ALL RIGHT, GANG, IT IS 6:00, SO WE'RE GOING TO GET STARTED.
[1. CALL TO ORDER ]
[00:00:05]
WE HAVE A LOT OF RECOGNITIONS TONIGHT, WHICH I'M ASSUMING IS WHY WE HAVE SUCH A GLORIOUS FULL ROOM OUT HERE TONIGHT.UNLESS, OF COURSE, YOU ALL WANT TO STAY FOR THE MEETING.
YOU'RE WELCOME TO DO THAT, TOO. GOOD EVENING.
MY NAME IS DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER.
ON THE BOARD'S BEHALF, I WISH TO, I'D LIKE TO WELCOME OUR VIEWERS AND THIS PACKED ROOM.
WE LOVE SEEING ALL YOU ALL HERE AT THIS TIME I ASK SUPERINTENDENT DR.
THANK YOU. LET ME INTRODUCE THOSE OF US UP HERE ON THE DAIS.
TO MY LEFT, SUPERINTENDENT DR.
SELENDA ANDERSON, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATION, TRUSTEE.
DR. LAUREN TYRA AND BOARD SECRETARY JERI CHAMBERS.
COURTNEY GOBER ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES, JED REED, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND THE BOARD OF TRUSTEES.
WE HAVE SOME SPECIAL GUESTS WITH US THIS EVENING WHOM WE'D LIKE TO THANK FOR PROVIDING SUCH A BEAUTIFUL ENTERTAINMENT, AS WELL AS SERVING AS GREETERS FOR THIS EVENING'S BOARD MEETING. SO PLEASE JOIN ME IN THANKING THE PLANO WEST HIGH SCHOOL SYNCOPATION MIXED ENSEMBLE POP GROUP UNDER THE DIRECTION OF MS. SARAH COUNCIL FOR SERENADING EVERYONE AS WE ENTERED THE BUILDING THIS EVENING.
WHAT A PERFECT WAY FOR US TO START THIS MEETING, BUT LET'S GIVE THEM A ROUND OF APPLAUSE.
[2. PLEDGES OF ALLEGIANCE ]
ALL RIGHT. WE ARE GOING TO START WITH THE PLEDGE OF ALLEGIANCE AND TO HELP OPEN OUR MEETING PLEASE JOIN ME IN WELCOMING THE HOPE SQUAD FROM WILLIAMS HIGH SCHOOL AND PLANO WEST SENIOR HIGH, WHO WILL NOW LEAD US IN THE PLEDGES OF ALLEGIANCE TO THE UNITED STATES AND TEXAS FLAGS.FOLKS, IF YOU ALL WILL STEP FORWARD.
THANK YOU ALL. THANK YOU ALL FOR JOINING.
AND THANK YOU ALL FOR HELPING US THERE.
WE APPRECIATE EVERYBODY JOINING US THIS EVENING.
AND WE'D LIKE TO ASK DAVID TO PLEASE SHARE A LITTLE BIT ABOUT YOUR GROUP WITH US.
IF YOU DON'T MIND, COME ON UP.
SO, YES, THANK YOU FOR ALLOWING US TO BE HERE TODAY.
SO, IF YOU GUYS WANT TO COME ON UP AND SHARE THE MIC AND WE'LL PASS IT ALONG.
THE HOPE SQUAD PROGRAM WAS STARTED BY DR.
AT THE TIME, PROVO WAS AVERAGING 1 TO 2 YOUTH SUICIDES A YEAR OVER A SPAN OF ABOUT 12 YEARS.
DR. HUDNALL'S REALIZATION WAS THAT STUDENTS WOULD MORE EASILY SPEAK TO A PEER THAN TALK TO AN ADULT.
[00:05:01]
THAT RECOGNITION INSPIRED HIM TO CREATE THE HOPE SQUAD, WHICH IS A SCHOOL BASED PEER SUPPORT TEAM.IN THAT INAUGURAL YEAR, ONLY A SELECTED NUMBER OF PLANO ISD SCHOOLS HAD A HOPE SQUAD.
NOW THE PROGRAM HAS TAKEN OFF AND IS FLOURISHING IN PLANO.
THE HOPE SQUAD HAS BEEN PLANTED ACROSS VARIOUS SCHOOLS IN DIFFERENT WAYS.
AT WILLIAMS THIS SETS US UP FOR SUCCESS BECAUSE INSTEAD OF SACRIFICING AN ELECTIVE FOR HOPE SQUAD OR MEETING AFTER SCHOOL OR BEFORE SCHOOL, WE CAN DO IT DURING CLASS IN A MORE CONSISTENT, PRECISE MANNER.
WE BELIEVE THAT THIS FORMAT HAS ALLOWED OUR HOPES TO FLOURISH IN MEMBERSHIP NUMBERS.
LAST YEAR, THE WILLIAMS HIGH SCHOOL HOPE SQUAD HAD 15 MEMBERS.
THIS YEAR OUR MEMBERSHIP HAS GROWN TO 29.
THESE RELAXED GUIDELINES HAVE HELPED EXPAND THE DIVERSITY OF OUR GROUP, WHICH STRENGTHENS US AND ALLOWS US TO REACH FURTHER INTO THE STUDENT POPULATION TO OFFER THEM A SAFE PLACE TO GO WHEN THEY NEED HELP.
STUDENTS ARE PRIMARILY NOMINATED BY THEIR PEERS TO BECOME MEMBERS OF THE HOPE SQUAD.
AT WILLIAMS, WE ALSO INVITE STUDENTS TO VOLUNTEER TO BE A PART OF THE GROUP.
THE ONLY REQUIREMENT IS THAT YOU HAVE A BIG HEART AND YOU'RE READY TO HELP OTHERS.
YOU ALSO MUST HAVE A GOOD LISTENING SKILL AND EASY TO TALK TO.
MANY OF OUR MEMBERS HAVE HAD THEIR OWN STRUGGLES WITH MENTAL HEALTH ISSUES AND RECOGNIZE THE IMPORTANCE OF SPREADING THE MESSAGE OF HOPE AND ASSIST OTHERS AND MAKE THEM REALIZE THAT THEY'RE NOT ALONE IN THE JOURNEY.
AS HOPE SQUAD MEMBERS WE'RE NOT TRAINED TO BE LIKE THERAPISTS OR COUNSELORS.
WE'RE TRAINED TO BE STUDENTS, WHICH ARE TRAINED TO BE FRIENDS OR TRAINED TO BE PEERS THAT JUST CAN LISTEN OUT AND HELP OTHER PEOPLE WHEN THEY HAVE MENTAL HEALTH ISSUES, WHEN THEY ARE FEELING SUICIDAL BECAUSE IT IS AN IMPORTANT ISSUE.
AND INSTEAD OF HAVING SOMEONE YOU'VE NEVER MET BEFORE OR YOU'VE ONLY HEARD TALK ABOUT YOUR SCHEDULE BEING LIKE, HEY, I KNOW ALL YOUR PROBLEMS, NOW YOU CAN HAVE YOUR FRIEND, YOUR CLASSMATE, JUST SOMEONE WHO CAN RELATE TO THE STUDENT EXPERIENCE.
SOME OF THE WAYS WE ARE MAKING A DIFFERENCE AT WILLIAMS HIGH SCHOOL ARE WE SERVE AS GREETERS AT THE FRONT OF THE SCHOOL EVERY TWO WEEKS AS THE STUDENTS ENTER THE DOORS IN THE MORNING. WE SERVE AS GREETERS TO WISH THE STUDENTS A GOOD DAY AS THEY LEAVE THE SCHOOL AND HEAD HOME FOR THE AFTERNOON.
THIS HELPS BUILD A RECOGNITION OF US SO STUDENTS KNOW WHO THEY CAN GO TO IN THEIR TIME OF NEED.
WE CREATED AND CONTINUE TO MAINTAIN AN INSPIRATIONAL WORD WALL.
THIS IS A PLACE WHERE STUDENTS CAN GRAB A NOTE OF KINDNESS AS THEY WALK BY IN THEIR DAY.
WE MAINTAIN A SOCIAL MEDIA PRESENCE WHERE STUDENTS CAN CONTACT US.
THANK YOU FOR INVITING US HERE TODAY.
DOES ANYONE HAVE ANY QUESTIONS WE CAN ANSWER FOR YOU? I THINK WE MIGHT HAVE SOME.
BOARD, WOULD ANYBODY LIKE TO MAKE COMMENT? ACTUALLY, I WANT TO MAKE A COMMENT BECAUSE MY KIDS WENT TO WILLIAMS HIGH SCHOOL AND I WANT TO SAY TO THIS GROUP OF STUDENTS THAT I'M SO PROUD OF YOU, SO VERY PROUD OF YOU. A GROWING THE HOPE SQUAD AT WILLIAMS HIGH SCHOOL.
I'M SO PROUD OF YOU TOO HOW YOU'VE ALWAYS BEEN A CARING YOUNG LADY AND NOW YOU'RE A CARING HIGH SCHOOLER AT WILLIAMS HIGH SCHOOL. SO, I'M SO PROUD OF YOU AND SO PROUD OF THIS GROUP.
THANK YOU. YOU KNOW, I GOT TO BRAG ON YOU GUYS.
THE OTHER DAY OR A COUPLE OF WEEKS AGO, I GOT TO SPEAK AT THE COLLIN COLLEGE LEADERSHIP SUMMIT.
AND ONE OF THE QUESTIONS I RECEIVED WAS, WHAT ARE SOME OF THE UNIQUE, INNOVATIVE IDEAS THAT YOU'RE DOING IN PLANO TO HELP WITH MENTAL HEALTH AND MENTAL WELLNESS? AND SO I TALKED ABOUT YOU GUYS.
[00:10:01]
I DIDN'T KNOW YOU INDIVIDUALLY, BUT I TALKED ABOUT THE PROGRAM THAT YOU'RE DOING.AND SO I'M VERY PROUD OF THE WORK YOU'RE DOING.
AND I KNOW THAT SOMETIMES YOU WON'T NECESSARILY SEE THE RESULTS BECAUSE WHAT YOU'RE DOING IS LISTENING AND YOU'RE HELPING DEFER SOMEBODY'S PAIN, IF YOU WILL.
SO THANK YOU FOR WHAT YOU'RE DOING.
I SAW A QUOTE RECENTLY THAT SAID THAT THE HIGHEST FORM OF INTELLIGENCE IS COMPASSION.
AND LOOKING AT YOU GUYS AND LISTENING TO Y'ALL DESCRIBE THE WORK THAT YOU'RE DOING, A LOT OF THAT IS HAVING COMPASSION, HAVING COMPASSION FOR YOUR FELLOW STUDENTS AND UNDERSTANDING YOUR FELLOW STUDENTS.
AND SO I, I REALLY APPLAUD Y'ALL FOR HONING THOSE SKILLS, SPREADING THOSE SKILLS.
AND YOU ALL HAVE NO IDEA HOW VALUABLE THAT THEY'RE GOING TO BE AS YOU GO FORWARD.
AND THAT'S RECOGNIZED AND THAT'S APPRECIATED.
THANK YOU. I WOULD ASK THE STUDENTS, WHAT DO YOU FIND MOST REWARDING ABOUT DOING THIS PROGRAM? WHEN YOU LOOK BACK ON THIS TEN YEARS, WHAT ARE YOU GOING TO THINK IS IS THE MOST REWARDING ABOUT THIS WORK? I THINK THE MOST REWARDING THING ABOUT THIS IS THAT WE WON'T, AS YOU SAID, WE WON'T BE ABLE TO SEE THE PROGRESS.
BUT IN TEN YEARS YOU CAN LOOK ON THE NEWS, YOU CAN SEE THERE WAS A SUICIDE AT A DIFFERENT SCHOOL.
AND IT'S JUST LIKE REALLY HEARTWARMING TO SEE THAT, HEY, YOU MIGHT HAVE STOPPED SOMEONE WHO YOU DEEPLY CARE ABOUT FROM BEING THAT PERSON ON THE NEWS.
I BELIEVE THAT THE EFFORT THAT WE'RE MAKING NOW, IT SHOWS UP IN THE LONG RUN.
AND THAT JUST WARMS MY HEART, ESPECIALLY HELPING SOMEONE FROM WHEN I WAS LITTLE.
I JUST LOVED CARING FOR PEOPLE.
THANK YOU, SCHOOL BOARD AND ALSO THANK YOU JOHN LAWRENCE AND MONICA TREVINO.
BECAUSE HONESTLY, AS A GREAT TEACHER AND AS A GREAT COUNSELOR, I VERY MUCH APPRECIATE THAT WE GOT THE OPPORTUNITY TO START SOMETHING THAT HAS SUCH A TABOO AND STIGMATIZED IDEOLOGY TO IT.
THANK YOU FOR LISTENING AND WE ARE HOPE SQUAD.
[APPLAUSE] ONCE AGAIN, I DO WANT TO SAY THANK YOU FOR HONORING US WITH INVITING US HERE THIS EVENING.
AND I DO WANT TO JUST OFFER TO YOU ALL THANK YOU FOR INVITING THE HOPE SQUAD INTO PLANO ISD.
THIS IS OUR SECOND YEAR TO HAVE THE PROGRAM FULL.
AND JUST TO LET YOU ALL KNOW, THERE HAVE ALREADY BEEN IN A COUPLE OF YEARS, A HANDFUL OF STUDENTS THAT THE HOPE SQUAD GROUP HAS SENT UP THE CHAIN OF COMMAND, EITHER TO MYSELF OR TO OUR COUNSELING GROUP.
AND THAT'S JUST AT WILLIAMS HIGH SCHOOL.
WE ARE HELPING AND KIDS ARE REACHING OUT AND THE HELP IS NEEDED.
[APPLAUSE] THANK YOU, JOHN. AND THANK YOU ALL.
YEAH. COME, YOU GUYS GRAB THAT MIC.
[LAUGHTER] I THINK WE MIGHT ACTUALLY STILL HAVE ANOTHER COMMENT, TOO, DOWN THE WAY.
AND I KNOW I HAVE ONE. GOOD WORK.
[LAUGHTER] OH, WELL MINE, TOO. SO, RELAX.
AWESOME WORK. WELL, REALLY QUICKLY.
I MEAN, I COULD JUST GO DRONE ON AND ON AND ON, BUT I JUST HAVE A QUICK FEW THINGS TO TALK ABOUT, LIKE HOW IT HAS HELPED ME AND HOW I HAD THE OPPORTUNITY TO HELP OTHER PEOPLE AROUND ME. BUT QUICKLY, WOULD YOU WANT TO GO? WANT TO GO. YEAH. SO BEFORE HE STARTS, I JUST WANTED TO LET YOU ALL KNOW ABOUT SOMETHING NEW THAT WE'RE STARTING AT PLANO WEST.
WE'RE CALLING IT OUR LIFESAVER PROGRAM.
[00:15:05]
KNOW, WILLING TO TALK TO OTHER STUDENTS.AND WE KIND OF JUST, YOU KNOW, WANT TO MAKE OUR REACH TO STUDENTS LARGER BECAUSE SOME OF THESE TEACHERS HAVE STUDENTS THAT, YOU KNOW, ME OR ANDREW OR ANYONE ELSE IN THE HOPE SQUAD CAN'T SEE EVERY DAY.
AND THOSE TEACHERS ARE KIND OF AN OUTLET FOR THEIR STUDENT AND US, FOR US TO BE ABLE TO REACH OUT TO THEM AND JUST PROVIDE MORE HELP THAT MAYBE WE WOULDN'T SEE. YEAH, NO, EXACTLY.
THE SECOND SET OF EYES PRETTY MUCH.
AND I HAD SOME PEOPLE CLOSE TO ME AS WELL THAT HAVE ATTEMPTED IT.
AND SO HAVING THIS PROGRAM, IT ALLOWS ME TO BE ABLE TO HELP OTHER PEOPLE AROUND ME.
YOU KNOW, I GET TO SEE EVERYONE WHO MAY BE STRUGGLING, I CAN TALK TO THEM AND BE LIKE, HEY, WHAT'S WRONG? HOW IS YOUR DAY GOING? AND I GET TO TALK TO THEM, YOU KNOW, AND LISTENING AS THEY SAID BEFORE.
AND, YOU KNOW, I PROBABLY COULD HAVE PUT IT AS WELL AS THEY DID.
HAVING THAT OUTLET, HAVING SOMEONE JUST BE ABLE TO VENT AND LIKE TELL THEM ALL YOUR WORRIES.
I HAD A FRIEND OF MINE, I WAS ABLE TO HELP ACTUALLY RECENTLY, YOU KNOW, IT WAS LUNCH.
THEY WERE WALKING BY. THEY WERE SAYING LIKE, HEY, YOU KNOW, I STOPPED THEM.
I WAS LIKE, HEY, WHAT'S WRONG? JUST IN TEARS. AND, YOU KNOW, THEY TOLD ME, YOU KNOW, I, IT WAS A BAD RELATIONSHIP.
IT WAS TOXIC. AND I HAD, I GOT THE OPPORTUNITY TO LISTEN, TALK TO THEM, COUNSEL THEM.
AND THAT'S WHY THE PROGRAM, THAT'S WHY WE ARE HERE.
YOU KNOW, THAT'S THE POINT OF HOPE SQUAD.
WE ACTUALLY HAVE SOME PROGRAMS, SOME THINGS THAT WE HAVE BEEN WORKING ON.
EVERY DAY WE HAVE, EVERY MONDAY WE HAVE SOMETHING CALLED MINDFULNESS MONDAYS.
MS. JANIS WILLIAMS KNOWS, OUR PRINCIPAL.
WE GET TO, OUR HOPE SQUAD GETS TO GO ON TO ANNOUNCEMENTS, WE GET TO TALK ABOUT MAYBE NICE QUOTES, SOMETHING THAT WE LEARNED THROUGHOUT THE DAY AND, YOU KNOW, WISH GOOD LUCK FOR THE WEEK. WE HAVE THINGS DURING THE LUNCH WHERE WE HAVE, DURING HOPE WEEK, WE HAD A NICE LITTLE BUTTERFLY PORTRAIT.
WE'RE ABLE TO POSE AND BE ABLE TO SOAR HIGH, SOAR TO OUR FUTURE.
AND WE HAD A NICE LITTLE GRATITUDE GRAMS. JUST THE FUN THINGS THAT WE GET TO DO TO BE ABLE TO GIVE BACK TO OUR SCHOOL COMMUNITY AS WELL AS WE HAVE ANOTHER PROGRAM LIKE OUR LIFESAVER PROGRAM CALLED OUR PEER TO PEER PROGRAM. SO WORKING ON A BETTER NAME FOR IT.
TO ANSWER YOUR QUESTION, IT IS AN ELECTIVE.
SO, WE HAVE PEOPLE COME THROUGH DURING THEIR SECOND PERIOD TO TALK TO A TEACHER, BE LIKE, HEY, CAN WE COME TO THE HOPE SQUAD? THEY TALK TO US AND WE TALK TO THEM AND IT'S JUST A GREAT WAY FOR US TO BE ABLE TO, WITH THE SECOND SET OF EYES, ALLOW US TO TALK TO THESE STUDENTS WHO ARE STRUGGLING, WHO WANT TO REACH OUT. WE DID SOME POLLS AND WE DID SOME GOOGLE FORMS. WE HAVE FOUND A STATISTIC THAT OVER 75% OF THE STUDENTS IN THE SCHOOL HAVE STRUGGLED WITH MENTAL DISORDERS OR THEY KNOW SOMEONE WHO IS. AND THEN 50% OF THOSE PEOPLE WANT TO BE ABLE TO TALK TO SOMEONE.
BUT ANOTHER 50 DON'T KNOW WHO TO TALK TO YOU.
SO WE ARE GIVING THEM THE OUTLET.
THAT'S WHAT WE GET TO DO AT HOPE SQUAD.
SOMETHING THAT I FIND IS A GREAT OPPORTUNITY TO BE ABLE TO GIVE BACK.
WELL, IT'S AMAZING WHAT YOU ALL ARE DOING.
[APPLAUSE] IT'S HARD FOR ADULTS SOMETIMES TO REALIZE THAT OF COURSE, REMEMBER THAT BEING A TEENAGER IS HARD ENOUGH IN ITS OWN RIGHT.
BUT BEING A TEENAGER AFTER YOU'VE HAD TO GO THROUGH A PANDEMIC WHERE YOU DON'T UNDERSTAND WHAT'S HAPPENING AND SOME ANXIETIES THAT CAN BE CREATED THAT HAVE LIFELONG EFFECTS, HAVING PEOPLE, PEERS LIKE THE HOPE SQUAD WHO CAN HELP AT LEAST START THE CONVERSATION FOR FOLKS TO HAVE BETTER MENTAL HEALTH IS JUST EXTRAORDINARILY IMPORTANT IN THIS DAY AND AGE.
I CONGRATULATE THE WILLIAMS TEAM FOR DOUBLING YOUR YOUR FOLKS.
IF Y'ALL COULD DO THAT AGAIN NEXT YEAR, THAT'D BE AMAZING.
AND SO THAT'S A GOOD GOAL FOR THE WEST GROUP.
DOUBLE UP, BUT SHARE GREAT IDEAS WITH ONE ANOTHER.
AND ONCE AGAIN, I THINK LET'S GIVE EVERYBODY THE HOPE SQUAD A ROUND OF APPLAUSE.
[APPLAUSE] ALL RIGHT. SO, I THINK WE'RE GOING TO START A SCROLL HERE IN A MOMENT.
[3.1. Board Recognitions ]
I HOPE. ALL RIGHT.[00:20:04]
SO AS YOU CAN SEE THROUGH THE SCROLLING PRESENTATION, WE HAVE MANY TALENTED STUDENTS WINNING AWARDS AT THE STATE AND NATIONAL LEVELS.AND WE'RE GOING TO CELEBRATE A FEW OF THOSE.
AT THIS COMPETITION, SEVEN PLANO ISD HIGH SCHOOL PROGRAMS COMPETED IN THE UIL THEATER COMPETITION, ABIDING BY THE LEAGUE'S RULES FOR ONE-ACT PLAYS. THE COMPETITION CULMINATES IN A FESTIVAL OF PLAYS CRITIQUED BY TRAINED JUDGES WHO DELIVER ORAL AND WRITTEN CRITICISMS TO THE PARTICIPANTS.
THE 2022 TEXAS THESPIANS STATE FESTIVAL HOSTED NOVEMBER 17TH THROUGH 19TH AT THE GAYLORD TEXAN RESORT AND HOTEL IN GRAPEVINE, WHERE STUDENTS FROM PLANO ISD ATTENDED WORKSHOPS AND PERFORMANCES TO FURTHER ENRICH THEIR EDUCATION AND TRAINING IN THE THEATER ARTS DISCIPLINE.
CONGRATULATIONS TO ALL OF THESE STUDENTS ON THEIR AWARDS RECEIVED.
THE CAMPAIGN COLLECTED A RECORD BREAKING £349,881.
MARKING AN INCREASE OF 1900 POUNDS, ALMOST A TON RAISED IN THE 2021 CAMPAIGN.
I'D LIKE TO TAKE JUST A MOMENT TO CONGRATULATE ALL THESE.
AND LET'S GIVE ALL OF THOSE STUDENTS A ROUND OF APPLAUSE.
[APPLAUSE] ALL RIGHT. WE'RE GOING TO TURN IT OVER TO SOMEONE ELSE FOR A MINUTE TO TALK.
LISA, I BELIEVE YOU HAVE THE MIC.
WE ARE EXCITED TO SHARE A SPECIAL STUDENT ACHIEVEMENT THIS EVENING.
SHE IS THE EXECUTIVE DIRECTOR FOR COUNSELING, CAREER, COLLEGE AND MILITARY READINESS.
AND SHE IS GOING TO LEAD US IN THIS NEXT RECOGNITION.
I WANT TO START UP AND GIVE YOU SOME BACKGROUND.
OVER THE PAST TWO YEARS, OUR STUDENTS HAVE FACED SOME PRETTY INTERESTING CHALLENGES.
IN FACT, THEY DIDN'T LET A PANDEMIC GET IN THE WAY OF THEIR PARTICIPATION IN THE 2021-2022 JROTC LEADERSHIP AND ACADEMIC BOWL, OTHERWISE KNOWN AS JLAB. FOR THE FIRST TIME IN SCHOOL HISTORY, THE PLANO WEST WOLF BATTALION'S JROTC LEADERSHIP TEAM IS CELEBRATING THE RECENT NATIONAL SECOND PLACE WIN AT THE JROTC LEADERSHIP AND ACADEMIC BOWL.
[APPLAUSE] SO HOW DID THEY WIN THIS AWARD? WELL, THIS PAST YEAR, CADETS PREPARED FOR A JEOPARDY STYLE COMPETITION OVER THE COURSE OF SIX MONTHS AND QUALIFIED IN THE TOP 3% OF ALL JROTC CADETS IN THE COUNTRY.
THEY THEN TRAVELED ON AN ALL EXPENSES PAID TRIP TO WASHINGTON, D.C.
LIKE THAT. AND THEY WERE ONE OF THE, THEY WERE ONE OF ONLY 40 ARMY JROTC LEADERSHIP BOWL TEAMS IN THE NATION TO DO THIS . DURING THE TWO FAST PLAYS PRELIMINARY ROUNDS, CADETS WERE TESTED ON THEIR KNOWLEDGE OF CURRENT EVENTS, LEADERSHIP VALUES, LEADERSHIP SKILLS AND FINANCIAL LITERACY. THE WOLF PACK BATTALION WAS NAMED THE SECOND PLACE TEAM IN THE NATION DURING THE CLOSING CEREMONY.
THIS NATIONALLY RECOGNIZED TEAM CONSISTS OF FOUR MEMBERS, TWO OF WHICH ARE WITH US TONIGHT.
I WOULD LIKE FOR THEM TO COME UP AS I NAME THEM.
WE HAVE CADET LIEUTENANT COLONEL KYUNGMIN KIM, WHO IS THE TEAM CAPTAIN, AND WE HAVE CADET MAJOR HARSHITH RENUKAPRASAD. AND THEN WE HAVE TWO OTHERS THAT CAN BE WITH US TONIGHT, CADET SERGEANT RENEE KIM AND CADET SECOND LIEUTENANT ELIJAH MCKAY.
WE'D LIKE TO RECOGNIZE THEM NOW FOR THIS AMAZING ACCOMPLISHMENT.
[00:25:04]
THIS NATIONAL COMPETITION.JOINING THESE AMAZING STUDENTS FROM PLANO WEST ARE SOME OF THE LEADERS FROM THE SCHOOL.
WE'D LIKE TO RECOGNIZE THEM IF THEY'LL STAND.
MAJOR SHAWN LANGFORD, WHO IS THE JROTC SENIOR ARMY INSTRUCTOR AT PLANO WEST.
THE PRINCIPAL OF PLANO WEST SENIOR HIGH, JANIS WILLIAMS [APPLAUSE].
AND ASSISTANT PRINCIPAL KRISTEN FISHER.
[APPLAUSE] IF THIS IS ONE OF YOUR KIDS, COME UP HERE TO THE FRONT.
DON'T SIT IN THE BACK. TAKE YOUR PICTURES, COME ON UP.
SO DAVID IS MAKING FUN OF ME BECAUSE I'M NOT MAKING FUN.
I DID JROTC AT PLANO EAST, SO CLARK AND PLANO EAST.
I ACTUALLY MET MY HUSBAND, WHO IS AN ARMY RESERVE OFFICER AND HAS SERVED FOR, I THINK, 15 YEARS NOW.
16 YEARS. I'LL HAVE TO ASK HIM.
AND SO I JUST WANT TO SHARE WITH THE ROOM HOW HARD THIS IS, RIGHT? WHAT I THINK A LOT OF PEOPLE DON'T REALIZE ABOUT THE JROTC PROGRAM IS HOW ACADEMICALLY CHALLENGING IT IS.
AND BACK IN MY DAY, WE HAD THESE KNOWLEDGE SHEETS RIGHT FRONT AND BACK.
I DON'T KNOW IF YOU HAVE AN APP NOW OR SOMETHING THAT'S MUCH MORE TECHNOLOGICALLY SAVVY.
YOU STILL USE THE KNOWLEDGE SHEETS, OKAY.
SO PAPER. BUT YOU HAVE THESE KNOWLEDGE SHEETS, RIGHT? AND YOU'RE MEMORIZING THIS STUFF AND THEN YOU HAVE THESE REALLY HIGH STAKES TIMES WHERE YOU'RE LIKE TRYING TO GET IT ALL OUT.
AND THEN IN ADDITION TO THE PHYSICAL AND THE LEADERSHIP SKILLS THAT YOU GUYS HAVE TO DO.
SO I VERY MUCH UNDERSTAND HOW BIG OF AN HONOR THIS IS AND HOW DIFFICULT THIS IS FOR YOU GUYS.
AND SO I JUST WANT TO SAY CONGRATULATIONS.
AND THIS IS SUCH AN HONOR AND I HOPE THAT YOU GUYS ARE LIKE MY HUSBAND.
AND WHEN YOU LOOK BACK, YOU KNOW, A COUPLE OF DECADES AFTER HIGH SCHOOL YOU STILL LOOK AT THE LESSONS THAT YOU LEARN, THESE FUNDAMENTAL LESSONS THAT YOU GUYS HAVE LEARNED AND CONTINUE TO APPLY THEM TO YOUR YOUR DAILY LIFE.
CONGRATULATIONS. [APPLAUSE] I'LL JUST PIGGYBACK TO THAT AND JUST SAY THAT I CAN'T THINK OF ANOTHER PROGRAM THAT PLANO ISD OFFERS THAT INSTILLS THE AMERICAN VALUES AND THE USEFUL SKILLS AND KNOWLEDGE THAT ARE BUILDING GREAT LEADERS LIKE YOURSELVES.
AND I'M GLAD THAT YOU MADE THE DECISION.
OUT OF ALL THE PROGRAMS PLANO ISD OFFERS THAT JROTC WAS THE ONE FOR YOU.
THIS IS AT SO MANY HIGH SCHOOLS ACROSS THE NATION.
SO, THIS IS TRULY EXTRAORDINARY.
SO, CONGRATULATIONS. [APPLAUSE] SO MY QUESTION.
I HAVE A QUESTION AND THEN A COMMENT.
BUT THE QUESTION, ARE YOU ALL, WHAT ARE YOU ALL DOING FOLLOWING WEST? WHERE ARE YOU GOING? DO YOU HAVE PLANS YET? [LAUGHTER] AND THEN THE COMMENT THAT I HAVE IS THAT THIS IS NOT THE FIRST TIME MAJOR LANGFORD HAS BEEN AT OUR BOARD MEETING OVER THE YEARS.
AND SO CONGRATULATIONS TO YOU AS WELL.
AND THAT'S SIR TO YOUR CREDIT.
SO THANK YOU FOR YOUR HARD WORK AND THANK YOU ALL FOR YOUR HARD WORK.
AND CONGRATULATIONS ONCE AGAIN.
[APPLAUSE] THERESA. SO FIRST I WANT TO CONGRATULATE OUR STUDENTS ON THIS MAJOR ACCOMPLISHMENT.
AND THEN ALSO I WANT TO CONGRATULATE MAJOR LANGFORD.
WE ARE AWARD WINNING AND NOW WE'VE JUST TAKEN IT TO, YOU ALL HAVE TAKEN IT TO A WHOLE OTHER LEVEL.
SO THANK YOU FOR BEING THE FIRST NATIONAL BOWL WINNERS.
[00:30:04]
WILLIAMS, FOR YOUR LEADERSHIP AND YOUR SUPPORTIVE OF NOT ONLY JROTC BUT ALSO HOPE SQUAD.AND ALSO I DIDN'T GET A CHANCE TO SAY I WANT TO CONGRATULATE ALL OF YOU ON YOUR LEADERSHIP.
I THINK WE'RE SEEING PARTS OF OUR MISSION STATEMENT AND OUR VISION STATEMENT PLAY OUT TONIGHT.
WE'RE GOING TO SHIFT GEARS TO SELENDA.
THANK YOU. WE ARE PLEASED TO SHARE A VERY SPECIAL STUDENT ACHIEVEMENT TONIGHT.
AND I THINK PLANO ISD PROUD IS EXEMPLIFIED IN EVERYTHING TONIGHT.
TONIGHT, I GET TO RECOGNIZE THE PLANO WEST SENIOR HIGH SCHOOL SPEECH AND DEBATE TEAM WHO BESTED 146 COMPETING PROGRAMS FROM 24 STATES ACROSS THE NATION TO RISE AS FIRST PLACE OVERALL CHAMPION OF THE 2022 YALE UNIVERSITY SPEECH AND DEBATE TOURNAMENT IN NEW HAVEN, CONNECTICUT.
MULTIPLE STUDENTS ACHIEVED TOP PLACEMENTS AT THE TOURNAMENT.
MANY TEAMMATES ADVANCED TO OUT ROUNDS OF DEBATE, AND WE ARE RECOGNIZING INDIVIDUAL MEDALISTS THIS EVENING AS WELL AS THE ENTIRE PLANO WEST SPEECH AND DEBATE TEAM WHO WAS AWARDED THE FIRST PLACE OVERALL RECOGNITION AT THIS COMPETITION.
OUR WINNERS ARE WALKER BLACKWELL AND MANHA HAQUE, FIRST PLACE DUO INTERPRETATION [APPLAUSE] . AND SHE GETS TO STAY PUT.
MANHA HAQUE FOR SECOND PLACE, PROGRAM ORAL INTERPRETATION.
KATHRYN LEE, THIRD PLACE, EXTEMPORANEOUS SPEAKING [APPLAUSE].
KYLE LETTERER, FOURTH PLACE, EXTEMPORANEOUS SPEAKING.
[APPLAUSE] ALREADY PRESENT UP HERE, WALKER BLACKWELL, THE FOURTH PLACE, DRAMATIC INTERPRETATION.
[APPLAUSE] JESSICA HE AND ANIKA IYER, SIXTH PLACE DUO INTERPRETATION.
I THINK THEY WERE UNABLE TO BE HERE TONIGHT.
[APPLAUSE] CALEB WRIGHT, THE SIXTH PLACE ORAL INTERPRETATION.
[APPLAUSE] [INAUDIBLE], SIXTH PLACE, ORIGINAL ORATORY.
AND I THINK SHE WAS UNABLE TO BE HERE TONIGHT AS WELL.
[APPLAUSE] YOU NEED TO BRING THOSE TROPHIES UP WITH YOU.
WE'RE GETTING THERE. WE'RE GETTING THERE.
SO WE NEED TO. I'M GOING TO ADD SOMETHING TO THE SCRIPT.
[LAUGHTER] STUDENTS, WE ARE SO VERY PROUD OF THE PERFORMANCE AT THIS EXTREMELY COMPETITIVE AND MOST PRESTIGIOUS TOURNAMENT AND COMMEND YOU ON YOUR FIRST PLACE TOURNAMENT CHAMPIONSHIP. MANY THANKS TO EACH OF YOU FOR BEING HERE THIS EVENING AND FOR BEING RECOGNIZED FOR YOUR SUCCESS.
I'M GOING TO ADD THIS LITTLE CAVEAT.
[APPLAUSE] AND WON THE FIRST PLACE INDIVIDUAL EVENTS TEAM SWEEPSTAKES, WHICH IS PRETTY INCREDIBLE TOO.
WE'LL ALSO RECOGNIZE DAVE HOUSTON, THE JASPER HIGH SCHOOL COACH FOR SPEECH AND DEBATE.
WE WANT TO RECOGNIZE MICHAEL CRUZ, PLANO WEST ASSOCIATE PRINCIPAL AND ONCE AGAIN, JANIS WILLIAMS FOR PLANO WEST SENIOR HIGH SCHOOL PRINCIPAL.
[APPLAUSE] SO NANCY IS GOING TO PRESENT CERTIFICATES.
AND WHILE SHE'S DOING THAT, BOARD COMMENTS AND PARENTS, AGAIN, IF YOU'RE A PARENT OF ONE OF THESE STUDENTS, COME UP TO THE FRONT TO TAKE YOUR PICTURES, DON'T HAVE TO BE IN THE BACK.
WALKER WAS ALSO ONE OF THE KIDS WHO WON AT THE THESPIAN FESTIVAL ON THE.
[00:35:03]
OH, WOW. [APPLAUSE] WELL, I'M GOING TO RECOGNIZE YOU ALL FOR THE COOLEST TROPHY AWARD OF THE NIGHT.Y'ALL HAVE THE COOLEST TROPHIES, MULTIPLE.
THIS IS TRUSTEE ANGELA POWELL.
THAT THE AMOUNT OF WORK THAT YOU PUT INTO YOUR DEBATES, THE AMOUNT OF RESEARCH YOU PUT INTO YOUR SPEECHES, THE AMOUNT OF TIME AND EFFORT THAT YOU PRACTICED, IT WAS ALL WORTH IT. SO THANK YOU SO MUCH FOR MAKING US PROUD HERE AT PLANO ISD.
[APPLAUSE] I'M CURIOUS BECAUSE YALE IS KNOWN FOR HAVING JUST A REMARKABLY BEAUTIFUL CAMPUS.
HOW MANY OF YOU ALL HAVE SUDDENLY DECIDED YOU NEED TO GO TO YALE AFTER THIS SPEECH AND DEBATE TOURNAMENT? NOT TO BE OUTDONE BY GETTING A BETTER TROPHY FROM UT.
WHAT ARE THEY FOR? SO I APPRECIATE YOU GUYS EXPLAINING THAT.
I MEAN, THIS IS SUCH A WONDERFUL NATIONAL ACADEMIC HONOR.
AND, YOU KNOW, WE'RE LIKE NOT EVEN HALFWAY THROUGH RECOGNITIONS.
WE'VE GOT SOME ART AND OTHER THINGS COMING UP.
AND IT'S JUST, IT'S SUCH A TREMENDOUS ASSET TO THE DISTRICT.
ALL Y'ALL MAKING IT HAPPEN EVERY DAY.
THANK YOU. [APPLAUSE] I JUST WANT TO CONGRATULATE ALL OF YOU.
I'M SEEING THIS LONGHORN TROPHY.
I'M LIKE, HOW DID THAT HAPPEN? SO THANKS FOR THE EXPLANATION.
BUT TRULY, WE ARE SO PROUD OF ALL OF YOU.
I'M SURE THAT THE COMPETITION AT THAT LEVEL WAS VERY HIGH AND YOU GUYS DID IT.
WHAT THAT WILL DO FOR YOUR FUTURES IS INCREDIBLE.
THANK YOU. [APPLAUSE] AND THE LAW SCHOOL COMMENT WAS NOT A JOKE, BY THE WAY.
SO I'D LIKE TO INVITE LAURA GRUNDLER TO THE PODIUM.
SHE IS OUR VISUAL ARTS COORDINATOR FOR PLANO.
THE WINNING ENTRIES ARE THEN PRINTED ON NOTE CARDS AND USED BY SUPERINTENDENT WILLIAMS, AS WELL AS OTHER ADMINISTRATORS AND THE SCHOOL BOARD TO RECOGNIZE, TO SEND OUT NOTES THROUGHOUT THE SCHOOL YEAR.
THEY ARE ALSO FEATURED ON THE WEBSITE AND UTILIZED BY OUR COMMUNICATIONS DEPARTMENT AS WELL.
HOPEFULLY. IF NOT, MY STUDENTS HAVE IT IN THEIR HANDS TO SHOW YOU.
OUR WINNERS ARE IN OUR K-2 CATEGORY, RILEY WATSON, SECOND GRADER AT DOOLEY ELEMENTARY.
COME ON. DON'T SIT BACK THERE.
COME TAKE PICTURES. OUR 3-5 CATEGORY WINNER, RACHEL [INAUDIBLE], FIFTH GRADER AT ANDREWS ELEMENTARY [APPLAUSE]. 6-8 CATEGORY WINNER, AVA WYNN, EIGHTH GRADER AT MURPHY MIDDLE SCHOOL [APPLAUSE].
AND OUR 9-12 CATEGORY AND OVERALL WINNER, [INAUDIBLE], NINTH GRADER AT VINES HIGH SCHOOL [APPLAUSE].
[00:40:09]
STUDENTS WE'RE VERY PROUD OF YOUR TALENTED WORK AND YOU HAVE PRODUCED, AND I JUST WANT TO SAY, TOO, THERE WERE OVER 1000 ENTRIES THIS YEAR, SO THESE FOUR YOUNG LADIES MADE IT THROUGH QUITE A TREMENDOUS SELECTION CATEGORY.JUST WANT TO PUT THAT OUT THERE.
MANY THANKS TO EACH OF YOU FOR BEING HERE TONIGHT TO BE RECOGNIZED FOR YOUR SUCCESS.
AND CONGRATULATIONS ON YOUR AWARDS.
PLANO ISD FOUNDATION BOARD MEMBER KELLEY THOMAS, PLANO ISD DIRECTOR OF SOCIAL EMOTIONAL LEARNING.
SHARON BRADLEY AND PLANO ISD SUPERINTENDENT, DR.
THERESA WILLIAMS. THANK YOU TO OUR PLANO ISD FOUNDATION AS WELL FOR SPONSORING THE MONETARY PRIZES FOR THIS YEAR'S WINNERS, EACH WHO WILL RECEIVE A $50 CHECK FOR EACH CATEGORY, AS WELL AS A $100 CHECK TO OUR OVERALL WINNER.
[APPLAUSE] SO ONCE AGAIN, NANCY.
CAN I REQUEST EXTRA CARDS THIS YEAR? I FEEL LIKE WE DID NOT GET A SUFFICIENT NUMBER OF THESE LAST YEAR, AND SO I JUST WANT TO REQUEST EXTRA CARDS.
WE CAN DO THAT. WE HAVE NOT PRINTED THEM YET, SO WE CAN DEFINITELY DO THAT.
THEY'RE ON THEIR WAY. SO, I KIND OF WANT TO KNOW FROM OUR STUDENTS, LIKE WHAT WAS YOUR INSPIRATION WHEN YOU THINK ABOUT KINDNESS AND WE SEE A LOT OF HEARTS AND WE SEE A LOT OF HANDS, BUT I'M JUST CURIOUS ABOUT YOUR SORT OF ARTISTIC PROCESS AND HOW YOU THOUGHT ABOUT APPROACHING WHAT KINDNESS MEANT TO YOU. [LAUGHTER] THEY'RE ARTISTS.
HOW DID YOU APPROACH KINDNESS? HOW DID YOU HOW DID YOU THINK ABOUT THIS? AND WHAT PROCESS DID YOU GO THROUGH TO CREATE THESE? FOR ME, KINDNESS IS KIND OF SOMETHING LIKE SOMETHING YOU USE TO HELP OTHERS, LIKE HELPS THEM RISE, IT LIFTS THEIR SPIRITS, AND IT'S KIND OF LIKE THAT.
IT'S SOMETHING THAT HELPS OTHERS, REALLY.
I THOUGHT OF IT AS, LIKE SMALL ACTS, LIKE HOLDING THE DOOR FOR SOMEONE OR EVEN JUST GIVING SOMEONE A COMPLIMENT CAN GO A LONG WAY.
THANK YOU ALL. AND CONGRATULATIONS.
[APPLAUSE] THANK YOU, LADIES. YOU CAN RETURN TO YOUR SEAT, BUT I DON'T GET TO YET.
SO WE HAVE ANOTHER VISUAL ARTS RECOGNITION FOR OUR STAFF TONIGHT, ACTUALLY.
SO THE DISTRICT OF DISTINCTION IS AN ANNUAL RECOGNITION PROGRAM CREATED BY THE TEXAS ART EDUCATION ASSOCIATION AND RUN BY THE ADMINISTRATION AND DIVISION, TO HONOR SCHOOL DISTRICTS THAT ARE LEADING THE WAY IN VISUAL ARTS.
TAEA RECOGNIZES DISTRICTS WITH OUTSTANDING LEADERSHIP AND PROMOTING THEIR ARTS IN THEIR DISTRICT COMMUNITY AND ACTIVELY PARTICIPATING IN TAEA AS IT SPONSORS EVENTS AND RECRUITING AND MAINTAINING STRONG STUDENT PARTICIPATION IN ALL VISUAL ARTS.
WE HAD TO SUBMIT A LOT OF SAMPLES AND A LOT OF EVIDENCE AND ARTIFACTS.
OVER 12,000 DISTRICTS IN THE STATE WERE ELIGIBLE TO APPLY.
THIS IS OUR THIRD CONSECUTIVE YEAR TO WIN THIS AWARD.
PLANO ISD HAS, IS VERY PROUD OF THIS MOST PRESTIGIOUS RECOGNITION WHICH REFLECTS THE EFFORT AND DEDICATION OF OUR TEACHERS AND STAFF IN THE DISTRICT IN KEEPING THE VISUAL ARTS A HIGH PRIORITY FOR ALL OF OUR STUDENTS.
IF, AND I THINK I DO HAVE A FEW TEACHERS.
[00:45:21]
I'M SORRY BUT I COULD ONLY GET SIX FROM TAEA, BUT I HAVE LITTLE LAPEL PINS THAT SAY WE'RE A DISTRICT OF DISTINCTION FOR OUR SCHOOL BOARD MEMBERS.AND I PROMISE I WILL TRY TO GET A SEVENTH ONE.
THERESA. CONGRATULATIONS TO YOU, LAURA, AND ALL OF OUR ART TEACHERS.
I'LL TELL YOU, JUDGING LIKE IT IS ONE OF THE BEST PARTS OF MY JOB, AND IT'S ALSO ONE OF THE HARDEST.
IT WAS SO HARD BECAUSE OUR KIDS ARE SO TALENTED.
THEY'RE DOING SUCH AN AMAZING JOB.
WE JUST ARE GRATEFUL FOR YOU, YOUR LEADERSHIP.
AND WE'RE GRATEFUL FOR ALL OF OUR ART TEACHERS ACROSS THE DISTRICT FOR THEIR WORK.
DO SOMETHING THREE TIMES, I DON'T EVEN KNOW WHAT TO CALL THAT.
BUT I'M AFRAID WE MIGHT GET THE SAME ARTISTIC TYPE OF SHYNESS.
YEAH. SO CONGRATULATIONS TO OUR ART STAFF AS WELL.
AND, LAURA, CONGRATULATIONS TO YOU.
GREAT WORK, ALL. [APPLAUSE] THEY WERE PLAYING MUSICAL MICROPHONES AGAIN AND GOING BACK TO LISA.
WE ARE EXCITED TO SHARE ANOTHER SPECIAL STAFF ACHIEVEMENT.
GOOD EVENING. GOOD TO SEE EVERYONE THIS EVENING.
I AM SO VERY HONORED TO RECOGNIZE THIS EVENING, PLANO WEST SENIOR HIGH BIOLOGY TEACHER JULIA DRAKE.
WE'RE GOING TO BRAG ON YOU FOR A MINUTE.
EVERY YEAR, IT'S CALLED THE OBTA, THE OUTSTANDING BIOLOGY TEACHER AWARD PROGRAM ATTEMPTS TO RECOGNIZE AN OUTSTANDING BIOLOGY EDUCATOR, GRADES 7-12 ONLY IN EACH OF THE 50 STATES: WASHINGTON, D.C., CANADA, PUERTO RICO AND OVERSEAS TERRITORIES.
CANDIDATES FOR THIS AWARD MUST HAVE AT LEAST THREE YEARS OF PUBLIC, PRIVATE OR PAROCHIAL SCHOOL TEACHING EXPERIENCE, AND A MAJOR PORTION OF THE NOMINEE'S CAREER MUST HAVE BEEN DEVOTED TO THE TEACHING OF BIOLOGY, LIFE SCIENCE.
OBTA RECIPIENTS ARE INVITED TO ATTEND THE HONORS LUNCHEON HELD AT THE NABT.
THAT'S THE NATIONAL ASSOCIATION OF BIOLOGY TEACHERS PROFESSIONAL DEVELOPMENT CONFERENCE.
MANY CONGRATULATIONS TO MS. DRAKE ON THIS TREMENDOUS ACCOMPLISHMENT.
I KNOW SHE'S JOINED THIS EVENING BY HER PRINCIPAL, JANICE WILLIAMS. JANIS, THAT'S THREE TIMES THIS EVENING YOUR NAME'S BEEN MENTIONED.
HER AP, KRISTEN FISHER IS HERE.
RIGHT. AND ASSOCIATE PRINCIPAL MICHAEL CRUZ IS HERE.
ARE THERE ANY OTHER WEST STAFF MEMBERS HERE? YEAH, LISA CARRIGAN IS HERE.
AND JOY, DO YOU, YOU HAVE FAMILY HERE, RIGHT? I DO. I'M JOINED BY MY HUSBAND AND MY TWO SONS.
EVAN AND ETHAN AND MY DEPARTMENT HEAD, DAVID CARROLL, AND MY TEAM MEMBER [INAUDIBLE].
CONGRATULATIONS. [APPLAUSE] YEAH.
YOU DON'T GET TO JUST SIT AND WAIT.
YOU GOT TO COME UP. YOU DON'T GET TO SIT DOWN.
WHAT AN HONOR. THAT'S A NATIONAL RECOGNITION.
[00:50:05]
THAT'S AMAZING. TRUSTEES, COMMENTS.SO I'M GETTING REALLY EXCITED ABOUT RECOGNITION THIS EVENING, BUT I CAN'T SKIP THIS ONE.
AND, YOU KNOW, PHYSICS AND MATH AND CHEMISTRY, LIKE THERE'S RULES, RIGHT? THERE'S RULES AND IT MAKES SENSE.
AND BIOLOGY IS FULL OF NUANCE AND COMPLEX SYSTEMS. AND, YOU KNOW, IT'S A LITTLE BIT MORE ART THAN PHYSICS, IN SOME CASES, YOU KNOW.
AND SO, I MEAN, NO DOG ON PHYSICS.
I LOVE PHYSICS, TOO, BUT IT'S SUCH A TREMENDOUS ACHIEVEMENT THAT YOU HAVE HAD, AND WHAT CAN BE A VERY, VERY COMPLICATED FIELD OF SCIENCE TO NOT ONLY TEACH, BUT TO INSPIRE KIDS.
AND SO I HOPE AS YOU GROW IN YOUR CAREER, YOU KNOW, YOUR STUDENTS WHO ALREADY ARE HAPPY TO WRITE YOUR RECOMMENDATIONS AND RECOGNIZE WHAT YOU BRING, HAVE BROUGHT TO THEIR LIVES.
THANK YOU. [APPLAUSE] MRS. DRAKE. MY UNDERGRAD WAS BIOLOGY, AND IT WAS TEACHERS LIKE YOU WHO MAKE US BIOLOGY MAJORS.
[APPLAUSE] AND I'LL JUST ADD THE DISTRICT IS DEFINITELY, AND PLANO WEST, IS LUCKY TO HAVE TEACHERS LIKE YOU WHERE, TO ACHIEVE THIS AWARD AND NOT JUST INSPIRING STUDENTS, BUT OTHER TEACHERS AND SPREADING THE KNOWLEDGE AND THE SKILLS TO TEACH OTHER BIOLOGY, TEACHERS AND OTHER SCIENTISTS.
AND WE APPRECIATE THAT FROM YOU.
[APPLAUSE] I DON'T HAVE ANY DEGREES IN BIOLOGY.
AND NOT ONLY THAT, I DON'T KNOW THAT I COULD PASS A BIOLOGY CLASS.
SO CONGRATULATIONS ONCE AGAIN.
WE HAVE ONE LAST STAFF RECOGNITION I BELIEVE.
I WANT TO ASK MR. MARK SKINNER TO COME UP TO THE PODIUM.
WE'RE GOING TO RECOGNIZE SOME TRANSPORTATION FOLKS THIS EVENING.
WE TRANSPORT APPROXIMATELY 14,000 STUDENTS ON A DAILY BASIS.
THESE GUYS DO AN OUTSTANDING JOB WITH WHAT THEY DO.
GREAT. AND I JUST I THINK IT'S SO EXCITING THAT MR. SKINNER IS GOING TO RECOGNIZE SOME OF THESE FOLKS THIS EVENING.
GOOD EVENING, EVERYONE. I KNOW YOU HAVE A LOT TO SHARE.
I'M VERY EXCITED TO READ FROM THE SCRIPT, SO I DON'T MISS ANYTHING.
BUT WE ARE BACK AND WE'RE BACK STRONG, SO I'M VERY EXCITED TO SHARE THIS NEWS TONIGHT.
EACH NOVEMBER, THE TRANSPORTING STUDENTS AND DISABILITY SPECIAL NEEDS, WHICH IS THE TSD, HOST THEIR ANNUAL CONFERENCE AND BUS SAFETY RODEO FOR SPECIAL NEEDS BUSSES AS AN OPPORTUNITY FOR SCHOOL BUS DRIVERS AND BUS ASSISTANTS TO SHOWCASE THEIR SKILLS AND DRIVING AND WORKING WITH STUDENTS.
THIS YEAR'S NATIONAL COMPETITION WAS CONDUCTED IN FRISCO AND HOSTED BY PROSPER ISD, WHERE BUS TEAMS COMPETED AGAINST ONE ANOTHER USING THEIR SKILLS IN PRECISION DRIVING AND KNOWLEDGE OF THE LAWS.
TEAMS WERE REQUIRED TO DRIVE A COURSE THAT MIMICKED A SPECIAL NEEDS BUS ROUTE AND INCLUDED PICKING UP MULTIPLE PASSENGERS, NAVIGATING A RAILROAD, CROSSING ANOTHER ROAD, OBSTACLES AND SURPRISE EMERGENCY SCENARIO.
SO IT'S NOT JUST RIGHT TURNS AND LEFT TURNS.
WE'RE TALKING WHILE YOU'RE DRIVING, YOU'RE TIMED.
IT'S PRECISION DRIVING THAT'S MEASURED.
[00:55:01]
AND IT'S AN INCREDIBLE TEST TO SHOW HOW ARE THEY COMMUNICATING, HOW ARE THEY SPEAKING? ARE THEY REMAINING CALM? ARE THEY WORKING TOGETHER AS A TEAM WHILE TRYING TO PARK ON A DIME AND ANSWER QUESTIONS IN MID ROUND? SO THIS IS NOT JUST RIGHT AND LEFT TURNS.YOU MAY RECALL OUR STATE WINNERS, STATE CHAMPION WINNERS, SHARED IN OUR JUNE BOARD MEETING.
SO I'M VERY PROUD TO SHARE SOME GOOD NEWS, GREAT NEWS THIS EVENING AND OFFER CONGRATULATIONS TO THE PLANO ISD NATIONAL AWARD WINNING BUS DRIVERS AND ASSISTANTS WHOM I'D LIKE TO INVITE UP, AS I CALL YOUR NAME.
SO OUR FOURTH PLACE SPECIALIST, SAYS OUR FOURTH PLACE SPECIAL NEEDS BUS TEAM.
[INAUDIBLE] [APPLAUSE] FOURTH PLACE IN THE NATIONAL COMPETITION, BY THE WAY.
[APPLAUSE] SO I DON'T KNOW IF I MENTIONED THIS, BUT THIS WAS IN THE NATION.
BEFORE I JUST LEAVE YOU WITH YOUR COMMENTS.
I ALSO LIKE TO RECOGNIZE MY LEADERS THAT ARE HERE TODAY.
I'VE GOT MS. BEVERLY SHANNON, ROUTE SUPERVISOR WHO'S A VERY DEDICATED PLANO EMPLOYEE [APPLAUSE].
AND THE REASON THAT WE HAVE THE SUCCESS WE HAVE IS, IS THE GROUP DYNAMIC AND THE TEAM DYNAMIC.
IT'S JUST INCREDIBLE AND IT SHOWS BECAUSE WE HAVE NATIONAL CHAMPIONS.
[APPLAUSE] ALL RIGHT. I INVITE OUR BOARD TO COMMENT.
I JUST WANT TO SAY CONGRATULATIONS.
I KNOW WE SAW SOME OF YOU BACK IN JUNE.
AND SO NOW YOU'VE WON NOT ONLY A STATE AWARD, BUT A NATIONAL AWARD.
AND I KNOW THAT THERE'S A SHORTAGE OF BUS DRIVERS IN THE COUNTRY RIGHT NOW.
SO WE ARE SO THANKFUL FOR YOUR SERVICE AND TRANSPORTING OUR KIDS SAFELY EVERY DAY.
AND I ALWAYS ASK YOU, CAN YOU POP A WHEELIE ON A BUS? BUT I KNOW YOU'RE NOT DOING THAT, BUT THANK YOU SO MUCH FOR WHAT YOU DO.
IT'S KIND OF ONE OF THOSE UNSUNG HEROES.
I DON'T KNOW THAT EVERYBODY RECOGNIZES THAT.
SO JUST SO PROUD THAT WE'RE RECOGNIZING YOU AGAIN TONIGHT.
THANK YOU. [APPLAUSE] I WANT TO.
SORRY. GO AHEAD. SO Y'ALL ARE HERE IN JUNE.
I'M GLAD YOU REMINDED US WHEN WE WERE HERE.
AND SCHOOL STARTED THIS YEAR, AND I'M GOING TO REVEAL, AND HOW I WAS INSPIRED.
SO I TOOK A PICTURE OF THIS LONG TIME AGO.
OFF TO TAKE THE KIDS TO SCHOOL, MAKING SEVERAL STOPS UNTIL IT'S FULL.
EACH MORNING ON MY WALK, THEY PASS, BOUNCING LOUDLY AND MOVING FAST.
SO I SAY A PRAYER FOR THEIR SAFE JOURNEY.
[APPLAUSE] SO THANK YOU ALL FOR YOUR THANK YOU ALL FOR YOUR INSPIRATION.
AND JUST EVERY DAY WHAT YOU DO FOR OUR STUDENTS.
I WANT TO CONGRATULATE OUR NATIONAL AWARD WINNERS.
[01:00:07]
TRANSPORTING OUR PRECIOUS CARGO TO AND FROM SCHOOL EACH DAY.WE SPENT, WE STARTED OFF THE SCHOOL YEAR FILLING IN OVER AT TRANSPORTATION AND WOW, THERE'S A LOT THAT GOES INTO ROUTING AND KIDS AND COMMUNICATION.
AND SO THANK YOU FOR EVERYTHING THAT YOU ALL DO EACH DAY.
AND THEN ALSO, I WANT TO THANK AND CONGRATULATE MS. DRAKE ON THIS NATIONAL ACCOMPLISHMENT.
BUT, YOU KNOW, YOU DEMONSTRATE OUR POWERED BY LEARNING AND OUR VISION STATEMENT EACH DAY.
AND OUR STUDENTS ARE SO LUCKY TO GET TO BE IN YOUR CLASS.
AND SO I'M JUST VERY PROUD OF ALL OF OUR AWARD WINNERS.
OUR STUDENTS, OUR TEACHERS THAT ARE WITH US THIS EVENING.
THANK YOU FOR EVERYTHING THAT YOU DO FOR OUR KIDS.
[APPLAUSE] SO I DON'T KNOW IF YOU ALL SAW THAT SOMETHING THAT WAS INCLUDED IN OUR BOND PACKAGE, IT JUST WENT THROUGH WAS THAT SOME WORK ON THE BUS BARN? SO MAKE SURE THAT YOU HAVE A TROPHY CASE IN THERE AND FILL IT UP.
SO CONGRATULATIONS ONCE AGAIN.
[APPLAUSE] SO THAT'S IT FOR OUR RECOGNITIONS.
BUT THIS IS THE BEST, THIS IS THE BEST PART OF THE MEETING FOR THE FOR THE TRUSTEES UP HERE.
WE LOVE SEEING STAFF RECOGNIZED, OUR STUDENTS RECOGNIZED, WE LOVE SEEING YOU ALL DOING GREAT THINGS.
AND SO CONGRATULATIONS TO EVERYBODY.
WE ARE MOVING ON TO THE PUBLIC COMMENT RELATED PORTION OF OUR MEETING.
DR. ANDERSON, DO WE HAVE ANY SPEAKERS REGARDING AGENDA ITEMS? PRESIDENT STOLLE, WE HAVE TWO SPEAKERS THIS EVENING REGARDING AGENDA ITEMS. OKAY. SO, I'M GOING TO, WHILE THEY'RE FILING OUT, I'M GOING TO READ ALL THE RULES AND THEN WE WILL CLOSE THE DOOR BEFORE YOU ALL START SPEAKING SO THAT WE HAVE, WE CAN GIVE YOU ALL DUE RESPECT FOR YOUR COMMENT.
AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA AND NON AGENDA ITEMS. AGENDA RELATED COMMENTS ARE HEARD PRIOR TO THE BOARD'S CONSIDERATION OR ACTION ON THE AGENDA ITEM.
NON AGENDA RELATED COMMENTS ARE HEARD AT THE END OF THE MEETING.
INDIVIDUALS PARTICIPATE BY SUBMITTING A COMMENT CARD IN ADVANCE OF THE MEETING.
COMMENT CARDS ARE NOT TRANSFERABLE AND INCOMPLETE.
COMMENT CARDS MAY NOT BE HONORED.
IF A SPEAKER IS NOT PRESENT WHEN CALLED UPON, THEIR OPPORTUNITY TO SPEAK WILL BE FORFEITED.
TONIGHT'S SPEAKERS WILL HAVE 3 MINUTES EACH.
[4. PUBLIC COMMENT SESSION AGENDA ITEMS ONLY ]
IF YOU'RE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.SPEAKERS HAVE RECEIVED INFORMATION REGARDING EXPECTATIONS OF PATRONS DURING PUBLIC COMMENT SESSION.
FAILURE TO LEAVE, WHEN REQUESTED TO DO SO MAY RESULT IN REMOVAL FROM THE MEETING.
AND THEN JUST AS A FINAL COMMENT, PLEASE BE AWARE THAT THE BOARD CANNOT ENGAGE IN A CONVERSATION.
WE WILL HEAR YOUR PUBLIC COMMENT AND AN AGENDA ITEM LATER IN THE MEETING.
SO WITH THAT, DR. ANDERSON, PLEASE CALL OUR FIRST SPEAKER.
[01:05:01]
THANK YOU. OUR FIRST SPEAKER TONIGHT IS SOPHIE XU.HI BOARD MEMBERS AND EVERYONE.
AND FIRST OF ALL, CONGRATULATIONS ON THE PASSING OF THE BOND AND APPRECIATE EVERY EFFORT, ALL OF YOUR WORK AND HARD WORK THAT WE HAVE BEEN THROUGH . TODAY, I'M SPEAKING ABOUT AGENDA RELATED ITEM 9.4 RESEARCH RELATED.
I DO THINK THAT THE NEW EXPANSION OF THE MUSIC PROGRAM AGAINST THIS RESEARCH.
SPIRIT. I DON'T THINK THE RESEARCH ALGORITHM HAS SOUNDNESS OR ACCURACY.
HERE'S MY REASON. NUMBER ONE, WHEN WE DO THE RESEARCH, RIGHT, WE NORMALLY THINK THAT RESULTS DRIVEN.
NOW OUR PISD MUSIC PROGRAM IS THE BEST AMONG EVERYONE IN TEXAS.
THAT'S OUR SCHOOL OF OUR EXCELLENCE OF EDUCATION.
AND I DON'T UNDERSTAND THIS RESEARCH ALGORITHM.
WE SUPPOSED TO BE RESULTS DRIVEN.
SHOULDN'T BE PA, ASK WHAT PISD SUCCEED, HOW WE SUCCEED, NOT THE OTHER WAY AROUND.
SECOND ONE, WHEN WE TALK ABOUT RESEARCH, WE DO THE IMPACT ANALYSIS.
UNFORTUNATELY, I DIDN'T SEE THAT ANYTHING MENTIONED LIKE THAT IN THE EMAILS AND NOW TODAY.
IT WILL IMPACT SEVERAL GENERATIONS OF STUDENTS.
SO MY QUESTION IS LIKE ONE OF THE MEMBERS SAYS THAT TEACHERS ARE THE ASSETS OF OUR PISD.
I DON'T UNDERSTAND THAT WHETHER WE HAVE ANY IMPACT ANALYSIS FOR OUR FUTURE ASSETS MUSIC PROGRAM, WHAT IS THE IMPACT TO OUR TEACHERS MORALE, WHETHER THEY FEEL HURT, WHETHER THEY FEEL INSECURE IN THEIR JOB? ALL OF THIS SHOULD BE INTO THE IMPACT ANALYSIS, BUT I DO NOT SEE ANY OF THEM MENTIONED OR SHOWN AS EVIDENCE IN THE EMAIL SENT OUT.
THIRD THING, AS A RESEARCH, WE SHALL GO.
WHEN MY PROFESSOR TOOK ME TO THE RESEARCH.
HOWEVER, I SEE THE SCHOOL BOARD REDO.
I SEE MANY MUSIC TEACHERS COME HERE, TALK TO ALL OF YOU, EXPRESS THEIR CONCERNS.
I DON'T UNDERSTAND BY RESEARCH POINT OF VIEW, HOW COME WE CAN IGNORE THE FIELD FEEDBACK? SHOULDN'T WE START FROM THE FIELD THEN TALK ABOUT POLICY, NOT THE POLICY, THEN FIELD YOU HAVE ACCEPTED.
SO THAT'S ALL MY QUESTIONS REGARDING THIS MUSIC EXPANSION PROGRAM, WHICH IS RELATED TO THE RESEARCH, BECAUSE I THINK THE RESEARCH ITSELF IS NOT CONDUCTED THOROUGHLY.
THEREFORE, I WOULD APPRECIATE ALL OF YOU PLEASE KINDLY RECONSIDER ABOUT THIS POLICY, ABOUT THIS EXECUTION, BECAUSE OUR EXCELLENCE OF EDUCATION, MUSIC IS VERY IMPORTANT PART OF IT.
THANK YOU. OUR NEXT SPEAKER IS AMANDA PALEN.
ASK HER TO COME TO THE PODIUM.
OK, PLEASE ALLOW ME TO SHARE WITH YOU WHY OFFERING ADDITIONAL FINE ARTS COURSES IS NOT A GOOD IDEA.
IT IS THE GOOD AND RIGHT THING TO OFFER.
BUY ONLY OVER MUSIC IN FINE ARTS AT THE SIXTH GRADE LEVEL.
ALLOW ME TO SHARE WITH YOU, DISCIPLINE.
DISCIPLINE. LEARNING MUSIC INSTRUMENTS OR SINGING IMPOSES SIXTH GRADERS WHILE THEY ARE STILL YOUNG ENOUGH TO BE MOLDED.
AND PERFORMING AT THE SAME TIME IS NOT AS EASY AS WE ALL THOUGHT.
ACCURACY. SIXTH GRADERS GET TO LEARN THEY NEED TO PLAY OR SING IN TUNE SO THAT THE MUSIC SOUNDS ELEGANTLY. WHAT THE CONSEQUENCE OF PLAYING OUT OF TUNE IS.
WHAT IS THE CONSEQUENCE? ONE MORE TIME.
MULTITASKING WHAT OUR CURRENT FINE ARTS COURSES CAN OFFER.
[01:10:03]
THEY NEED TO PLAY THE INSTRUMENT WITH TWO HANDS OR MOUTH, RIGHT? THEY NEED TO READ MUSIC AT THE SAME TIME AND ALSO UNDERSTAND IMMEDIATELY.THEY NEED TO WATCH CONDUCTORS AND ALSO PAY ATTENTION TO THE DIRECTIONS.
THEY NEED TO LISTEN TO THEIR PEERS.
THEY NEED TO COUNT ACCURATELY IN ORDER TO, IN THEIR HEAD.
AT THE SAME TIME, WHEN IT'S TIME FOR NEXT MOMENT.
THAT IS TRUE MULTITASKING, IN MY OPINION.
I ONCE WATCHED A PROFESSOR PERFORMING JAZZ MUSIC BY PLAYING HIS VIOLIN.
WOW. AND HE SAID, GUESS WHAT HE SAID.
HE SAID, YOU KNOW WHAT? IT'S ALL FROM THE FUNDAMENTAL TRAINING AND PRACTICES ALL THESE YEARS.
SO PLEASE CONTINUE TO CHALLENGE OUR YOUNG OR YOUNGSTERS BY ONLY OFFERING THEM MUSIC SO THAT THEY ARE WELL EQUIPPED. THANK YOU.
THANK YOU. AND I INVITE YOU ALL TO STAY UNTIL OUR AGENDA ITEM 9.4, IF YOU WOULD, IF YOU CARE TO.
WITH THAT, IF WE NEED TO GO INTO CLOSED SESSION AND IF THERE ARE NO OBJECTIONS FROM THE BOARD, THE BOARD WILL ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES: 551.072 AND 551.076.
I'M NOT EVEN, I'M NOT GOING TO GUESS WHEN WE'LL BE BACK.
WE ARE NOW RECONVENED IN OPEN SESSION.
TODAY'S TUESDAY, DECEMBER 6, 2022.
THE TIME IS 8:11 P.M., DECEMBER 6, 2022.
WE WILL MOVE TO THE CONSENT AGENDA.
CONSENT AGENDA CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL WITH NO DISCUSSION .
BOARD MEMBERS ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? CODY GAVE ME THE FAKE OUT.
ALL RIGHT. HEARING NONE, MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THIS CONSENT AGENDA.
THANK YOU. I HAVE A MOTION BY ANGELA POWELL, A SECOND BY DR.
HEATHER WANG. IF THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THAT MOTION PASSES UNANIMOUSLY.
OUR DISCUSSION AND ACTION ITEM.
[5. CLOSED SESSION ]
2023, INCLUDING THE ADOPTION OF AN ORDER AUTHORIZING THE ISSUANCE OF SUCH BONDS, ESTABLISHING THE PARAMETERS FOR THE SALE AND ISSUANCE OF SUCH BONDS AND DELEGATING CERTAIN MATTERS OF AUTHORITY OF CERTAIN MATTERS TO AUTHORIZED OFFICIALS OF THE DISTRICT.THAT'S A HECK OF A LOT OF LEGALESE.
SOUNDS LIKE A LAWYER WROTE THAT.
[6. RECONVENE OPEN SESSION]
IT DID SOUND FAMILIAR AT THAT.AND I APPRECIATE IT. WELL, WE'RE SUPER EXCITED THIS EVENING THAT WE'RE GETTING CLOSE TO THE POINT.
[7. CONSENT AGENDA ]
IT JUST SEEMS LIKE YESTERDAY WE HAD OUR BOND ELECTION.WE'RE ALREADY READY TO START, DO OUR FIRST ISSUE.
THIS EVENING, I MEAN, SHE ALREADY MADE HER WAY UP HERE.
YOU GUYS KNOW LAURA ALEXANDER WITH HILLTOP.
SHE ASSURED ME THIS IS GOING TO BE REALLY QUICK.
BUT BEFORE SHE GETS STARTED, I DO WANT TO INTRODUCE A COUPLE OTHER FOLKS IN THE AUDIENCE.
WE HAVE KRISTIN SAVANT WHO EVERYONE KNOWS.
AND WE ALSO HAVE BOB DRANSFIELD, WHO'S, OBVIOUSLY THESE GUYS ARE WITH NORTON ROSE FULBRIGHT.
I HOPE I GOT THAT RIGHT. AND THESE GUYS DID AN EXCELLENT JOB FOR US AS WELL.
SO I'M GOING TO TURN IT OVER TO LAURA AND SHE'S GOING TO GO THROUGH THE PARAMETERS ORDER.
AND IF YOU'VE GOT ANY QUESTIONS OR CONCERNS, PLEASE VOICE THOSE AFTER SHE GOES THROUGH THIS PROCESS.
[8.1. Consider All Matters Incident and Related to the Issuance and Sale of “Plano Independent School District Unlimited Tax School Building Bonds, Series 2023,” Including the Adoption of an Order Authorizing the Issuance of Such Bonds, Establishing Parameters for the Sale and Issuance of Such Bonds and Delegating Certain Matters to Authorized Officials of the District Presenter: Johnny Hill, Deputy Superintendent for Business and Employee Services ]
THANK YOU. GOOD EVENING.THIS IS GOING TO BE THE SECOND BEST PART OF YOUR NIGHT.
[LAUGHTER] SO QUICK BOND MARKET UPDATE.
OUR RATES HAVE OBVIOUSLY BEEN TRENDING UP CONSIDERABLY.
WE'VE TALKED ABOUT THAT A LITTLE BIT.
[01:15:04]
I'D SAY RIGHT NOW I'D ESTIMATE YOUR BORROWING COSTS FOR A 20 YEAR FINANCING TO BE RIGHT AROUND 4%.SO I KNOW THAT DOESN'T SOUND GOOD RELATIVE TO THE LAST FEW YEARS, BUT THINGS ARE GOING YOUR WAY.
AND THE ONLY THING I'D SAY, THE BOTTOM RIGHT SLIDE IS WITH FED FUNDS, WE'RE EXPECTING THE FED IN THEIR MEETING NEXT WEEK TO INCREASE RATES TWO AND A HALF A BASIS, 50 BASIS POINTS, AND THAT'S REALLY BAKED INTO THE MARKET.
SO I DON'T EXPECT THINGS TO MOVE A WHOLE LOT NEXT WEEK AFTER THAT HAPPENS.
BUT WHAT THEY SAY AFTER THAT IS OBVIOUSLY WHAT MIGHT CHANGE THE DIRECTION OF THINGS.
SO THE BOND BUYER GO INDEX, AGAIN, KIND OF A PROXY FOR YOUR FINANCING.
AND THIS SHOWS ALL THE WAY BACK TO 2011.
SO RATES ARE NOT AS HIGH AS THEY'VE EVER BEEN.
TRYING TO GIVE YOU A LITTLE BIT OF COMFORT IN THAT.
SO THE DISTRICT AND OBVIOUSLY YOU GUYS HAD A VERY SUCCESSFUL ELECTION, MAYBE NOT, DIDN'T GET QUITE EVERYTHING, BUT WE'RE LOOKING AT SELLING ABOUT $700 MILLION FOR THIS FIRST FINANCING. AND OBVIOUSLY OUR GOAL IS TO MAINTAIN THE DEBT SERVICE TAX RATE THAT YOU LEVIED FOR THE CURRENT YEAR AFTER THE [INAUDIBLE]. SO THE PARAMETERS RESOLUTION PROBABLY RECALL WHEN WE TEND TO SELL BONDS HERE, YOU'RE DELEGATING THE ACTUAL AUTHORITY TO THE SUPERINTENDENT AND DEPUTY SUPERINTENDENT OF BUSINESS SERVICES, SOMETHING LIKE THAT.
EITHER OF THEM CAN SIGN ON BEHALF OF THE DISTRICT.
SO THE PARAMETERS ARE TO SELL UP TO $700 MILLION.
SO, LIKE I SAID, I THINK ALREADY HIT MOST OF THIS RESTRUCTURING THE DEBT TO MAINTAIN THE TAX RATE OR ALSO STILL HAVE THAT CASH DEFEASANCE THAT WE TALKED ABOUT, WHEN YOU SET THE TAX RATE BACK IN OCTOBER OR AUGUST WHEN I WAS HERE LAST.
AND SO WE'LL BE REDEEMING SOME BONDS IN FEBRUARY, SOME OF THE 2013 BONDS, AND ALSO REDEEMING SOME OF THE 2015 BONDS AND ALL OF THAT COLLECTIVELY WITH THE $700 MILLION KIND OF AS PART OF THE OVERALL PLAN OF FINANCE TO BE ABLE TO REACH THAT TARGET TAX RATE.
AND WITH THAT, I'LL ANSWER ANY QUESTIONS.
THANKS. DO Y'ALL HAVE QUESTIONS? SO HOW MUCH ARE WE HOLDING BACK FOR ANOTHER ISSUANCE? SO THIS WILL BE YOU KNOW, WE'RE PLANNING ON THIS BOND PROGRAM LASTING APPROXIMATELY SIX YEARS.
THIS IS $700 MILLION OUT OF ABOUT $1.35 BILLION.
BUT I'M GOING TO THROW THIS OUT THERE ABOUT THE RATE.
BUT I'VE ALSO BEEN ON THE BOARD WHERE WE'VE HAD LIKE 2.25%, WHICH WAS AWESOME.
I FULLY REALIZE THAT THAT RATE ENVIRONMENT IS NO LONGER AROUND.
HOWEVER, IF ONCE THE FED STOPS RAISING RATES AND ONCE RATES START TO GET UNDER CONTROL, ARE WE FORESEEING A STEADYING OF RATES OR ARE WE FORESEEING POTENTIALLY A FALL IN THE BOND MARKETS? AND I KNOW YOU ALL ARE NOT WIZARDS.
I MEAN, YOU ARE WIZARDS, BUT YOU'RE NOT, YOU CAN'T PREDICT THE FUTURE.
RIGHT. THAT'S A GOOD QUESTION.
AND REALLY KEEP IN MIND, THEY'RE ONLY RAISING THE SHORT TERM RATE.
AND REALLY YOUR COST OF FUNDS IS DRIVEN OFF LONG TERM RATES.
YOU ALSO HAVE A MUNICIPAL MARKET.
AND THAT'S KIND OF WHERE WE ARE RIGHT NOW.
I THINK WHAT'S DRIVING OUR MARKET AND SORT OF THE IMPROVEMENT THAT WE'RE SEEING IN RATES.
AND SO HOPEFULLY THAT BODES WELL.
IT DOESN'T, YOU KNOW, A YEAR FROM NOW, WHERE ARE WE GOING TO BE? YOU KNOW, I DON'T KNOW.
I MEAN, 5%, I THINK FIVE AND A QUARTER.
SO WE'RE, WE TOOK THAT INTO ACCOUNT, NOT KNOWING WHAT THAT FUTURE MIGHT HOLD.
WE WERE EXTREMELY CONSERVATIVE IN OUR ESTIMATING.
[01:20:05]
I KNOW, YOU KNOW, IT JUST MEANS THE FINANCING PIECE IS GOING TO WORK WITHIN YOUR PLAN.THAT'S NOT GOING TO BE AN ISSUE.
DO YOU WANT LOWER RATES? OF COURSE.
YOU KNOW, HOPEFULLY IF THINGS DO COME DOWN, WE'LL BE ABLE TO REFINANCE THEM AGAIN AT SOME POINT.
SO THAT'S THE ONLY OTHER PIECE OF MIND I CAN OFFER.
WELL, I THINK THE LAST TIME WE SOLD, THEY WERE 3.75.
SO TO BE AT FOUR IS NOT TERRIBLY A LOT MORE CONSIDERING WHAT'S GOING ON IN THE WORLD.
ONE THING I DO WANT TO POINT OUT AS WELL IS WE'VE ALREADY STARTED WITH OUR FINANCE DEPARTMENT.
I MEAN, I WOULD LOVE TO GET AN ARBITRAGE.
AND SO IN OTHER WORDS, WE HAVE A FINANCING PLAN FOR ONE.
UNTIL WE NEED THAT $700 MILLION, WE'RE GOING TO BE INVESTING THAT MONEY AND HAVING RATES OF RETURN THAT'LL ACTUALLY HELP OFFSET SOME OF THOSE ANTICIPATED, IF COSTS DO GO UP OR INFLATION GOES UP.
WE HAVE A PLAN TO ACTUALLY HELP OFFSET SOME OF THAT LIABILITY.
AND THEN I GUESS THE OTHER QUESTION I HAVE IS.
I MEAN, IF WE'RE REDEEMING, TO ME IN MY SIMPLE FINANCE BRAIN, IF YOU'RE REDEEMING AT A LOWER RATE, WHY ARE YOU REDEEMING? RIGHT. IF WE'RE PAYING OUT, WE GOT BONDS ISSUED AT THREE AND A QUARTER WHY ARE WE REDEEMING THOSE OUT AND PAYING FOUR ON THE NEW MONEY? BUT CERTAINLY THE MATH WORKS TO OUR FAVOR, CORRECT? YEAH. SO TO BE CLEAR, THE REDEMPTION WE'RE DOING IN THIS CASE IS NOT A REFINANCING.
SO YOU'RE NOT ISSUING NEW DEBT TO PAY OFF THOSE BONDS.
YOU'RE ACTUALLY USING CASH ON HAND.
AND SO REALLY, YOU'RE JUST PAYING OFF THE PRINCIPAL EARLY AND FORGOING THAT EXTRA INTEREST EXPENSE.
OKAY. SO THAT'S WHERE THE SAVINGS.
JOHNNY, I KNOW THAT I ASKED YOU THIS THE OTHER DAY.
WHAT IS THE NUMBER THAT WE'RE REDEEMING AND WHAT'S THE FUTURE SAVINGS AND INTEREST? SO OF COURSE, WE BROUGHT THAT BACK UP IN AUGUST.
BUT YES, SO THE THIRTEEN'S ARE A REDEMPTION.
WE ALSO KNOW THAT IN 15-16 WE'RE DOING A DEFEASANCE.
THERE WAS ABOUT $15 MILLION OF INTEREST, $15 MILLION OF INTEREST SAVINGS TO OUR TAXPAYERS AS A RESULT OF GOING THROUGH THOSE, THAT PROCESS. SO ABOUT $15 MILLION OF SAVINGS, WHICH IS REALLY, REALLY GOOD.
I ASKED JOHNNY THIS BEFORE, BUT I'D LIKE YOUR OPINION ON IT TOO.
THERE WAS SOME LEGISLATIVE ACTION IN TERMS OF PEOPLE BEING ABLE TO DO BUSINESS WITH ENTITIES WITHIN THE STATE OF TEXAS AND THE DIVESTITURE PEOPLE WHO HAVE, YOU KNOW, A PURPOSEFUL DIVESTITURE OF ENERGY RESOURCES IN THIS SORT OF THING.
AND I SAW THAT THEY STARTED SELLING AGAIN EARLIER THIS YEAR.
I'M CURIOUS, YOU TALKED ABOUT THE DEMAND SIDE BEING DOWN.
WHAT ARE YOU SEEING ON THE SUPPLY SIDE IN LIGHT OF THAT LEGISLATIVE CHANGE FOR OUR STATE? YEAH. SO THANKFULLY, THERE'S PROBABLY LIKE 30 SOME ODD UNDERWRITERS IN THE STATE OF TEXAS.
THERE WERE STILL PLENTY OF OTHERS WHO COULD SLIDE IN AND PROVIDE THOSE SERVICES.
SO IT DIDN'T YOU KNOW, IT'S HARD TO SAY THERE'S A COST TO THAT AT ALL.
AND IN FACT, IT'S PRETTY HARD TO ARGUE THAT THERE WAS A COST TO THAT.
THERE ARE SOME SERVICES THAT IT WOULD HAVE BEEN NICE TO HAVE MAYBE MORE PEOPLE IN THAT SPACE TO MAKE IT MORE COMPETITIVE, BUT IT HASN'T IMPACTED THE BASIC SELLING OF TAXES AND BONDS LIKE THE SCHOOL DISTRICTS BONDS.
I REALLY SAY IT HASN'T IMPACTED THAT.
AND WE HAD 15 QUALITY COMPANIES THAT HAVE ALREADY SUBMITTED.
SO I THINK WE'RE IN REALLY, REALLY GOOD SHAPE EVEN ON AN ISSUE OF $700 MILLION.
LAURA, I MEAN, WE'RE PROBABLY USED, WHAT, FOUR OR FIVE UNDERWRITERS.
THAT'S A GOOD QUESTION. ALL RIGHT.
ANY OTHER QUESTIONS? SO THIS IS AN ACTION ITEM.
SO CAN I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES ADOPTS THE ORDER AUTHORIZING THE ISSUANCE AND SALE OF PLANO INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX SCHOOL BUILDING BONDS SERIES 2023, ESTABLISHING PARAMETERS FOR THE SALE AND ISSUANCE OF SUCH BONDS, AND DELEGATING CERTAIN MATTERS TO AUTHORIZED OFFICIALS OF THE DISTRICT.
I HAVE A MOTION BY NANCY HUMPHREY, A SECOND BY LAUREN TYRA THAT THE BOARD OF TRUSTEES ADOPTS THE ORDER AUTHORIZING THE ISSUANCE AND SALE OF PLANO INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX SCHOOL BUILDING BONDS SERIES 2023, ESTABLISHING PARAMETERS FOR THE SALE AND ISSUANCE OF SUCH BONDS, AND DELEGATING CERTAIN MATTERS TO AUTHORIZED OFFICIALS OF THE DISTRICT.
[01:25:01]
IS THERE FURTHER DISCUSSION? HEARING NONE WE'LL PROCEED.YEAH. CAN YOU CLARIFY WHAT CERTAIN MATTERS WILL MEAN IN THIS CASE. I THINK THAT'S IN THE RESOLUTION, CORRECT? WHAT THE WHAT THE MATTERS THAT ARE AUTHORIZED ARE ACTUALLY IN THE RESOLUTION.
ANY OTHER QUESTIONS OR FURTHER DISCUSSION? WE HAVE A MOTION. WE HAVE A SECOND.
ALL IN FAVOR PLEASE RAISE YOUR HANDS.
THAT MOTION PASSES UNANIMOUSLY.
THANK YOU ALL FOR ALL YOU ALL DO FOR US AND ALL THE ADVICE THAT YOU GIVE.
ALL RIGHT. THOSE ARE OUR ACTION ITEMS. WE ARE NOW MOVING ALONG TO OUR REPORTS.
AND JOHNNY, I THINK YOU'RE UP.
SPEAKING OF PILLAR FIVE, OF COURSE THAT IS STRATEGIC RESOURCE MANAGEMENT.
AND WHAT WE SAY IS THAT AT THE END OF THE DAY WE WANT TO BE GOOD STEWARDS OF OUR FINANCES.
WE WANT TO MAKE SURE THAT WE'RE STRATEGIC.
WE WANT TO MAKE SURE WE'RE EQUITABLE.
AND WE WANT TO BE ABLE TO MEET STUDENT NEEDS.
THAT'S WHAT IT'S ALL ABOUT, IS ARE WE ABLE TO TAKE CARE OF OUR STUDENTS? WE WANT TO MAKE SURE THAT WE ALIGN OUR RESOURCE ALLOCATION WITH OUR DISTRICT GOALS, AND WE WANT TO PROVIDE A SYSTEM THAT ALLOCATES THOSE RESOURCES BASED ON THE STRATEGIC OBJECTIVES, THE DISTRICT STRATEGIC OBJECTIVES.
THERE ARE CERTAIN GUIDING QUESTIONS THAT WE GO THROUGH ON OUR RESOURCE ALLOCATIONS.
NUMBER ONE, ARE ALL CAMPUSES ADEQUATELY RESOURCED? NUMBER TWO, ARE THE CAMPUS WITH THE GREATEST NEEDS, ARE THEY GETTING A BIGGER SHARE OF THE RESOURCES IN ORDER TO MEET THEIR NEEDS?
[9.1. Budgets, Staffing, and Allocations for the School Year 2023 2024 Presenter: Johnny Hill, Deputy Superintendent of Business and Employee Services ]
NUMBER THREE, OUR RESOURCE ALLOCATIONS ALIGN WITH DISTRICT GOALS.NUMBER FOUR, ARE PROGRAM ENROLLMENT STUDENTS ALL CONSIDERED IN A STRATEGIC, ADEQUATE AND EQUITABLE MANNER? NUMBER FOUR, ARE WE MEETING THE LAWS, WHETHER THAT BE STATE OR FEDERAL? AND THEN FINALLY, ARE RESOURCES ALIGNED TO MAXIMIZE OUTCOMES STUDENT LEARNING OUTCOMES.
NUMBER ONE IS LEARNING AND TEACHING.
NUMBER THREE IS THE TALENT ACQUISITION, SUPPORT AND GROWTH.
ARE WE ABLE TO ATTRACT AND RETAIN EFFECTIVE QUALITY WORKFORCE BY PROVIDING A QUALITY AND A COMPETITIVE PACKAGE TO THEM, WHETHER THAT'S COMPENSATION AND OUR BENEFITS? AND OF COURSE, CULTURE OF COMMUNITY.
ONE OF OUR MAIN PILLARS AND THAT IS ARE WE SUPPORTING INITIATIVES THAT WE'RE GOING TO ENGAGE THE COMMUNITY, THAT WE CAN PARTNER WITH THEM AND ACTUALLY CONTINUE TO LOOK FOR OPPORTUNITIES WITH WITH OUR FINANCES.
AND OF COURSE, FINALLY, WE HAVE NUMBER FIVE, WHICH IS STRATEGIC RESOURCE MANAGEMENT.
AND THAT IS TO CONTINUE TO EVALUATE OUR EXPENSES TO DETERMINE IF WE HAVE A COST BENEFIT.
IN OTHER WORDS, IS IT WORTH DOING IT? IS IT WORTH PUTTING RESOURCES INTO IT? ARE WE USING THOSE RESOURCES IN AN EFFICIENT MANNER? ONE THING THAT WE STARTED AS A DISTRICT, I BELIEVE FOUR YEARS AGO, AND I'VE GOT SOME CHARTS I'LL SHOW YOU HERE IN JUST A SECOND, BUT TO CONTINUE TO DO THE ZERO BASED BUDGETING, WHICH SIMPLY MEANS WE START WITH ZERO ON OUR BUDGETS, AND WE HAVE TO JUSTIFY ADDING ON TO THAT.
AND THEN FINALLY, WE'VE GOT PROVIDING TO CONTINUE TO PROVIDE CAMPUS BUDGET ALLOCATIONS AND RESOURCES THAT MEET THE NEEDS OF THE STUDENTS IN MAKING SURE THAT THEY MEET STATE AND FEDERAL GUIDELINES.
WE NEED TO MAKE SURE THAT WE ADEQUATELY MAINTAIN A FUND BALANCE.
AS YOU KNOW, 95% OF OUR MONIES COMES THROUGH TAXES.
UNFORTUNATELY, WE DON'T GET THOSE THROUGHOUT THE YEAR EVENLY.
[01:30:02]
WE HAVE TO MAINTAIN A HEALTHY FUND BALANCE IN ORDER TO CASH FLOW OUR DISTRICT.I BELIEVE IT WAS LAST MONTH WHEN I TALKED ABOUT EVERY DAY WE OPERATE, WE SPEND ABOUT $2 MILLION.
AND SO IT'S IMPORTANT. THAT'S ALMOST $40 MILLION A MONTH.
YOU KNOW, OBVIOUSLY WE'RE A BUILT OUT DISTRICT.
AND SO WE HAVE A DECLINING ENROLLMENT.
WE NEED TO MAKE SURE THAT WE'RE SMART AND HOW WE ACTUALLY LEVY OUR RESOURCES TO MAKE SURE THAT WE ALIGN WITH WHAT OUR STUDENT BASES DO AND OUR STAFF BASE IS DOING. AND THEN ALSO LEGISLATIVELY.
I'M NOT GOING TO SAY, UNFORTUNATELY, THE LEGISLATORS MEET EVERY TWO YEARS.
I DO WANT TO GO THROUGH THIS REAL QUICK AND I'LL COME BACK TO THAT.
LOOK AT THE TEACHERS AND THEN LOOK TO SEE WHERE WE'RE AT WITH THE TEACHERS FOR THIS YEAR.
THIS IS BASED ON THIS IS RIGHT OFF OF THE PEIM DATA THAT WE SUBMIT TO THE STATE.
THIS IS THE TEACHER COUNT THAT WE'VE HAD OVER THE LAST.
YOU CAN ACTUALLY SEE OVER THAT FIVE YEAR PERIOD WE'VE ACTUALLY REDUCED TEACHERS BY 368.
I DON'T KNOW IF YOU REMEMBER, WE TALKED ABOUT THIS.
THIS IS JUST TAKING IT ONE YEAR FURTHER.
AND SO YOU CAN SEE THAT WE'RE RIGHT IN LINE WITH WHAT WE'RE WHAT WE'RE DOING ON OUR RATIOS.
WE'RE KEEPING UP RIGHT WITH WHAT WE'RE DOING ON OUR STUDENTS.
THIS IS OUR NON-PAYROLL BUDGETS.
THIS IS THE EFFECT OF ZERO BASED BUDGETING AND WHAT IT'S ACTUALLY DONE.
AND OF COURSE, SHE'S IN THE MIDDLE COLUMN.
AND THEN YOU ACTUALLY SEE IN 21, 22, YOU CAN SEE IT WENT DOWN BECAUSE YOU CAN SEE WHAT'S HAPPENING.
THAT'S WHEN INFLATION STARTED REALLY REVVING UP.
AND THEN INFLATION'S IN THAT FAR RIGHT COLUMN.
AND THEN YOU CAN ACTUALLY SEE WHEN WE WENT TO DO BUDGETING LAST YEAR BECAUSE OF INFLATION, YOU KNOW, WE TALK ABOUT THOSE FIXED CONTRACTED EXPENSES AND I'M TALKING ABOUT THE BIG ONES ARE LIKE UTILITIES.
TALKING ABOUT CUSTODIAL OR SRO OFFICERS.
THOSE ARE ALL FIXED CONTRACTS THAT ARE TIED TO AN INFLATIONARY FACTOR THAT GO UP AUTOMATICALLY.
AND WE HAVE TO MEET THAT IN ORDER TO DO BUSINESS.
IF YOU LOOK AT THE EFFECTS OVER THE FOUR YEAR PERIOD, WE WERE STILL TO THE POSITIVE $1.3 MILLION.
AND THAT'S THAT'S TAKING INTO ACCOUNT ABOUT A 12% INFLATIONARY FACTOR OVER THAT PERIOD.
SO THAT'S THE NET EFFECT OF WHAT YOU GET WITH THE ZERO BASED BUDGETING.
I JUST WANTED TO SHOW THAT, IF THAT'S ALL RIGHT.
SO ONE THING WE DID, AND I CANNOT TAKE CREDIT FOR THIS, IT'S DR.
WILLIAMS THAT ACTUALLY CAME UP WITH THIS, WHICH I THINK WAS WAS REALLY GOOD.
AND WE ACTUALLY TALK ABOUT THOSE THOSE KEY POINTS IN THE MONTHS THAT KEY THINGS HAVE TO TAKE PLACE.
THIS IS STILL INCLUDED IN THAT.
YOU SEE THAT IN THE LEFT HAND COLUMN AND THE BUDGETING COLUMN.
YOU CAN ACTUALLY SEE EVERYTHING THAT'S GOING TO HAPPEN IN THE BUDGET CALENDAR BY MONTH AND BY DATE.
YOU CAN GO THROUGH THOSE THREE PAGES.
I COULDN'T GET IT ALL ON ONE PAGE, MAINLY BECAUSE I DON'T THINK ANYBODY COULD HAVE READ IT.
BUT YOU CAN GO THROUGH THESE THESE NEXT THREE SLIDES HERE AND THEN THE LEFT HAND COLUMN BY MONTH, YOU CAN SEE WHAT'S GOING ON WITH THE BUDGETING ALL THE WAY DOWN INTO JUNE WHEN WE'RE GOING TO ASK YOU TO APPROVE THAT BUDGET.
[01:35:04]
STAFFING IS A HUGE PART OF OUR BUDGETING PROCESS.IT MAKES A LOT OF SENSE THAT WE ACTUALLY ADD IN STAFFING.
WE'VE GOT TO BE STRATEGIC WITH HOW WE STAFF.
IT'S WHAT'S DRIVING OUR BUDGET.
THAT'S WHAT YOU SEE IN THAT MIDDLE COLUMN.
AND THEN ONE THING THAT WE KNOW IS WHEN WE START TRYING TO BE MORE AND MORE EFFICIENT WITH OUR BUDGETS BECAUSE WE DO HAVE A DEFICIT AND THAT DEFICIT HAS BEEN GROWING, IS THAT IT'S SUPER IMPORTANT THAT WE START UNCOVERING MASTER SCHEDULING.
BUT IT'S SUPER IMPORTANT THAT WE START ROLLING IN AND START UNCOVERING, MAKING SURE THAT WE HAVE CONSISTENCY AND MAKE SURE THAT WE HAVE TRANSPARENCY IN OUR MASTER SCHEDULING PROCESS. SO THIS IS A NEW COLUMN THIS YEAR THAT REALLY THE MIDDLE COLUMN AND THE COLUMN ARE NEW THIS THAT WE'RE ROLLING INTO OUR OVERALL SCHEDULING TIMELINE.
THIS IS WHEN MASTER SCHEDULES ARE DUE.
AND OF COURSE, THAT STAFFING ONCE AGAIN WILL ROLL INTO OUR BUDGETING PROCESS.
SO THAT'S WHAT YOU'VE GOT HERE.
IT'S A VERY ACTIVE SHEET, BUT IT'S VERY, VERY COMPREHENSIVE.
AND THE FACT THAT IT'S ALL INTERDEPENDENT.
I'M GOING TO GO BACK AND OF COURSE, THIS IS SUPER IMPORTANT.
GOING BACK TO THOSE GUIDING PRINCIPLES.
THIS IS WHERE WE GET THAT INFORMATION FROM.
JUST TO KIND OF GO THROUGH THIS REAL QUICKLY.
I KNOW YOU I THINK EVERYONE HERE HAS GONE THROUGH THIS AND IS FAMILIAR WITH THIS PROCESS.
YOU'LL SEE THE DOLLAR AMOUNTS HERE IN A SECOND.
THERE IS AN ADDITIONAL COMPENSATION AS YOU HAVE ADDITIONAL SPECIAL CHARACTERISTICS OF THAT STUDENT.
THAT'S DRIVEN ON A DISTRICT LEVEL.
ON THE THIRD LEVEL, WHAT WE CALL LEVEL TWO.
THAT IS, IF YOU'VE GOT MORE THAN 55% AT RISK, THEN YOU'RE GOING TO GET AN ADDITIONAL STATE ALLOCATION OF AN ADDITIONAL $8 PER STUDENT BASED ON THAT LEVEL, BASED ON THOSE INCREASED NEEDS.
AND THEN FINALLY, ON LEVEL THREE, THOSE ARE OUR TITLE CAMPUSES.
THAT'S WHEN WE LAYER ON FEDERAL FEDERAL FUNDING AT THAT LEVEL.
THAT'S ALSO DRIVEN BY BY THE DISTRICT DISTRICT RESOURCES.
SO WE'RE GOING TO GET INTO THE WEEDS JUST A LITTLE BIT.
SO THIS IS HOW WE DO THE ALLOCATION ON EACH ONE OF THOSE FUNDING LEVELS.
SO ONCE AGAIN, YOU CAN LOOK AT THAT FUNDING LEVEL ONE, YOU SEE THOSE CAMPUS ALLOCATIONS AND THEN AS YOU GO TO THE DIFFERENT COLORS GOING OVER TO THE RIGHT, GOING FROM ADEQUACY OVER TO EQUITY, YOU CAN ACTUALLY SEE HOW THOSE ADDITIONAL LAYERS BASED ON STUDENT CHARACTERISTICS ARE ADDED.
AS YOU GO UP ONCE AGAIN, YOU SEE WHAT WE TALK ABOUT, THOSE SPECIAL PROGRAMS THAT ARE DRIVEN AT THE DISTRICT LEVEL, WHETHER THAT'S HEALTH SCIENCE ACADEMY, EXTRACURRICULAR FUNDING, I'LL BE ANY OF THOSE CAMPUS DRIVEN FUNCTIONS.
AND THEN YOU ACTUALLY SEE THE LEVEL TWO, WHICH IS, OF COURSE, YOU'RE AT RISK.
YOU SEE THAT ADDITIONAL $8 PER STUDENT.
SO WE GET INTO STAFFING ALLOCATIONS.
ONCE AGAIN, IT BUILDS ON TOP OF ITSELF.
YOU'VE GOT LEVEL ONE STAFFING, WHICH IS A, THIS IS JUST WHEN WE TALK ABOUT REDUCING ON THE TEACHER LEVEL AND HOW ARE WE ABLE TO DO THAT AND ACTUALLY BE SO CLOSELY ALIGNED WITH OUR STUDENTS. WE DO IT BY RATIOS.
THAT'S WHAT YOU SEE IN LEVEL ONE STAFFING A, THAT'S WHY IT'S SO CLOSELY ALIGNED WITH OUR STUDENTS, BECAUSE WE MAKE SURE THAT WE TIE IT TO EITHER STUDENTS ARE GOING UP, STUDENTS GOING DOWN. WE WANT TO BE RIGHT ON TOP OF THAT.
[01:40:01]
AND THEN WHEN YOU GO UP TO LEVEL TWO STAFFING, THOSE ARE ADDITIONAL BASED ON THE SPECIAL, SPECIAL, ADDITIONAL SPECIAL PROGRAMS THAT THAT CAMPUS YOU MAY YOU MAY BE ENTITLED TO ADDITIONAL RESOURCES THAT'S DRIVEN BY THE DISTRICT AS WELL AS YOUR LEVEL THREE STAFFING.I DO WANT TO POINT OUT YOU ALSO HAVE LEVEL ONE STAFFING C THAT YOU HAVE GOING OVER TO THE RIGHT.
WELL, OBVIOUSLY WE SHOULD HAVE MORE RESOURCES IF YOU'VE GOT, YOU KNOW, IN SOME CASES YOU'VE GOT A DISTRICT, A CAMPUS THAT HAS 300 STUDENTS, YOU'VE GOT ONE THAT MAYBE HAS OVER 1000. WELL, THERE'S A WAY THAT WE ALLOCATE FOR THAT, AND THAT'S BASICALLY LEVEL ONE STAFFING C, TAKES THAT INTO ACCOUNT.
AND THEN OF COURSE, YOUR YOUR LEVEL ONE STAFFING D IS THOSE SPECIAL CURRICULAR PROGRAMS. SO IF YOU'VE GOT A BEHAVIORAL UNIT AT A AT A CAMPUS, OBVIOUSLY THERE'S GOING TO BE MORE RESOURCES ATTACHED TO TO THAT CAMPUS.
I DO WANT TO POINT OUT THAT EACH OF YOU HAVE A HARD COPY AT YOUR I DON'T KNOW IF YOU FOUND IT YET.
I SHOULD HAVE I SHOULD HAVE STARTED WITH THAT.
BUT ONE THING THAT I WILL SAY ON THAT SHEET, AS YOU GO THROUGH EACH OF THOSE WHAT WE CALL STATE MANDATED PROGRAMS, THAT'S YOUR GT, YOUR BILINGUAL, YOUR STATE COMPENSATORY, THERE'S A DESCRIPTION, AN IN-DEPTH DESCRIPTION OF WHAT EACH OF THOSE ARE.
MORE THAN HAPPY TO ANSWER QUESTIONS ON THAT AS WELL.
OKAY. AND I'M NOT GOING TO START TO REALLY GO THROUGH THIS UNLESS YOU'VE GOT A SPECIFIC A QUESTION.
BUT ALL OF THOSE ALLOCATIONS ARE ACTUALLY FEED INTO THIS SHEET RIGHT HERE.
SO IN THE LEFT HAND COLUMN, OF COURSE, YOU SEE THE DIFFERENT LEVELS THAT WE JUST WENT OVER.
AND THEN YOU'RE INTO YOUR RIGHT, YOU'VE GOT ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL.
THOSE ARE SOME OF THE NARRATIVES OF WHAT WE JUST TALKED ABOUT.
SO IF YOU'VE GOT OBVIOUSLY, YOU CAN LOOK AT THOSE RATIOS, THE LEVEL ONCE AGAIN, THE LEVEL ONE STAFFING A IS YOUR TEACHER RATIOS, LEVEL ONE, STAFFING ONE B IS YOUR SUPPORT.
YOU CAN LOOK AT THE STAFFING LEVELS C, THOSE ARE BASED ON ON NUMBER OF ENROLLMENT.
YOUR LEVEL D IS YOUR SPECIALIZED PROGRAMS, YOUR CAMPUSES THAT HAVE SPECIALIZED PROGRAMS AT THEM.
I DO WANT TO POINT OUT, THIS IS STILL A WORK IN PROGRESS WHENEVER I SAID WE WERE WORKING.
SO WE FEEL LIKE WE'RE IN A PRETTY GOOD PLACE ON OUR ELEMENTARY STAFFING.
BUT I WILL SAY MR. REID AND HIS HIS TEAM ARE DOING A REALLY, REALLY GOOD JOB OF US GOING THROUGH AND WORKING AND LOOKING AT SECONDARY AND JUST GO THROUGH AND MAKING SURE THAT WE ARE AS EFFICIENT AS WE CAN BE. ON THE SECONDARY STAFFING, IT'S A LITTLE MORE COMPLEX.
AND SO WE'RE GOING THROUGH THOSE PROCESS.
WE ALSO HAVE SOME TEAMS ON THE CAMPUS LEVEL THAT ARE THAT ARE DOING A LOT OF RESEARCH THAT WE'RE ACTUALLY TRYING TO USE THAT TO ACTUALLY MAKE DECISIONS AS WELL. AND SO OVER THE NEXT COUPLE OF MONTHS, THAT WILL ACTUALLY BE FOLDING BACK INTO THIS PROCESS.
SO ON THIS SHEET, YOU MAY SEE SOME TWEAKS AS WE GO THROUGH THAT JUST TO REFINE THE PROCESS.
HOPEFULLY I DIDN'T TAKE TOO LONG ON THAT, BUT JUST WANTED TO SPEND A LITTLE BIT OF TIME AS WE START THE BUDGET PROCESS TO SHOW YOU HOW WE'RE ACTUALLY UTILIZING OUR ASSET, OUR ASSETS AND OUR RESOURCES.
ANY QUESTIONS ON THAT? JUST MAKE A COMMENT. I'M VERY THANKFUL FOR THIS THOROUGH PROCESS.
WHEN YOU'RE TALKING ABOUT 86% OF OUR BUDGET AND WE WANT TO MAKE SURE THAT WE'RE COGNIZANT OF WHERE THE STAFFING IS GOING SO THAT WE CAN SERVE THE KIDS IN THE BEST POSSIBLE SCENARIO.
SO I'M NOT SURE THAT EVERY SCHOOL DISTRICT DOES IT TO SUCH A GRANULAR LEVEL.
SO I JUST WANT TO COMMEND THE WHOLE TEAM FOR THE WORK THAT THEY'RE DOING, BECAUSE THIS IS A HUGE UNDERTAKING THAT IS GOING TO HAVE A BENEFIT TO THE COST. AND I'LL JUST COMMENT IN TERMS OF THIS AND PREVIOUS CFOS AND YOU AS WELL, JOHNNY.
I THINK THERE'S A PLETHORA OF PRESENTATIONS, WHETHER IT'S ON THE BUDGET CALENDAR, GOALS, STAFFING, FINANCIAL THAT OUR PUBLIC HAVE ACCESS TO IN OUR PREVIOUS VIDEOS THAT ARE JUST AMAZING RESOURCES.
[01:45:08]
ANYBODY THAT TOOK THE TIME TO REALLY WANT TO UNDERSTAND SCHOOL FINANCE OR OUR BUDGET, I THINK YOU'VE DONE AN AMAZING JOB BREAKING IT DOWN.SO I APPRECIATE IT. THANK YOU.
DO YOU THINK THEY GOT THE ONES THAT ASK? YES, BUT MOST PEOPLE KNOW.
SO AS I WAS DOING PACKET REVIEW THIS WEEK.
I REALLY I HAVE AN ASK AS WE GO THROUGH THIS YEAR'S BUDGET PROCESS.
AND WHAT THAT ASK IS, IS THAT IF WE ARE LOOKING AT ANOTHER DEFICIT BUDGET, WHICH I THINK NINE OUT OF THE LAST 12 YEARS, WE'VE NOT HAD A POSITIVE BUDGET IN THIS PROCESS AS WE GO THROUGH IT, I WOULD LIKE TO SEE WHAT IT WOULD TAKE TO GET THE BUDGET IN THE BLACK.
AND I THINK THAT WE NEED TO HAVE A REALLY HONEST CONVERSATION WITH OUR COMMUNITY ABOUT PRIORITIES.
AND WHEN WE THINK ABOUT PRIORITIES, OUR LEGISLATIVE PRIORITIES, WHAT WOULD TWO COPPER PENNIES CONVERTED TO TWO GOLDEN PENNIES MEAN IF WE GOT THAT OUT OF THE LEDGE THIS YEAR? HOW MUCH MONEY, HOW MUCH OF OUR DEFICIT DOES THAT MEAN? RIGHT. AND ARM OUR TAXPAYERS WITH THE ABILITY TO GO TO OUR LEGISLATORS AND SAY, THIS IS WHAT THIS WILL MEAN? RIGHT. THE VOTER HELPED, BUT IT'S LIKE A QUARTER RIGHT OUT OF THE GATE OR WE GOT LIKE A QUARTER OF THIS YEAR'S DEFICIT.
I DON'T KNOW WHAT NEXT YEAR'S DEFICIT IS GOING TO BE.
RIGHT. AND OUR PEOPLE, YOU KNOW, WHEN YOU LOOK AT THE EFFICIENCY AUDIT, WE SPEND MORE ON INSTRUCTION THAN THE STATE AND OUR PEER DISTRICTS, LESS ON SCHOOL LEADERSHIP, LESS ON GENERAL ADMINISTRATION AND LESS ON FACILITIES MANAGEMENT, LESS ON EXTRACURRICULAR.
THIS BUDGET IS SO TIGHT ALREADY.
BECAUSE AS YOU POINTED OUT LAST TIME AND YOU ALLUDED TO AGAIN, WE'RE AT SIGNIFICANT RISK OF THAT FUND BALANCE CHANGING, RIGHT? THAT THAT'S ALWAYS A LEGISLATIVE RISK THAT THEY WILL WANT TO PARTNER WITH US, AS YOU PUT IT SO KINDLY TO DECREASE OUR FUND BALANCE AND WE CAN'T SPEND ALL OF THAT.
AND SO THIS HAS TO BE DEALT WITH.
THE BUDGET DEFICIT HAS TO BE DEALT WITH.
AND SO THROUGHOUT THIS PROCESS, I WOULD LIKE TO UNDERSTAND WHAT EXTERNAL ACTIONS OUR LEGISLATORS COULD TAKE AND THE DOLLAR AMOUNTS THAT THOSE ARE GOING TO MEAN TO OUR BUDGET AND WHAT INTERNAL ACTIONS WE CAN TAKE AND THE DOLLAR AMOUNTS THAT THOSE CAN MEAN TO OUR BUDGET.
BEFORE APPROVING A BUDGET THIS YEAR, I THINK IT'S TIME.
AND IN ADDITION TO THAT, WE'RE WE'RE OFFERING SOME REMEDIES.
AND EVERY ONE OF THE REMEDIES ARE SIX REMEDIES THAT WE OFFER.
EACH ONE OF THEM HAS A DOLLAR AMOUNT THAT WILL THE BENEFIT TO PLANO ISD.
SO IF WE CONVERT COPPER PENNIES TO COPPER PENNIES TO GOLDEN PENNIES, I THINK THAT YIELDS, WHAT IS IT 9 MILLION? YEAH. AND THEN IF WE IF WE GO FROM AN ATTENDANCE BASED FUNDING TO ENROLLMENT BASED FUNDING THAT WILL YIELD ANOTHER $18 MILLION TO THE BUDGET.
SO WE'RE TAKING THOSE SPECIFIC ACTIONS AND WHITTLING AWAY THAT FUND BALANCE AND GIVING OUR LEGISLATORS AN OPPORTUNITY TO GO TO BAT FOR THE DISTRICT AND PUBLIC EDUCATION AS A WHOLE, BECAUSE THE REMEDIES THAT WE HAVE OFFERED ARE NOT ONLY GOING TO BENEFIT PLANO ISD, BUT THEY WILL NOT TAKE AWAY FROM DISTRICTS THAT CURRENTLY RECEIVE RECAPTURE.
SO WE'RE TRYING TO DO IT WITHIN A CLOSED SYSTEM.
WELL, LET ME ACTUALLY JUST GO ONE STEP FORWARD.
SO WE STILL HAVE REPRESENTATIVES AND SENATORS TO MEET WITH.
[01:50:06]
SHARE THE EXACT SAME INFORMATION.AND THERE ARE SOME THINGS, YOU KNOW, WE'RE GETTING SOME DECENT RESPONSE ON THINGS LIKE CONVERTING PENNIES, WE'RE GETTING DECENT RESPONSE ON THINGS LIKE CHANGING THE WAY VERSUS AVERAGE DAILY ATTENDANCE TO ENROLLMENT.
THAT IS HALF OF THE DEFICIT IF YOU JUST LET US DO THAT.
AND AS NANCY KEEPS POINTING OUT TO THESE GUYS, WE'RE ONE OF ONLY SIX STATES.
SO THERE THERE MAY BE SOME PROGRESS THERE.
SO I THINK WHAT I WOULD SAY IS WE'LL LET'S DO THAT.
LET'S PUT IT ON THE JANUARY AGENDA THAT WILL LET US GET THROUGH ALL OF OUR MEETINGS.
I MEAN, IN 11 YEARS IT'S BEEN ZERO FOR ME.
SO I'M ACTUALLY AT LEAST A ONE RIGHT NOW.
SO THIS IS GOOD. THIS IS PROGRESS.
THE OTHER SIDE OF THAT IS 86% OF OUR BUDGET IS STAFF.
WHAT, OUT OF THE 14% COULD WE LEGITIMATELY OR WHAT WOULD IT TAKE OUT OF THAT 14% TO SAVE 31 MILLION AND GET US TO A BALANCED BUDGET? IS THAT ALSO KIND OF YOUR QUESTION? I JUST WANT TO KNOW WHAT THE OPTIONS ARE.
I MEAN, I'M NOT SAYING IT'S IN THAT 14% OR IT'S NOT IN THAT 14%.
I THINK WE HAVE TO START TALKING OPTIONS.
AND WHAT THOSE OPTIONS ARE IS THIS GUY'S JOB.
YEAH. AND I THINK I THINK THAT'S IT'S AN HONEST, TRANSPARENT QUESTION.
THERE IS NUMBER ONE IS MAKING THE M&O BUDGET AS THAT BUCKET AS BIG AS YOU CAN.
WE HAVE NOW MADE OUR M&O BUCKET AS BIG AS WE CAN.
STEP TWO IS TRYING TO GET LEGISLATIVE HELP.
I THINK WE'VE CRAFTED A REALLY STRONG MESSAGE WITH OUR LEGISLATIVE PRIORITIES.
THESE ARE REMEDIES. THESE ARE REALISTIC REMEDIES THAT YOU CAN DO.
AND WE'VE ATTACHED DOLLARS TO THAT, AND THAT'S STEP TWO.
AND THEN STEP THREE IS LET'S GO BACK.
YOU REALLY HAVE ABOUT FOUR OR 5% OF YOUR BUDGET.
THAT'S THAT'S ACTUALLY WHAT I CALL DISCRETIONARY.
AND SO REALLY, THE ONLY WAY TO IMPACT BIG DOLLARS OUT OF YOUR BUDGET IS THROUGH PERSONNEL COSTS.
AND I MEAN, THAT'S JUST THE HONESTY OF IT.
SO LEGISLATIVELY IS THE SECOND.
I THINK IT'S SUPER INTERESTING TO KNOW THAT WHEN WE WERE DOING THAT PROCESS OF DOING REMEDIES, THAT IF OUR BASIC ALLOTMENT THROUGH HOUSE BILL THREE BACK IN 20 1819, WHENEVER THEY RAISED THAT TO $6,160 PER STUDENT, IF THEY WOULD HAVE TIED THAT TO INFLATION AND CARRIED THAT ONTO INFLATION, THAT WOULD BE ABOUT 32 ADDITIONAL MILLION DOLLARS FOR US.
THAT WOULD PRETTY MUCH DO AWAY WITH THE DEFICIT, WOULD REALLY GO A LONG WAY TO THAT.
AND THE VATRE WOULD TOTALLY DO AWAY WITH OUR DEFICIT THAT WE HAVE.
SO I JUST THINK THAT'S INTERESTING.
BUT BOTTOM LINE IS OK VATRE NUMBER ONE, MAKE THE BUCKET AS BIG AS WE CAN, NUMBER TWO LEGISLATIVELY.
NUMBER THREE IS LET'S GO BACK REALLY THAT 14%.
BUT REALLY EVEN THAT 86%, HOW CAN WE TRY TO BE EVEN MORE EFFICIENT WITH THAT? THAT'S WHAT WE'RE HAVING CONVERSATIONS WITH HR ABOUT HAVING CONVERSATIONS WITH OUR ACADEMIC AND OUR LEADERSHIP.
I MEAN, WE'RE HAVING A LOT OF CONVERSATIONS ABOUT THAT.
ONCE THAT HAPPENS, ONCE THOSE THREE THINGS HAPPENS, IT GETS BACK TO WHAT MR. STOLLE HAS BEEN TALKING ABOUT FOR AS LONG AS I'VE BEEN HERE, AND THAT IS WHEN YOU REALLY DO SOME IF YOU'RE NOT ABLE TO GET TO THE BLACK ON THOSE THREE THINGS, THEN YOU'RE GOING BACK AND YOU'RE OFFICIALLY REALLY DIGGING IN AND CUTTING PROGRAMS, WHICH, YOU KNOW, IN A DISTRICT AS EXCELLENT AS OURS.
WE DON'T WANT TO GET TO THAT POINT.
WELL, AND PART OF MY POINT IN ASKING FOR THESE THINGS TO BE SHOWN SORT OF SIDE BY SIDE IS THAT DURING THE LEGISLATIVE SESSION I WANT OUR PARENTS TO UNDERSTAND, I WANT OUR TAXPAYERS TO UNDERSTAND WHAT WE RISK BY NOT GETTING LEGISLATIVE HELP.
AND I THINK IF MANY OF THEM UNDERSTOOD WHAT WE RISK, IF WE CANNOT GET THESE LEGISLATIVE PRIORITIES, THEY WOULD ABSOLUTELY SPEND 10 MINUTES WRITING THEIR LEGISLATORS.
[01:55:02]
AND SO THAT'S KIND OF MY GOAL HERE, IS TO GET AS MUCH INFORMATION OUT INTO OUR PUBLIC ON THE LONG TERM CONSEQUENCES OF NOT GETTING LEGISLATIVE HELP THIS SESSION TO TRY AND DRIVE THAT LEGISLATIVE HELP.WELL, SPEAKING OF THAT CALL TO ACTION THAT YOU'RE DISCUSSING, WE WILL HAVE, IF WE DON'T ALREADY HAVE A LINK ON THE WEBSITE TO SIGN UP FOR THOSE ACTION ALERTS FOR OUR CONSTITUENTS SO THAT WE CAN DRIVE THE MESSAGE WHEN THERE IS A BILL OUT THERE THAT COULD EITHER BENEFIT OR HARM THE DISTRICT TO CALL THEM TO ACTION AND GET THEM TO EMAIL OR CALL OR COME DOWN TO AUSTIN, WHATEVER THEY FEEL LIKE, BUT LET THEIR VOICES BE HEARD TO SUPPORT PUBLIC EDUCATION.
I WILL SAY THAT WHEN WE TALK TO THE LEGISLATORS, WE MAKE CERTAIN THAT THEY KNOW THAT THE ONLY WAY TO HAVE A STRONG TEXAS ECONOMY IS TO HAVE AN EDUCATED WORKFORCE. AND IT STARTS RIGHT HERE.
AND IF THEY IF THEY WANT TO SEE IT HAPPEN, THEY NEED TO INVEST IN PUBLIC EDUCATION.
AND WE'RE TALKING HARD WITH OUR LEGISLATORS AND WE ARE STANDING UP FOR THIS COMMUNITY AND EXPECTING THAT PEOPLE UNDERSTAND THAT PUBLIC EDUCATION, 95% OF PEOPLE SEND THEIR KIDS TO PUBLIC EDUCATION.
IT IS THE FABRIC OF OUR SOCIETY AND WE HAVE TO FUND IT.
SO WE'RE WORKING ON IT AS FAR AS MESSAGING GOES.
SO I THINK, LAUREN, TO YOUR REQUEST AS WELL, I'M GOING TO DEFER TO TERESA AND JOHNNY ON WHETHER THE FEASIBILITY OF THAT TYPE OF SIDE BY SIDE YOU'RE TALKING ABOUT.
HOWEVER, I WILL SAY, YOU KNOW, AS WE TALKED ABOUT IN JANUARY, WE'LL PRESENT THE DOLLAR FIGURES IN TERMS OF LEGISLATIVE ACTION THAT THAT CAN BE TAKEN THIS SESSION. AND THEN SECONDLY, WHAT I WOULD SAY IS THE WHAT THE RISK IS, IS GOING TO BE PART OF THE CONVERSATIONS THAT WE HAVE IN THE SPRING IN TERMS OF THE THE LONG TERM VISION FOR THIS DISTRICT.
HOWEVER, I DO THINK IT'S DEFINITELY SOMETHING THAT'S GOING TO BE PART OF OUR CONVERSATION IN TERMS OF WHAT DO THE NEXT FIVE, TEN YEARS, 20 YEARS OF THIS DISTRICT LOOK LIKE, BECAUSE WE KEEP POUNDING ON THE TABLE SAYING IT.
THAT'S WHERE WE'RE HEADED IS PROGRAM CUTS.
WE WILL HAVE THOSE HARD CONVERSATIONS.
YEAH, WE'RE NOT GOING TO WE'RE NOT SUGGESTING WHAT IS ACTUALLY GOING TO WHAT WE'RE CUTTING.
WE'RE NOT SAYING WHAT'S GOING TO HAVE TO HAPPEN, BUT WE ARE SAYING WHAT COULD HAPPEN.
SO THERE WILL BE DIFFICULT CONVERSATIONS.
THERE WILL BE POSITIVE CONVERSATIONS IN THE SPRING.
THAT'S WHAT OUR JOB WILL BE IN THE SPRING.
AND I JUST WANT TO ASK JOHNNY ONE MORE QUESTION.
NOW AND THEN THERE'S AND THERE'S NOBODY ADVOCATING TO GET RID OF THAT 5%.
THAT THAT 5% IS WHAT MAKES OUR DISTRICT WHAT IT IS.
BUT TO JUST FOR THAT TO BE A FACT, FOR PEOPLE TO KNOW WE COULD ONLY DO OUR SALARY AND OUR FIXED COSTS AND WE'D STILL BE IN A BUDGET DEFICIT. AND WHEN THAT'S THE CASE, YOU HAVE TO ASK YOURSELF, OK WHAT ARE THE OPTIONS ON THE TABLE? WHICH IS YOUR QUESTION? AND IT SEEMS THAT MOST OF THEM ARE LEGISLATIVE.
WELL, MAYBE THE BEST ONES ARE LEGISLATIVE.
SO. WELL, LIKE I SAID, WE'RE GETTING SOME POSITIVE RESPONSES BACK.
THEY KNOW THEY HAVE A MASSIVE BUDGET SURPLUS.
THEY KNOW THAT THERE ARE PROBLEMS. THEY KNOW THAT THERE'S INFLATION.
SO, YOU KNOW, THE IRON IS HOT RIGHT TIME STRIKE.
ANY OTHER QUESTIONS FOR JOHNNY WONDER? THANK Y'ALL FOR LETTING ME GO ON AND ON AND ON ABOUT THIS.
THANKS, JOHNNY. REPORT NUMBER TWO, 9.2 IS AN EVALUATION OF THE BILINGUAL ENGLISH AS A SECOND LANGUAGE PROGRAM FOR THE SCHOOL YEAR 21-22. AND SO, LISA, ARE YOU MAKING INTRODUCTIONS? I AM, THANK YOU.
[02:00:02]
PRESIDENT STOLLE, SUPERINTENDENT WILLIAMS AND BOARD OF TRUSTEES.I AM PLEASED TO INTRODUCE SALLY GOMES.
ALL RIGHT, GOOD EVENING. THANK YOU SO MUCH FOR ALLOWING ME TO BE HERE THIS EVENING.
JOHNNY JUST SAID HE GAVE YOU A LOT OF INFORMATION AND NOW I'M GOING TO GIVE YOU A LITTLE MORE.
BUT AS LISA MENTIONED, THIS IS A REQUIREMENT OF CHAPTER 89.
THEN YOU HAVE THAT REPORT IN FRONT OF YOU.
SO WE WILL GO AHEAD AND GET STARTED AND PLEASE FEEL FREE TO STOP ME AT ANY TIME. ASK ANY QUESTIONS YOU HAVE OR FOR ANY CLARIFICATION.
I'M GOING TO BEGIN JUST WITH SOME PROGRAM INFORMATION SO THAT AS WE GO THROUGH THE INFORMATION I SHARE THIS EVENING, YOU HAVE A BETTER PICTURE OF THE STUDENTS THAT WE ARE SPEAKING ABOUT.
[9.2. Evaluation of the Bilingual/English as a Second Language (ESL) Program for the School Year 2021 2022 Presenters: Lisa Wilson, Deputy Superintendent for Teaching, Learning, and Life Readiness; Talle Gomez, Executive Director for Multilingual Services ]
I'M SORRY. I WANTED TO MAKE SURE THAT I DIDN'T SKIP ONE.SO JOHNNY JUST MENTIONED THAT WE HAVE DECLINING ENROLLMENT IN PLANO ISD.
SO WE HAVE CONTINUOUSLY GROWN OVER THE LAST SEVERAL YEARS.
WE DID HAVE A DIP IN ENROLLMENT DURING 2020-2021.
I'M SURE YOU CAN ALL IMAGINE THE REASON FOR THAT.
I ALSO JUST WANT TO PAUSE HERE QUICKLY.
I ALSO JUST IN ORDER TO GIVE YOU A LITTLE BIT MORE INFORMATION ABOUT WHAT THE STUDENT GROUP LOOKS LIKE IN PLANO ISD, I'M GOING TO BEGIN BY SHARING A LITTLE BIT ABOUT THAT FIRST PIE GRAPH.
AND AS YOU WILL SEE, OUR LARGEST LANGUAGE REPRESENTED IN PLANO BY FAR IS SPANISH.
AND THEN WE HAVE A NUMBER OF DIFFERENT LANGUAGES.
WE HAVE CLOSE TO 100 LANGUAGES REPRESENTED IN OUR DISTRICT.
AND THEN IF WE MOVE OVER TO THAT NEXT GRAPH, YOU'LL SEE BIRTH COUNTRIES.
AND WE HAVE CLOSE TO 120 BIRTH COUNTRIES REPRESENTED IN PLANO ISD.
AND YOU WILL SEE THAT THE UNITED STATES IS THE BIG PORTION OF THAT.
AND WE PREDICT THAT THAT WILL CONTINUE JUST BECAUSE OF THE POLITICAL CLIMATE THERE.
BUT THAT HAS BECOME OUR OUR NEXT LARGEST COUNTRY OF STUDENT ENROLLMENT.
SO YOU WILL SEE ON THAT FIRST GRAPH THEIR YEARS IN US SCHOOLS.
WHEN YOU LOOK AT THAT BLUE PORTION, WE DON'T COUNT PRE-K AND KINDER AS A YEAR OF ENROLLMENT, NOT BY CHOICE, BUT BECAUSE THAT'S WHAT THAT'S HOW THE STATE ASKS US TO DO THAT.
AND THEN WE LOOK OVER AT THE TELPAS LEVELS.
[02:05:04]
THAT ASSESSMENT IS GIVEN TO ALL EMERGENT BILINGUALS EVERY SPRING.SO THIS IS AN IMPORTANT AREA OF OUR ACCOUNTABILITY SYSTEM, BUT IT'S ALSO REALLY IMPORTANT FOR US TO MAKE SURE THAT WE'RE CONTINUING TO SEE PROGRESS IN ENGLISH AS OUR STUDENTS MOVE THROUGH THE GRADE LEVELS.
I DO WANT TO MENTION QUICKLY TELPAS.
I'M SURE YOU'VE HEARD PLENTY ABOUT THE STARRY DESIGN, BUT TELPAS IS ALSO GOING THROUGH A REDESIGN AND SO IT'S ACTUALLY GIVEN US AN OPPORTUNITY TO, ONE, COMPARE IT TO THE NEW STAR REDESIGN.
AND I THINK THE STATE HAS DONE A NICE JOB IN TRYING TO ALIGN IT AS BEST THEY COULD.
AND THEN ALSO WORKING ACROSS THE DISTRICT WITH OTHER DEPARTMENTS AND WITH OUR CAMPUSES JUST TO MAKE SURE THAT OUR TEACHERS ARE REALLY AWARE OF WHAT THIS ASSESSMENT LOOKS LIKE AND HOW TO HELP PREPARE STUDENTS, BECAUSE IT IS JUST A SUBGROUP OF STUDENTS WHO TAKE THIS ASSESSMENT AND BECAUSE IT HAS CHANGED QUITE A BIT OVER THE LAST FEW YEARS, IT CONTINUES TO BE A CHALLENGE OF HOW TO PREPARE STUDENTS FOR THE WAY THE ASSESSMENT IS GIVEN.
OK. SO NEXT I AM GOING TO SHARE WITH YOU A LITTLE BIT OF DATA, AND I WANT TO START WITH THIS VERY, VERY BROAD AND GENERAL OVERVIEW OF AN ACHIEVEMENT GAP THAT WE ARE AWARE OF AND WORKING HARD TO REMEDY.
SO THIS TABLE, AS YOU CAN SEE, SHOWS ALL STAR CONTENT AND ALL GRADE LEVELS, AND IT SHOWS THE ACHIEVEMENT GAP BETWEEN ALL STUDENTS AND EMERGENT BILINGUALS.
AND SO YOU CAN SEE THAT WE HAVE AN ACHIEVEMENT GAP AT ALL THE PERFORMANCE LEVELS AND IT'S SOMETHING THAT WE ARE AWARE OF AND WORKING VERY HARD AS AS A COLLABORATIVE TEAM ACROSS THE DISTRICT.
AND I'M GOING TO GIVE YOU KIND OF THIS BROAD OVERVIEW AND THEN GIVE YOU A COUPLE SPECIFIC EXAMPLES.
SO YOU'VE PROBABLY HEARD ME MENTION COLLABORATION SEVERAL TIMES THROUGHOUT THIS PRESENTATION.
BUT WITH OVER 11,000 EMERGENT BILINGUAL STUDENTS IN OUR DISTRICT NOW, THIS IS NOT A ONE DEPARTMENT KIND OF APPROACH. AND WE HAVE STUDENTS SITTING IN EVERY CONTENT AREA, IN EVERY CLASSROOM ACROSS OUR DISTRICT.
AND WE'RE LUCKY TO BE IN A DISTRICT WHERE THAT'S JUST PART OF OUR CULTURE.
SO REALLY WORKING ON THAT COLLABORATION IS A BIG PIECE OF CLOSING THAT ACHIEVEMENT GAP, MAKING SURE THAT WE HAVE THE RIGHT RESOURCES IN FRONT OF OUR STUDENTS AND TEACHERS TO HELP MEET THE LEARNING NEEDS OF OUR STUDENTS.
RECRUITMENT IS SOMETHING THAT HAS BECOME EVEN MORE CRITICAL AND CHALLENGING, BUT MAKING SURE WE'RE ABLE TO FIND BILINGUAL CERTIFIED TEACHERS AND GET THOSE HIGHLY TRAINED TEACHERS IN FRONT OF OUR KIDS.
AND SO THAT'S ANOTHER SPACE FOR COLLABORATION.
AND WE'VE WORKED HAND IN HAND WITH HR IN THAT AREA.
AND A SPECIFIC EXAMPLE OF THAT COLLABORATION, ALONG WITH THE PROFESSIONAL LEARNING OPPORTUNITIES, IS AS WE APPROACH A TIER THREE CAMPUS, FOR EXAMPLE, ELEMENTARY WITH A BILINGUAL PROGRAM, WHAT WE DO IS THE THE SPECIALIST AND THE COORDINATOR THAT'S ASSIGNED TO THAT CAMPUS IS ABLE TO MEET AND USE DATA TO MAKE A PLAN TO SUPPORT THAT CAMPUS FOR FOUR WEEKS AT A TIME AND REALLY LOOK AT WHAT ARE THE PRIORITY NEEDS WHILE WE'RE THERE SO THAT WE CAN HELP MEET THE NEEDS OF THOSE TEACHERS.
ALL RIGHT NOW, THIS IS THIS IS THE FUN PART.
I'M GOING TO SHARE A SUCCESS STORY WITH YOU.
AND I THINK THIS IS A DIRECT RESULT OF OF SOME OF THOSE DIFFERENT IDEAS I JUST SHARED WITH YOU.
SO THE FIRST THING I WANT TO POINT OUT IS THE GROWTH OF THE STUDENTS IN OUR BILINGUAL PROGRAM.
SO IF YOU LOOK AT 2017 AND YOU SEE 49% OF OUR STUDENTS IN THE BILINGUAL PROGRAM AT THAT TIME WERE
[02:10:07]
AT APPROACHES IN READING.AND AS OF LAST YEAR, SPRING 2022, OUR BILINGUAL POPULATION WAS AT 86% APPROACHES.
SO REALLY AMAZING GROWTH THAT WE CAN APPLAUD ARE THE WORK OF MY TEAM AND THEN THE WORK OF OUR COLLABORATION ACROSS DEPARTMENTS AND THE CAMPUSES AND TEACHERS THEMSELVES.
AND THEN SECONDLY, WHAT I WANTED TO POINT OUT WAS THAT WAS ABOUT GROWTH WITH THAT ONE GROUP.
SO IF YOU COMPARE THAT 49% IN 2017 TO 82% OF THE ALL STUDENT GROUP, AND THEN YOU MOVE TO SPRING OF 2022 AND YOU SEE THAT THAT SAME STUDENT GROUP OF BILINGUALS, NOT THE SAME STUDENT GROUP, BUT BILINGUALS WERE AT 86 AND THE ALL STUDENT GROUP WAS AT 87.
WE REALLY WERE ABLE TO CLOSE THAT ACHIEVEMENT GAP.
SO THAT'S ONE OF OUR SUCCESS STORIES.
I'M NOW GOING TO GIVE AN EXAMPLE OF SOME WORK STILL IN PROGRESS.
AND FOR THIS ONE I'M GOING TO POINT OUT EIGHTH GRADE READING.
AND IT'S IT'S A PLACE WHERE WE CONTINUE TO WORK.
WE KNOW THAT THERE ARE DIFFERENT FACTORS THAT AFFECT SCORES BETWEEN ELEMENTARY AND SECONDARY.
AND I THINK THAT'S IMPORTANT TO POINT OUT.
AND SO THAT THAT IS A BIG DIFFERENCE.
BUT AGAIN, YOU CAN SEE THAT THERE IS SOMETHING TO CELEBRATE HERE.
AND SO LASTLY, I JUST WANT TO END WITH A COUPLE MORE CELEBRATIONS AND THEN.
PROVIDE YOU A LITTLE BIT MORE ABOUT SOME OPPORTUNITIES FOR US TO TO CONTINUE OUR WORK.
SO YOU CPC MET THE CLOSING THE GAP INDICATOR FOR ENGLISH LANGUAGE PROFICIENCY IN DOMAIN THREE.
AND AS A DISTRICT WE WERE ABLE TO DO THAT.
SO WE ARE PROUD AND CELEBRATING THAT WE DID HAVE GROWTH IN ALL GRADE LEVELS IN THE READING STAR.
WE HAD GROWTH IN MOST GRADE LEVELS IN MATH STAR.
SO WE CAN ALSO SEE THAT AS AN OPPORTUNITY AND THEN OPPORTUNITY TO CONTINUE TO INCREASE PASS GROWTH AND AN OPPORTUNITY TO CLOSE THE ACHIEVEMENT GAP. SO THAT WILL BE CONTINUED WORK THAT WE WILL BE FOCUSED ON AS A TEAM AND AS A DISTRICT.
AND I KNOW I'LL HAVE MORE SUCCESS STORIES TO SHARE WITH YOU SOON.
ANY QUESTIONS? THANKS TALLE. QUESTIONS? YES, GO AHEAD.
GO AHEAD. DO YOU KNOW WHEN WHEN WHEN YOU WHEN WE KEEP ON TALKING ABOUT CLOSING THE ACHIEVEMENT GAP? AND COULD YOU BE A LITTLE BIT MORE SPECIFIC FOR PARENTS, FOR THEM TO UNDERSTAND WHAT'S GOING ON, HOW WE'RE CLOSING THE ACHIEVEMENT GAP? LIKE, FOR INSTANCE, ARE WE OFFERING SMALL GROUP TUTORIALS? YOU KNOW, SOMETHING THAT WHAT OUR PARENTS SEEING THERE IS HAPPENING TO THEIR CHILD? SURE. AND THAT MIGHT LOOK DIFFERENT DEPENDING ON THE GRADE LEVEL AND DEPENDING ON THE CAMPUS.
BUT WE WE HAVE BUILT INTO ALL OF THE SCHOOL DAY, WHETHER THAT IS DURING JUST A INTERVENTION TIME THAT THAT A SCHOOL HAS BUILT OR DURING AN ADVISORY TIME.
TARGETED INTERVENTIONS BASED ON DATA.
AND THEN THE TEACHER WILL TARGET INSTRUCTION TO BE ABLE TO HELP MEET THOSE NEEDS.
AND THEN OUR CAMPUSES DURING ALL TIER ONE INSTRUCTION ARE ABLE TO LOOK AT THE PROFILES OF THEIR THEIR STUDENTS, THE DATA THAT REPRESENTS THOSE STUDENTS, AND REALLY PROVIDE DIFFERENTIATED INSTRUCTION DURING THAT TIER ONE TIME TO HELP ALL THE STUDENTS GROW.
[02:15:09]
SO I HAD A QUESTION IN LOOKING AT THEIR GRADE, THEIR GRADE CHART FOR BILINGUAL AND THEN COMPARING IT WITH AND THEN LOOKING AT THE EIGHTH GRADE READING EMERGENT. YOU DEFINE EMERGENT BILINGUAL AS SPEAK INTO THE LANGUAGE IN THE HOME.SO WHEN SOMEONE IS IDENTIFIED AS EMERGENT BILINGUAL, ARE THEY DID THEY TAKE THAT WITH THEM THROUGHOUT? SO THEY NEVER ARE NOT.
LET ME CLARIFY THAT YOU YOU MAY BE AN EMERGENT BILINGUAL BY NATURE, BUT YOU MAY BE AN EMERGENT BILINGUAL BECAUSE YOU QUALIFIED AS ONE FOR OUR DISTRICT.
BUT THEN WE GIVE THEM AN ASSESSMENT THAT'S REQUIRED BY THE STATE IF THEY QUALIFY FOR SERVICES, THEN AT THAT POINT THEY ARE THEY ARE PROVIDED OR OFFERED SERVICES AS AN EMERGENT BILINGUAL STUDENT.
DOES THAT ANSWER THAT QUESTION SOMEWHAT? SO THAT IS THE NEXT QUESTION.
SO IN THIRD GRADE WE HAD 80% APPROACHES, BUT IF WE WERE TO LOOK AT EIGHTH GRADE, ARE WE HAVING FEWER STUDENTS WHO ARE IDENTIFIED AS EMERGENT BILINGUAL IN THAT TIME PERIOD? WE TYPICALLY HAVE FEWER STUDENTS, IS WHAT I'M SAYING.
WE TYPICALLY, AS YOU GO UP THROUGH THE GRADES, HAVE LESS STUDENTS BECAUSE STUDENTS RECLASSIFY, MEANING THAT THEY THEIR ENGLISH HAS PROGRESSED ENOUGH THAT ON PASS THEY SCORE ADVANCED HIGH IN ALL AREAS AND THEY ARE ABLE TO GET APPROACHES OR HIGHER ON STAR WITHOUT ANY LINGUISTIC ACCOMMODATIONS.
AND SO THEY'RE NO LONGER SEEN AS EMERGENT BILINGUAL STUDENTS.
SO THAT THAT GROUP DOES CHANGE OVER TIME.
IT IS A SMALLER GROUP OF STUDENTS.
JERI, ARE YOU DONE? YEAH. OKAY, COOL.
AND SO I'M INTERESTED, DO WE HAVE A CORRELATION OF IMPROVED CLOSING THE ACHIEVEMENT GAP AND IMPROVE TEST SCORES WITH AN INCREASE IN OUR VENEZUELAN STUDENTS? I WOULD HAVE TO DIG INTO THAT DATA TO BE ABLE TO SAY IF THERE'S A DIFFERENCE BASED ON THAT.
I, I WILL SAY THAT THE FEEDBACK I'VE RECEIVED FROM CAMPUSES AND EVEN FROM TALKING TO PARENTS AS THEY COME TO ENROLL AND ARE GIVING THEIR CHILDREN THE ASSESSMENT, THE FIRST.
HUNDREDS OF FAMILIES THAT WE GOT THE FIRST YEAR, THE SECOND YEAR COMING FROM VERY STRONG SCHOOL SYSTEMS. THERE HAS BEEN A LOT MORE INTERRUPTED SCHOOLING THERE OVER THE LAST SEVERAL YEARS, WHICH HAS CAUSED SOME DIFFERENT GAPS AS WE RECEIVE THE STUDENTS.
OF COURSE, TO NO FAULT OF THEIR OWN, BUT SOME OF THAT COULD BE BASED ON COVID.
THERE MIGHT BE DAYS WHERE THERE'S NO ELECTRICITY PROVIDED FOR THE SCHOOL, SO SCHOOL DOESN'T HAPPEN.
THERE'S JUST LOTS OF VARIABLES.
SO WE HAVE SEEN OVER TIME THAT NOT ALL OF THE STUDENTS THAT WERE RECEIVING HAVE THAT SAME STRONG LEVEL OF EDUCATIONAL EXPERIENCE THAT THAT THEY HAD AT FIRST.
I GUESS SOCIALISM'S FUNNY LIKE THAT.
SO I, I HAVE A QUESTION AND IT SORT OF PERTAINS TO PRE-K A SIGNIFICANT NUMBER OF OUR PRE K KIDS ENGLISH PROFICIENCY IS THE WAY THAT THEY QUALIFY FOR PRE K WITHIN THE DISTRICT.
AND SO I'M I'M SORT OF CURIOUS WHEN YOU LOOK AT THE FIRST AND SECOND GRADE EMERGENT BILINGUAL POPULATION, WHAT PERCENTAGE OF THEM DID WE SCOOP UP EARLY IN PRE K AND GET THEM SORT OF SERVED IN PRE K AS A FOUR YEAR OLD.
[02:20:04]
EARLIER? IS THAT A SIGNIFICANT NUMBER OF KIDS? DASH IS GIVING ME THE SIDEWAYS LOOK.GOBER ASKED ME THAT EXACT QUESTION NOT TOO LONG AGO, AND I HAVE THE ANSWER, BUT JUST NOT RIGHT HERE.
BUT I DO HAVE IT IN AN EMAIL THAT I SENT TO DR.
GOBER ABOUT HOW MANY STUDENTS WERE NEW IN KINDERGARTEN.
WE ONE THING WE HAVE TO LOOK AT IS HOW MANY ARE NEW TO THE COUNTRY AS KINDERGARTNERS THAT WE COULDN'T HAVE SCOOPED UP IN PRE K AND HOW MANY DID WE JUST SOMEHOW MISS THAT OPPORTUNITY? I WILL SAY THAT WITH CORRINA TROTTER'S WORK AT THE ENROLLMENT CENTER AND WITH ASHLEY DAVIS AND HER TEAM, WE HAVE REALLY INCREASED THE NUMBER OF STUDENTS THAT WERE BRINGING IN.
IS OUR WORK EVER DONE? PROBABLY NOT.
BUT I DO THINK THAT THAT WE HAVE DONE A MUCH BETTER JOB OF OF GETTING THOSE FAMILIES AND KIDS.
YOU COULD GO OVER TO THE ENROLLMENT CENTER AND YOU'LL SEE A FAMILY ENROLLING AND PEOPLE, THEY'RE GOING, WAIT, WHY AREN'T YOU ENROLLING THAT LITTLE ONE THERE? LET'S LET'S GET THEM INTO.
AND IT'S REALLY JUST IS THERE AN OPPORTUNITY TO GET MORE OF THESE KIDS EARLIER OR TO SCOOP UP SIBLINGS? LIKE, ARE WE ARE WE COMMUNICATING ENOUGH ABOUT PRE K TO TRY AND GIVE THESE KIDS AN EXTRA YEAR BECAUSE THEY QUALIFY? THEY QUALIFY, ABSOLUTELY, YEAH.
DO WE STILL WORK WITH COMMIT TO HELP FIND FINDING OR DOING OUR PRE K ENROLLMENT.
YEAH. SO I HAD KIND OF I'VE HAD MY QUESTIONS WHERE ALONG THE SAME LINES AS LAUREN IN TERMS OF DO WE HAVE DATA THAT SHOWS KIDS THAT DID START IN PRE-K, ESPECIALLY, YOU KNOW, FOR EXAMPLE, THESE VENEZUELAN FAMILIES, I KNOW WE MAY NOT HAVE HAD KIDS MATRICULATE ALL THE WAY TO THIRD GRADE YET, BUT TO THE ARE WE SEEING? DO WE HAVE DATA THAT SUPPORTS THAT PRE-K IS ALLOWING THESE CHILDREN TO TO HAVE MORE SUCCESS EARLIER ON.
A AND B, YOU KNOW, I'D REALLY LOVE FOR US TO FIND A WAY TO GET OUT THERE AND RECRUIT IN THESE COMMUNITIES, BECAUSE I DO FIRMLY BELIEVE THAT A, IF WE CAN GET KIDS IN PRE-K, IT'S GOING TO BE IT'S GOING TO MAKE THE TRANSITION OUT OF AN EMERGING BILINGUAL SITUATION INTO FULLY BILINGUAL THAT MUCH QUICKER.
IT'S GOING TO PROVIDE MORE SUCCESS FOR THEM.
BUT THEN THREE, THE OTHER QUESTION I HAVE IS HOW MOBILE ARE THESE FAMILIES? ARE WE SEEING A LOT OF MOBILITY? ARE WE SEEING FAMILIES COME FIND A SPACE AND STAY? BECAUSE IF WE CAN GET THEM INTO OUR SCHOOL AND KEEP THEM, I HAVE A LOT OF I HAVE A HIGH CONFIDENCE THAT WE'RE GOING TO DO WELL.
YEAH. SO THAT WAS A LOT OF QUESTIONS.
YEAH. AND I COULD BRING A PERCENTAGE TO YOU ON THAT.
SO I THINK THEN, YOU KNOW, AGAIN, BLEEDING INTO OUR LONG TERM VISIONING, IF WE KNOW THAT WE HAVE FAMILIES WHO ARE MIGRATING HERE FROM ANOTHER COUNTRY AND SPECIFICALLY TARGETING OUR DISTRICT, WE NEED TO BE PREPARED WITH HOW WE ADDRESS THOSE FAMILIES.
AND IN MY LAST QUESTION, THIS IS RELATIVE TO THE FAMILIES AND OUR IN OUR ENROLLMENT CENTER, ARE WE ABLE TO CONNECT THESE FAMILIES, ESPECIALLY AND REALLY KEEP THINKING ABOUT THESE VENEZUELAN FAMILIES HERE COMING UP HERE, MAYBE PARENTS SPEAK NO ENGLISH OR VERY LIMITED ENGLISH.
ARE WE ABLE TO CONNECT THEM WITH ADULT ENGLISH LANGUAGE CLASSES? YES, THAT IS ONE OF THE WHEN THEY'RE AT THE ENROLLMENT CENTER, THEY GET A PACKET THAT HAS INFORMATION ABOUT THE ESL CLASSES THAT ARE OFFERED THERE AND AROUND OUR KIND OF SURROUNDING COMMUNITY AREA BECAUSE WE HAVE LOTS OF DIFFERENT CHURCHES AND AREAS.
[02:25:07]
SHE DOES KIND OF AN INFORMAL INTERVIEW WITH THEM TO SEE WHAT NEEDS THEY HAVE OR WHAT INTERESTS THEY HAVE AND IS ABLE TO EVEN ADD TO TO THAT KIND OF BANK OF RESOURCES THAT THEY'VE RECEIVED WITHIN THAT FOLDER AT THE ENROLLMENT CENTER.BUT AGAIN, IT PAYS DIVIDENDS AND I KNOW WE USED TO HAVE A PROGRAM AND WE MAY STILL HAVE IT.
I THOUGHT I THOUGHT IT GOT WHACKED A COUPLE OF YEARS AGO.
YEAH. SO JUST TO BE CLEAR, WE OFFER ENGLISH LANGUAGE CLASSES FOR ADULTS.
IT'S PROBABLY ONE OF OUR MOST POPULAR CLASSES.
AND WE ALSO OFFER GED CLASSES FOR ADULTS THAT DON'T HAVE A GED.
WE OFFER THOSE IN SPANISH AND ENGLISH.
THERE'S NUMEROUS PROGRAMS, CLASSES AND THINGS WE HAVE FOR ADULTS, THOSE JUST TWO, WE HAVE JOB PLACEMENT THINGS. WE HAVE RESUME CLASSES, TECHNOLOGY CLASSES, GRANDPARENTING CLASSES.
BUT OUR MOST POPULAR CLASSES, THE ENGLISH FOR ADULTS.
AND SO NOT THIS LAST ONE, BUT THE ONE BEFORE THEY DID REPORT THAT OUT.
AMONG THOSE 146 KIDS AND THEIR FAMILIES, WHAT HOW MUCH THOSE RESOURCES WERE BEING UTILIZED AND THEY WERE BEING VERY HEAVILY UTILIZED AMONG THAT SORT OF VERY SMALL POPULATION OF STUDENTS WITHIN THE DISTRICT.
SO I JUST AGAIN, I'M GOING TO MAKE ONE GENERAL COMMENT THAT ABOUT PLANO ISD.
IN GENERAL, 30 YEARS AGO, THIS WAS A, FOR LACK OF A BETTER PHRASE, A WHITE FLIGHT COMMUNITY, A SUBURBAN, TRADITIONAL SUBURBAN COMMUNITY THAT WE'RE NOT THAT ANYMORE.
AND WE'VE HAD CLASSES AND SCHOOLS THAT FOCUSED ON TEACHING KIDS HOW TO GO TO COLLEGE.
AND SO I'M AWFULLY PROUD OF THE WORK YOU ALL ARE DOING.
AND COURTNEY, THE WORK THAT YOU ALL HAVE DONE, WE'RE EDUCATING THE WHOLE FAMILY.
AND IT'S A DIFFERENT MISSION THAN IT WAS AROUND HERE 40 YEARS AGO, BUT IT'S EQUALLY AS IMPORTANT.
SO THAT WAS THE WHOLE SIDEBAR, BUT I JUST WANT TO SAY HOW PROUD I AM OF THAT WORK.
IT'S REALLY IMPORTANT IN A TIGHT BUDGET AND A TIGHT BUDGET.
ALL RIGHT. OTHER QUESTIONS FOR TALLE.
ALL RIGHT. ALL RIGHT. THANKS SO MUCH.
KRISTEN EDNEY, AND SHE'S GOING TO BE JOINED BY KAREN BEEKMAN.
DR. EDNEY IS THE EXECUTIVE DIRECTOR FOR COUNSELING, COLLEGE CAREER AND MILITARY READINESS.
SO DAVID STOLLE, BOARD PRESIDENT, BOARD MEMBERS, CABINET AND DR.
WILLIAMS, THANK YOU FOR GIVING KAREN AND I THE ABILITY TO GIVE YOU SOME UPDATES ON THE WORK THAT OUR DEPARTMENT, AS WELL AS MANY OTHERS ARE DOING IN THE AREA OF CCMR, OUR COLLEGE AND CAREER READINESS, MILITARY READINESS.
TONIGHT, WE ARE GOING TO COVER CHANGES TO THE CCMR ACCOUNTABILITY, PROVIDE UPDATES ON THE WORK THAT WE'RE DOING WITHIN THE DISTRICT TO SUPPORT CAMPUSES AS THEY SUPPORT EACH AND EVERY STUDENT.
AND THEN WE'RE GOING TO END WITH SOME INFORMATION ON WHAT WE'RE DOING IN THE AREA OF GPA AND THEN ALSO ITS CONNECTION TO CCMR. TO BEGIN WITH, CCMR, IS 40% OF OUR ACCOUNTABILITY AT THE SECONDARY LEVEL, AND IT CROSSES MULTIPLE DEPARTMENTS.
[9.3. Counseling and College, Career, and Military Readiness (CCMR) Update Presenters: Lisa Wilson, Deputy Superintendent for Teaching, Lea rning, and Life Readiness; Dr. Kristyn Edney, Executive Director for Multilingual Services; Karen Buechman, Director for Career and Technical Education ( ]
OUR CAMPUSES.ONE OF THE THINGS WE HAVE NOTICED IS THAT EVERY TWO YEARS WE'RE SEEING KIND OF A REFRESH OR AN UPDATE ON OUR CCMR. AND SO TONIGHT, WE'LL GO OVER SOME OF THE NEWEST THINGS THAT ARE COMING DOWN THE PIKE WITH CCMR. BUT ONE OF THE BIGGEST THINGS IS THAT ALL OF US COLLECTIVELY NEED TO BE ABLE TO PIVOT AND WE NEED TO BE ABLE TO BE RESPONSIVE TO THE CHANGES AS WE ENCOUNTER THEM FROM THE STATE. SO TODAY WE'RE GOING TO TELL YOU ABOUT UPDATES, BUT WE KIND OF WANT TO TALK ABOUT THE EVOLVING WORK WITH CCMR ACROSS THE STATE.
[02:30:08]
AND SO STUDENTS AT THE CORE ARE MORE THAN A DIPLOMA.THERE ARE VIABLE PARTS OF OUR STATE AND OUR COMMUNITY, AND YOU CAN SEE THAT IT'S EVIDENCED IN THE EVOLVING WORK ACROSS OUR STATE WHEN IT COMES TO CCMR AND THE FACT THAT IT IS REALLY WORKING AND SUPPORTING POST-SECONDARY READINESS AND SUCCESS.
SO WHEN YOU LOOK AT 2014-15, HOUSE BILL FIVE WAS INTRODUCED AND THAT'S WHERE WE WENT FROM THE 4X4, WHICH REALLY KIND OF WAS ALMOST COOKIE CUTTER, LIKE EVERY STUDENT HAD THE SAME 4X4.
AND THEN YOUR ELECTIVES WERE CHANGED TO LOOKING AT ENDORSEMENTS WHERE STUDENTS ARE MAKING THE CONNECTION BETWEEN THE LEARNING THAT THEY'RE GETTING IN PRE K THROUGH 12 TO SOMETHING BEYOND HIGH SCHOOL GRADUATION TO THAT FUTURE CAREER.
AND SO THAT WAS THE BEGINNING OF IT.
AND THEN IN 2017-18, HOUSE BILL 22 WAS INTRODUCED, AND THAT'S WHERE THEY STARTED GIVING HOLDING AS ACCOUNTABLE IN PUBLIC EDUCATION, MAKING SURE THAT WE AREN'T JUST GRADUATING KIDS, BUT WE ARE HELPING THEM THINK ABOUT, DREAM ABOUT AND PLAN FOR AND REACH TOWARDS THAT NEXT STEP IN THEIR JOURNEY TOWARDS HIGH DEMAND, HIGH WAGE JOB IN THE FUTURE.
AND THEN IN 2019*2020, HOUSE BILL THREE WAS INTRODUCED, AND THAT'S WHERE FUNDING CAME IN THAT REALLY SUPPORTED CCMR EFFORTS ACROSS THE STATE IN OUR OUR PRE K THROUGH 12 AREA.
AND THIS YEAR ONCE AGAIN WE'RE LOOKING AT A REFRESH AND MORE UPDATES.
AND EVERY TIME THIS IS HAPPENING, BASICALLY THEY'RE RAISING THE BAR FOR US AND IT'S THE RIGHT THING TO DO BECAUSE WE WANT TO BUILD A TALENT STRONG TEXAS AND ALL OF THIS IS GROUNDED IN THAT 60 BY 30 TEXAS WORK WHICH REALLY IS ABOUT MAKING SURE THAT WE STAY STRONG GLOBALLY AND WE WANT TO BE STRONG AS WELL.
SO WHY, CCMR? WELL, CERTAINLY IT'S PART OF OUR ACCOUNTABILITY SYSTEM, BUT IT'S MORE THAN A SCORE FOR OUR DISTRICT IN OUR CAMPUS.
IT IS ABOUT MAKING SURE THAT WE'RE CONSIDERING EVERY SINGLE STUDENT AND HELPING THEM THINK ABOUT THAT PATHWAY THAT IS RIGHT FOR THEM TOWARDS THAT POST-SECONDARY CREDENTIAL OR THAT LIVING WAGE, HIGH DEMAND JOB.
AND SO IF WE DO THIS RIGHT, IT'S NOT JUST HELPING US.
THIS IS HELPING EACH AND EVERY STUDENT AS WELL AS OUR DISTRICT AND OUR CAMPUSES.
BUT IT'S ALSO KEEPING PLANO STRONG.
HOW DO WE EARN OUR CCMR? POINTS. WELL, WE HAVE SEE SIMILAR INDICATORS AND THEY'RE DIVIDED INTO THREE DIFFERENT AREAS.
BUT FOR THE PURPOSES OF THIS PRESENTATION, I HAVE TO KIND OF TWO CATEGORIES.
AND I JUST PUT MILITARY READY UP UNDER CAREER READINESS TO KIND OF SAVE SOME SPACE.
BUT I WANT TO POINT OUT THAT WE HAVE AN INCREASED STANDARD.
IF YOU LOOK AT THAT INDUSTRY CERTIFICATION, THERE'S NOW THIS AND.
SO IT'S NOW PAIRING THESE TWO TOGETHER, WHICH IS AN INCREASED STANDARD.
HOW WILL THAT POTENTIALLY IMPACT US? WELL, LET'S LOOK AT OUR CCMR AND HOW WE'VE DONE OVER TIME AND PLANO ISD.
THAT WAS INTRODUCED WHEN CCMR FIRST CAME ON THE SCENE IN 20 1718, WE WENT FROM 1% TO 7% AND THEN 2020 THAT ENDED. SO THAT WENT AWAY.
IF YOU LOOK AT THE FOURTH BULLET EARNED AN INDUSTRY BASED CERTIFICATION.
WELL, EVERY YEAR WE HAVE MADE GAINS OVER THE LAST FIVE YEARS, WE WENT FROM 3% TO 15%.
WE HAVE BEEN MAKING GAINS YEAR OVER YEAR WHERE NOW YOU'RE HAVING TO PARE THAT CTE COHERENT SEQUENCE FROM THE PAST, NOW CALLED A PROGRAM OF STUDY WITH THAT INDUSTRY BASED CERTIFICATION.
AND IF YOU NOTICE FROM ALL THE DIFFERENT INFORMATION ON THIS SCREEN THAT IBC WAS THE AREA WHERE WE'RE MAKING GAINS DESPITE THE PANDEMIC, WHEN OTHER DISTRICTS ARE GOING DOWN, BUT MORE IMPORTANTLY, WHEN OTHER CRITERIA WITHIN CCMR WAS GOING DOWN.
SO IT'S AN AREA THAT WE'RE CONCERNED ABOUT, BUT WE'RE ALSO EXCITED TO DO MORE FOR OUR STUDENTS.
ALL RIGHT. WE TALKED ABOUT THE RAISE BAR FOR THE CRITERIA FOR CAREER READINESS.
[02:35:02]
NOW, WHAT WE'RE LOOKING AT IS NEW CCMR CALCULATIONS.AND IN ORDER TO GET YOUR A OR YOUR C OR YOUR B, SO THE NEW CCMR CALCULATIONS THAT THEY PROPOSED THIS NOVEMBER OF 22, IT REQUIRES 65% FOR A GRADE OF C AND 88% FOR A GRADE OF A.
BASICALLY THIS IS RETROACTIVE, SO WE CAN'T DO ANYTHING ABOUT WHAT HAPPENED ALREADY.
GOING BACK TO THE INCREASED STANDARD FOR CAREER READINESS.
THERE IS A THREE YEAR ROLLOUT AND WE JUST WANTED TO SHARE HOW THIS ROLLOUT IS HAPPENING.
AND SO WHEN YOU LOOK AT OUR CURRENT SENIORS, THE CLASS OF 2023, THEY HAVE TO EARN AND PASS AN IBC.
WHEN YOU LOOK AT OUR CURRENT JUNIORS CLASS OF 24, IT'S THAT SAME IBC YOU CAN USE.
BY THE WAY, THERE'S A NEW LIST OF APPROVED INDUSTRY BASED CERTIFICATIONS.
YOU CAN USE EITHER LIST FOR THIS YEAR, NEXT YEAR, OUR JUNIORS THEY HAVE TO PASS TWO CTE COURSES ALIGNED TO A PROGRAM OF STUDY. SO YOU SEE IT'S RAMPING UP.
AND THEN WHEN YOU LOOK AT OUR CURRENT SOPHOMORES THAT ARE ALREADY IN PROCESS, THEY HAVE TO HAVE AN IBC FROM THE NEW LIST WHICH ONE OF OUR HIGHEST ACHIEVING IBCS WILL NO LONGER BE ALLOWED WITH THE SOPHOMORES RIGHT.
AND THEY'RE CALLED A COMPLETER.
SO JUST YOU CAN SEE HOW IT'S RAMPING UP AND BECOMING MORE RIGOROUS.
SO HOW ARE WE DOING? WHERE DO WE STAND? WELL, WE HAVE FIVE YEARS CCMR BOARD GOALS, AND YOU CAN SEE THE FIVE YEAR PROGRESSION.
SO WE'RE WE'RE LOOKING AT WHAT IT WILL POTENTIALLY BE.
FROM THE PRIOR YEAR, THERE'S USUALLY A 10.10% GAIN.
SO WE'RE HOPING THAT THAT IS WHAT'S GOING TO HAPPEN AGAIN.
OUR CURRENT YEAR, WHICH IS ACCOUNTABILITY YEAR 2024, WHICH IS OUR CURRENT SENIORS CLASS OF 2023.
RIGHT NOW WE'RE SITTING AT 55.97.
SO IF WE MET WITH EVERY CAMPUS WHERE WE'RE REVIEWING, WHO ARE THE SENIORS THAT DON'T HAVE A CCMR INDICATOR AT THIS POINT, WHAT IS THE ACTION PLAN FOR THEM AND WHAT ARE THE SUPPORTS THAT ARE NEEDED TO GET THEM TO THAT POINT? AS WE DO THIS WORK, WE WANT TO LOOK AT OPPORTUNITIES TO EXPAND AND GROW.
ONE OF THE THINGS THAT'S MORE CHALLENGING FOR US IN PLANO ISD IS THAT OTHER DISTRICTS ACROSS THE STATE HAVE A NINE THROUGH 12 COMPREHENSIVE HIGH SCHOOL PROGRAM WHERE THEY HAVE FOUR YEARS TO WORK WITH THOSE STUDENTS ON THAT.
WE HAVE STUDENTS THAT ARE IN 9-10 AND THEN THEY MOVE ON TO THAT SENIOR HIGH WITH THE 11-12.
SO IT BECOMES A LITTLE BIT MORE DIFFICULT.
IN TERMS OF THE WORK THAT WE'RE DOING IN ORDER TO CREATE A ROBUST CCMR PIPELINE AND MAKING SURE THAT WE ARE DOING IT FROM PRE-K ALL THE WAY THROUGH GRADE 12, WE'RE LOOKING AT HOW WE CAN PUSH IN AND SUPPORT OUR CAMPUSES AND MAKING SURE THAT WE'RE LOOKING AT THE NEEDS OF EVERY STUDENT.
WHAT YOU SEE HERE ARE SOME EXAMPLES AT THE MIDDLE SCHOOL, HIGH SCHOOL AND SENIOR HIGH LEVELS.
BUT I WANT YOU TO KNOW THAT THIS IS EVEN GOING DOWN INTO THE ELEMENTARY LEVELS.
IT'S NEVER TOO EARLY TO START.
I CAN IN THE ELEMENTARY LEVELS, WE HAVE EDUCATION GO GET IT, WHERE WE'RE REALLY PUSHING INTO THAT.
[02:40:02]
WE HAVE THE COUNSELORS GOING IN WITH CCMR SPECIFIC GUIDANCE LESSONS.AND THEN WHAT YOU CAN SEE HERE IS HOW WE'RE FOCUSING BY EACH LEVEL TO HELP WITH THAT PIPELINE.
AS A DISTRICT, WE ARE COMMITTED TO SUPPORTING OUR CAMPUSES.
AND SO WE HAVE FIVE STRATEGIES THAT WE ARE COMMITTED TO EXECUTING THIS YEAR.
AND THESE ARE ALL IN OUR DISTRICT IMPROVEMENT PLAN.
SO YOU CAN SEE WHERE WE ARE WORKING WITH CAMPUSES TO LOOK AT THEIR DATA, ANALYZE THEIR DATA, CREATING RESOURCES AND SUPPORTS, WORKING ON ACTION PLANS, AND THEN ALSO JUST GIVING SOME STRATEGY AND SUPPORT TO EVERY CAMPUS BASED ON WHERE THEY ARE.
SO WE HAVE MULTIPLE PATHWAYS TO EARNING CCMR. AP DUAL CREDIT IB AND CTE.
DUAL CREDIT AND THEN KAREN'S GOING TO SHARE ON CTE.
WITH BOTH OF THESE CRITICAL CCMR LEVERS, WE WENT THROUGH A PROCESS OF ONE REVIEWING CURRENT PROCESSES AND SYSTEMS TO IDENTIFYING AREAS FOR IMPROVEMENT, AND THEN THREE, EXPLORING OPTIONS TO EXPAND IN THESE TWO CRITICAL AREAS.
SO WE'LL START WITH DUAL CREDIT.
AND WE WERE LOOKING AT OUR TREND DATA BECAUSE WE DEFINITELY WANT TO GROW IN THIS AREA.
WE NOTICED THAT THERE ARE FLUCTUATIONS IN THE ENROLLMENT.
SO WE STARTED LOOKING AT WHAT'S HAPPENING IN TERMS OF ENROLLMENT, WHERE ARE THE COURSES OFFERED AND JUST REVIEWED OUR DUAL CREDIT SYSTEMS AND PROCESSES.
AND SO WE STARTED BY LISTENING, LISTENING TO OUR PARTNERS AT COLLIN COLLEGE, LISTENING TO OUR SENIOR HIGHS IN OUR HIGH SCHOOLS, LISTENING TO WHAT'S HAPPENING AND UNDERSTANDING WHAT IS GOING REALLY WELL, WHICH THERE'S LOTS GOING ON THAT'S REALLY WELL.
AND THEN WHAT NEEDS IMPROVEMENT.
AND SO WE HAVE IDENTIFIED TARGET AREAS THAT WE ARE COLLABORATING ON IN ORDER TO IMPROVE.
JUST COMMUNICATIONS IS KEPT COMING UP AND JUST MAKING SURE THAT WE'RE COMMUNICATING EFFECTIVELY BETWEEN OUR TWO INSTITUTIONS, MAKING SURE THERE'S CLARITY OF OUR ROLES, LIKE WHAT DOES THE COUNSELOR DO AT THE HIGH SCHOOLS AND WHAT DOES THE ASSOCIATE PRINCIPAL, FOR EXAMPLE, AND THEN WHAT DOES COLIN DO AND WHAT'S THE TIMELINE THAT WE BOTH AGREE ON? AND THEN HOW DO WE PARTNER ON SUPPORT AND COMMUNICATION TO PARENTS AND STUDENTS? AREAS THAT WE HAVE IDENTIFIED AND WE ARE CURRENTLY WORKING ON IMPLEMENTING FOR PROCESS IMPROVEMENTS, JUST OUR MOU, MAKING SURE THAT IT IS MORE CURRENT USING LANGUAGE THAT'S VERY EQUAL FOR BOTH OF OUR INSTITUTIONS.
WE WANT THE PRINCIPALS TO KNOW WHO THE DUAL CREDIT FACULTY ARE BEFORE THEY START THE CLASSES.
WE WANT TO MAKE SURE THAT OUR DUAL CREDIT FACULTY KNOW WHERE THEIR ROOM IS.
SO THESE ARE ALL PROCESS IMPROVEMENTS TO MAKE SURE THAT WE SET EVERYBODY UP FOR SUCCESS.
AND THERE ARE SEVERAL OTHER AREAS THAT WE ARE WORKING ON.
IN PARTICULAR, WE'RE LOOKING AT ADDING NEW COURSES.
THIS WILL BE A MULTI YEAR PROCESS, SO WE'RE WORKING WITH OTHER DEPARTMENTS TO SEE WHERE CAN WE BRING IN ADDITIONAL COURSES OF INTEREST TO STUDENTS AND TWO IN PARTICULAR THAT ARE ONE IN PARTICULAR THAT WE ADDED THIS YEAR IS EDU C1300.
WHAT THAT IS, IS AN ORIENTATION TO COLLEGE COURSE AND WE FEEL LIKE IF WE'RE GOING TO EXPAND WHAT YOU LOOK AT BULLET NUMBER TWO, IF WE EXPAND TO EARLIER GRADES, IT'S GOING TO BE VERY IMPORTANT TO HELP THOSE YOUNGER LEARNERS BE ABLE TO KNOW WHAT TO EXPECT IN A DUAL CREDIT CLASS.
SO THE EDU 1300 IS GREAT FOR THOSE YOUNG DUAL CREDIT STUDENTS AND THEN JUST BRINGING IN DUAL CREDIT IN THE HIGH SCHOOL AGES, MAKING SURE THAT THERE'S OPPORTUNITY THERE.
AND THEN WE ALSO ARE LOOKING AT A COLLEGIATE ACADEMY MODEL.
AND RIGHT NOW IT'S AN EXPLORATION PHASE.
AT THIS TIME. KAREN'S GOING TO TALK TO YOU ABOUT CT UPDATES AND I'LL COME BACK AND TALK ABOUT GPA.
SO THERE'S LOTS OF THINGS ON THERE THAT WE HAVE HIGHLIGHTS.
THERE'S A LOT OF GREAT WORK TAKING PLACE ON OUR CAMPUS.
[02:45:04]
SPECIFICALLY, IN THE LAST YEAR, WE'VE SEEN ABOUT 2000.SO FROM 21 TO 22, FROM TO 22-23, WE SAW ABOUT 2000 MORE STUDENTS, WHICH THAT CAN BE DUPLICATED ENROLLMENT. SO THAT COULD BE ONE STUDENT SITTING IN MULTIPLE CLASSES, BUT WE'RE STILL SEEING AN INCREASE.
AND SO AGAIN, ANOTHER ABOUT I GUESS 2000 ARE LUCKY NUMBER ON THAT.
SO WE'VE SEEN ANOTHER 2000 THAT ARE GOING UP IN THAT AREA.
AND JUST TO KIND OF PUT IN PERSPECTIVE, THE 3400 INCLUDES THE INDUSTRY BASED CERTIFICATIONS THAT ARE IDENTIFIED BY TEA, BUT THEY'RE ALSO THE OTHER CERTIFICATIONS LIKE CPR THAT WE KNOW ARE REALLY BENEFICIAL TO OUR KIDS.
AND SO WE COUNT THAT NUMBER INTO OUR INDUSTRY BASED CERTIFICATION COUNT.
BUT A MAJORITY OF THOSE CERTIFICATIONS ARE THE ONES THAT ARE IDENTIFIED FOR ACCOUNTABILITY PURPOSES.
AND IN ADDITION TO THAT, WE HAVE OUR 12 CAREER CLUSTERS, OUR 30 PROGRAMS, THIS STUDY.
AND WHEN WE LOOK AT OUR COURSE ENROLLMENT BY CAREER CLUSTER AND WE LOOK AT THAT COMPARED TO THE NORTH TEXAS LABOR MARKET DATA INFORMATION, OUR TOP AREAS ARE PRETTY SIMILAR WITH WHAT WE'RE SEEING IN LABOR MARKET DATA.
A COUPLE OF THEM FLUCTUATE A LITTLE BIT FROM YEAR TO YEAR.
AND THEN ALSO KEEPING IN MIND WHEN WE LOOK AT OUR ENROLLMENT FOR SOME OF OUR PROGRAMS, THE STUDY IN OUR COURSES THAT PROFE.COM CAN SOMETIMES TWEAK THOSE NUMBERS A LITTLE BIT BECAUSE ALL STUDENTS HERE IN THE DISTRICT TAKE THAT COURSE.
SO PLANO ISD TRENDS AND CAREER READINESS, AS DR.
THEY'RE RAISING THE BAR FOR US.
AND SO WE DO ANTICIPATE THAT WE WILL SEE A DROP IN THIS NUMBER FOR THE REASON OF LIKE SHE MENTIONED, THE MICROSOFT OFFICE CERTIFICATION.
OUR NUMBER ONE CERTIFICATION WILL BE ROLLED OFF THE LIST.
AND SO STUDENTS WILL BE REQUIRED TO DO THE EXPERT LEVEL.
AND WE HAVE A VERY SMALL NUMBER OF KIDS THAT ARE HAVE BEEN SUCCESSFUL WITH THAT.
THE KIDS REALLY HAD TO FINISH A MODULE AND THEN WE COULD CHECK THAT BOX.
AND SO WE'RE WORKING ON THINGS AND WE'LL TALK ABOUT THAT HERE IN A MINUTE.
SO JUST LIKE IN HER OTHER AREA, WE KIND OF PUT THREE STEPS TOGETHER.
AND SO OUR FIRST ONE WAS TO REVIEW CURRENT CTE PROCESSES AND SYSTEMS TO MEET THE NEW CAREER READINESS STANDARDS AND INCREASE THE NUMBER OF STUDENTS COMPLETING A PROGRAM OF STUDY.
LIKE WE SAID, OUR ENROLLMENT HAS INCREASED, BUT WE WANT TO MAKE SURE THAT WE GIVE STUDENTS THE OPPORTUNITY AND WE'RE VERY CLEAR ON WHAT DOES A PROGRAM OF STUDY COURSE SEQUENCE LOOK LIKE FOR A STUDENT? HOW DO WE SCHEDULE STUDENTS INTO THAT AND WHAT'S RECOMMENDED ON SOME GRADE LEVELS? AND SO THERE WAS SOME WORK THAT WE COULD DO AS A DEPARTMENT TO KIND OF HELP THAT OUT A LITTLE BIT.
WE REALLY WANT TO WE TOOK, FOR INSTANCE, SOME OF OUR PRINCIPALS COURSES AND MADE THEM ONLY AVAILABLE AT THE 910 LEVEL WHERE THEY USED TO BE AVAILABLE NINE THROUGH 11, NINE THROUGH 12, DEPENDING UPON THE COURSE.
AND SO WHEN WE STARTED THE SCHOOL YEAR, WE WERE NOT SURE WHAT WAS ON THAT LIST.
WE HAD NOT HAD A PREVIEW OF THAT LIST.
AND SO WE'RE CURRENTLY REVIEWING THE LIST.
WE KNOW IT'S NOT CURRENTLY IN OUR CURRICULUM, SO WE'RE WORKING WITH TEACHERS.
WE KIND OF KNEW IT WAS COMING.
AND SO WE'RE WORKING WITH OUR TEACHERS.
WE'RE SEEING WHAT ALIGNS TO OUR COURSES, WHAT IS BENEFICIAL TO STUDENTS, WHAT DOES OUR WHAT ARE OUR STAKEHOLDERS THINK ABOUT SOME OF THESE CERTIFICATIONS AND THEN ASKING OUR TEACHERS IF IT'S POSSIBLE WITH THE CERTIFICATION TO HAVE THEM SIT FOR THE TEST SO THAT THEY'RE AWARE OF THAT.
AND THEN NEXT SUMMER WE CAN WORK TO KIND OF IMPLEMENT THAT INTO OUR CURRICULUM MOVING FORWARD.
BECAUSE WITH THE NEW LIST, THERE'S QUITE A FEW CHANGES.
AND SO WE REALLY WANT TO MAKE SURE THAT WE'RE DOING WHAT'S BEST FOR THE STUDENTS AND WE'RE CONTINUING TO PUSH OUT OUR COMMUNICATION MATERIALS AND RESOURCES USE FOR COURSE SELECTION, HISTORICALLY ADVISING PRACTICES AT EACH LEVEL.
YOU KNOW, A LOT OF TIMES WHEN WE TALK TO COUNSELORS AND TEACHERS AND STUDENTS AND PARENTS, THE STUDENTS TRY TO TAKE A MAJORITY OF THEIR CLASSES THAT ARE REQUIRED FOR GRADUATION AT THE 910 LEVEL.
[02:50:03]
COURSES FOR THEM THROUGH ALL FOUR YEARS? AND WE'RE ALWAYS LOOKING AND THERE'S A COMMITTEE RIGHT NOW LOOKING AT COURSE, WAITS FOR GPA, FOR CTE COURSES.IF WE WANT KIDS TO WORK THROUGH A PROGRAM OF STUDY, IS THERE SOMETHING THERE THAT CAN ENTICE THEM FOR THAT? AND THEN EXISTING PROGRAMS BY LOCATION AND STUDENT PARTICIPATION, WHAT DOES THAT LOOK LIKE AND HOW IS THAT WORKING? AND SO, AGAIN, NO MATTER WHAT WE'RE DOING, WE WANT TO MAKE SURE THAT WE'RE ALIGNING OUR PROGRAMS TO HIGH WAGE AND HIGH DEMAND JOBS.
NUMBER TWO IS IDENTIFY AND IMPLEMENT IMPROVEMENT.
SO WE'RE CURRENTLY IN THE PROCESS.
THE LAST TWO WEEKS HAVE BEEN LIKE THE WEEKS OF MEETINGS WHERE WE'VE MET WITH THE COUNSELORS TO TALK ABOUT WHAT ARE THESE NEW REQUIREMENTS, HOW CAN WE IMPLEMENT THEM IN OUR CLASSROOM OR ON OUR CAMPUSES, WHAT TRAINING IS AVAILABLE.
SO WE HAVE STARTED THAT PROCESS.
WE MET WITH SECONDARY COUNSELORS LAST WEEK.
WE'RE CURRENTLY IN THE PROCESS OF MEETING WITH ALL NINE, TEN AND 11, 12 CAMPUSES, AND MY TEAM IS ACTIVELY WORKING ON THE COMMUNICATION AND HELPING STUDENTS AND PARENTS UNDERSTAND WHAT DOES IT MEAN TO BE CAREER READY LIKE WE SAY THAT.
BUT WHAT DOES IT REALLY MEAN TO BE CAREER READY FOR OUR STUDENTS? AND WHAT DOES THAT LOOK LIKE FOR A FOUR AND SIX YEAR PLAN? BECAUSE IT'S NOT JUST IN HIGH SCHOOL AND SENIOR HIGH.
CAREER EXPLORATION SCHOOL LINKS.
CAN THAT BE USED ONCE THAT'S ROLLED OUT? AND THEN WE ALSO LOOKED AT SOME IMPROVEMENTS OF SUNSETTING, SOME COURSES THAT EITHER HAD LOW ENROLLMENT OR WE HAD TWO COURSES THAT WERE TEACHING THE LIKE THE EXACT SAME THINGS.
AND THEN WE'LL KIND OF WORK WITH ONCE WE HAVE POWER SCHOOLS ON WHAT THE TRACKING LOOKS LIKE.
SO PART THREE IS GOING TO LOOK A LITTLE BIT DIFFERENT.
AND SO HERE WE'RE GOING TO EXPLORE OPTIONS TO EXPAND CTE OPPORTUNITIES.
AND SO WHAT DOES THAT LOOK LIKE HERE IN PLANO ISD? AND IF YOU'LL REMEMBER, OUR ADVISORY COMMITTEE LAST YEAR, THOSE WERE THAT WAS SOME OF THE WORK THAT WE DID.
AND SO I REPORTED THAT TO YOU ALL BACK IN MAY, APRIL, MAY.
AND SO THE FIRST WAY THAT WE KIND OF LOOK AT IT IS HIGH WAGE, HIGH DEMAND PROGRAMS. WE HAVE OPPORTUNITIES TO EXPAND AND THEN WE HAVE OPPORTUNITIES TO ADD.
AND SO BEFORE I EVEN GET INTO THAT, THE FIRST THING THAT WE WANT TO TALK ABOUT IS THAT WE WOULD NOT BE ABLE TO DO A MAJORITY OF THIS WORK WITHOUT YOUR SUPPORT AND THE COMMUNITY SUPPORT OF THE BONDS.
I GET CHILLS EVERY TIME I TALK ABOUT, BUT THAT IS SUCH A HUGE THING FOR OUR CTE PROGRAMS AND IT'S SOMETHING THAT WAS NEEDED TO SUPPORT OUR KIDS AND PROVIDE THAT REAL WORLD EXPERIENCE FOR THEM AND PROVIDE EQUITY ACROSS THE DISTRICT.
THOSE ARE TWO PROGRAMS THAT ARE ON SPECIFIC CAMPUSES.
THOSE ARE ALSO PROGRAMS LIKE AUTOMOTIVE.
ALL OF OUR AUTOMOTIVE TEACHERS ARE TEACHING A FULL DAY WITHOUT A CONFERENCE PERIOD.
SO THE INTEREST IS THERE FOR THE CLASSES.
OUR STUDENTS, OUR TEACHERS ARE DOING WHAT THEY CAN IN THEIR CLASSROOM, BUT WE NEED TO EXPAND IT BECAUSE A CLASSROOM LAB WITH COMPUTERS AND A GREEN SCREEN ARE NOT GETTING THEM READY FOR INDUSTRY.
AND SO THAT'S REALLY A PROGRAM THAT THE THREE TEACHERS THAT WE HAVE ARE ABSOLUTELY AMAZING.
AND THEN WHAT IS OUR MIDDLE SCHOOL COURSE OFFERING LOOK LIKE? SO HISTORICALLY, LIKE I SAID, THE 910 FILLS UP.
SO WITH THAT AND THINKING BACKWARDS, WITH THAT BEING SAID, WE NEED TO BE INNOVATIVE AND LOOK AT ARE THERE HIGH SCHOOL COURSES THAT CAN BE OFFERED AT THE MIDDLE SCHOOL LEVEL THAT WE COULD CONSIDER OFFERING SO STUDENTS COULD GET INTO THESE CLASSES A LITTLE BIT EARLIER AND THEN PROVIDE THEM MORE OF AN OPPORTUNITY TO EXPLORE SOME THINGS.
BUT IF THEY KNOW WHAT THEY WANT TO DO, WE WANT THEM TO FIND THAT PATH AND MOVE FORWARD.
AND SO WHEN WE LOOK AT OPPORTUNITIES TO ADD THINGS THAT WE HAVE ON HERE, CYBERSECURITY ARCHITECTURE, GRAPHIC DESIGN, MULTIMEDIA PRODUCTION, YOU MAY SAY WE HAVE THOSE PROGRAMS.
[02:55:02]
SO WHAT'S WHY ARE WE SAYING THAT WE NEED TO ADD THEM? WE REALLY HAVE THOSE PROGRAMS BY DEFAULT.THAT'S NOT A CYBERSECURITY PROGRAM.
SO WE REALLY WOULD LIKE TO ADD A FULL CYBERSECURITY ARCHITECTURE, GRAPHIC DESIGN, MULTIMEDIA, AND THEN TA IS CURRENTLY LOOKING AT E SPORTS AND HOW THAT CAN BE TIED TO A REGIONAL PROGRAM OF STUDY AND THE OPPORTUNITIES THERE.
AND SO THEN AGAIN, OUR DEPARTMENT'S FOCUSING ON ALIGNING OUR PROGRAMS WITH THE LABOR MARKET DATA.
THAT'S WHAT WE HAVE TO REALLY GROUND OURSELVES IN THAT WORK.
AND SO THIS IS INFORMATION YOU MIGHT RECOGNIZE IT.
SO KIDS WHO HAVE TAKEN A LITTLE BIT MORE COURSEWORK WITHIN THAT PROGRAM OF STUDY.
AND SO AGAIN, OUR TOP ONES HAVE BEEN THE STEM, THE HEALTH SCIENCE AND THE HUMAN SERVICES.
SO TALKING ABOUT THAT A CT PROGRAM IS NOT COMPLETE WITHOUT PARTNERSHIPS.
AND SO SOMETHING THAT WE ARE ECSTATIC TO BRING BACK TO YOU GUYS, BUT JUST GIVE YOU A LITTLE BIT OF TASTE OF IT IS WE ARE PROPOSING AND GOING THROUGH THE FINAL STEPS OF WORKING ON A PARTNERSHIP WITH TONI AND GUY.
AND SO WITH THAT, WE'RE LOOKING AT PROVIDING A PROGRAM FOR JUNIORS AND SENIORS WHERE OUR STUDENTS WILL GO TO THEIR SCHOOL HERE IN PLANO, DO WORK FOR THOSE TWO YEARS WITH A MINIMAL COST SHARE FOR THE DISTRICT, AND THEY WILL BE ABLE TO GRADUATE AND HAVE THE TIE IN ALL OF THE SUPPORT OF TONI AND GUY FOR THOSE STUDENTS.
AND SO WE'RE FINALIZING THE DEVELOPMENT OF THE MOU.
OBVIOUSLY, THAT WILL COME BACK TO YOU GUYS TO SEE WORK AND FORWARD.
BUT PARTNERSHIPS ARE SOMETHING THAT WE HAVE GOT TO CONTINUE TO WORK ON.
AND YOU KNOW, TONI AND GUY IS ONE WE'RE ALSO WORKING WITH MICROSOFT TEALS.
THEY'VE BEEN A REALLY GREAT PARTNER THIS YEAR.
WE HAVE BROUGHT THEM IN TO WORK WITH OUR FIRST YEAR COMPUTER SCIENCE TEACHERS, AND SO THEY'RE SPENDING PART OF THEIR WEEK WITH OUR TEACHERS, HELPING THEM ON INSTRUCTION AND AND CURRICULUM. AND WE'RE ALSO ALWAYS LOOKING TO ADD HEALTH SCIENCE PARTNERS FOR OUR CLINICAL ROTATIONS SPOTS.
AND THEN OF COURSE, WE CAN'T FORGET OUR FRIENDS WHO'VE JUST MOVED TO TOWN, H-E-B, WHO HAVE GIVEN US SOME MONEY, AND THEN THAT WE'RE ALSO SPEAKING TO OUR CLASSES AND DOING A PRETTY THEY'RE COMING, I GUESS, IN JANUARY TO TALK TO SOME OF OUR CAMPUSES ABOUT RECRUITING.
AND WHAT DOES A CAREER LOOK LIKE BEING AN H-E-B PARTNER.
SO WE'RE REALLY THANKFUL THAT THEY'RE HERE IN TOWN.
SO NOW YOU'RE PROBABLY WONDERING, GPA AND CCMR. HOW? LIKE, WHERE'S THE CONNECTION? WELL, I WANT TO START BY ACKNOWLEDGING THE WORK OF THE PLANO ISD GPA TASK FORCE THAT BEGAN THAT WORK IN 2017.
THE WORK THEY DID ALIGNED WITH THE INTENT OF CCMR. THE FOCUS WAS ON MAKING SURE STUDENTS WERE ABLE TO TO MAKE CHOICES WITH THEIR COURSES, WHERE THEY COULD PURSUE THEIR ASPIRATIONS, PURSUE THEIR INTEREST AREAS WITHOUT FEAR OF OF THE GPA SITUATION.
AND SO I JUST APPLAUD THE EFFORT THAT THEY DID.
AND WE HAVE NOW HAD IT IN PLACE FOR ONE YEAR, BEGINNING WITH THE CLASS OF 2023.
THE NEWLY DEVELOPED GPA SYSTEM WAS IMPLEMENTED AND THERE ARE TWO GPA CALCULATIONS.
THE TASK FORCE CREATED A RANKING GPA, AND THEN WE STILL HAVE THE CUMULATIVE GPA.
I DO WANT TO MAKE NOTE THAT THESE ARE AT THE SENIOR HIGH AND PLANO ISD ACADEMY HIGH SCHOOL HAS A SEPARATE AND DIFFERENT GPA SYSTEM. AND SO AS I TALK ABOUT THIS, I JUST WANT TO MAKE THAT DISTINCTION.
SO WHAT ARE THE TWO GPA CALCULATIONS? WE HAVE RANKING GPA THAT IS COMPETITIVE.
IT IS ONLY PROVIDED TO THE TOP 10%.
IT'S BASED ON LIMITED IDENTIFIED CORE COURSES.
THEY'RE PROVIDED AT DESIGNATED TIME STARTING THAT JUNIOR YEAR.
AND THESE DETERMINE OUR VALEDICTORIAN AND OUR SALUTATORIAN.
[03:00:08]
AND ONCE AGAIN, THOSE ARE OUTLINED IN THE BOARD POLICY.AND YOU'RE GOING TO ASK WHY? WELL, THE REASON WHY WE HAVE THE TWO GPAS IS THAT DUE TO THE RIGOROUS ACADEMIC PROGRAM PLANO ISD OFFERS, OUR STUDENTS ARE HIGHLY COMPETITIVE.
WE DON'T JUST WANT OUR TOP TEN TO BE LOOKED AT BY UNIVERSITIES AND RECEIVE ALL THOSE ACCOLADES.
WE WANT MORE OF OUR STUDENTS TO RECEIVE THAT RECOGNITION AND THOSE ACCOLADES.
SO BY CREATING THE TWO GPAS, WE STILL HAVE THE TOP 10% WHO GET THE AUTOMATIC ADMISSIONS.
HE PAID THEM AND BECAUSE IT'S JUST THIS WAS IMPLEMENTED.
AND SO WE'RE GOING TO REFLECT OVER THIS YEAR ON WHAT HAPPENED LAST YEAR, WHAT'S HAPPENING THIS YEAR.
AND WE'RE GOING TO COLLECT FEEDBACK, GET INFORMATION FROM OUR VARIOUS STAKEHOLDERS.
FINDING OUT WHAT IS YOUR PERSPECTIVE ON THIS, HOW IS IT WORKING? SO WE'RE REVIEWING THE PROCESSES OF HOW WE'RE WE'RE ROLLING THIS OUT, HOW WE'RE GETTING THIS INFORMATION AND COMMUNICATING IT TO PARENTS AND STUDENTS, AS WELL AS FINDING OUT IS IT DOING WHAT THE TASK FORCE ORIGINALLY INTENDED? WE ALSO KNOW IT'S GOING TO BE VITALLY IMPORTANT TO WORK ON A TRANSITION PLAN.
WE NEED TO MAKE SURE THAT WE HAVE EVERYTHING WORKING WELL, BEFORE OUR NEXT SENIOR GROUP WANTS TO START APPLYING NEXT FALL AND THEN LOOK FOR OPPORTUNITIES TO IMPROVE.
AND WHEN I SAY CHANGES, THEY'RE NOT CHANGES IN THE INTENT OR THE PURPOSE.
IT'S ONLY TO PROVIDE CONSISTENCY AND CLARITY.
SO, FOR EXAMPLE, THERE'S TWO THINGS THAT WE HAVE ALREADY NOTICED ONE BULLET.
FOR EXAMPLE, ONE SAYS E SCHOOL, ONE SAYS ONLINE, WE JUST WANT TO MAKE SURE THAT IT'S CONSISTENT LANGUAGE BETWEEN THE TWO RANKING SYSTEMS. AND THEN WE ALSO WANT TO REVISE SOME OF THE LANGUAGE FOR CLARITY AND REDUCE REDUNDANCY.
SO IF YOU LOOK AT THE BULLETS WHERE WE SAY DELETE THE FOLLOWING, THOSE TWO BULLETS, THERE'S A LOT OF INFORMATION THERE AND IT CAN BE A LITTLE BIT CONFUSING. SO WE FEEL LIKE THE THE FINAL BULLET, WE CONDENSED ALL OF THAT INTO ONE SIMPLE SENTENCE.
SOMETHING WE ARE ALSO LOOKING AT IS ACADEMY HIGH SCHOOL, AND THEY ARE RIGHT NOW LOOKING AT BRINGING IN SOME TARGETED AP COURSES IN ORDER TO PROVIDE COLLEGE CREDIT COURSE OPPORTUNITIES FOR THEIR STUDENTS.
WE ALSO HAVE OTHER THINGS THAT HAVE KIND OF PERCOLATED AS WE'VE BEEN HAVING CONVERSATIONS.
WE'RE GOING TO CONTINUE TO PURSUE THESE THROUGHOUT THIS THE REST OF THE FALL AND THE SPRING.
THAT WAS A LOT. OH, ALL RIGHT.
THAT WAS A LOT. BUT THAT'S GOOD.
I HAVE MY PEN IN CASE YOU HAVE QUESTIONS.
QUESTIONS, COMMENTS, COMPLAINTS, QUERIES, CONCERNS.
I HAVE A QUICK QUESTION ABOUT THE CTE EXAMS AND HOW DID THE COSTS TO THE STUDENTS FOR THE CTE EXAMS COMPARE, SAY, TO WHAT A AP COSTS, AN AP EXAM COST? AND HOW DO WE ACCOMMODATE STUDENTS WHO MIGHT NEED SCHOLARSHIP FOR THAT? SO WE COVER EVERY INDUSTRY BASED CERTIFICATION THAT IS RECOGNIZED BY TA.
SO IF THEY PASS, THAT'S GREAT AND WE'RE GIVEN THAT MONEY BY THE STATE.
SO THE FIRST CERTIFICATION THEY TAKE IS THE ONE THAT WE COVER.
[03:05:03]
BUT THEN AFTER THAT, LET'S SAY HEALTH SCIENCE IS A REALLY GREAT EXAMPLE.WE HAVE HEALTH SCIENCE STUDENTS THAT TAKE MULTIPLE CERTIFICATIONS.
THEY COULD TAKE CERTIFIED NURSING AID PATIENT CARE TECHNICIAN.
AS LONG AS THE TEST IS ON THE TA LIST, THERE IS NO COST TO THE STUDENT.
SO I HAD ONE QUESTION ON THE CLASS RANK NOT BEING ON THERE.
HAVE YOU RECEIVED ANY NEGATIVE FEEDBACK ON THE RANK NOT BEING THERE? APPARENTLY, TEXAS A&M IS VERY HAPPY ABOUT IT, BUT I WAS CURIOUS IF YOU HAD RECEIVED ANY NEGATIVE FEEDBACK.
AND SO A LOT OF TIMES WHEN WE EXPLAIN WHY THE WHY BEHIND THAT DECISION, THEN PARENTS AND STUDENTS ARE HAPPY AND THEN THEY'RE SEEING THE RESULTS OF THAT THIS YEAR. AND THEY'RE SEEING HOW, FOR EXAMPLE, STUDENTS WHO MAY BE IN THE SECOND QUARTER ARE ARE BEING RANKED CONSIDERABLY HIGHER ON THE HOLISTIC REVIEW FROM THESE THESE UNIVERSITIES.
SO IT'S IN THEIR BEST INTEREST AND IT HELPS MORE OF OUR STUDENTS.
I JUST I THINK WE'VE HAD TO GO BACK IN AND REEDUCATE BECAUSE I BELIEVE THE TASK FORCE WAS IN 2017 WITH A DELAY BECAUSE IT'S JUST NOW IMPACTING OUR CURRENT SENIORS.
AND SO LAST YEAR THERE WAS A LOT OF REEDUCATING PARENTS AND UNDERSTANDING HOW THE TWO RANKING SYSTEMS WERE GOING TO WORK AND ALMOST GETTING FAMILIAR AGAIN, EVEN THOUGH WE HAD VIDEOS AND LOTS OF COMMUNICATION, I THINK YOU KIND OF FORGET ABOUT IT UNTIL YOU GET READY TO START DOING YOUR COLLEGE APPLICATION AND GOING APPLICATIONS AND GOING THROUGH ALL OF THAT PROCESS.
I DON'T KNOW HOW SUPPORTIVE I AM OF THE EXPANSION OF THE E SPORTS.
I THINK IT'S A CONVERSATION THAT THE BOARD SHOULD PROBABLY HAVE.
SOUNDS LIKE AN OLD. THAT SOUNDS LIKE AN OLD PERSON.
YEAH. SO REGARDING THE GPA THING, AS ONE OF THE TWO THAT WERE HERE IN 2017, THAT WAS EXACTLY THE VISION.
EXACTLY. WHAT YOU'RE TALKING ABOUT IS HAPPENING IS THAT WE WERE TOLD AT THE TIME THAT WE BELIEVED IF YOU WOULD TAKE AWAY RANKING CLASS RANK, OUR KIDS WILL GET RANKED HOLISTICALLY BY UNIVERSITIES HIGHER THAN WHAT THEIR CLASS RANK MIGHT BE.
AND SO I REALLY APPRECIATE THAT.
THEY WILL CHANGE GEARS ON YOU.
AND I WANT TO MAKE SURE THAT WE'RE STILL PUTTING OUR KIDS OUT THERE IN THE BEST WAY POSSIBLE.
DAVID, ON THAT SAME POINT, I THINK THE THE PREMISE BEHIND IT WAS TOP 60% IN PLANO ISD OUTPERFORMS TOP 10% ACROSS THE STATE.
SO THAT'S WHERE WE WERE BEING PUNISHED IS MORE OF OUR KIDS ARE REALLY HIGH PERFORMING BUT THEY'RE NOT GETTING THAT CREDIT BECAUSE THEY'RE NOT IN THAT TOP 10% PER SAY. YEAH, I DIDN'T MEAN TO JUMP IN ON OK.
IT'S A IT WAS I MEAN IT WAS A LONG WE SPENT A LONG TIME ON THAT.
WHAT I THINK I SAW IN THE TALKING ABOUT THE CTE COURSES THAT HAVE THE IBC.
THAT THERE WERE WE'RE SEEING STANDARDS GOING HIGHER.
AND I ON ANOTHER SLIDE, I SAW NUMBERS LOOK LIKE THEY WERE GOING IN THE OPPOSITE DIRECTION.
ARE WE SEEING A A REDUCTION IN THE NUMBER OF KIDS WHO ARE COMMITTING THEMSELVES TO A COURSE OF STUDY AND GETTING THAT CERTIFICATE BECAUSE OF THE EXPANDED REALLY COMMITMENT? SO REALLY THE PROGRAMS THE STUDY ARE ARE SOMEWHAT NEW.
IT WAS KIND OF WHAT WE WERE WE WERE SEEING COME DOWN.
AND SO I CAN'T ANSWER THAT EXACTLY.
[03:10:02]
SO REALLY, WHEN WE FIRST PUSHED THAT OUT, IT WAS ABOUT THREE OR FOUR YEARS AGO.THEY'RE KIND OF RUNNING TOGETHER RIGHT NOW.
IT'S PROBABLY RIGHT BEFORE THE PANDEMIC HAPPENED.
BUT WE ARE SEEING FROM JUST THE PRELIMINARY DATA THAT WE HAVE IS THAT STUDENTS ARE STARTING TO MAKE SOME OF THOSE CHOICES TO COMPLETE A PROGRAM OF STUDY, IF THAT'S WHAT THEY HAVE INTEREST IN.
SO I THINK MY LAST THING ITEM WAS AT SOME POINT SOMEBODY MADE A COMMENT ABOUT LOW ENROLLMENT COURSES AND LOOKING AT THOSE LOW ENROLLMENT COURSES, AGAIN, THE ONE THAT IMMEDIATELY CAME TO MIND FOR ME WAS THE ONE THAT MY DAUGHTER DID, WHICH WAS THE EDUCATION TRAINING PROGRAM.
SHE DID IT FOR TWO YEARS, BUT I THINK SHE SAID SHE WENT BACK TO WEST LAST WEEK AND MAYBE TWO OF WHAT WERE TWO CLASSES HAD BEEN COMBINED INTO ONE, I DON'T KNOW, SOMETHING LIKE THAT. BUT THE POINT BEING THAT I WAS GOING TO MAKE HERE IS BEFORE WE START LOOKING AT AT GETTING RID OF SOMETHING LIKE THAT, LET'S SEE IF THERE'S OTHER WAYS TO INCENTIVIZE GROWTH, BECAUSE THERE ARE OTHER DISTRICTS IN THAT PARTICULAR PROGRAM WHO WILL GUARANTEE A KID WHO GOES THROUGH THE PROGRAM A JOB.
AND WE'RE ACTUALLY DOING THAT.
WE STARTED THAT LAST YEAR WITH DR.
WILLIAMS IS THAT THAT IS A PROGRAM THAT WE'RE HAVING TO THINK OUT OF THE BOX WITH BECAUSE WE KNOW NOT EVERY KID AT THIS POINT WANTS TO GO INTO TEACHING, BUT THEY STILL COULD GO INTO EDUCATION SOME WAY, WHETHER THEY WANT TO BE A CHILD PSYCHOLOGIST OR A SPEECH PATHOLOGIST OR THINGS LIKE THAT, OR C.F.O.
I JUST HADN'T GOTTEN THERE YET.
AND SO, YOU KNOW, THOSE ARE THE OPTIONS.
AND SO WE WENT INTO THOSE CLASSROOMS AND ANY STUDENT HAS WHO HAS COMPLETED THOSE TWO YEARS OF INSTRUCTIONAL PRACTICES AND THE PRACTICUM IN EDUCATION AND TRAINING, WE ARE GUARANTEEING THEM A JOB LIKE NOT AN INTERVIEW, A JOB.
AND THAT WAS SOMETHING DR. WILLIAMS WAS LIKE VERY ADAMANT ABOUT.
WE'RE NOT DOING AN INTERVIEW OR GIVING HIM A JOB.
AND I SAID, OKAY, SO WE'LL DO THAT.
WE ALSO WENT OUT THIS LAST WEEK WITH HR AND KIND OF HAVE THOSE CONVERSATIONS.
WHAT DOES IT LOOK LIKE TO JOIN THE EDUCATION PROFESSION? WHAT A RESUME BUILDING LOOK LIKE.
EDUCATION AND TRAINING IS NOT A PROGRAM AT THIS TIME THAT WE ARE LOOKING TO CUT.
THEY ALL TAKE LANDSCAPE DESIGN.
IT WAS ALSO LIKE DIGITAL DESIGN AND MEDIA PRODUCTION.
WE HAVE DIGITAL MEDIA, SO WE CUT DIGITAL DESIGN AND MEDIA PRODUCTION, BUT EDUCATION AND TRAINING.
SO THAT'S GREAT. THOSE KIDS GET IN AND STAY IN.
YEAH, MOST OF THE TIME BECAUSE THEY KNOW THAT'S OUR PATH AND THAT'S ONE AREA THAT'S A REAL OPPORTUNITY FOR US AS A DISTRICT TO HAVE A REALLY STRONG MOU IN PARTNERSHIP WITH EITHER COLLIN OR UNIVERSITY WHERE OUR STUDENTS ARE OR THEY'RE LEAVING HERE.
WE HAVE AN ARTICULATION FOR THEM TO GO TO COLLEGE AND THEN COME RIGHT BACK TO WORK IN PLANO.
SO. I HAD TWO QUESTIONS AND ONE SORT OF COMMENT.
SO THE FIRST QUESTION ON THE VERY LAST SLIDE ON THE AP SCIENCE LABS.
WHAT IS IT NOW? OH. SO I PUT IT BACK UP.
SO RIGHT NOW, THE INTENT OF THE TASK FORCE WAS TO TRY AND STOP THE THE GPA CHASING.
AND SO THEY'RE GETTING TWO CREDITS, BOTH AT 5.0.
SO IF YOU'RE WANTING TO GO AFTER THOSE HIGH WEIGHT COURSES, THAT LENDS ITSELF TO THAT CHASE OF POINTS.
AND SO WE JUST WANT TO LOOK AT WHAT DO WE DO SO THAT WE DON'T HAVE STUDENTS STACKING UP ON SCIENCES.
BUT ONE OF THE THINGS RIGHT NOW, WHEN AND PLEASE YOU ALL CHIME IN BECAUSE WE'VE HEARD THIS FOR A COUPLE OF YEARS WHEN WE'VE HAD CONVERSATIONS WITH OUR STUDENTS FROM OUR STUDENT ADVISORY AND WE YOU KNOW, WE ASKED THE KIDS LIKE, TELL US WHAT KEEPS YOU FROM TAKING COURSES?
[03:15:04]
TALK TO US ABOUT CTE.FIRST. ONE OF THE THINGS THAT THAT WE HEARD LOUD AND CLEAR IS I WISH I WOULD HAVE KNOWN THAT THESE WERE AVAILABLE TO ME MUCH SOONER BECAUSE THESE SOUND LIKE REALLY COOL CLASSES THAT I REALLY WOULD HAVE WANTED TO TAKE.
SO WE KNOW THAT WE'VE GOT TO START EARLIER WITH KIDS TO SHARE WITH THEM.
THIS IS WHAT'S AVAILABLE TO YOU.
THE SECOND THING THAT WE HEAR TIME AND TIME AGAIN IN MULTIPLE CONVERSATIONS, NOT JUST ABOUT PLANNING THEIR COURSEWORK, BUT OUR KIDS REALLY STRUGGLE RIGHT NOW FOR VARIOUS REASONS. ONE BEING THERE, THEY'RE CHASING THIS GPA RANKING PROCESS AND ALMOST AND WHEN WE TALK ABOUT STUDENT WELLNESS, LIKE THIS IS SOMETHING THAT WE REALLY NEED TO THINK ABOUT BECAUSE THIS IS SOMETHING THAT WE AS THE ADULTS CONTROL.
THERE ARE SO MANY PATHWAYS FOR OUR KIDS TO TO GET TO THE SCHOOL OF CHOICE.
AND THERE ARE OTHER UNIVERSITIES I KNOW, BUT THERE ARE OTHER UNIVERSITIES BESIDES, YOU KNOW, THE TWO THAT REQUIRE THE TOP 6% OR 7%. YES.
AND, YOU KNOW, WE WANT TO MAKE SURE THAT OUR STUDENTS ARE NOT ONLY PREPARED FOR THEIR FUTURE, THEY'RE PREPARED FOR COLLEGE, BUT WE ALSO WANT TO MAKE SURE THAT OUR KIDS ARE WELL AND THAT THEY'RE EXPLORING RIGHT NOW WHILE THEY'RE AT HOME WITH THEIR PARENTS AND WITH US, THAT WE CAN WRAP AROUND AND PROVIDE THEM OPPORTUNITIES.
THEY CAN EXPLORE WHAT THEY THINK THEY MAY WANT TO DO IN THEIR FUTURE AND TO PROVIDE THE COURSEWORK AND THE PROGRAMS THAT THEY CAN EXPLORE WHEN IT'S STILL IN A SAFE HOME.
THEY'RE LOVING HOMES AND LOVING TEACHERS IN OUR SCHOOLS.
SO REDUCING TO ONE SO AS IS THAT IS LIKE AP BIO TOO IS AT ONE HOUR CLASS AND A TWO HOUR LAB.
CHEMISTRY OR HOW? LIKE, I'M NOT CLEAR ON HOW THIS IS.
SO THE AP SCIENCE I AP BIOLOGY, IT'S TAKING TWO CLASS PERIODS.
YOU HAVE THE CLASS AND YOU HAVE THE LAB.
AND SO BOTH ARE GETTING A CREDIT AND THEY'RE BOTH AT THE 5.0 WEIGHT.
AND SO WHEREAS WHEN YOU LOOK ACROSS, YOU KNOW, OTHER DISTRICTS AND COMPARE, WE'RE UNIQUE IN THAT WE ARE GIVING CREDIT AND 5.0 FOR A LAB.
SO WE'RE JUST UNIQUE AND WE'RE JUST LOOKING AT JUST EXPLORING.
I'M JUST TRYING TO MAKE SURE I UNDERSTAND BECAUSE THIS IS SOMETHING I'M INTERESTED IN.
AND JUST AT THE COLLEGE LEVEL, YOUR LAB GRADE IN STEM SCIENCE COURSES, YOUR LAB GRADE IS EITHER FOLDED INTO YOUR COURSE GRADE, EVEN THOUGH IT'S TECHNICALLY LIKE A SEPARATE LINE ON YOUR SCHEDULE OR.
AND SO IT WAS IT IT SORT OF EVENED SOME OF THAT OUT.
BUT THAT'S A DISCUSSION FOR ANOTHER TIME.
THE CCMR ON MILITARY ENLISTMENT KIDS THAT GET ROTC SCHOLARSHIPS OR ATTEND SERVICE ACADEMIES LIKE OUR YOUNG WOMAN WHO, YOU KNOW, HAD AN INTEREST IN ATTENDING A SERVICE ACADEMY WHICH JERRY AND I ARE CLEARLY PULLING FOR WEST POINT LOOKING AT YOU PATRICK.
DO WE, IS THERE CREDIT FOR THAT? DO WE GET DO WE GET CCMR CREDIT FOR THAT FOR PEOPLE, FOR OUR STUDENTS WHO DON'T ENLIST STRAIGHT OUT OF HIGH SCHOOL BUT JOIN AN OFFICER TRAINING PROGRAM.
RIGHT. TYPICALLY, WHAT WE'RE SEEING IS, IS STUDENTS ARE GETTING MULTIPLE CCMR INDICATORS AND SO THEY MAY GET IT WITH AP AND WHATNOT.
BUT TO ANSWER YOUR SPECIFIC QUESTION, IF THEY ARE ENROLLING, IF THEY ENLIST FOR THE MILITARY READINESS COMPONENT, THEY HAVE TO ENLIST, THEY HAVE TO TAKE THE ASVAB AND THEN ENLIST AND THEY HAVE TO SHOW UP ON THE DEPARTMENT OF DEFENSE LIST THAT'S GIVEN TO TR AFTER THE FACT.
OKAY. I WOULD IMAGINE THAT THAT MIGHT NOT BE.
THAT'S THAT'S YOUR CURRENT REVISION.
NOW JOHNNY HAS TO PROVE HE'S IN THE MILITARY BASED ON.
WE KNOW THAT 61 IS NOT WHERE WE'RE GOING TO LAND BECAUSE WE'RE WAITING FOR ADDITIONAL DATA POINTS.
[03:20:05]
THE TA IS GOING TO PUSH IN AT THE END ONCE WE GET THE LAGGING INFORMATION.AND JUST TO ADD TO THAT TO YOU, KRISTEN, SO WE KNOW THAT ONE, IT'S LAGGING DATA.
WE CAN'T SAY, OH, WE YOU COULD TAKE THIS OTHER COURSE.
WE'RE THEY'VE CREATED THE RULES AFTER THE FACT AND THEN WE'RE THERE'S BECAUSE IT IS LAGGING DATA.
THERE'S ALSO THAT NEXT LEVEL OF OTHER DOCUMENTATION THAT CAN BE SUBMITTED AFTER THE FACT.
THAT THEN GIVES US WHAT OUR FINAL INDICATOR AND PERCENTAGE WILL BE.
GOT IT. MY COMMENT WAS, AS I WAS DOING PACKET REVIEW THIS WEEK, YOU KNOW, IT WAS VERY MIDDLE AND HIGH SCHOOL HEAVY. AND KRISTEN, YOU TALKED ABOUT LOOKING ALL THE WAY DOWN K THROUGH 12.
AND THE REASON THIS SORT OF STRUCK ME IS IT IT TASA/TASB BACK IN SEPTEMBER OR WHENEVER WE WENT, I WENT TO ONE OF THIS, ONE OF THE TALKS ABOUT STEM PROGRAM K THROUGH FIVE STEM PROGRAM THAT I THINK IT'S NORTHEAST ISD, IT'S IN BEXAR COUNTY, THERE'S A LOT OF NORTH SOMETHING ISD.
SO YOU KNOW, FACT CHECK ME ON WHETHER IT'S THAT ONE OR ONE OR THE OTHER, NOR SOME THINGS.
BUT WHAT I THOUGHT WAS REALLY INTERESTING ABOUT THIS APPROACH AND PART OF THEIR JUSTIFICATION FOR DOING THIS SORT OF INNOVATIVE K THROUGH FIVE STEM PROGRAM WAS THAT THEY SAW IT AS DIRECT VERTICAL ALIGNMENT INTO THEIR CTE PROGRAMS. RIGHT? SO THEY SAID.
RIGHT. AND WHEN YOU LOOK AT OUR OWN DATA ABOUT STEM BEING OUR NUMBER ONE SORT OF CTE BUCKET, I THOUGHT THOSE TWO SORT OF PHILOSOPHIES REALLY MADE A LOT OF SENSE.
AND I WOULD I WOULD JUST BE VERY INTERESTED IN UNDERSTANDING WHAT THAT K THROUGH FIVE LOOKS LIKE AND HOW WE'RE COMPARING TO WHAT OTHER SORT OF CTE HEAVY DISTRICTS ARE DOING.
SO I ALSO JUST WANT TO COMMENT IN TERMS OF THE GPA CHASING.
I UNDERSTAND THE CONCERNS WITH THAT AND I'M GLAD THAT'S SOMETHING WE'RE ADDRESSING.
BUT ALSO I WANT TO MAKE SURE WE'RE REWARDING STUDENTS FOR ACADEMIC RIGOR.
AND WHEN I LOOK AT THE POTENTIAL FOR, LET'S SAY, DUAL CREDIT FOR 5.0, I'VE TALKED TO PARENTS THAT HAVE CONCERNS ABOUT THE ACADEMIC RIGOR OF SOME OF THE COURSES THAT THEIR CHILDREN TAKE WITH DUAL CREDIT.
I MYSELF, WHEN I TOOK ENGLISH A.P.
ENGLISH IN HIGH SCHOOL SENIOR YEAR, THAT WAS VERY, VERY RIGOROUS.
AND THEN I WENT TO COLLEGE AND THEY DIDN'T ACCEPT THE AP CREDIT.
AND MY TEXAS A&M ENGLISH CLASS WAS A JOKE.
AND MY MY SENIOR YEAR ENGLISH WAS MORE RIGOROUS THAN THE COLLEGE COURSE.
SO I WANT TO MAKE SURE THAT WHEN WE'RE LOOKING AT STUDENTS THAT ARE TAKING AB OR IB CLASSES COMPARED TO DUAL CREDIT, THAT THE RIGOR IS THERE IF WE'RE GOING TO WEIGHT IT THE SAME.
BECAUSE, YOU KNOW, THAT'S MY EXPERIENCE OVER A DECADE AGO, THINGS CHANGE.
I GET THAT. BUT JUST SOMETHING TO CONSIDER IN THAT CONVERSATION.
AND YOU KNOW, ONE OF THE THINGS, AS I THINK KRISTEN HAD SHOWED US THE SLIDE ON DUAL CREDIT TRENDS AND YOU SEE THE NUMBERS SOMEWHAT DECLINING, YOU KNOW, A LOT OF THE THAT'S KIND OF ONE OF THE NEEDS FOR THE NEED WE HAVE FOR EMBEDDED FACULTY, BECAUSE MOST OF THE TIME THE FACULTY THAT ARE EMBEDDED MEET THE CRITERIA NOT ONLY TO TEACH DUAL CREDIT, BUT ALSO AP.
AND SO HAVING OUR TEACHERS WORKING KIND OF INTO AND DUAL CAPACITY GUARANTEES, THEN THAT RIGOR BECAUSE THEY'RE NOT GOING TO TEACH THIS CLASS RIGOROUS AND NOT THE OTHER, THEY'RE BOTH EQUALLY RIGOROUS.
BUT THEN THERE'S ALSO A LOT OF BENEFITS.
AND HAVING OUR OWN EMBEDDED FACULTY WITHIN OUR WITHIN OUR TEACHING RANKS FOR THAT REASON, YES, THE TEACHER MAKES A DIFFERENCE WHETHER IT'S DUAL CREDIT IB AP, THEY MAKE THE DIFFERENCE JUST FOR CLARITY FOR OUR PARENTS.
ENGLISH, THEY WOULD GET A 5.0.
SO RIGHT NOW, IF THEY'RE TAKING A AN I.B.
COURSE IN THE FOUR WELL THE IDENTIFIED I.B.
COURSES BECAUSE SOME ARE, YOU KNOW 4.5 DEPENDING ON WHERE THEY ARE, BUT MOST I.B.
[03:25:04]
COURSES FALL IN THE 5.0 RANGE.AND THEN AP DUAL CREDIT RIGHT NOW IS 4.5.
OKAY. AND THEN WE'RE GOING TO MOVE IT UP TO FIVE.
WELL, WE'RE LOOKING AT IF THAT.
WHAT WOULD THAT LOOK LIKE? AND ARE THERE TARGETED COURSES THAT WE MAYBE WANT TO CONSIDER? RIGHT NOW WE ALREADY HAVE LIKE MULTIVARIABLE CALCULUS, WHICH IS A DUAL CREDIT COURSE THAT IS A 5.0.
AND SO LOOKING AT WHAT WOULD MAKE SENSE AND JUST REALLY LISTENING TO.
FEEDBACK FROM OUR STAKEHOLDERS.
YEAH, WE JUST WE INCLUDED THOSE TOPICS IN THE SLIDE.
THOSE ARE JUST THINGS THE GPA COMMITTEE IS CONSIDERING.
NOT CONSIDERING AS A POST TRAINING.
SO. OH, HEATHER, DO YOU GET ONE? GO AHEAD. I JUST WONDER, DO WE STILL HAVE THE SAME PEOPLE IN THE GPA TASK FORCE? ARE THE SAME COMMITTEE MEMBERS IN THE GTA COMMITTEE.
SO AS IN THE SAME COMPOSITION.
YES, YES, YES, YES. WE WANT TO HAVE FEEDBACK FROM PARENT STUDENTS AS WELL AS OUR OUR STAFF AND TEACHERS, OUR COORDINATORS IN THE ACADEMIC SERVICES AREA.
WHEN YOU'RE WHEN YOU'RE TALKING ABOUT GPA, IT CAN HAVE A RIPPLE EFFECT.
AND SO AND THAT'S WHAT THE TASK FORCE ORIGINALLY HAD, WAS VOICES FROM THE VARIOUS STAKEHOLDERS.
SO DO PARENTS STILL HAVE AN OPPORTUNITY TO VOLUNTEER OR OFFER THEIR.
OH, YES. ALL OF THIS WORK IS STARTING IN THE SPRING.
WE STARTED SOME INITIAL CONVERSATIONS AND THESE ARE THINGS THAT STARTED SURFACING AS WE WERE JUST REVIEWING AND LIKE, HOW ARE THINGS GOING? THESE TOPICS CAME UP AND NOW WE JUST WANT TO LOOK AT OK.
WHAT DOES THIS MEAN TO US AND WHAT KIND OF RESEARCH DO WE NEED TO DO TO SO THAT WE CAN KNOW? IS THIS SOMETHING WE WANT TO PURSUE OR NOT? THANK YOU. SO IT WILL BE HAPPENING THIS SPRING.
ONE THING TO ADD TO THAT, TOO, IS THAT WE AS YOU LOOK AT GPA AND JUST LIKE DAVID HAD MENTIONED EARLIER THIS, THERE WAS A LOT OF WORK THAT WENT INTO THIS, PROBABLY 2015 16-17 BEFORE POLICY WAS CHANGED.
COLLEGES AND UNIVERSITIES CHANGED THEIR ADMISSION CRITERIA ALL THE TIME.
AND SO WE WANT TO MAKE SURE THAT AS WE CONTINUE STUDYING THIS AND ANY TYPE OF RECOMMENDATIONS TO BRING FORWARD THAT WE ARE CURRENT WITH WHAT THE NEW PRACTICE OR WHAT CHANGES HIGHER ED IS ALSO CONSIDERING IN THEIR ADMISSION CRITERIA SO THAT WE'RE ALIGNED AND PREPARED FOR THAT AS WELL.
CAN I ASK ONE QUESTION IN REGARDS TO THAT? TO THE BEST OF YOUR KNOWLEDGE, HOW MANY OF THE, LET'S SAY, MAJOR STATE UNIVERSITIES ARE OFFERING WAIVERS FOR SAT? BECAUSE I KNOW THAT'S BEEN A HOT TOPIC IN TERMS OF WHAT THEY'RE GOING TO USE TO MAKE ADMISSION DECISIONS.
SO I DON'T HAVE A COUNT AND IT CHANGES FLUCTUATES.
BUT I JUST HAD A DAUGHTER WHO WENT THROUGH THIS WHOLE PROCESS IS IN HER FRESHMAN YEAR.
AND SO WHAT YOU'RE GOING TO SEE IS LIKE SOMETIMES THEY SAY TEST OPTIONAL, LIKE YOU CAN EITHER PROVIDE IT OR NOT, BUT THERE'S STILL THAT. ONE OF THE THINGS WE WANT TO EMPHASIZE FOR OUR KIDS, ESPECIALLY SINCE WE ARE A CITY OFFERING DISTRICT FOR THE NINE, TEN AND THEN 11, WE WANT TO MAKE SURE THAT WE'RE HELPING KIDS UNDERSTAND THE POWER OF AN SAT OR AN ACT TO GET THEM SCHOLARSHIP MONEY.
YOU KNOW, THOSE THE ACADEMIC SCHOLARSHIPS.
AND SO EVEN IF IT'S TEST OPTIONAL, IF WE CAN HELP STUDENTS GET THAT SCORE TO GET THE MONEY.
KIDS ARE IN PLANO, I FEEL I HAVE A VERY, VERY STRONG CHANCE OF GETTING INTO WHATEVER COLLEGE THEY WANT TO GET INTO BECAUSE OF THE REPUTATION OF PLANO. AND PEOPLE KNOW THAT THE STUDENTS AT PLANO RECEIVE AN EXCELLENT EDUCATION AND A RIGOROUS EDUCATION.
BUT WE STILL WANT TO MAKE SURE OUR KIDS CAN AFFORD TO GO TO COLLEGE.
SO IN TERMS OF THE SPECIFIC QUESTION YOU'RE ASKING, I DON'T HAVE A NUMBER, BUT IT IS FLUCTUATING.
HOW ARE WE IMPROVING THAT COMMUNICATION TO PARENTS? BECAUSE IF WE WERE TO HAVE A SOPHOMORE WHO IS AN HONORS ENGLISH OR WE COMMUNICATING TO THEM, CAN THEY ARE ABLE ARE THEY ABLE TO DRAW CREDIT ENGLISH IN JUNIOR
[03:30:05]
YEAR? SO THE WONDERFUL THING ABOUT OUR PARTNERSHIP WITH COLLIN COLLEGE IS THEY COME AND PART OF THEIR IN OUR MMU, THEY PROVIDE INFORMATION SESSIONS TO PARENTS, STUDENTS, AND THEY MEET WITH THE COUNSELORS TO TALK ABOUT DUAL CREDIT, THE PROCESS, THE BENEFITS AND WHY KIDS SHOULD TAKE IT OR HOW THEY CAN GET ACCESS TO IT.AND SO THOSE INFORMATION SESSIONS ARE HAPPENING AT EACH OF THE SENIOR HIGHS AND THE HIGH SCHOOLS.
YOU HAVE THESE VARIOUS OPTIONS, YOU KNOW, AP IB IF THEY WANT TO GO INTO THE IB PROGRAM, DUAL CREDIT PROGRAMS OF STUDY, THESE ARE ALL THINGS THAT WE WANT TO MAKE SURE THERE ARE COUNSELORS ARE HAVING THOSE THOUGHTFUL CONVERSATIONS WITH STUDENTS AND HELPING THEM ARRIVE TO THE RIGHT PATHWAY AND THE RIGHT DECISIONS. OKAY.
YOU KNOW, THEY ASSUME THAT THEY WERE USING PLANO ISD WEBSITE WAS GOOD ENOUGH AND IT WASN'T.
THEY DIDN'T KNOW. THEY DID NOT NEED TO GO TO GOOGLE WEB.
YES. AND THAT IS ONE OF THE REASONS WHY I'M LOOKING FOR THE SLIDE.
AND THEN I FEEL LIKE THAT COMMUNICATIONS OUT THERE WASN'T SO SPECIFIC ENOUGH.
YES. AND THAT'S SOMETHING THAT WE'VE IDENTIFIED.
AND LOOKING AT HOW DUAL CREDIT IS BEING DONE IN DIFFERENT PARTNERS OF COLLIN COLLEGE, WE'RE TAKING SOME OF THOSE ARTIFACTS AND LOOKING AT HOW WE CAN BOLSTER OUR SUPPORTS AND INFORMATION AND COMMUNICATIONS TO OUR PARENTS AND OUR STUDENTS.
ONE OF THE WAYS IS WITH THE WEB PAGE AND MAKING SURE THAT WE HAVE INFORMATION ON THERE THAT'S UPDATED AND THEN A DUAL CREDIT HANDBOOK OR A GUIDE TO HELP STUDENTS AS THEY PROCESS THROUGH THIS.
THAT WAS SOMETHING THEY WERE WORKING WITH OUR COUNSELORS TO DEPLOY OUT TO OUR KIDS.
THOSE ARE ALL THINGS THAT WE'RE EXPLORING AND NEED TO EXPLORE.
OKAY, THANK YOU. SO JUST ONE LAST THING WOULD BE A REQUEST FOR FUTURE WORK AS YOU START LOOKING INTO SOME OF THIS STUFF, ESPECIALLY WITH THE GPA OR RELATIVE TO THE GPA, ONE OF OUR STATED GOALS WHEN WE DID THE GPA REVIEW SIX SEVEN YEARS AGO WAS WE WANTED TO HAVE THE OPPORTUNITY FOR OUR STUDENTS TO BE MORE WELL ROUNDED, RIGHT, RATHER THAN THERE WAS A SHADOW CURRICULUM, RIGHT.
WE DIDN'T WANT, YOU KNOW, GPA CHASING.
THE TOP 10% OF OUR GRADUATING SENIORS AND ASK THEM, DID THEY DO SOMETHING DIFFERENTLY BECAUSE OF THE WAY THE GPA SYSTEM WAS REDONE? I DON'T KNOW HOW YOU QUANTIFY ANY OF THAT, WHETHER IT JUST HAS TO BE A SURVEY, BUT I'D BE SUPER CURIOUS TO FIND OUT WHETHER OR NOT WE DO HAVE KIDS WHO INSTEAD OF TAKING THAT EXTRA BIOLOGY SO THEY COULD GET A 5.0, THEY WERE ABLE TO TAKE AN ART CLASS AND WHETHER THEY ENJOYED THAT, THOSE OPTIONS.
AND ONE OF THE THINGS I HOPE IS WE'RE MOVING FORWARD.
CHANGE WAS TO HAVE A CULTURAL SHIFT.
AND SO HOW? TO YOUR POINT, HOW DO WE MEASURE IF WE ARE BEGINNING TO DO THAT CULTURAL SHIFT AND NOT ONLY HOW TO FIX WHAT IS IT THE OUTCOME WE WANT? AND I'LL CIRCLE BACK TO THE BEGINNING OF OUR MEETING TONIGHT.
BUT IF WE ASK ANY OF US WHAT OUR HIGH SCHOOL EXPERIENCE, WE'RE GOING TO TALK ABOUT THE BAND AND THE CHOIR AND THE DEBATE AND HOPE, YOU KNOW, WE'RE GOING TO TALK ABOUT THOSE THINGS AS WELL AND HOW FORMATIVE THOSE ARE IN MAKING US BETTER HUMAN BEINGS, WHICH I THINK IS AN IMPORTANT THING FOR US TO REMEMBER AS WE'RE TALKING ABOUT THIS. SO CAN I STILL TALK ABOUT BIOLOGY? OKAY, COOL. JUST MAKING SURE.
I'M NOT SAYING WE DON'T TALK ABOUT IT.
I'M NOT SAYING WE DON'T TALK ABOUT THAT.
THAT'S CRITICAL. WE THAT'S THE FOUNDATION OF WHAT WE DO.
YOU KNOW, THE FOUNDATION OF OUR BUS DRIVERS IS TO DELIVER KIDS SAFELY TO SCHOOL EVERY DAY.
[03:35:05]
AND YET THEY WENT ABOVE AND BEYOND TO COMPETE AND HAVE FUN WITH WHAT THEY WERE DOING TO DO GREATNESS.SO HOW ARE WE ASKING ALL OF OUR KIDS TO DO THE SAME THING, DO THE WHAT YOU NEED TO DO, BUT THEN ALSO FIGURE OUT WHAT YOUR PASSION IS AND HOW CAN YOU BE GREAT IN WHATEVER THAT PASSION IS? ALL RIGHT Y"ALL.
WE APPRECIATE THE WORK AND WE APPRECIATE THE REPORT.
SO WE HAVE ONE LAST REPORT, AND I'M GOING TO SAY IT'S 10:34.
SO WE'RE GOING TO POWER THROUGH AND START THE REPORT.
BUT TO THE EXTENT YOU NEED TO TAKE CARE OF YOUR BUSINESS, TAKE CARE OF YOUR BUSINESS.
ALL RIGHT. SO, LINDA, CRANK US UP.
OH, LET ME INTRODUCE THIS ONE, ACTUALLY.
BUT WHO'S DOING THIS? LISA OK.
AND SO, JERRY, THANK YOU FOR REQUESTING THIS.
I THINK THIS WILL BE A FUN CONVERSATION AND LOOKING FORWARD TO IT.
I DON'T WANT TO INTERRUPT. DID YOU WANT TO SAY SOMETHING? OKAY. WELL, I'M THINKING BACK TO MY HIGH SCHOOL TEACHING DAYS, AND THIS IS LIKE HAVING FIRST HOUR THROUGH LUNCH WITHOUT GIVING YOU ALL A BREAK.
SO THANK YOU FOR STILL SITTING HERE.
I AM SO EXCITED TO SHARE WITH YOU SOME WORK THAT DR.
ANDERSON AND I ARE DOING WITH A MIDDLE SCHOOL RESEARCH TEAM.
WE WERE LOOKING AT WAYS TO INCREASE THE EFFECTIVENESS OF OUR PROGRAMS. AND SO AS WE KNOW, CONTINUOUS IMPROVEMENT FORCES US TO CONTINUE TO LOOK AT WHAT WE DO AND NOT REST ON OUR LAURELS.
BUT IF WE ARE COMMITTED TO EXCELLENCE, WE'RE COMMITTED TO REFLECTING AND LOOKING AT OUR PROGRAMS AND OFFERINGS AND MAKING SURE WE ARE CONTINUING TO RISE TO THAT LEVEL OF EXCELLENCE EACH AND EVERY YEAR.
[9.4. Middle School Research Team Report Presenters: Lisa Wilson, Deputy Superintendent for Teaching, Learning, and Life Readiness; Dr. Selenda Anderson, Deputy Superintendent for Leadership and Operations ]
AND SO WE WANT TO LOOK AT HOW WE ARE ENGAGING OUR MIDDLE SCHOOLERS.WE SERVE IN THAT MIDDLE SCHOOL SECTION OF THEIR LIFE.
SO WE WANT TO LOOK AT ALL KINDS OF THINGS, INCLUDING COURSE OFFERINGS, EXTRACURRICULAR ACTIVITIES, AND MAYBE EVEN POTENTIAL ADJUSTMENTS TO THE SCHEDULE THAT MIGHT MAKE THE INSTRUCTIONAL DAY EVEN MORE EFFECTIVE FOR THEM.
SO WE HAVE GATHERED A GROUP, IT'S OVER 30 AND GROWING OF EDUCATORS WHO ARE LOOKING AT BEST PRACTICES IN MIDDLE SCHOOL EDUCATION. AND THERE'S A LOT OF RESEARCH OUT THERE.
THERE ARE A LOT OF GREAT PROGRAMS FOR US TO LEARN FROM.
SO WE'RE LOOKING AT ALL KINDS OF TOPICS, AND I'M GOING TO NARROW THAT LIST OF TOPICS.
I'M NOT GOING TO READ IT TO YOU RIGHT NOW, BUT WE STARTED OUR GROUP LOOKING AT A LOT OF THINGS.
AND WE ALSO HAVE REPRESENTATIVES, OF COURSE, FROM ALL DIFFERENT AREAS, AND I'VE LISTED I HOPE I DIDN'T MISS ANYONE, BUT WE HAVE REPRESENTATIVES FROM ALL OVER THE DISTRICT TRYING TO GIVE US INPUT.
THE FIRST TIME WE TRIED TO DEFINE AND I SHOULD HAVE PUT THAT IN QUOTES.
I APOLOGIZE. THE STATE OF THE STATE IN PLANO ISD, MIDDLE SCHOOL EDUCATION.
WHAT CURRENTLY ARE WE CELEBRATING? WHAT'S WORKING WELL THAT WE DON'T WANT TO LOSE? WHAT CAUTIONS DO WE HAVE? WHAT REALLY NEEDS ATTENTION OR IMPROVEMENT? AND REALLY, WHAT DID WE WONDER? WE'RE CHALLENGING THIS GROUP TO THINK OUTSIDE THE BOX.
LET'S NOT JUST CLOSELY EXAMINE EVERYTHING WE DO AND ADMIRE EVERYTHING WE DO.
LET'S REALLY THINK OUTSIDE THE BOX AND THINK WHAT IF? WHAT COULD WE DO? WHAT ELSE COULD BE THERE FOR OUR MIDDLE SCHOOL STUDENTS? WE BRAINSTORMED ALL KINDS OF POTENTIAL TOPICS.
[03:40:04]
WE ALSO ASKED THEM WHAT WAS MISSING, WHAT DATA SETS DID THEY WANT US TO BRING TO THEM AND PUT ON THE TABLE AND REALLY EXAMINE THINGS LIKE ENGAGEMENT TRACKS, YOU KNOW, THOSE TYPES OF THINGS.HOW MANY STUDENTS MATRICULATE THROUGH CERTAIN PROGRAMS AND WHAT KINDS OF PROGRAMS ARE STUDENTS PERFORMING BETTER? ALL KINDS OF DIFFERENT DATA SETS THAT THEY WANTED TO SEE.
SO WE HAVE GATHERED THOSE LISTS.
WE ALSO TALKED A LOT ABOUT A COMMUNICATION PLAN.
WHO DO WE NEED TO INFORM ALONG THE WAY? OF COURSE, YOU ARE ONE OF THOSE MAJOR GROUPS.
WE WANTED TO KEEP INFORMED ALONG THE WAY.
AND SO WE HAVE A MASTER LIST OF WHO WE WANT TO INFORM AND WHEN AND HOW OFTEN.
WE STARTED WITH A AN SEL IN OUR SCHOOL LEADERSHIP AND INNOVATION UPDATE DURING THE WEEK, WE'VE UPDATED ALL STAFF AND OUR PRINCIPALS JUST ABOUT WHERE WE ARE IN THE WORK AND WHAT WE'RE DOING. THEN WE GOT DOWN TO DEFINING RESEARCH GROUPS AND THIS IS THIS WAS SO FUN.
IT WAS ALMOST LIKE, AGAIN, BEING BACK IN THE CLASSROOM, WE PUT TOGETHER SIX DIFFERENT WORK GROUPS, SO WE HAVE DIVIDED AND CONQUERED AND EACH OF THESE WORKGROUPS IS RESPONSIBLE FOR REALLY IDENTIFYING LAUREN, YOU'LL LIKE THIS, IDENTIFYING THEIR RESEARCH QUESTIONS, KIND OF NARROWING THAT DOWN AND LOOKING AT WHAT YOU KNOW, WHAT DATA DO THEY NEED TO HAVE AND WHAT WHO ARE WE GOING TO INVOLVE AND ALL OF THOSE THINGS.
SO LET'S TELL YOU WHAT THEY ARE.
REALLY, WHAT MIDDLE SCHOOL VOICES DO WE NEED TO HAVE AT THE TABLE AND WHAT QUESTIONS DO WE WANT ANSWERED? AND THEY TRY TO CROSS POLLINATE A LITTLE BIT WITH THE OTHER GROUPS TO SEE IF THERE WAS ANY INFORMATION THEY NEEDED THEM TO GET FOR THEM AS WELL.
WE HAVE A BEST PRACTICES FOR MIDDLE SCHOOL LEARNERS AND MIDDLE SCHOOL DESIGN.
THIS GROUP IS DIGGING INTO THE RESEARCH.
WHAT DOES THE RESEARCH SAY IS BEST FOR MIDDLE SCHOOL LEARNERS IN TERMS OF LEARNING SPACES, USE OF INSTRUCTIONAL TECHNOLOGY? WHAT TYPES OF INSTRUCTIONAL TECHNIQUES WORK BEST? WHAT KINDS OF THINGS FOR THOSE SPECIFIC LEARNERS? WE HAVE ANOTHER GROUP LOOKING AT MASTER SCHEDULES AND USE OF TIME.
WE HAVE SCHEDULED MIDDLE SCHOOLS THE SAME WAY FOR A LONG TIME, AND THERE ARE SOME FOLKS KIND OF DOING SOME DIFFERENT THINGS WITH SCHEDULING AND SEEING HOW IT WORKS FOR KIDS. YOU KNOW, CRAZY THINGS LIKE DIFFERENT PART TIMES OF THE DAY ARE MORE PRODUCTIVE FOR CERTAIN THINGS THAN OTHERS.
SO WHAT ARE WE LEARNING ABOUT SCHEDULES AND HOW WE CAN USE OUR TIME? WE HAVE ONE GROUP THAT'S REALLY EXCITED.
THE PROGRAMING AND ELECTIVE OFFERINGS.
WHAT ELSE IS POSSIBLE? WHAT ELSE ARE OUR KIDS LOOKING FOR? WHAT HAS THE BIGGEST IMPACT? WHAT KINDS OF THINGS ARE OTHER DISTRICTS OFFERING TO STUDENTS THAT WE AREN'T? THAT WE NEED TO MAKE SURE WE ARE AT THE TOP OF THE LIST? THEN WE LOOKED AT MIDDLE SCHOOL EXEMPLARS.
WE HAVE A GROUP WHO REALLY WANTS TO EXPLORE.
MOSTLY THEY'RE LOOKING AT SOME PLACES IN HAWAII THAT THEY'D LIKE TO VISIT, AND I'M JOKING, BUT REALLY, WHERE ARE THOSE HIGH PERFORMING MIDDLE SCHOOLS THAT WE CAN VISIT? ONE THING COVID TAUGHT US IS WE CAN GET A LOT OF GREAT INFORMATION VIRTUALLY FROM PEOPLE AND REALLY ENGAGE IN CONVERSATIONS.
SO THEY ARE ACTUALLY SCOURING OLD CONFERENCE AGENDAS AND BULLETINS FOR PEOPLE WHO HAVE PRESENTED BEST PRACTICES IN MIDDLE SCHOOLS AND THINGS THAT ARE HAPPENING, TO FIND SOME FOLKS TO TALK TO AND THEN SUPPORTS IN MIDDLE SCHOOL.
HOW DO WE SUPPORT THAT VERY SPECIAL GROUP OF MIDDLE SCHOOL LEARNERS, STRANGE AGE AND AND ALSO A VARIETY OF LEARNING NEEDS AND THINGS THAT WE WANT TO MAKE SURE WE ARE MEETING THOSE SPECIAL LEARNING NEEDS THE VERY BEST WE POSSIBLY CAN.
SO THOSE GROUPS ARE ALL MEETING.
THEY ARE ACTUALLY MEETING OFF TIME.
WHILE WE ARE WE MAY NOT HAVE A FORMAL MEETING, BUT I KNOW I SAW ON MY CALENDAR THIS MORNING ONE GROUP WAS WORKING THIS MORNING AND THEY ARE GATHERING INFORMATION, DOING THEIR RESEARCH, TALKING TO STAKEHOLDERS.
AND WE WILL BEGIN THOSE FINDINGS AND THOSE SUMMARIES IN JANUARY AND FEBRUARY, HOPING TO MAKE RECOMMENDATIONS EITHER FOR NEXT YEAR, THINGS THAT WE BELIEVE ARE POSSIBLE FOR THE NEXT YEAR.
BUT EVEN BEYOND WHAT ARE SOME LONGER TERM PIECES THAT WE NEED TO LOOK AT IN TERMS OF GROWING OUR MIDDLE SCHOOLS? AND THEN WE ARE GOING TO SET SPECIFIC ACTION PLANS FOR EACH RECOMMENDATION AND THEN CALL FOR SUPPORT WITHIN THE DISTRICT.
AND WE JUST WANT TO PROVIDE YOU UPDATES AS WE PROGRESS.
THE END. KNOW WHAT QUESTIONS WHAT YOU HAVE.
I HAVE MAYBE A POTENTIAL RESEARCH PROJECT.
AND FOR THIS, I DON'T KNOW IF THIS GROUP IS APPROPRIATE.
[03:45:10]
AS A VENTURE CAPITALIST, MY BRAIN IS WIRED THAT WHEN I LOOK AT A SLIDE, MY FIRST QUESTION IS DO I BELIEVE THIS RIGHT? I DON'T TAKE ANYTHING AS GIVEN.AND SO I WAS LOOKING AT THAT EQUITY SLIDE AND I WAS ASKING MYSELF, DO I BELIEVE THAT WE'RE DOING THIS? AND THE REASON THAT I WAS ASKING MYSELF THIS IS MATH ROCKS, AND I'M GOING TO GO THROUGH SOME DATA.
THAT IS THE RATIONALE FOR THIS QUESTION.
AND SOME OF IT IS ELEMENTARY, SOME OF IT IS MIDDLE SCHOOL.
THIS IS ALL AVAILABLE TO ALL OF US TRUSTEES, BUT.
WHEN YOU LOOK AT THE MATH ROCK'S PROGRAM, YOU KNOW, THIS STARTS IN ELEMENTARY, CONTINUES IN THE MIDDLE OF THE 19 TITLE ONE ELEMENTARY SCHOOLS.
ONE OF THOSE SCHOOLS HAS MATH ROCKS.
EIGHT OF THE 14 ELEMENTARY SCHOOLS HAVE METH ROCKS IN THE CENTRAL CLUSTER.
THREE OF THE 17 ELEMENTARY SCHOOLS HAVE MATH ROCKS IN THE EAST CLUSTER.
THREE OF THE 13 ELEMENTARY SCHOOLS HAVE MATH ROCKS, MIDDLE SCHOOLS.
THAT'S THOSE THREE SCHOOLS COMBINED SERVED 160 STUDENTS ABOUT CURRENTLY THE CENTRAL CLUSTER.
ELEMENTARY SCHOOLS COLLECTIVELY SERVE ABOUT 7400 STUDENTS.
THE EAST CLUSTER ELEMENTARY SCHOOL WILL SERVE ABOUT 6065 STUDENTS.
AND WHEN I THE REASON THAT THIS THIS, I THINK IS IS REALLY PERTINENT TO MIDDLE SCHOOL IS BECAUSE I FEEL LIKE PARTICULARLY IT'S PARTICULARLY ACUTE AT THE MIDDLE SCHOOL LEVEL, LIKE DO WE HAVE A MISALIGNMENT OF INCENTIVES, OUR STUDENTS NOT WANTING TO DO THIS PROGRAM BECAUSE THEY HAVE TO LEAVE FRIENDS OR ARE WE INFLICTING EMOTIONAL HURT ON THESE KIDS, MAKING THEM LEAVE THEIR FRIENDS? RIGHT. ARE WE HURTING OUR FAMILIES BY SPLITTING THEIR KIDS BETWEEN ELEMENTARY CAMPUSES AND DENYING THEM TRANSFERS FOR THEIR YOUNGER SIBLINGS? ARE WE HURTING OURSELVES FROM AN ACCOUNTABILITY STANDPOINT? OKAY, SO THERE'S ONE MIDDLE SCHOOL IN THE CENTRAL CLUSTER OUT OF FIVE THAT HAS MATH ROCKS, WHICH IS SHIM.
AND SURPRISE SHIM IS A RATED OC AND.
I DON'T UNDERSTAND AS LEADERS OF THIS DISTRICT.
WHAT ARE WE DOING TO THOSE CAMPUSES AND DO WE HAVE ALIGNMENT WITH THOSE CAMPUSES ON ACCOUNTABILITY WHEN WE'RE BLEEDING THEIR STUDENTS OFF, PARTICULARLY BECAUSE IN THE MIDDLE SCHOOL LEVEL, THE.
MATH. THE CAMPUSES THAT DON'T HAVE MATH ROCKS ARE SMALLER, RIGHT? SO EVERY STUDENT KIND OF COUNTS MORE, RIGHT, FROM A STATISTICAL PERSPECTIVE.
AND THEN, YOU KNOW, MY MY SORT OF FOLLOW UP THOUGHT ON THAT IS THAT WE HAVE A LOT OF DISCUSSION ABOUT THE CHANGE IN RATINGS.
RIGHT. THE STATE CHANGES IN RATINGS AND WHAT THE STATE IS DOING TO US.
I WANT TO KNOW WHAT WE ARE DOING TO US WITH THIS PROGRAM.
AND THERE IS ONE MIDDLE SCHOOL WITH MATH ROCKS THAT IS BE RATED HIGH BY THE REST.
DIRECT CORRELATION BETWEEN A RATED MIDDLE SCHOOLS AND THE MATH ROCKS PROGRAM.
AND DON'T GET ME WRONG, I LOVE THIS PROGRAM.
THIS IS A GREAT PROGRAM. I ABSOLUTELY BELIEVE IN MATH ACCELERATION.
I DON'T WANT THIS TAKEN AWAY FROM ANY STUDENT IN OUR DISTRICT.
AND I THINK THAT THE MIDDLE SCHOOL.
WHEN YOU LOOK AT THE MIDDLE SCHOOL ENROLLMENTS, YOU LOOK AT WHO HAS MATH ROCKS.
YOU LOOK AT THESE KIDS SHUFFLING CAMPUSES.
[03:50:02]
I'M JUST.I DON'T KNOW WHAT TO THINK ABOUT IT, YOU KNOW.
IT'S A REAL CONCERN WHEN YOU TALK ABOUT EQUITY AND NOT ONLY EQUITY FOR OUR STUDENTS, BUT EQUITY FOR OUR FAMILIES, FOR OUR PARENTS, YOU KNOW, SHUFFLING THEIR KIDS ALL OVER THE DISTRICT AND EQUITY FOR OUR TEACHERS AND OUR CAMPUS STAFF.
SO. WELL, MY ANSWER WON'T SURPRISE YOU THAT I DON'T KNOW THE HISTORY OF THAT.
YEAH, BUT I THINK THIS IS EXACTLY THE GROUP TO TAKE A LOOK AT IT.
SO I WILL BRING THIS INFORMATION AND MAKE SURE THAT OUR PROGRAM, NOT ONLY OUR PROGRAMING, BUT ALSO OUR BEST PRACTICES GROUP, TAKE A LOOK AT THAT, AT THE HISTORY OF IT.
THANK YOU. I THINK JUST TO ADD TO THAT, TOO, THERE HAS BEEN CONTINUOUS IMPROVEMENT AROUND MATH ROCKS OUR IDENTIFICATION PROCESS AND THE CAMPUSES. BUT I THINK THERE IS DEFINITELY RAISED SOME REALLY GREAT QUESTIONS ABOUT WHAT ARE THE UNINTENDED CONSEQUENCES.
YEAH, GO AHEAD. TWO QUESTIONS.
GO AHEAD. SO FIRST QUESTION, JUST IN TERMS OF HOW THIS WHOLE PROCESS HAD STARTED ON THE.
AND I GUESS ONE OF MY QUESTIONS IS BASED ON THE TIMELINE, THE NEXT STEPS FOR FEBRUARY AND MARCH, IT SAYS TO MAKE RECOMMENDATIONS FOR THE 2023-2024 SCHOOL YEAR.
IS THAT RECOMMENDATIONS TO THE BOARD FOR DISCUSSION AND ACTION FOR THE BOARD TO VOTE ON.
IF IT IS SOMETHING THAT WE'RE RECOMMENDING, THAT WOULD REQUIRE BOARD APPROVAL.
ABSOLUTELY SO AND I BUT I DON'T KNOW WHAT THEIR RECOMMENDATIONS WILL BE, SO.
BUT THE VOTE ON SEPTEMBER 6TH DID REQUIRE BOARD APPROVAL? WE VOTED ON IT. SO I GUESS MY QUESTION IS THE PLAN OF WORK STRATEGY, IS THAT WITHIN THE PURVIEW OF THE SCHOOL BOARD BECAUSE WE VOTED ON IT ONCE BEFORE.
SO IT LEADS ME TO BELIEVE THAT IS WITHIN OUR AUTHORITY AND NEEDS TO BE VOTED ON IN THE FUTURE.
I'M NOT EVEN SURE WHICH SEPTEMBER SIX VOTE.
YOU'RE TALKING ABOUT THE APPROVED THE PLAN.
YEAH, THERE WAS A REVISION TO THE PLAN OF WORK.
AND WHAT I HAD REACHED OUT ABOUT WAS PILLAR TWO PERFORMANCE, OBJECTIVE FIVE, WHICH IS THE MIDDLE SCHOOL POTENTIAL EXPLORATION OF REALIGNMENT. AND BASICALLY WE VOTED ON THAT.
THAT WAS DISCUSSION IN ACTION.
WE VOTED TO CHANGE THAT PLAN OF WORK STRATEGY.
WE WOULDN'T VOTE ON SOMETHING IF IT DIDN'T REQUIRE APPROVAL.
SO MY QUESTION IS, IT DOESN'T SOUND LIKE THE CHANGES ARE SET IN STONE, BECAUSE IT APPEARS TO ME THAT THERE'S GOING TO BE RECOMMENDATIONS BASED ON THE SUMMARIZED GROUP WORK THAT'S GOING TO COME TO THE BOARD FOR POTENTIAL ACTION AND A VOTE IN FEBRUARY OR MARCH.
WELL, BEAR IN MIND THIS WORK IS BEING IN CONJUNCTION IS BEING DONE WITH A DUAL PARALLEL TRACK.
RIGHT. CAN YOU EXPAND ON THAT? I'M GOING TO YEAH.
FIRST, THE ANY KIND OF SPECIFIC RECOMMENDATIONS RELATIVE TO NEXT YEAR.
BUT THE AND BEYOND PART IS THE DUAL PATH OF OUR PLAN OF WORK, RIGHT? OR OUR VISION, WHAT WE ENVISION OUR VISION WORK THAT WE'RE GOING TO DO IN THE SPRING SO THAT WE CAN THEN LAY OUT A VISION OF WHAT WE WANT MIDDLE SCHOOL TO LOOK LIKE.
AND THAT CAN THAT MAY BE AN EXPANSION OF MATH, ROCKS, WHATEVER, WHATEVER IT IS THAT WE ENVISION.
BUT IN TERMS OF ANYTHING IN BROUGHT FORWARD FOR NEXT YEAR THAT WOULD COME FORWARD FOR APPROVAL OF THE BOARD, IT'S GOING TO BE ANYTHING THAT REQUIRES APPROVAL OF THE BOARD.
I GUESS WHAT I'M ASKING IS, SO LET ME ASK MORE BASIC QUESTION.
THE PLAN OF WORK STRATEGY THAT WE VOTED ON SEPTEMBER SIX REQUIRED A VOTE FROM THE BOARD? YES. SO ANYTHING THAT HAS REGARD TO BOARD GOALS FOR THE YEAR.
SO THE DISTRICT IMPROVEMENT PLAN IS SOMETHING THAT IS BROUGHT FORWARD TO THE BOARD FOR BOARD APPROVAL, BECAUSE YOU HAVE TO, AS A CORPORATE BODY OR BOARD OF TRUSTEES, ACCEPT THOSE PERFORMANCE OBJECTIVES FOR THE DISTRICT.
[03:55:05]
AND THEN HERE'S THE PLAN OF WORK.NOW, THE ACTUAL STRATEGIES, LET'S SAY IT WAS, YOU KNOW, WE'RE GOING TO RESEARCH SOMETHING OR THOSE MAY CHANGE BECAUSE IT'S A LIVING, BREATHING DOCUMENT AS OUR CAMPUS IMPROVEMENT STRATEGIES, THOSE ARE LIVING, BREATHING.
THE GOALS ARE WHAT YOU APPROVED.
THE STRATEGIES COME FORWARD TO SUPPORT THE GOALS AND THAT WORK AND THAT DOES REQUIRE BOARD APPROVAL.
NOW AS FAR AS DOES EVERY SINGLE ACTION THAT OF AN EVERY SINGLE STRATEGY REQUIRE BOARD APPROVAL? NO, WE HAVE 123 STRATEGIES AND THEY DON'T ALL REQUIRE BOARD APPROVAL.
HERE ARE THE STRATEGIES TO ACCOMPLISH THE GOALS.
THE STRATEGIES ARE LIVING, BREATHING STRATEGIES.
BUT WE MAY HAVE TO SHIFT, WE MAY HAVE TO ADD.
WE MAY HAVE TO DELETE STRATEGIES ALONG THE WAY, WHICH IS WHY THERE'S THOSE FORMATIVE REVIEWS OF ALL OF OUR DISTRICT IMPROVEMENT PLANS, OUR CAMPUS IMPROVEMENT PLANS, I THINK NOVEMBER OR FEBRUARY OR IN APRIL, OR THE THREE FORMATIVE TIMES THAT WE'RE REVIEWING DISTRICT IMPROVEMENT GOALS.
CAMPUSES ARE REVIEWING THEIRS BECAUSE THEY MAY NEED TO MAKE SOME ADJUSTMENTS.
IT MAY BE A MIDYEAR ADJUSTMENT.
IT DOES. BUT I THINK I NEED ADDITIONAL CLARIFICATION IN TERMS OF WHAT WE VOTED ON THE SIXTH, IT TALKED ABOUT EXPLORING SOLUTIONS AND OUTLINING A VISION. AND THERE WAS NOTHING IN THERE THAT TALKED ABOUT A PILOT PROGRAM, THERE WAS NOTHING IN THERE TALKING ABOUT IMPLEMENTATION.
AND SO THAT'S WHERE I GOT CONFUSED AS TO WHAT, LOOKING BACK IN RETROSPECT ON WHAT I VOTED ON, I THOUGHT THAT IT MADE IT SOUND LIKE, OKAY, THERE'S GOING TO BE AN OUTLINE OF THE VISION, THAT THIS WAS GOING TO BE SOMETHING THAT WOULD COME BACK TO THE BOARD FOR REVIEW, WHICH ACCORDING TO THE NEXT STEPS, IT WILL.
THERE'S GOING TO BE A SUMMARY OF THE WORK.
BUT I DIDN'T REALIZE I WAS TAKING ACTION ON SOMETHING THAT COULD BE IMPLEMENTED.
SO IF I MIGHT ADD A LITTLE BIT OF CLARITY, MAYBE MAYBE YOU'RE TALKING ABOUT PERFORMANCE OBJECTIVE FIVE ON THE MIDDLE SCHOOL VISIONING. BUT IF YOU'RE REFERRING TO THE PILOT PROGRAM SPECIFICALLY AROUND FINE ARTS EXPANSION THAT IS UNDER PERFORMANCE OBJECTIVE THREE, WHICH THAT OBJECTIVE IS INCREASED PARTICIPATION AND ENGAGEMENT IN EXTRA CURRICULAR PROGRAMS. AND SO THAT STRATEGY UNDER THAT WAS TO EXPLORE AND DEVELOP EXPANDED COURSE OFFERINGS AND FINE ARTS FOR SIXTH GRADE STUDENTS AND DETERMINED PILOT CAMPUSES FOR THE 23-24 SCHOOL YEAR.
AND SO I GUESS THAT SAID, THAT ONE YEAR OF FINE ARTS COURSEWORK HAS TO BE COMPLETED IN MIDDLE SCHOOL AND IT CAN BE COMPLETED IN ANY ONE OF THE SIXTH GRADE OR SIXTH, SEVENTH OR EIGHTH GRADE.
RIGHT. AND THEN IT ALSO SAID THAT.
SIX, SEVENTH AND EIGHTH GRADE.
WE HAVE TO OFFER THREE OF THE FOUR DISCIPLINES BETWEEN DANCE, MUSIC, THEATER AND VISUAL ARTS.
SO HOW LONG HAVE WE BEEN OUT OF COMPLIANCE WITH THAT? WHEN DID TEA CHANGE THAT? YEARS. I DON'T WANT TO QUOTE BECAUSE I NEED TO GO BACK AND LOOK AT WHEN THE LAST TIME IT WAS REVISED, BUT I BELIEVE IT WAS 2010 WHEN THIS FIRST CAME OUT AND THEN WAS REVISED MINIMALLY IN 2016.
SO IT'S BEEN YEARS SINCE WE'VE BEEN OUT OF COMPLIANCE WITH THAT BECAUSE I WENT DOWN THE TEA RABBIT HOLE AND WHEN I LOOKED AT THE TEXAS EDUCATION CODE FOR REQUIRED CURRICULUM 74.3 AND IT TALKS ABOUT THE SECONDARY CURRICULUM, IT SAYS THAT A DISTRICT SHALL OFFER AND MAINTAIN EVIDENCE THAT STUDENTS HAVE THE OPPORTUNITY TO TAKE COURSES AT LEAST THREE OF THE FOUR DISCIPLINES IN FINE ARTS.
WELL, AND WE'VE WE'VE ALWAYS DONE THAT IN SIXTH GRADE TO MEET THE YEAR LONG REQUIREMENT, BUT WE'VE ONLY OFFERED MUSIC, AND I KNOW THIS HAS BEEN A CONCERN. I KNOW THAT THERE HAVE BEEN PARENTS, BUT I WILL SAY THAT'S NOT ALL OF THE PARENTS.
I'VE HEARD MANY PARENTS, EVEN AS A PRINCIPAL OVER THE YEARS.
[04:00:02]
AN OPPORTUNITY TO TAKE IN SIXTH GRADE.SO OUR EXPLORATION AND DEVELOPMENT OF THIS IS AN ADD FOR THEM.
IT IS NOT TO SAY THAT A STUDENT WHO HAS A PASSION IN MUSIC, BAND, ORCHESTRA, CHOIR CAN'T TAKE THAT IN SIXTH GRADE. THEY STILL HAVE THAT OPTION WITH THEIR PARENTS CHOICE.
OKAY, I JUST SO TWO THINGS ON THAT.
ONE, I STILL DON'T SEE THE REQUIREMENT IN TERMS OF LIKE COMPLIANCE FROM TEA BECAUSE I DON'T SEE ANYTHING SAYING THAT IT'S GOT TO BE OFFERED FOR ALL THREE GRADES. SO MAYBE WHAT I'M LOOKING AT IS NOT THE UPDATED TEA STUFF, BUT THIS IS RIGHT OFF OF THEIR WEBSITE.
BUT I GUESS ONE OF THE QUESTIONS THAT I'D WANT TO KNOW IS THERE'S FEW DISTRICTS I THINK, THAT DO WHAT WE DO RIGHT IN TERMS OF SIXTH GRADE MUSIC OR THERE'S A LOT OF DISTRICTS. SO HAVE WE LOOKED AT ANY DISTRICTS THAT DO WHAT WE CURRENTLY DO THAT ARE THAT HAVE MADE THAT TRANSITION? BECAUSE WHAT I'M TRYING TO SAY IS THERE'S A CORRELATION BETWEEN MUSIC AND ACADEMIC ACHIEVEMENT.
AND EVEN INK MAGAZINE DID AN ARTICLE AT MIT SAYS THE NEUROSCIENCE ON BETWEEN MUSIC, THEY SAID FORGET TEACHING KIDS CODING, TEACH THEM MUSIC, AND THAT'S MIT RESEARCH.
AND SO WHEN I LOOK AT THAT AND I SAY, OKAY, LET'S LOOK AT THE DATA, WHICH I DON'T HAVE IN TERMS OF OTHER DISTRICTS THAT HAVE THE MUSIC PROGRAM WE DO FOR SIXTH GRADE THAT HAVE TRANSITIONED AWAY FROM THAT TO GIVE MORE COURSE OFFERINGS.
WHAT HAS BEEN THE IMPACT ACADEMICALLY? WHAT HAS BEEN THE WHAT DID THE TRANSITION LOOK LIKE? WHAT WHAT KIND OF DATA CAN WE GET FROM OTHER SCHOOL DISTRICTS THAT HAVE MADE THIS SWITCH BEFORE WE GO AND DO THAT? AND I THINK THAT'S INFORMATION I'D WANT TO SEE THAT COULD EITHER REINFORCE THE DECISION TO MOVE FORWARD WITH THIS OR IT COULD BE A REASON TO REFLECT AND HIT THE PAUSE BUTTON. BUT I COULDN'T IMAGINE THAT THERE ISN'T SOME COMPARABLE DISTRICT THAT'S MADE THIS TRANSITION BEFORE US THAT WE COULDN'T COMPARE OR GET NOTES FROM OR GAIN AN UNDERSTANDING.
LET ME ASK THIS QUESTION SLIGHTLY DIFFERENTLY, BECAUSE I WENT DOWN THE RABBIT HOLE ALSO.
AND IF WE FORCE STUDENTS TO TAKE MUSIC FOR FINE ART IN SIXTH GRADE.
ARE WE LIMITING THAT CHOICE? SUCH THAT TO BE COMPLIANT WITH TIA'S GUIDANCE HERE, WE WOULD HAVE TO ALLOW STUDENTS TO OPT OUT OF MUSIC IN SIXTH GRADE AND WAIT UNTIL SEVENTH OR EIGHTH TO ACCESS THE OTHER FINE ARTS OPTIONS OR OPPORTUNITIES.
AND WHAT IS THE DIFFERENCE BETWEEN ALLOWING THEM TO OPT OUT OF MUSIC AND SIXTH GRADE TO FULFILL THEIR FINE ARTS REQUIREMENT IN SEVENTH OR EIGHTH GRADE? AND JUST EXPANDING ALL THREE PROGRAMS AND ALL YEARS.
IF MUSIC ISN'T THEIR JAM, PUN INTENDED.
SO, I MEAN, I HAD THE SAME SORT OF TEA RABBIT HOLE, I THINK, AS YOU DID.
BUT THAT SORT OF MY YOU KNOW, MY QUESTION THERE IS DO YOU HAVE TO LET IF WE'RE IF WE'RE NOT OFFERING ALL SIXTH GRADE STUDENTS ALL.
OPPORTUNITIES. IS LISTED BY THE TEA, WOULD WE THEN HAVE TO ALLOW STUDENTS TO OPT OUT OF MUSIC IN SIXTH GRADE AND TO DO WHATEVER THEY WANT IN SEVENTH OR EIGHTH GRADE? IT'S A LITTLE BIT DIFFERENT WAY OF ASKING SORT OF THE SAME QUESTION.
CAN I PULL THIS OUT FOR JUST A SECOND? THE WEEDS, I MEAN, I HAD GONE TO THE WORMHOLE MYSELF A LITTLE BIT.
I THINK THERE'S OPPORTUNITY THAT LEAVES US TALKING TO US ABOUT TONIGHT.
IS THIS REVISIONING WHAT MIDDLE SCHOOL CAN BE LIKE? AND I THINK IT WOULD BE A GREAT OPPORTUNITY BECAUSE ONE OF THE THINGS I KEEP HEARING IS, OH, WE'VE ALWAYS DONE IT THIS WAY.
WELL, THAT'S ONE OF THE THINGS WHEN SHE MADE HER PRESENTATION, I WAS THINKING THIS IS A GREAT OPPORTUNITY TO REEVALUATE AND LOOK AT WHAT ARE BEST PRACTICES ACROSS THE UNITED STATES IN ALL THE WAYS WITH MIDDLE SCHOOL, KNOWING THAT FINE ARTS IS GOING TO BE A COMPONENT OF THAT.
LET'S LET THIS WORKING GROUP DO THEIR THING.
LET'S LET THEM DO THE RESEARCH.
AND JUST I WANTED TO CHARGE LISA TO SAY.
LET'S THINK BIG. LET'S THINK BOLD.
BUT LET'S EXPLORE ALL THE DIFFERENT PLACES IN DIFFERENT WAYS AND SEE WHAT THEY LOOK LIKE.
AND THAT WAY I THINK IF WE ARE TO HIDE IN THE WEEDS, YOU KNOW, LET'S LOOK, LET'S LOOK NEW AND FRESH AND SEE WHAT THEY COME UP WITH AND BE EXCITED ABOUT WHAT'S BEST FOR KIDS IN TERMS OF BEING THE WHOLE KID.
[04:05:01]
ACADEMIC SCHEDULING CHANGES, YOU KNOW, MIDDLE SCHOOL.ONE OF MY THINGS IS IT'S NOT A MINI HIGH SCHOOL, BUT WE'VE MADE MIDDLE SCHOOL BE A MINI HIGH SCHOOL.
IT'S ITS OWN DIFFERENT SPECIAL.
I MEAN, WE'RE AS FAR AS ADVISEMENT.
I MEAN, I APPRECIATE ALL OF THE FEEDBACK.
I WANT TO BE CLEAR ON A COUPLE OF THINGS.
IF WE WERE TO LOOK AT ALL OF OUR DATA ALL TOGETHER, WE SEE A DIP WITH THE TRANSITION FROM FIFTH TO SIXTH GRADE, AND THEN THERE'S ANOTHER TRANSITION FROM 8 TO 8, FROM EIGHTH GRADE TO HIGH SCHOOL.
SO WE'VE GOT WORK TO DO THERE.
AND THE SECOND THING IS, IS I DON'T KNOW WHAT WHAT EXACTLY YOU'RE READING.
I WILL WE WILL SEND YOU WHAT THE STATUTE SAYS.
AND AND TRUST ME, WHEN ALL OF THIS STARTED TO WE I CAN'T TELL YOU HOW MANY TIMES I CAN'T QUOTE THE NUMBER TO YOU, BUT IT IS WE THAT YOU MUST OFFER THREE OF THE FOUR DISCIPLINES IN SIX, SEVENTH AND EIGHTH GRADE.
I KNOW I'VE TALKED TO A COUPLE OF TRUSTEES.
WE SAT AND WE LOOKED AND WE AND I MEAN WE'VE IMPACT THAT I DON'T WANT TO MAKE IT ABOUT COMPLIANCE ALTHOUGH IT IS A COMPLIANCE PIECE AND THAT'S NOT OUR MAIN PURPOSE.
OUR MAIN PURPOSE IS STUDENTS ARE THRIVING AND THEY TAKE MUSIC IN ELEMENTARY SCHOOL, THEY TAKE ART IN ELEMENTARY SCHOOL, THEY GET TO SIXTH GRADE, AND THAT'S NOT AVAILABLE TO THEM. SO THERE'S A GAP.
SO I THINK ABOUT OUR STUDENTS WHO HAVE WE RECOGNIZED OUR ART WINNERS.
SO THEY'RE DOING THIS GREAT WORK IN ELEMENTARY SCHOOL.
THEY GET TO SIXTH GRADE AND WE HIT THE PAUSE BUTTON.
YOU HAVE TO WAIT ANOTHER YEAR.
SO BY EXPANDING, WE'VE SET SOME GUIDING PRINCIPLES.
WE PART OF THAT EXPANSION PROMPTED THEN THE PRE ATHLETIC PERIOD THAT IS NOW OFFERED IN SIXTH GRADE AS PART OF THIS WORK.
ALSO IN FINE ARTS, IT WAS A DISCOVERY OF THIS IS HERE ARE TWO OTHER OPPORTUNITIES THAT THAT WE SHOULD OFFER TO OUR STUDENTS AND MAKE AVAILABLE.
IT DOES NOT TAKE AWAY FROM ANYBODY WHO IS INTERESTED OR DESIRES TO BE INVOLVED IN IN CHOIR OR BAND OR ORCHESTRA.
ANOTHER GUIDING PRINCIPLE FOR US IS WE WANT TO MAKE SURE THAT WE ARE PROTECTIVE OF OUR PROGRAMING.
AND SO LET'S JUST HYPOTHETICALLY SAY THAT'S WHY KIDS, WHEN AND WE DO THIS ALL THE TIME, EVERY SINGLE GRADE LEVEL, THEY HAVE A FIRST, SECOND OR THIRD CHOICE WHEN THEY DO THEIR COURSE REQUEST. AND WE WORK REALLY HARD TO TRY TO GET THEM IN THEIR FIRST CHOICE.
BUT MANY TIMES THAT THE CLASSES FILL UP AND THEY HAVE TO GO WITH THEIR SECOND OR THIRD CHOICE.
WE HAVE A VERY FINITE SET OF RESOURCES.
AND SO WE CAN'T ADD 55 NEW ART TEACHERS AT A CAMPUS.
SO IT'S YOU KNOW, THOSE ARE SOME OF THE PARAMETERS, AND THAT'S A WHOLE OTHER GROUP.
THAT IS WORKING ON SPECIFICALLY FINE ARTS.
THIS GROUP HERE IS LOOKING AT HOLISTICALLY ALL PROGRAMING, ALL THINGS MIDDLE SCHOOL OUTSIDE OF JUST THE ONE PIECE OF FINE ARTS. BUT YOU DO ASK A GOOD QUESTION.
GOOD QUESTIONS. AND WE'RE HAPPY TO PROVIDE YOU AGAIN.
I ALSO WANT TO REMIND THE BOARD THAT WE'VE PROVIDED SEVERAL UPDATES, WORD UPDATES WITH THE WORK THAT HAS TAKEN PLACE FROM THE TASK FORCE THAT IS WORKING ON FINE ARTS.
AND DR. ANDERSON, PLEASE CHIME IN.
IT'S INCLUSIVE OF MIDDLE SCHOOL PRINCIPALS ART TEACHERS, ORCHESTRA TEACHERS, BAND TEACHERS.
[04:10:06]
CREATE SOME BALANCE TO ALL OF IT.BUT YOU KNOW I JUST KNOW THAT THIS OBJECTIVE IS ABOUT INCREASING ENGAGEMENT AND PARTICIPATION.
AND I DON'T WANT TO FOCUS SO MUCH ON THE COMPLIANCE.
LIKE, THAT'S THE ONLY REASON THAT WE'RE DOING THIS.
THIS IS REALLY ABOUT PROVIDING OPPORTUNITIES TO OUR KIDS, AND THAT'S WHAT WE WERE CHARGED WITH DOING AND THAT'S WHAT WE'RE DOING BY ADDING VISUAL ARTS AND THEATER ARTS FOR STUDENTS WHO THAT IS THEIR PASSION AND THAT'S HOW THEY WILL ENGAGE IN SCHOOL.
WE HAVE ALL OF OUR SPEECH AND DEBATE HERE TONIGHT.
LIKE THEY THIS IS THEIR AREA OF STRENGTH AND THEY SHOULD HAVE THAT OPPORTUNITY..
TWO OTHER PIECES OF DATA TOO TO CONSIDER IS THERE'S YOU KNOW WE JUST RIGHT A RECENT ONE FOR FROM GALLUP, STUDENTS THAT ARE ENGAGED IN SCHOOL ARE ALWAYS GOING TO PERFORM AT A HIGHER ACADEMIC LEVEL THAN THOSE THAT ARE NOT.
SO THERE'S THAT PIECE OF DATA.
THAT'S A GREAT CONNECTION TO BRINGING IN THE SCIENCE PIECE.
SO IT'S HOW DO WE TAP INTO EVERY ALL CHILDREN AND PROTECT AND STILL OFFER OUR GREAT AWARD WINNING MUSIC PROGRAMS BECAUSE THAT'S SO IMPORTANT AND IT'S BEEN A PART OF WHO WE ARE IN PLANO ISD AND THEN SOME.
AND PHILOSOPHICALLY I DON'T DISAGREE.
I THINK THAT MORE OPPORTUNITIES IS BETTER.
BUT MY CONCERN IS FOR WE TALKED ABOUT CELEBRATION, CAUTION AND CURIOSITIES.
AND ONE THING THAT WE'VE CELEBRATED OFTEN IS OUR MUSIC PROGRAM.
AND SO I WANT TO MAKE SURE THAT THAT'S SOMETHING THAT, YOU KNOW, WE'RE LOOKING AT THESE PILOT PROGRAMS AND IT MAY HAVE AN IMPACT ON THOSE PROGRAMS. AND SO I JUST WANT TO MAKE SURE THAT WE'RE COGNIZANT OF THAT.
AND ALSO, ONE OF MY FRUSTRATIONS WAS WITH THE PROCESS AND NOT REALLY UNDERSTANDING IN TERMS OF WHEN THE BOARD VOTES ON SOMETHING, YOU KNOW, WHERE OUR AUTHORITY IS, BECAUSE WE'RE TOLD VERY OFTEN, YOU KNOW, THERE'S MANAGEMENT AND THEN THERE'S GOVERNANCE AND WE WANT TO STAY WITHIN THAT.
AND IT SEEMED LIKE THERE WAS SOME BLURRY LINES WITH THE BOARD VOTING ON THE PLAN OF WORK STRATEGY AND TRYING TO UNDERSTAND WHERE THE GOVERNANCE PART IS AND WHERE THE MANAGEMENT PART IS.
YOU KNOW, WE ARE WE ARE CHARGED WITH VISION.
WE ARE CHARGED WITH ESTABLISHING THE VISION.
THEY ARE CHARGED WITH IMPLEMENTING THE VISION.
AND THAT'S WHAT I'M SEEING HERE.
WE WE'VE DONE A LOT OF WORK AND THE STAFF HAS DONE A LOT OF WORK TO CREATE HELP US CREATE THE VISION THAT WE WANT MORE OPPORTUNITIES FOR OUR KIDS.
NOW, HOW YOU IMPLEMENT THOSE OPPORTUNITIES IS DONE AT THE ADMINISTRATIVE LEVEL.
WE HAD WE DETERMINED IT WAS OUR GOAL TO CREATE MORE OPPORTUNITIES AND WE TOLD STAFF, GO DO THAT.
YOU KNOW, WHAT WE HAVE IS WE'VE GOT PEOPLE WHO DISAGREE WITH HOW THEY'VE DONE IT, BUT WE AS A BOARD ENTRUST STAFF TO ANSWER THOSE QUESTIONS TO REVIEW THE THINGS THAT YOU'RE TALKING ABOUT AND SOME OF THE QUESTIONS THAT HAVE BEEN RAISED HERE.
AND THEN TO MAKE THE BEST DECISION, WHEN YOU WEIGH THE BALANCE OF EVERYTHING, WHAT IS THE BEST FOR ALL OF OUR KIDS? AND AS I'VE SEEN THIS PROCESS PLAY OUT, I HAVE FAITH THAT THAT'S GOING THAT THAT'S HAPPENING, THAT OUR STAFF HAS WEIGHED THE BALANCE OF WHAT IS BEST FOR OUR KIDS.
AND THEY'VE MADE THE DECISION THAT OFFERING AN ADDITIONAL OPPORTUNITY IN SIXTH GRADE IS BETTER FOR OUR KIDS AND MANDATING ONE COURSE OF ONE PATH.
AND SO TO ME, THAT'S MANAGEMENT.
THAT'S OVERSIGHT VERSUS ADMINISTRATION IN A NUTSHELL.
MY FRUSTRATION IS LIKE I FEEL LIKE I DON'T HAVE I DIDN'T GET TO SEE.
I MEAN, MAYBE LIKE IN YOUR DEFINITION MIGHT BE OVERREACH, BUT MUSIC IS SUCH A TRADITION.
AND THAT'S THE BIG PART OF PLANO PISD PROUD.
AND MY KIDS ARE BENEFITING, YOU KNOW, BENEFITED FROM IT TREMENDOUSLY.
MY MY DAUGHTER WROTE HER OWN COLLEGE ESSAY AROUND MUSIC CHOIR AND HOW THAT CHANGED HER LIFE.
[04:15:02]
AT A SIXTH GRADE, YOU KNOW, MAKE JUST LIKE MAKE THEM LEARN ONE YEAR OF MUSIC.I MEAN, IS THAT SO BAD? LIKE, DO YOU HEAR CHOIR TEACHERS SAY THEIR KIDS ARE NOT ENGAGING? THEY HATE CHOIR. I MEAN, I ASK MY KIDS THE ONLY THING LIKE I WOULD SAY, LET'S MAKE A DOCTOR APPOINTMENT ON THE FIFTH GRADE BECAUSE IT'S MUSIC.
DON'T TAKE ME OUT OF MY CHOIR.
IT'S LIKE THIS IS THE ONLY CLASS I REALLY BE CAN BE, LIKE, FREE AND HAPPY.
SO, I MEAN, I WISH WE HAD DONE PRESENTED RESEARCH.
LIKE, YOU KNOW, WHEN YOU TALK ABOUT OFFERING PROGRAMING, WHAT IS IMPACTFUL AND WHY DID THEY WHY OUR TEACHERS BEFORE MADE THIS DECISION TO OFFER ONLY MUSIC.
AND AND IF WE ARE WE I MEAN, ARE WE LOSING SOMETHING WE HELD VERY DEAR? WE HAVE BEEN HOLDING SO DEAR SO MANY YEARS.
I AM BAND MOM LIKE NOBODY'S BUSINESS.
MY SON WAS DRUM MAJOR TWICE OVER, FIRST YEAR FRENCH HORN.
MY DAUGHTER WAS DAZZ BAND PIANIST.
AND I HAD A CONVERSATION WITH THE MOM WHO WAS AN ART FAMILY.
AND WE'RE DENYING THAT CHILD, THOSE CHILDREN, I HAVE AN ART TEACHER WHO TOLD ME SHE HAD A PARENT CRYING TO HER BECAUSE ART HAD SAVED HER MENTALLY. AND THE FACT THAT SHE WASN'T GOING TO BE ABLE TO GO TO MIDDLE SCHOOL AND HAVE SIXTH GRADE ART WAS KEEPING HER AFRAID TO GO TO MIDDLE SCHOOL BECAUSE YOU DIDN'T HAVE HER OPPORTUNITY TO HAVE THAT OUTLET OF ART.
AND SHE MADE THAT BIG TRANSITION FROM FIFTH GRADE TO SIXTH GRADE.
SO JUST AS IT'S SO INCREDIBLY IMPORTANT TO HAVE BAND AND I PROMISE YOU, I MEAN, THIS IS THE CHAMBER FAMILY IS PAYING TONS OF MONEY FOR KINDER MUSIC WHEN MY KIDS ARE 18 MONTHS OLD BECAUSE I KNEW WHAT A BIG DEAL IT WOULD BE.
THERE ARE FAMILIES ARE POURING INTO THEIR CHILDREN THE SAME TYPE OF THING FOR THE OTHER ARTS.
I PROMISE YOU THIS DISTRICT WILL CONTINUE TO HAVE INCREDIBLE ACCOLADES WITH THEIR BAND AND MUSIC PROGRAMS. WE HAVE SOME OF THE MOST AMAZING HUMAN BEINGS WHO ARE LEADING OUR MUSIC PROGRAMS, AND I TRUST THAT THEY'RE GOING TO FIGURE OUT THE BEST MODEL FOR HOW THAT'S GOING TO MOVE FORWARD. BUT WE HAVE A INCREDIBLE OPPORTUNITY TO DO THE SAME THING FOR OUR KIDS WHO DO ART, WHO DO THEATER.
I MEAN, THERE ARE THOSE FAMILIES THAT THAT'S WHAT THEY ARE, TOO.
AND SO WE HAVE THIS INCREDIBLE OPPORTUNITY.
I DON'T CARE WHAT THE RULES ARE OR WHAT HAVE YOU.
I WANT IF I WAS THE ART FAMILY, I WANT THE SAME OPPORTUNITIES.
SO THIS IS JUST THIS IS ACTUALLY IT SADDENS ME.
IT SADDENS ME BECAUSE THIS IS AN INCREDIBLE OPPORTUNITY FOR OUR COMMUNITY, FOR OUR SCHOOLS TO DO MORE FOR ALL KIDS. TERESA SAID THE VERY BEGINNING OF THE SCHOOL YEAR THAT SHE WANTED EVERY PERSON IN PISD TO HAVE A SENSE OF BELONGING.
AND FOR SOME KIDS, THAT IS THEIR SENSE OF BELONGING AND THEY HAVE TO WAIT A YEAR.
THE OTHER THING I WANT TO ASK THE QUESTION IS WHY DO WE SAY THAT MUSIC CAN ONLY START IN SIXTH GRADE? WHY CAN'T A KID DO ART IN SIXTH GRADE AND THEN FIND OUT HIS BEST FRIENDS HAVING THE BEST OF TIMES WITH THE TROMBONE AND TRY THE TROMBONE IN SEVENTH GRADE? WHY CAN'T WE HAVE A MIDDLE SCHOOL ENVIRONMENT WHERE THERE'S FLEXIBILITY, WHERE A KID CAN PIVOT BETWEEN ALL THE DIFFERENT ARTS AND THEN WHEN THEY START NINTH GRADE, THEY MAKE THEIR COMMITMENT AND THEY'RE GOOD TO GO.
I DON'T KNOW WHY AUSTIN CHOSE THE FRENCH HORN, BUT HE REALLY LIKED THE FRENCH HORN.
IT WOULD NOT HAVE BEEN MY CHOICE, BUT I'M SO EXCITED HE DID AND LOVED IT.
SO THIS IS THIS IS OPPORTUNITY.
IT'S NOT KEEPING PEOPLE FROM SOMETHING.
AND I WANT US TO, AS WE MOVE FORWARD, TO NOT GO ON, THIS IS HOW WE'VE ALWAYS DONE IT, HOW WE COULD BE DOING IT AND WHY CAN'T KIDS START MUSIC? SEVENTH GRADE. EIGHTH GRADE.
AND THEN WE HAVE A CHANCE TO BE ABLE TO WEIGH IN ON IT.
BUT IF WE'RE STILL EXPLORING, I MEAN, I'M ALL FOR IT.
AND THAT'S WHY WE NEED TO DISCUSS THIS IN THE OPEN.
THAT'S HOW EMOTIONAL PEOPLE ARE WHEN THEY TALK ABOUT THIS.
[04:20:03]
SMALL THINGS, LIKE I DON'T LIKE TO BE LIKE, OVERREACHING, LIKE DOING LIKE, YOU KNOW, I WANT TO DRAW A LINE.THIS IS MY JOB IS OVERSIGHT AND GOVERNANCE.
I'M NOT GOING TO MICROMANAGING.
BUT THE THING IS, LIKE WHEN THINGS LIKE THIS BIG THAT IMPACTED, THEY WILL HAVE SUCH AN IMPACT.
OR I MEAN, ARE WE STILL EXPLORING OR ARE WE ALREADY DONE EXPLORING? SO I WANT TO I WANT TO BACK UP JUST A LITTLE BIT.
AND BEFORE THERE WAS AN OPPORTUNITY.
THAT'S WHAT THE STRATEGY SAID.
THE PLAN ALL ALONG WAS TO DO THAT VERY SAME THING.
SO HERE ARE THE GUIDING PRINCIPLES.
HERE'S THE PLAN, HERE'S THE TIMELINE.
ALL NICE AND PRETTY LIKE WE WOULD HANDLE ANYTHING ELSE.
THAT'S A CHANGE AND A SIGNIFICANT CHANGE.
BUT WE DID NOT HAVE THE OPPORTUNITY BECAUSE BEFORE WE COULD EVEN.
LIKE GET TO THE NEXT DAY AND THE NEXT WEEK.
WE HAD A WHOLE LIKE OUR MIDDLE SCHOOL TEACHERS.
INSTEAD OF TRYING TO DO IT THE WAY WE WOULD DO IT ALL ALONG.
WE'VE KEPT YOU UPDATED AS IT'S GONE ALONG.
WE'VE KEPT OUR I MEAN, WE'RE CONSTANTLY COMMUNICATING WHAT'S BEEN HAPPENING SO THAT WE ARE LET'S RESEARCH WHAT ARE WHAT ARE OTHER DISTRICTS DOING? IF THERE WAS A CHANGE WHEN THEY MADE THE CHANGE BACK IN 2015 OR 2013, WHAT WERE THE CONSEQUENCES? YOU KNOW, WE ARE STILL GOING THROUGH THE STEPS DESPITE THE FACT THAT, ONE, THERE IS A TO REQUIREMENT OF WHAT WE'RE WHAT WE'RE SUPPOSED TO BE DOING THAT WE NEED TO GET UP TO SPEED ON.
WE'RE STILL GOING THROUGH ALL THOSE STEPS.
WE ARE HAPPY TO BRING A BOARD PRESENTATION, IF YOU'D LIKE TO KNOW SO THAT YOU'RE ABLE TO TO HEAR.
HERE'S THE WORK OF THE COMMITTEE.
HERE ARE THE AREAS THAT THEY'VE RESEARCHED HERE.
I MEAN, WE WON'T FOR EXAMPLE, ONE OF THEM IS DETERMINE A PILOT PROGRAM.
IN ORDER TO DETERMINE A PILOT PROGRAM, WE WOULD NEED TO KNOW WHAT THE INTEREST IS OF STUDENTS.
AND AGAIN, IT'S LOOKING AT FIRST, SECOND AND THIRD CHOICE OF EACH CAMPUS TO DETERMINE WHAT WOULD BE THE EXPANSION NEED AT A PARTICULAR CAMPUS IF WE NEED TO EXPAND.
SO I WANT TO JUST REALLY GO ON THE RECORD TO SAY THAT THAT WE HAVEN'T BEEN REALLY FAIRLY GIVEN AN OPPORTUNITY TO COME WITH ALL OF THE STEPS BECAUSE IT WENT OUT OF THE CHUTE AS THE WAY IT DID EARLY IN SEPTEMBER.
AND MY SON, WHO'S 26 YEARS OLD AN A&M GRAD AND A BRILLIANT CHILD COULDN'T TALK, COULDN'T REMEMBER, COULDN'T SPEAK, COULDN'T WALK.
BUT BY GOLLY, WHEN WE GAVE HIM A GUITAR, HE WAS ABLE TO IMMEDIATELY PLAY HIS GUITAR AND ALL OF A SUDDEN THE WORDS TO THE SONG CAME OUT.
SO NO ONE I MEAN, I DON'T WANT TO DISREGARD ANYBODY ELSE.
BUT MUSIC IS VERY IMPORTANT TO ME PERSONALLY AND HAS HAD AN IMPACT ON MY OWN FAMILY.
NOT UNDER MY TIME OR MY WATCH, UNDER MY LEADERSHIP.
SO ONE OF OUR GUIDING PRINCIPLES IS HOW DO WE CONTINUE TO EXPAND AND HAVE OPPORTUNITIES FOR KIDS.
WHILE CONTINUING THE GOOD WORK THAT HAS BEEN A PART OF PLANO ISD.
[04:25:01]
AND HOW DO WE LEAN INTO THAT MISSION STATEMENT WHEN WE SAY EDUCATE, INSPIRE AND EMPOWER EVERY STUDENT TO ACTIVATE THEIR UNIQUE POTENTIAL IN A DYNAMIC WORLD.THAT MEANS WE'RE TAPPING INTO EVERY STUDENT.
IF WE'RE COMMITTED TO EXCELLENCE, THEN WE'RE ALWAYS OPERATING IN A MODE OF CONTINUOUS IMPROVEMENT.
HOW ELSE CAN WE BE BETTER? HOW ELSE CAN WE SERVE? WHEN WE SAY POWERED BY LEARNING, WE HAVE TO LEAN IN TO BEING INNOVATIVE.
WHEN WE SAY THAT WE'RE DEDICATED TO CARING, NOT ONLY DO WE CARE FOR OUR STUDENTS AND OUR FAMILIES, BUT WE CARE FOR OUR STAFF, AND THEN WHEN VALUE THE WORK THAT THEY DO BECAUSE THEY DO AMAZING WORK AND THE ARTS, NOT JUST THE ARTS, BUT WE'RE TALKING ABOUT THAT IN PARTICULAR RIGHT NOW.
AND SO I'M JUST ASKING FOR ONE SOME GRACE ON LETTING OUR STAFF COME AND SHARE WHAT WE'VE WHERE WE ARE WITHIN THE PROCESS, BUT THEN ALSO TOO, THAT WE COMMIT TO OUR VISION, OUR, OUR MISSION AND THAT WE WE COME TOGETHER AROUND IT. THAT'S WHAT'S HELD US THROUGH SOME CHALLENGING TIMES.
AND LASTLY, I'LL JUST SAY THIS.
YOU KNOW, WE TALK ABOUT CHOICE ALL THE TIME AND WE BELIEVE IN CHOICE.
AND WE HAVE THERE'S A, YOU KNOW, A RECENT CHARTER SCHOOL THAT'S FOCUSED ON CLASSICAL ARTS.
AND I DON'T WANT OUR FAMILIES TO LEAVE PLANO ISD BECAUSE WE AREN'T WILLING TO ADAPT TO OFFER SOMETHING THAT WE COULD OFFER AND PROBABLY SHOULD HAVE BEEN OFFERING BECAUSE IT IS A REQUIREMENT TO OFFER THREE OF THE FOUR.
AND THANK YOU FOR YOUR EXPLANATION.
AND I, I ALSO LIKE, PUT ME ON YOUR EMAIL.
I DO WANT TO SEE THE STATUE BECAUSE I DID, I MEAN, WHENEVER I SAY, YOU KNOW, THIS IS A REQUIREMENT OF [INAUDIBLE] I TEND TO GET ON THE WEBSITE. I MEAN, IT REALLY I HAVE NOWHERE TO SAY YOU MUST OFFER THIS COURSE.
IN ALL GRADE SIX, SEVEN AND EIGHT, IT SAYS GRADE SIX, SEVEN OR EIGHT.
UNLESS YOU HAVE SOMETHING I DON'T HAVE, I DIDN'T FIND ON THAT.
AND YES I MEAN I YEAH, CHOICE IS GOOD FOR MIDDLE SCHOOL ARTS.
WHAT? PERSONALLY, MY KIDS, I DON'T HAVE THIS DILEMMA.
I DIDN'T HAVE IT BECAUSE MY KIDS GOT TO GO TO HAD TO TAKE MUSIC.
THEY HAD ART CLUBS IN MIDDLE SCHOOL.
THEY DIDN'T. THEY WENT TO OUR CLUB MEETINGS.
AND THEN THEY GO TO THEATER AUDITIONS.
I MEAN, THE THEATER PROGRAMING, MIDDLE SCHOOL, THE OPEN FOR ALL STUDENTS.
EVERYBODY CAN GO FOR THEIR AUDITION.
I MEAN, IN HIGH SCHOOL, THEY ARE BEST PERFORMERS FROM THEATER GROUP ARE FROM THE CHOIR KIDS.
I MEAN, I NEVER THOUGHT THERE WAS SUCH A DIVISION, LIKE STRICT LA.
FOR ME, I WAS LIKE, WOW, YOU KNOW, THESE ARE ALL OPPORTUNITIES THAT ARE OPEN TO ALL STUDENTS.
AND I DIDN'T SEE DILEMMA AT ANY GIVEN TIME UNTIL NOW.
I WAS LIKE, OH, SO IF YOU REALLY CAN CARRY A TUNE, YOU HAVE ABSOLUTELY ZERO PASSION.
YOU HATE MUSIC, YOU HAVE TO TAKE SOMETHING ELSE.
I MEAN, YOU JUST ONLY WANT TO DO THE OTHER THINGS.
I STILL LOVE MUSIC, BUT I COULDN'T CARRY A TUNE.
I COULDN'T READ NOTES AND I HATE IT.
I MEAN, BUT THERE IS SOMETHING SPECIAL ABOUT MUSIC EDUCATION.
YOU REALLY NEED TO HAVE A GOOD FOUNDATION.
WHAT ABOUT YOUR KIDS? LIKE, THIS IS A GROUP OF KIDS WHO STARTING IN SIXTH GRADE AND DOING GREAT IN THE CHOIR, EVEN THE LOWEST CHOIR.
THESE KIDS HAVE THE BASIC KNOWLEDGE.
I MEAN, NOW YOU'RE WE'RE EXPECTING THE TEACHERS TO BRING THAT KID FROM NOWHERE.
[04:30:01]
WE LESS THAN A GROUP LIKE, YOU KNOW WHAT I MEAN? I PRAY FOR THESE TEACHERS.I HOPE THEY CAN PULL THIS OFF.
I MEAN, IF THIS WILL IMPACT THE LANDSCAPE OF THE MUSIC EDUCATION, ABSOLUTELY.
I KNOW, BUT WE'RE THE INITIAL PRESENTATION WAS ABOUT THE VISIONING WORK THAT THEY'RE GOING TO DO AND THEY ARE GOING TO MAKE SOME RECOMMENDATIONS.
THAT'S AN ADMINISTRATIVE ISSUE, WAS WHAT THEY OFFER.
AND SO IF I'M HESITANT TO PUT ON OUR ON A FUTURE AGENDA, A CONVERSATION OF HAVING THIS COMMITTEE COME AND PRESENT ON.
ONE CLASS CHANGE WHEN WE HAVE CLASS CHANGES ALL THE TIME, THAT WE'RE NOT DOING THE SAME THING.
AND SO I APPRECIATE THE PASSION OF OUR STAFF AND I APPRECIATE THE PASSION OF SOME OF OUR PARENTS.
THE BELIEF THAT MUSIC IS THE SOLE METHOD OF CREATING GREAT ART.
I PERSONALLY HAPPEN TO DISAGREE WITH THAT.
I THINK THAT CHOICE IS PERSONALLY, I THINK THAT'S BETTER.
BUT I'M NOT THE ONE MAKING THAT CALL AS TO WHAT WE'RE OFFERING IN THE SIXTH GRADE.
SO LET'S WRAP UP THE CONVERSATION.
BECAUSE I THINK WE'VE WE'VE TALKED THIS THING INTO MANY DIFFERENT CORNERS.
I'LL JUST GIVE A DIFFERENT PERSPECTIVE.
I HAVE A DAUGHTER WHO WE DID A WORKAROUND.
AND I WOULD BET IF YOU TALKED TO HER MUSIC TEACHER, SHE WAS PROBABLY GLAD WHEN MY DAUGHTER WAS FINISHED WITH HER CLASS AND I PAID FOR PRIVATE LESSONS FOR ART.
I SENT HER TO OTHER OPPORTUNITIES TO SEARCH FOR HER OUTLET OF PURSUING HER DESIRED COURSE.
AND I WILL SAY THAT I HAD A SON THAT WAS IN MARCHING BAND AND WE WERE BAND FAMILY.
SO THERE ARE A MILLION DIFFERENT KIDS THAT HAVE A MILLION DIFFERENT NEEDS, MAYBE NOT A MILLION IN OUR DISTRICT, BUT WE NEED TO PROVIDE THE OPEN OPPORTUNITY FOR THEM TO MAKE THE CHOICE.
I JUST HAVE ONE THOUGHT I WANTED TO ADD, AND I, I SORT OF MADE THIS NOTE ALONG WITH MY MATH ROX TIRADE, BECAUSE I THINK IT APPLIES THERE, BUT I THINK IT APPLIES HERE.
AND WHAT THIS IS, IS JOHN GLENN RIGHT? AMERICAN HERO, WORLD WAR TWO VETERAN SERVED IN KOREA, FIGHTER PILOT, MERCURY ASTRONAUT, SENATOR FROM OHIO, VERY ACCOMPLISHED AMERICAN.
HE IS FAMOUS ALSO FOR ALL OF THESE THINGS FOR WHEN NASA'S STARTED DOING USING THESE NEW THINGS CALLED COMPUTERS TO CALCULATE SPACE FLIGHT TRAJECTORIES, JOHN GLENN SAID, NO, I WANT THE GIRLS TO DO IT.
AND MY GIRLS, OF COURSE, HE MEANT THE MATHEMATICIANS THAT NASA EMPLOYED TO DO THIS WORK BY HAND, AND HE WOULD NOT TRUST COMPUTERS TO DO HIS SPACE FLIGHT TRAJECTORIES UNLESS THE MATHEMATICIANS DOUBLE CHECKED EVERYTHING BY HAND.
AND SO WHEN I WHEN I THINK ABOUT THIS IN TERMS OF MY PROFESSIONAL LIFE AND I THINK IT'S A TWO FACETED ISSUE, RIGHT? ONE IS THE ADOPTION OF NEW TECHNOLOGY, WHICH IS AN INVESTOR, I THINK ABOUT HOW IS TECHNOLOGY ADOPTED IN DIFFERENT FIELDS? IT'S VERY DIFFERENT, FOR EXAMPLE, BETWEEN, YOU KNOW, MEDICINE AND SCIENCE RESEARCH, HOW QUICKLY ADOPT TECHNOLOGY ADOPTED.
THE SECOND PART OF THIS IS ENTRENCHMENT.
WHEN YOU HAVE PEOPLE WHO ARE ENTRENCHED IN THE WAY THAT THINGS HAVE ALWAYS BEEN DONE AND ARE NOT WILLING TO CONSIDER THE WAY THINGS COULD BE.
AND, YOU KNOW, HISTORY HAS SHOWN US COMPUTERS ARE PRETTY GOOD, RIGHT?
[04:35:02]
AND THEY ABSOLUTELY YOU KNOW, ARE ABLE TO DO A SIGNIFICANT AMOUNT MORE CALCULATING RIGHT THAN PEOPLE ARE BY HAND AND LIKELY WITH HOPEFULLY BETTER ACCURACY.SO, THE REASON THAT I BRING THIS UP AND THE REASON THAT I THINK ABOUT THIS IS BECAUSE IF AS ACCOMPLISHED AND INTELLIGENT AND AMAZING AS JOHN GLENN WAS.
HE FELL INTO THIS FALLACY OF ENTRENCHMENT.
AND I THINK ALL OF US NEED TO ASK IF WE'RE FALLING INTO ENTRENCHMENT ALSO.
AND I ALWAYS SAY, THERESA, THANK YOU FOR YOUR PASSIONATE EXPLANATION.
AND THE THING IS THAT I HAVE READ ALL MY EMAILS EVER SENT TO ME ABOUT MUSIC.
AND THE THING IS THAT THERE'S A LOT OF PASSION THAT GOES ON WITH MUSIC.
AND I WITH OUR BAND, YOU KNOW, INSTRUCTORS, OUR MUSIC INSTRUCTORS, AND ALSO OUR INSTRUCTORS AND OUR THEATER INSTRUCTORS, THERE'S A LOT OF THERE'S A LOT OF PASSION THAT YOU HEAR WHEN YOU WHEN THEY COME AND THEY TALK IN OUR BOARD MEETINGS.
AND THE THING IS THAT WE'RE LISTENING AND I'M LISTENING.
EVERYBODY IN THIS CABINET IS LISTENING.
SO I DON'T THINK THAT WE'RE JUST DOING THIS, YOU KNOW, BECAUSE WE DON'T CARE ABOUT OUR STUDENTS.
I THINK THAT WE'RE DOING THIS BECAUSE WE CARE ABOUT OUR STUDENTS.
THERE FINAL COMMENTS WE CAN, BEFORE WRAP THIS ONE UP.
ALL RIGHT, THAT IS IT FOR TONIGHT.
THERE'S NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD.
THE MEETING IS ADJOURNED. THE TIME IS 11:36.
* This transcript was compiled from uncorrected Closed Captioning.