[00:00:02]
GOOD EVENING, I'M TAMMY RICHARDS, BOARD PRESIDENT AND PRESIDING OFFICER,
[1. CALL TO ORDER: 5:30 P.M.]
NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT FIVE THIRTY FOUR P.M.ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS AFTERNOON.
DUE TO HEALTH CONCERNS RELATED TO COVID-19, THE DISTRICT WILL FOLLOW GUIDANCE FROM THE CENTERS FOR DISEASE CONTROL AND PREVENTION CDC AND THE TEXAS EDUCATION AGENCY.
TODAY'S MEETING IS HELD IN THE BOARDROOM WITH LIMITED SEATING CAPACITY AND A OVERFLOW LOCATION IN THE LOBBY WITH LIVE STREAMING IS PROVIDED ENTRY TO THE BOARDROOM AND THE LOBBY IS ON A FIRST COME, FIRST SERVE BASIS AND INDIVIDUALS WILL BE ALLOWED ENTRY AS SPACE IS AVAILABLE.
EVERYONE PHYSICALLY PRESENT MUST WEAR FACE MASKS AT ALL TIMES EXCEPT WHEN GIVING A SPEECH TO AN AUDIENCE.
AND EVERYONE MUST PRACTICE SIX FEET SOCIAL DISTANCING.
ALL VISITORS MUST BE SCREENED FOR SYMPTOMS OF COVID-19 VISITORS WITH SYMPTOMS AND VISITORS WHO WERE TEST CONFIRMED POSITIVE WITH COVID-19 SHALL REMAIN OFF DISTRICT PROPERTY VIOLATORS MAY BE REMOVED FOR TRESPASSING.
ADDITIONALLY, DUE TO THE HEALTH AND SAFETY CONCERNS NOTED ABOVE, THE MEETING MAY BE CONDUCTED IN PART BY VIDEOCONFERENCE.
FURTHER, PURSUANT TO GOVERNOR ABBOTT'S TEMPORARY SUSPENSION OF APPLICABLE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT, SOME PARTICIPANTS IN THE MEETING MAY PARTICIPATE VIA ELECTRONIC MEANS.
NOW LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF.
SEATED TO MY LEFT ARE MRS SARA BONSER, SUPERINTENDENT OF SCHOOLS, DR.
THERESA WILLIAMS, CHIEF OPERATING OFFICER AND SECRETARY.
SEATED TO MY RIGHT, OUR VICE PRESIDENT, JERI CHAMBERS, TRUSTEE DAVID STOLLE.
NANCY HUMPHREY IS ON HER WAY AND TRUSTEE CODY WEAVER AND TRUSTEE ANGELA POWELL.
AT THIS TIME, I ASK SUPERINTENDENT BONSER TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING.
THANK YOU, PRESIDENT RICHARDS.
I VERIFIED THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH PROVISIONS OF THE TEXAS OPEN MEETINGS ACT AS TEMPORARILY AMENDED BY GOVERNOR ABBOTT.
IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW TURN TO CLOSED SESSION
[2. CLOSED SESSION]
AS AUTHORIZED UNDER SECTION FIVE FIVE ONE POINT 001 OF THE TEXAS GOVERNMENT CODE FOR THE FOLLOWING PURPOSES.SECTIONS FIVE FIVE ONE POINT ZERO SEVEN ONE FIVE FIVE ONE POINT ZERO SEVEN TWO FIVE FIVE ONE POINT EIGHT TWO ONE AND FIVE FIVE ONE POINT ONE TWO NINE.
THE TIME IS FIVE THIRTY SIX PM ON TUESDAY, APRIL THE 20TH.
TWO THOUSAND TWENTY ONE CLOSED SESSION WILL BE CONDUCTED IN THE BOARDROOM.
SO AT THIS TIME I ASK EVERYONE WHO'S NOT PART OF CLOSED SESSION TO PLEASE EXIT THE ROOM.
ALL RIGHT, THE BOARD WILL NOW RECONVENE OPEN SESSION TODAY IS TUESDAY, APRIL THE
[3. RECONVENE OPEN SESSION]
20TH.TWO THOUSAND TWENTY ONE, THE TIME IS SEVEN TWENTY SIX P.M.
WE WILL NOW HEAR PUBLIC COMMENTS, DR.
THERESA WILLIAMS, CHIEF OPERATING OFFICER, WILL ADVISE IF ANYONE HAS SIGNED UP TO ADDRESS THE BOARD.
THANK YOU, PRESIDENT RICHARDS.
WE HAVE NO SPEAKERS OR CARDS THIS EVENING.
WE WILL NOW ADDRESS THE CONSENT AGENDA CONSISTING OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL AS ONE ITEM UNLESS
[5. CONSENT AGENDA]
REMOVED FROM THE CONSENT AGENDA, THESE ITEMS MAY BE ACTED ON AT ONE TIME WITH NO DISCUSSION BOARD MEMBERS.ARE THERE ANY REQUEST TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? I SEE NONE, MAY I HAVE A MOTION.
I MOVE THAT THE BOARD OF TRUSTEES APPROVES.
I MOVE THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED.
IS THERE A SECOND? SECOND, I HAVE A MOTION BY ANGELA POWELL AND A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
MOTION CARRIES UNANIMOUSLY SEVEN ZERO, THANK YOU.
WE HAVE NOW REACHED THE DISCUSSION ACTION PORTION OF OUR AGENDA.
CHIEF FINANCIAL OFFICER RANDY MCDOWELL WILL PRESENT THE INTERLOCAL.
ACTUALLY, ARE WE PULLING THIS FROM THE AGENDA, MR. MCDOWELL.
OK, IF WE GET PULLED OUT, ALL RIGHT, SO WE'LL CONSIDER THAT AT A LATER TIME.
[7. REPORTS]
SO MOVING ON, WE WILL NOW HEAR REPORTS, OUR FIRST REPORT IS A SECTION 504 UPDATE.DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT FAMILY AND COMMUNITY SERVICES, WILL INTRODUCE THE REPORT.
BOARD OF TRUSTEES SUPERINTENDENT BONSER.
DR. WILLIAMS, I'M PLEASED THAT AFTER MUCH HARD WORK FOR MANY PEOPLE, INCLUDING OUR CAMPUS FOLKS, WE WERE ABLE TO UPDATE, REVAMP OUR SECTION 504 MANUAL.
THIS MANUAL IS WHAT ALL CAMPUSES USE TO SORT OF MITIGATE THROUGH THEIR 504 CASELOAD.
AND TO PRESENT OUR UPDATE, I HAVE OUR DIRECTOR, OUR NEW DIRECTOR FOR 504 MTSS
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SERVICES, KIMMIE CONLON SO KIMMIE CONLONS WILL GIVE OUR REPORT.PRESIDENT RICHARDS, BOARD OF TRUSTEES AND SUPERINTENDENT BONSER, I AM KIMMIE CONLONS, THE DIRECTOR OF MULTITIERED SYSTEMS OF SUPPORT AND SECTION 504 THANK YOU FOR THE OPPORTUNITY TO BE HERE TONIGHT.
AND WE'VE MADE A LOT OF PROGRESS IN HOW WE ARE APPROACHING 504 FOR THIS YEAR AND REVAMPING OUR SYSTEMS OF SUPPORT.
AND I WOULD JUST LIKE TO SHARE A FEW OF OUR GOALS THAT WE HAVE BEEN WORKING ON THIS YEAR.
SO ONE OF THE THINGS THAT WE REALLY ARE HOLDING TO HEART IS THAT OUR PURPOSE IS TO SERVE, SUPPORT AND PROTECT OUR STUDENTS, ESPECIALLY OUR STUDENTS WITH DISABILITIES THROUGH SECTION 504 IT FALLS UNDER THE AMERICAN DISABILITIES ACT OF 1973.
AND IT IS ABOUT EQUAL ACCESS TO OUR STUDENTS WITH DISABILITIES.
SO THIS IS WHAT WE REALLY BELIEVE IN.
WE ALSO WANTED TO MAKE SURE THAT WE WERE WORKING AND FUNCTIONING AS A TEAM ACROSS THE DISTRICT, WITHIN EACH OF THE CAMPUSES WITH OUR CENTRAL SUPPORT STAFF.
SO TEAMWORK IS REALLY WHAT WE WERE ALSO FOCUSED ON THIS YEAR, IS MAKING SURE THAT WE WERE A UNIFIED FRONT AND WE WERE WORKING WITH ONE VOICE TOWARDS A GOAL.
THERE ARE SIX 504 GOALS THIS YEAR THAT DR.
[INAUDIBLE] OUTLINED FOR OUR GROUP, ONE OF THEM WAS TO PROVIDE TIMELY AND HIGH QUALITY CUSTOMER SERVICE TO STUDENTS, PARENTS AND CAMPUSES.
WE WANTED TO MAKE SURE THAT WE WERE RESPONDING WITHIN 24 TO 48 HOURS OF BEING NOTIFIED OF A PARENT CALL OR CONCERN, BUT ALSO THROUGH OUR INTERNAL AUDITING.
IF WE WERE SEEING SOME AREAS THAT WE NEEDED TO ADDRESS WITH THE CAMPUSES, WE WOULD PROACTIVELY REACH OUT TO THEM TO DISCUSS THOSE.
WE ALSO WANTED TO INCREASE PARENT ENGAGEMENT AND UNDERSTANDING OF SECTION 504.
SO WE'VE BEEN WORKING ON MAPPING OUT PARENT ENGAGEMENT NIGHTS THAT WE'LL TALK ABOUT THAT WE WANT TO ROLL OUT IN THE FALL.
BUT AS DR. GOBER MENTIONED, WE REALLY WORKED ON THAT OPERATING GUIDELINES TO CAPTURED NOT ONLY WHAT THE LAW WAS, BUT THE BEST PRACTICES THAT WERE ALREADY IN PLAY ACROSS THE DISTRICT.
AND THEN WE REALLY WANTED TO MAKE SURE THAT OUR INSIDE PISD LANDING PAGE WAS VERY USER FRIENDLY, WE HAD RECEIVED FEEDBACK THAT IT WAS KIND OF HARD TO MANIPULATE.
SO WE WE TOOK SOME TIME TO REVAMP THAT, AS WELL AS ALIGN IT WITH OUR OPERATING GUIDELINES.
ONE OF THE THINGS THAT WE'RE STILL CURRENTLY WORKING ON IS BRINGING CLARITY TO THE ROLE OF THE CAMPS AS SECTION 504 COORDINATORS.
THE WAY THAT WE ARE WORKING ON THAT IS WE HAVE CREATED A FOCUS GROUP OF CAMPUS PRINCIPALS AND A FEW TEACHERS THAT ARE NOT 504 COORDINATORS TO TALK ABOUT THE ROLES OF THE COORDINATOR AND HOW THEY FUNCTION ON THE CAMPUS.
WE ARE ALSO REALLY WORKING ON CREATING CLEAR AND CONSISTENT COMMUNICATION TO OUR PRINCIPLES.
OUR CAMPUS ADMINISTRATOR IN OUR 504 CAMPUS COORDINATORS AND THE TEACHERS THEY WORK WITH THROUGH LEADERSHIP PRESENTATIONS AND TRAINING OPPORTUNITIES.
SO THOSE WERE OUR BIG SIX THAT WE FOCUSED ON THIS YEAR.
AS YOU CAN SEE AT THE TOP OF THE SCREEN, ALONG WITH SERVING, SUPPORTING AND PROTECTING OUR STUDENTS, WE BELIEVE THAT IT'S CLEAR COMMUNICATION, COLLABORATION AND COLLECTIVE RESPONSIBILITY.
SO EVERYTHING THAT WE'VE DONE TO WORK ON THESE GOALS, WE'VE MADE SURE TO REACH OUT TO THE CAMPUSES, TO PULL IN PEOPLE TO HELP US BUILD THESE THINGS.
SO GOAL NUMBER ONE, AS I MENTIONED, WITHIN 24 TO 48 HOURS, RESPOND TO STAKEHOLDERS AND TO ATTEND AS MANY 504 MEETINGS AS WE CAN WHEN REQUESTED OR WHEN WE REACH OUT TO A CAMPUS AND VOLUNTEER TO ASSIST SO THAT WE ARE MODELING AND GUIDING THE MEETINGS FOR THEM.
WE ALSO HAVE BEEN VERY FLEXIBLE WITH MEETING TIMES.
SO IF WE'VE OFFERED LUNCH AND LEARNS WE'VE BEEN AVAILABLE DURING BEFORE SCHOOL STARTS AFTER SCHOOL, LIKE ANY TIME SOMEONE NEEDS US, WE'RE AVAILABLE.
WHEN WE'RE LOOKING AT THE GOAL NUMBER TWO INCREASE PARENT ENGAGEMENT, WE'VE UPDATED OUR PARENT BROCHURE TO MAKE IT MORE USER FRIENDLY.
WE ARE ALMOST DONE WITH GETTING THAT CLEARED THROUGH COMMUNICATIONS TO MAKE SURE THAT IT MATCHES ALL OF OUR LOGO REQUIREMENTS ARE.
I CAN'T THINK OF THE WORD SORRY, LESLIE, BUT THE TIGHT PROTOCOLS OF COMMUNICATION, WE ALSO HAVE BEEN WORKING ON OUR EXTERNAL 504 INFORMATION PAGE FOR FOR FAMILIES.
WE BECAUSE EVERYTHING THAT WE DO IS A CONTINUOUS IMPROVEMENT PROCESS.
WE DO SOLICIT FEEDBACK TO MAKE SURE THAT WE IF WE NEED TO REVAMP IT OR TWEAK IT, THAT WE WILL.
WE ALWAYS WANTED TO BE ENGAGING IN THE FALL.
WE'RE GOING TO HAVE PARENT INFORMATION NIGHTS AND THERE WILL BE A SERIES OF
[00:10:06]
INFORMATION.WHERE WE ARE GOING TO IT'S GOING TO BE LIKE A SCOPE AND SEQUENCE, SO WE'LL OFFER IT IN THE FALL AND THEN WE'LL BEGIN TO REPEAT IN THE SPRINGS THAT WE'RE CONSTANTLY MAKING SURE THAT PARENTS HAVE THEIR VOICE AND THEIR LEARNING AND WE'RE BUILDING THE CAPACITY.
WE'RE ALSO GOING TO OFFER PARENT LUNCH AND LEARNS THAT WE'RE TRYING TO BE OPEN TO MEETING THE NEEDS OF WORKING ADULTS.
EXCUSE ME, THIS IS JUST A SLIDE TO SHOW YOU THE CHANGES WE'VE MADE TO THE SECTION 504 WEBSITE.
IF YOU GUYS WANT TO GO ON IN YOUR FREE TIME TO EXPLORE IT, GIVE US FEEDBACK.
WE WOULD LOVE TO HEAR WHAT YOU THINK WHEN WE'RE LOOKING AT THE OPERATING GUIDELINES.
THIS IS WHAT WE DID, WE WANTED TO MAKE SURE THAT WE HAD A GUIDE THAT WAS VERY EXPLICIT, THAT HAD VERY TIGHT DISTRICT ALIGNMENT ACROSS THE LAND.
SO WE WANTED TO CAPTURE PROTOCOLS.
SO IF A STUDENT OR A TEACHER TRANSFERRED FROM ONE CAMPUS TO THE NEXT, THEY WOULD IMMEDIATELY KNOW HOW THEY WERE SUPPOSED TO OPERATE WITHIN 504.
BUT THEN WE ALSO NEEDED TO MAKE SURE THAT CAMPUSES OWNED A FEW THINGS.
SO WE HAVE VERY TIGHT DISTRICT ALIGNMENT WITHIN CAMPUS BASED DECISIONS SO THAT THEY CAN INTEGRATE THEIR OWN DEMOGRAPHICS, YOU KNOW, MEET THE NEEDS OF THEIR STAKEHOLDERS.
IN ORDER TO DO THAT, AT FIRST I THOUGHT THIS WAS ALL I NEEDED.
SO REMEMBER, IN THE BEGINNING I SAID TEAMWORK WAS WHAT WAS SO IMPORTANT BECAUSE ALONE, EVEN THOUGH THE THREE OF US KNOW THE LAW, IT'S HARD TO IMPLEMENT ON THE CAMPUS.
SO IN ORDER TO WRITE THE MANUAL, WE ASKED FOR ASSISTANCE.
AND SO ALL OF THESE PEOPLE FROM THE CAMPUSES HELPED US WRITE OUR OPERATING GUIDELINES SO THAT WE COULD CAPTURE THE BEST PRACTICES.
AND IF YOU CAN TELL, WE HAVE A MIX OF ELEMENTARY, MIDDLE HIGH SCHOOL AND SENIOR HIGH.
SO THE ONLY PEOPLE THAT WE WERE MISSING AND I'VE ALREADY REACHED OUT TO THEM WAS EARLY CHILDHOOD.
SO THEIR VOICE WILL ALSO BE HEARD.
AND AS WE CONTINUE, ONCE WE WROTE THE PROTOCOLS AND THE GUIDELINES, WE NEEDED FEEDBACK PARTNERS.
SO WE REACHED OUT TO CAMPUS ADMINISTRATORS TO ASK FOR ASSISTANCE.
AND WE ALSO PULLED IN THE MULTILINGUAL LENS IN SPECIAL ED TO MAKE SURE THAT WE WERE ALIGNED ACROSS THE DISTRICT WITH PRACTICES.
AGAIN, WE HAVE EARLY CHILDHOOD, MIDDLE SCHOOL, HIGH SCHOOL, SENIOR HIGH REPRESENTATIVES TO MAKE SURE THAT WHAT WE DID WAS PRACTICAL AND COULD BE IMPLEMENTED SEAMLESSLY.
SO WHEN WE'RE LOOKING AT GOAL NUMBER FOUR, WHAT WE TOOK FROM THE MANUAL, AS WE PUT IT, ON THE LANDING PAGE INSIDE SO THAT STAFF MEMBERS ACROSS THE DISTRICT COULD EASILY ACCESS OUR OPERATING GUIDELINES AT ANY TIME, IT LOOKS VERY SIMILAR TO THE PARENT PAGE, BUT WE HAVE THE PROTOCOLS LISTED TO THE SIDE.
THERE'S VIDEOS, A VERY EASY HOW TO MANUAL.
GOAL NUMBER FIVE AND SIX, AGAIN, THE GOAL NUMBER FIVE, WE'VE BROUGHT IN A TEAM TO LOOK AT JOB DESCRIPTIONS.
THE ROLE OF THE 504 COORDINATOR AT THE HIGH SCHOOL IS VERY COMPLICATED BECAUSE THAT ROLE, THAT PERSON IS A DYSLEXIA COORDINATOR, A MTSS COORDINATOR AND RTI COORDINATOR, PLUS A 504 .
SO WE REALLY ARE TRYING TO STREAMLINE ROLES AND RESPONSIBILITIES FOR ACADEMIC SPECIALISTS THAT ALSO IN THE AREA OF COUNSELORS WHO CURRENTLY AT THE ELEMENTARY SCHOOL LEVEL, WHO CURRENTLY SERVE AS 504 COORDINATORS, COUNSELORS, TESTING COORDINATORS, IT'S A LITTLE OVERWHELMING.
SO WE'RE TRYING TO BRING BRING CLARITY TO THAT JOB DESCRIPTION AND ENROLLS.
AND THEN GOAL NUMBER SIX IS CONTINUOUSLY WORKING ON A CLEAR AND CONSISTENT COMMUNICATION THROUGH OUR LEADERSHIP AND TRAINING OPPORTUNITIES.
DOES ANYONE HAVE ANY QUESTIONS, I'LL KICK US OFF.
HI, THANK YOU FOR YOUR PRESENTATION.
SO ONE OF MY FIRST QUESTIONS IS AND I DON'T EXPECT YOU TO HAVE THE DATA MAYBE ON THIS RIGHT NOW, BUT IN TERMS OF CAMPUSES AND THE PERCENTAGE OF THE STUDENT POPULATION OR RAW NUMBERS OF STUDENTS THAT ARE 504 I'M SURE THAT VARIES WIDELY BETWEEN CAMPUSES.
AND SO ARE THERE SOME CAMPUSES THAT YOU SEE A HIGHER PERCENTAGE OF 504 STUDENTS THAT MAYBE THE 504 COORDINATOR MIGHT BE OVERWHELMED WITH THE MAINTENANCE OR MAINTAINING THE STUDENT'S NEEDS? I, I CAN GIVE YOU NUMBERS.
OK, SO IF YOU'RE LOOKING AT THE SENIOR HIGHS, YOU HAVE TWO 504 COORDINATOR'S ACADEMIC SPECIALISTS FOR ABOUT 380 TO 400 STUDENTS.
AT THE ELEMENTARY SCHOOL CAMPUSES, THEY VARY.
THAT'S WHERE YOU'LL SEE A LOT OF VARIATION, THOUGH.
SOME CAMPUSES HAVE 30, SOME HAVE 75 TO 80, AND THEN THE MIDDLE SCHOOL AND THE HIGH
[00:15:05]
SCHOOL, THEY'RE ALSO SITTING AROUND LIKE THE MIDDLE SCHOOL HAS ONE 504 COORDINATOR TO.SO SOME CAMPUSES HAVE LIKE 100 504 STUDENTS, ONE 504 COORDINATORS.
BUT ON THOSE CAMPUSES, YOUR 504 COORDINATOR COORDINATORS, ALSO WORKING AS A DYSLEXIA THERAPIST.
SO YOU DON'T HAVE 100 PERCENT EYES ON ON THE POPULATION THAT THEY SERVE.
SO THERE ARE SOME 504 COORDINATORS THAT SERVE OTHER FUNCTIONS AND THEN THERE'S SOME THAT ARE STRICTLY 504 COORDINATORS.
AND YOU MENTIONED CLARITY IN THOSE ROLES.
WHEN YOU SAY THAT, DO YOU MEAN FOCUSING THEM ON THAT OR JUST CLEANING UP KIND OF WHAT THEY'RE SUPPOSED TO BE DOING IN TERMS OF THOSE ROLES? BECAUSE IT SOUNDS LIKE SOMETIMES THEY MIGHT VEER OFF AND, YOU KNOW, HELP WITH THINGS THAT NEED TO BE DONE.
THAT MAY BE SOMETHING THEY'RE QUALIFIED FOR, BUT THAT MIGHT BE OUTSIDE OF THEIR 504 AND DYSLEXIA.
SO WHAT WE'RE WORKING ON IS TRYING TO HAVE A TRUE 504 COORDINATOR, BUT THAT TAKES SOME TIME BECAUSE SO MANY OTHER ROLES ARE TIED TO THAT PERSON.
SO AT THE HIGH SCHOOLS, I WAS AT A HIGH SCHOOL TODAY AND THEY ARE THE 504 COORDINATOR, THEY DO THE AP TESTING, THEY DO I MEAN, THEY PICK UP A LOT OF OTHER DUTIES.
AND SO WHEN THEY DO THAT, IT'S VERY OVERWHELMING AND.
THERE, IT'S JUST HARD TO DO SO, SO WE'RE TRYING TO ALLEVIATE THE FIVE, FOUR COORDINATORS OF THOSE ANCILLARY DUTIES AND REASSIGN THOSE TO OTHER STAFF MEMBERS.
I THINK THAT'S A GREAT, GREAT IDEA BECAUSE I THINK THE 504 COORDINATORS HAVE A VERY VITAL ROLE TO PLAY ON OUR CAMPUSES FOR OUR STUDENTS.
AND FOR THEM TO BE FOCUSED ON THOSE STUDENTS AND FAMILIES IS A HUGE PRIORITY OF THE DISTRICT, IN MY OPINION.
AND SO HELPING THEM AND FINDING WAYS FOR.
THOSE OTHER DUTIES TO BE REASSIGNED, I THINK THAT'S A GREAT OBJECTIVE TO HAVE.
SO WHERE DOES THE STAFFING COME FROM FOR THE 504? I MEAN, WE HAVE THE BOOKLET THAT WE'VE ALL STUDIED RECENTLY ABOUT THE DIFFERENT A NUMBER OF PRINCIPLES BASED ON THE NUMBER OF KIDS IN THE CLASSROOMS AND THE NUMBER OF COUNSELORS.
SO WHERE DOES THAT APPEAR? BECAUSE THOSE WHO WEREN'T ON OUR CHURCH, WERE THEY THE 504 COORDINATORS KNOW THE 504 COORDINATORS THAT SECONDARY.
THERE IS NO POSITION CALLED 504 FOR COORDINATOR.
WE HAVE ACADEMIC SPECIALIST AT THE MIDDLE SCHOOL, HIGH SCHOOL AND SENIOR HIGH'S, AND THEIR DUTIES ARE FIRST 504.
BUT THERE ARE ALSO OTHER DUTIES AND SOMETIMES EVEN TEACHING ASSIGNMENTS WITH THOSE FOLKS AT THE ELEMENTARY 504 FOR THE MOST PART, FALLS ON THE COUNSELORS.
OK, SO IF YOU HAVE A LARGE POPULATION OF 504S ON A CAMPUS, THEN THE NUMBER OF COUNSELORS THEY GET JUST BASED ON THE PURE NUMBER OF STUDENTS MAY NOT MAKE AN EQUITABLE MATCH THEN.
THE CURRENT MODEL, CORRECT? YES.
OK, SO THAT GETS TO SORT OF YOUR POINT, CODY ABOUT EQUITY, IF YOU HAVE TWICE AS MANY 504S ON THE CAMPUS, BUT THEY'RE THE SAME SIZE AS ANOTHER CAMPUS, THEY ARE SORT OF TAKING ON A BIGGER BITE.
I THINK THE TWO PROBLEMS FROM THAT IS, ONE, YOU HAVE ADMINISTRATORS THAT ARE OVERWHELMED AND THEN YOU HAVE STUDENTS THAT ARE UNDERSERVED.
AND IT SEEMS LIKE THOSE ARE TWO THINGS YOU'RE WORKING ON, FIXING COUNTER BROCKMAN AND MANY OTHERS.
YOU KNOW, I HAVE A QUESTION BECAUSE I'M A PARENT OF FIVE, 504 STUDENTS.
AND THE THING IS THAT IT WASN'T JUST THE COUNSELORS.
WE HAD SPED TEAM LEADERS, DIDN'T WE? BECAUSE I KNOW I WORK WITH A TEAM LEADER AND I WORK WITH THE SPEECH PATHOLOGIST.
I WORK WITH, YOU KNOW, A PAIR OF PROFESSIONALS.
SO I THINK THAT WE ACTUALLY HAVE A TEAM OF SPECIALISTS WHO WORK WITH A 504 STUDENT.
WELL, WE HAVE OUR YOU HAVE SPECIAL ED STAFF.
THEY WORK WITH SPECIAL ED STUDENTS.
504 IS NOT PART OF SPECIAL ED.
IT'S IT'S OUTSIDE OF SPECIAL ED.
SO THERE REALLY IS ONLY ONE PERSON WORKING WITH 504 FOR STUDENTS.
OK, CAN YOU CAN YOU JUST FOR THE SAKE OF ALL OF US, GIVE SOME EXPLANATION ABOUT SO 504 THE RANGE.
SO IT COULD BE A CHILD WHO HAS A BROKEN RIGHT ARM AND THAT'S THEIR WRITING ARM.
AND SO IT'S A TEMPORARY IT'S A IT'S A PART TIME PIECE.
BUT THEN THERE'S ALSO STUDENTS WHO MAY BE ADHD, BUT THEY DON'T.
CAN YOU EXPLAIN WHAT THE RANGE IS FOR 504 WHAT FALLS UNDER WHAT KIND OF STUDENTS FALL UNDERNEATH THERE? I WILL DO MY VERY BEST BECAUSE IT'S A RANGE.
OK, SO WE DO HAVE STUDENTS, LIKE YOU SAID, THEY MAY HAVE A TEMPORARY IMPAIRMENT OF A BROKEN ARM, BUT IT'S LONGER THAN AND IT'S NOT A SHORT TERM IMPAIRMENT.
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IT'S IT'S PRETTY LENGTHY.BUT THEN YOU HAVE STUDENTS WHO HAVE ADHD THAT MAY NEED SOME ACCOMMODATIONS WITH FREQUENT REMINDERS.
WHAT YOU'RE TRYING TO DO IS CREATE EQUAL ACCESS.
SO WE HAVE A LARGE NUMBER OF STUDENTS WHO ARE IN FOR DEPRESSION AND THEY HAVE ANXIETY.
SO THEIR NEEDS ARE GOING TO BE A LITTLE DIFFERENT.
THEY MAY NOT NEED SPECIALLY DESIGNED INSTRUCTION, WHICH IS SPECIAL EDUCATION.
THEY MAY JUST NEED ACCOMMODATIONS, BUT THE ACCOMMODATIONS SHOULD REALLY MATCH THEIR DISABILITY AND THEIR INDIVIDUAL NEEDS.
DOES THAT HELP? I MEAN, IT COULD BE ANYTHING BUT ALSO CONCUSSIONS.
AND I MEAN, I DON'T THINK THE PEOPLE I DON'T THINK THE RANGE OF WHAT THE UMBRELLA OF 504 COVERS IS IS BIGGER THAN I THINK MOST PEOPLE REALIZE IT IS.
IT'S ANXIETY, ANXIETY, ADHD, READING DIFFICULTIES.
AND NOT JUST I HAVE A LEARNING DISABILITY AND READING DYSLEXIA.
WE HAVE A LOT OF STUDENTS WITH DYSLEXIA AND 504.
IT IT'S IT'S JUST VERY UNIQUE, IT CAN BE ANYTHING WHICH IS WHICH SPEAKS TO THE COMPLEXITY OF WHAT'S EXPECTED OF ONE HUMAN BEING ON A CAMPUS TO BE ABLE TO TAKE CARE OF THAT.
AND IT'S MORE THAN IT'S MORE THAN COMPLIANCE.
SO SOMETIMES THERE'S A MISCONCEPTION OF YOU JUST NEED ACCOMMODATIONS.
RIGHT? BUT YOU HAVE ANXIETY AND SO YOUR ACCOMMODATIONS MAY BE THAT I YOU HAVE A PASS TO GO, YOU LEAVE FIVE MINUTES EARLY, THAT'S FINE.
BUT THE OTHER THING IS, IS THAT YOU SHOULD BE TAUGHT HOW TO DE-ESCALATE YOUR ANXIETY.
SO THAT'S NOT REALLY SPECIALLY DESIGNED INSTRUCTION.
BUT I CAN SAY IN OTHER ACCOMMODATION IS THAT YOU NEED A REMINDER TO TAKE A DEEP BREATH.
YOU NEED A REMINDER TO GET UP AND MAYBE WALK AROUND BECAUSE YOU'RE HAVING ANXIETY.
SO IT'S THE SELF ADVOCACY PIECE BECAUSE THESE CHILDREN WILL LEAVE US AND THEY WILL BE ADULTS.
AND IF WE JUST ACCOMMODATE THEM, WE'VE DONE NOTHING FOR THEM.
SO THERE IS AN ELEMENT OF RESPONSIBILITY TO ACCOMMODATE BUT ALSO GUIDE AND TEACH.
SO THAT'S THE DIFFERENCE IF THAT I MEAN, BUT IT'S VERY COMPLEX AND IF IT'S JUST A PIECE OF PAPER, IT'S JUST A PIECE OF PAPER, THE ROLE OF THE FEDERAL COORDINATOR IS TO BREATHE LIFE INTO THAT PLAN, TO MAKE IT COME ALIVE.
AND IF YOU OVERWHELM AND BURDEN YOUR SYSTEMS, YOU WILL LOSE CHILDREN.
AND SO THAT'S THAT'S THE PIECE.
AND SO WHEN YOU'RE LOOKING AT SPECIAL ED.
YES, SPECIAL ED IS PROBABLY ONE TO 16 OR ONE TO 25 WHEN THEY'RE KIDS, MANAGING YOUR COORDINATORS ARE ONE TO 125 OR 180.
I HAVE A QUESTION, IF I COULD.
WHEN A STUDENT GOES FROM ELEMENTARY AND THEN PROGRESSES INTO MIDDLE SCHOOL AND THEN FROM ANOTHER CAMPUS, HOW DO WE MAKE SURE THAT THE THAT PIECE OF PAPER THAT YOU'RE TALKING ABOUT FOLLOWS THE STUDENT AND THAT LIFE IS STILL BREATHED INTO HIS OR HER PIECE OF PAPER? SO BEFORE BEFORE YOU ANSWER THAT, CAN I TAG ALONG TO THAT? BECAUSE THAT WAS EXACTLY MY QUESTION.
WELL, AND SPECIFICALLY RELATIVE TO YOUR NUMBER FOUR GOAL WITH REGARD TO THE THE.
INSIDE PLANO ISD, ARE WE ABLE TO UTILIZE THAT SYSTEM FOR THE INDIVIDUAL STUDENT ACCOMMODATIONS AND NEEDS SO THAT A TEACHER, WHEN THAT STUDENT GOES FROM ELEMENTARY TO MIDDLE AT THE SIXTH GRADE TEACHER IN THEIR FIRST PERIOD CLASS ON THE FIRST DAY OF SCHOOL CAN GO THROUGH THIS SYSTEM TO FIND THE ACCOMMODATIONS THAT THAT KID GOT IN FIFTH GRADE.
WE DO HAVE DIRECTIONS ABOUT [INAUDIBLE] RIGHT NOW.
THAT IS WHERE THE 504 PLAN LIES.
AND SO WITH 504 WOULD THAT IS DIFFERENT THAN SPECIAL ED IS.
504 PLANS ARE GOOD FOR THREE YEARS.
YOU CAN HAVE AN ANNUAL REVIEW, BUT YOUR PLAN IS TYPICALLY GOOD FOR THREE YEARS.
YOU HAVE TO BE THE COORDINATOR, HAS TO BE ACTIVELY PROGRESS MONITORING TO SEE IF THERE NEEDS TO BE AN ADJUSTMENT MADE.
BUT TO ANSWER YOUR QUESTIONS IS THAT AT THE END OF THE YEAR, PART OF THE TRANSITION PIECE, ONE THAT WE'RE REALLY WORKING ON THIS YEAR SO WE DON'T LOSE SIGHT OF CHILDREN, IS THAT IF IT'S A TRANSITION YEAR, THE TRANSITION CAMPUS NEEDS TO CONTACT THE THE NEXT SCHOOL OR THE NEXT SCHOOL NEEDS TO CONTACT THE PREVIOUS SCHOOL TO HAVE THOSE THOSE CONVERSATIONS ABOUT HERE'S THE KIDS THAT ARE COMING SO THAT THEY'RE AWARE.
BUT AT THE BEGINNING OF THE SCHOOL YEAR, 504 COORDINATORS NEED TO RUN THE REPORTS THAT THEIR STUDENTS THAT ARE AT THEIR SCHOOL AND TO ENSURE THOSE ACCOMMODATIONS ARE BEING GIVEN TO THE TEACHER.
THE ONE STEP THAT WE'RE WE'RE REALLY WORKING ON ARE GOING TO FOCUS ON AT THE
[00:25:01]
BEGINNING OF THE YEAR IS NOT TO JUST SAY, HERE'S YOUR ACCOMMODATIONS, I NEED YOU TO SIGN FOR THEM.THIS IS WHAT IT LOOKS LIKE IN YOUR CLASS.
SO THERE'S A DIFFERENCE BETWEEN COMPLIANCE AND BREATHING LIFE INTO THE PLAN.
AND SO THAT'S WHAT WE'RE ONE OF OUR FOCUSES FOR NEXT YEAR AS WELL.
BUT I THINK YOU CAN SEE TYING THIS TO TAMMY AND CODY'S ISSUE, YOU'VE GOT OVERWHELMED STAFF.
SO WE NEED TO LEAN ON ON AS MUCH OF THIS ELECTRONIC STATUS AS WE CAN.
I MEAN, IT MAKES SO MUCH MORE SENSE TO BE ABLE FOR IN MY MIND, AT LEAST IN MY LITTLE MIND HERE, THAT ON DAY ONE, THE ENGLISH TEACHER IN SIXTH GRADE, THEY HAVE HIM THEY CAN GET IT EASILY AND UNDERSTAND EXACTLY FOR THEIR STUDENTS WHAT'S ABOUT TO HAPPEN WITHOUT WITHOUT COORDINATORS FROM, YOU KNOW, HUFFMAN AND RENNER TALKING TO ONE ANOTHER.
WELL, THE HUFFMAN AND THE WINNER IS TO MAKE SURE THAT THERE IS CLEAR COMMUNICATION ABOUT ANYTHING THEY THEY THEY NEED TO KNOW ABOUT THAT PLAN.
THE TEACHER THEMSELVES, THEY BEGINNING DAY ONE, IT GOES INTO [INAUDIBLE].
THE TRICK IS TEACHING THE TEACHER TO PULL IT.
SO YOU'VE GOT MANY YOU GOT DIFFERENT LAYERS THAT NEED TO BE ADDRESSED.
ONE IS AT THE BEGINNING OF THE SCHOOL YEAR.
[INAUDIBLE], I'VE BEEN TALKING ABOUT SAFE SCHOOLS, HAVING A TRAINING FOR ALL TEACHERS ABOUT ACCESSING THE ACCOMMODATIONS.
WHAT DO THEY MEAN? SO THAT IT'S RIGHT THERE AND IT'S REQUIRED BECAUSE THE TEACHERS DON'T KNOW AND OR THEY'RE NOT IN PRACTICE OF PULLING IT.
I COULD HAVE IT THERE ALL DAY, BUT IT'S NOT GOING TO MEAN ANYTHING.
AND BUT THE WHOLE GOAL OF THIS IS FOR SERVICE TO KIDS.
AND I'VE GOT TO MAKE SURE THAT EVERYBODY HAS EASY ACCESS TO IT, KNOWS HOW TO.
THERE'S A TRAINING COMPONENT, CERTAINLY, BUT THAT WE CAN LEAN ON TECHNOLOGY TO SPEED THAT PROCESS UP TO MAKE SURE THAT WE'RE NOT LOSING ANY DAYS WITH THESE KIDS.
WELL, THAT'S AN ADDED COMPLEXITY.
WHAT YOU JUST SAID IS THE VIDEO FOR TEACHERS NOT ONLY WORKING WITH STUDENTS, WORKING WITH THE TEACHERS WHO ARE WORKING WITH THE STUDENTS AND MAKING SURE THOSE COMMUNICATION THINGS ARE HAPPENING.
AND THAT'S THAT MAKES IT SO MUCH MORE.
AND AM I RIGHT TO UNDERSTAND THAT THE NUMBER OF 504 STUDENTS WHO ARE SERVING CONTINUES TO INCREASE? IT'S NOT A STABLE AMOUNT, IS IS IT? THEY TEND TO THEY'RE STARTING TO INCREASE.
YOU KNOW, AND BELIEVE IT OR NOT, THERE ARE PARENTS OUT THERE WHO ACTUALLY DON'T SEEK HELP, WHO FOR THEM, THERE IS A STIGMA ATTACHED TO THE FILES VITAL FOR PLANNING SECTION 504.
SO FOR THOSE PARENTS, PARENTS, DO WE HAVE ANY COMMUNICATION WITH PARENTS TELLING, YOU KNOW, TELLING THEM, YOU KNOW, WHAT IS THIS ABOUT? AND I MEAN, I KNOW IS IS INCREASING IN POPULATION AND STUDENT POPULATION IS INCREASING IN 504.
BUT THERE ARE PARENTS WHO WERE HESITANT IN SEEKING HELP WHO THINK, OH, MY GOD, IF MY KIDS ARE LABELED AS A CERTAIN STUDENT AND IT'S GOING TO STAY WITH THEM FOREVER, WERE, YOU KNOW, HOW DO WE HELP THESE PARENTS? SO THAT'S PART OF THE REASON WHY WE WANT TO DO PARENT INFORMATION NIGHT LIKE AN OPEN HOUSE TO UNDERSTAND WHERE 504 IS.
THE HOPE IS TO TO RAISE AWARENESS, RAISE AWARENESS, GET THEM INVOLVED AND SHOW THAT IT'S OK.
I THINK I'M HEARING NOW HOW DO WE EVEN REACH OUT TO THEM IF WE SEE SOMETHING? YES, THE PARENT DOES THAT WITH YOUR EYES.
THE PLANS THAT WE HAVE FOR NEXT YEAR DO THE OTHER WORK THAT IS NOT ON THE AGENDA, BUT THE MULTITIERED SYSTEMS OF SUPPORT, IT'S ABOUT THE PROACTIVE PEACE OF MONITORING THE DATA TO IDENTIFY STUDENTS SO THAT WE CAN REACH OUT TO THE PARENT BEFORE IT BECOMES A THING.
SO IF WE SEE SOMETHING, THEN WE PROACTIVELY REACH OUT, INVITE THEM IN FOR THAT COULD BE 504 SPECIAL ED OR JUST WE WANT TO DO AN INTERVENTION.
SO THAT'S THAT'S SEPARATE FROM 504.
BUT THERE ARE PLANS TO TO GET AHEAD OF [INAUDIBLE] PARENTS, BEFORE THERE'S A NEED, YOU KNOW, I DO KNOW A CERTAIN STUDENT WHO BROKE HER ARM, SO BUT THAT CERTAIN PARENT DIDN'T KNOW ABOUT THAT WE HAVE ANY ACCOMMODATION AT ALL.
SO I DON'T THINK SCHOOL REACHED OUT TO THIS CERTAIN PARENT ABOUT IT.
THAT'S SOMETHING THAT WE NEED TO TO ADDRESS AND BRAINSTORM ABOUT.
BREAKING YOUR ARM DOESN'T MEAN YOU QUALIFY FOR FIGHT BEFORE.
I MEAN, YOU COULD QUALIFY FOR FEDERAL BEFORE.
IT DOESN'T MEAN YOU AUTOMATICALLY QUALIFY FOR 504.
SO IF I WERE FOR SOME SORT OF GOING TO BE THAT EQUALIZER THAT GIVES STUDENTS WHO ARE ELIGIBLE EQUAL ACCESS TO THEIR EDUCATION WITH STUDENTS THAT DID NOT HAVE A DISABILITY.
SO I'M LEFT HANDED IF I BREAK MY RIGHT HAND, AS LONG AS THAT IS NOT IN IN
[00:30:04]
CREATING SOME KIND OF HARDSHIP FOR ME TO FULFILL MY POTENTIAL AS A STUDENT, I DON'T NEED AN ACCOMMODATION.THE SURGE IN STUDENT REALLY IS A RIGHT WITH BOTH RIGHT AND LEFT HAND.
SO DURING THEIR RECOVERY TIME, SHE DID USE THAT RIGHT.
ANOTHER THING I JUST WANT TO SAY IS THAT STIGMA, I KNOW VERY WELL WHAT YOU'RE TALKING ABOUT.
AND JUST I WOULD ENCOURAGE YOU AND OTHERS AND WHOEVER'S LISTENING THAT ARE 504 STUDENTS, THERE IS NOT NECESSARILY AN INTELLECTUAL ANYTHING ASSOCIATED WITH IT.
YOU KNOW, IN BETWEEN WE HAVE 504 STUDENTS AND OUR AP CLASSES, OUR IB PROGRAM.
THEY'RE PART OF JUST ABOUT EVERY SINGLE FUNCTION AND PROGRAM ACROSS OUR DISTRICT.
AND SO I WOULD JUST ENCOURAGE US ALL TO SORT OF PASS THAT NEWS AND SPREAD THE NEWS THAT IF YOUR KID HAS A DISABILITY AND WE CAN PROVIDE SOME ACCOMMODATIONS, IF THEY WOULD JUST LET US KNOW.
AND IF THEY DON'T LET US KNOW, THAT'S WHERE I WOULD HOPE OUR SAFEGUARDS OF MULTI-TIER SYSTEMS OF SUPPORT WOULD KICK IN OR OUR TEACHERS AND THE PROFESSIONALS THAT ARE WITH THEM EVERY DAY, ALL DAY WOULD SEE THAT AND ACCOMMODATE WITH THINGS THEY NEED THEY CAN DO WITHOUT NEEDING TO GO TO A FINAL FOUR MEETING.
AND HEATHER, TO THAT POINT, YOU KNOW, I THINK DR.
GOBER AND HIS TEAM IS THEY'RE DOING A GREAT JOB OF TRYING TO CREATE A CULTURE WHERE PARENTS WILL FEEL COMFORTABLE DOING THAT BECAUSE NO PARENT SHOULD FEEL ASHAMED OF TRYING TO GET THEIR CHILD THE SUPPORT AND EQUAL ACCESS THAT THEY NEED AND DESERVE.
SO I APPRECIATE THE CULTURE YOU'RE TRYING TO BUILD WITH THAT.
AND I HAVE A QUESTION IN REGARDS TO JUST THE TRAINING PORTION.
AND I'M SURE THE ANSWER IS YES.
BUT OUR TEACHERS ARE COUNSELORS.
THERE'S ANNUAL OR BIANNUAL TRAINING ON 504.
SO CURRENTLY THE 504 COORDINATORS PROVIDE THE TRAINING ON THEIR CAMPUS.
SO WE'RE TRYING TO GET TO THE TEACHERS AND TO OTHER STAFF MEMBERS.
SO WE'RE TRYING TO BUILD ON THAT AND MAKE IT A LITTLE BIT MORE ROBUST FOR TEACHERS SO THAT THEY WANT TO LEARN, GIVE THEM DIFFERENT OPTIONS AS WHAT WE'RE TRYING TO DO.
AND THEN ONE OTHER QUESTION, JUST IN TERMS OF THINKING THROUGH THE PRIVACY ASPECT OF 504.
YOU KNOW, I THINK WITH EVERYTHING GOING ON WITH OUR STUDENTS RIGHT NOW THAT WE'RE GOING TO SEE AN INCREASE IN 504, ESPECIALLY FOR ANXIETY AND DEPRESSION.
AS STUDENTS, WE ASSIMILATE INTO THE CLASSROOM NEXT YEAR.
AND WHEN I THINK ABOUT, LET'S SAY, GRADUATING JUNIORS AND SENIORS, THE FINAL FOUR DATA THAT THE DISTRICT HAS ON STUDENTS AS THEY GRADUATE, WHAT HAPPENS TO THAT DATA IN TERMS OF HOW IT'S STORED ON THEIR PERSONAL RECORDS AFTER THEY GRADUATE? OK, SO THAT'S A GOOD QUESTION, BECAUSE WE JUST TALKED ABOUT THAT.
SO RIGHT NOW, THE CAMPUSES, WHEN THEY GRADUATE, THE CAMPUSES HOLD THE DATA, THEIR ACTUAL FILES, SOME OF THEM HAVE WHAT WE CALL THE YELLOW FOLDERS RIGHT NOW WHERE THE SENIORS THIS YEAR, THEY'RE YELLOW FOLDERS WILL STAY ON THEIR CAMPUS FOR THEIR WITH THEIR [INAUDIBLE] FOLDER FOR TWO YEARS.
AND THEN IT GOES TO THE DISTRICT WAREHOUSE OR RECORDS WILL HOLD IT.
EVERYBODY ELSE IS IN OUR FRONT LINE SYSTEM.
SO WE WILL HAVE ELECTRONIC RECORDS OF EVERYBODY ELSE FROM THAT POINT FORWARD.
I BELIEVE IT'S FIVE TO SEVEN YEARS AFTER THEY GRADUATE.
AND THEN WHAT HAPPENS? THEN WE WILL DESTROY THEM.
ARE YOU ASKING, DOES THAT INFORMATION GET SENT TO THE COLLEGE? NO, NO, I DID NOT THINK THAT IT GOT SENT TO THE COLLEGE.
AND IF IT'S REQUESTED BY THE STUDENT.
OK, BUT ISN'T THERE SOMETHING ISN'T THERE A GREATER MOVEMENT NOW? THAT'S MY QUESTION.
INSTITUTIONS ARE BEING VERY SENSITIVE TO STUDENTS WHO HAVE BEEN FIRED FOR AND PROVIDE EXTRA SERVICES FOR.
I MEAN, THERE IS THERE USED TO BE THE STIGMA OF YOU CAN'T DO 504 BECAUSE YOU WILL HURT YOUR COLLEGE.
NOW COLLEGES ARE MEETING THE NEEDS AND SERVING THE STUDENTS PASS GRADE 12.
AND I HAVE NO PROBLEM WITH A STUDENT THAT WANTS TO UTILIZE 504.
AND PUT THAT AS PART OF THEIR COLLEGE.
BUT FOR THE ONES THAT DO NOT THAT WANT TO KEEP THAT PRIVATE AND WANT TO MAKE SURE THAT THAT SENSITIVE DATA IS KEPT AND EVENTUALLY DESTROYED BECAUSE THEY JUST DON'T WANT THAT.
I WANT TO MAKE SURE THAT'S RESPECTED.
IF A STUDENT OR FAMILY REACHED OUT TO YOU AFTER GRADUATION AND ASKED FOR THOSE RECORDS TO BE DELETED OR DESTROYED PRIOR TO THE FIVE TO SEVEN YEAR MARK, WOULD YOU BE ABLE TO ACCOMMODATE THAT? NO, NO.
SO FEDERAL GUIDELINES STIPULATE THAT YOU HAVE TO KEEP IT FOR THAT CERTAIN AMOUNT OF TIME.
YES, THERE ARE STATE GUIDELINES FOR DISPOSITION THAT WE HAVE TO FOLLOW.
[00:35:04]
OK, BUT BUT AFTER THAT FIVE OR SEVEN YEAR MARK, THEY ARE DESTROYED.OK, QUESTION AFTER CODY'S FINISH.
JUST THAT THERE ARE PARENTS THAT HAVE PRIVACY CONCERNS AND I'LL EVEN STATE MY OWN PRIVACY CONCERNS.
YOU KNOW, WHEN YOU THINK DOWN THE ROAD, YOU LOOK AT SOCIAL MEDIA, WHAT HAS HAPPENED OVER YEARS, AND YOU LOOK AT HOW FAR BACK PEOPLE LOOK AT TWEETS AND ALL KINDS OF STUFF, THERE COULD BE A REASONABLE CONCERN THAT 10, 15, 20 YEARS FROM NOW LEGISLATION PASSED THAT SUCH RECORDS ABOUT SOMEBODY'S EMOTIONAL STATE CAN BE USED FOR X, Y, Z.
AND THAT SOUNDS RIDICULOUS RIGHT NOW, BUT THAT MIGHT NOT BE RIDICULOUS 20 YEARS FROM NOW BECAUSE WE DON'T KNOW WHAT KIND OF COUNTRY WE'RE GOING TO LIVE IN 20 YEARS FROM NOW.
SO I THINK PEOPLE'S PRIVACY IS VERY IMPORTANT AND RECORDS LIKE THAT, THAT THEY WANT TO BE DESTROYED AFTER A CERTAIN AMOUNT OF TIME SO THEY CAN'T BE POSSIBLY USED AGAINST THEM DOWN THE ROAD.
AND IT SOUNDS SOMEWHAT LIKE A RIDICULOUS POINT RIGHT NOW, BUT THERE'S MANY FAMILIES THAT DON'T FEEL LIKE THAT'S A RIDICULOUS POINT.
BUT DO THE PARENTS HAVE THE RIGHT TO REQUEST THAT INFORMATION BE PURGED? LIKE, IF I AM THE PARENT, I SAY HEY DR.GOBER, CAN YOU DELAY MY KIDS IF I WANT INFORMATION, MY KIDS IS GOING TO COLLEGE.
I DON'T FEEL LIKE, YOU KNOW, LEAVING ANYTHING YOU GUYS NEED.
I WISH THAT WAS TRUE, BUT IT'S NOT BECAUSE MY SON HAS A C ON HIS TRANSCRIPT THAT I WISH WASN'T THERE.
WE COULD PURGE IT, BUT WE CAN'T.
SO BUT IT'S DIFFERENT FROM THOUGH, OF A 504, THOUGH, JUST LIKE, YOU KNOW, THE SCHOOL SECURITY, LIKE, YOU KNOW, IF YOUR KIDS BECOME A THREAT TO SCHOOL AND YOU KNOW, ALL THIS THERE WAS INFORMATION I'M TALKING ABOUT INFORMATION THAT TEND TO ADD STIGMA TO I MEAN, SEE AT STIGMA, TOO.
WELL, LET ME LET ME FIRST SAY, AND I THINK I UNDERSTAND THE CONCEPT OF STUDENT RECORDS ARE NOT DISPERSED FREELY AND LIBERALLY.
A COLLEGE CANNOT REQUEST YOUR 504 RECORDS.
NOW, A COLLEGE CAN ASK THE STUDENT TO BRING YOUR 504 RECORDS AND SO THE STUDENT CAN REQUEST THEIR OWN RECORDS AND TAKE IT TO THE COLLEGE.
BUT ALL OF OUR SCHOOL RECORDS ARE JUST VERY FEW ENTITIES THAT COULD REQUEST THOSE RECORDS AND WE WOULD GIVE THEM.
AND BUT THE MOST COMMON ONE IS REALLY THE PARENT OR THE STUDENT, I SHOULD SAY THE STUDENT AFTER STUDENT GRADUATES.
LET ME INTERJECT, I THINK ANGELA WAS TRYING TO GET IN THE QUESTION, YES, I WAS TRYING TO KIMMIE HONESTLY, I WERE GIVING MORE SUPPORT TO OUR 504 COORDINATORS, WHICH IS I'M VERY HAPPY ABOUT.
BUT THE THING IS THAT SOME OF OUR TEACHERS ARE VERY TALENTED AND THEY GET THEY GET THEY GET ASSIGNED STUDENTS TO FILE FOR, YOU KNOW, CRITERIA ISSUES.
I WONDER IF DO YOU HAVE A LIMIT PER 504 STUDENTS PER CLASSROOM? NO, I WANT TO.
BUT WE'RE NOT TALKING ABOUT STUDENTS WITH ANY KIND OF LEARNING OR INTELLECTUAL DISABILITY.
WE'RE TALKING ABOUT STUDENTS THAT NEED ACCOMMODATIONS.
SO A COPY OF THE TEACHER'S NOTES.
SHE GAVE AN EXAMPLE OF A TEACHER REMINDING HER TO BREATHE OR TO, YOU KNOW, MAYBE GO TAKE A WATER.
SO THERE ARE NO CAPS, IF YOU WILL, FOR 504 STUDENTS PER CLASS BECAUSE SOME NEED LONGER TIME WITH TEST TAKING AND SO FORTH AND WANT TO MAKE SURE THEY'RE ALSO OUR TEACHERS ARE NOT SO FOCUSED WITH CERTAIN STUDENTS THEN INSTEAD OF OTHER STUDENTS.
I THINK THAT'S AN EXCELLENT POINT, BECAUSE IT IS ONE MORE TYPE OF DIFFERENTIATION A TEACHER HAS TO MANAGE IN THE CLASSROOM.
SO IF YOU HAVE 10 OUT OF YOUR 30 STUDENTS THAT HAVE TO HAVE SOME PARTICULAR DIFFERENTIATION, IT DOES ADD TO THE TEACHER STRESS, I WOULD THINK.
WELL, DEPENDS HOW WE LOOK AT IT NOW, BECAUSE I WOULD SAY THE TEACHER HAS 30 DIFFERENT DIFFERENTIATIONS IN THAT CLASSROOM, NOT JUST THOSE WITH WITH PLANS, FORMALIZED PLANS, BECAUSE I THINK THEY ALL HAVE PLANS.
BUT NO, WE DO NOT, NOW CERTAIN CAMPUSES MIGHT DO THINGS THAT, YOU KNOW, SORT OF SPREAD THE WEALTH, IF YOU WILL.
BUT IT IS NOT A DISTRICT PLAN TO DO THAT.
YOU KNOW, WE TALK AND PREACH ABOUT MEETING THE STUDENTS WHERE THEY ARE AND FOR, YOU KNOW, WHAT WE'RE TALKING ABOUT IN PARTICULAR TONIGHT, 504, YOU KNOW, WE'RE WE'RE NOT TALKING ABOUT SPECIAL EDUCATION, WHICH IS A DIFFERENT TOPIC AND A DIFFERENT SET OF SOLUTIONS THAT WE TRY TO PRACTICE THERE FOR THIS IN ANY GIVEN SITUATION.
[00:40:03]
IF IT REQUIRED THE TEACHER TO GO SO FAR OUT OF THEIR WAY FOR THAT STUDENT, IT WOULD PROBABLY BE MORE OF A SPECIAL EDUCATION SITUATION.WOULD YOU SAY A MAJORITY OF THE 504 ACCOMMODATIONS THERE BEFORE WE HAD 504, AS IT STANDS NOW, BECAUSE I REMEMBER BEING A STUDENT BROKE MY LEG IN SIXTH GRADE.
I DIDN'T HAVE FIVE ACCOMMODATIONS, BUT EVERY SINGLE TEACHER MADE AN ACCOMMODATION FOR ME TO HAVE MY LEG ELEVATED AND SIT CLOSER IN THE CLASS AND DO WHAT I NEEDED TO DO.
WE'VE ALWAYS HAD TEACHERS MAKING ACCOMMODATIONS FOR STUDENTS AND NOW AND THERE WERE SOME ACCOMMODATIONS THAT MAYBE THE ADMINISTRATORS OR TEAM LEADERS WOULD SAY, OH, I DON'T KNOW IF YOU CAN MAKE THAT ACCOMMODATION.
AND NOW THEY HAVE THE COVERAGE FROM 504 TO GIVE WHAT THEY ALWAYS SAW AS THE RIGHT EQUAL ACCESS TO STUDENTS THAT THEY DIDN'T ALWAYS HAVE THE RIGHT TO GIVE THEM.
AND SO WOULD THAT BE A BETTER, NOT BETTER, BUT A WAY OF PUTTING IT? ABSOLUTELY EVERYTHING 504 ESPECIALLY THE ESL, EVERYTHING IS NOT NECESSARILY NEW.
IT'S BEEN HERE SINCE, YOU KNOW, YOU KNOW, SOCRATES.
AND SO WHERE ALL THESE LAWS AND PROGRAMS CAME INTO PLACE IS BECAUSE MOST OF US HAD TEACHERS THAT KNEW TO ACCOMMODATE, NEW TO MODIFY, KNEW TO ADJUST AND ADAPT TO TO TO MEET OUR NEEDS.
BUT THERE WERE SOME TEACHERS, JUST LIKE IN EVERY PROFESSION, THAT WEREN'T DOING THAT.
AND SO THAT'S WHY WE HAVE SPECIAL THAT'S WHY WE HAVE 504 ESL AND EVERYTHING ELSE TO GIVE THE PROTECTIONS TO THE STUDENTS AND THE FAMILIES THAT NEED THOSE NEEDS TO MAKE SURE THAT THE EDUCATORS ARE PROFESSIONALS TEND TO THOSE.
AND SO IN THIS TELL ME IF THIS IS TOO BROAD OF A QUESTION, BECAUSE EVEN THINKING OF IT, IT SEEMS LIKE TOO BROAD OF A QUESTION.
BUT BUT AT WHAT POINT DOES A 504 ACCOMMODATION BECOME DISRUPTIVE TO A CLASSROOM OR TO A TEACHER DOING THEIR JOB? I, I CAN'T NECESSARILY THINK OF ONE, WHICH IS WHY I'M ASKING THE QUESTION.
OK, I HAD THIS REQUEST BEFORE THAT THEY BRING THEIR.
SORT OF COMFORT ANIMAL TO SCHOOL AND THAT THAT WOULD BE A BIT MUCH OK.
THINK FURTHER, I JUST WANT TO SAY THAT I REALLY THANK YOU FOR FOCUSING ON 504 SECTION FIVE FOUR, BECAUSE I DO HAVE A CHILD WITH ADHD AND, YOU KNOW, AND I WANT TO SAY THAT I REALLY AM VERY PROUD THAT WE'RE GOING TO INCREASE PARENT SORRY TONGUE TIED, INCREASE PARENT ENGAGEMENT, BECAUSE I'M VERY HAPPY THAT YOU'RE BRINGING BACK PARENT INFORMATION NIGHT.
YOU BRING BACK THE PARENT LUNCH AND LEARN.
AND BECAUSE I WAS ONE OF THOSE PARENTS WHO WENT TO A PARENT LUNCH AND LEARNED.
ARE THERE ANY OTHER QUESTIONS OR COMMENTS? I JUST WANT TO COMMENT HOW.
YOU KNOW, EVERY DAY IS SERVING ON THIS BOARD, I STILL I WAS SHOCK AND AWE EVERY DAY, LIKE HOW CARING THE DISTRICT IS, I MEAN, HOW CARING THIS COUNTRY IS TO STUDENTS.
AND I HAVE I GREW UP DIFFERENTLY AND I SAW A LOT OF DIFFERENT COUNTRIES.
BUT, YOU KNOW, THE DEGREE OF ACCOMMODATION IS A IT'S AMAZING.
AND I WANT TO SAY THAT I ALSO WANT TO SAY THAT I SPECIFICALLY MOVED TO TO PLANO, PLANO ISD BECAUSE WE HAD THIS, BUT BECAUSE I RESEARCH AND WE HAD THE YOU HAD THE WE HAD THE BEST SPECIAL ED PROGRAMS AND SPECIAL 504 PROGRAMS TOO.
AND SO WE HAVE YOU KNOW, THE THING IS THAT PLANO, I SEE AT THE TIME WHEN I RESEARCH IN 2005 HAD, YOU KNOW, HAD A LOT OF SERVICES.
SO I'M GLAD THAT WE'RE KEEPING IT UP.
THE NEXT REPORT IS CHIEF FINANCIAL OFFICER ANDY MCDOWELL WILL INTRODUCE THE REPORT ON THE 2021 2022 PRELIMINARY BUDGET UPDATE.
YES, THANK YOU, PRESIDENT RICHARDS.
AND SO WE ARE HERE TONIGHT TO GIVE YOU A PRELIMINARY BUDGET UPDATE.
THIS IS NOT THE PRELIMINARY BUDGET THAT WILL BRING YOU NEXT MONTH, BUT JUST AN UPDATE JUST ON WHERE WE STAND.
AND IT IS STILL VERY MUCH A WORK IN PROGRESS.
WE WERE MAKING CHANGES AS LATE AS THIS AFTERNOON.
AND SO WE I THINK THE BOARD'S REAL FAMILIAR WITH THE CAMPUS ALLOCATIONS.
AND SO WE'VE HAD THOSE NOW FOR THREE YEARS IN A ROW.
THE WAY THAT WE'RE ALLOCATING THOSE OUT, THOSE ARE IN ACCORDANCE WITH THE STATE PROGRAMS. AND SO WE RECEIVE STATE SPECIAL STATE, BILINGUAL ESL, STATE, GIFTED AND TALENTED STATE COMPETITION THAT IS FOR AT RISK STUDENTS IN STATE FUNDING FOR CAREER AND TECHNOLOGY.
AND SO WE DO ALLOCATE THOSE OUT ACCORDING TO THE STUDENTS THAT ARE BEING SERVED AND THE STUDENTS THAT MEET EACH ONE OF THOSE PROGRAM GUIDELINES.
[00:45:01]
AND I THINK THE BOARD IS VERY FAMILIAR WITH THAT ALLOCATION METHOD.SO, RANDY, JUST TO ASK, IS THAT GOING TO BE I KNOW WE'VE ALL HAD BUDGET TRAINING.
IS THAT GOING TO BE AN OFFICIAL PRESENTATION AT THE MAY 4TH MEETING? WHEN WILL WE TALK ABOUT THAT PUBLICLY? SO WE WE HAVEN'T DONE THAT IN THE PAST.
WE CAN I MEAN, THIS THIS IS ABOUT AS MUCH DETAIL AS WE'VE GOTTEN INTO A BOARD MEETING.
WE HAVE DONE THAT IN MORE DETAIL WITH THE INDIVIDUAL BOARD MEMBERS.
IF IF THE BOARD WOULD LIKE TO HEAR OR SEE THAT, THEN WE WOULD JUST NEED TO INCLUDE THE NEXT BUDGET PRESENTATION AS THE PRELIMINARY BUDGET SCHEDULED NOT FOR MAY 4TH, BUT FOR THE WORKSHOP IN MAY.
SO IT'S SCHEDULED FOR THE SECOND ONE, CORRECT? OK, WELL, IF WE IF WE'RE NOT GOING TO HAVE A MORE OFFICIAL PRESENTATION, I JUST HAVE A FEW KIND OF CLOSING COMMENTS FROM HAVING SAT IN THE SEAT FOR A WHILE.
I WAS I WAS VERY CONCERNED WHEN I LOOKED AT THE BUDGET ALLOCATIONS BECAUSE TO ME IT LOOKED A WHOLE LOT MORE LIKE EQUAL THAN EQUITY.
AND I SAY THAT BECAUSE EVERYTHING WAS FORMULA DRIVEN.
IF YOU HAVE X NUMBER OF STUDENTS AND YOU GET X NUMBER OF COUNSELORS.
AND SO THERE WASN'T ANY SORT OF DIFFERENTIATION BASED ON SOME OF THE COMMENTS WE WERE JUST HAVING.
IF YOU HAVE MORE STUDENTS WITH, YOU KNOW, 504 PLAN, THEN YOU HAVE COORDINATORS, BUT THEY HAVE A VERY UNEQUAL DISTRIBUTION OF WORK, IT IT SOUNDS LIKE.
AND TO MAKE A COMMENT TO MY MY COLLEAGUES, WHEN YOU LOOK AT THE TIERED SUPPORT THAT WE STILL HAVE THOSE LITTLE PYRAMIDS, THE DIFFERENTIATION BETWEEN THE SCHOOLS GETTING THE MOST AND THE LEAST ARE TYPICALLY NOT MORE THAN 30000 DOLLARS DELTA.
SO WE THINK THAT IT'S A LOT BECAUSE IT SEEMS LIKE IT'S, YOU KNOW, FIVE HUNDRED AND FORTY NINE DOLLARS PER STUDENT AND THEN SIX HUNDRED AND FIFTY DOLLARS A STUDENT.
BUT IT'S REALLY PRETTY MINOR DIFFERENTIATION CONSIDERING THE DIFFERENT WORK THAT HAS TO BE DONE ON SOME OF THESE CAMPUSES.
THE ONLY PLACE WHERE THERE WAS ANY SORT OF SUBSTANTIAL DIFFERENTIATION IS IN THE TITLE ONE MONEY, WHICH REALLY ISN'T EVEN OUR MONEY, IT'S THE FEDERAL MONEY.
SO WHEN WE LOOK AT ANY SORT OF DIFFERENTIATION THAT WE ARE DOING WITH PLANO MONEY, THERE'S REALLY VERY LITTLE AND I I WOULD BE REMISS IF I DIDN'T LEAVE THAT SORT OF THAT SORT OF THOUGHT IN YOUR MIND AS YOU'RE LOOKING AT THE BUDGETS FOR THIS NEXT COMING YEAR? BECAUSE WE HAVE CAMPUSES THAT HAVE DRAMATICALLY DIFFERENT CHALLENGES, EVEN THINKING ABOUT OUR MOBILITY CHALLENGES.
A CAMPUS THAT'S HIGHLY MOBILE HAS SOMEONE ENROLLING AND WITHDRAWING EVERY SINGLE DAY.
SO HAVING THE SAME NUMBER OF FRONT OFFICE MANAGERS ISN'T AT ALL EQUITABLE BECAUSE THE WORK IS SO DIFFERENT BASED ON SOME OF THESE DIFFERENT CAMPUSES.
SO I REALLY IMPLORE YOU, AS YOU'RE LOOKING, MY COLLEAGUES, AS YOU'RE LOOKING AT THESE BUDGETS FOR THESE NEXT YEAR TO MAKE SURE THAT YOU WORK WITH THE IDEA THAT IT'S ABOUT EQUITY, IT'S NOT ABOUT EQUAL, BECAUSE WE KNOW THAT'S THE WORST THING WE CAN DO TO OUR KIDS.
SO I'M RECEPTIVE TO THAT IDEA THAT YOU'RE TALKING ABOUT.
AND ONE OF MY CONCERNS BECOMES WHEN WE'RE TALKING ABOUT THE EQUALITY THAT YOU'RE TALKING ABOUT VERSUS EQUITY IS IF WE DON'T HAVE ADDITIONAL FUNDS OF OUR OWN TO ADD TO ONE PLACE, I GET VERY WORRIED ABOUT TAKING AWAY FUNDS FROM OTHER SCHOOLS TO GO SOMEWHERE ELSE, BECAUSE WHAT WE'RE DOING IS WE'RE SAYING HERE'S AN AREA THAT WE SEE IS UNDER-RESOURCED.
AND IF WE TAKE RESOURCES FROM ANOTHER PLACE, WHAT WE'RE DOING IS NOW THAT AREA MIGHT BE UNDER-RESOURCED AND THIS ONE IS BETTER RESOURCED.
AND WE'VE NOW WE'RE WE'RE PICKING WHO GETS THE RESOURCES AND WHO GETS THE BENEFITS.
AND I'M FOR GIVING ADDITIONAL RESOURCES TO AREAS THAT ARE UNDER-RESOURCED.
BUT I GET REALLY, REALLY NERVOUS ABOUT TAKING RESOURCES FROM SOMEWHERE ELSE TO DO IT.
WELL, I WOULD USE THE EXAMPLE.
IF YOU HAVE A HIGH PERFORMING CAMPUS WITH ALMOST NO POVERTY, VERY LOW MOBILITY, YOU COULD PUT.
23 THIRD GRADERS IN A CLASS VERSUS 22 AND NOT HAVE A NEGATIVE IMPACT ON THE EDUCATION OF THOSE CHILDREN.
AND I THINK THAT'S ONE REASON WHY OUR DISTRICT OF INNOVATION, SO WE CAN MAKE THIS SORT OF CHANGES.
BUT IF WE'RE NOT WILLING TO MOVE SOME RESOURCES AROUND, WE'RE GOING TO PERPETUALLY HAVE SEA LEVEL CAMPUSES AND EVEN A FEW D LEVEL CAMPUSES.
AND AS A BODY, DOES THAT MAKE YOU FEEL PROUD? SO I THINK THERE CHANGES YOU CAN DO THAT WON'T IMPACT THE EDUCATION.
WHEN A SCHOOL HAS, LIKE I SAID, NO POVERTY, LOTS OF, YOU KNOW, PARENTAL INVOLVEMENT, NO MOBILITY.
BUT IF YOU DON'T MAKE SOME CHANGES, YOU'RE GOING TO ALWAYS HAVE FAILING SCHOOLS.
AND 25 PERCENT OF OUR ELEMENTARY SCHOOLS HAVE BEEN C RATINGS IN THEIR DOMAIN ONE AND DOMAIN TWO OR DOMAIN TWO, I THINK.
AND THAT THAT'S GOING TO BE MY BIGGEST REGRET FROM LEAVING THE BOARD IS THAT I'M GOING TO WALK AWAY AND STILL 25 PERCENT ARE GOING TO BE NOT AT LEAST B OR BETTER.
WELL I WILL REMEMBER THOSE WORDS AND I'M LIKE I SAID, I'M VERY RECEPTIVE TO THAT.
AND THAT'S SOMETHING THAT WHEN WE CONTINUE TO HAVE THAT CONVERSATION, I'LL
[00:50:04]
DEFINITELY KEEP IN MIND AND KEEP THE WHOLE DISTRICT IN MIND WHEN MAKING THOSE BIG DECISIONS.AND, YOU KNOW, JUST TO JUST COMMENT THAT WE WOULD DISCUSS THAT IN THE BUDGET.
AND WE ALSO I HEARD RANDY ALSO MENTIONED IF WE MOVE MONEY AROUND IN THE DISTRICT AND THAT MIGHT MESS UP OUR ABILITY TO APPLY FOR THE FEDERAL GRANT FOR TITLE ONE.
IS THAT IS THAT IS THAT STILL THIS SITUATION? AND IF WE, YOU KNOW, DRAMATICALLY CHANGE THE ALLOCATION OF RESOURCES WITHIN THE DISTRICT, SCHOOL FINANCE IS COMPLEX AND THAT WHEN YOU GET INTO THE FEDERAL PROGRAMS, THAT EVEN ADDS ANOTHER LAYER.
BUT I MEAN, THAT IS SOMETHING WE HAVE TO BE COGNIZANT OF AS WE HAVE TO MEET, YOU KNOW, THINGS LIKE COMPARABILITY AND FEDERAL REQUIREMENTS ON THE TOP OF ONE CAMPUSES THAT WE SERVE, COMPARING THOSE TO NON TITLE ONE CAMPUSES.
SO WHAT YOU CAN'T DO IS WHAT THEY'RE LOOKING FOR IS THAT WE DON'T TAKE OUR TITLE ONE MONEY AND WE'RE DOING THE SAME THINGS THAT WE'RE DOING WITH LOCAL MONEY SOMEWHERE ELSE THAT REALLY THE FEDERAL MONEY IS SUPPLEMENTAL, THAT THE STAFFING IS SUPPLEMENTAL.
AND SO SO THERE ARE THINGS THAT WE HAVE TO LOOK OUT THERE.
YES, JUST TO CLARIFY, BECAUSE I MAY HAVE MISUNDERSTOOD, BUT I JUST JUST TO CLARIFY, THERE ISN'T NECESSARILY ANY KIND OF PENALTY TAKING MONEY FROM ONE SCHOOL THAT'S NOT TITLE ONE AND BRINGING IT OVER TO A TITLE ONE SCHOOL.
ARE OUR OWN FUNDS OR DOES THAT AFFECT OUR TITLE ONE FUNDING IF WE'RE ABLE TO BETTER FUND ON OUR OWN? SO WE'VE GOT TO KEEP OUR STATE AND LOCAL FUNDS HAVE TO BE WITHIN A CERTAIN VARIANCE IN FEDERAL, HAS TO BE ON TOP OF THAT.
AND SO COMPARABILITY COMPARES ALL CAMPUSES IN THESE SIMILAR GRADE SPAN AND SO FORTH.
AND THEN YOU CAN ALSO I GET INTO ALL THE DETAILS, BUT THEN YOU CAN ALSO DO LIKE A LARGE SCHOOL CATEGORY IN A SMALL OR LARGE CAMPUS IN A SMALL CAMPUS.
BUT BASICALLY IT'S LOOKING AT WITHIN A 10 PERCENT VARIANCE.
SO [INAUDIBLE] THAT ALL OF THOSE CAMPUSES ARE BEING FUNDED ABOUT THE SAME ON OUT OF STATE AND LOCAL FUNDING SO THAT AS SUPPLEMENTAL.
SO THERE MAY NOT BE NECESSARILY THE ABILITY TO TAKE FROM ONE CAMPUS AND GIVE TO ANOTHER AND STILL KEEP THAT EQUALIZATION LEVEL FOR LACK OF A BETTER TERM.
I'M SAYING YOU'VE GOT TO BE CAREFUL HOW YOU DO THAT.
OK, THAT'S QUITE A CONVERSATION FOR ANOTHER DAY.
AND DO WE HAVE A LOT OF COMPLAINTS FROM THOSE AS LARGE, LARGE CAMPUSES? WAS THAT A LOT OF AT RISK STUDENTS, YOU KNOW, FROM THE ADMINISTRATIONS AND TEACHERS? DO WE HAVE A COMPLAINT OF LIKE THEY ARE OVERWHELMED, THEY NEED MORE RESOURCES, YOU KNOW, DO WE I MEAN, ALWAYS THE FEEDBACK FROM TEACHERS AND ADMINISTRATORS FROM THEIR CAMPUSES.
AND SO, YOU KNOW, AS WE HAVE THIS CONVERSATION, THERE'S TWO DIFFERENT THINGS HERE.
ONE IS THE MONEY THAT WE GIVE A CAMPUS TO SPEND.
THAT'S MORE OF DISCRETIONARY MONEY.
IT'S FOR YOU KNOW, IT'S FOR TO I'M SORRY.
THE OTHER SIDE OF THE HOUSE, THOUGH, IS HOW MUCH STAFFING ARE WE GIVING THEM? SO, YOU KNOW, WE SPEND A LOT MORE ON THE STAFFING SIDE THAN WHAT WE SPEND ON JUST THE MONEY THAT WE GIVE A CAMPUS TO SPEND.
YOU KNOW, DESCRET I SAY DISCRETIONARY.
IT'S TO BUY THE THINGS THAT THEY NEED TO BUY FOR THEIR CAMPUS.
IT'S AND IT'S ALSO TO TRAIN THEIR TEACHERS ON THE CAMPUS.
IT'S ALL THOSE THINGS THAT THEY DO.
BUT IT'S THE NON FOR THE MOST PART.
IT'S THE NON SALARY PART, UNLESS IT'S EXTRA DUTY, LIKE FOR TUTORIALS, I THINK TAMMY WHEN YOU TALK ABOUT MORE HANDS AND MORE HANDS HELPING, THEY ARE ON CAMPUS AND IT IS THEIR STAFFING.
WE ARE THINKING ABOUT STAFFING AND DO WE HAVE A ABILITY TO STAFF MORE PEOPLE AT THESE MUCH HIGHER NEED COMPANIES WITH HIGHER NEED WITHOUT MESSING UP OUR FINANCES AND OUR STATUS WITH THE FEDERAL GRANTS AND ALL? SO I'M SORRY, LET ME JUMP BACK TO YOUR ORIGINAL QUESTION FOR A SECOND, BUT SINCE I'VE BEEN HERE AND MAYBE OTHERS WHO WHO VISITED PRINCIPLES MORE OFTEN, I DO NOT GET THE MESSAGE AND I DON'T GET IT IN PRINCIPALS MEETINGS.
I DON'T GET IN CONVERSATIONS THAT WE DON'T HAVE ENOUGH OF THIS OF OUR CAMPUS BUDGET TO SPEND THAT WE'RE I'VE NEVER HEARD.
WE CAN'T OFFER THE TUTORIALS THAT WE NEED TO OFFER.
I'VE NEVER HEARD THAT MAYBE OTHER PEOPLE ARE HEARING THAT, BUT I'M NOT HEARING THAT.
SO NOW I THINK IF THERE IS A CONCERN THERE, IT'S PROBABLY MORE ON THE STAFFING SIDE.
BUT BUT WHEN YOU LOOK AT THE TOTAL DOLLARS, YOU KNOW, TAMMY THE NUMBERS SHE GAVE, THAT'S ON THIS DISCRETIONARY SIDE.
I DON'T KNOW HOW MUCH MORE PER PER CAMPUS WE SPEND, BECAUSE WHEN YOU START ADDING TWO, THREE OR FOUR PEOPLE, YOU'RE TALKING HUNDREDS OF THOUSANDS IN A HURRY.
AND SO, AGAIN, THERE'S TWO SIDES TO THAT.
[00:55:01]
BUT STAFFING IS PROBABLY THE SIDE.I'VE NEVER HEARD OF A CAMPUS THAT SAID THEY WERE OVERSTAFFED, THOUGH, TO BE HONEST WITH YOU, IN ANY DISTRICT I'VE EVER BEEN IN, EVEN WHEN THE RATIO SHOWED THEY WERE OVERSTAFFED.
SO THE ONLY THING YOU HEAR IS WE'RE UNDERSTAFFED.
YOU DON'T HEAR IF THEY'RE IF THEY'RE IF THEY'RE GOOD WITH WHAT THEY HAVE.
AND SO, YOU KNOW, I WOULD SAY WE HEAR THAT SOMETIMES IN STAFFING WE NEED MORE HELP.
BUT AGAIN, THAT'S THE ONLY PLACE THAT I'VE EVER HEARD THAT IN PLANO OR IN MANY OTHER IN MOST OTHER DISTRICTS.
IS THERE ANY WAY TO HELP THEM, LIKE MAKE SURE WE ADD STAFF, BUT NOT AT TWO MANAGERS IN ONE SCHOOL, BUT THEIR MANAGER CAN GO FROM SCHOOL TO SCHOOL AND HELP DURING THOSE HIGH TRAFFIC DAYS.
AND WE DO SHARE SOME STAFF AND COULD.
YEAH, TALK BETTER THAN I, BUT WE DO HAVE SOME THAT SPLIT MAYBE BETWEEN TWO OR THREE CAMPUSES.
THERE'S ALSO SOME STAFF THAT WE HAVE THAT WOULD REPORT DIRECTLY TO KATRINA AND HER DEPARTMENT.
THAT WOULD BE MORE ROTATING STAFF THAT ARE GOING OUT TO SERVE SPECIAL, NOT SPECIAL SPECIAL NEEDS STUDENTS, BUT ALSO OTHER AREAS.
AND SO THOSE AREN'T NECESSARILY ALWAYS ACCOUNTED FOR ON THE CAMPUS IS A STAFF MEMBER, BUT THEY ARE GETTING ADDITIONAL SUPPORT.
MORE ON A DISTRICT WIDE PERSPECTIVE.
I GUESS THERE ARE A LOT OF DIFFERENT WAYS TO LOOK AT DIVERSITY.
I HOPE THIS WILL MAKE SENSE IN A MINUTE.
IT'S NOT HOW YOU LOOK NECESSARILY.
IT'S NOT YOUR GENDER DIVERSITY CAN BE YOUR EXPERIENCE.
AND I'M THE ONLY ONE ON THIS BOARD.
I GUESS DAVID, TOO, I WOULD INCLUDE YOU BECAUSE YOUR CHILDREN WENT TO JACKSON THAT WERE AT A LOW PERFORMING HIGH POVERTY SCHOOL.
YEAH, I REMEMBER LOOKING AT THE BOARD BACK WHEN WHEN YOU WERE IN, A FEW OTHERS WERE ON THE BOARD, EVERY OTHER BOARD MEMBER HAD A CHILD WHO WENT TO A SCHOOL THAT WAS SCORING IN THE HIGH.
HUFFMAN WAS, I THINK, 68 PERCENT ONE YEAR.
AND SO THAT'S A DIFFERENT TYPE OF DIVERSITY.
IT'S A DIVERSITY OF EXPERIENCE.
AND SO I HAVE LIVED THOSE SCHOOLS.
I HAVE LIVED THOSE SCHOOLS WHERE WE WAITED 12 YEARS FOR A SOCIAL WORKER, ASKED FOR 12 YEARS I'VE LIVED THOSE SCHOOLS WERE A TEACHER THAT I KNEW WELL.
I KNEW VERY WELL, DESCRIBED HOW SHE WENT HOME AND CRIED EVERY SINGLE NIGHT.
SHE WAS TEACHING A FOURTH GRADE CLASS AT HUFFMAN.
SHE HAD BEEN GIVEN ALL THE MOST CHALLENGED KIDS.
THEY HAD SORTED THAT WAY FOR SOME REASON, AND SHE WAS SO FRUSTRATED THAT SHE COULDN'T DO ENOUGH.
SHE COULDN'T HELP ENOUGH, NOT ENOUGH HOURS THE DAY THESE CHILDREN HAD FACED TOO MUCH TRAUMA.
AND SO THAT WAS AN ISSUE OF HANDS.
AND SO, YOU KNOW, REGARDLESS OF THE COMPLEXITY OF OUR FORMULAS, IF WE DON'T DO SOMETHING DIFFERENTLY, WE'RE GOING TO HAVE 25 PERCENT OF OUR SCHOOLS THAT ARE GOING TO BE CS AND WE'RE GOING TO HAVE PEOPLE IN THOSE NEIGHBORHOODS THAT JUST HAVE TO SEND THEIR KIDS TO PRIVATE SCHOOLS.
AND I HEAR A LOT ABOUT CAPACITY TRAINING FOR FOR TEACHERS INCREASE THEIR CAPACITY.
IF IT WERE THAT EASY, WE OUGHT TO TRAIN ALL THE TEACHERS AND ALL OF A SUDDEN WE'D HAVE TWENTY FIVE PERCENT MORE CAPACITY EVERYWHERE.
AND SO I REALLY WANT TO BE SENSITIVE TO THE ISSUES THAT IF WE WANT TO DO BETTER FOR THESE KIDS, WE'RE GOING TO HAVE TO DO A DIFFERENT AND A LOT OF IT IS JUST MORE, MORE HANDS, MORE HELPING ADULTS IN THOSE BUILDINGS.
AND I KNOW NO ONE'S EVER GOING TO SAY WE'RE OVERSTAFFED, THAT YOU ALL, WITH YOUR EXPERIENCE, YOUR DISCERNMENT, CAN SEE WHERE THERE MAY BE OPPORTUNITIES, WHERE AN EXTRA PAIR OF HANDS WOULD REALLY MAKE A DIFFERENCE.
AND I JUST WANT MY COLLEAGUES TO KNOW YOU AND I, OF COURSE, I GOT THE SPREADSHEET.
I DOWNLOADED, I SORTED, I DID THE DELTAS AND THOSE LEVEL TWO AND THREE.
BUT UNLESS YOU LOOK AT THE THE TITLE ONE DOLLARS, IT'S TRIVIAL IN TERMS OF THE DIFFERENTIATION.
SO I GUESS I'LL HAVE TO I REST MY CASE.
AND I HOPE AS YOU ALL MAKE DECISIONS MOVING FORWARD, UNLESS YOU WANT TWENTY FIVE PERCENT OF THE ELEMENTARY SCHOOLS NOT TO DO WELL, YOU HAVE TO DO SOMETHING DIFFERENT.
DO YOU KNOW TAMMY? ACTUALLY, MY KIDS WENT TO WILLIAMS HIGH SCHOOL AND ANYTHING.
IS THAT WHAT I WHAT I SAW AND WHAT I MENTIONED WAS THAT SOME OF OUR TEACHERS ARE VERY TALENTED, YOU KNOW, I MEAN, THEY'RE SO TALENTED THAT THEY THEY GET THE MOST DIFFICULT STUDENTS, YOU KNOW, THAT THEY'RE ASSIGNED TO THE CLASSROOMS. SO WHEN YOU SAID THAT, WHAT IF YOU HAD A VERY TALENTED TEACHER AND SHE HAS A LOT OF DIFFERENCES IN HER DIFFERENT, YOU KNOW, DIVERSE STUDENTS, SHE'S FOCUSING ON SO MANY STUDENTS WITH NEEDS THAT, YOU KNOW, SHE CAN'T FOCUS ON THE ONE WHO'S PERFORMING WELL.
CERTAINLY THE TEACHER I REFERENCED IS AN OUTSTANDING TEACHER AND GO TO THE POINT OF DIFFERENTIATING THE INSTRUCTION, SHE HAD A FOURTH GRADE, A LITTLE BOY WHO HATED MATH, BUT HE, OF COURSE, HAD TO PASS MATH.
AND SO SHE CAME UP WITH THE IDEA OF USING SPORTS STATISTICS.
YOU KNOW, PERCENTAGE OF FREE THROWS MADE REALLY GOT HIM ENGAGED.
AND THEN SHE SAID, WELL, IF YOU'RE GOING TO BE A COACH, YOU'RE GOING TO HAVE TO WRITE A PLAY BOOK.
SO THAT'S HOW SHE SNUCK THE WRITING IN.
SO SHE WAS DOING THAT SORT OF DIFFERENTIATION FOR THIS ENTIRE CLASS.
BUT IT IS JUST EMOTIONALLY AND PHYSICALLY FATIGUING.
AND THEN THEY BRING IT HOME AND THEY WORK ON THE WEEKENDS AND, YOU KNOW, GET THEIR ASSIGNMENTS TOGETHER FOR THEIR STUDENTS.
SO THAT'S THE ONLY REASON WHY I WAS WONDERING IS THERE SHOULD WE CONSIDER HAVING A
[01:00:03]
MINIMUM OR MAXIMUM? I THINK WE'RE STRAYING PRETTY FAR OFF THE AGENDA.I MEAN, WE'RE ON SLIDE 2 OF RANDY'S PRESENTATION.
WELL, BEFORE WE DO THAT, I DO FEEL A LITTLE COMPELLED TO TO TO GIVE JUST ONE MINUTE, 30 SECONDS.
YOU KNOW, WHEN I FIRST CAME BACK TO PLANO ISD AND LOOKED AT RESOURCE ALLOCATION THERE, THERE WAS A DOLLAR AMOUNT PER STUDENT.
FOR A CAMPUS ALLOCATION, FOR THE CAMPUS SUPPLY AND RESOURCE BUDGET.
AND THEN [INAUDIBLE] FUNDS WERE DISTRIBUTED NOT BY THE TYPE OF STUDENT, NOT BY [INAUDIBLE] AT RISK STUDENT TO SPECIAL ED STUDENT AND NOTHING LIKE THAT.
SO IT WAS JUST A NUMBER BASED ON A PERCENTAGE, AND THAT'S HOW THE MONEY WAS GIVEN.
AND THAT IS NOT EQUITABLE AND THAT DOES NOT LOOK AT THE NEEDS OF THE TYPES OF IT.
WHO HAVE CERTAIN LEARNING NEEDS THAT NEED EXTRA SUPPORT AND RESOURCES, AND SO OVER THE LAST THREE YEARS, WE HAVE GONE BACK AND REALLOCATED BY INDIVIDUAL CHILD WHOM WHO HAS A CERTAIN LEARNING NEED.
AND THEN IN THE AT RISK CATEGORY, THE DOLLARS ARE ALLOCATED FOR ANY STUDENT WHO MEETS THE [INAUDIBLE] 14 CRITERIA AS DEFINED BY THE STATE.
EVERY ONE OF THOSE INDIVIDUAL STUDENTS GETS THE MONEY.
THAT WAS NOT THE WAY IT WAS DONE BEFORE YOU GOT A LUMP SUM BASED ON A PERCENTAGE AND GO.
AND SO I WAS A PRINCIPAL HERE AT THE TIME.
I REMEMBER HOW I GOT THE MONEY AND I WAS AT WILLIAMS HIGH SCHOOL WHERE WE HAD AN EXTREMELY DIVERSE POPULATION OF LEARNERS AND AND A LOT OF MOBILITY AND A LOT OF LEARNING NEEDS AND A LOT OF PRESSURE ON TEACHERS.
AND SO I DO I DO UNDERSTAND THE THE AND THAT IS WHAT DROVE THE CHANGES IN IN OUR TEAM.
AND LOOKING AT, YOU KNOW, AND I HEARD IT LOUD AND CLEAR PERCENTAGES.
YOU HAVE TO LOOK AT THE YOU HAVE TO LOOK AT THE KIDS THAT ARE ON THE CAMPUS IN THE SEATS AND WHAT THEY WHAT THEY NEED.
AND SO THE ALLOCATION STRUCTURE DID CHANGE SPECIFICALLY.
AND THE TITLE ONE GETS THE MOST.
THE FEDERAL DOLLARS MAKE THE MOST BECAUSE IT'S THE MOST AMOUNT OF MONEY.
ARE WE THERE YET? THERE'S CLEARLY WORK TO DO.
BUT TO SAY THAT WE ARE NO BETTER OFF NOW PERHAPS THAN WE WERE A COUPLE OF YEARS AGO.
YOU KNOW, I'M VERY PROUD OF THE WORK THAT WE'VE DONE TO TRY TO REALLOCATE RESOURCES IN ALIGNMENT WITH THE STRATEGIC PLAN, WHICH IS TO PUT MORE DOLLARS WHERE THE NEEDS ARE THE GREATEST.
AND THEN ADDITIONALLY, ON THE STAFFING SIDE OF THE HOUSE, THERE WAS NEVER A FRAMEWORK OF, YOU KNOW, HERE'S WHAT EVERY CAMPUS GETS.
AND THEN IF YOU HAVE BY SIZE OR BY NUMBER OF ECONOMICALLY DISADVANTAGED, WHATEVER THE TIERED SYSTEM OF STAFFING THAT WE HAVE, ALSO, YOU KNOW, IT DOESN'T OPEN IT UP AS MUCH AS WHAT YOU'RE TALKING ABOUT.
I DO UNDERSTAND THAT BECAUSE I YOU KNOW WHAT I NEEDED MORE THAN ANYTHING THAT WILLIAMS WAS AN EXTRA CLERK TO HELP WITH THE ENROLLMENT WITHDRAWAL PAPERWORK MORE THAN ANYTHING.
AND SO THAT'S WHAT I HAD TO COME AND ASK FOR.
CAN WE CARVE THAT OUT? AND SO I UNDERSTAND THAT WE MAY NOT BE ALL THE WAY THERE YET.
AND AND BUT I SURE DON'T WANT THE IMPRESSION TO BE LEFT THAT WE MAY WE MAY NEED TO STILL CONTINUE TO IMPROVE AND WORK ON ALLOCATION OF RESOURCES, ESPECIALLY PEOPLE, BECAUSE THAT'S WHERE THE GREATEST MONEY IS.
BUT THAT ALSO IS PROBABLY WHERE THE GREATEST NEED IS.
BUT BUT I JUST DO WANT TO SAY THAT IN THE LAST THREE TO FOUR YEARS THAT I'VE BEEN BACK, THERE HAS BEEN PURPOSEFUL EFFORT TO HAVE MORE EQUITABLE STAFFING AND RESOURCE ALLOCATION BASED ON STUDENT NEEDS THAN PERHAPS WE'VE DONE IN THE PAST.
THANK YOU FOR ALLOWING ME FOR THAT TIME.
THANK YOU, SIR, FOR THAT CLARIFICATION, BECAUSE I AGREE WITH YOU THAT THE LAST THREE AND A HALF YEARS IT HAS CHANGED A GREAT DEAL.
OK, ON THE BUDGET PROCESS, SO WE DID FOLLOW THE ZERO BASED BUDGET.
I THINK THE BOARD IS VERY FAMILIAR WITH THIS.
WE'VE BEEN TALKING ABOUT THIS FOR SEVERAL YEARS AND THEN ALL THE SO EVERY DEPARTMENT HAD TO DO ITS BUDGET AGAIN.
UNDER THE ZERO BASED BUDGETING.
[01:05:01]
YOU START WITH NOTHING.YOU HAVE TO JUSTIFY EVERYTHING BY LINE ITEM.
THOSE WERE THEN REVIEWED BY MYSELF.
DR. WILLIAMS, EXECUTIVE DIRECTOR OF FINANCE AND THE DIRECTOR OF BUDGET.
WE HAD A LOT OF HOURS THAT WE SPENT IN THE CONFERENCE ROOM WE WERE VIRTUAL AND WE LITERALLY WENT THROUGH EVERY LINE ITEM IN EVERY BUDGET AND TALKED ABOUT EVERY ONE OF THEM.
SO EVERY TRAVEL REQUEST, EVERY EVERYTHING WE'VE BEEN THROUGH WITH A FINE TOOTH COMB AND EVERYTHING HAS HAD TO BE JUSTIFIED.
AND THAT'S THAT'S REALLY HOW WE'VE GOTTEN TO SOME OF THE SAVINGS, I BELIEVE, THAT WE'LL BE TALKING ABOUT HERE IN A MINUTE SOME OF THE SIGNIFICANT EXPENDITURE CHANGES THAT WE CURRENTLY HAVE IN THE BUDGET FOR NEXT YEAR.
THESE ARE ACROSS ALL DEPARTMENTS.
WE DO HAVE WE DID HAVE TO ADD ABOUT 300, 4000 TO HOTSPOTS, ASSUMING THAT WE WILL STILL HAVE TO HAVE SOME VIRTUAL HOPEFULLY WE'LL BE BACK MORE FACE TO FACE AND WE CAN REDUCE THAT NUMBER.
THE CHANGES THAT WE MADE ON HVAC FILTERS DUE TO COVID TO GO FROM MERV 9 TO TO 11, THAT'S ABOUT 160000 MORE IN THIS BUDGET.
WE HAVE SOME NEW THINGS IN COMMUNICATION THAT WE'LL BE TALKING ABOUT FOR ABOUT 100000 INCREASE PROPERTY CASUALTY.
WE CURRENTLY HAVE A PLACEHOLDER IN THERE OF 850000.
WE DON'T KNOW WHAT THAT'S GOING TO BE, BUT WE'VE WE'VE GOT SOME EXPERTS TELLING US WE BETTER INCREASE IT SIGNIFICANTLY.
HOPEFULLY, AS WE GET MORE THROUGH THE BUDGET, WE CAN TIGHTEN THAT NUMBER UP SOME REDUCTIONS THAT WILL ALSO BE TALKING ABOUT THE NEW CUSTODIAL CONTRACT.
WE'RE SAVING OVER 700000 ANNUALLY, THE 300000 THAT WE HAD IN THERE IN THIS CURRENT BUDGET TO TAKE OUR CAMPUSES TO THE TIMEKEEPING SYSTEM FOR THERE ARE AT WILL EMPLOYEES THAT'S COMING BACK OUT AT ABOUT 300000 AND REDUCTION OF CATERING EXPENSES AT THE ADULT TRANSITION CENTER IS ANOTHER HUNDRED AND THIRTY TWO.
SO JUST TO POINT OUT A FEW OF THE LARGE BUDGET ITEMS. HI, RANDY.
JUST A QUICK QUESTION, NANCY, OVER HERE ON THAT 850000 ON THE PROPERTY CASUALTY INCREASE, HOW MUCH OF THAT RELATES TO THE THE THE FREEZE AND DOES THAT RELATE TO A TORNADO OR.
I MEAN I MEAN, HAILSTORMS ARE NOT TORNADOES.
AND YES, IT DEFINITELY RELATES TO THE HURRICANE.
IT DEFINITELY RELATES TO THE WINTER STORM WE HAD.
SO IT'S ALL OF THOSE THINGS THAT HAVE MADE CLAIMS GO REALLY HIGH.
ALSO, CONSTRUCTION COST ARE REALLY HIGH RIGHT NOW.
AND IT'S IT'S THERE'S REALLY JUST A LOT OF FACTORS THAT ARE DRIVING UP INSURANCE.
AND WE'RE STILL TRYING TO RECOVER FROM THE HAILSTORMS OF TWENTY SIXTEEN THAT HAVE DRIVEN OUR INSURANCE PREMIUMS UP SIGNIFICANTLY.
WE NEED SEVERAL GOOD YEARS HERE TO START BRINGING THOSE DOWN.
OK, ON DEPARTMENT BUDGETS, JUST TO RECAP, SO AGAIN, SINCE WE WENT TO ZERO BASED BUDGETING, WE REDUCED OUT OF DEPARTMENT BUDGETS OVER TWO MILLION DOLLARS IN THE FIRST YEAR, ABOUT ONE POINT SIX MILLION IN THE SECOND.
AND WE'RE CURRENTLY AT ABOUT 900000 THIS YEAR AS WELL.
SO THE TOTAL CUMULATIVE OVER THOSE THREE YEARS IS ABOUT FOUR AND A HALF MILLION DOLLARS THAT HAVE BEEN REDUCED OUT OF DEPARTMENT BUDGETS.
AND SO THAT THAT IS SIGNIFICANT AND IS TAKING A LOT OF HARD WORK FROM A LOT OF PEOPLE.
AS WE MOVE INTO THE DEPARTMENT OF BUDGETS, THE FIRST OF THESE IS KATRINA'S AREA IN ACADEMIC SERVICES.
BOTTOM LINE, THIS BUDGET HAS BEEN REDUCED FROM EIGHT POINT FIVE MILLION DOWN TO SEVEN POINT SIX, ABOUT AN EIGHT HUNDRED NINETY THOUSAND DOLLARS REDUCTION.
THAT'S NOT QUITE AS BAD AS IT SOUNDS.
THERE WAS A SIGNIFICANT AMOUNT THAT WAS MOVED OVER INTO INSTRUCTIONAL MATERIALS ALLOTMENT.
AND SO WE RECEIVE OTHER STATE SOURCES THAT USED TO BE THE TEXTBOOK THAT CAN BE USED FOR A LOT OF DIFFERENT THINGS.
NOW, ONCE IT BECAME I YOU CAN EVEN BE USED FOR INSTRUCTIONAL TECHNOLOGY, BUT WE WERE ABLE TO TO WORK ON THAT AND MOVE ABOUT THREE HUNDRED AND SEVENTY TWO THOUSAND DOLLARS OF INSTRUCTIONAL MATERIALS AND SOFTWARE OVER TIME.
A HUNDRED AND 32000 THAT WE TALKED ABOUT IT, ADULT TRANSITION CENTER.
SO WE WERE HAVING TO PAY FOR ALL THOSE MEALS BECAUSE IT WASN'T ON THE NATIONAL SCHOOL LUNCH PROGRAM, BECAUSE WE CAN PREPARE ON SITE.
AND SO NOW WE WERE BUILDING A KITCHEN THERE.
AND SO WE WILL BE ABLE TO SERVE MEALS NEXT YEAR.
UNDER THE NATIONAL SCHOOL LUNCH PROGRAM, FREE AND REDUCED STUDENTS WILL BE TREATED JUST LIKE ANY OTHER CAMPUS.
AND THEN ANY STUDENT THAT DOESN'T QUALIFY WILL BE HAVING TO PAY FOR THEIR MEALS JUST LIKE ANY OTHER CAMPUS.
SO THAT'S ABOUT 130, 2000 PER YEAR SAVINGS.
WE ALSO HAD SOME SOME OTHERS THAT WERE REALLY A REDUCTION, BUT WE PAID FOR SOME LITERACY PROGRAM EXPENDITURES OF THREE HUNDRED AND THIRTY ONE THOUSAND.
IT WAS A MULTI-YEAR, BUT WE PAID THAT OUT OF THIS BUDGET.
SO WE WON'T HAVE THOSE OUT OF NEXT BUDGET, BUT THEY WILL PROBABLY COME BACK THE NEXT YEAR.
SO REMEMBER THAT NEXT YEAR WHEN WE'RE ASKING WHEN THIS NUMBER IS GOING BACK AND
[01:10:02]
THEN WE JUST HAD SOME OTHER PROGRAMMATIC CHANGES THAT ALSO HELP.SO I HOPE THAT GIVES YOU AN IDEA WITHOUT I'M NOT GOING TO READ THROUGH ALL THESE UNLESS YOU WANT ME TO.
BUT JUST THE BOTTOM LINE OF I MEAN, KATRINA AND EVERYBODY WORKED HARD, KATRINA AND HER STAFF, TO WORK REALLY HARD THIS YEAR ON REALLY GOING THROUGH THEIR BUDGET IN GREAT DETAIL AND REALLY MAKING SOME CHANGES THAT PROBABLY NEEDED TO BE MADE.
AND THEY THEY WORKED HARD AT THAT.
I KNOW THEY SPENT A LOT OF TIME ON IT, BUT THEY ENJOYED IT, NANCY.
THEY'RE REALLY NOT QUITE LIKE WE ARE.
OK, UNDER ASSESSMENT, RESEARCH AND PROGRAM EVALUATION, WE HAD ABOUT A TWENTY SIX THOUSAND DOLLARS REDUCTION THEY'RE UNDER.
I'M GOING TO TRY TO MOVE THROUGH THESE FAIRLY QUICK UNLESS YOU HAVE QUESTIONS ON STUDENT ENGAGEMENT IN DISTRICT SERVICES.
OVERALL, THIS BUDGET WAS DOWN 684 THOUSAND.
AGAIN, THE BIG CHANGE IS IN THE SECOND LOT ITEM UNDER CUSTODIAL AND AUXILLARY, WHERE THE NEW CUSTODIAL CONTRACT, WE REDUCED ABOUT SEVEN HUNDRED AND TWENTY THOUSAND DOLLARS.
SO THAT WAS REALLY THE BIG SAVINGS.
UNDER BUSINESS SERVICES, THIS ONE IS AN INCREASE OF ABOUT 500000.
ALL OF THAT IS IN FACILITY SERVICES AND THE EXAMPLES, SO WE HAD SOME RATE INCREASES ON WATER AND TRASH THAT WAS ABOUT 200000 THE HVAC FILTER INCREASE THAT WE TALKED ABOUT.
ONE HUNDRED AND SIXTY THOUSAND.
THE MOWING CONTRACT THAT WE HAVE FOR LANDSCAPING ON ALL THE CAMPUSES HAD AN INFLATIONARY FACTOR.
THAT WAS ABOUT THIRTY FOUR THOUSAND.
AND THE REST OF THAT IS PRIMARILY ADDITIONAL MAINTENANCE COSTS FOR MATERIALS, MATERIALS.
RIGHT NOW, IF YOU'VE GONE OUT AND TRIED TO BUY WOOD OR ANYTHING, IT SKYROCKETED.
AND SO THERE'S BEEN SOME MONEY PLACED IN THERE JUST TO TRY TO COVER SOME OF THAT INFLATION.
OUR TECHNOLOGY SERVICES, THIS ONE BOTTOM LINE IS ABOUT A 30000 DOLLAR REDUCTION, BUT WE DO SO WE'VE GOT SOME BIG THINGS GOING ON HERE.
SO WE TALKED ABOUT THE ABOUT 300 AND 17000 WE'VE ADDED FOR HOTSPOTS.
HOPEFULLY WE WON'T HAVE TO USE ALL THAT.
TECHNOLOGY OPERATIONS WERE REDUCED BY 400 AND 4000.
300000 OF THAT IS THAT TIMEKEEPING SYSTEM THAT WE WERE BUYING OUT OF THIS BUDGET THAT WE DON'T HAVE TO BUY AGAIN.
AND THEN THEY ALSO PATRICK AND HIS TEAM REDUCED PROGRAMING AND CONSULTING ABOUT ONE HUNDRED AND 25000.
AND SO WE ALSO HAD AN INCREASE ON SOME INSTRUCTIONAL TECHNOLOGY IN A GO GARDIAN PROGRAM, ABOUT ONE HUNDRED AND SIXTY SEVEN.
SO WE'VE GOT A LOT GOING ON THERE.
BUT OVERALL, BOTTOM LINE, EVEN WITH HAVING HAD 300, 17000 FOR HOT HOTSPOTS, WE WERE ABLE TO REDUCE THAT DEPARTMENT ABOUT 30000, RANDI.
IS THAT 317 AN ANNUAL RECURRING COST OR IS THAT A ONE TIME COST? SO I BELIEVE THAT WILL THE ANNUAL RECURRING, AS LONG AS WE'RE USING THAT MANY HOTSPOTS.
IT'S LIKE A MONTHLY FEE PER HOGG'S AND A LOT OF THAT TO COME DOWN TO HOW WE RENEGOTIATE.
WE'RE STILL IN NEGOTIATIONS WITH OUR SERVICE PROVIDERS AT THIS POINT IN TIME.
AND SO HOPEFULLY WE CAN NEGOTIATE A LOWER COST AND KEEP THOSE COSTS DOWN.
AND THEN WE'LL ALSO LOOK AT WHAT IS OUR NEED GOING INTO THE NEW YEAR WHERE MORE STUDENTS ARE BACK IN THE SEATS.
HOW MANY FAMILIES ARE STILL NEEDING CONNECTIVITY ASSISTANCE? THANKS.
SO THIS NUMBER, HOW MANY HOTSPOTS DOES THIS ENCOMPASS? THAT'S APPROXIMATELY 1800 HOTSPOTS THAT WE'RE TALKING ABOUT IN THIS NUMBER.
AND APPROXIMATELY RIGHT NOW, HOW MANY STUDENTS THAT DON'T HAVE CONNECTIVITY THAT HAVE TO USE A HOTSPOT PROVIDED BY 50? HOW MANY FAMILIES ARE WE SERVING WITH THIS RIGHT NOW? I BELIEVE THAT NUMBER IS SOMEWHERE ROUGHLY AROUND 6500.
THE WORD THAT WE'VE ISSUED OUT, GIVE OR TAKE.
AND SOME OF THEM ARE WE HOLD ON TO WE WE'VE HAD TO GIVE A COUPLE TO MULTIPLE FAMILIES THAT THAT MAY HAVE MORE STUDENTS IN THEM.
AND THEN THOSE ARE JUST REPLACEMENT ITEMS THAT WE HAVE ON HOLD THAT WE HAVE ON THE ISSUE.
AND IF I SAY IF BUT I KNOW THERE'S ANOTHER AGENDA, I CAN SAVE THIS QUESTION FOR THE AGENDA TOPIC.
ONE OF THE OTHER THINGS WE'RE WATCHING ON THAT IS THE LEGISLATION PENDING ON BROADBAND ACCESS, WHICH COULD HAVE AN IMPACT ON EXPENDITURES RELATED TO INTERNET ACCESSIBILITY.
AND PART OF THE REASON WHY WE'RE HAVING TO DO THE RENEGOTIATION IS THAT THESE COSTS THAT WE WERE LOOKING AT WERE BASED ON OPERATION CONNECTIVITY, WHERE THE STATE WAS PROVIDING ASSISTANCE AND ALL THE CARRIERS WERE PROVIDING EXTREMELY LOW COST FOR THE HOTCHPOTCH FOR A NUMBER OF THESE CARRIERS THAT THAT CONTRACT WILL RUN OUT JUNE 30TH.
[01:15:01]
AND SO THAT'S WHY WE'RE IN THE PROCESS OF RENEGOTIATING TO TRY TO KEEP THOSE COSTS AS LOW AS POSSIBLE.AND WE CAN, YOU KNOW, BASED ON THE STUDENT'S NEEDS, WE CAN GET OUT OF THAT THOSE CONTRACTS AT ANY TIME.
YES, THOSE CONTRACTS, BASICALLY, WE HAD A TWO YEAR OPTION.
WE EXERCISED ONE YEAR AT A TIME.
SO WE CAN EXTEND ON SOME OF THEM.
THE REST OF THEM, WE JUST EITHER NEED TO RENEGOTIATE OR GO AHEAD AND CLOSE CONTRACT OUT.
AND ABOUT THE TIME PATRICK GOT HERE, HE HAD TO FIGURE OUT THIS BUDGET REALLY QUICK, AND SO HE AND HIS TEAM DID A GREAT JOB.
THEY HAVE A THERE'S A LOT OF DETAILS ON TECHNOLOGY BUDGET, AND HE GOT UP TO SPEED REALLY FAST.
OK, EMPLOYEE SERVICES, BETH ALWAYS HATES IT BECAUSE PROPERTY CASUALTY INSURANCE IS PART OF HER BUDGET, AND SO AT 850000, THEN IT LOOKS BAD AT HER BOTTOM LINE, BUT HER AND HER DEPARTMENT ALWAYS WORK HARD ON THEIR BUDGET AS WELL.
SO OVERALL, THIS ONE IS AN EIGHT HUNDRED AND SEVEN THOUSAND DOLLAR INCREASE, BUT 850 OF THAT IS PROPERTY CASUALTY.
SHE ASKED ME TO POINT THAT OUT.
REALLY, THERE'S NO OTHER SIGNIFICANT CHANGES IN THAT BUDGET THAT THAT I NOTICE.
NOW, THE ONE THAT I THINK WE'VE GOTTEN THE MOST QUESTIONS ON IS STUDENT AND STUDENT AND FAMILY SUPPORT SERVICES.
SO, DR. GOBER, HE ALSO CAME IN.
HE GOT A LITTLE BIT OF A HEAD START ON PATRICK, BUT BUT A LOT OF CHANGES HERE AS WELL.
AND THERE WERE JUST SO MANY PROGRAM CHANGES FROM FACILITIES THAT IT WAS JUST THE BUDGET RECEIVED A MAJOR OVERHAUL.
LET ME GIVE YOU A FEW HIGHLIGHTS AND THEN YOU MAY HAVE SOME QUESTIONS FOR FOR DR.
OH, I'M SURE IT WOULD HELP IF I'D GET ON THE RIGHT SIDE.
OK, SO OVERALL, THIS ONE IS A 700 AND 12000 DOLLAR DECREASE.
AND SO THERE WERE SOME EFFICIENCIES THAT WERE FOUND HERE THAT WERE ALSO JUST SOME PROGRAM CHANGES.
AND AGAIN, LET ME GIVE YOU A FEW HIGHLIGHTS WITHOUT GOING THROUGH EACH LINE ITEM.
BUT YOU CAN SEE THE ONES THAT WENT FROM A NUMBER TO ZERO.
AND SO THAT WAS WHAT WE CALL A LOCK AND ORGANIZATION CODE THAT WE DID AWAY WITH.
AND YOU SEE THE ONES THAT WENT FROM ZERO TO SOMETHING.
SO THAT'S A NEW ORGANIZATION CODE THAT WE HAD TO CREATE.
SO JUST A LOT OF MOVEMENT WITHIN THIS BUDGET.
GOBER AND [INAUDIBLE], HE'S OUR DIRECTOR BUDGET, HAVE SPENT A LOT OF TIME TOGETHER TRYING TO GET THIS IRONED OUT.
SO, AGAIN, THE OVERALL WAS REDUCED TO ABOUT 700 AND 12000.
E SCHOOL WAS REDUCED, ABOUT 280, 6000 AND DOCTORIAL WOULD HAVE TO GIVE MORE DETAIL.
WE REDUCED SUMMER SCHOOL ABOUT 220 7000, THE CONSOLIDATION OF BIRD OVER TO THE GWINN CENTER ON MANY OF THE PROGRAMS. THOSE PROGRAMS ARE STILL GOING TO BE PRETTY MUCH THE SAME.
HOWEVER, THERE WERE SOME EFFICIENCIES THERE AND THAT WAS ABOUT A TWO HUNDRED AND SEVENTEEN THOUSAND DOLLARS SAVINGS.
AND THAT DOESN'T COUNT IF THERE ARE ANY STAFF SAVINGS.
SO REMEMBER, ALL OF THESE BUDGETS THAT WE'RE LOOKING AT ARE NON STAFF AND SO THAT'S JUST IN THE NON STAFF COMPONENT.
GOBER CAN PROBABLY ADD A LOT MORE TO THAT THAN I JUST DID.
CAN I ASK THE QUESTION, WHERE DID THE BUDGET FOR PLANO LEGACY GO TO? IF IT MOVED FROM THERE? WHAT DID IT GO TO? IT WENT TO OUR NEW PARENTING PROGRAM THAT I BELIEVE I CAN'T REMEMBER.
I PUT IN A BOARD UPDATE, ACTUALLY PRESENTED IT, BUT IT'S IT'S STILL GOING TO BE SPENT ON PARENT EDUCATION, BUT IT JUST WON'T BE PACKAGED AS THE PARENT FAMILY.
I'M SORRY, THE PLANO FAMILY LITERACY PROGRAM.
GUBAREV SEE 7500 DOLLARS FOR COMMUNITY AND DIVERSITY.
IT DOESN'T SEEM LIKE A LOT OF MONEY.
I WAS CURIOUS WHAT THAT 7500 DOLLARS WOULD BE SPENT ON.
THAT'S FOR OUR NEW DIRECTORS BUDGET.
I CAN'T REMEMBER EXACTLY, BUT IT'S A COUPLE OF CONFERENCES I WANTED HIM TO ATTEND AND JUST MINIMAL FUNDS FOR HOLDING MEETINGS AND THINGS LIKE DISCRETIONARY.
AND SO, CODY, THAT'S A GOOD EXAMPLE OF THIS ONLY REFLECTS THE OPERATIONAL BUDGET, BUT DOESN'T REFLECT THE SALARY THAT'S BEING PAID FOR THAT PROGRAM, WHICH COULD BE THE SIGNIFICANT AMOUNT OF THAT PROGRAM RIGHT NOW IN A CORNER.
CAN YOU EXPLAIN THE STUDENT MANAGEMENT SERVICES? WHAT WAS THAT USED TO BE TITLE? THIS IS A NEW PROGRAM LINE ITEM.
IT USED TO WELL, IT SORT OF CAME FROM DIFFERENT PLACES, IT WAS SOME OF IT WAS PACKAGED UNDER THE DEEPS OR THE BIRD AND GWINN, AND SOME OF IT WAS PACKAGED JUST UNDER, I
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THINK, OUR FORMER EXECUTIVE DIRECTOR.BUT THE BULK OF THAT MONEY IS WHAT WE PAY TO J.P.
IS IT LIKE 61000 OR SOMETHING THAT WE PAY JUVENILE JUSTICE, ALTERNATIVE EDUCATION PLACEMENT FOR OUR STUDENTS WHO ARE EXPELLED? WE PAY THEM AND I CAN'T REMEMBER THE EXACT NUMBER, BUT IT'S CLOSE TO 60, 70000 DOLLARS.
AND WHERE IS THAT MONEY USED TO BE HOUSED? AT THE ARGUIN.
AND SO WE JUST MOVED IT UNDER OUR SOON TO BE DIRECTOR OF STUDENT MANAGEMENT.
OK, ANY OTHER QUESTIONS? A LOT OF MOVEMENT THERE, BUT REALLY, OVERALL, THE CHANGES ARE NOT AS SIGNIFICANT OTHER THAN THOSE FEW ITEMS THAT ARE POINTED OUT.
I HAVE A QUESTION ONCE, LIKE BACK IN SCHOOL, HOW COME A 16 17 BECOME THREE EIGHTY TWO THOUSAND? A LARGE PART OF THAT IS BECAUSE WE INVESTED IN AN ONLINE LEARNING PLATFORM, COLLEGE ANNUITY, AND SO MANY OF THE COURSES THAT STUDENTS WOULD HAVE TAKEN IN SCHOOL FOR, THEY CAN NOW TAKE ON CAMPUS FOR FREE VIA EDX ANNUITY.
AND THAT'S THE PROGRAM THAT WE'RE USING AS OUR MAIN TOOL FOR CREDIT RECOVERY.
AND SO BECAUSE OF AGE ANNUITY, YOU'LL SEE A DECREASE IN SCHOOL AND IN SUMMER SCHOOL.
BUT THE OVERALL AVAILABILITY OF EASY COURSES DID INCREASE OR DECREASE.
WE OFFER THE SAME NUMBER OF COURSES IN HIGH SCHOOL.
SO EVERYTHING THAT WAS THERE IS STILL THERE IN HIGH SCHOOL.
THANK YOU, JAY CARNEY ON THE INGENUITY CONTRACT.
THE NOTE IS THAT WE PAID FOR A MULTI-YEAR, I GUESS, A YEAR LICENSE FOR THAT WITH THIS YEAR'S BUDGET.
HOW LONG IS THAT? HOW MANY YEARS IS THAT? I THINK YOU'LL SEE IT POP UP ON NEXT YEAR'S BUDGET THE NEXT YEAR FOR THE FOLLOWING YEAR.
REMEMBER THAT WHEN WHEN IT POPS UP, IT'S GOING TO BE IT'S GOING TO BE A BIG ONE.
SCHOOL LEADERSHIP AND INNOVATION ARE AS THE LAW DEPARTMENT, THEY ACTUALLY HAD A REDUCTION OF ABOUT 17000.
DISTRICT LEADERSHIP, THIS IS ONE THAT WE WERE MAKING CHANGES ON TODAY, AND SO THERE WERE THERE WAS SOME MOVEMENT HERE.
SO, FOR EXAMPLE, WE LEFT SUPERINTENDENT APARTMENT, THE SAME AS THE CURRENT BUDGET BOARD OF TRUSTEES IS THE SAME AS THE CURRENT BUDGET CHIEF OPERATING OFFICER.
LOOKS LIKE AN INCREASE, BUT ACTUALLY POLICY MOVED THE POLICY SERVICES THROUGH TO HASBI, ACTUALLY MOVED OUT FROM UNDER COMMUNICATIONS AND UP TO THE CHIEF OPERATING OFFICER.
AND SO THAT'S THAT 84 HUNDRED DOLLAR INCREASE.
COMMUNICATIONS WENT UP ABOUT ONE HUNDRED AND FORTY SEVEN THOUSAND.
AND SO THE MAJORITY OF THAT IS FOR THREE THINGS, AND SO IT WAS A.
SO THAT'S WHERE EARLIER I MENTIONED LET'S TALK AND SOMEBODY PROBABLY CAN EXPLAIN THAT BETTER THAN ME.
BUT IT'S IT'S A COMMUNICATION FOR ALL THE EXTERNAL QUESTIONS THAT WE'RE RECEIVING FROM THE PUBLIC, A WAY TO MANAGE THAT MUCH BETTER.
SO THAT'S ABOUT 100000 OR INCREASE.
IT'S ALSO NEW TRAINING FOR PUBLIC RELATIONS LIAISON THAT ARE AT CAMPUSES THAT STOP US FOR ABOUT TWENTY TWO THOUSAND OR ADDITIONAL PAY AND THEN ALSO AN INCREASE FOR TRINITI AFFAIRS.
THAT'S HELPING US WITH SOME LEGISLATIVE FOLLOWING THE LEGISLATIVE SESSION, AND THAT'S ABOUT THIRTY TWO THOUSAND.
AND SO TOGETHER, THOSE ARE THE CHANGES WITHIN THAT BUDGET.
IS THAT IS THAT WHAT RICHARDSON HAS THE.
I DON'T KNOW WHICH OTHER DISTRICTS USE IT.
DO YOU KNOW SO AUSTERITY? I BELIEVE WE DISCUSSED THIS THAT I DON'T KNOW.
YEAH, IT'S BEEN ONE OF OUR PREVIOUS WORKSHOPS AND CURRENTLY JUST THE VOLUME THAT'S COME IN THIS YEAR WITH CHRISTIE.
AND WE'VE BEEN ABLE TO MANAGE.
AND LASTLY, PLEASE CHIME IN THAT IT'S A IT'S A ROBUST SYSTEM THAT WILL ALLOW FOR BETTER COMMUNICATION TO BETTER COMMUNICATION, RECEIVING EMAIL, PUTTING THINGS OUT THERE.
IT WORKS IN CONJUNCTION WITH OUR WEBSITE.
ONE OF THE BIGGEST CHANGES AND ONE OF THE BIGGEST ADVANTAGES IS THE TRACKING AND REPORTING THAT WILL BE ABLE TO DO OUT OF IT.
RICHARDSON DOES USE IT SEVERAL TEXAS AND SCHOOL DISTRICTS ACROSS THE
[01:25:03]
COUNTRY, TOO.SO WE'VE RESEARCHED AND RESEARCHED.
WE'VE BEEN LOOKING AT IT FOR A COUPLE OF YEARS AND IT'S DIRECTLY RELATED TO OUR PILLAR FOUR OF THE STRATEGIC PLAN WHEN WE TALK ABOUT INCREASING ENGAGEMENT, INCREASING THAT LEVEL OF TRUST, A CULTURE OF TRUST AND COMMUNITY.
AND IT WILL DEFINITELY HELP US, JUST AS DR.
WILLIAMS SAID, THE TWO WAY COMMUNICATION PART, INSTEAD OF MANAGING THINGS WITH AN EMAIL ACCOUNT AND A SPREADSHEET, WE WILL HAVE A MUCH BETTER AND ROBUST IS THE WORD A REALLY ROBUST SYSTEM FOR NOT JUST, YOU KNOW, CORRESPONDING, BUT REPORTING OUT AS WELL.
I THINK IN THAT PREVIOUS WORK SESSION, WE HAD TALKED ABOUT EMAIL VOLUME AND THE PRICE OF THIS.
AND WE REALLY DIDN'T WE WEREN'T AT THE POINT WHERE WE THOUGHT IT WAS WORTH IT.
AND WHEN I THINK ABOUT THE EMAIL VOLUME I RECEIVED WHEN I JOINED THE BOARD TWO YEARS AGO AND THE EMAIL VOLUME THAT WE RECEIVE NOW, IT SEEMS THAT THIS COST IS VERY MUCH JUSTIFIED NOW.
AND SO I THINK PARENTS ARE GOING TO APPRECIATE THE RAPID RESPONSE AND KNOWING THAT THE LIKELIHOOD OF THEIR EMAIL SLIPPING THROUGH THE CRACKS IS VERY, VERY SLIM.
SO I'M I'M GLAD WE HAVE AN ENGAGED COMMUNITY, ENGAGED BISDEE FAMILY TO THE POINT THAT WE HAVE TO SPEND SOME MONEY TO MAKE SURE WE CAN COMMUNICATE PROPERLY.
SO GLAD TO SEE THAT WE'VE WE'RE UTILIZING THIS TOOL IN THAT.
IT'S NOT JUST THAT IT SEEMS LIKE THE EMAIL VOLUME HAS INCREASED.
AND AGAIN, IT'S JUST A THIS IS A MULTIYEAR LICENSE OR ONE YEAR ANNUALIZE.
OK, AND THEN ON CAMPUS, ANOTHER ALLOCATION, SO CAMPUS ALLOCATIONS ACTUALLY WENT DOWN ABOUT 100000, THAT'S JUST BASED ON PROJECTED LOWER STUDENT ENROLLMENT.
IT'S THE SAME FORMULAS, THE SAME ALLOTMENT PER STUDENT.
WE ARE SAVING ABOUT 260000 ON OUR NEW COPIER BID ALSO.
AND SO WE LACK SAVINGS LIKE THAT.
OUR PURCHASING DEPARTMENTS WORKED REALLY HARD ON THOSE.
AND SO ACTUALLY WE WILL HAVE MORE GRADE LEVELS EVEN COMING UP NEXT YEAR, I BELIEVE.
BUT THIS IS A PRETTY SIGNIFICANT SAVINGS.
ARE PROJECTIONS RIGHT NOW ON TAX OFFICE AND APPRAISAL DISTRICT ARE ALSO DOWN ABOUT TWO HUNDRED EIGHTY SIX THOUSAND.
WE WE MAY GET SOME UPDATED, MORE UPDATED INFORMATION ON THAT.
BUT RIGHT NOW, THOSE ARE DOWN IN SO TOTAL OF ALL THE CAMPUS AND OTHER ALLOCATIONS IS DOWN ABOUT SIX HUNDRED AND THIRTY ONE THOUSAND.
OK, SO AGAIN, WHEN WE AGGREGATE ALL OF THAT, IT'S ABOUT A NINE HUNDRED AND FIVE THOUSAND DOLLAR REDUCTION FROM THE PRIOR YEAR.
AGAIN, WE'VE TALKED THROUGH ALL THE SCENARIOS.
SOME OF THAT IS MOVING IT OUT TO OTHER FUNDING SOURCES.
SOME OF THAT IS BECAUSE WE PAY FOR THINGS IN THE CURRENT BUDGET THAT WE'RE NOT GOING TO HAVE TO PAY FOR.
BUT OVERALL, WHEN YOU LOOK AT A THREE YEAR HISTORY, THERE'S NO DOUBT THAT WE'VE MADE SIGNIFICANT TIGHTENING OF DEPARTMENT BUDGETS AND WE THINK WE'VE BEEN ABLE TO DO THAT WITHOUT, YOU KNOW, SACRIFICING WHAT WE DO.
BUT EVERYBODY'S REALLY GOT THE MINDSET OF EFFICIENCY AND TRYING TO SPEND OUR MONEY ON WHAT WE NEED.
AND THEN ALSO REALLY JUST TRYING TO TIGHTEN IT UP TO BUDGET, THE NUMBER WITH A DETAILED PLAN OF WHAT WE'RE GOING TO SPEND AND NOT JUST GIVE US A BIG NUMBER AND THEN WE'LL SPEND ABOVE WHAT WE NEED AND WE'LL TURN BACK.
SO REALLY JUST TRYING TO BETTER MANAGE THE BUDGET.
I'LL RUN THROUGH THIS PRETTY QUICK, BUT THIS IS REALLY PROBABLY WHAT YOU'RE MOST INTERESTED IN IS WHAT'S THE BOTTOM LINE IMPACT OF ALL OF THIS.
AND SO WE CURRENTLY HAVE REVENUES FOR NEXT YEAR ABOUT UP ABOUT SIX POINT SEVEN MILLION.
THAT'S PRIMARILY FROM PROPERTY TAXES.
WE'LL TALK RECAPTURE HERE IN A MINUTE.
BUT IF YOU JUST LOOK AT THE REVENUE PROJECTING ABOUT A SIX POINT SEVEN DOLLARS MILLION INCREASE, TOTAL STATE AID DOWN ABOUT NINE POINT SEVEN MILLION THE FIRST YEAR OF THE BIENNIUM, WE RECEIVE LESS FOUNDATION MONEY, I'M SORRY, LESS PER CAPITA MONEY.
AND THEN ALSO WE'RE NOT PROJECTING ANY FOUNDATION REVENUE.
AND SO DOWN ABOUT 12 MILLION DOLLARS.
THEY'RE JUST ON ON STATE FUNDING OF FEDERAL REVENUES.
THE BEING IN COVERED IN PROVIDING LESS SERVICE TO SOME OF OUR STUDENTS THAT QUALIFY UNDER MEDICAID AND CHARGE REIMBURSEMENT IS GOING TO HAVE AN IMPACT THIS COMING YEAR.
AND SO WE'RE PROJECTING THAT'S GOING TO DROP OUR MEDICAID SHAH'S MONEY DOWN ABOUT A MILLION DOLLARS FOR THE COMING YEAR.
SO TOTAL FEDERAL REVENUE, WE'RE PROJECTING IT DOWN JUST OVER A MILLION.
AND SO TOTAL REVENUE IS DOWN ABOUT FOUR MILLION.
AND THEN WHEN WE LOOK AT TRANSFERS IN SO WE'RE NOT BUDGETING AS MUCH FOR
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PESSAH, THAT FACA EMPLOYEE CHILD CARE, ANY NET PROFIT THAT'S MADE OVER IN THOSE GETS TRANSFERRED BACK TO THE GENERAL FUND.AND WE HAVE THAT NUMBER DOWN JUST WAITING TO SEE HOW MUCH OF THAT REBOUNDS AFTER FOR THE COMING SCHOOL YEAR.
WE'RE PROJECTING IT RIGHT NOW UP ABOUT EIGHT POINT ONE MILLION.
AND SO TOTAL REVENUES WHEN YOU BACK OUT, RECAPTURE ACTUALLY DOWN ABOUT 13 MILLION.
WHEN WE GO TO THE EXPENDITURE SIDE, OUR BASE PAYROLL IS UP SLIGHTLY.
HOWEVER, WE CURRENTLY HAVE IN THE BUDGET REDUCING ABOUT 150 TEACHING POSITIONS JUST BASED ON STAFFING FORMULAS.
AND SO THAT THAT'S NOT NECESSARILY INCREASING CLASS SIZE.
THAT'S JUST FROM DECLINING ENROLLMENT IN PROJECTED ENROLLMENT FOR NEXT YEAR THAT WE THINK WE CAN REDUCE ABOUT 150 TEACHING POSITIONS AND ABOUT 15 CAMPUS PAIR OF PROFESSIONALS AS WELL.
AND SO THAT'S THAT'S ABOUT JUST OVER 10 MILLION DOLLARS OF SAVINGS THERE.
SO, RANDI, WHEN YOU SAY A REDUCTION IN 150, JUST TO BE CLEAR, JUST WHEN SOMEBODY HEARING THAT THEY MAY JUMP TO CERTAIN CONCLUSIONS, THAT'S TYPICALLY TYPICALLY, I THINK YEAR TO YEAR WE SEE ABOUT 12 PERCENT ATTRITION OF TEACHERS, MAYBE A LITTLE LESS THAN 12 PERCENT.
AND SO THIS IS RETIREMENTS, TEACHERS THAT ARE NOT RETURNING MOSTLY SITUATIONS LIKE THAT, BUT FOR OTHER POSITIONS THAT MAY NOT HAVE ENOUGH ENROLLMENT TO JUSTIFY THAT THERE'S OTHER OPPORTUNITIES BEING PROVIDED TO EMPLOYEES.
ANY ANY REDUCTIONS ON THESE NUMBERS FOR BUDGET OR THROUGH ATTRITION? THAT DOESN'T MEAN EVERYBODY'S IF SOMEBODY IS NOT COMING BACK, IT'S FOR OTHER REASONS.
IT'S EITHER BY THEIR CHOICE OR OURS.
BUT THIS IS NOT ANY TYPE OF LAYOFF OR REDUCTION IN FORCE OR ANYTHING LIKE THAT.
ALL THIS WOULD BE DONE THROUGH ATTRITION.
I JUST WANT TO BE CLEAR ABOUT THAT.
AND THEN NEXT, WE'VE GOT SOME WE'VE GOT SOME SOME NEW STAFFING AND SOME PAY ADJUSTMENT REQUEST OF ABOUT THREE MILLION IS CURRENTLY WHERE THAT STANDS.
AND THEN WE JUST PUT A PLACEHOLDER IN HERE ON A TWO PERCENT SALARY INCREASE.
AND SO EVERY PERSON IS ABOUT THREE AND A HALF MILLION DOLLARS.
SO, I MEAN, THIS IS ALWAYS DICTATED BASED OFF THAT BOTTOM LINE AND WHERE THE BOARD'S COMFORT IS.
BUT JUST WANTED YOU TO HAVE A PLACEHOLDER IN HERE OF ABOUT SEVEN MILLION.
SO IF YOU SAID, WELL, WE WANT TO DO NOTHING, YOU KNOW WHAT IT IS.
IF YOU WANT THE ONE PERCENT, IT'S HALF THAT.
IF YOU WANTED THREE PERCENT, YET ANOTHER THREE AND A HALF MILLION.
BUT JUST TO GIVE THE BOARD A FEELING TONIGHT OF WHAT IMPACT A TWO PERCENT SALARY INCREASE HAS AND JUST A NUMBER TO WORK FROM.
I SEE MASKS COMING OFF, I THINK THAT MEANS SOMEONE'S GOT A COMMENT, I JUST A REAL QUICK QUESTION ON YOUR YOUR REVENUE ASSUMPTIONS.
WHAT ARE YOU ASSUMING FOR PROPERTY VALUE GROWTH? BELIEVE, GOSH, IT'S BEEN A WHILE, THAT IT WAS ABOUT A TWO TO TWO AND A HALF PERCENT GROWTH, TWO PERCENT GROWTH, I BELIEVE, BUT EVEN IF ACTUAL GROWTH COMES IN AT MUCH HIGHER, THAT'S GOING TO GET EATEN AWAY BY THE GROWTH OF RECAPTURE AND TAX RATE COMPRESSION.
ANY GROWTH OVER 10 [INAUDIBLE] PERCENT.
THERE IS NO STATEWIDE TAX COMPRESSION THIS YEAR, BUT IF OUR VALUES INCREASE MORE THAN TWO AND A HALF PERCENT, THEN WE'LL HAVE TO COMPRESS THE TAX, WHICH IS A GOOD THING FOR THE TAXPAYERS.
SO ONE REQUEST THAT I WOULD HAVE WHEN WE COME BACK, WHEN WE'RE ACTUALLY START THE NEXT PHASE OF THIS AND LOOKING AT THE TOTAL BUDGET, ONCE WE GET PAST STAFFING, I'D LIKE TO SEE A COMPARISON YEAR OVER YEAR OF OF ACTUAL REAL DOLLARS, BECAUSE MY ASSUMPTION AND MY EXPECTATION IS THAT OUR ACTUAL ACTUAL SPENDABLE DOLLARS.
THAT WE HAVE LEFT OVER AFTER WE GET DEATH BY A THOUSAND CUTS IS FEWER DOLLARS AND IT WAS THE YEAR BEFORE.
WHEN YOU FACTOR IN INFLATION, THAT MEANS ARE OUR DOLLAR BUYING POWER IS REDUCED AND I JUST WANT TO KNOW BY HOW MUCH.
OK, BECAUSE THEN I WANT TO SEND THAT TO OUR REPRESENTATIVES AND ASK THEM HOW THE HELL THEY'RE LETTING THAT HAPPEN.
OK, WE'LL DO SOME WORK ON THAT.
OK, SO SO WHERE WE CURRENTLY STAND, IF WE JUST MOVE DOWN TO THE NUMBER THAT WE'RE ALL LOOKING FOR, SO WE WERE CURRENTLY SETTING IN ABOUT A TWENTY FOUR POINT THREE MILLION DOLLAR DEFICIT BUDGET.
AGAIN, THAT HAS THE SEVEN MILLION BUILT IN FOR SALARY INCREASES.
SO IF THERE WAS NO SALARY INCREASE, THAT WOULD DECREASE TO ABOUT 17 MILLION.
SO SO THAT'S WHERE WE STAND REALLY IS IS A WORKING POINT HERE.
IN MID-APRIL, WE STILL HAVE, YOU KNOW, A GOOD AT LEAST 30 DAYS TO TO REFINE THAT OR
[01:35:02]
EVEN MORE.BUT IF THE IF THE BOARD HAS CONCERNS, YOU KNOW, WE DO HAVE A HEALTHY FUND BALANCE.
WE DO TYPICALLY TURN BACK THOSE.
I THINK THOSE MARGINS HAVE GOTTEN SMALLER, BUT WE DO TYPICALLY TURN BACK SOME MONEY.
THE THE OTHER THING I LIKE TO POINT OUT HERE IS THIS BIG, NOT THIS BIG UNKNOWN OF STIMULUS MONEY.
THERE IS A LOT OF STIMULUS MONEY COMING TO TEXAS FOR PUBLIC SCHOOLS.
IF THAT MONEY IS IS SUPPLEMENTAL TO US AND TO OTHER DISTRICTS, WE PROBABLY DON'T HAVE ANY DEFICIT HERE.
IF IF THAT MONEY IS SUPPLANTING, THEN THIS IS PROBABLY YOUR NUMBER.
IT SEEMS LIKE THERE'S SO MUCH MONEY COMING TO TEXAS FOR PUBLIC SCHOOLS.
I CAN'T IMAGINE HOW ALL THAT COULD BE SUPPLY.
AND I HOPE NONE OF IT IS ALREADY.
OR ONE WHICH WAS ABOUT OVER FOUR MILLION DOLLARS PLANO ISD WAS ALSO PLANNED.
THE DISTRICT BENEFITED NOTHING.
I HOPE THAT DOESN'T ROUND TWO OR AS OR TWO OR THREE ARE MUCH LARGER DOLLAR AMOUNTS.
I HEARD WE WE WILL BE OWNED FIFTY EIGHT MILLION IF THE STIMULUS COME TO US.
YEAH, THAT'S WHAT THEY PROJECTED, AN SR2 OR SR3.
AND THERE'S DISTRICTS AROUND US.
SO YOU KNOW, WE WERE TALKING EARLIER ABOUT HOW WE ALLOCATE WELL THE FEDERAL GOVERNMENT ALLOCATES TO SCHOOLS.
WELL, THEY GIVE YOU SPECIAL ED FUNDING, THEY GIVE YOU SOME [INAUDIBLE] FUNDING.
IF YOU'RE [INAUDIBLE] DISTRICT IN THE BULK OF IT COMES THEY ONLY RECOGNIZE FREE AND REDUCED.
THEY DON'T RECOGNIZE THAT RISK.
THEY DON'T RECOGNIZE MOBILITY, RAISE NOTHING.
THEY RECOGNIZE PRIMARILY FREE AND REDUCED.
SO DISTRICTS THAT ARE HALF FREE AND REDUCED, IF YOU LOOK AT SOME OF OUR NEIGHBORS, THEIR NUMBERS ARE HUGE.
BUT EVEN IF 50 SOMETHING MILLION TO PLANO, I MEAN, THAT'S A SIGNIFICANT AMOUNT OF MONEY.
AND SO SO THE JURY'S STILL OUT ON THAT PART THAT'S MAKING THIS BUDGET HARD TO REALLY GIVE.
GIVE YOU A BOTTOM LINE NUMBER WHEN WE'RE ONE OF THE FEW STATES THAT STILL HASN'T MADE A DECISION ON HOW WE'RE GOING TO GIVE THIS MONEY OUT TO SCHOOL DISTRICTS.
WELL, RANDY, I THINK THE FEDERAL GOVERNMENT GOVERNMENT WANTED IT TO GO DIRECTLY TO SCHOOLS AND NOT BE SUPPLANTED.
I THINK THAT WAS ARTICULATED IN THE DESCRIPTION OF US ARE TWO AND THREE.
IT'S BEING HELD UP BY A WAIVER THAT IS RELATED TO FUNDING FOR COLLEGES OR POST-SECONDARY.
AND I THINK THERE'S A BILLION DOLLARS THAT THE STATE WILL HAVE TO KICK IN TOWARDS THAT THAT THEY'RE TRYING TO GET GUIDANCE FROM IS WHAT THEY'RE SAYING.
BUT, YOU KNOW, WE JUST SENT A LETTER TO OUR DELEGATION ABOUT THOSE FUNDS THAT WE NEED THEM BECAUSE HOW CAN WE TAKE ACTION IF WE DON'T KNOW THE AMOUNT AND THE CERTAINTY OF THE MONEY? AND WE HAVE STUDENTS WHO WE NEED TO SERVE THROUGH THIS THIS PANDEMIC.
THEY'VE HAD SOME HICCUPS, I'D SAY.
SO WE NEED TO BE ABLE TO UNDERSTAND WHAT FUNDING WILL BE THERE SO THAT WE CAN ARTICULATE THAT FOR SUMMER SCHOOL AND THEN BEGINNING IN THE FALL SEMESTER.
SO IT SHOULDN'T BE SUPPLANTED.
I THINK IT'S BY LAW NOT SUPPOSED TO BE.
BUT THAT'S JUST MY UNDERSTANDING, RANDY, WHERE YOU SAID OUR FUND BALANCE WAS HEALTHY.
WHAT ABOUT WAS AN APPROXIMATE.
HOW MUCH IS OUR FUND BALANCE, IT'S OVER TWO HUNDRED AND FIFTY MILLION.
OK, ANY OTHER QUESTIONS OR COMMENTS? PLENTY OF COMMENTS.
OK, AND I'LL TURN IT OVER TO DR.
BROCKMAN, I THINK SHE HAD A FEW COMMENTS ON ENROLLMENT PROJECTIONS AND CAMPUS STAFFING.
AS YOU KNOW, OUR STAFFING IS A LARGE CHUNK OF THE BUDGET.
PAYROLL COSTS ARE GENERALLY 85 PERCENT OF THE BUDGET.
AND IN GENERAL AND THE BULK OF THAT, OF COURSE, IS THAT OUR CAMPUSES, EVERYONE HAS SEEN OUR ENROLLMENT PROJECTIONS THAT ARE DOWN A LITTLE BIT.
AND THAT DOES HAVE AN IMPACT ON CAMPUS STAFFING.
SO, OF COURSE, OUR PROJECTIONS DRIVE OUR CAMPUS STAFFING ALLOCATIONS IN NUMBERS OF TEACHERS FOR CAMPUS.
BUT THEN WE ALSO HAVE TO TAKE INTO ACCOUNT WHERE THOSE REDUCTIONS MAY BE COMING FROM.
AND AT THE SECONDARY LEVEL, WE ARE REALLY DRIVEN BY COURSE REQUESTS AND STUDENT DESIRES AND PREFERENCES DO CHANGE SOMEWHAT OVER TIME AND CAN FLUCTUATE FROM YEAR TO YEAR.
SO WE KEEP A CAREFUL EYE ON WHERE REDUCTIONS ARE BEING SUGGESTED BY PRINCIPALS AND MONITORING PROGRAM HEALTH, AS WELL AS TRENDS AND STUDENT REQUESTS AND ENROLLMENT.
BUT WHEN CAMPUSES NEED TO CUT STAFF, IT CAN COME FROM A VARIETY OF AREAS.
AND JUST A POINT OF CLARIFICATION ALSO FROM THE PREVIOUS NUMBERS OF REDUCED
[01:40:04]
STAFF, YOU MAY OR MAY NOT RECALL, WE HAVE ADDED QUITE A BIT OF STAFF THROUGH THE COURSE OF THIS YEAR TO ACCOMMODATE OUR SCHOOL AT HOME VERSUS FACE TO FACE INSTRUCTIONAL SETTINGS.AND MUCH OF THAT IS SHOWING UP AS TEACHER ALLOCATIONS, FULL STAFF ALLOCATIONS, WHEREAS WE HAVE HIGHLY QUALIFIED LONG TERM SUBSTITUTES IN THOSE POSITIONS.
AND I DO WANT TO REITERATE THAT ANY OF OUR CAMPUS STAFFING REDUCTIONS ARE HANDLED THROUGH ATTRITION AND THOSE PLACEMENTS OF REASSIGNMENTS HAVE STARTED AND ARE ONGOING FOR AS LONG AS IT TAKES.
SO IN THAT SAME VEIN, I WANT TO SOMEWHAT PROVIDE AN ANTIDOTE AND THAT'S CAUSED CONCERN FOR ME FROM A FEW PARENTS.
AND REGARDING STAFFING, AND I KNOW WE'VE RECEIVED SOME EMAILS ABOUT FINE ARTS AND FINE ART STAFFING.
AND, YOU KNOW, ONE OF THE PARENTS EXPLAINED TO ME THAT THEIR SON, WHO LOVED TO BE IN CHOIR BECAUSE OF HAVING TO WEAR A MASK AND THE REGULATIONS AROUND BEING IN CHOIR THIS YEAR AND NOT KNOWING WHAT THE DECISION IS GOING TO BE ON MASK'S NEXT YEAR, DECIDED TO GO DO SOMETHING ELSE, TRY SOMETHING ELSE THAT THEY KNOW THEY WON'T BE RESTRICTED FROM.
AND, YOU KNOW, I FEAR THAT IF WE DON'T HAVE THE RIGHT, AND TIMELY MESSAGING FOR STUDENTS TO MAKE DECISIONS ON COURSES THAT THERE'S GOING TO BE OPPORTUNITIES THAT THEY WANT TO BE A PART OF THAT WILL NO LONGER BE OFFERED BECAUSE THEY'VE MADE A DECISION PREEMPTIVELY THAT THIS YEAR WAS SO DIFFICULT THAT THEY DON'T WANT TO HAVE THE POSSIBILITY OF NEXT YEAR BEING AS DIFFICULT.
SO THEY'RE GIVING UP ON OPPORTUNITIES THAT THEY WERE PASSIONATE ABOUT TO PURSUE, OPPORTUNITIES THEY KNOW AT LEAST WILL BE THERE.
AND WE'RE LOSING STAFF THAT THEY HAVE A CONNECTION WITH THAT YOU KNOW, NOW THEY'VE GOT TO FIND SOME OTHER PLACE OR ROLE TO BE OR TO GO TO ANOTHER DISTRICT WHERE THEY CAN PROVIDE THE ROLE THAT THEY WANT TO PROVIDE AS A STAFF MEMBER.
AND SO THAT'S SOMETHING THAT I'M HEARING.
AND THAT'S SOMETHING THAT'S CONCERNING TO ME.
AND, YOU KNOW, I JUST THINK WE NEED TO BE COGNIZANT OF THE POLICIES THAT WE ENDORSE IN PRACTICE AND HOW THAT AFFECTS THE STUDENTS DECISIONS IN WHAT THEY CHOOSE AND HOW THAT WILL AFFECT OUR STAFFING.
OK, AND THEN LASTLY, JUST YOU'RE FAMILIAR WITH THE BOARD BUDGET CALENDAR, AND SO WE'RE HERE IN APRIL AND MAY, WE WILL BRING YOU BACK A PRELIMINARY BUDGET SUMMARY.
AND SO THAT WILL BE MORE REFINED THAN TODAY.
IT WILL NOT HAVE ALL THE DEPARTMENTS IN IT.
WE HAVE ON HERE ADOPTION OF A COMPENSATION PLAN THAT'S GOING TO BE TENTATIVE ON WHAT WE KNOW FROM THE LEGISLATIVE SESSION, WHAT WE KNOW ABOUT STIMULUS.
THERE MAY BE FACTORS THAT WE MAY NOT BE READY TO BRING THAT IN MAY.
THAT WOULD BE THE PREFERRED BOARD MEETING JUST SO WE COULD NOTIFY EMPLOYEES.
BUT WE'LL JUST HAVE TO SEE IF WE'RE READY.
AND THEN, OF COURSE, BACK IN JUNE FOR THE PUBLIC HEARING AT THE END OF JUNE TO ADOPT THE BUDGET AND THEN BACK IN SEPTEMBER TO ADOPT A TAX RATE.
THANK YOU, RANDY YOU DID A REALLY GREAT JOB.
THERESA WILLIAMS, WILL INTRODUCE THE REPORT REGARDING THE 2021 2022 SCHOOL YEAR INSTRUCTIONAL PLAN.
WILLIAMS. THANK YOU, PRESIDENT RICHARDS.
SO TONIGHT WE'RE BRINGING PART ONE OF SEVERAL PARTS OF OUR 21 22 RETURN TO SCHOOL PLAN.
I WANT TO GIVE A DISCLAIMER AND THE DISCLAIMER IS RIGHT NOW, THIS IS THE PLAN.
UNLESS SOMETHING CRAZY HAPPENS, WHICH WE'VE HAD A YEAR OF PLENTY OF UNEXPECTED EVENTS.
BUT WE'RE EXCITED TO BRING BACK AND TO START TALKING ABOUT OUR KIDS ALL BEING BACK IN SCHOOL.
SO RIGHT NOW, OUR PLAN IS AROUND EVERYBODY COMING BACK AND WE'RE CALLING IT AN UPDATED BRICK AND MORTAR AND WITH A POSSIBLE VIRTUAL OPTION.
AND SO WE'RE GOING TO TRY TO ELIMINATE CERTAIN WORDS OUT OF OUR VOCABULARY.
SO WE'LL BE GLAD TO HAVE MAYBE PUT OUR PISD SCHOOL HOME TO REST FOR A LITTLE BIT, MAYBE THE TERMS ASYNCHRONOUS AND SYNCHRONOUS, MAYBE PUT THOSE TO REST AND GET BACK TO KIDS IN BUILDINGS, OUR VOLUNTEERS IN OUR BUILDINGS, OUR PARENTS BACK IN OUR BUILDINGS AND WELCOMING EVERYONE BACK.
[01:45:01]
AND SO TONIGHT'S PRESENTATION IS GOING TO FOCUS ON KATRINA YOU CAN GO AND FLIP TO THE SECOND SLIDE.AND WE'RE GOING TO TALK ABOUT WORK THAT WE'RE IN PREPARATION.
SO OUR SUMMER WORK AND REALLY FOCUSED AROUND OUR INSTRUCTIONAL PLAN.
AND THEN WE'RE GOING TO GIVE JUST A BRIEF, ASSISTANT SUPERINTENDENT WILL GIVE A BRIEF UPDATE AS FAR AS WHERE EACH DEPARTMENT IS AS FAR AS PLANNING.
WE'LL BE BRINGING BACK PART TWO AND PART THREE AS WE PROGRESS THROUGH MAY.
SO JUST A REMINDER AND IN 4 MONTHS, WE WILL HAVE OUR KIDS BACK.
SO IT'S JUST AROUND THE CORNER AND WE'LL BLINK AND AUGUST WILL BE HERE.
AS WE RETURN WE HAVE AN ADOPTED CALENDAR THAT'S ON OUR WEBSITE.
WE WILL HAVE FOUR, NINE WEEK PERIODS.
AND SO TO OUR FIRST SEMESTER, AUGUST 11TH, THROUGH OCTOBER 8TH, OCTOBER 13TH, THROUGH DECEMBER 17TH.
AND THEN WE COME BACK SECOND SEMESTER, JANUARY 5TH THROUGH MARCH 4TH FOR OUR THIRD TERM AND THEN OUR FINAL NINE WEEK PERIOD, MARCH 15TH THROUGH THE 27TH.
AND THEN WE'VE JUST HIGHLIGHTED IT'S GOOD TO SEE OUR REGULAR SCHOOL DAY AND BELL SCHEDULES BACK ON THE BOARD.
7:40 TO 2:45 FOR ELEMENTARY 8:25 TO 3:30 FOR MIDDLE SCHOOL AND THEN 9 TO 4:15 FOR OUR SENIOR HIGH AND HIGH SCHOOL.
AND THAT IS NO CHANGE THAN OUR CURRENT.
ALL RIGHT, SO TO BEGAN TALKING ABOUT SOME OF OUR INSTRUCTIONAL PLANS AS WE MOVE FORWARD.
I'M GOING TO TURN IT OVER TO DR.
HASLEY, SHE'LL TURN IT OVER TO THE NEXT TEAM MEMBER.
THANK YOU, DR. WILLIAMS. SO AS SHE JUST SHARED, WE'RE GOING TO PUT SOME ITEMS TO REST.
AND SO IN SHARING OUR INSTRUCTIONAL PLANS FOR THE 21 22 SCHOOL YEAR, WE FIRST WANT TO REITERATE, WE WILL NOT HAVE ANY OF THESE MODELS THAT WE CURRENTLY HAVE IN PLACE DUE TO COVID.
THERE WILL BE NO HYBRID SCHEDULE FOR HIGH SCHOOL STUDENTS, NO CO-SEATING OF INSTRUCTIONAL ENVIRONMENTS, AND NO PISD SCHOOL AT HOME PROGRAM LIKE WE NOW HAVE AS AN OPTION FOR EACH GRADING PERIOD.
MY CLICKER IS NOT WORKING NOW.
SO WE LOOK FORWARD TO WELCOMING STUDENTS ON CAMPUS IN PERSON ON OUR FIRST DAY OF SCHOOL FOR THE NEW SCHOOL YEAR.
EVERYONE IS VERY, VERY EXCITED ABOUT GETTING BACK TO THAT FACE TO FACE.
AND HAVING STUDENTS AND TEACHERS TOGETHER IN CLASSROOMS WILL REALLY ALLOW TEACHERS TO FOCUS ON BUILDING POSITIVE, SUPPORTIVE, RESPECTFUL AND POSITIVE RELATIONSHIPS AND CULTURES IN THEIR CLASSROOM TO FOCUS ON RELATIONSHIPS AND BRING IN THAT IMPORTANT SOCIAL, EMOTIONAL LEARNING PIECES RIGHT FROM THE BEGINNING OF THE YEAR.
BUT THEN ALSO THE RETURN TO IN PERSON ALLOWS TEACHERS TO USE SO MANY IMPACTFUL INSTRUCTIONAL STRATEGIES AND PRACTICES.
AND SO THESE ARE, FOR EXAMPLE, FLEXIBLE GROUPING WITHOUT HAVING TO SET UP BREAKOUT ROOMS IN ZOOM INCREASED COLLABORATION AND DISCUSSION BETWEEN STUDENTS.
I DON'T KNOW WHAT'S HAPPENING HERE.
AND WHICH IS SO IMPORTANT, YOU KNOW, FOR ALL STUDENTS, BUT ESPECIALLY THE LANGUAGE LEARNERS, AND THEY HAVE THE OPPORTUNITY TO LISTEN TO, TO HEAR AND SEE AND PRACTICE LANGUAGE.
AND THAT'S REALLY AN IMPORTANT PART OF THEIR LEARNING.
IT CREATES BETTER ACCESS TO TEXTBOOKS, MANIPULATIVES OUR SHARED MATERIALS THAT ARE ON CAMPUSES, BACK TO HANDS ON LABS AND MANIPULATIVENESS FOR MATH AND SCIENCE TEACHERS USING PROXIMITY, WHICH IS AN OLD, VERY EFFECTIVE PRACTICE.
TEACHERS MOVING ABOUT THE ROOM, MOVING CLOSER TO CERTAIN STUDENTS AS NECESSARY.
BUT IT ALSO GIVES THEM THE OPPORTUNITY TO PROVIDE RESPONSIVE, IMMEDIATE FEEDBACK AS THEY'RE MOVING AROUND THE ROOM OBSERVING WHAT KIDS ARE DOING IN GUIDED INSTRUCTION AND INDEPENDENT.
JUST PROVIDING FEEDBACK RIGHT THERE IN THE MOMENT.
THAT'S ALWAYS ONE OF THE MOST EFFECTIVE THINGS TEACHERS CAN DO.
SO ALL OF THOSE TYPES OF THINGS AND I COULD GO ON AND ON ABOUT THE STRATEGIES THAT ARE REALLY IMPACTFUL IN PERSON, AND THEN WE TALK ABOUT USING TECHNOLOGY IN THE CLASSROOM.
SO I THINK WE COULD ALL SAY WE'VE BECOME MORE PROFICIENT AND MORE COMFORTABLE USING ALL KINDS OF DIGITAL TOOLS THAN EVER BEFORE.
AND THAT WILL REALLY WORK TO OUR ADVANTAGE AS TEACHERS APPROPRIATELY AND EFFECTIVELY BUILD IN THE USE OF TECHNOLOGY IN LEARNING EXPERIENCES FOR THEIR STUDENTS.
THEN AS YOU HEARD MR. CONLON MENTIONED EARLIER, OUR MTSS THE MULTITIERED SYSTEMS OF SUPPORT
[01:50:03]
IMPLEMENTATION.WE WILL HAVE A VERY STRUCTURED SYSTEM FOR MONITORING STUDENT PROGRESS NEXT YEAR, MORE STRUCTURE THAN EVER BEFORE, AND A RESPONSE TO INTERVENTION AND ACADEMIC RESPONSE TO INTERVENTION PLAN AT ALL LEVELS.
AND THIS WILL HAVE A NEW SYSTEM SPECIFICALLY DESIGNED FOR OUR SECONDARY CAMPUSES.
AND ELEMENTARY CAMPUSES HAVE REALLY BEEN DOING A PRETTY GOOD JOB OF THE RESPONSE TO INTERVENTION THROUGH THE YEARS.
AND WE HAVE WORKED REALLY HARD THIS SPRING AND WE WILL WRAP SOME THINGS UP THIS SUMMER IN DESIGNING OUR SECONDARY PLAN.
SO WE'LL BE PROVIDING TRAINING.
THERE'LL BE A NEW MANUAL AND TRAINING FOR STAFF ON THAT THIS SUMMER.
BUT PARTS OF THAT INTERVENTION PLAN INCLUDES DISTRICT ASSESSMENTS, REGULAR CHECK POINTS THROUGHOUT THE YEAR TO MONITOR PROGRESS OF STUDENT LEARNING.
SPECIFIC RESOURCES FOR INTERVENTION ARE BEING PROVIDED AND INTERVENING FOR STUDENTS WHO DEMONSTRATE GAPS.
AND THEN, OF COURSE, THAT THE TRAINING FOR STAFF ON CAMPUSES.
SO THAT'S A LITTLE GLIMPSE INTO OUR INSTRUCTIONAL PLANS FOR WHAT WILL BE HAPPENING IN THE CLASSROOMS AND AT THE CAMPUS LEVEL.
SO I WANT TO SPEND JUST A MINUTE SHARING A BIT ABOUT THE DISTRICT LEVEL PLANNING FOR INSTRUCTION.
KATRINA CAN I ASK YOU A QUICK QUESTION? SURE.
SO I THINK A LOT OF FAMILIES ARE GOING TO BE VERY HAPPY TO SEE WHAT'S GOING TO BE HAPPENING NEXT YEAR.
AND I THINK ONE OF THE FEARS MAYBE OR IF THEY'RE TRYING TO THINK THROUGH WHAT FACE TO FACE NEXT YEAR LOOKS LIKE, AND THEY'RE CURIOUS IF IT'S GOING TO LOOK A LOT LIKE MASK TO MASK RATHER THAN FACE TO FACE.
AND I KNOW WE'VE GOTTEN DIFFERENT RULINGS FROM THE CDC ABOUT THE PHYSICAL BARRIERS LIKE THE ONES WE HAVE HERE TODAY.
AND WE STILL CONTINUE TO GET A LOT OF INFORMATION.
AND SO, YOU KNOW, AT THIS POINT, ARE WE PREPARED TO RELEASE ANY INFORMATION OR KIND OF GIVE AN IDEA OF WHAT THAT COULD LOOK LIKE NEXT YEAR? I THINK WE'RE STILL WAITING FOR GUIDANCE.
I'LL LET MS. BONSER ANSWER THAT QUESTION.
SO HERE'S THE KIND OF THE LAYOUT OF THAT.
SO WE WANTED TO TALK, FIRST OF ALL, ABOUT BRINGING KIDS BACK INTO THE BUILDING.
AND THAT'S OUR FIRST THING, IS WILL WE HAVE HYBRID, WILL WE HAVE CO-SEATING? WHAT WILL THE INSTRUCTIONAL MODELS LOOK LIKE? THAT'S TONIGHT'S PRESENTATION.
WE'RE STILL WORKING WITH THE HEALTH DEPARTMENT AND WATCHING THE EVOLUTION OF THE VIRUS.
I WILL SAY, YOU KNOW, IF THINGS CONTINUE ON THE PATH THAT WE'RE CURRENTLY ON, YOU KNOW, I CAN SAY CERTAINLY WE HOPE IN OUR SECOND OR THIRD REPORT IN MAY WE'LL BE COMING BACK WITH THE HEALTH AND SAFETY PROTOCOLS THAT WE THINK MIGHT BE NECESSARY.
WE'RE VERY OPTIMISTIC THAT THINGS LIKE PLEXIGLAS AND FACE MASKS AND SOCIAL DISTANCING AND ALL OF THOSE THINGS, WE CAN GO BACK TO A MORE NORMAL SETTING, CERTAINLY.
BUT WE'RE GOING TO BRING THAT BACK.
WE JUST THOUGHT WE WANTED TO START WITH INSTRUCTIONAL MODEL FIRST.
WE'LL COME BACK AND TALK ABOUT SUMMER LEARNING AND ACCELERATED LEARNING, FOR THE COVID LEARNING IMPACT IN MAY.
AND THEN WE'LL COME BACK WITH HEALTH AND SAFETY PROTOCOLS AS WELL.
WE'RE HOPEFUL THAT THE PATH THAT WE'RE ON, AS FAR AS, YOU KNOW, OUR STAFF BEING VACCINATED, THAT WAS YOU KNOW, CERTAINLY A FACTOR THIS SPRING OF, YOU KNOW, CAN WE GET THE GROWN UPS VACCINATED WHO WANT TO BE VACCINATED IN THE WORKPLACE SO THAT THE TEACHERS ARE ABLE TO CONTINUE TO TEACH AND NOT BE AFFECTED NEGATIVELY WITH THEIR OWN HEALTH COMING TO WORK.
AND SO WE'VE MADE VERY GOOD PROGRESS BY BEING A DELIVERER OF LIKE WE ADMINISTERED THE VACCINES OURSELVES TO STAFF IN PLANO ISD BY GOING THROUGH THAT PROCESS WITH OUR HEALTH SERVICES TEAM.
SO THE FACT THAT OUR STAFF HAVE ACCESS TO VACCINES AND WITHIN OUR COMMUNITY, IN ADDITION TO THE LOW TRANSMISSION RATE THAT WE'RE NOW SEEING IN OUR COMMUNITY, YOU KNOW, THOSE SEVEN DAY AVERAGES ARE TRENDING DOWN.
YOU KNOW, I'M VERY OPTIMISTIC.
BUT LIKE I SAID, I THINK WE ARE ALL FEELING LIKE IF WE KEEP GOING IN THE DIRECTION THAT WE'RE GOING, SCHOOL'S GOING TO LOOK MUCH MORE PRE COVID THAN IN THE COVID MOMENT.
I HOPE THAT GIVES ENOUGH INFORMATION TO LET THE COMMUNITY KNOW THAT, YOU KNOW, WE'RE REALLY WE'RE LOOKING AT THAT CLOSELY.
AND WE'LL BE BRINGING THAT BACK TO THE BOARD AND TO THE COMMUNITY.
AND I THINK, YOU KNOW, I'VE HAD CONVERSATIONS WITH DIFFERENT BOARD COLLEAGUES AND, YOU KNOW, IF MY BOARD COLLEAGUES WILL INDULGE ME FOR A MOMENT, YOU KNOW, LOOKING AT THIS WHOLE YEAR AND GOING BACK TO MARCH AND THE DECISIONS WITH HYBRID.
AND, YOU KNOW, I REMEMBER HAVING THE CONVERSATION WITH YOU AND YOU REACHED OUT TO BOARD MEMBERS AND I REMEMBER SUPPORTING HYBRIDS AND UNDERSTANDING THE ISSUES WITH TEA AND THE BACK AND FORTH AND HAVING THAT AS THE GO TO OPTION THEN HAVING IT TAKEN AWAY
[01:55:02]
AND THEN BEING TOLD THAT'S GOING TO BE AN OPTION YOU CAN DO.AND THAT'S WHAT WE WENT WITH AND THAT WAS A JUDGMENT CALL.
AND I WAS SOMEBODY THAT AGREED WITH THAT.
AND I THINK THROUGHOUT THE YEAR I BEGAN TO HAVE RESERVATIONS ABOUT THAT.
AND I DID NOT EXPRESS THAT IN OPEN SESSION.
AND I DID NOT, YOU KNOW, EXPRESS THAT STRONGLY ENOUGH TO YOU OR ENOUGH BOARD COLLEAGUES.
AND SO, YOU KNOW, I FELT LIKE THERE WAS A LACK OF DIRECTION AND THE WILL OF THE BOARD, OR AT LEAST THIS TRUSTEE WAS NOT KNOWN TO YOU.
AND SO IN THAT YOU AS THE SUPERINTENDENT, CARRYING OUT THE MISSION, VISION AND GOALS OF THIS BOARD AND THE WILL OF THE BOARD DIDN'T HAVE THAT OPINION OR DIRECTION FROM ME.
AND THAT WAS MY FAILURE AS A LEADER, NOT TO GIVE YOU WHAT I WAS THINKING AND WHAT I WAS HEARING IN THE COMMUNITY AND NOT GOING OUT INTO THE COMMUNITY ENOUGH AND GETTING THOSE OPINIONS.
AND NOW THAT I HAVE THAT AND SEEING THAT, I THINK IT'S IMPORTANT WHEN WE HAVE DECISIONS LIKE THIS, WE CAN WAIT AND WE CAN WAIT.
BUT I THINK FOR YOU TO MAKE A DECISION DOWN THE ROAD, IT'S MUCH EASIER FOR YOU TO BEAR THE BURDEN AND OR TO SHARE THE BURDEN OF MAKING THOSE DECISIONS WHEN IT'S KNOWN WHAT THE WILL OF THE BOARD IS.
BECAUSE I THINK A LOT OF TIMES FOR PARENTS WATCHING THESE MEETINGS, THEY SEE THE DISTRICT MAKING A DECISION AND THEY DON'T SEE THE BOARD GIVING YOU THEIR OPINION ON A TOPIC AND THEN YOU TAKING THAT INTO ACTION.
AND SO FOR SOMETHING LIKE THIS, YOU KNOW, I'VE SEEN I THINK PROSPER HAS DECIDED FOR NEXT YEAR MASKS ARE OPTIONAL.
I KNOW WE'RE NOT PREPARED TO MAKE A DECISION RIGHT NOW, BUT I WANT YOU TO KNOW ME AS A BOARD MEMBER I WOULD BE FOR MASKS BEING OPTIONAL IF NOT COMPLETELY REMOVED FOR NEXT YEAR.
I'M NOT THE WILL OF THE BOARD.
BUT I THINK IT'S IMPORTANT FOR YOU AND THE DISTRICT TO KNOW HOW AT LEAST THIS TRUSTEE FEELS, IF NOT ALL THE TRUSTEES.
SO YOU CAN TAKE THAT INTO ACTION.
AND WHEN THE PUBLIC GETS UPSET WITH A DECISION YOU MAKE OR AN ACTION YOU MAKE, YOU SAY THIS IS THE DIRECTION OF THE ELECTED BODY THAT HIRED YOU BECAUSE YOU'RE OUR ONLY EMPLOYEE.
AND I THINK IT'S IMPORTANT FOR THE BOARD TO BEAR SOME OF THE BURDEN THAT I FEEL YOU'VE HAD.
AND THE COMMUNITY VIEWS YOU INDEPENDENTLY AS IF YOU'RE MAKING DECISIONS ON YOUR OWN WHEN YOU'RE NOT.
YOU WERE ACTING BASED ON THINKING THE WHOLE TIME I WAS IN LOVE WITH HYBRID AND AT FIRST I WAS ON IT.
AND I, YOU KNOW, HOLD THAT TRUE.
BUT WHEN I WAS NO LONGER FOR IT, I DID NOT EXPRESS STRONGLY ENOUGH TO EDUCATE YOU ON THAT AND SEE IF THAT COULD PERSUADE YOU AT ALL.
AND SO THAT'S SOMETHING THAT I TAKE ON.
AND AS A LEADER, I'LL DEFINITELY FIX AND VOICE TO YOU BECAUSE I DON'T THINK THAT'S YOUR BURDEN TO CARRY ALONE.
LET ME JUST BUILD ON THAT A LITTLE BIT IN TERMS OF JUST FOR THE COMMUNITY, HOW DOES SOMETHING GET ON THE AGENDA? AND SO FOR A WORK SESSION LIKE THIS, ONE BOARD MEMBER CAN MAKE A REQUEST.
AND THAT'S WHAT ACTUALLY HAPPENED IN THIS SITUATION.
YOU MADE A REQUEST TO ME TO HAVE A TOPIC ABOUT OUR INSTRUCTIONAL METHODS FOR NEXT YEAR ON THE AGENDA.
ON A TYPICAL BOARD MEETING IT'S BEEN THE TRADITION TO HAVE TWO TRUSTEES MAKE THAT REQUEST.
AND IT'S THE THE BOARD PRESIDENT'S RESPONSIBILITY TO PUT THOSE ITEMS IN A REASONABLE TIME FRAME.
I THINK THAT'S HOW OUR BOARD OPERATING PROTOCOL READS.
AND SO EVERYONE SITTING UP HERE THIS YEAR HAS HAD THE OPPORTUNITY TO MAKE THOSE REQUESTS SO WE COULD PUT IT ON AN AGENDA.
I THINK IT'S IMPORTANT FOR EVERYONE WATCHING TO KNOW THAT AS INDIVIDUALS, WE HAVE NO POWER.
WE ONLY HAVE POWER AS A CORPORATE BODY WHEN WE VOTE ON SOMETHING LIKE THAT.
AND SO THE DIRECTION THAT WE WOULD GIVE TO THE SUPERINTENDENT WOULD BE IN A PUBLIC VOTE ON A TOPIC.
AND SO I THINK THE PUBLIC NEEDS TO KNOW THAT IT'S JUST NOT A MATTER OF EACH TRUSTEE CARRYING TO THE SUPERINTENDENT HIS OR HER OWN OPINION TO ACTUALLY MAKE THINGS HAPPEN.
IT'S A MATTER OF GETTING IT ON AN AGENDA, GETTING IT DISCUSSED IN PUBLIC AND GETTING IT VOTED ON BY A MAJORITY OF THE BOARD.
AND SO THAT'S JUST WHAT I WOULD WANT THE PUBLIC TO UNDERSTAND.
HOW YOU GET A CHANGE IS TO HAVE SOMETHING ON THE AGENDA THAT CHANGES POLICY, DIRECTION, BUDGET, THAT SORT OF THING.
AND MAYBE I'M JUST MISREMEMBERING IT'S BEEN A LONG YEAR AND A HALF.
DID THE BOARD EVER VOTE TO HAVE HYBRID? YES.
YOU APPROVED A WAIVER THAT INCLUDED THE HYBRID SYNCHRONOUS ASYNCHRONOUS MODEL.
THE PLAN THAT WAS SUBMITTED TO TEA WAS A REQUIRED BOARD VOTE AND THAT WAS VOTED UNANIMOUSLY BY THE BOARD.
SO WE WERE FOLLOWING THE DIRECTION OF THE BOARD.
THANK YOU FOR THAT CLARIFICATION.
SO AS WE THINK ABOUT THE DISTRICT LEVEL OF SUPPORT FOR PLANNING INSTRUCTIONAL PLANNING IN SUPPORT OF STRONG CORE TIER ONE INSTRUCTION, THE FIRST TEACH THE ACADEMIC SERVICES TEAM HAS REALLY BEEN WORKING ON, AND WE'LL CONTINUE TO WORK THROUGH THE SUMMER TO MAKE RESPONSIVE REVISIONS TO OUR CURRICULUM AND THE RESOURCES THAT WE HAVE THERE FOR TEACHERS AND TO BE RESPONSIVE IN ORDER TO ADDRESS AND PREPARE FOR COVID IMPACT, WHATEVER
[02:00:06]
THAT MAY BE, IN DIFFERENT STUDENTS AND SCHOOLS AND SITUATIONS.SO SOME OF THE THINGS THAT WE'RE FOCUSING ON RIGHT NOW ARE WE HAVE IDENTIFIED OUR ESSENTIAL STANDARDS, WHICH ARE THE MOST ESSENTIAL THINGS THAT NEED TO BE LEARNED IN EVERY GRADE LEVEL AND CONTENT AREA IN COURSE.
AND WE PRIORITIZED AND SPIRALED THOSE THROUGHOUT THE YEAR.
WE'RE ALSO LOOKING CLOSELY AT VERTICAL PLANNING.
FOR EXAMPLE, IF YOU TAKE FOURTH GRADE MATH NEXT YEAR, A STUDENT GOING INTO FOURTH GRADE MATH, WE'RE TAKING A CLOSE LOOK AT THOSE ESSENTIAL STANDARDS IN THIRD GRADE TO SEE WHAT WE CAN STRATEGICALLY REVISIT BACK INTO THE CURRICULUM IN FOURTH GRADE SO THAT TO HOPEFULLY FILL SOME POSSIBLE LEARNING GAPS THAT THEY MAY HAVE.
SO THOSE ARE THE TYPES OF THINGS THAT WE'RE WORKING ON NOW AND THROUGH THE SUMMER.
ALSO, WE'VE IDENTIFIED AREAS IN THE UNITS OF STUDY WHERE WE NEED AN INCREASED NEED FOR A DIFFERENTIATION.
AND WE'RE ADDING SOME PIECES INTO OUR CURRICULUM PLANNERS TO SUPPORT TEACHERS WITH THAT AND THEN, OF COURSE, CONTINUE TO ALIGN RESOURCES FOR INTERVENTION AND STUDENT SUPPORT, REALLY SPECIFIC TO EACH CONTENT AREA.
SO THOSE ARE SOME OF THE THINGS THAT CURRICULUM WORK SIDE IS DOING, AND THEN WE THINK ABOUT COLLABORATIVE TEAMS, YOU KNOW, THAT THE COLLABORATIVE TEAM ENVIRONMENT IS REALLY IMPORTANT TO US AND OUR SUCCESS.
AND TEACHERS HAVE PROBABLY BEEN DEPENDING ON THEIR TEAMS MORE THAN EVER THIS YEAR.
SO WHEN TEAMS FOCUS ON CURRICULUM, INSTRUCTION AND ASSESSMENT, THEY REALLY DO IMPACT LEARNING AND THE OPPORTUNITY TO BRING STUDENT WORK TO THE TEAM, DETERMINING WHAT EVIDENCE WILL MEASURE LEARNING AND HOW TO RESPOND WHEN STUDENTS ARE NOT LEARNING.
THAT IS THE CRITICAL WORK OF THE COLLABORATIVE TEAMS. SO WE, OF COURSE, WILL CONTINUE TO SUPPORT THAT WORK AND TEAMS AS THEY GROW IN THEIR EFFECTIVENESS.
SUPPORTING TEACHERS IS REALLY A PRIMARY FUNCTION OF THE ACADEMIC SERVICES DEPARTMENT AND OUR TEAM MEMBERS ARE RESPONSIVE TO TEACHER NEEDS AS WELL AS PROACTIVELY PLANNING SUPPORTS.
AND ONE OF THE POSITIVE OUTCOMES FROM THE COVID YEAR HAS BEEN THE ABILITY TO REALLY QUICKLY AND FREQUENTLY CONNECT WITH TEACHERS AND TEAMS DIGITALLY.
WE'VE NEVER REALLY TAKEN ADVANTAGE OF THAT BEFORE.
BUT THE COORDINATORS AND SPECIALISTS HAVE REALLY BEEN CONNECTING WITH MORE TEACHERS AND TEAMS THAN BEFORE, QUICKLY, RESPONSIVELY, AS TEACHERS REACH OUT THEY'RE QUICKLY RESPONDING AND CONNECTING AND PROVIDING TRAININGS.
SO EVEN THOUGH WE'RE REALLY LOOKING FORWARD TO MORE OF A PRESENCE BACK ON CAMPUSES, AND WE'LL ALWAYS HAVE THAT, WE'LL CONTINUE TO HANG ON TO THIS QUICK RESPONSE WAY TO GET WITH TEAMS. WE'VE ALSO BEEN ABLE TO USE THAT TO CONNECT TEAMS FROM ACROSS THE DISTRICT TO COLLABORATE FROM CAMPUS TO CAMPUS.
SO THOSE ARE SOME THINGS THAT WE'LL CONTINUE TO TAKE ADVANTAGE OF.
SO THAT'S A REAL QUICK LOOK AT SOME OF OUR INSTRUCTIONAL PLANS FOR NEXT YEAR AND AS HAS BEEN SHARED, WILL BRING MORE BACK AT THE NEXT REPORT.
AND NOW WE'RE GOING TO PROVIDE YOU A LITTLE UPDATE FROM OTHER DEPARTMENTS.
AND I THINK THE NEXT ONE IS EMPLOYEE SERVICES WITH DR.
BROCKMAN UNLESS THERE IS ANOTHER QUESTION FOR ME.
WELL, I'M JUST GOING TO CHIME IN REALLY QUICK BEFORE DR.
AND, YOU KNOW, WE'RE GOING TO HAVE SOME STUDENTS THAT ARE GOING TO BE ENTERING THEIR SCHOOL FOR THE VERY FIRST TIME.
SO, FOR EXAMPLE, IF THEY WERE JUNIORS THIS YEAR AND THEY WERE PISD SCHOOL AT HOME STUDENTS, THEY MAY BE COMING BACK TO SCHOOL THEIR SENIOR YEAR FOR THE FIRST TIME.
AND SO AS OUR DEPARTMENTS ARE WORKING ON BRINGING ALL OF OUR STUDENTS BACK AND ALL OF OUR TEACHERS BACK, OUR CAMPUSES ARE ALSO WORKING ON AND THINKING ABOUT STUDENTS THAT ARE COMING IN AND TRANSITIONING INTO THE CAMPUS FOR THE FIRST TIME.
SO WHAT WOULD HAVE BEEN TRADITIONALLY BEEN FISH CAMP PERHAPS AT NINTH GRADE MAY ACTUALLY JUST BE SOME SORT OF WELCOME BACK FOR ALL STUDENTS AT THAT PARTICULAR SCHOOL.
SO SOME OF THE WORK IS SOMEWHAT TRADITIONAL AND SOME OF IT IS GOING TO BE EXPANDED TO ENSURE THAT WE'RE WRAPPING AROUND OUR STUDENTS AS THEY ARE RETURNING.
AND THEN ALSO OUR STAFF AND OUR STAFF HAS BEEN EXTREMELY COOPERATIVE, BUT BRINGING EVERYBODY BACK TOGETHER IN THE BUILDING AND IN ONE LEARNING ENVIRONMENT INSTEAD OF MANAGING TWO LEARNING ENVIRONMENTS, IT'S GOING TO BE A HUGE DEAL.
SO I'LL TURN IT OVER TO OUR DEPARTMENT UPDATES.
THERESA CAN I SAY SOMETHING ABOUT BRINGING STUDENTS BACK TOGETHER? AND YOU KNOW, I HAVE A JUNIOR IN JUNIOR YEAR AND HAS NEVER MET A SINGLE SENIOR IN THIS YEAR.
AND I'M JUST WONDERING IF THERE IS ANY WAY WE EVEN AT THE LAST TWO WEEKS OR LAST WEEK, WE CAN HAVE SOMETHING ORGANIZED IN SCHOOL LIKE FIELD DAY, SOMETHING TO HAVE THIS.
I'M NOT AFRAID OF COVID AT THIS POINT.
I MEAN, THE CASE FATALITY RATE, IF YOU DON'T HAVE UNDERLYING HEALTH ISSUES, IS
[02:05:07]
LIKE 0.9 PERCENT.AND ESPECIALLY FOR PEOPLE WHO ARE VACCINATED, IT IS LIKE I THINK THE CASE FATALITY RATE IS I MEAN, THE BREAKTHROUGH CASES IS LIKE ZERO POINT ZERO ZERO EIGHT PERCENT.
SO I WOULD LIKE TO SEE OUR KIDS GET TO MEET THEIR SENIORS BEFORE THEY ALL, YOU KNOW, LEAVE FOR COLLEGE.
I MEAN, SENIORS HAVE PROMS IS IT POSSIBLE.
CAN I JUMP ON THAT BANDWAGON, TOO? JUST A LITTLE BIT.
JUST, YOU KNOW, IN TERMS OF WHEN I THINK ABOUT, YOU KNOW, I LIVE VERY CLOSE TO PLANO SENIOR HIGH, AND WHEN I DRIVE PAST ALL THE TIME AND I SEE THE GIANT FIELDS WE HAVE OUT THERE, AND I THINK ABOUT THE OPPORTUNITIES FOR EVEN FOR, YOU KNOW, LIKE A PICNIC LUNCH OR JUST LIKE FOR STUDENTS TO BE ABLE TO COME TOGETHER IN SOME TYPE OF SOCIAL CAPACITY, THESE, YOU KNOW, JUNIORS AND SENIORS THAT THEY MIGHT HAVE SHARED A YEAR TOGETHER IN HIGH SCHOOL.
BUT NOW IN SENIOR HIGH SCHOOL, THEY HAVEN'T SEEN THOSE FRIENDS IN, YOU KNOW, LET'S SAY TWO YEARS BECAUSE THEY WERE ON DIFFERENT CAMPUSES ONE YEAR AND NOW THEY DON'T SEE THEM AT ALL THIS YEAR.
SO THERE'S PEOPLE THAT THEY WERE IN SCHOOL WITH THAT FOR TWO YEARS THEY HAVEN'T SEEN AND THE ONE YEAR THEY WERE SUPPOSED TO BE ON CAMPUS WITH THEM WE HAVE THE COVID STUFF GOING ON.
AND I FEEL LIKE THEY'VE LOST SO MANY OF THEIR EXPERIENCES AND SO MANY OF THEIR SOCIAL INTERACTIONS THAT IF THERE'S ANYTHING WE CAN DO EXTRA AND NOT NECESSARILY IN THE CLASSROOM, IF THAT'S NOT POSSIBLE, BUT OUTSIDE OF THE CLASSROOM, ON CAMPUS, TO PROVIDE THAT SOCIAL INTERACTION, WHETHER IT'S DURING SCHOOL HOURS OR NOT, I THINK ANY LITTLE BIT WOULD BE SO APPRECIATED BY THE STUDENTS AND THE PARENTS.
AND TO END THIS YEAR ON A VERY DIFFERENT NOTE THAN IT STARTED, I THINK WOULD BE A HUGE MESSAGE AND A HUGE STATEMENT, IF THAT'S AT ALL POSSIBLE.
AND IN THE DISTRICT'S POWER, I THINK WHAT THAT WOULD DO GOING INTO SUMMER WOULD BE VERY, VERY IMPORTANT.
I WILL PASS THAT ONTO OUR CAMPUSES.
WE DO HAVE, YOU KNOW, END OF YEAR GUIDELINES THAT WE'VE SENT OUT TO CAMPUSES EARLIER, SEVERAL WEEKS AGO.
AND SO I KNOW OUR SCHOOLS ARE PLANNING A LOT OF THE TRADITIONAL END OF YEAR TYPE OF EVENTS.
AND SO I THINK YOU'LL SEE A LOT OF THAT FORTHCOMING.
SO PERSONALLY, I HAVE ALLOWED MY KIDS TO MEET THEIR FRIENDS ON THE FOOTBALL FIELD OF JASPER.
YOU KNOW, BRING A BLANKET, BRING A BROWN BAG.
YOU CAN SEE YOUR FRIEND FOR THREE HOURS.
SO THEY I MEAN, IT'S OUTDOORS THEY CAN EVEN WEAR MASKS IF THE KIDS ARE MORE SCARED THAN ME.
SO THEY'RE PLANNING A LOT OF OUTDOOR EVENTS.
IF I MAY GET BACK TO MY QUESTION FROM THE TECHNOLOGY, JUST BECAUSE WE'RE FINALLY ON THE AGENDA TOPIC THAT I THINK IT CORRESPONDS TO A LITTLE BIT.
I THINK ON THE BUDGET WE HAD THREE HUNDRED THOUSAND BUDGETED AROUND THAT FOR THE HOT SPOTS, ABOUT EIGHTEEN HUNDRED OF THEM.
IS THAT A LINE ITEM THAT IF WE'RE BACK ON CAMPUS AND WE DON'T HAVE THE NEED FOR 1800 HOTSPOTS, THAT'S GOING TO BE A BUDGET SAVINGS.
SO I KNOW PRIOR TO COVID, ONE OF THE EQUITY ISSUES THAT WE TALKED ABOUT WAS A STUDENT'S ABILITY TO ACCESS THE INTERNET FOR HOMEWORK, FOR PARENT PORTAL, FOR THEIR WEB DESK, YOU KNOW, EVEN PRE COVID, WE HAD A DIGITAL DIVIDE AND THAT WAS AN EQUITY ISSUE FOR THIS DISTRICT.
SO, YOU KNOW, I GO HOME AND I KNOW I CAN'T GO TO THE PUBLIC LIBRARY.
SO I'M LIMITED IN MY ABILITY TO DO SOME OF MY WORK BECAUSE A LOT OF WHAT KIDS DO IS ON A COMPUTER NOT RELATED TO COVID, JUST IN GENERAL.
AND SO, YOU KNOW, THIS IS KIND OF ONE OF THOSE THINGS TO ME WHERE WE CAN EITHER KEEP GOING WITH THAT PIECE OF OUR EQUITY WORK OR WE CAN GO BACKWARDS.
AND I MEAN, LIKE I'M NOT RECOMMENDING THAT.
I THINK EVERY FAMILY, EVERY STUDENT SHOULD HAVE EQUAL ACCESS TO TECHNOLOGY SO THAT WHEN THEY NEED IT FOR THEIR SCHOOLWORK, THEY HAVE IT.
YOU KNOW, IT'S EVEN KIDS WHO LIVE IN, YOU KNOW, SOME OF OUR SURROUNDING AREAS.
THEY CAN'T GO TO OUR PUBLIC LIBRARIES EVEN BECAUSE THEY CAN'T ACCESS THE PLANO PUBLIC LIBRARIES IF THEY LIVE IN MURPHY, PARKER, DALLAS.
AND SO I WOULD SAY, YOU KNOW, I DON'T KNOW WHAT'S GOING TO HAPPEN WITH BROADBAND LEGISLATION AND BUT THE REASON FOR THAT IS EQUITY.
AND I WOULD SAY WE'VE MADE A HUGE GAIN THERE AND I DON'T THINK WE SHOULD LOSE IT.
[02:10:05]
AND IT'S NOT FOR THE INTENT AND PURPOSE OF DELIVERING SCHOOL AT HOME, BECAUSE THAT WON'T LOOK LIKE THIS.BUT YOU KNOW, A STUDENT WITH A DEVICE IT'S STILL IMPORTANT IN THE INSTRUCTIONAL PROCESS BECAUSE WHEN THEY GO TO COLLEGE, THEY'RE GOING TO HAVE A DEVICE AND A LEARNING PLATFORM AND BE EXPECTED TO USE A COMPUTER AS PART OF THEIR TOOLS FOR SCHOOL.
AND SO IN PREPARING KIDS FOR LIFE, WE STILL HAVE TO USE TECHNOLOGY AND THEY STILL HAVE TO HAVE ACCESS TO THE INTERNET.
I THINK, YEAH, THERE IS A TIME AND PLACE TO SAVE MONEY.
BUT THIS ONE I REALLY SUPPORTED THIS EQUITY WORK I WANT TO TRULY SUPPORT IT BECAUSE I'M JUST I CAN'T SEE ANY MORE FAMILIES GOING TO SCHOOL PARKING LOTS TO USE THE HUB, YOU KNOW, WIRELESS, IT'S NOT ACCEPTABLE FOR A DISTRICT LIKE OURS.
WELL, AND HEATHER, TO YOUR POINT, I THINK THAT WE SAVED A LOT OF MONEY ON THE NEW COPIER'S RIGHT ON THE NEW PURCHASE OF EQUIPMENT.
SO MAYBE THAT'S WHERE WE'RE PUTTING THAT SAVINGS, IS TO ALLOW THIS EQUITY FOR BROADBAND FOR OUR STUDENTS.
AND WE'RE PROBABLY MAKING LESS COPIES NOW.
AND YOU CAN CUT OUR BOARD BUDGET, SEE WHERE YOU CAN CUT.
SO WE'LL GET TO HEAR MORE ABOUT TECHNOLOGY WHEN WE GET TO PATRICK'S PART OF THE PRESENTATION.
SO WITH EMPLOYEE SERVICES, WE ARE PLANNING FOR OUR STAFF TO RETURN TO FULLY FACE TO FACE OPERATIONS, THAT DOES MEAN THAT WE ARE RESETTING SOME STAFF BACK TO THEIR ORIGINAL CAMPUSES, WELCOMING THEM BACK WITH OPEN ARMS AND HAVING STAFF TOGETHER IN ONE BUILDING AS THEY WERE PERHAPS MORE TRADITIONALLY INTENDED TO BE.
OUR HEALTH AND SAFETY PROTOCOLS IS A BIG TBD TO BE DETERMINED.
WE CONTINUE TO MONITOR THE CDC AND THE TEA GUIDELINES FOR ANY CHANGES THAT COME OUT AND ADJUSTMENTS.
AND WE ANTICIPATE, AS PREVIOUSLY DISCUSSED, SOME ADDITIONAL ADJUSTMENTS AND EXPECTATIONS OVER THE NEXT FEW WEEKS.
WE DO BELIEVE THAT AN EMPHASIS ON PREVENTION AND HEALTHY HABITS IS HERE TO STAY, AND IT WILL BE SOMETHING THAT WE WILL CONTINUE TO FOCUS ON, MAYBE IN DIFFERENT WAYS.
WE DO NOT KNOW YET WHAT SCREENING EXPECTATIONS THERE WILL BE FOR STAFF, STUDENTS AND VISITORS RIGHT NOW THAT IS ALL REQUIRED THROUGH TEA GUIDELINES.
ADDITIONALLY, WE ARE NOT SURE WHAT THE PROCESSES AND EXPECTATIONS WILL BE FOR MITIGATION OF POSITIVE CASES ON CAMPUS, AS WELL AS COMMUNICATION REQUIREMENTS, CLOSE CONTACT INVESTIGATIONS, ET CETERA, FOR POSITIVE CASES.
AND THAT DRIVES A LOT OF WHAT WE THINK FALL MAY LOOK LIKE.
WE KNOW THAT PROFESSIONAL LEARNING AND REQUIRED TRAINING, MOVING IN THROUGH SUMMER AND INTO THE FALL WILL CONTINUE TO BE AN AREA OF NEED AND EMPHASIS.
ONGOING ENGAGEMENT OF LEARNERS AGAIN WE'LL FOCUS MORE ON THE FACE TO FACE.
THAT'S SOMETHING THAT WILL BE REALLY IMPORTANT AS WE WELCOME BACK AND EMBRACE ALL OF OUR LEARNERS BACK ON CAMPUS.
AND OTHER NEEDS MAY EMERGE FOR TEACHER LEARNING AND STAFF LEARNING.
AND WE DO BELIEVE THAT THERE WILL NEED TO BE CONTINUING TRAINING FOR STAFF ON PREVENTION AND HEALTHY HABITS WHEN WE RETURN AND EXACTLY WHAT THOSE PROTOCOLS ARE.
AND EXPECTATIONS WILL BE IN PLACE FOR THE FALL.
AND I THINK NOW I'M TURNING IT OVER TO DR.
BROCKMAN LEFT OFF WITH SOME OF THERE'S A NUMBER OF THINGS THAT WE ARE WAITING ON GUIDANCE BOTH FROM UIL, FROM TDA OR USDA FROM A MEAL STANDPOINT.
SO THOSE THINGS ARE TO BE DETERMINED.
THAT WILL HELP WITH SOME DECISIONS LATER ON.
BUT I DO WANT TO SHARE A FEW COMMENTS.
AND AS YOU ALL KNOW, WITH MANY STUDENT ACTIVITIES, THEY'LL START IN AUGUST.
THOSE START AS SOON AS THE SCHOOL YEAR WRAPS UP THE CURRENT SCHOOL YEAR.
SO TALKING ABOUT SOME SUMMER ACTIVITIES OUR HIGH SCHOOL AND SENIOR HIGH CHEERLEADING AND DRILL TEAM GROUPS THEY WILL BE PARTICIPATING IN THE CAMP EXPERIENCES THIS SUMMER.
[02:15:02]
THE MIDDLE SCHOOL GROUPS, CHEER GROUPS WILL THEY WILL ALSO PARTICIPATE IN THE CAMPS LATER IN THE SUMMER.THEY TYPICALLY WAIT RIGHT BEFORE THE SCHOOL YEAR STARTS.
THE SUMMER SPORTS CAMPS FOR ELEMENTARY AND MIDDLE SCHOOL AGED STUDENTS AND THAT'S THAT LONGSTANDING PARTNERSHIPS WE'VE HAD WITH PLANO PARK AND REC THAT, YOU MAY BE FAMILIAR WITH.
AND THOSE ARE HELD ON OUR CAMPUSES WITH A LOT OF OUR ATHLETIC COACHES AND STAFF MEMBERS RUNNING THOSE CAMPS.
SO THOSE ARE GOING TO HAPPEN THIS YEAR.
AND SO THAT'S EXCITING SINCE WE DIDN'T GET TO HAVE THOSE LAST YEAR.
AND THEN THE TRADITIONAL THING WITH THE MARCHING BAND BETWEEN THE END OF THE SCHOOL YEAR, THE LAST DAY OF SCHOOL AND AUGUST 1ST, THEY'RE ABLE TO HAVE 20 HOURS OF MARCHING FUNDAMENTALS.
AND THAT'S MOSTLY SPENT WITH THOSE THE KIDS THAT ARE MOVING ON UP TO THE MARCHING BAND PROGRAMS FROM THE MIDDLE SCHOOLS AND HIGH SCHOOLS UP TO THE OTHER PROGRAMS. SO THOSE WILL AND THEN THEY'LL START THEIR FULL ACTIVITIES ON AUGUST 1ST.
AND STRENGTH AND CONDITIONING FOR THE ATHLETIC GROUPS, MOSTLY OUR HIGH SCHOOL AND SENIOR HIGH STUDENT ATHLETES.
THOSE WILL BE OCCURRING THROUGHOUT THE SUMMER WITH THE SPECIFIC TIME LIMITS THAT THE UIL PUTS ON THOSE.
BUT THAT'S STILL THOSE ARE THINGS THAT I DON'T THINK PEOPLE IT WAS GREAT TO HAVE THOSE THINGS IN PLACE LAST YEAR TO SOME EXTENT.
BUT THESE ARE THINGS LIKE MANY OTHER THINGS THAT WE'VE TALKED ABOUT TONIGHT THAT I THINK EVERYBODY WOULD AGREE WE TOOK FOR GRANTED.
AND JUST PEOPLE WON'T TAKE THOSE THINGS FOR GRANTED ANYMORE, BEING ABLE TO SPEND TIME TOGETHER.
AND EVEN THOUGH IT'S WORK AND IT'S HARD WORK AND IT'S HOT, BUT IT'S LIKE, YOU KNOW WHAT THIS IS BETTER THAN DOING THINGS ON YOUR OWN OR WHATEVER OUR KIDS CAN DO TO STAY ON TOP OF THINGS.
THE UIL ACTIVITIES AS WE AND THIS BOTH AND PERFORMANCES AND SO COMPETITION THAT WE'RE WAITING ON THAT GUIDANCE.
AND IT SHOULD BE AVAILABLE SOON.
AND THAT'S SPECIFICALLY REGARDING THE PROTOCOLS OR ANY KIND OF AUDIENCE CAPACITIES AND THE THINGS THAT YOU CAN PRETTY MUCH WOULD PREDICT THAT WE WOULD NEED TO GET SOME MORE INFORMATION ON.
THERE IS NO REASON THAT WE WILL THINK THAT THINGS AREN'T GOING TO BE BACK TO MUCH MORE OF NORMAL CIRCUMSTANCES.
IT WAS GREAT TO BE ABLE TO HAVE ACTIVITIES FOR THE KIDS THIS YEAR, AND THEY WERE EXCITED ABOUT THAT.
AND I KNOW OUR PARENT GROUPS WHO HAVE THEIR CHILDREN THAT WERE PARTICIPATING THOSE WERE EXCITED.
EVEN THOUGH THERE WERE SOME RESTRICTIONS, IT WAS STILL BETTER THAN HAVING NOTHING TO ATTEND TO PARTICIPATE IN.
BUT WHAT WE'VE SEEN, AND HEARD SO FAR, THEY ARE THE UIL IS LEANING TOWARD LIKE, OK, WE REALLY NEED TO GET BACK TO HOPEFULLY THIS IS AS MUCH OF A FULL, PROGRAM AS WE CAN.
THIS IS JUST AN ITEM I WANTED TO MAKE SURE AND INCLUDE TONIGHT.
IT IS SOMETHING THAT IS COMING FROM OUR AREA THAT WILL BE AN EXPANSION THAT I JUST WANT TO MAKE YOU AWARE OF AS WE GET INTO THIS UPCOMING SCHOOL YEAR.
AS YOU'LL RECALL, TWO OR THREE YEARS AGO, WE DID IMPLEMENT A REQUIREMENT OF A STUDENT I.D.
BADGES, AND OUR SENIOR HIGH AND HIGH SCHOOL STUDENTS HAVE BEEN WEARING THOSE THIS LAST TWO OR THREE YEARS.
WELL, WE ARE GOING TO EXPAND THAT AND NOW INCLUDE OUR MIDDLE SCHOOL CAMPUSES.
OBVIOUSLY, THAT'S THE PRIMARY PURPOSE.
IT'S A SAFETY AND SECURITY ISSUE.
IT'S VERY HELPFUL AS STUDENTS ARE WEARING THOSE ID BADGES, JUST LIKE OUR TEACHERS WEAR BADGES AND JUST LIKE SUBSTITUTES WEAR BADGES AND VENDORS AND VISITORS ON CAMPUS WHERE STAFF MEMBERS KNOW AND CAN LOOK.
AND THERE'S A IMMEDIATE VISUAL CUE OF THEY DON'T HAVE A BADGE.
DO THEY BELONG HERE? SO THAT'S SOMETHING THAT WE'RE EXCITED ABOUT DOING.
WE'VE MET WITH THE CAMPUS ADMINISTRATORS.
THE EQUIPMENT HAS ALREADY BEEN DELIVERED AS FAR AS THE DIFFERENT THINGS THAT ARE GOING TO BE NEEDED AND HAVE ALREADY WORKED WITH THE YEARBOOK VENDORS AND TAKE THEIR PICTURES DURING THE SUMMER AND THE BEGINNING OF THE SCHOOL YEAR, BECAUSE THEY ACTUALLY ARE THE ONES WHO MAKE THE FIRST GROUP OF THE BADGES AS PART OF THE KIND OF THE PICTURE PROCESS, SOMETHING THAT WILL HAPPEN LATER ON.
THERE ARE SOME OTHER USES OF THE STUDENT BADGES.
WHAT WILL IMMEDIATELY BE AVAILABLE IS TO USE THOSE BADGES IN THE MEAL SERVICE LINES FOR BREAKFAST AND MEAL LUNCH PURCHASES.
THEY CAN ALSO USE THEM IN THE LIBRARY FOR CHECKOUT OF MATERIALS.
AND THE BADGES HAVE THE COMPATIBLE BARCODE THAT IS PART OF THAT.
AND HOPEFULLY IN THE YEARS TO COME, WE CAN EXPAND THAT FOR SOME OTHER THINGS.
[02:20:05]
SOME OTHER MAY BE INVENTORY PURPOSES OF TRANSPORTATION ON AND OFF THE BUS, TRACKING THE KIDS AND THOSE KIND OF THINGS.SO JUST WANTED TO GIVE YOU A HEADS UP ON THAT EXPANSION.
COULD I INTERJECT? YES, MA'AM.
I KNOW THAT THERE'S LEGISLATION THAT'S BEING CONSIDERED ABOUT I WANT TO SAY IT'S HOUSE BILL 10 14 AND I DON'T KNOW WHERE IT IS, BUT IT TALKS ABOUT HAVING THE SUICIDE CRISIS HOTLINE PRINTED ON THE BACK OF OUR ID BADGES AS WELL AS WE COULD ADD OUR ANONYMOUS TIP LINE.
AND I DON'T KNOW IF THAT'S SOMETHING THAT WE CAN CONSIDER.
I DON'T KNOW WHERE WE ARE ON THAT, BUT I JUST THOUGHT I'D SUGGEST THAT.
OK, AND THAT'S SOMETHING I APPRECIATE YOU MENTIONED THAT THERE ARE SOME THINGS THAT EVEN IF WE CAN'T PUT IT LIKE ON THE BACK, THERE ARE SOME THINGS THE HOLDERS OF THE BADGE HOLDERS, SIMILAR TO WHAT YOU SEE MANY STAFF MEMBERS, ESPECIALLY ON CAMPUSES, THEY SOMETIMES HAVE A COUPLE, IF NOT THREE.
THEY HAVE THE ALMOST HAS THE EMERGENCY OPERATION PLAN.
IT HAS A NUMBER OF OTHER THINGS ON THERE.
SOME OF THEM HAVE LITTLE POUCHES WITH A MASK IN CASE THEY'RE DOING, YOU KNOW, CPR OR SOMETHING.
I MEAN, IT KIND OF VARIES, BUT.
WELL, I'LL TALK TO MR. PARKS ABOUT THAT AND WE'LL SEE WHAT WE CAN DO AND AT LEAST PROVIDE IT MAYBE TO THE CAMPUSES.
OK, STUDENT TRAVEL, WE DO EXPECT OUR STUDENT GROUPS THAT TRADITIONALLY TAKE A TRIP THERE DURING THE YEAR OR EVERY OTHER YEAR.
OBVIOUSLY OUR HIGH SCHOOL AND SENIOR HIGH FINE ARTS GROUPS, THEY TAKE PRETTY SIGNIFICANT TRIPS ON A REGULAR BASIS, MOSTLY DURING THE SPRING.
SO AS WE GET TO THE SPRING OF 2022, WE HOPE THAT THOSE ARE BACK IN PLACE.
AND THOSE CONVERSATIONS HAVE ACTUALLY ALREADY STARTED WITH THOSE CAMPUS GROUPS.
THE LAST ITEM I WANT TO QUICKLY MENTION IS OUR SUMMER MEAL SERVICE GUIDANCE IS STILL WAITING WE'RE WAITING FROM THE USDA ON WHAT THAT CAN LOOK LIKE.
THEY AS YOU KNOW, THEY HAVE A NUMBER OF RULES AND REGULATIONS THAT THEY JUST ARE IT IS SOME RULES OF ENGAGEMENT THAT EVERYBODY NEEDS TO ABIDE BY.
SO ONCE THAT INFORMATION IS AVAILABLE, THEN, ASHLEE HIPP AND THE FANS TEAM WILL PUT TOGETHER THAT SPECIFIC PLAN.
AND WE'LL WORK WITH LESLEY AND THE COMMUNICATIONS DEPARTMENT TO MAKE SURE THAT ALL OF OUR CAMPUSES AND OBVIOUSLY OUR PARENTS AND KNOW WHAT TTHAT WILL LOOK LIKE, WHAT OUR CAMPUSES, OUR SITES WILL BE AND THE DAY OF THE WEEK OR, YOU KNOW, THAT KIND OF THING WHERE WE'LL DISTRIBUTE THOSE SUMMER MEALS.
KARY I WAS WONDERING YOU KNOW TRADITION IS THAT WE HAVE 5TH GRADE CAMP AND FIFTH GRADE CRAM IS THE OVERNIGHT CAMP.
SO FOR PARENTS WHO DON'T KNOW WHAT IT IS.
WHAT WOULD WE DO WITH THAT THEN? MS. HASLEY, DO YOU WANT TO HELP ME ON THAT? WE'RE PLANNING TO HAVE IT LIKE WE TRADITIONALLY DID BEFORE.
WE'RE STILL IN NEGOTIATION WITH THE YMCA ON THE CONTRACT.
SO WE'RE LOOKING AT OPTIONS LIKE IF WE NEED TO REDUCE IT, MAKE IT A DAY TRIP ONLY WE'RE TRYING TO BRING FORWARD OPTIONS TO SEE WHAT WOULD BE APPROPRIATE ONCE WE SEE WHAT NEXT YEAR WILL LOOK LIKE.
HASLEY, DIDN'T WE HAVE THE CAMP EXPERIENCE BUT ON THE CAMPUS, DIDN'T WE MAKE THAT ADJUSTMENT.
YES IT WAS A VIRTUAL EXPERIENCE AND I EVEN THINK I SENT A LINK TO A VIDEO TO YOU ALL FOR SOME OF THE COMMENTS AND THINGS THAT THEY DID AT HOME OR AT CAMPUS THAT VIRTUALLY PARTICIPATED IN SOME OF THE ACTIVITIES.
I WOULD MUCH RATHER DISSECT AN OWL PELLET VIRTUALLY.
BUT Y'ALL DID AMAZING WORK THERE.
OK, I WILL TURN IT OVER TO MR. TANNER TO TALK ABOUT TECHNOLOGY.
THIS EVENING, AS WE TALK ABOUT THE TECHNOLOGY SERVICES UPDATE, WE'VE ALREADY BEGUN OUR PLANNING AS FAR AS PREPPING FOR THE NEXT SCHOOL YEAR AND HOW WE MAKE STUDENT DEVICES AVAILABLE FOR THOSE STUDENTS THAT NEED THEM.
CERTAINLY, IF ANYTHING, WE'VE LEARNED OVER THE PAST YEAR IN THIS COVID ENVIRONMENT IS THAT THE STUDENT CHROMEBOOK DEVICES HAVE TRULY BECOME THE CENTERPIECE FOR LEARNING, ESPECIALLY FOR OUR REMOTE STUDENTS.
SO AS WE CLOSE DOWN THE SCHOOL YEAR, OUR TECHNOLOGY SERVICES TEAM HAS BEEN WORKING OVER THE PAST MONTH OR SO PUTTING TOGETHER A COMPREHENSIVE PLAN FOR HOW WE CAN BEGIN THE PROCESS OF RETURNING 50,000 CHROMEBOOKS BACK TO THE DISTRICT.
AS YOU CAN IMAGINE, THAT'S GOING TO BE QUITE A CHORE.
MOST OF THESE DEVICES WE HAVE NOT SEEN IN OVER A YEAR AT THIS POINT IN TIME.
SO PART OF THIS CHROMEBOOK RETURN POLICY IS TO GIVE US AN OPPORTUNITY TO PUT EYES ON THEM AND BEGIN THE PROCESS OF SANITIZING THESE DEVICES, INSPECTION INVENTORY AND TO
[02:25:06]
DO ANY REPAIRS THAT ARE NEEDED FOR THESE DEVICES IN PREPARATION FOR THE NEXT SCHOOL YEAR.WE HAVE NO IDEA AT THIS POINT IN TIME WHAT THESE DEVICES ARE GOING TO LOOK LIKE ONCE THEY GET BACK HERE.
SO THIS REALLY GIVES US AN OPPORTUNITY TO PLAN AND PREP FOR THE UPCOMING SCHOOL YEAR.
WE ALREADY KNOW WE'RE GOING TO SEE SOME DAMAGED DEVICES, WHETHER THAT'S THROUGH THE ACCESSORIES, KEYBOARDS, SCREENS, POWER SUPPLIES AND THINGS OF THAT NATURE.
SO WE'VE ALREADY BEGUN THE PROCESS OF PURCHASING ADDITIONAL DEVICES.
WE KNOW THAT ONCE THEY COME IN, WE'RE GOING TO HAVE SOME DEVICES THAT ARE AT OR NEAR THEIR END OF LIFE AND GOING TO NEED TO BE REPLACED BECAUSE THEY CAN'T ACCEPT UPDATES.
SO WE'RE GOING TO REPLACE THOSE DEVICES THAT NEED TO BE REPLACED, AND REPLACE THE PARTS AND PIECES THAT NEED TO BE REPLACED AND JUST KIND OF SEE WHAT KIND OF SHAPE OUR INVENTORY IS IN AND WHETHER OR NOT WE'RE GOING TO BE ABLE TO ACCOMMODATE STUDENTS, WHAT WE NEED TO DO TO BE ABLE TO ACCOMMODATE STUDENTS ONCE WE START THE NEW SCHOOL YEAR.
SO A VERY COMPREHENSIVE PLAN WHICH WILL BEGIN IMMEDIATELY AFTER ALL DEVICES ARE RETURNED BY THE END OF THE SCHOOL YEAR.
OUR EMPLOYEES WILL BE WORKING THROUGHOUT THE SUMMER TO GET THESE DEVICES READY TO GO.
THE ADDITIONAL DEVICES THAT WE'VE ALREADY ORDERED IS GOING TO BE THERE TO KIND OF HELP COMPENSATE FOR THE NEED THAT WE'RE STILL GOING TO HAVE TO ACCOMMODATE SUMMER SCHOOL.
AND SO THOSE DEVICES WILL BE HERE IN TIME THAT WE CAN HAND OUT THOSE DEVICES TO THE STUDENTS THAT MAY NEED DEVICES FOR SUMMER SCHOOL.
AND SO ONCE WE'VE COMPLETED THE INVENTORY AND DONE OUR REPAIRS, WE WILL WORK TO GET THESE DEVICES DISTRIBUTED BACK OUT TO THE CAMPUSES BASED ON THE STUDENT ENROLLMENT TO ACCOMMODATE THE ADA PER CAMPUS.
AS WE GET CLOSER TO THE SCHOOL YEAR WE WILL WORK WITH THE CAMPUSES TO SET UP A CHROMEBOOK CHECKOUT PROCESS, AND WE WANT TO MAKE SURE THAT WE MAKE THIS AVAILABLE TO STUDENTS PRIOR TO THE START OF SCHOOL.
KIND OF TO ECHO WHAT MS. BONSER WAS TALKING ABOUT IN TERMS OF OUR EQUITY OR THE DIGITAL DIVIDE.
YOU KNOW, I THINK WHAT WE'VE SEEN OVER THE PAST YEAR DEMONSTRATES THE NEED FOR STUDENTS TO HAVE DEVICES, NOT JUST WHEN THEY'RE HERE AT THE CAMPUSES, BUT TO MAKE SURE THAT THOSE DEVICES ARE AVAILABLE FOR THEM AFTER HOURS TO CONTINUE THEIR STUDIES, TO HAVE ACCESS TO THINGS THAT THEY ORDINARILY WOULD NOT HAVE ACCESS TO UNLESS THEY WERE ON THE CAMPUS.
SO SOME OF THE THINGS THAT WE LOOKED AT AND WE TALKED ABOUT WITH THE BUDGET NOT ONLY INCLUDES THE ADDITIONAL FUNDS FOR MOBILE HOTSPOTS, BUT SOME OF THOSE FUNDS WERE TO DELIVER APPLICATIONS TO MAKE SURE THAT STUDENTS, YOU KNOW, WE'VE LICENSED THESE APPLICATIONS, BUT IT'S NOT DOING ANY GOOD IF THEY CAN ONLY ACCESS THOSE APPLICATIONS WHEN THEY'RE HERE AT THE SCHOOL.
THIS WOULD FURTHER ALLOW THEM TO CONTINUE TO ACCESS THOSE TYPE APPLICATIONS ONCE THEY'RE EVEN AT HOME.
SO OUR PLAN IS TO MAKE SURE THAT WE MAKE DEVICES AVAILABLE TO THOSE STUDENTS WHO WANT AND NEED THOSE DEVICES TO CHECK OUT AND TO KEEP WITH THEM PERMANENTLY THROUGHOUT THE UPCOMING SCHOOL YEAR.
THE SAME GOES FOR THE MOBILE HOTSPOTS.
CONNECTIVITY IS OBVIOUSLY THE PRIMARY NEED.
THOSE DEVICES ARE USELESS IF THEY DO NOT HAVE THE CONNECTIVITY TO GET OUT TO THE INTERNET.
AND SO OUR PLAN IS TO MAKE SURE THAT WE CONTINUE TO PROVIDE MOBILE CONNECTIVITY FOR THE STUDENTS THAT NEED THEM IN OUR DISTRICT.
I WANT TO ADD THAT THIS IDEA OF CONNECTIVITY IS CERTAINLY MUCH BIGGER THAN JUST THE COVID RESPONSE.
IN MANY DISTRICTS AND IN PLANNING WITH OPERATION CONNECTIVITY, WE CONTINUE TO LOOK FOR WAYS TO DRIVE DOWN THE COST OF BROADBAND ACCESS FOR THE PEOPLE WHO NEED THEM.
AND SO THERE'S ONGOING CONFERENCES AND MEMBERSHIPS THAT WE PARTICIPATE IN, ALONG WITH DALLAS COUNTY AND OTHER SCHOOLS IN THIS AREA WHERE WE'RE TRYING TO NOT ONLY JUST PROVIDE THIS THROUGH MOBILE HOTSPOTS, BUT HOW CAN WE PROVIDE BROADBAND ACCESS TO THE FAMILIES THAT NEED THEM AS WELL.
AND SO THAT COULD BE ANOTHER OPPORTUNITY TO LOWER THESE COSTS THAT WE'RE TALKING ABOUT FOR HOTSPOTS, IF WE CAN GET HIGH SPEED INTERNET INTO EVERYONE'S HOME.
AND SO WE WILL MAKE THOSE HOTSPOTS AVAILABLE TO THE STUDENTS UPON REQUEST AND AS LONG AS THEY NEED THEM.
IN ADDITION, AS WE BRING THESE DEVICES BACK IN FOR MAINTENANCE AND SUPPORT, WE'RE ENSURING THAT WE ADD ADDITIONAL MANAGEMENT AND SUPPORT FEATURES ALONG WITH IT TO ENSURE THAT WE CAN PROVIDE ADEQUATE SUPPORT FOR STUDENTS SHOULD THEY NEED THEM FROM A REMOTE LOCATION, BUT ALSO TO ACCOMMODATE THE POTENTIAL FOR A VIRTUAL ACADEMY AND STUDENTS WHO MAY NEED TECHNICAL SUPPORT FROM THAT STANDPOINT AS WELL.
SO ENSURING THAT WE'VE GOT REMOTE MANAGEMENT, ENSURING THAT WE'VE GOT PROPER INTERNET FILTERING BOTH ON THE HOTSPOT AS WELL AS ON THE DEVICE ITSELF TO PROTECT OUR STUDENTS
[02:30:01]
WHILE THEY'RE AWAY FROM THE CAMPUSES.BUT ALSO SHORING UP OUR ABILITY TO PROVIDE REMOTE PHONE SUPPORT AND QUICKLY REPLACE DEVICES SHOULD A DEVICE BECOME INOPERABLE WHILE IN A STUDENT'S CARE.
AND SO WE'RE GOING TO MAKE SURE THAT THOSE THINGS ARE IN PLACE TO ACCOMMODATE IT.
AGAIN, WE THINK THAT THIS IS A CENTRAL OR PRIMARY FOCUS ON THE STUDENTS LEARNING IS TO MAKE SURE THAT THEY'VE GOT THE TOOLS IN HAND TO PROPERLY LEARN.
WELL, PATRICK, I WAS LOOKING FOR THE ON ZOOM, YOU KNOW, WHEN YOU DO THE APPLAUSE, I WAS GOING TO SAY THAT WHEN YOU SAID THAT THE KIDS ARE GOING TO BE ABLE TO TAKE THE DEVICES HOME NEXT YEAR, I THINK THAT'S ONE OF THE SILVER LININGS FROM COVID.
AND WE'VE LEARNED THAT THESE DEVICES ARE NOT SO TERRIBLY EXPENSIVE THAT WE WILL HAVE SOME WEAR AND TEAR AND SO ON.
BUT I'M GLAD THAT THEY WON'T BE PARKED IN A CART OVERNIGHT, THAT THE KIDS CAN TAKE THEM HOME IF THEY NEED THEM.
A LOT OF THE FEEDBACK THAT WE RECEIVE FROM THE CAMPUSES IS A DESIRE FOR THAT TO TAKE PLACE.
YOU KNOW, THE MANAGEMENT OVERHEAD THAT GOES WITH HAVING TO ACCOMMODATE THAT AT THE CAMPUS MAKES IT LESS USEFUL AND WE THINK WE'RE GETTING MORE USE OUT OF IT THIS WAY.
SO, PATRICK, I HAVE TWO QUESTIONS.
ONE IS, AS YOU WERE TELLING, AS YOU'RE GOING THROUGH ALL THE THINGS THAT NEED TO HAPPEN IN THE SEQUENCE OF EVENTS, IT NEEDS TO BE FOR US TO BE READY FOR NEXT YEAR.
I'M SITING TRYING TO DO THE MATH IN MY HEAD AND I'M THINKING YOU'VE GOT 60 DAYS TO MAKE THIS HAPPEN BETWEEN JUNE ONE REALLY AND AUGUST ONE TO GET 50,000 UNITS IN, SCRUBBED, UPDATED, CHECKED, UPDATED AND THEN BACK OUT.
THAT'S A LOT OF WORK IN 60 DAYS.
DO YOU HAVE A CLONING DEVICE SOMEWHERE THAT YOU CAN CREATE AN ARMY OF PEOPLE TO DO THIS? WE DO HAVE WE HAVE PLANNED FOR ADDITIONAL WORKERS TO COME IN AND ASSIST WITH THIS.
SO WE'VE GOT OUR CAMPUS TECHNOLOGY ASSISTANTS WHO ARE GOING TO COME IN AND WORK OVER THE SUMMER TO ASSIST US WITH THIS PROCESS.
BUT WE'RE ALSO GOING TO OUTSOURCE SOME OF THE REPAIR TO OUR VENDORS WHO ROUTINELY HELP US THROUGHOUT THE YEAR ANYWAY.
AND THE SECOND QUESTION, ACTUALLY, MAYBE A RANDY QUESTION, TO THE EXTENT WE HAVE TO REPLACE BY NEW ONES, WHAT'S THE FUNDING SOURCE FOR THAT? OR ARE WE DO WE HAVE BOND FUNDS OR USING FUND BALANCE? WHAT ARE WE DOING THERE? YEAH, MAYBE A COMBINATION, BUT THERE IS STILL SOME REMAINING BOND FUNDS.
THAT'S THE KIND OF SINGLE OPPORTUNITY, YOU KNOW, SINGLE OUTLAY, I THINK THAT A FUND BALANCE IS A PERFECT EXPENDITURE FOR TO THE EXTENT THAT WE NEED TO USE THOSE DOLLARS.
I ALSO FEEL LIKE IF THE ESSER FUNDS COME THROUGH, THIS IS COVID RELATED WEAR AND TEAR AND REPLACEMENT.
AND SO I COULD SEE THAT THAT SOME OF THESE TECHNOLOGY PIECES COULD BE ESSER RELATED.
LET'S BE OPTIMISTIC AND SAY WHEN THOSE DOLLARS WHEN WE GET 58 MILLION DOLLARS, LET'S BUY CHROMEBOOKS WITH IT.
JUST IF WE ALLOW STUDENTS WHO WANT TO BRING THEIR OWN DEVICES TO SCHOOL AND THEY DON'T WANT TO USE I MEAN, IS THAT POSSIBLE? I MEAN, BECAUSE I THINK THAT CAN SAVE A LOT OF DEVICES.
I THINK THERE ARE QUITE A FEW STUDENTS WHO DO NOT WANT TO USE THE CHROMEBOOK, WANT TO BRING THEIR OWN DEVICES, AND THEY CAN, YOU KNOW, LET OTHER PEOPLE USE THAT CHROMEBOOK.
IF WE CHANGE THE POLICY, LIKE ALLOW STUDENTS TO BRING THEIR OWN DEVICES AT THE YOU KNOW, THEY TAKE AT THEIR OWN RISK.
SO THAT WILL SAVE SOME MONEY THERE.
I MEAN, I CERTAINLY THINK THAT'S A GREAT IDEA AND THAT'S CERTAINLY SOMETHING WE CAN TAKE A LOOK AT.
I'VE BEEN IN PLACES WHERE WE'VE IMPLEMENTED THAT POLICY WHERE WE HAD A BYOD.
YOU KNOW, BRING YOUR OWN DEVICE TYPE OF ENVIRONMENT.
I WILL SAY ONE OF THE THINGS THAT I'VE SEEN IN THOSE ENVIRONMENTS IS THAT A LOT OF TIMES THE PARENTS DON'T ALLOW THE STUDENTS TO BRING THOSE DEVICES IN FOR FEAR THAT THEY'RE GOING TO GET DAMAGED OR BROKEN OR STOLEN.
YOU KNOW, THEY'VE INVESTED, YOU KNOW, A LOT OF MONEY IN IT.
SO WE DIDN'T ALWAYS SEE THE RETURN THAT WE THOUGHT WE WOULD BY OPENING THAT UP.
BUT THAT'S CERTAINLY SOMETHING THAT WE CAN INVESTIGATE.
MAYBE THE TIMES HAVE CHANGED AND KNOWING THAT WE'RE MAKING THESE AVAILABLE OR OPENING THAT DOOR, YOU COULD SEE MORE STUDENTS TAKING ADVANTAGE OF THAT RIGHT NOW.
YEAH, BECAUSE IN A SENIOR HIGH I MEAN, HIGH SCHOOL AND SENIOR HIGH, THEY CARRY THEIR BACKPACKS EVERYWHERE.
IT'S NOT LIKE THEY HAVE A LOCKER LIKE MIDDLE SCHOOL.
I SEE STUDENTS CARRY THEIR BACKPACK GOING EVERYWHERE.
IT'S JUST LIKE US ADULTS, RIGHT?
[02:35:02]
YOU PUT YOUR COMPUTER IN YOUR BAG.AND HOW MANY OF US LOSE OUR BAG? I DO.
I ACTUALLY ASK KIND OF THE REVERSE QUESTION TO ENSURE THAT WE HAVE EQUITY BETWEEN CAMPUSES WHERE ONE CAMPUS DOESN'T SAY THEY'RE GOING TO STAY LOCKED ON THE CART.
THE OTHER CAMPUSES SAY THEY CAN BE DISTRIBUTED.
AND SO I WANT TO ENSURE THAT EVERY CHILD IN PLANO WILL HAVE THE OPPORTUNITY TO TAKE HOME A COMPUTER.
AND I WORRY A LITTLE BIT, IS THIS GOING TO BE PARENT REQUEST? AND SOME PARENTS MAY NOT EVEN KNOW TO REQUEST IT.
SO HOW'S THAT GOING TO WORK NEXT YEAR? THIS YEAR WAS LIKE EVERYONE GOT ONE.
SO WHAT'S NEXT YEAR GOING TO LOOK LIKE? I THINK THAT'LL BE A MATTER OF US WORKING WITH COMMUNICATIONS TO GET THE WORD OUT ABOUT THAT OPPORTUNITY TO COME AND CHECK OUT A DEVICE.
I THINK KIND OF WHAT WE DISCOVERED, YOU KNOW, FROM THE PAST DISTRIBUTION OF THESE DEVICES IS THAT WE DIDN'T WANT TO CREATE A SCENARIO WHERE WE WERE FORCING A DEVICE ON A STUDENTS THAT YOU HAVE TO USE OUR DEVICE.
LIKE YOU SAID, IF I HAVE A BETTER DEVICE AT HOME, WHY ARE YOU FORCING ME TO UTILIZE THIS PARTICULAR ONE? HOWEVER, WE DO WANT TO MAKE SURE THAT THOSE STUDENTS WHO WANT TO CHECK OUT THE DEVICE, THEY HAVE AN OPPORTUNITY TO DO THAT.
THERE COULD BE SOME INTERESTING SURVEY WORK TO MAKE SURE, PARTICULARLY IN OUR HIGH NEED CAMPUSES, YOU DON'T END UP WITH KIDS WHOSE PARENTS ARE JUST MAYBE NOT AS CONVERSANT IN THE USE OF COMPUTERS AND THEY DON'T REALIZE HOW IMPORTANT IT IS TO THEIR EDUCATION.
AND PERHAPS THAT'S SOMETHING WE CAN INCLUDE WITH THE REGISTRATION OR ENROLLMENT PROCESS WHERE WE COMMUNICATE THAT INFORMATION OUT AS WELL.
ALL RIGHT I'LL TURN IT OVER TO DR.
WELL, I'LL TRY TO BE BRIEF THROUGH THIS, BECAUSE I THINK WE TALKED ABOUT IT ENOUGH THE LAST FEW WEEKS, BUT WE'RE GOING TO CONTINUE TO MOVE FORWARD WITH OUR PLAN ON WRAPAROUND SERVICES.
IT WILL BE CENTRALLY LOCATED AT THE BIRD CENTER.
SO WE'LL BE SPENDING MUCH OF THIS SUMMER MAKING THAT TRANSITION TO THE BIRD CENTER.
WE'RE GOING TO CONTINUE, I WOULD EVEN SAY MAYBE DOUBLE DOWN MORE ON OUR SOCIAL EMOTIONAL LEARNING AND SEL ACTIVITIES FOR OUR CAMPUSES.
CHILD CARE AND PASAR FOR NEXT YEAR WILL BE PRE COVID NORMAL LET'S SAY IT THAT WAY.
SO WE'RE LOOKING FORWARD TO HAVING THOSE EMPLOYEE CHILD CARE SITES AND OUR AFTER SCHOOL PASAR PROGRAM BACK UP AND RUNNING, AS IT NORMALLY DID BEFORE COVID.
AND THEN, OF COURSE, WE'RE MAKING A HUGE EFFORT TO AUTOMATE OUR ENROLLMENT PROCESS, GET IT ONLINE INCREASE ENROLLMENT, AND SOON AND VERY SOON I'LL BE COMING BACK TO YOU TO TALK ABOUT TRANSFERS AND HOW THAT CAN HELP OUR ENROLLMENT AS WELL.
SO THAT'S OUR PLAN FOR NEXT YEAR.
DR. GOBER, I WAS JUST GOING TO MAYBE MENTION AN IDEA AND SOMETHING THAT INSPIRED IT AND SOMETHING I DIDN'T THINK ABOUT JUST IN TERMS OF ACCESS AND RESOURCE ALLOCATION FOR STUDENTS, THAT WE DO HAVE A LOT OF STUDENTS THAT ARE PART OF PLANO ISD THAT DON'T LIVE IN THE CITY OF PLANO.
AND THEREFORE, THERE'S SOME GREAT PLANO RESOURCES THAT THEY DON'T HAVE ACCESS TO.
AND I'D BE VERY CURIOUS AS TO THE CITY'S WILLINGNESS TO HAVE SOME TYPE OF COOPERATIVE AGREEMENT FOR PLANO ISD STUDENTS AND ACCESS TO CITY RESOURCES LIKE PUBLIC LIBRARIES.
AND I HAVE NO IDEA AS THE NUANCES OF ALL OF THAT, BUT WE HAVE SUCH A GREAT RELATIONSHIP.
PRE COVID THAT'S A REALLY GOOD POINT PRE COVID WE WERE IN CONVERSATIONS WITH THE CITY ABOUT LIBRARY ACCESS FOR STUDENTS WHO ATTEND PLANO ISD SCHOOLS, BUT WE'RE OUTSIDE THE PLANO CITY BOUNDARIES.
AND SO WE WERE IN THE PROCESS OF FINDING A SOLUTION AND THEN EVERYTHING CLOSED.
SO I DO FEEL LIKE THAT'S A CONVERSATION WE CAN EASILY REVIVE.
AND CITY MANAGER MARK ISRAELSON, WAS WORKING WITH HIS TEAM ON HOW TO GO ABOUT DOING THAT.
SO CERTAINLY THAT IS A CONVERSATION TO BRING BACK.
I'LL MAKE SURE, NANCY, DAVID AND I, WHEN WE'RE ON OUR NEXT LIAISON CALL WITH THE CITY OF PLANO, THAT WE TALK TO OUR COUNTERPARTS AND PLANT THAT BUG IN THEIR EAR, BECAUSE I THINK THAT YOU KNOW, ANYTHING WE CAN DO TO PROVIDE ADDITIONAL RESOURCES TO THOSE STUDENTS I'M FOR.
THEY'RE ALWAYS VERY AGREEABLE TO TRY TO FIND SOLUTIONS SO.
CODY WE NEED TO GET THAT SET UP.
I JUST WANTED TO SPEAK REAL QUICKLY ON THAT ONE PART.
WE HAVE HAD THE CITY OF DALLAS, YOU KNOW, LIBRARY SERVICES REACH OUT TO US TO WORK
[02:40:01]
THROUGH A PROCESS TO EASILY ALLOW OUR STUDENTS, ESPECIALLY THOSE THAT LIVE IN DALLAS COUNTY, BY EASILY UTILIZING THEIR PISD STUDENT BADGE OR WHATEVER, TO HAVE ACCESS TO THOSE RESOURCES AND EVEN CHECK OUT BOOKS WITH THAT.SO I'VE HAD CONVERSATIONS WITH THEM IN RECENT MONTHS ABOUT HELPING TO FACILITATE THAT.
AND SO THERE ARE SOME THINGS IN THE WORKS TO TRY AND HELP, YOU KNOW, OPEN THOSE DOORS UP.
THE LIBRARY, PLAO LIBRARY, I USED TO WORK AS AN ADVISORY BOARD OVER THERE FROM THE CITY, SO THEY WORKED ON THIS ALL THE TIME.
AND I THINK THEY HAVE RECIPROCAL CITIES, INCLUDING ALLEN, THE COLONY, FRISCO, GARLAND, MCKINNEY, RICHARDSON AND WYLIE.
SO IF WE HAVE A LIBRARY CARD FROM THESE CITIES, YOU ACTUALLY CAN ACCESS SPEAKERS].
HALF OF MURPHY'S IN OUR DISTRICT AND MURPHY'S NOT ON THAT.
AND THAT'S IMPORTANT FOR THE KIDS IN THAT SOUTH WEST SECTOR WHERE THEY ACTUALLY.
YEAH MAYBE WE CAN GET DALLAS INVOLVED.
YEAH, BECAUSE THERE WERE TIMES WHEN THEY WANTED TO HAVE DISCUSSIONS FROM LIBRARIANS AT HUFFMAN AND THE PLANO ONES WOULDN'T COME BECAUSE THEY SAID MOST OF YOUR KIDS DON'T LIVE IN PLANO.
WELL, ACTUALLY, I REMEMBER I SENT SARA AN EMAIL WHEN WE WORKED ON THE CITY OF PARKER AND YOU KNOW, AND WE'VE SPOKEN WITH MARK.
OK, WELL, LAST BUT NOT LEAST, WE'VE TALKED ABOUT IT AND YOU'VE HEARD ABOUT IT, AND SO I'M PLEASED TO PRESENT OUR BEGINNING STAGES OF PLANNING FOR THE VIRTUAL SCHOOL ACADEMY OPTION FOR NEXT SCHOOL YEAR.
THIS IS A COLLABORATION BETWEEN THE TECHNOLOGY SERVICES DEPARTMENT, ACADEMIC SERVICES AND STUDENT FAMILY COMMUNITY SERVICES.
HASLEY'S GOING TO WALK US THROUGH THIS PRESENTATION.
AND AS THE SLIDE INDICATES, THIS IS REALLY PENDING LEGISLATION.
SO THERE ARE LOTS OF BILLS OUT THERE, BUT WE WANT TO BE PREPARED.
SO IN THINKING ABOUT NEXT YEAR, WE REALIZE THAT WE DO HAVE SOME FAMILIES WHO MIGHT STILL PREFER TO HAVE A VIRTUAL ACADEMY TYPE OPTION NEXT YEAR.
SO CURRENTLY WE HAVE 43 PERCENT OF OUR STUDENTS PARTICIPATING IN THE SCHOOL AT HOME PROGRAM, WHICH IS TOTALLY REMOTE LEARNING, AND THAT'S ABOUT 19,000 STUDENTS.
WHILE WE REALLY WOULDN'T EXPECT ALL OF THOSE TO TAKE ADVANTAGE OF A VIRTUAL ACADEMY.
SO WE SENT A SURVEY TO ALL OF OUR PARENTS IN MARCH AND PUSHED IT OUT THROUGH ALL OF OUR REGULAR PARENT COMMUNICATION CHANNELS AND JUST TO GAUGE THE LEVEL OF INTEREST IF WE WERE ABLE TO HAVE A VIRTUAL ACADEMY.
SO, AS I SAID, WE SENT IT DISTRICT WIDE.
AND THE INFORMATION PROVIDES REALLY A STARTING POINT TO UNDERSTAND THE POSSIBLE INTEREST FROM FAMILIES.
SO AS YOU CAN SEE, WE RECEIVED TWO THOUSAND ONE HUNDRED AND EIGHT RESPONSES.
AND OF THOSE WHO RESPONDED, SEVENTY FOUR PERCENT OF THOSE HAD STUDENTS IN HAVE STUDENTS IN THE SCHOOL AT HOME PROGRAM RIGHT NOW.
THE FIRST QUESTION WAS SIMPLY, WOULD YOU CONSIDER ENROLLING YOUR CHILDREN IN A PLANO ISD ONLINE VIRTUAL ACADEMY INSTEAD OF A BRICK AND MORTAR HOME CAMPUS AND OVER HALF OF THEM INDICATED THAT THEY WOULD BE INTERESTED IN SUCH AN OPTION.
AND THEN WHEN ASKED FOR WHICH GRADE LEVELS YOU WOULD BE ENROLLING, AND THEY WERE ALLOWED TO CHECK ALL THAT APPLY IN CASE THEY HAD MORE THAN ONE CHILD, YOU CAN SEE THE ANSWERS THERE.
AND OF COURSE, IT DOES INDICATE THAT THERE'S A HIGHER INTEREST AMONG HIGH SCHOOL THAN IN THE LOWER GRADES.
SO 11 HUNDRED AND FORTY SAID YES, BUT AN ADDITIONAL ONE HUNDRED AND SIXTY SAID YES TO HIGH SCHOOL, EVEN THOUGH THEY DIDN'T SAY YES TO VIRTUAL ACADEMY IN TERMS OF INTEREST LEVEL.
WELL, I WAS ASKING MATT [INAUDIBLE] ABOUT THAT WHEN THEY WERE ABLE TO CLICK TO CHECK ALL THAT APPLIED SOME FAMILIES WOULD HAVE MORE THAN ONE STUDENT, PERHAPS AT ANOTHER, AT OTHER GRADE LEVELS.
SO THEY COULD HAVE CLICKED NO, BUT STILL PUT YES.
IT DID NOT SEND THEM ANOTHER DIRECTION.
SO THEY STILL HAD ACCESS TO ANSWER THAT QUESTION.
OK, BUT IT WAS NOT A REQUIRED QUESTION.
SO NEXT, WE ASKED FOR WHAT REASONS ARE YOU INTERESTED IN THE POSSIBILITY OF A VIRTUAL ACADEMY JUST TO TRY TO FIGURE OUT THE WHY? AND THEY WERE ABLE TO SELECT AGAIN MORE THAN ALL THE ANSWERS THAT APPLIED.
AND AS YOU CAN SEE, SEVENTY FOUR PERCENT STATED FOR HEALTH REASONS, WHICH IS FOLLOWED BY 50 PERCENT STATING THAT SEEKING THE FLEXIBILITY THAT IT WOULD OFFER.
SO IF A VIRTUAL ACADEMY IS THE CHOICE THAT SOME PARENTS IN PLANO WANT TO MAKE, WE WANT TO GIVE THEM THE OPTION AND WE WANT TO KEEP OUR FAMILIES IN PLANO ISD.
SO WE'RE PROCEEDING WITH DRAFTING PLANS IN CASE THAT'S A POSSIBILITY.
SO IN THE EVENT WE'RE ABLE TO OFFER A VIRTUAL ACADEMY, WE HAVE BEEN RESEARCHING AND DEVELOPING A PLAN AND OPTIONS, SO I'LL SHARE A FEW THINGS WITH YOU.
[02:45:05]
DON'T HAVE A LOT FOR SURE RIGHT NOW, BUT SOME THINGS THAT WE ARE CONSIDERING.FIRST OF ALL, VIRTUAL ACADEMY WOULD REALLY BE CONSIDERED ITS OWN SCHOOL STUDENTS WOULD TRANSFER FROM THEIR HOME CAMPUS TO THE VIRTUAL ACADEMY, AND OUR DRAFT PLAN CALLS FOR SEPARATE ELEMENTARY, MIDDLE AND HIGH SCHOOL VIRTUAL CAMPUSES.
SINCE THE CAMPUSES WOULD BE SEPARATE APART FROM BRICK AND MORTAR SCHOOLS, SO WOULD THE TEACHING STAFF, THAT WOULD BE THE DESIRES TO HAVE THAT STAFF DEDICATED SOLELY TO VIRTUAL ACADEMY TEACHING.
AND SO REMEMBER, AT THE BEGINNING OF THE PRESENTATION, WE SAID WE'RE NOT PLANNING ON TEACHERS CO-SEATING OR HAVING STUDENTS IN MORE THAN ONE ENVIRONMENT.
SO THAT WOULD CERTAINLY BE THE THE PLAN FOR VIRTUAL ACADEMY.
THE ELEMENTARY PROGRAM WOULD MOST LIKELY BE MOST STRUCTURED AS FAR AS SYNCHRONOUS COMPONENTS, WHERE STUDENTS WOULD BE ONLINE AT SPECIFIC TIMES WITH TEACHERS AND CLASSMATES.
AND WE WOULD MOST LIKELY PLAN FOR UPPER ELEMENTARY GRADES, PROBABLY NOT PRE-K TWO AT THIS TIME, THE PRIMARY GRADES.
SURROUNDING DISTRICTS WHO ARE THINKING ABOUT PLANNING THAT'S THEIR DIRECTION AS WELL.
TEACHERS IN THE ELEMENTARY VIRTUAL ACADEMY OF COURSE WILL USE OUR DISTRICT CURRICULUM TO DESIGN AND DELIVER ENGAGING EXPERIENCES FOR STUDENTS.
AND THEY'LL ALSO IMPLEMENT SMALL GROUP TIMES FOR DIFFERENTIATION AND INTERVENTION LIKE WE DO IN FACE TO FACE TEACHING SO THAT THEY HAVE A COMPARABLE EXPERIENCE.
SO THE SECONDARY DESIGN WILL BE DIFFERENT FROM ELEMENTARY AND NOT AS DEPENDENT UPON SYNCHRONOUS TIME OR SPECIFIC TIMES WITH TEACHERS.
SO THAT WOULD GIVE THE SECONDARY A MORE FLEXIBLE SCHEDULE.
WE ARE AGAIN IN THE VERY EARLY STAGES.
THERE ARE MANY UNKNOWNS AND MANY UNANSWERED QUESTIONS AT THIS TIME, AND THE LEGISLATIVE ACTION WILL PROVIDE SOME DIRECTION AS WE MOVE FORWARD.
AND WE WILL CERTAINLY KEEP THE BOARD UPDATED ON OUR PLANS FOR THE POTENTIAL OPPORTUNITY.
KATRINA, JUST REALISTICALLY, I THINK WHERE WE ARE NOW WITH THIS, WE WOULD BE LOOKING AT A FULL YEAR WAY TO BE ABLE TO IMPLEMENT SOMETHING RIGHT? NOT SOMETHING THAT WOULD BE, WE COULDN'T GIVE ANYTHING UP AND RUNNING BY SEPTEMBER.
WELL, WE'RE TRYING TO MAKE A PLAN TO BE ABLE TO DO THAT BECAUSE WE NEED TO BE ABLE TO ACT AS SOON AS THE LEGISLATURE MAKES THE DECISION.
AND THAT IS PART OF THE DILEMMA IS THE TIMING.
IT'S GOING TO AFFECT ENROLLMENT, WHICH WOULD REDISTRIBUTE STAFFING POSSIBLY.
SO THERE ARE LOTS OF DOMINOES THAT WILL FALL.
BUT WE'RE TRYING TO PLAN AS IF WE CAN IMPLEMENT NEXT YEAR.
OK, KATRINA, I HAVE A QUESTION.
IF A PARENT CHOOSE THE VIRTUAL ACADEMY, THEY CANNOT SWITCH.
RIGHT THEY CANNOT SWITCH IN THE MIDDLE OF THE YEAR, CAN THEY SWITCH EVERY NINE WEEKS? WE WOULD NOT SET IT UP THE WAY IT IS NOW FOR SCHOOL AT HOME WHERE THEY GET A CHOICE EVERY GRADING PERIOD.
AND WHETHER WE DO IT AT SEMESTER OR NOT, THOSE ARE SOME OF THOSE UNANSWERED QUESTIONS WE HAVE AS WE GET DEEPER INTO THE PLANNING, WE'LL BRING FORWARD.
FROM A STAFFING AND SCHEDULING PERSPECTIVE YOU KNOW, TEA IS THE ONE WHO SAID YOU HAVE TO LET A PARENT RECHOOSE THE LEARNING ENVIRONMENT EVERY GRADING PERIOD, THAT IS NOT IN THE BEST INTEREST OF STUDENTS.
BUT MOVING KIDS AND TEACHERS AROUND MULTIPLE TIMES DURING THE YEAR, HAVING TO MOVE STAFF, HAVING TO HIRE EXTRA STAFF BECAUSE OF ALL THAT MOVEMENT, YOU KNOW, I DON'T THINK ANYBODY WOULD EVER I TOLD THE COMMISSIONER THAT.
I SAID, I DON'T YOU KNOW, WHAT YOU'RE THINKING VIRTUAL WOULD LOOK LIKE FOR NEXT YEAR, BUT THE MOVING OF KIDS AND STAFF, EVERY GRADING PERIOD IS IN NO ONE'S BEST INTEREST.
AND SO, I MEAN, I UNDERSTAND WE DID WHAT WE DID THIS YEAR BECAUSE WE HAD TO DO CERTAIN THINGS BECAUSE, YOU KNOW, KIND OF LIKE SOME OF THE THERE WERE A LOT OF THINGS THAT WE WERE TOLD WHAT WE HAD TO DO.
BUT IF WE HAVE A CHOICE NEXT YEAR, THEN THERE WOULD BE A LONGER COMMITMENT TIME OF IF YOU CHOOSE THIS THAN, YOU KNOW, WE'RE NOT GOING TO JUST KEEP MOVING KIDS IN AND OUT OF A REVOLVING DOOR BECAUSE OUR HOME CAMPUSES AREN'T STAFFED FOR THAT.
AND OUR VIRTUAL ACADEMY WILL BE STAFFED FOR VIRTUAL.
SO, YOU KNOW, IT'S LIKE AN ACADEMY PROGRAM ANYWHERE.
YOU KNOW, YOU MAKE A COMMITMENT TO ATTEND.
SO, I MEAN, I WOULDN'T SAY WE'RE GOING TO BE COMPLETELY INFLEXIBLE.
BUT WE WOULD BE LOOKING FOR A COMMITMENT FROM A FAMILY THAT IS NOT CONTINGENT UPON ANY GRADING PERIOD.
[02:50:01]
YOU LOOK AT THE NUMBER OF THE REASONS WHY PARENTS CHOOSE A VIRTUAL SCHOOL, 74 PERCENT CITED COVID AND HEALTH.I MEAN, IF THE CURRENT TREND LIKE POSITIVITY RATE OF BELOW FIVE PERCENT, IF IT KEEPS TRENDING DOWN SIGNIFICANTLY, I WONDER HOW MANY OF THESE PARENTS WOULD FEEL MORE COMFORTABLE TO SEND THEIR KIDS BACK TO OUR BRICK AND MORTAR.
THIS MIGHT CHANGE IN THE NEXT.
YEAH, BETWEEN NOW AND THE TIME TO CHOOSE.
BUT I THINK IT'S ALSO IMPORTANT TO LOOK AT THAT DATA.
WE'RE TALKING ABOUT 2000 SURVEY RESPONSES.
WE'RE TALKING ABOUT SEVENTY FIVE PERCENT, OVER SEVENTY FIVE PERCENT OF THE RESPONDENTS OR PARENTS THAT HAVE STUDENTS CURRENTLY IN THE VIRTUAL MODEL.
AND SO I THINK WE DO ALSO HAVE TO TAKE THESE STATISTICS WITH A GRAIN OF SALT, KNOWING THAT THESE ARE NOT REPRESENTATIVE.
THE PEOPLE THAT FILLED OUT THE SURVEY ARE PROBABLY THE TWO THOUSAND PARENTS THAT ARE MOST HYPERSENSITIVE TO THIS.
AND I WOULD NOT SAY THAT 74 PERCENT OF PARENTS THAT CURRENTLY ARE IN VIRTUAL ARE WOULD CONSIDER THIS BECAUSE OF FEAR OF COVID.
AND SO I THINK IT'S REALLY IMPORTANT TO NOT OVER SAMPLE OR READ TOO MUCH INTO THIS PARTICULAR SURVEY.
IT PROVIDES GOOD FEEDBACK FOR THE PEOPLE THAT WOULD BE MOST INTERESTED IN VIRTUAL LEARNING ACADEMY, WHICH IS HELPFUL.
BUT SEVENTY FOUR PERCENT IS A SMALL NUMBER.
AND SO I JUST THINK IT'S IMPORTANT TO UNDERSTAND EXACTLY THE GROUP, THE SAMPLE THAT WE'RE TALKING ABOUT AND WHAT IT IS.
AND I THINK A LOT OF FAMILIES ARE KIND OF OVER BEING AFRAID OF COVID.
AND I THINK A LOT OF PEOPLE WE'RE BOMBARDED ON TV AND MEDIA.
WE'RE BOMBARDED EVERY DAY WEARING MASKS OF THE KIND OF FEAR MONGERING ABOUT A LOT OF IT.
I THINK MOST PEOPLE IN THIS ROOM ARE VACCINATED.
SO WEARING A MASK KIND OF SEEMS LIKE THEATRE.
I KNOW THIS IS THE PROTOCOL, SO WE'RE FOLLOWING IT, BUT A LOT OF PEOPLE ARE OVER IT AND I UNDERSTAND THERE'S PARENTS THAT HAVE CONCERNS FOR THEIR CHILD'S SAFETY AND HEALTH AND PROVIDING A VIRTUAL OPTION, YOU KNOW, PROVIDED LEGISLATION GIVES US THAT.
I WOULD NOT WANT TO ROB THEM OF ANY OPPORTUNITY.
I THINK THAT DOES FALL UNDER PARENTAL CHOICE.
BUT I JUST WANT TO MAKE SURE WE DON'T USE DATA OR SURVEYS LIKE THIS TO MAKE WIDER RANGING AND THAT WE DON'T DISRUPT THE FACE TO FACE LEARNING NEXT YEAR BECAUSE THE FACE TO FACE LEARNING TO ME IS THE PRIORITY.
IT'S GREAT TO HAVE THE VIRTUAL ACADEMY AND I THINK WE NEED TO EXECUTE ON THAT AND TRY TO DO IT THE BEST WE CAN.
BUT FACE TO FACE IS THE PRIORITY FOR ME.
AND NONE OF THE DATA WE'RE SHOWING TONIGHT IS INTENDED TO TRY TO CREATE A NARRATIVE OF ANY KIND OTHER THAN WE SENT A SURVEY.
THE RESULTS OF THE PEOPLE WHO RESPONDED ARE TELLING US WHAT YOU'RE SEEING ON THE SLIDES.
AND I DON'T THINK HOW YOU PRESENTED IT GAVE ANY KIND OF FALSE NARRATIVE.
I JUST WANTED TO DIG A LITTLE BIT DEEPER INTO THAT.
CAN I ASK A QUESTION OF VIRTUAL LEARNING ABOUT THE VIRTUAL ACADEMY? THE QUESTION I WANT TO ASK IS THAT IF THEY WERE SIGNING UP FOR THE VIRTUAL ACADEMY, CAN THEY STILL DO SPORTS AND BAND AND ALL THAT? LET ME TRY TO ANSWER THAT SO THE VIRTUAL ACADEMY WOULD BE EVEN THOUGH IT'S NOT A BRICK AND MORTAR CAMPUS, IT IS ITS OWN CAMPUS.
THAT IS, IF I'M ATTENDING, LET'S JUST SAY CLARK HIGH SCHOOL AND I CHOOSE TO GO TO THE VIRTUAL ACADEMY, MY HOME SCHOOL IS NOT CLARK HIGH SCHOOL.
MY HOME SCHOOL IS NOW THE VIRTUAL ACADEMY.
SO WE WILL PUT YOU IN THE SAME TRANSFER PROCESS AS WE DO CURRENTLY RIGHT NOW.
AND YOU WOULD TRANSFER TO THE VIRTUAL ACADEMY.
YOU'D BE A FULL TIME STUDENT AT THE VIRTUAL ACADEMY AND THE VIRTUAL ACADEMY RIGHT NOW, WE DON'T HAVE ANY PLANS I DON'T KNOW HOW WE WOULD HAVE PLANS FOR ATHLETICS, ANY TYPE OF EXTRA CO-CURRICULAR TYPE OF ACTIVITIES.
WE THREW AROUND A COUPLE IDEAS THAT WE WOULD TRY TO EXPLORE MORE, BUT THEIR TRADITIONAL COMPREHENSIVE HIGH SCHOOL EXPERIENCE WOULD NOT BE AVAILABLE RIGHT NOW IN WHAT WE'RE LOOKING AT FOR THE VIRTUAL ACADEMY.
HOW ABOUT THE LABORATORIES, LIKE A CHEMISTRY LAB, BIOLOGY LABS, THE LAB THEY SHOULD BE ABLE TO USE THE LABS, RIGHT.
WE WOULD USE VIRTUAL LABS LIKE WE'VE DONE REALLY THIS SPRING AN THIS YEAR FOR SCHOOL AT HOME STUDENTS.
BUT, YOU KNOW, FOR ME, IT'S ALMOST IT'S A GREAT ALTERNATIVE WITH, YOU KNOW, TO NOTHING.
BUT FOR ME, IT ALMOST FEELS LIKE, YOU KNOW, TRYING TO LEARN TO PLAY PIANO WITHOUT A PIANO.
WELL, AND WE ALSO HAVE OPPORTUNITIES TO SEND ITEMS HOME.
[02:55:04]
AND WE'VE DONE A LOT, ESPECIALLY AT THE ELEMENTARY LEVEL, SENDING THINGS HOME FOR THEM TO USE.BUT I THINK THERE'S GOING TO BE TRADEOFFS.
YOU KNOW, PARENTS AND STUDENTS ARE GOING TO MAKE DECISIONS AND THERE'S GOING TO BE A TRADEOFF.
THEY'RE NOT GOING TO GET THE BENEFIT OF AN ON CAMPUS FACE TO FACE EXPERIENCE AND ALL OF THE THINGS THAT COME WITH THAT.
AND THAT'S THEY'RE GOING TO UNDERSTAND THAT WE'RE NOT GOING TO BE ABLE IT'S IMPOSSIBLE TO PROVIDE.
THIS YEAR HAS SHOWN IT'S IMPOSSIBLE TO PROVIDE AN ON CAMPUS EXPERIENCE AT HOME.
SO IF SOMEBODY MAKES THE DELIBERATE CHOICE A PARENTAL RIGHT CHOICE TO HAVE THEIR CHILD EDUCATED AT HOME, VIRTUALLY, THEY'RE GOING TO SACRIFICE AND GIVE UP SOME OF THE FACE TO FACE EXPERIENCE.
AND THAT'S JUST THE FACTS OF IT.
AND TO TRY TO MAKE UP FOR IT, THAT'S GOING TO BE VERY DIFFICULT.
AND I THINK IN THE FIRST YEAR OF TRYING TO START A PROGRAM IT'S JUST NOT FEASIBLE TO EVEN THINK ABOUT PROVIDING THAT.
MAYBE THAT'S SOMETHING WE EXPERIMENT WITH DOWN THE ROAD, NOT ON DAY ONE.
I DO THINK IT MAKES SENSE TO BE THOUGHTFUL ABOUT THE STAFF TIME ENGAGED, BECAUSE AS I LOOK AT THE NUMBERS, TOO, AND I REMEMBER FAMILY MEMBERS IN THE COMMUNITY THAT HAVE REALLY ENJOYED THE VIRTUAL FOR THEIR CHILD, BUT THEY ALSO STILL HAD THEIR CHILD DOING SOMETHING IN PERSON, LIKE CHOIR OR THEATER OR ATHLETICS.
AND SO THE IDEA OF GOING TO A COMPLETELY VIRTUAL ACADEMY I DON'T THINK WOULD HAVE EVER MET THEIR NEEDS.
MAYBE FOR SOME KIDS WHO WERE ENGAGED IN, YOU KNOW, ACTING OR THE HIGH INTENSITY SPORTS WHERE BEING IN THE CLASSROOM DOESN'T WORK FOR THEM.
BUT I DO WORRY ABOUT THE LEVEL OF TIME AND ATTENTION UNLESS WE'RE ABLE TO DO THIS BROADLY, MORE BROADLY THAN JUST PLANO ISD.
IF WE GET KIDS OUT OF THE DISTRICT TO ATTEND OUR VIRTUAL ACADEMY LIKE GRAPEVINE COLLEYVILLE DOES, IT MIGHT MAKE SENSE.
BUT I DO WORRY IT'S GOING TO BE A LOT OF EFFORT FOR A VERY SMALL NUMBER OF KIDS WHEN YOU'RE TRYING TO DO SO MANY DIFFERENT GRADE LEVELS.
AND I DON'T KNOW IF THIS IS SOMETHING THAT, YOU KNOW, THE ADMINISTRATION WOULD LIKE MORE BOARD INPUT ON, BUT I KIND OF SHARE SOME OF CODY'S CONCERNS ABOUT THE AMOUNT OF EFFORT THAT YOU'RE GOING TO HAVE TO INVEST TO REALLY PULL THIS OFF.
WELL, AND THERE'S STILL SO MANY UNKNOWNS.
SO, YOU KNOW, FOR EXAMPLE, IF THERE'S UIL IMPLICATIONS AS WELL.
SO IF A STUDENT IS NOT FACE TO FACE THERE'S IMPLICATIONS THERE AS FAR AS PERFORMANCE AND THE ABILITY TO GET TO PARTICIPATE AND PLAY.
AND SO PART OF IT IS, TO SEE WHAT'S GOING TO HAPPEN ON THE LEGISLATIVE SIDE AND THEN THE TEAM CONTINUING TO RESEARCH CERTAIN MODELS TO BRING BACK THEN WHAT THOSE RECOMMENDATIONS WILL BE.
YEAH, AND I THINK WE'VE LEARNED A LOT THIS THIS PAST 18, 15 MONTHS, I DON'T KNOW, 20 YEARS FEELS LIKE IN A YEAR.
AND SO I THINK WE'RE STARTING FROM A PLACE MUCH FURTHER ALONG THAN WE WOULD HAVE BEEN A YEAR AGO, BECAUSE THIS YEAR, YOU KNOW, IF YOU LOOK AT ELEMENTARY, YOU KNOW, IF WE'RE GOING TO DO A MODEL IN THE VIRTUAL ACADEMY SIMILAR TO USING OUR OWN CURRICULUM, OUR OWN TEACHERS OUR OWN SCOPE AND SEQUENCE FOR THE VIRTUAL ACADEMY.
AND SO WE'RE NOT STARTING FROM ZERO.
SO I THINK, YOU KNOW, WE'LL LOOK AT IT AND WE'LL BRING IT BACK TO THE BOARD FOR ANOTHER UPDATE AND CERTAINLY BE CONSIDERING GUIDANCE FROM THE BOARD AS WE NEED IT.
AND CERTAINLY AS YOU HAVE THOUGHTS TO LET US KNOW WHAT YOU'RE YOU KNOW, YOU MAY WALK AWAY TODAY AND BE THINKING ABOUT THINGS AND LET US KNOW AND THEN WE'LL BRING IT BACK FOR ANOTHER UPDATE TO THE BOARD.
THAT'S REALLY WHY I ASKED WHETHER THIS WAS SOMETHING WE WERE TALKING ABOUT FOR AUGUST OR FOR A YEAR FROM AUGUST THIS TO ME, THERE ARE SO MANY VARIABLES AND UNKNOWNS.
LET ME BACK UP AND SAY I'M FASCINATED BY THIS CONCEPT.
I DO THINK WE NEED TO PUSH FORWARD WITH THIS BECAUSE, YOU KNOW, JUST BASED ON THE SURVEY RESULTS.
BUT WHATEVER THAT YOU'RE TALKING ABOUT, 2500, POTENTIALLY 2500 KIDS, THAT'S MORE KIDS THAN WE HAVE AT OUR ACADEMY SCHOOL.
SO THERE IS INTEREST IN DOING SOMETHING LIKE THIS.
AND SO I WANT TO DO IT, BUT I WANT TO DO IT RIGHT AND I WANT TO DO IT WITH ALL OF THE VARIABLES TAKEN CARE OF.
AND SO I DON'T NECESSARILY THINK WE NEED TO RUSH INTO DOING SOMETHING TO HAVE SOMETHING IN PLACE FOR NEXT AUGUST.
BUT I DO THINK THERE'S VALUE IN REALLY TAKING OUR TIME TO PUT SOMETHING IN PLACE, BECAUSE THIS IS A LONG TERM PLAY.
IT'S NOT NECESSARILY SOMETHING THAT, YOU KNOW, I SEE THIS AS AN OPTION, ANOTHER OPTION FOR LEARNING AND FOR REACHING KIDS THAT WILL BE AROUND FOR A VERY LONG TIME.
AND TO TAMMY'S POINT, YOU KNOW, I ALSO SEE THIS AS SOMETHING THAT COULD DRAW KIDS FROM AROUND THE COUNTRY TO COME TO THIS PROGRAM.
SO, YOU KNOW, I KNOW WE TALKED ABOUT IT A PRIOR BOARD MEETING ABOUT CONTINUING THIS.
AND I WAS VERY ENTHUSIASTIC ABOUT THAT.
AND I AM VERY ENTHUSIASTIC ABOUT A VIRTUAL ACADEMY.
BUT I DO WANT TO MAKE SURE THAT I JUST I VERBALLY SAY TO YOU ALL, WE DON'T NEED TO RUSH INTO IT.
I MEAN, THIS IS PROBABLY SOMETHING THAT NEEDS TO TAKE SOME TIME TO REALLY, REALLY DO.
AND SO IF YOU FEEL LIKE YOU NEED THE TIME, DON'T FEEL LIKE YOU'RE GETTING
[03:00:03]
PRESSURE FROM ME OR AND I'LL LET THE REST OF THE BOARD SPEAK FOR THEMSELVES TO HAVE IT READY FOR AUGUST.AND SO KIND OF JUST SOME NEXT STEPS IS BRINGING BACK MORE INFORMATION.
SO PART TWO, WE'RE GOING TO COME BACK AND LOOK AT THE COVID IMPACT WHAT THIS YEAR HAS LOOKED LIKE ACADEMICALLY FOR STUDENTS, WHICH THEN DRIVES SOME OF THE INTERVENTION THAT WE'VE PUT IN PLACE THIS SPRING WITH STUDENTS, AS WELL AS THEN WHAT'S GOING TO TAKE PLACE WITH SUMMER LEARNING.
AND ADDITIONALLY, THEN, WHAT ARE SOME LONG TERM NEEDS THAT WE CAN BUILD INTO AN ESSER PLAN? SO THOSE WILL BE FUTURE PART TWO AND PART THREE.
AND THEN, LIKE WE TALKED ABOUT EARLIER, ANY BACK TO SCHOOL PROTOCOLS, DEPENDING ON WHAT THOSE ARE.
AND WE WILL CERTAINLY BE BRINGING THAT BACK AS WELL.
WE'RE HOPING THAT OUR RETURN TO SCHOOL MANUAL FOR PARENTS, WE CAN GET DOWN TO ONE PAGE OR NOTHING AT ALL.
[LAUGHTER] BUT THE TEAM IS WORKING EXTREMELY HARD AND COLLABORATING AND WORKING WITH CAMPUSES AND TRYING TO REFRAME OUR THINKING AND GET OURSELVES OUT OF THE LAST YEAR, YEAR AND A HALF THAT WE'VE ALL BEEN LIVING.
AND GETTING BACK TO SCHOOL, THOUGH, I GUESS, AND IN A MANNER OF WHICH WE ALL BELIEVE IT SHOULD BE.
AND THAT'S, YOU KNOW, KIDS IN CLASSROOMS WITH THEIR TEACHERS SO.
SO I DO WANT TO EXPRESS ONE CONCERN.
AND I'M SURE IT'S A CONCERN THAT YOU'VE ALREADY THOUGHT THROUGH ON THIS.
BUT WE DID SEE THAT THERE WERE SOME STUDENTS THAT DID NOT DO WELL ON VIRTUAL.
AND WE EVEN HAD SITUATIONS WHERE WE HAD SOME STUDENTS THAT WE COMPELLED THEM TO COME BACK TO CAMPUS BECAUSE THEY WERE NOT DOING WELL, VIRTUALLY.
ARE WE GOING TO IN ANYWAY PROHIBIT STUDENTS THAT HAVE DEMONSTRATED AN INABILITY TO PERFORM AND EXCEL ON VIRTUAL TO BE A PART OF THE VIRTUAL ACADEMY? I MEAN, YOU KNOW, AGAIN, I MEAN, I THINK IT'S PART OF RIGHT NOW WE'RE KIND OF GIVING YOU THE BROAD PICTURE.
OUR HOPE IS TO COME BACK TO SAY, YOU KNOW, THIS WOULD BE THE TIME THAT YOU WOULD ENROLL IF YOU'RE INTERESTED.
IF WE HAVE CRITERIA, THIS IS WHAT AN ANTICIPATED SCHOOL DAY WOULD LOOK LIKE.
THIS IS THE TECHNOLOGY AT THE TIME AND THE TEACHER TO STUDENT RATIO AND WHAT THAT MODEL INSTRUCTIONAL MODEL WOULD LOOK LIKE.
AND SO, YOU KNOW, AND THEN PART OF IT IS AROUND OUR GUIDANCE, OUR ACADEMIC GUIDANCE IN COUNSELING.
SO A LOT OF OUR STUDENTS, THERE'S SKILL AND THERE'S WILL.
AND SO I WOULD SAY THE MAJORITY OF OUR STUDENTS, IT WAS A WILL.
SO I'M JUST NOT TURNING SOMETHING IN OR I'M JUST NOT ENGAGING.
AND SO I THINK THAT YOU HAVE TO LOOK AT KIDS ONE BY ONE.
AND WHAT WAS THE REASON THAT KIDS WERE NOT BEING SUCCESSFUL IN THAT ENVIRONMENT? PERHAPS THEY NEEDED MORE SUPERVISION OR MORE DIRECTION THROUGHOUT THE DAY.
AND SO, YOU KNOW, I CAN'T SEE THAT, YOU KNOW, A PARENT WOULD KNOWINGLY WANT THEIR CHILD TO PARTICIPATE IN SOMETHING THAT THEY WERE NOT SUCCESSFUL WITH THE PRIOR YEAR.
I WOULD JUST FOR MY BOARD COLLEAGUES, AS WE CONTINUE AND THE DISTRICT PURSUES THIS, I WOULD CONSIDER A POLICY THAT IS SIMILAR TO WHAT WE HAD GOING INTO THE THIRD SEMESTER OR THIRD NINE WEEKS IN THAT IF A STUDENT IS NOT PERFORMING AT A VIRTUAL ACADEMY, THAT, YOU KNOW, THEIR SUCCESS IS A PRIORITY TO US.
AND IF THEY'RE NOT PERFORMING AT THAT ACADEMY AND WE CAN'T REMEDY THAT, THEN SIMILAR TO WHAT WE DID WHEN IF THEY COULDN'T PERFORM VIRTUALLY THIS YEAR, WE GET THEM BACK ON THE CAMPUS AND WE GET THEM IN FRONT OF A TEACHER.
AND I WOULD SAY THAT SOME OF THE PARENTS THAT I'VE PERSONALLY TALKED TO, IT'S BEEN PARENTS WHERE MY CHILD LOVES THE FLEXIBILITY.
THEY'RE ABLE TO MANAGE THEIR TIME.
AND SO THEY'RE GETTING ALL THEIR SCHOOLWORK DONE AND THEY HAVE A JOB AT CHICK FIL A.
SO THEY'RE GETTING TO BALANCE WORK AND SCHOOL.
AND IT IS TOTALLY WORKING FOR THEM.
WILL Y'ALL HAVE THIS NEXT YEAR FOR THEM.
SO THOSE ARE THE PARENTS THAT WE'RE HEARING FROM AS FAR AS, YOU KNOW, A REQUEST AND A CHOICE.
WELL, CERTAINLY MAGNET PROGRAMS TEND TO BE A LITTLE MORE EXPENSIVE BECAUSE YOU END UP WITH UNECONOMIC QUANTITIES OF THINGS AND OUR ACADEMY HIGH SCHOOL IS A GOOD EXAMPLE OF THAT HUFFMAN I.B.
AND SO BEFORE WE GO AND MAKE ANOTHER ALMOST LUXURY PROGRAM, I'D WANT TO MAKE SURE THAT WE WERE SPENDING ALL OUR OTHER DOLLARS VERY WISELY.
AND WE MAY ALSO WANT TO THINK ABOUT ONLY STARTING AT THE HIGH SCHOOL VERSUS TRYING TO DO, YOU KNOW, WAS IT THIRD GRADE ALL THE WAY THROUGH 12TH GRADE? THAT MIGHT BE TOO BIG A BITE TO TAKE OFF.
[03:05:04]
SO I JUST WANT TO MAKE SURE WE DON'T USE DOLLARS HERE THAT COULD BE USED SOMEPLACE ELSE.AND I THINK THERE'S A ZIG ZIGLAR QUOTE, ANYTHING WORTH DOING IS WORTH DOING POORLY UNTIL YOU CAN DO IT WELL.
BUT I DON'T THINK THAT IS A GOOD THING FOR EDUCATION.
I DON'T THINK ANY OF US ARE PREPARED TO DO IT POORLY UNTIL WE DO IT WELL.
I THINK WE NEED TO WAIT UNTIL WE CAN DO THIS RIGHT BEFORE WE ROLL IT OUT FOR STUDENTS.
WE DON'T HAVE TIME TO DO ANYTHING POORLY WHEN IT COMES TO EDUCATING OUR STUDENTS.
SO TO DAVID'S POINT, IF IT TAKES A LITTLE BIT MORE TIME OR TO TAMMY'S POINT, IF IT MEANS WE PIECEMEAL THIS TO MAKE SURE WE'RE PROVIDING A QUALITY PRODUCT, I HOPE AND EXPECT THAT THE DISTRICT WILL INFORM THE BOARD THAT IF THEY'RE NOT CONFIDENT IN THE SUCCESS OF THE VIRTUAL ACADEMY IN AUGUST, THAT THEY'LL LET US KNOW THAT AND WE'LL MAKE A DECISION ON WHETHER TO PURSUE OR NOT.
AND I HOPE WE CAN BE APPRIZED OF THAT, BECAUSE IT COULD BE THAT EVEN IF THE LEGISLATION IS PASSED, WE DECIDE THAT WHAT WE HAVE TO OFFER IS NOT UP TO THE STANDARD OF PLANO ISD.
AND I DON'T WANT TO OFFER A SUBPAR PRODUCT TO OUR STUDENTS.
BUT THEN ALSO TO ECHO YOUR COMMENTS SARA.
I MEAN, WE'VE BEEN DOING THIS FOR OVER A YEAR NOW, SO WE AREN'T STARTING FROM ZERO.
MY ISSUES MORE ABOUT WHETHER IT IS COST EFFECTIVE TO OFFER THIS CUSTOMIZED ACADEMY FOR A SMALL GROUP OF KIDS WHEN WE HAVE SO MANY NEEDS ACROSS THE DISTRICT.
SO THAT'S MORE ABOUT THE MONEY THAN ABOUT THE CAPABILITY TO ME.
ANY MORE COMMENTS OR QUESTIONS OR ANY MORE PRESENTATION SLIDES.
I JUST WANT TO ASK ONE QUESTION IN THE VIRTUAL ACADEMY IS IT SYNCHRONOUS AND ASYNCHRONOUS, JUST LIKE WHAT WE ARE HAVING NOW OR IS IT LIKE FIVE DAYS SCHOOL, LIKE, YOU KNOW, YOU GO TO GOOGLE CLASSROOM.
HOW DOES THAT LOOK LIKE? THAT LEVEL OF DETAIL WOULD SORT OF BE ACCORDING TO THE GRADE AND THE CONTENT TAUGHT.
BUT YES, IT WOULD HAVE BOTH SYNCHRONOUS AND ASYNCHRONOUS CONCEPTS TO IT.
BUT HOW MUCH OF EACH? I CAN'T ANSWER THAT RIGHT NOW.
YOU KNOW, I ACTUALLY DIDN'T DO THIS SURVEY BECAUSE MY KIDS ASKED ME A FEW QUESTIONS I CAN'T ANSWER, LIKE, I CAN'T MAKE A DECISION.
I DIDN'T DO THIS SURVEY JUST BECAUSE MY CHILD ASKED IS IT TWO DAYS OR FOUR DAYS.
AND I THINK JUST TO ADD TO THE CONVERSATION THAT I KNOW WE WERE JUST ABOUT TO END IS, YOU KNOW, ON THE BACK OF THIS WE ALSO HAVE ENROLLMENT TO THINK ABOUT.
AND SO, YOU KNOW, 2000, 2500, I DON'T EVEN KNOW IF IT WOULD HAVE THAT MUCH.
I'M THINKING MORE BETWEEN ONE AND 2000.
IF OUR NEIGHBORING DISTRICTS HAD A VIRTUAL ACADEMY AND OPENED UP THEIR ENROLLMENT, WHEREAS WE DID NOT OFFER A VIRTUAL ACADEMY.
PART OF, YOU KNOW, MY PRIDE AND I'M SURE YOURS, TOO, IS, YOU KNOW, I DON'T WANT TO LOSE OUR KIDS TO OUR NEIGHBOR, THAT THEY PUT SOMETHING TOGETHER WHEN I KNOW WE CAN.
AND SO THAT'S JUST SOMETHING I JUST WANT TO MAKE SURE WE THINK ABOUT, TOO, BECAUSE THAT'S THE DIRECTION IT LOOKS LIKE THINGS ARE GOING.
AND SO WE ARE WORKING HARD TO PUT SOMETHING THAT WE WOULD ALL BE PROUD TO HAVE AND EVEN HAVE OUR OWN KIDS IN.
AND HOWEVER, KNOWING THE LIMITATIONS OF THAT, IT WILL NOT OFFER THE SAME THINGS THAT OUR COMPREHENSIVE CAMPUSES OFFER.
DR. GOBER DENTON ISD IS EXPERIMENTING THIS.
I THINK THEY'RE A LITTLE BIT FURTHER DOWN THE PATH THERE IS TO HAVE REGISTRATION IN MARCH OF THIS YEAR.
DO WE HAVE ANY IDEA HAVE YOU BENCHMARKED WITH THEM TO FIND OUT WHAT KIND OF INTEREST THEY HAVE HAD OR DO WE KNOW? NO, I HAVE NOT, BUT I WILL.
I HAVE A GOOD CONNECTION THERE, SO YES.
THAT WOULD BE GREAT TO KNOW WHERE THEY ARE WITH THE PROCESS WOULD BE GREAT.
AND WHAT ABOUT GRAPEVINE COLLEYVILLE? BECAUSE THEY'VE ACTUALLY THEY GOT THEIR PROGRAM APPROVED BEFORE THEY SHUT OFF OPPORTUNITIES FOR DISTRICT.
SO HAVE YOU TALKED WITH ANY OF THEM.
THEY ARE BY FAR WAY AHEAD OF EVERYBODY.
THEY WERE AHEAD BEFORE COVID EVEN HAPPENED.
THEY WERE ONE OF THE ONLY ISD'S TO OFFER A VIRTUAL ACADEMY.
AND SO, YES, WE WERE LOOKING AT THEIR MODEL VERY CLOSELY.
HONESTLY, I HAVE NOT MANY CRITICISMS OF THEIR MODEL.
WE'VE BEEN IN CONTACT WITH THEM AND I THINK WE CAN DO IT BETTER, BUT WE'RE NOT THERE YET.
ARE THERE NUMBERS INSTRUCTED FOR US? HAVE THEY SHARED THE NUMBER OF THEIR OWN STUDENTS WHO'VE ENROLLED SO WE CAN SEE THE PERCENTAGES WE MIGHT EXPECT? AND DO THEY SHARE THE NUMBER OF OUT OF DISTRICT STUDENTS WHO'VE ENROLLED? I DON'T HAVE THAT LEVEL OF DETAIL FROM THEM, BUT THEY DO, ACCEPT OUT OF DISTRICT,
[03:10:04]
OUT OF STATE, OUT OF COUNTRY KIDS.ELEMENTARY, I'M SORRY, THERE'S NO ELEMENTARY, OK, NOR WOULD YOU RECOMMEND IT.
BUT THAT'LL BE AN INTERESTING NUMBER BECAUSE WE'RE PROBABLY TWICE THEIR SIZE AS A DISTRICT SO TO MAKE SOME GUESS ABOUT HOW MANY KIDS WE MIGHT ENROLL.
ANY OTHER QUESTIONS OR COMMENTS? NO.
ALL RIGHT, THANK YOU VERY MUCH.
WE'RE MOVING TO THE FINAL REPORT OF THE EVENING IS THE ANNUAL ANNOUNCEMENT OF A BOARD MEMBER REQUIRED EDUCATION.
UNDER STATE BOARD OF EDUCATION RULE COMPLETING REQUIRED CONTINUING EDUCATION EACH YEAR IS A BASIC OBLIGATION AND EXPECTATION OF ANY CITY BOARD MEMBER.
AS BOARD PRESIDENT, I'M REQUIRED TO ANNOUNCE THE NAME OF EACH MEMBER WHO HAS COMPLETED THE REQUIRED CONTINUING EDUCATION, HAS EXCEEDED THE REQUIRED CONTINUING EDUCATION, AND IS DEFICIENT IN MEETING THE REQUIRED CONTINUING EDUCATION.
I WILL ANNOUNCE THE COMPLETION OR DEFICIENCIES AS TO REQUIRE TRAINING.
THE STATEMENT ALL BOARD MEMBERS INCLUDES TAMMY RICHARDS, JERI CHAMBERS, DR.
HEATHER WANG, NANCY HUMPHREY, ANGELA POWELL, DAVID STOLLE AND CODY WEAVER.
ALL BOARD MEMBERS HAVE COMPLETED THE ANNUAL TEAM BUILDING TRAINING FOR THIS REPORTING PERIOD ON JANUARY THE 21ST, 2021, ALL BOARD MEMBERS HAVE COMPLETED THE ADDITIONAL CONTINUING EDUCATION REQUIREMENTS.
ALL BOARD MEMBERS HAVE COMPLETED THE BIENNIAL TRAINING ON EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS.
ALL BOARD MEMBERS HAVE COMPLETED THE BIENNIAL TRAINING ON IDENTIFYING AND REPORTING ABUSE AND TRAFFICKING.
ALL BOARD MEMBERS HAVE COMPLETED THE ANNUAL TRAINING ON CYBERSECURITY.
ALL BOARD MEMBERS HAVE EXCEEDED THE REQUIREMENT OF CONTINUING EDUCATION TRAINING.
NO BOARD MEMBERS ARE DEFICIENT IN THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING.
UNDER THE TEXAS ADMINISTRATIVE CODE THE FRAMEWORK FOR GOVERNANCE LEADERSHIP ADOPTED BY THE STATE BOARD OF EDUCATION SHALL BE DISTRIBUTED ANNUALLY, BY THE BOARD PRESIDENT TO ALL CURRENT BOARD MEMBERS AND THE SUPERINTENDENT.
THE FRAMEWORK IS ATTACHED IN BOARDBOOK, OUR ONLINE SYSTEM AND A PAPER COPY HAS BEEN PROVIDED TO EACH TRUSTEE.
I DO WANT THE PUBLIC TO KNOW HOW SERIOUSLY WE DO TAKE THE TRAINING, THAT'S SOMETHING THAT WE ALL ATTEND, CONFERENCES, WE DO ONLINE TRAINING.
SO WE STAY UP TO DATE ON THE LEGISLATION, ON THE BUDGETING PROCESS AND ON THESE THINGS, FOR EXAMPLE, TO REPORT AND IDENTIFY ABUSE.
AND SO IT'S SOMETHING WE DO TAKE SERIOUSLY AS A BOARD.
ALL RIGHT, IF THERE'S NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED.
THE TIME IS 10:36 PM ON TUESDAY, APRIL THE 20TH, 2021.
* This transcript was compiled from uncorrected Closed Captioning.