[00:00:03] >> HEY GOOD EVENING AND WELCOME TO [I. CALL TO ORDER] THE JANUARY MEETING OF THE RICHARDSON ISD BOARD OF TRUSTEES. I AM ERIC EGER AND VIE PRESIDENT OF THE BOARD. MR. POTE WILL NOT BE JOINING US TONIGHT. HOWEVER, WE DO HAVE A QUORUM, AND THE MEETING IS CALLED TO ORDER AT 6:02 PM. DR. HELLER, LET'S SEE. WE'RE GOING TO HAVE DR. HELLER, WILL YOU PLEASE INTRODUCE OUR GUESTS TO LEAD US IN THE PLEDGE OF THE ALLEGIANCE THIS EVENING? >> YES. OF COURSE, MR. EGER. I'M WELCOME THIS EVENING. I AM SO EXCITED TO REPRESENT AND TO INTRODUCE YOU TO SCOUT PACK 894. THESE STUDENTS REPRESENT VARIOUS RSD ELEMENTARY SCHOOLS FROM ACROSS THE DISTRICT, AND THEY ARE HERE THIS EVENING TO LEAD US IN OUR PLEDGES. WE HAVE MISS OLIVIA DOOLEY, ADEN DAS. NADIA GARRIOT, RUBY MARROW AND MYRA MCBRIDE. >> [INAUDIBLE] DO IT. >> IF YOU CAN PLEASE STAND FOR OUR PLEDGES. >> NOW THE TEXAS FLAG. >> WHY DON'T WE SHOW OUR APPRECIATION TO THESE AWESOME STUDENTS? GREAT JOB. >> THANK YOU. >> THAT WAS GREAT. WELL, PLEASE JOIN US IN A MOMENT OF SILENCE. WE'D LIKE TO TAKE THIS TIME TO PAUSE AND REFLECT ON THE FAMILIES WHO'VE BEEN AFFECTED BY THE RECENT FIRES IN CALIFORNIA. OUR THOUGHTS AND SUPPORT ARE WITH YOU. WE WOULD ALSO LIKE TO THANK THE BRAVE FIREFIGHTERS WHO ARE WORKING TIRELESSLY TO CONTAIN THESE FIRES. YOUR COURAGE AND RESILIENCY IS INSPIRING. COLEAGUES, IT'S NOW TIME FOR RECOGNITION DR. HELLER? >> YES. AS THE BOARD AND SUPERINTENDENT BRANHAM ARE COMING FORWARD, I WOULD LIKE TO THANK ALL OF YOU FOR JOINING US TONIGHT. THE RISD BOARD OF TRUSTEES UNDERSTANDS THE IMPORTANCE OF RECOGNIZING THE ACHIEVEMENTS OF STUDENTS, STAFF, SCHOOLS, AND DEPARTMENTS. OUR TRUSTEES ALSO RECOGNIZE THE IMPORTANT CONTRIBUTIONS OUR LOCAL BUSINESSES, COMMUNITY ORGANIZATIONS, AND INDIVIDUALS MAKE TO THE DISTRICT. AT EACH REGULAR MONTHLY BOARD MEETING, WE TAKE TIME TO CELEBRATE THESE ACHIEVEMENTS. WE ASK THAT ALL GUESTS AND VISITORS HELP CELEBRATE THESE RECOGNITIONS BY STAYING TO ENJOY THE ENTIRE RECOGNITION PROCESS. THIS ALLOWS EVERYONE TO SHOW THEIR APPRECIATION FOR EACH RECIPIENT. THERE WILL BE A SHORT BREAK AT THE CONCLUSION OF THE RECOGNITIONS PORTION OF THE AGENDA. ANY GUESTS WISHING TO LEAVE THE AUDITORIUM CAN DO SO AT THAT TIME. WE ARE GOING TO KICK IT OFF WITH A VERY SPECIAL CELEBRATION BECAUSE JANUARY IS SCHOOL BOARD APPRECIATION MONTH. AT THIS TIME, I'M GOING TO INVITE SUPERINTENDENT BRANHAM TO SHARE A FEW WORDS. >> THANK YOU ALL FOR BEING HERE. IT'S SO GREAT THAT 'ALL ARE HERE JUST TO CELEBRATE OUR BOARD. ALL ARE AMAZING. [APPLAUSE] AS MELISSA MENTIONED JANUARY IS SCHOOL BOARD APPRECIATION AND THE RISD IS CELEBRATING OUR TRUSTEES FOR THEIR DEDICATION AND COMMITMENT TO OUR DISTRICT AND OUR STUDENTS. THIS IS A MONTH LONG OBSERVANCE, AND IT'S AN OPPORTUNITY FOR MEMBERS OF OUR COMMUNITY TO STRENGTHEN THEIR UNDERSTANDING OF WHAT IT REALLY MEANS TO BE A PART OF THE SCHOOL BOARD. IT'S ALSO MEANT TO UPLIFT THESE AMAZING INDIVIDUALS WHO WANT TO DO ALL THAT THEY CAN TO ENSURE THAT PUBLIC EDUCATION REMAINS STRONG IN THE STATE OF TEXAS AND TO ENSURE RICHARDSON ISD STUDENTS ACHIEVE ALL OF THE NORTH STAR GOAL THAT THEY SET FOR THEMSELVES. WE RECOGNIZE OUR ELECTED BOARD WHO VOLUNTEER MANY LONG HOURS TO SET THE VISION, MISSION AND GOALS FOR THE DISTRICT AND TO DETERMINE THE RESOURCES AND BUDGET NECESSARY FOR RISD TO OPERATE EVERY SINGLE DAY. [00:05:03] IT'S IMPORTANT TO KNOW WHILE THEY'RE HERE TONIGHT AND YOU MIGHT THINK THE MAJORITY OF THEIR TIME AND THEIR ROLE IS AT BOARD MEETINGS, IF YOU ONLY KNEW ALL OF THE OTHER EVENTS IN WHICH THEY ARE THERE TO SHOW SUPPORT, THEIR PRESENCE, WHERE THEY LEAN IN TO LEARN AND TO UNDERSTAND MORE, WHETHER IT'S FROM A TEACHER'S POINT OF VIEW OR A STUDENT OR A PARENT OR A COMMUNITY MEMBER. THEY JUST GIVE OF THEMSELVES TIRELESSLY. WE CELEBRATE OUR TRUSTEES WHO ARE BEING THE ONE IN SUPPORT OF THE NORTH STAR GOAL FOR EVERY STUDENT TEACHER AND LEADER TO MEET OR EXCEED THEIR GROWTH GOALS. OUR BOARD MEMBERS ARE SIMPLY VITAL. THEIR DEDICATION, VISION, AND COMMITMENT SHAKE THE FUTURE OF OUR SCHOOLS AND OUR STUDENTS. YOU MAY NOT REALIZE THAT OUR BOARD MEMBERS ARE THE STATES LARGEST GROUP OF LOCALLY ELECTED OFFICIALS. I CELEBRATE THE EFFORTS OF OUR TRUSTEES IN PROVIDING LEADERSHIP AND GOOD GOVERNANCE SO THAT RISD CAN FOCUS ON EDUCATING THE NEARLY 37,000 SCHOOL CHILDREN IN THEIR CARE. WE HAVE A SHORT VIDEO WE WOULD LIKE TO SHARE WITH YOU AND OUR BOARD, AND SO IF YOU TURN TO THE SCREEN. JANUARY IS SCHOOL BOARD APPRECIATION MONTH. SCHOOL BOARDS ARE ENTRUSTED BY THE PUBLIC TO MELD THE EXPECTATIONS AND NEEDS OF TEACHERS, STUDENTS AND FAMILIES INTO POLICIES, PLANS, AND GOALS. RISD, TRUSTEES VOLUNTEER THEIR TIME AND EXPERTISE TO MAKE IMPORTANT DECISIONS THAT IMPACT THE LIVES OF RISDS 40,000 STUDENTS AND TEACHERS. >> THANK YOU FOR MAKING SURE WE HAVE FUN AND SAFE PLACES TO LEARN EVERY DAY. THANK YOU FOR SETTING BIG GOALS FOR OUR SCHOOLS AND MAKING SURE WE REACH THEM. THANK YOU FOR SUPPORTING US WITH POLICIES THAT HELP US TEACH AND INSPIRE EVERY STUDENT. >> [FOREIGN]. >> WE ARE BUSINESS STUDENTS AT BERGNER HIGH SCHOOL, AND WE'VE BEEN LEARNING ALL SORTS OF THINGS SUCH AS ACCOUNTING, FINANCIAL LITERACY, AND BUSINESS MANAGEMENT. >> WE KNOW ONE OF THE MOST IMPORTANT PARTS OF RUNNING A BUSINESS IS UNDERSTANDING BUDGETS, AND WE KNOW IT ISN'T EASY. >> THANK YOU FOR MAKING SMART DECISIONS ABOUT RISDS BUDGET, RESOURCE ALLOCATIONS, AND KEEPING OUR SCHOOLS RUNNING STRONG. >> THANK YOU FOR STEPPING UP. >> TO EDUCATE. >> TO ADVOCATE. >> TO GOVERN. >> TO SET THE DIRECTION FOR THE FUTURE. >> THANK YOU, BOARD FOR YOUR GUIDANCE, YOUR VISION, AND YOUR COMMITMENT TO EXCELLENCE. >> I KNOW EACH OF YOU DEEPLY BELIEVE IN AND SHOW UP FOR OUR STUDENTS AND STAFF. I AM GRATEFUL FOR THIS INCREDIBLE GROUP. HAPPY SCHOOL BOARD APPRECIATION MONTH TO OUR PRESIDENT CHRIS POTE, VICE PRESIDENT ERIC EGER, SECRETARY RACHEL MCGOWAN, AND TRUSTEES, REGINA HARRIS, VANESSA PACHECO, DEBBIE RONORIA, AND MEGAN TIMMY. THANK YOU FOR BEING THE ONE FOR RISD. [APPLAUSE]. >> I'D LIKE TO SEND SHOUT OUTS AND STRATEGY AND ENGAGEMENT INTO MARSON WARZNAK, WHO HELPED PUT THAT TOGETHER. IF THE TRUSTEES ARE AWARE UPSTAIRS FOR DINNER, WE HAD DIFFERENT TOKENS OF APPRECIATION FOR CAMPUSES AT THEIR PLACES. THERE ARE ALSO LITTLE GOODIES FOR THEM, INCLUDING POSTERS THAT WERE MADE BY JJ PIERCE. THERE'S A MUG FOR EACH TRUSTEE. THERE'S ALSO NEW LIBRARY BOOKS, AND I KNOW THIS IS A PERSONAL PASSION OF MANY OF OUR TRUSTEES, BUT THERE ARE LIBRARY BOOKS THAT WILL BE PLACED ON BEHALF OF THE TRUSTEES AS PART OF A DONATION AND CONTINUE TO INCREASE THE ROBUST OFFERINGS THAT OUR LIBRARIES PROVIDE. I JUST FOR A MINUTE PERSONALLY. I'M OFTEN ASKED, HOW DO YOU HANDLE HAVING SEVEN BOSSES? HOW IS THAT? I CAN HONESTLY SAY THAT THESE SEVEN ARE AMAZING. I AM SO THANKFUL TO BE LED BY SEVEN PEOPLE WHO GENUINELY JUST WANT TO ENSURE WE HAVE THE BEST ENVIRONMENT FOR KIDS AND WANT TO ENSURE THAT I AM SET UP TO BE AS SUCCESSFUL AS POSSIBLE. THEY GIVE ME FEEDBACK. THEY HELP ME PUSH TO WANT TO BE BETTER TO SERVE OUR COMMUNITY. AGAIN, ON BEHALF OF THE ENTIRE RICHARDSON ISD, OUR COMMUNITY, OUR STUDENTS, OUR STAFF. WE THANK YOU FROM THE BOTTOM OF OUR HEARTS FOR ALL THAT YOU DO, ALL THE LITTLE THINGS THAT PEOPLE MAY NOT EVEN KNOW THAT YOU DO, AND ALL THE BIG THINGS THAT WE GET TO SEE EACH AND EVERY TIME WE'RE AROUND YOU. AGAIN, THANK YOU. PLEASE HELP ME CELEBRATE OUR RICHARDSON ISD BOARD. [APPLAUSE] >> WHAT AN AWESOME WAY TO KICK OFF OUR RECOGNITIONS THIS MONTH. AGAIN, THANK YOU, BOARD OF TRUSTEES, FOR ALL YOU DO TO SUPPORT THE STUDENTS AND STAFF AND FAMILIES AT RICHARDSON ISD. SO WE ARE GOING TO CONTINUE WITH OUR RECOGNITIONS, AND WE HAVE A COUPLE PARTNER RECOGNITIONS, AND WE KNOW THAT WE CANNOT DO THIS WORK AND MEET THE GOAL OF OUR NORTH STAR GOAL WITHOUT PARTNERING WITH OUR COMMUNITY. [00:10:02] THIS EVENING, WE WOULD LIKE TO RECOGNIZE BARNES AND NOBLES. I WOULD INVITE THEM TO COME FORWARD, PLEASE. WE HAVE LEANNE DAWKINS AND STEPHANIE TROUT. RICHARDSON ISD WAS SELECTED RECENTLY AS THE RECIPIENT OF THE BARNES AND NOBLE BOOKSTORE HOLIDAY BOOK DRIVE IN DECEMBER. THERE WERE OVER 400 BOOKS THAT WERE DONATED BY COMMUNITY MEMBERS. THE BOOKS WERE DISTRIBUTED TO STUDENTS IN THE SECOND THROUGH SIXTH GRADE AT ALDEA CREEK ELEMENTARY. THANK YOU SO MUCH FOR SUPPORTING RISD. [APPLAUSE] FOR OUR RECOGNITIONS, WE WILL BE GRABBING A PHOTO AFTER EACH ONE. IF YOU'RE COMING FORWARD, IF YOU COULD PLEASE REMAIN UP FRONT, AND WE'RE GOING TO GRAB A PHOTO. AGAIN, THANK YOU TO BARNES AND NOBLE. [APPLAUSE] THIS IS THE LOCAL BARNES AND NOBLE IN RICHARDSON, OF CAMPBELL AND COY. SO GO VISIT THEM. OUR NEXT PARTNER RECOGNITION, WE WOULD LIKE TO INVITE DALLAS MARKETS CENTER, AND I BELIEVE JENNY CAUSALINO OR ALLISON VAUGHN, ARE YOU HERE THIS EVENING? AWESOME. IF YOU CAN PLEASE COME FORWARD. AS THEY'RE COMING FORWARD, I WILL SHARE WITH YOU THAT THE DALLAS MARKET CENTER STAFF COLLECTED OVER 100 WINTER COATS AND DONATED THEM TO RICHARDSON ISD. THE COATS WERE DISTRIBUTED TO OUR NEIGHBORS THROUGH THE RICHARDSON COUNCIL OF PTA CLOSED CLOSET. THANK YOU SO MUCH TO THE YES, TO THE DALLAS MARKET CENTER. IF YOU GO [INAUDIBLE] A PICTURE. [APPLAUSE] THANK YOU SO MUCH. AGAIN, THANK YOU SO MUCH TO THE DALLAS MARKET CENTER. [APPLAUSE] WE HAVE AN ADDITIONAL DISTRICT RECOGNITION THIS EVENING, AND I WOULD LIKE TO INVITE FORWARD MELODY GREG, OUR RISD DIRECTOR OF PURCHASING, CHRISTY SIMPSON, ONE OF OUR PURCHASING COORDINATORS IN THE DISTRICT, AS WELL AS SCOTT PARNELL, A CONSULTANT FOR TAB BUSINESS SERVICES. THE BUY BOARD PURCHASING COOPERATIVE STREAM LINES, PURCHASING FOR SCHOOLS, CITIES, COUNTIES, AND NONPROFITS, BOTH IN TEXAS AND ACROSS THE COUNTRY. BUY BOARD'S REBATE PROGRAM FOR TEXAS MEMBERS, PUTS MONEY BACK INTO MEMBER BUDGETS. THE COOPERATIVE HAS GIVEN MORE THAN 110 MILLION BACK TO MEMBERS SINCE 2006. RISD, BECAUSE WE ARE A MEMBER OF THE COOPERATIVE, IS PARTICIPATING IN THE REBATE PROGRAM, AND WE ARE RECEIVING A CHECK FOR $59,009 AS PART OF THE PARTICIPATION PROGRAM. THANK YOU SO MUCH. [APPLAUSE] WE FORWARD AND GET A CHECK. THANK YOU SO MUCH. THANK YOU AGAIN TO TASBY AND THE OPPORTUNITY TO PARTICIPATE IN THE REBATE. THANK YOU. WE HAVE A FEW STAFF AND STUDENT RECOGNITION THIS EVENING AS WELL. I WOULD LIKE TO INVITE COACH JENNIFER NANCE FROM PIERCE HIGH SCHOOL. SHE WAS RECENTLY SELECTED AS OUR 2024 7-6A COACH OF THE YEAR FOR VOLLEYBALL. CONGRATULATIONS, COACH NANCE. [APPLAUSE] IT'S IMPORTANT TO KNOW COACH NANCE LED THE PIERCE MUSTANGS TO BECOME CO DISTRICT CHAMPIONS THIS PAST SEASON, AS WELL AS SURPASSING HER 300TH CAREER WIN. CONGRATULATIONS, COACH NANCE. [APPLAUSE] [00:15:04] >> WE HAVE ANOTHER STAFF RECOGNITION THIS EVENING IS MISS EMILY RAMIREZ HERE FROM LAKE HIGHLANDS HIGH SCHOOL. YES, WE'RE SO EXCITED TO RECOGNIZE MISS RAMIREZ WAS RECENTLY SELECTED AS THE 2025 INTERNATIONAL EDUCATOR OF THE YEAR FROM THE WORLD AFFAIRS COUNCIL OF DALLAS FORT WORTH. MISS RAMIREZ IS A TEACHER AT LAKE HIGHLANDS HIGH SCHOOL WHERE SHE TEACHES AP WORLD HISTORY, AND MEXICAN AMERICAN STUDIES. SHE HAS BEEN A JUNIOR WORLD AFFAIRS COUNCIL TEACHER, SPONSOR FOR 13 YEARS, AND CO-CREATED THE GLOBAL AWARENESS SPEAKER SERIES, WHICH BRINGS EXPERTS TO HER CAMPUS FOR PRESENTATIONS ON VARIOUS TOPICS. SHE HAS RECEIVED MANY OTHER HONORS AND RECOGNITION THROUGHOUT HER TEACHING CAREER, INCLUDING TEACHER OF THE YEAR FOR LAKE HIGHLANDS HIGH SCHOOL IN 2022. WE'RE VERY PROUD OF YOU EMILY. CONGRATULATIONS. [APPLAUSE] I WANT TO BE SURE AND GRAB THAT PICTURE. [APPLAUSE] CONGRATULATIONS AGAIN. NOW WE HAVE SOME REALLY SPECIAL STUDENTS HERE THIS EVENING. WE ARE GETTING TO OUR OUTSTANDING FOOTBALL PLAYERS THAT WERE RECOGNIZED AS 2024/2025 ACADEMIC ALL-STATE RECIPIENTS. THERE WERE SO MANY OF THEM, SOME ARE GOING TO BE HERE THIS EVENING AND THEN WE'RE ALSO GOING TO INVITE SOME OF THEM TO COME NEXT MONTH AS WELL. A LITTLE BIT ABOUT THE RECOGNITION. WE ALL KNOW AND UNDERSTAND THAT STUDENTS PERFORMANCE IN THE CLASSROOM CAN SOMETIMES BE DIFFICULT TO MANAGE WHILE ALSO PARTICIPATING IN ATHLETICS. BUT THEIR HARD WORK HAS NOT GONE UNNOTICED. THE ACADEMIC ALL-STATE TEAMS RECOGNIZE HIGH SCHOOL ATHLETES WHO EXCEL IN THE FOLLOWING CATEGORIES. THEIR GPA, CLASS RANK, AND THEIR ACT SAT SCORES. THESE STUDENTS ARE BEING RECOGNIZED AS A TEAM MEMBER BASED ON THEIR SCORES IN THESE CATEGORIES. WE APPLAUD THEM FOR THEIR COMMITMENT AND DEDICATION TO PERFORM WITH THE HIGHEST OF EXCELLENCE ACADEMICALLY AND ON THE FIELD OR COURT. WE HAVE 31 STUDENTS DISTRICT-WIDE, AND WE'RE EXCITED TO CELEBRATE THOSE THAT COULD BE HERE THIS EVENING. REMEMBER, WE'RE GOING TO TRY AND GRAB A PICTURE, OKAY, GENTLEMEN. [BACKGROUND] YES, I'M EXCITED WE DO HAVE A LADY. WE HAVE BRODIE REAPER FROM RICHARDSON HIGH SCHOOL. [APPLAUSE]. KAY MAYO FROM RICHARDSON HIGH SCHOOL. [APPLAUSE] WILLIAM PATTON FROM RICHARDSON HIGH SCHOOL. ADEN BARRASSO FROM RICHARDSON HIGH SCHOOL. JACKSON JUDGE, RICHARDSON HIGH SCHOOL. DIEGO GRANADOS, RICHARDSON HIGH SCHOOL. [APPLAUSE] ALLANA WOOTON FROM RICHARDSON HIGH SCHOOL. JACKSON NOEL FROM LAKE HIGHLANDS HIGH SCHOOL. [APPLAUSE] COOPER PORTER FROM LAKE HIGHLANDS HIGH SCHOOL. [APPLAUSE] BLAKE LUCAS FROM LAKE HIGHLANDS HIGH SCHOOL. [APPLAUSE] IGIENE MCDANIEL FROM BERGNER HIGH SCHOOL. [APPLAUSE] CORNELL MCGEE IV FROM BERGNER HIGH SCHOOL. [APPLAUSE] WE HAVE FRANK JOHNSON FROM PIERCE HIGH SCHOOL, [APPLAUSE] AND BRADEN HAWKINS FROM PIERCE HIGH SCHOOL. LET'S GIVE IT UP FOR THESE STUDENT ATHLETES AND ALL THEIR SUCCESS ACADEMICALLY. [APPLAUSE] [BACKGROUND] CONGRATULATIONS TO THESE AWESOME STUDENTS AND ALL OF THEIR ACADEMIC AND ATHLETIC SUCCESS. GOOD JOB, KID. FOR OUR FINAL RECOGNITION THIS EVENING, I'M GOING TO INVITE THE LAKE HIGHLANDS MIDDLE SCHOOL STUDENT COUNCIL. [00:20:01] IF YOU CAN PLEASE COME FORWARD. [APPLAUSE]. WE ARE RECOGNIZING AS WE DO EVERY MONTH, WE IDENTIFY STUDENTS AND STAFF WHO REALLY ARE GOING ABOVE AND BEYOND AND DEMONSTRATING HOW TO BE THE ONE HERE IN RISD. AND WE ARE RECOGNIZING THIS EVENING, THE LAKE HIGHLANDS MIDDLE SCHOOL STUDENT COUNCIL. LAST MONTH, THE STUDENT COUNCIL SPONSORED THEIR ANNUAL WINTER DANCE AS USUAL, BUT THIS TIME THEY ADDED SOME EXTRA GENEROSITY TO THE EVENT. STUDENTS WERE ASKED TO BRING A TOY TO BE DONATED TO THE NETWORK OF COMMUNITY MINISTRIES FOR THEIR ANNUAL HOLIDAY TOY DRIVE. THE STUDENT COUNCIL COLLECTED 128 TOYS FOR NETWORK. YES. [APPLAUSE] YOU CAN SEE SOME PICTURES. THE STAFF AT NETWORK WE'RE SO EXCITED AND THEY SENT PICTURES TO US HERE. WE ARE JUST REALLY PROUD OF THE LEADERSHIP THAT YOU HAVE SHOWN AND GIVING BACK TO THE GREATER RICHARDSON ISD COMMUNITY. THIS EVENING, WE HAVE SEVERAL OF THE STUDENT COUNCIL OFFICERS. WE HAVE AREADE MARTINEZ CASANOVA. [APPLAUSE] CONGRATULATIONS. WE HAVE TAVIN REXROD. MY APOLOGIES. REX ROAD. [APPLAUSE] CONGRATULATIONS. WE HAVE ELENA MUNOZ. CONGRATULATIONS. [APPLAUSE] MARIELLA LOMAN. [APPLAUSE] ISABEL BULLARD, CONGRATULATIONS. [APPLAUSE] AMARA IBRAHIM. CONGRATULATIONS. [APPLAUSE] WE WANT TO RECOGNIZE THE AWESOME TEACHER SPONSOR KELLY TO FROM LAKE HIGHLANDS MIDDLE SCHOOL. WE WANT TO BE SURE AND GRAB A PICTURE, SO IF SOME OF YOU STUDENTS CAN COME OVER THIS SIDE [BACKGROUND] WE WANT TO GIVE YES, CONGRATULATIONS. THANK YOU SO MUCH. WE DO WANT TO GIVE A SHOUT OUT TO NOTHING BUN CAKES AND RICHARDSON. THEY DONATE A LITTLE SWEET TREAT TO OUR BO AWARDS EVERY MONTH, SO WE APPRECIATE THEIR SUPPORT OF OUR RISD. WE WOULD ALSO LIKE TO ASK ALL OF THE PARENTS AND FAMILY AND OTHER STAFF THAT ARE HERE THIS EVENING TO RECOGNIZE YOU IF YOU'RE HERE TO SUPPORT ONE OF OUR STAFF OR STUDENTS GETTING RECOGNIZED IF YOU CAN STAND SO WE CAN RECOGNIZE YOU. WE KNOW IT TAKES A VILLAGE. YES. IF YOU'RE A SIBLING, YES, THANK YOU. [APPLAUSE] THERE WE GO. [APPLAUSE] THANK YOU SO MUCH FOR YOUR CONTINUED SUPPORT FOR ISD AND THIS CONCLUDES OUR RECOGNITION FOR THIS EVENING. [00:25:37] >> [NOISE] [LAUGHTER] HEY, THE NEXT ITEM ON THE AGENDA IS THE PUBLIC COMMENT SECTION. [II. PUBLIC COMMENT SECTION] MISS MCGOWAN, DO WE HAVE ANY PERSONS WHO HAVE SIGNED UP TO ADDRESS THE BOARD? >> YES. AT THIS TIME, WE WILL HAVE PUBLIC COMMENT SECTION. THANK YOU, MR. EGER, ON BEHALF OF THE BOARD. I WELCOME OUR VISITORS. DURING TODAY'S MEETING, SPEAKERS MAY COMMENT ON BOTH AGENDA AND NON AGENDA ITEMS. AS A REMINDER, SPEAKERS ARE REQUIRED TO FOLLOW THE PUBLIC COMMENTS PROTOCOL AS NOTED ON THE RISD WEBSITE. SPEAKERS, PLEASE APPROACH THE PODIUM AT THE FRONT OF THE AUDITORIUM WHEN I CALL YOUR NAME. JANE MCCURDY. >> GOOD EVENING, SCHOOL BOARD MEMBERS, AND THANK YOU FOR YOUR GENEROUS SERVICE. I AM HERE TO INFORM YOU OF EVENTS PERPETRATED BY ESS, THE COMPANY THAT RISD HAS CONTRACTED TO CONTROL ITS SUBSTITUTE TEACHERS. I BELIEVE THAT TWO OF RISD'S MAIN GOALS ARE TO PROVIDE AN EXCELLENT EDUCATION FOR ITS STUDENTS AND ACCOMPLISH THIS WITHIN A WISE BUDGET. THE CASE I WILL SH RUNS CONTRARY TO THESE TWO GOALS AND SHARED UPON PARENTS. SINCE MOST OF YOU DO NOT KNOW ME, I TAUGHT IN RISD FOR 19 YEARS. I WAS THE LAKE HIGHLANDS HIGH SCHOOL FOREIGN LANGUAGE DEPARTMENT CHAIR, NATIONAL HONOR SOCIETY SPONSOR, AND SPONSOR OF THE SPANISH AND HISPANIC PRIDE CLUBS. MY CHILDREN ALSO GRADUATED FROM LAKE HIGHLANDS. AS A TEACHER, I RECEIVED HONORS FOR WHICH I AM GRATEFUL, SUCH AS RISE TEACHER IN 2001, AND NAMED BY TEXAS ACT IN 2004, AS ONE OF THE TOP TEN HIGH SCHOOL TEACHERS IN THE STATE. SINCE MY RETIREMENT, I HAVE ENJOYED SUBBING FOR VARIOUS TEACHERS, MANY OF WHOM ARE FRIENDS AND ALL OF WHOM I RESPECT AND WHO REQUEST ME TO SUB FOR THEM. I WAS ASKED TWO DAYS BEFORE SCHOOL STARTED IN AUGUST TO BE A LONG TERM SUB FOR MR. RIVERA'S SPANISH CLASSES AT LAH UNTIL OCTOBER 31ST. I WAS HESITANT TO ACCEPT DUE TO A COMPLETE UNDERSTANDING OF THE WORKLOAD IT WOULD REQUIRE. HOWEVER, I ACCEPTED ON BEHALF OF THE STUDENTS STRANDED WITHOUT A TEACHER FOR SO LONG. I ALSO HAD A CLASS I WAS COMMITTED TO A CLASS AT SMU EVERY MONDAY. I DID ALL OF THE PLANNING SINCE I DIDN'T HAVE ACCESS TO SCHOOLOGY, ALL OF THE GRADING AND INPUT, ALL OF THE GRADES INTO FOCUS. THERE WAS NO CURRICULUM FOR THE LARGE NATIVE SPEAKER CLASS, SINCE IT'S THE FIRST IN THE DISTRICT. THOSE LESSONS, PROJECTS, A LITERARY EXCERPTS AND WRITING PROMPTS CAME FROM MY PREVIOUS EXPERIENCE, MY MA IN SPANISH, AND HAVING BEEN AN AP GRADER FOR THE COLLEGE BOARD FOR NINE YEARS. ON OCTOBER 1ST, THERE WAS AN INCIDENT WHICH I DID NOT VIEW AS TRANSFORMATIONAL AT THE TIME, BUT HAS LED TO MY WRONGFUL TERMINATION FROM SUBSTITUTE OPPORTUNITIES AT RISD. ONE STUDENT ACCUSED ANOTHER OF HAVING A WEAPON. THERE WAS NONE. WITHIN 40 MINUTES, CHARLES BRUNER TOLD ME THAT ALL OF MY SUB COMMITMENTS WERE CANCELED AND TO GO HOME AND WRITE A STATEMENT FOR ESS. I WAS THEN TOLD TO MEET WITH KIMBERLY TUCKER OF ESS ON OCTOBER 3RD. WHEN I ASKED TO RECORD THAT MEETING, WHICH IS A LEGAL RIGHT IN TEXAS, SHE REFUSED AND SHE SAID SHE WOULD ESCORT ME TO THE DOOR. SHE DID NOT MEET WITH ME, AND I WAS BLOCKED [NOISE] FROM THE SUBSYSTEM. THAT SAME DAY, I ASKED PRINCIPAL KERRI JONES WHAT I DID WRONG. SHE SAID I DID NOTHING WRONG. SHE SAID THAT SHE WROTE IN HER REPORT THAT I WAS A WONDERFUL SUB AND HAD TRAINED FOR SUCH AN INCIDENT. [00:30:01] >> I AM SO SORRY TO INTERRUPT YOU, BUT YOUR TIME IS NOW UP. >> I HAVE NINE COPIES BECAUSE I KNEW I COULDN'T DO IT AT ALL IN THREE MINUTES. >> YES, MADAM. WE WILL GET THOSE. THANK YOU SO MUCH FOR PROVIDING THOSE TO US. >> WELL, THANK YOU. WE APPRECIATE THE COME IN AND COME OUT AND WE THANK YOU FOR YOUR INPUT AND PARTICIPATION TONIGHT. [III. CONSENT / CONFIRMATION AGENDA ITEMS] NEXT ITEM IS AN ACTION ITEM FOR THE CONSENT AGENDA. DOES ANYONE WISH TO PULL ANY AGENDA ITEMS FOR SEPARATE CONSIDERATION? IS THERE A MOTION TO APPROVE THE CONSENT AGENDA? >> SO MOVED. >> VANESSA, I'M SORRY? >> HARRIS REGINA. >> REGINA. I'M SORRY. I'M GETTING OLD, AGING HERE. IS THERE A SECOND? >> SECOND. >> MEGAN ARE THERE ANY COMMENTS OR QUESTIONS? HEARING NONE, LET'S SEE. ALL IN FAVOR, PLEASE RAISE YOUR HAND. MOTION PASSES 6-0. [IV.A. Consider Gifts] OUR NEXT ACTION I IS CONSIDER GIFTS. MS. BROWN. >> THANK YOU, VICE PRESIDENT EGER, YES. AT THIS TIME, IT IS AN HONOR AT THIS PART OF THE BOARD MEETING WHERE WE HAVE AN OPPORTUNITY TO THANK OUR COMMUNITY, OUR PTAS, MANY OF OUR PARTNER ORGANIZATIONS WHO GIVE SO WILLINGLY TO SUPPORT OUR STUDENTS AND TO MAKE SURE THAT THEY HAVE ACCESS TO EVERY RESOURCE THEY NEED TO REACH OUR NORTH STAR GOAL. I'VE ASKED MR. PATE TO PROVIDE OUR REPORT OF GIFTS OVER $5,000 FOR THE BOARD'S INFORMATION. >> THANK YOU, MS. BROWN. I'M HAPPY TO PRESENT GIFTS RECEIVED THIS MONTH. WE HAVE ONE GIFT OVER $5,000 SUBMITTED FOR BOARD APPROVAL. IT IS FROM PRESTONWOOD ELEMENTARY PTA. THEY GAVE $7,036.83 TO PRESTONWOOD ELEMENTARY. WE HAVE 11 GIFTS LESS THAN $5,000 FROM A VARIETY OF SOURCES TO CAMPUSES ACROSS THE DISTRICT, TOTALING $5,808.73, WHICH ARE SUBMITTED FOR THE BOARD'S INFORMATION. TOTAL GIFTS THIS MONTH ARE $12,845.56. >> THANK YOU, MR. PATE. WITH THAT, I RECOMMEND THAT THE BOARD ACCEPT THE GIFTS OF $5,000 OR MORE AS LISTED. >> IS THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? IS THERE A MOTION TO APPROVE THE GIFTS? >> SO MOVED. >> IS THERE A SECOND? >> SECOND. >> RACHEL. ARE THERE ANY COMMENTS OR QUESTIONS? I'M SORRY. MY APOLOGIES. >> I WAS LOOKING THROUGH THE LIST AND I WANT TO THANK ALL THE COMMUNITY MEMBERS, THE PTAS THAT PROVIDE THESE TYPES OF DONATIONS. I NOTICED A LOT OF THEM ARE FOR LITERACY SUPPLIES AND BOOKS. THAT JUST MAKES MY HEART HAPPY AND I JUST WANT TO THANK EVERYBODY WHO BRINGS THOSE OPPORTUNITIES TO OUR SCHOOLS. THANK YOU. >> ANY OTHER COMMENTS OR QUESTIONS? NO. HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND. MOTION PASSES 6-0. OUR NEXT ACTION NAME IS TO CONSIDER [IV.B. Consider May 2025 Board Election and Providing Required Notices] THE MAY 2025 BOARD ELECTION AND PROVIDE REQUIRED NOTICES. MS. BROWN? >> THANK YOU SO MUCH. YES. ON FEBRUARY 4, 2019, THE BOARD ADOPTED A RESOLUTION IN AN ORDER THAT REPLACED AN AT-LARGE ELECTORAL SYSTEM WITH A COMBINATION OF AT-LARGE AND SINGLE-MEMBER DISTRICT SYSTEM KNOWN AS THE 5:2. AT ANOTHER LAWFULLY CALLED MEETING ON MAY 20 OF 2019, THE BOARD ADOPTED A TRANSITION PLAN TO PHASE IN THE 05:2 SYSTEM AS CURRENT TRUSTEE TERMS EXPIRE. THE TERMS OF THE OFFICES OF THE FOLLOWING TRUSTEES WILL EXPIRE ON MAY 3, 2025 OR WHEN THEIR SUCCESSORS ARE DULY ELECTED AND QUALIFIED. VANESSA PACHECO, SINGLE-MEMBER DISTRICT 2, REGINA HARRIS, SINGLE-MEMBER DISTRICT 4, RACHEL MCGOWAN, SINGLE-MEMBER DISTRICT 5. RISD MUST HOLD AN ELECTION TO FILL THE EXPIRING DISTRICTS. [00:35:01] THE TEXAS ELECTION CODE REQUIRES A GOVERNMENTAL BODY TO CALL AN ELECTION NO LATER THAN THE 70TH DAY BEFORE THE ELECTION IS TO BE HELD. RISD TRADITIONALLY HOLDS ITS TRUSTEE ELECTIONS WITH A COUNTYWIDE GENERAL ELECTION AND WILL AGAIN CONTRACT WITH DALLAS COUNTY ELECTIONS DEPARTMENT TO CONDUCT THE ELECTION SUBJECT TO THE BOARD'S AUTHORIZATION. THE GENERAL ELECTION IN DALLAS COUNTY IS SCHEDULED FOR MAY 3, 2025. WITH THAT, I RECOMMEND THAT THE BOARD OF TRUSTEES AUTHORIZE A GENERAL ELECTION TO FILL SINGLE-MEMBER DISTRICT 2, SINGLE-MEMBER DISTRICT 4, AND SINGLE-MEMBER DISTRICT 5 AND APPROVE THE ATTACHED ELECTION ORDER AND NOTICE AS PRESENTED. >> IS THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? WE'RE JUST MOVING RIGHT ALONG HERE. IS THERE A MOTION TO APPROVE THE MAY 2025 BOARD ELECTION AND PROVIDING REQUIRED NOTICES? >> SO MOVED. >> A SECOND? >> SECOND. >> VANESSA PACHECO. ARE THERE ANY COMMENTS OR QUESTIONS? HEARING NONE, ALL IN FAVOR, PLEASE RAISE YOUR HAND. 6-0. NEXT ITEM IS AN ACTION ITEM TO [IV.C. Consider Bond Steering Committee Charge and Parameters] CONSIDER THE BOND STEERING COMMITTEE CHARGE AND PARAMETERS. MS. BROWN. >> THANK YOU. YES. AS WE MENTIONED AT OUR LAST MEETING BEFORE WE LEFT ON WINTER BREAK, WE RECEIVED THE FEEDBACK AND THE RECOMMENDATIONS FROM THE COMMUNITY BUDGET STEERING COMMITTEE RELATED TO GENERATING REVENUE AS WELL AS REDUCING EXPENDITURES AS WE CONSIDER OUR '25-26 BUDGET. ONE OF THE ITEMS THAT WAS RECOMMENDED FOR THE COMMUNITY BUDGET STEERING COMMITTEE WAS FOR THE BOARD TO CONSIDER POTENTIALLY ACCELERATING OUR TRADITIONAL FIVE-YEAR BOND CYCLE AND POTENTIALLY ACCELERATING THAT A LITTLE BIT SOONER IN ORDER TO ACCELERATE OUR MIDDLE SCHOOL TRANSFORMATION. WITH THAT, WE ARE BRINGING FORWARD TO YOU, REALLY, THIS IS A PRACTICE NOW THAT YOU HAVE ADOPTED WITH BOND 2021 WITH THE COMMUNITY BUDGET STEERING COMMITTEE AND NOW WE ARE BRINGING THIS PROCESS BACK FORWARD, WHERE WE REALLY WANT AN OPEN TRANSPARENT COMMUNICATION PROCESS AND COMMITTEE PROCESS WITH OUR COMMUNITY AS WE CONSIDER A POTENTIAL FUTURE BOND. I'VE ASKED MR. PATE AND MS. HAYES TO BRING SOME INFORMATION FORWARD REGARDING TONIGHT'S RESOLUTION, AND THEN I'LL MAKE THE MOTION. >> THANK YOU, SUPERINTENDENT. GOOD EVENING, BOARD. YOU WILL SEE THE PURPOSE OF THE BOND STEERING COMMITTEE PART OF THE CHARGE IS TO ENSURE THAT THE DISTRICT SHORT AND LONG TERM FACILITY, EQUIPMENT AND INFRASTRUCTURE NEEDS ARE MET WITH THE NEXT BOND ELECTION. AS SUPERINTENDENT BRANHAM SHARED, IT'S UNDETERMINED RIGHT NOW WHETHER IT WOULD BE A NOVEMBER 2025 OR A MAY 2026 BOND DEPENDING ON THE SURVEY RESULTS FROM THE COMMUNITY THAT WILL CONCLUDE THE END OF FEBRUARY. PART OF THE CHARGE TO THE COMMITTEE IS TO LOOK AT THE MIDDLE SCHOOL TRANSFORMATIONS THAT ARE HAPPENING TO HELP US PRIORITIZE ALL OF THE NEEDS AS OUR NEEDS FAR EXCEED OUR CAPACITIES AND OUR BONDS AS WE ALL KNOW. TO MAKE SURE THE EDUCATIONAL NEEDS OF OUR STUDENTS ARE MET TO REPRESENT THE ENTIRE DISTRICT AND OUR COMMUNITY AND TO CONSIDER ALL OF THE FINANCIAL POSITIONS THAT THE DISTRICT SITS IN. THERE ARE PARAMETERS FOR THE COMMITTEE LISTED AS WELL. THESE ARE THE SAME PARAMETERS THAT WE HAVE SEEN. THIS IS THE SAME BOND CHARGE THAT YOU SAW IN 2021. THE COMMITTEE COMES TOGETHER. WE CURRENTLY HAVE THREE MEETINGS SCHEDULED FOR THIS COMMITTEE, TWO IN MARCH AND ONE IN APRIL. THEN THE RECOMMENDATION FROM THAT COMMITTEE COMES FORWARD TO THE BOARD FOR YOUR CONSIDERATION. HAPPY TO TAKE ANY QUESTIONS. >> THANK YOU TO BOTH MS. HAYES AND MR. PATE AS THEY WORK ON PUTTING THIS FORWARD. ALSO IF WOULDN'T MIND DR. HELLER, MAYBE SHARING A LITTLE BIT ABOUT IF THE BOARD WAS TO MOVE FORWARD WITH THIS RESOLUTION AND SEEK PARTICIPATION, HOW ARE WE GOING TO GET THAT INFORMATION OUT TO OUR COMMUNITY? >> ABSOLUTELY. YES, WE ALREADY HAVE A FORM TO ACCEPT NOMINATIONS. COMMUNITY MEMBERS CAN NOMINATE THEMSELVES OR SOMEONE CAN NOMINATE THEM. WE WILL PUSH THAT OUT THROUGH ALL OF OUR DISTRICT CHANNELS AS WELL AS OUR CAMPUS. WE ARE GOING TO SHARE IT WITH OUR AMBASSADORS, OUR PREVIOUS AMBASSADOR, CLASSES, BUSINESS PARTNERS, HOAS. IT IS GOING TO GO THROUGHOUT THE COMMUNITY, SHARE WITH THE CHAMBER, CITY, ETC, SO THAT WE CAN HAVE A OPPORTUNITY TO BE SURE THAT WE HAVE A VERY DIVERSE GROUP THAT IS REPRESENTATIVE OF THE ENTIRE DISTRICT COMMUNITY. >> THANK YOU TO STRATEGY ENGAGEMENT FOR YOUR WORK ON THAT. WITH THAT, I RECOMMEND THAT THE BOARD OF TRUSTEES ADOPT THE BOND STEERING COMMITTEE RESOLUTION AS PRESENTED. [00:40:04] >> IS THERE ANY QUESTION OR COMMENTS FROM THE BOARD? IS THERE A MOTION TO APPROVE THE BOND STEERING COMMITTEE CHARGE AND PARAMETERS? >> SO MOVED. >> IS THERE A SECOND? >> SECOND. >> SECOND BY MS. REGINA HARRIS. ARE THERE ANY COMMENTS OR QUESTIONS? THE MOTION PASSES 6-0. >> PLEASE VOTE. >>> OH SORRY. PLEASE EXCUSE ME. [LAUGHTER] LET ME GO TO THE NEXT PAGE. ALL IN FAVOR, PLEASE RAISE YOUR HAND. NOW IT PASSES 6-0. MY APOLOGIES. OUR NEXT ITEM IS AN INFORMATION ITEM TO RECEIVE [IV.D. District Demography Report 2024 - 2025] AN UPDATE ON THE DISTRICT DEMOGRAPHY REPORT FOR 2025. >> YES, THANK YOU. THIS, AGAIN, IS AN ANNUAL REPORT THAT WE PROVIDE TO THE COMMUNITY AND TO THE BOARD. IT'S IMPORTANT TO NOTE THAT OUR DEMOGRAPHER ANNUAL REPORT IS JUST ONE PIECE OF DATA. IT'S ONE PIECE OF DATA THAT WE USE TO HELP MAKE PROJECTIONS NOT ONLY FOR OUR '25-26 BUDGET, BUT ALSO TO LOOK AT POTENTIAL STAFFING NEEDS, WHERE MIGHT THERE BE A CHANGE IN ENROLLMENT THAT MAY REQUIRE MOVING AND SHIFTING PERSONNEL AROUND. BUT AGAIN, THIS IS JUST ONE DATA POINT, BUT WE SO APPRECIATE DAVIS DEMOGRAPHICS FOR BEING HERE, AND I'M GOING TO TURN IT OVER TO MS. HAYES WHO IS GOING TO LAUNCH US AND LEAD US INTO TONIGHT'S PRESENTATION. THIS IS AN INFORMATION ITEM. >> THANK YOU, SUPERINTENDENT BRANHAM. GOOD EVENING. DAVIS DEMOGRAPHICS WAS PURCHASED BY MGT. NOW IT'S MGT COMPANY. WE HAVE GEORGIA LEONARD WITH US. CAMERON ARCENEAUX. THANK YOU. ALWAYS I HAVE TO CHECK MYSELF ON THAT. TONIGHT, I'M GOING TO BRING YOU OUR ANNUAL DEMOGRAPHERS REPORT. A COUPLE OF PIECES FOR THE COMMUNITY AND BOARD TO REMEMBER. COMPARING THIS YEAR TO LAST YEAR, THIS IS NOT THE SAME BECAUSE WE HAD MIDDLE SCHOOL TRANSFORMATION FOR THE LAKE HIGHLANDS LEARNING COMMUNITY. WE HAD MANY BOUNDARY CHANGES AS WELL AS THE PRS. THE DATA THAT YOU SEE IN SCHOOLS WILL NOT COMPARE ONE YEAR TO THE NEXT. KEEP THAT IN MIND. ALSO THIS IS A FORECAST. WE DON'T WANT PEOPLE TO GET TOO GROUNDED IN WHAT THE DATA IS AS THEY ARE PREDICTING OR FORECASTING POTENTIALLY THE NUMBER OF KIDS THAT WILL BE AROUND OUR DISTRICT AND LIVE IN OUR DISTRICT. AGAIN, IT IS JUST A SNAPSHOT. ON A COUPLE OF THE SLIDES, YOU WILL ONLY SEE A SMALL GROUP OF SCHOOLS LISTED. THAT'S BECAUSE THEY WOULDN'T ALL FIT ON ONE SLIDE AND BE ABLE TO BE READ. THE ENTIRETY OF THAT DATA WILL BE POSTED ON OUR WEBSITE FOR ANYONE WHO WANTS TO SEE IT AND FOR THE BOARD TO REVIEW. WITH THAT, I'M GOING TO TURN IT OVER TO MS. LEONARD TO SHARE HOW THEY GOT HERE IN THE DATA THEY FOUND. >> JUST MAKING SURE YOU ALL COULD HEAR ME. I DIDN'T KNOW HOW CLOSE I NEEDED TO GET. IT IS MY PLEASURE TO BE HERE ONCE AGAIN AND GET TO PRESENT THIS INFORMATION TO YOU ALL. I WILL GO AHEAD AND GET STARTED. AS YOU ALL KNOW, A REALLY SIGNIFICANT PORTION OF WHAT WE DO IS WORKING WITH YOUR SPATIAL AND TABULAR DATA. WE DO OUR OWN RESEARCH WHEN IT COMES TO THE RESIDENTIAL DEVELOPMENT, WE PULL BIRTH RATES, ETC. WE BRING ALL OF THAT TOGETHER, AND WE ANALYZE THAT, WE PROCESS IT, AND THEN WE CREATE YOUR FORECAST. THIS DIAGRAM DEPICTS AN OVERVIEW OF WHAT OUR FORECAST METHODOLOGY IS. I'M GOING TO GO INTO EVERYTHING ELSE IN MUCH MORE DETAIL. BUT WHAT I DO LIKE TO POINT OUT ON THIS SLIDE IS THE BIGGEST BOX ON HERE IS Y'ALL'S STUDENT DATA. EVERYTHING THAT WE DO STARTS WITH YOUR STUDENT DATA AND IS APPLIED TO YOUR STUDENT DATA. I THINK THAT THAT'S A REALLY IMPORTANT FACTOR TO JUST KEEP IN MIND. IT'S VERY, VERY SPECIALIZED LOCALIZED TO Y'ALL. ONE OF THE FIRST THINGS WE ALWAYS DO IS WE WORK WITH THE DISTRICT, WE WORK WITH SANDRA AND DAVID, AND WE GET THE STUDENT DATA, WE VERIFY IT, WE MAKE SURE THAT EVERYTHING CHECKS OUT, IT'S CLEAN, AND THEN WE SEND IT BACK, IT GETS SIGNED. THEN WHEN WE GET IT BACK, WE GO THROUGH A PROCESS CALLED GEOCODING. THIS IS WHERE WE BASICALLY TAKE EACH STUDENT AND THEY END UP AS A POINT ON OUR MAP. THIS MIDDLE IMAGE IS WHAT YOU'RE GOING TO SEE IS ABOUT FOUR YEARS WORTH OF STUDENT DATA ZOOMED OUT FAR ENOUGH, AND YOU'RE ABLE TO SEE SOME OF THOSE TRENDS OF THE DIFFERENT PLACES WHERE [00:45:03] STUDENTS LIVE VERSUS WHERE THEY'VE LIVED FOUR YEARS AGO VERSUS WHERE THEY ARE NOW. IT'S A VERY INTERESTING THING THAT WE DO. THE OTHER PIECE OF SPATIAL DATA THAT WE DO IS WORKING WITH YOUR ATTENDANCE BOUNDARIES, WHERE WE CUT IT DOWN INTO BYTE SIZE PIECES INTO SOMETHING WE CALLED STUDY AREAS. Y'ALL HAVE 728 STUDY AREAS. ESSENTIALLY IT'S RUNNING IN THE BACKGROUND OF THE SOFTWARE. IT'S RUNNING ABOUT 728 MINI FORECASTS. ONCE WE GET YOUR STUDENT DATA AND WE HAVE OUR ATTENDANCE AREAS CONFIRMED AND EVERYTHING LOOKS GREAT, THEN WE CAN GO THROUGH A PROCESS, WE DO YOUR STUDENT DENSITY MAP. AS YOU CAN SEE, YOU CAN TELL BY THE BRIGHT YELLOW WHERE THE DENSER POPULATION IS. DOESN'T MEAN THAT YOU DON'T HAVE STUDENTS LIVING IN OTHER AREAS, THEY'RE JUST A LESS DENSE POPULATION. WE HAVE ALL OF YOUR SPATIAL DATA. NOW WE'RE GOING TO START LOOKING AT IT AND SEE HOW IT COMPARES. THE NEXT SEVERAL SLIDES GO INTO THE ATTENDANCE MATRICES AND THE UTILIZATION. AS SANDRA MENTIONED EARLIER, THIS ONE IS YOUR ELEMENTARY. AS YOU KNOW, YOU HAVE WAY MORE THAN YOU SEE ON THE SLIDE, AND THE FULL PICTURE WILL BE IN THE FULL REPORT. BUT JUST TO WALK YOU THROUGH ON HOW TO READ THIS. WHEN YOU'RE LOOKING AT AIKIN ELEMENTARY, THE SCHOOLS ON THE LEFT ARE YOUR SCHOOL OF RESIDENTS, AND THE SCHOOLS ALONG THE TOP ARE YOUR SCHOOLS OF ENROLLMENT. THINK SPATIAL, LIKE GEOGRAPHICAL AREA WHERE THEY LIVE VERSUS WHERE THEY GO TO SCHOOL. WHEN YOU'RE LOOKING AT AIKIN ELEMENTARY, IT SERVES PK-6. IN THAT GEOGRAPHICAL AREA OF AIKIN ELEMENTARY, THERE ARE 610 PK-6 STUDENTS THAT LIVE IN THAT ATTENDANCE AREA. HOWEVER, THEY DON'T ALL GO TO AIKIN. YOU HAVE 399 THAT ACTUALLY ARE ENROLLED AT AIKIN, AND THEN YOU HAVE NINE THAT ARE ENROLLED AT ARAPAHO, AND SIX, YES, THAT ONE, AND THEN SO FORTH. BUT WHEN YOU'RE LOOKING DOWN, YOU CAN SEE THE CONSTRUCTION OF WHERE THE STUDENT POPULATION IS COMING FROM THAT ARE ATTENDING AIKIN. AGAIN, 399 LIVE IN THE AREA, ZERO ARE COMING FROM THE GEOGRAPHICAL AREA OF ARAPAHO AND SO FORTH. IF I MAY RIGHT HERE ON THIS SLIDE FOR THOSE WHO ARE QUESTIONING THE ELEMENTARY SCHOOLS IN THE LAKE HIGHLANDS, LEARNING ATTENDANCE ARE PRE-K5 NOW. THIS WAS JUST COPIED AND PASTED ALL THE WAY DOWN. IF IT'S AN ELEMENTARY SCHOOL THAT FEEDS INTO LAKE HIGHLANDS MIDDLE SCHOOL OR FOREST MEADOW MIDDLE SCHOOL, THOSE ARE PRE-K5. >> THIS IS OUR UTILIZATION AND TRANSFER ANALYSIS. IT'S A REALLY INTERESTING LENS WHEN YOU CAN SEE THE NUMBER OF STUDENTS THAT LIVE IN AN AREA, AND IF ALL OF THOSE STUDENTS THAT LIVE IN THAT AREA DID GO TO THAT SCHOOL AND ONLY THOSE STUDENTS. AS YOU'RE LOOKING AT THIS CHART, AIKIN ELEMENTARY, THAT SAME 806 CAPACITY AS OF THIS SCHOOL YEAR. AND THEN 610 STUDENTS THAT LIVE IN THAT GEOGRAPHICAL AREA, IF THOSE STUDENTS AND ONLY THOSE STUDENTS ATTENDED THIS CAMPUS, THEN YOU'LL BE OUT A 76% UTILIZATION. HOWEVER, WITH STUDENTS TRANSFERRING IN TRANSFERRING OUT, THEIR ENROLLMENT IS 449, AND SO THE UTILIZATION OF THAT CAMPUS IS 55.7. THE REMAINDER OF THAT CHART WALKS YOU THROUGH THE NUMBER OF STUDENTS THAT ARE TRANSFERRING IN TRANSFERRING OUT, AND GIVES YOU THE NUMBER OF STUDENTS THAT ARE TRANSFERRING IN FROM OUT OF DISTRICT. SOME OF THIS CAN BE RELATED TO PROGRAMS, WAIVERS, AND ETC, AND SO THAT'S TYPICALLY HOW YOU UNDERSTAND THE TRANSFER IN AND TRANSFER OUT. VERY, VERY PROGRAM AND CHOICE-DRIVEN. THE SAME THING FOR YOUR JUNIOR HIGH. APOLLO JHS IS 759 STUDENTS THAT ARE 78 LIVE IN THAT GEOGRAPHICAL AREA, AND 462 OF THOSE STUDENTS ACTUALLY ATTEND THAT CAMPUS, AND FOREST MEADOWS CAPTURES NINE OF THOSE STUDENTS, LAKE HIGHLANDS, 35, ETC. IT ALSO SHOWS YOU ON THE FACILITIES THAT ARE LISTED THERE IN WHITE, ARE YOUR NON-BOUNDARY FACILITIES, AND SO YOU'RE ABLE TO SEE THE DISTRIBUTION OF STUDENTS AND [00:50:02] WHERE THEY'RE COMING FROM AS THEY CHOOSE TO GO TO THAT SCHOOL. APOLLO, WE HAVE A SCHOOL CAPACITY OF 1,066, 759 STUDENTS LIVE IN THAT ATTENDANCE AREA, 71% UTILIZATION. IF ONLY THOSE STUDENTS WENT TO THAT CAMPUS. HOWEVER, THE ENROLLMENT IS 586, LEAVING THAT JUNIOR HIGH AT 55% UTILIZATION. YOU HAVE ABOUT 122 TRANSFERRING IN, 297 TRANSFERRING OUT, TWO COMING IN FROM OUTSIDE OF THE DISTRICT. ANY QUESTIONS ON THESE CHARTS? PERFECT. VERY SIMILAR TO THE HIGH SCHOOLS. AT BERKNER, WE HAVE 3,057 STUDENTS LIVING IN THE ATTENDANCE AREA. TWO THOUSAND TWO HUNDRED AND EIGHTY SEVEN ARE CHOOSING TO GO TO THAT CAMPUS, LAKE HIGHLANDS IS GETTING 137, ETC. THEN WE HAVE OF THOSE STUDENTS 86% UTILIZATION, IF ONLY THE RESIDENT STUDENTS WENT TO THAT FACILITY, AND THEN YOUR ENROLLMENT IS CURRENTLY SITTING AT S 66.4% UTILIZATION. IT'S IMPORTANT TO NOTE THAT YOU WILL SEE SOME CAMPUSES LIKE ACM OR RICHARDSON HIGH SCHOOL HAVE A INCREASE IN THE TRANSFERS IN AND IT IS IMPORTANT TO REMEMBER THAT THOSE ARE MAGNET PROGRAMS, AND SO INTENTIONALLY DESIGNED, THERE'S A SIGNIFICANT PORTION OF OUR MAGNET SCHOOLS WHERE THEIR WHOLE DESIGN IS AROUND ACCEPTING TRANSFERS IN AS PART OF THAT MAGNET APPLICATION AND ENROLLMENT PROCESS. >> YES, MA'AM. THE NEXT FEW SLIDES IS GOING TO BE THE FACTORS THAT CAN DIRECTLY CONTRIBUTE TO WHAT HAPPENS WITH YOUR FORECAST. FIRST AND FOREMOST, YOU'VE GOT YOUR BIRTHS. YOUR BIRTHS ARE DIRECTLY CORRELATED TO YOUR KINDERGARTEN COHORT. WE WORK UNDER THE ASSUMPTION THAT STUDENTS THAT ARE BORN WILL BE ATTENDING SCHOOL FIVE YEARS LATER. WE DO HAVE THE ABILITY IN THE STATE OF TEXAS TO GET BIRTH DATA BY THE ZIP CODE. WHEN WE'RE APPLYING THESE RATES, WE ARE APPLYING DIRECTLY THE ZIP CODES THAT ARE IN YOUR DISTRICT. WE'RE NOT LOOKING AT STATE NUMBERS, COUNTY NUMBERS, THESE ARE ZIP CODES THAT ARE WITHIN YOUR DISTRICT BOUNDARIES. THE TREND THAT I WANT TO POINT OUT HERE, IS IF YOU LOOK FROM THE START BACK IN BIRTH YEAR, 2014, AND YOU WORK YOUR WAY DOWN, YOU'LL START TO SEE THAT THAT DOWNWARD TREND, ASIDE FROM 2022, WHERE IT HAD THIS BIRTH SPIKE, WHICH I THINK IS PROBABLY POST PANDEMIC WHEN PEOPLE STARTED HAVING KIDDOS AGAIN. FOR THE MOST PART, YOU DID HAVE THIS DOWNWARD TREND, AND THAT IS ONE OF THE CONTRIBUTORS TO WHAT YOU'LL SEE IN THE FORECAST. HOLD ON, I WANT TO GO BACK ON TO CHECK SOMETHING. YES. ONE OF THE THINGS I DO WANTED TO SAY. THE PERCENT CHANGE. YOU IN YOUR BASE YEAR, YOU'RE ABOUT 95%, AND THEN 93%, AND THOSE ARE WHAT'S DIRECTLY APPLIED TO YOUR FORECAST. MOBILITY. WHEN YOU THINK MOBILITY, THIS IS EXISTING HOUSING IN YOUR DISTRICT, STUDENTS MOVING INTO, MOVING OUT OF ENROLLING, UNENROLLING. THOSE KINDS OF STUDENT MOVEMENT, THAT'S WHAT'S PICKED UP IN THIS CHART. IT'S A REALLY SENSITIVE CHART. IT'S CALCULATED FRESH EVERY YEAR WE DO A FORECAST. BUT IT CAN BE A LITTLE BIT INTERESTING WHEN YOU GO TO READ IT. LET ME CLARIFY. THINK ABOUT AS THAT COHORT IS MOVING FROM ONE YEAR TO THE NEXT. FOR EXAMPLE, AIKIN ELEMENTARY, YOU'VE GOT YOUR KINDERGARTEN COHORT, AND WHAT IS HAPPENING TO THAT COHORT AS THEY TRANSITION INTO FIRST GRADE? ARE YOU LOSING STUDENTS, ARE YOU GAINING STUDENTS? IN THIS CASE, WE ARE LOOKING AT A 3% GAIN. FUND NUMBERS HERE. IF WE STARTED OFF WITH 100 STUDENTS IN KINDERGARTEN, WHEN THAT COHORT GOES INTO FIRST GRADE, NOW YOU HAVE 103. THESE ARE LOOKING AT THE GEOGRAPHICAL AREA, AGAIN, RESIDENTS. WHEN YOU SEE ON THE VERY FAR RIGHT WHERE YOU HAVE 11 THROUGH 12, THAT'S JUST BECAUSE WE HAVE 11 AND 12-YEAR-OLDS THAT ARE LIVING INSIDE THAT GEOGRAPHICAL AREA. [00:55:02] IT'S PICKING UP ON THOSE CHANGES THAT ARE BEING CALCULATED IN THAT STUDY AREAS, THE INS AND OUTS. WHERE IS MOBILITY IS LOOKING AT YOUR EXISTING HOUSING, AND BEING CALCULATED, I GUESS ONE OF THE THINGS I SHOULD HAVE SAID, WAS MOBILITY LOOKS AT YOUR CURRENT STUDENTS AND THE MOVEMENT TRENDS THAT ARE HAPPENING WITHIN THE THREE YEARS OF HISTORICAL STUDENTS. EVERY YEAR WE DO FORECASTS, WE'RE WORKING WITH FOUR YEARS OF STUDENT DATA, AND THAT MOBILITY IS CALCULATED USING ALL FOUR YEARS. AGAIN, WHEREAS THAT'S EXISTING HOUSING. THIS IS LOOKING AT WHAT'S PRESENT BUT IS APPLIED TO YOUR NEW DEVELOPMENT. STUDENT YIELD FACTORS, WE CALCULATE THIS OURSELVES, AND IT'S NOT SOMETHING THAT TYPICALLY CHANGES RAPIDLY, BUT I WILL GO THROUGH AND DO SPOT CHECKS AND MAKE SURE THAT THERE HASN'T BEEN A SHIFT THAT NEEDS TO BE ADDRESSED. BUT HOW YOU LOOK AT THIS IS, LOOKING AT THE APARTMENTS, WE HAVE A 0.065 RATE FOR K THROUGH SIX. THEN IF YOU'RE LOOKING AT PK THROUGH 12, YOU'VE GOT A 0.108. WHAT THAT MEANS IS FOR EVERY 100 UNITS OF APARTMENTS, YOU'RE GOING TO HAVE ABOUT 10 STUDENTS, PK12 FROM THOSE APARTMENTS. IT'S NOT A HIGH YIELD, BUT APARTMENTS DON'T ALWAYS YIELD A LOT OF STUDENTS, DEPENDING ON IF THEY'RE LUXURY, IF THEY'RE ONLY ONE BEDROOM, IF THEY'RE AFFORDABLE, THAT KIND OF STUFF, WHERE THEY'RE LOCATED. THEN WHEN YOU'RE LOOKING AT YOUR SINGLE FAMILY DETACHED, THIS IS ACTUALLY A PRETTY DECENT RATE. 0.5 IS A VERY STABLE NUMBER. WHEN WE'RE LOOKING AT THE 0.1S AND THE 0.8S, AND I'VE SEEN ALL OF THAT IN A FEW YEARS. 0.5 IS A VERY STABLE NUMBER. BUT WHAT THAT MEANS IS FOR EVERY 100 UNITS OF SINGLE FAMILY DETACHED HOUSING, YOU CAN EXPECT ABOUT 50 PK12 STUDENTS. >> IF I MAY, JUST TO REMIND EVERYBODY FOR US, A LARGE MAJORITY OF OUR APARTMENTS ARE OLDER APARTMENTS, AND WE SEE A HIGH YIELD FROM THOSE AREAS UP AND DOWN SPRING VALLEY, AND UP AND DOWN FOREST LANE. WE'RE AN ANOMALY IN THE METROPLEX. MOST OF OUR APARTMENTS HAVE NOT BEEN UPDATED TO BECOME LUXURY APARTMENTS, SO WE RECEIVE A HIGHER YIELD FROM THOSE APARTMENTS, THEN MS. LEONARD WAS SHARING. FROM THE LUXURY APARTMENTS THAT ARE NEW AND BEING BUILT IN RICHARDSON, 100%. THAT'S WHAT WE SEE. BUT JUST A REMINDER, WE DO HAVE A HIGH DENSITY OF OLDER APARTMENTS THAT HAVE A HIGH YIELD. >> YOU BRING UP A FANTASTIC POINT, SO I WANT TO CLARIFY SOMETHING REALLY QUICK. WHEN WE GO TO CALCULATE THE STUDENT YIELD FACTORS, AGAIN, IT'S VERY SPATIAL, WE TAKE PARCELS THAT ARE WITHIN YOUR DISTRICT, AND WE LITERALLY TAKE THOSE STUDENTS AND WE OVERLAY THEM THE STUDENT POINTS, AND WE CAN DETERMINE THE NUMBER OF STUDENTS THAT RESIDE IN THAT HOUSING TYPE, AND THAT'S HOW WE GET THAT VALUE. THERE'S THREE DIFFERENT WAYS THAT WE CAN CALCULATE THOUGH. WHEN IT COMES DOWN TO THE TYPE OR THE YEAR BUILT, THE UNITS ARE CALCULATED. SOMETIMES THE SAMPLE SIZE IS NOT LARGE ENOUGH, AND WE WILL TAKE MORE YEARS THAN WE TYPICALLY WOULD. IDEALLY, WE LOOK AT THE MOST RECENT FIVE YEARS, AND WHAT WAS BUILT IN THOSE FIVE YEARS. UNFORTUNATELY, SOMETIMES THERE'S NOT ENOUGH DEVELOPMENT THAT HAS OCCURRED IN THAT FIVE YEARS TO ALLOW US TO USE JUST THAT NUMBER. THE REASON BEHIND THAT IS BECAUSE WHATEVER IS BEING BUILT WITHIN THE PAST FIVE YEARS IS GOING TO BE MORE CLOSELY RELATED IN STYLE, SIZE, NEWNESS, THE WAY MORE CLOSELY RELATED AND MORE APPLICABLE TO WHAT WE'RE GOING TO BE FORECASTING AGAINST. BUT THEN WHEN YOU DON'T HAVE A GOOD ENOUGH SAMPLE SIZE, YOU DO TEND TO GO AT THE LARGER PICTURE AND EVEN SOMETIMES USING ALL OF THE APARTMENTS IN THE ENTIRE DISTRICT. WHEREAS THE YIELD THAT I'M SHOWING ON THAT SCREEN WAS MOST LIKELY, AND I COULD DOUBLE CHECK THIS, WAS A 10-YEAR YIELD. TEN OR FIVE, ESSENTIALLY MEANING IT WAS ONLY BEING COUNTED AGAINST THE NUMBER OF [01:00:04] APARTMENTS THAT WAS BUILT IN THAT FIVE OR 10 YEAR SPAN VERSUS DISTRICT WIDE. THAT WOULD BE THE DIFFERENCE BETWEEN THE YIELD I WAS SHOWING ON SCREEN, AND WHAT SANDRA IS MENTIONING. >> SANDRA, IN A NUTSHELL WHEN WE THINK ABOUT THE LAST TWO SLIDES, AND WHEN WE THINK ABOUT WHAT WE ARE SEEING AND WHAT WE'RE YIELDING, WHAT'S THE BIG TAKEAWAY? WHAT DO WE SEE IN TERMS OF OUR SINGLE FAMILY, OUR MULTIFAMILY HOUSING, WE'RE THINKING ABOUT BUILDING A BUDGET, LOOKING AT OUR POPULATION CHANGE, WHAT DO WE NEED TO PAY ATTENTION TO? >> WE'RE GOING TO PAY ATTENTION TO NEW MANAGEMENT AT OUR LARGE APARTMENT COMPLEXES BECAUSE WHAT WE SEE HISTORICALLY IS WHEN NEW MANAGEMENT COMES IN, THEY DO RENOVATIONS, AND THAT'S WHEN WE LOSE OUR STUDENTS OUT OF OUR HEAVILY DENSE POPULATIONS OF APARTMENTS, UP AND DOWN FOREST, AND UP AND DOWN SPRING VALLEY. IF THOSE APARTMENTS STAY STANDARD AS IS, MANAGEMENT STAYS CONSISTENT, RENT STAYS CONSISTENT, THEN WE LOSE VERY FEW STUDENTS. WE HAVE LOTS OF KIDS FROM THOSE AREAS THAT WE SEE GO THROUGH OUR SCHOOLS PRE K12. THE MOBILITY RATE IS LOW THERE. THERE'S NO NEW AREAS OF DEVELOPMENT THAT WE ARE NOT AWARE OF. WE ARE WATCHING THOSE. AGAIN, MOST OF THE NEW ONES ARE LUXURY APARTMENTS WHERE THE YIELDS ARE GOING TO BE VERY SMALL. >> REALLY OUR YIELDS, WHETHER IT'S FROM MULTIFAMILY OR FROM SINGLE FAMILY, WE'RE RIGHT NOW PRETTY CONSISTENT WITH OUR RATES? >> I JUST ADD AS WE'VE DISCUSSED BEFORE, OUR OVER 65 POPULATION YIELD, THAT'S REMAINING ABOUT 28% OF OUR HOMESTEADABLE PROPERTIES IN THE DISTRICT. THAT AGAIN, WE'RE NOT SEEING THE TURNOVER THERE, THE NEW FAMILIES MOVING IN, WE'RE MAINTAINING RIGHT ABOUT THAT 28% OF PROPERTIES HAVING AN OVER 65 LEVY FREEZE. >> I'M GOING TO STEP ASIDE, ALLOW CAMERON TO SPEAK TO THIS. HE HAS BEEN FOR THE PAST THREE YEARS THE PERSON THAT'S BEEN THE SPEARHEADING YALES RESIDENTIAL DEVELOPMENT RESEARCH, SO I'M GOING TO LET HIM TALK ON THAT. >> HI. JUST TO THE POINT THAT SANDRA IS MAKING EARLIER REGARDING STUDENTS FROM APARTMENT COMPLEXES. IF YOU GO BACK TO THAT DENSITY MAP FROM THE EARLIER SLIDE, YOU SEE MOST OF THOSE BRIGHT YELLOW POCKETS IN THE DISTRICT. THOSE ARE YOUR APARTMENT COMPLEX. IT'S SO MANY STUDENTS COMING FROM THOSE. THAT'S BEEN FAIRLY CONSISTENT WITH ALL OF YOUR HISTORICAL STUDENT DATA AS WELL. REGARDING DEVELOPMENT HERE, AGAIN, NOT ANYTHING NEW OR RADICALLY DIFFERENT FROM WHAT YOU'VE SEEN BEFORE. IT'S A LOT OF THE HIGHER END NEW APARTMENTS ALONG THE US 754 AND DOOR. THAT'S BRINGING IN THE BULK OF THE 1,500 NEW UNITS THAT WE'RE EXPECTING OVER THE NEXT 10 YEARS COMING FROM THOSE. SEVERAL SMALLER INFILL LUXURY SINGLE FAMILY HOME DEVELOPMENTS, YOU'VE SEEN SOME OF THOSE START TO BREAK DOWN, FEW ADDITIONAL HOTEL CONVERSIONS AS WELL. BUT OVERALL, NOTHING THAT'S HAVE A PARTICULARLY DRAMATIC IMPACT. WITH THAT I'LL TURN IT BACK OVER TO GEORGIA. >> NOW WE'VE DISCUSSED ALL THE DIFFERENT VARIABLES THAT CAN DIRECTLY IMPACT YOUR STUDENT COHORT. NOW WE'VE TAKEN THAT ALL TOGETHER, WE'VE ANALYZED IT, WE'VE REVIEWED IT AND MADE SURE THAT EVERYTHING IS PRECISE AND ACCURATE, AND THEN WE CAN PROCESS YOUR FORECAST. THIS THERE'S TWO SLIDES TO YOUR FORECAST, SO THIS PORTION IS SPECIFICALLY LOOKING DIRECTLY AT YOUR RESIDENT STUDENTS. WE'RE ONLY LOOKING AT THE STUDENTS THAT LIVE INSIDE OF YOUR DISTRICT. THAT IS HOW OUR FORECASTS ARE PROCESSED, AND SO WE'VE GOT A BLUE BOX HERE AND THE RED WAVE LINE. THE BLUE BOX IS INTENDED TO HIGHLIGHT THAT AS THE YEARS PROGRESS FROM ONE TO THE NEXT, THAT IS HOW YOUR DEVELOPMENT LANDS. IF YOU HAVE A DEVELOPMENT THAT'S 200 UNITS AND YOU'VE GOT 50 UNITS COMING ONLINE FOR FOUR YEARS, YOU'RE GOING TO SEE STUDENTS OVER THAT FOUR YEAR SPAN. THE RED WAVY LINE IS INDICATING THAT MOBILITY AS THOSE COHORTS TRANSITION FROM ONE GRADE TO THE NEXT, AND SO YOU'LL BE ABLE TO SEE THAT DIAGONAL TREND AND YOU'LL BE ABLE TO SEE THE NUANCES AND THE CHANGES THAT HAPPEN IN THAT SPECIFIC COHORT. LOOKING AT YOUR FORECAST, YOU DO HAVE SOMEWHAT OF A BUBBLE POPPING IN DUE TO THAT HIGHER BIRTH RATE IN 2023. IT'S 2,525 IS WHAT WE'RE STARTING OFF IN KINDERGARTEN. [01:05:05] YOU CAN SEE THAT BREAK AS IT GOES THROUGH SOME OF THAT RED, AND I'M LOOKING. LOOKING RIGHT NOW, SO THIS STUDENTS WAS AS OF THE PMS SNAPSHOT DATE BACK IN OCTOBER, AND THAT'S WHAT WE BASE THE FORECAST ON. ALL FOUR YEARS OF STUDENT DATA ARE ABOUT THE SAME TIME FRAME, ALWAYS PM SNAPSHOT, ALLOWING EVERYTHING TO BE APPLES APPLES COMPARISON. STARTING OFF AT THAT DATE, WE WERE LOOKING AT ABOUT 35,809 RESIDENT STUDENTS. I WILL ALWAYS TELL MY DISTRICTS AND YOU'LL HAVE PROBABLY HEARD ME SAY THIS BEFORE. ALWAYS FOCUS MORE TO THE FIRST 3-5 YEARS OF A FORECAST, MAYBE EVEN NOT GO THAT FAR DEPENDING ON WHAT'S HAPPENING, BECAUSE THAT IS WHAT WE HAVE A HIGHER DEGREE OF CONFIDENCE, WHAT WE KNOW, WE KNOW THE BIRTHS, WE KNOW THE NUMBER OF KIDDOS THAT HAVE BEEN BORN. AFTER THAT, WE'RE WORKING WITH A LOT OF AVERAGES AND STUFF LIKE THAT. WE ALSO HAVE A HIGH DEGREE IN DEVELOPMENT, WHAT'S HAPPENING, WHAT IS KNOWN, THE TRENDS THAT ARE HAPPENING BASED ON THE ECONOMY, AND THE NUMBER OF UNITS THAT CAN BE FORECASTED OUT. THE FURTHER OUT YOU GET IN A FORECAST, THE LITTLE BIT GRAINIER THOSE NUMBERS BECOME. THEY'RE GOOD TO LOOK AT. IF ALL TRENDS CONTINUED, THAT'S WHAT YOU COULD EXPECT. HOWEVER, I THINK WE ALL KNOW THAT THAT'S NOT ALWAYS THE CASE. THIS SECOND SLIDE IS WHERE WE START BRINGING OTHER GROUPS OF STUDENTS BACK TOGETHER. FOR EXAMPLE, THE PK 12 AT THE VERY VERY TOP. THAT'S THAT SAME ROW THE BOTTOM ROW, THE TOTAL ROW FROM YOUR RESIDENT STUDENTS FROM THE PREVIOUS SLIDE. BUT NOW WE'RE STARTING TO BRING IN YOUR EARLY EDUCATION, MCKINNEY-VENTO, AND OTHER NON RESIDENT STUDENTS OR STUDENTS THAT LIVE OUTSIDE OF YOUR BOUNDARY, WE'RE BRINGING THOSE BACK IN. THAT'S THAT 951. THEN WHAT WE DO IS WE TAKE THAT RATE OF CHANGE THAT'S HAPPENING IN YOUR FORECAST AND WE APPLY THAT ACROSS THE BOARD, SO THAT 951-938 AND SO FORTH. THEN TOTALING THAT BACK, WE'RE NOW AT 37,022. THAT'S THE NUMBER OF STUDENTS WE WERE GIVEN AT THE VERY BEGINNING TO START OFF WITH THE FORECAST QUI, OVER THE NEXT FIVE YEARS, YOU'RE SEEING SLIGHT DECLINES. FROM HERE TO NEXT YEAR, ABOUT, I CAN SEE THAT PROPERLY, 480 STUDENTS. AGAIN, THAT'S LOOKING AT PK 312, AND IT'S JUST TRANSITIONING ACROSS. THIS IS A MAP THAT LETS YOU SEE LOOKING AT THE STUDY AREAS WE TALKED ABOUT. THAT'S WHAT ALL THOSE LITTLE PIECES ARE. THROUGH THAT COLOR CHANGE, THE DARKER RED IS MORE AREAS WHERE YOU MIGHT SEE MORE OF A SIGNIFICANT LOSS, WHEREAS THE DARKER BLUE IS WHERE YOU'RE GOING TO SEE AREAS OF GAIN. TYPICALLY RELATED TO THE RESIDENTIAL DEVELOPMENT THAT YOU HAVE OR JUST NEIGHBORHOOD TURNOVER. SOMETIMES YOU'VE GOT THE STUDENTS THAT HAVE GRADUATED, THEIR FAMILIES MOVE OUT, AND THEN YOU HAVE THE ABILITY TO YOUNGER FAMILIES GET TO MOVE IN AND YOU START TO HAVE THAT TURNOVER. IT HAPPENS IN NEIGHBORHOODS ABOUT EVERY 15 YEARS. IN SUMMARY, AGAIN, STARTING OFF ABOUT 35,000 RESIDENT STUDENTS, 35,809, TO BE EXACT. LOOKING AT ABOUT FIVE YEARS OUT, BEING A CLOSER TO 33,750, AND THEN IF ALL TRENDS CONTINUED, WE WOULD BE CLOSER TO TWO IN 10 YEARS. AS YOU CAN SEE, THIS DIAGRAM ON THE RIGHT SHOWS YOU THE SLIGHT DECLINE THAT'S HAPPENING IN THE DISTRICT OVER THE NEXT 10 YEARS. THE DECREASE IS APPROXIMATELY 2000 AND IT IS EXPECTED TO CONTINUE, BUT EVENTUALLY IT WILL LEVEL OUT. THE SAME INDICATORS THAT HAVE BEEN LEADING TO THAT SLIGHT DECLINE HAS BEEN YOUR BIRTH RATES. THE LOWER TURNOVER IN HOUSING, THAT'S A REALLY BIG CONTRIBUTOR AND THEN THE LOWER BIRTH RATES TENDS TO REALLY IMPACT ALL FORECAST, [01:10:09] AND THAT'S THE CONCLUSION. >> THANK YOU. A COUPLE OF THINGS THAT I WOULD LOVE FOR SANDRA AND DAVID TO CHIME IN AS WELL. THE BIG TAKEAWAYS THAT I HAVE IS FIRST AND FOREMOST, WE'RE PRETTY STABLE GEOGRAPHIC AREA. WE DON'T HAVE A WHOLE LOT OF NEW BUILDS. WE ALSO DON'T HAVE A LOT OF SHIFTS IN DEVELOPMENT. CURRENTLY, WE DON'T HAVE A LOT OF OUR OVER 65 HOMEOWNERS SELLING THEIR HOUSES. WHEN WE DO HAVE A HOUSE THAT SELLS, WE PRIMARILY ARE MOVING IN A FAMILY THAT PROBABLY HAS KIDS. IF AN APARTMENT TURNS OVER, IT'S PRETTY MUCH YIELDING A FAMILY THAT HAS PROBABLY A SIMILAR SIZE. WHY WE DO PROJECT, AND WE ARE STILL SEEING THAT THAT PROJECTION OF A DECLINING ENROLLMENT IS STILL THERE. I THINK WHAT I HAVE HOPE WHEN I LOOK AT THAT IS THAT IT IS NOT DECLINING AT THAT STEEP RATE THAT WE THOUGHT MAYBE EVEN A YEAR AGO. YES, WE STILL SEEM TO BE A DISTRICT THAT WILL HAVE DECLINING ENROLLMENT BECAUSE OF THAT BIRTH RATE, BECAUSE OF THE COST OF LIVING THAT IS IN THIS AREA, BUT IT IS DEFINITELY DECLINING WHAT I BELIEVE IS A MUCH MORE MANAGEABLE RATE. I THINK IT'S ALSO IMPORTANT TO NOTE THAT THAT IS IF WE DO NOTHING TO CHANGE THAT NUMBER. WE HAVE OPPORTUNITIES AS RECOMMENDED BY THE COMMUNITY BUDGET STEERING COMMITTEE TO POTENTIALLY STRENGTHEN WHAT WE'RE DOING WITH OUR MAGNET SCHOOLS. IS THAT AN OPPORTUNITY FOR US TO DRAW BACK STUDENTS THAT DO LIVE WITHIN THE DISTRICT, FOR EXAMPLE, AND MAYBE LEAVE A CURRENT CHARTER, PRIVATE SCHOOL TO COME BACK TO RSD BECAUSE WE HAVE STRENGTHENED THAT OFFERING. TONIGHT, A LITTLE BIT LATER, WE'RE GOING TO BE TALKING ABOUT AN OPPORTUNITY. DO WE EVEN LOOK AT A POTENTIAL TO EXPAND THE OPTION FOR INNER DISTRICT TRANSFERS? THAT MAY OR MAY NOT BE SOMETHING THAT THE BOARD WANTS TO MOVE FORWARD WITH, BUT AGAIN, THAT IS ANOTHER OPPORTUNITY THAT WE HAVE TO POTENTIALLY CHANGE THAT TRAJECTORY OF STUDENT ENROLLMENT. AGAIN, FOR ME, WE DIDN'T SEE ANYTHING IN THE DATA THAT INDICATED THERE IS A NEIGHBORHOOD THAT IS ON THE VERGE OF A SIGNIFICANT REGENERATION, AND ALL OF A SUDDEN, WE'RE GOING TO HAVE A SIGNIFICANT CHANGE IN ENROLLMENT, AND WE'RE GOING TO HAVE TO WORRY ABOUT ATTENDANCE BOUNDARIES. WE'RE ALSO NOT WORRIED THAT THERE'S AN AREA OR A NEIGHBORHOOD IN WHICH ALL OF A SUDDEN WE'RE GOING TO SEE A 50% DECLINE IN STUDENTS, AND WE'RE GOING TO HAVE TO CONSIDER POTENTIALLY SHUTTERING OR HAVING TO CHANGE BOUNDARY LINES FOR THAT, EITHER. WE JUST LOOK LIKE WE ARE A PRETTY STABLE DISTRICT, AND AT LEAST IN THE NEXT THREE TO FIVE YEARS. AGAIN, THIS IS ONE DATA POINT THAT WE WILL USE AS WE MOVE FORWARD AND BUILD THE 25/26 BUDGET. I DON'T KNOW IF MR. PATE OR MS. HAYES, IF THERE'S ANYTHING ELSE THAT YOU'D LIKE TO JUST CHIME IN TO HELP SHARE PERSPECTIVE WITH OUR COMMUNITY AND BOARD. >> I JUST ADD THERE WAS A RECENT ARTICLE, I BELIEVE IT WAS A WEEK AGO SUNDAY IN THE MORNING NEWS ABOUT STATE AND NATIONAL BIRTH RATES ARE CONTINUING TO DECLINE AND CONTINUING TO IMPACT K-12 ENROLLMENT. THIS IS CONSISTENT CONSISTENT WITH WHAT I SEE TALKING TO MY PEERS IN NEIGHBORING SCHOOL DISTRICTS THAT ARE, SIMILARLY OF SIMILAR AGE TO RICHARDSON ISD. NOBODY IS SEEING RADICAL CHANGES FOR THE MOST PART, WITH A FEW EXCEPTIONS, BUT THE ESTABLISHED SCHOOL DISTRICTS ARE CONTINUING TO SEE SIMILAR TRENDS TO WHAT WE'RE SEEING, IT JUST MAKES SENSE WITH ALL THE OTHER DATA POINTS THAT I'M SEEING. >> THE OTHER THING THAT I THINK OUR CABINET TEAM HAD TO REFLECT ON AS WELL IS EVEN WHEN THE BOARD MADE THAT REALLY TOUGH AND CHALLENGING DECISION AROUND PROJECT RIGHT SIZE AND CHANGING THOSE ATTENDANCE BOUNDARIES, WHEN WE'RE LOOKING AT THE NEW ENROLLMENT OF OUR SCHOOLS, AGAIN, REALLY OUR ENROLLMENT LOOKS LIKE WHAT WE PREDICTED OUR ENROLLMENT WAS. WE REALLY DID EXPERIENCE AND DID ACTUALIZE WHAT IT WAS THAT WE PROMISED THE COMMUNITY WOULD HAPPEN WHEN WE DID CHANGE THOSE ATTENDANCE BOUNDARIES, AND SO WE'RE SEEING THAT ENROLLMENT AT THOSE SCHOOLS AND WE'RE SEEING BETTER EFFICIENCY ACROSS OUR ELEMENTARY SCHOOLS AS A RESULT. MS. HAYES, ANYTHING ELSE? >> I'LL JUST ADD SHOUT OUT TO MICHAEL FREEMAN FOR HELPING US. PART OF WHAT WE DID PREEMPTIVE TO THIS DEMOGRAPHER REPORT AND PREEMPTIVE TO THE 24/25 SCHOOL YEAR WAS REALLY LOOK AT WHAT OUR ATTENDANCE WOULD BE RESIDENT STUDENTS IN OUR NEW BOUNDARIES FROM OUR PRS SCHOOLS AND ALSO THE CENTRAL PROGRAMMING THAT WERE BEING PLACED AT THOSE CAMPUSES. THE CENTRAL PROGRAM STUDENTS WOULD NOT BE NECESSARILY RESIDENT STUDENTS OF THAT SCHOOL, SO WE PREEMPTED ALL OF THAT. WE FELT REALLY GOOD WHEN THE DEMOGRAPHERS REPORT CAME IN THAT THE DATA WAS EXACTLY WHERE WE THOUGHT IT WOULD BE. AGAIN, NO SURPRISES STABLE, [01:15:03] ABLE TO MOVE FORWARD AND CONTINUE WITH OUR PROGRAMMING. THANK YOU. >> THANK YOU FOR BEING HERE TONIGHT AND WITH THAT, WE'LL OPEN IT UP, TRUSTEE EGER FOR ANY QUESTIONS. >> MS. HARRIS. >> THANK YOU SO MUCH. LOTS OF INFORMATION, LOTS OF NUMBERS. I THINK I'LL HAVE TO GO BACK AND REVISIT THEM QUITE A FEW TIMES TO MAKE SURE THAT I'M VERY CLEAR ABOUT WHAT I'M READING HERE. BUT I ALSO WANT TO MAKE SURE THAT I'M VERY CLEAR ABOUT WHEN I SPECIFICALLY THINK ABOUT MY DISTRICT 4, WHICH IS HEAVILY POPULATED WITH APARTMENTS, ESPECIALLY DOWN THE FOREST LANE AREA. THERE'S ALWAYS TALK IN THE COMMUNITY. WE SEE THE CONSTRUCTION GOING ON ON 635 AND THINGS CHANGING. THERE'S ALWAYS GOSSIP AND TALK THAT THOSE APARTMENTS ARE ONE DAY JUST NOT GOING TO BE THERE, ESPECIALLY WITH THAT WHOLE LITTLE AREA OVER THERE IN THE CORNER, THE LITTLE SHOPPING CENTER. GOING DOWN THE REBELS, AND SO THAT DOES CONCERN ME AS A DISTRICT COURT ME IN MY DISTRICT, ARE WE SURE WITH THESE NUMBERS THAT BECAUSE WHAT I THINK I'M HEARING IS THAT THERE'S NOTHING THAT'S GOING TO GO ON IN THAT AREA IN REFERENCE TO THE APARTMENTS THAT ARE THERE BECAUSE IT'S A VERY DENSE AREA. >> THERE'S A FEW POINTS THAT I WANT TO MAKE SURE I TOUCH ON. IN THAT AREA AT THIS POINT, WHAT WE KNOW IS WHAT'S ON THE MAP. THERE ARE SOME AREAS THAT ARE BEING MONITORED FOR JUST IN CASE, SO SHOULD WE HAVE THE OPPORTUNITY TO FORECAST NEXT YEAR. WE WILL AGAIN REVIEW ALL OF THE RESIDENTIAL DEVELOPMENT. WE WILL SPEAK WITH THE COMMUNITY, THE CITY PLANNERS AND SPEAK WITH DEVELOPERS AND MAKE SURE WE CAPTURE EVERYTHING. WE DO ALL OF THAT OURSELVES, AND IT'S ONE OF THE THINGS, I THINK IS THE MOST IMPACTFUL BECAUSE RESIDENTIAL DEVELOPMENT IS SUCH A KEY COMPONENT WHEN IT COMES TO WHAT CAN REALLY IMPACT THAT GROWTH. A FEW OTHER THINGS TO TOUCH ON IS DEPENDING ON THE TYPE OF APARTMENTS THAT COULD COME IN THAT AREA COULD DEPEND ON WHAT THAT COULD YIELD. THAT'S SAYING IF YOU BUILD IT, THEY WILL COME, THAT DOESN'T NECESSARILY APPLY TO RESIDENTIAL DEVELOPMENT. THAT'S ONE OF THE REASONS WHY THE STUDENT YIELD FACTORS ARE SO CRITICAL. WE CALCULATE THOSE USING YOUR DATA. WE DO LOOK AT THE SAMPLE SIZE THAT WE'RE USING, WE APPLY IT AT THAT LEVEL. BUT WE HAVE TO KEEP IN MIND THAT THAT NUMBER DOESN'T TYPICALLY CHANGE VERY OFTEN. AS I MENTIONED BEFORE, I DO SPOT CHECK THAT AND MAKE SURE THAT NOTHING HAS SHIFTED BECAUSE THINGS SHIFT. I CAN SAY THAT I FEEL REALLY CONFIDENT WITH WHERE WE ARE. THAT'S ALWAYS SUBJECT TO CHANGE AS MORE THINGS COME ONLINE. THIS TIME NEXT YEAR, IT COULD BE A DIFFERENT STORY. MAYBE THERE'S THREE NEW DEVELOPMENTS IN THAT LITTLE POCKET, RIGHT AND WE COULD BE HAVING A DIFFERENT CONVERSATION. >> I DO UNDERSTAND THAT, I GUESS, LIKE I SAID, THERE'S ALWAYS GOSSIP IN THE NEIGHBORHOOD. THE NEIGHBORHOOD IS ALWAYS USUALLY THE FIRST TO KNOW. IT'S A VERY DENSE AREA WITH APARTMENTS. WE'VE GOT SEVERAL SCHOOLS THAT ARE OVER THERE THAT ARE IN DISTRICT 4, AND SO IT'S ALWAYS JUST A CONCERN AS YOU STATED, JUST DEPENDS ON WHAT'S PUT OVER THERE. BUT IF I HAD TO IMAGINE, I WOULD SAY THAT IT WOULD BE AN AREA THAT THEY WOULD TRY TO MAKE MUCH BETTER. >> WELL, AND I CAN SAY THAT'S WHERE I THINK THE RELATIONSHIP THAT WE HAVE WITH THE CITY OF RICHARDSON, THE CITY OF DALLAS, THE CITY OF GARLAND IS SO IMPORTANT. WE TRY TO ENSURE THAT WE HAVE A SEAT AT THE TABLE WITH OUR CITY COUNCIL PERSON SO THAT WE ARE AWARE, ARE THEY LOOKING AT MAKING A ZONING CHANGE, ARE THEY PUTTING TOGETHER A SPECIFIC STRATEGY IN A PARTICULAR AREA THAT COULD IMPACT THE DENSITY OR THE TYPE OF ZONING OR MAYBE THEY WANT TO REPURPOSE A CURRENT AREA IN A CERTAIN WAY. THAT WAY WE CAN FIRST AND FOREMOST, START OUR PLANNING, BUT THEN ALSO SHARE THAT WITH OUR DEMOGRAPHER TO SAY, HEY, WE'RE HERE AND POTENTIALLY IN THE NEXT 2-3 YEARS, WE COULD SEE A SIGNIFICANT CHANGE IN THAT. WE CONTINUE TO PUSH OURSELVES TO BE AT THAT TABLE TO UNDERSTAND WHAT THAT FORECAST COULD LOOK LIKE. >> ABSOLUTELY. THANK YOU SO MUCH. I APPRECIATE IT. >> YES, MA'AM. >> MS. TIMMY. >> I JUST HAVE A QUESTION. I'M LOOKING AT SLIDE SEVEN ON HERE. I JUST I HAD A QUESTION ON COUNTS STUDENTS LIVING WITHIN THE ATTENDANCE AREA AND THEN THE ACTUAL NUMBER OF ENROLLMENT. >> THAT ONE? >> THAT'S FINE. ANY OF THEM ARE FINE. BUT WHEN IT SAYS THAT 610 UNDER STUDENTS LIVING WITH THE ATTENDANCE AREA, [01:20:04] IS THAT STUDENTS WHO ARE IN RSD AND ONLY 399 OF THEM, THEY'RE ENROLLED, AND THEN THEY'RE GOING TO OTHER SCHOOLS WITH AN RSD. IS THAT HOW WE KNOW THAT NUMBER OR IS THAT A JUST COUNT OF KIDS IN THE NEIGHBORHOOD? >> THOSE ARE YOUR STUDENTS THAT ARE ENROLLED IN YOUR DISTRICT. WE DO NOT HAVE THE ABILITY TO MAP STUDENTS THAT AREN'T PART OF YOUR STUDENT FILE? >> THAT'S WHAT I THOUGHT I JUST WANTED TO BE SURE WHEN I WAS READING THAT WHEN WE WERE LOOKING AT IT. THANK YOU. >> IT'S A GOOD POINT. IT REALLY IS. >> MR. MINKO. >> THANK YOU FOR THE PRESENTATION. I HAVE A QUESTION ALSO. [LAUGHTER] >> ABSOLUTELY. >> LET ME SEE WHAT SLIDE. SLIDE NUMBER 8. WHEN I LOOK AT THAT, WE SEE THAT WE GO BACK 610 STUDENTS THAT ARE ENROLLED IN OUR ISD, POTENTIALLY ONLY 449 GO TO AIKIN. WHERE ARE THE STUDENTS THAT ARE TRANSFERRED OUT? THAT 211, IS THAT TRANSFERRED OUT TO OTHER RICHARDSON SCHOOLS, OR ALSO OTHER SCHOOLS IN GENERAL? >> THOSE ARE STUDENTS THAT ARE ENROLLED IN YOUR DISTRICT AND THEY ARE TRANSFERRING TO OTHER SCHOOLS WITHIN YOUR DISTRICT. THAT 211, LET'S GO BACK ONE SLIDE. AGAIN, KEEP IN MIND THIS CHART GOES WAY WAY FURTHER DOWN. IF YOU WERE TO TAKE AIKIN ELEMENTARY SCHOOL AND LOOK AT THEIR ENROLLMENT, REMOVE THAT 399, BY THE TIME WE GOT ALL THE WAY TO THE VERY BOTTOM, IT WOULD BE THAT 211. THAT LETS YOU KNOW THAT THEY ARE ENROLLED IN AIKIN, BUT IT LETS YOU KNOW WHICH GEOGRAPHICAL ATTENDANCE AREA THAT THEY'RE COMING FROM. >> PERFECT. THANK YOU. >> YES, MADAM. >> ANY MORE QUESTIONS? I'M SORRY. >> IT'S REALLY NOT A QUESTION. IT'S JUST THOUGHTS WHILE HAVING THIS PRESENTATION AND TABITHA, YOU TOUCHED ON THIS OR MRS. BRANHAM, SO SORRY. YOU TOUCHED ON THIS, THE PROGRAMMING FOR OUR SCHOOLS, AND YOU MENTIONED A LOT OF THIS IS BECAUSE OF THE NUMBERS OF KIDS TRANSFERRING OUT AND IT'S PROGRAMMING. I FEEL LIKE WE NEED TO REALLY FOCUS ON THE THINGS THAT WE CONTROL. WE CAN'T FOCUS ON THE POPULATION SO MUCH AND WHERE THESE KIDS ARE GOING, HOW TO CONTROLLING THAT VARIABLE, BUT WE CAN CONTROL PROGRAMMING. I WOULD REALLY LIKE TO SEE US STRENGTHEN THAT SO THAT WE DO DRAW THOSE FAMILIES BACK AND WE KEEP OUR KIDS HERE. THAT WAS JUST THE THOUGHT I HAD. WE REALLY SHOULD JUST NOT WORRY ABOUT THE NUMBERS SO MUCH BECAUSE THEY WILL TAKE CARE OF THEMSELVES IF WE JUST REALLY FOCUS ON THE PROGRAMMING HERE. THANK YOU FOR THAT. >> GET READY. THAT'S COMING IN FEBRUARY. I WANT TO ADD TO THAT. NOT REALLY ADD TO THAT MORE JUST PIGGYBACK ON THAT A MINUTE, AND I'M GLAD THAT YOU SAID THAT BECAUSE WHENEVER MRS. BRANHAM WAS TALKING ABOUT THAT, I WAS THINKING THE SAME THING. THERE ARE THINGS THAT YOU CAN'T CONTROL. YOU CAN'T CONTROL THE NUMBER OF KIDDOS THAT ARE BORN IN YOUR AREA. YOU CAN'T CONTROL THE TYPE OF DEVELOPMENT THAT'S THERE. BUT YOU CAN CONTROL MOBILITY AT OR IMPACT IT POLICY. WHEN YOU LOOK AT THAT MOBILITY CHART, YOU CAN THEN START TO DEVISE POTENTIAL AREAS WHERE YOU CAN WORK WITHIN, WHETHER IT BE AREAS THAT MAY HAVE A CHARTER SCHOOL THAT'S OPENING AND CLOSING. YOU CAN START TO SEE THE SPECIFIC GEOGRAPHICAL AREAS THAT MAY NEED MORE INFLUENCE OR IMPACT THAN OTHERS. THAT CHART, AS YOU ALL GO INTO YOUR OTHER PLANNING, I THINK WILL BE REALLY USEFUL. >> ONE MORE THING TO THAT. PIGGYBACKING UP FOR WHAT MS. HARRIS SAID, AS WELL AS THE DEVELOPMENT AND LIKE YOU SAID, AS WELL AS PLANNING WITH THE CITY AND OUR COUNCIL MEMBERS WITH OUR CITY, I KNOW WE LIVE IN OUR DISTRICTS BACK UP INTO ONE ANOTHER, AND I KNOW THAT THERE'S DEVELOPMENT HAPPENING IN MY DISTRICT THAT WE KNOW THEY'RE PLANNING TO BEGIN OUR STARTER HOMES THERE. WE KNOW THAT THIS IS COMING BECAUSE LIKE MS. HARRIS SAID, NEIGHBOR'S TALK. I THINK IT'S REALLY IMPORTANT THAT WE STAY SYNC WITH THE CITY AND THEIR PLANNING COMMITTEE TO FIND OUT WHAT'S HAPPENING IN OUR DISTRICTS. >> ABSOLUTELY, 100% AGREE WITH YOU ON THAT. I JUST WANTED TO JUMP OVER TO THE DEVELOPMENT MAP REALLY QUICK. [01:25:02] ON THIS MAP, WE'RE ONLY GOING TO SEE WHAT WE HAVE PHASED. WHAT'S BEING IMPACTED IN THE ACTUAL FORECAST. WHAT YOU MAY NOT SEE ON HERE, HOLD ON. FORGIVE ME. SORRY, I CAN'T SEE THAT TINY PRINT WAY BACK HERE. THE GREEN IS ACTIVE, YELLOW IS FUTURE BROWN. I THINK THAT'S BROWN. I CAN'T READ THAT. PERFECT. THANK YOU SO MUCH. GETTING OLDER IS NO FUN. BLUE IS PLANNED. WHEN YOU SEE THOSE ON THERE THAT HELPS IDENTIFY WHAT STATUS THAT DEVELOPMENT IS IN, IF THERE ARE SOME THAT HAVE BECOME INACTIVE OR IF THEY'RE JUST BEING MONITORED, AND THERE'S NOTHING FOR US TO REALLY FORECAST ON OR QUANTIFY, THEN WE JUST KEEP AN EYE ON IT, AND WE REACH OUT TO ALL OF THE CITY PLANNERS AND GET INFORMATION FROM THEM, SO WE DO HAVE THAT OPEN COMMUNICATION, EMAILS, TALKING TO DEVELOPERS AND SO FORTH, AS WELL AS COMMUNICATING WITH THE STAFF HERE. IF YOU DO FIND SOMETHING THAT WE DON'T HAVE, WE ENCOURAGE YOU TO PASS THAT ON THROUGH MS. HAYES OR MR. PATE AND LET US KNOW. WE'LL BE SURE IT GETS ADDED. >> WHEN WE PROVIDE YOU WITH THE FULL REPORT, THAT WILL ALSO INCLUDE A LIST OF ALL OF THESE DEVELOPMENTS LIKE THE PROJECT NAME, DEVELOPER, NUMBER OF UNITS, HOUSING TYPE. THEN I BELIEVE WE WILL ALSO INCLUDE SOME CHARTS AS WELL FOR HOW MANY UNITS ARE EXPECTED FOR EACH ATTENDANCE ZONE. IF THERE'S ANYTHING ELSE YOU'D LIKE TO SEE REGARDING THE DEVELOPMENT, LET US KNOW. >> TO SAY ONE MORE THING. SORRY. BUT JUST BACK TO THIS PLANNING PROCESS, OUR DISTRICT MATTERS AND OUR VOICES MATTER WHEN IT COMES TO THESE DEVELOPMENTS IN THE PLANNING COMMITTEE WITH THE CITIES, THEY NEED TO HEAR FROM US AS WELL. IF THEY'RE REZONING FOR A DEVELOPMENT AND WE'RE LIKE, YES, WE REALLY WOULD PREFER FOR YOU GUYS TO REZONE THIS FOR MULTI FAMILY OR SINGLE FAMILY HOUSING. OUR VOICES SHOULD MATTER. MAYBE WE SPEAK TO THAT TOO, IF YOU GUYS ARE DOING THAT, MAYBE THAT'S A PART OF THIS TOO. >> JUST FOR CLARIFICATION. THAT'S SOMETHING THAT THE DISTRICT DOES. WE WORK WITH OUR CITY PLANNERS. WE GO WHEN THERE ARE ZONING CASES THAT WE HAVE QUESTIONS ABOUT OR CONCERNS. WE DON'T ASK MGT TO GO TO THOSE. THEY CONTACT THEM STRICTLY FOR THE DATA FOR OUR PRESENTATIONS, BUT WE DO THAT FOR ALL THREE OF OUR CITIES, SOME MORE THAN OTHERS. AS DEVELOPMENTS ARE TALKED ABOUT, THE ZONING SIGNS GO UP, YOU WILL SEE US IN COMMUNICATION WITH THOSE FOLKS. >> ANY ADDITIONAL QUESTIONS? COMMENTS? THE ENCOURAGING THING IS THAT IT'S GOOD FOR PLANNING PURPOSES FOR US BECAUSE IT LOOKS LIKE EVEN THE PLUS OR MINUS. WE'RE IN THE 1-2% DECLINE, WHICH IS WITHIN ANYBODY TRYING TO DO ANY FORECAST. THAT BASICALLY WHERE WE'RE FLAT LINING A LITTLE BIT WITH A LITTLE DECLINE, BUT I THINK THERE'S SOME THINGS THAT WE CAN DO TO MOVE THE NEEDLE ON THAT. BUT LONG STORY SHORT, IT GIVES US STABILITY IN THE ABILITY TO START PLANNING BUDGETING, FORECASTING AND WHAT RESOURCES WE HAVE AND WHERE TO APPLY THEM. THAT GIVES US SOME SOME HOPE THAT WE CAN MAXIMIZE RESOURCES WE HAVE BECAUSE A COUPLE OF YEARS AGO, THE DECLINE WAS A LITTLE MUCH MORE SIGNIFICANT. THIS IS GOOD NEWS FOR US AND OUR KIDS. >> ABSOLUTELY. I THINK THE CHANGES THAT YOU ALL HAVE ALREADY BEEN PUTTING INTO MOTION HAVE HELPED BECAUSE AS WE SAW PROBABLY TWO YEARS AGO, THERE WAS A SHARPER DECLINE. BUT YOU ALL ARE REALLY STABLE. YOU HEAR THE NUMBER 2000 AND THAT FEELS ALARMING AND I KNOW IN SOME WAYS IT IS, BECAUSE THERE'S STUFF. BUT REALLY, ALL ARE PRETTY STABLE. I WOULD AGREE WITH EVERYTHING THAT YOU ALL HAVE SAID, AND Y'ALL DO HAVE THE ABILITY TO IMPACT THAT. I THINK THAT THE CHANGES THAT YOU ALL HAVE BEEN MAKING HAVE BEEN DRIVING A POSITIVE INFLUENCE ON THAT ALREADY. >> THANK YOU. >> YA'LL HAVE A GREAT NIGHT. >> I THINK IT'S PROBABLY A GOOD TIME FOR A BREAK. WE'LL TAKE A BREAK. IT'S 7:31. [01:30:01] WHY DON'T WE PICK BACK UP AT 7:40, 10 MINUTES. IT IS 7:42. LET'S GET BACK TO IT. THE NEXT ITEM IS AN ACTION. [IV.E. School Improvement - Targeted Improvement Plans] I'M GOING TO RECEIVE PRESENTATION ON SCHOOL IMPROVEMENT TARGETED IMPROVEMENT PLANS, MRS. BRANHAM. >> THANK YOU, TRUSTEE EGER. AS A PART OF THE EVERY STUDENT SUCCEEDS ACT, ESSA, AND THE STATES ACCOUNTABILITY SYSTEM, TEA USES CLOSING THE GAPS DOMAIN PERFORMANCE TO IDENTIFY COMPREHENSIVE SUPPORT AND IMPROVEMENT TARGETED SUPPORT AND IMPROVEMENT PLANS, AS WELL AS ADDITIONAL TARGETED SUPPORT IMPROVEMENT SCHOOLS. WE HAVE FOUR SCHOOLS THAT HAVE BEEN IDENTIFIED THAT AND OUR FOUR PRINCIPALS ARE HERE, AND I JUST WANT TO ACKNOWLEDGE THEM AND THANK THEM FOR GIVING THEIR NIGHT. THEY'RE GOING TO HAVE AN OPPORTUNITY LATER TO COME UP AND SHARE THEIR STORY AS WELL. FIRST AND FOREMOST, BEFORE I TURN THIS OVER TO MR. HASSEL AND TO DR. ORTIZ, AS THEY HAVE LED THIS WORK; I WANT TO SHARE THAT THE WORK THAT WE'RE DOING AT THESE FOUR CAMPUSES IS THE SAME WORK THAT WE'RE DOING AT THE OTHER ALL OF OUR CAMPUSES. I FOCUS ON KNOWING EVERY CHILD BY NAME AND NEED, ENSURING THAT EVERY STUDENT HAS MASTERY OF EVERY TEAK. THE INTENSITY OF WHICH WE'RE PROVIDING THAT SUPPORT AND ENSURING THE ACCELERATION IS WHAT IS UNIQUE AT THESE FOUR CAMPUSES. ENSURING THAT WE ARE DEPLOYING THE RIGHT SUPPORTS, ENSURING THAT THERE ARE MORE SUPPORTS THAT ARE BEING DEPLOYED. MAKING SURE THAT WE'RE ADDRESSING NOT JUST THE ACADEMIC SUPPORTS THAT ARE NEEDED AT OUR CAMPUSES, BUT ALSO IT MIGHT BE COUNSELING SUPPORT THAT'S NEEDED OR OTHER INTERVENTION SUPPORT THAT'S NEEDED SO THAT THOSE STUDENTS WHEN THEY COME TO CLASS ARE READY TO LEARN. AGAIN, WHAT YOU'RE GOING TO HEAR TONIGHT, IT IS NOT RADICALLY DIFFERENT. THEN WHAT WE ARE DOING AT ALL OF OUR CAMPUSES BECAUSE THE WORK IS THE WORK. IT IS THE INTENSITY AND THE FOCUS AND THE AMOUNT OF RESOURCES THAT WE ARE DEPLOYING TO MAKE THE SHIFTS THAT ARE NECESSARY AT THESE FOUR CAMPUSES, WHAT YOU ARE GOING TO HEAR IS THE DIFFERENCE. WITH THAT, I WILL TURN IT OVER TO MR. HASSEL AND TO DR. ORTIZ, TO LEAD US IN TONIGHT'S CONVERSATION AROUND OUR SCHOOL IMPROVEMENT PLANS FOR 24/25. >> THANK YOU, MRS. BRANHAM. BOARD, GOOD EVENING. THANK YOU FOR JUST A LITTLE BIT OF TIME THIS EVENING TO BRING YOU THE NEXT SET OF CONTINUOUS IMPROVEMENT INFORMATION ALONG THE LINES OF WHAT MRS. BRANHAM HAD JUST TALKED ABOUT. IF YOU'LL RECALL THROUGHOUT THE COURSE OF THE SCHOOL YEAR, AUGUST, FOR INSTANCE, WE'VE TALKED TO YOU ABOUT THE SCHOOL IMPROVEMENT AND STRATEGIC PLAN PRIORITIES. THAT ACTUALLY, DR. HELLER AND I TALKED ABOUT THE DISTRICT IMPROVEMENT PLAN AND STRATEGIC PLAN PRIORITIES IN AUGUST. WE CAME BACK IN SEPTEMBER. WE DISCUSSED THE DOI PLAN AND APPROVED THE DISTRICT IMPROVEMENT PLAN. AND THEN IN OCTOBER, WE CAME BACK AND YOU REVIEWED AND EVENTUALLY APPROVED THE CAMPUS IMPROVEMENT PLANS. AGAIN, ALONG THE LINES OF WHAT MRS. BRANHAM WAS TALKING ABOUT CONTINUATION OF THAT CONTINUOUS IMPROVEMENT CYCLE. WE WANT TO ACKNOWLEDGE DR. ORTIZ, WHO'S AT THE PODIUM AND DR. LIEBER, WHO SERVES AS OUR TEACHING AND LEARNING ASSISTANT SUPERINTENDENT. THEY WILL HELP WITH THIS PRESENTATION. CERTAINLY WANT TO ACKNOWLEDGE OUR FRIENDS FROM OUR CAMPUSES AS WELL, OUR CAMPUS PRINCIPALS, AND I THINK THERE WAS AN ASSISTANT PRINCIPAL OUT THERE SOMEWHERE. WE APPRECIATE YOU GUYS SPENDING THE EVENING WITH US, AND, OF COURSE, OUR DYNAMITE AREA SUPERINTENDENTS WHO WILL ALSO HELP ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE. JUST LIKE WITH ANYTHING ELSE, THE CENTER OF OUR WORK IS BASED ON THE NORTH STAR GOAL. OF COURSE, WE KNOW THAT THAT IS EVERY STUDENT, EVERY TEACHER, EVERY LEADER WILL MEET, WILL EXCEED THEIR ACADEMIC GROWTH GOALS, AND SO THIS WORK STANDS RIGHT IN LINE WITH ALL OF THE PREVIOUS WORK THAT WE'VE TALKED ABOUT. AT THIS POINT, WE THOUGHT THAT YOU MIGHT WANT OR NEED A LITTLE BIT OF A PRIMER OR A REMINDER OF THE PUBLIC ACCOUNTABILITY SYSTEM BECAUSE OF ALL THE CHANGES IN LITIGATION THAT'S HAPPENED HERE RECENTLY, SO DR. ORTIZ WILL TAKE OVER. >> PERFECT. THANK YOU SO MUCH. GOOD EVENING. WE'RE GOING TO START WITH JUST AN OVERVIEW OF THE STATE ACCOUNTABILITY SYSTEM. THERE ARE THREE COMPONENTS THAT THEY LOOK AT FOR STATE ACCOUNTABILITY, STUDENT ACHIEVEMENT, WHICH THEY CALL DOMAIN 1, DOMAIN 2, WHICH IS OUR SCHOOL PROGRESS, AND THEN DOMAIN 3 CLOSING THE GAPS. THEN CAMPUSES HAVE DESIGNATED LETTER GRADES BASED ON THEIR PERFORMANCE IN THESE THREE DOMAINS. BUT I DO WANT TO REMIND EVERYONE THAT FOR 2024, WE DO NOT HAVE ACCOUNTABILITY GRADES DUE TO THE TEA LITIGATION THAT'S STILL TAKING PLACE. WE'RE STILL IN LIMBO. [01:35:01] WE DIDN'T HAVE ANY FOR 2023, AND WE DON'T HAVE ANY FOR 2024. LOOKING AT THE THREE DOMAINS, 70% OF A CANVAS' SCORE WHEN THERE IS AN ACCOUNTABILITY RATING WOULD COME FROM EITHER DOMAIN 1, DOMAIN 2A, DOMAIN 2B, AND THEN THE OTHER 30% COMES FROM CLOSING THE GAPS DOMAIN, WHICH HAS A LOT OF DIFFERENT COMPONENTS AND A LOT OF INTRICACIES ON HOW THAT IS CALCULATED UNDER THE NEW ACCOUNTABILITY SYSTEM THAT WAS FIRST ROLLED OUT IN 2023. TO ALIGN WITH FEDERAL ACCOUNTABILITY, THEY ALIGN THE IDENTIFICATION OF SCHOOL IMPROVEMENT UNDER ESSA UNDER EVERY STUDENT SUCCEEDS ACT WITH THE STATES ACCOUNTABILITY SYSTEM. AS SUPERINTENDENT BRANDON MENTIONED EARLIER, THEY UTILIZED THAT CLOSING THE GAPS DOMAIN TO IDENTIFY THE COMPREHENSIVE SUPPORT AND IMPROVEMENT CAMPUSES, AS WELL AS OUR TARGETED SUPPORT AND IMPROVEMENT AND OUR ADDITIONALLY TARGETED SUPPORT SCHOOLS. THE CLOSING THE GAPS DOMAIN ONLY LOOKS AT FOUR SUPER GROUPS. AGAIN, LIKE I MENTIONED THIS COMPLEX POINT SYSTEM THAT THEY LOOK AT, AND THEY'LL LOOK AT ALL STUDENTS, THEY'LL LOOK AT TWO STUDENT GROUPS, AND THEN THEY LOOK AT OUR HIGH FOCUS STUDENTS, WHICH INCLUDES OUR ECONOMICALLY DISADVANTAGED STUDENTS, OUR EMERGENT BILINGUAL STUDENTS, SPECIAL EDUCATION, STUDENTS, ET CETERA. OUR CSI DETERMINATION ALIGNS WITH THE CLOSING THE GAP. IT'S BASED ON THOSE FOUR SUPER GROUPS, WHICH I DO WANT TO ALSO ADD ARE IDENTIFIED THE PRIOR YEAR. FOR 2024 ACCOUNTABILITY, IT WAS BASED ON THE PERFORMANCE FROM 2023. FOR OUR NEW ACCOUNTABILITY, FOR 2025, IT'S GOING TO BE BASED ON THE PERFORMANCE FROM 2024. THEN FOR OUR TARGETED SUPPORT AND OUR ADDITIONAL TARGETED SUPPORT CAMPUSES, THEY LOOK AT 12 DISAGGREGATED GROUPS. THERE THEY LOOK AT EVERY STUDENT GROUP. ALL THE RACIAL ETHNIC GROUPS, IF THERE'S ENOUGH STUDENTS, THEY'LL LOOK AT OUR EMERGENT BILINGUAL STUDENTS, OUR SPECIAL EDUCATION STUDENTS AND IDENTIFY THEM BASED ON THOSE PERFORMANCE. FOR A COMPREHENSIVE SCHOOL IMPROVEMENT IDENTIFICATION, A CAMPUS HAS TO BE A TITLE 1 CAMPUS, AND THEY'RE CLOSING THE GAP SCALED SCORE IS IN THE BOTTOM 5% FOR THAT SCHOOL TYPE. NOT THEIR OVERALL SCORE, BUT JUST FOR THAT CLOSING THE GAPS DOMAIN. TA WILL DETERMINE THAT 5%. WE DON'T KNOW THAT UNTIL ACCOUNTABILITY RATINGS COME OUT, WHAT THE BAR IS GOING TO BE SET AT FOR EACH CAMPUS TYPE. >> THEN FOR THE EXITING FOR COMPREHENSIVE SUPPORT, IT DOES TAKE SCHOOLS TWO YEARS TO EXIT THAT COMPREHENSIVE SUPPORT. A CAMPUS THAT WAS IDENTIFIED FOR COMPREHENSIVE SUPPORT IN 2023, EVEN IF THEY WERE ABOVE THAT 5% IN 2024, THEY STILL REMAIN WITH THAT COMPREHENSIVE LABEL, BUT THEY GET PROMOTED TO PROGRESS, AND THAT IS BECAUSE THEY ARE HIGHER THAN THAT THRESHOLD AND THEY'VE SHOWN IMPROVEMENT. IN ORDER TO BE ABLE TO EXIT, THEY HAVE TO BE ABLE TO BE ABOVE THAT THRESHOLD TWO YEARS IN A ROW AND BE ABLE TO SHOW THAT PROGRESS FROM WHEN THEY WERE ORIGINALLY IDENTIFIED AS COMPREHENSIVE SUPPORT. >> AT THIS POINT, WE'LL DIVE A LITTLE DEEPER INTO THE CAMPUSES SPECIFICALLY. I'LL REMIND THE BOARD THAT YOU HAVE A HARD COPY IN FRONT OF YOU OF THE ACTUAL TIP PLANS AND TARGETED IMPROVEMENT PLANS TO REFER TO. THE FOUR CAMPUSES THAT WERE IDENTIFIED FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT ARE AUDELIA CREEK, HAMILTON PARK PACESETTER MAGNET, RISD ACADEMY AND SKYVIEW, AND A REMINDER THAT THIS IS IN RELATION TO THE CLOSING GAPS DOMAIN THAT DR. ORTIZ JUST TALKED TO US ABOUT A SECOND AGO. SOME OF THE CAMPUS CSI CAMPUS SUPPORTS THAT AGAIN, CSI STANDING FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT. SOME OF THE SUPPORTS THAT WE PROVIDE HERE WITHIN THE DISTRICT AND IN OUR PARTNER AT REGION 10, FOCUSED SUPPORT FROM THE ACI DEPARTMENT, WHICH IS THE ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT DEPARTMENT, FOCUSED SUPPORT FROM OUR FRIENDS IN TEACHING AND LEARNING IN THE SUBJECT AREAS AND INSTRUCTIONAL DELIVERY. FOCUSED AREA BY THE AREAS SUPERINTENDENTS AND THEIR ACADEMIC FACILITATORS THAT REALLY INVOLVES ALL OF THE ABOVE THAT THE OTHER TWO PREVIOUSLY MENTIONED DEPARTMENTS SUPPORT THE CAMPUS WITH. THEN WE'RE VERY FORTUNATE TO HAVE A PARTNER WITH REGION 10 THAT LEADS US IN THE TEXAS INSTRUCTIONAL LEADERSHIP PROGRAM AND IRONICALLY ENOUGH, OUR ASSIGNED CONSULTANT FROM REGION 10 IS SOMEONE WE KNOW VERY WELL, MS. ELEANOR LOPEZ, WHO WAS A PRINCIPAL FOR US HERE IN THE DISTRICT. THE TEXAS INSTRUCTIONAL LEADERSHIP PROGRAM REALLY WORKS TO DEVELOP AND GROW INSTRUCTIONAL LEADERSHIP SKILLS, [01:40:01] NOT ONLY IN THE PART OF THE CAMPUS STAFF, BUT AS WELL AS THE PRINCIPAL SUPERVISORS THE DISTRICT COORDINATOR OF SCHOOL IMPROVEMENT, WHICH IS MYSELF, DR. ORTIZ IS VERY ACTIVE IN THE TRAINING. IT INVOLVES FACE TO FACE PROFESSIONAL DEVELOPMENT, IMPLEMENTATION SUPPORT AND REGULAR CYCLES OF ONE ON ONE COACHING. WHAT YOU HAVE IN FRONT OF YOU, YOU'VE SEEN VARIOUS ITERATIONS OF THIS AGAIN FROM OUR PREVIOUS PRESENTATIONS IN THE FALL. IT'S A CONTINUOUS IMPROVEMENT CYCLE. YOU SEE ALONG THE OUTER EDGE THE DATA DRIVEN APPROACH, ANALYZE AND REFLECT ON DATA, MAKE DATA DRIVEN DECISIONS AND ADJUSTMENTS, GATHER NEW DATA, THAT TYPE OF THING AND THEN WITHIN THERE, THE VARIOUS TYPES OF DATA THAT WE FOCUS ON. MORE SO SPECIFICALLY IN THIS TYPE OF SCHOOL IMPROVEMENT WORK, STAAR AND CIAS AND MAP GROWTH ARE SOME OF THE FUNDAMENTAL DATA PIECES THAT WE CONTINUOUSLY LOOK AT. CSI CAMPUS REQUIRED ACTIONS, IDENTIFIED CAMPUSES MUST DEVELOP AND SUBMIT A TARGETED IMPROVEMENT PLAN, WHICH WE HAVE PROVIDED FOR YOU TONIGHT, AND WE'RE ASKING YOU TO CONSIDER TAKING ACTION ON, WHICH WILL BE SUBMITTED TO TEA. THIS ACTUALLY NEEDS TO BE IN PLACE AND SUBMITTED TO TEA. DR. ORTIZ WILL SUBMIT THOSE FOR US ONLINE BY FEBRUARY 26. THE PLANS INCLUDE IMPROVEMENT STRATEGIES, CURRICULUM USED AND ALLOCATION OF RESOURCES, AGAIN AS REQUIRED OR DICTATED BY US BY THE STATE. HERE WE GET INTO OUR ACTUAL CAMPUSES AND SO WE WILL JUST, SUCCINCTLY AS WE CAN, GO THROUGH AND BREAK DOWN THE VARIOUS COMPONENTS OF THE TARGETED IMPROVEMENT PLAN. AGAIN BOARD MEMBERS, YOU HAVE THE ACTUAL DOCUMENT IN FRONT OF YOU. STARTING WITH AUDELIA CREEK, THEIR CSI STATUS IS YEAR 1. THE IDENTIFIED SUB-POPULATIONS, IF YOU'LL RECALL, DR. ORTIZ TALKED ABOUT THE VARIOUS GROUPS. HISPANIC ECONOMICALLY DISADVANTAGED AND EB/EL, WHICH ARE EMERGENT BILINGUAL, IS THE GOING TERM RIGHT NOW IF YOU WILL. THE STRATEGIES OF THE ESSENTIAL SCHOOL FRAMEWORK ESSENTIAL ACTIONS THAT AUDELIA CREEK CHOSE WAS PROFESSIONAL DEVELOPMENT FOR EFFECTIVE INSTRUCTION AND DATA-DRIVEN INSTRUCTION. THE CURRICULUMS THEY ARE USING. FOR MATH, THEY'RE USING EUREKA AND FOR READING (K-5), THEY'RE USING AMPLIFY. I EMPHASIZE K-5 BECAUSE I BELIEVE AND [INAUDIBLE] YOU CAN CORRECT ME, THAT ACTUALLY AT SIXTH GRADE, YOU'RE USING CARNEGIE AS WELL, WHICH IS A STATE. >> [INAUDIBLE] . >> FOR ALLOCATIONS OF MORE RESOURCES TO SUPPORT AUDELIA CREEK, WE HAVE JOINED THEM TO APPLY FOR THE INSTRUCTIONAL LEADERSHIP GRANT AND PLC GRANT, WHICH IS PART OF THE OVERALL LASO 3 GRANT THAT THE STATE OFFERS. WE'RE VERY HOPEFUL THAT WE'LL GET THAT FUNDING TO FURTHER ASSIST THEM. NEXT, WE HAVE HAMILTON PARK. YOU SEE THEIR CSI STATUS IS YEAR 2 PROGRESS AND THAT'S HIGHLY ENCOURAGING. I THINK DR. ORTIZ TALKED ABOUT THE CRITERIA FOR EXITING IN ITS SIMPLEST FORM, A CSI CAMPUS THAT DEMONSTRATES PROGRESS ABOVE THE THRESHOLD FOR THE LOWEST 5% OF CLOSING THE GAP WOULD EXIT THE CSI PROCESS. THEY ARE WELL ON THEIR WAY AND WE THANK MS. CAMARO AND HER STAFF FOR ALL THE HARD WORK THAT THEY'VE DONE TO GET TO THIS POINT. THEY'RE IDENTIFIED SUB-POPULATIONS OR SPECIAL EDUCATION, HISPANIC AND ECONOMICALLY DISADVANTAGE, THE STRATEGY OR ESF ESSENTIAL ACTIONS, DAILY USE OF HIGH QUALITY INSTRUCTIONAL MATERIALS AND PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION. IF YOU NOTICE, THAT'S GOT SOME SUBTLE CHANGES THAN AUDELIA CREEK'S, AND THAT'S BECAUSE EACH ONE OF THESE CAMPUSES UNDERWENT A CAMPUS DIAGNOSTIC THAT IS VERY THOROUGH AND HELPS THEM IDENTIFY AREAS OF STRENGTH AND AREAS OF GROWTH. THESE ARE NOT ALL COOKIE CUTTER. THEY DON'T ALL READ THE SAME BECAUSE THEY UNDERWENT A PRETTY RIGOROUS DIAGNOSTIC CAMPUS VISIT. THEIR CURRICULUMS THAT THEY USE FOR MATH (K-5), THEY USE EUREKA AND THEN FOR READING (K-5), THEY USE TEKS RESOURCE SYSTEM, WHICH IS THE RSD CURRICULUM THAT WE HAVE IN PLACE. THEN THE RESOURCES THEY CURRENTLY ARE PARTICIPATING IN THE ESF FOCUSED SUPPORT GRANT. THEY'RE BENEFITING FROM THAT. MOVING ON TO RISD ACADEMY, CSI STATUS YEAR 2 PROGRESS. AGAIN, WE THANK MS. GIBSON AND CONGRATULATE MS. GIBSON FOR THEIR HARD WORK AND SHOWING THAT WE ARE IMPROVING AND MOVING THE CAMPUS FORWARD. THEIR IDENTIFIED SUB-POPULATIONS ARE HISPANIC, ECONOMICALLY DISADVANTAGED, EB/EL AND SPD, THEIR STRATEGY OR ESF ESSENTIAL ACTIONS OR PROFESSIONAL DEVELOPMENT FOR EFFECTIVE INSTRUCTION AND DATA-DRIVEN INSTRUCTION. [01:45:02] CURRICULUMS. MATH, THEY USE EUREKA, READING, THEY USE AMPLIFY AND THEY ARE ALSO CURRENTLY PARTICIPATING IN THE ESF FOCUSED SUPPORT GRANT. THEN FINALLY, SKYVIEW CSI STATUS YEAR 1. THEIR IDENTIFIED SUB-POPULATIONS ARE HISPANIC AND ECONOMICALLY DISADVANTAGED. THEIR ESSENTIAL ACTIONS OR STRATEGIES ARE DEVELOP AND MAINTAIN SYSTEMATIC CAMPUS-WIDE CLASSROOM EXPECTATIONS, PROFESSIONAL DEVELOPMENT FOR INFECTIVE INSTRUCTION AND DATA-DRIVEN INSTRUCTION. THEY USE, FOR THEIR CURRICULUMS, MATH, THEY USE EUREKA AND IN READING THEY USE AMPLIFY, AND THEY HAVE ALSO APPLIED FOR THE INSTRUCTIONAL LEADERSHIP GRANT AND PLC GRANT TO FURTHER SUPPLEMENT THEIR EFFORTS TO MOVE THEIR CAMPUS FORWARD. WITH THAT, WE'LL BE HAPPY TO ENTERTAIN ANY COMMENTS OR QUESTIONS THAT THE BOARD MAY HAVE. >> JUST TO JUST SHARE A LITTLE BIT OF WHAT THIS JOURNEY LOOKS LIKE. ONCE WE ARE IDENTIFIED, FIRST AND FOREMOST, THIS IS NOT LIKE IT'S A SURPRISE. WE KNOW OUR DATA, WE KNOW WHERE OUR AREAS OF STRENGTH ARE AND WE ABSOLUTELY KNOW WHERE WE HAVE OPPORTUNITIES FOR GROWTH. WE LOOK AT INTERNALLY BEFORE ANYONE HAS TO TELL US, WE ARE LOOKING AT, FOR EXAMPLE, THE MOBILITY RATE OF STUDENTS. SEVERAL OF THESE CAMPUSES, YOU HAVE A MOBILITY RATE THAT EXCEEDS 20%, SO 20% OF THE STUDENTS THAT START AT THE BEGINNING OF THE YEAR ARE NOT GOING TO BE WITH US AT THE LAST DAY OF SCHOOL. WE ARE LOOKING AT, FOR EXAMPLE, THE TENURE OF THE TEACHERS. HOW MANY OF THOSE TEACHERS ARE WE SEEING? WHAT TURNOVER ARE WE SEEING AT THE CAMPUS? HOW MANY OF THOSE TEACHERS ARE DOI? WE ARE REALLY DOING A FULL ANALYSIS TO UNDERSTAND WHAT IS CONTRIBUTING TO THE FACT THAT OUR STUDENTS ARE NOT PERFORMING AT THE HIGHEST LEVEL THAT WE KNOW THAT THEY'RE CAPABLE OF PERFORMING. WHAT IS A SYSTEM DO WE NEED TO DO TO ADDRESS THAT? ONCE WE DO AND WE HAVE THIS IDENTIFICATION, WE'RE SO FORTUNATE TO HAVE THE INCREDIBLE PARTNERSHIP WITH REGION 10 IN WHICH THEY BRING THEIR EXPERTISE TO THE TABLE AND THEY REALLY ARE A THOUGHT PARTNER AND A PROBLEM-SOLVER AND A STRATEGIST WITH US. THEY COME IN WITH OUR AREA SUPERINTENDENTS, THE PRINCIPALS, THE ASSISTANT PRINCIPALS, THE INSTRUCTIONAL COACHES, AND THEY VISIT THE CAMPUS, AND THEY DON'T GO IN THINKING THAT THEY KNOW EXACTLY WHAT IT IS THAT THEY'RE GOING TO SEE. IT REALLY IS, WE'RE GOING TO GO IN AND WE'RE GOING TO AUDIT THE CAMPUS AND WE'RE GOING TO IDENTIFY WHERE THEY DON'T HAVE A BIAS, THEY DON'T KNOW THESE INDIVIDUALS, THEY DON'T KNOW THE STORY OF THE CAMPUS, SO THEY'RE ABLE TO GO IN AND BEGIN TO HELP MAYBE IDENTIFY THINGS THAT WE'RE NOT SEEN. IF YOU'LL NOTICE EACH CAMPUS HAS A SPECIFIC AREA THAT THEY ARE FOCUSED ON AND THEY'RE WORKING ON, AND THAT'S BECAUSE IT IS UNIQUE TO THE NEEDS OF THEIR CAMPUS BASED UPON WHAT THEY SAW IN THOSE WALKS. IT'S NOT A COOKIE-CUTTER APPROACH. IT'S NOT A, WE THINK THIS WILL WORK HERE AND SO IT'S GOING TO WORK EVERYWHERE. IT IS WHAT IS NEEDED AT AUDELIA CREEK VERSUS WHAT'S NEEDED AT SKYVIEW VERSUS WHAT'S NEEDED AT HAMILTON PARK VERSUS WHAT'S AT RISD ACADEMY. THEN WE ARE CUSTOMIZING THEN HOW WE IMPLEMENT THOSE INTERVENTIONS. IF YOU ALSO NOTICED THERE WASN'T 12 THINGS LISTED. IT WAS, LET'S GET REALLY GOOD, LET'S GET REALLY FOCUSED ON THIS. BECAUSE WE KNOW AND RESEARCH IS CLEAR, THAT WHEN YOU DO THESE THINGS THAT ARE IDENTIFIED IN THEIR TIP PLANS WELL, YOU ARE GOING TO MOVE THE NEEDLE ON STUDENT ACHIEVEMENT IF YOU STAY THE COURSE. YOU CANNOT GET EASILY DISTRACTED, YOU CANNOT LOSE FOCUS. YOU'VE GOT TO STAY FOCUSED ON WHAT WE KNOW WE NEED TO DO BASED UPON WHAT THE NEEDS OF THAT CAMPUS ARE. AGAIN, I JUST WANT TO SHARE WHAT IS IN THE CAMPUS IMPROVEMENT PLAN OR THE SPECIFIC ACTIONS THAT WE ARE TAKING, WHETHER IT IS AT THE CAMPUS LEVEL OR THE CENTRAL LEVEL OR MY OFFICE. I HAVE A MONTHLY, WHAT WE CALL NORTH STAR MEETING. THE AREA SUPERINTENDENTS CAN TELL YOU, THE VERY FIRST THING I AM ASKING A QUESTION AROUND IS, HOW DO I NEED TO REDEPLOY SUPPORTS TO BETTER MEET THE NEEDS OF OUR CAMPUSES THAT WE'RE NOT SEEING THE LEVEL OF STUDENT GROWTH, THE LEVEL OF STUDENT ACHIEVEMENT THAT WE NEED TO? WE'RE ABOUT TO HAVE A UPDATE OF THAT BASED UPON MIDDLE-OF-THE-YEAR MAP PERFORMANCE, BASED UPON OUR DISTRICT CURRICULUM ASSESSMENTS. WE ARE GOING TO HAVE AN OPPORTUNITY TO SAY THE GROWTH THAT WE'RE SEEING, THAT TRAJECTORY THAT WE'RE SEEING, ARE WE MAINTAINING THAT OR DO WE NEED TO MAKE ADJUSTMENTS? I WANT YOU TO HEAR THE COMMITMENT FROM EVERY SINGLE PERSON. THIS IS NOT A SUPERINTENDENT ISSUE. IT'S NOT A TEACHING AND LEARNING, IT'S NOT A SCHOOL IMPROVEMENT. IT IS A DISTRICT COMMITMENT. THESE ARE CAMPUSES THAT HAVE A POPULATION OF STUDENTS THAT ALL HAVE VERY HIGH NEEDS AND REQUIRE MORE AND IT'S OUR JOB TO ENSURE THAT THOSE PRINCIPALS ARE EQUIPPED WITH MORE SO THAT THEY CAN MEET THE CHALLENGE THAT'S BEFORE THEM. [01:50:01] I WILL SHUT UP NOW. I'M JUST VERY PASSIONATE ABOUT THIS. WE TAKE THIS SERIOUSLY. OUR NORTH STAR GOAL MEANS ALL AND WE WANT ALL STUDENTS TO HIT THAT ACADEMIC GROWTH GOAL. FOR OUR STUDENTS THAT ARE AT THESE FOUR CAMPUSES AND SEVERAL OF OUR OTHER CAMPUSES, IT MAY MEAN THAT IT'S A YEAR AND A HALF WORTH OF GROWTH. IF WE'RE GOING TO CLOSE THAT GAP, THAT MIGHT EXIST, IT MIGHT BE A YEAR AND A HALF, IT MIGHT BE TWO YEARS. IT'S OUR JOB TO FIGURE OUT HOW TO MAKE THAT HAPPEN. WITH THAT, HAPPY TO TAKE ANY COMMENTS, QUESTIONS FROM THE BOARD. >> TRUST YOU, TIMMY. >> THANK YOU, GUYS FOR THE PRESENTATION FOR THE INFORMATION. IT'S REALLY GOOD INFORMATION. JUST A COUPLE OF COMMENTS AND JUST TO PIGGYBACK A LITTLE BIT ON WHAT YOU SAID AND THEN I HAVE A COUPLE OF QUESTIONS. FIRST OFF, I APPRECIATE WHAT YOU SAID ABOUT TWO THINGS REALLY ABOUT THE CONTEXT OF THE SCHOOL AND WHAT THEY NEED AND DOING THAT INDIVIDUALLY. I THINK YOU GUYS KNOW THAT I'M A BIG FAN OF THAT, AND ALSO TO KEEPING IT SIMPLE SO THAT WE'RE LEVERAGING THOSE HIGH LEVERAGE AREAS WHERE YOU'RE ACTUALLY GOING TO SEE THAT GROWTH AND ALLOWING THEM THE TIME AND THE SPACE TO IMPROVE. IT TAKES A MINUTE TO TURN THAT AROUND. IT JUST TAKES A MINUTE. I ALSO WANT TO COMMEND THE FACT THAT IT REALLY DOES SEEM TO BE WORKING BECAUSE YOU DIDN'T HAVE ANYBODY REIDENTIFIED. YOU HAD TWO OF THOSE SCHOOLS THAT ARE IN PROGRESS FOR YEAR 2, WHICH MEANS THAT THEY ARE ON THE RIGHT TRACK, THEY ARE SHOWING THAT PROGRESS. THAT COMES FROM A LOT OF HARD WORK FROM YOUR GROUP SUPPORTING THE SCHOOLS AND ALL OF THE PEOPLE IN THERE WHO ARE DOING THAT HARD WORK, SO THAT'S FANTASTIC. I DID JUST WANT TO ASK, WHEN YOU'RE TALKING ON THE CURRICULUM AND YOU'RE TALKING EUREKA AMPLIFY, TEKS RESOURCE BECAUSE THERE'S SEVERAL DIFFERENT STRATEGIES. CAN YOU JUST GIVE US A LITTLE BIT OF CONTEXT ON HOW WHAT THEY'RE DOING MIGHT BE DIFFERENT IN SOME CASES OR THE SAME WITH EXTRA SUPPORT FOR OTHERS? NO, YOU DON'T HAVE TO DO IT BY SCHOOL, BUT JUST IN GENERAL. >> SURE. AS WE RECOGNIZED, ALONG WITH THE TEXAS EDUCATION AGENCY AROUND THE NEED FOR HIGH QUALITY INSTRUCTIONAL MATERIALS. REALLY, WE COLLABORATE DIRECTLY WITH AND SIT KNEE TO KNEE WITH A PRINCIPAL TO UNDERSTAND THE CONTEXT OF THE TEACHERS, FOR EXAMPLE, THAT ARE AT THEIR SCHOOL. IF WE HAVE A SCHOOL THAT HAS A HIGH TURNOVER RATE OR HAS HAD A HIGH TURNOVER RATE, THANKS TO THESE PRINCIPALS. I THINK WE'RE STARTING TO SEE THAT SHIFT AND THAT TURNAROUND HAPPEN. BUT IF WE KNOW THAT THERE'S A LARGE NUMBER OF DOI TEACHERS, A LARGE NUMBER OF NEW TEACHERS, A LARGE TURNOVER. WE KNOW THAT THOSE TEACHERS NEED A MORE STRUCTURED CURRICULUM WHERE THAT LESSON PLANNING, THAT DAY-TO-DAY, THIS IS WHAT TODAY'S LESSON IS GOING TO LOOK LIKE, THAT ASSURANCE, WHAT THAT STUDENT IS GOING TO HAVE ACCESS TO IS GRADE-LEVEL APPROPRIATE. >> WE CAN'T LOWER EXPECTATIONS. IF I'M A SECOND GRADER, I MAY HAVE SOME GAPS THAT HAVE ME PERFORMING AT FIRST GRADE IN SOME AREAS, BUT I'M IN SECOND GRADE. I NEED TO BE ACCESSING SECOND GRADE. AMPLIFY, EUREKA THOSE ARE INSTRUCTIONAL PROGRAMS THAT ENSURE EVERY STUDENT IS GETTING ACCESS TO THAT GRADE-LEVEL MATERIAL. THE FOCUS FOR THAT IMPLEMENTATION IS ALLOWING TEACHERS TO FIGURE OUT HOW DO I NOW THEN ROLL THAT OUT TO MY STUDENTS. INSTEAD OF TEACHERS SPENDING A LOT OF TIME PLANNING, THEY'RE SPENDING THEIR FOCUS ON WHAT DOES THIS LOOK LIKE WHEN I'M IN FRONT OF KIDS. THEY ACTUALLY CAN REHEARSE THAT A LOT OF THE STRATEGY OF OUR DATA-DRIVEN INSTRUCTION IS WHERE OUR PRINCIPALS, OUR COACHES ARE IN THAT PLC, THAT TEACHER WILL ACTUALLY REHEARSE THAT LESSON, HOW THEY'RE GOING TO OPEN IT, HOW THEY'RE GOING TO PROVIDE THAT RETEACH. THEY NOTICE THAT A SPECIFIC SKILL IS MISSING, AND THEY GIVE THEM JUST-IN-TIME FEEDBACK TO HELP THEM BE BETTER. WE HAVE ANOTHER CAMPUS ON THIS LIST, FOR EXAMPLE, THAT THE STABILITY OF THEIR TEACHERS THEY HAVE A MORE STABLE TEACHER ENVIRONMENT. THEY HAVE MORE VETERAN TEACHERS. THE CHALLENGE THAT WE SAW AT THAT CAMPUS IS NOT THAT THEY NEED A SCRIPTED CURRICULUM IN BOTH MATH AND READING BECAUSE THEY HAVE THE SKILL SET OF THE TEACHERS TO BE ABLE TO DO THAT. THERE ARE OTHER FACTORS SUCH AS STUDENT NEED AND STUDENT BEHAVIOR THAT WE NEEDED TO ADDRESS ALONGSIDE WITH THAT CURRICULUM. AGAIN, IT WAS NOT A IF YOU'RE ON THIS LIST, NOW, YOU'RE IMPLEMENTING THIS AND IT'S A DIRECTIVE. LET'S IDENTIFY WHAT THE DATA IS TELLING US, WHAT ARE THE NEEDS OF YOUR TEACHERS, WHEN ARE WE ASKING TEACHERS TO CHANGE TOO MUCH TOO FAST, AND THEN WE DON'T KNOW WHAT WORKS, WHAT DOESN'T WORK, WHAT'S IMPACTING. IS IT WE'RE NOT SEEING THE GROWTH BECAUSE WE'RE IMPLEMENTING TOO MUCH AT ONCE, OR ARE THERE OTHER FACTORS? I KNOW THAT WAS A LONG-WINDED ANSWER. I'M SORRY, BUT IT'S A VERY COMPLEX AND INDIVIDUAL DECISION FOR EACH CAMPUS. >> I THINK THAT'S GREAT. I JUST WANTED THE CONTEXT OF THAT BECAUSE I THINK IT'S IMPORTANT THAT WE'RE NOT CONTINUING TO DO THINGS THAT AREN'T WORKING, [01:55:02] JUST BECAUSE THE DISTRICT DOES IT. SEEING THAT NEED AND BEING ABLE TO LOOK AT THAT AND TO SAY, IF IT'S NOT WORKING AND NOT MEETING THE NEEDS, WE'RE TRYING TO DO SOMETHING DIFFERENT AND YOU'RE NOT GOING TO MAKE THAT CHANGE IN ONE YEAR. IT DOES TAKE TIME BECAUSE YOU NEED TEACHERS TO BE ABLE TO INTERNALIZE THE SYSTEM AND THE PROGRAMS AND THE THINGS LIKE THAT. I APPRECIATE THE PATIENCE WITH THAT. ALSO, TOO, I KNOW IN SEVERAL OF THESE CAMPUSES, YOU'VE DONE THINGS TO PROMOTE STABILITY OF THE STAFF THERE SUCH AS MAKING TEACHER INTENTIVE ALLOTMENT ELIGIBLE, IS THAT CORRECT? >> YES, MA'AM. AT THESE CAMPUSES, YOU HAVE NOT ONLY BECAUSE OF THE BOARD IN YOUR SUPPORT FOR ADJUSTING THE COMPENSATION, WHICH IS ALSO A DRIVER. AT THESE CAMPUSES, THEY HAVE THE ABILITY TO EARN THE TEACHER INCENTIVE ALLOTMENT DISTINCTIONS SO BASED UPON THAT ABILITY TO GROW THEIR STUDENTS, THESE TEACHERS ALSO HAVE AN OPPORTUNITY TO EARN THAT ADDITIONAL COMPENSATION. WE'RE STARTING TO SEE, AGAIN, THAT SHIFT WHERE THAT TURNOVER, WE'RE GETTING SOME STABILITY AT CAMPUSES WHERE PREVIOUSLY WE DIDN'T HAVE. >> BECAUSE OF THE NUMBER OF ECONOMICALLY DISADVANTAGED STUDENTS AT THAT SCHOOL, THEY WILL MAKE MORE MONEY BY STAYING THERE BECAUSE THAT'S FIGURED INTO THAT ALLOTMENT, WHICH, AGAIN, WE HOPE WILL PROMOTE THAT STABILITY ON THESE CAMPUSES. >> YES, MA'AM. IF THEY RECEIVE THAT HIGHEST LEVEL OF DISTINCTION, THESE CAMPUSES ALSO HAVE THE HIGHEST LEVEL OF OUR ECONOMICALLY DISADVANTAGED STUDENTS, WHICH MEANS THEY'RE GOING TO GET THE HIGHEST PAYOUT. >> GREAT. YOU CAN SEE CLEARLY BY THE PROGRESS AND HOW THEY'RE DOING THAT THEY ARE CLOSING THOSE GAPS. I APPRECIATE ALL THE WORK THAT THE SCHOOLS HAVE DONE, THE FOLKS THAT HAVE SUPPORTED YOU GUYS IN DOING THAT, YOUR TEACHERS. I HOPE YOU GUYS SHARE THAT. IT IS NO EASY JOB, I KNOW, AND SO WE CERTAINLY APPRECIATE YOUR HARD WORK. >> TRUSTEE [INAUDIBLE] >> WELL, THANK YOU SO MUCH FOR THAT PRESENTATION. I WILL DEFINITELY ECHO MISS TIMMY HERE. THE SCHOOLS ARE DOING GREAT. THEY ARE CLOSING THE GAP. YOU GUYS ARE WORKING REALLY HARD, AND I WANT TO THANK YOU FOR THAT. I DO HAVE JUST A QUESTION AND ALSO JUST SO THAT OUR COMMUNITY CAN UNDERSTAND AND CLARIFY. WHEN YOU USE THE RESOURCES FOR THESE VARIOUS GRANTS AT EACH LOCATION DOES THAT COVER 100% OF THOSE NEEDS? HOW DOES THAT WORK AND WHY ARE WE USING THESE GRANTS? >> THANK YOU. FIRST AND FOREMOST, OUR CAMPUSES THAT ARE IDENTIFIED ARE ALL TITLE 1 CAMPUSES. IN ADDITION TO WHAT THE DISTRICT PROVIDES TO EVERY CAMPUS AS A PER-STUDENT ALLOTMENT, THEY ALSO RECEIVE ADDITIONAL RESOURCES THROUGH THE TITLE 1 FUNDING. TYPICALLY, OUR CAMPUS PRINCIPALS WILL AGAIN EVALUATE THEIR NEEDS ASSESSMENT AND THEY ARE GOING TO IDENTIFY ADDITIONAL PERSONNEL OR ADDITIONAL RESOURCES THAT THEY NEED ON THEIR CAMPUS TO AGAIN, TRY TO ACCELERATE THAT GAP. IT MIGHT BE BASED UPON, I'LL JUST USE HAMILTON PARK, FOR EXAMPLE, IF WE RECOGNIZE THAT WE HAVE SOME STRUCTURES THAT NEED TO BE IN PLACE AROUND BEHAVIOR EXPECTATIONS, THEN THEY MIGHT IDENTIFY THOSE TITLE 1 FUNDS TO HIRE A CULTURE COACH THAT'S GOING TO HELP ENSURE THAT CLASSROOM MANAGEMENT, HALLWAY MANAGEMENT, STUDENT INTERVENTION WHEN THERE IS A BEHAVIOR CHALLENGE IN THE CLASSROOM OR OUTSIDE OF THE CLASSROOM. WHAT THEN THE ADDITIONAL GRANTS ALLOW US TO DO IS PROVIDE THAT ADDITIONAL LAYER OF RESOURCE FOR OUR CAMPUSES WHERE IT MIGHT BE THAT WE HAVE COACHES THAT ARE COMING IN, AS MISS TIMMY MENTIONED, AND WE'RE IMPLEMENTING A NEW CURRICULUM LIKE EUREKA OR AMPLIFY AND HELPING ON THE GROUND, TEACHERS IMPLEMENT THAT. THEY'RE COMING IN, THEY'RE OBSERVING, THEY'RE GIVING DIRECT FEEDBACK TO THAT TEACHER. IT MIGHT BE THAT THEY CAN HIRE AN ACTUAL INTERVENTIONIST WHO'S PULLING SMALL GROUPS AND HELPING ENSURE THAT IF THERE'S A GAP FORMING AT THE YOUNGEST OF AGES, THAT IT DOESN'T INCREASE AND THAT WE CLOSE IT BEFORE THEY GET TO THAT FIRST-TESTED GRADE IN THIRD GRADE. REALLY, IT PROVIDES A LAYER OF RESOURCING THAT THERE'S NO WAY AS A DISTRICT, WE COULD PROVIDE ALL OF THOSE SAME THINGS JUST DUE TO OUR CURRENT BUDGET CONSTRAINTS. >> PERFECT. WELL, THANK YOU FOR THAT EXPLANATION. IT'S NO EASY TASK TO APPLY FOR A GRANT SO IT'S DEFINITELY BENEFICIAL, AND I APPLAUD ALL OF YOU FOR DOING IT AND ACTUALLY RECEIVING IT, AND UTILIZING IT FOR THE BENEFIT OF EVERY STUDENT IN OUR SCHOOLS. THANK YOU. >> TRUSTEE HARRIS. >> VERY EXCITED ABOUT THIS PROGRAM. EXCITED TO HEAR, BUT TO PIGGYBACK ON TRUSTEE TIMMY, I'M READY TO SEE SOMETHING THAT'S GOING TO STICK AND THAT'S REALLY GOING TO WORK FOR OUR STUDENTS. I HOPE THAT THIS IS IT. I KNOW THAT THERE IS A HUGE PIECE OF THIS. IT'S GOING TO MAKE ANY STUDENT SUCCESSFUL AND THAT'S GOING TO BE THE PARENTS. ONE OF MY QUESTIONS IN REFERENCE TO THE PROGRAM IS, [02:00:01] HAVE WE COMMUNICATED THIS TO OUR PARENTS? ARE THEY ENGAGED? DO THEY KNOW WHAT THIS MEANS? DO THEY KNOW ABOUT THIS SHIFT IN CURRICULUM? DO THEY NOW KNOW HOW THEY CAN SUPPORT THEIR STUDENT? BECAUSE THAT IS FOUNDATIONALLY WHAT'S GOING TO HELP THESE STUDENTS REALLY SUCCEED. >> I THINK THE BEST INDIVIDUALS TO REFERENCE IS TO TALK TO OUR PRINCIPALS WHO ARE ON THE GROUND AND DAY TO DAY ARE WORKING WITH OUR PARENTS. MS. GIBSON, DO YOU WANT TO ADDRESS? COME ON UP. >> MR. BRANDON, IF I COULD, WHILE KRISTIE COMES UP SHE DOES A PHENOMENAL JOB OF ENGAGING WITH PARENTS. I HAD THE PLEASURE OF BEING AT A PARENT MEETING THAT SHE HOSTED THIS WEEK YESTERDAY, MIGHT HAVE BEEN. SHE IS EXTREMELY FLUID BILINGUAL AND JUST DID A MASTERFUL JOB OF GOING BACK AND FORTH BETWEEN ENGLISH AND SPANISH TO MEET THE NEEDS OF EVERY PARENT THAT WAS IN THE ROOM, AND IT WAS REALLY A SIGHT TO BEHOLD. CONGRATULATIONS TO YOU. >> [SPANISH] I THINK THAT'S PROBABLY ONE OF THE MOST POWERFUL TOOLS IS PARENTS UNDERSTANDING THAT. WE HELD A PARENT MEETING YESTERDAY TO EXPLAIN THIS IN THE MOST SIMPLE WAY SO THAT FAMILIES UNDERSTAND, BUT THEY CAN ALSO FEEL SOME CONFIDENCE OF, WHAT ARE WE DOING. PART OF MY PRESENTATION WAS ACTUALLY HAVING THE CURRICULUM MATERIALS ON THE TABLE AND LETTING PARENTS EXPLORE, LETTING THEM SEE THAT, LETTING THEM UNDERSTAND REALLY WHERE WE'RE GOING, AND THEN HOW THEY CAN FEED IN AND SUPPORT THAT. I THINK THAT WAS POWERFUL. THEY ENJOYED THAT. THEY ASKED FANTASTIC QUESTIONS AND I THINK PART OF THIS BRIDGE IS THEM UNDERSTANDING WHERE WE'RE GOING, AND MANY OF THEM ARE HUNGRY TO KNOW WHAT THEY CAN DO. I CONTINUE TO FIND THAT ANOTHER HUGE PART OF THIS PROCESS IS THEY LOOK AT, WHAT IS YOUR CULTURE, AND DOES YOUR CULTURE INCLUDE OPPORTUNITIES TO BRING PARENTS INTO THE PROCESS. FOR US AT OUR CAMPUS, THAT'S BEEN EXTREMELY POWERFUL. I KNOW MY FELLOW LEADERS ARE DOING THE SAME THING BUT YES, I THINK IT'S COMMUNICATING, BUT IN A WAY THAT SAYS, WHAT ARE WE DOING TO SOLVE THE PROBLEM? >> YES. ABSOLUTELY. I'D LOVE TO HEAR THAT BECAUSE I THINK ONE OF THE GREATEST THINGS IS THAT, WE AS HUMANS WE ALWAYS WANT TO KNOW WHAT'S IN IT FOR ME. IT'S LIKE, WHAT'S THE WFM? WHAT'S IN IT FOR ME? WHAT'S IN IT FOR MY STUDENT? WHAT DOES THIS MEAN? HOW CAN I HELP MY STUDENT BE SUCCESSFUL? JUST HEARING YOU SAY, YOU LAID THE MATERIALS OUT SO THEY HAD SOME HANDS-ON APPROACH TO WHAT THEIR KID IS DOING ON A DAILY BASIS AND THAT RIGHT THERE IS JUST THE FIRST STEP TO SUCCESS FOR THE STUDENTS SO I REALLY APPRECIATE THAT. THANK YOU SO VERY MUCH. >> YOU'RE WELCOME. >> ANOTHER QUESTION I HAD JUST REAL QUICK, JUST FOR CLARIFICATION. IS THIS A K-6 CURRICULUM? THIS IS K-6. K-5, WE ARE IMPLEMENTING AMPLIFYING EUREKA, AND YOU'LL SEE IT'S INDIVIDUAL, FOR EXAMPLE, HAMILTON PARK IS IMPLEMENTING EUREKA BUT NOT AMPLIFY CURRENTLY, THEY'RE IMPLEMENTING TEKS RESOURCE SYSTEM. AT SIXTH GRADE, AGAIN, THIS IS JUST ANOTHER PLUG FOR THE MIDDLE SCHOOL MODEL. ONE OF THE CHALLENGES THAT WE HAVE IS THAT WITH THE CURRICULUM THERE'S A BREAK AT SIXTH GRADE, AND SO AT SIXTH GRADE, FOR EXAMPLE, IT'S CARNEGIE AND SAVVAS. OUR MIDDLE SCHOOLS THAT ARE USING THAT, IT'S CARNEGIE AND SAVVAS. I WOULD SAY THE CURRICULUM ALIGNMENT IS THERE. THE LESSON STRUCTURE IS VERY SIMILAR SO IT LOOKS COMPLETELY DIFFERENT FROM FIFTH TO SIXTH GRADE BUT THE NAME OF THE CURRICULUM IS DIFFERENT BASED UPON THAT MIDDLE SCHOOL. >> PERFECT. I'M SUPER EXCITED. I CAN'T WAIT TO HEAR THE OUTCOME, WHETHER IT'S A YEAR OR TWO. I THINK THIS IS A GREAT START, ESPECIALLY ENGAGING THE PARENTS SO THANK YOU ALL VERY MUCH. I APPRECIATE YOU ALL. >> WE'LL GO WITH TRUSTEE RENTERIA. YOU GUYS PICK. >> THANK YOU, MR. EGER. JUST TO EVERYTHING THAT MY COLLEAGUES HAVE SAID, AND I DO ACKNOWLEDGE, I THINK MISS TIMMY YOU MENTIONED ABOUT HOW HARD IT IS AND HOW APPRECIATIVE WE ARE FOR THE LEADERSHIP AT EACH ONE OF THESE SCHOOLS. IT'S NO EASY TASK, AND WE'RE ALWAYS SO GRATEFUL TO THE HARD WORK THAT EVERYBODY DOES ON ALL LEVEL OF ALL THE CAMPUSES IN OUR DISTRICT, BUT ESPECIALLY THESE RIGHT HERE. I KNOW, FOR ME, TO ALSO COMMENT ON WHAT MS. HARRIS SAID, I FEEL THE SAME JUST VERY STRONGLY ABOUT, I REALLY HOPE THIS IS SOMETHING THAT WE'LL REALLY TAKE AND REALLY MAKE A MOVEMENT. I'VE BEEN IN THIS DISTRICT FOR 20 YEARS, AND I THINK I'VE SAID THIS BEFORE. [02:05:02] I'M NOT A PRODUCT OF THIS, DISTRICT, LIKE MANY OF MY COLLEAGUES ARE, BUT WE CHOSE TO BE HERE. WE SPECIFICALLY MOVED AND WANTED TO RAISE OUR CHILDREN HERE. MY KIDS ARE 23 AND 25 NOW BUT BACK WHEN THEY WERE IN THE GRADE SCHOOL AND THEY WERE IN THE ELEMENTARY, WHAT ASTONISHED ME WAS THAT WE WERE AT A GREAT HOME SCHOOL. THEY WENT TO ARAPAHO CLASSICAL. WE CHOSE TO GO THERE WHEN WE MOVED HERE, THAT WAS SOMETHING THAT WE CHOSE TO DO BUT I SAW AS I MOVED THROUGH THE DISTRICT, THAT THIS HAS BEEN AN ONGOING ISSUE, ESPECIALLY WITH OUR EMERGENT BILINGUAL AND WITH OUR ENGLISH LEARNERS. I HAVE BEEN VERY INVOLVED FROM DAY 1 WITH THAT PARTICULAR COMMUNITY. AGAIN, REALLY GETTING INVOLVED TO THE POINT WHERE FORMING A GROUP THAT IS JUST ABOUT LATINO PARENTS, TO MS. HARRIS' POINT, HOW IMPORTANT IT IS FOR OUR PARENTS TO BE INVOLVED. AGAIN, I'M EXTREMELY GRATEFUL FOR EVERYBODY'S WORK. I KNOW THAT WE TALKED ABOUT STAYING THE COURSE AND ABOUT GIVING PEOPLE TIME TO DO THE WORK, AND ABSOLUTELY BUT I KNOW THAT AGAIN, AS A PARENT, AND THEN AS A TRUSTEE, I'M REALLY HOPING THAT WE CAN MOVE FORWARD AND MOVE THE NEEDLE, ESPECIALLY FOR OUR EMERGENT BILINGUAL STUDENTS. IT IS SUPER IMPORTANT. I'VE SAID THIS BEFORE, WE ARE THE LARGEST DEMOGRAPHIC GROUP. LATINOS ARE THE LARGEST DEMOGRAPHIC GROUP IN THIS DISTRICT AND I WANT TO SEE THOSE STUDENTS SUCCEED JUST AS I KNOW AS MY COLLEAGUES AND EVERYONE ELSE HERE DOES. AGAIN, JUST SO GRATEFUL TO EVERYBODY'S WORK, AND I'M HOPING THAT, YES, WE CAN MOVE THAT AND MAKE IT STICK, AS MS. HARRIS MENTIONED. THIS WAS A LOT OF INFORMATION, AND I'M SO GRATEFUL FOR EVERYBODY WHO PROVIDED NOT ONLY THIS PRESENTATION BUT TO MRS. BRANHAM, TO EVERYBODY WHO HAS GIVEN US ALL THE INFORMATION AND ALL THE DATA. ONE OF THE QUESTIONS THAT I DID HAVE HERE WHEN WE MENTIONED ABOUT THE GRANTS, MISS PACHECO MENTIONED THIS TOO, WHAT IS THE LIKELIHOOD OF THESE CAMPUSES RECEIVING THESE GRANTS? I KNOW THAT THEY SAID THAT THEY APPLIED, BUT WHAT DOES THAT LOOK LIKE? IS IT SOMETHING THAT'S PRETTY LIKELY OR VERY COMPETITIVE? WHAT? >> YES. I'M VERY OPTIMISTIC THAT, YES, WE WILL BE AWARDED THESE GRANTS. >> THAT'S WONDERFUL TO HEAR. I THINK AGAIN, TO MISS PACHECO'S POINT, I KNOW THAT GRANT WRITING, IT'S NOT AN EASY TASK. IT'S A LOT OF WORK SO AGAIN, VERY GRATEFUL TO EVERYBODY WHO MAKES THAT HAPPEN. I KNOW THAT I AM VERY GRATEFUL TO MR. HASSEL AND TO EVERYBODY ELSE WHO HAS HELPED ME UNDERSTAND ALL OF THE ACRONYMS THAT COME ALONG WITH THESE PRESENTATIONS. IT WAS VERY HARD FOR ME TO UNDERSTAND. I HAD TO GO BACK AND FIGURE ALL THAT OUT SO THANK YOU, MR. HASSEL BUT I KNOW WHEN WE TALKED ABOUT THE ESF ESSENTIAL ACTIONS AND ALL OF HOW THAT IS. IT'S LIKE I KNOW THAT ON HERE, I THINK I SAW THAT IT MENTIONED ON ALL FOUR OF THESE SCHOOLS ABOUT WHAT EACH SCHOOL, LIKE IN OUR RISD ACADEMY HAS FOCUSED ON THERE, AND THEN SKYVIEW ALSO HAS FOCUSED ON DIFFERENT THINGS. WHEN WE TALK ABOUT THE HAS FOCUS, I'M JUST WONDERING, HOW LONG HAVE WE DONE THAT FOCUS OR WHAT THAT WORK IS? HOW LONG HAS EACH CAMPUS DONE THAT? DOES IT DIFFER? ABOUT THE SAME? >> SURE. MS. CAMARO, WOULD YOU MIND COMING UP, I THINK JUST BECAUSE YOU'RE NOW IN YEAR 2, AND SO YOU MIGHT BE ABLE TO SPEAK TO HOW YOU APPROACHED THE WORK LAST YEAR, HOW YOU'RE APPROACHING IT THIS YEAR, THAT CONTINUITY OF FOCUS. >> YEAH. WE HAD OUR ESF DIAGNOSTIC WALK LAST YEAR AROUND APRIL, I BELIEVE AND SO WE REALLY GOT THAT INFORMATION AND COULD START PUTTING THE WORK IN BEFORE THE END OF THE YEAR. THEN AS OUR INSTRUCTIONAL LEADERSHIP AND ADMIN TEAMS GOT TOGETHER OVER THE SUMMER, THAT REALLY DROVE WHAT WE WERE GOING TO START FIRST THING IN AUGUST. I'VE ALWAYS BEEN CLEARING KIND WITH MY STAFF ON THESE ARE THE PIECES THAT WE'RE WORKING TOWARDS SO THAT WE CAN MOVE TOWARD THE GOAL. WE WERE ABLE TO COME IN IN AUGUST AND HIT THE GROUND RUNNING OVER WHAT WE NEEDED TO DO. ONE OF OURS IS PROFESSIONAL DEVELOPMENT. WE'VE BEEN REALLY STRATEGIC USING GET BETTER FASTER, WHICH IS THE BAMBRICK MODEL WHERE YOU GO IN AND YOU LOOK AT THE ROOM AND YOU DECIDE, IS THIS A MANAGEMENT OR A RIGGER AND THEN BUILDING PD AROUND THAT FOR OUR STAFF. >> PERFECT. THANK YOU SO MUCH. AGAIN, I GUESS IS THAT PRETTY SIMILAR WITH AT THE CAMPUSES OF THE FOUR? >> YES, MA'AM. >> I THINK THAT IS, I WILL SAY, WELL, ONE OF THE FRUSTRATIONS THAT WE HAVE IN THIS PROCESS IS THAT, FOR EXAMPLE, THE TIMELINE AND THE IDENTIFICATION OF WHEN WE FIND OUT AND THEN WHEN WE HAVE TO TURN THINGS AROUND THAT TIMELINESS IS SOMETIMES A STRUGGLE. FOR EXAMPLE, WHEN WE'RE TOLD, NOW YOU HAVE TO SUBMIT THIS PLAN AND YOU NEED TO HAVE YOUR BOARD APPROVE IT AND SUBMIT IT BY THIS DATE, I BELIEVE WE FOUND OUT IN DECEMBER THAT THERE WAS A CERTAIN REQUIREMENT, [02:10:02] DECEMBER 12TH, I BELIEVE. >> YES, MA'AM. >> THAT THERE WAS A CERTAIN REQUIREMENT THAT WE HAD TO HAVE, AND THEN WE HAD TO HAVE OUR BOARD APPROVE IT BY A CERTAIN DATE, AND THEN IT HAD TO BE SUBMITTED TO THE STATE. THAT TURNAROUND FOR CERTAIN THINGS MAKES IT INCREDIBLY COMPLEX. FOR EXAMPLE, TRYING TO RECRUIT PARENTS THAT, ON A VERY QUICK TURNAROUND, TO SAY, PLEASE COME TO THIS MEETING OF WHICH WE KNOW LOTS OF LOGISTICS HAVE TO BE WORKED OUT, AND ACCESSIBILITY ISSUES HAVE TO BE WORKED OUT IS A CHALLENGE. ON THE OTHER SIDE OF IT, WHAT WE DO APPRECIATE IS THAT THERE IS INCREDIBLE CONSISTENCY. THE SUPPORT THAT REGION 10 PROVIDES, THEY ARE VERY METHODICAL IN TERMS OF HOW THEY COME OUT, HOW THEY SUPPORT US, AND THE LANGUAGE THAT WE USE FOR THE SCHOOL IMPROVEMENT IS ALIGNED WITH OUR LANGUAGE SO IT'S NOT LIKE REGION 10 IS COMING IN AND THEY'RE TELLING US TO WORK ON SOMETHING THAT WE'RE NOT ALREADY WORKING ON. IT'S REALLY THEM HELPING US DOUBLE DOWN ON THOSE THINGS THAT WE KNOW THAT WE NEED TO WORK ON. YOU'RE GOING TO SEE CONTINUITY IN THE FOUR PLANS BECAUSE THE WORK IS THE WORK. AGAIN, THEY MAY HAVE A SPECIFIC AREA, PROFESSIONAL DEVELOPMENT, MAYBE A FOCUS AT HAMILTON PARK BECAUSE THEY'RE SEEING SOME SPECIFIC ISSUES THERE WHERE IT MAY BE A DIFFERENT ISSUE AT RISD ACADEMY. >> THANK YOU FOR THAT, AND THANK YOU AGAIN FOR CLARIFYING THAT. I KNOW ALSO ON THE RE-ALLOCATIONS OF THE RESOURCES OR ON THAT PART. I THINK IT TALKED ABOUT THE OFFER SUPPORT. IT'S GREAT TO SEE ALL THE OFFER SUPPORT THAT EACH CAMPUS IS GOING TO GET. BUT I WAS A LITTLE CURIOUS WHAT THAT OFFER SUPPORT LOOK LIKE. I KNOW MAYBE EACH CAMPUS IS DIFFERENT, AND I KNOW THAT IT INCLUDED THE AREAS SUPERINTENDENT OF THE ACADEMIC FACILITATORS, TEACHING AND LEARNING AND ALL. BUT IF YOU CAN JUST GIVE ME AN EXAMPLE, WHAT MIGHT THAT LOOK LIKE, SAY, AT RISD ACADEMY. I KNOW THAT THEY MIGHT DIFFER. BUT WHAT EXACTLY DOES THAT MEAN? >> SHERMAN GIBSON, DO YOU WANT TO COME ON? I'LL JUST GIVE A COUPLE OF HIGH LEVEL THINGS. FOR EXAMPLE, ONE OF THE THINGS THAT DR. ORTIZ DOES IS AFTER WE DO A CIA, WHICH IS ONE OF OUR CURRICULUM ASSESSMENTS, WHERE IT'S LIKE A CHECK IN TO SEE HOW THE STUDENTS ARE LEARNING AND MASTERING THE CURRICULUM, SHE WILL GO AND SIT WITH THE INSTRUCTIONAL LEADERSHIP TEAM AND THE PRINCIPALS, AND SHE WILL HELP THEM IDENTIFY, FIRST AND FOREMOST, HERE'S THE TEAK THAT WE KNOW WE'RE GOING TO HAVE TO DO A RETEACH, AND THEN SHE ALSO HELPS IDENTIFY HERE'S THE LIST OF STUDENTS. THIS GROUP OF STUDENTS MAY NEED THIS, THIS GROUP OF STUDENTS MAY NEED THIS. DO YOU KNOW THAT IF YOU MOVE IN THREE QUESTIONS, YOU'RE GOING TO MOVE YOUR ACCOUNTABILITY FROM THIS TO THIS? JUST EVEN THAT LEVEL OF SPECIFICITY AND SUPPORT, SO THE PRINCIPALS DON'T HAVE TO WORRY ABOUT DOING ALL OF THAT, SHE DOES THAT FOR THEM, AND THEN SHE JUST BRINGS IT IN A WAY THAT MAKES IT EASY FOR THEM TO THEN MAKE ACTIONABLE ON THEIR CAMPUS. THAT'S JUST ONE WAY THAT OUR TEACHING AND LEARNING TEAM IS SUPPORTING THEM. MS. GIBSON, WHAT OTHER WAYS ARE WE SUPPORTING YOU? >> I THINK ONE REALLY PRACTICAL EXAMPLE IS THE DISTRICT HAS REALLY MOVED TO SUPPORTING OUR BILINGUAL TEACHERS, AND AT THE ACADEMY, THAT'S OUR PEOPLE. EVERY GRADE LEVEL, I'VE GOT FIVE SECTIONS, FOUR OUT OF FIVE OF THOSE ARE BILINGUAL TEACHERS. OUR MULTILINGUAL DEPARTMENT THIS YEAR IS HAVING SOME FANTASTIC PROFESSIONAL DEVELOPMENT THAT'S HAPPENING DURING THE DAY. I CAN'T SEND FOUR OF MY FIVE BILINGUAL TEACHERS BECAUSE THEN NO ONE WILL WATCH THE CHILDREN. WE GOT AROUND THE TABLE. I HAD A GREAT CONVERSATION WITH PEGGY, AND DR. LIEBER CAME OUT AND I SAID, HOW CAN I MAKE THAT MORE ACCESSIBLE? I'M GETTING TWO TEACHERS FROM EVERY GRADE LEVEL TO COME, BUT THAT'S NOT ENOUGH FOR ME. WE CAME UP WITH A PLAN. WHAT THEY DID WAS JUST THIS MONDAY, THEY CAME OUT TO THE CAMPUS. THEY SAT WITH EVERY GRADE LEVEL OF OUR TEACHERS, AND THEY BROUGHT THAT TRAINING THAT THEY DID TO THE ACADEMY. IT'S THINGS LIKE THAT THAT WE CAN REALLY SAY, THIS MAY WORK FOR THIS CAMPUS. IT'S SENDING ONE BILINGUAL TEACHER, BUT WHAT CAN WE DO TO MAKE THAT REAL FOR OUR CAMPUS? THAT'S JUST ONE EXAMPLE. I'LL SAY, I'VE WORKED OTHER PLACES AND NOT ALL PLACES, DO YOU SAY WHAT YOU NEED AND YOU GET WHAT YOU NEED. I REALLY APPRECIATE THAT, AND THAT IT'S NOT THE SAME, THAT I CAN ASK FOR SOMETHING DIFFERENT THAT SOMEONE ELSE IS ASKING FOR AND IF IT'S NOT GOING TO HAPPEN RIGHT THEN, SOMEONE CAN TELL ME, WELL, WE'RE GOING TO MEET ON THIS DAY AND WE'RE GOING TO MAKE A PLAN AND THE PLAN COMES THROUGH. I APPRECIATE THAT. >> THAT'S AWESOME. THANK YOU AGAIN FOR CLARIFYING THAT. I THINK THAT IT'S SO IMPORTANT FOR OUR PARENTS, AGAIN, WHEN WE MAKE THE COMMENT ABOUT HOW IMPORTANT THE ROLE OF OUR PARENTS, THAT THEY ALSO KNOW. BECAUSE I THINK THAT FOR MOST PARENTS, WE KNOW WHAT OUR STUDENTS TEACHER, BUT THAT SUPPORT SYSTEM, AND JUST WHAT THEY CONTRIBUTE AND HOW IMPORTANT THEIR ROLE IS. I KNOW THAT YOU MENTIONED HAVING THESE MEETINGS, AND THAT'S AMAZING. I'VE BEEN TO SOME OF YOUR MEETINGS AND THE THINGS THAT YOU'VE DONE THERE, AND IT'S AWESOME. BUT I'M WONDERING, FOR ALL THE PARENTS THAT ATTENDED, THAT'S WONDERFUL. [02:15:03] BUT SAY FOR THOSE PARENTS THAT DID NOT ATTEND, IT'S LIKE, WHAT ARE SOME OF THE PLANS OR WHAT ARE WE TRYING TO DO TO GET THEM? WHAT ARE SOME INCENTIVES TO GET THOSE PARENTS INVOLVED FOR THEM TO KNOW WHAT'S GOING ON? >> FOR US, SPECIFICALLY, PART OF THOSE EXTRA FUNDS THAT CAMPUSES GET, LIKE THE ACADEMY HAS APPARENT LIAISON BECAUSE THAT'S WHAT I NEED. I NEED TO FIND A WAY TO GET CREATIVE WITH MY PARENTS. WE STRATEGICALLY LOOKED AT A VARIETY OF EVENTS. SOME PEOPLE ARE GOING TO COME TO A MORNING MEETING, A LOT OF THEM AREN'T. WE DID THAT IN COMBINATION WITH HAVING GROW CONFERENCES IN NOVEMBER, AND HAVING PARENT SESSIONS AT THAT OPTION. EVERY OPPORTUNITY THAT WE'RE OFFERING THIS YEAR THAT'S A NIGHT EVENT, IF I'M HAVING A CARNIVAL, YOU'RE COMING TO THE CARNIVAL, AND WE'RE GOING TO HAVE A PARENT SESSION. IT REALLY ALLOWS US TO GET CREATIVE AND PART OF THE TIP PLAN IS US BEING ABLE TO SAY, MAYBE PROFESSIONAL DEVELOPMENT IS ON MINE, BUT WHAT WE'RE TRAINING FOR AT THE ACADEMY MAY BE VERY DIFFERENT FROM SKY VIEW. I THINK FOR US, IT'S LOOKING AT HOW MANY DIFFERENT WAYS, CAN I REACH SOMEONE? MOST OF MY PARENT NEWSLETTERS ARE GOING OUT ARE INCLUDING ACTION STEPS THAT WE'RE TAKING. JUST AS MANY DIFFERENT WAYS. MY SOCIAL MEDIA IS GOING TO FOCUS ON SOME OF THE THINGS WE'RE FOCUSING ON. >> THANK YOU FOR THAT. THANK YOU FOR ALL THAT YOU-DO, BECAUSE I KNOW THAT, AGAIN, IT'S JUST ADDED EFFORTS THAT WE MAKE, BUT THEY'RE SO IMPORTANT AND THEY'RE VERY IMPACTFUL. I REALLY APPRECIATE YOU AND EVERYBODY ELSE WHO DOES WHATEVER ELSE THAT'S SIMILAR OR DIFFERENT, BUT THAT'S MAKING THAT CONTACT WITH THE PARENTS BECAUSE IT'S SO IMPORTANT. THANK YOU. I KNOW THAT ONE OF THE QUESTIONS OR ONE OF THE TOPICS THAT WE TALKED ABOUT WAS THE MOBILITY RATE. BUT I'M WONDERING IF THESE FOUR CAMPUSES, WHAT DOES THE ABSENTEEISM LOOK LIKE? DOES THAT ALSO PLAY A ROLE MAYBE AND WHY? BECAUSE I'M TRYING TO FIGURE OUT WHY THESE CAMPUSES OR WHAT'S GOING ON HERE THAT ISN'T GOING ON IN ANOTHER CAMPUS. I'M JUST WONDERING IN COMPARISON TO THE MOBILITY, DOES ABSENTEEISM HAVE ANYTHING TO DO WITH THAT? >> DESTADI, YOU WANT TO ADDRESS IT? COME ON. >> I THINK IT DOES PLAY A SMALL PART WHERE WE HAVE TO HAVE A SPECIFIC FOCUS ON HOW ARE WE GETTING KIDS TO CAMPUS ON TIME BOTTOM END SEATS. JUST DIFFERENT WAYS OF INCENTIVIZING THEM. WE HAVE OUR, WE'RE ALL HERE OR THE NO TARDY PARTY. JUST REALLY ENSURING THAT STUDENTS THEY WANT TO COME TO SCHOOL. THAT WAS OUR YEAR 1 FOCUS LAST YEAR AS I HAD THE OPPORTUNITY TO A LAST YEAR. MY FIRST YEAR WAS CREATING THAT ENVIRONMENT WHERE IT'S FUN. IT'S HARD, IT'S RIGOROUS, BUT STUDENTS WANT TO COME TO SCHOOL. MANY OF THOSE THINGS LIKE CHRISTINE SPOKE ABOUT HOW ARE WE ENGAGING THE COMMUNITY FROM STUDENT OF THE MONTH AWARDS, TO OUR CARNIVALS, TO OUR PARENT NIGHTS. JUST MAKING SCHOOL A PLACE WHERE YOU WANT TO COME, YOUR PARENTS WANT TO COME. WE STARTED THE NO CHARTY PARTY AND THE STUDENT ABSENCE STUFF IN OCTOBER, AND WE HAVE ALREADY SEEN AN INCREASE IN STUDENTS WHO ARE THERE. WE DON'T HAVE AS MANY CHRONIC ABSENCES, BUT I THINK IT'S JUST GETTING CREATIVE WITHIN YOUR COMMUNITY AND FINDING OUT WHAT ARE THE BARRIERS OF WHY STUDENTS AREN'T COMING TO SCHOOL. FOR INSTANCE, I WORKED WITH LEADERSHIP AND CABINET AT THE BEGINNING OF THE YEAR, ALL OF OUR SIENNA SPRINGS, KIDDOS WERE SAYING, WELL, WE'RE NOT GOING TO COME, IT'S TOO FAR TO WALK. HOW CAN WE GET THEM INTO OUR CAMPUS TO SHOW THE AMAZING THINGS THAT THEIR KIDS WILL BE A PART OF AND ALL OF THOSE FAMILIES ENDED UP STAYING? IT'S JUST I THINK BEING IN TOUCH WITH WHAT THE NEEDS AND BARRIERS ARE, AND THEN UTILIZING THE DIFFERENT DEPARTMENTS FROM STUDENT SERVICES OR WHOEVER IT MIGHT BE TO SUPPORT THE CAMPUS AND GETTING KIDS AND PARENTS INVOLVED. >> THAT'S AWESOME AND I LOVE THAT. I LOVE THE NO TARDY PARTY. I LOVE THAT. SOMETHING THAT COULD GO MAY BE ACROSS THE DISTRICT. AGAIN, I THINK THAT IT'S SO IMPORTANT FOR OUR PARENTS TO KNOW THAT AS WELL TOO. THAT THEY UNDERSTAND THE IMPORTANCE OF WHY OUR STUDENTS HAVE TO BE IN SCHOOL AND HOW IMPORTANT IT IS TO BE ON TIME ALSO TO BE IN SCHOOL SO THAT THEY DON'T MISS ANY CURRICULUM TIME. I THINK THAT THAT'S REALLY GOOD BECAUSE ESPECIALLY WITH OUR ELEMENTARY SCHOOLS AS THESE, OUR PRE-K THROUGH SIXTH GRADE CANNOT GET IN A CAR AND DRIVE THEMSELVES TO SCHOOL, AND GET THEMSELVES THEIR ON TIME. THAT'S A RESPONSIBILITY THAT WE AS PARENTS HAVE TO DO THAT. I THINK THAT WHEN WE ALSO HELP THEM, UNDERSTAND THAT AND GET THAT. I THINK THAT'S REALLY SUPER. >> I WILL CELEBRATE, AND I DON'T WE HAVE THE SPECIFIC ATTENDANCE RATE AT OUR FOUR CAMPUSES TONIGHT, [02:20:01] BUT I WILL SAY AS A DISTRICT, THAT IS A DISTRICT INITIATIVE THAT IS PART OF DISTRICT MESSAGING, IT'S IN OUR DISTRICT IMPROVEMENT PLAN, AND WE HAVE INCREASED OUR ATTENDANCE RATE IN THE FIRST SEMESTER SO WE STILL HAVE A LONG WAY TO GO, BUT WE HAVE INCREASED OUR ATTENDANCE RATE ALREADY BY 1% HIGHER FOR FIRST SEMESTER THAN WE WERE THIS TIME LAST YEAR. WE'RE ARE PUSHING ABOVE THAT 95% RATE, AND OUR GOAL IS TO HIT 96%. >> THAT'S PERFECT. I'M ALMOST DONE HERE, I PROMISE SO THAT I CAN GIVE, I THINK, IT'S MY COLLEAGUE, MS. MCGOWAN, WHO NEEDS TO. ONE OF THE THINGS THAT WE ALSO TALKED ABOUT HERE, I MENTIONED WAS ALL THE SUPPORT SYSTEMS AND IT WAS TALK ABOUT COUNSELING. THAT'S ANOTHER ONE THAT I'M SO GRATEFUL FOR ALL THE COUNSELORS THAT ARE THERE. I'M ASSUMING THAT THE COUNSELORS THAT ARE IN THESE SCHOOLS LIKE AT RISD ACADEMY AND ALL, THEY ARE BILINGUAL COUNSELORS. ARE THE CAMPUSES, THOSE THAT HAVE A HIGH, WHICH MOST OF THESE DO I SAW CONSISTENTLY ACROSS IT'S THE EMERGENT BILINGUAL, DO WE HAVE BILINGUAL COUNSELORS AT EACH OF THESE SCHOOLS? >> [INAUDIBLE] >> MENTAL CARE. THERE WAS TWO? OKAY, SO TWO OUT OF THE FOUR HAVE THAT. THEN AS FAR AS COUNSELORS IN GENERAL, WHAT IS THE RATIO OF COUNSELORS TO THE STUDENTS ON THE CAMPUS? IS IT JUST ONE OR IS THERE MORE? >> A DISTRICT HAS TWO, SKY VIEW HAS TWO, RISD ACADEMY HAS TWO, AND HAMILTON PARK HAS TWO. THAT'S WONDERFUL. >> IT'S BETTER THAN ONE. BECAUSE I KNOW THAT LIKE WITH RISD ACADEMY, I THINK THEY'RE ONE OF THE LARGER SCHOOLS IN THESE FOUR, I BELIEVE. THEY'RE LIKE [OVERLAPPING] BECAUSE YOU'RE LIKE A SEVEN SOMETHING. NOW, THEY'RE ALL PRETTY BIG, BUT I WASN'T SURE IF RISD ACADEMY WAS ONE. THEN I THINK ONE OF THE LAST THINGS, I KNOW I HAD SO MANY QUESTIONS, BUT I'M JUST SO INVESTED IN THIS, AND AGAIN, I'M ALSO VERY GRATEFUL. BUT ONE OF THE THINGS THAT I DID HAVE TO ASK ALSO IS LIKE, THESE ARE THE SCHOOLS THAT NEED HELP. THESE ARE THE SCHOOLS THAT ARE LOWER PERFORMING. THESE ARE THE SCHOOLS THAT ARE NEEDING THAT EXTRA LOVE, AND I KNOW THAT THERE'S SO MANY PEOPLE HERE READY TO GIVE THAT. BUT I'M JUST WONDERING THE OPPOSITE OF THAT. WHAT ARE THE SCHOOLS THAT ARE AT THE TOP TOP, AND WHAT ARE THEY DOING? WHAT IS WORKING THERE THAT MAYBE ISN'T WORKING AT THE CAMPUS HERE. I UNDERSTAND CAMPUS IS DIFFERENT, BUT I'M JUST WONDERING IN GENERAL, WHAT COULD IT BE THAT THOSE SCHOOLS THAT ARE JUST EXCELLING OR THAT THERE'S SOMETHING REALLY WORKING WELL THERE, HOW DOES THAT LOOK AND MAYBE AS TO WHY? I'M NOT AN EDUCATOR IN THE CLASSROOM OR LIKE YOU GUYS WHO ARE EXPERTS. I'M JUST WONDERING IF THERE'S EVEN LIKE A TREND OR DO WE SEE SOMETHING OR WHAT IS THAT? >> WELL, SO WHAT I WOULD SAY IS, AND I'LL USE TWO CAMPUSES IN THE DISTRICT, AND I'M NOT GOING TO NAME THE NAMES OF THE CAMPUSES. BUT IF YOU LOOK AT THE DEMOGRAPHIC OF THE STUDENT THAT THEY SERVE IS VERY SIMILAR, HOWEVER, WE HAVE SEEN SOME DIFFERENCE IN OUTCOMES. ONE OF THE THINGS THAT HAS BEEN CRITICAL OVER TIME THAT WE HAVE SEEN IS THE RIGHT PRINCIPLE, AND THEN SEEING THE RETENTION OF STAFF. BECAUSE THESE PRINCIPALS ARE PHENOMENAL AND OUR INSTRUCTIONAL COACHES, ALL OF OUR TEAMS WERE POURING INTO TEACHERS. BUT IF YOU HAVE A 30 OR 40% TURNOVER EVERY YEAR, JUST WHEN YOU GET TO A PLACE WHERE YOU'RE STARTING TO SEE THE FRUITS OF THAT LABOR, THAT TEACHERS LEAVING. THE COMPENSATION PLAN THAT THE BOARD APPROVED, TIA, HAVING A MORE STRUCTURED CURRICULUM LIKE EUREKA AND AMPLIFY WHERE TEACHERS CAN JUST FOCUS ON DELIVERY. IT'S NOT ONE MORE THING ON THEIR TO-DO-LIST. THAT FOR US, IF I HAD TO NAME ANY NEEDS ASSESSMENT, ANY DATA THAT IS A PRECEPTOR TO WHETHER OR NOT A CAMPUS IS GOING TO BE SUCCESSFUL. WHEN YOU HAVE A HIGH NEEDS POPULATION, THAT TEACHER QUALITY IS EVERYTHING. THAT FOR ME, AND I DON'T KNOW IF ANYONE AT CABINET OR PRINCIPALS WOULD WANT TO DISAGREE, BUT THAT FOR ME IS THE DIFFERENCE. >> THAT'S AWESOME. I THINK I WOULD ADD TO THAT. WE ALWAYS TALK ABOUT THIS IS THE CULTURE. TEACHERS WANT TO STAY IN A CAMPUS WHERE THEY FEEL COMFORTABLE, THEY FEEL SAFE. IT'S A BEAUTIFUL CAMPUS OR CLASSROOMS, THE FACILITIES ARE NICE. I THINK THAT'S SUPER IMPORTANT THAT ADDS FOR OUR TEACHERS TO STAY THERE. AGAIN, I'M JUST SO GRATEFUL. I CAN PROBABLY THINK AND TALK ABOUT THIS MORE, BUT AGAIN, I'M VERY GRATEFUL FOR EVERYBODY WHO'S MAKING ALL OF THIS WORK AND LOOKING FORWARD TO HEARING HOW SUCCESSFUL THIS ALL IS MOVING FORWARD, AND ALSO IN A GOOD AND NICE TIME THAT WE CAN COME BACK IN A FEW YEARS, AND BE LIKE, THIS IS AN AMAZING JUMP. THANK YOU TO ALL OF YOU. I APPRECIATE IT. [02:25:03] >> THANK YOU. A THOUGHT I HAD WHILE LISTENING TO ALL OF THE COMMENTS WAS ECHOING WHAT MS. RENTERIA SAID AS WELL. THIS IS OUR EMERGING MAJORITY DEMOGRAPHIC. THAT'S WHAT SOUNDS OFF IN MY HEAD. WE'VE GOT TO GET IT TOGETHER BECAUSE THIS IS IT. THIS IS THE MAJORITY OF OUR DISTRICT. I FEEL REALLY PASSIONATE ABOUT THAT IN THE PLAN, AND SO I AM EQUALLY VERY EXCITED THAT WE ARE TAKING SUCH A DEEP DIVE INTO THESE SCHOOLS. DID YOU WANT TO SAY SOMETHING? >> WHEN I HEAR, WE HAVE TO GET IT TOGETHER, THE STUDENT OUTCOMES, THAT IS OUR NUMBER ONE THING THAT EVERY SINGLE PERSON IN OUR ORGANIZATION EXISTS AROUND, FINDING THE RIGHT CHANGE, FINDING THE RIGHT THING TO SUPPORT AND IMPLEMENT, CREATING THAT CULTURE. IT'S NOT ONE LEVER THAT WE CAN MOVE TO JUST GET THERE BECAUSE WE'RE DEALING WITH HUMANS. I ALSO THINK IT'S REALLY IMPORTANT. OUR LARGEST STUDENT DEMOGRAPHIC IS OUR HISPANIC POPULATION, BUT WE ARE TALKING AT THESE CAMPUSES, THAT YOU ARE TALKING ABOUT A HIGH NUMBER OF STUDENTS THAT ARE ECONOMICALLY DISADVANTAGED. YOU'RE TALKING ABOUT A HIGH NUMBER OF STUDENTS WHO ARE COMING FROM TRAUMA FILLED HOMES. YOU ARE COMING WITH STUDENTS WITH A HIGH NUMBER THAT ARE ASSIGNLY UNSCHOOLED REFUGEES THAT WE ARE JUST TEACHING THEM HOW TO NAVIGATE THE SCHOOL SYSTEM. WE ARE DEALING WITH CAMPUSES THAT ARE SUPPORTING A HIGH NUMBER OF STUDENTS THAT ARE HOMELESS AND THEY'RE SUPPORTED THROUGH MCKINNEY-VENTO. IS THE FACT THAT THEY'RE AN EMERGING BILINGUAL STUDENT, AND FOR US, AN EMERGING BILINGUAL STUDENT IS 76 LANGUAGES, NOT JUST NOT JUST SPANISH. BUT AT THESE CAMPUSES, IT IS MORE THAN JUST THE ETHNIC DEMOGRAPHIC OF A STUDENT. IT IS THEIR ENTIRE STORY THAT THEY'RE BRINGING EVERY DAY THAT WE ARE TRYING TO INDIVIDUALLY ADDRESS BECAUSE THE NEEDS ARE SO GREAT, AND THEY'RE SO INDIVIDUAL. THEY'RE JUST SO INDIVIDUAL. THEN I'LL STOP. I'M SORRY. WHEN YOU HAVE THE BEAUTY OF THE HETEROGENEOUS POPULATION THAT WE DO IN RICHARDSON ISD, IT'S WHY WE LOVE IT, IT'S WHY WE LOVE THAT. IT'S NOT JUST ONE THING. I CAN ONLY BE GOOD AT HAVING A BILINGUAL PROGRAM, AND THAT'S THE ONLY THING I CAN FOCUS ON AND BE GOOD BECAUSE THAT IS THE SUPER MAJORITY OF MY STUDENTS. WE HAVE TO ENSURE THAT WE HAVE REALLY GOOD SUPPORTS AND PROGRAMMING FOR THAT FULL CONTINUUM, AND THAT'S WHAT WE LOVE, AND THAT'S WHY YOU CHOSE TO BE A PART OF RICHARDSON ISD. I JUST WANTED TO CHIME IN TO MAKE SURE THAT THAT PERSPECTIVE OF I DON'T. AGAIN, CABINET PUSHBACK I DON'T THINK IT'S AS MUCH OF A DEMOGRAPHIC GAP AS IT IS, THE BACKGROUND AND THE STORIES OF OUR STUDENTS AND WHO WE'RE SERVING THAT THEY BRING EVERY DAY. AGAIN, YOU CAN LOOK 95% OF OUR STUDENTS AT THESE CAMPUSES ARE ECONOMICALLY DISADVANTAGED. THE NEED IS SIGNIFICANT. >> I APPRECIATE THAT. THAT'S SUCH A DEEPER CONVERSATION TO HAVE. WE COULD TALK ALL NIGHT ABOUT THAT AND COME UP WITH SOLUTIONS TO THAT THAT WE NEED RESOURCES TO THROW AT IT. IF WE HAD ALL THE MONEY THAT WE NEEDED, WE WOULD SAY, DO IT, DO WHAT YOU NEED TO DO WITH THAT. I AGREE WITH YOU FULLY 100%. THANK YOU FOR THAT. SOMEONE SAID SOMETHING ABOUT WHEN THEY ARE CONSIDERED A CSI, COMPREHENSIVE SUPPORT IMPROVEMENT, WHEN THEY GET THIS PLAN OR TO EXIT THIS, YOU HAVE TO BE ABOVE THE THRESHOLD FOR TWO YEARS IN A ROW. I GUESS THAT'S THE TIER 1 SCHOOL. SOMEONE MENTIONED THAT CLOSING THE GAP DOMAIN WAS THE ONLY THING. IS THAT THE ONLY MEASUREMENT WE TOOK FOR THESE SCHOOLS? WAS IT JUST THE CLOSING THE GAP DOMAIN? DO WE HAVE OTHER SCHOOLS THAT ARE IDENTIFIABLE CAMPUSES UTILIZING THE OTHER DOMAINS? >> WE USE ALL OF STUDENT PERFORMANCE TO IDENTIFY AND TO TEAR A CAMPUS IN TERMS OF HOW DO WE DEPLOY SUPPORTS, AND WHAT ARE SOME OF THOSE FOCUS AREAS THAT WE NEED. [02:30:03] THAT HAPPENS AT EVERY CAMPUS. IF WE HAD ISSUED ACCOUNTABILITY RATINGS THIS YEAR, YOU MIGHT BE AN A CAMPUS, AND GUESS WHAT YOU HAVE A FOCUS AREA, BECAUSE WE STILL HAVE KIDS THAT ARE NOT PERFORMING AT THE HIGHEST LEVEL AND WE GOT TO STILL GROW EVERY SINGLE STUDENT AT LEAST A YEAR'S WORTH. THESE SPECIFIC STUDENTS BECAUSE THEY ARE BEING SERVED THROUGH TITLE PROGRAM, WE KNOW THAT THE STUDENTS HAVE A HIGHER NEED. THIS IS A FEDERAL REQUIREMENT. THE FEDERAL ACCOUNTABILITY REQUIREMENT SAYS IN THE CLOSING THE GAP, AND THAT'S WHAT THE STATE USES, WE'RE GOING TO LOOK AT THESE DEMOGRAPHIC CATEGORIES, AND IF YOU ARE A CAMPUS THAT'S RECEIVING TITLE SUPPORT AND YOU'RE PERFORMING AT THAT BOTTOM 5%, WE'RE GOING TO IDENTIFY YOU BECAUSE WE WANT TO MAKE SURE YOU HAVE AN EVEN TIGHTER FOCUS, AND WE'RE GOING TO TRY TO PROVIDE ADDITIONAL RESOURCES TO HELP YOU ACCELERATE THAT. THE TWO-YEAR REQUIREMENT, I THINK IT'S IMPORTANT. I THINK THIS GOES BACK TO WHAT MS. RENTERIA ASKED, IS I WANT TO SEE THIS STICK. I WANT TO SEE THAT THE GROWTH IT'S HERE FOR ONE YEAR. WE DEPLOY A BUNCH OF RESOURCES, WE GET STUDENT ACHIEVEMENT UP, AND WE GET THOSE STAR SCORES UP FOR A YEAR, AND THEN THE NEXT YEAR, IT DIPS RIGHT BACK DOWN. THIS IS ONE OF THOSE ACCOUNTABILITY MEASURES FOR THE SYSTEM TO MAKE SURE THAT WE'RE SEEING THAT GROWTH, NOT JUST ONE YEAR, BUT WE SEE IT OVER TIME. >> THANK YOU FOR THAT. WITH THE GRANT THAT WE'RE GOING TO BE AWARDED, HOPEFULLY, WHICH YOU SAID MOST LIKELY WE WILL, HOW LONG WILL THOSE GRANT FUNDS AFFORD US THE ADDITIONAL SUPPORT NEEDED? >> I BELIEVE THAT'S AN ANNUAL GRANT, IS IT NOT, DR. ORTIZ? THEY WOULD COVER THE EXPENSES FOR A YEAR, AND THEN THE LIFE CYCLE OF LASO 3, IF YOU'RE NOT CURRENTLY PARTICIPATING IN A GRANT, YOU'RE ELIGIBLE TO REAPPLY FOR THE SAME GRANT, WHERE LASO 3 IS AN UMBRELLA THAT HAS SEVERAL DIFFERENT TYPES OF GRANTS UNDER IT. >> BUT THE TITLE FUNDING THAT THEY HAVE IS ANNUAL. THERE IS A STRONG ASSURANCE BECAUSE, AGAIN, OF THE NEED OF THE STUDENTS THAT THEY SERVE THAT THEY'RE GOING TO HAVE THAT LARGE AMOUNT THAT THEY CAN COUNT ON YEAR TO YEAR. >> WHEN YOU IDENTIFY THESE CAMPUSES AND YOU SEE THAT YOU FIGURE OUT THE NEEDS THAT THEY HAVE, HOW QUICKLY ARE WE ABLE TO DISPERSE THE SUPPORTS THAT THEY NEED? >> I DON'T KNOW. AREA SUPERINTENDENTS OR PRINCIPALS. I DON'T WANT TO KEEP HUGGING THE MICE. DO YOU ALL WANT TO COME UP AND SPEAK AROUND JUST HOW QUICKLY WE DEPLOY SUPPORTS OR HOW IMMEDIATE OUR RESPONSES? >> WELL, THEY DETERMINE WHO'S GOING TO COME UP. ONE OF THE THINGS THAT THEY GO THROUGH A CAMPUS DIAGNOSTIC PROCESS THAT IS VERY RIGOROUS AND IDENTIFIES THE AREAS OF GROWTH AND AREAS OF STRENGTH. ONCE WE IDENTIFY THE AREAS OF GROWTH, AND REALLY, THAT'S A CONJUNCTION OF THE CAMPUS SUBMITTING SAMPLES OF STUDENT WORK, SAMPLES OF STUDENT ASSIGNMENTS, ONE OF THE THINGS THAT THEY'RE TRYING TO DETERMINE IS OUR STUDENTS BEING EXPOSED TO GRADE LEVEL HIGH QUALITY INSTRUCTIONAL MATERIALS. THEN THE FOLLOW UP TO THAT IS ONCE THAT INFORMATION IS RATED, THE UNBIASED PARTNER COMES IN AND WE PERFORM CAMPUS WALKS AND WALK THROUGH JUST ABOUT EVERYONE OF OUR CLASSROOMS BECAUSE THEN THEY DETERMINE, IF WE'RE USING HCM, HIGH QUALITY INSTRUCTIONAL MATERIALS AT GRADE LEVEL, ARE WE DELIVERING THAT INSTRUCTION IN AN EFFECTIVE MANNER SO THAT STUDENTS CAN LEARN AND GROW IN AN OVERSIMPLIFIED WAY? THAT FEEDS THE DEPLOYMENT OF RESOURCES THAT JENNY IS GO TO TALK ABOUT. >> WELL, YOU PRETTY MUCH COVERED ALL OF IT. YOU DID A GREAT JOB, AND I THINK IT'S REALLY THE IMMEDIATE AND THE CONSTANT RESPONDING TO DATA THAT WE WORK WITH THE PRINCIPALS AND THE DIFFERENT DEPARTMENTS. I KNOW ANOTHER DEPARTMENT WE WORK TOGETHER WITH THE STUDENT SERVICES, ESPECIALLY WHEN YOU TALKED ABOUT THE ATTENDANCE RATES AND SOME OF THE BEHAVIOR, THEY ARE A TRUE PARTNER WHEN WE DEPLOY RESOURCES THAT GIVE THESE FAMILIES SOME HELP WHETHER THEY COME TO US OR WE GO TO THEM. THERE'S NEVER REALLY A BIG LAG TIME. THAT WE JUST ARE RECEIVING A LOT OF OUR CIA DATA AND NOW OUR MAP DATA. THE IMMEDIATE RESPONSE IS WE'RE LOOKING AT KID BY KID THANKS TO THE CIA TO GINA AND HER DEPARTMENT, WE NOW HAVE IT DOWN TO KID BY NAME AND NEED. WE'RE ALREADY MEETING WITH OUR CAMPUSES, WE'RE ALREADY MEETING WITH OUR PRINCIPALS AND DEPLOYING SUPPORT, RE-ALLOCATING SUPPORTS BASED ON OUR CAMPUSES. MOST OF THESE CAMPUSES HAVE A LOT OF RESOURCES, AND SOMETIMES YOU TAKE THOSE RESOURCES, BUT YOU NEED TO REALLOCATE IT BASED ON THE NEEDS THAT WE HAVE. WE DO THAT CONSTANTLY WITH OUR PRINCIPALS. THAT IS HAPPENING ON ALMOST A WEEKLY, EVEN SOMETIMES DAILY BASIS. >> THANK YOU FOR THAT. I THINK MY LAST QUESTION WAS, SOMEONE MENTIONED THE TEACHER INCENTIVE AND ADDITIONAL ALLOTMENTS FOR THEIR ACHIEVEMENT AND SUCCESS IN THE CLASSROOM. HOW DO THEY FEEL ABOUT THAT ADDITIONAL ALLOTMENT? [02:35:03] ARE THEY ALL PRETTY MUCH AWARE OF THAT? >> THERE ARE CERTAIN REQUIREMENTS THAT HAVE TO GO IN WHEN YOU ARE IDENTIFIED TO ROLLOUT TEACHER INCENTIVE ALLOTMENT. FOR EXAMPLE, THERE'S A CERTAIN NUMBER OF WALK THROUGHS. THERE'S A STUDENT SURVEY WHERE YOU'RE GETTING INPUT FROM YOUR STUDENTS. THERE'S THE ACTUAL MAP GROWTH PART. THERE'S YOUR T-TEST GOAL. YOU HAVE TO BE AN ACTIVE PARTICIPANT IN IT. THEN I WILL TELL YOU THAT I KNOW OUR CAMPUSES USE THIS AS A SIGNIFICANT RECRUITMENT TOOL, AND WHICH IS WHY I THINK YOU'RE GOING TO START TO SEE THAT RETENTION RATE IMPROVE BECAUSE THEY'RE STARTING TO SAY, YES, WE KNOW THE WORK HERE IS HARD. WE KNOW YOU'RE GOING TO BE GIVING YOUR 199% EVERY SINGLE DAY TO TRY TO MOVE THE NEEDLES FOR THESE STUDENTS. WHEN YOU GET THAT GROWTH, WE'RE GOING TO ALSO COMPENSATE YOU FOR THAT WORK THAT YOU'VE POURED IN. THAT IS, I THINK GOING TO BE GAME CHANGING OVER TIME FOR THESE FOUR CAMPUSES. >> PERFECT. THANK YOU. THAT'S ALL I HAVE. >> TRUSTEE, JACOB. >> SORRY. AFTER ALL THIS DISCUSSION AND OTHER THINGS CAME UP TO MY MIND. JUST TO MAKE THINGS MORE COMPLICATED AND EXCITING FOR EVERYBODY, HOW DOES FUNDING WORK WITH OUR SPED STUDENTS? DO WE REALLOCATE FROM SOMEWHERE ELSE? IS THERE SOME MOVEMENT? HOW DO WE SUPPORT BECAUSE I SAW THAT ON SOME OF OUR SCHOOLS HERE ARE LISTED AND I KNOW OBVIOUSLY THERE'S RESOURCES. WE'RE DOING SPECIAL PROGRAMMING, WE'RE DOING ALL THE TRAINING FOR OUR TEACHERS AND OUR STUDENTS, BUT THEN OF COURSE, SPED STUDENTS REQUIRE PROBABLY A LITTLE BIT MORE. HOW DO WORK? >> WELL, FIRST AND FOREMOST, THERE IS ADDITIONAL. WHEN CAMPUSES RECEIVE THEIR ALLOTMENT, WE DO RECOGNIZE THAT BASED UPON THE NEEDS OF THEIR STUDENTS, AND THERE IS A WEIGHT THAT IS GIVEN TO THEIR CAMPUS FUNDS AS A RESULT OF THAT. BUT ADDITIONALLY, AND I'LL LET DR. GIBBONS, JUST THE OTHER DAY, HE HAD AN OPPORTUNITY TO BE A PART OF A CENTRAL SPECIAL EDUCATION PROFESSIONAL LEARNING COMMUNITY MEETING BECAUSE WE EVEN HAVE PLC AT THE CENTRAL LEVEL, IN WHICH WE ARE STUDYING WHAT IS HAPPENING FOR ESPECIALLY OUR STUDENTS WHO ARE IN THE GEN ED CLASSROOM, BUT THEY ARE RECEIVING SPECIAL EDUCATION SERVICES. WHAT ARE WE DOING TO ADDRESS THAT LEARNING GAP, AND HOW ARE WE ENSURING THAT IF A STUDENT IS GETTING, FOR EXAMPLE, CONTENT SUPPORT AND A PULL OUT? HOW ARE WE MAKING SURE THAT AGAIN, WE ARE PUSHING THEM TO THAT GRADE LEVEL EXPECTATION? DR. GIBBONS I DON'T IF YOU WANT TO ADDRESS ANY OF THAT. >> YES, MA'AM. THANK YOU. THANK YOU FOR THE QUESTION. ONE OF THE THINGS THAT IS REALLY IMPORTANT, AT LEAST FOR US ON THE PLANNING SIDE IS THAT PROBABLY 80% OF OUR STUDENTS WHO ARE IN SPECIAL EDUCATION ARE IN THE MAINSTREAM CLASSROOM IN SOME WAY SHAPE OR FORM DURING THE DAY. THE IMPORTANCE OF HAVING THE GENERAL EDUCATION TEACHER BE CONFIDENT IN HER TEACHING PRACTICES OR HIS TEACHING PRACTICES FOR ALL STUDENTS IN THEIR CLASSROOM IS REALLY, REALLY IMPORTANT. THAT MEANS TRAINING ON THE STUDENTS IEP, MAKING SURE THAT THEY'RE APPROPRIATELY DOCUMENTING PROGRESS AND REALLY IMPORTANT IS WHEN THE STUDENT DOES HAVE ON OCCASION PULL OUT SERVICES. THAT THERE IS CONSISTENCY WITH WHAT'S BEING TAUGHT IN THE GEN ED CLASSROOM TO WHAT'S BEING TAUGHT OUTSIDE OF THAT CLASSROOM. AS MS. BRANDON WAS MENTIONING, WE HAVE A SPECIAL EDUCATION PLC AND I THINK MS. BARRETT SHE MAY STILL BE HERE. WE WERE JUST DOING THAT A COUPLE OF DAYS AGO AND FOR EXAMPLE, WE'RE PILOTING A COUPLE OF PROGRAMS IN ELA TO SEE DOES THIS CONSISTENCY OF THIS PROGRAM WORK, AND WE'RE TRYING TO FIGURE OUT WHAT WE CAN USE TO MAKE SURE THAT WE'RE SEEING THE GAINS THAT WE NEED. FROM A FUNDING STANDPOINT, HONESTLY, I DON'T SEE A LOT OF CHALLENGES WITH THAT RIGHT NOW. IT'S MORE OF THE CONSISTENCY OF THE INSTRUCTION IN THE GENERAL EDUCATION CLASSROOM AND THE CONSISTENCY OF THE FOLLOW THROUGH AND THE APPROPRIATENESS WHEN THEY'RE PULLED OUT, IF AT ALL. >> WELL, THAT'S GREAT TO HEAR AND I APPRECIATE THAT. MY LAST ONE, I THINK IT'S ALSO FUNDING/COMMUNICATION. WE TALK ABOUT THE NEWSLETTERS AND HOW ALL OUR SCHOOLS STRIVE AND WORK REALLY HARD TO FIND VARIOUS WAYS AND TOUCH POINTS FOR OUR FAMILIES. SOME OF THESE SCHOOLS, AS I SEE HERE, HAVE MULTILINGUAL FAMILIES. THEY SPEAK OTHER LANGUAGES, PROBABLY MOSTLY SPANISH. I WOULD ASSUME, I DON'T KNOW, BUT THERE'S OTHER 65 OTHER LANGUAGES. >> NOT AT AUDELIA CREEK. >> NOT AT AUDELIA CREEK. THAT'S TRUE. THAT'S MANY OTHER LANGUAGES. DO THEY TRANSLATE? WHAT KIND OF TRANSLATION SERVICES OR DOES THAT COST MORE MONEY? HOW DO WE DO THIS? [02:40:03] >> STILL ON. THIS YEAR, WE'RE USING TALKING POINTS AS OUR PLATFORM, AND WHEN PARENTS ENROLL, THEY FILL OUT THEIR HOME LANGUAGE, AND THEIR PHONE NUMBERS GO INTO THE FOCUS SYSTEM. THEN ALL TEACHERS ARE ROSTERED THEIR STUDENTS, AND WHEN THEY SEND A TEXT OUT, IT AUTOMATICALLY COMES ACROSS IN PASHTO. IF I SPEAK PASHTO AT HOME, AND THEN I CAN REPLY BACK IN PASHTO, AND IT COMES BACK TO THE TEACHER IN ENGLISH. WE HAVE THAT. THEN PRETTY MUCH EVERYTHING WE UTILIZE. CANVA IS A HUGE RESOURCE FOR US, AND YOU CAN PUT SOMETHING IN THERE IN ENGLISH AND AT THE CLICK OF A BUTTON, LIKE WE JUST HAD TO SEND OUT TUTORING FORMS. WE SENT OURS IN ENGLISH, SPANISH, PASHTO, AND FARSI. WE'RE ABLE TO DO THAT ON CAMPUS. IF IT'S SOMETHING THAT WE NEED SUPPORT WITH, THE COMMUNICATIONS DEPARTMENT, WE TURN THAT IN. THERE'S A 3-5 DAY TURNAROUND TO MAKE SURE THAT WE GET THAT BACK. WE'RE ABLE TO REACH EVERY PARENT AND EVERY LANGUAGE WITH TALKING POINTS IN CANVA AT THIS TIME. >> I WOULD SAY DISTRICT WIDE, WE HAVE ALREADY EXCEEDED OUR TRANSLATION BUDGET THAT WE HAVE SET ASIDE AT THE BEGINNING OF THE YEAR. WE'VE ALREADY EXCEEDED THAT HALFWAY INTO THE YEAR. >> I WOULD THINK SO. HOW DO WE MAKE SURE THAT THE TRANSLATION WITH THE SOFTWARE IS ACCURATE OR THAT IT'S ACTUALLY MAKES SENSE? >> JUST LIKE MS. GIBSON SPOKE ABOUT THE PARENT LIAISON, I HAVE ONE OF MY INSTRUCTIONAL COACHES SPEAK SPANISH, AND SO SHE LOOKS EVERYTHING OVER FIRST. THE FIRST FEW TIMES WE USED IT, SHE WAS LIKE, IT'S PERFECT. THEN WE HAVE TWO, ONE FATHER AND ONE MOTHER THAT LOOK AT THE PASHTO AND FARSI, AND THE FIRST COUPLE OF TIMES, YOU'RE LIKE, HEY, IS THIS GOING TO REACH THE COMMUNITY? THERE'S SEVERAL DIFFERENT DIALECTS AND HE WAS LIKE, IF YOU INCLUDE THIS BUSINESS, PERSIAN AND FARSI AND PASHTO, IT WILL GET COMMUNICATED ACROSS. WE USED DISTRICT AND PARENT FOCUS GROUPS. >> I'M GLAD THAT YOU ARE. I THINK IT'S BENEFICIAL TO BRING IN OUR PARENTS THAT SPEAK OTHER LANGUAGES TO SUPPORT THAT. I USED TO DO THAT WHEN MY KIDS WERE LITTLE, SO I APPRECIATE IT. >> MR. CHEKOV, I CAN ALSO ADD THAT ONE OF THE THINGS THAT WE'VE HEARD, FOR EXAMPLE, FROM VARIOUS DIFFERENT PARENT FOCUS GROUPS IS THEY APPRECIATE THAT WE'RE TRYING. THERE IS GRACE THAT THEY UNDERSTAND THERE IS MAYBE A WORD THAT DIDN'T COME ACROSS EXACTLY THE WAY THAT IT WAS INTENDED OR MAYBE WE MISSED A CERTAIN SPELLING OF SOMETHING. THEY'RE JUST VERY APPRECIATIVE OF THE FACT THAT WE'RE TRYING AND THAT WE ARE CONNECTING WITH THEM INDIVIDUALLY IN A WAY THAT HELPS THEM MAKE MEANING. >> JUST AS A REMINDER, ALL OF OUR DISTRICT AND CAMPUS WEBSITES CAN BE TRANSLATED IN ALL OF OUR TOP LANGUAGES, AND THOSE ARE ALL BEDDED THROUGH TECHNOLOGY INDUSTRY STANDARD TOOLS FOR ACCURACY. >> PERFECT. THEN THE LAST ONE WITH PARENT PARTICIPATION, I KNOW SOMETIMES IT'S HARD BECAUSE THERE'S JUST LANGUAGE BARRIERS, THEY COME FROM OTHER COUNTRIES, THEY'RE NOT USED TO IT, THEY'RE STILL LEARNING HOW THINGS WORK HERE, THEY'RE SHY, ALL THE DIFFERENT THINGS. BUT SOMETIMES FAMILIES DO COME FROM REALLY HIGH CONFLICT PLACES THAT HAVE HAD HIGH CONFLICT FOR MANY YEARS, AND THEY THEMSELVES HAVE LIMITED EDUCATION, AND MAYBE THEY CAN'T READ EVERYTHING THAT'S THERE, THEY MIGHT UNDERSTAND SOME OF IT. HOW DO WE ENCOURAGE THEM TO PARTICIPATE OR DO WE IDENTIFY THEM AND BRING THEM IN WITH SOME, WHAT COULD WE SAY? >> WELL, I'LL JUST ADDRESS, AND DR. GIVENJ, YOU MAY WANT TO AS WELL. THIS IS WHERE I THINK THE POWER OF OUR REFUGEE SERVICES DEPARTMENT. THEY HAVE APPROACHED THIS WITH SUCH A, WE'RE GOING TO GO TO OUR FAMILIES AND MAKE SURE THAT OUR FAMILIES ARE PROVIDED WITH, DID YOU KNOW WE HAVE THESE ESL CLASSES, OR WE'LL COME ON A SATURDAY AND WE WILL SIT WITH YOU WHILE YOUR CHILD IS LOGGING INTO I-READY OR FOCUS OR WHATEVER IT IS AND WALK YOU THROUGH THAT. WE TRY TO MEET THEM WHERE THEY ARE TO PROVIDE THOSE OPPORTUNITIES. I ALSO SAY WE PROVIDE, WHETHER IT'S TO THE RICHARDSON ADULT LITERACY CENTER, WHETHER IT IS THROUGH THE NETWORK. SOMETIMES IT'S ALSO WHEN A PARENT IS READY, AND WHEN THEY FEEL CONFIDENT ENOUGH TO WALK IN THAT ROOM AND SAY, I'M READY TO LEARN SOMETHING NEW, AND SO IT'S JUST A CONSTANT MAKING SURE THEY KNOW THAT THOSE THINGS ARE AVAILABLE SO THAT WHEN THEY'RE READY, THEY KNOW THEY CAN ACCESS IT. >> PERFECT. THANKS FOR SHARING THAT. I BRING IT UP BECAUSE I KNOW THESE SCHOOLS HAVE A HIGH POPULATION OF IMMIGRANT FAMILIES AND REFUGEES THAT COME THROUGH OUR CITIES AND DISTRICT. I APPRECIATE IT. I APPRECIATE THAT YOU BRING UP [02:45:03] THOSE RESOURCES AND OUR COMMUNITY UNDERSTANDS THAT WE PROVIDED, AND I JUST HOPE THAT WE GET MORE FAMILIES WHO ARE COMMITTED TO SUPPORT THEIR KIDS BECAUSE THOSE KIDS ARE WIZARDS. THEY KNOW HOW TO USE THIS TECHNOLOGY, AND I WANT THEM TO STAY HONEST WITH THEIR PARENTS. THANKS. >> SORRY. I DO HAVE JUST A COUPLE MORE THINGS. I WANT TO BRIDGE, MAYBE JUST A LITTLE BIT ABOUT WHAT YOU SAID, MRS. MCGOWAN, BECAUSE I THINK IT'S IMPORTANT TO VOICE BECAUSE I KNOW YOU SAID, GET IT TOGETHER, BUT I THINK WHAT YOU'RE SAYING, I THINK WOULD BE SIMILAR TO WHAT I WOULD WANT IS THAT WE WANT TO MAKE SURE THAT WHILE WE KNOW THESE THINGS TAKE TIME, WE ALSO WANT TO MAXIMIZE THAT BECAUSE THESE KIDS DON'T HAVE A TON OF TIME, AND SO WE WANT TO DO BOTH, KNOWING THAT IT DOES TAKE TIME TO SWING THAT AROUND. I DO THINK THAT WE ARE TALKING ABOUT FOUR SCHOOLS OUT OF HOW MANY CAMPUSES THAT WE HAVE CURRENTLY OUT OF 50 TOTAL? >> THIRTY-SIX ELEMENTARIES. >> THIRTY-SIX ELEMENTARIES, AND THAT TWO OF THOSE ARE MAKING PROGRESS, AND IF IT WAS AN OPTION TO COME OUT AFTER ONE YEAR, THEY WOULD BE ABLE TO BECAUSE THEY WERE NOT RE IDENTIFIED. THAT LEAVES US TWO WHO ARE IN YEAR 1 WHO ARE JUST THERE, SO NOW THEY'RE ENTERING INTO THESE SUPPORTS. I THINK THAT IS IMPORTANT THAT THERE ARE A LOT OF PIECES AND MOVING PARTS THAT MAKE THAT, BUT CERTAINLY, WE ALL WANT TO SCORE A, YOU DO. YOU GUYS WORK TIRELESSLY. I WILL SAY WHAT I REALLY APPRECIATE ABOUT THAT IS THAT YOU'RE NOT CONTINUING TO DO THE SAME THINGS IF THEY'VE NOT BEEN WORKING. YOU'RE KEEPING THE THINGS THAT DO WORK AND YOU ARE CHANGING WHAT HASN'T BEEN WORKING AND TRYING NEW THINGS, AND WE'RE SEEING OUR SCORES TREND IN THE RIGHT DIRECTION. I THINK IT IS IMPORTANT THAT, IN MY PROFESSIONAL LANGUAGE, I DON'T WANT TO SLAP LIPSTICK ON A PIG BY ANY MEANS AND ACT LIKE CELEBRATE THINGS THAT AREN'T TRUE. WE WANT TO CELEBRATE THOSE TRUE SUCCESSES AND REALLY ADDRESS THOSE AREAS. WE NEED TO PUT RESOURCES IN THE AREAS WHERE IT'S NOT WORKING, THAT YOU GUYS ARE MAKING ADJUSTMENTS TO THE PLAN AS YOU'RE SEEING IT NOT WORK. I ALSO WANT TO SAY TOO, THIS IS ONLY BASED ON STAAR SCORES, CORRECT? >> YES. ONLY STAAR. >> ONLY STAAR SCORES, AND WE HAVE ALL OTHER THINGS THAT ARE ALSO SHOWING GROWTH ALONG THE WAY OR NOT GROWTH, AND THEN THOSE ADJUSTMENTS ARE BEING MADE. I WANT TO SAY THAT I SPEAK FOR ME, BUT I THINK OUR PAST VOTES WOULD SAY AS A BOARD, WE'RE WANTING TO SUPPORT YOU IN THE RESOURCES YOU NEED TO GET THE SCORES, TO GET OUR STUDENTS TO THE PROFICIENCIES AND EXCEL BEYOND THAT WHERE WE CAN. I THINK YOU GUYS WITH THE RESOURCES WE'VE BEEN ABLE TO ALLOCATE, HAVE DONE A GOOD JOB WITH THAT, AND WE'RE TRENDING IN THAT RIGHT DIRECTION. >> I APPRECIATE YOU, MRS. TIMMY, FOR HELPING CLEAR THAT UP FOR ME. I AM JUST AS PASSIONATE ABOUT THIS BRANDON AS YOU GUYS ARE, AND I KNOW YOU ARE PUTTING FORTH ALL EFFORTS AND RESOURCES. IF THERE'S ANYTHING THAT YOU NEED US TO DO BECAUSE I AM NOT THE EXPERT IN THIS, YOU ARE, SO I'M LEANING INTO YOU GOING. WE DON'T HAVE ALL THE ANSWERS, BUT WHATEVER YOU NEED, I WANT TO HELP YOU GET THAT SUPPORT AND OUR KIDS GET THOSE SUPPORTS TOO SO THAT WE CAN BE THE MOST AMAZING SCHOOL DISTRICT AS EVERYONE KNOWS OUR ISD IS. >> YES. AGREED. >> ANY MORE COMMENTS OR QUESTIONS? I WANT TO TO CLOSE IT UP PRETTY QUICK. [LAUGHTER] I THINK ALL I CAN SAY IS JUST WE HAD GREAT DIALOGUE. OBVIOUSLY, YOU CAN FEEL THE PASSION AND DOING EVERYTHING WE CAN TO GET THE RESOURCES, AND WE APPRECIATE ALL THE WORK THAT'S GOING ON BECAUSE WE KNOW THAT WE ARE ALL WORKING TOGETHER FOR THE SAME OUTCOME. WITH THAT, IS THERE A MOTION TO PROVE THE TARGETED IMPROVEMENT PLANS AS PRESENTED? >> SO MOVED. >> IS THERE A SECOND? >> SECOND. >> I'M TRYING TO FIND. WE HAVE A MOTION. ARE THERE ANY COMMENTS? THOSE IN FAVOR. GO 6-0. [IV.F. Review and Discussion of Board Policies] NEXT ITEM ON THE AGENDA IS AN INFORMATION ITEM TO REVIEW AND DISCUSS THE FOLLOWING LOCAL BOARD POLICIES, FDA, DK, DFFA, AND DFFB. >> I'M GOING TO ACTUALLY TURN THIS OVER TO OUR PHENOMENAL GENERAL COUNSEL WHO WILL REVIEW THE RECOMMENDED POLICY REVISIONS, AND THIS IS JUST AN INFORMATION ITEM. THANK YOU, PRINCIPALS. [02:50:01] I KNOW IT'S BEEN AN INCREDIBLY LONG DAY. [APPLAUSE] THANK YOU FOR LOVING OUR KIDS. THANK YOU FOR ALL THAT YOU DO. YOU ALL ARE GAME CHANGERS. I'M JUST GOING TO TURN FOR YOU TO REVIEW POLICY. THE INFORMATION ITEM, YOU WOULD NOT TAKE ACTION ON THIS TILL OUR NEXT MEETING. >> CORRECT. GOOD EVENING TRUSTEES, SUPERINTENDENT, COLLEAGUES, AND OUR VISITORS. THIS IS NOT GOING TO BE AS EXCITING AS OUR LAST DISCUSSION. THE FIRST POLICY FOR REVIEW IS BOARD POLICY FDA, WHICH IS OUR ADMISSIONS POLICY SPECIFICALLY INTER-DISTRICT TRANSFERS, AND THE CHANGES THAT YOU SEE ARE MINIMUM, AND WE'VE TALKED ABOUT BEFORE THAT OUR POLICIES ARE ONLY SUPPOSED TO HAVE HIGH LEVEL GOVERNANCE LANGUAGE, AND AS WE CONTINUE TO REVIEW OUR POLICIES AND MAKE SURE THEY GET CLEANED UP, WHEN WE SEE ADMINISTRATIVE REGULATION LANGUAGE, YOU'RE GOING TO SEE THOSE COME FORWARD FOR THE RECOMMENDATION TO CLEAN UP THAT LANGUAGE, AND MAKE SURE THAT ADMINISTRATIVE REGULATION LANGUAGE IS WHERE IT SHOULD BE IN ADMINISTRATIVE REGULATION AND NOT IN THE POLICY. THAT IS THE RECOMMENDATION THAT YOU SEE FOR FDA. THAT IS THE REMOVAL OF ADMINISTRATIVE LANGUAGE, AND IT IS GOING TO BE IN THE APPROPRIATE ADMINISTRATIVE GUIDELINES. I DO WANT TO MAKE A NOTE THAT CURRENTLY, THE LANGUAGE THAT IS PROPOSED FOR CHANGE SAYS IT'LL BE OUTLINED IN OPEN ENROLLMENT GUIDELINES. WE DO WANT TO MAKE SURE WE'RE BEING CONSISTENT WITH LANGUAGE. WHEN IT COMES FORWARD AGAIN, IT WILL SAY IN THE INTER-DISTRICT TRANSFER GUIDELINES JUST SO THAT WE'RE CONSISTENT IN OUR LANGUAGE. YOU'LL HEAR A PRESENTATION IN JUST A BIT ABOUT WHAT THOSE GUIDELINES MORE SPECIFICALLY LOOK LIKE. ARE THERE ANY QUESTIONS ABOUT THE SPECIFIC POLICY CHANGE PROPOSAL? I'LL MOVE ON TO DK LOCAL ASSIGNMENTS AND SCHEDULES. AGAIN, WE HAVE DONE WORK ON OUR DISTRICT OF INNOVATION PLANS, INCLUDING MAKING SOME UPDATES TO THE CATEGORIES WHERE WE WILL HAVE DOI EMPLOYEES, AND THIS PARTICULAR POLICY HAD NOT BEEN UPDATED PREVIOUSLY TO REFLECT THOSE CHANGES. WHAT YOU SEE THERE ARE SIMPLY MAKING SURE WE ARE IDENTIFYING THOSE PARTICULAR COURSES IN SUBJECT AREAS WHERE WE WILL ALLOW INDIVIDUAL TO BE HIRED WITHOUT THE PARTICULAR ESPEC CERTIFICATION UNDER OUR DOI PLAN, BUT ALSO MAKING IT CLEAR THAT ALL OTHER TEACHING ASSIGNMENTS, INCLUDING SPECIAL EDUCATION, BILINGUAL, OR ESL WILL STILL REQUIRE CERTIFICATION. AGAIN, THAT'S JUST CONSISTENT WITH OUR DOI PLAN. ANY QUESTIONS ABOUT THAT PARTICULAR POLICY CHANGE PROPOSAL? THEN THE NEXT TWO PROPOSED POLICY CHANGES ARE DFFA AND DFFB, AND I JUST WANT TO PREMISE THIS [LAUGHTER] DISCUSSION. I DON'T WANT ANYBODY TO PANIC ABOUT THESE DISCUSSIONS. AGAIN, WHEN WE ARE LOOKING AT OUR POLICIES, WE'RE TRYING TO MAKE SURE WE ARE PROACTIVE IN CLEANING UP LANGUAGE. WE'VE HAD MULTIPLE DISCUSSIONS ABOUT OUR BUDGET REALITIES. WE WILL CONTINUE TO HAVE THOSE DISCUSSIONS ABOUT OUR BUDGET REALITIES. WE HAVE PREVIOUSLY HEARD FROM OUR COMMUNITY BUDGET STEERING COMMITTEE ABOUT THEIR RECOMMENDATION THAT WE AT THE CENTRAL LEVEL, MAKE SURE THAT WE ARE MAKING A CERTAIN LEVEL OF BUDGET CUTS, BUT WE'VE ALSO HAD DISCUSSIONS WHERE THE REALITY IS. UNLESS THERE IS SOME CHANGE FROM OUR REPRESENTATIVES, THAT'S NOT GOING TO BE ENOUGH TO DO WHAT WE NEED TO DO FROM A BUDGET PERSPECTIVE, AND SO THE PROPOSED LANGUAGE IN DFFA AND DFFB ARE GOING TO LOOK VERY SIMILAR. DFFA IS OUR REDUCTION IN FORCE POLICY, BUT RELATED TO FINANCIAL EXIGENCY. IF YOU LOOK AT THE INFORMATION ITEM, I HAVE PROVIDED THE DEFINITION OF WHAT FINANCIAL EXIGENCY MEANS, AND ESSENTIALLY, IT'S WHEN OUR FINANCIAL RESOURCES ARE INSUFFICIENT TO SUPPORT OUR INSTRUCTIONAL PROGRAMS, OR WE'RE UNABLE TO FINANCE THE FULL COMPENSATION OF STAFF FOR THE CURRENT OR NEXT FISCAL YEAR. THERE'S A PARTICULAR FORMULA THAT TEA USES, BUT THIS IS THE BEGINNING OF THE LEGISLATIVE SESSION, [02:55:05] AND WE ARE HOPEFUL THAT WE ARE GOING TO SEE THAT FINANCIAL SUPPORT FOR PUBLIC SCHOOLS, BUT WE DO WANT TO MAKE SURE THAT IN THE EVENT THAT WE DO NEED TO MAKE SOME HARD DECISIONS, THAT OUR POLICY HAS BEEN APPROPRIATELY UPDATED, AND SO YOU WILL SEE CHANGES ON PAGE 3 AND 4 THAT GO OVER THE CRITERIA THAT WE WILL USE IF WE DO GET TO THAT POINT, AND PART OF THAT WAS REORDERING THE CRITERIA BECAUSE WE DO WANT TO MAKE SURE CONSISTENT WITH WHAT THIS BOARD HAS DONE THAT WE ARE HONORING SENIORITY IN THIS SCHOOL DISTRICT WHEN WE'RE MAKING DECISIONS ABOUT WHETHER OR NOT WE WOULD HAVE TO RELEASE SOMEBODY BECAUSE OF FINANCIAL DECISIONS, THAT WE DO TAKE SENIORITY INTO APPROPRIATE ACCOUNT. YOU WILL SEE THOSE CHANGES IN BOTH DFFA, FINANCIAL EXIGENCY, AND DFFB, WHICH IS OUR REDUCTION IN FORCE PROGRAM CHANGE POLICY, AND A PROGRAM CHANGES IT'S DONE IN THE EVENT THAT WE HAVE TO ELIMINATE, REORGANIZE A PARTICULAR PROGRAM OR DEPARTMENT. BUT AGAIN, THAT'S USUALLY GOING TO BE BECAUSE OF A PROGRAM DECISION THAT WE'RE MAKING OR A BUDGET DECISION, BUT AGAIN, PAGES IN DFFB IS GOING TO BE ON PAGE 2 AND 3 RELATED TO THE CRITERIA WE WILL USE. AGAIN, WANTING TO MAKE SURE THAT WE HAVE UPDATED THESE POLICIES IN CASE WE DO HAVE TO MAKE HARD DECISIONS AND WE HOPE WE DON'T HAVE TO, BUT ALSO WANTING TO MAKE SURE THAT THERE'S TRANSPARENCY, AND PEOPLE KNOW FAR IN ADVANCE THE CRITERIA THAT WILL BE USED. ARE THERE ANY QUESTIONS ABOUT THOSE TWO POLICIES? >> THAT'S IT. THANK YOU. >> YOU'RE DOING GREAT JOB. >> THANKS VERY MUCH. NEXT ITEM ON THE AGENDA IS TO REVIEW AND [IV.G. Inter-District Transfer Review and Update] RECEIVE AN UPDATE ON THE INTER-DISTRICT TRANSFER PROCESS, MS. BRANHAM. >> THANK YOU. I KNOW WE HAVE TWO ITEMS LEFT, SO I'M ASKING EVERYONE TO HANG IN THERE, BUT THESE ARE TWO REALLY IMPORTANT ITEMS. THE COMMUNITY BUDGET STEERING COMMITTEE, AS YOU KNOW, THEY'VE SPENT 18 MONTHS STUDYING A VARIETY OF STRATEGIES TO ADDRESS OUR CURRENT BUDGET SHORTFALL. SOME OF THOSE ITEMS ARE AROUND GENERATING MORE REVENUE AND OTHERS ARE, HOW DO WE BECOME MORE EFFICIENT? WE KNOW, FOR EXAMPLE, ONE OF THE EFFICIENCIES IS CONTINUING TO IDENTIFY WHERE WE CAN GET LEANER AND MORE EFFICIENT IN OUR CENTRAL OFFICE SO THAT WE CAN CONTINUE TO BRING THOSE COSTS DOWN. ONE OF THE STRATEGIES OF THE COMMUNITY BUDGET STEERING COMMITTEE EXPLORED WAS THE POSSIBILITY OF GENERATING REVENUE THROUGH EXPANDING OUR INNER DISTRICT TRANSFER OPTIONS. IT'S IMPORTANT TO NOTE THAT WE ALREADY HAVE A POLICY THAT ALLOWS INNER DISTRICT TRANSFERS. CURRENTLY, OUR LOCAL GUIDELINES STATE THAT WE ONLY ALLOW INNER DISTRICT TRANSFERS FOR EMPLOYEE STUDENTS, FOR EXAMPLE, OR IF MAYBE IT'S A JUNIOR, THEIR FAMILIES MOVING OUT OF THE DISTRICT FOR WHATEVER REASON, AND WE WANT THAT STUDENT TO BE ABLE TO FINISH THEIR SENIOR YEAR IN THE DISTRICT. THERE ARE SOME PROVISIONS IN OUR GUIDELINES THAT ALLOW US TO ACCEPT STUDENTS THAT DO NOT RESIDE WITHIN THE DISTRICT. ONE OF THE FEW WAYS THAT WE HAVE TO GENERATE REVENUE IS TO INCREASE STUDENT ENROLLMENT. ONE OF THE STRATEGIES, AND AGAIN, IF YOU THINK BACK TO THAT SCREEN THAT HAS ALL OF THE RED AND BLUE CIRCLES AND ONE OF THOSE STRATEGIES IS NOT GOING TO ADDRESS OUR SHORTFALL. IT'S IMPLEMENTATION OF MANY OF THEM THAT WILL. BASED UPON THE COMMUNITY BUDGET STEERING COMMITTEE'S RECOMMENDATIONS, ONE OF THE THINGS THEY BROUGHT FORWARD WAS, DO WE WANT TO EXPAND AND PROVIDE MORE OPTIONS AND MORE OPPORTUNITIES FOR FAMILIES THAT ARE NOT LIVING WITHIN RICHARDSON ISD TO HAVE AN OPPORTUNITY TO ATTEND OUR SCHOOLS? WE'RE BRINGING FORWARD FOR THE BOARDS. REALLY, THIS IS A DIRECTIONAL APPROVAL. THE POLICY ALREADY ALLOWS FOR IT. I DON'T THINK AS A CABINET LEADERSHIP TEAM, WE WOULD WANT TO EXPAND THIS OPTION IF DIRECTIONALLY THE BOARD IS THIS IS NOT SOMETHING YOU ALL COULD SUPPORT, SO I WANT TO BE CLEAR. WE'RE NOT GOING TO DO THIS WITHOUT THE SUPPORT OF THE BOARD. YOU HAVE TO BE ABLE TO, IN THE COMMUNITY, ANSWER QUESTIONS AND FEEL LIKE YOU CAN SUPPORT A GUIDELINE CHANGE THAT COULD SIGNIFICANTLY, OR LIMITEDLY IMPACT HOW WE ARE SERVING OUR STUDENTS IN RICHARDSON ISD. TONIGHT, I'VE ASKED DR. GIBBONS, [03:00:01] AND I THINK MR. MINISCALCO IS GOING TO JOIN US AS WELL TO EXPLORE WHAT COULD THAT EXPANSION LOOK LIKE? HOW LIMITED COULD WE REALLY MAKE IT? AND REALLY JUST TO RECEIVE YOUR FEEDBACK ON WHETHER THIS IS SOMETHING THAT YOU SAY, "YES, WE WOULD LIKE YOU TO DO IT ON A VERY LIMITED BASIS." "NO, WE'RE NOT INTERESTED." "WE MIGHT BE INTERESTED, BUT WE WANT TO PUT THIS ON THE BOOKSHELF AND MAYBE TALK ABOUT IT LATER, TALK ABOUT IT NEXT YEAR." THIS IS REALLY THAT OPPORTUNITY FOR US TO HAVE THAT CONVERSATION. WITH THAT, I'M GOING TO TURN IT OVER TO THE TEAM TO WALK US THROUGH WHAT THIS MIGHT LOOK LIKE FOR RICHARDSON ISD. >> THANK YOU, MS. BRANHAM, AND GOOD EVENING BOARD, HAPPY NEW YEAR. I KNOW IT SEEMS LIKE THAT WAS A LONG TIME AGO, BUT IT'S THE FIRST TIME TO SEE SOME OF YOU, SO AGAIN, HAPPY NEW YEAR. AS MS. BRANHAM SAID, FOR MY PART OF THIS PRESENTATION, I'M JUST GOING TO GO THE HIGH LEVEL AND WHY WE HAVE GOTTEN TO THIS POINT. THEN MR. MINISCALCO IS GOING TO COME UP AND REALLY TALK ABOUT WHERE WE WOULD REALLY APPRECIATE THE DIRECTIONAL FEEDBACK AROUND THE GUIDELINES OF WHAT THIS WOULD LOOK LIKE TO ALLOW A STUDENT THAT'S NOT WITHIN OUR ISD BOUNDARIES TO COME TO OUR SCHOOLS. AGAIN, I CAN'T ECHO ENOUGH FROM WHAT MS. BRANHAM SAID, IS WE APPRECIATE AND WANT DIRECTIONAL FEEDBACK ON THIS. WE WANT TO BE ABLE TO BE WORKING ON THE THINGS IN UNISON AND GUIDANCE FROM YOU GUYS TO MAKE SURE WE'RE WORKING IN UNISON, SO PLEASE WE WOULD APPRECIATE ANY OF THAT FEEDBACK. AGAIN, WE'RE GOING TO JUST QUICKLY REVIEW THIS PROCESS FROM A HIGH LEVEL, JUST LIKE MR. HASSEL DID IN HIS PRESENTATION, THROUGHOUT ALL OF THIS WORK, WE'RE ALWAYS FOCUSED, OF COURSE, ON OUR NORTH STAR GOAL. CAN WE MAKE SURE THAT EVERY STUDENT AND TEACHER AND LEADER ARE GOING TO MEET OR EXCEED THEIR GROWTH GOALS? IF THIS WASN'T APPLICABLE TO US IN THIS REGARD, WE WOULDN'T BE PURSUING IT. WE WANT TO ALWAYS ANCHOR ON THAT. JUST AS A REMINDER FROM OUR STRATEGIC PLAN, OUR GOAL 5. IF YOU'LL SEE HALFWAY DOWN, IT SAYS, SEEK ADDITIONAL FISCAL RESOURCES, THIS IS WHERE THAT CAME FROM. WHAT CAN WE DO TO HAVE ADDITIONAL FISCAL RESOURCES PROVIDED FOR OUR DISTRICT? THAT'S THE BASIS OF THAT. AS MS. BRANHAM SAID, THE BIG RED SLIDE WITH ALL THE NUMBERS ON IT. THIS IS THIS SLIDE, AND YOU'LL SEE THAT NUMBER 4 IS SOMETHING THAT IS IN PROGRESS, AND IT'S TO EXPAND THE INNER DISTRICT TRANSFER OPTIONS, WHICH IS WHAT WE'RE DISCUSSING THIS EVENING. THIS IS A SLIDE THAT HAS ACTUALLY BEEN PRESENTED A COUPLE OF TIMES, BOTH IN OUR COMMUNITY BUDGET STEERING COMMITTEES AND I BELIEVE TO THE BOARD. I JUST UNDERLINED A COUPLE OF THINGS THAT REALLY, AGAIN, BECAME OUR NARROWING FOCUS ON WHY WE'RE EVEN APPROACHING THIS, IS THAT WE DO HAVE DECLINING ENROLLMENT, AND EVEN WITH THE DEMOGRAPHERS REPORT TODAY, WE SEE THAT AS A CONSISTENT DATAPOINT. THEN ALSO WE HAVEN'T HAD THE INCREASE IN THE BASIC ALLOTMENT SINCE 2019, AND I KNOW YOU KNOW THAT, BUT FOR EXAMPLE, OUR COMMUNITY BUDGET STEERING COMMITTEE AND EVERYONE IN THERE AND EVEN IN THE SUBCOMMITTEES, WE MADE SURE THAT THEY UNDERSTOOD WHERE WE WERE COMING FROM AND WHY WE WERE TRYING TO PROCESS THROUGH THESE. >> IF I CAN JUST ADD A LITTLE CONTEXT AS WELL, A DECLINING ENROLLMENT AND THAT SLOPE IS NOT GOING TO BE AS SIGNIFICANT AS WE THOUGHT. HOWEVER, IT ALSO PRESENTS A WHOLE DIFFERENT CHALLENGE, IN THAT IF YOU THINK ABOUT IT, LET'S JUST SAY, I THINK THIS YEAR, WE ARE CURRENTLY UNDER ENROLLMENT, 84 KIDS, I THINK AS OF TODAY, WHERE WE WERE A YEAR AGO. WELL, THOSE 84 STUDENTS, THAT'S 84 STUDENTS THAT WE'RE NOT RECEIVING THEIR BASIC ALLOTMENT FOR. BUT THOSE 84 STUDENTS AREN'T COMING FROM ONE CLASSROOM OR ONE GRADE LEVEL OR ONE SCHOOL. THESE ARE 84 KIDS THAT ARE SPREAD OUT POTENTIALLY AMONGST ALL 50 OF OUR SCHOOLS. AS WE CONTINUE TO THINK ABOUT LOSING, EVEN IF IT'S 85 NEXT YEAR OR 150 THE NEXT YEAR, THEY DON'T LEAVE US IN EASY PACKETS. THEY DON'T LEAVE US WHERE IT'S A WHOLE BUS FULL AT A TIME, SO WE NO LONGER HAVE TO RUN THAT BUS. WE HAVE TO HAVE A BUS, WHETHER THAT BUS IS RUNNING WITH 40 STUDENTS ON IT OR THAT BUS IS HAVING 25, BECAUSE WE ARE RESPONSIBLE FOR ENSURING THAT THEY'RE AT SCHOOL. WHEN WE THINK ABOUT THIS, I THINK THAT'S PART OF WHY THIS STRATEGY WAS APPEALING TO SOME OF THE COMMUNITY BUDGET STEERING COMMITTEE IS, AS WE SEE THERE MAY BE SPACE, IS THERE AN OPPORTUNITY TO ENSURE IF WE HAVE A FAMILY THAT SAYS, "I WANT TO BE A PART OF THE ISD," BECAUSE THEY ARE GETTING OUTCOMES FOR KIDS AND THEY ARE DOING SOME GREAT THINGS THAT WE THINK WOULD MEET THE NEEDS OF MY STUDENT, AND WE CAN BE EFFICIENT AND ENSURE THAT WE ARE INCREASING THAT REVENUE SO WE DON'T HAVE TO MAKE OTHER CUTS OR MAKE PROGRAM CUTS. [03:05:03] I THINK THAT'S WHY THIS IS SOMETHING THAT WAS APPEALING TO THAT GROUP. >> YES, MA'AM. THANK YOU FOR THAT. WHAT WE DID IN THAT SUBCOMMITTEE IS WE DID LOOK AT THREE DIFFERENT AREAS, AND THIS WAS, OF COURSE, ONE OF THEM, BUT AS MS. BRANHAM HAS MENTIONED, AND I KNOW YOU'LL SEE THIS GUY'S FACE AGAIN NEXT MONTH, WE WILL BE DISCUSSING WHAT IT LOOKS LIKE TO HAVE SOME IMPROVEMENT IN OUR CURRENT MAGNET PROGRAMMING, WHAT THAT BIG PICTURE LOOKS LIKE, AS WELL AS WHAT ARE WE GOING TO DO AROUND INCREASING CHOICE PROGRAMMING? THIS WAS THE THIRD BULLET OF THAT AND THE OPPORTUNITIES WE HAD TO DISCUSS WITH OUR SUBCOMMITTEE. THOSE ARE THE FACILITATORS. BUT WE HAD TONS OF GOOD CONVERSATION. MR. FREEMAN CAME IN AND GAVE HISTORICAL CONTEXT OF WHAT IT LOOKED LIKE FOR SEVERAL OF THESE DIFFERENT PROGRAMS IN OUR SCHOOL, OR IN OUR DISTRICT, SO IT WAS A GREAT COMMITTEE. AS MS. MCGOWAN JUST MENTIONED, WE DO ALREADY HAVE DISTRICT POLICY IN PLACE WHEN IT COMES TO INTER-DISTRICT TRANSFERS, AND SHE MENTIONED WE HAVE SENIOR PRIVILEGE. OUR EMPLOYEES, THIS IS THEIR MAJOR. THIS IS HOW THEY EXERCISE THEIR ABILITY TO COME INTO OUR DISTRICT, IS THEY USE THIS POLICY, AND SO IT IS ACTIVE, IT IS EFFICIENT IN EVERY WAY THAT WE CAN MAKE IT, BUT THIS WOULD JUST BE AN ADDITIONAL PART OF THE GUIDELINES, NOT THE POLICY. HERE'S JUST A QUICK SNAPSHOT OF THE DISTRICTS THAT ARE ALREADY DOING THIS. JUST BEFORE THE BREAK, I THINK WE SAW SOME INFORMATION. I THINK IT WAS ON THE NEWS FROM FRISCO, HAS STARTED TO DO SOME OPEN ENROLLMENT. WE HAVE PLANO THAT STARTED THIS YEAR, AND ALL THESE DISTRICTS HAVE SOME FORM OF INTER-DISTRICT POLICIES AND GUIDELINES, AND OPEN ENROLLMENT. THIS ISN'T SOMETHING WE WOULD BE RECREATING OR TRYING TO MAKE UP OUT OF NOWHERE. WE HAVE SOME EXEMPLARS AND SOME GUIDELINES FROM OTHER DISTRICTS. FROM US, WE HEARD VERY CLEARLY THAT FROM THE SUBCOMMITTEE, AND I THINK EVEN JUST IN GENERAL, OUR MINDSET FROM A CABINET LEVEL AND MS. BRANHAM'S GUIDANCE IS, WE'RE NOT WANTING TO OPEN UP THE GATES OF EVERYTHING. THAT'S NOT WHAT OUR INTENT IS. WE REALLY WANT TO MAKE SURE THAT WE LIMIT THIS, AND WE'VE LISTED SOME OF THE BENEFITS. AS MS. BRANHAM MENTIONED, WE CAN MAXIMIZE THAT FACILITY CAPACITY. THE ONES AND TWOS THINGS THAT WE'RE LOOKING AT. ALTHOUGH LIMITED, WE WILL HAVE SOME FINANCIAL GAINS. WE HAVE A LOT OF FAMILIES THAT DO REACH OUT TO ME AND I REACH OUT TO MS. BRANHAM AND OTHER PEOPLE IN THE DISTRICT THAT LIVE RIGHT ON THE BORDER AND THEY WANT TO BE A PART OF OUR DISTRICT. WE HAVE A GOOD PROGRAM. I THINK WE CAN ALL AGREE THAT WE HAVE A PRODUCT WORTH WANTING TO BE HERE, AND I'M VERY PROUD OF THAT. I THINK THESE SURROUNDING FAMILIES, THEY WANT TO BE A PART OF IT AS WELL. WE DO HAVE A LOT OF PEOPLE THAT WORK IN RICHARDSON. THEY TRAVEL HERE TO WORK AND THEY HAVE EXPRESSED INTEREST. CAN I BRING MY CHILD TO RISD SCHOOL WHILE I'M AT WORK HERE IN RICHARDSON, AND THEN I PICK THEM UP AND I HEAD BACK TO WHERE I LIVE? THOSE ARE SOME HIGHLIGHTED AREAS WHERE WE THINK DOING A LIMITED INTER-DISTRICT TRANSFER PROCESS WOULD BE REALLY GOOD. I WON'T GO TOO MUCH INTO DETAIL, BUT YOU CAN SEE IF WE DO THIS LIMITED REALLY VERSUS TOTAL, YOU'RE GOING TO HAVE LIMITED FINANCIAL STRAIN, IS ONE OF THE BIG POINTS. I WANT TO POINT OUT WHERE IF WE DID SOMETHING THAT WAS MAJOR, WE WOULD DO A FULL-BLOWN MARKETING CAMPAIGN. DR. HELLER WOULD GO IN WITH THIS AND WE COULD END UP SPENDING DISTRICT FUNDS ON SOMETHING THAT WE DON'T GET A LOT OF RETURN ON. SMALLER SAMPLE SIZE, SO TO SPEAK, IN A WAY TO DO THAT A LITTLE MORE EFFICIENTLY, WE'LL HAVE LIMITED FINANCIAL STRAIN ON THAT. WE'RE GOING TO HAVE SOME RIGOROUS ENTRY REQUIREMENTS, PLUS THE OPPORTUNITY TO ADJUST THOSE A LITTLE BIT AS WE GO THROUGH AND SAY, THIS IS WORKING, THIS ISN'T REALLY WORKING. WITH A SMALLER GROUP, WE FEEL PRETTY CONFIDENT THAT THAT'S THE WAY WE WOULD WANT TO ROLL FORWARD IF YOU GUYS GIVE US THAT DIRECTIONAL APPROVAL. >> I'M GOING TO HAND IT OVER TO JOE. THE NEXT PART OF THIS PRESENTATION WILL REALLY BE THE SUMMARIZING OF WHAT THE DISTRICT OR THE SUBCOMMITTEE WANTED, AND THEN HOW WE'RE GOING TO DIVE INTO THE GUIDELINES, WHICH IS REALLY GOING TO BE THE GUTS OF HOW WE WOULD HAVE A STUDENT COME INTO THE DISTRICT. JOE. >> GOOD EVENING. REALLY, AT THIS TIME, I'D LIKE TO AGAIN THANK, I THINK IT WAS BEST BUDGET SUBCOMMITTEE IF I'M NOT MISTAKEN, THAT WAS OUR LAST CONVERSATION, AND REALLY THE WORK THAT THEY DID. IT WAS A GREAT COLLABORATIVE OPPORTUNITY. ONE OF THE THINGS AND THE GUIDANCE THAT THEY GAVE US, THESE THREE AREAS IN OUR SESSION AS WE BUILT OUR GUIDELINES, AND THEY HAD AN OPPORTUNITY TO REVIEW AND GIVE US FEEDBACK. THESE WERE THE THREE AREAS THAT THEY WERE ENSURING THAT WE'RE WORKING AGAINST. [03:10:02] FINANCIAL PRUDENCE, OBVIOUSLY, MAKING SURE THAT WE WERE NOT BREAKING THE BANK TO MAKE SURE WE WERE GETTING THE INFORMATION OUT ABOUT LIMITED OPEN ENROLLMENT OR INTER-DISTRICT TRANSFERS. EQUITABLE ACCESS. WE WANTED TO MAKE SURE OUR TIMELINES FOR FAMILIES WHO WOULD BE COMING IN FROM THE OUTSIDE REALLY DID NOT SQUEEZE INTRA-DISTRICT TRANSFER OPPORTUNITIES AND WE MADE SURE THAT OUR FAMILIES INSIDE HAD OPPORTUNITY FIRST AND THAT WE HAD COMMUNITY TRUST. IT WAS A VERY TRANSPARENT OPPORTUNITY AND THAT WE HAD INFORMATION THAT WE WERE GOING TO SHARE PUBLICLY SO THAT WE GOT FEEDBACK ON. LIKE ALL GOOD POLICIES, YOU GOT TO HAVE A GOOD SET OF GUIDELINES. THESE ARE THE GUIDELINES THAT WE DISCUSSED AND REALLY SHARED WITH THAT BUDGET SUBCOMMITTEE SO THAT THEY COULD GIVE US FEEDBACK. WE TOOK THE OPPORTUNITY AS A TEAM TO REALLY LOOK AT WHAT OTHER DISTRICTS WERE DOING, FOCUSING ON THE TIMELINE. WE LOOKED AT HOW THAT SET. WE WOULD DO OUR INTRA-DISTRICT TRANSFER TIMELINE FIRST. INTER-DISTRICT TRANSFER TIMELINE WOULD FOLLOW. THESE ARE PROJECTED DATES, BUT WE NEEDED TO MAKE SURE THAT WE HAD A QUALIFICATION OPPORTUNITY THAT WE WERE GOING TO LET PARENTS KNOW BY JULY 11TH, WHAT THE STATUS OF THEIR APPLICATION WAS. FROM AN ELIGIBILITY AND SCREENING PROCESS, WE HAD A LOT OF CONVERSATION ON THAT, OBVIOUSLY. WE WANTED TO MAKE SURE THAT WE WERE VETTING OUR APPLICANTS. WE WERE LOOKING AT PROOF OF RESIDENCY, ATTENDANCE REPORT CARDS, STAAR RESULTS, BEHAVIOR, BUT MAKING SURE THAT WE WERE DOING THAT CENTRALLY AND WE HAVE A PROCESS CENTRALLY TO REALLY GO THROUGH THAT, VET THOSE, MAKE THOSE DECISIONS SO THAT BY THAT JULY 11, 2025 TIMELINE, WE COULD MAKE SURE WE NOTIFY PARENTS. ONE OF THE THINGS THAT WE DISCUSSED, WE HAVE A 90% CAPACITY RULE. ONE OF THE THINGS THAT WE DON'T WANT TO DO IS IF WE ARE FORTUNATE ENOUGH AND THIS MOVES FORWARD AND WE DO GET FAMILIES, WE DON'T WANT TO OVERCROWD CAMPUSES. MAKING SURE THAT WE KEEP AN EYE ON CAPACITY. APPROPRIATE STAFFING HAS TO BE CONSIDERED. PROGRAM AVAILABILITY. THEY HAVE TO KNOW IF YOU'RE ASKING TO TRANSFER TO A BUILDING THAT THEY'RE CLEARLY AWARE OF WHAT PROGRAMS EXIST, AND WE NEED TO KNOW INTERNALLY WHETHER YOU'RE GOING TO OR NOT COME TO SCHOOL IN RICHARDSON ISD, SO THEN WE CAN FLEX AND WE CAN MAKE SURE THAT WE UNDERSTAND WHAT WE NEED TO DO FROM A DISTRICT STANDPOINT. IT'S AN ANNUAL REAPPLICATION PROCESS. OBVIOUSLY, TRANSPORTATION, FROM A COST PERSPECTIVE, FAMILIES FROM THE OUTSIDE, WOULD NEED TO PROVIDE THEIR OWN TRANSPORTATION. WE ALL FOLLOW THE UIL GUIDELINES, EXTRACURRICULAR GUIDELINES FOR VARSITY ATHLETICS. WE KNOW THAT'S VERY IMPORTANT. WE DON'T WANT TO CREATE INELIGIBILITY SITUATION, SO WE'RE AWARE OF THOSE. ONE OF THE THINGS THAT I THINK THE COMMITTEE TALKED ABOUT WAS THE REVOCATION PROCESS. IF YOU'RE IN AND YOU'RE IN VIOLATION, YOU'RE NOT IN GOOD STANDING FROM AN ACADEMIC PERSPECTIVE, YOU STOPPED COMING TO SCHOOL, YOU'RE NOT INVOLVED AND ENGAGED AS A STUDENT, YOU HAVE DISCIPLINE ISSUES, AND YOU REALLY JUST FAILED TO MEET THOSE ADMISSION STANDARDS THAT YOU GOT IN ON, WE WOULD THEN HAVE A REVOCATION PROCESS FOR THAT TO OCCUR. REALLY, IN SUMMARY, WE WERE TRYING TO ADDRESS THOSE THREE PARTICULAR AREAS OF FINANCIAL PRUDENCE, EQUITABLE ACCESS, AND COMMUNITY TRUST. WE THINK WE'RE ABLE TO DO THAT WITH THOSE GUIDELINES. ONE OF THE REASONS WHY WE'RE IN THIS, OBVIOUSLY, IS THOSE SCHOOL DISTRICTS THAT DR. GIBBONS SHOWED YOU AROUND US, REALLY, IT'S NOT A COMPETITION, BUT WE ARE, IN A SENSE, KEEPING UP WITH THE DISTRICTS AROUND US, AND REALLY, AGAIN, IT WAS AN OUTGROWTH OF A BUDGET SUBCOMMITTEE. THERE WAS A FINANCIAL COMMITMENT DECISION-MAKING THAT WENT INTO CREATING THE GUIDELINES. AT THIS POINT IN TIME, I'LL TAKE ANY QUESTIONS AND REDIRECT THEM TO DR. GIBBONS IF YOU NEED ANY ASSISTANCE. >> I JUST HAVE ONE REALLY QUICK QUESTION. ON THE TIMELINE. I'M JUST CURIOUS, HOW DO YOU GUYS COME UP WITH THE TIMELINE OF APPLICATION PROCESS FOR THE DISTRICT, BECAUSE I THINK WE HAVE THE MAGNET PROGRAM, AND THEN JUST MULTIPLE DIFFERENT ONES. I ASKED THAT QUESTION BECAUSE I THINK ABOUT [03:15:01] PARENTS THAT ARE CONSIDERING THE PRIVATE SCHOOL OPTION, AND HOW DO WE GET AHEAD OF THEIR TIMELINE, AND BEAT THAT DECISION BEFORE? I'M JUST CURIOUS. >> THAT IS A GREAT QUESTION. WE AS A DISTRICT OR JUST RECENTLY, WE HAVE BEEN MEETING ABOUT FROM AN ENROLLMENT PERSPECTIVE, AND STUDENT SERVICES, AND THE COMMITTEE TALKED ABOUT REALLY ACCELERATING OUR TIMELINE TO GET ON THE SAME PAGE WITH DISTRICTS AROUND US BECAUSE IT FELT LIKE OUR TIMELINE WAS LACKING. WE'RE REALLY LOOKING AT WHAT OTHER DISTRICTS DO SO THAT WE'RE OBVIOUSLY IN A I DON'T WANT TO SAY COMPETITION, BUT WE DON'T WANT TO LOSE STUDENTS, TO OTHER DISTRICTS NOW. WE'RE SETTING OUR TIMELINES REALLY RELATIVE TO WHAT OTHERS ARE AND REALLY MAKING SURE THAT OBVIOUSLY THE MAGNET APPLICATION IS ONE OF THE FIRST THINGS THAT IS OUT THERE. >> I JUST WANT TO REITERATE ONE OF THE THINGS WE WANT TO MAKE SURE, AND I THINK WHY HAVE SO MUCH RESPECT FOR NEIGHBORING DISTRICTS IN THE DECISIONS THAT THEY MAKE. YOU MIGHT BE HEARING EVEN ON THE RADIO ADVERTISING FOR A DISTRICT OF NORTH WHO IS HEAVILY RECRUITING OPEN ENROLLMENT. BUT ONE OF THE REASONS WHY WE WOULD WANT TO TAKE A MUCH MORE MEASURED APPROACH, ESPECIALLY IN YEAR ONE, IS I WANT TO GIVE THE ASSURANCE IF WE HAVE A FAMILY THAT MOVES INTO A NEIGHBORHOOD SCHOOL, THAT THEY HAVE AN OPPORTUNITY, AND THEY HAVE A SEAT AT THEIR NEIGHBORHOOD SCHOOL. WE DO NOT WANT TO INCREASE OVERFLOW OR OUR CLASS SIZE WAIVERS AS A RESULT OF THIS. A LITTLE BIT OF EVEN WHY, WE RECOGNIZE THAT NOT KNOWING UNTIL JULY FOR SOME FAMILIES THEY'RE LIKE, I'M NOT GOING TO HAVE THAT UNCERTAINTY FOR MY FAMILY OR MY STUDENTS. BUT WE WANT TO FEEL REALLY GOOD LOOKING AT OUR ENROLLMENT, LOOKING AT CLASS SIZES, LOOKING AT DO WE HAVE THE OPPORTUNITY TO WELCOME THIS FAMILY? WE SEE THAT WE'RE GOING TO HAVE SPACE WHILE THROUGHOUT THE DURATION OF THAT STUDENT. I'M REALLY THINKING ABOUT ELEMENTARY. JUNIOR HIGH IN HIGH SCHOOL, WE HAVE MUCH MORE CAPACITY. IF WE ACCEPT THEM AS A SIXTH GRADER, WE'RE GOING TO HAVE ROOM FOR THEM AT EIGHTH GRADE. BUT AT ELEMENTARY, THOSE CLASSES CHANGE EVERY YEAR, AND ENROLLMENT CHANGES EVERY YEAR. WE WANT TO MAKE SURE IF WE WELCOME YOU AS A KINDERGARTNER THROUGH A TRANSFER LIKE THIS, COULD WE KEEP YOU ALL THE WAY THROUGH THAT SIXTH-GRADE YEAR? NOT THEN WHEN A NEIGHBORHOOD FAMILY MOVES IN, ALL OF A SUDDEN, WE CAN'T SERVE THEM AT THEIR NEIGHBORHOOD SCHOOLS. THAT'S ALSO A LITTLE BIT WHY THAT YOU'LL SEE THAT TIMELINE IS A LITTLE BIT MORE DELAYED. WE JUST WANT TO MAKE SURE THAT WE WOULD BE VERY MEASURED, AND SERVING RISD KIDS FIRST. >> TRUSTEE HARRIS. >> THANK YOU SO VERY MUCH. GREAT PRESENTATION. LOVE IT. IT LOOKS LIKE ALL THE THINGS THAT WE'VE HEARD THUS FAR ARE PRETTY POSITIVE. THEY LEARNING ON THE SIDE OF, HEY, THIS LOOKS PRETTY GOOD. MY QUESTION WOULD BE, CONSIDERING THE BUDGET THAT WE'RE GOING TO DISCUSS IN JUST A MOMENT, AND THE DEMOGRAPHER'S REPORT, AND ALL THE THINGS THAT WE'VE TALKED ABOUT HERE TONIGHT. WHY WOULD WE NOT CONSIDER EVEN LOOKING AT THIS ON A SMALL SCALE? WHAT'S THE NEGATIVE? >> WELL, I'LL TRIM IN WITH A COUPLE OF THINGS, AND THEN I'D LOVE TO HEAR OTHER FEEDBACK AS WELL. I KNOW FOR ONE THING, AND THIS IS A CONVERSATION WE'VE HAD INTERNALLY, AND WITH PRINCIPALS AS WELL AS WE RECOGNIZE THAT THERE'S A COMMUNITY THAT IS BUILT, AND ESPECIALLY AROUND OUR NEIGHBORHOOD SCHOOLS. AGAIN, I LIVE IN SPRING CREEK, AND THERE IS DEFINITELY ON THE SNOW DAY, WHAT WERE ALL THE FOURTH-GRADE BOYS DOING OVER AT SPRING CREEK? THEY WERE ALL PLAYING FAT FLAG FOOTBALL, AND THEY WERE ALL ABLE TO WALK IN THE SNOW, AND GET OVER THERE, AND PLAY. BEING AWARE THAT THIS COULD HAVE. ONE OF THE CONSIDERATIONS COULD BE IT COULD HAVE A CULTURE CHANGE ON THE CAMPUS. IF I'M A PRINCIPAL, AND NOW I AM SERVING STUDENTS THAT DO NOT LIVE IN MY GEOGRAPHIC ATTENDANCE BOUNDARIES, THAT COULD HAVE A CULTURE IMPACT. HOW AM I COMMUNICATING, THAT NEIGHBORHOOD FEEL, IT COULD HAVE AN IMPACT. I THINK ANOTHER PART OF THAT IS THAT IF YOU DID LOOK AT OUR DEMOGRAPHER'S REPORT, WE ALREADY HAVE A LOT OF MOBILITY EVEN WITHIN OUR NEIGHBORHOOD SCHOOLS TO OTHER SCHOOLS, AND OUR PRINCIPALS THAT WERE ON THE STEERING COMMITTEE. THEY SHARED. WELL, WE ALREADY HAVE KIDS THAT DON'T LIVE, WHETHER IT'S AN EMPLOYEE STUDENT OR WHETHER IT'S A TRANSFER FROM, AND THIS IS HOW WE ADDRESS THAT CULTURE. BUT IS THAT SOMETHING THAT WE NEED TO TAKE INTO CONSIDERATION? COULD THAT BE IDENTIFIED AS SOMETHING THAT WE NEED TO BE AWARE OF? ABSOLUTELY. THAT'S ONE OF THE ONES THAT I ABSOLUTELY HAS BEEN WEIGHING ON ME. >> TRUSTEE RENTERIA. >> I THINK, THOSE ARE GREAT POINTS TO MAKE ON BOTH SIDES, [03:20:03] BUT I AGREE WITH MS. HARRIS. IT'S GOOD TO KNOW WHY WE WOULD NOT. I KNOW THAT THERE'S A LOT OF TALK ABOUT PEOPLE WHO WANT TO COME IN, AND PEOPLE WHO WANT TO BE THERE, AND I THINK THAT'S GREAT, AND I MEAN TO DR. GIBBONS'S POINT THAT I'M VERY PROUD OF THE FACT THAT WE HAVE A SCHOOL DISTRICT THAT PEOPLE REALLY ADMIRE. THEY SEE THAT. THEY WANT TO BE HERE, THEY WANT THEIR KIDS TO COME HERE. HOMES AROUND HERE ARE SOMETIMES REALLY EXPENSIVE, TOO. IT'S HARD. BUT I THINK ABOUT THE FAMILIES THAT WANT TO STAY IN. WE WERE TALKING ABOUT THE MOBILITY RATE OF OUR STUDENTS. I KNOW THAT I'VE HEARD STORIES FROM PARENTS, WHERE AGAIN, BECAUSE THEY DON'T HAVE A HOME BUT THEY LIVE IN AN APARTMENT, AND THAT RENT GETS TOO HIGH, AND THEY HAVE TO MOVE. BUT THE STUDENT IS GREAT, AND BACK TO THE FIELD OF A NEIGHBORHOOD SCHOOL. THOSE ARE ALL THE FRIENDS THAT THIS CHILD HAS KNOWN. I'VE KNOWN THESE FRIENDS FOREVER, IT'S REALLY SAD IT'S FOR EVERYBODY. THE PARENTS ARE SAD, AND THAT THEY CANNOT STAY THERE, THEY CAN'T AFFORD TO. BUT THEY HAVE ESTABLISHED THEMSELVES LIKE ANYBODY ELSE WHO WOULD OWNED A HOME IN THAT AREA. WHEN EVERYBODY HAS TO GET UP, AND MOVE, IT'S LIKE THAT STUDENT THAT HAS NOT ONLY ESTABLISHED FRIENDSHIP BUT HAS JUST ALSO DONE REALLY WELL. IT'S BEEN GOOD FOR THEM. THEY ARE EXCEEDING, THEY'RE DOING WELL, AND THEN TO HAVE TO MOVE THEM OUT SOMEWHERE ELSE. NOW THE APARTMENT IS CHEAPER IN GARLAND OR IT'S CHEAPER IN DALLAS. I THINK IT'S ALSO A PLUS TO KEEP THOSE FAMILIES THAT WANT TO STAY IN RICHARDSON. BECAUSE IN THAT POINT, I MEAN, THE KIDS LOSE OUT ON THAT. BECAUSE HERE THEY ARE IN A GREAT SCHOOL WITH THEIR FRIENDS, AND THEY'RE DOING WELL, THEIR TEACHERS, AND NOW BECAUSE OF CIRCUMSTANCES IN THE FAMILY, WE HAVE TO MOVE OUTSIDE OF THAT. I THINK THAT THAT'S SOMETHING THAT I CONSIDER TOO BECAUSE THERE'S SOME REALLY GREAT FAMILIES WHO WANT TO STAY IN AS WELL TOO. BUT I THINK AGAIN, GOING BACK TO, I THINK THE MAIN POINT TOO IS THAT THERE ARE SO MANY PEOPLE WHO NOT ONLY WANT TO COME TO RISD WHO WANT TO STAY AS WELL TO. >> ONE OTHER JUST MISS HARRISON IS WERE THINKING ALSO ABOUT CONSIDERATIONS, AS MR. MINISCALCO, AND DR. GIBBONS SAID, THERE WAS A LOT OF GNASHING OF TEETH IN THE SUBCOMMITTEE AROUND THIS, AND, WHAT DOES THIS LOOK LIKE FEEL LIKE? AGAIN, THIS IS SOMETHING THAT'S VERY NEW FOR RICHARDSON ISD, THE COMMUNITY BUDGET STEERING COMMITTEE. THERE WAS NOT 100% AGREEMENT THAT IS THAT THIS MUST HAPPEN. I THINK OVERALL, THERE WAS A POSITIVE THIS SHOULD BE EXPLORED, AND I LOVE THAT WE'RE HAVING THIS CONVERSATION. ONE CONSIDERATION WHEN WE THINK ABOUT IT, AND THIS IS WHY AGAIN, IF WE'RE GOING TO MOVE FORWARD, I'M TRYING TO APPROACH THIS WITH A MEASURED APPROACH IS THE RESEARCH RIGHT NOW IN THE NUMBERS OUTSIDE OF, LET'S SAY, A GRAND PRAIRIE OR AN ARLINGTON. THE NUMBERS OF DISTRICTS WHO HAVE ALLOWED FOR OPEN ENROLLMENT, THERE'S NOT THIS SIGNIFICANT INCREASE IN ENROLLMENT WHERE, AGAIN, IT IS FIXED THEIR FINANCIAL DILEMMAS. I THINK WHAT THE COMMITTEE WANTED TO MAKE SURE OF IS WE WEREN'T GOING TO INVEST IN AN EXTRAORDINARY AMOUNT OF OUR DISTRICT RESOURCES WHICH ARE ALREADY LIMITED TO TRY TO RECRUIT A WHOLE BUNCH OF FAMILIES TO COME IN THE DISTRICT, AND THEN WE ONLY NET A SMALL NUMBER. THAT FELT COUNTERPRODUCTIVE TO THEM. THAT'S WHY WE REALLY ARE TRYING TO APPROACH THIS IF, AND I CAN JUST THINK OF SOME VERY SPECIFIC SMALL NEIGHBORHOODS THAT ARE JUST OUTSIDE THE BOUNDARIES. WE HAD A SITUATION, I WILL SAY EARLIER THIS YEAR WITH A PHENOMENAL FAMILY WHO LOVES OUR DISTRICT, AND LITERALLY JUST MOVED ACROSS THE STREET INTO A DIFFERENT APARTMENT COMPLEX, AND WOULD BE FEEDING INTO A DIFFERENT SCHOOL SO VERY LIMITED EXAMPLES OF WHERE [INAUDIBLE] WE ONLY HAD THAT, WE WOULD BE ABLE TO SERVE THOSE STUDENTS. BUT DO WE SEE THIS AS FIXING OUR FINANCIAL? DO WE SEE THAT WE'RE GOING TO GAIN 600 KIDS? DO WE HAVE A GOAL OF TRYING TO GAIN 600 KIDS? NO. IT IS, DO WE HAVE AN OPPORTUNITY TO SERVE MORE KIDS WHO WANT WHAT WE HAVE TO OFFER, AND WOULD IT HELP US WITH SOME EFFICIENCIES? YES. AGAIN, JUST WHAT I'M THINKING ABOUT, WHAT WOULD BE THE CONS, I DON'T THINK IS THE RIGHT WORD, BUT SOME OF THE THINGS TO JUST WEIGH. I THINK THAT'S ANOTHER ONE. >> THANK YOU SO MUCH FOR THAT PRESENTATION. GOING BACK TO YOUR CONVERSATION, MRS. BRANHAM ABOUT WHAT STUDENTS WE'RE COMING IN AND HOW MANY WE'RE GETTING OR HOW MANY WE'RE NOT GETTING. THAT WAS ACTUALLY PART OF MY QUESTION. HOW MANY STUDENTS ARE WE LIKE WHAT'S THE GOAL? IS IT 50? WAS IT 100? IS THERE A STUDY THAT WAS DONE TO ESTIMATE? WHAT IS THE GAIN VERSUS THE MARKETING COST? [03:25:04] >> YES, MA'AM. I THINK FOR IN OUR INTERNAL DISCUSSIONS, REALLY, AND I WISH I HAD A STUDY THAT I COULD REFER TO, BUT REALLY MY GOAL IS LIKE 100 KIDS. ARE WE GOING TO GET 100, 150 KIDS THAT WE COULD WORK WITH A LIMITED OPEN ENROLLMENT GUIDELINES, AND WORK THAT. BASED ON THAT, WHAT WAS THE EXPERIENCE THAT THEY HAD, ARE THEY SUCCESSFUL? ARE THEY WANTING TO COME BACK NEXT YEAR? THOSE ARE THE THINGS THAT WE'RE LOOKING AT. I DON'T HAVE HUGE GOALS FOR IT, BUT I WANT A SYSTEM IN PLACE AND ENOUGH KIDS IN THE SYSTEM SO THAT WE CAN GAUGE ITS EFFECTIVENESS. NOTHING SCIENTIFIC ABOUT THAT AT ALL. IT'S JUST MORE OF THAT MIGHT BE OUR GOAL AS WE'RE LOOKING AT THIS IF WE CHOOSE TO MOVE FORWARD. >> WHILE WE'RE NOT PIONEERS IN THIS, BECAUSE AGAIN, YOU SAW THERE ARE LOTS OF DISTRICTS WHO MOVE BEFORE US. MOST DISTRICTS WHEN THEY MOVE TOWARDS THIS PHILOSOPHY, THERE IS A BIG MARKETING CAMPAIGN, AND THEY DO HAVE A SIGNIFICANT WE'RE GOING TO TRY TO GET AS MANY STUDENTS IN AS POSSIBLE. AGAIN, WE'RE TRYING TO TAKE A VERY DIFFERENT APPROACH, SO IT'S HARD TO BENCHMARK THAT BECAUSE I GET YOU LIKE, ARE WE GOING TO GET ANY BANG FOR OUR BUCK? IS THIS EVEN SOMETHING THAT WE NEED TO CONSIDER? IT'S REALLY HARD TO BENCHMARK THAT. AGAIN, THAT GOES BY TO WHY WE'RE TRYING TO DO A LIMITED SCOPE. >> TOUCHING ON THAT, SINCE IT'S LIMITED, IF I GO BACK TO THE STORY OF THE FAMILY THAT MOVED AND THE GREAT FAMILY, HAD GREAT STUDENTS, BUT THEY MOVED ACROSS THE STREET TO A DIFFERENT DISTRICT, AND THEY WOULD WANT TO COME BACK. DO WE HAVE STATISTICALLY MAYBE AN ESTIMATE OF HOW MANY FAMILIES WE WOULD REACH OUT TO TO KNOW, OR IF WE DO THAT, WHAT REALLY IS THE ADVANTAGE? WE KNOW IT COSTS MORE MONEY TO TEACH A STUDENT THAN WHAT WE'RE GIVEN. HOW DOES THAT MAKE A BENEFIT TO US OUTSIDE OF KEEPING THE FAMILIES THAT UNFORTUNATELY MOVE OUT AND THEY WANT TO STAY? >> THE EASIEST, AND I DON'T MEAN TO DEFAULT, BUT IT'S 938. I'M GOING TO DEFAULT TO THIS EXAMPLE BECAUSE IT'S THE EASIEST TO PUT MY ARMS AROUND. I REALLY COME BACK TO A TRANSPORTATION ISSUE, OR EVEN IF YOU LOOK AT A CLASSROOM. THE COST OF HAVING THAT TEACHER IN THE CLASSROOM, AND TO RESOURCE IT. IF I HAVE 15 STUDENTS IN THAT CLASSROOM, I STILL HAVE MY COSTS ARE STILL THE SAME, AND I'M ONLY GENERATING OUR ADA FOR THOSE 15 STUDENTS. IF I HAVE AN OPPORTUNITY TO HAVE 18 STUDENTS IN THAT CLASS, THEN I'M GENERATING MY COSTS ARE THE SAME. NOW, AGAIN, GOING BACK TO MS. HARRIS'S QUESTION ABOUT WAIT, THAT TEACHER WOULD HAVE THREE MORE STUDENTS, SO THEY ARE GOING TO BE GRADING THREE MORE, THERE COULD BE SOME OTHER IMPLICATIONS THERE, BUT WE ARE GENERATING ADA FOR THREE MORE STUDENTS. THAT BUS, WE'RE GOING TO HAVE THAT SAME BUS. NOW WE HAVE AN OPPORTUNITY TO HAVE 38 KIDS ON THAT BUS VERSUS LET'S SAY MAYBE THE 30 THAT WE'RE ON. I'M MAKING UP THOSE NUMBERS. BUT THERE'S JUST AN OPPORTUNITY TO BE MORE EFFICIENT, BUT I THINK THAT'S WHERE I KEEP COMING BACK TO. THIS IS NOT MEANT TO BE A STRATEGY WHERE WE'RE GOING TO BRING BACK TO YOU A BUDGET REPORT NEXT YEAR, AND SAY, BECAUSE OF OUR EXPANDED INTERDISTRICT TRANSFER, WE SIGNIFICANTLY REDUCED OUR SHORTFALL BY LIKE THAT IS THAT IS NOT OUR. >> THE MAIN GOAL HERE, IT ACTUALLY CREATES SOME EFFICIENCIES IN UTILIZATION ACROSS THE BOARD. WITH THAT IN MIND, WHEN WE ACCEPT A STUDENT. DO WE PICK THE SCHOOL THAT STUDENTS GOING TO GO TO BASED ON AVAILABILITY? >> I WOULD SAY WHAT I'VE IDENTIFIED IS THAT THE FAMILY WOULD IDENTIFY HERE MY TOP THREE CHOICES. AGAIN, BECAUSE GEOGRAPHICS MAY COME INTO IT. I MAY NOT HAVE TIME BEFORE I GO TO WORK TO TAKE MY CHILD IF I'M LIVING IN THE SOUTHERN PART OF, LET'S SAY RIGHT ACROSS THAT DALLAS LINE. I MAY NOT BE ABLE TO BRING THEM ALL THE WAY TO SPRING CREEK, FOR EXAMPLE, BUT I CAN BRING THEM TO THESE THREE GEOGRAPHIC. IF I DON'T HAVE A SPOT THERE, THEN I MAY NOT BE ABLE TO BRING THEM. WE WOULD HAVE THEM IDENTIFY THEIR TOP THREE CAMPUSES. IF WE COULDN'T FIT THEM IN, AND WE COULD FIT THEM INTO ONE THAT WAS, LET'S SAY A MILE AWAY, WE MIGHT OFFER THAT WE CAN'T FIT YOU INTO THIS CAMPUS, BUT WE CAN'T FIT YOU INTO THIS IF YOU'RE SOMETHING THAT'S INTERESTED IN AND THEY COULD MAKE THAT DECISION. >> THAT MAKES SENSE BECAUSE MY NEXT QUESTION WAS, HOW DO WE AVOID LATE ARRIVALS IN TRUANCY. IT BECOMES A TASK TO GET THEIR STUDENT TO SCHOOL IF IT'S TOO FAR, THAT'S ALL I HAVE. THANK YOU. >> TRUSTEE [INAUDIBLE] >> I APOLOGIZE. I DO HAVE SEVERAL QUESTIONS ON THIS. COMING OUT OF THE BUDGET COMMITTEE, [03:30:01] I UNDERSTAND THAT YOU'RE SAYING THAT THE GOAL IS NOT TO SOLVE THE BUDGET ISSUE, BUT I DO BELIEVE THAT THAT WAS THE GOAL OF THE COMMITTEE ITSELF, RIGHT WAS TO FIND THAT. IF WE'RE ONLY GOING IF THAT WAS AP TO SOMEWHAT ALLEVIATE OUR DEFICIT BUDGET, BUT WE'RE GOING TO DO A SMALL IMPLEMENTATION. I FEEL LIKE WE ALREADY DO A SMALL IMPLEMENTATION BECAUSE WE DO IT FOR EMPLOYEES KIDS. WE ALREADY DO THAT, THEN TWO THINGS. ONE I'M NOT SURE WE'RE REALLY IF WE'RE DOING A SMALL INVITATION, IT MAY NOT BE SOLVING WHAT WE WERE TRYING TO SOLVE TO START WITH. MAYBE IT WOULD I UNDERSTAND THE EFFICIENCY SIDE OF THAT. BUT ALSO TWO, I KNOW THAT WE'VE USED THAT AND TAUGHT THAT AS A TEACHER RETENTION AND HIRING TOOL AS WELL, AND YOU ESSENTIALLY ELIMINATE THAT AS AN OPT AS A PIECE OF THAT. BECAUSE IF THEY CAN LIVE ANYWHERE, IT DOESN'T MATTER WHETHER THEY WORK HERE, THEY CAN LIVE ANYWHERE AND BRING THEIR KID HERE. IT WOULD IN SOME WAY ELIMINATE THAT AS A BENEFIT, AND HIRING. IF WE'VE BEEN USING THAT. >> SORRY. I DON'T MEAN TO INTERRUPT. >> YES, PLEASE. >> SORRY. [INAUDIBLE] REALLY WHERE WE WOULD PRIORITIZE THIS IS OUR EMPLOYEES ARE PRIORITIZED WITHIN THAT WINDOW OF INTERDISTRICT TRANSFERS. THESE WOULD BE FAMILIES WHOSE PARENTS DO NOT WORK IN THE DISTRICT BUT HAVE FAMILIES WHO ARE INTERESTED IN COMING TO THE DISTRICT. >> MAYBE BUT THEY MAY NOT WANT TO COME TO WORK HERE BECAUSE THEY DON'T NEED TO KNOW IF THEY WANT THEIR KID TO COME TO RICHARDSON. RIGHT NOW, IF THEY WANT THEIR KID HERE, THEY WORK HERE AND WE USE IT AS AN ATTRACTION PIECE, RIGHT TO BRING FOLKS ON. YOU LOSE THAT BENEFIT. I'M NOT SAYING THAT I'M NOT YOU MAY OR MAY NOT SWAY. I DON'T KNOW. >> BUT I DO THINK IT IS JUST SOMETHING THAT WE'D WANT TO CONSIDER. ALSO TOO, WHEN I THINK ABOUT IT FROM THE NEIGHBORHOOD SCHOOL CONCEPT, TO YOUR POINT, IT WOULD CHANGE POTENTIALLY SOME OF THE NEIGHBORHOOD SCHOOL CONCEPT. TO ME, THAT'S A BIG DEAL. I THINK IT'S SOMETHING WE'VE HUNG OUR HAT ON THERE FOR A WHILE. >> WELL, ONE OF THE THINGS THAT WE HAVE AN OPPORTUNITY TO CONSIDER, AND IF THAT IS SOMETHING THAT THE BOARD SAYS, "WAIT A MINUTE, WE NEED TO MAKE SURE THAT WE HAVE A CAP ON THAT." WE HAVE TALKED ABOUT, FOR EXAMPLE, IT MIGHT BE THAT WE EVEN HAVE A CAP PER CAMPUS. FOR EXAMPLE, IF YOU'RE IN AN ELEMENTARY CAMPUS, EVEN IF YOU HAD CAPACITY, IN YEAR 1, FOR EXAMPLE, WE'RE NOT GOING TO ALLOW ANY MORE THAN FIVE INNER DISTRICT TRANSFERS. WE'RE NOT TALKING ABOUT EMPLOYEES, I'M JUST TALKING ABOUT MORE OF THIS OPEN ENROLLMENT SIDE. WE MAY ONLY ALLOW FIVE AT THE ELEMENTARY LEVEL, 25 AT THE JUNIOR HIGH LEVEL AND 50 AT THE HIGH. THAT WOULD HAVE TO BE A NUMBER THAT WE WOULD MASSAGE. BUT TO ENSURE THAT THERE WASN'T A SIGNIFICANT INCREASE OUTSIDE OF THAT NEIGHBORHOOD FIELD, THAT COULD BE SOMETHING THAT COULD HELP CURB THAT, IF IF THAT WAS A CONCERN OF THE BOARD. >> I JUST THINK IT'S WORTH CONSIDERING. AGAIN, I REALLY WANT TO THINK THIS ONE THROUGH. YOU'RE ASKING, THE OTHER PEOPLE ARE DOING. I DON'T KNOW THAT YOU'RE ASKING, IT WAS JUST PUT OUT HERE BUT YOU'RE FUNDAMENTALLY CHANGING HOW THE DISTRICT OPERATES WHEN YOU DO SOMETHING LIKE THIS. IF YOU'RE GOING TO DO THAT, I JUST THINK YOU REALLY WANT TO CONSIDER ALL THE REASONS WHY YOU WOULD TO MAKE SURE IT'S THE BEST BENEFIT IN EITHER SOLVING THE ISSUE OR MAKING A DENT OR DOING SOMETHING THAT'S A BIG BENEFIT FOR THE DISTRICT ITSELF. >> AGAIN, WE'VE ALL BEEN WRESTLING WITH THIS, AND WHAT DOES THIS LOOK LIKE? IF WE HAVE AN OPPORTUNITY TO DO THIS ON A SMALLER SCALE AND TO BE A LITTLE BIT MORE CONSERVATIVE AS WE LEAN INTO THIS BEFORE THE ENROLLMENT GAP GETS BIGGER, I THINK THAT'S PART OF, CAN WE EVEN TRY TO SEE IF IT WORKS? DOES THIS IMPACT OUR CULTURE? DOES IT PUT MORE WEIGHT ON OUR PRINCIPALS AND OUR PTAS? THEY SAY, HEY, WAIT A MINUTE, THIS IS NOT WHAT WE THOUGHT IT WAS AND WE WILL HONOR THE TRANSFER OF THOSE THAT CAME IN IN YEAR 1, BUT WE WOULD NOT DO IT, OR ACTUALLY, THIS IS WORKING REALLY WELL, THE THINGS THAT WE THOUGHT WERE GOING TO BE BARRIERS ARE NOT, AND IT MIGHT BE SOMETHING THAT WE WANT TO LEAN INTO OVER TIME. WE'VE BEEN WRESTLING WITH HAVING THAT SAME LOOK FORWARD. >> THAT'S TRUE. BUT I ALSO THINK TOO, ONCE YOU OPEN THE GATES, YOU CAN'T UNRING THE BELL. AFTER WE DO THAT, IT'D BE VERY HARD TO WALK BACK IF WE DECIDED, WE DON'T LIKE THIS, IT'S NOT IMPLEMENTING AS WELL, IT IS CAUSING A STRAIN. I DON'T KNOW THAT YOU WOULD EASILY JUST WALK THAT BACK, PER SE. [03:35:04] YOU'RE TALKING ABOUT KICKING KIDS OUT OF DISTRICTS TO THE POINT OF MAKING FRIENDS AND DOING THIS [INAUDIBLE]? >> YES. THANK YOU. [OVERLAPPING] I WOULD SAY THAT STUDENTS THAT WERE OFFERED THE INNER DISTRICT TRANSFER IN YEAR 1, WE WOULD HONOR THEIR TRANSFER. WE WOULD CLAIM THAT NO ONE NEW COULD TAKE ADVANTAGE OF IT, IF THAT MAKES SENSE. IF IT WAS OFFERED TO YOU IN YEAR 1, AND THEN WE REALIZE, WAIT A MINUTE, THIS IS NOT A LONG TERM STRATEGY WE WOULD WANT TO USE IN RICHARDSON ISD. IF YOU WERE A YEAR 1 INTER DISTRICT TRANSFER STUDENT, WE WOULD CONTINUE TO OFFER THAT TRANSFER TO YOU AS LONG AS YOU MET THE CRITERIA. WE WOULD NOT OPEN IT FOR ANY NEW STUDENTS. WE WOULD CLOSE IT. [NOISE] >> MISS TIMMY, WE ARE GOING TO HAVE OUR PRESENTATION NEXT MONTH AROUND CHOICE PROGRAMMING AND MAGNETS, AND SOME OF THOSE EXPANSIONS AND IDEAS, SO IF IT'S SOMETHING THAT YOU GUYS AS A BOARD WOULD FEEL COMFORTABLE WITH TOO, WE COULD LOOK AT THIS BASED ON HEARING THAT INFORMATION AS WELL AND SEE IF THERE'S A HIGHER COMFORT LEVEL AROUND WHAT THIS IS LOOKING LIKE BASED ON THE INFORMATION THAT YOU RECEIVE NEXT MONTH TOO. WE HAVE SOME TIME TO DEVELOP THIS, SO THAT'S AN OPTION. >> ABSOLUTELY. AGAIN, I THINK THERE'S SOME REAL PROS FOR IT. I THINK THERE ARE JUST SOME OTHER SIDES THAT WE WANT TO CONSIDER IT. AGAIN, IF YOU'RE GOING TO CHANGE THE WAY DISTRICT FUNDAMENTALLY WORKS, I THINK YOU HAVE TO DO DUE DILIGENCE AND YOU'VE GOT TO LOOK AT THIS FROM ALL SIDES. I KNOW THAT TOO, IT DOESN'T HAVE TO BE AN ALL OR NOTHING PIECE. DALLAS ISD, I KNOW THEY HAVE SOME REALLY FANTASTIC PROGRAMS, AND THEY HAVE SOME OPEN ENROLLMENTS IN THOSE PROGRAMS. I THINK WE'VE TALKED ABOUT THAT WE WANT TO DO BETTER ON OUR MAGNET PROGRAMMINGS AND OTHER THINGS LIKE THAT. I THINK THERE'S A PIECE THAT IF YOU WANT TO SLOW ROLL THAT IN THAT YOU CAN HAVE SOME EXCELLENT PROGRAMMING, AND YOU CAN OPEN THAT UP TO A SIMILAR TO A BOOKER T, OR SOME OF THE OTHER THINGS THAT ARE DONE VERSUS POTENTIALLY A FULL PIECE. THAT GOES FROM EXCELLENT PROGRAMMING. >> LETICIA, JUST BECAUSE YOU HAVE THAT RESIDENT EXPERIENCE IN DALTON, AND I DON'T WANT TO PUT YOU ON THE SPOT. >> YOU DID. [LAUGHTER] >> I DID. I'M SORRY. I APOLOGIZE. BUT I THINK YOU BRING UP A GREAT POINT. IN TERMS OF INTER DISTRICT TRANSFER AND THAT OPEN ENROLLMENT PHILOSOPHY, IS IT LIMITED TO THEIR CHOICE PROGRAMMING, OR IS IT IF ANY OUT OF DISTRICT WANTS TO GO TO ANY CAMPUS AND THEY HAVE SPACE, THEY ALLOW THAT? DO YOU KNOW? >> NOW I HEAR FROM ALL THE DALLAS PEOPLE. YOU ARE WRONG, NO. IT'S ACTUALLY OPEN NOW. THERE WAS A PERIOD OF TIME WHERE DALLAS DID NOT ALLOW INTER DISTRICT TRANSFERS WITHOUT A TUITION CAUSE. SCHOOL DISTRICTS HAVE GOTTEN AWAY FROM THAT BECAUSE FINANCIALLY, IT JUST WASN'T WORTH. ALSO, THE ADMINISTRATIVE THINGS THAT GO ALONG WITH THAT, BUT IT'S OPEN. >> BUT THEY STARTED AS A HYBRID OPTION, CORRECT? >> THEY DID. >> THAT MIGHT EVEN BE SOMETHING WE COULD CONSIDER DIFFERENT FORMATS OF HOW WE MIGHT POTENTIALLY SLOW ROLL WITH THAT. I'M GOING TO DO THIS OFFLINE, THOUGH, I DO WANT TO LEARN JUST A LITTLE BIT MORE BECAUSE WE'RE TALKING ABOUT IF WE WOULD GET THEM. IF YOU DO THAT, IT COULD BE ELEMENTARY OR JUNIOR HIGH, OR IT COULD JUST BE HIGH SCHOOL. BUT I DO THINK WE WOULD PROBABLY WANT TO CAPTURE THEM FOR THE LONGEST PERIOD OF TIME, BUT THAT ALSO DOES BRING ME TO EVEN JUST LOOKING AT OTHER CONSIDERATIONS OF WHERE WE MIGHT BE ABLE TO CAPTURE. IF YOU'RE GOING TO SLOW ROLL WHERE THE PRIORITIES WOULD BE, I JUST WOULD LIKE TO STUDY THAT JUST A LITTLE BIT MORE. YOU SAID THAT NEXT MONTH WE'RE GOING TO TALK ABOUT PROGRAMMING? >> YES, MA'AM. >> NOW WE GO INTO THIS. >> YES. THANKS. AGAIN, TO EVERYONE'S POINT, WE HAVE A LOT OF DENSE CONVERSATIONS THAT WE'RE GOING TO BE HAVING IN THE NEXT COUPLE OF MONTHS, AND WE'RE TRYING TO CHUNK AND CHEW THIS FOR EVERYONE, INCLUDING OUR COMMUNITIES. THIS MONTH, WE WANTED TO LAY THE GROUNDWORK OF THIS IS WHAT AN EXPANDED INTER DISTRICT TRANSFER PROCESS COULD LOOK LIKE. NEXT MONTH, WE'RE BRINGING FIRST AND FOREMOST, HOW WE WANT TO DOUBLE DOWN ON OUR CURRENT MAGNET PROGRAMMING, AND THEN WHAT WOULD OVERTIME AND EXPANDED CHOICE PROGRAMMING LOOK LIKE? THEN WE RECOGNIZE THAT WHILE THESE ARE SOMEWHAT SEPARATE, THEY'RE ALSO DUCKTAIL. WE KNOW THAT YOU CAN'T HAVE ONE CONVERSATION WITHOUT THE OTHER, AND SO TONIGHT, WE JUST WANTED TO TALK ABOUT THIS, AND THEN WE WANT TO MOVE INTO THE CHOICE PROGRAMMING AND KNOWING THAT WE HAVE TO BRING THESE BACK TOGETHER. >> BUT YOU ARE LOOKING AT IF WE'RE GOING TO DO THIS FOR NEXT YEAR, AND WE'RE LOOKING AT THOSE APRIL TIMELINES. THAT DOES PUT US SOMEWHAT ON A TIME CRUNCH TO LOOK AT THIS BECAUSE IF WE DID, THEN YOU WOULD HAVE TO HAVE THOSE POLICIES OUT, AND WE WOULD HAVE TO DO THOSE PIECES AND BE ABLE TO ADVERTISE, [03:40:02] AT LEAST IN SOME WAY, SHAPE, OR FORM, SOME OF THIS. CORRECT? >> WE WOULD HOPE BY THE MARCH MEETING TO HAVE SOME DIRECTION. >> THAT'S ALL I HAVE. THANK YOU. >> I JUST HAVE A QUESTION FOR MISS TIMMY'S COMMENTS. WHEN YOU SAY IF WE WERE TO SLOW ROLL THIS, DO YOU AGREE OR DO YOU FEEL LIKE SLOW ROLLING IT FOR THE CHOICE PROGRAMMING AND MAGNET PROGRAMMING IS A GOOD PLACE TO START? >> YOU'RE ASKING ME? I DON'T KNOW. I DON'T THINK IT'S A ZERO SUM GAME. I DON'T THINK IT'S ALL OR NOTHING. I THINK THERE ARE OPTIONS TO LOOK AT THAT, AND I JUST DON'T I WANT TO THINK THROUGH THE OPTIONS BEFORE I CAST AN IMPORTANT VOTE. MAYBE, BUT THAT OF COURSE COMES TO HOW THE PROGRAMS ARE GOING TO LOOK DIFFERENTLY GOING FORWARD AND WHAT WE'RE INVESTING IN THAT, IN MY OPINION, FOR ME AND FOR MY VOTE. >> ANOTHER QUESTION ABOUT DISDS. YOU MENTIONED A VERY SELECTIVE PROCESS OR OPEN ENROLLMENT, WHAT'S THE DIFFERENCE? BECAUSE I KNOW YOU HAVE TO APPLY AND THEY DO HAVE SOME VERY RIGOROUS APPLICATION PROCESSES FOR THEIR CHOICE PROGRAMMING THERE, SO IS THAT NOT CONSIDERED OPEN? >> YES. NEXT MONTH, WHEN WE BRING TO YOU MAGNET AND CHOICE, WE'RE GOING TO TALK A LITTLE BIT AROUND MAGNET PROGRAMMING AND WHAT THE APPLICATION PROCESS NEEDS TO LOOK LIKE FOR MAGNET PROGRAMMING, AND THEN WHAT HAPPENS WITH CHOICE. BOTH OF THOSE, FOR EXAMPLE, COULD BE OPEN ENROLLMENT. I'M GOING TO USE BOOKER T, JUST AS AN EXAMPLE, YOU HAVE TO HAVE A REALLY STRONG ADVANCED SKILL SET IN ONE OF THE PERFORMING ARTS TO EVEN BE CONSIDERED FOR BOOKER T, SAME THING WITH TOWNVIEW. HOWEVER, IF YOU LOOK AT ONE OF THEIR CHOICE SCHOOLS LIKE THE BARACK OBAMA LEADERSHIP ACADEMY, THE APPLICATION PROCESS, IT MAY NOT BE BASED UPON MERIT. THERE ARE OTHER CONSIDERATIONS OF WHETHER OR NOT YOU'RE GOING TO GET A SEAT AND GO TO BARACK OBAMA LEADERSHIP ACADEMY. THAT'S SOME OF WHAT WE WOULD BE BRINGING FORWARD AROUND. WITH CHOICE, FIRST, HOW DO GET BETTER AT WHAT WE'RE DOING NOW WITH OUR MAGNET PROGRAMMING, AND DOWN THE LINE, WHAT IS OUR CHOICE PROGRAMMING? AS A DISTRICT, DO WE EVEN WANT TO EXPAND CHOICE PROGRAMMING OR WHAT WE HAVE RIGHT NOW IS WHAT WE WANT TO HAVE? THAT'S PART OF THAT CONVERSATION. WE NEEDED TONIGHT TO AT LEAST GET THIS CONVERSATION STARTED TO EVEN KNOW WHAT ARE THE THINGS YOU WANT US TO BRING BACK? WHAT WOULD IT LOOK LIKE IF WE DID IT JUST FOR CHOICE PROGRAMMING? WOULD YOU WANT IT TO SEE LIKE, IN YEAR 1, WE'RE GOING TO ONLY DO SECONDARY? WHAT WOULD THAT LOOK LIKE IF WE STARTED WITH SECONDARY AND THEN THE FOLLOWING YEAR WE LOOKED AT ELEMENTARY, OR SECONDARY BUT IF THEY HAD A YOUNGER SIBLING IN ELEMENTARY? THAT'S PART OF WHAT WE NEEDED THIS CONVERSATION. IF IT'S A NO GO, THE BOARD SAYS, OUR STAFF, WE HAVE TO PRIORITIZE AND FOCUS OUR TIME. THIS IS SOMETHING THAT THE BOARD SAYS, WE DON'T WANT TO ENTERTAIN, THEN THAT TAKES THIS OFF THE TABLE AND WE CAN GO FORWARD AND USING OUR ENERGY IN A DIFFERENT WAY. THE BOARD SAYS, HEY, THIS HAS AT LEAST SOME MERIT AND WE WANT TO CONTINUE TO EXPLORE IT, THEN THAT LETS US KNOW, HERE ARE THE THINGS WE NEED TO BRING BACK SO THAT THE BOARD CAN MAKE A REALLY GOOD INFORMED SET OF DIRECTIONAL FEEDBACK FOR US. >> BUT EITHER WAY, THERE IS A APPLICATION PROCESS WITH THIS PROGRAM? >> YES. WHAT WE WOULD BE TALKING ABOUT, AND AGAIN, THIS DOES ALIGN WITH OUR BENCHMARK DISTRICTS, IF YOU WERE A FAMILY AND YOU DON'T LIVE IN RICHARDSON ISD, YOU WANT YOUR CHILDREN TO GO TO ISD, HERE'S THE APPLICATION. YOU HAVE TO SUBMIT STAR SCORES, YOUR ATTENDANCE, AND IF IT'S A LITTLE ONE, IT WOULD BE STAR SCORES. THERE WOULD BE OTHER MEASURES THAT WE WOULD LOOK AT. WE WOULD LOOK AT EXPECTATIONS AROUND BEHAVIOR, ATTENDANCE, TARDIES. FIRST, YES, YOU HAVE TO MEET A CERTAIN CRITERIA AND THERE'S A RUBRIC SCORE THAT WE WOULD GIVE TO SAY, YES, YOU HAVE. NOW, JUST BECAUSE YOU MET THAT RUBRIC SCORE, DOESN'T MEAN THEN THAT WE HAVE A SEAT IN YOUR TOP 3 SCHOOLS. THEN IF YOU ARE THEN PERMITTED A SEAT, BUT THEN YOU ARE COMING LATE, YOUR SCORES ARE YOU DON'T MAINTAIN THAT COMMITMENT TO ACADEMICS, THEN IT MIGHT BE WHERE WE REVOKE TRANSFERS. THAT'S VERY SIMILAR TO WHAT WE DO NOW. BOTH FOR INTER DISTRICT AND INTRA DISTRICT, THERE'S A REVOCATION PROCESS IF YOU DON'T MEET THAT COMMITMENT. >> MISS TIMMY ALSO MENTIONED THAT THIS WOULD CHANGE THE DISTRICT, HOW IT'S ALWAYS OPERATED. CAN WE GET A REALLY CLEAR RUNDOWN OF THE DIFFERENCES IN HOW WE OPERATE VERSUS WHAT THIS WILL LOOK LIKE AS FAR AS OPERATIONS? >> WELL, OPERATIONALLY, I WOULD SAY IT'S MORE LIKE A CULTURE SHIFT. >> I WAS SPEAKING LIKE IF WE HUNG OUR HEAD ON NEIGHBORHOOD SCHOOLS AND THINGS LIKE THAT, AND IF YOU LIVE HERE AND THEN [03:45:02] THIS IS WHERE YOU GO AND WE HAVE THESE SMALL NEIGHBORHOOD SCHOOLS, THAT'S WHAT I WAS TALKING ABOUT, THE FUNDAMENTAL OPERATION. ESSENTIALLY, I'M NOT TALKING ABOUT TRANSFERS MAGNET CHOICE, I'M TALKING ABOUT JUST IN GENERAL, THAT THOSE COMMUNITIES ARE TOGETHER IN THAT PIECE. IF YOU START HAVING PEOPLE FROM ALL OVER EVERYWHERE, YOU LOSE THAT PIECE. IT'S JUST THE FUNDAMENTAL DIFFERENCE. WE'VE ALWAYS TALKED ABOUT WE'RE SMALL NEIGHBORHOOD SCHOOLS. THAT'S BEEN THE PHILOSOPHY OF THE DISTRICT OVER TIME. >> ANOTHER IDEA, JUST THINKING ABOUT WHAT YOU JUST SAID MAKES PERFECTLY GOOD SENSE. WE NEED TO CONSIDER ALL THINGS AND CONSIDER OUR COMMUNITY AND THE NEIGHBORHOOD SCHOOLS, IF IT'S SOMETHING YOU WERE THINKING OF SLOW ROLLING OUT. I KNOW YOU'RE THINKING OF THIS. I KNOW YOU'VE ALREADY OUGHT OF IT. >> MAYBE NOT. >> YOU PROBABLY HAVE. BUT IF IT'S A SCHOOL WHERE THE NEIGHBORHOOD DOES NOT SUPPORT IT, THE NEIGHBORHOOD DOES NOT FEED IT, AND I'M JUST THINKING BECAUSE I GO TO STULTS, IT'S JUST AN EXAMPLE OF A SCHOOL WHERE MY NEIGHBORHOOD PARENTS DON'T FEED INTO THAT SCHOOL PARTICULARLY. THAT'S JUST ANOTHER IDEA. IF YOU HAVE A SCHOOL THAT WAY, MAYBE THERE'S A PLACE WHERE YOU CAN PILOT IT OR START SOMETHING LIKE THAT. NOT SAYING THAT THAT'S MY VOTE, JUST AN IDEA. >> I'M WITH YOU. ABSOLUTELY. >> TRUSTEE HARRIS. >> MINE JUST BASICALLY PIGGYBACKS ON WHAT TRUSTEE MCGOWAN JUST ALLUDED TO, WHICH WAS THE NEIGHBORHOOD SCHOOL CONCEPT. I GUESS FOR ME, MY ONLY ASK, I'M VERY INTERESTED. I'D LOVE TO TEST IT OUT AFTER YOU BRING FORTH THE LOGISTICS OF IT AND ALL THAT GOOD STUFF. BUT I GUESS MY ONE ASK IS TO MAKE SURE THAT PROJECT RIGHT SIZE, THAT WE SHARE THE LOVE, BASICALLY. BECAUSE I GUESS MY CONCERN IS THERE ARE SEVERAL SCHOOLS IN THE DISTRICT THAT I REALLY DON'T CONSIDER NEIGHBORHOOD SCHOOLS BECAUSE HALF THE NEIGHBORHOOD DON'T ATTEND THOSE SCHOOLS, OR YOU HAVE SCHOOLS THAT ARE HAVE MOSTLY APARTMENT KIDS THAT ARE THERE THAT HAVE HIGH MOBILITY. I JUST DON'T WANT TO SEE US JUST HAVING THIS, EVERYONE WANTS TO GO TO PRAIRIE CREEK. YOUR TOP 3 LIST IS GREAT, BUT IT'S I'D LIKE TO SEE HOW WE'RE REALLY GOING TO MANAGE THAT. >> JUST TO LEVEL SET, AND WE AGREE WITH THAT, THE FAMILY I'M TALKING ABOUT RIGHT NOW IS AT A CAMPUS WITH HIGH NEEDS. I KNOW WHAT THEY HAVE DONE FOR MY KIDS, AND I WANT THEM TO STAY HERE BECAUSE THEY KNOW MY KIDS, THEY KNOW MY KIDS STORY. MY CHILDREN ARE PERFORMING AT HIGH LEVELS, AND I DON'T WANT TO INTERRUPT THAT CHANGE BECAUSE I CAN'T AFFORD THE APARTMENT HERE ANYMORE AND I HAVE TO GO OVER HERE. EVERYTHING THAT YOU-ALL ARE SAYING ARE ALL OF THE THINGS THAT WE ARE CONTEMPLATING AS WELL. ONE OF THE THINGS THAT I'LL MAKE SURE THAT WE SEND TO YOU, AND MS. HAYES, IF YOU CAN HELP ME SOONER RATHER THAN LATER, THAT TRANSFER IN AN OUT SHEET, I THINK WOULD REALLY HELP THE BOARD AS WELL HAVE CONTEXT AT EVERY CAMPUS, HOW MANY NEIGHBORHOOD FAMILIES ARE ACTUALLY ATTENDING THAT NEIGHBORHOOD VERSUS HOW MANY ARE TRANSFERRING OUT TO OTHER SCHOOLS FOR A VARIETY OF DIFFERENT REASONS. WE'LL MAKE SURE TO GET THAT SOONER THAN LATER SO YOU-ALL CAN START PROCESSING THAT. >> TRUSTEE RENTERIA. >> I JUST WANTED TO ADD THAT I THINK I KEPT HEARING THE WORD OPPORTUNITY. MISS BRANDON, YOU MENTIONED THAT IT'S AN OPEN OPPORTUNITY. I THINK THAT'S WHAT I LIKE ABOUT THIS, AND AGAIN, EXPLORING THIS IDEA. I THINK THAT WHEN WE TALK ABOUT OPPORTUNITIES IN GENERAL, THAT OUR DISTRICT ALWAYS STRIVES TO DO THAT. JUST MAKE IT OPEN TO EVERYONE, AND THERE'S JUST OPPORTUNITY FOR SUCCESS, OPPORTUNITY FOR GROWTH. WE USE THAT WORD AND I THINK THAT THIS IS JUST ANOTHER EXAMPLE OF JUST SEEING WHAT OPPORTUNITIES IT WOULD BRING, JUST TO TEST IT OUT AND SEE THAT IT CAN BE SOMETHING POSITIVE. I DEFINITELY SEE MISS TIMMY'S POINT, BUT I THINK ON THE OTHER SIDE AS WELL, TOO, TO YOUR POINT, IT ALSO MAY FLOW VERY WELL. WE HAVE OTHER DISTRICTS THAT HAVE DONE IT NEIGHBORING. ANYWAY, JUST THE WORD OPPORTUNITY IS WHAT STOOD OUT FOR ME, AND I LIKE THAT. >> SORRY, JUST ONE MORE THING. >> SURE. JUST SAY IT. >> I WAS JUST THINKING AGAIN, TIMMY'S POINT, AND I KNOW I'M SURE EVERYONE HAS THE SAME THOUGHTS AS WELL. MRS. BRANHAM, YOU MENTIONED OUR PTAS AND OUR PARENTS, AND WE DON'T WANT TO BE A DISRUPTION. WE DON'T WANT TO DISRUPT THE NORMALCY, WE DON'T WANT TO DISRUPT THE NEIGHBORHOOD FEEL IN THE SCHOOL, AND THAT'S REALLY IMPORTANT TO OUR DISTRICT, TOO. TREAD LIGHTLY, AND WE HAVE TO REALLY STRONGLY CONSIDER THE COMMUNITIES THAT DO TRULY HAVE THAT NEIGHBORHOOD SCHOOL FEEL. THAT'S IT. [03:50:02] >> JUST TO ADD TO WHAT MRS. MCGOWAN SAID. I THINK THAT ALSO ON THE OTHER SIDE OF THAT IS THAT WHEN YOU HAVE PTA, WE SAW WITH PROJECT RIGHTSIZE, AND HOW THEY CAME TOGETHER AND HOW WE CAN MOVE AROUND AND STILL HAVE THAT SENSE OF, THIS IS MY COMMUNITY WHEN I'M IN SCHOOL, THESE ARE WHO MY FRIENDS ARE. FOR MANY OF OUR MAGNET FAMILIES, MY KIDS, THEY WENT TO A MAGNET. THEY WERE NOT WITH THEIR NEIGHBORHOOD. NOW, I'M NOT SAYING THAT'S FOR EVERYBODY, BUT TO MRS. HARRIS' POINT, IS THAT THOSE PARENTS CHOOSE TO PUT THEIR KIDS OR TO APPLY AND DO THE PROCESS AND EVERYTHING TO BE AT A MAGNET. THERE'S ALSO THAT COMPONENT OF, I THINK THAT'S WHY IT WOULD BE GREAT TO ALSO HAVE WHAT YOU JUST MENTIONED TO SEE HOW MANY OF THESE SCHOOLS, LIKE WHO ACTUALLY GOES IN THE NEIGHBORHOOD AND WHO DOESN'T, AND AGAIN, I JUST THINK THAT THAT'S ALSO JUST A GREAT IDEA. >> TRUSTEE PACHECO. >> THANK YOU. JUST TO GO BACK TO THE FINANCIAL ASPECT OF THIS SITUATION AND WHY IT'S HERE. WHEN WE TALK ABOUT EFFICIENCIES AND UTILIZATION, I THINK THE THING THAT I WOULD LIKE TO SEE IS, HOW IS THAT IMPROVED IF WE DID THIS? LIKE HOW YOU EXPLAINED IT TO IT, I THINK THE COMMUNITY SHOULD HEAR HOW DOES THAT IMPROVE? IT NOT NECESSARILY GIVES US A LOT OF MONEY, WE'RE NOT GOING TO HAVE A HUGE AMOUNT, MILLIONS AND MILLIONS OF DOLLARS OF WINDFALL OR ANYTHING. HOWEVER, BECAUSE OF UTILIZATION AND CAPACITY USE, WE DO HAVE SOME SAVINGS, AND I THINK THE COMMUNITY SHOULD SEE AN ESTIMATE OF SOME SORT OF WHAT THAT WOULD LOOK LIKE IF THIS WERE TO HAPPEN WITH 50 KIDS OR 100 KIDS IN THE DISTRICT, WHATEVER. BECAUSE WE SAVE ON TRANSPORTATION COSTS, WE'RE GOING TO SAVE ON THE COST OF A TEACHER, BECAUSE WE HAVE MORE KIDS, JUST DIFFERENT THINGS LIKE THAT. >> THAT'S WHERE I GO IN AND I'M LIKE, EVEN IF IT'S ONLY 100 KIDS, AND LET'S JUST EVEN SAY THEIR BASIC WATER IS $7,000 PER KID, THAT'S $700,000, THAT'S 16 TEACHERS. [LAUGHTER] ALL OF THOSE THINGS ARE OUR CONSIDERATIONS, AND WE'LL BE SURE TO BRING THAT BACK IN MORE DETAIL SO THAT THE BOARD CAN CONTINUE TO HAVE THE CONVERSATION. >> THANK YOU. >> [INAUDIBLE] MY CHANCE. FIRST OF ALL, THIS IS ALL GOOD COMMENTARY. THE REALITY IS THAT A COLLECTION OF OUR COMMUNITY CAME TOGETHER AND SAID, THIS IS ONE OF THE THINGS THAT WE RECOMMEND. WE DON'T HAVE THE LUXURY BECAUSE THE STATE AND SOME OF THE THINGS THAT WE'RE FUNDING. YES, IT MAY BE A LITTLE BIT AND EVERY LITTLE BIT. IT WAS NOT GOING TO BE ONE THING THAT WAS GOING TO SOLVE OUR PROBLEMS BECAUSE WE'RE GOING TO STILL LOOK AND SECOND, WE'RE STILL GOING TO HAVE A BUDGET DEFICIT. SOME OF THE THINGS AS MUCH AS WE WANT TO LOOK BACK AND WANT TO HAVE THESE THINGS, WE DON'T HAVE THE LUXURY IN THAT ANYMORE. THE FACT THAT WE ARE PUTTING THESE SITUATIONS FROM A FISCAL RESPONSIBILITY, WE HAVE TO LOOK AT IT. WE HAVE TO BE GOOD STEWARDS OF THE DOLLARS WE'VE BEEN ENTRUSTED. WE NEED TO MAKE SURE THAT THESE CAPACITIES, HERE'S THE OTHER REALITY ABOUT IT. THE WORLD'S CHANGED. EVERY ONE OF OUR SURROUNDING DISTRICTS HAVE OPEN ENROLLMENT. I KNOW THAT PLANO'S BUILD AN $175 MILLION CTE CENTER. WE HAVE THE HIGHER LIKELIHOOD OF LOSING KIDS IF WE DON'T AT LEAST INVESTIGATE THIS. WE MAY BE ABLE TO MINIMIZE THE REDUCTION, BUT THAT MAY ACCELERATE IF THERE'S OTHER OPPORTUNITIES AROUND DISTRICTS SURROUNDING US IF WE DON'T HAVE THAT OPPORTUNITY TO TRACK KIDS IN. NOW, I SPENT A LOT OF TIME ON THE FACILITIES COMMITTEE, A LOT OF TIME TALKING ABOUT HONORING NEIGHBORHOOD SCHOOLS. I THINK IT IS LOUD AND CLEAR THAT WE WANT TO HONOR THE NEIGHBORING SCHOOLS, AND I THINK THROUGH YOUR PROGRAM, WE CAN STILL DO THAT, AND SO WE CAN STILL HONOR THOSE THAT WE WANT ON NEIGHBORHOOD SCHOOLS AND STILL HAVE A PROGRAM. THEY CAN DO THAT, BUT THAT'S UP TO MRS. BRANHAM TO BRING BACK SOMETHING THAT WOULD MAKE SURE THAT WE HONOR THAT IS STILL UPHOLD OUR FISCAL RESPONSIBILITY THAT BECAUSE AT THE END OF THE DAY, IF WE DON'T DO EVERYTHING WE CAN, THEN THERE'S GOING TO BE ANOTHER ROUND OF THINGS THAT WE'RE CONSIDERED UNTOUCHABLE WE'LL HAVE TO GET TO, AND WE DON'T WANT TO GO THERE. [03:55:07] I THINK TO MRS. RENTERIA'S POINT, THE OTHER THING TOO IS THAT WHOEVER COMES IN CONTACT AND STAYS IN RISD, WHAT'S GOING TO BE THE BEST OUTCOME FOR THOSE KIDS? BECAUSE OF THE FACT THAT STABILITY, FAMILIARITY, FRIENDS, SO IF I HAVE TO LEAVE BUT I CAN KEEP THAT STABILITY, IT WILL HAVE AN IMPACT ON THOSE KIDS. IT'S TOUGH. WE DON'T WANT TO BE MAKING THESE DECISIONS, BUT UNFORTUNATELY, THE WORLD'S CHANGED ON US, AND THESE ARE THE DECISIONS WE HAVE TO LOOK AT. IN MY OPINION, OBVIOUSLY, I WANT TO HONOR ALL MY FELLOW TRUSTEES' OPINIONS AND THOUGHTS. >> THANK YOU. >> I THINK WE HAVE OUR MARCHING ORDERS IN TERMS OF THE INFORMATION THAT INDIVIDUAL TRUSTEES NEED SO THAT WE CAN GET TO A PLACE WHERE WE UNDERSTAND THE WILL OF THE BOARD, AND SO WE WILL WORK ON THAT, AND WE WILL BEGIN TO DISTRIBUTE THAT INFORMATION AS SOON AS WE CAN. >> WE'LL HAVE ONE FINAL ITEM FOR THIS EVENING, [IV.H. Budget Discussion] IS TO RECEIVE A PRESENTATION OF THE 2025-2026 BUDGET. MRS. BRANHAM. >> HAPPY NEW YEAR. AS DR. GIBBONS SAID, AND WELCOME TO THE KICKOFF FOR THE DEVELOPMENT OF THE 25-26 BUDGET. BELIEVE IT OR NOT, PEOPLE, WHEN I TALK TO OUR PTA OR OTHER COMMUNITY MEMBERS, THEY'RE ALWAYS IN AWE THAT WE HAVE TO START THE BUILDING OF OUR BUDGET AS EARLY AS IT'S JANUARY, THAT WE'RE JUST GOT HALFWAY THROUGH THE SCHOOL YEAR. BUT YES, THAT'S HOW LONG IT TAKES, AND SO I'VE ASKED MR. PATE TO BRING FORWARD SOME INFORMATION AROUND A SNAPSHOT. AGAIN, THIS IS A SNAPSHOT BASED UPON WHAT WE KNOW RIGHT NOW. KNOWING THAT WE DID HAVE MORE STUDENTS ENROLL THAN WHAT WE ORIGINALLY ANTICIPATED, SOME OTHER FACTORS WITH NEW UNDERSTANDING OF PAST LEGISLATION AND HOW THAT IMPACTED OUR BUDGET. WHERE ARE WE FORECASTED TO END THE '24-'25? BECAUSE WE KNOW THAT BASELINE INFORMATION IS NEEDED FROM THE BOARD BEFORE WE CAN MOVE FORWARD WITH NEXT DECISION. MR. PATE, I'LL TURN IT OVER TO YOU. >> THANK YOU, MRS. BRANHAM. YOU DID SAY YOU WANT THE 60 SLIDE PRESENTATION? [LAUGHTER] JUST VERY QUICKLY HERE, AGAIN, AS MRS. BRANHAM SAID, I'VE JUST GOT A LITTLE UPDATE FOR YOU, HOW WE LOOK LIKE WE'RE GOING TO END THE '24, '25 SCHOOL YEAR, AND THEN JUST AS ALWAYS IN THESE BUDGET PRESENTATIONS, DURING THE WINTER AND SPRING, I HAVE THE BUDGET CALENDAR INCLUDED FOR YOU, WHICH I WILL NOT BE READING TO YOU. JUST AS A REMINDER AS WE GO THROUGH THIS, SOME OF THE DATA LIMITATIONS THAT I'M OPERATING WITH TO COME UP WITH THESE ESTIMATES AND JUST TO REMIND EVERYONE, THESE ESTIMATES WILL CONTINUE TO CHANGE DEPENDING ON WHEN I RUN THEM DURING THE YEAR, WHEN I PUT THIS DATA TOGETHER, I HAD TWO, SIX WEEKS OF ATTENDANCE DATA. FALL ENROLLMENT DATA WILL NOT ACTUALLY BE FINAL UNTIL JANUARY 30TH. THE FIRST PIM SUBMISSION DATA WAS SUBMITTED ON THE 14TH, SO TWO DAYS AGO, AND JUST AS A REMINDER, WE'RE GENERALLY PAID ON ATTENDANCE OR FULL TIME EQUIVALENTS FOR MOST OF THIS. NOT ENROLLMENT, AND AS MRS. BRANHAM MENTIONED EARLIER, FORTUNATELY, OUR ATTENDANCE IS UP A LITTLE BIT THIS YEAR COMPARED TO PRIOR YEARS. COMPTROLLER PROPERTY VALUES ARE NOT FINAL UNTIL AFTER JUNE 30TH. EXCUSE ME. WE OPERATE ON TWO SETS OF PROPERTY VALUES, UNFORTUNATELY, ONE THAT WE USE FOR THE CALCULATION AND SUBMISSION OF TAX BILLS TO OUR TAXPAYERS, AND THEN ANOTHER ONE IS A SET OF PROPERTY VALUES THAT THE COMPTROLLER'S OFFICE COMES UP WITH, AND THAT IS WHAT IS USED IN THE SCHOOL FUNDING FORMULA. WE ACTUALLY GOT OUR FIRST LOOK AT THAT COMPTROLLER DATA, THE PRE-PRELIMINARY DATA ON DECEMBER 18TH, AND WE FOUND AN ISSUE IN THE DATA THAT THE COMPTROLLER WAS USING AND FORTUNATELY WE WERE ABLE TO CORRECT THAT DATA BEFORE THEY MOVED TO THE NEXT STEP OF THAT PROCESS. WAY TOO MANY SLIDES. OUR ENROLLMENT TREND. AS WE'VE DISCUSSED, ACTUAL RESULTS, [04:00:09] OUR ACTUAL ENROLLMENT FOR '23-'24 WAS 37,085 STUDENTS. THE BUDGET FOR '24-'25 WAS BUILT ON DEMOGRAPHER PROJECTIONS OF 36,359 STUDENTS, AND RIGHT NOW, THE PEIMS DATA WE'RE LOOKING AT ABOUT 36,989 STUDENTS. DEFINITELY MEETING THAT DEMOGRAPHER ESTIMATE, BUT STILL BELOW WHERE WE WERE LAST YEAR. NOT EVERY STUDENT ATTRIBUTE THAT WE'RE PAID ON FOLLOWED THAT DECLINE OR THAT CHANGE IN ENROLLMENT THAT WE'VE EXPERIENCED. ECONOMICALLY DISADVANTAGED STUDENTS FOR '23-'24, THAT WAS ABOUT 20,500. BASED ON WHAT WE WERE SEEING WITH ENROLLMENT TRENDS, I ESTIMATED 20,186 ECONOMICALLY DISADVANTAGED STUDENTS. THAT NUMBER HAS ACTUALLY CONTINUED TO DECLINE A LITTLE BIT, AND RIGHT NOW MY ESTIMATE IS BASED ON ABOUT 19,450 STUDENTS, AND THAT HAS TO DO PRIMARILY WITH SOME CHANGES IN IDENTIFICATION THAT THE STATE MADE COMING OUT OF THE END OF THE COVID FUNDING. BUT OUR SPECIAL ED ENROLLMENT IS DRASTICALLY EXCEEDING WHAT WE WERE ANTICIPATING, AGAIN, ACTUAL FOR LAST YEAR, A LITTLE OVER 5,600 STUDENTS, AND RIGHT NOW BASED ON OUR PEIMS DATA, PRE-FINAL, WE'RE AT 6,133 STUDENTS IDENTIFIED AS RECEIVING SPECIAL EDUCATION SERVICES. WE ALSO SAW A SUBSTANTIAL INCREASE IN OUR DYSLEXIA ENROLLMENT. THE ADOPTED BUDGET VERSUS THE YEAR END ESTIMATE, ALL THESE NUMBERS ARE IN MILLIONS. YOU CAN SEE PROPERTY TAX REVENUES UP JUST A LITTLE BIT. THE ADOPTED BUDGET, WE DIDN'T KNOW WHAT OUR TAX RATE WAS GOING TO BE. THAT WAS AN ESTIMATE. TAX RATE THAT YOU ADOPTED WAS LOWER THAN WHAT THE ADOPTED BUDGET WAS BASED ON, BUT PROPERTY VALUES CAME IN HIGHER THAN WHAT THE ADOPTED BUDGET WAS BASED ON. STATE REVENUE, THAT IS WHERE THE BULK OF THIS CHANGE IS. OTHER REVENUES ARE PRETTY FLAT. EXPENDITURES, RIGHT NOW, WE'RE STILL LOOKING LIKE WE'RE GOING TO BE SPENDING PROBABLY ALL OF THAT, BUT AGAIN, WE'VE ONLY GOT THE FIRST HALF OF THE YEAR IN PLACE, AND SO THE ADOPTED DEFICIT WAS 27 MILLION, AND WE'VE HAD A $17 MILLION SWING. MY ESTIMATE RIGHT NOW IS A $10 MILLION DEFICIT THAT WE'RE GOING TO END THE YEAR WITH. HOW DID ALL OF THAT HAPPEN? THE FACTORS CONTRIBUTING TO THAT REDUCTION. RIGHT AFTER YOU ADOPTED THE BUDGET IN JUNE, TEA RELEASED NEW GUIDANCE RELATED TO FROZEN LEVEE LOST AND THE M&O PORTION OF THAT AND HOLD HARMLESS FUNDING, AND THAT INCREASED OUR REVENUE. COMPTROLLER PROPERTY VALUES DID NOT INCREASE AS MUCH AS WAS ANTICIPATED IN THE ORIGINAL BUDGET. LOWER COMPTROLLER VALUES INCREASE OUR STATE FUNDING. WE LOOK LESS WEALTHY PER STUDENT, SO WE GET TO KEEP MORE MONEY. PEIMS ENROLLMENTS, ABOUT 630 MORE KIDS THAN WE BASED OUR BUDGET ON. WE TALKED ABOUT THE SPECIAL POPULATIONS INCREASING AND THE STUDENT ATTENDANCE RATES BEING HIGHER THAN LAST YEAR. WHAT DOES THIS MEAN FOR THE '25-'26 BUDGET AS WE STARTED TO THAT SEASON OF BUILDING THAT? WELL, RIGHT NOW, WE STILL HAVE A BUDGET DEFICIT. BEFORE I CAN GET INTO THAT, I SHOULD HAVE REMINDED YOU, THESE BUDGET IMPLICATIONS ARE ALL BUILT ON CURRENT LAW. TWO DAYS AGO ON TUESDAY WAS THE FIRST DAY OF THE LEGISLATIVE SESSION. WHATEVER THE LEGISLATURE DOES COULD CHANGE THESE '25-'26 BUDGET IMPLICATIONS, BUT AS I SAID, WE STILL EXPECT TO HAVE A BUDGET DEFICIT. DON'T THINK WE'RE GOING TO BREAK EVEN THIS YEAR. HAVE A $10 MILLION DEFICIT. IF WE GIVE A RAISE OR HAVE ANY OTHER COST INCREASES, THAT IS EXPECTED TO INCREASE THE DEFICIT. ENROLLMENT IS STILL DECLINING JUST AT A LOWER RATE. THAT HELPS US WITH THAT SOFTER LANDING THAT WE'VE BEEN SHOOTING FOR SO THAT WE'RE NOT MAKING DRACONIAN CUTS IN THIS PROCESS. IT REALLY DOESN'T CHANGE ANY OF OUR DECISIONS OR OUR NEEDS TO RIGHT SIZE OUR BUDGET, [04:05:04] AND THROUGHOUT THE ENTIRE '25-'26 BUDGET PROCESS, JUST LIKE EVERY OTHER BUDGET PROCESS, WE WILL CONTINUE TO FOCUS ON MAKING THE BEST FINANCIAL DECISIONS FOR OUR STUDENTS, FAMILIES, AND STAFF. HERE IS THE BUDGET CALENDAR. THERE WE ARE. THE FIRST ITEM ON THERE, JANUARY 16TH, A LOT OF STUFF THERE, BUT WE'VE GOT A LOT OF WORK TO DO BEFORE WE BRING THE BUDGET TO YOU FOR ADOPTION ON JUNE 5TH. A LOT OF STUFF WE'RE GOING TO HAVE TO EVALUATE FROM THE LEGISLATIVE SESSION. WITH THAT, I'LL BE GLAD TO ANSWER ANY QUESTIONS. >> ANY QUESTIONS FROM ANYBODY? WELL, THEN WE HAVE NO QUESTION. THANK YOU FOR THE PRESENTATION. WELL, THAT WAS OUR FINAL ITEM. I WANT TO THANK THE STAFF, OUR VISITORS, MY COLLEAGUES FOR BEING HERE FOR THIS EVENING, AND WE WILL NOT HAVE A CLOSED SESSION TONIGHT. WE'LL ADJOURN AT 10:18, AND THANK YOU VERY MUCH. >> THANK YOU, MR. EGER FOR STEPPING UP AND STEPPING IN. YOU DID A GREAT JOB. [LAUGHTER] THANK YOU SO MUCH. [APPLAUSE] >> THANK YOU. I'LL JUST MAKE SURE TO CALL VOTES NEXT TIME. * This transcript was compiled from uncorrected Closed Captioning.