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GOOD EVENING AND WELCOME TO THE OCTOBER WORK SESSION OF THE RICHARDSON ISD BOARD OF TRUSTEES.
[I. CALL TO ORDER]
I AM CHRIS POTEET BOARD PRESIDENT MISS HARRIS WILL NOT BE JOINING US TONIGHT.HOWEVER, WE DO HAVE A QUORUM PRESENT AND THIS MEETING IS CALLED TO ORDER AT 6:01 P.M..
THE FIRST ITEM ON OUR AGENDA IS A PUBLIC COMMENT SECTION, MISS MCGOWAN.
[II. PUBLIC COMMENT SECTION]
DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD? THANK YOU, MR. POTEET.ON BEHALF OF THE BOARD, I WELCOME OUR VISITORS.
DURING TODAY'S MEETING SPEAKERS MAY COMMENT ON AGENDA ITEMS ONLY.
SORRY. SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME.
GOOD EVENING SUPERINTENDENT BRANUM, MEMBERS OF THE BOARD OF TRUSTEES, ESTEEMED EMPLOYEES.
BEFORE I BEGIN, I JUST LIKE TO DOFF MY HAT TO THE BREAST CANCER AWARENESS MONTH.
MY MOTHER IS A THREE TIME SURVIVOR, THE LAST BEING TEN YEARS AGO.
SO A TRUE FIGHTER AND AN AMAZING WOMAN.
IF YOU EVER WONDER WHERE I GET MY FIGHTING SPIRIT, YOU CAN DO IN THE GRAVES OF THE GREAT WILL.I.AM.
BRIEFLY THOUGH, ON THE DEI PRESENTATION COMING UP, I GOT A BRIEF CHANCE TO LOOK AT THAT.
IT WAS MENTIONED BRIEFLY AT THE LAST MEETING, BUT WE DIDN'T REALLY GET INTO ANY OF THOSE SORT OF CONVERSATIONS ABOUT WHAT IS THIS? WHAT DOES IT LOOK LIKE? WHO ARE WE TRYING TO UNRAVEL THE DISENFRANCHISEMENT OR THE DISADVANTAGES THAT THE FOLKS HAVE HAD IN OUR POPULATION.
SO WE'RE LOOKING AT BOYS VERSUS GIRLS.
ARE WE JUST LOOKING AT RACIAL DEMOGRAPHICS, ETHNIC GROUPS? WHERE ARE OUR STOPGAP MEASURES ON THAT AND WHAT DATA ARE WE GOING TO TO EVALUATE? I DID TAKE A CHANCE TO LOOK AT SOME OF THAT, AND I'D LIKE TO SEE SOME OF THOSE ANSWERS TO THAT, PERHAPS A LITTLE BIT.
I WOULD REMIND THE BOARD OF AN ISSUE FROM A FEW YEARS AGO WITH CAMI PARDUE WITH HER DAUGHTER AND I, AND I WONDER WHERE UPSTANDERS ARE WHEN THAT CAME BEFORE LEVEL THREE HEARING. WHERE IS OUR EQUITY FOR HER? SO THAT'S THAT'S NEAR AND DEAR TO MY HEART.
IT'S SOMETHING I WILL CONTINUE TO FIGHT FOR THEM, JUST IN CASE ANYBODY THOUGHT THAT WAS GOING AWAY.
IN THE IN THE PARTING THOUGHTS, THERE WAS A, A SOURCE FROM THE NEW YORK EQUITY, COUNCIL, I JUST WANT TO ASK, PERHAPS WE SHOULD TAKE A LOOK AT THE FOLKS THAT THAT THAT PROMOTE THESE PROGRAMS. WHAT ARE THE FRUITS OF THEIR PROGRAMS? WE MUST LOOK AT WHAT DO THESE THINGS BEAR OUT? DID PEOPLE GET MORE UNDERSTANDING? WERE THEY MORE CORDIAL TO EACH OTHER? DID THEY HAVE CIVILITY? WE SPENT A LOT OF TIME WORKING ON THAT DOCUMENT IN THE LIVEWELL COMMITTEE, AND I THINK THOSE THINGS ARE TOUGH QUESTIONS, AND WE HAVE TO HAVE THOSE TOUGH CONVERSATIONS ABOUT THOSE.
WHAT ARE THE RESULTS? SWITCHING OVER TO THE BOND TECH, TECH, TECH AND MORE, TECH IS RUNNING $110 MILLION OVER TWO BONDS, $55 MILLION OR SO PER TIME.
SO BONDS ARE NO LONGER THIS JUST GIVEN AND HAPPENS AND HAPPENS.
WE NEED TO NEGOTIATE. WE NEED TO TALK AND NOT JUST ME, OF COURSE, BUT THE COMMUNITY AT LARGE.
I RECALL WE WORKED FOR INDOOR FOOTBALL FIELDS, BUT WE JUST CLOSED FIVE ELEMENTARY SCHOOLS.
SO SOME OF OUR PRIORITIES ARE LONG TERM CONSEQUENCES.
AND WE NEED TO WE NEED TO BE AWARE OF THOSE.
AND STRUCTURAL MATERIALS $13 MILLION BUT SOFTWARE $16 MILLION.
BOTH MY WIFE AND I ARE TEACHERS, SO WHY DO WE NEED TO JUST CHANGE THE SERVICE VEHICLE OUT AFTER TEN YEARS? IS IT NOT WORKING OR IS IT JUST LOOKING A LITTLE OLDER? THESE ARE SOME OF THE CHANGES WE MAKE.
AND AS ALWAYS A SHOUT OUT TO THE MONEY MAN, MR. PATE, FOR THE MIRACLES HE WORKS BECAUSE LORD KNOWS WE NEED THEM.
MISS MCGOWAN, DOES THAT CONCLUDE OUR SPEAKERS TONIGHT? YES IT DOES.
EXCELLENT. THANK YOU VERY MUCH.
AND THANK YOU FOR COMING TO SPEAK TONIGHT IN FRONT OF THE BOARD AND STAFF.
[III.A. Equity, Diversity & Inclusion Program Update]
MISS BRANUM. THANK YOU, PRESIDENT POTEET.THANK YOU, BOARD, FOR BEING HERE THIS EVENING.
AND I APPRECIATE ALL THE STAFF AND OUR COMMUNITY MEMBERS THAT ARE HERE TO LEARN.
[00:05:01]
WORK THAT WE ARE DOING IN RICHARDSON ISD TO ADDRESS ALL.WE HAVE BOARD GOALS THAT ARE SPECIFIC DOWN TO STUDENT POPULATIONS, AND A PART OF THAT WORK IS TO ADDRESS THE SYSTEMS AND HOW WE ARE ADDRESSING THE ENVIRONMENT AND OUR THE WAY THAT WE APPROACH OUR PEDAGOGY TO ENSURE THAT ALL MEANS ALL.
AND SO I APPRECIATE ANGIE AND HER WORK AND HER LEADERSHIP TEAM IN SPEARHEADING THIS EFFORT.
AND I'M GOING TO TURN THE PRESENTATION OVER TO HER.
IT'S SUCH A PLEASURE TO BE HERE.
I HAVEN'T BEEN IN FRONT OF YOU IN A WHILE, SO I AM GRATEFUL FOR THE OPPORTUNITY TO COME AND UPDATE YOU ON SOME OF OUR PROGRAMING.
[INAUDIBLE] WE'RE GOING TO, YOU KNOW, JUMP RIGHT INTO SOME OF THE NEW PROGRAMING AND A LITTLE BIT OF SOME OF THE EXISTING PROGRAMING, BUT NOT TOO MUCH.
I DO WANT TO FOCUS ON SOME OF THE NEW INITIATIVES TONIGHT.
SO HERE IS OUR EQUITY DIVERSITY AND INCLUSION TEAM.
WE ARE DOWN A MEMBER, MR. JEREMY JEWETT, DECIDED TO GET MARRIED AND RUN OFF TO CHICAGO ON US.
AND SO HE IS NO LONGER WITH OUR TEAM.
BUT WE DO STILL HAVE MARIA ETHETTON WHO IS OUR FAMILY ENGAGEMENT COORDINATOR, JONAH BALLESTEROS, WHO IS OUR EDI PROGRAM SPECIALIST, ALEJANDRA PHILLIPS, WHO IS A COMMUNITY LIAISON, AND THEN OUR EXECUTIVE ASSISTANT, ESTHER.
I KNOW YOU ALL HAVE SEEN THIS SLIDE NUMEROUS TIMES.
I WANTED TO INSERT TO THIS SLIDE TONIGHT AND JUST CALL ATTENTION TO THE 1415 REFUGEE STUDENTS WHO WE HAVE IN THE DISTRICT AND THE OUTSTANDING WORK THAT OUR REFUGEE SERVICES DEPARTMENT, THE WORK THAT THEY ARE DOING WITH THAT PARTICULAR POPULATION OF STUDENTS.
WE'VE HAD THE GREAT FORTUNE OF BEING ABLE TO COLLABORATE WITH THAT TEAM ON SOME INITIATIVES.
AND SO I WANT TO CONTINUE TO PULL THEM FORWARD.
WHEN WE THINK ABOUT OUR REFUGEE STUDENTS, THEY ARE FROM SO MANY PARTS OF THE WORLD.
AND SO I JUST WANT TO LIFT THAT NUMBER OF REFUGEE STUDENTS UP THAT WE HAVE.
AND I'LL JUST ADD, I THINK IT'S ALWAYS IMPORTANT TO HAVE THE TOTAL NUMBER.
AND AS OF YESTERDAY WE WERE AT 37,020 STUDENTS.
AND TOMORROW AS YOU KNOW IS SNAPSHOT.
SO SUPER PROUD THAT WE HIT THAT 37,000 MARK.
ABOUT 600 STUDENTS MORE THAN THE DEMOGRAPHER PROJECTED.
AND THEN AGAIN, I KNOW THAT YOU ALL HAVE SEEN THIS SLIDE BEFORE AS WELL.
I ADDED OUR ECONOMICALLY DISADVANTAGED NUMBER TO THE TOP OF THE SLIDE AT 55.5%.
AND THEN WE ARE THE 49TH MOST DIVERSE DISTRICT IN AMERICA.
AND SO I WANTED TO JUST LIFT THAT UP.
WHEN WE THINK ABOUT HOW DIVERSE OUR DISTRICT IS, IT'S ALWAYS GREAT TO PUT SOME CONTEXT TO THAT.
SO OUR PERSONAL WHY I WANTED TO BRING A PERSONAL WHY TO YOU ALL TODAY.
SO IN OUR THRIVE, I DIDN'T KNOW IT WAS GOING TO COME IN LIKE THAT.
AND SO IT HAS BECOME A PERSONAL CHALLENGE FOR ME, THINKING ABOUT THIS WORD AND OUR DEPARTMENT AND THE WORK THAT WE DO TO REALLY HELP MYSELF AND MY TEAM TO EMBODY THE ESSENCE OF MERAKI, WHICH MEANS TO DO SOMETHING WITH SOUL, CREATIVITY OR LOVE, TO PUT SOMETHING OF YOURSELF IN YOUR WORK, TO LOVE WHAT YOU DO AND TO DO IT WELL.
[00:10:01]
AND SO WHEN WE THINK ABOUT THE NUMBERS THAT WE JUST SAW, WE THINK ABOUT EVERYTHING THAT WE'RE TRYING TO ACCOMPLISH IN PUBLIC EDUCATION.YOU HAVE TO HAVE PEOPLE WHO HAVE A LITTLE MERAKI.
RIGHT. AND SO AND SO THAT IS OUR CHALLENGE.
THAT IS OUR GOAL FOR OUR DEPARTMENT THIS YEAR TO MAKE SURE THAT WE ARE THINKING INNOVATIVELY.
WE'RE THINKING CREATIVE WITH A LOT OF CREATIVITY.
WE HAVE TO CONTINUOUSLY IMAGINE OURSELVES AS THE PARENTS OF RISD STUDENTS.
WE HAVE TO IMAGINE OURSELVES AS THE TEACHERS OF THE STUDENTS THAT THEY'RE IN THE CLASSROOMS WITH.
AND HOW DO WE BEST SERVE ALL OF OUR COMMUNITY? AND SO THAT TAKES PUTTING SOME OF OURSELVES INTO THE WORK THAT WE DO EVERY DAY, AND TO LOVE WHAT WE DO SO THAT WE CAN CONTINUE TO DO IT.
WELL, THE NEXT WHY, OF COURSE, IS THE DISTRICT, AS SUPERINTENDENT BRANUM MENTIONED, WE HAVE THAT NORTH STAR GOAL THAT EVERY STUDENT, TEACHER AND LEADER IS GOING TO MEET OR EXCEED THEIR ACADEMIC GROWTH GOALS.
BUT WE STILL HAVE THAT PESKY ACHIEVEMENT AND THAT PESKY OPPORTUNITY GAP THAT CONTINUES TO PERSIST.
AND SO HOW DO WE GET TO OUR PROGRAMING AND OUR INITIATIVES? I ALWAYS LIKE TO REMIND EVERYONE THAT WE WORK FROM THE STRATEGIC PLAN.
SO LET'S JUMP RIGHT INTO THE FIRST PROGRAM, WHICH IS OUR UPSTANDER PARTNERSHIP.
YOU ALL WILL REMEMBER I KNOW THAT SUPERINTENDENT BRANUM UPDATED THE BOARD ABOUT OUR FAITH BASED MEETINGS THAT WE HELD LAST YEAR WITH OUR JEWISH FAITH LEADERS AND COMMUNITY MEMBERS, AND WITH OUR MUSLIM FAITH LEADERS AND COMMUNITY MEMBERS.
AND SO ONE OF THE THINGS THAT I WALKED OUT WITH, AND I KNOW SUPERINTENDENT WALKED OUT OF THOSE MEETINGS KNOWING FOR SURE IS THAT WHAT THEY WERE ASKING US, AND THEY WERE ON THE SAME PAGE WITH THE ASK, WAS THAT WHEN I WHEN WE SEND OUR CHILDREN TO YOU, WE WANT TO KNOW THAT IF THEY ARE IN CRISIS, SOMEONE CAN RESPOND AND RESPOND WELL.
WHETHER IT IS AN ADMINISTRATOR, WHETHER IT'S A TEACHER, A COUNSELOR.
BUT WE NEED TO MAKE SURE THAT OUR STAFF UNDERSTAND WHAT'S HAPPENING, HOW IT'S IMPACTING THE GROUPS OF STUDENTS AND HOW TO RESPOND APPROPRIATELY WHEN THEY COME TO US IN CRISIS.
AND SO WE STARTED LOOKING FOR, WELL, WHAT DOES THAT LOOK LIKE? HOW DO WE TRAIN OUR STAFF MEMBERS? HOW DO WE START TO GET LEARNING EXPERIENCES TO THE TEACHERS AND THE STUDENTS TO HELP? AND SO ONE OF THE WHEN WE WENT TO OUR JEWISH FAITH LEADERS MEETING, WE HAD MET CHARLOTTE DECOSTA.
AND SHE HAD TALKED ABOUT THE UPSTANDER PARTNERSHIP.
BUT BEFORE THAT, WE HAD PARTNERED TO BRING SOME TRAINING TO OUR ADMINISTRATORS, SOME FOUNDATIONAL TRAINING TO OUR ADMINISTRATORS, TO OUR ASSISTANT PRINCIPALS, TO OUR COUNSELORS. AND SO THAT'S WHEN WE WERE LIKE, WHAT DO WE DO WITH THE STUDENTS, WITH OUR TEACHERS? AND SO THAT'S WHEN WE WENT BACK TO THE IDEA THAT SHE HAD PRESENTED ABOUT THE UPSTANDER PARTNERSHIP.
AND SO WITH THE UPSTANDER PARTNERSHIP, WE ARE LOOKING AT HOW DO WE HELP STUDENTS BECOME UPSTANDERS.
AND SO WE THINK ABOUT UPSTANDERS AS PEOPLE WHO STAND UP FOR OTHER PEOPLE AND THEIR RIGHTS, PEOPLE UPSTANDERS THEY SEE SOMETHING WRONG AND WORK TO MAKE IT RIGHT. AND SO AS WE BEGAN TO EXPLORE THIS IDEA AND LEARN MORE ABOUT THAT PARTNERSHIP, WHAT WE REALLY LIKED ABOUT IT IS THAT WE HAVE THE ABILITY TO CUSTOMIZE IT TO THE NEEDS OF OUR STUDENTS, BECAUSE WE ALSO KNOW THAT IN RISD, WE'RE NOT JUST DEALING WITH ISLAMOPHOBIA, WE'RE NOT JUST DEALING WITH ANTI-SEMITISM, BUT WE'RE DEALING WITH ALL SORTS OF BEHAVIORS THAT ARE HAPPENING ON OUR CAMPUSES.
AND SO WITH THIS UPSTANDER PARTNERSHIP, WE'RE ABLE TO CUSTOMIZE WHAT WE CALL A RESOURCE, A STAFF RESOURCE PORTAL, AND MAKE IT EXACTLY WHAT WE NEED TO NEED IT TO BE FOR OUR STUDENTS.
[00:15:02]
AND SO WE HAVE BEEN IN CONSTANT DESIGN MODE FOR IT.WHAT WE LANDED ON IS THAT WE WANTED TO FOCUS ON THE TEA REQUIRED CHARACTER TRAITS.
SO OUR UPSTANDER PORTAL WE STARTED WITH WHAT ARE THE TEA REQUIRED CHARACTER TRAITS.
IN THOSE FOCUS GROUP MEETINGS, THE PRINCIPALS AND CAMPUS STAFF, THEY ALSO HAD AN OPPORTUNITY TO TALK ABOUT OUTSIDE OF THE TEA CHARACTER TRAITS, WHAT ARE THESE INCIDENTS? WHAT ARE THESE BEHAVIORS THAT THEY'RE NOTICING THAT THEY WOULD ALSO LIKE TO SEE AS A PART OF THE PORTAL.
BUT THEN WE ALSO HAD THE OPPORTUNITY TO BRING OUR DOCUMENTS TO THOSE PLANNING SESSIONS AND SAY, WE ALSO WOULD LIKE OUR GRADUATE PROFILE INFUSED IN THE CREATION OF OUR UPSTANDER RESOURCES.
WE WERE, WE ALSO BROUGHT OUR CODE OF CIVILITY TO THE TABLE AS A PLANNING TOOL FOR CREATION WITH THE UPSTANDER ACTIVITIES AND RESOURCES, SO OUR INTENDED OUTCOMES THINKING ABOUT THE STRATEGIC PLAN.
THE 2023 STRATEGIC PLAN IS GOAL 3.1.
IMPLEMENT A LEARNING FRAMEWORK THAT PROVIDES ALL RISD STUDENTS EXPERIENCES TO DEVELOP COMPETENCY ALIGNED WITH THE GRADUATE PROFILE SUPPORTS CAMPUSES EFFORTS TO ADDRESS ALL CATEGORIES OF THE RISD GRADUATE PROFILE, INCREASE IN UPSTANDER BEHAVIOR, CIVICS AND GOOD CITIZENSHIP, CIVIL DISCOURSE AND COMMUNICATION, AND STRENGTHEN CONNECTIONS BETWEEN TEA TEKS CHARACTER TRAITS AND THE RISD GRADUATE PROFILE.
PROGRESS MONITORING, WITH THIS PROGRAM, THERE IS A BEGINNING, MIDDLE, AND END ASSESSMENT THAT THOSE STAFF MEMBERS WHO ARE USING THE RESOURCES ARE ABLE TO TAKE AND WE WOULD REQUIRE THAT THAT BEGINNING, MIDDLE AND END SO THAT WE CAN GET SOME GOOD DATA, WE CAN PROGRESS, HAVE SOME GOOD PROGRESS MONITORING DATA TO SUPPORT THE WORK THAT IS BEING DONE WITH THE UPSTANDER PARTNERSHIP.
SO IN COLLABORATION WITH THE DALLAS HOLOCAUST AND HUMAN RIGHTS MUSEUM EDUCATORS, THIS ALLOWS RISD TO INTEGRATE UPSTANDER BEHAVIOR, CITIZENSHIP, AND CIVICS EDUCATION THROUGH CONSISTENT AND ENGAGING TEKS AND RISD GRADUATE PROFILE ALIGNED K12 LEARNING WITH THIS LEARNING PLAN THAT ENCOURAGES STUDENTS TO BECOME UPSTANDERS IN THE COMMUNITY.
THE PARTNERSHIP INCLUDES STRATEGIC PLANNING AND COORDINATION.
THAT'S WHERE I TALKED ABOUT THE TWO GROUPS.
SO WE HAVE OUR ELEMENTARY FOCUS GROUP.
WE HAVE OUR SECONDARY FOCUS GROUP.
AGAIN, I'VE TALKED ABOUT THOSE RISD SPECIFIC DOCUMENTS THAT WE PUT ON THE TABLE THAT WE WANTED THEM TO USE TO DESIGN OUT THE RESOURCES WITHIN OUR PORTAL.
THEY ARE KNOWLEDGEABLE WITH THE TEKS.
THEY DO NOT CREATE AND TRY TO IMPLEMENT ANYTHING THAT IS NOT ALIGNED WITH CURRENT TEKS.
IN ADDITION TO THE PORTAL, WE ALSO HAVE AN OPPORTUNITY THROUGH THE UPSTANDER PARTNERSHIP FOR UPSTANDER PUSH IN FIELD TRIPS. SO THIS IS WHERE THEY COME TO THE CAMPUSES.
AND SO AT THE ELEMENTARY LEVEL, THERE ARE TWO PUSH IN FIELD TRIPS, ONE FOR SECOND GRADE, WHICH IS AN INSPIRATIONS SHADOW PUPPET THEATER FOR STUDENTS. FOURTH GRADE IS WHERE THEY BEGIN THE CONVERSATION ABOUT WHAT IS AN UPSTANDER AND THEY SPOTLIGHT TEKS ALIGNED TEXAS UPSTANDERS. SO THOSE UPSTANDERS WHO ALREADY APPEAR IN THE CURRICULUM.
IN SIXTH GRADE, THIS IS ALREADY THIS IS PREEXISTING.
AND SO WE ARE KEEPING IT THAT WAY FOR THE SIXTH GRADE LEVEL.
FOR SEVENTH GRADE, THERE IS AN ELEVATED LEVEL OF WHAT IS AN UPSTANDER PRESENTATION THAT THEY GET.
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IT ALSO INCLUDES PROFESSIONAL DEVELOPMENT FOR RISD EDUCATORS TO BE ABLE TO IMPLEMENT THESE RESOURCES AND ACTIVITIES IN THEIR CLASSES.SO AGAIN, I THINK IT'S IMPORTANT TO NOTE ONE MORE TIME THAT EVERYTHING WITHIN THE UPSTANDER PORTAL, ALL OF THE RESOURCES ARE GOING TO BE ALIGNED BACK TO THE SOCIAL STUDIES AND READING LANGUAGE ARTS TEKS.
THEY'RE ALSO ALIGNED WITH OUR RISD GRADUATE PROFILE AND WITH THE TEXAS TEKS CHARACTER EDUCATION TRAITS. AND SO SOME EXAMPLES OF SOME PLANNING DOCUMENTS.
SO THERE'S AN ELEMENTARY THEMED PLANNING DOCUMENT YOU'LL NOTICE, FOR EXAMPLE, IN WEEKS TEN THROUGH 12 AND YOU ALL DID I PROVIDE A HANDOUT FOR THIS, I THINK? NOT YET. NOT THAT ONE.
OKAY. SO JUST ON THE SCREEN THERE, YOU WILL SEE THAT IN THE PLANNING DOCUMENTS THEY MADE SURE THAT THEY INCLUDED WHAT TEKS WERE BEING ADDRESSED.
SO FOR EXAMPLE IN WEEKS 10 TO 12 AND I JUST PULLED A RANDOM PLANNING DOCUMENT HERE.
SO FOR WEEKS TEN THROUGH 12 THEY ARE ADDRESSING ELAR TEKS.
THE TEA CHARACTER TRAITS ARE RESPONSIBILITY AND GOOD CITIZENSHIP, AND THEY'RE PULLING IN THAT CODE OF CIVILITY LANGUAGE AROUND SAFE, RESPECTFUL AND RESPONSIBLE. SO IN THOSE ELEMENTARY RESOURCES, THE STUDENTS WOULD FOCUS ON WHAT DOES IT MEAN TO BE SAFE, RESPECTFUL, RESPONSIBLE, AND WHAT DOES, WHAT IS RESPONSIBILITY AND GOOD CITIZENSHIP? THE NEXT ONE, I WANTED TO PROVIDE A JUNIOR HIGH OR MIDDLE SCHOOL AND MIDDLE SCHOOL THEMED ALIGNMENT.
AGAIN, YOU SEE THAT THE TEA CHARACTER TRAIT IS GOOD CITIZENSHIP.
THIS TIME YOU SEE WHERE THE RISD GRADUATE PROFILE HAS BEEN BROUGHT INTO PLAY WITH REAL WORLD CONNECTIONS AND COMMUNICATION, COMMUNICATE AND COLLABORATE EFFECTIVELY.
AND THEN THE CURRICULUM OUR SOCIAL STUDIES, BOTH OUR SOCIAL STUDIES AND OUR READING LANGUAGE ARTS SPECIALIST FROM THE TEACHING AND LEARNING DEPARTMENT PROVIDED THE SCOPE AND SEQUENCES.
AND SO HERE AT THE SECONDARY LEVEL, THESE RESOURCES ARE ALIGNED TO THEIR SCOPE AND SEQUENCE.
AND SO THAT WAY THEY CAN EASILY IN THEIR PROFESSIONAL LEARNING COMMUNITIES DECIDE WHAT IS IT THAT WHAT IS IT THAT WE WANT TO PULL OUT OF THE PORTAL THAT ALIGNS WITH WHAT WE'RE ALREADY DOING THIS NINE WEEKS? AND SO YOU SEE THAT THE CURRICULUM ALIGNMENT DOWN AT THE BOTTOM SAYS FACING ADVERSITY AND HUMAN INTELLIGENCE.
HIGH SCHOOL IS VERY SIMILAR, TEA CHARACTER TRAIT RESPONSIBILITY AGAIN THE RISD GRADUATE PROFILE EFFECTIVE COMMUNICATION. FOR THIS PARTICULAR NINE WEEKS, THE CURRICULUM ALIGNMENT IS HUMAN GEOGRAPHY, US AND CANADA.
AND SO AGAIN, ALL OF THE RESOURCES WITHIN THAT PARTICULAR NINE WEEKS MODULE WOULD ALIGN WITH THE SCOPE AND SEQUENCE FOR WORLD GEOGRAPHY AND AP HUMAN GEOGRAPHY, BECAUSE THE RESOURCES WOULD BE RUN THROUGH THE NINTH GRADE.
OKAY, ANGIE, IF I COULD FOR JUST A SECOND ONE OF THE THINGS THAT WE WANTED TO BRING TO THE BOARD'S ATTENTION IS WE WE'VE GOT OUR EQUITY COUNCIL MEETING FOR THE FALL SCHEDULED HERE SHORTLY, I THINK IN NOVEMBER 11TH, WHICH IS JUST A FEW WEEKS AWAY.
THE PLAN HAS ALWAYS BEEN TO UPDATE THAT COMMITTEE ON THE WORK THAT YOU'RE SEEING TODAY.
AND THAT THIS HAS BEEN A YEAR IN THE MAKING WITH CONVERSATIONS AND FOCUS GROUPS, ETC..
MISS LEE, BEFORE YOU MOVE ON REAL QUICK, CAN YOU ADDRESS A LITTLE BIT.
SO AS WE KNOW THAT THIS IS SOMETHING THAT IS NEW.
CAN YOU MAYBE TALK A LITTLE BIT ABOUT HOW WE'RE GOING TO SPRINKLE THIS IN THE SPRING SO THAT WE HAVE A SLOW ONBOARDING? WE HAVE AN OPPORTUNITY FOR TEACHERS TO SEE THESE LESSONS TO IMPLEMENT THEM.
SO MAYBE COULD YOU SPEAK A LITTLE BIT TO THAT IMPLEMENTATION? YES. AND SO WE DO HAVE A PROJECTED SPRING START.
WE ARE GOING TO PILOT IT ON CAMPUSES IN ALL OF THE LEARNING COMMUNITIES.
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AND SO A SLOW ROLLOUT SO THAT WE CAN AND WE'VE LEARNED RIGHT IN THE PAST FROM WHAT IS THE BENEFIT OF A PILOT.RIGHT. SO WE GET TO DO A SLOW ROLL, BUT WE ALSO GET TO MAKE SURE THAT THE IMPLEMENTATION IS DONE WITH FIDELITY, THAT WE GIVE ADEQUATE TIME, OR WE HAVE ADEQUATE TIME FOR QUALITY TRAINING FOR OUR TEACHERS AND STAFF TO BE ABLE TO IMPLEMENT WITH FIDELITY.
THIS COMES WITH A TECHNOLOGY PIECE WITH THE CREATION OF THIS PORTAL.
WHAT IS IN THE RESOURCE BANK THAT'S HOUSED IN THAT PORTAL? THEY'RE GOING TO LEARN HOW IT ALIGNS WITH THEIR CURRICULUM.
ON THE ELEMENTARY LEVEL, IT'S NOT ALIGNED WITH THE CURRICULUM.
IT'S ALIGNED TO WHAT THEY ARE CURRENTLY USING, WHICH IS PROJECT WISDOM.
AND THAT'S THE CHARACTER EDUCATION PROGRAM THAT HAS BEEN ROLLED OUT AT THE ELEMENTARY LEVEL.
SO AT THAT LEVEL, THE RESOURCES ALIGN WITH PROJECT WISDOM.
CURRENTLY IN ITS CURRENT STATE.
PROJECT WISDOM IS JUST A DAILY ANNOUNCEMENT.
AND SO THE PRINCIPALS AT THE ELEMENTARY WHO SERVED AT THE ELEMENTARY LEVEL, WHO SERVED ON THE FOCUS GROUP KEPT ASKING THE QUESTION WE HAVE THE ANNOUNCEMENT, BUT HOW DO WE TEACH THEM THE ACTION? AND SO THAT'S WHY THEY OPTED AND THEY WANTED THOSE RESOURCES TO ALIGN WITH THOSE CURRENT PROJECT WISDOM ANNOUNCEMENTS, SO THAT NOW THEY HEAR THE ANNOUNCEMENT.
BUT THEN WE CAN BACK UP THE ANNOUNCEMENT WITH THE LEARNING, WITH THE ACTUAL LEARNING.
SO IF THE ANNOUNCEMENT IS ABOUT INTEGRITY, WE MOVE IT BEYOND THE ANNOUNCEMENT ABOUT IT.
BUT WHAT DOES IT LOOK LIKE? HOW WHAT DOES IT SOUND LIKE, YOU KNOW, AND WHAT ARE THE EXAMPLES OF INTEGRITY, WHICH IS WHAT WOULD COME FROM THAT PORTAL.
AND SO WE'VE LEARNED, AS ANGIE VERY APPROPRIATELY SAID, WE'VE LEARNED AND I'LL GIVE GREAT KUDOS AND THANKS TO MR. HALL AND HIS TEAM FOR THE WORK ON PILOTING GROWTH GOALS AND THE SCHOOLOGY PLATFORM ROLLOUT AND PROFESSIONAL DEVELOPMENT PLAN.
YOU KNOW, HAVE WE NOT PILOTED THOSE TEN CAMPUSES LAST YEAR WITH THE GROWTH GOALS, THERE WERE SEVERAL THINGS THAT WE LEARNED, AND I THINK WE WOULD ALL CONCEDE THAT WE CAN PLAN FOR EVERY CONTINGENCY THAT WE CAN THINK OF.
SO THE NEXT INITIATIVE THAT I WANT TO PULL FORWARD, AND YOU ALL HAVE HEARD ABOUT CAMPUS PATHWAY TO EQUITY PLANS BEFORE, I DO WANT TO PULL IT FORWARD A LITTLE BIT TONIGHT, BECAUSE NOW WE ARE ABLE TO GET SOME DATA FROM, YOU KNOW, IMPLEMENTATION, HOW IT'S GOING ON, THE CAMPUSES, ETC.
REMEMBER, THE CAMPUS PATHWAY TO EQUITY PLANS ARE SPECIFIC TO THE CAMPUS.
WHAT IS THE PROBLEM OF PRACTICE AROUND EQUITY ON OUR CAMPUS? THEY GET TO TO CREATE THEIR THEORY OF CHANGE AROUND THEIR PROBLEM OF PRACTICE AND DECIDE HOW THEY'RE GOING TO TRY TO MOVE THEIR CAMPUSES FORWARD. SO OUR INTENDED OUTCOMES LOOKING AT STRATEGIC PLAN AGAIN, 2023 IS TO DEVELOP GOAL 1.1, WHICH IS TO DEVELOP AND IMPLEMENT A SYSTEM TO HOUSE GOALS AND EVIDENCE TOWARDS GOALS, AS WELL AS TOOLS FOR PROGRESS MEASUREMENT, INCLUDING IDENTIFYING PLATFORMS, TRAINING AND GUIDELINES FOR USAGE.
THE PATHWAY TO EQUITY PLANS ALSO SUPPORT THE EFFORTS TO ADDRESS ALL CATEGORIES OF THE RISD GRADUATE PROFILE, AND I HAVE INCLUDED SOME PROGRESS MONITORING POINTS FOR YOU ALL THERE.
ALL RIGHT. SO SOME OF THE DATA THAT WE HAVE BEEN ABLE TO GATHER FROM THE CAMPUS PATHWAY TO EQUITY PLANS, WE'VE BEEN ABLE TO CATEGORIZE OUR PROBLEMS OF PRACTICE. AND SO HERE YOU HAVE A GRAPH THAT SHOWS THAT WE CURRENTLY HAVE 11 CATEGORIES THAT THE PLANS CAN FIT INTO, FROM STUDENT AND CAMPUS CULTURE TO DISCIPLINE DISPROPORTIONALITY TO FAMILY AND COMMUNITY ENGAGEMENT.
AND SO EACH CAMPUS HAS CATEGORIZED THEIR PLAN.
YOU'LL SEE THAT 30.6% OF OUR CAMPUSES, THEIR PLANS ADDRESS STUDENT AND CAMPUS CULTURE, 25%
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ARE GOING TO ADDRESS FINE ARTS, EXTRACURRICULAR ACADEMIC LEARNING, IN SOME TYPE OF WAY.AND THEN 11.1% OF THE PLANS ARE TARGETING DISCIPLINE IN SOME FORM OR FASHION.
WE ASKED THE THE COMMITTEES EACH CAMPUS COMMITTEE LAST YEAR.
THE QUESTION WAS, AS THE YEAR WRAPS UP TO WHAT LEVEL HAVE YOU CURRENTLY ADDRESSED YOUR PROBLEM OF PRACTICE? AND SO YOU CAN SEE THAT BY THE END OF LAST YEAR, WE STILL HAD SOME CAMPUSES ON THE LOW END OF ADDRESSING, BECAUSE FOR MOST OF THOSE CAMPUSES, IT'S A MATTER OF ADDITIONAL SUPPORT NEEDED.
AND THEN WE HAD ABOUT FIVE CAMPUSES RIGHT THERE IN THE MIDDLE, 14 CAMPUSES WHO RATED THEMSELVES AT AN 8 AS FAR AS HOW FAR THEY GOT IN ADDRESSING THEIR PROBLEM OF PRACTICE.
THE NEXT GRAPH SHOWS RESOURCES OR DEPARTMENTS WHERE THEY FEEL THAT THEY COULD BENEFIT FROM SOME ADDITIONAL SUPPORT TO HELP MAKE PROGRESS TOWARDS THEIR GOALS IDENTIFIED IN THEIR PLAN.
YOU CAN SEE THAT THE EDI DEPARTMENT LEADS THE WAY THERE, BUT ALSO A GOOD NUMBER OF THE SCHOOLS 15 SCHOOLS INDICATED COMMUNITY ENGAGEMENT. YOU CAN SEE TEACHING AND LEARNING 7 SCHOOLS SAID THEY COULD USE SUPPORT FROM TEACHING AND LEARNING.
AND SO NOW THIS INFORMATION ALLOWS US TO NOW GO FIND THOSE PLANS FOR THOSE SCHOOLS AND FUNNEL THEM TO THE RIGHT DEPARTMENTS TO SAY, HERE IS WHAT SCHOOL A IS TRYING TO ACCOMPLISH.
AND THEY COULD BENEFIT FROM SOME COLLABORATION WITH STRATEGY AND ENGAGEMENT.
SO THEN THAT GIVES THE STRATEGY AND ENGAGEMENT TEAM SPECIFICALLY THAT COMMUNITY ENGAGEMENT, DIRECTOR OF COMMUNITY ENGAGEMENT AND OPPORTUNITY TO SIT WITH THAT TEAM, TALK ABOUT THEIR PLAN.
WHAT KIND OF SUPPORT DO THEY FEEL THEY CAN BENEFIT FROM? SO I WANTED TO PULL SOME EXAMPLES OF THE PLANS FORWARD.
THE FIRST PLAN IS FROM RICHARDSON HIGH SCHOOL.
I'M ABSOLUTELY NOT GOING TO READ ALL OF THAT INFORMATION THERE, BUT THIS IS WHAT A PLAN LOOKS LIKE.
SO RICHARDSON HIGH SCHOOL, THEY IDENTIFIED THEIR PROBLEM OF PRACTICE AS STUDENTS AT RICHARDSON HIGH SCHOOL HAVE EXPRESSED THEIR CONCERN ABOUT THE LACK OF DIVERSITY IN CLUBS, ORGANIZATIONS AND EVENTS AVAILABLE TO THE STUDENT BODY.
SUCH AS SPIRIT AND THEMED WEEKS.
THEIR LONG TERM GOAL WAS TO ESTABLISH NEW CLUBS, ORGANIZATIONS AND TRADITIONS.
AND WHEN ASKED WHAT BROUGHT ABOUT THAT 8 RATING THEY HAVE BEEN ABLE TO IMPLEMENT A DESI STUDENT UNION THAT IS A STUDENT UNION FOR SOUTHEAST ASIAN STUDENTS A WEST AFRICAN STUDENT UNION STUDENTS OF EAST AFRICA, A PURPLE RAIN LINE DANCE TEAM, WHICH IS A LINE DANCE TEAM THAT STUDIES AND HBCU STYLE DANCE PERFORMANCES.
THEY HAVE A BLACK STUDENT UNION, AN ASIAN STUDENT UNION.
THEY'VE INCORPORATED A STEP TEAM AND A HIP HOP CREW, BALLET FOLKLORICO.
AND SO THEY HAVE REALLY WENT AFTER TRYING TO CREATE AND ORGANIZE AROUND CLUBS AND ORGANIZATIONS THAT THE STUDENTS WERE ASKING FOR.
THEY WOULD CURRENTLY LIKE TO MODEL THEMSELVES AFTER BERKNER WITH THE MARIACHI BAND, BUT BECAUSE THEY'RE NOT ABLE TO HAVE THAT YET THIS YEAR, THEY'VE ALSO IMPLEMENTED A GUITAR CLUB.
AND THAT'S FOR STUDENTS WHO HAVE A PASSION FOR MUSIC AND GUITARS.
AND SO THEY HAVE MADE GREAT STRIDES IN BRINGING THESE RESOURCES TO THEIR STUDENTS.
[00:35:03]
COMMENT WAS THAT WE STARTED AT A 6, BECAUSE A LOT OF THE FACTORS THAT LED TO SO MUCH IMPROVEMENT WERE ALREADY IN PLACE.AND THEN THEY RATED THEMSELVES AT AN 8 AT THE END OF THE YEAR.
THE NEXT EXAMPLE THAT I WANT TO PULL FORWARD IS THIS YEAR'S EXAMPLE.
IT COMES FROM SKYVIEW ELEMENTARY.
I REALLY WANT TO HIGHLIGHT HOW DRASTICALLY DIFFERENT THESE PLANS CAN BE, BECAUSE WE'VE GIVEN THE CAMPUSES THE AUTONOMY TO DETERMINE THEIR OWN PROBLEM OF PRACTICE AND WHAT IT IS THAT THEY WANT TO WORK TOWARDS ELIMINATING.
SO, SKYVIEW, THE PROBLEM OF PRACTICE IS INCREASING THE VARIETY OF TEACHING STRATEGIES USED IN THE CLASSROOMS. OUR LEADERSHIP WALKTHROUGHS INDICATE A NEED TO SHIFT OUR INSTRUCTIONAL METHODS IN ORDER TO BE MORE SUCCESSFUL WITH OUR TIER TWO AND TIER THREE STUDENTS WITHIN OUR SPECIAL POPULATIONS.
WALK THROUGH DATA DEMONSTRATES THAT TEACHERS ARE MAKING TREMENDOUS STRIDES IN THEIR EFFORTS TO MAKE THEIR CLASSES INTERESTING TO STUDENTS, TO INCREASE STUDENT ENGAGEMENT USING THE EUREKA AND AMPLIFY CURRICULUM.
YET WE STILL ARE SEEING A FEW CLASSES THAT ARE TEACHER CENTERED.
THIS APPROACH WILL STRENGTHEN TEACHERS SENSE OF EFFICACY AND FOSTER PERSEVERANCE IN STUDENTS AS THEY TACKLE HIGHER ORDER TASKS AND QUESTIONS REQUIRING ADVANCED CRITICAL THINKING.
SO AGAIN, I WANTED TO PULL FORWARD SKYVIEW'S CURRENT THIS AS OF THIS SCHOOL YEAR, THEIR CAMPUS PATHWAY TO EQUITY PLAN TO SHOW AND ILLUSTRATE THE VAST DIFFERENCE BASED ON THE NEEDS OF THE INDIVIDUAL CAMPUSES.
SO THE TEAM BELIEVES THAT THEY ARE CURRENTLY AT A LEVEL 3 IN ADDRESSING THE PROBLEM OF PRACTICE AND THE GOAL BY THE END OF THE YEAR, THEY HOPE TO REACH A LEVEL 5 OR 6.
WE IMPLEMENTED PARENT GROWTH GOAL CAMPS LAST YEAR.
AND SO WITH THE THE ROLLOUT OF THE NORTH STAR GOAL, THE BOARD'S NORTH STAR GOAL, WE THOUGHT IT WAS AN OPPORTUNITY FOR US TO RESTRUCTURE WHAT THOSE PARENT NIGHTS AND THOSE PARENT EVENTS LOOK LIKE.
AND SO WE INCORPORATED TRAINING AROUND PARENT GROWTH GOAL CAMPS.
SO IF WE'RE GOING TO START TO REALLY LEARN ABOUT AND SET GOALS FOR STUDENT GROWTH, WHAT DOES IT LOOK LIKE TO ENSURE THAT THOSE GROWTH GOALS ARE COMMUNICATED TO THE FAMILIES? AND THEN WHAT DOES IT LOOK LIKE TO REALLY ENGAGE THE PARENTS BY HELPING THEM UNDERSTAND THE GROWTH GOALS, BUT THEN TEACHING THEM STRATEGIES TO HELP THEIR STUDENTS LEARN AT HOME AROUND THEIR GROWTH GOALS.
SO HOW CAN WE HELP THE PARENTS? AND IN THUS, IN TURN, THE PARENTS ARE HELPING US BY HELPING THE STUDENTS MAKE PROGRESS TOWARDS ACCOMPLISHING THEIR GOALS.
AND SO WE STARTED LAST YEAR WITH ALL TITLE ONE CAMPUSES.
THE INTENDED OUTCOME GOAL 1.2 OF THE 2023 STRATEGIC PLAN WAS TO TRAIN STAFF, STUDENTS, FAMILIES ON BEST PRACTICES FOR GOAL SETTING WITH GUIDELINES.
WHERE ARE THOSE PROGRESS MONITORING PIECES? AND SO I WANTED TO JUST.
I WANTED TO INCLUDE AND I DON'T KNOW IF I DID THAT OR OKAY.
I DON'T KNOW WHAT HAPPENED THERE.
I WANTED TO INCLUDE SOME SECONDARY GROWTH GOALS EXAMPLES FOR YOU ALL, JUST SO THAT YOU CAN SEE SOME OF THE, THE GOALS THAT ARE BEING SET.
DO I GET TO CONTROL IT NOW? OKAY. SO BY THE END OF SO ONE OF THE EXAMPLES THIS COMES FROM A SECONDARY CAMPUS CAMPUS.
BY THE END OF THE YEAR I WANT TO GAIN 10 POINTS IN THE MAP TESTING FROM THE BEGINNING OF THE YEAR.
TO DO THAT I WILL COMPLETE IXLS PRACTICE, LISTEN IN CLASS, AND STUDY.
[00:40:08]
TOWARD REACHING THAT GOAL.AND SO WE PULLED THAT RIGHT FROM THE ELECTRONIC PORTFOLIO THAT THE STUDENTS ARE KEEPING.
I ALSO WANTED TO INCLUDE ONE FROM LAST YEAR.
SO THIS GROWTH GOAL CENTERED ONE OF THOSE GRADUATE PROFILE INDICATORS.
WHEN I AM WRITING PAPERS NOW FOR ENGLISH, IT IS MUCH EASIER NOW THAT I CAN CONNECT IT BETTER.
I HOPE I CAN CONTINUE TO GROW IN THIS THROUGH HIGH SCHOOL TOO.
SO THIS COMES FROM A JUNIOR HIGH STUDENT.
WE RECEIVED SOME GREAT FEEDBACK.
SO AS A PART OF THE PARENT GROWTH GOAL CAMPS, WE ASKED ALL OF THE CAMPUSES TO ADMINISTER GIVE THEIR PARENTS A SURVEY TO COMPLETE WHILE THEY'RE ON CAMPUS.
AND SO WE RECEIVED ABOUT 588 RESPONSES DISTRICT WIDE.
YOU'LL SEE THAT 54.6% STRONGLY AGREE, 29.6% AGREE.
54.4 STRONGLY AGREE WITH THAT STATEMENT AND THEN 30.6% AGREE.
SO GOOD NUMBERS THERE, WHICH LED US TO, TO OR LED US TO DECIDE AGAIN FOR THIS YEAR THAT WE'RE GOING TO CONTINUE WITH THE PARENT GROWTH GOAL CAMPS.
AND NOW, AS INDICATED BEFORE, TRY TO MOVE IT BEYOND THE TITLE ONE CAMPUSES INTO THE OTHER CAMPUSES.
WE RECENTLY GAVE A FAMILY ENGAGEMENT SURVEY.
THIS WAS ACTUALLY A PART OF THE STRATEGIC PLAN, ONE OF THE GOALS BETWEEN IN PART IN COLLABORATION WITH THE STRATEGY AND ENGAGEMENT DEPARTMENT, IT WAS ONE OF OUR GOALS TO CREATE AND ADMINISTER THIS SURVEY.
AND THEN WE ACTUALLY ENDED UP BRINGING IN OTHER DEPARTMENTS ALONGSIDE US TO COLLABORATE, SO EDI TEACHING AND LEARNING, STRATEGY AND ENGAGEMENT, AND STUDENT SERVICES ALL COLLABORATED ON THE QUESTIONS FOR THE FAMILY ENGAGEMENT SURVEY.
WE DID A DISTRICT WIDE ROLLOUT, AND I JUST WANTED TO ADD THAT THIS REALLY ALSO NOT ONLY IS IT IN THE STRATEGIC PLAN, BUT THIS ALSO STEMMED FROM A LOT OF CONVERSATIONS THAT THE BOARD HAS LED US WITH, MAKING SURE WE UNDERSTAND WE CAN HAVE LOTS OF IDEAS ABOUT WHAT WE THINK PARENTS WANT.
BUT REALLY, WE WANTED TO HEAR DIRECTLY FROM OUR PARENTS.
WE DON'T WANT TO INVEST A LOT OF OUR DISTRICT TIME AND RESOURCES ARE LIMITED.
AND TO DO THAT, WE NEEDED TO HEAR FROM PARENTS.
AND WE REALLY DID HAVE A PRETTY STRONG TURNOUT IN THE RESULTS.
KEEP GOING. WE ABSOLUTELY DID.
AND SO NEXT STEPS, YOU KNOW THOSE ARE THE THINGS THAT WE'RE CONSIDERING.
NOW I KNOW THAT THE BOARD WILL RECEIVE A FULL REPORT.
AND SO REALLY MAKING SURE THAT WE DON'T JUST HOLD THE INFORMATION, BUT PUT THE INFORMATION OUT THERE SO THAT WE CAN ALL START TO MAKE INFORMED DECISIONS AND BETTER DECISIONS WHEN IT COMES TO WHAT OUR FAMILIES ARE SAYING THAT THEY NEED AND WANT.
AND SO WE WANTED TO BRING YOU SOME INITIAL DATA FROM THE SURVEY.
[00:45:02]
ENGAGED WITH THE SURVEY.WHEN WE LOOK AT HOME LANGUAGE THE MAJORITY OF OUR FAMILIES WHO TOOK THE SURVEY ARE ENGLISH SPEAKERS.
OUR SPANISH SPEAKERS CAME IN AT 16.3%.
AND THEN WE WERE ALSO ABLE BECAUSE THE SURVEY WAS TRANSLATED INTO OUR TOP FIVE LANGUAGES, WE WERE ALSO ABLE TO CAPTURE THOUGHTS FROM FAMILIES URDU, PASHTO, YOU KNOW, ETC.
AND THEN YOU HAVE THE ETHNICITY AND RACE OF STUDENTS INFORMATION THERE AS WELL.
ALSO IMPORTANT TO NOTE, WE HAD 4063 PARENTS PARTICIPATE WITH THE SURVEY.
I WANTED TO PULL THAT FORWARD FOR YOU.
BUT I WANT TO HIGHLIGHT TONIGHT PREFERRED PARTICIPATION FORMATS AND VENUES.
NOTICE THAT THE MAJORITY OF OUR PARENTS INDICATED THAT THEY WANT MORE IN-PERSON, CAMPUS BASED FAMILY ENGAGEMENT EVENTS AND ACTIVITIES LEARNING.
PREFERRED CONTACT AND APPROACHES.
WE LOOK AT THIS WE WERE WE WERE SOMEWHAT SURPRISED THAT OUR PARENTS REALLY PREFER EMAIL AND TEXT MESSAGES AND PERSONAL PHONE CALLS. AND SO THAT GIVES US SOME GOOD INFORMATION ABOUT HOW PARENTS WANT THAT COMMUNITY, HOW THEY WANT TO RECEIVE COMMUNICATION.
IMPROVEMENT AND THE CATEGORY OF IMPROVEMENT.
THE SCORE IS UP THERE FOR TIMELY UPDATES ON STUDENT LEARNING AND PROGRESS IN SCHOOL.
SO PARENTS ASKING FOR TIMELY UPDATES ABOUT STUDENT PROGRESS.
INFORMATION ON HOW TO SUPPORT STUDENTS LEARNING AT HOME.
I WAS PLEASED TO SEE THAT THAT'S IN LINE WITH OUR PARENT GROWTH GOAL CAMPS, TRYING TO REALLY GET THAT INFORMATION TO PARENTS ABOUT HOW TO SUPPORT STUDENT LEARNING AND THEN FACTORS PREVENTING PARENT ENGAGEMENT.
SO THEY WOULD PARTICIPATE MORE IF THEY HAD MORE INFORMATION.
I WAS PLEASANTLY SURPRISED WITH THE AMOUNT OF COMMENTS.
PARENTS TOOK THE TIME TO ACTUALLY WRITE COMMENTS, AND WE HAD SEVERAL OPEN ENDED QUESTIONS.
AND SO WE HAVE NOT BEEN ABLE TO DISAGGREGATE ALL OF THOSE THE COMMENT DATA, BUT WE WERE ABLE TO CATEGORY TO CATEGORIZE BASED ON TRENDS THAT WE WERE SEEING WITH SOME OF THE COMMENTS.
AND WE ALSO HAD PARENTS WHO REALLY JUST WANTED TO GIVE THEIR PRINCIPALS AND ADMINISTRATORS A SHOUT OUT THEIR CAMPUSES ACCOLADES FOR A JOB WELL DONE. ALSO, I THINK IT'S IMPORTANT TO NOTE HERE THAT WITHIN THESE CATEGORIES EVEN DISREGARD HOW I LABELED THEM.
BUT WITHIN THOSE CATEGORIES THERE ARE POSITIVE COMMENTS.
AND THERE ARE ALSO AREAS OF OPPORTUNITY FOR GROWTH.
SO WE SEE BOTH TYPES OF COMMENTS WITHIN THOSE AREAS.
ONE OF THE THINGS THAT WE'VE HAD A LOT OF CONVERSATIONS AROUND IS THAT WHAT DOES FAMILY ENGAGEMENT EVEN MEAN IN RISD? WHAT WE DON'T YOU KNOW, THERE'S NOT A DEFINITION.
PRINCIPALS ARE ASKING, WELL, WHAT IS THE EXPECTATION FOR FAMILY ENGAGEMENT? WHAT DOES IT LOOK LIKE? HOW DO I DESIGN AND DEVELOP EVENTS? AND SO THERE'S NOTHING EVEN WHEN WE LOOK AT TEA, THERE'S A LOT OF INFORMATION, BUT NOT NECESSARILY A FRAMEWORK THAT SPELLS OUT LIKE THIS IS WHAT MAKES FAMILY EQUALITY AND MEANINGFUL FAMILY ENGAGEMENT.
AND SO WE STARTED STUDYING THE WORK OF KAREN MAP AND LOOKING FOR FAMILY ENGAGEMENT FRAMEWORKS FROM OTHER SCHOOL DISTRICTS, WE FOUND A FEW.
NOT MANY DISTRICTS HAVE THEM THAT WE WERE ABLE TO LOCATE.
[00:50:01]
WE DID FIND A FEW, AND WE DECIDED TO REALLY KIND OF START TO IDEATE AND DESIGN OUT OUR OWN FAMILY ENGAGEMENT FRAMEWORK BASED ON WHAT WE THINK IS IMPORTANT FOR THE RISD COMMUNITY.AND SO WE HAVE A FINISHED PRODUCT.
I THINK THAT'S IMPORTANT TO NOTE THAT THIS FRAMEWORK IS A PLANNING GUIDE.
SO, FOR EXAMPLE, IF THE MULTILINGUAL DEPARTMENT DECIDES THAT THEY WANT TO HAVE A FAMILY ENGAGEMENT EVENT, THEN THEY ARE GOING TO ACCESS THIS FAMILY ENGAGEMENT FRAMEWORK AND USE IT AS A PLANNING GUIDE TO HELP THEM DEVELOP OUT THE PROGRAMING.
WE ARE GOING TO ROLL THIS OUT TRAINING WISE WITH CENTRAL LEVEL DEPARTMENTS.
FIRST, WE'VE ALREADY TRAINED OUR STUDENT SERVICES DEPARTMENT, THAT TEAM AND OUR REFUGEE SERVICES.
THEY HAVE ALREADY USED IT TO PLAN OUT THEIR LAST FALL FESTIVAL EVENT.
AND SO IT'S AGAIN, IT'S GOING TO BE A SLOW ROLL, STARTING WITH CENTRAL LEVEL DEPARTMENTS WHO PLAN FOR FAMILY ENGAGEMENT EVENTS AND ACTIVITIES.
SO INTENDED OUTCOMES HERE WE GO BACK TO STRATEGIC PLAN 2023 GOAL 4.3 AND GO 4.4.
AND THEN THERE ARE THOSE PROGRESS MONITORING MEASURES.
YOU YOU SHOULD HAVE AN EXAMPLE OF THE FAMILY ENGAGEMENT FRAMEWORK.
SO WE THOUGHT IN QUADRANT IN YOU KNOW LIKE QUADRANT STYLE.
SO WHAT IS IT THAT WE THINK IS IMPORTANT.
SO PROGRAMING IS PURPOSE DRIVEN.
SO FOR EXAMPLE PROACTIVE AND RESPONSIVE IN THE COMMUNICATION CATEGORY ALREADY I KNOW GOING FORWARD BASED OFF OF THE FAMILY ENGAGEMENT SURVEY THAT WHEN WE MARKET, WE NEED TO INCLUDE WHAT.
SOME KIND OF SUMMARY ABOUT WHAT THE EVENT IS ABOUT.
SO BEYOND THE WHERE THE WHEN ALL OF THAT WE NEED TO INCORPORATE A SUMMARY.
SO WE HAVE ALREADY REVAMPED OUR FLIER THAT ALL OF THE CAMPUSES, ALL OF THE TITLE ONE CAMPUSES FOR THEIR PARENT GROWTH GOAL CAMPS, WE CREATED A DROP IN KIND OF TEMPLATE WHERE THEY IT'S THE SAME FOR EVERY CAMPUS.
THEY JUST PLUG IN THEIR INFORMATION.
IT'S JUST THE WHERE THE WIND, YOU KNOW, THAT SORT OF INFORMATION.
BUT BASED ON THAT FEEDBACK, THAT'S ABSOLUTELY SOMETHING THAT WE'LL CONTINUE TO ACCOMMODATE.
JUST TO HIGHLIGHT ONE OTHER AREA IN THE PROGRAMING, IT BUILDS CAPACITY.
WHAT ARE THE STUDENTS? HOW ARE THE STUDENTS GOING TO BENEFIT? HOW ARE THE FAMILIES GOING TO BENEFIT? AND THEN HOW IS THE ORGANIZATION? HOW IS YOUR CAMPUS GOING TO BENEFIT FROM THIS PARTICULAR FAMILY ENGAGEMENT EVENT? SO THAT IS THE FRAMEWORK.
AGAIN, WE'RE STARTING WITH OUR CENTRAL LEVEL DEPARTMENTS WITH USING THIS AS A TOOL TO TRAIN.
AND THEN LASTLY WE HAVE OUR ESTABLISHED PROGRAMING.
PRETTY MUCH NOTHING HAS GONE AWAY.
WE'RE STILL DOING ALL THE THINGS WITH OUR STUDENT PROGRAMS. WE STILL HAVE OUR EQUITY LIAISONS AND OUR FAMILY ENGAGEMENT SPECIALIST ON ALL OF OUR CAMPUSES.
WE STILL HAVE OUR DISTRICT COMMITTEES UP AND RUNNING.
ONE THING TO NOTE, THERE IS OUR RELIGIOUS PRACTICES ADVISORY COMMITTEE.
WE OPENED UP THE COMMITTEE FOR VOLUNTEERS THIS YEAR.
WE GOT AN OVERWHELMING RESPONSE TO THAT.
I WAS LIKE, WHAT IS THIS? AND SO WE ENDED UP DOING A LOTTERY FOR THOSE THAT WANTED TO VOLUNTEER.
THE REASON WE OPENED IT UP IS BECAUSE WE WANTED TO BALANCE THE LEARNING COMMUNITY REPRESENTATION.
AND SO NOW WE'VE BEEN ABLE TO PRETTY MUCH BALANCE THAT REPRESENTATION PER LEARNING COMMUNITY.
WE STILL HAVE OUR LEADERSHIP SUPPORT IN PLACE.
[00:55:06]
SO NOW WE'VE INCORPORATED AN EQUITY LIAISON MENTOR WHO HER SOLE JOB IS TO MAKE SURE SHE'S SUPPORTING AND TRAINING THE NEW ONES.PROFESSIONAL LEARNING IS ONGOING.
AND THEN PARENT UNIVERSITY AND KID UNIVERSITY IS ONGOING.
THIS YEAR. WE HAVE REALLY TRIED TO LISTEN AND HEAR FROM PARENTS AND WHAT THEY WANT.
SO WE STARTED IN SEPTEMBER WITH A PARENT UNIVERSITY ON WHAT DOES IT MEAN TO RESET THE LEARNING ENVIRONMENT? OUR PARENTS WERE HEARING THAT ABOUT RESETTING THE LEARNING ENVIRONMENT, ASKING, WELL, WHAT IS THAT? SO STUDENT SERVICES CAME ON BOARD AND LED THE PARENTS THROUGH WHAT THAT IS.
WE HAVE ONE COMING UP THIS MONTH ON OCTOBER 28TH, IT'S ON INSTRUCTIONAL TECHNOLOGY PLATFORMS. AND SO REALLY LOOKING AT HENRY MR. HALL'S TEAM IS COMING IN AND THEY'RE GOING TO WORKSHOP PARENTS AROUND SEESAW AND SCHOOLOGY AND HOW THEY CAN USE THOSE PLATFORMS EFFECTIVELY TO HELP THEIR STUDENTS AND TO VIEW THEIR GROWTH GOALS AND THEIR PORTFOLIOS AND ALL THE THINGS THAT ARE HOUSED THERE.
SO LOTS OF GREAT PROGRAMING COMING UP.
WE TRIED OUR HAND AT A KID UNIVERSITY THIS SUMMER.
WE DID NINE READING WORKSHOPS OUT IN THE COMMUNITY AT THREE DIFFERENT APARTMENT COMPLEXES, AND SO IT WAS SUCH A GREAT SUCCESS, SO THAT NOW WE'RE THINKING OF REBRANDING WHAT YOU ALL I ORIGINALLY WROTE OUT TO YOU AS CLUBHOUSE CORRAL.
WE'RE LOOKING AT TAKING PARENT UNIVERSITY AND KID UNIVERSITY INTO THE COMPLEXES AND HOSTING BOTH SIMULTANEOUSLY FROM NOW ON. AND SO WE HAVE SOME GREAT WE'VE HAD SOME GREAT MEETINGS WITH THE RISD FOUNDATION, WHO WE'RE LOOKING AT PARTNERING WITH TO HELP US GET SOME OF THAT WORK AROUND KID UNIVERSITY ACCOMPLISHED.
AND SO WE'RE REALLY EXCITED ABOUT THAT.
AND SO JUST A PARTING THOUGHT, WHEN STUDENTS ARE FULLY SEEN, SUPPORTED AND AFFIRMED IN THEIR UNIQUE IDENTITIES AND EXPERIENCES, THEY HAVE THE POTENTIAL TO DO GREAT THINGS. CREATING SUCH A LEARNING ENVIRONMENT ONE THAT IS JUST, EQUITABLE AND EMBRACES THE HISTORY AND EXPERIENCES OF ITS LEARNERS IS NOT ONLY GOOD FOR STUDENTS, BUT IT'S ALSO GOOD FOR OUR COMMUNITIES AND OUR SHARED FUTURE.
AND THAT ALSO SUPPORTS WHAT WE BELIEVE IN RISD, THAT EDUCATION IS AN EFFECTIVE TOOL THAT CAN PREPARE EVERY STUDENT IN RISD FOR LIFE AFTER HIGH SCHOOL, INCLUDING TEACHING OF LIFE SKILLS IN CREATING A SAFE LEARNING ENVIRONMENT THAT EMPOWERS EVERY STUDENT IN RISD TO TAKE RISKS, TO BE CREATIVE, FIND ACCEPTANCE, AND GROW.
AND SO, AS THAT PARTING THOUGHT, THAT'S WHY WE'RE HERE.
THAT'S WHY WE ARE DOING WHAT WE DO, BECAUSE THOSE ARE OUR BELIEFS AS WELL.
THANK YOU, MR. JASSO, AND THANK THE TEAM FOR ALL THE WORK THAT THEY HAVE DONE.
AGAIN, I HOPE THAT YOU HEAR THROUGHOUT THE WORK WE ARE YOU KNOW, WE ARE IMPLEMENTING THE PIECES OF THE STRATEGIC PLAN THAT WERE DEVELOPED BY COMMUNITY STAFF, STUDENTS WERE INVOLVED. OUR PARENTS WERE INVOLVED IN SITTING AT THAT TABLE.
AND THIS IS THE OUTCOME OF THAT WORK.
AND WE ARE STAYING TRUE IN THAT THAT ROLL OUT.
I HOPE YOU WILL HEAR A REAL COMMITMENT TO CONTINUE TO BE PROACTIVE AND NOT BE REACTIVE.
A LOT OF WHAT WE HEARD AND MS. RENTERÍA WAS, AND MISS HARRIS JOINED US IN SEVERAL OF THE MEETINGS WITH OUR FAITH BASED PARTNERS IN WHICH THERE WAS AN APPRECIATION FOR THE FACT THAT WE WERE WILLING TO SIT AROUND THE TABLE WHEN WE WERE HAVING THOSE CONVERSATIONS AND THAT WE WERE WILLING TO BE PROACTIVE.
WE WEREN'T GOING TO WAIT UNTIL THERE WAS AN ISSUE OR SOMETHING THAT BECAME PROBLEMATIC.
THAT'S REALLY WHAT WE ARE STRIVING FOR, IS WE WANT THEM TO HAVE STRONG ACADEMIC OUTCOMES AND BALANCE THAT WITH THAT THEY KNOW AND DO THE RIGHT THINGS. AND PART OF OUR LEARNING ENVIRONMENT RESET IS ANCHORED IN LIKE IF WE HAVE GOOD KIDS THAT ARE DOING GOOD THINGS THEN THEN WE ARE SETTING OURSELVES UP FOR SUCCESS IN ALL THE WAYS THAT, THAT WE'VE IDENTIFIED FOR OUR STUDENTS.
SO WITH THAT, WE ARE HAPPY, PRESIDENT POTEET, TO TAKE ANY QUESTIONS OR FEEDBACK FROM THE BOARD.
YEAH, I'LL OPEN IT UP TO MY FELLOW TRUSTEES.
SO COMMENTS AND QUESTIONS, I SAW A LOT OF WRITING SO I KNOW WE'VE GOT SOME.
I DON'T WANT TO THROW IT ALL OUT AT ONCE AT THE SAME TIME BECAUSE IT'LL TAKE ME FOREVER, I THINK.
[01:00:02]
SO JUST CAN I JUST GET A FEW AND THEN BOUNCE IT TO SOMEONE ELSE AND THEN COME BACK? OKAY. MAYBE.OKAY. THANK YOU FOR THE PRESENTATION AND ALL OF THE INFORMATION.
AS A PARENT IN THE DISTRICT, I FEEL LIKE IT IS INFORMATION OVERLOAD ALL THE TIME.
AND SO ONE OF MY CONCERNS IS, WELL, A LOT OF MANY CONCERNS.
I KIND OF I WROTE HERE, I WANT YOU GUYS TO WALK US THROUGH WHAT PARENTS EXPERIENCE FOR THE PARENT GROWTH GOAL CAMPS, LIKE, CAN YOU WALK US THROUGH THAT? BECAUSE I KNOW, LIKE, EVERYONE HERE DOESN'T HAVE KIDS STILL IN THE DISTRICT, AND WHAT DOES THAT REALLY LOOK LIKE? WHAT I WOULD SAY FOR THAT IS THE BEST THING TO DO IS TO ACTUALLY ATTEND ONE OF THE GROWTH GOAL CAMPS.
AND SO WE'RE HAPPY TO SEND YOU THAT LIST OF THAT SCHEDULE TO ATTEND IT.
I MEAN, REALLY THE PURPOSE OF THE GROWTH GOAL CAMP IS AN OPPORTUNITY FOR STAFF TO SIT WITH PARENTS AND SAY, AS A PARENT, FIRST AND FOREMOST, HERE'S WHAT THE GRADUATE PROFILE IS, HERE'S WHAT MAP IS.
HERE ARE THE GOALS THAT YOUR STUDENT IS GOING TO SET WITH THEIR TEACHER.
HERE'S THE PROCESS THAT THEY'RE GOING TO USE TO SET THOSE GOALS.
HERE'S PARENT HOW YOU CAN ACCESS THOSE GOALS.
AND THEN MOST IMPORTANTLY, HOW DO YOU AT HOME HELP SUPPORT YOUR STUDENT IN REACHING THOSE GOALS? WHAT QUESTIONS DO YOU ASK? WHAT RESOURCES DO YOU HAVE AVAILABLE SO THAT THAT STUDENT CAN REACH THAT GOAL.
HOW DO YOU CHECK WHETHER IT'S GRADES OR IF IT IS IF THEY'RE WORKING ON THEIR IXL, FOR EXAMPLE, THE IXL TRACKING SHEET? HOW DO I TRACK THAT AND HOW DO I KNOW HOW TO HAVE QUESTIONS WITH MY CHILD AT HOME WITH WITH THOSE QUESTIONS? SO IT'S A IT'S AN INCREDIBLE EXPERIENCE TO GO THROUGH FROM BEGINNING TO END.
WHEN IS THE SEESAW SCHOOLOGY TRAINING OCCURRING OR? SO I MENTIONED THIS LAST WEEK AT THE BOARD MEETING.
THE TECHNOLOGY TEAM HAS DONE A THREE PART SERIES THAT STARTED BEFORE SCHOOL STARTED.
AND THEY HAVE BEEN TRAINING OUR STAFF.
BASICALLY, IT'S A JUST IN TIME TRAINING.
SO AS TEACHERS HAVE THEY HIT DIFFERENT PIECES OF THEIR CURRICULUM OR ONCE THEY KNOW CERTAIN LEVELS OF THE TOOL, THEN WE COME AND WE PROVIDE THAT NEXT LAYER. SO WHEN THEY'RE READY, YOU CAN'T DO IT IN ONE THREE HOUR SITTING.
YOU HAVE TO DO IT ALONG THE WAY.
HERE ARE THE LOOK FORS FOR THE PORTFOLIO.
THEN IN ADDITION TO THAT, WE ARE PROVIDING DOWN TO THE TEACHER LEVEL.
THEN THAT'S WHEN OUR ITEAM, THE INSTRUCTIONAL TECHNOLOGY TEAM, THEY COME IN, THEY PROVIDE RIGHT TO THE TEACHER IN THE CLASSROOM AND HELP SIT KNEE TO KNEE WITH THEM AND HELP THEM SET UP THOSE TOOLS.
SO OUR GROWTH GOALS ARE EXPECTED TO BE ALL IN SCHOOLOGY AND SEESAW IN JANUARY.
AND AT THAT POINT, THAT IS WHEN OUR CAMPUSES ACROSS THE BOARD, WHETHER THEY'RE TITLE OR NON-TITLE, WILL BE SENDING OUT THE SPECIFIC INFORMATION TO PARENTS TO HELP PARENTS KNOW, AGAIN, THIS IS HOW YOU ACCESS THEM.
SO WE'RE TRYING TO REALLY DO THIS IN TIME, SLOW, YOU KNOW, SLOWLY WHEN THEY'RE READY.
AND THAT'S WHY JANUARY IS WHEN THEY SET AND HAVE TO HAVE THEIR GROWTH GOALS IN SCHOOLOGY OR SEESAW.
MONDAY, THIS COMING MONDAY IS A PARENT UNIVERSITY WHERE MR. HALL'S TEAM IS GOING TO GET ONLINE AND GIVE PARENTS JUST SOME HIGH LEVEL POINTS ON WHAT WHAT IS IT THAT YOU'RE LOOKING FOR WHEN YOU ACCESS THE SEESAW PLATFORM? WHAT IS IT THAT YOU SHOULD LOOK FOR WHEN YOU GET INTO SCHOOLOGY? WHAT ARE YOU LOOKING FOR? HOW DO YOU ACCESS PORTFOLIO INFORMATION, ETC.? AND SO THEY'RE GOING TO DO THAT PRESENTATION.
IT'S VIRTUAL AND THAT'S ON MONDAY.
HOW DO WE MAKE SURE OUR PARENTS KNOW ABOUT THIS? SO IT'S BEEN IN THE RISD COMMUNITY NEWS ABOUT TWO WEEKS NOW.
IT'S BEEN ADVERTISED THERE AND PARENTS ARE REGISTERING.
SO SOME PRINCIPALS ARE ADVERTISING IT OUTWARD VIA THEIR PARENT S'MORES IN THE NEWSLETTER.
[01:05:01]
LESSONS WITH.HOW DO WE CHOOSE WHO WE'RE PARTNERING WITH, LIKE WITH AFFILIATE LIKE RELIGIOUS AFFILIATIONS OR.
RIGHT, THIS IS ONE PARTNERSHIP.
BUT HOW ARE WE MAKING OTHER PARTNERSHIPS WITH OTHER ORGANIZATIONS THAT ARE HELPING WITH THE DESIGN OF? SO WE ARE NOT ACTIVELY PARTNERING WITH ANY OTHER ORGANIZATION FOR THIS PARTICULAR UPSTANDER PARTNERSHIP? IT'S JUST WITH THE DALLAS HOLOCAUST AND HUMAN RIGHTS MUSEUM.
AND SO AGAIN, WE SELECTED TO OR OPTED TO GO WITH THIS PARTNERSHIP BECAUSE THE UPSTANDER PARTNERSHIP WE CURRENTLY KNOW THAT IT'S IN HURST, EULESS, BEDFORD, THEY'RE USING IT.
DALLAS ISD IS USING IT, COPPELL IS USING IT.
THEY ALSO HAVE LONG STANDING PARTNERSHIPS WITH OTHER DISTRICTS LIKE MESQUITE AND GARLAND IRVING.
AND SO BUT ALSO BECAUSE EVERYTHING THAT THEY DO IS TEKS ALIGNED.
AND SO IT'S REALLY HARD TO FIND VENDORS, CONTRACTORS WHO DO THIS PARTICULAR TYPE OF WORK WHERE ONE, THEIR EDUCATORS ARE CERTIFIED TEACHERS, THEY ALL HAVE COME WITH CLASSROOM EXPERIENCE, BUT THEN ALSO THAT THEY ARE ON THE FOREFRONT OF MAKING SURE THAT THEY PULL IN EVERYTHING TO BE TEKS ALIGNED, SO THAT WE'RE MAKING SURE THAT WE ARE ALIGNING EVERYTHING THAT WE ROLL OUT WITH THE TEXAS TEKS.
OTHER TRUSTEES, IF NOBODY ELSE HAS QUESTIONS, COME RIGHT BACK TO YOU.
SO BE READY. SO ANY OTHER QUESTIONS OR COMMENTS ON THE PRESENTATION? YES. MR. EAGER.
YEAH. AGAIN, THANKS FOR THE PRESENTATION.
IT'S VERY THOROUGH AND IN-DEPTH.
EVERY EVERY TIME WE GO INTO PLANNING, IT'S ALWAYS A TOPIC.
SO THE PUTTING TOGETHER A FRAMEWORK.
AND I'LL JUST ADD IN TERMS OF PARENT ENGAGEMENT.
AND I WOULD LOVE TO SAY THAT WE'RE GOING TO HAVE THE MAGIC SOLUTION IN WHICH A YEAR FROM NOW OR TWO YEARS FROM NOW, WE COULD DO THE SAME SURVEY AND WE WOULD HAVE 100% STRONGLY AGREE THAT WE ARE KNOCKING IT OUT OF THE PARK WITH PARENT ENGAGEMENT.
AND I AM AN OPTIMIST AT HEART, BUT I HAVE YET TO KNOW OF A OF A FRAMEWORK OR A PLAN THAT FULLY ADDRESSES THAT. AND I THINK YOU SAW FROM OUR PARENTS.
EVERY PARENT HAS A DIFFERENT IDEA OF WHAT'S MEANINGFUL FOR THEM.
EVERY PARENT HAS A DIFFERENT ENTRY POINT.
EVERY PARENT HAS A DIFFERENT BANDWIDTH OF WHICH THEY HAVE THE CAPACITY IN THAT MOMENT TO ACCESS WHATEVER SUPPORT OR WHATEVER LEARNING. AND SO WHAT WHAT I HOPE THAT YOU HEAR FROM US IS JUST THIS COMMITMENT OF WE'RE GOING TO PROVIDE A BREADTH OF OPPORTUNITIES, WE'RE GOING TO PROVIDE WE'RE GOING TO ENSURE THAT IT'S ONGOING SO THAT IT'S NOT ONE AND DONE.
THIS PARENT UNIVERSITY THAT WE'RE DOING WITH SCHOOLOGY AND SEESAW, THAT'S NOT GOING TO BE THE ONLY TIME THAT OUR PARENTS HAVE AN OPPORTUNITY TO LEARN HOW TO USE THAT TOOL AND HOW TO TO ACCESS AND SUPPORT THEIR STUDENTS AT HOME IN THAT LEARNING.
IT HAS TO BE. YOU MENTIONED SOME PARENTS WANT IT VIRTUAL, SOME PARENTS WANT IT IN PERSON.
SO MAKING SURE THAT WE VARY THE WAY IN WHICH IT'S DELIVERED.
BUT EVEN AT THAT, WE HAVE TO BE MINDFUL THAT EVERY PARENT IS IN A DIFFERENT PLACE WHEN THEY'RE READY TO SAY, I'M READY TO LEARN FOR THAT, AND SO WE HAVE TO BE REALISTIC.
THAT DOESN'T MEAN WE HAVE TO CONSTANTLY BE WILLING TO GET BETTER.
BUT WE HAVE TO, YOU KNOW, YOU ALL HAVE HAVE HEARD FROM ME THERE THERE WAS A TIME IN, YOU KNOW, MY PERSONAL FAMILY WHEN WE WERE GOING THROUGH YOU KNOW, A VERY PERSONAL SITUATION IN WHICH FOR THAT YEAR, MY HUSBAND AND I WERE NOT IN A PLACE WHERE WE COULD LEARN ANYTHING ABOUT SCHOOL.
LIKE, WE JUST WERE NOT IN THAT THAT THAT MINDSET.
WE WERE JUST TRYING TO SURVIVE AND GET THROUGH.
AND SO WE, I JUST I THINK IT'S A, IT'S A PUZZLE THAT WE ARE GOING TO BE CONSTANTLY LOOKING FOR, HOW DO WE HOW DO WE FIND THAT MISSING PIECE? SO THAT, THAT WE CAN CONTINUE TO ENGAGE PARENTS WHEN THEY'RE READY IN A WAY THAT IS MOST MEANINGFUL AND THAT THEY WALK OUT BETTER THAN WHEN THEY CAME IN.
[01:10:08]
MRS. BRANUM, IF I COULD, YOU KNOW, A KEY THING FOR THE BOARD TO UNDERSTAND IS, AS THE DEPARTMENT AND ANGIE SPECIFICALLY AND ACTUALLY DR.HELLER AND HER TEAM, WHEN WE STARTED LOOKING AT DEVELOPING A FRAMEWORK AND THEY DID EXTENSIVE STUDIES, WHO HAS THE FRAMEWORK? CAN WE BORROW IDEAS AND THOSE KIND OF THINGS? WHILE THERE WAS A HANDFUL OF DISTRICTS ACROSS THE COUNTRY THAT HAD FRAMEWORKS, THERE WERE FEW AND FAR BETWEEN.
AND SO BOTH DEPARTMENTS, COMMUNITY ENGAGEMENT AND FAMILY ENGAGEMENT, WENT THROUGH A YEAR LONG PROFESSIONAL LEARNING SERIES TO INCREASE THEIR CAPACITY TO DEVELOP A FRAMEWORK SPECIFIC TO US.
SO I THINK THAT'S IMPORTANT FOR EVERYONE TO KNOW.
AND WHAT WE LEARNED DURING THAT.
THERE ISN'T A SILVER BULLET TOO SUPERINTENDENT BRANUM.
I MEAN, WE WOULD GET OFF EVERY MONTHLY CALL.
AND EVERYBODY IS LOOKING FOR EVERYONE, EVERYONE ELSE'S BEST PRACTICES.
IN THOSE STUDIES, WERE YOU ABLE TO FIND THE PERFECT CALENDAR? TOO SOON MR. EAGER. BUT I DO THINK I DO JUST WANT TO MIMIC WHAT SUPERINTENDENT BRANUM SAID IS THAT THIS IS OUR BEST FIRST EFFORT RIGHT INTO TRYING TO LEVEL, SET AND ALIGN WHAT WE'RE DOING AND GIVE OUR STAFF A SOMETHING TO START WITH.
LIKE, WHAT IS IT THAT WE REALLY WANT, YOU KNOW, AND HOW CAN PARENTS BENEFIT? BUT ONE OF THE THINGS THAT WAS INTERESTING WHEN WE WERE SHOPPING THE FRAMEWORK AROUND TO DIFFERENT GROUPS EVEN THE FACT THAT STAFF, LIKE, WE NEVER THINK ABOUT HOW DO WE BENEFIT AS AN ORGANIZATION.
WE WOULD HAVE THEM WRITE, YOU KNOW, WHAT IS THE STUDENT OUTCOME THEY COULD DO THAT.
WHAT DO WE HOPE THE FAMILY OUTCOME IS GOING TO BE? BUT WHEN IT CAME TO WHAT IS THE ORGANIZATION OUTCOME, WHAT DO WE HOPE TO GAIN FROM THIS? BECAUSE THAT'S WHAT WE'RE TALKING ABOUT.
IT'S A RECIPROCAL RELATIONSHIP.
THAT WAS THE HARDEST THING BECAUSE WE JUST DON'T THINK, YOU KNOW, THAT WAY ABOUT HOW CAN WE BENEFIT FROM PROVIDING THESE QUALITY, MEANINGFUL FAMILY ENGAGEMENT. BUT WE SHOULD, RIGHT? EVERYONE SHOULD WALK AWAY WITH SOME VALUE ADD.
AND SO BUT THIS IS OUR BEST, YOU KNOW, FIRST SHOT AT TRYING TO REALLY BUILD UP OUR FAMILY ENGAGEMENT PROGRAM. OTHER COMMENTS OR QUESTIONS? YES MISS PACHECO.
THANK YOU SO MUCH FOR THAT PRESENTATION.
JUST TO PIGGYBACK ON THE FAMILY ENGAGEMENT FRAMEWORK, DO YOU KNOW IF THE RESULT OF THE FEW OTHER DISTRICTS THAT HAVE DONE SOMETHING SIMILAR IF THEIR FAMILY ENGAGEMENT INCREASED IN ANY WAY? SO WE ONE OF THE FRAMEWORKS THAT WE REALLY WE ALL KIND OF AGREED THAT WE LIKED THE MOST CAME OUT OF SEATTLE PUBLIC SCHOOLS.
AND SO THAT PARTICULAR FAMILY ENGAGEMENT, LET'S SAY EXECUTIVE DIRECTOR, SHE WAS ALSO IN THE COHORT.
AND SO I DID HAVE AN OPPORTUNITY TO MEET WITH HER, AND THEY HAVE SEEN PROGRESS, BUT THEY'VE ALSO THEY'VE STARTED TO REDESIGN BECAUSE NOW THEY'RE KIND OF LIGHT YEARS AHEAD OF US IN THE WORK, BUT THEY'RE ALSO NOW BRINGING IN LIKE THEIR TIERED INTERVENTION AND TO THEIR FAMILY ENGAGEMENT FRAMEWORKS MULTI-TIERED LEVELS OF SUPPORT, YOU KNOW, SO MTSS SO THEY'RE NOW AT THAT POINT WHERE WE FEEL LIKE WE HAVE A GOOD WORKING FRAMEWORK.
SO NOW WHAT IS THE NEXT LEVEL OF THAT? WHAT DOES THAT LOOK LIKE? AND SO THAT'S WHERE THEY ARE CURRENTLY.
OKAY. THAT'S GREAT. THAT'S INTERESTING YOU MENTIONED THE SEATTLE MEMBERS.
THEY REALLY DO WITH THE THINGS THAT THEY'RE DOING.
SO HOPEFULLY THAT BRINGS IT HERE.
BUT I REALLY THINK THIS IS GREAT FOR THE FAMILY ENGAGEMENT FRAMEWORK.
AND I THINK THIS IS GOING TO SUPPORT SOME OF THAT.
I LIKE THAT IT FOCUSES ON STUDENT OUTCOMES.
I AM ESPECIALLY JUST ENAMORED BY THESE THREE BULLETS THAT YOU HAVE HERE ON THAT SLIDE.
IT'S TRUE. RIGHT? WE HAVE STUDENT OUTCOMES THEY'RE ACADEMIC, BUT WE ALSO HAVE TO FEED THE SOUL AND, YOU KNOW, TO GROW THE MIND.
[01:15:05]
AND YEAH, YOU'RE RIGHT, PREPARING THEM FOR LIFE AND GIVING THEM THE CAPABILITY, RIGHT, AND THE CONFIDENCE TO LEARN AND RISE FOR THOSE EXPECTATIONS THAT THEY HAVE FOR THEMSELVES AND THE EXPECTATIONS THAT WE HAVE FOR THEM.LET'S SEE, WHAT ELSE DO I HAVE? I THINK THE UPSTANDER PROGRAM I KNOW YOU ALL HAVE BEEN WORKING FOR FOR SO LONG, FOR A WHOLE YEAR PREPARING AND SETTING ALL THIS UP AND MEETING WITH EVERYBODY AND HAVING MEETINGS WITH OTHER OTHERS AND EVERYWHERE.
I LOVE THAT YOU ALL, YOU KNOW, MANAGED ALL OF THIS IN A YEAR AND PREPARED SUCH GREAT GOALS AND FRAMEWORKS AND EVERYTHING WITH THE UPSTANDER AND KNOWING, I THINK PARENTS WILL FEEL SO COMFORTABLE KNOWING THAT THIS IS ALIGNED WITH TEKS AND THE TEACHERS WILL FEEL COMFORTABLE TEACHING THESE THINGS ONCE THEY'RE LIKE, YOU KNOW, FULLY TRAINED, AND THEY KNOW THAT THEY'RE PULLING ALL OF THIS OUT FROM JUST THE SAME FRAMEWORK THAT THEY'RE USED TO UTILIZING.
SO I THINK THAT'S A WONDERFUL THING THAT YOU GUYS ARE DOING.
I WRITE MY NOTES ALL OVER THE PLACE.
PARENT PARTICIPATION I WROTE DOWN FOR 1,063.
SO I THINK WE'RE GOING TO SEE A GOOD NUMBER INCREASE ON THAT.
I ALSO LIKE THAT YOU GUYS MENTIONED THE REFUGEE NUMBER OF STUDENTS THAT WE CURRENTLY HAVE.
THAT IS A REALLY LARGE NUMBER AND THAT IS A VERY DIVERSE COMMUNITY WITHIN THIS GROUP.
TRAINING CAMPS FOR PARENTS AND, AND, YOU KNOW, WITH THE CAMPUSES.
I'M SO HAPPY TO HEAR THAT YOU GUYS ARE, YOU KNOW, IMPLEMENTING IT IN OTHER CAMPUSES.
AND EVERY TIME I SEE ONE, I TRY TO SHARE IT.
AND SOMETIMES I PUT A LITTLE SNIP OF WHAT IT IS.
BUT, YOU KNOW, THE WHOLE FLIER PRETTY MUCH TELLS ME WHAT IT'S ABOUT.
SO MAYBE I JUST NEED TO DO THE SUMMARY.
I WILL TAKE THAT AND THINK OF A SUMMARY TO TO PROVIDE WHEN I SHARE THESE THINGS.
THE LAST THING I HAVE IS JUST A QUESTION YOU KNOW, ON THE COMMUNITY.
WHAT IS THIS THE TECHNOLOGY LESSON THAT MR. HALL'S GOING TO BE GIVING FOR? WHAT IS IT SEESAW AND SCHOOLOGY.
IS IT GOING TO BE RECORDED, OR ARE YOU GUYS REALLY GOING TO GIVE DIFFERENT VIRTUAL OR DIFFERENT TYPES OF PARENT OPPORTUNITIES OF LEARNING IN DIFFERENT FORMATS THROUGHOUT THE YEAR? SO WE DO RECORD OUR PARENT UNIVERSITIES.
THEY ARE VIRTUAL, WE DO RECORD.
OKAY, GREAT. THANK YOU SO MUCH FOR EVERYTHING.
IT WAS A WONDERFUL PRESENTATION.
SO THANKS TO MR. HALL'S TEAM, THEY'VE ALSO CREATED VIDEOS AS WELL, THAT PARENTS CAN ACCESS.
AND THOSE ARE GOING TO BE AT THE PARENT GROWTH GO CAMPS AS WELL.
SO THEY WILL START OUT AT A GENERAL SESSION.
SUPERINTENDENT, BRANUM, HAS RECORDED A VIDEO THAT EVERY CAMPUS WILL SHOW TO BEGIN THEIR CAMPS.
AND IT'S JUST WHY THE WHY BEHIND GROWTH GOALS AND WHAT WE'RE TRYING TO ACCOMPLISH AS A DISTRICT.
AND THEN THEY WILL HAVE STATIONS THAT THE PARENTS CAN GO THROUGH.
AND SO THERE WILL BE A SEESAW STATION.
THERE'S A SCHOOLOGY STATION WHERE THOSE VIDEOS THAT THE IT TEAM HAS CREATED, THOSE WILL BE THE VIDEOS THAT WILL BE PLAYING THAT PARENTS CAN ENGAGE WITH BEFORE THEY GET TO LIKE THEIR CAMP BREAKOUT SESSIONS.
I MEAN, I WANT TO GO VISIT, I DON'T KNOW, WILL IT BE WEIRD? I DON'T ACTUALLY HAVE A KID ATTACHED TO ME.
I HOPE THAT WE HAVE MORE PARENTS SHOW UP BECAUSE THEY KNOW THAT THEY'RE GOING TO HAVE THAT.
RIGHT. AND YOU KNOW, WHY WAS IT IMPORTANT TO ME IS BECAUSE THEY DESERVE IT.
[01:20:02]
AND THEY HAVE THAT GROWTH AND JUST CONTINUE TO SUCCEED OVER THEIR ENTIRE LIFE.I'M SORRY. SHE DID HAVE HER HAND UP WHEN [INAUDIBLE].
THANKS. I HAVE I JUST HAVE A COUPLE OF THINGS.
ONE, I JUST WANT TO SAY I LOVE THE FACT THAT YOU GUYS ARE LOOKING AT, LIKE, ORGANIZATIONAL OUTCOMES TOO, LIKE, WHAT GROWTH DO WE GET AT? LIKE, YOU KNOW WHAT I MEAN? YOU PUT ALL THAT INVESTMENT IN, YOU WANT TO BE SURE THAT THE ORGANIZATION IS GETTING SOMETHING OUT OF IT.
AND THE STUDENT FEELS THAT WHEN WE'RE IN CONFLICT, I KNOW THAT'S VERY DIFFICULT TOO.
ALTHOUGH THAT CAN BE INEVITABLE IN SOME CASES.
I ALSO REALLY DO LIKE I SAID THIS LAST TIME, BUT I DO WANT TO REITERATE THAT THAT THERE ARE TIMES WHEN THERE IS A NEED FOR A SYSTEM, FOR AN ENTIRE DISTRICT, AND THERE'S TIMES THAT SCHOOLS NEED TO BE ABLE TO SELECT THE STRATEGIES THAT WORK FOR THEIR STUDENTS.
SO I THINK THAT'S A REALLY GOOD APPROACH.
I CERTAINLY APPRECIATE YOU GUYS CONTINUING TO DO THAT.
BECAUSE I DO THINK IT'S IMPORTANT, CONTEXT MATTERS.
YOU KNOW, CONTEXT MATTERS, NEED MATTERS.
RIGHT. AND IT'S NOT THE SAME EVERYWHERE.
AND WE WANT THE BEST BANG FOR OUR BUCK.
AND SO HAVING THE RESOURCES AND HAVING THE ABILITY TO SELECT I THINK IS IMPORTANT.
ALSO TOO THE FACT THAT YOU GUYS SOLICIT THAT PARENT INPUT I THINK IS GREAT.
AND I DON'T MEAN JUST IN THIS PRESENTATION, BUT ANY BUT I HOPE THE MORE THEY HEAR THAT AND THEY SEE THAT AND THAT YOU GUYS LIFT IT UP LIKE YOU DID HERE THAT THEY'LL REALLY BE ABLE TO TO SEE THAT IT MATTERS AND WE'LL CONTINUE TO SEE PARTICIPATION GO UP ON THOSE SURVEYS BECAUSE SEEING THAT IT IS DRIVING DECISIONS MAKES A DIFFERENCE, I THINK.
SO I HOPE THAT WE CONTINUE THAT ONE THING I DID AND I'M REALLY ADDRESSING THIS, I THINK TO YOU, MISS BRANUM, AS I'M LISTENING TO THIS AND I JUST CONSIDERATION THAT, I ALWAYS THINK ABOUT WHETHER WE AS A BOARD NEED TO ALLOCATE RESOURCES AND HELP THAT OR WHETHER IT'S JUST CONSIDERATIONS WE WANT TO THINK OF.
THEY'RE LEARNING THE NEW PLATFORMS. THEN THEY'RE GOING TO BE TEACHING THIS NEW CONTENT OVER TIME.
AND I'M NOT SURE ALSO TOO, YOU KNOW, CURRICULUM DECISIONS, THINGS LIKE THAT.
AND IN THAT, WHEN WE BRING IN NEW PROGRAMS THAT WE THINK ABOUT, DO WE SELECTIVELY NEED TO TAKE ANYTHING OUT SO THAT WE DON'T OVERLOAD, OR DO WE NEED TO ALLOCATE RESOURCES TO PROVIDE ADDITIONAL PLANNING TIME? WHATEVER IT IS, I GUESS FROM OUR PERSPECTIVE OF A BOARD THAT YOU GUYS HAVE WHAT YOU NEED TO ENSURE THAT IT'S MANAGEABLE BECAUSE IT'S PART OF RETENTION.
AND HAVING OUR EXPERIENCED TEACHERS AND OTHERS STAY HERE BECAUSE THEY DON'T FEEL OVERWHELMED AND BECAUSE WHAT THEY'RE DOING IS MEANINGFUL AND WE'RE PUTTING THINGS IN, BUT ALSO TAKING THINGS OFF, I THINK IS IMPORTANT.
AND ACTUALLY, MISS LEE WILL TELL YOU THAT ONE OF THE CRITICAL CONVERSATIONS THAT WE RECENTLY HAD WAS, I THINK, I THINK A HOPE AND A DREAM OF HER AND HER TEAM WOULD BE THAT THESE LESSONS WOULD HAVE STARTED ALREADY AND THAT WE WOULD HAVE ALREADY AGAIN, YOU KNOW, WE SPENT A YEAR DESIGNING THEM AND THAT WE WOULD HAVE ALREADY BEEN IN IMPLEMENTATION.
BUT AS YOU HEARD LAST WEEK IN OUR MAP PRESENTATION WE ARE, YOU KNOW, OUR DATA DRIVEN INSTRUCTION WORK, THE WORK THAT WE'RE DOING WITH EMERGENT TREE TO ENSURE THAT WE HAVE A, YOU KNOW, OUR CLASSROOM CULTURE AND ROUTINES AND THE BUILDING ROUTINES ARE IN PLACE.
AND THEN OUR STUDENT GROWTH GOALS THAT WE KNOW THAT IN AND OF ITSELF IS A HEAVY LIFT.
AND SO ONE OF THE CRUCIAL CONVERSATIONS WE HAD IS WE'RE GOING TO HAVE TO SLOW DOWN.
WHILE IN THEORY, WE ALL FEEL IT'S, YOU KNOW, WE ALL FEEL THE IMPERATIVE OF WE KNOW THAT THESE ARE REALLY GREAT AND WE KNOW THAT OUR STUDENTS ARE GOING TO BENEFIT AS A RESULT OF HAVING THESE EXPERIENCES.
AND SO THAT'S WHERE WE ARE SLOWING DOWN.
THAT'S WHY WE ARE WE HAVE SOME CAMPUSES THAT HAVE BEEN VERY, VERY INVOLVED.
AND WE HAVE PRINCIPALS AND THOSE TEACHERS WHO ARE SAYING, I WANT TO HELP PILOT THAT.
SO, FOR EXAMPLE, SOME OF THE SECONDARY, IF I WAS A TEXAS HISTORY TEACHER, THE TEKS AND THE LESSONS THAT ARE EMBEDDED IN TEXAS HISTORY, IT'S A LESSON I'M GOING TO ALREADY TEACH. IT IS JUST AN OPPORTUNITY TO EMBED THAT THAT LENS WHEN WE'RE TALKING ABOUT, FOR EXAMPLE, A TEXAS HERO.
[01:25:05]
IT'S AN OPPORTUNITY FOR ME TO EMBED THAT LENS.AND THIS JUST GIVES ME A DIFFERENT WAY TO THINK ABOUT TEACHING IT.
I THINK THERE ARE LIMITED NUMBER OF MINUTES IN THE DAY.
AND WHILE I'M ALL ABOUT LISTEN, I'M ALL ABOUT TEACHING TO BE GOOD HUMANS, RIGHT? LIKE, I MEAN, I HAVE THREE. I NEED TO BE GOOD HUMANS, FOR SURE.
AND ALL OF THESE PEOPLE THAT THEY ENCOUNTER IN A BUILDING INFLUENCE THAT.
AND IT DOESN'T ALWAYS HAVE TO BE THE TEACHERS.
JUST BECAUSE THAT'S THE EASIEST PLACE TO SCALE IS IN THE CLASSROOM.
AND SO I ALWAYS JUST TRY TO BE, YOU KNOW, MINDFUL OF THAT.
IF THAT REQUIRES THAT WE HAVE TO ALLOCATE FUNDS FOR EXTRA PLANNING TIME, IF THAT'S BECAUSE YOU COME TO US AND SAY, HEY, WE NEED WE NEED SUBSTITUTES, OR WE NEED OTHER THINGS IN ORDER TO MAKE THAT HAPPEN.
I WANT TO BE SURE THEN WE'RE PREPARED TO DO THAT BECAUSE IT'S A BIG THESE ARE THEY'RE ALL BIG LIFTS.
THEY'RE GOOD. WE WANT STUDENT OUTCOMES, THESE GROWTH GOALS, ALL OF THAT.
THE BIG LIFT THE PLATFORMS. BUT THEY DO TO YOUR POINT TAKE TIME.
AND I DON'T WANT ANY OF THESE THINGS TO COME AT THE COST OF OUR TEACHER RETENTION.
AND SO WE DON'T WANT TO THEN PUT THAT AT RISK BECAUSE WE ARE ASKING THEM TO DO TOO MUCH.
SO ABSOLUTELY WE ARE WE ARE ALIGNED.
AND I ASSURE YOU WE ARE MONITORING THAT CLOSELY.
AND SO AS BUILDINGS, IF THEY NEED, YOU KNOW, THEY NEED AN EXTENDED PLANNING PERIOD FOR FIRST GRADE YOU KNOW, THEIR SIXTH GRADE TEACHERS ARE WORKING ON SOMETHING AND THEY NEED THEY CAN REQUEST THOSE FUNDS FROM ME, AND I FUND THAT.
THANK YOU. CAN I JUST ADD THIS PIECE TO THAT THAT WAS A CONSIDERATION ON THE FRONT END.
REMEMBER I TALKED ABOUT THOSE FOCUS GROUPS WITH ELEMENTARY PRINCIPALS AND TEAMS AND SECONDARY.
AND SO FOR THAT VERY REASON, THAT'S WHY THE WAY THE RESOURCES HAVE BEEN DEVELOPED, THEY WERE DEVELOPED ALONGSIDE THOSE CURRICULUM WRITERS USING OUR SCOPE AND SEQUENCES FOR LIKE, FOR EXAMPLE, NINTH GRADE WORLD GEOGRAPHY AND AP HUMAN GEOGRAPHY, SO THAT IT'S NOT SEEN AS JUST SOMETHING ELSE.
BUT THIS IS WITHIN THEIR WITH THEIR GRADE LEVEL PLANNING TEAMS, THEY CAN GET INTO THAT PORTAL AND PULL DOWN THOSE THAT FIT RIGHT INTO WHAT THEY'RE ALREADY TEACHING, SO THAT IT JUST CAN NATURALLY IT JUST FUZES IN WITH THEIR CURRICULUM.
YEAH I TOTALLY DON'T DISAGREE WITH THAT.
AND I THINK THE FIRST TIME YOU'RE DOING IT, IT JUST ALWAYS TAKES EXTRA TIME.
I MEAN, IT JUST IS RIGHT, LIKE IT JUST DOES AND OVER TIME IT BECOMES EASIER.
AND SO THAT'S KIND OF WHERE I WAS LIKE LIKE, I KNOW THAT LIKE ESPECIALLY IN IMPLEMENTATION, IF YOU GET IF THERE'S EXTRA THINGS THAT THAT YOU ALL NEED IN ORDER FOR THAT TIME TO BE THERE, THAT IT'S INCUMBENT UPON US AS A BOARD TO HELP WITH THAT.
THANK YOU, MRS. RENTERIA. I KNOW, ANGIE, I KNOW. YEAH.
I JUST WANT TO SAY THAT I MEAN TO WORK WITH HEART AND SOUL.
I MEAN, THAT'S DEFINITELY YOU AND YOUR DEPARTMENT, ANGIE.
SO, YOU KNOW, THANK YOU FOR THIS GREAT PRESENTATION AND THIS UPDATE.
SO I KNOW THE WORK THAT THE DEPARTMENT DOES THAT THE COMMUNITY HAS CONTRIBUTED.
AND SO YOU KNOW, I'M JUST SO GRATEFUL TO YOU.
I DID HAVE A COUPLE QUESTIONS.
I WANTED TO KNOW IF YOU COULD ELABORATE ON PROJECT WISDOM.
CAN YOU TELL ME WHAT THAT IS? I WASN'T QUITE SURE. WHAT HOW WHAT ALL THAT ENTAILED.
IT IS THE CURRENT CHARACTER EDUCATION PROGRAM AT THE ELEMENTARY LEVEL.
AND SO THAT IS WHAT IT COMES OUT IN THE FORM OF DAILY ANNOUNCEMENTS.
AND SO, YOU KNOW LIKE DEMARCUS GOREE AT FOREST LANE ACADEMY, EVERY DAY THERE'S A PROJECT WISDOM ANNOUNCEMENT THAT HE INCORPORATES INTO THOSE MORNING ANNOUNCEMENTS.
OKAY. BECAUSE THE WORD PROJECT THREW ME OFF A LITTLE BIT.
[01:30:01]
I WAS LIKE, IS THAT SOMETHING THEY DO? IS THAT SOMETHING THAT. SO IT'S AN ANNOUNCEMENT YOU DID MENTION IT'S AN ANNOUNCEMENT.AND I KNOW THAT YOU SAID WAS THERE TWO DIFFERENT OH, THAT'S JUST ON THE ELEMENTARY.
CORRECT. SO THAT'S SOMETHING THAT'S ONLY DONE ON THE, ON THE PRIMARY.
OKAY. AND THEN YOU MENTIONED I THINK IT WAS WAS IT A PUSH IN LIKE PUSH IN FIELD TRIPS? WHAT DOES THAT MEAN PUSH IN? PUSH IN WHERE THE STUDENTS ARE NOT ACTUALLY GOING ANYWHERE.
BUT THE MUSEUM EDUCATORS ARE COMING TO THEM.
SO THEY'RE GOING TO PUSH IN TO THE CAMPUSES TO DELIVER THAT CONTENT.
I THINK THAT'S ALSO WONDERFUL.
THANK YOU. I THINK LET ME SEE HERE.
I ALSO I HAD I JUST MADE A LITTLE NOTE ABOUT THE RESPONSES.
IT'S GREAT ON THE SURVEYS, ALL THE DIFFERENT RESPONSES WE GOT.
I THINK IT'S WONDERFUL THAT WE'RE GETTING THAT INPUT.
YOU KNOW, WE'RE GETTING THAT FEEDBACK.
I DID HAVE AN WHEN YOU MENTIONED AND YOU GAVE AN EXAMPLE, I THINK IT WAS RICHARDSON HIGH SCHOOL.
YOU MENTIONED ALL THE DIFFERENT GROUPS AND HOW THANK YOU FOR CLARIFYING WHEN THEY CALLED IT.
WHAT WAS IT THE PROBLEM? THE PROBLEM OF PRACTICE.
THANK YOU. I WAS TRYING TO LEARN ALL OF THIS DIFFERENT VERBIAGE.
RIGHT. I WASN'T QUITE SURE. SO THANK YOU.
YOU REALLY JUST REAL QUICKLY THAT THAT THAT IT SIMPLY IS THE CAMPUS LOOKING ACROSS THERE AND SAYING, IF WE COULD FIX ONE THING, IF WE COULD IMPROVE ONE THING, WHAT IS SOMETHING THAT WE'RE GOING TO FOCUS ON THIS YEAR AND WE'RE GOING TO SEE FROM BEGINNING TO END.
I WAS LIKE, OKAY, THAT'S WHAT THAT IS.
BUT YES, BUT ON THOSE I KNOW THAT YOU MENTIONED AND YOU GAVE THE EXAMPLE OF HOW WHAT RHS, THEIR PROBLEM OF PRACTICE WAS AND THEY WENT OUT AND THEY HAD ALL THE DIFFERENT THEY SAID, OKAY, WE'RE GOING TO WE HAVE ALL THESE DIFFERENT GROUPS NOW.
RIGHT. OPPORTUNITIES TO HELP OUR STUDENTS.
WHAT'S THE SUSTAINABILITY OF ALL THOSE GROUPS LIKE? ARE THOSE STUDENT LED? ARE THOSE SOMETHING THAT THEY REQUIRE A TEACHER, A SPONSOR? DOES IT CONTINUE FOR SEVERAL YEARS? DOES IT CHANGE FROM YEAR TO YEAR? NO. I BELIEVE THAT THE HOPE IS SUSTAINABILITY AT THE CAMPUS LEVEL WITH THOSE ORGANIZATIONS.
SO ANY STUDENT ORGANIZATION IS GOING TO HAVE TO HAVE A SPONSOR.
AND SO RIGHT NOW THEY DO HAVE PEOPLE IN PLACE WHO ARE, FOR EXAMPLE, I MENTIONED THE GUITAR CLUB THAT THEY'VE RECENTLY FORMED, AND THERE ARE TWO TEACHERS WHO ARE SPONSORING THE GUITAR CLUB.
AND SO FOR EACH ORGANIZATION THEY WILL HAVE A SPONSOR.
AND SO AGAIN, THEY'VE NOW BEEN ABLE TO INFUSE THE ORGANIZATION PRESENCE INTO THEIR PEP RALLIES, INTO THEIR MULTICULTURAL NIGHTS. AND SO I THINK THE MORE THAT THEY HAVE THE OPPORTUNITY TO ENGAGE AND BE ACTIVE ON CAMPUS THE MORE VALUE THAT OTHER STUDENTS ARE GOING TO START TO SEE AND JOINING THOSE ORGANIZATIONS, WHICH IS GOING TO HELP WITH SUSTAINABILITY.
RIGHT? BECAUSE EVEN IF WE HAVE A TEACHER WHO IS LIKE, YOU KNOW WHAT? I'VE DONE IT FOR FIVE YEARS.
SO RIGHT NOW THEY'RE THE ORGANIZATIONS ARE UP THEY'RE THRIVING AND THEY ARE WORKING REALLY HARD TO MAKE SURE THAT THE PRESENCE OF THOSE ORGANIZATIONS ARE FELT SO THAT THEY'RE VISIBLE AND THEY'RE SEEN.
AND REMEMBER, I ALSO TALKED ABOUT BECAUSE, YOU KNOW, THEY FEEL LIKE BECAUSE THEY ARE VISIBLE NOW THEY KIND OF BROUGHT THESE ORGANIZATIONS AND THEY'RE HIGHLIGHTING AND SPOTLIGHTING THEM, YOU KNOW, THROUGH DIFFERENT ACTIVITIES AND EVENTS THAT NOW OTHER STUDENTS ARE SAYING, WELL, WAIT A MINUTE, HOW DO WE BECOME INVOLVED AND HOW DO WE START? AND HOW DO WE DO? ABSOLUTELY. AND I KNOW THAT, I MEAN, I WOULD SEE THAT OR I SAW THAT WHEN MY SON WAS IN SCHOOL.
AND DEFINITELY I GOT TO SEE IT DISPLAYED AT THE LAST AT THE RHS PEP RALLY.
AND, IT'S JUST WONDERFUL TO SEE.
BUT BUT I HAD A QUESTION ABOUT LIKE, FOR INSTANCE, LIKE, I GUESS IT'S THE SAME FOR ALL THE FEEDERS.
RIGHT? SO ALL FOUR HIGH SCHOOLS, IT'S THE SAME THING.
BUT I KNOW, LIKE, I'M JUST WONDERING, LIKE, I KNOW YOU MENTIONED THE ONES THAT WERE HERE.
I DON'T KNOW IF THAT'S ALL OF THEM OR THAT'S JUST SOME OF THEM, RIGHT, LIKE THE DIFFERENT ORGANIZATIONS OR CLUBS AND ALL BECAUSE I'M WONDERING, LIKE, FOR INSTANCE, LIKE, YOU KNOW, LIKE BACK AGAIN WHEN MY SON AND THIS IS FOUR YEARS AGO, LIKE HISPANIC STUDENT UNION.
I'M WONDERING, IS THAT STILL SOMETHING THAT'S THERE? [INAUDIBLE] WAS SOMETHING THAT WAS VERY BIG THERE, WHICH WAS THE, YOU KNOW, ANOTHER GREAT ORGANIZATION FOR OUR LATINO STUDENTS.
AND I THINK THAT THEY HAD THAT WHEN HE WAS THERE IN 2020.
I DON'T THINK THEY HAVE IT ANYMORE, BUT I'M NOT THERE.
LIKE HOW HOW DO WE KEEP THOSE GOING, YOU KNOW, AND WHO'S TO DO THAT?
[01:35:01]
EVERY NEW LIKE GENERATION OF KIDS THAT COME IN EVERY NEW CLASS.OR IS IT THE TEACHERS THAT TRY TO BUILD THAT UP? YOU KNOW, BECAUSE I'M JUST WONDERING, EVEN IF STUDENTS, AS NEW STUDENTS COME IN, DO THEY EVEN KNOW? OH, THIS USED TO BE A CLUB WE USED TO HAVE.
CAN WE BRING IT BACK? OR SO YOU KNOW.
THAT'S WHY I'M JUST WONDERING. BUT THAT MIGHT BE MORE OF A CAMPUS.
I GUESS EACH CAMPUS DOES SOMETHING DIFFERENT.
WELL, I ACTUALLY SAW THE THE ORGANIZATION CHART THAT RHS HAS, AND I JUST PULLED THE ONES THAT I KNOW FOR SURE ARE HAVE BEEN IMPLEMENTED AS A PART OF THE PLAN, BRINGING IN MORE ORGANIZATIONS WHERE STUDENTS FELT THAT THERE WASN'T ANYTHING FOR THEM.
I'LL TELL YOU, IT'S AN EXHAUSTIVE LIST.
SO THERE ARE A LOT OF CLUBS AND ORGANIZATIONS ON THAT CAMPUS SPECIFICALLY, THOUGH I ONLY PULLED FORWARD THE ONES AS A PART OF, YOU KNOW, THE WORK THAT THEY'VE BEEN DOING RECENTLY.
AND, YOU KNOW, AND IT MAY BE THEY ALREADY HAVE THESE ESTABLISHED REALLY WELL.
AND THE ONES THAT YOU MENTIONED ARE THE ONES THAT ARE NOW WE'RE KIND OF BRINGING IN AND, AND I WILL JUST SHARE AS A, AS A RECOVERING HIGH SCHOOL PRINCIPAL FROM A LONG TIME AGO THAT, YOU KNOW, WHEN ONE OF THE THINGS I THINK IS IMPORTANT TO NOTE THAT WE DO REQUIRE AN ADULT SPONSOR AND THAT SPONSORS ROLE. FIRST AND FOREMOST, WE WANT TO MAKE SURE THAT WHEN THE STUDENTS ARE MEETING THAT, YOU KNOW, IT'S A PRODUCTIVE MEETING, THAT GOOD CHOICES ARE BEING MADE, THAT WHEN STUDENTS HAVE QUESTIONS ABOUT RESOURCES OR HOW CERTAIN THINGS WORK, NOT NECESSARILY ARE WE ASKING THAT THAT SPONSOR TO LIKE, OWN THE RECRUITMENT AND THE THE DESIGN AND THAT WE THE WHOLE POINT OF THE CLUBS REALLY ARE ABOUT THAT STUDENT AGENCY AND THAT WHEN WE HAVE A GROUP OF STUDENTS THAT COME TOGETHER AND HAVE A SHARED PASSION FOR SOMETHING AND REALLY TRYING TO EQUIP THEM WITH THAT ABILITY TO RECRUIT AND GET THAT, YOU KNOW, GET THE INFORMATION AND HAVE THAT PRESENCE OUT ENOUGH SO THAT THOSE INCOMING FRESHMEN DO YOU KNOW, HEAR ALL OF THOSE, THOSE OPPORTUNITIES.
SO AND, YOU KNOW, AN EXAMPLE AT PEARCE, YOU KNOW, THROUGH SOS, YOU KNOW, THOSE SENIORS ARE WORKING WITH THOSE FRESHMEN TO SAY, HERE ARE ALL OF THE CLUBS AND ORGS THAT YOU CAN BE A PART OF, AND HERE'S THE DIFFERENT EXPERIENCES YOU CAN HAVE.
NOW THAT DOES MEAN THOUGH, SOMETIMES YOU HAVE A GROUP OF STUDENTS WHO ARE PASSIONATE ABOUT SOMETHING, AND THEN THE NEXT GROUP THAT DOES COME IN, IT MAY THEY MAY BE PASSIONATE ABOUT SOMETHING ELSE.
BUT AT LEAST AS A AGAIN, AS A HIGH SCHOOL PRINCIPAL, I REALLY DID I REALLY DID LEAN ON MY STUDENTS THAT IF THIS IS SOMETHING YOU'RE PASSIONATE ABOUT, YOU KNOW, KEEP YOUR STUDENTS INVOLVED, KEEP YOUR PEERS INVOLVED.
I THINK, LIKE I SAID, RHS HAS DONE A GREAT JOB, BUT I'M JUST THINKING OF OF THE AS I MENTIONED AT OUR LAST MEETING WHEN WE HAD THE ROTC PRESENTATION, I JUST MY WHOLE GOAL IS TO REALLY SEE OR WHAT I CAN DO, OR HOW WE CAN BRING FORTH WHERE, YOU KNOW, ALL OF OUR STUDENTS ARE BEING SEEN, BEING HEARD.
AND JUST IN THAT LAST, YOU KNOW, THE PARTING THOUGHTS THAT YOU HAD ABOUT THEM WANTING TO PARTICIPATE AND BE A PART OF IT, AND THAT THAT WE SEE ALL OF OUR PROGRAMS REFLECT, TRULY REFLECT, YOU KNOW, THE THE DEMOGRAPHICS OF OUR OF, OF OUR DISTRICT.
I LOVE THAT IN HERE. I DON'T KNOW WHY I WROTE THIS DOWN AND WHY I FORGOT NOW, BUT BALANCING THE REPRESENTATION, I LOVE THAT YOU SAID THAT, ANGIE, BECAUSE I THINK THAT'S SUPER IMPORTANT.
I THINK THAT I'VE TALKED ABOUT THAT BEFORE.
I THINK THAT IT'S A SUPER IMPORTANT WE TALK ABOUT SO MUCH GROWTH.
AND SO I LOVE THE WORK THAT YOU'RE DOING WITH MAKING SURE THAT AND WITH ALSO DR.
HELLER THE GROWTH OF OUR PARENTAL INVOLVEMENT, YOU KNOW, OUR, OUR COMMUNITY COMING TOGETHER.
AND, YOU KNOW, I'M ALWAYS TRYING TO GET THE WORD OUT AS WELL TO OUR COMMUNITY BECAUSE I THINK YOU GUYS WORK SO HARD AND YOU PUT OUT SO MANY PROGRAMS THAT IT'S JUST, YOU KNOW, I'M ALWAYS TRYING TO TELL OUR PARENTS, SHOW UP, SHOW UP, BE THERE.
AND I THINK SOMETIMES AT LEAST WHAT I HAVE SEEN IN MY EXPERIENCE IS LIKE, YOU KNOW, WE'RE ALL KIND OF LIKE IN LITTLE CIRCLES OF DOING, YOU KNOW, THESE GUYS ARE WORKING SO HARD TO DO THESE PROJECTS, AND THESE PARENTS ARE JUST WORKING SO HARD ON BEING LOST AND NOT KNOWING AND HOW TO CONNECT.
RIGHT. SO IT'S MAKING THAT CONNECTION, SO I'M GLAD.
AND THEN THE FINAL THING I'LL JUST SAY IS THAT, YOU KNOW, THE FRAMEWORK IS JUST BEAUTIFUL.
AND I THINK THAT IT'S AWESOME TO SEE ALL THIS COME TOGETHER.
I LOVE THE WAY YOU JUST CONNECT EVERYTHING.
[01:40:04]
I'M NOT SURPRISED THAT AS YOU GO OUT AND LOOK FOR SOMETHING THAT YOU KIND OF SEE PIECES AND PARTS, BUT THAT YOU GUYS COME IN HERE AND YOU DEVELOP YOUR OWN.AND I THINK WE'RE GOING TO GOING TO DEVELOP A FRAMEWORK WHERE OTHERS ARE GOING TO COME LOOKING FOR YOU AND SAYING, HOW DO WE DO THIS? HOW DO WE IMPLEMENT WHAT YOU'RE DOING? SO JUST THANK YOU, THANK YOU, THANK YOU FOR EVERYTHING.
AND, YOU KNOW, KUDOS TO EVERYBODY ON YOUR TEAM.
ANY OTHER COMMENTS OR QUESTIONS? YOU GOOD? MISS MCGOWAN.
AND YOU MENTIONED THAT, LIKE MISS TIMME SAID, WHAT WE PUT ON OUR TEACHERS REALLY MATTERS.
AND THE LOAD THAT WE PUT ON THEM, LIKE MISS MS. RENTERÍA SAID, ASKING FOR SPONSORS AND TEACHERS TO SPONSOR AND BE THERE OR JUST BE THE BODY THERE.
IT MATTERS WHEN WE HAVE PTA MEETINGS, OUR TEACHERS ARE STAYING LATER AT NIGHT.
IT ALL MATTERS, RIGHT? AND SO MY CONCERN, AND THAT IS A HUGE CONCERN OF WHAT ARE WE REALLY ASKING THEM TO DO AND HOW MUCH MORE ARE WE ASKING THEM TO DO.
AND THIS WAS A CONVERSATION I HAD THIS WEEK.
THEY'RE AN OUTSIDE GROUP THAT COMES IN AND KIND OF TAKES THE LOAD OF THAT OFF OF OUR TEACHERS BY OFFERING SOME CIVILITY LESSONS, RIGHT, OR CODE OF CONDUCT LESSONS OR SOMETHING. BUT THAT DOESN'T ALWAYS SUIT THE NEEDS OF ALL PARENTS, RIGHT? LIKE THE FRAMEWORK THAT THEY PROVIDE DOESN'T REALLY SUIT THE NEEDS OF ALL PARENTS EITHER.
AND SO SOMETIMES THAT BECOMES AN ISSUE.
AND SO IT JUST WEIGHS ON MY HEART.
HOW ARE WE STRUCTURING THESE OUTSIDE GROUPS TO COME IN OR WHO ARE WE ALLOWING TO COME IN.
AND DOES THAT BECOME PART OF FAMILY ENGAGEMENT.
RIGHT. AND SO I'LL LET YOU SPEAK TO THAT.
OR DO WE INVITE OTHER GROUPS TO COME IN AS WELL TO BE PART OF THAT PART LIKE FORERUNNERS IS DOING? ARE YOU FAMILIAR WITH FORERUNNERS? THAT'S NOT ONE OF MY PROGRAMS OR ANYONE THAT I'VE BROUGHT INTO THE DISTRICT.
I'M A CHRISTIAN. I HAVE NO PROBLEMS WITH CHRISTIANS.
BUT FOR SOME PARENTS, RIGHT, THAT JUST DOESN'T WORK.
THEY WANT TO KNOW, WELL, WHY DON'T YOU HAVE OTHER MENTOR GROUPS COME IN AS PART OF PARENT ENGAGEMENT OR, YOU KNOW, COMMUNITY ENGAGEMENT, ARE THERE OTHER COMMUNITY GROUPS THAT WE'RE GOING TO BRING IN TO DO SOME OF THAT WORK? I DON'T HAVE THE ANSWERS TO THAT.
SO SO I WILL SAY THAT YOU KNOW, SO, FOR EXAMPLE, WE DO PARTNER WITH COMPELLING WHY AND THEY HAVE A THEY HAVE A WONDERFUL PROGRAM THAT THEY OFFER, YOU KNOW, FOR OUR STUDENTS.
I WILL TELL YOU, THERE ARE NOT A LOT OF PROGRAMS OUT THERE, THOUGH, THAT ARE FOR FREE.
WHERE THEY'RE COMING IN FOR FREE.
A LOT OF THE PROGRAMING, YOU KNOW BE COST PROHIBITIVE.
AND SO EVEN WITH OUR I BRING THAT UP BECAUSE EVEN WITH OUR COMPELLING WHY PROGRAMING AND EVEN THE TRACK RECORD OF SUCCESS, YOU KNOW, FOR STUDENTS WITH IT, THE LEVEL OF ENGAGEMENT, YOU KNOW JUST EVEN BECAUSE OF BUDGET CONSTRAINTS, YOU KNOW, WE'RE GOING TO HAVE TO RETHINK HOW MANY STUDENTS WE CAN, YOU KNOW, SEND, YOU KNOW, FOR THOSE SESSIONS.
SO YES, WE HAVE AND I CAN ONLY SPEAK FOR MY DEPARTMENT.
AND SO AND AGAIN, SO COMPELLING WHY IS ONE EXAMPLE OF THAT OF A PROGRAM THAT WE'VE IMPLEMENTED DISTRICT WIDE, YOU KNOW, THAT WE HAVE LOTS OF SECONDARY STUDENTS. AND NOW THROUGH AVID, WE EVEN HAVE SIXTH GRADERS WHO PARTICIPATE.
IF YOU ARE SPEAKING SPECIFICALLY TO PROGRAMING THAT WHETHER IF IT'S MENTORING PROGRAM, I THINK THAT'S PROBABLY WHERE WE SEE THE MOST CONNECTION OR PARTNERSHIP WITH OUTSIDE ORGANIZATIONS.
AND REALLY THAT IS A PRINCIPAL WHO RECOGNIZES THAT THEY HAVE A STUDENT POPULATION THAT IS NEEDS THAT OUTSIDE MENTORSHIP, WHETHER IT IS, YOU KNOW, YOU KNOW, HAVING MALE MENTORS OR WHETHER IT IS AT RISK MENTORS, WHETHER IT'S THROUGH, YOU KNOW, WE HAVE BOYS AND GIRLS CLUBS, MENTORS.
AND SO THAT PRINCIPAL LOOKS AT THE NEEDS THAT THEY HAVE.
AND MOST OF THE TIME THAT PRINCIPAL DOESN'T HAVE A LOT OF RESOURCES.
[01:45:07]
NOW, IT'S IMPORTANT TO KNOW THAT IF WE ARE HAVING ANYONE COME IN AND PARTNER WITH OUR SCHOOL, THEY HAVE TO MEET ALL OF OUR CRITERIA AROUND YOU KNOW, BEING A PARTNER AND ACCESSING, YOU KNOW, CRIMINAL BACKGROUND CHECKS.AND I'LL JUST ADD TOO, BECAUSE I KNOW WE'VE SPOKEN A LOT ABOUT TEACHERS AND HOW DO WE TAKE THINGS OFF OF THEIR PLATES, BUT I WOULD JUST ADD THAT WE JUST RECENTLY HAD A MEETING WITH SOME COACHES, YOU KNOW, WHO THEY WANT TO START.
WELL, THEY'VE HAD STUDENTS WHO ARE LIKE, YOU KNOW, CAN WE START A FELLOWSHIP OF CHRISTIAN ATHLETES? AND AND THE COACHES WERE LIKE, OKAY, ANGIE, HOW DO WE DO THIS? BECAUSE THE STUDENTS ARE ASKING FOR IT.
WE'D LIKE TO BE ABLE TO, YOU KNOW, ORGANIZE AND ALLOW THEM, YOU KNOW, TO HAVE THIS ORGANIZATION.
SO WHILE I KNOW THERE'S A LOT OUT THERE.
I DO THINK THAT THERE IS SOME HOPE, YOU KNOW, STILL WHERE, YOU KNOW, TALK ABOUT MERAKI GOING BACK TO THAT, THAT WHERE WE HAVE TEACHERS WHO STILL HAVE A LOT OF LIFE IN THEM AND THEY'RE LIKE, WELL, YOU KNOW WHAT? YOU KNOW, THE KIDS WANT THIS.
YOU KNOW, WE THINK ABOUT EVERYTHING THAT RHS IS IMPLEMENTING.
WELL, IT'S A TEACHER WHO SAID, I'LL DO IT.
I'D LOVE TO DO IT. YOU KNOW, THIS IS A PASSION OF MINE.
I'M INTERESTED. AND SO, YOU KNOW, SO WE SO I DON'T WANT US TO THINK THAT OUR TEACHERS ARE RUNNING FOR THE HILLS BECAUSE AND THEY DON'T WANT TO DO ANYTHING WITH OUR STUDENTS ANYMORE IN THE ORGANIZATIONS BECAUSE THEY, TOO, RECOGNIZE THAT SOME KIDS SIMPLY COME TO SCHOOL FOR THOSE OTHER CONNECTIONS, YOU KNOW? SO IT'S NOT NECESSARILY THE MATH AND THE SCIENCE THAT'S GETTING THEM THERE, BUT IT IS, YOU KNOW, MARIACHI, IT IS, YOU KNOW, A BALLET FOLKLORICO. IT IS FINE ARTS, YOU KNOW.
AND SO AND I THINK OUR TEACHERS RECOGNIZE THAT TOO.
AND WE DO STILL HAVE STAFF WHO WANT TO CONTRIBUTE TO THE HOLISTIC DEVELOPMENT OF STUDENTS.
CAN I JUST ADD ONE, ONE PIECE TO THAT? BECAUSE I DO THINK SOMETIMES WE FEEL LIKE THE DISTRICT IS THE ONLY PLACE WHERE WE CAN HAVE OUTSIDE ACTIVITIES.
AND I THINK THERE ARE LOTS OF PLACES WHERE WE ADVERTISE FOR OUTSIDE GROUPS WHO DO OFFER THOSE THINGS THAT DON'T PUT THE EXTRA CONSTRAINTS ON OUR ON THE RESOURCES THE DISTRICT HAS. BECAUSE IF WE IF THEY'RE DOING ALL OF THOSE THINGS, IT MEANS THERE ARE OTHER THINGS THEY WON'T DO BECAUSE THEY'RE SPENDING THEIR ENERGY THERE.
AND I THINK THERE'S THE CITY OF DALLAS HAS LOTS OF OPTIONS.
AND WHERE WE CAN IMPACT WHERE WE IMPACT.
I JUST THINK WE WOULD WE NEED TO BE CAREFUL WITH OUR RESOURCES.
TO YOUR POINT, A LOT OF TEACHERS WON'T RUN FOR THE HILLS, BUT THERE DOES COME A POINT WHERE WE BURN THEM OUT OVER TIME BECAUSE WE DON'T PROTECT THEM FROM THEMSELVES BECAUSE THEY'RE GIVERS. I MEAN, TEACHERS WANT TO GIVE AND THEY WANT TO DO EVERYTHING FOR THEIR KIDS, AND WE DO HAVE TO BE PROTECTIVE OF THAT.
ALL RIGHT. THAT WRAP UP OUR COMMENTS AND QUESTIONS? THANK YOU FOR ALL YOU DO.
YEAH. THANK YOU VERY MUCH FOR THE PRESENTATION.
IT WAS GOOD. GOOD CONVERSATION AFTERWARDS.
DO WE NEED A QUICK BREAK? OKAY. IS THAT IS THAT A QUORUM ON THAT ANSWER? OKAY, SO IT IS IT IS 7:49, SO LET'S TAKE 11 MINUTES REAL QUICK.
THANK YOU. MR. POTEET. YES, WE DID DO THAT.
ALL RIGHT, LET'S GET STARTED HERE, CONTINUE THROUGH THE REST OF THIS MEETING.
[III.B. Bond 2021 Update]
OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE A BOND 2021 UPDATE, MRS. BRANUM. YES, IT'S HARD TO BELIEVE THAT WE ARE THREE AND A HALF, ALMOST FOUR YEARS INTO THE BOND AND WE HAVE HIT THE POINT OF SUBSTANTIAL COMPLETION. AND SO WITH THAT, WE THOUGHT IT WAS A GREAT OPPORTUNITY TO BRING FORWARD TO THE BOARD AN UPDATE, NOT JUST WHERE WE ARE WITH CONSTRUCTION AND FACILITIES. THAT TENDS TO BE A HIGHLIGHT AND A FOCUS BECAUSE IT'S SO VISIBLE AND IT IMPACTS SO MANY OF OUR STAFF, STUDENTS AND FAMILIES.BUT TONIGHT WE ALSO WANTED TO PROVIDE A QUICK, HIGH LEVEL JUST UPDATE ON WHERE WE ARE WITH ALL OF OUR BOND EXPENDITURES AND SOME OF THE IMPACT THAT HAS BEEN FELT AS A RESULT OF OUR TREMENDOUS COMMUNITY SUPPORT FOR BOND 2021.
SO I'M GOING TO I THINK MISS HAYES IS GOING TO LAUNCH AND KICK US OFF.
SO MISS HAYES. THANK YOU, SUPERINTENDENT BRANUM.
[01:50:03]
CONTINUE OUR HIGH LEVEL EDUCATIONAL PROGRAMS THAT WE OFFER.TECHNOLOGY HAS TO HAVE A SEPARATE REFERENDUM.
AND THEN JUST TO REMIND YOU, WE HAVE BEEN DOING BONDS FOR EVERY FIVE YEARS SINCE 1996, AND THAT'S WHEN THE DISTRICT MADE A DECISION TO PUT CAPITAL ITEMS INTO A BOND THAT WE COULD TAKE OUT OF OPERATING.
AND AT THAT POINT THE DISTRICT WAS STILL GROWING.
WE WERE GETTING READY TO TALK ABOUT BUILDING FOUR MORE ELEMENTARY SCHOOLS.
THESE ARE BOND ELECTIONS JUST FROM 2021.
THE MARCH 2021 HAD A UNIQUE REFUND FOR M&O.
AND I'LL LET DAVID EXPLAIN THAT IF YOU NEED AN EXPLANATION.
AND SO ALL OF OUR BONDS HAVE PASSED.
AND WE PUT UP THERE JUST THE FOR AND AGAINST.
WE'VE WE TYPICALLY HAVE A SMALLER TURNOUT FOR OUR BONDS.
THEY'RE NOT VERY EXCITING AND PEOPLE DON'T GET ALL WORKED UP ABOUT THEM.
YOU EITHER LIKE A BOND OR YOU DON'T.
IT'S HARD TO CHANGE SOMEBODY'S MIND IF THEY'RE AGAINST BONDS.
AND SO WE SEEM PRETTY CONSISTENT.
WE'VE BEEN VERY FORTUNATE IN THIS DISTRICT.
I WASN'T AROUND IN 1951 WHEN WE HAD OUR FIRST ONE, BUT CONTRARY TO POPULAR BELIEF, IT DID PASS.
BACK IN SEPTEMBER OF 2022, WE BROUGHT THIS SLIDE TO YOU JUST TO REMIND YOU, WE WERE IN THE MIDST OF INFLATION AND A HUGE SURGE IN THE COST OF CONSTRUCTION PRIOR TO WHEN WE PLANNED THE BOND TO WHEN WE STARTED HAVING TO DO OUR PROJECTS.
SO IN SOME CASES, WE SAW 36% INCREASE IN COST.
AND SO WE BROUGHT THIS SLIDE TO YOU.
THESE WERE THE AREAS THAT WE SAID WE COULD PULL SOME PROJECTS WITHOUT COSTING ANY OF THE EDUCATIONAL PROGRAMING DISTURBING ANY SCHOOLS. AND SO JUST A REMINDER, THESE ARE THE AREAS THAT WE SET ASIDE SOME FUNDS.
AND AT THE END OF THE BOND, WE'LL DETERMINE EXACTLY HOW MUCH WE HAD TO SPEND OF THAT $77 MILLION.
FOR FACILITIES, WE TALK ABOUT THIS A LOT.
BUT SO FAR WE'VE DONE SOME ROOFING, ELECTRICAL, THE PLUMBING.
THE BIG HIGHLIGHTS FOR FACILITIES THAT REALLY IMPACT OUR SCHOOLS.
AND WHAT PEOPLE SEE ARE THE NEW FLOORING FOR ALL OF OUR ELEMENTARY SCHOOLS.
SO WE'RE EXCITED ABOUT THOSE, BUT WE'LL BE HAPPY TO ANSWER ANY QUESTIONS.
NOT THAT YOU WANT TO ASK ABOUT A PLUMBING, BUT YOU KNOW, WE DO THOSE THINGS.
I WOULD ALSO SAY, MISS HAYES, OUR COMMUNITY LOVES WHEN WE GET NEW PLAYGROUNDS.
THEY LOVE ANY THEY REALLY LOVE ALL OF THIS.
THEY LOVE THE EXTERIOR IMPROVEMENTS, THE INTERIOR IMPROVEMENTS.
THEY LOVE THE NEW FURNITURE AND THE EQUIPMENT.
THEY ARE HAPPY THAT WE HAVE LIFE, SAFETY AND EVERYTHING WORKS.
WE'VE TALKED A LOT ABOUT OUR CONSTRUCTION PROJECTS, SO WE JUST WANTED TO REMIND YOU OF THE BIG ONES.
NORTHRIDGE IS CURRENTLY UNDER CONSTRUCTION, AS IS STULTS ROAD AND HAMILTON PARK.
THOSE ARE SOME PICTURES THERE.
AND THE ALL END OF THE $10 MILLION THAT WE ALREADY TALKED ABOUT.
JUST PICTURES OF WHAT WE'VE DONE THERE.
AND I'M GOING TO ASK MY COLLEAGUES TO JOIN IN ON THESE SLIDES.
MR. HALL, WILL YOU TELL US HOW MUCH MONEY AND WHAT YOU'RE BUYING WITH TECHNOLOGY FUNDS? YES. MISS HAYES, THANK YOU AND GOOD EVENING, BOARD.
[01:55:01]
TEACHING, LEARNING AND OPERATIONS IN THE DISTRICT.SO WE WE SUPPORT THE 64 BUILDINGS IN THE DISTRICT, AND WE HAVE OVER 60,000 DEVICES OUT THERE, FROM THE STUDENTS TO THE STAFF TO THE LIBRARIES TO THE COMPUTER LABS.
AND SO WE FROM OUR DATA CENTERS, YOU CAN SEE PICTURED ON THE LEFT AT THE BOTTOM OF THE SCREEN ALL THE WAY TO TO THE CLASSROOMS. SO WE WE REPLACED DEVICES FOR STAFF AND STUDENTS IN THIS CURRENT BOND AND IN THOSE OTHER AREAS I MENTIONED.
AND WE ALSO HAVE A A THIRD CLOUD BACKUP, OFFLINE BACKUP OF ALL OF OUR SYSTEMS THAT WE HAD TO REFRESH THIS YEAR, AND WE REFRESHED THINGS ON A FIVE YEAR CYCLE. SO IF YOU KNOW COMPUTERS, FIVE YEARS IS A LONG TIME TO KEEP A COMPUTER.
AND THEN WE SELL THOSE TO A SURPLUS COMPANY.
HE CAN TELL YOU ABOUT THAT. BUT ANYWAY, SO AND THEN WE PAY FOR ALL THE SOFTWARE FROM OUR FINANCIAL SOFTWARE TO OUR INSTRUCTIONAL SOFTWARE TO OUR OPERATIONAL SOFTWARE.
I'LL ASK DR. GIBBONS TO STEP UP AND SHARE WHAT HIS DEPARTMENT IS WORKING ON.
AND I DO WANT TO POINT OUT ON THE SPREADSHEET AND THE LITTLE TABLES AT THE TOP OF EACH OF OUR SLIDES, WE DID TRY TO TELL YOU WHICH CAMPUSES WERE INVOLVED WITH THESE TYPES OF FUNDS. YOU'LL SEE MOST OF THEM SAY ALL BECAUSE A LOT OF OUR BONDS ARE GENERAL BONDS.
AND SO WE DO THINGS FOR THE ENTIRE DISTRICT.
YES. THANK YOU. GOOD EVENING BOARD.
SO YES, THE DESCRIPTION FOR ATHLETICS IS SPLIT INTO THE THREE AREAS.
YOU'LL SEE EQUIPMENT TURF AND FIELDS AND THEN UNIFORMS. YOU CAN SEE OF COURSE, WHERE THEY ARE FROM THE CAMPUS PERSPECTIVE AS WELL.
AND THEN YOU CAN SEE A COUPLE OF HIGHLIGHTS DOWN BELOW.
NEW HIGH JUMP AND POLE VAULT PITS.
SO IT'S A YEAH, IT'S A BIG DEAL.
AND THEN YES, I'M SURE SOME OF YOU CAN SPEAK FROM EXPERIENCE WITH THAT.
WE HAVE A STATE CHAMPION THERE.
WE HAVE OUR PEARCE BASEBALL TEAM.
THEN THE NEXT SLIDE, YOU CAN SEE WE GOT ANOTHER STATE CHAMPIONS WITH THE HIGHLANDS BASKETBALL TEAM.
YOU CAN SEE THE PICTURES OF OUR FIELDS AND THE WAY THEY LOOK FROM AN AERIAL VIEW AND SOME OF OUR COLOR SCHEMES AND EXAMPLES OF OUR UNIFORMS. SO THOSE ARE JUST SOME A SMALL SNIPPET OF SOME OF THE THINGS THAT HAVE BEEN DONE WITH BOND OVER THE LAST THREE YEARS WITH ATHLETICS.
THANK YOU. GOOD EVENING BOARD.
MOVING TO CAREER AND TECHNOLOGY.
WE HAVE A GREAT DEAL OF CONSTRUCTION AND EQUIPMENT THAT IS BUILT OUT OF OUR CTE BOND.
BOTH OF THOSE ARE ALSO GOING TO HAVE FORWARD FACING PUBLIC SALONS AS WELL THAT WE'RE EXCITED ABOUT.
LAKE HIGHLANDS HIGH SCHOOL IS ALSO INCREASING CAPACITY IN THEIR VET MEDICINE CLASSROOM, AND WE ARE CREATING A PUBLIC DOG WASH AND A LITTLE WALK AREA FOR THEM AND THE VET MEDICINE FACILITY THERE.
WE HAVE TWO NEW SCHOOL SCHOOL STORES THAT WE'RE GOING TO OPEN UP AT RHS AND LAKE HIGHLANDS AS WELL.
SO ON THE NEXT SLIDE, YOU CAN SEE JUST A FEW PICTURES OF SOME OF THE WORK THAT IS DONE THERE.
I'LL ALSO SAY OUT OF THAT CTE BOND JUST ALSO COMES CERTAIN THINGS IN THOSE CLASSROOMS FOR COMPUTER REFRESHES THAT THEY MIGHT NEED CABINET REFRESHES, THEY MIGHT NEED SO REALLY JUST KEEPING THOSE CTE CLASSROOMS PARTICULARLY IN THE SECONDARY LEVEL, REALLY UP TO SPEED WITH THE HIGH TECHNOLOGY THAT THEY NEED FOR THEIR INDUSTRY BASED CERTIFICATIONS. AS WELL AS FOR HISTORICAL PURPOSES.
A LOT OF THE CTE, A LOT OF REASONS WHY CTE HAS CONSTRUCTION MONEY AND EQUIPMENT MONEY.
BACK WHEN WE WERE CREATING BONDS IN THE 2000, A LOT OF THE MONEY FOR CTE CAME FROM PERKINS GRANTS.
SO CTE HAS A LOT OF LINE ITEMS THAT OTHER PROGRAMS WOULDN'T HAVE BECAUSE OF THAT.
[02:00:04]
FACILITIES STILL WORKS WITH ALL THE CONSTRUCTION.THE FACILITIES HANDLE SOME OF THE PROJECT MANAGEMENT, BUT THE FUNDS ARE JUST LINE ITEM FOR CTE.
FINE ARTS AND FOR FINE ARTS IT'S AGAIN, THE THREE THREE AREAS AT THE TOP WITH THE AUDITORIUM, SOUND, LIGHTING, PROJECTION SYSTEMS AND THEN INSTRUMENTS AND EQUIPMENT, WHICH IS ALWAYS SOMETHING THAT NEEDS TO BE LOOKED AT AND UPGRADED AND THEN OUR UNIFORMS FOR ALL SECONDARY.
YOU CAN SEE SOME OF THE HIGHLIGHTS THERE AS WELL.
AND SOMETHING THAT I LEARNED ACTUALLY FROM WENGER ROOM FURNISHINGS FOR MUSIC CLASSROOMS. THAT'S THE SOUNDPROOFING FOR MUSIC CLASSROOMS SO THAT STUDENTS CAN PRACTICE IN THOSE ROOMS. AND IT NOT BE A DISTURBANCE FOR OTHERS AS THEY'RE LEARNING SOMETHING.
SO YOU CAN SEE THE NEXT SLIDE.
YOU CAN SEE A COUPLE OF OUR NEW AUDITORIUMS, WHICH ARE AMAZING.
YOU CAN SEE THAT TOP RIGHT PICTURE THERE OF THE THEATER PERFORMANCE.
YOU CAN SEE IN THE BACKGROUND THAT IS A PROJECTED SCENE AS OPPOSED, I MEAN, IT'S GOING TO BE A NICE MIXTURE NOW OF JUST PROPS, BUT ALSO PROJECTION SCENES, WHICH IS VERY YOU KNOW, I'VE SEEN ONES THAT HAVE BEEN OUTSIDE OF THE THEATER PROGRAM HERE, AND THAT'S WHAT THE KIND OF THE COMMON PRACTICES.
AND THEN WITH THE NEXT SLIDE, YOU CAN SEE A COUPLE OF OUR FROM AN ORCHESTRA STANDPOINT, YOU CAN SEE SOME OF OUR PERFORMANCES TOO, WITH SOME OF THEIR NEW, NEW UNIFORMS. IN THE NEXT SLIDE IS MORE OF OUR MARIACHI FOLKLORICO AND SOME OF OUR MARCHING BAND PERFORMANCES AS WELL.
AND IF I CAN JUST HIGHLIGHT, I THINK, AN INNOVATION IN THIS LAST BOND.
AND, YOU KNOW, THERE'S AN EXPECTATION THAT YOU ARE VISUALLY ENGAGING YOUR AUDIENCE AS WELL.
AND SO ONE OF THE INNOVATIONS THAT WE HAVE ON THAT TOP RIGHT CORNER.
YES. WELL, ONE OF THE THINGS THAT WE ARE ABLE TO DO IS OUR BAND PROGRAMS ARE ACTUALLY ABLE TO REPURPOSE ALL OF THOSE SO THEY CAN SIMPLY PUT ON A NEW VINYL, AND IT HAS A WHOLE NEW LOOK AND FEEL.
AND THESE THOSE PROPS, FOR EXAMPLE, DO NOT BELONG TO ONE PARTICULAR BAND.
THEY WILL TRADE THOSE OUT BASED UPON BLESS YOU, THE DESIGN OF THE PROGRAM.
SO THAT CIRCLE STAGE, FOR EXAMPLE THAT IS A PART OF PEACE, LOVE AND POSIES THAT J.J.
AND SO WE'VE REALLY TRIED TO TO CREATE THESE OPPORTUNITIES TO HAVE SOME INFRASTRUCTURE IN PLACE, BUT THEN WE CAN REUSE IT FOR A LONG PERIOD OF TIME IN DIFFERENT WAYS THAT CAN MATCH THE DESIGN OF THE SHOW.
WE'VE HAD MANY DIFFERENT DISTRICTS.
OKAY, I'M HAVING MAYBE BATTERY ISSUES DOWN HERE.
THAT'S WHAT WE WERE DISCUSSING.
LIEBER AND LET HER SHARE SOME OF THE TEACHING AND LEARNING.
ABSOLUTELY. SO INSTRUCTIONAL MATERIALS AND SOFTWARE THERE.
JUST A REMINDER, ALL OF THIS IS REALLY THE BULK OF WHAT WE DO EVERY DAY FOR OUR PRE-K THROUGH 12, ALMOST 40,000 KIDS YEAR ROUND WE SERVE THOSE 37,600 KIDS DURING THE SCHOOL YEAR, BUT WE ALSO SERVE ALMOST 15,000 KIDS THROUGHOUT THE SUMMER AS WELL.
WE USE IT ALSO AS OUR TESTING PLATFORM.
THROUGH THIS, WE ALSO HAVE OUR MAP ASSESSMENT THAT WE PURCHASE AND REALLY ANY INSTRUCTIONAL MATERIALS THAT ARE FOR OUR FOUR CONTENT AREAS FOR ENGLISH, MATH, SCIENCE OR SOCIAL STUDIES. OF COURSE, THOSE INSTRUCTIONAL RESOURCES AND CAPITAL RESOURCES COME OUT OF THAT, AS WELL AS OUR AP COURSES, BOOKS FOR OUR ADVANCED PLACEMENT DUAL CREDIT CLASSES. DEPTH AND COMPLEXITY SUPPORTS AND ALSO JUST EQUIPMENT AS WELL.
MICROSCOPES, CALCULATORS, HEADSETS, DICTIONARIES, EVERYTHING THAT WE FEEL LIKE OUR KIDS NEED.
YOU CAN SEE SOME OF THEM UP IN THE RIGHT HAND CORNER IN A PHYSICS LAB.
[02:05:10]
OKAY. NEXT IS TRANSPORTATION.IN THIS BOND, WE WERE TRYING TO REPLACE A LARGE MAJORITY OF OUR BUSSES AS WE HAD RECEIVED THOSE AS PART OF DALLAS COUNTY SCHOOLS CLOSING, AND THEY WERE WELL INTO THEIR SOME OF THEM UP TO 20 YEARS OLD.
AND SO WE'VE BEEN ABLE TO BUY DIFFERENT SIZED BUSSES THAT HELP US WITH OUR ROUTES.
AND A LOT OF OUR VEHICLES WERE AGAIN WELL INTO THE 15-20 YEAR RANGE, AND THEY WERE JUST NOT ABLE TO BE REPAIRED, AND THE COST OF THOSE REPAIRS FAR EXCEEDED THE VALUE OF THE VEHICLE.
SO WE'VE BEEN ABLE TO DO SOME UPDATES.
NOT ALL THE FLEET, BUT SEVERAL OF OUR VEHICLES FOR OUR FOLKS TO DRIVE IN DIFFERENT KINDS, AGAIN, DIFFERENT KINDS OF VEHICLES, NOT JUST A PICKUP TRUCK, BUT VANS AND SUBURBANS, THINGS THAT RELY DIFFERENT DEPARTMENTS RELY ON OUR SPECIAL EDUCATION DEPARTMENT.
FOR BOND 2021, OUR REMAINING PROJECTS FUNDING.
WE HAVE ANOTHER SALE COMING UP IN SPRING OF 2025.
MR. PATE DID ONE JUST THIS PAST WEEK.
THERE'S NOTHING LEFT TO SELL FOR THE TECHNOLOGY BONDS.
ANYTHING YOU WANT TO ADD TO THAT, MR. PATE? THE SALE THAT WE HAD EARLIER IN THE WEEK WAS A REFUNDING BONDS.
THE LAST TIME WE SOLD BONDS FOR THAT, THE VOTERS AUTHORIZED HERE WAS BACK IN THE SUMMER.
AND THEN AGAIN, AS MISS HAYES SAID, WE'LL SELL THAT LAST $25 MILLION THIS SPRING, AND THEN WE WILL HAVE SOLD ALL OF THE BONDS THAT THE VOTERS AUTHORIZED IN THE MAY 21ST ELECTION.
WE'RE FINISHING UP ALL THE DIFFERENT PROJECTS THAT WERE LISTED IN THE BOND AS WE MOVE FORWARD.
YES. I THINK THANK YOU [INAUDIBLE] I THINK IT'S IMPORTANT TO NOTE THAT THE ONGOING COMMUNITY ENGAGEMENT IS AN IMPORTANT ASPECT OF OUR BOND 2021 PROJECT IMPLEMENTATION, TO ENSURE OUR RESIDENTS AND STAKEHOLDERS SEE THAT WE ARE BEING GOOD FINANCIAL STEWARDS WITH THOSE FUNDS.
IT WILL ALSO BE REPORTED OUT IN THE RICHARDSON ISD COMMUNITY NEWS.
WE CONTINUE TO HAVE OUR LET'S TALK CHANNEL THAT'S SPECIFIC TO BOND AND FREQUENTLY GET QUESTIONS.
MANY OF YOU HAVE ATTENDED THE GROUNDBREAKING AND RIBBON CUTTING EVENTS THAT ARE IMPORTANT FOR THE COMMUNITIES THAT ARE HAVING RENOVATIONS AND OR IN THIS CASE, LAKE HIGHLANDS MIDDLE SCHOOL.
WE HOSTED A VERY SUCCESSFUL ONE AT PEARCE HIGH SCHOOL LAST MONTH.
AND IF YOU DROVE BY IT, EVERYONE WAS REALLY CURIOUS.
AND THEN OF COURSE, IN MANY OF OUR DISTRICT PUBLICATIONS, AS WELL AS SOME OF OUR COMMUNITY ENGAGEMENT EVENTS AND ACTIVITIES LIKE OUR AMBASSADORS PROGRAM AND OUR ANNUAL DISTRICT UPDATE, WHERE SUPERINTENDENT BRANUM AND SOME OF OUR LEADERSHIP TEAM GO OUT AND GIVE VERY SPECIFIC UPDATES TO VARIOUS COMMUNITY GROUPS.
THERE'S ALWAYS A BOND PROJECT UPDATE TO BE SURE THAT WE ARE KEEPING OUR COMMUNITY ABREAST WITH HOW AND WHERE AND HOW WE ARE IMPLEMENTING OUR BOND 2021 PROJECTS.
HERE ARE SOME OF THE TAKEAWAYS.
WE'RE CONTINUING TO MAKE UPDATES TO REDUCE THE DEFERRED MAINTENANCE.
YOU HEAR US TALK ABOUT THAT A LOT.
THE DISTRICT HAD TO DO A LOT OF DEFERRED MAINTENANCE OVER THE PAST 30 YEARS.
AND SO WE'RE TRYING TO MAKE A DENT IN THAT.
SO WE STILL HAVE A LOT OF WORK TO DO, BUT THAT'S WHAT OUR BONDS ARE FOR, AND THAT'S WHY WE ENCOURAGE THAT BONDS HAPPEN REGULARLY SO THAT WE CAN MAKE THOSE DENTS. AND WE'RE CONTINUING TO UPDATE OUR BUILDINGS WHERE WE CAN, AGAIN, TO MAKE THEM ESTHETIC AND APPEALING FOR THE LEARNING ENVIRONMENT.
THAT INCLUDES REALLY REFRESHING THE FINISHES AND WHERE WE CAN.
WE DON'T HAVE THE FUNDS TO, YOU KNOW, REBUILD EVERY ONE OF OUR SCHOOLS.
[02:10:04]
WE CAN'T TEAR DOWN AND REBUILD, BUT WE CAN CERTAINLY GO IN AND REFRESH SOME OF THE AREAS THAT OUR KIDS AND TEACHERS ARE IN, AND THEN CONTINUE TO PROVIDE FUNDING FOR THE CAPITAL ITEMS TO ACCOMMODATE THE STUDENT EDUCATIONAL EXPERIENCE.THAT'S WHAT OUR BONDS ARE FOR.
WE MAY NOT BUILD A NEW SCHOOL OR UPDATE A SCHOOL IN EVERY LEARNING COMMUNITY WITH EVERY BOND, BUT THERE ARE THINGS THAT HAPPEN ACROSS THE BOARD, IN EVERY SCHOOL, WITH EVERY BOND THAT WE HAVE HAD.
SO HAPPY TO TAKE ANY QUESTIONS FROM THE BOARD AT THIS TIME.
GIBBONS. SO I'LL OPEN IT UP TO QUESTIONS, COMMENTS THAT WE HAVE ON THIS.
FIRST OFF, I CANNOT EVEN IMAGINE ALL THE HOURS THAT GO INTO PUTTING THIS TOGETHER AS FAR AS JUST A BOND AND THEN EXECUTING IT, BUT ALSO TO TRYING TO MANAGE ALL THE THINGS. SO TO EVERYBODY WHO PARTICIPATES IN THAT AND THE FACT I CAN JUST SAY, I KNOW WE SAW IT IN THE LAKE HIGHLANDS AREA, WE'VE SEEN IT IN THE PEARCE AREA.
AND SO THE FACT THAT OUR COMMUNITY KEEPS APPROVING THESE BONDS, ALTHOUGH I REALIZE IT GETS TIGHTER AND TIGHTER WITH EVERY ELECTION CYCLE, SO I NEVER WANT TO TAKE THAT FOR GRANTED. BUT IT DOES MAKE SUCH A DIFFERENCE.
IT DOES MAKE A DIFFERENCE IN HOW STUDENTS LEARN.
I REALIZE THIS QUESTION I'M ABOUT TO ASK MAY NOT BE FEASIBLE, BECAUSE WHEN YOU'RE IN THE MIDST OF HAVING WORK DONE IN A BUILDING, YOU CAN YOU CAN ADD OR TAKE AWAY THINGS. AND WHEN THEY CONCLUDE, YOU CAN'T NECESSARILY START THAT BACK UP.
BUT WHEN I'M LOOKING ON HERE, IT SAYS DEFERRED PROJECTS DUE TO INFLATION.
AND THEN YOU HEAR THAT WE HAVE EXTRA MONEY LEFT OVER.
CAN YOU JUST HELP ME UNDERSTAND LIKE WHY YOU WOULDN'T GO BACK AND LOOK AT THOSE.
NO. WHAT I MEANT AT THE END OF THE BOND, AFTER EVERYTHING IS DONE AND THEY START DOING A RECONCILIATION, WE MAY HAVE MONEY THAT WAS LEFT OVER FROM WHATEVER PURPOSE, AND THEN WE CAN GO BACK AND DO SOME OF THOSE DEFERRED PROJECTS.
SO Y'ALL WOULD LOOK AT THAT AND THEN BUT OBVIOUSLY, I MEAN, IT MAY NOT BE FEASIBLE IF WORKS ALREADY.
YOU KNOW, YOU CAN'T JUST HAVE A WHOLE NEW CREW COME OUT THERE WITHOUT IT BEING AN ADDITIONAL COST.
IN ADDITION TO WHAT YOU IDENTIFIED.
SO IF WE HAVE THINGS WE DID THINGS THAT WOULD NOT AFFECT THE LEARNING ENVIRONMENT WHERE WE COULD.
OKAY. FOR THE HVAC CLEANING, WE HAD JUST PURCHASED ALL THE CLASSROOM FILTERS AND AIR CLEANERS, SO WE FELT LIKE THAT'S A SECTION THAT WE COULD DEFER TO ANOTHER BOND IF WE HAD TO, THOSE KIND OF THINGS. SO INTERIOR UPGRADES AND LIKE EXTERIOR ONES, YOU GUYS WOULD GO BACK AND LOOK IF THAT IF THAT IS AN OPTION AND IF IT'S FEASIBLE BUT WE'VE DONE ALL OF THE MAJOR CONSTRUCTION AND REFRESHES.
THOSE ARE COVERED. THAT'S KIND OF WHY WE HAVE THE $77 MILLION.
THE COST OF THE CONSTRUCTION WAS MORE RIGHT.
BUT THAT'S WHY Y'ALL I KNOW THAT'S WHY Y'ALL LOOKED AT IDENTIFIED REDUCTIONS.
BUT IF THERE'S EXTRA, YOU'RE GOING TO GO BACK AND FIX WHATEVER YOU CAN, RIGHT.
SPEND EVERY PENNY. AND WE'RE GOING TO TELL YOU EXACTLY WHAT WE'RE SPENDING IT ON.
OTHER COMMENTS OR QUESTIONS? OKAY. MR. EAGER. DID YOU HAVE ONE I SAW YOU SHIFTING.
I JUST HAD ONE QUESTION ON THE YOU KNOW, WHEN WE HAVE THAT BIG INFLATION COST THAT HIT CAN ARE WE SEEING KIND OF MORE REASONABLE OR IS IT CONTINUE THE CONSTRUCTION COST IS TO CONTINUE TO ACCELERATE LIKE IT WAS, BUT WE'RE STILL SEEING.
YOU'RE GOING TO ADD AT LEAST 7.5% INFLATION [INAUDIBLE]. CAN YOU EITHER HE'S SPEAKING TO THE MICROPHONE OR ELSE YOU CAN RELAY ONE OF THE.
WE'RE NOT SEEING DOUBLE DIGIT INFLATION RIGHT NOW ON OUR CONSTRUCTION COSTS.
WE ARE AGAIN SEEING AT LEAST 7.5% OVER A YEAR'S TIME.
WE DO NOT BELIEVE IT HAS PLATEAUED YET.
AND NOR ARE ANY OF OUR VENDORS THAT WE WORK WITH, ARCHITECTS AND GENERAL CONTRACTORS.
THEY'RE NOT SEEING THAT AS WELL, PARTICULARLY IN THE SUBCONTRACTOR AREA.
WE'RE STILL SEEING PRICES CONTINUE TO RISE THERE.
BUT WE'RE WE'RE FEELING BETTER THAT WHEN WE PREDICT PROJECTS FOR THE NEXT BOND, WE WILL TAKE INTO CONSIDERATION WHAT WE KNOW FOR INFLATION NOW AND FEEL LIKE OUR PROJECTS WILL COME BACK TO WHERE WE HAVE SEEN BEFORE COVID, WHERE WE COULD PREDICT THEM FOR THOSE FIVE YEARS WITH THAT INFLATION.
[02:15:06]
YES, MISS PACHECO.OKAY, GREAT. THANK YOU FOR THE PRESENTATION.
I LOVE THE PICTURES AND EVERYTHING ELSE THAT YOU GUYS HAVE DONE TO THE SCHOOLS.
I VISITED SOME AND THEY'RE JUST AMAZING.
INCLUDING THE CTE LEARNING CENTERS THAT HAVE BEEN CREATED AND UPDATED.
I HAVE A QUESTION ON THE UNIFORMS AND ALL THE THINGS THAT ARE PURCHASED WITH THIS BOND FOR SPORTS AND BAND AND OF COURSE OTHER LIKE DANCE IN DIFFERENT GROUPS LIKE THAT.
CTE PURCHASED UNIFORMS FOR THEIR FOLKS THAT WORK IN THEIR TRADES AREA.
SO CAN YOU JUST EXPLAIN? MAYBE IT'S SUPERINTENDENT BRANUM WHY IT'S IMPORTANT FOR US TO SUPPLY THESE THINGS IN LIEU OF MAYBE THE STUDENTS HAVING TO GET THESE THINGS.
ABSOLUTELY. WELL, FIRST AND FOREMOST, SOMETHING LIKE A BAND UNIFORM.
THAT IS SOMETHING THAT WE EXPECT TO HAVE A LIFE OF TEN YEARS IF WE WERE TO, LET'S SAY, HAVE A NEW BAND UNIFORM THAT WE WOULD REPLACE EVERY YEAR, AND WE WOULD ASK THE STUDENTS TO DO THAT. BELIEVE IT OR NOT, THEY'RE INCREDIBLY EXPENSIVE.
AND YOU WOULD BE LOOKING AT, YOU KNOW, AN INDIVIDUAL STUDENT COST, DEPENDING UPON THE DESIGN, IT COULD BE ANYWHERE BETWEEN $500, YOU KNOW, TO $750 FOR A BAND UNIFORM. AND TO ASK OUR INDIVIDUAL PARENTS TO FUND THAT ON A YEARLY BASIS WOULD JUST MEAN BLESS YOU WOULD JUST MEAN CERTAIN PROGRAMS WOULD BECOME EXCLUSIONARY.
SO EVEN THINGS ONE OF THE THINGS I'M SO PROUD OF ARE THINGS LIKE DANCE AND EVEN YOU SAW COLOR GUARD.
SO EVEN OUR COLOR GUARD UNIFORMS AND OUR DANCE UNIFORMS, WE EVEN USE THOSE INTERCHANGEABLY.
NOW THEY CAN USE IT. AND SO THAT IS NOT A COST THAT WE'RE HAVING TO PASS ON TO OUR PARENTS.
AND AGAIN, ALL OF THESE, WHETHER IT'S A, YOU KNOW, A FOLKLORICO DRESS OR IT'S A BAND UNIFORM OR IT'S OUR SCRUBS, WE CAN, YOU KNOW, WE KEEP THOSE ANYWHERE FROM 5 TO 10 YEARS. AND SO IT REALLY IS ALLOWING US TO HAVE, YOU KNOW, WE AND I'M SO PROUD OF ALL OF OUR BOOSTER CLUBS, BAND, OUR PROGRAMING CAN BE ACCESSIBLE TO ALL STUDENTS REGARDLESS OF ECONOMIC STATUS.
PERFECT. THANK YOU FOR THAT ANSWER.
I THINK IT IMPROVES PARTICIPATION INCREASES THAT YOU KNOW, THE STUDENT I GUESS URGENCY, LIKE, OH, I WANT TO JOIN THIS CLUB AND THERE'S NOTHING THAT KEEPS THEM FROM JOINING. AND OF COURSE IT'S AN INVESTMENT IN OUR PART.
SO THAT'S THAT'S ALL I HAD FOR YOU GUYS.
THANK YOU SO MUCH FOR THE PRESENTATION.
I JUST ALSO WANTED TO SAY THANK YOU FOR THIS GREAT PRESENTATION.
I THINK ALSO SOMETHING THAT'S SUPER IMPORTANT.
I LOVE EVERYTHING WE, YOU KNOW, THAT YOU GUYS SHOWED HERE.
EVERY SINGLE CHANCE THAT YOU GET, YOU KNOW, AN OPPORTUNITY TO GO SEE A PLAY, GO TO A FOOTBALL GAME, DO THESE THINGS THAT YOU CAN GO TO BECAUSE YOU CAN SEE FIRSTHAND LIKE WHAT THEY ARE.
YOU KNOW, HOW IT'S BEING USED.
AND TO SEE HOW THESE BOND DOLLARS, HOW THEY ARE IMPORTANT AND WHAT THEY PLAY INTO TO THE EQUITY, AS MISS PACHECO WAS ALSO TALKING ABOUT ALLOWING, YOU KNOW, ALL OUR STUDENTS TO PARTICIPATE. AND IT'S REALLY BEAUTIFUL BECAUSE, I MEAN, IT'S JUST IT'S DIFFERENT FROM JUST PASSING BY THE BUILDING.
BUT IF YOU CAN GO INTO ANY FUNCTION THAT'S THERE, I THINK WE MENTIONED LIKE THE PACESETTERS, I THINK THEY'RE HAVING THEIR BIG EVENT RIGHT THE BAZAR. GO IN THERE AND SEE WALK, WALK THE HALLS JUST, YOU KNOW, GO TO A GAME, ALL OF THOSE THINGS.
BECAUSE I THINK THAT YOU CAN SEE WHERE IT'S IMPORTANT.
RIGHT. FOR OUR KIDS ALL THESE THINGS THAT THEY CAN PARTICIPATE IN.
RIGHT? I THINK IT'S LIKE THE PRIDE WHEN YOU CAN WALK IN AND AND SEE THESE KIDS AND THEY LOOK TO THE T, RIGHT? THEIR UNIFORMS ARE AMAZING, THEIR INSTRUMENTS, EVERYTHING.
SO IT'S STILL A DEFICIT, RIGHT? LIKE THESE THINGS STILL NEED TO BE DONE.
WE WILL PUSH THESE TO THE NEXT POSSIBLE BOND ELECTION.
ARE WE EQUIPPED AND READY TO DO THAT?
[02:20:03]
YES. SO IF WE HAD A SITUATION IN WHICH AGAIN, THERE WAS AN EQUIPMENT FAILURE OF SOME KIND.YOU WE ALSO HAVE OUR CAPITAL PROJECTS FUND, WHICH ALSO PART OF WHY WE DO THAT AND WHY YOU GIVE US THAT PERMISSION TO HAVE US SET ASIDE, IS SO THAT WHEN WE DO HAVE AN AC GO OUT OR WE HAVE FLOODING THAT HAPPENS IN A BUILDING, WE CAN ACCESS THOSE FUNDS.
OR WE WOULD ALSO BRING IT TO YOU TO SAY, BOARD ARE YOU WILLING TO FUND THIS OUT OF FUND BALANCE? BECAUSE WE JUST HAD AN HVAC UNIT THAT WENT DOWN, AND WE'RE NOT SURE WHERE ELSE THAT FUNDING WOULD COME FROM.
OKAY. AND I'LL JUST I'LL CLOSE ON THIS ONE.
THEY'RE PART OF THE BUY IN BECAUSE THEY BENEFIT FROM THESE BOND PROJECTS AS WELL.
AND THEN THEY STAY WITH US THROUGHOUT THAT FIVE YEAR LIFE OF THE BOND AS WELL.
WELL, WHAT I THINK WE DON'T THINK ABOUT IS ALL THE OTHER PIECES OF IT THAT COME INTO PLAY, AND THAT INCLUDES STAFF, COMMUNITY, YOU KNOW, AND I THINK OF THE FINANCE PIECE OF THAT, THAT'S A HUGE PIECE ON THE FUNDING PART AND HOW WE SELL THOSE BONDS AND THE ECONOMIC CLIMATE THAT WE'RE UNDER WHEN WE'RE DOING THAT THROUGHOUT THOSE FIVE YEARS, THE PLANNING, THE CONSTRUCTION, OBVIOUSLY, THE PURCHASING PIECE FOR ALL THIS TECHNOLOGY, ALL THESE SYSTEMS, YOU KNOW, THERE'S THERE'S A LOT OF PURCHASING THAT GOES ON BEHIND THE SCENES TO GET THIS DONE. THE PROGRAMING PIECE.
SO ON THE TEACHING AND LEARNING SIDE AND ALL THAT, THERE'S A LOT OF PROGRAMING THAT COMES WITH A LOT OF THE SYSTEMS THAT WE END UP PURCHASING AND THEN THE IMPLEMENTING AND THEN FINALLY THE MONITORING.
SO IT'S REALLY A COMPREHENSIVE COMPLEX EXERCISE THAT NEVER ENDS IT SEEMS LIKE.
SO IT'S GOOD TO GET THESE UPDATES AND SEE THAT IT'S ACTUALLY FUNCTIONING.
SO I JUST WANTED TO TO FINISH UP WITH THAT ONE.
SO THANK YOU FOR THE PRESENTATION.
IS THERE ANYTHING ELSE YOU HAVE YOU DON'T WANT TO ADD ANY AGENDA ITEMS? JOKING. NO.
THANK YOU. YES.
* This transcript was compiled from uncorrected Closed Captioning.