Sep 21, 2021 Board Work Session

[1. CALL TO ORDER: 5:00 PM ]

[00:00:06]

GOOD EVENING, I'M DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 5:01 P.M.

ON TUESDAY, SEPTEMBER 21ST, 2021.

AT THIS TIME, I ASKED SUPERINTENDENT BONSER TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE OPEN MEETINGS ACT.

THANK YOU, PRESIDENT PRESIDENT STOLLE, I VERIFY THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

[2. CLOSED SESSION ]

071 551.074 551.082 AND 551.072 THE TIME IS STILL 5:01 P.M..

THAT IS SOME SPEED READING.

WHAT'S THAT? ALL RIGHT, EVERYBODY, THANKS FOR YOUR PATIENCE.

[3. RECONVENE OPEN SESSION ]

TODAY IS TUESDAY, SEPTEMBER 21, 2021, AND THE TIME IS 7:53 P.M.

.

ON THE BOARD'S BEHALF I WISH TO WELCOME OUR VIEWERS WHO ARE ALL PRESENT WITH US THIS EVENING.

I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DAIS, SEATED TO MY LEFT, SARA BONSER, SUPERINTENDENT OF SCHOOLS, DR.

THERESA WILLIAMS, CHIEF OPERATING OFFICER, TRUSTEE ANGELA POWELL, TRUSTEE, DR.

HEATHER WANG, TRUSTEE, DR.

LAUREN TYRA AND TRUSTEE JERI CHAMBERS, BOARD SECRETARY JERI CHAMBERS.

SEATED TO MY RIGHT VICE PRESIDENT NANCY HUMPHREY, TRUSTEE CODY WEAVER, RANDY MCDOWELL, THE CHIEF FINANCIAL OFFICER, IS OUT THIS EVENING.

PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, DR.

KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, DR.

COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.

DR. SELENDA ANDERSON, ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES, DR.

BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND THE BOARD OF TRUSTEES.

[5. DISCUSSION AND ACTION (Part 1 of 2) ]

WE NOW ADDRESS DISCUSSION AND ACTION ITEM FIVE POINT ONE, THE BOARD CONDUCTED A LEVEL FOUR APPEAL HEARING FILED BY MS. MADISON SHIELDS IN CLOSED SESSION PURSUANT TO SECTIONS 551.074 AND 551.082 OF THE TEXAS GOVERNMENT CODE.

THE BOARD THEN MET IN CLOSED SESSION PURSUANT TO SECTIONS 551.082, 551.074 AND 551.071 OF THE TEXAS GOVERNMENT CODE IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS GOVERNMENT CODE, ANY ACTION TAKEN REGARDING THIS MATTER MUST BE TAKEN IN OPEN SESSION.

DR.

BETH BROCKMAN WILL PRESENT.

THANK YOU, ADMINISTRATION REQUESTS THAT THE BOARD CONSIDER AND TAKE ACTION REGARDING THE LEVEL FOUR APPEAL HEARD IN EXECUTIVE SESSION.

MAY I HAVE A MOTION? I MOVED AT THE BOARD OF TRUSTEES DENIES THE LEVEL FOUR APPEAL, THEREBY UPHOLDING THE ADMINISTRATION'S DECISION AT LEVEL THREE.

I'LL SECOND.

IS THAT LAUREN? I HAVE A MOTION BY JERI CHAMBERS, A SECOND BY DR.

LAUREN TYRA, THE BOARD OF TRUSTEES DENIES THE LEVEL FOUR APPEAL, THEREBY UPHOLDING THE ADMINISTRATION'S DECISION AT LEVEL THREE.

IS THERE ANY DISCUSSION? HEARING NONE, WE WILL NOW PROCEED TO VOTE ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

THE MOTION PASSES UNANIMOUSLY SEVEN TO ZERO.

I BELIEVE THAT'S ALL FOR THE COURT REPORTER, CORRECT? THANK YOU.

WE WILL NOW HEAR PUBLIC COMMENTS.

[4. PUBLIC COMMENT SESSION ]

THERESA WILLIAMS WILL ADVISE IF ANYONE WHO SIGNED UP TO ADDRESS THE BOARD.

DR. WILLIAMS, THANK YOU, PRESIDENT STOLLE.

WE HAVE SIX SPEAKER CARDS THIS EVENING.

THANK YOU, AUDIENCE PARTICIPATION OCCURS DURING PUBLIC COMMENT SESSION.

AT ALL OTHER TIMES, THE AUDIENCE SHALL NOT ENTER INTO DISCUSSION ON MATTERS BEING CONSIDERED BY THE BOARD UNLESS REQUESTED BY THE PRESIDING OFFICER.

AT WORK SESSIONS, THE BOARD PERMITS PUBLIC COMMENTS REGARDING AGENDA ITEMS ONLY.

IF A SPEAKER IS NOT PRESENT WHEN HIS OR HER NAME IS CALLED THE SPEAKER FORFEITS THE OPPORTUNITY TO SPEAK.

IN THE INTEREST OF TIME IN THE ORDERLY CONDUCT OF BUSINESS THE BOARD RESERVES THE RIGHT TO ADJUST WHEN PUBLIC COMMENT WILL OCCUR, REORDER AGENDA ITEMS, CONTINUE

[00:05:02]

ADJUST THE TIME ALLOTTED TO EACH SPEAKER OR MAKE OTHER REASONABLE ADJUSTMENTS TO THE TIMING OF PUBLIC COMMENT IN ACCORDANCE WITH LAW.

A MAXIMUM OF THREE MINUTES MAY BE PROVIDED FOR EACH COMMENT.

HOWEVER, IF THE TOTAL NUMBER OF SPEAKERS EXCEEDS 10, WHICH IT DOES NOT TONIGHT, THE TIME LIMIT MAY BE REDUCED.

IN NO EVENT WILL THE SPEAKER BE GIVEN LESS THAN THREE MINUTES TO SPEAK.

TONIGHT'S SPEAKERS WILL HAVE THE FULL THREE MINUTES EACH.

A TIMER IS DISPLAYED ON THE SCREENS AND IF YOU'RE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.

ALL LIMITATIONS SET FORTH IN BOARD POLICY BED LOCAL WILL APPLY AND THE PUBLIC IS ENCOURAGED TO REVIEW THIS POLICY.

COMMENTS ARE LIMITED SOLELY TO THE IDENTIFIED AGENDA ITEM INDICATED ON THE SPEAKER'S CARD.

SHOULD AN INDIVIDUAL FAIL TO ADDRESS THE ITEM LISTED ON THE PUBLIC COMMENT CARD SUBMITTED, I WILL STOP THE SPEAKER AND REQUEST THAT THEY MAINTAIN FOCUS ON THE TOPIC LISTED.

THE INFORMATION SHARED IN PUBLIC COMMENT PROVIDES THE OPINION OF THE INDIVIDUAL, NOT OF THE DISTRICT.

SPECIFIC FACTUAL INFORMATION OR RECITATION OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD SHOULD NOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT INCLUDED ON THE POSTED AGENDA.

THE PRESIDING OFFICER OR DESIGNEE SHALL DETERMINE WHETHER AN INDIVIDUAL ADDRESSING THE BOARD HAS ATTEMPTED TO SOLVE A MATTER ADMINISTRATIVELY THROUGH RESOLUTION CHANNELS ESTABLISHED BY POLICY.

IF NOT, THE INDIVIDUAL SHOULD BE REFERRED TO THE APPROPRIATE POLICY TO SEEK RESOLUTION.

IT'S A CRIMINAL OFFENSE FOR A PERSON WITH INTENT TO PREVENT OR DISRUPT A LAWFUL MEETING TO SUBSTANTIALLY OBSTRUCT OR INTERFERE WITH THE ORDINARY CONDUCT OF A MEETING BY PHYSICAL ACTION OR VERBAL UTTERANCE, AND THEREBY CURTAIL THE EXERCISE OF OTHERS FIRST AMENDMENT RIGHTS.

THE BOARD WILL NOT TOLERATE DISRUPTION OF THIS MEETING BY MEMBERS OF THE AUDIENCE.

IF, AT LEAST AFTER ONE WARNING FROM THE PRESIDING OFFICER, AN INDIVIDUAL CONTINUE TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS.

THE PRESIDING OFFICER MAY REQUEST ASSISTANCE FROM LAW ENFORCEMENT TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.

DR. WILLIAMS, PLEASE CALL OUR FIRST SPEAKER.

OUR FIRST SPEAKER THIS EVENING IS VIVIEN LEIGH.

SO AS YOU APPROACH THE PODIUM, THE TIME WILL BE HERE AND SECRETARY CHAMBERS WILL BE THE OFFICIAL TIMEKEEPER, AND SO SHE'LL TELL YOU WHEN YOUR TIME IS UP.

OKAY, CAN YOU GUYS HEAR ME? ALL RIGHT.

I WILL JUST USE MY MOM, MOM VOICE REALLY LOUD.

SO THANK YOU.

THANK YOU.

THANK YOU.

FIRST FOR ALL, THE TRUSTEE IS HERE TONIGHT, AND THE REASON I WANT TO THANK YOU IS THAT FOR YOU TO ISSUE THE MANDATORY MASK REQUIRED FOR THE FIRST FEW WEEKS AND THE RESULT HAS SPEAK ITSELF.

THAT DATA HAS A SHOWS THAT PISD HAS [INAUDIBLE] LOWEST INFECTION RATE.

I'M HERE TO SPEAK TO YOU TO ASK YOU FOR THE PUBLIC SAFETY REASON AND THE HEALTH OF MY CHILDREN.

PLEASE EXTEND THIS REQUIREMENT FOR TO NOVEMBER.

THE REASON IS NOVEMBER IS THAT THE VACCINES ARE AVAILABLE VERY SOON IN OCTOBER.

WE ARE JUST SO CLOSE TO THE TIME.

SO PLEASE HELP US ONE MORE MONTH OR TWO MORE MONTH, AND THIS IS THE LAST TIME WE WILL REQUEST FOR THIS AND REASON WHY.

VERY SIMPLE, RIGHT? THE DATA SPEAKS PISD HAVE ONE, LOWERED ITS INFECTION RATE.

ONCE THE MASK REQUIRED COMES THE NUMBER DROPS.

SECOND REASON, NINETY EIGHT NINETY TWO PERCENT OF PISD DIDN'T OPT OUT, WHICH MEANS THAT WHAT YOUR ACTION HAS AGREED WITH 92 PERCENT OF PARENTS IN PISD, RIGHT? AGAIN, HERE I'M HERE.

I REALLY APPRECIATE ALL THE EFFORTS YOU HAVE PUT IN.

I KNOW IT TAKES COURAGE.

SO PLEASE GIVE US A FEW MORE MONTHS AND I'M NOT ASKING FOR A WHOLE SEMESTER.

IT'S JUST LET US THROUGH THE VACCINE AVAILABILITY FOR THEM TO GO TO THE VACCINE SECTION.

THAT'S ALL I HAVE.

THANK YOU VERY MUCH.

OUR NEXT SPEAKER IS PAUL LAGRUSO.

GOOD EVENING, EVERYBODY.

I'D LIKE TO THANK ALL YOU FOR YOUR TIME AND SERVICE AND EVERYTHING THAT YOU HAVE DONE RESPONDING TO ALL OUR EMAILS.

SOME PROBABLY MORE FUN THAN THAN OTHERS, BUT I HAVE A CHILD THAT IS 11 IN BOWMAN MIDDLE SCHOOL SIXTH GRADE AS WELL AS AT WILLIAMS. BUT THE FIRST THING I WANT TO SHARE IS COLLIN COUNTY, LAST FRIDAY SURPASSED COVID CASES OVER 100000 INDIVIDUALS.

SINCE YOU HAVE PASSED THIS MASK MANDATE AND WE REALLY, REALLY, REALLY DO APPRECIATE ALL OF THAT HELP BECAUSE IT HAS KEPT OUR KIDS MUCH SAFER BECAUSE IN THE FIRST WEEK THAT AFTER THE MANDATE, THERE WERE FOUR HUNDRED AND THIRTY THREE CASES, THE SECOND WEEK LAST WEEK OR THE WEEK BEFORE LAST WAS TWO HUNDRED AND EIGHTY NINE CASES.

[00:10:04]

I KNOW A LOT OF PEOPLE SPEAK ABOUT DEATH RATES BEING, YOU KNOW, ZERO POINT THREE PERCENT, BUT THERE'S ALSO A LARGE CONTINGENT AND A LARGE NUMBER OF PEOPLE, INCLUDING CHILDREN, THAT ARE LONG HAULERS, THEY ACTUALLY HAVE SYMPTOMS WELL PAST THEIR INFECTION AND THE RECOVERY, AND WE DON'T KNOW THE EXTENT OF THIS DISEASE AND ALL THOSE FACTORS.

BUT I REALLY FEEL THAT THE MASK MANDATE BASED ON THE NUMBERS AND ALL OF YOUR ACTIONS AS REALLY WORKED AND IT'S BEEN IT'S BEEN VERY, VERY PRODUCTIVE AND A POSITIVE THING FOR THE COMMUNITY.

AND THEN ALSO TO THE OTHER PART OF THE THE MASK MANDATE THAT REALLY WE REALLY NEED THAT EXTENSION THROUGH, AS SHE WAS SUGGESTING THAT THE FDA AND THE OTHER GROUPS ARE NOT GOING TO APPROVE IT FOR CHILDREN, PROBABLY UNTIL OCTOBER.

AND AT THAT POINT, WE REALLY NEED TO PROTECT THE KIDS THAT CAN'T PROTECT THEMSELVES, THAT ARE UNDER 11 AND UNDER THAT DON'T HAVE A CHOICE, WHETHER THEY RECEIVE THE VACCINE OR NOT.

AND IF WE CAN EXTEND IT THROUGH THAT TIME, I FEEL LIKE AS A COMMUNITY, WE WILL HAVE DONE WHAT WE HAD TO DO AND PRESENTED OURSELVES IN A COURAGEOUS FASHION.

SO THANK YOU SO MUCH FOR YOUR TIME, YOUR EFFORTS AND EVERYTHING THAT YOU GUYS HAVE DONE.

THANK YOU.

NEXT, WE HAVE DEBBIE CHANG.

GOOD EVENING.

I'M HERE TODAY TO HAVE A BETTER UNDERSTANDING ON THE DISTRICT POLICY WITH REGARDS TO TEACHER ABSENCES AND SUBSTITUTE TEACHER SELECTION.

MY SON IS TAKING FRENCH AT RENNER MIDDLE SCHOOL THIS YEAR.

HIS FRENCH TEACHER HAS BEEN ABSENT SINCE LAST MONDAY, SEPTEMBER 13, AND IS NOT EXPECTED TO RETURN UNTIL TOMORROW, SEPTEMBER 22ND, ACCORDING TO THE BUILDING PRINCIPAL.

THAT WILL BE A TOTAL OF EIGHT CONSECUTIVE DAYS OF MISSED INSTRUCTIONS.

MS. CHANG, CAN I INTERRUPT YOU? I'M SORRY AND WE'LL STOP THE CLOCK.

BUT THE WHAT AGENDA ITEM? WE'RE LIMITED IN WORK SESSIONS TO COMMENTS ON AGENDA ITEMS. I UNDERSTAND.

SO WHAT AGENDA ITEM YOU'VE IDENTIFIED? THIS IS AGENDA ITEM REGARDING HEALTH AND SAFETY PROTOCOLS.

YES.

OK, SO YOU'RE GOING TO GET TO THE SPECIFIC TOPIC OF HEALTH AND SAFETY PROTOCOLS.

I AM LEADING TO THAT WITH THE TEACHER'S ABSENCE, WHICH IN GENERAL, WHEN IT'S NOT SCHEDULE OR PLAN, IT'S HEALTH RELATED.

OK, SO I THINK THAT QUALIFIES.

OK, I JUST WANT TO MAKE SURE THAT WE'RE WE'RE STICKING TO WHAT OUR POLICY ALLOWS.

YES.

OK, SO YOU HAVE I DON'T REMEMBER MY MY APOLOGIES BECAUSE I PUSHED THE WRONG, BUT THAT'S OK.

LIKE TWO AND A HALF MINUTES OR SO.

OK, I'LL GET.

I'LL GET 30 SECONDS.

THEN SORRY, I APOLOGIZE FOR THAT.

THAT'S OK.

THANK YOU.

I DON'T HAVE THAT MUCH TO SAY.

I JUST.

BUT THANK YOU.

I GUESS WE'VE ALREADY ESTABLISHED THAT MY POINT IS THIS COULD BE HEALTH RELATED BECAUSE THE TEACHER HAS BEEN ABSENT FOR AN EXTENDED PERIOD, EIGHT DAYS SO FAR, AND WE DON'T KNOW WHEN SHE IS GOING TO RETURN.

WHAT I WOULD LIKE TO KNOW IS, WHAT DO DISTRICTS DO IN CASES WHERE TEACHERS ARE ABSENT FOR AN EXTENDED PERIOD OF TIME AND TO FIND A SUITABLE SUBSTITUTE THAT IS KNOWLEDGEABLE IN THAT FIELD IN THIS PARTICULAR CASE, FRENCH? IN THE PAST EIGHT DAYS, MY CHILD AND HIS CLASSMATES HAVE NOT HAD ANY INSTRUCTIONAL CHALLENGES IN THE CLASS.

SO IN A NUTSHELL, IT'S A WASTED INSTRUCTION TIME.

FURTHERMORE, FRENCH IS IN MIDDLE SCHOOL, IS CONSIDERED A HIGH SCHOOL CLASS, AND IT'S GOING TO IMPACT NOT ONLY THE LEARNING, BUT ALSO HIS GPA AND HIS.

CLASSMATES GPA AND AS YOU ALL KNOW, LANGUAGE IS A CONTINUOUS STUDY, AND I'M CONCERNED THAT WITH AMOS INSTRUCTIONS THAT THERE'S NOT GOING TO BE TIME TO MAKE UP AND THERE'S GOING TO BE GAP IN THE IN THE LEARNING.

WHAT I WOULD LIKE TO KNOW IS WHETHER OR NOT THAT DISTRICT HAS A STANDARD POLICY OR PROTOCOL TO GUARANTEE THAT IN SITUATIONS LIKE THAT, A QUALIFIED SUBSTITUTE TEACHER

[00:15:07]

AND THIS BECOMES A GOING TO BE EVEN MORE IMPORTANT AT THE HIGH SCHOOL LEVEL WHEN YOU HAVE MORE SPECIALIZED SUBJECTS LIKE PHYSICS, BIOLOGY AND ALL THAT KIND OF THINGS.

THANK YOU.

OUR NEXT SPEAKER IS ANGELA WAGNER.

HI, THANK YOU SO MUCH FOR FIRST OF ALL, I WANT TO THANK YOU FOR IMPLEMENTING THE MASK MANDATE IN THE FIRST PLACE.

I'M HERE A MOM OF TWO ELEMENTARY KIDDOS IN THE DISTRICT, A FIVE AND SEVEN YEAR OLD THAT CANNOT BE VACCINATED AT THIS TIME.

THEY SPENT THE ENTIRE YEAR LAST YEAR AT HOME WITH ME, AND THEY ARE SO EXCITED TO BE BACK IN SCHOOL.

SO I'M HERE TO ASK YOU TO EXTEND IT UNTIL ALL OF OUR KIDS CAN BE VACCINATED.

THE CURRENT MASK MANDATE PROVES TWO VERY IMPORTANT THINGS.

ONE THAT WITH AN OPT OUT RATE OF ONLY SEVEN TO EIGHT PERCENT, THE VAST MAJORITY OF PARENTS IN PISD ARE CHOOSING AND WANT TO PROTECT THEIR CHILDREN, PER THE AP AND THE CDC GUIDELINES.

THE SECOND IS THAT IF THE DASHBOARD IS CORRECT AND SHOWING THE DECLINING CASES, THE MANDATE IS CERTAINLY WORKING AND WE CAN'T LET UP NOW.

WE'VE SEEN IT TIME AND TIME AGAIN OVER THE PAST 18 MONTHS THAT AS SOON AS SAFETY PROTOCOLS ARE PULLED BACK, THAT NUMBERS RISE AGAIN.

I DO UNDERSTAND THE ELEPHANT IN THE ROOM IS THAT THE ATTORNEY GENERAL IS GOING AFTER SCHOOLS, AND THE BOTTOM LINE IS THAT THERE'S GOING TO BE LITIGATION ON ALL SIDES NO MATTER WHAT WE DO.

ACCORDING TO TEXAS TRIBUNE ARTICLE, ABBOTT AND PAXTON CONCEDED IN AT LEAST FIVE COURT FILINGS THAT THEY ACTUALLY HAVE NO POWER TO ENFORCE THE BAN.

JUST THIS MORNING, A PLANO MOM AND PRESBYTERIAN HOSPITAL ER NURSE SENT ME A PICTURE OF A MAKESHIFT ER ROOM BECAUSE THEY NO LONGER HAVE SPACE IN THEIR E.R..

THIS IS VERY CLOSE TO PLANO.

OUR LOCAL CHILDREN'S HOSPITALS ARE ALSO OVERRUN WITH PATIENTS, COVID AND OTHER THINGS AS WELL.

WHETHER OR NOT OUR CHILDREN GET COVID, EVEN IF ONE OF OUR KIDS GETS INTO A CAR WRECK, THEY MIGHT NOT BE ABLE TO GET THE CARE THEY NEED RIGHT NOW WITHIN OUR COMMUNITY.

I URGE YOU NOT TO BE INTIMIDATED BY THREATS FROM THE AG, BUT RATHER FOCUS ON THE SAFETY, HEALTH AND WELLNESS OF OUR CHILDREN AND OUR COMMUNITY BECAUSE THERE'S SIMPLY NOTHING MORE IMPORTANT.

THANK YOU SO MUCH FOR YOUR TIME AND EFFORT.

OUR NEXT SPEAKER IS PI WANG.

GOOD EVENING, AND DEAR BOARD MEMBERS TODAY IS ACTUALLY CHINESE TRADITIONAL MID-AUTUMN FESTIVAL, AND THAT'S A TIME WHEN PEOPLE GET TOGETHER TO CELEBRATE REUNION AND A HARMONY.

HOWEVER, WE HAVE A THERE IS A LACK OF HARMONY IN OUR COMMUNITY ON A VERY SIMPLE TOPIC, WHICH IS THE WEARING MASKS INDOORS TO ALLOW OTHER THINGS TO CURB A COVID VIRUS THAT'S SUPER CONTAGIOUS.

SO I BELIEVE WE ALL KNOW WHAT THE RIGHT THING TO DO.

AND JUST THE HARD TO DO IT RIGHT IN OUR STATE.

SO IN THIS DIFFICULT ENVIRONMENT, WE REALLY THANK THE BOARD, SAID THE PISD MASK REQUIREMENTS.

HOWEVER, IT HAS AN EXPIRATION DATE, WHICH IS THIS FRIDAY.

SO I'M HERE TO REQUEST THE BOARD TO EXTEND THE EXPIRATION DATE FOR THREE REASONS.

ONE IS, THE TSA HAS NOT CHANGED ITS GUIDELINES, SO THE LEGAL GROUND IS STILL THERE.

AND THEN TWO, THE CURRENT MASK POLICY HAS THE OPTION TO OPT OUT VERY EASILY.

AND THIS APPROACH ACTUALLY COULD BE A BIPARTISAN SOLUTION JUST BASED ON THE HEARINGS IN OUR CAPITOL HILL, IN OUR STATE.

AND MOST IMPORTANTLY, WE ALL HEARD THE DATA THAT WE SEE THE CASES ARE DECREASING IN OUR DISTRICT, BUT NOT IN OUR STATE.

SO WE ARE JUST REQUESTING TO EXTEND THE EXPIRATION DATE.

WE HOPE THAT DATA IS SO IS OUR COLLABORATIVE EFFORT.

WE ALL WANT THE COVID TO BE OVER.

I DON'T WANT TO WEAR A MASK HERE TO TALK, BUT IT JUST NEEDS A COLLABORATION FROM OUR COMMUNITY AND FROM YOU ALL.

SO I THINK I WANT TO SINCERELY REQUEST THE CONSIDERATION TO EXTEND THE EXPIRATION DATE.

AND FOR THAT, WE REALLY THANK THE BOARD COMES UP WITH A SOLUTION.

AND I WANT TO SHOUT OUT TO THE PISD MANAGEMENT.

[00:20:04]

IT'S NOT EASY, BUT WE'RE GETTING THERE.

SO THANK YOU.

OUR FINAL SPEAKER IS DEREK ANTHONY.

THANKS FOR LISTENING TO US THIS EVENING.

WE'RE GOING TO LEAVE THIS UP HERE FOR REFERENCE AS I SPEAK, REFERRING TO THE LONG STANDING LAW.

THIS WOULD BE TEXAS EDUCATION CODE 37.0023 I'VE MENTIONED THIS BEFORE.

I'VE MENTIONED THIS TO YOU, COURTNEY GOBER.

I'VE MENTIONED THIS TO THE PRINCIPALS THAT ARE SCHOOLS THAT HAVE TWO KIDS AT TWO DIFFERENT SCHOOLS.

IT'S BEEN IGNORED SINCE LAST YEAR.

NOT QUITE SURE WHY YOU GUYS WANT TO BREAK THE LAW, BUT IT TALKS ABOUT PROHIBITED AVERSIVE TECHNIQUES.

THE SPIRIT OF THIS LAW TALKS ABOUT BEHAVIORAL ISSUES AND THINGS OF THAT NATURE.

BUT THE LETTER OF THE LAW SAYS IT INCLUDES A TECHNIQUE WHICH AGAIN PROHIBITED ANY TECHNIQUE OR INTERVENTION THAT IMPAIRS ONE STUDENT'S BREATHING, INCLUDING ANY PROCEDURE THAT INVOLVES OBSTRUCTING THE STUDENT'S AIRWAY.

INCLUDING PLACING AN OBJECT IN HONOR OVER THE STUDENT'S MOUTH OR NOSE OR PLACING A MASK OVER THE STUDENT'S FACE.

IT SAYS THOSE WORDS VERBATIM MR. GOBER'S RESPONSE TO MY EMAIL LAST YEAR ABOUT THIS WAS THAT THIS WAS NOT A BEHAVIORAL ISSUE.

THIS WAS ABOUT THE PANDEMIC.

THE LAW DOESN'T SAY ANYTHING ABOUT THE PANDEMIC AND SAYS ANY PROCEDURE.

THAT'S LAW NUMBER ONE THAT'S BEING BROKEN HERE.

THE SECOND LAW IS BEING BROKEN IS THE FACT THAT YOU'VE HAD AN ATTEMPTED MANDATE SINCE THE BEGINNING APPROXIMATELY THIS SCHOOL YEAR PUT IN PLACE BY THE GOVERNOR'S EXECUTIVE ORDER.

EXECUTIVE ORDERS ARE EFFECTIVELY THE RULE OF LAW, SO THERE'S TWO LAWS THAT HAVE BEEN BROKEN.

THIRDLY, AS OF NINE 17 THIS PAST FRIDAY, THE DEA HAS ISSUED UPDATED GUIDANCE IN WRITING THAT SAYS MASKS ARE NOT REQUIRED.

SO I DON'T THINK BREAKING THREE, WE'LL CALL THEM ALL THREE LAWS, I DON'T THINK THAT MAKES IT RIGHT.

ADDITIONALLY, IF YOU LOOK AT NUMBERS, NUMBERS CAN BE DOCTORED, WE KNOW NUMBERS HAVE BEEN DOCTORED THROUGHOUT THIS PANDEMIC.

YOU CAN LOOK AT CASES, YOU CAN LOOK AT HOW THEY COME UP WITH CASES, WHETHER THEY'RE ACTUAL PCR TESTS, WHICH ARE HIGHLY DISPUTED.

AND HOW MANY CYCLES ARE USED FOR EACH TEST.

WHAT ELSE? YOU CAN LOOK AT SUSPECTED CASES, WHICH WE ALL KNOW, THOSE ARE INCLUDED IN WHAT THEY JUST CALL CASES IN THE NEWS.

THESE ARE ALL INFLATED, WHETHER YOU WANT TO ADMIT IT OR NOT.

YOU CAN ALSO LOOK AT THE FACT THAT IN PLANO SCHOOLS, DESPITE THE THE MASK DASHBOARD, HOW MANY STUDENTS ARE UNMASKED AT THIS SCHOOL OR THAT SCHOOL? LET'S GET THINGS REALLY SCARY.

YOU CAN LOOK AT ALL THOSE THINGS, BUT WHEN YOU LOOK AT THE REALITY, YOU ASK YOUR STUDENTS, YOUR KIDS HOW MANY OF YOUR UNMASKED IN...THANK YOU, YOUR TIME IS UP.

THANK YOU.

THERE'S A LOT THAT THAT DON'T WEAR THEM.

THANK YOU, SIR.

ALL RIGHT, THANK YOU.

WE'RE NOW GOING TO MOVE TO DISCUSSION AND ACTION ITEM 5.2 AND JUST AS A

[5. DISCUSSION AND ACTION (Part 2 of 2) ]

WE WILL NOW HEAR FROM SUPERINTENDENT BONSER REGARDING DISCUSSION AND ACTION ITEM FIVE POINT TO DISCUSS AND CONSIDER POSSIBLE ACTION REGARDING HEALTH AND SAFETY PROTOCOLS.

SUPERINTENDENT BONSER.

THANK YOU, PRESIDENT STOLLE.

WE HAVE A REPORT FOR THE BOARD THIS EVENING.

I'VE ASKED DR.

BETH BROCKMAN TO SHARE WITH YOU SOME HEALTH AND SAFETY INFORMATION REGARDING COVID 19.

THANK YOU, DR. BROCKMAN.

THANK YOU, SO THIS EVENING, I JUST WANT TO SHARE SOME SOME DATA AND TRENDS, AS REPORTED BY A VARIETY OF ENTITIES.

FIRST IS OUR ACTIVE POSITIVE CASES IN THE STATE OF TEXAS.

IT IS REALLY IMPORTANT TO NOTE THE SCALE ON THE VERTICAL AXIS.

IT IS IN THE TENS OF THOUSANDS.

OF COURSE, BECAUSE IT'S ACROSS THE STATE.

[00:25:01]

CERTAINLY, WE CAN SEE THAT THIS CHART SHOWS UPS AND DOWNS, WHICH COULD BE INDICATIVE SOMEWHAT OF REPORTING VARIANCES.

AND AS WE MONITOR, WE WILL ALSO LOOK A LITTLE MORE CLOSELY TO HOME.

SO THE NEXT GRAPH IS COLLIN COUNTY, AND AGAIN, IT IS IMPORTANT TO NOTE THE SCALE ON THE VERTICAL SCALE, AND THAT IS IN THE HUNDREDS.

UP TO ONE THOUSAND, SO THIS FOLLOWS THE STAY THE SAME STATE, EXCUSE ME, THE SAME DATE PROGRESSION AS THE STATE.

AND WE CAN SEE THAT THERE IS A SPIKE IN COLLIN COUNTY ON OR AROUND SEPTEMBER 1ST OR SECOND AND THEN A RELATIVE FLATTENING OUT WITH A FEW SPIKES, BUT NOT AS HIGH LEADING UP TO SEPTEMBER 16TH.

NEXT, WE WILL LOOK AT PISD STUDENTS.

PLEASE NOTE THAT THE VERTICAL AXIS IS IN HUNDREDS UP TO SIX HUNDRED.

IT'S THE SAME DATES AS THE PREVIOUS TWO CHARTS, AND IT'S THE POSITIVE CASES REPORTED PER DAY SINCE THE FIRST DAY OF SCHOOL THROUGH SEPTEMBER 16.

AGAIN, THIS IS STUDENTS.

WE HIT OUR PEAK ON THE 1ST OF SEPTEMBER WITH FOUR HUNDRED AND NINETY ACTIVE CASES AMONG OUR STUDENTS ON THAT DAY.

AS YOU CAN SEE, SINCE THAT PEAK, WE HAVE BEEN ON A RELATIVELY CONSISTENT DECLINE IN ACTIVE POSITIVE CASES FOR STUDENTS.

WHEN WE LOOK AT STAFF AGAIN, OUR AXIS ON THE VERTICAL AXIS IS IN UP TO 70 BY 10S.

IT'S AGAIN THE SAME DATES AND CHARTS THE NUMBER OF ACTIVE POSITIVE CASES REPORTED PER DAY SINCE THE FIRST DAY OF SCHOOL SINCE THROUGH SEPTEMBER 16TH.

WE HIT OUR STAFF PEAK AT ABOUT THE SAME TIME WE HAD OUR STUDENT PEAK WITH SIXTY FOUR ACTIVE POSITIVE CASES ON SEPTEMBER 2ND.

AND IN THE LAST 10 DAYS, WE HAVE EXPERIENCED A STEADY DECLINE.

FINALLY, THIS IS OUR ROLLING SEVEN DAY AVERAGE WHEN YOU LOOK AT THE VERTICAL LINES.

THESE ARE THE STUDENT AND STAFF DAILY CASES WITH STUDENTS IN BLUE AND STAFF IN ORANGE OR RED.

THE BLUE AND RED HORIZONTAL LINES REPRESENT THE ROLLING AVERAGE OVER SEVEN DAYS.

AND FINALLY, THE PERCENT OF STUDENTS AND STAFF OUR STUDENT ENROLLMENT FOR THESE CALCULATIONS IS JUST OVER FORTY NINE THOUSAND FORTY FORTY NINE THOUSAND TWO HUNDRED AND NINETY ONE STUDENTS AND OUR CAMPUS STAFF IS APPROXIMATELY FIVE THOUSAND TWO HUNDRED.

YOU CAN SEE THAT AT OUR PEAK ON SEPTEMBER 1ST AND 2ND, WE WERE WE HAD FOUR HUNDRED AND NINETY ACTIVE POSITIVE STUDENT CASES, WHICH WAS APPROXIMATELY ONE PERCENT OF OUR ENROLLMENT WITH OUR STAFF.

AT ABOUT THAT SAME TIME, WE HAD SIXTY FOUR ACTIVE POSITIVE CASES, WITH A PERCENT POSITIVE OF CAMPUS STAFF OF APPROXIMATELY ONE POINT TWENTY THREE PERCENT.

9/20, WHICH WAS YESTERDAY WE HAD ONE HUNDRED AND SIXTY ACTIVE STUDENT CASES, WHICH REPRESENTS ZERO POINT THREE TWO PERCENT OF OUR STUDENT ENROLLMENT AND 18 STAFF CASES, WHICH REPRESENTS POINT THREE FIVE PERCENT OF OUR CAMPUS STAFF.

SO CUMULATIVELY, WE'RE LOOKING AT TWO POINT FIVE, FIVE PERCENT OF OUR STUDENT ENROLLMENT AND FOUR POINT ZERO PERCENT OF OUR CAMPUS STAFF ENROLLMENT.

AND I'M HAPPY TO ENTERTAIN ANY QUESTIONS.

HI, BETH, SO ONE QUESTION ABOUT THE SOME OF THE NUMBERS WE WERE JUST SHOWING IN TERMS OF THE OVERALL COVID RATE FOR THE YEAR SO FAR.

DO WE HAVE ANY HISTORICAL NUMBERS IN TERMS OF HOW MANY STUDENTS HAVE HAD FLU IN A GIVEN YEAR? DO WE DO WE TRACK THOSE TYPE OF BIG FLU EVENTS IN PREVIOUS SCHOOL YEARS? OR IS THAT NOT SOMETHING WE TRACK? WE DO TRACK, I DO NOT RECALL WHAT THE FLU RATE WAS IN THE 19-20 SCHOOL YEAR PRIOR TO

[00:30:03]

OK.

WE DON'T TRACK, DID YOU ACTUALLY HAVE A POSITIVE FLU TEST.

RIGHT.

BUT IT'S ILLNESS THAT IS CLOSELY RELATED TO THE FLU.

AND WE TRACK THAT WITH BOTH TEACHERS AND STUDENTS.

YES, AND THE HEALTH DEPARTMENT DOES MONITOR FLU NUMBERS.

WE HAVE A BETTER GRASP OF IT WITH STUDENTS BECAUSE THAT IS WHAT WE WE REPORT ROUTINELY TO THE HEALTH DEPARTMENT UNLESS THERE'S A LARGE NUMBER OF CASES ON A CAMPUS AND THEN THEY INQUIRE ABOUT THE TEACHERS AS WELL.

OKAY, AND JUST ANECDOTALLY, DO YOU RECALL WHAT WE TYPICALLY SEE IN A FLU SEASON BEING MORE THAN WHAT WE'RE CURRENTLY SEEING WITH THE DELTA VARIANT? OR YOU DON'T RECALL? I DON'T RECALL, I'M SORRY.

THAT'S OK, NO I DIDN'T ASK OR EMAIL YOU ABOUT THAT BEFORE.

IT'S A QUESTION THAT POPPED INTO MY HEAD DURING THE PRESENTATION.

BETH, ARE THESE ENROLLMENT NUMBERS THAT YOU'RE CITING IS THAT INCLUSIVE OF THE STUDENT HOME POPULATION AND THE STUDENT POPULATION ON CAMPUS? YES, IT WOULD BE AT THIS TIME.

OK, AND THE STUDENT AT HOME POPULATION AT THIS POINT IS A LITTLE MORE THAN A THOUSAND.

IT'S UNDER 12 HUNDRED? YEAH.

THEY SAID EXACTLY ONE THOUSAND FIFTY EIGHT.

OK, SO BEFORE WE TAKE ANOTHER STEP, ANY FINAL QUESTIONS FOR BETH? JUST IN TERMS OF LOOKING AT THE ROLLING AVERAGE, THE SEVEN DAY ROLLING AVERAGE THAT LOOKS REALLY GOOD WHEN WE COMPARE THAT TO BEFORE WE SAW THE BIG SPIKE IN AROUND END OF AUGUST, BEGINNING OF SEPTEMBER.

SO IT SEEMS LIKE THAT ROLLING AVERAGE THAT WE HAVE IS REALLY A POSITIVE DATA POINT, A POSITIVE INDICATOR.

YES, WE ARE.

WE ARE PLEASED WITH THE DOWNWARD TREND.

ABSOLUTELY.

OK, SO JUST AS A REMINDER OF WHERE WE ARE, WE CURRENTLY HAVE A REQUIREMENT IN PLACE FOR MASK WITH THE OPT OUT PROVISIONS THAT EXPIRES BY ITS OWN TERMS ON FRIDAY.

AND SO ANY ACTION TO BE TAKEN BY THE BOARD WOULD BE AN ACTION RELATIVE TO THAT, ANY INACTION BY THE BOARD AND THE REQUIREMENT WOULD TERMINATE ON ITS OWN TERMS. AND SO WITH THAT, DOES ANYBODY CARE TO MAKE A MOTION? I'LL MAKE ONE, I MOVE TO THE BOARD OF TRUSTEES APPROVED TO EXTEND THE TEMPORARY MASK REQUIREMENT FOR STUDENTS, STAFF AND VISITORS, INDOOR AND DISTRICT FACILITIES AND ON DISTRICT PROVIDED TRANSPORTATION SUBJECT TO MEDICAL EXCEPTIONS, RELIGIOUS OR PHILOSOPHICAL EXCEPTIONS, OR ADMINISTRATIVE EXCEPTION UNTIL AND I PICKED A DATE OF NOVEMBER 5TH THAT OR UNTIL THERE'S FURTHER GUIDANCE ON GA38, AS A RESULT OF ONGOING STATE AND FEDERAL LITIGATION OR LEGISLATIVE ACTION.

OK, WE'VE GOT A MOTION, DO WE HAVE A SECOND? I'LL SECOND TO GET THE DISCUSSION GOING.

OK, SO WE'VE GOT A MOTION TO ESSENTIALLY EXTEND THE EXISTING MASK REQUIREMENT UNTIL NOVEMBER 5TH.

OK, IS THERE ANY DISCUSSION? YES, GO AHEAD.

SO FIRST QUESTION, HOW MANY DAYS HAS THIS CURRENT MASK REQUIREMENT BEEN IN PLACE? SO.

AUGUST 23RD, SO OVER TWENTY ONE DAYS, BUT IT DIDN'T GO INTO EFFECT UNTIL THE TWENTY SIXTH, SO WE COUNT BACK FROM THERE.

SO THE POINT I WANT TO MAKE IS, YOU KNOW, IT'S OFTEN TAUGHT THAT IT TAKES TWENTY ONE DAYS TO LEARN A NEW HABIT.

AND ANY STUDENT THAT'S GOING TO WEAR A MASK OPTIONAL OR OTHERWISE IS DOING IT NOW, ALLOWING THIS TO RUN OUT ON THE 24TH, ESPECIALLY WITH THE EXEMPTION SYSTEM WE'VE HAD IN PLACE.

I DO NOT BELIEVE THAT IT WILL CHANGE THE BEHAVIOR THAT IS OCCURRING ON CAMPUS AND TO CONTINUE THE MANDATE OR THE REQUIREMENT, IT JUST DOES NOT, IN MY OPINION MAKE SENSE.

WE LOOK AT THE STATISTICS COMING OUT OF OTHER SCHOOL DISTRICTS.

YOU KNOW, WE HAVE LEWISVILLE AND I KNOW THAT WHEN I LOOK AT THE CDC GEORGIA STUDY

[00:35:07]

AND THEN I LOOK AT DISTRICTS AROUND US THAT SOME HAVE MASK MANDATES, SOME DON'T, AND THE DIFFERENCES FOR MOST OF THEM ARE STATISTICALLY INSIGNIFICANT, THE SAME THING THE CDC WOULD SAY.

AND SO I PERSONALLY THINK WE HAVE THE WORST OF IT BEHIND US.

UNLESS DELTA IS GOING TO HAVE A SECOND BIG SPIKE, WHICH IF YOU LOOK AT INDIA AND THEIR STATISTICS, IF YOU LOOK AT THE U.K.

AND THEIR STATISTICS, THERE'S NOT SOME BIG SECOND DELTA BUMP.

THERE ARE OTHER VARIANTS OUT THERE.

THEY'RE NOT AFFECTING OUR COMMUNITY RIGHT NOW.

THAT'S THAT'S NOT SOMETHING THAT'S HAPPENING.

SO I THINK THE MEASURES THAT WE TOOK ALMOST A MONTH AGO SERVED A PURPOSE FOR THAT LIMITED AMOUNT OF TIME, EVEN THOUGH I DIDN'T FIND THEM TO BE BACKED UP BY SCIENCE AND NOW I DON'T SEE THEM SERVING A PURPOSE, AND I THINK THE BEHAVIOR AND PRACTICES AND HABITS OF THE STUDENTS AND TEACHERS ARE GOING TO BE MAINTAINED, IF YOU WANT TO WEAR A MASK, YOU'RE GOING TO.

AND THAT'S WHERE I STAND ON IT, AND I THINK WE MADE IT A TEMPORARY MEASURE WITH THE INTENT OF IT RUNNING OUT ON THE TWENTY FOURTH.

AND OBVIOUSLY, THAT WAS PENDING HOW COVID WAS DOING IN THE COMMUNITY.

WE SEE IT TRENDING DOWNWARD AND HAVE NO SCIENTIFIC OR EMPIRICAL REASON TO THINK THAT THAT TREND IS GOING TO CHANGE.

AND SO THAT'S MY THOUGHTS ON IT.

AND I HAVE ALWAYS THOUGHT IN THE VERY BEGINNING THAT OUR SCHOOL DISTRICT WAS DOING A REALLY GOOD JOB WITH OUR HEALTH PROTOCOLS AND THEY HAVE CARE FOR OUR STUDENTS AND THEY CARE FOR OUR ADMINISTRATORS AND THEY CARE FOR OUR STAFF.

SO I'M JUST GOING TO CONTINUE BELIEVING THAT WE ARE DOING THE BEST WE CAN FOR OUR STUDENTS.

SO WE USED TO SAY WE DON'T HAVE ANY REFERENCE AND HOW MASK WORK OR NOT WORKING, AND NOW LIKE, YOU KNOW, IT'S WE HAVE DISTRICTS NEAR JUST SURROUNDING US DOING SOME MASK OPTIONAL, SOME MASKS REQUIRED.

SO IF YOU LOOK AT THOSE, I MEAN, GO ONLINE AND DO YOUR OWN SEARCH.

DON'T LET ANYONE TELL YOU ANY MANDATE CAN REPLACE YOUR THINKING FOR YOURSELF.

SO CHECK THOSE DISTRICTS THAT HAS THOSE STATISTICS ON THEIR WEBSITE.

SEE HOW THEY'RE CURVE GOING, THEIR MASK OPTIONAL DISTRICTS AROUND US WHO DOES THE SAME THING AS WHAT WE'RE DOING IN OUR DISTRICT.

SO LOOK AT THE LOOK AT THE DATA AND THINK FOR YOURSELF AND FOR ME I MEAN, I AGREE WITH A TRUSTEE WEAVER OPINION ABOUT, YOU KNOW, 21 DAYS TO FORM A HABIT.

IF YOU NOBODY'S FORBIDDING YOU TO WEAR A MASK.

WEAR TWO IF YOU FEEL MORE SECURE, [INAUDIBLE] YOU KNOW.

SO BUT YOU KNOW, FROM POLICYMAKER STANDPOINT, I REALLY DON'T SEE WHY WE SHOULD MANDATE MASK WITH OR WITHOUT EXEMPTIONS.

YOU KNOW, PEOPLE SAY, OK, LOOK AT THESE STATISTICS 92 PERCENT AND DIDN'T OPT OUT.

LET ME DO ANOTHER.

IF I SEND OUT IF I CAN MAKE ALL THE DECISIONS I SAY, I SENT OUT A SURVEY TODAY.

WHOEVER WANT A MANDATE, PLEASE OPT IN.

WHAT DO YOU THINK THE STATISTICS WILL LOOK LIKE? I WANT TO KNOW THAT.

SO YOU KNOW, ALL KINDS OF THINGS HAVE BEEN DONE UNDER THE BANNER OF SIGNS.

SO I JUST SAY YOU KNOW, I'M NOT A SCIENTIST, BUT I AM UTTERLY AGAINST THE MANDATE.

THAT'S MY TWO CENTS.

THE VAST MAJORITY OF THE MEDICAL COMMUNITY HAS AND CONTINUES TO BELIEVE THAT MASKING MITIGATES DISEASE.

THE CDC AND THE AMERICAN ACADEMY OF PEDIATRICS BOTH PUT UNIVERSAL MASKING IN THEIR BACK TO SCHOOL PLANS.

WE DID NOT BELIEVE THAT THAT WOULD BE THAT STRINGENT OF A MANDATE WOULD WORK FOR OUR COMMUNITY.

AND SO WE COMPROMISED A MONTH AGO AND MADE SOME ALLOWANCES, BUT SINCE THAT TIME.

THERE ARE HOSPITALS WITHIN OUR OWN COMMUNITY, INCLUDING COOK CHILDREN'S IN FORT WORTH AND CHILDREN'S MEDICAL CENTER HERE IN DALLAS AND PLANO, THAT HAVE MADE IT CLEAR THROUGH PUBLIC ACTIONS AND PUBLIC GUIDANCE THAT CHILDREN SHOULD BE MASKED INDOORS TO CONTINUE TO MITIGATE THE SPREAD OF COVID 19.

AND YOU CAN CHERRY PICK WHATEVER DATA YOU WANT OR CHERRY PICK WHATEVER STUDIES YOU WANT OR WHATEVER EXPERTS YOU WANT.

BUT FOR ME, THE FACT THAT THE VAST MAJORITY OF THE MEDICAL COMMUNITY HAS A

[00:40:05]

I DON'T FEEL LIKE ANY ANALYSIS THAT I CAN SIT HERE AND WALK THROUGH EXHAUSTIVELY IS BETTER THAN TRUSTING THE DOCTORS AND TRUSTING THE PEOPLE WHO WE TRUST TO KEEP US ALIVE AND WHO WE TRUST TO KEEP OUR CHILDREN ALIVE WHEN THEY ARE SICK.

SO I VERY STRONGLY SUPPORT CONTINUING THE MANDATE, AS IS SO ABOUT THE PEDIATRIC.

I'M SORRY THE THE ABOUT PEDIATRIC ICUS, PICU'S AND WHAT I READ FROM THE POST OR NEWSPAPERS, FROM COOKS LIKE COOKS CHILDREN'S I THINK, THEY REPEAT THEY ACTUALLY APPEALED TO PARENTS.

PLEASE DON'T BRING YOUR KIDS TO EMERGENCY WHEN THEY HAVE A FEVER OR SOMETHING.

THEY HAVE TO SET CLEAR GUIDELINES ON WHEN YOU NEED TO BRING OUR KIDS.

SO SOMETIMES WE WONDER WHY THOSE? I SEE YOU AS OVERWHELMED.

MAYBE BECAUSE I MEAN, DON'T DON'T GET ME WRONG, I CARE ABOUT YOUR HEALTH AND EVERY DEATH IS TRAGIC.

BUT YOU HAVE TO PUT THINGS INTO PERSPECTIVE.

I THINK IT'S GO AHEAD, NANCY.

TRYING TO SPEAK EARLIER.

KEEP TRYING.

WELL, I I HEAR WHAT YOU'RE SAYING, DR.

TYRA, ABOUT THE CDC RECOMMENDING MASKS AND I WANT TO CONTINUE PROTECTING OUR KIDS.

I THINK THAT WHEN WE HAVE NINETY TWO PERCENT OF FAMILIES WHO DID NOT OPT OUT, I THINK THAT OUR REQUIREMENT WITH THE OPTIONS TO OPT OUT GAVE THEM THE COMFORT AND THE ABILITY FOR THEIR STUDENTS TO WEAR A MASK.

AND IF WE DIDN'T HAVE THAT REQUIREMENT, I DON'T THINK WE'D HAVE THE SAME CONSISTENT.

PARTICIPATION, I THINK THAT THEY QUESTION IT AND THEN PEER PRESSURE MIGHT COME IN.

BUT HAVING THE REQUIREMENT GIVES STUDENTS THE FEELING THAT THEY FEEL SUPPORTED AND WEARING THEIR MASK.

I I HESITATE TO THINK ABOUT WHAT WOULD HAPPEN AND YOU KNOW, WE'VE JUST GOT A FEW SHORT DAYS, IT SEEMS, UNTIL THE VACCINES WILL BE AVAILABLE FOR STUDENTS AGES FIVE TO 12.

AND I DON'T KNOW THAT THERE'S THAT MUCH HARM IN EXTENDING THE MASK REQUIREMENT WITH THE OPTIONS THAT WERE GIVEN SO THAT WE CAN AVERT THE POTENTIAL FOR STUDENTS TO GET THIS AND THE POTENTIAL LONG HAUL SYMPTOMS THAT MAY COME ALONG WITH THAT AND THE POTENTIAL TO TRANSMIT IT TO IMMUNOCOMPROMISED FAMILY MEMBERS, ET CETERA.

WE DON'T KNOW ENOUGH ABOUT THIS DISEASE, AND SO THAT'S WHY I'M WEARING MY MASK EVERYWHERE I GO BECAUSE I DON'T KNOW.

BUT I DO KNOW THAT I'M TRYING TO BE CAREFUL, AND I DON'T FIND IT THAT DIFFICULT TO BE CAUTIOUS FOR THE PEOPLE THAT ARE AROUND ME AS WELL AS MYSELF.

SO THAT'S KIND OF WHERE I FEEL ABOUT THE MASKS.

I'D LIKE TO SPEAK IN RESPONSE TO THAT IN TERMS OF WE ARE PART OF A COMMUNITY AND WE ARE PART OF A GRANDER COMMUNITY.

AND TO YOUR POINT, THE VACCINES ARE AVAILABLE AND WITH THE TESTING THAT WE'RE HOPEFULLY GOING TO BE LOOKING AT SOONER AVAILABLE, WE'RE GOING TO BE DEPENDING ON OUR MEDICAL COMMUNITY.

WE'VE ALREADY TALKED ABOUT BEING IN PARTNERSHIP WITH MULTIPLE HOSPITALS, POSSIBLY TO HELP US PROVIDE THE VACCINES FOR OUR CHILDREN AS EXPEDITIOUSLY AS POSSIBLE.

SO WE'RE GOING TO BE DEPENDING ON THEM TO SUPPORT US IN THAT ENDEAVOR.

THEY ARE ASKING, THEY HAVEN'T OVERTLY ASKED THAT IN BEING IN THE TEXAS HEALTH RESOURCES, MEANING THAT I WAS IN RECENTLY HEARING FROM KEN [INAUDIBLE] AT A PLANO EDUCATION FOUNDATION BUILDING MEETING, BEEN TO MY PARENTS, DOCTORS APPOINTMENTS AND THE EXHAUSTION THAT OUR PHYSICIANS ARE HAVING, OUR HOSPITALS ARE STILL BEING TAXED.

AND THIS IS A WONDERFUL OPPORTUNITY FOR US TO, YES, CODY, HEATHER, THE NUMBERS ARE LOOKING BETTER, BUT THEY ARE NOT TO WHERE THEY WERE.

WE STARTED, YOU KNOW, AS SCHOOLS STARTED.

WE'RE NOT TO THAT POINT YET.

I DON'T WANT THIS TO GO ON FOREVER.

I PICKED NOVEMBER 5TH IS KIND OF ARBITRARY.

I WOULD LOVE TO DISCUSS AND WE NEED TO MAKE IT A SHORTER TIMELINE THAT PERHAPS WE CAN MAKE IT A SHORTER TIMELINE THAN NOVEMBER 5TH.

I WAS KIND OF JUST ON THE ON THE FLY, HONESTLY, BECAUSE I WAS LIKE, WHEN'S THE NEXT BOARD MEETING AND HOW ALL THIS FITS TOGETHER? BUT I THINK WE HAVE A RESPONSIBILITY TO BE A PART OF OUR GREATER COMMUNITY.

[00:45:02]

AND THIS IS, IF ANYTHING, A SYMBOLIC WAY TO SAY, WE APPRECIATE YOU AND WE'RE GOING TO EXTEND A MASK MANDATE.

NO, I DON'T THINK 21 DAYS IS A HABIT, I THINK IT'S MORE LIKE 30, 45, 60.

I ALSO DON'T THINK THAT WE'D BE WEARING SEATBELTS IF IT WASN'T IF IT HAD BEEN PROVEN.

THERE'S MANY THINGS THAT WE DO BECAUSE THAT'S NOT A VERY EXCUSE.

NO, I'M NOT DONE HEATHER, JUST A SECOND.

WE HAVE A RESPONSIBILITY, WE ARE PART OF A GREATER COMMUNITY.

I THINK THAT FOR OUR FAMILIES, IT'S A SUPPORTIVE ACTION TO SAY WE WANT TO CONTINUE THE MANDATE.

MY THING THAT I'M OPEN UP WITH IS WHAT CRITERIA OR WHAT TIMELINE WOULD WE LIKE TO END IT? I'M CERTAINLY VERY FLEXIBLE ON THAT PART OF THE MOTION.

ACTUALLY, YOU KNOW, WHEN YOU WRITE A BUS, YOUR KIDS ARE NOT REQUIRED TO WEAR A SEATBELT.

YOU KNOW? YEAH, YOU KNOW WHY THERE IS NO SEATBELT ON THE BUS.

BECAUSE STATISTICALLY, YOUR CHILD OF DYING IN AN ACCIDENT IN A BUS IS WAY LOW, JUST LIKE THAT.

ACTUALLY, UNFORTUNATELY, THE REASON WHY WE DON'T HAVE SEATBELTS ON BUSSES BECAUSE OF THE EXPENSE IS PRETTY EXPENSIVE TO BE ABLE TO OUTFIT, BUT THAT'S NOT WHAT WE'RE TALKING ABOUT.

THAT'S APOLOGIZE.

I APOLOGIZE FOR BRINGING THAT.

THAT IS EVEN AN EXAMPLE.

WE WERE TALKING ABOUT EXPENSE OF PUTTING THAT IN THE BUS.

I AGREE.

YOU KNOW, IF YOU LOOK AT IT, THE EXPENSE OF PUTTING A MASK ON THE CHILD.

SO DO WE CONSIDER THAT THERE IS NO THERE'S NO DAMAGE DONE TO THAT.

I MEAN, THERE WOULD BE FOR ME.

THAT'S YOU ASSUMING TOO MUCH.

SO GO AHEAD.

SO LET ME JUST SAY THIS.

I'M NOT IN FAVOR OF EXTENDING THIS UNTIL NOVEMBER 4TH.

THAT'S IF THERE WAS AN EXTENSION AT ALL.

I THINK THE MODELS WE BASED EVERYTHING ON SUGGESTS THAT WE'RE GOING TO BE DONE WITH THE SURGE AROUND THE 1ST OF OCTOBER, WHICH IS WHY WE DID THIS THROUGH THE END OF SEPTEMBER.

THE MODELS WE CONSIDERED ON AUGUST 23RD ARE TRACKING EXACTLY WITH WHAT'S HAPPENING AND WHAT THE MODELS PREDICTED WAS THAT WE WOULD HAVE A SPIKE IN SEPTEMBER, THE SECOND WEEK IN SEPTEMBER, FIRST OR SECOND WEEK IN SEPTEMBER, AND THAT'S WHAT WE HAD.

AND, WE TOOK ACTION IN EARLY AUGUST TO ADDRESS THAT SURGE, WHERE WE ARE THROUGH THE SURGE IN MY MIND.

AND WE'RE TRACKING EXACTLY WITH WHAT THE EXPECTATION WAS, AT LEAST IN MY MIND WHEN I JUSTIFIED, WHAT DO WE DO WHEN I JUSTIFIED MY DECISION THAT WE HAD A CRISIS THAT NEEDED TO BE ADDRESSED? WE ARE IN GETTING TO BE IN BETTER SHAPE.

THAT THAT ORIGINAL REQUIREMENT WAS FOR A FOUR WEEK PERIOD, AND WE'RE TALKING NOW ABOUT A SIX WEEK PERIOD, SO I CAN'T SUPPORT THAT.

SO IF THERE'S A CONVERSATION REGARDING THAT, WE CAN HAVE THAT CONVERSATION.

BUT LET ME JUST SAY IN GENERAL, WE HAVE SEEN, SO LET ME LET ME STATE THIS.

I DO BELIEVE THAT MASKS WORK WHEN PROPERLY WORN AND WHEN PROPERLY MAINTAINED MASKS WORK.

AS A PRACTICAL MATTER, DO STUDENTS WEAR THEIR MASK PROPERLY ON A DAILY BASIS WHEN YOU ARE AT LUNCH, YOU'RE TAKING YOUR MASK OFF, WHEN YOU ARE IN CHOIR AND BAND, WHEN YOU'RE IN ATHLETICS, ALL OF THE THINGS WHERE WE KNOW THAT YOU HAVE TO TAKE A MASK OFF AND THERE IS THE OPPORTUNITY AT THAT POINT FOR A VIRUS TO SPREAD.

THOSE SITUATIONS EXIST IN OUR SCHOOL.

WHEN WE SAW NUMBERS RELATIVE TO OTHER DISTRICTS.

IN COLLIN COUNTY AND IN THE DALLAS AREA, I WAS STRUCK THAT THERE WAS NOT MUCH OF A STATISTICAL DIFFERENCE BETWEEN MASK AND UNMASKED DISTRICTS, IN FACT, THERE ARE DISTRICTS THAT REQUIRED MASKS FROM DAY ONE THAT WERE SIGNIFICANTLY HIGHER IN POSITIVE NUMBER OF PERCENTAGE OF CASES.

AND THERE WERE DISTRICTS THAT WERE UNMASKED THAT THERE MAY HAVE BEEN AN UNMASKED DISTRICT THAT WAS LOWER THAN US, I CAN'T REMEMBER.

BUT AT ANY RATE, IT'S A VERY SMALL SAMPLE SIZE.

BUT WHEN YOU COMPARE DISTRICT TO DISTRICT, I WILL TELL YOU ONE OF THE THINGS THAT DOES IMPACT ME IS THAT OUR NUMBERS ARE VERY SIMILAR TO ALL OF THESE OTHER DISTRICTS THAT WE LOOKED AT.

SOME WITH MASK REQUIREMENTS, SOME WITHOUT.

AND SO AGAIN, IT'S A SMALL SAMPLE SIZE.

IT'S NOT SCIENTIFIC, BUT IT DOES LEAD YOU TO A QUESTION AS TO WHETHER BECAUSE OF THE

[00:50:06]

THAT'S THE QUESTION I HAVE, I'M NOT SEEING EVIDENCE THAT IT AGAIN IN THE SHORT SAMPLE SIZE WE LOOKED AT THAT IT IS.

SO AGAIN, I CAN'T GO I CAN'T AGREE TO SOMETHING AS LONG AS NOVEMBER 7TH, I REALLY THINK THAT NOVEMBER 7TH, I'M SORRY.

YOU KNOW, I THINK OUR NUMBERS ARE TRENDING IN THE RIGHT DIRECTION AND BY THE END OF THE WEEK, WHO KNOWS WHERE THEY'LL BE? SO WHAT DATE WOULD BE SOMETHING THAT YOU WOULD? TO YOUR POINT, WHAT WOULD BE THE [INAUDIBLE] WOULD BE REASONABLE? RIGHT NOW WHAT'S REASONABLE TO ME IS LETTING THIS LAPSE.

OCTOBER 5TH, I MEAN, OCTOBER 5TH WOULD BE THE NEXT BOARD MEETING, AND THAT'S ABOUT TWO WEEKS AWAY.

WOULD YOU WANT TO AMEND YOUR MOTION TO THAT? WELL, WE COULD DO IT LIKE WE DID THIS WHERE WE HAD IT BE THE FRIDAY AFTER THAT MEETING.

SO IT WOULD BE, WHAT WOULD THAT BE OCTOBER 8TH? SO WE WOULD EXTEND IT FOR TWO MORE WEEKS? IF IT'S SUPPOSED TO BE THE TWENTY FOURTH.

SO I CAN MAKE THEM I MOVE TO AMEND, I MOVED TO AMEND THE PREVIOUS MOTION, BUT CHANGE OF THE DATE FROM NOVEMBER 5TH TO NOVEMBER, EXCUSE ME, OCTOBER 8TH.

I'LL SECOND THAT.

OK, SO WE HAVE A WE'LL HAVE TO VOTE ON AN AMENDMENT FIRST, SO WE HAVE A MOTION TO AMEND THE ORIGINAL MOTION, AND THE MOTION WAS TO MOVE THE OUTSIDE DATE FROM NOVEMBER 5TH TO OCTOBER 8TH CORRECT? YES.

OK, DISCUSSION ON THAT.

JUST FOR POINT OF CLARIFICATION, THE DISCUSSION IS ON ACCEPTING THAT AMENDMENT THEN WE'D GO BACK TO THE ORIGINAL OR NOT ORIGINAL.

BUT THE AMENDED MOTION MOTION.

CORRECT? NO DISCUSSION FOR ME.

I GUESS THE QUESTION IS FOR ME.

IF WE KICK THIS DOWN, THE CAN TWO MORE WEEKS ARE WE THEN DOING THAT AGAIN? LOOKING AT THIS ON A ON A WEEKLY BASIS, ESSENTIALLY TO DETERMINE WHETHER OR NOT WE EXTEND OUT A MASK REQUIREMENT, IS THAT THE IDEA? I'M NOT COMFORTABLE LETTING THE MASK MANDATE DISSOLVE ITSELF ON FRIDAY.

WE ARE VERY CLOSE IN SAYING THAT WE ARE WE ARE NOT IN A SAFE, IN MY MIND, WE ARE NOT IN A PLACE WHERE I FEEL WE'RE IN A SAFE ZONE.

WHEN I FOUND OUT WE HAD ONE PEDIATRIC ICU BED AVAILABLE IN COLLIN COUNTY, THAT WAS VERY COMPELLING TO ME AND MAKES ME FEEL LIKE WE PROBABLY COULD EXTEND IT OUT JUST TO SECURE THE SAFETY AND THE HEALTH OF OUR KIDDOS.

I CANNOT SUPPORT ANOTHER TWO WEEKS TO STOP THE SPREAD.

WE'RE NOT TALKING ABOUT, WELL, LET'S GO BACK TO TALKING ABOUT, IS THAT NOT WHAT WE'RE TALKING? I MEAN, WE'RE TALKING.

SURE.

I MEAN, WE'RE TALKING ABOUT AMENDING IT TO OCTOBER THE 8TH AND THEN WE CAN GO BACK TO TALKING ABOUT THE ORIGINAL MOTION THAT'S MODIFIED, THE MOTION THAT IS THEN MODIFIED.

YEAH.

I MEAN, LOOK, LET'S JUST TALK ABOUT THE WHOLE THING.

WE'LL VOTE ON THE AMENDMENT TO, BUT IF THERE'S OTHER COMMENTS RELATIVE TO THE OVERALL, THE OVERALL MOTION, I GUESS WE CAN HAVE THAT CONVERSATION TO YOU.

YEAH, SO YOU KNOW, ONE THING I WAS TO SAY IS, YOU KNOW, I APPRECIATE THE CHALLENGES THE MEDICAL COMMUNITY ARE FACING IN LIGHT OF NOT JUST COVID 19, BUT OTHER ILLNESSES THAT THEY'RE HAVING IN THEIR HOSPITALS AND OTHER TREATMENTS ARE HAVING TO PROVIDE.

BUT I'M NOT GOING TO MAKE A MASK DECISION FOR PLANO ISD STUDENTS BASED ON THE APPRECIATION OF MEDICAL PROFESSIONALS, AND I'M NOT GOING TO TAKE THE OPINION OF MEDICAL PROFESSIONALS THAT CAN'T BACK UP THEIR OPINION WITH DATA.

NOBODY CAN SHOW YOU WHERE SIX FEET SOCIAL DISTANCING CAME FROM BECAUSE IT CAME FROM NOWHERE.

AND THE INFORMATION THAT WE'VE BEEN GIVEN ON CLOTH MASKS AND THE INFORMATION AND DATA THAT WE'VE BEEN GIVEN FROM THE CDC ON THE EFFICACY AND IMPACT OF MASKS IN K THROUGH 12 FOR STUDENTS MANDATED VERSUS NOT MANDATED HAS SHOWN THAT IT'S STATISTICALLY INSIGNIFICANT.

AND IN OBSERVING OTHER DISTRICTS IN THE NORTH TEXAS AREA, WE'VE FOUND THAT THEY, BASED ON THEIR REPORTED STATISTICS THAT WE'VE SEEN, REINFORCE

[00:55:03]

AND SO WHEN I SEE THAT AND YOU KNOW, I DON'T CARE WHAT ANY DOCTOR OR PROFESSIONAL HAS TO SAY IF THEY CAN'T BACK IT UP WITH THE FACTS AND THE DATA, AND I'VE GOT MY COMPUTER WITH ME.

IF THERE'S FACTS AND DATA THAT WE WANT TO PULL UP AND SAY, HERE IT IS, CODY, I'M WILLING TO HAVE THAT CONVERSATION AND STAY HERE AS LONG AS IT TAKES.

BUT THE DATA TO MAKE A UNANIMOUS DECISION TO CONTINUE THIS DOES NOT EXIST, AND IT DIDN'T EXIST WHEN I VOTED FOR IT LAST TIME.

SO I HAVE NO INTENTIONS OF VOTING FOR AT THIS TIME.

WHEN PROFESSIONAL SOCIETIES LOOK TO WRITE GUIDELINES OR LOOK TO MAKE RECOMMENDATIONS, TYPICALLY WHAT THEY DO IS THEY CONVENE A PANEL OF EXPERTS OF PHYSICIANS LIKE AMERICAN ACADEMY OF PEDIATRICS WOULD GO AND SAY, LET'S FIND AN EXPERT PANEL OF PEDIATRICIANS AND HAVE THEM POST GUIDELINES AND DEVELOP GUIDELINES AS A WORKING GROUP.

AND ONE OF THE THINGS THAT IS THEY DO A LITERATURE REVIEW AND THEY LOOK AT THE EVIDENCE, THEY LOOK AT THE LITERATURE, WHICH IS WHY THE AP GUIDELINES INCLUDE CITATIONS, WHICH IS WHY THE CDC GUIDELINES INCLUDE CITATIONS WHICH ARE PEER REVIEWED, RESEARCH STUDIES THAT THOSE EXPERTS BASED THEIR GUIDANCE ON.

AND SO I'LL REPEAT WHAT I SAID THAT NO MATTER WHAT SMALL AMOUNT OF DATA OR WHAT EXPERT YOU WANT TO CHERRY PICK THIS STUDY OR THAT STUDY, THE EXPERT GUIDELINES ARE PUT TOGETHER WITH A THOROUGH REVIEW OF THE DATA AND WITH AN EXPERT PANEL OF PHYSICIANS MAKING THAT CALL.

AND I JUST I DON'T BELIEVE THAT ANY ANALYSIS WE CAN DO IS GOING TO BE BETTER THAN THE ANALYSIS OR THE EXPERTISE THAT IS BEING PROVIDED BY THESE EXPERT PANELS INTO THE MODELING.

THE PEOPLE AT U.T.

SOUTHWESTERN, FOR EXAMPLE, THAT ARE PUTTING OUT THE COVID MODELING IN THE SAME SLIDES AS THEY'RE DOING THE MODELING, THEY'RE RECOMMENDING MITIGATION MEASURES, INCLUDING MASKING.

SO I JUST ONCE AGAIN WOULD LIKE TO SAY I STRONGLY BELIEVE THAT WE SHOULD LISTEN TO THE MEDICAL COMMUNITY ON THIS ISSUE.

AND I THINK THAT SOMEBODY THAT GOES TO SCHOOL AND GETS DOCTOR OR PHD ON THEIR NAME DOES NOT GIVE THEM THE ABILITY TO TAKE THE OPINIONS OF OPINIONS, OF OPINIONS, TO GIVE EXPERT ADVICE.

AND BECAUSE THEY WENT TO SCHOOL, THEY'RE CALLED AN EXPERT AND THEIR ADVICE IS NOW EXPERT ADVICE.

ALTHOUGH THERE'S NOTHING THAT IS DEFINITIVE ABOUT WHAT THEY'RE TALKING ABOUT, AND SO WE'RE JUST GOING TO GO WITH THEIR BEST EDUCATED GUESS.

BUT IF THEY'RE BEST EDUCATED, GUESS ISN'T BACKED BY FACTS AND STATISTICS AND THE RESEARCH, MAYBE BECAUSE THE RESEARCH HASN'T BEEN DONE OR DOESN'T EXIST YET, WHICH, TO THEIR CREDIT, YOU KNOW, OK, THEY CAN'T RULE ON SOMETHING, BUT IT'S JUST CALLING YOURSELF AN EXPERT AND SAYING, WELL, THE EXPERTS SAY.

BUT THE EXPERTS COULD ALSO BE WRONG.

AND WHEN YOU SAY, WELL, WHERE'S THE EXPERT GETTING THEIR INFORMATION FROM? AND THEY'RE LIKE, WELL, IT'S AN OPINION OF AN OPINION OF AN OPINION, AND IT'S LIKE, WELL, BUT WHERE'S THE DATA? WELL, HOLD ON.

LET ME LET ME JUST PAUSE.

LET ME JUMP IN HERE IN THE LEGAL WORLD, WE CALL THIS THE BATTLE OF THE EXPERTS, AND YOU CAN AND IN LITIGATION, EVERYBODY GETS TO HIRE THEIR EXPERT.

AND THEN YOU BATTLE IT OUT.

SO EXPERTS, I DON'T WANT TO TALK ABOUT EXPERTS, NECESSARILY IN TERMS OF WHO'S EXPERT IS BETTER OR YOU KNOW, WHICH MEDICAL COMMUNITY PERSONNEL IS BETTER.

BUT I GUESS THE QUESTION THAT I WOULD HAVE.

AND AGAIN, I GO BACK TO WHAT MY MINDSET WAS ON AUGUST TWENTY THIRD, WHICH IS A TEMPORARY MEASURE IN ORDER TO ADDRESS A SURGE.

WHAT IS OUR ENDPOINT? IF WE WERE TO EXTEND THIS OUT, WHAT IS WHAT IS THE GUIDANCE FOR US AS A BOARD THAT WE ARE WOULD LOOK AT AS AN ENDPOINT TO THIS? WELL, IF WE KNEW THAT WE WOULD, IF IT WAS SOMETHING THAT WAS DEFINITIVE, WE WOULD BE ABLE TO KNOW THAT WHEN WE MADE THIS DECISION ON AUGUST THE TWENTY THIRD, WE WERE GOING TO SEE HOW LONG IT WAS GOING.

WE WERE GOING TO BE, WE WERE CONCERNED ABOUT WHAT WAS GOING ON LITIGATION WISE.

YES, WE ARE MOST DEFINITELY HEADING IN THE RIGHT DIRECTION.

BUT AS A COMMUNITY FROM THE COMMENTS THAT WE HAVE RECEIVED AS A BOARD THIS WEEK HAVE ALL BEEN VERY SOUND AND RATIONAL AND COMING FROM PEOPLE WHO, TO YOUR POINT, I GUESS THE BATTLE OF THE EXPERTS.

BUT I, I JUST DO NOT FEEL COMFORTABLE, I DON'T THINK THAT PEOPLE WILL CONTINUE TO WEAR MASKS AT THE SAME RATE THAT THEY'RE WEARING TODAY.

COME NEXT MONDAY, IF WE DON'T HAVE IF WE DON'T AS A BOARD, SAY THIS IS IMPORTANT, AND SO THEREFORE, THAT'S WHY I ASK IF WE'RE GOING TO I ASK THAT FIRST OF ALL, WE VOTE

[01:00:01]

AND AT THAT POINT, DAVID, I MEAN, I HOPE THAT AS THE EXPERTS ARE MAKING PREDICTIONS, THEY'VE BEEN PRETTY ACCURATE AT THAT POINT, THEN KNOW THAT WE CAN MAKE THAT DECISION TO LET IT SLIDE AT THAT POINT.

I'M JUST SIMPLY NOT THERE TODAY WITH THE DATA.

SO I'D ARGUE THAT JUST CORRELATION DOES NOT ALWAYS EQUAL CAUSATION.

I THINK THE FACT THAT THERE'S A CORRELATION BETWEEN WE PASSED A MASK REQUIREMENT AND, YOU KNOW, IT PEAKED AND THEN WENT DOWN.

THAT SAME THING HAPPENED AT OTHER DISTRICTS WHERE IT DIDN'T GO DOWN.

AND SO I PERSONALLY BELIEVE BASED ON WHAT I CAN SEE IN MY OWN CRITICAL THINKING SKILLS THAT THE MASKS HAVE NOT MASK MANDATES, LET ME BE VERY SPECIFIC BECAUSE THERE ARE A LOT OF PEOPLE PARTICIPATING AND WEARING MASKS ON THEIR OWN VOLITION, AND THAT'S FINE.

AND I THINK EVERY STUDENT AND TEACHER AND MEMBER OF OUR COMMUNITY SHOULD HAVE THE OPTION AND ABILITY TO WEAR A MASK IF THAT'S WHAT THEY WANT TO DO.

BUT I DON'T THINK THAT A MASK MANDATE AND PISD HAS MADE ANY OR CAN BE ATTRIBUTED TO THE CAUSE OF COVID 19 DELTA VARIANT GOING DOWN BECAUSE IT'S THE SAME PLACE ALL OVER AND IT FOLLOWS THE STATE TREND, NOT JUST THE LOCAL TREND.

AND SO WHEN I SEE THAT I JUST I DON'T SEE THE CAUSATION FROM THE MASKS BECAUSE THERE'S PLACES THAT DON'T HAVE THE MASKS.

AND SO WHEN YOU TAKE THAT VARIABLE OUT OF IT, IF THE STATISTICS ARE PRETTY DARN CLOSE, THEN THAT'S JUST CODY WEAVER IS CRITICAL THINKING ON THE MATTER.

OK, OTHER COMMENTS? AND, YOU KNOW, I RESPECT THE MEDICAL COMMUNITY FOR WHAT THEY DO.

I MEAN, EVERY DAY THEY'RE FACING THIS.

BUT, YOU KNOW, WE'RE NOT WEARING THE RIGHT MASKS.

WE ARE NOT WEARING THEM PROPERLY.

AND THOSE EXPERTS ARE NOT THE ONES WHO ARE WORKING OUT WALKING OUR SCHOOL GROUNDS.

I CHALLENGE EVERYONE, GO TO SCHOOLS AND OBSERVE HOW STUDENT WEAR THEIR MASKS, AND THE MOST HILARIOUS STORY I HEARD IS, TAKE OFF YOUR MASK TO SNEEZE INTO YOUR ELBOW.

SO THINK ABOUT THAT, I THINK THE MEDICAL COMMUNITY WOULD BE APPALLED BY THAT.

OK, SO ANY OTHER? SO WE HAVE TWO ORDERS OF BUSINESS.

FIRST OFF, WE HAVE TO VOTE ON THE AMENDMENT TO AMEND THE ORIGINAL MOTION FROM THE DATE OF NOVEMBER 5TH TO OCTOBER 8TH.

CORRECT.

OK, SO LET'S VOTE ON THAT, SO WE HAVE AN AMENDMENT ON THE TABLE, DID SOMEBODY SECOND THAT OK? NANCY SECONDED THE AMENDMENT WAS BY JERI TO HER OWN MOTION.

THE IT WAS SECONDED BY NANCY TO AMEND THE ORIGINAL MOTION FOR THE END DATE FROM NOVEMBER 5TH TO OCTOBER 8TH.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

ONE, TWO, THREE FOUR.

OK, SO ALL OPPOSED.

OK, SO THE MOTION PASSES, THE AMENDMENT PASSES TO CHANGE THE DATE FROM NOVEMBER 5TH TO OCTOBER 8TH, FOUR TO THREE.

NOW WE HAVE AN AMENDED MOTION AND JERI, IF I COULD ASK YOU TO READ THE MOTION AGAIN, PLEASE.

YES, SIR.

I MOVE THE BOARD TRUSTEES APPROVED TO EXTEND THE TEMPORARY MASK REQUIREMENT FOR STUDENTS, STAFF AND VISITORS, INDOOR AND DISTRICT FACILITIES AND ON DISTRICT PROVIDED TRANSPORTATION SUBJECT TO MEDICAL EXEMPTIONS, RELIGIOUS OR PHILOSOPHICAL EXCEPTIONS OR ADMINISTRATIVE EXCEPTION UNTIL OCTOBER EIGHT OR UNTIL THERE'S FURTHER GUIDANCE ON GA-38 AS A RESULT OF ONGOING STATE AND FEDERAL LITIGATION OR LEGISLATIVE ACTION.

OK, WE HAD THAT MOTION MADE ORIGINALLY THAT WAS SECONDED BY DR.

OH, BY NANCY AGAIN, I'M SORRY.

ALL RIGHT.

SO WE NEED TO VOTE SO ALL IN FAVOR OF THAT MOTION, PLEASE RAISE YOUR HAND.

ALL OPPOSED.

THE MOTION FAILS.

GIVEN THAT THERE IS NO ACTION ON THAT ITEM, THE MASK REQUIREMENT WILL TERMINATE ON ITS OWN ON THE 24TH.

[6. REPORTS ]

ITEM 6.1 ACADEMIC SERVICES UPDATE.

WE'LL NOW HEAR AN ACADEMIC SERVICES UPDATE FROM DR.

KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES.

DR. HASLEY, THANK YOU, PRESIDENT STOLLE, BOARD MEMBERS.

AS YOU'LL RECALL, LAST BOARD MEETING, YOU HEARD SOME UPDATES FROM SEVERAL OTHER

[01:05:02]

SO TONIGHT I'M EXCITED TO BRING YOU AN UPDATE FROM ACADEMIC SERVICES.

SO OUR WORK IS ALWAYS ALIGNED TO OUR STRATEGIC PLAN, AND AS YOU KNOW, PILLAR ONE IS ALL ABOUT LEARNING AND TEACHING.

AND THE MAJOR OBJECTIVES IN PILLAR ONE ARE TO REALLY EMPOWER OUR TEACHERS TO DESIGN LEARNING THAT MEETS THE NEEDS OF STUDENTS AND ALSO EQUIP THEM TO ASSESS SO THAT THEY CAN USE THAT INFORMATION TO INFORM THEIR INSTRUCTIONAL DECISIONS, AND SO SINCE LEARNING IS THE CORE BUSINESS OF OUR DISTRICT, IT CERTAINLY IS THE CORE BUSINESS OF OUR DEPARTMENT.

AS YOU KNOW, IN THE ACADEMIC SERVICES DEPARTMENT, WE REALLY HAVE FIVE MAJOR AREAS THAT INCLUDES ELEMENTARY AND SECONDARY ACADEMIC SERVICES, MULTILINGUAL SERVICES, SPECIAL EDUCATION AND ADVANCED ACADEMIC CCMR. AND SOME OF OUR WORK IS DONE COLLABORATIVELY IS NOT ONLY WITHIN OUR FIVE AREAS, BUT ALSO WITH OTHER DEPARTMENTS ACROSS THE DISTRICT.

SO SOME EXAMPLES OF THAT COLLABORATIVE WORK, ESPECIALLY THIS YEAR, ARE SUPPORTING THE IMPLEMENTATION OF MULTI-TIERED SYSTEMS OF SUPPORT.

FURTHERING OUR RESPONSE TO INTERVENTION IN THE ACADEMIC USE OF DATA POINTS AND A CONTINUED WORK ON ASSESSMENTS AND DATA ANALYSIS, AS YOU KNOW, OUR GRADING GUIDELINES NOW ARE IN A CONSISTENT PLACE AND THEN WE HAVE BEEN LEADING IN THE IMPLEMENTATION OF HOUSE BILL 4545, WHICH I WILL SHARE A LITTLE MORE WITH YOU LATER IN THE PRESENTATION.

CONTINUING ON THE COLLABORATIVE WORK, IS THE WORK CONTINUING TO IMPLEMENT THE HIGH RELIABILITY SCHOOLS FRAMEWORK AND I KNOW ALL OF YOU HAVE SEEN THESE TWO RESOURCES, WHICH ARE MAJOR RESOURCES IN OUR DISTRICT.

WE USE THE COLLABORATIVE TEAM FRAMEWORK SUPPORTS LEVEL ONE, A SAFE, SUPPORTIVE AND COLLABORATIVE CULTURE, AND THE INSTRUCTIONAL MODEL SUPPORTS LEVEL TWO, WHICH IS EFFECTIVE TEACHING IN EVERY CLASSROOM.

I WON'T TAKE TIME TO LINK IN HERE, BUT WE'VE MADE BOTH OF THESE RESOURCES INTERACTIVE NOW SO THAT TEACHER TEAMS, AS THEY'RE WORKING IN THEIR TEAM, GOING THROUGH THE PLANNING PROCESSES, THEY CAN CLICK IN ON ANY OF THOSE BOXES TO GET MORE PROTOCOLS AND INFORMATION ON HOW TO HAVE THOSE DISCUSSIONS.

ALSO, THE INSTRUCTIONAL MODEL HAS CLICK ENDS ON EVERY ONE OF THE ELEMENTS, GIVING MORE INFORMATION ON HOW TO IMPLEMENT THOSE IN THE CLASSROOM.

DR. HASLEY.

YES.

FOR THE INSTRUCTIONAL MODEL, I THINK IS THIS THE SECOND YEAR THAT WE HAVE AT STANDARDIZED OR THE THIRD YEAR? I REMEMBER THERE WERE SOME LANGUAGE THAT WE STANDARDIZED.

YES, THIS IS THE SECOND YEAR, I BELIEVE THAT WE'VE HAD THIS...

AND POSITIVE FEEDBACK SO FAR.

YES, ESPECIALLY TO NOW THE CLICK ENDS, EVERY ONE OF THE ELEMENTS, THE 41 ELEMENTS, YOU CLICK INTO IT AND IT HAS A COUPLE OF PAGES WITH RESOURCES.

IT EXPLAINS EXACTLY WHY IT'S EFFECTIVE, THE RESEARCH BEHIND IT.

IT ALSO SHOWS YOU TEACHER AND STUDENTS ACTIONS THAT YOU WOULD SEE IN THE CLASSROOM IF IT'S IMPLEMENTED APPROPRIATELY SO.

SO NOW I'D LIKE TO TAKE JUST A FEW MINUTES TO HIGHLIGHT SOME OF THE WORK IN EACH OF THE FIVE AREAS IN THE ACADEMIC SERVICES DEPARTMENT.

AND STARTING WITH OUR ELEMENTARY ACADEMIC SERVICES LED BY EXECUTIVE DIRECTOR LAURIE TAYLOR.

AND AGAIN, WE COULD LIST SLIDE AFTER SLIDE OF THE WORK.

BUT WE'RE JUST SHOWING YOU SOME HIGHLIGHTS HERE.

ALL OF THE TEAMS DO A GREAT JOB OF SUPPORTING TEACHERS THROUGH PROFESSIONAL LEARNING AND WORKING DIRECTLY WITH TEAMS OF TEACHERS.

AS I'VE SAID BEFORE, I CONTINUED WORK ON ASSESSMENTS AND DATA ANALYSIS.

WE ARE IN YEAR TWO OF OUR READING ACADEMY IMPLEMENTATION.

IF YOU'LL RECALL, THAT'S A THREE YEAR IMPLEMENTATION REQUIRED BY THE STATE FOR ALL K THROUGH THREE TEACHERS AND THEIR PRINCIPALS TO BE TRAINED IN THE SCIENCE OF TEACHING READING.

SO WE'VE HAD THE CAMPUSES DIVIDED UP INTO THIRDS, SO WE'RE ON THE SECOND THIRD THIS YEAR OF IMPLEMENTING THAT, THAT LEARNING.

ALSO, THE TEAMS HAVE WORKED HARD TO CONTINUE TO UPDATE OUR CURRICULUM.

ALL THROUGH LAST YEAR, AS UNUSUAL AS IT WAS, THE TEAMS TRIED TO COLLECT FEEDBACK AND DATA ALONG THE WAY AND HAVE TAKEN TIME OVER THE SUMMER TO REVISE SOME OF THE CURRICULUM SO THAT WE'VE IDENTIFIED AREAS THAT MIGHT NEED TO BE SUPPORTED AGAIN BECAUSE OF SOME OF THE UNFINISHED LEARNING.

SO WE'VE BEEN ABLE TO SPIRAL IN SOME OF THOSE STANDARDS IN ANTICIPATION OF THAT.

AND THEN AGAIN, THE COACHING AND MODELING OF TEACHERS IN CLASSROOMS AND EVERY TEAM IS BEING RESPONSIVE TO CAMPUS IMPROVEMENT PLAN STRATEGIES, ESPECIALLY FOCUSING ON OUR LEVEL TWO CAMPUSES.

CAN I ASK YOU A QUESTION BEFORE YOU GO TO THE NEXT SLIDE? SURE.

ANALYZING DATA WHICH ONE DO YOU WHICH DATA POINTS ARE YOU DOING? WELL, WE HAVE LOTS OF DATA POINTS, FOR ELEMENTARY LEVEL, WE HAVE OUR READING RECORDS.

WE HAVE MAP DATA FOR THIRD THROUGH SIXTH GRADE ACTUALLY STARTS IN KINDERGARTEN FIRST AND SECOND ALSO, WE HAVE CHECKPOINTS THROUGHOUT THE YEAR ABOUT ABOUT SIX OF THEM, WHERE WE HAVE DIFFERENT DATA SETS THAT TEAMS OF TEACHERS WILL LOOK AT TO MONITOR.

[01:10:01]

AND THEN WHEN UNDER COACHING AND MODELING, YOU HAVE DISTRICT SUPPORT TEAM.

CAN YOU DESCRIBE WHAT A DISTRICT SUPPORT TEAM IS FOR THE ELEMENTARY LEVEL.

WE HAVE AS A DISTRICT LEVEL OUR CAMPUSES IN PRIORITY OF NEED, ACCORDING TO DATA.

AND SO A DISTRICT SUPPORT TEAM IS MADE UP OF THE SLI EXECUTIVE DIRECTOR, OUR ACADEMIC SERVICES EXECUTIVE DIRECTOR, THE MULTILINGUAL SPECIAL EDUCATION.

WHATEVER SPECIAL POPULATIONS ARE NEEDED WITH EXTRA SUPPORT ON THE CAMPUS, AND THEY MEET WITH THE PRINCIPAL TO HELP DESIGN THEIR IMPROVEMENT PLAN STRATEGIES AND SEE HOW WE CAN BE HANDS ON THE GROUND AND PROVIDE PROFESSIONAL LEARNING AND SUPPORT TO IMPLEMENT THEIR STRATEGIES.

THANK YOU.

COULD YOU ELABORATE A LITTLE BIT JUST SORT OF ON SOME OF THE DATA ANALYZES THAT ARE DONE AND THEN HOW THAT IS COMMUNICATED TO THE CAMPUSES AND HOW THE BOOTS ON THE GROUND, IF YOU WILL, RATE THE TEACHERS AND THE PRINCIPALS ON THE CAMPUS ARE ARE SUPPORTED TO UTILIZE THAT DATA AND THAT DATA ANALYSIS AND THEIR INTERVENTION IN THEIR PLANNING? SURE, IT IS TRULY ACROSS DEPARTMENT, COLLABORATIVE EFFORT, YOU KNOW, DASH'S DEPARTMENT R.P.

WE CALL IT ASSESSMENT RESEARCH PROGRAM EVALUATION DOES A GREAT JOB OF HELPING TRAIN CAMPUSES.

IN FACT, THEY PUT OUT A NOTE TODAY THAT WE HAVE ADDITIONAL OPTIONS FOR CAMPUS LEADERS TO COME TO A COMPUTER LAB TO GET TRAINED ON A NEW MAP DASHBOARD THAT WE HAVE [INAUDIBLE] AVAILABLE.

SO WE HAVE LOTS AND LOTS OF DATA AVAILABLE, AND HIS TEAM DOES A GREAT JOB OF TRAINING TEAMS OF TEACHERS, WHOLE CAMPUSES OR ADMINISTRATORS.

OUR TEAMS FROM MY DEPARTMENT WILL UTILIZE THAT INFORMATION AND DATA ANALYSIS AS THEY MEET WITH, WHETHER IT'S INDIVIDUAL TEAMS OF TEACHERS WHO NEED TO LOOK AT MAYBE THEIR OWN FORMATIVE ASSESSMENT THROUGH A UNIT OR EVEN FORMAL, MORE FORMAL BEGINNING OF YEAR ASSESSMENT DATA TO HELP MAYBE DESIGN INTERVENTIONS OR TEAR THEIR STUDENTS FOR THOSE NEEDS.

SO IT'S VERY MUCH A PARTNERSHIP BETWEEN OUR DATA, FOLKS HERE AT THE CENTRAL OFFICE AND THE TEACHERS ON THE CAMPUSES WITHOUT PUTTING, YOU KNOW, THE EXTRA BURDEN OF SIGNIFICANT DATA ANALYSIS ON THE TEACHERS, BUT EMPOWERING THEM TO USE THAT DATA EFFECTIVE, RIGHT? THAT'S EXACTLY RIGHT.

SO MUCH LIKE ELEMENTARY, OUR SECONDARY ACADEMIC SERVICES PROVIDES SUPPORT DIRECTLY RELATED TO SIX TO TWELFTH GRADE TEACHERS AND TEAMS. AGAIN, WE'RE WORKING ON REVISING OUR ESSENTIAL STANDARDS.

THIS TEAM HAS ALSO DONE A LOT OF RESEARCH, GATHERED FEEDBACK ALL THE WAY THROUGH LAST YEAR AND ANALYZED DATA TO IDENTIFY AREAS THAT MIGHT NEED TO BE SUPPORTED FOR POSSIBLE AND FINISHED LEARNING.

THEY HAVE REVISED THE PACING GUIDES TO ALLOW MORE TIME FOR RESPONSIVE TEACHING THROUGHOUT THE YEAR IN CORE CONTENT AREAS.

WE'RE FOCUSING ON ACADEMIC LANGUAGE AND SUPPORTING LITERACY, ESPECIALLY READING AND WRITING IN SIX TO TWELFTH GRADE.

THAT'S SOME NEW WORK THIS YEAR.

AGAIN, BEING RESPONSIVE TO CAMPUSES AND PARTICIPATING IN THAT DISTRICT SUPPORT TEAM WORK IS PART OF THE SECONDARY WORK AND CONTINUING WORK ON OUR ASSESSMENTS.

WE HAVE DISTRICT ASSESSMENTS NOW WHICH ARE IN ALL CORE CONTENT AREAS IN MIDDLE SCHOOL AND SEVERAL OF OUR HIGH SCHOOL EOC COURSES THAT HAVE CHECKPOINTS THROUGHOUT THE YEAR TO LOOK AT STUDENT PROGRESS.

I HAVE A QUESTION MISS [INAUDIBLE] WITH THE SECONDARY LITERACY PLAYBOOK FOR SIX 12 TO READING AND WRITING INSTRUCTION.

ARE WE DO SOMETHING DIFFERENTLY THIS YEAR THAN WE DID LAST YEAR SO THAT WE CAN CLOSE THE GAP LEARNING GAP OR WHETHER THAT IS A FOCUS THAT WE'VE HAD OVER THE LAST TWO YEARS? AND WITH LAST YEAR BEING SO DIFFERENT, WE WEREN'T ABLE TO REALLY FULLY IMPLEMENT SOME OF OUR STRATEGIES.

AND SO WE HAVE DONE AN OVERHAUL, ESPECIALLY OF MIDDLE SCHOOL READING AND WRITING AND LOOKING FORWARD TO SEEING SOME RESULTS AFTER WE'VE BEEN ABLE TO TRY AND WORK WITH TEACHERS MORE CLOSELY ON THAT.

OK, GOOD.

THANK YOU.

SO MOVING AROUND OUR SECONDARY ACADEMIC SERVICES IS LED BY EXECUTIVE DIRECTOR ASHLEY HELMS FORGOT TO MENTION THAT.

SO OUR MULTILINGUAL ACADEMIC SERVICES DEPARTMENT, LED BY EXECUTIVE DIRECTOR TALAY GOMEZ, ALSO WORKS CLOSELY WITH BOTH ELEMENTARY AND SECONDARY.

BUT THEY ALSO WORK TO SUPPORT, OF COURSE, OUR ENGLISH LEARNER POPULATION WITH SPECIAL PROGRAMS AND AND CURRICULUM AND RESOURCES.

SOME OF THE WAYS I SUPPORT TEACHERS WE HAVE ARE DUAL LANGUAGE BOOT CAMP, WHICH IS, AS YOU KNOW, WE'RE ENROLLING.

WE ARE ROLLING UP OUR DUAL LANGUAGE PROGRAM.

SO THIS YEAR WE'RE IMPLEMENTING PRE-K THROUGH SECOND GRADE.

NEXT YEAR WILL BE THIRD AS WE'RE MOVING UP.

SO THEY'RE WORKING TO CONTINUE TO REVISE THAT CURRICULUM, BUILD IT OUT, TRAIN TEACHERS AS WE MOVE UP.

THEY ALSO SUPPORT OUR ESL, WHICH IS ENGLISH, AS A SECOND LANGUAGE TEACHERS AND TRAINING.

WE HAVE EMPHASIS ON SPANISH DYSLEXIA THIS YEAR, SUPPORTING THOSE TEACHERS

[01:15:03]

SOME OTHER THINGS THAT THEY'VE DONE, OF COURSE, IS RESPONDING TO CAMPUS IMPROVEMENT PLAN STRATEGIES.

WE HAVE ROLLED OUT A MORE DEFINED NEWCOMER COURSE DEVELOPMENT COURSE SEQUENCE THIS YEAR.

OUR SECONDARY SCHOOLS ARE FOLLOWING.

CAN I ASK A QUICK QUESTION? ON I THINK IT WAS JACKSON ELEMENTARY WE WERE LOOKING AT A DUAL LANGUAGE ONE WAY PROGRAM.

IS THAT SOMETHING WE ALREADY HAVE OR SOMETHING THAT WE'RE WORKING ON.

RIGHT NOW ARE DUAL LANGUAGE IS ONE WAY WE ARE LOOKING TO DEVELOP A TWO WAY DUAL LANGUAGE PROGRAM SOON.

AND SO YOU'LL BE HEARING SOON ABOUT SOME TASK FORCE AND BEGINNING TO MEET ABOUT LEARNING MORE INFORMATION FROM THE COMMUNITY ABOUT INTEREST.

AND THEN LET ME ALSO ASK ABOUT THE SPANISH DYSLEXIA TRAINING.

YOU KNOW, WE HAVE A LARGE POPULATION THAT IS SPANISH SPEAKING AND LEARNING ENGLISH.

AND SO HOW PREVALENT? MAYBE THAT'S NOT THE RIGHT WORD.

OBVIOUSLY, DYSLEXIA IS A HUGE, HUGE ISSUE AND HELPING THOSE STUDENTS AND MAKING SURE THAT THEY GET THE NEEDS THAT THEY HAVE ARE THEIR UNIQUE DIFFICULTIES OF THE SPANISH DYSLEXIA OR FINDING.

TEACHERS THAT ARE TRAINED BOTH TO TEACH ENGLISH AS A SECOND LANGUAGE AND ARE QUALIFIED TO TEACH WITH THE DYSLEXIA IS AT THE POINT OF US HAVING THAT TRAINING AND TRYING TO GROW THAT UNIQUE TALENT? WELL, IT IT IS SOMETHING WE'VE HAD IN PLACE FOR A WHILE.

WE'RE HAVING A RENEWED EMPHASIS ON TRAINING THOSE TEACHERS, SO THEY MAYBE ARE MORE EQUIPPED WITH DYSLEXIA INTERVENTION.

AND IT DOES TAKE SOMEONE WHO IS FLUENT IN SPANISH AND ENGLISH.

AND WE ALSO HAVE IDENTIFIED A SPECIFIC PROGRAM TO USE FOR THE SPANISH DYSLEXIA, WHICH IS A LITTLE DIFFERENT FROM THE ENGLISH DYSLEXIA SERVICES WE PROVIDE.

INTERESTING, THANK YOU.

AND THEN WE HAVE OUR SPECIAL EDUCATION SERVICES, LED BY JANA CROWE, EXECUTIVE DIRECTOR THERE.

AGAIN, SUPPORTING TEACHERS, WE HAVE SOME NEW CURRICULUM THIS YEAR FOR OUR RESOURCE CLASSES, SO THEY'VE BEEN TRAINING TEACHERS ON THAT.

I'VE HEARD SOME POSITIVE FEEDBACK ON THAT NEW RESOURCE.

IMPLEMENTING WORKSHOP WORKSHOP MODEL IN RESOURCE CLASSES, THAT IS SOME ADDITIONAL TRAINING FOR TEACHERS.

AND THEY'RE ALWAYS SUPPORTING WITH OUR CPI, WHICH IS THAT CRISIS PREVENTION INSTITUTE TRAINING, LEARNING HOW TO DE-ESCALATE DIFFICULT SITUATIONS.

EVERY YEAR THEY WORK WITH TRANSPORTATION ON THAT TO TRAIN BUS DRIVERS AND BUS AIDES, AS WELL AS NEW STAFF MEMBERS.

IN THE CURRICULUM WORK, AGAIN CONTINUING TO ALIGN DISTRICT RESOURCES AND THE WORK OF THE CONTINUUM OF SERVICES CONTINUING TO FURTHER DEFINE THAT.

AGAIN, THIS TEAM IS VERY RESPONSIVE TO CAMPUS PLANS AND DISTRICT SUPPORT TEAM SUPPORT IS ALSO INCLUDED HERE.

I HAVE A QUESTION THIS SLIDE WITH THE NEW CURRICULUM TRAINING.

HOW IS IT, HOW DOES THIS STRUCTURED FOR THE NEW CURRICULUM TRAINING? LIKE HOW ARE WE CLOSING THE GAP WITH A READING COMPREHENSION FOR OUR STUDENTS IN THE NEW TRAINING? WELL, SOME OF THE NEW CURRICULUM IS SPECIFICALLY FOR RESOURCE COURSES.

WE HAVE A NEW CURRICULUM, NEW CURRICULUM, RESOURCES FOR READING AND FOR MATH.

AND A LOT OF THAT TRAINING WAS DONE AT THE BEGINNING OF SCHOOL BEFORE IT STARTED, SO TEACHERS WOULD HAVE A HEAD START ON USING THOSE THOSE NEW RESOURCES.

AND DO YOU KNOW THE GOOD THING THAT WE HAD WITH THE CRISIS PREVENTION INSTITUTE IS THAT IT ALIGNS WITH OUR SEL AND I THINK THAT WORKING ON THAT, IMPROVING THAT IS A REALLY GOOD THING.

HMM.

RIGHT.

THANK YOU.

AND THEN OUR FIFTH DEPARTMENT, OF COURSE, IS LED BY DR.

RHONDA DAVIS, OUR COLLEGE CAREER, MILITARY READINESS AND ADVANCED ACADEMIC TEAM.

SO I WANT TO SHARE WITH YOU A LITTLE BIT ABOUT FROM THE CCMR STANDPOINT AND I HAVE LOTS OF LETTERS HERE, SO I TRIED TO SPELL THINGS OUT FOR YOU AS WELL.

ONE OF THE THINGS WE'RE DOING DIFFERENTLY THIS YEAR IS TAKING THE CCMR DATA, WHICH INCLUDES ALL THESE THINGS LISTED HERE AND MORE, AND TAKING SMALL TEAMS, THE THE CCMR TEAM GOING OUT TO THE HIGH SCHOOL AND SENIOR HIGH CAMPUSES AND ACTUALLY MEETING WITH THE ADMINISTRATION AND PROVIDING THEIR CAMPUS SPECIFIC DATA IN SMALL GROUP MEETINGS SO THAT THEY HAVE A CLEARER UNDERSTANDING AND HELPING THEM DEVELOP STRATEGIES AND PLANS TO MAKE IMPROVEMENTS THERE.

THE TEAM HAS BEEN REALLY RESPONSIVE.

THEY'VE ALSO OFFERED TO COME BACK IF THE PRINCIPAL WANTS HIM TO WORK WITH LARGER TEAMS, MAYBE ALL THEIR COUNSELING SERVICES.

THIS HAS BEEN REALLY WELL RECEIVED.

I THINK WE'RE ABOUT HALFWAY THROUGH MEETING WITH SENIOR HIGH AND HIGH SCHOOL CAMPUSES.

AND I REALLY CREDIT DR.

DAVIS AND STACY SINGLETON, OUR CCMR ADVISOR, AND KAREN BEEKMAN, OUR CTE COORDINATING DIRECTOR.

WE'VE ALSO WORKED IN COLLABORATION, OF COURSE, WITH COUNSELING AND GUIDANCE AND COUNSELING, AS WELL AS R.P.

[01:20:03]

SO I WANT TO TAKE TIME TO POINT IN.

BUT THERE'S A COUPLE OF RESOURCES NEW AND IMPROVED OUR COLLEGE AND CAREER READINESS WEBSITE.

I THINK YOU'VE SEEN THAT RECENTLY.

IT CONTINUES TO BE IMPROVED UPON.

AND THEN WE HAVE A CTE WEBSITE, WHICH INCLUDES THERE ARE PROGRAMS OF STUDY.

OK.

HASLEY, WE ARE GOING TO BE EMBARKING THIS WEEKEND IN THE TEXAS ASSOCIATION OF SCHOOL BOARDS CONVENTION.

THEY'RE GOING TO BE LOTS OF COURSES THAT ARE GOING TO BE OFFERED TO US TO BE ABLE TO LEARN MORE.

THIS IS AN AREA I HAVE A PARTICULAR INTEREST IN, ESPECIALLY AS OUR DISTRICT IS LOOKING TO EXPAND AND GROW IN THIS AREA.

IS THERE A TOPIC OR IS THERE SOMETHING THAT WE'RE LOOKING AT AS A DISTRICT, FUTURISTIC WISE THAT MAYBE IF IT'S SOMETHING OFFERED TO US THIS WEEKEND, WE COULD TAKE ADVANTAGE OF IT AND LEARN MORE ABOUT IT AND WHAT WE HAVE THE OPPORTUNITY.

THAT'S A GREAT QUESTION.

I'D LIKE TO CONSULT WITH KAREN, OUR CTE DIRECTOR, AND SEE IF SHE WOULD HAVE SOME INFORMATION FOR YOU.

AND I'LL GET RIGHT BACK TO BECAUSE I KNOW THAT'S COMING UP VERY QUICKLY.

YOU HAVE UNTIL FRIDAY MORNING.

YEAH.

TEXT ALL ASKING A LITTLE BIT OF YOUR TEAM.

BUT IF WE COULD, IF YOU LOOK AT THE COURSE OFFERINGS, IF THERE'S A SPECIFIC CLASS, I MEAN, THAT MIGHT BE EASIER TO SAY.

LOOK FOR X.

IF IT'S IT'S A BUNCH OF LETTERS, WE MIGHT HAVE A HARD TIME FINDING THAT AGAIN, SO WE'LL BE GLAD.

THAT WOULD BE REALLY.

I THINK THAT WOULD BE SOMETHING GREAT FOR US TO BE ABLE TO TAKE ADVANTAGE OF.

DO YOU NEED A LINK DR.

HASLEY? I'LL GIVE YOU A LINK TO THE THE PROGRAM.

OK.

AND I'M SORRY, CAN WE GO BACK ONE SLIDE BECAUSE I HAVEN'T FINISHED ASKING ABOUT SPECIAL EDUCATION SERVICES? OK.

I'M SORRY.

I WAS SLOW IN ASKING, BUT WITH THE ONE THAT ANALYZING DATA CONTINUUM OF SERVICE THROUGH TWELFTH GRADE, WHAT SPECIFIC DATA ARE WE COLLECTING? SO WE'VE BEEN WORKING OVER THE LAST FEW YEARS TO REALLY LOOK CLOSELY AT OUR GRADUATION RATES FOR SPECIAL EDUCATION, AS WELL AS PROGRESS ON STAAR STAAR ALT AND THE OTHER [INAUDIBLE] TESTING AND THINGS THAT WE HAVE AND REALLY TRYING TO TRACK DOWN.

DO WE HAVE GAPS? DO WE HAVE NEEDS? THAT'S ONE REASON WE HAVE SOME NEW CURRICULUM IS WAS IDENTIFIED THROUGH SOME OF THE DATA WE HAD THAT WE HAD SOME GAPS IN IN RESOURCES FOR CERTAIN AREAS.

SO WE'RE JUST CONTINUING THAT WORK OF LOOKING CLOSELY AT OUR SERVICES AT OUR CORE SELECTION.

YOU MAY RECALL THAT LAST YEAR, WHEN WE HAD NEW COURSES BROUGHT FORWARD, WE BROUGHT FORWARD SEVERAL SPECIAL EDUCATION COURSES.

WE DID THAT SO THAT WE COULD REPLACE THE ONES WE WERE USING FOR LOCAL CREDIT ONLY WITH STATE CREDIT COURSES, WHICH HELPS OUR GRADUATION RATE.

SO WE'RE JUST CONTINUING TO WORK ON THINGS LIKE THAT TO HELP MAKE SURE OUR STUDENTS ARE SUCCESSFUL.

OK, THANK YOU.

SO ON THIS SLIDE, DR.

HASLEY, YOU TALKED A LOT ABOUT WORKING WITH THE TEACHERS AND WORKING WITH THE COUNSELING STAFF ON ON THESE TOPICS SPECIFICALLY.

HOW IS THAT TRANSLATING TO THE STUDENTS GAINING MORE KNOWLEDGE OF THESE PROGRAMS, RIGHT? BECAUSE THAT'S THAT'S THE END RESULT, RIGHT THE END GOAL IS ENSURING THAT WE HAVE STUDENTS THAT ARE KNOWLEDGEABLE ABOUT AND TAKING ADVANTAGE OF THESE PROGRAMS. AND SO COULD YOU SORT OF ELABORATE ON, YOU KNOW, HOW THAT'S FILTERING FROM THE STAFF TO THE STUDENTS OR FROM THE DISTRICT TO THE STUDENTS? WELL, FOR EXAMPLE, OUR CTE, OUR CAREER AND TECHNICAL EDUCATION COURSES.

YOU MAY RECALL HEARING FROM THE CTE ADVISORY BOARD ADVISORY COMMITTEE LAST YEAR.

ONE OF THE GOALS WAS TO REALLY FOCUS ON MARKETING CTE COURSES TO MIDDLE SCHOOL STUDENTS AS THEY MOVE ON UP IN YEARS.

AND SO WE ARE CONSTANTLY TRYING TO FIND WAYS TO MARKET BETTER.

WE'RE EXCITED ABOUT THE CLOSE RELATIONSHIP WE HAVE WITH COUNSELING GUIDANCE AND COUNSELING DEPARTMENT NOW AND THE ABILITY TO REALLY USE THROUGH COUNSELORS ALSO TO HELP EDUCATE KIDS ON SOME OF THOSE OPTIONS THAT THEY HAVE.

BECAUSE THE GUIDANCE AND COUNSELING PLAYS SUCH AN IMPORTANT ROLE IN THE COURSE OF STUDENTS SIGN UP FOR AND DEVELOPING THEIR GRADUATION PATHWAYS.

SO AGAIN, ALL OF THIS ALSO IS ABLE WE'RE ABLE TO CATCH KIDS AT YOUNGER AGES TO GIVE THEM INFORMATION ABOUT WHAT THE POSSIBILITIES ARE.

WE WANT TO PROVIDE OPPORTUNITIES SO THEY CAN REALLY BE BOTH COLLEGE AND CAREER READY.

AND THAT'S THE GOAL HERE.

THANK YOU.

MM-HMM.

I GOT A QUESTION HERE WITH DUAL CREDIT DATA IS THAT DATA THAT WE COLLECT OF HOW MANY STUDENTS TAKE THE COURSE AND THEN HOW SUCCESSFUL ARE STUDENTS WHO PASS THE COURSES? YEAH, WE WOULD LOOK AT DATA ON DUAL CREDIT ENROLLMENT, HOW MANY STUDENTS ENROLL, WHAT COURSES THEY'RE ENROLLING IN, HOW MANY ARE CONTINUING TO TAKE MORE DUAL CREDIT, AS WELL AS HOW THEY PERFORM IN THE DUAL CREDIT CLASSES.

AND THEN FOR THE ONES WHO ARE UNSUCCESSFUL, DO WE FIND OUT WHY THEY'RE UNSUCCESSFUL TO TO SEE HOW WE CAN IMPROVE IN THAT AREA? WELL, ANYTIME WE LOOK AT DATA AND WE FIND TRENDS OF DOWNWARD TRENDS OR WHATEVER,

[01:25:02]

IT'S IF IT'S A CAMPUS SPECIFIC CONCERN, WOULD WORK WITH THEM TO DIG DEEPER INTO THE DATA, SEE IF WE CAN FIGURE OUT WHAT IS WHAT IT IS THAT MIGHT BE CAUSING A TREND.

OK, THANK YOU.

OK, SO YOU CAN PROBABLY SEE A COMMON CONNECTION THROUGH ALL OF THOSE DEPARTMENTAL UPDATES REGARDING PROVIDING INSTRUCTIONAL SUPPORT, USING OUR INSTRUCTIONAL MODEL WITH PROVIDING TIER ONE SUPPORT, WORKING WITH COLLABORATIVE TEAMS, USING DATA TO MONITOR STUDENT PROGRESS.

IT'S BEEN A COMMON THEME AND SUPPORTING OUR LEVEL CAMPUSES, SO I WANT TO TAKE JUST A FEW MINUTES TO THINK ABOUT OUR COMPREHENSIVE PROCESS.

AND YOU'VE HEARD ABOUT THIS PROCESS BEFORE FROM DASH.

IT IS REALLY THE PROCESS CAMPUSES GO THROUGH WHEN THEY DEVELOP THE CAMPUS IMPROVEMENT PLANS.

DEVELOPING AN IMPROVEMENT PLAN ALWAYS STARTS WITH ANALYZING DATA, TALKED A LOT ABOUT THAT TONIGHT AND THEN DEVELOPING AND IDENTIFYING NEEDS, AND THIS IS THE PROCESS THAT CAMPUSES USE, BUT IT'S ALSO THE PROCESS WE USE AS A DISTRICT TEAM TO TO LOOK AT DATA, ANALYZE ACROSS THE DISTRICT, IDENTIFY NEEDS THAT WE HAVE.

AND YOU KNOW, THE FLOW OF THIS, YOU CREATE GOALS AND THEN GO INTO LOOKING AT THE STRUCTURES THAT YOU HAVE IN PLACE, WHICH SUPPORT STAFF AND STUDENTS, AND THEN YOU GET INTO DEVELOPING SPECIFIC STRATEGIES TO MEET THOSE NEEDS THAT HAVE BEEN IDENTIFIED.

SO THIS HAS BEEN SHARED WITH PRINCIPALS SEVERAL TIMES, AND THE THE NEW ADDED PIECE HERE IS SHOWING THEM HOW THE DIFFERENT FUNDING SOURCES THAT CAN BE USED TO SUPPORT THE STRATEGIES THAT THEY MAY HAVE ON THEIR CAMPUS IMPROVEMENT PLANS.

BUT YOU'LL HEAR MORE ABOUT THIS IN AN UPCOMING MEETING SOON WITH DASH AS HE PRESENTS THE DISTRICT AND CAMPUS IMPROVEMENT PLANS.

BUT I WANTED TO JUST SHOW YOU THAT BRIEFLY, AND THIS IS ANOTHER WAY TO THINK ABOUT DATA INFORMED LEADERSHIP, WHICH IS REALLY WHAT OUR WORK IS BASED ON.

YOU KNOW, IT'S ABOUT KNOWING YOUR STUDENTS, UNPACKING DATA, UNDERSTANDING WHAT THE DATA MEANS, IDENTIFYING THE NEEDS AND HAVING PROBLEM SOLVING, AND THEN CONTINUING ON YOUR CONTINUOUS IMPROVEMENT, DEVELOPING A PLAN TO DO THAT.

SO WHEN WE THINK ABOUT KNOWING OUR STUDENTS AND LOOKING AT DATA.

WE KNOW THAT WE ALSO HAVE HOUSE BILL FORTY FIVE, FORTY FIVE, WHICH HAS BEEN IMPLEMENTED THIS YEAR.

A NEW BILL, A LAW PASSED BY THE STATE.

AND SO AS WE THINK ABOUT OUR DATA INFORMED LEADERSHIP PROCESS, WE WE WANT TO ASK HOW DOES HOUSE BILL FORTY FIVE, FORTY FIVE FIT INTO THIS PLAN? AND SO.

AS YOU PROBABLY KNOW, HOUSE BILL FORTY FIVE FORTY FIVE WAS ROLLED OUT THIS SUMMER, A LITTLE LATE TO IMPLEMENT THIS SCHOOL YEAR, BUT WE FOUND OUT ABOUT IT IN THE SUMMER AND JUST BEFORE PRINCIPALS CAME IN FOR THEIR LEADERSHIP TRAINING.

WE SHARED WHAT WE KNEW ABOUT IT AT THE TIME.

AND AS YOU KNOW, AS THE LEGISLATURE PUTS BILLS INTO LAW, THEN TEA COMES BEHIND WITH GUIDANCE ON HOW TO IMPLEMENT AND AND SUPPORT AND ADMINISTER THOSE.

SO EARLY ON IN THE PROCESS, WE WERE GETTING SOME GUIDANCE FROM TEA THROUGH THE COMMISSIONER PHONE CALLS, AND THEY DEVELOPED AN FAQ, WHICH THEY DO MANY TIMES.

AND NOW THE FAQ IS UP TO NINETY FIVE QUESTIONS AND ANSWERS.

AS OF YESTERDAY, THERE MIGHT HAVE BEEN ANOTHER ONE ADDED TODAY, SO.

THAT ALONE MAY TELL YOU SOME OF THE COMPLEXITIES HERE OF IMPLEMENTING THIS, ESPECIALLY SO LATE IN THE YEAR.

BUT WE'VE DONE OUR BEST TO PROVIDE GUIDANCE TO PRINCIPALS.

WE HAVE PROVIDED AN IMPLEMENTATION GUIDE THAT WE'VE UPDATED FREQUENTLY AS WE GET NEW INFORMATION TO REALLY HELP THEM SEE HOW TO PLAN THIS OUT AND IMPLEMENT ON THEIR CAMPUSES.

SO I'M GOING TO TRY TO EXPLAIN A LITTLE BIT MORE ABOUT HOUSE BILL FORTY FIVE, FORTY FIVE AND GIVE YOU AN OVERVIEW OF WHAT IT REALLY IS.

SO IT CHANGED SOME THINGS.

AS SOME OF YOU MAY RECALL THE OLD STUDENT SUCCESS INITIATIVE FROM YEARS PAST, WHICH REALLY IMPLEMENTED HIGH STAKES TESTING FOR GRADES FIVE AND EIGHT AND OUR HIGH SCHOOL COURSES.

THE END, OF COURSE, EXAMS THAT THAT'S WHEN STUDENTS WERE NOT PROMOTED TO THE NEXT GRADE UNLESS THEY PASSED THE READING AND MATH STAAR IN GRADE FIVE AND EIGHT.

AND SO HOUSE BILL FORTY FIVE? FORTY FIVE CHANGES THAT SYSTEM A BIT.

WHILE WE STILL HAVE HIGH STAKES REQUIREMENTS FOR OUR END, OF COURSE, EXAMS IN HIGH SCHOOL BECAUSE OUR HIGH SCHOOL STUDENTS HAVE TO PASS THOSE IN ORDER TO GRADUATE.

IT DID REMOVE THE HIGH STAKES ELEMENT FOR THE GRADES THREE THROUGH EIGHT STAAR, SO THEY'RE NO LONGER HELD BACK BECAUSE OF STAAR PERFORMANCE.

BUT WHAT IT DID IMPLEMENT WAS THE REQUIREMENT TO PROVIDE ACCELERATED INSTRUCTION FOR THOSE STUDENTS WHO DON'T PASS STAAR.

SO THAT'S IT IN A KIND OF A HIGH LEVEL LOOK.

SO THE HOUSE, BILL, FORTY FIVE, FORTY FIVE ALSO REQUIRES ACCELERATED LEARNING COMMITTEES, WHICH IS A FORMAL COMMITTEE THAT IS DOCUMENTED AND MEETS TO

[01:30:04]

AND THIS REPLACED THE OLD REPLACEMENT COMMITTEES WE HAD BEFORE IN SSI, AND THESE ACCELERATED LEARNING COMMITTEES MUST BE CONVENED FOR STUDENTS WHO DID NOT PASS A GRADE THREE, FIVE OR EIGHT MATH OR READING STAAR.

SO THIS WOULD HAVE BEEN LAST YEAR'S LAST SPRINGS STAAR TEST, SO THESE STUDENTS ARE CURRENTLY, IF THEY PROMOTED, ARE NOW IN GRADES FOUR, SIX AND NINE.

SO THAT AFFECTS ELEMENTARY, MIDDLE AND HIGH SCHOOL.

AND AT THE BEGINNING OF THE YEAR, ANY STUDENT IN FOUR, SIX OR NINE THAT DIDN'T PASS A MATH OR READING THE YEAR BEFORE THE CAMPUS NEEDS TO HAVE AN A.L.S.

OR AN ACCELERATED LEARNING COMMITTEE MEETING, AND THAT COMMITTEE IS MADE UP OF THE ADMINISTRATOR, PARENT AND TEACHER OF THE COURSE THAT THEY HAVE FAILED.

AND THE PURPOSE OF THE COMMITTEE IS TO DEVELOP A PLAN OF ACCELERATED INSTRUCTION, WHICH WOULD INCLUDE THE MONITORING, THE MONITORING PLAN AND HOW THEY WOULD BE ASSESSING THE PROGRESS SO.

NOW BACK TO ACCELERATE CONSTRUCTION ITSELF, SO THE COMMITTEE IS ONLY REQUIRED FOR CERTAIN GRADE LEVELS, CERTAIN SUBJECT AREAS, BUT EVERYONE WHO FAILS A STAAR TEST IS REQUIRED TO GET ACCELERATED INSTRUCTION, NOT ONLY THOSE WHO HAVE THE COMMITTEE MEETING.

SO KNOWING THIS WAS COMING IN THE SUMMER, WE PROVIDED GUIDANCE AND MOST OF OUR CAMPUSES REALLY DID EMBED SOME TIME DURING THE SCHOOL DAY TO PROVIDE ACCELERATED INSTRUCTION INTERVENTION.

ENRICHMENT TIME IS WHAT A LOT OF THEM CALL IT OR ADVISORY TIME.

AND SO THAT'S THAT'S REALLY BEEN VERY HELPFUL TO STRUCTURE THAT DURING THE SCHOOL DAY, BUT A LITTLE MORE ABOUT ACCELERATED INSTRUCTION.

AGAIN, IT'S FOR STUDENTS WHO FAILED STAAR ANY CONTENT AREA OR AN END, OF COURSE, EXAM.

AND THEN THE LAW ALSO SAYS IT'S FOR STUDENTS WHO DID NOT TAKE STAAR THE PREVIOUS YEAR.

WELL, SINCE THIS WAS ROLLED OUT LATE AND OUR GUIDANCE CONTINUED TO BE ROLLED OUT LATER, THEY DID MAKE AN EXCEPTION FOR THE CURRENT SCHOOL YEAR.

ANY STUDENT WHO DIDN'T TAKE STAAR LAST SPRING, WE COULD USE A DISTRICT ADMINISTERED BEGINNING OF THE YEAR ASSESSMENT TO DETERMINE IF THEY WOULD HAVE TO HAVE ACCELERATED INSTRUCTION OR NOT.

SO THE ASSESSMENT WOULD BE IN PLACE OF STAAR TO SEE WOULD BE ON GRADE LEVEL AND THAT WOULD IDENTIFY WHO NEEDED ACCELERATED INSTRUCTION.

KATRINA ON THAT.

THAT'S STRICTLY STUDENTS WHO DID NOT TAKE A TEST.

SO A STUDENT WHO DID NOT PASS, WHO TOOK IT IN SPRING DID NOT PASS IS STILL REQUIRED TO HAVE ACCELERATED LEARNING.

OK, SO IN YEARS MOVING FORWARD, UNLESS THIS IS AMENDED.

STUDENTS WHO FAIL THE STAAR OR DID NOT TAKE A STAAR WILL BE REQUIRED TO HAVE ACCELERATED INSTRUCTION.

OK.

OH, I'M SORRY, GO AHEAD.

I JUST HAVE A QUESTION WITH THIS ONE.

WITH STUDENTS WHO DO NOT PASS STAAR, AND I'M MORE CONCERNED ABOUT STUDENTS WHO ARE BORDERLINE THAT PASSED BUT PASSED WITH A FEW POINTS, WOULD THEY BE WITH THEIR PARENTS, BE ABLE TO ASK FOR ADDITIONAL OR SUPPORT WHAT STUDENTS WHO FAIL STAAR TO HAVE SIMILAR SUPPORT LIKE THESE PARENTS, STUDENTS WHO LIKE BARELY PASS? YES.

YES.

THEY WOULD ALWAYS BE ABLE TO ASK TEACHERS FOR ADDITIONAL SUPPORT.

I THINK THE TERM ACCELERATED INSTRUCTION IS INTENDED FOR STAAR FAILING.

BUT YOU KNOW, IF YOU THINK ABOUT THE WAY OUR INSTRUCTION IS DESIGNED, WE'VE ALWAYS BEEN IDENTIFYING STUDENTS WHO HAVE NEEDS TEACHERS IN REGULAR PRACTICE, PROVIDE INTERVENTIONS AND PULL GROUPS ASIDE IN SMALL GROUPS TO PROVIDE THE INSTRUCTION THAT THEY NEED.

SO I THINK THAT IS A REGULAR PRACTICE ACROSS OUR DISTRICT ANYWAY.

OK, THANK YOU SO MUCH.

WELL, I WAS JUST GOING TO POINT OUT WE HAD A LOT OF STUDENTS LAST YEAR BECAUSE OF COVID, BECAUSE STUDENTS WERE REQUIRED TO COME IN PERSON TO TAKE THE STAAR EXAM AND THOSE THAT WERE OPTING TO STAY HOME.

SO THAT GAVE YOU A MUCH BIGGER POPULATION OF STUDENTS WHO MIGHT FALL WITHIN THAT CATEGORY WHERE YOU HAD TO ASSESS THEM AT THE BEGINNING OF THE YEAR.

CAN YOU GIVE US ANY IDEA THE SCOPE OF THE NUMBER OF STUDENTS WHO ARE IN THIS ACCELERATED INSTRUCTION IN ELEMENTARY, MIDDLE AND HIGH, JUST A BALLPARK? I THOUGHT YOU MIGHT ASK ME.

WE ARE STILL PULLING TOGETHER SOME OF THE BEGINNING OF YEAR ASSESSMENT FOR THOSE EOC COURSES.

WE HAD OUR MAP DATA AND A LITTLE EARLIER THAN THE HIGH SCHOOL BEGINNING OF YEAR ASSESSMENTS, BUT FOR THIRD THROUGH EIGHTH GRADE, WHICH WOULD ACTUALLY BE OUR CURRENT FOURTH THROUGH NINTH GRADERS.

THERE ARE ABOUT 3500 STUDENTS WHO NEED ACCELERATE INSTRUCTION IN READING AND ABOUT THE SAME NUMBER A LITTLE MORE IN MATH.

AND SO WHEN YOU LOOK AT THE NUMBER OF STUDENTS ENROLLED IN THOSE GRADE LEVELS, THAT'S ABOUT 16 PERCENT OF THE STUDENTS.

OK, THANK YOU.

I JUST WANTED TO GET AN IDEA.

AND ALSO YOU MENTIONED THAT, YOU KNOW, WE HAD STUDENTS WHO WERE IN SCHOOL AT HOME LAST YEAR AND THE STATE DID REQUIRE THEM TO COME IN PERSON TO TAKE THE TEST.

[01:35:02]

SO WHICH MEANT WE HAD 25 TO, YOU KNOW, 20 PERCENT THAT DIDN'T TAKE THE TEST.

SO TO FOLLOW UP ON THAT, THAT POPULATION OF STUDENTS THAT DID NOT STAAR TEST BECAUSE IT'S SIGNIFICANT, IT'S MUCH HIGHER THAN A USUAL CORRECT YEAR WHERE WE HAVE VERY FEW STUDENTS OPT OUT, RIGHT? THEY HAVE ALL HAD THE OPPORTUNITY TO DO MAP TESTING, WHETHER THEY'RE DOING A VIRTUAL ACADEMY OR WHETHER THEY'RE IN THE CLASSROOM.

YES, THE MAP IS FOR, I'M SORRY, THIRD THROUGH EIGHTH GRADE.

AND THEN WE HAD A DIFFERENT BEGINNING OF YEAR ASSESSMENT FOR THE HIGH SCHOOL COURSES.

BUT YES, WE ARE STILL CURRENTLY TRYING TO FINISH UP THE MAP TESTING FOR THE VIRTUAL ACADEMY STUDENTS.

GREAT.

CAN I ASK YOU WHILE WE'RE STILL ON THIS SLIDE? WHAT IS IT BEFORE AFTER SCHOOL TUTORING LOOK LIKE? SO WHEN WE TALK ABOUT ACCELERATED INSTRUCTION, THAT IS ABOUT WHEN TO OFFER IT SO CAMPUSES CAN DESIGN SOME BEFORE SCHOOL OR AFTER SCHOOL TUTORING TIMES OR EMBED DURING THE SCHOOL DAY, AS I MENTIONED, MOST OF OUR CAMPUSES HAVE DONE THAT.

THAT COULD ALSO HAVE SOME SATURDAY SCHOOLS, OR WE CAN ALSO COUNT SOME OF OUR SUMMER SCHOOL HOURS FOR ACCELERATED INSTRUCTION, TOO.

SO IT'S JUST GIVING OPTIONS ON WHEN, WHEN TO OFFER OR PROVIDE THAT INSTRUCTION FOR KIDS.

KATRINA, DO WE HAVE A SYSTEM OF RECRUITING TUTORS ALREADY, SO IF I HAVE AN INTERESTED RETIRED TEACHER WHO WANT TO BE IN THE PROGRAM, HOW DOES SHE OR HE ENROLL? WELL, THAT'S A GREAT QUESTION, AND IF YOU HAVE SOMEBODY, PLEASE SEND ME THEIR NAME.

OK? [LAUGHTER] OR SEND BETH THE NAME, THEY NEED TO COMPLETE A SUBSTITUTE APPLICATION AND THEN WE CAN GET THEM ALL SET UP AND READY TO GO TO TUTOR.

YEAH, I'M JUST REALLY ONE OF THE ONE OF THE GREAT THINGS THAT DID COME OUT OF THE LEGISLATIVE SESSION WAS THAT THEY DID PASS A BILL THAT THAT A RETIRED TEACHER CAN COME BACK AND DO THIS WORK, AND IT DOES NOT AFFECT THEIR RETIREMENT.

SO THAT'S GREAT BECAUSE WE NEED ALL THE HELP WE CAN GET.

SO AGAIN, WHAT IS ACCELERATING INSTRUCTION? WELL, IT HAS TO BE TARGETED TO ALIGN TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS IN THE SUBJECT AREA THAT WAS FAILED.

THE LAW SAYS IT'S A MINIMUM OF 30 HOURS THROUGHOUT THE YEAR AND IT MUST BE IN ADDITION TO THE NORMAL INSTRUCTION, WHICH MEANS WE WOULDN'T PULL A STUDENT OUT FROM THE READING CLASS TO GIVE ACCELERATED INSTRUCTION BECAUSE I STILL NEED THAT TIER ONE CORE INSTRUCTION.

WE ALSO WOULDN'T PULL THEM FROM ART OR RECESS.

IT HAS TO BE SUPPLEMENTAL ABOVE AND BEYOND WHAT THE NORMAL INSTRUCTION WOULD BE.

AND THEN THE LAST BULLET THERE IS.

THE LAW ALSO STIPULATES THAT ACCELERATED INSTRUCTION SHOULD BE PROVIDED IN SMALL GROUPS WITH NO MORE THAN THREE STUDENTS.

SO THAT ONE, AS YOU CAN IMAGINE, IS.

PRETTY DIFFICULT TO TO IMPLEMENT, THEY DID ALLOW FOR IF PARENTS WOULD SIGN A WAIVER, THEY CAN ALLOW THEIR STUDENTS TO PARTICIPATE IN LARGER GROUPS.

SO WE HAVE WORKED HARD TO GET OUR PARENTS TO SIGN SOME WAIVERS.

NOW, STUDENTS WHO HAVE NEEDS SOME REALLY INTENSIVE INSTRUCTION INTERVENTION, WE COULD PULL THEM IN SMALLER GROUPS.

BUT FOR ALL STUDENTS TO BE IN GROUPS THAT SMALL, REALLY DIFFICULT FOR PUBLIC SCHOOL TO TO PULL OFF.

SO DR.

HASLEY, I KNOW THAT OUR RANDY MCDOWELL IS NOT HERE THIS EVENING, BUT I WAS GOING TO ASK AND MAYBE HE WOULD KNOW THE ANSWER TO THIS RIGHT OFF THE BAT.

HOW MUCH ADDITIONAL FUNDING ARE WE GETTING TO ADMINISTER ALL OF THIS? AND DO WE DO WE GET ADDITIONAL FUNDING TO PERHAPS MONITOR ALL OF THOSE SIGNED WAIVERS AND ALL OF THE LITTLE NOOKS AND CRANNIES THAT ARE OUTLINED HERE? THE ONLY FUNDING THAT WAS MENTIONED FOR THIS WOULD BE USING YOUR ESSER FUNDS TO HELP SUPPORT THIS AND BEYOND THREE YEARS, THERE IS NO IDENTIFIED FUNDING SOURCE TO SUPPORT THIS, AND THIS PRESUMABLY WOULD.

IT'S PERMANENT.

IT'S NOT GOING AWAY.

I WOULD ASSUME SO.

THERE'S NO REAL SUSTAINABLE USE OF FUNDING TO ADMINISTER THIS, RIGHT? THANK YOU.

NANCY, THERE WAS A CLEANUP BILL, HOUSE BILL TWO THIRTY THREE.

THEY'VE ALREADY DRAFTED A BILL TO KIND OF TAKE ANOTHER LOOK AT THIS AND DO SOME TWEAKING TO IT.

IT WAS ON THE SECOND SPECIAL SESSION AGENDA, BUT IT DID NOT GET HEARD AND WE DID WEIGH IN ON THAT BECAUSE WE THOUGHT THAT IT WOULD.

IT WOULD GIVE US A LITTLE BIT OF HELP THIS YEAR BECAUSE WAS SUBSTITUTES AND THEN HOUSE BILL FORTY FIVE, FORTY FIVE AND FINDING ENOUGH PEOPLE TO DO ONE TO THREE.

IT DID HAVE SOME ALLOWANCE IN THERE TO GO UP TO ONE TO FOUR AND THEN ONE TO TEN IN THIS YEAR AND ONE TO FOUR IN THE NEXT YEAR.

AND THEN IT FOCUSED MORE HEAVILY ON READING AND MATH AND THEN NOT AS MUCH ON SCIENCE AND SOCIAL STUDIES.

AND SO THAT BILL DID NOT DID NOT GET HEARD, BUT WE HAVE ASKED FOR IT TO

[01:40:03]

MM HMM.

AND DR. HASLEY IS ON THE WANE, IT SAYS, STARTING IN FALL 21-22 SCHOOL YEAR OR SUBSEQUENT SUMMER STUDY.

OH, SORRY, YES, JUST STARTING.

THAT IS THE ENDING.

YEAH, RIGHT? THE LAW IS IMPLEMENTED TO TO BE IMPLEMENTED THIS YEAR.

SO KATRINA AND LOOKING AT THIS.

ALL OF THIS.

FROM A NEEDING TO, YOU KNOW MAKE THE GAP SMALLER ON PAPER, THIS LOOKS REALLY GREAT, OPERATIONALIZED.

I CAN SENSE A LOT OF CHALLENGES IN MAKING IT HAPPEN.

WE ARE IN OPERATIONS, THE BOARD WHERE GOVERNANCE AND WERE ADVOCACY.

SO IN THAT VEIN, ONE IS THEIR ADVOCACY IS THEIR PIECES OF THIS THAT WE COULD SPECIFICALLY IDENTIFY TO HELP MODIFY THAT WOULD MAKE IT LESS ONEROUS OR MAYBE EVEN MORE EFFECTIVE.

I THINK SO.

AND WHAT SARA MENTIONED, THE BILL THAT WAS PUT FORWARD THAT HASN'T BEEN HEARD YET WOULD REALLY MAKE IT MORE DOABLE WITH THIS LARGER GROUP SIZES AND FOCUSING ON MATH AND READING MORE.

THERE WERE A FEW THINGS IN THERE THAT WOULD REALLY HELP.

AND THEN THE OTHER POINT TO DR.

WANG TALKING ABOUT A FRIEND WHO WANTED TO COME IN AND BE A SUBSTITUTE AND TUTOR.

YOU KNOW, WE ARE VERY, VERY FORTUNATE TO HAVE A LOT OF COMMUNITY PARTNERS AND CORPORATIONS THAT ARE LOOKING FOR OPPORTUNITIES TO BE ABLE TO HELP.

AND CERTAINLY THIS IS NOT A HARD LIFT, NECESSARILY FOR SOMEONE TO COME IN.

I MEAN, I SAY THAT, BUT THIS IS I'M COMFORTABLE WITH THIS.

IS THERE ANY WAY WE COULD HELP BE ADVOCATES IN TERMS OF FINDING PEOPLE TO HELP COME IN IN ADDITION TO VOLUNTEER? ARE WE LOOKING AT THAT WITH OUR NEW [INAUDIBLE] PROGRAM AND TAKING ADVANTAGE OF THAT AND AND WHAT WE CAN DO TO? I MEAN, THIS IS NOT.

YES, THIS IS A SCHOOL DISTRICT'S RESPONSIBILITY, BUT THE COMMUNITY THAT WE LIVE IN AND OUR PART OF CARE VERY DEEPLY ABOUT THEIR THEIR EMPLOYEE PIPELINE, RIGHT.

AND THIS IS THEIR EMPLOYEE PIPELINE THAT WE'RE LOOKING TO HELP.

SO IS THERE ANY ANY WAY WE CAN BE ADVOCATES ON ON THE OUTSIDE FOR THIS? SO I GUESS THE QUESTION WOULD BE WHAT ARE THE REQUIREMENTS FOR THE PERSON WHO HAS TO DELIVER THE ACCELERATED INSTRUCTION? THAT'S YES.

SO THE REQUIREMENTS ARE THAT THEY ARE TRAINED IN THE RESOURCES THAT THEY'RE USED AND THEY DON'T NECESSARILY HAVE TO BE A TEACHER CERTIFIED IN THAT AREA.

BUT IF YOU THINK ABOUT IT, STUDENTS WHO NEED TRULY NEED INTERVENTION ARE GOING TO NEED THE EXPERT IN THE AREA.

AND I'M NOT DISCOURAGING BECAUSE WE'VE TOLD CAMPUSES THEY CAN HIRE ADULT TEMPS TO EITHER PROVIDE THE TUTORING IF THEY'RE EQUIPPED TO DO SO OR TO [INAUDILE] FOR TEACHERS WHO MIGHT PROVIDE TUTORING.

SO THERE ARE LOTS OF THINGS WE COULD DO WITH PARTNERS, AND THAT'S A GREAT QUESTION, SOMETHING WE PROBABLY NEED TO RESEARCH.

SO CONTINUING ON THIS TOPIC ON THE FAQ I MENTIONED FROM TEA A COUPLE OF MONTHS AGO, THEY DID ADD A QUESTION AT THE VERY BEGINNING TO NUMBER ONE.

AND IT SAID GIVEN THE SIGNIFICANT ADDITIONAL REQUIREMENTS FOR DISTRICTS IN THE SHORT TIMELINE FOR IMPLEMENTATION, HOW WILL TASB ENFORCING COMPLIANCE WITH THESE NEW REQUIREMENTS, ESPECIALLY DURING THIS FIRST YEAR OF IMPLEMENTATION? SO BASICALLY.

THEY WANT US TO DO THE BEST WE CAN ACHIEVE THE SPIRIT OF THE LAW, BUT THEY WILL NOT BE STRICTLY MONITORING THE FIRST YEAR.

IT REALLY WAS A DISADVANTAGE THE TIMING OF THE THE PASSING OF THE BILL AND US LEARNING ABOUT IT AND THEN TRYING TO GET SYSTEMS IN PLACE.

AND SO WITH THAT, WE WERE ABLE TO TAKE A BETTER LOOK AT OUR IMPLEMENTATION GUIDELINE AND THE TIMELINES WE PUT OUT FOR CAMPUSES.

AND WE WERE ABLE TO TO THINK ABOUT IT A LITTLE MORE REASONABLY, AND WE ARE PRIORITIZING MATH AND READING FIRST AND ENCOURAGING CAMPUSES TO DO SO.

WE AND I'LL TALK A LITTLE MORE ABOUT ESSER FUNDS IN A MINUTE, BUT WE ARE SPENDING ESSER FUNDS AT THE DISTRICT LEVEL TO PROVIDE A LOT OF RESOURCES FOR THIS ACCELERATED INSTRUCTION AND TUTORING.

WE'VE ALSO BEEN ABLE TO WORKING WITH STUDENT AND FAMILY SERVICES, STREAMLINE THAT LEARNING COMMITTEE PROCESS AND THE INSTRUCTION PLAN PROCESS.

WE WERE ABLE TO GET [INAUDIBLE] OUR SYSTEM ABILITY FOR THEM TO DOCUMENT THAT RIGHT THERE AND TRYING TO STREAMLINE THAT FOR CAMPUSES.

AND RP DID A GREAT JOB PROVIDING SOME POSSIBLE STRATEGIES TO CONNECT THAT IN THEIR CAMPUS IMPROVEMENT PLANS.

AND THEN THE IMPLEMENTATION GUIDE WE'VE PROVIDED.

SO THESE ARE SOME OF THE WAYS WE'RE TRYING TO SUPPORT CAMPUSES IN THAT PROCESS OF IMPLEMENTING THIS.

AND THEN OTHER ON THE RIGHT HAND SIDE, WE HAVE WHAT CAN BE CONSIDERED ACCELERATED INSTRUCTION.

WE'RE FORTUNATE TO BE ABLE TO HAVE SEVERAL IN ONLINE PROGRAMS THAT REALLY ARE INDIVIDUALIZED.

AS STUDENTS WORK THROUGH THE PROGRAM, IT TAKES THEM IN THE DIRECTION OF

[01:45:03]

ALSO, OF COURSE, A SMALL GROUP TUTORING AND INTERVENTION.

AND THEN, AS I MENTIONED BEFORE, WE'RE ABLE TO USE SOME OF OUR SUMMER SCHOOL HOURS IF IT WERE IN THE CONTENT AREA, THE STUDENT FAILED, WHICH THAT IS PART OF WHAT SUMMER SCHOOL IS.

AND IF THE PARENT SIGNED A WAIVER THAT THEY COULD BE IN THE LARGER GROUP THAN THREE, WE CAN USE THOSE HOURS TO COUNT TOWARD THEIR ACCELERATED INSTRUCTION.

FOR THE ONLINE PROGRAM IS THAT A LOCAL AND PROPRIETARY, OR IS IT SOMETHING LIKE INGENUITY? SOME OF OUR PROGRAMS ARE THROUGH INGENUITY.

IT'S PROGRAMS LIKE THAT THERE, AND I BELIEVE ALL THE ONES THAT WE USE ARE ALIGNED TO OUR MAP SCORES.

SO IT'S REALLY GREAT.

THEY TAKE WHAT THEY'VE SCORED IN MAP AND THEY USE THAT TO DESIGN THE THE PATHWAY.

THAT'S GREAT.

GREAT.

QUICK QUESTION ABOUT SMALL GROUP TUTORING INTERVENTION.

IS THAT IN PERSON OR IS THAT ALSO VIRTUALLY? WELL, MOST OF IT WOULD BE IN PERSON.

IT COULD BE VIRTUALLY THAT'S ALLOWED BY THE LAW, LIKE IF YOU HAD A TUTOR, LIKE IF IF A SCHOOL DESIGNED SOME AFTER SCHOOL TIMES TO DO IT, LIKE AFTER KIDS GET HOME, THAT'S AN OPTION.

THEY CAN DO IT VIRTUALLY WITH A TEACHER ONLINE.

SO I SUPPOSE AN ADVANTAGE OF THAT IS IF YOU HAVE ONE KID ON THREE DIFFERENT CAMPUSES AND NOT ENOUGH STAFF, YOU NOW HAVE ONE PERSON THAT CAN COVER THREE CAMPUSES OR STUDENTS WHO RIDE THE BUS AND, YOU KNOW, RATHER THAN ADJUST TRANSPORTATION ROUTES.

IF IF THEY CAN DO THIS AT A TIME THAT'S CONVENIENT AT HOME WITH A TEACHER VIRTUALLY, I MEAN, THAT COULD BE A REALLY SIGNIFICANT ADVANTAGE.

SO CAMPUSES REALLY HAVE THE AUTONOMY TO DESIGN THE PROGRAM THAT WORKS BEST FOR THEM, AND THEY'VE ALL ARE WELL DOWN THE ROAD OF GETTING A PROGRAM, YOU KNOW, A SYSTEM DESIGNED FOR THEIR CAMPUSES AS THEY'RE IDENTIFYING THEIR KIDS.

SO WE ARE SUPPORTING EACH ONE AS THEY NEED IT.

SO THEN I MENTIONED, WAS THERE A QUESTION? I'M JUST WONDERING WHAT IS WHAT IS OUR MARKETING PLAN TO PERSUADE PARENTS TO SIGN A WAIVER TO BE IN A LARGER GROUP? WELL, THAT WAS INTERESTING TO TRY TO FIGURE OUT HOW TO WORD THAT BECAUSE, YOU KNOW, IF YOU THINK ABOUT IT, WELL, IF MY KID GETS TO WORK IN GROUPS OF THREE OR GROUPS OF FIVE, YOU KNOW, THE SMALLER GROUP MIGHT BE BETTER.

BUT REALLY, I DON'T REMEMBER THE EXACT WORDING WE HAVE ON THE WAIVER, BUT IT'S ABOUT ALLOWING SCHOOLS TO PROVIDE MORE FOR MORE KIDS, ALLOWING THEM FLEXIBILITY TO DESIGN AND PLAN THINGS THAT THAT MEET THE NEEDS OF KIDS.

SOME KIDS DON'T NEED A GROUP OF THREE.

SOME CAN FUNCTION IN A GROUP OF FIVE OR SIX, AND IT WOULD BE FINE.

SO I COULD SEND YOU THE WORDING ON THE WAIVER.

I'M SURE THERE ARE OTHER DISTRICTS WHO HAVE WORDED IT BETTER, BUT IT WAS AGAIN ONE OF THOSE THINGS WE HAD TO PUT TOGETHER PRETTY QUICKLY.

SO.

ALSO, AS CAMPUS, YOU KNOW, ADMINISTRATORS AND TEACHERS ARE MEETING WITH PARENTS.

THEY'RE SORT OF EXPLAINING ACCORDING TO WHAT THEIR CHILD NEEDS, IF IT WOULD BE APPROPRIATE FOR THEM TO BE IN A SMALLER GROUP FOR A BIGGER GROUP.

WELL JUST TO FOLLOW UP ON THAT IF A PARENT WERE TO SIGN THE WAIVER, BUT THE TEACHER WOULD IDENTIFY THAT THE STUDENT IS BETTER SUITED FOR THE SMALLER GROUP, THE TEACHER IS STILL GOING TO MAKE THAT ,ABSOLUTELY, DECISION.

YEAH, I WOULD JUST SORT OF ADD TO THAT QUESTION AND SAY, IS STUDENTS WHO ARE IDENTIFIED, YOU KNOW, WITH SPECIAL EDUCATION NEEDS, ARE THOSE SPECIAL EDUCATION NEEDS BEING TAKEN INTO ACCOUNT IN TERMS OF THIS, THIS GROUP SIZE? RIGHT.

AND AND FOR SPECIAL EDUCATION STUDENTS, THE ART COMMUNITY WOULD MAKE A DETERMINATION ON THE TYPE OF ADDITIONAL INSTRUCTION THEY NEED AND THE APPROPRIATENESS OF THE LENGTH OF IT.

SO IN OUR ESSER, I KNOW YOU'VE SEEN THIS SLIDE BEFORE, BUT JUST WANTED TO SHOW IT ONE MORE TIME.

THESE, REMEMBER, ARE THE FIVE AREAS THAT WE ARE SPENDING ESSER FUNDS ON AND ACCORDING TO OUR PLAN, AND THESE WERE AS A RESULT OF THE CURRENT THE COMMUNITY INPUT THAT WE HAD FROM THE SURVEY.

BUT I WANTED TO REALLY FOCUS ON NUMBER ONE, WHICH IS MITIGATING THAT UNFINISHED LEARNING AND SOME OF THE THINGS THAT WE ARE SPENDING SOME OF THE ESSER MONEY ON, AS I MENTIONED AT A DISTRICT LEVEL.

A LOT OF THOSE ONLINE RESOURCES THAT WE'RE USING FOCUSING ON LITERACY AND MATH INTERVENTION.

YOU'LL RECALL WE HAD A NEW STAFFING MODEL FOR THE ELEMENTARY AND MIDDLE SCHOOL INSTRUCTIONAL SPECIALIST AND DYSLEXIA TEACHERS REALLY DIVIDING THOSE OUT.

SO WE HAVE FULLY DEDICATED FOLKS IN THOSE POSITIONS.

WE HAVE SPENT SOME ON THE CREDIT RECOVERY PLANNING COGAT TESTING, WHICH GIVES US A LITTLE MORE INFORMATION ON STUDENTS WHO WEREN'T HERE TO DO THAT LAST YEAR AND SUPPORTS FOR ENGLISH LEARNERS.

AND ALSO, WE'VE DEDICATED MONEY TO CAMPUSES, ESSER MONEY TO CAMPUSES TO USE TOWARD IMPLEMENTING THEIR HOUSE ABOUT FORTY FIVE FORTY FIVE PLANS SO THAT THEY COULD HIRE SUBSTITUTES, ADULT TEMPS OR TEACHERS FOR EXTRA DUTY PAY THAT ARE DOING THAT BEYOND OUTSIDE SCHOOL HOURS.

SO THAT'S JUST AN UPDATE FROM ACADEMIC SERVICES AND THE HOUSE BILL, A 45 45

[01:50:05]

SO KATRINA, IT SEEMS TO ME THAT A LOT OF SCHOOL DISTRICTS RESPONDED WITH THEIR EXTRA FUNDS VERY DIFFERENTLY.

THERE'S A WHOLE LOT OF VARIANCE THAT COULD BE ALLOWED FOR SPENDING ESSER FUNDS.

AND I KNOW THAT IT WOULD HAVE BEEN REALLY LOVELY FOR US TO GIVE BONUSES TO OR SIGNIFICANT MONEY OR SUBSIDIARY PAY RAISES, AND WE WOULD ALL LOVE THAT TO HAPPEN.

BUT I BELIEVE THE INTENT OF THE ESSER FUNDS WERE TO DO WHAT WE NEEDED TO DO TO MAKE IT FOR OUR KIDS AND MAKE SURE THE LEARNING GAPS WERE TAKEN CARE OF.

AND SO I COMMEND YOU, YOUR TEAM AND THE DISTRICT FOR STAYING STEADFAST AND NOT GETTING DISTRACTED BY SOME, SOME FUN THINGS THAT WOULD HAVE BEEN, YOU KNOW, CANDY, YOU KNOW, QUITE QUITE GREAT AND WONDERFUL AT FIRST TO EAT, BUT NOT NECESSARILY LONG TERM NOURISHMENT FOR THE LONG HAUL.

AND SO I DO APPRECIATE YOUR LEADERSHIP INTO THE TEAM FOR REALLY THINKING ABOUT HOW TO JUST TO JUDICIOUSLY USE THOSE FUNDS IN A WAY THAT'S CLEARLY IS GOING TO BE MAKING A DIFFERENCE IN THE LIVES OF OUR STUDENTS.

SO THANK YOU.

YEAH.

I'M GOING TO SECOND THAT THAT COMMENT AND THEN ALSO NOTE THAT IN THE SPECIAL SESSION, THERE IS ALREADY TALK IN THE SENATE ABOUT A TEMPORARY PROPERTY TAX RELIEF BILL BASED ON THE LOGIC THAT SCHOOLS GOT A BUNCH OF ESSER MONEY.

AND SO AGAIN, THERE'S THERE'S A GRAB IN AUSTIN WHERE WE WILL BE PUNISHED FOR DOING THE RIGHT THING AND THE RIGHT THING WAS TO HOLD THAT MONEY BACK FOR LEARNING LOSS.

AND THAT'S EXACTLY WHAT THE MONEY WAS FOR.

AND SO I COMMEND YOU ALL FOR DOING THAT AND MY COLLEAGUES HERE ON THE BOARD FOR, YOU KNOW, NOT TAKING THE CHEESE, SO TO SPEAK, WHEN YOU HAVE MONEY SITTING OUT THERE.

WE'RE USING IT FOR THE RIGHT REASONS.

NOW WE NEED TO GO TO AUSTIN AND MAKE SURE THAT THEY DON'T DING US FOR DOING THE RIGHT THING.

I THINK WE ALSO HAVE TO REALIZE THE REALITY ON THE GROUND THAT THERE ARE DISTRICTS THAT DID OFFER THAT AND THERE ARE TEACHERS THAT HAVE MOVED AROUND TO THOSE DISTRICTS AND ARE ATTRACTED TO THAT.

AND WE WOULD HAVE BEEN ABLE TO MAKE THAT DECISION OR DO THAT IF WE HAD THE FUNDS TO DO IT.

HOUSE BILL THREE TRULY DOES.

AH, NOT JUST HOUSE BILL THREE, BUT RECAPTURE TRULY DOES TIE OUR HANDS THAT WHEN THERE'S OPPORTUNITIES OR OTHER DISTRICTS THAT WE'RE COMPETING FOR THOSE TEACHERS, WE'RE COMPETING FOR THE BEST OF THE BEST.

AND WHEN WE RUN IN THE MIDDLE OF THE PACK AND WHEN WE DON'T GIVE THE EXTRA CANDY OR CHEESE AS IT'S CALLED, THAT, YOU KNOW, FOR SOME TEACHERS, THAT'S ENOUGH TO SAY IT'S BEEN A HARD YEAR AND I WANT TO FEEL APPRECIATED AND WE DO APPRECIATE THEM AND WE SEE WHERE THE FUNDS NEED TO GO.

BUT WE KNOW THAT'S GOING TO HAVE AN IMPACT.

AND, YOU KNOW, I THINK THE SCHOOL FUNDING, YOU KNOW, THAT'S THE THING.

WE'RE NOT GOING TO BE ABLE TO COMPETE WITH OTHER DISTRICTS THAT PAY TEACHERS MORE AND THAT GIVE THOSE BONUSES IN THAT EXTRA MONEY WHEN AND AT THE SAME TIME WE MAY NOT BE ABLE TO AFFORD TO BECAUSE OF THE FUNDING FORMULA.

AND SO IT'S IT'S NOT JUST ABOUT, HEY, WE NEED OUR MONEY BACK HERE.

IT'S AFTER A WHILE WHEN WE KEEP RUNNING DEFICITS.

BECAUSE OF THE FUNDING FORMULA, WE MAY NOT BE ABLE TO AFFORD TO PAY TEACHERS AS MUCH AND THE DISTRICTS THAT CAN, THEY'RE GOING TO GET THE BEST TEACHERS BECAUSE IT'S A FREE MARKET ECONOMY, AND THAT'S JUST HOW IT WORKS.

LOYALTY ONLY GOES SO FAR WHEN YOU'RE TRYING TO, YOU KNOW, PUT FOOD ON THE PLATE FOR YOUR FAMILY.

SO I, YOU KNOW, I WISH WE COULD HAVE GIVEN THEM THAT.

I UNDERSTAND WHY WE DIDN'T.

I VOTED NOT TO DO IT, BUT I THINK IT'S HAD AN IMPACT FROM WHAT I'VE HEARD IN THE COMMUNITY AND HEARING FROM TEACHERS THAT ARE IN OTHER DISTRICTS THAT GOT IT.

YOU KNOW, THAT WAS TEACHERS THINK ABOUT THAT.

I WILL ALSO SAY THAT IT'S ANECDOTAL.

WE NEED TO HAVE A COMPLETE DATA, BUT IT SEEMS LIKE THIS SCHOOL YEAR, THERE WERE A LOT OF PEOPLE THAT I KNOW WHO LEFT THE DISTRICT BEFORE, HAD BEEN SOMEPLACE ELSE AND THEY CAME BACK THIS YEAR.

I KNOW A HANDFUL, I MEAN, A SIGNIFICANT QUALITY RELATIONSHIPS OF PEOPLE.

I HAD THAT SAID, OOPS, I'M IT'S NOT GREENER ON THE OTHER SIDE, AND THEY CAME BACK HERE INTENTIONALLY.

I'VE HEARD THAT FOR YEARS, AND THAT'S A GOOD POINT, AND I ECHO THE COMMENTS ABOUT Y'ALL'S IMPLEMENTATION OF ALL OF THIS.

IT'S EXTREMELY COMPLEX.

AND SO I THINK IT'S A CALL TO ACTION, TO OUR BOARD AND TO OUR COMMUNITY TO MAKE SURE THAT THEY DON'T SHORTCUT US ON THAT TEMPORARY.

THEY'RE CALLING IT A TEMPORARY PROPERTY TAX DECREASE WHERE THEY'RE GOING TO COMPRESS THE TAX RATE.

BUT THEN THE HOMEOWNERS ARE NOT GOING TO UNDERSTAND WHEN TWO AND A HALF YEARS FROM NOW, THEY RAISE IT BACK UP AND THEY'RE RELYING ON ON THE STATE'S OBLIGATION TO FUND PUBLIC SCHOOLS IS THEY'RE RELYING ON THE ESSER FUNDS IN THAT WAY, THEY'RE LEANING ON THE FEDERAL FUNDS TO NOT MEET THEIR OBLIGATION.

SO I THINK WE ALL NEED TO KEEP A CLOSE EYE ON THAT.

[01:55:02]

BUT THURSDAY EVENING, AT THE JOINT MEETING WITH THE CITY, ONE OF THE TOPICS IS SCHOOL FINANCE AND A DISCUSSION OF HOW DOES RECAPTURE WORK, WHAT IS THE IMPACT OF THAT BEEN AND I WILL TELL YOU THAT RECAPTURE IS ALSO FILLING THE STATE'S GENERAL FUND BUCKET.

AND SO IF YOU LOOK AT THAT AS WELL AS IS THE FEDERAL FUNDS, THERE IS A SURPLUS, BUT IT'S COMING.

I MEAN, IT IS COMING ON THE BACKS OF SCHOOL DISTRICTS LIKE OURS.

AND THEN I WILL ALSO TELL YOU ONE OF THE NEW DEVELOPMENTS ON SENATE BILL ONE HAS NOTHING TO DO WITH ACADEMIC PURPOSES.

BUT SINCE WE'RE TALKING ABOUT SENATE BILL ONE TODAY, WHEN THEY TALKED ABOUT THE PROPERTY TAX RELIEF, WHICH NOBODY LIKE, PROPERTY TAX RELIEF FEELS GOOD.

I MEAN, WHO DOESN'T WANT YOU OWN A HOUSE? IT FEELS GOOD, BUT YOU'RE RIGHT THAT IT GOES DOWN.

THEN IT GOES UP.

IT GETS HARD TO UNDERSTAND.

BUT WHAT THEY'RE NOW TRYING TO TIE TO IT IS WHEN THEY DO THE ADDITIONAL COMPRESSION, THEY DON'T WANT SCHOOL DISTRICTS TO GO OUT AND RAISE ANY OTHER TAXES.

SO THEY'RE TALKING ABOUT LIMITING A DISTRICT'S ABILITY TO PASS A BOND IN 2022 AT ALL.

SO I MEAN, I JUST THINK THAT'S FASCINATING.

AND YOU KNOW, YOU TALK ABOUT LIKE IMPINGING ON LOCAL CONTROL IF YOU DON'T HAVE ENOUGH BUSSES OR YOU DON'T HAVE TECHNOLOGY OR WHAT I'M TALKING ABOUT US, I MEAN, JUST STATE OF TEXAS THAT CAME TODAY.

SO KEEP AN EYE ON IT.

WELL, AND JUST WHEN EVERYBODY GOT EDUCATED ON THE WORD RECAPTURE, THEY CHANGED IT TO ENTITLEMENT OR WHAT REVENUE IN EXCESS OF ENTITLEMENT.

SO KEEP AN EYE BALL OUT ON THAT.

WELL, I WOULD.

I WOULD JUST SAY PUT A PLACEHOLDER IN THIS THAT THE BATTLE'S JUST BEGUN ON THAT FRONT.

I JUST WANTED TO FOLLOW BACK UP ON THE CANDY OR CHEESE OR WHATEVER WE'RE GOING TO CALL TEACHER BONUSES OR INCENTIVE PAY AND JUST SAY, YOU KNOW, I WAS GLAD THAT THE DISTRICT WAS ABLE TO DO A PAY ADJUSTMENT RATE FOR THIS FOR THE TEACHERS THAT HAD MORE THAN SIX YEARS OF SERVICE.

AND SO, YOU KNOW, WHILE WE WHILE WE WERE NOT FINANCIALLY ABLE TO PAY BONUSES, WE WERE FINANCIALLY ABLE TO MAKE A COMMITMENT TO SOME OF OUR MOST EXPERIENCED TEACHERS TO BRING THEM A LITTLE BIT CLOSER TO MARKET.

SO.

I THINK THAT'S VALUABLE, AND I DO THINK THAT I'M THANKFUL WE WERE ABLE TO DO THAT AND THEN, YOU KNOW, I DO HOPE, TOO, THAT THIS EXTRA TUTORING IS ABLE TO TAKE SOME OF THE LOAD OFF OF TEACHERS PLATES, RIGHT, HIRING SUBSTITUTES, HAVING TUTORS COMING IN AND MAYBE PROVIDES A LITTLE BIT OF RELIEF OR A LITTLE BIT OF, YOU KNOW, BETTER WORK-LIFE BALANCE FOR SOME OF OUR TEACHERS SUCH THAT, YOU KNOW, THEY'RE THEY'RE ABLE TO SPEND A LITTLE BIT MORE TIME WITH THEIR FAMILIES OR SPEND A LITTLE BIT MORE TIME RELAXING AND WHAT'S BEEN A REALLY STRESSFUL YEAR.

AND SO I DO THINK, YOU KNOW, WE ARE MAKING AN EFFORT AS A BOARD TO TRY AND VALUE OUR TEACHERS, AND WE SHOULDN'T LOSE SIGHT OF THAT.

KATRINA, THANK YOU FOR THAT.

THANK YOU VERY MUCH, AND I DID WANT TO MAKE ONE MORE COMMENT AND REALLY GIVE KUDOS TO OUR SUPERINTENDENT SARA BONSER, FOR HOLDING FAST ON UTILIZING ESSER FUNDS AT THE CAMPUS LEVEL TO SUPPORT STUDENT LEARNING, AND TERESA HAD REALLY WORKED HARD TO MAKE THAT HAPPEN.

WELL, WE APPRECIATE Y'ALL DOING THE RIGHT THING.

ALL RIGHT.

SO WE'VE GOT TWO MORE REPORTS.

I'M JUST GOING TO THROW THIS OUT THERE.

IF YOU NEED TO TAKE A BREAK.

DO SO AT YOUR LEISURE.

DO WE WANT TO TAKE A BREAK REAL QUICK? I'M SEEING HEAD NODS.

I'M SEEING, LET'S POWER THROUGH.

ALL RIGHT, LET'S POWER THROUGH IF YOU NEED TO TAKE A BREAK.

DO SO AT YOUR LEISURE.

OK, WE'RE MOVING ON TO NUMBER TO ITEM 06.2 PORTRAIT OF A GRADUATE UPDATE.

AND THIS IS WHAT WE'VE ALL BEEN LOOKING FORWARD TO.

THIS IS THE STAR OF THE SHOW UNDOUBTEDLY SO I'M GOING TO FIRST TURN THIS OVER TO PATRICK TANNER, THE ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, WHO'S GOING TO INTRODUCE THE REPORT AND OUR UNIQUE SPEAKER.

THANK YOU, PRESIDENT STOLLE, AND I'M SO HAPPY WITH THE WAY THAT YOU INTRODUCE THAT.

I TOLD MATT THAT I WAS GOING TO BE BUILDING THIS UP ALL THE WAY THROUGH SO THAT EVERYBODY WAS READY FOR THIS PRESENTATION.

SO THANK YOU FOR MAKING THAT WORK EASY.

THIS EVENING, WE'RE GOING TO BE BRINGING A REPORT ON OUR WORK THAT WE'VE BEEN DOING ON A PORTRAIT OF A GRADUATE.

WE STARTED THIS COLLABORATIVE WORK ABOUT TWO YEARS AGO, AND OBVIOUSLY THAT WORK WAS DELAYED LAST YEAR AS WE HAD THE PRESS PAUSE DURING THE PANDEMIC.

BUT TONIGHT WE WANT TO BRING YOU AN UPDATE ON THE PROGRESS THAT WE'VE MADE THUS FAR AND GIVE YOU SOME IDEAS ABOUT OUR PLANS MOVING FORWARD FOR HOW WE PLAN TO CONTINUE THIS WORK.

SO MR. MATT FREI, EXECUTIVE DIRECTOR OF INSTRUCTIONAL TECHNOLOGY, HAS A FANTASTIC PRESENTATION IN STORE FOR YOU THIS EVENING.

[02:00:01]

UNDER-PROMISE, OVERDELIVER, THAT ESCAPES EVERY.

IN ANY EVENT.

GOOD EVENING, PRESIDENT STOLLE, SUPERINTENDENT BONSER TRUSTEE AND COLLEAGUES, TONIGHT, I DO HAVE THE PRIVILEGE OF PRESENTING OUR PORTRAIT OF A GRADUATE UPDATE.

I'VE TITLED THIS ONE BEYOND THE QUOTIDIAN.

IT SOUNDS LIKE SOMETHING BUZZ LIGHTYEAR WOULD SAY RIGHT TO THE QUOTIDIAN AND BEYOND.

I CHOSE THAT TITLE IN NO SMALL PART BECAUSE I AM FRANKLY SMITTEN WITH THAT PHRASE, TO MY EARS THOSE THREE WORDS IN SUCCESSION SOUND ALMOST LYRICAL, KIND OF POETIC, AND IT'S JUST FUN TO SAY DOGGONE IT.

AND YOU'RE YOU'RE WELCOME TO SAY IT WITH ME, IF YOU LIKE, I'M GOING TO SAY IT AGAIN BEYOND THE QUOTIDIAN.

IT'S A PHRASE THAT ALSO PAIRS NICELY, I THINK, WITH BACK TO THE FUTURE, WHICH IS, OF COURSE, THE THEME WE USED APPROPRIATELY TO USHER IN THIS NEW SCHOOL YEAR.

BACK TO THE FUTURE AND BEYOND THE QUOTIDIAN AND I'LL EXPLAIN THE RELEVANCE OF THAT PHRASE AS WE STEP THROUGH THE PRESENTATION.

BUT BEFORE TALKING ABOUT WHAT'S NEW WITH OUR PORTRAIT OF A GRADUATE, I HOPE YOU'LL INDULGE A BRIEF RETROSPECTIVE, AN ABRIDGED CHRONOLOGY, JUST SORT OF THE EVENTS THAT PRECEDED OUR TIME HERE TONIGHT.

AND IN TRUTH, IN ALL ACTUALITY, IT STARTED WITH YOU, THE TRUSTEES, WHO IN THE SPRING OF 2018 FRAMED OUR STRATEGIC PLAN BY ESTABLISHING THOSE FIVE PILLARS LEARNING AND TEACHING LIFE READY TALENT ACQUISITION, SUPPORT AND GROWTH, CULTURE OF COMMUNITY AND STRATEGIC RESOURCE MANAGEMENT.

SO ESTABLISHING THOSE FIVE AREAS, AREAS OF FOCUS THAT WAS REALLY THE BEGINNING THE ORIGIN, THE BASIS FOR EVERYTHING YOU'LL HEAR FROM ME TONIGHT.

AND IT'S NOT A STRETCH TO SAY THAT THE PORTRAIT OF A GRADUATE SPANS ALL FIVE OF THOSE AREAS TOUCHES EACH ONE OF THEM.

BUT FOR THE PURPOSES OF THIS EVENING, WE'LL FOCUS ON PILLAR TWO, LIFE READY.

SO PLANO ISD GRADUATES WILL POSSESS THE SKILLS AND KNOWLEDGE THAT ENABLE THEM TO BE FUTURE READY CITIZENS AND LEADERS IN THE GLOBAL WORKFORCE.

THAT'S THE OVERARCHING OBJECTIVE THAT WAS ASSIGNED TO PILLAR TWO BY THE STRATEGIC PLANNING COMMITTEE WAY BACK WHEN.

AND IN ORDER TO MEET THAT VERY ASPIRATIONAL OBJECTIVE, THE COMMITTEE EQUIPPED US WITH TWO STRATEGIES, STRATEGY ONE, ENGAGE OUR BROADER LEARNING COMMUNITY TO REDEFINE STUDENT SUCCESS IN TERMS OF LIFE READINESS AND THEN THERE'S STRATEGY TWO INTEGRATE AND AUTHENTICALLY EMBED LIFE READINESS COMPETENCIES ALONGSIDE STATE STANDARDS ALONGSIDE THE TEEKS.

AND IT'S NO SMALL TASK.

IT'S NOT SOMETHING WE COULD KNOCK OUT IN A WEEKEND.

SO WHERE DO WE BEGIN? WHAT DOES IT MEAN TO BE LIFE READY? HOW SHOULD WE REDEFINE SUCCESS FOR STUDENTS IN PLANO ISD WHEN IN THE FALL OF 2019 NINETEEN AND THEN THROUGH THE SPRING OF 2020, WE TOOK A BIG LEAGUE SWING AT STRATEGY NUMBER ONE BY PARTNERING WITH BATTELLE FOR KIDS, A NATIONAL NOT FOR PROFIT GROUP THAT SPECIALIZES IN HELPING SCHOOL DISTRICTS ACROSS THE COUNTRY ANSWER THOSE TWO VERY SPECIFIC AND VERY IMPORTANT QUESTIONS.

WHAT DOES IT MEAN TO BE LIFE READY? HOW SHOULD WE REDEFINE SUCCESS FOR STUDENTS IN PLANO ISD? AND SO THE EXPECTATION WAS THAT AFTER FACILITATING FOUR MEETINGS WITH A REPRESENTATIVE GROUP OF ABOUT 60 STAKEHOLDERS AND THERE WERE STUDENTS THERE AND TEACHERS AND LIBRARIANS AND GUIDANCE PROFESSIONALS, COMMUNITY MEMBERS, CAMPUS AND DISTRICT ADMINISTRATORS, THAT VERY REPRESENTATIVE GROUP, AFTER FOUR MEETINGS, WOULD SOMEHOW ARRIVE AT A NEW GRADUATE PROFILE THAT IN SOME WAY REFLECTS THE HOPES, THE DREAMS, THE ASPIRATIONS OF OUR COMMUNITY AND EXPANDS OUR DEFINITION OF SUCCESS BEYOND GRADE POINT AVERAGE TO INCLUDE A SET OF DISPOSITIONS AND MINDSETS THAT WE FEEL CONTRIBUTE SIGNIFICANTLY TO LIFE READINESS.

AND IT WASN'T EASY, AND THERE WAS A LOT OF COLLEGIAL DEBATE AND DELIBERATION PACKED INTO A HANDFUL OF MEETINGS THAT SPANNED JUST ABOUT FIVE MONTHS, I GUESS.

ULTIMATELY, THOUGH, WE ALL CAME TOGETHER AROUND A SET OF SIX COMPETENCIES THAT, COMBINED WITH ACADEMIC KNOWLEDGE, FORM THE BASIS OF OUR NEW PORTRAIT OF A GRADUATE.

SO COURAGEOUS ADAPTABILITY, COMMUNICATION, CREATIVITY, CRITICAL THINKING, CURIOSITY AND EMPATHY.

THOSE ARE THE DISPOSITIONS THAT COMPRISE OUR PORTRAIT, NOT TO THE EXCLUSION OF BUT IN ADDITION TO CORE ACADEMIC CONTENT KNOWLEDGE AND A MAY 2020 BOARD UPDATE,

[02:05:03]

AND THEN WE HIT THE PANDEMIC PAUSE BUTTON, I GUESS, AND SORT OF WAITED FOR THE SMOKE TO CLEAR BEFORE LAUNCHING INTO PHASE TWO OF THE PROJECT.

SO I AM HERE TONIGHT HAPPY TO REPORT THAT WE ARE BACK AND BETTER THAN EVER AND ALREADY WORKING ON THIS IMPORTANT NEXT PHASE.

IT'S A PHASE WE'RE CALLING PORTRAIT TO PRACTICE, AND IT'S ONE THAT AIMS TO OPERATIONALIZE THOSE DISPOSITIONS NOT ONLY ACROSS OUR ORGANIZATION, BUT ESPECIALLY WITHIN OUR CLASSROOMS. SO TO THAT END, WE CONVENED A BRAND NEW WORK GROUP ON SEPTEMBER 8TH, JUST TWO WEEKS AGO.

ALL TOLD, THERE WERE ABOUT 30 OF US AT THE STOCKWELL CENTER THAT DAY.

OUR MEMBERSHIP INCLUDED TEACHERS AND LIBRARIANS AND SPECIALISTS AND ADMINISTRATORS REPRESENTING ELEMENTARY AND SECONDARY SCHOOLS, AS WELL AS A NUMBER OF DEPARTMENTS, ACADEMIC SERVICES, TO BE SURE, AND STUDENT AND FAMILY SERVICES, INSTRUCTIONAL TECHNOLOGY, PROFESSIONAL LEARNING.

MOST OF THE PARTICIPANTS, NOT ALL, BUT MOST WERE BRAND NEW TO THIS WORK.

THEY WERE NOT PART OF THE STRATEGIC PLANNING COMMITTEE, FOR EXAMPLE, NOT PART OF ANY ACTION TEAM OR NOR WERE THEY PART OF THE ORIGINAL PROJECT DESIGN TEAM.

AND SO WE DECIDED TO START THAT DAY BY REALLY BY REAFFIRMING THE WORK THAT HAD ALREADY TAKEN PLACE.

IN SHORT, WE WANTED EVERYBODY IN THAT ROOM TO UNDERSTAND WHY WE WERE ASSEMBLED, WHY THIS WORK IS SO VITALLY IMPORTANT.

AND SO AFTER ESTABLISHING OUR MEETING NORMS AND PARTICIPATING IN A COMMUNITY BUILDING ACTIVITY, THE GROUP ENGAGED IN SOMETHING CALLED A TEXT RENDERING PROTOCOL.

IT SOUNDS MUCH FANCIER THAN THAN WHAT IT WAS IN SMALL TEAMS. WHAT WE DID IS WE READ AND WE RESPONDED TO FOUR SHORT ARTICLES EITHER PENNED BY OR PENNED ABOUT SOME VERY PROMINENT, I GUESS, FUTURISTS FOR LACK OF A BETTER WORD, SOME HIGHLY REGARDED BIG THINKERS WHO HAVE LITERALLY WRITTEN BEST SELLING BOOKS ABOUT WHAT THEY THINK IT WILL TAKE FOR OUR STUDENTS TO THRIVE IN THE YEARS TO COME.

AND SO WE READ AN ARTICLE BY DAN PINK WHOSE BOOK, TITLED A WHOLE NEW MIND, INTRODUCES THE SIX SENSES FOR FOR PROFESSIONAL SUCCESS AND PERSONAL SATISFACTION.

AND WE READ AN ARTICLE BY TONY WAGNER, WHOSE BOOK, TITLED THE GLOBAL ACHIEVEMENT GAP, DISCUSSES THE SEVEN SKILLS EVERY CHILD WILL NEED TO SURVIVE IN THE CHANGING WORLD OF WORK.

AND WE READ AN ARTICLE BY MICHAEL HORN, COAUTHOR OF DISRUPTING CLASS THAT BOOK IN THE UPPER LEFT HAND CORNER.

IT'S A BOOK THAT EMPHASIZES THE NEED FOR SCHOOL COMMUNITIES TO BE CLEAR ABOUT PURPOSE AND PRIORITIES.

AND WE ALSO READ AN ARTICLE ABOUT HOWARD GARDNER'S FIVE MINES FOR THE FUTURE.

AND ALTHOUGH EACH ARTICLE WAS DIFFERENT, IT WAS, YOU KNOW, FIVE MINES VERSUS SIX SENSES VERSUS SEVEN SKILLS FOR THE FUTURE.

ALTHOUGH THEY WERE DIFFERENT, IT WAS TRULY STRIKING, TRULY STRIKING HOW WELL THEY CORRELATED TO THE COMPETENCIES THAT WE IDENTIFIED OVER A YEAR AGO AS CRITICAL IN OUR PORTRAIT OF A GRADUATE.

SO EACH AUTHOR MAY HAVE USED SLIGHTLY DIFFERENT LANGUAGE, BUT THE SPIRIT OF THEIR WORDS CERTAINLY SIGNALED THE VIRTUE AND THE UNDENIABLE USEFULNESS OF ADAPTABILITY, OF COMMUNICATION, OF CREATIVITY, OF CRITICAL THINKING, OF CURIOSITY AND OF EMPATHY.

INCIDENTALLY, TYING THIS BACK TO THE BEGINNING BEYOND THE QUOTIDIAN IS A PHRASE YOU CAN FIND IN DAN PINK'S ARTICLE, WHICH HE TALKS ABOUT THE DAWNING OF A NEW AGE ONE THAT HE CALLS THE HIGH CONCEPT, HIGH TOUCH AGE.

HIGH CONCEPT INVOLVES CREATIVITY AND CRITICAL THINKING.

HIGH TOUCH INVOLVES THE ABILITY TO EMPATHIZE WITH OTHERS TO UNDERSTAND THE SUBTLETIES OF HUMAN INTERACTION, TO FIND JOY IN ONESELF AND TO ELICIT IT FROM OTHERS.

AND THEN HE SAYS, AND HERE'S THE POINT TO STRETCH BEYOND THE QUOTIDIAN AND PURSUIT OF PURPOSE AND MEANING, SO A SYNONYM FOR QUOTIDIAN IS ORDINARY.

SO STRETCHING BEYOND THE QUOTIDIAN AND SORT OF IMPLIES REACHING FOR THE EXTRAORDINARY AS WE GO ABOUT THIS WORK PORTRAIT OF A GRADUATE, THAT IDEA STICKS WITH ME AND THAT WE ARE ABSOLUTELY STRETCHING BEYOND THE QUOTIDIAN AND REACHING FOR THE EXTRAORDINARY AND NOT FOR NOTHING.

BUT I SAW THIS PICTURE ON TWITTER JUST THE OTHER NIGHT, AND IT SORT OF UNDERSCORES IN MY MIND PINK'S NOTION ABOUT A HIGH CONCEPT, HIGH TOUCH AGE.

I THOUGHT I'D SHARE IT WITH YOU.

IT'S AN IMAGE SHOWING A WOMAN WHO HAPPENS TO BE BLIND HOLDING A 3D PRINTED

[02:10:02]

AND TO ME, THAT CAPTURES EVERYTHING ABOUT HIGH CONCEPT AND HIGH TOUCH.

THAT'S CREATIVITY THAT IS CRITICAL THINKING.

THAT IS EMPATHY, AND IT'S ALL ON FULL DISPLAY.

IT IS THE ESSENCE OF BEYOND THE QUOTIDIAN RIGHT.

AND SO I WILL GET BACK TO THE PORTRAIT TO PRACTICE TEAM.

I MENTIONED THAT WE MET ON SEPTEMBER 8TH, STARTED THE DAY AFFIRMING THE WORK THAT HAD BEEN DONE PREVIOUSLY, AND IT WAS AT THAT POINT, I THINK THAT THE BATON WAS OFFICIALLY PASSED FROM THE PORTRAIT DESIGN TEAM OF 2020 TO THE PORTRAIT TO PRACTICE TEAM OF 2021.

WE ESTABLISHED A FEW DESIRED OUTCOMES THAT THE TEAM WILL BE FOCUSED ON OVER THE NEXT SEVERAL MONTHS.

NOTABLY, WE WANT TO BUILD AND REFINE STUDENT ACCESSIBLE DEFINITIONS FOR EACH OF OUR PORTRAITS SIX COMPETENCIES AT THIS STAGE, I DON'T THINK WE TRULY OWN THE DEFINITIONS FOR ADAPTABILITY, COMMUNICATION, CREATIVITY, CRITICAL THINKING, CURIOSITY AND EMPATHY.

WE'RE JUST MORE OR LESS BORROWING THE DEFINITIONS THAT WERE LOANED TO US BY BATTELLE FOR KIDS UNTIL WE COULD FIND THE TIME AND FIND THE WILL, I GUESS, TO REPLACE THEM WITH WORDS THAT MAKE SENSE TO US AND TO OUR UNIQUE COMMUNITY.

SO THAT'S DESIRED OUTCOME NUMBER ONE, SORT OF PLANO EYES THE COMPETENCY DEFINITIONS.

DESIRED OUTCOME TWO IS TO ESTABLISH LEARNING TARGETS AND PROFICIENCY SCALES FOR EACH OF THOSE COMPETENCIES, SORT OF DIFFERENTIATED BY GRADE LEVEL BANDS.

AND I'M GOING TO LEAN ON OUR TEAM TO SORT OF DETERMINE WHAT THE FINISHED PRODUCT LOOKS LIKE, BUT I CAN IMAGINE THAT IT'S GOING TO INCLUDE VARIOUS SETS OF AGE APPROPRIATE.

I CAN STATEMENTS TO SERVE AS SORT OF LEARNING TARGETS.

AND THEN WE'LL ALSO HAVE SOME RUBRIC LOOKING THINGS THAT CAN BE USED TO CONVEY THE CHARACTERISTICS OF DIFFERENT PROFICIENCY LEVELS FOR EACH COMPETENCY.

AND THEN THERE'S THE THIRD DESIRED OUTCOME TO ESTABLISH A CROSSWALK THAT ALIGNS OUR NEW PORTRAIT DISPOSITIONS WITH THEIR NATURAL COUNTERPARTS IN THE SKILL, COMPETENCY SORT OF UNIVERSE, AS WELL AS THE CHARACTER TRAIT STANDARDS THAT ARE ALREADY FOUND IN THE TEEKS.

THERE'S GREAT ALIGNMENT BETWEEN THOSE THREE THINGS, AND WE HOPE TO DRAW THOSE TOGETHER.

AND SO, BY GOLLY, THAT IS THE UPDATE.

OUR NEXT PORTRAIT OR PRACTICE MEETING IS SCHEDULED TO OCCUR OCTOBER 20TH.

AND THEN A THIRD MEETING TAKING PLACE ON DECEMBER 8TH.

SO THANK YOU FOR YOUR TIME, ATTENTION AND INTEREST, AND I WILL ENDEAVOR TO ANSWER ANY QUESTIONS YOU MAY HAVE.

IT'S SLIDE NINE.

TEN OR NINE, SO OUR PORTRAIT, COURAGEOUS ADAPTABILITY, COMMUNICATION, CREATIVITY, CREATIVE THINKING, CURIOSITY, EMPATHY.

SO I'M JUST WONDERING, YOU KNOW, THE GOOD OLD INDIVIDUAL LIBERTY AND PERSONAL RESPONSIBILITY AND THOSE THINGS, WHERE DO THEY FIT IN THIS PORTRAIT OF A GRADUATE? THAT'S A GREAT QUESTION, AND I WILL INVITE MY COLLEAGUES TO JUMP IN ANY TIME THEY FEEL COMFORTABLE DOING SO.

BUT MY SENSE IS THIS IS THAT I'M GOING TO SAY TO A LARGER EXTENT THOSE MAY BELONG IN PART TO THE SAL COMPETENCIES.

IN SOME WAY, MAYBE.

LET ME MAKE SURE I UNDERSTOOD THE NOTION OF PERSONAL RELATIONSHIPS AND INTERACTING WITH OTHERS, AND I SUSPECT THERE MAY FIND A SPACE WITHIN EMPATHY, POTENTIALLY WITHIN CRITICAL THINKING.

CERTAINLY ANY TIME COMMUNICATION AND THEN PART OF THE WORK THAT WILL ENDEAVOR TO DO IS IS TRULY TIED BECAUSE I THINK YOU TALK ABOUT.

I WOULD CLASSIFY THOSE AS CHARACTER TRAITS AND LIKELY THOSE EXIST IN OUR TEAMS AND OUR JOB.

OUR MISSION OVER THE NEXT COUPLE OF COUPLE OF MONTHS IS TO TRULY CROSSWALK.

THOSE IDENTIFY WHERE THEY DO SHOW UP HERE AND WHERE THEY DON'T.

AND MAKE SURE THAT WE BRING THEM TO LIGHT ONE WAY OR ANOTHER.

THAT'S A REALLY LONG ANSWER TO.

MATT, CAN YOU TELL ME JUST IN TERMS OF ADAPTABILITY, ADAPTABILITY COMPARED TO COURAGEOUS ADAPTABILITY, HOW THE TEAM ARRIVED AT THAT? I'M THINKING BACK NOW TO SPRING, SO AND MY SENSE IS THIS THAT WAS THAT REPRESENTS A CONCESSION OR JUST AN AGREEMENT WHERE WE WERE UNDECIDED ABOUT TWO SEPARATE

[02:15:06]

WE WERE TRYING TO SIT.

SO IT WAS A COMPROMISE, IS THE WORD I WAS LOOKING FOR.

BUT THAT SOUNDS LIKE AN OXYMORON.

COURAGEOUS, YOU HAVE COURAGEOUS ADAPTABILITY.

SO PERSONALLY, I LIKE THAT THE COURAGEOUS MODIFIER, BECAUSE I THINK ADAPTABILITY COULD SIMPLY BE ACQUIESCENCE, AND THAT'S NOT WHAT WE'RE LOOKING FOR.

WE'RE NOT LOOKING FOR PEOPLE TO GIVE IN.

WE'RE LOOKING FOR THEM TO BE COURAGEOUS AND MAKE UP THEIR OWN MIND.

AND ALL OF THESE CHARACTERISTICS TOGETHER ARE CREATING INDIVIDUALS, TO YOUR POINT, WHO CAN GO OUT INTO THE WORLD AND CREATE THEIR OWN IDENTITY AND BE THEIR OWN PERSON.

WELL, I WOULD ALSO SAY IT CAPTURES A RESILIENCE, AND I WOULD IMAGINE COMING OUT OF COVID.

AND IF YOU MET IN THE MIDST OF ALL OF THAT, THAT'S PROBABLY TOP OF MIND FOR HOW WE HAD TO ADAPT SIGNIFICANTLY IN THE LAST 18 MONTHS.

AND YOU DO IT WITH COURAGE, NOT WITH TO YOUR POINT, WHAT DID YOU WHAT WAS THE WORD YOU USE, DAVID? WE ASKED THEM IF WE ACTUALLY KNOW AND THAT, THAT I WOULD SAY RESILIENCE IS THE UNDER IS THE DATA THE MYTH THAT FOR SURE.

SO ONE OF THE THINGS THAT'S INTERESTING IS THAT WHEN WE REFERRED TO SPRING, WE WERE NOT TALKING ABOUT SPRING DURING COVID.

THIS IS ACTUALLY SPRING BEFORE MARCH OF OH, BEFORE THAT SPRING.

SO THIS ALL OCCURRED BEFORE MARCH OF 2019.

AND SO I KNEW IT.

THEY JUST HAD THIS SENSE, PRESCIENT FORESIGHT.

BUT WHAT I REMEMBER ABOUT THE COURAGEOUS ADAPTABILITY WAS AROUND FEELING SAFE TO TAKE RISK AND AND TO INNOVATE.

AND SO IT WAS A COMBINATION OF THOSE TWO DESCRIPTORS.

FOR THOSE, TWO WORDS WERE VERY SIMILAR.

AND SO THEY COMBINED THE TWO.

SO MUCH LIKE CRITICAL THINKING, IF YOU LIKE THE WAY THEY UNDERSTAND.

BUT I HEAR THE, YOU KNOW, A SAFE ENVIRONMENT TO DO SOMETHING.

AND I THINK THE WAY I'VE ALWAYS UNDERSTOOD COURAGE IS DOING THE RIGHT THING.

EVEN WHEN YOU'RE AFRAID OR DOING THE RIGHT THING, EVEN WHEN IT'S HARD, YOU KNOW THAT'S WHAT'S COURAGEOUS.

SO LIKE TO DAVID'S POINT, TALKING ABOUT COURAGEOUS ADAPTABILITY, ADAPTING WHEN IT'S UNPOPULAR OR IT'S DIFFICULT, BUT IT'S JUST IT'S INTERESTING.

IT LEAVES A LOT TO BE.

SO I'M GOING TO READ YOU OUR PORTRAIT OF A GRADUATE SUMMARY DOCUMENT OF WHAT THE DEFINITION THE COMMITTEE ACTUALLY ARRIVED AT, THAT THAT MATH SAID.

WE ARE REDEFINING OUR OWN DEFINITIONS, BUT THE COMMITTEE ADAPTED.

THEY THEY THIS IS WHERE THEY KIND OF COALESCED AROUND THIS WORK COLLABORATIVELY IN A IN A CLIMATE THAT MAY HAVE AMBIGUITY OR CHANGING PRIORITIES, DEMONSTRATE UNDERSTANDING THAT THERE'S OFTEN MORE THAN ONE WAY TO ACHIEVE AN OUTCOME AND THAT THERE MAY BE MORE THAN ONE OUTCOME THAT ACHIEVES A GOAL, EXHIBIT FLEXIBILITY AND THOUGHTS AND ACTIONS, AND RESPOND BRAVELY AND PRODUCTIVELY TO FEEDBACK, SETBACKS AND CONSTRUCTIVE CRITICISM.

SEEK MULTIPLE PERSPECTIVES TO REACH SOLUTIONS AND ENGAGE IN OUTCOMES EVEN WHEN IT MAY BE UNKNOWN OR UNCLEAR.

SO JUST BEING WILLING TO.

TAKE RISK AND TRY.

SO ANYWAY, BUT THOSE DEFINITIONS ARE NOT PLANO, SO THAT'S WHY THEY HAVE TO GO BACK AND AND ADAPT DEFINITIONS THAT ARE FOR OUR COMMUNITY AND OUR DISTRICT.

I JUST HAVE A LITTLE CONCERN WITH THE PORTRAIT OF A GRADUATE HAVING COMPONENTS OF AMBIGUITY AND TRYING TO.

WE'RE TALKING ABOUT REDEFINING THE DEFINITIONS, AND WE TALK ABOUT HAVING COMMON LANGUAGE, WE DO THAT WITH THE WHAT'S THE LIST OF WORDS AND THE INSTRUCTIONAL MODEL, AND WE SEE THE BENEFIT OF ALL OF THE TEACHERS BEING ON THE SAME PAGE AND KNOWING WHAT IT IS.

AND SO WHEN WE TALK ABOUT THE AMBIGUITY OF LANGUAGE.

YOU KNOW, I THINK I'VE HEARD THE PHRASE BEFORE, IT CAN BE WHATEVER IT NEEDS TO BE, WHEN IT NEEDS TO BE.

THAT AND THAT'S AMBIGUITY IN A SENSE.

SO I JUST WORRY THAT IF WE HAVE 50000 STUDENTS THAT LOOK AT THESE SIX TRAITS AND THEY MEAN SIXTY THOUSAND DIFFERENT THINGS, AND THEN THEY TALK ABOUT THEM AND WE'RE TALKING ABOUT 60000 OR 50000 DIFFERENT THINGS, THERE'S NOT A CLEAR AND COMMON SHARED EXPERIENCE OR SOMETHING THAT THEY WHEN THEY'RE TALKING, THEY'RE HAVING THE SAME CONVERSATION USING THE SAME WORDS.

BUT THAT'S EXACTLY I THINK WHAT MATT IS TALKING ABOUT IS IS REDEFINING FROM PORTRAIT TO PRACTICE SO THAT THERE IS THAT'S WHAT A PROFICIENCY SCALE IS.

IT SETS THE.

WHAT DOES THIS MEAN? WHAT DOES THIS LOOK LIKE? I MEAN, CERTAIN THINGS WILL LOOK A CERTAIN WAY FOR YOUNGER LEARNERS AND LOOK DIFFERENT AS THEY GROW AND DEVELOP.

BUT TRYING TO FIND THE WAY TO STANDARDIZE THIS IS THE WORK OF THIS THIS COMMITTEE NOW.

[02:20:01]

OR IS IT STILL GOING TO BE LEFT? IS THERE EVER GOING TO BE A DEFINITIVE DEFINITION THAT'S AGREED UPON OR IS IT SOMETHING THAT IS GOING TO BE OPEN-ENDED? I WOULD SAY I WOULD SAY YES TO THE FIRST QUESTION.

THERE WILL BE AN AGREED UPON DEFINITION.

AND I WANT TO CALL BACK SOMETHING YOU MENTIONED A SECOND AGO, JUST SO YOU KNOW, IT'S PART OF OUR DISCUSSION.

WE RECOGNIZE AND WHOLLY ACCEPT THAT THERE IS A DIFFERENCE BETWEEN OPPORTUNITIES TO EXPRESS AND EXHIBIT THESE AND GUARANTEED EXPERIENCES.

AND WE ARE FOCUSED ON NOT ONE TO THE EXCLUSION OF THE OTHER.

THERE SHOULD BE OPPORTUNITIES, INTEREST BASED OPPORTUNITIES, BUT WE WANT TO PROVIDE GUARANTEED EXPERIENCES AROUND EACH OF THESE.

BASED ON OUR OUR OWN LOOK FOURS, AS WE AS WE ESTABLISH THEM, I HOPE THAT MAKES SENSE.

IT DOES THANK YOU.

SO NOT TO GO COMPLETELY CONTRARIAN ON ON YOU HERE, BUT I ACTUALLY LIKE THE IDEA OF THE WORD PORTRAIT OF A GRADUATE BECAUSE A PORTRAIT IS A SNAPSHOT IN TIME THAT YOU GO TO A MUSEUM AND YOU SEE THOUSANDS OF DIFFERENT PORTRAITS AND THEY ALL LOOK DIFFERENT.

THEY ALL MEAN DIFFERENT THINGS TO DIFFERENT PEOPLE.

OK, AND SO I WOULD PROBABLY TAKE THE EXACT OPPOSITE APPROACH, CODY, THAT YOU'RE TAKING, I LIKE THE AMBIGUITY BECAUSE I WANT FIFTY THOUSAND STUDENTS TO SEE THESE CHARACTERISTICS IN FIFTY THOUSAND DIFFERENT WAYS, AND COURAGEOUS ADAPTABILITY TO ONE KID MAY BE SOMETHING COMPLETELY DIFFERENT THAN ANOTHER.

SO AS LONG AS THEY TO ME CAPTURE THE ELEMENTS HERE AND WE SEND KIDS OUT IN THE WORLD AND THEY HAVE THESE CHARACTERISTICS AND THAT THEY CAN THEN BECOME THEIR OWN IDENTITY, THEIR OWN PERSON, THEIR OWN INDIVIDUAL PORTRAIT, COLLECTIVELY, WE HAVE 50000 PORTRAITS.

THAT, TO ME, IS WHAT ALL OF THIS MEANS, AND I LOVE THE IDEA OF THAT.

I THINK IT'S KIND OF IMPORTANT IN THAT SAME VEIN TO SORT OF THINK ABOUT THAT.

EVERY STUDENT IS APPROACHING THIS PORTRAIT FROM DIFFERENT EXPERIENCES AND BY EMPHASIZING THINGS LIKE COMMUNICATION AND EMPATHY AND ENSURING THAT OUR STUDENTS ARE ABLE TO COMMUNICATE THEIR LIFE EXPERIENCES AND WHAT THESE MEAN TO THEM, TO OTHERS AND WORK AS A WORK, AS A STUDENT COMMUNITY TO REALLY UNDERSTAND WHAT THEIR VISION IS FOR THEMSELVES AND HELP THEIR FRIENDS MODEL WHAT THEIR VISION IS FOR THEIR OWN PORTRAIT.

YOU KNOW, I THINK THAT THAT SORT OF ALLOWS FOR A LOT OF GROUP THINKING AND CREATIVITY AND AND COLLABORATION AMONG STUDENTS RATHER THAN PUTTING THEM ALL IN ONE BOX, BUT ALLOWING THEM TO WORK TOGETHER TO DECIDE WHAT EACH OF THESE MEANS FOR THEM.

AND, YOU KNOW, CHANGING THEIR OPINIONS OVER TIME.

YEAH, I'LL JUST I'LL GIVE ONE LAST COMMENT, JUST FROM MY PERSPECTIVE TO WRAP THIS UP.

I'VE GOT THREE RECENT GRADUATES FROM PLANO ISD.

I SEE THESE ELEMENTS CREATING THEIR PORTRAIT, AND ALL THREE OF THEM ARE EXTREMELY DIFFERENT.

BUT I CAN SEE THESE THINGS AS BEING CHARACTERISTICS THAT THEY HAVE BROUGHT WITH THEM OUT OF PLANO ISD.

AND SO IN THAT REGARD, I'M TELLING YOU, I GUESS THE MESSAGE HERE IS THAT WE ARE DOING THESE THINGS ALREADY, SO WE ARE PUTTING THEM INTO PRACTICE.

AND SO MAYBE IDENTIFYING WHAT'S WHAT WE'RE DOING TO CREATE THIS IS IS THERE'S SOME VALUE THERE, BUT I CAN TELL YOU, WE'RE DOING IT.

THANK YOU FOR THAT AND I WILL ECHO THAT WITH THIS LAST COMMENT IS SOME OF MY COLLEAGUES MADE THIS SAME OBSERVATION.

WE'RE WE'RE NO DOUBT CULTIVATING THOSE COMPETENCIES DISPOSITIONS AMONG OUR STUDENTS.

THE QUESTION IS, IS IT A HAPPY ACCIDENT OR IS IT INTENTIONAL? AND WE WANT TO MAKE SURE THAT IT'S INTENTIONAL SO THAT WE REACH THE BROADEST BASE OF SO WE REACH EVERYBODY, QUITE FRANKLY.

SO.

OK, WELL, THANK YOU AGAIN.

IT WAS THAT I'M SORRY, I DON'T MEAN TO.

.. ANY OTHER QUESTIONS OR COMMENTS, I JUST WANT TO MAKE A COMMENT.

I THOUGHT THERE WAS A REALLY GOOD PRESENTATION AND I SAID THAT I HAVE TWO TWO KIDS WHO GRADUATE FROM PLANO ISD, FROM PECHE, AND THAT THEY HAVE ALL OF THAT AS A PORTRAIT OF GRADUATE.

SO THANK YOU.

VERY GOOD.

I WAS JUST GOING TO SAY, I THINK IT'S FASCINATING THAT ALL OF THESE DON'T NECESSARILY FOCUS ON WHAT KNOWLEDGE OUR GRADUATES ARE OBTAINING, BUT HOW THEY ARE GOING TO USE THAT KNOWLEDGE.

AND IN THE ARTICLES, YOU KNOW THAT YOU GUYS WORK THROUGH INCITED.

THERE'S A LOT OF DISCUSSION ABOUT HOW IN THE INFORMATION AGE, YOU KNOW, THE SKILLS THAT OUR GRADUATES ARE NOT GOING TO NEED IS NOT YOU DON'T HAVE TO KNOW THE IDEAL GAS LAW.

YOU JUST HAVE TO KNOW HOW TO USE THAT IDEAL GAS LAW AND AND HOW TO TALK TO OTHERS

[02:25:02]

BUT MY POINT BEING IS THAT I THINK THIS IS A REALLY FUNDAMENTAL SHIFT IN THE WAY THAT EDUCATION HAS TRADITIONALLY BEEN THOUGHT ABOUT, FROM OBTAINING KNOWLEDGE TO REALLY PUSHING HOW TO USE THAT KNOWLEDGE DOWN TO YOUNGER AND YOUNGER KIDS.

AND I THINK IT'S ABSOLUTELY FASCINATING THE ARTICLES IN THE BOOKS PROVIDED OR A REALLY GOOD READ FOR ANYBODY LOOKING FOR FOR SOME INTERESTING FUTURE OLOGY.

AND I DO BELIEVE EVERY STUDENT IS DIFFERENT.

THEY EVEN YOU LOOK AT THE SAME CONCEPTS YOU GET OUT OF, YOU GOT FROM A DIFFERENT POETRY OF YOURSELF NOT DENYING INDIVIDUALITY AT ALL.

I AM NOT.

BUT I DO THINK WE WE SHOULD HAVE A DEFINITION, AT LEAST SOME PARAMETERS.

WHAT IS CURIOSITY? IT MUST MUST MEAN SOMETHING OTHERWISE, YOU KNOW, WE WE YOU HAVE TO.

WE AGREE 100 PERCENT.

AND IT'S OUR GOAL PUTTING THIS.

THIS IS A PORTRAIT.

YOU KNOW, I SAW THE SLIDE.

THE TITLE IS POETRY TO PRACTICE AND YOU ARE INTENTIONALLY TRY TO CULTIVATE THOSE TRAITS IN STUDENTS.

I THINK THAT IS PROBABLY GROUNDBREAKING IN OUR ATTEMPT TO CREATE A PORTRAIT OF STUDENTS.

AND I COMMEND YOU GUYS FOR THIS.

AND BUT I STILL THINK, OTHER TRAITS, LIKE YOU CALL IT, CHARACTER IS NOT INCLUDED IN THE POETRY.

I'M STILL KIND OF BOTHERED BY THAT.

UH, YEAH.

NO, THANK YOU, AND AND JUST TO RECALL THE PROCESS, INTERESTINGLY, DURING THE SECOND MEETING A YEAR AND A HALF AGO, TWO YEARS AGO, WE WERE PRESENTED WITH A UNIVERSE OF ABOUT 50 COMPETENCIES DISPOSITIONS AND IT WAS REALLY THAT DIAL.

IT WAS SORT OF THE CONSENSUS OF THE GROUP TO ARRIVE AT THESE, BUT EVERYBODY RECOGNIZED THAT THIS IS NOT EVERYTHING AND THAT WE STILL, YOU KNOW, WE WE WE IT WON'T.

IT'S NOT EVERYTHING, BUT THESE ARE THE ONES THAT WE ARE PRIORITIZING.

RELATIVE TO OUR PORTRAIT OF A GRADUATE AND TO.

THEY ALSO MADE THE CASE THAT THESE COMPETENCIES DISPOSITIONS CARE PAIRED WITH ACADEMIC CONTENT KNOWLEDGE, LEAD TO DEEPER LEARNING.

IT'S THROUGH THESE THAT YOU WILL ACHIEVE DEEPER ACADEMIC CONTENT KNOWLEDGE.

SO JUST ANOTHER QUESTION.

DO PARENTS HAVE INPUT INTO THIS? THEY DID.

OK, WE HAD A, THEY WERE PARENTS WERE AMONG THE 60 FOLKS THAT THAT ESTABLISHED THESE DISPOSITIONS.

GOOD TO KNOW.

THANK YOU.

SO, MATT, THANKS AGAIN.

ENTERTAINING, AS ALWAYS, AND I CHALLENGE MY COLLEAGUES ON THE BOARD TO USE THE PHRASE BEYOND THE QUOTIDIAN AT SOME POINT TOMORROW.

WORK IT INTO A CONVERSATION.

APPRECIATE IT.

THANKS MUCH.

WELL, ONE OF MY FAVORITE A LITTLE CAFES IN FRANCE, IT'S A CHAIN.

IT'S CALLED PAN QUOTIDIEN, WHICH MUST MEAN EVERYDAY BREAD.

YEAH, EXTRAORDINARY.

ALL RIGHT.

THANK YOU, MATT.

THE LAST ITEM FOR US TONIGHT IS BOARD MEMBER LIAISON UPDATES AND WE HAVE THREE FROM JERI, SO TAKE IT AWAY.

SO I FIGURED OUT HOW TO WORK THIS IN LAST WEEK, NANCY AND I HAD THE DISTINCT PLEASURE OF HEARING OUR SUPERINTENDENT SPEAK FOR THE HENDRIX FELLOWSHIP FOUNDATION.

AND SHE SAID THE STATEMENTS NEVER FOLLOW KIDS AND I'M JUST GOING TO SAY NEVER FOLLOW MATT FREI.

AND SO THREE AND MOST OF MY UDATE ABOUT THE PLANO EDUCATION FOUNDATION, I SERVE ON THE BOARD AS A MEMBER, BUT I'M ALSO OUR LIAISON TO THAT FOUNDATION THIS YEAR, I'M HONORED AND PRIVILEGED TO BE IN THAT ROLE.

THE CORPS STORE IS ONE OF THOSE THINGS THAT OUR TEACHERS HAVE THAT NO OTHER ENTITY IN THIS AREA HAS, AND THAT IS A PLACE WHERE TEACHERS CAN GO TO GET SUPPLIES FOR THEIR STUDENTS AND FOR THEIR CLASSROOMS SO THEY DON'T HAVE TO USE THEIR OWN MONEY.

THE CORPS STORE WAS HIGHLY USED IN THE OPENING OF OUR CAMPUSES THIS YEAR HIGHLY, HIGHLY USED, AND THERE ARE LOTS OF SUPPLIES THAT ARE NEEDED AND I THOUGHT I WOULD SHARE THOSE WITH YOU SO THAT YOU AND YOUR NETWORKS OR IF YOU ARE, HAVE A HANKERING AT WAL-MART THE NEXT TIME YOU'RE THERE TO HELP.

I'M JUST LET YOU KNOW THAT I CONSTRUCTION PAPER BOTH COLORED AND MANILA SPIRAL NOTEBOOKS, SINGLE SUBJECT POCKET FOLDERS, MY FAVORITE CRAYONS, MY SECOND FAVORITE MARKERS AND GLUE, BOTH BOTTLES AND STICK STICKS.

SO THAT IS SOMETHING THAT THEY NEED.

SO JERI, I HAVE A QUESTION FOR YOU.

YES.

IT SEEMS LIKE YOU HAD A THROW DOWN IN MIND.

[02:30:01]

BUT I THINK WE MIGHT TO WAIT A LITTLE WHILE.

RIGHT NOW, THE THROW DOWN IN OUR COMMUNITY IS FOR PEANUT BUTTER, FOR NORTH TEXAS FOOD BANK.

OKAY, AND I DON'T WANT TO TAKE AWAY FROM THAT, BUT PERHAPS WE AS A BOARD CAN EVENTUALLY THINK ABOUT HOW WE CAN HELP THIS COURSE.

I THINK IT WOULD BE A WONDERFUL GESTURE ON OUR PART TO HELP WITH US AND PROVIDING THEM SOME SUPPLIES.

OKAY, GOOD.

QUICK QUESTION ON THAT.

DO THEY HAVE AN AMAZON WISH LIST THAT'S PUBLICLY AVAILABLE SO PARENTS CAN JUST MAKE IT EASY AND HAVE IT SENT STRAIGHT TO THE CORP STORE? THEY HAVE MEAN, HAVEN'T THEY SARA? I DON'T KNOW IF IT'S OUT ALIVE NOW, THEY DO THAT FOR BUSINESSES.

THEY HAVE DONE THAT.

I DON'T KNOW IF IT'S STILL UP AND RUNNING.

I ALSO KNOW THE PTA IS ABOUT TO KICK OFF A SCHOOL SUPPLY DRIVE FOR THE CORP STORE.

OK, GOOD TO KNOW.

SO WHEN WOULD THE PTA SUPPLIES ARE DONE THEN THAT MAYBE WHEN WE CAN COME IN AND HAVE SOME FUN SKI PLANO IS COMING AND IT'S HOPEFULLY GOING TO BE IN PERSON THIS YEAR? MARK YOUR CALENDARS NOW FOR ALL OF US TO BE THERE IT IS FEBRUARY THE 5TH, AND THE THEME IS MAKE MAGIC HAPPEN.

VERY EXCITING, I HAPPENED TO SIT ON THAT COMMITTEE AS WELL, AND IT'S A LOT OF ENERGY, AND I THINK IT WILL BE A VERY FUN EVENT FOR US TO ALL GATHER.

AND YES, IT WILL BE CASUAL DRESS, WHICH IS ALL OF OUR FAVORITES.

GRANTS TO EDUCATORS, CAVEATS, IF YOU HAVE ANY INKLING OF THE DATE, IT IS SUPER, SUPER SECRET, DON'T SHARE, BUT EDUCATORS APPLICATIONS ARE DUE FRIDAY, SEPTEMBER THE 30TH.

WE HOPE TO GRANT ABOUT $125000 IN GRANTS, AND WE JUST VERY EXCITEDLY GOT A $50000 GRANT FROM TOYOTA TO HELP COVER THAT GRANTS TO EDUCATE EDUCATORS.

SO BIG SHOUT OUT TO TOYOTA, AND THEY ARE STILL LOOKING FOR ANOTHER THIRTY THOUSAND DOLLARS TO HELP COVER THOSE GRANTS.

SO YOU KNOW WHAT I'M GOING TO SAY NEXT THURSDAY IS NORTH TEXAS GIVING DAY, AND THE FOUNDATION WILL BE USING THAT AS AN OPPORTUNITY FOR PEOPLE TO SUPPORT.

AND SO THAT'S A GREAT WAY FOR US TO ALL SUPPORT OUR FOUNDATION THROUGH THAT.

AS WELL AS THE FINE ARTS BUILDING, THE ENDOWMENT COMMITTEE IS HARD AT WORK TO TO BUILD THE ENDOWMENT FOR THE ARTS BUILDING.

YOU MAY RECALL, OR YOU MAY NOT KNOW THAT WE AS A BOARD SEVERAL YEARS AGO ASKED THAT THE FINE ARTS BUILDING BE ABLE TO COME UP WITH A HUNDRED AND FIFTY THOUSAND DOLLARS OF REVENUE EACH YEAR TO HELP SUPPORT THAT BUILDING.

AND THAT IS WHY THE ENDOWMENT IS THERE SO THAT THAT MONEY IS ALWAYS IN PLACE.

WE ARE IN PARTNERSHIP.

THE DISTRICT AND THE FOUNDATION SINCE THIS PAST YEAR HAS BEEN A BIT OF A CHALLENGE AND WE WANT TO BUILD THE ENDOWMENT.

SO THE MORE MONEY WE CAN KEEP IN IT, THE FASTER IT WILL BE ABLE TO GROW.

WE ARE WORKING TO PRORATE THIS YEAR SO THAT THEY WILL NOT DO A FULL PAYMENT UNTIL 2023.

IS THAT THE BEST WAY OF SAYING IT SARA.

? AS YOU KNOW, WE HAD BECAUSE THE DELAY OF THE BUILDING USAGE IS THERE, THE OPERATING COST IS NOT THE SAME AND SO WE PRORATED IT.

SO THE FOUNDATION WOULD NOT HAVE TO PAY FOR TIME WHEN THE BUILDING IS NOT IN USE.

SO WE WANTED TO MAKE SURE IT HIGHLIGHTED THAT.

AND AGAIN, DON'T FORGET NORTH TEXAS GIVING DAY.

YOU CAN ALSO DESIGNATE YOUR FUNDS TO SUPPORT THE ARTS THE FINE ARTS BUILDING.

MOVING ON TO PLANO CHAMBER OF COMMERCE THIS PAST WEEK, WE HAD A PUBLIC POLICY MEETING.

I THINK THEY'RE DOING THEM.

EVERY OTHER MONTH I USED TO DO THE MONTHLY.

WE HAD THE HONOR AND PRIVILEGE OF HAVING CONGRESSMAN VAN TAYLOR, SENATOR ANGELA JACKSON AND STATE REP JEFF LEACH ALL ATTEND AND PRESENT.

AND THE BIG NEWS OF THE COMING IS THE REDISTRICTING THAT'S GOING TO BE HAPPENING FOR THE STATE.

FOR THOSE OF YOU WHO ARE MAP NUTS LIKE I AM, YOU CAN GO TO REDISTRICTING CAPITOL TEXAS DOT GOV.

AND YOU CAN SEE IN REAL TIME HOW THE DISTRICTS ARE LOOKING, MODIFYING AND THAT WAS RELEASED JUST RECENTLY.

SO.

AND THEN THE OTHER THING THAT I THOUGHT WAS INTERESTING IS THAT UTD NOW HAS A WHOPPING TWENTY NINE THOUSAND SEVEN HUNDRED AND TWENTY FOUR STUDENTS, AND THEY ARE, AS PART OF THEIR STAYING ON CAMPUS, ARE BEGINNING ROLLING COVID TESTING OF ALL STUDENTS, SO THAT WAS INTERESTING.

AND THEN ANOTHER HIGHLIGHT FOR THE CHAMBER IS THAT LEADERSHIP PLANO CLASS THIRTY EIGHT HAD THEIR RETREAT LAST WEEKEND AND I WANTED TO GIVE A SHOUT OUT TO OUR OWN CODY WEAVER, WHO IS SERVING IN THAT CLASS.

AND FOR THOSE OF US WHO HAVE OUR GRADUATES, WE CAN GREET THE CLASS TOMORROW NIGHT AT A RECEPTION.

I WILL BE THERE AND I HOPE TO SEE MANY OF YOU THERE TO, YOU KNOW, MAKE FUN OF CODY AND ALL THAT HE DOES, THOUGH, AND TO SUPPORT CODY IN HIS PRESENCE THERE.

AND THEN LAST BUT NOT LEAST, SARA ALREADY MENTIONED IT.

THE OTHER THING THAT [INAUDIBLE] IS ON TO THE CITY OF PLANO, WE WILL ALL BE GETTING ANOTHER LOVELY OPPORTUNITY TO BE TOGETHER.

LOTS OF IT TOGETHER TIME IN THE NEXT WEEK.

BUT THURSDAY NIGHT WE'LL BE ASSEMBLING AT THE STOCKWELL CENTER FROM 6:00 UNTIL 9:00, AND WE'LL BE MET BY OUR CITY COUNCIL COMPADRES, WHICH IS SOMETHING THAT I'VE BEEN WANTING TO DO SINCE BEING ON THE BOARD FOR THE LAST THREE YEARS.

SO I'M THANKFUL FOR ALL THAT THOSE WHO PUT THAT TOGETHER.

AND THAT IS IT, PRESIDENT STOLLE, THANK YOU, JERI, IF THERE'S NO FURTHER BUSINESS

[02:35:06]

THE TIME IS 10:26 PM.

* This transcript was compiled from uncorrected Closed Captioning.