSE IF YOU'RE COMBINING ALL THE GRADES IN THOSE STUDENT GROUPS. LET ME SEE.

SORRY, I WROTE AROUND THE EDGES OF THIS PIECE OF PAPER.

I DID HAVE ONE MORE QUESTION AND I WON'T WASTE YOUR TIME BECAUSE I CAN'T FIND IT, SO I WILL DEFER FOR RIGHT NOW.

IF I FIND IT, I'LL ASK YOU IN A MINUTE. THANKS.

>> SURE. MS. MCGOWAN. MS. MCGOWAN.

>> THANK YOU FOR THE PRESENTATION.

THIS IS THE EXCITING PART OF WHAT WE GET TO LISTEN TO.

I WANTED TO ASK ABOUT THE MATHEMATICS FALL, THE AVERAGE GRADE SCORE BY GRADE LEVEL.

YOU TALKED ABOUT EIGHTH GRADE, THOSE SCORES FROM, IT'S 20, 209, THOSE ARE THE NON ALGEBRA STUDENTS AND THEN THEY MOVE TO ALGEBRA ONE AND YOU SEE THIS INCREASE.

THERE ARE DIFFERENT STUDENTS.

IN EIGHTH GRADE, THEY'RE SPLIT INTO THOSE TWO CATEGORIES.

WE'VE GOT THE STUDENTS IN EIGHTH GRADE THAT ARE TAKING ALGEBRA 1, AND THEN THE OTHER STUDENTS THAT DO NOT TAKE ALGEBRA 1, THEY'RE TAKING EIGHTH GRADE MATHEMATICS, THEY'RE IN THE EIGHTH GRADE COLUMN.

AS A DISTRICT, WE ARE WORKING HARDER TO CLOSE THAT GAP IN MORE STUDENTS TAKING THE ALGEBRA 1. CORRECT?

>> DO YOU KNOW BY CHANCE THAT PERCENTAGE OF OUR EIGHTH GRADERS THAT ARE ACTUALLY SITTING IN ALGEBRA 1 ACROSS THE DISTRICT?

>> I DON'T HAVE THE NUMBER.

>> WELL, I WILL PROVIDE THAT.

I BELIEVE IT WAS CLOSE TO 65-70% OF OUR EIGHTH GRADERS ARE TAKING ALGEBRA 1, WHICH I BELIEVE THAT WE ARE ONE OF THE MOST AGGRESSIVE DISTRICTS IN TERMS OF THAT ACCELERATION.

>> THAT'S GREAT. I'M CURIOUS, JUST AS A PARENT, I JUST WANT TO KNOW.

IF YOUR KIDDO DID NOT DO THE ALGEBRA 1, IS THERE A WAY TO GET THEM CAUGHT UP IF PARENTS WANT TO PUSH THEM INTO ALGEBRA 1, ONCE THEY MISSED THAT WINDOW IN THEIR EIGHTH GRADE YEAR?

>> RIGHT NOW WE DON'T HAVE AN OPPORTUNITY FOR THEM TO JUMP INTO ALGEBRA 1.

THEY WOULD TAKE IT AS A NINTH GRADER.

SO THAT'S WHEN THEY WOULD BE ABLE TO CATCH UP.

BUT WE DO HAVE SOME OTHER ACCELERATION COURSES THAT ARE AVAILABLE.

IT COULD LIKE THEY TAKE SOMETHING ELSE IN THE SUMMER, SO THAT THEN THEY TAKE ALGEBRA 1 AS A NINTH GRADER AND THEY GOT TO GET CAUGHT UP TO THAT YEAR [INAUDIBLE].

[01:45:03]

>> ONE OF YOUR THINGS WE'RE REALLY EXCITED ABOUT IS, AND THERE WAS LEGISLATION PASSED IN THE LAST SESSION THAT IDENTIFY STUDENTS THAT SCORED AT A CERTAIN LEVEL OF STAR.

IT'S NOT EVEN AN OPTION.

BEGINNING IN SIXTH GRADE TO PUT THEM IN AN ACCELERATED PATHWAY TOWARDS MATH.

IT'S BASICALLY THESE STUDENTS ARE PERFORMING AT A HIGH LEVEL ON STAR.

THEREFORE, AS A DISTRICT, YOU OWE IT TO THEM TO INTRODUCE ACCELERATION TO THEM IF YOU'RE NOT ALREADY DOING SO.

THAT IS, I THINK, ALLOWING US TO NOT JUST WAIT FOR THE OPPORTUNITY TO ACCELERATE AGAIN.

FOR US, IT'S DIFFERENT BECAUSE WE'RE JUNIOR HIGHS EXCEPT FOR NEXT YEAR WHEN 268, BUT BECAUSE WE'RE JUNIOR HIGH, THAT ACCELERATION PROCESS HAS BEEN A LITTLE BIT OF A CHALLENGE BECAUSE SIXTH GRADE SITTING ON THE ELEMENTARY.

WITH THIS LEGISLATION, IT HAS FORCED US TO LOOK AT THAT SIXTH GRADE DIFFERENTLY.

WE WERE AT THE LAST PRINCIPAL MEETING HELPING PRINCIPALS BEGIN TO THINK ABOUT, HOW DO YOU USE YOUR SIXTH GRADE MATH TEACHERS DIFFERENTLY? HOW DO YOU GROUP YOUR STUDENTS DIFFERENTLY? HOW DO YOU BEGIN, EVEN IN FIFTH GRADE, TO START INTRODUCING, ESPECIALLY FOR THOSE STUDENTS WHO SHOW THAT THEY ARE GROWING AT A HIGH LEVEL.

HOW CAN YOU INTRODUCE THAT ACCELERATION SO THAT THERE AREN'T STUDENTS WHO ARE SITTING AROUND LOOKING AND SAYING, THERE'S ONLY 20 OF US IN EIGHTH GRADE TAKING ON LEVEL MATH VERSUS EVERYONE ELSE THAT'S IN ALGEBRA 1.

IT'S A SYSTEM CHANGE THAT WE'RE MAKING TO BACK THAT UP SO THAT MORE STUDENTS ARE READY.

>> THAT'S AWESOME. THANK YOU FOR THAT. YEAH, THAT'S GREAT.

THEN TWO MORE QUESTIONS.

THE ACCOUNTABILITY PIECE FOR OUR STUDENTS.

I REALLY LIKE THE SLIDE WHERE YOU SHOWED, I GUESS IT WAS IN ONE OF OUR ELEMENTARY SCHOOLS WHERE THEY HAVE THE PICTURE UP AND THEY'RE SHOWING THE KIDS WHERE THEY ARE.

HOW MANY KIDS ACHIEVED? DO OUR KIDS GET LIKE I GUESS JUST JUNIOR HIGH KIDS.

DO THEY GET REALLY INVOLVED IN THE SCORING AND SEEING THEIR NUMBERS AND REALLY WATCHING THAT? I DON'T KNOW IF THEY'RE DOING THAT PERSONALLY WITH THEIR COUNSELORS, BUT ARE THEY REALLY GETTING INVOLVED IN REALLY WATCHING THOSE SCORES?

>> GINA, YOU CHANEL IN AS WELL.

I THINK IT DEPENDS UPON THE CAMPUS AND IT DEPENDS UPON THE TEACHER AND THAT'S WHERE WE STILL HAVE A LOT OF WORK TO DO IN TERMS OF SYSTEMATIZING IT ACROSS THE DISTRICT.

WE IMPLEMENTED AS PART OF OUR NORTH STAR GOAL, NORTH LAKE RAPID CLASSICAL, MST, HAMILTON PARK, WEST, WESTWOOD, AND RHS PILOTED FOR US THIS YEAR.

STUDENT GROWTH GOALS WHERE STUDENTS WERE A PART OF IDENTIFYING THE GROWTH GOAL.

THEY CREATED PORTFOLIOS IN WHICH THEY WERE ELECTRONIC PORTFOLIOS THAT WERE CAPTURED IN SCHOOL G, WITH ARTIFACTS THAT THEY ATTACHED, THAT WERE SHARED WITH PARENTS, AND THEN THEY REFLECTED ON THOSE GOALS.

BASICALLY, AROUND EVERY EARLY RELEASE DAY WE CREATED TIME SO THAT THE STUDENTS WERE REFLECTING ON THEIR GROWTH GOALS AND PROVIDING NARRATIVE AROUND THAT WORK.

HAVING THAT EXPECTATION AND HAVING THAT SYSTEM ENSURED THAT THERE WAS NO OPTION LEFT TO A TEACHER LIKE, I DIDN'T HAVE TIME FOR IT OR, WE HAD OUR PARENT-TEACHER CONFERENCE AND WE DIDN'T GET TO THAT PART OR I DIDN'T HAVE A CHANCE TO DO THAT WITH MY TEACHERS BECAUSE WE'VE CREATED THOSE SYSTEMS AND WE'VE DONE THAT WORK THIS YEAR AT THOSE CAMPUSES.

EVERY STUDENT KNOWS THEIR GROWTH GOAL.

THEY'RE LISTED ON THEIR DESK AND THEIR ROOM.

IT HAS BECOME PART OF THE CULTURE.

OUR WORK FOR NEXT YEAR IS TO SCALE THAT TO THE REST OF THE CAMPUSES.

NOW, I DON'T WANT TO DISMISS THAT THERE ARE SOME CAMPUSES THAT ARE NOT A PART OF THAT WORK, THAT ARE DOING SOME TREMENDOUS THINGS WITH COMMUNICATING THIS BOTH TO STUDENTS AND WITH PARENTS.

BUT WE ARE NOT WHERE WE NEED TO BE AS A DISTRICT IN TERMS OF GUARANTEEING TO THE BOARD THAT THAT'S HAPPENING FOR EVERY STUDENT IN EVERY CLASSROOM YET.

>> I DO WANT TO ADD REALLY QUICKLY THAT WE DID, RLA, FOR EXAMPLE, PROVIDED SOME TOOLS AND SOME GUIDANCE ON HOW TO CONFERENCE WITH STUDENTS.

ESPECIALLY WHEN IT COMES TO THE EXTENDED CONSTRUCTED RESPONSE, WHICH WE KNOW OUR THIRD THROUGH ENGLISH, TWO STUDENTS, THAT WAS AN AREA ACROSS THE STATE THAT WAS A STRUGGLE.

THOSE THINGS WE'RE SEEING MORE AND MORE WHEN WE GO TO CAMPUSES WHERE TEACHERS ARE HAVING THOSE INDIVIDUAL CONVERSATIONS WITH STUDENTS, NOT ONLY ON THEIR GROWTH GOAL, BUT ALSO ON JUST THEIR WRITING PROCESS AND EVERYTHING THAT THEY ARE REQUIRED TO DO BY THE STATE.

>> THANK YOU FOR THAT. I AM ALSO A DUAL LANGUAGE PARENT.

SO WE'RE THE FIRST TIMERS, PILOTING THIS AT STOLTZ.

I SEE TREMENDOUS GROWTH IN MY DAUGHTER, AND WE'VE WATCHED HER MOUTH SCORES IN SPANISH AS WELL, AND I DON'T KNOW ENGLISH, SPANISH WE'RE WORKING ON AT ALL.

I APPRECIATE THAT. THANK YOU SO MUCH.

>> PEARCE IS DOING GREAT.

[01:50:03]

>> JUST REAL QUICK. I JUST LOVE WHAT YOU SAID IN REFERENCE TO THE ALGEBRA 1.

BECAUSE I THINK A LOT OF TIMES OUR STUDENTS, ESPECIALLY OUR BLACK AND BROWN STUDENTS, DON'T REALLY THINK THAT THEY HAVE WHAT IT TAKES TO BE IN ALGEBRA 1 OR TO BE PUSHED.

I LOVE WHAT YOU SAID ABOUT IT'S GOING TO BE PART THAT'S GREAT.

I THINK THAT'S WONDERFUL. MS. TIMMY?

>> YES. WELL, I HAVE SEVERAL QUESTIONS AS YOU I'M SURE YOU'RE ASKING.

YES. I'M GOING TO DIRECT THEM TO YOU AND THEN YOU CAN DIRECT THEM TO WHOEVER YOU WANT THEM TO BECAUSE I THINK IT PROBABLY HITS IN SEVERAL AREAS.

THIS IS THE MIDDLE OF THE YEAR TEST, ALTHOUGH WE'RE I THINK SLIGHTLY MORE TOWARDS THE END OF THE YEAR AT THIS POINT.

WHEN WERE THESE STUDENTS TESTED AND WHEN DID TEACHERS HAVE THIS INFORMATION?

>> JANUARY.

>> THEY WERE TESTED IN JANUARY?

>> BY THE END OF THE MONTH, BEGINNING OF FEBRUARY IS WHEN THEY REALLY STARTED DIGGING INTO THEIR RESULTS.

WE SHARED ALL THAT INFORMATION.

THEY HAVE THE REPORTS READILY AVAILABLE ON THE MAP PLATFORM.

THEY CAN LOOK AT TEAKS AND LEARNING STANDARDS AND ALL THAT STUFF TO GUIDE THEIR INSTRUCTION.

>> FROM AN INSTRUCTIONAL PERSPECTIVE, YOU GUYS STARTED MAKING ADJUSTMENTS AND DETERMINING WHAT WOULD HAPPEN AT THAT POINT.

BECAUSE I KNOW THERE ARE LOTS OF TEACHERS AND I KNOW THERE WAS LOTS OF GROWTH THAT HAPPENED FOR SURE.

BUT IN OUR NORTH STAR GOAL, WE REALLY WANT TO, WE'RE REALLY TRYING TO ACCELERATE THE GROWTH IN THOSE THINGS.

I JUST WANT TO ASK SOME QUESTIONS AROUND THAT PERSPECTIVE, WHILE STILL APPRECIATING ALL THE GROWTH THAT'S BEEN MADE.

BUT CAN YOU TALK TO ME ABOUT, WHERE WE'VE IDENTIFIED AREAS WHERE THE TARGETED GROWTH PLAN IS WORKING, AREAS WHERE THERE NEEDED TO BE SOME DIFFERENT LOOKS AT THAT, AND WHAT THE RESPONSE WAS FROM A PERSPECTIVE OF NEED.

>> ABSOLUTELY. FIRST AND FOREMOST, I'M GOING TO CONTINUE TO TALK ABOUT FIRST GRADE, AND OUR KINDERGARTEN GROWTH.

IF YOU LOOK AT IT ACROSS ALL OF OUR CAMPUSES, WE PROBABLY ARE ONE OF THE STRONGEST DISTRICTS.

RANK AT THE 90TH PERCENTILE OF HOW WE GROW OUR KINDERGARTEN STUDENTS.

THAT IS, ACROSS DEMOGRAPHICS, ACROSS CAMPUS.

IT DOESN'T MATTER WHICH SCHOOL YOU'RE LOOKING AT.

WE ARE GROWING OUR KINDERGARTEN STUDENTS FIRST GRADE.

WE ARE STILL NOT SEEING THE RATE OF GROWTH THAT WE WOULD EXPECT, KNOWING WHERE KINDERGARTNERS ARE STARTING, BECAUSE THEY'RE COMING TO US AT SUCH A LEVEL, WE ARE NOT MAINTAINING THAT SAME PACE OF GROWTH FROM BEGINNING OF THE YEAR, THE MIDDLE OF THE YEAR IN FIRST GRADE.

I KNOW GINA AND KRISTEN HAVE DONE SOME WORK TO IDENTIFY AND HOW WE RESPONDED TO THAT.

I WILL TELL YOU THAT YESTERDAY, FOR EXAMPLE, WE HAD ANOTHER PULL OUT DAY WITH FIRST GRADE TEACHERS TO TALK TO THEM ABOUT THE WORK OF, FOR EXAMPLE, THE TEACHER READING ACADEMIES AND CONTINUING TO DIG INTO THAT WORK AND MAKING SURE THAT WE ARE IMPLEMENTING THAT ALL THROUGHOUT.

JUST BECAUSE A STUDENT GETS TO A PLACE WHERE THEY ARE READING WITH SOME LEVEL OF FLUENCY THAT WE DON'T FORGET, WE HAVE TO CONTINUE TO REITERATE SO THAT WE ARE HELPING THEM MOVE BEYOND FLUENCY TO COMPREHENSION.

I'LL LET YOU ALL ADDRESS.

>> CAN I ASK JUST ONE QUESTION?

>> SURE.

>> HOW THEN ARE YOU DETERMINING IF IT'S IMPLEMENTATION OF THINGS SUCH AS READING ACADEMIES OR WHETHER IT'S THE CURRICULUM THAT WE'RE USING OR THE WAY THAT WE'RE ROLLING OUT OR TIME SPENT IN CLASS, HOW ARE WE ADDRESSING THAT PART OF IT TO DETERMINE THE ROOT CAUSE? I GUESS IS WHAT I'M GETTING AT.

>> FIRST AND FOREMOST, THAT'S OUR CURRICULUM WALKS, THAT IS OUR MAIN ASSESSMENT TO KNOW IS IT A TEACHER ISSUE, IS IT A CURRICULUM ISSUE, OR DO WE HAVE SOME STUDENT GAPS THAT WE KNOW WE HAVE TO FILL? OF THE THREE PILLARS OF CURRICULUM AND INSTRUCTION AND ASSESSMENT, AND IT IS BY THE WALKS AND IT'S BY THE CLASSROOM.

IT'S, FOR EXAMPLE, WE PULL WEEKLY ASSISTANT PRINCIPAL AND PRINCIPAL CLASSROOM WALKS.

WE'RE LOOKING IN BY GRADE LEVEL TO SEE WHAT ARE THEY SEEING, WHAT ARE THEY NOT SEEING.

WHEN WE SEE, FOR EXAMPLE, THAT FIRST GRADE MAP GROWTH, AND IF WE SEE AS A DISTRICT.

I'M NOT PICKING ON FIRST GRADE, SORRY.

BUT WHY I'M IDENTIFYING FIRST GRADE.

FIRST GRADE, IT IS NOT JUST A CAMPUS ISSUE.

IT'S NOT ONE TEACHER ISSUE.

WE ARE SEEING IT ACROSS ALL 40 OF OUR ELEMENTARY CAMPUSES, THAT FIRST GRADE IS NOT GROWING AT THE SAME RATE THAT WE ARE DOING IN KINDERGARTEN.

THAT LETS US KNOW THAT THAT'S A SYSTEM ISSUE, NOT AN INDIVIDUAL TEACHER ISSUE.

NOW, THAT DOES NOT MEAN EVEN WITHIN THE TEACHER, WE'RE NOT GOING TO DO SOME TRIAGE TO HELP IDENTIFY BECAUSE AGAIN, OUR FIRST GRADERS ONLY GET ONE SHOT AT FIRST GRADE.

BUT IT ALLOWS US TO KNOW WE REALLY HAVE SOME SYSTEM ISSUES GOING ON AND IT'S NOT JUST AN ISSUE WITH IMPLEMENTATION, FOR EXAMPLE, OF A PARTICULAR RESOURCE.

THERE ARE OTHER GRADE LEVELS WHERE WE SEE IT REALLY IS A CAMPUS ISSUE.

OR WE SEE IT IS A SPECIFIC TEACHER ISSUE.

THAT ALLOWS US TO KNOW HOW DO WE TREAT AND INTERVENE FOR THAT DIFFERENTLY.

>> ADDITIONALLY, ONE OF THE FIRST THINGS THAT WE DID IN

[01:55:01]

RESPONSE AS A CURRICULUM INSTRUCTION TEAM WAS WE IDENTIFIED OUR TOP PERFORMERS BOTH AS A CAMPUS AND AS A TEACHER LEVEL, AND EACH CONTENT WENT OUT AND HAD CONVERSATIONS, SAW WHAT WAS HAPPENING IN CLASSROOMS JUST TO TAKE SOME OF THOSE TIDBITS, JUST TO CONFIRM LIKE, ARE THOSE THAT ARE STRUGGLING IS IT BECAUSE THEY'RE NOT IMPLEMENTING THE CURRICULUM? IS IT THE SAME CURRICULUM AND ANSWERING SPECIFICALLY BY GRADE LEVEL AND BY CLASSROOM?

>> YOU MENTIONED HOW VALUABLE THE TNTP AND THE REGION 10 WALKS HAVE BEEN AS WELL BECAUSE THEY REALLY ARE COMING AT THOSE WALKS COMPLETELY UNBIASED.

THEY ALSO HAVE AN EXPERTISE THAT THEY'VE SEEN THAT IMPLEMENTATION IN OTHER DISTRICTS AND IN OTHER ENVIRONMENTS, AND SO THEY KNOW WHAT THAT HIGH QUALITY LOOKS LIKE, AND THAT HAS BEEN INSTRUMENTAL IN HELPING THE PRINCIPAL KNOW, HELPING OUR CURRICULUM TEAM KNOW, HELPING OUR AREAS SUPERINTENDENTS KNOW, YES, THIS IS GOOD, THIS IS WHAT IT SHOULD LOOK LIKE, OR HERE ARE THE THREE MOVES THAT THAT TEACHER CAN MAKE, AND LITERALLY THAT FEEDBACK IS SO SPECIFIC.

IF THE TEACHER MADE THESE THREE MOVES, YOU COULD MOVE TO THIS LEVEL OF IMPLEMENTATION TO THIS, AND YOU WOULD SEE IT IN YOUR STUDENT GROWTH.

THOSE ADDITIONAL PERSPECTIVE FROM THOSE OUTSIDE EXPERTS HAS BEEN REALLY INSTRUMENTAL IN HELPING US KNOW HOW TO MOVE FORWARD AS WELL.

>> EXCELLENT.

>> HOW DO WE KNOW? ARE WE LOOKING AT LIKE HOW OUR STUDENTS, THE TYPE OF GROWTH THEY HAD LAST YEAR VERSUS WHAT THEY'RE HAVING THIS YEAR? I DON'T THINK THIS IS BEGINNING TO THE MIDDLE IN THE SAME YEAR, BUT ARE WE LOOKING AT THAT AS WELL TO DETERMINE, AGAIN, SYSTEM ISSUES VERSUS TEACHER ISSUES, THAT SORT OF A THING?

>> YES. AGAIN, I'M GOING TO KEEP COMING BACK TO FIRST GRADE BECAUSE FOR US, IT'S JUST.

>> PRETTY SIMPLE.

>> YEAH. AGAIN, FIRST GRADE, WE'RE SEEING THAT THAT GROWTH IS NOT AT THE SAME PACE AS WHAT IT IS IN KINDERGARTEN. GUESS WHAT? WE SAW IT LAST YEAR. AGAIN, AND PLEASE NOTE, OUR FIRST GRADERS ARE STILL GROWING.

WE'RE STILL ABOVE THE NATIONAL NORMS EVEN FOR FIRST GRADE.

BUT WHERE OUR KINDERGARTNERS ARE COMING IN, AND WHERE OUR FIRST GRADE TEACHERS SHOULD BE ABLE TO GROW OUR STUDENTS SHOULD BE AT A MUCH HIGHER TRAJECTORY THAN WHAT IT IS CURRENTLY, AND WE'RE IN THAT NOW REALLY FOR TWO YEARS IN A ROW.

TRYING TO FIGURE OUT AND TRYING TO ENSURE WHAT IS IT THAT'S HAPPENING IN THAT FIRST GRADE, THAT'S WHAT OUR WORK HAS BEEN, REALLY, I WOULD SAY THE LAST EIGHT WEEKS OF INTENSE WALKS, CONVERSATIONS, PULLING TEACHERS OUT TO EXAMINE, ARE WE FOLLOWING THE CURRICULUM WITH FIDELITY? WE HAVE GAPS IN THE CURRICULUM.

TRUTHFULLY, IT'S A LITTLE BIT OF ALL OF THAT.

>> I DON'T EXPECT ANYBODY TO HAVE THE ANSWER ON THIS, BUT I'M JUST THROWING IT OUT THERE, I THINK IT WOULD BE INTERESTING TO LOOK AT, LIKE IF OUR EXPERIENCED TEACHERS ARE HAVING BETTER SUCCESS THAN OUR NEW TEACHERS, WE HAVE SUCH A GAP IN OUR EXPERIENCE, AND THAT COULD LEAD TO SUPPORT POTENTIALLY OPTIONS.

BUT I'M NOT ASKING THAT YOU HAVE THE ANSWER TODAY, JUST SOMETHING THAT INTERESTS ME.

>> NO, BUT I WILL TELL YOU THAT WHERE WE CONTINUE TO IDENTIFY NEEDED SUPPORT FOR OUR TEACHERS THAT WE ARE WORKING WITH THAT MAY BE UNCERTIFIED OR ON A DOI PLAN.

>> THAT'S VERY DIFFERENT.

WELL, IT'S A DIFFERENT TYPE OF SUPPORT.

>> IT'S DIFFERENT TYPE OF SUPPORT. FOR EXAMPLE, FOR THOSE TEACHERS WHERE WE'RE, AGAIN, NOT SEEING THE GROWTH THAT THOSE STUDENTS NEED, WE HAVE IDENTIFIED THREE FORMER CURRICULUM AND PRINCIPAL EXPERTS THAT ARE COMING IN AND JUST PROVIDING SUPPORTS FOR OUR DOI OR TEACHERS THAT ARE WORKING ON A CERTIFICATION PLAN AS WELL.

AGAIN, IT'S ONE-ON-ONE MENTORSHIP WITH THAT TEACHER LOOKING AT INSTRUCTION.

FOR MANY OF THOSE STUDENTS, IT'S ACTUALLY A CLASSROOM MANAGEMENT ISSUE FIRST, AND SO THEY ARE WORKING WITH THEM ON, HOW DO YOU PUT THOSE STRUCTURES IN PLACE IN YOUR CLASSROOM SO THAT THEN WE CAN FOCUS ON INSTRUCTION? TO YOUR POINT, I CAN LOOK AT THAT IN TERMS OF YEARS OF EXPERIENCE, BUT WE ABSOLUTELY SEE IT WITH OUR DOI AND UNCERTIFIED.

>> ABSOLUTELY. YEARS OF EXPERIENCE, EVEN DOI.

IF THAT ALL PLAYS INTO IT, I WILL SAY THAT IS NOT A RICHARDSON ISSUE, THAT IS SOMETHING THAT WE SEE ACROSS THE REGION FOR SURE, AND PROBABLY WILL CHANGE HOW WE SUPPORT TEACHERS IN GENERAL ON A MORE TIERED PIECE.

I ALSO THEN WANTED TO JUST TALK EIGHTH GRADE JUST A LITTLE BIT.

I CANNOT RECONCILE.

WE'RE, I KNOW, PUSHING OUR KIDS INTO ALGEBRA 1, I'M HERE FOR IT, I LOVE ALL OF THAT AND WITH THE SUPPORTS IN THERE.

BUT I HAVE A HARD TIME LOOKING AT THOSE EIGHTH GRADE SCORES, EVEN THOUGH I UNDERSTAND WHY THEY ARE WHERE THEY ARE IN RESPECTS OF A SMALLER GROUP AND THAT SORT OF THING.

THAT BEING SAID, THOSE SCORES ARE STILL REPEATEDLY LOW WITH THOSE STUDENTS WHO ARE THERE.

I THINK YOU ASKED THE QUESTION FOR ACCELERATION, AND CERTAINLY IF THEY'RE NOT PASSING THE EIGHTH GRADE MATH, THERE IS, IN MY OPINION, WOULD BE VERY HARD FOR THEM TO ACCELERATE IF THEY'RE NOT PASSING AT A HIGHER RATE WHERE THEY ARE.

[02:00:03]

ARE WE LOOKING AT WAYS TO BETTER SUPPORT THAT? I CAN'T FEEL COMFORTABLE JUST HAVING THAT WE'RE JUST PUSHING KIDS UP NOW, WE'RE LEAVING KIDS BEHIND HERE.

I JUST CAN'T GET COMFORTABLE WITH THAT.

>> ONE OF THE CHANGES THAT WE DID MAKE THIS YEAR AS A RESULT OF OUR PERFORMANCE LAST YEAR, WAS WE DID IMPLEMENT CARNEGIE, WHICH IS THE SECONDARY VERSION OF EUREKA AT THE SECONDARY LEVEL, AGAIN, TO ENSURE THAT THE LEVEL OF EXPECTATION THAT STUDENTS ARE RECEIVING THOSE GRADE LEVEL TAKES, AND WE BEGIN TO SPIRAL AND ENRICH TO GET THEM READY FOR ALGEBRA 1.

WE HAVE IMPLEMENTED CARNEGIE AT SEVERAL OF OUR SECONDARY CAMPUSES, AND I'LL LET Y'ALL SPEAK TO THE SPECIFICS OF THAT.

>> FOR THIS COMING SCHOOL YEAR FOR '24, '25, WE HAVE SEVERAL ELEMENTARY CAMPUSES THAT WE'RE CURRENTLY IMPLEMENTING EUREKA, WHO SAID WE WANT TO DO CARNEGIE IN SIXTH GRADE.

THEY WILL BE DOING THE ACCELERATED COURSE, WHICH STARTS OFF WITH THOSE SIXTH GRADE TICKS, BUT STARTS TO SPRINKLE IN THOSE SEVENTH GRADE TICKS AS WELL, SO THAT THEY'LL BE BETTER PREPARED FOR EIGHTH GRADE, BE SUCCESSFUL IN EIGHTH GRADE, AND THEN TRANSITION INTO ALGEBRA 1, AND HOPEFULLY WE'LL BE ABLE TO GAIN SOME TRACTION THAT WAY.

THE OTHER THING THAT THE MATH TEAM IS DOING IS THEY HAVE SOME CURRICULUM PLANS.

THEY'VE BEEN WORKING DILIGENTLY ON COMING UP WITH A SOLUTION BECAUSE WE KNOW THAT THAT IS DEFINITELY A CONCERN.

THEY ARE ALSO GOING TO LOOK AT THE CAMPUSES THAT WILL NOT BE DOING CARNEGIE, HOW CAN WE BETTER SUPPORT THEM STARTING IN SIXTH GRADE? SO THEY'RE BETTER PREPARED FOR THAT ACCELERATED PATHWAY, BECAUSE THAT IS WHERE WE WOULD LIKE ALL OF OUR STUDENTS TO BE, BUT IT HAS TO START OFF IN SIXTH GRADE, AND LIKE SUPERINTENDENT BRANUM MENTIONED, EVEN IN FIFTH GRADE.

AFTER STAR IS DONE, WE'VE GOT A WHOLE MONTH THAT WE CAN PUT IN SOME ADDITIONAL RESOURCES TO START PREPARING THEM FOR THE NEXT GRADE LEVEL.

>> I'M JUST GOING TO ADD, IN FACT, THEY JUST PULLED THOSE SIX GRADE TEACHERS TO GO OVER THE CURRICULUM THAT THEY JUST WROTE FOR THEM TO START THOSE SEVENTH GRADE TICKS NOW IN MAY.

THIS SUMMER, WE'RE ALSO GOING TO ADD A 6-7, 7-8, 8-9 SUMMER SCHOOL ENRICHMENT PROGRAM THAT'S FOCUSING JUST ON MATH, BECAUSE WE DO SEE THAT WE DO WANT TO CELEBRATE THE GROWTH OF ALL OF OUR KIDS, BUT WE ABSOLUTELY WANT TO BE AT OR ABOVE THE NATIONAL NORMS LIKE MR. [INAUDIBLE] SAID.

MY JUNIOR IS APPLYING FOR COLLEGE RIGHT NOW AS WELL.

WE ALL WANT OUR KIDS TO BE GROWING, BUT ALSO PERFORMING AT OR ABOVE THE NATION AS WELL. WE SEE THAT AS WELL.

>> ABSOLUTELY. I'M ASSUMING WHEN YOU'RE SPRINKLING THOSE TICKS, WE'RE ACCOUNTING FOR, WE DON'T WANT TO CREATE ANY UNINTENTIONAL GAPS AS WELL, BUT WE'RE EXAMINING THAT.

>> NO.

>> SORRY. THE TEACHER IN ME COULDN'T HELP BUT ASK THAT QUESTION.

SHOUT OUT TO ALL OF OUR TEACHERS WHO ARE WORKING VERY HARD AND OUR PRINCIPALS WHO ARE WORKING VERY HARD.

I THINK AS A BOARD, IT'S INCUMBENT UPON US, IF WE ARE GOING TO HOLD EVERYBODY ACCOUNTABLE TO GROWTH INTO MEETING THAT NORTH STAR GOAL, WE HAVE TO HOLD OURSELVES ACCOUNTABLE TO PROVIDING THE RIGHT SUPPORTS AND ALLOCATING THOSE PIECES SO THAT WE CAN DO THAT.

I WOULD ALSO THEN LIKE TO SAY ONE OF THE THINGS I DID NOTICE IS OUR SPECIAL EDUCATION STUDENTS MADE SOME PRETTY GOOD GROWTH WITHIN THE MAP FROM BEGINNING OF THE YEAR TO MIDDLE ACROSS THE BOARD WHAT I WAS SEEING, AND I THINK THAT'S FANTASTIC, I THINK IT GOES A LOT TO SHOW SOME OF THE SUPPORTS THAT ARE HAPPENING THERE AS WELL.

I CELEBRATE THOSE TEACHERS, BOTH INCLUSION AND PULL OUT WHO MAKE THOSE THINGS HAPPEN IN ADDITION TO THEIR CLASSROOM TEACHERS WHO MAKE THOSE ACCOMMODATIONS THAT THEY NEED SO THAT WE CAN ENSURE ALL OUR STUDENTS ARE GROWING. THANK YOU.

>> THANK YOU, MS. TIMME. ANY ADDITIONAL QUESTIONS, COMMENTS, BOARD?

>> JUST ONE MORE QUESTION ABOUT THE CARNEGIE PROGRAM.

CERTAIN CAMPUSES HAVE CHOSEN TO PILOT THAT JUST BASED ON THE NEEDS THAT THEY'VE SEEN IN THEIR CAMPUS.

RIGHT NOW WE HAVE TWO HIGH SCHOOLS AND TWO JUNIOR HIGHS THAT ARE IMPLEMENTING CARNEGIE.

NEXT YEAR WE HAVE, I WANT TO SAY SIX OR SEVEN ELEMENTARIES THAT WILL HAVE IT IN SIXTH GRADE.

I THINK THAT INCLUDES OUR MIDDLE SCHOOLS THOUGH, AND THE SAME JUNIOR HIGHS AND HIGH SCHOOLS HAVE CHOSEN TO CONTINUE BECAUSE THEY'VE SEEN THE IMPACT ON THEIR STUDENTS.

>> THANK YOU, MS. MCGAULEY. ANY ADDITIONAL QUESTIONS, COMMENTS? MISS ORTIZ.

>> THANK YOU SO MUCH.

>> YOU ARE OFFICIALLY PART OF THE TEAM.

>> YOU HAVE BEEN INITIATED.

THANK YOU SO MUCH AND WELCOME.

WE REALLY APPRECIATE YOU.

BOARD, WE HAVE BEEN HERE FOR A COUPLE OF HOURS, DO YOU ALL WANT TO TAKE A QUICK BREAK? LET'S TAKE ABOUT 10 MINUTES.

BOARD, WE'RE GOING TO GO AHEAD AND CONTINUE THE BALANCE OF OUR MEETING THIS EVENING.

[02:05:01]

WE'RE GOING TO RESUME AT 8:22 PM.

OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE

[IV.F. Human Resources Staffing Update]

A HUMAN RESOURCES STAFFING UPDATE. MS. BRANUM.

>> THANK YOU, MS. HARRIS.

AS PART OF OUR COMMUNITY BUDGET STEERING COMMITTEE RECOMMENDATIONS, ONE OF THE RECOMMENDATIONS THAT WAS MADE, IT WAS STRATEGY 8, WAS FOR THE DISTRICT TO CREATE OR MAYBE I SHOULD SAY, UPDATE OUR STAFFING FRAMEWORKS TO ENSURE THAT WHEN WE ARE LOOKING AT HOW WE'RE GOING TO ADEQUATELY STAFF A CAMPUS, THAT WE HAVE CONSISTENCY BASED UPON STUDENT ENROLLMENT NUMBERS, AND THAT IF THERE IS A VARIANCE FROM THE STAFFING FRAMEWORK, THAT WE'VE IDENTIFIED WHAT THOSE REASONS FOR VARIANCE WOULD BE.

I'VE ASKED DR. GOODSON TO PROVIDE A PRESENTATION TONIGHT ON THE FIRST PHASE OF THE IMPLEMENTATION FOR THAT STAFFING FRAMEWORK TARGETED TO OUR ELEMENTARY AND SECONDARY CAMPUSES. SO DR. GOODSON.

>> THANK YOU, SUPERINTENDENT BRANUM. GOOD EVENING BOARD AGAIN.

AS MS. BRANUM SAID, I'M HAPPY TO BRING A BRIEF UPDATE TO YOU REGARDING OUR STAFFING MODEL.

HERE WE GO. BRIEFLY I'LL SHARE SOME INFORMATION, AS MS. BRANUM SAID ABOUT THE FEEDBACK WE GOT FROM THE COMMUNITY BUDGET STEERING COMMITTEE.

ALSO, TAKE A LOOK AT SOME OF THE OTHER DATA WE'VE LOOKED AT OVER THE PAST FEW YEARS TO HELP US GET CLOSER TO THIS MODEL BEING IN PLACE, AND THEN SHARE A DRAFT OF THE STAFFING GUIDELINES WITH YOU.

AND THEN TALK THROUGH NEXT STEPS AND THEN FINISH THINGS UP WITH A FEW OF THE BENEFITS THAT WE SEE COMING FROM PUTTING STRONGER GUIDELINES IN PLACE.

AGAIN, ONE OF THE SUBCOMMITTEES THAT I HAD THE PLEASURE OF WORKING WITH FOCUSED ON STAFFING AND RETENTION AND COMPENSATION.

ONE OF THE RECOMMENDATIONS WE GOT FROM THE COMMUNITY BUDGET STEERING COMMITTEE WAS RECOMMENDATION NUMBER 8 TO IMPLEMENT A STAFFING MODEL.

I DO WANT TO EMPHASIZE THAT WHAT WE HEARD FROM THE COMMITTEE WAS THAT THEY WANTED TO HAVE A MODEL IN PLACE SO THAT THERE WAS CONSISTENCY ACROSS THE CAMPUSES BUT ALSO HAD FLEXIBILITY.

WE GAVE US THE ABILITY TO HAVE FLEXIBILITY AS WE WERE LOOKING AT THE DIFFERENT NEEDS OF THE CAMPUS.

WE'LL TALK ABOUT THAT A LITTLE BIT HERE IN THE NEXT COUPLE OF SLIDES.

PART OF THE DATA THAT WE'VE LOOKED AT, NOT ONLY THE FEEDBACK FROM THE BUDGET STEERING COMMITTEE, BUT WE ALSO LOOKED AT A LOT OF OTHER DATA AS WELL.

YOU MAY RECALL A FEW YEARS AGO, WE COMPLETED A STAFFING STUDY THAT WAS CONDUCTED BY TASBY.

THEY PROVIDED A LOT OF DIFFERENT RECOMMENDATIONS AND WE ACTUALLY SHARED THOSE RECOMMENDATIONS WITH THE COMMUNITY BUDGET STEERING COMMITTEE.

ONE OF THE THINGS WE EMPHASIZED AT THAT TIME IS THAT WE DID NOT WANT TO JUST WHOLESALE IMPLEMENT ALL OF THE RECOMMENDATIONS BECAUSE THAT WOULD HAVE BEEN A SIGNIFICANT SHOCK TO THE SYSTEM, IF YOU WILL.

WE FELT THAT IT WAS IMPORTANT WHERE WE WERE AT THE TIME AND PROGRESSING OVER THE NEXT SEVERAL YEARS TO IMPLEMENT THE CHANGES WHERE WE COULD.

BUT WHAT WE KNOW WITH THE FEEDBACK FROM THE COMMUNITY BUDGET STEERING COMMITTEE IS THAT WE HAVE A LITTLE BIT MORE MOMENTUM NOW TO GET TO A FINAL VERSION OF WHAT A STAFFING MODEL COULD LOOK LIKE.

ADDITIONAL FEEDBACK, WE MET WITH DIFFERENT DEPARTMENT HEADS, INCLUDING SPECIAL EDUCATION, TO FIND OUT WHAT OTHER DISTRICTS AROUND US ARE DOING WHEN IT CAME TO STAFFING.

WE WORKED WITH THE COUNSELING DEPARTMENT, THE HEALTH SERVICES DEPARTMENT, BECAUSE WE WANTED TO, AGAIN, COMPARE THE FEEDBACK FROM THE COMMUNITY BUDGET STEERING COMMITTEE, THE FINDINGS OF THE STAFFING STUDY, AND THEN COMPARE WITH SOME OF OUR EXPERTS IN THE DEPARTMENT IN THE DISTRICT TO JUST SEE IF THERE WAS A GOOD HAPPY MEDIUM, IF YOU WILL, TO FIND A MODEL THAT WORKED.

PARTICULARLY, WE ALSO LOOKED AT THE CAMPUS NEEDS, AS MS. BRANUM MENTIONED, LOOKING AT ENROLLMENT.

BUT THEN ALSO KEEPING IN MIND THAT WHILE ENROLLMENT MIGHT VARY FROM CAMPUS TO CAMPUS, WE ALSO HAVE CAMPUSES WITH CENTRAL PROGRAMS INCLUDING SPECIAL EDUCATION OR PRE-KINDERGARTEN.

THEN WE ALSO LOOKED AT ELEMENTS LIKE THE MOBILITY RATE OR THE ECONOMICALLY DISADVANTAGED POPULATION AT THE CAMPUSES AS WE STARTED WORKING TOWARDS A STAFFING MODEL.

HERE YOU'LL SEE TWO OF OUR DRAFT STAFFING MODELS, ONE IS FOR ELEMENTARY, ONE IS FOR MIDDLE SCHOOL/JUNIOR HIGH.

WE FACE THIS OFF OF SEVERAL MODELS THAT WE SAW WITH SOME OF OUR SURROUNDING DISTRICTS THAT WE STUDIED THROUGH THE COMMUNITY BUDGET STEERING COMMITTEE.

AND SO WHAT I'LL BRING YOUR ATTENTION TO IS THE CENTER COLUMN HAS A RANGE OF ENROLLMENT NUMBERS.

THAT GIVES US A STRONGER GUIDE AS TO, IF A CAMPUS IS AT THIS LEVEL, HERE IS THE ALLOCATION BY THE POSITION THAT WOULD GO ALONG WITH THAT.

IF WE HAVE AN EXAMPLE HERE ON THE ELEMENTARY SIDE, IF AN ELEMENTARY CAMPUS HAS BETWEEN 0 AND 500 STUDENTS, THEY WOULD QUALIFY FOR A 0.5 ALLOCATION OF AN ASSISTANT PRINCIPAL, AND THEN ANYWHERE FROM 501-800, THEY WOULD QUALIFY FOR A FULL TIME, AND THEN THE HIGHER THE ENROLLMENT GOES, THE MORE ALLOCATIONS THEY WOULD HAVE.

AGAIN, THIS IS JUST A DRAFT MODEL.

IT'S SOMETHING THAT IS STILL FLEXIBLE BECAUSE WE ALSO KNOW, LIKE WE SAID,

[02:10:03]

A CAMPUS MAY HAVE A CERTAIN ENROLLMENT BUT DIFFERENT CENTRAL PROGRAMS IN PLACE AND THAT MIGHT NECESSITATE A NEED FOR MORE OF AN ALLOCATION.

WHAT WE ALSO WANT TO SHARE IS THAT WE HAVE THAT SAME TYPE OF STRUCTURE FOR ALL OF THE DIFFERENT POSITIONS THAT COULD BE AT A CAMPUS, INCLUDING LIBRARY, NURSE, SPECIAL AREA, ANY PULLOUT PROGRAMS IF THERE ARE.

WE ALSO HAVE RESOURCE SPECIAL EDUCATION.

THEN JUST FOR REFERENCE, WE ALSO INCLUDED THE CLASSROOM TEACHER STUDENT TEACHER RATIO BOTH FOR PRE-K AND THEN K4 WHICH YOU KNOW IS 22:1, AND THEN 5, 6, WHICH WE MAINTAIN A 28:1.

WE'LL USE THAT AS A GUIDE TO NARROW DOWN HOW MANY TEACHER ALLOCATIONS NEED TO BE IN PLACE.

BUT AGAIN, THIS PARTICULAR GUIDELINE IS JUST AN OVERALL STRUCTURE SO THAT EVERYONE UNDERSTANDS HERE IS THE MODEL THAT WE USE AND THEN WE'LL APPLY THE MODEL TO DIFFERENT ALLOCATIONS.

THEN I ALSO WANT TO DRAW YOUR ATTENTION TO THE ADMINISTRATIVE SUPPORT FOR BOTH LEVELS.

WE ARE PRESCRIBING A SPECIFIC NUMBER OF FRONT OFFICE STAFF, IF YOU WILL.

A MAXIMUM OF FOUR FOR ELEMENTARY, WE'RE PROPOSING A MAXIMUM OF SIX FOR THE JUNIOR HIGH MIDDLE SCHOOL, AND THEN I'LL SHOW YOU THE HIGH SCHOOL HERE IN A SECOND.

AGAIN, A GUIDELINE IS NOT A HARD AND FAST RULE.

IT'S A STRUCTURE SO THAT WE HAVE, AGAIN, CONSISTENCY ACROSS THE CAMPUSES, SO IF I'M AT ANY ELEMENTARY, I HAVE AN IDEA OF WHAT I CAN EXPECT TO HAVE IN TERMS OF NUMBER OF STAFF MEMBERS.

THEN AGAIN, FINALLY, WE HAVE INSTRUCTIONAL SUPPORT DOWN AT THE BOTTOM THERE FOR THE DIFFERENT LEVELS.

THEN THIS IS A DRAFT MODEL FOR THE HIGH SCHOOLS.

AGAIN, WE ARE TRYING TO BORROW DIFFERENT RANGES FOR NOT JUST ASSISTANT PRINCIPALS, BUT COUNSELORS AS WELL.

THEN YOU'LL SEE THE OTHER ELEMENTS INCLUDED, WHETHER THAT'S TEACHERS, PROFESSIONAL STAFF, AND ADMINISTRATIVE SUPPORT, AND THEN OTHER STAFF.

WE KNOW WE HAVE SOME WORK IN TERMS OF FINE-TUNING THESE, BUT WE FEEL REALLY CONFIDENT THAT THIS IS A REALLY GOOD STARTING POINT, SOMETHING THAT WE CAN CONTINUE TO FINE-TUNE AS WE PUT INTO PRACTICE.

WHEN IT COMES TO NEXT STEPS, WE OBVIOUSLY WANT TO INCORPORATE THE NEW STAFFING GUIDELINES, BUT WE WANT TO TAKE A PHASE IN APPROACH AS WELL.

WE DIDN'T WANT TO BASICALLY PUT A NEW MODEL IN PLACE AND JUST TELL EVERYBODY, HERE'S WHAT YOU HAVE NEXT YEAR.

WE WANTED TO WORK THROUGH THE ATTRITION THAT WE KNOW IS GOING TO COME.

WE WANT TO WORK THROUGH SOME OF THE MOVEMENTS AND CHANGES THAT WE NEED TO PUT INTO PLACE, SO THAT THERE'S A MORE NATURAL IMPLEMENTATION FOR THE CAMPUSES ACROSS THE BOARD.

WE'LL DEFINITELY SHARE THESE CHANGES WITH THE CAMPUS ADMINISTRATION AND WORK WITH THE AREA SUPERINTENDENT, SO THAT AS WE FINE-TUNE ALL OF OUR ALLOCATIONS, EACH CAMPUS WILL GET, IN ESSENCE, A ONE PAGER THAT LAYS OUT, HERE ARE MY ALLOCATIONS FOR THE '24, '25 SCHOOL YEAR, KNOWING THAT WE'VE GOT SOME WIGGLE ROOM BASED ON NEEDS.

BACK IN THE DAY WHEN WE WERE PRINCIPALS, THAT WAS SOMETHING THAT WE GOT EVERY YEAR IN THE SPRING, SO IT JUST GAVE US A HEADS UP, AND WE WANT TO BRING THAT SAME TYPE OF CONSISTENT PRACTICE BACK.

ANOTHER NEXT STEP IS WE WANT TO DEVELOP AND APPLY SIMILAR STANDARDS TO CENTRAL DEPARTMENTS.

WE KNOW THAT WE CAN START AT THE CAMPUS LEVEL, BUT AGAIN, THE FEEDBACK FROM THE COMMUNITY BUDGET STEERING COMMITTEE WAS WE NEED A SIMILAR STRUCTURE ACROSS THE DISTRICT.

AS WE LOOK AT THE CENTRAL DEPARTMENTS, WE'LL COMPARE TO DISTRICTS AROUND US TO SEE WHAT DOES THEIR CURRICULUM AND INSTRUCTION DEPARTMENT, OR THEIR HR DEPARTMENT OR OPERATIONS OR OTHER AREAS, HOW ARE THEY STAFFED? IF THERE ARE DIRECTORS OR EXECUTIVE DIRECTORS IN PLACE, HOW MANY EXECUTIVE ASSISTANTS OR ADMINISTRATIVE SPECIALISTS DO THEY HAVE? ONCE WE CAN FINE-TUNE THAT SAME TYPE OF STRUCTURE FOR THE CENTRAL LEVEL, WE'LL APPLY A SIMILAR STAFFING GUIDELINE FOR THOSE DEPARTMENTS AS WELL.

THEN ULTIMATELY, THE REALLY IMPORTANT NEXT STEP IS TO MAINTAIN THESE NEW STANDARDS AS WE LOOK AT ANY VACANCIES THAT COME UP IN ANY NEW, HIGHER SITUATIONS, SO THAT WHEN THERE IS TURNOVER BEFORE WE JUST REFILL THE POSITION, WE'RE GOING TO GO BACK TO THE GUIDELINE AND SAY, WHAT DO WE HAVE HERE AS AN OPPORTUNITY FOR A MORE STRUCTURED APPROACH? THAT'S WHAT WE WOULD IMPLEMENT.

WHAT WE SEE IS THE BENEFITS OF ALL OF THIS REALLY IS, FIRST OF ALL, A MORE EFFICIENT USE OF OUR STAFF ALLOCATIONS AND ANY ANTICIPATED COST SAVINGS.

IT'S HARD TO CALCULATE RIGHT NOW, BUT WE KNOW THAT OVER TIME, AND PARTICULARLY BY YEAR 2, WE'LL SEE SOME OF THOSE CHANGES GO INTO EFFECT.

IT'S DEPENDENT UPON THE NUMBER OF POSITIONS WE ACTUALLY ABSORB ALONG THE WAY, AND REALLY THE SPEED OF THE PHASE IN MODEL.

BY THAT WE MEAN WE DEFINITELY WANT TO PHASE IT IN, BUT DIFFERENT CAMPUSES MAY SEE THOSE OPPORTUNITIES TO APPLY THE MODEL A LITTLE BIT SOONER DEPENDING ON WHAT TURNOVER THEY HAVE, IF THAT MAKES SENSE.

THEN FINALLY, REALLY THE BIGGEST BENEFIT IS TO HAVE A CONSISTENT APPLICATION OF A STANDARD MODEL THAT ALSO ALLOWS FOR FLEXIBILITY BASED ON CAMPUS NEEDS AND DEPARTMENT NEEDS ACROSS THE DISTRICT.

>> IF I CAN JUST ADD, I THINK THE FLEXIBILITY PIECE, WE WANT TO BE SURE THAT IT IS CLEAR WHEN WE ARE GOING TO ALLOW FLEXIBILITY.

[02:15:03]

FOR EXAMPLE, WE HAVE SOME ELEMENTARY CAMPUSES WHERE YOU HAVE A STUDENT MOBILITY RATE THAT IS HOVERING ABOVE 25%, SO 25% OF THE STUDENTS THAT YOU START WITH AT THE END OF THE YEAR, YOU'RE GOING TO HAVE A COMPLETELY DIFFERENT GROUP OF 25% OF STUDENTS AT THE END OF THE YEAR.

THAT MEANS YOU ARE ENROLLING A QUARTER OF YOUR ENROLLMENT THROUGHOUT THE YEAR.

THAT MIGHT NECESSITATE THAT THERE IS AN ADDITIONAL SDS OR REGISTRAR THAT HELPS WITH THAT ENROLLMENT PROCESS THAT NEED MAY BE AT THAT CAMPUS BECAUSE THEY HAVE THAT 25% MOBILITY, WHERE YOU MAY HAVE A CAMPUS THAT IS THE SAME ENROLLMENT, BUT THEY HAVE A 2% MOBILITY, AND THEREFORE A SECOND SDS WOULD NOT BE NECESSARY IN ORDER FOR THEM TO FUNCTION.

THE PHASE IN APPROACH IS ALSO IMPORTANT AS OUR CAMPUS, OUR PRINCIPALS NEED TO BEGIN TO LOOK AT THEIR CAMPUS SYSTEMS WITH LESS HUMANS.

HOW DO WE GET MORE EFFICIENT DEPLOYING THE RESOURCES THAT WE HAVE? HOW DO WE COVER MORNING DUTY WHEN MAYBE WE HAVE FEWER HUMANS THAN WE NORMALLY ARE USED TO HAVING OR THAT WE'VE HAD IN THE PAST? HOW DO WE COVER THOSE MORNING DUTIES? HOW ARE WE GOING TO COVER LUNCH DUTY? JUST ALL OF THOSE THINGS THAT IT TAKES TO OPERATE A CAMPUS, BEGINNING FOR THEM TO RETHINK AND REDESIGN THEIR SYSTEMS TO ALIGN WITH THE NEW STAFFING MODEL.

>> THANK YOU VERY MUCH. THAT'S ALL I HAVE [LAUGHTER] HAPPY TO ANSWER ANY QUESTIONS.

>> DO WE HAVE ANY QUESTIONS BOARD OR COMMENTS? MS. TIMMY.

>> I DO. JUST ON THE ASSISTANT PRINCIPAL PIECE ON ELEMENTARY, FOR THOSE WHO ARE UNDER 500 AS JUST AN EXAMPLE, I JUST WOULD ENCOURAGE ALL TO LOOK AT WORKLOAD AND UNDERSTANDING THAT TYPICALLY WHEN YOU HAVE A SMALLER SCHOOL, YOU HAVE LESS SUPPORT IN THERE, AND YET THEY STILL HAVE TO BE INSTRUCTIONAL LEADERS, BEING PLC MEETINGS.

THEY HAVE TO DO SAFETY AND SECURITY, THEY HAVE TO DO THE ADS.

THEY HAVE TO DO EVERY EVALUATION.

AS WE KNOW, THAT 0.5 DOESN'T SHOW UP AT THE TIME THAT KIDS MIGHT BE ACTING CRAZY ON QUEUE, AND THOSE THINGS THAT THE SECURITY AUDITORS DON'T SHOW UP AT THE TIME WHEN EVERYBODY IS THERE.

IF THEY'RE HAVING LESS SUPPORT IN SOME AREAS, THAT INCREASES THAT PRINCIPAL'S WORKLOAD.

I THINK WE DON'T WANT TO TOUCH A CAMPUS IN A WAY THAT WOULD NEGATIVELY IMPACT WHAT THEY'RE ABLE TO DO TO GROW TEACHERS, STUDENTS, AND KEEP THAT CAMPUS SAFE.

>> THANK YOU. WE DEFINITELY AGREE WITH THAT SENTIMENT.

THAT'S ONE OF THE NICE THINGS ABOUT HAVING THE FLEXIBILITIES.

WE CAN HAVE INDIVIDUAL CONVERSATIONS ABOUT THE CAMPUSES AND SEE IF WE NEED TO MAKE SOME ADJUSTMENTS.

>> WELL, AND EVEN TO YOUR POINT, WE EVEN LOOK AT, FOR EXAMPLE, IF A CAMPUS HAS A CERTAIN NUMBER OF PK3S AND 4S.

HAVING 44 OR 56 THREE AND FOUR YEAR OLDS THAT RUN AROUND A BUILDING, IS VERY DIFFERENT THAN WHEN YOU HAVE FIFTH GRADERS WHO UNDERSTAND THE STRUCTURE AND THE EXPECTATIONS OF SCHOOL.

THEN IF YOU ALSO LOOK AT THOSE CENTRAL SPED PROGRAMS AND THE NUMBER OF ADS THAT THEY ARE FACILITATING, AGAIN, WE LOOK DOWN TO THOSE PROGRAM LEVELS TO MAKE SURE THAT THEY HAVE THE APPROPRIATE ADMINISTRATIVE SUPPORT TO MANAGE AND LEAD THROUGH ALL OF THAT.

>> BUT EVEN IF YOU DON'T HAVE THOSE SPECIAL PROGRAMS, STILL JUST THE FACT OF THE SAFETY AND SECURITY ISSUES, THE FACT OF DOING ALL OF THOSE T-TESTS EVALUATIONS, YOUR LOAD IS GOING TO BE HUGE.

IF YOU WANT THEM TO HAVE VALUABLE FEEDBACK CONSISTENCY AGAINST THAT, IT'S JUST DIFFICULT.

I THINK I WOULD RATHER CUT OTHER PLACES THAN TOUCH THE BUILDINGS WHERE THE OUTCOMES WOULD BE.

I WOULD RATHER LOOK AT SOMETHING DIFFERENT MYSELF.

I JUST WOULD ENCOURAGE YOU GUYS TO LOOK AT THAT BECAUSE IT'S VERY DIFFICULT.

>> THANK YOU, MS. TIMMY. MR. EAGER?

>> YOU POINTED OUT A COUPLE OF TIMES, WE LOOKED AT THIS STANDARD MODEL AND IT LOOKED LIKE NUMBER OF STUDENTS, BUT WE ALREADY HIT A COUPLE OF OTHER DIMENSIONS.

WHEN YOU'RE PUTTING THE MODELS TOGETHER, IS THERE OTHER DIMENSIONS THAT COULD BECOME PART OF THAT STANDARD MODEL, WHERE IT COULD BE MOBILITY RATE OR SOME OTHER THINGS? BECAUSE WHAT YOU'RE TRYING TO DO IS AT LEAST GIVE GUIDELINES AS I UNDERSTAND IT.

IT'S GUIDELINES AS A STANDARD PRACTICE BECAUSE WE'RE HEARING THAT HEY, EACH CAMPUS CAN HAVE INDIVIDUAL FACTORS.

BUT THOSE AREN'T CONSISTENT FACTORS.

THEY'RE NOT SOMETHING THAT'S BRING YOU OUT OF THE BLUE.

IS THAT SOMETHING THAT'S EITHER A, IT'S JUST YOU CONSIDER THAT LATER ON AFTER THE MODEL OR IS THAT INCORPORATED IN THE MODEL?

>> IT'S ACTUALLY INCORPORATED INTO THE MODEL AS WE LOOK AT THE DATA AND DO OUR CALCULATIONS.

I GUESS WHEN WE'RE LOOKING AT PROVIDING THIS TO THE CAMPUSES, AGAIN, WE WANT TO GIVE THEM AN OVERVIEW.

BUT IT WOULD BE AFTER WE HAVE SAT AS A LEADERSHIP TEAM WITH AREA SUPERINTENDENTS,

[02:20:01]

FOR EXAMPLE, OR LOOKED AT THE DATA REGARDING THE ASSISTANT PRINCIPAL ALLOCATIONS AND THEN THE PROGRAMS. WE TRY TO USE ALL THAT AS WE FINE TUNE WHAT THIS PAGE WILL LOOK LIKE FOR EACH INDIVIDUAL CAMPUS.

DOES THAT MAKE SENSE? WHILE THIS IS THE OVERALL MODEL, EACH CAMPUS WILL STILL HAVE THEIR OWN REPORT, IF YOU WILL, THAT TAKES ALL OF THOSE OTHER VARIABLES INTO PLACE.

>> IF AN ADDITIONAL ALLOCATION IN ANY AREA IS AWARDED, IT IS SPECIFIC ON THAT INDIVIDUAL SHEET, THE JUSTIFICATION FOR THAT ADDITIONAL ALLOCATION.

OUR PRINCIPALS DO NOT DO THIS, SO I'M TALKING ABOUT ANOTHER DISTRICT DOWN THE ROAD.

BUT A PRINCIPAL WHO HAPPENS TO BE A STRONG ADVOCATE AND CONSTANTLY IS ASKING FOR AND TRYING TO ESTABLISH A NEED FOR ADDITIONAL STAFFING.

SOMETIMES YOU'RE JUST LIKE, HERE YOU GO.

WE'LL GIVE YOU THAT ADDITIONAL ALLOCATION.

JUST STOP EMAILING ME OR CALLING ME.

THIS IS WHAT HELPS TO ENSURE THAT THOSE THINGS DON'T HAPPEN, THAT IF THERE'S ADDITIONAL ALLOCATIONS, HERE'S THE JUSTIFICATION.

IF AT ANY POINT WE ARE LOOKING AT AN EVALUATION OF WHERE OUR FTES ARE, WE CAN DOWN TO THE INDIVIDUAL ALLOCATION JUSTIFY WHY IT WAS PLACED THERE, SO IT'S ALL DOCUMENTED.

>> THANK YOU FOR THAT, MR. EAGER. MR. POTEET?

>> YES. I APPRECIATE THE PRESENTATION ON THIS AND THE PATHS WE'RE GOING TOWARDS BUILDING THIS RUBRIC BOTH AT CENTRAL AND AT THE CAMPUS LEVEL.

I TOTALLY AGREE. THIS MAKES TOTAL SENSE ON BRINGING THE STRUCTURE BACK.

IT SOUNDS LIKE WE USED TO DO THIS AND THEN DID IT A LITTLE DIFFERENTLY AND NOW WE NEED TO GET A FORCING FUNCTION TO GET BACK INTO THIS BECAUSE I THINK IT WILL ASSIST US A LOT.

ONE OF THE WORDS THAT KEEPS COMING TO MIND TOO IS I THINK THERE'S GOING TO BE A BENEFIT TO NOT ONLY THE STAFF WE HAVE TODAY, BUT STAFF THAT WE'RE GOING TO RECRUIT GOING FORWARD.

THERE'S A PREDICTABILITY FACTOR HERE.

THEY WILL KNOW HOW WE RUN OUR OPERATIONS, HOW WE STAFF OUR SCHOOLS, CAMPUSES, HOW WE STAFF OUR CENTRAL OFFICE, UNDERSTANDING THERE'S SOME FLEXIBILITY IN THERE, BUT THEY AT LEAST KNOW WHAT THAT BASELINE INTENTION IS THAT WE'VE GOT.

I LOVE BUILDING THAT PREDICTABILITY INSTEAD OF HAVING THAT UNKNOWN OF HOW IT OPERATES AND HOW MANY ROLES ARE THERE AT CENTRAL? HOW MANY IN EACH CAMPUS? I THINK THAT PREDICTABILITY IS VALUABLE.

I THINK THAT AND YOU MENTIONED THIS, THIS WILL HELP THE PRINCIPALS AT THE CAMPUS LEVEL ALSO MANAGE THEIR OPERATIONS BECAUSE THEY'RE GOING TO HAVE THAT STRUCTURE ON PAPER WHERE THEY KNOW WHAT THEY HAVE AT A BARE MINIMUM.

THEN FROM THERE THEY CAN FLEX AND IF THEY NEED ADDITIONAL HELP, THEY AT LEAST KNOW WHERE THE STARTING POINT IS.

I THINK ABOUT IN FOOTBALL THEY TALK ABOUT DEFENSES AND THE BEND BUT DON'T BREAK KIND OF DEFENSE.

AS WE BECOME MORE EFFICIENT FROM A STAFFING PERSPECTIVE, WE'VE GOT TO PRESERVE CULTURE.

I THINK WE'RE ALL BIG PROPONENTS OF THE CULTURE IN RISD, AND ESPECIALLY THE CULTURE THAT A LOT OF THESE PRINCIPALS BUILD AT THE CAMPUS LEVEL.

WE'VE GOT TO MAKE SURE THAT WE BEND AND DON'T BREAK THAT CULTURE AS WE EXECUTE THIS KIND OF STRUCTURE AND THIS RUBRIC.

I THINK THAT THAT'S SOMETHING THAT WILL OBVIOUSLY BE IN THEIR MIND WHEN THOSE DISCUSSIONS ARE HAPPENING.

BUT ALSO UP AT THE CENTRAL ADMINISTRATION SIDE, THAT'S SOMETHING THAT WE'VE GOT TO REALLY KEEP OUR ARMS AROUND AND PROTECT THAT CULTURE.

I WOULD SAY NOT ONLY BEND BUT DON'T BREAK BUT BEND BUT DON'T OVER BEND.

LET'S NOT EVEN GET CLOSE TO THE BREAKING ON THAT.

THAT'S SOMETHING THAT WE REALLY NEED TO PROTECT.

HONESTLY, I THINK TO MS. TIMMY'S POINT, THE PEOPLE THAT HAVE THE MOST DIRECT INFLUENCE ON HOW OUR STUDENTS ARE GOING TO PERFORM AND LEARN AND HAVE THAT LEARNING EXPERIENCE, I THINK THAT'S WHERE THAT PROTECTION REALLY STARTS.

THAT'S WHERE THAT CULTURE IS EFFECTIVE, THAT'S WHERE WE NEED TO BE AIMING.

THEN FROM THERE, THE MORE INDIRECT AND INDIRECT IMPACTS ON BOTH STAFF AND STUDENTS, I THINK THOSE ARE THE INITIAL CONVERSATIONS AS OPPOSED TO WHERE WE HAVE THAT DIRECT IMPACT ON THE OUTCOME.

I DO REALLY WANT TO MAKE SURE THAT WE HAVE THAT FOCUS ON THE BEND, BUT NOT BEYOND THAT.

>> THANK YOU, MR. POTEET.

>> THAT'S IT. THANK YOU.

ANY ADDITIONAL QUESTIONS? MS. TIMMY.

>> I DO HAVE ONE. YOU MAY NOT BE READY TO ANSWER THIS, WHICH I'M FULLY OKAY WITH.

BUT ARE WE LOOKING AT THIS LIKE ON ANY OF OUR ATHLETIC TEAMS TOO? I KNOW THAT SOME HAVE LARGER NUMBERS VERSUS SMALLER NUMBERS.

I THINK AT SOME POINT THERE'S SOME SAFETY ISSUES WITH THAT.

ARE WE LOOKING AT THAT LIKE IN OUR ATHLETIC TEAMS, STAFFING ACCORDING TO NUMBERS SIMILAR TO HOW WE DID THE APPS?

[02:25:01]

>> YES, MA'AM. WHETHER IT'S A CENTRAL SPECIAL EDUCATION PROGRAM, AND WE LOOK AT THIS UNIT NEEDS TO HAVE THIS NUMBER OF TEACHERS AND THIS NUMBER OF CLASSROOM, PARAPROFESSIONALS FOR THIS NUMBER OF STUDENTS.

WE DO THE SAME THING FOR LET'S SAY FRESHMAN FOOTBALL.

YOU HAVE THIS NUMBER OF FRESHMAN FOOTBALL PLAYERS, YOU NEED TO HAVE THIS MANY COACHES.

WE ARE CURRENTLY STILL IN A COUPLE OF HIGH SCHOOLS, A LITTLE BIT BELOW WHERE WE NEED TO BE IN THE NUMBER OF COACHES, BECAUSE WHEN WE ADD THAT COACHING ALLOCATION, YOU'RE ADDING A COACH, YOU'RE ADDING THE FULL TIME ALLOCATION, BUT THEY DON'T TEACH FULL TIME AND YOU'RE ADDING THE COACHING STIPEND.

WE HAVE MADE STRIDES, BUT WE ARE NOT WHERE WE NEED TO BE IN EVERY SPORT YET.

>> THEN IF NUMBERS ARE LOW, THEN WE'RE ADJUSTING FOR THAT?

>> ABSOLUTELY. YES. WE MAY SHIFT.

FOR EXAMPLE, IF OUR TENNIS NUMBERS ARE LOW, THEN WE MAY SHIFT THAT TENNIS COACH TO, LET'S SAY, CROSS COUNTRY IF WE SEE THAT THAT IS GROWING IN ITS NUMBERS.

>> PERFECT. THANK YOU.

>> THANK YOU, MS. TIMMY. MS. MCGOWAN?

>> WILL WE EVER SEE ANY ADJUSTMENT IN THE NUMBER OF COUNSELORS TO THE RATIO OF STUDENTS?

>> DR. GIBBINS, YOU MAY WANT TO ADDRESS THIS.

WE ARE FOLLOWING THE STATE GUIDELINES FOR OUR COUNSELOR TO STUDENT RATIO.

BLESS YOU. I WOULD SAY IN TERMS OF COUNSELORS, WE FEEL PRETTY CONFIDENT IN THE NUMBER OF COUNSELORS WHERE WE I THINK ALL HAVE AN EYE IN THE FUTURE PENDING FUNDING AND WE ARE CONSTANTLY LOOKING FOR GRANTS TO SUPPORT THIS.

ARE REALLY PROVIDING MORE CRISIS COUNSELORS, MORE SOCIAL WORKERS, SOME OF THOSE ADDITIONAL SUPPORTS THAT FOR EXAMPLE, OUR ACADEMIC COUNSELORS, THEY'RE SO PHENOMENAL, BUT WE ASK THEM TO BE ALL THINGS TO ALL STUDENTS.

PROVIDING MORE OF THAT INTERVENTION COUNSELING PIECE THAT CAN MEET OUR STUDENTS WHERE THEY ARE WHEN THEY ARE STRUGGLING WITH VERY HEAVY TOPICS, THAT'S WHERE WE WOULD LIKE TO SEE ADDITIONAL ALLOCATIONS WHEN FUNDS BECOME AVAILABLE TO BE TARGETED.

I DON'T KNOW WHAT YOU'D LIKE TO ADD THERE, DR. GIBBINS.

>> I JUST NOTICED IN THE PRESENTATION THERE WAS A PREVENTION.

THERE'S OUR ACADEMIC COUNSELORS WHICH ARE THE ONES WE SEE HERE ON THE DRAFT ON THE GUIDELINES AND THEN THERE'S THE PREVENTION COUNSELOR. CAN YOU EXPLAIN?

>> YES, MA'AM. THAT'S WHAT MS. BRANUM WAS REFERRING TO, IS FROM A PREVENTION STANDPOINT.

THEY'VE BEEN CALLED SEVERAL DIFFERENT THINGS, CRISIS COUNSELORS.

WE CURRENTLY HAVE THE JOB DESCRIPTION UNDER INTERVENTION COUNSELORS.

THEY HAVE A COUNSELING DEGREE, BUT THEY'RE MORE BENT TOWARDS HAVING SMALL GROUPS, DIFFERENT THINGS LIKE THAT AROUND SPECIFIC ISSUES THAT MAYBE STUDENTS ARE CHALLENGED WITH.

>> THANK YOU, MS. MCGOWAN. MS. PACHECO?

>> SORRY. BUT MS. MCGOWAN'S QUESTION CREATED A QUESTION IN MY HEAD.

THIS INTERVENTION COUNSELOR, IT JUST SAYS ONE, BUT THERE'S NO STUDENT RATIO TO IT.

IS THAT ONE PER SCHOOL?

>> YES, MA'AM. RIGHT NOW, AT OUR SECONDARY CAMPUSES, WE HAVE ONE INTERVENTION COUNSELOR AT EACH SCHOOL THAT'S RELATIVELY NEW, ESPECIALLY AT OUR JUNIOR HIGHS.

WE'VE STARTED GROWING THAT PROGRAM OVER THE LAST 2-3 YEARS, BASED ON THE INCREASED NEEDS THAT WE'VE SEEN ON THE CAMPUSES.

IT'S NOT TO SAY, AS MS. BRANUM SAID, THAT OUR REGULAR COUNSELORS DON'T COUNSEL, DON'T DO SMALL GROUPS, DON'T DO THOSE THINGS.

IT'S MORE OF THESE INTERVENTION COUNSELORS ARE SPECIFIC FOR THAT TYPE OF WORK.

>> DO YOU GUYS HAVE AN AVERAGE OF WORKLOAD THAT THEY GET FOR STUDENT RATIO THAT THEY MIGHT HAVE?

>> NO, MA'AM. WE DON'T HAVE AN EXPECTATION AROUND CERTAIN STUDENT RATIOS, IT'S BASED ON THE INDIVIDUAL NEEDS OF THE CAMPUSES.

SUMMER MARTIN, WHO'S OUR DIRECTOR OF COUNSELING AND ALSO THE PRINCIPAL AT THE SCHOOL HAVE DIRECT SUPERVISION AND OVERSIGHT AND OBSERVATION OF THOSE COUNSELORS.

THEY'RE REALLY THE ONES THAT MAKE SURE THAT THERE'S NO NEED TO SAY THAT THEIR SCHEDULES AREN'T FULL BECAUSE WE KNOW THE NEEDS THAT WE HAVE FOR OUR STUDENTS, BUT THEY'RE NOT RELEGATED TO A RATIO OF STUDENTS PER DAY OR ANYTHING LIKE THAT.

>> PART OF THAT IS THEIR CASELOAD IS VERY DYNAMIC SO IT MAY BE THAT A STUDENT IS EXPERIENCING A SPECIFIC TRAUMA AND THEY ARE NEEDING THAT INTERVENTION, FOR THAT MOMENT OF TIME.

BUT THEN AS WE WORK THROUGH IT, THERE MAY BE A PLACE WHERE THAT CRISIS COUNSELOR NO LONGER IS NEEDED IN THEIR ACADEMIC COUNSELOR IS HELPING SUSTAIN EITHER THAT HEALTHY OUTLOOK MOVING FORWARD.

IT REALLY IS A VERY MUCH OF A DYNAMIC CASE LOAD.

NOW AGAIN, AS I MENTIONED,

[02:30:02]

IF FUNDS BECOME AVAILABLE AND AGAIN WE'RE WRITING GRANTS LIKE WE CAN TO ADD ADDITIONAL CRISIS SOCIAL WORKERS BECAUSE THE NEEDS OF OUR STUDENTS ARE VERY REAL, AND SO ENSURING THAT WE DON'T EVER WANT A STUDENT TO SAY, I NEED THIS HELP AND WE DON'T HAVE THE ABILITY TO MEET THAT NEED.

>> THANK YOU SO MUCH FOR THAT CLARIFICATION.

>> THANK YOU, MS. PACHECO. YOU NEED SOME COMMENTS, QUESTIONS? THANK YOU, DR. GIBSON.

OUR NEXT ITEM IS AN INFORMATION ITEM TO DISCUSS THE 2024,

[IV.G. 2024-2025 Budget Discussion]

2025 BUDGET. MS. BRANUM.

>> THANK YOU. HIT THE WRONG BUTTON.

SORRY. THANK YOU. PRESIDENT HARRIS.

TONIGHT IS AGAIN, WE ARE JUST BRINGING YOU AND THE COMMUNITY ALONG WITH WHERE WE ARE PROJECTING OUR '24, '25 BUDGET TO LOOK AT.

TONIGHT'S PRESENTATION IS REALLY IMPORTANT TO US BECAUSE REALLY OUR NEXT CONVERSATION AT THE WORKSHOP IS GOING TO BE OUR FIRST DRAFT OF WHAT WE WOULD LIKE FOR THE BOARD TO CONSIDER FOR OUR COMPENSATION PACKAGE FOR '24, '25, BUT WE KNOW IN ORDER FOR YOU-ALL TO FEEL GOOD ABOUT WHAT THAT NUMBER MIGHT LOOK LIKE, YOU NEED TO FIRST SEE WHEN WE LOOK AT ALL OF OUR EXPENDITURES, PROJECTED EXPENDITURES, WHERE ALL OF OUR COSTS ARE GOING TO LAND.

WE'VE NOW IMPLEMENTED THE FIRST PHASE OF PROJECT, RIGHT SIZE.

WE ANTICIPATE THAT COST SAVINGS, WHAT DOES OUR NEW ANTICIPATED, EITHER DEFICIT OR NEW BUDGET BOTTOM LINE LOOK LIKE? THAT IS REALLY WHAT MR. PATE IS GOING TO DO TONIGHT SO THAT WE CAN MOVE INTO OUR COMPENSATION CONVERSATION KNOWING WHAT FUNDS WE HAVE AVAILABLE, SO MR. PATE,.

>> THANK YOU, MRS. BRANUM. YES, TONIGHT I WANTED TO GO OVER SOME ANTICIPATED COST INCREASES EXCLUDING OUR RAISES.

AT THE NEXT MEETING, WHEN WE BRING BACK RAISE INFORMATION, WE'LL BRING BACK THE TOTALITY OF THE BUDGET.

SO TONIGHT, WE'RE JUST REALLY TAKING A LITTLE BIT OF A DEEPER DIVE INTO SOME OF THESE COST INCREASES THAT WE'RE ANTICIPATING.

BROKEN IT DOWN INTO THREE AREAS.

INSURANCE, SOME INSTRUCTIONAL ITEMS AROUND SPECIAL EDUCATION, OUR CHILD LEARNING ACADEMIES AND SUBSTITUTES, AND THEN A FEW OPERATIONAL ITEMS, SAFETY AND SECURITY, UTILITIES AND FACILITIES.

MOVING INTO INSURANCE.

I KNOW YOU PROBABLY REMEMBER AT OUR MARCH 7TH BOARD MEETING, WE WENT INTO A GOOD BIT OF DETAIL ON OUR WORKERS COMPENSATION, SELF-INSURANCE PROGRAM AND THE NEED FOR A PREMIUM INCREASE THERE.

WE'RE ANTICIPATING AN INCREASE OF $900,000 IN OUR INSURANCE PREMIUMS. TONIGHT, I WILL ALSO POINT OUT YOU APPROVED A NEW THIRD PARTY ADMINISTRATOR CONTRACT FOR OUR WORKERS COMPENSATION SELF-INSURANCE PROGRAM.

WE ARE CAUTIOUSLY OPTIMISTIC THAT THAT IS GOING TO HELP US CONTROL OUR COSTS WITH WORKERS COMPENSATION.

THE NEW THIRD-PARTY ADMINISTRATOR IS ACTUALLY ASSIGNING TWO ADJUSTERS TO RICHARDSON ISD UP FROM THE ONE THAT WE HAVE CURRENTLY.

THIS THIRD PARTY ADMINISTRATOR, OUR COST IS GOING TO BE ABOUT $18,000 A YEAR LESS WITH THIS PARTICULAR TPA.

WE'VE GOT MORE RESOURCES ASSIGNED TO US AND A LOWER COST FOR THAT THIRD-PARTY ADMINISTRATOR.

PROPERTY INSURANCE, UNFORTUNATELY, AS YOU KNOW, WE HAVE BEAT ON THIS ONE A LOT BECAUSE WE'VE HAD ABOUT A $950,000 INCREASE A YEAR FOR THE LAST TWO YEARS.

RIGHT NOW, I'M ESTIMATING A HALF A MILLION DOLLARS INCREASE THERE.

OUR RISK MANAGEMENT DEPARTMENT IS CONTINUING TO WORK WITH OUR BROKER CONSULTANT ON OPTIONS TO HELP US FIND WAYS TO REDUCE THAT.

IT'S VERY TOUGH RIGHT NOW.

THE MARKET IS JUST HORRIBLE FOR PROPERTY INSURANCE.

YOU'VE GOT INSURERS LEAVING THE MARKET BUT WE'RE CONTINUING TO MONITOR THE BENCHMARK DATA TO SEE WHAT WE CAN DO TO REDUCE THOSE PROPERTY INSURANCE COSTS.

ONE OF THE THINGS THAT WE'RE LOOKING AT THAT WAS POINTED OUT TO US BY OUR BROKER, IS WE MAY NEED TO CHANGE THE TIMING OF WHEN WE PUT THAT BID ON THE STREET.

WE'RE LOOKING AT AN OPTION AS SIMPLE AS THAT TO REDUCE THESE COSTS.

WE WILL CONTINUE TO KEEP YOU UPDATED ON THAT.

ON THE INSTRUCTIONAL SIDE, WE HAVE 21 FTES OF SPECIAL EDUCATION PERSONNEL THAT ARE CURRENTLY IN ESSER AND ESSER IS RUNNING OUT AS WE KNOW THIS YEAR AND WE NEED TO BRING THOSE INTO THE GENERAL FUND.

[02:35:08]

KNOW THOSE WERE ORIGINALLY GENERAL FUNDED PERSONNEL.

WE DIDN'T MOVE THEM OUT OF GENERAL FUND, AND THEN BACK IN.

SIX-AND-A-HALF OF THOSE FTES ARE FROM OUR IDEA GRANT.

THEY WERE MOVED INTO ESSER DUE TO RAISES THAT THE BOARD APPROVED OVER THE YEARS AND JUST FORCED THEM OUT OF IDEA B.

THE GRANT COULD NOT ABSORB THOSE COSTS, UNFORTUNATELY.

THAT IS NORMAL WITH A LOT OF OUR GRANTS.

WE HAVE TO RESTRUCTURE OUR GRANT PROGRAMMING EVERY YEAR BASED ON WHAT THE GRANT FUNDING IS COMPARED TO WHAT OUR COSTS ARE RAISES.

WE HAVE SIX-AND-A-HALF FTES THERE.

WE HAVE ANOTHER 14-AND-A-HALF FTES THAT WERE ADDED IN ESSER DUE TO INCREASED ECSC PROGRAM NEEDS AND JUST THE INCREASED NUMBER OF STUDENTS REQUIRING SPECIAL EDUCATION SERVICES.

AS I MENTIONED IN OUR MARCH 7TH BOARD MEETING, 15.2% OF OUR STUDENTS ARE RECEIVING SPECIAL EDUCATION SERVICES.

YOU KNOW, WE WERE THIS WAS DONE IN ANTICIPATION THAT HOPEFULLY THE STATE AND FEDERAL FUNDING WOULD CATCH UP.

BUT THAT IS NOT MATERIALIZED AND SO WE'RE CONTINUING TO WORK TO SERVE OUR SPECIAL EDUCATION STAFF.

THE OTHER ITEM IS JUST A SMALL INCREASE OF ABOUT $100,000 FOR CONTRACTED SPECIAL EDUCATION STAFF.

I MEET FREQUENTLY WITH MS. BARRETT AND DR. GIBSON TO TALK ABOUT SPECIAL EDUCATION CONTRACTED STAFF.

THEY ARE DOING A PHENOMENAL JOB OF TRYING TO REDUCE OUR RELIANCE ON THAT AND FILL THE POSITIONS WITH FULL-TIME EMPLOYEES BUT STAFFING IN THAT AREA JUST CONTINUES TO BE A CHALLENGE, REALLY FOR ALL THE DISTRICTS IN THE AREA.

>> OUR CHILD LEARNING ACADEMIES.

TWENTY-FOUR, '25 WILL BE OUR FIRST FULL YEAR OF OPERATIONS FOR BOTH LITTLE EAGLES AND LITTLE MUSTANGS.

WE BUDGETED 1,000,020 FOR '23, '24.

WE HAVE SOME GOOD RESULTS THOUGH.

THERE ARE EXPECTED ACTUALS CLOSER TO ABOUT A HALF MILLION DOLLARS BECAUSE WE GET SOME TEXAS WORKFORCE COMMISSION ESSER FUNDS THAT WE WERE SUPPLANTING WITH.

THAT IS HELPING US OUT.

FOR '24, '25, WE'RE EXPECTING ABOUT 1,000,002 AS THE COST TO OPERATE LITTLE EAGLES AND LITTLE MUSTANGS BASED ON CURRENT SALARIES.

THAT'S ABOUT $180,000 INCREASE BUDGET TO BUDGET THERE.

THEN BUDGETING FOR LITTLE RAMS, WILDCATS, AGAIN, BECAUSE IT WILL HAVE ABOUT THE SAME CAPACITY AS THE OTHER TWO.

WE'RE LOOKING ABOUT 1,000,002 FOR THAT ONE ALSO.

BUT WITH A JANUARY OPENING, THAT WOULD BE ABOUT, AND I CAN'T DO MATH, APPARENTLY, ABOUT $600,000 INCREASE FOR JANUARY OPENING INSTEAD OF 620.

I'M NOT SURE WHAT I DID WRONG THERE.

ABOUT AN $800,000 INCREASE FOR OUR CHILD LEARNING ACADEMIES FOR NEXT YEAR.

THEN OUR CONTRACTED SUBSTITUTE PROGRAM, WE'VE CERTAINLY SEEN AN INCREASE IN OUR FILL RATES GOING WITH ESS FOR OUR SUBSTITUTE TEACHERS ACROSS THE DISTRICT.

HR CONTINUES TO MONITOR THAT, BUT THERE IS A LITTLE BIT OF A PREMIUM THERE ASSOCIATED WITH THAT, AND SO WE'RE LOOKING AT AN INCREASE OF ABOUT $150,000 FOR OUR CONTRACTING SUBSTITUTES.

SAFETY AND SECURITY.

OUR ARMED SECURITY PERSONNEL THAT WERE REQUIRED IN HOUSE BILL 3 THAT WAS NOT ORIGINALLY BUILT INTO THE '23, '24 BUDGET, SO THE '24, '25 BUDGET WILL BE THE FIRST YEAR THAT THEY ARE IN THE ADOPTED BUDGET FOR THE DISTRICT, THAT IS A COST OF ABOUT $2.1 MILLION.

OUR SCHOOL RESOURCE OFFICERS AND CONTRACTING SECURITY PERSONNEL, WE'RE ESTIMATING ABOUT A $66,000 INCREASE THERE, SO ABOUT 2.2 MILLION FOR THE SAFETY AND SECURITY DEPARTMENT.

THEN UTILITIES, ABOUT $450,000 INCREASE, AND FACILITIES, ABOUT $150,000 INCREASE.

I CAN TELL YOU I'VE BEEN WORKING ON, JUST SKIPPING BACK TO SAFETY AND SECURITY FOR A MINUTE, BENCHMARKING OUR SAFETY AND SECURITY COSTS WITH SOME OF OUR NEIGHBORING DISTRICTS.

WE ARE IN ALIGNMENT WITH THEM.

DOES NOT MEAN WE DON'T NEED TO CONTINUE TO LOOK

[02:40:03]

AT HOW WE'RE DEPLOYING OUR SAFETY AND SECURITY RESOURCES, BUT WE ARE IN ALIGNMENT WITH OUR NEIGHBORS.

THEN THE PROJECT RIGHTSIZE REDUCTIONS.

THE 10.8 MILLION RELATED TO CAMPUS CONSOLIDATIONS AND THE TWO MILLION THAT WE'VE TALKED ABOUT PREVIOUSLY FOR OUR CENTRAL OFFICE REDUCTIONS THAT WE'VE IDENTIFIED.

NO NUMBERS HAVE BEEN PUT IN YET FOR THE STANDARDIZED STAFFING MODEL THAT DR. GOODSON JUST PRESENTED.

WHEN YOU PUT ALL THIS TOGETHER, ALL THE ANTICIPATED INCREASES WITH OUR PROJECT RIGHTSIZE CUTS, WE'RE LOOKING AT A NET REDUCTION ERROR OF ABOUT $6.4 MILLION.

THE REST OF THE PRESENTATION HERE IS JUST OUR BUDGET CALENDAR.

HERE WE ARE AT APRIL 4TH.

I WILL NOT READ THE CALENDAR TO YOU, AND OF COURSE, I'LL BE GLAD TO ADDRESS ANY QUESTIONS THAT YOU MAY HAVE.

>> THANK YOU, MR. BATE. ANY QUESTIONS, COMMENTS, BOARD? MS. TIMMY.

>> I DO. JUST A QUICK CLARIFICATION ON THE SLIDE THAT TALKS ABOUT THE LITTLE EAGLES, LITTLE MUSTANGS, AND THE RAM, WILDCATS.

LITTLE EAGLES, LITTLE MUSTANGS, THAT'S TWO SEPARATE BUILDINGS, CORRECT? THIS NEXT ONE'S GOING TO BE IN ONE BUILDING?

>> IN ONE BUILDING, YES, MA'AM.

WE ANTICIPATE IT WILL BE DOUBLE THE SIZE BECAUSE IT'LL BE OUR THIRD AND FINAL.

WE WILL BE SERVICING THE LAKE HIGHLANDS AREA AND THE BERKNER AREA OUT OF THAT ONE CAMPUS, BECAUSE WE HAVE HOUSED IT AT SPRINGRIDGE.

>> THAT'S WHY THE COST WOULD BE THE SAME EVEN THOUGH IT'S ONE BUILDING VERSUS TWO PROGRAMS, BECAUSE IT'S DOUBLE THE SIZE.

>> DOUBLE THE NUMBER OF STUDENTS. YES, MA'AM.

>> THEN ALSO TOO, THERE WAS 10 MILLION IN SELLING OFF PROPERTY THAT WE'RE ANTICIPATING.

WHERE IS THAT MONEY GOING?

>> I DID NOT PUT THAT INTO THIS BECAUSE, DEPENDING ON WHEN THE SALE HAPPENS AND WHERE IT LANDS, WE WILL EITHER PUT IT IN OUR LOCAL CAPITAL PROJECTS FUND TO PAY FOR THE BUILDING RENOVATION COST AND THAT KIND OF THING, BECAUSE THAT FUND IS EASIER TO DEAL WITH CROSSING FISCAL YEAR.

IT'S A PROJECT BASE.

>> WHAT BUILDING RENOVATION ARE WE SPEAKING OF? JUST IN GENERAL.

>> JUST IN GENERAL ANYTHING WE NEED TO DO FOR THIS.

BUT CERTAINLY AS WE MOVE FORWARD WITH ALL OF THIS, WE CAN DEPOSIT THAT IN THE GENERAL FUND TO OFFSET JUST NORMAL RECURRING EXPENSES TOO.

IT DOES NOT HAVE TO GO THERE.

IT'S JUST AS WE PROGRESS THROUGH ALL OF THIS AND I GET DIRECTION FROM YOU AND THE SUPERINTENDENT ABOUT WHAT YOU'LL WANT TO DO WITH THAT MONEY, WE CAN THEN DECIDE WHERE TO PUT.

>> I JUST WANTED TO BE SURE BECAUSE YOU TALKED ABOUT PROJECT RIGHTSIZE, THE TWO DIFFERENT POTS OF MONEY AND HAVING IT ENCUMBERED, AND SO I JUST WANTED TO BE SURE WE WERE CLEAR THAT WE HAVE THE 10,000 RECURRENT SAVINGS THAT WE'RE ANTICIPATING, BUT THEN WE ALSO HAVE THE 10 MILLION THAT WE'RE ANTICIPATING AND HOPING FOR FROM THE SALE OF PROPERTY, CORRECT?

>> CORRECT.

>> WE DIDN'T BUILD THAT INTO THE FORECAST OF BUDGET BECAUSE IT WAS A FORECAST OF ONE.

>> ABSOLUTELY.

>> I JUST WANTED TO BE SURE THAT WE'RE CLEAR ABOUT WHERE THAT MONEY IS GOING, WE'RE NOT ACTING LIKE IT'S NOT HAPPENING.

>> YES, MA'AM. ABSOLUTELY.

>> THANK YOU, MS. TIMMY. QUESTIONS? MR. EAGER?

>> THANK YOU, TABITHA.

>> I WANT TO MAKE SURE THAT THE INVESTMENT THAT WE'RE MAKING IN LITTLE EAGLES AND LITTLE MUSTANGS AND LITTLE RAMS, THOSE PROGRAMS, I KNOW THAT'S A COST, BUT LET'S TALK ABOUT, OR CAN YOU UPDATE US ON WHAT KIND OF EFFECT IS THAT HAVING ON RECRUITING, RETENTION? BECAUSE THE ESTIMATE ON THIS IS THAT, HEY, IF WE KEEP OUR EXPERIENCED TEACHERS ANOTHER YEAR, ANOTHER YEAR, ANOTHER YEAR.

LET'S SAY WE HAVE THREE-YEAR TEACHERS THAT WOULD LEAVE AND DECIDE TO STAY HOME TO HAVE A FAMILY BECAUSE DAYCARE IS TOO EXPENSIVE.

I THINK WE TALKED ABOUT AN AVERAGE INVESTMENT, TRAINING COST.

JUST PURE COST WOULD BE, SAY, 20,000 OR A THREE-YEAR PERIOD IN JUST TRUE EDUCATION COST?

>> YES, THAT WOULD BE REASONABLE.

>> WHEN THEY'RE FULLY BUILT OUT, HOW MUCH CAPACITY WE WILL HAVE IN THE WAY OF BABIES?

>> WE ANTICIPATE BEING ABLE TO HAVE A DAYCARE FACILITY BETWEEN ALL THREE THAT WILL SERVICE AROUND 240-250 SIX WEEKS TO THREE-YEAR-OLD.

>> MULTIPLE PEOPLE WITH NUMBERS HERE, BUT IF YOU GO 250*20,000, THAT'S $5 MILLION OF RETENTION SAVINGS.

I JUST WANT TO MAKE SURE PEOPLE UNDERSTAND THIS IS AN INVESTMENT, BUT IT'S A RECRUITING AND RETENTION,

[02:45:03]

AND KEEPING OUR GREAT TEACHERS, THIS IS ANOTHER THING THAT WE CAN PUT TOGETHER TO KEEP OUR TEACHERS AT RICHARDSON AND ATTRACT NEW TEACHERS.

I KNOW IT'S A LINE ITEM ON THERE, BUT YOU HAVE TO LOOK AT THE INVESTMENT THAT WE'RE RECRUITING BY KEEPING THE TEACHERS AND ATTRACTING NEW TEACHERS.

>> WE WILL BE BRINGING TO YOU A REPORT SINCE IT IS OUR FIRST YEAR OF OPENING A DAYCARE.

WE WILL BE BRINGING YOU A REPORT IN OUR MAY MEETING, SHARING WITH YOU THE OUTCOMES THAT WE'VE IDENTIFIED WITH THE DAYCARES, INCLUDING WHAT WE'RE HEARING FROM TEACHERS IN TERMS OF RETENTION AS WELL AS IN RECRUITMENT.

>> AWESOME.

>> THANK YOU, MR. EAGER, FOR THAT QUESTION.

COMMENTS? MS. MCGOWAN.

>> JUST A QUICK QUESTION ABOUT OUR LEARNING ACADEMIES AS WELL.

MAYBE THIS IS NOT THE BEST QUESTION, BUT I'M ASKING IT.

ARE WE EVER GOING TO BE PROFITABLE? DO YOU EVER FORESEE PROFIT FOR THE DISTRICT/.

>> ULTIMATELY, THAT WILL REALLY BE DETERMINED BY THE BOARD.

IF WE WERE TO RAISE TUITION, FOR EXAMPLE, AND SO A LOT OF OUR BENCHMARK DISTRICTS THAT DO HAVE A DAYCARE, IF YOU LOOK AT THEIR TUITION RATE, FOR EXAMPLE, IT IS SIGNIFICANTLY HIGHER THAN WHAT WE ARE OFFERING AND THAT'S BECAUSE IT OFFSETS THE COST.

REALLY GOING BACK TO WHAT MR. EAGER JUST MENTIONED, IT REALLY COMES DOWN TO THE BOARD, AND AT WHAT LEVEL OF AN INCENTIVE OR A COMPENSATION PIECE WOULD YOU WANT TO CONSIDER THIS? IF THE BOARD SAYS, NO, WE NEED TO GET CLOSER TO IT PAYING 75% OF THE COSTS, THEN THAT WOULD ALLOW US AND DIRECT US TO KNOW THEN WE'RE GOING TO ADJUST THE TUITION LEVEL FROM OUR STAFF TO THIS LEVEL.

THAT REALLY IS, WE NEED THE DIRECTION FROM THE BOARD IF YOU WOULD WANT TO SEE US MOVE TO A BREAK-EVEN OR MOVING TO A PROFIT MARGIN.

>> I WOULD LIKE TO SEE JUST NUMBERS ON WHAT THE STATE ALLOCATES FOR PARENTS WITHIN A CERTAIN SLIDING SCALE OF PAY, WHAT THEY CAN PAY FOR DAYCARE AND WHAT THE STATE REALLY PAYS OUT FOR DAYCARE.

MAYBE WE CAN LOOK AT HOW WE CAN BECOME SOMEWHAT PROFITABLE BY NOT INCREASING THOSE RATES TOO HIGH.

>> MR. POTEET.

>> YES, MA'AM. TO PIGGYBACK OFF OF MS. MCGOWAN.

I AM JUST CURIOUS ON WHAT THAT BREAK-EVEN NUMBER IS BECAUSE AS I HAVE DISCUSSIONS AND I THINK WE'RE DOING A GREAT THING AND I TELL PEOPLE WHAT IT COSTS, I'D LIKE TO KNOW JUST HOW MUCH OF A DISCOUNT WE'RE DOING AND TO WHAT COST IT IS TO THE DISTRICT THAT IS THEN OFFSET BY THE OPPORTUNITY COST THAT MR. EAGER HAD MENTIONED. [OVERLAPPING]

>> WE'LL BRING THAT FORWARD IN THE MAY PRESENTATION.

>> AWESOME. THANK YOU.

LET'S SEE, ONE THING ON SOME OF THESE SLIDES, MR. PATE, ON THE ESTIMATED INCREASES LIKE JUST FOR EXAMPLE, UTILITIES ESTIMATED INCREASE $450,000, IS THERE ANY WAY THAT WE CAN SHOW A PERCENTAGE? JUST BECAUSE SOMETIMES WHEN I'M LOOKING AT NUMBERS AND THE RED FLAG WILL GO UP IF I KNOW THAT'S IS THAT HALF A PERCENT INCREASE OR IS THAT 25% JUST FOR CURIOSITY AS WE GO THROUGH THIS.

>> I CAN TELL YOU JUST USING THE TRENDS THERE AND ALL OF WHAT WE'RE SEEING, THE INCREASES ON THERE ARE ANYWHERE FROM ABOUT TWO MAYBE.

I THINK 5%, UTILITIES IS CLOSER TO 5% EVERYTHING ELSE IS LESS THAN 5%, MORE IN THE 2-2.5 RANGE.

>> GREAT. THANK YOU BECAUSE THAT GIVES ME A LITTLE BIT OF RELEVANCE ON IS $450,000 A HUGE INCREASE OR IS IT NOT? IT'S A LOT OF MONEY, BUT 2% INCREASES DOESN'T RAISE THE RED FLAG AS HIGH AS 450,000 MADE, SO I'D APPRECIATE THAT.

>> NONE OF THESE INCREASES ARE THE RADICAL INCREASES WE'VE BEEN SEEING WITH PROPERTY INSURANCE.

NONE OF THE OTHERS THERE ARE.

>> OKAY. NOW THAT'S THAT'S ALL I GOT. THANK YOU.

>> THANK YOU, MR. POTEET.

QUESTIONS. COMMENTS? THANK YOU, MR. PATE. WE ARE GOING TO MOVE ON TO OUR NEXT ITEM.

OUR NEXT ITEM IS AN INFORMATION ITEM REGARDING THE ANNUAL BOARD TRAINING HOURS REPORT.

[IV.H. Board of Trustees Training Hours]

[02:50:06]

UNDER STATE BOARD OF EDUCATION RULE, COMPLETING REQUIRED CONTINUING EDUCATION, EACH YEAR OF SERVICE IS A BASIC OBLIGATION AND EXPECTATION THAT ANY SITTING BOARD MEMBER, RISD, BOARD MEMBERS, TAKE THEIR TRAINING REQUIREMENTS VERY SERIOUSLY AND BOARD MEMBERS REGULARLY EXCEED TRAINING REQUIREMENTS.

AS BOARD PRESIDENT, I AM REQUIRED TO ANNOUNCE THE NAME OF EACH MEMBER WHO HAS COMPLETED THE REQUIRED CONTINUING EDUCATION, HAS EXCEEDED THE REQUIRED CONTINUING EDUCATION, AND IS DEFICIENT IN MEETING THE REQUIRED CONTINUING EDUCATION.

THE REQUIREMENTS FOR TRAINING ARE MEASURED AS OF THE FIRST ANNIVERSARY OF THE DATE OF THE TRUSTEES ELECTION, OR APPOINTMENT, OR TWO YEAR ANNIVERSARY OF HIS OR HER PREVIOUS TRAINING AS APPLICABLE.

THERE ARE EIGHT TRAINING AREAS FOR BOARD MEMBER CONTINUING EDUCATION.

ONE IS LOCAL DISTRICT ORIENTATION.

TWO, ORIENTATION TO THE TEXAS EDUCATION CODE.

THREE, POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE.

FOUR, TEAM BUILDING.

FIVE, ADDITIONAL CONTINUING EDUCATION.

SIX, EVALUATING STUDENT ACADEMIC PERFORMANCE AND GOAL SETTING.

SEVEN, IDENTIFYING AND REPORTING ABUSE, TRAFFICKING, AND OTHER MALTREATMENT OF CHILDREN, AND EIGHT, SCHOOL SAFETY.

TO THE EXTENT APPLICABLE TO EACH BOARD MEMBER, I WILL ANNOUNCE THE COMPLETION OR DEFICIENCY AS TO REQUIRED TRAINING.

FOR MEMBERS WHO STILL HAVE TIME REMAINING TO COMPLETE REQUIRED TRAINING, I WILL ANNOUNCE THOSE BOARD MEMBERS WHO HAVE SCHEDULED TIMELY TRAINING AND THOSE WHO HAVE NOT YET SCHEDULED THE TRAINING.

AT THE CONCLUSION OF THIS ANNOUNCEMENT, I ALSO WILL ANNOUNCE ANY BOARD MEMBERS TRAINING IN EXCESS OF THE CONTINUING EDUCATION REQUIREMENTS.

BOARD MEMBER COMPLETION OF REQUIRED CONTINUING EDUCATION.

ONE, LOCAL DISTRICT ORIENTATION TRAINING FOR NEW MEMBERS.

NO NEW BOARD MEMBERS WERE REQUIRED TO COMPLETE LOCAL DISTRICT ORIENTATION TRAINING FOR THE TIME PERIOD COVERED BY THIS ANNOUNCEMENT.

TWO, ORIENTATION TO THE TEXAS EDUCATION CODE. NEW MEMBERS.

NO NEW BOARD MEMBERS WERE REQUIRED TO COMPLETE THE ORIENTATION TO THE TEXAS EDUCATION CODE TRAINING FOR THE TIME PERIOD COVERED BY THIS ANNOUNCEMENT.

THREE, POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE.

NOTE, THIS TRAINING IS REQUIRED OF EXPERIENCED BOARD MEMBERS AFTER EACH LEGISLATIVE SESSION.

THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE TRAINING.

REGINA HARRIS, DEBBIE RENTERIA, ERIC EAGER, CHRIS POTEET, MEGAN TIMMY, RACHEL MCGOWAN, AND VANESSA PACHECO, FOUR TEAM BUILDING.

NOTE, THE ENTIRE BOARD AND THE SUPERINTENDENT MUST PARTICIPATE IN AN ANNUAL TEAM BUILDING SESSION.

THE ENTIRE BOARD, ALONG WITH THE SUPERINTENDENT COMPLETED THE REQUIRED TEAM BUILDING TRAINING.

REGINA HARRIS, DEBBIE RENTERIA, ERIC EAGER, CHRIS POTEET, MEGAN TIMMY, RACHEL MCGOWAN, VANESSA PACHECO, AND SUPERINTENDENT BRANUM.

FIVE ADDITIONAL CONTINUING EDUCATION.

NOTE, FIRST YEAR MEMBERS MUST COMPLETE 10 HOURS OF ADDITIONAL CONTINUING EDUCATION.

AFTER THE FIRST YEAR, EACH MEMBER MUST COMPLETE 5 HOURS OF ADDITIONAL CONTINUING EDUCATION EACH YEAR.

THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE ADDITIONAL CONTINUING EDUCATION REQUIREMENTS.

REGINA HARRIS, DEBBIE RENTERIA, ERIC EAGER, CHRIS POTEET, RACHEL MCGOWAN, VANESSA PACHECO, AND MEGAN TIMMY.

SIX. EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS.

NOTE, THIS TRAINING MUST BE COMPLETED EVERY TWO YEARS.

THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE BIENNIAL TRAINING ON

[02:55:03]

EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS.

REGINA HARRIS, DEBBIE RENTERIA, ERIC EAGER, RACHEL MCGOWAN, VANESSA PACHECO, AND MEGAN TIMMY.

THE FOLLOWING BOARD MEMBERS HAVE SCHEDULED TRAINING TO TIMELY COMPLETE THE REQUIRED TRAINING BEFORE THEIR ELECTION ANNIVERSARY. CHRIS POTEET.

SEVEN, IDENTIFYING AND REPORTING ABUSE, TRAFFICKING, AND OTHER MALTREATMENT OF CHILDREN.

NOTE, THIS TRAINING MUST BE COMPLETED EVERY TWO YEARS.

THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THE BIENNIAL TRAINING ON IDENTIFYING AND REPORTING ABUSE AND TRAFFICKING.

REGINA HARRIS, DEBBIE RENTERIA, CHRIS POTEET, MEGAN TIMMY, RACHEL MCGOWAN, AND VANESSA PACHECO.

THE FOLLOWING BOARD MEMBER HAS SCHEDULED TRAINING TO TIMELY COMPLETE THE REQUIRED TRAINING BEFORE THEIR ELECTION ANNIVERSARY. ERIC EAGER.

EIGHT, SCHOOL SAFETY.

NOTE, THIS TRAINING MUST BE COMPLETED EVERY TWO YEARS.

THE FOLLOWING BOARD MEMBERS HAVE COMPLETED SCHOOL SAFETY TRAINING.

REGINA HARRIS, DEBBIE RENTERIA, CHRIS POTEET, MEGAN TIMMY, RACHEL MCGOWAN, AND VANESSA PACHECO.

THE FOLLOWING BOARD MEMBER HAS SCHEDULED TRAINING TO TIMELY COMPLETE THE REQUIRED TRAINING BEFORE THEIR ELECTION ANNIVERSARY, ERIC EAGER.

BOARD MEMBERS EXCEEDING REQUIRED CONTINUING EDUCATION.

THE FOLLOWING BOARD MEMBERS EXCEEDED THE TOTAL AMOUNT OF REQUIRED CONTINUING EDUCATION.

BOARD MEMBER REGINA HARRIS EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 10.25 ADDITIONAL HOURS.

BOARD MEMBER DEBBIE RENTERIA EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 46 ADDITIONAL HOURS.

BOARD MEMBER CHRIS POTEET EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY EIGHT ADDITIONAL HOURS.

BOARD MEMBER ERIC EAGER EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY SEVEN ADDITIONAL HOURS.

BOARD MEMBER RACHEL MCGOWAN EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 15 ADDITIONAL HOURS.

BOARD MEMBER VANESSA PACHECO EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 28 ADDITIONAL HOURS.

BOARD MEMBER MEGAN TIMMY EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 1.75 ADDITIONAL HOURS.

THANK YOU FELLOW BOARD MEMBERS FOR COMPLETING ALL THESE TRAINING HOURS, [LAUGHTER] CONSIDERING WE ALL HAVE JOBS, FAMILIES, AND A LIFE TO TEND TO, WE REALLY APPRECIATE YOUR COMMITMENT TO RICHARDSON ISD.

YOU ALL DID A FABULOUS JOB, YOU MIGHT AS WELL PAT YOURSELVES ON THE BACK AND TELL YOUR FAMILIES YOU DID A LOT OF TRAINING AND YOU VERY MUCH.

[LAUGHTER] THAT IS IT FOR OUR TRAINING HOURS.

THANK YOU AGAIN, BOARD.

>> GREAT JOB.

>> YES. GREAT JOB.

>> OUR NEXT ITEM IS AN INFORMATION ITEM TO REVIEW AND DISCUSS LOCAL BOARD POLICIES.

[IV.I. Review and Discuss Board Policies]

THE FIRST ONE WILL BE CQB TECHNOLOGY RESOURCES, CYBERSECURITY, 2 DC EMPLOYMENT AND PRACTICES, 3 EHBC SPECIAL PROGRAMS, COMPENSATORY SERVICES AND INTENSIVE PROGRAMS, 4 EHBCA COMPENSATORY SERVICES AND INTENSIVE PROGRAMS, ACCELERATED INSTRUCTION, 5 FEA COMPULSORY ATTENDANCE, 6 FFB STUDENT WELFARE CRISIS INTERVENTION, 7 FFH STUDENT WELFARE: FREEDOM FROM DISCRIMINATION, HARASSMENT AND RETALIATION, 8 FFI STUDENT WELFARE; FREEDOM FROM BULLYING, 9 FL STUDENT RECORDS, 10, FO STUDENT DISCIPLINE, MS. BRANDON AND MS. MCGOWAN.

>> THANK YOU, PRESIDENT, INES.

[03:00:02]

BOARD MEMBERS, SUPERINTENDENT BRANUM AND MY COLLEAGUES, AND THOSE WHO ARE STILL HERE IN THE AUDIENCE.

HAPPY IT'S STILL EARLY BECAUSE THAT MEANS I HAVE AT LEAST TWO HOURS TO COVER THESE 10 POLICIES.

THANK YOU SO MUCH.

Y'ALL DIDN'T REALLY APPRECIATE THAT.

AS AN OVERALL MATTER, THESE POLICY-SUGGESTED CHANGES ARE BASED ON LEGISLATIVE CHANGES AND REGULATORY CHANGES AND I DO JUST WANT TO MAKE SURE THAT I CORRECT SOME INFORMATION THAT WAS STATED EARLIER DURING PUBLIC COMMENT.

THE BOARD IS NOT TAKING ANY ACTION ON THESE POLICIES TONIGHT.

THE WAY THAT OUR STRUCTURE IS, WE DO A FIRST READING WHERE WE GIVE INFORMATION ABOUT THE PROPOSED POLICY CHANGES AND THEN AT A SECOND BOARD MEETING IS WHEN THE BOARD ACTUALLY TAKES ACTION.

FOR CQB THIS IS BASED ON LEGISLATIVE CHANGES IMPOSED BY SENATE BILL 271, WHICH ADDS TO SECURITY BREACH NOTIFICATION PROVISIONS AS SECURITY INCIDENTS AND INCIDENTS.

THAT'S THE ONLY CHANGE TO THAT PARTICULAR POLICY.

THERE ANY QUESTIONS? IF NOT, WE WILL GO AHEAD AND MOVE ON TO BOARD POLICY, DC EMPLOYMENT PRACTICES.

AGAIN, LEGISLATIVE CHANGE THIS TIME HOUSE BILL 1789 BECAUSE THERE IS A RECOGNITION THAT SOMETIMES IT'S HARD TO GET BUS DRIVERS, AND DEPENDING ON THE STRUCTURE AND WHO GETS TO HIRE EMPLOYEES, THAT CAN SOMETIMES IMPOSE AN ISSUE AND SO THE NEW LANGUAGE IN DC LOCAL IS TO ADD A NOTE THAT SPECIFICALLY FOR THE EMPLOYMENT OF BUS DRIVERS THAT MAY BE RELATED TO A BOARD MEMBER OR THE SUPERINTENDENT, THERE IS A REFERENCE TO DBE LEGAL, WHICH IS THE NEPOTISM POLICY.

THERE ARE ANY QUESTIONS ABOUT THAT? I'M GOING TO KEEP GOING TO HBC.

THE RECOMMENDATION IS ACTUALLY TO DELETE THIS POLICY AND THAT IS BECAUSE A NEW POLICY CALL REFERENCE IS BEING ADDED, WHICH IS EHBCA WHICH WILL GO AHEAD AND GO TO, WHICH IS RELATED TO COMPENSATORY SERVICES AND INTENSIVE PROGRAMS. IT ACCELERATED INSTRUCTION. AGAIN, BASED ON LEGISLATIVE CHANGES FROM HOUSE BILL 1416, WHICH MAKES A COUPLE OF DIFFERENT CHANGES RELATED TO ACCELERATED INSTRUCTION OF NOTE IS THAT THIS POLICY REFLECTS THAT A PARENT HAS AN ABILITY TO REQUEST A PARTICULAR TEACHER AFTER A STUDENT FAILS TO PERFORM SATISFACTORY ON THE STATE ASSESSMENT AND NOT JUST LIMITED AS IT WAS BEFORE TO GRADES 3,5, AND 8.

OTHER CHANGES REFERENCE HERE ARE A DELETION OF THE TERM ACCELERATED LEARNING COMMITTEES BECAUSE THAT'S NO LONGER A CONCEPT UNDER THE LAW.

WHAT WE NOW HAVE ARE ACCELERATED LEARNING PLANS.

ALSO JUST TO REMIND YOUR PARENTS ARE ABLE TO STILL CONTINUE IF THEY HAVE A COMPLAINT TO FILE THAT COMPLAINT UNDER FNG.

ANY QUESTIONS RELATED TO THOSE TWO POLICY CHANGES? FEA ATTENDANCE, COMPULSORY ATTENDANCE.

AGAIN, WHAT THIS ALLOWS IS FOR STUDENTS TO HAVE AN EXCUSED ABSENCE FOR CAREER INVESTIGATION.

THE MAXIMUM AMOUNT THAT IS ALLOWED IS UP TO TWO DAYS DURING THE STUDENT'S JUNIOR YEAR AND TWO DAYS DURING THE STUDENT'S SENIOR YEAR BUT THEY ARE ALLOWED TO VISIT A PROFESSIONAL WORKPLACE TO BE ABLE TO EXPLORE THEIR INTEREST.

ANY QUESTIONS ABOUT FEA? FFB, STUDENT WELFARE CRISIS INTERVENTION.

AGAIN, HOUSE BILL 3 ADDED PROVISIONS AT STUDENT REPORTS, AND SENATE BILL 1720 ADDED INFORMATION RELATED TO EMPLOYEE CONFIDENTIALITY.

ESSENTIALLY, UNDER STUDENT REPORTS, THE CAMPUS IS REQUIRED TO HAVE CLEAR PROCEDURES FOR STUDENTS TO MAKE REPORTS CONCERNING BEHAVIOR THAT'S EXHIBITED BY ANOTHER STUDENT OR OTHER DISTRICT EMPLOYEES.

FOR OUR EMPLOYEES, THEY ARE ABLE TO REPORT A THREAT AND MAINTAIN THEIR CONFIDENTIALITY, AND THE POLICY LANGUAGE OUTLINES WHO THE INFORMATION COULD BE SHARED WITH.

[03:05:06]

ANY QUESTIONS? FFH. THIS IS REALLY AGAIN, TO ALIGN WITH THE REQUIREMENTS OF TITLE 9 BUT ALSO MOVING SOME OF THE LANGUAGE SO AGAIN, THE FLOW IS EASIER, BUT ALSO REFLECTING SOME LEGISLATIVE CHANGES AND ALSO INDICATING THAT NOTES WILL BE GIVEN TO PARENTS IF THERE IS A REPORT OF DATING VIOLENCE, AND ALSO CLARIFYING SOME OF THE PROHIBITED CONDUCT IN THE DISTRICT'S RESPONSE TO THAT CONDUCT.

I DO JUST WANT TO GO AHEAD AND NOTE THAT THE BOARD IS LIKELY TO SEE FFH AGAIN IN A FEW MONTHS BECAUSE WE ARE EXPECTING THE UPDATED REGULATIONS TO TITLE 9, WHICH WILL LIKELY NECESSITATE SOME ADDITIONAL CHANGES TO THIS POLICY.

BUT WE DO WANT TO GO AHEAD AND MAKE SURE THAT IT IS UP TO DATE BASED ON THE LEGISLATIVE CHANGES.

FFI, STUDENT WELFARE, FREEDOM FROM BULLYING.

AGAIN, HERE WE'RE ADDING THE REFERENCE TO TEA'S UPDATE REQUIRING MINIMUM STANDARDS FOR BULLYING PREVENTION AND THIS REQUIRES THE DEVELOPMENT OF ADMINISTRATIVE PROCEDURES TO ENSURE THAT THOSE MINIMUM STANDARDS ARE IMPLEMENTED, AS WELL AS PERIODIC MONITORING OF ANY REPORTS OF BULLYING.

BOARD POLICY FL STUDENT RECORDS.

AGAIN, HOUSE BILL 1416 ELIMINATED THAT LANGUAGE RELATED TO ACCELERATED LEARNING COMMITTEES, AND NOW, AGAIN, IT'S ANY ACCELERATED EDUCATION PLAN, AND THAT IS INCLUDED UNDER THE DEFINITION OF THE TYPES OF EDUCATION RECORDS.

I'M SORRY, BRIAN, I KNOW WE'RE GOING SUPER FAST AND HE'S TRYING TO KEEP UP.

I APPRECIATE IT. WE'RE GOING TO GO TO FO STUDENT DISCIPLINE.

THE CHANGE THAT YOU SEE IS JUST CLARIFYING THE USE OF RESTRAINT FOR OUR STUDENTS WHO ARE RECEIVING SPECIAL EDUCATION SERVICES.

RESTRAINT CAN ONLY BE USED IN ACCORDANCE WITH THE LAW, AND SO THERE'S THAT REFERENCE THERE AND RESTRAINT FOR OTHER STUDENTS, THE LIST IS THERE AND IT CAN'T BE USED TO PROTECT PROPERTY FROM SERIOUS DAMAGE, BUT THE REST OF THE LANGUAGE WAS REDUNDANT AND ALSO WE PULLED OUT SPECIAL EDUCATION IN IT'S OWN CATEGORY.

THOSE ARE THE POLICY CHANGES.

AGAIN, JUST EMPHASIZING THAT THOSE ARE BASED ON LEGISLATIVE CHANGES AND ADMINISTRATIVE REGULATION CHANGES FROM THE STATE. THAT'S IT.

>> THANK YOU, ONCE AGAIN. ANY QUESTIONS, BOARD? COMMENTS, QUESTIONS? GOOD JOB.

>> THANK YOU, LATISHA, FOR YOUR LEADERSHIP.

>> YES, THANK YOU FOR THIS.

I KNOW THIS HAS BEEN REALLY ROUGH, THIS DEEP DIVE, GETTING THESE POLICIES TOGETHER BUT WE'RE GETTING IT DONE.

I LOVE IT. OUR NEXT ITEM IS AN INFORMATION ITEM REGARDING AN INTRUDER AUDIT. MISS HAYES.

[IV.J. Intruder Audit]

>> GOOD EVENING, BOARD, IT'S ME AGAIN.

WE ARE CONTINUING TO HAVE OUR UNANNOUNCED INTRUDER AUDITS AT OUR CAMPUSES.

AS OF THIS INFORMATION ITEM, WE HAD 44 AS OF TODAY WE'VE NOW HAD 45 OF OUR CAMPUSES AUDITED SO WE'RE ABOUT 83% COMPLETE FOR THE YEAR.

WE DID HAVE ANOTHER SCHOOL THAT DID HAVE A FINDING.

TONIGHT, I'M SHARING WITH YOU THAT LAKE HIGHLANDS HIGH SCHOOL RECEIVED A FINDING FOR THEIR AUDIT.

THEY HAD A SCREW THAT FELL OUT OF AN EXTERIOR DOOR, AND THAT KEPT THE DOOR FROM CLOSING CORRECTLY.

THAT IS A DOOR THAT WE HAVE HAD SEVERAL WORK ORDERS ON THROUGHOUT THE YEAR WITH THE SAME SCREW FALLING OUT SO WE ARE NOW PROBABLY GOING TO LOOK AT IT'S A REPLACEMENT OF THE ENTIRE FRAME AND DOOR.

IT'S NOT JUST A SINGLE DOOR SO WE MAY HAVE TO LOOK AT WHAT THAT WILL LEAD TO IF WE CAN'T KEEP THE SCREW INSIDE THE DOOR PROPERLY.

THAT IS OUR FINDING FOR LAKE HIGHLANDS HIGH SCHOOL.

WE WILL FOLLOW THE STATE REQUIREMENTS.

WE'LL RETRAIN THE ENTIRE STAFF, WE WILL TURN IN THE REQUIRED PAPERWORK.

WE DID MEET WITH OUR DISTRICT SAFETY AND SECURITY TEAM TODAY.

THEY ARE AWARE OF THAT FINDING AND SO THEN WE WILL MOVE FORWARD.

I HAVE TO TAKE ANY QUESTIONS.

>> ANY QUESTIONS ABOUT THE SCREW.

>> SHE'S GOING TO REPLACE THE DOOR.

WE'RE GOING TO LOOK INTO REPLACING THAT WHOLE DEAL.

[BACKGROUND].

[03:10:02]

>> I HAVE NOTHING.

>> THANK YOU, MS. HAYES.

WE REALLY APPRECIATE IT. LET'S MOVE ON.

OUR LAST FUN ITEM THAT I KNOW WE ALL LIKE TO PARTICIPATE IN.

[IV.L. Discussion of Student / District Activities]

IN ADDITION TO TONS OF TRAINING HOURS, WE HAVE ALL BEEN PARTS OF SOME DISTRICT STUDENT AND JUST A BUNCH OF ACTIVITIES IN RICHARDSON ISD.

THE FIRST ONE ON THE LIST HERE, JUST REAL QUICK, SO IMPACT CHURCH ACTUALLY INVITED ME OUT TO COME AND SPEAK AT THEIR TEACHER APPRECIATION SERVICE.

IT WAS REALLY IMPACTFUL.

IT WAS REALLY A NICE EVENT.

THEY HAD A PRINCIPAL THERE THAT WAS ALSO SPEAKING AS WELL.

JUST THE INVITE WAS GRACIOUS.

THE LOVE THAT THEY GAVE ME WAS GRACIOUS, AND I JUST GOT UP AND BASICALLY JUST THANKED ALL OF THE TEACHERS THAT WERE THERE.

THEY HAD A WHOLE AREA WHERE TEACHERS CAME OUT AND WERE VISITING, AND THEY SAT IN ONE LITTLE SECTION.

IT WAS GREAT.

THIS PASTOR ACTUALLY GIVES BACK TO RICHARDSON ISD QUITE A BIT.

ITS IMPACT CHURCH RIGHT OVER HERE OFF OF CAMPBELL.

IT WAS A REALLY COOL EVENT.

THE AMBASSADOR PROGRAM, ACTUALLY DEPUTY NTHERIA(PH) WAS ABLE TO BE THE AMBASSADOR THERE THIS TIME.

HOWEVER, SHE WAS NOT HERE SO MAYBE SHE'LL TELL US ABOUT THAT WHEN SHE'S BACK.

THE ANNUAL INTERFAITH IFTAR AND DINNER. VANESSA.

>> [OVERLAPPING] THANK YOU. I WAS TRYING TO THINK ABOUT WHAT I DID.

[LAUGHTER] THE INTERFAITH DINNER AT IENT WAS AMAZING.

THEY DO THIS YEARLY AND INVITE SEVERAL PEOPLE FROM THE CITY, THE DISTRICT, AND JUST COMMUNITY AREAS THROUGHOUT IFTAR.

THEY HAVE DINNER EVERY NIGHT, SO I WAS LUCKY ENOUGH TO GO THERE THAT ONE NIGHT AND IT WAS DELICIOUS AND ENJOYABLE, AND ALWAYS HAVE GREAT CONVERSATION MEETING NEW PEOPLE AND COMMUNITY LEADERS FROM OUR AREA, FROM OUR CITY.

>> YEAH. ALL RIGHT. THANK YOU.

SEVERAL OF US HAD AN OPPORTUNITY TO ATTEND AND I THOUGHT IT WAS VERY EXCITING.

I REALLY ENJOYED IT.

THE RICHARDSON CHAMBER OF COMMERCE ANNUAL MEETING AND THE GUEST SPEAKER THERE WAS THE MAVERICK CEO, CYNT MARSHALL.

MR. POTEET.

>> YES, IT WAS A GREAT ANNUAL MEETING PUT ON BY THE CHAMBER, AND OF COURSE, THERE WAS A LOT OF LEADERSHIP THERE FROM THE CITY OF RICHARDSON, SO WE GOT A LOT OF TIME TO BOND WITH THEM, AS WELL AS PLANO ISD WAS REPRESENTED THERE TOO.

BETWEEN THE GOOD, THEY DO A HANDOFF OF LEADERSHIP POSITIONS WITHIN THE CHAMBER, SO WE GOT TO BE PARTY TO THAT AND THEN SPEND SOME TIME WITH OUR TEAMING PARTNERS IN THE CITY AND PLANO ISD.

VERY GOOD.

>> I'D ALSO LIKE TO ADD THAT THE CITIZEN OF THE YEAR WAS NAMED AND HE IS OUR VERY OWN BERKNER HIGH SCHOOL GRADUATE.

THAT WAS VERY INSPIRATIONAL AS WELL.

I THOUGHT IT WAS PRETTY COOL, SO THAT HAPPENED AS WELL.

I THOUGHT THAT WAS GREAT THERE.

BUT I REALLY LOVE CYNT MARSHALL.

I'D NEVER HEARD HER SPEAK BEFORE, BUT IT WAS REALLY COOL.

PUBLIC POLICY COMMITTEE WITH JASON WHITE LEE FROM INSIDE TEXAS POLITICS, SEVERAL OF US ATTENDED THAT AS WELL.

VANESSA. MS. RITHREE IS NOT HERE.

[LAUGHTER].

>> I'M LIKE, OH YES, I DID THAT TOO.

IN CYCLE CONVERSATIONS, THOUGHT PROCESSES THROUGHOUT THE ATTENDEES AND GREAT QUESTIONS.

I'D NEVER HEARD HIM BEFORE IN PERSON.

OBVIOUSLY ON TV, BUT [LAUGHTER] NOT IN PERSON SO IT WAS REALLY NEAT.

I REALLY ENJOYED THAT PROGRAM.

I SAW YOU THERE AND MS. MCGOWAN WAS THERE, I BELIEVE.

>> WERE YOU THERE?

>> I THINK SO, MAYBE.

>> I'M NOT SURE WHY, YOU WERE SITTING ACROSS FROM ME.

>> YEAH, THAT WAS GOOD TOO.

>> THANK YOU. BREAK BREAD, BREAK BORDERS, MR. EAGER.

>> THAT WAS A GREAT IN THAT WHERE WE GOT A CHANCE TO SEE JUST SOME OF THE IMPACT THEY'RE HAVING WITH WHICH FAMILIES ARE COMING TO OUR COUNTRY AND SEEING THE IMPACT OF HELPING THEM AND BREAK BREAD, BREAK BORDERS IS THIS GREAT ORGANIZATION WHERE THE ONE THING IN THE WORLD THAT UNITES US ACROSS BORDERS IS FOOD, AND NO MATTER WHERE YOU GO, YOU BREAK BREAD WITH SOMEBODY, YOU START A RELATIONSHIP, AND YOU GET TO REALLY KNOW THAT WE'RE ALL PEOPLE JUST TRYING TO DO BETTER FOR OUR KIDS AND DO BETTER IN THE WORLD.

[03:15:06]

IT'S GREAT EVENT TO GET TO SEE SOME OF THE GOOD WORK THAT'S GOING ON THERE, AND IT WAS VERY INTERESTING.

GOT SOME GREAT FOOD. INVITE ME FOR FOOD, I'LL BE THERE.

>> YOU WERE THERE. MR. POTEET ATTENDED THE STRATEGIC PLANNING MEETING.

>> OH YES. THAT WAS THE ONE YEAR SINCE WE EXECUTED OR APPROVED THE STRATEGIC PLAN A YEAR AGO.

THIS WAS THE ONE YEAR LOOK BACK AND FIGURE OUT OR IT WAS A BRIEFING FROM STAFF ON ALL OF THE ACCOMPLISHMENTS THAT HAVE HAPPENED OVER THE LAST YEAR TOWARDS THE STRATEGIC PLAN.

IT WAS GOOD BEING ON THAT COMMITTEE AND I THINK MR. EAGER WAS ON THERE AS WELL.

A YEAR AGO, WE HAD PARTICIPATION BY SOME COUPLE OF STUDENTS THAT CAME BACK AS WELL, WHICH WAS GOOD TO SEE AND HEAR ABOUT THE ACCOMPLISHMENTS.

THE LAST THING I'LL SAY IS IT WAS IMPRESSIVE THAT WITH EVERYTHING ELSE GOING ON, STRATEGIC PLANS, AND I MENTIONED THIS THERE, MY EXPERIENCE IS SOMETIMES THOSE GET SHELVED AND FORGOTTEN ABOUT AS WE GET INTO THE EVERYDAY MIX WITH EVERYTHING GOING ON HERE.

THERE'S OBVIOUSLY STILL BEEN A FOCUS ON THE STRATEGIC PLAN AND ACCOMPLISHING THINGS IN YEAR 1.

IT WAS IMPRESSIVE. WE CAN'T WAIT TO SEE YEAR 2.

>> FANTASTIC. THEN ONE OF MY MOST FAVORITE THINGS WAS THE RIBBON CUTTING FOR THE LITTLE MUSTANGS. THAT WAS FABULOUS.

THAT'S NEAR AND DEAR TO MY HEART IS THE LITTLE ONES AND IT WAS JUST SO CUTE SO WE HAD A GREAT TIME.

ANYBODY ELSE WANT TO SHARE ANYTHING ELSE THAT THEY DID? MS. MCGOWAN, I'M SORRY I MISSED YOU ON THAT BECAUSE I WOULD HAVE HAD TO DO THAT ONE. DID YOU WANT TO ADD?

>> NO, IT'S OKAY. [OVERLAPPING] WHAT WAS THE EVENT WE DID THIS WEEK, TAM? LEAD? LEAD WELL?

>> DO A LEAD WELL.