Jan 24, 2023 Board Work Session

[1. CALL TO ORDER]

[00:00:02]

GOOD EVENING. I'M DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER, NOTING THAT A QUORUM IS PRESENT.

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

ON TUESDAY, JANUARY 24TH, 2023.

ON THE BOARD'S BEHALF I WISH TO WELCOME OUR VIEWERS AND THE OH, WE HAVE PEOPLE HERE IN THE AUDIENCE NOW AND THE PEOPLE WHO ARE PRESENT WITH US THIS EVENING.

AT THIS TIME, I ASK SUPERINTENDENT, DR.

THERESA WILLIAMS, TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN, MEANING THAT REGARDING THE NOTICE FOR THIS MEETING.

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

ALL RIGHT. LET ME GO DOWN TO ROSTER SUPERINTENDENT DR.

THERESA WILLIAMS, DR.

SELENDA ANDERSON, TRUSTEE ANGELA POWELL.

TRUSTEE ANGELA POWELL, TRUSTEE DR.

HEATHER WANG TRUSTEE. DR.

LAUREN TYRA BOARD SECRETARY.

JERI CHAMBERS. IMMINENT TRUSTEE VICE PRESIDENT OF THE BOARD OF TRUSTEES.

NANCY HUMPHREY. MY HONOR.

TRUSTEE CODY WEAVER.

JOHNNY WONDER. LISA WILSON.

PATRICK TANNER. DR. COURTNEY GOBER.

JED REED. SHARON NOWAK.

THAT'S IN RECORD BREAKING TIME, I BELIEVE.

OKAY. ALL RIGHT.

BEFORE WE HEAR PUBLIC COMMENTS, I WOULD LIKE TO REMIND THE PUBLIC OF AN UPCOMING CHANGE TO THE SIGNUP PROCESS IN AN EFFORT TO PROVIDE A MORE EFFICIENT PROCESS FOR THOSE WHO WISH TO SPEAK DURING MEETINGS OF THE PLANO ISD BOARD OF TRUSTEES.

WE'RE PLEASED TO ANNOUNCE THAT THE DISTRICT IS PILOTING AN ONLINE SPEAKER SIGN UP PROCESS, BEGINNING WITH THE PRIOR MEETING.

THROUGHOUT THE PILOT PERIOD, ANYONE WHO WISHES TO SPEAK AT A MEETING OF THE BOARD OF TRUSTEES MAY CONTINUE TO OBSERVE OUR CURRENT PUBLIC COMMENT PROCESS BY SIGNING UP IN PERSON WITHIN ONE HOUR LEADING UP TO THE START OF THE MEETING.

BUT THEY MAY ALSO TAKE ADVANTAGE OF A NEW ONLINE PROCESS WHICH WILL BE AVAILABLE AS FOLLOWS.

THE ONLINE SIGN UP PERIOD FOR REGULAR BOARD MEETINGS AND WORK SESSIONS WILL BE OPEN FROM 8 A.M.

TO 5 P.M.

THE DAY OF THE MEETING.

FOR ALL OTHER MEETINGS OF THE BOARD, ONLINE SIGNUP WILL BE AVAILABLE FROM 8 A.M.

TO 5:00 P.M. THE BUSINESS DAY PRIOR TO THE SCHEDULED MEETING.

AN ELECTRONIC DEVICE WILL BE AVAILABLE IN THE LOBBY OF THE ADMINISTRATION BUILDING DURING THE ONLINE SIGNUP PERIOD FOR ANYONE WHO WISHES TO SPEAK, WHO DOES NOT HAVE A A COMPUTER OR MOBILE PHONE ACCESS.

PENDING A SUCCESSFUL PILOT, OUR TARGET DATE FOR FULL IMPLEMENTATION OF THIS NEW ONLINE SIGNUP PROCESS FOR ALL PUBLIC COMMENT WILL BE AUGUST 2023.

DURING THE REMAINDER OF THE 2022 23 SCHOOL YEAR, HOWEVER, BOTH THE ONLINE SIGNUP FORM AS WELL AS THE CURRENT IN-PERSON PAPER CARDS WILL BE AVAILABLE FOR ANYONE WISHING TO SPEAK DURING PUBLIC COMMENT.

WE'RE LOOKING FORWARD TO A SUCCESSFUL PILOT FOR THIS NEW TOOL AND HOPE THIS WILL BRING BOTH EFFICIENCY AND CONVENIENCE FOR THOSE WHO WISH TO MAKE PUBLIC COMMENTS AT MEETINGS.

IT IS NOW TIME TO HEAR PUBLIC COMMENTS, DR.

ANDERSON. WE DO NOT HAVE ANY PUBLIC COMMENTS THIS EVENING.

WELL, THAT WAS FOR EVERYBODY'S BENEFIT THAT WE NOW HAVE A NEW SYSTEM.

OK WITH THAT.

[3. CLOSED SESSION]

SECTION 551.074.

THE TIME IS 6:03 P.M..

WE HAVE ONE ITEM IN CLOSED SESSION, SO WE'RE GOING TO GO UPSTAIRS, EAT, TAKE CARE OF OUR BUSINESS AND BE BACK AS QUICKLY AS POSSIBLE.

[4. RECONVENE OPEN SESSION]

LIKE THE OLD DAYS. WE'RE BACK.

WE HAVE CONCLUDED THE AGENDA ITEM FOR CLOSED SESSION.

AND IF THERE ARE NO OBJECTION, WE WILL NOW RECONVENE IN OPEN SESSION AND THE TIME IS 7:00 P.M..

[5. DISCUSSION AND ACTION]

SO FIRST ORDER OF BUSINESS DURING CONTRACT SEASON EVERY YEAR IS TO REVIEW AND APPROVE THE SUPERINTENDENT'S CONTRACT.

THAT'S WHAT WE MET IN CLOSED SESSION ABOUT.

THE BOARD HAD A CHANCE TO GO THROUGH THE TERMS OF THE CONTRACT AND UNTIL THE TERM THE CONTRACT IS FINALIZED AND PUT UP.

IT IS A PUBLIC RECORD, CORRECT? YEAH, [INAUDIBLE] A PUBLIC RECORD.

ALL OF THAT REMAINS CONFIDENTIAL UNTIL IT'S FULLY AND FINALLY SIGNED.

SO WE HAVE TALKED ABOUT THE TERMS AND WHAT THEY WILL BE.

MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE TERMS OF THE SUPERINTENDENT'S CONTRACT, AS DISCUSSED IN CLOSED SESSION, AND AUTHORIZE THE BOARD PRESIDENT TO EXECUTE

[00:05:01]

I SECOND. I HAVE A MOTION BY LAUREN TYRA, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES THE TERMS OF THE SUPERINTENDENT'S CONTRACT, AS DISCUSSED IN CLOSED SESSION AND AUTHORIZES THE BOARD PRESIDENT TO EXECUTE THE FINAL CONTRACT.

IS THERE ANY FURTHER DISCUSSION? WE WILL NOW VOTE.

ALL IN FAVOR PLEASE RAISE YOUR HAND.

ALL RIGHT. THAT MOTION PASSES UNANIMOUSLY.

THANK YOU, EVERYBODY.

OK MOVING AND CONGRATULATIONS.

SO I SHOULD SAY, MOVING ON TO OUR REPORTS, WE HAVE SEVERAL REPORTS TONIGHT.

[6. REPORTS]

WE ARE IN THE PROCESS OF DOING OUR VERY EXCITING WE'RE IN THE PROCESS OF DOING OUR STRATEGIC PLAN, LONG TERM VISIONING.

AND IT'S REALLY MORE OF A VISIONING WORK THAN IT IS STRATEGIC PLAN, BECAUSE WE LIKE THE STRATEGIC PLAN THAT WE ADOPTED FIVE YEARS AGO.

AND SO WE DON'T WANT TO REINVENT THE WHEEL.

SO THERESA, TAKE HER AWAY.

THANK YOU, PRESIDENT STOLLE.

AND I'D LIKE TO GO AHEAD AND INVITE OUR VLK FRIENDS TO START MAKING THEIR WAY TO THE FRONT.

SO WE HAVE DR.

DALANE [INAUDIBLE] AND ROSS RIVERS.

THAT WILL BE PART OF TONIGHT'S PRESENTATION.

I'M GOING TO KICK IT OVER TO LISA WILSON HERE IN JUST A MINUTE.

BUT THIS IS EXCITING.

SO THE BOARD OF TRUSTEES AND OUR DISTRICT LEADERSHIP GOT TO SPEND SOME TIME IN DECEMBER AROUND THE CURATION PROCESS, WHICH IS OUR VERY FIRST PHASE OF STARTING THIS WORK.

THE EXPECTED OUTCOME OF THIS PROCESS WILL BE TO HAVE A LONG RANGE STRATEGIC PLAN AND LONG RANGE PLAN ALL PUT TOGETHER.

SO WHAT IS IT THAT WE ENVISION FOR STUDENTS? WHAT LEARNING OUTCOMES, WHAT PROGRAMS, AND MOST RECENTLY WITH THE PASSING OF OUR BOND, WHAT IS OUR NEW CENTER GOING TO LOOK LIKE? AND SO LOTS OF DREAMING BIG FOR THE KIDS IN PLANO ISD LOTS OF EXCITING WORK.

AND SO TONIGHT WE'RE GOING TO GIVE AN UPDATE FROM THE VERY FIRST MEETING AS WELL AS TALK ABOUT WHERE WE'VE BEEN A LITTLE BIT, WHERE WE'RE GOING AND WHAT THAT TIMELINE LOOKS LIKE. SO WITHOUT FURTHER ADO, I'LL TURN IT OVER TO LISA WILSON AND THEN SHE'LL TURN IT OVER TO VLK.

THANK YOU. THANK YOU.

SUPERINTENDENT WILLIAMS, PRESIDENT STOLLE, BOARD OF TRUSTEES.

WE ARE EXCITED TO PROVIDE AN UPDATE FOR YOU WHERE WE ARE IN THE WORK.

OF COURSE, YOU WERE VERY ENGAGED IN THE FIRST STEP OF THIS PROCESS, AS DR.

WILLIAMS JUST OUTLINED, THAT PHASE ONE CURATION PROCESS INVOLVED ALL OF YOU AT AN OPEN BOARD MEETING.

AND SO YOU RECOGNIZE THE FACILITATORS HERE IN THE ROOM.

WE'RE NOW GETTING READY TO MOVE INTO PHASE TWO, WHICH ROSS AND DALANE WILL EXPLAIN WHAT THAT WILL LOOK LIKE.

AND WE'LL COME BACK WHEN THEY'RE FINISHED AND TALK A LITTLE BIT MORE ABOUT WHAT WE'RE DOING AT THE DISTRICT LEVEL.

FOLLOWING THAT PHASE, WE'LL MOVE INTO MORE ACTION PLANNING AND REALLY PUTTING TOGETHER THE STEPS THAT WE'LL FOLLOW TO WALK US INTO THE NEXT 5 TO 10 YEARS.

AND OF COURSE, THAT WILL INVOLVE YOUR LEADERSHIP AND YOUR GUIDANCE AS WE GET TO THAT POINT, AND THEN WE'LL BE CHARGED TO IMPLEMENT ALL OF THAT.

SO THAT'S WHAT WE'RE LOOKING AT THERE.

AND THERE'S A PICTURE OF DALANE AND ROSS FACILITATING THAT FIRST MEETING, AND THEY'RE HERE TONIGHT TO SHARE THEIR UPDATE OF WHAT HAPPENED IN THAT MEETING.

SO I WILL KICK IT OVER TO ROSS.

THANK YOU VERY MUCH. AND I DO BELIEVE THAT LOOKS LIKE US.

SO WE HAVE THE RIGHT PEOPLE, IN THE RIGHT SPOT.

SO WE'RE HERE TONIGHT JUST TO KIND OF GIVE YOU SOME OVERVIEW OF THE OUTCOME THAT WE RECEIVED FROM THAT MEETING AND THEN TALK ABOUT THE NEXT STEPS. ULTIMATELY, YOU KNOW, WE'RE LOOKING TO GIVE A DELIVERABLE THAT TIES ALL OF YOUR OPERATIONS, FACILITIES, INFORMATION, ALL THE WORK THAT YOU GUYS HAVE DONE ALREADY, PLANNING YOUR BOND AND THE WORK THAT COMES OUT OF THESE FOCUS GROUPS, TIE ALL THAT TOGETHER AND THAT WILL BE YOUR ROADMAP AND HAVE A GOOD DIRECTION BASED ON THE INPUT YOU RECEIVED FROM COMMUNITY AND THESE FOCUS GROUPS.

SO WITH THAT, I'M GOING TO TURN IT OVER TO DALANE.

SHE'S GOING TO TALK ABOUT THE MEETING AND THE NEXT STEPS.

THANK YOU VERY MUCH DR.

WILLIAMS, PRESIDENT STOLLE.

IT'S A PLEASURE TO BE HERE THIS EVENING.

I THINK YOU WILL BE VERY FAMILIAR WITH THE PEOPLE THAT ARE LISTED AS THE PARTICIPANTS THAT WERE A PART OF THE DECEMBER 12TH MEETING WHERE YOU ACTUALLY HELPED US LEAD THE CONVERSATION SO THAT WE COULD CURATE ALL OF THE THINGS THAT ARE MOST IMPORTANT TO PLANO ISD.

FROM THAT WE MET AGAIN WITH YOUR DISTRICT LEADERSHIP AND TRIED TO SYNTHESIZE THE OUTCOMES OF EACH OF THE TABLE REPORTS.

AND SO YOU HAVE A BRIEF IN FRONT OF YOU AS WELL THAT DETAILS ALL OF THE SAME INFORMATION THAT'S IN THE PRESENTATION SO THAT YOU HAVE SOMETHING YOU CAN TAKE HOME WITH YOU.

THE RED THAT YOU'RE GOING TO SEE ARE THE ITEMS THAT DIRECTLY CONNECT WITH A FACILITY.

[00:10:05]

WE'RE LOOKING AT THE EDUCATION AS WELL AS THE THE FACILITIES AND HOW WE WOULD HOUSE THOSE.

BILINGUAL EDUCATION WAS ALSO A PART OF THAT.

AND THE REASON YOU'RE GOING TO SEE BLUE THIS TIME IS BECAUSE I'LL EXPLAIN TO YOU HOW THAT'S GOING TO FOLD UP INTO A LARGER ACADEMIC PROGRAM GROUP.

BUT THESE WERE THOSE OUTCOMES AS WELL.

AND AGAIN, ALL OF THIS IS LISTED FOR YOU IN YOUR BRIEF.

WE ALSO TALKED IMPORTANTLY ABOUT CTE.

AND I ALSO WILL MENTION THAT THE CHECKMARKS WERE REDUNDANT PIECES, AND THAT'S A POSITIVE MEANING THAT I LIKE TO SAY YOU WERE SPEAKING WITH ONE VOICE BECAUSE MANY TABLES WERE REPORTING THE SAME PIECES OF INFORMATION.

AND THAT'S GOING TO BE IMPORTANT WHENEVER WE LOOK AT OUR NEXT STEPS.

AND THEN SPECIAL EDUCATION IS ALSO IN BLUE, BECAUSE, AGAIN, THAT'S GOING TO FOLD UP UNDER ACADEMIC PROGRAMS. AND YOU'LL SEE THAT AS WELL.

AND AGAIN, YOU'LL SEE THAT THERE ARE PROGRAMMATIC THINGS THAT WE NEED TO THINK ABOUT AS WELL AS THINGS THAT WILL CONNECT TO FACILITIES.

AND THEN TECHNOLOGY FRAMEWORK FOR INSTRUCTIONAL TECHNOLOGY.

THAT WAS ALSO A TOPIC OF CONVERSATION AND LOTS OF ITEMS WERE LISTED HERE, BUT NOTHING IS REALLY CONNECTED TO FACILITIES.

SO THAT'S IMPORTANT FOR YOU TO THINK ABOUT TOO.

EVERYTHING IS CONNECTED TO FACILITIES BECAUSE IT'LL BE ABOUT INFRASTRUCTURE.

BUT HOUSING A PROGRAM IS NOT SPECIFIC TO ONE FACILITY.

SO OUR NEXT STEPS ARE WHEN WE THINK ABOUT ALL OF THAT INFORMATION, WE'RE GOING TO NOW START MEETING WITH TWO LARGE TEAMS AND I'LL SHARE THOSE DATES WITH YOU NEXT SO THAT WE CAN FOLD UP BILINGUAL EDUCATION AND SPECIAL EDUCATION AS A PART OF THE LARGER ACADEMIC PROGRAM GROUP, BECAUSE THOSE FIT NICELY IN THE UMBRELLA OF ACADEMIC PROGRAMS. SO WE'LL BE USING THE EXPERTISE OF THOSE TWO GROUPS AS WELL AS THE ADDITIONAL EDUCATIONAL PROGRAM PIECES THAT CAME OUT.

SEPARATELY, THE INSTRUCTIONAL TECHNOLOGY GROUP WILL BE FACILITATED AND THAT WON'T BE DONE BY VLK ARCHITECTS.

I THINK THAT'S GOING TO BE DONE INTERNALLY, FROM WHAT I UNDERSTAND.

AND THOSE WORK TEAMS WILL THEN BE COMPRISED WITH THE INPUT OF PLANO ISD SO THAT WE CREATE EXPERTISE IN THOSE WORK GROUPS THAT CAN THEN HELP THINK ABOUT WHAT COULD BE SO THAT THEY CAN BRING BACK TO YOU ULTIMATELY CONSIDERATIONS THAT WOULD THEN RESULT IN AN ACTION PLAN.

SO WITH THAT BEING SAID, ACADEMIC PROGRAMS LIKE I MENTIONED WILL INCLUDE ALSO THE SPECIAL EDUCATION AND BILINGUAL EDUCATION TEAMS. AND WE'RE GOING TO HAVE THREE MEETINGS THAT WILL START IN MARCH AND THE PROCESS WILL BE THE SAME FOR BOTH ACADEMIC PROGRAMS AND CAREER AND TECHNICAL EDUCATION.

THE CAREER AND TECHNICAL EDUCATION GROUP IS GOING TO KICK OFF FIRST.

YOU'LL SEE THAT THE FIRST DATE IS FEBRUARY 8TH, SO THAT WILL START VERY QUICKLY.

AND WHAT WE'RE GOING TO DO IS HAVE TABLE FACILITATORS IN EACH OF THOSE WORK GROUPS THAT'S GOING TO LEAD EACH OF THOSE CONVERSATIONS. AND MOST IMPORTANTLY, WHAT THEY'RE GOING TO DO IS THEY'RE GOING TO STUDY THE CURATION PIECES THAT YOU HELPED CREATE.

SO WE'RE GOING TO TAKE YOUR WORK AND THEN PULL THAT COMPLETELY THROUGH THIS PROCESS SO THAT YOU ACTUALLY STARTED THE CONVERSATION.

SOME WORK WILL BE DONE, SOME MORE INPUT WILL BE GARNISHED, AND THEN IT'LL COME RIGHT BACK TO YOU AS WELL WITH THE RECOMMENDATION.

MEETING TWO WILL BE FEBRUARY 16TH FOR CAREER AND TECHNICAL EDUCATION AND MEETING THREE WILL BE MARCH 2ND WHERE WE WILL AS A WHOLE GROUP THEN WITH THOSE WORK TEAMS, EVALUATE ALL OF THE CONSIDERATIONS THAT HAVE BEEN PUT FORTH AND THEN FORMALIZE A RECOMMENDATION THAT WILL THEN CONTINUE TO GET INPUT.

AND I THINK MS. WILSON IS GOING TO TALK MORE ABOUT THAT.

THAT SAME PROCESS WILL BE COVERED IN THE ACADEMIC PROGRAMS, BUT WE WILL KICK THAT OFF IN MARCH.

AND YOU SEE THE THREE DATES THERE AS WELL, MARCH 16TH, MARCH 23RD AND MARCH 29TH.

SO WE'LL BE MOVING QUICKLY WEEK TO WEEK TO GATHER THE INPUT AND THEN GET THE NEXT SET OF QUESTIONS AND THE NEXT LAYER, I LIKE TO SAY, OF DECISIONS THAT NEED TO BE CONSIDERED AS WE CREATE WHAT THOSE RECOMMENDATIONS MIGHT BE.

AND THEN INSTRUCTIONAL TECHNOLOGY WILL KICK OFF IN APRIL.

SO WE'LL BE VERY BUSY FOR THE NEXT THREE MONTHS.

AND UNLESS YOU HAVE QUESTIONS FOR ROSS OR ME, I'LL TURN IT BACK OVER TO MS. WILSON. HOW BIG ARE THE WORKGROUPS GOING TO BE AND WHO'S GOING TO BE A MEMBER OF THAT? SO I HAVE SEEN A DRAFT, BUT WE HAVE NOT MET YET TO FINALIZE THAT.

[00:15:04]

BUT IT'S LOOKING TO ME LIKE THE NUMBERS ARE AROUND 40 TO 55.

THEY'LL BE COMPOSED OF A VARIETY OF LIKE COMMUNITY AND STAFF.

AND HOW DOES THAT WORK? YES, MA'AM. WHAT WE'VE TALKED ABOUT IS WE'VE GOT TO HAVE PEOPLE WITH EXPERTISE IN THESE AREAS.

WHEN WE THINK ABOUT LIKE SPECIAL EDUCATION AS AN EXAMPLE, WE'VE GOT TO MAKE SURE THAT WE'VE GOT STAFF THAT UNDERSTANDS WHAT YOUR PROGRAMS ARE, WHAT THEY'RE NOT, HOW THE VISION OF WHAT SPECIAL EDUCATION NEEDS TO BE FOR PLANO ISD AND HOW WE CAN THEN MAKE A RECOMMENDATION BASED ON YOUR ENROLLMENT NUMBERS AND THEN ULTIMATELY HOW THAT'S GOING TO CONNECT TO THE RIGHT FACILITY.

OK. ANY OTHER QUESTIONS OR ARE WE READY TO MOVE THROUGH? ALL RIGHT. I WANTED TO AND I MAY BE ABLE TO ANSWER A LITTLE BIT MORE, NANCY, AS WE LOOK THROUGH THIS.

WE WANTED YOU TO SEE THAT FROM OUR PERSPECTIVE, THIS PHASE TWO, THIS VISIONING PIECE REALLY INVOLVES THREE DIFFERENT THINGS GOING ON. THE FIRST ARE THE WORKGROUPS THAT DALANE AND ROSS HAVE DESCRIBED THAT WILL INCLUDE EXPERTS IN THE AREA IN TERMS OF GIVING US INPUT.

SO FOR EXAMPLE, IN THAT CAREER AND TECHNICAL EDUCATION, WE'RE DRAWING ON BUSINESS PARTNERS, CITY LEADERS, ALL KINDS OF FOLKS TO GET AROUND THE TABLE TO TALK ABOUT FUTURE WORK NEEDS AND THOSE TYPES OF THINGS.

SO THOSE GROUPS WILL BE EXPERTS IN THE AREA TRYING TO GET A SET OF RECOMMENDATIONS.

AT THE SAME TIME, ALONGSIDE ROSS AND JOHNNY WILL BE WORKING WITH ANOTHER SET OF GROUPS WHO WILL BE TAKING WHAT THEY'RE HEARING FROM THE PHASE 2A FOLKS AND TALKING ABOUT FACILITIES AND THE TYPES OF THINGS THAT MAY BE NEEDED AND TRYING TO PUT ALL OF THAT TOGETHER.

AND THEN A REALLY IMPORTANT PIECE IN PHASE 2 IS AN OPPORTUNITY FOR US TO HEAR FROM THE COMMUNITY, TO HEAR THE TYPES OF THINGS THEY WANT TO SEE, THE VISIONS, THE HOPES AND DREAMS THEY HAVE FOR THEIR KIDS AND THE OPPORTUNITIES THAT THEY WANT TO SEE.

AND SO WE ARE HOSTING SIX COMMUNITY MEETINGS TO GIVE FOLKS AN OPPORTUNITY TO COME IN.

WE'LL HAVE A LITTLE ACTIVITY WHERE THEY CAN SHARE WITH US THE TYPES OF THINGS THAT THEY WANT TO SEE SPECIFICALLY TIED TO THESE ROADMAP TOPICS.

AND WE'LL HAVE SOME HOPEFULLY TRUSTEE REPRESENTATIVES AT EACH OF THOSE.

AND OF COURSE, DISTRICT LEADERS WILL BE THERE AND WE WILL PULL ALL OF THAT FEEDBACK TO SHARE NOT ONLY WITH THE WORKING GROUPS AS THEY'RE WORKING THROUGH, BUT CERTAINLY ALSO TO INFORM THE BOARD AS WE COME TO THE FINAL RECOMMENDATIONS.

I JUST WANT TO ADD ONE LITTLE PIECE TO THAT.

SO IF YOU WERE TO LOOK AT THIS PARTICULAR SLIDE, IT'S ALMOST LIKE BOOKENDS.

AND SO WE HAVE BOTH OF THE FOCUS GROUPS AND THE COMMUNITY INPUT THAT'S COMING EXTERNAL THE 2B, THE OPERATIONAL VISIONING THAT IS THAT IS THE BOARD OF TRUSTEES AND LEADERSHIP WORKING TOGETHER.

SO IT'S THE INPUT THAT'S COMING IN TOWARDS WHERE DOES IT GO, WHERE DOES IT NEED TO BE.

AND SO IT'S THEY WILL OVERLAP.

SO WE'LL HAVE THESE MEETINGS GOING ON.

BUT THERE WILL ALSO NEED TO BE SOME OTHER MEETINGS THAT WILL INCLUDE, YOU KNOW, PERHAPS OUR OUR LEADERSHIP TEAM.

AND SO WE'LL BE BRINGING THAT BACK TO THE BOARD AS WELL, OR IT WILL BE A PART OF SOME OF OUR DISCUSSIONS HERE.

SO LET ME JUMP IN AND JUST SAY THIS, THAT I CAN SEE TRUSTEES ARE ALREADY THINKING PROBABLY WHERE DO I GET TO JUMP IN ON THESE COMMITTEES? SO WE'LL TALK ABOUT THAT AFTER LISA DOES OR WE'LL TALK ABOUT SCHEDULING AND HOW WE'RE GOING TO SCHEDULE AND THINGS LIKE THAT.

SO THERE WILL BE OPPORTUNITIES FOR US TO TO JOIN THIS CONVERSATION.

AND ONE QUESTION ACTUALLY, SINCE I'M SPEAKING THE 2A MEETINGS, ARE THEY GOING TO BE OPEN TO THE PUBLIC? THOSE ARE BY INVITATION.

RIGHT. SO.

BUT COULD SOMEBODY FROM THE PUBLIC? WE CAN TALK ABOUT THIS OFFLINE, I GUESS.

BUT, I MEAN, I WOULD THINK IF WE COULD HAVE THEM TO WHERE PEOPLE IF THEY WANTED TO COME AND SIT AND OBSERVE AND NOT BE A PARTICIPANT, BUT JUST WATCH THAT THEY COULD DO SO.

PERHAPS. I THINK WE'RE PLANNING ON HAVING SOME OF THOSE OR AT THE ACADEMY.

SO THERE IS I MEAN, IT'S A LITTLE BIT OF A SPACE.

YEAH. SO THERE'S THAT.

THAT'S WHY WE HAVE THE COMMUNITY, SO THAT COMMUNITY MEMBERS COME AND HAVE THE OPPORTUNITY.

THERE WILL BE SIX DIFFERENT DATES.

THE FOCUS GROUPS FOR CTE AND ACADEMIC PROGRAMING, WE'RE REALLY DRAWING AND LEANING ON OUR EXPERTS IN THE FIELD.

SO WE WILL HAVE FOLKS FROM OUR COLLEGES AND UNIVERSITIES, FROM THE CITY, FROM OUR INDUSTRY.

AND SO THOSE WILL BE BY INVITATION.

AND WE'RE GATHERING A LIST OF OF THOSE FOLKS RIGHT NOW.

[00:20:01]

ONE IS INPUT.

AND SO THE WORKING GROUPS ARE DOING THEIR WORK AND THEN THE COMMUNITY IS SORT OF BLINDLY PROVIDING INPUT OF THESE COMMUNITY MEETINGS.

A SECOND WOULD BE FEEDBACK, RIGHT.

WHERE THEY'RE LIKE WE DID WITH THE BOND, WHERE THAT WAS AN EDUCATION AND A FEEDBACK AFTER THE PROGRAM, THE BOND PROGRAM HAD BEEN SET RIGHT, AND SO BECAUSE THE COMMUNITY MEETINGS RUN CONCURRENT WITH THE WORK.

THE COMMUNITY MEETINGS AREN'T REALLY GIVING THE SAME OPPORTUNITY FOR FEEDBACK.

SO THIS IS VISIONING.

AND SO THOSE ARE SOME OF THE QUESTIONS.

AND WE DON'T HAVE THEM RIGHT IN FRONT OF US, BUT IT'S ABOUT WHAT IS IT THAT YOU HOPE AND DREAM? WHAT HAS BEEN YOUR EXPERIENCE? AND SO IT'S DRAWING ON, GATHERING THAT TYPE OF INPUT SO THAT THAT CAN BE CONSIDERED AS WE'RE FOR EXAMPLE, IF WE'RE TALKING ABOUT MIDDLE SCHOOL IB. PERHAPS THERE ARE SOME EXPERIENCES AND INPUT THAT WE CAN GATHER FROM ELEMENTARY PARENTS AND FAMILIES THAT HAVE BEEN AT HUFFMAN AND PART OF OR AT THE HIGH SCHOOL LEVEL.

SO IT'S INPUT FROM A VISIONING STANDPOINT.

THIS MAY NOT BE THE ONLY TIME.

THERE MAY BE A WHOLE OTHER SERIES ALONG THE WAY THAT WE MAY ASK FOR SOME FEEDBACK AND MAYBE THE FEEDBACK THING MAY COME IN THE FORM OF A SURVEY, BUT THIS IS AROUND VISIONING GATHERING INPUT FROM WHAT EXPERIENCES HAVE BEEN.

WHAT ARE AREAS PERHAPS THAT WE NEED TO FOCUS THAT WE HAVEN'T THOUGHT OF? SO.

SO I CAN BETTER UNDERSTAND THE VISIONING PROCESS AND WHAT WE'RE GOING TO GET OUT OF THAT AND RECEIVE.

WHAT'S THE PHASE THREE? PHASE THREE WILL BE WHEN WE HAVE ALL OF THE INPUT FROM BOTH THE ACTUALLY COMMUNITY AND STAFF AND THESE EXPERT GROUPS, BECAUSE WE ARE ALSO GOING TO HAVE A CONCURRENT OPPORTUNITY TO HEAR FROM FROM OUR STAFF AS WELL SO THAT IT'S NOT NECESSARILY ON THIS SLIDE, BUT WE'RE DOING THOSE AS WELL.

AND WE WILL BRING ALL OF THAT TO YOU AS A BOARD TO DECIDE, OKAY, THIS IS WHAT WE'VE HEARD.

THIS IS WHAT THE COMMUNITY SAID.

THIS IS WHAT THE EXPERT GROUPS HAVE SAID.

SO OUR STAFF HAVE SAID, NOW WHERE DO WE WANT TO GO? AND AT THAT POINT, PHASE THREE BECOMES ACTION PLANNING AND REALLY SETTING.

THIS IS NOW WHERE WE WANT YOU TO GO.

THIS IS WHAT WE WANT YOU TO DO.

AND THEN WE'LL GET WE'LL GO TO WORK TO SET SOME ACTION PLANS IN PLACE THAT WILL MAKE THAT HAPPEN.

SO PHASE THREE IS GOING TO BE VERY HEAVY ON TRUSTEE PARTICIPATION.

YES. IF TRUSTEES MAYBE WANT MORE FEEDBACK ON SOMETHING, WE'LL HAVE THAT OPPORTUNITY TO EXPRESS THAT.

YEAH. LET ME JUMP AHEAD AND LAY OUT WHAT WHERE WE FIT INTO THIS ROLE.

AND THEN LISA CAN CAN KIND OF WRAP UP.

AND LAUREN, I THINK THIS WILL TALK TO YOUR POINT AS WELL.

SO AT THE END OF EACH OF THE PHASE 2A GROUP SESSIONS, THERE'LL BE THREE OF THOSE.

WE'RE GOING TO HAVE A SUMMARY DELIVERED TO THE BOARD IN AN OPEN MEETING.

WE'LL HAVE AN OPPORTUNITY AT THAT TIME TO TALK ABOUT THE FINDINGS AND CTE FINDINGS IN THE ACADEMIC PROGRAMING ON THE ACADEMIC VISIONING AND IN THE INSTRUCTIONAL TECHNOLOGY AT THE END OF EACH OF THOSE.

THEN AT THE END OF ALL OF IT, WE'LL HAVE ONE CONSOLIDATION.

AND SO THE SUMMARY MEETINGS WILL BE OUR OPPORTUNITY TO PROVIDE INPUT ON THE INDIVIDUAL ITEMS. THE OVERALL KIND OF END PHASE 3 SUMMARY WILL BE OUR OPPORTUNITY TO HAVE INPUT ON THE GLOBAL PICTURE AS ALL OF THESE THINGS FIT IN TOGETHER.

ALL ALONG THE PROCESS WE'LL HAVE THE COMMUNITY INPUT MEETINGS, PUBLIC MEETINGS, ALL ALONG THE PROCESS.

THE COMMUNITY WILL HAVE AN OPPORTUNITY TO COME SPEAK TO US DIRECTLY AT A BOARD MEETING OR TO REACH OUT TO TRUSTEES TO PROVIDE FEEDBACK TO THE EXTENT THEY HEAR THINGS.

AND SO I THINK WE DON'T HAVE THE DATES SET YET FOR WHEN THE SUMMARY MEETINGS WILL BE, BUT THAT WILL BE ON OUR AGENDA PLANNING FOR NEXT WEEK TO ESTABLISH THOSE DATES SO THAT WE CAN COME BACK AT THE NEXT MEETING AND TELL Y'ALL WHAT THE SCHEDULE LOOKS LIKE.

AND THEN AT THE END OF ALL THIS, WE'RE GOING TO TALK ABOUT WHERE DO THE TRUSTEES, HOW CAN YOU GET INTO THESE COMMUNITY MEETINGS AND HOW CAN YOU GET INTO THESE VISIONING MEETINGS IN 2A AS WELL.

AND JUST TO ADD OR TO BUILD ON THE PHASE THREE, AND THAT'S WHEN WE'LL PUT TOGETHER OUR NEW GOALS FOR PILLAR ONE AND PILLAR TWO, PILLAR THREE. THAT'S WHEN JOHNNY'S TEAM THEY'LL CREATE.

AND LAUREN DON'T THEY WILL HAVE THEIR GANTT CHART [LAUGHTER] WITH A SCHEDULE OF YOU KNOW HERE'S WHEN THIS PARTICULAR WORK THAT WAS IN THE BOND WILL BE SCALED OUT OVER THE NEXT SEVERAL YEARS HERE THE GOALS FOR EACH OF THE PILLARS AND THEN EVERY YEAR THE PLAN OF WORK WILL BE DEVELOPED FROM THOSE I GUESS, PERFORMANCE OBJECTIVES THAT ARE SET FOR EACH OF THOSE.

[00:25:04]

WHAT'S EXCITING ABOUT THIS PROCESS AT THE VISIONING LEVEL IS WE DON'T KNOW WHAT WE'RE GOING TO HEAR.

WE DON'T KNOW WHAT PEOPLE ARE THINKING FOR THE NEXT 5 TO 10 YEARS.

SO WE'RE TRYING TO OPEN IT UP NOT ONLY TO LISTEN TO THE EXPERTS, BUT CERTAINLY TO LISTEN TO OUR COMMUNITY, BECAUSE THERE ARE A LOT OF OTHER EXPERTS OUT THERE AS WELL, AND THEY KNOW WHAT THEY WANT FOR THEIR CHILDREN.

SO HAVING THE OPPORTUNITY TO REALLY HEAR AND LISTEN AND SEE WHAT'S GOING ON.

I GUESS WE COULD JUST BRING YOU A PLAN, BUT WE'VE GOT TO MAKE SURE WE'RE LISTENING AND HEARING WHAT WHAT OUR FOLKS ARE WANTING FOR OUR STUDENTS.

SO IT'S A GREAT OPPORTUNITY FOR US TO LISTEN AND LEARN.

AND I KNOW DAVID'S GOING TO TELL YOU HOW YOU'RE GOING TO BE INVOLVED, BUT I WILL TELL YOU THAT WE HAVE THE DATES SET FOR COMMUNITY INPUT.

AND WE HAVE PROVIDED BECAUSE IT WAS LATE BREAKING THIS AFTERNOON, I WAS FINALLY ABLE TO GET THE ASSIGNMENTS MADE BY CAMPUS.

SO YOU WILL NOTICE AT YOUR SPACE, I HAVE THE SAME DATES AND I [INAUDIBLE].

WE'RE USING THE HIGH SCHOOL, SO WE WILL HAVE SIX DIFFERENT SPACES ACROSS THE DISTRICT AND YOUR DATES ARE SITTING THERE IN FRONT OF YOU.

SO WE'LL START SATURDAY, FEBRUARY 4TH, AND SOMEBODY IS GOING TO HAVE TO REMIND ME WHAT THE FIRST ONE IS, BECAUSE I DON'T EVEN REMEMBER.

ANYONE FROM ACROSS THE DISTRICT, YOU DON'T HAVE TO BE WITHIN THAT SPACE.

IF THAT DATE WORKS OUT FOR YOU AND YOU WANT TO COME ON OVER TO JASPER, THAT WE WILL LOVE TO HEAR FROM WHOEVER WANTS TO COME AND JOIN US.

SO LOTS OF OPPORTUNITIES TO HEAR FROM OUR COMMUNITY AND SEE WHAT THEY THINK RELATED TO THE TOPICS THAT WE HAVE.

JUST ONE MORE GRAPHIC WITH HOW THIS ALL WORKS.

JUST SHOWING YOU THAT WE'RE GATHERING INFORMATION ACROSS THE BOARD, NOT ONLY ABOUT THE SPECIFIC TOPICS AND TRYING TO HEAR FROM FOLKS WHO HAVE KIND OF BEEN DOING RESEARCH ON THOSE AREAS, BUT ALSO FROM OUR COMMUNITY AND HEARING FROM OUR OPERATIONS GROUPS.

AND ALL OF THAT WILL COME TOGETHER TO BEGIN TO MAKE RECOMMENDATIONS AND HEAR FROM YOU AS A BOARD.

WHERE DO YOU WANT TO SEE US TAKE THE DISTRICT IN THE NEXT 5 TO 10 YEARS SO THAT WE CAN GO BACK TO WORK AND PLAN TO HIT THE GOALS THAT YOU'VE SET FOR US? SO THAT'S WHAT THAT LOOKS LIKE.

AND DAVID, DO YOU WANT ME TO TALK ABOUT OR DO YOU WANT TO TALK ABOUT HOW TRUSTEES CAN GET INVOLVED? YEAH, LET ME JUMP IN AND JUST THROW SOME THINGS OUT FOR THE TRUSTEES SO WE CAN HAVE UP TO THREE TRUSTEES AT ANY OF THESE MEETINGS.

WE CAN'T GO MORE THAN THAT OR WE VIOLATE OPEN MEETINGS ACT, AND SO WE'RE GOING TO COORDINATE THROUGH SHARON.

YOU'LL HAVE THE OPPORTUNITY TO GO TO ALL OR ANY OF THESE MEETINGS.

NOW, I WOULD ASK TRUSTEES, I KNOW IT'S GOING TO BE VERY DIFFICULT FOR THIS GROUP OF SEVEN, BUT I'M GOING TO ASK YOU ALL, WE ARE NOT PARTICIPANTS IN THOSE CONVERSATIONS.

OUR OPPORTUNITY TO BE PARTICIPANTS WILL BE AT A LATER TIME.

WE HAVE OUR EXPERTS WHO ARE GOING TO BE DOING THOSE MEETINGS, THOSE THAT VISIONING WORK.

AND SO YOU'RE WELCOME TO ATTEND THOSE MEETINGS UP TO THREE.

AS I UNDERSTAND IT, THE MEETINGS BUILD UPON ONE ANOTHER.

SO IT'S YOU KNOW, IF YOU WANT TO PICK A GROUP, IF YOU'RE INTERESTED IN CTE AND YOU WANT TO GO TO ALL THREE OF THOSE, GREAT.

IF YOU WANT TO GO TO JUST THE LAST ONE, WHATEVER YOU WANT TO DO, THEY WILL BE OPEN FOR US.

UP TO THREE FIRST COME, FIRST SERVE, UNLESS SOMEBODY IS JUST DOMINATING THE SIGN UP SHEET.

AND THEN WE MIGHT HAVE TO MAKE SOME EXECUTIVE DECISIONS TO LET OTHER PEOPLE IN AS WELL.

SECONDLY, COMMUNITY INPUT MEETINGS.

AS LISA MENTIONED, WE'RE HAVING SIX OF THOSE, ONE IN EVERY PART OF TOWN WITH THE SIX HIGH SCHOOLS.

THAT WAS IMPORTANT TO US THAT WE HAVE THOSE OPPORTUNITIES.

I'M GOING TO ASK THAT AGAIN WE CAN HAVE UP TO THREE TRUSTEES, BUT I THINK IT'S IMPORTANT FOR US, THE TRUSTEES, TO HAVE A PRESENCE AT THESE COMMUNITY INPUTS.

AND SO I'M GOING TO ASK THAT WE ALL AT LEAST HAVE ONE TRUSTEE AT EACH OF THESE.

FEBRUARY 4TH BEING A SATURDAY.

I'LL BITE THE BULLET ON THAT ONE AND TAKE THAT ONE, UNLESS ANYBODY ELSE ALSO WOULD LIKE TO.

BUT AGAIN, WE CAN HAVE UP TO THREE THERE.

AND YOU'RE MORE THAN WELCOME TO ATTEND MORE THAN THAT.

NOW, LET ME PAUSE AND SAY THAT THIS WAS SOMETHING THAT WAS NOT NECESSARY, AT LEAST SOMETHING THAT CAME AS A RECOMMENDATION.

THIS WAS SOMETHING ORGANICALLY THAT GREW IN OUR CONVERSATIONS ON HOW TO DO THIS.

AND WE WANTED TO HAVE THESE COMMUNITY INPUT MEETINGS.

AND I'M GOING TO THROW A CAUTIONARY TALE OUT THERE TO THE PLANO ISD COMMUNITY, 10, 12 YEARS AGO, WHEN DOUG OTTO RETIRED AND WE WERE TRYING TO FIND A NEW SUPERINTENDENT, WE THOUGHT IT'S VERY IMPORTANT THAT WE HEAR FROM THE COMMUNITY SO THAT TO HEAR WHAT DO YOU WANT TO SEE IN THE ATTRIBUTES OF A SUPERINTENDENT? SO WE HAD AT PLANO SENIOR AN OPEN SESSION FOR ANYBODY IN PLANO ISD 300,000 CITIZENS IN THIS COMMUNITY TO COME AND TELL THE BOARD OF TRUSTEES WHAT THEY WANTED IN A SUPERINTENDENT.

AND WE HAD ONE PERSON SHOW UP.

AND SO I'M IMPLORING THE COMMUNITY, IF YOU WANT TO BE A PART OF THIS PROCESS, YOU'VE GOT SIX OPPORTUNITIES HERE WHERE THERE WILL BE TRUSTEES PRESENT WHO LISTEN TO YOU.

[00:30:08]

IF YOU DON'T WANT TO GO TO SPEAK PUBLICLY SEND US AN EMAIL OR SOMETHING.

BUT THERE ARE OPPORTUNITIES HERE AND IT'S IMPORTANT FOR US TO HAVE OUR COMMUNITY PROVIDE THOSE INPUT.

AND AS WE DISCUSSED, THERE WILL BE OTHER OPPORTUNITIES AS WELL.

SO THAT SAID, WE'RE GOING TO DO ALL SIGN UPS THROUGH SHARON.

I THINK I'VE SAID THAT THREE TIMES NOW, SO EVERYBODY SHOULD GET THAT.

LISA DID I MISS ANYTHING? NO, I JUST I WANT TO POINT OUT THAT WE WILL OBVIOUSLY DO OUR VERY BEST TO CAPTURE WHAT WE'RE HEARING AT EVERY STEP OF THE WAY.

BUT I THINK AND I KNOW IT'S A LOT TO ASK BECAUSE THERE ARE A LOT OF MEETINGS ON THE TABLE, BUT THE MORE WE CAN HAVE TRUSTEES THERE TO HEAR WHAT PEOPLE ARE SAYING AND GET THE FULL CONTEXT OF IT, I THINK THAT'S EVEN RICHER THAN A SUMMARY.

AND AGAIN, WE'LL DO OUR VERY BEST.

BUT I THINK IT'S IMPORTANT ANY OPPORTUNITIES YOU HAVE TO HEAR WHAT OUR COMMUNITY IS SAYING AND WHAT YOU'RE HEARING FROM IT.

I JUST THINK IT'S REALLY A GREAT OPPORTUNITY.

SO THANK YOU IN ADVANCE FOR BEING ABLE TO DO THAT.

SO I WAS GOING TO SAY, I WAS GOING TO CLARIFY BECAUSE YOU SAID THAT THESE MEETINGS, THE VISIONING WORK GROUP MEETINGS, BUILD UPON EACH OTHER.

RIGHT. I JUST WANTED TO MAKE SURE IF ANYBODY'S WATCHING AND THEY WANT TO COME TO A COMMUNITY INPUT MEETING THOSE DO NOT BUILD UPON EACH OTHER.

THOSE ARE ORGANIC FOR THAT TIME, AND IT FITS WHATEVER SCHEDULE THE COMMUNITY MEMBER WANTS TO GO TO.

THEY'RE GOING TO HAVE THE SAME OPPORTUNITIES THERE.

NOTHING'S DIFFERENT, RIGHT? CORRECT. AND THE OTHER THING IS, I WOULD I SEE THAT LESLIE IS OUT IN THE AUDIENCE.

I'M HOPING THAT WE GET A DESCRIPTION OUT THERE.

I KNOW YOU'RE PROBABLY GOING TO ALREADY HAVE A COMMUNICATION PLAN AND PUT IT IN THE FAMILY UPDATE AND THAT SORT OF THING.

BUT I JUST I DON'T WANT JUST ONE PERSON IN THE COMMUNITY COMING.

I REALLY WANT TO HEAR FROM OUR COMMUNITY.

AND WE DID THIS A NUMBER OF YEARS BACK WHEN WE DID ACADEMY VISIONING.

WE HAD GREAT PARTICIPATION.

SO I'M HOPEFUL THAT WE WILL HAVE GOOD COMMUNITY PARTICIPATION.

BUT I THINK WE'VE GOT TO MAKE SURE WE GET THE WORD OUT.

AND I HAVE FULL FAITH IN YOU GUYS.

I'D LIKE TO TRY TO GIVE A CHALLENGE TO US AS TO HELP GET THE WORD OUT THROUGH OUR SOCIAL MEDIA CHANNELS AS WELL.

I KNOW IS LESLIE, IF YOU HAVE IT ON SOCIAL MEDIA, IF YOU'LL JUST LET US KNOW OR GIVE US THE LINK SO IT CAN BE AN EASY SHARE.

BUT I THINK THAT WOULD BE REALLY IMPORTANT FOR US AS A TEAM SO THAT THEY CAN ALL SEE ALL OF US REALLY COMMITTED TO THIS AND WANTED TO REALLY ASKING FOR THIS OPPORTUNITY FOR PEOPLE TO SHARE THEIR INPUT. I HAD A QUICK QUESTION ABOUT THE WORKING GROUPS.

SO THOSE ARE GOING TO BE OUR EXPERTS, I GUESS, WITH THOSE GROUPS OF EXPERTS THAT ARE LEADING THE WORKING GROUPS.

THERE'S GOING TO BE COMMUNITY MEMBERS AS WELL OR ARE THESE JUST EXPERTS? TO BE REALLY HONEST WITH YOU, THERE ARE MORE COMMUNITY MEMBERS ON THE CTE PIECE THAN THERE ARE.

WE'RE TRYING TO GET ADVANCED ACADEMIC SPECIAL ED, MULTILINGUAL, ALL WRAPPED INTO ONE LARGE GROUP.

SO TO GET PLENTY OF EXPERTISE IN THE FIELD, THOSE DON'T HAVE AS MANY.

BUT WE'LL HAVE PLENTY OF QUESTIONS FOR OUR COMMUNITY AROUND THOSE ACADEMIC PROGRAMS. I KNOW ONE OF THE THINGS YOU MIGHT HAVE NOTICED AS YOU'RE IN THE CURATION PHASE, WE TALKED SPECIFICALLY ABOUT SPECIAL ED, WE TALKED SPECIFICALLY ABOUT MULTILINGUAL, ADVANCED ACADEMICS WE ADDED BECAUSE OF THE INPUT FROM THE TABLES, TALKING ABOUT SOME OF THOSE PIECES.

SO THAT WAS A DIRECT RESULT OF THAT.

SO THIS IS GOING TO BE VERY DIFFERENT FROM THE STRATEGIC PLAN OR THE WAY THAT WE DID THE STRATEGIC PLAN BEFORE I WAS ON THE BOARD? OK. SO THE IMPORTANCE OF THE COMMUNITY SESSIONS CAN'T BE OVERSTATED BECAUSE THAT'S GOING TO BE WHERE MAJORITY OF THE COMMUNITY INPUT COMES TO OR COMES TO US.

AND TRUELY THE TOTAL NUMBER OF VOICES THAT WILL HAVE AT THE TABLE, I MEAN, IT IS PROBABLY SIX TIMES MORE.

I MEAN, IF THOSE ARE WELL ATTENDED VERSUS JUST HAVING ONE STATIC COMMITTEE, OF 55 OR 75 OR WHATEVER MEMBERS, I DON'T REMEMBER THE EXACT NUMBER.

SOMEWHERE BETWEEN 50 AND 75, WE'LL HAVE 40 TO 55 OF EXPERTS ON THIS SIDE.

BUT THE COMMUNITY INPUT, WE MAY HAVE 100 AT EACH, WHICH WOULD BE GREAT.

YOU KNOW ONE THING TO CONSIDER TOO, WE DON'T KNOW, BUT DEPENDING ON HOW THIS EVOLVES OVER TIME, THERE MAY BE AN OPPORTUNITY TO SURVEY PARENTS LATER ON IF THAT IS NEEDED.

SO. ALL RIGHT.

ANY OTHER QUESTIONS, COMMENTS, COMPLAINTS, QUERIES, CONCERNS? ALL RIGHT. THANKS, Y'ALL.

THANK YOU. OK

[00:35:08]

AND JED, I BELIEVE YOU'RE GOING TO INTRODUCE US.

YES. AS YOU KNOW, IN THE POST-COVID WORLD, RECRUITMENT AND FINDING TALENTED INSTRUCTORS AND SUPPORT STAFF HAS BEEN EXTREMELY CHALLENGING, NOT ONLY IN PISD BUT ACROSS THE STATE OF TEXAS AND ACROSS THE UNITED STATES.

AND SO I THREW OUT TO AN EXTREMELY TALENTED HR STAFF.

LET'S LOOK AT SOME ALTERNATIVES TO WHAT WE'VE BEEN DOING WHERE WE FIND OUR CANDIDATES.

AND OVER THE LAST SEVERAL YEARS, MORE THAN 50% OF THE CERTIFIED TEACHERS PRODUCED IN THE STATE OF TEXAS HAVE COME FROM ALTERNATIVE PATHWAYS BEYOND YOUR TRADITIONAL COLLEGE COURSES. AND SO I THREW IT OUT THERE.

I GOT OUT OF THE WAY.

AND YOU'RE GOING TO SEE THE RESULTS OF THAT TONIGHT.

YOU HAVE A NARRATIVE THAT WAS PROVIDED IN YOUR PACKET SHOWING KIND OF WHAT WE'RE DOING NOW IN PISD AND ALSO AT A NUMBER OF DIFFERENT PROGRAMS OFFERED THROUGH DIFFERENT ALTERNATIVE CERTIFICATION GROUPS AND ALSO COLLEGES THAT WE INVESTIGATED, WE INTERVIEWED, WE TALKED WITH.

AND THE PRESENTATION TONIGHT KIND OF CENTERS ON ONE THAT WE THINK MEETS ALMOST EVERY POINT OF SUPPORT THAT WE WANT TO FOCUS ON IN PISD. SO I'M GOING TO TURN IT OVER TO OUR TWO LEADS HERE, AND THAT'S ANDREA HENDRICKSON, WHO IS OUR HUMAN RESOURCE COORDINATOR, AND SHERRI EPPLER, WHO IS OUR CERTIFICATION OFFICER AND IS ALSO INVOLVED IN RECRUITING AND RETENTION.

SO, LADIES, MOVE FORWARD.

WE JUST WANT TO THANK YOU SO MUCH FOR YOUR TIME TONIGHT.

WE'RE VERY EXCITED ABOUT THIS PROGRAM AND WHAT IT CAN DO.

SHOULD I MOVE OVER HERE? ALL RIGHT.

WE'RE VERY EXCITED. THERE WE GO.

WE'RE VERY EXCITED TO BE HERE AND PRESENT THIS TO YOU TONIGHT.

THERE'S LOTS OF GOOD INFORMATION ABOUT THINGS THAT WE CAN PRESENT TO THE DISTRICT THAT WE THINK IS REALLY GOING TO HELP WITH GETTING TEACHERS IN THE CLASSROOM.

ON THIS SLIDE. WE JUST WANTED TO PUT UP THE JUST TO START OUT THE SALARY.

AND JUST SO YOU KNOW, WHEN WE GET TO THE LATER SLIDES THAT DEAL WITH MONEY, WE'RE LOOKING AT ALL THE MONEY BASED ON THE COMP PLAN FROM THIS SCHOOL YEAR.

SO IF WE IMPLEMENT THIS NEXT SCHOOL YEAR, IT'LL THE NUMBERS WILL CHANGE A LITTLE BIT.

BUT AS YOU'LL SEE, IT'LL PROBABLY JUST GET BETTER.

LET'S GO TO THE NEXT SLIDE. AND AS HE SAID, WE INCLUDED IN THERE INFORMATION ABOUT WHAT WE'RE DOING NOW.

SO A LOT OF WHAT WE'VE DONE IS WHEN PEOPLE AREN'T CERTIFIED, WE TELL THEM TO GO OUT AND FIND A TEA APPROVED PROGRAM.

AND WHEN THEY HAVE THEIR STATEMENT OF ELIGIBILITY, THEN WE CAN HIRE THEM AS A TEACHER.

SO THEY JUST GO AND LOOK AT THE LIST OF ALL THE PROGRAMS, THEY CHOOSE THE ONE THAT THEY WANT TO.

AND WE DON'T HAVE A WHOLE LOT OF INPUT ON THE EXPERIENCE THAT THEY HAVE, OR WE'RE FILLING CLASSROOM WITH LONG TERM SUBS.

AND IT COULD BE A RETIRED TEACHER.

IT COULD BE SOMEONE WHO HAS NO EXPERIENCE AT ALL IN THE CLASSROOM.

BUT AGAIN, THEY'RE NOT GETTING A WHOLE LOT OF SUPPORT FROM PLANO.

WE DON'T HAVE A WHOLE LOT OF CONTROL OVER THE EXPERIENCE THEY HAVE AS FAR AS LEARNING HOW TO BE IN THE CLASSROOM, LEARNING HOW TO BE WITH KIDS, LEARNING HOW TO BE A GOOD TEACHER.

AND THEN YOU HAVE INFORMATION ON LOTS OF PROGRAMS THAT WE DID RESEARCH.

THE LAST ONE THAT THEY WERE DOING IN FORNEY ISD IS THE ONE THAT WE GOT EXCITED ABOUT.

AND SO WE'RE GOING TO TALK TONIGHT ABOUT HOW WE TOOK THEIR PROGRAM AND THEN WHAT IT WILL LOOK LIKE HERE IN PLANO.

AS WE GET STARTED WITH THIS CONVERSATION TONIGHT, WE WANTED TO PROVIDE YOU A BRIEF SNAPSHOT OF WHAT OUR VACANCIES LOOK LIKE.

THIS DATA IS OF JANUARY 4TH, WHICH IS EXACTLY 20 DAYS AGO, AND YOU CAN SEE THAT AT THAT TIME WE HAD 176 TEACHER VACANCIES.

AND THEN YOU CAN SEE THE SPLIT BETWEEN THOSE THAT ARE VACANT WITH NO SUB AND THOSE THAT ARE VACANT WITH A LONG TERM SUB IN PLACE.

AND THEN WE FURTHER BROKE THAT DOWN FOR YOU SO THAT YOU CAN SEE WHAT THE IMPACT IS ACROSS ALL OF OUR PROGRAMS TO BILINGUAL EDUCATION, TO SPECIAL EDUCATION IN OUR GENERAL EDUCATION CLASSROOMS, AND THEN IN WHAT I CALL THE DOUBLE HORNED UNICORN, THE BILINGUAL SPECIAL EDUCATION CLASSROOM.

OUR VACANCIES AS OF TODAY LOOK PRETTY IDENTICAL TO THAT.

WE ROSE BY ABOUT TEN TOTAL THIS SEMESTER TIME IS A TIME OF TRANSITION FOR A LOT OF OUR TEACHERS, THAT GAIN OF TEN REALLY LANDED PREDOMINANTLY IN THAT GENERAL EDUCATION CATEGORY.

SO THIS PROGRAM IS REALLY INTENDED TO OFFER A SOLUTION ACROSS ALL OF THESE AREAS.

AND WE HAVE REALLY FOCUSED OUR EFFORTS ON BILINGUAL EDUCATION, SPECIAL EDUCATION AND LOTE WITH THE CURRENT PROGRAMS THAT WE HAVE IN PLACE.

BUT AS YOU CAN SEE, WE HAVE CLASSROOMS IN EVERY TYPE OF ENVIRONMENT, IN EVERY TYPE OF GRADE LEVEL AND IN EVERY CLASSROOM THAT HAVE SOME NEEDS.

ALL RIGHT. SO WHEN WE LOOK AT THIS PROGRAM, IT'S WORKING WITH TEACHWORTHY AS AN ALTERNATIVE CERTIFICATION PROGRAM AND IWU.

AND SO TEACHWORTHY USED TO BE ACT SAN ANTONIO, WHICH IS AN ORGANIZATION THAT'S BEEN AROUND A LONG TIME, TEACHWORTHY IS A NEWER NAME AND WE STILL WORK WITH

[00:40:04]

THEY LOOKED IN TEXAS, BUT THEY ENDED UP WORKING WITH INDIANA WESLEYAN BECAUSE OF THE FLEXIBILITY.

INDIANA WESLEYAN, WHAT THEY WOULD DO FOR THE CANDIDATES.

AND WE'LL GET INTO A LOT OF THE DETAILS LATER, BUT IT'S JUST WHAT CREDITS THEY'LL ACCEPT AND MAINLY THE INFLUENCE THAT THE SCHOOL DISTRICT PARTNER GETS TO HAVE OVER THE EXPERIENCE THAT THE CANDIDATE HAS.

WE'RE NOT JUST TURNING OUR PEOPLE OVER TO TWO OTHER ORGANIZATIONS, BUT WE GET TO HAVE A LOT OF SAY IN WHAT HAPPENS THERE.

SO THESE ARE THE TRACKS THAT WE'RE LOOKING AT.

IF YOU LOOK AT THE ONE ON THE LEFT AND IT SAYS FOUNDATION TRACK, THIS IS WE'RE LOOKING AT ANYONE WE HAVE IN THE DISTRICT THAT'S A CLASSROOM ASSISTANT OR A SUBSTITUTE THAT HASN'T FINISHED THEIR COLLEGE DEGREE.

MAYBE THEY HAVE NO COLLEGE.

MAYBE THEY WENT FOR A YEAR AND A HALF, BUT THEY HAVEN'T FINISHED THEIR DEGREE.

BUT THEY REALLY WANT TO BE A TEACHER.

SO THIS IS REALLY WHAT THIS WHOLE PROGRAM IS FOR.

IT'S TO HELP THEM GET THEIR COLLEGE DEGREE AND THEN TO BECOME A CERTIFIED TEACHER AND WORK IN PLANO.

AT THE BOTTOM THERE, IT SAYS LIMITED TO 50 CANDIDATES.

IT'S NOT REALLY SO MUCH LIMITED AS THAT'S WHAT WE LOOKED AT.

SO WE LOOK AT THE NUMBERS, WE LOOK AT IT BASED ON 50 PEOPLE.

BUT AS YOU'LL SEE, THE PROGRAM DOESN'T COST US MONEY.

SO AS WE ADD MORE PEOPLE, WE HAVE MORE MONEY FOR THE PROGRAM.

SO IF ONLY TEN PEOPLE WANTED TO DO IT THE FIRST YEAR, WE COULD DO THAT.

IF 70 PEOPLE WANTED TO SIGN UP THE FIRST YEAR AND WE COULD ACCOMMODATE THAT AS WELL.

AS WE BUILD THIS TRACK, PART OF THAT IS GOING TO BE THE TRAINING THAT WE'RE GOING TO PUT TOGETHER AS A DISTRICT WITH INDIANA WESLEYAN, AND IT'S GOING TO BE FOCUSED ON PLANO THINGS THAT WE WANT THEM TO KNOW ABOUT THE DISTRICT AND NOT JUST TEACHING.

SO ONCE THAT TRACK IS COMPLETELY BUILT OUT, THEN YOU CAN LOOK AT PEOPLE WHO ALREADY HAVE THEIR DEGREE, BUT THEY WANT TO GET A CERTIFICATE.

WELL, WE DON'T JUST SEND THEM OUT TO ANY RANDOM PROGRAM IF THEY GO TO TEACHWORTHY WE HAVE THIS PLANO TRAINING EMBEDDED IN IT, SO THEY'RE ALREADY GOING TO GET INFLUENCED BY WHAT WE WANT THEM TO EXPERIENCE WHILE THEY'RE GETTING THEIR CERTIFICATION.

AND THEN WE HIRE TEACHERS ON OUR DISTRICT OF INNOVATION WAIVER.

AND SOME OF THEM A LOT OF THOSE ARE CTE TEACHERS WHO ARE COMING TO TEACH BASED ON THEIR EXPERIENCE, AND THEY MAY NOT HAVE A LOT OF EXPERIENCE IN TEACHING.

SO WE CAN USE SOME OF THOSE COURSES THAT WE'RE GOING TO PUT TOGETHER SOME OF THAT PROFESSIONAL DEVELOPMENT TO ALSO SUPPORT THEM IN THE CLASSROOM.

AND JUST BECAUSE THEY'RE REALLY GREAT AT WHAT THEY'RE TEACHING, WE CAN HELP THEM BE A GREAT TEACHER AS WELL.

AND THOSE SAY UNLIMITED UNDERNEATH THERE BECAUSE THERE'S NO COST ASSOCIATED WITH IT.

SO HOWEVER MANY PEOPLE WANT TO DO THAT, THERE'S NO MONEY COMING OUT OF OUR BUDGET FOR THAT.

AND THEN THE LAST COLUMN IS FUTURE TEACHERS.

SO THAT'S OUR STUDENTS RIGHT NOW THAT MAYBE THEY WANT TO BE A TEACHER.

AND WE DO HAVE PROGRAMS RIGHT NOW IN THE DISTRICT, BUT THEY'RE MAINLY FOCUSED FOR PEOPLE THAT KNOW THEY WANT TO BE AN ELEMENTARY TEACHER.

SO WHAT IF YOU'RE REALLY EXCITED ABOUT HISTORY AND GOING TO BE A HISTORY TEACHER OR YOU DO FINE ARTS AND YOU'RE IN BAND RIGHT NOW, BUT YOU MIGHT WANT TO BE A BAND DIRECTOR OR YOU GOING TO BE A COACH, WELL, YOU'RE NOT REALLY DOING THAT IN HIGH SCHOOL, SO WE WANT TO CAPTURE THE PEOPLE ALREADY IN OUR CTE PROGRAM, BUT WE ALSO WANT THOSE KIDS TO KNOW WE HAVE THIS PROGRAM IN PLACE AND WHETHER YOU WANT TO DO AN ONLINE PROGRAM LIKE IWU FOR YOUR WHOLE COLLEGE EXPERIENCE, OR YOU WANT TO GO AWAY TO COLLEGE FOR A LITTLE WHILE, WE CAN GET YOU IN THE CLASSROOM THE FALL AFTER YOU GRADUATE, IF YOU WANT, AS A TEACHING ASSISTANT AND GET YOU ON A TRACK TO GET YOUR COLLEGE DEGREE AND BE A TEACHER.

SO WE WANT TO BUILD THAT OUT SO WE CAN RECRUIT THEM AND REACH THEM BEFORE THEY GO OFF TO COLLEGE AND THEN DON'T COME BACK TO US.

CAN I ASK YOU TO CLARIFY WHAT YOU SAID ABOUT SORT OF THESE ONES THAT ARE MARKED UNLIMITED CANDIDATES? THAT'S BECAUSE IT'S NOT EXTRA COSTS TO US.

RIGHT? RIGHT. AND SO THE LIMIT OF 50 CANDIDATES, ARE WE PUTTING THAT LIMIT ON BECAUSE OF OUR COST OR DOES THIS PROGRAM PUT THAT LIMIT ON? WE JUST PUT THAT LIMIT ON TO HAVE A WAY TO SET UP THE NEXT COUPLE OF SLIDES WHERE THERE'S MONEY? OKAY. SO IF WE ONLY HAD 50 PEOPLE, THIS IS HOW MUCH IT WOULD COST.

SO THAT'S AN ASSUMPTION, BUT IT'S MOVABLE.

YES. GREAT. ABSOLUTELY.

ONE MORE JUST QUICK QUESTION.

I SEE THAT IT SAYS FOR HIGH SCHOOL SENIORS, I THINK OF A HIGH SCHOOL SENIOR MAYBE NOT WANTING TO GO RIGHT BACK INTO THE CLASSROOM OF THEIR OWN DISTRICT.

IS THIS OPEN TO OTHER HIGH SCHOOLS, SENIORS IN OTHER DISTRICTS, OR IS THIS SPECIFICALLY FOR OUR PLANO HIGH SCHOOL STUDENTS? WE HAVEN'T ADDRESSED THAT QUESTION, BUT WE COULD CERTAINLY OPEN THIS UP TO ANYONE.

SO IF SOMEBODY GRADUATED AND THEY LIVED FURTHER NORTH OR FURTHER SOUTH, BUT THEY WANTED TO COME TO PLANO TO TEACH, ABSOLUTELY.

THEY CAN BE IN THE FOUNDATION TRACK AND THEY COULD COME WORK AS AN AIDE AND THEY COULD GET THEIR DEGREE AND THEN THEY COULD BE A TEACHER HERE.

ALL RIGHT. SO WE'RE GOING TO GET INTO THE ELIGIBILITY AND THE PROCESS AT THIS POINT.

SO WHO ARE OUR CANDIDATES? AND SHERRI ALREADY ALLUDED TO THIS, BUT WE REALLY WANT TO FOCUS IN ON OUR SUPPORT STAFF AND OUR CURRENT SUBSTITUTES.

THESE ARE PROFESSIONALS IN OUR DISTRICT, EMPLOYEES IN OUR DISTRICT THAT ARE ALREADY POURING INTO OUR KIDS, THAT ALREADY HAVE LOYALTY WITH US.

SO AS FAR AS QUALIFICATIONS THAT WE WOULD CONSIDER FOR THIS PROGRAM, THOSE CURRENT SUPPORT STAFF MEMBERS WHO HAVE COMPLETED AT LEAST ONE SEMESTER OF SERVICE WITH PLANO ISD OR A MINIMUM OF 70 DAYS, THAT 70 DAYS GIVES US FLEXIBILITY.

[00:45:01]

OUR CURRENT SUBSTITUTES, WE SET A GUIDELINE THAT THEY WOULD HAVE HAD TO HAVE WORKED AT LEAST 85 DAYS IN THE PREVIOUS TWO SEMESTERS.

AS HAS BEEN MENTIONED ALREADY, WE HAVE MANY SUBSTITUTES WHO ARE ACTING AS LONG TERM SUBSTITUTES.

THEY'VE BEEN IN THAT CLASSROOM SINCE DAY ONE, ACTING AS THE TEACHER.

SO WE WANT TO BE ABLE TO PROVIDE THEM AN OUTLET TO PURSUE THAT PASSION AND BECOME AN OFFICIAL TEACHER WITH CERTIFICATION.

IF THAT IS THEIR GOAL AND DESIRE.

WE SET THAT AT 85 DAYS THAT AVERAGES OUT TO ABOUT THREE DAYS A WEEK SUBBING.

IF YOU TAKE OUT SPECIALIZED WEEKS LIKE THE FIRST WEEK OF SCHOOL FINALS, WEEK AND WEEKS SUCH AS THAT, THAT WE HAVE LOWER RATES OF SUBSTITUTES IN THE CLASSROOM.

THIS WOULD BE FOR CANDIDATES WITH OR WITHOUT COLLEGE HOURS.

I'M GOING TO GET INTO THAT A LITTLE BIT IN IN THE NEXT SLIDE, I BELIEVE.

BUT THEY COULD COME IN WITH 0 HOURS OF EDUCATION ALL THE WAY UP TO ALMOST A DEGREE.

AND THERE'S A PLACE FOR THEM IN THIS PROGRAM.

AND OF COURSE, WE WANT OUR CURRENT PRINCIPALS WHO ARE WORKING WITH THESE STAFF MEMBERS WHO HAVE THESE SUBS ON THE CAMPUS TO RECOMMEND THEM AND TO BE WILLING TO HIRE THAT CANDIDATE ON THEIR CAMPUS OR RECOMMEND THAT CANDIDATE TO A CAMPUS THAT HAS AN OPENING THAT WOULD FIT THEM.

AS FAR AS ACCESS TO THE PROGRAM, CANDIDATES WOULD ATTEND AN INFORMATIONAL MEETING AND APPLY FOR PLACEMENT WITHIN THAT PROGRAM, AND THEN WE WOULD COMPLETE OUR SELECTION PROCESS. ONCE THEY'RE SELECTED, THEN THOSE CANDIDATES APPLY TO TEACHWORTHY IN IWU, WHO HAVE WAIVED ALL OF THEIR APPLICATION FEES FOR CANDIDATES THAT ARE PART OF THESE PROGRAMS. AND THEN IWU SETS OUT TO CREATE AN INDIVIDUALIZED DEGREE PLAN BASED ON THAT INDIVIDUAL PERSON'S EDUCATION BACKGROUND AND WHAT DEGREE PROGRAM THEY WISH TO PURSUE. SO IF THEY WANT TO BECOME A SCIENCE TEACHER, THEY'LL HELP THEM BUILD OUT A DEGREE PLAN THAT ENABLES THEM TO BE READY FOR A SCIENCE CLASSROOM.

OUR GOAL WOULD BE THAT WE WOULD BEGIN THIS PROGRAM IN JUNE OR JULY OF EVERY SUMMER, GET OUR CANDIDATES STARTED IN THE COHORT, AND THAT WE WOULD HAVE THE SELECTION MADE IN TIME FOR OUR PRINCIPALS TO RECEIVE A LIST OF POTENTIAL CANDIDATES IN JUNE, RIGHT IN THE PEAK OF HIRING SEASON SO THAT THEY KNOW THAT THESE INDIVIDUALS ARE CLASSROOM ELIGIBLE. THE PROGRAM DETAILS HERE.

AND I WON'T GO INTO GREAT DETAIL BECAUSE YOU CAN READ THIS, BUT THIS PATH TO CERTIFICATION CAN VARY ANYWHERE FROM ABOUT ONE YEAR TO TWO AND A HALF YEARS.

AND THAT REALLY IS LARGELY DEPENDENT ON HOW MANY COLLEGE CREDITS A CANDIDATE TRANSFERS IN WITH THEM.

IN ORDER TO COMPLETE THE PROGRAM, THEY HAVE TO HAVE 120 TOTAL CREDITS.

AND THAT IS GOING TO RESULT IN THEIR STATEMENT OF ELIGIBILITY THEIR SOE FROM THEIR ALTERNATE PROGRAM AND THEIR BACHELOR'S DEGREE.

AND YOU CAN SEE THE BREAKDOWN THERE OF THE TEACHWORTHY COURSEWORK, THE IWU COURSES, AND THEN ANY TRANSFER CREDITS THEY BRING IN WITH THEM, THEY CAN TRANSFER UP TO 50 COLLEGE CREDITS EITHER THAT THEY TAKE AT IWU OR THE COLLEGE OF THEIR CHOICE.

THE PISD CORE 30 THAT I SKIPPED FOR A MOMENT.

THAT'S THE PART THAT WE GET REALLY EXCITED ABOUT BECAUSE IWU WILL GIVE THESE CANDIDATES COLLEGE CREDIT FOR THE JOB EMBEDDED TRAINING THAT WE BUILD AND THAT WE PROVIDE TO THEM. SO WE'RE BUILDING THE EXPERIENCE FOR OUR TEACHERS TO BENEFIT OUR KIDS AND THEY RECEIVE COLLEGE CREDIT FOR THAT EXPERIENCE.

AS FAR AS THAT PISD CORE AUTHORITY WE WORKED WITH PROFESSIONAL LEARNING AND ACADEMIC SERVICES TO BUILD OUT THESE STRANDS.

SO WE TALK IN THAT LANGUAGE THAT JUST LIKE YOU WOULD TAKE COLLEGE COURSES, THESE ARE BUILT OUT TO PROVIDE A VARIETY OF EXPERIENCES TO THE PEOPLE IN THESE COHORTS. SO YOU CAN SEE BUILDING STRATEGIES FOR SUCCESS.

THAT'S YOUR PISD 101.

WHAT DO YOU NEED TO KNOW IN ORDER TO BE A SUCCESSFUL EMPLOYEE IN PLANO ISD CULTIVATING SAFE AND COLLABORATIVE LEARNING ENVIRONMENTS? HOW DO YOU CREATE THAT SAFE ENVIRONMENT IN YOUR CLASSROOM THAT'S WELCOMING AND INCLUSIVE TO ALL.

PROCESSING THE CURRICULUM AND IN DESIGNING INSTRUCTION, WE HAVE MODELS IN THE DISTRICT AND WE NEED TO TEACH OUR EMPLOYEES THAT WE HIRE HOW WE BUILD A VIABLE CURRICULUM FOR OUR STUDENTS, UTILIZING DATA AND ASSESSMENT SO THAT THEY CAN BUILD LEARNING THAT'S CUSTOMIZED FOR THEIR CHILDREN SO THAT EVERY CHILD CAN GROW, LEVERAGING DIGITAL LEARNING AND TEACHING TOOLS, HELPING OUR STUDENTS GROW TO BE DIGITAL CITIZENS BY MODELING THAT IN THE CLASSROOM, DESIGNING RESPONSIVE INSTRUCTION FOR SPECIAL POPULATIONS SO THAT WE CAN BE RESPONSIVE TO THE NEEDS OF EVERY STUDENT IN OUR CLASSROOM, WHETHER THEY BE SPECIAL EDUCATION, THEY HAVE A 504, THEY'RE GIFTED AND TALENTED OR A VARIETY OF OTHER NEEDS THAT THEY MAY BRING WITH THEM.

AND THEN BEING PART OF THE PLANO PROFESSIONAL LEARNING COMMUNITY.

I THINK THE IMPORTANT THING ABOUT THIS SLIDE IS THAT IWU ONCE WE AGREE TO PARTNER WITH THEM, WE'LL COME AND THEY'LL SPEND TIME WITH US AND THEY WILL HELP US BUILD OUT THIS PROGRAM IN A MANNER THAT'S MOST EFFICIENT AND MOST PRODUCTIVE FOR THE CANDIDATE TO BE CLASSROOM READY.

THOSE WILL BE DESIGNED AROUND LEARNING OBJECTIVES AND WILL ALL HAVE ACTIVE LEARNING ARTIFACTS.

[00:50:02]

AS AN ASSOCIATE TEACHER, THEY WOULD BE SUPPORTED BY AN ASSOCIATE TEACHER ADVISOR WHO WOULD ALSO SERVE AS THE TEACHER OF RECORD FOR THE STUDENTS ON THAT ASSOCIATE TEACHER'S ROSTER. AND THAT WOULD CONTINUE UNTIL THEY HAVE THEIR STATEMENT OF ELIGIBILITY THAT INCLUDES THE NECESSARY CERTIFICATIONS FOR THE POSITION THEY DESIRE.

THEY WOULD BE PAID DOUBLE A SUPPORT STAFF PAY THE 720 PAY GRADE.

WE CHOSE THAT ONE BECAUSE THAT'S THE HIGHEST PAY GRADE FOR A CLASSROOM ASSISTANT.

SO WE WOULD DOUBLE THAT PAY AND THEN THE ASSOCIATE TEACHER WOULD RECEIVE AN ANNUAL STIPEND.

IT'S A VERY LARGE RESPONSIBILITY FOR THAT ASSOCIATE TEACHER TO BE PARTNERED WITH THAT ADVISOR.

AND SO THAT ADVISOR IS COMPENSATED FOR THEIR TIME AND DEDICATION TO GROWING THEIR PEER.

SO WE'RE GOING TO GET INTO THE MONEY, WHICH IS JOHNNY'S FAVORITE SLIDES HERE, BECAUSE THEY ARE BUDGET FRIENDLY, RIGHT, JOHNNY? SO I'M GOING TO GIVE YOU TWO DIFFERENT SLIDES.

THIS FIRST ONE IS A MORE MICRO VIEW.

WHEN WE ARE LOOKING AT ONE INDIVIDUAL CANDIDATE, WHAT THE COST WOULD BE.

THE NEXT SLIDE I'LL PROVIDE YOU IS A MORE MACRO VIEW AND IN FULL TRANSPARENCY, THIS THESE DOLLAR FIGURES DO NOT INCLUDE EMPLOYEE BENEFITS THAT ARE STANDARD FOR EMPLOYEES. IT JUST INCLUDES THAT WHICH WOULD BE CONTAINED WITHIN THEIR STANDARD SALARY.

SO THE COSTS ARE DETAILED OUT.

EVERY CANDIDATE IN TEACHWORTHY ENGAGES IN CAPTURING KIDS HEARTS TRAINING.

THAT'S AN SEL FOCUSED CLASSROOM MANAGEMENT PROGRAM.

WE WOULD PAY TEACHWORTHY THAT $500 PER CANDIDATE AS WELL AS PAY TEACHWORTHY FOR TEN CREDIT HOURS.

THAT'S FOCUSED ON PEDAGOGY AND INSTRUCTION.

THE ASSOCIATE TEACHER WE ARE PROPOSING THAT THEY WOULD RECEIVE A STIPEND OF $4,000 PAID IN TWO INSTALLMENTS OVER EACH YEAR THAT THEY SERVE AS AN ASSOCIATE TEACHER ADVISOR, AND THEN IWU WOULD BE PAID FOR THAT FINAL 30 CREDIT HOURS THAT ARE FOCUSED FOR THAT CANDIDATE'S DEGREE PLAN.

SO WHATEVER TYPE OF CLASSROOM CERTIFICATION THEY'RE SEEKING THAT WOULD BE FOCUSED ON THEM .

THEN WE HAVE THE DOUBLED 724 SALARY.

AGAIN, AS SHERRI MENTIONED AT THE BEGINNING OF OUR PRESENTATION, THIS IS BASED ON OUR CURRENT COMPENSATION PLAN AND THAT FIGURE IS $43,593.44.

WHEN YOU TOTAL THAT UP, WE LAND AT A GRAND TOTAL OF $55,093.44, WHICH IS A SAVINGS OF $2,426.56 COMPARED TO THE ANNUAL TEACHER SALARY THAT WE ALREADY HAVE BUDGETED.

I'M GOING TO SKIP THE SMALL BLUE ITALICIZED PRINT FOR JUST A MOMENT AND SLIDE OVER TO THE COST TO THE EMPLOYEE.

ONCE THEY HAVE THEIR STATEMENT OF ELIGIBILITY, THEY CAN BE HIRED AS A FULLY CERTIFIED TEACHER WHILE THEY'RE ON THAT INTERNSHIP YEAR.

THE CANDIDATE WOULD THEN PAY THE $3,000 THAT'S PAYABLE TO TEACHWORTHY FOR THE INTERN YEAR PROGRAM.

AND THEN WHEN THEY COMPLETE THAT YEAR, THEN THEY'RE FULLY CERTIFIED AS A TEACHER IN THE STATE OF TEXAS.

THE SMALL BLUE PRINT THAT I SKIPPED OVER.

I SKIPPED TO THAT BECAUSE THAT'S AN AREA THAT WE'RE STILL TRYING TO DECIDE WHERE WE LAND ON.

WE HAVE CANDIDATES WHO MAY COME IN WITH 50, 60, 70 HOURS THAT THEY CAN TRANSFER AND THEY CAN TRANSFER UP TO 50.

WE MAY HAVE SOME THAT HAVE A HIGH SCHOOL DIPLOMA OR EQUIVALENT THAT MIGHT NEED TO TAKE ALL OF THOSE 50 HOURS BEFORE STARTING THIS PROGRAM.

SO THE COST COULD BE SOMETHING THAT WE ABSORB AT A SLIDING SCALE OF 0 TO 11,700.

OR IT COULD BE SOMETHING THAT WE ASK THE EMPLOYEE TO ABSORB PART OR ALL OF.

ONE OF THE GREAT THINGS ABOUT PARTNERING WITH IWU IS THEY PROVIDE A REDUCED RATE OF $234 PER CREDIT HOUR.

AND THIS IS IMPORTANT.

ANYONE ASSOCIATED WITH PLANO ISD HAS ELIGIBILITY TO RECEIVE THAT CREDIT HOUR COST THAT'S A PARENT IN PLANO ISD, ANY PLANO ISD STUDENT, ANYONE ASSOCIATED WITH THE PROGRAM, ANY TEACHER IN PLANO ISD, ANYONE ASSOCIATED WITH OUR DISTRICT IS ELIGIBLE TO RECEIVE THAT REDUCED CREDIT HOUR COST FOR ANY CLASSES THAT THEY TAKE AT IWU.

HERE'S THE MORE MACRO VIEW.

SO PUT IT IN LARGER TERMS. AND AGAIN, THIS IS BASED OFF OF 50 EMPLOYEES PER THE EARLIER QUESTION THAT OF COURSE, COULD GROW.

WE JUST NEEDED A BUDGET BASELINE TO PROVIDE YOU SO WE COULD PUT SOME DOLLAR FIGURES TO IT.

THE PAYMENT TO TEACHWORTHY WOULD TOTAL $75,000.

IWU $350,000.

THE STIPEND PAYMENTS $200,000.

THE ESTIMATED ASSOCIATE TEACHER SALARY A LITTLE OVER 2.1 MILLION WITH TOTAL PROGRAM COSTS AT JUST OVER $2.8 MILLION DOLLARS.

IF WE WERE TO BUDGET FOR THOSE 50 TEACHERS IN THE BUDGET AS WE NORMALLY WOULD, THAT WOULD BE JUST A LITTLE OVER $2.9 MILLION DOLLARS.

SO THAT IS A SAVINGS COMPARED TO THAT TEACHER SALARY OF $107,828.

[00:55:02]

CLARIFYING QUESTION ON THIS ONE, BECAUSE THE LAST SLIDE YOU SAID THIS COULD BE A SLIDING SCALE.

IS THIS PAYMENTS TO IWU, THAT IS THE 11,000 WHATEVER, OR IS THAT THIS IS SEPARATE THAN THE 11,000 AND THE 3,000 THAT THE TEACHERS WOULD INCUR? CORRECT. SO I'LL BACK UP FOR JUST A MOMENT SO I CAN ILLUSTRATE THIS.

SO THIS IS THAT VARIABLE POINT WHERE A CANDIDATE, LET'S SAY SOMEBODY BRINGS IN 25 HOURS OF TRANSFER CREDIT.

THAT'S ALL THE COLLEGE THEY HAVE.

THEY NEED TO GET 25 MORE HOURS ON THEIR OWN OR THROUGH IWU.

THAT'S THE AREA THAT WE HAVE THIS SLIDING SCALE.

DO WE ASK OUR EMPLOYEE TO PAY THAT OR DO WE COVER THAT COST? THE DISTRICTS THAT HAVE THIS PROGRAM, THEY ALL HAVE A DIFFERENT MODEL.

SOME OF THEM PAY ALL OF THAT FOR THEM.

SOME OF THEM PAY NONE OF THAT FOR THEM, FOR THEM, AND THEN EVERYWHERE IN BETWEEN.

SO THAT'S SOMETHING WE HAVE TO DECIDE.

SO TO MOVE BACK TO THE MACRO SIDE, THAT IS NOT INCLUDED IN THIS BUDGET.

SO THAT'S A DECISION THAT WE WOULD HAVE TO MAKE AT SOME POINT.

SO THIS IS OUR COST TO TEACHWORTHY AND OUR COST TO IWU, REGARDLESS OF ANY SUBSIDIZING OF THE TEACHER CANDIDATES? THAT'S CORRECT. OKAY. THANK YOU.

YES, MA'AM. ALL RIGHT.

JUST SOME OTHER THINGS THAT WE NEEDED TO THINK ABOUT IS WITH IT BEING SO AFFORDABLE, IF WE DID HAVE 50 PEOPLE SIGN UP FOR THIS PROGRAM, THAT'S A LOT OF WORK THAT WOULD HAVE TO BE DONE THAT YEAR. TEACHWORTHY IS GOING TO GIVE US LIKE A DASHBOARD WHERE WE CAN KEEP TRACK OF WHERE PEOPLE ARE, HOW THEY'RE HITTING THEIR DEADLINES, ARE THEY DOING THEIR COURSEWORK, HAVE THEY TAKEN THEIR TESTS YET? AND THEN WE CAN STEP IN AND SAY, HEY, DID YOU KNOW YOU HAVE A DEADLINE COMING UP? JUST KIND OF HELP THEM STAY ON TRACK.

AS A FIRST YEAR TEACHER, IT'S NICE TO HAVE SOMEONE KIND OF HELPING YOU STAY ON TRACK.

AND THEN IWU IS THE SAME WAY.

AND IF WE CAN HAVE THEM SIGN THE FORM THAT GIVES US ABILITY TO TALK TO IWU WE CAN MAKE SURE THAT THEY'RE DOING WELL IN THEIR CLASSES AS WELL.

SO FOR ONE PERSON TO KEEP UP WITH 50 PEOPLE AND ALL OF THAT, WE MIGHT BE LOOKING AT ANOTHER POSITION THAT WE WOULD NEED.

WHEN WE PUT TOGETHER THE CORE 30 WE'LL BE LOOKING AT, DO WE WANT TO HAVE SOME OF THAT AS FACE TO FACE TEACHING? IF SO, WE MIGHT NEED TO HAVE A STIPEND, MAYBE TEACHING JOB WHERE RETIRED TEACHER OR PRINCIPAL COMES IN AND TEACHES THAT CLASS FOR OUR COHORT.

SO BUT SOME OF THOSE COSTS THAT WE WOULD INCUR COULD BE COVERED BY THE MONEY SAVINGS THAT WE HAD IN THE PROGRAM.

SO WE'VE THOUGHT ABOUT THESE AND DECIDED THAT EVEN THOUGH WE COULD HAVE SOME COSTS THAT COME UP, IF THE PROGRAM REALLY DOES WELL AND WE HAVE LOTS OF PEOPLE BENEFITING FROM IT, THAT THE FUNDS WOULD BE THERE TO PAY FOR THAT.

SO WHY THIS PROGRAM? WE RESEARCHED SEVERAL AND LANDED ON THIS ONE.

AND THESE ARE FOUR BIG REASONS FOR WANTING TO PURSUE THIS PROGRAM ABOVE ALL OTHERS.

THE FIRST IS EFFECTIVE RECRUITMENT.

IT'S A CHALLENGE RIGHT NOW TO BE A CAMPUS ADMINISTRATOR, A DISTRICT ADMINISTRATOR THAT'S TRYING TO HELP FILL IN THOSE VACANCIES.

WE'RE WAITING FOR CANDIDATES TO COME TO US, AND IN SOME CASES, THEY'RE JUST NOT THERE.

SO THIS IS OUR ABILITY TO TAKE A PROACTIVE APPROACH, TO TAKE PEOPLE WHO ARE ALREADY POURING INTO OUR KIDS, WHO ALREADY ARE INVESTED IN THE DISTRICT AND WHO ARE LOYAL EMPLOYEES AND HELP THEM TO GROW IN THEIR CAPACITY TO BECOME THAT CLASSROOM TEACHER.

WHAT WE'RE HEARING FROM DISTRICTS THAT HAVE THIS IS BECAUSE YOU SET THOSE GUIDELINES OF HAVING TO BE A PARA OR A SUB.

WE SEE A BACKFILLING OF POSITIONS.

SO CANDIDATES WILL CALL THOSE DISTRICTS THAT ARE DOING THIS PROGRAM.

I WANT TO BE PART OF YOUR PROGRAM.

THAT'S FANTASTIC.

COME WORK FOR US FOR A YEAR AS A PARA AND THEN WE CAN PUT YOU IN THE PROGRAM.

SO WE'RE CONSTANTLY BACKFILLING THOSE NEEDS.

EXCUSE ME. WE HAVE OVER 120 PARA POSITIONS OPEN TODAY THAT WE HAVE BEEN UNABLE TO FILL, SO THIS WOULD HELP TO FILL THOSE WHILE WE ARE THEN MOVING THOSE CANDIDATES INTO THOSE TEACHING ROLES.

IT'S CREATING A TALENTED WORKFORCE THAT'S REALLY FOCUSED ON HRS LEVELS, ONE AND TWO.

IF YOU LISTENED TO THOSE STRANDS THAT WE TALKED ABOUT, THOSE ARE ALL GROUNDED IN HOW WE BUILD HIGH RELIABILITY SCHOOLS AND HOW WE EMPOWER OUR TEACHERS TO BE EFFECTIVE WITH OUR STUDENTS. IT IS BUDGET FRIENDLY, SO WE'RE NOT TRYING TO FIND A CREATIVE WAY TO BRING IN MORE MONEY.

WE'RE JUST FINDING A WAY TO USE THE MONEY WE HAVE TO SUPPORT PEOPLE THAT WANT TO BECOME TEACHERS IN PLANO.

AND THEN CAPACITY BUILDING, WHICH IS ONE OF MY FAVORITE THINGS.

AS A CAMPUS ADMINISTRATOR, I LOVED TO GROW THE SKILLS OF THE STAFF THAT I WORKED WITH.

AND THIS IS A PROGRAM THAT DOES THAT.

WE HAVE SEVERAL OF OUR TEACHERS THAT ARE IN CLASSROOMS RIGHT NOW THAT SHERRI MENTIONED, OUR DOI TEACHERS, OUR TEACHERS WHO HAVE ENTERED THE CLASSROOM UNDER AN ALT CERT, THE ONES THAT ARE SERVING US AS A LONG TERM SUBSTITUTE RIGHT NOW, AND WE HAVEN'T BUILT THE TOOLS TO SUPPORT THEM.

THIS PROGRAM NOT ONLY WILL HELP GROW TEACHERS INTO THE CLASSROOM, BUT WILL ALSO PROVIDE SUPPORT FOR THOSE GROUPS THAT WE ARE CURRENTLY NOT PROVIDING THAT LEVEL OF SUPPORT TO.

AND THEN THE MAIN REASON WE REALLY LIKE THIS PROGRAM IS THE INFLUENCE THAT WE HAVE OVER THE EXPERIENCE THAT OUR CANDIDATES HAVE, THAT WE GET TO NOT JUST HELP THEM

[01:00:06]

AND THAT'S ALL WE HAVE. SO WE'D WELCOME ANY OTHER QUESTIONS OR COMMENTS YOU HAVE AT THIS TIME? WELL, I HAVE A QUESTION.

WHEN YOU SAY IT'S BUDGET FRIENDLY, WHAT YOU'RE SAYING IS WE'VE ALREADY GOT THOSE PEOPLE IN THE DISTRICT AND WE'RE ALREADY PAYING THEM AND THEY'RE WORKING FOR US AND WE JUST WANT TO ANCHOR THEM TO THE DISTRICT AND MAKE THEM BECOME FUTURE TEACHERS, RIGHT? YES. AND WE ALREADY BUDGET FOR THAT SALARY IN OUR ANNUAL BUDGET.

SO WHAT WE HAVE ALLOTTED TO FUND THIS PROGRAM IS THAT TEACHER SALARY.

SO, YES, THEY'RE ALREADY PEOPLE THAT ARE WORKING FOR OUR DISTRICT UNDER OTHER PAY GRADES, IN OTHER POSITIONS.

SO WE'RE JUST TRANSITIONING THEM INTO THOSE ROLES THAT ARE CURRENTLY UNFILLED BUT BUDGETED FOR.

OK. AND SO I ALWAYS THINK ABOUT WHAT WE COULD TALK TO OUR LEGISLATORS ABOUT.

AND I KNOW, SORRY, GUYS, THEY LAUGH AT ME.

[LAUGHTER] I KNOW THAT THIS SESSION A LOT OF OUR LEGISLATORS ARE KEENLY AWARE OF THE SHORTAGE IN OUR INDUSTRY, AND SO THEY'VE ASKED US FOR INPUT ON THAT.

AND I THINK SHARING THIS IDEA OF THIS PROGRAM WITH THEM BEING BUDGET FRIENDLY IS QUITE NICE.

BUT IS THERE A WAY THAT WE CAN ASK FOR? IS THERE SOMETHING ELSE THAT WE NEED TO ASK THEM FOR FINANCIALLY? AND HOW WOULD I GO ABOUT DOING THAT? THE OPPORTUNITY ON THAT WOULD BE IF THE TEA WOULD CREATE A GRANT PROGRAM THAT WOULD SUPPORT INITIATIVES SIMILAR TO THIS TO OFFSET THOSE ADDITIONAL COST TO THE EITHER THE INDIVIDUAL WHO QUALIFIES OR TO SUPPORT THE DISTRICT AND THE CREATION OF THAT 30 CORE HOUR, BECAUSE THAT 30 HOURS TRANSLATES INTO WHAT, 300 HOURS OF SEAT TIME? 600. 600 HOURS OF SEAT TIME.

SO THOSE ARE THE ITEMS WHERE THE LEGISLATURE COULD STEP IN AND DO AN INCENTIVE ALLOTMENT PER SE TO SUPPORT THAT.

IT'S ONE OF MANY PROGRAMS OUT THERE.

IF WE DECIDE TO GO AND WHEN WE DECIDE TO GO IN THIS DIRECTION, IT'S NOT ELIMINATING THE OTHER ALT CERT CANDIDATES.

IT'S NOT ELIMINATING THE ABILITY TO HIRE SOMEONE FROM A COLLEGE BASED ALTERNATIVE CERTIFICATION PROGRAM.

IT'S JUST ENHANCES OUR OPTIONS.

THIS ONE HAS THAT REALLY KEEN FOCUS ON THAT 30 HOUR DEVELOPMENT WHICH CAN BE TRANSFERRED TO MEET THE NEEDS OF OTHERS.

AND I THINK THE REALLY EMPHASIS IS ON THE COLLEGE CREDIT HOUR FOR INDIANA WESLEYAN, THAT APPLIES TO ANY CITIZEN IN THE PISD.

THEY DO NOT HAVE TO HAVE CHILDREN IN THE DISTRICT.

THEY DO NOT HAVE TO BE WORKING TOWARDS A TEACHER.

THEY CAN TAKE ANY COURSE AND CREATE A DEGREE PLAN AND GET THAT REDUCED COURSE FEE.

THEIR CHILDREN CAN DO THAT, WHETHER THEY'RE GOING INTO EDUCATION OR NOT.

OUR EMPLOYEES CAN DO THAT FOR BOTH UNDERGRADUATE AND GRADUATE DEGREES.

SO THAT IS A SIDE BENEFIT NOT ONLY TO THE DISTRICT AND OUR EMPLOYEES, BUT TO THE COMMUNITY AT LARGE.

THIS IS PROBABLY ONE OF THE MORE INNOVATIVE PROGRAMS A NUMBER OF THE COLLEGES ARE WORKING ON SOMETHING SIMILAR.

THIS IS CURRENTLY IN FORCE IN BOTH FORNEY AND IN ROYSE CITY.

FORNEY HAS BECOME SO POPULAR AS A DESTINATION PLACE TO VISIT THAT THEY'RE CHARGING $35 A PERSON TO COME AND VISIT AND LOOK AT THE PROGRAM.

WE'RE ON THE VISITATION SCHEDULE FOR FEBRUARY, BUT THERE'S SOMEONE AT THE DAIS THAT HAS A LINKAGE TO FORNEY, I MEAN TO FORNEY, AND WE'RE TRYING TO PRESSURE THAT PERSON INTO GIVING US AN INSIDE CUT DEAL, EARLY ASSIGNMENT, NOT TO SAY HIS NAME OR ANYTHING LIKE THAT, BUT HE IS MR. WONDERFUL.

THE FORCE OF THIS COULD BE IMMENSE.

A NUMBER OF MANY AGO, PRESIDENT STOLLE MADE THE COMMENT ABOUT WHAT DO WE DO WITH THOSE KIDS WHO ARE IN THE CTE CLASS TO BE A TEACHER? I HAD TO RESIST MYSELF FROM PUSHING THE BUTTON TO TALK BECAUSE WE WERE LOOKING AT THIS PROGRAM AND THIS PROVIDES THAT TRACK.

BUT I JUST WE'RE JUST AMAZED THAT THEY'VE PUT THIS TOGETHER.

YOU DON'T KNOW UNTIL YOU GET INVOLVED.

YOU DON'T KNOW UNTIL YOU PUT THE PROOF OF THE PUDDING, THE QUALITY OF THE INSTRUCTION, THE PEOPLE'S RESPONSE, THE LONGEVITY.

IT'S SOMETHING TO TRACK, BUT ON THE SURFACE, IT'S AN UNBELIEVABLE DEAL.

SO IS IT VIRTUAL WHEN YOU SAY INDIANA WESLEYAN? YES. OKAY.

SO IT'S ALL RIGHT. THANK YOU.

I HAVE WELL, I HAVE AN OPERATIONALIZED QUESTION.

[01:05:02]

AND JUST SO HAPPENS WHEN MY OTHER COLLEAGUES DECIDES THEY DON'T WANT TO TEACH ANYMORE.

AND SO FOR THE NEXT SCHOOL YEAR, THIS PARAPROFESSIONAL HAS BEEN IN MY CLASSROOM AND HAS BEEN IN THE BUILDING AND KNOWS EVERYTHING REALLY WELL, CAN MOVE ACROSS THE HALL, ACROSS THE WAY FROM ME.

I MIGHT BECOME THE INVITE THE FIFTH GRADE TEACHER WHO BECOMES THE ADVISOR TO THIS PARAPROFESSIONAL WHO I ALREADY KNOW AND HAVE A RELATIONSHIP WITH.

THEY ARE THE ASSOCIATE TEACHER IN THE CLASSROOM ACROSS THE HALLWAY FROM ME.

THEY'RE DOING THEIR THING.

I'M DOING MY THING, BUT I'M GUIDING AND HELPING THEM ALONG THE WAY.

AND THAT'S HOW THAT WOULD BE THE KIND OF THE IDEAL WAY.

WHEREAS WHAT'S HAPPENING NOW IS I HAVE A FIFTH GRADE TEACHER.

SHE'S LEFT AND NOW I HAVE A LONG TERM SUB AND I'M THE TEACHER ACROSS THE HALLWAY.

AND ALL THAT LONG TERM SUB IS RESPONSIBLE FOR DOING ALL THE THINGS.

THEY DON'T HAVE THE TRAINING.

THEY HAVEN'T BEEN NECESSARILY INVOLVED WITH ALL OF THE PIECES.

THEY'RE NOT GETTING ASSISTANCE FROM ALL THESE OTHER WRAPAROUND KINDS OF THINGS THAT ARE HAPPENING.

I'M NOT GETTING EXTRA MONEY TO HELP THIS LONG TERM SUB ACROSS THE HALL WHO REALLY ISN'T REALLY CARES ABOUT FIFTH GRADE AND JUST IS TRYING TO GET A LONG TERM SUB GIG.

THAT'S WHAT WE'RE THAT'S WE'RE TALKING ABOUT THAT IN TERMS OF CHANGE AND DEPTH AND QUALITY AND OPPORTUNITY.

YES, ABSOLUTELY. I THINK YOU'VE DONE A BEAUTIFUL JOB IN ILLUSTRATING REALLY WHY THERE'S STRENGTH IN THIS PROGRAM OVER OUR CURRENT MODELS.

OUR CURRENT MODELS. WE HAVE PEOPLE WORKING THEIR TAILS OFF AND DOING A GOOD JOB WITH IT.

THEY JUST DON'T HAVE THE SUPPORT THAT THEY NEED, NOR DO OUR STAFF MEMBERS HAVE THE SUPPORT.

WE HAVE PEOPLE DOING DOUBLE DUTY BECAUSE IT'S WHAT WE DO, BECAUSE IT'S RIGHT FOR KIDS, BUT IT'S NOT NECESSARILY THE BEST CHOICE FOR GROWING PROFESSIONALS.

SO YOU HAVE DESCRIBED IT BEAUTIFULLY.

AND I'LL JUST ALSO ADD THE TEACHER WORTHY PROGRAM USED TO BE ACT, AND I HAD THE SMALL, SMALL ACT.

I SERVED AS A SUPERVISING TEACHER IN THAT PROGRAM AND HAD A STUDENT IN FORNEY.

SO I GOT TO GO ALL THE WAY TO FORNEY TO GO AND OBSERVE AND WORK WITH THE PROGRAM.

IS IS A REALLY IS A GREAT REPUTATION.

AND IT WAS VERY ORGANIZED AND DID DID SOME GREAT WORK WITH BRINGING TEACHERS TO ALTERNATIVE CERTIFICATION PLAN.

SO I KNOW THAT MY QUESTION IS INDIANA WESLEYAN IS REALLY NEW TO ME.

SO IF ANYONE CAN SPEAK MORE TO THAT, HOW LONG THEY'VE BEEN DOING THIS OR THAT'S THAT'S A THAT'S NOT AN UNKNOWN TO ME.

SO THAT'S MY ONLY CONCERN.

IT WAS KIND OF NEW TO US, TOO.

AND WE ASKED A LOT OF QUESTIONS ABOUT WHY IWU.

THEY EXPORT A LOT OF COLLEGES IN TEXAS.

AND WHAT THEY FOUND WAS IWU, THEY HAVE BEEN DOING ACCELERATED PROGRAMS IN VARIOUS DEGREE AREAS SINCE 1988.

SO THEY HAVE A REALLY LONG TRACK RECORD FOR BEING FLEXIBLE AND RESPONSIVE IN WHAT THEY DESIGN FOR THEIR CANDIDATES.

THEY WERE THE MOST WILLING TO INCORPORATE THE TEACH WORTHY CONTENT AS COLLEGE CREDIT, THE PLANO ISD OR ANY ISD CONTENT AS COLLEGE CREDIT.

AND THEN THEY ALSO WILL TRANSFER IN WITH REALLY NO LIMITATION.

IT'S A 2.5 GPA THAT A CANDIDATE WOULD HAVE HAD TO HAVE HAD ON THEIR COLLEGE TRANSCRIPTS, BUT THEY CAN TRANSFER AN UNLIMITED NUMBER OF HOURS WITH NO BACK DATE. SO AS OLD AS THOSE HOURS MIGHT BE, THEY WILL TAKE THEM.

THAT'S NOT SOMETHING THAT A LOT OF COLLEGES WILL DO BECAUSE THEY WOULD LIKE YOU TO TAKE THEIR COURSES WITH [INAUDIBLE] OR WITH THEM.

SO THAT'S WHY THEY CHOSE IWU.

WE HAVE MET WITH IWU AND THEY REASSURE US THAT IT'S OUR PROGRAM, THAT WE BUILD IT AND THEY HELP US TO DRIVE IT AND THAT THEY WILL BE RESPONSIVE TO THE NEEDS OF OUR CANDIDATES AND TO OUR DISTRICT.

I HAVE A QUESTION. WILL THEY TAKE INTERNATIONAL CREDITS? LIKE WHAT IF I GOT MY CREDITS IN CHINA? SO THAT'S A GREAT QUESTION.

WE ALSO ASKED THAT ONE BECAUSE A LOT OF OUR PARAPROFESSIONALS HAVE DEGREES THAT ARE CONFERRED OUTSIDE OF THE UNITED STATES.

SO WHAT THEY WILL DO IS THEY WILL HAVE THOSE CANDIDATES HAVE THEIR DEGREE EVALUATED.

THEY HAVE A RECOMMENDATION FOR WHO THEY ASK THEM TO HAVE THAT EVALUATED THROUGH, AGAIN, AN EVALUATION AGENCY THAT PROVIDES THE MOST FLEXIBILITY, AND THEN THEY WILL HELP THAT CANDIDATE BUILD OUT WHATEVER THEY NEED TO BRIDGE TO GET A UNITED STATES CONFERRED DEGREE.

SOMETIMES THAT'S AS FEW AS A HANDFUL OF CLASSES.

SOMETIMES IT'S MORE DEPENDING ON THE DEGREE DEGREE PROGRAM.

BUT THERE IS CERTAINLY A PATH FOR THOSE CANDIDATES WHO HAVE THEIR DEGREES CONFERRED OUTSIDE OF THE US.

AND ONE MORE POINT TO THAT.

ONCE YOU HAVE A DEGREE IN THE US, YOU DON'T HAVE TO TAKE THE [INAUDIBLE].

I HAVE A COMMENT AND THEN A COUPLE OF QUESTIONS.

THE COMMENT SORT OF BUILDS ON NANCY TALKING ABOUT LEGISLATIVE AGENDA, ASKING SOMEONE WHO'S MAKING, YOU KNOW, 43 SIX ANNUALLY TO PAY $11,000 OR MORE IN COST TO GET CERTIFIED AS A REALLY, REALLY SIGNIFICANT BURDEN.

I MEAN, AND WE'RE NOT EVEN TALKING ABOUT HEALTH INSURANCE PREMIUMS AND ANYTHING ELSE COMING OUT OF THEIR PAY ALSO.

[01:10:03]

THE QUESTIONS I HAD, I READ IN THE DALLAS MORNING NEWS ABOUT THESE ALTERNATIVE CERTIFICATION PROGRAMS, SOME OF THEM ARE AT RISK FOR NOT BEING ALLOWED TO CONTINUE. AND I OBVIOUSLY DON'T KNOW WHETHER, YOU KNOW, TEACH WORTHY OR ANYTHING.

AND THIS IS THIS A COMPLETELY SEPARATE FROM THAT.

AND WE DON'T FEEL LIKE THERE'S ANY RISK WITH THESE PROGRAMS. AND WHAT IS AT RISK IS SOMETHING WE'RE NOT EVEN LOOKING AT TALKING ABOUT.

THERE IS ONE PARTICULAR PROGRAM RIGHT NOW THAT DEA HAS BEEN WORKING INTENSELY WITH GIVING THEM DEADLINES, WORKING WITH THEM TO BRING THEIR PROGRAM UP TO WHAT WE WOULD WANT.

AND THEY'RE STILL WORKING WITH THAT ONE PARTICULAR PROGRAM, WHICH IS NOT TEACH WORTHY.

GREAT. JUST AS A FOLLOW UP COMMENT TO ONE OF YOUR QUESTIONS, THE 49 FIGURE ON THE SALARY, KEEP IN MIND, IF THEY ARE CURRENTLY IN THE 800 DISTRICT, THAT'S DOUBLE WHAT THEY'RE CURRENTLY MAKING.

YEAH, BECAUSE IF THEY'RE ACCEPTED INTO THAT PROGRAM, THAT IS A THAT IS A DOUBLING OF THEIR SALARY THAT THEY WOULD HAVE RECEIVED AS AN AIDE OR AN INSTRUCTIONAL AIDE.

SO THEY HAVE THAT TO WORK WITH TO OFFSET SOME OF THE ADDITIONAL COSTS OF BOTH THE PROGRAM AND THE OTHER COSTS THAT THEY MAY ALREADY BE INCURRING UNDER THE BENEFIT PACKAGE.

SO WE WANT TO KIND OF KEEP THAT IN PERSPECTIVE TOO.

SO THEY'RE COMING OUT A LITTLE BIT AHEAD.

RIGHT. SO IF YOU DOUBLE THEIR SALARY AND THEN YOU TAKE OUT A QUARTER, THEY'RE STILL THEY'RE STILL AHEAD OF THE GAME.

BUT I WOULD PERSONALLY FEEL BETTER IF WE COULD GET THE STATE A LITTLE BIT OF THAT.

THERE ARE THERE ARE ALWAYS OTHER OPTIONS.

I MEAN, MANY OF THESE INDIVIDUALS COULD ALWAYS SUBMIT A GRANT REQUEST OR WE COULD SUBMIT A GRANT REQUEST TO THE FOUNDATION FOR ANY TYPE OF ASSISTANCE AND AIDE.

WE COULD GO OUT AND LOOK FOR CORPORATE SPONSORS THAT MIGHT WANT TO SPONSOR VARIOUS CANDIDATES.

SO AS WE GET INTO THIS, WE CAN LOOK FOR ADDITIONAL AVENUES OF MONEY OR SUPPORT THAT WOULD NOT NECESSARILY HIT THE THE GENERAL FUND AND KEEP IT AT THAT BUDGETARY NEUTRAL POSITION.

THE MORE PEOPLE WE ADD, THE GREATER THAT $100,000 INCREASES.

SO THAT WOULD BE THERE ALMOST LIKE A ADMINISTRATIVE PORTION OF OF A FEDERAL GRANT WHERE YOU HAVE A CERTAIN AMOUNT SET ASIDE FOR SUPPORT AND LOGISTICS.

AND AS THIS PROGRAM DOES GET BIGGER, WE WOULD HAVE TO LOOK AT SOME ASSISTANCE AND DOING THAT NOT ONLY IN THE TRACKING AND THE HR SIDE, BUT ALSO IN PROFESSIONAL DEVELOPMENT. GREAT.

LAST QUESTION.

THIS WAS VERY FOCUSED AROUND STUDENTS IN OUR CLASSROOMS, PEERS IN OUR CLASSROOM, SUBSTITUTES LONG TERM IN OUR CLASSROOM, AND THAT'S A FUNNEL OF THIS SIZE.

HOW DO WE GET A FUNNEL OF THIS SIZE? THAT WOULD BE COLUMN TWO AND THREE.

IF I GO BACK TO THE TO THE SLIDE WITH THE FOUR COLUMNS, SEE THE FOUNDATION TRACK, WHICH WOULD BE OUR EMPLOYEES, IS ONLY ONE OPTION. WE CAN HIRE PEOPLE UNDER THE THE MIDDLE TWO THE LIGHT BLUE SECTIONS THAT WOULD NOT NECESSARILY BE IN THAT 50 GROUP BECAUSE THEY'VE ALREADY GOT THEIR COLLEGE DEGREE.

THIS WOULD BE FOLLOWING THEM INTO CERTIFICATION SETTING.

SAME THING WITH THE DOI.

SO ON DOI, THEY WOULD NOT NECESSARILY HAVE TO HAVE A DEGREE OR CERTIFICATION.

IF IT'S A CTE TEACHER, IT'S BASED UPON WORLD WORK EXPERIENCE, BUT IT'S OUR GOAL THAT THEY EVENTUALLY GET THERE.

SO THAT WOULD BE TWO DIFFERENT TRACKS.

BESIDES THE FOUNDATION TRACK.

I GET THAT MY QUESTION JUST TO CLARIFY IS WHERE ARE WE GOING AND FINDING THESE PEOPLE AND HOW ARE WE GETTING THEM INTO THE FUNNEL? SO LET ME DESCRIBE OUR FUNNEL REAL QUICKLY.

SO WE ACTUALLY HAVE A PRETTY BIG FUNNEL.

SO I TOTALED UP THE NUMBER OF SUPPORT STAFF AND SUBSTITUTES WHO HAVE ANYWHERE BETWEEN A HIGH SCHOOL DIPLOMA TO ASSOCIATE'S DEGREE.

THAT'S WHAT WE TRACK. THAT CURRENT NUMBER IS 752.

SO WE HAVE 752 CURRENT SUBSTITUTES AND SUPPORT STAFF MEMBERS WHO ARE PERFECT CANDIDATES FOR THIS PROGRAM SHOULD THEY CHOOSE TO PURSUE IT.

IF WE GO TO THEM, THOSE CANDIDATES THAT HAVE A BACHELOR'S DEGREE OR BEYOND BUT MAYBE DON'T HAVE TEACHER CERTIFICATION, THAT NUMBER'S A LITTLE WONKY.

OR TO GIVE YOU, I CAN GIVE YOU THE TOTAL NUMBER OF SUPPORT STAFF AND SUBS WHO HAVE A BACHELOR'S DEGREE OR BEYOND.

THAT NUMBER IS 1,725.

SOME OF THOSE INDIVIDUALS ARE GOING TO BE RETIRED TEACHERS THAT ARE IN OUR SUB POOL OR PEOPLE WHO REALLY DON'T INTEND TO PURSUE A TEACHER CERTIFICATION.

BUT BUT WE DO HAVE A PRETTY BIG FUNNEL TO WORK WITH.

AND SO I THINK THAT'S WHAT'S EXCITING ABOUT THIS PROGRAM.

[01:15:01]

THEY GET AWAY FROM US.

THEY GO TO A&M AND DECIDE THEY'RE GOING TO LIVE IN COLLEGE STATION OR OR WHEREVER IT MIGHT BE.

AND SO WE WANT TO TRY TO CAPTURE THEM A LITTLE EARLIER.

SO THAT I HOPE THAT ANSWERED YOUR QUESTION.

BUT THAT'S WHAT OUR FUNNEL CURRENTLY LOOKS LIKE, WHICH I THINK ARE PROMISING NUMBERS, GIVEN THE NUMBER OF VACANCIES WE'RE CURRENTLY DEALING WITH.

I HAVE A FEW QUESTIONS.

FIRST QUESTION, JUST SO I MAKE SURE I UNDERSTAND THE PROCESS.

YOU HAVE SOMEBODY THAT'S IN OUR SUPPORT STAFF, THEY DECIDE THEY WANT TO BE A PART OF THIS PROGRAM.

THEY DON'T HAVE A CERTIFICATION YET, BUT THEY BEGIN THIS PROGRAM, SO THEY BECOME AN ASSOCIATE TEACHER.

AND SO THEY'RE SERVING AS AN ASSOCIATE TEACHER WITHOUT THE CERTIFICATION.

WHEN THEY GET THE CERTIFICATION, THAT'S WHEN THEY COULD STAY AND BECOME A FULL FLEDGED TEACHER.

THAT'S CORRECT. SO THAT'S THAT'S THE PROCESS.

YES. WE TALKED ABOUT, OBVIOUSLY THOSE NEEDS IN THE DISTRICT.

IS THERE A PARTICULAR GRADE LEVEL OR SUBJECT? YOU SAID THAT THEY COULD DECIDE TO GO DO SOMETHING FOR A SCIENCE TEACHER.

IF THEY WANT TO BE AN ENGLISH TEACHER, THEY CAN HAVE A FOCUS AREA.

IS THERE ARE THERE AREAS THAT WE WOULD SAY, HEY, WE'D REALLY LIKE IT IF THIS IS THE AREA YOU WENT TOWARDS OR GREATER NEED.

SO THAT'S KIND OF OUR CURRENT MODEL WHERE WE ARE GUIDING THEM TOWARDS SPECIAL EDUCATION, BILINGUAL EDUCATION AND [INAUDIBLE].

WHAT WE ARE FINDING IS THAT WE HAVE CAMPUSES THAT ARE DOWN THREE SCIENCE TEACHERS IN EOC TESTED SUBJECT OR PLACES LIKE THAT.

SO WE HAD A LOT OF CONVERSATIONS AS AN HR TEAM.

DO WE RESTRICT AND TRY TO GUIDE THEM TOWARD THOSE WHAT WE HAVE TRADITIONALLY CALLED CRITICAL NEED AREAS WE FINALLY LANDED ON? RIGHT NOW, EVERY NEED FEELS CRITICAL.

IT'S IT'S AN ENGLISH TEACHER, IT'S A COACH.

IT'S YOU KNOW, IT'S IT'S REALLY MORE WIDESPREAD THAN THAT.

SO THERE ARE INCENTIVES WITHIN OUR PAY STRUCTURE TO GUIDE PEOPLE TO THOSE BILINGUAL EDUCATION, SPECIAL EDUCATION ROLES ONCE THEY GET TO THAT FULL TEACHER ROLE. SO THAT WOULD BE AN INCENTIVE THERE.

BUT WE HAVE ELECTED TO NOT RESTRICT THIS PROGRAM SO THAT WE COULD REALLY ADDRESS BECAUSE IF WE GO BACK TO THE NUMBERS, YOU KNOW, WHEN YOU BREAK IT DOWN, WE HAVE JUST AS MANY IN THE GEN ED AREA AS WE DO ACROSS SOME OF THOSE OTHER HIGH NEED AREAS.

IT FEELS LIKE A BIGGER IMPACT BECAUSE THOSE GEN Z ARE SPREAD, YOU KNOW, K 12 OR SOMETIMES THOSE BILINGUAL EDS, THOSE ARE ALL AT THAT ELEMENTARY LEVEL.

SO WE FEEL THAT IMPACT A LITTLE BIT MORE.

BUT BUT IT IS A WIDESPREAD ISSUE, SO I HOPE THAT ANSWERED YOUR QUESTION.

SO FOR THE 700 SUPPORT STAFF THAT ARE IN BETWEEN THE HIGH SCHOOL AND ASSOCIATE'S DEGREE, DO WE KNOW WHAT PERCENTAGE OR HOW MANY OF THEM ARE BILINGUAL? I DO NOT KNOW THAT.

I'M JUST WONDERING WHAT WHEN WE'RE LOOKING AT THOSE TALENT POOLS AND THOSE THOSE FUNNELS AND THEN WHAT OUR NEEDS ARE, YOU KNOW, KNOWING WHERE THEY'RE AT, YOU COULD DEFINITELY LET US KNOW. LET ME JOT THAT DOWN AND WE CAN GET BACK TO YOU WITH THAT DATA IF WE'RE ABLE TO PULL IT.

GREAT. AND THEN I THINK I HAD ANOTHER QUESTION.

WE WERE TALKING ABOUT POTENTIAL FOR THAT $11,000, WHETHER IT'S COVERED BY A GRANT OR IF THERE'S SUCH A SAVINGS TO THE DISTRICT THAT IT MAKES SENSE FOR US TO DO IT.

I GUESS IF WE GET INTO CONVERSATIONS LIKE THAT DOWN THE ROAD, I WOULD JUST WANT TO HAVE SOME TYPE OF COMMITMENT.

IF WE'RE MAKING A FINANCIAL COMMITMENT TO THEM, WE'D WANT A LOYALTY COMMITMENT TO US.

AND THAT'S WHAT SEVERAL DISTRICTS DO.

THEIR FORNEY WHAT THEY DO IS THEY PAY FOR ALL OF THAT.

IF YOU NEED 50 HOURS, THEY PAY FOR IT AND THEY ASK FOR A COMMITMENT, BUT THEY'RE NOT REINFORCING THAT.

I BELIEVE THERE'S ANOTHER DISTRICT.

I WON'T NAME IT, SINCE I DON'T KNOW THEIR SPECIFICS REALLY WELL, BUT THEY ARE ASKING FOR A COMMITMENT.

WHAT WE REALLY KIND OF LANDED ON AND THIS IS AN AREA THAT IS UP FOR DISCUSSION STILL AS WE GET GOING IS WE REALLY WOULD PROPOSE THAT PLANO ISD SUPPORT UP TO 25 HOURS OF THAT 50.

SO THAT WOULD CUT THAT $11,700 IN HALF.

THAT LEAVES THAT CANDIDATE WITH SOME SKIN IN THE GAME AND THEN WE WOULD NOT PAY THAT OUT UNTIL THEY ARE HIRED AS A FULL TIME TEACHER.

AND THEN WE WOULD ASK FOR THAT COMMITMENT.

AND THE LAST THING I'LL SAY AND THIS KIND OF TOUCHES ON WHAT JERI TALKED ABOUT IN TERMS OF TEACHERS GETTING PULLED EVERY WHICH WAY RIGHT NOW, HELPING LONG TERM SUBS AND COVERING CLASSES AND SPLIT CLASSES, ALL OF THAT, THAT IF WE'RE ABLE TO START DOING THE BACKFILL AND HAVE TEACHERS IN CLASSROOMS, I THINK THAT WILL ALSO FROM A FINANCIAL COMPONENT INCREASE ENROLLMENT BECAUSE YOU KNOW, I SAW ON I THINK THERE'S NBC NEWS, THE LOCAL AFFILIATE, THEY WERE SAYING THEY WERE LOOKING AT DUNCANVILLE, MESQUITE, ALL OF THEM.

THEY DIDN'T COVER PLANO, BUT THERE ARE SOME SERIOUS TEACHER SHORTAGES IN OTHER DISTRICTS THAT FAR EXCEED OURS.

AND I THINK PARENTS THAT FACE THAT, IF THEY SAY, HEY, HERE'S A DISTRICT THAT DOESN'T HAVE THAT, THEY'RE GOING TO HAVE A TEACHER, YOU KNOW, THAT USED TO NOT BE A SELLING POINT, BUT NOW YOU'RE GOING TO HAVE A REAL TEACHER.

[01:20:03]

THAT'S THAT'S BECOMING A SELLING POINT IN THIS CURRENT ENVIRONMENT AND A PROGRAM THAT CAN HELP CHANGE THAT AND PUT US AHEAD OF OTHER DISTRICTS.

I THINK IT'S A GREAT IDEA.

OKAY. THANK YOU. I JUST WANT TO MAKE A QUICK COMMENT.

ANDREA AND SHERRY, THANK YOU FOR YOUR PRESENTATION.

YOU DID A REALLY GOOD JOB.

AND JED, I THINK THIS IS A GREAT PROGRAM.

THANK YOU FOR WORKING ON IT.

THANK YOU. SO I HAVE A HANDFUL OF THINGS.

GO AHEAD, LAUREN, DID YOU HAVE OTHER QUESTIONS? SORRY, I THOUGHT A ONE MORE QUESTION.

IS THERE A PLAN TO REPLACE ALL THE SUPPORT STAFF FOLKS THAT IS THIS PLAN'S PARTNER? I'M JUST WORRIED BECAUSE THE SUPPORT STAFF IS ALSO BEEN, YOU KNOW, BEEN KIND OF A STRUGGLE.

THE INFORMATION THAT WE RECEIVED FROM THE TWO DISTRICTS WHO HAVE BEEN IN THIS AND THIS WOULD BE THEIR SECOND YEAR, FIRST YEAR, IS THAT THEY'VE BEEN INUNDATED.

WELL, MANY ADDITIONAL APPLICANTS HAVE FOCUSED ON THOSE DISTRICTS TO COME TO APPLY FOR PARAPROFESSIONAL JOBS SO THAT THEY CAN GET THE HOURS IN THAT DISTRICT TO GET ENROLLED IN THIS PROGRAM.

THAT'S THE BACKFILL SENSE AND THAT'S CREATES THE INTEREST IN THE DISTRICT IN THOSE SUPPORT POSITIONS.

AND SO THAT WAS ANOTHER ENTICEMENT TO HELP US NOT ONLY DO THAT, BUT ADDRESS OUR OUR SUPPORT STAFF OPENINGS.

LAST THING FOR ME, I THINK, BEING A FIRST YEAR TEACHER.

IS THE MOST DIFFICULT THING.

AND THEN IF YOU SWITCH TO A SCHOOL DISTRICT AND BECOME A FIRST YEAR TEACHER AT A NEW SCHOOL, I MEAN, YOU'VE HAD THAT EXPERIENCE.

DOES IT MATTER HOW MUCH GREAT EXPERIENCE YOU'VE HAD? STARTING A NEW SCHOOL DISTRICT AND LEARNING THEIR CULTURE AND LEARNING THEIR WAYS OF DOING THINGS IS EVEN THAT HARDER.

AND SO I LOVE THIS IN TERMS OF REALLY BEING ABLE TO GROW OUR OWN AND REALLY BE ABLE TO HELP PEOPLE BE NOT ONLY HELPING US, BUT ALLOWING THEM TO BE SUCCESSFUL.

BECAUSE IF YOU START OFF AS A TEACHER AND YOU'RE SUCCESSFUL FROM THE GET GO, YOU HAVE A MORE INTEREST, NOT JUST, OH DEAR, HAVE ME GIVE YOU THIS FIRST YEAR. YOU KNOW, YOU REALLY DO HAVE AN INTEREST IN BEING ABLE TO SEE THAT MAGIC IN EARLIER AND FEEL THAT VIBE AND WANT TO BE ABLE TO BE YOU KNOW, I LIKE THE IDEA TO YOUR QUESTION TO CODY ABOUT RETENTION, BUT I THINK THAT THIS WILL CAUSE AN INTRINSIC RETENTION JUST BY THE WAY THAT IT'S BEING SET UP.

SO THANK YOU ALL VERY MUCH.

THANK YOU. SO COULD YOU ALL GO BACK TO THE THE FOUR PATHWAYS? THAT ONE. YEAH. SO LET ME SET ALL THIS UP BY TELLING A LITTLE STORY.

THIS IS I HAVE THIS IS COMING FULL CIRCLE FOR ME IN LIFE, BECAUSE WHEN I GOT OUT OF COLLEGE HOWEVER MANY YEARS AGO, 28 YEARS AGO, I HAD A DEGREE AND I RAN INTO MY OLD HIGH SCHOOL ENGLISH TEACHER IN THE PARKING LOT AT TARGET IN AUGUST, AND SHE SAID, SCHOOL STARTS IN A WEEK AND I NEED A TEACHER.

WHAT ARE YOU DOING? AND I SAID, WELL, I WAS GOING TO GO TO GRAD SCHOOL.

SHE SAYS, COME BE A TEACHER.

SO I AM A CERTIFIED TEACHER IN THE STATE OF TEXAS.

THAT IS THE PRODUCT OF AN ALTERNATIVE CERTIFICATION PROGRAM.

SO ALL OF THESE THINGS ARE REALLY DRIVING HOME WITH ME.

AND ODDLY ENOUGH, I ALSO MISSED A DEADLINE TO FILE FOR A CERTIFICATION TEST.

SO I ALSO FOUND MYSELF SPEAKING TO THE BOARD OF TRUSTEES AS IN THIS AS WELL.

BUT THAT'S A DIFFERENT STORY.

SO I'M SAYING ALL THAT.

I TOLD YOU ALL THAT BECAUSE A LOT OF THE QUESTIONS I HAVE ARE COLORED BY MY OWN EXPERIENCE, THE DEAL I SUPPORT.

SO IF SOMEBODY IS LIKE ME WHO JUST RUNS INTO THEIR OLD TEACHER IN AUGUST AND WE NEED A STAFF AND I WOULD BE HIRED UNDER THE DOI SUPPORT FRAMEWORK, CORRECT. I HAVE A COLLEGE DEGREE, BUT I'M NOT CERTIFIED.

HOW LONG DOES THE CERTIFICATION PROCESS TAKE? IT TOOK ME THREE YEARS BECAUSE I HAD TO TAKE CLASSES.

I HAD TO TAKE TESTS. IT WAS RIDICULOUS.

THE PROCESS HAS CHANGED QUITE A BIT.

I DID ALTERNATE AS WELL, AND IT'S DIFFERENT NOW THAN IT WAS WHEN I DID IT.

IT'S REALLY UP TO THE PERSON BECAUSE IT'S VERY SELF PACED NOW.

IN ORDER TO GET THAT STATEMENT OF ELIGIBILITY, THEY HAVE SOME COURSEWORK THEY HAVE TO DO AND THEY HAVE TO TAKE THEIR CERTIFICATION TESTS SO SOME PEOPLE CAN GET THAT DONE IN TWO OR THREE MONTHS. SOME PEOPLE TAKE TWO OR THREE YEARS.

SO IT'S ALL ABOUT HOW MUCH THEY DO IT.

LIKE WHEN I DID IT, I HAD TO GO TO REGION TEN AND SIT IN A CLASS TWO NIGHTS A WEEK, MY FIRST YEAR OF TEACHING TO DO MY AND NOW THEY DO IT AT HOME AT THEIR OWN PACE.

SO IT'S REALLY UP TO THEM.

THEY COULD DO IT ALL THAT FIRST SEMESTER.

YEAH, JUST ANECDOTALLY, I MEAN, I WAS AN HOUR AWAY FROM THE NEAREST UNIVERSITY, WHICH IS WHERE I HAD TO GO ONCE EVERY WEDNESDAY FOR THREE YEARS AND ALL DURING THE SUMMER EVERY DAY. SO THIS IS SIGNIFICANTLY BETTER.

THE THE SUPPLEMENT THAT WE'RE TALKING ABOUT ON THE TUITION.

I'D LIKE FOR YOU ALL TO CONSIDER TWO ADDITIONAL GROUPS TO EMPLOYEES AND PEOPLE WHO LIVE IN THE COMMUNITY, FORMER STUDENTS OF PLANO ISD.

IF YOU WANT TO COME, IF YOU'RE IF YOU'RE A GRADUATE OF PLANO ISD AND YOU WANT TO COME BACK, MAYBE THAT'S ONE WAY TO ENTICE THOSE FOLKS TO COME BACK OR THOSE KIDS WHO ARE

[01:25:05]

THEY MIGHT WANT TO DECIDE IF THIS IS A CAREER THEY'D LIKE TO HAVE AND PERHAPS LOOK INTO FORMER MILITARY AS BEING ANOTHER OPTION TO PROVIDE THAT TYPE OF SUPPORT TOO.

I LIKE THE IDEA OF NOT PAYING THAT SUPPORT UNTIL THE END AND THEY'RE SIGNED UP AS A TEACHER.

WE'RE AT LEAST GOING TO GET THEM FOR A YEAR.

AND THAT'S, YOU KNOW, IDEALLY THAT'S IDEAL, RIGHT? SO GOING BACK TO THE STAFF MEMBER WHO FOUND ME IN THE PARKING LOT, MY FORMER ENGLISH TEACHER, TO THE EXTENT WE COULD OFFER A FINDER'S FEE FOR ANY OF OUR CURRENT STAFF WHO FIND SOMEBODY LIKE THAT TO FILL A VOID, ESPECIALLY WITH SOMEBODY WHO HAS A COLLEGE DEGREE ALREADY, $500 BUCKS GOES A LONG WAY AND SOMETHING LIKE THAT AND IS NOT NOT TREMENDOUSLY OVERBURDENED SOME.

WE CAN SURELY PUT THAT IN OUR BUDGETARY REQUESTS [LAUGHTER].

I THINK THAT THE STAFF IS IS GRINNING BECAUSE THAT IS SOMETHING THEY'VE ASKED FOR IN THE PAST, BUT FOR VARIOUS AND SUNDRY REASONS IT HASN'T MATERIALIZED. BUT WE'LL PUT THAT IN AS THE AS THE PRESIDENT STOLLE AMENDMENT.

ABSOLUTELY. BUT, YOU KNOW, ALSO THAT'S ANOTHER THING THAT WE COULD PUT IN OUR ASK TO THE LEGISLATURE AND LET THEM HELP US WITH ALL OF THOSE OPERATIONAL COSTS THAT WE WOULD HAVE AND FINDER'S FEES AND WHATEVER.

SO I'M HAPPY TO SIT DOWN AND TALK WITH YOU GUYS AND YOU CAN HELP ME CRAFT A, YOU KNOW, A PRIORITY.

YOU'RE WELCOME TO COME BY BRING IT ANYTIME.

I WILL. SO THE LAST QUESTION I HAVE AND THEN I HAVE A FINAL COMMENT.

SO I JOKINGLY SAID I HAD TO PRESENT MYSELF TO THE BOARD WHEN I WAS.

SO WHAT HERE'S THE STORY.

I TOOK THE CERTIFICATION EXAM.

I HAD NO IDEA.

NOBODY TOLD ME BECAUSE THE GUIDANCE THAT THE UNIVERSITY HAS THAT WAS NONEXISTENT, THAT YOU HAD TO ALSO TAKE THE ETHICS EXAM, WRITE THE SEPARATE.

SO I'M JUST BOPPING ALONG THINKING I'M A CERTIFIED TEACHER AND IN FACT, I WAS NOT.

SO THE QUESTION IS, IS DO WE HAVE SOMEBODY WHO IS HELPING THESE PEOPLE WITH THAT TYPE OF GUIDANCE? THAT'S HER JOB. THAT'S WHAT I DO.

OKAY. LAST WEEK, I SENT OUT EMAIL REMINDERS TO EVERYONE THAT'S WORKING ON CERTIFICATION THINGS RIGHT NOW.

SO WE DEFINITELY HELP THEM ALONG AND AND CHECK ON THEM TO MAKE SURE THAT THEY'RE NOT BE BOPPING ALONG AND.

YEAH. OKAY. SO THAT'S PERFECT.

AND THEN MY THE, THE LAST COMMENT I HAVE AND I'M JUST GOING TO ECHO JERI ON THIS.

AS A HIRED ONE WEEK BEFORE SCHOOL STARTED, I HAD NO IDEA WHAT I WAS DOING IN THE CLASSROOM.

AND SO MY FORMER ENGLISH TEACHER WAS RIGHT ACROSS THE HALL FROM ME AND GAVE ME DAILY ADVICE AND GUIDANCE.

AND SO HAVING SOMEBODY LIKE THAT, A SEASONED VET WHO CAN HELP THESE FOLKS, IS VERY IMPORTANT.

AND AGAIN, TO THE EXTENT WE CAN SUBSIDIZE THOSE FOLKS FOR TAKING THIS ON, WE YOU KNOW, WE'RE A NET SUM NEGATIVE RIGHT NOW ON THE BUDGET.

AND SO IF WE CAN REDIRECT SOME OF THOSE FUNDS TO TO COMPENSATE SUPPORT STAFF FOR THAT TYPE OF GUIDANCE, I THINK THAT'S MONEY WELL SPENT BECAUSE, YOU KNOW, TEACHING IS VERY IS HARD ENOUGH WHEN YOU'RE 23 YEARS OLD AND YOU DON'T KNOW WHAT THE HELL YOU'RE DOING.

IT'S REALLY HARD WHAT THE HECK YOU'RE DOING.

SORRY. NO, I'M TALKING ABOUT ME.

I WAS SCARED. I HAD NO IDEA WHAT I WAS DOING, AND I NEEDED SOMEBODY.

SO I LOVE THIS.

I LOVE ALTERNATE PROGRAMS, TWO PATHWAYS TO CERTIFICATION.

AND THIS IS JUST RIGHT UP MY ALLEY.

OBVIOUSLY, I LIVED IT. SO THANK YOU ALL FOR THE WORK.

JED, THANK YOU. THANKS FOR THE IDEA.

THANKS FOR STEALING IT. THANKS, FORNEY.

WE'RE GOING TO DO IT BETTER.

THANK. ANYTHING ELSE, YOU ALL? I WAS JUST AS YOU WERE SAYING, THIS, THIS IS ALSO POTENTIALLY A LEADERSHIP OPPORTUNITY FOR OUR TEACHERS.

IF THEY'RE MENTORING. THEY'RE NOT A TEAM LEADER, BUT THEY'RE AN ASSOCIATE TEACHER ADVISOR.

THAT'S LIKE A REVIEW CHECKBOX OR A GOOD RESUME BUILDER.

YEAH, EXACTLY.

I MEAN, THAT'S SUPER POSITIVE ABOUT THIS WHOLE PROGRAM FOR OUR CURRENT TEACHERS, FOR LEADERSHIP PIPELINE DEVELOPMENT AS WELL AS NEW TEACHERS.

SO I'LL JUST ECHO THIS IS THIS IS AWESOME.

THANK YOU. OKAY. I HAVE ONE LAST THING.

SORRY THAT YOU CAN ANSWER THIS.

IS THIS A POSSIBILITY THAT THIS IS THE MODEL THAT WE CAN GET RID OF THE IDEA OF STUDENT TEACHING? BECAUSE GET RID OF THE GET THE STUDENT TEACHING.

BECAUSE I HAD I WAS TALKING ABOUT STUDENT TEACHING FROM A TRADITIONAL COLLEGE PROGRAM.

WELL, LIKE FIGURING OUT A WAY TO WORK AROUND IT.

MY MY QUESTION IS I HAD AN AMAZING STUDENT TEACHER THAT I WORKED WITH AT WELLS ELEMENTARY WITH STEPHANIE, AND SHE WAS A BARTENDER AND SHE HAD TO THAT SHE HAD NO SUPPORT, SO SHE HAD TO LEAVE EVERY DAY AND WENT TO WORK HER JOB WHERE SHE WAS MAKING MORE MONEY THAN SHE WOULD HAVE MADE EVER AS A TEACHER.

[01:30:02]

THAT LIFESTYLE, I MEAN, FOR OUR MOST OF OUR STUDENTS, THEY ARE STILL DOING STUDENT TEACHING AND HAVING TO DO A JOB.

IT'S JUST IT'S A VERY, VERY ONEROUS PATHWAY FOR SOMEONE WHO REALLY WANTS TO BECOME A TEACHER IF THEY ARE NOT COMING FROM A FAMILY THAT CAN PROVIDE SOME EXTRA SUPPORT WHILE THEY'RE DOING THAT EXPERIENCE.

THIS WOULD BE PART OF THAT FORMAT THAT THE INDIVIDUAL CANDIDATES WOULD HAVE TO LOOK AT.

IF THEY'RE CLOSE TO GRADUATION AT A CURRENT INSTITUTION, WOULD THEY WANT TO COMPLETE THEIR GRADUATION WITHOUT THAT STUDENT TEACHING, WITHOUT THAT TEACHER CERTIFICATE COLLEGE AND THEN GO THROUGH THIS? THERE MIGHT BE SOME ADDED COSTS DEPENDING ON WHERE THEY ARE AND THE DESIRE TO HAVE A DEGREE FROM A CERTAIN INSTITUTION, TEXAS TECH, OR NOT.

THAT WOULD BE THOSE INDIVIDUAL CHOICES.

BUT THERE IS AN OPTION HERE.

I THINK THE GOAL FOR US IS JUST TO TRY TO FIND AS MANY POSSIBILITIES AND OPPORTUNITIES FOR CANDIDATES AND ALSO TO FILL OUR VACANCIES AND VACANCIES WITH PEOPLE WHO REALLY WANT TO TAKE THIS PATH.

ON ONE THING I WANT TO JUST THROW OUT THERE FROM A CT STANDPOINT LIKE THIS IS ALSO A REALLY GOOD OPPORTUNITY FOR OUR STUDENTS THAT ARE PARTICIPATING IN OUR READY, SET, TEACH OR TEACHING INTERNSHIP PROGRAM.

IF THEY'RE IN THAT PROGRAM, THEY'RE EARNING DUAL CREDIT AND PERHAPS THIS IS A GREAT WAY FOR THEM TO NOT EVEN REALLY HAVE TO GO OFF TO COLLEGE, BUT GO RIGHT BACK INTO INTO THE WORKFORCE AND STAY HOME AND AND PURSUE THIS PATH.

SO LOTS OF OPPORTUNITIES.

AND THEY COULD TAKE A LOT OF THEIR 50 THEIR TRANSFERABLE HOURS LOCALLY.

AT COLLIN COLLEGE AND THAT WOULD TRANSFER INTO THIS WHILE THEY'RE SIMULTANEOUSLY EARNING AN INCOME AS AN AIDE THEY WOULD NOT NECESSARILY MEET THE ASSOCIATE TEACHER ASPECT, BUT THEY MIGHT BE ABLE TO HIRE AS AN AIDE, GET THAT EXPERIENCE, TAKE COURSES SIMULTANEOUSLY AND MOVE THROUGH THAT IN A MORE RAPID SUCCESSION.

SO IS THIS GOING TO TAKE ANY BOARD ACTION AT A FUTURE MEETING OR ARE YOU GUYS READY TO GO OR WHAT'S WHAT'S.

WE'RE JUST GOING TO INCLUDE IT IN OUR BUDGETARY PROGRAM AND GO ON DOWN THE ROAD UNLESS THERE ARE SOME KEY OPPOSITIONS.

WE WOULD ALSO BE SIMULTANEOUSLY WORKING WITH OTHER PROGRAMS. WE DON'T WANT TO CUT OURSELVES OFF FROM OUR FRIENDS.

AND IN I TEACH OR TEXAS A&M COMMERCE REGION TEN ANY OF THOSE.

BUT THIS WOULD BE ONE THAT MEETS SOME UNIQUE CHARACTERISTICS.

THERE'S OTHER INDIVIDUALS WHO FEEL MORE COMFORTABLE WITH OTHER TYPES OF DELIVERY METHODS AND PROCEDURES LIKE THAT.

WE'RE NOT GOING TO TURN PEOPLE AWAY.

OKAY. WELL, IT SOUNDS LIKE EVERYBODY EVERYBODY THAT HAS MADE COMMENTS THINKS IT'S A WONDERFUL IDEA.

ONE LAST QUESTION.

I SWEAR, THE CONNECTION BETWEEN TEACH WORTHY AND IWU, THOSE ARE THAT'S KIND OF A PACKAGE DEAL.

YES. THEY PARTNER TOGETHER, SO WE WOULD SIGN MOUS WITH BOTH.

OKAY. ALL RIGHT.

THANK YOU ALL. THANK YOU.

JOHNNY, I THINK WE TOOK THEIR BUDGET NEGATIVE PRESENTATION AND MANAGED TO SPEND ALL OF THE SAVINGS, SO GET READY FOR THAT.

DR. WILLIAMS SAID I HAD 5 MINUTES FOR MY BUDGET PRESENT.

YES. ALL RIGHT.

SPEAKING OF BUDGETS, WE'RE GOING TO GO TO SIX THREE, WHICH IS JOHNNY'S FISCAL YEAR BUDGET OVERVIEW VIEW REPORT.

WELL, I WANT TO SAY ONE THING JUST REAL QUICKLY.

PILLAR. OUR STRATEGIC PILLAR NUMBER THREE, OBVIOUSLY, IS TALENT ACQUISITION, SUPPORTING GROWTH.

I'M SO PROUD. THIS IS A FANTASTIC TEAM.

I'VE BEEN WORKING WITH THESE GUYS FOR ABOUT SIX MONTHS AND MAN, THEY ARE THINKING OUTSIDE OF THE BOX AND DOING AMAZING WORK FOR THIS SCHOOL DISTRICT.

SO I'M SUPER, SUPER PROUD OF ALL OF THESE GUYS THAT YOU SEE IN FRONT OF YOU.

I WILL BE QUICK.

THIS IS JUST GETTING INTO THE BUDGET WORKSHOP.

OBVIOUSLY, WE'RE JUST STARTING THE PROCESS.

WHAT I'D LIKE TO DO THIS EVENING IS JUST GO THROUGH PARAMETERS AND WE'LL GO THROUGH IT PRETTY QUICK.

I WILL NOT BE TAKING ANY QUESTIONS THIS EVENING.

JUST JUST JOKING.

YOU CAN STOP AND I'LL ANSWER ANY QUESTIONS YOU'VE GOT, BUT WE'LL GO THROUGH THIS PRETTY QUICK.

OBVIOUSLY, WHAT YOU SEE THIS EVENING ARE BUILT ON ASSUMPTIONS, KEY BUDGET ASSUMPTIONS.

AND SO I JUST WANT TO GO THROUGH THOSE.

SO JUST SO YOU'LL KNOW HOW THE HOW THE CAKE IS MADE.

AND SO NUMBER ONE IS WE DO WORK WITH THE DEMOGRAPHER.

WE HAVE THE THIRD QUARTER INFORMATION THAT IS A DECLINE.

WE'RE EXPECTING A DECLINE OF ABOUT 815 STUDENTS FOR THIS NEXT YEAR.

PROPERTY VALUE GROWTH.

WE DON'T KNOW THAT YET. WE WON'T HAVE THE CERTIFIED ESTIMATES TILL THE MIDDLE OF APRIL.

I'VE PLUGGED IN A GROWTH OF 2% JUST AS A PLACEHOLDER.

WE ARE APPLYING ALL THE M&O TAX COMPRESSION LAWS THAT WE FOUND OUT IN HB THREE.

AND THEN OF COURSE WE'RE GOING TO BE USING ALL THE CURRENT FORMULAS.

HOPEFULLY WE'LL HAVE SOME HELP WITH THESE FORMULAS DURING THIS LEGISLATIVE SESSION.

[01:35:02]

AND WE JUST RAN THIS TO THE TEMPLATE.

AND THEN OF COURSE, RECAPTURE IS STILL BASED ON THAT PERCENT OF PROPERTY VALUE INCREASE OF 2% WITH A 1.7% DECREASE IN STUDENT ADA.

ALSO, OBVIOUSLY WE HAVE A COMPENSATION THAT WE'VE BUILT INTO THIS.

WE HAVE A PLACEHOLDER, WE HAVE A 3% ACROSS THE BOARD RAISE BUILT INTO THE TEMPLATES THAT YOU'LL SEE THIS EVENING.

AND THEN ALSO FOR NON PAYROLL BUDGET REFLECTS A 5% INCREASE.

AND SO THAT'S WHAT YOU SEE WHENEVER YOU'LL SEE THESE NUMBERS HERE IN A SECOND.

OBVIOUSLY WE TALKED ABOUT BOARD BUDGET CALENDAR AS WE GO THROUGH THIS AND WE WILL HAVE MORE INFORMATION IN FEBRUARY.

BUT WE HAVE TALKED INTERNALLY ABOUT POTENTIALLY BRINGING IT UP.

YOU SEE, IF YOU LOOK AT MAY ADOPTION OF THE COMPENSATION PLAN, WE HAVE TALKED WITH HR STAFF ABOUT TRYING TO THINK OUTSIDE OF THE BOX.

THE LAST SEVERAL YEARS, WE'VE ALWAYS SAID THIS IS WHAT EVERYBODY ELSE IS DOING.

SO THIS IS WHAT WE SHOULD DO TO MEET EVERYBODY ELSE.

WE'VE TALKED ABOUT TRYING TO GET IN FRONT AND ACTUALLY GETTING OUT THERE EARLY, MAYBE IN MARCH WITH WHAT WE'D LIKE TO DO WITH COMPENSATION AND EVERYBODY ELSE CAN FOLLOW US FOR A CHANGE. AND SO WE THINK THAT'S ALSO ONE WAY WE CAN ACTUALLY HIRE AND GET A JUMP ON THE HIRING SEASON.

SO WE'LL BE BRINGING BACK MORE INFORMATION IN THAT IN FEBRUARY.

YOU CAN SEE, OBVIOUSLY, WE START STARTED IN DECEMBER.

WE'LL GO ALL THE WAY DOWN AND WE'LL BE WORKING.

THERE'S JUST ABOUT EVERY MONTH THAT YOU'RE GOING TO GET SOME FORM OF BUDGET INFORMATION FROM ME.

AND THEN, OF COURSE, IN JUNE IS WHEN WE'LL DO THE HEARINGS, THE TRUTH AND TAXATION HEARINGS.

AND THEN IN SEPTEMBER, WE'LL ASK YOU TO ADOPT THE TAX RATE.

SO OBVIOUSLY WE HAVE IN EARNEST STARTED GOING OUT AND GETTING INFORMATION.

WHAT YOU SEE THIS EVENING ARE JUST THOSE BIG PARAMETERS THAT MAKES UP THE CORNERSTONES OF OUR BUDGET.

THERE'S A LOT OF WORK THAT ACTUALLY TAKES PLACE BEHIND CLOSED DOORS ON CAMPUS LEVELS.

AND SO YOU SEE JUST THESE PERTINENT TIMELINES AS WE GO FROM NOVEMBER ALL THE WAY UP TO WHEN WE START ACTUALLY GETTING ALL THE INFORMATION, ACCUMULATED AND REPORTING IT OUT TO YOU GUYS.

BUDGET PROCESS. ONCE AGAIN, WE'RE GOING TO BE DOING WE ARE DOING THE ZERO BASED BUDGETING PROCESS WE TALKED WITH YOU ABOUT.

THAT'S BASICALLY BUILDING THE CAKE OR ADDING ON TO.

BASICALLY, THAT MEANS WHEN YOU'VE GOT CAMPUSES THAT ACTUALLY HAVE MORE STRUGGLES LIKE A TITLE CAMPUS, OBVIOUSLY THEY'RE GETTING MORE RESOURCES THROUGH THAT PROCESS.

AND THEN OF COURSE, THAT'S BASED ON THE CAMPUS ALLOCATIONS.

WE'VE ALREADY GIVEN THOSE OUT.

THOSE ARE BASED ON DEMOGRAPHIC INFORMATION OR ENROLLMENT PROJECTIONS FOR THIS NEXT YEAR.

AND THEN ON STAFFING WILL START WORKING.

OUR HR STAFF IS ALREADY WORKING ON THOSE MODELS, BUT WE'LL START VISITING WITH PRINCIPALS AND GETTING THOSE STAFFING NUMBERS OUT TO CAMPUSES STARTING ABOUT THE MIDDLE OF FEBRUARY.

SO WHEN WE TALK ABOUT, WELL, WE WORK WITH DEMOGRAPHER, WE THINK THOSE NUMBERS ARE GOING TO BE DOWN SLIGHTLY.

WELL, HOW CLOSE ARE WE THIS YEAR? BECAUSE THAT'S A GOOD INDICATOR OF WHERE WE MAY.

IF THEY'RE WAY OFF THIS YEAR, THEN, I MEAN, DO WE HAVE DO WE HAVE CONFIDENCE THAT THEY'RE GOING TO BE OFF NEXT YEAR, TOO? SO YOU SAY THAT ACTUAL ENROLLMENT FOR 21-22 IS 49,405.

YOU SEE THE PROJECTION FOR THIS FALL, WHICH IS SNAPSHOT DATE.

THE LAST FRIDAY IN OCTOBER IS 48,927.

WE CAME WE CAME IN WITH ACTUAL ACTUAL NUMBERS OF 48,932.

THEY WERE ALL FIVE KIDS.

THAT'S REALLY, REALLY CLOSE.

SO WE HAVE A PRETTY GOOD IDEA THAT THEY'VE GOT A PRETTY GOOD HANDLE ON OUR NUMBERS.

AND SO WHENEVER THEY SAY THEY PROJECT US TO BE DOWN 800 KIDS, WE I FEEL PRETTY CONFIDENT THAT THEY'RE GOING TO BE IN THAT BALLPARK.

AND SO THAT'S THAT'S WHAT WE'VE REFLECTED IN OUR BUDGET.

I WANT TO BE REALLY, REALLY CLEAR WHEN WE SAY THAT WE'RE GOING TO BE DOWN 800 KIDS, THAT DOESN'T MEAN WE HAVE 800 KIDS THAT ARE MOVING OUT OF OUR DISTRICT.

AND I THINK YOU GUYS, WE PREACH IT TO YOU GUYS ARE PREACHING TO THE CHOIR.

BUT YOU UNDERSTAND THAT WE HAVE ABOUT 4,000 SENIORS LEAVING.

WE HAVE ABOUT 3,000 KINDERGARTNERS COMING INTO THE SYSTEM.

SO WE'RE WE'RE ACTUALLY LOSING ABOUT JUST BECAUSE OF ROLLOVER.

WE'RE LOSING ABOUT 1,000 KIDS.

SO WE ACTUALLY HAVE WE'RE ACTUALLY GROWING OUR DISTRICT THROUGH MOVE INS.

BUT WE'RE LOSING JUST BECAUSE WE'RE JUST WE'RE ACTUALLY BUILDING OUT IN OUT OF OUR DISTRICT.

I HOPE THAT MAKES SENSE TO EVERYBODY.

WELL, AND JOHNNY, I THINK THAT IT COSTS MORE TO LIVE IN PLANO THAN SOME OF THE SURROUNDING AREAS.

SO IT'S HARDER FOR FAMILIES TO AFFORD THE HOMES.

AND THAT 2% OR WHATEVER IT'S GOING TO BE IS HAVING AN IMPACT ON FAMILIES LOCATING HERE.

DEFINITELY. SO THIS IS JUST A TREND ANALYSIS WITH OUR DEMOGRAPHER.

IT GOES ALL THE WAY BACK. I THINK THIS IS 12 YEARS.

YOU CAN SEE WHERE WE WERE AT 12 YEARS AGO.

AND THEN WHAT WE'RE PROJECTED FOR THIS NEXT YEAR IS IN THE DARK BLUE.

AND THEN, OF COURSE, WHEN WE WHEN WE DO BUDGETS INTO THE FUTURE LONG RANGE PLANNING, WE ACTUALLY BUILT IT OUT BASED ON THOSE LONG RANGE ENROLLMENT PROJECTIONS.

[01:40:04]

I MEAN, WE COULD GO THROUGH THIS CALCULATION, BUT BOTTOM LINE IS TAX RATE COMPRESSION SAYS IF WE GROW MORE THAN TWO AND ONE HALF PERCENT, WE'RE GOING TO COMPRESS OUR RATES.

A WHILE AGO, I TELL YOU, WE WERE PROJECTED IN THE BUDGET RIGHT NOW OF 2%.

SO RIGHT NOW THERE IS NO COMPRESSION BUILT INTO THESE COMPRESSIONS.

BUT IF YOU'VE KEPT UP WITH WHAT'S GONE ON JUST IN THE LAST WEEK, WEEK AND A HALF OF LEGISLATIVE SESSION, SENATE BILL ONE, THE BUDGET BILL HAS ALREADY BEEN FILED AND THEY'RE WANTING TO SPEND $15 BILLION TO LOWER THE TAXES.

ONE WAY TO DO THAT IS BUYING DOWN THE TAX RATE.

SO EVEN THOUGH YOU'RE GOING TO SEE.

THE PROJECTION HERE RIGHT NOW, IF YOU LOOK AT 22-23, ALL THE WAY TO THE BOTTOM OF TAX RATE AND YOU COMPARE THAT WITH PROJECTED FOR 23-24, YOU SEE THAT'S EXACTLY THE SAME.

I CAN SIT HERE AND WITH CONFIDENCE TELL YOU THAT'S PROBABLY GOING TO GO DOWN BECAUSE PART OF THE WAY THEY'RE GOING TO ACTUALLY GET TO THAT $15 BILLION OF BUYING DOWN THE TAX RATE IS THROUGH THE COMPRESSION MECHANISM, WHICH IS GOOD FOR OUR TAX PAYERS.

SO I AM FULLY ANTICIPATING AND WE'LL KNOW MORE AS WE GO THROUGH THE SESSION, BUT THAT THE NUMBER ON YOUR RIGHT, THE TAX RATE THAT OUR TAXPAYERS ARE GOING TO PAY WILL GO DOWN.

YOU CAN SEE AS A RESULT OF TAX COMPRESSION JUST OVER SINCE WE'VE HAD HOUSEFULL THREE AND IN 19-20 WE'VE GONE DOWN ABOUT $0.18.

AND THAT'S BECAUSE OF TAX COMPRESSION, TAX COMPRESSION BECAUSE OUR VALUES IN OUR COMMUNITY ARE ON OUR RESIDENTIAL HOMEOWNERS IS GOING UP.

OKAY. ONCE AGAIN, ANYTHING OVER TWO AND A HALF PERCENT TAX RATE GOES DOWN.

THIS IS JUST RECAPTURE.

I THINK IT'S JUST EVIDENT YOU CAN SEE PROJECTED OUT WE ANTICIPATE ACTUALLY SENDING ABOUT $247 MILLION THIS YEAR BACK TO RECAPTURE IN AUGUST. BUT IF YOU PROJECT THAT OUT IN OUR IN OUR BUDGET FOR 23-24, YOU SEE THAT CONTINUES TO GO UP.

THIS IS BASED ON CURRENT NUMBER OF STUDENTS WITH CURRENT LAW.

WE'RE HOPING IF WE GET SOME TRACTION AND SOME OF OUR REMEDIES, WE'RE HOPING THAT NUMBER WILL GO DOWN.

THIS IS JUST A PIE CHART OF HOW WE BRING IN REVENUES.

IF YOU LOOK AT THE ONE ON THE RIGHT.

BOTTOM LINE IS WE GET OUR MONIES FROM TAXES.

I DON'T THINK THAT'S A SHOCK TO ANYBODY.

BUT IT'S IT'S STILL INTERESTING TO SAY WHEN YOU PUT IT IN A PIE CHART HOW THAT ACTUALLY LOOKS.

VERY, VERY LITTLE MONIES FROM ANYWHERE ELSE OTHER THAN TAXES.

THESE ARE THE NUMBERS THAT WE'VE GOT BUILT IN.

ONCE AGAIN, LOWERING STUDENTS INCREASE IN 2% ON THE ON THE TAXABLE VALUES.

AND THEN WE JUST WENT THROUGH EVERY OTHER LINE ITEM THAT WE HAD AND RAN IT THROUGH TEMPLATES AND BUDGETS.

YOU CAN SEE THAT PRETTY BOTTOM LINE IS IF YOU LOOK AT THE BOTTOM NET REVENUES AND OTHER RESOURCES, WE'RE FLAT ON REVENUE, WE'RE FLAT ON REVENUE.

IF YOU LOOK AT OUR EXPENSES ON THE LEFT HAND, THAT'S MY FUNCTION.

I ALWAYS WANT TO POINT OUT, IF YOU LOOK TO SAY TWO THINGS ON THE ON THE GRAPH BY FUNCTION INSTRUCTIONAL RELATED 66%, I DON'T THINK YOU'RE GOING TO FIND ANOTHER SCHOOL DISTRICT IN THIS AREA ANYWAY THAT SPENDS AS MUCH DIRECTLY IN THE CLASSROOM AS WE DO.

66% IS A VERY, VERY HIGH PERCENTAGE.

I'VE WORKED AT OTHER DISTRICTS.

I'VE ALWAYS HAD A HARD TIME GETTING IT UP TO 65%, AND WE'RE OVER THAT.

THAT'S REALLY GOOD FOR OUR SCHOOL DISTRICT TO PUT THAT EMPHASIS DIRECTLY IN THE CLASSROOM.

AND THEN THE SECOND THING IS, IF YOU LOOK AT ADMINISTRATION, THAT LITTLE YELLOW SLIVER, TWO POINT, I THINK IT'S 2.5%.

THAT'S EXTREMELY LOW, TOO.

AND WE OBVIOUSLY WE'RE WE GET TESTED ON THAT EVERY YEAR THROUGH THE FIRST REPORT.

BUT WE HAVE A VERY, VERY LOW CENTRAL ADMINISTRATION COST RELATIVE TO OUR INSTRUCTIONAL STAFF.

AND THAT'S WHAT THAT'S MEASURING.

WHAT'S THE PERCENTAGE IS REAL QUICKLY, YOU NORMALLY SEE? SO FOR A DISTRICT OUR SIZE, I MEAN, IT SHOULD BE I BELIEVE IT'S FOUR DISTRICT OUR IT'S AROUND 10%.

SO WHAT'S ALLOWABLE? WELL, IF YOU JUST LOOK AT MINISTRATION COMPARED WITH INSTRUCTION, THIS IS AS EVERYBODY EVERYBODY IF YOU LOOK AT JUST THIS ONE THAT YOU SEE UP ON THERE, IT'S ONLY THREE AND A HALF TO 4% ON THE FIRST REPORT.

IT'S A 10% JUST ADMINISTRATION TO INSTRUCTION, JUST THOSE TWO.

AND YOU CAN GO UP TO 10%.

YOU NORMALLY SEE IT AROUND 8 TO 9%.

WE'RE LESS THAN 8%.

IF THAT MAKES SENSE.

SO IF YOU LOOK UP ON THE BOARD AND YOU LOOK AT THAT AND COMPARE THAT, YOU'LL NORMALLY SEE THAT ABOUT THREE AND A HALF TO 4% AS AN OVERALL BUDGET, IF THAT MAKES SENSE.

AND THEN ON THE RIGHT, OBVIOUSLY THAT'S PAYROLL COST.

SO IF YOU LOOK AT WAYS THAT WE ACTUALLY CAN SAVE MONEY OR BE MORE EFFICIENT, YOU'RE TALKING ABOUT THE GROUP OF FOLKS THAT YOU SEE RIGHT IN FRONT OF YOU, BECAUSE IT'S THOSE ARE THE THOSE ARE THE GUYS THAT ARE ACTUALLY RUNNING OUR COMPENSATION, I MEAN, OUR COMPENSATION AND OUR EMPLOYEES.

AND THEN THIS IS THE EXACT SAME NUMBER.

INSTEAD OF THE PIE CHART, YOU'RE ACTUALLY JUST BUILDING IT OUT WITH NUMBERS.

AND YOU CAN SEE AT THE VERY BOTTOM IS THE NET RECAPTURE.

AND IF YOU WANT TO KNOW WHERE WE'RE AT AS OF RIGHT NOW ON OUR BUDGET, WITH EVERYTHING WE'VE BUILT IN THIS ALSO, ONCE AGAIN, IT SAYS IT'S BUILT IT BUILDS IN A

[01:45:09]

SO THAT'S WHAT YOU'RE LOOKING AT TO BEGIN WITH.

AND I JUST WANT TO SAY TWO THINGS THAT WE'RE STILL WORKING AT.

I ANTICIPATE THAT WE'LL GET THIS NUMBER DOWN BECAUSE WE HAVE A COUPLE OF REALLY GOOD THINGS GOING FOR US.

NUMBER ONE IS WE HAVE A LEGISLATIVE AGENDA IN A SESSION THAT WE'VE ALREADY REALIZED BASED ON SENATE BILL ONE THAT'S BEEN PROPOSED.

WE'RE GOING TO WE FEEL PRETTY CONFIDENT WE'RE GOING TO GET SOME HELP.

SO WHATEVER HELP WE GET WILL HELP THIS THIS AMOUNT GO DOWN.

ADDITIONALLY, ONE THING WE WERE TALKING ABOUT IN HOUSE AND I JUST DON'T WANT TO SHOW IT YET, BUT EVERY YEAR BECAUSE OF VACANCIES AND BECAUSE WE'VE HAD WE HAVE BUILT IN EFFICIENCIES, WE'RE TRYING TO QUANTIFY WHAT THAT'S GOING TO BE AND BUDGET FOR WHAT THAT EFFICIENCY SHOULD BE.

WE THINK THAT'S ANYWHERE, YOU KNOW, 7 TO $8 MILLION A YEAR.

WE'RE GOING TO WE'RE GOING TO START BUDGETING THAT EFFICIENCY TO GET A TRUE NUMBER, BECAUSE THE LAST THING YOU WANT TO DO, IF WE'RE GETTING CLOSE TO LOOKING AT CUTTING OUR BUDGETS, THE LAST THING WE WANT TO DO IS CUT OUR BUDGETS AND THEN END UP WITH PUTTING MONEY BACK BECAUSE WE HAD THESE EFFICIENCIES BECAUSE OF.

AND SO WE WANT TO QUANTIFY THAT.

WE WANT TO TAKE THAT INTO ACCOUNT.

WE'LL DO THAT. WE DON'T WANT WE JUST WANT TO MAKE SURE WE'RE NOT DOING THAT YET.

WE'LL DO THAT AS WE GET CLOSER AND CLOSER TO THE JUNE.

GENERALLY, THE $47 MILLION OUR PROJECTED, THAT'S WITH THE ESSER FUNDS SUPPLANTING PART OF IT.

HOW MUCH LONGER DO WE HAVE OF ESSER FUNDS SUPPLANTING REALLY, REALLY GOOD QUESTION.

SO ESSER IS THAT WE LOSE ESSER TWO MONIES.

THIS ALREADY TAKES AN ACCOUNT THAT'S LOSING $9 MILLION OF ESSER TWO MONEY.

SO WHEN YOU LOOK AT THIS, THIS IS THE FIRST STEP OF LOSING ESSER MONIES.

THIS IS BUILT IN.

WE'VE ALREADY TAKEN OUT THE $9 MILLION THAT WE'RE LOSING OF ESSER TWO MONIES THE YEAR AFTER THIS, WHICH THIS IS 23-24 AND 24-25, WE'LL LOSE.

ESSER THREE MONIES, WHICH IS AN ADDITIONAL $8 MILLION.

SO THIS TAKES AN ACCOUNT ALREADY THAT FIRST BIG BITE OF US, OF US COMING OUT OFF OF OUR ESSER MONIES.

THAT'S A GOOD THAT'S A GOOD QUESTION.

SO BASED ON THE LEGISLATIVE PRIORITIES THAT WE'VE TALKED ABOUT, THERE'S REMEDIES I'M SORRY, REMEDIES.

THERE'S NOT ONE REMEDY THAT COULD FIX THIS.

IT'S IT'S MULTIPLE REMEDIES OR SOME OTHER LEGISLATIVE FUNCTION THAT THEY DECIDE TO TAKE ON.

SO EVERY ONE OF THOSE REMEDIES, THOSE THOSE REMEDIES THAT WE BROUGHT UP AND THAT WE'RE VISITING, WE VISITED WITH OUR LEGISLATORS ABOUT WHAT ACTUALLY HELP THIS.

OH, ABSOLUTELY. I THINK THE TOTAL IS OVER 60 MILLION.

IF ALL OF THEM WERE DONE, IF WE DID ALL OF THEM.

BUT I WOULD JUST I MEAN, I WOULD SETTLE FOR ONE OF THOSE $18 MILLION ONES.

I MEAN, BUT YES, YEAH, THERE'S A COUPLE OF THEM THAT MAKE PERFECT SENSE.

BUT YES, ALL OF THOSE WOULD HELP THIS BOTTOM LINE.

ALL RIGHT. OTHER QUESTIONS FOR JOHNNY ON THIS TIMING.

THIS ISN'T ABOUT TIMING, BUT THAT THAT $47 MILLION FIGURE IS A LITTLE HEARTBURN INDUCING.

AND WE YOU'RE RIGHT.

I MEAN, WE HAVE A HUGE OPPORTUNITY.

AND NANCY AND THE LEGISLATIVE SUBCOMMITTEE HAVE BEEN WORKING REALLY HARD TO MAKE SURE THAT OUR LEGISLATORS ARE INFORMED AND OUR PUBLIC IS INFORMED IF WE BREAK THAT $47 MILLION NUMBER DOWN TO TEACHERS, PEOPLE, HOW MANY TEACHERS IS THAT? I MEAN, JUST GETTING REALLY REAL ABOUT.

IF 86% OF OUR PAYROLL OR 86% OF OUR BUDGET, 84%, WHATEVER IT WAS, IS PAYROLL.

SO SO WE HAVE WE HAVE ABOUT 30, I THINK 38, 3,850 TEACHERS.

AND IS THAT ABOUT RIGHT? IF YOU ACTUALLY JUST DID DID AWAY WITH HOW MANY TEACHERS IT WOULD TAKE TO ACTUALLY BALANCE YOUR BUDGET? IT'S ABOUT 720 TEACHERS.

SO THAT'S A HUGE SACRIFICE THAT, YOU KNOW, I JUST WANT OUR COMMUNITY TO UNDERSTAND, LIKE IN TERMS OF NUMBER OF PEOPLE.

THAT IS A HUGE SACRIFICE TO OUR PROGRAMS, TO OUR COMMUNITY.

AND WE'VE GIVEN THEM OPPORTUNITY TO AVOID THAT.

YEAH. SO JUST ONE NOTE ON THAT, THAT THERE HAVE ALREADY BEEN SIX BILLS FILED TO CHANGE THE FUNDING FORMULA FROM TO ACTUAL ATTENDANCE.

AND SO THAT WAS THE $32 MILLION FIXES.

ALL RIGHT. I WAS THINKING IT WAS 18 DOING AN INFLATIONARY FACTOR WAS 32.

YEAH. SO THAT'S MAYBE THAT'S GOOD.

THE INFLATIONARY FACTOR ALSO, YOU NOTICE THAT WE WERE SPENT OUR SPENDABLE DOLLARS REMAINS STAGNANT.

OF COURSE, INFLATION YEAR OVER YEAR, SIX AND HALF PERCENT DOESN'T TAKE A GENIUS TO REALIZE THAT OUR COST OF HIGHER SPENDABLE DOLLARS ARE THE SAME.

WE CAN'T. WE DON'T HAVE AS MUCH SPENDING POWER.

SO GOOD LUCK WITH ALL THAT.

[01:50:02]

SO THANK YOU. ONE COMMENT WE ABSOLUTELY CANNOT DO WITHOUT 720 TEACHERS.

SO, I MEAN, BUT I MEAN, I'M NOT MAKING ANY SUGGESTIONS.

I'M TRYING TO PUT THIS INTO LIKE REAL TERMS THAT, YOU KNOW, WHEN OUR PUBLIC THINKS ABOUT EMAILING THEIR LEGISLATORS AND SAYING, CAN YOU HELP US OUT? ABSOLUTELY. THAT'S 720 REAL ACTUAL PEOPLE.

AND THEN I THINK THE OTHER THING I JUST WANT TO AND MAYBE YOU SAID IT ALREADY, BUT JUST FROM A STANDPOINT OF INFLATION, WHEN WE'VE HAD SEVERAL OF OUR CONTRACTS THAT THEIR INSURANCE IS ONE OF THEM ARE OUR CUSTODIAL CONTRACTS LIKE THOSE HAVE GONE OUT TO KEEP UP WITH INFLATION.

AND SO JUST THE COST OF BUSINESS IS PROBABLY A GREAT DEAL OF THE DIFFERENCE BETWEEN 40 AND $40 MILLION DEFICIT OR PROPOSED DEFICIT VERSUS A 47.

SO I DON'T REMEMBER THAT EXACT NUMBER, BUT I KNOW THAT THAT'S BEEN A PART OF OUR DISCUSSION.

ALL RIGHT. THANKS, JOHNNY.

ALL RIGHT, MOVING ON.

SIX FOUR ATHLETIC PROGRAM ALIGNMENT UPDATE.

SO, LINDA. GOOD EVENING.

BOARD OF TRUSTEES.

WANT TO GIVE YOU GUYS A QUICK UPDATE, IF YOU MAY REMEMBER, BACK ON THE 10TH, JEFF SMITH, OUR ATHLETIC DIRECTOR, DID A PHENOMENAL JOB OF TALKING ABOUT THE HISTORY AND BUILDING THE CONTEXT AND TALKING ABOUT THE NEXT STEPS THAT WE WANT TO GO.

AND IN THAT CONVERSATION, WE TALKED ABOUT A SURVEY THAT WE WERE POSTING THAT WENT OUT TO COMMUNITY.

AND WHILE THAT SURVEY IS STILL OPEN, I WANT TO BE PROACTIVE AND START GETTING YOU GIVING YOU GUYS SOME INFORMATION TO THINK ABOUT ALONG THE WAY.

SO THAT SURVEY WAS POSTED ON THE WEBSITE AND SENT OUT THROUGH OUR STAFF AND FAMILY UPDATES ON JANUARY 12TH. AND LIKE I SAID, IT IS STILL OPEN UNTIL THURSDAY, JANUARY 26TH.

RIGHT NOW WE HAVE A TOTAL OF 20 OR I'M SORRY, 2,833 PARTICIPANTS WHO HAVE TAKEN IT SO FAR.

AND I ACTUALLY LOOK, BECAUSE IT DOES GET A LITTLE ADDICTIVE WHEN YOU HAVE THE OPPORTUNITY TO LOG IN AND SEE HOW MANY MORE HAVE TAKEN IT.

SO WE HAVE ABOUT 100 MORE THAT HAVE TAKEN IT SINCE LAST NIGHT.

BUT THE RESULTS HAVE NOT CHANGED TOO SIGNIFICANTLY.

IN THAT SURVEY WE HAVE NINE QUESTIONS.

TWO OF THEM ARE DEMOGRAPHIC QUESTIONS, SIX JUST, YOU KNOW, PERCEPTION QUESTIONS.

AND THEN THE LAST QUESTION WAS AN OPPORTUNITY TO PROVIDE ADDITIONAL FEEDBACK.

AND WHAT WE WANTED TO BRING TO YOU GUYS TONIGHT WAS WHAT ARE THOSE THOSE SIX QUESTIONS OR EIGHT QUESTIONS THAT THAT WE'RE SEEING RIGHT NOW? SO THE FIRST ONE WAS FOR YOU TO JUST INDICATE WHAT FEEDER CLUSTER YOU BELONG TO.

WE WANTED TO GET AN IDEA OF WHERE IN THE DISTRICT YOU WERE ALIGNED AS YOU WERE TAKING THE SURVEY.

RIGHT NOW, YOU SEE WEST AND CENTRAL ARE PRETTY CLOSE TOGETHER AND WE STILL HAVE SOME PANTHERS THAT MIGHT WANT TO TAKE THAT SURVEY BEFORE THURSDAY.

AND THEN THE SECOND QUESTION WAS JUST ASKING YOU TO IDENTIFY WHO YOU ARE TAKING THE SURVEY.

AND WE WENT BACK AND FORTH SEVERAL TIMES ON THIS ABOUT DO WE LET YOU CLICK ALL THAT APPLY OR DO WE JUST ASK YOU TO PICK THE ONE THAT YOU MOST RELATE TO? AND WE LANDED ON LET'S JUST HAVE YOU PICK THE ONE THAT YOU MOST RELATE TO, AND THAT'S HOW YOU'RE GOING TO ANSWER YOUR PERCEPTION QUESTIONS.

SO RIGHT NOW, WE WE HAVE A LOT OF PARENTS WHO HAVE WEIGHED IN, CURRENT PARENTS, AND WE HAVE A LOT OF STUDENTS WHO HAVE WEIGHED IN AND SOME STAFF MEMBERS.

THOSE ARE OUR TOP THREE GROUPS AT THE MOMENT.

THEN WE GET INTO OUR PERCEPTION QUESTIONS.

THE FIRST ONE WAS, I THINK, THE CREATION OF THE JV TO 10TH GRADE TEAMS AT THE SENIOR HIGH SCHOOLS THAT WE DID BACK IN 2020.

DO YOU BELIEVE THAT THIS HAS MADE A POSITIVE IMPACT ON OVERALL ENGAGEMENT AND PARTICIPATION? AND YOU CAN SEE VERY OVERWHELMINGLY THAT THE PARTICIPANTS IN THE SURVEY HAVE RESPONDED THAT THEY AGREE THAT THIS HAS MADE A BIG DIFFERENCE.

THE NEXT QUESTION.

DO YOU BELIEVE THAT THE CURRENT STRUCTURE OF HAVING A 9-10 HIGH SCHOOL AND 11-12 SENIOR HIGH CAMPUS PUTS US AT A COMPETITIVE ATHLETIC DISADVANTAGE? AGAIN, OVERWHELMINGLY YOU SEE THAT THE PARTICIPANTS WHO'VE TAKEN THE SURVEY DO BELIEVE THAT IT IS A DISADVANTAGE TO HAVE IT STRUCTURED THIS WAY. ON QUESTION NUMBER FIVE.

THIS ONE WAS A LITTLE BIT.

[01:55:03]

AND THIS CAUSED US TO HAVE TO THINK ABOUT WHAT WE WERE ACTUALLY ASKING.

SO WHEN WE SAID, DO YOU BELIEVE STUDENTS ATTENDING HIGH SCHOOLS IN THE 9-10 IDENTIFY WITH THEIR FEEDER SENIOR HIGH.

MASCOT TEAMS AND COLORS.

YOU KNOW, WE CAN ASSUME THAT THE PARTICIPANTS THAT ANSWERED IT MAY HAVE BELIEVED THAT THEIR CURRENT PERCEPTION OF THESE 9-10 9TH AND 10TH GRADERS BELIEVE ONE WAY OR YES, THEY ALIGN OR NO, THEY DON'T.

BUT WHAT THIS QUESTION DOESN'T ANSWER FOR US OR REALLY TELL US IS WHAT WE SHOULD CONSIDER DOING AS A RESULT OF THEIR THINKING OR HOW THEY ANSWERED THAT QUESTION.

SO, FOR EXAMPLE, ANSWERING YES TO THAT QUESTION COULD MEAN THAT THE RESPONDENTS TO THE SURVEY THOUGHT THAT 9-10 STUDENTS DO IDENTIFY AND THAT AS A RESULT WE SHOULD MOVE FORWARD WITH THE ALIGNMENT.

BUT THEY ALSO COULD HAVE ANSWERED NO AND STILL BELIEVE THAT WE SHOULD MOVE FORWARD WITH THE ALIGNMENT.

WE JUST THAT THAT QUESTION BECAME A BIT CONFUSING.

SO WHILE IT DOES PROVIDE US A LITTLE BIT OF INSIGHT AS TO WHETHER THEY BELIEVE THAT STUDENTS CURRENTLY ARE ALIGNED OR IDENTIFY WITH THEIR FEEDER SENIOR HIGH CAMPUS, IT DOESN'T TELL US ONE WAY OR ANOTHER IF THEY BELIEVE THE ALIGNMENT WOULD CHANGE THAT STUDENT'S PERCEPTION OR CONNECTION TO THEIR FEEDER HIGH SCHOOL IF WE DID THAT.

QUESTION SIX THIS ONE WAS REALLY ABOUT OVERALL APPEARANCE AND REPRESENTATION.

RESPONDENTS BELIEVE THAT TEAMS WEARING DIFFERENT COLORS, NAMES OR MASCOTS ON THE PLAYING FIELD, INCLUDING MARCHING BAND, CHEER AND DRILL TEAM, APPEARS DISCONNECTED, DISORDERLY, OR LACKS COHESION.

AND YOU CAN SEE AGAIN THAT OVERWHELMINGLY MOST AGREE THAT THERE IS THAT DISCONNECTED DISORDERLY ISSUE THERE.

QUESTION SEVEN ASKED DO YOU BELIEVE THAT ALIGNING TEAM NAMES, COLORS AND MASCOTS AT PLANO ISD 9-10 HIGH SCHOOL CAMPUSES TO THEIR FEEDER 11-12 HIGH SCHOOLS WOULD INCREASE SCHOOL SPIRIT AND UNITY WITH OUR 912 STUDENT GROUPS.

AND AGAIN, OVERWHELMINGLY, YES, THEY BELIEVE THAT.

AND THE LAST QUESTION I THINK, WAS REALLY JUST STRAIGHT OUT ASKED THE QUESTION, DO YOU SUPPORT THE ALIGNMENT OF THE 9-10 HIGH SCHOOL CAMPUSES WITH THEIR FEEDER SENIOR HIGH SCHOOLS BY CHANGING TEAM NAMES, COLORS AND MASCOTS TO CREATE VERTICAL UNITY, UNITY AND BRANDING AT NO ADDITIONAL COST TO THE DISTRICT? AND AGAIN, OVERWHELMINGLY, YES.

THE LAST QUESTION WAS AN OPTIONAL QUESTION TO PROVIDE FEEDBACK.

AND WE HAVE TODAY, BECAUSE I LOOKED AGAIN 1,032 COMMENTS, THEY HAD A 300 CHARACTER LIMIT.

SO I DON'T I DON'T WANT TO GIVE YOU THOSE.

I HAVEN'T CODED THOSE.

I HAVEN'T READ THEM IN FULL TO BE ABLE TO SAY EXACTLY WHAT THEY'RE ALL SAYING.

BUT SOME OF THE SOME OF THE THE COMMENTS OR THEMES THAT I'M SEEING COME UP ARE QUESTIONS AROUND THE NO ADDITIONAL COST.

SO SOME OF THEM ARE WONDERING IF HOW IS THIS NO COST TO THE DISTRICT? I DON'T UNDERSTAND THAT.

SO I KNOW WHEN WE TALK ABOUT NEXT STEPS, PARTICULARLY AT THE SEVENTH BOARD MEETING, WHEN WE GIVE YOU THOSE FINALS, WE NEED TO REALLY HELP EVERYONE UNDERSTAND THAT ROTATION SCHEDULE THAT WE USE WITH UNIFORMS AND AND MAINTENANCE GENERAL MAINTENANCE ON OUR BUILDINGS SO THAT THEY CAN SEE HOW THAT WOULD BE LAID OUT AT NO ADDITIONAL COST.

AND THE OTHER THEMES THAT YOU SEE COME UP ARE THAT WHY DON'T YOU JUST MAKE IT A 9-12 CAMPUS? WHY DON'T WE HAVE 9-12 CAMPUSES THAT THAT'S ANOTHER ONE.

WE'VE I'VE SEEN REPEATEDLY COME UP IN THE IN THE COMMENTS.

SO I LOOK FORWARD TO BEING ABLE TO PROVIDE A LITTLE BIT MORE INFORMATION WHEN WE'VE HAD TIME TO CODE THAT.

AGAIN, THE SURVEY IS GOING TO REMAIN OPEN THROUGH THURSDAY, JANUARY 26TH.

SO THOSE LISTENING IN OR WATCHING, YOU STILL HAVE TIME TO TAKE THAT SURVEY AND THEN THE FULL REPORT WILL BE PROVIDED TO THE BOARD.

I KNOW THAT WAS SOMETHING AT THE FEBRUARY I MEAN, AT THE JANUARY 10TH BOARD MEETING THAT YOU GUYS WANTED AMPLE TIME TO BE ABLE TO SEE ALL OF THE COMMENTS AND THE AND THE DATA.

SO WE'LL MAKE SURE THAT ONCE THAT SURVEY CLOSES, THAT YOU ALL HAVE ACCESS TO THAT, TO THAT SURVEY RESULTS.

AND THEN WE WILL BE COMING BACK.

JEFF WILL JOIN ME.

HE DID COME TONIGHT IN CASE THERE WERE QUESTIONS I COULDN'T ANSWER.

[02:00:04]

BUT AT THE FEBRUARY 7TH BOARD MEETING, WE'LL BRING OUR RECOMMENDATIONS AND THE FINAL RESULTS OF THE SURVEY.

OKAY. ANY QUESTIONS? I HAVE A QUICK QUESTION.

WHEN WE DO GET THAT SURVEY BACK, YOU KNOW, I LOOK AT THESE QUESTIONS.

IF YOU JUST GO BACK TO ONE OF THE GRAPHS RIGHT THERE, IS THERE A WAY FOR US TO KNOW OF THE RESPONDENTS THAT SAID YES? HOW MANY OF THEM WERE? CAN YOU TELL US THE CLUSTER THAT THEY REPRESENT, WHAT FEEDER ALIGNMENT AND THEN WHAT TYPE OF RESPONDENT THEY ARE LIKE PARENT, TEACHER OR FORMER PARENT? YEAH, WE CAN DO THAT.

WE USE SURVEY MONKEY TO DO THIS SURVEY.

AND THAT WAS PURPOSEFUL TO BECAUSE WE'RE ABLE TO ANALYZE THE DATA AT THAT LEVEL USING THAT SOFTWARE SO WE CAN SLICE AND DICE IT.

OKAY, THANKS. SOUNDED LIKE A MISSION FOR THE DASHBOARD.

OTHER QUESTIONS, Y'ALL.

JEFF DOING ALL RIGHT TONIGHT? I DIDN'T WANT YOU NOT TO GET ASKED A QUESTION SINCE YOU CAME AND SAT HERE.

THANK YOU FOR COMING.

I APPRECIATE THIS VERY MUCH.

I ALSO APPRECIATE THE ALMOST 3,000 PEOPLE WHO HAVE RESPONDED.

I THINK THAT'S THAT'S A REAL TELLING OF THAT.

I THINK THAT'S A REALLY GOOD PARTICIPATION.

THANKS LINDA.

WE'RE ALL LOOKING FORWARD TO IT.

I THINK THE FINAL RESULTS THERE IN READING THE SURVEY RESULTS AS WELL, WHICH PEOPLE WON'T BELIEVE THIS, BUT WE'RE SUCH NERDS THAT WE ACTUALLY DO READ THAT STUFF.

SO DEDICATED PUBLIC SERVICE, I SHOULD SAY.

ALL RIGHT. DASH.

LISA, WE'RE GOING TO TURN THIS OVER TO YOU FOR MID-YEAR MEASUREMENT OF ACADEMIC PROGRESS OR OUR MAP REPORT.

THANK YOU, PRESIDENT STOLL AND BOARD OF TRUSTEES.

DASH IS GOING TO PROVIDE US A BRIEF AND BRILLIANT SUMMARY OF OUR MID-YEAR STUDENT LEARNING.

GOOD EVENING I WAS.

I WAS WATCHING MY TAG SEPARATELY IN FRISCO AND UPRIGHT.

IT'S SNOWING, SO [INAUDIBLE].

WELL, GOOD EVENING.

BOARD PRESIDENT AND TRUSTEES.

THIS IS ONE OF OUR TRADITIONAL PRESENTATIONS THAT WE DO EVERY MIDDLE OF THE YEAR.

KIND OF GIVE A MID-YEAR LEVEL OF PERFORMANCE.

AND SO TODAY WE'RE GOING TO TALK ABOUT MAP AND ONLYMAP.

WE HAVE WE ADMINISTERED MAP FOR IN K THROUGH EIGHT IN IN RIGHT IN DECEMBER, END OF DECEMBER.

THERE'S ONE ROUND OF MAP TESTING STILL GOING ON.

ALGEBRA ONE.

STUDENTS IN NINTH GRADE WILL BE ASSESSED THIS WEEK AND NEXT WEEK.

AND AND MOST PROBABLY I'LL DO A BOARD UPDATE ON THAT WHEN WE GET THE RESULTS.

THE THERE IS NOT MUCH DIFFERENT FROM THIS PRESENTATION COMPARED TO THE THE FORMAT AND THE LAYOUT FROM LAST YEAR.

SO PLEASE ASK ME ANY QUESTIONS IF YOU WANT AND YOU ALL ARE PRETTY EXPERIENCED ON MAP.

SO YOU KNOW HOW WE USE MAP.

PUT THIS SLIDE IN THERE JUST FOR THE COMMUNITY AND THE PEOPLE WHO ARE WATCHING.

WE USE IT AS FORMATIVE.

WE WE USE IT TO MODIFY INSTRUCTION TO STUDENTS WHERE OUR STUDENTS ARE TO MEASURE GROWTH AND TO PREDICT STAAR IN THE FALL WINTER, AND ALSO TO SEE WHAT THE ALIGNMENT BETWEEN MAP AND STAAR IS AT THE END OF THE YEAR.

AND THIS IS ONE OF OUR FAVORITE CHARTS.

IT'S THIS HAS BEEN AROUND FOR 10-15 YEARS, YOU KNOW, AFFECTIONATELY CALLED THE RIVER CHART MOST PROBABLY.

JERI, THIS HASN'T CHANGED IN A VERY LONG TIME.

AND YOU KNOW, THIS IS HOW WE TRACK INDIVIDUAL STUDENT GROWTH OVER TIME.

AND IF YOU ARE WONDERING WHAT THOSE COLOR CHARTS ARE, COLOR BANDS ARE IF YOU ARE IN ABOVE THAT GREEN LINE, YOU ARE IN THE IN THE MASTER'S RANGE.

AND THOSE ARE THE THE LEVEL, THE PERFORMANCE STANDARDS THAT WE HAVE.

THE THE WINTER MAP.

WE THE AT THE DISTRICT LEVEL, THE PRIMARY USE OF THE WINTER MAP IS TO TRACK OUR GROWTH FROM FALL TO WINTER AND WINTER TO WINTER, AND ALSO TO KIND OF ESTIMATE WHAT OUR STAAR PERFORMANCE IS GOING TO BE AT THE END OF THE YEAR.

WHICH IS KIND OF DIFFERENT FROM THE SAME DATA THAT THE CLASSROOM TEACHER USES.

THEY ARE PRIMARILY USING IT TO ADJUST INSTRUCTION AND TO CONCENTRATE AND PERSONALIZE THAT FOR EACH INDIVIDUAL STUDENT.

SO WE'RE GOING TO GET RIGHT DOWN TO THE DATA.

THIS IS MATH. WE GIVE THE STAAR PROJECTIONS BASED ON MAP FOR MATHEMATICS THAT THE OUTCOME AT THE END OF THE YEAR

[02:05:10]

SO OUT OF 100% OF THE KIDS ON IN THIRD GRADE 24.

AVERAGE 24% IS EXPECTED TO BE AT MASTER'S LEVEL, 27% AT MEETS, 26% AT APPROACHES AND 24% HAD NOT MET. AND THERE ARE SIMILAR CHARTS FOR EACH GRADE LEVEL.

NOW, REMEMBER, THERE'S ALWAYS A CAVEAT WHEN IT COMES TO MATH IN GRADE EIGHT.

YOU SEE IT'S A LITTLE BIT OUT OF THE DISTRIBUTIONS ARE OUT OF WHACK A LITTLE BIT.

AND JUST REMEMBER, ALL OUR ACCELERATED TESTS, OUR ALGEBRA ONE KIDS ARE NOT IN THIS GROUP.

SO THAT'S WHY THE AND A SMALL PROPORTION OF THE ALGEBRA ONE KIDS IN SEVENTH GRADE ALSO IS NOT IN THIS GROUP. THIS IS KIDS WHO ARE GOING TO TAKE STAAR THREE THROUGH EIGHT STAAR AT THE END OF THE YEAR.

THIS IS READING AND THIS IS ENGLISH AND SPANISH COMBINED IN GRADES K THROUGH FIVE.

I'M SORRY, KINDERGARTEN THROUGH FIVE.

THAT'S A SPANISH VERSION OF READING TWO.

THAT IS THAT IS IN PARALLEL TO THE READING, JUST TO SEE HOW THIS KIND OF WORKS.

ENGLISH LANGUAGE ARTS AND SPANISH LANGUAGE ARTS HAS A SLIGHTLY DIFFERENT TAKES SEQUENCE IN K THROUGH FIVE, SO THERE ARE CONTENT THAT ARE ASSESSED ARE DIFFERENT.

SO WE EVALUATE THEM USING SLIGHTLY DIFFERENT VERSIONS OF THE TEST.

ONE IS OBVIOUSLY IN ENGLISH, OTHER ONE IS IN SPANISH IN MAP.

THERE IS A SPANISH VERSION OF MAP, BUT IT IS A TRANCE ADAPTED TEST.

THAT MEANS EVERY ITEM IS TRANSLATED WITH CREATING CONTEXT INTO SPANISH AND THE KIDS TAKE IT.

SO IT'S REALLY THE SAME ITEM, SAME PERFORMANCE.

SO IT'S A COMBINED, THE OUTCOMES ARE COMBINED.

SO THIS IS READING SPANISH, ENGLISH AND SPANISH COMBINED.

AND NOW YOU CAN SEE EIGHTH GRADE LOOKS VERY DIFFERENT HERE, RIGHT? BECAUSE, YOU KNOW, THE MATH ACCELERATED TEST ISSUE IS NOT THERE WITH READING.

SO YOU CAN SEE SIMILAR DISTRIBUTIONS HERE.

AND THIS IS READING BY ITSELF WITHOUT ONLY FOR ENGLISH TESTERS.

GRADE SIX, SEVEN AND EIGHT DATA DO NOT CHANGE BECAUSE OF VERY, VERY HANDFUL OF KIDS, PRIMARILY NEWCOMERS TO THE COUNTRY.

THEY DO NOT TAKE THE MAP TEST IN ENGLISH, BUT IN THREE, FOUR AND FIVE.

THESE ARE THE KIDS WHO TOOK IT IN ENGLISH.

AND THEN STUDENTS WHO TOOK THE SPANISH LANGUAGE ARTS VERSION OF MAP IN GRADES THREE, FOUR, FIVE AND THEIR STAAR PROJECTION IN THIS REPORT.

SCIENCE. WE ADMINISTER MAP IN GRADES THREE THROUGH EIGHT.

AND THOUGH STAAR TESTING IS FOR MATH, SCIENCE IS ONLY IN GRADES FIVE AND EIGHT.

MAP GIVES A PROJECTION FOR FIVE AND EIGHT.

SO THIS IS WHAT IT IS SHARED.

I HAVE OTHER DETAILS ABOUT OTHER GRADE LEVELS IN THE FOLLOWING SLIDE.

SO THIS IS OUR PROJECTION.

JUST KEEP IN MIND, I THINK I SHARED THIS INFORMATION A FEW MONTHS AGO.

THE STANDARD ON THE STAAR IS SLIGHTLY DIFFERENT AS YOU GO FROM 3 TO 8.

IT GETS A LITTLE BIT EASIER.

AND ALSO WE ANALYZED OUR MAP DATA IN FALL, WINTER AND SPRING.

GOING BACK TO THREE YEARS AND WHAT WE'VE NOTICED WAS THE WINTER.

THIS IS THE WINTER MAP TO STAAR PROJECTIONS.

IT'S A SLIGHTLY UNDERESTIMATION OF WHAT IT ACTUALLY IS GOING TO BE IN THE SPRING.

WE ARE TALKING TO THE VENDOR ABOUT IT A LITTLE BIT.

I'M NOT SAYING IT IS VERY FAR OFF, BUT IT IS A SLIGHT UNDERESTIMATION OF WHAT THE ACTUAL OUTCOME IS GOING TO BE, BECAUSE WHEN WE LOOKED AT MAP DATA FOR FALL, WINTER AND SPRING IN PRIOR YEARS, IT'S KIND OF LOOKS LIKE A SLIGHTLY V-SHAPED CURVE BY NOT MUCH ABOUT THREE OR FOUR PERCENTAGE POINTS.

SO OUR SPRING PERFORMANCE WILL DEFINITELY WILL WILL BE BETTER THAN THIS BECAUSE IT'S A BETTER ESTIMATE.

NOW, THIS IS WHAT REALLY THE BREAD AND BUTTER ABOUT MAP IS REALLY THE STAAR PROJECTION IS KIND OF AN OUTCOME.

IT IS ABOUT GROWING KIDS.

AND OUR WHOLE GROWTH PLAN IS IT DOESN'T MATTER WHERE THE KID STARTS.

THE GOAL IS TO GROW THAT KID AS MUCH AS POSSIBLE.

SO AND MAP IS ONE OF THE TOOLS, ONE OF THE BEST TOOLS AVAILABLE THAT YOU CAN MEASURE GROWTH BECAUSE IT IS IT IS COMPLETELY ADAPTIVE.

IT IS PERSONALIZED.

IT STARTS TESTING THE KID KIND OF WHERE THEY LEFT OFF THE LAST TIME.

[02:10:01]

IT GIVES A VERY ACCURATE MEASUREMENT OF WHERE THAT KID IS.

SO I WANT TO IT'S A LITTLE BIT COMPLICATED.

THE NEXT FEW GRAPHS.

I JUST WANT TO LAY THE BASIS.

THIS IS EXACTLY FROM LAST YEAR TO THE SLIDE.

LET'S SAY THE GIRL ON THE LEFT, SHE STARTS OUT A LITTLE BIT LOWER THAN THE ONE ON THE RIGHT.

BUT IRRESPECTIVE OF WHERE YOU START.

THEY HAVE A GOAL.

LIKE EVERY KID THAT STARTS AT THAT POINT.

WE KNOW THE NATIONAL AVERAGE THAT THE HOW MUCH RICH CAUSE THAT KID HAS TO GROW FROM FALL TO WINTER, FROM FALL TO SPRING AND FROM WINTER TO SPRING. IF YOU START OUT HIGHER, THE KID HAS A DIFFERENT TARGET TO MEET IN WINTER AND IN SPRING.

AND IF IF YOU NOTICE THIS MAP GRAPHS, IF YOU'RE IF YOU ARE A KINDERGARTEN.

AVERAGE IS AROUND 180.

WE EXPECT ABOUT 15 TO 20 POINT GROWTH AT THE END OF KINDERGARTEN, WHEREAS AN EIGHTH GRADER, AVERAGE STAAR SCORE, AVERAGE SCORE IS, LET'S SAY, IS 230.

IT'S WE ONLY EXPECT ABOUT A SIX POINT GROWTH ON THAT KID.

SO THAT'S WHY THAT YELLOW BAR IS NOT HIGHER COMPARED TO THE GREEN BAR.

OKAY. SO A LITTLE BIT OF COMPRESSION.

WE ALL KNOW ABOUT COMPRESSION NOW FROM MR. HILL HERE. ALL RIGHT.

SO. SO THAT'S THE GROWTH.

AND THIS IS FAR TO WINTER GROWTH PERCENTILE AND THE NATIONAL AVERAGE IS 50.

AND REMEMBER, THIS HAS ALREADY TAKEN INTO CARE.

TAKEN CARE OF WHERE THE KIDS START.

SO OUR GOAL IS TO BE VERY CLOSE TO 50 OR HIGHER.

NOW, THERE ARE DIFFERENT GOALS FOR DIFFERENT KIDS.

FOR EXAMPLE, A KID WHO IS STARTING OUT AT THE MEETS OR MASTER'S STANDARD, THAT KIDS PATHWAY IS TO GET A YEAR'S WORTH OF GROWTH, BE RIGHT AROUND 50 PERCENTILE OR HIGHER.

WHEREAS IF A STUDENT STARTS AT THE NOT MET OR IN THE APPROACHING STANDARD, OUR GOAL IS TO GET MORE THAN A YEAR'S WORTH OF GROWTH WITH THAT KID, RIGHT? SO THAT HIS LEVEL OF PERFORMANCE IS INCREASES.

THE GOAL IS WE SAW THIS LAST YEAR AT THE LAST PRESENTATION.

THE GOAL ALL OUR GOALS ARE SET AT THE MEET STANDARD.

SO YOU CANNOT GET TO MEET STANDARD WITHOUT GETTING MORE THAN 50% GROWTH IF YOU ARE APPROACHING AND ARE NOT MIDDLE LEVEL.

SO THIS IS OUR GROWTH DISTRIBUTION FOR FROM FALL TO WINTER FROM THIS YEAR'S DATA IN MATH.

KINDERGARTEN THROUGH EIGHTH GRADE.

AND SINCE WE ARE TALKING ABOUT GROWTH, BY THE WAY, IN MATH, THE ALGEBRA ISSUE IS REALLY NOT A PROBLEM BECAUSE IT'S ALL DEPENDING ON WHERE YOU START AND WHERE YOU END.

OKAY. AND AND JUST TO PUT THAT IN PERSPECTIVE, WE GOT A LOT OF CLIENTS HERE AND WE ARE GOING TO TALK ABOUT EACH ONE OF THESE LINES. YOU KNOW, YOU CAN GIVE ME A CALL ON THAT ONE.

THE SO WE TRACKED A FOUR COHORTS OF FALL TO WINTER DATA AND 2019-2020, THE LIGHT BLUE COHORT IS THE COHORT OF KIDS RIGHT BEFORE COVID.

RIGHT? BECAUSE THAT'S THE KIND OF THE BEST DATA WE HAVE FROM THAT 19-20 SCHOOL YEAR.

WE DIDN'T GIVE SPRING TESTING THAT YEAR AT ALL.

AND THEN 2021 WAS OBVIOUSLY UNDER VERY DIFFERENT CIRCUMSTANCES, UNDER COVID, THE ORANGE LINE, AND YOU MUST PROBABLY SEE SOME IMPACT OF THAT.

21-22 IS THE YEAR AFTER WE CAME TO FULL FACE TO FACE AND 22-23 IS THE FALL TO WINTER.

THEN. THIS IS THE SAME DATA THIS IS READING AND THIS IS THE GROWTH PERCENTILE.

IDEALLY, WE WANT THESE NUMBERS TO BE AT 50 OR HIGHER.

AND TO PUT THESE NUMBERS IN PERSPECTIVE FROM PRIOR YEARS, THIS IS THE SAME SEQUENCE OF DATA.

KINDERGARTEN THROUGH GRADE EIGHT, FALL TO WINTER GROWTH.

SO THE SAME SEQUENCE NOW THE IF THESE NUMBERS ARE AGAIN.

GROWTH DOESN'T REFLECT, BUT THE GOAL IS TO BE SOMEWHERE AROUND 50 OR HIGHER.

IT'S OUR ULTIMATE GOAL TO BE AT THAT LEVEL.

THEN THIS IS SPANISH READING.

FALL TO WINTER GROWTH PERCENTILE.

AND THIS IS SPANISH READING OVER THREE YEARS.

SPANISH READING WAS INTRODUCED ABOUT FOUR YEARS AGO, SO WE HAD KIDS TESTING IN SPANISH FOUR YEARS AGO, BUT THEY HADN'T ESTABLISHED GROWTH NORMS FOR THOSE STUDENTS. SO THE GROWTH NORMS WERE FIRST AVAILABLE IN THE 20-21 SCHOOL YEAR.

[02:15:03]

AND THIS IS SCIENCE.

STAAR HAS ONLY SCIENCE IN [INAUDIBLE] WITH BIOLOGY IN NINTH GRADE.

WE TRACK SCIENCE PERFORMANCE WITH MAP ALL THE WAY FROM THIRD GRADE.

AND THIS IS THE GROWTH PERCENTILE.

AND REMEMBER, AGAIN, THE GOAL IS TO BE AROUND 50 OR HIGHER.

AND THIS IS THE TREND, LONGITUDINAL TREND FROM 19-20 ONWARDS, FROM FALL TO SPRING, FROM FALL TO WINTER.

THEN JUST TO SEE KIND OF WHERE WE ARE, YOU KNOW? YOU KNOW, NOT ALL DISTRIBUTION AND NOT ALL STUDENTS IN SCHOOLS ARE THE SAME.

FOR EXAMPLE, WHEN YOU TAKE THAT DATA FROM STAAR PROJECTION AND ALSO LOOK AT THE DATA FROM GROWTH, THIS IS JUST TO KIND OF KIND OF BASE OURSELVES WHERE WE ARE.

WE ARE SHARING LIKE THE WHAT THE NATIONAL MEDIA, THE MEDIAN PERCENTILE FOR PLANO STUDENTS ARE.

SO IT'S A BELL CURVE ON PERCENTILE OF EVERY KID.

THE NATIONAL MEDIAN IS 50 AND THERE'S A DISTRIBUTION AROUND 50.

SO, FOR EXAMPLE, IN EVERY GRADE LEVEL IN MATH OR IN READING OR IN SCIENCE, OUR DISTRIBUTION IS A LOT HIGHER THAN THAN THE NATIONAL AVERAGE BECAUSE IT IS 50.

AND AND THESE NATIONAL NORMS DO CHANGE OVER TIME.

AND WEA RESETS THE NATIONAL NORMS EVERY 4 TO 5 YEARS JUST TO KEEP UP WITH THE TREND.

AND IF YOU WANT TO KNOW, MOST PROBABLY NEXT YEAR, THEY ARE ESTIMATING THAT WITH THE COVID IMPACT, A LOT OF THE NATIONAL NORMS ARE GOING TO SHIFT A LITTLE BIT LOWER BECAUSE OF LONG TERM EFFECTS ON EDUCATION.

THE ONLY NUMBER HERE WHEN YOU LOOK AT NATIONAL NORMS. THE EIGHTH GRADE ALGEBRA IS IS IMPACTING HERE BECAUSE WE TOOK OUT THE TOP HALF OF THE STUDENTS TO BE ASSESSED IN ALGEBRA.

AND JUST TO SEE KIND OF THE SUMMARY, THERE ARE LOT OF NUMBERS HERE.

SO, I MEAN, THIS IS A LITTLE BIT OF MAYBE A LITTLE BIT OF HOMEWORK FOR EVERYBODY.

THE WE HAVE TRACKED THE DATA FROM 2019, WHICH WAS KIND OF OUR OLD BASELINE FOR PRE-COVID WHEN WE SET OUR GOALS, LONG TERM GOALS AT THE MEET STANDARD LEVEL.

AND REMEMBER, THIS IS NOT PASSING.

THIS IS THE HIGHER CMR CLOSE TO CMR STANDARD MEETS LEVEL ON THE STAFF.

AND WE ARE TRACKING COHORTS OF STUDENTS.

NOW, WE'VE BEEN TRACKING THEM FOR ALMOST FOUR OR FIVE YEARS, STARTING FROM DATA, AND YOU MOST PROBABLY HAVE SEEN MOST OF THE COLUMNS, INCLUDING YOU HAVE SEEN THE FALL MAP COLUMNS TOO.

WHEN WE SET OUR HB 3 GOALS AND THE DISTRICT IMPROVEMENT PLAN, THE LAST THREE COLUMNS IS WHAT WE ADDED.

AND JUST TO EXPLAIN THESE, FOR EXAMPLE, IF YOU FOLLOW THAT BLUE LINE, THE SECOND GRADE COHORT THAT DIDN'T HAVE DATA, BASELINE DATA. WHEN THOSE KIDS WENT, IT WAS 61.

IF YOU FOLLOW THAT BLUE LINE RIGHT IN THE MIDDLE, OUR WINTER FALL TO WINTER PREDICTION AVERAGE IS ABOUT 55% OF STUDENTS ARE GOING TO BE AT MEET STANDARD.

AND WHEN WE LOOKED AT OUR DATA.

WE THINK THAT, YOU KNOW, I MENTIONED THIS WINTER MAP DATA HAS HAS UNDERESTIMATED OUR STAAR PERFORMANCE.

AND IT IS DIFFERENT IN DIFFERENT GRADE LEVELS.

AND WE THINK THAT WE ARE MOST PROBABLY AROUND 54% AT MEETS RATE.

AND THE GOAL THAT WE HAVE SET FOR OURSELVES FOR FOURTH GRADE, FOR SIXTH GRADE IS AT 61%.

SO WE HAVE ANOTHER THREE, THREE MONTHS OF INSTRUCTION AND I BELIEVE OVERALL TO MEASURE IT BY MAP.

BUT WE DO SOMEBODY MENTIONED THIS.

I THINK WE HAVE LIKE EIGHT WEEKS AND TWO DAYS FOR [INAUDIBLE] FROM TODAY.

SO ABOUT A LITTLE BIT OVER TWO MONTHS.

SO THAT'S THE GROWTH THAT WE EXPECT TO ATTAIN.

NOW, THIS IS READING.

AND THE SIMILAR DATA IS AVAILABLE FOR MATH.

AND YOU CAN SEE KIND OF THE TREND IF YOU YOU CAN FOLLOW ANY ANY COLOR CODED LINE, AND THAT'S THE COHORT GOING OVER MULTIPLE YEARS GOING BACK TO 2019 BASELINE.

WELL, THAT'S A GOOD THING I FULFILLED MY MY MANAGER'S DREAMS THAT I WILL BE VERY BRIEF.

[02:20:02]

IF YOU HAVE ANY QUESTIONS, I'M GLAD TO ANSWER.

IN 12 YEARS OF SITTING AT THIS TABLE IS THE SHORTEST PRESENTATION THAT WE'VE EVER HAD.

HOWEVER, DON'T GO ANYWHERE BECAUSE I HAVE A FEELING THAT THERE WILL BE QUESTIONS.

I HAVE QUESTIONS.

OKAY, SO WE GET THE READING SLIDE JUST TO MAKE SURE THE THE ONE BEFORE THIS, THAT ONE.

SO WE LOOK AT THE BLUE AND YOU SAY THE BLUE WE'RE FOLLOWING THE SAME KIDS, CORRECT? ALMOST THE SAME. WELL, I MEAN, YES, FROM GRADE TO GRADE.

SO I'M LOOKING AT THE BLUE AND I'VE SEEN IN 2021, THE ACTUAL STAAR FOR PARTICIPANTS WAS 48%.

SO YOU'RE WITH ME.

BUT IF YOU TAKE THAT GROUP AND YOU FOLLOW THEM TO THEIR ACTUAL STAAR FOR 21-22.

THEY WENT FROM 48 AS FOURTH GRADERS.

AND AS FIFTH GRADERS, THEY GOT 72.

YES. LIKE WHAT WAS I MEAN, LIKE, WHATEVER HAPPENED THERE? CAN WE JUST REPLICATE THAT OVER AND OVER? AND, I MEAN, LIKE, THAT'S PRETTY IMPRESSIVE.

WELL, THAT THAT IS GOOD.

THEY GOT GROWTH.

YES, THEY GOT GROWTH ABOVE NORM.

AND BUT AT THE SAME TIME, FIFTH GRADE STAAR IS ONE OF THE EASIEST AS COMPARED TO EIGHTH GRADE BECAUSE [INAUDIBLE]. BUT I WILL NOT DISCOUNT THAT TYPE OF GROWTH IS GREAT.

BUT THEN. SO BUT AT THE SAME TIME, YOU KNOW FOURTH GRADE STAAR IS THE HARDEST.

IT IS THE HARDEST IN THE SYSTEM.

IT IS EXTRAORDINARILY HARDER THAN THAN FIFTH GRADE.

CAN I ASK, JERI, I JUST WANT TO PIGGYBACK ON THAT AND THEN I WON'T ASK ANOTHER QUESTION SO YOU CAN FINISH YOURS.

BUT IN THAT SAME PERIOD OF TIME WHEN IT WAS, THEY WERE GETTING 48%, THAT WAS COVID YEAR.

THAT WAS 20.

OR IS IT POST COVID? THAT WAS SO SOME KIDS WERE TESTING AT HOME THAT YEAR.

WE'RE TESTING IT. OKAY. SO I'M SORRY.

THEY WERE NOT TESTING AT HOME.

SOME SOME KIDS STAYED HOME AND DID 90% OF THE STUDENTS, PRIMARILY OUR HIGHEST PERFORMERS, THEY OPTED TO STAY HOME FROM STAAR.

RIGHT. SO WHEN WE LOOK AT THAT DATA, THAT 48% JUMP TO 72.

THERE'S A LOT OF THINGS AND REASONS THAT COULD BE THAT THE DIFFICULTY OF THE TEST, BUT ALSO SOMETHING TO REMEMBER AND CONSIDER IS SOME OF OUR TOP ACHIEVERS JUST DIDN'T SHOW UP TO TAKE THE TEST THAT YEAR AND TRIED TO TRY TO DO A BEST GUESSTIMATE IN THAT NEXT COLUMN WHERE IT'S A STAAR WITH MAP FOR STAAR NON PARTICIPANTS. SO HE TOOK THE THOSE WHO DIDN'T TEST.

HE TOOK THEIR PREDICTION FOR A MAP AND TRIED TO DO A LITTLE.

SO YOU CAN SEE IT WOULD HAVE BEEN HIGHER.

SO I'M CONCERNED.

AND IF YOU BACK UP TO THE GROWTH SLIDES WITH THE LOTS OF BAR GRAPHS.

WHICH SUBJECT DO YOU WANT? WELL, JUST MATH IS FINE.

I MEAN, IT DON'T MATTER BECAUSE THEY'RE ALL SHOWING THE SAME TREND, RIGHT? OUR TYPICAL GROWTH FROM FALL TO WINTER WAS HIGHER IN EVERY CASE PRIOR TO COVID AND HIGHER IN EVERY CASE LAST YEAR EXCEPT FOR KINDERGARTNERS.

AND SO, YOU KNOW, I'M WHAT I'M LOOKING AT THIS AS I'M SEEING OUR KIDS ARE NOT GROWING AS MUCH FROM FALL TO WINTER THIS YEAR AS MANY OF THEM DID LAST YEAR AND THEN AS MANY OF THEM DID PRIOR TO COVID.

AM I INTERPRETING THIS RIGHT? YEAH. SO YOU ARE COMPARING THE YELLOW LINES TO THE TO THE GRAY AND THE ORANGE.

SO THOSE WILL BE THE THREE POST-COVID LINES.

AND THAT'S WORRISOME.

PART OF MY QUESTION IS, WHAT ARE WE ATTRIBUTING THIS TO? I MEAN, I KNOW WE'VE GOT HOLES AND WE'RE TRYING TO PLUG THOSE HOLES, RIGHT.

AND KIDS GROW IS BASED OFF OF A FOUNDATION.

AND IF WE HAVE HOLES IN THE FOUNDATION THAT WE'RE TRYING TO PLUG, YOU KNOW, MAYBE THAT'S NOT BEING MEASURED IN THE GROWTH.

THAT'S ONE FACET.

ONE FACET IS THIS IS ONLY K THROUGH EIGHT.

ARE WE DO WE HAVE ANY WAY THAT WE ARE MEASURING SORT OF GROWTH IN OUR 9-12? RIGHT. SINCE WE DON'T MAP TEST THEM? OR ARE WE CONCERNED THERE THAT MAYBE WE NEED TO THINK ABOUT HOW WE'RE UNDERSTANDING HOW MUCH OUR 9-12TH GRADERS ARE GROWING? AND THEN THE THIRD QUESTION TO THIS IS REALLY HOW DO WE MOVE FORWARD AND GET BACK TO THE GROWTH THAT

[02:25:05]

BUT LIKE MATH AND READING SHOWED THIS TREND LIKE INCREDIBLY STRONGLY.

WHEN I DID PACKET REVIEW THIS WEEK, I WAS JUST I MEAN, I WAS MASSIVELY CONCERNED ABOUT THIS RIGHT HERE.

AND I ALSO ADD TO THAT, CAN WE FOLLOW THE GREAT THE GRADE LINE LIKE SO SECOND GRADERS ARE ORANGE.

AND THEN THE NEXT YEAR, THE SECOND GRAYS WOULD BE GRAY.

SO IN THIRD GRADE THEY'D BE GRAY.

SO THAT LOOKS REALLY IMPRESSIVE.

THEY WENT FROM 39.

AND THEN THE NEXT YEAR, 61.

BUT THERE'S A LOT OF ONES THAT.

CAN YOU DO THAT WITH THIS? YOU CAN DO THAT TO SOME DEGREE.

SO YOU CAN TAKE THE ORANGE LINE IN KINDERGARTEN.

OKAY. SO THAT THOSE THOSE ARE 20-21, 2020-21 KINDERGARTNERS, THEY WOULD BE IN 21-22, GRAY IN FIRST GRADE, AND THEY'LL BE YELLOW IN THIRD GRADE.

A SECOND GRADE. RIGHT.

SO IF YOU CAN ONLY YOU HAD TO TAKE OBVIOUSLY THE BLUE LINE IS PRE-COVID.

YOU HAD TO TAKE IT WITH YOU KNOW, YOU HAD TO TAKE YOU HAD TO FIGURE OUT WHAT TO DO WITH IT.

BUT YOU CAN COMPARE ORANGE IN ONE SECTION TO GRAY IN THE OTHER TO THE YELLOW IN THE NEXT ONE.

YOU CAN DO SOME SORT OF COMPARISON, I GUESS, TO JUST REITERATE LAUREN'S QUESTION.

WE SEE PERFORMANCE GO DOWN WHEN COVID HAPPENS, PERFORMANCE GO BACK UP POST COVID, AND NOW WE'RE TWO YEARS POST-COVID AND THE NUMBERS ARE TRENDING DOWN AGAIN.

AND DO WE HAVE AN EXPLANATION FOR THAT? I'LL JUMP IN.

WE ARE ASKING THE SAME QUESTIONS.

AND I WILL SAY ONE THING ABOUT MAP.

THE GROWTH IS DEFINITELY ONE THING TO LOOK AT, BUT PERFORMANCE IS AS WELL.

AND SO WHEN WE LOOK AT TREND LINES IN MATHEMATICS, OUR PERFORMANCE TRENDS HAVE BEEN GOING NOT THE DIRECTION WE WANT THEM EITHER, BUT OUR READING HAS BEEN REALLY STEADY OR EVEN GOING UP.

SO GROWTH IS ONE PIECE, BUT YOU HAVE TO ALSO LOOK AT PERFORMANCE.

WE ARE ASKING THESE QUESTIONS.

WE ARE DIGGING IN NOT ONLY WITH OUR SPECIALISTS AT THE DISTRICT LEVEL, BUT WITH PRINCIPALS AND WITH TEACHERS.

THERE ARE A LOT OF HYPOTHESES THAT WE HAVE IN TERMS OF IS IT DURING COVID, OUR STUDENTS MISSED FOUNDATIONAL PIECES THAT WE NEED TO CONTINUE TO GO BACK AND FILL, PARTICULARLY IN MATH.

WE ARE NOT THE ONLY ONES EXPERIENCING THE MATH PHENOMENON.

IT'S BEEN A STATE DIP AS WELL, AND WE'RE NOT SEEING THE SAME THING IN READING.

ARE WE CONCERNED? YES, WE ARE LOOKING AND DIGGING IN TO TRY TO FIND WHAT THE ANSWER IS IN TERMS OF MATH.

I KNOW THIS IS NOT WHAT WE WANT TO SEE, BUT AGAIN, YOU'VE GOT TO PUT YOU'VE GOT TO PUT THE DATA NEXT TO THE PERFORMANCE ALONGSIDE THE GROWTH. AND AS YOU KNOW, THOSE LAST FEW SLIDES THAT WE HAVE PUT TOGETHER THAT'S BASED ON PERFORMANCE AND NOT JUST GROWTH.

AND IF YOU DO FOLLOW COHORTS, YOU ARE SEEING SOME GROWTH.

YOU ALSO HAVE SOME AND PLEASE KNOW, I'M NOT TRYING TO MAKE EXCUSES, BUT YOU'VE GOT TO HAVE THE CONTEXT OF THE WHOLE DATA.

THERE ARE SOME ANOMALIES IN MATH WHEN YOU JUMP FROM ONE VERSION OF THE TEST TO ANOTHER.

SO IF WHEN YOU GO, FOR EXAMPLE, FROM THE THE FIFTH GRADE VERSION TO THE SIXTH GRADE VERSION, A LOT OF HIGH PERFORMING STUDENTS ON THE FIFTH GRADE WILL HIT A CEILING THAT THEN WILL KIND OF BALANCE OUT IN SIXTH.

SO YOU YOU'VE GOT A LOT OF CONTEXT WITHIN THAT DATA YOU'VE GOT TO KNOW.

BUT IT'S YOU'VE GOT TO LOOK AT GROWTH AND PERFORMANCE.

AND BELIEVE ME, WE ARE WE ARE DIGGING DEEPLY TO TRY TO FIND SOME ANSWERS.

SO WITH THE ADAPTIVE NATURE OF THE MAP TEST, WOULD YOU SAY THAT WE'RE GOING TO BE ABLE TO LOOK AT THE CONCEPTS THAT MAJORITY OF US STUDENTS ARE? NOT PERFORMING WELL ON ON THE MAP TEST AND BE ABLE TO IDENTIFY THOSE.

AND ABSOLUTELY, THIS IS WHAT WE'RE GOING TO ADJUST THE CURRICULUM TO.

YES, ABSOLUTELY.

THAT'S THAT'S THE BEAUTY OF A TEST LIKE THIS THAT IS SO DRIVEN BY THE SKILLS THAT ARE TIED DIRECTLY TO OUR TEXAS STANDARDS.

SO I KNOW IT'S MAYBE GETTING TOO MUCH IN THE WEEDS, BUT I JUST AM VERY CURIOUS ON THOSE CONCEPTS OR WHAT I REMEMBER THEM CALLING THE STRANDS.

CAN WE GET A REPORT ON AFTER YOU'VE DONE, YOU KNOW, WHAT AREAS OF THOSE STRANDS, PARTICULARLY MATHEMATICS, OR ARE WE SEEING CONSISTENCY, THAT GEOMETRY OR PROBABILITY OR WHAT THAT AREA IS JUST OUT OF CURIOSITY.

DASH AND HIS MAGIC CAN PROBABLY DO THAT TO THE DISTRICT LEVEL.

THE BEST WAY TO DO THAT IS AT THE STUDENT LEVEL AND THE CLASSROOM LEVEL AND THE GRADE LEVEL.

AND DEFINITELY THOSE REPORTS SHOW US WHAT THOSE PIECES ARE THAT WE NEED TO WORK ON.

[02:30:04]

IT'S A LITTLE BIT COMPLEX BECAUSE THOSE LEARNING STATEMENTS THAT ARE THE MOST CHALLENGING ARE THE [INAUDIBLE] THE ONES THAT I AM STRUGGLING MAY BE DIFFERENT FROM WHAT YOU ARE STRUGGLING, RIGHT? SO IT IS DIFFERENT FROM EACH BAND TO BAND TO BAND.

SO THAT WHAT WE FOUND OUT WAS THERE WERE EVEN KIDS WHO ARE DOING REASONABLY WELL.

EVERY KID HAS SOME LEARNING STATEMENTS THAT THEY HAVE SOME SKILL GAPS AND NEED TO IMPROVE.

EVEN A MASTER'S LEVEL KIDS HAVE SOME GAPS THAT HAVE TO IMPROVE.

SO MAP KIND OF PERSONALIZES THAT.

SO IN FACT IT IS.

THIS IS WHY ONE ONE SOLUTION MAY NOT FIT EVERY CAMPUS.

EVEN WE SEE THAT DIFFERENT TRENDS IN ONE CAMPUS FRONT TO ANOTHER CAMPUS AND EVEN AT LET'S SAY FOURTH GRADE LEVEL, WE SEE DIFFERENT STRANDS.

THAT NEEDS TO BE KIND OF THAT THE SKILLS NEEDS TO BE SHORED UP BASED ON DIFFERENT LEVELS.

I JUST WANT TO BE REALLY CLEAR TO YOU THAT LIKE WE DON'T WANT TO LEAVE ANY STONE LEFT UNTURNED.

AND SO ONE OF THE THINGS THAT MATT PROVIDES US, IT PROVIDES US A PERSPECTIVE IN A COUPLE OF DIFFERENT WAYS.

ONE, WE'RE LOOKING AT OUR PROJECTIONS, SO THAT'S ONE.

THEN WE'RE LOOKING AT HOW ARE OUR STUDENTS DOING AT THE MEETS LEVEL, BECAUSE THAT'S WHAT ALIGNS WITH HOUSE BILL THREE OR THE BOARD GOALS, THE ONES THAT YOU ALL ADOPT EVERY YEAR.

SO WE HAVE TO LOOK AT IT THAT WAY.

THEN WE HAVE TO LOOK AT GROWTH.

BUT WHEN WE LOOK AT THE GROWTH, WE WANT TO MAKE SURE THAT OUR STUDENTS ARE NOT JUST THAT WE'RE NOT JUST COMPARING STUDENTS IN TEXAS, BUT THAT WERE ALSO COMPARING OUR STUDENTS ON A NATIONAL LEVEL BECAUSE THAT'S IMPORTANT TO YOU.

SO YOU'RE LOOKING AT THREE DIFFERENT THREE DIFFERENT AREAS.

I ALSO WANT TO MAKE NOTE THAT THE LAST I MEAN, WE SEE THESE ANNUAL I THINK I THINK DASH UPDATE [INAUDIBLE] BUT THE LAST TWO SLIDES HAVE BEEN THE SLIDES THAT WE'VE BROUGHT TIME AND TIME AGAIN, ESPECIALLY A TEAM OF EIGHT, BECAUSE WE NEED TO, WE NEED TO, WE NEED TO SEE WHAT THAT IMPACT IS AND IN SOME CASES WE CONTINUE TO SEE AN IMPACT AND SOME YOU SEE KIDS BOUNCING BACK.

BUT THIS IS ONE THAT WE WANT TO KEEP BRINGING FORWARD AND THIS IS ONE THAT WE'RE HAVING TO UNPACK A LITTLE BIT DIFFERENT AT THE CLASSROOM LEVEL, AT THE CAMPUS LEVEL.

AND THEN ALSO, THIS HAS BEEN OUR REGULAR CONVERSATION AT OUR MONDAY MEETINGS ON OUR KIDS LEARNING AND GROWING AND HOW DO WE KNOW AND WHEN WE KNOW, WHAT ARE WE DOING AND WHAT DOES THAT LOOK LIKE AND HOW WILL WE KNOW? SO WHAT ARE THOSE CHECK POINTS BACK? SO I JUST WANTED TO PUT THAT BACK OUT THAT THIS IS OF UTMOST IMPORTANCE TO THE TEAM.

I KNOW THAT THIS HAS BEEN A FOCUS OF OUR PRINCIPALS AND OUR TEACHERS.

WELL, TWO THINGS ON THAT.

ONE, YOU KNOW, I KNOW WE COMPARE THIS TO STATE AND NATIONAL, BUT MY BIGGEST CONCERN IS PEER DISTRICTS WHEN I THINK OF ENROLLMENT.

AND SO I DON'T KNOW HOW DIFFICULT IT WOULD BE TO HAVE COMPARISONS, EVEN IF IT'S JUST MAYBE SLIDES LIKE THIS.

I DON'T KNOW IF THEY HAVE A DASH IN PEER DISTRICTS WHERE WE CAN LOOK AND JUST SEE, YOU KNOW, WE THIS IS STATE LEVEL PHENOMENON WHEN WE'RE TALKING ABOUT THE MATH AND JUST TO SEE, OKAY, HOW IS IT GOING IN THE PEER DISTRICTS AROUND US? BECAUSE I THINK THAT'S OUR REAL COMPETITION.

WHEN A FAMILY IS DECIDING TO GO TO PROSPER OR ALLEN OR FRISCO OR PLANO OR RICHARDSON, YOU KNOW, THAT'S MORE IMPACTFUL TO US, I THINK THAT KNOWLEDGE THAN STATE OR NATIONAL.

AND THEN THE SECOND PART I'VE COMPLETELY FORGOTTEN.

WELL, SO A COUPLE OF THING ON THE PEER DISTRICTS.

FIRST, LIKE THAT'S AVAILABLE IN OUR IN OUR REPORTS THROUGH TEA, WE CAN DEFINITELY WE CANNOT BRING MAP DATA WITH BECAUSE MAP DATA IS WE OWN IT.

THAT DOESN'T GO TO ANYBODY BUT TO OUR FAMILIES.

AND SO AND NOT EVERYBODY GIVES THAT.

SO WE CAN'T BRING YOU MAP DATA FROM ANYBODY ELSE BECAUSE WE DON'T HAVE IT AND THEY PROBABLY DON'T WANT TO SHARE IT WITH US.

SO BUT WHAT WE CAN DO IS, IS DO A LOOK BACK AND SAY, OKAY, HERE IS HOW WE COMPARE AND IT'S IN OUR [INAUDIBLE] REPORT, HOW WE COMPARE REGION TEN WE CAN BRING BACK OUR PEER DISTRICTS WOULD NOT BE OUR DISTRICTS THAT ARE AROUND US BECAUSE THOSE WOULD BE ALLEN AND PROSPER MUCH SMALLER. RICHARDSONS A LITTLE BIT SMALLER, SO WE COULD LOOK AT PEER DISTRICTS THAT ARE LIKE SIZE, LIKE SIZE AND DEMOGRAPHICS THAT THAT MATTERS.

SO I MEAN, IT'S JUST A MATTER OF AND AND, AND DASH YOU'VE PROBABLY PUT SOME COMPARISONS TOGETHER AND THAT CERTAINLY WE CAN DO BUT IT WOULD BE A LOOK BACK ON LAST YEAR'S STAAR RESULTS AND.

JUST JUST TO REITERATE THE TYPE OF WORK.

YOU KNOW WHEN WE GET OUR EVEN OUR ACCOUNTABILITY DATA, EVERY CAMPUS GETS COMPARED TO 40 PEER CAMPUSES.

THAT'S SOMETHING THAT WE DIG THROUGH AND FIND AND THAT THAT 40 CAMPUSES ARE DETERMINED ON SIZE, PERCENTAGE ECONOMICALLY DISADVANTAGE, PERCENTAGE SPECIAL ED AND

[02:35:06]

SO THEY ARE PRETTY CLOSE IN DEMOGRAPHICS THAT THINGS THAT WE CAN MEASURE.

SO WE DO THAT AND AND YOU KNOW SOME OF THE CONVERSATIONS THAT ARE TAKING PLACE.

LIKE I WAS IN MANY CONVERSATIONS LAST TWO WEEKS WITH PRINCIPALS AND EVEN SOME TEACHERS ABOUT LOOKING AT THESE KIDS, INDIVIDUAL KIDS WHO ARE THE HIGH GROWTH KIDS, HIGH PERFORMING WHAT WHY IS THAT KID NOT GROWING? BUT IT'S STILL A HIGH PERFORMER.

WHY IS THIS KID IS MAYBE A LOW PERFORMER, IS HIGH GROWTH AND LOW PERFORMING LOW GROWTH.

SO WE ARE PUTTING KIDS IN QUADRANTS ON PERFORMANCE AND GROWTH AND TRYING TO FIGURE OUT, YOU KNOW, WHAT IS WORKING WITH THIS KID.

YOU KNOW, THAT'S THE TYPE OF KIND OF WORK THAT IS TAKING PLACE AT AT THE GRASSROOTS LEVEL AND SEE WHERE THAT WHERE THOSE MAGIC BULLETS.

BUT THE MATH IS CHALLENGING.

YOU KNOW, THEY MAY NOT OFFICIALLY SHARE THE MAP REPORTS, BUT I HAVE SEEN A FEW GROWTH REPORTS AND THEY ARE IS TRENDING VERY SIMILAR TO OURS.

THERE'S SOMETHING HAPPENING IN MATH.

YOU KNOW, PEOPLE HAVEN'T BEEN ABLE TO PUT THE FINGER ON.

A LOT OF PROFESSIONAL DEVELOPMENT IS HAPPENING FROM REGIONAL SERVICE CENTERS AROUND MAP TRYING TO KIND OF SHOW IT UP.

SO IT'S IT'S A LITTLE BIT OF A MYSTERY, BUT BUT YOU CAN FIND IT OUT.

WELL, DASH, HOW MUCH DO YOU THINK IT HAS TO DO WITH MATH HAS BUILDING BLOCKS AND WE HAD COVID.

AND SO PERHAPS SOME OF THOSE BUILDING BLOCKS DIDN'T HAPPEN AT THE SAME TIME THAT THEY NEEDED TO HAPPEN.

AND SO WE'RE FIGURING OUT THAT.

YOU KNOW, INDIVIDUALLY BY STUDENT WHERE THEIR GROWTH NEEDS TO BE AND WHAT THEY'RE MISSING.

I HAVE A FEELING THAT MAYBE THAT'S WHY MATH VERSUS READING IS IS A PROBLEM.

I DON'T KNOW. THAT'S JUST A THOUGHT.

I THINK IN A PREVIOUS PRESENTATION THAT THEY GAVE, THEY TALKED ABOUT HOW MATH IS MUCH MORE INSTRUCTIONAL AND READING.

YOU CAN DO A LOT OF ON YOUR OWN.

AND SO, I MEAN, THAT WAS SOMETHING I THINK YOU BROUGHT TO US POST COVID.

AND WE SEE THAT DATA DURING LIKE, YOU KNOW, PEOPLE STUDY SUMMER LEARNING LOSS LIKE THEY DON'T SEE SUMMER LEARNING LOSS IN READING, BUT THEY DO SEE SUMMER LEARNING LOSS IN MATH. SO IT'S DIRECTLY RELATED TO WHAT YOU JUST MENTIONED.

SO, DASH, I APPRECIATE THE WORK AND I WILL I GUESS THE COMMENT I HAVE IS THAT THIS IS SORT OF THIS IS WHAT MAP IS IS FOR, RIGHT.

IS FOR US TO SHOW WHERE WE'RE WE'RE HAVING GROWTH SUCCESS, WHERE WE'RE HAVING SUCCESS WITH STUDENTS, BUT ALSO WHERE WE NEED IT TO WORK.

AND THAT'S THE BEAUTY OF OF THE DATA AND THE BEAUTY OF HAVING DASH ON STAFF TO BE ABLE TO DIG INTO THAT DATA.

AND SO I APPRECIATE ALL OF THE WORK.

YOU KNOW, THE SECOND THING I THINK IS WE SAW SOME INITIAL REPORTS THAT OUR STUDENTS DIDN'T HAVE THE COVID HIT, MAYBE AS AS THE COVID LAG, I GUESS, IS AS ROUGH AS SOME OF THE OTHER DISTRICTS IN OTHER PARTS OF THE STATE AND OTHER PARTS OF THE COUNTRY.

BUT I THINK WHAT YOU CAN SEE HERE PROBABLY IS THAT THERE'S SOME LONG TERM EFFECTS THAT ARE JUST THROUGH THIS PROCESS.

YOU'RE BEING ABLE TO IDENTIFY IT, TAKE THAT TAKES TIME.

AND SO I APPRECIATE THE EFFORTS TO FOR YOU ALL TO LOOK AT THE DATA, TO HAVE A PIT IN YOUR STOMACH AND TALK ABOUT IT EVERY MEETING, UNDERSTANDING THIS IS THE CORE OF WHAT WE'RE DOING AND THE CORE CHALLENGE THAT WE AS A DISTRICT ARE TRYING TO FACE AFTER IN A POST-COVID WORLD, HALF THE BATTLE IS IDENTIFYING THE PROBLEM, RIGHT? SO I THINK WE'VE GOT HALF THE BATTLE WON NOW.

SO NOW WE'VE GOT THE THE HARD PART OF THE BATTLE, RIGHT.

IS TO TO OVERCOME THE CHALLENGE.

SO THANK YOU ALL FOR ALL YOUR WORK.

IT'S NOT ALWAYS PRETTY, BUT IT'S IT IS WHAT IT IS.

RIGHT? AND IT'S IMPORTANT FOR US TO ALL BE ON THE SAME PAGE THERE.

ALL RIGHT. ANY OTHER QUESTIONS FOR DASH? DASH. YOU CAN DASH.

ANY OTHER QUESTIONS FOR HIM? ALL RIGHT. THAT'S IT.

LAST REPORT HERE WE ARE AT THE FRESH HOUR OF JUST 9:35.

AND WHERE ARE YOU ON OUR LAST REPORT? WOW. BOARD MEMBER, LIAISON AND SUBCOMMITTEE AND COMMITTEE UPDATES.

AND WE HAVE A REPORT TONIGHT FROM JERI.

YES, WE ARE TEN DAYS OUT FROM THE BEST EVENT IN PLANO, TEXAS, AND THAT IS PLANO IS FEBRUARY THE 4TH.

IT WILL BE AT THE MARRIOTT LEGACY TOWN CENTER AND IT WILL BE FROM 6 TO 7 P.M., 6 TO 11 P.M..

THE THEME IS YOU GOT TO LOOK FOR IT.

IT'S TEXAS.

SO THAT MEANS WE CAN WEAR OUR BOOTS AND WE CAN WEAR A JEANS AND WE CAN WEAR WHATEVER BE NICE AND COMFORTABLE, WHICH MAKES IT ONE OF THE BEST EVENTS.

PER OUR MEETING. LAST TIME WE TALKED ABOUT COMMUNITY PARTNERS, THIS IS A TREMENDOUS EVENT TO HIGHLIGHT AND BE SUPPORTED BY OUR COMMUNITY PARTNERS.

[02:40:06]

WE ALSO HAVE EWING, BUICK, GMC, H-E-B, PERDUE, BRANDON FIELDER, COLLINS AND MOTT LLP, WRA ARCHITECTS, THE MUNNS FOUNDATION, KADENCE MCSHANE CONSTRUCTION, CHILDREN'S HEALTH, ENVIRONMENTAL SYSTEMS, MEDICAL CITY PLANO, METHODIST RICHARDSON MEDICAL CENTER AND PBC.

AND THEN IF YOU GO ON THE WEBSITE, THERE'S SEVERAL OTHERS THAT ARE LISTED IN SMALLER PRINT.

BUT I THINK IT'S REALLY IMPORTANT FOR US TO ALWAYS ACKNOWLEDGE AND RECOGNIZE THOSE PEOPLE, THOSE ORGANIZATIONS, AND CERTAINLY ALL THOSE BUYING TICKETS TO SUPPORT OUR EDUCATION FOUNDATION, WHICH THEN SUPPORTS OUR KIDS AND OUR TEACHERS.

THANKS, JERI. AND I'LL JUST ADD ON THAT THOSE.

PEOPLE WHO SUPPORT OUR DISTRICT, WHO PROVIDE SERVICES IN THIS COMMUNITY OR SELL THINGS IN THE COMMUNITY, SUPPORT THEM.

SO ABSOLUTELY. LAUREN YEAH.

SO HEAD START POLICY COUNCIL, I ACTUALLY WAS NOT ABLE TO ATTEND IN PERSON THIS MONTH BECAUSE I WAS WATCHING JOHNNY SELL OUR FIRST TRANCHE OF BONDS, WHICH WAS ABSOLUTELY FASCINATING. BUT I GOT AN UPDATE FROM DARA THAT I JUST WANTED TO SHARE BECAUSE THERE ARE SOME THANK YOU'S AND SOME REALLY INTERESTING INFORMATION IN HERE.

FIRST IS THAT THE COAT DRIVE, WHICH WE'VE TALKED ABOUT BEFORE, THAT THE PLANO ISD COUNCIL OF PTA'S LEADS COAT DRIVE, WAS VERY SUCCESSFUL.

THEY'VE BEEN DISTRIBUTING THE COATS TO KIDS.

SO BIG THANK YOU TO THE COUNCIL OF PTA'S, ANYBODY WHO DONATED AND ANY TRUSTEES WHO I MAY HAVE STRONG ARMED INTO DONATING.

THANK YOU. THEY HAVE A COUPLE OF ORGANIZATIONS COLLECTING BOOKS ON WISH LISTS FOR STUDENTS AND FAMILIES.

SO KAPPA KAPPA GAMMA IS COLLECTING BOOKS AND PRESS.

AND BLUEBONNET CHAPTER OF THE NATIONAL CHARITY LEAGUE IS ALSO COLLECTING AND DONATING BOOKS.

THERE'S A JANUARY 16TH DATE ON HERE.

SO I THINK THAT THAT THIS IS WRAPPED UP.

AND AGAIN, THAT'S A BIG THANK YOU TO THOSE ORGANIZATIONS FOR SUPPORTING OUR HEAD START PROGRAM WITH BOOKS.

NATIONAL HEAD START ASSOCIATION PARENT AND FAMILY ENGAGEMENT CONFERENCE WAS HELD IN DALLAS IN DECEMBER.

THREE OF THE PLANO ISD HEADSTART STAFF WERE ABLE TO ATTEND, INCLUDING OUR DIRECTOR, TO LEARN ABOUT INNOVATIVE WAYS TO ENGAGE FAMILIES AND MAKE PROFESSIONAL CONNECTIONS WITH OTHER HEADSTART PROGRAMS ACROSS THE US.

SO THAT'S GREAT TO REALLY GET THAT ADDITIONAL TRAINING ON FAMILY ENGAGEMENT AND NETWORKING.

THE TEXAS PRE-KINDERGARTEN GUIDELINES WERE REVISED.

I'M SURE THIS IS SOMETHING THAT THE SUPERINTENDENT IS THINKING A LOT ABOUT ALSO, THEY HAVE HAD KNOWLEDGE AND SKILLS CREATED FOR PRE K EDUCATORS TO DEFINE OUTCOMES FOR STUDENTS AND PRE K AND WILL ALIGN TO THE KINDERGARTEN TEKS, TEA HOSTED A WEBINAR WHICH OUR HEAD START DIRECTOR DARA ATTENDED ALONG WITH OTHER OTHER PRINCIPALS.

SO YOU KNOW THAT'S SOMETHING THAT I THINK IS PROBABLY WE'RE GOING TO BE SEEING MORE ABOUT.

SO I WON'T PONTIFICATE ABOUT THAT.

ANOTHER SORT OF BREAKING DEVELOPMENT THAT WE'LL HAVE TO KEEP AN EYE ON.

IN LATE DECEMBER, THE SENATE THERE WAS A SENATE APPROPRIATIONS BILL, FEDERAL SENATE APPROPRIATIONS BILL THAT INCLUDED MONEY FOR HEAD START PROGRAM EXPANSION.

SO THAT'S SOMETHING THAT'S NATIONAL LEGISLATIVE.

I KNOW WE'RE REAL FOCUSED ON THE TEXAS LEGISLATIVE SESSION, BUT THAT'S SOMETHING THAT'S NATIONAL, THAT'S GOING ON IN OUR NATIONAL LEGISLATURE THAT COULD BENEFIT HEAD START SPECIFICALLY.

AND THEN THE LAST ITEM THAT I HAVE IS THAT WE ARE GEARING UP FOR HEAD START ROUND UP, WHICH WILL OCCUR THE WEEK OF MARCH 20TH.

SO THIS, OF COURSE, IS TRYING TO IDENTIFY FAMILIES WITHIN OUR DISTRICT THAT QUALIFY FOR THIS REALLY AMAZING PROGRAM.

SO THAT IS WHAT I HAVE.

ALL RIGHT. THANKS [INAUDIBLE]. THANKS FOR THOSE REPORTS.

ALL RIGHT. THERE'S NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD.

THE MEETING IS ADJOURNED.

THE TIME IS 9:40.

WHO HAD 9:40?

* This transcript was compiled from uncorrected Closed Captioning.