Mar 14, 2023 Regular Board Meeting

>> NEXT TUESDAY AT SHEPTON.

>> IF ANYBODY'S WATCHING, I ENCOURAGE YOU TO PARTICIPATE BECAUSE THIS IS YOUR CHANCE TO REALLY GIVE INPUT ON THE FUTURE VISION OF THE DISTRICT IN WHICH YOU LIVE, AND WHETHER OR NOT YOU HAVE KIDDOS IN THE DISTRICT, YOUR OPINION COUNTS.

IF YOU HAVE KIDS IN THE DISTRICT, YOUR OPINION COUNTS.

IF YOU HAD KIDS IN THE DISTRICT, EVERYONE WHO OWNS THE SCHOOL DISTRICT, THE COMMUNITY.

PLEASE COME OUT AND PARTICIPATE IN THESE VISIONING SESSIONS.

THEY'RE VERY WELL DONE.

I JUST HAVE TO SAY, YOU ALL ARE DOING AN AMAZING JOB AND I CAN'T WAIT TO SEE ALL THE FINAL REPORTS.

>> WHEN I THINK ABOUT CTE AND WHAT I WAS HOPING FOR OR EXPECTING, I SEE A LOT OF THAT IN WHAT YOU PRESENTED WHEN I LOOK AT THE PROGRAMS THAT WE'RE TALKING ABOUT ADDING OR EXPANDING, WHAT I WANTED TO SEE WAS PROGRAMS THAT OFFER STUDENTS THAT AREN'T LOOKING TO DO A TRADITIONAL COLLEGE PATHWAY, A WAY TO HAVE A HIGH-VALUE, HIGH-DEMAND, HIGH-WAGE CAREER PATHWAY.

I SEE THAT ON THERE WITH THE WELDING.

I SEE THAT ON THERE WITH AUTOMOTIVE, CONSTRUCTION SCIENCES, ELECTRICAL, HVAC, PLUMBING.

I'M VERY GLAD TO SEE THE OPPORTUNITIES THAT WE'RE GOING TO BE ABLE TO PROVIDE STUDENTS THAT WILL REQUIRE TECHNICAL CERTIFICATIONS AND WILL REQUIRE SOME ADDITIONAL SCHOOLING, BUT NOT A FOUR-YEAR DEGREE.

ADDITIONALLY THEN SEEING THE ACCOUNTING AND FINANCIAL SERVICES, WHEN I WAS LISTENING LAST NIGHT AND THEY WERE TALKING ABOUT, YEAH, WE COULD OFFER A COURSE ON SECURITIES OR STOCK TRADING.

THE WAY THAT WE CAN FOR OUR COLLEGE-BOUND STUDENTS STILL GIVE THEM A COMPETITIVE EDGE AND SOMETHING ADDITIONAL TO LOOK FORWARD TO AND MAKE THEM MORE QUALIFIED WHEN THEY SHOW UP ON THE COLLEGE CAMPUS.

I THOUGHT THAT WAS ALSO REALLY GREAT.

SO FAR, WHAT I'VE SEEN, WHAT YOU'VE PRESENTED, THE WORK THAT THE CTE TEAM HAS BROUGHT TO US IS EXACTLY WHAT I WAS HOPING FOR.

I THINK EXACTLY WHAT OUR STUDENTS, I THINK THIS WILL MIRROR AND REFLECT NOT JUST THE INTERESTS OF OUR STUDENTS, BUT THE DEMAND IN OUR COMMUNITY. APPRECIATE IT.

>> I'LL ADD A COUPLE OF THOUGHTS HERE.

ONE IS, I'M LIKE CODY, I THINK THAT THESE ARE REALLY GOOD OPPORTUNITIES TO EXPAND THERE.

A LOT OF PROFESSIONAL SERVICES IN HERE.

TO THE EXTENT THAT WE CAN NOW START BUILDING LOCAL RELATIONSHIPS WITH THOSE PROFESSIONAL SERVICE PROVIDERS TO COME IN AND BE A GUEST LECTURE OR SOMETHING LIKE THAT.

THOSE ARE VALUABLE RELATIONSHIPS THAT WE CAN START THINKING ABOUT.

NOW, YOU MIGHT HAVE, I DON'T KNOW IF A RETIRED TRUSTEE WHO'S A LAWYER WHO WOULD BE WILLING TO DO SOMETHING LIKE THAT, WHO KNOWS? ON THE AV THE MEDIA, I'D LOVE TO SEE, SINCE NOW WE'RE COMBINING THIS VISIONING OF THE LONG TERM WITH DEVELOPING OUR OWN CTE CENTER ARE WE LOOKING AT, HAVE WE GIVEN THOUGHT TO PUTTING A PRODUCTION STUDIO IN THAT? [OVERLAPPING]

>> THAT WAS PART OF THE CONVERSATION.

>> BECAUSE I KNOW THERE ARE SOME DISTRICTS WHO HAVE A DAILY NEW SHOW OR SOMETHING LIKE THAT THAT'S IN PRODUCTION.

[01:30:03]

I THINK THAT WOULD BE FANTASTIC FOR US TO DO SOMETHING LIKE THAT.

HOSPITALITY AS AN ADD-ON TO CULINARY IS A REALLY EXCITING.

THAT'S SOMETHING I DID NOT EXPECT TO SEE.

I THINK THAT IT IS STILL A GROWING INDUSTRY.

IT'S A GREAT WAY TO BUILD YOURSELF A CAREER.

I LIKE THIS, I THINK THE WORK THAT'S BEEN DONE IN AVIATION AND DEFENSE TO CONTINUE STUDYING THAT I THINK IS GOING TO BE INTERESTING TO SEE HOW THAT DEVELOPS AS WELL.

OTHER THOUGHTS I SAW LAUREN REACHING.

>> YEAH, I'LL JUST BUILD ON YOUR LAST COMMENT THERE, I WAS HAPPY TO SEE SEVERAL THINGS, INCLUDING SOME THAT ARE IN THE STRATEGIC NATIONAL IMPORTANCE BUCKET LIKE CYBERSECURITY, I READ EVERY OTHER WEEK THAT WE'RE 500,000 CYBERSECURITY PROFESSIONALS SHORT IN THIS COUNTRY, AND THAT'S A SIGNIFICANT PROBLEM FOR EVERYTHING FROM OUR INFRASTRUCTURE TO OUR DEFENSE, TO US AS A SCHOOL DISTRICT NOT GETTING OUR FUND BALANCE PACKED OR SOMETHING OR WHATEVER, SO I APPRECIATE THAT.

I WAS JUST CURIOUS IN DOING PATENT REVIEW THIS WEEK, WHEN YOU LOOK AT THINGS LIKE POLICE AND FIRE, A LOT OF DEPARTMENTS REQUIRE A FOUR-YEAR DEGREE NOW FOR EVEN AN ENTRY-LEVEL POLICE OFFICER AND ENTRY-LEVEL FIREFIGHTER, IN EITHER CRIMINAL JUSTICE OR FIRE SCIENCE OR THOSE THINGS, AND SO I WAS CURIOUS ABOUT THOSE TWO SPECIFICALLY, ARE THERE OTHER POSITIONS WITHIN FIRST RESPONDERS OR THAT YOU CAN HAVE A HIGH-SCHOOL DIPLOMA IN SOME CERTIFICATION AND GO INTO THAT FIELD? OR ARE WE REALLY STRICTLY LOOKING AT, AS CODY SAID A PATH TO GETTING A LEG UP IN COLLEGE WITH SOME OF THOSE CAREER FIELDS THAT TRADITIONALLY HAVE REQUIRED A FOUR-YEAR DEGREE?

>> KAREN DO YOU KNOW THE ANSWER TO THAT QUESTION?

>> ONE, WE'RE GOING TO HAVE TO LOOK IN A LITTLE BIT DEEPER AND SEE WHAT THEIR REQUIREMENTS ARE, ESPECIALLY IF WE'VE WORKED WITH A PARTNER, BUT IT COULD ALSO BE THE OPPORTUNITY TO OUR EMT PROGRAM THAT OUR STUDENTS JUST HAVE A STEP FORWARD ON THAT PROGRAM TO BE MORE COMPETITIVE AND ALL THAT.

>> WE HAVE SEEN OTHER PROGRAMS THAT ARE SUCCESSFUL, SORRY.

>> I JUST WANT TO ADD TO THAT TOO, SO STUDENTS PARTICIPATE IN EITHER ONE OF THOSE EVEN THOUGH SOME OR MOST DO REQUIRE FOUR-YEAR DEGREE, THIS IS AN OPPORTUNITY TO THEN ACCELERATE THROUGH DUAL CREDIT AND THERE ARE CERTIFICATIONS THAT STUDENTS CAN EARN THAT ARE IN THE PROGRAM THAT WILL HELP LAUNCH THEM TOWARDS THAT PATH AND SO INSTEAD OF FOUR YEARS PERHAPS IT'S TWO.

>> YEAH I THINK THAT DIRECTLY, THAT WOULD ALIGN WITH WHAT I WOULD HOPE OUT OF THOSE PROGRAMS THAT MAY BE A LAUNCHPAD THAT WE'RE MAKING SURE WE'RE PULLING IN THAT DUAL CREDIT PIECE OR WHATEVER OTHER PIECES THAT THOSE STUDENTS NEED AS YOU SAY SO THAT WE'RE DONE WITH A FOUR-YEAR DEGREE BY THE TIME THEY'RE 20 AS OPPOSED TO HAVING TO GO DUPLICATE A SIGNIFICANT AMOUNT OF WORK.

THE GOAL IS TO GET PEOPLE IN CAREERS FASTER SO ANYTHING WE CAN DO TO DO THAT, WHETHER IT'S A CERTIFICATION STRAIGHT FROM HIGH SCHOOL OR WHETHER IT'S A SIGNIFICANT SHORTENING OF COLLEGE I THINK THAT'S GREAT.

>> DOCTOR TYRA, I THINK THERE ARE SEVERAL ON THAT LIST THAT WE DISCUSSED BEING OF THAT NATURE AS WELL.

YOU TALKED ABOUT SOME THAT WOULDN'T NECESSARILY REQUIRE ADDITIONAL, BUT THERE ARE SEVERAL OF THOSE THAT WERE MORE FOUNDATIONAL AND LAUNCHPAD AS YOU CALLED IT IN NATURE.

>> I WAS JUST GOING TO SAY I HAD A MEETING WITH THE CITY MANAGER THIS PAST WEEK, AND HE MENTIONED THAT THERE'S OPPORTUNITIES FOR OUR STUDENTS TO PERHAPS INTERN IN CERTAIN FIELDS HERE IN THE CITY WITHIN THOSE AND HELP GET MORE ON-THE-JOB EXPERIENCE IF YOU WILL, AND MAYBE EARN SOME MONEY WHICH IS AMAZING.

SO YOU SAID, THEY HIRE A BACCALAUREATE DEGREE FOR THE POLICE DEPARTMENT, BUT HE SAID THERE'S OPPORTUNITIES AND DISPATCH OR OTHER AREAS, THERE'S OTHER OPPORTUNITIES FOR OUR KIDS TO PARTICIPATE.

>> AWESOME, GREAT WEEK GUYS. I'M DONE.

>> OKAY, I WANT TO PIGGYBACK ON SOMETHING LAUREN SAID AND, THIS PLAY TAKES A LOT MORE DEEP DIVE, BUT IF THERE'S A WAY TO CONNECT MILITARY READINESS TO ANYTHING WE'RE DOING IN THESE PROGRAMS,

[01:35:01]

I KNOW THE MILITARY IS SUPER FAMOUS ABOUT, YOU SAY YOU WANT TO BE X AND THEY'RE LIKE NO YOU'RE GOING TO BE Y.

BUT TO THE EXTENT, WE CAN HAVE ANYBODY WHO'S MILITARY FOLKS THAT SAYS, OKAY, I KNOW I WANT TO BE A MECHANIC IN THE MILITARY OR I KNOW I WANT TO BE AN MP, CAN WE START CREATING PATHWAYS FOR THOSE MILITARY KIDS SO THAT WHEN THEY GO INTO A RECRUITER'S OFFICE, THEY CAN SAY, I'M READY TO JOIN UP IN THE MARINES AND HERE'S MY BACKGROUND, AND I WANT TO BE A EMBASSY GUARD AND WE HAVE THEM READY TO DO IT.

PATRICK'S LOOKING AT ME LIKE, THERE'S NO WAY THAT WORKS THAT WAY.

[LAUGHTER]

>> EXCUSE ME [LAUGHTER], AN AIR FORCE OF COURSE [LAUGHTER].

>> I'LL JUST NOTE THAT THE ARMY WAS VERY SHORT ON RECRUITING LAST YEAR AND IS LIKELY TO BE SHORT ON RECRUITING AGAIN THIS YEAR [LAUGHTER], WHICH IS THE DISCUSSION [LAUGHTER] IN MY HOUSEHOLD OFTEN, BUT AGAIN, ANYTHING WE CAN BETTER PREPARE [BACKGROUND] FOR THAT JOURNEY, IT'S HELPFUL.

>> THAT'S THE THOUGHT, IF THERE'S A WAY TO START CREATING THOSE PATHWAYS IN NINTH, 10TH GRADE FOR THESE KIDS, THEY WANT TO DO THAT, LET'S INCLUDE MILITARY IN THEM.

>> I HAD ONE LAST COMMENT, ONE THING I HEARD AND YOU PROBABLY CAPTURED THIS, THERE WERE SEVERAL COMMENTS ABOUT FUTURE POSITIONS, FUTURE CAREERS THAT WE MAY NOT KNOW ABOUT RIGHT NOW, SO TO REMAIN NIMBLE, TO BE OPEN-MINDED, AND HAVE THE BUILDING IF YOU WILL BE FLEXIBLE, SO THOSE WERE SOME OF THE COMMENTS THAT I HEARD THAT I THOUGHT WERE PRETTY WORTH NOTING.

>> ABSOLUTELY, AND WE'LL BE SHARING THOSE WITH THE FACILITIES GROUP AS WELL I THINK THE OTHER OVERARCHING THEME IS THAT WE NEED TO NOT CLOSE OUR MINDS INTO THINKING, WE JUST HAVE TO CREATE SOMETHING THAT SOMEBODY ELSE HAS ALREADY CREATED.

BUT WE REALLY NEED TO THINK OUTSIDE THE BOX FOR OUR STUDENTS IN PLANO ISD AND WHAT IS POSSIBLE FOR THEM.

EVEN THOUGH IT MAY NOT EXIST SOMEWHERE ELSE, IF WE BELIEVE IT'S SOMETHING THAT WOULD BE GREAT FOR OUR KIDS, HOW DO WE GO TO WORK TO MAKE IT HAPPEN?

>> THESE ARE GREAT CHOICES CHILDREN HAVE.

>> JUST TWO QUICK THINGS, ESPECIALLY ON CYBERSECURITY, WHAT WE'RE ULTIMATELY TRYING TO DO IS MAKE OUR STUDENTS EMPLOYABLE, AND WHETHER IT'S SKILLS THAT WE CAN TEACH THEM OR IF IT'S PARTNERSHIPS THAT WE CREATE, BUT WHAT I WANT TO SAY ABOUT THE CYBERSECURITY, LAST YEAR I DID THE FBI CITIZENS' ACADEMY AND WHEN THEY ASKED THE HEAD OF THE DALLAS FIELD OFFICE WHAT'S THE NUMBER 1 NEED IN TERMS OF YOUR TALENT, IT WAS CYBERSECURITY.

THEY SAID THAT THE TALENT THAT'S THERE IS GOING TO THE PRIVATE SECTOR, THERE ARE JOBS TO BE HAD IN CYBERSECURITY, THOSE ARE WELL-PAYING JOBS EVEN FOR THE GOVERNMENT, AND SO I THINK IN TERMS OF EXPANSION OF THE PROGRAM THAT I WOULD ASSUME HAS LESS OVERHEAD THAN A WELDING STALL.

THAT'S SOMETHING THAT I THINK IF WE CAN DO A GOOD JOB PROMOTING THAT AND TALKING ABOUT THE OPPORTUNITIES THAT ARE OUT THERE, WHICH I'M SURE WE CAN.

THAT WILL DEFINITELY LEAD TO MORE STUDENTS FINDING EMPLOYMENT AND HOPEFULLY FULFILLING AND WELL-PAYING EMPLOYMENT.

>> WELL, I APPRECIATE THAT YOU SAID THE WORD PROMOTE BECAUSE THAT'S ANOTHER CONVERSATION WE HAD IN SEVERAL OF OUR TABLE, WAS THAT WHEN WE DESIGN THESE PATHWAYS AND WE GET THEM OPEN FOR STUDENTS, WHETHER THEY OPEN AT THE MIDDLE SCHOOL LEVEL OR THE HIGH SCHOOL LEVEL, WE NEED TO MAKE SURE WE DO A REALLY GOOD JOB OF HELPING STUDENTS AND THEIR FAMILIES UNDERSTANDING WHAT THOSE PATHS ARE AND WHAT THOSE OPPORTUNITIES ARE.

WE NEED TO RAISE OUR GAME A LITTLE BIT IN MAKING SURE FAMILIES, COUNSELORS, EVERYONE INVOLVED REALLY KNOWS WHAT THOSE PATHWAYS LOOK LIKE SO KIDS CAN GET GOING.

>> THAT'S A GREAT KICKOFF INTO THE NEXT ONE.

NOT THAT I'M RUSHING US ALONG, BUT I MEAN, JUST LIKE WE SAY OFTEN, THAT COLLEGE AND CAREER READINESS, DOES IT BEGIN IN HIGH SCHOOL.

THIS IS REALLY STARTING.

HOW DO WE PROMOTE THIS, AND START THOSE CONVERSATIONS AS EARLY AS ELEMENTARY SCHOOL.

WHAT'S OUR PLAN FOR MIDDLE SCHOOL SO THAT STUDENTS AND FAMILIES ARE WELL-INFORMED.

>> PERFECT SEGUE.

>> ALL RIGHT, 9.3 MIDDLE-SCHOOL RESEARCH REPORT.

[9.3. Middle School Research Team Report]

>> WELL, THANK YOU, PRESIDENT STOLLY.

IT'S MY TURN AGAIN, AND I WANT TO THANK SEVERAL MEMBERS OF THE MIDDLE-SCHOOL RESEARCH TEAM SITTING OUT IN THE AUDIENCE.

IF YOU WOULD RAISE YOUR HAND, I WOULD REALLY APPRECIATE IT.

COME ON, BE PROUD. THEY ARE HERE TONIGHT TO SUPPORT THE WORK THAT WE'VE DONE WITH THE MIDDLE-SCHOOL RESEARCH TEAM.

AS YOU KNOW, WE'VE BEEN TRYING TO KEEP YOU UPDATED WITH WHAT WE'VE BEEN WORKING ON THIS YEAR.

BUT OUR INTENTION WAS TO REALLY OUTLINE A VISION FOR MIDDLE SCHOOL PROGRAMMING, WHICH DOVETAILS INTO ALL OF THE WORK WE'VE BEEN DOING WITH THE VISIONING.

BUT THIS GROUP HAS REALLY WORKED HARD THIS YEAR.

WE HAD SIX WORKGROUPS.

LAST TIME I VISITED WITH YOU, I TOLD YOU THEY WERE GOING TO SHARE OUT THEIR RESEARCH FINDINGS.

[01:40:03]

THEY WENT TO WORK ON THEIR OWN AND PULLED THINGS TOGETHER.

WE HAD A GROUP THAT ACTUALLY WENT TO ALL THE MIDDLE SCHOOLS AND SPOKE TO FOCUS GROUPS AND TO IN TOTAL OF OVER 200 STUDENTS.

THEY SAT WITH THEM AT A TABLE, ASK THEM QUESTIONS, TALK TO THEM ABOUT WHAT THEY WANTED TO SEE IN SCHOOL, WHAT EXCITED THEM ABOUT SCHOOL.

THEY LOVE VOICE AND CHOICE IN THEIR ELECTIVES.

THEY ACTUALLY REALLY LIKE TEACHERS WHO CHALLENGE THEM TO DO THEIR BEST WHICH YOU MIGHT NOT ALWAYS EXPECT TO HEAR FROM A MIDDLE SCHOOLER.

BUT THEY SAID THEY LIKED TEACHERS WHO GET THE BEST OUT OF THEM AND THEY LIKE TO BE ENGAGED AND THEY LIKE TO BE EXCITED ABOUT WHAT THEY'RE LEARNING.

NOTHING SUPER SHOCKING ABOUT THAT.

BUT THEY ALSO SAID THEY WANTED TO WORK MORE ON TIME MANAGEMENT AND STUDY SKILLS AND LEADERSHIP AND THINGS LIKE THAT.

THOSE ARE SOME EXCITING THINGS TO HEAR.

THAT WAS A FUN GROUP WHO REPORTED OUT ALL OF THAT INFORMATION.

WE ALSO HAD A GROUP LOOKING AT BEST PRACTICES FOR MIDDLE SCHOOL LEARNERS.

THEY DOVE INTO THE RESEARCH, LOOKED AT A LOT OF THE HANOVER RESEARCH COMPILATION REPORTS ABOUT MIDDLE SCHOOLS AND LEARN THINGS ABOUT HOW TO BEST USE YOUR MIDDLE-SCHOOL SCHEDULE TIME AND HOW YOU NEED TO GET, PROVIDES STUDENTS OPPORTUNITIES FOR INTERVENTION AND ENRICHMENT AND SUPPORT, AND ALL OF THE THINGS.

WE LEARNED ABOUT SPACES AND USE OF SCHEDULES, AND TRYING TO REMOVE THOSE BARRIERS FOR LEARNING.

WE ALSO HAD A GROUP WHO LOOKS SPECIFICALLY AT MASTER SCHEDULES.

THIS GROUP ACTUALLY SURVEYED SOME STAFF ABOUT WHAT THEY'D LIKE TO SEE WITH MASTER SCHEDULES.

ONE OF THE THINGS THEY DISCOVERED IS THEY WERE LOOKING WHAT WE CALL THE WIN-WIN-WIN SOLUTION.

WE WANTED A SOLUTION AND A SCHEDULE THAT WAS REALLY GREAT FOR KIDS, THAT WAS GOOD FOR CORE TEACHERS AND THAT WAS ALSO GOOD FOR ELECTIVE TEACHERS BECAUSE SOMETIMES THAT'S A LITTLE BIT OF A DIFFERENT CONVERSATION.

THEY WERE LOOKING FOR THAT WIN-WIN-WIN AND THEY WERE LOOKING FOR THE ABILITY TO PLAN A SCHEDULE THAT WAS A DISTRICT WIDE SCHEDULE FOR SOME CONSISTENCY, BUT ALSO ALLOWED THEM THE PARAMETERS TO ADAPT TO THE UNIQUENESS OF THEIR STUDENTS IN CAMPUS.

WE CALL THAT AUTONOMY WITH BUMPERS IS THE WAY THE GROUP SHARED IT OUT. WHAT THEY WERE LOOKING FOR.

THE PROGRAMMING AND ELECTIVE GROUPS, THEY DUG INTO ALL KINDS OF THINGS, ATHLETIC OPPORTUNITIES, CTE POSSIBILITIES AT THE MIDDLE SCHOOL, WHICH DOVETAILS RIGHT INTO THE CTE VISIONING GROUP.

WHAT IS IT THAT WE CAN OFFER AT THAT MIDDLE SCHOOL LEVEL THAT WOULD BEGIN BUILDING CAPACITY FOR SOME PATHWAYS FOR STUDENTS WHO ARE READY AND EXCITED ABOUT TAKING MORE HIGH SCHOOL COURSES.

WHAT CAN WE OFFER? HOW CAN WE RAISE THOSE OPPORTUNITIES FOR STUDENTS? THEY TOO MENTIONED THE EDUCATION AND MARKETING FOR FAMILIES THAT I WAS JUST TALKING ABOUT WITH THE CTE GROUP AND HOW IMPORTANT IT IS AT THIS ELEMENTARY AND MIDDLE SCHOOL LEVEL TO REALLY BEGIN WORKING WITH STUDENTS.

THEY HAVE ALL IDEAS OF THINGS THEY WANT TO OFFER AT THE MIDDLE SCHOOL LEVEL, INCLUDING EXPLORING AN IB PROGRAM AT THE MIDDLE SCHOOL SINCE WE HAVE ONE AT THE ELEMENTARY AND HIGH SCHOOL.

WE ALSO ADD A GROUP VISITS.

SOME EXEMPLE ARE SCHOOLS IN THE AREA.

THEY GOT REALLY EXCITED ABOUT SOME THINGS THEY WERE SEEING THAT PRINCIPALS WERE DOING WITH STAFF AND THAT WERE HAPPENING WITH STUDENTS.

THEY GOT TO SHARE SOME INTERESTING SCHEDULES, SOME STRUCTURES, THE WAY THEY JUST KEPT THEIR STAFF AND STUDENTS ALL ENCOURAGED.

FINALLY, OUR SUPPORTS IN MIDDLE-SCHOOL GROUP REALLY IS CONTINUING TO LOOK AT HOW DO WE SUPPORT ALL THE DIFFERENT NEEDS OF OUR VARIOUS LEARNERS IN THE MIDDLE SCHOOL LEVEL, AND ARE WE PROVIDING THE HIGHEST LEVEL OF THOSE? ACTUALLY THAT WORK WILL DOVETAIL RIGHT INTO OUR ACADEMICS GROUP THAT'S GETTING READY TO KICK OFF THIS WEEK.

LOTS OF INFORMATION BROUGHT TO THE TABLE.

I WANTED TO HIGHLIGHT A COUPLE OF THINGS AROUND THE RESEARCH THAT WAS DISCOVERED BECAUSE THIS IS GOING TO LEAD INTO OUR FIRST RECOMMENDATION WE'RE BRINGING TO YOU TONIGHT.

THAT IS THAT THE RESEARCH AROUND PROFESSIONAL LEARNING COMMUNITIES REALLY TALKS ABOUT YOU NEED TO PROVIDE A SYSTEMATIC WAY TO PROVIDE ADDITIONAL TIME AND SUPPORT FOR STUDENTS, AND THAT WE NEED TO MAKE SURE WE PROVIDE DEDICATED TIME FOR THE PROFESSIONAL STAFF TO REALLY PLAN FOR THOSE HIGH LEVELS OF LEARNING.

THAT'S OVER AND OVER IN THE RESEARCH.

OF COURSE WE'VE SEEN THAT BEAR FRUIT IN SYSTEMS THAT DO THAT SUCCESSFULLY, INCLUDING SOME OF OUR OWN.

WE ALSO LOOKED AT SOME SCHEDULING RESEARCH THAT TALKS ABOUT THE IMPORTANCE AT THE MIDDLE SCHOOL LEVEL, PROVIDING THE ABILITY FOR INTERVENTION AND ENRICHMENT, AND REALLY LOOKING AT AN EXEMPLAR THE NATIONAL CENTER ON TIME AND LEARNING LOOKED AT AN EXEMPLAR MIDDLE SCHOOL THAT REALLY ADJUSTED THEIR SCHEDULE TO PROVIDE THAT ACADEMIC SUPPORT PERIOD AND THE INCREASED COLLABORATIVE TIME.

I JUST DIDN'T WANT YOU TO THINK WE WERE PULLING THIS OUT OF THIN AIR WHEN WE'RE GETTING READY TO MAKE OUR RECOMMENDATION.

NEARLY EVERY GROUP TALKED A LITTLE BIT ABOUT AN EIGHT PERIOD DAY AND THE FLEXIBILITY THAT IT PROVIDES FOR BOTH OUR STUDENTS AND STAFF, INCLUDING WHEN OUR FINE ARTS FOLKS WERE MEETING EARLIER THIS YEAR AND

[01:45:03]

TALKING ABOUT WAYS TO INCREASE STUDENT ENGAGEMENT.

THAT CONTINUED TO COME UP.

WE ALSO HAVE LOTS OF THINGS WE STILL WANT TO RECOMMEND DOWN THE ROAD.

WE'RE STILL LOOKING AT WAYS TO INCREASE ENGAGEMENT, EXPLORATION, CHOICE, AND ACCELERATION.

WE HAVE NOT STOPPED OUR WORK, BUT I DID WANT TO BRING OUR FIRST RECOMMENDATION FORWARD BECAUSE IT IS AS QUICK AS NEXT YEAR.

THAT IS WE WOULD LIKE TO ADJUST THE MIDDLE SCHOOL SCHEDULES TO PROVIDE MORE OPPORTUNITIES FOR BOTH STUDENTS AND STAFF.

WE WOULD LIKE TO MOVE TO AN EIGHT PERIOD DAY AT ALL PLANO ISD MIDDLE SCHOOLS BEGINNING NEXT YEAR.

AS YOU KNOW, WE CURRENTLY HAVE SOME MIDDLE SCHOOLS ALREADY ON AN EIGHT PERIOD DAY, WHO ARE FINDING SOME REAL SUCCESS.

ONE OF THE CAVEATS IS THAT WE NEED TO REALLY WORK WITHIN CURRENT STAFFING.

AS YOU'VE HEARD FROM, BAD NEWS, JOHNNY, WE DON'T REALLY HAVE THE OPPORTUNITY TO ADD A LOT OF STAFF, SO WE'VE GOT TO FIGURE OUT WAYS TO MAKE IT WORK.

WE BELIEVE THAT WE CAN DO IT, CERTAINLY GIVING IT A TRY.

FOR STUDENTS, THESE ARE JUST SOME OF THE PARAMETERS THAT WE SET OUT.

AGAIN, I WANT TO REALLY COMMEND THE MIDDLE SCHOOL PRINCIPALS.

GOT SEVERAL OF THEM SITTING BACK THERE.

THEY WORKED SO HARD, FOLKS, WE GOT TO A POINT WHERE WE WERE STUCK, AND A GROUP OF PRINCIPLES JUST SAID, WE'LL TAKE IT, WE'LL GO FIGURE THIS OUT, WE'LL BRING IT BACK, AND THEY WORKED.

I THINK IT WAS EVEN A HOLIDAY.

I DON'T EVEN KNOW WHAT IT WAS, BUT THEY WORKED AND WENT OUT OF THEIR WAY TO BRING SOMETHING BACK.

THEY SAID, HERE'S HOW WE THE 13 MIDDLE SCHOOL PRINCIPALS IN PLANO ISD WANT THIS TO GO DOWN.

THAT WAS REALLY EXCITING FOR US.

THEY WANT THE SIXTH GRADERS TO REALLY HAVE THE OPPORTUNITY FOR AN I&E COURSE.

YOU MAY KNOW OUR ELEMENTARY STUDENTS ENGAGE IN AN I&E OPPORTUNITY, SO THEY EITHER GET AN INTERVENTION OR ENRICHMENT.

THAT'LL BE A NICE TRANSITION PERIOD INTO SIXTH GRADE STILL HAVING THAT TIME.

YOU MAY KNOW THAT SIXTH GRADERS GET A TWO-HOUR BLOCK FOR THEIR READING INSTRUCTION.

THEIR ENGLISH AND READING INSTRUCTION, BUT THEY DON'T GET A TWO HOUR BLOCK FOR MATH.

PRINCIPALS REALLY WANT THE OPPORTUNITY TO HAVE SOME FLEXIBILITY TO PROVIDE MORE MATH SUPPORT FOR OUR SIXTH GRADE STUDENTS WHO MAY NEED IT OR ENRICH OUR STUDENTS WHO MAY NEED IT ANOTHER WAY, THERE ARE ALSO OPPORTUNITIES FOR THEM TO DO OTHER THINGS DURING THAT INTERVENTION AND ENRICHMENT CLASS.

THEY WANT SEVENTH AND EIGHTH GRADERS TO BE ABLE TO HAVE A CHOICE OF AN ADDITIONAL ELECTIVE.

THERE ARE A LOT OF GREAT ELECTIVES THAT WE HAVE ALREADY.

WE WANT TO ADD TO THAT CATALOG.

BUT THEY WANT TO GIVE THEM AN ADDITIONAL TIME.

THAT COULD BE A SUPPORT CLASS.

IF I'M A SEVENTH GRADER WHO NEEDS ADDITIONAL SUPPORT AND MATH, MY EXTRA ELECTIVE COULD BE AN EXTRA SUPPORT CLASS IN MATH.

WE WILL CONTINUE TO DEVELOP ADDITIONAL ELECTIVE OFFERINGS.

BUT AS YOU KNOW, THE PROCESSES WE BRING NEW COURSE REQUESTS TO YOU IN OCTOBER OF THE YEAR BEFORE.

WE'LL BE BRINGING THOSE TO YOU IN JUST A FEW SHORT MONTHS TO BEGIN IN THAT 24/25 SCHOOL YEAR.

AS YOU ALSO KNOW, WE HAD A FEW MINUTES ADDED TO THE SCHOOL DAY FOR THIS NEXT SCHOOL YEAR.

IT'S GOING TO HELP US CREATE THAT SCHEDULE WITHOUT REALLY SACRIFICING A LOT OF INSTRUCTIONAL TIME.

OF COURSE, SOME PLANO MIDDLE SCHOOLS ARE ALREADY ON AN EIGHT PERIOD DAY.

FOR STAFF, I THINK THERE'S SOME GREAT NEWS FOR STAFF TOO.

OUR CORE STAFF WILL BE ASSIGNED A COLLABORATIVE TEAM PLAN TIME.

THERE WILL BE EXPECTATIONS AND THE PRINCIPALS HAVE ALREADY OUTLINED WHAT THOSE EXPECTATIONS WILL BE, HOW THEY WILL USE THAT TIME FOR THE BENEFIT OF STUDENTS.

HOW THEY WILL USE THAT TO REALLY PLAN FOR THOSE HIGH LEVELS OF LEARNING AND IN INTERVENTION AND ENRICHMENT ACCORDINGLY.

THEN WE'LL WORK ON THOSE ADDITIONAL ELECTIVES OVER TIME GIVING OUR VISUAL AND PERFORMING ARTS FOLKS, OUR ATHLETICS FOLKS THE OPPORTUNITY TO DEVELOP DIFFERENT OPPORTUNITIES FOR STUDENTS.

AS I MENTIONED, THOSE ADMINISTRATORS ARE ALREADY HARD AT WORK, AT HOW THEY'RE GOING TO SUPPORT THOSE TEACHERS AND HELP THEM DEVELOP THEIR PROFESSIONAL GROWTH IN THAT TIME AS WELL.

WE WILL BE BRINGING ADDITIONAL RECOMMENDATIONS TO YOU DOWN THE ROAD.

WE HAVE ANOTHER MEETING COMING UP HERE IN THE NEXT FEW WEEKS AND WE'RE GOING TO CONTINUE TO WORK ON THE ITEMS THAT I'VE ALREADY MENTIONED.

BUT REALLY, DR. WILLIAMS TAUGHT, COLLEGE READINESS DOESN'T START IN NINTH GRADE.

IT STARTS EARLIER THAN THAT.

WE NEED TO START HAVING THOSE CONVERSATIONS.

MAYBE WE DON'T NEED A FOUR-YEAR ACADEMIC PLANNING SYSTEM.

WE NEED A SIX-YEAR ACADEMIC PLANNING SYSTEMS, SO WE WANT TO GET THAT IN PLACE. HERE'S WHERE WE ARE.

WE'RE STILL WORKING ON OUR RECOMMENDATIONS, WE'LL CONTINUE TO BRING THOSE TO YOU AND THEN WE'LL BE GETTING TO WORK ON ACTION PLANS TO MAKE THEM HAPPEN.

ALTHOUGH LIKE I SAID, OUR ADMINISTRATORS ARE AMAZING.

THEY'RE ALREADY WORKING ON THAT ACTION PLAN FOR THAT EIGHT PERIOD DAY. QUESTIONS?

>> I DO HAVE A QUESTION, LISA.

>> FOR STAFF, THE PLANNING PERIOD IS THEIR PLAYING SPIRIT IS THEY HAVE ONE.

IT'S NOT GOING TO GET SHORTER, IS IT?

>> THE WHOLE DAY, THE AMOUNT OF TIME PER PERIOD MAY BE SLIGHTLY ADJUSTED.

[01:50:03]

BUT THEY'RE WORKING ON HOW THAT SCHEDULE WILL WORK.

>> BECAUSE CURRENTLY, WHEN YOU HAVE A MIDDLE SCHOOL THAT HAS EIGHT PERIOD DAY, THEY GET ONE PERIOD OF PLANNING PERIOD?

>> CORRECT.

>> THEN THEIR LUNCH PERIOD AND THEN [OVERLAPPING].

>> CORRECT.

>> FOR THE STAFFING, YOU STILL HAVE TO DO THE PLANNING PERIOD, BUT THEY WANT TO TEACH DIFFERENT CLASSES, WOULD THEY BE ABLE TEACH THE SAME SUBJECT?

>> YOU MENTIONED THAT IN ADDITION TO THE PLANNING PERIOD, THERE'S GOING TO BE THE PROFESSIONAL LEARNING COMMUNITY.

>> FOR THE CORE TEACHERS.

>> FOR THE CORE TEACHERS. FOR THOSE CORE TEACHERS, THAT EFFECTIVELY WOULD BE CONSIDERED ADDITIONAL BECAUSE THAT'S WHAT THEY WOULD DO IN THEIR PLANNING PERIOD.

NOW THEY COULD DO SOMETHING ELSE IN THEIR PLANNING PERIOD AND FOCUS ON, I DON'T WANT TO SAY, ENRICHMENT ANALYSIS OF STUDENTS DATA.

>> YES. IN A TRUE PROFESSIONAL COLLABORATION TIME, THEY ARE EXAMINING STUDENT DATA AND LEARNING AND PLANNING FOR THAT WHERE THEY'RE PLANNING PERIOD WOULD BE GRADING PAPERS PROVIDING FEEDBACK TO STUDENTS, DOING THEIR OWN PERSONAL PLANNING IN ADDITION TO THE TEAM PLANNING THAT THEY'VE DONE.

>> WOULD THAT BE SOMETHING THAT'S EVERY DAY?

>> EFFECTIVELY THAT'S GIVING THEM MORE TIME.

THAT'S GOING TO BE THEY HAVE THEIR PLANNING PERIOD WHICH IS NOW SHORTER THAN IT WAS WHEN THERE WERE SEVEN CLASSES, BUT THERE'S ALSO DESIGNATED TIME.

I DON'T KNOW HOW LONG CLASSES ARE. HOW LONG?

>> OH, BOY I'M GOING TO HAVE TO LOOK AT THE EXPERTS.

>> THEY'RE GOING TO BE ABOUT 45-47 MINUTES.

>> COMPARED TO PREVIOUSLY BEING 55?

>> NO ABOUT 50.

>> FIFTY, OKAY, SO SMALL DIFFERENCE.

>> SMALL DIFFERENCE.

>> WHERE WAS I GOING WITH THAT? [LAUGHTER]. SMALL DIFFERENCE.

THAT'S NOT CUTTING TOO MUCH TIME AWAY.

THEN THE PROFESSIONAL LEARNING COMMUNITY TIME, HOW MUCH TIME DO YOU EXPECT THAT TO BE?

>> IT WOULD BE THE SAME TIME AS A PERIOD BECAUSE IT WOULD BE PLANNED DURING ONE OF THE PERIODS.

BUT THERE ARE SO MANY TASKS THAT THEY CAN ACCOMPLISH DURING THAT TIME PERIOD AND WE CERTAINLY KNOW THAT USED EFFECTIVELY CAN REALLY HAVE A POSITIVE IMPACT ON STUDENT LEARNING.

>> IN AN EIGHT PERIOD DAY, A TEACHER WOULD HAVE A PLANNING PERIOD AND A PLC PERIOD?

>> IN SIX CLASSES.

>> AND LUNCH.

>> THAT ANSWERS MY QUESTION.

>> I DID HAVE ONE MORE TALKING ABOUT THE INTERVENTION AND ENRICHMENT CLASSES BECAUSE THAT'S DURING THE REGULAR SCHOOL DAY.

DOES THAT HAVE ANY IMPACT ON THE HOUSE BILL 4545 REQUIREMENTS?

>> WE COULD POTENTIALLY FULFILL THE HOUSE BILL 4545 REQUIREMENTS FOR STUDENTS IF WE WERE ABLE TO SCHEDULE THAT AND IF PARENTS WERE WILLING FOR THEM TO RECEIVE THAT IN GREATER THAN AFFORD THREE-TO-ONE RATIO.

THAT IS THE REQUIREMENT.

NOW, MANY PARENTS DO ALLOW THAT BECAUSE THEY LIKE THE FLEXIBILITY OF IT BEING DURING THE DAY, BUT YES, THAT IS A POTENTIAL.

>> THEY'D HAVE TO SIGN A WAIVER IN ORDER FOR THEIR CHILD TO BE PART OF THE CLASS?

>> YES

>> PERFECT. THANK YOU SO MUCH.

>> I WAS JUST GOING TO THROW IN THAT I THINK IT'S REALLY IMPORTANT FOR US WHEN WE'RE LOOKING AT THE ACADEMIC CALENDAR, AND I KNOW [LAUGHTER] THAT LESLIE CONSIDERS THIS.

IT'S REALLY IMPORTANT TO HAVE THESE DAYS FOR THE TEACHERS TO ALL BE TOGETHER AND COLLABORATE AND PLAN.

THE ADVANTAGE OF THAT IS THEY CAN USE THAT TIME PERIOD.

I THINK SOME OF THEM USED MONDAY; IS THAT RIGHT? THEY HAVE THE REST OF THE YEAR PLANNED OUT SO THAT THE PLANNING PERIOD THAT THEY'RE USING ONGOING ON A WEEKLY BASIS IS TO DO THE ANALYSIS OF, OKAY, HOW DID THAT LESSON WORK? DID EVERYBODY GET IT, DID EVERYBODY BOMB? THEN THEY CAN ADJUST IN SMALLER INCREMENTS.

THOSE CHUNKS OF TIME THAT WE APPROVE ON A CALENDAR ARE REALLY IMPORTANT TO THEM ON THE CAMPUS LEVEL.

>> THE THING ABOUT THE INTERVENTION AND ENRICHMENT CLASS IS THAT, STUDENTS DON'T JUST HAVE PROBLEMS WITH READING IN MATH, BUT IN SCIENCE TOO.

WOULD THAT ENRICHMENT CLASSES ALSO INVOLVE SCIENCE CLASSES?

>> IT POTENTIALLY COULD.

IT DEPENDS ON HOW THEY'RE ABLE TO SCHEDULE AND ORGANIZE THEIR SIXTH GRADERS.

I KNOW THEY ARE WORKING ON THAT.

I KNOW EACH CAMPUS IS LOOKING AT THAT, TRYING TO FIND WE'VE EVEN MADE THE RECOMMENDATION THAT YOU TRY TO PUT YOUR SIXTH GRADERS AND YOU ORGANIZE THEM WITH TEACHERS MAY BE THAT THEY HAVE A CONNECTION WITH, THAT THEY ALREADY KNOW AND REALLY TRYING TO ESTABLISH RELATIONSHIPS AND THE SAFE SPACE TO WORK ON ENRICHMENT OR INTERVENTION IN A VARIETY OF CLASSES.

[01:55:06]

I DO KNOW MATH IS ONE THAT WAS A WIDESPREAD CONCERN THAT THEY WANT TO MAKE SURE STUDENTS ARE GETTING THE SUPPORT THEY NEED IN MATH.

>> ONE, WOULD THIS ENRICHMENT SKILLS CLASS BE SOMETHING LIKE A STUDY SKILLS CLASS?

>> WE HAVE NOT DESIGNED IT COMPLETELY YET.

I WILL SAY I THINK THEY'RE LOOKING AT A VARIETY OF THINGS TO TEACH IN THAT CLASS.

I THINK THEY CAN WORK ON STUDY SKILLS.

I THINK THEY CAN WORK ON SOME OF THE ACTIVITIES AND THINGS THAT THEY DO SCHOOL-WIDE THAT NOW THEY HAVE TO STOP EVERYTHING AND DO THEM.

THEY WOULD BE ABLE TO DO SOME OF THOSE DURING THAT TIME, THEY WOULD BE ABLE TO DO SOME OF THEIR COUNSELING LESSONS, SOME OF THEIR STUDENT ADVISING, A VARIETY OF THINGS DURING THAT TIME.

WE HAVE COMMITTED AS A DISTRICT TO WORKING THIS SUMMER ON SOME PROTOCOLS AND WHAT THAT WOULD LOOK LIKE FOR AN INTERVENTION ENRICHMENT PERIOD FOR SIXTH GRADERS.

>> BECAUSE THIS IS NOT JUST THE SIXTH GRADERS I'M CONCERNED ABOUT BUT THE SEVENTH AND EIGHTH GRADERS.

THEN THE THING IS THAT SOME OF OUR STUDENTS NEED TUTORIALS AND SOME OF THEM CAN'T GO IN THE MORNING OR CAN'T GO IN THE AFTERNOONS.

IS THIS SOMETHING WE ARE CONSIDERING FOR THE SEVENTH AND EIGHTH GRADERS WHEN YOU SAY INTERVENTION, THAT SOMETHING THAT THEY CAN ACTUALLY, SEVENTH OR EIGHTH GRADERS CAN ALSO TAKE SOME FORM OF INTERVENTION?

>> THE SEVENTH AND EIGHTH GRADERS, THE PRINCIPLES RECOMMENDED THAT THEY BE ABLE TO TAKE AN ADDITIONAL ELECTIVE.

BUT SOME OF THE SCHOOLS IN PLANO WHO HAVE ALREADY GONE TO AN EIGHT PERIOD DAY HAVE FOUND GREAT SUCCESS FOR STUDENTS WHO NEED ADDITIONAL SUPPORT AT THE SEVENTH AND EIGHTH GRADE TO USE THAT EXTRA HOUR AS A SUPPORT HOUR WHETHER IT'S A POWER MATH CLASS OR SOME OTHER TYPE OF ENRICHMENT OR SUPPORT CLASS.

IT JUST GIVES THEM THE FLEXIBILITY TO STILL TAKE AN ELECTIVE, BUT STILL GET THE SUPPORT THAT THEY NEED.

>> BECAUSE YOU NEVER WANT TO GIVE UP.

>> THAT'S NICE.

SOMETIMES THOSE ELECTIVES ARE WHAT MAKE TALKING ABOUT STUDENT ENGAGEMENT EXCITED ABOUT GOING TO SCHOOL.

SOMETIMES IT'S THE ELECTIVES THAT DO THAT FOR THEM.

>> IT DOES. BUT THE THING IS THAT I ALSO KNOW THAT SOME STUDENTS CAN'T STAY AFTER SCHOOL FOR TUTORIALS.

>> SURE.

>> WHO HAVE TRUE LEARNING ISSUES.

>> THE THING IS THAT YES, MAYBE THE PARENTS PREFER FOR THEM TO DO INTERVENTION.

>> YEAH.

>> I THINK JUST SIMILAR TO ANGELA, I'M EXCITED ABOUT THE OPPORTUNITY FOR ADDITIONAL INTERVENTION DURING THE DAY.

I MET RECENTLY WITH THE PRESIDENT OF ONE OF THE UT SYSTEM SCHOOLS.

WHEN I DIRECTLY ASKED THIS PERSON, "WHAT DO YOU NEED IN YOUR INCOMING FRESHMEN?" THE FIRST THING THIS PERSON SAID WAS ON LEVEL IN MATH AND UT SYSTEM SCHOOL, IT GAVE ME A MOMENT OF PAUSE.

I WILL SAY THAT THIS IS SOMETHING THAT THE UNIVERSITIES IN OUR STATE ARE LOOKING AT US TO ENSURE THAT THOSE KIDS ARE ON LEVEL IN MATH AND IF YOU WAIT UNTIL THEIR SENIOR YEAR, IT'S TOO LATE.

I REALLY DO APPRECIATE THAT EXTRA TIME.

MY QUESTION WAS ABOUT THE ROLLOUT CAMPUS TO CAMPUS.

OUR 13 MIDDLE SCHOOLS ARE LIKE WILDLY DIFFERENT IN SIZE.

THE LARGEST IS LIKE TWICE AS BIG AS THE SMALLEST.

KEEPING IN MIND THAT WE'D OBVIOUSLY LIKE TO OFFER EQUITY ACROSS THE DISTRICT AND ALLOW KIDS AT DIFFERENT MIDDLE SCHOOLS TO HAVE THE SAME OPPORTUNITIES AND THE SAME OPTIONS, DO WE HAVE CONCERNS ABOUT THAT? DO WE HAVE [OVERLAPPING] PLANS OR THOUGHTS ON THAT OR SHOULD I NOT BE CONCERNED? [OVERLAPPING] MAYBE IT'S NOT A BIG DEAL.

>> I THINK WHAT'S INTERESTING IS WE HAVE ONE OF OUR LARGER CAMPUSES ALREADY ON AN EIGHT PERIOD DAY AND THEY'RE MAKING IT WORK, AND WE HAVE ONE OF OUR SMALLER CAMPUSES ON AN EIGHT PERIOD DAY AND WE'RE MAKING IT WORK.

I AGAIN, JUST HUGE APPLAUSE TO THE MIDDLE SCHOOL PRINCIPALS WORKING TOGETHER AND THINKING TOGETHER AND REALLY JOINING THEIR OWN PROFESSIONAL LEARNING COMMUNITY IN THE CONVERSATIONS THAT THEY'RE HAVING AND WORKING THROUGH THOSE ISSUES.

>> AWESOME. THANKS AND THANK YOU GUYS.

>> HAVE YOU NOTICED BETWEEN THESE CAMPUSES THAT CURRENTLY HAVE THE EIGHT PERIOD DAYS, ARE THEIR TEACHERS FEELING THERE IS MORE WORKABLE THAN COMPARED TO THE ONES THAT ARE ONLY ON A CERTAIN PERIOD?

>> I THINK WHAT THEY FEEL IS THERE'S MORE TIME TO DO THE WORK THAT THEY NEED TO DO TO PLAN FOR THOSE HIGHER LEVELS OF LEARNING.

I THINK IF YOU, I DON'T WANT TO SPEAK OUT OF TURN, BUT I THINK WHAT WE HEAR FROM THE PRINCIPALS WHO HAVE THAT EIGHT PERIOD DAY OR THAT OUR TEACHERS FINALLY HAVE THE TIME TO DEDICATE TO DO THE THINGS THAT WE REALLY ARE CONTINUED TO ASK THEM TO DO ON A REGULAR BASIS AND IT AFFORDS THEM THAT OPPORTUNITY TO DO THAT.

[02:00:01]

BONUS, PROVIDES ADDITIONAL TYPE OF SUPPORT AND OPPORTUNITY FOR KIDS.

AGAIN, WE'RE LOOKING FOR A WIN, WIN.

BEING ABLE TO EXPAND ELECTIVES, BEING ABLE TO GIVE KIDS MORE OPPORTUNITIES AND BE ABLE TO AFFORD THE STAFF THE TIME THAT THEY NEED TO DO THE WORK AT THAT HIGH LEVEL.

>> GOOD. THANK YOU.

>> YEAH. JUST ONE LAST QUESTION.

JUST IN TERMS OF OBVIOUSLY, THIS IS A REPORT TONIGHT, IS THIS SOMETHING THAT WITH THE OTHER RECOMMENDATIONS ARE GOING TO COME BACK TO THE BOARD FOR THE BOARD TO VOTE ON OR IS THIS JUST FOR OUR INFORMATION?

>> THIS ONE IS JUST THE RESEARCH TEAM WORKING ON SCHEDULING BUT WE WANTED TO KEEP YOU INFORMED OF WHAT WAS GOING ON WITH IT.

>> OKAY. THIS IS GOING TO HAPPEN NEXT YEAR?

>> WE'RE TRYING TO DOT OUR I'S AND CROSS OUR T'S BUT YES, WE THINK WE'RE GOING TO MAKE IT HAPPEN FOR NEXT YEAR.

WE'RE STILL WORKING THROUGH THE SCHEDULING FINESSE, BUT YES.

>> THANKS YOU-ALL. NEXT, WE'RE GOING TO TURN TO LISA FOR [LAUGHTER] PRE-K UPDATE.

[9.4. Pre-Kindergarten Program Update]

>> YOU DON'T HAVE TO HEAR ME DRAWN ON ANYMORE.

I'M GOING TO TURN IT OVER TO THE LOVELY ASHLEY DAVIS, WHO IS OUR DIRECTOR OF ELEMENTARY EDUCATION, AND SHE DID PROVIDE A REPORT FOR YOU BACK IN OCTOBER, BUT SHE'S GOING TO GIVE YOU JUST A LITTLE MORE INFORMATION TONIGHT.

>> GOOD EVENING. NOW, WE GET TO TALK ABOUT OUR YOUNGEST LEARNERS.

THANK YOU FOR HAVING ME HERE TONIGHT TO GIVE YOU AN UPDATE ON OUR PRE-K PROGRAM.

I ALSO PRESENTED TO YOU IN THE FALL, SO JUST A REMINDER OF WHO ATTENDS OUR PRE-K PROGRAM.

IT'S A STATE FUNDED PROGRAM THAT HAS SEVEN ELIGIBILITY REQUIREMENTS AND AS LONG AS STUDENTS MEET ONE OF THOSE ELIGIBILITY REQUIREMENTS, THEY CAN ATTEND PRE-K FOR FREE.

WE ALSO HAVE A TUITION PROGRAM FOR ANY STUDENT WHO DOESN'T MEET ONE OF THE STATE QUALIFIERS.

STUDENTS ATTEND PRE-K, WE HAVE THREE EARLY CHILDHOOD SCHOOLS, ONE HEAD START CAMPUS, AND 15 ELEMENTARY SCHOOLS THAT HAVE PRE-K. EACH YEAR WE CONTINUE TO GROW OUR PROGRAM TO SERVE OUR YOUNGEST LEARNERS.

THE GOAL OF THE PROGRAM IS TO TEACH STUDENTS EARLY LITERACY AND MATH SKILLS IN A PLAY-BASED CARING ENVIRONMENT THAT IGNITES THEIR LOVE FOR LEARNING EARLY ON.

THE THINGS THAT WE FOLLOW IN OUR PROGRAM ARE THE TEA HIGH-QUALITY PRE-K PROGRAM COMPONENTS THAT ARE OUTLINED TO THE RIGHT FOR YOU.

WE USE TEA PRE-K GUIDELINES, WHICH ARE CURRICULUM STANDARDS, VERY SIMILAR TO THE TEKS AND K-12, BUT THEY'RE CALLED PRE-K GUIDELINES.

OUR PLANO ISD CURRICULUM RESOURCES, WHICH WE RECENTLY ADOPTED, AND '21-'22.

THEN ALSO THE STATE REQUIRED ASSESSMENTS THAT I'LL TALK ABOUT IN A BIT.

SOME ADJUSTMENTS THAT WE'RE GOING TO MAKE FOR THE NEXT SCHOOL YEAR, '23-'24.

WE'RE MOVING ONE OF THE DUAL LANGUAGE CLASSROOMS THAT'S CURRENTLY AT MITCHELL ELEMENTARY TO DAFFRON ELEMENTARY TO SERVE THE DUAL LANGUAGE POPULATION.

WE'RE MOVING ONE OF THE REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF CLASSES OR NOT ONE OF THEM, ALL OF THEM FROM PEARSON TO DAVIS ELEMENTARY SCHOOL.

THIS WILL BETTER ALIGN OUR REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF AS OUR K-5 STUDENTS ALREADY ATTEND DAVIS.

THIS WILL ALIGN THE SERVICES AND IT WILL ALSO OPEN UP NEEDED SPACE AT PEARSON EARLY CHILDHOOD SCHOOL, WHERE IT CURRENTLY LIVES FOR MORE THREE-YEAR-OLD CLASSROOMS, WHICH IS A NEED THIS YEAR.

OF COURSE, WE'LL CONTINUE TO MONITOR NEEDS ONCE ENROLLMENT OPENS UP, AND WE SEE WHERE HIGH POPULATIONS OF ENROLLMENT ARE OCCURRING AND WE WILL WORK TO ADD CLASSES AS NEEDED.

THE APPLICATION FOR THE '23-'24 SCHOOL YEAR OPENS APRIL 3RD, AND IT'S AN ONLINE APPLICATION LIKE IT WAS PAST COUPLE OF YEARS.

[NOISE] EVERY YEAR WE WORK TO EXPAND OUR ACCESSIBILITY AND OUR OUTREACH WITH OUR ADVERTISING EFFORTS AND THE EASE OF BEING ABLE TO APPLY FOR PRE-K. OUR WELCOME AND ENROLLMENT CENTER IS OPEN AND WORKS DILIGENTLY TO HELP ALL OF THE FAMILIES COMPLETE THE APPLICATION AND GET WHATEVER IT IS THAT THEY NEED TO APPLY AND ENROLL IN SCHOOL.

OUR PRE-K ENROLLMENT GROWTH.

THIS IS JUST A CHART TO SHOW YOU WHERE WE WERE IN OCTOBER.

WE WERE AT 1,242 STUDENTS.

[02:05:01]

SINCE THEN WE'RE NOW AT 1,364 STUDENTS.

THAT MEANS SINCE OCTOBER, OUR ENROLLMENT HAS INCREASED BY 122 STUDENTS AND THIS IS AS OF MARCH 1ST.

JUST TO GIVE YOU AN UPDATE TOO, WE'RE ALWAYS TRACKING TO SEE HOW CLOSE WE ARE TO OUR PRE-COVID NUMBERS.

IN OCTOBER OF 2019, OUR ENROLLMENT WAS AT 1,260.

YOU CAN SEE WE WERE ALMOST THERE IN OCTOBER OF THIS YEAR AND NOT QUITE, BUT ALMOST.

BUT AS OF THIS MONTH, WE HAVE SURPASSED THAT NUMBER.

THAT'S SOMETHING THAT WE'RE PROUD OF, CONTINUALLY FINDING MORE STUDENTS AND GETTING THEM ENROLLED IN PRE-K.

THIS SHOWS YOU A BREAKDOWN OF OUR ENROLLMENT.

OUR TOTAL PRE-K ENROLLMENT ACROSS THE DISTRICT IS 1,364 STUDENTS.

OF THAT NUMBER, 853 STUDENTS ARE IN MONOLINGUAL CLASSES, WHICH JUST MEANS THAT CLASS IS TAUGHT IN ENGLISH.

THREE HUNDRED AND SIXTY NINE ARE IN OUR DUAL LANGUAGE CLASSES, WHICH ARE TAUGHT IN SPANISH, 142 ARE BEING SERVED THROUGH A SPECIAL EDUCATION PROGRAM, AND 84 ARE IN OUR TUITION PROGRAM.

THIS SHOWS YOU THE BREAKDOWN OF THE QUALIFIERS.

YOU CAN SEE THAT THE TOP QUALIFIER IS LIMITED ENGLISH PROFICIENT STUDENTS, FOLLOWED BY ECONOMICALLY DISADVANTAGED AND THEN WE ALSO HAVE STUDENTS WHO ARE HOMELESS IN THE FOSTER CARE SYSTEM OR HAVE BEEN IN THE FOSTER CARE SYSTEM, OR MEET ONE OF THE TWO MILITARY QUALIFIERS.

THE TWO MILITARY QUALIFIERS IS IF A GUARDIAN IS CURRENTLY SERVING AN ACTIVE DUTY OR THE OTHER ONE IS IF A GUARDIAN WAS EVER INJURED WHILE SERVING IN ACTIVE DUTY.

WE USE THE CIRCLE PROGRESS MONITORING ASSESSMENT TO MONITOR OUR STUDENTS PROGRESS AND WE ALSO USE THIS TO REPORT THEIR PROGRESS TO THE STATE FOR THE HIGH-QUALITY PRE-K REQUIREMENTS.

WE ASSESS STUDENTS BEGINNING OF THE YEAR, MIDDLE OF THE YEAR AND END OF THE YEAR.

IN EARLY LITERACY, MATH SKILLS, AND SOCIAL, EMOTIONAL DEVELOPMENT, ALL OF WHICH ARE CLOSELY ALIGNED TO THE TEXAS PRE-K GUIDELINES.

WE USE THIS DATA TO INFORM SMALL-GROUP INSTRUCTION TO MAKE SURE WE ARE INDIVIDUALIZING OUR INSTRUCTION TO STUDENTS NEEDS.

THE SKILLS FURTHER BREAKDOWN.

MORE SPECIFICALLY, THESE ARE THE SKILLS THAT WE ASSESS THREE TIMES A YEAR.

THIS REPORT SHOWS YOU THE PERCENTAGE OF STUDENTS THAT ARE ON TRACK AT WAVE 1, WHICH WE TAKE AT THE BEGINNING OF THE SCHOOL YEAR AS THEY ARE FIRST COMING TO US AND WAVE 2 WHICH WE TAKE IN JANUARY.

WHAT CIRCLE PROGRESS MONITORING CAN BE CONSIDERED ON TRACK.

ON TRACK MEANS THEY ARE ON TRACK TO BE ABLE TO UNDERSTAND THE INSTRUCTION THAT THEY WILL RECEIVE ONCE THEY ARE IN KINDERGARTEN.

THIS IS OUR ENGLISH TEST BECAUSE WE GIVE THE TEST IN ENGLISH AND WE GIVE THE TEST IN SPANISH DEPENDING ON WHICH CLASS YOU'RE IN.

THE CUT POINT FOR EACH MEASURE INCREASES WITH EACH WAVE.

THE CUT POINT TO BE CONSIDERED ON TRACK DOES NOT STAY THE SAME FOR WAVE 1, WAVE 2, WAVE 3, IT INCREASES EACH TIME TO ALLOW ROOM FOR STUDENTS NORMAL DEVELOPMENTAL PROGRESS.

THIS CHART SHOWS A COMPARISON FROM LAST YEAR TO THIS YEAR ON THE AVERAGE CUT SCORE FOR EVERY STUDENT IN THE DISTRICT.

WE USE THIS DATA MORE TO MEASURE THE SUCCESS OF OUR EFFORTS EACH YEAR, LIKE OUR PROFESSIONAL LEARNING EFFORTS, WHAT WE ARE WORKING ON TO IMPROVE, WE USE THIS TO SEE IF THAT WORKS.

IF THERE'S OTHER AREAS THAT WE NEED TO IMPROVE THEN WE USE THIS DATA NOT ONLY FOR SMALL-GROUP INSTRUCTION FOR THE STUDENTS, BUT ALSO AS PROGRAM NEEDS AS A WHOLE.

THIS IS THE SAME INFORMATION, BUT FOR OUR SPANISH TESTS.

THIS SHOWS THE PERCENT OF STUDENTS AT THE BEGINNING OF THE SCHOOL YEAR TO THE MIDDLE OF THE SCHOOL YEAR WHO WERE CONSIDERED ON TRACK, AND YOU CAN SEE WE HAVE GROWTH, WHICH IS WHAT WE WANT IN MOST OF THE AREAS.

THE TWO AREAS THAT IN BOTH CHARTS THAT DID NOT SHOW GROWTH,

[02:10:03]

THOSE ARE OUR TWO MEASURES THAT ARE OBSERVABLES WHICH MEANS TEACHERS HAVE A CHECKLIST THAT THEY FILL OUT.

THE CUT SCORE FOR THOSE INCREASES GREATLY FROM BEGINNING OF THE YEAR, MIDDLE OF THE YEAR TO END OF THE YEAR.

THAT'S SOMETHING THAT WE CONTINUOUSLY WORK ON.

THIS IS THE SAME INFORMATION THAT SHOWS THE AVERAGE CUT SCORE FOR ALL OF OUR STUDENTS WHO TOOK THE SPANISH ASSESSMENT.

WITH THAT SAID, OUR CURRENT INSTRUCTIONAL FOCUS AND SUPPORT IS ON PROVIDING PROFESSIONAL LEARNING FOR OUR TEACHERS AND THE AREAS OF WRITING AND VOCABULARY.

WE HAVE DATA CONFERENCES WITH ALL OF OUR TEACHERS TO REVIEW THEIR DATA AND HELP THEM USE THEIR DATA TO INFORM THEIR INSTRUCTION.

WE ALWAYS OFFER TEACHER SUPPORT AND COACHING AND WE'RE ALSO CURRENTLY WORKING ON HELPING THE STUDENTS AND THE FAMILIES TRANSITION TO KINDERGARTEN.

ANY QUESTIONS?

>> I HAD A COUPLE OF QUESTIONS.

WHEN WE HAVE TUITION BASE, CAN YOU SAY HOW MUCH THE TUITION IS?

>> YES. IT IS $550 A MONTH, $450 A MONTH FOR EMPLOYEES.

>> ALRIGHT. AND THEN I NOTICED THERE'S A THING CALLED ONSET RHYME IN THE ENGLISH, BUT I DON'T SEE IT IN THE SPANISH.

CAN YOU TELL ME WHAT THAT IS? I'M NOT FAMILIAR.

>> YES. WITH THE PHONOLOGICAL AWARENESS PIECE, THERE'S DIFFERENT THINGS THAT ARE MEASURED DIFFERENTLY BECAUSE THEY DON'T EXIST IN THE LANGUAGE.

RHYMING IS DIFFICULT IN SPANISH BECAUSE THEY DON'T DO IT THE WAY WE DO IT IN SPANISH AND ONSET RHYME ISN'T REALLY SOMETHING THEY DO IN THE SPANISH LANGUAGE.

ONSET RHYME BASICALLY JUST MEANS YOU CAN TAKE A WORD AND YOU CAN SEPARATE THE VERY FIRST SOUND FROM THE REST OF THE WORD.

PLANO, ON THE ONSET WOULD BE P AND THE ROUND WOULD BE LANO.

IT'S NOT ACTUALLY RHYME, LIKE IT RHYMES. IT MEANS SOMETHING DIFFERENT.

THAT SKILL, THIS ISN'T REALLY A SKILL IN THE SPANISH LANGUAGE. THEY DON'T MEASURE IT.

>> I JUST DIDN'T KNOW WHAT THAT WAS. CAN YOU REMIND ME THE CLASS SIZES FOR SOME OF THESE CLASSES?

>> YES. WE FOLLOW THE TEA GUIDELINES OF 22:2, WHICH MEANS 22 STUDENTS WITH TWO ADULTS IN THE CLASSROOM, A TEACHER AND A PARENT.

WE ALSO FOLLOW SQUARE FOOTAGE RULES.

WE ONLY GO UP TO 22 IF THE CLASSROOM IS LARGE ENOUGH FOR THAT, WHICH MEANS 750 SQUARE FEET FOR THOSE 22 STUDENTS SO WE KEEP TRACK OF THE MEASUREMENTS OF ALL OF OUR PRE-K CLASSROOMS BECAUSE IF THE CLASSROOM IS NOT AT 750 SQUARE FEET, YOU HAVE TO HAVE 36 SQUARE FOOT PER STUDENT.

THERE ARE CLASSROOMS ACROSS THE DISTRICTS THAT HAVE 16, 17, 18.

I GUESS THE CLASSROOMS ARE SMALLER, BUT THEY ALL HAVE A TEACHER AND A PARENT.

>> I NOTICED THAT TUITION STUDENTS ARE ONLY 84.

IS THAT BECAUSE WE LIMIT THEM OR IS THERE MORE POTENTIAL FOR TUITION STUDENTS?

>> WE DON'T NECESSARILY LIMIT THEM.

IT JUST DEPENDS ON SPACE.

WE DON'T NECESSARILY WANT TO OPEN UP MORE CLASSROOMS IN THE MIDDLE OF THE SCHOOL YEAR TO SERVE TUITION STUDENTS SO WE ALWAYS KEEP TRACK OF THE AVAILABLE SPOTS THAT WE HAVE RIGHT NOW AND IF THERE ARE SPOTS, WE OFFER THEM TO TUITION.

WE DON'T LIMIT IT AS LONG AS THERE ARE SPOTS.

BUT IF THERE ARE NOT SPOTS BECAUSE WE DON'T GO OVER 22 OR WHATEVER THE ALLOWABLE NUMBER IS IN THAT CLASSROOM THEN WE DO SAY, WE DON'T HAVE A SPOT RIGHT NOW, BUT WE CAN CALL YOU WHEN ONE OPENS UP.

>> BECAUSE THE THING IS I DO ENCOURAGE PEOPLE TO TAKE THE OPPORTUNITY TO ENROLL THEIR CHILDREN IN OUR EARLY CHILDHOOD LEARNING CENTERS.

BECAUSE ALL THREE OF MY CHILDREN WENT TO ISAAC'S.

I HIGHLY RECOMMEND OUR PRE-K PROGRAM BECAUSE IT'S REALLY COMPARED TO OTHER PRESCHOOLS, WE DO REALLY OFFER VERY EFFECTIVE LEARNING.

ANOTHER THING I WAS LOOKING AT WAS THE MATH SKILLS, THE COUNTING AND COUNTING SETS.

IT'S NOT AS HIGH AS THE OTHER ONES, THE READINGS.

IS IT BECAUSE WE'RE NOT SO FOCUSED ON MATH?

>> NO WE FOCUS ON IT SIMILARLY IN SMALL GROUP INSTRUCTION.

THAT'S JUST THE NEED THAT WE SEE, THAT WE WILL NEED TO FOLD INTO OUR INSTRUCTION.

WE HAVE THREE READ ALOUDS A DAY.

IT IS A VERY LITERACY RICH ENVIRONMENT NATURALLY, BUT WE DON'T FOCUS ON IT MORE.

WE STILL TEACH MATH.

IT MIGHT JUST BE SOMETHING THAT WE NEED TO STRENGTHEN OUR PROFESSIONAL LEARNING ON, TO MAKE SURE THAT WE'RE TEACHING IT APPROPRIATELY AND USING DATA TO MEET THE STUDENT'S NEEDS.

[02:15:02]

>> THANK YOU. I WAS A LITTLE BIT CURIOUS ON THE LIMITED ENGLISH PROFICIENCY COHORT.

DO YOU KNOW RELATIVELY AND FEEL FREE TO GUESSTIMATE WHAT PERCENTAGE OF THOSE HAVE SPANISH AS THEIR FIRST LANGUAGE AND WHAT PERCENTAGE HAVE ONE OF THE OTHER 119 DIFFERENT LANGUAGES SPOKEN IN PLANO ISD AS THEIR FIRST LANGUAGE?

>> YES. THE MAJORITY OF OUR STUDENTS WHO HAVE SPANISH AS THEIR FIRST LANGUAGE AT THIS AGE NOT ALL OF THEM, BUT THE MAJORITY OF THEM ARE IN THE DUAL LANGUAGE CLASSROOMS. BECAUSE THEY'RE SO YOUNG, THEY HAVEN'T ESTABLISHED THAT ENGLISH LANGUAGE, AND SO THE NUMBER OF STUDENTS IN DUAL LANGUAGE IS 369.

THAT'S ABOUT HOW MANY OF OUR STUDENTS ARE SPANISH-SPEAKING.

THERE ARE SOME OTHERS WHO ARE IN MONOLINGUAL, BUT IT'S A SMALL PERCENTAGE.

THEN IN OUR MONOLINGUAL CLASS, WE HAVE ANY LANGUAGE OTHER THAN SPANISH.

>> THOSE STUDENTS ARE DOING THE TESTING IN ENGLISH THOUGH?

>> IF YOU'RE IN THE MONOLINGUAL CLASSROOM, YOU TAKE THE TEST IN ENGLISH. THAT'S RIGHT.

>> GOT IT. OKAY.

>> ASHLEY, COULD YOU SPEAK TO JUST OVERALL STAFFING? OBVIOUSLY, WE TALKED ABOUT, CAN WE EXPAND AND CAN WE HAVE MORE STUDENTS AND POTENTIALLY INTUITION-BASED STUDENTS.

BUT HOW IS STAFFING RIGHT NOW?

>> IT'S ON PAR WITH THE REST OF THE DISTRICT, WE HAVE SOME LONG-TERM SUBS IN CLASSROOMS BUT NOT MANY.

EVERY CLASSROOM HAS A PARA.

WE'RE PROUD TO HAVE A PARA IN EVERY SINGLE CLASSROOM.

EACH TIME WE HAVE OPENED A CLASSROOM, WE HAVE BEEN ABLE TO STAFF IT WITH A CERTIFIED TEACHER.

>> WITH REGARD TO THE DUAL LANGUAGE KIDS, DO WE HAVE DATA OR ANY ANECDOTAL EVIDENCE ABOUT HOW GETTING A DUAL LANGUAGE KID AT THREE BENEFITS THEM BY THE TIME THEY'RE NINE, IN TERMS OF THIRD GRADE TESTING AND THINGS LIKE THAT.

ARE WE TRACKING THAT DATA?

>> YES. WE HAVE BEEN WORKING WITH OUR RP-DEPARTMENT, WHICH IS OUR RESEARCH AND DATA TO GET LONGITUDINAL DATA.

THAT'S SOMETHING THAT WE'RE CURRENTLY WORKING ON TO TRACK THEM IN KINDERGARTEN AND WE EVEN HAVE A COHORT THAT WE'RE LOOKING AT FROM A FEW YEARS AGO, WHO WAS IN THIRD GRADE NOW.

YES, THERE'S A LOT OF OTHER FACTORS THAT CAN PLAY INTO IT BY THE TIME A CHILD IS IN THIRD GRADE.

BUT OVERALL, RESEARCH SHOWS THAT IT IS POSITIVE TO BEGIN THAT EARLY LITERACY AND MATH INSTRUCTION IN THE LANGUAGE THAT THE CHILD IS MOST FAMILIAR WITH, AND WE DO TRACK THE DATA.

>> IN TERMS OF THE QUALIFICATIONS OR QUALIFIERS, THOSE ARE ALL STATE DRIVEN, CORRECT?

>> THE MILITARY COMPONENT IS, I'D LOVE TO BE ABLE TO EXPAND THE MILITARY COMPONENT TO OUR RESERVISTS, TO OUR RETIREES.

IS THERE ANY WAY TO DO THAT OR DO WE HAVE TO GO THROUGH LAW FOR THAT?

>> THERE ARE CERTAIN PROVISIONS UNDER WHICH, AND I'M SORRY IF I'M JUST SPEAKING AT ATTORNEY HERE,.

>> IT'S OKAY.

>> I JUST LOOKED THIS UP.

THERE ARE CERTAIN PROVISIONS UNDER WHICH MILITARY MEMBERS WHO ARE ACTIVE DUTY OR ACTIVE IN THE GUARD OR ACTIVE IN THE RESERVE QUALIFY.

WHEN YOU SET ACTIVE DUTY AND MY HUSBAND IS AN ARMY RESERVE, THERE ARE PROVISIONS UNDER WHICH IT'S NOT JUST THE ACT OF DUTY FULL-TIME MEMBERS, BUT IT IS ALSO ACTIVELY DRILLING FOR PAY GUARDSMEN AND RESERVISTS.

FOR EXAMPLE WITH A PURPLE HEART OR WITH A DISABILITY RATING, SERVICE RELATED DISABILITY RATING, OR OTHER REASONS LIKE THAT.

>> I THINK I'D REALLY LOVE FOR US TO DIVE INTO THAT.

IN FACT IS A DISTINCTION, WE CAN DRAW ALL.

WE NEED TO START MARKETING THAT.

>> IT'S A LITTLE BIT WEIRD WHEN YOU READ THE STATUTE.

[LAUGHTER] I WAS READING THROUGH IT, TRYING TO UNDERSTAND WHO GETS INTO PRE-K, AND MY FAMILY FALLS INTO THIS.

MY HUSBAND IS A RESERVISTS AND I WAS LIKE, I WONDER IF MY DAUGHTER QUALIFIES FOR PRE-K.

I WAS DIGGING INTO THIS, BUT IT'S A LITTLE WEIRD.

THIS STATUTE IS WRITTEN LITTLE BIT UNCLEAR, BUT CERTAINLY I THINK THAT THERE ARE MORE THAN 12 MILITARY MEMBERS WITHIN PLANO ISD WHO MIGHT HAVE KIDS THAT WILL WANT TO QUALIFY FOR THAT PROGRAM.

I ABSOLUTELY AGREE.

>> ONE MORE QUESTION AND I HAVE A GENERAL COMMENT.

THE EXPANSION COMPONENT I THINK I HAVE FOR YEARS, I'D LOVE TO SEE WHAT A PRE-K CLASS AND EVERY ELEMENTARY CAMPUS.

DO WE HAVE ANY HOLES IN THE MAP THAT WE NEED TO BE CONCERNED ABOUT? I KNOW THAT WE HAVE CONCENTRATIONS IN CERTAIN AREAS.

ARE WE LIMITING OURSELVES BECAUSE WE'RE NOT OFFERING SOMETHING IN A SPECIFIC AREA TOWN WHERE WE COULD AND MIGHT BE ABLE TO DRAW FROM

[02:20:02]

MULTIPLE ELEMENTARY PATTERN OR OTHER ELEMENTARY CAMPUSES?

>> THAT'S A GREAT QUESTION.

THAT'S SOMETHING THAT WE ALWAYS LOOK AT CONTINUOUSLY.

I WORK WITH THE ENROLLMENT CENTER STAFF AND WE ANALYZE IT ALL THE TIME, AND THAT COMES INTO OUR RECOMMENDATIONS FOR NEXT YEAR'S CLASSES, WHICH AS SOON AS THAT PRE-K APPLICATION OPENS UP, WE'RE GOING TO START DOING.

FOR THE PAST COUPLE OF YEARS EACH SUMMER WE'VE ADDED 2-4 CLASSES OVER THE SUMMER, ONCE THE ENROLLMENT OPENS UP.

RIGHT NOW, THE AREA THAT WE SEE IS LIKE NORTH ABOVE BRINKER ELEMENTARY.

BECAUSE RIGHT NOW STUDENTS IN THE BRINKER AREA, THEY WOULD GO TO BEATY EARLY CHILDHOOD SCHOOL TO GO TO PRE-K.

BUT WHENEVER BEATY FILLS UP THERE'S NOT A CAMPUS CLOSE TO BRINKER THAT HAS PRE-K.

THOSE ARE CONVERSATIONS THAT WE HAVE WHEN WE'RE LOOKING AT WHERE WE NEED TO AND WHERE WE CAN EXPAND.

>> WELL, THE ALL ARE FIELD OF DREAMS, IF YOU BUILD IT THEY WILL COME, SO.

>> YES, AND WE WANT THEM TO COME.

>> LET'S CONTINUE TO PUT PROGRAMS IN CAMPUSES AND SEE IF WE CAN DRAW.

>> THAT'S RIGHT.

>> IS THERE A DIFFERENCE BETWEEN THE EAST SIDE AND THE WEST SIDE? ARE WE HAVING THE SAME BALANCE OF NUMBERS OF STUDENTS IN THE EAST SIDE COMPARED TO THE WEST SIDE OR IS THERE A DISPARITY IN LOCATION?

>> THERE'S NOT A LARGE DISPARITY.

THE WEST SIDE RIGHT NOW DOES HAVE A LITTLE BIT MORE, BUT NOT A BIG DISPARITY.

CAMPUSES ON ALL OVER, FILL UP.

>> MY COMMENT. I'M ACTUALLY GOING TO REFER BACK TO SOMETHING THAT ANGELA JUST SAID ABOUT TELLING PEOPLE TO COME IN THE HIGH-QUALITY OF THE PRE-K.

WHEN WE STARTED THIS, I DON'T REMEMBER WHAT YEAR IT WAS, IT WAS LIKE 2015.

THIS IS EXACTLY WHAT WE WANTED TO PRODUCE.

WE WANTED IT TO PRODUCE A PRE-K PROGRAM TO WHERE WE CAN GO TO OUR FAMILIES AND SAY, WE'RE BETTER THAN THAT SCHOOL OVER THERE, AND WE'RE BETTER THAN THIS PROGRAM OVER HERE, COME TO US.

I'M GLAD THAT YOU'VE HAD THAT EXPERIENCE AND THAT MANY OTHER FAMILIES ARE AS WELL.

IT'S LIKE A DREAM COME TRUE.

NOW WE NEED TO GROW IT.

>> THAT'S RIGHT. THAT'S WHAT WE'RE WORKING ON AND WE GREATLY APPRECIATE YOUR SUPPORT OF THE PRE-K PROGRAM.

>> [OVERLAPPING] WE HAVE DATA THAT SHOWS IT WORKS.

I KNOW DASHA HAS GIVEN US LONGITUDINAL DATA ABOUT THAT.

ONE OF THE THINGS THAT I THINK WE NEED TO REMIND OUR LEGISLATORS IS THAT WE NEED TO FULLY FUND IT.

>> YES, THAT WOULD BE NICE.

> IS HALF-DAY FUNDED RIGHT NOW.

>> IF WE ARE GETTING PAID BY THE STATE HALF AND ADA TWO ON AVERAGE DAILY ATTENDANCE.

I THINK THAT'S ONE OF THE AREAS THAT WE WOULD LIKE TO SEE A LITTLE HELP FROM THE LEGISLATURE WHEN THEY HAVE 27, WHAT IS IT? HOW MANY? THIRTY THREE BILLION EXCESS.

>> YES. THAT WOULD BE GREAT.

ANY OTHER QUESTIONS? I APPRECIATE IT.

>> THANK YOU MUCH.

MOVING ON TO 9.5.

I'M GOING TO OFFER. LISA, DO YOU WANT TO DO THIS ONE TOO?

>> I'M GOOD.

>> ARE YOU SURE?

>> LINDA, WE'LL TURN IT OVER TO YOU.

>> I'M FEELING LAST BUT NOT LEAST OF THE AIR.

>> MAYBE GIVE, I TELL YOU WHAT? WE'VE 1, 2, 3.

WE'VE LOST A QUORUM. WE SIT TIGHT FOR JUST A MINUTE [LAUGHTER].

>> WE'LL DO THAT.

>> IF YOU NEED TO RUN TO THE LITTLE REGULAR OR IRREGULAR EDGE ROOM, NOW'S THE TIME TO DO IT [BACKGROUND]

>> THANK YOU [BACKGROUND]

[02:25:43]

WE ARE RE-QUORUMED IF SUCH IS THE WORD. LINDA.

>> I'M GOING TO TRY NOT TO TAKE THAT PERSONALLY,

[9.5. Holdsworth Leadership Collaborative Report]

THAT IT WAS MY TURN AND EVERYBODY GOT LOST.

[LAUGHTER] BUT THAT'S ALSO GOING TO BE MY CUE TO BE AS SHORT AND SWEET AS I CAN BE TOO.

GUYS, WE ARE REALLY EXCITED TO PRESENT THIS HOLDSWORTH COLLABORATIVE PIECE TO YOU GUYS.

PLANO ISD WAS ONE OF 14 DISTRICTS IN THE STATE OF TEXAS THAT WAS SELECTED TO BE A PART OF COHORT 1 FOR THE HOLDSWORTH LEADERSHIP COLLABORATIVE.

IVAN CANTU, EXECUTIVE DIRECTOR OF PROFESSIONAL LEARNING, IS A PART OF THE TEAM, AS WELL AS WHO YOU'VE HEARD FROM ALL MY, LISA.

BUT WE'RE GOING TO HONORABLY MENTIONED TERESA T, BECAUSE SHE WAS A PART OF THE ORIGINAL HOLDSWORTH COLLABORATIVE GROUP WHEN WE FIRST STARTED ALL THIS WORK.

SHE HAD A GOOD REASON.

SHE JUMPED OVER TO THE SUPERINTENDENCY PROGRAM, SO WE'LL FORGIVE YOU FOR THAT, BUT IT HAS BEEN REALLY AN AMAZING EXPERIENCE.

THIS WAS AN 18-MONTH PARTNERSHIP WITH HOLDSWORTH.

FOR 18 MONTHS, WE WERE TRAVELING DOWN ABOUT FIVE OR SIX TIMES A YEAR TO THE HOLDSWORTH CENTER DOWN IN AUSTIN WHERE WE WERE WORKING ON A LOT OF PIECES TO REALLY STRENGTHEN OUR PIPELINE AND MAKE SURE THAT WE'RE PROVIDING THE SUPPORT TO OUR LEADERS THAT WE NEED TO BE DOING.

IN THAT PROGRAM IT'S REALLY DESIGNED TO HELP DISTRICT LEADERS BUILD A STRONG BENCH OF ASPIRING LEADERS WHO ARE READY TO STEP INTO ANY LEADERSHIP POSITION WHEN THAT ARISES.

THEN THROUGH THAT PARTNERSHIP AND EXPERIENCE, WE LEARN TO TRULY, REALLY UNDERSTAND THE LEVELS OF LEADERSHIP FROM LEADING OURSELVES, LEADING OTHERS, AND EVEN LEADING LEADERS.

THROUGH THAT WORK, WE WERE ALSO ABLE TO CREATE PLANO ISD'S LEADERSHIP DEFINITION.

YOU GUYS HAVE A COPY OF THAT IN YOUR PACKET.

THEN ALONG WITH THE TASK FORCE, WE ALREADY TALKED ABOUT THAT IN A MINUTE, BUT WE HAD A TASK FORCE SO IT WASN'T JUST THE THREE OR FOUR OF US THAT CREATED THAT.

THROUGH THAT WORK OUR DESIRED OUTCOMES AND GOALS WAS TO USE THAT LEADERSHIP DEFINITION TO SUPPORT OUR LEADERSHIP PIPELINE AND PUT IT INTO PRACTICE SO THAT LEADERS AT ALL LEVELS CAN MAKE REALLY IMPORTANT CONNECTIONS TO THE VISION COMPETENCIES, AND BEHAVIORS THAT PLANO ISD HAS IDENTIFIED AS KEY TO EFFECTIVE LEADERSHIP.

THIS WORK IS ALSO CENTERED AROUND OUR DESIRE TO CONTINUE TO DEVELOP AND STRENGTHEN OUR LEADERSHIP PIPELINE AND TO PROVIDE OVERALL LEADERSHIP SUPPORT ALONG THE WAY.

THEN LASTLY, WE REALLY DO BELIEVE THAT IT IS IMPORTANT TO OUR DISTRICT TO ENSURE THAT WE'RE DOING EVERYTHING THAT WE CAN TO DEVELOP OUR NEXT GENERATION OF LEADERS.

THAT EQUALLY, WE WANT TO RETAIN OUR LEADERS IN THE PROFESSION, WHICH MEANS IT'S CRUCIAL TO CONTINUOUSLY DEVELOP AND SUPPORT THEM ALONG THE WAY.

PART OF OUR HOLDSWORTH PARTNERSHIP IN OUR COLLABORATIVE WAS ALSO STUDYING OUR VACANCIES AND OUR RETENTION RATES AND THAT WAS EYE-OPENING TO SAY THE LEAST.

I THINK PERSONALLY AND PRETTY IMPRESSED WITH THE WAY THAT WE DID THE DATA, THEY WERE REALLY ACCURATE.

WE STARTED PUTTING THAT DATA IN AND LOOKING AT WHERE OUR PRINCIPALS ARE IN THEIR RETIREMENT, LIKE WHEN CAN THEY RETIRE.

THROUGH ALL OF THAT, WE HAD SOME REALLY GREAT DATA THAT HELPED GUIDE US ON WHAT TO EXPECT WITH OUR VACANCIES AND BE ABLE TO PLAN FOR THAT.

THE LEADERSHIP DEFINITION, LIKE I SAID, YOU GUYS HAVE THAT.

OUR FIRST OBJECTIVE IN THE WORK, AND THIS WAS THE FIRST SEVERAL MONTHS OF THIS WORK, WAS TO CREATE A TASK FORCE AND CREATE THIS LEADERSHIP DEFINITION THAT MODELS WHAT'S IMPORTANT IN PLANO.

YOU MIGHT REMEMBER THAT AS A PART OF OUR HOLDSWORTH AND TASK FORCE WORK, WE STUDIED A LOT OF COMPANIES AND WHAT THEY DO IN THEIR LEADERSHIP TRACK, INCLUDING HEB,

[02:30:07]

WHICH IS VERY CONNECTED TO THE HOLDSWORTH CENTER, AS WELL AS SOME OTHER DISTRICTS LEADERSHIP DEFINITIONS, PEOPLE THAT HAVE GONE THROUGH A PARTNERSHIP BEFORE US.

BUT ALSO IT WAS GREAT WORKING WITH 13 OTHER DISTRICTS IN THE PROCESS TOO.

SO BEING ABLE TO GO DOWN THERE AND VISIT WITH THEM AND COLLABORATE WITH THEM ON WHAT THEY WERE DOING IN THEIR DISTRICT AND SEE THEIR OUTCOMES EACH TIME WAS REALLY PIVOTAL IN OUR WORK AS WELL.

THE TASK FORCE WAS 40 STAFF MEMBERS AT ALL DIFFERENT LEVELS AND VARIOUS ROLES.

THEY WERE INVITED TO HELP US WITH PROVIDING INPUT AND HELPING US WRITE THIS DEFINITION.

WE MET FOUR TIMES OVER THE COURSE OF THE YEAR.

WE HAD VERY SPECIFIC TASK FOR THEM AND THINKING AROUND EACH MEETING THAT WE HAD.

THEN WHAT YOU SEE ON THE SCREEN AND ALSO INCLUDED IN YOUR PACKET IN A LARGER VERSION IS THE LEADERSHIP DEFINITION THAT WE CREATED.

IT SERVES AS A FRAMEWORK IN HELPING US BUILD AND IDENTIFY LEADERS AT ALL LEVELS.

WE DID FOCUS PRIMARILY ON PRINCIPLES THIS YEAR AND REALLY FOR THE 18 MONTHS.

BUT OUR LONG-TERM GOAL IS TO CERTAINLY EXPAND THAT TO ALL LEVELS IN THE ORGANIZATION.

WHAT YOU SEE HERE, WE'RE JUST SHARING THIS SLIDE TO SHOW YOU THE DIFFERENT JOURNEY OF WORK JUST AS EVOLVED OVER TIME.

IT STARTED WITH OUR TASK FORCE AND OUR DISTRICT STAFF DEFINING THE COMPETENCIES.

THEN NOW IT'S MOVED IN THE LAST PART OF THIS WORK TO OUR CAMPUS PRINCIPALS AND CAMPUS SUPERVISORS, REALLY DIGGING IN AND IDENTIFYING ACTIONS THAT WE WANT TO SEE AND SUPPORT IN OUR LEADERS.

SO IT'S REALLY HARD TO SEE UP THERE, BUT THERE ARE SOME FORCE THAT WE HAVE BEEN DEVELOPING SO THAT WE AREN'T JUST TALKING ABOUT A BEHAVIOR AND A BIG TERM.

WE'RE REALLY DEFINING WHAT DOES THAT LOOK LIKE.

WE'RE GOING TO BE TALKING ABOUT THIS A LITTLE BIT MORE AND SPECIFIC ACTIONS OF THE LEADER IN THE NEXT FEW SLIDES.

>> SO GOOD EVENING PRESIDENT SALLY BOARD OF TRUSTEES.

SO EVEN THOUGH OUR 18-MONTH PROGRAM WITH THE HOLDSWORTH HAS ENDED, WE NEED TO CONTINUE THE WORK.

SO PART OF THIS, AS DR. ANDERSON MENTIONED, IS FOCUSING ON HOW WE SUPPORT OUR CAMPUS ADMINISTRATORS.

AND WE DID THAT THROUGH THE SUPPORT PILLAR.

SO WE CHOSE THIS AS OUR FOCUS FOR OUR WORK AT HOLDSWORTH BECAUSE WE RECOGNIZE THAT WE NEEDED TO PROVIDE MORE INTENTIONAL SUPPORT FOR OUR PRINCIPLES AND WE NEEDED TO CREATE SYSTEMS WHERE OUR PRINCIPALS HAD OPPORTUNITIES TO GROW, TO DECIDE WHAT AREAS THEY WANTED TO FOCUS ON, BUT ALSO PROVIDE SUPPORT TO OTHERS, THE CAMPUS THAT NEEDED THAT GROWTH.

SO HOW DO I GROW IN MY OWN ROLE AND HOW DO I SUPPORT OTHERS IN THAT GROWTH? SO THE CURRENT PHASE OF OUR WORK WITH THE HOLDSWORTH, NOW THAT WE'RE DONE WITH HOLDSWORTH, IS FOCUSING ON THE PRINCIPAL LOOK FOR US AND THE ASSISTANT PRINCIPAL LOOK FOR US.

WHAT ARE REALLY THE ACTIONS THAT WE'RE LOOKING FOR WHEN WE'RE SELECTING OUR NEXT ROUND OF ADMINISTRATORS.

THEN HOW IS OUR SLI TEAM SUPPORTING AND COACHING AND GROWING OUR AP SO THAT WE CAN GET THERE.

THAT'S NOT JUST SUPPORTING OUR APS IN THAT, BUT ALSO SUPPORTING OUR PRINCIPLES AND GETTING THOSE SKILLS, HAVING THE TIME TO BE ABLE TO COACH OUR APS SO THAT THEY CAN BE READY.

THIS IS REALLY OUR FIRST DRAFT OF THE LOOK FORS.

WE ARE WORKING CLOSELY WITH A GROUP OF CAMPUS ADMINISTRATORS AND THE SLI TEAM SO AS TO CONTINUE TO REFINE THESE SO THAT WE KNOW THAT THIS IS TRULY WHAT WE NEED AS A DISTRICT BECAUSE THIS IS OUR GOAL.

SO IT TOOK ME A LITTLE BIT TO COME UP WITH THIS GRAPHIC BECAUSE I REALLY WANTED TO SHOW SOMETHING THAT REPRESENTED WHAT WE'RE WORKING TOWARDS.

THIS I THINK REPRESENTS OUR GOAL AND THAT IS ALIGNMENT.

WE NEED TO MAKE SURE THAT ALL OF THESE DIFFERENT COMPONENTS ARE WORKING TOGETHER TO STRENGTHEN OUR PIPELINE.

SO FOR EXAMPLE IF YOU TAKE SOMETHING LIKE THE HIRING PROCESS FOR OUR APS OR PRINCIPLES.

HOW ARE THE QUESTIONS THAT WE'RE ASKING OUR APS OR OUR TEACHERS WHO WANT TO BE APS? WHAT DOES THAT LOOK LIKE IN OUR LOOK FOR? THEN ARE WE REALLY REPRESENTING THAT IN THE QUESTIONS THAT WE'RE ASKING? ARE WE TRULY ARE LOOKING FOR THE RIGHT THING? WHEN WE CONSIDER PROFESSIONAL LEARNING AS A DISTRICT, IN OUR ASPIRING ASSISTANT PRINCIPAL ACADEMY, ARE WE PROVIDING OPPORTUNITIES FOR THOSE TEACHERS TO GAIN SOME OF THOSE EXPERIENCE SO THAT EXPOSURE, NOT JUST WAIT FOR A PRINCIPAL OR AN API OR SOMEONE TO GIVE THEM THOSE OPPORTUNITIES? HOW DO WE BUILD THAT AS A DISTRICT? THEN WHAT COACHING OPPORTUNITIES DO WE HAVE FOR POTENTIAL LEADERS? IF WE'VE IDENTIFIED A STRONG TEACHER OR STRONG AP, WHO MIGHT BE VERY CLOSE TO BEING BENCH-READY TO TAKE ON A CAMPUS,

[02:35:04]

WHAT ADDITIONAL OPPORTUNITIES CAN WE PROVIDE THEM? WHAT GROWTH? WHAT COACHING CAN WE PROVIDE THEM IN ORDER TO GET THEM INTO OUR PIPELINE? IF ANY OF THESE AREN'T INFORMING EACH OTHER, WE GOT TO TAKE A CLOSER LOOK AT WHY NOT? IF AT THE END OF THIS YEAR, WE TAKE A LOOK AT OUR ASPIRING PRINCIPLE ACADEMY AND OUR ASPIRING ASSISTANT PRINCIPAL ACADEMY AND WE LOOK AT THE NUMBER OF PRINCIPLES OR ASSISTANT PRINCIPALS THAT MIGHT HAVE BEEN SELECTED FROM THAT GROUP AND IF THAT NUMBER IS HIGH, THEN WE REALLY NEED TO LOOK AT WHAT IS IT THAT WE WERE LOOKING FOR AS A DISTRICT? WHY AREN'T OUR GROWTH PROGRAMS TARGETING THOSE AREAS? WE NEED TO DO A BETTER JOB IN JUST INFORMING ALL OF THOSE THINGS AND WORKING TOGETHER.TO ME, THAT MEANS THAT THE INTERVIEW QUESTIONS DON'T LIVE IN JUST ONE DEPARTMENT, WITH THE HIRING PROCESS DOESN'T LIVE IN ONE DEPARTMENT.

YES, THE SLI TEAM MIGHT BE LEADING A LOT OF THAT WORK, BUT IT'S OUR RESPONSIBILITY IN DIFFERENT DEPARTMENTS TO ENSURE THAT WE'RE SUPPORTING THEM, TO MAKE SURE THAT WE'RE ALL WORKING TOGETHER TO GROW THIS PIPELINE.

THESE ARE IMMEDIATE NEXT STEPS, THINGS THAT WE'RE GOING TO FOCUS ON RIGHT NOW.

THIS POSTER, I WISH IT LOOKED A LITTLE BIT BETTER.

WE TRIED TO TAKING A PICTURE OF IT DOWN IN AUSTIN, AND WE EVEN WORKED WITH THE COLORS, BUT THIS IS THE BEST I COULD DO.

BUT THOSE BULLETS REPRESENT THOSE IDEAS AS WELL.

SO WE REALLY NEED TO EMPHASIZE OUR LEADERSHIP DEFINITION AS AN ANCHOR TO THE WORK.

SO TOMORROW, FOR EXAMPLE, AT OUR LEADERSHIP MEETING, OUR SLI TEAM IS GOING TO BE DISCUSSING SOME OF THAT.

HOW DOES THIS CONNECT TO HRS? HOW DOES THIS CONNECT TO OUR TPS STANDARDS? REALLY LOOKING AT WHAT IS THE CONNECTION SO THAT THE WORK THAT WE'RE DOING IS INTENTIONAL, NOT JUST ACCIDENTAL, OR NOT LIKE, "OH, WE CAN CONNECT THIS TO THAT.

OF COURSE, WE CAN. WE GOT TO BE VERY INTENTIONAL ABOUT THAT PIECE.

WE ALSO HAVE TO FINALIZE THOSE WORKFORCE, BECAUSE AGAIN, I THINK THAT THAT NEEDS TO DRIVE IN WHAT MANNER WE PRESENT OUR AAAPA PROGRAM AND OUR APA PROGRAM, OR ASPIRING ASSISTANT PRINCIPAL AND ASPIRING PRINCIPAL ACADEMIES.

AND THEN MAKING SURE THAT THOSE PROGRAMS OFFER OPPORTUNITIES AROUND THE 70-20-10 MODEL, THAT BEING 10 PERCENT CLASSROOM INSTRUCTION, 20 PERCENT LEARNING FROM YOUR PEERS, AND THAT 70 PERCENT FROM JAVA AND BETTER PRACTICES.

SO WHAT CAN WE DO TO DESIGN GIVE YOU ALL HOMEWORK, ACTIVITIES, AND THOSE PROGRAMS SO THEY CAN GO BACK TO THE CAMPUS AND ACTUALLY PRACTICE SOME OF THOSE THINGS.

AND WE HAVE A PLAN FOR THE NEXT TWO YEARS AS WELL.

SO WE NEED TO ACTUALIZE THOSE WORKFORCE BUT BEYOND THAT, AS DR. ANDERSON MENTIONED, WE NEED TO DEFINE WORKFORCE FOR OTHER ROLES.

SO OUR INSTRUCTIONAL SPECIALISTS OR COACHES, DISTRICT LEVEL OF SPECIALISTS.

WHAT ARE THE WORKFORCE THERE SO THAT WE CAN BUILD STRONG LEADERSHIP AT ALL LEVELS OF THE ORGANIZATION.

AND THEN CONTINUE TO REFINE HOW WE ALIGN OUR T-PESS GOALS TO THAT LEADERSHIP DEFINITION.

WE MENTIONED THE PRINCIPAL TRACK, YOU'RE REALLY USING THAT TO DETERMINE WHO'S READY, WHO'S BEING CLOSE TO READY, AND HOW ARE WE SUPPORTING THOSE WHO MIGHT BE CLOSE TO READY OR NEED ADDITIONAL SUPPORT.

THEN JUST REALLY CELEBRATING THE WORK, SO THOSE WHO ARE DISPLAYING THAT, LET'S REALLY HIGHLIGHT SOME OF THAT WORK.

LET'S REALLY SHOWCASE WHERE THIS IS GOING VERY WELL SO THAT OTHERS CAN SEE AND LEARN FROM IT.

SO DR. ANDERSON MENTIONED THAT ONE OF THE THINGS THAT WE GOT TO DO IN AUSTIN IS LEARN FROM OTHER DISTRICTS.

THERE WAS ONE DISTRICT WHO IS VERY INTENTIONAL ABOUT USING THE WORKFORCE FOR FEEDBACK AFTER THE INTERVIEW PROCESS, SO WE HAVE SOMEONE WHO WE FEEL IS CLOSE TO BEING PRINCIPLE READY BUT DID NOT QUITE MAKE IT BECAUSE THEY'RE MISSING SOMETHING OR THEY NEED A LITTLE BIT MORE TIME.

WE CAN LET IT BE OKAY FOR THE CONVERSATION TO END THERE.

IT CAN'T BE JUST GIVE US ANOTHER YEAR, YOU'LL BE READY IN ONE MORE YEAR.

YOU'LL BE READY FOR ONE MORE YEAR BY DOING WHAT EXACTLY? AND IF WE PUT THOSE LITTLE PORES ARE, WE CAN TIE THOSE THINGS THAT THOSE PEOPLE MIGHT BE MISSING TO EXPERIENCES SO THEY CAN ACTUALLY GAIN AT THE CAMPUS LEVEL.

>> IT IS VERY IMPORTANT TO BRING EVERYONE ALONG IN THIS WORK BEFORE I DIVE INTO SOME OF THE THINGS THAT WE'RE GOING TO CONTINUE AND ENSURE, I WANT TO GO BACK TO THIS SLIDE HERE WHERE WE WROTE DOWN WE WERE IN AUSTIN AND WE HAD TO JUST BRAIN DUMP THINGS THAT WE'RE EITHER DOING OR THINGS THAT WE'RE PLANNING AND WANT TO EMPHASIZE THAT 70-20-10.

I THINK THAT THIS TEAM PARTICULARLY HAS REALLY LEANED IN ON WHAT ARE THOSE 70 PERCENT OF EXPERIENCES THAT WE NEED TO PROVIDE TO OUR POTENTIAL LEADERS TO MAKE SURE THAT THEY ARE READY WHEN THAT JOB BECOMES AVAILABLE.

AND THEN, I THINK WE DO A PRETTY GOOD JOB WITH THE 20 PERCENT OF NETWORKING OR THE 10 PERCENT OF CLASSROOM, I WOULD ALMOST ARGUE WE DO MORE OF THAT.

WE TAKE FROM THE 70 AND DO A LOT OF THAT.

BUT WE SPENT SOME QUALITY TIME WITH ASSISTANT PRINCIPALS AND PRINCIPALS THIS YEAR, REALLY ASKING THEM, "WHAT DO YOU THINK YOU NEED?''

[02:40:03]

WE WERE AT MEETINGS WHERE WE DID A SURVEY WITH THEM AND WE SAID, "WHAT DO YOU THINK YOUR DISTANCE TO READY?'' SOME OF THE PRINCIPLES OR ASSISTANT PRINCIPALS WOULD SAY, "I'M READY RIGHT NOW," AND THAT'S GREAT.

THEY NEED TO KNOW WHERE THEY ARE.

BUT THEN WHEN WE ASK, SO WHAT ARE SOME OF THOSE EXPERIENCES THAT YOU NEED, WE GATHERED A LOT OF REALLY GREAT FEEDBACK BECAUSE I THINK A LOT OF TIMES WE SPEND TOO MUCH TIME IN THE COURSEWORK AND THE PEDAGOGY AND CHECK THIS OFF AND WE DID THIS TASK.

BUT THEN WE DIDN'T GIVE THEM A LOT OF OPPORTUNITY TO JUST REALLY EXPERIENCE WHAT THAT WOULD BE LIKE.

THAT'S A BIG PUSH TO WHY THIS YEAR AT OUR SUMMER SCHOOL WE'RE HAVING ASSISTANT PRINCIPALS LEAD BECAUSE THAT IS A GREAT 70 PERCENT OPPORTUNITY FOR OUR ASSISTANT PRINCIPALS TO EXPERIENCE WHAT IT'S LIKE TO LEAD AN ENTIRE PROGRAM.

THEY'LL HAVE MENTORS ALONG THE WAY.

SO THAT'LL BE GREAT TOO.

BUT WE DO HAVE TO BRING EVERYONE ALONG.

WE HAVE TO BE REALLY PURPOSEFUL AND INTENTIONAL ABOUT OUR WHY AND MAKE SURE THAT JUST BECAUSE WE'VE NOW GRADUATED FROM THIS PROGRAM AND WE DID ACTUALLY GRADUATE FROM THIS PROGRAM, THAT JUST DOESN'T GO AWAY, THAT THE LEADERSHIP DEFINITION STILL NEEDS TO BE EMBEDDED, MUCH LIKE IVAN TALKED ABOUT WITH HIS PRETTY GRAPHIC, AND PART OF THAT CONTINUATION AND THIS IS PROBABLY A FEW, IF WE REALLY WANTED TO, WE COULD PROBABLY BRAINSTORM EVEN MORE THINGS THAT WE NEED TO CONTINUE TO DO TO BRING EVERYONE ALONG.

BUT WE DID START THIS YEAR FOR THE FIRST TIME, I THINK EVER, DISTRICT LEADERSHIP MEETINGS WHERE WE HAVE OUR DISTRICT CENTRAL OFFICE STAFF ATTEND LEADERSHIP MEETINGS SO THAT WE CAN ALIGN AND SHARE AND COLLABORATE AROUND THE WORK.

WE NEED TO MAKE SURE THAT ALL THE PORTRAITS THAT WE'VE BEEN SPENDING TIME WRITING THAT THEY ALIGN TO THIS LEADERSHIP DEFINITION AND THEN MORE THAN ANYTHING, THE LONG-TERM GOAL IS NOW THAT THE 18 MONTHS IS OVER AND WE'RE STILL GOING TO FIGURE OUT WAYS TO SUPPORT AND WORK WITH PRINCIPALS, WE NEED TO START LOOKING AT HOW DO WE DEVELOP LOOKS FOR AND ACTIONS FOR OTHER LEVELS IN THE ORGANIZATION, WHETHER THAT'S A TEAM LEADER AN INSTRUCTIONAL SPECIALISTS, A TEACHER, AND IT'S NOT JUST AT THE CAMPUS LEVEL, LIKE TRANSPORTATION, ALL PEOPLE IN THE ORGANIZATION, HOW THEY CONNECT TO THIS WORK.

LASTLY, WE PUT THIS IN HERE JUST TO SHOW HOW IT EVOLVED OVER TIME.

SOME OF THOSE GRAPHICS THAT ARE SMALL ON THE LEFT SIDE THAT MOVE TOWARD THE RIGHT, THOSE ARE GRAPHICS THAT OUR TASKFORCE PLAYED AROUND WITH AND THROUGH THE I GUESS IT WAS ABOUT A YEAR THAT WE WERE WORKING WITH THEM, WE FINALLY LANDED ON THE HEART OF LEADERSHIP.

THIS IS A LOT OF PASSION.

THIS IS A PASSIONATE GROUP THAT WE'VE WORKED WITH.

IT'S SOMETHING THAT'S VERY IMPORTANT TO US.

SO WE ARE GOING TO CONTINUE TO FIND WAYS TO DEVELOP THIS SO THAT WE ARE GETTING IT OUT TO EVERYONE IN SUPPORTING OUR LEADERS, AND BUILDING A REALLY STRONG PIPELINE.

WE WANT, AT LEAST, AND I KNOW THIS SOUNDS SMALL, BUT SOMETIMES IT'S NOT A SMALL FEAT, BUT WE NEED AT LEAST ONE HIGH-QUALITY LEADER TO REPLACE EVERY VACANCY THAT WE HAVE.

THE BEST BET WOULD TO HAVE AT LEAST TWO.

IT'S GREAT WHEN WE HAVE TO MAKE HARD DECISIONS ABOUT A VACANCY.

>> I REALLY GOT A LOT OUT OF THAT PRESENTATION, AND I AM SO PROUD OF YOU GUYS FOR GOING THROUGH THAT 18-MONTH PROCESS AND GRADUATING.

DID YOU GET A CAP AND GOWN?

>> YOU KNOW WHAT WE GOT WHICH IS BEAUTIFUL AND I ALMOST THOUGHT ABOUT BRINGING IT DOWN HERE, IF YOU'VE EVER BEEN TO THE HOLDSWORTH CENTER, IT'S ABSOLUTELY GORGEOUS.

IT SITS ON LIKE AUSTIN AND IT'S GORGEOUS.

SO YOU ALMOST FEEL LIKE YOU'RE NOT THERE TO WORK, EVEN THOUGH YOU'RE WORKING REALLY HARD.

THEY GAVE THIS BEAUTIFUL FRAMED DRAWING OF THEIR BOAT DOCK, AND ONE OF THE THINGS AND TERESA GOT TO PARTICIPATE IN THIS WITH US IN THE FIRST FEW MONTHS.

THEY DID A LEADERSHIP WHERE THEY BROUGHT A BIG OLD BOAT. YOU REMEMBER THIS? THEY BROUGHT THE BIG OLD BOAT AND WE GOT ON THE SHIP AND WE WENT AROUND LAKE AUSTIN.

IT WAS JUST A REALLY FUN COLLABORATIVE MOMENT.

SO WE GOT SOME GOODIES IN THAT.

>> THAT'S GOOD BECAUSE, I'M REALLY IMPRESSED THAT YOU'RE WORKING ON A SUSTAINABLE INTENTIONAL SUCCESSION PLAN.

SO WITH HEB, AND HOLDSWORTH, AND CHARLES BUG FOUNDATION, HAVING THAT MINDSET,

[02:45:01]

THEY'RE TAKING A BUSINESS APPROACH IN MANY WAYS BECAUSE YOU CAN'T CONTINUE A HARDY BUSINESS WITHOUT A GOOD SUCCESSION PLAN, AND THAT'S EXACTLY WHAT WE'RE DOING.

YOU'VE TAKEN IT A STEP FURTHER AND YOU'RE MAKING IT SCALABLE INTO ALL POSITIONS.

YOU REALLY LEARNED SOMETHING FROM THIS I CAN TELL AND YOU'RE APPLYING WHAT YOU LEARNED.

ONE OF THE QUESTIONS I HAD AS YOU TALKED, OF COURSE, WE'RE FACED WITH WORKFORCE SHORTAGES IN THE INDUSTRY.

BUT DO WE LOOK AT THE NUMBER OF CURRENT APS AND PRINCIPLES THAT MIGHT BE NEARING RETIREMENT, IS THAT PART OF THAT?

>> THAT'S PART OF THE DATA THAT WE ANALYZE.

WE GATHER THAT INFORMATION FROM HR.

NOT SAYING THAT THEY ARE GOING TO RETIRE, JUST KNOWING WHERE THEIR ELIGIBILITY IS THOUGH, HELPS US TO PUT THAT IN THE SYSTEM AND LOOK AT SOME OTHER THINGS.

I'M NOT THE STATISTICIAN HERE, BUT THEY PUT AN OUTPUT OF HOW MANY VACANCIES THAT WE CAN MAYBE PROJECT BASED ON PIECES LIKE THAT.

>> SO YOU'RE ADDRESSING THAT, BUT IN THIS PROCESS.

>> WE WILL CONTINUE TO HAVE ACCESS TO THAT DASHBOARD, SO WE'LL BE ABLE TO CONTINUE TO DO THAT, WHICH IS ALSO EXCITING.

>> WELL, THAT'S AWFULLY GENEROUS TOO.

I HAVE TO GIVE KUDOS TO THE HOLDSWORTH FOUNDATION AND THE WORK THAT IS SUPPORTING PUBLIC EDUCATION.

BECAUSE THERE'S SO MANY FORCES RIGHT NOW PROVIDING CHALLENGES TO PUBLIC EDUCATION.

SO HATS OFF TO HEB AND HOLDSWORTH, AND CHARLES BUG FOUNDATION FOR HELPING US ALONG, AND THEY'RE NOT CRITICIZING PUBLIC EDUCATION.

THEY'RE TRYING TO LIFT IT UP BECAUSE THEY UNDERSTAND THE VALUE THAT IS ADDED TO OUR SOCIETY THROUGH PUBLIC EDUCATION. GREAT JOB.

>> ACTUALLY, I HAVE A QUESTION.

SO I AM TOTALLY SUPPORTIVE OF THE PLAINTIFF PIPELINE TO LIFT OUR TEACHERS BECOME ASSISTANT PRINCIPALS AND PRINCIPALS.

BUT AN EVENT THAT YOU INTERVIEW AND YOU HAVE A CANDIDATE AND YOU PUT THEM THROUGH A LEADERSHIP PIPELINE, AND THEN YOU PUT THEM AS AN ASSISTANT PRINCIPAL AND THEY DON'T DO SO WELL.

WHAT'S NEXT?

>> WELL, WE WOULD HOPE THEY WOULD BE SUCCESSFUL, BUT THAT'S PART OF THE COACHING.

WE DON'T EXPECT THAT EVERYBODY IS GOING TO GO INTO THAT FIRST JOB AS AN AP, WE'D LOVE THAT IF EVERYTHING JUST WENT SMOOTHLY AND EASILY, BUT WE KNOW THAT'S NOT GOING TO HAPPEN.

WE'RE WORKING WITH OUR PRINCIPLES ON WAYS TO SUPPORT GROWTH AND OPPORTUNITY FOR THEIR ASSISTANT PRINCIPALS, AND I THINK PRINCIPALS AND I WAS ONE OF THEM SO I FEEL COMFORTABLE SAYING THIS, FOR A LONG TIME, I DON'T THINK WE REALLY UNDERSTOOD WHAT OUR ROLE WAS IN HELPING TO PULL OUR ASSISTANT PRINCIPALS ALONG AND HELP THEM.

THERE'S ALL THIS EXPECTATION WHEN YOU'RE HERE AND SO NOW YOU'RE AN ASSISTANT PRINCIPAL AND YOU'RE WITH ME AND JUST MOVE ON.

BUT WE'RE WORKING WITH OUR PRINCIPALS ON WAYS TO HELP PULL THOSE ASSISTANT PRINCIPALS ALONG, AND OF COURSE, OUR EXECUTIVE DIRECTORS AND SLI ARE ALWAYS INVOLVED IN THAT COACHING AS WELL.

>> WE ALSO HAVE MONTHLY AP LEADERSHIP MEETINGS WITH THEM AND WE'RE ALREADY IN DISCUSSIONS ABOUT WHAT CAN WE DO DIFFERENTLY NEXT YEAR REGARDING THOSE MEETINGS INCLUDING DIFFERENTIATING BETWEEN OUR EXISTING APS AND OUR NEW FIRST, SECOND YEAR APS AND HOW WE CAN BETTER SUPPORT THEM SO THEY CAN BE SUCCESSFUL IN THOSE ROLES.

>> I JUST WANT TO SAY THAT THIS IS REALLY ABOUT FOUR THINGS.

ONE, BUILDING OUR BRAND AND SO WE HAVE A VISION STATEMENT.

YOU GUYS CREATED AND ADOPTED A VISION STATEMENT, IT'S AROUND THE ROOM.

BUT WHEN WE SAY YOU'RE COMMITTED TO EXCELLENCE, WHEN WE SAY DEDICATED TO CARING, POWERED BY LEARNING.

WHAT DOES THAT LOOK LIKE IN EACH ROLE WITHIN THE ORGANIZATION? WHAT DOES THAT MEAN? REALLY SCALING IT OUT.

THAT'S ONE, TWO GOING BACK TO WHAT DR. ANDERSON SAID ON LEADING SELF, LEADING OTHERS, LEADING LEADERS, LEADING THE ORGANIZATION.

THAT IS THE PIPELINE AND SO THAT BRAND HELPS TO BUILD WHAT THE ROLES AND RESPONSIBILITIES ARE IT'S THAT PORTRAIT WORK.

THEN THE THIRD THING IS THE 70, 20, 10.

WE HAVE TO CREATE EXPERIENCES TO ALLOW THOSE THAT ARE IN THE PIPELINE TO PUT THE BRAND AT PRACTICE.

THAT DOESN'T MEAN THAT EVERY TEACHER IS GOING TO GO INTO THE PIPELINE TO BE AN ASSISTANT PRINCIPAL.

MAY BE THAT I'M A TEACHER,

[02:50:02]

I LOVE TEACHING BUT I ALSO LOVE SUPPORTING OTHER TEACHER SO IT MIGHT BE JUST, I WANT TO BE A TEAM LEAD OR I WANT TO BE A DEPARTMENT HEAD.

THAT MIGHT BE THE LEADERSHIPS.

HOW DO YOU LEAD WITHIN THE ROLE THAT YOU HAVE AS WELL AS PREPARE FOR POTENTIAL ROLES IF OUR TEACHERS OR IF OUR ASSISTANT PRINCIPALS, SO CHOOSE.

WE HAVE TO REALLY WRAP AROUND BUILDING OUT THAT BRAND THROUGH EXPERIENCES, THROUGH OUR PORTRAITS, THROUGH THAT PIPELINE WORK.

I'M REALLY GRATEFUL TO THE TEAM AS FAR AS WHAT THEY'VE ACCOMPLISHED THIS YEAR AND LOOKING FORWARD TO THE FUTURE, I REALLY AM EXCITED ABOUT THE OPPORTUNITIES THAT ALONG WITH HR AND SLI AND DR. ANDERSON AND IVAN ARE CREATING FOR SUMMER SCHOOL ADMINISTRATORS BECAUSE THAT'S THE FIRST TIME THAT WERE EMBARKING ON, PROVIDING THAT EXPERIENCE FOR SHORT WINDOW OF TIME FOR THOSE ASPIRING PRINCIPALS BEFORE THEY ACTUALLY APPLY, BEFORE THEY ACTUALLY GET HIRED AND THEN STRUGGLE, HERE'S OUR SHORT WINDOW OF TIME WHERE THEY CAN ACTUALLY BE A PRINCIPAL, HAVE A MENTOR, AND THEN HAVE SOME TIME AFTER THAT EXPERIENCE TO CALIBRATE SO THAT, WHEN THEY DO APPLY AND GO THROUGH THE PROCESS, THEY'VE GOT SOME EXPERIENCE UNDER THEIR BELT.

>> GOOD TO SUM OUR INTEREST HERE?

>> YEAH [LAUGHTER]

>> ONE OF THE THINGS THAT I REALLY APPRECIATE ABOUT THIS WORK IS THAT IT IS AN INTERNAL GROW YOUR OWN PIPELINE AND WE THINK ABOUT THE COST.

IF YOU ASK ANY COMPANY, THEY'LL TELL YOU HOW MUCH ACQUIRING NEW EMPLOYEES COSTS, RIGHT AT EVERY LEVEL AND IF YOU LOOK AT THE PROFESSIONAL LEARNING AND OTHER STUFF THAT IS GOING ON, YEAR AFTER YEAR WE'RE PUTTING MONEY INTO OUR STAFF OTHER THAN THEIR COMPENSATION.

WE'RE PUTTING MONEY INTO OUR STAFF TRAINING THAN IN PROFESSIONAL LEARNING AND IT SEEMS LIKE IT WOULD BE A REAL SHAME TO PUT ALL THAT MONEY AND GROW THESE REALLY GREAT TEACHER LEADERS AND STAFF AND THEN GET THEM STOLEN BY OTHER DISTRICTS.

BECAUSE WE'RE NOT PROVIDING A PIPELINE TO FURTHER DEVELOPMENT.

IN THAT REGARD WE'RE NOT GETTING THE SAME RETURN ON INVESTMENT ON THOSE STAFF.

AS WE ARE WITH A PROGRAM LIKE THIS THAT REALLY DOES GIVE PEOPLE ACTIONABLE GOALS.

I HAVE A REALLY GOOD FRIEND WHO WENT TO HER BOSS RECENTLY AND SAID, HAD OUR ANNUAL REVIEW, GREAT, AND SHE SAID, OKAY, WHAT DO I NEED TO DO TO GET A PROMOTION? I THINK I'M READY FOR THE NEXT STEP.

WHAT DO I NEED TO GO TO GET A PROMOTION? HE SAID, JUST KEEP GOING.

SHE WAS GONE IN THREE MONTHS AND HAD MULTIPLE OFFERS.

AS YOU'RE TALKING ABOUT THIS AND TALKING ABOUT WE'RE GOING TO GIVE THESE PEOPLE ACTIONABLE STEPS FOR GROWTH THAT ARE MEASURABLE, THAT ARE ARTICULABLE, AND THAT ARE AGREED ON AND UNDERSTAND AND HELP FILL THAT IN.

THAT HONESTLY GOES BACK TO A LOT OF WHAT JOHNNY DOES IN ENSURING THAT THE MONEY WE'RE SPENDING, WE'RE SPENDING IN A WAY THAT CAPITALIZES ON THAT INVESTMENT FOR OUR STUDENTS BY KEEPING THESE FOLKS THAT WE'RE GROWING AND WE'RE PUTTING OUR TIME AND RESOURCES AND MONEY TO WITHIN OUR DISTRICT, SO LOVE IT, THANK YOU.

>> JUST SPEAKING OF INVESTMENTS, AGAIN, I'M VERY GRATEFUL TO THE HOLDSWORTH CENTER IN INVESTING IN PLANO ISD AND BELIEVING IN US AS WE WENT DOWN TO ACQUIRE THIS LEVEL OF LEARNING.

>> ONE QUESTION I HAVE FOR THE PIPELINES THAT WE'RE BUILDING, FOR SYSTEM PRINCIPLES AND POTENTIAL PRINCIPLES, WHEN AT ALL POSSIBLE ARE WE TRYING TO BUILD THAT PIPELINE ON A CAMPUS? LET'S SAY IT'S A TEACHER THAT IS WANT'S TO BECOME AN AP AND THEY'VE BUILT SO MUCH RAPPORT ON THEIR CAMPUS, THEY KNOW THE OTHER TEACHERS AND THEN EVENTUALLY PRINCIPAL, DO WE MAKE AN EFFORT TO KEEP SOMEBODY AND DEVELOP THEM ON THEIR CAMPUS?

>> WE HAVE THE TEACHER LEADER ACADEMY THIS YEAR THAT WE ARE PUTTING A SLIGHT PAUSE ON AND IT'S NOT THAT WE'RE GOING TO ABANDON THE PROGRAM COMPLETELY.

THE TEACHER LEADER ACADEMY STEMS FROM WHAT WE USED TO HAVE IN PLAINTIFF YEARS AGO CALLED THE TEAM LEADER ACADEMY.

WE REALIZE NOW AFTER A YEAR-AND-A-HALF OR SO THAT THERE ARE COMPONENTS OF THE TEAM LEADER ACADEMY THAT WE NEED TO BRING BACK.

BUT WE DON'T WANT TO LEAVE OUT THAT LEADER OF SELF AS WELL AND LEADER OF OTHERS SO THAT THOSE TEACHERS CAN GUIDE THEIR TEAMS. WHILE WE REVAMP THE TEAM LEADER SLASH TEACHER LEADER PROGRAM FOR THE COMING SCHOOL YEAR.

WE'RE STILL GOING TO OFFER SOME GROWTH OPPORTUNITIES TO ALIGN WITH ONE OF THE PRESENTATIONS FROM EARLIER WAS THE MIDDLE-SCHOOL.

HOW DO WE PREPARE THOSE FOLKS TO LEAD SOME OF THOSE PLCS THAT LISA MENTIONED EARLIER? WE'RE STILL GOING TO DO SOME THINGS SO THAT IN A YEAR FROM NOW, WE CAN LAUNCH OUR NEWLY REVAMPED TEAM LEADER ACADEMY THAT WOULD BE FOR FOLKS WHO MAYBE WANT TO BE AN AP, MAYBE DON'T, BUT THEY STILL WANT TO GROW IN THEIR ROLE.

[02:55:01]

MAYBE THEY STILL WANT TO LEAD AT THE CAMPUS LEVEL AND THAT'LL BE THE RIGHT PROGRAM FOR THEM. I THINK.

>> GREAT. I JUST WANT TO MAKE SURE IF THERE'S SOMEBODY THAT JUST LOVES THEIR CAMPUS, AND DOESN'T SEE THEMSELVES LEAVING THEIR CAMPUS, THAT THEY HAVE THE OPPORTUNITY TO STAY THERE IF A POSITION BECOMES AVAILABLE AND THEY'RE QUALIFIED.

>> OF COURSE.

OH, I'M SORRY, THERE'S ONE MORE REPORT.

>> GREAT WORK ALL.

[9.6. Board Member Liaison, Subcommittee, and Committee Updates]

THE BOARD LIAISON SUBCOMMITTEE AND COMMITTEE UPDATES.

WE HAVE THREE TONIGHT LEGISLATIVE SUBCOMMITTEE, THE EDUCATION FOUNDATION AND CHAMBER.

JERRY IS OUR EDUCATION FOUNDATION AND CHAMBER PERSON, BUT SHE HAS PASSED ALONG HER NOTES TO NANCY, WHO IS GOING TO COVER ALL THREE ITEMS.

>> HERE WE GO. THIS IS JERRY'S REPORT FROM THE EDUCATION FOUNDATION.

SHE RECAPS THAT SKI PLANO'S EVENT HELD ON FEBRUARY 4TH WAS A HUGE SUCCESS WITH OVER 450 ATTENDEES AND 37 SPONSORS.

THEY RAISED $339,000 THAT EVENING WITH A NET REVENUE OF ABOUT 190,000.

EXCEEDED THE REVENUE GOAL AND DESPITE THE STEEP INCREASE OF COST FOR FOOD, BEVERAGES, AND SERVICES.

WE ALL KNOW WHAT THAT INFLATION HAS BEEN DOING TO US.

WITH THESE FUNDS, THEY'RE ABLE TO PROVIDE PROGRAMMING SUPPORT FOR FIFTH GRADE CAMPS, THE SCHOLARSHIPS FOR THOSE CAMPS, EMPLOYEE CRISIS FUND, AND THE WELCOME AND ENROLLMENT CENTER AVID AND MORE.

ALSO UNDER THE EDUCATION FOUNDATION, THE BOARD OF DIRECTORS IS WORKING ON A STRATEGIC PLAN.

THIS PROCESS WILL CULMINATE AT THE MARCH 17TH MEETING WHERE THEY WILL VOTE ON THE PLAN, AND THEIR GOAL IS TO CONTINUE TO PROVIDE MEANINGFUL SUPPORT TO PLANO ISD, STUDENT, FAMILIES, AND STAFF, AND EXPAND EFFORTS TO SUPPORT NEW PROGRAMS THAT HAVE BEEN IDENTIFIED BY DISTRICT LEADERSHIP AS A PRIORITY AND LOOKING FOR SOME NEW FUN THINGS THAT WILL HAPPEN WITH THE FOUNDATION IN THE COMING MONTHS.

SHE ALSO SAID THERE WAS PARTNERSHIP RECOGNITION RECEPTION, PARTNERS IN EDUCATION PROGRAM, PIE.

[LAUGHTER] THE FOUNDATION WILL WORK WITH THE DISTRICT TO HOST A PARTNER'S RECOGNITION EVENT TO COINCIDE WITH THE JUNE 20TH BOARD OF TRUSTEES MEETING.

I DON'T KNOW ANY MORE THAN THAT.

WELL, SHE DOES SAY PRE-MEETING RECEPTION WITH A FORMAL RECOGNITION DURING THE MEETING, AND IT'LL GIVE THE FOUNDATION AND THE DISTRICT AN OPPORTUNITY TO GIVE A BIG THANK YOU AND PUBLICLY RECOGNIZE OUR TOP PARTNERS.

I THINK THAT'S A GREAT WAY TO PUT A CAP ON THIS NEW PROGRAM.

ROBINSON FINE ARTS CENTER ENDOWMENT, THE EDUCATION FOUNDATION IS EXCITED TO RAMP UP THEIR FINE ARTS CENTER ENDOWMENT CAMPAIGN EFFORTS ONCE AGAIN.

TO HELP CONNECT OUR COMMUNITY IN THIS UNIQUE SPACE, THEY WANT TO FORMALLY RECOGNIZE CURRENT DONORS AND ON THE DESIGN, THE PRODUCTION AND THE INSTALLATION OF DONOR SIGNAGE AND THE FOUNDING PATRONS AS WELL.

THEN THERE ARE DETAILS ON NAMING AND DONOR OPPORTUNITIES AND THOSE CAN BE FOUND ON, HERE'S THE WEBSITE, PISD.EDU/RFAC IF YOU WANT TO BE A DONOR.

SHE HAS A REPORT ALSO FROM THE PLANO CHAMBER OF COMMERCE.

THE PLANO CHAMBER HAD ITS ANNUAL LUNCHEON AND OUR VERY OWN DR. THERESA WILLIAMS SPOKE THERE ELOQUENTLY, I WAS THERE.

ALL REPORTS REFLECT THAT SHE MADE A WONDERFUL PRESENTATION AND REPRESENTED THE DISTRICT EXTREMELY WELL, IN WHICH I CAN ATTEST TO.

THEN ALSO REGARDING PLANO CHAMBER OF COMMERCE, ON FEBRUARY 28TH TO MARCH 1ST, DR. WILLIAMS, CABINET MEMBERS, AND SIX TRUSTEES WERE IN ATTENDANCE DOWN IN AUSTIN FOR THE PLANO LEGISLATIVE DAYS, AND THAT WAS IN PARTNERSHIP WITH THE CHAMBER AND THE CITY SO IT WAS A GREAT OPPORTUNITY TO WORK WITH THE CHAMBER AND THE CITY OF PLANO TO MEET WITH STATE LEADERS AND LEARN MORE ABOUT THE PAUSE OF THE LEGISLATIVE SESSION.

SHE SUBMITTED A GREAT REPORT THERE.

I WILL SLIDE IN ONE THING, AN ANNOUNCEMENT WHICH IS MY PTA LIAISON ROLE THAT I DIDN'T KNOW ABOUT UNTIL THIS MORNING.

BUT THEY HAD THEIR COUNCIL BOARD MEETING, AND THEY WANTED ME TO LET EVERYONE KNOW THAT THE LIFETIME MEMBER BANQUET IS APRIL 3RD.

IN COORDINATION WITH THAT AT THE PLANO CENTER, THEY ALSO HAVE A VENDOR FAIR AND THEY HAVE A COUPLE OF TABLES AVAILABLE

[03:00:03]

FOR ADDITIONAL VENDORS IF ANYONE IS INTERESTED IN BEING A PART OF THE VENDOR FAIR.

THE BANQUET PART, THE LIFETIME MEMBER BANQUET, WILL START AT 7 PM.

THE VENDOR FAIR IS OPEN TO ALL FROM 5:00-7:00 AND IT'S NO COST.

THEN FINALLY, AS FAR AS LEGISLATIVE SUBCOMMITTEE, AS IN JERRY'S REPORT, I NOTED THAT THERE WERE SIX TRUSTEES, MULTIPLE DISTRICT LEADERS DOWN IN AUSTIN.

SOME OF US CAME DOWN A LITTLE EARLY FOR THE PTA RALLY DAY ON THE 27TH AND THAT WAS A REALLY AMAZING EVENT.

LOT OF OUR STUDENTS WERE THERE.

THERE WERE PROBABLY 2,000-ISH PTA MEMBERS AT THE CAPITOL AND IT WAS HOT.

[LAUGHTER] I CAN'T BELIEVE IT'S IN FEBRUARY AND IT'S HOT.

BUT IT WAS A GREAT OPPORTUNITY FOR THE KIDS TO SEE WHAT HAPPENS IN THE LEGISLATIVE PROCESS.

WE BROKE UP AND GOT TO MEET WITH VARIOUS LEGISLATORS AND THEN I THINK THEY ALL GOT TO MEET IN JEFF LEACH'S OFFICE.

LIKE I SAID, IT WAS HOT.

[LAUGHTER] THERE WERE ALL OF US PILED INTO REPRESENTATIVE LEACH'S OFFICE, BUT WE HAD A GREAT DIALOGUE, IS REALLY PROUD AT HOW THE KIDS ASKED INTELLIGENT QUESTIONS, IT WASN'T AS IF SOMEBODY HANDED THEM A LIST OF QUESTIONS.

THEY WOULD REALLY ARTICULATE A QUESTION BASED ON SOMETHING SOMEONE SAID AND GET FEEDBACK AND RESPOND BACK SO I WAS SO PROUD OF OUR KIDS.

THEN FEBRUARY 28TH, THEN MARCH 1ST, WERE THE PLANO DAYS PARTNERING WITH THE CHAMBER AND THE CITY AND THE SCHOOL DISTRICT.

WE HAD MULTIPLE OPPORTUNITIES TO MEET WITH LEGISLATORS, HEAR FROM THE CONTROLLER'S OFFICE, THE CHAIR OF PUBLIC ED COMMITTEE.

IT WAS A REALLY GOOD OPPORTUNITY TO BE DOWN IN AUSTIN AND GET A PULSE LIKE SHE SAID, I WILL SAY THAT LAST FRIDAY, THE 10TH WAS THE LAST DAY FOR LEGISLATORS TO FILE BILLS SO EVERYTHING THAT IS GOING TO BE FILED HAS BEEN FILED AND THE PROCESS BEGINS.

WE ARE CONTINUING TO MONITOR THAT VERY CLOSELY, THERE ARE CERTAIN BILLS THAT WE'RE WATCHING AND ALL OF THAT IS AVAILABLE ON THE PISD.EDU/LEGISLATIVEAFFAIRS WEBSITE.

YOU CAN SIGN UP THERE IF YOU'RE INTERESTED IN GETTING OUR NEWSLETTER.

THERE'S PLENTY OF RESOURCES ON THAT PAGE, THEY CONTINUALLY GET UPDATED AND IT'LL BE AN OPPORTUNITY FOR OUR COMMUNITY TO RECEIVE ACTION ALERTS WHEN THERE ARE BILLS THAT ARE PERTAINING TO THINGS THAT MIGHT IMPACT PUBLIC EDUCATION OR PLANO ISD DIRECTLY.

A COUPLE OF THINGS THAT ARE ON OUR RADAR IS SENATE BILL 8, WHICH IS ABOUT THE VOUCHERS, HOUSE BILL 100, WHICH IS ABOUT PUBLIC ED FUNDING.

ALL OF THOSE ARE REALLY IMPORTANT BECAUSE THIS SESSION WILL BE MOVING QUICKLY.

IT'S SOMEWHAT DOUBTFUL THAT THERE'LL BE A SPECIAL SESSION, BUT WHO KNOWS WHERE THE MONEY IS ON THAT.

BUT WE'RE VERY INVOLVED AND SEVERAL OF US WILL BE BACK DOWN IN AUSTIN A COUPLE OF TIMES THIS MONTH SO THAT'S THE EXTENT.

DID I LEAVE ANYTHING OUT?

>> NO. LIKE YOU HIT IT.

>> APPRECIATE IT. MOVING ON TO 10.1 POLICIES WE'VE ADOPTION OF

[10.1. Adoption of Texas Association of School Boards (TASB) Localized Policy Manual Update 120, Affecting (LOCAL) Policies as Indicated on the Policy Action List and Review of (LEGAL) Policies and Exhibits Included in the Policy Update under First Reading]

TASB LOCALIZED POLICY MANUAL UPDATE 120 AFFECTING LOCAL POLICIES AS INDICATED ON THE POLICY ACTION LIST AND REVIEW OF LEGAL POLICIES AND EXHIBITS INCLUDED IN THE POLICY UPDATE UNDER FIRST READING.

I'M GOING TO INVITE DR. ANDERSON TO PRESENT.

>> THANK YOU, PRESIDENT SALIH.

UPDATE 120 WAS REVIEWED BY DISTRICT STAFF AS WELL AS DISTRICT'S LEGAL COUNSEL.

LOCAL POLICIES INCLUDED IN THE UPDATE ARE PRESENTED FOR APPROVAL UNDER THE FIRST READING THIS EVENING.

>> THANK YOU. IS THERE A MOTION.

>> I MOVE THAT THE BOARD OF TRUSTEES ADDS, REVISES OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 120 UNDER FIRST READING.

>> I SECOND.

>> THANK YOU. I'VE GOT A MOTION BY CODY WEAVER, SECOND BY NANCY HUMPHREY THE BOARD OF TRUSTEES ADDS, REVISES, OR DELETES LOCAL POLICIES AS RECOMMENDED BY TASB POLICY SERVICE, AND ACCORDING TO THE INSTRUCTION SHEET FOR TASB LOCALIZED POLICY MANUAL UPDATE 120 UNDER FIRST READING.

IS THERE ANY FURTHER DISCUSSION?