Nov 03, 2021 Regular Board Meeting

SO AS ONE OF THE TWO TRUSTEES THAT HAS A COLLEGE OR GRADUATE DEGREE IN GERMAN AND MY OTHER COLLEAGUE WHO HAS DEGREES IN GERMAN IS NOT WITH US, I FEEL OBLIGATED TO ASK SOME QUESTIONS ABOUT THIS.

ONE OF THE THINGS THAT I ASKED AHEAD OF TIME THAT I I'D LIKE TO ASK AGAIN IS WHAT ARE THE ENROLLMENTS AND THE OTHER LANGUAGES OFFERED AND HOW DO THEY COMPARE TO THIS RIGHT? THIS IS THE LOWEST, YES, OF ALL OF THE LANGUAGES OFFERED.

AND SO WHAT ARE THE ENROLLMENTS AND THE OTHER LANGUAGES THAT ARE OFFERED? AND THEN HAS THERE BEEN ANY COMMUNITY INTEREST IN ADOPTING SOMETHING NEW? SO OUR OTHER ENROLLMENT SO CURRENTLY WE OFFER FIVE LANGUAGES.

SO OUR HIGHEST ENROLLMENT LANGUAGE IS SPANISH WITH CURRENTLY WE HAVE SEVEN THOUSAND EIGHT HUNDRED AND SIX STUDENTS ENROLLED IN SPANISH.

OUR SECOND LANGUAGE IS FRENCH SECOND HIGHEST LANGUAGE IS FRENCH, WHICH HAS ONE THOUSAND ONE HUNDRED AND FIFTY ONE STUDENTS ENROLLED IN FRENCH AND ASL IS NEXT WITH ONE THOUSAND FIFTY EIGHT STUDENTS AND THEN CHINESE WITH THREE HUNDRED AND TWENTY FIVE STUDENTS AND THEN GERMAN WITH ONE SEVENTY EIGHT.

SO I KNOW WHEN YOU LOOK AT ENROLLMENT OVER THE LAST FEW YEARS, WE WE'VE HAD KIND OF A SPIKE IN CHINESE AND THEN WE'VE HAD A DROP.

WHEN YOU LOOK AT ALL OF OUR ENROLLMENT OVER THIS LAST YEAR, WE HAVE HAD A DROP IN ENROLLMENT IN CHINESE AS WELL AS YOU KNOW, THERE'S A FEW THAT WE'VE HAD SOME KIDS THAT DIDN'T TAKE THE HIGHER LEVEL OF THEIR LOTE CLASS JUST AFTER COVID.

AFTER THERE'S THERE'S SOME ATTRITION AS KIDS ARE GETTING BACK IN RIGHT.

SO WE KNOW WE KNOW THIS, BUT AS WE LOOK AT CHINESE, SO CHINESE IS OUR NEXT LOWEST LANGUAGE.

BUT AS WE LOOK AT CHINESE, THERE'S A COUPLE OF THINGS.

SO WE DO HAVE MORE THAN DOUBLE THE AMOUNT OF KIDS IN CHINESE THAT WE DO IN GERMAN NUMBER ONE AND THEN NUMBER TWO.

CHINESE IS A LANGUAGE THAT WE CHOSE FOR THE IB HUFFMAN PROGRAM.

SO THE STUDENTS WHO STARTED IN THE HUFFMAN PROGRAM WITH CHINESE HAVE NOT YET GOTTEN TO THE HIGH SCHOOL.

SO OUR HOPE IS THAT THOSE STUDENTS THAT TAKE CHINESE AT HUFFMAN WILL THEN ALSO BE ABLE TO TAKE CHINESE AT THEIR HIGH SCHOOL, AND THAT WILL BE THE LANGUAGE THAT THEY CHOOSE SO THAT THEY HAVE THAT THAT BEGINNING SO CHINESE WOULD BE THE NEXT ONE.

BUT WE REALLY HAVE ALREADY ESTABLISHED A PATHWAY FOR STUDENTS AND IT IS TIED TO THE IB HUFFMAN PROGRAM.

SO AS FAR AS COMMUNITY INTERESTS, SO WE HAVEN'T, THERE ARE OCCASIONALLY COMMUNITY INTEREST EXPRESSED FOR OTHER LANGUAGES.

PART OF THE ISSUE WOULD BE CERTIFICATION OF TEACHERS AND FINDING TEACHERS WHO CAN TEACH OTHER LANGUAGES.

SO THAT WOULD BE ONE THING.

I WILL SAY THAT WE DO OFFER CREDIT BY EXAM FOR OVER FORTY THREE LANGUAGES.

SO IF A STUDENT COMES IN WITH A HOME LANGUAGE AND WE WILL, WE WILL CONTINUE TO OFFER GERMAN ONE THROUGH FOUR THROUGH CREDIT BY EXAM.

SO IF WE HAVE A STUDENT WHO COMES IN WITH THEIR HOME LANGUAGE AND I KNOW THAT'S NOT INSTRUCTION, BUT IF WE HAVE A STUDENT WHO COMES WITH THE HOME LANGUAGE OF, I THINK WE OFFER, I MEAN, THERE'S FORTY THREE LANGUAGES, SO I COULD START NAMING THEM.

BUT I WILL MISS SOMETHING OR SAY SOMETHING WRONG, RIGHT? I'LL NAME THE ONE THAT WE DON'T ACTUALLY OFFER, BUT I CAN TELL YOU THAT WE EVERY

[01:10:02]

TIME SOMEONE CALLS, I'M ALWAYS SURPRISED BY WHAT IS THERE.

WE FREQUENTLY MONITOR THE TEA LIST FOR WHAT OTHER TESTS WE USE OF [INAUDIBLE], WHICH IS OUR CD PROVIDER FOR THAT.

SO WE CONSTANTLY MONITOR THAT AND HOW MANY KIDS ARE TAKING EACH LANGUAGE.

SO WE'LL CONTINUE TO MONITOR THAT TO SEE IF THERE'S SOMETHING THAT WE NEED TO ADD.

BUT AT THIS POINT IN TIME, WE DON'T HAVE ENOUGH INTEREST IN ONE PARTICULAR LANGUAGE, AND THEN WE WOULD HAVE TO RESEARCH CERTIFICATIONS SO.

GREAT.

AND I'LL JUST AS ANOTHER SIDE COMMENT IS SOMEONE WHO HAS A SON THAT'S DEAF, I'M REALLY EXCITED TO SEE SO MANY STUDENTS TAKING ASL.

IT IS A WONDERFUL, WONDERFUL PROGRAM, REALLY IS.

SO I WAS ALSO GOING TO ADD JUST IN TERMS OF LOVE ASL, MY SISTER TOOK THAT IN HIGH SCHOOL AND SHE STILL IS SHE KEPT UP WITH IT.

I DON'T HAVE ANY OF THE SKILLS FOR MY LANGUAGE CLASSES.

THOSE ARE GONE, BUT ASL.

IT'S AMAZING HOW THE OPPORTUNITIES TO PRACTICE THAT ARE ALWAYS THERE, AND IT'S MADE A DIFFERENCE FOR HER AND HER TEACHING CAREER IN TERMS OF US KIND OF SUNSETTING GERMAN.

YOU KNOW, WHEN WE TALK ABOUT BEING A DISTRICT OF INNOVATION, WHEN WE TALK ABOUT WHAT WE OFFER IN OUR CTE AND BEING FUTURE AND FORWARD THINKING, WE THINK ABOUT THE SKILLS THAT OUR KIDS WILL NEED AND OUR STUDENTS WILL NEED.

AND SO LANGUAGE BEING PART OF THAT, THERE ISN'T AS MUCH OF A INTERNATIONAL MARKET FOR GERMAN.

I MEAN, THERE'S PLENTY OF AMAZING GERMAN COMPANIES, AND THAT'S NOT A BAD LANGUAGE TO LEARN, BUT CHINESE BEING, YOU KNOW, WHEN WE'RE LOOKING AT A GLOBAL MARKET AND, YOU KNOW, OBVIOUSLY SPANISH, ESPECIALLY BEING IN TEXAS, JUST, YOU KNOW, WE HAVE A VERY LARGE SPANISH SPEAKING POPULATION HERE.

AND SO IT MAKES SENSE THAT WE HAVE OVER 7000 STUDENTS THAT ARE TAKING ADVANTAGE OF THAT AND WOULD LOVE TO OFFER MORE LANGUAGES.

BUT WE ALSO HAVE TO BE PRACTICAL, AND THIS DOES SEEM LIKE THE PRACTICAL DECISION AND, YOU KNOW, MAINTAINING THAT FOCUS ON ALSO OFFERING MANDARIN, I THINK, IS A REALLY GOOD THING BECAUSE WE MAY SEE INCREASED DEMAND FOR THAT IN THE FUTURE.

AND EVEN THINKING ABOUT CCMR AND MILITARY, I THINK THAT THE UNITED STATES MILITARY WOULD LOVE TO BE RECRUITING PLANO ISD GRADUATES THAT CAN SPEAK MANDARIN.

THAT MAY BE A NEED IN THE FUTURE.

AND I CAN TELL YOU THAT OUR STUDENTS DO GRADUATE LIKE IF THEY GO THROUGH ALL FOUR YEARS OF A PLANO ISD LOTE COURSE.

WE GRADUATE STUDENTS WHO ARE FLUENT, WE GRADUATE STUDENTS WHO SPEAK AND WRITE THE LANGUAGE IN A WAY THAT IS DIFFERENT THAN OTHER OTHER DISTRICTS THAN OTHER PROGRAMS. SO I CAN TELL YOU JUST, YOU KNOW, WE ALWAYS BRAG ABOUT OUR OWN KIDS, BUT I WILL TELL YOU THAT MY SON IS AN ENGINEERING STUDENT AT PURDUE, AND HE IS CHANGED HIS MAJOR JUST RECENTLY.

AND SO HE IS A DOUBLE MAJOR IN BOTH ENGINEERING AND SPANISH BECAUSE HE IS FLUENT IN SPANISH.

AND SO THERE IS NO REASON WHY HE CAN'T JUST BE DO BOTH.

SO BUT HE IS FLUENT IN SPANISH BECAUSE OF THE PROGRAM THAT WE HAVE HERE BECAUSE WE DO HAVE GREAT LOTE TEACHERS.

SO THIS PROGRAM, IT REALLY IS BASED ON STUDENT INTEREST, RIGHT? WE HAVE PHENOMENAL GERMAN TEACHERS.

I WANT TO MAKE SURE THAT I SAY THAT, THAT THIS IS NOT A LACK OF GREAT GERMAN TEACHERS.

WE HAVE REALLY GREAT GERMAN TEACHERS WHO HAVE DONE A REALLY WONDERFUL JOB WITH THEIR PROGRAMS ON THEIR CAMPUSES.

WE JUST HAVE A LACK OF INTEREST IN THIS PARTICULAR LANGUAGE AND THIS PARTICULAR PROGRAM FROM STUDENTS.

OK, THANK YOU, THANK YOU.

JUST AS A ONE FINAL COMMENT, AS WE GO INTO THIS, I JUST WANT TO SAY THE ENGLISH LANGUAGE ARTS AND READING HONORS IN A SOCIAL STUDIES HONORS CLASSES JUST SO WE CONNECT ALL THE DOTS HERE IS AN ISSUE THAT STARTED OUT AT THE BOARD HEARING FROM THE COMMUNITY.

WE SENT THAT TO OUR ONE OF OUR BOARD ADVISORY COMMITTEES, WHICH STUDIED THIS FOR TWO YEARS, BROUGHT BACK THE RECOMMENDATIONS AND WE ARE NOW PUTTING THIS INTO PRACTICE.

AND SO I THINK IT'S A REAL WORLD EXAMPLE OF HOW VALUABLE THE WORK OF OUR ADVISORY COMMITTEES IS TO THIS BOARD.

AND SO THANK YOU TO ADVISORY COMMITTEES IF YOU ARE SUFFERING THROUGH WITH US AT EIGHT FIFTY ONE RIGHT NOW.

ANY OTHER QUESTIONS FOR COMMENTS? OK, THIS IS AN ACTION ITEM, AND SO WE NEED A MOTION.

MAY I HAVE ONE? I MOVE THE BOARD OF TRUSTEES APPROVES THE ADDITION, REVISION AND SUNSET OF COURSES AS PRESENTED.

I SECOND, I HAVE A MOTION BY JERI CHAMBERS, A SECOND BY ANGELA POWELL, THAT THE BOARD OF TRUSTEES APPROVES THE ADDITION, REVISION AND SUNSET OF COURSES AS PRESENTED.

IS THERE ANY FURTHER DISCUSSION? HEARING NONE, LET'S VOTE ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES UNANIMOUSLY SIX ZERO.

OK, NOW FOR THE ITEM WE'VE ALL BEEN WAITING FOR ACTION ITEM NINE POINT THREE IS THE

[9.3. Approval of the Plan of Work, District Improvement Plan, and Campus Performance Objectives for School Year 2021 - 2022]

APPROVAL OF THE PLAN OF WORK, DISTRICT IMPROVEMENT PLAN AND CAMPUS PERFORMANCE OBJECTIVES FOR SCHOOL YEAR TWENTY ONE AND TWENTY TWO.

AND I'M NOT JOKING.

I MEAN, THIS IS, THIS IS THE MEAT OF WHAT THE ADMINISTRATION DOES AND PART OF THE BIGGEST CHUNK OF THE MEAT OF WHAT THIS BOARD DOES.

[01:15:01]

SO THIS IS IMPORTANT STUFF.

SO, THERESA, IT'S ALL YOURS.

SO WE'RE BRINGING OUR A LINE OF WORK, OUR DISTRICT IMPROVEMENT PLAN AND OUR CAMPUS IMPROVEMENT PERFORMANCE OBJECTIVES TONIGHT FOR APPROVAL.

AND SO EVEN THOUGH WE'VE APPROVED THE CALENDAR FOR NEXT YEAR AND COURSES FOR NEXT YEAR, NOW WE'RE GOING BACK TO OUR PRESENT TIME AND THAT IS OUR PLAN OF WORK.

AND SO KATRINA, CAN YOU DRIVE SINCE YOU'RE UP? SO OUR PLAN OF WORK IS COMES FROM OUR STRATEGIC PLAN AND THOSE FIVE PILLARS, AND IT IS THE ANNUAL STRATEGIES THAT THE TEAM IS WORKING ON THROUGHOUT THE YEAR.

SOME OF THE YOU RECEIVED AT YOUR PLACE A VERY THICK PACKET THAT INCLUDES ALL HUNDRED AND FORTY SOMETHING STRATEGIES, AND WE ARE NOT GOING TO SPEND TIME GOING OVER EACH AND EVERY SINGLE ONE OF THESE BECAUSE SOME OF THEM HAVE ALREADY BEEN PRESENTED ONCE BEFORE AS MANY OF THE STRATEGIES ARE MULTI-YEAR.

SO WE'LL SPEND OUR TIME FOCUSING ON NEW STRATEGIES IN ACCOMPLISHING OUR STRATEGIC PLAN.

ADDITIONALLY, WE HAVE OUR DISTRICT IMPROVEMENT PLAN PERFORMANCE OBJECTIVES THAT INCLUDES OUR HOUSE BILL THREE GOALS FOR THE YEAR, AS WELL AS OUR CAMPUS IMPROVEMENT PLANS.

A COUPLE OF THINGS THAT I JUST WANT TO NOTE HERE ON OUR DISTRICT IMPROVEMENT PERFORMANCE OBJECTIVES, AND THIS IS REQUIRED BY LAW, AND IT IS ALSO REQUIRED THAT OUR DISTRICT IMPROVEMENT COMMITTEE APPROVES THESE PERFORMANCE OBJECTIVES BEFORE BRINGING THEM TO THE BOARD FOR APPROVAL.

AND THAT MEETING HAS OCCURRED AND THEY HAVE APPROVED THOSE PERFORMANCE OBJECTIVES AND WE'RE BRINGING THEM FORWARD TONIGHT FOR YOU.

TERESA, DID WE DO THIS PRIOR TO IT BEING LEGALLY REQUIRED? YOU KNOW, AS LONG AS I CAN RECALL.

WE HAVE ALWAYS DONE THIS AND ACROSS OTHER DISTRICTS.

AND SO THAT IS AND EACH CAMPUS ALSO HAS A CAMPUS IMPROVEMENT COMMITTEE THAT LOOKS AND REVIEWS ALL OF THE DATA AND APPROVES THE CAMPUS GOALS.

SO THERE'S NOTHING NEW TO THIS.

IT'S JUST THAT NOW IT'S STATE MANDATED.

I THINK IT'S BEEN MANDATED FOR QUITE A WHILE.

HOUSE BILL THREE GOALS OR WHAT, THAT'S WHAT'S NEEDED.

THAT'S THE UPDATE.

WHICH ARE THOSE MULTI-YEAR FIVE YEAR GOALS AROUND LITERACY FOR THIRD GRADE LITERACY AND CCR.

AND I WOULD JUST SAY WE'VE ALWAYS HAD TO HAVE PERFORMANCE OBJECTIVES IN A DISTRICT IMPROVEMENT PLAN.

HOUSE BILL THREE SET THE STANDARD WHERE IT'S NOT PASSING, IT'S MEETS, SO IT'S A HIGHER STANDARD THAT YOU HAVE TO THAT YOUR GOAL IS SET ON.

SO IT LOOKS DIFFERENT THAN JUST PASSING.

AND THEN THE OTHER THING IS THAT HOUSE BILL THREE ONLY REQUIRES YOU TO HAVE MATH AND READING AT A CERTAIN GRADE LEVEL, BUT WE'VE SET IT FOR ALL GRADE LEVELS.

I THINK IT'S THIRD AND EIGHTH CORRECT.

JUST THIRD GRADE.

BUT WE'VE SET IT ACROSS THE BOARD AND ALL FOUR COUNTRIES.

NOW, THERESA, THE LIST OF THE COMMITTEE MEMBERS, YOU MENTIONED THE COMMITTEE THAT MET FOR THIS, THAT'S THE LAST TWO PAGES OF THE DISTRICT IMPROVEMENT PLAN.

AND I WANT TO SAY THANK YOU TO ALL THE MEMBERS OF THAT, AND WE HAVE ONE OF THOSE MEMBERS IN THE ROOM TONIGHT OR TWO.

IS IT? OH, SHE'S EMBARRASSED.

OK, I WON'T SAY HER NAME.

AMAZING PTA LEADERSHIP IN THE DISTRICT MIGHT BE IN THE HOUSE TO TO BE HERE.

YES, TARA LANCE.

SO OUR PLAN OF WORK IS GOING TO COVER PILLARS ONE THROUGH FIVE, WHICH ARE DISTRICT GOALS, ONE THREE FIVE AND THEN OUR DISTRICT IMPROVEMENT PLAN GOALS ARE SIX THROUGH 11.

ALL OF OUR CAMPUS IMPROVEMENT PLANS CONNECT AND ALIGN WITH OUR DISTRICT GOALS AND THEN WE HAVE FORMATIVE REVIEWS THREE TIMES A YEAR.

SO EVEN THOUGH IT'S NOVEMBER 3RD, WE'RE GETTING READY AT THE END OF THIS MONTH TO HAVE ANOTHER FORMATIVE OR VERY FIRST FORMATIVE REVIEW.

IT IS A LIVING AND BREATHING DOCUMENT, SO AS WE'RE ANALYZING DATA THROUGHOUT THE YEAR, IF WE NEED TO MAKE ADJUSTMENTS TO STRATEGIES, THE TEAMS AND CAMPUS TEAMS WILL DO SO.

WE'LL LOOK AT OUR PERFORMANCE AGAIN IN FEBRUARY AND APRIL AND THEN SUMMATIVE IN JUNE.

SO WE ARE GOING TO START WITH PILLAR ONE.

WE'RE GOING TO PASS, I GUESS, SO TO SPEAK THE MIC AROUND THE TEAM AND ALL OF THEIR TEAMS HAVE WORKED REALLY HARD IN ANALYZING DATA FROM PRIOR YEARS TO SET THE NEW STRATEGIES FOR THIS YEAR.

THEY'LL TALK THROUGH AGAIN NEW STRATEGIES.

IF YOU HAVE ANY QUESTIONS, PLEASE FEEL FREE TO ASK AS WE GO ALONG AND THEN KATRINA IS GOING TO KICK US OFF.

AND THEN SHE'LL PASS IT ON TO THE NEXT PERSON.

SO OK.

THANK YOU, DR. WILLIAMS. SO PILLAR ONE, AS YOU KNOW, IS ALL ABOUT LEARNING AND TEACHING, WHICH IS OUR CORE BUSINESS OF THE DISTRICT.

AND IT IS OUR GOAL THAT ALL STUDENTS IN THE DISTRICT WILL HAVE ACCESS TO A

[01:20:02]

CULTURE OF HIGH EXPECTATIONS WITH LEARNING ENVIRONMENTS THAT ARE ENGAGING, INNOVATIVE, PERSONALIZED AND SUPPORTIVE.

AND FROM OUR STRATEGIC PLAN COMMITTEE, THE TWO MAIN ACTION PLANS THAT CAME FROM THIS PILLAR ARE ALL ABOUT SUPPORTING TEACHERS SO THEY MEET THE NEEDS OF INDIVIDUAL STUDENTS AND THEY'RE ABLE TO ASSESS LEARNING AND A VARIETY OF WAYS.

AND OUR STRATEGY IS SUPPORT BOTH OF THESE ACTION PLANS, AS YOU'LL SEE AS WE MOVE THROUGH THE PRESENTATION.

THESE STRATEGIES ARE A CONTINUATION, AS DR.

WILLIAMS MENTIONED, MULTI-YEAR STRATEGIES THAT WE HAVE PUT IN PLACE, CONTINUING THE WORK ON IMPLEMENTING OUR READING ACADEMY AND BALANCED OUR BALANCED LITERACY, A MODEL OF INSTRUCTION, AS WELL AS THE RESPONSE TO INTERVENTION FOR THE ACADEMIC PIECE.

THE TWO NEW ONES LISTED HERE, I'VE ALREADY PRESENTED TO YOU BEFORE, WHEN WE DISCUSSED HOW WE'RE USING ESSER FUNDS TO MITIGATE THE INTERRUPTED OR UNFINISHED LEARNING.

AND SO WE HAVE ADDED THEM HERE THAT WE HAVE PURCHASED AND WIDELY USE SOME OF THE ONLINE PROGRAMS THAT HAVE AND WE HAVE EXTENDED MONEY TO THE CAMPUSES TO HELP WITH THEIR TUTORING EFFORTS, WHICH WE COVERED WHEN I EXPLAINED HOUSE BILL 4545 TO YOU.

AND THEN THE THIRD PERFORMANCE OBJECTIVE WE REVISED JUST A BIT.

THIS AGAIN, IS CONTINUING TO EVALUATE AND REVISE OUR ADVANCED ACADEMIC PROGRAMING.

CAN YOU ELABORATE A LITTLE BIT KATRINA ON HOW THAT WAS REVISED AND WHY? THE SECOND BULLET THERE WAS ADDED, WE'RE GOING TO BE WORKING WITH OUR DIRECTOR OF EQUITY AND DIVERSITY EQUITY INCLUSION.

SORRY TO EXPAND THAT WORK BEYOND JUST OUR TEAM.

WE'RE GOING TO LOOK CLOSELY AT THE DATA ACCESS OF UNDERREPRESENTED POPULATIONS AS WE'VE BEEN DOING AND EXPAND THAT WORK, INCLUDING THAT TEAM.

[INAUDIBLE] SO I'M GOING TO COVER OUR PILLAR TWO LIFE READY, WHICH FOCUSES ON OUR GRADUATES POSSESSING SKILLS AND KNOWLEDGE THAT ENABLE THEM TO BE FUTURE READY CITIZENS AND LEADERS IN THE GLOBAL WORKFORCE.

THE TWO ACTION PLANS ARE TO ENGAGE OUR COMMUNITY TO DEFINE STUDENT SUCCESS IN TERMS OF LIFE READINESS TRAITS AND COMPETENCIES, AND ALSO TO INTEGRATE AND AUTHENTICALLY EMBED LIFE READINESS, SKILLS AND STANDARDS ALONGSIDE STATE STANDARDS.

SO THE FIRST THREE PERFORMANCE OBJECTIVES UNDER THIS PILLAR HAVE BEEN CARRIED FORWARD FROM LAST YEAR, AND THIS MAINLY HAS TO DO WITH OUR WORK AROUND PORTRAIT OF THE GRADUATE.

SO THEY WENT INTO SOME DETAIL IN OUR IN A PREVIOUS BOARD MEETING ABOUT THE PORTRAIT WORK.

AND TO SUMMARIZE IT FOR TONIGHT'S PURPOSES, THE COMMITTEE, A COMMITTEE, HAS BEEN ESTABLISHED THAT CONTINUES TO UNPACK THOSE SIX COMPETENCIES IN ORDER TO FURTHER DEVELOP LEARNER PROFILES, STUDENTS EXPERIENCES AND CONCISE MESSAGING AS A PART OF AN OVERARCHING COMMUNICATION PLAN FOR OUR PERFORMANCE OBJECTIVE FOUR THAT IS CENTERED AROUND INCREASING PARTICIPATION AND ENGAGEMENT AND EXTRACURRICULAR PROGRAMS. AND WE ARE GOING TO CONTINUE WITH THE STRATEGIES FROM THE PREVIOUS YEAR.

BUT WE DID ADD THE NEW STRATEGY, WHICH THANK YOU BOARD FOR APPROVING THAT PRE ATHLETICS COURSE, BECAUSE THAT IS THE NEW STRATEGY THAT'S IN THIS PERFORMANCE OBJECTIVE.

AND IT'S REALLY DESIGNED SO THAT WE CAN ENGAGE OUR SIXTH GRADERS WHO ARE INTERESTED IN JOINING ATHLETIC, THE JOINING THE ATHLETICS PROGRAM AND THE BEGINNING IN THEIR SEVENTH GRADE YEAR.

PERFORMANCE OBJECTIVE FIVE IS A NEW, NEW PERFORMANCE OBJECTIVE IN OUR DISTRICT IMPROVEMENT PLAN THIS YEAR, AND THAT INVOLVES DEVELOPING A PROGRAM OF STUDY IN THE ARTS TO HIGHLIGHT PATHWAYS FOR STUDENTS WHO ARE INTERESTED IN JOBS AND CAREERS IN THE ARTS.

THE FINE ARTS TEAM HAS PARTNERED WITH THE COUNSELING DEPARTMENT TO PROVIDE CONSISTENT CORE SELECTION INFORMATION TO STUDENTS, WHICH INCLUDES ALL OF THE COURSE OPTIONS.

AND BY DOING SO, THAT WILL REALLY HELP US PROVIDE A FULL PICTURE OF STUDENTS CHOICES IN ADVANCE OF US HAVING TO MAKE STAFFING DECISIONS.

THIS YEAR THE TEAM WILL ALSO LAUNCH.

THIS IS A TWO YEAR GOAL, SO THIS TEAM THAT THEY WANT TO LAUNCH A WEBSITE FOR SECONDARY

[01:25:01]

STUDENTS THAT REALLY HIGHLIGHTS THE COURSE OFFERINGS IN THE ARTS AND THEN SUGGESTED PATHWAYS FOR THOSE THAT ARE INTERESTED IN PURSUING THESE TYPES OF CAREERS AFTER HIGH SCHOOL, THEY ARE GOING TO USE THE CTE PROGRAMS OF STUDY THAT IS ALREADY ON OUR PISD WEBSITE AS A MODEL TO THIS WEBSITE FOR THE ARTS PROGRAMS. AND THEN ADDITIONALLY, THE FINE ARTS TEAM IS ALSO GOING TO BE PARTNERING WITH THE SPECIAL EDUCATION DEPARTMENT AND MULTI-LINGUAL TO DEVELOP COURSE OPPORTUNITIES AND SUPPORT FOR STUDENTS WITH DISABILITIES AND SECOND LANGUAGE LEARNERS, SPECIFICALLY IN THE FINE ARTS CURRICULUM, INCLUDING SPEECH.

ALL RIGHT, MOVING INTO PILLAR THREE, MY FAVORITE PILLAR, OF COURSE, TALENT ACQUISITION, SUPPORT AND GROWTH.

SO REALLY, WE ARE THIS AREA SEPARATED INTO THREE DIFFERENT ACTION PLANS.

ONE HAS TO DO WITH RECRUITMENT AND ONBOARDING.

THE SECOND HAS TO DO WITH EMPOWERING THE CONTINUED GROWTH OF ALL EMPLOYEES.

AND THE THIRD ONE IS REALLY AROUND WELLNESS AND MULTI-TIERED SYSTEMS OF CARE AND SUPPORT FOR STAFF.

I'M GOING TO HIGHLIGHT JUST SOME OF THE NEW WORK THAT WE HAVE EMBARKED ON THIS YEAR AND IN PERFORMANCE OBJECTIVE ONE.

WE ARE WORKING WITH THE BUSINESS AND TECHNOLOGY DEPARTMENTS TO IMPROVE OUR APPLICANT AND NEW HIRE EXPERIENCE TO SPEED SOME OF THOSE THINGS UP, AS WELL AS PROVIDE MORE OPTIONS FOR THE APPLICANT IN HOW THEY ENGAGE WITH US.

WE ARE ALSO DIVERSIFYING OUR RECRUITMENT STRATEGIES AS WE ARE RETURNING TO FACE TO FACE JOB FAIRS THIS YEAR.

UNIVERSITIES ARE OPENING THEIR DOORS AGAIN FOR THOSE JOB FAIRS.

WE ARE RENEWING OUR DEDICATION TO TAKING PRINCIPALS AND TEACHERS WITH US ON THOSE RECRUITING TRIPS.

AS PREVIOUSLY MENTIONED, THE PROFILE OR PORTRAIT OF A GRADUATE, WE'RE THEN WORKING, GOING TO WORK TO EXTEND THOSE SAME ITEMS TO OUR PORTRAIT OF A TEACHER IN PORTRAIT OF A LEADER.

WHAT DO THEY LOOK LIKE IN THE DISTRICT? AND THEN FINALLY, SOME SERIOUS WORK AROUND THE TEACHER INCENTIVE ALLOTMENT FOR OUR DISTRICT.

WHAT THOSE PLANS ARE AND HOW WE WILL GET STARTED.

WITH PERFORMANCE OBJECTIVE TWO, WE ARE TAKING A DEEPER DOVE INTO EXIT SURVEY DATA.

TURNOVER DATA FOR OUR HARD TO FILL AREAS.

THAT'S WHERE WE'RE STARTING.

WE DO HAVE WE KNOW WE HAVE SOME AREAS THAT ARE HARDER TO RECRUIT AND RETAIN.

SO A DEEPER DOVE INTO THAT DATA WILL ALLOW US TO MAKE SOME SPECIFIC RECOMMENDATIONS TO BOTH CAMPUSES AND DEPARTMENTS.

THAT'S WHAT TYPE OF DATA DO YOU HAVE AVAILABLE TO DO THAT DIG? SO WE ASK THOSE WHO ARE DEPARTING TO COMPLETE AN EXIT SURVEY.

IT IS OPTIONAL, BUT A GOOD PERCENTAGE OF OUR FOLKS WILL COMPLETE THAT.

THAT'S OUR BIGGEST SET, EXCUSE ME, OUR BIGGEST SET OF DATA.

BUT THERE'S ALSO MORE OF THAT SOFTER ANECDOTAL DATA AS WE TALK TO PRINCIPALS AS SOMEONE IS LEAVING.

YOU KNOW, I NEED A NEW SOCIAL STUDIES TEACHER.

WELL, TELL ME WHAT HAPPENED WITH THE SOCIAL STUDIES TEACHER YOU'VE HAD.

SO EVEN IF THEY DON'T COMPLETE THE EXIT SURVEY, WE DO HAVE SOME INFORMATION.

AND THOSE EXIT SURVEYS IS THAT A COMBINATION OF MULTIPLE CHOICE AND OPEN ENDED? YES.

COOL.

MOVING ON TO PERFORMANCE OBJECTIVE THREE AND FOUR.

THIS IS REALLY FOCUSED ON OUR SYSTEMS OF PROFESSIONAL LEARNING, AND THIS YEAR IS GOING TO BE ABOUT MARKETING THE OPPORTUNITIES THAT WE HAVE IN THE DISTRICT.

WE HAVE RICH OPPORTUNITIES FOR CONTINUED GROWTH IN THE DISTRICT AND NOT EVERYBODY KNOWS ABOUT THEM.

SO WE NEED TO DO A BETTER JOB OF MARKETING BECAUSE THAT IS A REAL POWERFUL RECRUITMENT TOOL AS WELL.

IN COLLABORATION WITH SAFETY AND SECURITY, WE ARE LOOKING AT ADDITIONAL EMERGENCY PREPAREDNESS TRAINING FOR CAMPUS ADMINISTRATORS AS WELL AS SENIOR DISTRICT LEADERSHIP DURING THIS YEAR.

I'LL JUST COMMENT THAT I FEEL LIKE AFTER THE WINTER STORM IN FEBRUARY, THIS IS AN EXCELLENT BULLET TO ADD AS MUCH CHAOS AS THAT SORT OF THREW IT, EVERYBODY HAVING HAVING ADDITIONAL EMERGENCY PREPAREDNESS TRAINING CAN'T HURT.

ABSOLUTELY.

IN THIS NEXT SLIDE WITH OUR PERFORMANCE OBJECTIVES FIVE, SIX AND SEVEN, THE FIRST ONE REALLY HAS TO DO WITH WELLNESS, EMPLOYEE WELLNESS.

WE ARE PROVIDING WEEKLY INFORMATION TO EMPLOYEES THROUGH OUR ALL STAFF

[01:30:04]

COMMUNICATION ON THURSDAYS.

A VARIETY OF TIPS, STRATEGIES AND WELLNESS INFORMATION.

IT MAY BE RESOURCES MAY BE WEBINARS.

IT MAY BE TIPS, HELP, HEALTH FACTS, THOSE TYPES OF THINGS.

WE TRY AND MIX IT UP.

WE ARE ALSO INVESTIGATING HEALTH INSURANCE OPTIONS OUTSIDE OF TRS ACTIVE CARE.

IT IS OUR GOAL TO PROVIDE OUR EMPLOYEES WITH THE BEST PLAN POSSIBLE WITHIN THE NORTH TEXAS MARKETPLACE, BOTH IN COST AND COVERAGE.

SO THAT ANALYSIS IS UNDERWAY.

WE HAVE A GROWING COHORT OF INTEREST OF THOSE FOLKS WHO WANT TO PURSUE THEIR NATIONAL BOARD CERTIFICATION, AND WE HAVE OUR FIRST COHORT BEGINNING THAT WORK THIS YEAR.

AND PART OF THAT WORK, AS FUNDED THROUGH THE TEACHER LEADERSHIP GRANT THAT WE OBTAINED, IS TRAINING A FACILITATOR THAT COULD THEN FACILITATE FUTURE COHORTS WANTING TO OF TEACHERS WANTING TO GET THEIR NATIONAL BOARD CERTIFICATION.

AND FINALLY, IN AN ITEM THAT IS REALLY TAKING A BACKSEAT TO COVID, THE MODEL CODE OF EDUCATOR ETHICS, WE ARE WORKING THIS YEAR TO INCREASE AWARENESS OF THE MCEE FOR ALL EMPLOYEES.

IT WAS SOMETHING THAT COULD KIND OF TAKE A BACKSEAT TO THE URGENCY OF COVID, AND WE NOW FEEL WE CAN BRING IT BACK.

SO QUESTIONS BEFORE I PASS IT ON.

I DON'T HAVE A QUESTION, JUST A COMMENT, REALLY, AND THAT IS THAT I'LL SEE A LOT OF THESE NEW OBJECTIVES REVOLVE AROUND SUPPORT FOR OUR STAFF, AND I THINK THAT'S EXTREMELY IMPORTANT.

ANY GROWTH OPPORTUNITIES, BUT PROVIDING A A LEVEL OF SUPPORT COHORTS, WHETHER IT'S COHORT SAFETY NETS AND THINGS LIKE THAT.

AND I THINK THAT'S JUST EXTREMELY IMPORTANT COMING OUT OF COVID.

AND CREATING THE CULTURE, SPREADING THE CULTURE THAT WE ALREADY HAVE.

SO THANK YOU.

BETH, IN TERMS OF MAYBE SOME OF THE OTHER DISTRICT CONTACTS YOU HAVE IN HR, ARE YOU SEEING SIMILAR INITIATIVES WITH THE ADDITIONAL SUPPORT FOR THEIR TEACHERS AND STAFF IN THE WAY THAT WE'RE SEEING AND TRYING TO ASSIST IN? YES, EVERYBODY'S HANDLING IT IN SLIGHTLY DIFFERENT WAYS, BUT WE'RE ALL BRAINSTORMING THE SAME KINDS OF THINGS.

IT'S JUST WHAT DO THEY WHAT DO WE CHOOSE TO WORK ON THIS YEAR? WHAT DO THEY CHOOSE TO WORK ON? EVERYBODY'S COMMUNITY OF TEACHERS IS A LITTLE BIT DIFFERENT.

SO WE HAVE, WE DID AN EXTENSIVE SURVEY OF STAFF LAST SPRING ABOUT WELLNESS, AND WE REALLY TOOK THOSE RESULTS AS A KIND OF A DRIVING FORCE OF WHERE WE WANTED TO CONCENTRATE.

ARE WE GOING TO TRY TO DO A SURVEY LIKE THAT REGULARLY SO WE HAVE DATA POINTS OR WAS THAT A ONE TIME SURVEY? I DON'T KNOW THAT IT'S SOMETHING WE WOULD DO ANNUALLY.

I THINK A PERIODIC, BUT I DON'T SEE MORE THAN ONCE A YEAR, AND I'M NOT EVEN SURE IT WOULD BE ANNUALLY.

SOME OF THESE THINGS TAKE A LONG TIME TO MOVE THE NEEDLE.

BUT THE OVERALL TREND BETWEEN OTHER DISTRICTS WELLNESS IS IN SUPPORT FOR STAFF IS A COMMON THEME WHEN I COLLABORATE WITH MY COLLEAGUES.

BETH, I WANT TO ASK THE QUESTION NUMBER FIVE.

SO TO INVESTIGATE HEALTH INSURANCE OPTIONS IS THAT TO GET AWAY FROM TRS BECAUSE TRS IS A REALLY EXPENSIVE.

WE'RE LOOKING TO SEE WHAT OTHER OPTIONS MIGHT BE AVAILABLE.

YES, BECAUSE THAT'S REALLY GOOD.

I'M GLAD WE'RE DOING IT.

JERI, IT'S YOUR TIME TO SHINE.

YOU'VE HAD I'VE SEEN YOU PUNCH YOUR BUTTON THREE TIMES.

DID YOU HAVE A COMMENT FOR BETH? WELL, I MEAN, WE'VE KIND OF WE'VE KIND OF SAID IT, BUT I THINK FIVE IS REALLY, REALLY IMPORTANT RIGHT NOW.

AND OUR TEACHERS ARE REALLY THE MORE OUR TEACHERS ARE SUPPORTED AND HAVE TOOLS, THE BETTER OFF THEY WILL BE ABLE TO DO THE WORK OF SUPPORTING AND GIVING TOOLS TO OUR STUDENTS.

AND SO THEM COMING FROM THEIR STRONGEST PLACE OF STRENGTH HAS GOT TO BE OUR ALWAYS ASPIRATIONAL GOAL.

AND THEN HEALTH CARE, WHICH I, YOU KNOW, HEALTH CARE NOW INCLUDES BOTH PHYSICAL AND MENTAL HEALTH, THE HEALTH AND WELL-BEING.

AND THAT IS A THEME.

I THINK TEACHERS WOULD PREFER HAVING A STRONGER HEALTH CARE PROGRAM.

AND THIS IS, YOU KNOW, ANECDOTAL AND AGAIN IMPORTANT TO SURVEY WHEN IT'S APPROPRIATE TO SURVEY.

BUT HEALTH CARE IS AN INCREDIBLY IMPORTANT PART FOR THEM NOT ONLY TO PROVIDE FOR THEMSELVES, BUT ALSO AFFORDABILITY FOR THEIR FAMILIES AS WELL.

ABSOLUTELY.

OK, PILLAR FOUR, CULTURE OF COMMUNITY, THAT PILLAR SAYS THAT PLANO ISD

[01:35:03]

EMBRACES THE DIVERSE COMMUNITY IN WHICH WE LIVE AND WORK AND WILL FOSTER PARTNERSHIPS THAT ARE BENEFICIAL TO THE EDUCATION OF OUR STUDENTS AND MEET THE NEEDS OF OUR FAMILIES.

I'M GOING TO TALK ABOUT THIS ACTION PLAN 4.1, AND DR.

GOBER IS GOING TO JOIN IN FOR OUR ACTION PLAN 4.2, BUT WE'RE GOING TO LOOK AT IDENTIFYING AND ENGAGING STAKEHOLDERS TO FOSTER MEANINGFUL, COMMITTED RELATIONSHIPS THAT EMBRACE THE COMMUNITY AS PARTNERS AND STUDENT SUCCESS.

THESE ARE SEVERAL CONTINUING STRATEGIES FROM THE PREVIOUS YEAR.

I WANTED TO FOCUS REALLY ON BULLETS THREE AND FOUR FOR THIS ONE, THIS STRATEGY FOR FOSTERING EQUITABLE ENGAGEMENT EXPERIENCES ACROSS THE DISTRICT FOR ALL STAKEHOLDERS, THIS IS REALLY ABOUT OUR ENGAGEMENT WORK.

AND THIS YEAR WE WERE ABLE TO MAKE REALLY GREAT PROGRESS ON A COUPLE OF THINGS THAT WE WERE ONLY ABLE TO SCRATCH THE SURFACE ON LAST YEAR IN ENGAGEMENT.

AND A COUPLE OF THOSE WE'RE SEEING KIND OF THE FRUITS JUST RECENTLY WITH THE LAUNCH OF OUR LET'S TALK PLATFORM.

WE KIND OF DID A SOFT LAUNCH AND WE'RE JUST NOW REALLY DIGGING INTO IT OVER THE LAST FEW DAYS.

BUT WE WANT IT TO EMPLOY AN ACCESSIBLE ONLINE TOOL TO HELP US FILTER AND TRACK QUESTIONS, CONCERNS, SUGGESTIONS AND FEEDBACK FROM OUR STAKEHOLDERS.

SO WE ARE REALLY JUST DIGGING INTO THAT.

WE'RE GOING TO BE ABLE TO SHARE MORE INFORMATION SOON.

I'M SURE IF OTHER USERS ARE LIKE ME, EVERY TIME I SEND A RESPONSE, I'M WAITING FOR THAT FEEDBACK BECAUSE THEY GET TO TELL IT TO RATE US.

AND HOW DID WE DO? SO I'M WAITING FOR MY, YOU KNOW, MY TEN POINT THUMBS UP.

SO.

SO WE'RE RIGHT NOW OUR CUSTOMER EXPERIENCE SCORE IS SITTING RIGHT AT ABOUT NINE POINT ZERO FOR THE DISTRICT OR EIGHT POINT NINE.

SO WE'RE LOOKING GOOD SO FAR AND THAT'S OVER A HUNDRED DIALOG SO FAR IN JUST ABOUT A WEEK.

AND THEN THIS YEAR WE, UNLIKE LAST YEAR, WE WERE NOT ABLE TO FULLY IMPLEMENT OUR VOLLEY VOLUNTEER PROGRAM.

SO WE ARE FULL SCALE, ALL OF OUR CAMPUSES ARE USING VOLLEY TO POST THOSE VOLUNTEER OPPORTUNITIES.

WE'RE GETTING OUR COMMUNITY USED TO GOING THERE TO SEARCH FOR THOSE OPPORTUNITIES.

AND SO THAT WILL CONTINUE TO ROLL OUT THIS YEAR AGAIN, BECAUSE LAST YEAR WAS SO DIFFERENT, WE WEREN'T ABLE TO REALLY SEE THIS PLATFORM IN ACTION.

SO WE'RE LOOKING FORWARD TO BRINGING MORE.

AND THEN UNDER THIS, YOU KNOW, OUR EQUITABLE ENGAGEMENT EXPERIENCES ACROSS THE DISTRICT.

WE JUST HAVE A LOT OF GREAT THINGS HAPPENING IN OUR DEPARTMENT THAT WE'LL BRING BACK TO YOU LATER.

THE SECOND ONE BUILDING A COHESIVE, POSITIVE CULTURE OF TRUST AND INCLUSION.

THIS IS MORE ABOUT OUR BRAND.

AND SO I REALLY WANTED TO TALK ABOUT SPECIFICALLY OUR THIRD BULLET HERE IN ENRICH AND BROADEN PLANO ISD STORYTELLING CAPACITY.

LAST YEAR, WE LAUNCHED OUR SCHOOL PR LIAISONS.

SOMETIMES IT'S HARD TO SAY, OUR SCHOOL PR LIAISONS PROGRAM, AND WE WERE ABLE TO UTILIZE THEM, ESPECIALLY IN THE AREA OF SOCIAL MEDIA.

THIS YEAR, WE ARE EXPANDING THEIR CAPACITY BY OFFERING THEM TRAINING AND TEACHING THEM HOW TO BECOME AMBASSADORS FOR THEIR CAMPUSES.

SO WE ARE LOOKING FORWARD TO SEEING MORE STORIES BEING TOLD AT THE CAMPUS LEVEL BY ENGAGING THE HELP OF THOSE RESOURCES AT THE CAMPUS.

SO THOSE WE'VE GOT OTHER THINGS THAT ARE CONTINUING THAT WE DON'T NECESSARILY HAVE TO FOCUS ON RIGHT NOW, BUT I JUST WANTED TO HIGHLIGHT THOSE THREE THINGS RIGHT NOW FOR THIS YEAR.

AND THEN I'LL TURN IT OVER TO DR.

GOBER.

CAN I ASK YOU A QUICK QUESTION? SURE.

FOR, SO I RECENTLY HAD A CONVERSATION WITH A PARENT OF A SPECIAL EDUCATION STUDENT, AND THEY LET ME KNOW ABOUT THE SPECIAL EDUCATION FAIR THAT HAD GONE ON.

AND THEY SAID THAT THEY HAD MISSED IT AND THEY WERE TALKING ABOUT COMMUNICATION.

AND I GUESS MY QUESTION IS, DO WE WE KNOW WHICH PARENTS IN WHICH STUDENTS ARE GETTING SPECIAL EDUCATION SERVICES AND THAT WOULD BENEFIT FROM SOMETHING LIKE THAT FAIR.

DO WE HAVE A COMMUNICATION? I KNOW WE HAVE THE PLATFORM, BUT DO WE HAVE SOMETHING ISOLATED WHERE WE MAKE SURE THAT SPECIFICALLY THOSE PARENTS GET THAT COMMUNICATION? AND I THINK THAT'S MORE SPECIALIZED.

SO THAT WOULD BE I THINK KATRINA COULD HELP ANSWER THAT BECAUSE THAT WOULD BE DONE WITHIN HER DEPARTMENT.

RIGHT.

SOMETHING LIKE THAT WE USUALLY SEND TO CAMPUS TEAM LEADERS WHO DISTRIBUTE TO THEIR TEACHERS TO SEND DIRECTLY TO THE PARENTS OF THE KIDS IN THEIR CLASSES.

OK, BUT THERE'S NO LIKE WHEN IT'S A DISTRICT LEVEL THING, NOT LIKE A CAMPUS THING.

THERE'S NOT SOMETHING WHERE WE SAY WE HAVE IDENTIFIED THIS PARENT AND WE CAN HAVE AN EMAIL.

THAT'S NOT YOUR TYPICAL EMAIL THAT GOES ONLY TO PARENT OF A SPECIAL NEEDS STUDENT.

I DON'T THINK WE'VE EVER DISSEMINATED THINGS THAT WAY.

NOT NOT AT THE DISTRICT LEVEL THROUGH OUR DEPARTMENT, BUT I MEAN, THAT'S A GOOD SUGGESTION THAT WE CAN EXPLORE AND I COULD SEE HOW THE DEPARTMENT ITSELF IS DOING IT.

AND THEN DR.

HASLEY COULD, THAT'S SOMETHING THAT WE MIGHT BE ABLE TO VISIT ABOUT, IF THAT'S...

[01:40:01]

RIGHT, AND I UNDERSTAND, I DON'T THINK THE PARENT MAYBE UNDERSTOOD HOW MANY STUDENTS AND PARENTS ARE ENCOMPASSED IN THAT BECAUSE, YOU KNOW, THAT'S A LOT BECAUSE WE HAVE A HIGHER PERCENTAGE OF MOST DISTRICTS AND HIGHER THAN THE STATE AVERAGE.

YEAH.

AND SO, YOU KNOW, OBVIOUSLY DOING A PHONE TREE OR CALLING AND MAKING SURE EACH ONE OF THEM WERE THERE IS NOT FEASIBLE.

BUT I THINK A CONCERTED EFFORT, YOU KNOW, A MORE CONCERTED EFFORT ON A TARGETED POPULATION THAT WE KNOW WOULD ABSOLUTELY BENEFIT FROM THE INFORMATION RATHER THAN THE SHOTGUN APPROACH, WHICH I KNOW EVERYBODY LOVES GETTING THE EMAILS.

BUT THAT WAS JUST SOME INTERESTING FEEDBACK I HAD RECEIVED.

YEAH, THANK YOU FOR THAT.

AND THAT'S ALSO A COLLABORATION, PROBABLY WITH TECHNOLOGY AS WELL.

SO THAT'S SOMETHING THAT WE COULD TALK ABOUT AND WHETHER OR NOT WE HAVE THOSE FAMILIES TAGGED.

DOES YOUR PISD LEADERSHIP AND AMBASSADOR PROGRAM FIT WITHIN? IT DOES, IT FITS, AND IT'S FUNNY THAT YOU MENTIONED THAT BECAUSE I WAS LOOKING FOR IT WHEN WE WERE GOING THROUGH THIS AND I WAS LIKE, WHERE DID WE THROW IT? BUT UNDER THIS, THE EQUITABLE ENGAGEMENT EXPERIENCES ACROSS THE DISTRICT, THAT IS WHERE THAT FALLS.

HEY, LESLIE, REAL QUICK.

RIGHT.

AND THAT'S DEFINITELY SOMETHING THAT LUCKILY THIS IS A LIVING AND BREATHING DOCUMENT BECAUSE IT IS MISSING IN THIS IN THESE BULLETED LISTS, AND I DON'T KNOW IF IT JUST I'M NOT SURE HOW OR WHY, BUT WE'VE PUT A LOT OF WORK INTO THAT THIS YEAR.

I WAS GOING TO SHINE A LIGHT ON IT FOR YOU.

THAT'S THE ONLY REASON I'M...

I KNOW, AND SO I WAS LOOKING FOR SOMETHING TO SAY, OH, WELL, THIS IS, YOU KNOW, SOMETHING THAT WE'RE GOING TO BE CLOSE TO CHECKING OFF BY THE END OF THE SCHOOL YEAR, RIGHT? SO IT'S GOT TO GET ON THERE SO WE CAN CHECK IT OFF BECAUSE WE'RE VERY EXCITED ABOUT IT AND WE CAN'T WAIT TO SHARE MORE ABOUT THAT LATER AS WE GET MORE DATA.

THANK YOU, LESLIE.

SO MOVING ON TO PERFORMANCE OBJECTIVE NUMBER THREE, THOSE ARE THE SAME THINGS THAT WE STARTED LAST YEAR AND EXCITED TO KEEP WORKING ON THIS YEAR.

THAT'S THE FAMILY FIND REFERRAL SYSTEM AND OUR [INAUDIBLE] OUR INTERNAL TRUANCY COURT.

WE'RE NOT PERFORMANCE OBJECTIVE FOR EVERYBODY KNOWS ABOUT THIS, WE'RE EXCITED ABOUT IT, AND THAT'S OUR WRAP AROUND WELCOME AND ENROLLMENT CENTER.

FROM EVERYTHING, FROM JUST LAUNCHING IT TO BUILDING THE SYSTEMS, THE GETTING OUR STAFF TRAINED, GETTING OUR COMMUNITY TRAINED TO GO THERE AND BUILD OUR COAT CLOSETS AND FOOD PANTRIES AND ALL OF THAT, AS WELL AS DESIGN AND PLAN FOR THE WEST WELCOME CENTER.

I DON'T KNOW WHAT TO CALL IT RIGHT NOW, BUT THE ONE ON MAPLE SHADE.

SO ALL OF THAT IS IN PERFORMANCE OBJECTIVE NUMBER FOUR.

DR. GOBER.

YES, MA'AM.

UM JUST A FUTURE THOUGHT NOW THAT WE'RE ABLE TO BE ON CAMPUSES AND WE'RE ABLE TO BE MORE FLUIDITY, I WOULD LOVE THE OPPORTUNITY WHEN AT THE TIME IS RIGHT FOR US TO HAVE A TOUR OF THAT CENTER SO WE CAN SEE WHAT IT'S ABOUT AND THEN WE CAN BE THINKING ABOUT FORECASTING WHAT THE PLANET WITH THE WEST VERSION COULD ALSO LOOK LIKE.

I KNOW WE SAW MAPS LAST TIME, BUT TO JUST REALLY GET A FEEL FOR WHAT IT'S LIKE IS IT WOULD BE GREAT.

WE ARE EXCITED TO GIVE A TOUR.

I'M TRUTHFULLY WAITING FOR SOME SIGNAGE TO GO UP AS SOON AS THAT SIGNAGE GOES UP.

WE'RE GOING TO SEND OUT SOME, SOME INFORMATION ABOUT THAT.

PERFECT.

I DON'T HAVE TO DO THAT.

PERFORMANCE NUMBER FIVE, THIS IS OUR MTSS REDESIGN.

WE STARTED ON THIS LAST YEAR.

YOU'RE LOOKING AT NEW THINGS FOR THIS YEAR ONLY BECAUSE WE'RE LOOKING AT BUILDING A WEBSITE, LOOKING AT THE TRAINING THAT WE'RE GIVING OUR STAFF AND IMPLEMENTED A PLATFORM TO MONITOR STUDENT PROGRESS, ALL WITH MTSS.

IT'S A BIG, BIG PROJECT LOOKING TO COMPLETE IT THIS SCHOOL YEAR.

SO IT'S REALLY ONE OF THOSE THINGS THAT YOU'LL ALWAYS BE SORT OF ONGOING BECAUSE IT'S NEVER LIKE COMPLETE.

IT'S LIKE A LIVING DOCUMENT.

BUT BIG GAINS WILL BE MADE THIS YEAR WITH MTSS, AS WELL AS 504 WE STARTED THAT PROCESS LAST YEAR.

THIS YEAR, WE'RE GOING TO START TO DO OUR OWN SELF AUDITING OF OUR CAMPUSES, SO EACH CAMPUS IS LEARNING HOW TO SELF AUDIT THEMSELVES, AS WELL AS WE'RE STARTING TO DO MORE TRAINING FOR PARENTS ON THE 504 PROCESS.

LASTLY, PERFORMANCE OBJECTIVE NUMBER SEVEN.

DR. GOBER.

YES MA'AM.

CAN YOU SORT OF EXPAND A LITTLE BIT ON WHAT THAT AUDIT PROCESS IS LOOKING FOR AND WHAT'S WHAT'S GOING TO BE A SUCCESSFUL AUDIT AND WHAT'S GOING TO BE AN AUDIT THAT IDENTIFIES AREAS WHERE THE CAMPUS CAN IMPROVE? WHAT ARE YOU LOOKING FOR THERE? YEAH, SO EACH STUDENT WOULD HAVE A 504 FOLDER WHERE WE'RE NOT USING PHYSICAL FOLDERS ANYMORE, BUT A DIGITAL FOLDER AND THERE CERTAIN BE CERTAIN THINGS IN THAT FOLDER, FROM PARENT CONSENT TO MEDICAL DOCUMENTATION.

WE GIVE THEM A CHECKLIST OF THINGS THAT WE'RE EXPECTING TO SEE IN THERE AND THAT HAVE THE PROPER SIGNATURES, THE PROPER X Y Z AND THEY NEEDED TO AUDIT THEMSELVES.

WE'LL DO SOME RANDOM CHECKS, WE'LL DO SPOT CHECKING AT EACH CAMPUS AND THEN WE GIVE THEM FEEDBACK ON THAT PROCESS.

OK? CAN I ASK ONE QUESTION ABOUT THE PARENT TRAINING IN TERMS OF WHAT'S GOING TO BE OFFERED, HOW HOW WILL THAT BE ROLLED OUT? AND I MEAN, ARE YOU SPECIFICALLY TARGETING PARENTS THAT ALREADY HAVE

[01:45:05]

STUDENTS WITH 504? OR IS IT GOING TO BE BROAD LETTING PARENTS KNOW LIKE, HEY, IF YOU THINK YOUR CHILD MAY BENEFIT OR NEED THIS SERVICE, THIS IS THE PROCESS? MORE OF THE FORMER THAN THE LATTER, BUT SO, YES, THE CURRENT 504 STUDENTS, PARENTS, I'M SORRY, WOULD RECEIVE MODELS OF WHAT 504 IS, THE SERVICE IS AVAILABLE FOR THEIR KIDS, BUT ALSO KIDS ARE STUDENTS THAT ARE BEING CONSIDERED FOR 504 SERVICES.

THOSE POSSIBLE PARENTS, WE'RE GOING TO MAKE SURE THEY'RE TRAINED UP AND HAVE THE PROPER INFORMATION IN A WAY THAT THEY CAN DIGEST IT.

PERFECT.

LASTLY, PERFORMANCE NUMBER SEVEN, IS OUR LAST PERFORMANCE OBJECTIVE.

THIS IS OUR VIRTUAL ACADEMY, WE KNOW WE STARTED ALL OF THAT WORK LAST YEAR.

WE TALKED ABOUT THAT A COUPLE OF SCHOOL BOARD MEETINGS AGO, BUT THIS YEAR WE ACTUALLY IMPLEMENT IT.

AND SO WE HAVE A K THROUGH SIX VIRTUAL LEARNING ACADEMY AND THAT'S OFF AND RUNNING.

AND WE'RE EXCITED TO COME BACK LATER THIS YEAR AND TALK ABOUT HOW THAT WENT AND HOW WE'RE GOING TO LOOK AT THAT FOR THE FOLLOWING YEAR.

BUT WE ARE ALSO LOOKING AT SUMMER SCHOOL RIGHT NOW.

WE'RE GOING TO LOOK AT SUMMER SCHOOL, MAYBE OFFERING MORE PROGRAMS. I KNOW THERE'S SOME EXCITEMENT ABOUT DOING MORE WITH FINE ARTS IN THE SUMMER, SO WE'LL BE LOOKING AT THAT AND WE'RE EXPLORING ALL OF THE POSSIBILITIES THAT INDIVIDUALIZED DIFFERENTIATED TOOLS CAN GIVE US IN OUR CLASSROOMS. AND I'M TALKING ABOUT LIKE ONLINE TOOLS THAT WE'RE USING TO DIFFERENTIATE STUDENT LEARNING.

SO WE'RE STILL EXPLORING THAT AND EXCITED TO DO SO.

RANDY, I THINK IT'S YOUR TURN.

AND NEXT UP IS PILLAR FIVE STRATEGIC RESOURCE MANAGEMENT.

AS GOOD STEWARDS, WE WILL STRATEGICALLY AND EQUITABLY MANAGE OUR RESOURCES TO MEET IDENTIFIED STUDENT NEEDS AND ALIGN RESOURCE ALLOCATION WITH DISTRICT GOALS.

THE ACTION PLANS INCREASE INVESTMENT IN OUR LEARNING COMMUNITY THROUGH ADVOCACY PARTNERSHIPS AND INCREASED ENROLLMENT, AND SECONDLY, DESIGN AND MANAGE A SYSTEM THAT ALLOCATES RESOURCES IN ALIGNMENT WITH OUR DISTRICT STRATEGIC OBJECTIVES PERFORMANCE OBJECTIVE ONE GROW AND SUSTAIN THE DISTRICT'S PORTFOLIO OF PARTNERSHIPS TO INCLUDE COMMUNITY AND CORPORATE FINANCIAL PARTNERSHIPS OR SPONSORSHIPS, ALONG WITH INCOME, VOLUNTEER MENTORSHIP, INTERNSHIP, EXTERNSHIP, JOB SHADOWING AND STUDENT OPPORTUNITY.

WE DON'T HAVE ANY NEW STRATEGIES HERE, BUT I WOULD SAY THAT YOU KNOW THIS KEY OF THIS IS REALLY JAMIE JOLLEY AND THE EDUCATION FOUNDATION, ALL THE PARTNERSHIPS THAT SHE CONTINUES TO BUILD AND AMAZE US WITH THE RETURN ON INVESTMENT THAT WE'RE GETTING THROUGH THE FOUNDATION.

SO, SO AGAIN, SHE CHECKS MANY OF THESE BOXES.

ON PERFORMANCE OBJECTIVE TWO, CREATE STRATEGIC ALLOCATION MODEL THAT BRINGS ADEQUACY AND EQUITY TO ALL STUDENT PROGRAMS. IN THE FIRST ONE OF THESE IS A CONTINUATION, BUT IT'S REALLY THE HEART OF OUR BUDGET PROCESS IN OUR PLANNING, AND THAT'S CONTINUE RESOURCE ALLOCATION MODELS, DATA DRIVEN ALLOCATION FORMULAS FOR BOTH CAMPUS STAFFING AND CAMPUS FUNDING ALLOCATIONS AND CONTINUE EXPANDED ZERO BASED BUDGETING FOR DEPARTMENTS IN RESPONSE TO DECLINING ENROLLMENT AND STATE FUNDING BUDGET CUTS.

SO THE BOARD IS VERY FAMILIAR WITH THAT, BUT THAT REALLY IS THE HEART OF OUR BUDGET PROCESS.

WE DO HAVE A NEW STRATEGY HERE AND THAT'S CONDUCT AN EQUITY STUDY OF EXTRACURRICULAR PROGRAM PARTICIPATION AND FUNDING.

AND SO THAT IS UNDERWAY ON STRATEGY TWO, CREATE STRATEGIC ALLOCATION MODEL THAT BRINGS ADEQUACY AND EQUITY TO ALL STUDENTS AND PROGRAMS. WE DO HAVE ONE NEW AND HERE ALSO THAT'S UTILIZED MULTIPLE FUNDING SOURCES TO MEET STUDENT NEEDS THROUGH STAFF COMP.

RETENTION STRATEGIES AND STOP AND SO WHY THAT'S NEW IN THE PLAN.

THAT'S SOMETHING THAT WE'VE STRIVED FOR A VERY LONG TIME, SOMETHING THAT DR.

BROCKMAN WORKS ON EVERY YEAR AND DOES A LOT OF ANALYSIS AND POLLING COMPARABLE DATA WITH OTHER OUR PEERS AND OTHER SCHOOL DISTRICTS AND BRINGING THAT BACK TO OUR EXECUTIVE LEADERSHIP.

AND WE ANALYZE THAT TO MAKE DECISIONS TO STAY VERY COMPETITIVE.

AND LASTLY, PERFORM A PERFORMANCE OBJECTIVE THREE, EVALUATE DESIRED OUTCOMES AGAINST RESOURCE ALLOCATIONS TO ENSURE EFFECTIVENESS AND TO ALLOW REASSESSMENT OF RESOURCE DISTRIBUTIONS.

A KEY ONE OF THOSE IS THE SECOND ONE THAT IS TRACKED STUDENT GROWTH, CAMPUS IMPROVEMENT AND DEPARTMENT EFFICIENCIES IN RELATION TO THE FUNDS ALLOCATED.

SO REALLY LOOKING? ARE WE PUTTING OUR RESOURCES IN THE RIGHT PLACES AND WHAT KIND OF RETURN ON INVESTMENT, WHAT TYPE OF IMPROVEMENT ARE WE SEEING? AND I THINK THAT'S IT FOR PILLAR FIVE.

[01:50:01]

HELLO, GOOD EVENING.

SO I KNOW DR.

WILLIAMS AND SUPERINTENDENT BONSER OUTLINED THE DISTRICT IMPROVEMENT PLANNING PROCESS, THE GOALS, THE REQUIREMENTS NOW.

SO BY LAW, WE ARE REQUIRED TO SET PERFORMANCE OBJECTIVES FOR EVERY CAMPUS AND THE DISTRICT AND IN READING, MATH, SCIENCE AND SOCIAL STUDIES.

WITH HOUSE BILL THREE, WE ALSO ARE REQUIRED TO SET FIVE YEAR GOALS BASED FOR EARLY LITERACY AND MATH, AS MEASURED BY THIRD GRADE STAAR AND CCMR, AS MEASURED BY COLLEGE AND CAREER READINESS FOR THE GRADUATING CLASSES.

NOW, THE DISTRICT PERFORMANCE OBJECTIVES ARE YEARLY GOALS, THOUGH YOU KNOW, IN OUR IN THE PLANO PROCESS, IT WAS ALWAYS MULTI-YEAR.

NOW WITH HB3, HOUSE BILL THREE, IT WAS A FIVE YEAR GOAL.

SO TWO YEARS AGO, THE BOARD APPROVED OUR FIVE YEAR GOALS BASED ON, THE OUTLINES WERE VERY STRICT IN THE LAW.

WE HAD TO USE 2019 DATA AS THE BASELINE AND SET FIVE YEAR GOALS FOR 2024.

SPRING GRADUATING CLASS AND STAAR RESULTS.

NOW WE KNOW THERE WAS THE PANDEMIC, SO SOME OF THOSE GOALS OBVIOUSLY WILL NEED TO BE REVISED AND WE ARE APPROACHING THIS YEAR AS AN INTERIM YEAR AND AT THAT THE DATA WE WENT THROUGH ALL THE KIND OF THE SUPPORTING DOCUMENTS.

SO THE DISTRICT IMPROVEMENT PLANNING AND CAMPUS IMPROVEMENT PLANNING PROCESS STARTS.

IT'S A LIVING PROCESS EVERY DAY, MANDATORY THREE TIMES A YEAR, CAMPUSES AND THE DISTRICT IS REVIEWING DATA.

ALMOST EVERYBODY FROM KATRINA'S TEAM AND FOLKS FROM DR.

GOBER'S TEAM AND OTHER DEPARTMENTS, WE, BY SUBJECT AREA, WE SIT IN A ROOM FOR HALF A DAY AND DISCUSS IDEAS AND PROGRESS.

EVEN LAST YEAR WITH COVID, WE DID IT.

WE MEASURED GROWTH FROM FALL TO SPRING, FALL TO WINTER, FROM WINTER TO SPRING, AND DID THE TRAINING FOR CAMPUS IMPROVEMENT PLANNING.

SO THAT WHOLE PROCESS WENT THROUGH.

SO THAT'S KIND OF THE KIND OF THE BASICS OF CAMPUS IMPROVEMENT AND YEAR IN, YEAR OUT, WE DO THIS.

SO, SO THE OUTCOME IS THIS, AND WE ARE CONSIDERING THIS AS INTERIM GOALS FOR THIS YEAR BECAUSE THE ONLY KIND OF REAL STAAR BASE RESULTS WE HAVE IS FROM 2019.

2020, STAAR OBVIOUSLY WASN'T THERE, 2021 STAAR, YOU KNOW, THERE WERE SO MANY TWISTS AND TURNS AROUND THAT ONE.

SO THESE GOALS WERE PRIMARILY SET AROUND FALL MAP SCORES BECAUSE WE FELT THAT THAT IS THE MOST RELIABLE MEASURE WE HAVE FOR READING, MATH AND SCIENCE.

OBVIOUSLY, THERE'S NO SOCIAL STUDIES EIGHTH GRADE MAP.

SO THAT IS ONE WE USED AS WHAT WAS PRIOR HISTORY.

AND FROM LAST SPRING, WE KIND OF DID THE BEST PREDICTION THAT IS POSSIBLE.

OUR EOC STANDARDS, WE ARE PRETTY CONFIDENT THAT WE ARE KIND OF ON TRACK.

IN FACT, EVEN THROUGH COVID, AND YOU SAW SOME OF THOSE RESULTS AT THE DAY TO DAY, YOU KNOW, WE EXCEEDED OUR SOME OF THE GOALS THAT WE SET IN YOUR FIVE YEAR PLAN IN SOME YEARS, SIX SUBJECTS.

SO THESE GOALS, SUPERINTENDENT BONSER MENTIONED THIS THESE THESE ARE SET AT THE MEET STANDARD AND THAT'S WHAT HB3 REQUIRES AND WHY MEET? WELL, BECAUSE THE MEET STANDARD IS THE ONE THAT KIND OF IS MOSTLY CLOSELY ALIGNED WITH THE CCMR STANDARD.

SO THAT WE CAN SEE THE MEET STANDARD AT THE STATE LEVEL WAS SET BASED ON YOUR READINESS TO GET A GRADE OF B OR BETTER IN YOUR FIRST YEAR OF FRESHMAN CLASSES.

SO IT'S A PRETTY HIGH STANDARD.

SO AND THAT IS REFLECTED IN THESE NUMBERS AND YOU HAVE SEEN OUR APPROACHING RATE NUMBERS NOW.

EVEN WITH COVID, IT WAS LIKE 80S AND 90S IN SOME GRADE LEVELS AND SUBJECTS.

WE HAD TO COME AND ADJUST THE CCMR GOALS HERE BECAUSE THE STATE CHANGED THE RULES ON CCMR AND WE HAD TO SET A REALISTIC GOAL BASED ON THE CHANGE RULES.

SO WE IT WAS KIND OF SOMETHING THAT WE HAD TO DO AND WE ADJUSTED IT.

ALRIGHT, I'M GOING TO WRAP UP BY SHARING WITH YOU THE STRATEGIES FOR THE LAST PART OF THE DISTRICT IMPROVEMENT PLAN.

SO AS DASH EXPLAINED, GOALS SIX THROUGH NINE, GOAL SIX IS ENGLISH LANGUAGE ARTS READING, SEVEN IS MATHEMATICS, EIGHT IS SCIENCE AND NINE IS SOCIAL STUDIES.

AND ALL OF THESE ARE CONTINUED, SOME SLIGHTLY REVISED ON THE WORDING.

BUT MOST OF OUR STRATEGIES ADDRESS STUDENT LEARNING AND PERFORMANCE OBJECTIVES IN

[01:55:04]

ALL CONTENT AREAS.

AND AS EACH COORDINATOR IN THE SPECIALIST WORK WITH TEAMS OF TEACHERS, THEY WILL APPLY THE STRATEGY APPROPRIATELY FOR THEIR CONTENT AREA.

SO THESE ARE SOME OF THOSE OVERARCHING STRATEGIES WE'VE BEEN USING, AND ALL OF THOSE, OF COURSE, ALIGN TO HIGH RELIABILITY, SCHOOLS, SAFE AND COLLABORATIVE CULTURE AND EFFECTIVE TEACHING EVERY CLASSROOM.

SO SOME SPECIFIC STRATEGIES FOR CONTENT AREAS ARE LISTED HERE.

THESE ARE ALL CONTINUED AS WELL REVISE THE ENGLISH LANGUAGE ARTS A LITTLE BIT FOR THE MIDDLE SCHOOL.

AND REVAMP OF THE READING AND IN ENGLISH CLASSES.

SO THESE ARE CONTINUED GOALS FOR ELAR, MATH, SCIENCE AND SOCIAL STUDIES, AS WE DIDN'T REALLY HAVE AN OPPORTUNITY TO FULLY TRAIN AND IMPLEMENT ALL OF OUR STRATEGIES LAST YEAR.

GOAL 10, SPECIFICALLY ADDRESSES GRADUATION RATE OF ALL STUDENTS AND ALSO OF STUDENT GROUPS.

AND SO OUR STRATEGIES HERE ARE MOSTLY CONTINUED.

WE'VE ADDED THE NEW ONE ABOUT INCREASING STUDENT AND PARENT ENGAGEMENT IN POST-SECONDARY PLANNING, AND YOU'VE HEARD SOME THINGS ABOUT THAT FROM THE CCMR WORK WE'RE DOING, AS WELL AS WE'RE PARTNERING WITH COUNSELING DEPARTMENT IN STUDENT FAMILY SERVICES DIVISION.

AND THEN 11 IS THE ADDRESSES THE CCMR COMPONENT OF ACCOUNTABILITY.

AND WE'VE ALREADY SHARED A LOT OF THESE WITH YOU IN PREVIOUS PRESENTATIONS AS WELL.

BUT WE DO CONTINUE TO EMPHASIZE THIS PIECE OF THE DATA WITH OUR CAMPUSES AND CONTINUE THE TESTING ON CAMPUS AND WANTING TO MAKE SURE KIDS ARE COLLEGE READY AS WELL AS CAREER READY.

SO THAT'S A REVIEW OF ALL OF OUR STRATEGIES AND EACH PILLAR AND GOAL.

THANK YOU ALL.

QUESTIONS, COMMENTS I HAVE I HAVE ONE QUESTION, AND I'M COURTNEY, I HATE TO CALL YOU BACK ON THE SPOT, BUT I DIDN'T GET A CHANCE TO JUMP IN.

THE SUMMER SCHOOL THEATER PROGRAM THAT YOU WERE TALKING ABOUT.

WHAT IS THAT GOING TO LOOK LIKE? THAT'S KIND OF COOL.

I JUST THINK THAT'S AN AWESOME IDEA.

SOME SCHOOL OF FINE ARTS.

WE'RE LOOKING AT FINE ARTS, SO IT'LL BE VISUAL ARTS AND THEATER.

AND HONESTLY, I DON'T KNOW, THEY'RE IN THE PLANNING STAGE RIGHT NOW.

SO PRETTY SOON, THE SUMMER SCHOOL TEAM WILL MEET WITH THE FINE ARTS TEAM AND WE'LL TALK ABOUT THE POSSIBILITIES.

WELL, I MEAN, HONESTLY, THAT SOUNDS AWESOME FOR ESPECIALLY KIDS WHO ARE WHO ARE IN FINE ARTS.

IF THERE WAS AN OPPORTUNITY FOR A SUMMER SCHOOL PROGRAM WHERE THEY COULD DO ONE ACT OR SOMETHING, PUT IT ON OVER THE COURSE OF FOUR WEEKS.

THAT'D BE GREAT.

IT'S GOING TO BE IT'S GOING TO BE FUN AND THAT'S WHAT WE CALL AN ENRICHMENT PROGRAM.

SO WE'RE LOOKING TO ADD ENRICHMENT PROGRAMS. YEAH.

SO MY ONLY COMMENT IS I, YOU KNOW, I SAID EARLIER ON THAT THIS IS THE THE MEAT OF WHAT THE ADMINISTRATION DOES FOR US.

THIS IS THE PLAN OF WORK AND THIS IS WHAT THEY PLAN TO DO WHEN THEY DON'T HAVE TO DEAL WITH PANDEMICS AND WINTER STORMS AND THINGS THAT ARE UNFORESEEN.

AND SO YOU'LL NOTICE THAT THERE WERE QUITE A FEW ITEMS THAT ARE LABELED AS CONTINUE TO CONTINUE WORK.

YOU KNOW, PART OF THAT IS BECAUSE WE HAVE WORK THAT IS ALWAYS GOING TO BE CONTINUING.

SOME OF IT IS THAT THERE MAY BE MULTI-YEAR PROJECTS ALREADY, EVEN WHEN IMPLEMENTED.

AND OF COURSE, THE THIRD REASON MAY BE THAT THERE WAS A PANDEMIC IN A WINTER STORM.

SO THANK YOU ALL FOR THE THOUGHTFULNESS OF THE PRESENTATION, THE STRATEGIES THAT YOU ARE IMPLEMENTING.

I THINK THIS IS VERY WELL THOUGHT THROUGH AND ORGANIZED AND WHEN YOU CAN DRILL DOWN FROM YOUR PILLAR TO YOUR GOAL TO YOUR STRATEGY AND THEN SEE IMPLEMENTATION, WHICH SOME OF THESE THINGS, WE SAW IMPLEMENTATION ALREADY.

THAT'S HOW YOU, I CAN'T REMEMBER THE PHRASE LAUREN THAT YOU USED, BUT PREPARATION AND WHATNOT PREVENTS FAILURES.

PROPER PRIOR PLANNING PREVENTS PITIFULLY POOR PERFORMANCE.

AND THE REASON I WAS THINKING ABOUT THIS THIS WEEK IS BECAUSE THAT IS SOMETHING THAT I LEARNED FROM THE JROTC INSTRUCTOR AT PLANO EAST, COL.

JIM COUGHLIN, WHO I ATTENDED HIS FUNERAL THIS WEEK.

SO THAT WAS THAT WAS ON MY MIND.

BUT PROPER PRIOR PLANNING PREVENTS PITIFULLY POOR PERFORMANCE.

WELL, THAT THAT IF THAT IS A PART OF HIS LEGACY FOR YOU, THAT'S A FANTASTIC REAL-WORLD LEGACY THAT WE CAN IMPLEMENT HERE AT THE BOARD AND THAT THE ADMINISTRATION IS DOING.

AND THIS IS THE WAY TO MOVE GIGANTIC BATTLESHIPS THAT HAS PUBLIC EDUCATION FORWARD.

SO THANK YOU ALL.

WELL, GO AHEAD.

I'M SORRY.

WELL, I ALSO WANTED TO SAY I KNOW THAT YOU MENTIONED THE DAY TO DIG AND I WANT TO SAY THANK YOU FOR THE TIME THAT WE ALL SPENT WITH CABINET LEADERS TO GO

[02:00:03]

THROUGH THE DATA.

SO ALL OF THIS, AS ANYONE WHO'S WATCHING THIS IS A LOT.

AND SO WE CAME TO THIS MEETING PREPARED BECAUSE OF THIS AMAZING DAY TO DIG.

SO I'M SO GLAD THAT WE DO THIS IN THIS DISTRICT.

AND I THINK SOMEBODY ASKED, HAVE WE ALWAYS DONE THIS? WE'VE ALWAYS DONE THIS.

AND SO WE'VE BEEN A VERY INFORMED BOARD AND VERY PREPARED AND FOCUSED.

AND SO THANK YOU FOR THAT BECAUSE THIS LEADERSHIP TEAM IS AMAZING TO PREPARE US LIKE THAT .

AND TO ALSO HAD THE DATA DIG FOR ANYBODY THAT DOESN'T KNOW WHAT THAT MEANS IS WE SPEND TRUSTEES AND GROUPS NO BIGGER THAN THREE MEET WITH DISTRICT TO DIVE INTO THIS DASH THAT PREPARES AND HELPS US UNDERSTAND WHERE WE ARE, WHERE WE'VE BEEN AND WHERE WE'RE TRYING TO GET TO.

AND THIS IS HOW WE SET THOSE GOALS.

SO I THINK IT'S IMPORTANT.

I KNOW DAVID'S TRYING TO EMPHASIZE WHAT THIS WORK IS, AND THIS IS WHEN PEOPLE ASK, HEY, IS PLANO ISD MOVING THE NEEDLE? THESE ARE THE METRICS THAT WE USE AND THIS IS VERY PUBLIC.

THIS IS HERE AND NOT EVERYBODY KNOWS OR THINGS TO LOOK AT THIS.

AND SO WHEN YOU COME BACK A YEAR LATER AND SAY, HEY, I REMEMBER THAT PRESENTATION LAST YEAR, WHERE ARE YOU AT THIS YEAR? THIS IS WHERE YOU CAN MEASURE, WHERE IS PLANO MOVING THE NEEDLE AND WHERE DO WE NEED TO IMPROVE AND WORK ON? AND SO, YOU KNOW, IN MY OPINION, IT'S ALL ABOUT PROGRESS.

AND I KNOW OFTENTIMES WE TALK A LOT ABOUT BREAKING DOWN IMPROVEMENT PLANS AND OTHER THINGS INTO DEMOGRAPHICS AND SUBGROUPS.

BUT ONE THING I LIKE ABOUT THE PLANO WORK IS IT TALKS ABOUT MEETING THE INDIVIDUAL NEEDS OF EVERY STUDENT.

AND SO IT DOESN'T MATTER WHAT CAMPUS YOU'RE ON OR WHAT DIFFICULTIES YOU'RE OVERCOMING THE RESPONSE TO, IT IS GOING TO BE AN INDIVIDUAL RESPONSE TO THAT STUDENT AND THERE'S NOT GOING TO BE ANY PRECONCEIVED NOTIONS ABOUT THAT STUDENT'S ABILITY.

OR WHAT IT'S GOING TO TAKE, IT'S, YOU KNOW, THERE'S NO GROUP RESPONSE, THERE'S INDIVIDUAL STUDENTS THAT HAVE INDIVIDUAL NEEDS AND WE'RE GOING TO MEET EVERY SINGLE ONE OF THEM.

AND I THINK THAT'S A GREAT PART TO HAVE IN WRITTEN DOWN ON PAPER TO BE PART OF YOUR GOALS.

AND IT'S A GREAT PART OF OUR CULTURE AND OUR DISTRICT FOR THE TEACHERS TO FOLLOW.

AND YOU KNOW, THAT'S SOMETHING I ABSOLUTELY SUPPORT.

DO YOU KNOW I WANT TO GO INTO ACTUALLY A SPECIFIC QUESTION, SO DO YOU KNOW, BUT I WANT TO SAY THAT THE PLANO BOARD THAT WE WERE PRESENTED TODAY WAS REALLY WELL DONE AND, YOU KNOW, VERY DETAILED.

BUT CAN I GO BACK TO GOAL NUMBER 11 WITH THE CCMR? THE LAST PAGE, AND THE QUESTION IS, YOU KNOW, INCREASED PARTICIPATION IN THE ENGLISH AND MATH COLLEGE PREPARATORY COURSES.

ARE WE DO WE HAVE PREP COURSES FOR SAT THAT WE OFFER FOR STUDENTS? WE HAVE PROGRAMS AND STUDY GUIDES AND SUPPORT FOR PREPPING FOR SAT.

THESE PARTICULAR THIS PARTICULAR STRATEGY IS TALKING ABOUT STUDENTS WHO HAVE NOT MET THE COLLEGE READY AND IS A CLASS TO PREPARE THEM TO HELP THEM BE ABLE TO PASS THE TSI, WHICH THEY HAVE TO TAKE BEFORE THEY GO TO A TWO YEAR COLLEGE OR DUAL CREDIT.

SO WE'RE GOING TO BE OFFERING THIS COURSE TO WHICH ON WHICH CAMPUSES IT'S OFFERED ON ALL CAMPUSES.

SO ALL THE SENIOR HIGHS SO THAT THOSE WHO NEED IT CAN TAKE IT.

OK, GREAT.

WELL, I JUST JUST A CLOSING, JUST I REALLY WANT TO THINK NUMBER ONE, THE BOARD FOR INVESTING TIME BECAUSE WE DO ASK YOU TO GIVE A LOT OF TIME OUTSIDE OF THE BOARD MEETING TO TO HELP LEARN A LITTLE BIT MORE DEEPLY AND AND TO THE TEAM.

YOU KNOW, IT TAKES A LONG TIME TO GET TO THE POINT WHERE YOU CAN SAY THIS IS WHAT WE THINK WE NEED TO DO.

AND SO IT'S DATA INFORMED LEADERSHIP, RIGHT? AND THAT'S WHAT WE DO WITH OUR PRINCIPLES.

THAT WAS THE TRAINING THAT THEY WENT THROUGH.

BUT THIS TEAM MODELING THAT AND I WILL JUST TELL YOU FOR ANYONE IN THE ROOM OR WATCHING AT HOME, THIS YEAR'S DATA WAS DIFFERENT, YOU KNOW, WHEN TWENTY THREE PERCENT OF YOUR KIDS DON'T TAKE THE STAAR.

TRYING TO FIND OUT AT THE GRANULAR LEVEL WHO WERE THEY? AND WHAT DOES THAT MEAN? BECAUSE IF YOU KNOW, IF YOU IF YOU REALLY KIND OF THINK BACK, THINK INTO THE HOW DO YOU SET A GOAL WHEN TWENTY THREE PERCENT IS A MYSTERY, RIGHT? SO YOU GO TO THE MAP TEST AND YOU SAY, WELL, THE KIDS WHO DIDN'T TAKE, WERE THEY LIKELY TO HAVE PASSED OR, YOU KNOW, WHAT DOES IT LOOK LIKE WHEN THEY COME BACK IN THE FALL AND REALLY, TRULY CODY YOUR POINT OF LIKE GOING DOWN TO THE INDIVIDUAL STUDENT OF WHO WERE THEY AND WHERE? WHAT DOES THAT DO TO THE GOAL? BECAUSE IF YOU JUST ASSUME THAT EVERYBODY WHO DIDN'T TEST IS A FAILURE, THAT'S WHAT THAT'S A T.A.

SAID IS WE DIDN'T TEST YOU FAILED.

BASICALLY, YOU TREAT IT AS IF IT'S A FAILURE.

WELL, WHEN WE WENT BACK AND WE LOOKED AT OUR DATA, THAT'S NOT THE TRUTH THAT THE KIDS WHO WHO DIDN'T TAKE WERE LESS LIKELY TO FAIL.

AND SO IF YOU WENT BY, YOU KNOW, JUST STAR DATA ALONE, YOUR GOAL IS TOO LOW.

[02:05:04]

RIGHT? I MEAN, YOU'RE NOT STRIVING FOR THE HIGH EXPECTATIONS THAT WE HAVE FOR KIDS AND THAT WE KNOW THAT OUR KIDS ARE CAPABLE OF.

AND SO I JUST I JUST WANT TO THANK THE ASSESSMENT TEAM AND THAT'S ALL I AND EVERYONE SITTING AT THIS TABLE BECAUSE THIS WAS A MASSIVE EFFORT TO TO FIND THE TRUTH AS FAR AS WE COULD TO TO MAKE PLANS AND GOALS THAT ARE INTERIM AND APPROPRIATE AND THEN COME BACK AFTER THIS YEAR AND LOOK AGAIN, YOU KNOW, LIKE, HOW DID WE DO AND WHAT ELSE DO WE NEED TO DO? AND SO, YOU KNOW, THE DISTRICT IMPROVEMENT PLAN AND THE CAMPUS IMPROVEMENT PLANS ARE GOING TO ADDRESS COVID UNFINISHED LEARNING, FOR SURE.

BUT BUT IT ALSO GOES TO MEETS AND MASTER'S LEVELS BECAUSE THOSE ARE THOSE ARE ALL A PART OF THE CONTINUOUS IMPROVEMENT PROCESS.

AND SO, YOU KNOW, AND I WILL JUST SAY ALWAYS TO ME, THE PLAN OF WORK IS IS OUR COMMUNICATION TOOL BECAUSE ASIDE FROM ALL OF THE LEARNING AND TEACHING, THERE'S A TON OF OTHER WORK GOING ON AND YOU CAN SEE IN EACH ONE OF THE PILLARS THE AMOUNT OF WORK.

AND I REMEMBER, AND I'LL JUST CREDIT THIS TO MY FIRST YEAR ON THE TEAM IS, YOU KNOW, THERE'S A MOUNTAIN TO CLIMB.

THE PLAN OF WORK IS HOW YOU CLIMB THE MOUNTAIN, LIKE, THAT'S HOW YOU GET THERE.

AND SO THIS TEAM IS CLIMBING A MOUNTAIN AND COVID MADE THE MOUNTAIN BIGGER THAN IT USED TO BE.

RIGHT? AND WE DON'T HAVE ANY MORE MOUNTAIN CLIMBERS AND WE DON'T HAVE ANY MORE RESOURCES THAN WE HAD BEFORE.

BUT WE'RE STILL GOING TO CLIMB THE MOUNTAIN AND THIS IS HOW WE GET THERE.

SO I WANT TO THANK THE TEAM FOR ALL THE WORK YOU'VE DONE AND WITH ALL OF YOUR TEAMS. AND THEN AT THE CAMPUS LEVEL, THEY'RE MOVING MOUNTAINS TOO.

AND SO I JUST WANT TO LET EVERYONE KNOW HOW MUCH I APPRECIATE THAT AND I KNOW DR.

WILLIAMS DOES AS WELL.

SO IT'S IT'S BEEN A IT'S BEEN A JOURNEY FOR ALL OF US.

SO IF I CAN JUST HAVE LIKE 30 MORE SECONDS, I WANT TO GIVE A SPECIAL THANKS TO OUR CAMPUS LEADERS, OUR TEACHER LEADERS, OUR COUNSELORS, OUR TEACHERS AND THEIR PLC'S.

THEY HAVE SPENT A LOT OF TIME FINDING DATA, EITHER LOOKING AT AN ONGOING MAP DATA, MAP DATA FROM PRIOR YEARS, MAKING SURE THAT THEY'RE PLANNING FOR THE RIGHT INTERVENTION, THE RIGHT ENRICHMENT, THE RIGHT SUPPORT FOR OUR STUDENTS.

IT'S TAKEN A LOT OF TIME.

THEY'RE WORKING TIRELESSLY AND I'M JUST VERY PROUD OF OUR CAMPUS TEAMS FOR ALL THAT THEY DO AND ALL THAT THEY'VE PUT INTO THEIR OWN CAMPUS PLANS.

SO A BIG, HUGE THANK YOU TO THEM.

SO THE SUPERINTENDENT BROUGHT UP AN INTERESTING POINT ABOUT LIKE TWENTY TWO PERCENT OPTING OUT OF STAR.

AND THIS BRINGS UP A REALLY JUST INTERESTING DISCUSSION ABOUT THE VALIDITY OF THE DATA THAT'S BEING USED RIGHT? AND THIS IS SOMETHING THAT I WAS PARTICULARLY INTERESTED IN BECAUSE ANY TIME I'M LOOKING AT A DATA SET, YOU KNOW, YOU HAVE TO UNDERSTAND HOW COMPLETE THAT THAT DATA SET IS AND WHAT ASSUMPTIONS YOU'RE MAKING BEFORE YOU DRAW ANY CONCLUSIONS OFF OF IT.

AND SO BY USING THE MAP DATA, YOU WENT FROM 78 PERCENT COVERAGE OF THE STUDENT BODY TO OVER NINETY NINE PERCENT OF THE STUDENT BODY.

SO YOU'RE GETTING A MUCH MORE REPRESENTATIVE DATA SET.

AND THEN WHEN YOU LOOK AT THE WAY THAT MAP IS DONE, IT'S PRETTY, PRETTY CORRELATIVE TO STAAR, RIGHT, THERE'S A THERE'S A TIGHT CORRELATION BETWEEN HOW STUDENTS PERFORM ON MAP AND HOW THEY CAN BE PREDICTED TO PERFORM ON STAAR.

I THINK WITHIN LIKE ONE PERCENT LOOKING AT YOU DASH.

YEAH.

AND AND SO I THINK THAT'S REALLY IMPORTANT FOR THE COMMUNITY TO UNDERSTAND THAT THE ADMINISTRATION HAD THE OPPORTUNITY TO TAKE STAAR SCORES THAT WE BELIEVED AND HAVE DATA TO SUPPORT WERE POTENTIALLY LOWER.

BECAUSE OF THIS LARGE GROUP THAT WAS NOT TESTING AND RATHER THAN SETTING EASY GOALS, RIGHT? TAKING THE MAP DATA, LOOKING AT THE VALIDITY OF THOSE TWO DATA SETS AND THEN ACTUALLY SETTING HARDER GOALS BASED ON THAT MAP DATA.

SO I AS MUCH AS THEY'RE TALKING ABOUT GOING THROUGH DATA, I APPRECIATE THE TEAM'S EFFORT AND AND FRANKLY DOING IT COMPLETELY AND DILIGENTLY AND ENSURING, YOU KNOW, RATHER THAN TAKING THE EASY GOALS, REALLY DIGGING DEEP AND TRYING TO ENSURE THAT WE'RE SETTING THE RIGHT GOALS.

WELL, WE'VE BEEN ASKING FOR YEARS FOR THE STATE TO ALLOW US TO USE MAP AS A MEASUREMENT FOR THIS DISTRICT RATHER THAN STATE LEVEL TESTING.

AND THERE'S A PERFECT EXAMPLE OF WHY OUR SYSTEM IS BETTER.

OK, SO THIS WAS AN ACTION ITEM, SO WE NEED TO TAKE ACTION.

ALL RIGHT, SO LET'S.

CAN I HAVE A MOTION, PLEASE? WE HAVE A MOTION.

I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE 2021-2022 DISTRICT

[02:10:04]

IMPROVEMENT PLAN, INCLUDING THE HB THREE GOALS.

CAMPUS PERFORMANCE OBJECTIVES, AND THE PLAN OF WORK STRATEGIC PLAN YEAR THREE.

SECOND.

WHO IS THAT JERI? I HAVE A MOTION BY ANGELA POWELL, SECOND BY JERI CHAMBERS AT THE BOARD OF TRUSTEES APPROVES THE 2122 DISTRICT IMPROVEMENT PLAN, INCLUDING THE HB THREE GOALS, CAMPUS PERFORMANCE OBJECTIVES AND THE PLAN OF WORK STRATEGIC PLAN YEAR THREE.

ANY FURTHER DISCUSSION? ALL RIGHT.

TIME TO VOTE, ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES UNANIMOUSLY SIX-ZERO.

THANK YOU ALL.

[10.1. Adoption of Policy FDA(LOCAL) Admissions: Interdistrict Transfers on Second Reading]

OK, WE'RE MOVING ON TO POLICIES.

THE BOARD WILL NOW CONSIDER ACTION ON POLICIES.

THE FIRST IS THE ADOPTION OF POLICY FDA LOCAL ADMISSIONS, INTER-DISTRICT TRANSFERS ON SECOND READING.

THERESA, THANK YOU.

PRESIDENT STOLLE.

LEGAL POLICY LANGUAGE HAS BEEN REMOVED FROM FDA LOCAL, AS RECOMMENDED BY TASB LEGAL SERVICES, AND THIS POLICY IS PRESENTED FOR ADOPTION UNDER SECOND READING TONIGHT.

MAY I HAVE A MOTION? I MOVED AT THE BOARD OF TRUSTEES, ADOPTS POLICY FDA LOCAL ADMISSIONS, INTER-DISTRICT TRANSFERS UNDER SECOND READING.

SECOND.

I HAVE A MOTION BY NANCY HUMPHREY, A SECOND BY CODY WEAVER.

THE BOARD OF TRUSTEES ADOPTS POLICY FDA, LOCAL ADMISSIONS, INTER-DISTRICT TRANSFERS UNDER SECOND READING.

AND IS THERE ANY DISCUSSION? HEARING NONE, LET'S VOTE ALL IN FAVOR, PLEASE RAISE YOUR HAND.

MOTION PASSES UNANIMOUSLY SIX-ZERO.

NEXT POLICY IS THE ADOPTION OF FDB LOCAL ADMISSIONS, INTRA DISTRICT TRANSFERS OF

[10.2. Adoption of Policy FDB(LOCAL) Admissions: Intradistrict Transfers and Classroom Assignments on Second Reading]

CLASSROOM ASSIGNMENTS ON SECOND READING, DR.

WILLIAMS. LEGAL POLICY LANGUAGE HAS ALSO BEEN REMOVED FROM FDB LOCAL AS PROPOSED BY TASB, AND THIS POLICY IS PRESENT FOR ADOPTION UNDER SECOND READING TONIGHT.

I MOVE.

VERY GOOD, MAY I HAVE A MOTION.

I MOVE THAT THE BOARD OF TRUSTEES, ADOPTS POLICY FDB, LOCAL ADMISSIONS, INTRA DISTRICT TRANSFERS AND CLASSROOM ASSIGNMENTS UNDER SECOND READING.

SECOND.

I HAVE A MOTION BY CODY WEAVER, A SECOND BY DR.

LAUREN TYRA, THAT THE BOARD OF TRUSTEES ADOPTS POLICY FDB LOCAL ADMISSIONS, INTRA DISTRICT TRANSFERS AND CLASSROOM ASSIGNMENTS UNDER SECOND READING.

IS THERE ANY DISCUSSION? HEARING NONE.

LET'S VOTE ON FAVOR.

PLEASE RAISE YOUR HANDS.

MOTION PASSES UNANIMOUSLY.

SIX-ZERO.

IT'S OUR LAST ONE.

YEAH, IT'S OUR FINAL POLICY.

[10.3. Adoption of Policy FNAA(LOCAL) Student Expression: Distribution of Nonschool Literature on Second Reading]

WE WILL IS ADOPTION OF POLICY FNAA, LOCAL STUDENT EXPRESSION DISTRIBUTION OF NON-SCHOOL LITERATURE ON SECOND READING.

DR. WILLIAMS. REVISIONS TO POLICY FNAA LOCAL HAVE BEEN MADE TO ALIGN WITH CURRENT PRACTICE AND MATERIALS DISTRIBUTION POLICY.

THIS POLICY IS PRESENTED FOR ADOPTION UNDER SECOND READING TONIGHT.

MAY HAVE A MOTION I MOVE AT THE BOARD OF TRUSTEES ADOPTS LOCAL POLICY F AND A LOCAL STUDENT EXPRESSION DISTRIBUTION OF NON-SCHOOL LITERATURE UNDER SECOND READING.

A SECOND, I HAVE A MOTION BY DR.

LAUREN TYRA, A SECOND BY JERI CHAMBERS AT THE BOARD OF TRUSTEES ADOPTS POLICY IN A LOCAL STUDENT EXPRESSION DISTRIBUTION OF NON-SCHOOL LITERATURE UNDER SECOND READING.

IS THERE ANY DISCUSSION? HEARING NONE.

LET'S VOTE ALL IN FAVOR.

PLEASE RAISE YOUR HANDS.

MOTION PASSES UNANIMOUSLY.

SIX-ZERO.