[VIII.C. Consider Authority to Publish Required Legal Notice and Negotiate and Enter into a Contract to Sell Real Property Located at 701 W. Beltline Rd. Richardson, TX, 75080]

THE ADMINISTRATION TO PUBLISH THE REQUIRED LEGAL NOTICE AND NEGOTIATE AND ENTER INTO A CONTRACT TO SELL PROPERTY LOCATED AT 701 WEST BELT LINE ROAD, RICHARDSON, TEXAS, MISS BRANHAM.

>> THANK YOU, MR. POTET.

YES. MISS HAYES, IS GOING TO BE AVAILABLE TO ANSWER ANY QUESTIONS OR ADDRESS ANY OF THE BOARD'S QUESTIONS.

BUT ULTIMATELY, THIS IS, AS WE'VE TALKED ABOUT THROUGH PROJECT RIGHT SIZE, WE HAVE IDENTIFIED THAT WHAT WE CONSIDER THE PROFESSIONAL DEVELOPMENT CENTER THAT IS LOCATED ON BELT LINE AFFECTIONATELY CALLED THE PDC, INTERNALLY.

THAT BUILDING, WE ARE DECLARING THAT IS

[01:20:01]

EXCESS SURPLUS ASSETS THAT THE DISTRICT NO LONGER NEEDS.

THE STAFF THAT IS CURRENTLY OFFICED OUT OF THE PROFESSIONAL DEVELOPMENT CENTER WILL BE LOCATED TO GREENWOOD HILLS AND OR SPRING VALLEY.

AS A RESULT, IT ALLOWS THIS SPACE TO BE VACANT AND ALLOWS US TO PURSUE THE POTENTIAL SALE OF THAT PROPERTY.

WITH THAT, I AM ASKING THAT THE BOARD AUTHORIZE THE ADMINISTRATION TO PUBLISH THE REQUIRED LEGAL NOTICE AS OUTLINED UNDER LOCAL GOVERNMENT CODE, SECTION 272001 AND PROVIDE THE ADMINISTRATION WITH AUTHORITY TO NEGOTIATE AND ENTER INTO A CONTRACT TO SELL THE PROPERTY LOCATED AT 701 WEST BELT LINE AS SET OUT IN THE RESOLUTION BELOW.

>> THANK YOU FOR THAT RECOMMENDATION.

DO WE HAVE A MOTION TO ACCEPT THIS RECOMMENDATION?

>> I'LL MOVE.

EXCELLENT. THANK YOU, MISS VENTURA, IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS MCGALLAN.

ARE THERE ANY QUESTIONS OR COMMENTS ON THIS APPROVAL? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND.

THE MOTION PASSES SEVEN TO ZERO.

THANK YOU VERY MUCH.

OUR NEXT ITEM, WE TURN NOW TO

[VIII.D. Consider Adoption of the Final Amended Budget for 2023-2024]

OUR ACTION ITEMS RELATED TO THE ADOPTION OF THE BUDGET AMENDMENT.

MISS BRANHAM DO YOU HAVE A RECOMMENDATION FOR THE BOARD?

>> MR. POTET, BEFORE WE TAKE UP MY RECOMMENDATION FOR THE 24/25 BUDGET, WE DO NEED TO CLOSE OUT OUR CURRENT BUDGET, AND I RECOMMEND THAT THE BOARD APPROVE THE 23/24 BUDGET, BUT THE FINAL AMENDED BUDGET REPORT.

>> BOARD MEMBERS, WE HAVE A RECOMMENDATION FROM THE SUPERINTENDENT TO CONSIDER THE FINAL AMENDED BUDGET REPORT FOR THIS YEAR'S BUDGET.

MAY I HAVE A MOTION?

>> I'LL MOVE.

>> THANK YOU, MISS PACHECO. IS THERE A SECOND?

>> SECOND.

>> THANK YOU, MISS HARRIS. ARE THERE ANY QUESTIONS OR COMMENTS ON CLOSING OUT THIS BUDGET? HEARING NONE, ALL IN FAVOR PLEASE RAISE YOUR HAND, SEVEN TO ZERO.

MOTION PASSES.

THANK YOU VERY MUCH. OUR NEXT ITEM IS TO CONSIDER THE ADOPTION OF THE 2024/2025.

THERE IT IS. BUDGET. WORD WAS LEFT OFF.

>> THANK YOU SO MUCH

>> THANK YOU.

>> THANK YOU. I WANT TO THANK MR. POTET FOR HIS PRESENTATION EARLIER.

AS A RESULT, I'M JUST GOING TO MOVE FORWARD WITH A RECOMMENDATION THAT THE BOARD ADOPT THE 24 25 BUDGET AS PRESENTED IN THE OFFICIAL BUDGET DOCUMENT.

>> BOARD MEMBERS, WE HAVE A RECOMMENDATION FROM

[VIII.E. Consider Adoption of the 2024 - 2025 Budget]

THE SUPERINTENDENT BASED ON THE PRESENTATION WE HAD TONIGHT.

THIS IS FOR THE 2024 2025 BUDGETS.

FOR THE GENERAL FUND, THE DEBT SERVICE FUND AND THE CHILD NUTRITION FUND IS PRESENTED IN THE OFFICIAL BUDGET DOCUMENT.

DO I HAVE A MOTION?

>> I SHALL MOVED.

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

>> SECOND.

>> THANK YOU, MISS PACHECO.

ANY QUESTIONS OR COMMENTS AT THIS POINT? HEARING NONE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

THANK YOU. THE MOTION PASSES SEVEN ZERO

>> THANK YOU, BOARD. THANK YOU, MR. POTET.

THANK YOU, CABINET FOR ALL YOUR WORK YOU'VE DONE ON BRINGING THIS BUDGET FORWARD.

24/25 IS GOING TO BE A PHENOMENAL YEAR SO THANK YOU ALL.

>> AGREE. OUR NEXT ITEM IS, YOU WANT TO DO IT BEFORE THIS? LET'S DO IT. WE'RE GOING TO TAKE A BRIEF RECESS.

WHAT DO WE NEED ABOUT 10 MINUTES SOMETHING LIKE THAT, THAT WORK.

THIS TIME, WE'LL TAKE A BRIEF RECESS IT'S 7:27 ON THE WALL CLOCK, SO AT 7:40.

WE'LL BE BACK HERE AT 7:40.

>> WE'RE GOING TO GET STARTED AGAIN.

OUR NEXT ORDER OF BUSINESS NEXT ITEM IS AN INFORMATION ITEM TO PRESENT

[VIII.F. RISD Storm Damage and Recovery]

>> THANK YOU SO MUCH, TRUSTEE POTET FIRST AND FOREMOST, I WANT TO ACKNOWLEDGE THOSE IN OUR COMMUNITY OUR STAFF, STUDENTS THAT WERE IMPACTED BY THE RECENT STORM.

I ALSO WANT TO SHARE DEEP APPRECIATION FOR MISS HAYES, MR. WATSON, AND THE ENTIRE MAINTENANCE AND OPERATION TEAM.

IT WAS NOT MINUTES AFTER THE STORM PUSHED THROUGH THAT THEY WERE NOT ON SITE ON CAMPUSES, REACHING OUT AND JUST PROVIDING THEIR SERVICES AND THEIR SUPPORT AND THE COMMUNICATION WAS INCREDIBLE.

AGAIN, ALSO KEEP IN MIND THAT WHILE SCHOOL WAS OVER, WE HAD JUST FINISHED GRADUATION.

WE WERE STILL TAKING DOWN GRADUATION.

[01:25:01]

BUT ON TOP OF THAT WE WERE QUICKLY PREPARING FOR EOC SUMMER SCHOOL THAT WAS GOING TO START ON THAT THURSDAY, AND OF COURSE, WE HAD ELEMENTARY SUMMER, A LOT OF PEOPLE THINK, WE'RE JUST OFF ALL SUMMER.

WELL, WE TURN AROUND AND WE'RE IMMEDIATELY SERVING STUDENTS AGAIN AND THERE FIRST PRIORITY WAS, HOW DO WE ENSURE THAT WE HAVE A SAFE CONDUCIVE ENVIRONMENT FOR OUR STUDENTS AND OUR STAFF? I JUST REALLY WANT TO THANK SANDRA AND HER TEAM FOR THEIR INCREDIBLE AND THEY WERE 24/7.

THEY WERE WORKING AROUND THE CLOCK TO MAKE SURE THINGS WERE TAKEN CARE OF.

I HAVE ASKED MISS HAYES TO JUST PROVIDE THE BOARD WITH AN UPDATE ON THE STORM DAMAGE.

OVERALL, WE WERE PRETTY FORTUNATE AND THAT WHILE WE HAD MANY OF OUR FACILITIES THAT DID NOT HAVE ELECTRICITY FOR AN EXTENDED PERIOD OF TIME, AND SOME OTHER THINGS, OVERALL SIGNIFICANT DAMAGE WAS KEPT AT A MINIMUM.

BUT, MISS HAYES, I'LL LET YOU JUST PROVIDE AN OVERVIEW. THANK YOU.

>> THANK YOU, SUPERINTENDENT BRANDOM.

I'LL PASS THE WORD ON TO MY TEAM WHO ARE CONTINUING TO WORK FOR CLEAN UP PURPOSES.

IT WILL TAKE US SEVERAL MONTHS.

JUST A QUICK OVERVIEW AS THE STORM PASSED THROUGH ON TUESDAY MORNING AND MAY 28.

AT THE END, WE HAD 43 OF OUR 65 LOCATIONS WITHOUT POWER, SO MORE THAN HALF STARTED OUT.

THE LAST SITE TO RECEIVE POWER WAS SUNDAY EVENING SO WE WERE DOWN FOR SIX DAYS IN ONE OF OUR LOCATIONS.

WE DID HAVE OUTDOOR DAMAGE AT ALL 65 LOCATIONS.

AS YOU SEE WHEN YOU DRIVE THROUGH OUR NEIGHBORHOODS, WE'VE HAD A TREMENDOUS AMOUNT OF LANDSCAPING DAMAGE, TREES, BRANCHES, FENCES.

WE DID HAVE THREE SHADE STRUCTURES AT THREE DIFFERENT PLAYGROUNDS THAT WENT DOWN AS WELL FROM WIND DAMAGE.

AT THE HIGH SPOOLS, MANY OF THE ATHLETIC PIT COVERS BLEW OFF.

THEY WERE STILL CLEANING UP FROM GRADUATION ON THAT OR PLANNED ON CLEAN UP FOR GRADUATION ON THAT TUESDAY MORNING TENT THAT WAS THERE FOR THE PHOTOGRAPHER BLEW INTO THE FENCE, THAT FENCE HAD MAJOR DAMAGE, SO JUST LOTS OF THINGS HAPPENING.

WE DO HAVE SOME ROOFTOPS THAT BLEW OFF HVA ROOFTOPS OVER THE SUPERINTENDENT'S OFFICE, HERS BLEW OFF, WHICH WHEN THOSE HAPPENED, IT DOES CAUSE FLOODING THROUGH THE ROOF, SO WE DID HAVE FLOODING HERE AT THE ADMIN.

WE ARE PUTTING A NEW ROOFTOP UNIT ON TOMORROW.

THERE'LL BE A CRANE HERE TO LIFT THAT AND GET IT REPAIRED.

WE'RE ALSO HAVING TO RESET TWO OF THE CAMPUSES, SPRING RIDGE AND PARK KILL.

BOTH HAVE TWO ROOFTOP UNITS THAT HAVE TO BE RESET.

WE'RE STILL ASSESSING OUR ROOFS, BUT WE DID HAVE DAMAGE IDENTIFIED ALREADY AT RICHARDSON HIGH SCHOOL.

WE ALSO HAD A BROKEN WINDOW THERE FROM DEBRIS HITTING ON THE WEST SIDE OF THE AUDITORIUM AREA.

WE HAD ROOFS HERE AT THE ADMIN, CAN YOU CREEK C CREEK.

BOTH OUR STADIUM SUSTAINED SOME DAMAGE.

THE PDC HAD SOME DAMAGE AND SPRING CREEK.

WE HAD FLOODING INSIDE, A LOT OF IT BECAUSE THE WIND WAS SO STRONG AND THE RAIN SO HARD.

A LOT OF OUR DOORS ALLOWED WATER TO COME IN UNDER THEM AND AROUND THEM.

WE DID HAVE FLOODING AT PARK HILL, SKYVIEW, THE LITTLE EAGLES DAYCARE, BRENTFIELD, THE ADMINISTRATION AREA, NORTH JUNIOR HIGH, AND CARLYN BUCARE.

CONSIDERING THE STRENGTH OF THE STORM, WE FARED VERY WELL AND SPEAKING WITH OUR RISK MANAGEMENT TEAM AND MR. PAT, OBVIOUSLY, WILL NOT HAVE ENOUGH STRUCTURAL DAMAGE TO DO ANY INSURANCE CLAIM AND WE WILL HANDLE THIS ALL IN HOUSE.

MAJORITY OF OUR COST, THE MOST EXPENSIVE THINGS, OF COURSE, WILL BE ROOF REPAIR AND HVAC REPAIR FOR THE EQUIPMENT AND THEN JUST LABOR.

WE'RE HAVING TO BRING OUR FOLKS IN OVER TIME TO TRY TO HELP CLEAN UP AND WE HAD TO DO THAT LAST WEEK TO GET ALL THE CAMPUSES FOR SUMMER SCHOOL READY AND I'M CONTINUING TO DO OUR SUMMER WORK IN THE MIDDLE OF REPURPOSING OUR FOUR ELEMENTARIES AND MOVING EVERYBODY AROUND.

HAPPY TO TAKE ANY QUESTIONS IF YOU HAVE THEM.

>> THANK YOU, MISS HAYES. ARE THERE ANY QUESTIONS OR DISCUSSION FROM THE BOARD? YES, MISS PACHECA?

>> WELL, I DON'T HAVE A LOT OF QUESTIONS, BUT I DO WANT TO THANK YOU AND THE DISTRICT AND EVERYBODY THAT'S SUPPORTED THE TEAM TO CLEAN UP AND MOVE DEBRIS AND TREE BRANCHES AND PARTS OF ROOFS ALL AROUND YOUR DISTRICT, SO I APPRECIATE YOU.

>> ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? HEARING NONE. THANK YOU, MISS HAYES FOR YOUR UPDATE.

THANK YOU FOR YOUR TEAM, ALL THE HARD WORK.

I KNOW A LOT OF THEM HAD ISSUES AT THEIR OWN HOMES AND CAME IN TO TAKE CARE OF THE DISTRICT, SO I APPLAUD THAT EFFORT, AND WE'RE NOT DONE WITH SPRING YET, SO I KNOW THAT WE'RE ALWAYS LOOKING OUT, SEEING WHAT'S COMING NEXT.

IT'S BEEN A CRAZY YEAR.

THEY'RE BE DONE EXCEPTIONAL JOB. THANK YOU.

NOW IT SAYS WE'RE GOING TO HAVE A BREAK, WE'RE GOING TO FLY RIGHT THROUGH THAT.

[01:30:01]

OUR NEXT ITEM IS AN INFORMATION ITEM REGARDING

[VIII.G. Climate Survey Results and Yonder Implementation Update]

THE END OF THE YEAR CLIMATE SURVEY RESULTS AND UPDATE REGARDING THE YONDER IMPLEMENTATION, MISS BRANDOM.

>> YES, THANK YOU. ACTUALLY, THIS IS WE ARE BOTH COVERING OUR END OF THE YEAR CLIMATE SURVEY RESULTS, AND THEN THE SECOND PART OF THIS, WE'LL BE ALSO ADDRESSING THE END OF THE YEAR YONDER IMPLEMENTATION FEEDBACK THAT WE HAVE RECEIVED FROM OUR CAMPUSES AS WELL.

I'M GOING TO INVITE MISS ORTIZ TO COME UP AND AS YOU KNOW, SHE'S STILL WEARING A DUAL HAT OF BOTH STILL SUPPORTING THE CNI AND THE TEACHING AND LEARNING DEPARTMENT WHILE ALSO LEADING IN THE ACI DEPARTMENT AND SHE'S BEEN BRILLIANT IN HER ROLE.

IN THIS PRESENTATION, SHE WILL BE REPRESENTING ACI AND SHE'S GOING TO BE SHARING OUR END OF THE YEAR CLIMATE SURVEY RESULTS.

IN NUTSHELL, I AM SO INCREDIBLY PROUD OF OUR CENTRAL AND OUR CAMPUS LEADERS.

THE RESULTS THAT YOU'RE GOING TO SEE TONIGHT ARE OUTSTANDING IN EVERY WAY, AND THAT DOES NOT HAPPEN WITHOUT INCREDIBLE LEADERSHIP.

I'M GOING TO FIRST AND FOREMOST JUST CELEBRATE OUR LEADERS.

MISS ORTIZ, I WILL TURN IT OVER TO YOU.

>> IS YOUR MICROPHONE?

>> YEAH.

>> THERE IT IS.

>> THANK YOU.

>> THANK YOU SO MUCH, SUPERINTENDENT BRENNAN.

PRESIDENT POTET, MEMBERS OF THE BOARD.

THIS EVENING, I'M VERY EXCITED TO PRESENT TO YOU THE END OF THE YEAR TEACHER CLIMATE SURVEY RESULTS FOR THE 23/24 SCHOOL YEAR.

THE SURVEY RESULTS SHOW US REALLY A WAY OF REVIEWING OUR PROGRESS AND LOOKING AT AREAS THAT WE NEED TO IMPROVE BOTH FROM OUR TEACHERS, FROM OUR PARENTS, AND WE ALSO SURVEY OUR STUDENTS, SO FROM ALL DIFFERENT LENSES TO SEE HOW WE CAN IMPROVE AS A DISTRICT.

END OF THE YEAR, CLIMATE SURVEY WAS ADMINISTERED TO ALL FULL TIME TEACHERS, AND IT INCLUDED CAMPUS AND CENTRALLY ASSIGNED TEACHERS AS WELL.

THE WINDOW DID REMAIN OPEN FOR THREE WEEKS.

WE DID EXTEND IT A LITTLE BIT TO MAKE SURE THAT EVERYBODY HAD A CHANCE BECAUSE WE KNOW IT'S BUSY TIME OF THE YEAR.

OVERALL, THERE WERE 2015 RESPONDENTS TO THE TEACHER SURVEY, AND THAT WAS AN INCREASE FROM A LITTLE OVER 1,800 LAST YEAR.

WE'RE EXCITED TO SEE THAT MORE INDIVIDUALS WHO WERE READY TO DO THAT.

WE HAVE GROUPED THE QUESTIONS INTO DIMENSIONS BY AREA OF FOCUS.

THE FIRST AREA THAT WE WILL FOCUS ON IS GOING TO BE BELIEFS AND PRIORITIES.

WE HAVE FOUR QUESTIONS THAT WE WILL GO OVER TONIGHT.

EACH OF THE QUESTIONS FOR THE NEXT FEW SLIDES WILL BE STRUCTURED IN THE SAME WAY.

ANYTHING THAT'S A DARK GREEN, IT WAS A STRONGLY AGREED RESPONSE.

ANYTHING IN LIGHTER GREEN IS AGREE, ORANGE IS DISAGREE AND RED IS STRONGLY DISAGREE.

ON THIS AREA OF BELIEF AND PRIORITIES, YOU CAN SEE THAT THE STRONGLY AGREE HAS INCREASED IN EACH OF THE DIFFERENT AREAS FROM THE 2023 END OF YEAR SURVEY TO THE 2024 END OF YEAR SURVEY.

WHEN WE TALK ABOUT THE SUPPORT FROM CAMPUS LEADERSHIP TO DO THEIR JOB WELL, THE SCHOOL PRIORITIES, DO THEY HAVE THE RESOURCES THAT THEY NEED? THEN OVERALL, DO THEY FEEL THAT THE DISTRICT IS HEADED IN THE RIGHT DIRECTION? WE SAW INCREASES IN ALL OF THOSE AREAS.

THE NEXT SET OF QUESTIONS IS GOING TO FOCUS ON CULTURE OF FEEDBACK AND SUPPORT.

AGAIN, WE SEE SIMILAR TRENDS.

WE'RE SEEING AN INCREASE 23-24 ON CAMPUS LEADERSHIP HELPING ME IMPROVE THE QUALITY OF MY INSTRUCTION.

THE PROFESSIONAL DEVELOPMENT SESSIONS AT THE CAMPUS THIS YEAR HAVE HELPED ME IMPROVE MY INSTRUCTION.

THEN THE TEAM EXPERIENCES WITH COLLEAGUES HAVE ALSO HELPED IMPROVE MY INSTRUCTION.

ALL OF THOSE THINGS WE SEE SOME INCREASES AS WELL.

NEXT SLIDE IS ON POSITIVE CULTURE AND ENVIRONMENT, AND WE'LL SEE THAT AGAIN, POSITIVE TRENDS, BUT THE LAST TWO, EVEN THOUGH THEY'RE LOWER THAN WHAT WE'VE SEEN IN THE PREVIOUS SLIDES, WE DO SEE THAT DISCIPLINE BEING ENFORCED CONSISTENTLY AND EFFECTIVELY HAS HAD A MORE SIGNIFICANT INCREASE IN THE STRONGLY AGREE AND AGREE THAN WE SAW IN 2023.

THE SAME THING FOR UNRELEASED STUDENTS NOT BEING PERMITTED TO DISRUPT THE LEARNING ENVIRONMENT.

>> MISS ORTIZ IF I CAN SPEAK.

>> NO. DR. GIVENS AND I BOTH JUST WANTED BECAUSE AGAIN, AS YOU KNOW AT THE LAST WORK SESSION, DR. GIVENS AND MR. MENSCOCO AND I BROUGHT FORWARD JUST THIS CONVERSATION AROUND DISCIPLINE, AND THAT WE'VE SEEN THIS TREND.

EVEN THOUGH WE SHARED, WE WERE GOING TO BE WORKING ON IT, WE HAD SPECIFIC ACTION PLANS TO ADDRESS IT.

IT WAS NOT MOVING AT A PACE THAT WE WERE COMFORTABLE WITH AND THAT WE KNEW WE HAD TO MAKE EVEN GREATER STRIDES IN THIS AREA.

WE ARE VERY PROUD OF THE FACT THAT WITH THE INITIAL ACTION PLAN, WE HAVE SEEN THIS IMPROVEMENT WHICH IS A PRETTY REMARKABLE IMPROVEMENT FROM WHAT WE

[01:35:01]

HAVE SEEN IN THE LAST AT LEAST NINE YEARS SINCE I'VE BEEN HERE.

BUT YET, WE KNOW THERE IS STILL TREMENDOUS WORK TO DO, AND THAT IS WHY WE BROUGHT FORWARD THE WORK THAT WE'RE DOING LAST MONTH.

DR. GIVENS, PLEASE ADD ANY OTHER ADDITIONAL CONTEXT BECAUSE I'M SURE YOU WANTED TO SHARE THE SAME THING.

>> EXACTLY. THANK YOU, MISS BRANHAM.

I'M RIGHT WITH YOU. THANK YOU.

>> THE NEXT SECTION FOCUSES ON COLLEGE GOING CULTURE, AND THERE'S ALSO BEEN A LOT OF WORK IN THAT AREA FROM SEVERAL TEAMS WITHIN THE DISTRICT, AND WE SEE AN INCREASE AS WELL.

WE'RE SEEING THAT TEACHERS SEE THAT STUDENTS HAVE SEEN AN INCREASE IN THEIR FOCUS TO GETTING COLLEGE AND CAREER READY, THAT TEACHERS ACCEPT NOTHING FROM STUDENTS THAN THEIR FULL EFFORT, AND THAT AT THE SCHOOL TEACHERS GIVE FEEDBACK TO HELP THEM UNDERSTAND HOW THEY CAN IMPROVE.

AGAIN, ALL IN A POSITIVE DIRECTION ON THIS TOPIC.

THEN WE GET INTO QUESTIONS ON THE SATISFACTION WITH CENTRAL OFFICE SERVICES.

YOU'LL SEE IT BROKEN DOWN BY EACH OF THE DIFFERENT DEPARTMENTS.

FOR SOME DEPARTMENTS, IT STAYED CONSISTENT, BUT IT WAS PRETTY GREAT IN A POSITIVE NUMBER THAT WE WERE SEEING OVER 95% FOR SOME OF THE AREAS THAT THEY WERE ALREADY SEEING SATISFACTION.

SOME OF THEM ONES THAT WERE A LITTLE BIT LOWER, WE SAW INCREASE AS WELL THIS YEAR, SO THAT WAS REALLY GREAT.

THEN THAT NEXT SLIDE CONTINUES ON THE REST OF THE DEPARTMENTS MAINTENANCE AND OPERATIONS, ACCOUNTABILITY, AND CONVENIENCE IMPROVEMENT, PAYROLL, FOOD SERVICE AND TRANSPORTATION.

THEN THIS LAST GRAPH IS GOING TO SHOW US THE OVERALL QUALITY.

HOW DO THEY SEE THE OVERALL QUALITY OF THE CAMPUS AND HOW DO THEY SEE THE OVERALL QUALITY OF THE DISTRICT? FOR THE CAMPUS, THERE WAS ACTUALLY A SIX POINT INCREASE BETWEEN 2023 AND 2024, AND WE HAD A FEW POINTS OF IMPROVEMENT FOR THE DISTRICT LEVEL, WHICH WAS ALREADY A LITTLE BIT HIGHER THAN THE CAMPUS LAST YEAR.

WHEN WE THINK ABOUT SOME OF THE AREAS OF STRENGTH, WE'RE REALLY EXCITED TO SEE THAT THERE WAS AN OVERALL POSITIVE IMPROVEMENT IN A LOT OF THE DIFFERENT AREAS WHEN TEACHERS WERE SURVEY, THAT THEY SEE THAT THERE IS SUPPORT FOR TEACHERS AT THE CAMPUS LEVEL, THAT THEY'RE HAVING THOSE TEAM EXPERIENCES WITH THEIR COLLEAGUES, THAT THERE'S A FOCUS ON STUDENTS PROVIDING FEEDBACK AND HELPING TO SUCCEED AND THAT THEY'RE FEELING SUPPORTED BY THE CENTRAL DEPARTMENTS.

THEN OF COURSE, WE ALREADY SPOKE A LITTLE BIT ABOUT SOME AREAS OF OPPORTUNITY WHEN IT COMES TO DISCIPLINE AND BEHAVIOR SUPPORTS.

I JUST WOULD LIKE TO ADDRESS QUICKLY A COUPLE OF THINGS.

NUMBER 1, CENTRAL AND SOMETIMES WE'VE HAD SPEAKERS THAT HAVE ADDRESSED CENTRAL OFFICE AND HOW SOMETIMES IT CAN FEEL LIKE OUR CENTRAL OFFICE MAY BE TOO HEAVY OR THAT THERE'S TOO MANY SUPPORTS.

BUT I ALSO THINK THE CLIMATE SURVEY SPEAKS TO WHAT I HOPE EVERYONE KNOWS IS OUR MISSION OF CENTRAL OFFICE, AND THAT IS NOT FOR US TO BE LOCKED IN OUR OFFICES DOING THE WORK OF, YOU KNOW, WHAT HAPPENS IN THE RED BRICK BUILDING.

BUT THAT OUR JOB IS TO BE OUT IN VISIBLE AND SUPPORT, WORKING NEED TO ME WITH PRINCIPALS, WITH TEACHERS, WITH PROGRAM SPECIALISTS THAT ARE IN THOSE CLASSROOMS, ABOUT TO GET ON MISS HAYES GOES OVER THERE, AND SHE IS WITH OUR BUS DRIVER SUPPORTING THEM WHEN WE HAVE AN ISSUE WITH A PERSONNEL UNIT.

IT'S DR. GOODSON AND THE EXECUTIVE, WE ARE OUT THERE TO MAKE SURE THAT OUR SUPPORT, AND I THINK THE CLIMATE SURVEY IS EVIDENCE OF THAT.

I JUST WANT TO THANK GOD.

THANK YOU ALL FOR YOUR LEADERSHIP AND THAT.

THE SECOND THING I WANT EVERYONE TO KNOW IS WE READ EVERY SINGLE COMMENT.

I HAVE A BOOK, MISS SHORTY CAN SPEAK TO IT.

I HAVE A BINDER THAT IS A THREE INCH BINDER, AND I READ EVERY SINGLE COMMENT.

I HIGHLIGHT AND I IDENTIFY PATTERNS, I AM NOT HAPPY UNTIL ALL OF THESE ARE AT 100%, STRONGLY AGREE THAT WE AS A DISTRICT, THAT WE HAVE A CLIMATE AND A CULTURE WHERE EVERY TEACHER HAS WHAT THEY NEED, WHERE THEY FEEL DISCIPLINE IS UNTIL ALL OF THOSE ARE AT 100%, WE'RE NOT SATISFIED.

EVEN THOUGH WE FEEL REALLY GREAT ABOUT THESE RESULTS, WE ARE DIGGING IN TO TRY TO FIND MORE PATTERNS, MORE TRENDS, WHERE ELSE DO WE NEED TO INTERVENE TO BETTER ENSURE THAT OUR TEACHERS AND OUR STAFF FEEL SUPPORTED.

SUPERINTENDENTS, THEY TAKE THIS AND THEY WILL REVIEW THEIR CLIMATE SURVEY WITH THEIR PRINCIPALS IN THEIR END OF THE YEAR.

THEY WILL SET THAT UP IN THE BEGINNING OF THE YEAR AND YOU WILL SEE SPECIFIC DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLAN, ACTION STEPS THAT ARE IDENTIFIED TO ADDRESS, HOW DO WE MOVE THESE EVEN ON THE MORE POSITIVE SIDE?

[01:40:04]

YES, WE CELEBRATE THIS, BUT WE KNOW WE'RE NOT DONE AND YOU'RE GOING TO SEE THAT WE TAKE ACTION TO CONTINUE TO IMPROVE THESE NUMBERS SO THAT THERE IS NO YELLOW OR RED ON THE SURVEY RESULTS.

THANK YOU TO YOU AND TO GINA FOR FACILITATING THIS AND WE'RE HAPPY TO TAKE ANY QUESTIONS OR REFLECTIONS.

>> GREAT PRESENTATION AND THANK YOU FOR THESE EFFORTS.

DO WE HAVE ANY QUESTIONS OR COMMENTS FROM ANY BOARD MEMBERS?

>> I'LL START. I SAW MR. EAGER FIRST, THEN WE'LL MOVE ON.

>> GOOD, MR.EAGER.

>> I JUST WANT TO MAKE SURE. DO WE HAVE A, THESE ARE EXCEPTIONAL NUMBERS? ANYTHING THAT YOU STARTED APPROACHING 85, 86,87, 88 OR 90 IS EXCEPTIONAL AREA.

DO WE HAVE ANY OTHER COMPARATIVES WITH ANY OF OUR PEER DISTRICTS JUST TO I GIVE A POINT OF REFERENCE TO HOW GREAT JOB THE TEAMS DOING?

>> MOST HAVE NOT PRESENTED YET BECAUSE I KEEP AN EYE ON THEIR BOARD PRESENTATIONS.

I HAVEN'T SEEN THEIR CLIMATE SURVEY RESULTS, BUT I WILL DEFINITELY CHECK OUT WHAT THEY SHARE AND SEE IF THERE'S A FEW COMPARISON POINTS.

IT CAN'T BE DIFFICULT BECAUSE THEY'LL HAVE DIFFERENT QUESTIONS.

BUT WE CAN LOOK AT WHAT THEY PRESENT AND SEE IF THERE'S ANY SIMILARITIES TO THE QUESTIONS THAT WE'RE ASKING OUR STAFF.

>> I JUST KNOW THAT SOME SOFTWARE DEPENDING WHICH SOFTWARE USE, THEY WILL HAVE A LOT OF SAME QUESTIONS THAT CAN BE COMPARED FOR JUST BENCHMARKING PURPOSES.

>> THEY THEY DON'T GIVE US ACCESS TO THE OTHER DISTRICTS SO USUALLY WE RELY ON WHATEVER THEY PRESENT PUBLICLY.

>> THANK YOU.

>> MISS TIMMY, YOU WANT TO GO.

>> GREAT PRESENTATION.

THANK YOU FOR THAT. I ALSO APPRECIATE.

I JUST WANT TO SAY, APPRECIATE THAT YOU GUYS AND THAT RICHARDSON IS A DISTRICT APPRECIATES BOTH SCORES, BUT ALSO THEN THIS FEEDBACK AS WELL, THAT WE'RE NOT JUST LOOKING ONLY AT SCORES FROM THAT PERSPECTIVE.

THAT OUR STAFF IS ABLE TO GIVE FEEDBACK ON AREAS THEY WOULD LIKE TO SEE THAT HIGHLIGHT FOR DOING THE GREAT THINGS AND THEN ALSO BE ABLE TO GIVE FEEDBACK.

I KNOW YOU SAID YOU READ EVERY YOU READ COMMENTS AND THINGS LIKE THAT.

THERE ARE COMMENTS ATTACHED TO THIS THAT WENT TO THE INDIVIDUAL DEPARTMENTS AND THAT YOU GUYS USED AS WELL?

>> ABSOLUTELY. YES, MA'AM.

>> THERE ARE COMMENTS THAT ANY STAFF MEMBER CAN LEAVE IN THEY'RE COMPLETELY ANONYMOUS.

I THINK THAT'S REALLY IMPORTANT TO KNOW THAT WE WANT THIS TO BE A SAFE ENVIRONMENT FOR OUR STAFF TO FEEL LIKE THEY CAN SAY WHAT IS ON THEIR HEART AND WHAT THEY NEED TO SAY IN ORDER TO GIVE US FORMATIVE FEEDBACK.

YES. WE HAVE ACCESS.

MOST OF THE TEAM WILL REVIEW THEIR COMMENTS DIGITALLY, BUT FOR EXAMPLE, I PRINT THEM OUT BECAUSE I HIGHLIGHT DIFFERENT COLORS TO TRY TO IDENTIFY CERTAIN PATTERNS AND TRENDS.

BUT YES, WE ALL ACCESS AND WE ALL READ THEM, WE DO BRIEF THEM AS A CABINET TEAM TO SAY ARE THERE CENTRAL IMPLICATIONS FOR SUPPORT CHANGES OR THINGS THAT WE NEED TO DO DIFFERENT, AND THEN OF COURSE, THE CAMPUSES READ THEM AS WELL.

>> THAT'S GREAT. I ALSO APPRECIATE YOU GUYS ASKING QUESTIONS SPECIFICALLY AROUND DISCIPLINE THAT WE KNOW ARE NOT GOING TO BE ANSWERS, BUT THAT ARE ALSO GOING TO GIVE US INFORMATION FOR DISCIPLINE SPECIFICALLY, HEY, WE'RE NOT MAKING PROGRESS AT THE PACE WE WANT, BUT WE ARE MAKING PROGRESS AND TO SEE THAT.

YOU'RE NOT JUST ASKING QUESTIONS FOR A GOOD PUBLIC VIEWING, WHICH I APPRECIATE BECAUSE IT REALLY ALLOWS YOU TO GET DOWN TO WHAT THE ISSUES ARE, SO THEN WE'RE ABLE TO FREE UP THE RESOURCES FOR YOU GUYS TO MAKE THAT DIFFERENCE.

I CERTAINLY APPRECIATE THAT AND I THINK I'M INCREDIBLY PROUD OF THE IMPROVEMENTS THAT WE'RE SEEING ACROSS THE DISTRICT SPECIFICALLY IN THE AREA OF CLIMATE AND CULTURE.

WE WANT THE BEST PEOPLE HERE IN OUR DISTRICT, WE WANT THEM TO BE SATISFIED WITH THE JOB THEY'RE DOING.

WE WANT THEM TO BE SUPPORTED, WE WANT THEM TO FEEL THAT.

I MEAN, WE KNOW THAT KEEPING OUR GREAT STAFF HERE IS WHAT'S GOING TO MAKE THE DIFFERENCE SO I CERTAINLY APPRECIATE YOU GUYS FOR DOING THAT.

>> I ALSO WANT TO THANK THE BOARD BECAUSE I THINK YOU ALL NEED TO TAKE A LOT OF CREDIT FOR THIS AS WELL, BECAUSE YOU HAVE GIVEN US AND PRIORITIZE THE RESOURCES NECESSARY TO ENSURE THAT OUR STAFF HAS BOTH THE HUMAN RESOURCE SUPPORT AND THE FINANCIAL SUPPORT AVAILABLE IN ORDER TO JUST FEEL APPRECIATED AND SEEN. THANK YOU ALL.

>> ADDITIONAL COMMENTS OR QUESTIONS FROM ANY BOARD MEMBERS.

I HAD A COUPLE OF QUICK ONES BEFORE WE MOVE ON TO, I GUESS THE ON ONE NEXT.

TO DOVETAIL OFF OF, I THINK MISS TIMMY SAID, ON THE SURVEYS, IF WE DO SURVEYS, AND IF YOU DON'T ACT ON THEM, PEOPLE LOSE FAITH AND TRUST IN SURVEYING.

IT'S JUST AN EXERCISE AND GETS FILED.

I DO LOVE THAT WE ARE ACTUALLY ACTING ON THEM BECAUSE THAT KEEPS THAT TRUST LEVEL HIGH.

LET'S SEE 2015 RESPONDENTS, IS THAT GOOD?

[01:45:05]

I DON'T KNOW HOW THAT COMPARES TO KNOLL YEARS.

>> IT'S AN IMPROVEMENT WE HAD ABOUT 1,800 LAST YEAR, A LITTLE OVER 1,800.

FOR US TO SEE THAT AMOUNT OF AN INCREASE I THINK THAT'S A GOOD INDICATOR, AND WE HOPE THAT WE CONTINUE TO GET MORE RESPONSES IN THE COMING YEARS BECAUSE THAT REALLY GUIDES THE WORK.

>> YES. I THINK THAT THAT GOES BACK TO THE TRUST IN THE SYSTEM.

LET'S GO AHEAD AND TAKE ABOUT A 10 MINUTE BREAK, 8: 15 WE'LL RETURN. THANK YOU.

>> WE'RE GOING TO GET STARTED A LITTLE BIT EARLIER THAN PLANNED.

THANK YOU FOR THAT PAUSE.

WE'LL GO AHEAD AND CONTINUE WHERE WE LEFT OFF, MISS BRANHAM.

>> YES. SO I ALSO JUST WANT I THINK THAT WE HAD A QUESTION AROUND OUR SURVEY RESPONSE.

DEFINITELY, WE KNOW THAT WE HAD AN AMPLE NUMBER OF RESPONSES TO ENSURE THAT THE SURVEY WAS VALID AND RELIABLE, AND THAT'S SOMETHING THAT WE ALWAYS LOOK AT.

WE WELL EXCEEDED THAT REQUIREMENT.

I ALSO WANT TO NOTE THAT I KNOW IT'S EASY TO ALSO MAYBE CONFLATE.

WELL, OF COURSE, THE STAFF WAS HAPPY BECAUSE WE HAD INITIAL CONVERSATIONS AROUND COMPENSATION.

WE WERE STILL FINALIZING THE COMPENSATION WHEN THE SURVEY WAS ADMINISTERED.

ALSO KEEP IN MIND THAT THIS SURVEY GOES OUT TO ALL STAFF, NOT JUST OUR TEACHERS.

AGAIN, YES, WE HAD AN AGGRESSIVE FOR OUR T TYPES, BUT NOT FOR ALL STAFF, AND WE STILL HAD AN INCREDIBLY POSITIVE OUTSTANDING SURVEY RESULTS.

AGAIN, IT'S JUST A WHOLE LOT TO CELEBRATE.

STILL MORE WORK TO DO, BUT DEFINITELY BIG CELEBRATIONS.

WITH THAT, I WOULD LIKE TO SHIFT AND TALK A LITTLE BIT ABOUT OUR CELL PHONE FREE IMPLEMENTATION AND THE WORK WE HAVE DONE IN THAT AREA.

AS YOU REMEMBER TWO YEARS AGO, I BROUGHT FORWARD A UPDATE FOR THE BOARD'S CONSIDERATION AROUND OUR CELL PHONE FREE POLICY AND TRYING TO CREATE A LEARNING ENVIRONMENT THAT ALLOWED OUR TEACHERS TO FOCUS ON TEACHING AND OUR STUDENTS TO FOCUS ON LEARNING.

AGAIN, THAT POLICY UPDATE WAS DRIVEN BY OUR END OF THE YEAR CLIMATE SURVEY THAT YEAR, IN WHICH I HEARD SIGNIFICANT PATTERNS AND TRENDS THROUGH ALL OF OUR SECONDARY CAMPUSES SPECIFICALLY FROM SECONDARY TEACHERS AROUND THEIR CONCERNS WITH THE DESTRUCTION OF THE CELL PHONES.

THE INCIDENCES THAT THEY HAD WITH TRYING TO POLICE THE CELL PHONES.

PUT YOUR PHONES AWAY. FOCUS ON ME.

LET'S PUT YOUR CELL PHONES AWAY.

KEEP YOUR CELL PHONES IN YOUR BACKPACK, THAT IT BECAME IT WAS JUST SUCH A DISTRACTION AND OFTENTIMES WHAT ESCALATED A CONFRONTATION BETWEEN THE STUDENT AND THE TEACHER.

IN THAT INITIAL CELL PHONE FREE UPDATE, WE HAD ONE PILOT SCHOOL AT FOREST MEADOW JUNIOR HIGH WHO IMPLEMENTED THE YONDER SOLUTION.

ONE OF THE REASONS WHY MISS BURT ASKED TO BE THE PILOT CAMPUS TO IMPLEMENT THE YONDER SOLUTION WAS THE REALIZATION THAT YOU CAN HAVE A POLICY IN PLACE, YOU CAN HAVE A GREAT SYSTEM TO TRY TO ENFORCE THE POLICY, BUT IN THE END, YOU ARE STILL DEALING WITH A LOT OF HUMANS, A LOT OF STUDENTS THAT DON'T HAVE FRONTAL LOADS FULLY DEVELOPED, AND YOU'RE DEALING WITH A LOT OF ADULTS.

TRYING TO HAVE CONSISTENT IMPLEMENTATION, WHICH OUR YOUNG STUDENTS NEED, WHETHER THEY ARE IN JUNIOR HIGH OR HIGH SCHOOL.

ENSURING CONSISTENCY OF IMPLEMENTATION IS REALLY WHAT WILL MAKE OR BREAK ANY POLICY ENFORCEMENT.

SUIT MISS BURT ASKED, PLEASE LET US PILOT THE YONDER POUCHES. SHE DID.

AND IF YOU REMEMBER LAST YEAR, THE RESULTS WERE SO OVERWHELMINGLY POSITIVE THAT LAKE HIGHLANDS JUNIOR HIGH ALSO ASKED TO BE A PART OF THE YONDER SOLUTION AS WELL AS LAKE HIGHLANDS HIGH SCHOOL.

WELL, THIS YEAR, WE HAVE AGAIN, SEEN SOME GREAT SUCCESS WITH THAT, AND AS A RESULT, I ALSO SHOULD NOTE THAT LIBERTY JUNIOR HIGH AND APOLLO ALSO IMPLEMENTED THIS SCHOOL YEAR AS WELL.

BUT WE'VE AGAIN SEEN SUCH POSITIVE RESULTS THAT OUR OTHER THREE HIGH SCHOOLS ARE ASKING TO MOVE FORWARD WITH THE YONDER SOLUTION AS WELL.

TONIGHT, WE WANT TO JUST REVISIT THE WHY, REVISIT THE DATA.

WE HAVE SOME OF OUR JUNIOR HIGH AND HIGH SCHOOL REPRESENTATIVES, OUR LEADERSHIP THAT ARE HERE TO SPEAK TO THAT, AND THEN WE HAVE SOME OF OUR AREA SUPERINTENDENTS THAT ARE GOING TO SPEAK TO OTHER HIGH SCHOOL PRINCIPALS ARE ASKING FOR US TO EXPAND THIS AS WELL.

[01:50:05]

I'M GOING TO TURN IT OVER TO DR. GIBBONS AND MR. MENISCACO ARE GOING TO LEAD US IN THIS CONVERSATION.

>> THANK YOU, MISS BRANHAM, AND GOOD EVENING, BOARD.

MISS BRANHAM WAS SHARING, WE'RE GOING TO HAVE A LITTLE BIT OF TIME TO JUST REVISIT THE WHY.

IT SEEMS LIKE JUST YESTERDAY, I WAS SITTING IN FRONT OF YOU GUYS OVER HERE IN THE HORSESHOE TALKING ABOUT THE INITIAL YONDER IMPLEMENTATION, AND HERE WE ARE TWO YEARS OUT AND SEEING GREAT RESPONSES FROM THAT.

WE'RE GOING TO REVISIT THE WHY.

WE'LL TALK A LITTLE BIT OF DATA, AND THEN WE'LL TALK AROUND EXPANSION.

WE ALSO HAVE, AS MISS BRANHAM SAID A POPERY OF REPRESENTATIVES FROM DIFFERENT PARTS OF OUR STAFF, BOTH CAMPUS AND CENTRAL, WHO WILL BE ABLE TO GIVE SOME FEEDBACK.

WE HAVE MR. MENISCACO, WHO WILL REVIEW, AND THEN WE ALSO HAVE MISS BURT, WHO WILL COME UP AND TALK ABOUT AS A LEGACY CAMPUS, WHAT HER CAMPUSES LOOK LIKE AND HOW IT'S DEVELOPED OVER THE LAST COUPLE OF YEARS.

THIS IS REALLY BASICALLY THE SAME SLIDE THAT I TALKED ABOUT TWO YEARS AGO.

"WHY ARE WE LOOKING AT THIS?", MISS BRANHAM SAID.

WE DID IN THE PAST, HAVE A LOT OF DISCIPLINE RELATED INFRACTIONS.

VALUABLE INSTRUCTIONAL TIME WAS BEING LOST BECAUSE OF MANAGEMENT OF CELL PHONES AND THAT FACE TO FACE INTERACTION ALONG WITH JUST TEACHER EFFICACY, THE ABILITY FOR A TEACHER TO OWN THEIR CLASSROOM AND DO WHAT THEY NEEDED TO DO IN THERE.

I ADDED THE LAST COUPLE OF BULLETS JUST SO YOU KNOW BECAUSE FROM TWO YEARS AGO, I WILL SAY THAT YONDER OR A RESOURCE LIKE YONDER HAS BECOME VERY, VERY PREVALENT LOTS OF SCHOOL DISTRICTS AND EVEN ACROSS THE STATE, BUT ALSO ACROSS THE NATION.

I'LL TELL YOU, EVEN YESTERDAY, WE HAD SOMEONE REACH OUT THE DEPUTY CHIEF OF SCHOOLS FOR HOUSTON ISD REACHED OUT AND WANTED TO TALK ABOUT WHAT IT LOOKED LIKE TO IMPLEMENT.

I THINK IN OUR DATA COLLECTION OR JUST OUR REVIEW WITH OTHER CAMPUSES WHO HAVE YONDER, MORE THAN MORE THAN 50 DISTRICTS OR INDIVIDUAL CAMPUSES HAVE REACHED OUT AND EITHER ASK, CAN WE TOUR? CAN WE JUST CAN YOU GIVE US A LITTLE BIT OF OUR TIME? WE'VE REALLY HAD TO TURN SOME PEOPLE AWAY AS WELL, BECAUSE WE OF COURSE WE WANT THEM TO BE WORKING ON THEIR SCHOOLS AND DOING YONDER TOURS.

BUT WE'VE HAD A LOT OF INTEREST.

SO AS YOU CAN SEE WITH STATE NATIONAL ATTENTION, HERE'S A RECENT ARTICLE THAT WAS EVEN AT THE DALLAS MORNING NEWS TALKING ABOUT IT'S TIME TO BAN CELL PHONES AND SCHOOLS.

YOU'LL SEE THIS PHONE FREE SCHOOLS MOVEMENT IN WHICH MISS BRANHAM IS A PART OF WHERE THEY'RE ACTIVELY SEEKING OUT TO PUSH OUT POLICY AND BEST PRACTICES FOR SCHOOLS ACROSS THE NATION AS TO WHAT IT WOULD LOOK LIKE TO NOT HAVE PHONE FREE SCHOOLS.

THEY'VE ASKED US FOR SOME FEEDBACK AND ADVICE ON WHAT THEIR GUIDELINES SHOULD LOOK LIKE.

IT'S REALLY GROWING. AS I MENTIONED, WE'VE HAD MULTIPLE VIRTUAL AND IN PERSON VISITS.

AGAIN, WITH THE CELL PHONE DATA REVIEW, I KNOW GINA, MISS ORTIZ SHARED EARLIER, BUT SPECIFIC TO YONDER, WHAT OUR SURVEYS LOOK LIKE IS WE HAD PARENT STUDENT, TEACHER, AND THEN OUR SECONDARY STUDENTS, OF COURSE, AND WE SPLIT IT UP, YOU'LL SEE IN A MINUTE WITH GENERAL, AND THEN NON-YONDER.

YOU HAVE YONDER AND NON-YONDER, AND YOU'LL BE ABLE TO SEE SOME OF THE CORRELATIONS AROUND THAT WHEN WE LOOK THROUGH THAT.

AS MISS BRANHAM SAID AS WELL, THOSE ARE THE CAMPUSES THAT WE HAVE IMPLEMENTED.

FIRST METAL BEING AGAIN, OUR LEGACY CAMPUS AND THE OTHER CAMPUSES IMPLEMENTING THIS YEAR.

THEN AGAIN, DATA WILL BE USED TO INFORM OUR NEXT STEPS AROUND WHAT WE NEED TO DO.

THIS IS A CAMPUS BASED DECISION.

WE'RE HERE TO SUPPORT AS A CENTRAL STAFF AND MAKE SURE THAT THE IMPLEMENTATION GOES WELL AND CAMPUSES HAVE EVERYTHING THEY NEED.

BUT WE IN NO WAY FORCE THIS UPON OUR CAMPUSES.

WE LET THEM MAKE THE DECISIONS AS IS WHAT THEY WOULD LIKE TO DO.

THESE ARE ALWAYS OUR ANTICIPATED BENEFITS.

WE WANT TO INCREASE INSTRUCTIONAL ENGAGEMENT, AND YOU'LL SEE THAT IN THE DATA HERE IN A LITTLE BIT THAT IT DOES SHOW IMPROVEMENT WHEN WE USE YONDER.

THE FACE TO FACE STUDENT INTERACTION.

I DON'T KNOW IF WHO HAS SPENT MAYBE SOME TIME AT ONE OF THE JUNIOR HIGHS THAT'S IMPLEMENTED YONDER, BUT I KNOW GOING TO LAKE HOLLAND HIGH SCHOOL, WALKING THE HALLS AND SEEING KIDS TALKING TO EACH OTHER, SEEING THEM AT LUNCHTIME.

I'M SURE SUIT COULD SHARE.

THERE'S NO INTERACTION ON THE PHONE.

THERE'S INTERACTION FACE TO FACE FOR THE STUDENTS, WHICH IS REALLY ENCOURAGING.

THEN ACADEMIC SUCCESS, WHICH IS GOING TO BE EVER EVOLVING AS WE CHOOSE TO EVALUATE THAT AND TEACHER RETENTION, WHICH MISS BURT WILL HIT ON WHAT IT'S LOOKED LIKE WITH TWO YEARS OF IMPLEMENTATION AT HER CAMPUS AND HOW THAT'S AFFECTED HER TEACHER RETENTION.

LASTLY, OF COURSE, WE WANT TO DECREASE SOCIAL MEDIA DISTRACTIONS.

WE ALL COULD PROBABLY WANT THAT IN DIFFERENT WAYS IN OUR LIFE, AND THEN ALSO WITH STUDENT CONFLICT.

THE ARRANGING OF ARGUMENTS AND FIGHTS AND PHYSICAL CONFRONTATIONS THROUGH SOCIAL MEDIA OR THROUGH THEIR PHONES IS SOMETHING THAT WE WANT TO DECREASE IN ANY SCHOOL THAT HAS THE YONDER IMPLEMENTATION.

>> THE LAST ONE IS FOR ME, AND THEN I'LL HAND IT OVER TO JOE IS JUST TO TALK ABOUT THE SURVEY.

[01:55:01]

IT WAS CONDUCTED HERE AT THE END OF THE YEAR.

WE COLLECTED STUDENT PARENTS AND TEACHERS OF SECONDARY STUDENTS THROUGHOUT THE DISTRICT, AND WE'RE GOING TO USE THIS DATA AS WE HAVE THE LAST COUPLE OF YEARS TO SUPPORT THE IMPLEMENTATION AND CAMPUSES THAT ARE POSSIBLY LOOKING TO ADD THIS RESOURCE TO THE SCHOOL YEAR FOR NEXT YEAR. MR. MISCO.

>> JUST WANTED TO START OFF TONIGHT BY SAYING GO MAPS.

REALLY, THIS FIRST SLIDE AGAIN, SAME SCALE THAT MISS ORTIZ COMMUNICATED, BUT REALLY IS A FOCUS ON OUR NON-YONDR TEACHER SURVEY RESULTS.

EXCUSE MY APPLICATION OF THE STARS, BUT MANY TIMES WHEN I LOOK AT DATA, AS WE'RE ANALYZING IT, I'D LIKE TO DRAW EVERYONE'S ATTENTION TO THOSE THREE PARTICULAR STARS, AND REALLY TO A POINT MADE EARLIER TONIGHT, THERE ARE THINGS THAT WE STILL NEED TO WORK ON.

IF YOU THINK ABOUT IN A NON-YONDR BUILDING AND YOU LOOK, EVEN THOUGH THERE'S A LOT OF GRAIN, RED IS GOOD FOR US.

WE'VE GOT TO REALLY THIS SHOWS US THAT THERE IS STILL SOME WORK FROM A IMPLEMENTATION STANDPOINT, ENFORCEMENT, CONSISTENCY, THAT WE KNOW WITH A NUMBER OF NEW CAMPUSES THAT WE HAVE IMPLEMENTING THE YONDR, THERE'S STILL SOME WORK.

HOWEVER, WHEN YOU LOOK AT FROM A TEACHING PERSPECTIVE, WHEN YOU ASK TEACHERS EVEN IN NON-YONDR BUILDINGS, WE STILL SEE THAT THE APPLICATION OF A POLICY ITSELF SHOWS THAT WE'RE CREATING THIS CELL PHONE FREE ENVIRONMENT, THIS MENTALITY, THIS FOCUS ON INSTRUCTION IN BUILDINGS.

THE OTHER POINT THAT I'D LIKE TO MAKE IS WHEN WE SEE THAT WHEN TEACHERS FEEL THAT IT'S NECESSARY TO IMPLEMENT THAT YONDR AND A NON-YONDR BUILDING.

THERE ARE GOING TO BE SOME QUESTIONS AS WE MOVE INTO THE YONDR DATA THAT I'M WONDERING IF TEACHERS IN NON-YONDR BUILDINGS LOOKED AT YONDR RESULTS AND REALLY HAD AN OPPORTUNITY TO EVALUATE THE EFFECT OF THAT POUCH, WHETHER THAT PERCEPTION WOULD CHANGE AND WE'LL GET TO THAT.

THOSE ARE JUST SOME POINTS IN THE ANALYSIS OF TEACHER SURVEYS FOR NON-YONDR.

ON THE YONDR SIDE, WHEN YOU START LOOKING AT I'VE OBSERVED FEWER CLASSROOM MANAGEMENT ISSUES REGARDING PHONES, OUT OF SIGHT, OUT OF MIND, NOT ACCESS TO HAVING THOSE PHONES.

OVERWHELMINGLY, YOU SEE AN INCREASE IN TEACHER SUPPORT OR THEIR VERBALIZATION THROUGH THE SURVEY, THE CLASSROOM MANAGEMENT IS A POSITIVE.

ANOTHER AREA IS, AND THIS SHOULDN'T BE CAPTAIN OBVIOUS, BUT WHEN YOU LOOK AT DO MY STUDENTS SUPPORT, I THINK RED IS GOOD IN THIS PARTICULAR AREA.

THIS JUST GOES TO SHOW THAT WE NEED TO WORK WITH STUDENTS TO HELP THEM UNDERSTAND THAT THE IMPLEMENTATION OF THE POLICY, AND THE USE OF YONDR REALLY IS A PLUS FOR THEM.

IN THE LAST AREA THAT I JUST WANT TO DRAW YOUR ATTENTION TO, THAT THE IMPLEMENTATION IN YONDR CAMPUSES, EVEN THOUGH IT'S A CELL PHONE FREE, WE FOLLOW THE SAME PROCESS, THE POUCH IS HAVING A DIFFERENT EFFECT, A MORE EXTREME EFFECT ON THE OUTCOME.

ONE OF THE BIG QUESTIONS THAT WE HAD WAS, HOW IS IT GOING TO AFFECT INSTRUCTIONAL TIME? HOW MUCH TIME AM I GOING TO GET BACK? WHEN YOU LOOK AT YONDR CAMPUSES, SIMILAR DATA, YOU HAVE A LOT OF GRAIN, BUT IT'S CLEAR THAT THE NUMBER OF RESPONDENTS SHOW THAT THE INCREASE IN INSTRUCTIONAL TIME THERE'S AN EFFECT WITH YONDR STILL WHEN YOU LOOK AT THE NON-YONDR CAMPUSES, THERE IS STILL A MOVEMENT TO UNDERSTAND THAT USING CELL PHONES AND HAVING THEM OUT IN BUILDINGS IS STILL NOT AN ACCEPTABLE THING.

WE'RE STILL GAINING TIME.

THIS CREATION AND MENTALITY OF NO CELL PHONES IN THE CLASSROOM IS A PLUS.

THEN WE GO TO THE PARENT SURVEYS.

SOME OF THE RESULTS. THIS FIRST AREA, THE IMPLEMENTATION OF YONDR SYSTEMS IS SMOOTH SO FAR.

MY QUESTION IS, I WONDER WHEN WE LOOK AT YONDR CAMPUSES AND FAMILIES, WE HAVE CHILDREN WHO ARE GOING TO THEIR PARENTS AND COMMUNICATING THEM CLEARLY.

I WANT TO USE MY PHONE.

HAVING THAT INFLUENCE ON WHETHER THE IMPLEMENTATION IS CLEAR, BECAUSE WHEN YOU LOOK AT TEACHER RESULTS, THE RESULTS OF TEACHERS IN YONDR BUILDINGS SHOW THAT THE IMPLEMENTATION IS VERY CLEAR AND WE HAVE A LOT OF GREEN IN THAT PARTICULAR AREA.

THEN WE LOOK AT, IS THE YONDR SYSTEM A TOOL TO ENFORCE OUR CELL PHONE FREE ENVIRONMENT? IT'S CLEAR THAT THERE IS AN UNDERSTANDING, BUT THERE'S STILL SOME EDUCATION THAT NEEDS TO OCCUR WITH

[02:00:03]

OUR PARENT COMMUNITY ABOUT THE EFFECT AND SHOWING THEM THE RESULTS THAT YONDR MAY BE HAVING.

I BELIEVE THE YONDR SYSTEM, THE QUESTION AT THE VERY END, IS A TOOL TO ENFORCE IT? YES, IT HELPS TEACHER FOCUS ON INSTRUCTION.

I THINK USING THAT TEACHER DATA FROM YONDR CAMPUSES COULD HELP IN THAT PARTICULAR AREA.

AGAIN, I DON'T WANT TO BE CAPTAIN OBVIOUS, BUT WHEN WE START THINKING EVEN IN NON-YONDR THIS WHOLE CELL PHONE POLICY THING HAS GOT KIDS IN AN UPROAR IN REFERENCE TO WHAT THE RESULTS SHOW.

BUT WHAT I SEE IS A PLUS, WHEN WE START LOOKING AT NON-YONDR BUILDINGS, I SUPPORT A CELL PHONE FREE ENVIRONMENT.

WE'VE GOT SOME GREEN THERE.

THEY REALLY FEEL THAT CELL PHONES JUST IN GENERAL CAN BE A DISRUPTION IN CLASS.

WHEN WE START LOOKING AT THE ENFORCEMENT OF CELL PHONE FREE ENVIRONMENT, THERE'S WORK THAT WE HAVE TO DO.

WE HAVE TO CREATE CONSISTENCY ANYTIME WE ROLL OUT A POLICY, AND WE'RE WORKING ON MAKING SURE IT'S CONSISTENT ACROSS THE DISTRICT.

WE KNOW THAT WE HAVE SOME WORK AND OPPORTUNITY THERE.

BUT WHEN YOU LOOK AT STUDENTS, IT'S PRETTY CLEAR, PLEASE DON'T IMPLEMENT YONDR IN OUR BUILDING IN A NON-YONDR BUILDING.

>> I WILL JUST NOTE THAT IF YOU HAVE A CONVERSATION WITH STUDENTS, AS YOU ALL KNOW, I HAVE A STUDENT ADVISORY TEAM.

WHEN YOU HAVE AN ACTUAL MEANINGFUL CONVERSATION WITH THEM AND IT'S NOT A BLACK AND WHITE.

DO YOU LIKE GANDER OR NOT? DO YOU THINK WE SHOULD ALLOW CELL PHONES OR NOT? WHEN YOU ASK THE BINARY QUESTIONS, THE STUDENTS ARE VERY CLEAR WITH THEIR FEEDBACK.

HOWEVER, WHEN YOU HAVE A REAL CONVERSATION, AGAIN, THESE ARE 12 STUDENTS THAT ALL REPRESENT A VARIETY OF DIFFERENT DEMOGRAPHIC OF STUDENTS, AND ALL 12 OF THEM SAID IT IS THE BEST THING FOR MY LEARNING.

WHILE IT IS HARD FOR US TO NOT HAVE ACCESS TO OUR PHONE.

WHEN OUR NINE STUDENTS WENT TO LIKE HIGHLANDS TO SEE THE YONDR POUCH.

THEY ALL HATED TO ADMIT IT.

BUT THEY ALL ADMITTED TO ME, WE GET IT NOW.

WE UNDERSTAND THE WHY.

I THINK TO YOUR POINT, A LOT OF IT IS JUST HAVING THAT CONSTANT REDUNDANT CONVERSATION AROUND AND RE ANCHORING THE STUDENTS BACK TO THE WHY BEHIND IT.

IF YOU HAVE A MEANINGFUL CONVERSATION WITH THEM, THEY SAY, YES, WE AGREE WITH YOU.

BUT IF YOU ASK THEM IN A NON BITE, THEY'RE GOING TO CHOOSE EVERY TIME I GIVE YOU MY CELL PHONE.

>> ABSOLUTELY, NO DOUBT.

OUR LAST SLIDE, I BELIEVE, IS IN THE YONDR BUILDINGS, OUR STUDENTS AND AGAIN, IT'S PRETTY CLEAR THAT THEY OBSERVED LIKE THEY'RE COMMUNICATING DISCIPLINARY ISSUES, THERE'S REALLY NOT A CHANGE, THERE'S STILL SOME RED.

BUT WHEN YOU ASK TEACHERS ABOUT THOSE CONFLICTS, GREATLY REDUCED, THE TEACHER SURVEY DATA DOES NOT SUPPORT AND DOES NOT ALIGN WITH WHAT THE STUDENTS ARE SAYING.

>> ONE OF THE THINGS TO A POINT MADE BY MR. PROTENE IS WE HAVE GOT TO ACT ON THE DATA.

WE HAVE THESE RESULTS, WE MONITOR THAT.

ONE OF THE THINGS THAT WE KNOW THAT THERE ARE SOME THINGS THAT WE HAVE TO DO IN BUILDINGS, AND ONE OF THE THINGS IS CONTINUE DOWN THE PATH OF MAKING SURE EVERYBODY UNDERSTANDS WE'VE GOT A CELL PHONE FREE ENVIRONMENT.

WE'VE GOT TO CONTINUE TO PUSH THAT INFORMATION, EDUCATE OUR PARENTS, AND REALLY SOLICIT PARENTAL SUPPORT FOR THE WORK THAT WE'RE DOING WITH OUR POLICY AND IN BUILDINGS THAT HAVE YONDR POUCHES, MAKING SURE THAT THEY UNDERSTAND THE REASON WHY AND THE EFFECT THAT THEY'RE HAVING.

WE'VE GOT TO REALLY CONTINUE TO PARTNER WITH PARENTS FROM A POLICY STANDPOINT, LISTEN TO THEM, EDUCATE THEM, BUT AS WE EXPAND, IF THAT IS AN OPPORTUNITY, THEN MAKING SURE IN THOSE YONDR BUILDINGS, ESPECIALLY AT A HIGH SCHOOL, E HAVE VERY CLEAR PROCEDURES, AND WE'RE EDUCATING PARENTS ABOUT WHAT THAT LOOKS LIKE.

WE'VE GOT SOME FOLKS IN THE AUDIENCE WHO ARE MASTERS AT IMPLEMENTATION, AND AREA SUPERINTENDENTS AND OUR PRINCIPALS AT CREATING SYSTEMS AND STRUCTURE AROUND THAT, WHICH HELP US BE SUCCESSFUL.

AGAIN, WE'RE GOING TO HAVE MS. BURT TALK ABOUT BEING A LEGACY CAMPUS AND BEING HIGHLY SUCCESSFUL IN IMPLEMENTATION.

> > GOOD EVENING. I DIDN'T KNOW WE WERE A LEGACY CAMPUS, SO I DO LIKE THAT, BUT AS A CAMPUS THAT DID PILOT THE YONDR POUCHES AND JUST FINISHED OUR SECOND YEAR, I CAN TELL YOU, AND IF THE STAFF AT FOREST MEADOW WERE HERE WITH ME, THEY WOULD 100% AGREE THAT THE YONDR POUCHES IS THE BEST DECISION THAT WE DID AND YOU-ALL DID AND ALLOWED US TO HAVE FOR OUR CAMPUS.

IT HAS PLAYED A SIGNIFICANT ROLE IN TEACHER RETENTION.

THIS YEAR WE HAVE A 92% RETURNING RATE AT FOREST MEADOW, WHICH IS HUGE.

[02:05:02]

I KNOW. I FEEL LIKE I SHOULD BE DANCING AROUND UP HERE.

WE'RE VERY PROUD OF THAT.

WE DID AN INFORMAL SURVEY WITH OUR STAFF AT THE END OF THE YEAR AND ASKED JUST THE GENERAL QUESTION, DOES YONDR AND THE YONDR POUCHES PLAY A ROLE IN WHY YOU RETURN TO FOREST MEADOW EACH YEAR, AND 88% OF THEM SAID YES.

IT DOES PLAY A FACTOR.

WE ACTUALLY ALSO HAVE FOUR TEACHERS AT FOREST MEADOW WHO HAD OPPORTUNITIES FOR PROFESSIONAL GROWTH OUTSIDE OF RICHARDSON, AND EACH CHOSE TO STAY IN RICHARDSON AND AT FOREST MEADOW SPECIFICALLY FOR YONDR.

THEY SAY IT PLAYS A SIGNIFICANT ROLE IN WHAT THEY'RE ABLE TO DO IN CLASS.

OUR CAMPUS END OF YEAR YONDR SURVEY SHOWS THAT OUR STAFF, I BELIEVE I DON'T HAVE THE EXACT NUMBER, BUT OVER 50% SAID THAT THEY HAVE GAINED MORE THAN 10 MINUTES OF INSTRUCTION IN THE CLASSROOM, WHICH IS HUGE, ESPECIALLY WHEN YOUR AUDIENCE IS 12-14.

THEY HAVE ALSO SAID THAT IT HAS ALLOWED THEM TO REALLY FOCUS ON THE RELATIONSHIP PIECE WITH THEIR STUDENTS BECAUSE THEIR STUDENTS ARE THERE, THEY'RE ATTENTIVE, THEY'RE ENGAGED IN WHAT THEY'RE LEARNING, AND THEY'RE NOT NECESSARILY DISTRACTED WITH WHAT'S HAPPENING ON SOCIAL MEDIA, WHAT THEIR FRIENDS ARE DOING OR NOT DOING.

EVEN THE STUDENTS, JUST TO GIVE YOU AN EXAMPLE, WE HAD AN EIGHTH GRADE CELEBRATION ON THE MONDAY OF THE LAST WEEK OF SCHOOL.

AS A REWARD, WE GAVE THE EIGHTH GRADERS AN OPPORTUNITY TO USE THEIR CELL PHONES DURING THAT PERIOD.

IT WAS A LITTLE NERVE WRECKING FOR ADMINISTRATION.

WE THOUGHT, OH, MY GOSH, WE'LL NEVER GET THESE CELL PHONES BACK IN THESE POUCHES, BUT COME TO FIND OUT OUTSIDE THERE WERE PHONES IN THE GRASS EVERYWHERE.

THEY JUST SAID, WE'RE NOT USED TO USING THEM, SO WHY WOULD WE START NOW? THAT WAS A LITERAL COMMENT FROM A STUDENT.

THEY WERE LIKE, WE'RE JUST NOT USED TO USING THEM SO WHY WOULD WE DO IT NOW? THEY PUT THEM ALL BACK IN THEIR POUCH AND WENT ON WITH OUR DAY.

IT REALLY HAS BECOME A PART OF WHAT WE DO.

IT'S JUST A PART OF BEING A FOREST MEADOW CHARGER, IS THAT WE ARE CELL PHONE FREE, WE UTILIZE OUR POUCHES, WE'RE ENGAGED IN LEARNING, AND OUR TEACHERS RETURN BECAUSE OF THAT.

>> IF I COULD, MR. MINESCOCO, I KNOW WHEN WE THINK ABOUT IMPLEMENTING THIS AT THE HIGH SCHOOL LEVEL AND WE THINK ABOUT 3,000 STUDENTS AT HIGHLANDS HIGH SCHOOL, AND THEY WERE IN THEIR FIRST YEAR.

I DON'T KNOW IF MR. SHAMSY WOULD BE WILLING TO COME AND JUST SHARE A HIGH SCHOOL EXPERIENCE.

AGAIN, THAT'S WHERE I THINK WE'VE HAD A LOT OF PEER DISTRICTS REACH OUT TO SAY, HOW IS IT POSSIBLE THAT YOU HAVE 3,000 STUDENTS THAT ARE USING THE YONDR POUCH? I ALSO WOULD LIKE TO ASK MS. BURT THE QUESTION BECAUSE ONE OF THE THINGS THAT WE KNOW WE HEAR AS WELL IS, WE KNOW THAT THERE ARE KIDS THAT GAME THE SYSTEM.

THEY HAVE A BURNER PHONE OR THEY PRETEND THAT THE PHONE IS IN THE POUCH, BUT IT'S REALLY IN THEIR BACKPACK.

FIRST, CAN YOU TALK ABOUT WHAT HAVE YOU OBSERVED IN THE IMPLEMENTATION AT A BIG HIGH SCHOOL, AND THEN JUST WHAT WOULD YOU SAY TO SOME OF THOSE SKEPTICS AROUND THE KIDS PLAYING THE SYSTEM?

>> FIRST OF ALL, THANK YOU VERY MUCH, MS. BRANDOM, AND THANK YOU BOARD OF TRUSTEES FOR THIS OPPORTUNITY TO REPRESENT LAKE HIGHLANDS HIGH SCHOOL.

OUR PRINCIPAL, MS. JONES, SINCE HER REGARDS.

SHE'S ACTUALLY RETURNING BACK FROM AN EDUCATOR CONFERENCE.

WHEN I REFLECT ON BASICALLY THE DIFFERENCE BETWEEN THE WAY THINGS WERE BEFORE, I'LL TALK JUST BRIEFLY ABOUT BEFORE YONDR AND NOW WITH YONDR.

OUR PRINCIPAL HAS BEEN VERY KEEN ON UNDERSTANDING THE CLIMATE AND THE CULTURE OF THE STAFF, WITH CONVERSATIONS, PROBABLY STARTED ABOUT THREE YEARS AGO.

WHAT CAN WE BE DOING DIFFERENTLY TO SUPPORT OUR TEACHERS? BECAUSE WE KNOW THAT OUR SUCCESS HINGES ON THE SUCCESS OF OUR TEACHERS IN THE CLASSROOM.

THAT SAME SURVEY DATA THAT YOU WERE TALKING ABOUT AS FAR AS TEACHERS BEING CONCERNED ABOUT CELL PHONES, BEING AN IMPEDIMENT TO THE LEARNING ENVIRONMENT AS SOMETHING THAT OUR PRINCIPAL TOOK ON PERSONALLY AND BECAUSE WE SUPPORT HER, WE HIT THAT ISSUE HEAD ON BY SAYING, TEACHERS, IF YOU'RE HAVING AN ISSUE WITH CELL PHONES, YOU DON'T HAVE TO FIGHT THAT BATTLE ALONE.

YOU'VE GOT AN ADMINISTRATIVE TEAM THAT'S GOT YOUR BACK.

WHAT THAT MEANT FOR US WAS BEING BOOTS ON THE GROUND OUT OF OUR OFFICES IN THOSE CLASSROOMS, TELLING OUR TEACHERS SEND US AN EMAIL, CALL THE FRONT OFFICE, TEXT US IF NEEDED.

IF YOU HAVE AN ISSUE WITH A STUDENT AND THE CELL PHONE, WE'RE GOING TO BE THERE.

WE'RE GOING TO MAKE SURE THAT THIS IS NO LONGER AN ISSUE.

IN OUR EFFORTS IN HAVING A CELL PHONE FREE CLASSROOM, WHAT IT MEANT ON AN ADMINISTRATIVE STANDPOINT, BEFORE YONDR, HONESTLY, WAS JUST A TREMENDOUS AMOUNT OF TIME BEING SPENT MAKING SURE THAT WE WERE THERE FOR OUR TEACHERS.

THE BIGGEST DIFFERENCE THIS YEAR,

[02:10:01]

I'LL BE A LITTLE SELFISH SINCE I'M RIGHT HERE, FROM AN ADMINISTRATIVE STANDPOINT, HAVING YONDR THIS YEAR HAS BEEN ANOTHER TOOL THAT WE CAN USE AS ADMINISTRATORS TO HELP SUPPORT OUR TEACHERS IN THEIR QUEST IN HAVING INSTRUCTION BE THE FOCUS OF WHAT'S GOING ON IN THE CLASSROOM.

SOME OF THE RESIDUAL BENEFITS HAS BEEN WHEN YOU COME TO OUR CAMPUS AT THE BEGINNING OF THE DAY, YOU SEE STUDENTS COMING INTO THE BUILDING WITH THE FOCUS ON GOING TO THEIR CLASSES, NOT SEEING WHAT'S ON THEIR CELL PHONE.

IF YOU COME AND YOU VISIT OUR CAMPUS AT LUNCHTIME, YOU DON'T SEE KIDS BURIED IN THEIR CELL PHONES.

YOU SEE KIDS HAVING CONVERSATIONS, INTERACTING WITH THEIR PEERS, INTERACTING WITH THE ADMINISTRATORS OR TEACHERS AT LUNCHTIME.

THAT IS JUST THE TREMENDOUS GROWTH FOR OUR CAMPUS TO BE ABLE TO SEE THAT, AND ADMINISTRATIVELY, WHAT IT ALLOWS US TO DO IS TO BE ABLE TO NOT ONLY CONTINUE TO SUPPORT TEACHERS IN THE CLASSROOM, BUT ALSO, BE AVAILABLE TO THOSE OTHER THINGS THAT WE HAVE TO DO AS ADMINISTRATORS, WHETHER IT BE THE RS OR MONITORING AND COACHING TEACHERS ON INSTRUCTION, HELPING STUDENTS WITH THEIR SOCIAL-EMOTIONAL NEEDS.

IN OUR EXPERIENCE, THIS PAST YEAR, THIS IS OUR FIRST YEAR OF YONDR IMPLEMENTATION, YES, THERE ARE SOME KIDS WHO TRY TO GAME THE SYSTEM AND TEACHER FEEDBACK ON, HEY, WE THINK A KID MIGHT HAVE THEIR PHONE.

I THINK THAT THE BIGGEST THING THAT'S IMPORTANT, AND WITH YOUR SUPPORT THAT WE'VE REALLY DEMONSTRATED TO TEACHERS, THAT OUR FOCUS IS ON MAKING SURE INSTRUCTION IS HAPPENING AND WE'RE ELIMINATING FACTORS OR THINGS LIKE THE CELL PHONE THAT INHIBIT THAT.

DOES THAT MEAN THAT THERE MIGHT BE SOME KIDS WHO TRY TO GAME THE SYSTEM, SO TO SPEAK? YES, THERE ARE SOME INSTANCES IN WHICH STUDENTS TRY TO GAME THE SYSTEM, BUT I WOULD TAKE THE NUMBER OF INSTANCES IN WHICH THAT DOES OCCUR AND WE GET FEEDBACK FROM TEACHERS OR ADMINISTRATOR OR SOMEONE WHO CATCHES A KID, WHO HAS A BURNER PHONE OR THEIR CELL PHONE GOES OFF IN THEIR BACKPACK OR SOMEWHERE ELSE, WHICH, BY THE WAY, IS VERY MINIMAL COMPARED TO WHAT WE WERE DEALING WITH JUST A YEAR AGO.

YOU'RE GOING TO HAVE SOME OF THAT BUT I THINK, AGAIN, THE BIGGEST THING THAT I THINK IS PIVOTAL IN THIS SITUATION, AND AS WE MOVE FORWARD, WITH ENSURING THAT INSTRUCTION IS NUMBER 1 IS THAT WE'VE GREATLY ELIMINATED CELL PHONES AS A DISTRACTOR, NOT ONLY IN THE CLASSROOM, BUT IN THE LEARNING ENVIRONMENT.

TO SEE THIS MOVEMENT WITH THE BOARD AND WITH OUR SCHOOL DISTRICT, AND CONTINUING TO SUPPORT ALL OF OUR CAMPUSES AND MOVING TO YONDR IS TREMENDOUS.

EVEN THE FEEDBACK THAT WE GOT FROM SOME OF OUR FELLOW PRINCIPALS, THE OTHER HIGH SCHOOL PRINCIPALS WHO HAD A CHANCE TO VISIT OUR CAMPUS A COUPLE OF WEEKS AGO, ONE THING I REMEMBER SPECIFICALLY WAS A PRINCIPAL COMING IN AND SAYING, MAN, IT'S AMAZING JUST HOW CALM THE HALLWAYS ARE.

KIDS ARE MOVING, THEY'RE GOING TO CLASS, THEY'RE MOVING RESPECTFULLY.

WE DON'T SEE BUNCHES OF KIDS PILED UP IN A GROUP LOOKING AT SOMETHING ON THEIR CELL PHONE OR KIDS STOPPING TRAFFIC BECAUSE THEY'RE LOOKING AT SOMETHING ON THEIR CELL PHONES.

AGAIN, THAT'S JUST ANOTHER EXAMPLE OF WHERE WE'RE TRYING TO MOVE AND HAVING THAT POSITIVE LEARNING ENVIRONMENT AND THE FOCUS ON LEARNING AND ACHIEVEMENT FOR OUR STUDENTS.

>> THANK YOU SO MUCH FOR THAT.

I KNOW MR. CHO AND MISS BREEDLOVE COULD NOT BE HERE THIS EVENING.

MRS. SMOCK IS HERE, AS YOU KNOW, WE ARE SO EXCITED FOR HER TO OFFICIALLY BE HERE TONIGHT, NOT AS THE PRINCIPAL AT PARK HILL JUNIOR HIGH, BUT THE PRINCIPAL AT BERKNER HIGH SCHOOL.

FAR SMOCK. BUT THE OTHER THREE HIGH SCHOOL PRINCIPALS DID CONNECT WITH STUDENT SERVICES AND WITH ME, AND SAID THIS IS A SOLUTION THAT THEY FELT LIKE THEY NEEDED IN THE NEXT LAYER OF IMPLEMENTATION.

THEY ARE DOING ALL THAT THEY CAN TO IMPLEMENT A CELL PHONE FREE SOLUTION.

BUT TO ALL OF THE THINGS THAT MR. SHAZDIN JUST MENTIONED AROUND THE ADMINISTRATOR LIFT, AND IT STILL ENDS UP HITTING TEACHERS AGAINST ONE ANOTHER, BECAUSE AGAIN, WHEN YOU'RE TALKING ABOUT 200, 250 TEACHERS AT A HIGH SCHOOL, AND TO ENSURE THAT ALL 250 ARE IMPLEMENTING A A SET OF GUIDELINES EXACTLY THE SAME IS REALLY DIFFICULT.

WHEN IT TAKES ONE TEACHER THAT SAYS, IN THE LAST 10 MINUTES IF YOU'RE DONE WITH THE WORK, YOU CAN TAKE OUT YOUR PHONE, AND ANOTHER TEACHER IS LIKE, NO, I'M IMPLEMENTING THE GUIDELINES, AND YOU PUT TEACHER AGAINST TEACHER, YOU PUT THE KID AGAINST THE TEACHER BECAUSE THE STUDENT IS SAYING, BUT IN THAT CLASSROOM, WE GET TO USE IN THE LAST 10 MINUTES, WHY CAN'T I DO IT IN HERE? THEY'RE TRYING TO NAVIGATE THESE DIFFERENT SETS OF EXPECTATIONS.

THAT IT'S SETTING OUR TEACHERS, OUR ASSISTANT PRINCIPALS, AND OUR STUDENTS UP FOR EVEN MORE CONFRONTATION.

THEY HAVE ASKED THAT THE DISTRICT SUPPORT THEM IN THE IMPLEMENTATION OF YONDER.

[02:15:05]

I DON'T KNOW IF MRS. STILLIND OR MR. EVANS ON BEHALF OF THE OTHER PRINCIPALS OR MRS. SMOCK, ALSO, AGAIN, YOU'RE NEW TO THIS CONVERSATION.

BUT IF YOU ALL WOULD LIKE TO SPEAK AT ALL AROUND WHY MR. CHO, MRS BREEDLOVE, AND THEIR STAFF BELIEVE THAT THIS IS SOMETHING THAT THEY NEED AND ARE ASKING US TO SUPPORT.

>> I WON'T ADD A LOT TO WHAT EVERYBODY'S ALREADY SAID, BUT JUST THE CONSISTENCY WITH CELL PHONES.

I MEAN, WE START OFF IN SEPTEMBER. WE'RE GOING HOT.

WE GOT EVERYBODY, NO CELL PHONES, NO CELL PHONES, BY THE TIME CHRISTMAS GETS HERE. I JUST STARTS HAPPENING.

THE TEMPTATION FOR KIDS TO HAVE CELL PHONES IS VERY STRONG, WHETHER IT'S AN ALTERCATION THAT THEY WANT TO TAPE OR SOCIAL MEDIA, BUT THEY'RE VERY STRONG TEMPTATION PULL AT THAT PHONE, ESPECIALLY AND USE IT.

AFTER TALKING WITH HIGHLANDS AND HEARING ALL THE SUCCESS THEY'RE HAVING, MR. CHO WAS LIKE, I THINK WE'RE READY FOR THIS.

I THINK AS WE WALK THROUGH THE HALLWAYS IN MAY, WE'RE LIKE, YEAH, WE'RE DEFINITELY READY.

LIKE I SAID, STARTED OFF WITH GOOD INTENTIONS TO DO IT, BUT LOST STEAM.

BUT IT'S LIKE YOU SAID, ONCE TEACHERS, IT'S JUST THE BATTLE.

ANYBODY KNOWS HOW KIDS ARE.

THEY WERE SUPER PERSISTENT.

IF YOU'VE EVER GROUNDED YOUR KID FOR A MONTH AND THEN YOU GET TO WAIT LIKE DAY 3 AND YOU'RE LIKE, OKAY, I'M GIVEN IN.

I THINK THAT'S A LOT OF THE THINGS, TAKING THAT AWAY FROM THE TEACHERS, NOT REALLY HAVING THAT IN THEIR HANDS AND TAKING THAT OUT BECAUSE IT DOES BECOME A BATTLE.

>> FOR ME, THE MOST IMPORTANT SURVEY RESULT THAT I SAW IN EVERY ONE OF THESE SLIDES IS THAT CAPTURE OF INSTRUCTIONAL TIME.

FOR A TEACHER TO SAY AND IT WAS A SIGNIFICANT MAJORITY OF OUR TEACHERS SAID THEY GOT 10 MINUTES BACK.

THAT'S 10 MINUTES AND A 90 OR IT'S ACTUALLY 75 MINUTE CLASS PERIOD, 10 MINUTES OF MEANINGFUL INSTRUCTIONAL TIME IS SIGNIFICANT.

THAT'S SIGNIFICANT TIME FOR LEARNING, INTERVENTION, ENRICHMENT, RELATIONSHIP BUILDING BETWEEN STUDENTS AND TEACHER.

YOU'LL KEEP GOING, MR. MASCOCO AND THEN WE'LL TAKE ANY QUESTIONS OR FEEDBACK.

>> ONE OF THE THINGS THAT WE ARE CURRENTLY WORKING ON IN STUDENT SERVICES IS PROVIDING INFORMATIONAL LETTERS TO PARENTS TO MAKE SURE WE'RE EDUCATING INDIVIDUALS, ABOUT THE POLICY AND ABOUT YONDER IN YONDER BUILDINGS, PROVIDING AS SOON AS DECISIONS ARE MADE, AND REALLY, AS WE MOVE IN THE NEXT YEAR WITH OUR YONDER CAMPUSES, WE'LL DO A TRAINING IN YONDER AND WORKING WITH YONDER FROM AN ORGANIZATIONAL STANDPOINT FOR OUR STAFF, STUDENTS ON THE GUIDELINES, AS WELL AS THE IMPLEMENTATION PRACTICES.

WE PROVIDE OUR CAMPUSES WITH POWERPOINTS TALKING POINTS FOR CLASS MEETINGS SO THAT WE'RE MAKING SURE THAT ALL STUDENTS ARE EDUCATED, AS WELL AS TEACHERS ON PRACTICES RELATED TO CELL PHONE FREE ENVIRONMENT, AS WELL AS YONDER.

OUR LEGACY PARTNERSHIP WITH YONDER HAS REALLY ALLOWED US THROUGH SOME CONVERSATIONS WITH THEM TO REALLY MAINTAIN THE COST AT ITS CURRENT LEVEL FOR OUR LEGACY CAMPUSES, WHICH WOULD BE THOSE THAT ARE CURRENTLY USING YONDER AND THEN WE'LL BE LOOKING AT THE SUPERINTENDENTS ENHANCEMENT FUND FROM A FINANCE STANDPOINT FOR ANY EXPANSION MOVING FORWARD.

ONE OF THE THINGS THAT WE'RE GOING TO PUT IN PLACE BECAUSE AGAIN, WE GET A LOT OF ATTENTION, FROM A YONDER PERSPECTIVE IS, WE DECIDED WE'RE GOING TO REALLY NEED TO MEET QUARTERLY JUST TO MAKE SURE AS MIKE SAID, STAY ON THE SAME TRACK.

WE'VE GOT PRACTICES AND POLICIES.

IF YOU GO TO LAKE HIGHLANDS HIGH SCHOOL, IT'S MASTERFUL.

I'VE WATCHED REALLY A DISPLAY OF WHAT THAT PRACTICE LOOKS LIKE, IT'S UNBELIEVABLE WHEN WE'RE SHARING INFORMATION WITH OTHER DISTRICTS, BUT WE NEED TO LOOK AT OUR DATA QUARTERLY TO MAKE SURE THAT WE'RE STAYING ON TRACK IN REFERENCE TO NOT ONLY LOOKING AT DATA FROM A DISCIPLINE STANDPOINT, BUT ALSO LOOKING AT IMPLEMENTATION AS WELL FORMED.

>> I WANT TO BE VERY CLEAR IN TERMS OF FUNDING.

WE RECOGNIZE THAT THIS IS A RESOURCE INVESTMENT, AND WE RECOGNIZE THAT OUR RESOURCES ARE MORE LIMITED THAN THEY EVER HAVE AND THAT EVERY DOLLAR IS A DECISION WE'RE GOING TO SPEND IT ONE WAY THAT WE'RE NOT GOING TO SPEND IT IN ANOTHER, SO I FULLY RECOGNIZE THAT.

AS THE HIGH SCHOOL CAMPUSES HAD CONVERSATIONS WITH US AROUND, WOULD WE BE WILLING TO SUPPORT THE EXPANSION THERE IS A SMALL FUND THAT WE HAVE IN THE SUPERINTENDENT ENHANCEMENT FUND, AND THAT IS TO TARGET SPECIFIC PROJECTS THAT SUPPORT OUR CAMPUSES.

FOR EXAMPLE, IF A CAMPUS WHEN BERKNER HIGH SCHOOL WENT TO STATE, THIS YEAR PIERCE GOING FOUR ROUNDS INTO BASEBALL PLAYOFFS.

THERE'S THOSE UNEXPECTED COSTS THAT COME UP THAT WE CAN'T PREDICT IN THE BUDGET, AND WE USE THE SUPERINTENDENT ENHANCEMENT FUND.

WELL, I'M COMMITTED BECAUSE I BELIEVE IF I HAVE HIGH SCHOOL PRINCIPALS, IF I HAVE JUNIOR HIGH PRINCIPALS COMING TO ME SAYING THIS IS THE TOOLS THAT THEY NEED,

[02:20:03]

TO SUCCESSFULLY DECREASE DISCIPLINE AND INCREASE STUDENT ENGAGEMENT IN STUDENT LEARNING TIME, THAT I NEED TO COMMIT THE FUNDS.

I'M COMMITTING THE FUNDS OUT OF THAT SUPERINTENDENT ENHANCEMENT FUND, SO THAT WAY THE BOARD IS NOT HAVING TO MAKE A DECISION ON INCREASING EXPENDITURES OR HAVING TO CUT SOMETHING IN ORDER TO DO IT.

WE'RE SAYING THAT WE'RE PRIORITIZING THIS OVER A FUND PROJECT THAT COMES UP OR SOMETHING THAT, A BUILDING PRINCIPAL IN THE MIDDLE OF THE YEAR SAYS, MAN, I WOULD REALLY LIKE TO DO THIS.

THIS IS WHAT THEY'RE SAYING IS THEIR PRIORITY AND HOW THEY WANT THOSE SECONDARY PRIORITY FUNDS TO BE SPENT.

THAT'S HOW COMMITTED WE ARE TO THAT.

WE KNOW YOU MAY HAVE A LOT OF QUESTIONS, SOME FEEDBACK, AND SO THAT WE WOULD LOVE.

AGAIN, MRS. AGUILAR IS HERE FROM LIBERTY, AND I WANT TO THANK HER SO MUCH AS WELL AS SHE WAS IN HER FIRST YEAR OF IMPLEMENTATION.

WE HAVE LOTS OF PEOPLE HERE TO ANSWER QUESTIONS.

>> BOARD, LET'S WE'RE OPEN TO THE FLOOR FOR QUESTIONS, COMMENTS, THOUGHTS. YES. MRS. MCGOWAN.

>> THANK YOU FOR THE PRESENTATION AND ALL THE INFORMATION.

JUST ONE QUICK QUESTION.

THE CORRELATION BETWEEN DISCIPLINE REFERRALS AND THE YONDER POUCH.

DO WE HAVE, I KNOW YOU ALL ARE LOOKING AT THE DATA ON THAT, BUT DO WE HAVE THAT HERE? I DON'T REMEMBER SEEING IT AND JUST GO OVER THAT A LITTLE BIT.

>> NO. IT IS NOT IN THAT PRESENTATION AND WE CAN PROVIDE THE BOARD WHAT THAT CORRELATION IS IN REFERENCE TO DISTURBANCES RELATED TO CELL PHONES AND THAT COMPARED TO LAST YEAR FOR.

YONDER BUILDINGS AS WELL AS THOSE THAT ARE NON-YONDER.

WE CAN DEFINITELY PROVIDE THAT.

OTHER QUESTIONS, COMMENTS? YES, MR. ERIC?

>> A COUPLE OF THINGS.

I WANT TO THANK THE ADMINISTRATION AND SUPERINTEND BRANHAM YEAR HINDSIGHT 2020.

WE CAN LOOK BACK.

BUT WHEN YOU STEPPED UP TO TAKE ON THIS CHALLENGE, QUITE AS POPULAR.

THAT TOOK A LOT OF COURAGE.

I TOOK A LOT OF COURAGE TO STEP UP AND DO THAT.

BECAUSE NOW WE'VE GOT DISTRICTS THAT ARE CALLING FROM ALL OVER THE COUNTRY.

ASKING US ABOUT THIS.

I WANT TO GO BACK TO THAT EXTRA INSTRUCTIONAL TIME.

THERE'S THREE MAJOR BIG IMPACTS OF THIS FROM $1 AMOUNT.

I MEAN, JUST THINK ABOUT IT.

IF THE TEACHER GETS 10 MINUTES BACK, I WANT YOU TO THINK ABOUT THAT.

THE ONE THING THAT WE CAN'T REPLICATE MORE OF IS TEACHER TIME.

THE ONE THING THAT YOU GOT 15% MORE TEACHING TIME.

WE WERE LIKE TRYING TO FIND BUDGET AND WE'RE TRYING TO DO SOME OTHER THING, NAMELY ANOTHER THING THAT WOULD BRING BACK 15% ACROSS THE DISTRICT, ADDITIONAL INSTRUCTIONAL TIME FOR OUR KIDS,15%.

I WANT YOU TO THINK ABOUT THE MILLIONS OF DOLLARS THAT WE'RE TALKING ABOUT.

ON TOP OF TEACHER RETENTION TO KEEP AND RETRACT THE BEST TEACHERS. THINK ABOUT THAT.

RECRUITING COSTS, TRAINING COSTS, NOT ONLY KEEPING WHO WE HAVE, THE NEW TEACHERS WANTING TO COME TO RICHARDSON.

LAST THING IS THE DISCIPLINE, CREATING AN ENVIRONMENT WHERE KIDS AND TEACHERS FEEL SAFE.

YOU THROW THOSE THREE THINGS TOGETHER, WHATEVER THE COST OF A YONDER BACK.

I DON'T KNOW I DON'T KNOW IF THERE'S ANOTHER SINGLE THING YOU COULD DO THAT WOULD GIVE YOU THAT AMOUNT OF POSITIVE IMPACT FOR OUTCOME FOR OUR KIDS, OUR TEACHERS, IN THE ENTIRE DISTRICT.

AGAIN, I JUST WANT TO COMMEND FOR TAKING BECAUSE THAT WAS A LITTLE SCARY AT FIRST.

STILL IS BUT JUST THE IMPACT IS HAVING ON OUR KIDS.

I JUST WANT TO COMMEND AND SAY THANK YOU FOR ALL THE EFFORTS, AND OBVIOUSLY, WE HAVE MORE AND MORE OF OUR CAMPUSES ASKING FOR IT.

THANKS FOR TAKING THE LEADERSHIP AND IT'S HAVING WHAT WE WANT THAT NORTH STAR GOAL IS HELPING OUR KIDS, AND I THINK IT'S GOING TO ALSO HELP BE LIFE.

>> BECAUSE I'LL BE HONEST WITH YOU, I'VE GOT MY SONS AT HOME AND I WANT OTHER YONDERS TO GO.

WE'VE HAD A FEW FAMILY DINNERS, WHERE I'VE BEEN, PUT THE PHONE AWAY.

I'M SURE I'M NOT THE ONLY PARENT ON THE ENTIRE DISTRICT THAT HAS HAD THAT PROBLEM,

[02:25:04]

BUT I'M JUST BEING HONEST WITH EVERYONE.

>> I DO THINK IT'S AN IMPORTANT CONVERSATION TO HAVE BECAUSE I THINK SOME OF THE QUESTIONS THAT I GET STILL FROM PARENTS ARE AROUND, "DON'T WE NEED TO TEACH THEM HOW TO MANAGE THEIR CELL PHONES? ISN'T THAT YOUR RESPONSIBILITY TO HELP THEM UNDERSTAND WHEN IT'S APPROPRIATE TO USE THEIR CELL PHONES AND WHEN IT'S NOT?" I THINK THERE'S AN ELEMENT OF VALIDITY TO THAT, BUT FIRST AND FOREMOST, OUR RESPONSIBILITY IS TO TEACH OUR STUDENTS THE CONTENT KNOWLEDGE AND SKILLS, THE GRADUATE PROFILE SKILLS, THAT STUDENTS NEED TO BE SUCCESSFUL.

BUT WHEN WE THINK ABOUT DEVELOPMENTAL APPROPRIATENESS AND WHERE OUR STUDENTS ARE IN MATURATION, TO MAKE A DECISION ABOUT WHETHER OR NOT THE DRAW FOR MY CELL PHONE VERSUS STAYING ENGAGED IN THIS HISTORY LESSON FOR THE DAY, DEVELOPMENTALLY OR STUDENTS MAY NOT BE IN THE PLACE WHERE THAT NO MATTER HOW ENGAGING THAT HISTORY LESSON IS, THAT IS GOING TO BE MORE OF A DRAW THAN WHERE THEIR CELL PHONE IS.

I WOULD SAY THAT THIS IS AN ISSUE EVEN WITH ADULTS.

I DON'T KNOW IF YOU ALL HAVE READ THE RECENT ARTICLE WHERE, NEW YORK, THEY ARE LOOKING AT BANNING CELL PHONES IN GOVERNMENT BUILDINGS, FOR EXAMPLE, BECAUSE THEY RECOGNIZE THAT THERE'S AN ISSUE WITH, AND WE'RE TALKING ABOUT GROWN ADULTS, WHO WERE STILL STRUGGLING WITH HOW TO MANAGE THIS TECHNOLOGY DEVICE AND THEIR FRONTAL LOBES SHOULD BE DEVELOPED BY THEM.

I THINK THAT, AGAIN, GIVING MORE TIME TO FOCUS, GIVING MORE TIME TO TEACH THOSE SKILLS ON, HOW DO YOU HAVE A CONVERSATION? HOW DO YOU GREET SOMEONE? HOW DO YOU NOT RESPOND IN A WRITTEN COMMUNICATION AND TEXT SPEAK THAT YOU HAVE TO HAVE PUNCTUATION, AND YOU HAVE A GREETING, AND YOU HAVE A SALUTATION, ALL OF THOSE THINGS, I THINK THAT THOSE ARE JUST EXTRA ADDITIONAL BENEFITS THAT WE ARE SEEING.

>> THANK YOU, MR. EAGER. MS. TIMME AND THEN MS. PACHECO AFTER THAT.

>> YOU JUST TALKED ABOUT US TEACHING THEM HOW TO MANAGE THEIR CELL PHONES.

I HAVE A REAL HOT TAKE ON THAT BECAUSE I DON'T THINK IT IS AN EDUCATOR'S JOB TO TEACH THEM HOW TO MANAGE SOMETHING THAT WE HAVE NOT GIVEN THEM.

THAT IS GIVEN TO THEM BY THEIR PARENTS TO TAKE AND TO USE, AND WE DO NOT HAVE ACCESS TO THE THINGS FROM THEIR PHONE TO DO THAT.

I DO NOT THINK, AS EDUCATORS, IT IS OUR JOB TO TEACH THEM HOW TO USE SOMETHING WE DID NOT GIVE THEM.

I FEEL DIFFERENTLY ABOUT THE COMPUTERS AND WE GIVE THEM, AND WE DO ONE TO ONE, I FEEL WAY DIFFERENTLY ABOUT THAT, BUT I THINK IT'S A PARENT'S CHOICE TO GIVE IT TO THEM AND AND IT'S OUR JOB TO FIND THE MOST APPROPRIATE USES FOR THEM OR NOT FOR THEM IN THE ENVIRONMENT WHERE WE'RE TRYING TO HAVE LEARNING.

I JUST HAVE A COUPLE OF COMMENTS. I DON'T KNOW THAT I HAVE TOO MANY QUESTIONS.

I DID WANT TO THANK ALL THE PRINCIPALS WHO TOOK TIME TO COME AND ADMINISTRATORS, APS. THANK YOU GUYS FOR COMING.

I WANT TO GIVE A LITTLE SPECIAL SHOUTOUT, CONGRATULATIONS, MS. SMOCK.

FANTASTIC PRINCIPAL.

MY KIDS HAVE HER, I THINK YOU'LL DO A GREAT JOB AT BERKNER, SO I'M SUPER PROUD OF YOU.

JUST A LITTLE BIT ON DISCIPLINE AND WHEN YOU HAVE YOUR CELL PHONES, IT'S EXHAUSTING TO CHASE.

MR. MOSCACO, I GUESS MY QUESTION IS FOR YOU A LITTLE BIT.

DO YOU SEE A DIFFERENCE IN THE TYPE OF WORK YOUR PRINCIPALS AND APS CAN DO IN BETWEEN A SCHOOL THAT HAS YONDER AND HOW THEY HAVE TO FOCUS ON WHERE THEY DON'T HAVE YONDER?

>> THERE'S SUPERINTENDENTS WHO SUPERVISE THOSE PRINCIPALS WHO WERE IN THOSE BUILDINGS DAILY.

YES, THERE IS A DEFINITE DIFFERENCE.

I THINK THERE WERE SOME POINTS MADE THAT WHEN YOU'RE FOCUSED ON CONSTANTLY HAVING TO PREVENT SOMETHING FROM OCCURRING TO TAMP DOWN BEHAVIORS RELATED TO CELL PHONES, DISTRACTIONS IN THE CLASSROOMS, ADMINISTRATORS BECOME MANAGERS.

THAT INSTRUCTIONAL LEADERSHIP COMPONENT REALLY IS A DIFFICULT THING.

THEY DO THE BEST THEY CAN.

THEY'RE IN BUILDINGS AS ADMINISTRATORS, WE'RE TRYING TO KEEP THE FOCUS ON INSTRUCTION, BUT WE KNOW THAT MANY TIMES, IT'S REALLY ABOUT MANAGING BEHAVIORS.

EVEN THOUGH WE TAKE AN INSTRUCTIONAL APPROACH TO MANAGING BEHAVIORS, WE WANT TO FOCUS ON THE CONTENT, WE WANT TO FOCUS ON SKILL DEVELOPMENT, WE WANT TO FOCUS ON THAT LEARNER PROFILE SKILLS THAT WE EXPECT.

THERE IS DEFINITELY A DIFFERENCE THAT WE'RE HAM STRONG IN BUILDINGS THAT DON'T HAVE POUCHES AND UNFORTUNATELY, OUR ATTENTION IS DIVERTED.

>> ABSOLUTELY. I WOULD SAY TOO THAT I WANT OUR PRINCIPALS AND APS TO BE ABLE TO GIVE FEEDBACK TO OUR TEACHERS TO HELP SUPPORT THEM TO BE IN THE CLASSROOM.

I WOULD RATHER THAN WORK WITH PARENTS AND DOING THE THINGS THAT ARE THE IMPORTANT PARTS OF THEIR JOB DESCRIPTION.

WELL, DISCIPLINING IS, BUT IT SHOULD BE A SMALL PIECE OF THAT.

I THINK THIS TAKES UP MORE TIME THAN PEOPLE KNOW.

[02:30:01]

IT'S EXHAUSTING TO BE AN ADMINISTRATOR IN GENERAL.

LET ME JUST SAY FROM EXPERIENCE, BUT IT'S REAL EXHAUSTING TO BE CHASING THOSE THINGS DOWN.

I THINK BACK TO WHEN WE HAD THE TIKTOK CHALLENGES, WHICH WERE REALLY CONTINGENT UPON HAVING PHONES TO VIDEO THOSE THINGS.

DO YOU REMEMBER HOW MUCH WE ROUGHLY LOST IN DAMAGE AROUND THAT?

>> I WISH MS. HAYES WAS HERE, BUT I KNOW IT WAS $700,000.

>> SIGNIFICANT DOLLARS.

>> IT WAS SEVERAL HUNDRED THOUSAND DOLLARS.

IT WAS BATHROOM DAMAGE, IT WAS REPLACING SINKS, REPLACING TOILET, SIGNIFICANT.

>> WITHOUT THE CELL PHONE, I THINK THOSE TIKTOK CHALLENGES, PROBABLY DO NOT HAVE, I DON'T KNOW WHAT THE NEXT ONE WILL BE OR WHATEVER NEXT UP IT WILL BE, BUT WHATEVER IT IS, HAVING THE PHONES OUT OF THERE TAKES THAT AWAY AS BEING AN INCENTIVE, I THINK IN MANY WAYS.

I KNOW THAT OUR TEACHERS WANT TO TEACH.

THEY GET INTO THE PROFESSION TO TEACH AND TO MAKE RELATIONSHIPS WITH KIDS AND TO GET OUTCOMES FOR KIDS, NOT TO REPEATEDLY AND CONSTANTLY BE INTERRUPTED BY TRYING TO ENFORCE A CELL PHONE RULE, OF WHICH THEY HAVE A VERY HARD TIME MANAGING BECAUSE KIDS ARE SMART AND SNEAKY, MINE INCLUDED FOR THAT.

I THINK IF WE WANT TO CREATE AN ENVIRONMENT WHERE WE'RE HOLDING TEACHERS ACCOUNTABLE FOR GROWING ALL STUDENTS, WHERE WE ARE HOLDING STUDENTS ACCOUNTABLE FOR GIVING US THEIR BEST ATTENTION, I THINK IN RETAINING THOSE BEST TEACHERS OR ATTRACTING THEM, I THINK WE HAVE TO SET THEM UP FOR SUCCESS.

I THINK DOING SOMETHING LIKE YONDER ALLOWS, BUT I THINK THE DATA SPEAKS TO THAT, THE INSTRUCTIONAL TIME YOU'RE GETTING BACK, THE POSITIVE OUTCOMES, THE TEACHERS AND PERCEPTIONS THAT THEY HAVE OF THAT IN THE CLASSROOM.

LET'S SEE. LASTLY, I WANT TO ECHO WHAT YOU'VE SAID.

THANK YOU GUYS FOR TAKING, FIRST OFF, THE BOLD STEP TO TRY IT, FOR OUR SCHOOLS WHO TOOK THE BOLD STEP TO IMPLEMENT IT.

WELL, AT LEAST I KNOW FOR FOREST MATO, WHEN WE INITIALLY SAW THE DATA WAS NOT A SUPER POPULAR OPTION AND TURNED INTO SOMETHING THAT WAS FANTASTIC, BEING WILLING TO TAKE THOSE COMMENTS OUT THE GATE AND TO TAKE THAT HARD CONVERSATIONS OVER AND OVER BECAUSE YOU KNEW IT WAS THE RIGHT THING TO DO FOR STUDENTS.

LAKE HIGHLANDS HIGH SCHOOL, SAME AS WELL BEING THE FIRST HIGH SCHOOL TO DO IT.

I THINK ANYTHING THAT WE CAN DO THAT'S GOING TO IMPROVE OUR TEACHER'S ABILITY TO TEACH, IMPROVE OUR ADMINISTRATOR'S ABILITY TO SUPPORT OUR TEACHERS, AND IMPROVE OUR STUDENT OUTCOMES, I THINK THAT I WOULD BE HERE FOR THAT. THANK YOU.

>> IF I COULD JUST REAL QUICK, MS. [INAUDIBLE] WILL PROVIDE A FULL REPORT, BUT JUST A COUPLE OF DISCIPLINE HIGHLIGHTS FROM OUR STUDENT SERVICES TEAM.

FOR EXAMPLE, LAKE HIGHLANDS, WE SAW A 42 PERCENT DECREASE IN OSS.

THAT'S OUT OF SCHOOL SUSPENSION.

WE SAW AN EIGHT PERCENT DECREASE IN IN SCHOOL SUSPENSION.

AT APOLLO, WE SAW A 74 PERCENT DECREASE IN OUT OF SCHOOL SUSPENSION.

>> THAT'S FROM LAST YEAR?

>> THAT'S FROM THE 23/24 SCHOOL YEAR.

AGAIN, WE'LL BE HAPPY TO PROVIDE A MORE COMPREHENSIVE, BUT JUST A FEW HIGHLIGHTS OF SOME AREAS WHERE ABSOLUTELY WE'RE SEEING THE BENEFIT NOW.

LET ME REMIND YOU THEY'RE STILL TEENAGERS AND THEY'RE STILL GOING TO MAKE BAD DECISIONS.

THERE ARE STILL THINGS THAT HAPPEN INSIDE, SCHOOL OUTSIDE OF SCHOOL THAT LEAD TO KIDS MAKING POOR DECISIONS, BUT WE ARE SEEING SOME POSITIVE TRENDS.

IF KIDS ARE NOT IN ISS OR OSS, THAT MEANS THAT THEY'RE IN CLASSROOM LEARNING, AND THAT'S WHAT WE WANT THEM.

>> MS. PACHECO.

>> THANK YOU SO MUCH FOR THAT PRESENTATION AND THE DETAILED DATA.

I HAVE A FEW COMMENTS AND JUST A COUPLE OF QUESTIONS.

ONE QUESTION, AND IT'S JUST A REMINDER FOR MYSELF, DO ALL OUR MIDDLE SCHOOL/JUNIOR HIGHS HAVE THIS YONDER POUCH?

>> NORTH AND PARK HILL DO NOT.

>> OKAY.

>> EXCUSE ME, WEST AND WESTWOOD.

>> I JUST WANTED TO MAKE SURE I HAD THE RIGHT NUMBER IN MY HEAD.

PERFECT. I'M A PROPONENT, I KNOW THAT CONSISTENCY IS KEY FOR OUR STUDENTS.

THIS POUCH AND KEEPING YOUR PHONE SAFE AND AWAY FROM YOUR LEARNING EXPERIENCE IS GOOD BECAUSE WE WANT TO CREATE THOSE HIGH EXPECTATIONS FOR OUR STUDENTS TO FEEL PROUD AND SAFE IN THEIR ENVIRONMENT AND, OF COURSE, ALSO WITH THEIR ACTIONS.

I THINK THIS SUPPORTS THEM IN A WAY THAT THEY TRY TO MAKE BETTER CHOICES AND NOT BAD CHOICES.

THE OTHER THING I THINK IS WORTH NOTING FOR USING THIS IS THE IMPROVED STUDENT GROWTH.

IF THEY HAVE MORE TIME TO LEARN BECAUSE THE TEACHER HAS MORE TIME TO TEACH, WE'RE GOING TO HAVE MORE GROWTH, AND OF COURSE, THAT'S THE PLUS AND POSITIVE.

THE STUDENT-TEACHER RELATIONSHIP IMPROVES AND ALSO THE STUDENT TO STUDENT RELATIONSHIPS IMPROVE BECAUSE THEY'RE TALKING TO EACH OTHER AND HOPEFULLY, FINDING RESPECTFUL WAYS TO COMMUNICATE WITHOUT A PHONE.

[02:35:02]

THEN THE LAST THING I JUST WANT TO TALK ABOUT AND ASK IS JUST, I'M EXCITED ABOUT IT, I'D LIKE TO SEE MAYBE OTHER OPTIONS OR OPPORTUNITIES THAT WE COULD HAVE THAT ARE SIMILAR OR THAT SUPPORT THE PROCESS MAYBE EVEN BETTER.

THEN MY CONCERN IS JUST HOW PARENTS STILL FEEL BASED ON THE SURVEY.

I'M NOT SURE, WITH ALL OF THESE POSITIVE NOTES, WHY SOME OF OUR PARENTS CONTINUE TO HAVE A DISCONNECT WITH THE BENEFITS OF USING THIS OPTION.

IT'S JUST A CONCERN I WISH TO EXPLORE AT SOME POINT. THANKS.

>> THANK YOU, MS. PACHECO. ANY OTHER COMMENTS?

>> I'VE GOT A QUICK COUPLE HERE.

TO YOUR POINT ENGAGING PARENTS AND STUFF, AND I HAS BEEN MENTIONED A COUPLE OF TIMES, BUT AS YOU GO THROUGH THE CATEGORIES OF IMPACT NOT ONLY YONDER, BUT OF THE POLICY ITSELF, I DIVIDE IT MY OWN HEAD FROM DISCIPLINE TO INSTRUCTION AND ENGAGEMENT.

YOU TALK ABOUT WALKING THE HALLS AND SEEING THE KIDS ENGAGE WITH EACH OTHER, THAT'S A BENEFIT.

TALK ABOUT THE ADDED INSTRUCTION, THAT'S A BENEFIT, AND YOU TALK ABOUT THE LOWER DISCIPLINE AS A BENEFIT.

SOMETIMES FRAMING THAT MAY BE BENEFICIAL WHEN TALKING TO PARENTS OR EVEN STUDENTS.

I WAS ALSO IMPRESSED EVEN THOUGH THE STUDENTS, LIKE YOU SAID, NO SURPRISE THAT IT WAS PRETTY RED ORANGE, BUT THERE WAS A GOOD CHUNK OF GREEN THERE TOO AND SO WHEN YOU'RE TALKING ABOUT 13-YEAR-OLD KIDS AND STUFF AND YOU'RE GETTING THOSE GREENS, THERE'S SOME KIDS MATURE BEYOND THEIR AGE.

I ALSO THINK OF THESE KIDS AND I'M LIKE, LIKE SOME ADULTS, THEY DON'T KNOW WHAT THEY DON'T KNOW AND THEY DON'T HAVE THE PERSPECTIVE OF LIVING IN A WORLD WITHOUT CELL PHONES AND WITHOUT SMART PHONES.

WHEN WE TRY TO ASK SOME QUESTIONS, DO YOU SEE A BENEFIT OF HAVING THIS POLICY, YOU'RE TAKING WHAT THEY KNOW AS LIFE AWAY AND CHANGING IT.

FOR US, YOU ASK US THAT AND WE'RE LIKE, MAN, THAT TAKES ME BACK 15 YEARS OR 20 YEARS TO WHAT IT WAS LIKE WHEN I WAS GROWING UP.

JUST HAVING THAT UNDERSTANDING OF WHERE THEIR PERSPECTIVE IS VERSUS AN ADULT, I THINK IT'S JUST INTERESTING.

ALTHOUGH THE BENEFITS THAT WE TALKED ABOUT, A LOT OF THEM, I KEEP LOOKING OVER MY LEFT SHOULDER IN THE NORTH STAR GOAL.

THEY ALL SUPPORT THAT.

ANY KIND OF EFFORT THAT WE'VE GOT THAT'S GOING TO GO TOWARDS THAT NORTH STAR SUPPORT, I THINK IS BENEFICIAL.

THAT SAID, I DO HAVE MS. PACHECO, SAID, THIS IS A TOOL.

WE ALL I THINK CAN GET BEHIND THE WHY AND THE WHAT OF THE POLICY.

YONDER IS LIKE AN ACCELERANT.

WE HAVE A NON YONDER POLICY AT OTHER SCHOOLS, WHICH IS MARGINALLY EFFECTIVE, IMPROVING.

YOU THROW THE ACCELERANT IN THERE AND WE SEE ACCELERATED IMPROVEMENT, AND SO THE QUESTION I HAVE IS FULLY BEHIND THAT, WHAT ARE WE LOOKING 10 YEARS OUT, FIVE YEARS OUT.

IS THIS SOMETHING INTO PERPETUITY? IS THERE OTHER TOOLS THAT WE'RE LOOKING AT TO HER POINT BECAUSE THIS IS A BEHAVIORAL CHANGE WE'RE TRYING TO MAKE AND IS THIS THE ONLY TOOL ONCE WE GET THE BEHAVIOR CHANGED, WHERE DO WE GO FROM THERE? I THINK STRATEGICALLY LOOKING OUT BEYOND AND SEEING WHAT DOES IT LOOK LIKE BEYOND YONDER, AND IF THAT EVEN IS OUT THERE.

I DO HAVE THOSE QUESTIONS, IT'S NOT A CONCERN.

IT'S JUST MORE THINKING OUT FURTHER.

>> ONE I DO HAVE IN THAT AREA, AND I KNOW HOPE IS NOT A STRATEGY, BUT IT'S UNTIL WE ARE FURTHER DOWN THE LINE IN THE IMPLEMENTATION.

BUT TO MS. BURT'S POINT, I DO BELIEVE WHEN IT BECOMES PART OF THE NORM, WE DON'T HAVE AN ISSUE WITH CELL PHONES AT OUR ELEMENTARY CAMPUSES.

IF THEY CAN LEAVE ELEMENTARY AND GO TO JUNIOR HIGH AND THEY DEVELOP THIS AS PART OF THIS IS THE CULTURE IN RICHARDSON ISD, THIS IS WE DON'T USE OUR CELL PHONES, THAT I DO BELIEVE THAT THIS LEARNED BEHAVIOR IF IT'S NOT ACCEPTABLE, IT WAS THE ONLY WAY THAT THEY LEARNED DURING COVID, FOR EXAMPLE.

AND AS THEY BEGIN TO MATRICULATE THROUGH OUR SYSTEM, THAT WILL BE A LEARNED BEHAVIOR IN ITS PLACE, AND THAT THIS WILL NOT HAVE TO BE A FOREVER IMPLEMENTATION, THAT THIS IS SOMETHING WE HAD TO DO TO YOUR POINT TO ACCELERATE OUR DESIRED OUTCOMES.

AS STUDENTS ARE USED TO WE JUST DON'T GET THEM OUT, THAT IT WILL NO LONGER HAVE TO BE A BATTLE THAT OUR TEACHERS HAVE TO ENFORCE AND WE WON'T NEED THE TOOL ANY LONGER.

WE CAN SLOWLY WITHDRAW THE TOOL.

NOW, AGAIN, WE'RE GOING TO HAVE TO MONITOR IT CLOSELY.

AGAIN, WE'RE GOING TO BE OUT FORWARD LOOKING TO SEE IS OUR OTHER DISTRICTS OR OTHER PRIVATE ENTITIES COMING UP WITH A NEW SOLUTION THAT'S BETTER,

[02:40:03]

CHEAPER, FASTER, 100% WE'RE GOING TO KEEP OUR EYES ON ON WHAT'S NEXT BECAUSE WE DON'T THINK THIS IS THE ANSWER.

IT IS JUST ONE ANSWER THAT WE HAVE RIGHT NOW THAT WE'RE SEEING IS EFFECTIVE.

>> ABSOLUTELY. THE LAST THING, THEN WE'LL MOVE ON HERE UNLESS SOMEBODY ELSE HAS QUESTIONS OR COMMENTS, BUT YOU SPOKE TO THIS EARLIER.

THE GOAL IS NOT PERFECTION.

THE GOAL IS NOT ELIMINATION.

THE GOAL IS TO IMPROVE, TO INCREASE OR TO DECREASE, DEPENDING ON WHAT THE METRIC IS, IT'S NOT TO ELIMINATE THE PROBLEM.

SO A LOT OF THE CRITICISM SOMETIME IS, THESE PEOPLE ARE SQUIRTING BY, THERE'S SOME GAME IN THE SYSTEM.

THERE'S STILL PEOPLE THAT ARE BREAKING THE RULES.

THAT'S NOT A GOAL TO SOLVE EVERY ONE OF THOSE, BUT IT'S TO IMPROVE FOR THE VAST MAJORITY OF OUR STUDENTS AND TEACHERS.

I THINK IF WE KEEP THAT PERSPECTIVE, WE HAVE A LITTLE LESS PRESSURE ON US TO BE PERFECT ON THIS.

ANYWAY, JUST THAT STRUCK WITH ME.

YES, MS. RENTERIA.

I JUST WANTED TO MAKE A COMMENT, TOUCHING ON WHAT MS. TIMMY BROUGHT UP.

I THINK THAT WE HAVE SOME AMAZING PARENTS IN THIS DISTRICT.

WE HAVE STRONG PTAS, WE HAVE AMAZING BOOSTERS.

WE PARTNER WITH PARENTS ON EVERYTHING, FROM JUST THE TESTS THAT OUR KIDS TAKE, HOW WE HELP THEM.

I THINK EVERY SINGLE PARENT, WE WANT OUR KIDS TO BE SUCCESSFUL.

WE SEND OUR KIDS TO SCHOOL EVERY SINGLE DAY BECAUSE WE HAVE THAT FAITH, THAT TRUST, IN THOSE TEACHERS AND I THINK THAT AS PARENTS TO, MS. TIMMY'S POINT, IT'S SO IMPORTANT THAT WE CONTINUE TO PARTNER WITH OUR TEACHERS, OUR ADMINISTRATORS, WITH OUR SCHOOLS, OUR SCHOOL COMMUNITY, AND AS PARENTS WHO REALLY UNDERSTAND THE IMPORTANCE.

AS MS. TIMMY MENTIONED, THIS IS A DEVICE THAT THE SCHOOL DOES NOT ISSUE.

AS PARENTS, I THINK THAT WE NEED TO LOOK AT OURSELVES AND SAY, WELL, I BOUGHT THIS PHONE FOR MY SON, FOR MY DAUGHTER.

THEREFORE, IT'S MY RESPONSIBILITY TO HELP THEM UNDERSTAND WHAT COMES WITH THAT.

I THINK THAT JUST AGAIN, I'M SO GRATEFUL TO EVERYBODY HERE WHO HAS REALLY SPOKEN UP AND HAS GIVEN VOICE TO THE IMPORTANCE OF WHY WE NEED THESE.

BUT ALSO TO THE ADMINISTRATION AND TO YOU, MS. BRANUM FOR LISTENING TO THAT.

I THINK NOW IT MAKES IT OR AT LEAST I FEEL LIKE THE RESPONSIBILITY IS ALSO ON PARENTS.

EVERYBODY'S PITCHING IN, AND I THINK AS PARENTS, WE NEED TO DO THAT AND CONTINUE TO PARTNER SO THAT OUR KIDS WILL BE SUCCESSFUL AT EVERY LEVEL.

I COMMEND YOU WITH ALL THAT YOU'RE DOING AND I COMPLETELY SUPPORT THIS AS WELL, AND I THINK IT'S EXCITING MOVING FORWARD AS TO WHAT OUR KIDS CAN EXPECT AND HOW MUCH SUCCESS THEY'LL HAVE.

>> ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? YES. MS. MCGOWAN.

>> SORRY. JUST ONE MORE BECAUSE MS. RENTERIA MADE MENTION OF PARENTING WITH SCHOOLS IN THE COMMUNITY.

IN MY DAUGHTER'S SCHOOL AT STOLTZ, THEY KNOW THAT IT'S A NO PHONE ZONE.

SHE'S FIVE. SHE KNOWS WHAT A PHONE IS.

SHE USES ONE AT HOME, WHEN WE ALLOW HER TO.

BUT I'M JUST SAYING LIKE AS PARENTS, IF WE ARE GETTING THAT MESSAGING IN THE ELEMENTARY SCHOOL, LIKE YOU SAID, MS. BRANUM, AND WE CONTINUE ON THAT MESSAGING, AND WE REALLY DRIVE IT HOME WITH THE PARENTS AND THE POLICY AT THAT AGE ALL THE WAY THROUGH MAYBE WE WON'T HAVE TO HAVE THIS YONDER THING.

IS MY HOPES FOR THE FUTURE BECAUSE SHE KNOWS NOW IN KINDER.

THIS IS A NO PHONE ZONE, AND WE WALK INTO PROGRAMMING.

LET'S JUST CONTINUE THAT ON AND REALLY DRIVE THAT POINT HOME WITH OUR PARENTS AND TRAIN THEM. THANK YOU FOR THAT.

>> I LOVE THAT.

>> GREAT QUESTIONS AND COMMENTS. THANK YOU.

THAT TAKES US TO OUR NEXT ITEM IS AN INFORMATION ITEM REGARDING THE UPDATE

[VIII.H. End of Year MAP Results]

TO THE END OF THE YEAR MAP RESULTS, MS. BRANUM.

>> THANK YOU. AGAIN, THANK YOU PRINCIPALS.

THANK YOU STUDENT SERVICES.

THANK YOU, DR. GIBBONS FOR ALL OF YOUR WORK AND SUPPORT ON THIS AND AGAIN, THANK YOU, AREA SUPERINTENDENTS.

I'M GOING TO INVITE MS. ORTIZ UP, AND SHE IS GOING TO BE SHARING OUR END OF THE YEAR MAP RESULTS AND DR. LIEBER.

WE'LL ALSO BE SHARING THE MICROPHONE TONIGHT AND SHARING SOME OF WHAT DOES THIS DATA MEAN FOR TEACHING AND LEARNING? HOW ARE WE WORKING WITH MR. HASSO IN THE AREA OF SUPERINTENDENTS TO MAKE THE RIGHT CURRICULUM ADJUSTMENTS, TO MAKE THE RIGHT INSTRUCTIONAL ADJUSTMENTS THAT WE NEED TO MAKE IN ORDER TO YOUR POINT, ACCELERATE THE GROWTH OF OUR STUDENTS. MS. ORTIZ.

>> THANK YOU VERY MUCH. I'M EXCITED TO GO OVER OUR RESULTS FOR THE MAP END OF THE YEAR AS WELL AS SOME OF OUR OTHER PROGRESS MONITORING.

[02:45:06]

IT FEELS LIKE A REALLY SHORT TIME JUST A COUPLE OF MONTHS AGO THAT I WAS HERE PRESENTING THE MOI.

A LOT OF THIS WILL SEEM VERY FAMILIAR, BUT WE'LL SEE SOME ADDITIONAL INFORMATION FOR THE END OF THE YEAR, KEEPING IT IN THE SAME FORMAT.

AGAIN, THIS IS ALL IN ALIGNMENT TO OUR NORTH STAR GOAL, AND WE'LL FOCUS ON THREE DIFFERENT ASSESSMENTS TODAY.

IT WILL BE THE CIRCLE PROGRESS MONITORING FOR OUR PRE KINDERGARTEN STUDENTS, MCLASS FOR OUR KINDER AND GRADE 1, AND THEN MAP SCORES FOR KINDER TO GRADE 8.

WE SHARED THIS PROGRESS MONITORING CALENDAR WITH YOU ALL IN APRIL.

WE'RE NOW AT THAT MAY SECTION.

WE'RE MAKING SURE THAT WE'RE PRESENTING ALL OF OUR END OF THE YEAR INFORMATION BASED ON THE ASSESSMENTS THAT OCCURRED AT THE END OF APRIL, EARLY MAY.

WHEN WE LOOK AT OUR CIRCLE ASSESSMENT, WE'RE GOING TO SPLIT IT UP BETWEEN OUR ENGLISH RESULTS AND OUR SPANISH RESULTS.

FOR ENGLISH, WE WANT TO DEFINITELY CELEBRATE SOME OF THE INCREASES THAT WE SEE WHEN WE LOOK AT THE COMPARISON BETWEEN OUR BEGINNING OF THE YEAR AND END OF THE YEAR.

WE CAN SEE A LARGE INCREASE THERE BETWEEN OUR 55-83 RESULTS.

THEN RAPID VOCABULARY, THE SAME THING.

WE SEE A LOT OF GROWTH THERE, MATH LEARNING.

WE DO SEE A LITTLE BIT OF A DIP IN SOCIAL EMOTIONAL AND I KNOW KATIE FINNEY, OUR COORDINATOR DIRECTOR OF PRE KINDERGARTEN AND I HAD SOME DISCUSSIONS ABOUT THAT, AND THAT SEEMS TO BE ALIGNED WITH WHAT OTHER DISTRICTS SEE AS WELL.

WE START OFF WITH LIKE THE TEACHERS GIVE THEM A REALLY HIGH SCORE AND THEN IT DROPS OFF A LITTLE BIT.

EARLY WRITING SKILLS.O WE SAW A BIT OF A DIP AT THE MOY, BUT WE CAME BACK UP FOR OUR END OF THE YEAR, SO WE'RE EXCITED TO SEE THAT INCREASE FOR OUR EARLY WRITING SKILLS.

BOTH OF THE RAPID LETTER NAMING, AND THE MATH LEARNING MEASURES ARE REALLY THE TWO AREAS THAT THE STATE FOCUSES ON THE MOST TO GIVE US OUR EMERGENT LITERACY AND OUR MATH GROWTH FOR OUR PRE KINDERGARTEN STUDENTS.

FOR SPANISH, WE ALSO SAW GROWTH ACROSS THE BOARD FOR ALL OF THE INDICATORS AND DEFINITELY THE LARGEST ONE WAS FOR RAPID LETTER NAMING.

YOU'LL SEE THAT'S VERY SIGNIFICANT FROM A 22 TO 84.

EVEN FROM THE MOY, WHEN WE HAD ALREADY SEEN VERY LARGE GROWTH THERE, WE SAW AN ADDITIONAL RISE FOR OUR END OF THE YEAR.

>> FOR OUR MCLASS, I'M NOT GOING TO GO IN DETAIL ON SOME OF THESE NUMBERS AND ANOTHER REALLY TINY.

BUT WHAT I DO WANT TO HIGHLIGHT IS THE FACT THAT WE SAW INCREASES, BOTH IN ENGLISH AND SPANISH FOR KINDER AND FIRST GRADE.

AGAIN, AS A REMINDER FROM THE LAST MEETING, THE MCLASS IS THE ASSESSMENT THAT REALLY FOCUSES ON FLUENCY.

THIS IS A LITTLE DIFFERENT THAN WHAT WE'LL SEE WHEN WE START LOOKING AT OUR MAP ASSESSMENT.

THE FOCUS IS SLIGHTLY DIFFERENT.

THIS IS AN ASSESSMENT THAT THE STATE REQUIRES THAT WE PROVIDE OUR STUDENTS TO SEE WHERE THEY ARE WITH THEIR FLUENCY.

ANYTHING THAT'S IN THE BLUE AND THE GREEN IS GOING TO BE WHAT WE'RE REALLY AIMING FOR.

YOU'LL NOTICE THAT THERE'S GOING TO BE INCREASES FROM 4-9 POINTS, NINE BEING THE HIGHEST INCREASE FROM BEGINNING OF THE YEAR TO THE END OF THE YEAR WHEN IT CAME TO OUR KINDERGARTEN ENGLISH ASSESSMENT.

THEN I'LL GET INTO THE MAP. WE HAVE A LITTLE MORE INFORMATION, MORE DETAIL FOR YOU.

AS A REMINDER TO THE CONVERSATION WE HAD AT THE LAST MEETING, I WENT AHEAD AND INCLUDED THIS SLIDE AGAIN FOR THOSE OF US THAT MAYBE SEEING THIS MEETING FOR THE FIRST TIME, DON'T KNOW WHAT MAP SCORES ARE.

MAP SCORE IS AN ASSESSMENT THAT ALLOWS US TO COMPARE PERFORMANCE.

NOT LOOKING AT THE AGE OF THE STUDENT, THE GRADE OF THE STUDENT, THE GRADE LEVEL, BUT REALLY MAKING IT TO WHERE WE CAN COMPARE APPLES TO APPLES AND MAKE SURE THAT WE'RE LOOKING AT EACH STUDENT'S INDIVIDUAL ACCOMPLISHMENT AND INDIVIDUAL GROWTH ACROSS THE YEARS.

WHEN WE LOOK AT MAP READING, WE'RE GOING TO START OFF WITH THE ENGLISH VERSION, AND THIS IS GOING TO GIVE US INFORMATION FROM THE FALL 2023 OR WHAT WE CALL THE BOY INTO OUR SPRING 2024, WHICH IS OUR EOY.

ALL OF THE COLUMNS IN RED ARE GOING TO BE OUR EOY SCORES.

WE SAW A 17 POINT INCREASE FOR OUR KINDERGARTENERS ON THE ENGLISH ASSESSMENT.

12 POINTS FOR FIRST GRADE, 11 POINTS FOR SECOND.

THEN IT STARTS TO TAPER OFF A LITTLE BIT.

WE DID HAVE SOME CONVERSATIONS ABOUT THIS AT THE MOY.

WE DO KNOW THAT EVEN THAT THE NATIONAL NORMS, THOSE START TO NARROW AS WELL.

BUT IT'S DEFINITELY AN AREA OF FOCUS AND WE'VE HAD A LOT OF

[02:50:02]

CONVERSATIONS ON THE DATA WHEN IT COMES TO THOSE UPPER GRADES, SIX, SEVENTH AND EIGHTH GRADE.

ESPECIALLY AS WE SEE FROM MOY TO EOY, THAT IS FLAT.

>> WELL, FOR US, I KNOW WE REALLY LOOK AT IF YOU LOOK AT FIFTH AND SIXTH GRADE, WE WANT TO BE AND WE WANT TO MAINTAIN, WE WANT TO BE ABOVE THAT NATIONAL AVERAGE.

WHEN YOU START TO GET CLOSE TO, WE'RE HANGING, IN FIFTH GRADE, WE'RE AT A 209, AND THE NATIONAL AVERAGE IS AT A 211 AND SO THAT THAT MAKES US ANSWER A QUESTION OF WHAT'S HAPPENING THAT WE'RE NOT YES.

LIKE WHAT'S GOING ON BETWEEN FOURTH AND FIFTH, FIFTH AND SIXTH, THAT WE'RE NOT ABOVE WHERE WE NEED TO BE FOR THAT NATIONAL AVERAGE.

I KNOW DOCTOR LEPER WILL TALK ABOUT A LITTLE BIT ABOUT HOW WE'RE DIGGING INTO THAT.

>> THANK YOU. WHEN WE START LOOKING AT OUR STUDENT GROUPS, WE LOOKED AT IT BY GRADE LEVEL AND THEN LOOKING AT THE STUDENT GROUPS AS A WHOLE, THE STUDENTS HAD SEVEN POINT INCREASE.

THIS IS ALL THE GRADE LEVELS TOGETHER FROM K-8.

OUR HISPANIC STUDENTS HAD A SIX POINT GROWTH FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.

AGAIN, JUST LIKE IN OUR MOY, WE'RE SEEING THAT OUR AFRICAN AMERICAN STUDENTS AND OUR WHITE STUDENTS ARE HAVING THE MOST GROWTH FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.

THEN ECONOMICALLY DISADVANTAGED AND VIRGIN BILINGUAL WILL HAVE THE SIX POINTS.

THE GAP IS NOT LARGE BETWEEN OUR ALL STUDENTS AND THOSE OTHER GROUPS, BUT IT'S DEFINITELY SOMETHING THAT WE'RE ALWAYS STRIVING TO MAKE SURE THAT ALL OF OUR STUDENTS ARE GROWING EQUALLY FOR ALL OF OUR STUDENT POPS.

>> WELL, TO THAT POINT, SO FOR US, WHAT WE REALLY WANT TO SEE IS WE WANT TO SEE THOSE SUBGROUPS THAT ARE UNDERPERFORMING OR ALL CATEGORY OR WHITE STUDENTS, THAT GROWTH NEEDS TO BE HIGHER.

BECAUSE IF WE'RE GOING TO ACCELERATING CLOSE THAT ACHIEVEMENT GAP, THEN THEY NEED TO BE OUTPERFORMING OR ALL STUDENTS ARE WHITE OR WHITE SUBPOPULATION.

THAT IS SOMETHING THAT WE ARE DIGGING INTO AS WELL.

I ALSO WANT TO DR. GIBBONS AND I RECENTLY HAD A CONVERSATION LOOKING AT SPECIAL EDUCATION.

WE HAVE BEEN IN A PLACE WHERE WE HAVE BEEN FOCUSING ON A LOT OF DEVELOPING OUR SYSTEMS FOR OUR CENTRAL PROGRAMS, MAKING SURE THAT WE HAVE TEACHERS IN THE CLASSROOMS FOR SERVING THAT, AGAIN, OUR IDENTIFIED SPECIAL EDUCATION POPULATION AS 15%, WHERE JUST SIX YEARS AGO, WE WERE SITTING AT 8%.

ONE OF THE THINGS THAT WE'VE GOT TO GET TIGHTER ABOUT AND THAT WE'VE GOT TO BE HYPER FOCUSED ON IS, HOW ARE WE SUPPORTING OUR SPECIAL EDUCATION STUDENTS.

IT'S GREAT THAT WE'RE IDENTIFYING THEM.

IT'S GREAT THAT WE'RE PUTTING SOME SUPPORTS IN PLACE.

WE'RE MAYBE ADDRESSING THE BEHAVIORS OR WE'RE ADDRESSING THE THINGS THAT WERE A PART OF THAT IDENTIFICATION.

BUT NOW THE WORK OF SPECIAL STUDENT SERVICES IS WE'VE GOT TO MAKE THESE ACADEMIC GAINS.

WE CANNOT ALLOW THEM TO FALL BEHIND OUR STUDENTS AS WELL.

THIS IS AN AREA WHERE WE'RE SEEING A TREND OVER TIME, AND WE DON'T LIKE IT.

>> FOR OUR SPANISH READING, WE SEE INCREASES FROM KINDERGARTEN ALL THE WAY TO FIFTH GRADE.

WE'RE NOT GOING TO SEE DATA FOR SIX, SEVENTH OR EIGHTH, JUST BECAUSE WE DON'T TEST THEM IN SPANISH IN THOSE GRADE LEVELS.

BUT WE DO SEE THAT IMPACT OF THE INSTRUCTION AND THE INTERVENTIONS THAT ARE BEING PROVIDED FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR BECAUSE WE CAN SEE THE MEAN SCORE RISE FROM EACH ADMINISTRATION.

THAT TAKES US INTO MATH.

MATH, AGAIN, WE'RE GOING TO SEE FROM KINDERGARTEN, AND HERE WE'RE GOING TO ALSO INCLUDE ALGEBRA 1 BECAUSE WE DO HAVE OUR EIGHTH GRADERS TAKING ALGEBRA 1.

AGAIN, KINDERGARTEN, WE'RE SEEING VERY HIGH NUMBERS WHEN IT COMES TO OUR GROWTH AND WE SEE IT START TO TAPER OFF.

IN THIS CASE, IT'S HAPPENING IN SIXTH GRADE.

FROM SIX TO SEVENTH GRADE IS WHERE WE START TO SEE THAT US FALLING BELOW THAT AVERAGE NATIONAL NORM.

EVEN THOUGH IN FIFTH GRADE AND FOURTH GRADE, WE SAW IT DIP A LITTLE BIT, BUT IT CAME BACK UP WITH OUR SIXTH GRADERS.

OUR EIGHTH GRADE AND OUR SEVENTH GRADE ARE DEFINITELY SOME AREAS WHERE WE'VE BEEN HAVING A LOT OF CONVERSATIONS AND DIGGING DEEPER TO SEE IS IT A SPECIFIC GROUP OF STUDENTS.

HOW CAN WE MAKE SURE THAT WE CONTINUE TO SEE THAT GROWTH SO THAT WE CAN GET BACK UP TO THAT NATIONAL NORM? THE GOOD PART THAT WE SEE HERE IS THAT ONCE THEY GET TO ALGEBRA 1, WE'RE GETTING A LOT CLOSER TO THAT NATIONAL NORM.

NOW WE'RE ONLY ONE POINT AWAY EVEN THOUGH THERE WAS THAT DIP THAT WE'VE SEEN CONSISTENTLY THE PAST FEW YEARS WHEN IT COMES TO SEVENTH AND EIGHTH.

THEN FOR OUR SUBGROUPS, WE SEE THAT FOR OUR ALL STUDENTS,

[02:55:05]

THERE WAS A 10 POINT GROWTH FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.

SAME FOR HISPANIC STUDENTS, SAME FOR AFRICAN AMERICAN STUDENTS, A LITTLE BIT HIGHER FOR OUR WHITE STUDENTS, WHERE WE DO SEE THAT THERE IS A BIT OF A GAP IS FOR ECONOMICALLY DISADVANTAGED EMERGENT BILINGUAL AND OUR SPECIAL ED STUDENTS.

JUST LIKE SUPERINTENDENT BREA MENTIONED ON THE READING SCORES, IT'S THE SAME THING WITH MATH.

WE'RE LOOKING TO SEE WHAT CAN WE DO TO MAKE IT BETTER TO MAKE SURE THAT WE CONTINUE TO REACH FOR THAT HIGHER LEVEL FOR ALL OF OUR KIDS.

>> THEN WE HAVE THE OVERALL, HOW ARE WE DOING WHEN IT COMES TO OUR GROWTH GOALS.

FOR OUR READING AT THE END OF THE YEAR, YOU'LL SEE THAT WE HAD 49% OF OUR STUDENTS MEETING THEIR PROJECTED GROWTH WHEN WE LOOKED AT THEIR SCORES FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.

THEN FOR MATHEMATICS, WE DID HAVE THE 50,50 SPLIT.

WE ARE RIGHT ABOUT THAT NATIONAL NORM.

WE DEFINITELY WANT TO SEE IMPROVEMENTS.

WE WANT TO SEE US BEING ABOVE THAT NATIONAL NORM, WE WANT TO BE WAY ABOVE THAT 50%.

BUT IT GIVES US SOME GREAT CONVERSATIONS OF, WHAT CAN WE DO AND DR. LIEBER, WILL SPEAK TO THAT IN A LITTLE BIT ABOUT SOME OF THE NEXT STEPS THAT WE WILL TAKE TO MAKE SURE THAT CONTINUES TO SHOW AN UPWARD TREND.

I'LL HIGHLIGHT A FEW OF THE THINGS THAT WE'RE SEEING AS FAR AS OUR DATA BEFORE I HAND IT OVER TO DR. LIEBER.

WE'RE DEFINITELY VERY EXCITED TO SEE THE GROWTH IN READING AND MATH FOR AFRICAN AMERICAN STUDENTS.

MRS. BRANDON MENTIONED A SECOND AGO, WE WANT TO MAKE SURE THAT WE CLOSE THOSE GAPS AND IN ORDER TO DO THAT, THEY HAVE TO SHOW MORE GROWTH TO BE ABLE TO START CLOSING THAT GAP.

WE ARE REALLY HAPPY TO SEE THAT HAPPENING FOR THOSE GROUPS.

SPANISH GROWTH IN READING WAS ALSO GREAT, AND SO WE DEFINITELY WANT TO CELEBRATE THAT AND OUR EMERGENT BILINGUAL GROWTH IN MATHEMATICS.

SOME SPECIFIC NUMBERS THAT WE WANT TO REALLY HIGHLIGHT IS THAT WE DID HAVE 92% OF ALL OF OUR ELIGIBLE STUDENTS TAKING BOTH THE READING AND THE MATH GROWTH.

GETTING AN ACTUAL MEASURE BETWEEN THE BEGINNING OF THE YEAR AND THE END OF THE YEAR.

THAT WAS THE SAME AS WHAT WE HAD LAST YEAR.

WE'RE STAYING CONSISTENT.

THE EIGHT PERCENT COULD BE BECAUSE THEY WEREN'T WITH US AT THE BEGINNING OF THE YEAR, SO WE WOULDN'T BE ABLE TO GET A GROWTH MEASURE FOR THAT STUDENT.

WE KNOW WHERE THOSE 8% ARE GOING, 68% OF OUR KINDER STUDENTS MET THEIR GROWTH PROJECTIONS IN MATH.

AGAIN, THAT NATIONAL NORM IS 50.

THAT IS SOMETHING TO JUST CELEBRATE.

OUR KINDER STUDENTS, WE HAD 63% MEANING THAT GROWTH GOAL IN READING, AND 62% OF OUR SIX GRADERS MET THEIR PROJECTION IN MATH.

THEN WE HAD 67% OF OUR THIRD GRADE STUDENTS MEETING THEIR PROJECTION ROLE IN READING SPANISH.

WE HAD SOME OTHERS THAT WERE ABOVE THE 50% AS WELL IN READING LANGUAGE ARTS.

WE HAD A LOT OF CELEBRATIONS, BUT THESE ARE THE ONES THAT WERE ABOVE THE 60 THAT WE REALLY WANTED TO HIGHLIGHT TODAY.

FOR OUR AREAS OF OPPORTUNITY, IT'S REALLY CLUSTERED IN OUR SIXTH THROUGH EIGHTH GRADE, BOTH FOR RLA AND MATH AND SEEING HOW WE CAN CONTINUE TO SUPPORT OUR STUDENTS SO THAT THEY CONTINUE TO GROW IN THOSE UPPER GRADE LEVELS.

>> THANK YOU, MRS. ORTIZ GOOD EVENING BOARD.

THIS SLIDE REALLY JUST RECAPS VERY BRIEFLY, WHILE THERE ARE MANY CELEBRATIONS AND RESPONSES THROUGHOUT THE YEAR.

IT JUST SHOWS A FEW, HERE YOU'LL SEE A LOT OF COLLABORATIVE LEARNING WITHIN OUR TEACHERS.

WHEN WE GET THAT DATA, WE'LL LOOK AT IT, WE SEE A DIP IN FIRST GRADE, WE SEE A DIP FROM FOURTH TO FIFTH.

WE'LL IMMEDIATELY PULL IN THOSE TEACHERS AND SAY, LET'S LOOK AT THE DATA.

WHAT'S HAPPENING IN YOUR CLASSROOM BECAUSE A LOT OF THIS WE ALSO SEE AT THE DISTRICT LEVEL, BUT WE ALSO KNOW THAT THE TARGETED RESPONSE NAME AND NEED FOR THE KID IS REALLY WHAT'S GOING TO MOVE THAT PARTICULAR KID.

THIS JUST SHOWS SOME RESPONSES TO THAT.

YOU SEE SOME TEACHERS ON THEIR COLLABORATE PLANNING DAYS SO THEY CAN REALLY HAVE THAT TIME, PARTICULARLY ELEMENTARY, THIS IS NOT BUILT INTO THEIR SCHEDULE TO FOCUS ON THE NEXT UNIT OF PLANNING THAT THEY'RE GOING TO PLAN WITH THE CONTENT EXPERTS AND CURRICULUM DIRECTORS AND THOSE TEACHER LEADERS THROUGHOUT THE DISTRICT.

WE ALSO LOOK AT MAP DATA FOR CERTAIN TEACHER LEADERS ON THE DISTRICT THAT HAVE HAD AND BEEN REALLY HIGH PERFORMING, AND WE LEAN IN ON THEM AND SAY, WHAT DID YOU USE? WHAT WORKED AND REALLY HAVE THEM AS TEACHER LEADERS THAT ALSO PROVIDE PD FOR OUR TEACHERS AS WELL.

>> DR. LIEBER ON THAT TOO, I THINK IT'S REALLY IMPORTANT THAT WE'VE IDENTIFIED CAMPUS EXEMPLARS.

>> YES.

>> FOR EXAMPLE, IF YOU LOOK AT PRAIRIE CREEK, WHICH IS A HIGH ACHIEVING CAMPUS, AND YOU HAVE CAROLYN BUKHAIR WHICH OUR STUDENTS LONGITUDINALLY, IT'S BEEN A MORE STRUGGLING CAMPUS, BOTH OF THOSE CAMPUSES ARE IN THE TOP THREE CAMPUSES, BOTH IN MATH AND READING AT EVERY GRADE LEVEL IN TERMS OF MAP GROWTH.

WE ARE TWO VERY DIFFERENT DEMOGRAPHICS OF STUDENTS THAT WE'RE SERVING AND YET BOTH CAMPUSES ARE EXEMPLARS.

REALLY IDENTIFYING AND WORKING WITH

[03:00:03]

THOSE PRINCIPALS TO FIND OUT WHAT IS IT THAT THEY ARE DOING? HOW ARE THEY USING THE MAP DATA DIFFERENTLY? HOW ARE THEY INVOLVING STUDENTS AND PARENTS IN THAT CONVERSATION DIFFERENTLY THAT'S LEADING TO THAT GROWTH.

>> TO PIGGYBACK ON THAT, I'LL ADD, WHILE THAT IS AN EXHIBIT.

I WAS JUST MEETING WITH ANNABEL THIS WEEK IN PARTICULAR ABOUT HER SCORES, AND ONE OF THE THINGS THAT YOU MENTIONED REALLY PICKED MY BRAIN ABOUT WHAT I WAS TALKING ABOUT WITH HER BECAUSE SHE HAS SEEN I MEAN, SHE IS THE TOP LEADING ELEMENTARY IN GROWTH PARTICULARLY IN MATH AND THE END OF THE YEAR RIGHT NOW, BUT SHE NEEDS GROWTH IN HALF.

WHEN WE ADD IN SOME OTHER SCORES THAT WE'RE SEEING, BUT WHEN IT GETS TO THAT LEVEL OF WHEN HER STAR SCORES COME BACK, WE'LL LOOK AT DOMAIN 2 FOR HER OWN GROWTH.

[NOISE] OF COURSE, DOMAIN 3 WHEN YOU'RE TALKING ABOUT CLOSING THIS YOU MAKE UP BUT TO GET THEM ON GRADE LEVEL, TO REALLY GET ENTRENCHED IN THIS HIGH LEVEL STANDARDS, MASTER OF THE HIGHER LEVEL STANDARDS, WE REALLY ALMOST NEED A YEAR AND A HALF OF GROWTH FOR CERTAIN KIDS.

THAT HAS TO BE TIGHT.

IT HAS TO BE A REALLY TARGETED PLAN.

IT HAS TO REALLY BE NAME AND NEED OF THE KID.

WHAT IS THIS PARTICULAR, WHAT IS MEGA NEED? WHAT DOES THIS PERSON NEED? IT CAN'T BE A SCATTER POT OF INTERVENTION AND WITH PRIORITY STANDARDS, AND SO WE'RE REALLY TRYING TO GET TO THE POINT WITH THE EXEMPLARS THAT NAME AND NEED OF EACH INDIVIDUAL KID.

THAT LEADS US TO THE NEXT SIDE OF JUST SOME OF THE NEXT STEPS THAT WE HAVE.

WE HAVE ALMOST 4,000 KIDDOS ENROLLED IN THE SUMMER SCHOOL RIGHT NOW.

WE'LL BE GOING AGAIN TOMORROW MORNING WITH OUR PRE K BABIES.

I THINK THEY HAVE THEIR FIRST SPIEL TRIP NEXT WEEK.

BUT WE ARE REALLY EXCITED TO OFFER THIS SUMMER PROGRAMS LIKE MRS. BRAM SAID, WE HAD OUR GRADUATIONS THAT WEEKEND AND THEN THAT THURSDAY WE STARTED SUMMER SCHOOL AT RICHARDSON HIGH SCHOOL.

ACTUALLY, WE STARTED ON FRIDAY BECAUSE WE HAD A LITTLE ISSUE WITH POWER, BUT WE WERE READY TO GO ON FRIDAY.

REALLY ENSURING THAT THE SUMMER PROGRAMMINGS, OFFER ENRICHMENT AND INTERVENTION, IT IS VERY IMPORTANT.

WE CALL OUR SUMMER PROGRAMMING IGNITE BECAUSE WE WANT TO IGNITE THE LEARNING FOR ALL OF OUR KIDS.

WHILE WE ARE FOCUSED ON THOSE PRIORITY STANDARDS THAT WE KNOW THAT THEY HAVE TO MASTER FOR THAT GRADE LEVEL IN SIXTH GRADE, FOR EXAMPLE, THEY'VE 13 RATING THE STANDARDS FOR MATH.

THOSE 13 RATING THE STANDARDS NEED TO BE MASTERS.

BASICALLY WITH THE STAY THE SAME, THESE STANDARDS MAKE YOU READY IF YOU'RE MASTER OF THOSE TEAS OF THOSE STANDARDS TO GO INTO SEVENTH GRADE.

YES, THERE'S A FOCUS ON THOSE STANDARDS IN PARTICULAR, BUT IT'S ALSO CRITICAL THAT WE ALSO ARE PROVIDING SOME ENRICHMENT ACTIVITIES TO THEM THAT MAYBE THEY WOULD NOT HAVE OTHERWISE GOTTEN.

FOR EXAMPLE, ALL OF THE IGNITE PROGRAMS NEXT WEEK ARE GOING TO ARBORETUM.

WE HAVE LESSONS AROUND THAT, WHILE THEY WILL BE DOING A SCIENCE LESSON AND LOOKING AT FLOWERS AND STEMS. STEMS OF FLOWERS AND PETALS, AND DEPENDING ON THE GRADE LEVEL, THEY ALL HAVE DIFFERENT ACTIVITIES.

BUT WE'RE GOING TO TAKE OUR JUNIOR HIGH KIDS BOWLING.

WE DID THAT LAST YEAR FOR THE FIRST TIME AND WE HAD SO MANY KIDS WHO SAID THEY NEVER BEEN BOWLING BEFORE.

BUT WHILE THEY'RE THERE, THEY'RE WORKING ON THE PHYSICS LESSONS AND WHAT THAT LOOKS LIKE FOR, TO CALCULATE CERTAIN QUESTION ITEMS THAT WILL LOOK LIKE ON THE TEST, BUT WHILE THEY'RE HAVING FUN DOING IT.

THERE'S A TIGHT ALIGNMENT TO THAT.

WE'RE IN THE MIDST OF OUR SUMMER PROGRAMMING RIGHT NOW. YOU'LL SEE THAT.

ALSO, ONE OF THE MAIN THINGS THAT WE'RE DOING TOO IS LOOKING TO ANALYZE WHAT CURRICULUM CHANGES THAT WE NEED AND JUST ONGOING PROFESSIONAL DEVELOPMENT.

FOR EXAMPLE, LAST WEEK, AS YOU KNOW, WE ARE IMPLEMENTING AMPLIFIER.

WE HAD OVER 100 AMPLIFIED TEACHERS GETTING READY FOR THAT RLA CURRICULUM LAST WEEK WITH OUR PARTNERSHIP WITH TNTP.

NEXT WEEK, WE HAVE OUR [INAUDIBLE] CONFERENCE.

WE ALREADY HAVE 217 TEACHERS ARE REGISTERED AND READY TO GO FOR THAT.

WHILE SCHOOL IS OUT, OUR TEACHERS AND PRINCIPALS ARE SO DEDICATED TO ONGOING LEARNING AND GETTING READY FOR THE NEXT YEAR.

OBVIOUSLY, THEY'LL GO ON MASS BREAK, BUT THEN WE'RE ALSO READY FOR A NEW TEACHER.

WE'RE READY TO REALLY LAUNCH THE SYSTEM FOR NEXT SCHOOL YEAR, WHICH IS REALLY THE MOST FUN TIME OF THE YEAR FOR OUR DEPARTMENT.

REALLY FOCUSING ON THAT.

WE'LL REALLY TAKE A DEEP DIVE IN WHAT I MENTIONED EARLIER, CAMPUS PERFORMANCE TO TIGHTEN THOSE SYSTEMS OF SUPPORT AND A TIGHT COLLABORATION WITH THOSE AREA SUPERINTENDENTS TO CREATE TARGETED PLANS.

JUST LIKE YOU HEARD ABOUT TARGETED PLANS FOR YONDER PALS, WE NEED TARGETED PLANS FOR EVERY SINGLE CLASSROOM AND EVERY SINGLE TEACHER AND ADMINISTRATOR IN OUR IN OUR BUILDINGS.

THOSE ARE THINGS THAT WE WORK REALLY NEED TO KNEE AS WE DIVE INTO THAT DATA.

I'M LIKE MRS. ORTIZ SAYS, "THE DATA IS NEW." WE JUST HAD OUR FIRST MEETING THIS MORNING WITH NWAA.

WE ASKED THEM TO COME IN AND REALLY DIVE DEEP INTO THE DATA.

I CAN LOOK AT IT. I TALK ABOUT THIS DATA NON-STOP.

IT'S NONSTOP, BUT WE REALLY WANT SOME EXPERTS TO THAT COME IN ON THE NATIONAL LEVEL TO SAY, WHAT DOES THIS MEAN FOR OUR KIDS, WHAT IS THIS REALLY TELLING US? WHAT DO WE ALL FEEL OF THOSE REALLY HIGH LEVERAGE TARGETED MOVES FOR OUR DISTRICT.

WE JUST HAD THAT FIRST MEETING THIS MORNING AND ARE ALREADY REALLY TALKING A LOT ABOUT THOSE HIGH LEVERAGE MOVES FOR OUR CAMPUSES THAT WE

[03:05:02]

NEED AS WE GET READY FOR OUR LAUNCH FOR NEXT YEAR.

>> THEN THE OTHER THING THAT I JUST THINK IS SUPER IMPORTANT.

THAT IF YOU ALSO TALKED TO ANABEL RUIZ WHO IS THE PHENOMENAL PRINCIPAL AT CAROLYN BUKHAIR, IF YOU LOOK AT PRAIRIE CREEK ELEMENTARY WHO HAD THIS INCREDIBLE GROWTH, ONE OF THE CONSISTENT STATISTICS BETWEEN THEM BOTH IS THAT THEY'RE RETAINING THEIR TEACHERS.

CAROLYN BUKHAIR, I THINK THEY HAVE LESS THAN, I DON'T EVEN KNOW IF THEY HAVE ANY OPENINGS RIGHT NOW.

IF YOU KNOW THE LONGITUDINAL STORY OF CAROLYN BUKHAIR, THERE WAS A TIME WHEN THEY WOULD HAVE 30 OR 40% TURNOVER EVERY YEAR.

I'M NOT SURE THAT THEY HAVE AN OPENING RIGHT NOW.

BECAUSE OF WHAT YOU ALL DID IN SUPPORTING OUR COMPENSATION PLAN.

WE HAVE STAFFS.

WE HAVE CAMPUSES THAT ARE FULLY STAFFED ON JUNE 6TH.

WHEN WE HAVE OUR VETERAN TEACHERS, AND, MR. EAGER, YOU WERE ALWAYS TALKING ABOUT THE RETURN ON INVESTMENT OF WHEN YOU POOR TEACHERS, YOU TRAIN TEACHERS, YOU HAVE THOSE VETERAN TEACHERS.

YOU CAN GET TRACTION AND MOMENTUM WITH STUDENT PERFORMANCE BECAUSE YOU'RE NOT TURNING OVER THAT CLASSROOM AND IT'S A NEW TEACHER THE NEXT YEAR TO TRAIN.

IT'S A YEAR FOR A TEACHER TO EVEN KNOW WHAT MAP IS.

NOT ALONE, HOW DO I TAKE MAP INTERNALIZE AND IMPACT MY LEARNING DESIGN AND CHANGE MY INTERVENTION AND MY ENRICHMENT IN ORDER TO NAME EVERY STUDENT BY NAME AND NEED AND THEN BE ABLE TO USE THE DATA IN A WAY THAT'S MEANINGFUL.

AGAIN, I CAN'T GO WITHOUT SAYING HOW IMPORTANT THAT TEACHER RETENTION PIECES AND HOW MUCH WE APPRECIATE THAT.

I WANT TO THANK KRISTIN AND HER TEAM AND GINA AND HER TEAM FOR THIS WORK.

AGAIN, AREA SUPERINTENDENTS AND MR. HASSO AND I THIS MORNING.

WE WERE TALKING ABOUT WHAT DO WE HAVE TO ENSURE IS IN PLACE WHEN WE MEET WITH PRINCIPALS AT OUR CONNECT CONFERENCE ON, JULY 14TH, SO THAT WE KNOW THAT PLANS ARE TIGHT FOR EVERY STUDENT GROUP, EVERY GRADE LEVEL AND EVERY SUBJECT, SO THAT WE SEE THE GROWTH THAT WE KNOW YOU'RE EXPECTING, AND THAT MOST IMPORTANTLY, OUR STUDENTS DESERVE.

WE'RE HAPPY TO TAKE ANY QUESTIONS OR FEEDBACK.

>> BOARD, DO WE HAVE ANY COMMENTS OR WHO'D LIKE TO PROVIDE SOME FEEDBACK QUESTIONS? MISS TIMMY.

>> I ALWAYS KNOW THIS IS THE ONE I JUMP ON.

I JUST HAD A QUESTION.

I KNOW THAT IN THE PAST WE'VE BEEN TALKING ABOUT OUR DATA, THAT REALLY WE'VE SEEN AN ALIGNMENT BETWEEN OUR STUDENT GROUPS AND OUR ECONOMICALLY DISADVANTAGED, AND WE WERE LOOKING AT SOME OF THE ROOT CAUSE PIECES IN THERE.

WE'RE STILL SEEING THAT CORRELATION AS WELL.

>> YES. WE STILL CONTINUE TO SEE THAT, SOME OF THE REPORTS THAT DOCTOR LIEBER AND I WERE TALKING ABOUT EARLIER, WE'RE LOOKING AT WAYS THAT WE CAN REALLY DIG A LITTLE DEEPER AND MAKE SURE THAT NOT ONLY DO WE KNOW THAT CORRELATION, BUT ALSO THE CAMPUS AT THE PRINCIPAL LEVEL, BUT ALSO AT THE TEACHER LEVEL AND MAKING SURE THAT THEY CAN SEE WHAT THE TRENDS ARE.

AND SO GETTING DOWN TO THE LEARNING STANDARD LEVEL FROM THIS INFORMATION THAT WE GET FROM APP BECAUSE THEY GET SUCH A GLOBAL VIEW.

WE WANT TO MAKE SURE THAT WE'RE GOING DOWN WITH THE STANDARDS AND WHAT STANDARDS ARE THE STUDENTS STRUGGLING WITH, AND WHEN WE LOOK AT THOSE STUDENTS THAT ARE PERFORMING LOWER, ARE THERE SPECIFIC AREAS THAT WE COULD REALLY BE DOING A BETTER JOB? IS IT BECAUSE OF THEIR LANGUAGE? IS IT BECAUSE OF A CULTURE? DIFFERENT FACTORS THAT COULD BE PLAYING A PART IN WHY WE'RE SEEING THAT.

BUT REALLY GETTING TO THE STANDARD LEVEL, I THINK IS GOING TO HELP, ESPECIALLY FOR THE TEACHER BECAUSE THAT'S WHAT THEY WORK WITH, THEY WORK WITH STANDARDS.

>> IF YOU WERE TO LOOK AT OUR MAP DATA, REGARDLESS OF DEMOGRAPHIC CATEGORY, FOR EXAMPLE, OUR ECONOMICALLY DISADVANTAGED WHITE STUDENTS, WHY THEY STILL OUTPERFORM SOME OF THE OTHER DEMOGRAPHICS, THE GAP IS VERY SMALL.

COMPARED TO OTHER ECONOMICALLY DISADVANTAGED SUB-POPS.

IT IS ABSOLUTELY OUR ONE UNIVERSAL TRUTH THAT WE SEE IN OUR DATA IS OUR STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED, THAT IS WHERE WE KNOW.

IF WE CAN TARGET THAT AND WE CAN GROW THAT, WE'RE GOING TO POSITIVELY IMPACT ALL STUDENT SUB-GROUPS IN TERMS OF OUR RACIAL SUB-POPULATIONS.

>> THAT'S GREAT. I THINK YOU GUYS I THINK SOMETHING THAT I SAW A SHIFT IN LAST YEAR WAS THAT GIVING THE SCHOOLS AND BY NEED WHAT THEY NEEDED, NOT ALL THE SAME THING.

WE WERE TRYING TO GIVE EVERYTHING SO THAT IT WAS ACTUALLY EQUAL.

WE WERE ACTUALLY REALLY TRYING TO ADDRESS THE NEEDS AND THROUGH THEIR FAMILY ENGAGEMENT PLANS AND THROUGH THOSE OTHERS.

I HOPE THAT WE CAN CONTINUE TO DO THAT, EVEN IN THE TYPES OF SUPPORTS THAT WE OFFER.

[03:10:05]

THERE'S ALSO BEEN A TREND, THESE LAST COUPLE OF YEARS OF TRYING NOT TO CHANGE WHAT YOU DIDN'T HAVE TO CHANGE AS FAR AS CONTENT FROM A PERSPECTIVE OF ALLOWING TEACHERS TO GET REALLY GOOD AT WHAT THEY LEARN AND UNDERSTAND.

I KNOW YOU GUYS YOU'VE BEEN LOOKING AT HOW MANY CLICKS DOWN WAS SOMETHING WITHIN THE SYSTEM THAT THEY WERE USING.

I KNOW THERE IS SOME CHANGE, ESPECIALLY WITH THE OER RESOURCES, BUT IS THAT STILL A PRIORITY TO NOT ADD? THERE'S LOTS OF THINGS THAT ADD THE PROBLEM, VERSUS REALLY HONING IN ON REFINING THEIR CRAFT.

>> THANK YOU FOR THAT QUESTION.

I THINK AGAIN, THAT IS PART OF WHY YOU'RE SEEING THE POSITIVE CLIMATE SURVEY RESULTS BECAUSE WE ARE OUTSIDE OF OUR HQIM OR HIGH QUALITY INSTRUCTIONAL MATERIALS WORK THAT WE'VE DONE.

SO WE FIRST IDENTIFIED OUR SET OF CAMPUSES THAT WE KNOW, WE HAD HIGH TURNOVER, HIGH NUMBER OF TEACHERS THAT WERE EITHER NO EXPERIENCE, FIRST YEAR EXPERIENCE, OR POTENTIALLY ALL CERT OR WORKING ON AN ASSOCIATE TEACHER POSITION, AND WE WERE NOT SEEING STUDENT GROWTH.

THEY WERE OUR FIRST CAMPUSES THAT BEGAN TO IMPLEMENT AMPLIFIER EUREKA.

AGAIN, REMEMBER AMPLIFIER AND EUREKA, THOSE ARE INSTRUCTIONAL MATERIALS THAT THE STATE HAS IDENTIFIED THROUGH A SIGNIFICANT REVIEW PROCESS THAT THEY ARE CONSIDERED TO BE HIGH QUALITY INSTRUCTIONAL MATERIALS.

NEXT YEAR, THEY'RE GOING THROUGH A REVISION PROCESS AND WE WERE JUST RELEASED WITH THE NEXT SET OF THOSE MATERIALS, SO THEY WILL NO LONGER BE CALLED AMPLIFY AND EUREKA, BUT THEY'RE ESSENTIALLY THOSE SAME TWO SOLUTIONS, BUT THEY HAVE BEEN JUST REVISED AND UPDATED.

WE HAVE IDENTIFIED CAMPUSES THAT WE KNOW NEEDED A LITTLE BIT MORE OF A STRUCTURED PRESCRIPTIVE WHERE TEACHERS COULD FOCUS ON INTERNALIZATION OF THE LESSONS AND NOT HAVING TO FOCUS ON DESIGNING EVERYTHING FROM SCRATCH.

WE SAW TREMENDOUS SUCCESS AND WE HEARD A LOT OF FEEDBACK FROM TEACHERS AROUND THE IMPLEMENTATION THAT WE LOOKED AND WORKED WITH PRINCIPALS AND IN EXPANDING THAT.

BUT AGAIN, WE HAVE DONE THAT WITH THE CAMPUSES, WE REFUSE TO DO THAT TO THE CAMPUSES.

NOW, WE HAVE OTHER CAMPUSES, FOR EXAMPLE, LIKE PRINE CREEK, WHERE HIGH GROWTH, HIGH ACHIEVEMENT, AND WE ARE FOCUSING ON IMPROVING THE TEAG'S RESOURCE SYSTEM CURRICULUM, MAKING IT EASIER TO ACCESS FOR THEM LESS CLICKS, WHERE THEY ARE FOCUSED ON IMPLEMENTING THE LEARNING FRAMEWORK AND ENSURING IT'S A HIGH QUALITY TIER 1 AND THAT WE ARE ENRICHING STUDENTS AT THE LEVEL THAT WE NEED TO.

I DON'T KNOW, DOCTOR MCGREEN, YOU MAY WANT TO ADD ON TO THAT, BUT OUR PHILOSOPHY IS LESSONS MORE.

WE WANT TO FOCUS JUST ON REALLY GOOD BELL TO BELL EVERYDAY TEACHING AND NOT CHANGING THINGS CONSTANTLY SO OUR TEACHERS FEEL LIKE THEY CAN'T EVER GET GOOD AT ANYTHING.

>> WELL, ONE OF THE THINGS THAT I LIKE ABOUT THE TWO THAT YOU SAID MISS BRAM IS, WE EVEN MET WITH ANGELA TODAY FROM REGION 10 BECAUSE THEY ARE DOING CROSSWALKS BETWEEN TRS, AMPLIFY, EUREKA BECAUSE AS WE LOOK AT THE CONVERSATION AROUND INSTRUCTION AND CURRICULUM, THIS CURRICULUM IS ONLY AS WELL AS THIS IMPLEMENTED FIDELITY, AND REALLY THE CURRICULUM, BY LAW WE TEACH A TEAG CREATED BY STATE BOARD OF EDUCATION.

THESE DIFFERENT CURRICULUMS COME IN AND PUT THEM IN ORDER FOR US AND PROVIDE RESOURCES FOR OUR KIDS.

BUT GOOD INSTRUCTION IS GOOD INSTRUCTION REGARDLESS OF THE PARTICULAR TYPE OF CURRICULUM, BUT WHAT WE SEE IS THAT IMPLEMENTATION OF FIDELITY TO THE CURRICULUM IS A CHALLENGE FOR OUR CAMPUSES, WHICH MAKES SENSE BECAUSE IF WE HAVE ONE, THE CURRICULUM IS NEW, WHICH IS, IF YOU LOOK AT RESEARCH, THAT'S WHY YOU HAVE A LITTLE BIT OF THE IMPLEMENTATION DIP ANYTIME YOU HAVE A NEW CURRICULUM.

BUT ALSO BECAUSE WE DO HAVE TEACHERS THAT MAYBE ARE NEW TO THE PROFESSION, OUR DOI, OUR ASSOCIATES TEACHERS.

NOT MAY, WE HAVE A LOT OF THEM.

WE HEAR FROM PRINCIPALS ALL THE TIME SAYING, HEY, CAN YOU COME OUT AND WORK WITH MY FIFTH GRADE SCIENCE TEACHER BECAUSE SHE'S STRUGGLING.

SHE'S JUST HAPPY TODAY THAT SHE GOT THE KIDS IN THE BUILDING, THAT THEY'RE IN THEIR SEATS, AND WE'RE ALL HAVING A GOOD DAY.

MUCH LESS, WE HAVEN'T BEEN ABLE TO TALK ABOUT A LEARNING OBJECTIVE YET AND IT'S LIKE, WELL, LET'S COME IN, AND THAT'S WHERE PEOPLE DO GO IN AND SIT KNEE TO KNEE AND SAY, LET'S LOOK AT WHAT THIS LOOKS LIKE IN YOUR CLASSROOM BECAUSE WE HAVE TO GET HERE.

WE ARE, I THINK, AS A NATION, AS A DISTRICT, IN A SENSE WHERE WE DO HAVE A LOT OF TEACHERS WHO ARE DOING THE BEST THEY CAN, SO WE DO NEED TO MAKE IT AS SIMPLE FOR THEM AS POSSIBLE.

WE ALSO HAVE A LOT OF TEACHERS WHO KNOW EXACTLY WHAT THEY'RE DOING AND JUST NEED A PAT ON THE BACK AND SAY, KEEP GOING.

REALLY, THAT IS WHAT IS A CHALLENGE TO THE SYSTEM, A CHALLENGE TO THE CURRICULUM, BUT IT DOESN'T MEAN THAT THOSE SUPPORTS ARE NEEDED FOR THE TEACHER AND FOR THE KID.

THOSE ARE WHERE THOSE DIFFERENT CURRICULUMS COME INTO PLACE FOR OUR DIFFERENT LEVELS OF TEACHERS.

BUT TO ANSWER YOUR QUESTION TOO, WE ALWAYS SAY AT THE END OF THE DAY, WE KEEP THE MAIN THING, THE MAIN THING, WHICH IS HIGH QUALITY INSTRUCTION.

HIGH QUALITY INSTRUCTION ISN'T HAPPENING IN THE CLASSROOM IF WE DON'T HAVE GOOD RELATIONS,

[03:15:01]

IF WE DON'T HAVE GOOD BEHAVIOR MANAGEMENT, IF THEY CAN'T GET TO THE INSTRUCTION.

ALL OF THAT TIES INTO THE GROWTH OF A WHOLE YEAR, AND MAYBE EVEN MORE, ALL OF THOSE THINGS ARE CRITICAL TO THE GROWTH FOR THAT KID.

GREAT. THANK YOU, GUYS FOR THAT.

I'M NOT ASKING FOR AN ANSWER ON THIS, BUT I ALWAYS FEEL LIKE OUR TEACHERS ARE GIVING THE BEST THEY HAVE WHEN THEY'RE DOING IT, SO IF OUR STUDENTS AREN'T GETTING IT THE FIRST TIME, THERE'S ALWAYS A QUESTION TO ME IS, HOW CAN WE ADDRESS ENSURING THEY HAVE ADEQUATE TIME TO PLAN WITHIN THE SCHEDULES THAT WE HAVE, KNOWING THERE'S NOT AS MUCH FLEXIBILITY, BUT ENSURING THAT WE ARE PROVIDING THAT OPPORTUNITY FOR THEM TO ADEQUATELY PLAN.

FOR ALL OF OUR TEACHERS, BUT OUR ELEMENTARY TEACHERS, ESPECIALLY WHEN THEY HAVE MULTIPLE PREPS AND THINGS LIKE THAT, HOW WE CAN CONTINUE TO WORK WITH THEM TO HELP THEM ENSURE THEY HAVE ADEQUATE TIME TO PLAN NOT ONLY INITIAL LESSONS, BUT WHEN THEY'RE SEEING GAPS AND THINGS LIKE THAT, HOW TO REMEDIATE, AND THEN ADJUST THEIR SCHEDULE TO INCORPORATE THAT IN A WAY THAT MAKES SENSE.

I JUST WANT TO THROW THAT OUT THERE.

THEN AS FAR AS WHEN WE'RE LOOKING AT MAP AND HOW IT'S GOING TO EQUATE TO STAR, I KNOW IN THE PAST WE'VE HAD THAT IS AN OPTION, DOES IT HAVE THE OPEN ENDED QUESTION TYPE PIECES THAT IT HAS IN STAR? ARE WE GOING TO CONTINUE TO POTENTIALLY EVEN SEE A GAP THERE AND LOOK AT THAT? I'M JUST WONDERING.

>> THAT'S DEFINITELY AN AREA THAT MY TEAM WILL BE LOOKING AT.

WE HAVE DATA FROM MAP AND WE ALSO GET DATA FROM OUR INTERIM ASSESSMENTS.

BUT EVEN FOR THE INTERIM ASSESSMENTS, THERE'S A COUPLE OF ITEM TYPES THAT WILL NEVER BE PRESENTED ON THOSE INTERIM ASSESSMENTS BECAUSE THEY DO NOT HAVE ANY OF THE TEXT TYPE OF QUESTIONS.

THEY WON'T HAVE THE ECR.

WE'VE DONE SOME THINGS TO TRY AND GIVE OPPORTUNITIES FOR THEM TO HAVE THAT EXPERIENCE.

WE USE OUR OTHER PLATFORM EGOPHORIA TO ALLOW THEM TO HAVE AN ECR, AND WE EXPOSE THEM TO DIFFERENT ITEM TYPES ON THAT PLATFORM AS WELL TO MAKE SURE THAT THEY'RE EXPOSED TO EVERY SINGLE ITEM TYPE THAT THEY WILL SEE ON THE TEST.

BUT MAP UNFORTUNATELY ONLY HAS MULTIPLE CHOICE ITEMS, AND I DON'T EVEN THINK THEY HAVE ALL OF THE DIFFERENT ITEM TYPES THAT WE SEE LIKE THE DRAGS AND DROPS.

>> THEY DON'T. I'LL SPEAK TO THAT TOO A LITTLE BIT, MISS TIMMY, BECAUSE I ASKED THAT QUESTION, THE HEAD OF NDVA TODAY ASKED IT, HOW ARE WE SEEING THAT CORRELATION? THIS IS ONLY THE SECOND YEAR OF STAR.

>> ARE WE STARTING TO SEE SOME DISPARITIES? SHE SAID, WHAT WE'RE DOING RIGHT NOW IS GATHERING ALL THE DATA FROM ALL THE DISTRICTS REALLY ACROSS THE NATION, BUT DEFINITELY ACROSS TEXAS TO SEE IF THERE'S THAT ALIGNMENT TO REALLY GET EVERY SINGLE PERSON THAT THEY HAVE THERE AND THEIR COMPANY TO TRY TO ANSWER THAT QUESTION TOO AND BE PROACTIVE ABOUT IT TO ENSURE THAT THAT ALIGNMENT IS STAYING ON POINT BECAUSE IT IS A CONCERN, I THINK OF DISTRICTS.

DISTRICTS ARE ASKING TO, WHAT IS YOUR PLAN TO MAKE SURE YOU'RE STAYING ON POINT THAT THAT IS GOING TO STAY IN ALIGNMENT? IT'S ON THE RADAR FOR SURE.

>> I HAVE TWO POINTS ON THAT.

NUMBER 1, THERE IS NOT A TOOL OUT THERE YET THAT THERE ARE A COUPLE OF COMPANIES THAT ARE TRYING TO DEVELOP SOMETHING THAT DISTRICTS COULD USE THAT COULD BE MORE PREDICTIVE OF STAR BUT THESE ITEM TYPES, AND WHEN WE SAY ECR, WE MEAN THE EXTENDED CONSTRUCTED RESPONSE.

FOR OUR STUDENTS, WHICH IS THEY'RE READING ALONG A PASSAGE, AND THEN THEY'RE WRITING A MINI ESSAY RESPONSE TO THAT.

AND SO WE ARE HOPEFUL THAT THERE ARE GOING TO BE SOME SOLUTIONS THAT WILL HELP US MODEL THAT.

THE SECOND THING, AND I THINK I'M GOING TO JUST KEEP COMING BACK TO OUR NORTH STAR GOAL, AND THAT THIS IS REALLY IMPORTANT, I THINK FOR EVERYONE, AND WHY I THINK OUR TEACHERS WE NEED THEM TO FEEL THE URGENCY AROUND GROWTH.

IF WE CAN SHOW ON MAP WILL STILL SHOW US HERE IS THAT FUNDAMENTAL SKILL THAT BECAUSE THE STUDENT DOESN'T HAVE THIS SKILL WITH SOLVING ALGEBRAIC EQUATIONS, THEY ARE NEVER GOING TO BE ABLE TO ACCELERATE THEIR LEARNING UNTIL THAT GAP IS FILLED.

IT TAKES IT DOWN TO THAT SKILL LEVEL.

IF WE ARE REALLY USING THE DATA TO INFORM SUPPORTED WITH OUR CLASSROOM DATA AND OUR UNIT ASSESSMENT DATA, IF WE CAN CLOSE THOSE GAPS, I BELIEVE, YES, WE HAVE TO GIVE STUDENTS PRACTICE WITH THE TOOL, THE PLATFORM.

THEY HAVE TO KNOW HOW TO ANSWER EXTENDED CONSTRUCTIVE RESPONSE BUT IF WE CAN STAY FOCUSED ON GROWTH AND NOT HYPO-FOCUSED ON TEACHING TO THE TEST.

BUT IF WE CAN STAY FOCUSED ON GROWTH, THESE ARE THE SKILLS THEY NEED TO ACCELERATE TO THE NEXT GRADE LEVEL, SOME OF THOSE ELEMENTS OF STAR WILL TAKE CARE OF ITSELF UNTIL WE LEARN AND UNDERSTAND MORE.

>> A HUNDRED PERCENT I AGREE WITH THAT.

I WOULD SAY EVEN TO JUST OPPORTUNITIES TO WRITE MORE, I THINK WE'VE HAD A HISTORY.

SOME GRADE LEVELS THAT ARE NOT TESTED WITH WRITING, THAN HAVING A HARD TIME WITH THEM BEING ABLE TO SHOW THEIR LEARNING.

I'M ALL ABOUT THEM HAVING GOOD WRITING SKILLS ALL THE WAY UP AND THROUGH.

[03:20:01]

I THINK THAT'S SOMETHING THAT WILL MAKE THEM SUCCESSFUL.

LASTLY, I JUST WANT TO SAY HOW MUCH I APPRECIATE HAVING A REALLY GOOD AND TRANSPARENT DATASET TO WORK WITH THAT SHOWS WHERE WE ARE STRUGGLING AND I DON'T THINK ANY OF US WANT TO BE NEAR OR UNDER THE NATIONAL NORM.

I THINK WE WOULD LIKE TO ACCELERATE.

I HOPE THAT AS WE SEE GROWTH, THAT WILL CONTINUE.

BUT BEING ABLE TO SEE THE DATA IN A TRANSPARENT FORMAT IN A WAY THAT REALLY SHOWS WHERE WE ARE, I ABSOLUTELY APPRECIATE THAT PIECE AND THE WAY THAT WAS SHOWN.

THANK YOU GUYS VERY MUCH.

>> ANY OTHER COMMENTS OR QUESTIONS? YES, MS. MCGOWAN.

>> I JUST HAVE A QUESTION.

THIRD GRADE, IF I GO TO SLIDE THE MAP MATHEMATICS AND I LOOK AT THE THIRD-GRADE MATH PORTION HERE AND WE'RE GROWING KIDS IN THIRD GRADE.

WE TALK ABOUT HOW THIRD GRADE IS A INDICATOR OF HOW KIDS DO IN EIGHTH GRADE AND WE'RE NOT SHOWING ANY GROWTH HERE FOR EIGHTH GRADE.

CAN YOU JUST TELL ME WHY THAT IS, POSSIBLY, IS IT BECAUSE OF THE THINGS YOU JUST SAID? ARE WE HYPER-FOCUSED ON TEACHING TO THE TEST AND NOT GROWING? WHAT ARE YOUR THOUGHTS BEHIND THAT?

>> SO THE MAP DATA IT'S VERY COMPLEX BECAUSE OF OUR COMMITMENT.

I ALWAYS WANT TO BE CAREFUL ON HOW I SAY THIS BECAUSE I DON'T WANT TO MAKE IT AN EXCUSE FOR THE FACT THAT WE'RE NOT GROWING THE STUDENTS THAT ARE STILL TESTING IN THAT GRADE IN MATH AT THE RATE THAT WE SHOULD, SO I WANT TO OWN THAT.

BUT ALSO THAT NUMBER IS SKEWED SLIGHTLY BECAUSE WE HAVE SO MANY STUDENTS THAT IF I AM IN GRADE 7, BUT THEY'RE ACTUALLY ACCELERATING IN EIGHTH-GRADE MATH, AND THEN WE HAVE SO MANY STUDENTS THAT ARE TAKING A COMBINATION AND BECAUSE WE'RE ACCELERATING AND THEN WE HAVE SO MANY STUDENTS THAT ARE SITTING IN EIGHTH GRADE TAKING ALGEBRA 1, SO THAT THE STUDENT GROUP WHO IS TAKING THAT IT'S A MUCH SMALLER NUMBER AND IT'S STUDENTS WHO THEY'RE NOT IN ALGEBRA 1 FOR A REASON BECAUSE THEY'RE STRUGGLING IN MATH.

WE KNOW IT'S A GROUP THAT'S STRUGGLING IN MATH ALREADY AND THEN WE ARE NOT APPLYING CLEARLY BY THE DATA, THE RIGHT TREATMENTS IN THOSE CLASSROOMS TO ACCELERATE THE GROWTH.

I DON'T KNOW IF YOU WANT TO SPEAK TO, WHAT ARE WE DOING FOR OUR EIGHTH-GRADE STUDENTS THAT ARE SITTING IN MATH THAT ARE NOT TAKING ALGEBRA 1 AND NOT GROWING?

>> WELL, I DON'T KNOW IF SOME OF THAT THEY'RE STILL HERE.

I DON'T THINK THEY ARE, BUT SOME OF THAT CURRICULUM CHANGES, AND ONE OF THE THINGS THAT WE HAVE DONE THIS YEAR IS TIGHTEN THAT CURRICULUM UP.

MUCH LIKE EUREKA IS A CONCEPTUAL WAY OF TEACHING MATH, WE'VE IMPLEMENTED CARNEGIE MATH IN APOLLO AND LIBERTY.

THOSE ARE JUST DIFFERENT WAYS THAT ARE TIGHTENING UP THAT CURRICULUM FOR THEM.

BUT ONE OF THE THINGS AND I APPRECIATE THAT QUESTION BECAUSE LIKE I SAID MEETING WITH THEM THIS MORNING IN OUR CURRICULUM DIRECTORS AND TALKING THROUGH, WHAT DOES THAT LOOK LIKE AND WHERE IS IT STARTING? WE'RE REALLY FEELING LIKE THE START OF THAT IS FROM SIXTH OR SEVENTH GRADE AND SO FOR THE MOST PART, OUR SIXTH GRADERS ARE PERFORMING PRETTY WELL, THEY PERFORM ON STAR, THEY PERFORM ON MATH FOR THE MOST PART, BUT THEN SEVENTH GRADE.

WE KNOW RESEARCH WILL SHOW YOU TELL YOU WHEN YOU HAVE A TRANSITION BETWEEN GRADE LEVELS, YOU MIGHT SEE A DIT, BUT WE SEE IT IN MATH ALMOST MORE THAN ANYTHING.

SO WHAT IS HAPPENING THERE AND YES, WE ARE PUSHING THEM INTO PRE-ALGEBRA, AND SO A LOT OF THAT CURRICULUM IS BEING REWRITTEN AFTER THE SIXTH-GRADE START TEST THIS YEAR, WE WENT AHEAD AND STARTED TEACHING SEVENTH GRADE.

ALL THE SIXTH GRADERS AFTER THE START TEST THIS YEAR, WE WENT AHEAD AND START TEACHING THE SEVENTH-GRADE TEACH BECAUSE THEY KEEP MOVING THE TEST UP EARLIER. WE TESTED IN APRIL.

IF WE HAD THE WHOLE MONTH OF MAY, THEN WE MIGHT AS WELL JUST GO AHEAD AND START FOR NEXT YEAR AND REALLY GIVING OUR TEACHERS AND PRINCIPALS THAT PERMISSION TO DO THAT BECAUSE IN THE PAST, AND EVEN FROM TEA, IF YOU'RE IN SIXTH GRADE, YOU TEACH SIXTH GRADE, YOU'RE IN SEVENTH, YOU TEACH SEVENTH.

WELL, WE HAVE TO MOVE PAST THAT IF WE'RE REALLY GOING TO SEE GROWTH FOR ALL OF OUR KIDS BECAUSE SOME OF OUR KIDS REALLY ARE READY TO ACHIEVE PAST THAT.

SOME OF THE THINGS THAT WE ARE DOING IN THOSE ALL LEVEL EIGHTH GRADE CLASSROOMS, JUST SOME OF THE THINGS THAT WE HAVE STARTED TO DO LAST YEAR, AS MRS. BRANUM WAS SAYING, IS TIGHTENING UP THAT CURRICULUM A LITTLE MORE, WHERE IT IS A LITTLE MORE SCRIPTED, AND IT REALLY DOES HONE IN ON PIGGYBACKING THOSE TEAKS ON TOP OF EACH OTHER.

BUT WHEN THEY START TO GET INTO THAT EIGHTH GRADE, YOU'RE REALLY STARTING TO GET INTO ALGEBRA, AND IT GETS VERY DIFFICULT FOR OUR KIDS.

IT REALLY STARTS TO HONE IN ON ANY DEFICIT THAT YOU MIGHT HAVE HAD OR MIGHT HAVE BEEN ABLE TO FAKE UP UNTIL THAT POINT, YOU REALLY CAN'T THERE ANYMORE.

IT REALLY HITS YOU PRETTY HARD.

TO THE POINT THAT MRS. BRANUM MADE IN THE MAP DATA, WHAT THE MAP DATA CAN DO FOR US, IF WE REALLY ARE HONING IT TO NAME A NEED AND KID, IT WILL TELL YOU PER KID, THIS KID CAN'T DO THIS EIGHTH-GRADE STANDARD BECAUSE IT'S MISSING THIS IN FOURTH GRADE.

IT'S MISSING THIS IN SEVENTH GRADE AND SO WE'VE GOT TO GO BACK AND GIVE THAT TREATMENT BEFORE WE CAN GET HIM UP.

[03:25:01]

THOSE ARE REALLY AREAS WHEN WE TALK ABOUT TYPING UP THOSE SYSTEMS OF SUPPORTS AND CREATING THOSE TARGETED PLANS.

WE CAN GROW THAT KID, AND THAT KID WILL CONTINUE TO GROW.

BUT TO GET HIM TO REALLY TO THE MASTERY LEVEL OF THE TEAK, THAT THIS PIECE THAT HE MISSED DOWN HERE ISN'T CORRECTED, HE WON'T BE ABLE TO GET THERE.

HE CAN'T MASK IT ANYMORE.

THOSE ARE WAYS THAT WE'RE REALLY TRYING TO GET IN OUR PLCS, WITH OUR TEACHERS, AND WITH OUR PRINCIPALS TO REALLY SAY, I KNOW THESE ARE THE PRIORITY STANDARDS, AND WE HAVE TO GET THOSE.

WHAT MIGHT BE THE FACT OF THE REASON WHY HE'S NOT GETTING? IT'S NOT JUST I NEED TO GO BACK AND GOING TO TEACH IT IN A DIFFERENT WAY BECAUSE HE MIGHT HAVE MISSED SOME THREE YEARS AGO THAT HE'S NOT GETTING AND THAT'S A DIFFERENT WAY OF THINKING FOR OUR TEACHERS A LITTLE BIT.

BUT IT'S WHERE WE ARE HOPING TO GET AND WHERE WE DO BELIEVE IS HOW WE CAN GET DEEPER GROWTH FOR EACH INDIVIDUAL KID.

>> THANK YOU FOR THAT. HOW LONG HAVE WE BEEN DOING MAP TESTING? HOW LONG HAVE WE UTILIZED THAT TEST FOR THOSE GRADES?

>> WE IMPLEMENTED MAP THE YEAR BEFORE COVID, I BELIEVE.

THAT WAS THE FIRST TIME THAT WE WERE THAT WE IMPLEMENTED IT FULLY. GO AHEAD.

>> SORRY, I WAS ABOUT TO SAY, YES AND THEN WE STOPPED, AND THEN WE WENT BACK TO IT.

ANOTHER THING THAT I WILL ADD TO THAT IT HAS BEEN THREE OR FOUR YEARS NOW, BUT I LOVE WHAT YOU SAID, MRS. BRANUM BECAUSE IT IS EXTENSIVE DATA AND SO IF YOU'RE A DATA NERD, I CAN SIT THERE AND GET EXCITED ABOUT IT ALL DAY, BUT THEN I HAVE TO COME UP AND GO, PRINCIPALS DON'T WANT TO HEAR THIS.

IF WE START SPEAKING WITH THEM ABOUT IN THE WEEDS, WE'RE GOING TO LOSE THEM.

WE'RE GOING TO LOSE THE TEACHER, SO WHAT CAN WE BRING TO THEM THAT SAYS, HERE'S WHAT I REALLY NEED YOU TO FOCUS ON JUST THESE THREE REPORTS AS OPPOSED TO 800 THEY CAN PROVIDE? THOSE ARE THE THINGS THAT WE LEAN IN ON OUR PROVIDERS TO HELP US DO THAT.

BUT ONE OF THE THINGS THAT I WAS LOOKING AT TODAY, I SAID, I'M INTERESTED BECAUSE I HAVE AN EIGHTH-GRADE SON.

EIGHTH GRADERS ARE THE MOST TESTED KIDS IN OUR DISTRICT.

THEY TAKE FOUR STAR TESTS, AND THEN WE GIVE THEM TWO MAP TESTS.

IF NOT THREE IF THEY'RE GOING TO DO SCIENCE AS WELL.

I KNOW MY SON CAME HOME AND SAID, MOM, I'M SORRY, BUT I JUST BLEW THAT MAP TEST.

I'M DONE WITH IT, AND I'M TRYING TO TELL HIM, YOU GOT TO HANG IN THERE, AND SO WHAT THE MAP WILL DO YOU TOO IS WE CAN LOOK AT REPORTS THAT SAY, THEY CALL IT RAPID CLICKING, AND WE CAN SEE WESLEY, I PULLED UP MY SON, AND HE HAD RAPID CLICKS.

WELL, I DON'T KNOW. I PROBABLY SHOULD NOT HAVE SAID THAT.

BUT HE DID A LITTLE RAPID CLICKING.

WE'RE STARTING TO REALIZE EVEN WITH THAT EIGHTH-GRADE GROUP, DO WE NEED TO MAYBE SLOW DOWN A LITTLE BIT? WHEN ARE WE TESTING IT? IS IT AT THE RIGHT TIME? ARE THEY DONE? DO THEY UNDERSTAND THE IMPORTANCE OF IT? REALLY HAVING SOME QUESTIONS LIKE THAT WITH OUR PRINCIPALS AND TEACHERS TOO, BECAUSE LITERALLY WITHIN THE MONTH OF APRIL, THEY'RE TAKING FOUR STAR TEST, AND THEN LITERALLY IT'S NOT TWO WEEKS LATER THAT WE START ROLLING MAP ON THEM AND SO DO WE NEED TO DO MORE? IS IT THE RIGHT TIMING? DO WE NEED TO DIG DEEPER THERE WITH WHAT THAT MEANS FOR OUR KIDS TOO IN THAT GROUP?

>> ANY OTHER QUESTIONS FOR THE BOARD, COMMENTS?

>> THE LAST THING I WOULD JUST LOVE TO ADD IS THE TREMENDOUS SUCCESS THAT WE SAW WITH OUR PIONEER CAMPUSES THIS YEAR WITH EVERY STUDENT HAVING AN IDENTIFIED MAP GROWTH.

I THINK IT'S REALLY IMPORTANT THAT WE REMEMBER THAT WE'RE NOT TALKING ABOUT KIDS, THIS IS KIDS DATA AND THE KIDS NEED TO OWN THEIR GROWTH.

LISTENING TO OUR MST STUDENTS, OUR ACM STUDENTS, OUR NORTH LAKE STUDENTS IN PRE-K, TALK ABOUT THEIR GROWTH.

THEY TALK ABOUT IT AT VERY DEEP LEVELS AT FOUR AND FIVE.

MISS TIMMY, WE DON'T WANT TO INTRODUCE A LOT OF NEW TO THE SYSTEM, SO AGAIN, JUST SLOWLY METHODICALLY, EVERY STUDENT IS GOING TO HAVE THAT MAP READING AND MAP GROWTH GOAL.

THEY'RE GOING TO OWN THEIR DATA.

I CANNOT WAIT FOR KASIE TO COME HOME AND SAY, MOM, THIS IS MY MAP AND THESE ARE THE THINGS I HAVE TO WORK ON.

AGAIN, THERE ARE EASY TOOLS THAT WE'RE PROVIDING TO TEACHERS SO THAT THIS ISN'T ONE MORE THING FOR THEM TO DO.

WE'RE PROVIDING THEM HERE'S WHAT IT LOOKS LIKE.

BUT WHAT WE'VE HEARD FROM OUR PIONEER CAMPUSES IS THAT SELF EFFICACY OF THE STUDENT WHEN THEY OWN THEIR OWN DATA, THEY WANT TO EXCEED IT AND THEN SET A NEW GOAL RIGHT AWAY, THEN HOW DO I OUTPACE THAT? CAN I TAKE MAP AGAIN TODAY? IT IS A POWERFUL THING AND I BELIEVE, AGAIN, OVER TIME, YOU'RE GOING TO SEE THE MOMENTUM OF THINGS, TEACHER RETENTION IMPROVING, STUDENT DISCIPLINE INCREASING, YOUR STUDENTS OWNING THEIR GROWTH GOALS AND USING MAP DATA IN THE WAY THAT DOCTOR LIBER IS TALKING ABOUT.

[03:30:03]

YOU'RE GOING TO SEE THIS MOMENTUM.

I KNOW NONE OF US ARE IN A PLACE WHERE WE WANT, WE WANT OUR DATA TO BE 10 POINTS HIGHER, 30 POINTS HIGHER IN EVERY SINGLE ONE OF THE CATEGORIES IN EVERY SUBJECT FOR EVERY GRADE LEVEL.

WE'RE NOT SATISFIED UNTIL WE'RE THERE, BUT I DO THINK WITH TIME, IF WE CAN BE PATIENT ENOUGH TO LET THE THINGS THAT WE HAVE SET IN THE FOUNDATION IN THE LAST TWO YEARS, YOU ARE GOING TO START SEEING THOSE BREAKTHROUGHS.

THEY ARE HAPPENING AT CAMPUSES LIKE BUCHER AND PRAIRIE CREEK, WHERE AGAIN, BUCHER AND PRAIRIE CREEK HAVEN'T BEEN IN THAT TOP EXEMPLAR CAMPUSES JUST FOR ONE ADMINISTRATION, BUT THEY'VE BEEN THERE FOR THREE YEARS.

THAT'S THE MOMENTUM WE'RE TRYING TO BUILD.

>> WE APPRECIATE THE PRESENTATION AND ALL THE DISCUSSION AS WELL.

VERY VALUABLE DISCUSSION ON THIS.

WITHOUT ANY OTHER QUESTIONS, WE'RE GOING TO MOVE TO OUR LAST ITEM THIS EVENING IS

[VIII.J. Discussion of Student / District Activities]

A REPORT ON THE VARIOUS DISTRICT ACTIVITIES THAT THE BOARD HAS TAKEN PART IN.

AS I LIKE TO REFER TO THIS AS A CELEBRATION SEASON, SO WE HAVE A LONG LIST OF EVENTS THAT WE PARTICIPATED IN, AND WE'LL GO DOWN THE LIST AND HOPEFULLY NO SURPRISES HERE.

LET'S BE BRIEF SO THAT WE CAN GET THROUGH AND WE'VE STILL GOT A LITTLE BIT OF WORK TO DO AFTER THIS.

BUT OUR FIRST ONE, MISS MCGOWAN, THIS IS THE CITY OF RICHARDSON ART CONTEST, AND I BELIEVE YOU WERE A JUDGE, IS THAT RIGHT?

>> YES, I WAS. THOSE KIDS ARE AMAZING ARTISTS AND AUTHORS, AND IT WAS GREAT. THANK YOU.

>> EXCELLENT. THE SECOND ONE WE'VE GOT IS THE STARS RECEPTION THAT WE HELD HERE IN THE ADMIN BUILDING, HOSTED BY ALPHA DELTA KAPPA BETA KAI.

MR. EAGER, I THINK YOU WERE THERE, IS THAT CORRECT?

>> IT WAS JUST ANOTHER GREAT CELEBRATION OF THE AMAZING TEACHERS THAT WE HAVE HERE IN THE DISTRICT.

IT WAS JUST ANOTHER WAY OF PUBLICLY RECOGNIZING THE ACHIEVEMENTS AND THE TEACHERS JUST POURED THEIR HEARTS INTO OUR KIDS.

IT'S JUST REAFFIRMING ANYTIME YOU GET CHANCE TO SEE THAT, AND A WAY OF SAYING, THANK YOU.

>> FOR THOSE WHO WONDER, ALPHA DELTA KAPPA BETA KAI IS RETIRED EDUCATORS, AND THESE PARTICULAR RETIRED EDUCATORS ARE RICHARDSON ISD RETIRED EDUCATORS WHO WANT TO GET BACK AND CELEBRATE OUR STARS TEACHERS.

SO JUST THANK THEM.

>> THANK YOU FOR THAT. NEXT, WE HAD MISS HARRIS KNIGHT WITH THE RSD STARS.

>> ALWAYS A FUN EVENT.

WE JUST HAD A FABULOUS TIME.

IT'S ALWAYS GREAT TO DRESS UP, GET A LITTLE FANCY, GO OUT, HAVE A GREAT TIME, AND TO CELEBRATE OUR TEACHERS.

WE HAD A GREAT TIME, ALSO WITH MY SEVERAL COLLEAGUES THAT WERE THERE.

>> EXCELLENT. MISS PACHECO, YOU WERE SOMEHOW INVOLVED IN THE CITY OF RICHARDSON CITY HALL DEMOLITION.

TELL US ABOUT REPRESENTING THE DISTRICT.

>> YES. I WASN'T ACTUALLY INVOLVED. I DID WATCH.

IT WAS A GOOD PRESENTATION OF THE PAST, REMINISCENT OF WHAT HAPPENED, WHY IT WAS BUILT, WHO WORKED THERE.

IT WAS A LOT OF FUN TO SEE IT, AND THEN IT WAS JUST ALSO FUN TO SEE WHAT THE FUTURE HOLDS FOR THE CITY OF RICHARDSON AND WATCH CITY COUNCIL AND THE MAYOR DEMOLISH A WALL.

IT WAS HOT, BUT IT WAS FUN.

>> WELL, IF YOU WOULDN'T MIND, YOU WERE ALSO AT SPRING VALLEY FOR THE FAREWELL, I BELIEVE, IS THAT CORRECT?

>> YES, I WAS. GOOD EVENT.

WELL, A LOT OF FAMILIES WENT, A LOT OF PAST STUDENTS WENT, AND IT WAS JUST NEAT TO SEE SO MANY PEOPLE GO AND REMINISCE, TALK TO TEACHERS, LOOK AT OLD YEAR BOOKS.

IT WAS JUST REALLY NICE, SPECIAL.

>> GREAT.

WHILE WE'RE IN THAT VEIN, WE HAD A COUPLE OF LEGACY CELEBRATIONS.

MISS TIMMY, I THINK YOU WERE AT SPRING RIDGE, COULD YOU TOUCH ON THAT AND THEN THURGOOD MARSHALL JUST TO PREPARE MISS MCGOWAN AFTER HER, IF YOU COULD DO THURGOOD MARSHALL.

>> YES. I WAS EXCITED TO GO TO SPRING RIDGE.

I'M A FORMER PRINCIPAL THERE.

WE HAD TONS OF OUR FORMER STAFF THAT WERE THERE.

IT WAS REALLY WELL ATTENDED.

THERE WERE SEVERAL OF THOSE THERE AND THE HALLS WERE PACKED.

IT WAS WITH APPRECIATION AND LOVE THAT THEY WERE REMINISCING ABOUT THE SCHOOL AND AND ALSO TO SUCH GREAT CAMARADERIE THERE,

[03:35:05]

BUT ALSO APPRECIATION AND UNDERSTANDING AND A LOT OF GRACE AS THEY WERE MOVING FORWARD.

>> THURGOOD MARSHALL. THAT WAS A GREAT PROGRAM.

I THINK MY FAVORITE PART WAS LISTENING TO I THINK IT WAS THE MUSIC TEACHER SINGING.

THEY HAD A FAREWELL SONG AND A SMALL GIRLS DANCE TEAM, I THOUGHT WAS PRETTY EXCEPTIONAL. HERE, MR. HONORABLE DAVID TYSON SPEAK TO THE COMMUNITY AND SHARE SHARE THE HISTORY OF THURGOOD MARSHALL BECAUSE I THINK THAT DAY WAS THE ACTUAL, I DON'T REMEMBER, BUT THERE WAS SOME ANNIVERSARY THERE WITH THURGOOD MARSHALL.

SO IT WAS A REALLY SPECIALTY EVENT.

THANK YOU FOR THAT. IT WAS PAT.

THERE WERE SEVERAL OF US THERE AS WELL AND SUPPORTIVE STAFF.

IT WAS JUST GOOD TO SEE THE SUPPORT AND FAMILIES COME OUT AND REALLY HONOR THE SCHOOL AND THE MEMORIES.

>> AWESOME. THANK YOU FOR THAT FEEDBACK.

MR. REA, RST FOUNDATION MEETING. YOU WERE INVOLVED IN.

>> I'M SORRY, THE ONE?

>> THE RST FOUNDATION MEETING, THEIR LAST MEETING, IS THAT CORRECT?

>> OH, YES. IT WAS JUST OUR LAST MEETING.

IT'S A GREAT ORGANIZATION.

THEY TALKED ABOUT THE SUCCESS THAT THEY HAD WITH THE WITH THE PM, WHICH IS ONE OF THE BIGGEST FUND RAISERS OF THE YEAR.

IT WAS A GREAT MEETING. IT'S ALWAYS A GREAT BOARD WHO HAVE A TRUE VISION FOR JUST REALLY SUPPORTING THE TEACHERS AND THE STUDENTS OF THIS DISTRICT.

>> EXCELLENT. THANK YOU. MISS HARRIS, RICHARDSON RETIREMENT BANQUET FOR OUR RETIRED STAFF.

>> ALWAYS FUN.WE HAD A GREAT TIME.

ACTUALLY, SO OF COURSE, THE RETIREES WERE FABULOUS.

BUT ONE THING THAT WAS REALLY PRETTY GOOD AT THIS BANQUET WAS THE FOOD.

IT WAS IT WAS REALLY GOOD FOOD.

BUT WE HAD A REALLY GOOD TIME.

IT WAS A LOT OF FOOD.

SEVERAL OF MY COLLEAGUES WERE THERE AS WELL.

BUT IT'S ALWAYS GOOD TO BE THERE TO RECOGNIZE THOSE WHO SPENT SO MUCH TIME IN OUR DISTRICT AND LEFT THE LEGACY. IT WAS GREAT.

>> THANK YOU. MISS TIMMY, YOU WERE AT GREENWOOD HILLS LEGACY CELEBRATION AS WELL, CORRECT?

>> NO.

>> I WAS AMAZING.

>>THAT'S WHAT I HEARD AS WELL. IT WAS AWESOME.

THE MISS BRANHAM, YOU SPOKE AT THE AT THE RICHARDSON CHAMBER BUDGET UPDATE.

I KNOW WE HAD A FEW TRUSTEES PRESENT.

MR. EAGER, WOULD YOU LIKE TO TOUCH ON THAT ONE?

>> I'LL JUST GO REAL QUICK THAT AGAIN, OUR SUPERINTENDENT BRANDON WAS THERE PRESENTING WITH PLANO.

THE ONLY THING IT ALWAYS REMAINS TO ME IN HER PRESENTATIONS YOU CAN TAKE WHICH IS EXTREMELY COMPLEX ISSUES IN REGARDS TO SCHOOL BUDGETING AND JUST SCHOOL OPERATIONS AND MAKING A DIGESTIBLE FORMAT FOR A LOT OF PEOPLE IN ATTENDANCE.

SO JUST AGAIN GREAT REPRESENTATION, GREAT WAY OF PRESENTING TO THE DISTRICT AND OTHER MEMBERS OF THE COMMUNITY WHAT'S GOING ON WITH OUR SCHOOL.

>> EXCELLENT. WHAT I MAY DO IS WRAP UP.

WE HAVE SOME OF THESE THAT ARE MULTIPLE ITERATIONS AGAIN, AND I'LL WRAP IT UP AND IF ANYBODY WANTS TO JUMP IN AND ADD TO IT. FEEL FREE.

WE HAD TOP TEN BREAKFASTS OR LUNCHES AT ALL FOUR HIGH SCHOOLS DON OR THE TOP 10 GRADUATES.

I THINK THOSE WERE OUTSTANDING.

I THINK YOU GET A GOOD REPRESENTATION OF NOT ONLY THE WORK, THE HARD WORK THAT THESE STUDENTS HAVE DONE, BUT YOU GET TO SEE THE SUPPORT OF THE FAMILIES, AND IN A NUMBER OF THEM, THEY GET TO INVITE A SPECIAL TEACHER THAT PLAYED A PART IN THEIR SUCCESS OVER THE LAST FOUR YEARS, AND THAT WAS REALLY NEAT TO SEE THAT RELATIONSHIP AND SOME OF THE FEEDBACK THAT THE TEACHERS GAVE FOR THESE STUDENTS AS THEY TAKE OFF INTO SOME ULTRA SUCCESSFUL FUTURES.

THEN FINALLY, I HAVE ON HERE OUR GRADUATIONS.

WE HAD FOUR HIGH SCHOOL GRADUATIONS.

WE BRAVE THE WEATHER, A COUPLE OF MINOR DELAYS FOR WEATHER.

BUT I GOT THROUGH THOSE, WAS THAT 10 DAYS AGO, TWO WEEKS AGO, ROUGHLY? I MEAN, IT'S THE CULMINATION OF THE YEAR.

THE YEARS, EVERY YEAR HAS ITS UPS, HAS ITS DOWNS, BUT GRADUATION IS LIKE A PURE CELEBRATION OF NOT ONLY THE STUDENTS THAT ARE GRADUATING, BUT ALL THE HARD WORK THAT THE STAFFS PUT IN, ALL THE HARD WORK THAT THE TEACHERS HAVE PUT IN, AND BEING A PART OF THAT, I THINK AS A BOARD MEMBER UP THERE AND WATCHING IT, I THINK IS OUTSTANDING.

SEEING THE SPEECHES FROM VALEDICTORIANS, SALUTATORIANS, CLASS OFFICERS, I THINK IT'S JUST PRETTY SPECIAL. ANYBODY WANT TO ADD?

>> PEGGY DYLAN AND THE OTHER AREA SUPERINTENDENTS, THEY LEAVE THAT PROCESS AND I JUST WHILE THEY'RE IN THE ROOM,

[03:40:03]

WANT TO SEND THEM A HUGE SHOUT OUT BECAUSE I PERSONALLY KNOW IT IS EXHAUSTING EMOTIONALLY, PHYSICALLY, ALL FOR THE RIGHT REASONS, AND ALL FOR THE BEST REASONS, BUT IT IS A LOT AND THEY DO IT EXCEPTIONALLY WELL. THANK YOU.

>> THAT'S GREAT. ANYBODY ELSE HAVE ANYTHING TO ADD THERE.

>> I DO. I WANTED TO ADD ONE THING.

OUR JJ PIERCE MUSTANG BASEBALL TEAM THAT GOT TO THE FINAL EIGHT IN THE STATE.

I WAS SO SUPER PROUD OF HIM.

I WAS SUPER PROUD OF COACH ROLAND.

LOSING ULTIMATELY TO FLOWER MOUND, BUT HONESTLY PLAYED SUCH GREAT BASEBALL, AND I WAS SO PROUD OF OUR FANS AND OUR STUDENTS.

I DID JUST WANT TO ADD ONE THING I THINK THAT MAKES RICHARDSON SPECIAL.

QUICK LITTLE STORY. BUT ONE OF THE VERY FIRST BASEBALL COACHES AT JJ PIERCE HIGH SCHOOL NAMED DOUG MORE.

HE CAME TO THE GAME BECAUSE HE WAS SO EXCITED TO WATCH HIM BOTH OF THE FIRE MONT GAMES.

CARRIE BREED LOVE WITHOUT ANYBODY ASKING HER, PRINCIPAL PIERCE TOOK HIM DOWN AND COACH ROLAND AND HIS STAFF TOOK TIME TO WELCOME HIM, HAVE A CONVERSATION WITH HIM ALL WHILE THEY WERE GETTING READY FOR A GAME AND ABSOLUTELY MADE SOMEONE WHO GAVE HIS HEART AND SOUL TO OUR DISTRICT LIKE ABSOLUTE TIME AS HE'S IN HIS RETIREMENT.

HE HAD THE BEST TIME. AND I'M JUST SO THANKFUL THAT NOT ONLY DID OUR KIDS PLAY WELL, BUT THAT OUR CURRENT STAFF AND OUR FORMER STAFF FEEL SO INVESTED IN THOSE THINGS.

I JUST WANTED TO SEND A SHOUT OUT TO A FEW STAFF MEMBERS.

ONE IS MR. HALL AND MR. CHRIS YANG.

WE HAD A CHALLENGING PROJECT THAT WE ASKED THEM TO DO AT THE DROP OF A DIME, AND THEY TURNED IT AROUND REALLY QUICKLY.

LIKE THE FIRST IATION OF IT WAS GREAT.

IT WORKED FANTASTIC.

THANK YOU SO MUCH.

I KNOW THEY WERE LIKE, OH, MY GOSH, WE WERE LIKE, RIGHT IN THE MIDDLE OF GRADUATION, AND YOU'RE GOING TO ASK US TO DO THIS.

BUT THANK YOU SO MUCH FOR TURNING IT AROUND SO QUICKLY FOR US. WE REALLY APPRECIATE IT.

ALSO TO MISS KATHERINE BACK THERE, AND TO EMILY WHO HAVE STEPPED IN, JUMPED IN AND MADE THIS THING WORK AT THE LAST MINUTE BECAUSE WE HAD SOMEONE WHO HAD OUR BOARD MANAGER HAD TO STEP AWAY FOR A WHILE AND THEY STEPPED IN AND THEY DID IT.

THANK YOU SO MUCH WITH ADA HITCH.

THIS HAS GONE SMOOTHLY.

THANK YOU. WE REALLY APPRECIATE YOU.

>> WITHOUT ANY OTHER COMMENTS OR ADD ONS, I'D LIKE TO THANK THE STAFF, OUR VISITORS AND MY COLLEAGUES FOR BEING HERE THIS EVENING.

AT THIS TIME, THE BOARD WILL TAKE A BRIEF BREAK AND WILL RECONVENE IN CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPENS MEETING AT OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, INCLUDING BUT NOT LIMITED TO SECTION 551-071, CONSULTATION WITH ATTORNEY AND SECTION 551-074, PERSONNEL MATTERS AND DUTIES OF PUBLIC OFFICERS.

WITH THAT AT 10:07, WE WILL TRANSITION A CLOSED SESSION.

>> TWENTY THREE,24.

* This transcript was compiled from uncorrected Closed Captioning.

I. CALL TO ORDER

V. ADMINISTER OATH OF OFFICE

Jun 06, 2024 Regular Board Meetings

I. CALL TO ORDER

V. ADMINISTER OATH OF OFFICE

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