[00:00:03]
[1. CALL TO ORDER]
GOOD EVENING. I'M NANCY HUMPHREY, BOARD VICE PRESIDENT AND PRESIDING OFFICER.PRESIDENT STOLLE IS UNABLE TO BE WITH US THIS EVENING AND NOTING THAT A QUORUM IS PRESENT.
I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS EVENING.
AT THIS TIME. I ASKED SUPERINTENDENT DR.
ALL RIGHT. I'M GOING TO TRY TO DO THIS WITHOUT MESSING UP PEOPLE'S TITLE.
I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DAIS TO MY LEFT, DR.
THERESA WILLIAMS, SUPERINTENDENT.
SELINDA ANDERSON, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.
AND THEN TRUSTEE ANGELA POWELL MIGHT JUST BE STUCK IN TRAFFIC.
DR. HEATHER WANG TRUSTEE AND THEN TRUSTEE DR.
LAWRENCE TYRA IS NOT ABLE TO BE WITH US THIS EVENING.
AND THEN BOARD SECRETARY WAY DOWN THERE IS JERRI CHAMBERS.
SEATED TO MY RIGHT IS TRUSTEE CODY WEAVER.
NEXT TO CODY IS JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.
AND THEN LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING AND LIFE READINESS.
AND THEN PATRICK TANNER, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
WAIT A MINUTE. WE LEFT OUT COURTNEY GOBER.
WE'VE GOT YOU GUYS OUT OF ORDER.
DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES, AND THEN JUDD REID, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES.
SO WE WILL NOW HEAR PUBLIC COMMENTS RELATED TO AGENDA ITEMS. DR. ANDERSON, DO WE HAVE ANY SPEAKERS THIS EVENING? VICE PRESIDENT HUMPHREY WE DO NOT HAVE ANY SPEAKER CARDS THIS EVENING.
[3. CLOSED SESSION]
AND THEN IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.SECTIONS 551.071, 551.072, 551.076 AND 551.129. THE TIME IS 6:02 P.M..
[4. RECONVENE OPEN SESSION]
ALL RIGHT. THE BOARD WILL NOW RECONVENE OPEN SESSION.TODAY IS TUESDAY, OCTOBER 18TH, AND THE TIME IS 6:45 P.M..
AND NOW WE WILL HAVE AN UPDATE FROM LISA WILSON REGARDING THE PRE KINDERGARTEN PROGRAM.
[5. REPORTS]
THANK YOU. I'M ACTUALLY GOING TO TURN THE MICROPHONE OVER TO ASHLEY DAVIS, OUR DIRECTOR OF PRE-K AND ELEMENTARY EDUCATION, AND SHE'S GOING TO PROVIDE AN UPDATE FOR YOU ON OUR PRE KINDERGARTEN PROGRAM.IT'S GOOD TO SEE YOU ALL AGAIN.
I HOPE YOU ARE HAVING A GOOD EVENING.
I'M GOING TO SHARE WITH YOU A LITTLE BIT ABOUT OUR GROWTH AND EXPANSION OF OUR PRE-K PROGRAM, AND IT'LL INCLUDE A BRIEF OVERVIEW AND HISTORY OF THE PROGRAM, INCLUDING OUR ENROLLMENT AND EXPANSION FOR THIS CURRENT SCHOOL YEAR.
SO IN ORDER TO QUALIFY FOR PRE-K, STUDENTS HAVE TO MEET ONE OF SEVEN ELIGIBILITY REQUIREMENTS.
AND AS LONG AS THEY MEET ONE OF THOSE ELIGIBILITY REQUIREMENTS, THEY CAN ATTEND PRE-K FOR FREE.
IF YOU DON'T QUALIFY, WE OFFER A TUITION PROGRAM.
YOU CAN PAY A MONTHLY FEE OF $550 TO ATTEND IF WE HAVE SPACE.
EACH YEAR WE STRIVE TO GROW OUR PROGRAM AND REACH AS MANY STUDENTS AS WE POSSIBLY CAN.
WE TAKE PRIDE IN GROWING AND EXPANDING AND TRACKING OUR NUMBERS, AND WE WE TRACK TO SEE HOW MANY MORE STUDENTS WE CAPTURE EACH YEAR SO THAT WE CAN START THEIR EDUCATION AS EARLY AS POSSIBLE.
[00:05:02]
THE CAMPUSES THAT HAVE PRE-K.OUR EARLY CHILDHOOD SCHOOLS ARE BEATY, ISAACS AND PEARSON.
WE HAVE OUR HEAD START CAMPUS.
AND THEN THESE ARE THE ELEMENTARY CAMPUSES THAT ALSO OFFER PRE-K.
WE TRY TO MAKE SURE WE HAVE CAMPUSES THAT ARE LOCATED ALL ACROSS THE DISTRICT BECAUSE ONE OF OUR GOALS IS TO HAVE PRE-K AS CLOSE TO FAMILIES, HOMES AS POSSIBLE.
THIS YEAR BEFORE THE SCHOOL YEAR STARTED, WE ADDED TWO PRE-K CLASSES THAT WE DID NOT HAVE LAST YEAR.
AND WE'RE CURRENTLY IN THE PROCESS OF OPENING UP THREE MORE.
WE HAD MORE STUDENTS ENROLL WHO QUALIFIED, AND SO WE ARE CURRENTLY ADDING A CLASS AT MITCHELL, ANOTHER ONE, BARRON AND HOUSTON.
THE PROCESS OF ADDING CLASSES INVOLVES FINDING THE BEST LOCATION FOR THE CLASS, WHICH WE LOOK AT, WHERE WE HAVE A LOT OF STUDENTS WHO ARE QUALIFYING THAT WE NEED SPOTS FOR. THAT'S THE FIRST PLACE WE LOOK AND THEN WE FIND CAMPUSES THAT HAVE AVAILABLE SPACE THAT WOULD WORK FOR PRE-K CLASSROOM.
A BRIEF OVERVIEW OF OUR PRE-K PROGRAM.
HOUSE BILL THREE REQUIRED FULL DAY PRE-K FOR EVERYONE, AND YOU HAD 3 TO 6 YEARS TO GET THAT DONE.
BUT WE WERE ABLE TO ACCOMPLISH IT THE VERY NEXT YEAR.
SO IN 2021 WE WERE ABLE TO OFFER FULL DAY PRE-K FOR ALL FOUR YEAR OLD STUDENTS.
SO I ALSO WANTED TO SHOW YOU THE BREAKDOWN OF CLASSROOMS INSTEAD OF JUST CAMPUSES, BECAUSE WE HAVE 15 ELEMENTARY SCHOOLS THAT HAVE PRE-K, BUT WE OFTEN ADD MORE CLASSES TO THOSE CAMPUSES.
SO, FOR EXAMPLE, IN 2122, WE HAD 15 ELEMENTARY CAMPUSES WITH PRE-K.
THIS YEAR WE STILL HAVE 15 ELEMENTARY CLASSES WITH PRE-K, BUT WHERE WE ADD CLASSES.
SO WE STARTED THE YEAR WITH 68 CLASSES, AND WHENEVER WE OPEN THE THREE OTHER CLASSES, WE WILL HAVE 71 CLASSROOMS AND 71 PRE-K CLASSROOMS IN TOTAL. AND THE ENROLLMENT GROWTH.
FAMILIES WERE CHOOSING TO KEEP THEIR KIDS AT HOME FOR SAFETY REASONS WITH COVID.
BUT WE ARE PROUD OF THE WORK WE HAVE DONE TO RECOVER THAT ENROLLMENT THE LAST COUPLE OF YEARS.
YOU CAN SEE THAT OUR ENROLLMENT IS INCREASING.
WE HAD WE STILL HAD HALF DAY CLASSES.
AND SO SOMETIMES IT LOOKS LIKE WE WERE HIGHER THAN WHICH WE WERE.
BUT LIKE ONE TEACHER COULD HAVE TWO CLASSES.
ONE TEACHER HAD AN AM CLASS, ONE TEACHER HAD A PM CLASS.
NOW THAT IT WAS HALF, I MEAN NOW THAT IT WAS FULL DAY, BUT THEN THAT'S WHEN COVID HAPPENED.
AND SO WE'RE SLOWLY INCREASING THE INFORMATION ABOUT PRE-K AND THE BENEFITS OF PRE-K AND TRYING TO MAKE IT AS EASY AS POSSIBLE TO ENROLL AND TALK TO FAMILIES ABOUT THE SAFETY, LIKE THE THINGS THAT WE DO TO, YOU KNOW, KEEP THEIR KIDS HEALTHY AND SAFE WHILE THEY'RE HERE.
SO EVERY YEAR WE DO THINGS TO CONTINUE TO GROW OUR ENROLLMENT.
EVERY PRE-K CLASSROOM HAS TWO ADULTS, ONE CERTIFIED TEACHER AND ONE PARAPROFESSIONAL.
SO OUR CLASS SIZE RATIO IS 22 TO 2, WHICH IS 11 TO 1 WHEN SPACE ALLOWS.
SO WE DO HAVE SOME CLASSROOMS WHO HAVE A SMALLER NUMBER OF STUDENTS.
BUT WHENEVER CLASS SIZE ALLOWS, OUR RATIO IS 22 TO 2.
[00:10:02]
BLESS YOU AND QUICK OVERVIEW OF OUR ENROLLMENT AND OUTREACH.I TALKED A LITTLE BIT ABOUT THIS IN MARCH AS WELL.
THE WE HAVE OPENED OUR WELCOME AND ENROLLMENT CENTER AND THEY HELP WITH THE PRE K ENROLLMENT.
WE WANTED THAT TO WE WANT IT TO BE AS ACCESSIBLE TO FAMILIES AS POSSIBLE.
WE USED TO HAVE A PAPER APPLICATION SO FAMILIES HAD TO COME TO A SCHOOL, GET THE APPLICATION.
THEN WE HAD TO LET THEM KNOW WHAT DOCUMENTS THEY NEEDED.
THEY WOULD HAVE TO GO GET THOSE DOCUMENTS AND COME BACK.
SO WE WE MADE IT ALL ONLINE SO THEY CAN DO IT AT 2:00 IN THE MORNING, SATURDAYS, SUNDAYS, WHENEVER.
BUT WE ALSO WANTED TO HAVE A SPOT THEY COULD GO TO TO GET HELP IN PERSON.
SO THE WELCOME AND ENROLLMENT CENTER IS OPEN FOR FAMILIES TO COME.
THERE'S EVEN LIKE A FULL TIME NURSE WHO CAN HELP WITH THE SHOTS AND THE SHOT RECORDS.
AND THEY ALSO TALK TO THEM ABOUT WRAPAROUND SERVICES WHEN IT APPLIES TO THE FAMILIES.
SO WE CONTINUE TO EXPAND OUR OUTREACH AND ENROLLMENT EACH YEAR, UTILIZING FLIERS, YARD SIGNS, ADVERTISEMENTS, ANYTHING WE CAN DO TO REACH AS MANY OF OUR FAMILIES TO TALK TO THEM ABOUT PRE-K.
ONCE A CHILD IS IN PRE-K, WE FOCUS ON THE FOUNDATIONAL SKILLS OF MATH AND READING AND SOCIAL EMOTIONAL AWARENESS, EARLY LITERACY, MATH SKILLS.
AND WE USE SMALL GROUP INSTRUCTION TO REALLY TARGET STUDENTS NEEDS.
WE ASSESS THEM THREE TIMES A YEAR FOR THEIR GROWTH BEGINNING, MIDDLE AND END, AND THEN WE USE THE RESULTS OF THAT ASSESSMENT TO PROVIDE THEM WITH INDIVIDUALIZED INSTRUCTION THAT MEETS THEIR NEEDS.
THE PROGRESS MONITORING TOOL THAT WE USE ASSESSES THESE SKILLS RIGHT HERE.
AND IF THEY DON'T, THEN WE INTERVENE AND PROVIDE THEM WITH TARGETED INSTRUCTION.
WE CALL OUR CIRCLE ASSESSMENTS WAVES.
SO LIKE BEGINNING OF YEAR, IT'S WAVE ONE WE HAVE WE TAKE THAT THE FIRST MONTH OF THE SCHOOL YEAR AND THAT PROVIDES US WITH THE BASELINE OF WHERE OUR STUDENTS ARE STARTING. SO THIS SHOWS YOU A COMPARISON OF WAVE ONE OF OUR ENGLISH TEST FROM LAST SCHOOL YEAR TO THIS SCHOOL YEAR.
SO WE'RE NOT LOOKING THIS IS NOT SHOW YOU GROWTH OF STUDENTS.
THIS IS A TOTALLY DIFFERENT SET OF STUDENTS.
THE STUDENTS WHO WERE PRE K LAST YEAR COMPARED TO THE KIDS WHO ARE PRE K THIS YEAR.
THIS IS JUST COMPARING OUR WAVE ONE RESULTS.
AND THIS IS A SPANISH ASSESSMENT COMPARED LAST YEAR TO THIS YEAR.
BUT THEN WHENEVER WE TAKE WAVE TWO IN JANUARY, WE START MONITORING FOR GROWTH.
DID THEY MAKE THE GROWTH THEY WERE SUPPOSED TO MAKE? WHICH STUDENTS ARE READY TO BE PUSHED TO A MORE ADVANCED LEVEL? WHICH STUDENTS NEED MORE TARGETED INSTRUCTION? SO WE'RE CONTINUOUSLY CHECKING THAT DATA TO MAKE SURE WE'RE DOING WHAT THE STUDENTS NEED FROM US.
DO Y'ALL HAVE ANY QUESTIONS ABOUT THE PRE-K PROGRAM? I DON'T HAVE A QUESTION, BUT I HAVE A COMMENT.
QUICK QUESTION. IN THE PAST, I THINK BEFORE WE WERE IDENTIFYING CAMPUSES BASED ON THE KIND OF NEEDS FORMULA ON THE ECONOMICALLY DISADVANTAGED PROPORTION IN THOSE SCHOOLS, ARE WE STILL KIND OF USING THAT FORMULA TO IDENTIFY WHERE TO GO? NOT NECESSARILY ECO DIS BEFORE, WHENEVER ELEMENTARY SCHOOLS HAD, WHENEVER THE EARLY CHILDHOOD SCHOOLS HAVE HALF DAY AND THE ELEMENTARY SCHOOLS HAVE FULL DAY, THE STUDENTS WHO QUALIFIED FOR FULL DAY WERE OUR ECONOMICALLY DISADVANTAGED STUDENTS.
SO THEY WERE THE ONES WHO WERE TAKING ADVANTAGE OF THE FULL DAY PROGRAM.
BUT AS SOON AS WE OPENED PRE-K FOR ALL STUDENTS, NO MATTER HOW YOU QUALIFIED.
AND SO THEN WE'VE HAD IT OPEN UP BROADER WHAT WE LOOK AT.
[00:15:05]
AND THEN IT WAS KIND OF EVERYWHERE.SO WE OUR GOAL THEN BECAME ENSURING WE COULD HAVE PRE-K IN AS MANY SPOTS AS POSSIBLE SO THAT IT WAS EASY FOR FAMILIES TO GET THEIR STUDENTS TO AND FROM SCHOOL BECAUSE THERE'S REALLY KIDS EVERYWHERE EAST, CENTRAL, WEST WHO QUALIFY FOR PRE-K.
SO NOW OUR EXPANSION GROWTH IS JUST TRYING TO SEE.
WE HAVE SOME ELEMENTARY CAMPUSES.
THIS ONE IS PROBABLY MORE FOR JOHNNY JUST IN TERMS OF FUNDING.
OUR PRE-K STUDENTS DON'T COUNT TOWARDS THE BASIC ALLOTMENT.
YES, WE GET HALF DAY FUNDING FOR ALL STUDENTS WHO QUALIFY FOR PRE-K.
AND SO THE STATE OF TEXAS REQUIRES US TO HAVE A FULL DAY, WHICH IS WHAT'S BEST FOR STUDENTS.
AND THEY ALLOW US TO USE THE EARLY CHILDHOOD CREDIT.
BUT FOR EVERY PRE-K STUDENT WHO ATTENDS, WE DO GET HALF ADA FOR THAT STUDENT.
OKAY. CAN I JUST SAY ONE THING REAL QUICK? I THINK IT'S SUPER IMPORTANT.
AND OUR DEMOGRAPHER MENTIONS THIS TO THE REALLY EXCITING PART ABOUT US HAVING A REBOUND ON THE NUMBER OF KIDS THAT ARE COMING INTO THE PRE-K PROGRAM IS IS THE FACT THAT WE HAVE A VERY HIGH LEVEL OF ONCE WE CAPTURE THOSE KIDS INTO OUR SCHOOL DISTRICTS, THEY STAY IN OUR SCHOOL DISTRICT.
YEAH. ARE THERE ANY OTHER QUESTIONS? I JUST HAD A REAL QUICK ONE.
I KNOW THE TWO COHORTS YOU WERE SHOWING, THE RED AND THE BLUE WERE DIFFERENT STUDENTS, BUT IT WAS INDICATING THAT THIS GROUP THAT WE HAVE COMING IN THIS YEAR MAY BE PERFORMING CONSISTENTLY. SLIGHTLY.
IS IT MORE I MEAN, LIKE, WHAT IS WHAT ARE YOU OBSERVING ABOUT THAT OR WHAT INSIGHTS DO YOU HAVE ON THAT LITTLE BIT OF DELTA? WE DID TALK ABOUT THAT.
AND SO BEGINNING OF THE YEAR DATA, WE JUST REALLY LOOK AND SEE THE BASELINE.
WE WANT TO MAKE SURE THAT THAT BECAUSE IN PRE-K THE ASSESSMENT IS VERY MUCH TEACHER DRIVEN.
THE TEACHER AND ANYTIME YOU SEE THE WORD RAPID, IT MEANS IT'S TIMED.
SO IF IT SAYS RAPID VOCABULARY, THAT MEANS THEY HAVE 60 SECONDS TO SAY AS MANY OF THE LETTERS THAT COME UP ON THE SCREEN AND SOME OF THEM ARE OBSERVABLE ITEMS LIKE THE SOCIAL EMOTIONAL DEVELOPMENT IS THE TEACHER OBSERVING THE STUDENT.
AND SO WE'RE ALWAYS WORKING WITH OUR PRE-K TEACHERS TO MAKE SURE WE'RE GIVING THE ASSESSMENT AS FAIRLY AND EQUITABLE AS POSSIBLE SO THAT WE ARE ABLE TO PULL SOME TREND DATA FROM THE BEGINNING OF THE YEAR.
SO IS IT POSSIBLE THAT THE TEACHERS ARE GETTING BETTER AT DOING THE ASSESSMENT? AND THAT'S WHY I MEAN, AS IF I'M REFERRING, IS THAT BETTER ASSESSMENT? SO, YES.
OH, WE'RE ALWAYS LIKE TRAINING THEM AND ENSURING WE'RE GIVING THE TESTS ACCURATELY AND FAIRLY.
AND THAT A TRAINING THAT WE DID OVER THE BEGINNING OF THE SCHOOL PLAY IS JUST ENSURING THAT THIS TEACHERS WERE INTERPRETING ANSWERS CORRECTLY, BECAUSE WHENEVER IT'S UP TO THE TEACHER TO SAY YES OR NO, THAT WAS CORRECT.
IT'S A LOT OF IT IS INTERPRETATION, LIKE EXAMPLE, ONE OF THE QUESTIONS OF [INAUDIBLE].
SO IT'LL ASK YOU SAY A WORD LIKE SAILBOAT AND YOU ASK THE STUDENT, HOW MANY SYLLABLES IS THAT? AND WE HAD FOUND THAT SOME TEACHERS WERE HAVING WE'RE ONLY COUNTING IT CORRECT IF THE STUDENTS SAID THE WORD TO TWO SYLLABLES AND THEN OTHER TEACHERS WERE COUNTING IT.
CORRECT, IF THE STUDENT CLAP TWICE.
AND SO WE DID A BIG TRAINING ON THAT TO SAY WE WENT THROUGH THE THE HANDBOOK BECAUSE THERE IS A MANUAL ON HOW TO GIVE THE ASSESSMENT AND WE LET EVERYONE KNOW THAT IT'S ACCEPTABLE TO COUNT IF THEY CLAP THE SYLLABLES THAT THAT CAN BE COUNTED AS CORRECT.
[00:20:03]
AND THEN ONCE YOU GET THAT BOI DATA, THE WORK REALLY BEGINS WHEN WE TAKE OUR WAVE TWO WHERE WE SEE GROWTH FOR THAT STUDENT AND WE JUST MAKE SURE THAT THEY ARE GETTING THE GROWTH THAT THEY'RE SUPPOSED TO GET WITH THE INSTRUCTION THAT WE'RE GIVING THEM.THANK YOU SO MUCH. IT'S REALLY NICE TO HEAR A LITTLE INSIGHT INTO THE CLASSROOM.
SO THANK YOU FOR SHARING THAT.
THANK YOU. ASHLEY, I HAD AN OBSERVATION WHEN I LOOKED AT THIS DATA THE OTHER DAY I WAS THINKING, OKAY, I'M SEEING THE CURRENT YEAR A LITTLE BIT HIGHER IN SOME OF THOSE, YOU KNOW ACADEMIC SKILLS.
BUT WHEN I WENT OVER TO THE BEHAVIORS, IT LOOKED LIKE SOME OF THE BEHAVIORS WERE A BIT LOWER.
AND I WONDER HOW MUCH OF THAT IS YOU KNOW, YOU'VE GOT TO BE READY TO COME IN THE CLASSROOM AND DO BUBBLES AND FINS AND ALL OF THAT STUFF.
SO MAYBE THEY HOW DO YOU HOW DO YOU INTERPRET THAT? I WONDERED IF IT HAD ANYTHING TO DO WITH THE PANDEMIC.
NOT SO MUCH THIS YEAR AS LAST YEAR AND THE YEAR BEFORE.
BUT LAST YEAR WE HAD A LOT OF STUDENTS WHO WEREN'T REALLY LEAVING THEIR HOUSE.
YOU KNOW, WE WERE KEEPING THEM IN, WE WERE PROTECTING THEM, DIDN'T WANT THEM TO GET SICK.
AND THEN PARENTS WORKING FROM HOME.
IN THE HOUSE AND THE PARENTS WEREN'T ABLE TO INTERACT WITH THEM AS MUCH.
AND SO WE WERE WE AND WE STILL DO A LITTLE BIT, JUST NOT AS MUCH.
BUT YES, WE HAD MANY CONVERSATIONS ABOUT THE EFFECTS OF THE LOCKDOWN ON OUR YOUNGEST LEARNERS.
HOW MANY WHAT IS THE PERCENTAGE OF THE STUDENTS WHOSE HOME LANGUAGE IS NOT ENGLISH? I DON'T KNOW THE EXACT PERCENTAGE I WOULD.
I CAN LOOK IT UP AND LET YOU KNOW, BUT IT IS, I WOULD SAY, BETWEEN 30 AND 50% AT LEAST.
I COULD GET THAT VERY QUICKLY FOR YOU AND LET YOU KNOW.
IT IS EITHER OUR FIRST OR IT ALWAYS KIND OF GOES BACK AND FORTH.
OUR TOP QUALIFIER, SOMETIMES IT'S [INAUDIBLE], SOMETIMES IS ENGLISH AS A SECOND LANGUAGE, BUT THERE ARE ALWAYS THOSE ARE THE TWO THAT ARE UP THERE AS THE TWO BIGGEST QUALIFIERS FOR PRE-K.
THANK YOU. I JUST WANT TO THANK YOU FOR YOUR LEADERSHIP.
YOU CAME AT THE TIME OF HOUSE BILL THREE AND ALL OF THE CHANGES AND YOU'VE DONE AN AMAZING JOB.
AND I KNOW ALSO LORI TAYLOR, AS FAR AS THE IMPLEMENTATION, THE SHIFT FROM A HALF DAY TO FULL DAY.
MOVING TO AN ONLINE APPLICATION PROCESS, IMPLEMENTING CIRCLE DATA AND THEN REALLY LEADING AND SUPPORTING PRINCIPALS AND TEACHERS WITH A HIGH QUALITY PRE-K PROGRAM. SO BIG KUDOS TO YOU AND A BIG THANK YOU.
AND WE'RE WE ALWAYS GET EXCITED WHEN WE SEE OUR NUMBERS GROWING.
ALL RIGHT. THE NEXT AGENDA ITEM IS 5.2, AND IT'S STUDENT SUPPORT SERVICES IN PLANO ISD.
AND LISA, I'LL TURN IT OVER TO YOU.
THANK YOU. I'M ACTUALLY GOING TO TURN THE MICROPHONE BACK OVER TO ANOTHER DIRECTOR, EXECUTIVE DIRECTOR MACKENZIE CASALL, WHO'S OUR STUDENT SUPPORT SERVICES EXECUTIVE DIRECTOR, AND SHE IS EXCITED TO BE HERE TONIGHT AND SHARE WITH YOU ABOUT HOW WE ARE SERVING SOME SPECIAL POPULATIONS OF STUDENTS.
WE CURRENTLY HAVE APPROXIMATELY 1600 STUDENT SUPPORT PLANS THAT ARE DEVELOPED THIS SCHOOL YEAR.
WE'VE ALSO, FOR 22-23, IMPLEMENTED EARLY WARNING SYSTEM IN EDUGENCE.
[00:25:03]
STUDENTS AND SUPPORT THEM AS SOON AS WE KNOW THAT THERE'S A CONCERN.MOVING INTO SECTION 504 FOR OUR STUDENTS IN SECTION 504.
SO IT CAN BE FOR STUDENTS WITH LEARNING AND BEHAVIORAL IMPAIRMENTS, BUT IT CAN ALSO BE STUDENTS THAT HAVE MEDICAL IMPAIRMENTS THINKING OF DIABETES OR ASTHMA THAT MAY BE AFFECTING THEIR LIFE IMPAIRMENTS.
IN SECTION 504 WE WANT TO MAKE SURE WE'RE ALWAYS PROVIDING A FREE AND APPROPRIATE PUBLIC EDUCATION.
WE'RE ESTABLISHING THEIR ELIGIBILITY THROUGH EVALUATION, CONSIDERING THEIR NEEDS ANNUALLY, AND ADDRESSING ANY NECESSARY ACCOMMODATIONS AND SERVICES THAT THEY NEED BASED ON THIS IMPAIRMENT THAT THEY HAVE IN ENSURING THAT THEY HAVE PROTECTION OF THEIR RIGHTS.
HOWEVER, I DO SUSPECT THAT THIS IS A MAYBE NOT QUITE AS DRAMATIC AS THIS LOOKS.
THERE HAS BEEN A SHIFT IN THE SOFTWARE SYSTEM AND HOW WE ARE TRACKING THESE STUDENTS, AND IT'S NOT REPORTED INTO THEMES QUITE IN THE SAME WAY THAT LIKE SPECIAL EDUCATION IS WHERE WE'RE TRACKING THAT.
BUT THEN THERE'S ALSO A BIG INCREASE IN IDENTIFICATION OF DYSLEXIA THAT'S BEEN ACROSS THE STATE IN THE LAST FIVE YEARS, REALLY LOOKING FOR THOSE CHARACTERISTICS AND MAKING SURE WE'RE FINDING THOSE STUDENTS THAT HAVE THOSE NEEDS.
BUT UP UNTIL THIS LAST YEAR, THAT'S REALLY BEEN IN 504, NOT 100%, BUT IN PRIMARILY WE'VE ALSO SEEN INCREASE IN BEHAVIOR AND MENTAL HEALTH NEEDS THAT ARE CAPTURED WITHIN THESE 504 INCREASE.
THIS IS BREAKING DOWN MORE OF HOW WE ARE SERVING OUR KIDS, WHAT THOSE IMPAIRMENTS ARE FOR OUR STUDENTS IN SECTION 504 BASED ON WHO WE ARE CURRENTLY SERVING AND THE REFERRALS THAT ARE CURRENTLY IN PROGRESS.
SO THEY'RE CAPTURED IN TWO SPOTS THERE.
WE ARE CURRENTLY SERVING 4217 FROM WHEN I PULLED THE DATA.
THAT'S ALWAYS A MOVING TARGET AND HAD 106 IN REFERRAL.
SO THAT KIND OF SHOWS THE TRENDS CURRENTLY THIS SCHOOL YEAR.
MOVING INTO DYSLEXIA SERVICES.
SO PRIOR TO THIS, WE WERE EVALUATING STUDENTS.
AND THEN WE CAN LOOK AT THE OTHER OPTION.
SO WHERE WE SERVE THEM MAY BE DIFFERENT THAN WHERE WE EVALUATE THE STUDENT.
THIS DEPARTMENT PROVIDES TRAINING FOR DYSLEXIA TEACHERS.
THAT'S LIKE OUR GENERAL ED DYSLEXIA.
SPECIAL ED KIDS CAN BE IN THAT, BUT IT IS NOT SPECIALLY DESIGNED INSTRUCTION.
IT'S MORE IN A GENERAL ED SETTING.
WE ALSO HAVE SPECIAL ED STUDENTS THAT NEED MAYBE MODIFICATIONS TO THAT OR MORE SPECIALLY DESIGNED INSTRUCTION, AND THEY'RE RECEIVING DYSLEXIA SERVICES FROM THE SPECIAL EDUCATION TEACHERS. MOVING INTO SPECIAL EDUCATION FOR SPECIAL ED.
WE START AT BIRTH FOR OUR KIDS WITH THAT ARE DEAF OR HARD OF HEARING OR VISUALLY IMPAIRED ALL THE WAY THROUGH 21 FOR REALLY 3 TO 21 FOR ALL THE OTHER DISABILITIES. AND WE'RE ENSURING THAT WE ARE LOCATING THEM, EVALUATING THEM, AND THEY'RE IDENTIFIED.
[00:30:08]
WE DO THAT THROUGH A FULL AND INDIVIDUAL EVALUATION AND THEN ONCE IDENTIFIED, DEVELOPING SPECIALLY DESIGNED INSTRUCTION FOR THOSE STUDENTS THAT ARE TAILORED TO THEIR UNIQUE NEEDS, MAKING SURE WE'RE PROVIDING THAT FREE AND APPROPRIATE PUBLIC EDUCATION AND CONSIDERING THEIR NEEDS THROUGH AN ARD PROCESS AT LEAST ONCE ANNUALLY.SO LOOKING AT OUR TRENDS OF ENROLLMENT IN SPECIAL EDUCATION, WE WERE REALLY GROWING FROM 18-19 TO 19-20 WHEN WE GOT TO 20-21, SIMILAR TO WHAT ASHLEY WAS KIND OF PRESENTING WITH PRE K, THERE WERE MANY OF OUR KIDS THAT ENDED UP STAYING HOME, ESPECIALLY THAT HAD A LOT OF MEDICAL NEEDS AND WERE MORE FRAGILE AS WELL AS SOME OF OUR LITTLE ONES WHERE WE'RE IDENTIFYING AT THREE YEARS OLD, PARENTS CHOSE TO KEEP THEM AT HOME.
SO WE DEFINITELY SAW THAT DIP IN 20-21 AND 21-22.
HOWEVER, LAST YEAR OUR REFERRALS WERE VERY HIGH FOR SPECIAL ED AND OUR KIDS ARE COMING BACK.
SO YOU CAN SEE WE'RE ALREADY ALMOST UP TO WHERE WE WERE 19-20.
SO OUR NUMBER ONE AREA IN SPECIAL EDUCATION CURRENTLY IS AUTISM.
THIRD. SO THOSE ARE CLOSE TO 75% OF OUR KIDS IN SPECIAL ED ARE UNDER ONE OF THOSE THREE CATEGORIES.
NOW, THIS IS BASED ON THEIR PRIMARY DISABILITY.
MANY OF OUR STUDENTS HAVE MORE THAN ONE AREA OF ELIGIBILITY.
WE ALSO HAVE SOME INDIVIDUAL SPECIALIZED PROGRAMS. WE HAVE THE REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF, WHICH IS A SHARED SERVICE ARRANGEMENT, AND WE SERVE 16 SCHOOL DISTRICTS AND TWO CHARTER SCHOOLS WITHIN RDSPD.
WE HAVE OUR INSPIRE PROGRAM AT OUR ELEMENTARY PROGRAM IS VERY LOCALLY RUN.
AND REGION TEN TO HELP FACILITATE THAT PROGRAM AND TO STAFF THAT PROGRAM.
BUT OUR STUDENTS ARE SERVED THERE AS WELL AS SOME OTHER DISTRICTS IN OUR FACILITY HERE IN PLANO.
AND THEN WE HAVE SOLOMON ADULT TRANSITION CENTER, WHICH IS REALLY OUR 18 PLUS PROGRAM FOR OUR STUDENTS IN SPECIAL EDUCATION THAT HAVE ALREADY MET THEIR COURSE REQUIREMENTS AT THE SENIOR HIGH, BUT NEED TO GET ADDITIONAL VOCATIONAL SKILLS TO LEARN TO BE ABLE TO BEFORE THEY OFFICIALLY LEAVE US IN PLANO.
THERE ARE SOME CHALLENGES IN STUDENT SUPPORT.
WE HAVE IN JUST THE LAST TWO WEEKS, ADJUSTED SOME OF OUR STAFFING TO HELP TO MEET THE NEEDS OF THE CAMPUSES THAT MAYBE WE'RE STRUGGLING MORE THAN OTHERS AND SHIFTING SOME OF THE STAFF A LITTLE BIT.
WE'VE ALSO BEEN REALLY THOUGHT PARTNERING WITH OUR CAMPUS ADMINISTRATORS TO CREATIVELY LOOK AT SCHEDULING AND HOW WE SERVE STUDENTS TO BE ABLE TO ADDRESS NEEDS, BUT ALSO ADDRESS THAT WE MIGHT NOT HAVE BE 100% FULLY STAFFED AT ALL OF OUR CAMPUSES.
SO WE ARE REALLY PARTNERING WITH CAMPUSES AND HOW TO SUPPORT OUR NEEDS OF OUR STUDENTS.
AND THAT IS A TREND THAT WE'RE SEEING NOT JUST IN PLANO ISD.
SO WHAT'S NEXT FOR STUDENT SUPPORT SERVICES? WE WERE SELECTED FOR AN AUTISM GRANT WITH HIGHLAND PARK AND WYLIE ISD, AND SO WE ARE GOING FORTH ON THAT AND DOING HIGH LEVELS OF TRAINING WITH OUR STAFF AND AND TRAINING FOR OUR PARENTS AS WELL THROUGH THIS AUTISM GRANT.
WE ALSO RECEIVED A DYSLEXIA GRANT THAT IS JUST FOR PLANO ISD THAT'S REALLY ALLOWING US TO BRING IN ADDITIONAL CURRICULUM TOOLS, HIGH LEVELS OF TRAINING, AND REALLY BEING ABLE TO TRAIN MORE STAFF TO BE QUALIFIED DYSLEXIA INSTRUCTORS.
[00:35:03]
504 PARENT ENGAGEMENT NIGHT IS COMING UP NOVEMBER 7TH.WE HAD A GOOD TURNOUT FOR THE FIRST YEAR OF THAT IN PERSON AND THEN WE'RE ALSO PARTICIPATING IN PROJECT TED WITH REGION TEN AND TEXAS TECH AND TRAINING STAFF ON HOW TO SERVE OUR STUDENTS WITH DIFFERENTIAL DIAGNOSIS, WHICH IS TYPICALLY OUR KIDS WITH COGNITIVE IMPAIRMENTS AND MENTAL HEALTH NEEDS.
AND THEY WERE ACTUALLY VERY IMPRESSED BECAUSE WE HAVE A SPECIALIZED PROGRAM JUST FOR THAT.
OK. ANY QUESTIONS OR COMMENTS? THANK YOU SO MUCH FOR YOUR PRESENTATION.
I HAD ONE OR TWO QUICK QUESTIONS FOR THE DYSLEXIA TEACHERS.
LET'S SEE, WE HAVE 61 CURRENTLY ON STAFF.
KNOW WE'RE WITH THE GRANT. WE'RE GOING TO INCREASE THAT NUMBER.
DO WE HAVE THESE TEACHERS KIND OF FLOATING TO OTHER CAMPUSES WHEN ID NEEDS ARE NOT BEING MET? WE DO. MOST OF OUR DYSLEXIA TEACHERS ARE AT ONE CAMPUS, BUT WE HAVE A COUPLE OF CAMPUSES WHERE THE LOAD IS MAYBE A LITTLE BIT LIGHTER AND THEY'RE GOING TO TRY TO HELP AT ANOTHER CAMPUS AS WELL AND SUPPORT.
SO WE DEFINITELY HAVE A COUPLE OF THOSE TEACHERS THAT ARE FLOATING.
AWESOME. ESPECIALLY AT SECONDARY SCHOOL.
AND JUST IN TERMS OF SPED STAFFING.
HOW'S MORALE RIGHT NOW? I'M SURE IT CAN BE DIFFICULT WITH BEING UNDERSTAFFED AND THEN TRYING TO MOVE SOME THINGS AROUND.
THERE'S A LITTLE EXTRA LEVEL OF STRESS THERE AND MANY OF OUR CAMPUSES, BUT WE'RE REALLY TRYING TO WORK WITH THE PRINCIPALS, WORK WITH SOLUTIONS TO TRY TO HELP SUPPORT THEM. MY TEAM HAS REALLY BEEN OUT THERE AND COACHING AND SOMETIMES COVERING CLASSES EVEN WHEN NEEDED JUST TO TRY TO HELP BUILD THAT, TO SHOW THAT WE'RE ALL IN IT TOGETHER ON THAT.
SO WE'RE REALLY TRYING TO WORK ON THAT.
AND HOW EARLY DO WE START SCREENING FOR DYSLEXIA? HOW EARLY? YEAH.
SO THERE IS DYSLEXIA SCREENING THAT IS REQUIRED BY THE STATE IN KINDERGARTEN AND FIRST GRADE.
SO IT'S THE VERY END OF KINDERGARTEN BECAUSE WE WANT TO GIVE OUR KIDS TIME TO BE ABLE TO START LEARNING PHONETICS AND EVEN SCHOOL READINESS FOR MANY OF OUR KIDS COMING INTO KINDERGARTEN. SO THE END OF KINDERGARTEN WE SCREEN AND THEN MID-YEAR AND FIRST GRADE WE SCREEN.
NOW, THAT DOESN'T MEAN IDENTIFICATION.
IT'S SCREENING TO SEE IS THERE ARE THEY AT RISK? AND FROM THERE WE CAN LOOK AT DO ANY OF THOSE STUDENTS THEN NEED TO BE REFERRED FOR DYSLEXIA OR DO THEY NEED A LITTLE BIT MORE TIME? SO SOMETIMES SOME OF OUR KIDS IS MORE MIDDLE OF SECOND GRADE.
OKAY, THANK YOU. THE QUESTION I HAVE IS THAT, YOU KNOW, WHEN YOU SAY SUPPORT OUR TEACHERS, ARE WE MAKING SURE THAT WE ONLY EXPECT REQUIRED DOCUMENTATION? NOT ANY EXTRAS.
WE ARE. AND WE'RE TRYING TO LOOK AT THAT AND SEE HOW WE CAN STREAMLINE SOME OF THAT.
THERE'S A LOT OF DOCUMENTATION THAT IS REQUIRED IN SPECIAL EDUCATION.
THERE ALWAYS HAS BEEN AND IT'S ALWAYS BEEN AND IT'S BEEN EVEN MORE IN THE LAST FEW YEARS.
AND MUCH OF THAT COMES FROM TEA AND THEIR EXPECTATIONS OF US.
AND WE WANT TO MAKE SURE THAT WE ARE LEGALLY COMPLIANT AND HAVE ALL THE PAPERWORK AND DOCUMENTATION THAT WE NEED AS WELL, IF THERE WAS ANY SORT OF AREA OF CONCERNS.
SO IT'S A BALANCING ACT, BUT WE'RE TRYING TO LOOK AT SOME AREAS.
FOR EXAMPLE, LAST YEAR, MID-YEAR, WE MADE WHAT WE CALLED OUR PROVISION OF SERVICES OPTIONAL.
WE SAID YOU STILL HAVE TO DOCUMENT, BUT YOU COULD USE ANOTHER TOOL.
SO WE ARE TRYING TO SEE HOW WE CAN DECREASE THAT.
BUT THERE IS A HIGH LEVEL OF DOCUMENTATION THAT'S REQUIRED IN SPECIAL EDUCATION.
I HAVE A QUESTION REGARDING LIKE A MEDICAL CONDITION.
I HAD NO IDEA. THIS IS ACTUALLY QUALIFY FOR 504 SERVICE TO ACCOMMODATE A STUDENT WHO HAS ASTHMA.
WHAT KIND OF ACCOMMODATIONS CAN OUR CAMPUS PROVIDE? SO THAT'S REALLY DEPENDENT ON WHAT THAT INDIVIDUAL STUDENT NEEDS.
SO IT MAY BE SOMETHING VERY MINOR.
IT DEPENDS ON WHAT THAT STUDENT'S INDIVIDUAL NEEDS.
[00:40:01]
THANK YOU. THIS IS VERY, VERY HELPFUL BECAUSE FIVE, FOUR I ALWAYS THINK IT'S BEHAVIOR LIKE LEARNING DISABILITY.I MEAN, SO I DIDN'T KNOW MEDICAL IS ONE OF THOSE SERVICES.
ABSOLUTELY. 504 IS VERY BROAD.
SOMEHOW IN IN SOME COMMUNITIES THERE THERE IS SOME KIND OF STIGMA LIKE, OH MY, I DON'T WANT TO MARK MY KIDS AS 504 BUT YOU KNOW, 504 IS REALLY A GOOD THING IF YOU NEED IT.
I MEAN, DOES IT FOLLOW TO COLLEGE IF.
SO WHILE SPECIAL ED ENDS, WHEN HIGH SCHOOL ENDS, SECTION 504 FOLLOWS IN THROUGH COLLEGE, YOU SEE NOW, NOW STUDENTS HAVE TO ADVOCATE FOR THEMSELVES VERSUS WHERE WE ADVOCATE A LITTLE BIT MORE IN PRE K 12.
BUT BUT STILL, IF YOU HAVE A HISTORY OF SERVICE FROM YOUR HIGH SCHOOL, YOU ADVOCATE FOR YOURSELF.
YOU HAVE YOU HAVE MORE OF A CHANCE OF SUCCESS.
WELCOME. I HAVE A COUPLE OF QUESTIONS AND I'LL BE QUICK.
YOU KNOW, THE STUDENTS THAT YOU SAID MAYBE DIDN'T RETURN FROM THE COVID PANDEMIC, ARE ANY OF THOSE STUDENTS IN OUR VIRTUAL PROGRAM BECAUSE WE HAVE AN ONLINE? YES. SO LAST YEAR IN PARTICULAR, THERE WERE MORE THAT WERE MANY OF THOSE KIDS HAVE NOW COME BACK FACE TO FACE.
WE HAVE A VERY SMALL AMOUNT OF SPECIAL ED STUDENTS IN VIRTUAL ACADEMY, BUT WE DO HAVE SOME STUDENTS IN VIRTUAL ACADEMY, BUT MANY OF THEM HAVE COME BACK INTO THE CLASSROOM, WHICH IS REALLY GOOD NEWS BECAUSE IN PARTICULAR FOR OUR KIDS WITH MORE SEVERE DISABILITIES, VIRTUAL ACADEMY CAN BE VERY CHALLENGING FOR THOSE STUDENTS THAT NEED VERY SPECIALIZED CURRICULUM.
SO WE'RE GLAD TO GET THEM BACK IN THE CLASSROOM.
BUT THERE DEFINITELY ARE SOME OF OUR SPECIAL ED STUDENTS SERVE THEIR OK.
ALL RIGHT. AND THEN WHERE IS INSPIRE HOUSED? SO ELEMENTARY IS AT HARRINGTON, KIND OF IN A BACK WING AT HARRINGTON ELEMENTARY AND SECONDARY INSPIRE IS AT BIRD CENTER.
AND THEN I'M ALWAYS THE ONE THINKING ABOUT LEGISLATIVE ASKS.
AND I KNOW THERE ARE A LOT OF THINGS AND I WOULD LOVE TO KNOW IF THERE'S ANYTHING WE WE CAN BE ASKING OUR LEGISLATORS FOR IN THIS UPCOMING SESSION.
I THINK SPECIAL ED FUNDING IS A VERY BIG PIECE.
I KNOW THEY ARE STARTING TO LOOK AT HOW WE ARE SERVING KIDS AND HOW THAT FUNDING IS PROVIDED.
BUT WE MIGHT HAVE A STUDENT THAT IS MAINSTREAM, THAT HAS VERY HIGH PERSONAL CARE NEEDS AND REQUIRES A HIGH LEVEL OF STAFF, AND WE'RE NOT RECEIVING THIS AMOUNT OF FUNDING BASED ON THEIR NEEDS. SO I KNOW THERE IS SOME PIECES OUT THERE THAT IS LOOKING AT NEEDS OF KIDS VERSUS JUST INSTRUCTIONAL ARRANGEMENT.
SO SPECIAL ED FUNDING IS A BIG AREA.
I WOULD SAY THAT THERE NEEDS TO BE A PUSH.
SO WE'RE KIND OF GETTING THERE.
BUT IF YOU THINK OF ANYTHING, LET US KNOW.
I THINK JOHNNY HILL WOULD ADD TO THAT FUNDING FOR SECTION 504.
YES, BECAUSE SECTION 504 ISN'T FUNDED AT ALL.
WHAT DID YOU SAY? WHAT IS NONE.
THERE'S NO FUNDING FOR SECTION 504.
YES, THERE ARE THINGS THAT STUDENTS NEED, INCLUDING EQUIPMENT, SOMETIMES SPECIALIZED EQUIPMENT.
YEAH, IT'S ONE OF THOSE. WHAT DID YOU SAY? UNFUNDED MANDATES.
I FORGOT ABOUT THAT. ALL RIGHT.
ARE THERE ANY OTHER QUESTIONS? I WANT TO JUST CAVEAT OFF OF THAT A LITTLE BIT.
AND CAN YOU SPEAK TO THE HOMEBOUND PROGRAM THIS YEAR AND HOW IS IT GOING AND IS IT COMPARING TO OTHER YEARS AND THEN OTHER AND THEN THE OTHER QUESTION IS HOMEBOUND STUDENTS, DID THEY DO WE GET ENROLLMENT? WE GET WE GET TO COUNT THEM FOR ENROLLMENT.
I MEAN, NOT FOR ATTENDANCE, CORRECT.
SO, I MEAN, WE DO GET FUNDING FOR THEM IF WE HAVE IF WE MEET THE CONTACT REQUIREMENTS.
SO, YEAH, SO OUR STUDENTS THAT ARE IN HOMEBOUND, WHETHER IT'S IN SECTION 504 OR SPECIAL EDUCATION, TYPICALLY GET ABOUT 4 HOURS A WEEK OF INSTRUCTION COMING FROM THE CAMPUS AND WHAT THEIR NEEDS.
IT'S MORE OF A FACILITATOR THAT GOES INTO THAT HOME.
I CAN DEFINITELY PULL THE DATA ON ON TRENDS FOR THAT.
I DON'T HAVE IT, BUT I DON'T HAVE IT HERE.
AND SOME OF OUR WE HAVE MANY, SEVERAL HOSPITALS HERE IN THE AREA THAT WE SERVE OUR KIDS.
AND SO THERE'S AN INCREASE THERE WITH MENTAL HEALTH THAT WE'RE SEEING.
[00:45:03]
SO IS I ASK, IS IT A PHYSICAL AILMENT OR IS IT MENTAL HEALTH THAT'S CAUSING.A LOT OF MENTAL HEALTH. NOW, OUR HOMEBOUNDS THAT ARE IN THE HOME TEND TO BE MORE MEDICAL.
BUT A LOT OF OUR HOSPITALS, WE HAVE AN EATING DISORDER RECOVERY CENTER.
I JUST WANT TO MAKE A COMMENT.
AND SO MACKENZIE AND KIMMIE, YOU GUYS ARE DOING A GREAT JOB.
AND I WANT TO THANK ALL OUR SPED TEACHERS OUT THERE.
I KNOW MOST OF THEM THAT YOU'VE DONE A PHENOMENAL JOB KEEPING PLANO GREAT.
I HAVE A FRIEND WHO JUST, YOU KNOW, HEARD I'M SERVING ON THE SCHOOL BOARD.
SPECIAL ED, HER DAUGHTER STARTED TO SPEAK OUT LIKE YOU KNOW A [INAUDIBLE] STUDENTS.
ORTIZ YEAH. SO I'M LIKE IT'S DEFINITELY NOT ME.
SO THAT'S BEFORE I WAS ON MY BOARD BUT I DID THINK I THINK I NEED TO THANK YOU FOR HER.
THANK YOU. IT'S ALWAYS WONDERFUL TO HEAR OUR SUCCESSES.
YEAH. I JUST WANT TO THANK LISA, MACKENZIE, KIMMIE AND YOUR TEAM AND OUR TEACHERS.
I'M EXCITED TO HEAR WE HAVE THE EARLY WARNING SYSTEM UP AND RUNNING.
MM HMM. AND ALSO, I THINK THE INTENTIONALITY AROUND HOW CAN WE STREAMLINE AND HOW CAN WE CONTINUE TO REDUCE THINGS THAT ARE NOT NECESSARY BECAUSE THIS IS A CHALLENGING AREA.
WE HAVE HAD TEACHER SHORTAGES AND PARAPROFESSIONALS SHORTAGES.
AND I APPRECIATE ALL OF YOUR WORK AROUND THAT.
THANK YOU, MACKENZIE, FOR THE PRESENTATION.
ALL RIGHT. WE'LL MOVE ON TO AGENDA ITEM 5.3.
NEW COURSE RECOMMENDATIONS FOR THE 2022-2023 SCHOOL YEAR.
LISA, I'LL TURN IT OVER TO YOU.
ALL RIGHT. THANK YOU. VICE PRESIDENT HUMPHREY, DR.
AND ALL THREE OF OUR PRESENTERS TONIGHT ARE NEW IN THEIR POSITIONS THIS YEAR.
SO JUST APPRECIATE THE INCREDIBLE WORK THAT THEY'VE DONE TO GET UP TO SPEED.
AND ALSO WANT TO THANK A FEW OTHER FOLKS WHO ARE WHO'VE BEEN FROM OUR DEPARTMENT, LORI AND KAREN.
AND I THINK THEY'LL BE SPEAKING IN IN A MINUTE AS WELL.
BUT I'D LIKE TO INTRODUCE NOW KRISTEN HEBERT.
SHE IS GOING TO VISIT WITH YOU A LITTLE BIT ABOUT THE COURSE RECOMMENDATIONS.
AND JUST TO GIVE A LITTLE BIT OF BACKGROUND ABOUT THIS, EVERY YEAR THERE IS A COMMITTEE THAT MEETS.
SO FOR THIS 22-23 SCHOOL YEAR, DR.
ABBOTT LED THIS GROUP AND THEY TALK ABOUT WHAT ARE SOME OTHER POTENTIAL COURSES THAT WE MAY WANT TO ADD TO OUR COURSE CATALOG AND PROVIDE ADDITIONAL OPPORTUNITIES FOR STUDENTS IN ADDITION TO CONVERSATIONS ABOUT WHAT COURSES NEED TO BE SUNSET BECAUSE THERE ARE NO STUDENTS REALLY INTERESTED IN THOSE.
SO SHE'S GOING TO TALK ABOUT THAT WORK AND LATER, I THINK NEXT MONTH WILL BRING ONE COURSE TO YOU FOR APPROVAL AS PER BOARD POLICY. AND SHE'LL TELL YOU ABOUT THAT, OF COURSE.
EXCELLENT. THANK YOU, MS. WILSON. I APPRECIATE IT.
WELL, I AM SUPER EXCITED THIS EVENING TO GET TO TALK TO YOU ABOUT SOME PROMISING NEW COURSE RECOMMENDATIONS THAT THIS COMMITTEE CAME TOGETHER AND ARE PUTTING BEFORE YOU THIS EVENING.
AND THIS GROUP OF PLANO ISD EDUCATORS THAT CAME TOGETHER LAST THURSDAY WERE SUCH A COMMITTED GROUP OF INDIVIDUALS WHO ARE LOOKING FOR WAYS TO POSITION ALL OF OUR STUDENTS FOR THE FUTURE THAT THEY DESIRE.
[00:50:01]
THIS EVENING. JUST A TINY BIT OF CONTEXT.ALL OF THOSE COMMITTEE MEMBERS WERE EITHER CAMPUS LEADERS, COUNSELORS, CENTRAL OFFICE, SUPPORT LEADERS, AND THESE COURSE SUBMISSIONS WERE SUBMITTED BY BY EDUCATORS IN OUR DISTRICT.
SO THERE WERE SOME CRITERIA THAT UNDERGIRDED A LOT OF THE DECISIONS AS WELL.
AND I JUST WANT TO KIND OF RUN THROUGH THAT REAL QUICK.
WE LOOK AT STUDENT CURRICULAR AND CAMPUS LEVEL COURSE NEEDS TWEAKS, ALIGNMENT, GRADUATION REQUIREMENTS, SCHEDULING OPTIONS, STUDENT ENROLLMENT PREDICTIONS, STAFFING TECHNOLOGY REQUIREMENTS, FACILITY REQUIREMENTS, STAFF DEVELOPMENT AND OF COURSE, BUDGET.
THAT BEING SAID, THAT DOES UNDERGIRD A LOT OF THE CONVERSATION THAT WE HAD IN IN THAT COMMITTEE.
AND I'M GOING TO GO AHEAD AND JUST START WITH OUR NEW COURSES THAT WE ARE RECOMMENDING FOR THE 2324 SCHOOL YEAR. THEY WERE ALL HIGH SCHOOL SUBMISSIONS.
THE FIRST ONE IS A MATH COURSE, STRATEGIC LEARNING FOR HIGH SCHOOL MATHEMATICS, AND THIS WOULD BE OFFERED FOR STUDENTS GRADE NINE AND TEN. AND REALLY THIS IS JUST AN OPPORTUNITY TO HELP SOME OF OUR OUR MATH STUDENTS WHO MAY NOT BE AS STRONG MATHEMATICALLY HEADING INTO THEIR HIGH SCHOOL YEARS AND NEED A LITTLE EXTRA SUPPORT IN SPIRALING OF SOME OF THE STANDARDS THAT THEY DIDN'T QUITE MASTER BEFORE AND BEFORE HIGH SCHOOL.
WE HAVE A COUPLE OF NEW SCIENCE CLASSES.
YOU'LL NOTICE THAT THERE IS THE DATE FALL OF 24 NEXT TO ASTRONOMY AND EARTH SYSTEMS. THESE ARE TWO NEW COURSES THAT WE WOULD LIKE TO GO AHEAD AND BEGIN PREPARING AND PLANNING FOR [INAUDIBLE].
AND SO THAT'S WHY YOU'RE SEEING THEM ON ON THIS SUBMISSION TONIGHT.
ALSO, A COURSE IN ENVIRONMENTAL CAREERS PRACTICUM.
WE HAVE A SOCIAL STUDIES COURSE THAT IS A PERSONAL FINANCIAL LITERACY AND ECONOMICS COURSE THAT WE'RE PUTTING BEFORE YOU AND THE CLASS THAT MS..
WILSON SPOKE OF THAT WE WILL COME BACK AGAIN NEXT MONTH AND VISIT WITH YOU ABOUT IS OUR MULTI.
LINGUAL ACCULTURATION STUDIES FOR NEWCOMERS.
THIS IS A THIS IS GOING BEING SUBMITTED BY OUR MULTILINGUAL, MULTILINGUAL DEPARTMENT TO THE TEA FOR APPROVAL AND FOR A INNOVATIVE COURSE.
AND REALLY JUST AGAIN, ANOTHER WONDERFUL WAY TO SUPPORT SOME OF OUR STUDENTS THAT ARE NEW TO THE UNITED STATES AND MAY NEED JUST A LITTLE BIT MORE FROM US UNTIL THEY THEY GET THEIR EDUCATIONAL SEA LEGS.
SO WE ALSO HAVE SOME CTE COURSES THAT ARE BEING PUT BEFORE YOU THIS EVENING.
YEAH, WE ALL CALLED EACH OTHER BEFORE, SO.
TWO THINGS THAT WE'RE LOOKING AT IS WE WANT TO CONSIDER A COSMETOLOGY PARTNERSHIP WITH TONY AND GUY THAT WOULD SERVE OUR 11TH AND 12TH GRADE STUDENTS. SO, AS YOU KNOW, WE USED TO HAVE COSMETOLOGY BACK QUITE A FEW YEARS AGO.
SO THAT WOULD TIE IN SOME OF OUR COURSES AS WELL.
ANY QUESTIONS FOR ME BEFORE I LEAVE AND TURN IT BACK OVER TO KRISTEN ON MINE.
[INAUDIBLE] I WANT TO MAKE A COMMENT BECAUSE I'VE I MENTIONED THAT I ALWAYS LIKED COSMETOLOGY IN OUR SCHOOL DISTRICT AND I'M SO GLAD WE BRINGING IT BACK BECAUSE, YOU KNOW, THERE'S A LOT OF GIRLS, THERE'S A LOT OF STUDENTS OUT THERE, YOU KNOW, A LOT OF STUDENTS OUT THERE THAT ARE INTERESTED IN IT.
SO I'M GLAD YOU'RE BRINGING IT BACK.
YEAH, WE'RE WORKING ON THAT PARTNERSHIP RIGHT NOW, SO THANK YOU.
OH, [INAUDIBLE] TO HEARING Y'ALL.
EITHER ONE OF YOU MAY ANSWER THESE QUESTIONS YOU OFFERED.
CAN YOU EXPLAIN TO ME WHAT WHAT A PRACTICUM.
WHAT THAT LOOKS LIKE FOR A HIGH SCHOOLER? YEAH. WHEN YOU USE THE WORD PRACTICUM, YOU KIND OF LOOK AT WHAT WORK BASED LEARNING OPPORTUNITIES ARE.
AND SO ANYTHING THAT IS MORE HANDS ON.
SO IT'S JUST WORK BASED LEARNING.
YEAH. KAREN, WHAT WOULD IT TAKE TO GET THAT PARTNERSHIP WITH TONY AND GUY?
[00:55:04]
WHAT'S. WHAT'S THE PROCESS THERE? YEAH, SO WE'VE HAD TWO REALLY GREAT CONVERSATIONS WITH LEADERSHIP AT TONY AND GUY.WE'RE LOOKING TO HAVE ONE MORE.
WE'RE JUST TRYING TO GET SOME OF THE DETAILS WORKED OUT.
AND THEY'VE GOT SOME A GREAT PROGRAM THERE.
AND AS WE GET A LITTLE FURTHER ALONG, WE'LL BRING THAT INFORMATION HERE.
ANY MORE QUESTIONS BEFORE THEY SNEAK OFF? EXCELLENT. YOU GOT JUST A TINY BIT MORE TO GO.
SORRY ABOUT THAT. I DIDN'T MEAN TO CUT YOU OFF.
PLEASE, NO WORRIES. I KNOW THAT IS SUPER EXCITING THINKING ABOUT THAT PARTNERSHIP, FOR SURE.
THE FIRST IS OUR DUAL CREDIT STATISTICS.
WE ARE EXPLORING A REDESIGN OF THIS COURSE SO THAT THERE IS A DUAL CREDIT COURSE FOR FIRST SEMESTER.
HOWEVER, WE ARE WAITING ON JUST SOME INFORMATION FROM COLLIN COLLEGE AS FAR AS BEING ABLE TO OFFER COLLEGE ALGEBRA IN THAT FIRST SEMESTER AND THEN DUAL DUAL CREDIT STATISTICS IN THAT SECOND SEMESTER.
THIS NEXT GROUP IS SCIENCE A.P.
CURRENTLY, THEY THESE COURSES ARE ONLY AVAILABLE TO 12TH GRADERS, BUT WE WOULD LIKE TO SEE THEM AVAILABLE FOR 11TH AND 12TH GRADERS.
OUR AP PHYSICS C, MECHANICS AND AP PHYSICS C ELECTRICITY AND MAGNETISM.
OUR ADVANCED ACADEMICS AP SEMINAR.
AND LITTLE FURTHER DOWN ARE DUAL CREDIT.
THE EDUCATION 1300 LEARNING FRAMEWORK COURSE.
AND OUR INTRO TO SPEECH COMMUNICATIONS IS CURRENTLY ONLY OFFERED AT 12TH GRADE, BUT WE WE WOULD LIKE TO SEE THAT OPENED UP AGAIN TO STUDENTS IN NINTH THROUGH 12TH GRADE.
FINALLY, WE'VE GOT SOME OTHER CAREER CTE COURSES THAT WE'RE LOOKING AT SOME GRADE CHANGES WITH.
AND THE FIRST IS THE PRINCIPLES OF HUMAN SERVICES CURRENTLY SERVING NINTH AND 10TH GRADE.
WE'D LIKE TO OPEN THAT UP TO NINTH THROUGH 12TH GRADE.
PRINCIPLES OF HOSPITALITY AND TOURISM IS CURRENTLY SERVING NINTH AND 10TH GRADE, AND WE'D LIKE TO SEE THAT OPEN UP TO NINTH OR 11TH GRADE. OUR PRINCIPLES OF AGRICULTURE IS CURRENTLY NINE THROUGH 11TH GRADE AND WOULD LIKE TO SEE THAT BE NINTH AND 10TH GRADE.
AND FINALLY, OUR PRINCIPLES OF BUSINESS, MARKETING AND FINANCE MOVING THAT TO THE NINTH AND 10TH GRADE, BECAUSE THAT IS SUCH A FOUNDATIONAL COURSE FOR OUR STUDENTS THAT ARE FOLLOWING THAT PATHWAY.
LAST WE HAD SOME COURSES THAT WERE BROUGHT FORWARD TO SUNSET, AND THE FIRST IS OUR HONORS PHYSICS.
AND THIS IS BEING RECOMMENDED BECAUSE OF SOME OF THE OTHER COURSE CHANGES WITH PHYSICS.
THIS INFORMATION IN HONORS WOULD BE TAUGHT IN THE AP, PHYSICS ONE AND AP PHYSICS TWO AS A RESULT OF US MOVING THOSE FORWARD FOR NEW COURSE CONSIDERATION.
AND IN THE PAST, THEY'VE THIS HAS KIND OF BEEN A LITTLE BIT OF A GATEKEEPER INTO THE AP PHYSICS ONE.
SO NOW WE WOULD LIKE TO BE ABLE TO HAVE NO PREREQUISITE FOR THOSE PHYSICS COURSES, FOR AP PHYSICS
[01:00:01]
ONE INTO BECOMING A FULL YEAR.STUDENTS WOULD GET EVERYTHING THAT THEY WOULD HAVE RECEIVED IN HONORS PHYSICS.
AND THEN FINALLY, OUR CTE COURSES THAT WE ARE PROPOSING FOR SUNSET.
THERE'S JUST BEEN LOW ENROLLMENT OVER THE LAST SEVERAL YEARS AND REALLY TO BE RESPONSIVE TO STUDENT NEEDS, IT JUST KIND OF MAKES SENSE THAT WE PROPOSE THOSE TO BE SUNSET.
WHAT QUESTIONS HAVE I CREATED FOR YOU? I'VE GOT TO THANK YOU FOR YOUR PRESENTATION, CERTAINLY FOR AP SEMINAR.
WHAT WHAT'S AN EXAMPLE OF AN AP SEMINAR? SURE. THAT IS A LOVELY A LOVELY COURSE WHERE STUDENTS REALLY GET TO EXPLORE SOMETHING OF GREAT INTEREST TO THEM.
BUT ALSO IT IS THEY HAVE A LOT OF VOICE AND CHOICE AND THE LEARNING.
HOWEVER, THERE THERE ARE SOME AP BOARD PARAMETERS THAT THAT PARTICULAR TEACHER OBVIOUSLY HAS TO SUBMIT THE SYLLABUS AND HAVE THAT APPROVED.
SO REALLY A WONDERFUL WAY TO JUST BUILD KIND OF THEIR RESEARCH BONES FOR LATER ON AS THEY EXPLORE AND MOVE INTO EITHER AP LIT OR AP LANG YEAH, SO IT IS NOT A SCIENCE, IT'S NOT SCIENCE BASED.
IT WOULD BE CONSIDERED MORE OF A LANGUAGE COURSE.
AND I'D ALSO JUST WANT TO SAY I'M SAD TO SEE TURF GRASS MANAGEMENT GOING AWAY.
I TOOK RECREATIONAL TURF MANAGEMENT IN COLLEGE.
AND YOU THINK IT'S JUST GRASS GROWING.
BUT NO IT'S REALLY, REALLY COOL AND IT'S A GOOD CLASS.
WELL, IT SERVED ME WELL AS A HOMEOWNER.
I WILL SAY THEY THEY THINK A LOT OF THE PRODUCTS THEY PUT ON OUR LAWNS, DON'T THEY? BECAUSE MY HUSBAND HAS TRIED TO TRADE OFF WITH THEM TO GO THE CHEAPER ROUTE.
PLEASE CALL WHOEVER IT IS TO COME OUT AND TAKE CARE OF THE WEEDS.
THANK YOU. WELL, KRISTIN, I DIDN'T MEAN TO CUT YOU OFF A MINUTE AGO.
I WAS JUST TESTING TO SEE IF EVERYBODY WAS PAYING ATTENTION.
BUT ONE THING I WANT TO SAY IS JUST A COMMENT.
I AM SO EXCITED TO SEE THE PERSONAL FINANCIAL LITERACY AND ECONOMICS.
AND I KNOW I USED TO BE ASSOCIATED WITH A SCHOLARSHIP FOUNDATION, AND WE WERE ALWAYS DOING WORKSHOPS FOR KIDS IN COLLEGE WHO DIDN'T REALLY UNDERSTAND HOW TO BUDGET, HOW TO UNDERSTAND WHAT CREDIT IS AND ALL OF THAT.
SO I THINK THIS IS A WONDERFUL COURSE FOR OUR STUDENTS.
SO THANK YOU FOR ADDING THAT ONE FOR SURE.
SO PIGGYBACK ON THAT, WILL THAT COUNT AS THEIR ECONOMICS? ECONOMICS? IT ABSOLUTELY CAN.
I'M GLAD YOU BROUGHT THAT OUT.
I MEAN, THAT THAT IS THAT'S THE HUGE PIECE THERE IS.
IT IS. AND NOT ONLY THAT, BUT THE LIFE READINESS SKILLS THAT THEY WILL BE ABLE TO DRAW FROM THAT COURSE ARE I FEEL LIKE WE'LL WE'LL SEE THE THE BENEFIT OF THAT FOR SURE.
THERE WAS ONE OF THE COUNSELORS AT THE SENIOR HIGH THAT WAS A PART OF THIS COMMITTEE AND REALLY JUST LIT UP AT THE OPPORTUNITY FOR KIDS TO HAVE THIS CHANCE.
SOMETIMES WE KNOW THAT THERE THERE ARE SOME COURSES THAT STAND BETWEEN THEM AND GRADUATION.
AND ECONOMICS IS A TOUGH COURSE.
AND THIS REALLY IS JUST A NEAT OPPORTUNITY FOR US TO POSITION KIDS FOR SUCCESS.
NOT ONLY THAT, BUT WITH THE ECONOMICS BEING THEIR SENIOR YEAR, I MEAN, THAT'S THE HARD THING ABOUT PERSONAL FINANCIAL LITERACY, IS BRINGING IT TO THE RIGHT TIME FOR KIDS WHEN THEY REALLY NEED IT. I MEAN, YEAH, THEY CAN LEARN IT'S NOT MEANINGFUL.
I MEAN, TALK ABOUT A COURSE THAT THEY REALLY NEED TO HAVE SOME CONNECTION TO.
WHAT DO YOU MEAN? YOU KNOW, CAR INSURANCE? WELL, IT MEANS NOTHING UNLESS YOU ARE ACTUALLY WANTING TO DRIVE YOUR CAR AND UNDERSTANDING WHAT THAT WORKS WORKS.
SO THE TIMING OF THIS BEING THAT PART OF THAT IS GREAT.
AND I KNOW OUR COMMUNITY HAS BEEN ASKING FOR THIS FOR SOME TIME.
AND SO I THINK THIS IS A REAL HIGHLIGHT OF THE OF YOUR PRESENTATION.
CAR INSURANCE, MOM AND DAD PAY FOR THAT RIGHT.
BUT I WANT TO KNOW WHEN THE ADULT CHILDREN ARE OFF THE CELL PHONE PLAN.
OH, I KNOW. I THINK MINE ARE NOW.
BUT I WILL SAY, YEAH, WE ACTUALLY BILLED CAROLINE BACK BECAUSE SHE GETS A CHEAPER PACKAGE WITH US.
YEAH. FINANCIAL LITERACY SKILLS.
[01:05:05]
READY TO GO OFF TO COLLEGE IN MANY CASES.SO THEY UNDERSTAND WHAT THAT DEBT CAN BECOME FOR SURE.
I'M GLAD THAT WE'RE ADDING MORE BUSINESS CLASSES.
CAN YOU EXPLAIN WHAT WE'RE GOING TO BE TEACHING FOR PRACTICUM OF ENTREPRENEURSHIP? BECAUSE I HAVE AN MBA AND IS THAT GOING TOWARDS THAT BUSINESS DEGREE? WOULD IT BE OKAY IF I LEANED ON MY COLLEAGUE KAREN BUECHMAN SHE JUST THOUGHT SHE WAS DONE.
THANK YOU, KAREN. THE PRACTICUM AND ENTREPRENEURSHIP CLASS IS GOING TO LOOK LIKE A COUPLE OF THINGS.
KIND OF LIKE WHEN WE'RE TALKING WITH JERRI THAT THEY COULD GO OUT AND FIND A JOB AT ANY LOCATION THAT FOLLOWS AN ENTREPRENEURSHIP TYPE UNDER THAT UMBRELLA. AND SO IT'S REALLY THE THING ABOUT THE PRACTICUM ENTREPRENEURSHIP, WHY A LOT OF DISTRICTS ARE ADDING IT IS BECAUSE IT'S SO OPEN ENDED AND IT WOULD BE THE FOURTH COURSE IN A PROGRAM, A STUDY FOR A STUDENT WHO'S LOOKING TO BE A CTE COMPLETER.
I JUST LOVE THE PRINCIPLES OF BUSINESS, MARKETING AND FINANCE, WHICH I HAVE MY MASTER'S DEGREE.
DO WE HAVE ANY MORE QUESTIONS? SORRY, I HAVE ONE MORE. AS THE.
I PRESUME THAT IS A PRECURSOR TO.
IS THAT CONSIDERED A PRECURSOR TO ALGEBRA ONE FOR STUDENTS OR CAN YOU TELL ME WHERE THAT FITS? SURE. AND WHAT THAT MEANS FOR THEIR SUBSEQUENT MATH CLASSES? SURE. I'M NOT NECESSARILY A PRECURSOR, BUT TRUTHFULLY A SUPPORT TO OUR STUDENTS THAT DON'T HAVE AS STRONG OF A MATHEMATICAL FOUNDATION AND REALLY NEED.
AND THIS WOULD BE AN OPPORTUNITY TO REALLY PERSONALIZE SOME LEARNING FOR THEM AND HELP STRENGTHEN THOSE MATH SKILLS BEFORE THEY GET INTO SOME OF THE UPPER LEVEL MATH THAT, AGAIN, YOU KNOW, YOU'VE GOT TO HAVE A SOLID FOUNDATION IN ALGEBRA BEFORE YOU MOVE INTO GEOMETRY OR ANY OTHER HIGHER LEVEL MATH.
SO IS IT IS A YEAR LONG CLASS? IT IS. WOULD IT BE CONSIDERED A PARTNERSHIP SO THAT A STUDENT MIGHT BE ABLE TO TAKE ALGEBRA ONE AND TAKE THIS COURSE? IT WOULD BE LIKE A DOUBLE BLOCK OF MATH.
I MEAN, NOT EXACTLY. YEAH, IT WOULD BE THAT KIND OF SERVING, THAT PURPOSE.
YES. I CAN'T NECESSARILY SPEAK TO THE SPECIFICS OF WHAT IT WOULD LOOK LIKE IN THE MASTER SCHEDULE, BUT IT WOULD BE TAKEN CONCURRENTLY WITH WHATEVER MATH CLASS THAT STUDENT IS ENROLLED IN IN NINTH AND 10TH GRADE.
OF COURSE. OF COURSE. GREAT QUESTION.
THANK YOU, KRISTEN AND KAREN, FOR LETTING US KNOW MORE ABOUT THE COURSES.
ALL RIGHT. WE'LL MOVE ON TO AGENDA ITEM 5.4, WHICH IS THE 2023 2024 ACADEMIC CALENDAR.
AND LESLIE RANGE-STANTON IS GOING TO PRESENT THAT TO US.
OH, WELL, THANK YOU GUYS FOR FOR SAYING THAT.
SO I WAS NOT STRONG IN MATH IN THIS CALENDAR IS ALL ABOUT MATH, JUST SO YOU KNOW.
BUT GOOD EVENING TO OUR TRUSTEES AND CABINET MEMBERS.
AND THE REASON IS BECAUSE WE STARTED A REALLY, I THINK, ROBUST CONVERSATION ABOUT THE CALENDAR THIS YEAR THAT LED US TO LOOKING AT EXPLORING SOME OTHER OPTIONS. ONE OF THE REALLY GREAT THINGS THAT WE DID THIS YEAR AND WE CAN THANK FRISCO ISD FOR THIS, IS THAT THEY WANTED OUR OUR DISTRICTS TO COME TOGETHER AND TALK ABOUT SOME COMMONALITIES ACROSS THE CALENDARS OF OUR COLLIN COUNTY SCHOOL DISTRICT.
SO REALLY QUICKLY, I THOUGHT IT WAS REALLY GREAT LISTENING TO KRISTIN TALK ABOUT GUIDING PRINCIPLES FOR THEIR DECISIONS BECAUSE THERE IS A LOT OF OVERLAP WHEN WE'RE TALKING ABOUT OUR SOME OF THE THINGS THAT WE'RE LOOKING AT, LOOKING AT COURSES AND LOOKING AT OUR ACADEMIC CALENDAR.
BUT OF COURSE THE REALLY BIG THING IS THAT WE HAVE A NUMBER TO MEET.
WE'VE GOT TO HAVE 75600 MINUTES OF INSTRUCTIONAL TIME.
WE WANT TO REMAIN STUDENT FOCUSED.
WE WANT TO BALANCE OUR SEMESTERS AS POSSIBLE.
[01:10:04]
SO THAT ONE TENDS TO BE A LITTLE BIT LONGER.EXTENDED PLANNING AND PROFESSIONAL LEARNING TIME, GRADUATION, OUR EXAM AND TESTING CALENDAR AT THE STATE AND DISTRICT LEVELS AND THEN SOME OTHER CONSIDERATIONS OUR STUDENT ACTIVITIES, OUR OVERALL COMMUNITY PREFERENCES FROM PAST SURVEYS.
AND THAT OF COURSE, IS THOSE THINGS THAT PEOPLE ALWAYS WANT TO SEE.
SO THOSE ARE THREE THINGS THAT WE ALWAYS LOOK AT AS WE'RE LOOKING AT THIS NEXT THING, WHICH IS THE PLACEMENT AND DURATION OF BREAKS AND THEN BACKING UP ALIGNMENT WITH DUAL CREDIT AND COLLIN COLLEGE.
AND JUST A NOTE THAT OH IT SAYS SPRING BREAKER SORRY SPRING BREAK WILL BE LATER THIS YEAR FOR COLLIN COLLEGE FROM WHAT WE UNDERSTAND SO THAT ALLOWS US TO TO PUSH OUR SPRING BREAK A LITTLE LATER AND POSSIBLY BALANCE OUR SEMESTERS A LITTLE BIT MORE.
NOVEMBER ELECTION DAY IS SOMETHING THAT WE HAVE NOT TAKEN OFF IN THE PAST, BUT OTHER DISTRICTS ARE ALSO THINKING OF TAKING THAT WHO HAVEN'T TAKEN IT OFF IN THE PAST ARE THINKING OF HAVING THAT DAY OFF.
AND WE THINK ABOUT THE FACT THAT THIS NOVEMBER IS A BIG ELECTION.
WE STILL HAVE CAMPUSES THAT ARE BEING USED.
WE HAD EIGHT CAMPUSES IN 2021.
AND SO LOOKING AT THE FLEXIBILITY AND INSTRUCTIONAL MINUTES WE HAVE HERE, THE LIST OF OUR CURRENT START AND END TIMES IN THE NUMBER OF MINUTES THAT WE HAVE EACH DAY VERSUS EACH HALF DAY.
RIGHT NOW WE HAVE 175 INSTRUCTIONAL DAYS IN PLANO ISD.
SOME OF OUR SURROUNDING DISTRICTS HAVE 173 AND ONE OR TWO EVEN HAVE 171 INSTRUCTIONAL DAYS.
SO MOVING FROM 177 TO 175 IS WHAT WE DID A FEW YEARS BACK.
INCREASING OUR INSTRUCTIONAL DAY COULD CHANGE THAT NUMBER FROM 170.
IF WE WERE TO MAKE SOME CHANGES THERE, THE BENEFITS WOULD BE MORE TIME FOR PROFESSIONAL LEARNING COMMUNITIES OR PLCS, TIME FOR INTERVENTION AND ENRICHMENT AND STUDENT COURSE CHOICES.
ALSO, AS WE EXPERIENCE LAST YEAR, IF WE ARE ABLE TO BANK SOME MINUTES FOR EMERGENCY CLOSURES, WE ALREADY HAVE AND STILL MEET OUR 75600 MINUTES, WE MAY NOT HAVE TO TAKE A WINTER, ONE OR BOTH OF OUR WINTER BAD WEATHER DAYS.
AND THEN OUR CURRENT INSTRUCTIONAL MINUTES.
THAT JUST KIND OF GIVES YOU OUR TOTAL MINUTES ACROSS ALL THE AREAS RIGHT NOW AS TO WHERE WE ARE.
AND WE'RE ACCOMPLISHING THIS CURRENTLY IN 175 DAYS.
AND SO WE'RE GOING TO CONTINUE OUR DISCUSSIONS WITH OUR PRINCIPALS.
WE INTRODUCE THE TOPIC ON OCTOBER 5TH.
WE ARE GOING TO REVISIT THIS WITH THEM.
AND THEN WE'VE GOT OUR PLEC MEETING OUR OUR PLANO LEADERSHIP EXECUTIVE COMMITTEE.
WE TALKED TO THEM ON THE SEVENTH AND WE'RE GOING TO COME BACK TO THEM AND TALK A LITTLE BIT MORE.
WE WEREN'T ABLE TO HAND OUT THE DRAFT CALENDARS, BUT WE ASKED FOR FEEDBACK ABOUT SOME OF THE THINGS THAT ARE BEING CONSIDERED AND WE'LL TALK TO OUR TEACHER LEADER COUNCIL LATER THIS MONTH.
THE WINTER BREAK CURRENTLY, IF WE WERE TO MODEL THIS YEAR'S SCHEDULE, OUR WINTER BREAK WOULD START ON DECEMBER 18, BUT WE COULD CONSIDER PUSHING THAT A LITTLE BIT LATER, STARTING ON THE 22ND.
AND RATHER THAN COMING BACK THE WEEK OF THE FIRST, COMING BACK THE WEEK OF THE EIGHTH.
SO THAT'S ONE TWEAK THAT MIGHT BE CONSIDERED AND IT WOULD BE GREAT TO GET YOUR FEEDBACK ON THAT, TAKING OFF ON THAT NOVEMBER 7TH ELECTION DAY, HAVING MAYBE A LITTLE BIT MORE TIME IN OCTOBER TO HAVE THAT MINI FALL BREAK THAT YOU GUYS HAVE MENTIONED IN THE PAST.
[01:15:01]
AND THEN THE OTHER PIECE WOULD BE LOOKING AT THE WEEK OF MARCH 11TH AS SPRING BREAK.SO THAT'S SOMETHING THAT WE'RE ABLE TO DO AND STILL BE IN ALIGNMENT WITH COLLIN COLLEGE.
SO THOSE ARE SOME ITEMS FOR CONSIDERATION.
AND THEN WE WILL COME BACK ON NOVEMBER 1ST WITH ACTUAL CALENDAR DRAFTS AND, YOU KNOW, FLESH SOME OF THESE THINGS OUT WITH SOME WITH YOUR INPUT.
AND THEN ON NOVEMBER 15TH OR DECEMBER 6TH WOULD BE WHEN WE WOULD APPROVE THE CALENDAR.
AND THAT. SO DO YOU HAVE QUESTIONS OR FEEDBACK BASED ON WHAT YOU'VE HEARD ABOUT THE POTENTIAL FOR THE CALENDAR? AND I KNOW IT'S MAYBE A LITTLE BIT HARD NOT TO HAVE IT A DRAFT RIGHT IN FRONT OF YOU, BUT I CAN ANSWER QUESTIONS OR TAKE YOUR FEEDBACK OF FEEDBACK.
I KNOW THAT THIS YEAR OUR SPRING BREAK IS MARCH 6TH TO THE 10TH.
AND YOU'RE RIGHT, I WOULD LIKE FOR SOME OF THE COMMENTS YOU SAID FOR IT TO BE A LATER SPRING BREAK.
AND I THINK THAT IS A THAT IS IMPORTANT TOO, BECAUSE IT WILL BE HITTING INTO WARMER WEATHER.
SO ONE WEEK LATER, WE MIGHT GET MORE WEATHER.
JERRI, WERE YOU GOING TO SAY SOMETHING? I WAS BEING KIND OF TECH.
I JUST SAID OUR SKI, OUR FAMILIES LIKE TO SKI DURING SPRING BREAK.
THEY CAN MAKE UP FOR GOOD THERE CODY.
OR THE LATER JANUARY TIME COMING BACK A LITTLE BIT LATER IN JANUARY.
SO THE FEEDBACK THAT I'VE RECEIVED FROM SOME TEACHERS IS MORE IN REGARDS TO THE PLANNING PERIODS.
AND BASICALLY WHAT I'VE HEARD FROM THEM IS IF THEY HAD, I THINK THEY HAVE LIKE PLANNING DAYS ONCE EVERY NINE WEEKS AND THEY'D LIKE TO SEE SOMETHING MORE LIKE EVERY SIX WEEKS.
THEY THINK THAT THAT WOULD IMPROVE STUDENT OUTCOMES AND GIVE THEM THE ABILITY TO REASSESS, WORK WITH THEIR PROFESSIONAL LEARNING OR PLCS AND REFOCUS MID-SEMESTER RATHER THAN DOING EVERY NINE WEEKS AND WAITING FOR A SEMESTER TO END.
SO THAT'S JUST SOME FEEDBACK I'VE RECEIVED FROM SOME TEACHERS.
I'M SURE YOU'RE GOING TO HEAR THAT FROM THE FACULTY COUNCIL, BUT I THOUGHT I'D SHARE THAT FEEDBACK.
YES, THE FACULTY COUNCIL NOW CALLED TEACHER LEADERSHIP COUNCIL.
YOU ALL CORRECT ME, BUT I LOVE THAT THE ACRONYM IS TLC.
I WAS GOING TO SAY, ARE WE CONSIDERING THE THE DAYS FOR SENIORS TO DO COLLEGE VISITS? I MEAN, IF IT FALLS ON A MONDAY OR FRIDAY, THAT'S HELPFUL FOR THEM.
I KNOW. OK BECAUSE THEY CAN'T GO ON A WEEKEND, IF YOU KNOW WHAT I MEAN.
THE COLLEGES WON'T LET THEM DO A TOUR, THOUGH.
SO IT'S A FRIDAY TO BE OFF WELL, A FRIDAY AND GAMES. AND SO THAT THAT'S A CONSIDERATION.
THAT'S SOMETHING TO, YOU KNOW, DID ANY OF THEM SUGGEST DOING TUESDAYS AND WEDNESDAYS AND THURSDAYS OFF AS WELL? THEY DID NOT. THEY DID NOT.
I DID SEE UNLESS IT WAS MONDAY, TUESDAY, WEDNESDAY, THURSDAY.
YEAH, I SAW IT OR I THINK IT WAS WALL STREET JOURNAL PODCAST THAT I HEARD THAT IN WEST TEXAS THERE'S A DISTRICT GOING TO A FOUR DAY WEEK, BUT THAT'S REALLY A HARDSHIP FOR THE PARENTS, I THINK, TO HAVE AN EXTRA DAY TO TRY TO FIGURE OUT WHAT TO DO WITH THE KIDDOS.
BUT I THINK THE COLLEGE VISIT DAYS, WE MIGHT WANT TO REMEMBER THAT AND SPRING BREAK THAT'S REALLY DICTATED BY COLLIN COLLEGE, RIGHT? IT HAS BEEN. THAT'S CORRECT.
YEAH. SO JUST BECAUSE OF THE DUAL CREDIT BEING ALIGNED, THAT WAS IMPORTANT.
AND THAT'S WHERE OUR KIDS GET THEIR DUAL CREDIT.
HOW IS THE END OF NINE WEEK ALIGNED WITH THE SPRING BREAK AT THIS TIME.
AND WHAT IT DOES IS IT, IT, IT KIND OF BALANCES THE SEMESTERS A LITTLE BIT MORE.
RIGHT. SO IT'S THE SAME WAY WITH WINTER BREAK.
SOUNDS GOOD. I WANT TO PIGGYBACK ON WHAT YOU SAID, NANCY, ABOUT THE FOUR DAY WEEK.
[01:20:02]
BUT THERE'S A LOT OF CONVERSATION OUT IN THE WORLD WITH THE WITH US HAVING HYBRID AND A LOT OF FAMILIES.YOU KNOW, A LOT OF PEOPLE ARE EITHER STAYING HOME ON MONDAYS OR FRIDAYS.
I GUESS MY QUESTION IS JUST TO.
IS THAT HELPFUL OR IS THAT DISRUPTIVE? WHERE DOES THAT FALL ON THAT KIND OF CONTINUUM? NOT THAT WE WOULD EVER GO TO ALWAYS FOUR DAYS, BUT IS THAT HELPFUL FOR FAMILIES OR IS IT HARDSHIP? I DO REMEMBER IN PAST SURVEYS THAT PARENTS WERE WORRIED ABOUT KIDS HAVING TO COME BACK FROM THE WINTER BREAK AND TAKE A TEST.
THEY WANTED TO HAVE THE TEST SO THERE WASN'T ANY BRAIN DRAIN OVER THE HOLIDAY.
THAT IS ONE OF THE OTHER CONSIDERATIONS.
ARE THERE ANY OTHER QUESTIONS FOR LESLIE? THANKS FOR THE FEEDBACK.
AND I'M GOING TO HOG THE SHOW, I GUESS, BECAUSE I'M GOING TO REPORT ON THE AUDIT SUBCOMMITTEE.
I'M BRINGING THIS FORWARD SO I'M NOT BREAKING MY NECK.
THE AUDIT SUBCOMMITTEE IS COMPRISED OF JERRI CHAMBERS AND DR.
AND JUST FOR YOUR INFORMATION, THE THE AUDIT COMMITTEE, THE SUBCOMMITTEE REPORTS TO THE BOARD JUST, YOU KNOW, WE SIT DOWN WITH THE INTERNAL AUDITOR AND THEN WE COME BACK TO YOU WITH A REPORT.
SO THE AUDIT DEPARTMENT IS LED BY JENNA ISENSEE, AND SHE'S THE DIRECTOR OF INTERNAL AUDIT.
AND THEN KATHY PERKINS IS THE SENIOR AUDITOR AND SUSAN DYER IS A STAFF AUDITOR.
AND THEY FUNCTIONALLY REPORT TO THE BOARD AND THEY ADMINISTRATIVELY SUPPORT TO THE SUPERINTENDENT.
AND WE'RE GUIDED BY LOCAL POLICY CFC AND THE PURPOSE OF THE INTERNAL AUDIT DEPARTMENT IS TO PROVIDE AN INDEPENDENT AND OBJECTIVE EVALUATION AND ASSURANCE ACTIVITY THAT ASSISTS THE BOARD AND THE DISTRICT MANAGEMENT AND ACCOMPLISHING THEIR OBJECTIVES BY BRINGING A SYSTEMATIC AND DISCIPLINED APPROACH TO EVALUATE THE ORGANIZATION'S RISK MANAGEMENT AND CONTROL AND GOVERNANCE PROCESSES.
THAT'S DIRECTLY OUT OF LOCAL POLICY.
BUT I DON'T KNOW IF WE'VE EVER TALKED ABOUT THAT UP HERE.
IN FACT, THERESA JOINED US AND SOME OF OUR MEETINGS OR MOST ALL OF OUR MEETINGS, I BELIEVE.
AND JUNE 20TH WE MET TO REVIEW THE OUTCOME OF THE 44 CAMPUS AUDITS THAT WERE PERFORMED IN THE SECOND SEMESTER OF LAST SCHOOL YEAR, 2021 AND 2022.
BUT IN GENERAL, THERE WERE NO MATERIAL EXCEPTIONS.
WE JUST ARE STILL BEING PLAGUED BY COVID.
SUBCOMMITTEE REVIEWED THE DRAFT OF THE AUDIT PLAN FOR THIS COMING YEAR, 2022 AND 2023, AND THE WORK THAT THE INTERNAL AUDIT DEPARTMENT WILL DO IS 44 CAMPUS AUDITS AND MANY PROGRAM AUDITS WHICH INCLUDE THEIR PRESENTATIONS TO CAMPUSES.
IT'S SORT OF A LET YOU KNOW WHAT AN AUDIT IS.
AND THEN THEY'RE GOING TO TRACK THE LIGHTHOUSE HOTLINE.
AND THEY HAVE STARTED THE PROCESS OF THEIR INTERNAL AUDIT, SELF ASSESSMENT, AND ALSO THEY MUST ATTEND 40 HOURS OF CPE, CONTINUING PROFESSIONAL EDUCATION.
THE SUBCOMMITTEE MET IN AUGUST AND.
AND JENNA MENTIONED THAT RICORE A SYSTEM TO RECEIVE PAYMENTS AND PERMIT CAMPUSES TO BE CASHLESS.
AND IT'S BEEN IMPLEMENTED AND THIS WILL INCREASE EFFICIENCY ON CAMPUSES AND JUST REDUCE THAT HAVING TO MANAGE CASH AND NO MATERIAL EXCEPTIONS WERE NOTED.
AND ANY EXCEPTIONS ADMINISTRATION HAS RESPONDED TO EVERY CAMPUS REPORT, INVENTORY COUNT PROCEDURES.
[01:25:08]
I THINK THERE IS SOME BUMPS THERE, BUT IT WAS JUST PROCEDURAL.AND SO AGAIN, ADMINISTRATION HAS PROVIDED RESPONSES TO ALL RECOMMENDATIONS.
BUT ADMINISTRATION HAS RESPONDED TO ALL OF THE AUDIT RECOMMENDATIONS THERE AS WELL.
AND THEN THE SUBCOMMITTEE APPROVED THE FINAL AUDIT PLAN.
BLESS YOU. FOR THE 2022-2023 SCHOOL YEAR.
AND THEN WE MET AGAIN IN SEPTEMBER.
AND IT CLASSIFIES CLASSIFIES EACH CAMPUS INTO TIER 1 TO 3 OR FOUR, WITH TIER ONE BEING EXCELLENT AND STRONG AND AND FOUR BEING INSUFFICIENT. AND THOSE ARE THE ONES THAT MIGHT HAVE HAD AN INSUFFICIENT.
AND MORE THAN ONE YEAR, OBVIOUSLY, COVID HAD AN IMPACT.
AGAIN, IN GENERAL, CAMPUSES WITH LOW SCORES HAD RECENT TURNOVER AND EVERYTHING'S BEEN ADDRESSED.
PURCHASING FOLLOW UP AUDIT FROM LAST YEAR ALL.
AND THEN THE CONTROL, ENVIRONMENT, ETHICS AND RISK ASSESSMENT SURVEYS WILL BE USED BY THE DISTRICT TO MEASURE RISK, CLIMATE AND CULTURE AND PROVIDE DATA DRIVEN ACTION TO CAMPUS IMPROVEMENTS.
SO BY THE END OF OCTOBER, AN ETHICS SURVEY WILL BE CONDUCTED WITH ALL STAFF, AND DURING THE REST OF THE YEAR THERE WILL BE SOME OTHER SURVEYS GIVEN TO ASSESS CLIMATE AND CAREER GROWTH IN TEACHERS AND PRINCIPALS.
AND THEN THE INTERNAL AUDIT DEPARTMENT'S SELF ASSESSMENT PLAN IS IN PROCESS AND IT'S NOW IN THE HANDS OF AN EXTERNAL PEER REVIEW, AND THAT PROCESS IS ANTICIPATED TO BE COMPLETED BY THE 22 FISCAL YEAR END.
AND THEN ON OCTOBER 10TH, THE SUBCOMMITTEE JUST HAD A QUICK FOLLOW UP MEETING TO DISCUSS SOME ITEMS THAT WERE MENTIONED IN THE AUDIT, SELF ASSESSMENT, AND WE'RE JUST GOING TO RECOMMEND INCLUDING ALIGNING OUR POLICY CFC WITH OUR BOARD OPERATING PROCEDURES.
AND WE IMPLICITLY APPROVED THE INTERNAL AUDIT DEPARTMENT BUDGET, BUT BASED ON THE INDEPENDENCE PROCEDURES, THEY'RE WANTING AN EXPLICIT APPROVAL OF THE BUDGET AND AN EXPLICIT APPROVAL OF THE COMPENSATION FOR THE DIRECTOR OF INTERNAL AUDIT. SO THAT IS MY REPORT AND I DON'T KNOW IF ANYBODY HAS ANY QUESTIONS.
AND THAT WAS AFTER GOING TO CRSS AND LEARNING ALL ABOUT INTERNAL AUDITORS AND SUCH.
AND I KNOW THAT'S SOMETHING THAT'S COME UP BETWEEN THE BOARD OVER YEARS.
IS THAT SOMETHING THAT YOUR COMMITTEE ADDRESSED OR YOU HAVE NOT ADDRESSED THAT YET? I DON'T THINK WE'VE. [INAUDIBLE] FOR THE BENEFIT OF ALL, WOULD YOU TELL WHAT THE THEME OF FNG LOCAL.
FNG LOCAL IS FOR I THINK PARENTS AND STUDENTS THAT WANT TO FILE A GRIEVANCE OR GRIEVANCE POLICY, NOT FOR STAFF BUT FOR COMMUNITY MEMBERS, PARENTS SUCH AS THAT.
AND THAT WAS THE ONLY POLICY I DIDN'T.
I DIDN'T EVEN SEE CFC ON HER LIST OF POLICIES THAT WERE BEING REVIEWED.
IT WAS JUST THE FNG THAT WAS ON HER LIST THAT THE COMMITTEE WAS GOING TO REVIEW.
BUT I GUESS YOU GUYS DIDN'T GET TO THAT.
I GUESS WE HAVEN'T. I DON'T KNOW ABOUT THAT.
OUR BOARD OPERATING PROCEDURES.
I MEAN, IT'S NOTHING AND WE'LL BRING IT BACK TO THE BOARD.
BUT THERE'S REALLY IT'S JUST SEMANTICS, REALLY.
I CAN'T WAIT TO HEAR WHAT THEY BRING BACK AS GOOD SUBCOMMITTEE.
BUT MAYBE THAT'S SOMETHING THAT'S GOING TO BE ADDRESSED LATER IN THE YEAR.
OKAY. ALL RIGHT. I'LL CHAT WITH HER.
[01:30:01]
WHO'S THE WINNER, ANYWAY? IF THERE'S NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THIS MEETING IS ADJOURNED.ON TUESDAY, OCTOBER 18, 2022.
* This transcript was compiled from uncorrected Closed Captioning.