Sep 20, 2022 Board Work Session

ALL RIGHT.

[00:00:02]

[1. CALL TO ORDER]

I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 6 P.M.

ON TUESDAY, SEPTEMBER 20TH, 2022.

ON THE BOARD'S BEHALF, I WOULD LIKE TO WELCOME OUR ALL OF OUR ONLINE VIEWERS AND OUR PERSON WHO IS PRESENT PEOPLE. THERE ARE THERE ARE THREE PEOPLE AT THIS TIME.

I ASKED SUPERINTENDENT DR.

THERESA WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETING ACT.

REGARDING THE NOTICE FOR THIS MEETING, PRESIDENT STOLLE VERIFIED THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

WELL, ASSUMING THAT THERE ARE THOUSANDS UPON THOUSANDS OF PEOPLE WATCHING US, I'M GOING TO INTRODUCE EVERYBODY HERE AT THE DAIS, DR.

THERESA WILLIAM, SUPERINTENDENT.

TO MY LEFT, DR.

SELENDA ANDERSON, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS TRUSTEE.

ANGELA POWELL TRUSTEE.

DR. HEATHER WANG TRUSTEE.

DR. LAUREN TYRA AND BOARD SECRETARY JERRY CHAMBERS.

TO MY RIGHT, VICE PRESIDENT NANCY HUMPHREY, TRUSTEE CODY WEAVER, JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.

LISA WILSON. DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING AND LIFE READINESS.

PATRICK TANNER ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.

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

AND JED REID, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.

WELCOME. AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.

MOVING ON TO ITEM NUMBER TWO, OUR PUBLIC COMMENT, WE WILL NOW HEAR PUBLIC COMMENT RELATING TO AGENDA ITEMS. DR. HENDERSON DO WE HAVE ANY SPEAKERS? PRESIDENT STOLLE WE DO NOT HAVE ANY SPEAKER CARDS THIS EVENING.

OKAY. I AM GOING TO NOT BORE OUR THOUSANDS OF VIEWERS WITH THE SPEAKER'S SPEECH.

AND AT THIS TIME, IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL ADJOURN THE CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.

[3. CLOSED SESSION]

THE TIME IS 6:02 P.M.

WE'LL BE BACK.

ALL RIGHT.

[4. RECONVENE OPEN SESSION]

TODAY'S TUESDAY, SEPTEMBER 20TH, 2022.

THE TIME IS 6:47 P.M.

DR. WILLIAMS, IF YOU COULD PLEASE CHECK THE HISTORY BOOKS.

I BELIEVE THAT MIGHT BE THE SHORTEST CLOSED SESSION WE'VE EVER HAD.

SO AT LEAST RECENTLY.

CORRECT. ALL RIGHT.

WE WILL MOVE ON TO OUR DISCUSSION AND ACTION ITEMS.

[5. DISCUSSION AND ACTION]

JOHNNY. THANK YOU, PRESIDENT STALEY.

SUPERINTENDENT WILLIAMS. MEMBERS OF THE BOARD.

SO THIS EVENING WE HAD BEFORE YOU A CHANGE ORDER WHICH WOULD CHANGE THE SCOPE OF THE MEZZANINE, THE ROBINSON FINE ARTS FACILITY.

AND THERE'S A SMALL REPAIR THAT NEEDS TO BE DONE ON THE SECOND FLOOR, WHICH IS THE MEZZANINE AREA.

SO WE WOULD RECOMMEND THIS EVENING THAT WE GO AHEAD AND TAKE CARE OF THAT SO WE CAN FINISH THE FLOOR REMEDIATIONS.

THE COST OF THE OF THE REPAIRS IS $212,00926.83.

THANK YOU. JOHNNY, IS THERE A MOTION? I MADE IT TO THE BOARD OF TRUSTEES APPROVES THE ROBINSON FINE ART CENTER CHANGE ORDER TO THE TO ADDRESS THE ADDITION OF SCOPE TO THE MEZZANINE.

I WILL SECOND JERRY CHAMBERS.

I HAVE A MOTION BY JERRY CHAMBERS, THE SECOND BY CODY WEAVER AT THE BOARD OF TRUSTEES APPROVES THE ROBINSON FINE ARTS CENTER CHANGE ORDER TO ADDRESS THE ADDITION OF SCOPE TO THE MEZZANINE.

IS THERE FURTHER DISCUSSION? ALL RIGHT, HEARING. THEN WE'LL PROCEED TO VOTE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

THANK YOU. THAT MOTION PASSES UNANIMOUSLY.

MOVING ON TO DISCUSSION AND ACTION ITEM 5.2 THE 2022-23 PLAN OF WORK PART DIEU DISTRICT IMPROVEMENT PLAN HOUSE BILL THREE GOALS AND CAMPUS PERFORMANCE OBJECTIVES.

SO, LISA, TAKE HER AWAY.

THANK YOU, PRESIDENT STOLLE, DR.

WILLIAMS AND THE REST OF THE BOARD, WE ARE EXCITED TO FINISH.

AS YOU MENTIONED, THIS IS PART TWO OF THE PLAN OF WORK.

SO IF YOU'LL RECALL, LAST TIME WE WORKED ON OR WE TOOK A LOOK AT THE PILLARS ONE THROUGH FIVE AND ALL OF THE STRATEGIES ASSIGNED TO THOSE.

TONIGHT, WE WILL PICK UP WITH GOALS SIX THROUGH 11, WHICH ARE THOSE THAT ARE CONNECTED TO THE DISTRICT IMPROVEMENT PLAN.

JUST A REMINDER, THE STRATEGIC PLAN PILLARS OUR GOALS ONE THROUGH FIVE.

AS YOU SEE, WE HAVE THE DISTRICT IMPROVEMENT PLAN GOALS THAT ARE ACTUALLY SIX THROUGH 11 AND ALSO HOUSE BILL THREE GOALS, IF YOU'LL REMEMBER, THE LEGISLATION PASSED

[00:05:07]

DR. DASH, WE'RE A SENIOR, IS GOING TO PRESENT THE DISTRICT IMPROVEMENT PLAN PROCESS BECAUSE HE LEADS THAT PARTICULAR GROUP.

GOOD EVENING, BOARD OF TRUSTEES, PRESIDENT STOLLE.

THIS IS ONE OF THE REQUIRED ANNUAL THINGS THAT WE HAVE TO DO SO.

BUT THIS IS ALSO THE KIND OF THE RIGHT WORK IN DOING THE DISTRICT EMPLOYMENT PLANNING AND THE CAMPUS, BECAUSE THIS IS KIND OF THIS IS REALLY IT'S NOT THE TOP OF THE WORK.

A LOT OF THE WORK IS HAPPENING UNDERNEATH THESE AT THE CAMPUS LEVEL AND AT THE CLASSROOM LEVEL.

SO SO THIS IS KIND OF A VERY HIGH LEVEL LOOK.

SO WE HAVE A TIMELINE OF ACTIVITIES.

THIS IS THIS IS KIND OF A SUMMARY OF IT.

WE START THIS PROCESS EARLY.

IN FACT, IT'S A, I SHOULDN'T SAY THERE'S A START TO THIS.

IT'S A CONTINUOUS CYCLE.

WE ARE CONSTANTLY EVALUATING DATA PRIMARILY AT AT EACH INTERVAL IN OUR SCOPE OF SEQUENCE.

THEN WE'D MAP THREE TIMES A YEAR, WE TRACK THEM, WE SEE WHERE WE WANT TO MAKE ADJUSTMENTS.

SO THIS IS YOU ARE APPROVING THE INITIAL VERSION OF IT.

IT'S A LIVING DOCUMENT.

WE MAKE ADJUSTMENTS AS WE GO AND AS WE NEED TO IN THE PROCESS.

SO BUT A PART OF THIS IS A MAJOR PART IS OUTCOMES AND ACCOUNTABILITY RESULTS.

WE DID HAVE A DISTRICT WIDE KIND OF A FORMAL SIT TOGETHER, COMPREHENSIVE NEEDS ASSESSMENT WITH READING LANGUAGE ARTS, SCIENCE HERE, MATH HERE, SOCIAL STUDIES HERE, ALL IN ONE ROOM FOR A COUPLE OF HOURS AT THE MINIMUM, AND CAME UP WITH SOME OF THE STRATEGIES AND LOOKING AT THE DATA, DOING A LITTLE BIT OF ROUTE COST ANALYSIS.

SO IT'S A LOT OF UNDERLYING WORK THAT IS KIND OF PRESENTED IN THIS WORK THAT INVOLVES ALMOST EVERY DEPARTMENT THAT IS SITTING HERE BECAUSE FINANCE IS INVOLVED, BECAUSE THINGS, YOU KNOW, THINGS FUNDING FACILITIES IS INVOLVED AND OBVIOUSLY CURRICULUM AND INSTRUCTION AND SCHOOL LEADERSHIP, THE WE WILL BE REPEATING THIS PROCESS KIND OF FORMALLY IN LARGE SCALE IN FEBRUARY WHEN WE GET OUR MIDDLE AT THE MIDDLE OF THE YEAR RESULTS BACK AND THEN THE KIND OF THE CYCLE KIND OF REPEATS ITSELF.

THE THIS IS WE'RE GOING TO KIND OF TOUCH A LITTLE BIT ABOUT PILLAR ONE IN OUR STRATEGIC IMPROVEMENT PLAN BECAUSE PILLAR ONE IS LEARNING AND TEACHING. AND THIS DRIVES MOST OF OUR WORK IN GOALS SIX AND AND THAT I'LL KIND OF GET TO PRETTY QUICKLY.

SO BECAUSE THIS IS ALL FOUNDED IN PILLAR ONE IN OUR STRATEGIC IMPROVEMENT PLAN, WE TAKE WE'VE TAKEN PILLAR ONE AND KIND OF PUT THAT INTO KIND OF FINE TUNED IT IN LANGUAGE ARTS, MATH, SCIENCE, SOCIAL STUDIES, GRADUATION RATES AND COLLEGE AND CAREER AND MILITARY READINESS IN GOALS SIX THROUGH 12. NOW, ANOTHER PART THAT WE WILL BE FORMALLY COMING FOR YOUR APPROVAL IS ALSO THE HOUSE BILL.

THREE PERFORMANCE GOALS.

THIS IS DISTRICT IMPROVEMENT PLANNING PROCESS HAS BEEN IN THE LAWS FOR A LONG TIME.

WE ARE REQUIRED TO DO IT.

CAMPUS IMPROVEMENT PLANNING REQUIRED TO DO IT.

IT'S PART OF EDUCATION CODE.

IN 2018, THE LEGISLATURE PASSED WHAT'S CALLED THE HOUSE BILL THREE, WHICH REQUIRED US TO DO, AT THE MINIMUM, TWO THINGS WE WERE ALREADY DOING, MOST OF IT.

SO IT REALLY DIDN'T IMPACT US IN PLANO.

WE ARE REQUIRED TO DO EARLY CHILDHOOD LITERACY AND MATH GOALS FOR FIVE YEARS AND CMR GOALS FOR FIVE YEARS.

WE HAVE REQUIRED TO SET THOSE GOALS AND THEN TO EVALUATE IT ANNUALLY AND BRING IT TO THE BOARD FOR REVIEW.

NOW WE DID THAT IN 20, REALLY, WE DID THAT IN 2020 SPRING RIGHT BEFORE COVID.

SO, YOU KNOW, I'M NOT GOING TO SAY ANYTHING MORE THAN THAT.

SO AND WE AND WHEN WE LOOKED AT THOSE HB THREE GOALS AND THE BOARD THE ADJUSTED GOALS FOR LAST SCHOOL YEAR, WE SAID WHEN WE COME BACK, THIS YEAR WE'RE GOING TO SET NEW BASELINES WITH 2022 DATA AND SET THE GOALS FOR UP TO 2027.

AND WE WERE A LITTLE BIT STRATEGIC ON HOW WE GO ABOUT IT.

YOU KNOW, IF YOU YOU CAN'T YOU CAN'T JUMP STRAIGHT.

SO WHEN WE SET GOALS AND THIS IS KIND OF THE PHILOSOPHY THAT WE'VE THAT WE ARE IF YOU WANT TO GROW, LET'S SAY, TEN PERCENTAGE POINTS IN

[00:10:10]

BUT WE WERE A LITTLE BIT STRATEGIC BECAUSE, YOU KNOW, SOMETIMES YOU HAD TO PUT SOME FOUNDATIONAL THINGS IN PLACE.

YOU MAY NOT GET EQUAL DIVISIONS.

SO WE OUR GOAL IS TO STEP CAREFULLY AND GRADUALLY, CHUNK AT A TIME AND GROW ABOUT THAT TEN POINTS, GET 12% THE FIRST YEAR, GET AN ADDITIONAL 15 THE NEXT YEAR, CULMINATING IN GETTING 30% IN THE LAST YEAR.

AND REMEMBER, WHEN IT IS IN THE FIFTH YEAR OF OPERATION, THE THE GOAL IS THAT KIDS ARE COMING IN TO THIRD GRADE A LOT MORE BETTER PREPARED FROM THE PREVIOUS FOUR YEARS OF WORK.

AND SO THAT YOU CAN GET SO THEY'RE COMING IN BETTER PREPARED THAN THEY ARE COMING IN TODAY SO WE CAN GET MORE GROWTH AT THE END OF THE YEAR.

SO. WHEN? HOW DOES THAT TRANSLATE INTO SOME REAL NUMBERS? SO THIS IS DISTRICT PERFORMANCE.

OBJECTIVE SIX IS PART OF GOAL SIX, WHICH IS ENGLISH LANGUAGE ARTS.

AND YOU HAVE A COPY OF THE COMPLETE DISTRICT IMPROVEMENT PLANS, 101 PAGES OF IT.

SO AND THIS IS YOU WILL SEE ADDITIONAL PERFORMANCE OBJECTIVES IN THERE, BUT THIS IS THE PRIMARY ONE.

SO WE ARE WE ARE PROPOSING AS A DISTRICT TO INCREASE THE MEET'S PERFORMANCE RATE.

AND I WANT TO REEMPHASIZE HERE, THE WORD MEETS BECAUSE ASSESSMENT HAS THREE PERFORMANCE STANDARDS.

THE HIGHEST STANDARD THAT THE STUDENT CAN ACHIEVE IS MASTER'S.

AND YOU HAVE PRETTY MUCH HAVE TO GET LIKE THREE ITEMS OF KIND OF PERFECT IN ORDER TO UNDERSTAND ASSESSMENT TO REACH THAT STANDARD.

AND THEN THE NEXT HIGHEST STANDARD IS MEETS PERFORMANCE.

AND THAT IS QUITE ALIGNED TO THE COLLEGE CAREER READINESS STANDARD IN THE END.

AND THEN WHAT WE NORMALLY CALL PASSING IS WHAT'S THE APPROACHING STANDARDS.

SO WE ARE SETTING THESE GOALS THAT MEET STANDARD AND, AND ALSO TRANSLATING THEM INTO A PROJECT IT SHOULD BE THREE REQUIRES ASSOCIATED THAT MEETS PLANO HAS ALWAYS SAID THESE AT BOTH STANDARDS.

PURE PASSING.

AND THEN THE HIGHER STANDARD THAT WE'VE HAD FOR THE LONGEST TIME, EVEN WHEN IT WAS PRE STAR, WE SET IT AT IT WAS RECOGNIZED STANDARD AND NOW WE ARE SETTING IT AND MEET STANDARD.

SO ENGLISH LANGUAGE ARTS MEETS GRADES THREE THROUGH EIGHT AND ENGLISH ONE, ENGLISH TWO COMBINED.

SO THIS IS THERE'S A BIG POOL OF ASSESSMENT RESULTS AND GRADES IN HERE.

AND WE ARE STARTING OFF AT 68% THAT MEET STANDARD AND AND THAT IS THAT IS A GOOD NUMBER TO HAVE IN ANY DISTRICT 68% THAT MEET A STANDARD THAT QUITE WELL ALIGNS WITH OUR 78% CMR RATE IN THE DISTRICT.

AND, AND OUR GOAL IS TO INCREASE FIVE PERCENTAGE POINTS TO 73.

AND THAT'S THE BLUE LINE.

AND THE RED LINE IS ECONOMICALLY DISADVANTAGED STUDENTS WHERE THEY START AND WHERE THEY END.

AND IF YOU KIND OF TAKE A LOOK AT IT, THEY HAVE KIND OF A STEEPER GROWTH.

AND THE IDEA BEHIND THIS IS WE ARE HOPING TO NARROW THE PERFORMANCE GAP FOR ANY STUDENT GROUP THAT IS BELOW THE DISTRICT AVERAGE BY HALF IN FIVE YEARS.

IT'S A IT'S A VERY AMBITIOUS GOAL WITH THE RIGHT THING TO DO.

AND WE HAVE PUT ALL OUR EFFORTS TO GET IT.

SO THAT'S A 14 POINT INCREASE FOR ECONOMICALLY DISADVANTAGED GROUP COMPARED TO A FIVE PERCENTAGE POINTS.

SO THAT'S PRETTY MUCH WHAT IT TAKES TO NARROW THE ACHIEVEMENT GAPS IN HEALTH.

NOW, JUST AS AN EXAMPLE HERE, THIS CERTAINLY HAS ALL AN ECONOMIC DISADVANTAGE.

YOU HAVE YOUR HB THREE GOALS AND WE HAVE IT FOR MULTIPLE STUDENT GROUPS FOR ALL RACE AND ETHNICITIES.

ECONOMICALLY DISADVANTAGED ENGLISH LANGUAGE LEARNERS.

SPECIAL ED, FORMER SPECIAL ED CONTINUOUSLY ENROLLED.

NOT CONTINUOUSLY ENROLLED.

SO THERE ARE LIKE 13 STUDENT GROUPS PLUS ALL THAT HAVE PERFORMANCE TARGET AND THAT PIECE IS, IS MANDATED IN LAW THAT WE HAVE TO HAVE HB THREE PERFORMANCE TARGET FOR EVERY STUDENT GROUP THAT'S IN THE DOMAIN THREE OF THE STATE ACCOUNTABILITY SYSTEM.

SO NOT EVERY CAMPUS HAS STUDENTS IN EVERY GROUP.

YOU MUST PROBABLY SEE SOME BLANKS IN SOME OF THOSE PAGES, BUT AT THE DISTRICT LEVEL, WE HAVE EVERY STUDENT GROUP REPRESENTED WITH THE MINIMUM SIZE.

SO THE I'M OKAY.

THIS IS WHY I WAS I WAS GOING TO CALL A FRIEND IF I'M IN TROUBLE.

BUT. SO AND WE HAVE ALIGNED.

[00:15:02]

SO HOW DO WE GET.

THERE IS A BIG QUESTION.

SO WE AT THE DISTRICT LEVEL, HOW WE COME ABOUT WITH MOST OF THESE STRATEGIES IS THIS WAY.

CAMPUSES HAVE COMPLETED THEIR CAMPUS IMPROVEMENT PLANNING PROCESS AND SO THEY HAVE COME UP WITH STRATEGIES SAYING, WE'RE GOING TO BE DOING THIS, WE'RE GOING TO BE DOING THIS.

SO WHAT WE DO WITH A LOT RETAILERS, GROUP AND THE OTHER ACADEMIC SERVICES, WE SIT DOWN, WE LOOK AT WHERE THE CAMPUSES ARE NEEDING AND AND KIND OF FOCUSING THEIR EFFORT.

AND WE ARE PUTTING SYSTEMS IN PLACE IN CENTRAL OFFICE TO SUPPORT THAT WORK.

IF, YOU KNOW, TEACHERS NEED TRAINING, THEY NEED ON TEACHING AND ANALYSIS IN DATA DISCIPLINE EFFORTS, ALL THOSE THINGS ARE HOW WE ARE GOING TO SUPPORT THE CAMPUSES. SO SO YOU WILL SEE A LOT OF THE WOULD FACILITATE PROFESSIONAL LEARNING IN THESE BECAUSE THAT'S WHAT WE DO FROM THIS OFFICE HERE PRIMARILY.

SO ARE WE GOING TO BE WORKING ON HOW TO MONITOR PROGRESS, IMPLEMENTING PLCS? AND WE WANT TO STRENGTHEN TIER ONE INSTRUCTION THROUGH COACHING AND ALSO HOW WE TRAIN OUR SPECIALISTS AND THE CAMPUSES TO WORK WITH THE TEACHERS AND ADJUSTING ANALYZING DATA AND ADJUSTING INSTRUCTIONS AS YOU MOVE ALONG.

AND BIG PIECE OF THAT IS ALSO OUR PROGRESS MONITORING THAT WE DO.

YOU ALL MAY ONLY HEAR ABOUT MAP DATA THREE TIMES A YEAR, BUT THEN WE HAVE UNIT ASSESSMENTS DATA IN BETWEEN THOSE THAT WE ANALYZE AT THE DISTRICT LEVEL DOWN ALL THE WAY TO THE ITEM AND THE STATE EXPECTATION THAT WE ARE SUPPOSED TO BE TARGETING TO SEE WHETHER THEY ARE ACHIEVING THOSE STANDARDS AND THEN ALSO IMPROVING INCLUSION PRACTICES FOR SPECIAL ED AND STUDENTS ACROSS ALL GRADE LEVELS.

BECAUSE WE HAVE A LARGE PROPORTION OF SPECIAL ED, BUT REMEMBER, MAJORITY OF THEM ARE IN REGULAR ED CLASSROOMS LEARNING WITH OTHER TEACHERS. SO THAT INCLUSION PIECE IS VERY IMPORTANT.

SO THIS IS MATH, AND I'M NOT GOING TO TALK TO YOU ABOUT THE LOGIC BECAUSE THE LOGIC IS THE SAME.

BUT WE HAVE WHAT YOU WILL SEE DIFFERENT IS THE STARTING POINT IS DIFFERENT IN MATH.

WE WANT TO BE AT LEAST TOWARDS WHAT THE ENGLISH LANGUAGE ARTS IS.

AND AND SO WE ARE STARTING OFF AT 53 AND WE WANT AT LEAST A TEN POINT INCREASE IN FIVE YEARS, WHICH IS COMPARED TO FIVE.

THIS IS THIS IS A VERY DIFFERENT CHALLENGE HERE.

AND ALSO MAYBE THE LAST TIME I'M GOING TO MENTION THIS MENTIONED THE WORD COVID HERE.

SO BUT COVID HAD A SIGNIFICANT IMPACT ON OUR MATH AND SCIENCE TREND IN PERFORMANCE.

AND NOT ONLY US, I THINK STATEWIDE AND NATIONALLY, MATH AND SCIENCE DATA REFLECTS THE CHALLENGES OF COVID A LOT MORE JUST FOR THE NATURE OF LEARNING OF MATH, THE THAT THAT GOES ALL THE WAY TO ALGEBRA ONE BECAUSE, YOU KNOW, SO, SO OBVIOUSLY WE SET A HIGHER CHALLENGE THERE TO GET BACK TO AT LEAST WHERE WE WERE FOUR YEARS AGO AT 63% ECONOMICALLY DISADVANTAGED.

THAT GAP IS ALMOST 19 POINTS AND THE GOAL IS TO NARROW IT DOWN TO TEN IN IN FIVE YEARS.

AND IF YOU NOTICE THE WAY THAT THE THE WAY THE GOAL STATEMENT AND THE PERFORMANCE OBJECTIVE IS WRITTEN, WE ARE NOT ONLY NARROWING THE GAP. AT THE NEXT LEVEL.

WE WANT TO NARROW THE GAP AT THE APPROACHING LEVEL TO AT THE SAME TIME BECAUSE IT'S ALL ABOUT TRANSITIONING STUDENTS FROM NOT MET TO APPROACHING AND FROM APPROACHING TO MEET. BECAUSE A LOT OF EFFORT WE PUT INTO GETTING KIDS TO QUOTE PASS GET THE APPROACHING STANDARD BUT THEN THAT SAME EFFORT NEEDS TO TRANSITION KIDS FROM APPROACHING TO THE NEXT HIGHER STANDARD.

SO THAT'S WHY CONCENTRATING ON MEETS GET IT GOES ALL THE WAY DOWN TO KIDS WHO ARE BELOW THAT MEET STANDARD AS WELL AS NOT MET STANDARD.

SO SOME OF THESE STRATEGIES ARE VERY SIMILAR TO ENGLISH LANGUAGE ARTS BECAUSE THAT IS WHAT THE WORK IS.

IT'S ABOUT PROFESSIONAL LEARNING, PROFESSIONAL LEARNING COMMUNITIES AT THE AT THE TEACHER LEVEL AND AT THE AT THE CAMPUS LEVEL.

STRONG TIER ONE INSTRUCTION, ANALYZING DATA.

SO AND OBVIOUSLY INCLUSION AND THAT APPLIES ACROSS.

AND THERE ARE MORE STRATEGIES THAN THESE.

JUST THIS IS A SAMPLE OF THEM.

I MEAN, THERE ARE STRATEGIES GEARED TOWARDS ENGLISH LANGUAGE LEARNERS AND OTHER STUDENT GROUPS ALSO.

[00:20:02]

AND THEN ECONOMICALLY DISADVANTAGED.

IN THIS EXAMPLE, THEY HAVE NARROWING THE GAP BY HALF FROM 20 TO 10 PERCENTAGE POINTS.

AND AND, YOU KNOW, YOU ALL ARE FAMILIAR WITH OUR DEMOGRAPHIC CHANGES HERE.

YOU KNOW, TEN, TEN YEARS AGO, WE HAD ABOUT 20 SOMETHING LOW, 20% ECONOMICALLY DISADVANTAGED WITH THE DISTRICT.

NOW IT IS ALMOST 34, 35% ECONOMICALLY DISADVANTAGED.

IT IS A LARGER PROPORTION OF OUR STUDENTS, AND THAT IS RESULT THAT IS REFLECTED IN OUR ORAL CATEGORY TOO.

SO UNLESS WE WORK VERY STRATEGICALLY TO BRING GROUPS THAT ARE BELOW THE DISTRICT AVERAGE AS THEY REPRESENT LARGER PROPORTIONS OF OUR OIL, YOU KNOW, IT'LL CHANGE THE OIL, TOO.

SO. SO WE HAVE.

WE HAVE VERY. MINDFUL ABOUT MONITORING THAT DATA.

SOME STUDENT GROUPS.

THE IN SCIENCE.

SOME OF THE MAJOR STRATEGIES THAT WE ARE GOING TO DO IS WE'RE GOING TO OBVIOUSLY, AGAIN, THESE ARE ABOUT VERY, VERY FEW CASES.

THE DISTRICT LEVEL STRATEGIES ARE TALKING ABOUT STUDENTS.

IN THE END, IT IS ABOUT THE STUDENT, BUT IT IS MOSTLY ABOUT HOW WE WORK WITH CAMPUS ADMINISTRATORS AND ADULTS AND TEACHERS ON GETTING THAT THOSE SKILL LEVELS TO THE RIGHT DEGREE. IN SUBJECTS LIKE SCIENCE AND ALSO LIKE IN SOCIAL STUDIES, YOU WILL SEE VERTICALLY ALIGNED INSTRUCTION IS VERY IMPORTANT BECAUSE STATE TEST IS ONLY IN FIFTH AND EIGHTH GRADE IN SCIENCE AND IN BIOLOGY.

AND SOMETIMES THE CONTENT IS VERY DIFFERENT AND THEY SPIRAL OVER FROM GRADE TO GRADE.

SO, SO HAVING LOOKING AT THE VERTICAL STAND IN MATH, IT'S NOT IT'S THE SAME THING IN MATH, BUT WE GET ASSESSED IN MATH AND READING EVERY YEAR. SO THAT IS PRETTY APPARENT.

SO WE NEED TO BE VERY STRATEGICALLY KEEP TRACK OF THE VERTICAL WORK.

SOCIAL STUDIES PERFORMANCE OBJECTIVE.

AND HERE THE EIGHTH GRADE SOCIAL STUDIES IS ONE OF THE TOUGHEST STATE ASSESSMENTS THAT THEY'VE EVER CREATED. YOU KNOW, I YOU KNOW, I'VE BEEN DOING THIS FOR LIKE 29 YEARS.

SOCIAL STUDIES USED TO BE THE EASIEST TEST.

LONG TIME AGO, IN EIGHTH GRADE.

BUT WE'D START TEST.

IT IS THE HARDEST TEST THAT IS IN THE SYSTEM.

AND IT IS A CHALLENGE BECAUSE, YOU KNOW, IT'S NOT ABOUT MEMORIZING DATES AND SEQUENCES ANYMORE.

IT'S ALL ABOUT CRITICAL THINKING AND COGNITIVE ABILITY, ABILITY TO TRANSFER KNOWLEDGE FROM ONE HISTORICAL FACT TO ANOTHER HISTORICAL FACT.

SO IT IS A VERY CHALLENGING TEST.

THE YOU CAN'T JUST TEACH CONTENT AND GET KIDS TO MEMORIZE AND MOVE ON.

SO THAT'S REFLECTED IN OUR PERFORMANCE.

47% OF OUR STUDENTS ARE AT MIT STANDARD IN SOCIAL STUDIES.

AND OUR GOAL IS TO GET A 10% INCREASE.

THIS MALE MOST PROBABLY IS ONE OF THE MOST CHALLENGING GOALS TO CHANGE THIS, THIS, THIS PATHWAY.

AND YOU CAN SEE IT IMPACTS CERTAIN CERTAIN STUDENT GROUPS A LOT MORE THAN THE OTHER STUDENT GROUPS.

IT'S A 20 PERCENTAGE DROP FOR ECONOMICALLY DISADVANTAGED.

AND SOCIAL STUDIES.

ALSO IT LOOKS VERY SIMILAR TO OTHER PROFESSIONAL LEARNING IS KEY ANALYZING DATA AND WHEN WE SAY ANALYZING DATA, IT'S NOT JUST LOOKING AT, YOU KNOW, HOW MANY ATHLETES RATE, HOW MANY HEADMASTERS RATE, HOW MANY.

I HEARD IT IS ABOUT GOING DOWN FROM THAT TO STUDENT GROUPS, GOING TO INDIVIDUAL STUDENT EXPECTATIONS AND KIND OF ALIGNING THAT WORK WITH OUR PROGRESS MONITORING.

THIS IS ONE OF THE ASSESSMENTS THAT WE DON'T HAVE MAP.

SO WE ARE PRIMARILY USING OUR LOCAL ASSESSMENTS TO MONITOR PROGRESS HERE.

SO ALIGNING THAT WORK AND KIND OF TARGETING TO ITS STAR IS A MAJOR, MAJOR PART OF THE WORK HERE.

DISTRICT GOAL TEN IS ABOUT GRADUATION AND GRADUATION JUST TO OBVIOUSLY THE IDEAL NUMBER WE WANT HERE IS 100%. BUT THEN, YOU KNOW, AT THE SAME TIME, YOU KNOW, WE DON'T GET TO WORK WITH EVERY KID FOR FOUR, 12 YEARS.

SOME KIDS, WE ONLY GET TO WORK THREE YEARS.

AND QUITE A LARGE PROPORTION, ABOUT SEVERAL HUNDRED KIDS.

[00:25:01]

SO 10% IS 370 KIDS IS 10%.

SO WHEN YOU HAVE ABOUT 200 KIDS, FOR EXAMPLE, THAT COME OVER AGE TO NINTH GRADE.

AND WITH VERY LIMITED ENGLISH SKILLS.

YOU KNOW, SOMETIMES, YOU KNOW, A FIVE YEAR PATH MAY BE THE IDEAL PATH FOR THEM TO BE.

BUT THEN GOAL IS FOUR YEARS.

SO THIS IS FOUR YEAR GRADUATION RATES.

SO AND THERE ARE CERTAIN REQUIRED PIECES TO THIS IF YOU WONDER WHY IT IS SO ACCURATE TO THE DECIMAL POINT, BECAUSE THIS IS THE ONLY ONE THAT HAS DECIMAL POINT IN OUR GOALS.

WE ARE REQUIRED BY FEDERAL RULES TO MEET OUR GRADUATION RATES FOR EVERY STUDENT GROUP TO BE AT 94% OR HIGHER.

THAT IS A REQUIREMENT AS PART OF.

IT'S A LAW NOW.

SO STATE HAS ADOPTED THAT EXACT SAME RULES.

SO WHAT IF IT IS NOT ABOVE 94% AND YOU ARE NOT MAINTAINING ABOUT 94%? IF IT IS BELOW 90 I'M SORRY.

IF IT IS BELOW 94 AND ABOVE 90, WE ARE REQUIRED TO INCREASE IT EVERY YEAR BY AT LEAST 0.1% UNTIL WE GET TO 94.

AND IF YOU ARE BELOW 90 IN ANY STUDENT GROUP, WE ARE REQUIRED TO NARROW THE ACHIEVEMENT GAP TO 90 BY 10%.

SO FOR EXAMPLE, IF YOUR GRADUATION IS 70% FOR A STUDENT GROUP, THAT'S A GAP OF 20 TO 90.

WE HAD TO INCREASE IT BY 2%.

AND WHAT IS CHALLENGING ABOUT WORKING WITH GRADUATION RATE IS IT IS IT IS ALWAYS THAT INDICATOR IS A KIND OF A YEAR BEHIND.

SO SO WE HAVE SAID THESE TARGETS BECAUSE THE CLASS THAT WILL BE INCLUDED IN ACCOUNTABILITY FOR NEXT SCHOOL YEAR I'M SORRY THAT IS 2023 SUMMER WHEN WE GET OUR ACCOUNTABILITY RATINGS, THEY ARE USING THE 2022 GRADUATING CLASS.

RIGHT. SO ANY WORK WE ARE DOING, WE ARE DOING FOR 2024 AND BEYOND GRADUATION RATES.

SO SO THIS IS THE GOAL.

AND PRIMARILY MULTIPLE DEPARTMENTS ARE INVOLVED IN WORKING THIS COLLEGE CAREER READINESS COUNSELING, GUIDANCE AND COUNSELING.

DR. GERBER'S DEPARTMENT DOES A LOT OF WORK WITH GRADUATION RATES.

SO THAT'S WHY THEY ARE VERY FINANCIAL WRITTEN, BECAUSE WE WANT TO BE AT 94, BUT IT'S KIND OF A LONG TERM PLAN.

SO THESE ARE 2023 GRADUATION GOALS AND FOR THE CLASS OF 2023, BECAUSE WE NEED AT LEAST TWO YEARS TO MAKE THAT THAT GROWTH TAKE PLACE. SO WE ARE REQUIRED TO DO ONE FOR ANY GROUP THAT IS UNDER 24.

SO THOSE ARE THE ONES THAT ARE LISTED.

94, SORRY, 94%.

SO HISPANIC STUDENTS ECONOMICALLY DISADVANTAGE AND ENGLISH LANGUAGE LEARNERS AND SPECIAL ED.

THOSE ARE PRIMARILY TARGETING.

SO I TALKED ABOUT THE NEWCOMERS COMING INTO HIGH SCHOOL, INTO NINTH GRADE, SO THAT WE'RE GOING TO BE VERY STRATEGIC ABOUT HOW WE GO ABOUT IMPLEMENTING THEIR FIRST THEIR NINTH GRADE INSTRUCTION IS VERY AND SETTING THERE.

AND SUMMER SCHOOL IS A HUGE PART OF THE OF EARNING CREDIT BECAUSE GRADUATION IS ABOUT EARNING CREDIT.

I MEAN, KIDS ARE THERE IN PLANO, AND A LOT OF THESE KIDS DO GRADUATE IN FIVE YEARS AND SOME SIX YEARS.

BUT THE GOAL IS HOW TO GET THEM GRADUATING IN FOUR YEARS AND GET THAT CREDIT.

THEN RECOVERING THE KIDS WHO HAVE DROPPED OUT.

IT'S ALSO A MAJOR PART OF OUR WORK.

AND BRINGING THEM BACK TO SCHOOL AND GETTING THEY MEAN GETTING THE REMEDIAL CLASSES AND AND GET THEIR CREDIT EARNED AND THE ENGLISH LANGUAGE LEARNER GROUP IT IS THAT IS THAT WORK IS EVERY YEAR IT IS SLIGHTLY DIFFERENT.

IT ALL DEPENDS ON LIKE WE DO HAVE KIDS WHO COME IN ENGLISH LANGUAGE LEARNERS FROM OTHER DISTRICTS WHO ARE LACKING CREDIT.

WHEN WE HAVE THE LAST COUPLE OF YEARS, WE'VE SEEN A VERY LARGE GROUP OF REFUGEES COMING IN WITH VERY LITTLE ENGLISH LANGUAGE LEARNERS.

SO THE CHALLENGE IS DIFFERENT.

WE ARE TALKING SOMETIMES IN SOME YEARS 100 AND 3040 KIDS AND SOME YEARS NOW IT HAS INCREASED OVER 200 KIDS IN THE LAST COUPLE OF YEARS.

IT IS ALWAYS TRADITIONALLY IT HAS BEEN LESS THAN 140 KIDS FOR THE LONGEST TIME.

SO THESE ARE OUR GRADUATION RATE MAJOR STRATEGIES AND.

THIS IS THIS IS WHERE MOST OF THE WORK REALLY IS AT THE INDIVIDUAL KID LEVEL.

[00:30:05]

AND CAMPUS BASED DATA PROTOCOLS.

THIS AGGREGATE ASSESSMENT DATA AND IMPLEMENTING COLLEGE CAREER READINESS SYSTEM WHICH WE WE ARE IMPLEMENTING SCHOOL LINKS AND TO TRACK ALL THE CLASS PROGRAMING CLASS SELECTION AND AND ONBOARDING OF STUDENTS IN THEIR FOUR FOUR YEAR PLANS.

AND AND A LITTLE BIT EMPHASIZE A LITTLE BIT ABOUT THE FIRST BULLET.

THERE WE ARE.

AND THIS WHAT I SAY HERE APPLIES TO PRETTY MUCH EVERY BULLET AND OUR STRATEGIES.

YOU KNOW, PART OF OUR WORK IS ANALYZING IF THESE STRATEGIES WORK, YOU KNOW, YOU KNOW, YOU CAN DO THEM HERE AND YEAR OUT AND IT MAY WORK.

BUT THEN A MAJOR PART OF OUR WORK IS SAYING THE OUTCOME, CAN WE DO IT BETTER? WILL THAT WORK? DO WE NEED TO STOP DOING THIS BECAUSE IT IS NOT YIELDING THE OUTCOME AND EXPLORE OTHER NEWER STRATEGIES? SO SO EVALUATING CURRENT PRACTICES AND ANALYZING THE WAY THAT WE DO STUFF EVERY YEAR IS A MAJOR PART OF MOST OF OUR STRATEGIES.

IN FACT, THAT'S ONE OF THE THINGS THAT WE DO FIRST.

DID IT WORK? DID THE STRATEGY DID WORK OUT THE WAY THAT WE INTENDED TO? BECAUSE, YOU KNOW, THERE'S A LIMITED CAPACITY OF WHAT WE CAN DO.

RIGHT. SO WE HAD TO DO THE VERY HIGH YIELD WORK.

COLLEGE CAREER AND MILITARY READINESS.

IT'S THE CULMINATING POINT.

PLANO HAS ALWAYS HAD CLEAR GOALS, EVEN BEFORE HOUSE BILL THREE.

SO HOUSE BILL THREE KIND OF MADE IT FORMALIZED.

SO OUR GOAL, AND YOU ARE AWARE OF THE COMPLICATIONS ABOUT COMMITTEE RULES KEEP CHANGING EVERY YEAR AND THINGS FALL OUT. AND COMMISSIONER WAS TALKING LAST WEEK ABOUT CHANGING SOME OF THE RULES TO WITH AP TESTING AND AP OUTCOMES.

I HEARD HIM SAY LAST WEEK THAT AP TESTS IN NON-CORE SUBJECTS MAY NOT BE INCLUDED IN CMR AND SO.

SO, BUT, BUT THINGS ARE CHANGING.

SO, BUT OUR GOAL HERE IS TO INCREASE IT FROM 68% FOR, FOR 2022 WHICH IS 2021 GRADUATING CLASS TO 80% IN IN 2027 IN FIVE YEARS.

SO WE REALLY HAVE ONLY ABOUT FOUR YEARS OF WORK TO DO BECAUSE ONE GRADUATING CLASS HAS ALREADY LEFT 2022 GRADUATING CLASS ALREADY LEFT.

SO AND THIS IS THIS IS VERY CHALLENGING.

OBVIOUSLY, THIS IS THE RIGHT WORK.

IT INCLUDES OBVIOUSLY THINGS LIKE WE ARE DOING WITH CTE PATHWAYS, INDUSTRY BASED CERTIFICATES.

THEY ARE DUAL CREDIT.

THEY ALL CONTRIBUTE TO THE SUCCESS OF THE STUDENT.

ONE DIFFERENCE I WANT TO EMPHASIZE HERE IS FOR THE STUDENT GROUPS THAT ARE BELOW THE DISTRICT AVERAGE IN ALL THE OTHER AREAS, OUR GOAL WAS TO NARROW THE GAP BY HALF.

AND WHEN WE LOOKED AT THE DATA USING THE SAME PHILOSOPHY HERE, YOU KNOW, WE WOULD THERE WERE SOME VERY.

SOME NUMBERS THAT ARE THAT THAT HAD TO INCREASE BY 20 TO 25 POINTS.

AND WE THOUGHT THAT IT WOULD BE THE BEST WAY, AFTER TALKING WITH ALL THE STAKEHOLDERS, IS TO NARROW THE GAP BY 25% HERE, BECAUSE OTHERWISE, LIKE THE 46% ECONOMICALLY DISADVANTAGE, WE'LL HAVE TO GROW MORE THAN 20 POINTS, WHICH MEANS WE WANT THE IDEA BEHIND EVEN YOU CAN CALL IT GOALS, YOU CAN CALL IT STRETCH GOALS.

IF YOU DON'T YEAR IN, YEAR OUT, YOU KEEP MISSING THE GOAL.

THAT'S NOT A GOOD THING TO ACHIEVE THE WAY YOU WANT TO GO.

SO THESE ARE A FEW OF THE STRATEGIES, SELECT SOME OF THEM.

AND SO WORKING WITH THE SCHOOL LEADERSHIP AND THE SENIOR HIGH CAMPUSES TO ANALYZE THEIR CMR DATA, WE HAVE DEVELOPED IN-HOUSE CMR TRACKER TOOLS THAT WE CAN PREDICT TRACKING KIDS ALL THE WAY FROM NINE, TEN, 11, 12, HOW THEY EARN CMR CREDIT, WHETHER IT IS THROUGH AP, SAT, A.C.T., TCI, COLLEGE PREP COURSES, DUAL CREDIT.

SO WE HAVE AND WE HAVE WE NEED TO FULLY IMPLEMENT ITS ITS FUNCTIONALITY AND THEN PROGRESS MONITORING CAMPUSES FOR EXAMPLE.

NOW THEY HAVE THE ABILITY TO CLICK A SLIVER ON A PIE CHART OF KIDS WHO HAVE NOT EARNED AND THEY CAN DRILL DOWN TO THE CADENCE.

[00:35:04]

I'LL LET YOU. SO, FOR EXAMPLE, OUR PROCESS ON COLLEGE TESTING, WE GIVE A DISTRICT PAID PSAT NINE ASSESSMENT, A DISTRICT SAT TEN ASSESSMENT.

AND THEN IN THE SPRING OF THE JUNIOR YEAR, WE GIVE SAT ON SCHOOL DAY.

SO SO WE GET TO TRACK IT.

AND THEN IN 12TH GRADE, WE TRY TO IDENTIFY STUDENTS WHO HAVE NOT MET THOSE CMR BENCHMARK SCORES AND THEY HAVE ADDITIONAL SIX MONTHS AND YEAR OF OF CURRICULUM THEY HAVE GONE THROUGH.

AND THEN WE ALSO GIVE A DISTRICT PAID ATC ASSESSMENT FOR THESE STUDENTS PRIMARILY IN 12TH GRADE.

THE SOME GOOD NEWS TO INFORM THAT COLLEGE ARE MILITARY READINESS.

PEACE IS BACK WITH THE 2023 GRADUATING CLASS WITH A WITH A VERY STRICT FRAMEWORK.

SO WITH THE 2023 GRADUATING CLASS, WE AS A DISTRICT, FOR ANY STUDENT THAT GOES INTO THE MILITARY, WE HAVE TO GET THE NEED FOR FORM, WHICH IS A FORMAL FORM THAT THE RECRUITERS SIGN OFF IN THE END SAYING THIS, THIS STUDENT HAS MET SOME OF THE REQUIREMENTS AND WILL BE JOINING WITH AND WE HAVE TO AND IT IS THE THE OLD SYSTEM WAS WE JUST SAID AS A DISTRICT.

CODY VILLA IS GOING TO JOIN THE MILITARY.

AND THAT'S WHAT ALL THAT NEEDED, RIGHT? THAT'S WHAT THAT WAS THE PAPERWORK.

AND WE HAD TO GET A NOTE FROM THE PARENTS SAYING, YES, MY SON IS GOING TO THE MILITARY.

SO NOW THE REQUIREMENT IS VERY STRICT AND WE HAD TO UPLOAD THAT TO TO AND TO IS GOING TO VALIDATE IT AND LET US EARN THE CREDIT FOR THAT KID.

THE. AND INDUSTRIAL BASED CERT AND WE ARE GETTING VERY GOOD AT IT.

WE HAVE INCREASED, WE HAVE LIKE TRIPLE THE NUMBER OF EBOOKS THAT WE EARN IN THE LAST COUPLE OF YEARS.

WE ARE MAKING PROGRESS AND THERE'S A LITTLE BIT OF CAVEATS HERE TO IS COMING OUT WITH A NEW LIST.

IT HAS MORE EBOOKS IN THE LIST, BUT THE WAY TO EARN CMR IS A LITTLE BIT DIFFICULT BECAUSE THEY ARE TYING THAT FOR A STUDENT TO HAVE AT LEAST BEEN IN TWO OR THREE CTE CLASSES THAT LEADS TO THAT IBC.

SO THEY HAD TO GO THROUGH THEIR PROGRAM OF STUDY.

STUDENTS CAN GET AN IBC IN TO BE A CERTIFICATE, BUT IN ORDER TO COUNT FOR CCMA CREDIT, THEY HAD TO TAKE TWO OR THREE OF THE CLASSES THAT ARE ALIGNED WITH THAT IBC TO ON TOP OF IT.

SO I'LL PASS A LITTLE BIT.

SO THIS IS WHAT WE ARE REQUIRED TO DO LEGALLY.

YOU GET TO REVIEW THE DISTRICT IMPROVEMENT PLAN AND THE HOUSE BILL THREE GOALS.

AND. AND THEN HAVE A FORMAL DISCUSSION AND VOTE ON IT AND TO APPROVE IT.

BBC DISTRICT BASED IMPROVEMENT COMMITTEE APPROVED THE DISTRICT IMPROVEMENT PLAN.

YESTERDAY WE HAD A GREAT GROUP OF MAYBE ONE OF THE LARGEST DEVICES, AN ELECTED GROUP. CAMPUSES THEY NOMINATE, IT IS ACROSS THE DISTRICT.

SO YOU HAD TO BE NOMINATED AND GET VOTED ON AND GET ELECTED.

AND WE HAD A VERY GOOD REPRESENTATION YESTERDAY.

ALMOST ALL MEMBERS WERE THERE AND THEY SERVE A THREE YEAR ROTATION.

ONCE THEY GET ELECTED, THEY STAY ON ON THE DHB'S FOR THREE YEARS.

SO AND THAT GROUP WITH THE COMMUNITY MEMBERS ALSO, THEY ARE FROM THE BUSINESS COMMUNITY AND THEY APPROVED THE DISTRICT IMPROVEMENT PLAN YESTERDAY AROUND 645 LAST NIGHT, IN FACT, RIGHT IN THIS ROOM.

SO I WILL PASS RIGHT NOW AND SEE WHETHER YOU HAVE ANY QUESTIONS.

ALL RIGHT, DASH, THANKS A LOT.

I'M SURE THERE ARE QUESTIONS.

EVERYBODY WAS VERY PATIENT, SO I WANT TO KICK IT OFF.

I HAVE A COUPLE OF THINGS THAT WHIPS AM I CLOSE? I'M SO FAR AWAY FROM MY MICROPHONE AND MY NOTES ARE OVER HERE.

THAT'S MY PROBLEM. WHAT HE'S SAYING.

OH, THAT WAS A DIG.

THAT WAS A DIG. IT WAS A DIG.

IT WAS SLOW TO RECOGNIZE IT.

THANK YOU. ANYWAY.

ON THE AP TESTS THAT ARE ON NON-CORE SUBJECTS.

[00:40:04]

IT IS BEEN FLOATED AND THEY ARE ASKING FOR COMMENTS BACK AND THE COMMENTS THEY ARE GETTING BACK ARE NOT VERY NICE AS YOU WOULD EXPECT, BUT A LITTLE BIT OF BACKGROUND.

I MEAN, IT'S YOU KNOW, I'M A RESEARCHER HERE, SO I'LL HAVE TO BELIEVE SOME OF IT.

THE WHAT THEY DID WAS WHAT WE SHOULD BE DOING.

THEY TRACKED KIDS WHO HAD THE RULE.

IS THIS GETTING A THREE OR HIGHER IN AP? ANY AP CLASS GETS THE STUDENT CCMA CREDIT.

SO WHAT THEY DID WAS THEY WORKED WITH ALL THE TEXAS COLLEGES, THE STATE UNIVERSITIES, AND THEY TRACKED THE PERSISTENCE OF STUDENTS WHO EARNED COMMERCIAL CREDIT ONLY THROUGH A THREE IN THE AP, NOT KNOW, NOT ANY OTHER WAYS.

THEY ONLY GETTING A THREE IN AP AND SEE WHAT THEIR PERSISTENT RATE IS FROM FRESHMAN TO SOPHOMORE.

RIGHT. SO THEY DID THAT WORK.

THAT IS I NEED TO COMMEND THEM FOR DOING THAT WORK BECAUSE THAT IS THE WORK THEY SHOULD BE DOING.

SO WHAT MAKES A KID CCMA READY? SO BUT THEN THE COMEBACK IS WHEN THEY LOOKED AT WHERE THEY EARNED THIS AP CREDIT MATTERED FOR PERSISTENCE FROM FRESHMAN TO SOPHOMORE LIKE FOR EXAMPLE LIKE PLANO ISD PERSISTENT RATE FROM FRESHMAN TO SUFFER FROM FROM OUR DEBT TRACKING.

IT'S IT'S ALMOST 90% OF OUR KIDS PERSIST FROM FRESHMAN AND SOPHOMORE WHETHER THEY GO TO A COMMUNITY COLLEGE OR TO A FOUR YEAR UNIVERSITY.

SO WHEN STATE DID THAT THEY WHAT THEY FOUND OUT WAS KIDS GETTING IT IN CORE SUBJECTS THEY THE RATE OF PERSISTENCE IS IN THE SIXTIES LIKE 68%, WHEREAS IN NON-CORE SUBJECTS, SOME OF THEM ARE AS LOW AS 20% AND 25%. SO THEY ARE JUSTIFYING THAT DATA TO SAY THAT, WELL, EVEN NOW NOT SURE HOW IT GOES.

BUT MY POINT HERE IS THAT THEY ARE CHANGING THE RULES EVERY YEAR AS THEY GO.

BUT THAT IS VERY CHALLENGING BECAUSE I MEAN, FOR EXAMPLE, WE HAVE A LOT OF STUDENTS IN FINE ART TRACK, MUSIC TRACK THAT ARE TAKING AP AND SCORING FIVES.

RIGHT. AND AND THEY ARE GENERALLY VERY PERSISTENT IN OUR DATA, BUT OBVIOUSLY THEY ARE NOT NECESSARILY STATEWIDE. SO THEN PERHAPS PLANO ISD IS AN OUTLIER, WHICH WE KIND OF KNEW.

BUT WHO IS THE WE IN THIS ARGUMENT? IS THIS A TIA PURVIEW OR IS THIS A LEGISLATIVE ISSUE? BECAUSE I WOULD LIKE TO PUT IT ON ONE OF OUR TWO PRIORITY LISTS.

SO THIS IS THIS IS THE AREA THAT THE COMMISSIONER IS EMPOWERED TO MAKE ITS OWN RULES.

OKAY. AND THEN YOU SHOWED US A LOT OF I KNOW IN THE PLAN IT'S VERY THICK, BUT YOU SHOWED A FEW GRAPHS UP THERE AND YOU SHOWED THE DIFFERENCE BETWEEN ALL STUDENTS, WHICH DOES INCLUDE THE ECONOMICALLY DISADVANTAGED STUDENTS IN THE COMPARATIVE GRAPH.

BUT WE ALSO SHOWED THE ECONOMICALLY DISADVANTAGED IN THAT PARTICULAR GRAPH.

I KNOW YOU MENTIONED THERE ARE 13 DIFFERENT STUDENT GROUPS THAT MAKE UP THE ALL AND ALL OF THAT IS IN THE PLAN.

BUT MY QUESTION IS, ON THE THE ONES THAT YOU SHOWED THERE IS THE GAP BETWEEN ALL AND ECONOMICALLY DISADVANTAGED. THE BIGGEST GROUP THAT THE GAP FOR ALL THE GROUPS THE MORE TARGETED IN MOST OF THE IF WE WERE TO PLOT MOST OF THEM THE LARGEST GAP MOST PROBABLY WILL BE THE SPECIAL ED GAP OC THE BUT ESPECIALLY THIS A UNIQUE SUBSET.

SO BECAUSE SPECIAL ED ENCOMPASSES A VERY LARGE CATEGORY.

CORRECT, BUT INCLUSION SPECIAL ED THAT'S IN SOME CASES THERE IS NO GAP.

BUT THEN THE KNOW THE MORE CHALLENGED SPECIAL ED STUDENTS.

SO IT'S SO THE WAY WE WORK WE HAVE WE ASKED CAMPUSES AND HOW THEY DO WORK IT'S.

EVERYTHING THAT THEY DO IN TAIWAN IN A REGULAR CLASSROOM IS GATHERS ALMOST 60% OF OUR SPECIAL ED STUDENTS.

RIGHT. SO SO IT ALSO DEPENDS WHETHER IT'S AT THE ELEMENTARY LEVEL.

FOR EXAMPLE, IN AN ELEMENTARY WITH A LOT OF NEWCOMER ENGLISH LANGUAGE LEARNERS, WE SEE LARGE GAPS, EVEN MORE THAN ECONOMICALLY DISADVANTAGED.

BUT THEN IT NARROWS A LITTLE BIT IN MIDDLE SCHOOL.

SO IT'S NOT NECESSARILY THE SAME IN ELEMENTARY OR MIDDLE, BUT ECONOMICALLY DISADVANTAGED KIND OF ENCOMPASSES A GROUP OF STUDENTS THAT WE WANT TO WORK BECAUSE ELL STUDENTS, WHEN MORE THAN HALF OF THEM ARE ECONOMICALLY DISADVANTAGED IN SOME OF THE OTHER SUBGROUPS, AFRICAN AMERICAN IN THE DISTRICT IS ABOUT 60% ECONOMICALLY DISADVANTAGED.

SO THE GROUP THAT WE REALLY WANT TO TARGET IS ENCOMPASSED IN THAT ECONOMICALLY DISADVANTAGED GROUP.

[00:45:01]

HE JUST ILLUSTRATED ONLY THAT ONE.

THAT ONE, YES. THERE'S 13 OTHER GOALS TO BE CONSIDERED.

ALL RIGHT. THANK YOU SO MUCH.

I TELL YOU WHAT, AS MANY YEARS AS I'VE BEEN ON THE BOARD, I'M ALWAYS VERY IMPRESSED WITH THIS PRESENTATION.

AND, YOU KNOW, AS A BOARD, WE NEED TO BE AWARE OF ALL OF THIS AND UNDERSTAND IT ALL.

AND IT'S A LOT FOR US TO TAKE IN, BUT YOU ALWAYS MAKE IT SO UNDERSTANDABLE, AT LEAST UNTIL I LEAVE THE MEETING.

BUT. BUT THANK YOU.

BECAUSE THIS IS WHAT WE SHOULD BE.

THAT'S STUDENT OUTCOMES.

THAT'S OUR PRIMARY GOAL IS STUDENT SUCCESS.

SO THANK YOU. WELL, THANK YOU.

BUT IT'S IT'S A IT'S A IF ONE PERSON CAN DO THIS, I WANT TO FIND THAT ONE PERSON, BUT IT TAKES A TEAM.

SO ALMOST EVERYBODY HERE, I KNOW THEY ARE ALL INVOLVED IN THIS WORK.

SO I WOULD TAKE THE CREDIT, SAY, HEY, DASH, I WANT TO FOLLOW UP ON A QUESTION NANCY ASKED ABOUT THE AP SCORES AND HOW IT COUNTS. AND CMR DOES THE WHAT ABOUT DUAL CREDIT? SO DUAL CREDIT IT HAS THE RULES HAVEN'T CHANGED IN DUAL CREDIT FROM THE INCEPTION.

SO THE RULE HAS ALWAYS BEEN AND IT IS NOT PROPOSED TO CHANGE AS OF TODAY THE IT'S GETTING IF YOU GET THREE CREDIT HOURS, REMEMBER I'M TALKING ABOUT HIGH SCHOOL CREDIT NOT THE WAY COLLEGE IS COUNT CREDIT.

IF THEY EARN THREE CREDIT HOURS IN IN READING OR MATH, DUAL CREDIT, THAT'S ALL IT TAKES TO EARN CMR. IF IT IS NOT READING OUR MATH SUBJECT AREA, YOU NEED TO GET NINE CREDIT HOURS.

FOR EXAMPLE, IF IT'S THREE COURSES OF US HISTORY, LIKE SOCIAL STUDIES, YOU HAVE TO GET NINE OF DUAL CREDIT HOURS OF THAT COUNTED AS HIGH K TO HIGH SCHOOL CREDIT IN ORDER TO EARN CMR STATUS.

THAT HAS ALWAYS BEEN THE RULE AND THAT'S NOT PROPOSED TO BE CHANGED.

OKAY, THANKS. ANYBODY HAVE OTHER QUESTIONS? BEFORE I JUMP IN ON MINE, I HAVE A LITTLE BIT OF A PHILOSOPHICAL QUESTION, SO I DON'T KNOW IF THIS IS A DASH QUESTION OR A LISA OR A TERESA OR EVERYBODY.

I DON'T KNOW. AS I WAS LOOKING THROUGH THIS PRESENTATION AND WE HAVE THESE MUCH LARGER GOALS FOR STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED.

AND THEN I WAS LOOKING AT OUR OWN GRADUATION DATE, RITA, RIGHT FROM LAST YEAR IN THE YEAR PRIOR.

WHEN YOU LOOK AT OUR GRADUATION RATE DATA, CERTAIN GROUPS HELD STEADY OR INCREASED A LITTLE BIT IN CERTAIN GROUPS FELL DISPROPORTIONATELY, INCLUDING THAT ECONOMICALLY DISADVANTAGED GROUP.

AND OUR HISPANIC STUDENTS AND OUR AFRICAN AMERICAN STUDENTS, WHICH, AS YOU HAVE ELABORATED, THERE ARE SOME OVERLAP WITH THOSE.

AND SO. WE'RE GIVING THOSE GROUPS MUCH MORE AGGRESSIVE GOALS.

AND WHEN YOU LOOK AT WHAT PEOPLE ARE SAYING ABOUT THE NATIONAL DATA, SOME OF THOSE GROUPS HAVE LOST THE MOST GROUND THE LAST COUPLE OF YEARS.

AND SO, AGAIN, I THINK THIS IS SORT OF AN OPEN ENDED PHILOSOPHICAL QUESTION, BUT IS THAT A CHALLENGE? IS THAT AN OPPORTUNITY? I MEAN, HOW ARE YOU ALL THINKING ABOUT THIS? I WOULD VIEW IT AS AN OPPORTUNITY.

AND I KNOW YOU MENTIONED THE DROP IN GRADUATION RATES.

AND IF YOU WILL REMEMBER, DASH MENTIONED THAT WAS THE CLASS OF 21.

SO THOSE WERE AFTER TWO VERY DISRUPTED YEARS.

THAT IMPACTED SOME MORE THAN OTHERS.

BUT IT'S CERTAINLY SOMETHING WE NEED TO KEEP OUR EYE ON.

BUT IF WE DON'T AND YOU'LL HEAR LAURIE TALK ABOUT THIS A LITTLE MORE IN A MINUTE, BUT IF WE DON'T KEEP AN EYE TO, WHAT CHANGES DO WE NEED TO MAKE IN THE CLASSROOM BASED ON THE DATA THAT WE HAVE SITTING IN FRONT OF US TO TO IDENTIFY THOSE HIGH PRIORITY KNOWLEDGE AND SKILLS IN THOSE CRITICAL INSTRUCTIONAL PRACTICES AND STRATEGIES THAT WILL MOVE THE NEEDLE.

GIVE US THE BIGGEST BANG FOR OUR BUCK.

WE'VE GOT TO GET FOCUSED ON THAT.

I DON'T KNOW IF YOU WANT TO ADD TO THAT, DR.

WILLIAMS. I DO. SO ONE OTHER THING I WANT TO ADD, AND ACTUALLY I'M LOOKING AT DR.

MOLLY AND HER TEAM AND DR.

GOBER. THEY HAVE PUT IN THE LAST TWO YEARS.

AND I DON'T WANT TO LEAVE PATRICK AND HIS TEAM OUT EITHER.

REALLY INTENTIONAL PRACTICES AROUND WHEN STUDENTS DON'T SHOW UP.

LIKE WHERE ARE THEY? IN. THEY'RE OUT AND THEY'RE LOOKING AND THEY'RE KNOCKING ON DOORS AND THEY'RE.

REALLY THE LAST TWO YEARS HAVE BEEN SUPER AGGRESSIVE.

AND IF STUDENTS ARE NOT RETURNING WHEN THEY NEED TO, WHERE ARE THEY AND AND HOW DO WE GET THEM BACK IN SCHOOL? AND SO BIG KUDOS TO THE TEAMS THAT HAVE PUT IN EXTRA EFFORT INTO RECOVERING OUR STUDENTS.

SO I THINK WE'LL WE'LL I MEAN, I THINK THERE'S IT'S AN OPPORTUNITY TO BE MORE INTENTIONAL THAN EVER.

AND I THINK THAT OUR TEAMS HAVE DONE A GOOD JOB OF DOING THAT.

[00:50:09]

SO WE'RE NOT BEING INCENTIVIZED TO DO THAT.

AND I'M REALLY GLAD THAT THE DISTRICT IS DOING THE RIGHT THING WITH THAT.

SO WE WERE ABLE TO REVIEW A LOT OF THE DATA, OF COURSE, AHEAD OF TIME.

AND I KNOW WE'VE TALKED ABOUT THE GAPS WE'VE SEEN WITH DIFFERENT DEMOGRAPHIC GROUPS AND SOCIOECONOMIC GROUPS.

AND FOR THE THIRD THROUGH EIGHTH GRADE OR FIRST THROUGH EIGHTH GRADE, WE'VE GOT GREAT MAP DATA.

AND ONE OF MY CONCERNS, WE SEE GAPS THERE IS NOT BEING ABLE TO SEE SO MUCH ON THE HIGH SCHOOL LEVEL WHAT TYPE OF GAPS MIGHT EXIST IN NINE THROUGH 12. JUST BECAUSE WE DON'T HAVE MAP TESTING AND I KNOW WE HAVE THE IOS'S, I KNOW WE HAVE PSAT AND SAT, BUT I WAS WONDERING IF YOU COULD TOUCH ON HOW WE ASSESS THAT AND WHERE WERE THOSE GAPS STAND? WELL, GOOD OBSERVATION.

SO IT'S A LITTLE BIT DIFFICULT WITHOUT MAP.

BUT THEN AT THE SAME TIME, A LOT OF THE ASSESSMENTS THAT WE HAVE, LIKE OUR UNIT ASSESSMENTS AND IN SECONDARY IT'S CALLED PROGRESS MONITORING ASSESSMENTS, THEY ARE WE HAVE THEM AT THE END OF EVERY UNIT OR SOMEWHERE ALONG THE UNIT.

AND THAT DATA STUDENTS TAKE IT ONLINE, EVERY KID TAKES IT.

WE HAVE THEM IN EVERY CORE SUBJECT AREA.

AND THAT THAT PART OF THAT THE WORK YOU DO WITH ANALYZING THE DATA AND TEACHING TEACHERS HOW TO USE THAT DATA, IS THAT WORK THAT, FOR EXAMPLE, LIKE LAURIE TAYLOR'S ACADEMIC TEAM AND AND MY MY FOLKS, WE GO TRAIN THE TEACHERS HOW TO USE IT THEY CAN LOOK AT IT BY STUDENT GROUP.

WHENEVER A PROGRESS MONITORING ASSESSMENT IS GIVEN, THEY CAN SEE WHETHER IT'S AT THE TEACHER LEVEL OR AT THE CAMPUS LEVEL.

THEY CAN SEE IT BY ALL STUDENTS.

THEY CAN LOOK AT THAT BY STUDENT GROUPS, BY ETHNICITIES.

THEY CAN DIFFERENTIATE THAT DATA FOR HOW AM I ECONOMICALLY DISADVANTAGED STUDENTS DOING? HOW ARE MY SPECIAL ED STUDENTS DOING, HOW MY STUDENTS ARE DOING.

THEY CAN DISAGGREGATE IT TO THAT LEVEL.

THEY CAN START FROM THERE.

AND A LOT OF THE WORK IS GETTING DOWN TO THE ITEM LEVEL AND TO SEE UNDERSTANDING ON THAT ITEM AND TO SEE WHETHER IT WHETHER IT OR WHETHER IT NEEDS TO BE TAUGHT RETEACH HOW THAT GOES OR THE CONCEPT WAS IS THE CONCEPTUAL ERROR.

THE TEACHING WON'T GO WELL, IS IT, YOU KNOW, THAT THAT CYCLE IS COMPLETED AT THAT LEVEL WITH OUR UNIT ASSESSMENTS AND THEN CULMINATING THESE UNIT ASSESSMENTS.

WE HAVE THE SAME STATE EXAM IN ALL OUR 912 COURSES, ALMOST ALL OF THEM, I MEAN CORE SUBJECT AREAS AND THEY DO THE EXACT SAME WORK IN JANUARY WHEN THEY COME BACK EVALUATING THAT YOUR SEMESTER EXAM AT THE END OF THE YEAR.

SO IS THERE A DISTILLED VERSION OF THAT DATA THAT A TRUSTEE COULD TAKE A LOOK AT TO GET GET AN IDEA TO TRY TO SEE IF ANY OF THE TRENDS THAT WE SEE THROUGH K THROUGH EIGHT EXIST IN NINE THROUGH 12.

THAT DATA IS AVAILABLE.

WE WILL WE CAN WE CAN TALK ABOUT IT TO SEE HOW WE CAN SHARE THAT.

OKAY. I JUST FEEL LIKE WE'VE GOT SUCH GREAT CLARITY ON K THROUGH EIGHT AND LESS SO AND IT SOUNDS LIKE THE DATA IS OUT THERE.

SO THAT'S GOOD. AND IT SOUNDS LIKE IT GOES HAND IN HAND WITH THE HIGH RELIABILITY SCHOOLS AND THE PLCS AND EVERYTHING THAT WE'VE BEEN TOLD IS HAPPENING ON CAMPUSES.

SO THAT'S GREAT. I WANTED TO TOUCH ON ONE THING THAT NANCY SAID JUST IN TERMS OF POTENTIAL LEGISLATIVE PRIORITIES, WHICH I KNOW WE WE KEEP ADDING THOSE LEFT AND RIGHT.

BUT I THINK WHEN WE TALK ABOUT THE COMMISSIONER'S AUTHORITY TO DO CERTAIN THINGS, THAT THERE'S ALWAYS A LEGISLATIVE COMPONENT THAT THE LEGISLATURE COULD TAKE CERTAIN AUTHORITY AND PLACE IT SOMEWHERE ELSE, LIKE A STATE BOARD OF EDUCATION OR ELECTED BODY.

THAT SHOULD BE OVER THAT. AND IT SEEMS THAT THERE'S SO MANY THINGS THAT WE'RE GOING TO BE TALKING ABOUT FOR LEGISLATIVE PRIORITIES, AND THAT'S A DIFFERENT TOPIC.

BUT IT WOULD SEEM POTENTIALLY SHIFTING CERTAIN DECISION MAKING CAPABILITY TO AN ELECTED BODY RATHER THAN AN APPOINTED PERSON WOULD HAVE AN IMPACT ON MANY SCHOOL DISTRICTS, I GUESS ALL SCHOOL DISTRICTS, AND WOULD PROVIDE POSSIBLY SOME MORE STEADY LEADERSHIP THAT I THINK MANY PEOPLE IN PUBLIC EDUCATION WOULD REALLY LIKE TO SEE.

YOU KNOW, TO YOUR POINT, MANY STATES ELECT THE PERSON THAT HOLDS THE AUTHORITY THAT OUR COMMISSIONER HOLDS.

BUT IF YOU DO AN ELECTION FOR THAT POSITION, SOMETIMES YOU HAVE TO BE CAREFUL WHAT YOU WISH FOR.

[00:55:02]

A REAL TIME LEGISLATIVE SUBCOMMITTEE CONVERSATION, WHICH I WOULD SAY GOOD POINTS TO BOTH OF YOU.

HOWEVER, WE NEED TO BE VERY COGNIZANT BEFORE WE TAKE A PUBLIC POSITION ADOPTED BY THIS BOARD OF SAYING THAT WE NEED TO STRIP THE COMMISSIONER OF HIS AUTHORITY.

I'LL REPHRASE. I'D LIKE TO PERSONALLY DASH.

I WANT TO SAY THAT YOUR PRESENTATION WAS VERY INFORMATIVE, AND THE QUESTION I HAVE IS THAT I'M GLAD THAT WE'RE FOCUSED ON OUR MINORITY STUDENTS AND ALSO OUR SPECIAL EDUCATION STUDENTS AND OUR STRATEGIES.

MAJOR STRATEGIES.

BUT WHEN YOU WHEN I WHEN I HEARD YOU READ ABOUT DEVELOP A SYSTEM FOR EARLY IDENTIFICATION, HOW EARLY IS THAT? BECAUSE WITH OUR WE WANT TO INCREASE THE GRADUATION RATES FOR OUR SPECIAL EDUCATION STUDENTS.

BUT WHEN WHEN WE SAY TO IDENTIFY EARLY IN THE DEVELOPMENT, WHAT GRADE IS THAT ARE WE LOOKING AT? I THINK THEY'RE LOOKING AT AS THEY'RE GOING INTO HIGH SCHOOL, AS THEY'RE PLANNING FOR HIGH SCHOOL COURSES AND MAKING SURE WE DON'T WAIT UNTIL THE SENIOR YEAR AND SAY, SURPRISE, YOU HAVE MORE CREDITS TO EARN THAN YOU ARE ABLE TO.

OKAY. THANK YOU. SO I'VE GOT A HANDFUL OF QUESTIONS AND PARDON ME FOR THIS SETUP BECAUSE THIS WILL BE I THINK MY FIRST TWO QUESTIONS ARE TOGETHER AND THEN REGARDING OUR STRATEGIES.

SO ON THE SOCIAL STUDIES SLIDE, WHEN YOU SHOWED WHERE WE ARE CURRENTLY, THAT'S THE WE'RE AT THE LOWEST STARTING POINT AND WE'RE AT THE LARGEST GAP. RIGHT.

AND SO WE HAVE A LOT OF WORK TO MAKE UP.

AND ONE OF OUR STRATEGIES IS CRITICAL THINKING AND INDEPENDENT STUDENT RESPONSE.

TO ME, THAT'S ALSO AN ENGLISH LANGUAGE ART SKILL.

AND SO MY FIRST QUESTION IS, ARE WE DO WE HAVE CROSS-POLLINATION WITHIN OUR GROUPS WHERE WE ARE DEVELOPING STRATEGIES THAT ARE GOING TO HAVE MULTIPLE, MULTIPLE AREAS OF STUDY FOR THIS DESIRED OUTCOME? AND THEN THE SECOND QUESTION WAS RELATED TO THAT IS, AND WE'VE TALKED ABOUT THIS OVER THE YEARS ABOUT MONITORING EVEN TO THE LEVEL OF CAMPUS CLASSROOM LEVEL STRATEGIES WHERE WE KNOW WE HAVE THE DATA WHERE WE CAN LOOK AND SEE IT AT JACKSON IN FOURTH GRADE IN THIS PARTICULAR CLASS, THEY'RE GETTING BIGGER ADVANCES THEN IN THE CLASSROOM NEXT DOOR.

I ONLY USE JACKSON BECAUSE THAT'S WHERE MY KIDS WENT.

SO THAT'S NOT REAL DATA.

BUT THE POINT BEING IS, ARE WE MONITORING THOSE TYPES OF STRATEGIES OR GRADE LEVEL STRATEGIES TO SEE WHAT'S WORKING SO THAT WE CAN THEN TAKE THAT ELSEWHERE INTO INTO THE DISTRICT? I MEAN, I KNOW WE'VE GOT STRATEGIES AT DISTRICT LEVEL, CAMPUS LEVEL, EVEN DOWN TO THE GRADE LEVEL.

QUESTION IS, ARE WE MONITORING THIS WHERE WE'RE FINDING SUCCESSES SO THAT WE CAN THEN TAKE THAT OUT TO THE REST OF THE DISTRICT? I WOULD SAY WE'RE DOING THAT, BUT I WOULD SAY WE CAN ALWAYS GET BETTER AT DOING THAT.

AND SO SOME OF THE THINGS, AGAIN, THAT YOU'RE GOING TO HEAR LORI TALKING ABOUT ARE WAYS, TOOLS THAT WE ARE GIVING PRINCIPALS AND TEACHERS TO DO THAT BETTER.

I THINK YOU'LL SEE IF YOU LOOK AT MAP DATA, YOU REALLY CAN DEFINE WHERE THERE IS SUCCESS AND GROWTH AND PERFORMANCE AND ABLE TO SAY, HEY, WHAT ARE YOU DOING DIFFERENTLY? THAT'S THE BEAUTY OF A COLLABORATIVE TEAM MODEL, IS LEARNING FROM ONE ANOTHER AND REALLY LOOKING AT DATA ON A CONSISTENT, YOU KNOW, AS A FORMER DIRECTOR OF ASSESSMENT AND RESEARCH, I KNOW, I KNOW THAT ASSESSMENT IS NOT THE SILVER BULLET, BUT THAT DATA IS SUCH AN IMPORTANT TOOL IN OUR TOOLBOX TO UNDERSTAND WHERE OUR KIDS ARE AND TO BE ABLE TO REALLY LOOK AT THE UNIQUE DNA OF NOT ONLY EVERY CAMPUS, BUT OF EVERY CLASSROOM AND FOR EVERY STUDENT AND REALLY PINPOINTING WHAT IT IS.

SO, YES, SHARING THOSE PRACTICES FROM THOSE WHO ARE SHOWING EVIDENCE OF GREAT GAINS AND GREAT PERFORMANCE IS ONE INCREDIBLE TOOL IN A COLLABORATIVE TEAM FRAMEWORK THAT WE THAT WE THAT WE UTILIZE.

YEAH. I MEAN, THERE'S A WAY TO, TO, TO CAPTURE, YOU KNOW, I KNOW THAT, THAT PROFESSIONAL LEARNING IS A COMPONENT OF OUR DISTRICT BASED STRATEGY.

IF THERE IS A WAY TO CAPTURE WHAT WE'RE DOING, GREAT.

YES. AT THAT JACKSON FOURTH GRADE CLASSROOM AND USE THAT TO LEVERAGE THROUGH OUR PROFESSIONAL LEARNING.

THAT'S WE'VE GOT THE SAUCE, WE'VE GOT THE EXPERT.

SO LET'S LET'S GET THAT CAPITALIZE ON THAT.

YES, NANCY.

WELL, I WAS GOING TO ASK, AND IT'S RELATED TO YOUR QUESTION ON THE SOCIAL STUDIES PERFORMANCE OBJECTIVES.

AND ARE WE USING ARE WE INTEGRATING THE LEARNING INTO OTHER SUBJECTS THAT MIGHT KEEP IT RELEVANT FOR THE 10TH GRADERS WHO ARE NOT HAVING SOCIAL STUDIES TESTED AFTER EIGHTH GRADE AND ALL OF A SUDDEN THEY'RE TESTED IN 10TH GRADE, KIND OF LIKE WHAT THE STARR EXAM IS DOING RIGHT NOW, HAVING STUDENTS WRITE IN THEIR IN THEIR TEST ABOUT SUBJECT MATTER THAT THEY LEARN SOMEWHERE ELSE, KIND OF APPLYING THAT, OR ARE WE DOING THAT WHERE WE'RE HAVING STUDENTS MAYBE WRITE ABOUT SOCIAL STUDIES IN THEIR ELA CLASS SO THAT IT KEEPS IT

[01:00:05]

SO ABSOLUTELY IT'S ELA IS NOT JUST READING FICTION ANYMORE.

SO IMPORTANT STRATEGIES AND AND THE STATE IS ALSO GRADUALLY CHANGING HOW THEY ASSESS SOCIAL STUDIES.

ALSO, A LOT OF THEIR CONTEXT IS NOW CROSS CURRICULAR CONTENT.

SO IT MAY BE MATH RELATED STUFF AND AND SCIENCE RELATED HISTORICAL EVENTS TOO.

IT'S PART OF THE ASSESSMENT STRATEGY FOR THAT.

SO MY SECOND KIND OF SET OF QUESTIONS REVOLVES AROUND OUR, OUR SPECIAL EDUCATION STUDENTS AND SPECIFICALLY OUR ADULT TRANSITION CENTER.

AND WHERE DOES THE WORK WE'RE DOING THERE FIT INTO GRADUATION RATES OR ANY OF THAT? OR DOES IT AT ALL? WELL, THAT.

WELL, I WILL LET I'LL HAND IT OFF VERY QUICKLY.

IT IS A VERY IMPORTANT PIECE OF WORK BECAUSE THE WAY GRADUATION AND CMR WORKS FOR THE SPECIAL EDUCATION STUDENTS IS QUITE DIFFERENT.

THERE ARE CERTAIN GRADUATION REQUIREMENTS IF YOU FULFILL THEM, LIKE WITH WORKFORCE READINESS, WE WE CAN DECLARE THE STUDENTS AS WORKFORCE READY.

AND IT'S NOT ABOUT NECESSARILY ABOUT US GETTING A POINT FOR THAT KID.

THAT KID CAN DIRECTLY ENTER THE WORK THAT STUDENT CAN ENTER THE WORKFORCE AND AND ALSO SINCE AND THE.

THE THE EARNING OF THE CREDIT FOR WORKFORCE READINESS AS PART OF THE IEP PLAN IS A MAJOR COMPONENT OF THAT OF OUR WORK AND THE TRANSITION CENTER IS INTEGRAL TO THAT.

SO BUT I GUESS WHAT I'M TRYING TO MARRY UP IS WHERE WHERE DOES THAT WHERE DOES A 22 YEAR OLD STUDENT AT THE ADULT TRANSITION CENTER WHO'S AGING OUT BUT WHO HAS NOW HAS THE ABILITY TO GO OUT AND EARN A LIVING? RIGHT. WHO WHO HAS THE ABILITY TO GO OUT AND GET A JOB OR LIVE INDEPENDENTLY? HOW DOES THAT 22 YEAR OLD FIT INTO OUR 20, 2223 ANALYSIS? SO TECHNICALLY, WE CAN DECLARE THAT STUDENT AS PART OF A GRADUATING CLASS AS COMPLETED ALL REQUIREMENTS FOR GRADUATION AT UNDER THE IEP, INCLUDING WORKFORCE READINESS.

SO WE CAN DECLARE WITH A SPECIAL CODE THAT THAT MEET MET THAT REQUIREMENT THAT STUDENT BUT THEN CAN CONTINUE TO BE IN THE ADULT TRANSITION CENTER.

AND UNTIL THEY'RE 22 IT'S CALLED AN IEP CONTINUE.

YES, BUT SO BUT I GUESS FROM OUR PERSPECTIVE FOR THIS ANALYSIS, FOR THE DATA AT 18, WE CAN SAY THAT THAT CHILD IS IS COLLEGE AND CAREER READY BECAUSE THEY MEET THE SATISFACTION OF THEIR IEP.

AND THEN WE GO ON TO THE TRANSITION CENTER AND THEN ACTUALLY DO THE WORK OF COMPLETING THE TRAINING TO, TO MAKE THEM REALISTICALLY CAREER READY BEFORE WE DECLARE A STUDENT IS CCMA READY.

THEY HAVE TO COMPLETE THEIR WORKFORCE PART OF THE IEP.

YEAH, WELL LOOK THAT JUST TO ME IT'S JUST A LOT OF THIS STUFF IS FASCINATING ANYWAY.

BUT I MEAN, THAT'S TO ME, THAT'S THE REAL WORK, RIGHT? I MEAN, IF WE CAN IF THAT'S WHAT THE ADULT TRANSITION CENTER IS, IS FOR.

AND SO OKAY, I'M DONE.

ANYBODY ELSE HAVE QUESTIONS, COMMENTS, COMPLAINTS, QUERIES, CONCERNS? I HAVE ONE MORE QUESTION.

AND AGAIN, I'LL APOLOGIZE.

IT'S A LITTLE BIT PHILOSOPHICAL, AS YOU ALL HAVE BEEN TALKING ABOUT INTEGRATING THINGS LIKE READING INTO SOCIAL STUDIES. I WONDER ABOUT THE OPPOSITE.

AND WHEN I WHEN YOU LOOK AT AN ELEMENTARY SCHOOL SCHEDULE, FOR EXAMPLE, THE SMALLEST PART OF THE DAY IS EITHER SCIENCE OR SOCIAL STUDIES OR COMBINED SCIENCE AND SOCIAL STUDIES, WHICH MAKES ME WONDER ON SOME OF THIS MAP TESTING IF ESSENTIALLY WE'RE GETTING WHAT WE PAY FOR WITH THE WAY THAT THE TIME IS ALLOCATED AND THE WAY CURRICULUM IS ALLOCATED DURING THE DAY ON THOSE PARTICULAR SUBJECTS.

AND I KNOW THAT THAT'S A MUCH BIGGER QUESTION.

AND WE'RE DOING A CURRICULUM AUDIT, AND THAT IS MAYBE BEYOND THE SCOPE OF OF THIS CONVERSATION.

BUT WHEN, YOU KNOW, WHEN YOU SEE MUCH LOWER SCORES AND IN BOTH SCIENCE AND SOCIAL STUDIES AND YOU SEE HOW THE TIME IS ALLOCATED, YOU KNOW, IS THERE A CORRELATION? THERE IS IT IS THERE MAYBE SOME CAUSATION THERE? ARE THERE OPPORTUNITIES THERE TO NOT JUST SHIFT, YOU KNOW, SOCIAL STUDIES OUT INTO OTHER AREAS, BUT SHIFT OTHER AREAS INTO SCIENCE AND SOCIAL STUDIES? I THINK THERE ARE A COUPLE OF THOUGHTS THERE.

FIRST OF ALL, THE SOCIAL STUDIES AND SCIENCE DATA IS MUCH MORE.

YOU'LL NOTICE HE COMBINES ALL GRADE LEVELS WHEN HE PRESENTS THIS TO YOU.

AND TO REALLY ANSWER YOUR QUESTION, DR.

[01:05:01]

SO THAT'S ONE THING WE WOULD WANT TO DO AND TAKE A LOOK AT THE TEXTS THAT WE'RE COVERING IN THOSE SIMILAR TO WHAT I WAS TALKING ABOUT A MINUTE AGO WITH THE NEW ELA TWEAKS, THERE'S A LOT OF REALLY KIND OF GENIUS INSTRUCTIONAL PIECES HAPPENING AT THE ELEMENTARY LEVEL WHERE THEY'RE ABLE TO WEAVE MULTIPLE TOPICS TOGETHER, AS YOU TALKED ABOUT, BUT THEY'RE ABLE TO COVER MULTIPLE CONTENT AREA TWEAKS IN A PARTICULAR LESSON.

THAT'S NOT ONLY A REALLY GOOD USE OF TIME, BUT QUITE FRANKLY, IT'S OFTEN MORE ENGAGING FOR STUDENTS IF IT'S KIND OF A STEM ACTIVITY OR SOMETHING THAT ENGAGES THEM IN IN DIFFERENT WAYS. SO I THINK WE HAVE TO BE COGNIZANT OF THE TIME WE HAVE BECAUSE WE HAVE A FINITE AMOUNT OF IT AND A LOT OF THINGS TO COVER.

BUT I DO THINK BREAKING IT DOWN AND WE CAN CERTAINLY, YOU KNOW, YOU HAVE THE DATA AVAILABLE TO YOU TO TAKE A LOOK, DIFFERENT GRADE LEVELS.

I THINK IT'S KIND OF A DIFFERENT STORY AT EACH GRADE LEVEL.

I DON'T KNOW IF THAT ANSWERS YOUR QUESTION OR NOT.

THANKS, DASH.

GOOD WORK AND TEAM.

ALL RIGHT, SO WAIT, THIS IS A WAIT.

BUT SO THIS IS A DISCUSSION, AN ACTION ITEM.

AND SO WE DO NEED TO HAVE A MOTION.

I BELIEVE THAT THE BOARD OF TRUSTEES APPROVES THE 2022 2023 DISTRICT IMPROVEMENT PLAN, INCLUDING HOUSE BILL THREE GOALS, HB THREE GOALS AND CAMPUS PERFORMANCE OBJECTIVES.

I'LL SECOND I'VE GOT A MOTION BY ANGELA POWELL, SECOND BY LAUREN TYRER THAT THE BOARD OF TRUSTEES APPROVES THE 2223 DISTRICT IMPROVEMENT PLAN, INCLUDING HOUSE BILL THREE GOALS AND CAMPUS PERFORMANCE.

OBJECTION. OBJECTIVES.

IS THERE ANY FURTHER DISCUSSION? HEARING NONE. WE WILL PROCEED TO VOTE ON FAVOR.

PLEASE RAISE YOUR HAND.

THAT MOTION PASSES UNANIMOUSLY.

THANKS ONCE AGAIN, GANG.

GOOD WORK. ALL RIGHT.

DISCUSSION. I'M SORRY.

THIS IS. THAT WAS THE END OF OUR DISCUSSION.

AND ACTUALLY, WE ARE NOW TO OUR REPORTS AND WE HAVE OUR FIRST REPORT IS FROM PATRICK TANNER REGARDING ENTERPRISE RESOURCE PLANNING AND STUDENT INFORMATION SYSTEM

[6. REPORTS]

THANK YOU, PRESIDENT STALEY, MEMBERS OF THE BOARD, WE'RE PLEASED TO COME BEFORE YOU THIS EVENING AND BRING AN UPDATE JUST ABOUT AN ORGANIZATIONAL CHANGE INITIATIVE THAT WE'RE ABOUT TO UNDERGO.

AND CERTAINLY ANY TIME YOU BEGIN TO LOOK AT ORGANIZATIONAL CHANGE, WE WANT TO MAKE SURE THAT WE'RE TAKING THE RIGHT APPROACH BECAUSE IN MOST CASES, WE'RE GOING TO BE AFFECTING EVERY ASPECT OF OUR BUSINESS AND INSTRUCTIONAL OPERATIONS.

AND SO WE WANT TO MAKE SURE YOU GUYS ARE AWARE OF WHAT WE'RE ABOUT TO UNDERTAKE.

VERY SHORTLY AFTER MY ARRIVAL, I WAS CHARGED WITH MAKING SURE THAT WE GO THROUGH AND WE ASSESS ALL OF OUR ENTERPRISE SYSTEMS. THIS WAS VERY MUCH IN ALIGNMENT WITH PILLAR FIVE STRATEGIC RESOURCE MANAGEMENT AND MAKING SURE THAT THE SYSTEMS THAT WE HAVE IN PLACE ARE OPERATING EFFICIENTLY AND ACCOMPLISHING THEIR INTENDED PURPOSES.

AND SO I WOULD PROBABLY SAY FOR THE PAST 18 MONTHS, WE'VE BEEN GOING THROUGH THAT PROCESS OF EVALUATING AND LOOKING AT THOSE SYSTEMS. AND KEEP IN MIND, WHEN WE'RE TALKING ABOUT ENTERPRISE SYSTEMS, THESE ARE GOING TO BE THOSE INFORMATION SYSTEMS THAT LITERALLY IMPACT EVERY LOCATION WITHIN THE DISTRICT, EVERY STAFF AND OR STUDENT UNDER OUR CARE.

AND SO CERTAINLY ANY TIME WE TOUCH THOSE SYSTEMS IS GOING TO BE A HUGE IMPACT TO OUR OPERATIONS.

AS WE'VE GONE THROUGH THIS PROCESS, WE CERTAINLY WANTED TO IDENTIFY WHERE WE WERE AND THEN TRY TO UNDERSTAND WHERE WE NEED TO BE WITH ANY CHANGE MODEL, CERTAINLY SUCH AS CARTER'S CHANGE MODEL, THE FIRST THINGS YOU DO IS TRY TO CREATE A SENSE OF URGENCY BY UNDERSTANDING WHAT THAT NEED IS.

AND SO AS WE'VE GONE THROUGH THE PROCESS, SOME OF THE THINGS THAT WE UNCOVERED WOULD BE SOME INEFFICIENT SYSTEMS AND PROCESSES THAT WE HAVE IN PLACE AND LOOKING AT HOW WE CAN GET BETTER IN THOSE AREAS.

APPLICATION, REDUNDANCY AND SYSTEM COMPLEXITY.

WHEN YOU HAVE INEFFICIENT SYSTEMS, SOMETIMES YOU'RE FORCED TO GO OUT AND FIND POINT SOLUTIONS TO COME IN AND HANDLE CERTAIN AREAS.

AND SO OVER TIME WE HAVE ACCUMULATED A LOT OF POINT SOLUTIONS THAT HAVE ADDED TO THE COMPLEXITY OF OUR SYSTEMS. INCREASED STATE REPORTING REQUIREMENTS IS ANOTHER BIG ONE THAT WE HAVE AS THE STATE OF TEXAS CONTINUES FORWARD WITH ITS ED FIVE STANDARD, OUR REQUIREMENTS FOR STATE REPORTING ARE GOING TO BECOME EVEN MORE CONSTRAINED, SO TO SPEAK.

[01:10:06]

AND SO MAKING SURE THAT WE'VE GOT SOME EFFICIENCIES IN OUR SYSTEMS IS GOING TO BE CRITICAL TO MAKE SURE THAT WE'RE REPORTING ACCURATE DATA, MAKING SURE THAT WE'VE GOT RELIABLE DATA TO MAKE INFORMED DECISIONS.

ANY TIME YOU'VE GOT THAT MANY DISPARATE SYSTEMS TRYING TO ASCERTAIN WHICH SYSTEM IS GOING TO BE TRULY YOUR AUTHORITATIVE SYSTEM, AND WHERE WE KNOW THAT THE DATA IS CORRECT, IT BECOMES CUMBERSOME TO MAKE SURE THAT WE'RE DOING THAT.

AND SO ENSURING THAT WE'VE GOT RELIABLE DATA IS CERTAINLY A BIG ONE.

AND THEN FINALLY, I THINK JOHNNIE MADE ME PUT THESE LAST THREE ON HERE.

FINANCIAL CONSTRAINTS.

NO FINANCIAL CONSTRAINTS.

YOU KNOW, WHEN YOU'VE GOT INEFFICIENCIES, A LOT OF TIMES INEFFICIENCIES COST MONEY.

IT MEANS THAT WE'VE GONE OUT AND WE'VE HAD TO PURCHASE REDUNDANT APPLICATIONS AND THINGS THAT WE SHOULD HAVE BEEN ABLE TO ACCOMPLISH WITH ONE PRIMARY SYSTEM.

SO THESE WERE SOME OF THE PRIMARY DRIVERS AS WE LOOKED AT THESE ASSESSMENTS AND TRYING TO UNDERSTAND WHAT'S GOING TO BE OUR BEST MOVE GOING FORWARD.

AND SO ONE OF OUR PRIMARY EXISTING SYSTEMS THAT WE'VE GOT TODAY IS THROUGH AN ORGANIZATION, FRONTLINE EDUCATION.

THEY ARE A PROVIDER OF OUR ENTERPRISE RESOURCE PLANNING SYSTEMS, ALSO KNOWN AS ERP.

AND THEN OUR STUDENT INFORMATION SYSTEMS. AS YOU CAN SEE, THEY'VE BEEN IN THE BUSINESS OF SERVING K-12 CUSTOMERS FOR SEVERAL DECADES.

BY AND LARGE, THEY'VE BEEN A PARTNER WITH PLANO ISD FOR QUITE A WHILE SINCE THE EARLY 2000S.

AND I WOULD PROBABLY SAY, AS YOU SEE, THERE ARE VERY ESTABLISHED COMPANY, BUT A LOT OF THAT IS REALLY, YOU KNOW, ON THE FOUNDATION OF WHAT THEY CREATED HERE WITH PLANO ISD. AND SO I WOULD I WOULD SAY WE'VE BEEN INSTRUMENTAL IN HELPING THEM TO GROW THEIR BUSINESS THROUGHOUT THE STATE OF TEXAS.

TWITCH. AT THE SAME TIME, I WOULD ALSO THINK THAT THAT WOULD ALLOW US SOME ADDITIONAL COURTESIES AS WE LOOK AT THE SERVICES AND SUPPORTS THAT WE RECEIVE.

BUT THEY HAVE CERTAINLY BEEN A PART OF WHAT WE WERE DOING.

AND SO BECAUSE WE'VE HAD THAT PARTNERSHIP WITH THEM, THE FIRST PORTION OF THAT ASSESSMENT WAS TO LET'S GO BACK AND EVALUATE AND TO SEE WHERE WE ARE.

ARE THERE JUST SOME THINGS THAT WE MAYBE WE TRIED ONCE BEFORE AND IT DIDN'T WORK AND MAYBE THEY HAVE IMPROVED UPON IT AND WE CAN GO THROUGH AND SEE IF WE CAN TRY TO IMPLEMENT THAT NOW. AND SO WE SPENT MOST OF THAT FIRST YEAR TRYING TO SEE IF WE COULD GO BACK AND GAIN THOSE EFFICIENCIES AND PARTNER WITH THEM.

AS YOU TALK ABOUT ENTERPRISE APPLICATIONS, THESE ARE GOING TO BE THE PRIMARY AREAS THAT THEY'RE GOING TO AFFECT, OBVIOUSLY, AND ERP SYSTEM IS GOING TO AFFECT HOW YOU MANAGE YOUR FINANCES. EVERYTHING FROM THE ACCOUNTING, BUDGETING, PROCUREMENT, HOW WE MAKE OUR FINANCIAL DECISIONS AND FORECASTING IS ALL GOING TO BE PREDICATED ON AN EFFECTIVE SYSTEM TO HELP US MANAGE THAT.

OUR HUMAN CAPITAL IS ANOTHER BIG ONE, MANAGING EVERYTHING ABOUT OUR EMPLOYEES FROM HIGHER TO RETIRE, OUR PERFORMANCE MEASURES, BENEFITS AND CERTAINLY A BIG ONE IS GOING TO BE THE PAYROLL ASPECT OF THAT AS WELL.

AND THEN FINALLY, OUR MOST IMPORTANT ASSET IS GOING TO BE OUR STUDENT INFORMATION SYSTEMS. THIS IS GOING TO BE EVERYTHING THAT WE HOUSED.

ALL THE STUDENT DATA THAT WE HOUSED ABOUT OUR STUDENTS WITHIN THE DISTRICT IS GOING TO BE MAINTAINED IN THESE.

AND RIGHT NOW, ALL OF THESE ARE BEING PRESENTED OR SERVED UP BY THE FRONT LINE EDUCATION SYSTEMS THAT WE HAVE IN PLACE.

SO AS WE COME BACK AND WE LOOK AT THESE SOLUTIONS, WE BASICALLY I TRIED TO NARROW DOWN, YOU KNOW, WHAT ARE OUR BIG FOCUS AREAS THAT ARE CREATING PROBLEMS FOR US.

AND I WAS ABLE TO DO THAT AND PROBABLY IN THREE, I WOULD CALL IT THREE MAJOR BUCKETS.

THE FIRST ONE IS IT'S REALLY BEEN AN INCOMPLETE SOLUTION FOR US OVER THE YEARS.

AND WHAT I MEAN BY THAT IS IT'S BEEN FRONTLINE EDUCATION PLUS THESE OTHER POINT SOLUTIONS THAT WE'VE HAD TO PUT IN PLACE TO GET OUR MISSION ACCOMPLISHED OR TO HELP US TO GET OUR OBJECTIVES ACHIEVED.

AND THAT'S NOT TO SAY THAT IN SOME OF THESE SITUATIONS, YOU KNOW, WE WHEN YOU LOOK IN THE MIDDLE OF THE PAGE HERE AND WE'VE GOT SOME OF THESE OTHER VENDORS THAT ARE THAT ARE AT PLAY HERE, THESE ARE GOING TO BE WHAT ARE KIND OF BEST OF BREED KIND OF SOLUTIONS THAT ARE OUT THERE.

AND SO CERTAINLY THEY'RE GOING TO BE BETTER AT WHAT THEY DO BECAUSE THOSE ARE POINT SOLUTIONS.

HOWEVER, AN IDEAL SITUATION WOULD BE FOR US TO HAVE A COMPREHENSIVE ERP AND STUDENT INFORMATION SYSTEM THAT WOULD NOT WOULD NOT FORCE US TO HAVE TO GO OUTSIDE OF THE BOUNDARIES OF THAT TO ACTUALLY GET THE JOB DONE.

AND AGAIN, ONCE YOU BEGIN TO ADD THAT UP, THE COSTS BECOME ANOTHER ISSUE AS WELL, BECAUSE WE'RE PAYING MORE TO DO THE SAME THING.

SO EVERYONE HAS BEEN KIND OF AN INCOMPLETE SOLUTION.

NUMBER TWO, OUR SUPPORT MECHANISM HAS BEEN AN ISSUE AS WELL, FINDING AND KEEPING ADEQUATE DOCUMENTATION

[01:15:07]

GETTING OUR SUPPORT REQUESTS RESOLVED IN A TIMELY MANNER HAS BEEN AN ISSUE FOR US OVER RECENT YEARS, HAVING A PREDICTABLE RELEASE SCHEDULE.

SO WE KNOW WHEN ENHANCEMENTS ARE GOING TO COME OUT OR ENHANCEMENTS THAT WE'VE SUBMITTED.

KNOWING WHEN WE'RE GOING TO HAVE THOSE AS PART OF THE PRODUCTION SYSTEM HAS BEEN A PROBLEM AS WELL.

SOME OF THE APPLICATIONS THAT THEY DO PROVIDE OF JUST NOT BEING ABLE TO MEET OUR BUSINESS REQUIREMENTS THE WAY THAT WE DO BUSINESS HERE IN PLANO, THEY JUST HAVE NOT BEEN ABLE TO MEET THAT NEED AND IMPROVED REPORTING AND DASHBOARDS IS ANOTHER BIG ONE.

JUST HAVING THAT CAPABILITY THAT WHEN YOU LOG INTO THAT SYSTEM, HAVING THE MOST IMPORTANT THINGS THAT NEED ATTENTION POP UP FOR YOU AT A GLANCE WHEN YOU FIRST GO INTO IT. AND THEN THE ABILITY TO CUSTOMIZE ITS HAS BEEN RIGID AND INFLEXIBLE.

SO WHEN WE'VE NEEDED TO ADD ADDITIONAL FUNCTIONALITY, THAT'S NOT SOMETHING THAT'S EASY TO DO.

AND SO WE NEED THAT FLEXIBILITY IN OUR SYSTEMS. AND THEN FINALLY, THERE'S.

THERE'S JUST THE. THE MONEY END OF THINGS.

WHEN WE LOOK AT THIS FOR WE'RE PAYING WHAT WHAT MANY WOULD CONSIDER A PREMIUM COSTS FOR THE ANNUAL MAINTENANCE AND SUPPORT FOR OUR EXISTING ERP AND STUDENT INFORMATION SYSTEMS. ON TOP OF THAT, WE'RE ADDING IN THE COST OF THIRD PARTY SOLUTIONS.

THERE'S THE FUNCTIONALITY WHERE WE'VE HAD TO GO OUTSIDE OF THAT SYSTEM TO CREATE WORKAROUNDS.

IN MANY CASES, THOSE BECOME MANUAL PROCESSES AND THOSE HAVE A COST AS WELL WHEN WE'RE TALKING ABOUT MAN HOURS AND MANPOWER TO GO OUT AND DO THOSE THINGS. ALTHOUGH MAYBE WE KIND OF SEE THAT JUST WITH OUR CURRENT FINANCIAL CONDITION, THAT'S GOING TO BE SOMETHING THAT'S JUST UNSUSTAINABLE FOR US TO BE ABLE TO MAINTAIN. AND SO WE BELIEVE THE RIGHT SOLUTION FOR THAT IS TO GO OUT AND FIND A SYSTEM, ERP AND SIS THAT IS MORE THAN CAPABLE OF MEETING THE OPERATIONAL INSTRUCTIONAL NEEDS OF OUR ORGANIZATION.

AND HOPEFULLY AT THE SAME TIME WE'LL GAIN SOME EFFICIENCIES AND REDUCE OUR OVERALL COSTS IN TERMS OF MAINTAINING THESE SYSTEMS. AFTER MAKING THAT DECISION, WE KIND OF PUT TOGETHER A HIGH LEVEL ACTION PLAN FOR HOW WE WANTED TO GO ABOUT DOING THIS.

SOME OF THESE HAVE ALREADY BEEN COMPLETED ESTABLISHING A GUIDING COALITION.

WHAT WE HOPE TO ACHIEVE BY DOING THIS, DOING A COMPLETE ASSESSMENT BY DEPARTMENT, WHAT THEY'RE GOING TO NEED IN ORDER TO TO HAVE MORE EFFECTIVE AND EFFICIENT OPERATIONS BY DEPARTMENT.

A VISION FOR WHAT WE HOPE TO ACCOMPLISH THROUGHOUT THIS PROCESS.

BACK IN THE SPRING, WE DEVELOPED AND PUBLISHED THE REQUEST FOR PRICING TO SEE WHAT OTHER SOLUTIONS WERE OUT THERE AND WHAT KIND OF COSTS WE WOULD BE LOOKING AT FOR THAT.

RIGHT NOW. I WOULD SAY WE'RE RIGHT BETWEEN WE'VE WE'VE MADE A SELECTION FOR A SOLUTION WE BELIEVE WILL MEET THE DISTRICT'S NEEDS.

AND RIGHT NOW WE'RE IN THE PROCESS OF DEVELOPING OUR COMMUNICATION PLAN, HOW WE WILL GET THIS COMMUNICATED OUT FIRST, BEGINNING HERE WITH THE BOARD OF TRUSTEES, BUT THEN OUT TO THE CAMPUSES, ADMINISTRATORS, STAFF, STUDENTS AND THE COMMUNITY.

ONCE WE DO THAT, WE'LL CONTINUE TO DEVELOP OUT OUR TIMELINE, THINGS THAT WE CAN ACTUALLY GO TO PRODUCTION WITH AT SIX, 12 AND 18 MONTHS AND THEN FIGURE OUT HOW WE TRAIN OUR EMPLOYEES AND STAFF SO THAT THEY'RE PREPARED TO USE THESE SOLUTIONS AND WHAT KIND OF REGULAR PROCESSES AND COMPLIANCES OR HOW DO WE BECOME MORE EFFECTIVE IN HOW WE'RE CONDUCTING OPERATIONS.

SO AFTER GOING THROUGH THE PROCESS OF SUBMITTING AN RFP AND DOING AN EVALUATION OF SYSTEMS RESPONSES THAT WE GOT BACK, ULTIMATELY THE COMMITTEE CAME BACK AND SELECTED POWER SCHOOL AS THE NEW ERP AND STUDENT INFORMATION SYSTEM.

THEIR EFINANCE PLUS SOLUTION THAT THEY'RE BRINGING TO THE TABLE WILL TAKE CARE OF OUR FINANCE, HR AND PAYROLL NEEDS THROUGHOUT THE DISTRICT.

AND THEN THEIR POWER SCHOOL SYSTEM IS GOING TO HANDLE ALL OF OUR STUDENT INFORMATION DATA THAT'S OUT THERE.

THE GRAPHIC TO THE RIGHT IS JUST REALLY KIND OF DEMONSTRATING THE FRAMEWORK THAT THEY'VE PUT IN PLACE, THE TOOLS AND SOLUTIONS THAT THEY HAVE AVAILABLE TO THEM.

IT'S NOT NECESSARILY THAT WE'RE GOING TO IMPLEMENT EVERY ASPECT OF WHAT THEY'RE DOING, BUT IT IS NICE TO KNOW THAT THEY'VE GOT A COMPREHENSIVE SET OF TOOLS THAT AS OUR NEEDS ARISE, WE CAN KIND OF EASILY COME IN AND PLUG AND PLAY AND ADD TO OUR CAPABILITIES PRETTY MUCH IN AN INSTANCE, SOME OF THE BENEFITS THAT WE'RE HOPING TO ACHIEVE BY MOVING TO THIS SOLUTION.

CERTAINLY GAINING SOME OPERATIONAL EFFICIENCIES, MOVING TO A POINT WHERE WE CAN WORK SMARTER AND NOT HARDER.

[01:20:05]

CERTAINLY LOOKING AT IT, YOU KNOW, WE DON'T HAVE 8 TO 10 DIFFERENT PLACES THAT WE'RE TELLING STAFF, YOU KNOW, GO HERE TO DO THIS PIECE OF GO OVER HERE TO DO THIS ONE.

AND WE KIND OF GIVE THEM ONE PLACE TO GO AND ACTUALLY CONDUCT ALL OF THEIR BUSINESS.

WE ALSO BELIEVE THAT WILL LEAD TO IMPROVED SECURITY, PRODUCTIVITY AND CERTAINLY GIVING US BETTER REPORTING AND ANALYTICS THAT WE CAN USE TO MAKE DATA DRIVEN DECISIONS. NOW, THIS TIMELINE IS KIND OF A JUST A HIGH LEVEL TO GIVE YOU AN IDEA.

WE WILL COME BACK AND FURTHER REFINE THIS TIMELINE AFTER WE HAVE OUR INITIAL KICKOFF MEETING AND WE START DOING WHAT WE CALL SOME STRATEGY WORKSHOPS WITH EVERY DEPARTMENT, UNDERSTAND WHAT THE BUSINESS REQUIREMENTS ARE WITH THE BUSINESS PROCESSES ARE, AND THEN FIGURE OUT EXACTLY WHEN WE CAN ACTUALLY BRING CERTAIN ASPECTS TO PRODUCTION.

BUT RIGHT NOW, AT A HIGH LEVEL, OUR GOAL IS TO HAVE THE KICKOFF STARTING IN SEPTEMBER.

THERE ARE SOME ASPECTS OF APPLICATION APPLICANT TRACKING AND HR PROCESSES THAT COULD BE BROUGHT ON IN EARLY SPRING.

OUR GOAL IS TO HAVE THE STUDENT INFORMATION SYSTEM GO LIVE IN JULY OF 2023 WITH THE REMAINDER OF THE FINANCE AND HR TEAMS GOING LIVE SIX MONTHS AFTER THAT, AROUND JANUARY OF 24.

AND BY THAT, WE BELIEVE THAT, YOU KNOW, IMPLEMENTING A NEW SYSTEM LIKE THIS AND LOOKING AT WAYS THAT WE MAY BE ABLE TO CONSOLIDATE SOME OF THE THIRD PARTY APPLICATIONS THAT WE HAVE, WE BELIEVE THAT IS IN ALIGNMENT WITH OUR VISION AND OUR STRATEGIC GOALS FOR THE DISTRICT.

WE BELIEVE THAT MAKES US GOOD STEWARDS OF THE RESOURCES THAT WE HAVE AVAILABLE TO US AND THAT WE'LL BE ABLE TO CREATE SOME EFFICIENCIES ALONG THE WAY.

AND SO THAT WILL BE A HUGE UNDERTAKING FOR THE DISTRICT.

OBVIOUSLY, ANY TIME YOU'RE LOOKING AT THAT, THERE'S A TRAINING JUST IN TIME TRAINING.

THERE'S THE CHANGES IN BUSINESS PROCESSES AND OPERATIONS.

THAT'S CERTAINLY GOING TO BE SOMETHING THAT AFFECTS ALL OF OUR USERS.

BUT WE'RE GOING TO MAKE SURE WE TAKE THE TIME TO COMMUNICATE, TRAIN AND MAKE SURE THAT THEY'RE PREPARED TO MEET THAT CHALLENGE.

AND SO WITH THAT, I KNOW THAT THAT'S A LOT OF INFORMATION AND A LOT OF IT IS STILL AT A HIGH LEVEL.

BUT I WOULD CERTAINLY LOVE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

THANKS, PATRICK. QUESTIONS YOU ALL.

I WAS CURIOUS IN YOUR DILIGENCE PROCESS, EITHER YOU OR THE COMMITTEE, IF YOU ALL TALK TO OTHER DISTRICTS THAT ARE USING THIS, EITHER IN THE STATE OF TEXAS OR OTHER STATES, AND A ASKED WHAT THEIR SATISFACTION WITH IT IS.

AND THEN B, THROUGHOUT THIS PRETTY LENGTHY IMPLEMENTATION PROCESS, IF THOSE OTHER DISTRICTS WOULD HAVE DONE SOMETHING DIFFERENTLY, OR DID THEY HAVE ANY ADVICE AND SAY, DON'T DO IT THE WAY WE DID IT, MAYBE CONSIDER THIS FIRST, I'M JUST JUST A LITTLE BIT MORE ABOUT THE DILIGENCE BEHIND THE CHOICE AND THE IMPLEMENTATION.

ABSOLUTELY. AND I THINK THAT'S A GREAT QUESTION.

WE DID REACH OUT TO SEVERAL DISTRICTS THAT ARE USING BOTH THE ERP PORTION OF THIS, AS WELL AS THE STUDENT INFORMATION SYSTEM.

THOSE DISTRICTS WERE CERTAINLY LARGER THAN WHAT PLANO ISD IS.

WE SPOKE WITH CYPRESS FAIRBANKS DOWN IN THE HOUSTON AREA.

THEY ARE OPERATING WITH THE ERP SOLUTION.

JOHNNY AND HIS TEAM AS WELL AS MY STAFF, WE SPOKE WITH THEM AT LENGTH.

THEY SEEM TO BE VERY PLEASED WITH IT AND SUGGEST THAT THE SUPPORT IS VERY RESPONSIVE AND THEY'RE ABLE TO GET THE THINGS THAT THEY NEED FROM IT.

AND IN DALLAS, ISD IS ALSO USING THE STUDENT INFORMATION SYSTEM PORTION OF IT.

SO AGAIN, MORE THAN TWICE THE SIZE OF PLANO ISD, THEY'VE BEEN WITH THE SOLUTION, I THINK A LITTLE OVER FIVE YEARS, AND THEY'VE BEEN EXTREMELY PLEASED WITH THE RESULTS THAT THEY'VE HAD WITH IT AS WELL.

AND THEN A COUPLE OF OTHER DISTRICTS THAT ARE USING SOME OF THE AIR FEATURES, AGAIN, WE'VE GOTTEN VERY POSITIVE RESULTS OR SHOULD I SAY RESPONSES FROM SOME OF THE DISTRICTS THAT ARE USING THIS IN PRODUCTION TODAY.

I HAVE A QUESTION, IF I COULD.

IT'S MY MAN. I'M NOT CLOSE ENOUGH.

I GUESS WITH POWER SCHOOL, WE'LL PROBABLY NOT HAVE TO USE [INAUDIBLE].

WE'LL STILL HAVE A DATA DASHBOARD.

SO WITH THE [INAUDIBLE] PIECE OF IT, THAT'LL BE SOMETHING THAT WE LOOK AT OVER TIME.

THAT'S NOT THE IMMEDIATE GOAL TO SAY THAT THAT GOES AWAY.

HOWEVER, ONE OF THE GREAT THINGS ABOUT THE TOOL THAT WE'RE SELECTING, IT DOES COME AS PART OF THIS PACKAGE THAT WE'RE PURCHASING.

[01:25:02]

AND SO THAT'S A GREAT THING TO HAVE THAT DATA ALL IN ONE LOCATION, BUT IT GIVES US A LOT OF FLEXIBILITY TO BE ABLE TO CREATE CUSTOM REPORTS, BUT IT ALSO EMPOWERS THE END USER.

THEY DON'T HAVE TO COME TO IT AND SAY, HEY, WE NEED REPORTS ABOUT THIS AND THAT.

IT'S ACTUALLY FRIENDLY ENOUGH THAT THEY CAN GET IN AND RUN SOME QUERIES, OR WE CAN CERTAINLY HELP THAT PROCESS ALONG BY CREATING SOME CANNED REPORTS UP FRONT.

SO WHEN WE MIGRATE, IF WE MIGRATE, I SHOULD SAY, TO POWER SCHOOL, HOW MUCH HISTORICAL DATA CAN WE IMPORT? SO WE'RE REQUIRED IN SOME ASPECTS FOR AUDIT PURPOSES, ESPECIALLY ON THE STUDENT SIDE, TO HAVE AT LEAST FIVE YEARS OF DATA.

BUT WE'RE GOING TO ATTEMPT TO GO BACK MUCH FARTHER THAN THAT TO BRING OVER AS MUCH DATA.

SOME DEPARTMENTS DON'T FEEL LIKE THEY NEED AS MUCH HISTORICAL DATA, AND SO WE'LL BRING OVER WHAT THEY NEED, BUT CERTAINLY WE'LL BRING OVER WHAT'S REQUIRED FOR COMPLIANCE AND FOR AUDITING PURPOSES.

OKAY. AND SOMEBODY MENTIONED EARLIER, I THINK YOU DID, ABOUT THE REPORTING TO THE STATE, THE TEA, ALMOST ON A DAILY BASIS.

I JUST WILL POINT OUT THAT'S PROBABLY WHAT WE WOULD CONSIDER AN UNFUNDED MANDATE.

BUT YOU'RE GIGGLING.

BUT IT IT SEEMS TO ME THAT THE PURCHASE OF THIS SUITE OF SOFTWARE WOULD HELP US REDUCE THE COST FOR THAT.

IT ABSOLUTELY WOULD.

AND IT WOULD CERTAINLY CONSOLIDATE OR COLLAPSE ALL OF THESE DIFFERENT DATA REPOSITORIES THAT WE'VE GOT OUT THERE, BECAUSE THAT'S WHERE SOME OF THE COMPLEXITIES COME IN AND THAT'S WHERE YOU OPEN THE DOOR FOR ERROR OR BAD DATA WHEN WE'RE COLLECTING DATA FROM THAT MANY DIFFERENT SOURCES, BUT HAVING ONE SYSTEM THAT STANDS AS YOUR AUTHORITATIVE DATA AND THEN WE'RE REPORTING BASED OFF OF THAT, WE KNOW THAT THE DATA IS GOING TO BE CLEAN AND THAT IN THAT SYSTEM.

SO THAT'S THE BEST WAY TO GO ABOUT DOING IT.

OKAY. AND MY LAST ONE IS ABOUT THE 504 PROCESS, I PRESUME, THAT'S BUILT INTO THEIR STUDENT INFORMATION SYSTEM AND THAT WE'LL BE ABLE TO HAVE STUDENTS DATA FOLLOW THEM FROM ELEMENTARY TO MIDDLE TO SECONDARY.

SO THOSE THOSE FEATURES, THOSE ARE ALL GOING TO BE THINGS THAT AS A MATTER OF FACT, WE HAD CONVERSATIONS WITH THEM AROUND TODAY LOOKING AT THE FEATURE SET.

AND SO ONE OF THE THINGS THAT THEY'RE DOING IS I THINK THEY'RE GOING TO DO A GOOD JOB OF WHEN WE HAVE OUR WORKSHOP STRATEGIES, UNDERSTANDING WHAT OUR DATA NEEDS ARE, AND HAVING THAT CAPABILITY TO CUSTOMIZE THAT TOOLSET TO ACCOMMODATE WHATEVER DATA WE WANT TO INGEST INTO THE SYSTEM, THEY CAN HELP US BUILD IT OUT.

ALL RIGHT. THANK YOU. SORRY FOR SO MANY QUESTIONS THAT JUST KIND OF CAME UP.

I READ THIS BEFORE, BUT THEY THEY CAME UP BECAUSE WE'RE DISCUSSING THIS ALL OF THIS TONIGHT.

BUT THANK YOU FOR THAT REPORT.

ALL RIGHT. SO, LOVE, ANYTHING THAT MINIMIZES RISK IN TERMS OF DATA, JUST THE THREAT ENVIRONMENT IS NOT GREAT FOR SCHOOLS.

IT'S NOT GREAT FOR HOSPITALS.

AND SO THIS WOULD OBVIOUSLY COLLAPSE IN A LOT OF OTHER DATA POINTS INTO ONE GROUP.

THIS PARTICULAR ONE, I'M GOING TO ASSUME, DOES HAVE THE MULTIFACTOR AUTHENTICATION THE WAY THAT WE'VE STARTED TO IMPLEMENT NOW.

YES, IT DOES.

AND CERTAINLY ONE OF OUR REQUIREMENTS, AS WE LOOKED AT THAT SOLUTION WAS TO LOOK AT CLOUD BASED SOLUTIONS AS WELL, BUT CERTAINLY MAKING SURE THAT THE SECURITY BOTH WHERE THEY'RE HOUSING OUR DATA AS WELL AS HOW WE ACCESS THAT DATA MEETS THE HIGHEST STANDARDS FOR SECURITY.

AWESOME. AND IN TERMS OF DATA TRANSFER OR MIGRATION, IS THAT SOMETHING THAT, YOU KNOW, IF YOU'RE IF A LOT OF DISTRICTS HAVE BECOME DISENCHANTED WITH THEIR STUDENT INFORMATION SYSTEMS, THIS IS A COMPANY IT SOUNDS LIKE MANY HAVE STARTED TO GRAVITATE TOWARDS.

DO THEY FIND IT EASIER OR DO YOU FEEL IT'S PRETTY STREAMLINED AND THAT WE'RE GOING TO HAVE A GOOD PROCESS MIGRATING THAT DATA? OR IS THERE POSSIBLY HAVE THEY HAD ISSUES WITH THE PARTICULAR SYSTEM THAT WE'RE LOOKING AT LEAVING? PROBABLY NOT AS MUCH EXPERIENCE WITH THE SYSTEM THAT WE'RE ON RIGHT NOW.

AND DURING THAT MIGRATION, HOWEVER, ONE OF THE THINGS THAT WE DID AS PART OF THIS PROCESS WAS TO ALSO BRING IN A THIRD PARTY COMPANY TO HELP US TO MANAGE THIS PROJECT ALONG THE WAY.

ONE OF THE COMPANY THAT WE ENDED UP CHOOSING FOR THAT ACTUALLY DID THE IMPLEMENTATION THAT CYPRESS FAIRBANKS AS WELL AS THE IMPLEMENTATION AT HOUSTON ISD.

SO THEY'VE GOT SOME EXPERIENCE WORKING WITH THIS COMPANY AND DOING JUST THIS TYPE OF IMPLEMENTATION AS WELL.

[01:30:01]

THAT'S GREAT. THANK YOU.

MY QUESTION IS FOR THE CLASSROOM TEACHER.

WHAT'S THE ANTICIPATION OF THEIR NEEDS FOR TRAINING? WHAT'S THE TIMELINE OF BEING ABLE TO BE COMPETENT ON THIS PROGRAM SO THEY CAN EXPERIENCE THE EFFICIENCIES THAT THIS PROMISES? ABSOLUTELY. SO AS WE GO THROUGH THE PROCESS AND WE ESTABLISH WHAT OUR TIMELINES ARE, WE WILL HAVE SYSTEMS AVAILABLE LONG PRIOR TO ACTUALLY GOING LIVE WITH THE SOLUTION IN THE SUMMER THAT GIVES US SOME OPPORTUNITY TO DEVELOP OUR TRAINING AROUND IT.

BUT IN ADDITION TO THAT, PRIOR SCHOOL IS BRINGING AN ENTIRE LIBRARY OF TRAINING, MATERIALS AND TOOLS THAT WE CAN BEGIN TO ACCESS ALMOST IMMEDIATELY.

SO WE'LL LOOK TO THAT AS SOME OF THAT WILL BE COMMUNICATED AS PART OF OUR MARKETING AND COMMUNICATIONS STRATEGY.

BUT THEN WE WILL DEVELOP A TRAIN TO TRAIN THE MODELS AS WELL TO MAKE SURE THAT WE'VE GOT PEOPLE AT THE CAMPUSES THAT CAN KIND OF HELP WITH THE PROCESS.

BUT WE WILL HAVE TIME LONG BEFORE THE SOLUTION GOES LIVE TO PROVIDE TRAINING FOR OUR TEACHERS IN THE CLASSROOM.

SO PATRICK, I'D SAY REGARDING THE CUSTOMIZATION, WE LITERALLY JUST GOT FIXED THE 504 DATA ISSUE, SO LET'S NOT WRECK THAT ONE.

OKAY. THE IS IS THE SOFTWARE LIKE THE ERP SOFTWARE AND THE SIS SOFTWARE TWO SPECIFIC ACQUISITIONS THAT ARE ONE SIZE FITS ALL.

THAT'S ALL YOU GET OR ARE THEY MENU STYLE WITH EVEN WITHIN THOSE PROGRAMS, THEY WOULD BE MENU STYLE WITHIN IN THOSE PROGRAMS. SO WE'RE NOT BUNDLING EVERYTHING THAT THEY HAVE TO OFFER AND SAY, YOU KNOW, GIVE US GIVE US YOUR WHOLE LIBRARY OF APPLICATIONS TO USE. WE'RE GOING TO START WITH A FOUNDATIONAL SET THAT WILL ALLOW US TO EASILY TRANSITION OVER AND MAINTAIN OUR BUSINESS OPERATIONS.

AND THEN AFTER EVERYBODY'S KIND OF COMFORTABLE WITH THAT AND WE'RE UP AND RUNNING, LOOK AT HOW WE CAN INTEGRATE SOME OF THOSE ADDITIONAL SOLUTIONS AND THEN HOPEFULLY DECOMMISSION SOME OF THE THIRD PARTY APPLICATIONS THAT WE'RE USING RIGHT NOW.

SO I THINK TO NANCY'S POINT WITH LIKE, FOR EXAMPLE, DATA ANALYSIS SOFTWARE, WE CAN DO COMPARISON OF THE TWO.

WE'RE NOT JUST GOING TO GET RID OF ONE, RIGHT? AND WE'LL HAVE TO BUY THEIRS.

OKAY. ESSENTIALLY, WE'LL BE MAINTAINING TWO SYSTEMS FOR A LITTLE WHILE UNTIL WE GET EVERYTHING COMFORTABLY OVER.

AND SO IT'S CERTAINLY NOT GOING TO BE CONVERTED OVER.

AND WE LEAVE ON FRIDAY AND THEN COME BACK ON MONDAY.

WE'RE GOING TO BE ON THE NEW ONE.

SO HERE'S THE $60,000 QUESTION.

RIGHT. AND FULLY REALIZING ITS MENU STYLE.

AND THAT ALL HAS DIFFERENT COSTS.

BUT HAVE YOU BACK IN THE ENVELOPE? GUESS HOW MUCH WE'RE GOING TO SAVE BY DOING THIS? THAT'S A GOOD QUESTION.

THAT'S WHY IT'S THE $60,000 ONE.

IT DEPENDS ON HOW QUICKLY WE CAN LOOK AT COLLAPSING APPLICATIONS, BECAUSE THAT'S REALLY WHERE YOUR COST SAVINGS ARE GOING TO COME IN.

BUT IF WE JUST LOOK AT THIS FROM A APPLES TO APPLES COMPARISON, COMPARING WHAT WE HAVE RIGHT NOW VERSUS WHAT THIS SOLUTION IS GOING TO COST US OVER THE NEXT FIVE YEARS, I WOULD SAY WE PROBABLY STAND TO SAVE.

ABOUT 300,000 ANNUALLY.

FROM THAT STANDPOINT.

AND AGAIN, THAT'S JUST COMPARING APPLES TO APPLES.

SO ONE GOOD THING TO THAT YOU MIGHT MENTION IS THAT WE'VE PUT THIS IN OUR UPCOMING BOND, THE PROPOSAL FOR FIVE YEARS, EXCUSE ME, ONCE WE TRANSFER OVER COMPLETELY TO THE SYSTEM, WE'D ACTUALLY BE SAVING THAT ENTIRE COST OF WHAT WE WERE PAYING AT OUR GENERAL OPERATING FUND, WHICH IS, OF COURSE, WE'RE SAVING 37% ON RECAPTURE OUT OF THAT ENTIRE AMOUNT.

YES. SO CURRENTLY WE'RE PAYING THAT OUT OF M&O? WE ARE. WE'RE MIGRATING THAT OVER TO OUR FINANCE.

YEAH. OKAY. AWESOME.

I THINK THAT WAS ALL I HAD.

I HAVE A QUESTION. PATRICK, DO PARENTS NEED TO SEND UP FOR A NEW ACCOUNT FOR PARENT PORTAL? BECAUSE AS A PARENT, A LOT OF KIDS ARE I THINK OUR KIDS GROW UP WITH THE PARENT PORTAL.

SO I'M JUST WONDERING, YOU KNOW, THE USER INTERFACE WILL BE THAT TOTALLY NEW.

LIKE, DO PARENTS NEED TO OPEN A NEW ACCOUNT AND NEW PASSWORD AND EVERYTHING THAT MORE THAN LIKELY THEY WILL HAVE TO REGISTER FOR A NEW ACCOUNT SO THAT WE CAN LINK THAT ACCOUNT TO THEIR STUDENT DATA IN THE SYSTEM.

HOW QUICKLY WE WILL, YOU KNOW, MOVE AWAY FROM PARENT PORTAL? I DON'T HAVE A TIMELINE FOR THAT JUST YET.

[01:35:01]

BUT I WOULD SAY SOME OF THE MAIN THINGS UP FRONT OR RIGHT AWAY THAT WE WOULD START TAKING ADVANTAGE OF WOULD BE LIKE STUDENT ENROLLMENT AND REGISTRATION TRANSFER PROCESSES.

THOSE THINGS WOULD WOULD BE PART OF THE INITIAL IMPLEMENTATION THAT WE WOULD TRY TO TAKE ADVANTAGE OF.

THE REASON WHY IT WOULD PROBABLY TAKE A LITTLE BIT LONGER FOR SOME OF THE PARENT PORTAL THINGS IS WE HAVE OUR FEE STRUCTURES ALL TIED IN THAT.

AND SO WE HAVE TO LOOK AT HOW WE MIGRATE THOSE THINGS OVER TO THE POWER SCHOOL PORTION OF IT.

BUT FOR FEES AND BUT EVERYTHING ELSE, HAVING A PARENT PORTAL TO ACTUALLY GO IN AND VIEW GRADES, ALL OF THAT WOULD BE PART OF DAY ONE ONCE WE DO THE CUT OVER.

OKAY. THANK YOU. SO, NANCY, JUST NEVER SAY.

I THINK WE NEED TO REITERATE THIS POINT.

I THINK, JOHNNY, WHEN YOU'RE THINKING ABOUT THIS IN TERMS OF COST SAVINGS AND PATRICK, YOU AS WELL.

SHIFTING COSTS FROM M&O TO INS IS MORE THAN JUST SHIFTING DOLLAR FOR DOLLAR SAVINGS.

I MEAN, WE SAVE ON THE RECAPTURE DOLLAR, BUT WE ACTUALLY FREE UP MORE DOLLARS IN M&O TO SPEND ON OTHER THINGS LIKE CLASSROOM TEACHERS.

SO WHEN WE WHEN WE LOOK WHEN WE GO FORWARD AND WE TALK ABOUT COST SAVINGS, LET'S MAKE SURE WE DISTINGUISH BETWEEN THOSE TWO ITEMS. ABSOLUTELY. ALL RIGHT.

THANKS, GANG. THANK YOU, PATRICK.

SO THAT WAS A REPORT.

SO NO ACTION NECESSARY FOR THE BOARD.

AND SO WE WILL MOVE ON TO OUR NEXT REPORT FROM DR.

COURTNEY GOBER AND TEAM STUDENT AND FAMILY AND COMMUNITY SERVICES UPDATE.

THANK YOU, PRESIDENT STALEY, DR.

WILLIAMS AND OUR GOOD BOARD MEMBERS, I'M PROUD TO PRESENT AN UPDATE FROM THE STUDENT FAMILY COMMUNITY SERVICES TEAM.

AND I HAVE WITH ME THIS EVENING TWO OF OUR DIRECTORS, JANA SANDER, DIRECTOR FOR STUDENT MANAGEMENT, AND KARINA TROTTER, OUR DIRECTOR FOR THE WELCOMING ENROLLMENT CENTER. AND THEY'LL BE HELPING ME OUT WITH SOME OF THESE SLIDES.

SO I'VE GONE OVER THIS TYPE OF SLIDE IN THE PAST.

JUST TO REMIND YOU, THOUGH, IN OUR UMBRELLA, WE SERVE ALL THINGS STUDENT SERVICES IN TERMS OF ENROLLMENT TRANSFERS, STUDENT MANAGEMENT, ATTENDANCE, TEEN PARENTING AND ALL OF THAT.

OUR COMMUNITY AND SOCIAL SERVICES ARE OUR WRAPAROUND SERVICES.

WE IMPLEMENTED AND HAVE A VERY ROBUST CLOTHES CLOSET, FOOD PANTRY, HOMELESS REACH OUT EFFORTS, ENROLLMENT MOBILE AND OUR MOBILE LAB.

WE ADDED A DIVERSITY LIAISON.

I'M VERY EXCITED FOR YOU TO HEAR SOME NEWS ABOUT OUR CLINIC.

THEN WE HAVE OUR FAMILY ENGAGEMENT ACTIVITIES.

THAT'S LED BY SHARON BRADLEY, OUR PARENTING PARTNERS, ADULT EDUCATION, WHICH IS REALLY, REALLY EXPANDED AND ALL THINGS IN TERMS OF PARENT FAMILY LEARNING AND ENGAGEMENT, INCLUDING GED AND ENGLISH LANGUAGE LEARNING FOR ADULTS. HEALTH AND WELLNESS.

YOU HEAR A LOT ABOUT OUR OUR UPGRADED CLINIC AND SOME OF THE THINGS THAT WE CAN NOW DO IN OUR CLINIC.

I'M VERY EXCITED FOR YOU TO HEAR THAT AND SOME OF OUR INITIATIVES IN THE CHILD CARE SERVICES AREA.

AND I THINK I'LL START WITH THAT.

AS YOU KNOW, LAST YEAR WE COLLAPSED OUR ECC THREE BUILDING AND I SHOULDN'T SAY BUILDING, BUT THAT PROGRAM AND NOW WE HAVE TWO VERY HIGH FUNCTIONING EMPLOYEE CHILD CARE CENTERS.

YOU SEE THE ENROLLMENTS THERE AT EMPLOYEE CHILD CARE ONE AND TWO.

BOTH, I WOULD SAY NEARLY FULL AND FULLY STAFFED AND FULLY, FULLY OPERATIONAL, DID A LOT OF RENOVATIONS, I SHOULD SAY UPGRADES.

I DON'T WANT TO CALL IT A FULL RENOVATION OVER THE SUMMER.

AND SO THE PARENTS THAT HAD TO LEAVE ECC THREE TO GO TO NUMBER ONE, VERY HAPPY.

AND AGAIN, THOSE PARENTS ARE OUR EMPLOYEES BECAUSE THIS IS THE EMPLOYEE CHILD CARE CENTER.

EMPLOYEE CHILD CARE NUMBER TWO IS DOING WELL, AS ALWAYS.

THAT'S ON THE EAST SIDE, A VERY POPULAR LOCATION AND VERY CONVENIENT FOR EVERYONE.

PASAR, I KNOW YOU'VE PROBABLY HEARD A LOT ABOUT PASAR AND THE STAFFING CONCERNS IN PARTICULAR.

JUST TO GIVE YOU AN UPDATE ON SOME OF THE INITIATIVES THAT YOU'VE DONE WITH STAFFING, WE HAVE KNOCKED ON THE DOOR OF OUR SENIOR HIGH SCHOOLS AND TRIED TO SEE WHICH OF OUR JUNIORS AND SENIORS HAVE SOME EARLY RELEASE PERIODS THAT WE COULD TAKE ADVANTAGE OF.

AND SO WE REACHED OUT TO THEM.

AND I DO MEAN THAT WE SENT INVITATIONS TO THOSE STUDENTS WHO HAVE EARLY RELEASE PERIODS AND ASKED THEM IF THEY WOULD LIKE TO WORK.

AND WE PICKED UP A GOOD BUNCH.

AND SO THAT HELPED OUT.

WE ALSO SORT OF RELOOKED AT HOW WE WERE ENGAGED IN OUR EXISTING TEACHING FORCE, ESPECIALLY AT THE ELEMENTARY SCHOOL,

[01:40:09]

BUT WE EXPLAINED TO THEM, YOU KNOW, IF YOU HAVE A KID, YOUR KID CAN ATTEND FOR FREE IF YOU WILL WORK THOSE HOURS.

AND SO WE GOT A HANDFUL OF THOSE.

AND SO WE'RE CONTINUING TO TRY INNOVATIVE THINGS TO GET OUR PSR FULLY STAFFED, BUT WE'VE MADE SOME PRETTY BIG HEADWAY.

WE WENT FROM ABOUT 40 I'M SORRY, CLOSE TO 1500 ON A WAITING LIST AND NOW WE'RE DOWN TO ABOUT 675.

SO WE'RE DOING REALLY WELL.

AND FAMILY AND SOCIAL.

OH, SORRY, I DIDN'T CLICK FAMILY AND SOCIAL SERVICES.

THIS IS THE LET ME GO BACK FOR A SECOND AND THIS IS PRIMARILY THE WORK OF STACY BURKE AND THE PSR ZONE LEADERS AND THE TWO CHILD CARE MANAGERS AND THEIR STAFFS.

I JUST WANT TO MAKE SURE I RECOGNIZE THEM.

AND SHARON BRADLEY AND WE ALL KNOW SHARON BRADLEY.

THIS IS SORT OF HER DOMAIN HERE, OUR PEEP PROGRAM, OUR PARENT EDUCATION ENGAGEMENT PROGRAM.

WE HAVE TRULY EXPANDED WHAT WE'RE DOING FOR ADULT EDUCATION.

IF YOU'RE EVER ON THE EAST SIDE IN THE EVENINGS, RIGHT ABOUT 6:00, RIGHT ABOUT NOW, THEY YOU WILL SEE THAT BIRD PARKING LOT FULL WITH CARS AND THAT IS PARENTS AND ADULTS.

AND I'M TRYING TO MAKE THAT DISTINCTION BECAUSE YOU DON'T NECESSARILY HAVE TO BE A PARENT, BUT YOU DO HAVE IF YOU'RE AN ADULT IN OUR DISTRICT, YOU CAN COME TO THE BIRD CENTER AND ENROLL IN A PLETHORA OF CLASSES.

BUT THE MOST POPULAR ARE BY FAR THE ADULT ESL AND THE ADULT GED CLASSES.

AND WE PARTNER WITH GRAYSON COUNTY COMMUNITY COLLEGE FOR THOSE ARE OTHER CLASSES THAT ARE POPULAR FOR DIFFERENT GROUPS OF PEOPLE ARE PARENT PARTNERING CLASSES. I THINK ONE OF THE MORE POPULAR CLASSES THERE ARE OUR GRANDPARENTS CLASS.

AND AS YOU KNOW, OR MAYBE I'VE HEARD, THERE'S A LOT OF MULTIGENERATIONAL HOMES AND SO GRANDPARENTS ARE PARENTING AND THOSE ARE SOME OF OUR POPULAR CLASSES AS WELL AS TECHNOLOGY CLASSES FOR PARENTS AND THINGS OF THAT NATURE.

SO THE PEAK PROGRAM IS OFF AND RUNNING.

THOSE CLASSES, MOST OF THEM ARE AT THE BIRD CENTER, AND WE'RE EXCITED ABOUT THAT.

THE DROPOUT RECOVERY EFFORTS.

I HAVE A SLIDE ON THAT AND WE'LL DO THAT ONE LAST.

OUR ATTENDANCE MANUAL.

WE ARE REDESIGNING THAT SORT OF UPDATING IT, UPGRADING IT AND OVERHAULING IT.

EVERYTHING FROM HOW CAMPUSES CAN WORK WITH STUDENTS ON MAKEUP HOURS TO HOW TO INPUT DIFFERENT THINGS AND TRYING TO GET OUR CAMPUSES TO DO MORE WITH TEAMS. AND SO WE'RE OVERHAULING THAT ATTENDANCE MANUAL THAT WILL BE READY BY THE END OF THE SCHOOL YEAR.

STUDENT AND ADULT WELLNESS.

AND THAT'S OUR PRETTY MUCH OUR SEAL TEAM, SOCIAL EMOTIONAL LEARNING TEAM.

THEY'VE DONE TONS OF THINGS WITH OUR STUDENTS.

ONE OF THE MORE POPULAR ONES IS THE UPSTANDER TRAINING THAT WE USE FOR BULLY PREVENTION.

BY THE WAY, BULLY PREVENTION MONTH IS OCTOBER, SO YOU'LL START TO SEE MORE STUFF ABOUT THAT ON CAMPUSES.

BUT THEY ALSO WORK WITH ADULTS, NOT ONLY OUR PARENTS, BUT OUR STAFF AND ONE OF THEIR NEW INITIATIVES.

I WASN'T EVEN GOING TO TALK ABOUT IT BY REAL QUICK.

ONE OF OUR NEW INITIATIVES WITH THE SEL TEAM IS THEY ARE WORKING WITH BUS DRIVERS AND THEY ARE WORKING WITH THE BUS DRIVERS TO HELP OUR STUDENTS BECAUSE THE BUS DRIVER IS THE FIRST PLANO ISD PERSON THAT KID'S GOING TO SEE FOR THEIR SCHOOL DAY, SHOWING THEM DIFFERENT WAYS TO GREET AND CHECK IN WITH KIDS, CHECK IN ON THEIR SOCIAL EMOTIONAL HEALTH AND WELL-BEING AS THAT STUDENTS GETTING ON THE BUS, RIDING THE BUS AND GETTING OFF THE BUS.

AND SO THEY HAVE A FISTFIGHT THING AND ALL THESE OTHER LITTLE CUTE THINGS.

SO THE SEL TEAM IS OFF AND RUNNING.

AND THEN OF COURSE, ONE OF OUR SORT OF OUR NEWER FLAGSHIP PROGRAMS IS THE PARK.

THAT'S OUR I'M GOING TO SAY THIS JUST TO SIMPLIFY, IS OUR INTERNAL TRUANCY COURT VERY, VERY POPULAR.

WE PRESENT THAT PROGRAM ALL OVER THE STATE AND NOW THE NATION, BECAUSE SHARON IS GOING TO BE GOING TO, I THINK, NEW MEXICO TO DO SOME PRESENTATIONS ON THAT.

SO VERY PROUD OF [INAUDIBLE] OF SCHOOL DISTRICTS FROM ALL ACROSS TEXAS HAVE COME TO SEE OUR INTERNAL TRUANCY COURT, WHICH WE CALL THE PLANO ATTENDANCE REVIEW BOARD, SO PROUD OF SHARON AND HER TEAM.

SO I SAID I WAS GOING TO END WITH THE DROPOUT STUFF.

[01:45:01]

IT'S JUST A SIMPLIFIED WAY OF SAYING NO SHOWS.

IT'S REALLY TECHNICALLY IT'S A LEVER CODE CALLED 98 AND THAT JUST SAYS THAT WE DON'T KNOW WHY THEY'RE GONE, BUT THEY'RE NOT WITH US ANYMORE.

AND SO WE'VE GOT TO FIGURE OUT WHERE THEY'RE AT, BECAUSE IF WE DON'T FIGURE OUT WHERE THEY'RE AT, THEY'RE GOING TO BE COUNTED AS A DROPOUT.

AND SO WE DR.

WILLIAMS GRACIOUSLY ACKNOWLEDGED THE VERY AGGRESSIVE EFFORTS WE'VE PUT FORTH IN THE LAST FEW YEARS TO RECOVER THESE STUDENTS.

AND WHEN I SAY RECOVER, IT DOESN'T ALWAYS MEAN A PHYSICAL STUDENT IS BACK WITH US.

IT JUST MEANS WE NOW KNOW WHERE THEY'RE AT, THAT THEY'VE MOVED OUT OF STATE, OR THAT THEY BEGAN HOME, SCHOOL OR SOMETHING, ANYTHING OTHER THAN A 98, WHICH MEANS THEY COULD END UP AS A DROPOUT.

AND SO THIS SCHOOL YEAR WE STARTED WITH OVER 1400 STUDENTS WITH LEVER CODE 98. AND AS OF TODAY, I MEAN, THIS IS HOT OFF THE PRESS.

WE'RE AT ABOUT 175 AND THAT'S DISTRICT WIDE.

SO THAT'S VERY, VERY GOOD.

AND THAT IS NO SMALL EFFORT THAT TAKES ALL OF OUR CAMPUSES CALLING FOLKS, KNOCKING ON DOORS THE HARD TO REACH FOLKS. WE HAVE A HIGHER RETIRED ADMINISTRATORS TO COME IN AND HELP US.

THEY HAVE TEAMS OF PEOPLE.

WE LITERALLY DRIVE TO THE HOMES, KNOCK ON DOORS THAT WE THOUGHT THEY LIVED AT LAST AND TALK TO NEIGHBORS.

WHERE THEY'RE AT AND WE TRACK THEM DOWN.

SO IF YOU SEE THAT, WELL, EITHER PERSONAL VEHICLE OR OLD PLANO ISD WHITE VAN, PULL UP.

YOU KNOW WHAT WE'RE THERE FOR.

SO THAT'S WHAT WE MEAN BY DROPOUT.

IT'S NOT NECESSARILY DROPOUT.

IT'S JUST WE DON'T KNOW WHERE YOU ARE AND YOU COULD COUNT AS A DROPOUT.

SO NOW I'M GOING TO ASK THAT JANICE SANDALL, TALK TO US ABOUT WHAT'S GOING ON IN STUDENT MANAGEMENT.

GOOD EVENING. AS DR. GABOR SAID, MY NAME IS JANICE SANDALL.

I'M THE DIRECTOR OF STUDENT MANAGEMENT.

THIS IS OUR SECOND YEAR AS A DEPARTMENT IN THE DISTRICT.

IF YOU THINK OUR DEPARTMENT HELPS WITH ANYTHING AND EVERYTHING UNDER THE STUDENT CODE OF CONDUCT.

SO IF YOU'VE READ IT, WE HELP SUPPORT IT IN SOME WAY.

ONE OF OUR OUR MAIN INITIATIVE, THOUGH, IS TO HELP CAMPUSES PROVIDE A SAFE AND SUPPORTIVE ENVIRONMENT SO ALL STUDENTS ARE ABLE TO ATTEND CLASS, LEARN AND BE SUCCESSFUL.

ONE OF THE WAYS WE'RE DOING THAT IS BY IMPLEMENTING PBIS EC THROUGH 12TH GRADE.

AND SO IT STARTED AS A THREE YEAR ROLLOUT PLAN, BUT WE'RE NOW DOING A FIVE YEAR ROLLOUT PLAN TO MAKE SURE THAT ALL SCHOOLS ARE ABLE TO GET THE TRAINING AND SUPPORT NEEDED TO BE ABLE TO IMPLEMENT THIS, TO IMPLEMENT PBIS FULLY.

IT'S ABOUT A FOUR YEARS THROUGH FOUNDATIONS TRAINING AND WE ARE PARTNERING WITH SAFE AND CIVIL SCHOOLS, WHICH IS THE LEADER IN PBIS ACROSS THE NATION, SORRY, NOT THE DISTRICT.

AND SO THIS YEAR WE HAVE COHORT TWO, WHICH IS IN THE SECOND YEAR AND IT CONSISTS OF 21 ELEMENTARY SCHOOLS.

AND THEN WE'RE STARTING OUR SECOND COHORT, WHICH IS ALL OF OUR MIDDLE SCHOOLS THAT ARE GOING TO GO THROUGH TOGETHER.

EVERYONE WHO'S NOT IN FOUNDATION TRAINING WILL BE GETTING SPECIFIC TRAINING.

IT'S CALLED INTERVENTIONS.

IT'S HOW TO HELP STUDENTS WHO ARE IN TIER TWO OR TIER THREE FOR BEHAVIOR.

AND THEN WE ALSO PARTNER WITH SAFE AND CIVIL.

WE HAVE SATURDAY TRAININGS WHERE ANY STAFF MEMBER IN PLANO CAN ATTEND AT THEIR VIRTUAL TRAININGS.

AND WE HAD ONE SEPTEMBER 10TH AND WE HAD OVER 100 STAFF MEMBERS ATTEND.

AND SO WE HAVE EIGHT MORE TRAININGS THAT WILL BE PROVIDING FOR THEM THROUGHOUT THE REST OF THE SCHOOL YEAR.

AND THEN I HAVE THREE AMAZING BEHAVIOR SPECIALISTS WHOSE OTHER ROLE, LIKE MAIN ROLE THAT THEY DO IS THEY GO OUT AND SUPPORT CAMPUSES WITH STUDENTS WHO ARE JUST REALLY STRUGGLING, THAT ARE TIER ONE AND TIER TWO INTERVENTIONS ARE NOT WORKING FOR THEM.

SO HOW CAN WE SUPPORT THESE STUDENTS AND THESE CAMPUSES TO KEEP THOSE KIDS IN CLASS? THANK YOU, JANA. AND NOW WE'RE GOING TO SWITCH OVER TO OUR WELCOME AND ENROLLMENT CENTER.

AND THAT'S CARINA TROTTER, OUR DIRECTOR.

GOOD EVENING, EVERYBODY.

IT'S GREAT TO SEE SO MANY FAMILIAR FACES SINCE YOU GUYS ALL CAME THROUGH.

MOST OF YOU WERE ABLE TO COME IN TO THE WELCOME AND ENROLLMENT CENTER.

AND SO TONIGHT, WE'RE JUST GOING TO SHARE WITH YOU A LITTLE BIT OF AN UPDATE FROM LAST YEAR TO THIS YEAR WHERE WE ARE WITH ALL OF OUR NUMBERS AND STARTING OFF WITH THE LEFT HAND SIDE.

YOU CAN SEE THE NUMBER OF FAMILIES AND STUDENTS THAT WE HAVE ASSISTED AT THE WELCOMING ENROLLMENT CENTER COMPARING LAST YEAR TO THE CURRENT YEAR OF TWO. I THINK THAT WAS JUST THE FIRST WEEK OF SEPTEMBER THAT WE WERE ABLE TO RUN ALL THE NUMBERS AS YOU CAN COMPARE IT.

AND THE WORD GOT AROUND THE WHOLE COMMUNITY.

A LOT OF MORE FAMILIES CAME IN THAT MONTH OF AUGUST, AS YOU CAN TELL THERE.

AND WE'RE VERY EXCITED BECAUSE WE ALL LEARNED LAST YEAR THAT WE REALLY NEED YOU TO BRING IN A FEW MORE FOLKS TO HELP US IN THIS SUMMER.

SO WE'LL TALK ABOUT THAT IN JUST A LITTLE BIT AS WELL, TOO.

WE'VE BEEN SUPER BUSY WITH THE LAST TALKS.

I BELIEVE ENROLLMENT AND TRANSFERS ARE TOP OF THE LINE WITH ALL THE QUESTIONS THAT ARE COMING THROUGH IN THE DISTRICT WEBSITE.

[01:50:03]

WE TRY TO STAY ON TOP OF THAT AS MUCH AS WE CAN SO THAT FAMILIES CAN GET IN A RESPONSE AS QUICKLY AS POSSIBLE.

KARINA, LET ME LET ME JUST INTERJECT REAL QUICK THAT LET'S TALK IS OUR DISTRICT WIDE LIST IS HERE TO HELP YOU.

IT'S OUR COMMUNICATION TOOL FOR PARENTS TO PARENTS OR ANYONE TO JUST ASK US A QUESTION AND WE GET IT ROUTED TO THE RIGHT PERSON.

SO THAT POINT NINE IS LIKE A A, SO THAT IS THERE WHEN I WANT, YOU KNOW, WHEN YOU GET OFF THE LINE AND YOU WANT TO ANSWER A QUESTION THAT THOSE PEOPLE ARE SAYING THEY HAD A GOOD EXPERIENCE AND WHO THEY TALK TO AT THE WELCOME IN ENROLLMENT CENTER.

SO SHE'S NOT GOING TO SAY ALL THAT, BUT I WANT TO MAKE SURE YOU UNDERSTAND THAT THEY'RE TREATING PEOPLE GOOD AT THE WELCOME CENTER.

GO AHEAD. THANK YOU.

AND THEN IN THE MIDDLE AREA, YOU SEE THE DISTRICT WIDE, A NUMBER OF NEW ONLINE ENROLLMENT APPLICATIONS THAT WERE RECEIVED THIS SCHOOL YEAR.

THIS IS DISTRICT WIDE.

NOT EVERYBODY THAT WAS SEEING THROUGH THE WELCOME CENTER JUST WANTED TO SHARE WITH YOU WHAT THAT NUMBER LOOKED LIKE.

DISTRICT WIDE FOUR.

AS FAR AS PRE-K ENROLLMENT, YOU CAN SEE WE'RE UP TO 1200 ENROLLED PRE CARES RIGHT NOW.

WE'RE CURRENTLY WORKING WITH MR. JOHNNY HILL AND OUR HR DEPARTMENT AS WELL TO WE HAVE TAKEN ON THE ENROLLMENT FOR PRE-K STUDENTS AND WE'RE CHECKING THEIR ELIGIBILITY THAT THEY MEET PRE K CRITERIA. WE'VE RECEIVED WELL OVER 1200 ENROLLMENT APPLICATIONS.

OF THOSE, 1200 HAVE QUALIFIED FOR SERVICES.

WE ARE ABOUT 80 OF THOSE, 1200 ARE TUITION BASED STUDENTS.

AND AS WE EXPAND AND AS WE SEE MORE ENROLLMENT APPLICATIONS COMING THROUGH, WE'RE WORKING CLOSELY AGAIN TO EXPAND AND ADD CLASSES WHERE NEEDED IN THE DISTRICT. AND THEN THE FAMILY FINE NUMBERS.

AS YOU ALL KNOW FAMILY FIND IS DEVELOPED TO BE OUT THERE IN THE COMMUNITY FOR ANYBODY THAT KNOWS OF ANYBODY NEEDING ANY ADDITIONAL RESOURCES OR ANYTHING LIKE THAT.

WE HAVE THAT IN THE WEBSITE.

IT'S BEEN IN THE PARENT PORTAL.

IT'S ALSO FOUND INSIDE THE ENROLLMENT APPLICATION PROCESS AS WELL TOO.

AS YOU CAN SEE, JUST FROM JULY TO DATE, WE'VE RECEIVED OVER 15,000 FAMILY FINDS THAT WERE SUBMITTED BY FAMILIES OF THOSE. MOST OF THE QUESTIONS WERE, I NEED INFORMATION FOR TRANSPORTATION OR PARENT EDUCATION CLASSES.

SO MOST OF THOSE PARENTS WERE RECEIVING AN EMAIL, AN AUTOMATED EMAIL WITH THE INFORMATION THAT THEY WERE REQUESTING OF THOSE.

WE HAVE SET IT UP TO WHERE IF THEY REQUEST IMMEDIATE ASSISTANCE FOR FOOD, CLOTHING, ANYTHING LIKE THAT, THAT GOES IMMEDIATELY TO OUR TEAM.

SO WE HAVE CURRENTLY OUR MCKINNEY VENTO TEAM AND JAMES GARY.

YOU GUYS KNOW ALL ABOUT THEM AS WELL TO EMBED THE THEY RECEIVE AN EMAIL WITH THAT IMMEDIATE NEED AND WE ARE CONSTANTLY ON THE PHONE WITH THOSE FAMILIES AND ASSISTING THEM WITH WHAT THEY NEED ARE THOSE 416 WERE JUST CONSTANTLY ON THE PHONE RIGHT NOW WITH PARENTS TRYING TO ASSIST THEM WITH THAT.

I'M PROUD TO SAY TALK ABOUT OUR MCKINNEY VENTO TEAM AND JUST REALLY PROUD OF THEM.

I JUST WANTED TO MENTION THAT OUR MCKINNEY VENTO LIAISONS ACTUALLY JUST RECENTLY WERE ABLE TO GO IN PRESENT AT THE TECHY SUMMIT, WHICH IS THE TEXAS EDUCATION FOR THE HOMELESS CHILDREN AND YOUTH SUMMIT IN SOME MARKETS.

AND WE WERE ABLE TO SHARE OUR ENROLLMENT CENTER MODEL AND HOW THE WRAPAROUND SERVICES THAT COME WITH THAT AS WELL TOO.

SO THAT WAS VERY SUCCESSFUL.

OUR MCKINNEY CHARTER AT THAT CONFERENCE, THEY FILLED THE ROOM AND HAD PEOPLE WANTING TO GET IN THE ROOM.

THEY COULDN'T GET IN THE ROOM.

SORRY. SHE WAS GOING TO SAY ALL THAT.

GO AHEAD. IT WAS, WELL, I'LL JUST THROW IN ONE COMMENT.

WE NEED TO REMEMBER THIS FOR A OH, WHAT'S IT CALLED.

THE IT AGAIN.

NO, NO, NO, NO.

WELL, YES, THAT WOULD BE GOOD TOO.

BUT THERE'S AN AWARD, THE MAGNA AWARD.

THIS COULD DEFINITELY QUALIFY.

SORRY TO INTERRUPT.

THANK YOU. NO. SO YOU CAN SEE OUR MCCAIN EVENT NUMBERS FROM 2020 TO 2021 USED TO BE ABOUT 440 STUDENTS THAT WE HAD IDENTIFIED THAT PREVIOUS YEAR.

AND THEN LAST SCHOOL YEAR WE FINISHED THE YEAR WITH 943 STUDENTS THAT QUALIFIED UNDER OUR MCKINNEY VENTO ACT.

AND WE'RE CURRENTLY WITH THE EFFORTS THAT WE'RE MAKING RIGHT NOW.

THAT NUMBER WAS AS OF SEPTEMBER 13TH, I BELIEVE.

WE'RE CURRENTLY AT 348 AS OF TODAY.

AND OUR TEAM IS WORKING HARD OVER.

WHAT WE PRIDE OURSELVES IN IS THAT WE'RE REALLY TRYING TO HIT HARD ON THE IDENTIFICATION PIECES.

WE ARE JUST LIKE YOU GUYS TOWARD THE CENTER.

WE'RE OUT THERE IN FRONT OF THE COUNSELORS, THE NURSES, THE PRINCIPALS, CAMPUS SECRETARIES.

OUR GOAL IS TO TRY TO GO INTO FANS TRANSPORTATION AS WELL TO SO THAT WAY EVERYBODY IS MORE AWARE AS TO WHO WOULD QUALIFY UNDER THE MCKINNEY VENTO ASSISTANCE ACT.

[01:55:07]

SO WE'RE REALLY TRYING TO WORK HARD IN ALL OF THOSE SERVICES, ALL THOSE AREAS AS WELL, ESPECIALLY WITH ALL THE GRANTS THAT WE'VE BEEN ABLE TO.

DR. MOLLY'S WORKED REALLY HARD IN TRYING TO GET US ALL THOSE GRANTS FROM TECHY AS WELL TO.

ALL RIGHT. AND THEN TAKING IT ON TO THE RIGHT HAND SIDE.

AND I HAVE ALL MY AWESOME TEAM THERE FOR THE WELCOME AND ENROLLMENT CENTER THAT HELP WITH ENROLLMENTS AND TRANSFERS.

AS YOU CAN SEE FROM THAT SCHOOL YEAR TO CURRENT YEAR, WHAT OUR NUMBERS ARE LOOKING LIKE FOR TRANSFERS PROCESS.

AND THAT'S JUST AS OF TODAY AND WE'RE REALLY EXPECTING A LOT MORE COME DECEMBER TO RECEIVE SOME MORE TRANSFERS AS WELL TO AND THEN IN THE MONTH OF APRIL AS WELL WHEN WE OPEN UP TO INTER-DISTRICT TRANSFERS.

JUST BRIEFLY WANTED TO MENTION OF THOSE INTER-DISTRICT TRANSFER REQUESTS THAT WE'VE RECEIVED, THOSE ARE OUR TRANSFERS.

MOST OF THOSE WERE EMPLOYEES AND THE DEAF EDUCATION PROGRAM STUDENTS.

AND THEN WE RECEIVED OVER 80 BRAND NEW STUDENTS THAT APPLIED AND MET THE CRITERIA TO QUALIFY FOR IT TO TRANSFER THE SCHOOL YEAR.

AND THEN AT THE BOTTOM IS JUST THE THE REST OF THOSE DOCUMENTS.

AS YOU GUYS REMEMBER, WE'RE HERE TO TRY TO REMOVE BARRIERS FOR STUDENT ENROLLMENT.

SO MANY OF THOSE DOCUMENTS ARE USUALLY A BARRIER FOR THEM.

SO WE'RE THERE IN AVAILABLE ON A WORKING BASIS SO ANYBODY CAN COME IN THAT NEEDS ANY SUPPORT WITHIN AUTHORIZATIONS.

SO THAT WAY THEIR STUDENTS CAN START SCHOOL AS SOON AS POSSIBLE.

AND WE HAVE MENTIONED ABOUT THE SUMMER NUMBERS, HOW HIGH THE AUGUST NUMBER WAS.

AND LAST SCHOOL YEAR WE ALSO SAW HOW DURING THE SUMMER WE DIDN'T HAVE A TEAM WORKING ON ENROLLMENT.

WHEN THE SECRETARY RETURNED BACK FROM THE BREAK THAT THEY HAD A HUGE BACKLOG OF ENROLLMENT.

AND THE PARENTS WERE INQUIRING AND ASKING, YOU KNOW, WHAT'S GOING ON WITH MY ENROLLMENT? SO THAT AMAZING TEAM THAT WE PUT TOGETHER FROM THE BEST OF THE BEST CAMPUS SECRETARIES, AND THEY WERE WILLING TO COME WORK WITH US AS WELL TOO.

AND NOT JUST CAMPUS SECRETARIES, BUT WE ALSO HAD A SMALL GROUP OF NURSES, SCHOOL NURSES THAT CAME AND WERE ABLE TO HELP US.

SO WE HELPED AND ASSISTED OVER ALMOST 1800 ENROLLMENTS THAT WE PROCESSED DURING THE SUMMER, AND THAT WAS JUST FROM MAY 27TH UNTIL THEY HAD TO COME BACK TO TO WORK, WHICH WAS IN LATE JULY.

OOPS. I THINK IT'S SWITCHING ON HIS OWN, ALTHOUGH THERE WE GO.

AND THAT JUST BREAKS IT DOWN.

BUT BUT THAT COLUMN SAYS COMPLETED.

THAT MEANS WE WERE ABLE TO REACH OUT TO ALL THE FAMILIES AND GOT ALL THE DOCUMENTATION THAT THEY NEEDED.

THEIR SHOTS WERE, YOU KNOW, VERIFIED AND EVERYTHING THEN THAT COMPLETED WERE STUDENTS THAT WERE STILL MISSING DOCUMENTATION.

BUT AT LEAST THE PARENTS WERE REACHED OUT TO AND THEY KNEW EXACTLY WHAT WAS MISSING.

SO WHEN THE CAMPUSES RETURNED FROM THE BREAK, THEY KNEW EXACTLY WHAT DOCUMENTS THEY WANTED TO PRESENT TO THE SCHOOL.

OKAY. AND THEN THE GREAT NEWS, LIKE DR.

GOLDBERG MENTIONED, OUR ENROLLMENT CENTER CLINIC.

WHEN YOU GUYS TOWARD THE CENTER, YOU KNOW THAT WE WERE WORKING REALLY HARD TO BECOME A TEXAS VACCINE FOR CHILDREN'S SCHOOL SITE.

AND AS OF SEPTEMBER 1ST, WE ARE OFFICIALLY A SCHOOL SCHOOL SITE FOR IMMUNIZATIONS.

AND AND THAT IS WONDERFUL.

AS YOU CAN SEE, YOU KNOW, DURING THE SUMMER, WE SAW THE NEED WHEN WE HAD THAT THAT GROUP OF NURSES THAT WERE HELPING US PROCESS ENROLLMENTS, WE WERE SEEING THE NEED OF HOW MANY CHILDREN WERE DELINQUENT IN IMMUNIZATIONS.

WE WERE ABLE TO RUN REPORTS AS TO WHO OUR HIGHEST DELINQUENCY REPORT REPORTING SCHOOLS WERE.

WE WERE ABLE TO BE ON THE PHONE INVITING PARENTS.

WE HAD SIX AND NINE EVENTS AT THE WELCOMING ENROLLMENT CENTER.

WE PAIRED UP WITH CARAVAN AND THEY BROUGHT IN ASSISTANCE FROM CENTERS AS WELL TO AS YOU CAN SEE, THE NEED IN THE COMMUNITY IS HUGE TO BE ABLE TO PROVIDE THOSE SERVICES TO OUR FAMILIES. YOU CAN SEE IN JUST SIX NIGHT EVENTS AND I WILL SAY, DR.

GRUBER, YOU KNOW, AND I KNOW YOU PROBABLY GOING TO SAY IT FOR FOR US, TOO, BUT THOSE NIGHT WE WERE WE ADVERTISED IT FROM 5 TO 730 AND IT WAS BY APPOINTMENT ONLY.

AND YOU GUYS DIDN'T NEED WAS SO GREAT.

WE WERE THERE TILL ALMOST 1130 THOSE NIGHTS.

I'M SORRY. THOSE SIX NIGHTS? YES, SIX NIGHTS THAT WE WERE ABLE TO PAIR UP WITH CARAVAN THAT THEY WERE NOT ALREADY TAKEN UP.

SO DURING THOSE SIX EVENTS, THOSE FAMILIES SAVED WELL OVER $50,000 IN JUST IMMUNIZATIONS ALONE.

AND LAST WEEK, WE WERE ABLE TO RECEIVE THEIR VERY FIRST SET OF IMMUNIZATIONS.

AND WE HAVE STARTED IMMUNIZING AT THE AT THE WELCOME CENTER.

WE ASKED THE NURSES, WE LET THEM KNOW THAT WE WERE CURRENTLY WORKING ON A SYSTEM FOR THEM TO SEND STUDENTS BY APPOINTMENT.

THAT WAY THEY CAN SCHEDULE THOSE STUDENTS THEMSELVES, AND THAT WAY THEY CAN START COMING INTO THE CENTER AND GETTING THOSE IMMUNIZATIONS LISTS.

OUR NURSE, IT'S BEEN AMAZING AND SHE TEXTED ME TODAY, SHE WAS LIKE, I GAVE 11 STUDENTS THEIR IMMUNIZATIONS TODAY.

[02:00:05]

I THINK THAT'S IT. THANK YOU, KARINA.

AND THANK YOU, JAN. IF YOU CAN STAY UP THERE FOR REAL QUICK WHILE I FINISH THIS UP BECAUSE THEY MAY HAVE SOME QUESTIONS.

ALSO IN OUR UMBRELLA, WE HAVE DIVERSITY, EQUITY AND INCLUSION WITH OUR BRIAN LYONS, OUR DIRECTOR FOR THAT.

LAST YEAR, WE BEGAN THE WORK.

WE'RE GOING TO CONTINUE THE WORK OF BELONGING THROUGH A CULTURE OF DIGNITY.

SO YOU'LL SEE.

BRIAN CONTINUE TO WORK WITH CAMPUSES.

I'M BUILDING AN EQUITY TOOLKIT OR HE CALLS IT SORT OF A PRINCIPLES TOOLKIT, DIFFERENT RESOURCES THAT PRINCIPALS AND THE CAMPUS CAN USE FOR INTERVENTIONS AND RESTORATION CIRCLES AND THINGS OF THAT NATURE TO HELP THE CAMPUS WITH ISSUES THAT ARISE OR TO PREVENT ISSUES FROM ARISING.

HE'S ALSO WORKING CLOSELY WITH HUMAN RESOURCES TO LOOK AT WHAT KIND OF DIVERSITY WE HAVE IN OUR CURRENT LEADERSHIP PIPELINES AND HOW WE CAN IMPROVE AREAS THAT NEED IMPROVEMENT.

SO WE'RE PROUD OF THE WORK THAT BRIAN AND AND HE ALSO WORKS VERY CLOSELY WITH OUR DIVERSITY ADVISORY COMMITTEE.

NEXT IS OUR PLANO UP GRANT, WHICH BY THE WAY, THAT GRANT IS UP OR EXPIRES AT THE END OF THIS CALENDAR YEAR.

AND SO WE SUBMITTED OUR SECOND PHASE OF THAT GRANT WITH TEXAS HEALTH RESOURCE COMMUNITY IMPACT, AND THAT GRANT WAS DUE ON FRIDAY.

WE GOT IT SUBMITTED ON TIME.

AND SO WE'LL LEARN IN THE NEXT MONTH OR SO THE STATUS OF THAT APPLICATION AND THE NEXT PHASE IS NOT CALLED PLANO UP, IT'S CALLED RISING UP.

AND SO WE'RE HOPEFUL, I THINK I WOULD EVEN SAY EXCITED THAT, YOU KNOW, WE SHOULD MEET ALL THE CRITERIA TO MEET THE QUALIFICATIONS FOR THAT SECOND GRANT. AND SO WE'LL LET YOU KNOW WHEN WE GET WORD BACK ON THAT.

BUT THE PLANO UP GRANT, JUST TO GIVE YOU A QUICK REMINDER, SERVES THE STUDENTS IN THE 75074 AREA CODE.

AND WE WORK PRIMARILY WITH WILLIAMS, BOWMAN AND ARMSTRONG.

EVERYTHING FROM FOOD DRIVES TO HEALTH SCREENS, HEALTH SCREENING AND AND ALL THOSE NUMBERS.

THERE YOU CAN SEE THE STUDENTS THAT WE'VE SERVED.

BY NO ACCIDENT.

WE WANTED TO MAKE SURE YOU SAW ALL THOSE NUMBERS FROM THE WELCOME AND ENROLLMENT CENTER, BECAUSE LAST YEAR, WAS IT THE YEAR BEFORE? I'M GETTING CONFUSED NOW.

YOU APPROVED THE BUILDING OF A SECOND WELCOMING ENROLLMENT CENTER, AND I WANTED TO GIVE YOU A QUICK UPDATE.

TONY'S NOT HERE WITH ME, SO BE EASY ON ME WITH ANY QUESTIONS ABOUT THIS CONSTRUCTION, OKAY? ALL RIGHT. SO JUST TO REMIND YOU, THIS IS THE THE DESIGN OF THE WELCOME WE'RE CALLING IT WELCOME WEST RIGHT NOW.

INSIDE, YOU'LL SEE MULTIPLE CLASSROOMS, ROOMS FOR COUNSELING AND ADMINISTRATIVE OFFICES.

THOSE CLASSROOMS ARE FLEX CLASSROOMS, SO THOSE WALLS ARE MOVABLE SO WE CAN OPEN THEM UP AND EXPAND THEM IF WE NEED TO HAVE A LARGE EVENT.

AND SO HERE'S FROM TONY.

SO WHERE WE ARE RIGHT NOW, I'M GOING TO JUMP TO THAT FOURTH BULLET.

WE HAVE HIRED A EXPEDITER, AND THAT EXPEDITER HAS HIS WORK WITH US TO EXPEDITE THINGS THROUGH THE PROCESS WITH THE CITY OF DALLAS.

AND SO WE ARE IN LINE.

WE'RE IN QUEUE. WE'RE JUST WAITING FOR THEM TO LOOK AT OUR PLAN AND GIVE US, YOU KNOW, THE OKAY TO MOVE FORWARD.

AND SO THAT IS LITERALLY WHERE WE'RE AT.

WE ALL SORT OF KNEW THIS WAS GOING TO HAPPEN.

AND SO THIS IS WHY THEY FELT THE NEED TO HIRE AN EXPEDITER.

AND THAT'S SO THE X FACTOR SORT OF GAVE US THE TIMELINE, PROJECTED WHAT HE FEELS IS, YOU KNOW, A REASONABLE EXPECTATION. THEY GET TO THE COMMISSION IN NOVEMBER, CITY COUNCIL, MAYBE IN JANUARY AND MID-FEBRUARY.

WE MIGHT HAVE A PERMIT.

ONCE WE GET THE PERMIT, WHETHER IT'S MID-FEBRUARY OR DECEMBER OR ANYTHING ELSE, IT'S GOING TO BE ABOUT A 12 MONTH CONSTRUCTION TIMELINE.

AND THAT IS FROM TONY.

AND HE JUST COULDN'T BE WITH US TONIGHT.

I DON'T KNOW. JOHN, IS THERE ANYTHING ELSE WE WANT TO ADD TO THAT? NOW, SIR, THAT LOOKS GOOD.

AND THAT CONCLUDES OUR PRESENTATION OF STUDENT FAMILY SERVICES.

AND I WANT TO THANK THESE LADIES FOR SHOWING UP TONIGHT AND DR.

MARTY FOR HAVING AN AWESOME TEAM AT THE WELCOMING ENROLLMENT CENTER AND THE BIRD AND ANY QUESTIONS.

BASICALLY THE WELCOME CENTER IS NOT GOING TO BE DONE UNTIL 2024.

COULD BE. PROBABLY WILL BE.

YES. YES.

AND THEN BUT WE HAVE ENOUGH SPACE RIGHT NOW TO TO DO ALL OF OUR WRAPAROUND SERVICES.

[02:05:06]

YES, WE'RE MAKING IT WORK.

LET ME SAY IT THAT WAY.

EXTRA SPACE WOULD BE MUCH NEEDED.

AND THE BEST EXAMPLE I COULD GIVE YOU IS IT WOULD PREVENT SO MANY LINES WE HAVE DURING PEAK SEASONS, BEGINNING OF SCHOOL, SOME OF OUR VACCINATION AND IMMUNIZATION EVENTS, ANY KIND OF BIG EVENT.

IT WOULD WE WOULD HAVE TWO LOCATIONS ON BOTH SIDES OF TOWN TO BREAK THAT CROWD UP.

OKAY. WELL, IT WOULD ALSO HELP WITH A LOT OF PEOPLE THAT HAVE TRANSPORTATION ISSUES THAT ARE ON THE WEST SIDE, WHICH I THINK WAS A BIG DRIVING FORCE WHEN WE WERE TALKING ABOUT THIS ORIGINALLY AND APPROVED IT.

JUST KNOWING THAT WE HAVE A BIG POPULATION OVER THERE THAT NEEDS THESE SERVICES.

AND IT'S ONE OF THE YOU'RE ABSOLUTELY RIGHT.

AND IT'S ONE OF THE MOST COMMON NEED WE GET IN TERMS OF EMERGENCY HELP TO PAY FOR UBERS.

AND I THINK ONE THING, TOO, I MEAN, WHEN YOU LOOK AT THE DATA OF THE SUMMER ENROLLMENT THAT THE ENROLLMENT CENTER TOOK OVER, WHEN YOU START TO LOOK BY CAMPUS, WE'RE LOOKING AT THOSE LARGE NUMBERS BEING CAMPUSES THAT ARE ON THE WEST SIDE.

YES. SO I WAS GOING TO ASK A QUESTION ABOUT THE THE CLINIC, I THINK WHEN WE WERE ORIGINALLY TALKING ABOUT THAT THERE WAS A GRANT OR SOMETHING ASSOCIATED WITH THAT. IS THAT WAS THAT SOMETHING THAT WAS APPROVED AS WELL? I MEAN, DID WE GET THE GRANT OR AM I MISREMEMBERING TRYING TO REMEMBER I THOUGHT THERE WAS A GRANT ASSOCIATED WITH THE CLINIC AT THE WELCOME CENTER.

THE WELCOME CENTER CLINIC IS ACTUALLY NOT WITH THE GRANT PARTICULARLY.

I KNOW WE'RE WORKING WITH BEST EDUCATION FOUNDATION.

THERE'S A PARTNER THAT WANTS TO PARTNER IN AND HELP WITH THE GRANT AS WELL TOO.

BUT ALL OF THIS IS HANDLED BY THE CENTER.

KEVIN IS FREE SERVICES AS WELL TOO.

IN TEXAS, VACCINES FOR CHILDREN IS A PROGRAM THAT IS FREE, COMPLETELY FREE AS WELL.

WE GET ALL THE IMMUNIZATIONS FOR FREE FROM THE STATE, THE CLINIC.

I DON'T BELIEVE WE WERE LOOKING AT A GRANT FOR THE CLINIC.

WE WERE ALWAYS LOOKING AT PARTNERSHIPS AND THAT'S WHAT WE HAVE.

YEAH. AND THE ONLY OTHER COMMENT I THINK FOR OUR TRACK WE MAY WANT TO ADD AN EXPEDITER TRACK ON THAT SEEMS LIKE A VERY LUCRATIVE.

THAT'S GOOD. YEAH.

I WAS GOING TO TALK ABOUT THE THE CLINIC ALSO.

I'M JUST REALLY IMPRESSED THAT YOU ALL HAVE THAT VACCINE, TEXAS VACCINE FOR SCHOOLS.

I MEAN, THAT'S HUGE FOR OUR STUDENTS.

I SAW YOU SAVED THE COMMUNITY MEMBERS OVER $57,000 IN IMMUNIZATION COSTS.

IS THERE A WAY AND YOU ALLUDED TO IT, AN EXPEDITER TRACK IN CTE, IS THERE A WAY TO SHIFT THE DEMAND THROUGH EDUCATION? ARE WE ABLE TO REACH OUT TO THE PARENTS THAT MIGHT BE NEEDING THESE SERVICES TO LET THEM KNOW EARLIER OR GET THEM THERE EARLIER? SO YOU'RE NOT RUNNING INTO ALL OF THOSE LINES? IS THAT JUST A COMMUNICATION THING? NO, INDEFINITELY. SO I BELIEVE THE NURSES BEING ABLE TO ACCESS OUR SCHEDULER AND BE ABLE TO BE MORE PROACTIVE, LIKE YOU'RE SAYING, YOU KNOW, ESPECIALLY WHEN THEY LIKE A STUDENT THAT CAME TODAY, WE ALREADY SCHEDULED THEM.

HEY, YOUR NEXT SERIES IS DOING FOUR WEEKS.

HERE'S YOUR SCHEDULE FOR THOSE FOUR WEEKS.

SO THAT WAY WE KNOW THEY'RE GOING TO BE STAYING ON TRACK.

YOU WERE DOING THE DATA ON THE.

ON THE NUMBER OF WALK INS STUDENTS ASSISTED AT THE WELCOME AND ENROLLMENT CENTER IN OF 2021 AND 2022.

YOU HAVE IN JANUARY 892 STUDENTS THAT YOU HELPED.

WAS THAT BECAUSE WE WERE GETTING NEW STUDENTS IN JANUARY AND FEBRUARY THAT THOSE NUMBERS INCREASE FROM OUT OF THE DISTRICT AND COMING IN? JANUARY IS RIGHT AFTER WE HAD BEEN CLOSED FOR THAT WEEK OF CHRISTMAS, THAT DECEMBER HOLIDAY WEEK.

AND THAT TENDS TO BE A HIGH MIGRATION TIME FOR FAMILIES.

SO THAT'S A NEW COUNTRY AS WELL TO.

SO OVER THAT HOLIDAY BREAK AND BECAUSE IT'S THE START OF A NEW SEMESTER, THAT'S A POPULAR MOVING TIME.

NOT NECESSARILY, BUT ALSO PHYSICALLY MOVING HOMES.

BUT JUST MOVING YOUR KID TO A NEW SCHOOL.

OKAY. THANK YOU. SO I HAD A COUPLE OF QUESTIONS FIRST.

AND SINCE WE'RE BACK ON THIS SLIDE, ONE OF THE THINGS THAT I TOURED THE WELCOME CENTER THAT I WAS A LITTLE BIT SURPRISED ABOUT WAS WHO MAKES UP THAT MCKINNEY, VENTO, STUDENT POPULATION AND THE DIVERSITY IN AGE AND THEIR SITUATIONS.

AND SO I WAS WONDERING IF YOU COULD JUST ELABORATE THAT I FEEL LIKE THE COMMUNITY WOULD REALLY BENEFIT FROM UNDERSTANDING WHO THOSE STUDENTS, WHAT THAT WHAT THOSE STUDENTS REALLY LOOK LIKE AND AND UNDERSTANDING HOW THEY CAN HELP GET THOSE STUDENTS HELP.

YEAH, DEFINITELY. SO MCKINNEY VENTO WAS CREATED AS AN ACT AND IT SAYS ANYBODY PRETTY MUCH JUST LIVING IN TRANSITION.

[02:10:07]

SO THIS IS A FAMILY THAT MIGHT NOT BE ABLE TO PROBABLY AFFORD TO PAY THE DEPOSIT ON THAT APARTMENT OR A HOME FOR LEASE.

SO THEY'RE PAIRING UP WITH ANOTHER FAMILY THAT'S ASSISTING THEM.

SO THAT'S BEING DOUBLED UP.

AND THEN YOU HAVE FAMILIES THAT ARE CURRENTLY RESIDING AS SHELTERS OR TRANSITIONAL HOMES, YOU KNOW, FLEEING DOMESTIC VIOLENCE.

THEY JUST GOT EVICTED.

THEY WERE ABLE TO GET INTO A SHELTER.

AND THEN THE OTHER NUMBERS ARE THE STUDENTS THAT LIVE IN A HOTEL AND NOT EVERYBODY THAT LIVES IN A HOTEL WILL QUALIFY.

IT JUST DEPENDS ON THE SITUATION.

SO WE HAVE A STUDENT RESIDENCY QUESTIONNAIRE THAT EVERYBODY FILLS OUT AT TIME OF ENROLLMENT AND THAT ASK THAT QUESTION.

YOU RECITED A PLACE OR A HOME THAT THE PARENT OWNS OR RENT.

AND WHEN THE ANSWER TO THAT QUESTION IS NO, THERE'S OTHER FACTORS THAT THEY CAN LIST ON THERE.

AND THAT HELPS US KIND OF KNOW.

AND AGAIN, OUR WE'RE CONSTANTLY ON THE PHONE, CONTACTED THE PARENT AND SEE IF THAT WOULD QUALIFY THEM FOR MCKINNEY.

VENTO WHAT KIND OF RESOURCES CAN WE PUT IN PLACE FOR THEM AS WELL TOO? AWESOME. SO SECOND QUESTION WAS ABOUT THE SUMMER ENROLLMENT AND THERE WAS THE COMPLETED COLUMN AND THE NOT COMPLETED AND THEN THE TOTAL.

AND SO THOSE NOT COMPLETED LIKE THIS 440 WERE THOSE PASSED OFF TO THE CAMPUS.

AND SO THAT NUMBER IS ACTUALLY LOWER NOW.

OH, YES. SO THAT WAS THE NUMBER WHERE WE LEFT IT ON JULY 18TH WHEN WE HANDED OVER ENROLLMENT BACK TO THE CAMPUS SECRETARY'S.

SO THAT WAY EACH CAMPUS WILL KNOW, LIKE FOR EXAMPLE, AT 40, THEY HAD A TOTAL OF 70 ENROLLMENTS THAT CAME THROUGH.

OF THOSE 46, WE WERE ABLE TO CONTACT THE PARENT, GET WHATEVER DOCUMENTS WERE NEEDED, AND THEY WERE READY TO START SCHOOL DAY ONE.

THE OTHER ONES, THE 24, THE PARENTS THAT WE CONTACTED, WE LET THEM KNOW WHAT DOCUMENTS WERE MISSING.

AND THE WE'RE STILL IN THAT TRANSITION PERIOD OF SENDING US THE DOCUMENTS THAT WERE NEEDING OR THE IMMUNIZATIONS THEY WERE NEEDING.

SO WHEN THE CAMPUS SECRETARY RETURNED JULY 18TH, THEY WERE ABLE TO TAKE FROM THOSE 24TH AND PICK UP FROM THERE.

GOT IT. OKAY.

THEN THE LAST QUESTION WAS ON THE PLANO UP GRANT OR THE RISE UP GRANT, YOU MENTIONED SPECIFICALLY THIS 75074 ZIP CODE.

DID THE DOES THE CONTINUATION PROVIDE FOR ANY EXPANSION TO OTHER ZIP CODES? OR ARE THERE ARE THERE IS THERE ANY OPPORTUNITY TO EXPAND THAT TO SOME OF OUR OTHER ZIP CODES THAT MAY HAVE NEED, NOT THAT SPECIFIC GRANT.

NO, BUT SOME OF THE THINGS, THE SERVICES THAT WE HAVE LEARNED AND GAINED EXPERIENCE ON IN THE PLAN OF WHAT WE HAVE ALREADY EXPANDED. AND SO ONE OF THE THINGS AND WE'RE GOING TO HAVE TO CONTINUE TO DO THIS, WE HAVE TAKEN OVER THE ROLE OF PROJECT MANAGER BECAUSE THAT USED TO BE A GRANT FUNDED ROLE, BUT NOW THERE'S A PLANO ISD FUNDED ROLE AND AN EXPANDED ROLE.

IT'S NO LONGER SOLELY FOCUSING ON THOSE INITIATIVES IN THE PLANO UP GRANT.

THAT ROLE IS EXPANDED TO CONTINUE TO WORK WITH THE PLANO GRANT.

NOW, HOPEFULLY THE RISING UP THE GRANT AS WELL AS OVERSEEING THE SOCIAL WORKERS.

GREAT. THANK YOU GUYS FOR THE WORK YOU'LL DO.

I'LL JUST ADD TO THAT ABOUT THE GRANT.

SO THE TEXAS HEALTH RESOURCES COMMUNITY IMPACT GROUP BOARD.

THERE ARE MULTIPLE COUNTY BASED GROUPS AND THEY ARE TOLD BASED ON THEIR RESEARCH, WHAT ZIP CODES IN THEIR AREA THE FUNDING NEEDS TO GO TO.

SO FOR COLLIN COUNTY, IT'S SEVEN 574, WHICH IS PLAYING OUT, AND THEN THERE'S SEVEN FIVE, SIX NINE, WHICH IS MCKINNEY, AND THOSE ARE THE TWO THAT THEY'RE LOOKING FOR MAKING A DIFFERENCE, BECAUSE THAT'S WHERE THE GREATEST.

LO SOSE IS IN FACT IN OUR COUNTY, AND IT WORKS THAT WAY FOR DALLAS COUNTY AND KAUFMAN AND ALL THE OTHERS.

SO I HAVE QUESTIONS SINCE I'LL ACTUALLY QUESTION A COMMENT.

I'VE BEEN FOLLOWING HOMELESSNESS NUMBERS IN THE DISTRICT FOR A WHILE, LONG BEFORE I WAS ON THE SCHOOL BOARD, JUST PART OF BEING THE COMMUNITY.

AND, YOU KNOW, I KNEW OUR NUMBERS LAST YEAR WERE GOING TO BE HIGH BEFORE COVID.

OUR NUMBERS WERE NEVER OVER 500 OR 600.

YEAH, I THINK THERE WERE 675 806 75 WAS ABOUT YEAH, THAT WAS A BAD YEAR.

I MEAN, THAT WAS WHAT I WOULD CONSIDER A BAD YEAR.

AND THEN I GUESS I'M JUST A LITTLE BIT STARTLED THAT WE HAVE HALF OF THAT 349 AS THE BEGINNING OF SCHOOL NOW.

AND WHAT I UNDERSTANDING IS EVERY YEAR WE HAVE TO RESET SO USED TO YOU GIVE A KID WAS CONSIDERED HOMELESS IN THE PREVIOUS SCHOOL YEAR THAT COULD BE CARRIED OVER SO WE COULD PROVIDE SERVICES FOR THEM YOU KNOW BE AWARE OF IT DAY ONE.

NOW IT'S A IT'S A START OVER.

SO JUST LETTING YOU KNOW THE PERSPECTIVE FOR ME I'M LOOKING AT WE'VE STARTED OVER THE SCHOOL YEAR AND WE'RE HOW MANY WEEKS INTO SCHOOL.

FIVE OR SIX. YEAH. AND WE'RE AT HALF THE NUMBER THAT WE HAVE NORMALLY BEEN FOR, FOR NUMBERS.

SO IT'S JUST A CALL, IT JUST TO BE AWARENESS THAT THIS IS PRETTY STARTLING AND TO THINK THAT FROM LAST YEAR WHAT TO WHAT THEY'RE PREDICTING FOR THIS YEAR, IT'S A 27%

[02:15:09]

AND SO HOW DOES THAT IMPACT HAPPEN TO OUR CAMPUSES AND TO OUR SCHOOLS AND TO OUR TEACHERS AND ALL THE THINGS? SO I JUST THAT'S A LITTLE STARTLING FOR ME AND MY OTHER TWO QUESTIONS THAT I HAD THAT COMMENT.

AND THEN MY OTHER TWO QUESTIONS ARE FOR SLIDE NUMBER THREE, THE EMPLOYEE DAYCARE CENTERS.

AND WE HAVE TALKED ABOUT IN THE PAST PROVIDING SERVICES TO CITY EMPLOYEES OR TO ARE WE THERE ARE A FEW OPENINGS.

IS THAT WHAT WE'RE ARE WE IS THAT STILL ON THE TABLE TO OFFER THAT OR BECAUSE WE CLOSED THE THIRD CENTER DOWN, WE'RE JUST CONCENTRATING ON OUR EMPLOYEES.

SO 2020 WHEN I FIRST ARRIVED, WE LOOKED AT THAT VERY HARD SURVEY.

THE CITY PLANO EMPLOYEES PUT TOGETHER A PLAN IN TERMS OF TUITION, EVERYTHING.

THERE WAS SOME INTEREST FROM THE CITY OF PLANO, BUT ONLY IF IT WAS EMPLOYEE CHILD CARE CENTER NUMBER TWO, WHICH MAKES SENSE BECAUSE THAT'S DOWNTOWN AND THAT'S WHERE THEY WORK.

AND SO THE PROBLEM, AS YOU CAN SEE WITH EMPLOYEE CHILD CARE NUMBER TWO IS IT'S FULL.

IT'S ALWAYS HAS BEEN FULL AND WE ALWAYS SEE IT BEING FULL.

SO WE DON'T WANT TO SORT OF PUSH OUR OUR EMPLOYEES, OUR SCHOOL EMPLOYEES TO THE SIDE FIRST FOR OUR CITY FOLKS.

GERRI, THERE'S ALSO THE ISSUE OF SUMMER, RIGHT? I WONDERED ABOUT THAT, TOO, AS WELL.

I WAS JUST CURIOUS.

AND THEN MY OTHER QUESTION IS ON SLIDE NUMBER FIVE.

AND I JUST WAS STARTLED WHEN WE FIRST SAW THIS IN OUR PACKET.

AND I JUST WAS CURIOUS AS TO THERE'S SOME CAMPUSES THAT HAVE MUCH GREATER MISSING AT THE BEGINNING.

AND I JUST WANTED TO KNOW IF THERE WAS ANY INSIGHTS OR THOUGHTS ABOUT THAT COMMUNITIES OR, YOU KNOW, ANYTHING THAT CAUSES THOSE.

I MEAN, JUST LOOKING AT THIS FOR SURE, FOUR CAMPUSES THAT THEY'RE BLUE BAR IS A WHOLE LOT TALLER THAN THE OTHERS.

WELL, I MEAN, YEAH, I MEAN, IT COULD BE SOME OF THAT, YOU KNOW, JUST SOME OF THE HOUSING THAT'S MORE TRANSIENT RESIDENTS, BUT ALSO LIKE, FOR EXAMPLE, RENTER ON THE MIDDLE SCHOOL MAIN RENTER IS OUR LARGEST MIDDLE SCHOOL.

SO THAT MAKES SENSE FOR THAT BAR TO BE THE HIGHEST.

PLANO EAST IS OUR LARGEST SENIOR HIGH.

AND SO THEN THE OTHER ONES JUST HAVE A HIGHER CONCENTRATION OF TRANSIENT FAMILIES.

AND SO THERE'S NOTHING ON THERE THAT REALLY SHOCKS ME THAT MUCH.

THERE'S A LOT OF THINGS ON THERE THAT IMPRESSED ME.

AND THAT'S, YOU KNOW, WE WENT FROM THOSE TALL BLUE TOWERS DOWN TO SMALL LITTLE PANCAKES.

AND SO THAT'S GOOD. AND I GUESS THAT'S PART OF THE STORY WITH THAT'S THE BIGGER PART OF THE STORY AND THAT'S GRATITUDE TO ALL THE CAMPUSES AND ALL THE PEOPLE THAT WERE DOING A PART OF THAT. AND I JUST WANT TO THANK BOTH OF YOU FOR YOUR WORK AND WHAT YOU'RE DOING IN THE DISTRICT.

I MEAN, THE STUDENT MANAGEMENT COMPONENT IS SO INCREDIBLY IMPORTANT WHEN A CHILD IS HAVING EXTRA ISSUES AND TEACHERS AND STAFF ARE TRYING TO FIGURE OUT WHAT TO DO.

IT'S SO GREAT THAT THERE'S A PHONE NUMBER THEY CAN CALL TO GET THAT ASSISTANCE.

SO I THINK THAT'S SO IMPORTANT AND HOW HOW DISRUPTIVE THAT CAN BE FOR A CAMPUS AND HOW GREAT IT CAN BE WHEN THAT IS HELPED.

AND THEN I'M SO PROUD OF THE IMMUNIZATIONS.

YOU KNOW, I WAS A BIG FAN OF THAT WHEN YOU TALKED ABOUT GETTING THAT.

AND SO I'M JUST SO PROUD THAT THAT'S A SERVICE THAT WE'RE PROVIDING.

AND I DO HOPE THAT THIS CAN BE A MODEL FOR OTHER DISTRICTS, AND I APPRECIATE ALL THE WORK YOU ALL ARE DOING TO MAKE IT SO.

AND COURTNEY, I WANT TO PRAISE YOU, TOO.

I PRAISE YOU FOR EVERYTHING YOU'RE DOING WITH THE WRAPAROUND SERVICES AND TO YOUR TEAM FOR EXTRAORDINARY WORK.

BUT THANK YOU AND THANK ALL OF YOU AND THANK ALL OF OUR FOLKS.

AND JUST REALLY THANK YOU FOR YOUR SUPPORT BECAUSE YOUR SUPPORT MEANS A WHOLE LOT TO THEM AS THEY'RE WORKING LATE, DEALING WITH OUR COMMUNITY AND STUDENTS.

AND IT MEANS A BIG DIFFERENCE WHEN WE KNOW WE'RE SUPPORT.

SO THANK YOU. HOLD ON.

WE'RE NOT DONE YET. I GOT A LOT OF THINGS TO SAY TO YOU PEOPLE.

NO, I'M JUST KIDDING.

I HAD MULTIPLE OBSERVATIONS.

BUT ONE OF THE ON THIS ONE JERI THE RENNER SLIDE, ALSO THE HUFFMAN ZONE FOR MIDDLE SCHOOL GOES DOWN INTO DALLAS APARTMENTS WHERE A LOT OF THE MIGRANT FAMILIES ARE NOW BEING HOUSED, WHICH IS A PERFECT SEGUE TO MY QUESTION.

ARE WE DOING ARE WE OUTREACHING THESE VENEZUELAN FAMILIES THAT ARE COMING UP AND LIVING IN THE SOUTHWEST QUADRANT OF OUR DISTRICT AND THEN COORDINATING TO GET THOSE FOLKS OVER TO THE BIRD CENTER FOR ANY KIND OF WRAPAROUND SERVICE NEEDS.

YES. YES.

I WON'T SAY THAT WE HAD A LOT OF ISSUES IN TERMS OF GETTING THEM THERE.

THEY SORT OF GET THERE.

BUT SERVICING ONCE THEY'RE THERE WITH US, WE'VE HAD A LARGE BUT THE GOOD THING ABOUT THE LOCATION IS THAT IN CREATING, YOU MIGHT WANT TO TALK MORE ABOUT THIS, BUT,

[02:20:03]

MULTILINGUAL SERVICE TALLIES, MULTILINGUAL SERVICES.

SO AFTER WE SORT OF PUNT THEM OFF IN TERMS OF ENROLLMENT, WE CAN SEND THEM NEXT DOOR FOR TESTING AND THINGS OF THAT NATURE.

SO IT REALLY IS A GOOD FACILITY AND A GOOD NEIGHBOR WE HAVE WITH MULTILINGUAL SERVICES.

THAT'S RIGHT. A LOT OF THE FAMILIES ARE COMING OVER THERE ARE, ESPECIALLY BECAUSE THEY KNOW RIGHT AFTER THEIR THEY CAN GO AND GET THE LANGUAGE TESTING COMPLETED.

SO SO I DON'T I'M GOING TO SAY THIS WITHOUT BEING THE ONE WHO HAS TO DO IT.

BUT IF THERE'S A WAY IF THERE'S A WAY FOR US TO PROVIDE TRANSPORTATION ACROSS TOWN, TRANSPORTATION AT NIGHT FOR FOR FAMILIES THAT NEED SERVICES, FOR EXAMPLE, IF WE ENROLL FOLKS IN THE PEAK PROGRAM OR SOMETHING LIKE THAT.

YOU KNOW, BUT HAVE SOMEBODY ELSE PAY FOR IT.

YOU KNOW, THAT MAY BE SOMETHING TO LOOK INTO TO WHERE WE UNTIL WE CAN GET MAPLE SHADE UP AND RUNNING.

WHICH IS A PERFECT SEGUE TO MY NEXT COMMENT, YOUR COMMENT THAT REASONABLE EXPECTATION THAT THIS WOULD BE DONE TO GET IN FRONT OF THE CITY COUNCIL NEXT FEBRUARY, THAT AIN'T REASONABLE. OUR ARCHITECT IS READY, HAS SUBMITTED PLANS AND HAVING TO WAIT THIS LONG TO GET APPROVAL.

IT'S RIDICULOUS. CITY OF DALLAS, CAROL MENDELSOHN, IF YOU'RE WATCHING, WE NEED YOUR HELP.

1200 PRE-K STUDENTS IS GETTING BACK UP TO OUR PRE-COVID NUMBERS.

AND SO THAT'S AWESOME.

DO WE THINK THAT? DO WE THINK THAT WE'RE GOING TO THAT WE'RE SORT OF THAT'S SORT OF THE CAP? OR ARE WE EXPECTING THAT TO GROW BECAUSE PRE K GOT STARTED AND THEN WE GOT COVETED AND NOW WE'RE BACK AND WE'RE AT THE NUMBERS WHERE WE DID.

YEAH, WE'RE AT THE RIGHT NUMBERS NOW WHERE WE WERE WHEN WE LEFT OFF.

I JUST WANT TO CONTINUE SEEING THIS PROGRAM EXPAND.

SO THAT'S OUR EXPECTATION.

I THINK WE'RE UP TO AS AT 17 OR 18 SITES THAT WE I THINK IT'S 17 OR 18 SCHOOLS.

AND I CAN'T REMEMBER IF WE'RE CURRENTLY AT 1200 I KNOW LAST SCHOOL YEAR AT THIS TIME LAST SCHOOL YEAR WE WERE AT 1150 AND WE'RE ABOUT TO ADD ANOTHER 22 MORE.

WE'RE EXPANDING AT BARRON ELEMENTARY RIGHT NOW.

AND THEN AGAIN, WE'RE WE'RE SEEING THE NUMBERS COME IN BEING IN CLOSE CONTACT TO SEEING WHERE ELSE WE SHOULD EXPAND.

SO I'M A SUPER BIG FAN OF PRE K.

AND SO TO THE EXTENT NOT AND NOT JUST INCLUDING TUITION BASED KIDS, I THINK THAT WE CAN PROVIDE A BETTER SERVICE THAN THE PLACES AROUND TOWN.

AND SO TO THE EXTENT WE CAN GROW TUITION BASED, I'M ALL FOR THAT TO.

THE PLANO UP. GRANT.

I JUST SAW AN ARTICLE TODAY THAT UP TO 20% OF TEENS SUFFER FROM DEPRESSION.

SO THIS IS CRITICAL THAT WE GET THIS THIS ADDITIONAL MONEY.

AND THEN FINALLY, ON FOOD SERVICES AND FOOD NEEDS, DO WE PARTNER AT ALL WITH MINIS? WE PARTNER WITH MINIS.

LOVE YOU.

EVEN BETTER NOT KIDS. YES.

AND I KNOW THAT THEY ACTUALLY DO.

ONE OF THE DROPS I BELIEVE IS THAT WILLIAMS MINI STUFFS, THAT ONE AS WELL TOO.

AT THE CARING PLACE WE HAVE MANY PARTNERS OVER THERE AS WELL TO LOVE PACK MINIS, NORTH TEXAS FOODBANK AND I'M SORT OF SCARED TO NAME MARK.

I'M GOING TO FORGET WE HAVE CHURCHES THAT HELP US OUT AND EVERYTHING.

SO TO TO THE EXTENT THAT THAT SO JERRY PUT ON AN EVENT FOR HER WORK AND I MET CHERYL JACKSON THERE AND WE TALKED ABOUT AND SHE SAID, I WANT TO PLAY NOTE, I WANT MY HOME TO BE SECURE FIRST, FOOD SECURE FIRST.

SO SHE WANTS PLANO TO BE FOOD SECURE FIRST.

AND TO THE EXTENT THAT WE NEED TO RELY ON HER OR ASK HER FOR ADDITIONAL HELP FOR AREA CODES OUTSIDE OF 75074, LET'S DO THAT BECAUSE SHE'S SHE WANTS TO HELP.

ABSOLUTELY. SHE SHE'S BEEN A GREAT PARTNER.

SO HIS LOVE PACKS AND THAT'S ME.

ME. I FORGOT HER LAST NAME BUT SHE'S AWESOME.

YES, SHE'S AWESOME.

WE HAVE GREAT COMMUNITY PARTNERS.

WE HAVE PHENOMENAL COMMUNITY PARTNERS.

YEAH. AND I DON'T WANT TO DISMISS ANYBODY ELSE TO JUST TALK JUST ABOUT WHY YOU'RE CORRECT.

WE DO. AND I WANT TO THANK ALL OF THEM AS WELL.

SOMEBODY ELSE HAD I HAD ONE THING AS FAR AS THE CITY OF DALLAS PERMITTING, I HOPE OUR EXPEDITER IS LETTING THE CITY KNOW THAT OUR COSTS ARE ONLY GOING TO GO UP AS INFLATION AND COSTS OF CONSTRUCTION GO UP.

SO, I MEAN, IF YOU'RE WATCHING THIS, I HOPE YOU HEAR THAT, TOO.

AND I WONDER IF THE DEMOGRAPHERS ARE GOING TO SEE REGARDING THE EARLY CHILDHOOD SCHOOLS AN INCREASE IN BIRTH RATES AFTER COVID BECAUSE EVERYBODY WAS WORKING FROM HOME.

I'M JUST CURIOUS.

I MEAN, THEY'RE ACTUALLY TRACKING THOSE THOSE BIRTHS.

THEY DO TRACK THE BIRTH RATES.

IT WILL BE INTERESTING TO SEE.

I THOUGHT ABOUT SOMETHING TO HELP ANSWER YOUR QUESTION, TOO.

AS YOU GUYS KNOW, WE HAVE OUR MOBILE LAB, OUR WE CALL IT SERVICES ON THE GO, ALL THE SERVICES ON THE GO.

[02:25:05]

AND THAT WOULD BE A PERFECT PLACE THAT YOU WERE SAYING REACHING OUT TO THOSE APARTMENTS.

WE ACTUALLY TOUR THOSE APARTMENTS LAST YEAR TO KIND OF SEE WHERE THE BUS COULD FIT.

MANY OF THOSE AREAS HAVE SO MANY TREES AND THINGS THAT WE WOULDN'T BE ABLE TO FIT IT.

BUT THINKING OF WAYS TO HOW WE CAN DO THAT OUTREACH WITH THE COMMUNITY AND OUR SHELTERS AS WELL, TOO.

YEAH, THAT'S ASKING ABOUT THAT TOO.

AND IT'S I'M GLAD TO HEAR YOU SAY THAT BECAUSE THAT WAS YOU KNOW, WE TALKED AGAIN PRE-COVID ABOUT HOW TO RAMP THIS UP AND WE SAY YOU GOT TO GO OUT WHERE THE PEOPLE ARE. YOU CAN'T JUST WAIT FOR THEM TO COME TO YOU.

AND SO I'M GLAD TO HEAR Y'ALL ARE IN THE WORKS.

YEAH. AWESOME.

OTHER QUESTIONS, ANYBODY? ALL RIGHT. THANKS, TEAM.

GOOD WORK, DR. GOBER.

THANK YOU. ALL RIGHT, REPORT 6.3 IS OUR ACADEMIC SERVICES UPDATES AND WE ARE BACK TO LISA WILSON.

I AM EXCITED TO GET READY TO KICK OFF THREE MAYBE SHORTER REPORTS BUT CERTAINLY BUT BUT CERTAINLY YEAH.

HOPEFULLY AS EXCITING AND FULL OF LOTS OF INFORMATION.

SO NO PRESSURE.

CHIEF LEARNING OFFICER LORI TAYLOR KNOW THE TEACHING LEARNING LIFE READINESS.

ONE OF THE DEPARTMENTS OF COURSE IS OUR ACADEMIC SERVICES AND WE'RE JUST ALWAYS EXCITED TO SHARE WITH YOU SOME OF THE GREAT THINGS THAT ARE HAPPENING TO TO MOVE TEACHING AND LEARNING FORWARD. SO WE ASKED LORI TO SHARE A FEW THINGS ABOUT THE WORK THAT'S BEEN HAPPENING WITH PRINCIPALS AND CAMPUS TEACHERS.

THANK YOU, LISA.

GOOD EVENING. REALLY GREAT TO SEE ALL OF YOU.

AND WE DO HAVE A PRE K UPDATE FOR YOU THIS WEEK, SO YOU'LL YOU'LL HAVE SOME MORE INFORMATION ABOUT PRE K COMING YOUR WAY.

ALL RIGHT. SO SOME TOPICS WE'RE GOING TO TALK ABOUT TONIGHT, OBVIOUSLY, IN RESPONSE TO WHAT YOU HEARD HER SAY EARLIER ABOUT THE DATA.

AND I KNOW HE'S COMING UP AFTER ME TO TALK MORE ABOUT BEGINNING OF THE YEAR.

MAP DATA, JUST TEACHING AND LEARNING TO ALWAYS CLOSE LEARNING GAPS.

WE'RE GOING TO TALK A LITTLE BIT ABOUT HIGH RELIABILITY SCHOOLS, SPECIFICALLY LEVELS ONE AND TWO, AND A COMMITMENT TO EXCELLENCE, A LEVEL TWO, BEING EFFECTIVE TEACHING IN EVERY SINGLE CLASSROOM.

AND THEN TIER ONE INSTRUCTION CAMPUS INSTRUCTIONAL SNAPSHOTS.

I'LL TALK A LITTLE BIT ABOUT THAT.

I ACTUALLY HAVE A SAMPLE FOR YOU TO LOOK AT FROM ONE OF OUR CAMPUSES.

THIS DONE SOME GREAT WORK ON THAT AND THEN HOW WE'RE SUPPORTING CAMPUSES THIS YEAR.

AND I AM GOING TO MOVE THROUGH THIS QUICKLY BECAUSE THERE'S ONE SLIDE I WANT TO TALK MOSTLY ABOUT THAT TALKS ABOUT WHAT WE'RE DOING DIFFERENTLY THIS YEAR.

SO WHEN WE TALK ABOUT CLOSING LEARNING GAPS, 4545 OBVIOUSLY IS ONE OF THOSE WAYS TO DO THAT, THAT ACCELERATED INSTRUCTION FOR THOSE KIDS WHO DID NOT MEET STANDARD ON THE STAR EXAM LAST YEAR.

WE BEGAN THIS SUMMER AND BIG RANGE HERE WE'VE GOT 10 TO 63% OF OUR STUDENTS WHO ATTENDED SUMMER SCHOOL HAVE COMPLETED ANYWHERE FROM 4 TO 20 HOURS. NOW THAT THAT'S JUST SUMMER SCHOOL RELATED.

OBVIOUSLY, WE WE'VE BEEN IN SCHOOL NOW FOR A FEW WEEKS.

AND SO WE HAVE STUDENTS THAT ARE ALREADY CONTINUING TO WORK ON THAT REQUIRED 30 HOURS, BUT THEY'VE GOT THE WHOLE YEAR TO COMPLETE THAT.

AND THEN OF COURSE. MTS THAT'S ALWAYS CONTINUED WORK AND A WORK IN PROGRESS THAT PROMOTES DIFFERENTIATION FOR OUR KIDDOS TO PROVIDE THEM EXACTLY WHAT THEY'RE NEEDING, EITHER THROUGH INTERVENTION AND OR ENRICHMENT.

AND THEN ALWAYS A FOCUS ON TEACHING AND LEARNING.

YOU'RE GOING TO HEAR A LOT ABOUT YEAR ONE INSTRUCTION.

YOU HEARD DASH TALK A LITTLE BIT ABOUT THAT TO FIRST CLOSE LEARNING GAPS AND IMPROVES STUDENT PERFORMANCE AND GROWTH FOR ALL OF OUR KIDDOS.

AND LORI, BEFORE YOU CLICK THERE, THE 10 TO 63 WAS BASED ON GRADE LEVEL, SO WE SAW THE HIGHEST COMPLETION RATES, OBVIOUSLY THE EARLIER GRADES WHEN THEIR PARENTS COULD GET THEM THERE AND A LITTLE BIT SMALLER AT THE UPPER GRADES WHEN THEY GET BUSIER IN THE SUMMER, CORRECT.

SO THIS PROBABLY LOOKS FAMILIAR TO YOU.

I KNOW YOU'VE YOU'VE HEARD A LOT ABOUT HIGH RELIABILITY SCHOOLS AND ESPECIALLY BEFORE THE PANDEMIC BEGAN.

AND WE SPENT A LOT OF TIME ON LEVEL ONE, SAFE AND COLLABORATIVE CULTURE, SPECIFICALLY 1.4, WHICH IS ALL ABOUT THOSE COLLABORATIVE TEAMS COMING TOGETHER TO TALK ABOUT CURRICULUM, ASSESSMENT AND ALL THINGS INSTRUCTION.

AND ON SEPTEMBER 9TH, YOU SEE REVISIT REVISED THREE, COMMIT, DR.

PHIL WALK CAME BACK AND SPENT SOME TIME WITH OUR ADMINISTRATORS, THE EIGHTH AND THE NINTH, AND THEN A FULL DAY WITH DISTRICT LEADERSHIP.

WE HAD SOME CABINET MEMBERS WHO WERE ABLE TO COME AND JOIN US FOR LUNCH THAT MORNING.

IS LUNCH THAT DAY AS WELL TO LEARN A LITTLE BIT MORE ABOUT HOW WE CAN BETTER SUPPORT CAMPUSES WITH OWNING AND CONTINUE TO MOVE THE NEEDLE ON HIGH WITH HIGHER LIABILITY SCHOOLS.

SO IT REALLY WAS ALL ABOUT REVISITING AND REVISING AND RECOMMITTING.

AND ONE OF THE THINGS THAT HE HELPED US ALL UNDERSTAND IS YOU DON'T YOU DON'T REALLY DO THIS.

IT'S A WAY OF THINKING.

I THINK THAT MADE SOME SENSE TO PRINCIPALS.

AND WE'RE TRYING VERY HARD THIS YEAR TO CONNECT ALL THE DOTS FOR THEM.

IT FEELS LIKE A LOT IN INITIATIVES HERE AND THERE, AND I CAN SAY THAT OUR TEAMS WORK VERY CLOSELY TOGETHER, ESPECIALLY THIS YEAR, TO CONNECT, CONNECT DOTS FOR

[02:30:06]

AND SO THAT'S WHY THAT'S THAT'S A REAL GOAL FOR US THIS YEAR.

WE'RE WE'RE REALLY FOCUSING THIS YEAR ON LEADING INDICATORS ONE AND TWO.

AND YOU MAY YOU MAY REMEMBER THIS.

YOU MAY NOT HAVE SEEN THIS, BUT YEP, YEP.

NICE LITTLE VIRUS THERE BACK IN JULY OF 2019.

THIS WAS THE FIRST ONE OF THE FIRST MEMOS THAT WENT OUT TO OUR CAMPUSES ALL ABOUT KIND OF SOME NEXT STEPS WITH LEVEL TWO, WHICH WAS HELPING THEM DEFINE THEIR VISION OF INSTRUCTION FOR THEIR CAMPUS, WHICH WAS CENTERED AROUND THAT CAMPUS SNAPSHOT.

AND THEN CAME THE PC INSTRUCTIONAL MODEL TO SUPPORT THAT.

AND I'LL SHOW YOU A PICTURE OF THAT IN A MINUTE.

SO WHEN WE TALK ABOUT REVISITING, REVISING AND RECOMMITTING, THIS IS A PIECE OF THAT WE REALLY ARE COMMITTING TO THIS YEAR.

WE'VE GOT SOME GREAT TOOLS TO SUPPORT THAT.

YOU'RE PROBABLY FAMILIAR WITH THIS.

THIS HAS BEEN AROUND. THIS IS OUR COLLABORATIVE TEAM FRAMEWORK THAT REALLY ENCOMPASSES THE WHOLE POLICY PROCESS.

YOU'LL SEE THAT QUOTED IN OUR STRATEGIC PLAN THAT WE'RE GOING TO CONTINUE TO PUSH ON THAT PROCESS.

AND THEN OUR PC INSTRUCTIONAL MODEL THAT YOU SEE THERE, AND THAT'S A CLICK.

BOTH OF THOSE ARE CLICKABLE DOCUMENTS.

OUR TEACHERS ARE REALLY WE'VE GOTTEN A LOT OF LEVERAGE ON THE FRAMEWORK AND WE'RE REALLY STARTING TO SEE SOME LEVERAGE ON THE INSTRUCTIONAL MODEL AND THAT KIND OF FUELS THEIR CAMPUS SNAPSHOT.

SO THOSE ARE CLICKABLE LINKS ON THAT DOCUMENT.

IT'S ALL CONNECTED TO MARCIANO'S 43, WE CALL IT, WHICH OUR HIGHLY RESEARCHED AND EFFECTIVE INSTRUCTIONAL STRATEGIES.

SO AGAIN, THESE ARE THE TWO CRITICAL COMMITMENTS OF LEVEL TWO.

THE SCHOOL COMMUNICATES A CLEAR VISION AS TO HOW TEACHERS SHOULD ADDRESS INSTRUCTION, AND THEN THE SCHOOL IS AWARE AND MONITORS THOSE PREDOMINANT INSTRUCTIONAL PRACTICES.

IN JULY, WE GATHERED SOME FEEDBACK FROM PRINCIPALS TO SEE WHERE THEY THOUGHT THEY WERE WITH LEVELS ONE AND TWO, BECAUSE I'M GOING TO SAY COVID AGAIN, COVID KIND OF BLEW SOME THINGS UP FOR US AND WE WANTED THEM TO UNDERSTAND IT'S NOT THAT YOU STOPPED SUPPORTING OR LEARNING ABOUT.

THERE WERE ALL THESE THINGS THAT WERE HAPPENING THAT WERE A PART OF WHAT HRS REALLY IS, BUT WE DID HAVE TO STEP AWAY FROM FROM IT JUST A LITTLE BIT.

SO SO WE GATHER FEEDBACK FROM PRINCIPALS IN JULY, AND THEN WHEN PHIL WAS HERE AGAIN, WE GAVE THEM A QUICK SURVEY AFTER THAT FOR THEM TO KIND OF TELL US, OKAY, WHAT DO YOU NEED AS A CAMPUS LEADER TO CONTINUE TO MOVE THIS FORWARD? BECAUSE WE'RE COMMITTED TO BEING RESPONSIVE TO WHAT THEY NEED.

THE BEAUTIFUL THING ABOUT THESE LEADING INDICATORS IS THAT THEY CONNECT TO ALL THAT WE'RE DOING AND TO PROVIDE LEARNING SUPPORT FOR CAMPUS LEADERS AND TEACHERS WITH INSTRUCTIONAL LEADERSHIP. SO ONE OF THE REALLY GREAT TOOLS THAT WE HAVE THIS YEAR THAT WE'RE REALLY EXCITED ABOUT IS THE LEAD FORWARD LEARNING SERIES AND TOOLKIT.

NOW WE'VE HAD LEAD FORWARD PIECES.

THIS IS A SLIDE YOU DON'T HAVE ON.

I APOLOGIZE. I SEE YOU FLIPPING THROUGH, AND AFTER WE SPENT A LITTLE TIME LOOKING AT THIS, WE DECIDED WE'RE MISSING A SLIDE.

WE NEED TO ADD THIS BECAUSE THIS IS A REALLY CRITICAL TOOL FOR US THIS YEAR.

WE'VE HAD LEAD FORWARD THE PAST FEW YEARS IN THE FORM OF WHAT WE CALL THEIR FIELD GUIDES , AND THAT REALLY GIVES THE TEACHERS AND ADMINISTRATORS A NICE LOOK AT THE ALIGNMENT OF THE STANDARDS.

THERE'S A VERTICAL ALIGNMENT.

IT KIND OF UNPACKS SOME OF THOSE STANDARDS FOR THEM AND GIVES THEM SOME ITEMS LIKE THIS COULD BE TESTED IN THIS WAY.

SO THEY CALL IT THE FIELD GUIDES, AND WE'VE ALSO HAD THE LEADERSHIP REPORT CARD.

WE WANT TO GET MORE LEVERAGE ON THAT THIS YEAR, AND THAT'S A GREAT TOOL FOR THEM TO TAKE A LOOK AT THEIR HISTORICAL DATA.

IT COULD BE THE PMA'S YOU HEARD DASH MENTION THAT EARLIER, OR IT COULD BE THE UNIT ASSESSMENTS FOR ELEMENTARY AND STAAR ASSESSMENTS PRESENT AND PAST, AND SO IT'S A GREAT WAY FOR THEM TO THEY ACTUALLY CLICK AND DRAG RIGHT INTO THE LEADERSHIP REPORT CARD, AND WHAT IT DOES IS IT GIVES THEM AN IMMEDIATE REPORT ABOUT, OH, HERE ARE SOME HIGH LEVERAGE STANDARDS THAT YOU AS A CAMPUS NEED TO TAKE A LOOK AT A LITTLE MORE CLOSELY.

SO WE'VE IDENTIFIED OVER.

THIS IS OUR THIRD YEAR ESSENTIAL STANDARDS IN THE CURRICULUM, BUT WE'RE NOW COACHING CAMPUSES ON HOW TO USE THESE TOOLS TO IDENTIFY BARRON FOR EXAMPLE, AS A CAMPUS THESE ALSO SURFACE FOR MY CAMPUS.

SO HOW ARE WE GOING TO ADDRESS THIS IN TIER ONE? HOW ARE WE GOING TO ADDRESS THIS IN INTERVENTION IF NEEDED, AND HOW ARE WE GOING TO MONITOR PROGRESS ON THOSE? SO WE'VE GOT UNIT ASSESSMENTS, STAAR ASSESSMENTS, THE PMAS, EVEN CAMPUSES ARE CREATING THEIR OWN ASSESSMENTS AND THEY OFTEN PUT THEM IN EDUGENCE.

SO THEY'RE ABLE TO DO THAT IF THEY WANT TO.

SO THEY'VE GOT ALL OF THAT DATA TO LOOK AT.

SO WHAT'S REALLY SUPER IMPORTANT ABOUT THIS IS THAT THEY'RE ABLE TO LOOK AT THIS AT MULTIPLE PIECES OF DATA TO MAKE DECISIONS FOR THEIR CAMPUS.

THESE LEAD FORWARD TOOLS ALLOW THEM TO DO THAT AND ALLOW THEM TO TAKE A LOOK AT VARIOUS PIECES OF DATA AT THE SAME TIME AND MAKE SOME COMPARISONS.

[02:35:10]

SO YOU MAY ASK OKAY, SO WHAT IS DIFFERENT? WHAT ARE YOU GUYS DOING DIFFERENTLY THIS YEAR OTHER THAN YES, WE'VE GOT SOME GREAT TOOLS TO PROVIDE THEM COLLECTIVELY.

WE'RE FOCUSING ON THESE TOOLS AND STRATEGIES TO MOVE THE NEEDLE.

WHEN I SAY COLLECTIVELY, IT'S OUR DEPARTMENT, WE'VE PARTNERED WITH SLI ON THIS, IT'S BEEN GREAT TO LEARN TOGETHER AND PLAN TOGETHER TO PROVIDE SOME LEARNING FOR THE PRINCIPALS AND THE ASSISTANT PRINCIPALS.

SO IT'S COLLECTIVE AND I THINK THAT'S A BIG THAT MAKES A BIG DIFFERENCE AND I THINK THAT WILL MOVE THE NEEDLE.

WE HOPE THAT'S THE CASE ANYWAY.

SO KNOWING A CAMPUS HAS ALL THOSE TOOLS AND THEY'VE USED THEIR TOOLKIT TO LOOK AT THAT DATA, THEN COMES ACCORDING TO MY DATA, WHAT IS MY VISION FOR INSTRUCTION ON MY CAMPUS? WHAT IS IT THAT WE NEED TO REALLY FOCUS ON? SO YOU SAW THE INSTRUCTIONAL MODEL A FEW SLIDES BACK.

THAT'S ONE SOURCE THAT THEY CAN USE.

IN THAT INSTRUCTIONAL MODEL, THEY CAN CLICK ON THOSE LINKS.

IT OPENS UP TO WE SAID A ONE PAGER.

IT TURNED INTO A LIKE A THREE OR FOUR PAGER, BUT WE WANTED TO MAKE SURE WE HAD RESEARCH QUOTED ON THERE.

WE WANTED TO MAKE SURE THAT AT THE BOTTOM OF THAT DOCUMENT, HERE'S WHAT THE TEACHER NEEDS TO DO.

HERE'S WHAT THE STUDENT NEEDS TO DO.

HERE ARE SOME ACTUAL INSTRUCTIONAL RESEARCH BASED INSTRUCTIONAL STRATEGIES, AND A LOT OF THESE ARE FROM LEAD FORWARD THAT YOU CAN ACCESS TO ADDRESS SOME OF THE ELEMENTS ON THIS INSTRUCTIONAL MODEL. THIS IS ACTUALLY FROM HARRINGTON ELEMENTARY.

THEY ARE OUR MOST RECENTLY IDENTIFIED PLC CAMPUS.

THEY'VE DONE SOME AMAZING WORK THERE, AND THIS IS ORGANIZED BY WHAT THIS PARTICULAR CAMPUS WANTS TO SEE AND HEAR ALMOST DAILY, WHAT THEY SHOULD SOMETIMES SEE IN HERE AND THEN WHAT THEY SHOULD NEVER SEE OR HEAR.

AND THEN YOU'LL SEE SOME ASTERISKS ON SOME OF THESE.

THIS IS DIRECTLY CONNECTED TO OUR PC INSTRUCTIONAL MODEL.

SO OUR GOAL THIS YEAR IS FOR EVERY SINGLE CAMPUS PRE-K THROUGH 12 TO HAVE THEIR OWN CUSTOMIZED INSTRUCTIONAL SNAPSHOT, AND THOSE LEAD FORWARD TOOLS, LIKE WE MENTIONED EARLIER, GIVES THEM ANOTHER GREAT OPPORTUNITY TO TAKE A LOOK AT ALL THE DATA THAT THEY HAVE TO REALLY CUSTOMIZE THIS, AND IT'S A WORKING DOCUMENT.

SO NEXT YEAR THEY LOOK AT THEIR DATA, THEY MAY NEED TO MAKE SOME CHANGES AND THEN THEY CAN CUSTOMIZE IT.

SO CAMPUS SUPPORT.

THIS IS THE ONE I WANT TO SPEND A LITTLE MORE TIME ON.

I KNOW I'M TALKING QUICKLY, BUT I WANT TO BE COGNIZANT OF YOUR TIME.

WHAT ARE WE DOING DIFFERENTLY? WE ALWAYS ASK OURSELVES THAT EVERY YEAR WHEN I WAS A CLASSROOM TEACHER, MY LESSON PLANS THREW THEM OUT ALWAYS STARTED OVER DIFFERENT GROUP OF KIDS, RIGHT? SO IT'S THE SAME THING, AND WE'VE ALL HEARD THIS.

I THINK LISA SAID THIS EARLIER.

IF WE KEEP DOING WHAT WE'VE ALWAYS DONE, WE'RE GOING TO CONTINUE TO GET THE SAME RESULTS.

SO WE HAVE SOME GREAT TOOLS IN PLACE, BUT WHAT ARE WE AS OUR DEPARTMENT, WHAT ARE WE ACTUALLY DOING DIFFERENTLY? SO I MENTIONED EARLIER WE ARE ALIGNING AND CONNECTING DOTS.

THAT'S SUPER IMPORTANT THROUGHOUT THE YEAR.

WE'VE ACTUALLY GOT SOME DOCUMENTS WE'RE WORKING ON IN COLLABORATION WITH SLI TO TIE THE LEADERSHIP DEFINITION TEST DOMAINS AND THE HRS LEADING INDICATORS TOGETHER. WE'RE RESPONSIVE NOW.

THE DSTS ARE HAPPENING SOONER.

WE LOVE THAT.

SO MY TEAMS ARE INVOLVED IN THE DISTRICT SUPPORT TEAM MEETINGS TO BE RESPONSIVE, BUT THEY ALREADY HAVE A SCHEDULE OF SUPPORT FOR THESE CAMPUSES, AND WE'VE STARTED EARLIER THIS YEAR, AND I THINK THAT WAS IMPORTANT.

WE'RE REALLY APPROACHING EVERYTHING FROM A PRE-K THROUGH 12 PERSPECTIVE.

I KNOW ELEMENTARY AND SECONDARY ARE DIFFERENT IN A LOT OF WAYS, BUT THE PROCESSES ARE VERY MUCH THE SAME.

THE WAY WE LOOK AT DATA IS VERY MUCH THE SAME.

THE DECISIONS THAT WE MAKE ARE VERY SIMILAR.

SO FROM THAT PERSPECTIVE, WE LOOK AT IT THAT WAY.

WE'VE GOT THE UNIT ASSESSMENTS, WE HAVE THE PROGRESS MONITORING TOOLS THAT'S NO LONGER OPTIONAL, AND OUR TEAMS ARE COACHING TEACHERS AND ADMIN ON HOW TO ACCESS AND THEY WILL BE ALL YEAR ACCESS REPORTS IN EDUGENCE AND USE THOSE REPORTS TO ADJUST INSTRUCTION WHETHER THAT BE TIER ONE OR ADJUSTING INTERVENTION AS WELL.

I MENTIONED THE LEAD FORWARD RESOURCES EARLIER ON THAT PREVIOUS SLIDE.

WE'VE ALWAYS HAD SOME OF THOSE RESOURCES, BUT THE BEAUTIFUL THING THIS YEAR IS A COLLABORATIVE AND COLLECTIVE APPROACH WITH SEVERAL DEPARTMENTS WHERE WE'RE STEPPING UP OUR GAME TO CONTINUE TO USE THESE TOOLS AND EXPECT CAMPUS LEADERS AND TEACHERS TO USE THESE TOOLS AS WELL.

OOPS. TOO SOON.

I WROTE SOME NOTES WHILE SOME OF YOU WERE ASKING QUESTIONS.

[02:40:02]

WE'RE ASSIGNING INDIVIDUALS, WHICH WE'VE DONE IN THE PAST, BUT WE'RE FOCUSING ON MATH AND LITERACY AND SCIENCE WHERE IT'S NEEDED.

SO WE'RE PUTTING PEOPLE WHEREVER THE DATA SAYS WE NEED THEM.

IT'S ALL DATA DRIVEN.

WE'RE ALSO HAVING MEETINGS EVERY 6 TO 9 WEEKS INTERNALLY HERE TO ANALYZE AND DISCUSS THE DATA, NOT JUST MAP, BUT THOSE UNIT ASSESSMENTS IN PROGRESS, MONITORING ASSESSMENTS AS WELL , AND IF WE NEED TO ADJUST THE SUPPORT, WE'LL DEFINITELY ADJUST THE SUPPORT.

WE'RE NOT GOING TO WAIT FOR THE NEXT DST NECESSARILY.

IF WE'RE LOOKING AT THE DATA AND WE HAVE A CONVERSATION WITH FOLKS ON THAT CAMPUS OR WE HAVE A CONVERSATION HERE INTERNALLY OR MAKE SOME OBSERVATIONS AND REALIZE THAT NEEDS TO ADJUST, THEN WE'LL DEFINITELY DO THAT, AND IN SECONDARY, WE'RE CREATING AND DEVELOPING A SYSTEMATIC SUPPORT FOR CAMPUSES THAT INCLUDES SPECIALISTS AND COORDINATORS.

SO THAT'S KIND OF THE WAY WE'VE ROLLED IN ELEMENTARY THE PAST FEW YEARS, AND SO WE'RE CHANGING THE WAY WE KIND OF SUPPORT FROM THE SECONDARY PERSPECTIVE AS WELL.

CO-TEACHING AND MODELING AS REQUESTED, AND WHERE WE SEE THAT THERE IS A NEED AND WE'RE WORKING IN SECONDARY WITH THE TITLE COACHES OR THE CAMPUS COACHES VERTICALLY ON FOUR DIFFERENT OCCASIONS THIS YEAR FOR SOME JOB EMBEDDED PL USING THAT HRS COACHING MODEL.

YOU KNOW, WE DON'T ALWAYS GET ENOUGH FACE TIME WITH TEACHERS.

WE ALWAYS SAY THAT, OH, WE NEED MORE FACE TIME WITH THEM.

SO WHAT WE'VE LEARNED THROUGH THE PANDEMIC IS THAT WE DON'T NECESSARILY THE SIT AND GET PL THOSE DAYS ARE GONE AND SO YES, SOMETIMES THERE'S TRAINING THAT NEEDS TO HAPPEN FOR SOMETHING SPECIFIC, BUT WE FIND THAT WE MOVE THE NEEDLE A LITTLE BIT FASTER WHEN WE'RE SITTING WITH GROUPS OF TEAMS OF TEACHERS AND PROVIDING SOME EMBEDDED SUPPORT AND PROFESSIONAL LEARNING FOR THEM SO THAT WE'LL BE DOING A LOT OF THAT AND CONTINUING TO DO THAT THIS YEAR. WE'VE GOT A PROACTIVE PLAN FOR ALGEBRA ONE, SO I'M HAPPY TO SHARE THAT WITH YOU IN A BOARD UPDATE.

I KNOW THAT'S BEEN A CONCERN OF YOURS AND SO I'M HAPPY TO SHARE THAT IN A FUTURE BOARD UPDATE, AND THEN WE'RE ALWAYS SUPPORTING COLLABORATIVE TEAM PLANNING.

THE PLC PROCESS IS EMBEDDED INTO THAT MODELING, COACHING, VERTICAL TEAMING, WHEREVER THAT MIGHT BE AND WHEREVER WE MAY BE NEEDED.

SO OUR GOAL IS TO BE INCREDIBLY RESPONSIVE TO THE NEEDS OF CAMPUSES, NOT JUST THROUGH THE DSTS, BUT OPEN COMMUNICATION CONSTANTLY WITH CAMPUSES, AND THEY'RE REALLY GREAT TO REACH OUT.

I NEVER WANT TO BE A GATEKEEPER.

I ALWAYS TELL THEM, YOU HAVE A SCIENCE QUESTION, [INAUDIBLE] OUT TO THE SCIENCE COORDINATOR.

YOU DON'T NEED TO CALL ME FIRST, RIGHT? SO WE TRY TO BE VERY RESPONSIVE TO THEIR NEEDS.

I TALKED TO VERY FAST QUESTIONS.

ALL RIGHT, GANG, FIRE AWAY.

QUESTIONS. I HAD ONE QUESTION ON THE ON THE PLC.

SO YOU'RE TALKING A LOT ABOUT DOING COLLABORATIVE TEAM PLANNING AND AT THE SENIOR HIGHS AND THE HIGH SCHOOLS AND THE MIDDLE SCHOOLS.

SO FOR SECONDARY, THIS IS LESS IMPACTED.

RIGHT, BUT FOR ELEMENTARY, OUR CAMPUSES ARE REALLY VARIABLE IN SIZE.

RIGHT, AND SO THE STAFF ARE VARIABLE IN SIZE, AND I'M WONDERING HOW THAT IMPACTS THIS PROCESS.

JUST BEING ABLE TO COME TOGETHER AS A COLLABORATIVE TEAM.

YEAH, AND EXTRA SUPPORT, AND YOU KNOW, IF YOU'VE GOT TWO TEACHERS PER GRADE LEVEL VERSUS, YOU KNOW, THREE BILINGUAL AND THREE ENGLISH, YOU KNOW, TEACHERS PER GRADE LEVEL OR, YOU KNOW, HOW SOME OF THOSE THINGS IMPACT THAT AND THEN HOW YOU ALL MODIFY YOUR SUPPORT BASED ON SOME OF THE DIVERSITY AMONG CAMPUSES THAT WE HAVE.

YEAH, THAT'S A REALLY GOOD QUESTION.

THAT'S SOMETHING WE'VE TACKLED EARLY ON WHEN WE STARTED HRS AND WHEN WE STARTED COLLABORATIVE TEAMING TO SUPPORT THE PLC PROCESS, AND THEN WE'VE GOT FOLKS THAT ARE A STANDALONE, RIGHT, LIKE THE ART TEACHER, FOR EXAMPLE.

SO ONE OF THE THINGS THAT I KNOW THE FINE ARTS DEPARTMENT DID TO MITIGATE THAT WAS THEY HAD A DISTRICT WIDE PLC FOR THOSE PARTICULAR TEACHERS.

SO I KNOW CAMPUSES AND WE HAVE INTENTIONALLY TRIED TO CONNECT PEOPLE THAT ARE IN THAT PARTICULAR SITUATION.

IF IT'S A BILINGUAL THIRD GRADE TEAM OR FOURTH GRADE TEAM AND YOU'VE GOT MAYBE ONE BILINGUAL TEACHER AND TWO MONOLINGUAL, THE CONTENT'S, THE CONTENT, AND SO WHEN THEY START TO OPEN UP A START, A BRAND NEW UNIT, WE REALLY HIGHLY ENCOURAGE THEM TO COME TOGETHER, TO TALK, TO UNPACK THE STANDARDS AND HAVE THE DISCUSSION AROUND HOW ARE WE GOING TO KNOW IF THEY'RE PROFICIENT, HAVE THOSE DISCUSSIONS FIRST.

THAT'S WHAT THAT COLLABORATIVE TEAM FRAMEWORK IS ALL ABOUT IN THE BOTTOM OF THAT FRAMEWORK IS ALL ABOUT.

NOW I'M GOING TO GO BACK TO MY CLASSROOM AFTER I'VE HAD THESE DISCUSSIONS WITH MY TEAM AND DESIGN MY EXPERIENCES FOR MY STUDENTS BASED OFF OF WHAT I KNOW ABOUT MY KIDS IN MY CLASSROOM. I DON'T KNOW IF THAT ANSWERS YOUR QUESTION, BUT YEAH, YOU ASK A REALLY GOOD QUESTION EARLIER ABOUT THE INQUIRY AND INNOVATION INTEGRATION PIECE.

[02:45:05]

YOU KNOW, WE JUST STARTED THAT TWO YEARS AGO FOR K TWO.

IT USED TO BE CALLED INTEGRATED CURRICULUM YEARS AGO BACK WHEN I WAS HERE IN PLANO, BEFORE I LEFT AND CAME BACK.

SO THIS IS INQUIRY AND INNOVATION.

IT'S A LITTLE BIT DIFFERENT. SOME OF IT IS INTEGRATED, BUT A LOT OF IT IS JUST PROVIDING THE SPACE, THE TIME AND SPACE FOR THE SOCIAL STUDIES AND SCIENCE TO BE TAUGHT AT ONE TIME, AT TWO DIFFERENT TIMES DURING THAT PARTICULAR PERIOD, OR SOME OF IT MIGHT BE INTEGRATED OR SOME OF THAT CONTENT MIGHT EVEN BE INTEGRATED INTO THE LITERACY BLOCK FOR ELEMENTARY.

PLUS, WE'RE TRYING TO GIVE THEM TIME IN K TWO BRING IN SOME SOCIAL AND EMOTIONAL LEARNING INTO THAT PIECE AS WELL, BUT THAT'S A GOOD QUESTION YOU BROUGHT UP AND SOMETHING WE'RE GOING TO EXPLORE.

EVEN IF I'M SNEAKY ABOUT IT, I'M ALWAYS GOING TO ADVOCATE FOR MORE SCIENCE TIME.

[LAUGHTER] HEY, I MEAN, LET'S JUST BE HONEST.

SO I'M JUST BEING HONEST.

THAT'S OKAY, BECAUSE IN A PREVIOUS LIFE BEFORE I CAME BACK TO PLANO, I WAS A SCIENCE SPECIALIST FOR A DISTRICT FOR TWO YEARS, AND IT'S IMPORTANT TO ME TO I THINK I THINK THAT'S AN INCREDIBLE WAY FOR KIDS TO LEARN CRITICAL THINKING AND EXPLORE AND INQUIRE AND DISCOVER, AND SO I'LL ALWAYS BE FOR THAT AS WELL.

WELL, ANYONE WHO'S EVER HAD A THREE YEAR OLD, AS I DO NOW, KNOWS HOW MANY QUESTIONS THEY ASK.

RIGHT, AND LIKE THE QUESTION IS THE FUNDAMENTAL BASELINE OF THE SCIENTIFIC PROCESS.

RIGHT, AND SO I ALMOST FEEL LIKE CHILDREN AT THAT AGE IN SOME WAYS ARE JUST SO PRIMED FOR THAT, AND YOU DON'T WANT TO LOSE THAT.

EXACTLY. SO THANK YOU.

YEAH, I APPRECIATE IT. YEAH.

ANY OTHER QUESTIONS? WAS I FIRST I DON'T KNOW.

LAUREN, YOU'RE NEVER SNEAKY ABOUT THAT, BY THE WAY.

[CHUCKLING] WHEN I THINK ABOUT THE PROGRESS MONITORING AND THE UNIT TESTS THAT WE'RE TALKING ABOUT, AND CODY MENTIONED THAT AT THE SENIOR HIGH, IT'S A REALLY GOOD TOOL.

HOW DO WE BALANCE THAT WITH A TEACHER'S AUTONOMY IN THE CLASSROOM? BECAUSE THEY ALL HAVE TO TEACH AND MAKE SURE EVERYBODY HITS THOSE PROGRESS MONITORING ASSESSMENTS THAT WE'VE DESIGNED.

SO I JUST WONDERED HOW THE TEACHERS ARE ABLE TO BE FLEXIBLE, LIKE YOU SAID, WHEN YOU HAVE A DIFFERENT CLASS OF KIDS EVERY YEAR.

SURE. SO SOME OF THE EMBEDDED, AS WELL AS VERY INTENTIONAL TRAINING OR PROFESSIONAL LEARNING WE'VE DONE OVER THE PAST COUPLE OF YEARS HAS BEEN AROUND WHAT IS WHAT IS A FORMATIVE ASSESSMENT, WHAT'S A COMMON FORMATIVE ASSESSMENT, AND WHERE IN MY CURRICULUM MIGHT I HAVE SOMETHING THAT WOULD SERVE AS A COMMON FORMATIVE? AND IF NOT, HOW CAN MY TEAM COME TOGETHER AND DESIGN SOMETHING THAT WOULD REPRESENT A TEACHER MADE OR AND I KNOW AT SECONDARY THAT LOOKS A LITTLE BIT DIFFERENTLY OR NOT DEPENDS ON THE CONTENT.

SO THERE'S BEEN A LOT OF CONVERSATION AND TRAINING AROUND THAT.

WE'VE TRIED TO ENCOURAGE TEACHERS AND HELP THEM UNDERSTAND, ESPECIALLY AT THE ELEMENTARY LEVEL, A AN ASSESSMENT DOESN'T ALWAYS MEAN IT'S A TEN QUESTION, MULTIPLE CHOICE ITEM OR ASSESSMENT. THAT'S YOU KNOW, IT COULD BE SOMETHING AS SIMPLE AS A, YOU KNOW, A WRITING SAMPLE, OBVIOUSLY, OR SOMETHING THAT'S ALREADY IN THE CURRICULUM THAT COULD BE USED AS SOMETHING COMMON ACROSS THE GRADE LEVEL.

THE TEAM JUST HAS TO DECIDE HOW ARE WE GOING TO ASSESS, WHAT DO WE NEED TO ASSESS AND HOW ARE WE GOING TO KNOW IF THEY LEARNED IT? SO WE NEVER WANT TO TAKE THAT AUTONOMY AWAY FROM THEM.

WE'VE EVEN ENCOURAGED OUR ELEMENTARY TEACHERS TO USE THAT UNIT ASSESSMENT AS AN EXEMPLAR.

SO IF YOU DO FEEL LIKE I NEED SOME HELP AND I NEED A MODEL OF KNOWING HOW TO PUT TOGETHER A VERY SHORT ASSESSMENT TO DO ANOTHER QUICK CHECK IN BETWEEN THE BEGINNING OF THE UNIT AND WHENEVER THAT UNIT ASSESSMENT HAPPENS, THEY'VE GOT THAT TO USE AS AN EXEMPLAR.

I WOULD ALSO ADD TO THAT, I THINK, YOU KNOW, IT OFTEN IS A BALANCE BETWEEN A GUARANTEED VIABLE CURRICULUM, WHICH WE HAVE TO PROVIDE FOR EVERY STUDENT TO PROVIDE AN EQUITABLE CURRICULUM, BUT THE ART AND CRAFT OF TEACHING.

SO ANYONE WHO'S BEEN IN THE CLASSROOM KNOWS THAT THE INSTRUCTIONAL PIECES AND DESIGNING AND UNDERSTANDING THE LEARNERS IN YOUR CLASSROOM DOES DOES REQUIRE A PROFESSIONAL IN THAT CLASSROOM TO KNOW WHAT WHAT TO DO WITH THAT CURRICULUM AND HOW TO DELIVER IT TO THOSE STUDENTS IN THAT MOMENT IN THAT CLASSROOM.

YEAH, THAT MAKES SENSE.

I'M GLAD TO HEAR THAT TEACHERS DO RETAIN THAT AUTONOMY AT SOME LEVEL BECAUSE THERE ARE SO MANY VARIABLES IN GETTING KIDS TO WHERE THEY NEED TO BE, AND I KNOW WE HAVE THE DATA TO IDENTIFY THOSE TARGETS AND I'M GLAD TO SEE THAT WE'RE USING THAT WELL AND GONE ARE THE DAYS THAT I CAN SPEAK FOR ELEMENTARY AND WE'RE MOVING IN THAT DIRECTION WITH SECONDARY AS WELL.

GONE ARE THE DAYS THAT WE HAVE A WRITTEN LESSON FOR EVERY DAY OR EVERY COUPLE OF DAYS OR FOR EVERY STANDARD.

WE DON'T DO THAT ANYMORE.

WE ALIGN RESOURCES, WE PROVIDE THE UNIT PLANS, BUT THE MOST IMPORTANT PART OF THAT IS STAGE ONE, WHICH IS WHAT DO MY KIDS NEED TO KNOW AND BE

[02:50:07]

SO IT'S CHANGED QUITE A BIT.

SO TWO QUICK QUESTIONS.

ONE, IN TERMS OF OUR CURRICULUM, I THINK WE HAVE WHAT WE WOULD CALL A SCRIPTED CURRICULUM.

IS THAT CORRECT? OR IT'S NOT A SCRIPTED CURRICULUM? IT USED TO BE USED.

NOW YOU'LL SEE SOME VARIANCE BETWEEN ELEMENTARY AND SECONDARY.

YOU'LL SEE SOME LESSONS IN THERE WHERE WE HAVE GAPS LIKE AND AGAIN RIGHT NOW I'M SPEAKING FROM ELEMENTARY, YOU'LL SEE SOME ALIGNED RESOURCES.

YOU'LL SEE THE STANDARDS ABSOLUTELY IN THERE.

YOU'LL SEE ASSESSMENTS IN THERE THAT THEY CAN USE AND SOME PERFORMANCE TASK, AND YOU'LL ALSO SEE SOME SPECIFIC RESOURCES THAT WE'VE SUGGESTED THAT EVEN IN OUR MATH FOR ELEMENTARY, WE HAVE SOME CODING IN OUR UNIT PLANS TO LET THEM KNOW, IS THIS LESSON'S 100% ALIGNED? THIS LESSON IS NOT SO THAT THEY KNOW AND MAKE SOME WISE CHOICES.

BUT OUR FOCUS LAST YEAR AND FOR THIS YEAR AS WELL HAS BEEN ALL AROUND DESIGNING THAT LESSON, THAT EXPERIENCE FOR YOUR STUDENTS.

SO WE WANT THEM TO HAVE THAT AUTONOMY.

WE WANT THEM TO BE ABLE TO UNDERSTAND WHAT IT IS THEIR STUDENTS NEED TO KNOW AND BE ABLE TO DO, AND THEN GIVE THEM THE TOOLS TO DO THAT ALONG WITH THE DATA AND TO UNDERSTAND WHO'S SITTING IN MY CLASSROOM.

SO A TEACHER COULD HAVE MULTIPLE, NOT NECESSARILY SCRIPTED, BUT MENU OF OPTIONS TO GO ACROSS THAT, AND I THINK WE HAD HEARD YOU GUYS KIND OF CALL IT LIKE THE PLAYBOOK OR THE GAME PLAN THAT OBVIOUSLY ADJUSTS EVERY YEAR AND THAT YOU'RE GETTING BEST PRACTICES PUT IN THERE AND WITH THAT WOULD BE SCRIPTED BUT NOT NECESSARILY LIKE THEY HAVE TO DO ONE--EXEMPLARY LESSON--RIGHT, AND THERE WOULD BE MANY DIFFERENT ONES THAT MIGHT MEET THE SAME TEKS OR MULTIPLE TEKS AND BE VERY USEFUL, ESPECIALLY FOR A FIRST YEAR TEACHER THAT DOESN'T HAVE YEARS OF EXPERIENCE AND LESSON PLANS BEHIND THEM.

RIGHT, BUT THE MESSAGE FROM OUR DEPARTMENT IS ALWAYS GOING TO BE YOU HAVE THE DATA TO KNOW YOUR STUDENTS AND WHAT THEY NEED.

SO WE'VE GIVEN YOU SOME ALIGNED RESOURCES AND SOME EXEMPLAR LESSONS, BUT YOU AS THE TEACHER ARE RESPONSIBLE FOR DESIGNING THOSE EXPERIENCE FOR THE STUDENTS IN YOUR CLASSROOM , AND ONE OTHER QUESTION I HAD.

I RECENTLY LEARNED AT THE ELEMENTARY SCHOOL LEVEL, I GUESS WE DON'T DO SPELLING TESTS ANYMORE, AND I JUST I GUESS IF WHAT A TEACHER HAD THE AUTONOMY, IF THEY THOUGHT THAT FOR THEIR CLASS OR CERTAIN STUDENTS THAT DOING SPELLING TESTS WOULD BE A FORMAT THAT BENEFITED THOSE STUDENTS.

WOULD THEY HAVE AUTONOMY TO DO THAT FOR ASSESSMENT? THEY COULD. THE THING ABOUT SPELLING TEST IS IT'S NOT REALLY A BEST PRACTICE FOR STUDENTS RETAINING THOSE WORDS , BUT THEY COULD IF THEY WANTED TO DO A QUICK CHECK TO SEE IF THE STUDENT KNEW HOW TO SPELL THESE PARTICULAR WORDS OR THIS SMALL GROUP OF STUDENTS.

WE'RE JUST NOT ENCOURAGING IT EVERY FRIDAY 2025 WORDS JUST BECAUSE NEXT WEEK I KNOW IT'S LIKE A HARD THING FOR PARENTS TO LET GO OF.

I KNOW, BUT I CAN GUARANTEE YOU THE FOLLOWING, THEY'RE PROBABLY NOT GOING TO REMEMBER HOW TO SPELL THOSE WORDS.

WE WOULD RATHER THEM UNDERSTAND THOSE WORDS, HAVE SOME CONTEXT AROUND IT, BE ABLE TO USE IT IN THEIR WRITING.

HAVE SOME CONVERSATION WITH THAT VERSUS JUST, YOU KNOW, SPELLING LIST, BUT IF A TEACHER WANTED TO DO THAT IS ANOTHER WAY OF ASSESSING FORMATIVELY, HE OR SHE COULD CERTAINLY DO THAT.

YEAH. THANK YOU.

YOU'RE WELCOME. ANY OTHER QUESTIONS? I DON'T HAVE A QUESTION. I HAVE A COMMENT.

I THINK THAT IT'S IMPORTANT FOR US TO PAUSE FOR A MOMENT, AT LEAST FOR ME.

YOU POINTED AT ME AND I WAS ALREADY THINKING THIS, LAURIE, AND JUST HOW MUCH DEVELOPMENT AND HOW MUCH PROFESSIONALISM AND REALLY HOW INTRICATE AND IN SOME WAYS RESPECT COMPLICATED ALL OF THIS IS I KIND OF HAD A LITTLE BIT THE HARRINGTON THING ABOUT WHAT YOU CAN SAY AND WHAT YOU KIND OF YOU BROUGHT ME INTO THE CLASSROOM AND THINKING ABOUT WHAT THAT LOOKED LIKE, AND I WAS JUST LIKE, WOW, THIS IS SO GREAT AND IT'S SO AMAZING, AND THEN I WAS LIKE AND SO OVERWHELMING AND THERE'S SO MUCH TO THIS, BUT FOR THOSE WHO ARE LISTENING, I ALMOST STARTED TO DO A COUNT OF HOW MANY TIMES YOU SAID SUPPORT AND HOW MANY TIMES YOU SAID RESPONSIVE, AND YOU ALSO SAID WHENEVER WE ARE NEEDED, AND SO I HOPE THAT IF THERE ARE TEACHERS WATCHING THIS, YOU KNOW, THEY AT LEAST ARE NOT GRADING SPELLING TESTS.

SO WE KNOW THAT THEY MIGHT BE, I HOPE THAT THEY REALIZE HOW THAT IS OUR DESIRE FROM US AS WELL, THAT IT'S MUCH MORE IMPORTANT FOR US.

THERE ARE SO MANY TOOLS, THERE ARE SO MANY OPPORTUNITIES.

THE WAY THEY USE THE DATA, ALL THE THINGS THAT ARE HERE, BUT IT CAN BE OVERWHELMING.

RIGHT, AND SO HAVING PEOPLE I JUST GREATLY APPRECIATE.

I MEAN, TRULY, YOU SAID SUPPORT A WHOLE LOT OF TIMES, AND SO I THINK THAT'S GREATLY APPRECIATED, AND I JUST WANT TO MAKE SURE THAT'S FELT

[02:55:06]

WE FEEL THAT FROM YOU GUYS ALWAYS AND SO THAT'S WHO WE ARE.

THAT'S WHAT WE DO. WE'RE ALL ABOUT SUPPORT, AND IF WE DON'T KNOW THE ANSWERS, WE'LL COME TOGETHER AND FIGURE OUT HOW TO MAKE IT HAPPEN, AND A LOT OF TIMES WE JUST SAY WE'RE NOT REALLY SURE HOW TO APPROACH THIS.

CAN WE COME OVER AND TALK TO YOU ABOUT IT AND HAVE MORE CONVERSATION AROUND WHAT YOU NEED? SO, I MEAN, IT'S BEEN A GREAT LEARNING EXPERIENCE FOR US AS WELL, BUT I'LL HEARKEN BACK TO OUR PREVIOUS PRESENTATION.

WE'RE ANTICIPATING 1200 STUDENTS BE HOMELESS.

YEAH, WE HAVE A WRAPAROUND SERVICES THAT'S BEING USED WAY TOO MUCH.

I MEAN, I'M GLAD, BUT WE HAVE A VENEZUELAN POPULATION OF STUDENTS WHO ARE COMING TO A NEW CULTURE AND A NEW LANGUAGE AND A NEW PLACE.

YOU KNOW, WE HAVE SO MANY OTHER THINGS, SO THIS IS GREAT IF IT WAS [INAUDIBLE] UNTO ITSELF, BUT THE REALITY OF THE OVERWHELMING NESS OF ALL THE OTHER THINGS. SO I JUST THINK IT'S SO IMPORTANT THAT WE AS A COMMUNITY DO SPEAK TO THAT SUPPORT, THAT ASKING FOR HELP AND ALL THE THINGS THAT WE CAN DO AND IS IS JUST SO IMPORTANT.

YEAH, THANK YOU FOR THAT, AND A SCRIPTED CURRICULUM WON'T WORK FOR THAT.

SO YEAH.

LAURIE. YEAH, LAST QUESTION.

YEAH, YEAH. I USED TO BE A TEACHER, SO CLOSING THE LEARNING GAP IS ALWAYS IMPORTANT TO ME.

RIGHT? AND THE THING IS THAT I ALWAYS THOUGHT THAT GIVING STUDENTS EXTRA TUTORING WAS A FORM OF HELPING THEM IMPROVE.

YEAH. SO HOW ARE WE INCORPORATING THAT WITHIN THE CLASSROOM WHEN I WAS LISTENING TO YOU CLOSING THE LEARNING GAPS WITHIN THE CLASSROOM SO THAT CAN THAT CAN LOOK A VARIETY OF WAYS.

I'M GOING TO SPEAK FIRST FROM THE ELEMENTARY PERSPECTIVE, BECAUSE THAT'S WHERE I'VE LIVED FOR THE PAST 35 YEARS, UP UNTIL JUST RECENTLY, BUT GOODNESS, THAT CAN HAPPEN IN A VARIETY OF WAYS. ELEMENTARY TEACHERS ARE INCREDIBLY AMAZING AT SMALL GROUP INSTRUCTION FOR A VARIETY OF REASONS.

IT COULD BE VERY INTENTIONAL, WHICH WE WOULD HOPE THEY WOULD DO TO PLAN FOR INTERVENTION AND OR ENRICHMENT WITHIN THEIR CLASSROOM.

WE HAVE GRADE LEVELS THAT COME TOGETHER AND MIX THEIR KIDS, RIGHT? IT'S LIKE WHOLE GROUP FLEX GROUPING SO THAT THEY KNOW THE EXPERTISE OF THE TEACHERS AND THEY MIX KIDS DURING A CERTAIN PART OF THE DAY.

OR WE ENCOURAGE AN ELEMENTARY TO USE THAT TIME IN LITERACY AND IN MATH FOR THAT AS WELL.

I THINK A LOT OF TIMES TUTORING AND INTERVENTION AND ACCELERATED INSTRUCTION, IT'S ALL KIND OF THROWN IN THERE TOGETHER TO MEAN THE SAME THING, BUT AS LONG AS YOU ARE INTERVENING AND ACCELERATING ON GRADE LEVEL STANDARDS, YOU ARE PUSHING KIDS TO WHERE THEY NEED TO BE.

SO IT REALLY IS KIND OF ALL THE SAME THING.

A LOT OF THEM TUTOR AFTER SCHOOL, SOME TUTOR BEFORE SCHOOL.

I KNOW TEACHERS THAT EAT LUNCH IN THEIR CLASSROOM AND HAVE KIDS COME IN AND JOIN THEM.

SO THERE'S A VARIETY OF WAYS THAT HAPPENS.

SECONDARY IT'S HAPPENING, TOO.

IT JUST MIGHT LOOK A LITTLE BIT DIFFERENTLY.

I KNOW A LOT ARE USING THEIR ADVISORY TIME.

SOME HAVE ALTERED THEIR LUNCH BLOCK AS WELL AT THE MIDDLE SCHOOL.

I JUST TALKED TO SOMEONE TODAY WHO'S MADE AN ADJUSTMENT IN THAT AND THEY'RE USING THEIR LUNCH BLOCK FOR SOME ADDITIONAL TUTORING AFTER SCHOOL BEFORE SCHOOL, BUT AGAIN, SECONDARY ELEMENTARY LOOK A LITTLE BIT DIFFERENTLY, BUT IT'S HAPPENING.

IT JUST MAY VARY FROM CAMPUS TO CAMPUS AND CAN VARY BETWEEN ELEMENTARY AND SECONDARY.

DID THAT ANSWER YOUR QUESTION? YES. SO, LAURIE, THANKS A LOT.

THROUGHOUT YOUR PRESENTATION, I ACTUALLY THOUGHT A LOT QUITE OFTEN ABOUT TAMI RICHARDS, OUR FORMER COLLEAGUE, WHO WOULD HAVE LOVED EVERYTHING YOU JUST HAD TO SAY, ESPECIALLY ABOUT THE DATA DRIVEN DECISIONS ALL THE WAY DOWN TO THE CLASSROOM LEVEL.

HOWEVER, SHE PROBABLY WOULD HAVE THROWN UP A LITTLE BIT [INAUDIBLE] YOU SAID, NO MORE SPELLING TESTS.

[LAUGHTER] RIGHT IN RED PEN, RIGHT? NO MORE SPELLING TESTS. HE'S AN ENGINEER.

I DON'T KNOW. I MEAN.

WELL, I PERSONALLY FIND THAT VERY HARD TO ACCEPT AS WELL.

I MEAN, I'M SURE YOU'RE PROBABLY STILL SEEING SOME SPELLING TESTS ACROSS THE DISTRICT IN VARIOUS PLACES, BUT WE'VE TRIED TO GET TEACHERS TO THINK INNOVATIVELY AROUND THAT, AND WHAT REALLY MATTERS IS THAT, YES, THEY DO NEED TO KNOW HOW TO SPELL THE WORDS, BUT DO THEY UNDERSTAND THE MEANING OF THE WORDS DO THEY KNOW HOW TO USE IT IN THEIR WRITING? I MEAN, OF COURSE YOU DON'T JUST TRY TO MEMORIZE IT LIKE, RIGHT? I MEAN, IT HELPS WITH READING AND WRITING FOR SURE AND CONVERSATIONS.

I LEARNED FIRST HOW TO WRITE TO SPELL.

LIKE I WENT TO GRADUATE SCHOOL.

I LEARNED 50 WORDS A DAY, SPELLING.

I MEAN, FIRST I KNOW HOW TO SPELL, THEN I HEAR AND THEN I KNOW HOW TO UNDERSTAND.

I LEARNED FROM ZERO JUST BY LITERALLY FROM TEN WORDS A DAY TO 50 WORDS A DAY.

I MEAN, THAT WORD WORK'S HAPPENING IN THE CLASSROOM, JUST SO YOU KNOW.

IT'S JUST HAPPENING IN A DIFFERENT WAY.

THERE'S PHONICS INSTRUCTION THAT'S HAPPENING.

THERE'S WORD WORK THAT'S HAPPENING DURING THE LITERACY BLOCK.

[03:00:03]

I THINK IT'S MORE INTENTIONAL.

IT'S, YOU KNOW, IT'S NOT JUST ABOUT READING AND WRITING WITH THE ELAR TEKS ANYMORE.

IT'S ABOUT LISTENING AND SPEAKING AS WELL, AND SO IT'S STILL TAUGHT.

KNOWING HOW TO WRITE HELP YOU WITH LISTENING AND WRITING FOR SURE.

YEAH. I MEAN, I SEE THE CHANGE.

YOU KNOW, MY FIRST CHILD CAME HOME LITERALLY WITH A LIST, MASTER LIST OF WORDS.

IT HELPS. I MEAN, SHE WOULD GET ONLINE.

SAY, MAMA, I NEED TO LEARN THIS WORD.

WHAT DOES THIS MEAN? I MEAN, SHE WOULD TYPE A WORD IN THE INTERNET, LIKE, JUST.

OH, NO, NO, NO, DON'T LOOK.

[CHUCKLING] SO IT'S LIKE.

IT'S WEIRD. IT'S TIME, YOU KNOW? THAT'S HOW THE FIRST CHILD LEARNED HOW TO SPELL.

BY THE TIME, MY SECOND CHILD LEARNED HOW TO SPELL, THERE'S ALREADY, LIKE, LESS EMPHASIS ON SPELLING, BUT I STILL THINK.

THE GIRL WHO.

WHO LEARNED HOW TO SPELL DOES BETTER.

I STILL BELIEVE THAT, BUT, YOU KNOW, YOU CAN'T CUT THAT COMPONENT OUT, RIGHT? I MEAN, IT'S HARD TO AS A PARENT.

I MEAN THERE IS A LOT OF RESEARCH TO IT.

I'M NOT EXPERT OF EDUCATION, BUT, YOU KNOW, NOT TEACHING KIDS TO I MEAN, NOT ASKING KIDS TO PUT ANY ATTENTION TO SPELLING OR NOT CORRECTING THEIR PAPERS.

OH, THAT'S NEGATIVE REACTION.

NOT GOOD. THERE'S A BALANCE THERE FOR SURE.

YEAH. I MEAN, WHEN DO WE EXPECT OUR KIDS TO REALLY KNOW HOW TO READ AND WRITE? I KNOW THEY'LL EVENTUALLY LEARN, BUT, YOU KNOW, I JUST FASCINATED BY THE SCIENCE BEHIND IT.

SO, LAURIE, JUST TO CLARIFY, WHEN YOU TALK ABOUT LIKE WORD WORK AND PHONICS, THE SPELLING IS STILL AN EMPHASIS? OH, IT IS, AND WE'RE JUST NOT DOING LIKE WHAT USED TO DO BACK WHEN I WAS A STUDENT OR HERE ARE YOUR TEN WORDS, AND ON FRIDAY, WE'RE GOING TO JUST ASSESS SPELLING THOSE TEN WORDS.

THE WORD WORK IS INCORPORATING THE SPELLING, THE DEFINITION, HOW TO USE THE WORD, HOW TO READ IT, SOUND IT OUT EVERY DAY.

OKAY, AND SO IT'S BEING ASSESSED THROUGH ALL OF THOSE AREAS AND NOT JUST THE WORDS ON FRIDAY WITH THE LIST.

RIGHT, AND IT DEPENDS ON THE GRADE LEVEL.

WHAT THAT MAY LOOK LIKE LOOKS A LITTLE DIFFERENT FOR K-2 THAN IT DOES WITH 3-5.

I BET YOU NEVER THOUGHT THAT ONE THROW OFF COMMENT WAS GOING [INAUDIBLE] COMPLETELY.

YOU NEVER KNOW WHAT'S GOING TO DERAIL THIS BOARD.

THAT'S OKAY, ALL RIGHT, WE NEED TO TAKE A QUICK BREAK, BUT THAT DOESN'T MEAN GO VISIT WITH ANYBODY.

THAT MEANS IF YOU'VE GOT TO GO [INAUDIBLE] BREAK, GO RIGHT THERE.

COME STRAIGHT BACK AND THEN WE'RE GETTING INTO DASH.

THANK YOU. ALL RIGHT, LET'S GET CRANKING AGAIN.

CODY IS ON HIS WAY BACK.

SO. HE'S RIGHT THERE.

HE'S ON HIS WAY.

ALL RIGHT, SO WE ARE GOING TO GET STARTED AGAIN, AND WHAT I CAN ONLY ASSUME IS THAT, THERESA, DASH WAS MAD AT YOU WHEN SHE MADE YOU THE FIRST REPORT AND THEN SIT THERE 2 HOURS AND THEN COME GIVE ANOTHER ONE.

[LAUGHTER] ALL RIGHT, SO WE ARE AT 6.4.

MEASUREMENT AND ACADEMIC PROGRESS ARE MAP BEGINNING OF THE YEAR RESULTS.

GOOD EVENING AGAIN.

I KNOW YOU ALL ARE DYING TO SEE THESE NUMBERS.

WE EXPLAIN THESE NUMBERS TO YOU, BUT.

THIS MAY BE MOST PROBABLY YOU'VE SEEN NUMBERS SIMILAR TO THIS AND NUMBERS LIKE THIS BEFORE.

WE'VE SHARED THIS WITH [INAUDIBLE] THREE TIMES A YEAR WITH IN THE BOARD UPDATES AND BEFORE BUT JUST A LITTLE BIT OF CONTEXT SO IT KIND OF GIVE YOU AN OPPORTUNITY.

WE HAVE PROVIDED THIS IN A PRINTED AND IN AN EXCEL FORM WITH ALL THE CAMPUS LEVEL DATA TOO.

SO THERE'S A LOT MORE INFORMATION, BUT THIS IS JUST A KIND OF AN OVERVIEW OF KIND OF WHAT YOU ALL HAVE ALREADY IN YOUR DATA PACKET, AND LAST YEAR AND THIS YEAR COMPARISON.

WE GIVE WE KNOW A LOT ABOUT MAP.

SO GO QUICKLY ON THAT ONE, WE GIVE MAP THREE TIMES A YEAR AND WE LOOK AT THE DATA IN MULTIPLE WAYS, PERFORMANCE, GROWTH AND THEN SOME OF THE WORK WITH MAP DRILLS DOWN TO VERY DETAILED LEVEL TO STUDENTS LEARNING STATEMENTS AND WHAT CONTENT IS COVERED BY GRADE LEVEL IN THE ASSESSMENT.

SO THIS IS COMPARING MEDIAN PERCENTILE.

THIS IS THE NATIONAL MEDIAN PERCENTILE OF OUR STUDENTS WHO WERE TESTED IN MAP IN FALL.

[03:05:07]

NATIONALLY, IT IS NORMED.

MAP TEST IS NORMED.

SO THE 50TH PERCENTILE MEANS AN AVERAGE KID IN THE COUNTRY.

ANYBODY ABOVE 50TH PERCENTILE IS ABOVE AVERAGE.

OBVIOUSLY IT GOES FROM 1 TO 99 AND THEN THERE'S A NORMAL CURVE AROUND IT.

SO FIRST IS HOW INCREDIBLY LUCKY WE ARE OUR KIDS ARE STARTING.

THEY ARE ABOVE AVERAGE IN EVERY GRADE LEVEL AND SUBJECT, AND THESE DO TRANSLATE DIRECTLY INTO OUR PERFORMANCE RESULTS.

SO SCIENCE, WE TEST OUR STUDENTS STARTING FROM THIRD GRADE AND, AND WE GIVE SCIENCE UP TO EIGHTH GRADE AND THE NUMBERS FROM LAST YEAR AND THIS YEAR FALL FOR, FOR EXAMPLE, OTHER THAN THIRD GRADE EVERY OTHER AND SIXTH GRADE, THEY ARE VERY COMPARABLE TO WHERE WE ARE STARTING LAST YEAR AND SOME CASES SLIGHTLY HIGHER NOW, ONE OR TWO PERCENTAGE POINTS HERE, AND THAT'S NOT A BIG CONCERN, BUT IF THERE ARE BIG GAPS, THEN WE HAVE WHAT WORK WE HAVE COMPARED TO THE PREVIOUS YEARS ON SOME SCAFFOLDING THAT WE'LL HAVE TO DO MAP COMPARISON. YOU CAN SEE LAST YEAR'S FALL AND THIS YEAR FALL MAP, AND THIS IS BY GRADE LEVEL, JUST A LITTLE BIT OF CAVEATS. SO MAP TEST IS REALLY GIVEN IN THREE PARTS.

REMEMBER, IT IS COMPUTER ADAPTIVE AS THE STUDENT SCORES GET MORE ITEMS CORRECT, THEY GET HIGHER DIFFICULTY ITEMS, AND THEN IF STUDENTS ARE GETTING ITEMS INCORRECTLY, THEY GET LOWER DIFFICULTY ITEMS, AND THE WHOLE IDEA IS TO GET AN ACCURATE SCORE OF THE KID STATUS.

SO K ONE KINDERGARTEN AND FIRST GRADE MAP PRIMARY TWO THROUGH FIVE.

IT'S ANOTHER TEST WITH A LOT OF ITEMS OVERLAPPING IN BETWEEN THE TWO SO THAT THERE'S TO SMOOTH THE TRANSITION AS MUCH AS POSSIBLE , AND SIX PLUS IS ANOTHER VERSION OF THE TEST WITH A LOT OF.

ITEMS FROM FIFTH AND FOURTH GRADE IN THAT ITEM [INAUDIBLE].

SO THINGS ARE TRANSITIONING.

THERE ARE THREE REALLY THREE TESTS WITH A LITTLE BIT OF OVERLAP IN BETWEEN THE CROSSOVER GRADES.

NOW THE SCHOOL BOARD WANTED TO SEE SOME DATA DISAGGREGATED, ESPECIALLY IN MATHEMATICS, BY GRADE LEVELS.

SO WE ARE ATTEMPTING TO DO THAT WORK RIGHT NOW AND MORE WILL BE COMING AND YOU CAN SEE IN SOME OF THE OTHER SLIDES.

SO YOU CAN SEE 2022 FALL WE'VE GOTTEN, WITH OUR TESTING GUIDELINES.

NOW, EVERY STUDENT IN SEVENTH AND EIGHTH GRADE WILL BE TAKING A VERSION OF MAP ALIGNED TO THE COURSES THEY ARE TAKING.

SO, FOR EXAMPLE, WE DO HAVE A NUMBER FOR 2021 FALL MAP, BUT IT IS NOT COMPARABLE SO I'VE LEFT IT OUT.

SO EIGHTH GRADE THAT 42% IS WE ARE TALKING ABOUT THE 2000 KIDS WHO ARE IN REGULAR MATH IN EIGHTH GRADE THAT ARE WHO ARE GOING TO BE TAKING STAAR EIGHT AT THE END OF THE YEAR.

ALGEBRA ONE, I'LL TALK ABOUT IT LATER.

SO THE GREEN COLUMNS HERE ARE FOUR READING SCORES LAST YEAR COMPARED TO THIS YEAR.

THEN ANOTHER PORTION OF MAP, WHICH IS ALSO WE HAVE PROVIDED A LOT MORE DETAILS IN THE HANDOUT IS MAP TO START PROJECTIONS, AND AGAIN, THIS IS A PROJECTION AND WE TELL THIS TO EVERYBODY.

WE SPEAK ABOUT THIS.

IT'S NOT DESTINY.

IT IS FOR PROJECTION.

IT THINGS CAN CHANGE.

THE WHOLE IDEA ABOUT MAP TO STAAR PROJECTION IS YOU TOOK A TEST TODAY.

HOW CAN YOU EVEN PREDICT WHAT THE KID IS GOING TO DO IN IN FIRST WEEK OF MAY NEXT YEAR? AND THE PRINCIPLE BEHIND IT OR THE SCIENCE BEHIND IT IS IF YOU SCORED HERE TODAY, YOU KNOW, YOU'RE GOING TO GET A CERTAIN AMOUNT OF INSTRUCTION BETWEEN TODAY AND MAY 1ST.

AND IF YOU HAD AN AVERAGE INSTRUCTION.

OF EIGHT MONTHS.

THAT'S WHAT YOU WOULD BE TYPICALLY PERFORMING IF YOU GET ABOVE AVERAGE INSTRUCTION AND ABOVE AVERAGE GROWTH BETWEEN THOSE EIGHT MONTHS YOU WILL EXCEED YOUR PROJECTION THAT IS PREDICTED BY STAFF.

THAT'S PART OF OUR GOAL, BUT FOR SOME STUDENTS, IF YOU ARE PERFORMING VERY HIGH.

IF YOU ARE COMING AT THE MASTER'S LEVEL, YEARS WORTH OF GROWTH, PREDICTING MASTERS, THAT'S A GOOD PATH, BUT IF A STUDENT IS STARTING OUT LOWER IN THAT CURVE, LET'S SAY, EVEN NOT PREDICTED TO PASS STAAR, THE HOPE IS THERE WILL BE MORE THAN AVERAGE INSTRUCTION WE WILL GET

[03:10:08]

THAT'S OUR MESSAGE.

THAT'S OF ALL THE WORK.

THAT'S A LOT OF THE WORK THAT LAURIE TAYLOR JUST TALKED ABOUT, CUSTOMIZING, PERSONALIZING INSTRUCTION.

SO THAT'S KIND OF THE PATHWAY.

SO THERE ARE TWO STANDARDS HERE.

PROJECTED APPROACHING RATE AND THE PROJECT MEETS RATE.

THE APPROACHING RATE IS REALLY APPROACHING AND ABOVE.

SO YOU CAN SEE WHAT THE DIFFERENCE IS.

NOW THIS IS MAP TO STAAR PROJECTIONS, AND I DO WANT TO SAY IN THE READING PROJECTIONS HERE, THIS IS PROJECTION FOR STUDENTS WHO ARE GOING TO TAKE THE STAAR IN ENGLISH AND STUDENTS WHO ARE THAT WE ARE EXPECTING TO TAKE THE STAAR ASSESSMENT AND THE INSTRUCTION, PRIMARILY OUR BILINGUAL AND DUAL LANGUAGE STUDENTS.

MOST OF THEM WOULD GO AT THE END OF THE YEAR BASED ON THEIR PROFICIENCY LEVEL IN ENGLISH OR SPANISH.

THEY WILL TAKE IT IN WHATEVER THE APPROPRIATE LANGUAGE AS DETERMINED BY BY THE CAMPUS.

SO FOR STUDENTS WHO TOOK SPANISH STAAR AT THE BEGINNING OF THE YEAR.

THIS IS THE PROJECTED APPROACHING RATE AND MEETS RATE FOR GRADES THREE, FOUR, FIVE, AND THIS IS AVAILABLE IT'S ONLY FOR GRADES THREE, FOUR, FIVE , AND IN MIDDLE SCHOOL.

SO WE HAVE KIND OF DIVIDED THIS UP A LITTLE BIT FURTHER.

YOU ALREADY SAW THE MIDDLE SCHOOLS.

YOU SAW THE MEDIAN PERCENTILES, AND THIS IS MAP TO STAAR PROJECTIONS.

SO, FOR EXAMPLE, AT SCIENCE, IF EVERYTHING GOES, GET A YEAR'S WORTH OF GROWTH.

84% OF THE STUDENTS ARE EXPECTED TO BE AT APPROACHING AND 46% AT MEETS, AND AGAIN, JUST TO REPEAT OURSELVES.

THE WHOLE SYSTEM IS BUILT TO EXCEED THESE PROJECTIONS BY DOING BEING MORE EFFICIENT AND DOING THE RIGHT WORK AND WORKING WITH THE RIGHT STUDENTS BETWEEN TODAY AND AT THE END OF THE YEAR.

SO LET'S DIG A LITTLE BIT DEEPER INTO MATH.

SO IF YOU LOOK AT THE THIRD ROW, THEY ARE GRADE SEVEN.

SEVENTH GRADE ROW.

SO THESE ARE STUDENTS WHO IN SEVENTH GRADE WHO ARE IN REGULAR, REGULAR MATH, AND THEY ARE EXPECTED TO GO TO PROJECTED AT 84% APPROACHING AND 52%.

THAT MEANS WE HAVE ABOUT 200.

IN FACT, WE HAVE EXACTLY 255 KIDS WHO ARE IN IN GRADE SEVEN, WHO ARE IN ALGEBRA.

NOW, THESE STUDENTS WILL BE TAKING THE EOC AT THE END OF THE YEAR, AND THEY ARE [INAUDIBLE] KIDS [INAUDIBLE] ACCELERATED THROUGH CREDIT BY EXAM. THE [INAUDIBLE] SEVENTH ARE INCLUDED IN THE SEVENTH GRADE ROW BECAUSE [INAUDIBLE] SEVENTH GRADE WILL BE TAKING THE EIGHTH GRADE STAAR.

SO IT'S COMPLICATED.

SO SEVENTH GRADE ALGEBRA, YOU CAN SEE OBVIOUSLY THESE ARE VERY ADVANCED MATH STUDENTS.

THEY ARE 100% OF THEM ARE PROJECTED TO BE AT AT APPROACHING, AND I HAD TO PUT A DECIMAL POINT IN THESE NUMBERS TO DIFFERENTIATE THAT.

98.4 ARE EXPECTED TO BE AT MEETS AND IN GRADE EIGHT, IT'S ALSO BROKEN DOWN INTO TWO.

OUR MATH EIGHT KIDS, THEY ARE EXPECTED TO BE AT 75% APPROACHING AND 28% MEETS, AND AGAIN, REMEMBER THAT 28% IS NOT COMPARABLE TO OTHER GRADES, 28%, BECAUSE THAT IS ONLY WE ARE TALKING ONLY ABOUT HALF THE KIDS, THE OTHER ABOUT 2000 KIDS.

SO IN GRADE EIGHT, WE HAVE 1530 KIDS WHO ARE IN ALGEBRA HONORS AND THEY ARE PASSING RATE IS ALMOST 100% AND THEY ARE MEETS RATE IS 92.

SO IF YOU REALLY WANT TO DO HOW IS EIGHTH GRADE DOING, JUST AVERAGE THE 92 AND THE 28 TOGETHER A LITTLE BIT.

THEN IN GRADE NINE, WE GAVE ACROSS THE DISTRICT EVERY STUDENT WHO WAS ENROLLED IN ALGEBRA THAT REGULAR THEY ARE REQUIRED TO TAKE AS A FORMATIVE ASSESSMENT, THE BEGINNING OF THE ALGEBRA ASSESSMENT, AND THOSE STUDENTS IN NINTH GRADE THERE ARE 1600 STUDENTS, 82% APPROACHING AND 40% MEETS.

THEN YOU HAVE A LOT MORE DETAILS ON YOUR EXCEL SHEETS ON THESE.

SO, ANOTHER TOOL THAT WE USE MAP IS TO GET TO THAT PROJECTION.

[03:15:02]

10TH GRADE PSAT TEN AND SAT.

SO IF YOU LOOK AT THAT GREEN COLUMN FOR READING THAT ALLIANCE VERY WELL VERY CLOSE TO WHAT OUR SAT [INAUDIBLE] COLLEGE READY RATES ARE ON SAT AND SIMILAR FOR MATH.

SO THIS STILL IS YOU KNOW THIS IS IF YOU COMPARE THE TWO HERE I'M GOING TO BE POSE THE QUESTION MYSELF.

WHY ARE THE DIFFERENCES FOR READING AND MATH? THE MATH CCMR RATES ARE TRADITIONALLY MORE RIGOROUS THAN READING.

THAT'S HOW THAT'S WHAT IT IS, AND THE STANDARDS THAT YOU ARE REQUIRED TO MEET FOR MATH IS NORMALLY HIGHER FOR CCR THAN IN READING, AND THAT'S ALSO REFLECTED IN THESE SCORES.

THE WHEN YOU ARE LOOKING AT THE DATA AND WHEN YOU LOOK AT THE CAMPUSES, FOR EXAMPLE, JUST REMEMBER THE WAY THE MAP HAS AN SAT PROJECTION. IF YOU TOOK THE REGULAR MATH, IF YOU TOOK ALGEBRA ONE MAP, THE VENDOR DOESN'T HAVE A SAT PROJECTION FROM ALGEBRA ONE.

SO THAT'S WHY YOU SEE THAT DIFFERENCE OVER THERE.

SO YOU HAVE ACCESS TO CAMPUS LEVEL REPORTS BY GRADE AND BY SUBJECT, MOST PROBABLY MORE DATA [INAUDIBLE] YOU CAN SPEND MONTHS AND WE HAVE TEAMS HERE IN THIS BUILDING THAT SPENDS LITERALLY DAYS AND WEEKS WORKING WITH THAT DATA.

SO AND WORKING WITH CAMPUSES ON AGGREGATING THAT DATA CAMPUS GETS SIMILAR REPORTS AT THE TEACHER LEVEL FOR THEIR KIDS INDIVIDUALLY LISTED RIGHT THEY CAN GET IT IN MANY DIFFERENT WAYS THEY CAN GET IT GRAPHICALLY, THEY CAN GET IT IN SHEETS, THEY CAN START TO MANAGE THE WORK, AND SOME OF THE WORK THAT WE ARE DOING ALSO INCLUDES WITH OUR CCMR DEPARTMENT LOOKING AT EIGHTH GRADE SAT PROJECTIONS, AND I INCLUDED, YOU KNOW, WE TALK A LOT ABOUT NUMBERS, BUT IN THE END YOU HAVE TO SEE WHAT HOW WE INSTRUCTIONAL USE THIS IN THE BEGINNING OF THE [INAUDIBLE] IS A FORMATIVE ASSESSMENT FOR US AND WE LOOK AT THIS DATA FOR EXAMPLE THIS IS SEVENTH GRADE MATH.

IT HAS FOUR DIFFERENT STRANDS.

WE KNOW EXACTLY WHAT OUR STRONGER STRANDS ARE.

STRANDS ARE EQUIVALENT TO THE STATE REPORTING CATEGORIES LIKE IN NUMERICAL REPRESENTATION AND PROBABILITY TELLS.

IT BREAKS DOWN WHAT PROPORTION OF KIDS ARE IN EACH QUINTILE SO THAT WE CAN SEE WHAT THE STRENGTHS AND THE WEAKNESSES OF EACH EACH STUDENT IS, AND THIS REPORT IS AVAILABLE AT THE CLASSROOM LEVEL.

[INAUDIBLE] LET'S SAY IN SEVENTH GRADE, IT'S AVAILABLE AT A SECTION LEVEL.

THE TEACHER CAN LOOK IT UP FOR THEIR PERIOD ONE.

IF A TEACHER IS TEACHING FOUR SECTIONS OF MATH SEVEN AND FOUR SECTIONS OF MATH, SEVEN, THREE SECTIONS OF MATH, SEVEN HONORS.

THEY CAN LOOK AT THEIR MATH, SEVEN KIDS SEPARATELY TO THEIR HONORS, KIDS SEPARATELY, AND A PRINCIPAL CAN SEE THIS FOR THEIR WHOLE CAMPUS AND BY GRADE LEVEL, THIS EXACT SAME REPORT, AND YOU CAN DRILL DOWN AND SEE WHO THOSE 48 KIDS ARE IN THAT RED AREA.

RIGHT. SO THAT LEVEL OF DETAIL IS AVAILABLE FOR INSTRUCTIONAL PURPOSES, AND WHEN I SAY INSTRUCTIONAL PURPOSES, WHAT DOES THAT REALLY MEAN? THIS IS ONE OF MANY TOOLS THAT WE HAVE.

IF, YOU KNOW, TO GET NARROW DOWN A GROUP OF STUDENTS SAYING THESE ARE THE KIDS STRENGTHS AND THAT'S WHERE THEY ARE, YOU CAN DRILL DOWN AND SEE INDIVIDUAL STATE LEARNING STATEMENTS WHICH ARE TEKS, WHAT WE REFER TO AS TEKS AND SAY THESE ARE THE TEKS THAT GROUP OF STUDENTS ARE READY TO LEARN TODAY.

RIGHT, AND THEY'RE ALIGNED TO THAT GRADE LEVEL.

FOR EXAMPLE, SEVENTH GRADE THAT SEVEN SAYS IT IS SEVENTH GRADE AND THE OTHERS IS THE INDIVIDUAL TEKS.

SO THEY CAN GET DOWN TO THIS LEVEL AND ALIGN THE WORK THAT THEY NEED TO DO WITH THE SCOPE AND SEQUENCE TO SUPPORT THAT WORK.

THEY CAN GO BACKWARDS AND LOOK AT AND SEE THIS GROUP OF KIDS, ARE THEY MISSING ANY STANDARDS THAT THEY NEED TO KNOW FOR ME TO TEACH THIS LESSON TODAY FROM SIXTH GRADE? THEY CAN SHIFT THIS AND SAY, WHAT IS THIS GROUP IS MISSING FROM SIXTH GRADE TO SCAFFOLD THEIR KID UP AND LAY THE RIGHT FOUNDATION SO THAT YOU CAN DO THE

[03:20:05]

THEY CAN GO BACK AND SEE THE SUPPORTING MATERIAL IN ORDER TO STRENGTHEN WHAT THE KID NEEDS TO DO IT.

SO THAT'S KIND OF THE WORK THAT WE DO, AND WHAT LAURIE'S TEAM DOES IS WHEN WE SAY SUPPORT, WE TRAIN CAMPUSES HOW TO DO IT.

WE GO IN THERE AND SHOW THEM, YOU KNOW, AND WE SIT WITH THEM.

WE DO THIS THROUGH WEBINARS, WE DO IT.

WE TARGET THE COLLABORATIVE TEAM AT THE EACH GRADE LEVEL AND SIT WITH THEM, DO IT FOR 40 MINUTES, AND SO THAT'S KIND OF THE WORK THAT WE DO.

SO THAT'S A VERY QUICK MAP UPDATE, AND IF YOU HAVE ANY QUESTIONS YOU CAN ASK AND I'M PRETTY SURE [INAUDIBLE] IS WAITING FOR ME.

I HAVE ONE QUESTION.

I FOUND THE INFORMATION ON SLIDE EIGHT, THE INFORMATION THAT THE TEACHERS HAVE ACCESS TO BY STUDENT GROUP AND ALL OF THAT.

FASCINATING, AND I GUESS MY QUESTION WOULD BE, LET'S SAY IF A PARENT THAT WANTS TO TAKE THEIR CHILD TO TUTORING OR THEY WANT TO REINFORCE SOME OF THE THINGS AT HOME, DOES A PARENT HAVE THE ABILITY TO REQUEST? MAYBE NOT LIKE, HEY, GIVE ME THIS UNIT LEVEL DATA, BUT SAY, HEY, TEACHER, CAN YOU GIVE ME A DISTILLED IDEA OF WHERE MY CHILD IS IN THE RED SO THEY KNOW HOW TO, YOU KNOW, ADDRESS THOSE NEEDS FOR TUTORING AND SUCH? I HAVEN'T GOT THAT QUESTION BEFORE.

I GUESS IT IS WE CAN GIVE THIS SHEET FOR THAT KID.

I GUESS THERE'S NOTHING THAT PREVENTS US.

THERE'S ALSO SOMETHING CALLED A STUDENT PROFILE THAT THE TEACHER CAN CLICK.

WHAT IS THE STUDENT READY TO LEARN? WHAT THE STUDENT COULD USE REINFORCEMENT ON OR WHAT IS? WHERE IS A SPACE? I COULD PUSH A STUDENT AND JUST BY CHECKING A BOX, A TEACHER CAN GET A LIST.

NOW IT'S USUALLY NOT PRINTER FRIENDLY.

IT DOESN'T LOOK GREAT, BUT IT CAN BE DONE.

I'LL JUST SAY I'VE GOTTEN THAT PROFILE EVERY TIME I'VE DONE STUDENT TEACHER CONFERENCE LIKE ALL THE I DON'T KNOW WHETHER IT'S SCHOOL SPECIFIC OR WHAT, BUT KINDERGARTEN AND FIRST GRADE, EVERY TIME I'VE DONE A PARENT TEACHER CONFERENCE, I GOT THAT PROFILE.

[INAUDIBLE] GROW UP FASTER SO I CAN START GETTING THIS.

THERE YOU GO. SO DASH ON THE SLIDE ON THE MEDIAN PERCENTILE SLIDE EARLY ON IN THE PRESENTATION.

YEAH, SO IF YOU LOOK KINDERGARTEN 21 FOR MATH TO 22 THAT'S NOT A COHORT [INAUDIBLE]. YEAH YOU HAVE TO LOOK AT DIAGONALLY.

SO THERE'S TWO THINGS, TWO OBSERVATIONS.

ONE IS THE NON COHORT GROUPS, THERE'S A SIGNIFICANT DROP IN THE 22 AND THEN THE COHORT GROUP FOR KINDERGARTEN, AND FIRST THERE'S A SIGNIFICANT DROP FOR BOTH MATH AND READING AND THEN IT SORT OF LEVELS OUT AFTER THAT, AND SO WHAT ARE WE MAKING OF THAT? MAYBE I MOST PROBABLY I'LL GIVE A PROPER RESEARCHED ANSWER, BUT WE HAD, UNLIKE IN PRIOR YEARS, OUR K, 1, 2 GRADES HAVE HAD A LOT OF LEAVERS AND NEWCOMERS COMING IN.

SO IT MUST PROBABLY BE IT'S NOT DIRECTLY COMPARABLE TO THE STUDENTS WE LOOKED AT.

IN FACT, WE WERE STUDYING HOW MANY ENGLISH LANGUAGE LEARNERS STUDENTS HAVE COME IN FOR TWO K AND ONE AND TWO, ESPECIALLY GRADES ONE AND TWO.

SECOND GRADE HAS THE HIGHEST NUMBER OF NEW ENGLISH LANGUAGE LEARNERS THAT CAME INTO PLANO COMPARED TO PRIOR YEARS, BUT SIGNIFICANTLY HIGHER THAN FIRST GRADE.

SO WE ARE MOST PROBABLY WE ARE NOT NECESSARILY EVEN WHEN YOU LOOK AT DIAGONALLY, WE ARE NOT LOOKING AT THE EXACT KIDS, BUT I CAN GIVE YOU THE EXACT COHORT NUMBERS.

[INAUDIBLE] DO A BOARD UPDATE ON THAT.

OKAY, QUESTIONS, ANYBODY.

I ACTUALLY HAD A QUESTION BECAUSE YOU BROUGHT UP BEING ABLE TO TAKE MAP AND SPANISH AND THEN ON THE BOARD UPDATE THIS LAST WEEK WE GOT THIS MASSIVE SPREADSHEET OF WHAT LANGUAGES ARE SPOKEN BY OUR STUDENTS AT HOME, BY SCHOOL.

AND I HAD TO LOOK UP SOME OF THESE LANGUAGES.

RIGHT. I DON'T KNOW ABOUT THE REST OF YOU ALL, BUT I MEAN, SOME THAT ARE LIKE THESE SMALL, OBSCURE AFRICAN COUNTRIES, YOU KNOW, AND OTHER THINGS OR THE THREE OR FOUR DIFFERENT DIALECTS OF MANDARIN OR, YOU KNOW, OTHER THINGS.

HOW DOES LANGUAGE SUPPORT FOR ENGLISH LEARNERS THAT ARE NOT SPEAKING SPANISH AT HOME WORK FOR THIS TESTING AND ACCOUNTABILITY.

DO THEY GET SUPPORT IN A NATIVE LANGUAGE OR I MEAN, I'M JUST SORT OF STRUCK BY THAT.

[03:25:06]

SO PRIMARILY WHAT WE CALL ESL STUDENTS.

SO THEY HAD THE ABILITY ON THESE ASSESSMENTS FOR THE TEST TO BE READ TO THEM AT ALMOST EVERY GRADE LEVEL.

SO IF THEY DON'T KNOW THE WORD, THEY CAN CLICK ON IT AND IT WILL BE READ OR THEY CAN HAVE THE WHOLE QUESTION STEM AND ANSWERS READ ONLY THING THAT READING PASSAGES AND SOMETIMES IF THE TESTING ALLOWS IT, IT WILL BE READ TO THEM.

THEN IN ADDITION, THIS IS NOT AVAILABLE FOR READING PASSAGES, BUT IT IS AVAILABLE FOR THE QUESTIONS, [INAUDIBLE] AND ANSWERS.

IF THERE ARE WORDS THAT ARE THAT THEY KNOW ARE DIFFICULT, THEY HAVE THIS CONTENT LANGUAGE SUPPORT THERE WHERE THEY CAN CLICK ON IT, AND IF THERE'S A FRUIT THAT YOU DON'T KNOW THAT YOU TRADITIONALLY DIDN'T EVEN HAVE IN YOUR COUNTRY.

RIGHT, YOU CAN CLICK ON IT AND IT WILL SHOW A PHOTO OF A FRUIT SO THAT THEY KNOW THE QUESTION.

IF IT'S A TREE, THEY WILL SHOW A TREE.

IF IT'S SOMETHING THAT THEY ARE REFERRING AND THEY KNOW AHEAD OF TIME THAT ENGLISH LANGUAGE LEARNERS MAY NEED SUPPORT ON INTERPRETING THAT WORD OR THAT NOUN, IT WILL SHOW AN IMAGE OF IT.

SO THERE'S THAT LEVEL OF SUPPORT TOO, AND THEN THE THIRD LEVEL, WHICH IS NOW THOSE FIRST TWO ARE AVAILABLE ALMOST TO EVERY ENGLISH LANGUAGE LEARNER STUDENT.

THE THIRD ONE IS CONTENT SUPPORT, WHERE EVEN SOME OF THE CONTENT IS MODIFIED TO MAKE IT ACCESSIBLE FOR THE STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS, AND THAT APPLIES TO SPECIAL EDUCATION STUDENTS TOO.

WELL, IT SOUNDS LIKE IT'S WIDELY APPLICABLE ACROSS LANGUAGES.

SO IT DOESN'T MATTER WHETHER YOU'RE SPEAKING MANDARIN OR HINDI AT HOME, THESE ARE SORT OF BROADLY APPLICABLE.

NOW NOT DOES IT TAKE CARE OF EVERY NEED? OBVIOUSLY NOT.

BUT [INAUDIBLE] MAKE THEIR ASSESSMENTS ACCESSIBLE TO GET A REASONABLY FAIR ESTIMATE OF THE STUDENT'S KNOWLEDGE, AND THE ANSWER IS YES TO THAT.

GREAT. THANK YOU. ALL RIGHT, DASH.

THANK YOU. THANK YOU.

SO IF THERESA WAS MAD AT YOU FOR TIMING, MATT, YOU MUST REALLY BE IN THE DOGHOUSE.

[CHUCKLING] SO OUR FINAL REPORT FROM STAFF AT LEAST, IS PORTRAIT OF A GRADUATE, AND SO, LISA, I THINK YOU'RE GOING TO INTRODUCE OUR SPEAKER. YES.

THIS IS A PROJECT THAT WE'RE REALLY EXCITED, IS KIND OF A CROSS DIVISION PROJECT.

SO LEADERSHIP AND OPERATIONS AND TEACHING, LEARNING, LIFE READINESS, AND SO WE HAVE THE WONDERFUL MATT FRYE, EXECUTIVE DIRECTOR OF INSTRUCTIONAL TECHNOLOGY, WHO IS SUPER EXCITED TO BE HERE TO TALK A LITTLE BIT JUST ABOUT OUR NEXT STEPS.

SO THIS ISN'T A SUMMATIVE REPORT.

THIS IS A LOOK AHEAD TO WHAT THE PORTRAIT OF A GRADUATE WORK IS GOING TO LOOK LIKE.

THANK YOU, LISA.

GOOD EVENING, PRESIDENT STOLLE AND DR.

WILLIAMS, TRUSTEES AND COLLEAGUES.

IT'S BEEN A WHILE, I THINK, SINCE I'VE BEEN HERE.

OUR LAST PORTRAIT UPDATE OCCURRED ABOUT A YEAR AGO, MAYBE NOW MORE THAN A YEAR, BUT I REMEMBER THE TITLE OF THAT PRESENTATION FONDLY.

MAYBE YOU DO TOO. IT WAS IT WAS MOVING BEYOND THE QUOTIDIAN.

DO YOU REMEMBER THAT? I STILL REALLY LIKE THAT PHRASE BEYOND THE QUOTIDIAN, AND I GUESS WHEN I LOOK AT THIS ONE BY COMPARISON, TONIGHT'S TITLE SLIDE IS MAYBE A LITTLE PEDESTRIAN UNDERWHELMING.

I TAKE FULL RESPONSIBILITY FOR THAT FOR ALL OF ITS SHORTCOMINGS.

BUT PLEASE KNOW I'M ALREADY THINKING ABOUT THE NEXT ONE NEXT YEAR.

BE ON THE LOOKOUT FOR SOMETHING LIKE PREPARING STUDENTS AND SOME OF YOU WILL ENJOY THIS FOR THEIR GREAT [INAUDIBLE].

I DROPPED THAT WORD [INAUDIBLE] ON MY COLLEAGUES, THESE FOLKS HERE OVER THE SUMMER AND DESPITE THEIR POLITE SMILES, JUST LIKE THE ONES THEY HAVE ON THEIR FACE NOW, I THINK THEY WERE LESS THAN IMPRESSED WITH MY USE OF [INAUDIBLE].

I DIDN'T GET THE REACTION I WAS HOPING FOR.

I REMAIN UNFAZED, UNDETERRED.

IN MY HUMBLE OPINION.

IT'S NOT A QUESTION OF IF [INAUDIBLE] CATCHES ON, BUT WHEN [INAUDIBLE] CATCHES ON IF YOU'RE WONDERING TO [INAUDIBLE] IS TO MOVE IN A PURPOSEFUL AND PREPARED MANNER TOWARD A VAGUE DESTINATION.

IN THE CONTEXT OF OUR PORTRAIT WORK, I THINK ABOUT THE OBLIGATION THAT WE HAVE TO EQUIP STUDENTS WITH THE SKILLS AND THE DISPOSITIONS AND THE MINDSETS THAT THEY'LL NEED TO SUCCEED IN JOBS THAT LIKELY DON'T EVEN EXIST YET.

[03:30:06]

THIS IS MORE THAN A PREVIEW.

WE HAVE PLENTY OF GOOD NEWS TO SHARE WITH YOU TONIGHT.

MUCH HAS TRANSPIRED SINCE LAST SEPTEMBER, AND WE'RE GOING TO VERY QUICKLY RECAP SORT OF THAT WHOLE JOURNEY.

IT STARTED ABOUT FOUR YEARS AGO DURING THE STRATEGIC PLANNING PROCESS WHEN UNDER THE LIFE READY PILLAR, OUR COMMUNITY ASKED US TO EXPAND THE DEFINITION OF STUDENT SUCCESS WHILE BEING MORE INTENTIONAL ABOUT DEVELOPING STUDENTS LIFE READINESS SKILLS.

AND IN 2019, WE RESPONDED TO THAT CHALLENGE TO THAT NOBLE OBLIGATION BY COMMISSIONING THE PORTRAIT DESIGN TEAM, A DIVERSE GROUP OF 60 MEMBERS WHO ULTIMATELY REACH CONSENSUS AROUND A SET OF SIX PRIORITY COMPETENCIES THAT COMPRISE OUR NEW PORTRAIT, AND YOU'VE HEARD THOSE WORDS LAST YEAR ADAPTABILITY, COMMUNICATION, CREATIVITY, CRITICAL THINKING, CURIOSITY AND EMPATHY, AND THEN JUST LAST YEAR, WE FORMED ANOTHER GROUP TO CARRY THE WORK FORWARD.

WE CALLED IT OUR PORTRAIT TO PRACTICE TEAM, AND THE TASK WAS TO UNPACK THOSE SIX DISPOSITIONS, TO ESTABLISH LOCAL DEFINITIONS, AND THEN TO DETERMINE WHAT OUR STUDENTS SHOULD KNOW, WHAT THEY SHOULD UNDERSTAND, AND WHAT THEY SHOULD BE ABLE TO DO WITH EACH OF THOSE SIX DISPOSITIONS. SO NOW AND I'M LOOKING FOR A MOUSE.

I GOT ONE. FOUND ONE, BECAUSE WITH YOUR INDULGENCE, I'M GOING TO EXPLOIT SORT OF A LESSER KNOWN LOOPHOLE IN THE ESTABLISHED PRESENTATION PARAMETERS.

LISA SUGGESTED A FOUR SLIDE MAXIMUM FOR THIS REPORT AND LET THE RECORD REFLECT.

I AM IN FULL COMPLIANCE.

WE ARE NOT GOING OVER FOUR SLIDES HOWEVER HIDDEN, AND LET'S SEE IF I CAN DO THIS.

HIDDEN HERE, HIDDEN RIGHT HERE BEHIND THIS THIRD GOLDEN CIRCLE IS A HYPERLINK AND I'M GOING TO USE THAT TO INTRODUCE SOME BONUS CONTENT UNCONSTRAINED BY ARBITRARY SLIDE COUNTS AND GOOGLE'S OPPRESSIVE RECTANGULAR FORMATTING.

WE'RE GOING TO I'M GOING TO RIGHT CLICK ON THIS SUCKER, OPEN IT IN A NEW WINDOW AND STILL STAY WITHIN FOUR SLIDES.

SO HERE'S THE DEAL.

THIS IS A VERY BASIC KIND OF UNFLATTERING WEBSITE.

IT DATES BACK TO LATE 2019 WHEN WE FIRST STARTED TALKING ABOUT THE PORTRAIT.

IT IT INCLUDES ALL OF THE AGENDAS, ALL OF THE NOTES, ALL OF THE SLIDE DECKS, ALL THE MISCELLANEOUS RESOURCES THAT WE'VE CURATED SINCE THE VERY BEGINNING, AND THE ESTHETICS ARE NOT WHAT WE WANT THEM TO BE YET, BUT I THINK THIS IS PROBABLY THE EASIEST WAY TO SHOW YOU THE PROGRESS THAT WE MADE LAST YEAR WITHOUT INTRODUCING UNSANCTIONED SLIDES.

SO THIS WITHIN THIS SORT OF I GUESS WE'LL CALL THIS AN IMAGE CAROUSEL AND YOU'LL FIND THOSE LOCAL DEFINITIONS THAT DIDN'T EXIST LAST YEAR. SO FOR EACH ONE OF THOSE COMPETENCIES, YOU'LL SEE A LOCAL DEFINITION, AND AS YOU SORT OF CLICK THROUGH AND I'LL DO THAT HERE, YOU'LL SEE A KUD CHART FOR EACH DISPOSITION THAT'S A KNOW AND UNDERSTAND DO CHART, AND I'M GOING TO PAUSE AS I SKIP THROUGH THESE, AND YOU'RE PROBABLY NOT SUPPOSED TO HAVE A FAVORITE DISPOSITION, BUT I DO.

I LOVE CURIOSITY, SO I'M GOING TO PAUSE IT CURIOSITY AND GO A LITTLE DEEPER INTO THE COMPONENTS OF THESE CHARTS.

SO IT STARTS WITH THE DEFINITION.

IN THIS CASE, CURIOSITY IS WHAT PUSHES US TO EXPLORE THE WORLD, TO SEEK UNDERSTANDING, TO DISCOVER OUR INTERESTS, TO PURSUE OUR PASSIONS, AND TO FIGURE THINGS OUT BY ASKING QUESTIONS OF OTHERS AND OF OURSELVES.

AND SO WORKING FROM LEFT TO RIGHT, THE NO COLUMN IS NEXT.

IT'S MOSTLY ABOUT THE VOCABULARY WORDS THAT WE WANT TO INTRODUCE, LIKE EXPLORATION, TENACITY, HUMILITY.

THERE ARE OTHERS I SHOULD HAVE NOTED.

THIS IS A MISSED OPPORTUNITY.

I COULD HAVE SNUCK [INAUDIBLE] IN THERE AND INTRODUCED IT TO A WHOLE NEW GENERATION, BUT SO, SO, AND THEN AFTER THAT VOCABULARY, AFTER THE NO COLUMN, THEN WE MOVE TO THE UNDERSTAND COLUMN, AND THESE ARE THE BIG IDEAS THAT WE WANT TO EXPLORE, LIKE QUESTIONS ARE THE CURRENCY OF CURIOSITY, AND A WILLINGNESS TO BE WRONG IS ESSENTIAL, AND NOT EVERYTHING ON THE INTERNET IS TRUE.

THAT'S AN IMPORTANT ONE, AND THEN BEYOND, IF WE MOVE PAST SORT OF THAT, THE UNDERSTAND COLUMN INTO THE FINAL COLUMN, THE DO COLUMN, THESE ARE THE SKILLS THAT WE WANT STUDENTS TO DEVELOP LIKE QUESTION ASKING THAT WE TALKED ABOUT EARLIER AND MEDIA LITERACY SKILLS AND EFFECTIVE SEARCH TECHNIQUES AND SO MANY OTHER THINGS, AND SO THAT'S THE WORK REALLY THAT HAPPENED BETWEEN LAST YEAR AND THIS YEAR, AND I'M GOING TO CLOSE

[03:35:07]

CLOSE IT NOW AND WE FIND OURSELVES BACK.

ON THE MAIN SLIDE BACK AT THE BIG BLUE PEN, AND THE QUESTION IS, WHAT WILL WE DO THIS YEAR? FOR ONE THING, WE'RE GOING TO START SPREADING THE NEWS BY TALKING, TAKING OUR SHOW ON THE ROAD, RAISING AWARENESS ACROSS ALL CAMPUSES ABOUT THE PORTRAIT AND ITS VERY IMPORTANT IMPLICATIONS.

AND THEN AT THE SAME TIME, WE'LL CONTINUE DEVELOPING LEARNER PROFILES AND ALSO THE CORRESPONDING LIFE READY EXPERIENCES AND THOSE ACTIVITIES THAT GO WITH THEM , AND SO I'M GOING TO CLOSE BY GIVING KUDOS TO SEVERAL DEPARTMENTS WHO ARE LEADING THE WAY.

OUR ELEMENTARY ACADEMIC SERVICES TEAM, THEY HAVE ALREADY REVAMPED THE K2 INQUIRY AND INNOVATION CURRICULUM TO INCLUDE VARIOUS PRIORITY PORTRAIT COMPETENCIES RIGHT WITHIN THEIR UNIT PLANS.

EFFECTIVE NOW TODAY THOSE EXIST FOR OUR K2 STUDENTS AND TEACHERS AND THEN OUR STUDENT, FAMILY AND COMMUNITY SERVICES TEAM.

THEY'VE BEEN HARD AT WORK MAKING CONNECTIONS BETWEEN THE PORTRAIT DISPOSITIONS AND THE SOCIAL EMOTIONAL LEARNING RESOURCES THAT THEY ALREADY PROVIDE TO EVERY CAMPUS AND OUR COUNSELING SERVICES DEPARTMENT.

THEY SHARED WITH ME RECENTLY HOW THAT GROUP'S WORK IS PARTICULARLY ALIGNED AND INFLUENCED BY SEVERAL OF THE KEY PORTRAIT COMPETENCIES, AND THEN AS A FINAL EXAMPLE FOR TONIGHT, OUR LEARNING MEDIA SERVICES AND OUR DIGITAL LEARNING TEAMS, THEY'VE BEGUN CURATING LISTS OF BOOKS AND TOOLS, DIGITAL TOOLS THAT ARE ESPECIALLY WELL-SUITED TO DEVELOPING OUR SIX PRIORITY DISPOSITIONS, AND JUST FINALLY, ANECDOTALLY, AT ONE OF OUR LAST PORTRAIT TO PRACTICE MEETINGS LAST YEAR, I WAS PRIVILEGED TO READ ADA TWIST, SCIENTIST.

HOPE YOU KNOW IT. I READ IT OUT LOUD TO A CAPTIVE AUDIENCE AT THE SOFTBALL CENTER.

IT'S A GREAT BOOK ABOUT A CURIOUS SECOND GRADER WHO ASKS TONS OF QUESTIONS.

SO THAT IS ALL TO SAY THAT THE UNPACKING CONTINUES EACH LAYER MORE DETAILED THAN THE ONE BEFORE, AND SO ENDS TONIGHT'S REPORT. IT'S LIKE FDR'S ADVICE, RIGHT? BE SINCERE, BE BRIEF AND BE SEATED.

THAT'S MY GOAL. I'LL ENDEAVOR TO DO THOSE THREE THINGS, BUT I WOULD BE HAPPY TO WITH MY COLLEAGUES WHO ARE STILL HERE, ANSWER ANY QUESTIONS? VERY MUCH AN INTER DEPARTMENTAL EFFORT.

SO I JUST THANK YOU FOR YOUR TIME AND ATTENTION.

HEY, MATT, I WANT TO SAY SOMETHING.

I'VE BEEN WAITING WITH BATED BREATH.

I THINK THAT LESLIE KNOWS I'VE BEEN WANTING THIS PORTRAIT WORK, AND, YOU KNOW, IT'S BEEN HIDDEN KIND OF ON THE WEBSITE BECAUSE IT'S UNDER CONSTRUCTION, BUT THANK YOU SO MUCH FOR THIS. THE DEPTH THAT OUR PORTRAIT OF A GRADUATE IS IT'S NOT JUST A COUPLE OF WORDS ON A PAGE, LIKE WHEN YOU GO AND LOOK AT MAYBE SOME OTHER DISTRICTS, THAT'S WHAT IT WAS. OR MAYBE OUR OLD PORTRAIT OF A GRADUATE MIGHT HAVE BEEN THAT, BUT NOW YOU ALL HAVE PUT SO MUCH DEPTH INTO THIS.

I REALLY, TRULY APPRECIATE IT AND I REALLY ADMIRE YOUR SNEAKY LITTLE SKILLS HERE, TOO.

I DIDN'T HAVE A QUESTION. I JUST HAD A COMMENT.

THANK YOU. I'LL SHARE THAT VERY MUCH.

A TEAM EFFORT. IN FACT, I GOT TO POINT OUT, KIMMY, WHO SNUCK IN HERE TO THE END, WHO WAS PART OF OUR TEAM, SHE'S THE ONE MEMBER I CAN SEE IN THE AUDIENCE WHO WAS PART OF OUR PORTRAIT TO PRACTICE TEAM.

SO I APPRECIATE YOU BEING HERE, HANGING IN THERE WITH US TONIGHT.

OKAY, I'M GOING TO TAKE BACK WHAT I SAID THERE.

THERESA KNEW EXACTLY WHAT SHE WAS DOING BECAUSE NOBODY SHOULD HAVE TO FOLLOW THIS GUY.

[CHUCKLING] THANK YOU, MATT.

EXCELLENT, AS ALWAYS.

THANK YOU VERY MUCH. I CAN'T WAIT TILL NEXT YEAR.

SO SPEAKING OF WHO'S GOING TO FOLLOW THAT, LAUREN, WE'RE GOING TO MOVE ON TO REPORTS BY BOARD MEMBER LIAISONS, AND YOU GET THE ENVIABLE TASK OF GIVING US A HEAD START PARENT POLICY COUNCIL UPDATE FOLLOWING MATT.

I KNOW, AND I'M JUST NOT THAT FUN.

I'M SORRY, BUT I DO HAVE ADA TWIST, SCIENTIST AT HOME FOR MY CHILDREN, AND THAT IS AN AMAZING BOOK.

OKAY, SO I'M ONCE AGAIN THE LIAISON FOR HEAD START POLICY COUNCIL, AND IN CASE ANYONE NEEDS A REMINDER, HEAD START IS A PROGRAM THAT SERVES 146 OF THE NEEDIEST STUDENTS IN OUR COMMUNITY, AND SO THEIR FIRST MEETING WAS LAST WEEK, AND THIS WAS SORT OF A GET TO KNOW YOU HEAD START MEETING FOR THE NEW PARENTS.

THE POLICY COUNCIL MEMBERS ARE ELECTED BY THE CLASSROOMS AND THE OTHER PARENTS IN THE CLASSROOM AND THEY'RE ABLE TO MUCH LIKE WE DO, YOU KNOW, SORT OF REVIEW THE HEAD START PROGRAM AND MAKE SUGGESTIONS AND WORK TOGETHER ON OVERSIGHT OF THAT PROGRAM.

SO ONE OF THE THINGS THAT HEAD START DIRECTOR [INAUDIBLE] WENT OVER WAS THE LOGO AND WHAT THE HEAD START LOGO

[03:40:08]

AND, YOU KNOW, THIS IS A FEDERALLY FUNDED PROGRAM, AND I THINK IT'S JUST INTERESTING TO UNDERSTAND HOW THIS LOGO WAS DESIGNED.

SO WHEN YOU LOOK AT THE HEAD START LOGO, THERE ARE TWO SQUARES THAT REPRESENT EARLY CHILDHOOD BY SUGGESTING BUILDING BLOCKS.

THE ARRANGEMENT OF THE BLOCKS REPRESENTS STAIRS BY WHICH THIS CAN BE ACCOMPLISHED.

THE VERTICAL STRIPES REPRESENT BOTH THE CHILD AND THE PARENT.

THE ARROWS POINTING UPWARD REPRESENT THE DIRECTION OUT OF POVERTY AND INTO THE FUTURE, AND THE COLORS OF THE LOGO.

RED, WHITE AND BLUE REPRESENT THE UNITED STATES AND THE MANY OPPORTUNITIES THAT OUR COUNTRY PROVIDES FOR ITS CITIZENS, AND SO I HAD NEVER HEARD THIS AS MY SECOND YEAR ON POLICY COUNCIL, AND SOME OF Y'ALL ARE SHAKING HEADS, AND I JUST THOUGHT THIS WAS SUCH A WONDERFUL THING FOR THESE NEW HEAD START PARENTS TO LEARN IN THE COMMUNITY, TO LEARN ABOUT THESE KIND OF, YOU KNOW, SOMETIMES SMALLER PROGRAMS WITHIN OUR SCHOOL DISTRICT, BUT VERY VALUABLE ONES, THE ONES THAT ARE TEACHING VALUABLE LESSONS. THE ONLY OTHER THING I'LL SAY IS THAT OCTOBER IS HEAD START AWARENESS MONTH, AS WELL AS ANTI-BULLYING MONTH, I THINK YOU MENTIONED EARLIER , AND SO THERE'S GOING TO BE A LOT OF COMMUNICATION OUT OF THE HEAD START PROGRAM INTO THE COMMUNITY TALKING ABOUT THE WORK THAT THEY DO, AND I'LL JUST PLUG THEIR SOCIAL MEDIA PAGES. I KNOW EACH OF OUR CAMPUS HAS SOCIAL MEDIA PAGES, BUT, YOU KNOW, THEY'RE ALWAYS POSTING JUST REALLY FUN EVENTS ON THEIR SOCIAL PAGE AND, YOU KNOW, SHOWING HOW THIS EARLY CHILDHOOD PROGRAM CAN MAKE SUCH A BIG DIFFERENCE IN FAMILIES' LIVES.

THANK YOU, LAUREN, AND NEXT UP, WE HAVE NANCY GIVING US A REPORT ON THE PLANO ISD COUNCIL OF PITAS.

ALL RIGHT, FIRST OFF, I HAVE TO GRAB ANYBODY WHO SITS UP HERE THAT HASN'T JOINED PTA YET TO OKAY, YOU'RE OFF THE HOOK, BUT YOU ALL HAVE TO JOIN.

YOU HAVE TO JOIN ONE PTA AND YOU CAN GO TO WWW.JOINPTA.ORG.

OR IF YOU WANT TO JOIN MORE THAN ONE PTA, YOU CAN GO TO WWW.PLANOPTA.ORG AND YOU CAN DO A COMMUNITY PTA MEMBERSHIP.

SO I REALLY AM THREATENING, I MEAN, ENCOURAGING YOU GUYS TO JOIN, [CHUCKLING] AND PTA IS SUCH AN IMPORTANT ORGANIZATION FOR THE DISTRICT.

THEY DO SO MANY THINGS ON THE CAMPUSES FOR OUR, YOU KNOW, OUR KIDS, FOR OUR TEACHERS, AND IT'S JUST A FANTASTIC PARTNERSHIP.

IT'S THE ONE BIG PARTNERSHIP THAT THE SCHOOL DISTRICT HAS HAD FOR MANY, MANY YEARS.

THEIR FIRST DELEGATE MEETING IS THIS THURSDAY, AND THEY'RE GETTING RIGHT BACK INTO BUSINESS AND THEY'RE GOING TO DO THEIR BUDGET AND THEIR OFFICER AND CHAIR TRAINING AT THE SAME TIME, AND THEY'RE ALSO GOING TO BE COMMUNICATING TO PEOPLE IN THE COMMUNITY ABOUT THE BOND AND THE [INAUDIBLE] ELECTION.

SO AGAIN, THERE'S THAT LOVELY PARTNERSHIP THAT WE HAVE WITH THEM.

THEY'RE ALSO GOING TO TRY TO PASS A RESOLUTION AT THE COUNCIL LEVEL THAT SUPPORTS THE PLANO ISD BOND ELECTION.

THAT'S NICE WORK THAT THEY'RE DOING AS A COUNCIL.

THEY'LL BE PARTICIPATING IN SOME COMMUNITY EVENTS THIS WEEKEND.

FRIDAY NIGHT THEY'LL BE AT THE PLANO BALLOON FESTIVAL.

I ENCOURAGE EVERYBODY TO COME OUT TO THAT BECAUSE IT'S ALWAYS FUN AND IT WON'T BE HOT, RIGHT? IT'S FALL. I'M SORRY.

THOSE DON'T CORRELATE IN TEXAS AND THEY ALSO WANT TO PASS ALONG.

THIS WAS REALLY SWEET, A VERY NICE THANK YOU FROM ALL OF PTA, AND HE POINTED OUT THIS IS FROM ROSS CORNELL, WHO'S THE PTA COUNCIL PRESIDENT, POINTED OUT THAT THEY ARE NOT PUBLICLY ELECTED VOLUNTEERS TO ALL OF THE WONDERFUL ELECTED VOLUNTEERS THAT ARE THEIR TRUSTEES, AND SO HE SAID, Y'ALL DO SO MUCH WITH SUCH WISDOM AND CAREFUL STEWARDSHIP, AND IT'S VERY MUCH APPRECIATED, BUT JUST REMEMBER, LET'S ALL GET OUT AND JOIN A PTA.

THAT'S ALL OF MY REPORT TONIGHT.

THANKS, NANCE.

FINALLY, JERI, WITH A REPORT ON THE EDUCATION FOUNDATION.

THANK YOU, MR. STALLE.

THE EDUCATION FOUNDATION MET IN A RETREAT MONDAY A WEEK AGO, AND A REAL GREAT SHOUT OUT TO THE TEAM FOR HAVING A REALLY GREAT RETREAT AND ALSO WANT TO RECOGNIZE THAT THERE ARE SOME NEW MEMBERS AND THEY CAME SEVERAL, BUT A COUPLE OF FOLKS FROM THE MOST RECENT PLANO LEADERSHIP PLANNING CLASS, WHICH IS ALWAYS FUN TO HAVE THAT CONNECTION.

[03:45:05]

GRANTS TO EDUCATORS IS DUE SEPTEMBER 30TH, SO THAT'S SOMETHING THAT'S VERY EXCITING AND AN OPPORTUNITY FOR PEOPLE TO SUPPORT OUR EDUCATORS INNOVATIVE AND NEEDED NEEDS FOR THEIR CLASSROOM, AND THEN THE GRANT REVIEW WILL BE AT A SURPRISE DATE SOMETIME IN THE FUTURE AFTER THAT, AND SO ONE OF THE BIG IMPETUS OF THE FOUNDATION IS THAT THEY DO THE FUNDRAISING TO HELP SUPPORT THE DIFFERENCES IN WHAT THE BUDGET CAN'T PROVIDE THAT WE CAN USE FROM THE EDUCATION FOUNDATION.

THERE'S LOTS AND LOTS OF THINGS THAT DO THAT.

ONE OF THEIR WAYS OF RAISING MONEY IS THROUGH THE EMPLOYEE GIVING CAMPAIGN, AND THAT IS GOING ON RIGHT NOW AND ENDS TOMORROW, AND THEN IT JUST SO HAPPENS THAT THERE'S ANOTHER SMALL EVENT IN THE COMMUNITY THIS WEEK, ON THURSDAY FOR NORTH TEXAS GIVING DAY.

YOU ALL HAVE A NOTE IN YOUR FOLDERS ABOUT THAT, AND SO I WANT TO ENCOURAGE EVERYONE BUT BOARD MEMBERS ESPECIALLY TO SUPPORT THE EDUCATION FOUNDATION THROUGH NORTH TEXAS GIVING DAY, BUT I ALSO WANT TO MENTION THAT THERE ARE A LOT OF ORGANIZATIONS IN OUR COMMUNITY THAT SUPPORT OUR DISTRICT AND OUR SCHOOLS, AND THREE OF THEM ARE ACTUALLY MENTIONED TONIGHT.

DAVID MENTIONED [INAUDIBLE] FOOD PANTRY THAT IS ON NORTH TEXAS GIVING DAY.

THE TEXAS HEALTH RESOURCES, THE PLANO UP GRANT IS NOT COME OUT OF NOWHERE.

IT'S BECAUSE PEOPLE IN THE COMMUNITY HAVE SPENT LOTS OF MONEY TO BE ABLE TO GIVE IN, LOTS OF MONEY TO BE ABLE TO SUPPORT THAT.

AND THEN WE ALSO HAVE SOME OF OUR LOCAL PTA CAMPUSES THAT ARE ON THE NORTH TEXAS COMMUNITY SIDE.

SO I ENCOURAGE ALL OF YOU ALL TO GO TO NORTHTEXASGIVINGDAY.ORG SUPPORT THE EDUCATION FOUNDATION AND THE OTHER CAUSES THAT YOU FIND IMPORTANT TO YOU.

ALL RIGHT, THANKS, JER.

JUST ONE FINAL THING FOR THE BOARD AND FOR THE STAFF.

I WANT TO THANK EVERYBODY, STAFF WISE, FOR THE WORK TONIGHT.

THIS IS IMPORTANT WORK AND THIS IS THE WORK WE SHOULD BE DOING IN SEPTEMBER, AND TO PUT SOME THINGS INTO PERSPECTIVE, I WANT TO REMIND EVERYBODY, ONE YEAR AGO WE WERE GETTING YELLED AT AT THE TAIL END OF A PANDEMIC AND THIS.

STAFF HAS COME THROUGH, THAT THE BOARD HAS COME THROUGH, THAT WE HAVE NEW LEADERSHIP AND YET THE SAME WORK CONTINUES, AND SO I WANT TO THANK YOU ALL FOR, YOU KNOW, HOPEFULLY WE HAVE COME OUT OF THE STORM AND WE'RE HEADED TOWARDS SMOOTH SAILING , AND THESE ARE THE KINDS OF BOARD MEETINGS THAT WE CAN HAVE TO DISCUSS, THE IMPORTANT WORK THAT YOU ALL ARE DOING SO THAT OUR KIDS TO PROVIDE OUR KIDS AND OUR FAMILIES WITH THE SERVICES THAT WE'RE ASKED TO DO.

SO FROM THE BOTTOM OF MY HEART.

THANK YOU ALL. IT'S BEEN A VERY LONG JOURNEY SINCE LAST YEAR AND I'M GLAD WE ARE NOW ON THIS SIDE OF IT.

SO WITH THAT WE ARE FINISHED.

THANKS TO EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.