[1. CALL TO ORDER]
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GOOD EVENING, EVERYBODY.I'M DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER.
NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION.
THE PLANO ISD BOARD OF TRUSTEES AT 5 P.M.
ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT HERE WITH US THIS EVENING. AT THIS TIME, I ASK SUPERINTENDENT BONSER TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.
THANK YOU, PRESIDENT STOLLE I VERIFIED THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.
WE WILL MOVE TO AGENDA ITEM TWO.
WE WILL NOW HEAR PUBLIC COMMENTS RELATED TO AGENDA ITEMS. DR. WILLIAMS, DO WE HAVE ANY SPEAKERS ON AGENDA ITEMS? WE DO NOT HAVE ANY SPEAKERS THIS EVENING.
WITH THAT, IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL ADJOURN TO CLOSE SESSION AS
[3. CLOSED SESSION]
AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.SECTIONS 551.071, 551.072M 551.074, 551.0821 AND 551.129.
ALL RIGHT, EVERYBODY, THANK YOU FOR YOUR PATIENCE.
[4. RECONVENE OPEN SESSION]
WE ARE NOW CONVENED RECONVENED IN OPEN SESSION.TODAY IS TUESDAY, APRIL 19TH, 2022, AND THE TIME IS 8:03 P.M..
PLEASE ALLOW ME TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DAIS TO MY LEFT.
SARA BONSER SUPERINTENDENT OF SCHOOLS.
DR. THERESA WILLIAMS. DEPUTY SUPERINTENDENT.
AND BOARD SECRETARY JERI CHAMBERS.
TO MY RIGHT VICE PRESIDENT NANCY HUMPHREY, TRUSTEE CODY WEAVER.
JOHNNY HILL. CHIEF FINANCIAL OFFICER.
PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DR. KATRINA HASLEY ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES.
ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.
ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES.
DR. BETH BROCKMAN, ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.
AND SHARON NOWAK, THE EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.
WE WILL MOVE NOW TO OUR DISCUSSION AND ACTION ITEMS.
[5. DISCUSSION AND ACTION]
ACTION ITEM FIVE CONSIDERATION AND POSSIBLE ACTION REGARDING A LEVEL FOUR APPEAL FILED BY CHARLES AND OLGA ESPINOSA PURSUANT TO BOARD POLICY F AND G LOCAL.THE BOARD HEARD A LEVEL FOUR APPEAL FILED BY CHARLES AND OLGA ESPINOSA IN CLOSED SESSION IN ACCORDANCE WITH CHAPTER 551 OF THE TEXAS GOVERNMENT CODE.
ANY ACTION REGARDING THIS MATTER MUST BE TAKEN IN OPEN SESSION.
DO I HAVE A MOTION? I DO PRESIDENT STOLLE.
I, JERI CHAMBERS MOVE THAT THE BOARD OF TRUSTEE GRANTS THE APPEAL IN PART AND DENIES THE APPEAL IN PART MODIFYING THE REQUEST FOR RELIEF AS FOLLOWS.
THE BOARD OF TRUSTEES ACKNOWLEDGES THAT THE DISTRICT'S INTERPRETATION OF BULLYING, INCLUDING CYBERBULLYING, IS INSUFFICIENT TO ADEQUATELY DEFINE THE ELEMENTS OF BULLYING, INCLUDING BUT NOT LIMITED TO THE DEFINITION OF IMBALANCE OF POWER.
AND THE BOARD OF TRUSTEES INSTRUCTS THE DISTRICT TO REVIEW AND REVISE THE DEFINITION OF THE ELEMENTS OF BULLYING, INCLUDING CYBER BULLYING TO CLARIFY THE SAME.
I HAVE A MOTION BY JERI CHAMBERS AND A SECOND BY DR.
HEATHER WANG THAT THE BOARD OF TRUSTEES GRANTS THE APPEAL IN PART, AND DENIES THE APPEAL IN PART MODIFYING THE REQUEST FOR RELIEF AS FOLLOWS.
THE BOARD OF TRUSTEES ACKNOWLEDGES THAT THE DISTRICT'S INTERPRETATION OF BULLYING, INCLUDING CYBERBULLYING, IS INSUFFICIENT TO ADEQUATELY DEFINE THE ELEMENTS OF BULLYING, INCLUDING BUT NOT LIMITED TO THE DEFINITION OF IMBALANCE OF POWER.
THE BOARD OF TRUSTEES INSTRUCTS THE DISTRICT TO REVIEW AND REVISE THE DEFINITION OF THE ELEMENTS OF BULLYING, INCLUDING CYBERBULLYING, TO CLARIFY THE SAME.
ALL IN FAVOR. PLEASE RAISE YOUR HAND.
THE MOTION PASSES UNANIMOUSLY.
MOVING ON TO ITEM 5.2, APPROVAL OF THE AMENDMENT OF THE 2021-2022 COMPENSATION PLAN.
DR. BETH BROCKMAN WILL NOW PRESENT AN AMENDMENT TO THE COMPENSATION PLAN.
THE PROPOSED AMENDMENT TO THE CURRENT YEAR'S COMPENSATION PLAN INCLUDES PSR EMPLOYEE PAY
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RATE INCREASE, A SUMMER SCHOOL PROFESSIONAL PAY RATE INCREASE TO $30 AN HOUR, AND CURRICULUM WRITING TO $30 AN HOUR.THIS INCREASE IN RATES WAS BEING BROUGHT FORWARD FOR THE 2223 COMPENSATION PLAN YEAR AND THAT THAT WAS UNDERWAY.
BUT WE DON'T WANT TO SPLIT THE SUMMER AND HAVE ONE RATE IN JUNE AND ANOTHER RATE IN JULY FOR SOMETIMES THE SAME EMPLOYEES.
SO WE ARE ASKING TO AMEND THE CURRENT YEAR'S COMPENSATION PLAN TO ALLOW FOR THOSE HIGHER RATES OF PAY.
BROCKMAN. MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE AMENDMENT TO THE 2021 TO 2022 COMPENSATION PLAN AS PRESENTED.
I'LL SECOND. I HAVE A MOTION BY ANGELA POWELL, A SECOND BY DR.
LAUREN TYRA THAT THE BOARD OF TRUSTEES APPROVES THE AMENDMENT TO THE 2021 2022 COMPENSATION PLAN AS PRESENTED.
IS THERE ANY FURTHER DISCUSSION? I WOULD LIKE TO JUST MAKE A COMMENT.
PRESIDENT STOLLE AND I'M A DINOSAUR.
THE RATE BACK IN 1993 WHEN I WAS A FIRST YEAR TEACHER WAS THIS $25.
AND I HAVE ALWAYS MARVELED AT THE FACT THAT IT HAS NOT EVER GONE UP FROM THAT TIME PERIOD. SO IT IS PROBABLY ABOUT TIME.
30 PROBABLY ISN'T ENOUGH TO RAISE FOR THE TYPE OF COMMITMENT AND TIME THAT TEACHERS GIVE OVER THEIR SUMMERS.
IF ANYONE THINKS THAT SOME TEACHERS HAVE JUNE, JULY AND AUGUST OFF, THEY ARE WOELY NOT PAYING ATTENTION BECAUSE THERE'S A LOT OF WORK TO BE DONE.
SO I'M GLAD WE COMPENSATE THOSE TEACHERS AND I'M GLAD TO SEE THAT WE FINALLY ARE AT LEAST BRINGING IT UP A LITTLE BIT. AND AS WE'VE DISCUSSED BEFORE, INFLATION'S NOT GOING TO HELP WITH A LOT OF THIS SO DOING THE BEST WE CAN AND INCREASING IT THAT WAY WE CAN RETAIN AND ATTRACT THE TALENT POOL THAT'S NECESSARY TO PROVIDE AN ADEQUATE AND ABOVE ADEQUATE AND EXCELLENT EDUCATION IN PLANO ISD YOU'VE GOT TO PAY.
AND, YOU KNOW, SO THAT'S WHAT IT IS.
ON TOP OF THAT, WHEN YOU LOOK AT WHAT THESE ARE, PSAR HAS HAD, YOU KNOW, TRYING TO GET MORE ADEQUATE STAFFING FOR PSAR HAS BEEN A CHALLENGE ALL YEAR.
DR. GOBER IS NODDING HIS HEAD AT ME SO YOU KNOW, I'M TELLING THE TRUTH HERE.
AND SUMMER SCHOOL, PARTICULARLY GIVEN THE NEEDS TO COMBAT LEARNING LOSS AND ENSURE THAT OUR STUDENTS, YOU KNOW, COME BACK FROM THE PAST COUPLE OF YEARS EVEN STRONGER.
THAT'S A THAT'S A HIGH PRIORITY NEED AND A CRITICAL NEED TO ENSURE THAT WE HAVE FULLY STAFFED AND WELL COMPENSATED SUMMER INSTRUCTION THIS SUMMER.
THANK YOU. ANY OTHER COMMENTS BEFORE WE VOTE? ALL RIGHT. WE WILL NOW PROCEED TO VOTE.
ALL IN FAVOR. PLEASE RAISE YOUR HAND.
THIS MOTION PASSES UNANIMOUSLY.
THANK YOU. WE WILL MOVE ON TO ITEM NUMBER SIX.
[6. REPORTS]
OUR REPORTS AND OUR FIRST REPORT IS DR.KATRINA HASLEY, LEADING US IN A REPORT ON THE WORK OF THE 2020 122 CAREER AND TECHNICAL EDUCATION BOARD ADVISORY COMMITTEE.
WE HAVE KAREN BUECHMAN, OUR DIRECTOR FOR CAREER AND TECHNICAL EDUCATION, HERE TO GIVE THIS REPORT.
AND SHE, AS EVERY YEAR, HAS WORKED CLOSELY WITH THIS COMMITTEE, MADE UP OF COMMUNITY MEMBERS, PARENTS AND STAFF.
PRESIDENT STOLLE, SUPERINTENDENT BONSER FOR MY LAST TIME AND BOARD OF TRUSTEES AND CABINET MEMBERS, IT'S A PLEASURE TO PROVIDE YOU ALL WITH SOME INFORMATION ABOUT THE WORK THAT OUR GROUP DID THIS YEAR.
BUT I WANT TO START OFF BY BY THANKING MY COMMITTEE.
I'D LIKE TO THINK THAT I HAVE THE BEST COMMITTEE IN THE DISTRICT, AND I'VE JUST GOT SOME GREAT INDIVIDUALS THAT ARE WILLING TO SPEND SOME TIME AND TALK ABOUT OUR OUR NEEDS HERE AND CAREER AND TECHNICAL EDUCATION.
SO THIS YEAR WE HAD FOUR MEMBERS OR FOUR MEETINGS THROUGHOUT THE THROUGHOUT THE YEAR WHERE WE REVIEWED DISTRICT INFORMATION AND WORKED ON OUR GOAL FOR THE 2021 SCHOOL YEAR.
SO JUST TO REMIND YOU, OUR GOAL THIS YEAR WAS TO CONTINUE TO REVIEW CTE PROGRAMS OF STUDY AND RESEARCH POTENTIAL INNOVATIVE CTE PROGRAMS BASED ON WORKFORCE NEEDS.
SO AS WE STARTED OUR WORK THIS YEAR, THERE WAS SOME INFORMATION THAT KIND OF STATISTICS AND FACTS THAT I FOUND THAT KIND OF STARTED OUR WORK AND LED OUR WORK AS WE WENT THROUGH THE YEAR. AND SO I'M GOING TO SHARE THAT WITH YOU.
AND SO THE SKILLS GAP WE KNOW TOUCHES ALMOST EVERY INDUSTRY.
THE BUREAU OF LABOR STATISTICS RECENTLY REPORTED A RECORD OF 10.9 MILLION UNFILLED POSITIONS IN AMERICA WORKPLACE.
RESEARCH INDICATES THAT 95% OF BUSINESS LEADERS SAY IT'S SOMEWHAT CHALLENGING OR VERY
[00:10:03]
CHALLENGING FOR THEIR COMPANY TO FIND SKILLED PROFESSIONALS.AND WE ALSO KNOW THAT THE SKILLS GAP IS GROWING FASTER THAN EVER.
CURRENTLY, ACCORDING TO LINKEDIN'S 2021 WORKING LEARNING REPORT, THE RAPID ACCELERATION OF AUTOMATION AND ECONOMIC UNCERTAINTY DUE TO THE PANDEMIC WILL CAUSE AN 85 MILLION JOBS TO BE DISPLACED IN 97 MILLION NEW ONES TO BE CREATED BY 2025.
THE ECONOMIC IMPACT OF THE SKILLS GAP COULD BE HUGE.
A RECENT REPORT CLAIMS THAT IF THE GLOBAL TALENT SHORTAGE IS LEFT UNCHECKED, THIS COULD RESULT IN THE LOSS OF $8.5 TRILLION AND UNREALIZED ANNUAL REVENUES BY 2023.
SO I FELT SHARING THAT WITH OUR TEAM AND TALKING ABOUT THAT WE KNOW WHERE WE ARE CURRENTLY. BUT HOW IS THIS SKILLS GAP AFFECTING OUR COMMUNITY AND WHAT ARE WE DOING HERE IN PLANO ISD? AND MORE IMPORTANTLY, HOW CAN WE FIX THAT AND HOW CAN WE HELP MEET THE NEEDS OF OUR COMMUNITY.
SO FROM THERE, WITH THESE QUESTIONS IN MIND ON THE SCREEN, YOU WILL SEE SOME SOME KIND OF QUESTIONS WE POSED AT ONE OF OUR FIRST MEETINGS THAT WE WERE INTERESTED IN THE COMMITTEE KIND OF RESEARCHING NEW AND INNOVATIVE OPPORTUNITIES FOR EXPANDING.
SO WHAT IS THE FUTURE OF THE WORKFORCE AND HOW CAN WE PREPARE OUR STUDENTS? WHAT OPPORTUNITIES DO OUR STUDENTS NEED TO BE LEADERS IN A GLOBAL WORKFORCE? ARE THERE COURSES OR PROGRAMS OF STUDY THAT SHOULD BE ADDED, EXPANDED AND REMOVED AND REVIEW THOSE? AND HOW CAN WE CONTINUE TO INVEST IN THE LOCAL WORKFORCE? SO WITH THAT, WE STARTED HAVING SOME CONVERSATIONS AND WHERE ARE OUR NEEDS? DO WE HAVE NEEDS TO ADD, DO WE HAVE NEEDS TO DROP? AND SO WE TOOK SOME TIME LOOKING AT THE ENROLLMENT HERE IN PLANO ISD AND WHERE WE WERE WITH COURSES.
IN ADDITION, WE TAKE WE TOOK A LOOK AT WHAT IS UP AND COMING AND WE HEARD FROM INDUSTRY PARTNERS ON THEIR NEED, POTENTIALLY WHAT THEY'RE SEEING IN THE FUTURE, WHAT PATHWAYS COULD LEAD TO A POTENTIAL COMMUNITY PARTNERSHIP.
AND FROM THERE, JUST HOW CAN WE CONTINUE TO INVEST IN OUR WORKFORCE? SO IN REACHING AND RESEARCHING THIS INFORMATION, WE WORKED AT, LOOKED AT WORKFORCE DATA INFORMATION AND PARTNERED WITH OTHER RESEARCH COMPANIES FOR INFORMATION ON HIGH DEMAND, HIGH WAGE JOBS.
AND SO REALLY, WE TOOK THIS AS AN OPPORTUNITY TO BE A VISIONARY FOR THE FUTURE OF CTE WITHIN PLANO ISD.
SO BEFORE WE DOVE INTO OUR WORK, WE WANTED TO KNOW WHAT THE CURRENT WORKFORCE NEEDS WERE AND THE EMPLOYERS. SO WE SPENT A LOT OF TIME, WE BROKE INTO SOME BREAKOUT GROUPS AND KIND OF TALKED ABOUT THAT. SO WE COULD REALLY HAVE SOME HONEST AND TRUE CONVERSATIONS ABOUT WHAT'S NEEDED. AND THEN WHAT DO OUR STUDENTS NEED AND WHAT DO THEY NEED TO BE READY FOR THE WORKFORCE? SO WE STARTED BY TAKING A LOOK AT WHAT OUR CURRENT WORKFORCE NEEDS, AND IT DIDN'T MATTER WHAT INDUSTRY PARTNERS WE WERE TALKING TO, BESIDES NEEDING MORE APPLICANTS, EVERYBODY CAME BACK TO A LOT OF THE OR TO THESE FOUR AREAS.
ONE IS THAT OUR STUDENTS ARE LEAVING OUR PROGRAM WITH PROFESSIONAL SKILLS, WHETHER THAT'S COMMUNICATION, SELF MOTIVATION AND WILLINGNESS TO LEARN.
THEY ALSO TALKED ABOUT TECHNICAL SKILLS.
SO DO OUR STUDENTS KNOW HOW TO USE MICROSOFT OFFICE? DO THEY HAVE INDUSTRY BASED SKILLS OR DO THEY HAVE THE ABILITY TO LEARN THEM? AND THEN A LOT OF PEOPLE ARE USING GOOGLE THESE DAYS.
SO WE HEARD GOOGLE QUITE A BIT AS WELL.
IN ADDITION, THEY WANTED OUR STUDENTS TO WALK AWAY WITH THE KNOWLEDGE AND SKILLS AND HAVE THAT INDUSTRY BASED CERTIFICATION SO THAT THEY CAN PRESENT THAT INFORMATION AND SHOW THAT THEY HAVE MASTERY OF THAT KNOWLEDGE.
AND ONE THAT WE WE THOUGHT WAS INTERESTING AND WE KIND OF THOUGHT, WELL, SHOULDN'T EVERYBODY KIND OF KNOW THIS WAS THE FINANCIAL LITERACY PIECE.
DO OUR STUDENTS UNDERSTAND HOW COMPANIES RUN, HOW BUSINESSES WORK.
AND SO WE KNOW THAT THAT CURRICULUM IS IN OUR BUSINESS CLASSES.
WE UNDERSTAND THAT IT'S IN OUR DOLLARS AND CENTS COURSES.
WE TALK ABOUT IT WHEN WE'RE TALKING ABOUT BUSINESSES AND ENTREPRENEURSHIP AND STARTING YOUR OWN COMPANY.
BUT WE'RE ALSO GOING TO LOOK AND SEE ARE THERE OPPORTUNITIES FOR US TO ADD THAT FINANCIAL LITERACY PIECE INTO OUR OTHER COURSES IN OUR CURRICULUM ACROSS THE DISTRICT? SO THERE'S A LOT OF AREAS THAT HAVE NEEDS IN WORKFORCE AND SO THE NEEDS OF EMPLOYEES.
BUT THE MAJOR ONES THAT WERE IDENTIFIED BY YOUR GROUP AND AGAIN WE HAVE A VERY DIVERSE GROUP ARE HERE LISTED ON THE SCREEN.
SO YOU ALSO WE ALSO HAVE THE DATA THAT WE'LL BE DISCUSSING IN A MINUTE TO KIND OF BACK UP THESE WORKFORCE NEEDS AREA.
SO AS YOU MAY NOTICE, WE HAVE ALL OF THESE PROGRAMS HERE IN PLANO ISD THAT WERE IDENTIFIED. BUT WHAT PIECES WERE MISSING IS SOME OF THESE PROGRAMS ARE NOT OFFERED NINE THROUGH 12. SO DO WE HAVE THE ABILITY TO EXPAND THOSE PROGRAMS AND OFFER MORE OPTION FOR KIDS TO GET INTO THESE PROGRAMS? BECAUSE SOME OF THE PROGRAMS WE HAVE ARE FULL AND WE DON'T HAVE THE ABILITY TO TO SERVE THOSE STUDENTS. AND THEN FROM THERE, STUDENTS, STUDENTS ALWAYS ARE PRETTY HONEST.
WE HAD SOME TIME TO MEET WITH THE SUPERINTENDENTS ADVISORY COMMITTEE.
WE'VE TALKED TO OTHER STUDENTS THAT ARE IN OUR PROGRAMS, AND SO WE WANTED TO KNOW AS
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STUDENTS, WHAT DID THEY FEEL LIKE THEY NEEDED ONCE THEY LEFT OUR DOORS.AND SO I ALWAYS ENJOY HEARING WHAT THEY HAVE TO SAY.
BUT, YOU KNOW, WE UNDERSTAND THAT FILLING THE WORKFORCE PIPELINE IS A TWO WAY STREET.
AND OUR JOB AS A SCHOOL DISTRICT IS NOT ONLY TO HELP WITH FILLING THE PIPELINE, BUT SERVING OUR STUDENTS AND PREPARING THEM TO ENTER THE WORKFORCE.
AND SO AS WE MET WITH THOSE GROUPS, SOME OF THE AREAS THAT THEY IDENTIFIED WERE OPPORTUNITIES TO LEARN AND PRACTICE PROFESSIONAL SKILLS WITH PEOPLE WITHIN THE INDUSTRY.
AND THAT KIND OF TIES INTO THAT WORK BASED LEARNING OPPORTUNITIES.
THE MORE TIMES WE CAN GET OUR STUDENTS OUT AND WORKING IN INDUSTRY THROUGH A PRACTICUM EXPERIENCE OR CAREER PREPARATION, THE BETTER OFF THEY ARE.
THEY EITHER FIND THAT THEY HAVE A TRUE LOVE AND PASSION FOR AN INDUSTRY, OR THEY FIGURE OUT, YOU KNOW WHAT? THIS JUST ISN'T FOR ME.
WE SEE THAT SOMETIMES IN OUR HEALTH SCIENCE AREA.
ONCE THEY HIT A A HOSPITAL E.R., THEY DECIDE REAL QUICK THAT MAYBE I NEED TO FIND SOMETHING ELSE, BUT WE'D LIKE FOR THEM TO EXPLORE THAT OPTION WHILE THEY'RE HERE.
AND TO UNDERSTAND THE NEEDS OF THE WORKFORCE.
HOW DO PEOPLE WHO ARE CURRENTLY EMPLOYED AND WORKFORCE HOW ARE THEY GETTING THERE? WHAT STEPS DID THEY TAKE? THE STUDENTS ALSO SAID KIND OF SAID THIS TO THEMSELVES WE NEED TO BE MORE FORWARD THINKING. WE NEED TO EXPAND OUR OUR VIEW PAST JUST THESE FOUR YEARS WITHIN PLANO ISD.
AND THEN THEY ASKED TO ADDITIONAL INFORMATION TO PROVIDE TO THEIR PARENTS AS WELL, WHICH IS SOMETHING WE'VE BEEN WORKING ON.
AND THEN OF COURSE, SUPPORT THAT TRANSITION FROM HIGH SCHOOL TO POST-SECONDARY.
SO FROM THERE, LET'S GO AHEAD AND TAKE A LOOK AT SOME WORKFORCE DATA.
AS WE KNOW, A MAJORITY OF STUDENTS COME HOME AFTER GRADUATION OR THEY RETURN CLOSE TO HOME. SO WE FOCUSED OBVIOUSLY OUR AREA AND WORKFORCE DATA INFORMATION ON THE DALLAS FORT WORTH AREA. AND SO WE UNDERSTAND THAT WE HAVE THESE NEEDS HERE IN NORTH TEXAS, BUT THESE ARE ALSO VERY SIMILAR TO THE NEEDS ACROSS THE STATE.
AND SO WE FELT VERY COMFORTABLE WITH LOOKING AT THAT INFORMATION.
AND SO THE GREATER WORKFORCE DEVELOPMENT AREA WHO PROVIDES US WITH LABOR MARKET DATA BREAKS IT DOWN INTO TWO AREAS.
AREA FIVE IS FORT WORTH AND SURROUNDING AREAS AND THEN AREA SIX IS DALLAS AND SURROUNDING AREAS. SO WE KIND OF TAKE A LITTLE BIT OF INFORMATION, LOOK AT BOTH AREAS AND SEE WHERE WE ARE. SO WHEN WE RECEIVE THIS DATA FROM TEA AND FROM WORKFORCE, THE GREATER WORKFORCE DEVELOPMENT, WE ARE PROVIDED WITH A LARGE REPORT.
AND HERE YOU JUST SEE A LITTLE BIT OF A CLIP OF WHAT WE HAVE AND IT'S PAGES AND PAGES LONG. SO I DECIDED THAT YOU PROBABLY DID NOT WANT TO SEE THAT, BUT YOU AT LEAST KIND OF GET AN IDEA OF THE INFORMATION THAT WE ARE PROVIDED.
AND SO THEY'RE LOOKING FOR HIGH WAGE AND HIGH DEMAND.
SO THE GREEN THINGS THAT ARE GREEN HIGHLIGHTED AREAS ARE CONSIDERED HIGH WAGE AND HIGH DEMAND JOBS WITHIN THE DALLAS-FORT WORTH AREA.
SO AS YOU LOOK AT THIS, THIS SPREADSHEET THAT WE HAVE, IT'S A IT STARTS WITH A CAREER CLUSTER. AND FROM THERE, THEY BREAK IT DOWN TO THE PROGRAM OF STUDY THAT'S IDENTIFIED BY THE STATE AND THEN THE OCCUPATIONS THAT COULD FALL UNDER THAT PROGRAM OF STUDY.
AND SO AS THEY LOOK AT THOSE AREAS, THEY SEE A GROWTH RATE AND THEN THE ANNUAL WAGE THAT IS PROVIDED THERE.
AND THIS INFORMATION IS FROM 2020 TO 2023.
SO IN ADDITION TO THAT, YOU'RE ALSO GOING TO SEE THE ANNUAL AVERAGE EMPLOYMENT IN 2020 AND WHERE THEY EXPECT IT TO BE IN 2023 AND THE TOTAL ANNUAL OPENINGS.
SO SOME OF Y'ALL MAY BE SAYING HOW DO THEY DECIDE WHAT'S HIGH WAGE AND HIGH DEMAND? AND THE OCCUPATIONS ARE CATEGORIZED AS HIGH WAGE WHEN THEIR GROWTH RATE AND THEIR MEDIAN WAGE EXCEEDS THE REGION'S MEDIAN VALUES.
SO YOU MAY LOOK AT AREA FIVE AND FIND SOMETHING THAT'S HIGH WAGE IN HIGH DEMAND, BUT IN AREA SIX, IT MAY BE HIGH AND LOW.
SO WE SEE A LITTLE BIT OF BOTH, BUT WE KIND OF TRY TO TAKE THE AVERAGE.
AND IF THERE'S A HIGH WAGE AND HIGH DEMAND AREA, WE WANT TO MAKE SURE TO IDENTIFY THAT.
CAN I ASK YOU A QUESTION ABOUT THIS REAL QUICK? YES. ON THE MEDIUM ANNUAL WAGE, IS THIS FOR LIKE ENTRY LEVEL, SOMEONE WITH A HIGH SCHOOL DIPLOMA, ENTRY LEVEL, SOMEONE WITH A BACHELOR'S DEGREE, ARE THEY TAKING SORT OF PEOPLE'S LEVEL OF EDUCATION AND EXPERIENCE INTO ACCOUNT OR IS IT SORT OF A BLENDED AVERAGE OVERALL? YEAH.
SO WHEN WE HAVE THIS FULL REPORT, ANOTHER COLUMN THAT IS THERE IDENTIFIES WHAT LEVEL OF EDUCATION IS NEEDED.
SO THEY HAVE A BACHELOR'S AND MASTER'S OR JUST A HIGH SCHOOL.
AND SO THEY'RE TAKING IT FROM THAT INFORMATION, I BELIEVE, ON THE ENTRY LEVEL.
SO NOW WE KNOW KIND OF AS WE WERE LOOKING THROUGH WHAT THE STATE IS SAYING IS HIGH WAGE AND HIGH DEMAND. AND SO A DOCUMENT THAT WE HAVE HERE WITHIN PLANO ISD IS WHAT IS OUR DATA SAYING? WHERE ARE STUDENTS CURRENTLY ENROLLED?
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AND SO WE TAKE A LOOK AT THE DATA AND COMPARE IT TO THE INFORMATION ON CTE LEARNERS AND SPECIFIC CAREER CLUSTERS WITHIN PLANO ISD.SO WHEN WE'RE TALKING ABOUT A CTE LEARNER, WE'RE TALKING ABOUT A CONCENTRATOR WHICH IS A STUDENT WHO HAS TAKEN TWO CLASSES FOR TWO OR MORE CREDITS WITHIN A PROGRAM OF STUDY, OR WE'RE TALKING ABOUT A CTE COMPLETER, WHICH HAS TAKEN THREE CLASSES FOR FOUR OR MORE CREDITS, ONE BEING A LEVEL THREE OR LEVEL FOUR WITHIN THE SAME PROGRAM, A STUDY.
AND SO WHEN YOU LOOK AT THESE NUMBERS FOR CTE LEARNERS, WE CAN GO AHEAD AND PROBABLY G UESS THAT THESE ARE JUNIORS AND SENIORS THAT ARE WE'RE LOOKING AT WITHIN THESE CAREER CLUSTERS. SO OUR TOP THREE ARE STEM HEALTH, SCIENCE AND HUMAN SERVICES.
PRETTY. THOSE HAVE BEEN OUR TOP THREE FOR A WHILE.
SOMETIMES WE'RE SEEING SOME INFORMATION TECHNOLOGY.
A COUPLE OF YEARS AGO, WE SAW THEM A LITTLE BIT HIGHER THAN WE WERE.
BUT, YOU KNOW, THE STEM FALLS UNDER CYBERSECURITY ENGINEERING AND OUR PROGRAM DEVELOPMENT SOFTWARE PROGRAMS OF STUDY HEALTH SCIENCE.
OBVIOUSLY, WE HAVE I BELIEVE THERE'S FOUR OR FIVE AREAS WITHIN HEALTH SCIENCE THAT IDENTIFY IN THAT PROGRAMS OF STUDY AND THEN HUMAN SERVICES OR OUR FAMILY AND COMMUNITY SERVICES AND OUR HEALTH AND WELLNESS PROGRAMS OF STUDY.
SO THOSE ARE OUR TOP THREE WHERE WE'RE SEEING STUDENTS ENROLLED.
SO HOW DO HOW DO THOSE TOP THREE COMPARE TO, FOR EXAMPLE, THE TOP OF THE HIGH WAGE, HIGH NEED AREAS? YEAH. SO WE ARE PRETTY ON POINT.
THE ONLY OTHER PLACES THAT WE'RE REALLY SEEING, OBVIOUSLY BUSINESS, MARKETING AND FINANCE, WE'RE SEEING [INAUDIBLE] HIGH DEMAND.
BUT THE STEM AREA AND HEALTH SCIENCE FOR OUR AREA ARE ARE VERY HIGH WAGE IN HIGH DEMAND.
SO, ONE THING THAT I HAD LOOKED AT JUST LOOKING AT THIS, YOU KNOW, VERY GLAD TO SEE ENGINEERING, MATH, SCIENCE, TECHNOLOGY AT THE TOP.
IF YOU LOOK AT USNEWS.COM DID A STUDY ON THE HIGHEST PAYING COLLEGE COLLEGE MAJORS AND EIGHT OUT OF TEN ARE ENGINEERING.
AND THEN THE TWO THAT AREN'T ARE APPLIED MATHEMATICS AND PHYSICS.
AND SO YOU'RE TALKING ABOUT THE TOP TEN ARE GOING TO FALL INTO THAT FIRST ONE IN TERMS OF HIGH PAYING. SO THE FACT THAT THAT'S OUR LARGEST COHORT OF CTE IS AMAZING AND THAT SPEAKS VOLUMES TO HOW WELL THOSE STUDENTS ARE GOING TO DO WHEN THEY LEAVE HERE.
IF THEY'RE GOING TO GO ON TO STUDY THOSE, THEY'RE GOING TO BE LIFELONG LEARNERS AND LIFELONG EARNERS, AND THEY'RE GOING TO BE AT THE TOP OF THE PAY SCALE COMPARED TO PEOPLE THAT DON'T. AND I THINK THAT'S AWESOME THAT WE HAVE SUCH A HIGH CONCENTRATION OF STUDENTS FOCUSING ON THAT AND WE COULD SEE A CHANGE OVER THE NEXT COUPLE OF YEARS.
LIKE IT'S JUST GOING TO BE LIKE INTERESTING FOR ME TO FOLLOW BECAUSE WE'VE JUST STARTED USING THE WORD CTE LEARNERS IN THE LAST TWO YEARS.
SO WHAT DOES THAT LOOK LIKE NOW THAT WE HAVE THOSE PROGRAMS OF STUDY IN PLACE? AND THAT'S WHAT WE'RE USING TO MARKET OUR PROGRAMS? WHEN YOU LOOK AT THE BOTTOM THREE, YOU'RE GOING TO SEE TRANSPORTATION, DISTRIBUTION AND LOGISTICS THAT NUMBER IS AT 47.
THAT IS BECAUSE WE ONLY OFFER OUR AUTOMOTIVE PROGRAMS THAT ARE 11TH AND 12TH GRADE.
SO IT'S VERY HARD FOR A STUDENT TO BECOME A CTE LEARNER IN THAT AREA.
SAME THING WITH ARCHITECTURE AND CONSTRUCTION.
WE HAVE THAT OPPORTUNITY AT THE THE COLLEGE TECHNICAL CAMPUS.
WE ALSO HAVE ARCHITECTURE CURRENTLY JUST AT PLANO WEST.
WE LOOK WE'RE HOPING TO THAT FOR THAT TO EXPAND NEXT YEAR.
AND MY GUESS ON ENERGY IS THAT THAT STUDENT TRANSFERRED IN BECAUSE WE DON'T HAVE ANYTHING IN ENERGY HERE. SO AND IT'S ONE KID.
QUICK QUESTION, JUST IN TERMS OF I THINK ON THE PREVIOUS SLIDE WHEN WE WERE LOOKING AT THE CULINARY ARTS AND THEN TRANSPORTATION, AUTOMOTIVE, THOSE WERE TWO OF THE TOP GROWING INDUSTRIES AND JOB OPPORTUNITIES.
AND I KNOW WE'VE GOT THE CULINARY ARTS AT EAST AND THEN WE HAVE THE AUTOMOTIVE AT SENIOR.
AND I THINK WE'VE DISCUSSED MAYBE NOT COLLECTIVELY AS A BOARD BUT WITH ADMIN OVER TIME J UST IN TERMS OF THAT, THAT MEANS THERE ARE CERTAIN OPPORTUNITIES CERTAIN STUDENTS AT ONE HIGH SCHOOL AREN'T GOING TO GET OR THEY'VE GOT TO MAKE CERTAIN DECISIONS.
AND I HOPE THAT OR I HOPE THAT I THINK THERE'S GOING TO BE CONTINUED CONVERSATIONS IN THE FUTURE WITH THIS BOARD IN TERMS OF HOW WE CAN EQUALIZE THAT AND TRY TO MAKE IT TO WHERE EVERY STUDENT HAS THE OPPORTUNITY TO PURSUE THE CTE PATHWAY THEY WANT REGARDLESS OF GEOGRAPHIC LOCATION.
SO WHICH KIND OF BRINGS US A LITTLE BIT SOME CHANGES THAT WE MADE IN THIS NEXT YEAR.
AND SO WE KNOW THAT THE COMMITTEE HAS TO DO WORK, BUT WE ALSO HAVE TO SPEND SOME TIME COLLABORATING WITH OTHER INDIVIDUALS AND DEPARTMENTS, AND THAT'S IMPORTANT TO US.
AND SO AS YOU WERE MENTIONING, CODY, WE TALKED AND WE TALKED ABOUT VERTICAL ALIGNMENT OF CTE COURSES. SO WE MET WITH EVERY ADMINISTRATION IN EVERY FEEDER PATTERN TO TALK ABOUT WHAT DOES A NINE THROUGH 12 COMPREHENSIVE PROGRAM LOOK LIKE IN THE EAST CLUSTER, THE
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CENTRAL CLUSTER AND THE WEST CLUSTER? HOW CAN WE ALIGN THOSE COURSES? THERE WERE SOME REALLY GREAT CONVERSATIONS AND HOW CAN WE MEET THE NEEDS OF OUR STUDENTS? AND SO PUTTING THAT THERE, WHERE STUDENTS HAVE THAT OPPORTUNITY AND WE'RE ALSO WORKING AND COLLABORATING WITH COUNSELING TO DEVELOP CTE, CAREER EXPLORATION OPPORTUNITIES WITH OUR HOPES OF TAKING IT DOWN TO EIGHTH GRADE AND THEN EVENTUALLY TO THE ELEMENTARY SCHOOL LEVEL. BY THE TIME THEY'RE IN EIGHTH GRADE TO DO THEIR FOUR YEAR PLAN, THEY UNDERSTAND CTE, THEY UNDERSTAND PROGRAMS OF STUDY.AND IT'S, WE HOPE, AN EASY DECISION OR DIFFICULT DECISION BECAUSE THEY WANT TO DO FIVE OF THEM. THEY DON'T KNOW WHICH ONE THAT THEY WANT TO DO.
WE'D LIKE FOR THEM TO DO ALL FIVE, BUT WE KNOW THAT THEIR SCHEDULE WON'T ALLOW THAT.
AND ALSO WE HAVE TAKEN EVERY COURSE THAT WE COULD OFFER ON A CAMPUS WITHOUT FACILITY CONSTRAINTS SUCH AS CULINARY AND AUTOMOTIVE.
WE OFFERED THOSE COURSES ACROSS THE DISTRICT THIS YEAR, SO THAT WAS A CHANGE IN PRACTICE THAT WE HAD. IT WAS AMAZING TO SEE SOME OF THE CHANGES THAT WE HAVE ARE NOW OFFERING CERTAIN COURSES ON A CAMPUS.
FOR INSTANCE, WE HAD A MIDDLE SCHOOL THAT HAD NEVER OFFERED SOME FAMILY CONSUMER SCIENCE COURSES. WE HAD THAT ON THEIR COURSE OFFERING SHEETS.
THEY HAD OVER 250 KIDS SIGN UP FOR THAT CLASS.
WE'RE TAKING STUDENT CHOICE, YOU KNOW, AND MEETING THEIR NEEDS AND KIND OF THEIR INTEREST LEVELS. AND SO THAT'S REALLY EXCITING FOR US TO PROVIDE THAT FOR THE STUDENTS.
AND SO IN ADDITION TO THAT, WE'RE GOING TO CONTINUE TO PROVIDE ADDITIONAL COMPUTER SCIENCE AND STEM PROGRAMS THROUGH SUMMER CAMP OPPORTUNITIES THAT WE HAVE PROFESSIONAL LEARNING FOR TEACHERS.
WE REALLY WANT TO PROVIDE THAT SUPPORT AND BUILD THAT CAPACITY IN OUR TEACHERS SO THAT THEY CAN BECOME WORK, PROVIDE STUDENTS TO BE WORKFORCE READY, AND JUST CONTINUE TO LEARN THEMSELVES AND BE LIFELONG LEARNERS.
MARKETING EXPANDS OPPORTUNITIES FOR KIDS.
WHETHER THIS IS THROUGH THE INDUSTRIES ACADEMY AT THE COLLEGE TECHNICAL CAMPUS, THROUGH OUR HEALTH SCIENCE PROGRAMS, JUST TO KIND OF I KNOW WE'VE HAD SOME CONVERSATIONS ABOUT THIS, BUT THIS YEAR CURRENTLY IN THE INDUSTRIES ACADEMY, WE HAVE 45 STUDENTS SIGNED UP WHO ARE COMPLETING THAT PROGRAM OF WORK.
NEXT YEAR WE HAVE PROJECTED 72, SO WE HAVE FILLED OUR SPOTS.
WE HAVE PUSHED A LITTLE BIT BEYOND OUR SPOTS.
AND SO IT'S IT'S PROVIDING, AGAIN, THOSE OPPORTUNITIES IN SOME AREAS THAT WE'RE NOT PROVIDING HERE.
LAST YEAR IN HEALTH SCIENCE ACADEMY, WE TOOK 97 FRESHMEN AND WE HAVE 120 SIGNED UP CURRENTLY. WE DON'T KNOW IF THEY'LL ALL SHOW UP ON DAY ONE, BUT WE HAVE OFFERED TO 127.
THAT'S CURRENTLY WHERE OUR ENROLLMENT IS.
AND SO WHETHER IT'S AN ACADEMY OR IT'S JUST OUR NORMAL CLASSES, WE JUST WANT TO CONTINUE TO OFFER AND EXPAND THOSE OPPORTUNITIES.
AND THEN I THINK YOU ALL HAVE A DOCUMENT IN FRONT OF YOU IS THAT IN CTE, WE TALK OUR OWN LANGUAGE, WE TALK PROGRAMS OF STUDY, WE SAY A LOT OF THINGS THAT PEOPLE DON'T UNDERSTAND AND WE UNDERSTAND IN COUNSELING THAT THEY TALK ENDORSEMENT.
SO WE HEARD VERY LOUD AND CLEAR FROM OUR COUNSELING TEAM THAT WE NEED TO MERGE THOSE TWO THINGS. AND SO AS A PARENT AND THEY'RE LOOKING AT ENDORSEMENTS, WE WANT IT TO ALL TIED TOGETHER. SO WE TOOK OUR NORMAL PROGRAM, A STUDY DOCUMENT.
WE HAVE THE INDUSTRY BASED CERTIFICATION THAT COULD BE TIED TO IT AND WHAT ENDORSEMENT IT NATURALLY TIES TO, BECAUSE I'M SURE YOU ALL HAVE HEARD ME SAY AN ENDORSEMENT OR PROGRAM.
A STUDY NATURALLY TIES TO AN ENDORSEMENT, BUT AN ENDORSEMENT DOES NOT TIE TO A PROGRAM, A STUDY. SO WE WANT THAT TO BE ONE CLEAR VISION FOR OUR STUDENTS AS THEY'RE MOVING FORWARD . BECAUSE I HAVE A QUESTION ON THAT, BECAUSE I WAS LOOKING AT THIS AND LOOKING AT ALL THE DOTS ON THE FAR RIGHT, AND I NOTICED THAT ARTS AND HUMANITIES IS MISSING.
CAN YOU EXPLAIN TO ME? BECAUSE IT SEEMS LIKE AS I'M LOOKING THROUGH THERE, THERE ARE PLACES WHERE ARTS AND HUMANITIES COULD FIT.
ARE THERE NOT CERTIFICATIONS THAT ARE AVAILABLE FOR ARTS? AND HELP ME UNDERSTAND THAT BETTER.
THEY'RE NOT IDENTIFIED BY TEA AS PART OF THAT COURSEWORK.
AND SO TEA HAS IDENTIFIED THROUGH THESE PROGRAMS OF STUDY WHAT ENDORSEMENTS TIED TO THEM AND THAT IS NOT ONE CURRENTLY THAT IS TIED TO THE ARTS.
ARE THERE ANY INDUSTRY CERTIFICATIONS THAT DO LIKE GRAPHIC DESIGN? IS THAT IS THERE A CERTIFICATION THAT GOES WITH I MEAN, YEAH, WE DO HAVE CERTIFICATIONS THAT ARE IN GRAPHIC DESIGN.
WE HAVE THEM IN FLORAL DESIGN.
THAT'S AN ART CREDIT. WE HAVE THOSE IN THERE, BUT IT'S NOT NECESSARILY TIED TO AN ENDORSEMENT. DOES THAT MAKE SENSE? YEAH, IT JUST WE HAVE SUCH AN EMPHASIS IN THE DISTRICT ON THE ARTS AND HUMANITIES AND THERE IS A CAREER.
I MEAN, THERE IS A CAREER CONNECTION.
SO WHAT YOU'RE I HEAR YOU'RE SAYING IS THE STATE DOES NOT RECOGNIZE THAT CAREER CONNECTION, RIGHT? CURRENTLY. CURRENTLY.
WELL, IS THERE A WAY THAT WE I MEAN, WE HAVE TO DO WHAT TEA SAYS AS FAR AS IT'S CONCERNED. SO SOMETHING MAY BE FOR US TO LOOK FORWARD TO AND INFLUENCE AS WE'RE MOVING IS SOMETHING THAT WE COULD ASK OUR LEGISLATORS TO PPONSOR.
WHAT WOULD YOU ASK FOR? SO I'M NOT I'LL BE HONEST, I'M NOT 100% LIKE KNOW ALL THE KNOWLEDGE ABOUT THE ARTS AND
[00:30:06]
HUMANITIES BECAUSE IT OBVIOUSLY DOESN'T 100% FALL UNDER IN OUR AREA.BUT I THINK A LOT OF THAT YOU'RE SEEING AND ANYBODY CAN CHIME IN THAT KNOWS THIS, BUT I THINK YOU'RE SEEING A LOT OF THE DANCE AND THE FINE ARTS ACTIVITIES.
SO THOSE COURSES ARE NOT GIVEN A CREDIT ON THAT.
BUT THAT IS SOMETHING WE COULD RESEARCH TO SEE IF THERE IS SOMETHING YOU COULD ASK FOR US. WE'LL DO THAT WELL, BECAUSE WE IN THE WORLD STEM IS THERE, BUT WE'RE ALSO HEARING A LOT MORE OF STEAM.
AND THE IMPORTANCE OF ART BEING A PART OF THAT STEM EQUATION IS WE'RE LOOKING AT ARTIFICIAL INTELLIGENCE. WE'RE LOOKING AT HOW TO PRESENT DATA IN A WAY THAT IS ARTISTIC.
I MEAN, LIKE EASY TO READ VISUAL.
AND I, I HEAR WHAT YOU'RE SAYING HEARING ABOUT THIS, BUT IT'S IMPORTANT FOR US BECAUSE WE HAVE KIDS WHO LOVE THOSE THINGS AND WE DON'T WANT THEM TO BE DISSUADED TO HAVE A CAREER IN THAT IF THERE IS AN OPPORTUNITY FOR US TO EXPRESS FOR THEM.
A GOOD A GOOD GRAPHIC DESIGNER IS WELL COMPENSATED IF IF THEY HAVE THAT ABILITY.
SO JUST SOMETHING FOR US TO BE THINKING.
I MEAN, SITTING HERE NEXT TO THE STEM, SOMETHING A LITTLE INTIMIDATED ABOUT ME HAVING THIS ARTS CONVERSATION.
BUT I THINK THERE IS SOMETHING TO BE SAID FOR ME AND OUR KIDS WHERE THEY ARE AS WELL AND THEIR INTEREST. MS. STEM IS GOING TO SUPPORT YOU IN THIS BECAUSE, YOU KNOW, AS A AS A SCIENTIST AND A PROFESSIONAL SCIENTIST, THIS THIS VISUALIZATION OF DATA AND ACTUALLY BEING ABLE TO PUT TOGETHER FIGURES. I HAVE SPENT SO MUCH TIME IN PHOTOSHOP AND POWERPOINT AND TRYING TO PUT DATA IN A WAY AND TELL A STORY AND THE CREATIVE STORYTELLING.
RIGHT. THE BEST THE BEST SCIENTISTS CAN CAN WEAVE A STORY AND CAN TELL A STORY AND ARE ENGAGING. AND THERE'S A LITTLE BIT OF OF SHOWMANSHIP TO IT THAT THAT IS IS VERY DIFFICULT. AND AND I WOULD SAY THE SAME THING ABOUT THE FINANCIAL LITERACY, RIGHT? LIKE I SPENT MY WHOLE LIFE SINCE I WAS FIVE TRYING TO BECOME A SCIENTIST AND THEN I END UP IN VENTURE CAPITAL.
RIGHT. AND I'M I DON'T HAVE ANY BACKGROUND IN FINANCE.
AND SO THAT WAS SOMETHING THAT FOR ME, I FEEL LIKE HAVING HAVING THAT, WELL ROUNDEDNESS, YOU KNOW, BOTH WITH ARTS AND AND FINANCIAL LITERACY, EVEN IN EVEN IN TECHNICAL CAREERS, I MEAN, IS REALLY WILL GET OUR STUDENTS A LEG UP RATHER THAN ME WHO I HAD TO TEACH MYSELF HOW TO USE PHOTOSHOP MY FIRST YEAR OF GRAD SCHOOL AND WE TEACH THOSE SKILLS, RIGHT? LIKE THOSE ARE TAUGHT IN OUR COURSES.
I THINK FOR ME, MAYBE THE BEST WAY TO PUT IT IS FINE ARTS AND CTE ARE KIND OF STILL IN OUR OWN LITTLE SILOS AND WE HAVEN'T MIXED A LITTLE BIT.
YOU KNOW, IT'S IT'S JUST KIND OF SO WE HAVE THAT PHOTOSHOP, WE HAVE ALL THOSE CAD DRAWING, WE HAVE ANYTHING YOU CAN IMAGINE.
IT'S AMAZING WHAT OUR GRAPHIC DESIGN KIDS CAN DO.
THEY DO THE COVER OF OUR COURSE CATALOG EVERY YEAR LIKE THEY DO THOSE THINGS.
BUT I DON'T THINK AN ART TEACHES THAT AS WELL.
RIGHT. BUT ONE'S GETTING A FINE ARTS CREDIT AND ONE IS GETTING A CTE CREDIT.
DO WE NEED TO TELL GREG [INAUDIBLE] TO BE NICER TO YOU? WE CAN TALK ABOUT THAT LATER.
YEAH. YOU KNOW, WHEN WE'RE TALKING ABOUT THE DIFFERENT CATEGORIES HERE, EDUCATION AND TRAINING, WHAT I'M HEARING ABOUT RIGHT NOW, WE'RE OBVIOUSLY TRYING TO GET MORE TEACHERS INTO THE FIELD.
AND SO I'M WONDERING IF WE COULD CONSIDER SOMETHING IN HERE THAT MIGHT BE PART OF A GROW YOUR OWN PROGRAM. I'M HEARING THAT SOME DISTRICTS ARE DOING THAT, SO YOU'RE NODDING.
ALL RIGHT. BUT THAT'S THAT'S A PATHWAY TO ENHANCE, I THINK.
SO THAT WE COULD POTENTIALLY GET STUDENTS TO GO INTO THE PROFESSION AND THEN COME BACK HERE AND TEACH.
SO SOMETHING THAT WE'RE WRAPPING UP IS WITH WE'VE KIND OF I'VE WORKED WITH CLINT POOLE ON THIS AND OUR COORDINATOR OVER THAT AREA IS WE'VE PUT A DOCUMENT TOGETHER AND WE'RE PLANNING IN MAY TO GO OUT.
AND I DON'T KNOW HOW MANY PEOPLE KNOW THIS YET, BUT WATCH BETH, SEE WHAT REACTION WE GET.
NO, BUT TALK ABOUT GOING OUT INTO THOSE EDUCATION AND TRAINING CLASSES AND TALK TO THE KIDS ABOUT RESUME BUILDING AND APPLYING FOR JOBS AND WHAT THEY NEED TO DO.
AND PART OF THAT IS IF A STUDENT COMPLETES OUR TRACK OF EDUCATION AND TRAINING AND THEY ENTER THE EDUCATION FIELD, WHETHER IT'S, YOU KNOW, AN EDUCATION DEGREE AND CERTIFICATION, OR THEY HAVE INDUSTRY EXPERIENCE AND WANT TO COME BACK AND TEACH CTE, THAT THEY WOULD BE WE WOULD BE WILLING TO OFFER THEM AN INTERVIEW AND GO FROM THERE SO THAT AT LEAST THEY GET THEIR FOOT IN THE DOOR AND THEY IDENTIFY THAT WITH US.
AND SO WE AT LEAST HAVE THAT IN HOPES THAT KIDS COME YOU KNOW, STUDENTS COME BACK AND INVESTED IN OUR SCHOOL DISTRICT BECAUSE THEY CAME FROM HERE AND WANT TO WORK IN OUR DISTRICT. SO, YEAH, I HAVE ONE QUESTION ABOUT FINANCIAL LITERACY.
I MEAN, AS A STUDENT NEEDS, THE LAST ONE MENTIONED THE TRANSITION FROM HIGH SCHOOL TO
[00:35:05]
POST-SECONDARY. SO I JUST WONDERING, DO WE OFFER FINANCIAL LITERACY TO ALL 9 TO 12 GRADERS AND HOW IS THE PARTICIPATION? HOW MANY PEOPLE ARE PARTICIPATING? WE DON'T HAVE IN CTE A CLASS THAT IS MANDATORY FOR ALL NINE THROUGH 12TH GRADERS.WE DO, OBVIOUSLY, IN A LOT OF OUR COURSES, TALK ABOUT FINANCIAL LITERACY.
DOLLARS AND CENTS IS A CLASS, ALL ABOUT FINANCIAL LITERACY, ABOUT OPENING BANK ACCOUNTS AND WRITING CHECKS AND JUST LIVING AND HOW MUCH OF A LIVING WAGE YOU NEED.
AND SO WE HAVE THOSE COURSES, BUT THEY'RE NOT REQUIRED FOR ALL NINE THROUGH 12 STUDENTS.
BUT WE HAVE I DON'T KNOW THE ENROLLMENT ON THAT, BUT WE HAVE PRETTY HIGH ENROLLMENT.
THERE ARE FINANCIAL LITERACY TECHNIQUES OR STANDARDS THAT ARE BUILT INTO SOME OF OUR MATH COURSES VERTICALLY THROUGH, I THINK, FRESHMAN YEAR.
SO IT'S NOT A STAND ALONE COURSE, BUT THERE ARE STANDARDS STARTING IN THIRD GRADE FOR FINANCIAL LITERACY THAT ARE IN THE MATH COURSES.
I JUST WONDER A STUDENT TAUGHT LIKE MORTGAGE INTEREST INSURANCE.
I THINK I MIGHT. I REMEMBER MY DAUGHTER COMING HOME TALKING ABOUT THIS.
SO STUDENTS EVENTUALLY GET TO LEARN SOME REAL LIFE.
IT'S BUILT INTO OUR MATH COURSES.
THANK YOU. KAREN IS GOOD THAT WE'RE EXPANDING OPPORTUNITIES FOR OUR STUDENTS.
BUT WITH THE DATA, WITH THE DATA, WITH THE CUSTOMER DATA, DO YOU KNOW, ARE WE ALSO ENCOURAGING OUR YOUNG GIRLS TO FOCUS ON ENGINEERING, AUTOMOTIVE, MANUFACTURING, HOW, YOU KNOW, THIS DATA DOESN'T GIVE US NUMBERS OF HOW MANY STUDENTS ARE INCREASING BY YEAR.
SO ARE WE INCREASING GIRLS INTERESTED IN ENGINEERING PER YEAR ALSO? SO WE ALWAYS WANT TO TARGET THAT WOMEN IN ENGINEERING, YOU KNOW, THERE'S ORGANIZATIONS AND PROGRAMS THAT WE HAVE THAT WORK WITH OUR STUDENTS.
OUR COMPUTER SCIENCE PROGRAMS DO A LOT OF THAT STUFF.
SO RIGHT. SO LIKE FEMALES IN AUTOMOTIVE OR ENGINEERING AND THEN MALES IN HEALTH SCIENCE, WE KIND OF SEE IT BOTH WAY.
AND SO WHEN WE LOOK AT THAT, THE WAY THAT ONE WAY THAT WE CAN OVERCOME IT IS BY MARKETING AND LETTING THEM REALLY UNDERSTAND.
I WALKED INTO OUR AUTOMOTIVE PROGRAM THE OTHER DAY AND THERE WAS A COUPLE OF GIRLS IN THERE, WHICH IS NOT NORMAL.
RIGHT. AND I ALWAYS THINK, SURE, TO GO UP AND TALK TO THEM AND ACKNOWLEDGE THAT THEY'RE THERE. BUT I DON'T HAVE THAT INFORMATION RIGHT NOW ON HOW MANY NONTRADITIONAL I KNOW THAT THAT'S ALWAYS AN AREA WE CAN GROW IN.
EVERYBODY CAN GROW IN NONTRADITIONAL AREAS.
BUT MARKETING AND HAVING THEM UNDERSTAND AND IF IT'S AN INTEREST OR A CAREER PATH THAT THEY WOULD LIKE TO EXPLORE, WE ALWAYS WANT TO PURSUE THAT AND ENCOURAGE THAT.
I'M GLAD TO HEAR THAT WE HAVE THAT KIND OF PARTICIPATION, AND I THINK IT'S GREAT FOR ANY STUDENT TO BE ABLE TO PURSUE THEIR INTERESTS REGARDLESS OF THEIR GENDER.
SO IT'S GREAT THAT THEY'RE JUST FOCUSING ON WHAT THEY ACTUALLY CARE ABOUT, WANT TO LEARN AND GOING FOR IT.
YEAH. AS WE EXPAND OUR ARCHITECTURE AND CONSTRUCTION PROGRAM, I REALLY WANT TO SEE GIRLS ARE ACTUALLY ENCOURAGED TO JUST EXPLORE THE POSSIBILITY OF A JOB IN CONSTRUCTION BECAUSE NOWADAYS WITH THE MACHINES SO POWERFUL, GIRLS REALLY CAN OPERATE THESE THINGS PRETTY AMAZINGLY.
SO, YEAH, I REALLY BECAUSE YOU KNOW, ONE OF THE BUILDERS I KNOW THE BEST I THINK THE BEST BUILDER IN DFW IS A WOMAN.
SO I REALLY WANT TO SEE WOMEN JUST NOT BE, YOU KNOW, JUST BE LIMITED JUST BY WHATEVER PERCEPTION THEY HAVE OF THEMSELVES.
IT'S AN EXCITING DEVELOPMENT THAT I'M LOOKING FORWARD TO.
YEAH, WE DO, TOO. WE WANT TO KEEP ENCOURAGING THEM.
SO AS WE ROUNDED OUT OUR YEAR IN OUR MEETINGS AFTER WE KIND OF LOOKED AT ALL THE DATA AND ALL THE INFORMATION THAT WAS PROVIDED AND WE JUST WE HAD LOTS OF CONVERSATIONS ABOUT THINGS JUST WHERE THEY SEE THINGS AND HOW THEY SEE THINGS MOVING AND WORKFORCE.
AND SO AS A COMMITTEE, SOME THINGS TO CONSIDER WAS DO WE HAVE ANY COURSES THAT ARE NOT CURRENTLY IN A PROGRAM OF STUDY SO THAT THEY'RE NOT IDENTIFIED BY TEA IN A PROGRAM OF STUDY? IF THERE ARE THOSE COURSES, COULD WE LOOK AT REMOVING THOSE COURSES? BECAUSE WHAT WE DON'T WANT TO DO IS PROVIDE SO MANY COURSES THAT WE'RE KIND OF DILUTING EVERYTHING OUT. AND SO ARE THOSE ARE THERE A COUPLE? WE HAVE A COUPLE AND WE WILL REVIEW THAT INFORMATION AND THAT ENROLLMENT.
ARE THERE ANY COURSES THAT THERE HAVE BEEN REALLY LOW ENROLLMENT AND THAT WE COULD REMOVE THOSE WITHOUT REMOVING A PROGRAM, A STUDY, BECAUSE WE NEED TO KEEP THESE PROGRAMS A STUDY IN PLACE. BUT IF WE HAVE TWO COURSES THAT ARE SOMEWHAT SIMILAR, DO WE NEED BOTH OF THEM? IF WE'RE TEACHING THE SAME STANDARDS, WHICH ONE IS MORE BENEFICIAL TO OUR STUDENTS? AND THEN AGAIN, KIND OF I THINK THAT'S REALLY LOOKING AT JUST WHERE DO WE HAVE LOW ENROLLMENT AND DUPLICATION.
[00:40:01]
AND SO THAT WAS OUR REMOVING, EXPANDING.THEY WERE PRETTY ADAMANT ABOUT THIS AND HAD A PRETTY STRONG VOICE, WHICH I APPRECIATE.
AND IT'S THAT CAN WE EXPAND THAT AUTOMOTIVE PROGRAM IF WE KNOW WE HAVE THAT INTEREST AND WE HAVE THE STUDENTS THAT WANT IT, CAN WE EXPAND IT NINE THROUGH 12.
STUDENTS AT ALL CAMPUSES HAVE THAT OPPORTUNITY.
YOU KNOW, CAN WE ALSO LOOK AT THE MECHANICS AND AND STRUCTURES THAT WE HAVE.
WE CURRENTLY HAVE THAT ON TO SENIOR HIGH CAMPUSES.
IS THAT ANOTHER AREA THAT WE COULD LOOK AT PROVIDING SOME EXPANSION OR FAMILY CONSUMER SCIENCE COURSES. I DISCUSSED A LITTLE BIT EARLIER, WE ARE SEEING FAMILY AND CONSUMER SCIENCE ENROLLMENT ON THE RISE.
WE KIND OF LOOKED AT PRELIMINARY NUMBERS THIS YEAR OUR CTE ENROLLMENT WAS AT ABOUT 25,000 WITHOUT ANYTHING BEING FINALIZED FOR NEXT YEAR.
WE'RE LOOKING AT ABOUT 2000 MORE STUDENTS ENROLLED IN CTE OR OUR ENROLLMENT GOING UP BY BY 2000. WE'RE NOT SURE WHERE THEY'RE COMING FROM, BUT WE WILL TAKE THEM AND WE WILL SERVE THEM. AND SO WE'RE EXCITED ABOUT THAT.
AND THEN ALSO TO JUST CONTINUE TO EXPAND THE OPPORTUNITIES FOR STUDENTS AT THE PLANO INDUSTRIES ACADEMY AND THEN THAT WORKFORCE, WORKFORCE WORK BASED LEARNING OPPORTUNITIES.
AND SO MAKING SURE EVERY ONE OF OUR PROGRAMS IS STEADY AND IN THAT HANDS ON LEARNING OPPORTUNITY FOR OUR KIDS OR CAREER PREP.
AND THEN WE LOOKED AT WHAT COULD BE ADDED.
WE KNOW THAT DRONES ARE A HOT TOPIC AND THEY'RE NOT GOING AWAY.
AND SO AS WE LOOK AT DRONES, HOW CAN THEY BE IMPLEMENTED INTO OUR PROGRAMS? THERE'S NOT A PROGRAM, A STUDY FOR DRONES.
THERE'S NOT EVEN REALLY A CLASS THAT IS 100% DRONES.
BUT COULD THAT BE ADDED INTO OUR ARTS AND AV PROGRAM? THAT'S WHERE WE'RE SEEING IT A LOT ACROSS THE STATE, YOU KNOW, AND THEN ALSO LOOK AT ADDING AGAIN, KIND OF ALL GOES TOGETHER AS NINTH AND 10TH GRADE COURSES THAT COULD LEAD TO UPPER LEVEL PROGRAMS SO THAT WE'RE NOT MISSING THOSE STUDENTS.
SO ONE QUESTION, ONE STATEMENT.
I'M GOING TO PLEAD IGNORANCE. CAN YOU GIVE ME AN EXAMPLE OF A FAMILY AND CONSUMER SCIENCE COURSE? YEAH, CULINARY ARTS AND CULINARY.
JUST KIND OF WHAT YOU'RE THINKING AT THE MIDDLE SCHOOL LEVEL.
WE EVEN HAVE THEM THAT ARE TEACHING JUST BASIC LIFE SKILLS, SEWING, YOU KNOW, COOKING, ALL THAT KIND OF STUFF, NUTRITION AND THEN UNDER FOR THE DRONES ALSO MIGHT CONSIDER PUTTING IT UNDER ENGINEERING BECAUSE I KNOW PEOPLE THAT THEY'LL SEND THEM OUT TO DAMS AND DIFFERENT THINGS AND THEY'RE USING THE DRONES TO DO INSPECTIONS.
AND ALSO, I KNOW WE DON'T NECESSARILY HAVE A REAL ESTATE TRACK, BUT IN TERMS OF LAND SURVEYING, I MEAN, A LAND SURVEY FOR LET'S SAY YOU BUY FARM AND RANCH COULD COST YOU A COUPLE THOUSAND DOLLARS. AND SO THERE'S DAVID.
HOW DO YOU SAY IT? THERE'S GOLD IN THEM HILLS.
IS THAT YOUR SAYING? THERE IS GOLD IN THEM THERE HILLS.
THAT'S IT. WELL, THE OTHER PLACE YOU COULD PUT THAT IS YOUR I KNOW THEY USE THEM IN THE NEWS BUSINESS. SO WHEREVER WE PUT THAT, I KNOW MY SON IS A TV REPORTER AND THEY'VE GOT DRONES ALL THE TIME. SO IT'S A REALLY RELEVANT, USEFUL FIELD, REAL ESTATE, TV, ALL OF THOSE. YEAH.
AND I THINK, YOU KNOW, LET'S SAY THAT WE HAVE IT IN ONE PROGRAM.
EVEN IF A KID'S NOT INTERESTED 100% IN THAT PROGRAM, THEY COULD GET INTO THAT PROGRAM BECAUSE OF THEIR INTEREST. I WAS GOING TO SAY REAL ESTATE.
I KNOW WHEN WE PUT OUR HOUSE ON THE MARKET, THEY USED A DRONE TO TAKE PICTURES, YOU KNOW, AND SO DRONES ARE FUN.
I THINK THEY'RE HANDS ON AND ENGAGING FOR KIDS.
AND SO THEY'RE ALSO REALLY USEFUL IN THE WORKFORCE.
AND SO EVEN THOUGH THEY'RE FUN, THEY'RE USEFUL IN THE WORKFORCE ARE USED A LOT IN WAREHOUSES TO FOR LOGISTICS AND DISTRIBUTION.
SO THOSE ARE THE THINGS THAT AS A COMMITTEE, WE WORK TOGETHER.
AND, YOU KNOW, IT'S INTERESTING BECAUSE IF I WAS TO PUT A LIST TOGETHER, THIS WOULD BE ALL BEYOND MY LIST. BUT I TRY TO TAKE A BACK SEAT AND LET THEM MAKE THOSE DECISIONS.
AND I WANTED TO GIVE THEM ALL VIRTUAL HIGH FIVES AS WE WORK THROUGH THIS, BECAUSE THIS IS REALLY WHERE WE NEED TO SERVE OUR STUDENTS.
AND SO AS WE LOOK FORWARD FOR 22-23 AND I KNOW YOU'RE GOING TO BE LIKE YOU HAVE THE SAME THING UP THERE, DID YOU DUPLICATE THE SLIDE? AND AND WE DID BECAUSE WE KNOW THAT THIS WORK IS NEVER ENDING AND WE KNOW THAT IN THE NEXT YEAR WE NEED TO TAKE SOME STEPS FORWARD AND WE NEED TO PUT SOME ACTION PLANS TOGETHER TO REALLY PROVIDE THOSE OPPORTUNITIES FOR OUR KIDS AND THAT WORKFORCE NEEDS.
AND, AND THE PARTNERS THAT WE'VE GAINED OVER THE LAST YEAR HAVE REALLY COME TO THE TABLE AND WE HAVE SOME GREAT THINGS IN THE PIPELINE FOR OUR KIDS.
SO THESE ARE OUR COMMITTEE MEMBERS.
AGAIN, I JUST THEY'RE MADE UP OF BUSINESS AND INDUSTRY PARTNERS, PARENTS, STUDENTS, POST SECONDARY PARTNERS AND PLANO ISD REPRESENTATIVES.
AND AGAIN, WE JUST WANT TO THANK THEM FOR THEIR TIME AND COMMITMENT TO OUR GROUP.
I USUALLY SAY, OH, WE'LL GET OUT EARLY.
AND THEN ONCE WE'RE AT PAST OUR TIME OF OUR MEETING, THEY'RE LIKE, I THOUGHT YOU SAID WE'RE GOING TO GET OUT EARLY.
AND SO IT'S JUST BECAUSE WE'VE HAD SOME REALLY GREAT CONVERSATIONS.
[00:45:02]
AND SO OUR GOAL IS TO PROVIDE EQUITY ACROSS THE DISTRICT FOR ALL STUDENTS WHILE PROVIDING THEM WITH THE KNOWLEDGE AND SKILLS TO BECOME SUCCESSFUL LEADERS IN THE WORKFORCE.AND WE KNOW ONCE STUDENTS LEAVE PLANO ISD THAT THEY ALL VENTURE OUT ON DIFFERENT PATHS.
AND WE KNOW THAT COLLEGE FOR SOME STUDENTS IS A STEPPING STONE FOR A CAREER, AND SOME STUDENTS GO DIRECTLY INTO THEIR CAREERS.
AND SO WHATEVER PATH THEY TAKE, WHATEVER STEPPING STONES THEY HAVE, WE WANT TO MAKE SURE THAT HERE IN PLANO ISD WE'RE LAYING THAT GROUNDWORK FOR THAT AND THAT THEY CAN BE SUCCESSFUL AND AND GET THE JOBS THAT THEY WANT AND BE SUCCESSFUL AND AND BE LEADERS IN THAT GLOBAL WORKFORCE.
ANY OTHER QUESTIONS? NO, I'M JUST SAY ALWAYS IMPRESSED.
LOVE YOUR PRESENTATIONS EACH YEAR.
AND WHEN I LOOK BACK AT HIGH SCHOOL, I DON'T LOOK AND SAY, OH MAN, MY HIGH SCHOOL REALLY SET ME UP FOR SUCCESS OR THE CAREER PATHWAY THAT I WENT DOWN.
AND I THINK WITH WHAT CTE AND PLANO ISD IS DOING, THERE'S GOING TO BE A LOT OF KIDS THAT LOOK BACK AND SAY, WOW.
ESPECIALLY AFTER THEY MEET KIDS IN COLLEGE.
I MEAN, MY WIFE, WHEN SHE MET PEOPLE IN COLLEGE, HER FIRST YEAR IN ARCHITECTURE, AND SHE WAS DOING CIRCLES AROUND THEM BECAUSE SHE TOOK THE ARCHITECTURE PROGRAM HERE AND SHE JUST COULDN'T BELIEVE THAT THEY WEREN'T, YOU KNOW, HER FIRST SEMESTER OR HER FIRST YEAR WAS AMAZING. AND I THINK A LOT OF PLANO ISD STUDENTS FIRST YEAR IN COLLEGE BECAUSE A LOT SMOOTHER, A LOT BETTER THAN OTHER KIDS.
AND THEY'RE GOING TO LOOK BACK AND SAY, YEAH, GOING TO PLANO ISD ACTUALLY, IT WAS REALLY, REALLY GREAT. AND YOU KNOW, PRESENTATIONS LIKE THIS HIGHLIGHT THAT.
I DEFINITELY FEEL LIKE MY FIRST YEAR OF COLLEGE WAS SMOOTHER AS A PLANO EAST GRADUATE COMPARED TO MY ROOMMATES WHO WENT TO SCHOOL IN MUCH SMALLER DISTRICTS BECAUSE OF THE EXPANSIVENESS OF THE OFFERINGS.
AND CTE WAS NOT AS WELL DEVELOPED, YOU KNOW, AT THAT TIME.
BUT, YOU KNOW, THE THE EXPANSIVENESS OF THE OFFERINGS AND A FOCUS ON STEM THAT THE DISTRICT IS LONG HAD YOU KNOW DEFINITELY BENEFITED ME.
THERE'S ONE SORT OF FILTER THAT WE HAVE NOT DISCUSSED AND I THINK YOU'RE PROBABLY GETTING THIS THROUGH SOME OF YOUR INDUSTRY PARTNERS, BUT WE'RE TALKING ABOUT LOCAL WORKFORCE NEEDS. I WOULD BE INTERESTED TO UNDERSTAND HOW SOME OF THESE OFFERINGS OR CAREERS LINE UP WITH THINGS OF STRATEGIC NATIONAL IMPORTANCE, RIGHT? AND SO I WAS THINKING ABOUT THIS THIS WEEK BECAUSE, YOU KNOW, CYBER IS NOT ONLY A CAREER FIELD THAT WE DON'T HAVE ENOUGH PEOPLE, BUT THEN IF YOU LOOK AT THE NEWS, ONE OF THE MOST COMMONLY USED CYBERSECURITY PRODUCTS ORIGINATED IN A COUNTRY THAT MAYBE WE'RE NOT SO FAMILIAR WITH RIGHT NOW.
RIGHT. AND SO THERE'S DISCUSSION OF ON SHORING SOME OF THAT CAPABILITY OR YOU SEE THIS IN CHIP MANUFACTURING AND PHARMACEUTICAL MANUFACTURING WHERE WE HAVE OFFSHORED OR EVEN DEVELOPERS. WE HAVE I WOULD SAY A LOT OF COMPANIES ARE TRYING TO MAKE THE SWITCH FROM HIRING OFFSHORE DEVELOPERS BACK TO HIRING ONSHORE DEVELOPERS, EVEN AT AT EXTRA COST FOR EITHER GEOPOLITICAL OR QUALITY REASONS OR BOTH.
AND SO I THINK YOU'RE PROBABLY GETTING SOME OF THAT FROM YOUR THE PARTNERS, YOUR INTERVIEWING. BUT THAT IS IS DEFINITELY SOMETHING THE DRONE THING TO NO ONE MENTIONED THE DOD. I MEAN PROBABLY THE DOD HAS GOT MORE DRONES THAN ANYBODY.
BUT I WOULD BE INTERESTED IN UNDERSTANDING IF NOT ONLY ARE WE DOING THINGS IN LINE WITH LOCAL WORKFORCE NEEDS, BUT ARE WE ANTICIPATING THINGS A STRATEGIC NATIONAL IMPORTANCE THAT OUR STUDENTS MAY NEED THOSE SKILLS BASED ON CHANGES IN THE WORLD.
SO, KAREN, I JUST WANT TO MAKE A COMMENT THAT YOUR PRESENTATION IS VERY GOOD AND I'M SO GLAD THAT WE'RE EXPANDING.
WHAT I WANT TO SAY IS ALSO THAT MY SON DID THE AUTOMOTIVE TECHNOLOGY ONE AND TWO AND CAME OUT WITH A CERTIFICATION.
SO THESE PROGRAMS ARE VERY USEFUL AND HELPFUL FOR OUR STUDENTS.
I WILL TELL YOU, JUST ANECDOTALLY, MY DAUGHTER DID TWO YEARS OF EDUCATION TRAINING IN HIGH SCHOOL AND ENTERS HER LAST SEMESTER OF COLLEGE BEFORE SHE STUDENT TEACHES NEXT SPRING. AND SO SHE'S ON A CAREER PATH THAT SHE STARTED IN PISD.
WE HAVE A JOB FOR HER, IF SHE'S INTERESTED.
[LAUGHTER] WE CAN'T QUITE HIRE HER YET.
THE THE SECOND THING I WANT TO SAY IS THAT I LOVE THE FACT THAT YOUR GOAL TO START IN YOUR CONTINUED GOAL IS THE SAME.
AND THIS ACTUALLY RECONCILES WITH THE ORIGINAL GOAL OF THIS COMMITTEE WHEN SEVERAL YEARS AGO WE REINSTITUTED THESE COMMITTEES TO REALLY DO MEANINGFUL WORK.
AND THE FIRST QUESTION WE POSED TO THE COMMITTEE WAS GO OUT INTO THE WORKFORCE, FIND THE JOBS THAT ARE IN NEED, AND HOW DO WE PUT PROGRAMS IN PLACE TO FILL THOSE NEEDS.
AND SO THAT IS TO ME THE SOLE GOAL OF THE COMMITTEE.
AND SO I LIKE TO THINK OUTSIDE THE BOX AND, YOU KNOW, COME TO DIFFERENT WAYS TO GET TO THE CONCLUSION. BUT THIS IS THE GOAL EVERY YEAR.
AND SO I APPRECIATE IT AND I APPRECIATE THE FOCUS.
WELL, IT'S FUNNY BECAUSE WHEN I MET WITH KATRINA, WE TALKED ABOUT I SAID, I DON'T HAVE
[00:50:04]
ANOTHER GOAL. I DON'T KNOW WHAT I'M GOING TO DO.SO WE TOOK THE GOAL OFF AND WE PUT THE GOAL BACK ON.
BUT I SAID, THAT'S WHAT WE DO EVERY YEAR.
THAT'S WHAT WE NEED TO BE DOING EVERY YEAR.
SO IT WAS ON THERE AND WE'RE GLAD THAT YOU LIKE THAT.
ARE WE IN ALL OF THESE COURSES HERE? DO WE IMPLEMENT THE SOFT SKILLS AND STUDENTS? BECAUSE THAT'S WHAT I HEAR ALL THE TIME, IS EMPLOYERS WANT STUDENTS THAT CAN COMMUNICATE AND PRESENT AND OUR ON TIME AND TASK MANAGERS AND THAT SORT OF THING.
SO WE'RE INCLUDING THAT IN ALL OF THIS.
WHEN WE DEVELOP OUR CURRICULUM FOR CTE, THAT'S A HUGE THING FOR US BECAUSE IF OUR GOAL IS TO PUT THESE KIDS OUT INTO WORKFORCE LEARNING OPPORTUNITIES BY THE TIME THAT THEY'RE SENIORS, WE WANT THEM TO HAVE THAT.
WE WANT EMPLOYERS TO SAY, I WANT THOSE PLANO ISD KIDS.
AND SO WHETHER EVEN IF THEY ENTER WORKFORCE LEARNING OR NOT, LIKE THEY NEED TO HAVE THOSE SKILLS TO BE SUCCESSFUL.
ALL RIGHT. SO MOVING ON TO OUR NEXT REPORT, THE 2020 223 PRELIMINARY BUDGET REPORT, THE BOARD WILL NOW HEAR FROM JOHNNY W.
THANK YOU, PRESIDENT STOLLE, MEMBERS OF THE BOARD, THANK YOU FOR THE OPPORTUNITY TONIGHT AND I REALLY APPRECIATE YOU LETTING ME GO BEHIND KAREN.
IT MAKES MY JOB THAT MUCH HARDER, BUT I'M GOING TO TRY TO MAKE THIS INTERESTING THIS EVENING. THIS IS THE TIME OF THE YEAR THAT WE ACTUALLY ARE ROUNDING THE BACK STRETCH OF THE OF THE BUDGET CYCLE.
YOU CAN SEE THE FINISH LINE IN THE BACKGROUND AND WE'RE NOT THERE YET, BUT WE'RE GETTING CLOSER AND CLOSER.
MY GOAL THIS EVENING IS TO MAKE SURE THAT YOU HAVE AN UPDATE ON WHERE WE'RE AT IN THE PROCESS. AND THEN A LITTLE BIT HOPEFULLY A LITTLE MORE INFORMATION ABOUT JUST THE DEPARTMENT BUDGETS AND HOW WE'RE LOOKING WITH THE DEPARTMENT BUDGETS.
THIS IS THE BUDGET CALENDAR THAT WE TALK ABOUT.
OBVIOUSLY, WE START THIS PROCESS IN DECEMBER.
YOU CAN SEE WE'VE GONE ALL THE WAY THROUGH.
SO THIS EVENING WE'LL TALK ABOUT A BUDGET REPORT, JUST AN UPDATE, AND THEN WE'LL LOOK SPECIFICALLY AT DEPARTMENT BUDGETS.
NEXT MONTH, OF COURSE, WE'LL LOOK AT WE'LL HAVE REALLY THE FIRST OVERALL PICTURE OF THE BUDGET PUT TOGETHER AND WHAT IT'S GOING TO LOOK LIKE.
AND THEN WE'LL ALSO TALK ABOUT COMPENSATION PLANS AND THEN WE'LL START THE PROCESS OF DOING OUR DUE DILIGENCE WITH ADVERTISEMENTS IN TRUTH IN TAXATION REQUIREMENTS RATHER STATE. AND OF COURSE, IN JUNE, WE'LL COME BEFORE YOU, WE'LL ASK YOU TO ADOPT THE BUDGET.
SO WE'VE TALKED A LOT ABOUT THIS JUST THE LAST COUPLE OF MONTHS IF WE WERE AS WE WORKED THROUGH THE PROCESS.
THIS IS OUR CAMPUS ALLOCATIONS AND WE GIVE OBVIOUSLY BY STUDENT CHARACTERISTICS AND STUDENT ALLOCATIONS WE GIVE OUT.
AND THEN, OF COURSE, WE ADDED THOSE BASED ON THOSE SPECIFIC STUDENT CHARACTERISTICS THAT WE FIND. WHEN WE'RE TALKING ABOUT DEPARTMENT BUDGETS, WE DO WHAT'S CALLED A ZERO BASED BUDGETING APPROACH, WHICH MEANS THAT EVERY LINE ITEM MUST BE ACCOUNTED FOR AND ACTUALLY JUSTIFIED. AND WE LITERALLY WE CAN SAY THAT, BUT WE ACTUALLY SIT DOWN AND WE GO THROUGH EVERY LINE ITEM BUDGET, AND THAT'S FOR A JUSTIFICATION OF THAT.
AND THEN WE REVIEW THAT PROCESS.
IT'S THE DEPUTY SUPERINTENDENT, MYSELF, THE DIRECTOR OF BUDGETING AS WELL AS THE EXECUTIVE DIRECTOR OF FINANCE, WILL REVIEW EACH OF THOSE BUDGET REQUESTS AND THEN WE'LL SIT DOWN WITH EACH ONE OF THOSE DEPARTMENTS TO GO THROUGH THOSE REQUESTS.
SO BOTTOM LINE IS YOU CAN SEE THE APPROACH THAT THIS IS THIS IS ACTUALLY COME TO FRUITION OVER THE LAST FOUR YEARS.
YOU CAN SEE JUST OVER THOSE FOUR YEARS, YOU CAN SEE THAT THERE'S BEEN AN OVERALL SAVINGS TO THESE DEPARTMENT BUDGETS OF ABOUT $1.3 MILLION.
AND YOU CAN SEE HOW IT STARTED OFF IN 2019-2020.
YOU CAN SEE THAT THERE WERE ABOUT $2 MILLION OF SAVINGS.
AND THEN OBVIOUSLY IT GOT A LITTLE BIT HARDER AS WE WENT THROUGH THE YEARS.
YOU'VE GOT THE LOW WHAT WE CALL LOW LYING FRUIT.
AND THEN AS WE GOT INTO THE SECOND YEAR, YOU CAN SEE THAT THOSE REDUCED FROM THE 2 MILLION TO THE 1.6 AND THEN YEAR THREE, A LITTLE UNDER A MILLION.
AND THEN THIS YEAR, OBVIOUSLY, WE HAD A COUPLE OF EXTERNAL FACTORS THAT MADE THIS YEAR MUCH, MUCH HARDER.
SO IF YOU TRY TO BUY GAS, IF YOU TRY TO BUY FOOD, YOU'LL NOTICE THAT THE COST HAVE GONE UP SIGNIFICANTLY IN THE FAR RIGHT AND THE FAR RIGHT COLUMN, YOU CAN SEE CPI.
THAT'S JUST ANOTHER WAY WE ACTUALLY TRACK INFLATION.
AND SO YOU CAN SEE THAT WE'VE BEEN HOVERING A LITTLE BIT UNDER 2%.
AND THEN JANUARY TO JANUARY OF THIS LAST YEAR, WE HIT JUST A HAIR UNDER 8%.
AND SO WHAT YOU'RE GOING TO FIND WHEN WE WENT THROUGH THESE DEPARTMENT BUDGETS IS THAT WE HAD SOME FIXED CONTRACTED SERVICES THAT CAME THROUGH AND CAME DUE.
AND AS A RESULT, WE'RE BY LAW, IN ORDER TO CONTINUE TO PROVIDE THESE SERVICES, WE HAD TO GO UP ON THESE EXPENSES.
[00:55:01]
SO YOU CAN SEE IN THIS YEAR, OUR DEPARTMENT BUDGETS WENT UP JUST A LITTLE OVER $3.2 MILLION, JUST A HAIR UNDER 3 MILLION OF THAT.WE'RE ON FIXED TYPE CONTRACTS THAT WE REALLY WERE FIXED IN NATURE.
I'LL POINT THOSE OUT AS WE GO THROUGH THE DEPARTMENT BUDGETS.
BUT I THINK IT'S IMPORTANT TO POINT OUT THAT THE REQUESTS THAT CAME BACK ON THE ZERO BASED BUDGETING FROM THE CAMPUSES WERE A LITTLE OVER $8.3 MILLION.
AND SO I THINK IT'S IMPORTANT TO KNOW THAT WE WERE ABLE TO STILL REDUCE ABOUT OVER $5 MILLION OF THOSE REQUESTS.
YES, THESE ARE DEPARTMENT BUDGETS.
SO I JUST WANT TO MAKE SURE I'M CLEAR ON THAT.
IS THERE ANY QUESTIONS ON THAT? SO YOU CAN SEE THAT WE ARE OUR DEPARTMENT BUDGETS ARE ACTUALLY LESS THAN THEY WERE FOUR YEARS AGO, EVEN THOUGH THE INFLATION RATE HAS GONE UP ABOUT A LITTLE OVER 10%.
I JUST WANT TO MAKE A COMMENT THAT PRETTY MUCH THE ANSWER TO EVERYTHING WAS ALMOST NO BECAUSE OF THE FIXED COSTS THAT WE DIDN'T HAVE ANY CONTROL OVER THOSE NEW COSTS OR.
SO HOW MUCH OF THAT SAVINGS IS RELATED TO THE DECREASE IN ENROLLMENT? I THINK THAT'S I MEAN, THAT'S A REALLY GOOD POINT, BECAUSE IF YOU IF YOU WANT TO GO BACK AND ACTUALLY LOOK OVER THAT SAME TIME, THAT SAME TIME PERIOD, WE DID HAVE A DECREASE OVER THE LAST FIVE YEARS, ABOUT 7%.
AND SO PART OF THAT WAS DUE TO THAT.
BUT I WILL SAY, WHEN YOU'RE TALKING ABOUT UTILITIES AND THESE OVERALL DISTRICT TYPE COSTS, YOU REALLY DON'T YOU'RE NOT ABLE TO SEE THAT YOU'RE STILL GOING TO HAVE TO AIR CONDITION, THE BUILDING, THE FIXED COST.
YOU'RE STILL GOING TO HAVE TO TAKE CARE OF THE PROPERTY CASUALTY AND YOU STILL HAVE TO CLEAN IT. SO A LOT OF THESE BIG WHAT I CALL THESE THESE CATALYSTS FOR THE PUSHING THE BUDGET FORWARD IS YOU DON'T REALLY YOU CAN'T REALLY SEE THE EXACT SAME SAVINGS BY A DROP IN ENROLLMENT, IF THAT MAKES SENSE.
NO, IT DOES. IT DOES. THANK YOU.
YOU BET. TO ANSWER THAT QUESTION SOMEWHAT, I THINK IN A PREVIOUS MEETING, WE'VE TALKED ABOUT THE DECLINE IN ENROLLMENT AND THE DISTRICT HAS MATCHED IT PERCENTAGE PERCENTAGE WISE IN ATTRITION.
SO YOUR EMPLOYMENT AND YOUR ENROLLMENT HAVE BEEN, OF COURSE, CORRELATED.
THAT'S THAT'S ACTUALLY A VERY GOOD POINT BECAUSE WHEREAS THESE MOST OF THESE EXPENSES, THE VAST MAJORITY OF THIS EXPENSES ARE NON-PAYROLL, WHERE YOU CAN MATCH IT UP WITH RATIOS OF STUDENTS GOING DOWN IN STAFFING.
AND SO WE'VE ACTUALLY SHOWN THAT, I THINK ABOUT TWO MONTHS AGO, WHEREAS THE LAST FIVE THE LAST FIVE YEARS, WE ACTUALLY HAVE GONE DOWN AND STOOD IN ENROLLMENT ABOUT 7%.
AND IN I THINK OUR OVERALL STAFFING NUMBERS HAVE GONE DOWN ABOUT 6.8, 6.9%.
SO JUST TO I GUESS, OVERALL, SUMMARIZE THE THE POSITIVE OF THIS, WE'VE WHEN ENROLLMENT WENT DOWN, STAFFING WENT DOWN PRETTY MUCH COMMENSURATELY.
AND THEN EVEN WITH OUR FIXED COSTS, WHICH WOULD HAVE BEEN THE SAME IF ENROLLMENT WAS STAGNANT OR INCREASING, THOSE FIXED COSTS EXIST.
AND EVEN WITH THOSE FIXED COSTS, WE'VE STILL FOUND A WAY IN OUR EACH DEPARTMENT TO FIND SAVINGS. YES, THAT IS TRUE.
THAT'S IMPRESSIVE. AND I'LL TELL YOU, IT'S NOT DONE IN A SILO.
IT'S THERE'S A LOT OF A LOT OF HELP FROM THE OTHER GUYS THAT YOU SEE UP HERE.
AND WE ACTUALLY SPEND HOURS GOING THROUGH THESE DEPARTMENT BUDGETS TO FIND WAYS TO ACTUALLY LOOK FOR SAVINGS.
AND THEN TO THE RIGHT YOU SEE THE TWO MILLION.
AND FROM THE 2 MILLION YOU ADD THE 1.6 TO GET TO 3.6 TO THE 3.6, YOU HAD THE 905,000.
WANG? I THINK IT'S INTERESTING TO KNOW WHETHER THE RATE OF INFLATION WILL CONTINUE OR NOT. AND TO BE HONEST WITH YOU, THERE ARE A LOT OF DIFFERING OPINIONS OUT THERE RIGHT NOW ON THIS. SO IT DEPENDS WHO YOU ASK.
BUT I'LL SAY IT'S VERY UNKNOWN RIGHT NOW WHAT THE FUTURE AS FAR AS INFLATION AND THE ECONOMY IN GENERAL IS GOING TO BE.
AND I WILL SAY WE'LL KNOW A LOT MORE AFTER NOVEMBER.
SO I DON'T WANT TO BORE YOU WITH A LOT OF THESE LINE ITEMS. I JUST WANT TO POINT OUT A FEW OF THE CATALYSTS, IF I MAY.
BUT WHAT YOU SEE IN FRONT OF YOU NOW IS THE ACADEMIC SERVICES DR.
HASLEY'S DEPARTMENTS AND YOU CAN LOOK AND SEE JUST A COUPLE OF ITEMS. YOU SEE THE SPECIAL EDUCATION ON THE SECOND ROW.
I'LL POINT OUT THAT THERE'S A LOT OF FIXED CONTRACTED SERVICES THAT GO THROUGH ON THAT RESIDENTIAL PLACEMENT AND SOME OTHER BEHAVIORAL TYPE CONTRACTS THAT WE'RE REQUIRED TO DO
[01:00:03]
THAT WE HAVE SEEN TAKING A JUMP UP OVER YEAR OVER YEAR, MAINLY DUE TO THE JUST THE HARD TIME FINDING THOSE TYPE OF SERVICES.SO THAT'S ONE AREA THAT I'LL POINT OUT.
THE SECOND POINT THAT I'LL POINT OUT IS, DO YOU SEE THIS DYSLEXIA INTERVENTION? IT'S THE FOURTH ROW DOWN.
I BELIEVE THAT'S THE FOURTH ROW DOWN THE 423,000.
I WILL SAY THAT THE CURRICULUM FOR DYSLEXIA IS COMPLETELY CHANGING OVER.
SO THERE'S A LOT OF START UP COST.
AND WHILE WE WERE RIGHT BEFORE WE CAME DOWN HERE, I DID RECEIVE AN EMAIL FROM DR.
HASLEY. AND THE FACT OF THE MATTER IS WE HAVE JUST RECEIVED A GRANT TO BASICALLY PAY FOR JUST ABOUT ALL OF THAT $423,000 JUST TODAY.
ABOUT 352,000 OF THAT WILL BE PAID.
SO WE'LL BE ABLE TO TAKE THAT OFF OF THAT LIST, ABOUT 352,000.
AND I'VE GOT TO POINT OUT, VANESSA CONATSER.
VANESSA CONATSER. OUR DYSLEXIA COORDINATOR DID A GREAT JOB SUBMITTING THAT GRANT.
SO SHE WENT THROUGH AND DID THAT.
BUT REALLY, THAT'S THAT'S AMAZING.
A LOT OF THAT IS ONE TIME UP FRONT COST TO GET THAT NEW CURRICULUM PROGRAM GOING AND THAT WILL ALL BE COVERED. SO THAT'S THAT POINTS TO OUR FOLKS THAT ARE REALLY TURNING OVER EVERY LEAF TO TRY TO FIND EFFICIENCIES AND HELP IN THESE BUDGETS.
AND I DON'T THINK THE THAT THOSE FUNDS GOING TOWARDS THE DYSLEXIA INTERVENTION COULD BE UNDERSTATED JUST IN TERMS OF I KNOW THERE'S A VERY INVOLVED PARENT GROUP THAT REALLY CARES ABOUT THIS AND OBVIOUSLY THIS IS SOMETHING THAT AFFECTS A LOT OF STUDENTS.
IT AFFECTED MY BROTHER AS WELL AND HIS EDUCATION, PUBLIC EDUCATION.
AND SO HAVING THESE FUNDS AND THEN HAVING A GREAT GRANT WRITER, THAT CAN'T GO WITHOUT PRAISE. AND, YOU KNOW, THAT'S THAT'S HUGE.
AND I'M GLAD TO HEAR THAT THAT'S A LOT OF UP FRONT COSTS GETTING TAKEN CARE OF.
SO WE KNOW THAT THE THE COST OF THIS DOWN THE ROAD PROBABLY GOING TO BE LESS, BUT GLAD TO SEE IT AS A LINE ITEM NOW AND IT GETTING THE ATTENTION THAT A LOT OF PARENTS AND STUDENTS AND TEACHERS WANT TO SEE IT HAVE.
IT'S A GREAT IT'S A REALLY YOU BRING UP A GOOD POINT BECAUSE THAT WE'VE HAD DYSLEXIA OBVIOUSLY BEFORE, BUT IT WAS INCORPORATED INTO OUR ELEMENTARY ACADEMICS BUDGET AND NOW IT'S BROUGHT OUT BECAUSE OF THE JUST THE ATTENTION TO IT AND IT HAS ITS OWN DEPARTMENT TO FOCUS ON. SO IT'S ALSO NOW BEING BROUGHT INTO THE SPECIAL EDUCATION REALM, WHEREAS BEFORE, I DON'T WANT TO CALL IT A STEPCHILD, BUT IN TEXAS ANYWAY, IT WAS OUTSIDE OF THAT REALM. WELL, I THINK HOUSE BILL THREE CHANGED THAT.
THEY DID. SO JUST HOUSE BILL THREE.
GIVE US ANY DON'T DON'T WE GET A LITTLE BUMP FOR THE NUMBER OF STUDENTS IN THE PROGRAM? WE THE 0.1.
I WILL TAKE IT AND IT DOES HELP PAY FOR OUR DYSLEXIA TEACHERS BUT THERE IS A SLIGHT WAIT THAT CAME ABOUT WITH HOUSE BILL THREE AS A RESULT OF THAT.
THIS IS ASSESSMENT, RESEARCH AND PROGRAM EVALUATION.
YOU CAN SEE THAT THIS IS GOING DOWN.
BASICALLY WHAT WE DID WITH ALL OF OUR PROGRAMS AT THIS POINT, YEAR FOUR OF THE ZERO BASED BUDGETING, IT'S HARD TO UNCOVER A WHOLE LOT OF, TO BE HONEST WITH YOU, THE GROUP THAT HAS WORKED ON THIS THE LAST SEVERAL YEARS HAVE DONE AN AMAZING JOB OF REALLY MAKING THESE THESE DEPARTMENT BUDGETS VERY EFFICIENT.
BUT ONE THING WE STILL TRY TO DO IS WE STARTED LOOKING AT TREND ANALYSIS WITH ALL OF OUR BUDGETS. SO WE BUDGETED X NUMBER OF DOLLARS.
BUT IF WE TREND IT OVER THE LAST THREE YEARS THAT WE'RE ONLY SPENDING 95% OF THAT, ONE THING THAT WE TRY TO DO WITH THESE BUDGET IS WE TRY TO [INAUDIBLE] THEM EVEN FURTHER TO MAKE TO TRY TO RIGHT SIZE SOME OF THESE BUDGETS.
SO WE STARTED THAT IS ONE THING WE DID DIFFERENT THIS YEAR IS WE LOOKED AT A LOT OF TREND ANALYSIS AND TRY TO LOWER THEM AS A RESULT OF THAT.
AND THAT'S WHAT THAT'S WHAT YOU SEE RIGHT HERE.
CAN I JUMP BACK THAT PREVIOUS PAGE ON CMR? YES, THAT IS A PRETTY SIGNIFICANT DECREASE.
WHAT DID WE DO THERE? SO THAT'S A GREAT POINT ON THE CCMR. LET ME SEE.
WE WE ACTUALLY DECREASED OUR TESTING MATERIALS.
IT WAS PAID MORE WITH WITH DISTRICT BUDGETS INSTEAD OF THIS ONE IN PARTICULAR.
WE'VE RECLASSIFIED SOME OF OUR 6200S, WHICH IS OUR CONTRACTS, WE WERE ABLE TO PAY FOR THAT WITH SPECIAL REVENUES.
AND SO WE RECLASSIFIED IT TO SPECIAL REVENUES.
AND THEN THE THE FINAL THING HERE WAS COPIER RENTALS.
THEY WEREN'T USING. THEY WEREN'T USING WHEN WE'RE TALKING ABOUT TREND ANALYSIS, THEY WEREN'T USING EVERYTHING. WE'VE BEEN BUDGETING IN THE PAST FOR COPY RENTALS, AND SO WE WERE ABLE TO REDUCE THAT.
SO THOSE THREE ITEMS IS WHAT YOU SEE THERE.
SO WE REDUCED ON COST, BUT WE DIDN'T REDUCE ON SERVICES.
THAT'S RIGHT. AND JOHNNY, CAN YOU EXPLAIN TO ME THE REDUCTION AND THE ROBOTICS TO EVENTS, ACADEMICS ROBOTICS.
SO YES, MA'AM. ON THE ROBOTICS, WE ACTUALLY MOVED COMPUTER SCIENCE OUT OF THE ROBOTICS AND MOVED IT OVER TO OUR CTE ACCOUNT.
SO IF YOU GO OVER TO THE CTE, WHICH SHOULD BE UP A LITTLE BIT UNDER CAREER AND TECHNOLOGY
[01:05:05]
EDUCATION, YOU CAN SEE THAT THAT WENT UP 45,100.THAT IS US TAKING PART OF THE ROBOTICS, THE CTE PART OUT OF IT AND MOVING IT INTO A DIFFERENT DEPARTMENT.
SO CAN YOU EXPLAIN WHERE? WHERE DID IT GO? RIGHT.
I'M GOING TO LET I'M GOING TO LET KATRINA ANSWER THAT ONE, IF THAT'S OKAY.
A LOT OF THAT IS WE USED TO HAVE OUR TRAININGS FOR GIFTED SERVICES FOR TEACHERS DURING THE SCHOOL YEAR AND PROVIDE SUBSTITUTES.
SO NOW OUR DIRECTOR OVER THAT DEPARTMENT HAS PUT ALL OF THAT TRAINING ONLINE SO THEY CAN DO IT AT DIFFERENT TIMES AND WE DON'T HAVE TO PROVIDE A SUB.
SO MOST OF THAT WAS FIRST SUBSTITUTES WHEN THE TEACHERS WERE OUT OF CLASS IN TRAINING, AND THEY WERE ALSO PROVIDING TRAINING IN THE SUMMER TIME FOR TRADE HOURS.
IT'S NOT REALLY A REDUCTION OF SERVICE.
IT'S JUST WE DON'T NEED THE SUBS FOR THE TRAINING.
THANK YOU. AND WE'LL SAY ON ALL OF THESE, WHEN WE WENT THROUGH THESE BUDGETS, WE WERE NOT WE WERE NOT REDUCING SERVICES.
I MEAN, OBVIOUSLY, AT SOME POINT, IF YOU HAVE A DEFICIT LONG ENOUGH, YOU DO HAVE TO REDUCE THE SERVICES.
AND ALL OF THESE A CORE TRUTH THAT RUNS THROUGH ALL OF THESE BUDGETS IF YOU SEE A NEGATIVE. WE WERE ABLE TO FIND A DIFFERENT WAY TO PAY FOR THAT OR WE WERE ABLE TO MOVE IT UNDER A DIFFERENT DEPARTMENT.
BUT THIS BUDGET DOES NOT REFLECT A REDUCTION IN SERVICES.
SO JUST WANT TO MAKE SURE YOU'RE CLEAR ON THAT.
I LOVE THE QUESTIONS. PLEASE, PLEASE ASK ME IF YOU'VE GOT THEM.
ALL RIGHT. SO STUDENT ENGAGEMENT AND DISTRICT SERVICES.
THIS IS MRS. ANDERSON'S BUDGETS.
AND SO WHAT YOU SEE HERE, OBVIOUSLY YOU SEE FINE ARTS.
AND I ALWAYS LIKE TO GROUP FINE ARTS WITH ATHLETICS.
SO YOU SEE THE FIRST AND THE LAST ONE THERE, YOU CAN SEE THOSE ARE GOING UP NOT A TON, BUT THEY ARE GOING UP SOME.
SO LIKE THE FINE ARTS WHAT YOU SEE GOING UP THERE IS OUR CLINICIANS.
ANY TIME YOU'RE DEALING WITH PERSONNEL OR CONTRACTED PERSONNEL, YOU'VE SEEN A JUMP IN THOSE COST OF THOSE AS WELL AS ON THE FINE ARTS HAS AN EXTRACURRICULAR COMPONENT.
OUR EXTRACURRICULAR EXTRA CURRICULAR TRAVEL HAS GONE UP.
JUST THE COST OF TRAVELING HAS GONE UP YEAR OVER YEAR.
OFFICIALS HAVE GONE UP AS WELL AS TRAVEL ON THOSE.
THE OTHER THE OTHER THING THAT I'LL POINT OUT, IF YOU GO DOWN TO TRANSPORTATION THAT REFLECTS AN INCREASE IN GASOLINE COST IS WHAT YOU SEE THERE.
ONE THING THAT WE DID DO, BART HAS DONE AN AMAZING, AMAZING JOB WITH WITH DR.
ANDERSON TO ACTUALLY GO THROUGH AND ACTUALLY OUR SRO OFFICERS GO THROUGH AND JUST MAKE SURE THAT WE'RE BEING AS EFFICIENT AS WE CAN WITH THOSE SERVICES.
IN OTHER WORDS, IT'S GOOD TO GO THROUGH AND DO DUE DILIGENCE.
WE'RE DOING THIS PROGRAM IS THIS SOMETHING THAT WE STILL WANT TO SUPPORT.
ARE WE USING THESE SRO OFFICERS AND THE MOST EFFICIENT WAY POSSIBLE? AND SO WHENEVER WE DID THAT, WE WERE ABLE TO MOVE MOVE SOME OF THOSE SERVICES AROUND AND FIND SOME EFFICIENCIES WITH THAT.
BUSINESS SERVICES. THIS IS UNDER MY DIRECTION.
YOU CAN SEE GOING DOWN TO THE FINANCIAL SERVICES, YOU SEE THE $163,472.
THAT IS WHAT WE PAY FOR OUR INVESTMENT CONSULTANT.
THAT'S NOT SOMETHING THAT'S ACTUALLY GONE UP.
WE'VE USED HILLTOP SECURITIES FOR YEARS HERE, BUT THEY THEY'VE CHANGED HOW THEY ACTUALLY DO THEIR FEE STRUCTURE.
BEFORE WHAT THEY DID IS THEY WOULD ACTUALLY DO IT NET OF RETURN, WHICH MEANS WE EARN $50,000 IN ONE MONTH.
WE WOULD THEY WOULD TAKE THE FEES OUT OF THAT AND THEY WOULD GIVE US THE NET RETURN.
THEY'VE NOW CHANGED THAT WHERE THEY ACTUALLY YOU GET THE ENTIRE INVESTMENT RETURN AND THEN THEY ACTUALLY CHARGE YOU A FEE FOR THAT.
IS THAT BECAUSE INTEREST RATES WERE SO LOW THEY WEREN'T MAKING ANY MONEY? I THINK THAT I THINK THAT THEY PROBABLY SIT AROUND A ROUND TABLE AND AND TALKED ABOUT HOW THEY COULD MAXIMIZE THEIR RETURN.
IT'S NOT IT'S NOT THAT OUR WHAT WE'RE PAYING THEM HAS GONE UP BY THAT AMOUNT.
IT'S THE AMOUNT THAT NOW WE'RE BEING CHARGED FOR EVERYTHING.
AND IF YOU'LL NOTICE HERE IN A SECOND, WHEN WE TALK ABOUT REVENUE AND INTEREST RETURN, YOU'LL SEE THAT'S GONE UP QUITE A BIT, TOO.
SO I JUST WANT TO POINT THAT OUT.
AND IT'S MORE TRANSPARENT, TO BE HONEST WITH YOU.
RIGHT. SO NOW WE KNOW WHAT THAT SERVICE IS ACTUALLY COSTING US, WHEREAS BEFORE IT WAS A LITTLE IS A LITTLE LESS TRANSPARENT.
YOU CAN SEE THE CUSTODIAN AUXILIARY SERVICES THAT IS SO BUILT INTO OUR CONTRACT.
OF COURSE, ANYTHING OVER 2%, WE'RE REQUIRED TO MEET THE CPI FROM JANUARY TO JANUARY.
I WILL SAY FROM FROM THAT AND THIS IS TO ME EXTREMELY IMPORTANT.
OUR STARTING CUSTODIAL STAFF HERE MAKES $10.60 AN HOUR, $10.60 AN HOUR, AND WE HAVE ABOUT
[01:10:03]
ABOUT A 25% VACANCY AS A RESULT OF THAT.THIS WILL ALLOW US TO ACTUALLY START OUR CUSTODIANS AT $12 AN HOUR, WHICH I'M VERY EXCITED ABOUT, TO BE HONEST WITH YOU.
I'M HOPING THAT'LL DO A LOT BETTER JOB AS FAR AS KEEPING THESE VACANCIES FILLED AND KEEPING QUALITY STAFF AT OUR DISTRICT CLEANING OUR BUILDINGS, I THINK I THINK THAT'S A GOOD THING. AND THEN OUR FACILITY SERVICES, THE 3:47 THAT THAT SHOWS JUST AN INCREASE IN UTILITIES. THAT IS THE UTILITY COST INCREASE.
ANY QUESTIONS WITH BUSINESS SERVICES? OKAY. TECHNOLOGY SERVICES.
YOU CAN SEE THERE ARE SOME QUITE A BIT NOT QUITE A BIT OF CHANGES, BUT THERE ARE SOME CHANGES. TECHNOLOGY IS OBVIOUSLY AN EVOLVING, VERY, VERY IMPORTANT PART OF OUR DISTRICT AND WHAT WE PROVIDE IN SERVICES, TECHNOLOGY SERVICES WENT UP A LITTLE BIT, IF YOU REMEMBER THAT WE TALKED ABOUT CYBER MONITORING AND WE ACTUALLY MADE A POINT TO ACTUALLY START A PROCESS WITH THAT THIS LAST YEAR OR INCREASING THAT THIS IS US CONTINUING THAT INTO THE INTO THE NEXT YEAR.
ON THE LEARNING MEDIA SERVICES.
YOU CAN SEE THAT'S GOING DOWN.
AND THAT IS BECAUSE PART OF OUR PART OF OUR OUR BUDGETS HAVE GONE FROM THE PHYSICAL BOOKS AND TO E-BOOKS, AND WE FOUND SOME EFFICIENCIES BY DOING THAT.
THE INSTRUCTIONAL TECHNOLOGY IS $540,000.
I KNOW THAT SOUNDS LIKE A LOT.
THAT IS BASICALLY ONE ONE CONTRACT THAT HAS MULTIPLE YEARS.
AND WE THE REASON WHY WE DIDN'T HAVE THAT LAST YEAR IS BECAUSE WE WERE ON A MULTIPLE YEAR CONTRACT AND NOW IT'S UP IN IT AGAIN TRYING TO REMEMBER IF THAT'S A THREE YEAR CONTRACT.
DO YOU REMEMBER? SO IT'S A MULTI YEAR, SO YOU WON'T SEE THAT NEXT YEAR, YOU'LL SEE IT.
AND I'M SORRY, I CAN'T REMEMBER IF THAT'S A TWO OR A THREE YEAR CONTRACT.
IS THERE A FINANCIAL BENEFIT TO PAYING THREE YEARS UPFRONT OR.
IT'S THERE'S A THERE'S A HUGE DISCOUNT IF WE'RE ABLE TO PAY MULTI YEARS.
AND SO WE TRY TO TAKE ADVANTAGE OF THAT WHEN WE CAN AND WE FEEL CONFIDENT THAT WE'RE GOING TO WANT TO WORK WITH THIS FOR THE NEXT THREE YEARS.
YEAH. YEAH. SOMEBODY CALL AN AMBULANCE.
IS THIS A THUMBS UP OR THUMBS DOWN? AND THEN THE LAST THE LAST ITEM YOU SEE UP HERE IS DISTRICT TECHNOLOGY SERVICES.
THAT IS EXPENSES THAT WE PUT ASIDE EACH YEAR FOR CABLING THAT WE DO.
WE ACTUALLY DO A LITTLE BIT OF ADDITIONAL CABLING EACH YEAR, BUT WE DID A TRENDS ANALYSIS ON THAT AS WELL AND WE WERE ABLE TO COME DOWN A LITTLE BIT ON THAT BUDGET.
ALL RIGHT. WE'RE GETTING TOWARD THE END OF THE DEPARTMENT BUDGETS.
BUT RIGHT HERE, IF YOU LOOK THROUGH AND DOWN, YOU CAN SEE RISK MANAGEMENT, 488,000.
THIS IS OUR PROPERTY AND CASUALTY INSURANCE.
AS YOU AS YOU KNOW, IT'S A IT'S NOT A SOFT MARKET.
AND IT HAS BEEN FOR THE LAST COUPLE OF YEARS.
I'M HOPING THIS WILL CHANGE. BUT AS OF RIGHT NOW, THIS IS WHAT THE MARKET'S DRIVING, DRIVING HOME FOR US.
YOU CAN SEE THE EMPLOYEE SERVICES IS GOING DOWN.
I THINK IT'S IMPORTANT TO NOTE THAT ON THE EXTENDED PLANNING EXTRA DUTY PAY THAT WE ACTUALLY BUDGET OR WE HAVE BUDGETED UNDER HR, WE'RE NOT DOING AWAY WITH THOSE SERVICES, BUT WE'RE ABLE TO TAKE ADVANTAGE OF SOME OF OUR ESSER FUNDING.
AND SO WE'VE RECLASSIFIED IT OVER TO ESSER FUNDING.
AND I THINK THAT'S A GOOD THING.
HEY, JOHNNY. YES, SIR. CAN YOU GO BACK TO THAT? YES, SIR. SO TAKING A LOOK AT RISK MANAGEMENT INSURANCE AND JUST THINKING ABOUT THAT RISING COST.
IS THERE ANYTHING IN THE RECAPTURE FORMULA THAT ADJUSTS FOR CPI? NO, THAT'S A REALLY GOOD POINT.
IT'S IT'S THE ONE AREA THE REASON WHY IT'S GETTING HARDER AND HARDER TO BALANCE A BUDGET ON THE MAINTENANCE AND OPERATION IS THERE'S ABSOLUTELY ZERO.
THERE'S ACTUALLY ZERO AN INFLATIONARY INDEX ON OUR WHAT WE GET AND WHAT WE GET TO KEEP PER KID. NOW, I REMEMBER YOU BEING QUOTED IN THAT ARTICLE SAYING THAT.
SO BUT THAT'S SECOND TIME HEARING IN A WEEK.
AND I'M STILL FLABBERGASTED THAT THAT'S THE CASE.
IT'LL DEFINITELY BE ONE OF THE ISSUES THAT WE CONTINUE.
I KNOW THAT PRESIDENT STOLLE AND NANCY HAVE HAVE HAD SEVERAL INTERVIEWS WITH WITH LOCAL PAPERS OVER THE DECADES AND FOR SURE OVER THE LAST COUPLE OF JUST OVER THE LAST COUPLE OF MONTHS. AND THIS KEEPS COMING THIS ACTUALLY KEEPS COMING UP.
IT'S THE ONE AREA BECAUSE SO WHEN VALUES GO UP, TAXES GO UP.
THERE'S ONLY ONE AREA FOR THAT TO GO BECAUSE THERE'S NO INFLATIONARY FACTOR BUILT INTO OUR BUDGETS. THE ONLY WAY FOR THAT TO GO IS THROUGH RECAPTURE.
SO WE COLLECT IT AND WE PAY IT OUT IN THE FORM OF RECAPTURE.
AND THAT'S WHY YOU SEE RECAPTURE GOING UP SO FAST.
ESPECIALLY COMPARED TO THE DOLLARS WE'RE KEEPING.
[01:15:04]
STUDENT AND FAMILY SUPPORT SERVICES.THE FIRST ITEM YOU SEE THERE IS SUMMER SCHOOL AND I KNOW THAT WE'VE ACTUALLY REDID DOESN'T MEAN THAT WE'RE REDUCING OUR SUMMER SCHOOL.
IN FACT, WE'VE EXPANDED IT, BUT WE'VE NOW RESTRUCTURED IT AND WE'VE TAKEN INTO ACCOUNT SOME OF OUR ESSER DOLLARS INTO DOING THAT AS WELL.
SO THAT'S WHY YOU SEE A SLIGHT REDUCTION.
JUST ON THE GENERAL OPERATING SIDE OF THAT.
TONY, REMIND ME, I HAVE A SLIM MEMORY.
WHEN DID THE ESSER FUNDS HAVE TO BE SPENT BY? 2024? SO SPECIFICALLY, THE ESSER 3 FUNDS WILL GO THROUGH 24-25.
OKAY. IT'S A THREE YEAR CYCLE.
AND I WILL SAY I MEAN WE ARE RIGHT UP THROUGH YEAR ONE OF ESSER 3S WERE RIGHT IN LINE WITH SPENDING A THIRD OF THOSE MONIES.
SO WE'RE RIGHT IN LINE WITH WHERE WE SHOULD BE ON THAT THREE YEAR CYCLE.
I WILL SAY, IF YOU LOOK AT THE FAMILY AND SOCIAL SERVICES THE 131, WE ACTUALLY HAVE A CONTRACT CALLED COMMUNITY AND SCHOOLS, AND THAT CONTRACT IS ACTUALLY THE INCREASE YOU SEE THERE IS AN INCREASE IN THOSE CONTRACTS.
AND IS IT COMMUNITY AND SCHOOLS WHERE WE GET SOME OF OUR SOCIAL WORK SUPPORT? DR. GOBER. YES.
SO JUST HOW IMPORTANT THAT IS AND HOW THAT CONTINUES TO BE IMPORTANT.
YES. AND WE'RE WORKING WITH COMMUNITIES AND SCHOOLS TO LOOK AT THAT CONTRACT EACH AND EVERY YEAR AND TO EVALUATE THOSE SERVICES THAT THEY PROVIDE AND WHAT WE NEED MORE OF, WHAT WE NEED LESS OF AND SO ON AND SO FORTH.
AND WHILE WE GOT YOU, CAN YOU ADDRESS THE CENTER AND CLINIC? BECAUSE IT'S ALSO A LITTLE BIT MORE ON THIS BUDGET.
I NEED YOU TO ASK THAT QUESTION ONE MORE TIME.
THE INCREASE? YEAH, THE INCREASE FOR THE WELCOME CENTER AND CLINIC.
I CAN SPEAK TO IT IF YOU WANT ME TO.
THAT'D BE GREAT. SO OBVIOUSLY, WE HAVE SOME PART TIME STAFF AS PART OF THAT INCREASE.
WE HAVE SOME INCREASE IN SUPPLIES IN THAT CLINIC.
AND THEN THE LAST THING IS WE'RE ACTUALLY GOING TO SPEND A LITTLE BIT OF MONEY ON ENROLLMENT ADVERTISEMENT.
JUST OBVIOUSLY, WE KNOW WE GET SO MUCH MONEY PER STUDENT AND BECAUSE OUR PERCENTAGE OF ATTENDANCE HAS BEEN DOWN WE KNOW THAT THERE ARE KIDS OUT THERE THAT WE WOULD DEFINITELY WANT BACK IN OUR SCHOOL SYSTEMS. AND SO WE ARE SPENDING A LITTLE BIT OF MONEY TO ACTUALLY ENCOURAGE THEM TO COME BACK.
THOSE ARE THE THREE DRIVERS OF THAT BUDGET.
SO IN THAT CLINIC, WE'RE PARTNERING WITH CHILDREN'S HEALTH, AREN'T WE? THE CLINIC SPECIFICALLY IN THE WELCOME CENTER, YES, WE ARE.
BUT THEY'RE NOT NECESSARILY FUNDING THAT STAFFING,.
WE HAVE SOME TELEHEALTH SERVICES THROUGH THEM.
OH, TELEHEALTH. I THOUGHT THEY WERE HELPING WITH THE VACCINES.
MY MISTAKE. AND I WAS GOING TO SAY, I DON'T KNOW MUCH ABOUT COMMUNITIES AND SCHOOLS, SO MAYBE AT A LATER TIME YOU COULD EDUCATE ME MORE ON IT.
I'M SURE IT'S A LONGER CONVERSATION THAN TO JUST HAVE AT A BOARD MEETING, BUT I'D LIKE TO LEARN MORE ABOUT IT. ABSOLUTELY.
YEAH THEY PROVIDE A GREAT DEAL OF SERVICES? AND IT'S REALLY WONDERFUL THAT THE PARTNERSHIP THEY HAVE.
IT SOUNDS LIKE. SO IT SOUNDS LIKE SOMETHING I SHOULD BE EDUCATED ON.
WE HAVE SCHOOL LEADERSHIP AND INNOVATION.
THIS IS OUR SLI DEPARTMENTS AND IT LOOKS LIKE IT'S GOING DOWN, BUT THEY HAVE HISTORICALLY BUDGETED. AND TO BE HONEST WITH YOU, I'M NOT SURE WHY SOME SUBSTITUTE FEES OUT OF THEIR OWN BUDGET. WE ACTUALLY BUDGET IN A DISTRICT ACCOUNT FOR SUBSTITUTES.
AND SO THEY WERE BUDGETING THE MONEY, BUT IT WAS JUST SITTING THERE.
AND SO THIS IS US JUST TRYING TO CLEAN THAT UP AND ACTUALLY TAKE THAT BACK TO ONE SPOT WHERE WE CAN ACTUALLY TRACK IT.
WE CAN, OBVIOUSLY THESE ARE ALL GOING DOWN SLIGHTLY, BUT THESE ARE MAINLY LOOKING AT TREND ANALYSIS AND BASICALLY TRYING TO RIGHT SIZE EACH OF THESE BUDGETS.
AND I THINK THESE DEPARTMENTS HAVE DONE A REALLY GOOD JOB OF FINDING WAYS TO TRY TO BE AS EFFICIENT AS THEY CAN.
THIS IS YOU KNOW, WE'VE TALKED ABOUT THE CATALYST, BUT IF YOU REMEMBER THE $3.2 MILLION DOLLAR INCREASES IN THE DEPARTMENT BUDGETS, THESE ARE THOSE FIXED COSTS THAT WE'VE TALKED ABOUT THAT WE REALLY HAD NO CHOICE IN GOING UP ON, IF YOU ADD UP THESE CATALYSTS OF THESE FIXED COST, YOU GET JUST RIGHT UNDER THE $3 MILLION DOLLARS.
SO OUT OF THAT $3.2 MILLION DOLLAR INCREASE THAT WE SAW IN THE DEPARTMENT BUDGETS, THIS IS ABOUT 94% OF THAT REQUEST.
ANY QUESTIONS WITH ANY OF THAT? AND THEN YOU CAN SEE THOSE ARE THE DIFFERENCES.
AND WHAT WE TALKED ABOUT IS CPI, OUR INFLATION IS RIGHT AT 7.8%.
SO I THINK THE ZERO BASED BUDGETING IS STILL WORKING.
[01:20:05]
AND THEN OF COURSE, WE HAVE THE OVERALL NOT DEPARTMENTS BUT THE ONES THAT ARE BASICALLY CAMPUS AND THEN OTHER DISTRICT ALLOCATIONS.YOU CAN SEE THAT THE CAMPUS ALLOCATIONS WE'VE TALKED ABOUT ON THE CAMPUS ALLOCATIONS, WE GET SO MUCH PER STUDENT.
AND THEN IF YOU HAVE SPECIFIC STUDENT CHARACTERISTICS, YOU GET AN ADDITIONAL WEIGHT.
BUT YOU CAN SEE THAT WE ARE ANTICIPATING WORKING WITH A DEMOGRAPHER, OUR KIDS GOING DOWN JUST A LITTLE A HAIR UNDER 500 STUDENTS.
AND SO THAT'S WHY YOU SEE THE FIRST ROW GOING DOWN SLIGHTLY.
THOSE ARE NOT DECREASING OUR RATIOS THAT WE'RE ALLOWING THE CAMPUSES TO HAVE PER STUDENT.
THAT IS BASICALLY JUST REFLECTING THAT DECREASE IN STUDENTS, ANTICIPATED STUDENTS.
COPY CENTER IS STRICTLY US DOING THAT TREND ANALYSIS AND CUTTING OUT BASICALLY MATCHING WHAT OUR BUDGET AND WHAT ACTUALLY IS HAPPENING.
YOU CAN SEE TAX OFFICE AND APPRAISAL DISTRICT.
BELIEVE IT OR NOT, EVEN THOUGH WE DON'T GET TO KEEP IT, WE STILL HAVE TO PAY OUR TAX OFFICE AND APPRAISAL DISTRICT BECAUSE WE ARE A CERTAIN PERCENTAGE OF THEIR BUDGET WHEN OUR VALUES GO UP.
THIS BUDGET WILL ACTUALLY GO UP AS WELL.
YEAH. YOU KNOW, I HATE TO DO IT.
I DO IT EVERY YEAR WHEN THIS NUMBER GOES UP ALMOST 300,000 HERE.
WHAT EXTRA SERVICES DO WE GET FROM THAT? THEY DO ANSWER MY CALL WHEN I CALL THEM.
OK. WHICH IS NICE. [LAUGHTER] BUT IT'S THE SAME, IT'S THE SAME THEY PRINT THE SAME TAX FORMS AND EVERYTHING.
THEY DO, THEY HAVE A HARD JOB.
THEY DO AN AMAZING, THEY REALLY DO AN AMAZING JOB.
BUT I WILL SAY, WHEN I CALL THE CHIEF APPRAISER, HE DOES TAKE MY CALL AND HE'S MORE THAN WILLING TO ANSWER QUESTIONS.
I MEAN, LIKE I SAID, IT'S SOMETHING WE HAVE TO DO.
BUT IT IS AN ADDITIONAL COST BECAUSE THE VALUE IS GOING UP THAT WE'RE NOT ACTUALLY GETTING TO KEEP THOSE INCREASE IN TAXES.
YOU LOOK AT THE DISTRICT GOVERNANCE, THAT IS THAT IS PRETTY MUCH ELECTIONS THAT WE HAVE.
IF YOU WANT TO KNOW WHY IT'S ZERO AND ALL OF A SUDDEN IT'S GONE UP.
OBVIOUSLY, I'M PREACHING TO THE CHOIR, BUT WE DON'T DO ELECTIONS EVERY YEAR HERE.
SO THAT'S WHY YOU SEE THIS YEAR IT'S ZERO BECAUSE WE HAVE NO ELECTIONS THIS YEAR.
WE'RE ANTICIPATING HAVING AT LEAST BUDGETING TO HAVE TWO ELECTIONS NEXT YEAR AND AN ELECTION IN NOVEMBER RUNS OUR DISTRICT, 350,000 DOLLARS AND A MAY ELECTION ACTUALLY RUNS ABOUT 150,000 DOLLARS.
IT'S LESS SO IT'S A MATTER OF WHO ALL IS RUNNING AND THEY ACTUALLY TEAM THOSE COST UP USED TO EVERY ENTITY HAD THEIR OWN ELECTIONS AND NOW WE ACTUALLY CONSOLIDATE THOSE ELECTIONS. SO EVEN THOUGH THAT DOES SOUND LIKE A LOT OF MONEY, WE ARE ACTUALLY CONSOLIDATING AND HOLDING JOINT ELECTIONS, WHICH IS REALLY IT DOES HELP.
SO THAT'S ALSO A VERY NICE THING I THINK COMPARED TO OTHER SCHOOL DISTRICTS WHO DO IT EVERY THREE, OFTEN.
WHEN PEOPLE ASK US ABOUT, WE WERE WITH A GROUP OF TRUSTEES THIS WEEK AND EVERYONE WAS WHO'S RUNNING FOR OFFICE? WELL, WHO'S RUNNING FOR PLANO? WE WERE LIKE, NOBODY.
WE DON'T DO IT. AND I THINK IT IS A COST SAVER.
IT'S ALSO NOT A BAD IDEA FOR TRUSTEES TO HAVE A FOUR YEAR TERM OVER A THREE YEAR TERM BECAUSE, YOU KNOW, IT'S A LONGER LEARNING OPPORTUNITY THERE.
THERE IS A LEARNING CURVE EVEN FOR BOARD OF TRUSTEES.
SO I THINK IT DEFINITELY IS A GOOD THING.
THE OTHER THING I WANT TO SAY REAL QUICKLY IS THAT CAMPUS ALLOCATIONS NOW BEING ON THE DISTRICT, BEING ON THE BOARD, AS LONG AS I HAVE, TO ME THAT'S THE ONE LINE ITEM THAT IS THE HEAVIEST LIFT FOR EVERYBODY.
IT'S MORE TIME IS SPENT ON TRYING TO FIGURE THAT OUT AND SUPPORT THAT.
AND IT'S GREATLY APPRECIATED TO MAKE SURE THAT IT'S EQUITABLE.
BUT IT'S A HEAVY LIFT ON THAT LINE ITEM.
SO THAT'S THE DEPARTMENT BUDGETS.
I HOPE YOU FEEL MORE COMFORTABLE WITH HOW THAT'S WORKING AND HOW THAT'S LOOKING.
I DO WANT TO SPEND JUST A COUPLE OF MINUTES JUST TO GIVE YOU A SNAPSHOT OF WHERE WE'RE AT WITH THE BUDGET, IF THAT'S OKAY, BECAUSE I'VE GOT YOUR ATTENTION, SO I'M RIGHT. I'M GOING TO SPEND ABOUT 5 MINUTES JUST REAL QUICKLY GOING THROUGH WHERE WE'RE AT RIGHT NOW. AND OBVIOUSLY, LIKE I SAID, WE'RE TURNING THE BACK CORNER TO THAT STRETCH.
SO YOU HAVE THE LOCAL REVENUES HERE.
I JUST WANT TO POINT OUT THAT WE DO AT THE END OF APRIL, DO GET WHAT'S CALLED A CERTIFIED ESTIMATE ON OUR VALUES.
IF YOU HAVE YOUR IF YOU'RE A HOME OWNERSHIP, THEN YOU PROBABLY GOT A LOVE LETTER FROM THE APPRAISAL DISTRICT JUST IN THE LAST COUPLE OF DAYS.
[LAUGHTER] AND I WILL SAY BUT IT'S IMPORTANT TO NOTE THAT WE'RE ACTUALLY NOT GOING UP QUITE AS MUCH HERE LOCALLY AS WHAT YOU MIGHT SEE IN OTHER PARTS OF OF THE EVEN IN OUR COUNTY, WE'RE ABOUT 8% INCREASE AS A DISTRICT AND I'M TALKING TAXABLE.
I'M NOT TALKING MARKETABLE, BUT THAT'S PRIOR TO THE MAY 7TH ELECTION FOR THE ADDITIONAL HOMESTEAD EXEMPTION.
AND SO IF YOU ACTUALLY AND I'M ASSUMING THAT I'M ABOUT 100% SURE OF THAT ELECTION WILL PASS, THAT WILL BRING OUR TAXABLE VALUES DOWN TO ABOUT 6%, 6%, WHICH WE'VE BEEN HOVERING AROUND THE 2% TO TWO AND A HALF PERCENT, I THINK TWO AND A HALF PERCENT LAST YEAR.
[01:25:03]
SO 6% IS UP STILL QUITE A BIT.BUT WHAT THAT DOES FOR US, IF YOU REMEMBER TAX COMPRESSION, WE'VE TALKED UP UNTIL THIS POINT ABOUT A REDUCTION IN OUR TAX RATE OF ABOUT 1.93 CENTS.
WITH THE NEW NUMBERS THAT WE JUST GOT THIS LAST WEEK, OUR ESTIMATE IT GOES FROM ABOUT 1.93 CENTS TO ABOUT 3 CENTS.
YOU REMEMBER WE WERE USING THE STATE COMPRESSION OF THE 4.36.
NOW WE'RE GOING TO WE'RE THE LOCALS HIGHER NOW AT THE 6%.
SO IT'LL HELP US A LITTLE BIT ON OUR TAX COMPRESSION.
SO WE'RE LOOKING AT GOING DOWN ON OUR TAX RATE OF AT LEAST 3 CENTS.
I DO THINK THAT THE CHIEF APPRAISER IS CONSERVATIVE AND I KNOW HE'S EXPECTING A LOT OF APPEALS. AND SO I WOULD SAY WHEN WE GET TO THE ACTUAL END OF THE ROAD, HE MAY BE A LITTLE CONSERVATIVE ON HIS NUMBERS STILL, WHICH WOULD ACTUALLY PUSH THE TAX COMPRESSION UP MAYBE A LITTLE BIT MORE. WE WON'T KNOW THAT TILL THE END OF AFTER WE APPROVE OUR BUDGET.
YOU KNOW, WE'LL DO THAT IN SEPTEMBER, BUT IT COULD BE A LITTLE BIT HIGHER BASED ON WHATEVER THE APPEALS ARE.
YOU KNOW, THE TWO AND A HALF PERCENT THAT THE STATE PUT IN PLACE TO DETERMINE WHETHER THERE'S GOING TO BE TAX COMPRESSION OR NOT, DID THEY HAVE ANY FORESIGHT TO PUT AN INFLATIONARY FACTOR ON THAT, TO REALIZE THAT THE STATE PROPERTY VALUES ARE ALL GOING UP AND THE TWO AND A HALF PERCENT IS RATHER ARBITRARY? ARE THEY GOING TO LOOK AT THAT? YOU'RE ASKING ME TO KNOW WHAT THEY WERE THINKING? YEAH, I GUESS MAYBE THAT'S A COMMENTARY ON MY PART.
[LAUGHTER] NO, NO, I KNOW THERE'S A LOT OF DISCUSSIONS.
I LISTEN TO A LOT OF IT, BUT THE TWO AND A HALF PERCENT WAS JUST AND ACTUALLY, WE DON'T GET TO KEEP THE TWO AND A HALF PERCENT EITHER.
THAT'S JUST WHERE THE COMPRESSION LAWS ACTUALLY START.
SO I DON'T KNOW HOW TO ANSWER THAT.
THAT'S ALL RIGHT YES, MA'AM. SO THAT'S WHAT YOU SEE IN THE INCREASE.
I DO WANT TO POINT OUT THE INVESTMENT EARNINGS GOING FROM 1 MILLION TO 2 ESTIMATED.
OBVIOUSLY, IF YOU KNOW WHAT'S GOING ON WITH THE RATE OF RETURNS RIGHT NOW, THEY'VE GONE UP, I THINK, 50 BASIS POINTS AND THEY'RE EXPECTING 6 TO 8 MORE BUMPS IN THIS NEXT YEAR.
SO WE'VE REFLECTED THAT ON THIS BUDGET.
YOU SEE THE PER CAPITA, WHICH IS WHAT WE GET FROM THE ALLOCATION FROM THE PERMANENT SCHOOL FUND. SECOND YEAR, THE BIENNIUM BUDGET, THAT ALWAYS BUMPS UP A LITTLE BIT.
OBVIOUSLY THE OFFSET TO THAT, WE'RE NOT ACTUALLY GETTING THE ADDITIONAL MONEY ON THAT, THE OFFSET IS TO RECAPTURE.
AND THEN, OF COURSE, THE FEDERAL WE, THE SHARS MEDICAID REIMBURSEMENT, THAT'S GOING UP A LITTLE BIT BECAUSE WE'VE STARTED ACTUALLY TAKING TRANSPORTATION.
IF WE'RE ABLE TO TAKE A LITTLE BIT OF TRANSPORTATION EXPENSE, AND THAT'S BUMPED UP AS A RESULT OF THAT. SO OBVIOUSLY THE REVENUE MINUS THE RECAPTURE, I WILL SAY WITH THE BUMP IN INCREASED VALUES, YOU KNOW, WE WERE TALKING ABOUT THE RECAPTURE GOING TO 218 MILLION, BUT REFLECTED IN THE CERTIFIED, NOT CERTIFIED, BUT THE ESTIMATE FROM THE CHIEF APPRAISER THAT'S GONE UP FROM 218 TO ABOUT 222 MILLION IS WHERE WE'RE AT.
AND THEN JUST REAL QUICKLY ON THE EXPENSE SIDE, YOU CAN SEE THE BASE FOR PAYROLL.
YOU CAN SEE WE ARE STILL CONTINUE TALKING ABOUT WE'RE IN THE PROCESS.
WE'RE NOT COMPLETELY DONE. WE'RE ALMOST DONE WITH THE [INAUDIBLE], WITH THE ACTUAL LOOKING AT STAFFING.
BUT YOU CAN SEE ESTIMATED REDUCTIONS IN STAFF THAT REFLECTS THAT REFLECTS, I BELIEVE, ABOUT ABOUT 36 REDUCTIONS IN FTES.
THERE ARE SOME NEW STAFFING ADJUSTMENTS PUT IN THERE.
IT'S A GROWING AREA IN THE DISTRICT.
AND INCLUDED IN THIS BUDGET IS A 2% STILL COST OF LIVING INCREASE.
I WILL SAY THAT WE ARE GATHERING INFORMATION.
I KNOW DR. BROCKMAN AND HER STAFF IS GATHERING INFORMATION ON WHAT OUR SURROUNDING DISTRICTS ARE DOING.
AND IN MAY ON THE BUDGET CALENDAR, WE'LL BRING BACK INFORMATION, PURE DATA, AND THEN ALSO RECOMMENDATION. SO THE 2% RIGHT NOW IS JUST SIMPLY A PLACEHOLDER.
SO, JOHNNY, YOU TALK ABOUT THE STAFFING ESTIMATED STAFFING REDUCTIONS.
THAT'S PURELY THROUGH ATTRITION, CORRECT? IT IS. THAT'S A REALLY GOOD POINT.
SO, NO, WE ACTUALLY TURN OVER ENOUGH STAFF THAT WE'RE ABLE TO DO IT THROUGH ATTRITION EACH YEAR. JOHNNY JUST FROM SOME PARENTS I HEARD LIKE THEY ARE LIKE SAY A CHOIR DIRECTOR ASSISTANT LIKE GETTING CUT IS THAT, YOU KNOW, I DON'T KNOW IF IT'S JUST HEARSAY.
YOU CAN CLARIFY, DID WE ACTUALLY REDUCE THE STAFFING FOR OUR FINE ARTS DEPARTMENT? I MEAN, WE ONLY IF THE PROGRAMS ARE REDUCING IN OTHER WORDS, IT'S ALL A RATIO BASED ON THE NUMBER OF STUDENTS IN THOSE PROGRAMS. SO TO NANCY'S POINT, WE DON'T GO THROUGH AND ACTUALLY LET ANYBODY GO OR WE HAVEN'T WE'VE BEEN ABLE TO DO THIS THROUGH ATTRITION.
BUT I WILL SAY THAT WE ARE ESPECIALLY ON THE INSTRUCTIONAL POSITIONS WE VERY MUCH MONITOR A NUMBER OF STUDENTS THAT WE HAVE AND WE MIRROR STAFFING ACCORDING TO THE NUMBER OF STUDENTS. SO I DON'T KNOW, YOU'D HAVE TO ASK SPECIFICALLY OF DR.
[01:30:04]
BROCKMAN. SHE MIGHT BE ABLE TO TALK TOWARD IT, BUT WE DO TRY TO MATCH UP STUDENTS WITH STAFF. SO IF MY DAUGHTER'S CHOIR DIRECTOR LOSES HER ASSISTANT, FULL TIME ASSISTANT, DOES THAT MEAN WE DON'T HAVE ENOUGH CHOIR STUDENTS OR? DR. BROCKMAN, DO YOU WANT TO JUMP IN? SO WHEN THERE ARE SHIFTS IN STUDENT REQUESTS FOR CERTAIN COURSES, CERTAIN PROGRAMS, THE STAFFING NEEDS TO FOLLOW.SO, YES, IF THERE ARE FEWER KIDS WANTING CHOIR AT A PARTICULAR CAMPUS, WE MAY REDUCE THE CHOIR STAFFING BECAUSE THOSE KIDS ARE SELECTING SOMETHING ELSE AND WE NEED TO ADD A TEACHER SOMEWHERE ELSE.
OKAY, THAT'S GREAT. I JUST WANT TO KNOW, YOU HAVE A FORMULA YOU FOLLOW CONSISTENTLY THROUGHOUT THE DISTRICT.
THAT'S WHAT WE DEFINITELY DO. IT IS VERY FORMULA DRIVEN AND STUDENT REQUEST DRIVEN.
IF YOU LOOK AT THE VERY BOTTOM LINE, YOU CAN SEE ON THE SECOND COLUMN, WE CURRENTLY HAVE A DEFICIT OF ABOUT 30, JUST A LITTLE OVER $36 MILLION DOLLARS.
AND LIKE I SAID, WE HAVE ABOUT, WELL, NEXT MONTH WE'LL BRING THIS TO THE BOARD AND IT'LL BE IN THE FORMAT THAT YOU CAN YOU'LL BE ABLE TO READILY IDENTIFY AND BE ABLE TO TAKE ACTION WHEN WE BRING IT FORWARD TO THIS COMMITTEE IN JUNE.
SO I WANT TO GO TO THE LINE ABOVE THAT, THE REVENUES NET OF RECAPTURE.
RIGHT. YES. AND SO WE'RE GOING UP $1.6 MILLION DOLLARS.
THESE ARE SPENDABLE DOLLARS AND WE'RE GOING UP $1.6 MILLION DOLLARS, WHICH IS 3/10 OF 1% VERSUS A 7% INFLATIONARY FACTOR.
YEAH. THERE AIN'T ENOUGH ZERO BASED BUDGETING IN THE WORLD TO OFFSET A STAGNANT REVENUE BASE. AND WE'VE TALKED ABOUT THIS WITH THE MEDIA AND WE'VE TALKED ABOUT THIS AT THIS DAIS. THAT IS YOUR CLIFF AND IT IS COMING UP FAST.
AND WE CANNOT, IF OUR COST, CONTINUE TO OUTSTRIP OUR REVENUE GROWTH THE ONLY WAY TO OFFSET THAT IS TO QUIT OFFERING SERVICES.
AND WE'RE NOW AT THE POSITION WHERE WE ARE ABLE TO CONTINUE OFFERING SERVICES, THE SAME SERVICES. BUT WHEN YOUR DEFICIT GOES UP $14 MILLION DOLLARS A YEAR, THAT'S NOT SOMETHING THAT IS SUSTAINABLE.
JOHNNY, HOW MUCH IS OUR CURRENT FUND BALANCE? WE CURRENTLY HAVE A FUND BALANCE OF ABOUT I BELIEVE IT'S $274 MILLION DOLLARS.
SO ON ONE OF THE NUMBERS THAT I KNOW YOU WERE TRYING IN THE INTEREST OF TIME TO GO THROUGH QUICKLY I JUST WANT TO HIGHLIGHT RECAPTURE IS ESTIMATED TO BE THE LARGEST NUMBER.
WELL IT CURRENTLY THIS YEAR IS GOING TO BE THE LARGEST NUMBER WE'VE EVER PAID.
AND IF WE'RE LOOKING AT I'M GOING TO ROUND UP BECAUSE IT'S OVER, IT'S GOT A FIVE IN THERE. SO IT'S GOING TO BE $223 MILLION DOLLARS.
IT'S DIGGING INTO ALL OF OUR DEFICITS FOR THE FUTURE.
WE'VE GOT TO WORK ON THIS WITH THE LEGISLATURE.
THEY'VE GOT TO PUT A CAP ON IT OR SOME KIND OF A LIMIT.
IT IS NOT AN EQUITABLE WAY TO FUND PUBLIC SCHOOLS AND WE ARE PAYING A HIGH PRICE.
OUR TAXPAYERS, I USE THE WORD NOW, I'M GOING TO GET A LITTLE SHEEP.
ANOTHER CLIFF THAT YOU TALKED A LITTLE BIT ABOUT WAS THE ESSER FUNDING THAT ESSER 3 LASTS THROUGH THE 24-25 SCHOOL YEAR.
YOU BROKE IT OUT A LITTLE BIT IN SOME OF THE DEPARTMENTS, BUT HOW MUCH IS COMING OUT OF ESSER FUNDING IN AGGREGATE FOR THIS BUDGET? AND THEN HOW MUCH DO WE HAVE LEFT TO OFFSET FUTURE BUDGETS FOR THE NEXT COUPLE OF YEARS? IT'S AN EXCELLENT POINT. SO YOU'RE RIGHT, BECAUSE OBVIOUSLY YOU HAVE TO LOOK PAST 24, 25 TO SEE THERE IS GOING TO BE A LITTLE BIT OF A CLIFF THAT WE'RE GOING TO HAVE TO MAKE SURE THAT WE ACCOUNT FOR.
I WILL SAY YOU'VE GOT TWO DIFFERENT ESSER FUNDS THAT YOU'RE DEALING WITH.
YOU'VE GOT ESSER 2, ESSER 2 IS A SUPPLANT.
THEY ACTUALLY TOOK IT OUT, I BELIEVE LAST YEAR.
AND SO THEY TOOK IT OUT OF WHAT WE RECEIVED FROM THE STATE.
AND THEN WE'RE ABLE TO SUPPLANT IT FOR TWO YEARS.
AND SO FOR THIS YEAR THAT WE'RE ON, IT'S ABOUT $7.5 MILLION DOLLARS, $7.5 MILLION DOLLARS. THIS NEXT YEAR, IT WILL BE APPROXIMATELY $9 MILLION DOLLARS.
[01:35:02]
AND THEN THAT WILL GO AWAY.IN ESSER 3 THERE IS APPROXIMATELY IT'S A THREE YEAR PROGRAM THAT WILL RUN OUT IN 24, 25.
AND THAT ACTUALLY HELPS THIS BUDGET AS WELL.
BUT THAT IS APPROXIMATELY $8 MILLION DOLLARS THAT WILL RUN THROUGH THE 24-25 YEAR BUDGET.
SO, JOHNNY, I THINK YOU WERE RIGHT.
THAT WAS A TERRIBLE REPORT AFTER THE CTE REPORT.
[LAUGHTER] THANK Y'ALL. NO THIS IS IMPORTANT INFORMATION, SO THANK YOU FOR THE DILIGENCE HERE. OKAY.
WE'RE MOVING ON TO OUR NEXT REPORT.
DASH ON OUR MID-YEAR STUDENT LEARNING.
AS DASH COMES TO THE PODIUM, I'M GOING TO INTRODUCE THIS PRESENTATION.
IT'S A SHARED PRESENTATION, SO WE'RE GOING TO PRESENT IT IN THREE PARTS.
DASH, OF COURSE, WILL PRESENT THE DATA PIECE FROM OUR MIDDLE OF THE YEAR DATA FOR STUDENT LEARNING. AND THEN LAURIE TAYLOR WILL COME AND PRESENT THE INSTRUCTIONAL RESPONSE AND TALK A LITTLE BIT ABOUT IMPLEMENTATION OF HOUSE BILL 4545 AS WELL AS OUR SUMMER SCHOOL PLAN. AND THEN I'LL WRAP UP WITH JUST A LITTLE BIT OF INFORMATION ABOUT THAT ESSER 3.
GOOD EVENING. BOARD PRESIDENT AND TRUSTEES.
SO I'M GOING TO START OFF GIVING A QUICK OVERVIEW OF SOME OF THE DATA REPORTS.
JUST TO START TO BEGIN WITH THIS.
WE HAVE LOOKED AT THIS DATA EXTENSIVELY AND MOST OF THESE DATA ARE COMING FROM WINTER MAP. YOU ALMOST HAVE SEEN SOME PREVIEWS OF THIS EARLIER, TOO.
AND OUR DISTRICT IMPROVEMENT COMMITTEE AND OUR CURRICULUM TEAMS HAVE GONE THOROUGHLY THROUGH WITH THIS DATA IN [INAUDIBLE], IN FEBRUARY, WHEN WE DID THE MID-YEAR DATA REVIEW FOR THE DISTRICT IMPROVEMENT PLAN.
SO THE REASON IS LIKE YESTERDAY WE STARTED MAP TESTING FOR THE SPRING.
SO THERE'S NEW DATA COMING IN PRETTY SOON.
SO THIS IS KIND OF A DIFFERENT LOOK FROM WHAT YOU ALL HAVE SEEN BEFORE.
AND I'M GOING TO SPEND A LITTLE BIT OF TIME EXPLAINING WHAT THIS DATA REPRESENT.
SO THIS IS A TRUE COHORT OF DATA.
AND WHEN I MEAN TRUE COHORT, IF YOU LOOK AT THE FIRST TWO COLUMNS OF DATA THAT IS GRADE TWO LAST WINTER AND GRADE THREE THIS WINTER, AND IT IS THE EXACT SAME KIDS.
SO IF THEY WERE THE KIDS THAT WERE THAT TESTED IN GRADE TWO AND LEFT THE DISTRICT OR FOR SOME REASON THEY DIDN'T TEST.
AND IF THAT KID NOW THOSE KIDS WERE TESTED IN WINTER OF THIS SCHOOL YEAR, THEY ARE NOT IN THIS IN THOSE TWO COLUMNS BECAUSE THEY ONLY HAVE ONE DATA POINT.
ANY NEW STUDENTS THAT CAME IN INTO GRADE THREE ARE NOT IN THAT GRADE THREE COLUMN BECAUSE THEY DON'T HAVE A GRADE TWO SCORE.
SO THIS IS A TRUE COHORT OF DATA AND THIS IS THE THE MEDIAN PERCENTILE OF OUR MAP RESULTS FOR READING ON THIS PAGE FOR EXACT SAME KIDS IN GRADE TWO WINTER AND GRADE THREE. SO WHEN YOU DO STUDY DATA, THIS IS BEEN REALLY NERDY HERE.
MAYBE DR. TARA CAN UNDERSTAND.
THIS WHEN YOU STUDY A COHORT OF DATA, WHEN IT IS A REAL TRUE COHORT, THE GENERAL TENDENCY IS THE NUMBER.
IF THE NUMBER IS ABOVE AVERAGE, WHICH IS IN THIS CASE ABOVE 50, IT DO TEND TO GO SLIGHTLY DOWN ABOUT ONE PERCENTILE POINT EVERY YEAR.
SO FROM MY PERSPECTIVE, I JUST WANT TO COME OUT AND SAY IT.
IF THE NUMBER GOES OUT, ONE, TWO POINTS OR GO ONE, GO UP ONE OR TWO PERCENTILE POINTS IN A SHORT TWO YEAR TREND, THAT'S NOT REALLY WE DON'T WORRY TOO MUCH ABOUT IT BECAUSE IT MIGHT GO UP AGAIN NEXT YEAR.
SO, THE FIRST TWO COLUMNS ARE THE COHORT FROM GRADE TWO TO GRADE THREE.
THE MAP ASSESSMENT PROVIDES US A STAFF PROJECTION STARTING FROM GRADE TWO.
SO THAT'S WHY I INCLUDED A GRADE TWO IN THERE, THOUGH WE DON'T REALLY HAVE A STAAR TEST IN GRADE TWO. SO THAT'S THE GENERAL TREND.
HERE GRADE THREE, GRADE FOUR, GRADE FOUR, GRADE FIVE AND SO ON UP TO GRADE SEVEN GRADE EIGHT. THE NEXT GRAPH IS THE EXACT SAME DATA, SAME COHORTS.
[01:40:01]
THE STUDENTS MAY BE SLIGHTLY DIFFERENT BECAUSE NOT EVERY KID WHO TOOK THE READING TEST TOOK A MATH TEST.YOU KNOW, THEY MAY BE ABSENT OR THEY HAVE MANY OTHER REASONS.
A LITTLE BIT OF A CAVEATS HERE IN IN GRADE SEVEN AND EIGHT, BECAUSE WE HAVE ALGEBRA ONE.
IN GRADE 8, WE HAVE ABOUT HALF ALMOST HALF OUR KIDS ARE IN ALGEBRA ONE IN GRADE EIGHT.
SO THEY DO NOT IT'S OPTIONAL TO TEST IN WINTER AND WE EXCLUDED ALL [INAUDIBLE] IT IS OPTIONAL THEY COULD TEST SO WE JUST TO MAKE THE DATA CONSISTENT WE TOOK OUT THE ALGEBRA ONE STUDENTS IN THIS COHORT.
OK. SO CLEAR, IF YOU HAVE ANY QUESTIONS YOU CAN ASK.
AND BEFORE I TRANSITION TO STAAR PROJECTIONS ON WHAT IS CALLED A QUASI COHORT, I DO WANT TO TALK ABOUT HOW DO YOU COMPARE ONE GRADE LEVEL STAAR TO ANOTHER GRADE LEVEL STAAR? BECAUSE IT IS VERY IMPORTANT TO HAVE THAT CONVERSATION, BECAUSE IF YOU LOOK AT STATEWIDE RESULTS OR ANY ALMOST ANY DISTRICT STAAR RESULTS, IT LOOKS AS IF GRADE EIGHT DOES A LOT BETTER THAN GRADE THREE.
OKAY. AND SOME OF IT IS WE ARE GETTING BETTER.
SOME OF IT IS ALSO THE STANDARD OF THE ASSESSMENT IS DIFFERENT.
OKAY. SO IF YOU LOOK AT THAT, SO THAT'S A ROW FOR EACH EACH GRADE LEVEL.
AND IF YOU LOOK AT THE MIDDLE COLUMN, THAT'S THE READING PERCENTILE NEEDED TO BE AT APPROACHING STAAR.
NWEA, WHICH IS OUR MAP TESTING COMPANY.
THEY TOOK THEY TEST ABOUT A MILLION STUDENTS IN TEXAS ABOUT TWO OR THREE TIMES A YEAR.
SO THEY TOOK ALL THAT DATA AND THEN THEY EQUATED WHAT IT TAKES, WHAT PERCENTILE IS NEEDED TO BE AT APPROACHING STANDARD MEETS STANDARD, MASTER'S STANDARD.
SO I TOOK THIS DATA AND PUT IT IN HERE FOR ONLY FOR THE APPROACHING BECAUSE THERE ARE SIMILAR DATA FOR OTHER STANDARDS.
SO IN THIRD GRADE YOU NEED TO BE AROUND 35TH PERCENTILE TO CONSIDER WHAT'S CALLED A PASSER. RIGHT.
SO IT'S A LITTLE BIT HIGHER STANDARD.
SO AND WE SEE THAT VERY CLEARLY WITH ANY DISTRICT OR ANY SCHOOL.
OUR FOURTH GRADE RATE PASSING RATES ARE SLIGHTLY LOWER THAN THIRD GRADE.
IT'S NOT THAT THE KID'S GOTTEN WORSE OR WE DIDN'T TEACH ANYTHING IN FOURTH GRADE, TAUGHT THINGS LESS. IT'S JUST THAT THE STAAR TEST IS HARDER.
AND IN GRADE FIVE, YOU HAD TO BE BACK TO, LIKE THE THIRD GRADE STANDARD BE AROUND THE 35TH PERCENTILE, 32ND IN SIXTH GRADE, 28TH PERCENTILE IN SEVENTH GRADE, AND 23RD PERCENTILE IN EIGHTH GRADE.
SO NATURALLY, THIRD GRADE TO EIGHTH GRADE, YOU SHOULD SEE ABOUT WHAT, A 12 POINT INCREASE? IF A STUDENT GREW EXACTLY A YEAR EVERY YEAR, WE SHOULD NATURALLY SEE LIKE A 12 POINT INCREASE IN STAFF RESULTS FROM THIRD GRADE TO EIGHTH GRADE.
OK. IN PLANO WE SEE A LITTLE BIT MORE THAN A 12 POINT GRADE BECAUSE OUR GROWTH IS ABOVE AVERAGE COMPARED TO MOST OTHER DISTRICTS.
IN FACT, MATH HAS A SLIGHTLY HIGHER STANDARD.
AND IF THE MATH FOURTH GRADE STANDARD IS HIGHER AND THEN IN SIXTH GRADE STANDARD IN MATH IS HIGHER TOO. SO WHEN YOU SEE THE GRAPHS ON THE NEXT PAGE, KEEP THAT IN MIND BECAUSE YOU HAD TO PUT THAT THIS INFORMATION AND THAT TOGETHER TO COME TO MAKE SOME CONCLUSIONS.
SO IN THIS GRAPH I INCLUDED THE GRADE TWO DATA AND THE SECOND [INAUDIBLE] TWO COLUMNS.
SO GRADE TWO TO GRADE THREE STAAR PROJECTION.
AND SO LET'S LOOK AT THE FIRST SET OF DATA THAT HAS THREE YEARS.
WE HAVE GRADE TWO STAAR PROJECTION AT 77%, GRADE THREE STAAR PROJECTION AT 84%, AND GRADE FOUR STAAR PROJECTION AT 81%.
OKAY. THIS IS WINTER DATA FROM 19, 20, 20, 21 AND 21, 22.
OKAY. AND JUST TO SO OUR FIRST COLUMN THERE FOR GRADE TWO IS PRE-COVID.
THE GRADE THREE IS DURING COVID.
AND IF YOU WANT TO CALL GRADE FOUR POST COVID, THAT IN A HALF WAY POST COVID.
SO IF YOU SEE A DROP THERE FROM 84 TO 81, REMEMBER THE FOURTH GRADE STANDARD IS HIGHER.
OKAY. SO YOU WOULD NATURALLY SEE A SLIGHT DROP FROM FOURTH
[01:45:03]
SO PUT THAT IN TOGETHER.AND THE REASON THAT THIS STAAR IS IMPORTANT IS WE DO IF YOU SOLVE THERE WERE A LOT OF NATIONAL STUDIES THAT PREDICTED FIVE PERCENTILE DROPS IN PERFORMANCE, THEN IT REALLY DIDN'T TURN OUT THAT MUCH WAS THE DROP IN LANGUAGE ARTS.
THERE WAS THE DROP WAS LOWER IN MATH THE DROPS WERE HIGHER BECAUSE SOME INSTRUCTIONAL NEEDS FOR MATH IS HIGHER THAN FOR LANGUAGE ARTS COURSES.
SO HONESTLY, THIS IS DURING A PANDEMIC AND A POST PANDEMIC THIS RESULTS MOST PROBABLY IS ENCOURAGING. AND THEN.
THESE GREEN GRAPHS ARE VERY SIMILAR DATA.
THE SEQUENCE OF YEARS ARE THE SAME, AND THIS IS MATH.
AND AT THE APPROACHING STANDARD, WHAT WE CALL PASSING AND REMEMBER MATH, FOURTH GRADE STANDARD IS A LOT HIGHER.
IF YOU LOOK AT THAT VERY FIRST COLUMN, THIS THIRD SET OF COLUMNS WITH THREE COLUMNS, EVEN THOUGH THE STANDARD IS HIGHER, OUR THIRD GRADE TO FOURTH GRADE IS ACTUALLY A ONE PERCENTAGE DIFFERENCE, WHICH I WOULD TAKE IT AT ANY TIME AGAIN.
SO YOU CAN SEE THAT STANDARD DIFFERENCE REALLY WHEN YOU GO TO THE THIRD, FOURTH, FIFTH GRADE SET BECAUSE THE FIFTH GRADE STANDARD IS IT'S A LITTLE BIT LOWER ON THE STAFF AND WE SEE THAT BIG JUMP OF 6%.
WHICH IS MORE THAN WHAT THE STANDARD DIFFERENCE IS.
SO WE REALLY GAINED SOME GROUND IN FIFTH GRADE.
IT SAYS MATH APPROACHES STANDARD.
BUT ON THE OTHER SIDE, THE LITTLE ONE IT SAYS MEETS GRADE LEVEL.
THAT COLOR THAT'S AN ERROR ON MY PART IT SHOULD SAY APPROACHES.
WELL, WE HAD TO GIVE YOU A PRIZE FOR READING EVERY ALL OF MY EXCESS TITLES HERE.
SO JUST LOOKING AT THIS DATA, YOU KNOW, I THINK IN THE PAST WE'VE TALKED ABOUT HOW THERE'S A HIGH CORRELATION BETWEEN THIS DATA AND STAAR SCORES.
AND, YOU KNOW, TAKING A LOOK AT THIS AND JUST TRYING TO BE REALISTIC, DO YOU THINK IN TERMS OF OUR GOALS AND TRYING TO GET BACK TO WHERE WE WERE STUDENT SUCCESS WISE, STUDENT TESTING AND ACHIEVEMENT WISE, HOW CLOSE ARE WE TO GETTING BACK TO WHERE WE WERE PRE-COVID? AND I MEAN, THESE NUMBERS LOOK PROMISING AND IT SHOWS THAT THE LOSS IS NOT AS BAD AS OTHER DISTRICTS AND OTHER DISTRICTS ACROSS NOT JUST THE STATE, BUT THE COUNTRY.
BUT ALSO, YOU KNOW, WE CAN MAYBE REASONABLY BE LOOKING AT SOONER THAN LATER TALKING ABOUT HOW WE'RE GOING TO BE GOING TOWARDS THOSE EXCEPTIONAL GOALS THAT WE WERE WORKING ON BEFORE COVID.
AND JUST IF YOU HAVE A PREDICTION OF TIMELINE OR HOW WELL, YOU KNOW, BASED ON THESE NUMBERS? SO THERE ARE TWO THINGS THAT WE REALLY NEED TO CONSIDER.
SO WHEN WE ESPECIALLY WHEN YOU LOOK AT MAP DATA AND WE LOOK AT OUR BEGINNING TO END OF THE YEAR GROWTH REPORTS AND WINTER TO WINTER GROWTH REPORTS, NORMALLY WE HAVE TRADITION FROM THE TIME THAT WE'VE GIVEN MAP, WE HAVE EXCEEDED OUR THE ANNUAL NATIONAL GROWTH BY CONSIDER BY FIVE 10% PERCENTAGE POINTS.
SO THAT IS A TESTAMENT TO INSTEAD OF OUR KIDS GETTING A YEAR'S WORTH OF GROWTH, THEY WERE GOING ON AVERAGE GETTING ABOUT 105 AND 110% OF YEARS OF GROWTH.
NOW, WE DID SEE DURING THE PANDEMIC IN SOME DEMOGRAPHICS, THAT GROWTH WAS RIGHT CLOSE TO THE NATIONAL NORMS. SO OUR HIGHER ECONOMICALLY DISADVANTAGED STUDENTS WE THAT THEY HAD ABOUT A YEAR'S WORTH OF GROWTH. BUT OUR HIGH INCOME STUDENTS WE DIDN'T SEE THAT DROP IN GROWTH AT ALL.
THEY MAINTAINED THAT HIGHER THAN AVERAGE [INAUDIBLE].
SO TO ANSWER YOUR QUESTION, SO IN SOME CAMPUSES THAT THEY MAY JUST BE FINE, BUT CAMPUSES THAT HAVE MORE HIGHER NEEDS, THEY WE NEED TO GET BACK TO THAT PRACTICE OF GETTING 100 AND 110 PERCENTAGE OF GROWTH, EITHER A LITTLE BIT.
WE HAD TO RECOVER A LITTLE BIT THIS YEAR.
WE HAD TO RECOVER A LITTLE BIT NEXT YEAR.
IT WILL BE A KIND OF A ACCUMULATED CATCH UP.
YOU KNOW, AN THIS WORK, YOU CAN'T CATCH UP EVERYTHING IN ONE YEAR BECAUSE YOU CAN'T FILL ALL THE GAPS IN ONE YEAR YOU HAD TO MAYBE YOU IF YOU HAVE A 10% GAP, YOU CAN MAYBE RECOVER 5% THIS YEAR, 3% NEXT YEAR, HOPEFULLY RECOVER 2% THE FOLLOWING YEAR.
[01:50:05]
SO I THINK IT'S STILL A LONG TERM PLAN, BUT I THINK WE ARE AS A DISTRICT, WE ARE WHAT 30 SOMETHING PERCENT ECONOMICALLY DISADVANTAGED VERSUS THE STATE IS ALMOST 60.SO WE DO HAVE SOME DEMOGRAPHIC ADVANTAGES, BUT IRRESPECTIVE WE HAVE GOTTEN MORE THAN A YEAR'S WORTH OF GROWTH IN MOST YEARS.
SO THAT SHOULD WE'LL CONTINUE MOST PROBABLY GET BACK INTO THAT PRACTICE OF GETTING THAT MORE THAN A YEAR'S WORTH. AND I THINK THAT'S AN IMPORTANT PART OF PLANO ISD'S STORY COMING OUT OF THE COVID AND, YOU KNOW, TALKING ABOUT THE LEARNING LOSS, THAT THERE ARE A SIGNIFICANT PORTION OF OUR STUDENT POPULATION THAT DID NOT SUFFER LEARNING LOSS TO THE DEGREE AS OTHERS. AND THEN THERE'S OTHER PARTS OF OUR STUDENT POPULATION THAT ARE GOING TO NEED MORE SUPPORT, AND WE'RE GOING TO TARGET THOSE CAMPUSES AND THOSE STUDENTS AND MAKE SURE THEY GET THE SUPPORT THEY NEED.
BUT OUR ABILITY AND OUR TEAM'S PLAN TO GET US OUT OF THAT AND TO GET US NOT JUST BACK TO WHERE WE WERE, BUT START, YOU KNOW, WHILE OTHER PEOPLE ARE TRYING TO GET BACK TO WHERE THEY WERE WE'RE GOING TO BE SHOOTING FOR NEW GOALS AND PUTTING THIS BEHIND US.
AND IT SOUNDS LIKE THE NUMBERS ARE BEARING OUT THAT WE'RE GOING TO HAVE THE ABILITY TO DO THAT QUICKER AND BETTER THAN OTHER DISTRICTS.
YEAH. AND WHEN LAURIE TAYLOR COMES AND SHE'LL TALK ABOUT 45, 45 AND SUMMER SCHOOL, THE IDEA IS IDENTIFYING KIDS WHO ARE NOT GROWING AS MUCH AS THEY WERE GROWING AND FAILING KIDS AND KIND OF TARGETING THAT INSTRUCTION.
SO THAT'S KIND OF THE PRIMARY WORK THAT WE WILL BE DOING.
HEY, DASH, JUST A CLARIFICATION.
SO YOU SAID OUR LOW SOCIOECONOMIC KIDS WERE GROWING AT ABOUT THE AVERAGE THE NATIONAL AVERAGE.
IS THAT THE NATIONAL AVERAGE FOR ALL MAP TAKERS OR A COHORT OF LOW SOCIOECONOMIC KIDS TAKING MAP.
THAT WAS COMPARED TO ALL MAP, ALL STUDENTS TESTED.
SO BASICALLY THAT'S GOOD NEWS.
SO BECAUSE OUR ALMOST ALL OUR DEMOGRAPHICS BEAT THE NATIONAL AVERAGE ON A TRADITIONAL YEAR. SO ON A PRE-COVID TIME, WE FIND THAT THERE WERE SOME AREAS LIKE SIXTH GRADE READING. WE WERE PRETTY CLOSE TO THE NATIONAL AVERAGE, BUT EVERY CAMPUS, EVERY TEACHER IN THE DISTRICT GETS A MAP REPORT THAT DEMONSTRATE THE GROWTH FOR THEIR KIDS.
AND IT'S THEY SAY THIS IS THE TARGET, THAT'S AN ORANGE DIAMOND.
AND THERE'S A BLUE BAR SAYING THIS IS HOW YOUR KIDS DID.
AND IN ALMOST EVERY ONE OF OUR REPORTS FOR EACH CAMPUS, WE BEAT THAT ORANGE TARGET.
DURING PRE-COVID TIMES WE MADE IT COMFORTABLY IN THIS EVEN THIS YEAR, OUR FALL TO WINTER GROWTH. I MEAN, IT WAS VERY ENCOURAGING.
I MEAN, WE WERE EXPECTING WE WEREN'T SURE WHAT WE WERE GOING TO SEE, YOU KNOW, BUT IT WAS VERY ENCOURAGING. SO ARE YOU GOING TO INTRODUCE LAURIE? [LAUGHTER] LAURIE. THIS IS LAURIE. LAURIE TAYLOR IS OUR EXECUTIVE DIRECTOR FOR ELEMENTARY ACADEMIC SERVICES, SO SHE'LL PRESENT THE NEXT PIECE FOR US.
IT'S REALLY NICE TO SEE YOU GUYS IN PERSON TONIGHT.
AND SO I'M GOING TO TALK A LITTLE BIT ABOUT, LIKE KATRINA SAID, OUR INSTRUCTIONAL RESPONSE. AND I THINK YOU SAW THIS IN SEPTEMBER.
THIS IS REALLY NOTHING NEW, BUT I THOUGHT WE'D REVIEW IT FOR A MOMENT.
AND BEFORE I START, I JUST WANT TO, I WAS SITTING IN THE BACK JUST LISTENING TO ALL THE GREAT INFORMATION ABOUT CTE AND LISTENING TO DASH.
I REALLY DON'T KNOW WHAT WE WOULD DO WITHOUT ALL DEPARTMENTS WORKING TOGETHER ON ALL THIS. SO I JUST WE PING PONG IDEAS BACK AND FORTH ALL THE TIME AND COULDN'T DO ALL THIS WORK WITHOUT ALL THE PEOPLE IN SO MANY DEPARTMENTS THAT WE COLLABORATE WITH.
SO I JUST I APPRECIATE YOUR DEPARTMENT DASH.
WE COULDN'T DO THIS WITHOUT HIS DEPARTMENT AS WELL AS OTHERS, ALL THE OTHER DEPARTMENTS.
SO JUST A QUICK REVIEW OF HOUSE BILL 4545.
ON THE LEFT, WHAT'S CHANGED? YOU KNOW, WE USED TO HAVE THE GRADE LEVEL PROMOTION FOR GRADES FIVE AND EIGHT.
THAT WAS A GRADE RETENTION AND THE RETESTING REQUIREMENTS.
YOU MIGHT BE FAMILIAR WITH THE SSI LANGUAGE THAT WAS IN PLACE, THE GRADE PLACEMENT COMMITTEES THAT OCCURRED AFTER STATE TESTING RESULTS CAME IN, AND THEN THERE WAS A LOCAL POLICY FOR PROMOTION, RETENTION AND DECISION.
SO WHEN HOUSE BILL 4545 CAME ALONG, THERE WERE SOME CHANGES WITH THAT.
SO SOME OF THE NEW THINGS YOU MIGHT BE FAMILIAR NOW INSTEAD OF GPC IS THE ALC.
THAT'S THE ACCELERATED LEARNING COMMITTEE, AND THAT'S REQUIRED FOR ALL STUDENTS WHO DO NOT PASS THE STAAR OR THE EOC.
AND THAT'S FOR I'M SORRY, FOR GRADES THREE, FIVE AND EIGHT.
SO FOR NEXT YEAR, FOR 22, 23, IT WOULD BE OUR FOURTH, OUR SIXTH AND OUR NINTH GRADERS FOR THE ALC. ANY KIDDO THAT DID NOT PASS STAAR EOC DOES HAVE TO HAVE AN AIP IN PLACE.
[01:55:04]
ALL THESE ACRONYMS, THAT'S THE ACCELERATED INSTRUCTIONAL PLAN, WHICH IS THAT DOCUMENTATION OF WHAT'S GOING TO HAPPEN NEXT YEAR OR OVER THE SUMMER FOR THAT PARTICULAR KIDDO. SO THAT HOPEFULLY THAT LOOKS A LITTLE BIT FAMILIAR TO YOU.SO WHEN WE HATE TO SAY THE WORD WHEN WE WERE HIT WITH THIS LAST YEAR, BUT WHEN WE WERE HIT WITH THIS LAST YEAR, AGAIN, ALL DEPARTMENTS CAME TOGETHER TO WORK ON A PLAN AND MAKE SURE THAT WE WERE SURE OF ALL THE DETAILS.
SO THESE ARE SOME OF THE SUPPORT AND RESOURCES THAT WE HAD IN PLACE.
OF COURSE, THERE WAS DECISIONS MADE AROUND SPENDING SOME OF THE ESSER MONEY AT THE DISTRICT LEVEL TO PROVIDE SOME REALLY QUALITY RESOURCES ACROSS THE BOARD FOR THAT INTERVENTION SLASH TUTORING, THAT HOUSE BILL 4545 TIME FOR THOSE KIDS.
WE DID PRIORITIZE READING AND MATH THIS PAST YEAR.
SCIENCE WILL BE A PART OF THAT MOVING FORWARD THIS YEAR FOR ELEMENTARY THAT WILL BE IN ADDITION AND THEN SPENDING ESSER MONEY AT THE CAMPUS LEVEL TO SUPPORT TUTORING.
THEY'VE HAD ESSER FUNDS AS WELL.
AND THEY MOST OF THE CAMPUSES, I WOULD SAY, HAVE USED THAT MONEY OR ARE PLANNED TO USE THAT MONEY TO BRING IN ADDITIONAL TUTORS OR ADULT TEMPS TO HELP WITH THAT TUTORING AS WELL. AND THEN WE STREAMLINE THE ALC PROCESS AND THE AIP PROCESS, WE REALLY LEANED ON EDUGENCE FOR THAT WITH THE AIP DOCUMENTATION WITHIN EDUGENCE.
I KNOW THROUGH THE DST PROCESS, THAT'S THE SORRY ABOUT ALL THESE ACRONYMS. THAT'S THE DISTRICT SUPPORT TEAM.
SO THAT'S MULTIPLE DEPARTMENTS COMING TOGETHER TO SUPPORT CAMPUSES THROUGHOUT THE YEAR.
AND SO THROUGH THAT PROCESS, WE WERE ABLE TO PROVIDE THEM WITH SOME EXEMPLAR CAMPUS IMPROVEMENT PLAN STRATEGIES, GIVE THEM SOME FEEDBACK ON THAT, THAT SORT OF THING.
AND THEN WE HAD THIS BIG IMPLEMENTATION GUIDE.
IT WAS QUITE A FEW PAGES LONG.
RIGHT NOW WE'RE IN THE PROCESS OF TAKING A LOOK AT THAT AND REVISING IT AND CLEANING IT UP A LITTLE BIT. THERE HASN'T BEEN A HUGE AMOUNT OF CHANGE WITH LAST YEAR'S GUIDANCE COMPARED TO WHAT WE'LL MOVE FORWARD WITH THIS YEAR.
THERE HAVE BEEN A FEW NEW FAQS ON THAT 90 FAQ DOCUMENT THAT THEY PROVIDED FOR US, BUT FOR THE MOST PART, NOT TOO MUCH HAS CHANGED.
THEN SOME CAMPUS SPECIFIC PLANS.
OF COURSE, THE FIRST PLACE WE WANTED THEM TO LOOK WAS THEIR MASTER SCHEDULE.
WHERE IN YOUR MASTER SCHEDULE DO YOU HAVE THIS TIME INCLUDED FOR KIDS.
LOOKS A LITTLE BIT DIFFERENT AT SECONDARY THAN IT DOES FOR ELEMENTARY.
AND THEN HOW ARE YOU GOING TO DOCUMENT THOSE HOURS AND HOW ARE YOU GOING TO MONITOR PROGRESS? SO SOME OPTIONS FOR THE ACCELERATED INSTRUCTION.
YOU CAN SEE THERE, THERE WAS THE INDIVIDUALIZED ONLINE PROGRAMS THAT WE HAD, SMALL GROUP TUTORING AND INTERVENTION AND SUMMER SCHOOL HOURS.
AND WE'RE GOING TO ROLL THAT INTO WE'RE GOING TO START WITH THAT THIS YEAR.
AGAIN, STUDENTS WILL BE ABLE YOU'LL SEE IN A MINUTE THEY'LL BE ABLE TO EARN UP TO 20 HOURS IN EACH CONTENT IN WHICH THEY ATTEND.
AND THEN FOR SECONDARY ONLY SOME SPECIFIC INTERVENTION COURSES.
SO THERE ARE A FEW COURSES IN WHICH THERE'S AN OPPORTUNITY IN THOSE COURSES FOR THOSE PARTICULAR STUDENTS TO EARN SOME OF THOSE OR GET CREDIT FOR TUTORING AND INTERVENTION DURING THOSE COURSES.
I WAS GOING TO ASK A QUICK QUESTION.
YEAH. FOR THE CAMPUS SPECIFIC PLANS FOR THE DOCUMENTING HOURS AND PROGRESS? YES. TYPICALLY HOW DO YOU DO THAT? SO EDUGENCE IS REALLY OUR GO TO, TO DOCUMENT NOT JUST PROGRESS, BUT ALSO THE HOURS WITHIN THE AIP. AND I KNOW KIMMIE CONLON ON COURTNEY'S TEAM HAS WORKED CLOSELY WITH REGION 10 AND EDUGENCE AS WELL, AND WE'VE GOT THE AIP'S WITHIN EDUGENCE FOR THE TEACHERS TO COMPLETE. IT'S PRETTY, EASY TO GO IN AND DOCUMENT THE HOURS.
THEY HAVE TO HAVE TIME TO DO IT, BUT THEY DOCUMENT THE HOURS THERE.
AND THEN THERE HAVE BEEN SOME OTHER PIECES IN PLACE AS WELL, KEEPING, MONITORING, PROGRESS ON GOOGLE DOCS AND SO FORTH.
BUT THE MAJORITY OF THAT IS DONE IN EDUGENCE AND WILL BE ROLLED INTO EDUGENCE AND WE'VE JUST GIVEN THEM SOME GUIDANCE ON HOW TO KIND OF SHUT DOWN THOSE AIPS FOR THIS YEAR AS WE GET READY TO CREATE AIPS FOR THIS NEXT YEAR BASED OFF OF STAAR RESULTS.
OH, SO IF A STUDENT DIDN'T TAKE STAAR, THEY'RE STILL SUBJECT TO THESE GUIDELINES IN THE HOUSE BILL 4545? YEAH. HAVE WE HAD DIFFICULTY GETTING ENOUGH TUTORS, YOU KNOW, BECAUSE ISN'T THERE A 3 TO 1, THREE STUDENTS TO ONE HIGHLY QUALIFIED TEACHER.
YES. SO CAN YOU TELL US HOW THAT'S GOING? YEAH. SO THAT HAS BEEN A CHALLENGE ACROSS THE BOARD THIS YEAR WITH GETTING ENOUGH ADULT TEMPS AND TUTORS IN.
SO THE CAMPUSES HAVE DONE A MAGNIFICENT JOB OF LOOKING AT THE STAFF THEY HAVE ON CAMPUS.
IF THEY CAN'T GET TUTORS IN, OBVIOUSLY THEY HAVE TO USE THE STAFF THAT THEY HAVE.
SO WE MITIGATED THAT LAST YEAR WITH A WAIVER FOR PARENTS THAT THEY COULD SIGN THAT WOULD ALLOW THEM IN SUMMER SCHOOL.
THIS IS THE IMPORTANT PART THIS YEAR AND WE'RE GETTING READY TO KIND OF PUSH THAT OUT
[02:00:02]
AGAIN. IF THEY SIGN THAT WAIVER, THEN THEY ALL GET CREDIT AT SUMMER SCHOOL BECAUSE, YOU KNOW, IT'S DIFFICULT TO DO A 3 TO 1 RATIO IN SUMMER SCHOOL.SO SAME THING. AND WE HAVE PARENTS WHO DIDN'T SIGN IT AND WE ENCOURAGE CAMPUSES TO FOLLOW UP WITH THAT. YOU MIGHT NOT GET AN IMMEDIATE RESPONSE FROM A PARENT.
SO FOLLOW UP AND MAKE SURE YOU GET THAT BECAUSE IT'S REALLY IMPORTANT WHEN SUMMER SCHOOL HITS SO.
AND SO, ARE WE ABLE TO REHIRE RETIRED TEACHERS? DID THEY GIVE US THAT PERMISSION? YES, ABSOLUTELY.
YEAH. SO THAT'S A GREAT RESOURCE.
I THINK THEY SOFTENED THAT REQUIREMENT LAST YEAR, I BELIEVE.
AND ONE OTHER QUESTION I HAD JUST IN TERMS OF I KNOW WHEN A LOT OF PEOPLE THINK OF TUTORING, THEY THINK OF SOMETHING BEFORE SCHOOL, AFTER SCHOOL, SOMETHING LIKE THAT.
COULD YOU GIVE I KNOW WE TALKED ABOUT THERE'S THE MASTER SCHEDULING ASPECT OF THIS.
CAN YOU JUST FOR EVERYBODY'S BENEFIT, KIND OF DESCRIBE HOW THIS IS ADMINISTERED AND YOU KNOW, WHAT THIS LOOKS LIKE? SURE. SO AT THE ELEMENTARY LEVEL, IT COULD BE DONE BEFORE SCHOOL.
IT COULD BE DONE AFTER SCHOOL.
ELEMENTARY ALSO HAS AN IE TIME, INTERVENTION ENRICHMENT TIME THAT'S BEEN IN THEIR SCHEDULE FOR QUITE SOME TIME.
SOMETIMES THAT IE TIME IS AN ALL CAMPUS COMMON TIME.
IT REALLY DEPENDS ON THE CAMPUS AND THE AMOUNT OF ADDITIONAL SUPPORT THEY MIGHT HAVE ON THEIR CAMPUS. SO SOME OF THAT TIME IS DEDICATED DURING THAT IE TIME FOR THAT HOUSE BILL 4545 OR WE ALSO HAVE TIME DURING THE LITERACY BLOCK, IN THE MATH BLOCK, AND WE'VE CALLED THAT WE'VE CALLED THAT FOR THE PAST FEW YEARS AN OPPORTUNITY TO DIFFERENTIATE FOR STUDENTS ANYWAY. SO THAT'S ANOTHER OPPORTUNITY IN WHICH THEY COULD PROVIDE SOME OF THAT TIME.
LIKE I MENTIONED, THERE ARE SOME CLASSES IN WHICH THEY WOULD HAVE TIME WITHIN THOSE CLASSES TO EARN SOME OF THAT OR TO PROVIDE SOME INTERVENTION FOR THOSE STUDENTS.
OR IT'S BEFORE SCHOOL OR AFTER SCHOOL OR I KNOW SOME CAMPUSES HAVE ALSO USED THEIR ADVISORY TIME.
SO AND I'VE EVEN HEARD OF SOME CAMPUSES GETTING CREATIVE WITH THEIR LUNCH BLOCK AND SCHEDULE. AND DURING ALL THAT TIME, THOSE TEACHERS, DIFFERENT TEACHERS, WILL BE USING EDUGENCE TO TRACK THE HOURS FOR THAT STUDENT? YES. THAT WILL BE THERE.
THEY WON'T HAVE THAT UP IN AT THAT MOMENT NECESSARILY.
PART OF THE DIFFICULTY THAT YOU WERE TALKING ABOUT BEFORE.
YEAH, THAT WILL BE A PIECE LATER THAT THEY WOULD GO AND DOCUMENT THAT IN.
AND LAURIE FOR THE SPECIFIC INTERVENTION COURSES FOR SECONDARY ONLY, ARE THOSE COURSES IN PERSON OVER THE SUMMER, OR ARE THEY ONLINE? THAT'S DURING THE YEAR.
THAT WOULD BE DURING THE YEAR.
BUT SUMMER SCHOOL. YES WOULD BE IN PERSON.
YEAH. ANY OTHER QUESTIONS ABOUT THAT? GOOD QUESTIONS. SO, AGAIN, IMPLEMENTATION ON THE CAMPUS.
THEIR PLANS HAD TO INCLUDE SMALL GROUP INTERVENTION OR USE OF ONLINE PLATFORMS. HOW IS THAT GOING TO LOOK IN YOUR MASTER SCHEDULE AND THEN DOCUMENTATION AND PROGRESS MONITORING? SO LET'S TALK ABOUT SUMMER SCHOOL FOR A MOMENT AND I KNOW THAT MATT SIPES ALSO SHARED SOME INFORMATION WITH YOU RECENTLY ABOUT OUR SUMMER SCHOOL PLAN, BUT LET'S JUST REVIEW FOR A MOMENT HOW THIS CONNECTS WITH HOUSE BILL 4545.
SO FOR OUR STUDENTS IN GRADES 3-5 NOW, POWELL IS FOR K-5, BUT WE'RE TALKING ABOUT 3-5 FOR HOUSE BILL 4545 AND THIS IS GOING TO GIVE THEM SOME TARGETED INSTRUCTION FOR MATH, READING AND SCIENCE.
SO YOU'LL SEE THAT THIS YEAR, I THINK YOU'RE FAMILIAR WITH THIS ALREADY.
WE HAVE A WEEK DEDICATED FOR READING, A WEEK FOR MATH AND A WEEK FOR SCIENCE.
OUR FIFTH GRADERS WILL BE JUST BE COMING THAT LAST WEEK IN JUNE FOR SCIENCE.
HALF DAY, BASICALLY, THEY'RE PROVIDED LUNCH AND BREAKFAST.
THEY'RE IDENTIFIED WITH MAP AND STAAR.
WE'VE ALREADY LOOKED AT THE DATA BASED OFF OF MIDDLE OF THE YEAR MAP PROJECTIONS.
AND SO WITH THAT WAIVER, THE PARENTS GIVE US THAT PERMISSION TO HAVE THEM IN A GROUP OF MORE THAN THREE STUDENTS.
THEN, DEPENDING ON WHICH PARTICULAR WEEK THEY NEED TO COME, THEY'LL GET THAT 20 HOURS OF THAT TIME DURING SUMMER SCHOOL.
SO WE'RE IN THE MIDDLE OF REGISTRATION.
DON'T HAVE NUMBERS TO SHARE WITH YOU YET.
I KNOW THAT MATT'S WATCHING THAT CLOSELY.
MY TEAM IS IN CHARGE OF THE CURRICULUM AND THE SAMPLE SCHEDULES AND COLLABORATING WITH HIS TEAM. AND SO WE'RE ACTUALLY WORKING ON INVENTORYING THE PALLETS THAT ARE DELIVERED AND WORKING ON THE CURRICULUM PIECES RIGHT NOW.
SO THAT'S A THURSDAY THING THIS WEEK.
THEY'RE GOING TO BE OUT AT THE WAREHOUSE WORKING ON THAT.
SO FOR MIDDLE SCHOOL, THOSE ARE STUDENTS COMPLETING GRADE SIX AND EIGHT.
THEY'RE IDENTIFIED BY CRITERIA AS WELL.
THAT'S COURSE, FAILURES AND PERFORMANCE ON STAAR, THEIR REGISTRATION HASN'T QUITE OPENED UP YET, BUT AGAIN, THERE'LL BE DIFFERENT CONTENT EACH WEEK, 20 HOURS AGAIN THAT THEY'LL BE ABLE TO EARN.
YOU SEE A WEEK OF READING, MATH, SCIENCE AND THEN A WEEK OF SOCIAL STUDIES AS WELL, WHICH
[02:05:03]
WILL BE AT HENDRICK, OF COURSE, NO CHARGE.AND FOR BOTH OF THESE PROGRAMS TRANSPORTATION'S PROVIDED FROM THEIR HOME SCHOOL.
SO LAURIE IF THEY DID GREAT ON READING BUT THEY NEEDED HELP ON MATH THEY DON'T COME THAT FIRST WEEK? RIGHT. IS THAT CORRECT? THAT'S CORRECT. YEAH.
SO WOULD THEY BE GIVING THE STUDENTS WHO NEED TO COME FOR SUMMER SCHOOL WOULD BE GIVEN CHROMEBOOKS TOO? I DON'T THINK THAT'S A PART OF THE SUMMER SCHOOL PLAN THIS SUMMER.
I DON'T KNOW THAT THEY'LL NEED IT. IT'S GOING TO BE FACE TO FACE.
SO. I DON'T, THAT'S A GOOD QUESTION.
I DON'T WANT TO ANSWER THAT QUESTION WRONG.
SO I'M NOT GOING TO SAY YES OR NO, BUT I DON'T KNOW THAT THAT'S A NEED THAT THEY'LL HAVE UNLESS THERE ARE FAMILIES THAT HAVE A NEED.
THEY DON'T HAVE A DEVICE AT HOME AT ALL, BUT THEY WON'T NEED IT AT SUMMER SCHOOL.
I NOTICED THAT IN GRADE 3 THROUGH 5 THEY HAVE BREAKFAST AND LUNCH AND FOR MIDDLE SCHOOL AND HIGH SCHOOL I DO NOT SEE IT LISTED.
ARE THEY PROVIDED BREAKFAST AND LUNCH FOR MIDDLE SCHOOL AND HIGH SCHOOL? YES. SORRY ABOUT THAT.
YEAH. BREAKFAST AND LUNCH FOR THEM AS WELL.
THEY START AT 9 THERE TIME'S A LITTLE BIT DIFFERENT.
NOT THAT YOU CAN'T GIVE THEM BREAKFAST AT NINE, BUT YEAH, THEIR HOURS ARE A LITTLE BIT DIFFERENT. I THINK THEY'LL APPRECIATE A BRUNCH.
AND THEN, END OF COURSE EXAMS, OF COURSE, THOSE STUDENTS WHO DON'T MEET END OF COURSE, THE STANDARD ALGEBRA ONE, BIOLOGY ENGLISH 1, ENGLISH 2, US HISTORY.
THERE'LL BE TWO SESSIONS WITH EACH OF THOSE EARNING UP TO 20 HOURS OF HOUSE BILL 4545 REQUIREMENTS. YOU SEE THE TWO WEEKS HERE AGAIN, NO CHARGE.
AND CLARK HIGH SCHOOL SAME THING.
TRANSPORTATION FROM THEIR HOME, SCHOOL AND BREAKFAST AND LUNCH AS WELL.
QUESTIONS? ANY QUESTIONS ABOUT THAT? NO, I KIND OF ROLLED THROUGH THAT PRETTY QUICKLY.
I THINK THIS TIES BACK TO THE PSAT PRESENTATION WE HAD A WHILE AGO.
BUT WHILE AGO, LIKE TWO WEEKS AGO.
IF SOMEBODY PERFORMS PARTICULARLY WELL ON A PSAT, THEY CAN OPT OUT OF AN EOC.
IS THAT CORRECT? AM I REMEMBERING THAT RIGHT? DASH, DO YOU WANT TO COME BACK UP AND TALK ABOUT THAT? COME ON, BUDDY. ONE OF MY FAVORITE TOPICS.
THAT'S A HOUSE BILL 3 CLEAN UP.
[LAUGHTER] YEAH. THIS IS ONE OF OUR RESOLUTIONS THAT WE'RE WORKING ON.
IT'S A CLEAN UP FROM PREVIOUS LEGISLATION.
SO I'M TRYING TO FIGURE OUT HOW TO AND WHERE TO START.
SO JUST NEED A LITTLE BIT OF HISTORY GOING BACK TO, I BELIEVE, 2011, 12 SCHOOL YEAR, WE COULD USE OUR BECAUSE OF THE GRADUATION REQUIREMENT THAT YOU HAD TO PASS ALL FIVE EOC'S AND STUDENTS COULD SUBSTITUTE A COLLEGE ASSESSMENT; PSAT, 910 SET, ACT, AP, SAT WITH THE REQUIRED COLLEGE READY INDICATOR SCORE FOR A PARTICULAR EOC.
SO BUT AT THAT POINT, STATE COLLECTED THE DATA FOR EVERYBODY AND WE GOT CREDIT AT THE MEET STANDARD. SO IN SEVEN, I BELIEVE SOMETHING LIKE 17 OR 18 SCHOOL YEAR AS PART OF A BIG AUDIT DONE BY THE FEDERAL GOVERNMENT, DEPARTMENT OF EDUCATION, THEY SAID, NO, WE CAN'T DO THAT. AND AS A CONSEQUENCE, TEA APPLIED FOR A WAIVER AND WE HAD THAT SUBSTITUTE ASSESSMENT PART IN THE SYSTEM FOR TWO MORE YEARS.
BUT THEN THERE'S A TEA REQUEST FOR TWO MORE YEARS TO KIND OF ADJUST THE GRADE.
SO THE BOTTOM LINE IS WE GOT GUIDANCE BEGINNING OF THE SCHOOL YEAR THAT KIDS CAN USE THE SUBSTITUTE ASSESSMENT FOR GRADUATION REQUIREMENT.
AND WE DON'T NEED TO REPORT ANYTHING TO TEA.
AND THEY ARE NOT COLLECTING WHAT THE SUBSTITUTE ASSESSMENT IS TO GIVE US CREDIT.
SO NOW SO STUDENT COULD TECHNICALLY OPT OUT FROM EOC FOR GRADUATION REQUIREMENTS.
BUT AT THE SAME TIME, THE FEDERAL RULES SAY EVERY KID SHOULD TAKE AN ASSESSMENT.
SO WHAT THE GUIDANCE TEA GAVE US IS IN A SITUATION LIKE THAT, WE HAD TO SUBMIT A BLANK ANSWER DOCUMENT FOR ENGLISH ONE, FOR EXAMPLE, WITH THE SCORE CODE INDICATING THE KID REALLY CAME TO SCHOOL AND OPTED OUT.
SO WE HAD A SCORE CODE, THE KID HAS AN S AND THE KID THE STUDENT WILL BE COUNTED AS A
[02:10:05]
PARTICIPANT. OBVIOUSLY WITH A RAW SCORE OF ZERO, AND THAT IS GOING TO IMPACT AND THAT WILL BE INCLUDED IN OUR PERFORMANCE FOR STATE AS WELL AS FEDERAL.WE RAN THE NUMBERS FOR GRADE NINE, FOR EXAMPLE, FOR ENGLISH ONE AND MATH AND ALMOST 55, 60% OF OUR KIDS CAN TECHNICALLY OPT OUT BASED ON THE PSAT 9 ASSESSMENT.
WE KNOW OF ONLY ONE CASE RIGHT NOW, BUT IT'S WE ARE STUCK BETWEEN A ROCK AND A HARD PLACE. I DON'T KNOW WHAT TO SAY.
SO IF THESE STUDENTS DECLINE THE EOC BECAUSE THEY'RE SUBSTITUTING THEIR PSAT SAT OR ACT SCORE, THEN A CAMPUS WILL POTENTIALLY HAVE ZEROES FOR EVERY ONE OF THOSE STUDENTS THAT DECLINES THE EOC, WHICH COULD PUT US.
AND THAT COULD PUT US INTO A STATUS OF IMPROVEMENT REQUIRED FOR THAT CAMPUS.
YES. DESPITE THAT, IT'S PROBABLY ONE OF THE HIGHEST PERFORMING CAMPUSES BECAUSE THOSE ARE THE STUDENTS WHO CAN DO THAT SUBSTITUTION FOR AN EOC.
SO WE'RE WORKING ON A WAY TO NEGOTIATE A FIX FOR THAT.
AND I THINK THAT THE MORE PEOPLE THAT ARE POTENTIALLY WATCHING THIS AT 10:12 I'M SORRY, YOUR TIME THING ANYWAY.
[LAUGHTER] I THINK THE MORE PEOPLE THAT ARE WATCHING THIS, I HOPE THEY REACH OUT AND VOICE THEIR CONCERN ABOUT THIS BECAUSE THERE'S A DISCONNECT BETWEEN WHAT A STUDENT CAN DO WITH THEIR EOC AND THEIR SUBSTITUTION AND WHAT THE FEDERAL AND STATE REQUIREMENTS ARE.
AND AND THE STANDARD REQUIRED FOR THE KID TO OPT OUT IS ALMOST A CC COLLEGE READY STANDARD ON PSAT [INAUDIBLE].
SO THESE KIDS ARE NOT APPROACHING LEVEL KIDS.
THESE ARE MEETS-LEVEL KIDS AND MASTER'S LEVEL KIDS.
SO. WELL, AND IT'S NOT A TRUE REFLECTION THEN OF ACCOUNTABILITY.
THAT'S RIGHT. WELL THAT POTENTIALLY PULL LIKE JASPER HIGH SCHOOL TO A LEVEL D LIKE WE CAN GET A D? THAT'S EXACTLY WHAT CAN HAPPEN AND IF IT HAPPENS DISTRICT WIDE, THAT'S THE KIND OF STUFF THAT AFFECTS YEAR AFTER YEAR.
IF THAT HAPPENED AND TEA WOULD COME IN AND TAKE OVER THE DISTRICTS.
SHOULD MAKE US ALL A LITTLE CRAZY.
[LAUGHTER] SO IF PARENTS WANT TO HELP WITH THIS PROBLEM, WHOM DO THEY NEED TO TALK TO? NANCY. YOU KNOW, WE'RE GOING TO WORK ON A RESOLUTION TO SEND TO TASB, TEXAS ASSOCIATION OF SCHOOL BOARDS TO HELP US ADVOCATE FOR THIS.
BUT IT'S SOMETHING THAT WE WILL WANT TO TALK TO OUR LEGISLATORS, OUR LEGISLATIVE DELEGATION LOCALLY.
SO IF SOMEBODY IS WATCHING THIS MEETING TONIGHT, THEY COULD REACH OUT TO WHOMEVER REPRESENTS THEM AT THE STATE AND, YOU KNOW, HOUSE AND SENATE AND LET THEM UNDERSTAND THAT THERE'S AN ISSUE.
AND WE'RE GOING TO PUBLISH THAT RESOLUTION AFTER THIS BOARD HAS A CHANCE TO REVIEW IT AND AGREE. BUT THAT'S COMING.
AND SO I UNDERSTAND THAT WE'RE WORKING ON THAT RESOLUTION.
AND SO THE WAY TO DO IT IS TO TALK TO YOUR LEGISLATORS.
IT'S LIKE HB THREE KIND OF CLEAN UP ACTION.
OKAY. THANK YOU. SO OBVIOUSLY, LEGISLATION COULD FIX THIS? YES. BUT ALSO IS THIS SOMETHING THAT TEA COULD FIX? YES. SO POTENTIALLY.
AND SO THERE'S SOMEBODY WHO RUNS THE TEA.
AND I THINK IF YOU'RE GOING TO TALK TO YOUR LEGISLATORS, YOU NEED TO TALK TO THEM ABOUT TAKING AWAY AUTHORITY FROM THE TEA AND THE TEA COMMISSIONER AND RESTORING IT TO ELECTED BODIES LIKE THE STATE BOARD OF EDUCATION AND LET THE LEGISLATORS MAKE THE LAWS RATHER THAN AN APPOINTED PERSON THAT DOESN'T REPRESENT THE WHOLE STATE.
SO MAYBE THAT'S PART OF THE CONVERSATION FOR THE LEGISLATORS AS WELL, BECAUSE SOMEONE'S GOT TOO MUCH POWER. BECAUSE THERE'S MORE THAN 5 MILLION STUDENTS IN PUBLIC EDUCATION IN THIS STATE AND THEIR FAMILIES, AND THEY DON'T KNOW THAT THE COMMISSIONER OF EDUCATION IS NOT AN ELECTED POSITION.
AND EVEN IF THEY WON'T MAKE THAT AN ELECTED POSITION, PERHAPS WE COULD CONVINCE THEM TO MAKE IT A BOARD OF 3 TO 5, A PANEL SO THAT WE HAVE A VOICE OF REASON IN THERE AND A WAY TO GET SOME REASON IN THERE.
AT ONE TIME, FOR ABOUT TWO YEARS, THEY COULD USE A SUBSTITUTE ASSESSMENT, INSTEAD OF RETESTING IN CASE OF A FAILURE.
IF A STUDENT FAILED, THEN THEY COULD USE A SUBSTITUTE ASSESSMENT INSTEAD OF RETESTING TO MEET THE GRADUATION REQUIREMENT.
THAT WAS A PERFECTLY NEUTRAL GROUND BECAUSE THAT WAS GOOD FOR US, GOOD FOR THE STUDENT.
[02:15:05]
AND IT DIDN'T LOWER ANY ACCOUNTABILITY RATING.AND WHEN THIS RESULT IS WHAT THE TEA NEGOTIATED WITH THE FEDS AS PART OF THE ESEA LETTER.
AND BUT WHEN [INAUDIBLE] CAME FOR COMMENT TIME WHEN THEY WROTE THE CODE.
MOST DISTRICTS OBVIOUSLY DIDN'T LIKE IT, BUT AT THE SAME TIME, THE SCHOOL STATE SBEC NOT SBEC. SBOE.
SBOE DID YOU KNOW THEY ENDED UP APPROVING IT BECAUSE TEA'S ARGUMENT IS WE HAD TO COMPLY, YOU KNOW, BUT THERE IS NO BUT IT'S A VERY COMPLEX SITUATION.
BUT IT SOUNDS LIKE EVEN BEYOND LEGISLATION, SORT OF MORE IMMEDIATELY, YOU KNOW, THERE'S SOME PARENT EDUCATION THAT COULD HAPPEN IN TERMS OF TRYING TO HELP OUR PARENTS UNDERSTAND WHY IT IS ADVANTAGEOUS FOR THE DISTRICT FOR KIDS TO TAKE THESE EXAMS RATHER THAN OPT OUT.
AND WE'VE GONE ROUND AND ROUND ON THE STATISTICAL METHODOLOGY OF A LOT OF THESE THINGS AND HOW SOME OF IT IS REALLY BONKERS.
BUT BEING ABLE TO SORT OF BOIL THIS DOWN INTO A CLEAR MESSAGE FOR PARENTS THAT WE CAN BE HARMED IN MULTIPLE WAYS IF OUR HIGH ACHIEVING STUDENTS OPT OUT OF STANDARDIZED TESTING.
AND JUST GETTING THAT MESSAGE OUT THERE SO THAT OUR SCHOOLS LIKE JASPER OR ANY SCHOOL THAT WE HAVE, THAT WE HAVE A LARGE POPULATION OF HIGH ACHIEVING STUDENTS, WHICH IS ACROSS THE DISTRICT, YOU KNOW, ASK FOR HELP FROM OUR PARENTS ON THAT AND TRY AND PROVIDE THEM WITH INFORMATION TO MAKE THE RIGHT CHOICE FOR THEIR FAMILY.
BUT ALSO UNDERSTAND WE'D LIKE THEM TO BE PARTNERS IN ENSURING THAT WE GET A FAIR SHAKE AT STATE ASSESSMENT, FEDERAL ASSESSMENT AND ACCOUNTABILITY.
YEAH. I MEAN, THE WHOLE POINT IS, IF THE ACCOUNTABILITY, WHETHER YOU LIKE IT OR NOT, IT NEEDS TO REFLECT HOW WELL WE DID.
AND THIS ONE IS GOING TO GIVE YOU A FALSE IMPRESSION OF THE PERFORMANCE.
BEFORE A STUDENT OPT OUT, DOES A COUNSELOR OR SOMEONE WHO TELLS THEM THE STUDENT OR THE PARENT THAT IF THEY OPT OUT OF THE EOC EXAM, WHAT IMPACT THAT HAS ON THE DISTRICT? AND THAT IS PART OF THE COMMUNICATION THAT WE ARE ADVISING TO THE CAMPUSES, COORDINATORS AND PRINCIPALS ON HOW TO RESPOND TO THESE SITUATIONS.
SO WE HAVE SO WE'VE WRITTEN CUSTOM GUIDANCE AND HOW TO PARTICULARLY RESPOND AND THE CONSEQUENCES OF THIS FOR THE CAMPUS.
SO IT BASICALLY ALMOST COMES DOWN TO LIKE A ONE ON ONE CONVERSATION.
SOMEBODY NEEDS TO CALL THE PARENT AND SAYS, YOU KNOW, WE WOULD LOVE THIS.
BUT AT THE SAME TIME, YOU KNOW, THERE ARE SOME WE WOULD LOVE.
AT THE SAME TIME, WE WANT YOUR PARTICIPATION AS MUCH AS POSSIBLE.
AND THEN ANOTHER THING IS THAT WHEN A STUDENT TAKES THE SUMMER EOC END OF COURSE REQUIREMENT IN ALL THIS OVER THE SUMMER, LIKE IN JUNE, DO THEY GET TO RETAKE THE EXAM AGAIN AND USE IT THE SECOND? SO YOU'RE TALKING ABOUT EOC RETESTING? YES. SO IF A STUDENT FAILS, GET THE DID NOT MEET STANDARD IN MAY TESTING RIGHT SO WE'RE GOING TO GET THE RESULTS LATE MAY.
SO SOME OF MOST OF THESE STUDENTS HAVE THE OPPORTUNITY TO GO TO SUMMER SCHOOL.
AND END OF SUMMER SCHOOL THEY WILL THEY HAVE THE OPPORTUNITY TO RETEST ON EOCS AND THEN THEY ALSO GET THE OPPORTUNITY TO RETEST.
IF THEY DON'T WANT TO DO IT IN SUMMER, THEY CAN DO IT IN DECEMBER IN FALL FOR RETEST.
OKAY. THANK YOU. SO IS THIS THE FIRST SCHOOL YEAR WHERE THE TEA WAIVER IS GONE FOR THE DEPARTMENT OF EDUCATION REQUIREMENTS? YES. OKAY.
AND JUST ONE OTHER NOTE ON THAT.
THOSE STUDENTS WHO DON'T TAKE THE TEST, EVEN IF THEY HAVE A GREAT SAT SCORE, THEY ALSO HAVE TO WE HAVE TO PROVIDE A HOUSE BILL 4545 TUTORING BECAUSE THAT'S REQUIRED FOR ALL STUDENTS WHO DON'T TAKE OR FAIL STAAR AND EOC.
THESE HIGH PERFORMING STUDENTS, AND THEY'RE REQUIRED TO DO.
WOW. MAYBE THAT'S PART OF THE COUNSELING, THOUGH, LIKE TAKE A TEST OR POTENTIALLY YOUR STUDENT MIGHT END UP WITH 30 HOURS OF INTERVENTION THAT THEY DON'T NEED.
AND REMEMBER, THAT'S NO PARENT OPT OUT ON 4545, RIGHT.
[02:20:03]
SO PARENT HAS AN OPTION LIKE THEY CAN OPT THEIR KIDS FOR OUT OF RIGHT NOW DIDN'T TAKE STAAR. I'M SURE THEY DON'T NEED THAT 30 HOURS.YEAH. WE HAVE A LOT OF ABSENT STUDENTS THAT THAT HAVE TO DO 4545 BECAUSE OF THERE'S NO OPT OUT FOR EVEN THE ABSENT KIDS.
NOW, WE HAD AN OPTION THIS SCHOOL YEAR TO USE AT THE BEGINNING OF THE YEAR [INAUDIBLE] FOR THE ABSENT KIDS STUDENTS, NOW THAT WAS A ONE YEAR COVID THAT HAS GONE AWAY FOR THE NEXT SCHOOL YEAR. GOOD.
I THINK IT'S IMPORTANT TO NOTE THAT OUR HANDS ARE TIED IN A LOT OF WAYS.
AND SO AS WE'RE NAVIGATING THROUGH ALL OF THE CONSTRAINTS, I THINK THAT WE JUST NEED TO BE REALLY CLEAR THAT THESE ARE MANDATES THAT OUR SCHOOLS AND THAT WE'RE MADE TO FOLLOW.
AND SO IT IS YOU KNOW, SOME OF OUR KIDS ARE AT A DISADVANTAGE AND PERHAPS SOME OF OUR CAMPUSES, IF WE HAVE A LOT OF STUDENTS OR PARENTS WHO OPT TO SUBSTITUTE THEIR EOC EXAMS. TO WRAP UP THIS PRESENTATION.
I JUST WANT TO TALK FOR JUST A MINUTE ABOUT ESSER 3, AND THAT IS ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF FUND.
THIS IS ALL INCLUDED IN PART OF OUR CONTINUOUS IMPROVEMENT PROCESS, OUR STARTING WITH THE CAMPUS COMPREHENSIVE NEEDS ASSESSMENT.
AND WE DEVELOP STRATEGIES AND IN OUR IMPROVEMENT PLANS.
AND ESSER FUNDS ARE ONE OF THE FUNDING SOURCES THAT WE'RE ABLE TO USE TO SUPPORT THOSE STRATEGIES AND STUDENTS.
THIS SHOULD ALSO LOOK FAMILIAR.
IT'S PART OF OUR APPROVED ESSER PLAN THAT HAS BEEN POSTED, AND THESE ARE THE FIVE AREAS WHERE WE HAVE BUDGETED ESSER MONEY FROM ESSER THREE.
AND TONIGHT WE'RE REALLY FOCUSING ON THAT MITIGATING, UNFINISHED LEARNING.
OF COURSE, AS WE TALK ABOUT THE 4545 TUTORING AND THE SUMMER SCHOOL.
SO IN OUR ESSER THREE PLAN TO SUPPORT THAT TUTORING.
AND LAURIE REALLY REFERRED TO A LOT OF THIS ALREADY AT THE DISTRICT LEVEL, WE PROVIDED RESOURCES, THE ONLINE RESOURCES, SOME PHYSICAL RESOURCES TO FOR CAMPUSES TO PROVIDE THAT ACCELERATED INSTRUCTION FOR STUDENTS.
AND THEN WE AGAIN PRIORITIZED READING AND MATH THIS YEAR.
AND THEN WE ALSO ALLOCATED AS ESSER FUNDS FOR EVERY CAMPUS BASED ON THE NUMBER OF STUDENTS ACCORDING TO DATA, THAT WOULD NEED THAT TUTORING AND INTERVENTION.
THEY RECEIVED A BUDGETED AMOUNT FROM ESSER FUNDS TO USE TO HELP PROVIDE THAT TUTORING AND PLANNING. AND AS JOHNNY SAID EARLIER, WE ARE RIGHT ON SCHEDULE.
WE'VE SPENT AT THE END OF THIS YEAR WE'LL HAVE SPENT ABOUT A THIRD OF THAT ESSER MONEY AND IT IS A THREE YEAR GRANT.
AND SO WE FEEL GOOD ABOUT OUR PLANS AND THE THINGS WE'VE INVESTED TO SUPPORT STUDENTS WITH THAT FUNDING.
SO KATRINA, THAT'S ABOUT 8 MILLION FOR EACH YEAR OF THE THREE YEARS.
ONE YEAR, IT'S $43 MILLION DOLLARS ALL RIGHT. 14 MILLION.
BEFORE WE MOVE ON, I JUST WANT TO REVISIT A COMMENT THAT LAURIE MADE THAT THIS IS THE RESULT OF A LOT OF DIFFERENT GROUPS AND DEPARTMENTS WORKING TOGETHER.
AND AS WE ROLL INTO THE TWILIGHT OF OUR SUPERINTENDENT'S CAREER HERE, I WANT TO SAY TO YOU THAT THAT IS YOUR LEGACY, BECAUSE THAT HAS NOT ALWAYS BEEN THE CASE IN THIS DISTRICT OF BEING ABLE TO PULL THE TEAMS TOGETHER, TO HAVE EVERYBODY WORKING AND PULLING IN THE SAME DIRECTION. AND SO IT'S A TESTAMENT TO YOUR LEADERSHIP, AND THE HARD WORK.
AND I THINK WHAT WE'VE SEEN HERE IS WE'VE TAKEN THE DATA, WE HAVE A PLAN, WE KNOW HOW WE'RE PAYING FOR IT, AND WE'RE PUTTING IT IN MOTION TO DO WHAT'S BEST FOR KIDS.
AND AGAIN, THAT'S A FANTASTIC LEGACY THAT YOU LEAVE BEHIND.
AS WE START THE TEARFUL PART OF THE SARA BONSER GOODBYE TOUR.
ALL RIGHT, LAST BUT NOT LEAST, WE HAVE BOARD LIAISON AND SUBCOMMITTEE REPORTS.
AND SO WE'RE GOING TO HEAR FROM BOARD SECRETARY JERI CHAMBERS, WHO HAS TOLD ME SHE CAN DO HER REPORT IN 20 SECONDS.
ON A THEME OF I'LL DO IT IN FOUR ON A THEME OF CTE, I WANTED TO GIVE YOU ALL AN UPDATE FROM THE PLANO EDUCATION FOUNDATION.
I'M ON THE PROGRAMING TEAM AND WE MET THIS PAST WEEK OR LAST WEEK AND WORKING ON TEACHER EXTERNSHIPS, WHICH I THINK IS A FABULOUS WAY FOR OUR TEACHERS TO BE ABLE TO HAVE OPPORTUNITIES TO BE OUT IN THE COMMUNITY AND BUSINESS WORLD AND LEARN AND THEN BRING THOSE LEARNINGS BACK TO THEIR STUDENTS.
[02:25:01]
THIS HAS BEEN A TWO YEAR PAUSE.WE HAVE NOT HAD THE TEACHER INTERNSHIPS AND THE EDUCATION FOUNDATION HAS RECEIVED A GRANT. LOVE THE WORD GRANT TONIGHT FROM NORTH TEXAS COUNCIL OF GOVERNMENTS TO FUND 25 TEACHER EXTERNSHIPS.
THE FOUNDATION IS WORKING WITH THE PROFESSIONAL LEARNING DEPARTMENT TO RECRUIT SECONDARY TEACHERS, ALONG WITH A VARIETY OF INDUSTRY PARTNERS TO PARTICIPATE IN THE PROGRAM.
INDUSTRY PARTNERS WILL HOST OUR TEACHERS FOR FOUR DAYS OVER THE SUMMER, PROVIDING THEM WITH INFORMATION AND HANDS ON EXPERIENCES IN A WIDE RANGE OF INTERESTS AND DEMANDS WITHIN THOSE INDUSTRIES.
AND AT THE CULMINATION OF THE EXPERIENCE, TEACHERS WILL CREATE A LESSON PLAN AROUND WHAT THEY LEARNED DURING THEIR EXTERNSHIP.
EACH OF THE 25 PARTICIPANTS WILL RECEIVE A DIGITAL BOOK OF ALL THE LESSON PLANS THAT THEY GOT, OR THEY CREATED? AND TEACHERS WILL ALSO RECEIVE A $700 STIPEND AND A $50 GUEST CARD FOR PARTICIPATING.
SO IT'S A LITTLE BIT MORE MODIFIED FROM WHAT IT WAS PRIOR TO OUR COVID EXPERIENCE.
BUT AT LEAST GETTING OUT THERE AND LETTING TEACHERS DO THAT.
THEY ARE LOOKING FOR COMPANIES TO BE ABLE TO DO THIS.
THIS DOES NOT COST THE COMPANY BUSINESS, NONPROFIT, WHOEVER IT IS, ANY MONEY AT ALL, BUT AN OPPORTUNITY JUST TO EXPOSE OUR TEACHERS, WHICH IS FABULOUS.
AND THE EXTERNSHIP PROGRAM WILL CULMINATE WITH A CELEBRATION HERE IN THE BOARDROOM ON JULY THE 19TH.
SO SARA OR THERESA, IS THERE ANYTHING Y'ALL WANT TO ADD ABOUT THE TEACHER EXCELLENCE PROGRAM? NO, IF YOU HAVE A COMPANY AND YOU'RE OUT THERE WATCHING.
YES. AND YOU WOULD TAKE AN EXTERN TEACHER, WE WOULD LIKE YOU TO CONTACT THE EDUCATION FOUNDATION. SO THAT'S OUR SHAMELESS PLUG.
SHAMELESS. THAT'S WHY I WANTED TO DO THIS.
THAT'S RIGHT. I SAID CAN I DO THIS PRESENTATION? IT'S A SHAMELESS PLUG.
AND THEY WOULD LIKE FOR COMPANIES TO TAKE MAYBE TWO TEACHERS SO THEY CAN HAVE 12, SO THAT TEACHERS ALSO CAN WORK TOGETHER WITHIN THAT COMPANY.
AND IN THE SPIRIT OF MY ALWAYS ABOUT THE SPIRIT OF OUR IMPORTANT PARTNERSHIP, THE CITY CHAMBER AND SCHOOL DISTRICT, I AM PLEASED TO YES, WE ARE ON THE FAREWELL TOUR OF SARA BONSER, BUT WE'RE ALSO ON THE WELCOME TOUR OF DR.
THERESA WILLIAMS. AND THE PLANO CHAMBER HAS GENEROUSLY OFFERED TO HAVE A RECEPTION IN HER HONOR. THAT RECEPTION WILL BE ON MAY THE 5TH.
IT WILL BE AT THE CENTER OF PLANO FROM 4 TO 6 P.M..
AND I ENCOURAGE ALL OF YOU AND ALL OF YOU OUT THERE TO COME AND SUPPORT AND WELCOME OUR NEW SUPERINTENDENT AND GET HER OFF ON A GREAT START.
AT THE SAME TIME, I ALSO WANT TO TALK ABOUT THE CHAMBER IN THAT I WAS AMISS WHEN I TALKED ABOUT LEADERSHIP PLANO EARLIER THIS SEASON AND FAILED TO PUBLICLY ACKNOWLEDGE THAT BRITTNEA USSERY, WHO'S HELPING WITH OUR FOUNDATION, AND GREG ARP WE'RE ALL PARTICIPANTS FROM PISD AS WELL AS OUR TRUSTEE, CODY WEAVER.
AND THIS IS OUR LAST WORKSHOP SESSION TO TALK ABOUT THAT.
AND THAT PROGRAM IS WRAPPING UP THEIR LAST SESSION IN MAY.
IT'S A GREAT OPPORTUNITY FOR THIS IS A GREAT WIN CHAMBER AND SCHOOL DISTRICT PARTNERSHIP.
AND CODY, WOULD YOU LIKE TO GIVE JUST A QUICK RECAP OF YOUR EXPERIENCE? YEAH, THE EXPERIENCE HAS BEEN AMAZING.
THE LAST PLACE THAT WE WENT TO OR ONE OF THE LAST PLACES WAS THE COLLIN COUNTY JUVENILE CORRECTION CENTER, WHICH WAS JUST EYE OPENING AND INSPIRING, WHICH IS.
AND ALSO THE COLLABORATION THAT YOU START TO DO WITH YOUR FELLOW LEADERSHIP PLANO GRADUATES WHO ARE ABOUT TO BE GRADUATES IS AMAZING.
AND ONE OF THEM ACTUALLY IS WITH COLLIN COLLEGE AND SHE WANTED ME, I TOLD HER I WOULD DO A LITTLE PLUG FOR HER. THEY HAVE A THING CALLED REVERSING THE SLIDE PROGRAMS AT COLLIN COLLEGE THIS SUMMER, GRADUATING HIGH SCHOOL SENIORS IN OUR SERVICE AREA SO PLANO ISD SENIORS, THEY CAN TAKE UP TO 6 HOURS THIS SUMMER, TUITION FREE CREDITS.
SO IF YOU'RE INTERESTED IN THAT, GUESS WHAT YOU GOT? YOU CAN GET A KICK START ON YOUR COLLEGE CAREER.
SO, JERI, COULD YOU PLEASE LIAISE WITH THE CHAMBER AND REMIND THEM THAT MAY 5TH IS CINCO DE MAYO AND PERHAPS MARGS WOULD BE A GOOD IDEA FOR THE WELCOME PARTY? THAT WOULD BE? MARGARITAS? BOARD. THIS MEETING IS ADJOURNED.
NO OBJECTIONS.
* This transcript was compiled from uncorrected Closed Captioning.