[00:00:05]
I PRESUME EVERYBODY IS ANXIOUS NOW THAT IT TURNED TO ACTUAL 6:00 FOR US TO GET GOING.
WELCOME, EVERYBODY. GOOD EVENING.
[1. CALL TO ORDER ]
MY NAME IS DAVID STOLLE, BOARD PRESIDENT AND PRESIDING OFFICER.ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS EVENING.
AT THIS TIME, I WOULD ASK SUPERINTENDENT DR. THERESA WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE.
THANK YOU. LET ME RUN THROUGH SOME INTRODUCTIONS OF THOSE OF US UP HERE ON THE DAIS.
TO MY LEFT, SUPERINTENDENT DR.
SELENDA ANDERSON, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.
TRUSTEE ANGELA POWELL TRUSTEE, DR.
DR. LAUREN TYRA AND BOARD SECRETARY JERI CHAMBERS.
TO MY RIGHT, BOARD VICE PRESIDENT NANCY HUMPHREY.
JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.
LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING AND LIFE READINESS.
PATRICK TANNER ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.
DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.
ALL RIGHT, WELL, WE HAVE SOME VERY SPECIAL GUESTS WITH US TONIGHT WHO ARE GOING TO LEAD US IN THE PLEDGES OF ALLEGIANCE TO THE UNITED STATES AND TEXAS FLAG, AND SO PLEASE JOIN ME IN WELCOMING THE DAVIS ELEMENTARY SAFETY PATROLS.
[APPLAUSE] IF YOU ALL WILL PLEASE STAND, WE'LL DO THE PLEDGES.
THANK YOU ALL. WE APPRECIATE ALL OF YOU ALL JOINING US THIS EVENING, AND SO WE HAVE MISS TOYA WARE, WHO SERVES AS COUNSELOR AT DAVIS AND IS ALSO THE STAFF SUPERVISOR FOR SAFETY PATROL, AND WE WOULD LIKE FOR YOU ALL TO SHARE A LITTLE BIT ABOUT YOUR GROUP WITH US.
OUR SAFETY PATROL PROGRAM PROMOTES LEADERSHIP AS WELL AS CITIZENSHIP, AND THIS GROUP OF YOUNG LADIES AND GENTLEMEN REALLY DO WELL WITH SERVING AND SUPPORTING OUR CAMPUS, AND THEY'RE GOING TO INTRODUCE THEMSELVES.
HI, MY NAME IS ANNA WILK, AND I'M IN FIFTH GRADE.
MY NAME IS ELLA JAMES JACKSON WEBB.
HI, MY NAME IS SAMANTHA TUTTLE.
HI MY NAME IS FRANCESCA KOLINSKY.
HI MY NAME IS BRANT PATTINSON.
HELLO. MY NAME IS OLIVIA CORDELL.
HELLO MY NAME IS LEXI CROCKETT.
WELL, THANK YOU ALL FOR JOINING US THIS EVENING, AND SO, BOARD MEMBERS, WOULD ANYBODY LIKE TO ASK QUESTIONS OR MAKE A COMMENT? SO I HAVE ONE.
CAN YOU ALL TELL ME, WHAT'S SPECIAL ABOUT THE DIFFERENT SHIRTS THAT Y'ALL HAVE? THANK YOU.
THEY'RE FROM DIFFERENT YEARS OF DAVIS ELEMENTARY.
THEY REPRESENT EACH YEAR YOU PASS DAVIS OR EACH EVENT.
THEY ALSO WANTED TO SHARE A LITTLE BIT ABOUT WHAT SAFETY PATROL MEANS TO THEM.
OUR DAVIS SAFETY PATROL MEMBERS GREET STUDENTS AND PARENTS TO MAKE THEIR DAY A LOT BRIGHTER.
DAVIS SAFETY PATROL IS A GOOD EXAMPLE TO THE YOUNGER GRADES.
[00:05:02]
DAVIS SAFETY PATROL HELPS KIDS GET TO CLASS ON TIME.DAVIS SAFETY PATROL KEEPS SAFETY FIRST IN ALL SITUATIONS.
DAVIS SAFETY PATROL HELPS YOUNGER STUDENTS OPEN CAR DOORS.
DAVIS SAFETY SAFETY PATROL HELPS STUDENTS WHO ARE FEELING BIG EMOTIONS.
SAFETY PATROL IS THERE TO HELP AND WALK THEM TO CLASS.
DAVIS SAFETY PATROL HELPS THE KIDS WHO NEED MORE HELP THAN OTHERS TO GET TO CLASS.
DAVIS SAFETY PATROL IS DEPENDABLE IN ALL SITUATIONS.
WELL, I WANT TO THANK YOU ALL FOR BEING HERE TONIGHT.
OKAY, SO I WENT TO DAVIS A LONG, LONG TIME AGO.
[CHUCKLING] IN FACT, YOUR 1972 SHIRT WOULD HAVE BEEN RELATIVELY NEW WHEN I WAS THERE.
SO THANK YOU ALL SO MUCH, AND PARENTS, THANK YOU ALL FOR COMING AS WELL.
Y'ALL COME UP AND TAKE SOME PICTURES IF YOU'D LIKE TO.
I'LL TURN AROUND, AND PARENTS, DON'T BE SHY.
ONE MORE ROUND OF APPLAUSE, EVERYBODY.
[3. RECOGNITIONS ]
FOR THE MEETING TO START.THAT IS AMAZING. WE HAVE TWO STUDENTS THE 2023 COCA COLA SCHOLARS, SHRIYA BHAT FROM PLANO EAST AND MADHALASA IYER FROM PLANO SENIOR HIGH, WHO WERE SELECTED FROM 90,000 APPLICANTS AS TWO OF ONLY 150 SCHOLARS NATIONWIDE TO RECEIVE THIS HONOR.
THEY WILL EACH RECEIVE $20,000 IN SCHOLARSHIPS FROM COCA COLA.
CONGRATULATIONS TO BOTH OF THESE SCHOLARS ON THIS TREMENDOUS ACHIEVEMENT.
YEAH, WE HAVE SOME HEAVY HITTERS TONIGHT IN THIS.
JASPER HIGH SCHOOL ROBOTICS TEAM WAS THE STATE FIRST RUNNER UP AT UIL FIRST IN TEXAS 6A FTC ROBOTICS AT THE ROBOTICS CHAMPIONSHIP HELD IN MARCH IN BELL COUNTY IN CENTRAL TEXAS.
CONGRATULATIONS TO THE JAGUARS.
OUR 2023 PRESIDENTIAL SCHOLAR CANDIDATES ARE PRESENTED PLANO ISD IS VERY PROUD TO HAVE TEN GRADUATING SENIORS SELECTED BY THE US DEPARTMENT OF EDUCATION AS 2023 US PRESIDENTIAL SCHOLARSHIP CANDIDATES.
NEARLY 4000 STUDENTS ARE INITIALLY SELECTED TO APPLY BY INVITATION ONLY, AND APPLICANTS ARE SCORED THROUGH A RIGOROUS EVALUATION PROCESS AND CULLED DOWN TO 500, WHICH WILL BE FURTHER NARROWED TO ABOUT 160 SCHOLARS LATER THIS SPRING.
CONGRATULATIONS TO ALL OF THESE SCHOLARS AS WELL.
WE HAVE OUR 2023 NATIONAL MERIT SCHOLARSHIP FINALIST.
[00:10:07]
SCHOLARSHIP PROGRAM.THESE SENIORS NOW ADVANCED IN THE COMPETITION FOR APPROXIMATELY 7250 NATIONAL MERIT SCHOLARSHIPS, WORTH NEARLY $28 MILLION, WHICH WILL BE ANNOUNCED LATER THIS SPRING.
ANOTHER AMAZING ACCOMPLISHMENT, AND THEN FINALLY, WE HAVE SHEPARD ELEMENTARY TEACHER CHRISTINA FERENSCHUETZ STATE FINALIST FOR 2023 HEB EXCELLENCE IN ACTION AWARD.
SO CONGRATULATIONS TO ALL OF THESE FOLKS.
THANK YOU, PRESIDENT STOLLE AND DR.
WILLIAMS AND BOARD. I'M VERY HONORED THIS EVENING TO INTRODUCE FRANKFURT MIDDLE SCHOOL TEACHER AND TITLE ONE SPECIALIST SAHAR KASHKAR THIS EVENING, PLEASE STAND UP.
EVERY YEAR, THE TEXAS ALLIANCE OF BLACK SCHOOL EDUCATORS RECOGNIZES DISTINGUISHED INDIVIDUALS WHO HAVE MADE BOTH LOCAL AND STATE CONTRIBUTIONS TO THE EDUCATION OF STUDENTS, STAFF, STUDENTS AND STAFF IN OUR PROFESSION AS A WHOLE.
THIS YEAR, THE PLANO ALLIANCE OF BLACK SCHOOL EDUCATORS NOMINATED MISS KASHKAR FOR THIS HONOR, WHICH SHE RECEIVED AND WAS NAMED AT THE ANNUAL STATE CONFERENCE IN FEBRUARY AS TASB'S 2023 TEACHER OF THE YEAR.
MANY CONGRATULATIONS TO MISS KASHKAR ON THIS TREMENDOUS ACCOMPLISHMENT.
SHE IS JOINED THIS EVENING BY HER COLLEAGUES FROM FRANKFURT MIDDLE SCHOOL, TEACHERS BETH SPALDING AND CALEB ROGERS, AS WELL AS HER ASSISTANT PRINCIPAL, ELLIOT MONTEVERDI AND [INAUDIBLE] MONTRAIL DAVIS. THANK YOU.
SO WHILE NANCY IS TAKING THE PHOTO OP, I INVITE THE BOARD.
IF YOU'D LIKE TO MAKE ANY COMMENTS OR ASK QUESTIONS, NOW IS THE TIME.
SO CONGRATULATIONS ONCE AGAIN.
LET'S GIVE HER ANOTHER ROUND OF APPLAUSE.
WE ARE EXCITED AND WANT TO SHARE AND CELEBRATE SOME SPECIAL CAMPUS ACHIEVEMENTS.
SO IT'S MY PLEASURE TO INVITE ROSS CORNELL, PRESIDENT OF PLANO ISD'S COUNCIL OF PTAS, TO THE PODIUM TO LEAD US IN THE NEXT RECOGNITION, AND THEN WE WOULD LIKE VICE PRESIDENT NANCY HUMPHRIES.
MY NAME IS ROSS CORNELL, AND AS I WAS INTRODUCED, I'M THE PRESIDENT OF THE COUNCIL OF PTAS.
I'D LIKE TO START BY PROVIDING A LITTLE BIT OF CONTEXT.
SO THANK YOU FOR HAVING US THIS EVENING.
IT'S VERY KIND OF THE BOARD TO INVITE US FOR THIS RECOGNITION.
SO I KNOW I DON'T WANT TO MAKE IT RUN REALLY LONG.
PARENT TEACHER ASSOCIATIONS AND PARENT TEACHER STUDENT ASSOCIATIONS IN PLANO ISD ARE A CRUCIAL COMPONENT OF FAMILY ENGAGEMENT, PROVIDING STRUCTURE AND GUIDELINES FOR FAMILIES TO BE INVOLVED WITH THEIR STUDENT(S) EDUCATION BOTH ON AND OFF CAMPUS.
OVER THE YEARS, THE NATIONAL PTA HAS IDENTIFIED SIX STANDARDS FOR FAMILY SCHOOL PARTNERSHIPS, AND AMONG THOSE IS STANDARD NUMBER FOUR SPEAKING UP FOR EVERY CHILD. FAMILIES ARE EMPOWERED TO BE ADVOCATES FOR THEIR OWN AND OTHER CHILDREN TO ENSURE THAT STUDENTS ARE TREATED FAIRLY AND HAVE ACCESS TO LEARNING OPPORTUNITIES THAT WILL
[00:15:08]
SUPPORT THEIR SUCCESS.WITH THOSE CONCEPTS IN MIND, TEXAS PTA RECOGNIZES THAT PTA MEMBERSHIP IS A KEY INDICATOR OF THE STRENGTH OF PARENT ENGAGEMENT AT A CAMPUS. TO THAT END, THEY HAVE CREATED AWARDS THAT CAMPUSES MAY EARN BASED ON THE NUMBER OF PTA OR PTSA MEMBERS COMPARED AGAINST THE OVERALL CAMPUS ENROLLMENT. THESE ARE KNOWN AS THE VOICE FOR EVERY CHILD AWARDS, AND THEY ARE TEXAS PTA'S MOST PRESTIGIOUS MEMBERSHIP AWARDS FOR LOCAL PTAS THAT STRIVE TO HAVE ONE VOICE OF ADVOCACY FOR EVERY CHILD ON THEIR CAMPUS.
THREE CAMPUSES IN PLANO ISD, ANDREWS ELEMENTARY, GULLEDGE ELEMENTARY AND SAIGLING ELEMENTARY HAVE REACHED THIS IMPRESSIVE MILESTONE THIS YEAR OF HAVING AN ACTIVE MEMBERSHIP EQUAL TO OR GREATER THAN THE STUDENT ENROLLMENT AT THEIR CAMPUS.
THIS AWARD IS A TESTAMENT TO THE DEDICATION OF THE ADMINISTRATION AND STAFF OF THESE CAMPUSES WHO, ON TOP OF THEIR EVERYDAY DUTIES, LIKE EDUCATING OUR CHILDREN AND RUNNING A SCHOOL. THEY RECOGNIZE THE IMPORTANCE OF FAMILY ENGAGEMENT, AND THEY TAKE THE TIME TO HELP MAINTAIN A FAMILY COMMUNITY AT THEIR SCHOOL THROUGH THE PTA.
IT'S ALSO AN ACKNOWLEDGMENT OF THE TREMENDOUS WORK OF THE VOLUNTEER LEADERS OF THESE SCHOOLS, PTA, AND THE EFFORT THEY PUT FORWARD IN MAINTAINING THEIR FAMILY COMMUNITY THROUGH THEIR PARENT TEACHER ASSOCIATION.
SO WHAT I'D LIKE TO DO IS WE'VE GOT BANNERS FOR YOU AND I'D LIKE TO CALL YOU UP ONE AT A TIME.
IF YOU GUYS WANT TO COME UP FRONT.
WE'LL [INAUDIBLE] AND GET SOME PICTURES.
ALL RIGHT, TEAM. ANYBODY WANT TO OFFER COMMENTS? I JUST WANTED TO POINT OUT THAT OUT OF OUR 44 ELEMENTARY SCHOOLS, GULLEDGE IS THE LARGEST ENROLLMENT ACROSS PLANO ISD.
SO YOU ALL ARE THE SINGLE LARGEST ENROLLMENT OF ALL 44 ELEMENTARY SCHOOLS IN PISD.
SO YOU ALL HAVE THE MOST PEOPLE TO GET IN YOUR PTA.
I OF COURSE KNOW OUR COLLEGE FRIENDS FROM SCOUTS AND JUST KNOWING HOW MUCH OF AN ABSOLUTE FORCE OF NATURE YOU TWO ARE FROM SCOUTS AND I'M SURE FOR ANDREWS AND FOR SKAGGS.
I MEAN, YOU HAVE TO OR SAIGLING I'M SORRY, NOT SKAGGS, SAIGLING I'M JUST MESSING IT ALL UP TONIGHT.
[00:20:07]
THIS IS A TON OF WORK.THIS IS A TON OF WORK AS PARENTS AND IT'S A TON OF WORK FOR YOUR CHILDREN AND IT'S A TON OF WORK BEING ADVOCATES FOR YOUR CHILDREN AND JUST ABSOLUTELY WONDERFUL AND IMPRESSIVE, AND CONGRATULATIONS.
I GET TO BE THE LIAISON FROM THE BOARD TO THE PTA, AND SO I REALLY, TRULY ENJOY WORKING WITH THE COUNCIL OF PTAS, AND THEN ALL OF THE DELEGATES WE THEY MEET IN THIS ROOM AND PTA MEMBERS FROM ACROSS THE DISTRICT COME IN HERE ONCE A MONTH AND HAVE REALLY RICH MEETINGS AND WHAT PTA DOES FOR THE FAMILIES AND THE TEACHERS AND THE STUDENTS IN THIS DISTRICT ARE AMAZING, IS AMAZING, AND I THINK ONE THING THAT ROSS HAS POINTED OUT IN THE PAST IS THAT THIS MEMBERSHIP CARRIES A BIG VOICE WITH IT.
WHEN WE'RE TALKING TO LEGISLATORS AND WE CAN SAY WE HAVE NEARLY 20,000 MEMBERS IN OUR.
IS MY NUMBER, CORRECT? YES, NEARLY 20,000 MEMBERS IN THE PTA IN PLANO ISD, AND THAT IS PARENT EMPOWERMENT.
THANK YOU. ALL RIGHT, SO THIS CONCLUDES OUR BOARD RECOGNITIONS AND I'M GOING TO ASK IF Y'ALL WILL GIVE US 30 MORE SECONDS.
I'LL TURN YOU LOOSE TO GO HOME.
WE'RE GOING TO MOVE ON TO OUR PUBLIC COMMENT SESSION.
BEFORE WE HEAR PUBLIC COMMENTS, WHICH I DON'T.
DO WE HAVE ANY? OKAY, YEAH, WE HAVE NO AGENDA RELATED PUBLIC COMMENT, SO I'M GOING TO SAVE THE LONG SPEECH FOR LATER, BUT LET ME JUST NOTICE, EVERYBODY OF A PILOT PROGRAM WE HAVE.
I'D LIKE TO REMIND EVERYONE ABOUT THE UPCOMING CHANGE TO THE SIGN UP PROCESS.
ANYONE WHO WISHES TO SPEAK AT THE BOARD MEETING 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. OR THEY MAY TAKE ADVANTAGE OF OUR NEW ONLINE PROCESS, WHICH IS AVAILABLE AS FOLLOWS ONLINE SIGN UP PERIOD FOR BOARD MEETINGS AND WORK SESSIONS WILL BE OPEN FROM 8 A.M. TO 5 P.M.
EXCUSE ME FOR ALL OTHER BOARD MEETINGS ONLINE, SIGN UP WILL BE AVAILABLE FROM 8 A.M.
TO 5 P.M. THE BUSINESS DAY PRIOR TO THE SCHEDULED MEETING, AND AN ELECTRONIC DEVICE WILL BE MADE AVAILABLE IN THE LOBBY FOR OF THE ADMINISTRATION BUILDING DURING THE ONLINE SIGN UP PERIOD. FOR ANYONE WISHING TO SPEAK WHO DOES NOT HAVE A COMPUTER OR MOBILE ACCESS.
AS NOTED, WE DON'T HAVE ANY AGENDA RELATED PUBLIC COMMENTS, WHICH IS WHAT WE HEAR AT THIS TIME.
WE WILL HEAR WE HAVE TWO NON AGENDA RELATED COMMENTS WHICH WE'LL HEAR AT THE END OF THE MEETING, AND SO WITH THAT, IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE ARE GOING TO ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSE,
[5. CLOSED SESSION]
SECTION 551.074.THE REST OF Y'ALL GET ON OUT OF HERE.
[6. RECONVENE OPEN SESSION ]
ALL RIGHT, THE BOARD IS NOW RECONVENED IN OPEN SESSION.THE TIME IS, TODAY IS TUESDAY, APRIL 4TH, 2023.
WE ARE GOING TO MOVE ON TO THE CONSENT AGENDA.
[7. CONSENT AGENDA ]
THE CONSENT AGENDA CONSISTS OF ROUTINE ITEMS GROUPED TOGETHER FOR APPROVAL.ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? HEARING NONE. MAY I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AS PRESENTED.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THAT MOTION PASSES UNANIMOUSLY.
WE ARE MOVING ON NOW TO OUR REPORTS.
[8.1. Preliminary Scholastic Aptitude Test (PSAT) - A Path to College Readiness College Readiness]
ITEM 8.1 IS OUR PSAT PATH TO COLLEGE READINESS REPORT, AND WE ARE GOING TO TURN THIS ONE OVER TO LISA.[00:25:05]
THANK YOU. PRESIDENT STOLLE BOARD OF TRUSTEES.DR. WILLIAMS. I AM HAPPY TO INTRODUCE DR.
KRISTYN EDNEY, WHO IS OUR EXECUTIVE DIRECTOR FOR COUNSELING AND COLLEGE CAREER AND MILITARY READINESS, AND SHE IS GOING TO SHARE WITH US A LITTLE BIT ABOUT OUR PSAT RESULTS AND HOW WE USE THAT DATA.
GOOD EVENING, PRESIDENT STOLLE, BOARD MEMBERS AND DR.
WILLIAMS, THANK YOU FOR ALLOWING ME TO COME AND GIVE A HIGH LEVEL OVERVIEW OF OUR PSAT RESULTS FROM THIS PAST OCTOBER 2022 SESSION, AS WELL AS LOOKING AT SOME LONGITUDINAL DATA AND THEN ALSO LOOKING AT NINTH, 10TH, 11TH GRADE, AND I WANT TO TAKE A MOMENT AND THANK YOU FOR PROVIDING TESTING TO ALL NINTH GRADERS WITH THE PSAT NINE, ALL 10TH GRADERS WITH THE PSAT, NMSQT AND ALL 11TH GRADERS WITH OUR SAT SCHOOL DAY.
TODAY, I'M GOING TO SHARE THAT HIGH LEVEL OVERVIEW OF THE PSAT SCORES, LOOKING AT LONGITUDINAL DATA FOR NINTH, 10TH AND 11TH GRADES, AND THEN I'LL ALSO SHARE HOW WE USE OUR PSAT DATA TO SUPPORT STUDENTS AND IMPROVE EFFORTS AT OUR DISTRICT AND CAMPUS LEVELS.
ALTHOUGH I'M THE ONE PRESENTING TONIGHT AND PROVIDING YOU WITH PSAT UPDATES, I WANT TO RECOGNIZE THAT THIS IS THE WORK GROUNDED IN OUR COMMAND ACCOUNTABILITY STRATEGY , AND THE EFFORTS DESCRIBED IN THIS UPDATE ARE A COLLECTIVE EFFORT FROM SEVERAL DEPARTMENTS, INCLUDING ARPE, WHICH IS ACCOUNTING, RESEARCH AND PROGRAM EVALUATION, ADVANCED ACADEMICS, COLLEGE CAREER, MILITARY READINESS, SCHOOL LEADERSHIP AND INNOVATION COUNSELING SERVICES, AND THEN SECONDARY ACADEMIC SERVICES, AS WELL AS OUR CAMPUS LEADERSHIP TEAMS. IT ALSO SUPPORTS OUR ACCOUNTABILITY PILLARS ONE AND TWO AND OUR PLAN OF WORK.
ALL RIGHT, SO WE'RE GOING TO DIVE INTO NINTH GRADE SCORES, AND WHAT YOU SEE ON THIS TABLE IS OUR REPORT FOR OCTOBER 2022. SO WE'RE GOING TO START WITH THIS PAST SESSION.
ON THIS TABLE, WHAT YOU SEE IS HOW OUR NINTH GRADE STUDENTS IN PLANO ISD PERFORMED VERSUS THE STATE, AND THE TOTAL GROUP AND THE TOTAL GROUP ARE ALL THE STUDENTS ACROSS THE NATION WHO TESTED ON THAT OCTOBER 12TH, 2022, TEST SESSION.
YOU CAN SEE THE NUMBER TESTED.
WE HAD 3557 NINTH GRADERS TESTED HERE IN PLANO.
THAT WAS EVERY STUDENT THAT WAS AVAILABLE TO TEST ON THAT DAY THAT FOR WHICH IT WAS APPROPRIATE.
WE DO HAVE SOME STUDENTS WHO THIS MIGHT NOT BE APPROPRIATE.
FOR EXAMPLE, OUR NEWCOMER STUDENTS WHO ARE BRAND NEW THAT DO NOT SPEAK ENGLISH.
YOU CAN SEE THE NUMBER OF TESTED STUDENTS IN THE STATE AND THEN THE TOTAL GROUP.
WHEN YOU LOOK AT THE MEAN TOTAL SCORE, OUR STUDENTS SCORED 933.
THAT IS THE COMBINED SCORES BETWEEN THE EVIDENCE BASED READING, WRITING AND THE MATH.
WHEN YOU LOOK ACROSS THE TABLE, WE HAVE 52% OF OUR STUDENTS WHO MET BOTH BENCHMARKS.
OF COURSE, WE WANT THAT TO BE MUCH HIGHER.
SO THAT IS OUR AREA OF WHERE WE NEED TO WORK.
YOU CAN SEE THAT LOOKING AT EVIDENCE BASED READING, WRITING BY ITSELF, 66% OF OUR KIDS MET THE BENCHMARK AND THEN 57 MET THE BENCHMARK IN MATH. ACROSS THE BOARD, WE TESTED HIGHER AND OUTPERFORMED THE STATE AND THE TOTAL GROUP FOR OUR NINTH GRADERS.
WE'VE ONLY HAD THREE YEARS OF TESTING FOR NINTH GRADE AND FOR 10TH GRADE, AND ALSO FOR OUR WELL 11TH GRADER WE'VE HAD LONGER, BUT WE I'LL TALK ABOUT THAT IN JUST A MINUTE, BUT WITH OUR NINTH AND 10TH GRADE, WE HAVE THREE YEARS OF DATA.
[00:30:01]
NORMALLY WE TEST IN OCTOBER, AND SO I WANT TO POINT THAT OUT.SOMETHING TO NOTE IS THAT WE HAD ABOUT 1000 PLUS STUDENTS FEWER TESTS ON THAT SPRING 2021 TEST ADMINISTRATION, WHICH COULD THROW OFF THE RESULTS.
SO JUST SOME CONTEXT AS WE LOOK AT THESE SCORES.
SO THE GOLD BAR WAS OUR TEST THAT WAS DELAYED GIVEN IN SPRING IN 2021 OUTSIDE OF THE NORMAL TIME WHEN PEOPLE WOULD GIVE THE PSAT IN OCTOBER.
SO THEN 2021, WHICH IS THE RED BAR, THAT ONCE AGAIN, WE'RE BACK TO THE NORMAL TESTING TIMELINE OF OCTOBER AND THEN IN 2022, AGAIN IN OCTOBER , AND WHAT YOU CAN SEE IS THAT WE ARE HAVING A SLIGHT INCREASE.
I TALKED ABOUT THAT DIP BECAUSE OF THAT TESTING IN THE SPRING.
YOU CAN ALSO SEE THAT YOU SEE THAT DIP ACROSS THE STATE AND THE TOTAL GROUP AS WELL.
WHEN YOU LOOK AT OUR 10TH GRADE STUDENTS, ONCE AGAIN, IT'S THAT SAME TABLE.
WE HAD 3412 10TH GRADERS TAKE THE TEST.
YOU'RE SEEING THAT 49% OF OUR STUDENTS MET BOTH BENCHMARKS.
THAT'S THE EVIDENCE BASED READING, WRITING AND THE MATH.
31% DIDN'T MEET IN EITHER, WHICH IS OUR AREA THAT WE WANT TO DIG INTO AND SUPPORT.
66% MET THE EVIDENCE BASED READING WRITING, AND THEN 52% MET THE MATH.
AGAIN WE LOOK REALLY GOOD WHEN COMPARING TO THE STATE AND THE TOTAL GROUP.
LOOKING AT THE LONGITUDINAL DATA.
I'VE ALREADY EXPLAINED ABOUT THE SPRING 2021 TEST SESSION.
WE SHOW GROWTH BETWEEN OCTOBER 2021 AND 2022 TEST ADMINISTRATIONS BOTH HOLISTICALLY AND WE HAD A THERE WAS A 3% DIP IN OUR EVIDENCE BASED READING WRITING, WHICH WE WANT TO DEFINITELY MONITOR AND WATCH, AND THEN OUR MATH SHOWED A 3% INCREASE.
THE GREAT NEWS IS THAT WE CONTINUE TO PERFORM AT A MUCH HIGHER LEVEL THAN THE STATE AND TOTAL GROUP.
I WANT TO PROVIDE SOME CONTEXT BEFORE WE REALLY DIVE INTO THE 11TH GRADE.
PLANO ISD DOES NOT PAY FOR THE PSAT NMSQT FOR 11TH GRADE.
THE SAT SCHOOL DAY PROVIDES OUR STUDENTS THE OPPORTUNITY TO TAKE THE SAT AT THEIR HOME CAMPUS AND PROVIDES BASELINE DATA AND TIME FOR STUDENTS TO TAKE ADDITIONAL TESTING BEFORE THEY START APPLYING TO THE COLLEGES.
SO I WANTED TO PROVIDE THAT CONTEXT SO WE DON'T TEST ALL STUDENTS, AND SO YOU'RE GOING TO THAT NEEDS TO BE CONSIDERED WHEN YOU'RE LOOKING AT THIS DATA.
THE PSAT NMSQT DATA FOR OUR 11TH GRADERS WHO TESTED IT SHOWS 70% MET BOTH BENCHMARKS, WHICH WAS REALLY HIGH, BUT THESE ARE HIGHLY MOTIVATED STUDENTS WHO ARE OPTING TO TAKE THE TEST AND THEN 86% MET.
THE EVIDENCE BASED READING WRITING BENCHMARK, 72% MET THE MATH BENCHMARK.
[00:35:10]
AGAIN, WE'RE LOOKING AT THAT LONGITUDINAL DATA FOR OUR 11TH GRADERS.WE ARE SEEING LONGITUDINAL DIPS FOR OUR 11TH GRADE STUDENTS FOR THE PAST THREE YEARS.
JUST TODAY, I ATTENDED A COLLEGE CAREER MILITARY READINESS TRAINING SESSION AT REGION TEN, WHERE TSI IMPROVEMENT STATEWIDE IS A FOCUS. WE ARE ALL WORKING ON EFFORTS TO INCREASE COLLEGE READINESS.
HOW DO WE USE OUR PSAT DATA? WELL, WE FOCUS ON STUDENT SUPPORTS AND WE ALSO FOCUS ON IMPROVEMENT EFFORTS THAT SUPPORT THE DISTRICT AND THE CAMPUSES.
SO PLANO ISD CONTINUES TO OUTPERFORM THE STATE AND TOTAL GROUP FOR EACH GRADE AND EACH TEST SECTION.
WHAT YOU SEE HERE ON THIS SLIDE ARE THE AREAS THAT WE HAVE PRIORITIZED THAT WE WANT TO WORK ON IN ORDER TO USE OUR PSAT AND EVEN OUR SAT DATA IN ORDER TO IMPROVE STUDENT PERFORMANCE.
THE FIRST BULLET WE'RE WORKING WITH TO ESTABLISH FIVE YEAR SAT AND PSAT TARGETS AT THE DISTRICT LEVEL, AS WELL AS FOR EACH HIGH SCHOOL AND SENIOR HIGH.
WE'RE ALSO LOOKING AT CREATING CLOSING THE GAPS TARGETS AS WELL.
WE'RE ADDING SAT/PSAT GOALS TO OUR CAMPUS IMPROVEMENT PLANS THIS SUMMER.
SO WE ARE WORKING WITH ARPE TO GET IN FRONT OF OUR HIGH SCHOOL AND SENIOR HIGH LEADERSHIP TEAMS TO HAVE THEM DIG INTO THEIR CCMR DATA HOLISTICALLY AS WELL AS THEIR PSAT/SAT DATA SO THEY CAN CREATE THOSE GOALS AND THOSE STRATEGIES AND ACTION PLANS.
ANOTHER AREA THAT WE KNOW IS REALLY IMPORTANT IS WE WANT TO BUILD INTERNAL CAPACITY IN OUR MATH AND ENGLISH TEACHERS BY CONDUCTING PSAT AND SAT DATA ANALYSIS USING QUESTION ANALYSIS AND INSTRUCTIONAL PLANNING REPORTS.
THESE ARE TOOLS THAT ARE AVAILABLE ON THE COLLEGE BOARD WEBSITE THROUGH OUR REPORTS SYSTEM PORTAL, AND SO WE WANT TO HELP THEM KNOW HOW TO ACCESS THOSE, HOW TO USE THOSE TO IMPACT NOT ONLY THEIR INSTRUCTION, BUT ALSO TO HELP US IDENTIFY WHERE WE MIGHT HAVE GAPS IN OUR CURRICULUM AND BE ABLE TO FILL THOSE.
WE ALSO ARE CONDUCTING REGULAR CAMPUS TOUCH POINTS.
WE'VE MET WITH THE HIGH SCHOOLS.
WE ARE NOW MEETING MONTHLY WITH THE SENIOR HIGHS WHERE WE ARE TALKING ABOUT CCMR HOLISTICALLY, BUT ALSO LOOKING AT OUR DATA SAT, PSAT, AP AND SETTING GOALS AND LOOKING AT HOW WE USE THIS DATA IN ORDER TO SUPPORT OUR STUDENTS.
WE'RE ALSO EXPANDING OUR STUDENT RECOGNITION PROGRAMS TO CELEBRATE STUDENTS WHO MEET COLLEGE CAREER READINESS ACHIEVEMENTS, AND I'LL TALK A LITTLE BIT MORE ABOUT THAT IN A MINUTE, AND FINALLY, WE'RE USING MAP DATA TO CREATE OUR OWN INTERNAL AP POTENTIAL, LIKE REPORT FOR EARLIER IDENTIFICATION OF STUDENTS FOR HONORS PATHWAYS.
WE WANT TO GET MORE STUDENTS INTO OUR ADVANCED ACADEMIC OPTIONS.
WE WANT TO CAST THAT WIDER NET.
WE DON'T WANT IT TO BE USED AS A BARRIER.
WE WANT IT TO BE A NET TO BRING IN MORE.
SO WHAT DOES THIS LOOK LIKE? FIRST, I WANT TO TALK ABOUT STUDENTS AND HOW WE FOCUS ON STUDENT SUPPORTS.
ALL RIGHT, WE'RE GIVING THE PSAT IN OCTOBER.
IF WE DON'T GIVE MESSAGING ABOUT THE IMPORTANCE OF IT OR HOW TO PREPARE, THEN THAT'S A FAIL ON OUR PART.
SO IN SEPTEMBER, WE WORKED WITH THE HIGH SCHOOL LEAD COUNSELORS AS WELL AS THE SENIOR HIGH LEAD COUNSELORS AND CREATED THREE OF THE FEEDER PATTERN VIRTUAL SESSIONS WITH PARENTS AND STUDENTS WHERE WE TALKED ABOUT WHY WE GIVE THE PSAT THE BENEFITS OF THE PSAT, WHAT THE TEST LOOKS LIKE, WHAT THEY MIGHT, WHAT IT WILL, WHAT THE EXPERIENCE WILL BE LIKE, AND THEN ALSO HOW TO LINK OR HOW TO ACCESS THE SAT PRACTICE THROUGH KHAN ACADEMY.
SO THAT WAY THEY COULD GET THEY COULD PRACTICE BEFORE THE OCTOBER TEST.
[00:40:07]
DATA, AND IN AN EFFORT FOR THEM TO START USING THAT DATA TO BE ABLE TO SEND LETTERS TO PARENTS IN ENGLISH AND SPANISH RECRUITING THE STUDENTS, TALKING TO THE STUDENTS, MAKING SURE THAT THIS WAS HAPPENING AS THEY WENT INTO THE COURSE REGISTRATION SEASON.SO IN JANUARY, WE KICKED OFF THE YEAR BY AGAIN HAVING OUR COUNSELING OFFICES COME IN AND PROVIDE SESSIONS EITHER FACE TO FACE OR VIRTUAL WITH OUR PARENTS AND STUDENTS, AND IT WAS ENTITLED, YOU HAVE YOUR REPORTS NOW WHAT? SO THIS WAS TO HELP THEM UNDERSTAND HOW TO ACCESS THEIR SCHOOL REPORTS FROM PSAT, HOW TO READ AND INTERPRET THEIR REPORTS, AND THEN MORE IMPORTANTLY, HOW TO SET GOALS BASED ON WHERE THEY WANT TO GO WHEN THEY LEAVE US AND WHAT THEIR CURRENT SCORE IS.
THAT WAY THEY CAN INCREASE THEIR THEIR PERFORMANCE AND THEN HOW TO LINK THEIR PSAT SCORES TO KHAN ACADEMY SO THEY GET A PERSONALIZED STUDY PLAN.
IN FEBRUARY, WE ANALYZED OUR PSAT DATA, IDENTIFIED STUDENTS WHO NEEDED TO BOLSTER THEIR SCORES IN ORDER TO MEET THE BENCHMARK AND INVITED THEM TO BE PART OF THE SAT BOOT CAMP, AND OUR COUNSELORS WERE VERY INSTRUMENTAL IN OUR ASSOCIATE PRINCIPALS AT OUR SENIOR HIGHS.
THIS WAS FOR OUR 11TH GRADE STUDENTS TO HELP THEM PREPARE.
WE ANALYZE THE PSAT DATA, BOTH FOR NINTH GRADE AND 10TH GRADE, TO IDENTIFY STUDENTS WHO SHOW NATIONAL MERIT POTENTIAL AND INVITE THEM TO A SCHOLAR ACADEMY DURING THE SUMMER SO THAT WE CAN CONTINUE TO KEEP THOSE HIGH NUMBERS OF NATIONAL MERIT SEMIFINALISTS AND FINALISTS.
SO THAT WAS ALL FOCUSING ON STUDENTS.
WE ALSO WANT TO FOCUS ON IMPROVEMENT, AND SO WHAT DOES THIS LOOK LIKE? RIGHT NOW, WE'RE WORKING WITH ARPE ON THOSE PSAT AND SAT CAMPUS TARGETS.
AGAIN, WE WANT TO HAVE FIVE YEAR TARGETS THAT STRETCHES EVERY YEAR AND MOTIVATE US AND HELP US TO IMPROVE OUR SCORES LONGITUDINALLY.
THIS WOULD BE TARGETS FOR MEETING BOTH BENCHMARKS AND THEN EVIDENCE BASED READING, WRITING AND THEN MATH, AND THEY WOULD BE FOR THE DISTRICT AS WELL AS INDIVIDUALIZED BY EACH CAMPUS.
YOU CAN SEE HOW OUR STUDENTS PERFORM.
FIND THE ONES THAT OUR KIDS MISS THE MOST.
FIND THE ONES WHERE THERE'S A DISTRACTOR AND LOOK AT WHY IT WAS A DISTRACTOR, AND THEN IT CAN HELP INFORM THEIR INSTRUCTIONAL PRACTICES AS WELL AS HELP US FIND THOSE GAPS IN OUR CURRICULUM. I APOLOGIZE THAT'S THE QUESTION.
THE SAT DATA DIVES OUR COUNSELORS ALONG WITH OUR CTCS AT THE SENIOR HIGH LEVELS, AND THEY ARE GOING TO IDENTIFY OUR RISING SENIORS IN MAY WHO DID NOT MEET TSI BENCHMARKS.
THEY'RE GOING TO IDENTIFY THEM EITHER HAVING MISSED FOR BOTH OR IN EITHER EVIDENCE BASED READING, WRITING OR MATH, AND THEN TRY TO PULL THEM IN BEFORE THEY LEAVE FOR THE SUMMER AND TALK TO THEM ABOUT EITHER TSIA TESTING, HOW TO PRACTICE FOR THAT AND OR HOW WE CAN GET THEM INTO COLLEGE PREP CLASSES THAT WOULD HELP BOLSTER THOSE FOUNDATIONAL SKILLS THAT THEY MAY BE LACKING THAT WOULD HELP THEM GET OVER AND MEET THE TSI CRITERIA, AND THEN IN JUNE, THAT'S WHERE WE'RE WORKING WITH.
WE'RE GOING TO GET IN FRONT OF OUR CAMPUS PRINCIPAL LEADERSHIP TEAMS AND WORK ON CAMPUS IMPROVEMENT PLANS FOCUSED ON CCMR AS WELL AS INCLUDING THE PSAT AND SAT AS A FOCUS.
PLANO ISD HAS A REPUTATION FOR COLLEGE AND CAREER CULTURE.
IT IS STRONG IN PLANO ISD AND WE WANT TO CONTINUE TO MAKE IT EVEN STRONGER BY REALLY LOOKING AT HOW WE CELEBRATE STUDENTS WHO ACHIEVE ACADEMIC SUCCESS IN COLLEGE AND CAREER READINESS, AND SO YOU SEE BULLETS HERE FOR THINGS THAT WE HAVE RECOGNIZED AND SOME THAT WE WANT TO ADD AND MAKE SURE THAT WE ARE RECOGNIZING.
SO USING MAP DATA, WE WANT TO IDENTIFY STUDENTS WHO ARE ON TRACK FOR COLLEGE AND CAREER READINESS AS EARLY AS GRADE THREE ALL THE WAY THROUGH EIGHT AND ENCOURAGE THAT CULTURE AT A YOUNGER AGE
[00:45:01]
AND NOW I HAVE MY PEN BECAUSE I KNOW YOU ALL ALWAYS HAVE QUESTIONS, AND I AM READY.DO YOU HAVE A QUESTION? I DO, BUT PLEASE.
CAN YOU TELL US KIND OF A TANGIBLE WHAT DOES THAT LOOK LIKE AND A TARGET? ABSOLUTELY. WELL, AND I WANT TO I'M GOING TO GO TO THE SLIDE JUST A MOMENT AND ANSWER.
WHEN YOU LOOK AT OUR CCMR BOARD GOALS, WE HAVE WHERE WE'RE LOOKING AT ALL STUDENTS MEETING CCMR CRITERIA AND THEN WE ALSO HYPER FOCUS ON OUR ECONOMICALLY DISADVANTAGED STUDENTS AND MAKING SURE THAT WE'RE CLOSING THAT GAP AS WELL, WHICH ALSO IMPACTS OUR AFRICAN-AMERICAN AND OUR HISPANIC STUDENTS, AND SO WE WANT TO MIMIC THAT WITH PSAT AND WITH SAT, MAKING SURE THAT WE'RE LOOKING AT WHICH STUDENT GROUPS HAVE THE LARGEST GAP AND THEN MAKING SURE THAT WE'RE SETTING TARGETS THAT HELP CLOSE THAT GAP.
OKAY, ALL RIGHT, AND THEN ON THE SAT, YOU SHOWED US THREE YEARS LONGITUDINALLY.
HAS THE TEST CHANGED ANY IN THOSE YEARS THAT WE'RE REPRESENTED? NO, NO.
SO TAKING A LOOK AT THE MET NO BENCHMARKS.
I THINK FOR NINTH GRADE IT WAS 29%, 10TH GRADE, 31%, 11TH GRADE, 12%.
FOR THOSE THREE, DID WE FIND THAT THERE WAS A COMMONALITY IN THE STUDENTS THAT REPRESENT THOSE PERCENTAGES? THAT MEET THE BENCHMARKS? THAT DID NOT MEET IT.
THAT DID NOT MEET? WAS IT LANGUAGE PROFICIENCY? WAS IT DEMOGRAPHIC? WHAT DID WE FIND? SO WE DEFINITELY HAVE GAPS IN OUR DEMOGRAPHIC GROUPS WHERE WE ARE SEEING ASIAN AND WHITE OUTPERFORM OR AFRICAN AMERICAN, HISPANIC AND ECONOMICALLY DISADVANTAGED.
OKAY, AND SO THEN I SEE WE'VE GOT THE AFRICAN AMERICAN, HISPANIC AND INDIGENOUS RECOGNITION PROGRAMS. IS THERE TARGETED INTERVENTION THAT'S PART OF THAT, OR IS THAT JUST MORE OF A CELEBRATORY RECOGNITION ONCE ACHIEVEMENTS BEEN MADE? SO THOSE ARE CELEBRATORY.
THOSE ARE BASED ON THE 11TH GRADE PSAT NMSQT, AND THOSE ARE PART OF THE NATIONAL MERIT SCHOLARSHIP RECOGNITION PROGRAM, AND WE JUST WANT TO MAKE SURE THAT, ANY STUDENT THAT MEETS THOSE, THAT WE ARE CELEBRATING THEM, RECOGNIZING THEM.
OKAY, AND SO I GUESS WITH THE CLOSING THE GAP TARGETS, JUST ME AS A TRUSTEE, I'M CURIOUS IF THERE IS IT A VARIETY OF DIFFERENT.
I DON'T WANT TO SAY TEKS BECAUSE THE PSAT IS NOT TESTING THE TEKS, BUT ARE THERE AREAS THAT THERE'S LIKE ACTUAL CONTENT AREAS THAT ARE SUPER COMMON AMONG THE GROUPS THAT ARE NOT MEETING? OR IS IT REALLY JUST ALL OVER THE PLACE IN TERMS OF CONTENT AREAS THAT ARE AT ISSUE? SO THE DATA ANALYSIS AT THAT LEVEL HAS NOT TAKEN PLACE.
THAT IS WHAT WE ARE DOING IN MAY AND JUNE, AND WE ACTUALLY ARE WORKING ON CREATING IDENTIFICATION WHEN WE WORK WITH THE MATH AND ENGLISH TEACHERS, THAT'S WHERE WE'RE GOING TO GET IN WITH THE INSTRUCTIONAL PLANNING TOOL, INSTRUCTIONAL PLANNING REPORT AND THE QUESTION ANALYSIS SO THAT WE CAN FIND OUT WHAT SPECIFIC SKILLS ARE WHERE THE GAPS OCCUR.
[INAUDIBLE] IF I CAN JUST ADDRESS THAT REALLY QUICK.
SO ONE IS THAT EVERY STUDENT, WHEN THEY TAKE THE NINTH GRADE PSAT, THEY ACTUALLY HAVE THEIR OWN ONLINE ACCOUNT WHERE THEY CAN THEN PERSONALIZE BASED ON THEIR OWN SKILL WHERE THEY NEED TO WORK, AND SO PART OF OUR WORK THERE IS MAKING SURE THAT OUR PARENTS AND STUDENTS ARE EDUCATED AND THEY UNDERSTAND HOW TO ACCESS THAT.
THAT IS A VERY BENEFICIAL TOOL THAT COMES WITH PART OF PAYING TO TAKE THE PSAT.
SO THAT'S ONE. THE SECOND IS WHEN WE RECEIVE OUR SKILL REPORTS, WE IN BOTH READING AND THE MATH SIDE FROM A DISTRICT LEVEL STANDPOINT, THAT'S WHERE WE CAN GO IN AND SEE WHEN OF ALL OF OUR NINTH GRADERS, WHERE ARE WE STRONG, WHERE DO WE HAVE OPPORTUNITIES, HOW DOES THAT THEN COMPARE TO THE SKILLS THAT ARE TESTED IN EOCS OR AND WHERE DOES THAT FALL WITHIN OUR CURRICULUM SO THAT WE CAN MAKE, THEN, CURRICULAR ADJUSTMENTS TO HELP SUPPORT SKILL DEVELOPMENT THAT IS MORE GENERAL.
[00:50:01]
TEST? DO WE AS A DISTRICT ALSO HAVE ACCESS TO THAT LEVEL OF DETAIL REGARDING PERSONALIZED PLANNING? OR IS THAT DONE MORE DISTRICTWIDE? I GUESS YOU'RE TALKING ABOUT THE KHAN ACADEMY.SO THE WAY THAT WORKS IS WHEN WE PROVIDE THE PSAT OR THE SAT, IT'S ALL IN THEIR COLLEGE BOARD ACCOUNT, AND SO STUDENTS CAN THEN LINK THAT ACCOUNT TO KHAN ACADEMY SAT OFFICIAL PRACTICE, AND THEN IT WILL AUTOMATICALLY TAKE THOSE SCORES AND PERSONALIZE THAT STUDY PLAN FOR THAT STUDENT, AND SO THAT IS SOMETHING THAT THE STUDENT HAS ACCESS TO.
THERE ARE SOME LIMITATIONS WITH IT, BUT IT'S REALLY MEANT FOR 24/7 FREE PERSONALIZED PRACTICE FOR ANY AND ALL STUDENTS THAT WANT IT , AND IT'S REALLY MEANT FOR INTERNAL CAPACITY BUILDING WITHIN THAT STUDENT.
OKAY, AND I GUESS MAYBE I JUST WANT TO CONNECT THE DOTS.
IS THAT WHAT YOU WERE TALKING ABOUT THROUGH KHAN ACADEMY? YES. OKAY.
YES, AND WE GET OUR DISTRICT LEVEL REPORTS, WE GET CAMPUS REPORTS.
WE GET THE STUDENT REPORTS, BUT UNLESS WE LINK THE TEACHER TO THE KHAN ACADEMY, WHICH WE ARE CURRENTLY NOT DOING, WE DON'T HAVE ACCESS TO THE STUDENTS INDIVIDUALIZED PLANS IF THEY'VE CHOSEN TO DO THAT ON THEIR OWN.
OKAY. IS THERE A WAY TO KNOW HOW MANY STUDENTS HAVE LINKED THEIR COLLEGE BOARD LOGIN WITH KHAN ACADEMY TO KNOW HOW MANY STUDENTS ARE ACTUALLY USING THIS? SO WE DO NOT HAVE THAT INFORMATION RIGHT NOW, BUT THAT IS SOMETHING THAT WE CAN ASK COLLEGE BOARD ABOUT.
I KNOW IN THE PAST THEY WOULD PROVIDE THAT INFORMATION.
I JUST NEED TO FIND OUT IF THAT'S STILL POSSIBLE.
YEAH, JUST CURIOUS SPECIFICALLY FOR THE 29%, THE 31%, THE 12%, IF WE'RE ABLE TO SAY, HEY, FOR THESE STUDENTS, COULD YOU JUST TELL US, YOU KNOW, HOW MANY OF THEM ARE ACTUALLY UTILIZING THE TOOLS AND MAYBE THAT MAY CHANGE HOW WE CRAFT OUR COMMUNICATION WITH PARENTS, BUT, YOU KNOW, IT SEEMS LIKE A REALLY GREAT TOOL AND IT'D BE UNFORTUNATE IF STUDENTS WEREN'T UTILIZING IT.
SO I THINK IT'S IMPORTANT THAT WE KNOW IF THEY'RE EVEN USING THE TOOL THAT'S THERE FOR THEM.
WHAT I'M HEARING YOU SAY IS THAT IT'S A WONDERFUL SERVICE WE'RE PROVIDING, BUT IT'S COMPLETELY ON THE INITIATIVE OF THE STUDENT TO TAKE ADVANTAGE OF THAT, AND WE'RE NOT HAVING TEACHERS OR COUNSELORS INTERVENING, COACHING, GUIDING THAT NECESSARILY MEAN TELLING THEM TO DO IT.
YES. YES, BUT TO BE ABLE TO BE IN THE WEEDS WITH THEM, WHICH I'M NOT YOU KNOW, I THINK KIDS NEED TO HAVE THEIR OWN INITIATIVE, BUT SOMETIMES THAT DOESN'T COME LIKE WE WANT IT TO. YES.
SO AT THIS POINT, WE'RE EDUCATING THEM ON IT, MAKING SURE THEY KNOW THAT IT'S AVAILABLE, AND WE HAVE COLLEGE BOARD PROVIDES ALL SORTS OF RESOURCES TO HELP STUDENTS LIKE EVEN VIDEOS, HOW TO LINK IT, HOW TO PROBLEM SOLVE, HOW TO TROUBLESHOOT.
WE'VE MADE THAT ALL AVAILABLE TO OUR COUNSELORS.
WE WANT OUR COUNSELORS TO BE THE BOOTS ON THE GROUND TO HELP WITH THAT.
OUR BIG FOCUS, THOUGH, IS MAKING SURE BECAUSE EVEN IT'S AN INCREDIBLE TOOL.
WE HAVE EVIDENCE COLLEGE BOARD HAS ALL SORTS OF REPORTS THAT SHOW THAT IT DOES WORK.
SO WE'RE GOING TO CONTINUE TO PUSHING THAT EFFORT, BUT THE THING THAT WE REALLY WANT TO ALSO FOCUS IN ON IS MAKING SURE THAT WE'RE HAVING OUR TEACHERS FAMILIARIZE THEMSELVES WITH THE TEST, WITH THE QUESTIONS, LOOKING AT HOW DO WE MAKE SURE THAT WE'RE ALIGNING WITH OUR TIER ONE INSTRUCTION SO THAT ALL STUDENTS, WHETHER THEY DO IT ON THEIR OWN OR NOT, WE WANT ALL WE CAN CONTROL WHAT'S IN THE CLASSROOM AND WE WANT TO MAKE SURE ALL STUDENTS HAVE ACCESS TO ALIGNED CURRICULUM AND INSTRUCTIONAL PRACTICES THAT HELP THEM BE THE BEST THAT THEY CAN BE, AND TO MEET THESE BENCHMARKS AND TO GET INTO THE COLLEGES THEY WANT AND GET THE SCHOLARSHIPS THEY WANT, AND JERI, I WOULD ADD TO THAT.
THANK YOU FOR SAYING THAT, KRISTYN.
KHAN ACADEMY IS A TECHNOLOGY BASED PROGRAM FOR THE STUDENTS TO USE ON THEIR OWN.
SO IT'S A GREAT THING THAT THEY CAN USE ON THEIR OWN TIME, BUT THE WORK KRISTYN'S DOING WITH TEACHERS TO HELP THEM UNDERSTAND THE TYPES OF QUESTIONS, THE TYPES OF SKILLS THAT CAN BE WOVEN INTO CLASSROOM INSTRUCTION.
IT'S ALMOST LIKE A MULTI PRONGED APPROACH, AND THAT'S A REALLY STRONG PRONG FOR US TO USE.
I APPRECIATE THAT. I DO HAVE A QUESTION ON [INAUDIBLE].
IT'S A SLIDE FIVE. IT'S THE PSAT LONGITUDINAL DATA FOR NINTH GRADE.
CAN YOU JUST CONFIRM FOR ME IS THAT THE RED BAR, THAT COHORT OF STUDENTS.
IS THAT THE SAME COHORT OF STUDENTS THAT IS ON SLIDE EIGHT FOR 10TH GRADE? NO. SO THE RED IN THIS SLIDE IS NOT THE BLUE IN THE 10TH GRADE.
[00:55:06]
OH, SORRY. OKAY, SO THESE NINTH GRADERS, THOSE NINTH GRADERS, THE RED.YES. OKAY, WILL YOU GO THEN TO SLIDE NUMBER EIGHT.
THAT'S THE BLUE IS THAT SAME COHORT OF STUDENTS? YES. OKAY, WELL, YES.
[INAUDIBLE] IT'S THE SAME GRADE LEVEL, AND SO THERE'S NOT MUCH SIGNIFICANCE IN THE DATA.
I'M JUST MAKING SURE THAT I WAS CORRECT ON THAT OBSERVATION.
YEAH, I ASKED FOR THIS ACTUALLY WHEN I SAW THIS, BECAUSE THERE'S TWO WAYS, I THINK, TO SORT OF EVALUATE THE DATA HERE AND THAT IS, YOU KNOW, YEAR OVER YEAR, THE NINTH GRADE CLASS IS YEAR OVER YEAR, BUT THEN ALSO THIS YEAR'S NINTH GRADERS OR, YOU KNOW, THIS YEAR'S 11TH GRADERS WERE LAST YEAR'S 10TH GRADERS WERE LAST YEAR'S NINTH GRADERS, AND THEN TYING THAT TO GOING BACK TO THIS DISCUSSION ABOUT UTILIZATION OF KHAN ACADEMY, TYING THAT TO THE INTERVENTION.
RIGHT, AND SEEING IF THOSE INTERVENTIONS ARE WORKING FOR THOSE STUDENTS.
I MEAN, THIS IS PHILOSOPHICALLY A LITTLE BIT LIKE HOW WE DO MAP, RIGHT? AND EVERY YOU'RE LOOKING EVERY MAP [INAUDIBLE] I DIDN'T HAVE MY CUP OF COFFEE BEFORE THE MEETING TONIGHT, AND SO I'M HAVING A HARD TIME ARTICULATING WHAT I'M TRYING TO SAY.
YOU KNOW, THE THREE TIMES A YEAR THAT STUDENTS DO MATH AND THEN YOU TAILOR THOSE INTERVENTIONS AND THEN YOU'RE LOOKING AT THOSE INTERVENTIONS BASED ON THAT STUDENT BY STUDENT. I THINK THAT IS ABSOLUTELY SOMETHING THAT WOULD BE GOOD TO SEE JUST IN ORDER TO UNDERSTAND THE EFFICACY OF ANY OF THE INTERVENTION THAT'S HAPPENING, WHETHER IT'S KHAN ACADEMY OR WHETHER IT IS IN-CLASS INTERVENTION, AND THEN I THINK THAT'S ALSO REALLY IMPORTANT IN MESSAGING TO THE PARENTS, WHERE IF I'M A PARENT AND SOMEONE COMES TO ME AND SAYS, DO THIS, IT'S GOING TO HELP AS OPPOSED TO, YOU KNOW, 50% OF OUR STUDENTS WHO SPENT THIS AMOUNT OF TIME ON KHAN ACADEMY WERE ABLE TO RAISE THEIR SCORES BY THIS AMOUNT.
YOU'RE GIVING PEOPLE LIKE A TANGIBLE GOAL OR TANGIBLE DATA TO WORK THROUGH THERE.
SO THAT WOULD BE GREAT TO SEE IN THE FUTURE.
ON THE PSAT 11TH GRADE, YOU SAID THAT IT'S A PAID TEST FOR NATIONAL MERIT SCHOLARSHIP EVALUATION.
DO WE HAVE SCHOLARSHIPS FOR THAT FOR STUDENTS WHO MAY HAVE A FINANCIAL BARRIER FOR PAYING FOR THAT TEST? I KNOW WE DO FOR AP AND OTHER TESTS, BUT JUST CONFIRMING THAT'S ONE THAT WE DO ALSO.
OKAY, AS FAR AS THE DISTRICT, WE PAY FOR ALL PSAT NINE, TEN AND THEN ALL OF THE SAT FOR ALL JUNIORS, AND SO WE'RE ALLOWED TO PAY FOR ONE TEST.
PERFECT. I JUST WANTED TO MAKE SURE THAT WE'RE NOT.
POTENTIALLY PROHIBITING STUDENTS FROM BECOMING NATIONAL MERIT SCHOLARS BECAUSE OF FINANCIAL CONCERNS, AND IT SOUNDS LIKE THAT'S NOT THE CASE, BUT HERE'S THE QUESTION, BECAUSE WE KNOW THAT OUR JUNIORS AND SENIORS REALLY DON'T IDENTIFY THEMSELVES AS LOW SOCIOECONOMIC.
SO IS THE METRIC FOR BEING ABLE TO HAVE THAT PSAT, YOUR JUNIOR YEAR BASED ON FILLING OUT THE FREE AND REDUCED LUNCH PAPERWORK? IT IS, AND THEN IF THERE'S SOMEONE WHO HAS A FINANCIAL NEED, IT'S A CONVERSATION WITH THEIR COUNSELOR, AND THEN THAT'S SOMETHING THAT THE CAMPUSES I KNOW HAVE WORKED THROUGH.
OKAY, I MEAN, THAT WOULD BE IMPORTANT.
OKAY, KRISTYN, THE THING IS THAT I'VE NOTICED ABOUT THE I WAS READING ABOUT THE IMPROVEMENT FOCUS.
DO YOU KNOW HOW ARE WE ACTUALLY HELPING OUR STUDENTS WHO NEED INTERVENTION? MEANING LIKE WE HAD THE KHAN ACADEMY AND THAT'S ONLINE, BUT THE STUDENTS WHO ACTUALLY NEED ONE ON ONE OR EXTRA HELP ARE WE OFFERING SOME KIND OF A SAT CLASS IN THE SUMMER THAT THEY REGISTER FOR? WELL, SO WE HAD THE SAT BOOST CAMP THAT WAS INTENDED FOR THOSE 11TH GRADE STUDENTS BEFORE THEY TOOK THE SAT THIS MARCH 22ND.
THAT WAS ONE OF OUR INTERVENTIONS FOR STUDENTS WHO WOULD NEED TO IMPROVE THEIR SCORE, BUT THAT'S AN AREA WHERE I THINK THAT WE CAN LOOK AT EXPANDING HOW WE APPROACH THAT AND LOOKING FOR ADDITIONAL SUPPORTS.
[01:00:02]
BECAUSE THE THING IS THAT, YOU KNOW, SOME OF OUR STUDENTS TAKE A PSAT CLASSES AND SAT CLASSES OUTSIDE OF SCHOOL AND YOU KNOW, AND THE PARENTS PAY FOR IT, YOU KNOW, OVER THE SUMMER OR THEY TAKE A PRINCETON COURSE OR SO FORTH, YOU KNOW, IS THERE ANY WAY THAT WE CAN OFFER SOMETHING LIKE THAT SO THAT IT WOULD COST LESS FOR OUR STUDENTS IF IT WAS WITHIN THE DISTRICT? YEAH, SO WE'VE DONE TWO THINGS.ONE, WE'VE PROVIDED FREE PSAT, SAT FREE COURSE, AND SO THAT IS ONE OF THE RESOURCES THAT'S AVAILABLE TO CAMPUS OR TO EACH STUDENT AT THEIR CAMPUS CURRENTLY, AND I THINK THAT'S WHERE KRISTYN ON AREAS TO IMPROVE ITS BEING INTENTIONAL AND LIKE LISA SAID EARLIER IT'S MULTI-PRONGED SO WHAT DO WE DO FOR ALL STUDENTS AND THAT MEANS THAT WE'VE GOT TO START WITH CURRICULUM ALIGNMENT.
SO IF WE SEE STUDENTS HAVING A NEED IN A PARTICULAR SKILL SET, HOW DO WE MAKE SURE THAT WE BUILD THAT INTO THE INSTRUCTION SO THAT ALL KIDS ARE GETTING IT, THEN HOW DO WE MAKE SURE THAT OUR STUDENTS UNDERSTAND HOW THEY CAN ACCESS EITHER ON THEIR OWN, HOW TO ACCESS A KHAN ACADEMY TYPE OF STRATEGY, OR HOW DO WE BUILD IN CAMPS OR AFTER SCHOOL TYPE OF PROGRAMING AT THE CAMPUS LEVEL THAT THEY CAN ACCESS, AND THAT'S WHERE WE HAVE WORK TO DO.
WE HAVE WORK TO DO ALL ACROSS THE BOARD, BUT THOSE ARE THE BUILDING BLOCKS THAT WE'VE STARTED AND THAT WE'RE CONTINUING AND TO EMPHASIZE AND TO GROW, BECAUSE YOU'RE GOING TO HAVE TO APPROACH IT IN VARIOUS WAYS AND SOME KIDS WILL DO REALLY WELL ON THEIR OWN AND IN KHAN ACADEMY BECAUSE THEY'RE SELF DISCIPLINED.
OTHER KIDS MAYBE, PROBABLY LIKE MINE, THEY WOULD HAVE DONE BETTER IN A IN A.
WELL, AND I WANTED TO JUST ADD THAT THIS IS WHY WE'RE EXCITED TO GET AND PARTNER WITH THE CAMPUS LEADERSHIP TEAMS AND LOOKING AT THOSE CAMPUS IMPROVEMENT PLANS AND HAVING THOSE PSAT AND SAT STRETCH GOALS BECAUSE THAT RIGHT THERE CAMPUSES, EACH CAMPUS IS UNIQUE AND THEY KNOW THEIR STUDENTS BEST AND SO HAVING THEM REALLY LOOK AT THE DATA AND LOOK AT WHAT STRATEGIES WILL HELP OUR STUDENTS, THEN THEY HAVE OWNERSHIP IN THAT, AND THEY ALSO ARE LOOKING AT STRATEGIES THAT THEY FEEL LIKE WOULD BE BEST FOR THEIR CAMPUS, AND SO THIS IS THE WORK THAT WE ARE DOING IN JUNE AND EXCITED ABOUT IT.
WELL, THE THING I WAS VERY CONCERNED ABOUT BECAUSE WE DO HAVE INTERVENTION FOR OUR STUDENTS WHO HAVE GREAT NEED.
RIGHT. WHO ARE IN THE LOWER HALF AND THEN THE SLOW LEARNERS, BUT THEN THE THING IS THAT EVEN OUR HIGH LEARNERS, YOU KNOW, THEY HAVE EXTRA HELP. THE THING IS THAT I'M MORE FOCUSED RIGHT NOW ON OUR AVERAGE STUDENTS, YOU KNOW, THE ONES WHO ARE PASSING, THE ONES WHO ARE MAKING OUR AVERAGE SCORES, BUT THEY CAN BE SOME HOW CAN WE HELP THEM BOOST UP LIKE 100 POINTS, YOU KNOW, WITH SOME FORM OF EXTRA HELP WHO ARE RIGHT IN THE MIDDLE.
I THINK YOU'RE ABSOLUTELY SPOT ON.
I WOULD SAY THAT ANOTHER AREA WHERE WE ARE ADDRESSING THE STUDENT IN THE MIDDLE IS THROUGH AVID.
THEY MAY NOT NECESSARILY BE ALREADY ON AN ADVANCED PATH, BUT THEY HAVE THE POTENTIAL TO BE , AND SO THIS IS A BIG COMPONENT OF THEIR WORK, AND PART OF THE DATA THAT WE CAPTURE FOR STUDENTS THAT ARE PARTICIPATING IN OUR AVID PROGRAM.
I THINK THAT'S A REALLY GOOD QUESTION, AND I WOULD JUST ADD ONE OTHER THING, AND KRISTYN MENTIONED IT IN THE LAST SLIDE ON HOW DO WE START TO RECOGNIZE OUR STUDENTS THAT ARE ON TRACK AND ON THE PATH OR HAVE THE POTENTIAL TO BE, AND WE HAVE THAT IS SOMETHING THAT OUR MAP DATA PROVIDES US AS EARLY AS THIRD GRADE , AND SO HOW DO WE START TO RECOGNIZE AND EDUCATE OUR STUDENTS AND OUR AT A VERY YOUNG AGE THAT, YOU KNOW, IF YOU'RE AT THIS SCORE ON YOUR MAP, THEN YOU ARE ON TRACK TO BE A POTENTIAL NATIONAL MERIT SCHOLAR, PERHAPS, AND SO WE'VE GOT TO START EDUCATING OUR STUDENTS, OUR FAMILIES, AND WHAT THIS ALL MEANS THAT THE EARLIEST AGE POSSIBLE, JUST LIKE CAREER EXPLORATION AND FOR STUDENTS TO BE THINKING ABOUT THEIR FUTURE ALL ALONG THE WAY.
HAVE WE EVER IN THE PAST OFFERED A SATURDAY MORNING BOOT CAMP OR ANYTHING LIKE THAT? WE HAVE. ARE WE OFFERING IT NOW? I'M NOT SURE ABOUT THAT.
[01:05:03]
WELL, WE HAD 800 STUDENTS PARTICIPATE IN THE PRINCETON REVIEW SAT BOOST CAMP THIS PAST FEBRUARY AND EVEN INTO MARCH RIGHT BEFORE THE TEST ADMINISTRATION.OKAY, SO I HAD ONE FINAL QUESTION.
JUST IN TERMS OF DATA AVAILABILITY.
LET'S SAY I'M A STUDENT THAT JUST TOOK NINTH GRADE, PSAT NINE IN OCTOBER, AND AT WHAT POINT AM I ABLE TO--DOES THAT DATA POPULATE INTO COLLEGE BOARD AND AT WHAT POINT DOES THE DISTRICT GET THAT DATA TO DIVE INTO? YES. SO LOOKING AT THIS CALENDAR RIGHT HERE.
SO THE STUDENTS TAKE THE TEST IN OCTOBER AND THEN THE DATA USUALLY HITS LATE NOVEMBER, SOMETIME IN LATE NOVEMBER, AND THEN WHAT WE DO IS WE COME IN AT THE BEGINNING OF THE YEAR AND IN JANUARY AND WORK WITH THE STUDENTS AT THE END OF THE YEAR IS KIND OF A IT'S A YOU KNOW, WE GOT FINAL EXAMS, LOTS OF THINGS GOING ON, AND SO JANUARY FELT LIKE IT WAS A BETTER TIME FOR US WHERE THEY WOULD FOCUS AND START THE YEAR OFF WITH LIKE, HEY, YOU HAVE YOUR SCORES NOW, WHAT DO YOU DO WITH IT AND HELPING THEM GOAL SET. SO WE HAVE THE 2023 SCORES, BUT IT'S JUST NOT PART OF THIS PRESENTATION? WE HAVE THE OCTOBER 2022.
OKAY, YEAH. SO THE OCTOBER 12TH, 2022 RESULTS HIT LATE NOVEMBER, AND THEN WE SHARE WITH THE, AND THEN SATURDAY THEY JUST TOOK THE SAT IN MARCH.
THANK YOU. YOU ANSWERED MY QUESTION.
CAN I REAL QUICK ON THE BOOST CAMP SO I KNOW THAT'S YOU SAID FOR JUNIORS AND IDENTIFIED STUDENTS WHO NEED ADDITIONAL PREP.
SO IS THERE VALUE IN DOING THAT FOR NINTH AND 10TH GRADERS TO OR ARE YOU ALL USING OTHER DO YOU THINK THAT THE OTHER KIND OF INTERVENTIONS YOU'RE COMING UP WITH ARE BETTER AVENUES FOR THOSE KIDS? I REALLY WANT TO PUSH IN ON TIER ONE INSTRUCTION IN THAT CLASSROOM BECAUSE THAT'S WHERE YOU CAN GET 100% OF THE KIDS.
ANYTIME YOU DO EXTRACURRICULAR KIND OF ACTIVITIES, THEY'RE NICE, BUT YOU AREN'T SERVING ALL KIDS.
SO WE'RE ALWAYS GOING TO LOOK FOR THOSE OPPORTUNITIES, BUT THE ONE WAY TO HIT.
EVERY OR THE MAJORITY OF THIS, MOST OF THE STUDENTS IS IS THROUGH THAT CLASSROOM.
SO ONE OTHER THING WITH REGARD TO THE BOOST CAMP, THAT AND I PRESUME THAT THESE ARE THESE ARE KIDS WHO WE THINK ARE NOT MEETING AND NEED THE BOOST FOR THE SAT. CORRECT.
YES. SO I WOULD ENCOURAGE THE DISTRICT TO THINK THE OTHER END OF THIS, AND KIDS THAT ARE SOPHOMORES THAT WILL BE TAKING PSAT IN THE FALL FOR PURPOSES OF NATIONAL MERIT SCHOLARSHIPS.
DO WE HAVE SOMETHING LIKE THAT? YES, THAT'S THE SCHOLARS ACADEMY THAT HAPPENS THIS SUMMER, AND I BELIEVE IT'S 200 FRESHMEN RISING SOPHOMORES WHO ARE INVITED TO THAT CAMP AND THEN 250 CURRENT SOPHOMORES WHO WILL BE TAKING THE PSAT AS 11TH GRADE.
WE WANT TO BUILD THAT PIPELINE.
WE HAVE TO HIT ALL STUDENTS AND WE HAVE TO THINK ABOUT WHAT ARE THE STRATEGIES FOR OUR HIGHEST ACHIEVING TO MOVE THEM FORWARD AND KEEP THEM COMPETITIVE, THE STUDENTS IN THE MIDDLE, AND THEN WHAT ARE WE DOING FOR THE KIDS WHO NEED THAT LONGER INTERVENTION AND MORE INTENSIVE INTERVENTION? AND THAT'S WHERE, YOU KNOW, LOOKING AT THE ENTIRE SYSTEM AND THIS IS LIKE WHY I STARTED WITH THIS IS PART OF OUR CCMR STRATEGY.
SO IF OUR STUDENTS WHO DO NOT MEET THIS BENCHMARK BY JUNIOR YEAR, THAT'S WHERE WE'RE HAVING OUR COUNSELORS GO IN AND MAY FIND THOSE STUDENTS BEFORE THEY HIT THAT SENIOR YEAR, AND THEN WE HAVE INTERVENTIONS THAT SENIOR YEAR TO TRY AND GET THEM OVER THE HUMP AND THEN ALSO OUR COLLEGE PREP CLASSES.
BOTTOM LINE IS WE WANT EVERY KID IF COLLEGE IS WHAT THEY WANT TO DO, WE WANT THEM TO BE ABLE TO ENROLL, BE ACCEPTED WITH NO REMEDIATION.
AS FAR AS THE NATIONAL MERIT SEMIFINALISTS AND FINALISTS ARE ANNOUNCED, DOES THAT COME TO THE FAMILY FROM COLLEGE BOARD OR IS THERE ANY RESPONSIBILITY OF THE COUNSELORS TO PROVIDE THAT INFORMATION? WHERE DOES THAT INFORMATION COME FROM? SO THE INFORMATION GOES TO THE PRINCIPAL.
THERE IS A NOTIFICATION THAT STUDENTS RECEIVE, BUT THERE IS ACTION ON THE PART OF THE PRINCIPAL IN MAKING SURE THAT STUDENTS ARE AWARE AND THAT THEY FOLLOW THE TIMELINE AND THEN THEY ALSO GIVE US THAT INFORMATION.
WE NEVER RECEIVE THAT INFORMATION, NOR WILL THEY EVER GIVE THAT INFORMATION TO US.
WE HAVE TO BE RELIANT ON OUR PRINCIPALS TO GIVE THAT TO US.
[01:10:01]
THANK YOU MUCH. GREAT REPORT.THANKS. ALL RIGHT, MOVING ON NOW TO OUR SECOND REPORT IS LISA IS GOING TO TAKE US THROUGH
[8.2. Strategic Roadmap: Academic Visioning Report]
THE STRATEGIC ROADMAP ACADEMIC VISIONING REPORT.TAKE HER AWAY. ALL RIGHT, THANK YOU.
PRESIDENT STOLLE, BOARD OF TRUSTEES, AND DR.
WILLIAMS, WE'RE GOING TO TALK ABOUT OUR STRATEGIC ROADMAP.
FEELS LIKE WE HAVE BEEN TALKING ABOUT THIS FOR QUITE SOME TIME, AND THE GOOD PART OF THAT IS IT'S GIVING US TIME TO GET A LOT OF GREAT FEEDBACK FOR YOU ALL TO CONSIDER AS YOU MAKE GREAT PLANS FOR THE FUTURE OF PLANO.
SO JUST WANT TO REMIND YOU, IF I CAN GET MY MAYBE WE SHOULD TURN THE CLICKER ON.
YOU'VE SEEN THESE SLIDES BEFORE.
WE HAVE A FOUR PHASE PROCESS THAT WE ARE GOING THROUGH.
WE'RE STILL LANDING RIGHT IN THE MIDDLE OF THAT PHASE TWO PORTION.
AGAIN, I JUST LIKE TO CHECK THINGS OFF.
LOTS OF MEETINGS IN FEBRUARY THAT HAVE BEEN COMPLETED.
THIS WORKING GROUP INCLUDED THREE KIND OF SUB TEAMS, IF YOU WILL, WORKING ON ACADEMICS AND ADVANCED ACADEMICS, ALSO ON SPECIAL EDUCATION AND MULTILINGUAL SERVICES, AND I KNOW MANY OF YOU GOT TO SPEND A LITTLE BIT OF TIME WITH THAT GROUP.
SO, YOU KNOW, THE ENERGY THAT WAS IN THAT ROOM GOING ON.
IN FACT, LAURIE TAYLOR'S GROUP HAD TO FINALLY MOVE OUTSIDE IN THAT LARGER SPACE.
YOU CAN SEE THE PICTURE THERE TO BE ABLE TO HAVE THEIR CONVERSATIONS.
JUST A REMINDER OF THE CURATION WORK THAT YOU ALL DID AS A BOARD.
THIS GROUP STARTED WITH THAT FEEDBACK.
SO FOR ACADEMIC PROGRAMS, JUST AS A REMINDER, THIS IS WHAT VLK SHARED BACK WITH YOU OF WHAT THEY HEARD FROM YOU IN DECEMBER, AND WE SHARED THIS LIST WITH THE ACADEMIC GROUP.
YOU ALSO HAD A LIST OF THOUGHTS FOR US TO CONSIDER IN SPECIAL EDUCATION.
SO WE SHARED THAT WITH THE MULTILINGUAL TEAM.
FIRST OF ALL, HOW DO WE MAXIMIZE OPPORTUNITIES WE PROVIDE FOR STUDENTS? AND YOU KNOW, WE ARE NOT TONE DEAF IN THE WORLD OF BUDGETING AND FINANCE, BUT SOMETIMES SOLUTIONS DON'T NECESSARILY COST MONEY.
SO IT'S HOW WE LOOK AT THINGS AND HOW WE THINK THROUGH THINGS.
SECOND REALLY KEY QUESTION THAT WE WANTED ANSWERS IS HOW DO WE SUPPORT, ENGAGE AND REMOVE BARRIERS FOR OUR LEARNERS? AND I LOVE THAT YOU ALL ASK THOSE QUESTIONS ALL THE TIME.
SO THAT WAS A REALLY IMPORTANT QUESTION FOR US, AND THEN AS WE REVIEW OUR MISSION AND VISION STATEMENTS, BECAUSE THOSE ARE VERY IMPORTANT TO US AND THEY MEAN A GREAT DEAL TO EVERYONE WHO WORKS IN THE DISTRICT.
HOW DO WE MAKE SURE THAT'S HAPPENING IN EACH OF THOSE THREE AREAS? HOW ARE WE MAKING THOSE MISSION AND VISION STATEMENTS COME ALIVE IN EACH OF THOSE? AND THEN HOW DO WE GUARANTEE THE HIGHEST LEVEL OF LEARNING FOR ALL STUDENTS? LEARNING IS THE BUSINESS OF OUR BUSINESS, AND SO HOW DO WE MAKE SURE THAT WE GET THE HIGHEST LEVELS OF LEARNING? THEN WE MADE IT MORE SPECIFIC FOR EACH OF THE THREE GROUPS.
WE PROVIDED THEM SOME TARGET QUESTIONS BASED ON THE INFORMATION WE HEARD FROM THE TRUSTEES, AND SO OUR ACADEMIC GROUPS, WE ASKED REALLY, WHAT ARE THOSE PROGRAMS THAT MAYBE WE NEED TO UPDATE, REVISE OR EVEN CONSIDER ADDING? WHAT DO WE NEED TO DO HERE? AND THEN MORE SPECIFICALLY, WE TALKED ABOUT WHAT PROGRAM EVALUATION MODEL DO WE NEED TO USE AND WHAT SCHEDULE DO WE WANT TO CREATE FOR OUR PROGRAM EVALUATION SO WE CAN CONTINUE TO MONITOR AND STAY CURRENT WITH WHAT WE OFFER FOR SPECIAL EDUCATION.
WE WANTED TO KNOW WHAT SYSTEMS AND PROCESSES HELP US BEST DEFINE THAT INDIVIDUAL CONTINUUM OF SERVICES FOR EVERY STUDENT, AND REALLY, WHAT'S THE STANDARD LOOK LIKE FOR EACH SPECIAL EDUCATION PROGRAM OR CLASSROOM IN TERMS OF IDENTIFICATION, STAFFING AND EQUIPMENT? SO LOOKING AT SOME OF THE SPECIFICS AROUND SPECIAL EDUCATION AND OUR MULTILINGUAL TEAM TALKED ABOUT WHAT APPROACHES FOR THE EMERGENT BILINGUAL ENGLISH AS A SECOND LANGUAGE OR BILINGUAL STUDENT.
[01:15:02]
US FROM BEST SERVING THAT GROUP OF STUDENTS? SO LOTS FOR THEM TO THINK ABOUT.THEN WE HAD A STORM COME THROUGH.
IT MUST HAVE BEEN A THURSDAY IN PLANO, AND SO WE HAD A STORM THAT CANCELED ONE OF OUR MEETINGS.
SO WE MADE A MID-GAME ADJUSTMENT AND WE DECIDED THAT WE WOULD HOST OUR FIRST MEETING AND THEN PROVIDE HOMEWORK TO OUR TEAM, AND SO THAT HOMEWORK AND RESEARCH BECAME THE SECOND MEETING, AND THEN WE WERE ABLE TO COMPILE OUR RECOMMENDATIONS.
ON THE THIRD MEETING, WE ADJUSTED.
THEY HAD LOTS OF THINGS TO SAY.
NOW, KEEP IN MIND THAT THIS IS THE GROUP'S FEEDBACK.
WE STILL HAVE TO COMPILE THAT FEEDBACK WITH ALL OF OUR STAFF, INPUT, OUR COMMUNITY INPUT AND ALL OF THE INFORMATION TO PUT TOGETHER TO REALLY BRING YOU FINAL RECOMMENDATIONS, BUT WE THOUGHT YOU WOULD LIKE TO HEAR SOME OF THE THINGS THAT THEY PUT ON THE TABLE THAT THEY WERE THINKING ABOUT DURING THOSE MEETINGS.
SO WE TALKED ABOUT WHAT REVAMPING DO WE NEED TO DO TO OUR K-12 MATHEMATICS PROGRAM.
THERE HAVE BEEN SOME QUESTIONS ABOUT MATH, ROCKS AND HONORS, MATH AND THOSE TYPES OF THINGS.
SO WHAT DO WE NEED TO DO TO REVAMP THAT, TO MAKE THAT A BETTER PROGRAM? LOOKING AT GRADUATION REQUIREMENTS, CREDIT OFFERINGS, GPA.
I KNOW THERE'S A LITTLE BIT OF WORK UNDERWAY RIGHT NOW, BUT IS THERE MORE THAT WE NEED TO TAKE A LOOK AT? THERE WAS SOME TALK ABOUT CONSIDERING SOME MAGNET AND ACADEMY OPTIONS, PERHAPS A STEAM OPTION OR AN IB, PARTICULARLY MIDDLE SCHOOL IB PROGRAM, MAYBE A FINE ARTS PROGRAM AND CERTAINLY WE'VE GOT OUR EYES ON A COLLEGIATE ACADEMY TO MAKE THAT PATHWAY AVAILABLE FOR STUDENTS.
WE WANT TO EXPAND REVISE ACCELERATION OPPORTUNITIES.
RIGHT NOW WE HAVE A LOT OF STUDENTS TAKING CREDIT BY EXAM AND IS THERE A WAY TO PROVIDE THEM ACCELERATED INSTRUCTION THAT MAYBE REMOVES THE NEED FOR THEM TO DO THAT AND GETS THEM THROUGH THOSE THOSE PARTICULAR COURSES? WE WANT TO AUDIT OUR GT PROGRAMS AND OFFERINGS TO MAKE SURE WE'RE DOING THE VERY BEST FOR OUR GIFTED AND TALENTED STUDENTS.
WE WANT TO IMPROVE OUR DUAL CREDIT PROGRAMS. WE'VE HEARD SOME FEEDBACK ON SOME THINGS WE COULD DO BETTER THERE, AND WE WANT TO LOOK AT THAT AND HOW WE CAN IMPROVE THAT AND REALLY EXPAND WHAT WE CALL EMBEDDED FACULTY, WHICH MEANS THOSE WOULD BE PLANO TEACHERS WHO ARE CERTIFIED THROUGH THE COLLEGE TO TEACH RATHER THAN A COLLEGE PROFESSOR COMING IN, AND OF COURSE I ADDED IB AT THE END, THAT WAS A BIG CONVERSATION TO COMPLETE THAT FOR THE K-12 CONTINUUM.
THEY WANT TO ADOPT AND APPLY A CONSISTENT PROGRAM EVALUATION MODEL DISTRICT WIDE FOR THE PURPOSE OF MAKING RECOMMENDATIONS FOR IMPROVEMENT, AND SO TOPICS THAT THEY PUT ON THE WISH LIST TO GET ON THE SCHEDULE.
OBVIOUSLY K-12 MATHEMATICS, WE'VE ALREADY TALKED ABOUT THAT AND SOME OF THE CREDIT, HOW THINGS ARE WORKING WITH OUR GPA AND CREDIT, DUAL CREDIT OPTIONS, ACCELERATION PROGRAMS, PROGRAM PLACEMENTS, OUR LOTE OFFERINGS.
HOW ARE THEY WORKING AND HOW SUCCESSFUL ARE THOSE INTERNATIONAL BACCALAUREATE, DUAL CREDIT AND OTHER SPECIAL PROGRAMS? SO THERE ARE A LOT OF THINGS THEY WANT TO GET TO DIG INTO THE DATA TO MAKE SURE THE PROGRAMS ARE WORKING THE WAY WE WANT THEM TO.
EXPANSION OF AVID SCHOOL-WIDE.
DR. WILLIAMS MENTIONED AVID TONIGHT.
IT'S A FANTASTIC PROGRAM FOR STUDENTS WHO REALLY HAVE COLLEGE AS THEIR GOAL AND JUST NEED SOME SUPPORT IN DOING THAT, AND IT'S SCHOOL-WIDE PRACTICES OF AVID ARE JUST REALLY GREAT INSTRUCTIONAL STRATEGIES.
WE'VE HEARD A LOT ABOUT BRINGING SOME EXCITEMENT AND ENGAGEMENT OPPORTUNITIES FOR YOUNGER STUDENTS, MAYBE SOME YOUNGER ROBOTICS PROGRAMS AND THINGS LIKE THAT WE CAN GET AND MAKE SURE THAT WE HAVE EQUITABLE ACCESS TO THOSE ACROSS THE DISTRICT.
THEY'D LIKE TO CONDUCT A TRANSPORTATION.
IT'S AMAZING. YOU GET A ROOM OF EDUCATORS IN A ROOM.
THEY ALL WANTED TO TALK ABOUT TRANSPORTATION, BUT THEY WANT TO TALK ABOUT TRANSPORTATION TO MAKE SURE IT'S NOT A BARRIER FOR ANY STUDENT, FOR ANY PROGRAM OR SERVICE IN THE DISTRICT. SO WE'D LIKE TO DO A TRANSPORTATION AUDIT TO IDENTIFY ANY BARRIERS AND RECOMMENDED IMPROVEMENTS TO MAKE SURE OUR STUDENTS HAVE ACCESS TO THINGS.
WE WANT TO DEVELOP RETENTION STRATEGIES FOR STAFF CONSIDERING TIME, DEMANDS AND COMPENSATION.
YOU'VE HEARD THIS BEFORE FROM OUR HR STAFF IN TERMS OF WAYS TO FIND WAYS TO ATTRACT THE VERY BEST, KEEP THE VERY BEST, AND REALLY KEEP THEIR SPIRITS UP AND KEEP THEM ENCOURAGED ABOUT THE INCREDIBLE WORK THAT THEY DO EVERY DAY WITH KIDS.
[01:20:03]
ENOUGH THAT THEY CAN MAKE THEIR NOT FOUR YEAR PLAN, BUT THEIR SIX YEAR PLAN FOR WHERE THEY'D LIKE TO GO AND THE THINGS THEY'D LIKE TO TRY AND MAKE SURE EVERYBODY KNOWS WHAT'S AVAILABLE. WANT TO DEVELOP A SECONDARY NEWCOMER PROGRAM, PARTICULARLY THOSE SIFE STUDENTS.IF YOU DON'T KNOW WHAT SIFE IS, THOSE ARE STUDENTS WITH INTERRUPTED FORMAL EDUCATION WHO MAY COME TO US FROM ANOTHER COUNTRY AND MAYBE HAS NOT HAD EDUCATION FOR A WHILE, DOESN'T SPEAK ENGLISH, AND REALLY WE NEED AN INTENSE NEWCOMER PROGRAM TO HELP THEM WITH THAT TRANSITION.
WE'D LIKE TO DEVELOP SOME ADDITIONAL WRAPAROUND SERVICES FOR OUR BILINGUAL STUDENTS AND EXPAND OPPORTUNITIES FOR BILINGUAL SERVICE DELIVERY TO INCLUDE TWO WAY DUAL LANGUAGE. YOU MAY BE AWARE WE HAVE ONE WAY DUAL LANGUAGE, BUT WANTING TO EXPAND THAT TO TWO WAY DUAL LANGUAGE AND THEN OPPORTUNITIES FOR THAT DUAL LANGUAGE PROGRAM TO CONTINUE THROUGH SECONDARY, AND FINALLY, THEY WANT TO AUDIT PROGRAM PLACEMENT WITHIN FACILITIES A CROSS CAMPUSES.
AGAIN, FOR A LOOK AT EQUITY DEVELOPING AND IMPLEMENTING A COMPREHENSIVE TRAINING PROGRAM.
LOTS OF THINGS. YOU KNOW, OUR TEACHERS DO A LOT OF GREAT THINGS AND THEN WE LIKE TO CONTINUE TO PROVIDE THEM ADDITIONAL PROFESSIONAL LEARNING TO CONTINUE TO GROW AND SERVE STUDENTS BETTER EVERY DAY AND SO WE TALKED A LOT ABOUT STRATEGIES FOR EMERGENT BILINGUAL STUDENTS.
WE TALKED ABOUT STRATEGIES FOR ASSISTING OUR SPECIAL EDUCATION STUDENTS WHO NEED ACCOMMODATIONS, MAYBE OUR STUDENTS WITH DYSLEXIA AND HOW TO BEST MEET THEIR NEEDS IN THE GENERAL EDUCATION CLASSROOM AND REALLY ALL STAFF ON BEHAVIOR MANAGEMENT IN BOTH GENERAL AND SPECIAL EDUCATION SETTINGS, BECAUSE IF YOUR CLASSROOM IS NOT MANAGED WELL, THEN YOU CAN'T GET A LOT OF TEACHING AND LEARNING DONE.
SO WE WANT TO TALK ABOUT THAT.
THEY WANT TO DEFINE CAMPUS SYSTEMS AND PROCESSES FOR SPECIAL EDUCATION SERVICES.
THERE'S A LARGE SPAN OF SERVICES THAT WE PROVIDE IN PLANO ISD FOR OUR SPECIAL EDUCATION STUDENTS AND THAT TAKES A LOT OF EFFORT ON BEHALF OF A LOT OF GREAT STAFF. SO WHAT ARE WE DOING TO SUPPORT THEM IN OUR PREPARATION, MEETING TIMES, HOW THEY COLLECT THE DATA AND GET THEIR PROFESSIONAL DEVELOPMENT AND SUPPORT. SO WE WANT TO LOOK AT THAT WHOLE SYSTEM.
WE ALSO WANT TO LOOK AT THE SYSTEM OF IDENTIFYING IDENTIFICATION FOR STUDENTS.
HOW DO WE IDENTIFY WHAT A STUDENT NEEDS BASED ON THAT DATA AND REALLY DEFINE A PROGRAM THAT WILL REALLY HELP THAT CHILD ACHIEVE SUCCESS? AND CERTAINLY WE DO A GREAT JOB, BUT WE ALWAYS WANT TO KEEP OUR EYES ON HOW CAN WE IMPROVE THAT SYSTEM AND TO DEVELOP A MORE EFFICIENT AND EFFECTIVE SYSTEM OF DOCUMENTATION.
ONE OF THE THINGS THAT WE HEAR FROM OUR SPECIAL EDUCATION STAFF IS THE TIME IT TAKES TO TAKE CARE OF ALL OF THE PAPERWORK, AND WHILE THAT'S CERTAINLY IMPORTANT, WE WANT TO MAKE SURE WE ARE MOST EFFICIENT AND EFFECTIVE IN TAKING CARE OF THAT.
SO LOTS OF THINGS SWIRLING, AND THAT WAS JUST TWO MEETINGS.
JUST THINK ABOUT IF WE HAD GONE THREE, WE'D BEEN HERE ALL NIGHT.
JUST AGAIN, A REMINDER THAT WE'LL TAKE THOSE RECOMMENDATIONS.
WE WILL COMPILE IT WITH ALL OF THE STAFF AND COMMUNITY INPUT.
WE WILL BE DEVELOPING A FINAL LIST OF RECOMMENDATIONS FOR YOU, GIVING YOU A NICE FAT PACKET OF INFORMATION TO LOOK AT BEFORE THE BOARD MEETING ON APRIL 18TH, AND I BELIEVE VLK WILL ALSO BE HERE ON APRIL 18TH BECAUSE THEY'VE REALLY BEEN FACILITATING OUR CONVERSATIONS AND WILL PROVIDE YOU WITH A SUMMARY AS WELL.
SHOWED YOU THIS LAST TIME, BUT SOMEONE DID THE MATH.
WE'VE HAD OVER 118 INPUT SESSIONS AND WE JUST SO APPRECIATE EVERYONE WHO'S PROVIDED INPUT.
I GOT A LOVELY, THOUGHTFUL EMAIL TODAY FROM A CONSTITUENT WHO HAD SOME ATTACHMENTS TO SEND ME, AND WE JUST SO APPRECIATE THE INPUT BECAUSE IT WILL INFORM WHERE WE TAKE OUR NEXT STEPS.
WE'VE MET ONCE WE HAVE A FINAL MEETING ON APRIL 11TH, AND THEN WE WILL BE WORKING DILIGENTLY TO GET YOU ALL OF THE INFORMATION BEFORE THE 18TH, WHICH SHOULD BE A REALLY FUN MEETING AND THEN THE 19TH, WE GET TO HEAR FROM YOU AND WATCH YOUR DISCUSSION.
HOPEFULLY THAT WILL EQUAL A VOTE OF REAFFIRMING THE MISSION AND VISION AND APPROVING THOSE OBJECTIVES FOR OUR STRATEGIC PILLARS ON MAY 2ND , AND THAT'S IT.
ANY QUESTIONS? COMMENTS, COMPLAINTS. QUERIES, CONCERNS HERE? DIVE IN. YEAH.
SO I WAS ABLE TO ATTEND THE FIRST MEETING AND WAS REALLY IMPRESSED WITH THE SPECIAL EDUCATION TEAM.
THEY TALKED ABOUT FRUSTRATIONS AND AREAS OF IMPROVEMENT AND THEY, YOU KNOW, IT WAS REALLY GREAT TO SEE THEM KIND OF NOT HOLD BACK.
[01:25:05]
YOU'RE IN IT DAY IN AND DAY OUT, AND SO THE YOU COULD TELL THAT THEY WERE COMFORTABLE SHARING AND WHAT THEY WERE SHARING WAS REALLY BIG, BIG THINGS AND THINGS THAT IMPACT TEACHERS AND CAMPUSES EVERY DAY, AND SO IT WAS GREAT TO SEE THEM DO THAT, BUT THEN AN HOUR LATER, WHEN THEY'RE PRESENTING, TALKING ABOUT SOLUTIONS, AND SO THAT WAS A REALLY COOL EXPERIENCE TO WATCH THEM DO THAT IN REAL TIME.SAME WITH, YOU KNOW, TALLE AND HER TEAM WITH MULTILINGUAL TALKING ABOUT THE NEWCOMER ACADEMY AND, YOU KNOW, WHERE DO YOU EXPAND THAT? WHERE IS THAT NEEDED MOST? AND, YOU KNOW, WE'RE A DISTRICT THAT IS CHANGING IN DEMOGRAPHICS.
AND SO WE NEED TO MAKE SURE THAT THE APPROPRIATE LEVEL OF RESOURCES ARE DEDICATED TO THOSE POPULATIONS, YOU KNOW, THOSE STUDENT GROUPS, AND SO LOVE THE WORK THAT HER AND HER TEAM WERE DOING AND THEY WERE ON IT.
THE ONE I DON'T KNOW IF I WOULD CALL IT AN ASK, BUT I SAW ONE OF THE THINGS YOU HAD ON THERE FOR RECOMMENDATIONS WAS MAGNET PROGRAMS, ACADEMIES , AND I KNOW IT'S GOING TO COME TO THE BOARD ON THE 18TH AND THE 19TH IS SOMETHING THAT WE DECIDE, SOMETHING THAT I'VE DISCUSSED WITH MEMBERS OF THE COMMUNITY, AND THAT I WOULD SAY IS AN ASK FROM ME AND SOMETHING THAT WE CAN DISCUSS ON THE 18TH OR 19TH, BUT THAT I'D LIKE TO SEE IS A CLASSICAL ACADEMY OPTION AS WELL.
THERE'S A LOT OF CLASSICAL ACADEMY CHARTER SCHOOLS IN THE AREAS.
I THINK THEY PROBABLY DO TAKE SOME STUDENTS AWAY FROM PLANO ISD, AND I THINK IF WE WANT TO TRY TO ATTRACT STUDENTS FROM OUTSIDE THE DISTRICT AND EVEN ATTRACT STUDENTS AND TEACHERS WITHIN OUR DISTRICT, THAT MAY BE A MODEL THAT THERE'S TEACHERS ON OUR DISTRICT AND STUDENTS ON OUR DISTRICT THAT WOULD REALLY LIKE AND THEY DON'T WANT TO GO TO A CHARTER SCHOOL.
THEY DON'T WANT TO MAKE THAT DRIVE.
THEY WANT TO HAVE SOMETHING IN DISTRICT.
SO THAT'S SOMETHING THAT I'M PASSIONATE ABOUT AND THERE'S A GROUP OF PARENTS THAT I'VE TALKED WITH.
SO, YOU KNOW, THAT'S SOMETHING I'D ASK MY FELLOW TRUSTEES TO CONSIDER WHEN WE START MAKING DECISIONS ON THE 18TH AND 19TH , AND SO I ATTENDED THE SECOND ONE OF THESE, AND I WILL ECHO CODY'S COMMENTS ON THE SPED GROUP, AND HAVING BEEN A PARENT THAT'S GONE THROUGH EARLY INTERVENTION AND GONE THROUGH ARDS AND IEPS AND YOU KNOW, NOW TRANSITION TO A 504 AND HAVING A CHILD WITH UNIQUE NEEDS LIKE ALL OF OUR SPED CHILDREN DO.
YOU KNOW, LIKE AND FOR US AS A FAMILY, IT CAN BE AN FM SYSTEM.
MY SON'S NEVER USED AN FM SYSTEM THE ENTIRE TIME HE'S BEEN IN SCHOOL, BUT THAT'S LIKE THE GO TO, AND SO THIS IS ONE OF THE THINGS THAT I HEARD FROM THE SPED STAFF THAT RESONATED WITH ME, AND AGAIN, I APPRECIATE THEIR HONESTY THAT THEY SAID, YOU KNOW, EVERY ONE OF THESE CHILDREN HAVE UNIQUE NEEDS AND WE NEED TO EVALUATE THOSE UNIQUE NEEDS RATHER THAN SAY, DEAF KID, HERE'S THE PLAYBOOK, RIGHT, AND THAT'S WHY THAT ARD MEETING IS SUCH A YOU KNOW, IS SUCH A GREAT BACK AND FORTH WITH PARENTS, AND I'M CLEARLY A VERY INVOLVED, MOUTHY PARENT.
RIGHT. I DON'T HAVE A PROBLEM IN A MEETING SAYING, NO, I REALLY DON'T THINK THAT MY SON NEEDS THESE INTERVENTIONS NUT THERE ARE DEFINITELY A LOT OF FAMILIES THAT COME OUT OF THOSE ARD MEETINGS FEELING LIKE, DID THEY LISTEN TO ME? AND I HEAR THAT FROM FAMILIES, BUT THEN TO HEAR THIS, THE SPED STAFF, YOU KNOW, SAY.
LIKE IT'S SOMETHING THAT I'M HEARING FROM FAMILIES AND I HAVE EXPERIENCED MYSELF, AND THEN IT'S SOMETHING WE'RE HEARING FROM THE STAFF, AND SO THAT ALIGNMENT I WAS VERY HAPPY TO HEAR.
ONE OF THE THINGS IN THE SECOND ONE OF THESE MEETINGS IS ONE OF OUR PRINCIPALS SAID LIKE.
IS THE BOARD GOING TO UNDERSTAND ALL THIS? I MEAN, LIKE THEY'RE NOT EXPERTS IN PEDAGOGY, AND EVERYBODY KIND OF GOT REAL QUIET AND TURNED AROUND AND LOOKED AT ME AND I WAS LIKE, THIS IS WHY WE NEED YOU GUYS, RIGHT? THIS IS WHY WE NEED YOUR EXPERTISE AND WHY YOU'RE DOING THESE SESSIONS, BECAUSE WE AS THE BOARD SET THE VISION, BUT THANK YOU TO ALL OF THE STAFF THAT DID THIS AND WORKED VERY HARD ON PUTTING TOGETHER THESE RATIONALES, AND EVEN, YOU KNOW, EVEN US, FOR EXAMPLE, WITH TRANSPORTATION, I SEE DUAL LANGUAGE TRANSPORTATION TO MY SON'S CAMPUS EVERY DAY, BUT WE HAVE OTHER DUAL LANGUAGE CAMPUSES WHERE TRANSPORTATION NEEDS ARE NOT BEING MET.
SO AS A BOARD MEMBER, I THOUGHT, WELL, THE DUAL LANGUAGE KIDS ARE GETTING BUSED, BUT THAT'S NOT TRUE IN CERTAIN POCKETS OF THE DISTRICT, AND THAT'S ONE OF THE THINGS THAT TALLE AND HER TEAM BROUGHT UP, TOO.
SO, I THINK THAT THIS WAS VERY, VERY HELPFUL, AND YOU'RE RIGHT, THEY DID NOT HOLD BACK.
[01:30:04]
ON ACADEMIES AND MAGNETS, THIS GAVE ME A LITTLE BIT OF A MOMENT OF PAUSE, AND I WANT TO MAKE THE POINT THAT I LIKE ACADEMIES.I LIKE MAGNETS. I KNOW THERE'S DEMAND FOR THAT.
I ABSOLUTELY AM IN FAVOR OF PARENTS BEING ABLE TO CHOOSE DIFFERENT OPTIONS AND THOSE OPTIONS BEING WITHIN PISD THE DISCUSSION THAT THE ACADEMIC GROUP HAD THAT RESONATED WITH ME AND THAT I'M A LITTLE SENSITIVE TO IS THAT IF HERE'S WHERE WE'RE AT AND HERE'S WHERE WE WANT THE BAR TO BE AND HERE'S WHERE A MAGNET WOULD BE IN ANY GIVEN FIELD LIKE BASKET WEAVING.
OKAY, SO HERE'S WHERE WE'RE AT WITH BASKET WEAVING.
I DON'T WANT 500 KIDS IN THE DISTRICT TO GET MAGNET LEVEL BASKET WEAVING IN ELEMENTARY SCHOOL WHILE THE OTHER 19,500 ELEMENTARY KIDS IN OUR DISTRICT.
WE'RE NOT RAISING THE BAR FOR THEM, RIGHT, AND SO IN DEVELOPING ACADEMIES AND MAGNET PROGRAMS, I WANT TO MAKE SURE THAT WE'RE NOT LOSING SIGHT OF WE'RE RAISING THE BAR FOR EVERYBODY.
WE'RE NOT RAISING THE BAR FOR THE 500 KIDS THAT CAN ATTEND A PARTICULAR MAGNET PROGRAM AND SO, AGAIN, WHILE I'M VERY, VERY SUPPORTIVE OF CHOICE AND ACADEMIES AND MAGNETS AND KEEPING THOSE STUDENTS WITHIN PISD, I WANT TO MAKE SURE WE'RE NOT GETTING SO DISTRACTED BY, YOU KNOW, DEVELOPING SHINY ACADEMIES THAT WE'RE NOT GOING BACK AND SAYING, OKAY, YOU KNOW, THERE'S THIS IS GOING TO SERVE 500 KIDS IN ELEMENTARY.
WHAT ABOUT THE OTHER 19,500? HOW ARE WE RAISING THE BAR FOR THEM? AND THEN TO BUILD ON THAT, IF YOU IF YOU'VE GOT YOUR MAGNET BASKET WEAVING UP HERE, WHAT ARE WE LEARNING FROM THAT MAGNET TO FILTER DOWN INTO THE OTHER SCHOOLS? AND THIS IS SOMETHING THAT I SORT OF I WOULD LOVE FOR, LIKE THE ACADEMY HIGH SCHOOL TO SORT OF BE LIKE A TEST LAB.
RIGHT? MAGNETS CAN BE A TEST LAB, AND THEN HOW DO YOU FILTER THAT DOWN INTO THE REST OF THE SCHOOLS? SO IT'S ONE OF THOSE THINGS THAT I THINK IF WE'RE GOING TO DO THAT, THOSE MODELS CAN BE EXTREMELY, EXTREMELY EFFECTIVE.
I JUST WANT TO MAKE SURE THAT THE PLAN ISN'T LET'S TAKE A STRUGGLING SCHOOL AND TRY AND TRANSFORM IT BY MAKING IT A MAGNET, AS OPPOSED TO WE'RE GOING TO RAISE THE BAR FOR ALL ALMOST 50,000 STUDENTS IN THIS DISTRICT AND OFFER CHOICES FOR OUR FAMILIES, AS YOU POINTED OUT, IN ADDITION TO THAT. SO I GUESS ALONG THAT LINE OF LOGIC, WE ALREADY HAVE HUFFMAN, RIGHT. WE HAVE THE IB ELEMENTARY SCHOOL, AND SO, YOU KNOW, THAT'S SOMETHING THAT BENEFITS THE 500 OR PROBABLY A LOT MORE STUDENTS THAT ARE CURRENTLY BEING SERVED THERE.
I TOTALLY AGREE WITH YOUR NOTION THAT WHATEVER IS ACHIEVED ON, LET'S SAY, A MAGNET PROGRAM CAMPUS THAT SEEMS TO BE HIGHLY EFFECTIVE NEEDS TO BE DISSEMINATED ACROSS THE DISTRICT FOR THE BENEFIT OF ALL STUDENTS, AND I THINK THE WAY YOU DO THAT IS NOT JUST ONE MAGNET SCHOOL.
WE HAVE A LOT OF ELEMENTARY SCHOOLS THAT ARE YOU KNOW, THEY HAVE LOW CAPACITY OR HIGH CAPACITY BECAUSE THEY HAVE LOW ENROLLMENT, AND IF WE CAN TRANSFORM THEM, LET'S SAY ONE'S A FINE ARTS ACADEMY, WE'RE APPEALING TO THAT PARTICULAR STUDENT POPULATION THAT'S REALLY JAZZED UP ABOUT FINE ARTS AND THEN MAYBE CLASSICAL ACADEMY AND MAYBE THERE'S A STEAM ACADEMY, AND, YOU KNOW, WE HAVE ALL THESE DIFFERENT ONES.
I THINK BY INNOVATING AND DOING AS MUCH AS POSSIBLE, WE CAN START TO TAP INTO THAT, BUT IF WE'RE NOT DOING THAT WORK IN OUR OWN DISTRICT, WE'RE NOT GOING TO HAVE WE'RE NOT GOING TO BE LEARNING FROM THOSE, THOSE DIFFERENT STUDENT GROUPS AND SEEING HOW WE CAN IMPROVE OUTCOMES.
SO IT'S KIND OF ONE OF THOSE THE CHICKEN BEFORE THE EGG.
YOU KNOW, WE WANT TO RAISE THE BAR FOR ALL STUDENTS, AND ONE OF THE WAYS WE'RE GOING TO DO THAT IS BY PROVIDING THESE OPTIONS AND THE OUTCOMES OF THOSE OPTIONS AND THE INNOVATION AND CURRICULUM THAT IS DEVELOPED FOR THOSE OPTIONS ARE GOING TO INFORM HOW WE RAISE THE BAR ELSEWHERE, BUT WE'VE GOT TO DO ONE BEFORE WE'RE ABLE TO KIND OF TRICKLE DOWN THAT KNOWLEDGE AND FEEDBACK TO THE OTHERS, AND SO AND AGAIN, IT, IT'S ONE OF THOSE THINGS WHERE WE DO RISK LOSING THOSE STUDENTS TO SCHOOLS THAT DO OFFER THOSE PROGRAMS. SO I THINK WE CAN HAVE BOTH ACTUALLY.
[01:35:04]
ANYTHING AT THE NON MAGNET LEVEL, BUT I THINK WE CAN CAN DO BOTH, AND I'LL GIVE YOU ALL A GREAT EXAMPLE OF US DOING THIS ALREADY, AND THAT IS THE AVID PROGRAM THAT STARTED A DECADE PLUS AGO.GOSH, MAYBE IN THE IT WAS MORE THAN THAT.
MY KIDS WERE IN BLAKE WAS IN MIDDLE SCHOOL AND HE'S 27 YEARS OLD.
GOSH, BUT WE TOOK THAT MODEL, PUT IT INTO CAMPUSES AND THEN UTILIZED THE STRATEGIES LEARNED IN AVID THROUGHOUT ALL OF THE CLASSROOMS, AND WE'VE SUCCESSFULLY DONE THAT, AND SO WE'VE DONE THAT BEFORE.
I THINK WE COULD DO SOMETHING LIKE THAT WITH WITH MAGNET PROGRAMS AS WELL.
MY TWO CENTS ON THIS JUST THERE WAS MIDDLE SCHOOL WRITTEN ALL OVER MY SLIDES HERE BECAUSE I SEE SO MUCH CAPACITY TO DO A LOT OF THIS WORK IN MIDDLE SCHOOL, ESPECIALLY, YOU KNOW, THE COMMUNICATION PROGRAM, MAKING SURE THAT WE'RE DOWN IN THE MIDDLE SCHOOLS, COMMUNICATING PATHS FOR FOLKS, THE IB PROGRAM AT THE MIDDLE SCHOOL LEVEL.
WE'VE TALKED ABOUT THAT QUITE A BIT.
ONE OTHER THING THAT I WOULD JUST ASK STAFF TO THINK ABOUT IN TERMS OF IB IS THAT WHEN WE DID, I DON'T KNOW, 11 YEARS AGO NOW, WHEN WE FIRST TALKED ABOUT PUTTING IB AS A COHORT AT EAST, THE PROMISE WAS WE WILL ALWAYS HAVE CAPACITY FOR 100% OF THE KIDS WHO WANT TO DO THIS AND WE DO NOT RIGHT NOW HAVE THAT, AND I IMPLORE YOU ALL TO FIGURE OUT A WAY TO MAKE THAT HAPPEN TO KEEP THAT PROMISE AGAIN, WHETHER THAT'S A SECOND PROGRAM SOMEWHERE OR OR OTHER ALTERNATIVES, BUT I'D LIKE TO KIND OF GET BACK TO THAT PROMISE WE MADE 11 YEARS AGO.
WE DID MAKE THAT PROMISE WHEN WE COMBINED THE WILLIAMS AND CLARK PROGRAM OVER AT PLANO EAST.
I WAS CURIOUS IN THIS PRESENTATION, WHAT IS THE ADDITIONAL STEAM ACADEMY? IS THAT AT THE MIDDLE SCHOOL? I'M GOING TO HAVE TO LOOK BACK AT LAURIE.
DO YOU REMEMBER IF THAT WAS A MIDDLE SCHOOL CONVERSATION? ELEMENTARY OR MIDDLE SCHOOL.
YES, AND THAT IS A STEAM ACADEMY.
YES. I MEAN, THAT'S HOW WE DESIGNED THAT.
YES. I DON'T KNOW THE NUMBER, AND MAYBE YOU DON'T EITHER.
I DON'T WANT TO CATCH YOU OFF GUARD, BUT AS FAR AS ELEMENTARY SCHOOLS THAT HAVE AVID, DON'T WE HAVE QUITE A FEW? YES, AND I DON'T KNOW.
OKAY, BUT I THINK I'D LOVE TO SEE THAT EXPAND.
SO I THINK I WOULD SUPPORT THAT.
JUST OUT OF CURIOSITY, YOUR STUDENTS THAT HAVE INTERRUPTED FORMAL EDUCATION, WHAT SIZE IS THAT POPULATION? IS THAT 100 KIDS? IS IT 1000 KIDS? I'M NOT GOING TO BE ABLE TO GIVE YOU [INAUDIBLE] OKAY, I KNOW IT'S A GROWING NUMBER.
I MEAN, IT'S NOT I DON'T THINK IT'S MASSIVE NUMBERS.
OKAY, BUT I KNOW WE HAVE STUDENTS THAT ARE COMING IN FROM OTHER COUNTRIES.
WE DO, AND SO, YOU KNOW, WITH UKRAINE SITUATION, WE I KNOW WE'VE GOT KIDDOS THAT HAVE COME FROM UKRAINE, SO THEY PROBABLY HAD SOME INTERRUPTED FORMAL EDUCATION THERE, AND THEN THE LAST THING I THINK YOU HAD, UM, EXPANDING, I CAN'T FIND THE PAGE BUT THE BEHAVIOR MANAGEMENT AND I HEAR THAT A LOT AND I AGREE WITH YOU CAN'T HAVE A LEARNING ENVIRONMENT IF YOUR CLASSROOM ISN'T MANAGED WELL, BUT ARE WE SEEING MORE OF THAT SINCE THE PANDEMIC, OR IS THIS JUST TRADITIONAL SCHOOL AS ALWAYS HAS BEEN? I THINK WE'RE HEARING MORE ABOUT IT FOR SURE FROM OUR STAFF.
I KNOW DR. GOBER AND HIS TEAM HAVE BEEN WORKING REALLY DILIGENTLY WITH STAFF ON SOME BEHAVIOR MANAGEMENT PIECES, AND I THINK THAT'S SOMETHING THAT WE CAN GATHER, AND I WOULD ASK JUST I MEAN, THIS IS KIND OF THROWING THIS OUT TO ALL ALL TRUSTEES IS BEFORE THE 18TH, AND WHAT DATA DO YOU NEED? OKAY, NOW WE HAVE TO KEEP IT WITHIN REASON SINCE WE'VE GOT A SHORT WINDOW, BUT YOU KNOW, WHAT ARE SOME DATA THAT WE WANT TO SEE THAT WOULD HELP JUST ALONG THE WAY WITH DECISION POINTS AND BEHAVIOR IS ONE, AND I KNOW LISA WROTE DOWN HOW MANY AVID SCHOOLS OR LINDA'S ALSO TAKING NOTES, TOO, AND THOSE ARE THINGS THAT WE CAN PUT IN A BOARD UPDATE BEFORE THE 18TH SO THAT YOU HAVE THAT INFORMATION.
THAT'S ALL I HAVE. YEAH, I WOULD SAY IN THAT REGARD, TRUSTEES, YOU KNOW, START DOING YOUR DEEP DIVE THOUGHTS IF YOU HAVEN'T ALREADY IN TERMS OF WHERE THIS GOES OVER THE NEXT 30 DAYS, AND TO THE EXTENT YOU DO HAVE QUESTIONS AS THEY ARISE, SHOOT THEM OVER TO THERESA.
[01:40:05]
LET THEM START THINKING ABOUT THEM SO THAT THEY CAN EITHER, AS SHE, AS THERESA SAID, PUT THAT IN A BOARD UPDATE FOR US ALL OR GET THAT AS PART OF THE PRESENTATION ON THE 18TH OR THE 19TH.YEAH, I WOULD LIKE A LITTLE MORE DATA ABOUT THE IMPROVING THE DUAL CREDIT PROGRAM, BECAUSE THE THING IS THAT I KNOW THAT WE WANT TO EXPAND THAT PROGRAM, BUT YOU KNOW, AND YOU'VE GIVEN US NUMBERS OF HOW MANY STUDENTS ARE TAKING IT AND THEN DID YOU EVER GIVE US THE NUMBER OF FACULTY, EMBEDDED FACULTY WE HAVE ON THE CAMPUSES? BECAUSE I DON'T REMEMBER READING ABOUT THAT.
YEAH, I DON'T KNOW THAT WE'VE PROVIDED THAT, BUT WE CAN CERTAINLY FIND OUT HOW MANY CALL-IN STAFF WE HAVE, AND THEN IF WE HAVE, I THINK WE DO HAVE SOME EMBEDDED, WE HAVE LESS.
I THINK PRIOR TO COVID WE WERE BUILDING EMBEDDED FACULTY.
THEN COVID HAPPENED, AND SO THAT NUMBER IS LESS NOW THAN IT WAS BEFORE.
SO WE CAN DEFINITELY CHECK ON THAT.
OKAY, BECAUSE IF WE'RE EXPANDING, WE WANT MORE EMBEDDED FACULTY MEMBERS AND THE DIFFERENT SCHOOLS AND THEN ALSO, DO WE HAVE THE NUMBERS OF STUDENTS WHO WERE GOING FROM HUFFMAN ELEMENTARY SCHOOL, THE NUMBERS, AND THEN HOW MUCH THOSE STUDENTS ARE DROPPING OFF BY THE TIME THEY GET TO IB? I MEAN, ARE THERE ENOUGH YEARS FOR THE HUFFMAN FOR US TO DETERMINE HOW MANY ARE STAYING FROM HUFFMAN AND GOING TO PLANO EAST? OR IS THAT [INAUDIBLE] I DON'T THINK WE'RE QUITE THERE.
OKAY, BUT WE CAN FIND OUT WHO WAS THE FIRST GROUP THAT LEFT HUFFMAN AND WHAT GRADE ARE THEY IN NOW.
OKAY, I THINK IT WOULD BE INSTRUCTIVE FOR US TO FIND OUT HOW MANY OF YOUR CURRENT ELEMENTARY IB FAMILIES WOULD CONTINUE IF WE OFFERED A MIDDLE SCHOOL PROGRAM OR WHO SAY WHO THINK I WOULD LIKE TO DO THIS K THROUGH 12? YEAH. I MEAN, IS IT.
WE'LL TALK MORE ABOUT THAT ON THE 18TH.
THAT'S CALLED A CLIFFHANGER, EVERYBODY SO THAT PEOPLE COME BACK.
[CHUCKLING] YEAH, GO AHEAD. WELL, THE THING IS THAT I DID GO TO A VISITING ONE OF OUR VISIONING MEETINGS AND WE DID DISCUSS ABOUT THE VIDEO EXPANSION OF OUR PROGRAM FOR ONE OF THE CTE PROGRAMS. YES, AND HAS THAT MOVED FORWARD? BECAUSE I DON'T SEE IT HERE.
WELL, THAT WAS IN THE CTE PROGRAM UPDATE, SO IT'LL ALL COME BACK TOGETHER.
WE'RE JUST KIND OF CHUNKING THESE UPDATES FOR YOU AS THE SMALL GROUP.
SO THIS IS JUST THE SMALL GROUP THAT WORKED ON ACADEMICS.
IF YOU COULD PROVIDE OR LET ME KNOW IF IT EXISTS JUST IN TERMS OF, YOU KNOW, WE'VE HAD HUFFMAN IB'S BEEN CERTIFIED AS AN IB SCHOOL FOR, I THINK, FOUR YEARS NOW.
WE'RE COMING UP ON THAT BECAUSE I THINK MY FIRST YEAR ON THE BOARD, THEY GOT CERTIFIED AND JUST IN TERMS OF IF THERE'S ANYTHING WE'VE LEARNED OR ANY CURRICULUM OR ANYTHING THAT WE'VE TAKEN AWAY FROM THE HUFFMAN IB SCHOOL THAT WE'VE USED TO IMPROVE OUTCOMES ON OTHER CAMPUSES, IF THERE'S WHETHER IT'S TEACHERS, CURRICULUM, YOU NAME IT, THAT HAS BEEN ACHIEVED ON THAT CAMPUS THAT WE SAID, HERE'S ONE OF OUR HIGH ACHIEVING MAGNET SCHOOL CAMPUSES, AND YOU KNOW, THIS IS SOMETHING THAT THEY'RE DOING GREAT.
WE NEED TO GET THAT TO OTHER CAMPUSES AND THAT MAY BE MORE QUALITATIVE AND HARDER TO GET.
SO I'M NOT SURE IF MAYBE THAT'S A QUESTION FOR THE SLI, BUT IF THERE'S ANY ANECDOTAL INFORMATION REGARDING THAT, JUST CURIOUS TO SEE, YOU KNOW, AND MAYBE THE IB PROGRAM IS JUST WAY TOO SPECIFIC THAT WHAT THEY DO CAN'T BE EXTRAPOLATED OUT INTO OTHER CAMPUSES, BUT JUST CURIOUS TO SEE IF THEY'VE BEEN ABLE TO DO THAT. IT'S WORTH LOOKING INTO.
OTHERS? THANKS, LISA. ALL RIGHT, WE'RE GOING TO MOVE ON NOW TO 8.3, OUR ANNUAL ANNOUNCEMENT OF CONTINUING EDUCATION FOR BOARD MEMBERS.
[8.3. Annual Announcement of Continuing Education for Board Members Members Framework for School Board Development]
THE FINAL REPORT IS THE ANNUAL ANNOUNCEMENT OF CONTINUING EDUCATION FOR BOARD MEMBERS UNDER STATE BOARD OF EDUCATION RULES.[01:45:01]
AS BOARD PRESIDENT, I AM REQUIRED TO ANNOUNCE THE NAME OF EACH BOARD MEMBER WHO HAS COMPLETED THE REQUIRED CONTINUING EDUCATION HAS EXCEEDED THE REQUIRED CONTINUING EDUCATION, OR IS DEFICIENT IN MEETING THE REQUIRED CONTINUING EDUCATION.THE REQUIREMENTS FOR TRAINING ARE MEASURED ANNUALLY FROM MAY 1ST TO APRIL 30TH OF EVERY YEAR.
THERE'S ONLY 30 DAYS, RIGHT IN APRIL? APRIL 30TH OF EVERY YEAR.
POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE TEAM BUILDING ADDITIONAL CONTINUING EDUCATION, EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS, IDENTIFYING AND REPORTING, ABUSE, TRAFFICKING AND OTHER MALTREATMENT OF CHILDREN AND SCHOOL SAFETY.
ORIENTATION TO THE TEXAS EDUCATION CODE.
POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE.
THE TRAINING MUST BE COMPLETED EVERY TWO YEARS.
THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THIS TRAINING.
NANCY HUMPHREY. JERI CHAMBERS.
ANGELA POWELL. DR. LAUREN TYRA.
DR. HEATHER WANG. CODY WEAVER.
ONE NAME IS MISSING FROM THAT AND I AM CURRENTLY DEFICIENT.
IDENTIFYING AND REPORTING ABUSE, TRAFFICKING AND OTHER MALTREATMENT OF CHILDREN.
THIS TRAINING MUST BE COMPLETED EVERY TWO YEARS.
THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THIS TRAINING.
NANCY HUMPHREY. JERI CHAMBERS.
LAUREN TYRA. DR. HEATHER WANG.
CODY WEAVER. I AM ALSO DEFICIENT HERE.
THE TRAINING MUST BE COMPLETED EVERY TWO YEARS.
THE FOLLOWING BOARD MEMBERS HAVE COMPLETED THIS TRAINING.
NANCY HUMPHREY. JERI CHAMBERS.
ANGELA POWELL. DR. LAUREN TYRA.
DR. HEATHER WANG. CODY WEAVER.
NANCY HUMPHREY. JERI CHAMBERS.
LAUREN. TYRA. DR. HEATHER WANG.
UNDER THE TEXAS ADMINISTRATIVE CODE.
THE FRAMEWORK FOR GOVERNANCE LEADERSHIP ADOPTED BY THE STATE BOARD OF EDUCATION SHALL BE DISTRIBUTED ANNUALLY BY THE BOARD PRESIDENT TO ALL CURRENT BOARD MEMBERS AND THE SUPERINTENDENT. THE FRAMEWORK HAS BEEN PROVIDED ELECTRONICALLY AND A PAPER COPY HAS ALSO BEEN PROVIDED TO EACH BOARD MEMBER AND THE SUPERINTENDENT.
YOU KNOW, IN MY DEFENSE, REALLY, SHARON NEVER TOLD ME I DIDN'T HAVE I WAS--NO, I'M KIDDING.
[CHUCKLING] SHARON BADGERED ME ON A NUMBER OF OCCASIONS.
SO I DO HAVE UNTIL APRIL 31ST, RIGHT, TO FINISH MY.
ALL RIGHT, THAT IS OUR REPORT ON CONTINUING EDUCATION.
I DON'T KNOW. SHARON, WHO HAD THE MOST? LET'S JUST SAY SIX OUT OF THE SEVEN TIED FOR FIRST PLACE.
RIGHT. ALL RIGHT, WE'RE GOING TO MOVE ON NOW TO OUR POLICIES.
[9.1. 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 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 Second Reading Policy Action List Instruction Sheet Explanatory Notes Instruction Sheet Explanatory Notes]
ADOPTION OF TEXAS ASSOCIATION OF SCHOOL BOARD, 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 SECOND READING.SO, LINDA, I BELIEVE YOU'RE GOING TO TAKE THE LEAD ON THIS ONE.
I AM. THANK YOU, PRESIDENT STOLLE.
UPDATE 120 WAS REVIEWED BY DISTRICT STAFF AND THE DISTRICT'S LEGAL COUNSEL.
LOCAL POLICIES INCLUDED IN THE UPDATE ARE PRESENTED FOR ADOPTION UNDER THE SECOND READING.
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 SECOND READING.
THANK YOU. I HAVE A MOTION BY JERI CHAMBERS, A SECOND BY NANCY HUMPHREY THAT THE BOARD OF TRUSTEE 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 SECOND READING.
IS THERE ANY FURTHER DISCUSSION? HEARING NONE. WE WILL PROCEED TO VOTE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THAT MOTION PASSES UNANIMOUSLY.
POLICY SECTION 9.2 APPROVAL OF POLICY CE (LOCAL) ANNUAL OPERATING BUDGET.
[9.2. Approval of Policy CE(LOCAL) Annual Operating Budget on First Reading First Reading CE(LOCAL) CE(LOCAL)]
[01:50:05]
ON FIRST READING SELENDA.THE PROPOSED REVISION TO POLICY CE (LOCAL) UPDATES THE TITLE OF CHIEF FINANCIAL OFFICER TO DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.
THIS POLICY IS PRESENTED FOR APPROVAL UNDER FIRST READING.
THANK YOU. IS THERE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY CE (LOCAL) ANNUAL OPERATING BUDGET UNDER FIRST READING SECOND.
IS THERE FURTHER DISCUSSION HERE? HEARING NONE. WE'LL PROCEED TO VOTE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THAT MOTION PASSES UNANIMOUSLY AND APPROVAL OF POLICY GKA (LOCAL) COMMUNITY
[9.3. Approval of Policy GKA(LOCAL) Community Relations: Conduct on School Premises on First Reading Conduct on School Premises on First Reading GKA(LOCAL)]
RELATIONS. CONDUCT ON SCHOOL PREMISES ON FIRST READING SELENDA.THE PROPOSED REVISION TO POLICY GKA (LOCAL) UPDATES THE TITLE OF ASSISTANT SUPERINTENDENT FOR STUDENT ENGAGEMENT AND DISTRICT SERVICES TO DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS.
THIS IS PRESENTED FOR APPROVAL UNDER FIRST READING.
THANK YOU. IS THERE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES POLICY GKA (LOCAL) COMMUNITY RELATIONS CONDUCT ON SCHOOL PREMISES UNDER FIRST READING.
I SECOND. WAS THAT YOU, JERI? OKAY, I HAVE A MOTION BY NANCY HUMPHREY, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVES POLICY GKA (LOCAL) COMMUNITY RELATIONS CONDUCT ON SCHOOL PREMISES UNDER FIRST READING.
IS THERE FURTHER DISCUSSION HERE? ALL RIGHT, HEARING NONE, WE'LL PROCEED TO VOTE.
ALL IN FAVOR, PLEASE RAISE YOUR HAND.
THAT MOTION PASSES UNANIMOUSLY.
I THINK THIS IS OUR LAST ONE, RIGHT? OKAY, OUR LAST ONE IS ADOPTION OF POLICY FFAC (LOCAL) WELLNESS AND HEALTH SERVICES, MEDICAL TREATMENT UNDER FIRST AND FINAL READING.
[9.4. Adoption of Policy FFAC(LOCAL) Wellness and Health Services: Medical Treatment on First and Final Reading Services: Medical Treatment on First and Final Reading FFAC(LOCAL)]
SELENDA. IN ADDITION TO POLICY FFAC (LOCAL) IS RECOMMENDED TO ALLOW FOR THE PURCHASE, STORAGE AND ADMINISTRATION OF AN OPIOID ANTAGONIST MEDICATION SUCH AS NALOXONE, TO ASSIST A PERSON WHO MAY BE EXPERIENCING AN OPIOID RELATED DRUG OVERDOSE AS A MATTER OF TIMELINESS AND FOR THE SAFETY OF OUR STUDENTS, WE ARE ASKING THAT THIS POLICY BE ADOPTED UNDER THE FIRST AND FINAL READING THIS EVENING. THANK YOU.IS THERE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES ADOPTS POLICY FFAC (LOCAL) WELLNESS AND HEALTH SERVICES, MEDICAL TREATMENT UNDER FIRST AND FINAL READING.
SECOND. I HAVE A MOTION BY LAUREN TYRA SECOND BY CODY WEAVER THAT THE BOARD OF TRUSTEES ADOPTS POLICY FOR LOCAL WELLNESS AND HEALTH SERVICES MEDICAL TREATMENT UNDER FIRST AND FINAL READING.
IS THERE ANY DISCUSSION HERE? YES.
WE'RE PROBABLY GOING TO SAY SOME SIMILAR THINGS.
YOU KNOW, GROWING UP HERE IN THE 90S AND THE MTV DOCUMENTARY ABOUT HEROIN USE CAME OUT WHEN I WAS IN MIDDLE SCHOOL, AND, YOU KNOW, MY HUSBAND I KNEW PEOPLE WHO WERE INVOLVED IN THAT [INAUDIBLE] OF STUDENT ODS AND STUDENT DEATHS, AND SO IT'S A LITTLE BIT SURREAL SITTING IN THAT POSITION AGAIN, AND WHEN YOU GO BACK AND YOU WATCH THE DOCUMENTARY THAT MTV DID OR YOU READ ANY OF THE MANY, MANY ARTICLES ABOUT THIS THAT ARE ONLINE, IT VERY CLEARLY WILL LAY OUT THE ACTIONS TAKEN BY THE SCHOOL DISTRICT, BY THE CITY OF PLANO, BY THE PLANO POLICE, BY OTHER COMMUNITY MEMBERS, BY THE FAMILIES AND YOU KNOW, THIS ONE IS VERY PERSONAL TO ME.
I FEEL LIKE HAVING GROWN UP HERE AND BEEN IMPACTED BY THAT AND MIDDLE AND HIGH SCHOOL AND WITH THE RECENT DEATH OF A STUDENT THAT OF COURSE HER PARENTS ARE TRYING TO RAISE AWARENESS AND I WOULD JUST LIKE TO THANK THAT FAMILY FOR DOING THAT.
I THINK IT'S TIME TO PULL OUT ALL THE STOPS ON SUPPORTING OUR STUDENTS AND TAKING CARE OF OUR STUDENTS, AND, AND THIS IS ONE OF THOSE STOPS IS, IS NOT JUST RELYING, FOR EXAMPLE, ON OUR FIRST RESPONDERS TO HAVE NARCAN, BUT ENSURING THAT IT'S ON OUR CAMPUSES AND OUR SCHOOL NURSES AND OUR CAMPUS STAFF ARE TRAINED TO USE THAT SO THAT, YOU KNOW, IF WE DO HAVE STUDENTS IN CRISIS SITUATIONS ON OUR CAMPUSES, WE'RE ABLE TO RESPOND TO THAT AND ADDRESS THAT, AND I WOULD GO FURTHER TO JUST REITERATE THAT IN ADDITION TO, YOU
[01:55:07]
KNOW, THE FORUM THAT PLANO ISD HOSTED HERE, PARTICIPATING IN THE FORUM THAT THE PLANO POLICE HOSTED AND THE CITY OF PLANO SUPPORTING THE VAUGHN FAMILY AND THEIR ADVOCACY EFFORTS, ALL THE EMAILS WE'VE GOTTEN AS PARENTS, ALL OF THOSE EFFORTS, I DON'T WANT TO LEAVE ANY STONE UNTURNED ON THIS BECAUSE IT IT HAS SUCH A AN AMAZING IMPACT OR HUGE IMPACT ON OUR STUDENTS' LIVES AND JUST THANK YOU FOR DOING THIS, AND, YOU KNOW, IF MORE NEEDS TO BE DONE, I HOPE THAT MY FELLOW TRUSTEES WILL BE SUPPORTIVE IN TAKING FURTHER ACTION AS IS NEEDED TO PROTECT THE HEALTH AND WELL-BEING OF OUR STUDENTS.SO I'LL START BY SAYING THANK YOU TO THE DISTRICT FOR BEING PROACTIVE ABOUT THIS.
SO I APPRECIATE THE DISTRICT'S ACTION ON THIS AND.
YOU KNOW, THIS IS A REALLY DANGEROUS, DANGEROUS TIME.
THIS IS A VERY DANGEROUS DRUG, AND IT'S FLOWING INTO OUR COUNTRY AT AN AMAZING RATE, AND I THINK ONE OF THE STATISTICS WAS 60% OF PILLS ON THE STREETS RIGHT NOW HAVE SOME AMOUNT OF FENTANYL LACED IN IT, AND SO A STUDENT THAT BUYS A PILL HAS MORE THAN A 1 IN 2 CHANCE OF THAT BEING THE ONE, AND I DON'T KNOW THAT ENOUGH STUDENTS KNOW THAT.
I KNOW WE HAVE TIME FOR SEL AND WE HAVE TIME FOR A LOT OF OTHER THINGS IN ADVISORY AND I THINK THAT IT'S AN EXCELLENT TIME.
AN OPPORTUNITY FOR OUR DISTRICT TO EXPLORE NOT ONLY WHAT CAN WE PUT DURING THAT TIME TO EDUCATE OUR STUDENTS, BUT ALSO, YOU KNOW, THERE'S DIFFERENT GROUPS, I MEAN, EDUCATION VIDEOS, WHATEVER WE CAN PUT OUT.
YOU KNOW, I FEEL LIKE WHEN THEY'RE SCROLLING THROUGH SOCIAL MEDIA, THEY SEE ALL KINDS OF FUN STUFF, BUT THEY'RE NOT SEEING ANYTHING ABOUT THE THINGS THAT, THINGS LIKE FENTANYL, THINGS THAT ARE TRULY THE TERROR OF THE DAY, AND UNTIL SOMETHING'S DONE ABOUT THAT, I'M WITH THE REST, THE WHOLE BOARD.
I KNOW WE'RE ALL IN ALIGNMENT ON THIS, THAT IF THERE IS MORE THAT THE DISTRICT LEARNS, WHETHER IT'S FROM WHAT ANOTHER DISTRICT IS DOING, RECOMMENDATIONS FROM DEA, FBI, YOU KNOW, THEY LOVE TO WORK WITH SCHOOL DISTRICTS.
IF THERE'S ANYTHING MORE WE CAN DO.
WE STAND READY AS A BOARD TO ADOPT THAT, SUPPORT THAT, AND I THINK WE SHOULD CONTINUE THE PROACTIVE APPROACH OF TRYING TO EDUCATE OUR STUDENTS ON THIS AND HELP THEM UNDERSTAND THAT, YOU KNOW, IT'S NOT LIKE THE DRUGS OF YESTERDAY, THAT TWO GRAINS OF SALT WORTH OF FENTANYL IS ENOUGH TO KILL YOU, AND THAT'S AN UNBELIEVABLE THING.
THAT'S SOMETHING YOU CAN'T SEE, CAN CAUSE YOU TO OD, AND THAT'S NOT SOMETHING THAT I LEARNED WHEN I WAS IN HIGH SCHOOL BECAUSE THIS WASN'T AROUND, AND THE GAME HAS CHANGED AND STUDENTS NEED TO UNDERSTAND THAT AND THAT IT'S NOT A GAME, AND I THINK THE SCHOOL PLAYS A VITAL ROLE IN THAT.
IT DID IN THE PAST, AND I FEEL LIKE THAT ROLE NEEDS TO BE ASSUMED AGAIN TODAY.
I JUST WANT TO SAY THANK YOU FOR YOU GUYS BRINGING THIS FORWARD AND BEING PROACTIVE AND FOR HOSTING THE EDUCATION THAT WE DID A FEW WEEKS AGO. I KNOW THAT WE'VE HAD LETTERS GOING HOME ELECTRONICALLY, AND I APPRECIATE ALL OF THAT, AND I THINK THAT THIS WAS DISCUSSED NOT THAT LONG AGO, AND YOU'VE MOVED AND ACTED QUICKLY.
IT'S A VERY, VERY SERIOUS PROBLEM THAT WE'RE FACING, AND I APPRECIATE THAT.
THE DISTRICT HAS PARTNERED WITH OUR POLICE DEPARTMENT AND OTHER LAW ENFORCEMENT AGENCIES IN THIS.
SO WE'RE BEING VERY PROACTIVE, AND THANK YOU.
OKAY, LET ME RESET HERE BECAUSE THIS IS FOR FIRST AND FINAL READING.
I HAVE A MOTION BY LAUREN TYRA, A SECOND BY CODY WEAVER AT THE BOARD OF TRUSTEES ADOPTS POLICY FOR LOCAL WELLNESS AND HEALTH SERVICES MEDICAL TREATMENT UNDER FIRST AND FINAL READING. THANK YOU ALL FOR YOUR COMMENTS.
[02:00:01]
LET'S PROCEED TO VOTE. ALL IN FAVOR, PLEASE RAISE YOUR HAND.PROBABLY THE MOST OBVIOUS UNANIMOUS VOTE WE'VE EVER HAD.
THANK YOU ALL AS WELL FOR BEING PROACTIVE IN THAT.
OKAY, WE ARE NOW MOVING TO OUR FINAL AGENDA ITEM, PUBLIC COMMENT FOR NON AGENDA.
[10. CONCLUSION OF PUBLIC COMMENT SESSION - NON-AGENDA ITEMS]
I BELIEVE WE HAVE TWO NON AGENDA RELATED PUBLIC COMMENT SPEAKERS, AND SO IF THOSE OF YOU WHO ARE HERE WILL MAKE YOUR WAY TO THE FRONT OF THE ROOM, I'LL READ THE RULES OF ENGAGEMENT. AT BOARD MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA AND NON AGENDA ITEMS. AGENDA RELATED ITEMS ARE HEARD PRIOR TO THE BOARD'S CONSIDERATION OR ACTION ON THE AGENDA ITEM.NON AGENDA RELATED COMMENTS ARE HEARD HERE AT THE END OF THE MEETING.
INDIVIDUALS PARTICIPATE BY SUBMITTING A COMMENT CARD IN ADVANCE OF THE MEETING.
COMMENT CARDS ARE NOT TRANSFERABLE AND INCOMPLETE COMMENT CARDS MAY NOT BE HONORED.
IF A SPEAKER IS NOT PRESENT WHEN CALLED UPON, THEIR OPPORTUNITY TO SPEAK WILL BE FORFEITED.
PURSUANT TO TEXAS OPEN MEETINGS ACT, SECTION 551.074 PUBLIC COMMENT SESSION WILL NOT BE USED TO VOICE A COMPLAINT INVOLVING THE NAMING OF SPECIFIC INDIVIDUALS, INCLUDING BUT NOT LIMITED TO THE NAMES OF DISTRICT EMPLOYEES OR STUDENTS.
TONIGHT'S SPEAKERS WILL HAVE THREE MINUTES EACH.
IF YOU'RE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU ARE EXPECTED TO STOP.
AS A REMINDER TO ALL, IT'S A CRIMINAL OFFENSE TO DISRUPT A LAWFUL MEETING.
FREEMAN, PLEASE CALL OUR FIRST SPEAKER.
OUR FIRST SPEAKER THIS EVENING IS DONALD BURKS.
HI, THANK YOU FOR ALLOWING ME TO SPEAK.
I APPRECIATE THAT. MY SON, CHRISTIAN BURKS WAS A NATIONAL MERIT SCHOLAR FROM THIS DISTRICT.
IT WAS INTERESTING SEEING THE NUMBERS.
I'M GOING TO GIVE YOU A NUMBER THAT'S PROBABLY HOT OFF THE PRESSES REGARDING A DECISION YOU ALL MADE HERE IN THIS ROOM RECENTLY REGARDING AN ELECTIVE CHANGE IN THE SIXTH GRADE AND ENROLLMENT IN BEGINNER BAND IS DOWN 50% ACROSS THE DISTRICT, WHICH IS A DECIMATION.
I'M A FORMER BAND DIRECTOR AND THAT'S THE LIFEBLOOD OF THE BAND PROGRAM IS YOUR BEGINNER ENROLLMENT.
SO AS I WAS LOOKING HERE AT OUR OLD CATALOG, NOT THE NEW ONE THAT'S BEEN CHANGED, YOU'LL NOTICE THAT ONLY BEGINNING BAND, CHOIR AND ORCHESTRA HAVE BEEN AVAILABLE AND WHILE THAT MIGHT SEEM LIKE A LACK OF CHOICE, YOU'RE ACTUALLY PROTECTING THE KIDS CHOICE BECAUSE THEY CANNOT GO BACK AND DO BAND ONCE THEY'VE MISSED THEIR ONE AND ONLY OPPORTUNITY IN THE SIXTH GRADE.
LET ME GIVE YOU A LITTLE BIT OF BACKGROUND ABOUT MYSELF, BELATEDLY, I'M A CFP.
I HAVE AN ACTIVE CERTIFICATE IN TEACHING.
I WAS A FORMER BAND DIRECTOR MYSELF.
I MANAGE A LOCAL SALES FORCE AND MOST IMPORTANTLY, I'M A 24 YEAR PARENT OF PLANO ISD.
I STILL HAVE KIDS IN THE DISTRICT.
I WAS A FORMER BAND DIRECTOR IN WYLIE ISD.
I BECAME AWARE OF THE CURRENT SITUATION BELATEDLY.
UNFORTUNATELY, WHEN I GOT THE NOTICE DEVASTATINGLY OF A MAJOR RESIGNATION OF ONE OF OUR PILLARS OF THE MUSIC EDUCATION COMMUNITY AND MOVING TO ANOTHER DISTRICT AND TAKING A LOWER POSITION, BASICALLY THIS WAS AN ESCAPE FROM THE SITUATION AT HAND, AND THERE ARE NUMEROUS OTHER DIRECTORS THAT ARE CURRENTLY INTERVIEWING FOR POSITIONS IN OTHER DISTRICTS, AND THE WORDS THAT I'VE HEARD TO DESCRIBE PLANO ISD.
PLANO IS A RED FLAG DISTRICT FOR PEOPLE IN MUSIC EDUCATION RIGHT NOW.
THANK YOU. LET ME WRAP UP ON A POSITIVE NOTE AND TELL YOU WHY I THINK THIS IS SO IMPORTANT AND WHY I DO APOLOGIZE THAT I'VE NEVER BEEN TO A MEETING HERE BEFORE BECAUSE WONDERFUL THINGS HAVE BEEN DONE FOR MY KIDS.
[02:05:05]
MY SON JAMES HAS BEEN REINVIGORATED ACADEMICALLY BECAUSE HE LOOKS FORWARD TO HIS PARTICIPATION IN MUSIC SO MUCH.WE'RE STARTING TO LOOK AT OTHER SCHOOLS, PERHAPS PRIVATE SCHOOLS FOR OUR DAUGHTER ROSIE, WHILE TEST SCORES ARE IMPORTANT AND I SAID I HAD A NATIONAL MERIT SCHOLAR, MY DAD WAS A NATIONAL MERIT SCHOLAR.
WHEN YOU GIVE THEM TOO MUCH CHOICE TOO EARLY, YOU HURT THEM.
ACTUALLY. THANK YOU FOR YOUR TIME.
THANK YOU. OUR SECOND SPEAKER IS MARK [INAUDIBLE], AND I'D LIKE A WARNING, PLEASE. GOOD EVENING.
IT'S BEEN A LONG DAY AND I'M GOING TO TRY TO KEEP MY STAY UNDER THREE MINUTES.
FIRST, I WANT TO THANK YOU GUYS, PLANO ISD, FOR THE ADDITION OF THE ROBINSON FINE ARTS CENTER.
JACKIE DIGBY AND HIS STAFF AND STUDENTS WERE AWESOME AND HELPFUL.
HE OPENED EAST AND BECAME THE ADMINISTRATOR IN 1989 AND RETIRED IN 2007.
HIS WIFE BEGAN HER CAREER IN PLANO IN 1981, TAUGHT SIXTH GRADE AT ALDRIDGE AND WILSON MIDDLE SCHOOL.
BOTH LARRY AND MARIANNE SERVED PLANO ISD FOR 25 YEARS EACH.
THEIR AWARDS AND ACCOLADES ARE TOO MANY FOR MY THREE MINUTES.
CINDY TUCKER BEGAN HER TENURE AT 1997 AT THE MIDDLE SCHOOL BAND LEVEL.
SHE WAS A PLANO BAND DIRECTOR FOR 12 YEARS.
AWARDS AND ACCOLADES JASON HAS RECEIVED IS NOTABLE AND WILL BE MISSED.
JENNIFER TUCKER BEGAN HER CAREER IN 2001 AS A VALUED EDUCATOR FOR 21 YEARS.
THIS FAMILY HAS A COMBINED TOTAL OF 107 YEARS OF DEDICATION TO PLANO ISD.
THESE EDUCATORS ARE SOME OF THE BEST IN THE NATION AND WILL NOT EASILY BE REPLACED.
I WANT TO THANK GLORIA MARTINEZ.
THIS SESSION WAS INFORMATIVE AND I APPRECIATE HOW PROFESSIONAL SHE WAS.
I ESPECIALLY APPRECIATE THE WAY SHE LISTENED AND RESPONDED TO OUR QUESTIONS AND OUR CONCERNS.
I WISH THIS TYPE OF EVENT HAD HAPPENED IN THE FALL.
YOU'RE LOSING MASTER EDUCATORS, AND THAT'S HORRIBLE.
HORRIBLE. WE ARE THE MAGNET SCHOOL FOR FINE ARTS.
WILL WE BE THAT IN FIVE YEARS? BECAUSE I'M WORRIED.
I'M NOT WORRIED ABOUT MY PROGRAM.
I'M WORRIED ABOUT MY CHOIR'S PROGRAM AND MY ORCHESTRA PROGRAM.
PLEASE LISTEN BECAUSE WE ARE NOT FEELING HEARD BY ANYONE, AND DAILY I HAVE COLLEAGUES THAT ARE FEELING LIKE THEY'RE LOSING THEIR JOBS, THEY'RE LOSING THEIR CAREERS, AND THEY'RE LOSING THEIR KIDS.
I CANNOT SAY THIS STRONG ENOUGH.
ALL RIGHT, THANK YOU TO BOTH OF YOU.
IF THERE IS NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD.
THE TIME IS 9:09 ON TUESDAY, APRIL 4TH, 2023.
* This transcript was compiled from uncorrected Closed Captioning.