Nov 15, 2022 Board Work Session

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ALL RIGHT.

[1. CALL TO ORDER]

GOOD EVENING. MY NAME IS DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS WORK SESSION OF THE PLANO ISD BOARD OF TRUSTEES AT 6:00 P.M.

ON TUESDAY, NOVEMBER 15TH, 2022.

MY WIFE'S BIRTHDAY, BY THE WAY, SO WE NEED TO SPEED THIS THING UP [LAUGHTER].

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

AT THIS TIME, I ASKED DR.

SUPER SUPERINTENDENT, DR.

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

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

THANK YOU. LET'S MAKE SOME INTRODUCTIONS HERE AT THE DIOCESE.

TO MY LEFT, DR.

THERESA WILLIAMS, SUPERINTENDENT OF SCHOOLS.

DR. SELENDA ANDERSON, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.

TRUSTEE ANGELA POWELL, I BELIEVE, IS ON THE WAY.

DR. TRUSTEE, DR.

HEATHER WANG IS UNABLE TO JOIN US TONIGHT.

TRUSTEE DR. LAUREN TYRA AND BOARD SECRETARY JERI 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.

JED REED, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.

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

WE WILL MOVE TO AGENDA ITEM NUMBER TWO, WHICH IS PUBLIC COMMENT.

DO WE HAVE ANY SPEAKERS TONIGHT? PRESIDENT STOLLE WE DO NOT HAVE ANY SPEAKERS THIS EVENING.

OKAY. SO WE'RE GOING TO MOVE ON THEN TO ITEM NUMBER THREE, WHICH IS OUR CONSENT AGENDA.

[3. CONSENT AGENDA]

ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? HEARING NONE. MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS APPROVED AS PRESENTED.

EXCUSE ME. AND I'LL SECOND.

I HAVE A MOTION BY JERI CHAMBERS.

A SECOND BY LAUREN TYRA THAT THE BOARD OF TRUSTEES APPROVES TRUSTEES.

IF I SAID DID NOT SAY THAT CORRECTLY, THE WORD IS TRUSTEE.

APPROVES THE CONSENT AGENDA AS PRESENTED.

WE WILL NOW PROCEED TO VOTE.

ALL IN FAVOR. PLEASE RAISE YOUR HAND.

THAT MOTION PASSES UNANIMOUSLY.

AND WITH THAT, WE HAVE A NEW ADMINISTRATOR, AND WE'RE GOING TO TURN IT OVER TO JED REED I BELIEVE.

WITH A GREAT EXCITEMENT.

WE DID A ROUND, A SERIES OF ROUNDS OF INTERVIEWS OF INDIVIDUALS FOR THE DIRECTOR OF HR AUXILIARY.

WE HAD SOME VERY STRONG APPLICANTS BOTH FROM WITHIN AND WITHOUT THE DISTRICT.

BUT THE PERSON THAT STOOD OUT THE MOST, NOT ONLY BY SKILLS, BUT BY LOYALTY TO THE DISTRICT WAS STEPHANIE RAMOS [APPLAUSE].

SO WE WOULD LIKE TO CONGRATULATE HER.

SO I BELIEVE SHE HAS A FEW FRIENDS WITH HER THIS EVENING.

WE WE WOULD LIKE TO ALLOW HER TO INTRODUCE HER FAMILY AND TO SAY A FEW WORDS IF SHE'D LIKE TO.

GOOD EVENING. THIS IS MY HUSBAND, MICHAEL.

MY MOM, JOANNE.

MY DAUGHTER, SAMANTHA.

AND I'LL TELL YOU WHERE SHE GOES TO SCHOOL.

SHE'S A FRESHMAN AT VINES.

THIS IS MY SON, ALEX, WHO IS A SENIOR A PLANO SENIOR AND DID GET INTO TEXAS A&M LAST WEEK [APPLAUSE].

BUSINESS SCHOOL. WE TALKED ABOUT IT IN OUR INTERVIEW.

AND THIS IS NATALIE, WHO'S A SIXTH GRADER AT HAGGARD.

AND I HAVE BEEN IN THE DISTRICT A LONG TIME, AND I REALLY APPRECIATE THE OPPORTUNITY TO MOVE OVER INTO HUMAN RESOURCES AND LOOK FORWARD TO WORKING WITH ALL OF YOU AND HELPING THE DISTRICT. SO THANK YOU.

THANK YOU [APPLAUSE]. SO AS A AS THE PARENT OF A COUPLE OF AGGIES AND AS BEING AN AGGIE HIMSELF, I CAN TELL YOU THAT IT GOES QUICKLY ENJOY YOUR TIME.

AND ONE OF THESE DAYS YOU'LL HAVE ONE OF THESE.

ALL RIGHT. WELL, WELCOME ABOARD AND CONGRATULATIONS ARE WELL NOW.

WELCOME ABOARD. BUT WELCOME TO A DIFFERENT TEAM, I SHOULD SAY, JERI, LAUREN.

SO I WANT TO TELL TWO STORIES ABOUT STEPHANIE RAMOS AND WHY I THINK THAT HR IS GETTING SUCH AN AMAZING PERSON.

SO ONE IS SORT OF HOW HELPFUL SHE IS TO FAMILIES.

AND THE OTHER IS WHAT I'VE LEARNED FROM HER JUST BEING A PARENT ON HER CAMPUS.

AND SO MY SON STARTED KINDERGARTEN IN THE MIDDLE OF 2020.

RIGHT. AND AS WE ALL KNOW, HE'S DEAF.

AND SO I'M LIKE A PARENT FREAKING OUT LIKE, OKAY, I HAVE A DEAF KID WITH COCHLEAR IMPLANTS.

EVERYBODY'S WEARING MASKS TO SCHOOL.

[00:05:02]

OUR PAPERWORK IS SOMEWHERE IN THE ETHER AND IT'S THREE WEEKS BEFORE I'M SHOWING UP, NOT AT THE PLANO REGIONAL DAY SCHOOL FOR THE DEAF, BUT AT OUR HOME CAMPUS.

AND I DON'T WANT HIM TO FREAK OUT ON ME.

RIGHT. BECAUSE AS PARENTS, WE'VE HAD THIS HAPPEN, RIGHT? PEOPLE JUDGE OUR SON AND PEOPLE MAKE DECISIONS OR MAKE THINK THINGS ABOUT OUR SON AND FREAK OUT AND IT'S TOTALLY UNWARRANTED.

AND SO I EMAILED STEPHANIE AND I'M LIKE, SO I LIVE IN YOUR NEIGHBORHOOD.

MY SON IS COMING TO YOUR SCHOOL IN THREE WEEKS.

WE WE DON'T HAVE AN IEP.

WE DON'T NEED AN IEP. WE PROBABLY NEED A 504.

I DON'T KNOW WHAT'S GOING ON. JUST DON'T FREAK OUT ON ME.

RIGHT? I'M SHOWING UP. NOT AT THE REGIONAL SCHOOL FOR THE DEAF, BUT IN YOUR CAMPUS WITH MY KID.

AND SHE LIKED TORNADOES INTO ACTION, RIGHT? AND IT.

IT WAS LIKE SUCH AN IMPACTFUL MOMENT FOR ME AS A PARENT WITH THE DISTRICT THAT, LIKE, ONE EMAIL TO THE ADMINISTRATOR OF OUR CAMPUS.

AND I WENT FROM BEING LIKE THE MOST ANXIETY RIDDEN PARENT TO BEING JUST LIKE, ALL RIGHT, THIS IS GOING TO BE GOOD.

YOU KNOW, AND I HAVE SAID BEFORE DAFFRON HAS NEVER ONCE MADE ASSUMPTIONS ABOUT MY SON, AND THEY HAVE REALLY GONE A LONG WAY TO BE GREAT AND WORK WITH OUR SON AND WORK WITH OUR FAMILY.

AND THAT'S TONE AT THE TOP.

SO THAT'S ONE THING.

THE SECOND STORY AND AND, YOU KNOW, AS WE WERE CONSIDERING THE NEXT SUPERINTENDENT, YOU KNOW, A LOT OF THE COMMUNITY SURVEY AND RESPONSES WE GOT, YOU KNOW, WE'RE ABOUT HAVING A SUPERINTENDENT THAT'S BILINGUAL.

AND SO OF COURSE, DAFFRON IS ONE OF OUR SPANISH LANGUAGE CAMPUSES.

AND JUST WATCHING STEPHANIE, FOR YEARS IN THE CARPOOL LINE, DIRECTING CARPOOL TRAFFIC IN BOTH ENGLISH AND SPANISH SEAMLESSLY AND GREETING OUR KIDS JUST SEAMLESSLY ENGLISH, SPANISH, ENGLISH, SPANISH, YOU KNOW, AND BEING ABLE TO GO BACK AND FORTH AND BEING ABLE TO COMMUNICATE WITH OUR PARENTS AND BEING ABLE TO COMMUNICATE WITH OUR KIDS IN THEIR HOME LANGUAGE.

AND AS A TRUSTEE, AS WE LOOKED AT LEADERSHIP, THE NEXT LEADERSHIP FOR OUR DISTRICT AND THE LARGE PORTION OF SPANISH SPEAKERS THAT WE HAVE, AS WELL AS THE LARGE PORTION OF KIDS THAT SPEAK ONE OF 100 OTHER LANGUAGES AT HOME.

I THOUGHT WE HAVE TO HAVE BILINGUAL LEADERSHIP.

AND SO YOUR LEADERSHIP AND ME SEEING YOUR LEADERSHIP EVERY DAY ON YOUR CAMPUS REALLY, YOU KNOW, MADE ME VERY DETERMINED THAT WE SHOULD HAVE BILINGUAL LEADERSHIP FOR THE DISTRICT.

AND I'M EXCITED TO SEE YOU TAKING A LARGER LEADERSHIP ROLE WITHIN OUR DISTRICT AND WITHIN HR.

AS A BILINGUAL PERSON ALSO.

SO THAT IS SOMETHING THAT YOU PROBABLY HAVE NO IDEA THAT I WAS THINKING LIKE ABOUT STEPHANIE IN THE CARPOOL LINE WHEN WE WERE THINKING ABOUT SUPERINTENDENTS, BUT IT'S REALLY IMPACTFUL. SO THANK YOU.

I'M SO EXCITED FOR YOUR NEW ROLE.

SO I JUST WANT TO ACKNOWLEDGE THAT I HAVE FIRSTHAND EXPERIENCE AND CAN VALIDATE THAT SHE HAS AN EXCELLENT AND KEEN EYE IN HIRING ONLY THE VERY BEST OF PLANO ISD EMPLOYEES.

AND YOUR TIME'S UP.

[LAUGHTER] I WILL ADD, IT'S WONDERFUL TO HEAR FROM A PARENT ABOUT WHAT A GREAT CAMPUS LEADER THAT STEPHANIE IS. BUT I WILL SAY, AS SOMEONE WHO HAD HER AS MY SUPERVISOR AND WHO WAS MY LEADER IN GUIDING THIS MIDDLE SCHOOL, SECONDARY TRAINED TEACHER INTO THE ELEMENTARY CAMPUS, IT WAS THE BEST FOUR YEARS.

SO I WAS TALKING ABOUT THE BEST YEARS AND I HAD MY BEST YEARS OF TEACHING AT WELLS ELEMENTARY WITH STEPHANIE AS MY LEADER.

SO THANK YOU.

CONGRATULATIONS. WE ARE ALL VERY WELL SERVED FOR HAVING YOU RISING TO THE OCCASION IN THIS NEW ROLE.

SO I DON'T HAVE THE SAME LEVEL OF EXPERIENCE WITH YOU, STEPHANIE, THAT THE OTHER TRUSTEES HAVE.

BUT I DID GET TO MEET YOU AND TOUR YOUR CAMPUS WITH YOU, AND IT REMINDED ME A LOT OF MY MOM.

MY MOM WAS A POLICE OFFICER AND TALKED ABOUT BEING A COP'S COP.

AND THEN SHE BECAME A TEACHER AND THEN AN ADMINISTRATOR AND THEN A PRINCIPAL.

AND SHE'S STILL IN PUBLIC EDUCATION.

AND WHEN SHE WAS A TEACHER, SHE WANTED TO BE A TEACHER'S TEACHER AND SAME FOR ADMIN AND BE KNOWN ON HER CAMPUS FOR THAT AND LOOKING OUT FOR HER PEOPLE.

AND WHEN I WAS ON YOUR CAMPUS, I VERY MUCH FELT THAT ABOUT YOU AND HOW YOU INTERACTED WITH THE STUDENTS AND THE STAFF.

AND SO TO KNOW SOMEBODY WITH YOUR BACKGROUND AND YOUR EXPERIENCE IS NOW GOING TO BE ON THE HR TEAM, I THINK THAT'S GREAT.

IT'S AMAZING. IT'S GOING TO BRING A LOT TO THE TEAM AND VERY EXCITED TO SEE YOU FLOURISH IN THAT DEPARTMENT.

THANK YOU. SO CONGRATULATIONS TO YOU.

I THINK IT WAS VERY WELL SAID, STEPHANIE.

I REMEMBER THE VERY FIRST TIME I WALKED ON YOUR CAMPUS AND I MEAN, IT WAS YOU WERE ON YOU KNEW EVERY STUDENT.

AND AGAIN, YOU WENT BACK AND FORTH BETWEEN ENGLISH AND SPANISH.

[00:10:01]

AND I KNOW OVER THE LAST FOUR YEARS THAT EVERY TIME WE'VE INTERACTED, IT'S YOU'RE ADVOCATING FOR YOUR FAMILIES.

YOU WANT WHAT'S BEST FOR KIDS, AND YOU WANT TO MAKE SURE THAT KIDS ARE TAKEN CARE OF.

AND I LOVE THAT ABOUT YOU.

I'M EXCITED ABOUT YOUR NEW ROLE.

I KNOW YOUR CAMPUS WILL MISS YOU GREATLY.

YOU'VE DONE A PHENOMENAL JOB.

AND I KNOW THAT YOU'RE GOING TO DO A PHENOMENAL JOB IN CENTRAL OFFICE IN OUR HR DEPARTMENT.

SO THANK YOU FOR IN ADVANCE FOR THE WORK AND THE FOOTPRINT THAT YOU'RE GOING TO LEAVE THERE COMING ON BOARD.

SO CONGRATULATIONS TO YOU.

AND I KNOW YOUR FAMILY IS VERY PROUD.

AND IT WAS IT WAS WONDERFUL GETTING TO MEET ALL OF YOU THIS EVENING.

SO THANK YOU.

SO USUALLY THAT TAKES LIKE 30 SECONDS.

SO THE BAR HAS BEEN SET EXTREMELY HIGH, BUT WE KNOW THAT YOU WILL YOU'LL BE ABLE TO MEET AND EXCEED EXPECTATIONS.

SO WELCOME AGAIN INTO THE NEW ROLE.

ALL RIGHT. IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.

[4. CLOSED SESSION]

THE TIME IS 6:11 P.M..

WE'LL BE BACK.

[5. RECONVENE OPEN SESSION]

[6. DISCUSSION AND ACTION]

[7. REPORTS]

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THANKS FOR HAVING ME TONIGHT TO GO OVER THE RESULTS FOR FISCAL YEAR ENDED JUNE 30TH, 2022.

IN TERMS OF INTRODUCTIONS, MY NAME IS JENNIFER RIPKA.

I'M THE ENGAGEMENT PARTNER ON THE EXTERNAL AUDIT.

I'LL MOVE RIGHT INTO THE AUDIT PROCESS.

WE DO PERFORM THE AUDIT IN ACCORDANCE WITH GENERALLY ACCEPTED AUDITING STANDARDS AS WELL AS GENERALLY ACCEPTED GOVERNMENT AUDITING STANDARDS.

IN CONJUNCTION WITH THE AUDIT, WE PERFORM A SINGLE AUDIT, WHICH IS OVER JUST THE FEDERAL FINANCIAL ASSISTANCE THAT THE DISTRICT RECEIVES.

IN ADDITION TO THAT COMPLIANCE AUDIT, WE ALSO DO A SEPARATE OR SEPARATE TEST WITH REGARDS TO COMPLIANCE OVER CERTAIN PROVISIONS LAWS, REGULATIONS, CONTRACTS THAT ARE OUTSIDE OF THE NORMAL FEDERAL FINANCIAL ASSISTANCE PROGRAMS. TWO OF THE LARGEST SETS OF COMPLIANCE TESTS THAT WE DO AS PART OF THE PUBLIC FUNDS INVESTMENT ACT, AND THEN ALSO TEA STATE COMPLIANCE REQUIREMENTS. THE AUDIT RESULTS.

SO AS FAR AS THE FINANCIAL STATEMENTS THEMSELVES, WE DID OR WE'RE GOING TO ISSUE AN UNMODIFIED OPINION.

THAT'S A CLEAN OPINION.

IT'S THE HIGHEST LEVEL OF ASSURANCE THAT CAN BE PLACED ON A SET OF FINANCIAL STATEMENTS AS WE'RE GOING THROUGH THE FINANCIAL STATEMENT AUDIT.

WE'RE ALSO REQUIRED TO LOOK AT INTERNAL CONTROLS OVER FINANCIAL REPORTING.

AND WHEN WE'RE DOING THAT TEST, IF THERE WERE TO BE ANYTHING THAT WAS IDENTIFIED AS A MATERIAL WEAKNESS OR A SIGNIFICANT DEFICIENCY, WE WOULD BE REQUIRED TO BRING THAT TO THIS GROUP'S ATTENTION.

WE HAD NO FINDINGS AND THEN THERE WAS NO NONCOMPLIANCE WITH REGARDS TO THE FINANCIAL STATEMENTS.

SO IF YOU LOOK AT THIS IN TERMS OF A REPORT CARD, IT'S A A PLUS BECAUSE IT'S SO GOOD, GOOD JOB.

AS FAR AS THE FEDERAL AWARDS PIECE.

SO THAT SINGLE AUDIT, AGAIN, THAT'S A SEPARATE AUDIT JUST OVER THE FEDERAL FINANCIAL ASSISTANCE.

AND SO WE DO ISSUE AN OPINION ON COMPLIANCE FOR THE MAJOR PROGRAMS THAT WE TESTED.

THE MAJOR PROGRAMS THIS YEAR WERE THE EMERGENCY CONNECTIVITY FUND, ESSER, AS WELL AS THE SPECIAL EDUCATION CLUSTER.

AND AGAIN, UNMODIFIED OPINION IS A CLEAN OPINION AND YOU ALL ARE A LOW RISK AUDITEE.

SO THAT DOES DROP THE THRESHOLD OF WHAT WE TEST.

IF YOU WERE NOT, WE DON'T CALL IT A HIGH RISK AUDITEE, BUT IF YOU WERE HIGHER RISK, THEN THAT WOULD INCREASE THE LEVEL OF FEDERAL FINANCIAL ASSISTANCE THAT WE WOULD HAVE TO TEST. BUT FOR YOU ALL, IT WAS JUST THE THREE PROGRAMS. EMERGENCY CONNECTIVITY FUND AS WELL AS ESSER ARE HIGHER RISK PROGRAMS DUE TO THEM BEING NEWER PROGRAMS. SO EVEN IF WE HAD HIT THE THRESHOLD, WE WOULD HAVE TO TEST THOSE EITHER WAY.

IN TERMS OF MATERIAL WEAKNESSES, A SIGNIFICANT DEFICIENCIES WITH REGARDS TO FEDERAL AWARDS THEMSELVES.

SO WE WOULD HAVE TO REPORT THOSE IF WE HAD ANY, WHICH WE HAD NONE, AND THEN THERE WAS NO NONCOMPLIANCE NOTED AS WELL.

[01:10:09]

WHEN YOU'RE LOOKING AT THE FINANCIAL STATEMENTS, THE GOVERNMENT WIDE STATEMENTS AND SOME OF THE BUSINESS TYPE FUNDS, THOSE NOW HAVE A RIGHT TO USE LEASE ASSETS AS WELL AS LEASE LIABILITIES ASSOCIATED WITH COPIER LEASES THAT THE DISTRICT HAS.

ALSO, AS THE LESSOR, THE DISTRICT DOES LEASE CELL TOWER SPACE.

AND SO OUR LEASE RECEIVABLE AS WELL AS THE DEFERRED INFLOW WAS PLACED ON THE STATEMENTS.

THERE'S NO IT DOESN'T AFFECT FUND BALANCE OR NET POSITION WITH REGARDS TO THE STATEMENTS, BUT YOU WILL NOTICE THOSE TWO LINES WERE ADDED. AND WE ALSO DID IMPLEMENT A NEW AUDITING STANDARD WHICH WAS SAS 134.

SO WHEN YOU'RE LOOKING AT THE OPINION ITSELF, THE INDEPENDENT AUDITORS REPORT THAT OPINION WAS PUSHED ALL THE WAY UP TO THE TOP.

SO YOU CAN SEE THAT IT WAS AN UNMODIFIED OPINION.

I'M GOING TO BRIEFLY GO THROUGH SOME FINANCIAL HIGHLIGHTS.

SO FUND BALANCE, THE GOVERNMENTAL FUNDS TOTAL $402.8 MILLION.

THE DISTRICT'S GOVERNMENTAL FUNDS WERE COMPARED TO THE PREVIOUS YEAR AND DID DROP ABOUT $34 MILLION.

AND THAT'S REALLY DUE TO ALL OF THE CAPITAL PROJECTS THAT WERE GOING ON DURING THE COURSE OF THE FISCAL YEAR SO THAT THOSE EXPENDITURES ARE ASSOCIATED WITH CONSTRUCTION AND PROGRESS, AND THAT DID DECREASE THE OVERALL FUND BALANCE.

BUDGETARY HIGHLIGHTS.

YOU'LL NOTICE THAT THE ADOPTED FOR REVENUES WAS $665, ORIGINALLY BUMPED IT UP TO $690.4 AND THEN LEVELED OUT TO FOR ACTUAL A LITTLE BIT UNDER THE AMENDED AT $689.7 AND THEN EXPENDITURES $680 $685.3 WAS THE ORIGINAL ADOPTED BUDGET FOR THE GENERAL FUND THAT WAS BUMPED UP TO $711.3 AND THEN AT TO ACTUAL WAS $689.5.

AND THERE WAS A LOT OF DISCUSSION DURING THE COURSE OF OUR AUDIT COMMITTEE MEETING AS TO WHY IS THERE SUCH A LARGE VARIANCE BETWEEN THE TWO OF THOSE? AND THERE ARE A FEW DIFFERENT FACTORS THAT GO INTO THAT.

YOU KNOW, PART OF IT IS GOING TO BE DUE TO FEDERAL FUNDING THAT POTENTIALLY THE DISTRICT WAS GOING TO SPEND, SAY, PAYROLL IN THE GENERAL FUND, BUT BECAUSE OF ESSER FUNDING, THEY WERE ABLE TO MOVE THAT TO A DIFFERENT FUND.

AND SO THAT MAKES UP A LARGE DIFFERENCE WITH REGARDS TO THAT.

A SMALL PORTION OF IT IS GOING TO BE INCUMBRANCES THAT DIDN'T GET SPENT DURING THE COURSE OF THE FISCAL YEAR AND THEN THAT GETS ROLLED OVER . FINANCIAL HIGHLIGHTS WITH REGARDS TO THE CAPITAL ASSETS AND RIGHT TO USE ASSETS AND THEN LONG TERM DEBT.

TOTAL CAPITAL ASSETS AND RIGHT TO USE ASSETS DECREASED $29.9 MILLION.

AND SO EARLIER IN THE SLIDE DECK, I SAID THAT YOU ALL SPENT A LOT IN CAPITAL OUTLAY, BUT THE DECREASE IS REALLY DUE TO DEPRECIATION AND AMORTIZATION FOR THOSE SIGNIFICANT AMOUNT OF ASSETS.

SO THAT'S NOT UNUSUAL.

AND THIS IS A LIST OF ALL THE CAPITAL OUTLAY THAT YOU ALL SPENT OVER THE COURSE OF THE YEAR.

AND THEN LONG TERM DEBT, TOTAL BONDED DEBT AT FISCAL YEAR END WAS $529.1 MILLION.

AND THE DISTRICT DID HAVE A SERIES A 2012 AND 2012 A UNLIMITED TAX REFUNDING BONDS THAT WERE CALLED FOR REDEMPTION DURING THE YEAR.

AND AS OF $630, THERE WAS $49.9 MILLION IN AUTHORIZED BONDS THAT HAD REMAINED AN ISSUE.

AND AS ALWAYS, WE APPRECIATE THE OPPORTUNITY TO SERVE THE DISTRICT.

AND I DO WANT TO THANK COURTNEY AND ANGELA.

SARAH IS NOT HERE.

SHANNON, ALL THE PEOPLE THAT HELP DURING THE COURSE OF THE AUDIT AS YOU ALL KNOW, THIS IS NOT THEIR FULL TIME JOB.

AND SO WE REALLY DO APPRECIATE ALL THE WORK THAT THEY PUT INTO THE AUDIT AND IT'S A REALLY GOOD RELATIONSHIP THAT WE HAVE WITH THEM.

SO WE REALLY DO APPRECIATE EVERYTHING THAT THEY DO.

SO WITH THAT I'LL TURN IT OVER FOR ANY QUESTIONS THAT YOU ALL MAY HAVE.

QUESTIONS ANYBODY? RESIDENT AUDIT EXPERT QUESTIONS.

COMMENTS. JUST A GREAT JOB BY THE STAFF.

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AND SO WE APPRECIATE THAT.

AND YEAH, I'M AN EX AUDITOR.

I CAN'T HIDE IT. SO I UNDERSTAND WHAT BEING THE CLIENT IS.

I'M SURE THAT IT TAKES YOU OFF YOUR MISSION A LITTLE BIT.

AND SO THANK YOU FOR ALL THE WORK YOU GUYS DO ON YOUR TEAM BECAUSE BEING AUDITED, YOU KNOW, YOU'RE ALWAYS, OH, I NEED A NEW SCHEDULE AND CAN YOU GIVE ME THAT? AND SO, YOU KNOW, ONE QUESTION LEADS TO ANOTHER.

SO I APPRECIATE BOTH SIDES.

THANK YOU. ALL RIGHT.

SO THIS. THANK YOU, BY THE WAY.

JOHNNY, ANYTHING ELSE ON YOUR END? I MEAN, I JUST WANT TO PUT THE TWO LADIES IN THE BACK ROW, ANGELA.

AND THEN, OF COURSE, COURTNEY.

THESE GUYS, THIS IS THIS IS.

I KNOW, I KNOW JENNIFER GOES THROUGH THIS PRETTY, PRETTY QUICK, THANK GOODNESS, BECAUSE IT'S ABOUT A 165 PAGE DOCUMENT.

YEAH. YOU DON'T WANT TO OUT HERE ALL NIGHT SO.

AND I'VE HAD I'VE HAD A REALLY AUDITORS COME UP AND TRY TO EXPLAIN THE BOOK AND I REALLY APPRECIATE THE POWERPOINT BUT BUT I WILL SAY THIS.

IT'S A LENGTHY PROCESS.

THESE GUYS LITERALLY ARE HERE FOR A MONTH AND THEY'RE WORKING ON THIS THING FOR PROBABLY, I'D SAY, TWO, TWO AND A HALF MONTHS.

AND OF COURSE IT'S A RECAP AND THEY GOT WEAVER IS AN OUTSTANDING COMPANY.

I THINK WE'RE VERY FORTUNATE TO HAVE HAVE JENNIFER AND HER GROUP TO DO THE AUDIT.

BUT I ALSO REALLY WANT TO APPRECIATE THE TWO GUYS IN THE BACK BECAUSE THEY ACTUALLY DO ALL THE HEAVY LIFTING WHEN IT COMES TO THE FINANCIALS, GETTING IT TOGETHER.

AND I VERY MUCH APPRECIATED I'VE BEEN INVOLVED WITH ALL PARTS OF THIS PROCESS AND I WILL SAY I'VE BEEN LESS INVOLVED HERE THAN I HAVE BEEN PROBABLY ANYWHERE.

AND IT'S BECAUSE WE HAVE EXCELLENT TEAM MEMBERS THAT ACTUALLY THAT ACTUALLY DO THE HEAVY LIFTING.

SO THANK YOU GUYS FOR ALL THE WORK ON IT.

I APPRECIATE THAT. WELL, I THINK THIS IS AN IMPORTANT COMPONENT OF OUR FINANCIAL HEALTH AND TRUST WITHIN THE COMMUNITY AS WELL.

SO THIS IS AN ACTION ITEM.

SO I WILL CALL FOR A MOTION.

I MOVE THAT THE BOARD OF TRUSTEE APPROVES THE REQUIRED ANNUAL COMPREHENSIVE FINANCIAL REPORT FOR THE FISCAL YEAR ENDED JUNE 30, 2022.

I SECOND.

THANK YOU. I HAVE A MOTION BY ANGELA POWELL, SECOND BY NANCY HUMPHREY THAT THE BOARD OF TRUSTEES APPROVES THE REQUIRED ANNUAL COMPREHENSIVE FINANCIAL REPORT FOR FISCAL YEAR ENDED JUNE 30, 2022, ANY FURTHER DISCUSSION? ALL RIGHT. HEARING NONE, WE'LL PROCEED TO VOTE.

ALL IN FAVOR, PLEASE RAISE YOUR HAND.

THANK YOU. THAT MOTION PASSES UNANIMOUSLY.

AGAIN, GREAT JOB, EVERYBODY, AND THANK YOU SO MUCH.

OKAY. MOVING ON TO REPORTS, WE ARE GOING TO GET AN ESSER UPDATE.

AND SO ONCE AGAIN, THE JOHNNY HILL SHOW CONTINUES.

WELL, I'M GOING TO ASK COURTNEY TO COME UP.

I THINK COURTNEY'S GOT A NICKNAME.

IT'S THE QUEEN OF ESSER.

IS THAT ONE OF YOUR NICKNAMES? I DO HAVE A CROWN, ACTUALLY.

SO IN MY OFFICE I DECIDED NOT TO WEAR IT THIS EVENING.

SO WE'RE VERY FORTUNATE.

OBVIOUSLY, COURTNEY DOES A GREAT JOB.

SHE'S OUR EXECUTIVE DIRECTOR OF FINANCE.

AND I'M GOING TO I'VE ASKED HER TO COME UP THIS EVENING TO GO OVER THE ESSER REPORT.

IT'S, I THINK, JUST TO GIVE US A GOOD PERSPECTIVE OF WHERE WE'RE AT RIGHT NOW AND THE PROCESS WE'RE GETTING.

WE'RE GETTING ABOUT HALFWAY THROUGH THIS THIS PROCESS.

AND JUST TO GIVE YOU GUYS AN UPDATE OF WHERE WE'RE AT.

THANKS. WHAT DO I DO HERE? HE DOES A LOT, ACTUALLY.

I DON'T KNOW WHAT I DO, BUT I DEFINITELY STAY BUSY DOING IT.

[INAUDIBLE] VERY FUNNY.

IT'S HARD WORK BEING SO FUNNY ALL THE TIME.

THANK YOU, JOHNNY. WELL, GOOD EVENING.

I'M GLAD TO SEE YOU ALL AGAIN.

SO, LIKE JOHNNY SAID, I'M HERE TO GIVE YOU A DIFFERENT KIND OF FINANCIAL UPDATE SPECIFIC TO FUNDING UNDER ESSER.

JUST TO KIND OF REFRESH YOUR MEMORY A LITTLE BIT, WE HAVEN'T TALKED ABOUT ESSER VERY MUCH HERE LATELY, BUT IT WAS DEFINITELY A BIG WORD BACK IN 2020-2021.

SO ESSER IS ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF AND IT'S FEDERAL FUNDS AND THIS WAS AWARDED TO OUR SCHOOL DISTRICTS AND IT WAS SPECIFICALLY TO ADDRESS THE IMPACT OF COVID 19 BUT IT WAS HAVING AND WAS GOING TO CONTINUE TO HAVE SUBSEQUENT YEARS ON OUR ELEMENTARY AND SECONDARY SCHOOLS.

AND THE INITIATIVES WERE SPECIFIC TO THAT.

THE FUNDS WERE SUPPOSED TO BE USED TO SAFELY REOPEN, SUSTAIN THE SAFE OPERATION OF SCHOOLS, AND THEN ADDRESS THE IMPACT OF COVID 19 ON OUR STUDENTS.

AND THAT WAS REALLY SPECIFIC TO LEARNING LOSS AND ANY MENTAL HEALTH THAT'S HAVING THE FALLOUT FROM THE PANDEMIC.

SO AGAIN, JUST KIND OF FURTHER REFRESH YOUR MEMORY.

WE HAD THREE DIFFERENT PIECES OF LEGISLATION THAT ACTUALLY CAME THROUGH UNDER ESSER.

THE TWO WERE ACTUALLY UNDER ONE LEGISLATION AND THEN AND THEN ANOTHER.

SO ESSER ONE AND TWO CAME OUT PRETTY QUICKLY.

MARCH 2020, AND DECEMBER 2020, THE LAST, WHICH IS THE LARGEST ESSER THREE UNDER ARP, CAME OUT IN MARCH OF 2021.

AND AS YOU SEE, AS WE GO UP ONE, TWO AND THREE, WE GET SUBSTANTIALLY BIGGER AND YOU CAN SEE HOW MUCH WE WERE.

WE WERE ALLOTTED FOR PLANO ISD.

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IT WAS ACTUALLY $4.155, I BELIEVE, MILLION.

AND IF YOU CAN REMEMBER, BACK IN 2019-2020, THE STATE FULLY SUPPLANTED OUR FUNDING.

AND SO WHAT THAT MEANT FOR US WAS THAT WE HAD AN INCREASE OF RECAPTURE TO PAY BACK TO THE STATE IN THAT $4.1 MILLION.

ESSER TWO WASN'T FULLY SUPPLANTED BY THE STATE, BUT IT WAS REDUCED ALSO FOR HOLD HARMLESS SPECIFIC TO THE 2020-2021.

SO AGAIN, A PIECE OF THAT WAS SUPPLANTED BY THE STATE.

AND AGAIN, WHAT THAT MEANT FOR US AGAIN WAS AN INCREASE IN RECAPTURE.

ESSER THREE IS THE ONLY PIECE OF LEGISLATION THAT THE STATE DID NOT SUPPLANT ANY FUNDING, AND IT WAS FULLY SUPPLEMENT.

AND ALL THAT $43 MILLION WAS $40 WAS FULLY SUPPLEMENTAL TO PLANO ISD.

AND THEN, OF COURSE, YOU CAN SEE THE SPENDING TIMELINES.

WE'VE WE'VE REACHED THE END OF ESSER ONE, ESSER TWO WILL WE'LL FINISH OUT IN 2023 AND THEN WE'LL HAVE ONE MORE YEAR UNDER ESSER THREE FOR 23-24.

ESSER THREE WAS A LITTLE BIT DIFFERENT.

AGAIN, IT WAS ISSUED UNDER DIFFERENT ADMINISTRATION AND SO THEY HAD ADDITIONAL REQUIREMENTS.

IF YOU CAN REMEMBER, WE HAD TO ENGAGE OUR STAKEHOLDERS AND PROVIDE AN OPPORTUNITY FOR PUBLIC INPUT AND THEN WE HAD TO DEVELOP A PLAN, THE DISTRICT HAD TO DEVELOP A PLAN, AND ALSO UNDER THAT WAS A MINIMUM 20% SET ASIDE SPECIFIC TO LEARNING LOSS.

AND SO FOR US, THAT'S ABOUT $8 MILLION OF OUR ESSER THREE ALLOCATION.

AND THEN WE HAVE TO ADDRESS THE DISPROPORTIONATE IMPACT OF COVID 19 ON OUR UNIQUE STUDENT POPULATIONS.

AND THEN WITHIN 30 DAYS OF RECEIVING OUR ESSER THREE GRANT, WE WERE TO ACTUALLY POST ON OUR WEBSITE WHAT THEY CALL A [INAUDIBLE], WHICH IS THE RETURN TO IN-PERSON INSTRUCTION AND CONTINUITY OF SERVICE PLAN.

AND THEN WE HAD TO POST A ESSER THREE FUNDS PLAN, AND ALL OF THOSE ARE STILL AVAILABLE ON OUR WEBSITE.

SO BACK IN, I THINK WE BROUGHT THIS TO YOU I THINK, IN JUNE OF 2021.

SO AT THAT TIME, AGAIN, JUST REFRESH YOUR MEMORY.

WE DID HAVE A STAKEHOLDER SURVEY, WHICH WAS OUR STAFF, OUR FAMILIES AND OUR COMMUNITY.

AND OF COURSE WE HAVE A DEDICATED WEBSITE SPECIFIC TO ESSER.

AND THEN BASED ON THE LEARNING COMMUNITY'S INPUT AND SURVEY RESULTS, ESSER FUNDS WERE DETERMINED TO BE USED TO ADDRESS THESE FIVE AREAS MITIGATING LEARNING, LOSS, WRAPAROUND SERVICES, WORKFORCE CONTINUITY, PROFESSIONAL LEARNING, CCMR. AND THEN WE DID HAVE KIND OF ANOTHER ESSER EXPENDITURE INITIATIVE.

SO THIS IS WHERE WE ARE AS OF OCTOBER 25TH, 2022, WHERE WE ARE SPECIFIC TO OUR EXPENDITURES.

AS YOU CAN SEE, WE HAVE FULLY SPENT OUR ESSER ONE FUNDING.

WE HAVE NO FUNDS LEFT THERE TO SPEND.

OUR ESSER TWO WE HAVE A PRETTY SIGNIFICANT TOTAL AND WE CAN KIND OF WALK THROUGH SOME OF THE INITIATIVES, BUT WE STILL HAVE $9.2 MILLION TO SPEND OF OUR ESSER TWO FUNDS, WHICH WILL FINISH SPENDING OUT THIS YEAR IN 22-23.

AND THEN, OF COURSE, OUR ARP ESSER THREE.

WE'VE SPENT THROUGH OCTOBER 25TH, $21.4 MILLION AND STILL WILL HAVE $21.8 MILLION TO SPEND.

AS YOU CAN SEE, WE HAVE A LITTLE BIT IN EVERY AREA.

MOST OF THOSE, AGAIN, THOSE AREAS FOR THE STRATEGIC INITIATIVES CAME UNDER ESSER THREE, BUT WE DID HAVE OPPORTUNITIES IN ESSER TWO TO PUT FUNDS TOWARDS OUR WORKFORCE, CONTINUITY AND PROFESSIONAL LEARNING SPECIFIC TO OUR RETENTION BONUS OR STIPEND THIS YEAR AND THEN SOME OTHER.

ESSER FUNDING'S UNDER THOSE ESSER TWO TO SUPPLANT SOME FUNDING.

SO AGAIN, JUST TO KIND OF RECAP, SO AS OF OCTOBER 25TH, WE HAVE SPENT $35 POINT NEARLY $35.6 MILLION OF OUR ESSER ONE, TWO AND THREE.

OUR REMAINING OF OUR ESSER TWO TO BE SPENT IN 22- 23 IS $9.2 MILLION AND OUR REMAINING OF THREE ESSER THREE TO BE SPENT IN 22-23 AND 23-24 IS $21.8 MILLION.

AND JUST KIND OF A SIDE NOTE OF OUR ESSER THREE THAT WE SPENT THROUGH OCTOBER 25TH, WE ACTUALLY SPENT 32.4% OF THOSE FUNDS TOWARDS STUDENT LEARNING LOSS.

SO WE ARE SPENDING MORE THAN THE REQUIRED 20% UNDER ESSER THREE.

CAN I ANSWER ANY QUESTIONS? I HAD ONE QUESTION IN TERMS OF SOME OF THE BUDGET LINE ITEMS THAT ESSER TWO AND THREE ARE ABLE TO HELP US OUT WITH GOING THROUGH TO SEPTEMBER 30TH, 2024.

WHAT WHAT ITEMS THAT ARE CURRENTLY BEING COVERED BY THAT ARE GOING TO HAVE TO START BEING COVERED BY THE M&O BUDGET COME SEPTEMBER 2024? WE DO HAVE SOME STAFFING POSITIONS THAT WE'RE GOING TO HAVE TO START HAVING DISCUSSIONS ON.

SOME OF THOSE WERE SUPPLANTED.

SO I WOULD THINK THAT THE IDEA THAT WE WOULD THOSE WOULD ROLL BACK OFF INTO OUR GENERAL FUNDS.

AND THEN THERE WAS SOME SUPPLEMENTAL POSITIONS THAT THE DISTRICT LEADERSHIP WILL HAVE TO SEE AGAIN, WHERE WHERE ARE WE AT? WHAT ARE THE NEEDS OF THE DISTRICT AND ASSESS THOSE AT THAT TIME? OKAY. SO JUST MAYBE A DUMB QUESTION, BUT SPECIFICALLY WITH ESSER THREE FUNDS, THOSE CAN BE REALLOCATED FROM ONE BUDGET LINE ITEM TO ANOTHER, CORRECT? YES, SIR.

CORRECT. DO WE KNOW AND THIS IS A LITTLE BIT OF A BROAD QUESTION, BUT DO WE KNOW IN TERMS OF PERCENT ESSER USED WHERE

[01:25:04]

SO DO WE HAVE ANY IDEA HOW WE'RE DOING COMPARED TO PEER DISTRICTS? ACTUALLY, I THINK WE'RE DOING REALLY WELL.

I KNOW THERE'S A LOT OF FEEDBACK RIGHT NOW THAT'S POTENTIALLY COMING OUT OF THE LEGISLATURE THAT IS REALLY QUESTIONING WHY DISTRICTS HAVEN'T SPENT DOWN THEIR FUNDS.

MAINLY BECAUSE, AS YOU JUST SAID, THAT THEY'RE TRYING TO SPAN IT OUT OVER THESE THREE, THREE YEARS, BUT THEY'RE REALLY TRYING TO EYE THOSE.

BUT THERE'S A BIG LAG OF ACTUALLY WHEN WE SPEND THESE FUNDS AND WHEN WE DRAW DOWN.

SO THEY'RE ACTUALLY ABLE TO LOOK AND TEA BASICALLY MODULAR PORTAL THAT DOES THAT SHOWS HOW MUCH WE DRAW DOWN ON OUR EXPENDITURES.

AND SO IT'S NOT VERY FAIR BECAUSE WHAT THEY SEE IN THIS MODULE FOR EXPENDITURE DRAWDOWN MAY NOT BE ACTUALLY WHAT THE DISTRICT HAS SPENT.

SO BUT AS OF RIGHT NOW, THE WAY THAT WE ARE JUST BASED ON SOME OF MY DISCUSSIONS WITH OUR PEERS IS WE'RE DOING A VERY, VERY GOOD JOB AS FAR AS PULLING NOT ONLY SPENDING OUR FUNDS BUT GOING IN AND DRAWING DOWN.

WE DRAW DOWN AT LEAST QUARTERLY.

WE'VE TRIED TO DO IT ABOUT EVERY OTHER MONTH, BUT WE HAVE QUITE A FEW FEDERAL FUNDS.

SO IT DOES MAKE SENSE.

THESE FUNDS WERE ACTUALLY DRAWN DOWN FROM THE DISTRICT AT THE END OF SEPTEMBER, AND THEN WE'LL DRAW DOWN AGAIN AT THE END OF DECEMBER JUST TO STAY ON TOP OF THAT SO THAT NO ONE IS EYEING OUR FUNDS AND SAYING THAT WE DIDN'T SPEND OUR FUNDS.

I THINK IT'S IMPORTANT TO NOTE, I MEAN, OBVIOUSLY WE'RE GETTING CLOSE TO BEING HALFWAY THROUGH THE ESSER PROGRAMS AND WE'VE SPENT $35 MILLION.

WE HAVE $31 MILLION TO GO, SO WE'RE A LITTLE OVER HALFWAY.

SO SO WE'RE WE'RE RIGHT IN LINE.

EVERYTHING'S BEEN BUDGETED AND BEEN APPROPRIATED.

OUR GOAL IS WHENEVER THIS IS ALL SAID AND DONE, WE WILL AT THE END OF THE THE 24 WE'LL BE WE'LL COME IN RIGHT AT ZERO AT THAT POINT.

GREAT. THANK YOU, GUYS.

SO I HAVE A QUESTION ABOUT THE STUDENT LEARNING LOSS.

AND I KNOW THAT WE ALSO ARE COMPLYING WITH HOUSE BILL 4545.

ARE WE USING ESSER FUNDS TO COMPLY WITH HOUSE BILL 4545? WE ARE CURRENTLY WE HAVE ALLOCATED FUNDS SPECIFIC TO OUR CAMPUSES, AND I OBVIOUSLY MAY HAVE TO TO LOOK TO LISA JUST TO ADDRESS ANYTHING OUTSIDE OF THAT.

BUT WE DID ALLOCATE FUNDS SPECIFICALLY TO OUR CAMPUS TO HELP THEM WITH THEIR HOUSE BILL 4545 NEEDS.

OKAY. SO IN A WAY, I DON'T KNOW WHAT YOU WOULD CALL THAT, BUT, YOU KNOW, THE FEDERAL IS OUR FEDERAL DOLLARS ARE BEING DESIGNATED OR REQUIRED BY STATE MANDATE.

IS THAT IS THAT FAIR TO SAY? YES. SO I THINK WHAT I WOULD SUGGEST IS THAT ON OUR TALKING POINTS, WHEN WE MEET WITH OUR REPRESENTATIVES, YOU KNOW, WE NEED TO MAKE SURE THAT THEY ALL UNDERSTAND THESE FUNDS, THEY CAN'T LOOK AT THESE FUNDS RELATIVE TO FUNDING PUBLIC EDUCATION.

ONCE AGAIN, NEVER UNDERESTIMATE THE LEGISLATIVE ABILITY TO PUNISH THOSE OF US WHO ARE DOING THE RIGHT THING AND WE ARE DOING THE RIGHT THING BY USING OUR MONEY WISELY TO FOR THE INTENDED PURPOSE.

BUT WE REALLY NEED TO DRIVE HOME WITH THESE PEOPLE, WITH OUR REPRESENTATIVES, THAT THEY NEED TO GO AND FIGHT FOR THIS.

THEY CANNOT DOUBLE DIP ON THIS ON THIS STUFF.

AND I JUST WANTED TO FOLLOW UP, MAYBE SOMETHING THAT CAN BE PROVIDED IN A BOARD UPDATE IN THE FUTURE, JUST IN TERMS OF IF WE WERE NOT TO ELIMINATE ANY OF THE POSITIONS CURRENTLY BEING COVERED BY THE ESSER FUNDS, WHAT THE M&O BUDGET IMPACT WOULD BE.

AND THAT WAY WE COULD.

WE KNOW THAT. GREAT, LET'S GO THERE.

SO IF YOU WANT ME TO GO THERE, WE CAN.

BUT SO SO OBVIOUSLY WE HAVE INTERNAL DISCUSSIONS ON THIS BECAUSE IT DOES HAVE AN IMPACT ON OUR BUDGET, BUT THERE'S APPROXIMATELY $9 MILLION OF ESSER FUNDS ESSER TWO FUNDS THAT WILL ROLL OFF OF OUR OPERATING BUDGET FOR THIS NEXT.

YEA. AND THEN THERE IS A SUBSEQUENT $8 MILLION OF ESSER THREE MONIES THAT WILL ROLL OFF FROM OUR M&O BUDGET FOR 23-24, 24-25.

SO $17 MILLION OVER THE NEXT TWO YEARS.

$9 MILLION IN THE [INAUDIBLE]. SO IF WE WERE TO CONTINUE TO OPERATE THE SAME WAY, ABSENT THOSE, IT WOULD RESULT IN AN ADDITIONAL POTENTIALLY $8.5 MILLION BUDGET DEFICIT ON TOP OF WHATEVER BUDGET DEFICIT WE HAVE.

OR AM I MISREADING THAT? SO, NO, NO, IT WOULD BE IT WOULD BE AN ADDITIONAL $17 MILLION OVER A TWO YEAR PERIOD, OVER $9 MILLION AND THEN $8 MILLION OK EACH TWO YEARS.

THAT'S RIGHT. YEAH, IT'S SUBSEQUENT.

SO YOU'VE GOT IT'S CUMULATIVE.

I MEAN, SO YOU'VE GOT $8 OR YOU'VE GOT $9 IN 23-24 AND YOU'VE GOT $8 IN 24-25.

THAT'S WHAT I'M SAYING, WHAT WOULD THE BUDGET IMPACT BE IN 25-26.

THAT WOULD BE THE $17 MILLION IF WE KEEP EVERYTHING COMPLETELY GOING.

SO WE'RE GOING TO OBVIOUSLY HAVE TO DO SOME BUDGET MANEUVERING TO MAKE UP FOR THAT.

YES. YES. WELL, SO IN THEORY, IT SHOULD GET US THROUGH 2024.

[01:30:04]

AND SO I THINK THERE NEEDS TO BE A CONVERSATION, MAYBE WITH FEDERAL REPRESENTATIVES TO SEE IF THERE ARE ANY CONVERSATIONS TAKING PLACE AT THE FEDERAL LEVEL FOR EXPANDING WHAT STILL IS AN IMPACT OF COVID 19.

I KNOW THAT WE JUST.

THAT'S AN UPHILL BATTLE BECAUSE I THINK THERE I THINK MOST FEDERAL DISCUSSIONS ARE, OKAY, WE'RE DONE WITH THIS.

THIS IS LET'S TURN THE CORNER AND, YOU KNOW, THIS IS A DONE DEAL.

SO I HAVEN'T HEARD I DON'T KNOW.

DR. WILLIAMS, HAVE YOU HEARD ANYTHING? I HAVE NOT HEARD ANYTHING ABOUT TRYING TO CONTINUE THE ESSER FUNDING IN ANY FORM OR FASHION.

I HAVE NOT HEARD ANYTHING BEYOND THAT.

I PERSONALLY, JUST IN TERMS OF OPINION ON THAT, WOULD PREFER TO KEEP THE FEDERAL GOVERNMENT AS FAR AWAY FROM LOCAL PLANO ISD LOCAL CONTROL AS POSSIBLE.

YEAH, BUT WHEN I'M LOOKING AT A $17 MILLION EXPENDITURE TO KEEP THE PROGRAMS ROLLING THAT WE CURRENTLY HAVE IN PLACE TO SUPPORT THESE STUDENTS WHO ARE STILL OVERCOMING THE, YOU KNOW, UNFINISHED LEARNING, I DON'T KNOW WHEN WE GET TO A STOPPING POINT, BUT IT PROBABLY ISN'T JUST OBVIOUSLY THEY'LL HAVE TO BE THERE'S THERE'S EVALUATION PROCEDURES THAT WE'LL HAVE TO GO INTO THAT AS THOSE FUNDS ROLL OFF.

BUT THE ESSER WAS NEVER INTENDED TO BE A PERMANENT.

IT WAS IT IT WAS FINITE DOLLARS TO BE SPENT IN A THREE YEAR PERIOD.

SO. WELL ESSER FOUR NO, I THINK IT'S A TEXAS PROBLEM AND IT'S A RECAPTURE PROBLEM.

I MEAN, IT'S A IT'S A MONEY PROBLEM, RIGHT? IT'S A MONEY PROBLEM. AND I THINK THERE'S MORE THAN ONE WAY TO SKIN A CAT.

OH, I LIKE CATS.

I KNOW I'M A DOG PERSON.

ALL RIGHT. ANY OTHER ESSER QUESTIONS? ALL RIGHT. THANKS, Y'ALL. THANK YOU.

THANKS. COURTNEY.

OK REPORT. MOVING ON TO OUR NEXT REPORT.

I THINK WE HAVE LISA UP TO DISCUSS OUR TIERED CAMPUS SUPPORT SYSTEM.

THANK YOU. PRESIDENT STOLLE BOARD OF TRUSTEES AND SUPERINTENDENT WILLIAMS. DR. ANDERSON AND I ARE REALLY PLEASED TO SHARE SOME INFORMATION WITH YOU TONIGHT ABOUT OUR TIERED CAMPUS SUPPORT SYSTEMS. AND I WANT TO ACKNOWLEDGE THE FOLKS IN THE AUDIENCE WHO ARE HERE WHO ARE A PART OF THAT GREAT WORK.

SO WE HAVE LAURIE TAYLOR FROM ACADEMIC SERVICES.

WE HAVE RYAN STEELE, LARI LINER, DID I SAY THAT RIGHT? AND STEVE EWING FROM SLI.

WE HAVE KIMMY CONLON FROM OUR STUDENT SUPPORT SERVICES AND DR.

KRISTYN EDNEY FROM OUR COUNSELING AND CCMR DEPARTMENT.

AND THEY ARE ALL PART OF THIS WORK AS WELL.

SO I WANTED TO ACKNOWLEDGE THAT THEY ARE HERE TONIGHT WITH US.

WE ARE EXCITED TO SHARE WITH YOU ALL OF THE THINGS THAT ARE HAPPENING TO SUPPORT OUR CAMPUSES, BUT WE WOULD BE REMISS TO NOT TALK ABOUT WHERE THAT FITS IN THE LARGER PICTURE OF THE SYSTEM.

SO JUST AS A KIND OF A BRIEF KIND OF A VISUAL OF THE THINGS THAT HAPPEN ON THE LEFT HAND SIDE, YOU'LL SEE FOUR QUADRANTS.

AND WE REALLY HAVE A SUPPORT TEAM FRAMEWORK THAT WAS CREATED THAT DR.

ANDERSON WILL TALK ABOUT IN JUST A MOMENT THAT HELP US TALK ABOUT THE COMMITMENTS WE MAKE TO OUR CAMPUSES WHO HAVE GREATER NEEDS.

WE ALSO HAVE AN ALLOCATION FRAMEWORK FOR OUR RESOURCES THAT GIVE US THE OPPORTUNITY TO PROVIDE MORE PERHAPS STAFFING OR THINGS THAT A CAMPUS MAY NEED BASED ON ITS NEEDS.

AND ALTHOUGH THIS IS THE JOHNNY HILL SHOW, USUALLY WE'RE NOT GOING TO TALK ABOUT THOSE RESOURCES TONIGHT.

WE'RE GOING TO TALK MORE ABOUT THE SUPPORTS THAT ARE PROVIDED FROM THESE OTHER DEPARTMENTS AND TWO OTHER THINGS THAT WE HAVE KIND OF THE BONES IN PLACE, BUT WE'RE TRYING TO MAKE EVEN BETTER. OUR PRINCIPAL SUPERVISOR FRAMEWORK AND OUR LEADERSHIP FRAMEWORK.

BOTH OF THOSE WERE WORKING WITH THE HOLDSWORTH CENTER TO REALLY PROVIDE SOME SPECIFICS ABOUT LEADERSHIP IN THOSE AREAS AND WAYS THEY WILL HELP US SUPPORT CAMPUSES TO REALLY RESULT IN GREATER STUDENT PERFORMANCE AND GROWTH.

SO THAT'S SOME GREAT WORK WE'RE DOING.

AND THEN ON THE RIGHT, YOU'LL SEE REALLY STRATEGIC SUPPORT COMES DOWN TO HOW DO WE SUPPORT OUR LEADERS AT BOTH THE DISTRICT AND CAMPUS LEVEL WHO TURN AROUND AND SUPPORT OUR TEACHERS, WHO THEN IN TURN SUPPORT OUR STUDENTS FOR SUCCESS.

AND THERE ARE SEVERAL THINGS THAT WE HAVE IN PLACE THAT YOU'LL HEAR US TALK A LITTLE BIT ABOUT TONIGHT, AND THAT'S OUR CAMPUS IMPROVEMENT PLAN PROCESS THAT WE OPERATE THROUGH A SYSTEM CALLED PLAN FOR LEARNING TO HELP US TRACK AND MONITOR THAT.

WE'LL TALK ABOUT OUR TIERED SUPPORT SYSTEM, WHICH IS REALLY THE FOCUS OF THIS PRESENTATION.

AND IT ALL LEADS TO REALLY WANT TO BE HIGH RELIABILITY SCHOOLS.

WE WANT TO HAVE GOOD SYSTEMS AND PROCESSES IN PLACE, GREAT COLLABORATIVE STRUCTURES, SAFE SCHOOLS, GUARANTEED VIABLE CURRICULUM, ALL OF THOSE THINGS THAT WE WANT IN PLACE.

[01:35:03]

TURN IT OVER TO YOU, DR.

ANDERSON. I THOUGHT THAT WAS YOUR SLIDE.

OH, THAT'S OKAY.

SO THE DST PROCESS WAS CREATED ABOUT FIVE YEARS AGO WHEN I WAS IN [INAUDIBLE], ACTUALLY.

SO THIS IS KIND OF EXCITING.

AND IT WAS REALLY USED TO BE ABLE TO PROVIDE SOME GUIDANCE TO OUR CAMPUSES AND USING OUR DISTRICT SUPPORT TO COME TOGETHER ABOUT CONTINUOUS IMPROVEMENT.

THIS IS THE CURRENT PURPOSE THAT IS LISTED IN THE DST MANUAL.

I'M NOT GOING TO READ IT TO YOU GUYS, THAT I WANTED TO GIVE SOME GROUNDWORK FOR OUR DISCUSSION TONIGHT.

THE DISTRICT SUPPORT TEAM IS A SHARED RESPONSIBILITY AND ACCOUNTABILITY FOR STUDENT SUCCESS WITH THESE FOUR DEPARTMENTS.

SPECIFICALLY, THEY ARE HEAVILY INVOLVED, AND EVEN THOUGH EACH OF THEM HAVE KIND OF AN OVERVIEW THERE OF THEIR ROLE IN WHAT THEY DO.

WE'RE GOING TO BE DIVING INTO EACH DEPARTMENT SPECIFICALLY HERE, BUT THEY PLAY AN INTEGRAL PART AT THIS DISTRICT SUPPORT TEAM IN COMING TOGETHER IN COORDINATION WITH THE CAMPUSES.

THIS FRAMEWORK THAT YOU SEE IS ONE THAT WAS ORIGINAL TO THE DISTRICT SUPPORT TEAM WHEN WE FIRST PUT IMPLEMENTATION TO IT.

THE ONE THING THAT I'LL POINT OUT, WE'RE NOT GOING TO SPEND A LOT OF TIME GOING THROUGH EACH ONE OF THESE THINGS LISTED, BUT I DO WANT TO POINT OUT THAT IT IS LEVEL ONE IS A FOUNDATIONAL PROGRAM FOR ALL CAMPUSES.

SO IT'S NOT THAT WE TAKE OUR CAMPUSES AND WE PUT THEM IN A LEVEL OF SUPPORT OR A TIER ONE, TWO OR THREE, AND THEY'RE ISOLATED IN THAT TIER.

IF YOU ARE A LEVEL ONE, ALL CAMPUSES ARE GETTING THOSE SUPPORTS.

AND THEN WHEN YOU MOVE TO A AN EXTENDED SUPPORT OR A LEVEL TWO, THEN YOU WILL HAVE MORE TARGETED AREAS OF NEED.

AND THEN WHEN WE REACH OUR TIER THREE, WE HAVE A REALLY EXTENSIVE LEVEL OF SUPPORT THAT WE PROVIDE FOR THEM.

THE CRITERIA THAT WE USE WHEN DETERMINING THE LEVELS OF SUPPORT THAT WE ARE THAT WE PROVIDE TO CAMPUS IS LISTED UP HERE ON THE SCREEN.

AND ALTHOUGH THERE IS SOME DIFFERENCE BETWEEN A TIER THREE OR A TIER TWO, DEPENDING ON A SYSTEMIC OR SPECIFIC I'M SORRY. YES, SPECIFIC NEEDS RESPECTIVELY.

WE ALSO, WHEN THE COMMITTEE COMES TOGETHER AND LOOKS AT WHICH CAMPUSES ARE GOING TO FALL INTO WHICH TIER, THERE ARE SOME EXTENUATING CIRCUMSTANCES THAT COME INTO PLAY THAT WE LOOK AT AS WELL.

AND IT CAN BE ANYTHING FROM A SPECIFIC NEED THAT WE'VE SEEN REPEATED OVER TIME TO WE HAVE NEW LEADERSHIP ON CAMPUS.

IT COULD BE LOTS OF DIFFERENT REASONS, BUT WE DON'T JUST USE THE ACCOUNTABILITY RATINGS TO DETERMINE THAT.

CURRENTLY AT THE ELEMENTARY LEVEL WE HAVE TEN CAMPUSES THAT ARE TIER THREE AND FIVE IN SECONDARY, AND THEN FOR TIER TWO WE HAVE SIX IN EACH SECONDARY AND ELEMENTARY.

SO WANT TO SPEND A LITTLE BIT OF TIME AND MOVE INTO SOME SPECIFIC ROLES AND RESPONSIBILITIES FOR THE DISTRICT SUPPORT TEAM AND SPECIFICALLY NOW FOR SCHOOL LEADERSHIP AND INNOVATION.

AND MY TEAM IS PROBABLY SITTING OUT THERE GOING TO GRADE ME ON MAKING SURE THAT I DO THIS CORRECTLY.

BUT SCHOOL LEADERSHIP REALLY IS THE DRIVING FORCE BEHIND ENSURING THAT CAMPUS LEADERSHIP IS WORKING COLLABORATIVELY WITH DISTRICT SUPPORT TEAM AND THE RESOURCES ARE BEING LEVERAGED APPROPRIATELY.

THEIR ULTIMATE GOAL IS TO INCREASE PRINCIPAL CAPACITY, SPECIFICALLY IN INSTRUCTIONAL LEADERSHIP, AND THIS IMPROVES OVERALL CAMPUS SUCCESS AND IT REALLY ACTIVATES STUDENT GROWTH AND POTENTIAL WHEN WE HAVE HEAVY INVOLVEMENT OF THE PRINCIPALS AND THOSE PLCS AND IN INSTRUCTIONAL DECISION MAKING.

SOME OF THE SPECIFIC RESPONSIBILITIES THAT SLI DO WITH THE CAMPUSES ARE COACHING AND SUPPORT.

WE WERE VERY INTENTIONAL AS A CABINET TEAM THIS YEAR TO MAKE SURE THAT WE ALLOTTED SOME TIME FOR SLI TO BE ON CAMPUSES WITH THOSE WITH THEIR ONES THAT THEY'RE ASSIGNED TO SO THAT THEY CAN PROVIDE THAT THAT SUPPORT.

SO THREE DAYS A WEEK RIGHT NOW, TUESDAY, WEDNESDAY AND THURSDAYS.

THAT'S PRIORITY FOR THIS TEAM.

DURING THEIR TIME ON CAMPUSES THEY'RE ABLE TO SUPPORT THROUGH COACHING BUT THEY ARE ALSO THE SUPERVISORS.

SO THEY PLAY A ROLE IN ENSURING THAT ACCOUNTABILITY AND PROGRESS OF THE WORK THAT'S PLANNED IS BEING DONE IN THAT DST PROCESS.

[01:40:08]

SO. IF YOU ALL WANT TO CLOSE YOUR EARS FOR A MINUTE, I'M GOING TO SHARE SOME EXAMPLES REALLY BRIEFLY OF SOME OF THE THINGS THAT OUR SLI EXECUTIVE DIRECTORS DO WHEN THEY COACH AND SUPERVISE THE DST PROCESS WITH THEIR PRINCIPALS.

SO THE FIRST THING THAT THEY DO, THEY BEGIN WITH A TIMELINE AND A CALENDAR OF CHECK POINTS THAT THEY USE WITH PRINCIPALS THROUGHOUT THE YEAR.

THE TIMELINE INCLUDES BOTH TRAINING, DATA MEETINGS, LEARNING WALKS ON CAMPUSES TO MONITOR THE OVERALL DST PROCESS OR PROGRESS.

SORRY.

THIS SAMPLE IS OF A PROFESSIONAL LEARNING SESSION THAT THEY DID WITH WITH PRINCIPALS AND THEY MADE SURE THAT THEY LOOKED AT INSTRUCTION AND DATA AND IT WAS FACILITATED SPECIFICALLY BY THEM AND ALIGNED TO THE COLLABORATIVE TEAMWORK COLLABORATIVE TEAM FRAMEWORK, WHERE THEY ARE USING SOME OF THOSE SAME QUESTIONS THAT WE USE WITH TEACHERS WHEN THEY'RE PLANNING INSTRUCTION.

THERE IS A NEW DOCUMENT THAT THEY ARE WORKING WITH THIS YEAR WITH PRINCIPALS THAT ALIGN T-TESTS AND THE ELEMENTS OF THE HIGH RELIABILITY SCHOOLS, AND THEY USE THIS TO HELP PRINCIPALS GATHER ARTIFACTS AND EVIDENCE AND MAKE SURE THAT ALL THE THINGS THAT THEY NEED TO BE DOING AS PRINCIPALS, THAT THEY'RE DOING THAT EFFECTIVELY TO LEAD THEIR THEIR CAMPUSES.

THEY WORK WITH THE DST TEAM TO PLAN WALKTHROUGHS.

THEY USE DATA TO ANALYZE WHAT THEY ARE LOOKING FOR, AND THEN THEY PLAN THESE LEARNING WALKS AS THEY GO THROUGH WITH THE TEAM, AND THEN THEY COME BACK TOGETHER AND DISCUSS THOSE AND MAKE ADJUSTMENTS AS NEEDED.

ONE OF THE NEW STRATEGIES THIS YEAR THAT THEY'RE EXCITED ABOUT IS THE LEADING LEARNING SERIES, AND THAT IS THROUGH LEAD FORWARD.

ALL OF THE SLIDES ARE USING THIS AND LEADING THIS WORK IN COLLABORATION WITH ACADEMIC SERVICES.

AND ALTHOUGH IT IS A VIDEO BASED SERIES THAT THEY DO WITH PRINCIPALS, THEY DO HAVE ACTIVITIES AND DISCUSSIONS, VERY INTENTIONAL ENGAGEMENT WITH THEM AT EACH LEADERSHIP MEETING.

THEY ALSO PLAN ANOTHER TYPE OF WALKTHROUGH.

THIS IS WITH THE PRINCIPAL AND THE SLI EDS WHERE THEY ARE WORKING WITH THE PRINCIPAL AND GOING AND IDENTIFYING STUDENT ENGAGEMENT IN THE CLASSROOMS. THIS IS SOME OF THE WORK FROM BAM BRICK, AND THEY WORK WITH THE PRINCIPAL SPECIFICALLY ON THAT.

I'M ALMOST THERE. AND LASTLY, SEE, THEY LIKE TO PROVIDE LOTS OF EXAMPLES.

LASTLY, THIS IS A SAMPLE OF THE DST DATA MEETING AGENDA, AND DURING THESE MEETINGS SLI CO-FACILITATES WITH THE CAMPUS ADMINISTRATORS TO DEFINE AND ADJUST SUPPORT NEEDED FOR IMPROVEMENT, AS WELL AS TO MONITOR PROGRESS OF THEIR PERFORMANCE AND GROWTH GOALS ALONG THE WAY.

LET'S BLAME HER.

WE GOT TO GO BACK. ALL RIGHT.

WELL, IT'S IT'S MY OPPORTUNITY TO TALK A LITTLE BIT ABOUT ARP.

SO OUR ASSESSMENT, RESEARCH AND PROGRAM EVALUATION TEAM IS A REALLY VITAL PART OF THE D ST PROCESS.

AND OF COURSE, THEY DO THINGS LIKE PROVIDING THE DATA SETS, HELPING CAMPUSES KNOW HOW TO RUN THOSE DATA SETS, ANALYZE THOSE.

AND AS YOU ALL ARE VERY AWARE, DASH HAS HELPED CREATE A DASHBOARD FOR CAMPUSES AS WELL SO THEY CAN GO IN AND TAKE A LOOK AT THEIR DATA IN A VARIETY OF WAYS TO SEE WHAT THEY NEED TO BE DOING.

IN ADDITION, THE RP FOLKS HELPS HELP EACH CAMPUS WITH THEIR CAMPUS IMPROVEMENT PLANNING PROCESS AND ALSO TO DEVELOP A CAMPUS NEEDS ASSESSMENT, WHICH WE'LL TALK ABOUT A LITTLE BIT WHEN WE GET TO THE CAMPUS EXAMPLES.

BUT THEY PROVIDE ALL OF THAT SUPPORT TO HELP CAMPUSES KNOW WHERE THEY ARE IN TERMS OF PROGRESS TOWARD HIGHER ACCOUNTABILITY RATINGS.

AND REALLY, WHEN IT COMES TO THE TIER THREE CAMPUSES, YOU'LL FIND AN ARP REPRESENTATIVE AT EACH DST MEETING HELPING THEM TO DIG INTO THE DATA THAT THEY NEED.

SO SOME EXAMPLES THAT WE CAN SHOW YOU FROM FROM RP.

AT THE BEGINNING OF THE YEAR, THEY DID A PROFESSIONAL DEVELOPMENT SESSION FOR PRINCIPALS, TALKING ABOUT THE IMPORTANCE OF ANALYZING DATA IN ALL OF THE ALL THE CRITICAL ATTRIBUTES OF TEACHING AND LEARNING.

SO BOTH WITH THEIR TEACHERS, THINKING ABOUT THEIR CURRICULUM AND INSTRUCTION AND ALSO IN THEIR PROFESSIONAL LEARNING.

SO HOW TO USE THOSE DATA PIECES.

THEY ALSO TALKED A GREAT DEAL AT THE BEGINNING OF THE YEAR AS AN EXAMPLE ABOUT USING SPECIFIC DATA SETS.

SO MAP THE END OF THE YEAR MAP DATA ACTUALLY CAN INFORM US INTO THE NEXT YEAR AS WE LOOK AT WHERE OUR STUDENTS ARE STARTING.

[01:45:03]

SO THAT WAS AN IMPORTANT PART TO TO ESTABLISH WHERE THEY ARE.

THERE'S ALSO IN THE DATA DASHBOARD WITH THE ABILITY TO DO LOTS OF ANALYSIS, A VARIETY OF WAYS, LEAD FORWARD HAS THE OPPORTUNITY WITH A CALL THE LEADERSHIP REPORT CARD, WHICH SLI WORKED WITH PRINCIPALS IN JULY TO RUN THIS.

AND THEN OUR GROUPS WILL ALSO WORK WITH THEM THROUGHOUT THE YEAR.

BUT THEY CAN RUN IN A VARIETY OF WAYS.

THEY CAN CONTROL THE CHECKPOINTS THAT THEY PUT IN.

FOR EXAMPLE, I RAN THIS ONE FOR THE DISTRICT WITH THE CHECKPOINT ONE OF AN AVERAGE OF MULTIPLE YEARS PRIOR TO COVID, AND THEN LOOKING IN CHECKPOINT TWO AT OUR 22 START DATA AND THEN LOOKING IN CHECKPOINT THREE AT OUR CURRENT PERFORMANCE ASSESSMENTS AS THEY ARE THUS FAR.

AND ALTHOUGH THAT'S NOT A FULL DATA SET BECAUSE WE HAVEN'T DONE ALL OF THE THE UNIT EXAMS, IT STILL GIVES US AN OPPORTUNITY TO CHECK AND EACH PRINCIPAL CAN RUN IT FOR HIS OR HER CAMPUS.

RP IS ALSO IS DOING SOMETHING NEW THIS YEAR THAT HAS RECEIVED RAVE REVIEWS AND THAT IS DOING A DATA DIG WITH PRINCIPALS ON THEIR PMA DATA AND HELPING THEM UNDERSTAND HOW TO USE THAT DATA TO REALLY KNOW WHERE WHERE THEIR INDIVIDUAL CLASSROOMS AND DOWN TO INDIVIDUAL STUDENTS ARE PERFORMING.

SO AN EXAMPLE YOU'LL SEE AND I KNOW YOU CAN'T READ THAT, BUT AN EXAMPLE YOU'LL SEE ON THIS PAGE, THEY WERE BREAKING IT DOWN BY STANDARD AND BY STUDENT.

CAN YOU TELL US WHAT PMA IS? YOU KNOW, I DON'T EVEN KNOW WHAT IT IS.

IT'S OUR PERFORMANCE ASSESSMENTS, BUT PROGRESS MONITORING ASSESSMENT.

SO IT'S IN THE MIDDLE. THANK YOU.

SO THOSE ARE THE RP EXAMPLES.

AND I APOLOGIZE.

DASH COULDN'T BE HERE. HE WOULD I'M SURE HE WOULD HAVE GRADED ME TOO [INAUDIBLE].

ACADEMIC SERVICES, OF COURSE, PLAYS A REALLY CRITICAL ROLE IN ALL OF THIS, AS WELL AS WE ARE TRYING TO PROVIDE THAT GUARANTEED, VIABLE, WRITTEN, TAUGHT AND TESTED CURRICULUM AND ALL OF THE RESOURCES THAT ARE NECESSARY TO TO DO THAT ALONG WITH THE PROGRESS MONITORING, ALONG WITH ASSISTING TEACHERS REALLY IN IDENTIFYING PRIORITY STANDARDS.

AND WE'VE DONE A LOT OF WORK WITH CAMPUSES THIS YEAR TO TRY TO LOOK FOR THOSE HIGH PRIORITY KNOWLEDGE AND SKILLS THAT WILL REALLY HONE IN.

AND THAT'S WHERE THAT LEADERSHIP REPORT CARD COMES IN BECAUSE IT HELPS YOU ZONE IN ON WHAT THAT IS.

SO CAMPUSES ARE TRYING TO DO THAT ALONGSIDE ACADEMIC SERVICES AND SLI TOGETHER.

AND YOU'LL SEE IN JUST A MOMENT AN EXAMPLE OF A SCHEDULE THAT OUR ACADEMIC SERVICES TEAM PUT TOGETHER TO SUPPORT CAMPUSES.

WE STARTED IN AUGUST WITH ACADEMIC SERVICES WORKING WITH PRINCIPALS.

THIS IS NEW THIS YEAR AS WELL BECAUSE WE HAD TO MAKE SURE CAMPUSES ARE FULLY AWARE OF ALL THE STARR REDESIGN ELEMENTS.

SO WE DON'T WANT ANY SURPRISES WHEN THE NEW STARR ROLLS AROUND.

AND THEY'VE BEEN WORKING ON THIS ACTUALLY FOR A COUPLE OF YEARS NOW, BEING PREPARED WITH WHAT THAT LOOKS LIKE.

BUT WE DID HIT THAT AGAIN IN AUGUST WITH PRINCIPALS.

THERE WAS ALSO A FOCUS FROM ACADEMIC SERVICES THIS YEAR TO GO ALONG WITH THE LEADING LEARNING SERIES ABOUT PROGRESS MONITORING.

AND REALLY TAKING THE TIME TO LOOK AT YOUR DATA MULTIPLE CHECKPOINTS TO KNOW WHERE YOUR KIDS ARE.

I'VE SAID SEVERAL TIMES TO PRINCIPALS, HOPE IS NOT A STRATEGY.

SO WE HAVE TO MAKE SURE WE'RE PULLING OUR DATA AND LOOKING TO MAKE SURE WE KNOW WHERE WE ARE AND IF ADJUSTMENTS NEED TO BE MADE.

WE ALSO SOMETHING NEW THIS YEAR, LAURIE AND I DID A DATA DIG WITH OUR ENTIRE ACADEMIC SERVICES TEAM TO SEE WHERE OUR CURRICULUM MAY HAVE PLACES THAT WE NEED TO TAKE A LOOK AND UPDATE THOSE MATERIALS AND REALLY TO OWN SOME ACCOUNTABILITY FOR OURSELVES.

WHAT ARE THINGS WE NEED TO DO BETTER TO HELP IMPROVE THE EFFECTIVENESS FOR OUR STUDENT OUTCOMES? ALSO ASK PRINCIPALS, JUST I DON'T KNOW, WEEK AGO, TIME KIND OF FLIES.

TWO WEEKS AGO, SOMETHING LIKE THAT.

ASK THEM TO TAKE A LOOK AT THEIR LEADERSHIP REPORT CARD AND TAKE A LOOK AT THE FREQUENCY DISTRIBUTION LIST, WHICH IS A TOOL FROM LEAD FORWARD TO REALLY THINK ABOUT WHAT ARE THE PRIORITIES ON THEIR CAMPUS.

AND THEN WE ASK THEM TO JUXTAPOSE THAT WITH THEIR CAMPUS IMPROVEMENT PLAN TO SEE IF THOSE ALIGN.

ARE WE ABLE TO SEE IN THEIR CAMPUS IMPROVEMENT PLAN WHAT IT IS THAT THEY ARE REALLY FOCUSING ON AND WHAT IS THE PRIORITY FOR THEIR CAMPUS? AND CAN THEIR TEACHERS REALLY OUTLINE WHAT THAT IS, AND HOW DO THEY MONITOR THAT IMPACT OF THAT? WE ALSO PROVIDE OUR THROUGH ACADEMIC SERVICES, ELEMENTARY CHECKPOINTS FOR USING DATA.

THERE'S A VARIETY OF DATA POINTS THEY ASK TEACHERS TO GO THROUGH.

AND OF COURSE, OUR OUR COORDINATORS AND SPECIALISTS ARE OUT ON CAMPUSES HELPING THEM DO THAT, BREAK DOWN VARIOUS POINTS OF DATA THROUGHOUT THE YEAR.

I KNOW YOU CAN'T READ THAT, BUT THERE ARE TIME SCHEDULES OF WHEN WE LOOK AT THOSE, WE HAVE A SIMILAR DOCUMENT FOR SECONDARY RTI, AND THEN THERE IS A

[01:50:07]

AND YOU HEARD DR. ANDERSON TALK ABOUT THREE DAYS A WEEK BEING DEDICATED TO BEING ON CAMPUSES.

OUR SECONDARY ACADEMIC SERVICES HAS DONE THE SAME THING, ASKING COORDINATORS AND SPECIALISTS TO BE ON CAMPUSES, WORKING WITH TEAMS, SUPPORTING THEIR NEEDS AT LEAST THREE DAYS A WEEK. MULTILINGUAL ACADEMIC SERVICES WORK SPECIFICALLY WITH OUR BILINGUAL CAMPUSES TO SUPPORT THEIR NEEDS.

SHE DEPLOYS THOSE STAFF MEMBERS TO COACH AND PROVIDE MODELING AND CO TEACHING.

REALLY ONE TIME A WEEK, UNLESS YOU'RE A TIER THREE CAMPUS, WHICH THAT THAT INCREASES TO 2 TO 3 DAYS A WEEK AND REALLY THEY GO MULTIPLE WEEKS AT A TIME.

THEY TOO PROVIDE PROFESSIONAL LEARNING.

THERE'S AN EXAMPLE OF A PROFESSIONAL LEARNING THEY JUST DID WITH A CAMPUS AND I'M NOT A MULTI OR A BILINGUAL EXPERT BUT YOU CAN SEE THE OBJECTIVE THEY WERE WORKING ON AND HELPING TEACHERS WITH STRATEGIES FOR SPECIFICALLY FOR THOSE STUDENTS FOR THAT NEED.

AND THIS IS JUST AN EXAMPLE OF AN AGENDA THAT MAY BE PROVIDED BY MULTILINGUAL SERVICES DURING A DST MEETING SPECIFICALLY FOR THOSE STUDENTS. AND FINALLY, OUR CAMPUS ADMINISTRATION AND STAFF, THIS IS THE REAL STAR OF THE SHOW BECAUSE ALL OF THE THINGS WE DO ARE WE'RE VERY PROUD OF IT AND WE'RE VERY SUPPORTIVE AND TRY TO PROVIDE ALL THE RESOURCES AND TRAINING WE CAN.

BUT WE KNOW THE REAL MAGIC HAPPENS WHEN YOU GET ON A CAMPUS DOWN TO THE CAMP, THE TEACHER LEVEL IN THE CLASSROOM.

SO OUR CAMPUS ADMINISTRATION AND STAFF IS RESPONSIBLE FOR REALLY IDENTIFYING THEIR NEEDS, FIGURING OUT WHAT THEY NEED TO DO TO PINPOINT THOSE HIGH PRIORITY KNOWLEDGE AND SKILLS IS HIGH LEVERAGE PRACTICES THAT ARE GOING TO MOVE THE NEEDLE FOR THEM AND MAKE A DIFFERENCE.

SO THEY WORK WITH US.

PRINCIPAL WORKS VERY CLOSELY WITH THEIR SLI ED TO PLAN THOSE DCED MEETINGS AND REALLY IMPLEMENT AND MONITOR THOSE PRACTICES.

THIS IS AN EXAMPLE OF A DATA ANALYSIS THAT WOULD HAPPEN AT THE VERY FIRST DST MEETING.

THESE ARE ARE ACTUALLY GATHERED BY RP AND THEY BEGIN TO HIGHLIGHT KIND OF ON A HEAT MAP THE THE PAIN POINTS, IF YOU WILL.

SO THE INDIVIDUAL.

THERE'S ONE OF THESE FOR EVERY SINGLE CAMPUS SO THEY CAN BEGIN TO LOOK FOR STRENGTHS AND WEAKNESSES.

AND I WANTED YOU TO SEE THAT SAME AGENDA WHERE SLI IS LEADING THAT THE CAMPUS PRINCIPAL HAS A MAJOR ROLE IN REALLY HELPING THE TEAM BREAK DOWN THE DATA AND FIND STRENGTHS AND WEAKNESSES. AND I DID TAKE THERE'S NO CAMPUS NAME ON THIS, BUT THIS IS AN EXACT THIS IS AN ACTUAL EXAMPLE OF A TEAM MEETING NOTES FROM ONE OF THE CAMPUSES, AND THIS IS AN EXAMPLE OF SOME OF THE WORK THEY DO THEN BY GRADE LEVEL TEAM TO MONITOR MULTIPLE POINTS OF DATA BY STUDENTS.

SO EACH ROW THERE IS A STUDENT AND THEY MONITOR VARIOUS DATA POINTS ACROSS THE YEAR.

AND AS YOU CAN SEE, THERE ARE PROBABLY SOME STUDENTS WHO ARE DOING VERY WELL AND THEN THERE ARE SOME STUDENTS WE REALLY NEED TO GET OUR EYES ON AND ADJUST SUPPORT AND DO SOMETHING DIFFERENTLY SO.

AND I WANTED TO MENTION A COUPLE OF DIFFERENT DEPARTMENTS AND I'M SORRY, I DON'T HAVE A SLIDE FOR COUNSELING AND DR.

[INAUDIBLE] HE'S OUT THERE, BUT WE HAVE THREE DEPARTMENTS WHO REALLY SUPPORT CAMPUSES BASED ON STUDENT NEED AND STUDENT ISSUE.

AND THOSE ARE OUR STUDENT SUPPORT SERVICES, OUR COUNSELING DEPARTMENT AND OUR STUDENT FAMILY AND COMMUNITY SUPPORT SERVICES.

SO THEY THEY SWOOP IN.

IF A CERTAIN NEED IS THERE, THEY WILL SWOOP IN TO HELP.

SO SOME EXAMPLES OF THE STUDENT SUPPORT SERVICES, OF COURSE, THE SECTION 504, ALL THE INTERVENTION PLANNING THAT THEY MAY MAY NEED TO PROVIDE SPECIFIC INTERVENTIONS. REALLY THE HOUSE BILL 4545 IMPLEMENTATION AND THOSE TYPES OF THINGS THAT THEY'RE SUPPORTING BASED ON STUDENT NEED.

AND THE SAME WITH STUDENT FAMILY, COMMUNITY SERVICES, IF THEY HAVE MAYBE A BEHAVIOR OR BEHAVIOR ISSUES, ATTENDANCE ISSUES, THINGS THAT THAT GROUP CAN COME IN AND PROVIDE EXPERTISE AND SUPPORT FOR SOCIAL EMOTIONAL LEARNING OR WHATEVER IT IS THAT THE CAMPUS NEEDS.

FINALLY, WE WANT TO BE HONEST AND OPEN WITH YOU, AND WE KNOW THAT IF YOU ALWAYS DO WHAT YOU'VE ALWAYS DONE, YOU'LL ALWAYS GET YOU ALWAYS GOT.

AND I WILL SAY THAT THERE ARE SOME CAMPUSES WE HAVE OUR EYES ON THAT MAY HAVE BEEN TIER THREE FOR MULTIPLE YEARS IN A ROW, AND WE'VE GOT TO BREAK THAT CYCLE.

WE'VE GOT TO SEE WHAT WE CAN DO.

SO WE ARE TRULY LOOKING FORWARD TO OUR MIDDLE OF THE YEAR MAP DATA, WHICH IS PROBABLY THE MOST COMPREHENSIVE CHECKPOINT WE WILL HAVE AND WE ARE LOOKING FORWARD TO DISCUSSING IT AS A TEAM.

THIS GROUP HAS BEEN GREAT TO BE WILLING TO GET TOGETHER AND BE VULNERABLE ABOUT WHAT'S WORKING AND WHAT'S NOT WORKING AND BE REAL ABOUT THAT AND WHAT WE NEED TO SHIFT AND WHAT'S WORKING WELL AND WHAT'S NOT.

SO WE STILL HAVE WORK TO DO FOR SURE, BUT WE ARE ALWAYS EXCITED FOR THE NEXT DATA CHECK POINT TO SEE HOW WE ARE PROGRESSING. SO LOOKING AHEAD, OF COURSE WE WILL CONTINUE TO MEET AND REFLECT AND MAKE MID-YEAR ADJUSTMENTS.

[01:55:02]

BUT OF COURSE CAMPUS TEAMS ARE DOING THE VERY SAME THING, THEY CONTINUE TO MONITOR AND ADJUST AS NEEDED.

IT WOULD BE NICE IF THERE WAS A ONE SIZE FITS ALL THAT FIT EVERY FIXED EVERY PROBLEM, BUT EVERY SINGLE CAMPUS HAS A UNIQUE DNA AND WE HAVE TO BE OPEN TO REALLY LOOKING AT THE DATA TO SEE WHAT IT IS THAT THAT CAMPUS REALLY NEEDS.

FINALLY, WE DO ALL SHARE THAT RESPONSIBILITY AND ACCOUNTABILITY.

I THINK EVERYONE IN THIS ROOM FEELS THAT ACCOUNTABILITY AND RESPONSIBILITY WE KNOW OUR CAMPUSES DO, AND WE LOOK FORWARD TO CONTINUING TO WORK WITH THEM FOR IMPROVEMENT.

AND WITH THAT, WE'RE OPEN TO QUESTIONS.

THANK Y'ALL. QUESTIONS? I HAVE ONE. WHEN I WAS WHEN I WAS OVERLOOKING THE SLIDE WITH THE STUDENT FAMILY COMMUNITY SERVICES SLIDE, AND IT SAYS THAT YOUR GOAL IS TO PARTNER WITH OUR CAMPUS LEADERS TO ACTUALLY DEPLOY INTERVENTIONALISTS FOR SEVERE BEHAVIOR STUDENT MANAGEMENT CONCERNS.

THE THING IS THAT ARE WE SUPPORTING OUR LEADERS TO SUPPORT OUR TEACHERS WITH THAT? AND YET, ARE WE SEEING WE'RE GOING TO SEE OR HOW ARE WE GOING TO SEE IMPROVEMENT THROUGH DATA? YES, AND I WOULD.

DR. GOBER MAY WANT TO SPEAK TO THIS MORE, BUT TYPICALLY WHEN SOMEONE FROM THE DISTRICT OFFICE GOES OUT, IT'S NOT NECESSARILY TO WORK SPECIFICALLY WITH A STUDENT, BUT INSTEAD TO, AS YOU SUGGESTED, SUPPORT STAFF IN HOW THEY SUPPORT THAT STUDENT.

SO I DON'T KNOW IF YOU HAVE ANYTHING ADDITIONAL YOU WANT TO ADD TO THAT.

WE HAVE WE HAVE BEHAVIOR SUPPORT BOTH THROUGH OUR SPECIAL ED DEPARTMENT AND THROUGH OUR SFSC DEPARTMENT FOR GENERAL ED STUDENTS.

I MEAN, I THINK SHE SAID IT VERY CONCISELY, BUT WHEN WE GET A REFERRAL FROM THE CAMPUS THAT THEY NEED SOME SUPPORT.

WE WOULD SEND A TEAM OUT.

THAT TEAM WOULD EVALUATE THE STUDENT, THE STUDENTS, THE CLASSROOM, THE TEACHER OR WHATEVER NEEDS TO BE EVALUATED AND WORK WITH THAT CAMPUS TEAM TO DEVELOP A PLAN.

AND SO IT'S NOT WORKING INDIVIDUALLY WITH A STUDENT, ALTHOUGH IT MIGHT BE ELEMENTS OF THAT.

BUT THAT'S NOT THE FULL PURPOSE, THE PURPOSE IS TO DEVELOP A PLAN.

OKAY. THANK YOU. I HAVE A SERIES OF QUESTIONS AND THEN ALSO A COMMENT.

SO I'LL TRY AND GET THROUGH THESE QUICKLY.

YOU SORT OF ALLUDED TO THIS IN TERMS OF HAVING HAD SOME CAMPUSES ON THIS MULTI YEAR.

AND IF YOU DO THE BACK OF THE NAPKIN MATH BETWEEN TIER TWO AND TIER THREE, THAT'S A LITTLE OVER A THIRD OF OUR ELEMENTARY CAMPUSES TARGETED FOR INTERVENTION AND SECONDARY I'S ABOUT HALF OF OUR CAMPUS IS TARGETED FOR INTERVENTION.

AND I REALIZED THAT THIS PROGRAM IS FIVE YEARS OLD.

WE DON'T HAVE LONG TERM OUTCOME DATA OR, YOU KNOW, THIS SORT OF THING.

BUT WHAT WHAT REALLY IS THE GOAL IN TERMS OF ROLLING THESE CAMPUSES OFF OR PUTTING A PIN IN IT AND SAYING WE NEED TO DO SOMETHING DIFFERENT, WE NEED TO CHANGE STRATEGY HERE.

AND YOU KNOW, HOW LONG IS TOO LONG SORT OF WITHOUT WITHOUT MOVING TIERS? AND THEN WHAT DO YOU DO NEXT? THAT'S A GREAT QUESTION.

I THINK THE GOAL IS YES, TO TO ROLL EVERYONE OFF.

AND IT WOULD BE NICE TO PUT THE DST PROCESS OUT OF BUSINESS.

RIGHT. THAT NO CAMPUS NEEDED TO SUPPORT.

I DO THINK, AS I MENTIONED, WE'VE GOT CAMPUSES THAT HAVE BEEN MULTIPLE YEARS THAT WE'VE GOT TO FIGURE OUT HOW DO WE HOW DO WE BREAK THAT CYCLE AND WHAT DO WE DO TO SUPPORT THAT? WELL, I WOULD JUST SAY, YES, MULTIPLE YEARS, BUT MULTIPLE FACTORS, TOO.

SO I THINK IF WE HAD THE MAGIC PILL TO GO OK IF WE JUST DID THIS AND WE PRESCRIBED THAT AND THEY'RE GOING TO COME OUT OF TIER, THAT WOULD BE LOVELY. BUT I THINK THAT IT IS IT'S A IT'S WORKING WITH MULTIPLE DIFFERENT FACTORS FROM ACCOUNTABILITY TO LIKE SLI. I'LL SPEAK FOR SLI SPECIFICALLY, LIKE IT'S BUILDING CAPACITY AROUND THAT INSTRUCTIONAL LEADERSHIP BECAUSE THE ROLE OF THE PRINCIPAL IS SO DIFFERENT TODAY THAN IT WAS EVEN FIVE, SIX YEARS AGO WHEN I WAS ON A CAMPUS.

AND THE RESPONSIBILITY OF BEING AN INSTRUCTIONAL LEADER AND BALANCING THAT WITH ALL THE OTHER THINGS THAT A PRINCIPAL HAS TO DO THAT TAKES TIME TO TO TO BUILD THAT CAPACITY.

AND THAT'S THE COMMITMENT FROM SLI IN WORKING WITH THEM, USING THE TOOLS LIKE HRS AND LEAD FORWARD TO DO THAT.

I JUST WANT TO ADD TWO POINTS, I THINK ONE, THAT'S WHY THE WORK WITH HOLDSWORTH CENTER ARE SO IMPORTANT BECAUSE LEADERSHIP MATTERS AND CAMPUS LEADERSHIP

[02:00:05]

AND SO CURRENTLY AND SELENDA AND LISA SAT IN ON THIS TODAY.

BUT IT'S WE'VE GOT A NEW ACCOUNTABILITY SYSTEM THAT'S THAT'S GOING TO ROLL OUT.

AND SO EVEN THOUGH THE GOAL IS LET'S GET EVERYBODY OUT OF NEEDING INTERVENTION, OUR STUDENTS ARE ALL SUCCEEDING.

THAT'S THE IDEAL.

THE TRUTH IS, IS THAT IT MIGHT BE THAT WAY FOR A YEAR.

AND THEN THERE'S A NEW ACCOUNTABILITY OR A SHIFT IN THAT.

AND SO WE'VE GOT TO HAVE THIS CONTINUAL SUPPORT, AND THAT'S KNOWING WHERE OUR KIDS ARE ALONG THE WAY AND NOT WAITING TO FIND OUT WHERE OUR KIDS ARE IN MAY OR JUNE. BUT KNOWING WHERE OUR KIDS ARE AT THE BEGINNING OF THE YEAR, IN THE MIDDLE OF THE YEAR.

OR THOSE THOSE TWO FACTORS ARE, I THINK, ARE REALLY KEY.

WELL, I'D LIKE TO OFFER KIND OF AN ADDITIONAL VIEW HOW I VIEW THIS AS WELL.

I THINK THAT THE CRITERIA FOR INTERVENTION SHOULD ALSO SHIFT.

I MEAN, I HEAR YOU ALL TALKING ABOUT ROLLING CAMPUSES OFF OF INTERVENTION.

I DON'T NECESSARILY THINK THAT THAT'S THE GOAL TO ME, THE GOAL IS TO SHIFT THE CRITERIA THAT REQUIRES INTERVENTION UP, RIGHT, SO THAT YOUR CAMPUSES ARE IMPROVING.

BUT THE INTERVENTION THEMSELVES AND THE SUPPORT, THE ADDITIONAL SUPPORT, I THINK SHOULD JUST BE A PART OF THE COMMON UNDERSTANDING THAT WE ARE GOING TO HAVE CAMPUSES THAT ARE GOING TO HAVE ADDITIONAL SUPPORT.

IT MAY BE THAT INSTEAD OF, YOU KNOW, LEVEL X, NOW THEY'RE AT LEVEL Y, WHICH IS SIGNIFICANTLY BETTER PERFORMING AND YET THEY COULD STILL USE INTERVENTION.

AND SO I DON'T WANT TO STIGMATIZE A CAMPUS BECAUSE THERE'S A SUPPORT SYSTEM IN PLACE.

I THINK THAT THE IDEA FOR ME IS THAT THE SUPPORT YOU KNOW, THIS IS THIS IS STILL A RELATIVELY NEW SYSTEM.

WE JUST PUT THIS IN AND ALL OF A SUDDEN THEN WE GOT WHACKED BY COVID FOR TWO YEARS.

AND SO I THINK WE'RE GOING TO HAVE TO BE REALLY PATIENT.

BUT TO ME, THE GOAL IS THAT WE HAVE A SYSTEM OF INTERVENTIONS NOW AND A WAY TO EVALUATE IT, EVEN ALL THE WAY DOWN TO THE STUDENT THAT WILL ALWAYS BE AROUND IT'S JUST AS A MATTER OF WHAT'S THE CRITERIA THAT THAT CALLS FOR THAT INTERVENTION.

WELL, AND AS I MENTIONED AT THE BEGINNING, IT'S DIFFICULT TO TALK ABOUT SUPPORTING CAMPUSES WITHOUT TALKING ABOUT TIER ONE, BECAUSE THERE ARE SUPPORTS THAT ALL CAMPUSES NEED EVERY YEAR. I MEAN, THEY JUST THEY JUST RELY ON THOSE SUPPORTS AND THOSE THINGS THAT WE CAN THAT WE ARE ABLE TO PROVIDE FOR THEM AND DO FOR THEM THE PROFESSIONAL LEARNING, THE DATA ANALYSIS, ALL OF THOSE PIECES ARE NECESSARY FOR EVERYONE.

SO IT'S IMPORTANT TO KNOW THAT THEY ALL NEED SOME LEVEL OF SUPPORT OR THEY WOULDN'T WE WOULDN'T BE HERE.

NOW, LET ME ACTUALLY LET ME ALSO COUNTER COUNTERACT MY OWN ARGUMENT.

I THINK, LAUREN, TO YOUR POINT, IF WE SEE THE SAME CAMPUSES THAT ARE ON THAT ARE HAVING THE SAME CRITERIA LEVEL OVER AND OVER, AND THAT'S WHY THEY ARE RECEIVING SUPPORT, THAT'S A RED FLAG, RIGHT.

AND THEN THEN YOU'VE GOT TO GO TO YOUR HENRY FORD MODEL.

YOU'VE GOT TO FIGURE OUT WHAT ARE WE DOING WRONG? WHY HAVE WE WE'RE NOT BANGING OUR HEAD AGAINST THE WALL FOR ONE MORE YEAR.

SO I THINK THAT THERE'S ANOTHER EVALUATION POINT THERE AS WELL.

WELL, TO YOUR POINT, I MEAN, IF THE EXAMPLE THAT COMES TO MIND IS THE GERMAN SOCCER LEAGUE, YOU KNOW, YOU HAVE ALL THE DIFFERENT TIERS AND THE BOTTOM TWO TEAMS MOVE DOWN TO TIER TWO IN THE TOP TWO TEAMS IN TIER TWO MOVE UP.

AND IT'S REALLY COMMON, YOU KNOW, FOR FOR PEOPLE TO PING PONG BETWEEN THE TWO.

AND SO AS I AS I SORT OF ASK ABOUT TRANSITIONING THESE CAMPUSES BETWEEN TIERS, I GUESS IS A BETTER WAY TO PUT IT.

YOU KNOW, WE'RE NOT PULLING THE RUG OUT FROM UNDER THESE FOLKS.

AND THERE'S A TRANSITION PLAN, I GUESS IS IS A LITTLE BIT WHAT I'M ASKING.

I WOULD ALSO SAY THAT IT WE'RE MAKING IT SOUND LIKE THERE'S A CLEAR DIFFERENTIATION BETWEEN TIER ONE, TIER TWO, TIER THREE.

WE OUR TEAMS DO A REALLY GOOD JOB OF WORKING WITH A CAMPUS JUST ON THEIR SPECIFIC NEEDS.

SO A TIER TWO SUPPORT FOR ONE CAMPUS MAY LOOK DIFFERENT THAN THE TIER TWO CAMPUS.

I MEAN, IT'S VERY DIFFERENTIATED FOR THEIR NEEDS.

WELL, AND THAT BRINGS A REALLY GOOD POINT IN THAT THIS IS ABOUT MEETING STUDENT NEEDS AND MEETING KIDS WHERE THEY ARE.

THAT MEANS THAT AS KIDS MATRICULATE THROUGH A CAMPUS, THE NEEDS OF THAT CAMPUS ARE GOING TO CONTINUE TO CHANGE.

AND THEN FOR US, THIS IS IT'S CALLED A SUPPORT TEAM BECAUSE IT'S ABOUT SHARED OWNERSHIP, RESPONSIBILITY AND PARTNERSHIP, BECAUSE IT'S THE PRINCIPALSHIP.

THAT LEADER MATTERS, BUT THEY'RE NOT IN IT ALONE.

THEY'VE GOT A TEAM AROUND THEM.

WE'RE WE'RE IN THIS TOGETHER AND THIS WORK TOGETHER TO PROVIDE THAT SUPPORT AS THE NEEDS TO THE CAMPUS SHIFT, AS THE NEEDS OF STUDENTS SHIFT.

[02:05:09]

SO YOU'VE GOT ALL THESE WONDERFUL, TALENTED PEOPLE BURNING THEIR MANPOWER TIME, THEIR MAN HOURS, WOMAN HOUR, PERSON HOUR, WHATEVER YOU WANT TO CALL IT ON OUR CAMPUSES.

YOU KNOW, AND THERE'S CHECKLISTS AND THERE'S ALL OF THIS COACHING AND THESE SORTS OF THINGS.

IS THERE AN INCREASE IN HOURS FOR THE CAMPUS STAFF TO COVER THAT ADDITIONAL COACHING OR TO MAYBE COVER ADDITIONAL PLC TIME, OR ARE WE INCREASING THE HOURS OF THE ACTUAL CAMPUS STAFF ACCORDING TO THE ADDITIONAL SORT OF WORKLOAD? I THINK WE'RE TRYING TO DO A LOT OF JOB EMBEDDED COACHING SO OUR SPECIALISTS AND COORDINATORS WILL MEET THEM DURING THEIR SCHEDULED PLANNING TIME AND JUST HELP MAKE THAT TIME MORE PRODUCTIVE AND HELP THEM GET FOCUSED ON THE THINGS THAT MAYBE THEY NEED TO DO.

SO IT'S NOT LIKE LET'S STAY AFTER SCHOOL AN EXTRA HOUR.

IT'S DURING THEIR TIME, DURING THE DAY WHEN THEY'RE WORKING TOGETHER, THAT THEY'RE TRYING TO DO THOSE A LOT OF THOSE PIECES.

OF COURSE, WE ALSO USE OUR PROFESSIONAL LEARNING TIME AND TAKE EVERY OPPORTUNITY WE HAVE.

BUT WE KNOW THAT JOB EMBEDDED SUPPORT IS REALLY ONE OF THE MOST EFFECTIVE WAYS TO TO MOVE THE NEEDLE.

GOT IT. WHAT ABOUT PARENT ENGAGEMENT ON THESE CAMPUSES OR IS THERE ANYTHING WITHIN THE TIERED SYSTEM THAT IS TARGETED TOWARDS DIFFERENTIAL PARENT ENGAGEMENT ON ON THOSE CAMPUSES AND TRYING TO INVOLVE OUR FAMILIES AND BEING A PART OF THE SHARED SUCCESS WHEN THESE STUDENTS IMPROVE? I DON'T KNOW THE ANSWER TO THAT.

IF ANYBODY KNOWS, THAT MAY JUST BE SOMETHING WE NEED TO PUT ON OUR REFLECTION LIST.

WE HAVE THIS YEAR, AS A MATTER OF FACT, THE FIRST YEAR OF THE PARENT EDUCATION AND ENGAGEMENT PROGRAM.

AND THOSE PARENT EDUCATORS DO VISIT REALLY, THEY VISIT ANY CAMPUS THAT ASKS FOR IT, BUT THEN SOME CAMPUSES.

AND I'M NOT SAYING THAT ALL OF THE CAMPUSES ON THESE LISTS ARE GETTING THESE INVITATIONS, BUT SOME CAMPUSES WE DO SORT OF SOLICIT OUR SERVICES AND AND MANY OF THEM TAKE US UP ON IT.

AND WE HAVE PARENT NIGHTS AND PARENT TRAININGS AND PARENT ENGAGEMENTS AND PARENT.

THIS, THAT AND THE OTHER.

ALSO TO YOU, IF THE CAMPUS IS A TITLE ONE CAMPUS PARENT ENGAGEMENT IS A COMPONENT OF THE TITLE ONE PLAN THAT THEY'RE REQUIRED TO HAVE GOT IT.

SO THAT'S MOSTLY MY QUESTION.

JUST FOR THE COMMENT.

YOU KNOW, AS I LAID OUT EARLIER, MORE THAN A THIRD OF ELEMENTARY CAMPUS IS ABOUT HALF OF OUR SECONDARY CAMPUSES.

I'VE BEEN ON THE BOARD A YEAR AND A HALF NOW.

I FEEL LIKE WE SPEND A SIGNIFICANT AMOUNT OF TIME TALKING ABOUT STUFF WE'RE DOING RIGHT.

YOU KNOW, LIKE AUDIT STUFF WE'RE DOING RIGHT.

WE SPENT A SIGNIFICANT AMOUNT OF TIME TALKING ABOUT RECAPTURE AND LEGISLATIVE PRIORITIES.

THIS TO ME IS SOME OF THE MOST IMPORTANT WORK.

AND I PERSONALLY WOULD LIKE TO SPEND MORE TIME HEARING ABOUT WHAT Y'ALL ARE DOING DRIVING STUDENT SUCCESS AS A TRUSTEE.

BECAUSE I JUST I FEEL LIKE WE THAT'S WHAT WE'RE HERE FOR AT THE END OF THE DAY IS, IS THESE SORTS OF THINGS DRIVING STUDENT SUCCESS AND I APPRECIATE LISA YOUR COMMENT ABOUT USING A REAL EXAMPLE BUT THE IDENTIFYING THE CAMPUS.

RIGHT. WE IN NO WAY WANT TO SHAME ANY OF OUR CAMPUSES.

WE IN NO WAY WANT TO MAKE THE LEADERS FEEL LIKE THEY'RE IN TROUBLE OR THEY'RE IN THE DOGHOUSE OR THAT THEY'RE BEING OUTED TO THE BOARD OR THEIR COMMUNITY OR ANYTHING LIKE THAT. BUT, YOU KNOW, HAVING VISIBILITY ON OUR REALLY HIGH NEED AREAS FOR GROWTH.

IF WE'RE NOT ACKNOWLEDGING ON A REGULAR BASIS WHERE OUR AREAS OF GROWTH ARE, ARE WE GROWING AS A SCHOOL DISTRICT? AND SO THAT'S JUST SORT OF I KNOW I GOT ELECTED IN SORT OF A VERY UNUSUAL TIME A YEAR AND A HALF AGO.

BUT JUST AS A COMMENT FOR ME, I FEEL LIKE WE'RE NOT DOING ENOUGH TALKING ABOUT THIS OVERALL.

SO I APPRECIATE THIS PRESENTATION.

THANK YOU.

[INAUDIBLE]. THANKS.

AND I LOVE WHAT YOU SAID, PRESIDENT STOLLE AND I LOVE LAUREN WHAT YOU SAID AS WELL.

WITHIN OUR TIERS, IF YOU WERE WHEN WE CAME TOGETHER TO TEAR THESE CAMPUSES, IT WAS RP ACADEMIC SERVICES, SLI.

WE SPENT QUITE A BIT OF TIME LOOKING AT THE DATA/ WITHIN THOSE TIERS THERE WAS SOME AMAZING GROWTH.

AS A MATTER OF FACT, LAUREN, WHAT YOU WERE REFERRING TO EARLIER, WE HAD A COUPLE OF CAMPUSES WHO HAD BEEN TIER THREE FOR MORE THAN ONE YEAR IN A ROW.

[02:10:06]

THAT'S HOW MUCH GROWTH THEY HAD MADE.

BUT WE DID NOT WANT TO PULL THE RUG OUT FROM UNDER THEM.

AND SO WE KEPT THEM AT TIER TWO.

SO THERE'S GROWTH WITHIN THOSE TIERS.

AND LIKE, LIKE LISA SAID, WE HAVE OUR EYES ON CAMPUSES VERY CLOSELY.

WE ADJUST OUR SUPPORT.

WE'RE TRYING TO BE AS RESPONSIVE AS POSSIBLE AND ALL WORKING TOGETHER.

SO AND THE COACHING PIECE IS IMPORTANT.

SOMEONE MENTIONED ALSO WHAT WHAT'S THE PLAN WHEN WE'RE THERE AND THEN THEN WE LEAVE.

IT'S ALL ABOUT BUILDING CAPACITY AND HELPING THEM PUT SYSTEMS IN PLACE.

AND THAT COULD CHANGE IN A YEAR, RIGHT? WE KNOW WHETHER IT'S ACCOUNTABILITY, YOU KNOW, HALF OF YOUR STAFF IS NEW.

I MEAN, THERE ARE ALL KINDS OF THINGS THAT PLAY INTO THAT.

BUT WE DO SEE GROWTH BETWEEN TIERS.

SO I JUST WANT TO MAKE THAT POINT.

AND WE TRY TO BE AS RESPONSIVE AS WE CAN TO SUPPORT THEM.

SO THANKS.

IF I MAY, JUST ONE LAST THING.

I MEAN, WE HAVE PRINCIPALS THAT THAT CARE AND CARE DEEPLY.

AND SO I APPRECIATE, LAUREN, WHAT YOU'VE SAID.

SO THIS ISN'T ABOUT MAKING ANYONE FEEL BAD OR ANYBODY'S DONE ANYTHING WRONG.

THIS IS ABOUT WE HAVE KIDS WITH DIFFERENT NEEDS AND THOSE KIDS ARE SOMETIMES CONCENTRATED AT ONE CAMPUS MORE THAN ANOTHER.

AND SO THAT IS OUR NUMBER ONE.

THAT IS OUR CORE BUSINESS IS KIDS AND LEARNING OUTCOMES AND OUR KIDS GROWING.

AND SO KNOWING WHERE OUR KIDS ARE.

MAKING SURE THAT WE'RE RESOURCED ADEQUATELY, APPROPRIATELY MAKING SURE THAT WE HAVE SYSTEMS OF SUPPORT TO COME TOGETHER AS A TEAM, THAT'S THAT'S THE GOAL OF THE DST PLAN.

AND I COMMEND THE TEAM OUT THERE FOR COMING TOGETHER.

AND THIS IS AT THE VERY CORE AND HEART OF THEIR WORK EVERY SINGLE DAY.

I APPRECIATE DR.

ANDERSON, LISA, YOUR LEADERSHIP.

AND THEN JOHNNY TOO I KNOW THIS WAS HE WAS NOT HE WAS EXCLUDED FROM THIS, BUT HIS LITTLE CORNER, HIS LITTLE FRAMEWORK WILL, I BELIEVE, NEXT MONTH, WHICH IS OUR STRATEGIC RESOURCE FRAMEWORK AROUND ENSURING THAT WE HAVE ADEQUATE RESOURCES WHERE WE HAVE THE GREATEST NEED.

SO I JUST WANTED TO END WITH THAT AND JUST SHOW MY APPRECIATION OR SPEAK MY APPRECIATION TO THE GROUP.

WELL, I JUST WANTED TO ADD, I DO AGREE WITH EVERYBODY'S SENTIMENTS, BUT DR.

TYRA'S SENTIMENTS JUST REGARDING, YOU KNOW, WE TALK A LOT ABOUT DIFFERENT ELEMENTS, WHETHER IT'S THE FINANCIAL ASPECT AND THAT TIES INTO IMPROVING STUDENT OUTCOMES.

BUT WHEN WE ACTUALLY TALK ABOUT THE STUDENT OUTCOME OF THEM ACHIEVING ACADEMICALLY, IT DOESN'T NECESSARILY FEEL LIKE WE ARE ON TOP OF THAT AS MUCH.

AND I KNOW THAT AS A BOARD, NOT AS THAT'S NOT YOUR TEAM.

YOUR TEAM DOES IT EVERY DAY.

AND SO BUT IT'S I THINK IT'S A TOPIC THAT THE TRUSTEES WOULD BENEFIT FROM AND THE COMMUNITY WOULD BENEFIT FROM.

I THINK WE CELEBRATE A LOT OF OUR GREAT STUDENTS DOING BETTER, AND WE DON'T OFTEN HAVE THOSE TIMES WHERE WE CELEBRATE OUR STUDENTS THAT ARE HAVE ACADEMIC CHALLENGES THAT OVERCOME THEM AND, YOU KNOW, EXCEED OR FINALLY MEET A STANDARD THAT THEY'VE BEEN WORKING HARD AT.

AND SO I THINK THOSE ARE STORIES THAT WE WANT TOLD, AND THAT'S INFORMATION THAT WE'D LIKE TO HAVE HERE AS WELL.

I THINK IT'S A GOOD STORY FOR PISD AND I THINK IT'S A GOOD STORY FOR YOUR TEAMS WHEN THEY'RE WORKING HARD AND THAT RESULTS IN STUDENTS THAT HISTORICALLY HAVE UNDERPERFORMED, DOING BETTER. I THINK THAT'S GOOD FOR US TO KNOW AND TALK ABOUT.

SO I WOULD ALSO LIKE TO POINT OUT WE DO SIGNIFICANT DATA DIGS WITH STUDENT INFORMATION ON AN ANNUAL BASIS.

WE GET REPORTS PRETTY CONSISTENTLY IN OUR IN OUR WEEKLY REPORTS REGARDING ACADEMICS.

SO WE WE AS A BOARD ARE GETTING INFORMATION.

AND SO I DON'T WANT ANYBODY OUT THERE WHO'S WATCHING THIS JUST TO TAKE THE CONCLUSION THAT WE AS A BOARD ARE NOT OVERSEEING ACADEMICS, WE ARE OVERSEEING ACADEMIC SUCCESS AS WELL. SO WE GET THOSE.

THIS IS AN IMPORTANT COMPONENT OF THESE SUPPORTS ARE AN IMPORTANT COMPONENT OF WHAT YIELDS THE SUPPORT.

I MEAN, THE THE SUCCESS.

AND LIKE I SAID EARLIER, IT'S A RELATIVELY NEW SYSTEM THAT'S BEEN IMPLEMENTED INTERRUPTED BY COVID.

AND SO I THINK THIS IS PROBABLY, IN MY VIEW, SOMETHING THAT IS THE LONG GAME, RIGHT? THESE THESE SYSTEMS OF SUPPORT ARE THINGS THAT ARE GOING TO YOU'RE GOING TO SEE INCREMENTAL SMALL INCREMENTAL ADVANCES OVER TIME, WHICH THEN ACCUMULATE TO GREAT SUCCESS AT THE END. JERI, DID YOU HAVE SOMETHING? YES, SIR. YOU HAD YOUR HAND ON THE THING.

I KNOW I DID, BECAUSE I WAS GOING TO SAY A LOT OF THINGS, AND I'VE JUST BEEN KIND OF PATIENTLY WAITING TO FIGURE OUT WHAT THE RIGHT THING TO SAY WITH ALL THIS.

[02:15:02]

COUPLE OF THINGS THAT JUST BECOME OF MY AWARENESS IS HOW QUICKLY A SCHOOL COMMUNITY CAN CAN CHANGE WHEN THERE IS A CHANGE IN THE CULTURE OR THE HOW SOMETHING HAPPENED DRAMATICALLY BEFORE COVID, WE WERE GETTING MONTHLY FREE REDUCED LUNCH REPORTS SO WE COULD SEE AND TRACK THAT AND SEE IF THERE'S A CAMPUS THAT IS MAKING A GREAT CHANGE.

AND SO I KNOW THAT'S SUSPENDED BECAUSE WE DIDN'T HAVE FREE REDUCED LUNCH, BUT I THINK IT MIGHT BE REALLY HELPFUL FOR US TO BE ABLE TO SEE SOME TREND LINES.

AND THE REPORTS BEFORE WERE JUST A SNAPSHOT IN TIME.

AND NOW THAT WE HAVE TO SEE THE REPORT, THE NUMBERS, BUT SEE IF THERE'S A DELTA IN A CAMPUS THAT THAT'S UNEXPECTED.

IT'S REALLY GREAT TO SEE OUR TREND LINES WITH ENROLLMENT.

BUT I'M ALSO WONDERING ABOUT SEEING THE TREND LINES IN TERMS OF OUR TITLE ONE SCHOOL IS CHANGING DRAMATICALLY, AND I THINK THAT'S ONE OF THE THINGS I'M KIND OF GETTING A PULSE OF THAT THAT MAY BE HAPPENING ON SOME OF OUR CAMPUSES.

AND I THINK THAT THE WHOLE POINT OF THIS ALLY IS BEING ABLE TO RESPOND MORE NIMBLY TO BE ABLE TO PROVIDE THAT SUPPORT.

AND I'D LOVE HEARING THAT TIER TWO AND TIER THREE ALTERNATE.

I ALSO REALLY LOVE HEARING ABOUT THE MID TERM MAP AND HOW WE CAN RESPOND AND BE MORE NIMBLE AND NOT WAITING FOR WHAT APPEARS TO BE A SORT OF FESTER AND BECOME SOMETHING BIGGER.

BUT I THINK IT'S REALLY I THINK IT'S IMPORTANT FOR US TO BE ABLE TO KNOW AND ALSO AN OPPORTUNITY.

I LOVE YOU ALL GOING ON CAMPUSES ON MONDAYS AND DOING YOUR THING AND THERE AND HAVING THAT.

HOW IS THERE AN OPPORTUNITY THAT MAYBE WE CAN ALSO JOIN IN ON THAT FOR CAMPUSES THAT ARE IMPORTANT FOR US TO SEE IF THERE'S CHANGES OR JUST HAVING AN UNDERSTANDING IS IT'S GREAT TO SEE NUMBERS.

IT CHANGES THE WORLD WHEN YOU HAVE A CHANCE TO BE ABLE TO WALK ON A CAMPUS AND BE ABLE TO JUST SEE HOW THINGS ARE GOING AND GOOD AND BAD.

NOT GOOD AND BAD. GOOD AND CHALLENGED.

THERE IS NO BAD.

THERE'S JUST CHALLENGES THAT I THINK CAMPUSES FACE.

AND I THINK IT'S REALLY IMPORTANT THAT OUR STUDENTS, OUR LEADERS AND OUR COMMUNITY KNOW THAT WE'RE ON TEAM EVERYONE AND WE DO WANT TO BE ABLE TO PROVIDE WHATEVER KIND OF RESOURCES AND SUPPORT WE ARE CAPABLE OF DOING AND BE A CHAMPION FOR ALL OF THOSE, ESPECIALLY THOSE WHO ARE HAVING EXTRA CHALLENGES THAT THEY MAY OR MAY NOT BE EXPECTING.

YOU KNOW, IN MY OBSERVATION OVER THE YEARS, I'VE NEVER SEEN SUCH A SYSTEMATIC APPROACH.

AND SO I ALL THE, YOU KNOW, EVIDENCES THAT YOU GAVE UP THERE, ALL THOSE DIFFERENT STRATEGIES THAT THIS TEAM OUT HERE GOES INTO A CAMPUS WITH.

AND IT'S SO ORGANIZED AND STRATEGIC.

AND SO I APPRECIATE THE WORK YOU GUYS ARE DOING BECAUSE YOU'RE HELPING MOVE THE NEEDLE WITH OUR KIDS.

AND I DON'T I THINK I AGREE WITH YOU, LAUREN.

I DON'T MIND HEARING THE CHALLENGE NEWS.

THAT'S OKAY BECAUSE WE WE YOU DON'T KNOW WHAT YOU DON'T KNOW.

AND IF YOU IF YOU KNOW IT AND WE HAVE ALL THIS AMAZING DATA, IT GIVES YOU AN OPPORTUNITY TO MOVE THE NEEDLE AND MAKE THOSE CORRECTIONS.

SO I APPRECIATED SEEING ALL THOSE EVIDENCES AND THE STRATEGIES THAT YOU GUYS USE.

IT REALLY EXPLAINS IT PRETTY WELL.

WHERE I'M COMING WITH THIS A LITTLE BIT TOO JUST TO COME BACK TO THIS IS AS SOMEONE WHO WORKS IN VCU, INVESTS IN STARTUPS, I GET ASKED, WHAT'S YOUR BEST ADVICE FOR NEW CEOS? AND A LOT OF TIMES I'LL TELL THEM WHEN YOU ARE STRUGGLING IS THE TIME THAT YOU NEED TO TALK TO YOUR INVESTORS AND YOUR BOARD THE MOST, RIGHT? BECAUSE IF YOU DON'T AND THEN YOU POP UP WITH A PROBLEM AND YOU NEED MONEY AT THAT SAME TIME AND YOUR INVESTORS HAVE NO CLUE WHAT'S BEEN GOING ON, YOU KNOW, IT ERODES TRUST.

IT ERODES TRUST FOR THAT CEO WITH THEIR BOARD.

IT ERODES TRUST FOR THE CEO WITH THEIR INVESTORS.

AND I, I SORT OF, YOU KNOW, JUST GIVEN THAT THINK ABOUT THIS IN A WAY THAT OUR PUBLIC OUR INVESTORS.

RIGHT. AND THEY'RE INVESTING THEIR KIDS IN US, THEY'RE INVESTING THEIR TAX DOLLARS IN US.

AND WHILE WE DO DO DATA DIGS AND YOU KNOW, I LOVE THE DATA DIGS.

I MEAN, THOSE BINDERS ARE LIKE LIKE I'M LOOKING AT THEM FOR WEEKS.

YOU KNOW, I PULLED OUT MY LAST ONE TODAY ACTUALLY, FOR THIS PRESENTATION.

BUT MY POINT, I GUESS, IS THAT I FEEL LIKE.

THIS IS A WAY THAT WE CAN DRIVE TRUST WITH OUR COMMUNITY BY IDENTIFYING OUR AREAS OF GROWTH AND SHOWING OUR COMMUNITY HOW WE'RE GROWING THEM HERE, AND NOT JUST IN THE DATA DIGS THAT ARE SORT OF EXCLUSIVE TO THE WARD.

[02:20:03]

I FEEL LIKE THE.

THESE SORTS OF THINGS, WHEN OUR STARR SCORES COME OUT, THERE ARE MEMBERS OF OUR COMMUNITY THAT ARE GOING TO WRITE TOTALLY BIZARRE NARRATIVES ABOUT WHAT THOSE STARR SCORES MEAN. IF WE'RE NOT UP HERE DISCUSSING THE WORK THAT'S BEING DONE, THAT'S THE NARRATIVE THAT THE COMMUNITY IS GOING TO BELIEVE, NOT THIS NARRATIVE THAT WE HAVE THIS, WE ARE OVERSEEING IT, Y'ALL ARE HANDLING IT.

HERE'S WHAT WE'RE DOING. SO.

SORRY TO BELABOR THE POINT, BUT JUST ONE LAST COMMENT.

SO THERE IS A NEW ACCOUNTABILITY SYSTEM THAT WILL BE FORTHCOMING SO THAT EVERYBODY IS AWARE OF WHAT THE CHANGES ARE, THE NEEDLES OR THE MEASUREMENTS ARE GOING TO MOVE.

AND SO WE DON'T KNOW WHAT THAT IMPACT WILL BE JUST YET.

BUT THERE WILL BE CHANGES THAT ARE COMING.

ALL RIGHT. JUST BEFORE WE MOVE ON ON THIS ONE, THEN I JUST WANT TO GIVE A SHOUT OUT TO TAMMY RICHARDS ON THIS.

THIS WAS KIND OF HER BABY FOR THE LAST COUPLE OF YEARS THAT SHE WAS ON THE BOARD OF WANTING TO SEE SOMETHING LIKE THIS.

AND THIS IS I THINK YOU'RE SEEING THE RESULT OF THIS.

AND SO FOR THOSE OF US SITTING UP HERE AT THE DAIS, THAT'S THE KIND OF LEGACY YOU CAN HAVE WHEN YOU WORK HARD SITTING UP HERE.

SO, TAMMY, IF YOU'RE WATCHING, SHAME ON YOU.

GO TO BED. DASHBOARD.

YEAH IN THE DASHBOARD. EXACTLY.

ALL RIGHT, LET'S MOVE ON THEN, TO THE NEXT REPORT, WHICH IS LESLIE COMING UP TO DISCUSS OUR ACADEMIC CALENDAR.

THIS IS ROUND, WHAT, THREE? NOW WE'RE TALKING ABOUT OK.

OKAY, ROUND THREE, CALENDAR SAGA.

I THINK WE CAN GO THROUGH THE REPORT PRETTY QUICKLY.

EVERYONE RECEIVED A DRAFT, AND I KNOW DRAFT CALENDAR A WAS TWO PAGES OF THE SAME DON'T KNOW HOW THAT HAPPENED, BUT THERE'S NOTHING DIFFERENT.

IF YOU ARE SEEING TWO PAGES, IT'S THE EXACT SAME CALENDAR.

SO DRAFTS A AND B ARE PRETTY MUCH THE SAME CALENDAR.

JUST ONE SLIGHT DIFFERENCE AND WE'LL TALK ABOUT THAT.

THIS IS A VERSION OF THE CALENDAR C THAT YOU SAW LAST TIME AROUND.

SO CALENDAR C AMONG THE POLLING GROUPS WAS THE CLEAR POPULAR VERSION OF THE CALENDAR.

AND SO WE PLAYED WITH THAT ONE A LITTLE BIT.

SO THAT'S WHAT WE'RE GOING TO LOOK AT HERE.

AGAIN, WE'RE JUST GOING TO REVISIT OUR GUIDING PRINCIPLES, THE THINGS THAT WE HAVE TO LOOK AT WHEN WE'RE PLANNING THE CALENDAR.

WE HAVE TO REACH THOSE 75,600 MINUTES FOR THE SCHOOL YEAR.

WE WANT TO REMAIN STUDENT FOCUSED ALWAYS.

WE WANT TO BALANCE OUR SEMESTERS AS POSSIBLE.

WE LOOK AT OUR EXAM AND TESTING CALENDAR.

WE LOOK AT EXTENDED PLANNING, PROFESSIONAL LEARNING TIMES FOR TEACHERS AND OUR GRADUATION DATE.

OTHER CONSIDERATIONS, AGAIN, STUDENT ACTIVITIES, OVERALL COMMUNITY PREFERENCES FROM PAST SURVEYS.

AND THIS YEAR WE DID ANOTHER SURVEY AGAIN AND WE'LL TALK ABOUT THAT ALIGNMENT WITH DUAL CREDIT COLLIN COLLEGE FOR THE SPRING BREAK ESPECIALLY, AND THEN PLACEMENT AND DURATION OF BREAKS, SOMETHING THAT WE TALKED ABOUT LAST YEAR DURING THIS PROCESS THAT WE PUT FORWARD THIS YEAR IS LOOKING AT THE NOVEMBER ELECTION DAY EVERY YEAR, NOT JUST IN THE BIG YEAR, ALIGNING WITH OUR NEIGHBORING DISTRICTS.

WE'RE WORKING TOGETHER AS A GROUP.

AN EMAIL WENT OUT TODAY TO, YOU KNOW, EVERYBODY IS TRYING TO FIGURE OUT WHERE EVERYBODY IS LANDING, ESPECIALLY IN REGARD TO THE BREAKS, FLEXIBILITY OF INSTRUCTIONAL MINUTES AND THEN TEACHER RECRUITMENT.

AND RETENTION IS ANOTHER ITEM THAT CAME UP AS WE WERE, AGAIN, LOOKING AT OUR DATA AND FEEDBACK.

SO FIRST, WE'LL TALK ABOUT THE SURVEY AND THE GROUPS THAT WE SURVEYED.

WE SURVEYED OUR PRINCIPALS AND ASSISTANT PRINCIPALS, OUR PLANO LEADERSHIP EXECUTIVE COMMITTEE, THE SUPERINTENDENT, STUDENT ADVISORY COUNCIL, OUR PTA COUNCIL, WHICH WAS THE BIGGEST GROUP.

AND SO THE SURVEY RESULTS, THEY WEIGHED IN HEAVILY THERE, THE TEACHER, LEADER, COUNCIL AND OUR DISTRICT BASED IMPROVEMENT COMMITTEE.

REALLY QUICKLY AS OF FRIDAY OR THURSDAY AFTERNOON, FRIDAY AFTERNOON, WHEN WE PUT THIS TOGETHER, WE HAD 420 TOTAL RESPONSES, A LITTLE BIT OVER 420 THAT INCREASED TODAY I LOOKED AT IT AGAIN.

WE GOT AN ADDITIONAL 50 RESPONSES IN, BUT IT DID NOT CHANGE THE OUTCOME.

SO I DIDN'T PUT NEW CHARTS IN.

THE CHARTS STAYED THE SAME.

ONLY ONE CHART CHANGED A LITTLE BIT, AND I'LL TALK ABOUT THAT.

BUT THE QUESTIONS THAT WE ASKED IS, WHAT'S YOUR PREFERENCE REGARDING THE SCHOOL START? YOU KNOW, START DAY AND BY FAR THE MIDWEEK START WAS THE MOST POPULAR.

DO YOU FAVOR WE ASKED, DO YOU FAVOR ADDING MINUTES TO THE INSTRUCTIONAL DAY IN ORDER TO BANK TIME FOR BAD WEATHER DAYS?

[02:25:02]

AND ALSO, DO YOU FAVOR ADDING MINUTES TO THE INSTRUCTIONAL DAY FOR PROFESSIONAL LEARNING, TIME, PLANNING, INTERVENTION, ENRICHMENT.

AND AGAIN, WE HEARD FROM ALL OF OUR GROUPS.

YES. AND THEN WE'VE GOT DO YOU WANT A FALL BREAK AND.

YES. SO THAT'S THE ONE THAT CHANGED.

THAT'S CLOSER TO 70% NOW IN THE WITH THE ADDITIONAL 50 AND AGAIN, WITH PARENTS BEING OUR BIGGEST GROUP THAT WE SURVEYED.

SO DO YOU PREFER A MONDAY OR FRIDAY PROFESSIONAL LEARNING DAY? SO WHEN IT'S A SPECIAL LEARNING DAY OR STUDENT HOLIDAY THAT WE DID SEE A DIFFERENCE AS OPPOSED TO BEING HERE A STUDENT TEACHER HOLIDAY WHEN TEACHERS ARE OFF AS WELL.

SO FRIDAY WELL, MONDAY IS THE PREFERRED AND WITH STAFF SAYING THEY WANT THAT TIME OFF BUT WHEN IT'S ALSO A TEACHER HOLIDAY.

I'M SORRY DID I SAY MONDAY WAS PREFERRED TIME FRIDAY IS PREFERRED WHEN IT'S A HOLIDAY FOR EVERYBODY.

AND THEN WOULD YOU BE WILLING TO END THE SCHOOL YEAR AFTER MEMORIAL DAY IN ORDER TO GAIN A FULL WEEK FALL BREAK? NO, THEY DO NOT WANT TO DO THAT.

DO YOU THINK IT'S IMPORTANT TO ALIGN WINTER AND SPRING BREAKS WITH NEIGHBORING DISTRICTS AND THAT'S A YES.

AND AGAIN, THE SAME WITH THE OVERALL CALENDAR.

LESS OF A YES, BUT STILL, THAT'S A YES TO WORK WITH OUR NEIGHBORING DISTRICTS TO ALIGN THE CALENDAR.

SO WITH THAT FEEDBACK, WE DIDN'T ASK YOU HERE ARE TWO CALENDARS.

WHAT DO YOU PREFER? WE WANT IT SOME JUST SOME HARD FACTS.

AND THERE WAS A LOT OF CONSISTENCY ACROSS THE BOARD.

SO THAT WAS KIND OF NEAT TO SEE CONSISTENCY ACROSS THE POLLING GROUPS.

SO WITH THAT IN MIND, WE WANT TO AGAIN LOOK AT FLEXIBILITY.

SO. I'M SORRY.

ARE WE OKAY? OKAY.

ALL RIGHT. SO, FLEXIBILITY OF INSTRUCTIONAL MINUTES.

WE TALKED ABOUT INCREASING MINUTES TO MAXIMIZE THE INSTRUCTIONAL DAY, AND WE WANTED TO DO THAT WITHOUT REALLY CHANGING THE TEACHER WORKDAY.

THERE WOULD BE ADDITIONAL TIME WITH STUDENTS, BUT NOT ADDITIONAL TIME IN THE WORKDAY.

NO CHANGES IN THE BREAKFAST AND LUNCH SCHEDULE.

THERE WOULD NEED TO BE AN ADJUSTMENT TO THE AFTERNOON TRANSPORTATION SCHEDULE BECAUSE OF HOW WE RUN BUSSES IN PLANO ISD.

WE HAVE TO HAVE THAT STAGGERED BUS TIME.

BENEFITS OF EXTENDING THE MINUTES.

WE TALKED ABOUT HAVING MAYBE SOME MORE TIME FOR PROFESSIONAL LEARNING COMMUNITIES, MORE TIME FOR INTERVENTION AND ENRICHMENT, MAYBE SOME MORE CHOICES IN STUDENT CORE COURSES ESPECIALLY, THERE'S BEEN SOME DISCUSSION THAT WILL CONTINUE WITH SOME OF THE STUDENTS AND HOW MANY PERIODS DURING THE DAY.

BANKING MINUTES FOR EMERGENCY CLOSURE.

FLEXIBILITY TO REDUCE THE LENGTH OF THE SCHOOL CALENDAR WITHOUT REDUCING INSTRUCTIONAL TIME.

SO WE DID FIND THE ABILITY TO WELL, WE'LL TALK ABOUT THIS.

THIS IS JUST AN EXAMPLE OF WHAT OUR CURRENT CALENDAR IS, WHAT THE END TIMES MIGHT LOOK LIKE IF WE ARE ADDING 5 MINUTES AND WITH THE END TIME WOULD LOOK LIKE IF WE'RE ADDING 10 MINUTES.

SO THAT'S WHAT YOU SEE ON THIS CALENDAR, ON THIS CHART.

SO IF WE DID THAT, THIS IS CURRENTLY THE NUMBER OF INSTRUCTIONAL MINUTES THAT WE HAVE AT ALL OF OUR LEVELS.

WITH AN ADDITIONAL 5 MINUTES.

WE GAIN ENOUGH TIME THERE TO.

TO GAIN A ONE STUDENT TEACHER HOLIDAY.

SO THAT'S A DAY LESS FOR STUDENTS AND TEACHERS ACROSS THE BOARD.

AND THEN WE ARE ALSO ABLE TO BANK A BAD WEATHER MAKE UP DAY.

ADDING 10 MINUTES GIVES US PRETTY MUCH THE SAME THING, BUT WE'RE ABLE TO GO AHEAD AND BANK TWO BED WEATHER MAKEUP DAYS.

SO IF WE HAVE BAD WEATHER DAYS, WE'VE ALREADY MADE IT UP IN INSTRUCTIONAL TIME SO WE DON'T HAVE TO TAKE A BAD WEATHER DAY.

THAT'S THE MAJOR DIFFERENCE.

AND SO WHEN YOU'RE LOOKING AT THE CALENDAR FEATURES, THEY'RE PRETTY MUCH IDENTICAL.

THE DIFFERENCE IS THAT IS IN THE BAD WEATHER MAKEUP DAYS.

AND SO I KNOW THAT YOU'VE HOPEFULLY YOU'VE HAD SOME TIME TO STUDY THAT.

AND THEN IF WE GO BACK.

I FORGOT TO MENTION HERE.

SO WHAT WE'RE LOOKING AT HERE, WE'RE CURRENTLY AT 177 OUR CURRENT WE'RE AT 177 DAYS, RIGHT? 175. I'M SORRY.

WE'RE AT 175 INSTRUCTIONAL DAYS CURRENTLY.

AND WITH THE CHANGE, WE WOULD HAVE ONE LESS TEACHER DAY AND ONE LESS STUDENT DAY.

SO 174 INSTRUCTIONAL DAYS AND 186 TEACHER DAYS.

SO THAT'S A DIFFERENCE THAT WE WOULD SEE.

[02:30:02]

THESE ARE THE FOLKS THAT WE HAVE SEEN AND THE DATES THAT WE SAW THEM, OUR TIMELINE, INCLUDING WORKING WITH YOU GUYS FOR APPROVAL, OUR APPROVAL PROCESS WITH YOU.

WE CAME TO YOU ON OCTOBER 18TH AND AGAIN ON NOVEMBER 1ST.

WE'RE LOOKING AGAIN TODAY AT SOME DRAFTS THAT ARE NOT VERY DIFFERENT FROM ONE ANOTHER, BUT DOES INCLUDE ADDING THOSE INSTRUCTIONAL MINUTES.

AND THEN WE WOULD LIKE TO COME BACK ON DECEMBER 6TH WITH A PROPOSED CALENDAR FOR APPROVAL.

AND SO WITH THAT, I'D LOVE TO HEAR YOUR FEEDBACK AND QUESTIONS.

WELL, I THOUGHT THE DRAFT B WAS PRETTY GOOD.

I MEAN, YOU DID YOU YOU DID AMAZING JOB WITH THE ACADEMIC CALENDAR.

I'M SO GLAD THAT WE ARE GOING TO GIVE THEM WE'RE GOING TO GIVE OUR STUDENTS AND OUR TEACHERS A YOU KNOW, A AN OCTOBER BREAK, WHICH IS WHAT THEY WANTED, YOU KNOW, AND THAT HAS ALWAYS BEEN IN THE CARD.

YOU KNOW, WE'VE ALWAYS HAD A POSITIVE VOTE FOR A BREAK IN OCTOBER.

SO I'M SO GLAD THAT WE HAVE THIS IN THERE AND IT LOOKS GREAT.

BUT I THINK THE TEN MINUTE ADDED FOR DRAFT B WOULD BE GOOD.

SO I'M NOT SURE WHAT MY OTHER BOARD MEMBERS THINK.

SO I THINK THE ADDITION OF THE ADDITION HAVING THE 5 MINUTES VERSUS 10, I LIKE THE 10 BEING ABLE TO BANK THOSE DAYS, IT MAKES SENSE TO ME.

AND THAT'S GREAT CONTINGENCY, ESPECIALLY WITH THE WEATHER WE'VE HAD IN THE PAST COUPLE OF JANUARY AND FEBRUARY.

SO THAT'S GREAT PREPARATION.

WHEN I LOOKED AT THE ORIGINAL C FOUR AND A FOUR THAT WE REVIEWED LAST TIME, I THINK C FOUR HAD SIX OUT OF THE TEN MONTHS THAT HAS INSTRUCTION, HAD PROFESSIONAL LEARNING DAYS, AND THEN OPTION A FOUR HAD SEVEN OUT OF TEN OF THOSE MONTHS.

AND THEN BOTH OF THESE A AND B THAT WE'RE REVIEWING TONIGHT ONLY HAVE FIVE.

AND SO I KNOW ONE OF THE BIG CHANGES THAT WAS MADE WAS THAT WE ADDED THE OCTOBER FALL BREAK.

AND WHEN I THINK ABOUT IMPROVING STUDENT OUTCOMES AND ALLOWING OR ALLOWING GIVING TEACHERS THE OPPORTUNITY TO PLAN AHEAD AND HAVE THOSE OPPORTUNITIES, I THINK THAT'S MORE IMPORTANT THAN A FALL BREAK IN TERMS OF IMPROVING STUDENT OUTCOMES.

AND SO IF THERE'S A WAY TO GET THOSE PROFESSIONAL LEARNING DAYS BACK FOR THOSE MONTHS AND HAVE A FALL BREAK, I'M ALL FOR IT.

BUT IF I HAVE TO CHOOSE BETWEEN THE TWO, I'M PERFECTLY FINE BUSTING UP THE FALL BREAK BECAUSE I WANT TO FOCUS ON WHAT IMPROVES STUDENT OUTCOMES.

OKAY, THAT'S GOOD FEEDBACK.

I KNOW THAT WE WE TALK THAT THROUGH AS A TEAM AND I DON'T KNOW, DR.

WILLIAMS, IF YOU HAVE ANYTHING TO ADD OR DR.

ANDERSON. SO I'M LOOKING AT THE CALENDARS AND I'M SEEING STAFF DEVELOPMENT IN OCTOBER.

SO THE THE ORANGE OR GOLD BOXES.

SO. I'M NOT SURE I UNDERSTAND THE QUESTION.

SO WHAT I'M SAYING IS, WHEN WE REVIEWED LAST TIME WE HAD DRAFTED A FOUR AND C FOUR AND IN LET'S TAKE FOR EXAMPLE, C FOUR, THE IN SEPTEMBER 1ST WE HAD A PROFESSIONAL OR STAFF DAY AND WE NO LONGER HAVE THAT IN THE NEW CALENDAR.

AND WE ALSO HAD A PROFESSIONAL LEARNING DAY, LET'S SEE, IN NOT JANUARY, IN APRIL, APRIL, APRIL AND WE APRIL 29TH AND WE NO LONGER HAVE THAT.

SO THOSE ARE TWO KIND OF SPREAD OUT DAYS THAT TEACHERS CAN USE TO REASSESS AND RESET AND REVIEW DATA AND DO WHAT THEY DO TO PREPARE MID SEMESTER, HAVE THOSE MIDFIELD MEETINGS THAT I THINK ARE IMPORTANT FOR STUDENT IMPROVING STUDENT OUTCOMES, THAT IF THE TRADE OFF THAT WE'RE REALLY TALKING ABOUT IS THE FALL BREAK.

THEN I'D BE LESS IN FAVOR OF THE FALL BREAK AND MORE IN FAVOR OF SPLITTING THAT UP, BECAUSE THE FEEDBACK I'VE HEARD FROM TEACHERS, VERY LIMITED NUMBER OF TEACHERS, IS THAT HAVING MORE STAFF DAYS AND OPPORTUNITIES TO DRILL BACK DOWN AND REASSESS AND PIVOT MID-SEMESTER IS VERY VALUABLE TO THEM.

WELL, THAT'S GOOD FEEDBACK. ONE OF THE THINGS AND YOU MAY HAVE JUST CHIME IN THERE REALLY QUICK AND I ONE OF THE THINGS THAT THE TEAM TOOK INTO CONSIDERATION IS, SO HOW DO WE GIVE TIME PRIOR TO EACH NINE WEEK PERIOD? AND SO YOU HAVE LIKE BEFORE SCHOOL STARTS TO SET THE FIRST NINE WEEKS, THEN YOUR OCTOBER KIND OF THE REST OF THE SEMESTER, THEN YOU COME BACK, JANUARY SETS THE PACE, THEN YOU'VE GOT A FEBRUARY THAT KIND OF GETS YOU THROUGH.

ONCE YOU HIT THE APRIL MAY, I MEAN, YOU START YOUR TESTING SEASON.

SO ONE OF THE THINGS THAT GOING THROUGH THIS WITH OUR TEACHER GROUPS WAS IF YOU HAD TO ELIMINATE A DAY, IT WAS THE APRIL DAY THAT

[02:35:05]

AND YEAH, SO.

I KNOW THE SURVEY DID HAVE AND IT'S LIMITED TOO BECAUSE THEY CAN EITHER COMMENT OR THEY DON'T COMMENT.

WE DID HAVE A COMMENT OR TWO FROM THE SURVEY THAT THEY DIDN'T WANT A SEPTEMBER DAY.

THEY HAD JUST GOTTEN STARTED AND THEY DIDN'T WANT THAT.

AND THEN WHEN WE LOOKED AT WHERE THE THE NINE WEEKS FELL, THOSE THAT 12TH AND 13TH IN OCTOBER FOR THEM TO USE THE STAFF DAYS IS A GREAT TIME FOR THEM TO ASSESS THAT FIRST NINE WEEKS, MAKE PLANS AND GET READY FOR THAT SECOND NINE WEEKS.

AND I AGREE WITH DR.

WILLIAMS. BY THE TIME YOU GET INTO APRIL, YOUR TESTING AND YOUR CALENDAR IS EATEN UP WITH A LOT OF OTHER THINGS THAT IT REALLY I DON'T KNOW THAT IT WOULD MAKE A DIFFERENCE.

WE TOOK THAT APRIL DAY AND MOVED IT.

I KNOW THERE WAS A VERSION OF THE CALENDAR THAT HAD APRIL BUT DIDN'T HAVE A DAY COMING BACK FROM WINTER BREAK FOR A STAFF DAY.

SO THAT'S WHERE THAT APRIL DAY WENT.

IT WENT BACK UP TO THE JANUARY TIME.

AND JUST ONE OTHER COMMENT IN TERMS OF TOTALLY UNDERSTAND THE PERSPECTIVE OF IF WE'RE IN THE TESTING SEASON THAT YOU'RE NOT NECESSARILY IN NEED OF AN ADDITIONAL STAFF DAY TO REASSESS BECAUSE THE KIDS ARE GOING INTO IT.

MY ONLY THOUGHT WOULD BE WITH APRIL AND MAY THERE NOT BEING A SINGLE DAY OFF IN EITHER ONE OF THOSE.

WHEN I THINK ABOUT GOING INTO FINALS OR SOMETHING LIKE THAT, IF THE STUDENTS HAD A THREE DAY WEEKEND TO DRILL DOWN, WHICH I HOPE THEY WOULD SPEND EVERY MINUTE OF THAT THREE DAY WEEKEND PREPARING FOR A FINAL.

YOU KNOW, I JUST THINK THERE'S NOT A LOT OF BREAKS THERE AND THERE'S NOT A LOT OF OPPORTUNITIES FOR THAT.

JUST PERSPECTIVE OF WHAT THAT TIME COULD BE USED FOR AND THE FACT THAT ASIDE FROM APRIL 1ST, YOU KNOW, AND THERE'S NOT REALLY FOR UNTIL SCHOOL IS OUT A DAY OFF AND THAT'S THAT'S A LONG STRETCH AFTER HAVING AN OCTOBER BREAK AND THEN A NOVEMBER BREAK AND THEN THE WINTER BREAK AND THEN A SPRING BREAK AND THEN ALL OF A SUDDEN, YOU KNOW, YOU GOT NOTHING TILL THE REST OF THE YEAR.

JUST A THOUGHT.

I'M ASSUMING THAT'S EASTER WEEKEND.

YOU'RE TALKING ABOUT TAKING GOOD FRIDAY OFF SO YOU COULD MOVE THAT MONDAY, APRIL 1 DATE DOWN TO, YOU KNOW, A FEW COUPLE OF WEEKS LATER TO GIVE MAYBE A MUSTER.

EVERYBODY CAN TAKE OFF FOR MUSTER ON THE 21ST, SOMETHING LIKE THAT.

I MEAN, THAT MIGHT BE AN OPTION.

AND THAT GIVES YOU THAT GIVES YOU THAT LITTLE BREAK THERE AS WELL THAT CODY'S TALKING ABOUT.

I WOULD DISAGREE THAT REMEMBERING FROM SPRING BREAK ON TO THE END IS QUITE THE SLOG.

AND JUST TO HAVE A DAY OFF, TO JUST GET A BREATH BEFORE YOU GO INTO ALL OF IT IS GREATLY APPRECIATED.

I ALSO AM CURIOUS.

I KNOW IT'S IMPORTANT TO HAVE THAT STAFF DEVELOPMENT AS YOU'RE GOING BACK, BUT WITH THE BREAK KIND OF BEING LONG AT WINTER, I DON'T KNOW IF THE 8TH NEEDS I MEAN IF MOVING THAT TEACHER DAY AT OTHER PLACE AS WELL.

BUT I THINK THAT WAS SOMETHING THAT THEY SAID TEACHERS WANTED, RIGHT? YEAH. IT GIVES SECONDARY CAMPUSES.

IT GIVES THEM I MEAN, I THINK THEY GET SOMETIMES A WHOLE NEW SCHEDULES, SECOND SEMESTER.

SO IT GIVES AN OPPORTUNITY TO KIND OF DEAL WITH THE SECOND SEMESTER SCHEDULE PIECE.

NO, TOTALLY AGREE WITH THAT.

IT'S HARD TO COME BACK FROM NOT HAVING A DAY TO GET READY.

TOTALLY GET THAT.

IT'S JUST THAT THAT SLOG FROM SPRING BREAK ON DOES SEEM A LITTLE DAUNTING.

SO MAYBE SO THAT WE DON'T HAVE TO COME BACK AGAIN NEXT MONTH AND HAVE ANOTHER DISCUSSION.

CAN WE TALK ABOUT SOME FINAL THINGS IN HERE AND MAYBE GIVE SOME INSTRUCTION TO LESLIE AND SHE CAN FINALIZE IT AND WE CAN IMPROVE IT NEXT TIME, SO.

I THINK THE APRIL 1ST DATE OR Y'ALL IS EVERYBODY COMFORTABLE SAYING BUMP THAT DOWN MAYBE THREE WEEKS OR SOMETHING LIKE THAT.

[INAUDIBLE] ON SUNDAY, THOUGH.

JUST SAYING. YEAH, IT DOESN'T HAVE TO BE [INAUDIBLE].

IT CAN BE A DIFFERENT DAY. I JUST JUST WANT TO POINT THAT OUT.

JUST. WE'LL JUST WANT TO CHECK THE TESTING CALENDARS STARR AND.

YEAH, I MEAN, I THINK WE'LL TRUST YOU ALL TO, TO PICK OUT THE APPROPRIATE DATE.

AND NO, WE'RE TALKING ABOUT APRIL.

IT COULD BE THE FIRST WEEK OF MAY.

I MEAN, AGAIN, DEPENDING ON THE TESTING AND, YOU KNOW, AP TESTING, THERE'S ALL KINDS OF STUFF TO CONSIDER.

BUT I PERSONALLY WOULD JUST LIKE TO SEE A DAY IN EITHER LATER APRIL OR SOME PART OF MAY, BUT ALSO IT WOULD HAVE TO BE IN YOU KNOW, IT WOULD HAVE TO BE STRATEGIC IN THE SENSE THAT IT IT HELPS.

IT'S NOT JUST TO HAVE A DAY OFF, BUT THAT IT'S AT A POINT THAT WOULD ACTUALLY HELP TEACHERS IF THEY NEED A BREAK OR STUDENTS, BECAUSE SOMETHING'S UP AND COMING AND IT GIVES

[02:40:07]

I WOULD SAY THAT IF THAT DIDN'T, THEIR DATA SAY SOMETHING ABOUT HOLIDAYS.

THEY'RE BETTER ON A FRIDAY, SO MOVE IT FROM THAT MONDAY TO A FRIDAY SOMEWHERE AFTER MAYBE A WEEK, YOU KNOW.

SO THAT AGAIN I THINK STAFF WANTED MONDAY THREE DAYS OF TESTING AND GET THE FRIDAY OFF.

THAT'S THAT'S A NICE IDEA.

IT'S A REALLY NICE IDEA JUST SAYING.

SO I HAVE A QUESTION AND I KNOW WE TALKED ABOUT THIS AT THE LAST MEETING, AND I CAN'T REMEMBER WHAT THE REASONING WAS TO EXTEND THE WINTER BREAK SO FAR INTO JANUARY AND PUSH IT.

THAT WAS TO ALIGN WITH OUR OUR NEIGHBORING DISTRICT.

SO IN MEETING WITH FRISCO, ALLEN AND MCKINNEY, THEY'RE ALL LOOKING AT THAT TIME.

AND SOME OF THEM HAVE ALREADY APPROVED A CALENDAR THAT LOOKS LIKE THAT.

BECAUSE I THINK THAT IT'S HARD FOR SOME WORKING PARENTS, BUT I DON'T KNOW HOW IMPORTANT IT IS TO BE ALIGNED WITH OUR NEIGHBORS.

I GUESS NEIGHBORHOODS AND FRIENDS AND FAMILIES, YOU KNOW, PLAY SOCCER TOGETHER AND ALL OF THAT STUFF.

SO I GUESS THERE'S THAT CORRELATION.

AND WE DID GET A LITTLE GLIMPSE.

SO WHEN WE HAD THE VERSIONS OF THE CALENDAR THAT WE WERE VETTING AND SAYING, WHICH DO YOU PREFER THE CALENDAR ?C, HAD THAT SAME HOLIDAY AT WINTERTIME AND THAT WAS THE MOST PREFERRED.

IT ALSO GIVES US THE BALANCE SEMESTERS.

AND THEN ONE OF THE THINGS THAT WAS POINTED OUT ON THE OTHER CALENDARS WHEN IT HAD THE EARLIER HOLIDAY BREAK, IT WAS THANKSGIVING AND THEN A WEEK.

AND THEN YOU START WITH SEMESTER EXAMS. AND SO IT REALLY CUT EVEN FURTHER INTO THE TIME AS FAR AS LOSING AND HAVING A REALLY SHORT FIRST SEMESTER AND A LONGER SECOND SEMESTER.

SO SO I SEE ON DRAFT C FOUR AND A FOUR THAT THE 29TH OF APRIL WAS WHAT WE HAD DOWN AS A STAFF DAY.

DO WE KNOW WHY THAT WAS AN IDEAL DAY? I'M WONDERING IF THAT WOULD JUST ALSO BE AN IDEAL DAY FOR THAT DAY THAT WE'RE TALKING ABOUT MOVING AROUND.

PROBABLY DIDN'T HAVE A TESTING CONFLICT THAT DAY.

SO THAT'S SO THAT PROBLEM MIGHT ALREADY BE SOLVED.

THEN IT MIGHT BE THE 29TH THAT WORKS BECAUSE IT WORKED WITH THE PREVIOUS CALENDARS.

SO WE CAN LOOK AT THE 26TH AS WELL.

OKAY. ALL RIGHT. SO, RIGHT, RIGHT.

SO THAT'S ONE ITEM.

AND OF COURSE, THIS IS NOT A DISCUSSION AND ACTION ITEM, SO WE'RE NOT VOTING OR ANYTHING, BUT I THINK WE DO NEED TO TELL THEM WHICH WE PREFER 5 MINUTES OR 10 MINUTES.

I PREFER THE TEN MINUTE CALENDAR.

WELL, I HAD A QUESTION ABOUT THAT BECAUSE I THOUGHT ABOUT WHAT THIS WOULD DO FOR A CAMPUS.

ONE OF MY FAVORITE I WISH IN ANOTHER LIFETIME I COULD DO WOULD BE TO THE THE THE SCHEDULER OF A CAMPUS.

TO ME, THAT'S THE HARDEST JOB BUT IS ALSO VERY FUN TO BE ABLE TO PUT ALL THE PIECES TOGETHER.

AND SO I WANTED TO ASK SPECIFICALLY, DR.

ANDERSON, HAVING BEEN A CAMPUS PRINCIPAL RELATIVELY RECENTLY AS A MASTER PLANNER FOR A CAMPUS, WHAT DO OUR MASTER PLANNERS IN ALL 72 CAMPUS IS THINKING ABOUT WHAT THEY WOULD DO WITH THOSE 10 MINUTES.

WITH ALL THE POST-IT NOTES? IT TAKES A LOT OF POST-IT NOTES.

IT WOULD BE A LOT OF POST-IT NOTES OF ALL COLORS.

WE LOVE POST-IT NOTES.

YES, OF ALL COLORS.

YEAH. YOU KNOW, I WHEN WHEN I WAS WORKING WITH LESLIE ON THIS, I SAID TO HER 10 MINUTES EASILY FOR ME, IF I WERE STILL A CAMPUS PRINCIPAL WORKING ON A MASTER SCHEDULE, THERE IS SO MUCH MORE YOU CAN DO WITH 10 MINUTES THAN WITH JUST 5 EXTRA MINUTES IN A DAY.

SO I MOST DEFINITELY PREFER THE 10 MINUTES.

NOT THAT I MATTER HERE, BUT YOU ASKED ME SPECIFIC.

YOU SAID SOMETHING VERY THAT WAS IMPORTANT.

IN 5 MINUTES YOU MIGHT TEND TO NOT SAYING YOU WOULD TO MIND WHEN YOU HAVE FIVE EXTRA MINUTES, WELL, LET'S JUST ADD AN EXTRA MINUTE TO PASSING PERIODS AND GET THE LIKE.

I THINK THAT'S BECAUSE YOU GO, WHAT DO YOU DO WITH 5 MINUTES? YOU'RE GOING TO EXTEND ONE CLASS PERIOD, 5 MINUTES LONGER AND THE OTHERS ARE GOING TO BE SHORTER.

I MEAN, IT'S JUST HARD TO WORK WITH WHERE WHEN YOU HAVE THE MORE MINUTES YOU HAVE, THE EASIER IT IS TO FIGURE OUT A SCHEDULE THAT BENEFITS KIDS.

AND WOULD IT MAKE AN INCREDIBLE DIFFERENCE FOR BUS SCHEDULE? I MEAN, 10 MINUTES REALLY ISN'T THAT MUCH, JOHNNY.

I DON'T KNOW. I MEAN, RELATIVELY SPEAKING, IT'S NOT.

I MEAN, WHAT WE WOULD DO IS WE'D HAVE TO SHIFT ALL OF THE AFTERNOON ROUTE.

I'M ASSUMING THIS WOULD BE TACKED ON THE END OF THE DAY.

RIGHT. SO EVERYTHING WOULD BE, YOU KNOW, JUST MOVED OUT 10 MINUTES.

[02:45:02]

BUT I DON'T I THINK THAT'S ALL RELATIVE.

SO, I MEAN, 10 MINUTES IS.

ANYBODY ELSE WANT TO WEIGH IN ON THE 5 VERSUS 10 MINUTES? WELL, I THINK THAT THE 10 MINUTES WOULD BE MORE BENEFICIAL THAN THE 5 MINUTES.

I AGREE WITH THAT, BECAUSE YOU'RE RIGHT WHAT YOU SAID, DR.

ANDERSON, IS THAT IT'S MORE BENEFICIAL TO THE STAFF.

ALL RIGHT. SO YOU THINK YOU HAVE GOOD FEEDBACK THAT YOU CAN COME BACK WITH ONE CALENDAR? YES. ONE CALENDAR LAST TIME.

ALL RIGHT. OKAY.

THANK YOU, LESLIE. ALL RIGHT.

YEAH. AGAIN, THANK YOU, LESLIE, FOR ALL YOUR WORK ON THIS.

EVERY YEAR, IT SEEMS LIKE THIS IS WAY MORE DRAMA THAN IT OUGHT TO BE.

BUT IT'S FUN DRAMA, RIGHT? FUN DRAMA, LOOKING AT THIS STUFF.

ALL RIGHT. OUR LAST REPORT IS VERY BRIEF, A VERY BRIEF CONVERSATION ABOUT WHAT'S UPCOMING, RIGHT? YEAH, WHAT'S UPCOMING FOR THE BOARD'S FUTURE.

AND I'M GOING TO START THIS ONE OUT, SO.

WE'RE GOING TO START BY LOOKING BACK.

OF COURSE, WE HAD OUR BOND COMMITTEE THAT LAST YEAR AT THIS TIME WE WERE TALKING ABOUT PUTTING THAT BOND COMMITTEE TOGETHER.

SO THE BOND COMMITTEE WAS PUT TOGETHER IN JANUARY.

THEY DID THEIR WORK THROUGHOUT THE SPRING, CAME TO US WITH THE RECOMMENDATION.

OF COURSE, LAST WEEK WE KNOW THE RESULTS OF THE BOND ELECTION AND THE VATRE.

AND SO I THINK WE ARE ALL VERY MUCH APPRECIATIVE OF THE WORK THAT WAS DONE.

VERY MUCH APPRECIATIVE OF JOHNNY'S WORK ON THE VATRE, EXPLAINED TO EVERYBODY WHAT THAT IS AND WHAT IT WILL DO.

AND VERY MUCH APPRECIATE ALL OF THE FOLKS WHO CAME OUT AND VOTED ONE WAY OR THE OTHER.

THAT'S THE WAY THAT OUR DEMOCRACY WORKS, RIGHT? AND SO WE'RE WE'RE PLEASED TO MEET FRIDAY.

TO CERTIFY RESULTS.

SO I GUESS NOTHING'S OFFICIAL UNTIL THEN.

BUT WE DO KNOW THAT THE VATRE PASSED AS WELL AS PROPS WHAT WERE ORIGINALLY A AND B WERE THEN B AND C AND SO WE HAVE SOME PLANNING TO DO.

AND AS AS WE KNOW AS A BOARD WE'VE WE'VE HAD THIS CONVERSATION AND WHEN WE MET THERESA EACH INDIVIDUAL BOARD MEMBER AND I MET INDIVIDUALLY AT THE BEGINNING OF THE SCHOOL YEAR AND WE TALKED ABOUT THE SCHEDULE FOR THIS YEAR BEING BROKEN DOWN INTO KIND OF THREE BLOCKS.

BLOCK ONE WAS GETTING TO THAT ELECTION DAY.

WE'RE NOW IN BLOCK TWO, WHICH IS KIND OF PRE PLANNING FOR THE SPRING AS WELL AS FOR THE LEGISLATIVE SESSION.

AND THEN BLOCK THREE IS GOING TO BE THE SPRING AND WHAT WE DO.

AND ONE OF THE BIG THINGS WE'RE GOING TO DO IN BLOCK THREE IS OUR STRATEGIC ROADMAP.

AND IT'S TIME.

IT'S BEEN FIVE YEARS SINCE WE DID STRATEGIC PLANNING.

THAT IS SOMETHING THAT WE AS A BOARD DO EVERY FIVE YEARS.

THIS YEAR. WE FEEL LIKE IN OUR CONVERSATIONS INDIVIDUALLY, AS A BOARD, WE ALL FELT VERY GOOD WITH THE STRATEGIC PLAN AND THE WAY THAT THE PLAN HAS BEEN IMPLEMENTED AND THE WAY THAT THE DISTRICT HAS STRUCTURED REALLY ALL OF IT'S INVESTED ALL OF ITS TIME AND IN ALL OF ITS PLANNING AROUND THE CURRENT STRATEGIC PLAN.

WE THINK THAT IT'S A GOOD PLAN.

SO WE DON'T NEED TO DO APPLE CART TURNOVER ON THE PLAN, WHICH IS GOING TO ALLOW US TO DO SOMETHING DIFFERENT, WHICH IS GOING TO BE A LONG TERM VISION FOR THE DISTRICT.

AND SO THAT'S WHAT THE STRATEGIC ROAD MAP IS GOING TO BE, IS MORE OF A A VISION FROM THE BOARD TO TO TO ESTABLISH THE VISION IN CONJUNCTION WITH STAFF SO THAT ON A GO FORWARD BASIS FOR THE NEXT FIVE YEARS WITH OUR CURRENT STRATEGIC PLAN, MARRY THAT TO THE VISION, PUT IT INTO INTO MOTION.

AND SO THE I'M ABOUT TO TURN IT OVER TO YOU.

AND I HAD ONE MORE THING TO SAY.

AND NOW I'VE TOTALLY FORGOTTEN WHAT THAT WAS.

I KNOW IT'S SO BAD.

IT WAS VERY IMPORTANT.

OH, I KNOW WHAT IT WAS.

I WAS GOING TO TELL THE BOARD WHAT YOUR HOMEWORK IS.

SO HERE IN BLOCK TWO, AS A BOARD, OUR HOMEWORK IS TO START THINKING ABOUT THESE DREAMS AND VISIONS FOR THE DISTRICT.

BECAUSE THIS IS OUR OPPORTUNITY TO THINK BIG.

YOU KNOW, NOW WHAT THE BOND RESULTS LOOK LIKE.

SO YOU KNOW THAT WE HAVE SOME AVAILABILITY FOR THINGS LIKE THE CTE CENTER.

WHAT IS THAT GOING TO LOOK LIKE? THAT'S WHAT WE'RE TALKING ABOUT ENVISIONING FOR THE FUTURE.

AND SO RIGHT NOW, THIS THIS BLOCK TWO BETWEEN NOW AND JANUARY 1ST IS YOUR OPPORTUNITY TO GO OUT TO THE COMMUNITY, TALK TO STAKEHOLDERS, TALK TO YOUR CHILDREN, AND

[02:50:01]

BUT COME UP WITH YOUR DREAMS AND VISIONS SO THAT WHEN WE COME BACK IN JANUARY AND WE START GOING DOWN THE STRATEGIC ROADMAP PATH, WE CAN WE CAN BRING THOSE SEVEN DIFFERENT VISIONS TOGETHER TO CREATE OUR ONE, OUR ONE SOLIDIFIED VISION.

AND SO THAT WITH THAT, NOW I'M DONE.

THANK YOU, DAVID.

FIRST, I'M GOING TO START OUT WITH THE BUILDING BUILDING BLOCKS AND THE FOUNDATION.

SO WE HAVE A STRONG MISSION.

WE KNOW OUR VISION AND WE KNOW OUR PILLARS.

AND I THINK WE COULD SPEND AND, YOU KNOW, HAVE A WHOLE OTHER COMMITTEE AND WE WOULD END UP PROBABLY WITH THE SAME FIVE PILLARS.

AND SO WE HAVE WE FEEL LIKE THAT'S A GREAT, STRONG FOUNDATION TO BUILD UPON.

AND SO WE'VE BEEN WORKING OUR STRATEGIC PLAN FOR THE LAST FIVE YEARS, AND WE'RE ALSO ALWAYS IN THE MINDSET OF CONTINUOUS IMPROVEMENT.

SO WE HAVE SEVERAL AUDITS THAT HAVE EITHER THEY'VE TAKEN PLACE OR THEY'RE IN PROCESS.

SO WE HAVE A CURRICULUM AUDIT.

WE HAVE WE JUST FINISHED UP A SAFETY SECURITY AUDIT, WE'RE STARTING A TRANSPORTATION AUDIT.

WE HAD WE'VE HAD A LONG TERM DEBT MANAGEMENT PROJECTION.

WE IN PREPARATION FOR THE BOND PACKAGE, THERE WAS A LEVEL OF FACILITY STUDIES.

WE KNOW WE'VE GOT OUR DEMOGRAPHER COMING UP EVERY YEAR.

THEY DO AN ANNUAL OUTLOOK FOR OUR DISTRICT FOR THE NEXT TEN YEARS.

SO REALLY THIS THIS STRATEGIC ROADMAP IS IN DREAMING OF WHAT IS TEACHING AND LEARNING LOOK LIKE FOR THE NEXT DECADE, OR AT LEAST FOR SURE, THE NEXT FIVE YEARS.

BUT I MEAN, OUR CTE CENTER IS GOING TO LAST A LOT LONGER THAN THAN FIVE YEARS.

LOOKING LONG TERM, WHAT IS OUR VISION STARTING WITH WHAT IS IT THAT WE WANT FOR STUDENTS IN PLANO ISD AND THEN MAKING SURE THAT ON TOP OF THIS FOUNDATION THAT WE'VE TAKEN INTO ACCOUNT ALL OF THESE OTHER AUDITS SO THAT WHEN WE THE END PRODUCT IS A LONG RANGE VISION AND PLAN FOR THE DISTRICT, TAKING INTO ACCOUNT OUR TECHNOLOGY.

THAT WAS ANOTHER AREA WE'VE GOT A TECHNOLOGY AUDIT HOW ALL OF THESE COME TOGETHER OVER TIME SO THAT THOSE GET SCHEDULED.

SO THEN LOOKING AHEAD WHEN WE DEVELOP, THEN THE STRATEGIES THOSE STRATEGIES WILL HAVE WILL BE THE RESULT OF ALL OF THESE AUDITS, ALL OF THESE PLANS COMING TOGETHER, BROKEN DOWN BY YEAR.

AND REALLY THAT'S THE OUTLOOK OF IT'S HOLISTIC.

IT'S A COMPREHENSIVE APPROACH.

BUT IT'S PUTTING IT ALL TOGETHER IN ONE BIG PACKAGE.

AND SO IN ADDITION TO THE HOMEWORK ONE OF THE THINGS THAT SHARON AND I WILL WILL BE DOING IS IS TRYING TO FIND SOME TIMES THAT WE CAN START TO HAVE THESE CONVERSATIONS BECAUSE THE FIRST GROUP AND PLANNING GROUP IS THE BOARD OF TRUSTEES ALONGSIDE EXECUTIVE LEADERSHIP, BECAUSE THERE WE NEED SOME GUARD ROLES FOR THE WORK.

AND THEN AFTER THAT, WE BRING IN FOCUS GROUPS OF WHAT ARE THE PARAMETERS FOR OUR CTE CENTER.

THE NEXT PHASE WOULD BE BRINGING TOGETHER A FOCUS GROUP AND THEN, OF COURSE, THE PLANNING AND IMPLEMENTATION OF THAT.

SO THAT'S THE BIG PLAN.

NOW, SOME OF THE DETAILS ABOUT WHAT'S NEXT, WHAT HAPPENS WITH THE BOND, WHAT HAPPENS WITH THE BOND DOLLARS.

I'M GOING TO TURN IT OVER TO JOHNNY SO HE CAN TALK ABOUT THE MONEY PIECE.

SO I'LL BE BRIEF ON THIS.

BUT BUT I HAVE GOTTEN ASKED.

I'M SURE YOU GUYS HAVE, TOO.

WELL, OKAY, SO THE BONDS PASSED.

WHEN ARE WE GOING TO START SPENDING THE MONEY? WHEN ARE WE GOING TO START BUILDING THE STUFF? AND SO THERE'S OBVIOUSLY A PROCESS.

AND JUST WANTED TO UPDATE THE BOARD THIS EVENING ON WHAT ARE THE THE NEXT STEPS.

AND THERE ARE A COUPLE OF ITEMS THAT HAVE TO BE DONE IN A CERTAIN ORDER.

SO JUST WANTED TO GO THROUGH THIS REAL QUICKLY.

I'LL GO THROUGH THE THE ACTUAL ITEM AND THEN YOU CAN LOOK AT THE TIME FRAME AND WHEN THE ITEM SHOULD BE TAKEN PLACE.

AND THIS IS HONESTLY, WE HAD WE HAD RFPS HITTING ACTUALLY HITTING THE NEWSPAPER ON SUNDAY AFTER THE BOND PASSED ON ON TUESDAY.

SO WE'RE DOING WE'RE TRYING TO DO IT AS QUICK AS WE OBVIOUSLY WE CAN.

BUT THE FIRST GROUP IS GROUPING THE PROJECTS AND CREATING A TIMELINE, NOT A CHART, BUT A TIMELINE OF WHEN THOSE PROJECTS ARE GOING TO TAKE PLACE. THIS SHOULD BE COMPLETED BY DECEMBER.

IT'S ACTUALLY IT ACTUALLY STARTED, THOUGH, BECAUSE WE HAVE LOTS OF PROJECTS THAT ARE, OF COURSE, INCLUDED IN THIS BOND.

BUT IT ACTUALLY THAT PROCESS STARTED RIGHT AFTER THE 16TH WHEN THE BOARD CALLED THOSE THOSE TWO ELECTIONS.

AND SO THIS HAS BEEN GOING ON FOR SEVERAL MONTHS.

WE ARE REALLY CLOSE TO HAVING THAT DONE.

[02:55:01]

YOU HEAR THAT THE TRIPLE-A BACKING OF THE SCHOOL PERMANENT SCHOOL FUND IS LOSING.

IT'S JUST ABOUT OUT OF CAPACITY.

SO NEVER PROBABLY MORE IMPORTANT THAN EVER BEFORE.

UNDERLYING BOND RATING IS IS SUPER, SUPER IMPORTANT.

AND SO WE OBVIOUSLY WOULD GO OUT.

WE USE MOODY'S AND STANDARDS AND POOR'S.

WE'LL HAVE TO HAVE OUR UPCOMING DEBT.

WE'LL HAVE TO HAVE A RATING STAMPED ON IT.

WE'RE ANTICIPATING THAT BEING GOOD, BUT WE WILL HAVE TO GO THROUGH THAT PROCESS.

WE'LL GO THROUGH THAT PROCESS IN DECEMBER, ALSO IN DECEMBER, AT THE DECEMBER BOARD MEETING, WE'LL ASK THE BOARD TO CONSIDER ALLOWING WHAT'S CALLED A PARAMETERS RESOLUTION.

I THINK YOU GUYS ARE FAMILIAR WITH THAT.

BUT WHAT THAT DOES IS THE BOARD WILL ACTUALLY GIVE DR.

WILLIAMS CERTAIN PARAMETERS IN WHICH THAT SHE HAS GOT THE AUTHORITY AT THAT POINT TO GO OUT AND ACTUALLY ISSUE THE DEBT AND IT WILL BE ISSUED.

THE REASON WHY WE DO THAT IS BECAUSE IT'S A VOLATILE MARKET.

AND SO WE WANT TO MAKE SURE THAT SHE'S GOT THE PARAMETERS TO WORK WITH OUR BOND FINANCIAL ADVISORS TO PLACE DEBT WHEN IT'S MOST ADVANTAGEOUS FOR THE DISTRICT.

AND SO WHENEVER I SAY PARAMETERS, WE'RE TALKING ABOUT WITHIN CERTAIN INTEREST RATES, WITHIN CERTAIN DOLLAR AMOUNTS, WITHIN CERTAIN MATURITY, TIME FRAME STUFF OF THAT NATURE.

AND SO THAT'S PRETTY THOROUGH AND IT'S PRETTY IT'S PRETTY COMMONPLACE TO DO IT THAT WAY.

AND SO THAT'LL HAPPEN IN DECEMBER.

ALSO ALSO VERY IMPORTANT AS WE PARTNER WITH THE PACKAGING, THESE PROJECTS THAT WE START LOOKING FOR ARCHITECTS AND ENGINEERS, WE GO OUT THROUGH WHAT'S CALLED AN RFQ OR REQUEST FOR QUALIFICATIONS JUST TO MAKE SURE THAT WE'RE DOING OUR DUE DILIGENCE AND THE POOL THAT WE LOOK AT WITH ARCHITECTS AND OUR ENGINEERS, ALL OUR PROFESSIONAL SERVICES.

WE ALSO LOOK AT OUR BOND UNDERWRITING SERVICES, DO AN RFQ FOR THAT TO MAKE SURE THAT WE'RE USING A COMPANIES THAT CAN ACTUALLY SELL THE BOND AND DO THAT IN THE MOST APPROPRIATE WAY. SO WE'LL DO THAT AND THOSE WILL COME BACK TO THE BOARD AT THE JANUARY 1ST JANUARY BOARD MEETING.

THE ISSUANCE OF BONDS.

THE BEST TIME TO ISSUE BONDS IS RIGHT UP TO THE FIRST OF THE YEAR.

THERE'S A THERE'S A LOW INVENTORY AND NORMALLY IT'S MOST ADVANTAGEOUS TO DO THAT.

AND SO WE ARE ANTICIPATING ISSUING THE ISSUANCE OF BONDS ANYWHERE BETWEEN $6 AND $700.

I'M LOOKING AT PROBABLY AROUND $700 MILLION TO ISSUE THE FIRST THE FIRST PART OF JANUARY, IF WE'RE ABLE TO DO THAT.

AND THEN, OF COURSE, IT TAKES 30 DAYS IN ORDER TO GET FUNDING SO WE CAN GET FUNDING, HOPEFULLY THE FIRST PART OF FEBRUARY AND START START OFFICIALLY WORKING ON THE 2022 BOND PROJECTS, HOPEFULLY BY THE 1ST OF FEBRUARY.

SO I'M GOING TO STOP THERE.

IS THERE ANY QUESTIONS MORE THAN HAPPY TO TAKE QUESTIONS, IF YOU HAVE ANY? WELL, I WOULD JUST SAY MY COMMENT WOULD BE ON THE ISSUANCE OF BOND.

THAT'S ABOUT HALF OF THE PORTFOLIO THAT WE HAD PASSED IN THE ELECTION LAST WEEK.

IS THAT CORRECT? THE $700 MILLION.

SO SO. SO OBVIOUSLY, WE PASSED A $1.35 BILLION OUT OF THE $1.49 BILLION THAT WAS THAT WAS PROPOSED.

AND SO THAT'S THAT'S THAT'S ABOUT HALF OF IT INITIALLY.

YES, MA'AM. THE ANTICIPATION YOU'VE GOT THE ATTORNEY GENERAL'S OFFICE, YOU'VE GOT TO ANTICIPATE WHATEVER YOU ISSUE THAT YOU CAN REALISTICALLY TRY TO GO THROUGH AND SPIN WITHIN ABOUT A THREE YEAR PERIOD.

SO THAT'S THAT'S KIND OF WHAT WE'RE LOOKING AT IS, OKAY, WHAT DO WE NEED TO ISSUE IN ORDER TO GET US THROUGH THAT THREE YEAR PERIOD? SO. SO THIS WAS BRIEF.

THIS WAS JUST TO KIND OF LAY THE FOUNDATION FOR WHAT'S GOING TO HAPPEN NEXT AND KIND OF GET US TO SHIFT INTO THAT GEAR OF STARTING TO THINK ABOUT LONG TERM PLANNING.

SO ANYTHING ELSE ON THAT ONE? ALL RIGHT. LAST ITEM IS OUR BOARD MEMBER LIAISON AND SUBCOMMITTEE AND COMMITTEE UPDATES.

AND WE HAVE TWO TODAY.

LAUREN, YOU'RE GOING TO START US OFF WITH HEAD START.

YEAH. SO I'LL TRY AND BE BRIEF.

THE HEADSTART POLICY COUNCIL IS WHAT I'M THE LIAISON TO AND SORT OF SIMILAR HOW WE TALKED ABOUT THE LOGO LAST TIME.

I KIND OF WANTED TO DRAW THE ANALOGY THAT HEAD START POLICY COUNCIL IS SORT OF LIKE A PTA, RIGHT? THE HEAD START PROGRAM DOES NOT HAVE A PTA HEAD START POLICY COUNCIL, OF COURSE, INCLUDES PARENTS, TEACHERS AND COMMUNITY MEMBERS.

SO IT'S IT'S A LITTLE BIT ANALOGOUS TO THE PTA WITH SOME ADDITIONAL ROLES AND RESPONSIBILITIES BECAUSE IT IS A FEDERAL PROGRAM. AND SO ONE OF THE INTERESTING THINGS THAT I LEARNED THIS LAST MEETING, YOU KNOW, WHENEVER WE HAVE OUR PTA MEMBERSHIP DRIVES IN THE FALL, YOU KNOW, THIS USUALLY INCLUDES NANCY MAKING SURE THAT ALL OF US HAVE JOINED A PTA.

[03:00:02]

I MEAN, THE STRONG ARM THREAT.

YEAH. YES. YEAH.

I BOUGHT TWO MEMBERSHIPS TO THE DIFFERENT PTA THIS YEAR, BY THE WAY.

AND SO HEAD START POLICY COUNCIL DOES NOT, AS THE PTA ANALOG DOES NOT HAVE A SIMILAR MECHANISM TO ALLOW OTHER MEMBERS OF THE COMMUNITY TO CONTRIBUTE TO THEIR PROGRAM.

RIGHT. LIKE WE DO THROUGH PTA MEMBERSHIPS FOR OUR OTHER CAMPUSES.

AND SO IT'S JUST SOMETHING THAT I HAD, YOU KNOW, I HAD ASKED ABOUT AND AND, YOU KNOW, MAYBE SOMETHING TO CONSIDER THINKING ABOUT FOR THEM. THEIR PUMPKIN CARVING WAS A RAGING SUCCESS THIS YEAR.

THEY HAD 88 FAMILIES COME AND CARVE PUMPKINS AND DO PHOTO BOOTH OUT OF THE 146 KIDS ARE ENROLLED IN HEAD START.

SOME OF THOSE ONE FAMILY MAY HAVE MULTIPLE KIDS.

SO 88 FAMILIES WERE SERVED BY THE PUMPKIN CARVING EVENT.

AND THE PICTURES ARE ALL ON FACEBOOK.

THEY'RE INCREDIBLY CUTE.

THE COUNCIL OF PTAS IS SUPPORTING HEAD START AGAIN THIS YEAR FOR THE COAT DRIVE THAT WAS WILDLY SUCCESSFUL LAST YEAR, AND I KNOW SEVERAL TRUSTEES CONTRIBUTED TO THAT. SO KEEP AN EYE OUT FOR THAT COMING UP.

ONE OF THE THINGS THAT THEY'RE VERY EXCITED ABOUT BEING ABLE TO DO AGAIN THIS YEAR IS HOME VISITS.

SO, YOU KNOW, THESE THE HEAD START PROGRAM TAKES SORT OF A HOLISTIC VIEW OF THE FAMILY AND LOOKS AT WHAT SUPPORT THEY CAN PROVIDE WITH THE FAMILY, WHICH IS WHY IN THE SEVERAL HUNDRED PAGES OF HEAD START DOCUMENTATION, WE GET ON THE CONSENT AGENDA EVERY MONTH, THERE'S LIKE RECIPES RIGHT IN THERE THAT ARE ACTUALLY VERY GOOD IF YOU'RE NOT DIGGING THROUGH THERE AND FINDING THOSE RECIPES.

BUT YOU KNOW, THEY'RE DOING COOKING CLASSES AND THEY'RE THEY'RE ABLE TO START DOING HOME VISITS AGAIN AND WORKING WITH THOSE FAMILIES ON THINGS LIKE, YOU KNOW, DE-ESCALATING TOUGH SITUATIONS, RIGHT, WITH YOUNG CHILDREN OR NUTRITION OR, YOU KNOW, THESE OTHER ACADEMIC SUPPORTS, THESE SORTS OF THINGS.

AND SO THEY'RE VERY EXCITED TO BE ABLE TO GET BACK TO DOING HOME VISITS POST COVID.

HEAD START FIVE YEAR GRANT RENEWAL IS UP NEXT SPRING.

AND SO THAT'S JUST SORT OF A BIG MILESTONE FOR THEM THAT THEY'RE GOING TO ASK FOR THE NEXT FIVE YEAR GROUP OF FUNDING.

I HAD ASKED THE QUESTION AND I ASKED THIS TO THERESA, I DON'T KNOW AND I HAVE NOT BEEN ABLE TO FIND OUT WHEN THE LAST TIME AN EXPANSION OF THAT PROGRAM WAS CONSIDERED OR IF THERE IS ANY THOUGHT ON MAYBE THAT PROGRAM VERSUS OUR PRE K PROGRAM, YOU KNOW, AND STANDARDS AND SUPPORTS AND EVERYTHING ELSE.

SO IF THERE IS GOING TO BE ANY IN THE LONG RANGE PLANNING, MAYBE THIS CAN BE ONE OF MY POINTS OF ORDER. BUT IF THERE IS ANY CONSIDERATION OF LOOKING AT THE SIZE OF THIS PROGRAM OR LOOKING AT THIS PROGRAM VERSUS OUR OTHER PRE-K PROGRAMS, THAT FIVE YEAR GRANT RENEWAL IS THIS SPRING.

SO IT'S A GOOD TIME TO CONSIDER THAT.

YOU KNOW, LAUREN, I THINK THAT TAKES AN EXPANSION AT THE FEDERAL LEVEL, AND THAT'S BEEN ONE OF OUR FEDERAL ADVOCACY WHEN WE MEET IN WASHINGTON, D.C., THAT'S ONE OF THE ASKS THAT WE HAVE IS THAT THEY EXPAND THE GRANTS FOR HEAD START.

I DON'T THINK I THINK BILL CLINTON WAS IN OFFICE THE LAST TIME THEY EXPANDED THE HEAD START PROGRAM BECAUSE I WAS THE LIAISON AND DID SOME OF THIS WORK FOR A FEW YEARS.

[INAUDIBLE] NO, NO, I, I WAS THE LIAISON, SO I KNOW THESE THINGS.

BUT LET ME BACK UP ALSO, IS THERE AN EXPLICIT ASK THAT YOU MIGHT HAVE AS FAR AS THE COAT DRIVE? AND DO THEY HAVE SIZE REQUIREMENTS? BECAUSE I THINK WE COULD AS A BOARD TAKE THAT ON.

SO IT'S USUALLY KID SIZES.

I KNOW LAST YEAR TARA, WHO WAS THE PRESIDENT OF THE COUNCIL OF PTA, IS JUST ALLOWED US TO SEND HER MONEY AND THEN SHE BOUGHT THE COATS AND, YOU KNOW, WE HAD ACCOUNTABILITY THERE.

AND SO I I'M NOT SURE WHAT THE CURRENT COUNCIL OF PTA PLAN IS.

I WAS LIKE FURIOUSLY LOOKING THROUGH THEIR FACEBOOK THIS AFTERNOON, TRYING TO SEE IF I COULD FIND THE POST.

SO I'LL FOLLOW UP ON THAT IN TERMS OF WHAT WHAT THE ASK IS AND WHAT THE SIZE ARE.

I MEAN, THE HEAD START KIDS ARE LIKE THREE AND FOUR, RIGHT? SO THEY'RE PRETTY, PRETTY SMALL.

THEY'RE GOING TO THAT SO I DID THIS MEETING IN PERSON AND GOING AND SEEING ALL THE CLASSROOMS AND SEEING ALL THE KIDS AT SNACK TIME WAS JUST VERY ENJOYABLE. IF YOU'RE EVER HAVING A STRESSED OUT DAY, SEEING HAPPY KIDS HAVING SNACK TIME.

[03:05:07]

AS A FATHER OF A THREE YEAR OLD, I CAN SAY 3 TO 4 T SHOULD PROBABLY WORK, BUT I'M SURE THEY CAN GET SOME PARAMETERS FOR YOU.

YEAH. AND LIKE LAST YEAR THEY GOT MORE THAN 146 CODES AND SO SOME SOME OF THESE FAMILIES HAVE KIDS THAT HAVE GRADUATED FROM HEAD START AND MAY BE ATTENDING ANOTHER ONE OF OUR ELEMENTARY SCHOOLS AND SO THEY CAN DO COATS FOR THE CHILD AND HEAD START AND AN OLDER SIBLING, FOR EXAMPLE.

SO THEY'LL THEY'LL HAVE SOME GUIDANCE ON THAT AND I'LL SHARE THAT.

OKAY. I CAN REACH OUT TO ROSS TO.

YEAH, YEAH. I KNOW THAT THAT'S WHAT WE NEED TO DO.

TAG TEAM. I LIKE THE IDEA OF JUST GIVING THEM MONEY AND LETTING THEM BUY THEM.

YEAH, I MEAN, THAT WAS PRETTY CONVENIENT LAST YEAR AND THEY WERE ABLE TO SORT OF BUY A LOT OF THINGS IN BULK RATHER THAN GETTING RANDOM THINGS AND MAKE SURE THAT THEY WERE DOING THE SIZING LIKE THAT. THEY HAD ADEQUATE SELECTION RATHER THAN GETTING ALL 3T COATS.

SO WE'LL FIGURE THAT OUT.

BUT THAT IS THE BULK OF MY UPDATE.

ALL OF MY UPDATE.

THANKS, LAUREN. JERI, I'M SORRY.

THE FOUNDATION? YES, ON THE FOUNDATION.

WELL, THREE THINGS. ONE, THEY FOUNDATION IS STARTING ITS OWN STRATEGIC PLANNING PROCESS RIGHT NOW, SO THAT'S EXCITING AND GOOD TO WAIT TO SEE WHAT THAT OUTCOME IS.

SECOND, GRANTS TO EDUCATORS WAS AWARDED NOVEMBER, WHATEVER THE DATE WAS, AND I WANTED TO SHARE THAT 101 TEACHERS RECEIVED OVER $127,000 IN GRANTS, AND THAT BENEFITED 54 CAMPUSES.

IMPORTANT TO SAY SPONSORS PARK PLACE, LEXUS AS THE FOUNDING SPONSOR AND ALSO OUR 2020 SPONSORS WERE CO SERVE AND H-E-B. WE'RE ALL EXCITED TO HAVE H-E-B HERE AND THE GRANTS WERE AWARDED RANGED FROM $160 TO $3,000.

I HAD THE PLEASURE OF BEING ABLE TO GO ON THE GRANTS PATROL.

OH. ONE OTHER THING THAT'S IMPORTANT 55 COMMUNITY MEMBERS PARTICIPATED IN THE SELECTION PROCESS.

SO THAT'S A GREAT SIGN FOR OUR COMMUNITY AND YOU NEED TO SUPPORT THAT.

I GET THE PLEASURE OF GOING ON THE GRANTS PATROL, AND MY FAVORITE GRANT RECIPIENT WAS A FIFTH GRADE CLASS AT A SCHOOL HAS HAPPY CAMPER DEVILS, AND I WAS LIKE AS A FIFTH GRADE TEACHER I YOU KNOW, FORMER A HAPPY CAMPER DEVILS.

WELL, THE FOUNDATION PAYS FOR FIFTH GRADERS WHO CAN'T AFFORD THEIR TUITION BUT WE DON'T WE DON'T THINK ABOUT IS THOSE KIDS DON'T HAVE THE GEAR THAT YOU WOULD NORMALLY HAVE TO GO TO CAMP.

SO THIS PARTICULAR CAMPUS CREATED THEY, JUST ONE GRADE LEVEL 30, HAPPY CAMPER DEVILS THAT WERE GOING TO GO WITH THOSE KIDS.

SO THAT WAS REALLY COOL.

AND SO THE FOUNDATIONS MONEY WAS GOING TO REPLENISH THAT CAMPUS IS GOING TO CAMP SOON THE DEVILS WERE READY, BUT SOME OF THE ITEMS NEED TO BE REPLENISHED AND UPDATED FOR THE NEXT YEAR.

SO THAT WAS REALLY COOL.

THE NEXT THING ON MY LIST TO SAY IS EVERYONE MARK YOUR CALENDARS FOR FEBRUARY THE FOURTH FOR SKI PLANO AND YOU CAN BUY TICKETS AND TABLES NOW.

AND IF YOU ARE INTERESTED OR KNOW SOMEONE WHO MIGHT WANT TO SPONSOR BRITNEY [INAUDIBLE] WOULD BE HAPPY TO GET CONNECTED TO THAT ENTITY.

AND WE CAN THANK ABERNATHY, [INAUDIBLE] BOYD AND HEWLETT PC FOR BEING THIS YEAR'S TOP OF THE MOUNTAIN PRESENTING SPONSOR.

SO THOSE ARE SOME OF THE HIGHLIGHTS.

I'M GOING TO TAKE A POINT OF PRIVILEGE AND REMIND ALL OF US OR LET PEOPLE BECAUSE MY OTHER THING IS THE CHAMBER.

BUT THIS THURSDAY IS LEADERSHIP PLANO'S EDUCATION DAY.

SO I HOPE TO LOOK FORWARD TO SEEING ALL OF YOU AT LUNCH AS WE GET TO SHOW OFF AND SHARE ALL THE GREAT THINGS THAT PISD DOES TO THAT LEADERSHIP PLANET CLASS.

THANKS, JERI. I THINK MY WIFE WOULD PROBABLY BE APPRECIATIVE IF I DONATED BACK SOME OF THE AUTOGRAPHS I'VE BOUGHT OVER THE YEARS AT SKI PLANO.

BUT I'M GOING TO KEEP THEM, SO I THINK THAT'S IT.

THERE'S NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD.

THE MEETING IS ADJOURNED.

THE TIME IS 9:52.

THANKS, EVERYBODY.

* This transcript was compiled from uncorrected Closed Captioning.