[00:00:01]
>> GOOD EVENING, EVERYONE [BACKGROUND] I'M DAVID STOLLE,
[1. CALL TO ORDER]
BOARD PRESIDENT AND PRESIDING OFFICER.NOTING THAT A QUORUM IS PRESENT, I CALL TO ORDER THIS SPECIAL CALLED MEETING OF THE PLANO ISD BOARD OF TRUSTEES AT 06:02 PM ON WEDNESDAY, APRIL 19TH, 2023.
AT THIS TIME, I ASK SUPERINTENDENT DR. THERESA WILLIAMS TO VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING.
>> THANK YOU PRESIDENT STOLLE.
I'VE VERIFIED THAT THIS MEETING IS IN PLACE IN ACCORDANCE WITH OPEN MEETINGS ACT.
[2. PUBLIC COMMENT SESSION - AGENDA ITEMS ONLY]
WE ARE GOING TO MOVE ALONG TO OUR PUBLIC COMMENT SESSION.JUST AS A REMINDER, WE ARE PILOTING AN ONLINE SPEAKER SIGN-UP PROCESS.
DURING THE PILOT PERIOD, ANYONE WHO WISHES TO SPEAK AT A BOARD MEETING MAY CONTINUE TO OBSERVE OUR CURRENT PUBLIC COMMENT PROCESS OR TAKE ADVANTAGE OF THE ONLINE PROCESS WHICH IS AVAILABLE ON THE DISTRICT'S WEBSITE.
THOSE OF US WHO WERE HERE LAST NIGHT, WE'LL BE GLAD TO KNOW I'M NOT GOING TO REPEAT THE ENTIRE NOTIFICATION OF OUR NEW PROCESS.
AT SPECIAL CALLED MEETINGS, THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS ONLY.
DR. FREEMAN, WHERE ARE YOU? DO WE HAVE ANY SPEAKERS?
>> YES, WE HAVE TWO SPEAKERS THIS EVENING.
>> IN ORDER FOR THE BOARD TO HOLD THIS MEETING IN AN EFFECTIVE MANNER, THE PUBLIC WILL ABIDE BY THE RULES IN BOARD POLICY BED LOCAL.
INDIVIDUALS PARTICIPATE BY SUBMITTING A COMMENT CARD IN ADVANCE OF THE MEETING OR SIGNING UP ONLINE.
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.
FAILURE TO LIST THE AGENDA ITEM BEING ADDRESSED WILL RESULT IN THE PRESUMPTION THAT YOU WERE SPEAKING ON A NON-AGENDA ITEM WHICH WILL NOT BE HEARD AT THIS MEETING.
SPEAKERS WHO FAIL TO ADHERE TO THE TOPIC LISTED ON THEIR COMMENT CARD ARE OUT-OF-ORDER AND WE'LL BE ASKED TO LEAVE THE PODIUM.
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.
ADDITIONALLY, NO INFORMATION THAT MAY BE REASONABLY LINKED TO AN INDIVIDUAL PERSON MAY BE SHARED DURING PUBLIC COMMENT.
TONIGHT SPEAKERS WILL HAVE THREE MINUTES EACH.
IF YOU'RE NOT FINISHED SPEAKING AT THE END OF YOUR TIME, YOU'RE EXPECTED TO STOP.
SPEAKERS WHO FAIL TO STOP SPEAKING WHEN INSTRUCTED TO DO SO ARE OUT-OF-ORDER AND THE MICROPHONE WILL BE TURNED OFF.
SPEAKERS HAVE RECEIVED INFORMATION REGARDING EXPECTATIONS OF PATRONS DURING PUBLIC COMMENT SESSION.
AS A REMINDER TO ALL, IT'S A CRIMINAL OFFENSE TO DISRUPT A LAWFUL MEETING.
IF AT LEAST AFTER ONE WARNING AND INDIVIDUAL CONTINUES TO DISRUPT THE MEETING, THE PERSON WILL BE ASKED TO LEAVE AND MAY BE REMOVED FROM THE MEETING.
WHEN YOU ARE CALLED TO THE PODIUM, PLEASE STATE YOUR NAME, THE AGENDA ITEM RELATING TO YOUR COMMENTS AND WHETHER OR NOT YOU RESIDE IN THE DISTRICT.
WITH THAT SELENDA, LET'S HAVE OUR FIRST SPEAKER.
>> OUR FIRST SPEAKER IS LILAC BOTBOL.
>> THEY SIGNED UP ONLINE SO IT WAS POSSIBLE [INAUDIBLE]
>> LET'S MOVE TO OUR SECOND SPEAKER AND THEN WE'LL OPEN BACK TO THE SECOND.
>> OUR SECOND SPEAKER IS DR. JAN LOHMANN.
>> JAN, I'M GOING TO BE DOING THE TIMER, I'M UP HERE ON THE DIASE.
THE CLOCK IS GOING TO BE RIGHT THERE.
DO YOU WANT A ONE-MINUTE WARNING?
>> NO, THANKS. I'LL WATCH THE CLOCK. THIS IS ON.
I THINK MY AGENDA ITEM IS 5.1, IS THE LONG-RANGE PLANNING.
I'M SORRY THAT I BROUGHT A HANDOUT BUT NOT ENOUGH, SO I'LL BE SENDING THIS TO THE BOARD.
BUT IF YOU SQUINT CLOSELY, YOU'LL BE ABLE TO TELL WHAT I'M TALKING ABOUT.
THE TEA PUBLISHES DATA SHOWING TRANSFERS OUT.
THAT'S NOT THE REDUCTION, THAT STUDENTS WHO WERE HERE AND TRANSFERRED OUT.
IT'S BROKEN DOWN BY SCHOOL, SO IT'S EASY TO FIND PLANO ISD.
I WENT BACK TO 2016 AND I CALCULATED EVERYTHING UP UNTIL 2023.
YOU CAN SEE THERE'S A LITTLE BIT OF AN UPWARD TREND THERE.
I DON'T THINK IT'S SCANDALOUS, IT'S STILL A SMALL PERCENTAGE OF THE OVERALL POPULATION, BUT IT IS AN UPWARD TREND.
BUT WHAT REALLY GOT MY ATTENTION WAS THE FACT THAT 63% OF THE STUDENTS DON'T TRANSFER OUT TO ANOTHER ISD.
THEY TRANSFER OUT AND THIS IS LISTED IN THE DATA TO AN ACADEMY, A HOMESCHOOL, A PREP SCHOOL, OR A CHARTER SCHOOL.
I WAS AWARE OF THAT INFORMATION WHEN I WAS WATCHING THE BOARD MEETING LAST NIGHT, AND ONE OF YOUR PRESENTERS SAID THAT SOME OF YOUR CAMPUSES ARE FUNCTIONING AT 65%.
I THOUGHT, WELL, IF THIS TREND CONTINUES, THERE WILL BE MORE STUDENTS LEAVING AND YOU WILL HAVE EVEN MORE SPACE.
I NOTICED ALSO THAT THERE ARE ACADEMIES LISTED, BUT IT DIDN'T SAY WHAT KIND OF ACADEMY.
I'M HERE TO ADVOCATE FOR AN ACADEMIC CLASSICAL ACADEMY.
[00:05:07]
THE CLASSICAL ACADEMIES ARE RISING IN POPULARITY.THERE IS A CLASSICAL ACADEMY IN PLAIN AND FRISCO THAT HAS WAITLIST OF 2000 PEOPLE.
I KNOW THAT BECAUSE I'VE SPENT A LOT OF TIME UP THERE.
THERE ARE OVER 500 STUDENTS ON THE WAITLIST TO GET INTO KINDERGARTEN.
THERE'S A CLASSICAL ACADEMY OPENING RIGHT ON OUR BORDER IN ALUM, THIS FALL.
THERE'S ANOTHER CLASSICAL ACADEMY LOOKING FOR SPACE TO BUILD ON RENNER ROAD IN THE PISD DISTRICT ON THAT PART OF RENNER ROAD.
THE CLASSICAL ACADEMY IS COMING TO PLANO DISTRICT.
I HOPE THAT AS A FUNCTION OF DIVERSITY, IF NOT MARKET SHARE, AT LEAST DIVERSITY, YOU ALL WILL CONSIDER A CLASSICAL ACADEMY.
THAT WAY YOU'LL BE ABLE TO TAKE AS YOUR OWN ALL OF THE GOOD THINGS AND THE HIGH TEST SCORES AND THE ACCOLADES AND THE HAPPY PARENTS THAT COME OUT OF THAT ACADEMY.
INSTEAD, I'M AFRAID IT'S GOING TO STAND AS AN INDICTMENT OF A SCHOOL DISTRICT THAT DIDN'T REALLY EMBRACE ALL THE DIVERSITY THAT THERE WAS.
>> THANK YOU. OR YOU WANT TO RECALL OUR FIRST SPEAKER?
>> YES, OUR FIRST SPEAKER WAS LILAC BOTBOL.
>> I HAVE NOT SEEN ANYBODY ELSE COME IN, SO WE WILL MOVE ON, CLOSE PUBLIC COMMENT.
WE DO NOT HAVE A CLOSE SESSION ITEM TONIGHT,
[5.1. District Long-Range Vision and Strategic Roadmap The District is in the last year of the current strategic plan. The Board of Trustees will convene to discuss the long-range vision and strategic roadmap to begin in the 2023 - 2024 school year. of Trustees will convene to discuss the long-range vision and strategic roadmap to begin in the 2023 - 2024 school year.]
AND SO WE'RE GOING TO MOVE STRAIGHT INTO AGENDA ITEM 5.1, WHICH IS OUR LONG-RANGE VISION AND STRATEGIC ROADMAP.THE DISTRICT IS IN THE LAST YEAR OF ITS CURRENT STRATEGIC PLANS IN THE PROCESS OF DEVELOPING THE ROADMAP FOR THE NEXT FIVE YEARS.
ADMINISTRATION HAS BEEN SEEKING INPUT FROM THE COMMUNITY AND STAFF, HAS PROVIDED UPDATES AT BOARD MEETINGS IN THE PAST.
LAST NIGHT, THE BOARD RECEIVED A CULMINATION OF THE FEEDBACK AND RECOMMENDATIONS COLLECTED.
WE'RE HERE THIS EVENING TO DISCUSS THOUGHTS AND QUESTIONS FROM THE BOARD.
TO REFINE AND FINALIZE TARGETS AND OBJECTIVES, TO REVIEW PILLARS, AND TO PRIORITIZE OUTCOMES.
THE GOAL IS BOARD APPROVAL OF THE STRATEGIC PLAN FOR 2024 THROUGH 2028 AT THE MAY, 2ND BOARD MEETING.
THIS IS PART TWO OF OUR DOOZY NIGHTS WHERE AS A BOARD GET TO PROVIDE SOME INPUT AS WE MOVE INTO THE FINAL STAGE.
I HAVE BEEN ASKED TO REMIND EVERYBODY TO MAKE SURE THAT YOU ARE SPEAKING INTO YOUR MICROPHONES SO THAT WHAT WE SAY CAN BE RECORDED AND EVERYONE CAN HEAR IT, INCLUDING THOSE WHO ARE WATCHING FROM OUTSIDE.
I'M SURE THE THRONGS OF PEOPLE IN THE LOBBY.
WITH THAT, I'M GOING TO TURN THIS OVER TO LISA TO LEAD THE WAY.
>> WELCOME BACK. WE'RE EXCITED FOR THE CONVERSATION TONIGHT.
I WILL REMIND YOU THAT WE'VE HAD THIS PROCESS.
YOU'VE SEEN WE ARE NOW IN THE BLUE BOX OF RECOMMENDATIONS AND WE ARE EXCITED TO HEAR THE CONVERSATION AMONGST THE TRUSTEES ABOUT WHAT THEY THINK ABOUT THE RECOMMENDATIONS AND WHERE THEY'D LIKE TO SEE IT GO.
IF YOU AT ANY POINT DON'T HAVE ANY OF THE MATERIALS THAT I'M TALKING ABOUT, PLEASE LET ME KNOW WE'VE PUT A LOT OF THINGS OUT IN YOUR SPACES AND WE'LL TRY TO WALK YOU THROUGH THOSE THINGS.
AS YOU HEARD LAST NIGHT, WE ARE WORKING THROUGH A SERIES OF ACTIVITIES TONIGHT WHERE WE'RE GOING TO TALK ABOUT THE QUESTIONS THAT YOU'VE HAD OR AT LEAST RECORD ALL OF THE QUESTIONS THAT YOU'VE HAD SO WE CAN MONITOR THOSE THROUGHOUT THE EVENING.
WE'RE GOING TO TALK A LITTLE BIT ABOUT FEEDBACK THAT WE'VE SHARED WITH YOU, BUT ALSO HEAR ANY FEEDBACK YOU'VE HEARD.
WE ARE GOING TO LOOK AT OUR RECOMMENDATIONS AND CROSSWALK THOSE WITH YOUR ORIGINAL GUIDANCE TO US.
WE'RE GOING TO LOOK AT THE TARGETS AND OBJECTIVES.
WE'RE GOING TO REVIEW THE PILLARS AND THE LANGUAGE.
THEN AT THE END YOU'RE GOING TO PRIORITIZE THE THINGS THAT ARE IMPORTANT TO YOU AS THE TRUSTEE.
A LOT'S HAPPENING, SO HERE WE GO.
JOHNNY HILL IS THE TIMEKEEPER FOR THE NIGHT.
HE WANTED TO BE THE MOST IMPORTANT ONE, RIGHT JOHNNY? HE WILL BE VERY IMPORTANT IN HELPING US KEEP THIS ON TRACK.
WE HAVE A LOT OF THINGS PLANNED AND WE HAVE A LOT OF TIME ALLOTTED.
BUT WE'RE ALSO GOING TO TRY TO KEEP OURSELVES SOMEWHAT WITHIN A TIME FRAME SO WE CAN FINISH AT SOME POINT TODAY.
WHEN YOU SEE THE CIRCLES IN THE PRESENTATION AND THE LITTLE NUMBERS THAT'LL BE ASSIGNED TO YOU THAT THAT'S REALLY THE AMOUNT OF TIME THAT WE'VE ALLOTTED FOR THAT PARTICULAR ACTIVITY,
[00:10:01]
AND IT'LL JUST GIVE YOU AN IDEA OF WHERE WE'RE GOING.WE'RE GOING TO START. AS DR. WILLIAMS MENTIONED LAST NIGHT, WE WERE ORIGINALLY GOING TO SLATE 30 MINUTES, BUT WE ACTUALLY STOLE YOUR QUESTIONS LAST NIGHT.
YOU HAVE A COPY SITTING IN FRONT OF YOU, THAT IS A COMPILATION OF ALL OF THE QUESTIONS THAT YOU-ALL POSED LAST NIGHT.
I HAVE HELPERS SITTING AROUND THE ROOM ASSIGNED TO EACH OF THOSE SQUARES TO MONITOR THOSE.
WE'LL MAKE SURE AT SOME POINT THROUGHOUT THE EVENING WE EITHER DISCUSS THOSE THINGS OR WE WILL GO BACK TO THOSE.
BUT BEFORE THEY START THEIR JOB OF MONITORING, I NEED TO OPEN IT UP AND SEE IF THERE ARE ANY ADDITIONAL QUESTIONS THAT YOU WANT US TO ADD TO OUR SQUARES TO MAKE SURE WE COVER THIS EVENING.
I'M GOING TO GIVE US ABOUT 10 MINUTES TO DO THIS, GET ANY ADDITIONAL THOUGHTS OR QUESTIONS THAT YOU HAD OVERNIGHT THAT YOU WANT US TO PUT ON THE LIST.
THAT'S FINE. YOU TURN YOUR MICROPHONE ON AND TELL US WHEN YOU HAVE IT.
WHEN YOU LIST YOUR QUESTION BECAUSE MY HELPERS ARE ASSIGNED A SPECIFIC SECTION IF YOU'LL PLEASE TELL US WHICH SECTION TO PUT IT IN SO THEY'LL KNOW WHEN TO PERK UP AND PAY ATTENTION AND START WRITING.
>> YES, LET'S DO THAT. LET'S SEE IF WE HAVE ANY ADDITIONAL QUESTIONS IN THE STAFF, STUDENT, FAMILY INPUT SECTION THE TWO TOP BOXES.
>> I HAVE SOMETHING I'M JUST NOT SURE WHICH BOXES IT'S GOING.
>. IT GOES TO THE CONVERSATION WE WERE HAVING JUST IN TERMS OF THE IDEA OF ADMINISTRATIVE REGULATION BEING SOMETHING THAT'S ACCESSIBLE ON OUR DISTRICT WEBSITE AND SO I'M NOT SURE. [OVERLAPPING]
>> WHAT'S THAT ON COMMUNICATION?
>> LET'S PUT THAT IN PILLAR 4.
LET'S GO TO THE NEXT SECTION, THE PROCESS FROM VOK, THE CONVERSATION THAT VOK SHARED WITH YOU.
ANY ADDITIONAL QUESTIONS ABOUT WHAT THEY SHARED?
>> NOT YET. ANYTHING VOK BOXES, WE'RE GOOD.
WE'RE FLEXIBLE. LET'S MOVE ON TO PILLAR 1.
ANY ADDITIONAL QUESTIONS OR THOUGHTS YOU WANT US TO GET RECORDED FOR A PILLAR 1?
>> I'M SORRY I DIDN'T TURN MY MICROPHONE ON.
>> I WANTED TO KNOW WHERE WE ARE.
REMEMBER THE FLIPPED MODEL CLASSROOM THAT CAME OUT A NUMBER OF YEARS AGO? I DON'T KNOW WHERE THAT IS.
>> LAURIE, IF YOU'LL RECORD THAT ONE.
>> THEN DO WE EVER TEACH STUDENTS DATA ANALYSIS? I DON'T KNOW WHERE THAT'S TAUGHT, BUT I THINK THAT'S IMPORTANT. I'M LOSING MY VOICE.
THEN I GUESS THE OTHER POINT I HAD I DIDN'T DO THIS IN THE MEETING LAST NIGHT AND I APOLOGIZE, I COULDN'T LISTEN AND WRITE AT THE SAME TIME.
I KNOW THAT WE HAVE THE GREAT ACADEMY HIGH SCHOOL AND I GUESS I'M CURIOUS NOW THAT WE'VE HAD THAT FOR 10 YEARS, ARE WE ABLE TO SCALE OUT SOME OF THAT PBL THAT WE HAVE CURATED OVER THE PAST 10 YEARS INTO THE OTHER SCHOOLS?
>> THE REASON WE'RE NOT ANSWERING THIS NOW WE'LL SPEND TIME ON EACH PILLAR SO I JUST DON'T WANT YOU TO THINK I'M STARING AT YOU BLANKLY AND NOT ANSWERING YOUR QUESTION.
[LAUGHTER] ANYTHING ELSE FOR PILLAR 1 THAT WE NEED TO GET RECORDED?
>> I JUST WANTED TO EXPAND A LITTLE BIT.
I KNOW WE HAVE THE DESIGN AND IMPLEMENTATION OF A DIGITAL LEARNING PLAN.
ONE OF THE MOST SALIENT PIECES OF FEEDBACK I GOT IN THE LISTENING ROUNDS WAS ACTUALLY FROM A TEACHER IN THE DISTRICT AS A TEACHER AND A PARENT.
IT WAS A VERY VALUABLE PIECE OF FEEDBACK AND THE WAY THAT HE PUT THIS IS THAT KIDS NOW ARE PROGRAMMED FROM A VERY YOUNG AGE TO RECEIVE DIGITAL CONTENT.
ARE WE TEACHING THEM TO GENERATE DIGITAL CONTENT OF ALL FORMS? THAT IS ONE THAT I, I KNOW IT'S IN HERE, BUT WHETHER THAT'S TEACHING AND LEARNING OR CTE, I FELT LIKE IT COULD GO IN A COUPLE OF DIFFERENT PLACES.
BUT THAT IS ONE THAT I JUST WOULD LIKE A LITTLE BIT MORE INFORMATION ON.
>> I THINK FOR THESE [NOISE] MORE PROBABLY HIGH SCHOOL LEVEL, MAYBE MIDDLE SCHOOL LEVEL, JUST IN TERMS OF WHEN WE LOOK AT HOW MANY STUDENTS IT TAKES TO SEE TO CLASS.
I KNOW WE'RE HAVING TO POTENTIALLY MAKE TOUGH DECISIONS DOWN THE ROAD AND WE DO A LOT BASED ON STUDENT INTERESTS.
[00:15:04]
MAYBE LOOKING AT, DO WE NEED TO RAISE THE NUMBER OF STUDENTS THAT IS NEEDED TO SEE TO CLASS IN ORDER TO MAKE A DECISION BASED ON THAT, IS IT WISE TO BRING IN A TEACHER AND CURRICULUM FOR THAT NICE CLASS?>> I THINK MINE WOULD BE OBJECTIVE 1.4 REGARDING STUDENT ENGAGEMENT.
AS I LOOKED THROUGH THE RECOMMENDATIONS, I THINK THE ONLY ONE THAT REALLY ADDRESSED ENGAGEMENT WAS THE VERY LAST ONE.
I'M REALLY INTERESTED TO KNOW, ARE REALLY CURIOUS FOR WHAT, HOW WE CAN RAMP UP ENGAGEMENT, ESPECIALLY IN THE MIDDLE SCHOOL LEVEL I FEEL LIKE MAYBE THAT'S WHERE KIDS ARE EXCITED AT ELEMENTARY AND THEN THEY GET TO HIGH SCHOOL AND THEY HAVE SOMETHING TO JOIN.
I'D LIKE TO FOCUS ON MIDDLE SCHOOL.
>> QUESTION THERE. YOU'RE TALKING ABOUT STUDENT ENGAGEMENT?
>> WELL, I WANT PARENTS TO BE ENGAGED TOO, BUT I'M TALKING ABOUT STUDENTS IN PARTICULAR.
>. ONE OF MY THINGS THAT DIDN'T GET CAPTURED, THAT I UNDERSTAND WHY IT DIDN'T, BUT IN THE STRATEGY IN BLUE AT THE TOP, IT DOESN'T SAY I'M JUST BEING PICKY BUT ALL PLANO ISD STUDENTS?
I DON'T KNOW IF THAT WAS AN OVERSIGHT OR IF IT WAS MEANT TO. [OVERLAPPING]
>> WE TRIED TO PUT IT IN A DIFFERENT COLOR DID WE NOT GET IT?
>> THE OTHER QUESTION I HAVE AND IT MAY NOT BE IN THIS ONE, IT MAY BE IN THE OTHER I MARKED IT ON MY NOTES.
WHEN THE CONVERSATION IS ABOUT ACADEMIC PROGRAMMING, FINANCIAL SERVICES KEPT COMING UP AND I DON'T KNOW WHERE THAT GOES THAT GOES INTO HER LIFE READY. JUST CURIOUS.
>> I DIDN'T SEE. I MISSED IT SOMEHOW.
>> LISA, WHEN UNDER TEACHING AND LEARNING PILLAR 1 UNDER DESIGN AND IMPLEMENT A DIGITAL LEARNING PLAN MY CONCERN IS THAT NOT ALL STUDENTS DO WELL DIGITALLY ON A CHROMEBOOK OR TAKING THINGS HOME ON A CHROMEBOOK.
I FEEL LIKE SOME STUDENTS ACTUALLY LEARN BETTER WITH A TEXTBOOK STYLE, OR TRADITIONAL LEARNING AND TRADITIONAL PAPER AND WORKING OUT TRADITIONAL ACADEMICS, THE OLD-FASHIONED WAY.
>> I GUESS I WOULD ECHO JERRY'S THOUGHT ON THE FINANCIAL LITERACY IS NOT GOING TO BE UNDER LIFE READY.
>> WE CAN PUT IT EITHER, WELL, IT WILL PUT IT IN BOTH.
WE'VE GOT A LITTLE BIT IN NUMBER 1 WE'LL MAKE SURE WE PUT IT AT NUMBER 2 AS WELL.
>. OTHERS FOR PILLAR 1 OR CAN WE MOVE TO PILLAR 2 QUESTIONS? WE'LL START WITH NANCY'S ABOUT FINANCIAL LITERACY.
>> WELL, I THINK WE'VE SAID THIS BEFORE, BUT I THINK IT'S WORTH REPEATING.
DIGITAL CITIZENSHIP IS SO IMPORTANT, AND I THINK ENGAGING THE PARENTS IN THAT ASPECT IS SO IMPORTANT AS WELL BECAUSE THAT'S THE WORLD NOW IT'S DIGITAL.
>> I THINK IT WAS IN THE VOK NOTES, BUT I THINK IT BELONGS IN PART 2 OF LIFE READY.
JUST IN TERMS OF THE DIFFERENT TYPES OF CATEGORIES THAT WE'RE OFFERING.
I WOULD SUPPORT A CLASSICAL ACADEMY AND WOULD LOVE TO SEE THAT OPTION AS ONE OF THE OPTIONS ON IT.
>> MY COMMENT IS TO THE BULLET POINT OF DEVELOPMENT IN MARKET AND CONSISTENT COMMUNICATION AND TRAINING PLAN FOR STUDENTS.
REALLY GOES TOWARDS THE IDEA OF WE NEED TO HAVE THESE COMMUNICATIONS AS TO WHAT THE OFFERINGS ARE ALL THE WAY DOWN TO THE ELEMENTARY LEVEL.
WE TALKED ABOUT LAST NIGHT TO MIDDLE SCHOOL BUT REALLY THAT NEEDS TO GO ALL THE WAY DOWN TO ELEMENTARY SO THAT PARENTS CAN START PLANNING FOR THOSE PATHWAYS, ESPECIALLY IF WE EXPAND.
IF YOU EXPAND ACADEMIES AND START MAKING OFFERINGS, YOU WANT TO HAVE THE ABILITY FOR THOSE KIDS AND THOSE PARENTS AND START PLAYING FROM THAT AS EARLY AS POSSIBLE.
THE COMMUNICATION COMPONENT WILL BE REALLY KEY DOWN TO THE ELEMENTARY LEVEL.
>> WELL, AND THAT BRINGS ME TO, YOU HEARD ON THE FIRST PAGE, BUT WHEN YOU TALK ABOUT COMMUNICATION, WE DO HERE ON A FREQUENT BASIS IF WE JUST KNEW THIS OR THAT AND I SAID IT IN THAT FIRST PAGE, IS THERE A WAY TO HELP PEOPLE LEARN WHERE THEY'RE GOING TO GET THAT INFORMATION OR MAKE THAT CONSISTENT.
DO YOU KNOW WHAT I MEAN? LET PARENTS BE WHAT DID I SAY? HOW DO WE HELP THEM BE PRIMED TO TAKE THAT INFORMATION? BECAUSE I FEEL LIKE I KNOW THAT LESLIE'S DEPARTMENT HAS AN AMAZING SYSTEM OF COMMUNICATION AND WE GIVE MESSAGES OUT.
BUT I DON'T KNOW IF WE NEED SOME PARENT INFORMATION TRAINING SO THAT THEY KNOW WHERE TO GO GET IT.
[00:20:06]
DOES THAT MAKE SENSE? IT'S JUST LIKE IT'S THERE.>> I THINK IN MY OPINION, NANCY, IT'S THE SECOND COMPONENT IS THE MARKETING COMPONENT.
I THINK IF YOU TURN LESLIE LOOSE ON MARKETING BUT SHE DOES A GREAT JOB OF MARKETING.
WE HAVE A WEBSITE FULL OF ALMOST TOO MUCH INFORMATION AND SO IT'S GOOD MARKETING COMPONENT OF, HEY, THIS IS WHAT WE OFFER, AND HERE'S WHERE YOU CAN FIND IT.
THAT'LL HELP THE COMMUNICATION COMPONENT.
>> WE'VE COMPLETED OUR 10 MINUTES. [LAUGHTER]
>> WELL THEN WE'D BETTER GET THROUGH SOME OTHER PILLARS.
>> ARE THERE OTHERS FOR PILLAR 2?
>> WITH THE LIFE READY YOU KNOW WHAT, I REALLY DO BELIEVE THAT WE NEED TO EXPAND OUR CTE PROGRAMS. BUT ALSO, I'M SO GLAD THAT WE HAVE ADDITIONAL TEST PREP OPPORTUNITIES FOR HIGH-SCHOOL STUDENTS BECAUSE I REALLY ENCOURAGE OUR STUDENTS TO GO COLLEGE AND I WANT THEM ALL TO BE ABLE TO TAKE THE TSI EXAMS AND HIGH SCHOOL.
I DEFINITELY WANT US TO FOCUS ALSO ON THIS, TO EXPAND ADDITIONAL TESTING OPPORTUNITIES FOR OUR STUDENTS AND TO MAKE TSI AVAILABLE TO THE MAJORITY OF OUR STUDENTS TO TAKE.
>> ALL RIGHT. I JUST HAVE ONE GENERAL COMMENT.
NANCY BROUGHT UP COMMUNICATING TO PARENTS AND THIS ISN'T NECESSARILY PILLAR 2.
IT COULD BE IN ALL OF THE PILLARS, BUT ONE OF THE THING THAT I FELT WE'RE TALKING ABOUT INNOVATIVE MARKETING PLAN, ENGAGING STUDENTS, ENGAGING THE COMMUNITY.
I FELT LIKE THERE WAS NOT ENOUGH INTENTIONALITY IN THIS ON ENGAGING FAMILIES.
WHETHER IT'S PARENTS, GUARDIANS, GRANDPARENTS, OR WHOMEVER IS RESPONSIBLE FOR THOSE KIDDOS ENGAGING.
I WOULD LIKE NOT NECESSARILY JUST IN PILLAR 2, BUT A LOT OF OUR PILLARS TO JUST BE MORE EXPLICIT.
WE HAVE GOALS FOR ENGAGING FAMILIES AROUND THESE THINGS BECAUSE I THINK THAT THAT'S ONE OF THE MOST IMPORTANT THINGS WE DO.
I FEEL LIKE IT'S IN HERE BECAUSE WE'RE TALKING ABOUT COMMUNICATING, WE'RE TALKING ABOUT MARKETING.
I WOULD JUST LIKE TO MAKE THAT 100% CLEAR ON GOALS THERE.
>> COURTNEY, IF YOU'D CAPTURE THAT ONE AS PART OF THAT.
>> I WANT TO TAMMY IN THAT TOO.
BUT I REALLY THINK THAT THE GT COMMUNITY AND THE [NOISE] SPEC COMMUNITY, WE DO PRETTY DECENT JOB ENGAGING PARENTS.
BUT FOR THE GE, HOW DO YOU SAY THAT? GENERAL EDUCATION, AND I THINK THAT'S SOMETHING WE NEED TO PAY ATTENTION TO SO WE DON'T BE NEGLECTFUL THROUGHOUT OF THOSE PARENTS AND STUDENTS ENGAGEMENT.
>> I'M GOING TO TRY TO PUSH US TO PILLAR 3 TO SEE IF THERE'S ANY ADDITIONAL QUESTIONS IN PILLAR 3.
>> QUICKLY ON THOUGHTS, JUST TRYING TO GET A SURVEY, MAYBE TEACHER SURVEY, THE OPTION FOR THEM TO RESPOND ANONYMOUSLY.
THEN THE OTHER ONE WAS JUST IN TERMS OF DISCIPLINE AND BEHAVIOR MANAGEMENT STRATEGIES AND ENFORCEMENT, JUST A BETTER UNDERSTANDING OF ADMIN'S ROLE, THE TEACHER'S ROLES AND EXPECTATIONS AND I THINK BEING KNOWN FOR THAT COULD BE A GREAT RECRUITMENT TOO.
>> I JUST WANTED TO CLARIFY THE FIRST COMMENT ON THERE BECAUSE THAT ONE WAS MINE.
WHEN I SAY WE'RE BEHIND THE TIMES, I DON'T MEAN ACTUALLY BEHIND THE TIMES AND SEARCH IN OTHER DISTRICTS ARE DOING THINGS WERE NOT.
THERESA AND I HAD CONVERSATIONS BECAUSE MY DAUGHTER IS GOING THROUGH THIS PROCESS THIS YEAR.
OTHER DISTRICTS AROUND US ARE DOING THINGS BEFORE WE ARE.
THEY'RE HAVING THEIR RECRUITING EVENTS, SO THEY'RE GETTING FIRST BITE AT THE APPLE.
THE THOUGHT THERE WAS, LET'S DEVELOP A PLAN, A STRATEGY THAT BEATS EVERYONE TO THE PUNCH.
THERESA AND I HAVE HAD A LOT OF CONVERSATIONS BECAUSE I KEEP GIVING A REAL-TIME UPDATES ON EMILY'S RECRUITMENT.
>> OTHER PILLAR 3 QUESTIONS FOR US TO CAPTURE.
>> I WAS GOING TO SAY IN OUR PARTNERSHIPS, OUR PIE.
IF WE COULD TALK TO BUSINESSES IN THE AREA ABOUT PEOPLE THAT ARE THINKING OF, LET'S TALK ABOUT EARLY RETIREMENT.
WELL, YOU WANT TO EARLY RETIRE? WHY DON'T YOU ALSO BECOME A SUB OR SOMETHING BECAUSE A LOT OF TIMES PEOPLE WANT TO CHANGE THE FOCUS OF THEIR LIFE.
THEY WANT TO GIVE BACK IN SOME WAYS.
IF WE CAN GIVE THAT AS JUST AN IDEA TO THE COMPANIES THAT WE'RE TALKING WITH.
IF THEY'VE GOT INDIVIDUALS WHO ARE THINKING OF MAKING A LIFE CHANGE, THAT MAYBE THEY WANT TO BE A TEACHER.
>> TYING TOGETHER PILLARS 3 AND 5.
[00:25:01]
>> WE SAID THE THING IS, I'M GLAD THAT WE PROVIDE A COMPETITIVE COMPENSATION PACKAGE FOR OUR STAFF.
THE THING IS THAT I THINK PLANO ISD SHOULD BE ONE OF THE HIGHEST PAID DISTRICT FOR OUR STAFF.
>> AGAIN, I PUT IT I THINK ON THE FIRST TIME BE OKAY BUT I MEANT TO PUT IT ON THIS ONE.
JUST WHETHER IT'S LEGISLATIVE OR OTHERWISE, THAT'S FINDING A WAY TO HAVE SROS AT EVERY SINGLE CAMPUS.
>> SINCE YOU MENTIONED SROS, I'M GOING TO MOVE US TO PILLAR 4, CULTURE OF COMMUNITY SAFETY AND WELLNESS.
ANY ADDITIONAL QUESTIONS FROM PILLAR 4?
>> I MEANT TO SAY THAT FOR PILLAR 4, I'M SORRY. [OVERLAPPING]
>> THAT'S OKAY. NO, YOU'RE FINE.
PILLAR 4, DID YOU CAPTURE THAT RYAN, GOT THAT? I TOLD YOU I HAVEN'T PLANTED ALL OVER THE ROOM.
[LAUGHTER] ANYTHING ELSE FOR FOUR?
>> I GUESS I WOULD ADD ONE THING.
I KNOW IN FRISCO ISD, THEY HAVE A COMMUNITY PARENT PROGRAM THAT HELPS THEM WITH THEIR LEGISLATIVE PRIORITIES AND I THINK THAT THAT MIGHT BE SOMETHING WE COULD CONSIDER DOING IN OUR OFF YEAR SO THAT WE CAN ENGAGE MORE ADVOCACY WITHIN THE DISTRICT.
>> I DON'T KNOW WHICH PILLAR I SHOULD BELONG TO.
NANCY'S QUESTION JUST REMIND ME OF ONE THING I ALWAYS WANT TO TALK ABOUT IS, CAN WE HAVE SOMETHING LIKE, SOME COMMITTEE FOR CURRICULUM.
I KNOW SOME OTHER DISTRICTS HAVE IT IS A CURRICULUM ADVISORY COMMITTEE.
THEY WILL ADDRESS PARENTS QUESTIONS, CONCERNS ABOUT CURRICULUM.
>> I THINK PILLAR 4 WOULD BE APPROPRIATE PLACE TO PUT THAT QUESTION.
>> ANYTHING FOR PILLAR 5? ANY ADDITIONAL QUESTIONS? JOHNNY, ARE YOU GOING TO BE SAD IF THEY HAVE NO ADDITIONAL QUESTIONS FOR PILLAR 5?
[LAUGHTER] THANK YOU FOR LEAVING STRATEGIC IN HERE.
I KNOW I WAS EXPRESSIVE GREAT CONCERN ABOUT THAT WHEN OFFER SUGGESTED THE POTENTIAL TITLE CHANGE SO NOT A QUESTION, BUT JUST THANK YOU.
>> LISA, IS THERE A REASON WHY WE ADD PARTNERSHIPS HERE INSTEAD OF IN THE CULTURE OF THE COMMUNITIES? THAT IS WHERE WE USED TO DISCUSS THIS.
>> YES, WE ARE LOOKING AT SOME OF THOSE PARTNERSHIPS AS PROVIDING RESOURCES AND OPPORTUNITIES FOR OUR STUDENTS AND STAFF.
WE PUT IT INTO THE RESOURCE SECTION BECAUSE IT'S SUCH A VALUABLE RESOURCE FOR US AS A DISTRICT TO HAVE THOSE PARTNERSHIPS.
IT DOESN'T CHANGE THE WAY WE LOOK AT IT.
IT'S JUST THAT WAS OUR THINKING WAS TO PUT THAT THERE.
>> WE'RE MOVING ON. NOT THAT YOU CAN'T ASK ADDITIONAL QUESTIONS, BUT WE NOW HAVE THESE FOLKS IN THE ROOM MONITORING AS WE GET TO SPECIFIC SECTIONS MONITORING THOSE QUESTIONS.
MY GUESS IS MANY OF THOSE THINGS WILL ALREADY COME OUT ON THE TABLE AND GET DISCUSSED AS WE GO THROUGH.
BUT THEN WE'LL TRY TO PICK UP ANYTHING WE'VE MISSED.
THE FIRST THING WE ARE GOING TO DO TONIGHT ARE ACTUALLY STEP 2 SINCE WE JUST DID THAT, WE'RE GOING TO TALK A LITTLE BIT ABOUT THE COMMUNITY FEEDBACK THAT WE HEARD.
WE'RE GOING TO SPEND ABOUT 30 MINUTES ON THIS JOHNNY.
LAST NIGHT WE TALKED TO YOU ABOUT THE 10 THEMES THAT WE HEARD.
WE TALKED ABOUT THE VOLUME OF INFORMATION THAT WE SIFTED THROUGH.
WE THOUGHT WE MIGHT TAKE A FEW MINUTES TONIGHT AND MAYBE YOU ACTUALLY WILL GET THROUGH WITH THIS ONE BEFORE 30 MINUTES.
WE THOUGHT WE WOULD TALK A LITTLE BIT ABOUT ANY QUESTIONS OR CONCERNS YOU HAD ABOUT THAT FEEDBACK, CLARIFICATIONS YOU WANTED TO GET, WANTED TO REASSURE YOU THAT WE WILL CONTINUE TO USE THIS FEEDBACK.
THIS IS NOT JUST A ONE AND DONE.
WE ARE KEEPING ALL OF THAT SO AS WE MOVE THROUGH THE NEXT FIVE YEARS THAT WILL CONTINUE TO GUIDE US, REALLY ADDRESS ANY THOUGHTS OR QUESTIONS YOU HAVE FOLKS IN THE ROOM WHO WERE OUT AND ABOUT IN LISTENING SESSIONS.
THERE MAY BE QUESTIONS THEY COULD ANSWER IF SOME OF US COULD NOT ANSWER THEM.
REALLY ARE THERE THINGS THAT YOU'VE HEARD AS A TRUSTEE THAT YOU WANT TO MAKE SURE WE CAPTURE IN THE FEEDBACK.
I'M GOING TO OPEN IT UP TO YOU ALL AS TRUSTEES.
JOHNNY'S GOT THE TIMER GOING AND WE WANT TO HEAR
[00:30:01]
ABOUT REALLY YOUR FEEDBACK TO THE FEEDBACK.>> I KNOW JERRY AND NANCY ALREADY SAID IT, ABOUT THE FINANCIAL LITERACY THING WAS JUST CONSTANT IN THE FEEDBACK AND I THINK THAT'S GREAT.
I MEAN, THAT'S ABSOLUTELY SALIENT.
I BROUGHT THIS UP ALREADY BUT BEING ABLE TO CREATE DIGITAL CONTENT, LIKE MAKING POWERPOINTS, WRITING EMAILS, DOING A WORD DOCUMENT.
HOW DO YOU DO A PIVOTTABLE IN EXCEL? THESE THINGS THAT ARE SKILLS THAT ONCE STUDENTS GET OUT IN THE WORKFORCE THAT THEY'RE GOING TO NEED AND CAN BE, HOW DO YOU MAKE A RESUME, CAN BE VERY DIFFICULT TO DO ON YOUR OWN WITHOUT REALLY GOOD INSTRUCTION.
ANOTHER THING THAT I GOT A TON OF WAS DIFFERENTIATION, PARTICULARLY IN MATH.
BETTER DIFFERENTIATION IN MATH HELPING MATH ROCKS PEELS OFF THE TOP 2% STARTING IN ELEMENTARY.
THERE ARE STILL KIDS THAT ARE GOING TO NEED MATH, ACCELERATION AND DIFFERENTIATION, WHETHER WE'RE TRYING TO CATCH THEM UP, OR WHETHER WE'RE TRYING TO ACCELERATE THEM FURTHER.
THOSE WERE THE THREE BIGGEST THINGS I TOOK AWAY FROM THESE.
>> TO RESPOND TO THAT A LITTLE BIT.
THE PATHWAYS INCLUDES THOSE MATH COMMENTS THAT WE HEARD.
IN TERMS OF THE TECHNICAL SKILLS, THE CAREER SKILLS, INTERESTING, WE HEARD FROM OUR STUDENT ADVISORY PANEL, SOME OF THOSE SAME THINGS YOU'RE TALKING ABOUT, TECH SKILLS, EVEN AS SOMETHING THAT WAS IN AN AHA TO US OF WE LEARNED THE GOOGLE SUITE, BUT WE DON'T KNOW HOW TO USE MICROSOFT WORD.
IT WAS AN AHA MOMENT FOR US WHEN WE WERE TALKING TO THE KIDS.
>> I THINK [NOISE] ALONG THOSE SAME LINES, DID YOU SAY THAT WAS AT CAREER SKILLS, THAT IDEA?
>> I THINK THIS IS AN OPPORTUNITY TO RETHINK WHAT 11, 12 CAMPUSES LOOK LIKE.
WE'RE GOING TO TALK ABOUT ACADEMIES, BUT YOU DON'T NECESSARILY NEED ACADEMIES FOR SOME OF THE THINGS THAT WE'RE TALKING ABOUT, ESPECIALLY THESE LIFE SKILLS AND THINGS LIKE LEARNING WORD.
EVERYBODY IN THE PROFESSIONAL WORLD OUTSIDE OF EDUCATION USES WORD, SO THEY NEED TO UNDERSTAND.
THIS IS AN OPPORTUNITY FOR US TO REVISION WHAT 11, 12 CAMPUSES LOOK LIKE AND MAKE THEM READY FOR THE [NOISE] NEXT GENERATION.
>> OUR TEACHER THAT GAVE ME THAT FEEDBACK IS ACTUALLY THE ORCHESTRA DIRECTOR AT CLARK, CREATING DIGITAL CONTENT.
HE'S THE ONE THAT GAVE ME THAT FEEDBACK.
I AGREE WITH YOU, 11, 12, THAT SPECIFICALLY CAME FROM A 9, 10 TEACHER THOUGH ALSO.
>> I WANT TO MAKE SURE TO CLARIFY.
I'M NOT SUGGESTING THAT WE JUST LOOK AT 11 AND 12.
I THINK WE CAN LOOK AT ALL PLACES TO REVISION, BUT WE HAVE SUCH A UNIQUE STRUCTURE WITH THE 9, 10 AND 11, 12 CAMPUSES THAT WE HAVE LOTS OF OPPORTUNITIES WITH 11 AND 12 AND 25 YEARS AGO, THEY WERE BUILT TO LOOK LIKE JUNIOR COLLEGES BECAUSE THAT'S WHAT THEY WERE DESIGNED TO BE, IT WAS TRANSITIONAL CAMPUSES FROM HIGH SCHOOL TO COLLEGE.
WE NOW HAVE STUDENTS WHO ARE TRANSITIONING TO CAREER IN MILITARY, AND SO LET'S MAKE SURE WE TAKE THOSE CAMPUSES AND WE TRANSITION THEM AT THE SAME TIME OR TRY TO TRANSITION THEM AS QUICKLY AS POSSIBLE TO MEET THE NEEDS.
>> WHEN YOU'RE SAYING THAT, I WANTED TO SHARE WITH YOU ALL.
IN APRIL, I HAD THE PRIVILEGE OF SITTING DOWN WITH RUTLEDGE HAGGARD TO HAVE A CONVERSATION ABOUT A BUNCH OF DIFFERENT THINGS.
ONE OF THE THINGS HE SAID, AND I MADE HIM REPEAT IT THREE TIMES SO I CAN HAVE IT EXACTLY RIGHT AND IMPROVE, THIS IS A QUOTE THAT HE GAVE ME.
HE SAID BACK IN THE DAY, REMINDING PEOPLE OUT THERE HE WAS ON SCHOOL BOARD.
THE PURPOSES OF THE CAMPUSES WERE BUILT THAT WAY SO THAT TECHNICAL KIDS AND ACADEMIC KIDS COULD WALK DOWN THE SAME HALL TOGETHER AND NEVER BE SEPARATED.
IT'S GOOD TO HAVE AN UNDERSTANDING OF WHERE THAT CAME FROM.
I THOUGHT THAT WAS REALLY COOL.
SINCE YOU MENTIONED IT, MR. STARLET, I WANTED TO BRING THAT IN AT THIS POINT.
>> WELL, AND I'LL ADD TO THAT.
DR. HENDRICK WOULD TELL YOU THAT THEY DID IT INTENTIONALLY BY DESIGN SO THAT THEY COULD ADD ALMOST THE FULL COMPLEMENT OF AP COURSES SO YOU HAD THE ECONOMIES OF SCALE AND THE NUMBER OF STUDENTS TO HAVE ALL THOSE COURSES.
[00:35:03]
BECAUSE BACK IN THE DAY WHEN THE DINOSAURS ROAMED THE EARTH, WHEN I WAS IN HIGH SCHOOL, YOU DID NOT HAVE TO STAY IN HIGH SCHOOL AND TAKE AS MANY COURSES AS YOU DO NOW.THEY WERE BEING PROACTIVE IN HAVING STUDENTS WANT TO STAY IN HIGH SCHOOL, NOT JUST TAKE THEIR ONLY ENGLISH CREDIT THEIR SENIOR YEAR AND GO WORK.
THAT WAS ALSO THEIR INTENT, WAS THEY WANTED TO RETAIN THE STUDENTS IN THEIR LEARNING.
BUT I LOVE THAT, THAT HE WANTED THE STUDENTS WHO WERE THE CTE KIDS AND THE ACADEMIC KIDS TOGETHER, THAT'S VERY TRUE.
>> WELL, AND JUST TO ADD AN ECHO THAT SO IN TALKING TO MR. HAGGARD, I THINK BACK IN AUGUST, HE ECHOED ALSO, WE TOOK OFF REALLY WELL AND HEAVY ON THE ACADEMIC SIDE, BUT WE'RE NOT WHERE WE NEED TO BE ON THE CTE SIDE.
WHEN I THINK ABOUT RIGHT NOW AND HE SAID THIS, WHAT I WANT FOR PLANO ISD IS TO REALLY THEN PICK UP ON THE CTE SIDE TO MIRROR AND MATCH THE VISION OF THE TWO HAND IN HAND.
THEN I JUST WANT TO BRING UP ONE OTHER COMMENT AS WE'RE TALKING ABOUT, WE HAVE OUR EMPLOYERS SAYING WE NEED TO HAVE STUDENTS WITH THESE PARTICULAR SKILLS AROUND LIKE MICROSOFT WORD AND HOW TO DO SPREADSHEETS.
THEN WE HAVE OUR KIDS THAT TOLD US IN ROUNDTABLE, THESE ARE THINGS THAT LIKE WE'RE STRUGGLING, WE MAY OR MAY NOT KNOW AND THEIR LEVEL OF SKILL IS NOT AT A CONSISTENT LEVEL.
BUT YET MICROSOFT OFFICE, IT WAS A CERTIFICATION THAT IS NO LAW HAS BEEN REMOVED FROM THE INDUSTRY AND IT'S BEEN REMOVED OFF THE LIST OF IT'S TOO EASY, IT'S TOO FREQUENT, AND KIDS DON'T REALLY NEED TO DO THAT, THAT'S JUST A BUNCH OF FLUFF, AND SO THERE'S A LITTLE BIT OF DISCONNECT OF WHAT OUR EMPLOYERS ARE WANTING TO SEE FROM A SKILL SET TO THE ACTUAL SKILL SET THAT KIDS ARE ACKNOWLEDGING THEMSELVES TO THEN WHAT OUR COMMISSIONER HAS [NOISE] SCRATCHED OFF THE LIST AS UNNECESSARY.
SO JUST KEEP THAT THOUGHT AS WE GO ON.
>> STAYING ON THAT THEME ON THAT BECAUSE ONE OF THE THINGS THAT CAME OUT OF THE LISTINGS THAT I HEARD TO WAS EXACTLY THAT, HOW IMPORTANT EXCEL SPREADSHEET IS AND HOW IT'S USED IN INDUSTRY ALL THE TIME AND HOW IMPORTANT IT IS TO NAVIGATE THAT.
BUT BACKING UP EVEN MORE IS KEYBOARDING.
FEELING LIKE WE WERE NOT DOING ENOUGH WITH KEYBOARDING EVER TO BE ABLE TO HAVE THAT, IT'S JUST PITIFUL FOR A VERY BRIGHT STUDENT TO SIT THERE AND HUNT PACK.
THAT'S RIDICULOUS, AND SO HOW DO WE PROVIDE THAT? THE OTHER THING I THINK IT'S REALLY IMPORTANT, I HAVE ALL THESE NOTES FROM BOTH SESSIONS, BUT WHAT STARRED WAS IN TECHNOLOGY, HOW IMPORTANT, THIS ISN'T EVERYTHING.
BUT ESPECIALLY IN TECHNOLOGY, HOW TO LEARN HOW TO LEARN BECAUSE THE TECHNOLOGY CHANGES SO QUICKLY.
MY HUSBAND, FROM A CODING STANDPOINT, IT'S CHANGING ALL THE TIME.
TO TEACH KNOWLEDGE AND SKILLS IS NOT GOING TO BE HELPFUL TO A KID 10 YEARS DOWN THE ROAD WHEN THEY NOW HAVE A DIFFERENT KNOWLEDGE AND SKILLS BASE THEY HAVE TO HAVE.
WE NEED TO BE ABLE TO TEACH THEM THE HIGHER LEVEL THINKING AS WELL IN ALL THE WAYS, AND SO THAT WAS ONE THAT CAME OUT.
HE TALKED [NOISE] ABOUT EMPLOYERS.
IN BOTH OF MY SESSIONS IN THE SMALL GROUP THAT I WAS IN, I HAD PARENTS TELL ME ABOUT A PROGRAM IN RICHARDSON CALLED MANAGEMENT INTERNSHIP PROGRAM.
I GOT THE CHILLS BECAUSE WHEN I WAS A SENIOR IN RICHARDSON HIGH SCHOOL, I DID THE MANAGEMENT INTERNSHIP PROGRAM.
BUT IT IS A FORM OF INTERNSHIP THAT IF IT'S A WAY TO BE ABLE TO INCORPORATE, IT IS FOUR DAYS A WEEK, A CHILD GOES INTO A VERY HIGH TENSE PROFESSIONAL SITUATION.
FOR ME, I WAS IN A HOSPITAL DOING PHYSICAL THERAPY.
CLEARLY, I FOUND OUT THAT WAS NOT MY CALLING IN LIFE.
BUT THERE WERE PEOPLE THAT WERE IN ACCOUNTING FIRMS. IT WAS COMPETITIVE.
THEN ONE DAY A WEEK, AND I THINK IT WAS ON FRIDAYS, THEY GATHERED TOGETHER WITH THE TEACHER TO PROCESS AS YOU GOT TO LEARN ALL THE THINGS.
ANYWAY, I JUST THOUGHT IT WAS VERY FASCINATING THAT THAT INTERNSHIP PROGRAM WAS [NOISE] MENTIONED.
LIKE THESE PEOPLE ARE LIKE, WHERE DID YOU COME FROM? BUT I THINK THAT'S A PROGRAM AND I DON'T EVEN KNOW IF RICHARDSON IS STILL DOING IT.
MY SON HAD DOUBLE EARLY RELEASE BECAUSE HE WAS TAKING TOO MANY AP CLASSES AND HE HAD EVERYTHING TAKEN CARE OF.
BUT AT THE SAME TIME, IT'S AN OPPORTUNITY FOR HIM TO BE ABLE TO FIGURE OUT THAT'S LOST TIME.
WHAT IF HE HAD AN OPPORTUNITY TO DO AN INTERNSHIP DURING THAT TIME PERIOD,
[00:40:01]
I WONDER HOW THAT WOULD BE HELPFUL.THE OTHER THING THAT ON THE OTHER END, AS FAR AS EXPERIENCE, IS I HAD A COUPLE OF THINGS, AND LAUREN, YOU'LL APPRECIATE THIS.
ONE OF THE PEOPLE IN A GROUP I WAS IN WAS VERY CONCERNED THAT WE WERE NOT GETTING KIDS REAL LAB EXPERIENCE, BUT THEY WERE GETTING MORE SIMULATED LAB EXPERIENCE.
AGAIN, GOING BACK TO NOT JUST LEARNING THE KNOWLEDGE AND SKILLS, BUT GETTING TO THE CREATIVITY, GETTING INTO THE ANALYSIS, AND GOING THROUGH SOME OF THAT.
THEN ANOTHER PERSON TALKED ABOUT CREATING AND HOW WE NEED TO HAVE OPPORTUNITIES TO HOMEMAKERS AND BUILDERS TO BE HAPPENING, NOT AT THE HIGH SCHOOL, STARTING IN MIDDLE SCHOOL, HAVING KIDS LEARN HOW TO MAKE THINGS AND BUILD THINGS FROM THAT TIME PERIOD.
IT'S REALLY INTERESTING THAT IT WAS A CREATIVITY THREAD.
CREATIVITY AND THINKING BEYOND WHAT WE KNOW THAT CAME OUT OF ALL THE DIFFERENT TOPICS THAT I THINK IS REALLY IMPORTANT FOR US TO BE HEARING AND LISTENING.
NOT THINKING ABOUT THESE SILOS OF THE PIECES, BUT WHAT IS THE THREAD THAT WE NEED TO BE INTEGRATING IN THAT BREAKS THINGS DOWN AND LET US SEE THE WHOLE BIG PICTURE FOR OUR STUDENTS.
>> WELL, I KEEP HEARING FROM EMPLOYERS.
THEY SAID WE CAN TRAIN THEM TO DO THE WORK, BUT WE CAN'T TRAIN THEM TO HAVE THESE NON-COGNITIVE SKILLS, THESE CREATIVITY AND LEADERSHIP AND COLLABORATION.
THAT'S WHY I ASKED IF WE'RE ABLE TO SCALE OUT SOME OF THE STUFF FROM THE ACADEMY HIGH SCHOOL PROJECT-BASED LEARNING INTO OUR OTHER SCHOOLS SO THAT THE STUDENTS CAN HAVE THOSE EXPERIENCES BEFORE THEY END UP PERHAPS IN A WORKING ENVIRONMENT OR AN INTERNSHIP ENVIRONMENT.
BUT IT'S THOSE OPPORTUNITIES LIKE JERRY'S TALKING ABOUT HAVING THAT THREAD THROUGH EVERYTHING BECAUSE THE EMPLOYERS SAY WE CAN TRAIN THEM TO DO WHAT WE NEED THEM TO DO.
>> YOU'LL SEE THAT REFLECTED IN ONE OF THE THEMES IN TERMS OF THE ENGAGING, RELEVANT CREATIVE OPPORTUNITIES FOR KIDS TO APPLY THEIR KNOWLEDGE AND DO THOSE THINGS.
WE DEFINITELY HEARD THAT OVER AND OVER AS WELL.
>> JERRY, YOUR COMMENT ON SCIENCE, I'VE HEARD THAT FROM SOME OF OUR STAFF THAT WHEN KIDS WERE VIRTUAL, WE HAD A LOT OF SIMULATION.
SCIENCE IS A LOT LIKE MUSIC, [NOISE] LIKE PLAYING AN INSTRUMENT, YOU HAVE TO USE YOUR HANDS.
IT IS A SKILL. UNLESS YOU'RE DOING THEORETICAL PHYSICS, I GUESS.
IF YOU'RE DOING STRING THEORY, MAYBE NOT, BUT IT DEFINITELY IS A TACTILE SKILL AND THEN THERE'S VERY MUCH A DIFFERENCE BETWEEN LEARNING ABOUT SCIENCE, DOING OBSERVATIONAL SCIENCE AND ACTUALLY USING THE SCIENTIFIC METHOD AND DOING EXPERIMENTAL SCIENCE WHICH WE HAVE, SCIENCE FAIR.
A LOT OF DISTRICTS ARE NOT RUNNING SCIENCE FAIR THE WAY THAT WE ARE RUNNING SCIENCE FAIR IN PLANO AND ALWAYS HAVE.
BUT DEMOCRATIZING THAT OR PUTTING MORE EQUITY INTO THOSE EXPERIENCES IS ONE OF THE THINGS THAT I HEAR A LOT, PARTICULARLY FROM SOME OF THE SCIENCE STAFF, IS BETTER SUPPORTING STUDENTS TO TAKE THAT NEXT STEP.
>> OR TO ADD TO THAT, MOST OF SCIENCE, THE BEST OF SCIENCE IS THE FAILURE NOT THE SUCCESS AND WHEN YOU DO SIMULATIONS, YOU TEND TO END UP GETTING THE RIGHT ANSWER.
YOU DON'T HAVE THAT OPPORTUNITY.
IT'S LIKE WATCHING A COOKING SHOW OR ACTUALLY GETTING INTO KITCHEN AND SEEING HOW IT ALL GOES TOGETHER.
[NOISE] THEN THE LAST ONE I HAVE THAT I KEPT HEARING AND EVERYTHING IS MULTILINGUAL ACROSS ALL AGES.
LOT OF PEOPLE THAT I WAS LISTENING TO IS THE MULTILINGUAL FOR ELEMENTARY AND THEN HOW AGAIN, THAT THREAD CAN CONTINUE ACROSS GRADE LEVELS.
I HEARD THE OTHER [NOISE] LEADERSHIP AND AMBASSADOR PROGRAM BECAUSE I DID THE LISTENING ROUND WITH THE LEADERSHIP AND AMBASSADOR GROUP DURING THE PROFESSIONAL LEARNING SESSION, AND ONE OF THE PEOPLE AT MY TABLE SAID, THERE'S NO REASON WHY EVERY STUDENT GRADUATING FROM PISD SHOULD NOT BE GRADUATING BILINGUAL IN ENGLISH AND SPANISH.
I THINK THAT'S A REALLY COMPELLING IDEA, BECAUSE WE'RE OFFERING BILINGUAL SERVICES FOR KIDS THAT SPEAKS SPANISH [NOISE] AT HOME TO LEARN ENGLISH AND THE TWO WAYS IS CERTAINLY AN ATTRACTIVE OPPORTUNITY.
WHEN I TALKED WITH PARENTS ABOUT DIGITAL CITIZENSHIP THEY EXPRESSED A LOT OF CONCERN ABOUT SOCIAL MEDIA AND TRENDS ON THAT AND THIS WAS WITH EDUCATORS AS WELL AS CHATGPT AND THE ABILITY FOR TEACHERS TO BE ABLE TO SCREEN ESSAYS AND MAKE SURE THAT THE CONTENT AND WHAT THE STUDENTS ARE DOING IS NOT SOMETHING THAT'S A PRODUCT OF AI AND SO THERE ARE SOME CONCERNS WITH THAT.
I DON'T KNOW THE RESOURCES OUT THERE FOR TEACHERS,
[00:45:02]
BUT I KNOW TEACHERS AND PARENTS, THERE'S CONCERN.I ALSO THINK THERE'S A WAY TO UTILIZE THAT.
BUT WHEN WE TALK ABOUT FUTURE CAREER OFFERINGS, MY WIFE'S IS AN ARCHITECT AND THEY'RE HAVING HER TAKE A CHATGPT CLASS BECAUSE THINGS THAT USED TO TAKE HER AN HOUR OR TWO, THEY CAN SPIT OUT THESE MODELS, AND SO DO WE WANT TO SPEND HALF A [NOISE] SEMESTER TEACHING STUDENTS HOW TO DO SOMETHING CHATGPT CAN DO IN 30 SECONDS.
THE FIELDS ARE CHANGING AND HOW PEOPLE ARE DOING THINGS IS CHANGING, AND SO I THINK WE NEED TO BE AWARE OF WITH THE PACE AT WHICH THE CURRICULUM WE CHOOSE MIGHT BECOME OUTDATED, MAY INCREASE.
[NOISE] WE'VE GOT TO FIGURE OUT HOW TO STAY RELEVANT AND UP-TO-DATE WITH THAT.
THAT'S ONE CONCERN JUST WITH DIGITAL CITIZENSHIP IN TERMS OF BEHAVIOR NOT SURPRISED THAT THIS WAS IN THE TOP 10.
I THINK THAT BOTH TEACHERS AND PARENTS ARE LOOKING FOR MORE ON THAT, AND I THINK I'VE EXPRESSED THAT AND I THINK THE DISTRICT IS AWARE OF THAT, AND SO THERE'S THAT.
THEN JUST FOR THE CULTURE OF CARING CULTURE, ONE THING THAT I CAME ACROSS AND HAD MET WITH WAS A GROUP ARE CALLED THE INSPIRE AND THEY ACTUALLY HAVE MENTORS THAT COME INTO THE SCHOOL, AND I THOUGHT THAT WAS A REALLY INTERESTING IDEA THAT THEY FOUND.
I TALKED TO THE CREATOR ACTUALLY AND HER SON CAME HOME AND SAID MR. SO-AND-SO, ONE OF THE MENTORS SAID THIS AND SHE WAS LIKE, I'VE BEEN SAYING THAT TO YOU FOR YEARS AND I ALSO WROTE THE BOOK THAT HE SAID, BUT SOMETIMES A STUDENT HEARING IT FROM SOMEBODY ELSE IS WHAT GETS THROUGH TO THEM.
I THOUGHT THAT WAS REALLY INTERESTING SO THERE'S SOME INTERESTING CONTENT AND THEY WERE GREAT, SPECIFIC SIXTH GRADE, NINTH GRADE SO I THOUGHT THOSE WERE PRETTY COOL AND WHEN THEY GO WITH THE 10 THAT WE'RE LOOKING AT.
>> [OVERLAPPING] I'M JUST GOING TO ADD TO YOU ABOUT THE CHATGPT.
THAT'S ANOTHER EXAMPLE OF CRITICAL THINKING, AND HAVING KIDS BE ABLE TO HAVE, YOU CAN PUT A SENTENCE TOGETHER.
MAYBE THAT'S NOT AS EMPHASIZED AS MUCH, BUT THEN LOOK AT WHAT THE QUALITY, ALL OF THOSE PIECES THAT GO WITH THAT.
IT'S FORCING OUR HANDS TO HAVE KIDS BE ABLE TO LOOK AT THINGS A LITTLE BIT MORE CRITICALLY.
INSTEAD OF IT BEING SOMETHING WE FEAR, I THINK IT SHOULD BE SOMEBODY WE HAVE AN OPPORTUNITY FOR, AND IT'S CERTAINLY RECENTLY WE SAYING THAT THERE ARE PROGRAMS OUT THERE THAT CAN HELP TEACHERS KNOW WHERE ITS ORIGINAL WORK OR NOT WHICH IS INTERESTING.
>> FASCINATING TO TALK ABOUT THE TECHNOLOGY BUT I HAVE SOME LOW TECH QUESTIONS I WANT TO ADDRESS.
ARE WE TEACHING THESE KIDS CURSIVE? I REALLY WISH WE STILL TEACH THE KIDS CURSIVE WRITING AND ALSO FOR GOING BACK TO ANGELES, CONCERN ABOUT SOME KIDS WHO JUST DO BETTER WITH A PAPER AND PENCIL, I PERSONALLY, IF I'M SERIOUS ABOUT SOMETHING HAS TO BE A PEN AND PAPER.
IF WE HAVE STUDENTS LIKE THAT, ARE WE DOING EVERYTHING WE CAN TO ACCOMMODATE THAT TO NOT JUST A PDF MARK HIGHLIGHT.
THAT DOESN'T DO IT FOR ME BUT I JUST WONDER.
>> WHEN I WAS READING OVER SPECIAL EDUCATION KNOWS THAT WE'RE PUTTING DOWN TO DYSLEXIA AS SPECIALISTS.
WE ARE READING SPECIALIST WE ARE IN NEED OF THEM.
THEY'RE VERY IMPORTANT IN THE ELEMENTARY LEVEL FOR OUR SPED STUDENTS AND THEN OF COURSE, THE DYSLEXIA SPECIALISTS ARE VERY IMPORTANT.
BUT SOMETIMES WE FORGET ABOUT THE PHYSICAL THERAPY AND OCCUPATIONAL THERAPY FOR OUR STUDENTS.
THE THING IS THAT I'VE ALWAYS MENTIONED THAT WE NEED TO EXPANSION ABOUT OCCUPATIONAL THERAPY TOO, BECAUSE OUR STUDENTS WRITING IS IMPORTANT TO ME AND ESPECIALLY FOR OUR SPED STUDENTS WHO NEED THAT EXTRA THERAPY TO BE ABLE TO WRITE.
BECAUSE SOME OF THE STUDENTS THAT HAVE TO GO TO OFF-CAMPUS THERAPIST SO THAT THEY CAN LEARN WRITING HAND SKILLS BECAUSE THEY'RE LACKING THE ABILITY TO HOLD A SCISSOR OR SO FORTH.
I DON'T THINK THAT WE'VE HAVE ENOUGH SUPPORT IN THAT AREA BECAUSE WE DO HAVE READING SPECIALISTS AND WE DO HAVE SOME DYSLEXIA SPECIALISTS, BUT I THINK WE ALSO NEED FOR THE READING, WRITING THEY'RE SO IMPORTANT FOR OUR SPED STUDENTS.
TWU IS THE BEST OT SCHOOL IN THE COUNTRY AND SO TO THE EXTENT THAT WE DON'T ALREADY DO SOMETHING WITH THEM, AND I BELIEVE NOW TO BECOME AN OCCUPATIONAL THERAPIST, IT'S EITHER A MASTER'S LEVEL DEGREE OR PHD.
BUT THAT'S AN OPPORTUNITY FOR A PARTNERSHIP WHERE IT'S A WIN-WIN FOR BOTH.
A HANDFUL THINGS OR WHAT PEOPLE HAVE SAID ON INTERNSHIPS, I LOVE THE IDEA OF GETTING INTERNSHIPS AND GETTING OUR KIDS OUT THERE.
[00:50:03]
BUT WE NEED TO MAKE SURE THAT WHAT WE'RE DOING IS RELEVANT.I THINK LINDSAY, YOU MENTIONED THAT THAT'S IN THE THEME.
WE HAVE AN INTERNSHIP PROGRAM IN MY PROFESSIONAL OFFICE AND I CAN TELL YOU THAT THE INTERNS ARE NOT DOING ANYTHING LEGAL.
WE NEED TO MAKE SURE THAT IF WE HAVE PEOPLE WHO WANT TO BE EXPOSED TO ACCOUNTING OR PROFESSIONAL SERVICES, THE PROGRAMS ACTUALLY EXPOSE THEM TO THAT.
IT'S NOT SERVING I DON'T THINK THE PURPOSE OF WHAT THE INTENT WAS.
MY COMMENT, IS WHEN WE DEVELOP AN INTERNSHIP PROGRAM, LET'S MAKE SURE WE ESTABLISH WHAT OUR GOAL IS AND THAT WE'RE ACCOMPLISHING OUR GOAL.
THE CHATGPT AND CTE COMMENTS TO ME THEY ARE COMING TOGETHER BECAUSE I THINK ONE OF MY COMMENTS ON CTE WAS LET'S MAKE SURE THAT WE'RE ALSO EXPANDING WHITE COLLAR TYPE CTE PROGRAMMING.
THAT AND AGAIN, IT'S CAN GO BACK TO RE IMAGINING WHAT 11TH AND 12TH LOOK LIKE.
BUT IF SOMEBODY WANTS TO BE A LAWYER.
WITH CHATGPT, THERE MAY NOT NEED LAWYERS ANYMORE, WHICH I EXPECT WHEN YOU GUYS TO HIRE ME, IN FIVE YEARS, I NO LONGER HAVE A CAREER.
BUT ASSUMING LAWYERS ARE STILL A THING, LET'S START LET'S START KIDS DOWN THE PATH AT 11TH GRADE TO BECOMING A LAWYER.
IT'S NOT JUST IT CAN STILL BE COLLEGE GRADUATE LEVEL CAREERS THAT WE'RE PREPARING THEM FOR.
BUT THEN THE CHATGPT COMMENT WAS THAT CHANGES SO FAST THAT TECHNOLOGY IS CHANGING SO QUICKLY.
IF THERE'S A WAY FOR US NOT NECESSARY TO LEVERAGE THAT BUT TO LEVERAGE THE OPPORTUNITIES THAT NEW TECHNOLOGIES PROVIDE US, OR TO LEVERAGE THE THINKING PROCESS AROUND DEVELOPING NEW TECHNOLOGIES.
SOMEHOW WEAVE INTO A CLASS OR A PROGRAM OR SOMETHING WHERE OUR KIDS ARE HAVING BEEN EXPOSED TO WHATEVER THAT CUTTING EDGE TECHNOLOGY IS AND LEARNING IT ON THE FLY.
THAT'S REALLY DIFFICULT TO DO.
I DON'T EVEN KNOW IF THAT'S SOMETHING THAT COULD BE ACCOMPLISHED, BUT IT'S SOMETHING TO THINK ABOUT THAT WE COULD OFFER A CLASS OF 30 SENIORS HAVE AN OPPORTUNITY TO SIT ON CUTTING EDGE TECHNOLOGY FOR THE YEAR, LEARN ABOUT IT AND HOW IT'S DEVELOPED AND HOW IT CAN BE USED AND START THE THOUGHT PROCESS OF HOW DO I MANAGE THIS ON A GO FORWARD BASIS WHENEVER COME UP PROFESSIONAL AND THAT'S ARE ALL MINE.
>> THE CHATGPT, ACCOUNTANTS DIDN'T GO OUT OF BUSINESS BECAUSE WE HAD CALCULATORS.
IT'S A TOOL. YOU WON'T BE OUT OF BUSINESS.
BUT I THINK IT IS SOMETHING WE HAVE TO.
[LAUGHTER] I THINK IT'S SOMETHING WE HAVE TO UNDERSTAND AND EMBRACE AND UNDERSTAND HOW TO ASSESS STUDENTS ACQUISITION OF KNOWLEDGE AND AUTHENTICITY OF THEIR WORK.
THAT'S GOING TO BE ON US TO UNDERSTAND, THAT'S A TOOL THAT WE CAN USE, BUT WE HAVE TO UNDERSTAND HOW TO ASSESS THEM.
>> SEE NANCY, YOU MADE ME THINK ABOUT WHEN YOU SAID THAT WOULD MAYBE ALSO THINK ABOUT DIGITAL CITIZENSHIP AND ALSO THINKING ABOUT JUST CITIZENS IN GENERAL.
HOW THAT IS GOING TO BE IMPORTANT PIECE OF THAT.
>> THE OTHER THING I WAS TO SAY DAVID, AS YOU SAID, 11,12, 9,10, I HEARD SOME CONCERNS ABOUT COURSE OFFERINGS AT 9, 10.
YOU SAID TO HAVING EXPOSED TO A LAWYER BY 11,12 HEARING THE PARENT GROUP THAT I WAS LISTENING TO.
THEY WOULD SAY, WHAT CAN WE DO TO BRING MORE THINGS DOWN TO THE 9, 10 LEVEL? THERE'S THE COURSE OFFERINGS FOR THEIR KIDS.
THEY WEREN'T ABLE TO GET SOME THINGS IN THE SCOPE OR SEQUENCE WAS NOT RIGHT WHERE THEY WANTED TO HAVE IT AT 9, 10 SO THEY COULD DO SOMETHING ELSE FOR 11, 12.
I WASN'T REALLY COMPLETELY FINE.
>> I JUST WANT TO CLARIFY TO THAT.
MY THOUGHT PROCESS AND MY ENTIRE LIFE HAS BEEN 11, 12 OR TRANSITIONAL CAMPUSES.
I WILL ADMIT MY BIAS THERE, BUT THAT DOESN'T MEAN I'VE WANTED TO LIMIT THINGS TO JUST THAT.
I WANT TO GO AS EARLY AND AS OFTEN OPPORTUNISTIC AS WE CAN BE.
>> I WANTED TO EXPAND ON THE INTERNSHIP COMMENT BECAUSE I FEEL LIKE INTERNSHIPS ARE NOT JUST FOR OUR STUDENTS, BUT ALSO FOR OUR TEACHERS.
WE HAVE A VERY WELL DEVELOPED PROFESSIONAL LEARNING TEAM THAT'S AMAZING.
BUT ARE THERE RELEVANT INTERNSHIP OPPORTUNITIES FOR TEACHERS? I GOT TO THINKING ABOUT THIS BECAUSE UT SOUTHWESTERN DOES THIS.
THEY BRING TEACHERS AND STUDENTS, HIGH SCHOOL STUDENTS INTO THE LAB AND THE SUMMER FOR INTERNSHIPS FOR BOTH HIGH SCHOOL SCIENCE TEACHERS AND HIGH SCHOOL STUDENTS.
THE OTHER THING ABOUT CHATGPT, I'LL JUST ADD THIS.
I THINK THERE'S SOME ETHICS TO IT.
I WAS HAVING A CONVERSATION WITH AN AI PERSON WHO I KNOW PROFESSIONALLY AND I BROUGHT UP THIS ETHIC STATEMENT THAT I HAD TO SIGN WHEN I WENT TO UNIVERSITY IN GERMANY.
I DON'T KNOW IF YOU HAD A SIMILAR EXPERIENCE, BUT ANYTIME I EDITED SOMEBODY'S WORK LIKE PEOPLE WHO ARE STUDYING ENGLISH, IF I WOULD EDIT THEIR WORK,
[00:55:02]
I HAD TO SIGN AN ETHIC STATEMENT THAT SAID, I EDITED THIS PERSON'S WORK.I AM A NATIVE SPEAKER OF AMERICAN ENGLISH, SO THAT WHEN IT WAS BEING GRADED, WHOEVER WAS GRADING IT HAD AN UNDERSTANDING THAT A, HAD IT BEEN EDITED AND WHO HAD IT BEEN EDITED BY? IN THE CHATGPT CONVERSATION, I THINK THAT THERE'S A REALLY GOOD OPENING TO INCLUDE SOME PROFESSIONAL ETHICS IN THAT CONVERSATION.
>> YOU MENTIONED THAT MICROSOFT IS NOT RECOGNIZED BY THE STATE MICROSOFT.
BUT DO WE STOP TEACHING THEM? I HOPE NOT. YEAH.
>> WE ABSOLUTELY NEED TO TEACH EXCEL AND I PERSONALLY I OFFERED TO MY DAUGHTER $25 PER HOUR TO DO EXCEL SHEET FOR ME.
[LAUGHTER] SERIOUSLY IT'S A SKILL.
THE WAY IN BUSINESS SCHOOL HAD TO EARN THAT FOR IS A PREREQUISITE FOR GRADUATION.
YOU HAVE TO HAVE AN EXCEL CERTIFICATE.
ANOTHER THING IS FINANCIAL LITERACY.
WE MENTIONED IT QUITE A FEW TIMES.
DO WE HAVE THAT FOR TEACHERS? BUT I JUST TALKED TO DAVID DRUNK BEFORE THE MEETING.
I WAS SHOCKED HOW MANY TEACHERS DON'T KNOW HOW TO KEEP THEIR CREDIT SCORE HIGH OR INCREASE THEIR CREDIT SCORE.
THEY WOULD BE SPENDING UP TO THE LIMIT OF YOUR CREDIT CARD AND THERE WERE DEFINITELY MAKE YOUR SCORE LOWER.
DO WE HAVE ANY PROFESSION AS SOME KIND OF SERVICE? PROFESSIONAL DEVELOPMENT.
>> THE EAB PROGRAM HAS PROBABLY A COMPONENT.
IN OTHER WORDS, IF YOU HAVE DEBT, IF YOU GET INTO BAD DEBT AND STUFF, WE HAVE AN EMPLOYEE ASSISTANCE PROGRAM THAT PROBABLY HAS SOME COUNSELING ON MY.
>> SIMPLE THINGS LIKE JUST INCREASE YOUR CREDIT SCORE WILL SAVE YOU SO MUCH TROUBLE.
FINANCIAL DISTRESS IS THE MAIN SOURCE OF EMOTIONAL DISTRESS.
I WOULD REALLY APPRECIATE IF WE TEACHERS GET THAT HELP TOO.
>> YEAH. I THINK WE'RE NOT TALKING NECESSARILY ABOUT WHEN YOU'VE GOT CREDIT CARD DEBT AND YOU'RE DROWNING IN IT, WE'RE TALKING ABOUT NOT EVEN GETTING TO CREDIT CARD DEBT.
IF THERE'S CONTINUING EDUCATION CAREER, LOOK, WE'VE GOT 22 YEAR OLD KIDS COMING OUT OF COLLEGE WHO GET THEIR FIRST JOB AND THEY'RE RICH BECAUSE THEY'RE MAKING $55,000 A YEAR.
LET'S, IF THERE'S AN OPPORTUNITY TO TEACH THEM FINANCIAL LITERACY THAT THEY'RE NOT GETTING OTHERWISE IT'S A GOOD BENEFIT FOR OUR STAFF.
>> WE ARE NOW FINISHED WITH THAT SECTION OF TIME.
>> BUT BEFORE I MOVE, ANY BURNING COMMENTS THAT NEED TO BE MADE?
>> I HAVE ONE BURNING. IT WAS JUST A CONVERSATION ABOUT SOCIAL EMOTIONAL LEARNING, SOCIAL EMOTIONAL WELLNESS.
PARENTS WERE SAYING THEIR KIDS WERE DOING IT WASN'T TAKEN SERIOUSLY WHEN THE OPPORTUNITIES HAPPENED IN THE CLASSROOM, THE KIDS THEMSELVES WERE TALKING ABOUT HOW THAT WHICH IS FINE.
BUT THEY ALSO REFLECTED TEACHERS NOT DOING IT EITHER.
I ROLL A COUPLE OF TIMES ON HERE AND I WROTE THERE TRYING TO BEAT IT OUT OF THEM.
I DON'T KNOW WHY THAT'S MY QUOTE.
THEN ANOTHER QUOTE FROM A TEACHER, I DON'T DO THIS.
I JUST THINK IT'S JUST IMPORTANT FOR US TO BE AWARE OF THE REALITY OF WHAT WE WANT TO HAVE HAPPENING AND WHAT'S REALLY HAPPENING IN THE CLASSROOM.
HOW DO WE MAKE SURE THAT WE INSPIRE PEOPLE TO.
HOW DO WE MODEL THAT? HOW DO WE SHOW THAT VALUE THIS IMPORTANT THAT THIS IS A SERIOUS AND WE WANT TO TAKE IT SERIOUSLY?
>> THANK YOU. WE WILL MOVE TO OUR NEXT ACTIVITY, WHICH IS A CROSSWALK.
IF I WILL TAKE YOU BACK TO DECEMBER FOR JUST A MOMENT.
YOU SAT AT TABLES, YOU SHARED THINGS THAT WERE FROM THE BOTTOM OF YOUR HEART THAT YOU ARE WANTING TO SEE US DISCUSS AND BRING FORWARD AND THOSE RESULTS ARE POSTED ON THE WALL.
YOU CAN SEE BEHIND YOU AND UP HEAR.
THOSE WERE THE SUMMARIES FROM THE VLK.
WHAT WE'RE GOING TO ASK YOU TO DO NOW IS A LITTLE WORK.
YOU'RE GOING TO NEED A COUPLE OF ITEMS. THE FIRST THING YOU'LL WANT TO GRAB, I PUT IN FRONT OF YOUR MICROPHONE EARLIER A COPY OF THOSE CURATION SHEETS.
YOU ALSO NEED TO LOOK IN YOUR PACKET, YOUR SPIRAL BOUND PACKET, TO THE HANDOUT, WHICH IS THE SECOND TO THE LAST.
I'M SORRY TO BE DIFFICULT, BUT IT'S THE SECOND TO THE LAST.
IT LOOKS LIKE THE PICTURE ON THE SCREEN, IT LOOKS LIKE THIS.
THIS IS THE SET OF RECOMMENDATIONS BY STRATEGIC PILLAR,
[01:00:02]
SO IF YOU COULD FIND THOSE TWO ITEMS, AND IF YOU HAVE ANY TROUBLE, LET US KNOW.WHAT WE'RE GOING TO ASK YOU TO DO AND JUST A REMINDER, THIS WAS IMPORTANT TO US THAT WE WERE ABLE TO PULL THIS DOWN.
WE TOOK WHERE YOU WANTED US TO GO.
WE WENT OUT, PULLED THE INFORMATION, DID THE RESEARCH GOT TO TALK TO PEOPLE AND TRIED TO TURN THAT INTO A SET OF RECOMMENDATIONS THAT WE BROUGHT FORWARD TO YOU.
WE WANT YOU TO CROSSWALK THAT AND ASSURE US THAT WE EITHER HAVE ACCOMPLISHED MOST OF IT OR WHAT HAVE WE MISSED.
I'M GOING TO ASSIGN YOU TO A CURATION FEEDBACK SECTION OR TWO, AND YOU'RE GOING TO WORK WITH EITHER A PARTNER OR A GROUP OF THREE BECAUSE SEVEN DOES NOT DIVIDE EVENLY AND I WAS NOT GOING TO CUT ONE OF YOU IN HALF.
I'M GOING TO PUT YOU IN ANOTHER A PAIR OR GROUP.
I'M GOING TO ASSIGN YOU A CURATION SECTION AND WHAT I'D LIKE FOR YOU TO DO IS TAKE ABOUT 10 MINUTES TO CROSSWALK THOSE WITH THE LIST OF RECOMMENDATIONS THAT WE'VE BROUGHT FORTH FOR YOU.
WHAT HAVE WE MISSED? WHEN WE FINISH, YOU'LL EACH HAVE ABOUT FIVE-MINUTES TO SHARE OUT FOR EACH OF THOSE SECTIONS WHAT WE MAY OR WHAT WE'VE COVERED, WHAT WE FEEL WE'VE MISSED AND THEN LAURIE AND IVAN ARE GOING TO BE OUR VANNA WHITE TO THE EVENING AND MARK OUR POSTERS FOR US, SO WE HAVE THAT FEEDBACK FROM YOU.
ARE YOU READY TO SEE YOUR ASSIGNMENTS? SURVEY SAYS.
COVERING THE ACADEMIC SECTION, BECAUSE THERE'S QUITE A BIT IN TERMS OF THE RECOMMENDATIONS AND THE ACADEMICS SECTION, I'M GOING TO ASSIGN HEATHER, DAVID, AND JERRY.
THE THREE OF YOU WILL WORK RIGHT IN THIS CORNER.
YOU'LL LOOK AT YOUR CROSSWALK.
YOU'LL LOOK AT YOUR CURATION PAGES FOR ACADEMICS.
YOU SHOULD FIND THAT ACADEMICS PAGE AND THEN YOU'LL LOOK AT THE SERIES OF RECOMMENDATIONS, NOW THEY COULD BE ACADEMIC RECOMMENDATIONS ALL THROUGHOUT THAT STRATEGIC PLAN.
YOU'RE GOING TO HAVE TO DIG FOR THEM.
>> INSTRUCTIONAL TECHNOLOGY AND CTE.
[OVERLAPPING] I'D LIKE FOR YOU TO TAKE A LOOK AT BOTH OF THOSE CURATION SECTION, SO IT'S A LITTLE BIT LARGER, BUT THERE AREN'T QUITE AS MANY RECOMMENDATIONS, SO HOPEFULLY YOU'LL BE ABLE TO DO THAT.
>> DR. TYRA AND ANGELA, YOU WILL WORK ON SPECIAL EDUCATION AND MULTILINGUAL.
JOHNNY, WE'RE GOING TO GIVE THEM ABOUT 10 MINUTES TO DO THEIR WORK IN CONVERSATION AMONGST THEMSELVES AND THEN WE'LL HEAR THEIR SHARE OUTS WHEN THEY'RE READY TO GO.
WHAT I WANT YOU TO DO IS YOU ALL SHARED, SO ON THESE SHEETS, YOU SHARED WITH US THE ITEMS THAT WERE IMPORTANT TO YOU.
[OVERLAPPING] I WANT TO KNOW IF IN THE LIST OF RECOMMENDATIONS WE'VE PROVIDED FOR YOU, DID WE COVER WHAT YOU WANTED US TO COVER?
>> LIST OF RECOMMENDATIONS [INAUDIBLE] ALL PILLARS
>> ALL THE PILLARS. IT COULD BE ANYWHERE.
NOW, OBVIOUSLY THEY'RE GOING TO LAND ACADEMICS IS GOING TO LAND A LOT IN PILLAR ONE.
YOU'RE GOING TO FIND THAT, BUT YOU COULD SEE THEM SCATTERED THROUGHOUT.
WE'LL GIVE YOU ABOUT 10 MINUTES TO WORK.
[OVERLAPPING] I DON'T KNOW WHO'S SINGING FOR THE BACKGROUND MUSIC, BUT ANYONE WHO'D LIKE TO VOLUNTEER, CYLINDER WILL VOLUNTEER.
WE'LL GIVE YOU ABOUT 10 MINUTES TO WORK.
>> [INAUDIBLE] TIMERS [INAUDIBLE] [LAUGHTER]
>> GIVE ME WALK AROUND AND I'LL TELL YOU WHAT I'LL GIVE HER AS 10 MINUTES.
I'LL GIVE EVERYBODY A ONE MINUTE WARNING OR TWO MINUTE WARNING.
[01:08:07]
MARK AS OPPOSED TO [INAUDIBLE] [BACKGROUND]>> [NOISE]. MANDRA, I FINISHED ABOUT 10 O'CLOCK [NOISE] THREE MINUTE WARNING.
[01:10:36]
[NOISE]>> [LAUGHTER] COULD YOU GUYS GET OVER THERE, REPRESENTING PURPLE YOU READY? IT'S THE PURPLE SQUAD WAIT YOU ALL GET BACK YOU READY? ONE TWO THREE I'LL SEND IT TO YOU.
[01:15:29]
[NOISE].[01:21:14]
>> [BACKGROUND] JOHNNY HILL, OUR GREAT TIMER HAS SHARED THAT I AM OVER MY TIME.
[BACKGROUND] [LAUGHTER] WE ARE GOING TO DO A QUICK FIVE.
WE'RE GOING TO TRY TO KEEP IT AT FIVE-MINUTES FOR EACH SECTION.
WE'RE GOING TO SHARE OUT AND AS YOU SHARE OUT LAURIE AND IVAN, IF YOU WOULD MARK OUR POSTERS FOR US, I HAVE MARKERS OVER HERE, YOU HAVE MARKERS IN YOUR HAND IF YOU WOULD MARK THE POSTERS FOR US, WE'RE GOING TO START UP HERE WITH ACADEMICS.
WE'RE GOING TO HEAR FROM THE TRIO OF THE THINGS THAT WE WERE EITHER MISSING AND MAYBE WE THINK THEY'RE IN THERE, BUT WE HAVE NOT BEEN EXPLICIT ENOUGH AND SO WE'RE GOING TO GET THAT FEEDBACK.
WE'RE GOING TO TRY TO GO ABOUT FIVE-MINUTES ON EACH ONE.
>> WE ELECTED JERRY TO BE OUR SPOKESPERSON.
>> YOU'RE GOING TO TELL THEM ANYTHING WE MISSED, WHAT YOU NOTICED ABOUT WHETHER OR NOT WE'D HIT SOME OF THE THINGS.
YOU'RE JUST GIVEN US A REPORT.
>> WE WERE VERY LITERAL AND WE DID NOT SEE A DESTINATION DISTRICT IT MAY BE MENTIONED IN COMMUNICATION [INAUDIBLE]
>> YEAH. I THINK THE ORIGINAL THOUGHT WAS WE WANT TO BE A DESTINATION DISTRICT.
>> GUESS WHAT? ROBOTICS IS NOT EXPLICITLY CALLED OUT. IT'S NOT TO BE CIRCLED.
THERE'S NO WORD ROBOT WE WEREN'T ABLE TO FIND ROBOTICS AND THAT'S WORTH CHEATING.
THE EXPLICIT VERTICAL ALIGNMENT WITH FEEDERS, THERE'S DISCUSSION ABOUT VERTICAL ALIGNMENT, BUT IT DOES NOT SAY ACROSS CAMPUSES.
I WILL SAY AGAIN, WE'RE BEING VERY LITERAL FEEDERS.
THERE IS NOTHING THAT EXPLICITLY CALLS OUT CODING.
>> YES WE NEED TO CALL OUT CODY AT PLANO SENIOR HIGH 912 OPPORTUNITIES THAT WAS NOT COVERED OR WERE IT?
>> SPECIFIC FUTURE-READY FACILITIES WAS NOT CALLED OUT AND THEN ALTHOUGH IT SAYS A COLLEGIATE HIGH SCHOOL IT DOES NOT SAY A K-8 EXPLORATION COLLEGIATE HIGH SCHOOL WHICH IS THE VERY, VERY BOTTOM I'M JUST GOING IN ORDER, THAT ONE.
THANK YOU FOR THAT AND AS YOU ALL KNOW BECAUSE YOU ATTENDED MANY OF THOSE WORK GROUPS, SEVERAL OF THOSE THINGS ARE INCORPORATED THEY'RE JUST NOT EXPLICITLY STATED IN THE ITEMS BUT WE WILL TAKE THAT FEEDBACK AND SEE IF WE CAN TWEAK THOSE TO MAKE SURE THAT'S A LITTLE MORE OVER.
VERY GOOD. WE'RE READY FOR OUR CTE AND YOU ALL GET FIVE MINUTES FOR EACH POSTER LET'S SEE HOW YOU CAN DO.
WHAT WE DID WAS WE DID THE ONES THAT HAVE THE CHECK MARKS BY THEM FIRST SO REPURPOSE PROPERTY WE FOUND THAT VERTICAL AND HORIZONTAL ALIGNMENT WE FOUND THAT THE SAME.
HOW ABOUT IF I JUST SAY THE ONES THAT WE DID NOT UNDERSTAND WHAT PRINCIPLES COURSES IN MIDDLE SCHOOL WAS AND IS IT P-R-I-N-C-I-P-L-E?
>> YES SUPPOSED TO BE L-E-S THAT CAME. [OVERLAPPING]
[01:25:01]
>> WE ACTUALLY DO HAVE, I DON'T KNOW IF IT'S EXPLICIT IN THERE BUT THAT IS A THING.
>> BECAUSE I THOUGHT THAT WAS THE PERSON PRINCIPLE.
>> NO AND IT'S THE FIRST COURSE TO A CAREER COURSE OF STUDY.
>> BUT ALL I HAD WAS THE JPEG AND I COULDN'T FIX THE WORD SORRY.
>> THERE'S SOME OF THEM STAY ON CUTTING EDGE DO WE HAVE THAT COVERED ANYWHERE? I KNOW WE TALK ABOUT HIGH-WAGE, HIGH-DEMAND CAREERS I GUESS THAT'S CUTTING EDGE, WOULD YOU CALL THAT? [NOISE]
>> I THINK TWO THINGS THAT I WASN'T NECESSARILY SEEING IN HERE ONE WAS THE GPA ALIGNMENT AND MAYBE THAT'S PART OF A LARGER COMPONENT OR OBJECTIVE AND THE OTHER WAS CONSIDERED BLOCK SCHEDULING.
>> WHEN WE BROUGHT THAT UP THE FIRST TIME HE ALMOST HAD A HEART ATTACK.
>> HOLIFIELD LEARNING SCIENCE CENTER IS THAT WHAT YOU ALL SEE? IS THAT IN THERE?
>> IT IS NOT IN ONE OF THE RECOMMENDATIONS.
>> WE DON'T DO SO GOOD WITH ACRONYMS.
BIGGER BOLDER BETTER WHAT ABOUT THAT?
>> THOSE WORDS ARE NOT IN THERE WE HOPE THAT THAT'S WHAT WE'RE BUILDING [LAUGHTER] WITH OUR CEO ACADEMY BUT.
>> I DON'T KNOW, IT'S HARD TO CROSSWALK EVERYTHING BUT WE'LL MOVE ON AND SAVE TIME.
GO TO TECHNOLOGY FRAMEWORK A LOT OF IT IS THERE. [LAUGHTER]
>> WELL, CONSOLIDATE FOR EFFICIENCY WE HAVE ARE THERE REDUNDANCY SETS COVERED, TEACHING TOOLS? LEARNING TOOLS, THOSE ARE COVERED.
SAFETY AND SECURITY WOULD BE COVERED IN THE ACTUAL PLAN AND SAME AS, LET'S SEE WHAT ELSE AND LEARNING MANAGEMENT SYSTEM DID WE SAY THAT'S COVERED IN THE PLAN? WHAT IS THAT, LISA?
>> THAT WILL BE COVERED IN THE PLAN WE WERE NOT EXPLICIT WITH THAT LANGUAGE SO YOU CAN.
>> YOU MIGHT WANT TO CIRCLE THAT ONE.
I DON'T KNOW IF WE REALLY HAD ANY OTHERS.
>> I THINK A LOT OF THEM WERE CAPTURED IN SOME OF THE LARGER RECOMMENDATIONS.
>> AI ISN'T LIFE READY SO WE'VE GOT THAT.
>> THE HAPPY NEWS JERRY IS WE DID ADD KEYBOARDING WITHOUT TEARS THIS YEAR SO THAT'S EXCITING.
SPECIAL EDUCATION, THEY FINISHED EARLY DIDN'T THEY JOHNNY?
>> I WAS ACTUALLY GOING TO START WITH BILINGUAL EDUCATION FIRST BECAUSE WE FOUND THAT TO BE MORE COMPLETE.
THE TWO THINGS IN BILINGUAL EDUCATION THAT I WOULD POINT OUT IS ON THE FACILITIES WE HAD SIGNAGE IN A VARIETY OF LANGUAGES.
I THINK THAT'S BOTH FACILITIES AND CULTURE OF COMMUNITY THAT IF I'M A FAMILY AND I SPEAK MANDARIN AT HOME IS WE HAVE A LOT OF OUR FAMILIES THAT DO HAVING SIGNAGE IN A VARIETY OF LANGUAGES IS NOT ONLY A SAFETY MEASURE BUT IT'S A CULTURE OF COMMUNITY MEASURE.
STAFF RECRUITMENT AND INNOVATION I FELT WE WANTED SOME STAFF RECRUITMENT INNOVATION FOR BOTH BILINGUAL AND SPED AND I FEEL THAT WAS A LITTLE BIT MISSED AND I THINK THAT'S ANOTHER OPPORTUNITY TO INTERFACE WITH OUR FAMILIES AND OUR PARENTS BECAUSE AS ANGELA AND I WERE TALKING ABOUT THERE'S A LOT OF SPED PARENTS THOSE OF US THAT ARE HIGHLY INVOLVED.
A LOT OF US THAT HAVE CHILDREN WITH DIFFERENCES TEND TO BE VERY ZEROED IN ON OUR KIDS' EDUCATION AND TRYING TO LEVERAGE THAT, LEVERAGE SOME OF OUR PARENTS AND MAYBE SEE IF THEY WOULD LIKE TO COME WORK WITH THEIR KIDS AND EVERYBODY ELSE'S KIDS.
SPECIAL EDUCATION WE FELT LIKE THERE WAS A REAL LACK OF INTENTIONALITY IN MANY THINGS.
UNDER SAFETY AND FACILITY NEEDS, WE HAD FURNITURE, EQUIPMENT, REALIGNED PROGRAMS ACROSS DISTRICT FACILITY NEEDS, TESTING SPACES, AND ACCOMMODATIONS WHICH I ALL GROUPED TOGETHER.
I THINK A LOT OF THAT WAS JUST NOT THERE IN TERMS OF INTENTIONALITY OF WE'RE GOING TO DO THIS AS A WHOLE FOR OUR GENERAL POPULATION NEEDS BUT WE NEED TO HAVE IT BE MORE EXPLICITLY STATED.
[01:30:01]
THAT WE'RE GOING TO DO FOR SPECIAL EDUCATION.APPROPRIATE PLACEMENT, WE FELT LIKE THIS COULD ALSO BE SOMETHING NOT ONLY IN THE FACILITY NEEDS BUT IN THE SAFETY AND THE SECURITY AND THE BEHAVIOR AND INSTANCES WHERE WE HAVE SOME SPECIAL EDUCATION KIDS THAT HAVE SOME HIGH ANXIETY OR THEY MAY HAVE SOME VERY UNIQUE BEHAVIORAL CHALLENGES I THINK THAT WARRANTS AGAIN SOME INTENTIONALITY.
CTE PROGRAMMING AND PROGRAMMING FOR FUTURE TEACHERS AMONG SPED COMPLETELY NOTHING IN THE CTE ABOUT HAVING IT BE INCLUSIVE AND OUR CTE OFFERINGS BEING INCLUSIVE AND HAVING PATHWAYS FOR OUR SPED STUDENTS TO BE ABLE TO COMPLETE CTE PROGRAMMING WITH AN IEP.
I DON'T KNOW HOW YOU WANT TO WORD THAT.
THEN PARTNERSHIPS IS WHEN WE TALKED ABOUT AND THIS ECHOES AS I SAID ABOUT A LOT OF SPECIAL EDUCATION AND 504 PARENTS BEING VERY, VERY TUNED INTO THEIR KIDS' EDUCATION.
ANGELA MADE THE COMMENT NOT ALL OF US ARE PTA MOMS, NOT ALL OF US ARE PTA PARENTS BUT WE WOULD LIKE OTHER OPPORTUNITIES TO SUPPORT OUR KIDS AND SUPPORT OUR CAMPUSES AND SO SPED IN PARTICULAR WE THINK IS A REALLY GOOD OPPORTUNITY FOR THAT, NOT ONLY FOR EMPLOYMENT PARTNERSHIPS BUT PARENT VOLUNTEER PARTNERSHIPS IN PARTICULAR AND IT GETS BACK TO THE INTENTIONALITY AS WE TALK ABOUT PARTNERSHIPS AND WE TALK ABOUT COMMUNICATION WHO ARE WE TALKING ABOUT THOSE PARTNERSHIPS IN THAT COMMUNICATION WITH AND ENSURING THAT OUR FAMILIES AND OUR PARENTS ARE INCLUDED.
>> WE INCLUDE THAT LANGUAGE IN THAT PARTNERSHIP SECTION. THAT'S A GOOD IDEA
>> DEFINITELY. BECAUSE LAUREN AND I WE TALKED ABOUT INCLUSIVENESS OF OUR SPED POPULATION.
THE THING IS THAT WITH A WRAPAROUND WITH FAMILIES I THINK THAT WHEN YOU HAVE A NEW FACILITY LIKE THAT I WOULD LIKE FOR US TO BE ABLE TO HIT INTO OUR SPED POPULATION ALSO AND ALLOW OUR PARENT VOLUNTEERS WHO ARE NOT INVOLVED IN PTA BECAUSE THEY'RE WORKING PARENTS TO ACTUALLY HAVE THAT OPPORTUNITY FOR THEM AFTER SCHOOL OR WEEKENDS OR NIGHTS TO ACTUALLY VOLUNTEER IN OUR FACILITIES SO THAT THEY CAN FEEL THAT THEY ARE HELPING OUR COMMUNITY AND THEY CAN FEEL THAT THEY'RE INVOLVED WITH THEIR STUDENTS BECAUSE I WOULD SAY THAT OUR SPED POPULATION PARENTS ARE VERY INVOLVED IN THE COMMUNITY AND THEY WANT TO BE MORE.
WE HAVE TO BE ABLE TO BE INCLUSIVE OF THEM AND ALLOW THEM OPPORTUNITIES TO PARTNER WITH OUR SCHOOLS SO THAT THEY CAN FEEL THEY'RE INVOLVED WITH THEIR CHILD'S EDUCATION AND EXTRACURRICULAR ACTIVITIES.
LOOKING AT THE UPPER RIGHT-HAND CORNER, LEGISLATIVE ISSUES OR RESEARCH OUTSIDE OF TEXAS, ARE THOSE GERMANE TO ALL THIS? I DON'T SEE THEM IN HERE. ARE THEY IN HERE? I JUST MISSED THEM.
>> WE LOOKED AT THE STUFF THAT WAS BOLD AND CHECKMARKED AND TRIED TO HIT THE STUFF THAT WE THOUGHT WAS REALLY THE ABSOLUTELY MOST CRITICAL.
THAT'S NOT NECESSARILY SPED SPECIFIC.
IF WE'RE GOING TO TALK ABOUT ACADEMY PROGRAMS THAT APPLIES TO THAT ALSO, OR BILINGUAL PROGRAMS. I THINK THAT APPLIES TO THAT ALSO.
THE STUFF WE TRIED TO HIGHLIGHT WITH STUFF THAT MAYBE WAS LESS GENERAL, BUT WE DIDN'T SEE THE INTENTIONALITY FOR SPED THAT WE THOUGHT IT WOULD NEED.
>> THE THING IS THAT I KNOW THAT WE'RE TRYING TO PROVIDE ADDITIONAL TEST PREP OPPORTUNITIES FOR HIGH-STAKE COLLEGE RELATED EXAMS. BUT I WOULD LIKE FOR US TO INCLUDE BED POPULATION ALSO BECAUSE THERE ARE SLOWER LEARNERS, BUT THEY CAN DO IT ALSO.
THEY CAN TAKE TSI AND GO TO COLLIN COLLEGE OR SOMETHING LIKE THAT WITH A PARTNERSHIP.
THAT WHEN WE GO TO THE TRANSITIONAL SCHOOL, BUT WE ALSO SHOULD TRANSITION THEM FROM OUR HIGH SCHOOL TO COLLIN COLLEGE, AND THAT CAN BE DONE.
>> JUST TO CLARIFY TOO, I THINK ON THE RESEARCH OUTSIDE OF TEXAS, I THINK THAT MIGHT'VE BEEN MINE FOR SIX MONTHS AGO.
BUT THE IDEA WAS WE HAD A PRESENTATION ONE TIME ABOUT A SPED PROGRAM IN CINCINNATI ABOUT GETTING KIDS INTO WORKING ENVIRONMENTS.
THAT'S WHAT THE INTENTION WAS.
IS LET'S MAKE SURE THAT WE'RE RESEARCHING IN ALL AVENUES FOR OPPORTUNITIES AND THEN WE CAN DUPLICATE WHAT WE LIKE.
>> THAT'S THAT PROGRAM THAT THEY DO AT THE BAYLOR HOSPITAL.
[01:35:01]
>> GREAT FEEDBACK. WE APPRECIATE.
THIS IS LIKE TAKING OUR FIRST DRAFT AND GIVING IT TO YOU AND YOU'VE GIVEN US FEEDBACK, SO WE HAVEN'T CAPTURED ON THE POSTERS.
THANK YOU, LAURIE AND IVAN, AND WE WILL TAKE THAT ALL BACK AS WE LOOK TO PREPARE FOR MY SECOND.
WE ARE RUNNING. YOU WANT TO ANSWER IT?
>> WELL, I JUST WANT TO ADD A COMMENT THAT THERE'S SOME THINGS THAT ARE GENERAL THAT FALL AND YOU CAN SEE PRETTY CLEARLY AND CONNECTED INTO THE LANGUAGE OF THE WAY THE OBJECTIVE IS WRITTEN.
THERE OTHER THINGS THAT ARE REALLY SPECIFIC, THAT MAY NOT MANIFEST THEMSELVES SPECIFICALLY IN THE WORDS OF THE OBJECTIVE, BUT WILL IT BE A STRATEGY.
IT'S REALLY LOOKING AT [NOISE] DOES THIS FIT THE INTENT OF THE WAY THE OBJECTIVE, OR IS THE OBJECTIVE WRITTEN IN AN UMBRELLA ENOUGH OR BROAD ENOUGH MANNER THAT IT CAN CAPTURE SOME OF THESE MORE SPECIFIC ITEMS. THAT'S KIND OF THE OTHER CHECK AND BALANCE.
JUST BECAUSE WE'VE CIRCLED A WORD, LET ME USE AN EXAMPLE OVER HERE.
IT WON'T BE SPECIFIC TO ROBOTICS, BUT IT WOULD BE A CO-CURRICULAR ACTIVITIES THAT ARE THAT SUPPORT STUDENT ENGAGEMENT AS WELL AS GROWTH.
JUST WANTED TO THROW THAT OUT THERE AS FAR AS THE WORD SMITHING.
>> WE'RE READY FOR OUR NEXT ACTIVITY TO CONTINUE TO DIVE INTO THIS AND GIVE AS MUCH FEEDBACK AS WE CAN FROM YOU.
NOW WE ARE GOING TO ALIGN THAT LENGTHY LIST OF TARGETS THAT YOU JUST GOT A CHANCE TO JUMP INTO A LITTLE BIT WITH YOUR CROSSWALK.
BUT NOW WE WANT TO START TAKING A LOOK AT EACH OF THE PILLARS.
AGAIN, REMINDING YOU THAT THE PILLARS AND THE OBJECTIVES ARE REALLY THE POINT WHERE WE NEED TO GET TO HAVE SOMETHING FINALIZED FOR YOU ON MAY 2ND TO CONSIDER FOR A VOTE.
WE'RE GOING TO TAKE THE PILLAR AND OBJECTIVE DOCUMENT.
IT LOOKS LIKE YOU SEE ON THE SCREEN.
WHEN YOU ARE JUST USING THE CROSSWALK.
I KNOW THE TARGETS ARE IN THERE BECAUSE WE'RE GOING TO SEE IF WE ARE ABLE TO PULL FROM THOSE TARGETS.
WE'RE GOING TO TAKE A LOOK AT ALL OF THOSE TARGETS UNDER THERE.
IF WE MANAGE IN THE NEXT FIVE YEARS TO DO THE TARGETS THAT ARE LISTED, WILL WE ACHIEVE THE OBJECTIVES THAT WE HAVE WRITTEN? NOW, SOME OF YOU MADE SOME SUGGESTIONS LAST NIGHT ABOUT MAYBE CHANGING THE WORDING ON SOME OF THE OBJECTIVES.
THIS WOULD BE THE TIME THAT WE'RE GOING TO HAVE THAT CONVERSATION.
BUT AS WE LOOK THROUGH THESE PILLARS ONE AT A TIME, BECAUSE I'M GOING TO GIVE YOU AN OPPORTUNITY TO DISCUSS EACH PILLAR.
BUT THE REAL QUESTION IS, DO WE HAVE ENOUGH RECOMMENDATIONS TO MEET THOSE OBJECTIVES? UNDERSTANDING THAT AS THINGS CHANGE OVER TIME, WE MAY FIND SOMETHING IN TWO OR THREE YEARS THAT WE NEED TO ADD TO OUR LIST AND SO WE'RE NOT JUST COMPLETELY TIED TO THIS.
>> PLEASE, CAN YOU GO BACK A SLIDE?
>> JUST GOING BACK, SO YOU JUST WENT THROUGH ON WHAT'S UP HERE THAT THOSE ARE THE ITEMS THAT CAME OUT OF CURATION.
EVERYTHING THAT'S IN YOUR HANDOUT, THOSE WERE THE RECOMMENDATIONS FROM THE GROUP AND YOU-ALL GAVE FEEDBACK NOW THAT WHEN WE CLEAN THIS DOCUMENT UP AND THE ONE IN YOUR HAND, THOSE ACTUALLY NOW BECOME THE STRATEGIC GRADE MET OUR TARGETS.
>> NOW YOU'RE GOING TO TAKE THOSE TARGETS.
WE KNOW THAT THERE MIGHT BE SOME THAT WE NEED TO MAKE SURE THAT ARE IN THERE.
NOW, THAT'S WHERE YOU'RE GOING TO NOW COMPARE TO PILLAR Y AND THE FOUR OBJECTIVES, THEY ARE LISTED THERE.
DO THOSE STATEMENT, ARE THEY SPECIFIC ENOUGH AND BROAD ENOUGH TO THEN CAPTURE THOSE TARGETS?
>> WE'RE GOING TO DO THIS ONE PILLAR AT A TIME.
IT'S GOING TO TAKE THE BULK OF THE REMAINDER OF THE EVENING.
WE'RE GOING TO TRY TO DO THIS FOR 20 MINUTES EACH FOR PILLARS 1 AND 2, NOT BECAUSE I THINK THEY'RE THE MOST IMPORTANT, BUT THEY SEEM TO BE THE MEDIA JUST IN TERMS OF WHAT'S THERE.
THEN WE'LL TAKE A LOOK AT PILLARS 3, 4, AND 5 AND SEE IF WE CAN COVER THOSE IN 15 MINUTES EACH.
WHAT I'M GOING TO RECOMMEND WE DO IS GIVE YOU A COUPLE OF MINUTES THOUGHT TIME WITH
[01:40:02]
EACH PILLAR BEFORE WE OPEN THE MICS FOR DISCUSSION TO JUST LET YOU WRAP YOUR HEAD AROUND THE PILLAR, THE OBJECTIVES, AND THEN TAKING A LOOK AT THOSE RECOMMENDED TARGETS THAT WE HAVE UNDERNEATH THOSE FOR THE NEXT FIVE YEARS.JOHNNY, YOU CAN GO AHEAD AND START THE CLOCK.
[NOISE] WHENEVER Y'ALL ARE READY TO GIVE US FEEDBACK.
ON ONE, MY BIGGEST COMMENT IS THAT I FEEL LIKE THERE'S LANGUAGE THAT'S LIMITING AND SO FOR THE PILLAR ITSELF,
[01:45:05]
TEACHING AND LEARNING ALL STUDENTS WILL BE APPROPRIATELY CHALLENGED AT THEIR LEVEL AND MAKE ADEQUATE YEAR'S GROWTH THROUGH HIGH-QUALITY INSTRUCTION.I FEEL LIKE SAYING ADEQUATE YEAR'S GROWTH IS LIKE HERE IS OUR NUMBER OF POINTS ON MAP.
WE NEED THAT STUDENT TO GROW, A GENERAL STUDENT TO GROW, OR AN AVERAGE STUDENT TO GROW, WHATEVER.
WE HAVE SOME KIDS THAT ARE GOING TO NEED MORE THAN A YEAR'S GROWTH AND THEN WE HAVE OTHER KIDS THAT ARE NATURALLY GOING TO GROW MORE.
SO THAT LANGUAGE IS THERE AND THEN IT'S ALSO DOWN HERE, TO ENSURE, LIKE THE READING INSTRUCTION TO ENSURE STUDENTS ARE DEMONSTRATING EXPECTED ANNUAL GROWTH.
TO ME THAT WHEN I READ THIS, I FELT LIKE SO IF YOU HAVE A STUDENT THAT MEETS THEIR READING TARGETS IN THE FIRST SEMESTER, WE'RE NOT DOING THIS AND BEING DONE WE'RE CONTINUING TO HELP THEM GROW, AND SO I FELT LIKE BY LABELING THIS IN THAT WAY AND SAYING ADEQUATE YEAR'S GROWTH OR EXPECTED ANNUAL GROWTH THAT A, WE'RE NOT TAILORING TO STUDENTS, AND B, WE'RE SELLING OUR STUDENTS AND OUR TEACHING STAFF SHORT AND WHAT THEY CAN ACTUALLY ACHIEVE.
IT SEEMED VERY LIMITING TO ME THE WAY THAT SOME OF THAT WAS WRITTEN.
>> I APPRECIATE THAT INPUT AND HONESTLY, I UNDERSTAND WHERE YOU'RE COMING FROM, LIMITING THINKING ABOUT MAP AND WHAT A TARGET GROWTH IS.
BUT WE KNOW THAT A STUDENT WHO IS NOT ON GRADE LEVEL YET NEEDS TO MAKE MORE THAN A YEAR'S WORTH OF GROWTH WHICH WOULD BE ADEQUATE FOR THAT STUDENT.
BUT I HEAR WHERE YOU'RE COMING FROM WITH THE LANGUAGE SO IF YOU HAVE SUGGESTIONS ON THAT I'M HERE.
>> I MIGHT JUMP IN, I THINK THAT I UNDERSTAND WHAT YOU'RE SAYING AND I SEE WHAT YOU'RE COMING FROM.
BUT MAYBE IF WE JUST DEFINE IT, SOMETHING TO THAT STUDENT'S PARTICULAR GROWTH OR PERSONAL GROWTH THAT THEY, I DON'T WANT TO SAY THAT IT'S LIMITING BECAUSE WE KNOW THAT LIKE WHEN WE HAD STUDENTS THAT CAME IN AFTER KATRINA, THEY WERE WAY OFF THEIR GRADE LEVEL, BUT WE COULDN'T GET THEM ON GRADE LEVEL IN ONE YEAR AND SO YOU DON'T WANT TO.
>> I MEAN, INSTEAD OF SAYING AN ADEQUATE YEAR'S GROWTH, I THINK I WOULD RATHER SAY CHALLENGE AT THEIR LEVEL AND MEET APPROPRIATE GROWTH TARGETS.
>> HIGH-QUALITY GROWTH IN THAT DIRECTION.
>> MEET APPROPRIATE GROWTH TARGETS.
THAT SETS WELL FOR ME. [OVERLAPPING]
>> I LIKE THAT BETTER. [OVERLAPPING].
>> WHAT I EXPECTED, BECAUSE SOMETIME MAP GIVES UNEXPECTED GROWTH TARGET AND WE WANT OUR STUDENTS SO IT ALSO MEASURE STUDENTS THAT ARE ABOVE GRADE LEVEL.
BECAUSE EVERY STUDENTS SHOULD GROW.
WHEN WE SAY EVERY STUDENT NEEDS TO BE ON GRADE LEVEL, WE HAVE KIDS THAT ARE ALREADY ON GRADE LEVEL.
DO WE WANT TO KEEP THEM THERE NOW? WE WANT TO MAKE SURE THAT THEY CONTINUE TO BE MAKING AT LEAST ONE YEAR'S GROWTH SO IF YOU HAVE A STUDENT THAT'S IN THIRD GRADE, BUT THEY'RE ON A FOURTH-GRADE READING LEVEL.
YOU WOULDN'T WANT AT THE END OF THE YEAR FOR THEM TO STILL BE AT THE SAME READING LEVEL, YOU WOULD EXPECT THAT THEY WOULD MAKE AT LEAST A YEAR'S GROWTH.
HOWEVER, ON THE REVERSE, OUR STUDENTS THAT MIGHT BE TWO YEARS BELOW, IT MIGHT TAKE A LITTLE LONGER THAN ONE YEAR TO GET TWO YEARS CAUGHT UP.
SO I REALLY LIKED THAT FEEDBACK AND WE REALLY NEED TO THINK ABOUT IT BECAUSE IT'S TWO THINGS.
ONE, AT A MINIMUM OUR KIDS NEED TO BE ON GRADE LEVEL.
IF STUDENTS ARE TO BE COLLEGE AND CAREER READY, THEY REALLY NEED TO BE ABOVE GRADE LEVEL.
AND EVERY STUDENT, WHETHER YOU'RE HERE OR WHETHER YOU'RE HERE, AT A MINIMUM, YOU'RE IN SCHOOL FOR A YEAR, YOU OUGHT TO BE GROWING EVERY SINGLE DAY AND EVERY SINGLE MONTH THAT YOU'RE IN SCHOOL SO WE AT LEAST AT A MINIMUM, ODYSSEY, A YEAR'S WORTH GROWTH, IF NOT MORE.
>> WELL, THIS GETS TO SOMETHING I'VE THOUGHT ABOUT AND HAD SOME DISCUSSION WITH SOME SPECIAL EDUCATION EXPERTS ABOUT, IT'S IEP.
IT'S AN INDIVIDUAL EDUCATIONAL PLAN AND THE INDIVIDUAL IS WHAT I'M WORRIED IS GETTING LOST AND THIS LANGUAGE, BUT THAT'S EXACTLY WHAT YOU'RE TALKING ABOUT.
IEP IS A SPED THING, BUT I THINK FOR US THAT HAS TO BE A GLOBAL PHILOSOPHY, THAT IT'S INDIVIDUALIZED AND IT'S AN INDIVIDUAL RULER AND IF WE'RE SAYING, IF WE'RE USING ONE YEAR'S GROWTH AS THE RULER AND WE'RE GIVING THE IMPRESSION THAT IT'S THE SAME SIZE RULER FOR EVERYBODY THAT'S JUST WHAT I'M TRYING TO AVOID.
[01:50:03]
>> I'M GOING TO OFFER MY SUPPORT HERE AND ALSO A SUGGESTION BECAUSE I AGREE WITH BOTH OF YOU ALL.
I DIDN'T THINK ABOUT IT UNTIL YOU BROUGHT IT UP, BUT I DON'T LIKE THE ADEQUATE YEAR'S GROWTH EITHER.
WHAT IF WE DELETE THE PHRASE ADEQUATE YEAR'S GROWTH AND WE SAY INSTEAD, ALL STUDENTS WILL BE APPROPRIATELY CHALLENGED AT THEIR LEVEL AND GROW AS DETERMINED ON AN INDIVIDUAL STUDENT BASIS THROUGH HIGH-QUALITY INSTRUCTION IN PROGRAMMING.
I WILL DO WANT THE WORD INDIVIDUAL IN THERE TOO I THINK THAT'S IMPORTANT.
>> GROW AS DETERMINED ON AN INDIVIDUAL STUDENT IS THAT WHAT YOU SAYING?
>> GROW. [BACKGROUND] IT'S A LITTLE LAWYERLY.
>> WE'RE GOING TO SAY ALL STUDENTS WILL BE APPROPRIATELY CHALLENGED AT THEIR LEVEL AND GROW AND THEN MY PHRASE WAS AS DETERMINED INDIVIDUALLY ON A STUDENT BY STUDENT BASIS.
BUT IF YOU'D LIKE TO WORDSMITH THAT I'M HAPPY, BUT I REALLY LIKED THE WORD INDIVIDUAL.
>> WE ALREADY SAY AT THEIR LEVEL.
>> WELL, THAT'S APPROPRIATELY CHALLENGING THEM AT THEIR LEVEL.
WE WANT THEM TO GROW ON AN INDIVIDUAL BASIS.
I THINK THAT'S THE MAP COMPONENT OF IT.
BUT WE WANT THAT TO BE EXPANDED OUT TO ALL GRADES AND ALL STUDENTS.
>> ANOTHER TWEAK I'D LIKE TO DO, AND I THINK YOU CAUGHT THIS LISA EARLIER IS SAYING THE PISD IN THE PILLAR, ALL PLANO ISD STUDENTS.
I SAID ON THE THING AND WE HAVEN'T ASKED ABOUT US GOING BACK AND REVIEWING THE BELIEF STATEMENTS AND I WILL COME BACK TO THIS BECAUSE I THINK WE CAN GO BACKWARDS ON THIS AS WELL.
BUT I WOULD LIKE TO ALSO ADD PROGRAMMING THAT IS INTERESTING, ENGAGING, AND DIFFERENTIATED.
I MEAN, THAT'S PART OF THE THING IT'S JUST A WORD TO ADD THERE TO HAVE PEOPLE.
>> INTERESTING. THIS IS WHERE I'M TRYING NOT TO USE THE WORD FUN YET, BUT I'M TRYING TO FIGURE OUT HOW TO.
THAT WOULD ALSO WORK. RELEVANT. I JUST THINK ENGAGING SAYS TO ME THEY'RE ACTIVE IN THE LEARNING.
DIFFERENTIATED MEANS IT'S THE STUDENT'S LEARNING, BUT LEARNING IS SUPPOSED TO BE COMPELLING OR WHAT WAS THE WORD YOU USED?
>> RELEVANT, PURPOSEFUL, SOMETHING ALONG THOSE LINES THERE'S A DIMENSION THERE IS MISSING FOR ME.
>> THE WORD RELEVANT WOULD ALIGN WELL ON A COGNITIVE FRAMEWORK, I LIKE THAT ADD.
>> I GUESS TO NOBODY'S SURPRISE ON THE ADD ADDITIONAL MAGNET AND ACADEMY OPTIONS I'D LIKE TO ADD A BULLET POINT FOR CLASSICAL ACADEMY.
>> WE COULD MAKE THAT INCLUDING BUT NOT LIMITED TO, BECAUSE MY HOPE WOULD BE THAT THERE ARE THESE THREE THE ONE THAT YOU'RE REQUESTING BE ADDED.
BUT MY HOPE WOULD BE THAT THE STAFF GOES OUT AND LOOKS AT ACADEMIES ACROSS THE STATE AND ACROSS THE COUNTRY AND MAYBE THERE'S SOMETHING WE DON'T KNOW ABOUT YET AND I THINK THAT SETS A BROADER, IT'S US BEING MORE INTENTIONAL ABOUT SETTING A BROADER VISION AND SAYING, GO SEE WHAT'S OUT THERE AND COME BACK WITH A PLAN.
>> I AGREE WITH THAT AND I THINK MY SUGGESTION WOULD BE BECAUSE OF COURSE, I WON'T BE HERE, BUT IS THAT THE FIRST-ORDER OF BUSINESS AFTER YOU ESTABLISHED THE LARGER VISION IS THEN ESTABLISH THE PROCESS TO LOOK AT THESE ACADEMY MODELS AND MAKE IT AND WE HAVE DONE THIS BEFORE.
>> I WAS GOING TO SUGGEST WE HAVE THE ACADEMY VISIONING PROCESS AND IT PROBABLY HAS SOME STUFF IN THERE THAT WE NEED TO GO BACK AND LOOK AT.
>> I WOULD ALSO SAY, WE DON'T WANT TO MOVE FORWARD WITH SOMETHING THAT DOESN'T HAVE PARENTAL SUPPORT THAT WE THINK STUDENTS ARE GOING TO GO TO.
I WOULD SAY EVEN A SURVEY TO OUR COMMUNITY AND TO OUR PARENTS AS TO OUT OF THESE ACADEMY OPTIONS, WHICH ONES SPEAK TO YOU? WHICH ONES WOULD YOU BE MOST INTERESTED IN AND IF THE FINE ARTS OF THE STEAM ACADEMY IS WHERE WE HAVE THE BIGGEST DEMAND AND INTERESTS THAT WOULD MAKE SENSE THAT'S
[01:55:01]
WHERE WE START AND WHAT WE GO WITH BECAUSE THAT'S WHAT OUR COMMUNITY IS ASKING FOR.>> THAT WAS PART OF THAT, I THINK PROBABLY AFTER WE ADOPT THIS, WE GO BACK DUST OFF HOW WE CAME UP WITH THE ACADEMY AND THAT PREDATES MY EXPERIENCE ON THE BOARD I THINK.
I DON'T KNOW IF YOU ARE ON THE BOARD THAT OR NOT BUT WE'VE DONE IT BEFORE SO I THINK THAT'S PROBABLY THE PLACE TO START IN FIGURING OUT HOW TO MOVE FORWARD AND THEN DUST IT OFF, HAVE THE BOARD DETERMINE IF IT'S STILL RELEVANT, AND THEN GO FORWARD WITH THAT PLAN.
I THINK THAT CAN BE PUT INTO MOTION FIRST FRANKLY.
>> I THINK THAT WE HAD 118 MEETINGS AND THESE ARE THE THREE THAT CAME OUT OF THAT PROCESS OF THE COMMUNITY AND EXPERT DATA MEETINGS THAT WE HAD SO.
>> WELL, THERE'S A LOT OF PEOPLE THAT COULDN'T MAKE THOSE MEETINGS.
THEY RELY ON TRUSTEES TO REPRESENT THEM.
>> WELL, THE OTHER PIECE THAT I DID, A LITTLE CURSORY, EXPLORATION OF MYSELF AND FINE ARTS IS A BIG COMPONENT OF THE CLASSICAL ACADEMY SO THERE'S NOT LIKE WE'RE TALKING ABOUT TWO SEPARATE DIFFERENT THINGS.
WE'RE JUST SAYING TO THE POINT, LET'S PUT OUT SOME THINGS THAT ARE OUT THERE AND LET'S FIGURE OUT WHAT IT IS THAT IT LOOKS AND JUST FUN FACT DAVID STOLLE POINTED ME TO THE ELEMENTARY ACADEMY EXPLORATION THAT PICKED THE IB PROGRAM.
>> ALSO JUST WANT TO POINT OUT TO YOU THAT THESE WERE THE RECOMMENDATIONS THAT CAME FROM THE GROUP AND THEN WE'VE GOT YOUR VISION FROM THE CURATION AND SO THE THINGS THAT WERE ADDED THAT THIS WILL MAKE, THESE ARE THE THINGS THAT WILL COME ON AN ANNUAL BASIS, TO THE LEVEL OF SPECIFICITY.
BUT WE NEED TO MAKE SURE LIKE WHEN WE GET DOWN TO THE OBJECTIVE PART THAT THE OBJECTIVE WOULD COVER AN IB, OR A CLASSICAL, OR A STEAM, OR WHATEVER TYPE OF ACADEMY, IS IT CAPTURED IN THE LANGUAGE OF THE OBJECTIVE SO THAT THERE IS TIME TO GO THROUGH ALL OF THE PLANNING PHASES THAT WE WOULD NEED TO GO THROUGH BEFORE ANY ONE SPECIFIC TYPE OF PROGRAM WOULD COME FORWARD.
>> YOU HAVE IT. I'M SORRY, JONNY.
MY EXPECTATION IS THAT THESE ARE EXAMPLES, IT'S NOT A DISPOSITIVE LIST AND THERE WILL BE OPPORTUNITIES FOR THE BOARD TO CRAFT THE PLAN ON HOW TO MOVE FORWARD AND DEVELOP WHATEVER THE NEXT ACADEMY IS.
>> I THINK THAT'S FAIR TO SAY THAT IT'S JUST A SIMPLE BECAUSE DURING THIS LISTENING RUNS, NO ONE IS ASKING PARENTS SO THIS IS A LISTENER RUNS FOR ADDING ACADEMIES SO PEOPLE WHO WANT TO SPEAK NEVER GOT A CHANCE BECAUSE THIS IS VISIONING AND STRATEGIC PLANNING.
I THINK IT'S FAIR WHEN WE GET THERE, WE CROSS THAT BRIDGE.
>> TO THE POINT OR TO THE EXTENT THAT THIS IS GOING TO BE A PUBLISHED DOCUMENT AND THE GOALS HERE ARE GOING TO BE PART OF A PUBLISHED DOCUMENT.
WORDSMITH THAT JUST SAY FOR EXAMPLE OR INCLUDING BUT NOT LIMITED TO, ARE DEFINITELY MY FAVORITE LAWYER PHRASE SUCH AS ALSO AWARDS.
>> JUST NOT TO SPOIL THE FUN OR ANYTHING, BUT JUST REMEMBER THAT WE HAD TO PUT THE CAVEAT THAT EVERY RECOMMENDATION I'LL HAVE TO BE CAREFULLY VETTED EVERY YEAR TO SEE IF WE HAVE CAPACITY, BUDGET, SUSTAINABILITY, ALL OF THOSE PIECES, WHAT'S THAT?
>> NEED. WE PUT THAT CAVEAT ON THERE AND JOHNNY'S TELLING ME WE HAVE TWO MINUTES SO I WANT TO MAKE SURE THAT BACK TO WHAT DR. WILLIAMS JUST SAID.
DO WE HAVE THE LANGUAGE OF THE OBJECTIVES? I REALLY APPRECIATE THE FEEDBACK ON JUST THE PILLAR DESCRIPTION ITSELF, BUT DO WE HAVE THE LANGUAGE AND THE OBJECTIVES TO COVER WHAT YOU WANT TO SEE COVERED IN THE NEXT FIVE YEARS?
>> TO BE CLEAR, WE'RE TALKING ABOUT ALL OF PILLAR 1.
>> I HAD A QUESTION ON OBJECTIVE 1,2.
I THINK IN WHAT'S THE RECOMMENDATIONS IMPLY THIS, BUT I DON'T SEE THAT IT ACTUALLY ARTICULATES EXPECTATIONS.
I SEE DEVELOPMENT OF THINGS, BUT I THINK WHEN I HEAR ARTICULATE EXPECTATIONS, I'M HEARING GOALS, OR I'M HEARING TARGETS, OR I'M HEARING, THIS IS WHAT WE EXPECT AND IS THAT REFLECTED IN THE STRATEGIES? IF THE QUESTION, BECAUSE THAT WAS ONE OF THE QUESTIONS IS IF WE ACHIEVE ALL THESE THINGS HAVE WE ACHIEVED THE OBJECTIVE? I DON'T KNOW THAT WE'VE ACHIEVED ARTICULATING EXPECTATIONS RELATIVE HOW IT'S USED IN THIS PHRASE EVEN IF WE ACHIEVE ALL OF THESE STRATEGIES.
>> I WANT TO ADD THAT UNDER LABELED AS RECOMMENDATIONS.
BUT FOR ME THE ACADEMIES TO ME IS OPTIONAL TO ME BECAUSE OF WHAT WE DO IS I FEEL THAT WE HAVE A NEED AND THE NEED IS TO FINISH OUT THE IB PROGRAM THAT WE ALREADY STARTED.
[02:00:04]
THE IB PROGRAM IS ALREADY AT THE ELEMENTARY LEVEL, IS AT HUFFMAN, AND THEN WE HAVE THE HIGH-SCHOOL LEVEL, AT PLANO EAST HIGH SCHOOL.BUT THE THING IS THAT WE'RE MISSING A MIDDLE SCHOOL IB PROGRAM SO I THINK TO ME AND MY OPINION THAT WE HAVE TO PUT IN PRIORITY, BUT WE HAVE A NEED OVER OPTIONAL AND TO ME HAVING AN IB BACHELET MIDDLE SCHOOL SO THAT WE CAN FINISH OUT OUR K TO 12 PROGRAM FOR IB IS TO ME A NECESSITY.
>> I THINK YOU BRING UP A REALLY GOOD POINT BECAUSE IT WAS IN THE LAST STRATEGIC PLAN AND IT WAS SUPPOSED TO HAVE BEEN DONE AND WE DIDN'T GET IT DONE WITHIN THAT FIVE-YEAR PERIOD SO THAT IS A CARRYOVER, I WOULD SAY.
I THINK GALLERY PROBABLY ALL AGREE THAT THAT WAS PART OF THAT WORK THAT WILL BLEED INTO THIS ONE.
BUT BEYOND WHAT WAS IF THERE'S ANYTHING NEW AS WE MOVE ALONG, THOSE WOULD BE BUILT IN AND I DON'T WANT TO GET THE CART BEFORE THE HORSE, BUT TOWARDS THE END OF TONIGHT WE'LL TALK ABOUT WHAT ARE SOME OF THESE PRIORITIES BECAUSE THEN THAT'S DIRECTION TESTS LIKE WHAT NEEDS TO HAPPEN IN THE FIRST TWO YEARS, WHAT CAN HAPPEN OVER THOMPSON AND THINGS MAY TAKE FIVE YEARS, I DON'T KNOW.
SO THAT WE CAN WE CAN LEAVE WITH SOME DIRECTION OF AND SO I THINK YOU'LL HAVE DOTS AT YOUR TABLE AROUND SO THAT WE CAN GET TO WHAT THOSE PRIORITY PIECES ARE.
I DON'T WANT TO DISTRACT BECAUSE I SEE WE KEEP GETTING BACK TO THE RECOMMENDATIONS.
THIS IS ABOUT JUST THOSE OBJECTIVES LIKE 1.1, 1.2, 1.3, 1.4.
DOES THE LANGUAGE OF THOSE CAPTURE THE RECOMMENDATIONS BELOW? WE KNOW THAT THESE RECOMMENDATIONS BECOME TARGETS AND WE'RE PAST THAT.
THIS IS ABOUT WHEN WE LOOK AT JUST THE LANGUAGE OF THE OBJECTIVES, IS THERE ALIGNMENT TO THE RECOMMENDATIONS THAT WERE BROUGHT FROM THE COMMITTEE ALL OF THE COMMITTEES THEN FROM YOUR CURATION PROCESS.
>> I WANT TO ADD A PIECE FOR THIS AND I'M GOING TO BRING THIS UP AGAIN IN ANOTHER PILLAR.
I WOULD LIKE TO ALSO CONSIDER THE ORDER OF THE OBJECTIVES AND THE PRIORITIES THAT THEY ARE AND I'M USING THE BELIEF STATEMENTS AS A GUIDE FOR ME AND OUR VERY FIRST BELIEF STATEMENT, IF THAT IS TO STAY THAT WAY SAYS ALL STUDENTS ARE THE HEART OF OUR DECISIONS.
SYMBOLICALLY, I WOULD LIKE TO HAVE INCREASED STUDENT ENGAGEMENT MOVE IT TO BE OBJECTIVE 1.1 BECAUSE THAT FOCUSES ON STUDENTS, WHICH IS FOLLOWS PARALLEL THOUGHT WITH OUR BELIEFS STATEMENTS AND THEN I'D ALSO LIKE TO FLESH OUT, AND I DON'T CARE HOW IT'S FLESHED OUT, BUT WHAT DOES THAT MEAN, STUDENT ENGAGEMENT, BECAUSE I THINK IN OUR CONVERSATIONS WE'VE TALKED ABOUT IT WITH ACADEMICALLY AND ALSO EXTRACURRICULAR AND SO HOW TO SAY THAT IN A WAY THAT SUCCINCT I THINK IT'S IMPORTANT.
NOW I HAVE A COUNTER TO MY OWN THING I JUST SAID, BUT I'D LIKE FOR US TO CONSIDER AS WE'RE LOOKING AT THINGS.
>> NO, IN THIS OBJECTIVE IF OUR BELIEFS ARE PRIORITIZED LET'S ALSO PARALLEL THE OBJECTIVES AND SO OUR PRIORITY AND OBJECTIVE 1 AND TEACHING AND LEARNING IS INCREASING STUDENT ENGAGEMENT SHOULD BE NUMBER ONE AND AS OBJECTIVE 1.1.
I KNOW THERE'S A WHOLE. [BACKGROUND]
>> MAYBE I'M BEING A LITTLE MORE TECHNICAL BUT LIKE 1.1 IMPROVE, ALIGN, REMOVE BARRIERS FOR ACADEMIC PROGRAMS TO ENSURE THAT THEY ARE ACCESSIBLE TOO AND DIFFERENTIATED FOR ALL STUDENTS TO ACHIEVE HIGH LEVELS OF LEARNING.
ARE WE GOOD WITH, DO WE FEEL LIKE THAT'S?
>> OBJECTIVE 2, DEVELOP AND DELIVER SYSTEMS FOR LEARNING THAT ARTICULATE EXPECTATIONS AND PROVIDE SUPPORT FOR ALL STAFF, CAMPUS ADMINISTRATORS, DISTRICT OFFICE LEADERS TO ENSURE ENGAGING, HIGH LEVELS OF LEARNING FOR ALL STUDENTS.
>> I WOULD MAYBE SUGGEST, ARTICULATE EXPECTATIONS AND PROVIDE INDIVIDUALIZED SUPPORT OR ARTICULATES INDIVIDUALIZED EXPECTATIONS.
JUST AGAIN, TRYING TO DRIVE HOME THE POINT THAT THESE ARE MEASURES THAT ARE GOING TO BE ADAPTABLE TO AN INDIVIDUAL STUDENT'S SUCCESS.
>> WELL, THIS IS ABOUT DEVELOPING, AND DELIVERING SYSTEMS FOR LEARNING, THAT ARTICULATE EXPECTATIONS AND PROVIDE SUPPORT FOR STAFF, CAMPUS ADMINISTRATORS, DISTRICT AND OFFICE LEADERS TO ENSURE.
[02:05:04]
HOW HOW DOES THE PRINCIPAL ENSURE THAT THERE ARE HIGH LEVELS OF LEARNING? WHAT ARE THE EXPECTATIONS THAT WE WOULD HAVE IN PLACE?>> WE'LL PROVIDE INDIVIDUALIZED SUPPORT FOR STAFF, CAMPUS ADMINISTRATORS, AND DISTRICT LEADERS BECAUSE NOT EVERY STAFF MEMBER IS GOING TO NEED THE SAME SUPPORT.
>> BUT WE EMPHASIZE A LOT ON INDIVIDUALIZED SUPPORT.
BUT AS A PUBLIC EDUCATION A LOT OF THEM, IT'S JUST WE WISH FOR THE BEST AND WE TRY OUR BEST.
HOW INDIVIDUALIZED CAN YOU BE FOR EVERYBODY?
>> WELL, MAYBE TAILORED ROLE SPECIFIC OR TAILORED, BECAUSE IT'S AN ADJECTIVE.
>> AS LONG AS THE EXPECTATIONS ARE UNIFORM, I'M FINE WITH PROVIDING INDIVIDUAL SUPPORT OR TAILORED SUPPORT.
BECAUSE I THINK THE SUPPORT AND THE EXPECTATIONS ARE TWO VERY DIFFERENT THINGS.
AS LONG AS EXPECTATIONS ARE UNIFORM, WHATEVER MODIFIER OR ADJECTIVE WE WANT TO ADD.
WE CAN PUT MAYBE A PLACEHOLDER IN THERE FOR MAD LIBS, ADD ADJECTIVE.
>> GOING BACK TO ONE AND TWO, WE'VE SAID HIGH LEVEL LEVELS OF LEARNING TWICE AND THIS, I THINK IT WOULD BE NICE AND OUR BELIEF STATEMENTS TO BE ABLE TO ARTICULATE AND DEFINE WHAT HIGH LEVELS LEARNING IS? IT'S EMBEDDED IN THE BELIEFS.
BUT FOR US TO BE MORE SPECIFIC, I'M FINE WITH HAVING THAT THERE AND THE OBJECTIVE, BUT DEFINING HIGH LEVELS OF LEARNING.
THAT'S WHERE AND THEN I HAVE SAID IN MY STAFF THAT'S WHERE WE CAN INTEGRATE MORE OF THE BLOOM'S TAXONOMY OF LEARNING.
YOUR KNOWLEDGE AND SKILLS IS AT THE BOTTOM AND THEN IT GETS ME KNOW WHATEVER.
>> THERE'S SEVERAL [INAUDIBLE] RIGOR AND RELEVANCE EXTEND BEYOND BLOOM AND SO IT'S ABOUT HAVING THE RIGHT LEVEL OF THE RIGOR AND COGNITION AND AT THE APPROPRIATE TIME OR WITHIN THAT.
1.3, DESIGN AND IMPLEMENT A PROGRAM EVALUATION MODEL AND CALENDAR THERE PROVIDES DATA FOR PROGRAM IMPROVEMENT ON AN ANNUAL BASIS.
WE WANTED TO MAKE SURE THAT WE'VE GOT LEARNING FOR THE BEST LEARNING FOR STUDENTS AND EVERY STUDENT GROWTH.
WE WANT TO MAKE SURE THAT WE HAVE SYSTEMS THAT ARE IN PLACE TO ENSURE LEARNING FOR ALL STUDENTS.
WE WANT TO MAKE SURE THAT WE'RE EVALUATING WHERE STUDENTS ARE, BUT WE'RE ALSO EVALUATING PROGRAMS THROUGH FORMALIZED PROGRAM EVALUATION.
THEN THE LAST ONE WHICH WE PUT IS NOW THE NEW FIRST ONE, WHICH IS INCREASED STUDENT ENGAGEMENT.
>> I LIKE IT, IT'S LIKE THE GRAY MATCHES THE RED SO I'M GOOD WITH THIS.
>> BUT SAY EXACTLY WHAT ENGAGEMENT MEANS SOMEWHERE, EITHER IN THE OBJECTIVES OR IN INTERJECTED ONE POINT FOR STUDENT ENGAGEMENT.
>> I WROTE IN AND OUT OF THE CLASSROOM, BUT I DIDN'T KNOW WHAT IT MEAN THAT. [OVERLAPPING]
>> THAT'S AS SIMPLE AS IT CAN BE.
IN AND OUT OF THE CLASSROOM IS FINE.
BUT THAT'S THE CATCHER IS BECAUSE WE'VE TALKED A LOT ABOUT HOW CAN WE CARE ABOUT HOW MUCH IMPORTANT ACADEMICS IS.
BUT THEN WE HAVE A WHOLE, ENTIRE CAMPAIGN IF I'M MORE THAN A SCORE.
THAT IS ALL ABOUT THAT PIECE OF ENGAGING KIDS IN ALL THE WAYS.
>> WE DIDN'T FINISH THIS CONVERSATION, BUT I DON'T THINK WE CHANGED THE ORDER OF THESE.
I DON T THINK YOU PUT INCREASED STUDENT ENGAGEMENT FIRST.
I THINK I LOOK AT THE ORDER OF THESE IN MY BRAIN.
I'M THINKING NUMBER 1 IS ABOUT STUDENT LEARNING.
NUMBER 2 IS ABOUT DEVELOPING SYSTEMS TO FOSTER STUDENT LEARNING.
NUMBER 3 IS EVALUATION OF THOSE SYSTEMS AND FOUR IS THE RECOMMENDATIONS OR ALL CO-CURRICULAR TYPE RECOMMENDATIONS.
I'M SEEING FOUR AS A SUPPLEMENT TO ONE NOT NECESSARILY ABOVE ONE.
I THINK WE STAY FOCUSED ON STUDENT LEARNING HAS TO BE NUMBER 1 IN MY BOOK.
I THINK THAT THE ORDER FOR OBJECTIVE 1 IS APPROPRIATE,1.12 AND 3 AND 4 BECAUSE I AGREE WITH YOU, DAVID, THAT 1.4 IS TO STAY AS INCREASED STUDENT ENGAGEMENT.
>> CAN WE REPHRASE LIKE NUMBER 1.4 INCREASED STUDENT ENGAGEMENT AND IN MY MIND GOES TO DEVELOP STUDENT AGENCY, BEING RESPONSIBLE.
[02:10:01]
THOSE ALMOST BELONG TO SOCIAL, EMOTIONAL LEARNING, LIKE BE ENGAGED, BE RESPONSIBLE, BE HELD ACCOUNTABLE.BUT HERE WE OBVIOUSLY ARE TALKING ABOUT EXTRACURRICULAR.
CAN WE DO SOMETHING WITH THIS ENGAGEMENT?
>> EXTRACURRICULAR ENGAGEMENT OR SOMETHING?
>> OR WE COULD SAY, TO FOSTER A POSITIVE ATTITUDE TOWARDS LEARNING.
BECAUSE THAT'S WHAT THE ENGAGEMENT TO GET THEM TO WANT TO BE IN CLASS.
ISN'T THAT WHAT WE'RE TRYING TO SAY? FOSTER A POSITIVE ATTITUDE TOWARDS LEARNING?
>> I THINK IT'S MORE THAN THAT I THINK YOU ARE NOW LIMITING YOURSELF IF YOU JUST SAY THAT.
>> BECAUSE IT'S NOT JUST ABOUT LEARNING.
IT'S ABOUT ENGAGEMENT IN SCHOOL.
IT'S ABOUT WANTING TO BE ON THE TEAM.
WHAT'S WANTING TO PICK UP TRASH AROUND YOUR SCHOOL.
IT'S ABOUT BEING ENGAGED STUDENTS IS SO MUCH MORE THAN THAT.
THE ONLY THING I WOULD SAY THEN WELL, YOU'RE GOING TO HEAR IT IN THE NEXT LIFE READIES COLOR.
I'LL EXPLAIN WHY IN THE MAYBE IT'LL FOR FLIGHT BACK ON ONE SO I'LL HOLD ON.
>> I THINK WE HAD THE PHRASE IN AND OUT OF THE CLASSROOM WAS SUGGESTED, AND I THINK THAT'S A PHRASE.
YOU CAN ALSO JUST SAY INCREASE THE ENGAGEMENT AND THEN ALL ASPECTS IN ALL WAYS WHATEVER OR THE INDIVIDUALIZED BASIS.
>> THE STUDENT AGENCY TAKES ALSO THE STUDENT OWNERSHIP COMPONENT AND SO I THINK THAT'S A NICE ADDITION TO ENGAGED.
NOT ONLY AM I ENGAGED, BUT ALSO I'M ACTIVE IN OWNING WHAT? I'M GOING TO TAKE IT UPON MYSELF TO BE A LEADER AT MY SCHOOL TOO.
I THINK ALSO THE ATTITUDE COMPONENT, IT'S CAPTURED IN THAT SO IS IS A GOOD ADDITION.
>> YOU COULD SAY INCREASE CURRICULAR AND CO-CURRICULAR STUDENT ENGAGEMENT JUST TO MAKE IT CLEAR THAT IT'S THE IN AND OUT OF THE CLASSROOM PART AND CURRICULAR COULD INCLUDE SOME OF THE SKILLS YOU'RE TALKING ABOUT THAT ARE IN THE TIPS, LIKE THE RESPONSIBILITY IN THOSE SKILLS AND ALSO CO-CURRICULAR IN TERMS OF LEADERSHIP AND OTHER THINGS.
>> WELL WE SAID DESIGN THE STUDENT EXPERIENCE TO INCREASE STUDENT ENGAGEMENT IN AGENCY IN AND OUT OF THE CLASSROOM.
>> DESIGN THE STUDENT EXPERIENCE TO INCREASE STUDENT AGENCY AND ENGAGEMENT IN AND OUT OF THE CLASSROOM.
>> THERE'S ANYBODY CAPTURING THAT? [LAUGHTER]
>> OKAY, CAN WE MOVE TO TWO? NOW THAT WE'RE ALL WARMED UP AND WE KNOW WHAT WE'RE DOING.
JOHNNY, YOU'RE GOING TO HAVE TO START MAKING LIKE LOUD NOISES OR SOMETHING.
HERE WE GO, WE'RE READY FOR NUMBER 2.
WE'RE LOOKING AT PILLAR TO LIFE READY? TAKE A FEW MINUTES TO AGAIN, TAKE A LOOK AT THE OBJECTIVES.
[02:15:39]
>> I PERSONALLY READ THE REDUCTRESS AND I THOUGHT THEY WERE GOOD.
>> I HAVE A QUESTION ON THE FIRST ONE.
>> HITCH THERE THAT SHOULD NOT BE THERE.
WE CHANGED THE ACADEMY TO PLURAL.
>> ACADEMIES. LET ME TELL YOU WHY WE DID THAT.
THINKING THAT YES, WE WILL HAVE A CTE CENTER, BUT WE ALSO HAVE CTE OPPORTUNITIES, THOSE CAREER EXPLORATION OPPORTUNITIES AT MULTIPLE CAMPUSES.
WE WANTED TO ENCOMPASS THE WHOLE PROGRAM.
>> I WANTED FLORAL AND MISSED IT.
>> AS AN ENGLISH, FORMER ENGLISH TEACHER, I'D LIKE TO SAY I HAVE THAT CIRCLED.
I'D LIKE TO ADD THE WORD AFTER ACADEMIES, ADD THE PHRASE, AND PROGRAMS, TO YOUR POINT.
IT MAY NOT NECESSARILY NEED TO BE AN ACADEMY, BUT IF WE CAN DEVELOP A PROGRAM TO ACHIEVE THE SAME GOALS.
>> YOU'LL SEE JERRY HAD SOME SUGGESTIONS.
I THINK IT WAS JERRY THAT ARE LISTED ON YOUR NOTE, A CATCHER.
IS THAT WHAT YOU'RE GETTING READY TO SAY?
>> I WANTED TO SAY. GOING BACK TO THE FIRST BELIEF OF STUDENTS AT THE HEART OF DECISIONS.
PIC PROGRAMS WILL, THE LIFE READY IS STUDENTS WILL BE LIFE READY? I WANTED TO REWORD IT TO SAY ALL PLANO ISD STUDENTS WILL HAVE ACCESS TO OPPORTUNITIES AND EXPERIENCES THAT WILL BUILD A FUTURE READY WORKFORCE.
>> DID YOU WANT TO ADD, YOU HAD SOMETHING ELSE THROUGH INTERESTING, COMPELLING PROGRAMS? DID YOU WANT TO ADD THAT PHRASE SOMEWHERE? OR DID YOU WANT TO REPLACE OPPORTUNITIES AND EXPERIENCES WITH INTERESTING, COMPELLING PROGRAMS?
>> IF WE CAN, THAT WOULD BE GREAT.
>> I THINK THE PHRASE OR THE CONCEPT OF ENSURING ACCESS IS IMPORTANT, SO IF YOU DID NOT SAY ALL PLANO ISD STUDENTS, I THINK IT NEEDS TO SAY THE WORD, ALL. ALL IS INCLUSIVE.
>> I SAID ALL PLANO ISD STUDENTS WILL HAVE ACCESS TO OPPORTUNITIES AND EXPERIENCES.
>> I'M DOWN WITH THAT AND I LIKE THAT PHRASING BETTER.
>> IT'S NOT PASSIVE LANGUAGE TECHNICALLY, BUT IT JUST SEEMS MORE PASSIVE TO ME.
>> YES. THE PILLAR ITSELF CHANGE THAT TOO.
[NOISE] CERTAINLY LOVE IN A WAY OF INTERESTING, COMPELLING PROGRAMS WHERE IF IT WERE APPROPRIATE.
[OVERLAPPING] I'VE EDITED MY THINGS IN SO MANY DIFFERENT WAYS, I FORGET WHICH ONES WHERE.
HERE'S THE ONE. ALL PLANO ISD STUDENTS WILL HAVE ACCESS TO OPPORTUNITIES AND EXPERIENCES THAT WILL BUILD A FUTURE-READY WORKFORCE AND SUCCESSFULLY BRIDGE ALL STUDENTS THROUGH INTERESTING, COMPELLING PROGRAMS. INTERESTING OR YOU ITERATE ONE OR THE OTHER.
>> WELL, THE FUTURE-READY WORKFORCE, BRIDGING THEM TO THEIR FUTURES.
LIKE THAT REDUNDANCY, I'VE BEEN A LITTLE BIT HUNG UP ON.
BUT I DON'T KNOW, I DON'T HAVE A GOOD SUGGESTION TO FIX IT.
>> ON THE ACTUAL PILLAR ITSELF.
[OVERLAPPING] WE'RE SAYING FUTURE READY FOR THEIR FUTURES.
LIKE I DON'T KNOW HOW TO FIX THAT REDUNDANCY, BUT I'VE BEEN THINKING ABOUT IT OVER HERE.
>> YOU COULD SAY, INSTEAD OF A FUTURE-READY, YOU COULD SAY A PREPARED WORKFORCE OR SOMETHING LIKE THAT OR.
I'VE BEEN THINKING ABOUT FUTURE-READY WORKFORCE AND SUCCESSFULLY BRIDGE STUDENTS TO THEIR CAREERS OR NEXT STEP.
>> I THINK THAT LOT BEHIND WAS A COUPLE OF THINGS.
ONE, IT'S BRIDGING TO THEIR FUTURE BECAUSE SOME STUDENTS COULD TAKE MULTIPLE OR COMBINED PATHS.
FOR EXAMPLE, WE KNOW THAT WHEN STUDENTS GO THROUGH A CTE PROGRAM, THEY'RE ALSO GETTING SOME COLLEGE PREP GOING THROUGH THAT.
THERE MAY BE STUDENTS THAT ARE A DUAL CREDIT STUDENTS.
THEY'RE ALSO IN A CTE PROGRAM, SO NOW YOU'VE GOT THE CAREER AND COLLEGE ASPECT GOING ON AT THE SAME TIME.
[02:20:01]
BECAUSE OF THEIR CTE PROGRAM, GET A CERTIFICATION FOR STRAIGHT INTO WORKFORCE WHILE THEY'RE IN COLLEGE.THE CONNECTING TO THEIR FUTURES THAT EVERYBODY'S PATH TO THEIR FUTURE IS DIFFERENT.
PART OF THAT MARKETING AND INFORMING OUR PARENTS AND STUDENTS.
WE HEARD THIS [NOISE] LOUD AND CLEAR FROM OUR STUDENTS.
I DIDN'T KNOW THAT YOU HAD ALL OF THESE OPTIONS.
I DIDN'T KNOW THAT YOU HAD ALL OF THESE CHOICES.
AS WE THINK ABOUT HOW WE START TO INFORM NOT ONLY OUR KIDS BUT OUR PARENTS, THERE'S MORE THAN ONE ROUTE TO TEXAS A&M.
THERE'S MORE THAN ONE ROUTE TO BECOME A NURSE.
THERE'S MULTIPLE ROUTES THAT KIDS TAKE.
IT REALLY OUGHT TO BE UP TO US TO MAKE SURE THAT EVERY KID KNOWS, THIS IS WHERE I WANT TO GO.
I CAN GO THIS WAY OR I CAN GO THIS WAY, I CAN GO THIS WAY.
THAT THEY CAN REALLY START TO BUILD WITH THAT FUTURE WHERE THEY END UP.
I WONDER IF UNDER FUTURE-READY WORKFORCE OR DO WE ADD PIPELINE IN THERE? BECAUSE WE WANT TO BE THE PIPELINE FOR OUR COMMUNITY.
>> TAKEOUT FUTURE READY AND JUST SAY A WORKFORCE PIPELINE.
>> I HAVE SECOND THOUGHTS ABOUT PUTTING IN OUR PILLAR THAT IT'S GOING TO.
THE WORD PIPELINE TO ME SOUNDS LIKE WHERE A FACTORY.
>> COULD WE SAY BRIDGE STUDENTS TO THEIR CHOSEN PATHWAYS OR CHOSEN PATHWAY? [NOISE].
>> OR BRIDGED STUDENTS [OVERLAPPING] TO THEIR LIFETIME OF LEARNING.
>> BECAUSE THEY'LL BE LIFELONG LEARNERS.
>> POST-GRADUATION SOUNDS GOOD.
>> WHILE WE'RE NOODLING ON THAT.
I'M GOING TO THROW OUT WHAT I HOPE IS NOT AN INFLAMMATORY, HOT SPORTS OPINION HERE.
CALLING THE CTE CENTER THE CEO ACADEMY OR A CEO ACADEMY DOES NOT MAKE SENSE TO ME.
BECAUSE WHEN I THINK ABOUT CEOS, I THINK ABOUT THE PEOPLE THAT ARE OUT THERE RAISING MONEY, THAT ARE HAVING MEETINGS, THAT ARE USING A LOT OF SOFT SKILLS.
THESE ARE ALL HIGHLY TECHNICAL.
IN THE STARTUP WORLD, WHEN WE THINK ABOUT FOUNDERS, WE DIFFERENTIATE BETWEEN A CEO FOUNDER AND A TECHNICAL FOUNDER.
WHEN YOU SAY CEO ACADEMY, I THINK COMPANY LEADERSHIP.
BUT THEN WHEN YOU LOOK AT WHAT THESE ARE, I THINK TECHNICAL FOUNDER.
I'M HAPPY TO BE OUTVOTED, BUT I'M JUST EXPRESSING A STRONG OPINION.
>> I AGREE WITH YOU. [LAUGHTER].
>> IS THERE A REASON THAT WE NEED TO CAPITALIZE THIS AND DEFINE IT? I THINK WE JUST SAY IT'S DESIGN, BUILD AND OPERATE A CAREER EXPLORATION AND OPPORTUNITY ACADEMIES AND PROGRAMS, AND LEAVE IT UNDEFINED.
BECAUSE THAT'S NOT WHAT WE'RE GOING TO CALL IT OR NAME IT NECESSARILY, IS IT?
>> I THINK THAT I KNOW HOW THAT HAPPENED, BUT WE CAN CROSS OUT THE CEO.
UNFORTUNATELY, IT WILL BECOME AN ACRONYM IF YOU DON'T WANT IT TO BE ONE.
>> BUT THAT'S WHAT I'M SAYING IS WE'RE NOT SAYING THAT THAT'S WHAT IT'S GOING TO BE CALLED.
>> EXPLORATION AND OPPORTUNITIES.
IN OTHER DISTRICTS THAT HAVE A DIFFERENT DEMOGRAPHIC AND A DIFFERENT.
WE DO NOT QUALIFY FOR A P-TECH MODEL.
WHAT IS THE P-TECH MODEL? P-TECH MODEL TAKES A CTE PROGRAM AND THERE'S AN INDUSTRY PARTNER, THERE'S ALSO A HIGHER ED PARTNER SO THAT THERE'S THAT BRIDGING IMPACT.
IT'S SO MUCH MORE, I'M JUST GIVING A SNIPPET OF IT.
IT'S CALLED THE P-TECH MODEL AND IT EXISTS ACROSS THE STATE.
WE CAN'T HAVE A P-TECH MODEL BECAUSE WE DID NOT QUALIFY FOR P-TECH MODEL BECAUSE WE DO NOT THE DEMOGRAPHICS FOR A P-TECH MODEL.
SHOULD OUR KIDS HAVE THE OPPORTUNITY FOR THAT TYPE OF LEARNING? ABSOLUTELY. HOW DO YOU DEFINE THAT? WELL, IT'S REALLY CAREER EXPLORATION AND OPPORTUNITIES.
BECAUSE WE WANT STUDENTS TO BE EXPOSED AT A YOUNGER AGE SO THAT THEY'RE REALLY THINKING ABOUT THEIR FUTURE, KNOWING THAT THEY MAY CHANGE THEIR MIND SEVERAL TIMES BEFORE THEY LAND IN THEIR AREA OF PASSION.
THAT'S WHERE IN THE COMMITTEE WORK THAT CAME UP.
WE CAN COME UP WITH SOMETHING ELSE, I'M JUST GIVING A HISTORICAL COMPONENT.
AGAIN, IF YOU TOOK THE ACRONYM OFF, IT'S STILL THE SAME THING.
WE'RE STILL GOING TO DO CAREER EXPLORATION AND
[02:25:02]
OPPORTUNITIES FOR KIDS THROUGH PROGRAMMING.IF WE'RE TRYING TO CLARIFY PATHWAYS FOR OUR FAMILIES, IF I'M A PARENT AND I HEAR CEO ACADEMY, I'M GOING TO THINK THAT'S ENTREPRENEURSHIP.
I'M GOING TO THINK THAT'S AN ENTREPRENEURSHIP PROGRAM AS OPPOSED TO.
>> WE CAN CALL THEM CTE. THERE IS ENTREPRENEURSHIP IN THE CTE WORLD TOO.
BUT RATHER THAN GETTING CAUGHT UP IN THAT, MY POINT IN TELLING YOU IS THE HISTORY OF HOW IT LANDED HERE.
IT'S SEMANTICS, WE CAN TAKE IT OUT. IT'S CTE.
>> CAREER EXPLORATION AND OPPORTUNITY.
IT'S BASICALLY EXPLORATION OF OPPORTUNITIES.
THIS FOR ME, IS A LITTLE BIT FAR-FETCHED, TO MAKE IT CEO.
IT SOUNDS CUTE, BUT IT'S NOT REALLY ACCURATE.
>> WE COULD TAKE THE ACRONYM OUT, BUT THEN YOU HAVE TO CHANGE THE WORDING TOO SO WE WOULDN'T END UP THE CEO.
>> I THINK WHAT DAVID SAID EARLIER IS IT MAY NOT BE CALLED THAT WE MAY HAVE A NAMING OPPORTUNITY OTHERWISE.
>> JUST TAKE OUT THE PARENTHETICAL AND TAKE THE CAPS OUT.
>> WHAT IF YOU MOVED IT OVER TO THE RIGHT AND IT WAS CEOA? [LAUGHTER]
>> I WOULD BE FINE WITH THAT OR CAREER AND TECHNICAL EDUCATION AND OPPORTUNITY AND CTEO OR SOMETHING.
>> I WOULD NEED TO SEE THE TECHNICAL IN THERE TOO.
>> I LIKED THE WAY YOU HAVE IT.
JUST TAKE THE CAPS OUT AND THE ACRONYM.
I DON'T WANT TO CHANGE IT TOO MUCH.
>> IN THIS SESSION THAT WE LISTENED TO THIS, ONE OF THE THINGS THAT CAME UP WAS PEOPLE REALLY EMPHASIZING THE CAREER PIECE.
CTE HAS A CONNOTATION IN THE COMMUNITY THAT IS MORE OF THE LINES OF BLUE-COLLAR.
EVEN THOUGH WE'RE TRYING TO GET AWAY WITH THE TERM OF WHITE COLLAR, WE STILL USE THE TERM WHITE COLLAR AND BLUE COLLAR.
AND THIS IS SUPPOSED TO BE A FACILITY THAT ALL OF OUR STUDENTS WANT TO HAVE ACCESS TO.
BY CALLING IT A CTE CENTER, WE'RE BEING LIKE EVERY OTHER SCHOOL DISTRICT.
AND WHEN WE WERE IN THAT GROUP, THE GROUP WAS VERY ENTHUSIASTIC ABOUT SETTING PISD, THIS FACILITY, THIS SITUATION APART AND DIFFERENT.
AND WE'RE TRYING TO EXPLAIN A WAY IN WHICH IT WOULD BE UNIQUE TO TRACE THIS POINT.
WE CAN'T DO CERTAIN THINGS, WE CAN'T CALL IT CERTAIN THINGS THE WAY WE CAN CREATE SOMETHING THAT IS OF OUR OWN MAKING AND HAVE IT BE WHERE PARENTS WHO WANT THEIR KIDS TO HAVE A FOUR-YEAR DEGREE FOR YOUR COLLEGE, STILL SEE THE VALUE AND THEN COMING TO SOMEPLACE THAT'S GOING TO ALLOW THEM TO HAVE EXPLORATION AND OPPORTUNITIES.
IT GOES BACK TIME TO WHAT I SAID QUOTED EARLIER WITH RUTLEDGE, HAVING OUR KIDS WHO WERE DOING TECHNICAL EDUCATION AND ACADEMIC EDUCATION, BE THEM INTEGRATED, NOT HAVE THIS BE A BUILDING THAT'S FOR THOSE STUDENTS WHO AREN'T GETTING A FOUR-YEAR DEGREE.
WE WANT TO SET THIS APART, AND SO THIS WAS A WAY THAT CAME OUT OF THAT SESSION TO HAVE THAT.
>> I SUPPORT THAT 100 PERCENT.
AND I THINK THAT THIS IS CAREER EXPLORATION.
AND WHEN WE DID GPA CLASS RANK ALL OF THAT STUFF, WE WERE TRYING TO MAKE SURE THAT KIDS ARE TAKING ADVANTAGE OF EXPLORING OPPORTUNITIES WHILE THEY'RE STILL IN HIGH SCHOOL AND NOT HAVING TO PAY TUITION.
I REALLY LIKED THE WORDING, CAREER, EXPLORATION, AND OPPORTUNITY BECAUSE THAT'S REALLY WHAT IT IS.
AND YOU HIT THE NAIL ON THE HEAD WITH THE NOMENCLATURE OF CTE AND THE PERCEPTION. SO THANK YOU.
>> WELL, THE OTHER PIECE WITH THAT TOO IS, I JUST LOST MY TRAIN OF THOUGHT.
OH, THE COMMITTEE WAS VERY MUCH AGAINST THE WORD "JOB." THAT WORD BECAME NEGATIVE CONNOTATION BECAUSE WE WANT TO PROVIDE KIDS A CAREER.
AND THEY MAY START OFF AS A PLUMBER BUT THAT DOESN'T MEAN THAT THAT PRECLUDES THEM TO ALWAYS BE THAT.
THAT THEY'RE GOING TO BE ON THIS TRAJECTORY OF EXPERIENCES.
AND SO TO LIMIT IT JUST IS TRYING TO HELP THE DIVIDE OF THE IDEA THAT OUR KIDS ARE GOING TO HAVE CAREERS NOW.
THEY'RE NOT JUST GOING TO GO OUT THERE- HAVING A JOB TO MAKE MONEY HAS A DIFFERENT FEEL AND A DIFFERENT ASPIRATION THAN TO SAY THAT EVERY KID COULD HAVE A CAREER.
THE PATHWAY TO THAT CAREER CAN BE ALL DIFFERENT WAYS.
>> CAN I MAKE A SUGGESTION ON THIS BECAUSE WE'RE GETTING BOGGED DOWN ON LANGUAGE.
YOU ALL HAVE HEARD OUR THOUGHTS HERE.
TAKE AN OPPORTUNITY, WORDSMITH THAT.
IF YOU COULD GET US THIS ONE BACK SOONER THAN THE REST,
[02:30:05]
LET EVERYBODY TAKE A LOOK AT THE WORDING AND THEN IF THEY CAN PROVIDE FEEDBACK.THEN WHEN WE GET OUR PACKET FOR THE NEXT MEETING, THAT CAN INCORPORATE TONIGHT'S FEEDBACK AND ANY ADDITIONAL FEEDBACK YOU GET AFTER YOU'VE HAD AN OPPORTUNITY TO WORDSMITH.
>> WE CAN DO THAT. AND JUST TO CLARIFY, THIS IS TO NAME THE ACTUAL PROGRAM THAT WOULD BE CONNECTED.
WE HAVE THE HEALTH SCIENCE ACADEMY OVER AT PLANO EAST.
THAT'S AN EXAMPLE OF A PROGRAM.
IT'S NOT THAT THE CTE CENTER WOULD BE CALLED THIS.
WE HAVE TO FOLLOW OUR POLICY AND OUR PROTOCOL FOR NAMING OF FACILITIES.
THIS IS ABOUT PROGRAMS LIKE IN DALLAS, FOR EXAMPLE OR OTHER SCHOOL DISTRICTS THAT HAVE TAKEN ON THE P- TECH MODEL.
IT'S A P-TECH MODEL AT THIS CAMPUS OR THAT CAMPUS, AND IT MIGHT BE AROUND JUST ONE PARTICULAR PROGRAM.
IT DOESN'T DEFINE ALL OF THEIR PROGRAMS. I JUST WANTED YOU ALL TO REALLY THINK ABOUT OR NOT ANYONE LEAVE THAT WE ARE COMING UP WITH WHAT WE'RE GOING TO NAME THE CENTER OR ALL OF OUR PROGRAMS IN GENERAL.
THESE ARE THOSE SPECIFIED ONES THAT WOULD HAVE AN INDUSTRY PARTNER.
>> IT WAS ABOUT VALUING ALL KIDS, VALUING ALL OF THEIR CHOICES AND OPTIONS AND PATHWAYS.
CAN I SAY ONE THING ABOUT OBJECTIVE 2.1?
>> IS THERE A WAY TO SOMEHOW ADD THE THOUGHT OF TAKING ADVANTAGE OF THE MANY PARTNERS IN OUR REGION? SO PROVIDE PATHWAYS FOR STUDENTS THAT LEAD TO HIGH-WAGE, HIGH-DEMAND CAREERS THAT SPAN A VARIETY OF INTERESTS AND TAKE ADVANTAGE OF THE MANY PARTNERS WE HAVE IN THIS REGION OR SOMETHING IN THAT REGARD?
>> CONNECTED TO LOCAL INDUSTRY OR SOMETHING?
>> YEAH. BECAUSE I MEAN, WE'RE VERY FORTUNATE TO BE IN AN AREA WITH A LOT OF-
>> IN CONNECTION TO LOCAL INDUSTRY PARTNERS?
>> PUSH BACK ON THAT JUST BECAUSE I DON'T WANT TO LIMIT OURSELVES.
I MEAN, I UNDERSTAND WHAT THE SENTIMENT.
WHAT YOU'RE TRYING IS, WE WANT TO EMPHASIZE TRYING TO UTILIZE OUR LOCAL PARTNERS, BUT TO ME THE GOAL IS, THE OBJECTIVE IS TO PROVIDE A PATHWAY TO HIGH-WAGE, HIGH-DEMAND CAREERS TO OUR STUDENTS WHEREVER THAT MAY LIE.
WELL THEN SOMEHOW I JUST DON'T WANT TO LOSE THE OPPORTUNITY TO CONNECT WITH THE INDUSTRIES THAT WE HAVE HERE, BUT I AGREE WITH YOU THERE. THAT DOES MAKE SENSE.
>> IT MIGHT BE A GOOD PLACE FOR [OVERLAPPING]
>> WE ARE RIGHT AT 20 MINUTES.
>> CAN WE TAKE A LOOK AT OBJECTIVES 2 AND 3 JUST TO MAKE SURE WE'RE GOOD ON THE LANGUAGE THERE?
>> [OVERLAPPING] CONSIDER DESIGN AND DELIVER A MARKETING PLAN FOR STUDENTS AND FAMILIES RELATED TO PATHWAYS FOR THE FUTURE.
[BACKGROUND] DESIGN AND DELIVER A MARKETING PLAN INSTEAD OF IMPROVED COMMUNICATION FOR STUDENTS AND FAMILIES RELATED TO PATHWAYS FOR THE FUTURE.
>> YEAH, I THINK BASED ON THE EARLIER CONVERSATION [OVERLAPPING] -
>> WELL, I'D LIKE TO KEEP THE IMPROVED COMMUNICATION JUST AS A GOAL SO IT COULD BE IMPROVED COMMUNICATION BECAUSE I THINK YOU CAN ALWAYS TRY TO HONE YOUR COMMUNICATION SKILLS.
IT'D BE DESIGNED TO DELIVER IMPROVED COMMUNICATION AND MARKETING PLANS FOR STUDENTS.
>> DESIGN AND DELIVER IMPROVED COMMUNICATION, MARKETING, AND ADVISING FOR STUDENTS AND FAMILIES-RELATED PATHWAYS.
>> I WOULD SAY MARKETING, COMMUNICATION, AND ADVISING BECAUSE THAT'S THE ORDER THAT IT WOULD GO.
YOU WOULD MARKET IT THEN YOU COMMUNICATE IT, AND THEN YOU WOULD ADVISE.
[02:35:01]
2.3. WE'RE NOW LOOKING.>> DO WE NEED TO HAVE PRE-K THROUGH 12TH-GRADE SYSTEM? IS THAT REDUNDANT? ON 2.3, IT SAYS PRE-K THROUGH 12TH-GRADE SYSTEM.
IS THAT REDUNDANT OR DO WE NEED THAT IN THERE?
>> WE JUST WANTED TO BE EXPLICIT BUT [INAUDIBLE]
DO WE HAVE HELP FOR STUDENTS WHO WANT TO TAKE TSI? IS IT FREE?
>> AGAIN, WE HAVE THREE PROGRAMS. WHETHER STUDENTS TAKE ADVANTAGE OF THEM, I'M NOT REALLY SURE, BUT WE CAN FIND THAT OUT.
WE HAVE A TESTING SITE AT EACH OF OUR SENIOR HIGHS AND THAT'S SOMETHING THAT WE ACCOMPLISHED, I THINK TWO YEARS AGO.
THE STUDENTS NO LONGER HAVE TO GO AND MAKE AN APPOINTMENT AT COLLIN OR ANOTHER COLLEGE, THEY CAN ACTUALLY TAKE IT AT THEIR CAMPUS.
>> TO ALL THE STUDENTS, THIS IS COMMUNICATED TO STUDENTS AND PARENTS?
>> I'M GOING TO MOVE US TO PILLAR 3.
WE'RE CLOSING IN ON THE LAST THREE LAPS, SO WE'RE GOING TO PICK UP OUR PACE A LITTLE BIT.
WE'RE GOING TO DO 15 MINUTES ON EACH ONE OF THESE AND SEE IF WE CAN GET THROUGH PILLAR 3 IN 15. HIT IT, JOHNNY.
OBJECTIVE 13.1 SEEMS A LITTLE BIT REDUNDANT IN THE WORDING BETWEEN THAT AND THE ACTUAL PILLAR.
BECAUSE WE'RE SAYING PAC WILL RECRUIT, HIRE, SPORT, DEVELOP AND RETAIN.
THEN IMMEDIATELY IN THE FIRST PILLAR, DESIGNED IMPLEMENTED, EMPLOYEE RECRUITMENT DEVELOPMENT AND RETENTION PLAN.
IT'S REDUNDANT, SO YOU HAVE TO GET TO THE SECOND HALF OF THAT SENTENCE BEFORE YOU REALLY UNDERSTAND WHAT THE POINT OF THAT OBJECTIVE IS.
I'M JUST NOT SURE THAT RECRUITMENT, DEVELOPMENT AND RETENTION PLAN NEED TO BE DOUBLED UP IN THE ACTUAL PILLAR ITSELF AND IN THE OBJECTIVE.
>> THE VERB DEVELOP MIGHT BE BETTER.
TO START WITH. DEVELOP A PLAN THAT.
>> DEVELOP AND IMPLEMENT A PLAN TO ENSURE HIGHLY QUALIFIED, INSERTED; YOU CAN EVEN SAY DEVELOP AND IMPLEMENT.
I MEAN, I DON'T KNOW HOW TO SAY LIKE AN ENCOMPASSING PLAN OF THOSE THINGS.
BUT THE FIRST HALF OF BOTH THOSE SENTENCES, THE MAIN PILLAR AND THE FIRST OBJECTIVE ARE VERY SIMILAR.
>> LOOKING AT THE ACTUAL PILLAR, THE PART THAT SAYS STAFF TO PROVIDE A CARING AND NURTURING EDUCATIONAL EXPERIENCE FOR ALL STUDENTS. VERY IMPORTANT.
BUT THOSE TWO WORDS IN TERMS OF WHEN I THINK ABOUT WHAT THE TEACHERS PROVIDING; WE DEFINITELY WANT OUR TEACHERS TO BE CARING AND NURTURING, BUT I'M CURIOUS ABOUT THOSE WORDS IN THE PILLAR AND THE EMPHASIS THAT CREATES, COMPARED TO CHALLENGING STUDENTS.
[02:40:04]
I'M TRYING TO THINK ABOUT WHEN.>> CARRYING SUPPORTIVE AND RIGOROUS EDUCATIONAL EXPERIENCE.
I AGREE WITH YOU ON THIS BECAUSE THE EMOTIONAL PIECE OF KIDS IS VERY IMPORTANT, RIGHT? WHEN THEY'RE STRUGGLING EMOTIONALLY, THEY'RE GOING TO HAVE A HARD TIME LEARNING, BUT I DON'T WANT TO LOSE THE FACT THAT WE HAVE EMOTIONAL OR NOT EMOTIONAL, BUT EDUCATIONAL RECORDS.
>> I LIKE THE TWO OF THOSE TOGETHER.
>> I LIKE THAT TOO. I THOUGHT THE SAME THING.
>> THIS REALLY STEMMED FROM THAT FIRST THING WE TALKED ABOUT.
THE NUMBER OF PEOPLE WHO SHARED THEIR STORIES ABOUT SCHOOL WAS IMPORTANT TO THEM BECAUSE OF THE CARING.
WE KNOW THAT, THAT TEACHER IS SO IMPORTANT IN THE CLIENT.
>> IF THERE'S A WAY WE COULD ADD A WORD LIKE RIGOR OR SOMETHING THAT DEMONSTRATES SOMETHING.
>> WELL, I LIKE CARING, SUPPORTIVE, AND RIGOROUS. THAT WAS GOOD.
THANK YOU FOR SHOWING; NO IT'S GOOD THE REDUNDANCY AND 3.1, IT MAKES ME WANT TO START OVER WITH THE PILLAR.
THE REASON WHY IS ONE OF THE THINGS THAT I WAS READING ALL OF THIS.
MAYBE THERE'S SOME OVERLAP MOMENT; WE'LL TALK ABOUT THIS, BUT OUR STAFF FEELING A SENSE OF BELONGING AND THAT THEY'RE PART OF A BIGGER THING THAN THEMSELVES IS INCREDIBLY IMPORTANT.
I DON'T KNOW IF WE SHOULD SAY THAT AT A LEVEL THAT IT NEEDS TO BE SAID.
SAYING FOR TALENT ACQUISITION, WHEN SUPPORT AND GROWTH IS, WE HAVE A EMPLOYEE CLIMATE.
IT'S NOT JUST TEACHERS AND I KNOW WHAT YOU ALL TALKED ABOUT RIGOR; THAT CAUSE FALLS INTO THE TEACHER.
OUR TEAM, OUR EMPLOYEES ARE HAPPY TO BE HERE AND HAVE A BELONGING AND FEEL LIKE, SOMETHING ALONG THOSE LINES.
THEN OBJECTIVE 3.1 IS BECAUSE WE'RE GOING TO HAVE THE SKILLS TO GET THEM.
I'M NOT MAKING ANY SENSE AT ALL BECAUSE I THINK THAT'S ONE OF THE THINGS THAT IS IMPORTANT PART OF THE EXCELLENCE OF WHO WE ARE, IS THE PEOPLE.
I WAS TOLD WHEN I FIRST STARTED TEACHING, WHEN MY PRINCIPAL SAID, " I KNOW WHERE THE POWER IS IN THE BUILDING AND ISN'T EVERY SINGLE INDIVIDUAL CLASSROOM." HOW ARE WE CREATING THAT.
WE HAVE THAT OUR BUS DRIVERS WHEN THEY COME, WE KNOW THAT THEY ARE IN.
HOW DO WE TALK ABOUT THIS, OUR TALENT, AND OUR PEOPLE? IN A WAY THAT SPEAKS TO HOW IMPORTANT ESSENTIALLY ARE AND THEN THE OBJECTIVES FOLLOW SUIT.
>> WHAT I HEAR YOU SAYING IS THAT PERHAPS IN PILLAR ONE, WE TALKED A LOT AND TWO ABOUT THE STUDENT EXPERIENCE THAT WE NEED TO THINK ABOUT THE EMPLOYEE EXPERIENCE AND IN PLANO ISD THROUGH DEVELOPMENT AND SUPPORT.
>> I'VE JUST FLIPPED THE VERB, THE SUBJECT AGAIN AND SAY ALL PLANO ISD, TEACHER, STAFF, WHATEVER, AND THEN FILL IN WHATEVER THE BLANK IS, ARE COMMITTED TO WHATEVER.
I DON'T KNOW; I'VE TOTALLY RECREATING THIS.
LAURIE OVER THERE, YOU'RE GOOD AT THIS STUFF.
>> CAN I ASK A CLARIFYING QUESTION? ARE YOU TALKING ABOUT REDEFINING THE ENTIRE PILLAR?
>> NO, I'M NOT LOOKING AT 3.1. I'M LOOKING AT THE BLUE.
YES. IF YOU'RE SAYING I'M SAYING TAKING THE STRATEGY. WHAT IS THE ANGLE? WHAT ARE WE TRYING TO HAVE? THE OBJECTIVES? SAY HOW WE'RE GOING TO DO IT? WE TALK ABOUT ALL PLANO ISD STUDENTS AND WE SAID ALL THE THINGS, ALL PLANO ISD.
>> STAFF, WHATEVER YOU WANT TO SAY, AND THEN FOLLOW IT THAT WAY. OKAY.
>> CAN I CAN I PITCH SOMETHING TO YOU?
>> PLANO ISD WILL HAVE A COMPREHENSIVE TALENT STRATEGY THAT VALUES TEACHERS AND PROVIDES A CARING, SUPPORTIVE, AND RIGOROUS EDUCATIONAL EXPERIENCE FOR ALL STUDENTS.
>> I WOULD SAY JUST FOR ALL AND GET RID OF THE STUDENTS.
WE'RE A INSTITUTION OF LEARNING.
WE WANT EVERYONE TO BE PART OF THAT LEARNING.
>> I HAVE ALL PLANO ISD STAFF OR PLANO ISD WILL HAVE A COMPREHENSIVE.
[02:45:02]
>> OR COMPREHENSIVE, TALENT STRATEGY THAT VALUES; CAN WE SAY ALL EMPLOYEES BECAUSE. [OVERLAPPING]
>> I MEAN, WE HAVE [OVERLAPPING]
>> PARAPROFESSIONALS WE HAVE FAST DRIVERS, WE HAVE.
>> I WOULD SAY INTIMATE ABOUT AND INVEST IN THEIR PROFESSIONAL.
>> YEAH, GROWTH AND DEVELOPMENT.
>> LAUREN THERE SOMEWHERE IN THERE WHERE WE CAN FOCUS BECAUSE JERRY HAD SAID CULTURE AND I DON'T SEE; I HEAR CULTURE ALL THE TIME, CAMPUS CULTURE AND SOMETHING OF LIKE A CULTURE OF CARING OR A CULTURE OF I'M NOT SURE IF THAT WOULD DEVIATE FROM THE INTENT, BUT I JUST HEAR CAMPUS CULTURE IS SUCH A BIG THING.
>> A COMPREHENSIVE TALENT STRATEGY THAT VALUES TEACHERS, BUILDS A POSITIVE CAMPUS CULTURE AND PROVIDES A CARING, SUPPORTIVE, AND RIGOROUS EDUCATIONAL ENVIRONMENT FOR STUDENTS.
IT'S A LONG LIST, BUT I THINK [OVERLAPPING] IT CHECKS THE BOXES RIGHT?
>> I THINK YOU STILL HAVE TO HAVE STUDENTS IN THERE AND YOU KNOW WHAT WE'RE TRYING TO DELIVER.
>> YOU SAID TEACHERS. I THINK WE WANT TO SAY STAFF.
>> I'M SORRY. VALUES ALL STAFF. YEAH. THANK YOU.
>> I THINK THAT ALL STAFF I THINK THE ALL EMPLOYEES ALL, WHATEVER YOU WANT TO SAY, ALL NEEDS TO BE A PART OF THAT.
>> DO YOU KNOW WHAT, I AGREE WITH THE CULTURE PIECE? I JUST WANTED TO BE REALLY CLEAR THAT THE CULTURE IS THE PRODUCT.
THE CULTURE IS WHAT'S DEFINED BY THE INPUT, BY THE BEHAVIORS, BY THE.
BY THE SYSTEMS, SO THOSE THINGS ARE WHAT DEFINE IN A CULTURE.
WE HAVE TO DEFINE THE CONDITIONS AND THE SYSTEMS TO HAVE THE CULTURE AND THE OUTCOME; IT'S AN OUTCOME.
I KNOW PILLAR FORCES, IT'S A CULTURE OF CARING; I DIDN'T WRITE THAT ONE.
I MEAN, IT'S JUST THAT'S WAS IN OUR OLD STRATEGIC PLAN, BUT JUST IN TERMS OF, WE DO TALK ABOUT CULTURE AND YOU HAVE TO; IF THIS IS CULTURE THAT YOU WANT, THEN DO YOU HAVE THE RIGHT STEPS AND GOALS TO GET THERE.
DO YOU HAVE THE RIGHT STRATEGIES TO GET THERE?
>> I HEAR THAT AND I UNDERSTAND EXACTLY WHAT YOU'RE SAYING.
THAT THE IDEA IS THAT THIS IS ALL GOING TO CREATE A CULTURE.
HOWEVER, I THINK THE POINT BEING MADE OVER HERE THAT I AGREE WITH IS THAT, WHEN OUR STAFF READS THESE PILLARS.
>> THEY SEE THE WORDS, A SUPPORTIVE CULTURE THAT WE ARE GOING TO CREATE; A SUPPORTIVE CULTURE THAT VALUES THEM.
I THINK THAT THOSE WORDS HAVE A LOT OF MEANING.
I'D NO WITHSTANDING THAT THE CULTURE WILL ALSO BE THE OUTPUT, IT IS IMPORTANT FOR US HERE TO SAY WE'RE GOING TO CREATE THIS CULTURE. [OVERLAPPING]
>> DO WE HAVE WEDGED IN THE MIDDLE.
I THINK THAT WAS THE SECOND POINT.
THE WAY IT WAS WEDGED IN THE MIDDLE, IT NEEDS TO BE THERE AT THE FOREFRONT, OR THAT IT WILL RESULT IN THE CULTURE, BUT IT WAS WEDGED IN THE MIDDLE BETWEEN.
WE'RE GOING TO HAVE A COMPREHENSIVE PLAN FOR ALL AND THEN WE'RE GOING TO SUPPORT THE STUDENTS.
IT WAS WEDGED IN THERE WHICH MADE IT ODD.
>> DEFINITELY OPEN TO MOVE ON TO GETTING RENT.
>> THERESA. LIKE HERE, I DON'T QUITE UNDERSTAND WHY WE HAVE TO HAVE FOR ALL STUDENTS IN EVERY PILLARS DESCRIPTION BECAUSE THIS IS ABOUT TEACHERS AND STAFF, YOU DON'T HAVE TO SAY EDUCATION IS FREE FOR ALL STUDENTS.
CAN WE PROVIDE A CARING NURTURING APPRECIATIVE CULTURE FOR TEACHERS OR STAFF?
>> THE THING IS THAT WE DON'T FORGET OUR PARAPROFESSIONALS, OUR FANS.
>> IT'S OUR STAFF. BECAUSE THE THING IS THAT IF WE WANT THEM TO STAY AND RETAIN HERE AND AFTER BEING IN THE SERVICE AWARD THAT WE HAD THE BANQUET, FOR A PERSON TO STAY HERE 20 YEARS, 30 YEARS OR 40 YEARS WE WANT TO MAKE SURE THAT THEY UNDERSTAND THAT THEY HAVE OPPORTUNITIES FOR ADVANCEMENT.
I DON'T KNOW, IT SAYS SUPPORTING GROWTH, BUT I'M NOT SURE THE WORDS SOMEHOW MEAN ADD ADVANCEMENT TOO IN OPPORTUNITIES IN WHATEVER DEPARTMENT THEY'RE IN OR AT, THAT IF THEY STAY THERE FIVE, 10 YEARS, THEY WANT TO GO ADVANCE TO A DIFFERENT SPOT.
>> I THINK 3.3 WOULD BE A GREAT OBJECTIVE TO BE ADDED IN THAT.
>> CAN YOU REPEAT BACK WHAT WE'VE COME UP WITH SO FAR ON THE PILLAR?
>> I'LL SAY THAT IN THE WORDING HERE IT SAYS DEVELOPED SO I WOULD PRESUME
[02:50:04]
THAT ENCOMPASSES THAT GROWTH AND THEN YOU JUST FIND IT DOWN IN 3.3.>> DID YOU WANT ME TO READ THAT? WHAT I HAVE SO FAR AND IT'S IN PIECES, SO WE'RE GOING TO HAVE TO WORK ON THIS.
I SO APPRECIATE THE WORDING TO TRY TO GET AT THE FACT THAT WE DO VALUE OUR EMPLOYEES.
BUT I ALSO DON'T WANT TO LOSE SIGHT OF THE NEED THAT WE HAD IDENTIFIED FROM STAFF, FROM PARENTS COMMUNITY ABOUT FINDING QUALITY PEOPLE TO FILL THE POSITIONS THAT ARE DIFFICULT TO FILL.
YOU GOT TO FORGIVE ME, BUT I STILL HAVE THE RECRUIT AND HIRE IN MY HEAD.
BUT PLANO ISD WILL HAVE A COMPREHENSIVE TALENT STRATEGY AND I'M NOT SURE I GOT TO FIGURE OUT WHAT THE VALUES ALL EMPLOYEES AND PROVIDES A CARING RIGOROUS, SUPPORTING ENVIRONMENT AND I DIDN'T KNOW WHO WE'RE SUPPOSED TO PUT FOR STUDENTS.
I ALSO HAVE THE PHRASE ABOUT INVESTING IN THEIR PROFESSIONAL GROWTH AND HAVING ADVANCEMENT AND THEN I SOMEHOW HAVE TO GET IN THE WORD CULTURE MAKING SURE.
>> THE THING IS THAT YOU HAVE THE RIGHT NUMBER OF WORDING.
THE THING IS THAT THEY HAD TO BE A WORDSMITH TO MAKE IT SOUND CORRECT.
>> BECAUSE I ALSO HAVE THE QUESTION THAT JERRY POSED.
DO WE CAPTURE THE EMPLOYEES NEED TO FEEL PART OF SOMETHING GREATER?
>> I'VE WRITTEN THAT DOWN AS WELL. I PUT THIS ON MY LIST OF IN ADDITION TO THE CTE CENTER FOR WITH THIS WILL HAVE TO BE ONE THAT COMES BACK TO YOU SOONER RATHER THAN LATER SO WE CAN GET SOME ADDITIONAL FEEDBACK.
>> COULD WE SAY THE [OVERLAPPING]
>> I THINK SOMETHING IN THERE ABOUT DIFFERENTIATION OF STAFF SO THEY CAN ACTUALLY HAVE A GROWTH PLAN.
>> CAN WE SAY FOSTER A POSITIVE CAMPUS CULTURE THAT VALUES TEACHERS AND THE STUDENTS STUFF.
OUR WORDING FOR THE STUDENTS STUFF.
BASICALLY WE'RE SAYING WE'RE GOING TO FOSTER THE CULTURE AND THE WAY THAT THE FOSTER IS GOING TO CULTURE ON THE CAMPUS WILL BE FOSTERED IS THROUGH VALUING THE SIDE AND THEN THE CARING, SUPPORTIVE, AND RIGOROUS. DOES THAT MAKE SENSE?
>> LET'S ALSO LOOK AT FOUR AND WHAT WE'RE GETTING DONE BECAUSE THAT'S WHERE WE ALSO HAVE SOME MORE OF THOSE LANGUAGE AND SEE IF THERE'S A CONNECTION THERE.
I THINK WE MIGHT FIND IT THERE.
>>THE LIMIT TOO MUCH BECAUSE THE THING IS THAT WE HAVE IT SUPPORT STAFF AT SCHOOLS AND WE HAVE ALL THOSE COUNSELORS AND SO FORTH.
WHEN WE SAY STAFFING, WANT TO MAKE SURE THAT WE'RE INCLUSIVE OF ALL STAFFS.
>> I WANT ALL EMPLOYEES IN THERE SOMEWHERE.
>> WE'RE GOING TO GO BACK TO THE DRAWING BOARD ON PILLAR 3 AND WE WILL SEND YOU AN UPDATED VERSION, BUT REALLY GOOD FEEDBACK.
>> NOW I WOULD LIKE FOR US TO, JUST LIKE OUR MISSION STATEMENT IS SCALABLE, WE REALLY NEED TO THINK ABOUT THIS IN THE WAY WE WRITE IT.
WE NEED TO TRY TO WRITE IT AS SCALABLE AS POSSIBLE BECAUSE WE NEED TO SET THE CONDITIONS FOR THE SYSTEMS THAT WE EXPECT AND WHEN WE START TO GET GRANULAR TO JUST CAMPUSES, CHEST CAMPUSES, AND WE'VE GOT TO REMEMBER THAT WE'VE GOT ALL AND SO PERHAPS IF YOU'RE THE DIRECTOR OF TRANSPORTATION, YOU NEED TO BE ABLE TO SEE YOUR WORK IN THIS.
I'M JUST PUTTING THAT OUT THERE TOO THAT WE'VE GOT TO MAKE SURE LIKE WITH THIS ONE, PILLARS ONE AND TWO THEY'RE VERY GEARED TOWARD OUR CORE BUSINESS.
THREE IS EVERY SINGLE EMPLOYEE, SO IT'S GOT TO BE IN A WAY ALMOST SCALABLE THAT YOU CAN START TO THEN JUST TAILOR TO CAMPUSES FOR THE TRANSPORTATION DEPARTMENT OR FANS AND SO WHOEVER'S GOING TO BE HELPING US WITH THE WORDS SMITHING, PLEASE KEEP THAT IN MIND.
>> CAN WE MOVE ON TO FOUR? GO AHEAD AND TAKE A LOOK AT THAT ONE FOR A MINUTE.
[02:55:02]
>> I THINK FOUR LOOKS GOOD BECAUSE ENCOMPASSES EVERYBODY.
>> TO THERESA'S POINT, SHOULD WE HAVE FACILITIES INSTEAD OF CAMPUSES?
>> YEAH. BECAUSE IT'S FOOTBALL STADIUMS THAT'S A SAFETY SOMETHING THAT'S A BIG SAFETY CONCERN BUSSING.
THE FOOTBALL STADIUMS, THAT'S WHERE YOU WOULD WANT SAFETY CONCERNS, BUSSING SAFETY CONCERNS.
>> ARE WE WHERE WE'RE TALKING ARE WE STILL LOOKING? I HAD PROBLEM WITH THIS ONE.
[LAUGHTER] THE REASON WHY I DID IS BECAUSE THE CULTURE OF COMMUNITY SAFETY AND WELLNESS, THE OBJECTIVES DON'T PARALLEL THAT FOR ME.
I DON'T CARE THE ORDER NECESSARILY BUT FOR INSTANCE, A THING TO CONSIDER, THE CULTURE OF COMMUNITY WELLNESS AND SAFETY BUT THEN FLIP THE OBJECTIVES SO THAT THE OBJECTIVE HAVING TO DO WITH CULTURE OF BELONGING THAT 4.3 WOULD COME FIRST THEN YOU CAN TALK ABOUT WHATEVER EVOLVED WITH WELLNESS AND THEN THE SAFETY.
OR IF WE NEED TO HAVE IT BE SAFETY FIRST AND THEN FOLLOW THE OBJECTIVES.
>> YOU CAN'T BELONG UNLESS YOU'RE SAFE.
>> THIS IS TRUE, YOU'RE RIGHT.
THAT'S WHEN WE HAVE HAD ISSUES IN THE PAST AND EPIPHANY FOR ME IS SAFETY HAS TO BE FIRST.
AT THE SAME TIME I CAN BE CONVINCED TO HAVE IT FIRST, TO ME IT ALSO IS A SAD STATE OF AFFAIRS THAT I'D RATHER BE ABLE TO IN AN IDEAL WORLD I WISH [OVERLAPPING]
>> REALISTICALLY IT WOULD BE BETTER IF IT WASN'T FIRST.
>> [OVERLAPPING]. BUT WE HAVE A MESSAGE WE HAVE TO ASSURE THE COMMUNITY THAT WE'RE PROVIDING A SAFE ENVIRONMENT FIRST.
>> I SUPPRESS, I WRESTLED WITH THAT AS WELL.
I WAS WANTING TO BE A UTOPIA AND START WITH THE FEEL-GOOD, THE COMMUNITY WORD FIRST.
YOU BUILD A COMMUNITY AND THEN ANYWAY, I JUST, AGAIN, JUST THE PARALLEL LANGUAGE, WHATEVER THAT NEEDS TO BE, THAT WAS MUCH MORE.
>> IN THIS CULTURE OF COMMUNITY, WE USED TO HAVE ONLY A CULTURE OF COMMUNITY, THE SAFETY AND WELLNESS SEEM TO BE ADDED TO IT.
YOU MARRY THESE TWO IT FEELS SOMEHOW INCOHERENT.
IT'S A LITTLE BIT LIKE A SAFETY IS REALLY A DIFFERENT THING THAN A CULTURE OF COMMUNITY.
>> WELL, THAT'S WHY I WAS TRYING TO SAY, THAT'S WHY IT WAS FOR ME GOING CULTURE OF COMMUNITY WELLNESS SAFETY, [OVERLAPPING] BECAUSE WE STARTED WITH.
YOU'RE RIGHT, THE LAST ITERATION OF THIS JUST SAID CULTURE OF COMMUNITY.
>> I THINK WE WERE TRYING TO KEEP IT INTO THE FIVE PILLARS AND WE ADDED IT BECAUSE OF THE ENVIRONMENT THAT WE'RE LIVING IN NOW.
>> MY QUESTION WOULD BE OUR SAFETY AND WELLNESS.
DOES THE CULTURE OF COMMUNITY ENCOMPASS BOTH SAFETY AND WELLNESS OR ARE THOSE THREE PARALLEL THINGS? IS IT PUT YOUR COMMUNITY CULTURE OF SAFETY AND CULTURE OF WELLNESS WHICH IS HOW IT'S WRITTEN THIS WAY OR IS IT CULTURE OF COMMUNITY ENCOMPASSING SAFETY AND WELLNESS? I'M NOT CLEAR ON THAT.
>> I SHARE HER SENTIMENTS AND I WOULD RATHER HAVE THE SAFETY AND WELLNESS SEPARATE PILLAR THAN MARRY THEM LIKE THIS.
>> COULD IT BE SAFETY WELLNESS AND COMMUNITY ENGAGEMENT?
>> SAFETY WELLNESS AND COMMUNITY ENGAGEMENT.
>> BUT IS THAT GOING TO PICK PILLAR FIVE?
>> NO [OVERLAPPING] PILLAR FIVE?
>> NOPE. SORRY, I JUST [OVERLAPPING] PARTNERS.
>> YOU TOOK OUT, YOU CUT OUT TO COMMUNITY ENGAGEMENT, MOVE THAT PART TO PI; BUSINESS PARTNERSHIPS AND STUFF TO THE RESOURCE MANAGEMENT.
YOU SEE NOW YOU SPLIT THE COMMUNITY PART TO TWO PILLAR.
>> HONESTLY, IT WAS ALREADY SPLIT UP TO BEGIN WITH.
THE CURRENT STRATEGIC PLAN HAS PARTNERSHIPS AND PILLAR 5 CURRENTLY, AND IT ALSO HAS FOUR, AND THEN SAFETY ENDS UP IN FIVE.
>> HOW DO WE DIFFERENTIATE BETWEEN INTERNAL COMMUNITY, WHICH IS WHAT WE'RE TALKING ABOUT? WE'RE TALKING ABOUT THE CULTURE OF OUR DISTRICT INTERNALLY VERSUS PI,
[03:00:03]
WHICH IS COMMUNITY ENGAGEMENT; WHICH IS EXTERNAL.HOW DO WE CONVEY THE DIRECTIONALITY SO THAT IT MAKES SENSE THAT YOU'RE RIGHT, THEY'RE SPLIT UP INTO TWO DIFFERENT PILLARS, BUT IT'S BECAUSE THE DIRECTIONALITY IS EITHER INWARD FACING OR OUTBOUND?
>> DOES SAFETY AND WELLNESS CAPTURE IT? AND THEN THE COMMUNITY IS IN FIVE.
CAN THE COMMUNITY PART, JUST BE A PART OF FIVE?
>> IT MIGHT BE, BECAUSE I WOULD EVEN SAY THAT SAFETY AND WELLNESS, YOU WOULD STILL BE ABLE TO HAVE WHAT WE HAVE NOW IS 4.3 CREDIT.
I WOULD SAY I HEARD YOU EARLIER THAT CULTURE, HAVING THAT BELONGING, WELLNESS IS ABOUT EVERYONE FEELING THE SENSE OF BELONGING, SO I LIKE THAT STAYING THERE.
THE OTHER PIECE OUT, SOMEONE SAYS IN THERE THAT ALL PISD FACILITIES.
DID I HEAR THAT BEING A CHANGE HERE? HOW DO WE INCORPORATE BUSES TRANSPORTATION? I WOULD ALSO SAY SAFETY AND WELLNESS WHEN KIDS ARE OFF WHEN THEY'RE NOT IN A FACILITY.
>> OTHER STUDENT ENVIRONMENT OR.
>> WHEN THEY GO ON A FIELD TRIP.
[OVERLAPPING] GOING ON AT ALL THE SPRING TRIPS.
>> ENVIRONMENT AND EXPERIENCE.
>> YOU JUST CHANGED THE WORDING AROUND, SO IT'S PLANO ISD WILL PROVIDE A SAFE AND WELCOMING ENVIRONMENT FOR STUDENTS; PROVIDED ALL TIMES OR IN ALL INSTANCES OR SOMETHING LIKE THAT?
>> THAT'S PERFECT. [OVERLAPPING]
>> GOING BACK TO THE TITLE ITSELF, I LIKE SAFETY AND WELLNESS BUT DO WE WANT TO SAY COMMUNITY IN THE TITLE SAFETY, WELLNESS, AND COMMUNITY BECAUSE ONE OF THE OBJECTIVES HERE IS STILL TO CREATE A CULTURE OF COMMUNITY? I STILL THINK THAT'S AN IMPORTANT OBJECTIVE, IT NEEDS TO BE STATED IN OUR; IT'S NOT ACTUALLY STATED IN THE PILLAR ITSELF OTHER THAN THE TITLE.
>> DOES CULTURE BOTHERING, [OVERLAPPING] WHICH COMES FIRST, THE CULTURE, DOES THAT ALSO FIT INTO THIS AS WELL? WHAT'S YOU WERE TALKING ABOUT EARLIER?
>> IT'S INSPIRATIONAL TO YOU, BUT IT'S ALSO JUST AN OUTCOME PIECE, I MEAN, SAFETY, WELLNESS, AND COMMUNITY.
>> THEN YOU TAKE THAT CULTURE OUT OF THERE?
>> YEAH, BUT THE CULTURE IS ALWAYS THE MEASURE.
>> THAT'S FOR THREE [OVERLAPPING].
>> ON THAT OBJECTIVE, WHOEVER SAID CHANGING THE ORDER, I LIKE THAT TOO.
I THINK WE SAY CREATE A CULTURE OF BELONGING FOR ALL MEMBERS OF THE PISD COMMUNITY.
BECAUSE ALL MEMBERS IS PARENTS, STAFF, STUDENTS, EVERYBODY.
>> IS THAT THE FIRST THING YOU WOULD SAY IT'S OBJECTIVE 4.1?
>> [OVERLAPPING] ALTHOUGH ACTUALLY NOW IF WE'RE GOING TO CALL IT SAFETY, WELLNESS, AND COMMUNITY, THEN WE MIGHT HAVE TO REARRANGE.
I DON'T REALLY CARE ABOUT THE ORDER ON THESE AS MUCH.
>> I'M SORRY. I'M A ONE-TO-ONE CORRESPONDENCE PERSON.
IF IT STARTS THIS WAY, I WANTED TO PLAY THAT WAY.
>> WELL, SO FOR ONE SHOULD STAY WHAT IT IS IF WE'RE SAYING SAFETY, WELLNESS, AND COMMUNITY?
>> IF WE DO SAFETY, WELLNESS, AND COMMUNITY, THEN THE ORDER I THINK OF THE OBJECTIVES WOULD FIT UNDER THAT.
>> SAFETY, WELLNESS, AND CULTURE OF COMMUNITY IS STILL BETTER THAN JUST COMMUNITY.
LIKE SAFETY, CULTURE, AND COMMUNITY.
OF SAFETY, WELLNESS, AND COMMUNITY WHAT THAT IS? IF YOU LOOK AT THE TITLE ALONE.
>> I'VE THOUGHT ABOUT THAT, I THOUGHT ABOUT KEEPING THE WORD CULTURE MY THOUGHT WAS, OR THE REASONING WAS, COMMUNITY IS SUCH A BROAD TERM.
COMMUNITY CAN MEAN A WHOLE LOT OF THINGS AND PART OF COMMUNITY IS CULTURE, BUT IT'S NOT ALL OF IT.
WE'RE NOT JUST SIMPLY CREATING A CULTURE OF COMMUNITY, WE WANT TO ACTUALLY CREATE AND FOSTER A COMMUNITY.
DOES THAT MAKE ANY SENSE? THE DIFFERENTIATION, I DON'T KNOW IF IT DOES.
>> WE WANT TO FOSTER SAFETY, WE WANT TO FOSTER WELLNESS, WE WANT TO FOSTER COMMUNITY.
IN THAT CONTEXT THAT ALL MAKE SENSE.
NONE OF US FOSTER ALL THOSE THINGS.
>> THIS WORK [BACKGROUND] AND THE PILLAR IS USED INTERNALLY IN 4.3 AND THEN EXTERNALLY IN 4.4.
WHEN DR. WILLIAMS MENTIONED EARLIER POSSIBLE TIDAL CHANGES TO SAFETY, WELLNESS, AND COMMUNITY ENGAGEMENT, IT REALLY HIT THAT 4.4, NOT NECESSARILY THE 4.3,
[03:05:02]
BUT THE WELLNESS PULLED THAT 4.3.THE PROBLEM WITH THE COMMUNITY IS WE'RE USING IT IN TWO DIFFERENT WAYS IN THESE OBJECTIVES.
BUT I JUST WANTED TO POINT THAT OUT.
>> NO, I THINK IT'S A VERY VALID THING.
IS THERE A WAY TO BE ABLE TO EXPRESS? IS THERE A WAY TO BE ABLE TO CAPTURE THAT?
>> I'LL GO BACK TO DR. WILLIAMS'S SUGGESTION OF SAFETY, WELLNESS, AND COMMUNITY ENGAGEMENT.
I JUST THINK IT SOUNDS BETTER, BUT TWO, WE'RE HITTING THAT INTERNAL SENSE OF COMMUNITY IN 4.3.
THE TITLE OF 4.3 TALKING ABOUT CREATING A CULTURE OF BELONGING AND YOU JUST CHANGE IT FOR ALL MEMBERS OF THE PLANO ISD COMMUNITY.
>> TO ME, THAT'S THE WELLNESS.
YOU FEEL BELONGING, YOU FEEL YOU WILL WELL AND YOU FEEL WHOLE.
>> THEN THE 4.4 IS TRULY ENGAGING OUR COMMUNITY, AND THAT LESLIE'S.
>> I LIKED THE SUGGESTION [OVERLAPPING].
>> ENGAGEMENT. THAT SOUNDS BETTER THAN JUST COMMUNITY ENGAGEMENT.
>> [LAUGHTER] NO, YOU CAN'T STEP [OVERLAPPING]
>> I WON'T STEP ON ANYBODY'S TOES.
TO IMPLEMENT SYSTEMS OF INTERVENTIONS AND SUPPORTS TO DEVELOP A CULTURE OF BELONGING IN QUARTERLY LEARNING ENVIRONMENTS.
IT SOUNDS PRETTY STRICT, WHICH MAYBE THAT'S GOOD AND THAT'S INTENTIONAL, BUT I HAVEN'T HEARD THE TERM ORDERLY LEARNING ENVIRONMENTS BEFORE.
>> I BRACKETED THAT BECAUSE I DIDN'T EVEN KNOW WHAT IT MEANT.
>> I THINK WE HEARD A LOT ABOUT BEHAVIOR, UNDER THE BEHAVIOR PIECE AND SO LIKE HOW DO YOU SAY THAT? I GUESS MAYBE IS IN A POSITIVE BUT THAT'S WHAT IT IS.
>> I'M NOT RECOMMENDING A CHANGE NECESSARILY.
I JUST WANT TO BETTER UNDERSTAND IT, BUT IF IT'S MEANT TO INSTILL A SENSE OF ORDER COMPARED TO CHAOS, IT'S JUST SOMETHING NEW.
>> IF WE END UP WITH AN ORDERLY LEARNING ENVIRONMENTS, THAT'S FINE, BUT WE COULD SAY TO DEVELOP A CULTURE OF BELONGING, SAFETY, AND SECURITY.
IN THAT THE IDEA THAT YOU'RE TRYING TO GET OUT WITH ORDERLY ENVIRONMENT.
>> I THINK IT'S A REALITY THAT WE ARE CONCERNED ABOUT THE BEHAVIOR OF OUR STUDENTS AND HOW THEY'RE CONDUCTING THEMSELVES IN CLASSES.
THERE'S SOMETHING SERIOUSLY GOING WRONG WITH OUR KIDS AND THE WAY IN WHICH WE HAVE APPROACHED THAT IN THE PAST IS NO LONGER GOING TO BE POSSIBLE.
I'M SEEING THE PADDLE THAT I HAVE THAT WASN'T USED FOR FRATERNITY OR SORORITY WAS MY GRANDFATHER'S PADDLE HE USED THE SUPERINTENDENT.
>> ARE YOU MAKING OFFICIAL RECOMMENDATION RIGHT NOW?
>> NO. [LAUGHTER] THAT'S NOT THE WAY WE ARE, ALTHOUGH THERE'S PEOPLE THAT WE MAY STILL VERY MUCH WANT TO [OVERLAPPING]
>>THERE IS A BILL IN THE HOUSE
>> [OVERLAPPING] BUT HAVING THAT SAID, THEY PROVIDING, MAKING SURE KIDS FEEL SAFE IN THE CLASS. I THINK THAT'S [OVERLAPPING]
>> COULD YOU REPEAT THE LANGUAGE THAT YOU SAY?
>> SUPPORTS TO DEVELOP A CULTURE OF BELONGING, SAFETY, AND SECURITY.
>> NO TICKETS FOR IT. [OVERLAPPING]
>> BUT AT THIS POINT, OUR BEHAVIOR IS NOT NECESSARILY A SAFETY OR SECURITY ISSUE.
SOMETIMES OUR BEHAVIOR IS MORE ABOUT REFUSING TO LEARN.
NOT NECESSARILY A SAFETY OR SECURITY ISSUE, IT'S I'M STEALING MY EDUCATION OR I'M STILL IN HIS EDUCATION.
BUT IT'S NOT NECESSARILY A SAFETY OR SECURITY ISSUE, IT'S MORE ABOUT JUST RECALCITRANCE.
>> CAN WE SAY SAFE AND COLLABORATIVE LEARNING ENVIRONMENTS? [LAUGHTER] KEEP HR OUT OF THIS.
>> CAN I USE MUTUALLY RESPECTFUL?
>> YOU CAN USE WHATEVER YOU USE.
[LAUGHTER] I JUST WANTED TO POINT OUT THAT THAT BEHAVIOR IS NOT ALWAYS SAFETY SECURED.
>> BASED ON WHAT YOU'RE SAYING AND THE INTENT OF IT, I'M COMFORTABLE WITH THE ORIGINAL LANGUAGE.
I LIKE WHAT DAVID IS SAYING, BUT I'M REALLY COMFORTABLE WITH THAT NOW.
>> [LAUGHTER] YOU HAD SOMETHING THAT YOU ADDED THAT WAS [INAUDIBLE].
>> OH, JUST SAFE COLLABORATIVE LEARNING ENVIRONMENT.
>> I THINK MUTUALLY RESPECTFUL IS A GOOD WORD BECAUSE THAT CAN REMIND TEACHERS
[03:10:02]
TO BE RESPECTFUL OF STUDENTS AND STUDENTS BE RESPECTFUL OF TEACHERS AND EACH OTHER. [OVERLAPPING]>> YOU'RE GETTING CLOSE HERE. IN RESPECTFUL LEARNING ENVIRONMENTS, I THINK WE'RE GETTING SOMEWHERE.
>> WE'RE TALKING ABOUT SAFETY, DR. GOBER, THINKING ABOUT THE TRAUMA-INFORMED PRACTICES THAT WE NEED TO BE HAVING BECAUSE WE HAVE SO MANY KIDS AND THEIR ISD SCORES ARE SO MUCH HIGHER THAN WE CAN EVER IMAGINE.
SMALL HUMANS, THAT SCORE OF SAYING HOW MUCH TRAUMA A KID HAS HAD.
THEM BEING ABLE TO COME TO SCHOOL AND FEEL LIKE IT'S A SAFE PLACE.
TO ME, I WAS HEARING SAFE AS SCHOOL BEING A SAFE PLACE FOR ALL OF US, BUT FOR THEM TO FEEL, SO YES, I THINK THAT RESPECT IS A REALLY [INAUDIBLE]. [OVERLAPPING]
>> I LIKE RESPECT, IS GETTING CLOSER TO THE INTENT OF US USING ORALLY.
THAT WAS INTENTIONAL BECAUSE ON ONE LEVEL, I THINK WE DO NEED TO MAKE A STATEMENT.
I THINK PARENTS, AND OUR STAFF, AND PROBABLY EVEN OUR STUDENTS NEED TO HAVE THIS STATEMENT OF THIS IS HOW WE ACT IN PLANO ISD.
>> ORDERLY, YOU HAVE ROUTINE, YOU HAVE EXPECTATIONS, AND THESE ARE THINGS THAT CHILDREN OF TRAUMA REALLY NEED.
THEY NEED STRUCTURE THAT'S DEPENDABLE.
I'D BE OKAY IF WE FOUND A WAY TO ADD RESPECT INTO IT. [OVERLAPPING]
>> I WOULD SAY ORDERLY AND RESPECTFUL LEARNING ENVIRONMENT.
>> THE THING IS THAT I DON'T KNOW, BUT SOME OF YOU WHO'S NOT BEEN IN SPED ENVIRONMENT, HAVING ORDER IN THE SPED ENVIRONMENT AND POPULATION IS VERY IMPORTANT.
THE THING IS THAT IF WE WERE TO EVER TAKE AWAY THE WORD ORDERLY, YOU WOULD TAKE AWAY THE WORD THAT WAS IMPORTANT TO A POPULATION.
FOR US, FOR SPED POPULATION, HAVING ORDER AND ROUTINE IS SO IMPORTANT.
>> THAT'S WHERE THAT WORD DISCIPLINE GETS OFF BECAUSE BEING DISCIPLINED IS ABOUT THAT.
BUT WE ALSO HAVE THE CONNOTATION OF DISCIPLINE IS IN YOU'RE IN TROUBLE.
I THINK ORDERLY IS A REALLY GOOD WORD, AND I REALLY APPRECIATE YOU SAYING THAT, ANGELA, BECAUSE THAT IS OUR KIDS DO MUCH BETTER WHEN THERE'S GUARDRAILS AND THEY KNOW WHERE THE LANE IS SUPPOSED TO BE AND THAT'S PART OF THAT ORDER.
>> WE'VE COMPLETED OUR TIME FOR THAT DOOR.
[LAUGHTER] A REALLY GOOD DISCUSSION.
TAKE A LOOK AT FIVE, THERE ARE ONLY TWO OBJECTIVES.
>> I FELT REALLY BAD A COUPLE OF NIGHTS AGO WHEN I WAS [INAUDIBLE]. YOU'RE NOT GOING TO LIKE ME.
>> I HAVE OPINIONS. I DON'T LIKE WHEN YOU ALL START THE STUFF LIKE THIS.
>> GUYS, LET'S START. I'M NOT AN ACCOUNTANT.
I COULD BE COMPLETELY OFF BASE ON THIS.
BUT WHERE THE WORD BUDGET IS IS TROUBLESOME TO ME BECAUSE I DON'T KNOW HOW, TO ME, MAXIMIZE A BUDGET HAS A CONNOTATION OF MAKE A BUDGET BIGGER.
I REWORDED THIS IS MY NEOPHYTE WAY AND I JUST SAID, PISD WILL MAXIMIZE RESOURCES AND COMMUNITY PARTNERSHIPS TO ACHIEVE DISTRICT GOALS AND MEET THE NEEDS OF STUDENTS AND STAFF WHILE WORKING TOWARDS A BALANCED BUDGET.
>> JUST MOVED THAT GET RID OF THE BUDGET.
PLANO ISD WILL MAXIMIZE RESOURCES AND COMMUNITY PARTNERSHIPS.
WE WANT TO MAKE THOSE BIGGER TO ACHIEVE DISTRICT GOALS AND MEET THESE NEEDS OF STUDENTS AND STAFF WHILE WORKING TOWARDS A BALANCED BUDGET.
>> BUT THE ONLY THING WITH THAT MAKES ME ALMOST SOUND LIKE WE'RE SAYING THAT WE'RE SPENDING OUT-OF-CONTROL.
WE CAN'T BALANCE OUR BUDGET. THAT'S THE CONNOTATION.
>> I GET THAT. THAT'S TOTALLY FAIR.
I JUST WANTED TO MOVE THE WORD BUDGET OUT.
>> I THINK IF WE CAN USE THE WORD EFFICIENCY SOMEWHERE, AN EFFICIENT BUDGET OR MAXIMIZE EFFICIENCIES OR SOMETHING LIKE THAT. [OVERLAPPING]
>> WORKING TOWARDS FINANCIAL EFFICIENCIES. [OVERLAPPING]
>> BUT WITH LIMITED RESOURCES THAT WE HAVE, I JUST DON'T WANT IT TO SOUND LIKE, WELL, WE'RE JUST WILLY NILLY SPENDING MONEY THAT WE DON'T HAVE, AND THEREFORE, WE DON'T HAVE A BALANCED BUDGET, WHICH IS NOT THE CASE. [OVERLAPPING]
>> WELL, WE HAVE TO MEET THE NEEDS OF STUDENTS AND STAFF WITH AN EFFICIENT BUDGETING PROCESS OR WITH AN EFFICIENT BUDGET.
>> MEET THE NEEDS OF STUDENTS AND STAFF WITH AN EFFICIENT BUDGETING PROCESS OR WITH AN EFFICIENT BUDGET.
[03:15:01]
>> 5.2 TALKS ABOUT BUDGETING AND CAN WE PUT BUDGETING INEFFICIENCIES IN THERE AND JUST IN THE DESCRIPTOR REMOVE BUDGET?[OVERLAPPING]
>> JUST TAKE BUDGET OUT OF THERE.
>> I DON'T WANT TO PUT THAT WORKING TOWARDS A BALANCED BUDGET BECAUSE IT HAS A NEGATIVE CONNOTATION.
>> I WAS JUST TRYING TO FIGURE OUT.
I WAS HOLDING ONTO THE BUDGET SOMEHOW IN THE SENSE THAT I WOULD AGREE WITH DR. WILLIAMS THAT IF WE CAN MOVE IT TO 5.2 AND KEEP IT THERE, THAT MAKES ME FINE.
>> HOW ARE YOU WITH THAT, JOHNNY?
>> I'M GOOD WITH THAT THOUGH I'D LIKE TO KEEP IT IN THE SENTENCE.
I DO AGREE WITH YOU WHEN HE SAYS MAXIMIZE THE BUDGET.
HAVE YOU TYPED THAT? IT'S JUST THAT ONE LITTLE [INAUDIBLE].
IT TAKES IT OUT OF CONTEXT A LITTLE BIT, SO I LIKE YOUR POINT.
>> OR PLANO ISD WILL CONTINUE TO EFFICIENTLY DEPLOY RESOURCES IN COMMUNITY. I DON'T KNOW.
>> BUDGETING EFFICIENCY AND UTILIZE DISTRICT AND COMMUNITY RESOURCES. SOMETHING LIKE THAT.
>> I SUGGEST WE KEEP IN THAT SENSE FROM MAXIMIZE RESOURCES, WHICH IN AND OF ITSELF IS TALKING ABOUT US BEING EFFICIENT.
ALL THAT BOUND UP IN THAT WHEN YOU SAID MAXIMIZE RESOURCES.
>> I WAS JUST GOING TO SAY THAT I LIKE IT SIMPLE AND WHAT THAT MEANS, I WOULD TAKE OUT THE BUDGET THERE.
I LIKE THAT TWO-WAY POINT ABOUT WE CAN ACTUALLY PUT IT SPECIFICALLY BACK IN 5.2 IF WE WANT TO TALK ABOUT SYNERGY OR IF WE WANT TO TALK ABOUT EFFICIENCIES.
AGAIN EFFICIENCIES, I THINK WE'VE PUT THAT IN THE OBJECTIVE 5.2.
>> BECAUSE YOU'VE GOT IT THERE.
YOU'VE GOT IT MAXIMIZE DISTRICT FACILITIES AND RESOURCES TO REDUCE BUDGET EXPENSES AND INCREASE OPPORTUNITIES FOR STUDENTS.
THAT'S WHAT WE JUST TALKED ABOUT LAST NIGHT.
>> CAN I MAKE A SUGGESTION ON 5.1 THAT PERHAPS WE CONSIDER ADDING ONE MORE OBJECTIVE, AND 5.1 IS SUSTAINABLE LOAN AROUND INCREASED COMMUNITY PARTNERSHIPS TO ELEVATE STUDENT LEARNING EXPERIENCES, PERIOD.
THEN WE CREATE A SEPARATE OBJECTIVE THAT'S AROUND EFFICIENCIES, OUR STRATEGIC BUDGETING PROCESSES TO ENSURE CRITICAL RESOURCES ARE PROVIDED FOR STUDENTS, STAFF, BECAUSE IN A WAY IT'S MERGED ALTOGETHER CURRENTLY 5.1 AND WE DON'T NEED PARTNERSHIPS TO DO CRITICAL WORK.
WE NEED PARTNERSHIPS TO HELP ELEVATE PROGRAMS AND THINGS TO MAKE THE EXPERIENCES BETTER.
THEN WE NEED TO ENSURE THAT OUR PROCESSES ARE VERY STRATEGIC, THAT WE'RE PUTTING THE RESOURCES WHERE NEEDS ARE FOR KIDS OR FOR CAMPUSES, AND I SEE THOSE AS TWO DIFFERENT THINGS.
>> ARE YOU SAYING DIVIDE THIS INTO ANOTHER OBJECTIVE TOTALLY?
>> THE PROVIDE CRITICAL RESOURCES FOR STUDENTS AND STAFF ALMOST MERGED INTO 5.2.
>> THEN THIS ONE COULD BE AROUND ENSURING THAT WE HAVE A STRATEGIC RESOURCE ALLOCATION MODEL THAT PROVIDES CRITICAL RESOURCES TO MEET THE NEEDS OF ALL STUDENTS OR SOMETHING ALONG THAT LINE.
>> MAKE THAT 5.2 AND THIS IS 5.3 BACK HERE?
I FEEL LIKE IT WOULD BETTER DESCRIBE WHAT WE'RE TRYING TO ACCOMPLISH.
THE WAY 5.1 CURRENTLY IS WORDED, IT PUTS TWO DIFFERENT OBJECTIVES TOGETHER THAT REALLY DON'T NEED TO BE.
>> YEAH, I LIKE THE IDEA AND THE DISTINCTION.
PUT THAT ONE ON THE LIST OF [INAUDIBLE].
>> THE ONE QUESTION I HAD IS RELATIVE TO WHAT WE USED EARLIER.
ARE WE USING STAFF OR EMPLOYEES?
>> OR DOES STAFF ENCOMPASS ALL EMPLOYEES?
>> STAFF IS ENCOMPASSING OF ALL THE EMPLOYEES. [OVERLAPPING]
>> INCLUDING EVERYBODY? [OVERLAPPING]
>> WHEN YOU SAY STAFF, YOU'RE TALKING ABOUT?
>> WELL, WE MADE THE DISTINCTION WITH EMPLOYEE, SO I JUST WANT TO USE THE SAME VERBIAGE.
>> YEAH, WHICHEVER WAY WE DO TO KEEP IT CONSISTENT.
THEN MY LAST ONE IS, AGAIN, IF ALL STUDENTS ARE THE HEART OF OUR DECISIONS AND THE NEW 5.3, I WOULD FLIP INCREASE OPPORTUNITIES FOR STUDENTS AND REDUCE BY KEY EXPENSES.
I JUST WANT TO MAKE SURE ANYTIME WE HAVE AN OPPORTUNITY, DID MEAN OPPORTUNITY TWICE TO EMPHASIZE STUDENTS FIRST.
I WOULD SAY DEVELOP AND IMPLEMENT PLANS TO MAXIMIZE DISTRICT FACILITIES AND RESOURCES TO INCREASE OPPORTUNITIES FOR STUDENTS AND REDUCE BUDGET EXPENSES? I KNOW IT'S THE PARALLEL.
[03:20:02]
[OVERLAPPING] I KNOW THAT MAY HAVE FELT A LITTLE PAINFUL, BUT TRULY, THERE ARE SOME STRATEGIC PLANNING PROCESSES WHERE TRUSTEES DON'T HAVE AN OPPORTUNITY TO REALLY THINK ABOUT THE WORDS AND THE THING.
WE'VE WORKED THROUGHOUT THIS PROCESS TO MAKE SURE THAT NOT ONLY ARE WE HAVE BEEN OVERLY INCLUSIVE, I KNOW NOT EVERYBODY CAME OR MAYBE NOT EVERYBODY PARTICIPATED IN, GAVE INPUT THAT WE PROVIDED 118 TOUCHPOINTS TO COLLECT.
THAT'S REALLY NOT A STANDARD PRACTICE.
NOR IS THIS PART OF THE, EITHER THE WORD SMITHING A STANDARD PRACTICE.
BUT WE BELIEVE THIS IS HOW WE ALL CAME TOGETHER AROUND WHEN WE SAY WHAT STAFF MEANS, THE WORD STAFF AND THE SEMANTICS OF THING.
I REALLY APPRECIATE THE PATIENTS AND THE WILLINGNESS OF GOING THROUGH SOME OF THIS WILL MAKE THOSE CORRECTIONS AND ADJUSTMENTS AND THEN SEND IT CORRECT FEEDBACK IF OR THOSE, BUT WE'RE NOT DONE YET.
>> WE'RE NOT. NOW THIS NEXT ONE IS UP TO YOU.
BUT WE WANTED TO GIVE YOU AN OPPORTUNITY TO REALLY THINK ABOUT EVERYTHING THAT WE'VE CAPTURED.
WE'VE GOT ONE ACTIVITY AT THE END TO USE OUR DOTS SO THAT WE STILL HAVE THAT.
BUT THIS ONE IS JUST A CHANCE TO WHIP AROUND AND HEAR FROM EACH TRUSTEE.
IS THERE ANYTHING WE'VE GOT OUR HOMEWORK, WE'VE GOT YOUR FEEDBACK.
BUT IF THERE'S JUST ANYTHING BURNING THAT WE REALLY NEED TO HEAR FROM YOU LIKE TO GIVE EACH TRUSTEE.
ORIGINALLY, I WAS THINKING IF YOU HAD 3-5 MINUTES, WE'D BE HERE FOR 30.
BUT IF YOU CAN DO IT IN TWO, THEN THAT'S GOING TO SHAVE OFF A LITTLE TIME.
I JUST PUT THESE BACK IN AS A REMINDER OF WHAT WE'RE DOING, BUT YOU KNOW WHAT ALL THIS IS.
WE'RE GOING TO SKIP PAST ALL THAT AND GET EACH OF YOUR ADDITIONAL THOUGHTS.
JOHNNY IS NOT GOING TO BUZZ AT YOU OR ANYTHING, BUT HE IS GOING TO START WAVING AT YOU IF YOU'VE TALKED FOR 15 MINUTES.
SHALL WE JUST GO AROUND EACH TRUSTEE? I DON'T CARE WHICH ONE OF YOU GOES FIRST, BUT JUST A CHANCE TO ANYTHING ELSE FOR THE GOOD OF THE CAUSE BEFORE WE GO BACK TO REVISE, YOU WANT TO SAY SOMETHING?
>> I'LL GO BACK TO THE PLAN OF WHAT WE'RE SKIPPING [INAUDIBLE].
>> NO. WE DIDN'T SKIP ANYTHING OTHER THAN THEY'VE SEEN THESE SLIDES BEFORE. YOU WANT TO GO THROUGH THAT?
>> I JUST WANT TO MAKE SURE THAT FIVE PILLARS WE TALKED ABOUT OBJECTIVES. SORRY.
>> FIVE PILLARS. WE'VE GONE THROUGH WHAT THE PRODUCTS OR THE OUTCOMES SHOULD BE, WHICH OF THOSE TARGETS? WE'VE GONE THROUGH THE WORD SMITHING OF THE OBJECTIVES AND WHAT THE DEFINITION OF EACH PILLAR IS.
WE JUST NEED TO MAKE SURE THAT WE SEE THE ALIGNMENT TOO.
THE MISSION, THE VISION, THE BELIEFS THAT A SUGGESTION ON THE BELIEFS.
I JUST WANTED TO MAKE SURE THAT WE HAVE TIME TO VISIT, THAT THAT WE'RE NOT SKIPPING OVER IT.
>> I WILL WEIGH IN WITH MY INITIAL THOUGHTS WITH THAT RELATIVE TO THIS.
GOING INTO THE WAY BACK MACHINE IN 2013, THE STRATEGIC PLAN PROCESS WAS WE MET IN THIS ROOM IN THIS SITUATION EXACTLY LIKE THIS.
WE ALL LOOKED AROUND AND SAID, YEAH, WE LIKE THE OLD ONE, SO LET'S JUST APPROVE THAT AND GO HOME. THAT'S WHAT WE DID.
IN 2013, WE BARELY DID ANYTHING TO THE OLD STRATEGIC PLAN.
IN 2018, WE DID A MASSIVE OVERHAUL AND THAT'S WHAT THIS PRODUCT WAS, AND I LOVED THAT PROCESS.
I DON'T NECESSARILY THINK THAT WE NEED TO REVISIT THE VISION AND MISSION.
BECAUSE UNLESS YOU WANT TO WORDSMITH OR TALK ABOUT IT, BUT WE NOW WERE ABLE TO TAKE THE VISION AND THE MISSION THAT WE LIKE THAT WE LOVE ALREADY.
WE TOOK THE PILLARS AND WE DID START CRAFTING THROUGH THE PILLARS AND THE OBJECTIVES.
LOOKING AT THE STRATEGIES THAT ARE GOING TO APPROVE ALL OF THOSE.
I THINK THIS HAS BEEN A GOOD COMPREHENSIVE PROCESS,
[03:25:02]
KNOWING THAT IT'S A LIVING BREATHING DOCUMENT THAT FOR THE NEXT FIVE YEARS IT'LL GUIDE THE BOARD.THE BOARD WILL ALSO HAVE AN OPPORTUNITY TO PUT ITS OWN STAMP ON IT.
FINAL REVIEW OF LANGUAGE, BUT I DON'T THINK WE'VE MISSED ANYTHING.
I THINK WE'VE GONE THROUGH THIS WELL-THOUGHT THROUGH PROCESS AND WELL-THOUGHT THROUGH PRODUCT, AND I THINK WE HAVE THAT.
>> DID WE REVIEW THE BELIEFS IN DECEMBER?
>> NOT YET. WE DID WITH THE BELIEFS ON MISSION AND VISION? [NOISE]
>> I HAVE A COMMENT ON THE BELIEFS.
I THINK THAT WE DO THIS AND WE KNOW WE DO THIS.
BUT I FEEL LIKE GIVEN A CERTAIN ENVIRONMENT THAT WE'RE IN THESE DAYS, I WOULD LIKE TO ADD THAT WE SAY PARENTS ARE KEY PARTNERS IN THEIR CHILD'S EDUCATION.
WE CROSS WALKED THE PARENT BILL OF RIGHTS TO THE POLICY.
BUT I THINK IT'S GOOD FOR US TO STATE THAT HERE.
PARENTS ARE KEY PARTNERS IN THEIR CHILD'S WE BELIEVE BECAUSE THAT'S HOW THESE ALL READ.
>> WE BELIEVE PARENTS ARE KEY PARTNERS IN THEIR CHILD'S EDUCATION.
I MEAN, WE CAN ELABORATE ON THAT OR ARE WE JUST KEEP IT SIMPLE?
>> DOES EVERYBODY LIKES THAT ADDITION?
>> CAN WE SAY PARENTS AND FAMILIES JUST BECAUSE NOT EVERY KID IS WITH THEIR PARENTS AND I JUST WANTED TO MAKE SURE THAT WE'RE PARENTS [OVERLAPPING] SAID BECAUSE FAMILIES, PARENTS OR GUARDIANS OR ODD.
>> JUST WANTED TO POINT OUT THAT THE THIRD TO THE LAST ONE, WE'RE GETTING A LITTLE REPETITIVE.
>> I MEAN, I THINK IF YOU'RE GOING TO RESTATE IT THE WAY NANCY SAY, I THINK YOU'RE RESTATING ONE THAT'S THIRD FROM THE BOTTOM.
>> I WANT US TO MOVE IT UP. THAT WAS ONE OF MY COMMENTS IS LOOKING AT AND MAYBE WE NEED TO FLUSH OUT PRIORITIES THAT I LIKE THE IDEA OF WHAT YOU SAID, NANCY, THAT IS THE THIRD BULLET FROM THE BOTTOM, BUT DO THAT TOWARDS THE TOP.
>> THEN PARTNERSHIP IS THE WORD USED IN CHAPTER 26.
I THINK PARTNERSHIPS AND IMPORTANT WORD TO USE.
>> I LIKE THE SIMPLICITY OF WHAT NAME THAT NEEDS EASE.
IT CAN BE INFERRED IN THERE, BUT I DON'T THINK THERE'S ANYTHING WRONG WITH BEING THEN ADDITIONALLY SPECIFIC TO IN THEIR PARTNERS IN THIS JOURNEY WITH US.
>> YEAH. YOU COULD JUST ADD, PARENTS ARE KEY PARTNERS AND WE EMBRACE FAMILY OR WHATEVER YOU SAID.
I DON'T WANT TO DISCONNECT ANYBODY WHO ISN'T.
>> PARENTS AND FAMILIES ARE KEY PARTNERS JUST BECAUSE WE HAVE A LOT OF KIDS WHO WERE HOMED WITH GRANDPARENTS.
>> THERE ARE [INAUDIBLE]. ANOTHER ADULT THAT'S RESPONSIBLE FOR THEIR.
>> WE CAN COMBINE THOSE ARE ADDED OR PUT THEM TOGETHER.
>> I THINK IT'S INTERESTING TO SAY WHAT YOU SAID ABOUT BEGINNING ALL OF THESE WITH WE BELIEVE THAT BECAUSE IF YOU DO, I THINK YOU'LL FIND SOME OF THEM DOWN THE LIST ARE A LITTLE CLUNKY.
IT MIGHT NEED SOME SIMPLIFICATION.
>> REMINDER. IT IS, I MEAN TEACHING ON THAT THIRD TO THE LAST. I MEAN WE'LL BE.
>> I MEAN JUST AFTER THE NUMBER 1, THE PARENTS, STUDENTS.
>> THE ONLY THING I WAS ALSO ADD A I DON'T KNOW, THE THIRD BULLET, AND THE FOURTH ONE, THE HIGH EXPECTATIONS IS THAT THE ONE THAT I KEPT THAT WE REPEATED A LOT IN ONE.
>> YES. I WOULD LIKE FOR US TO BE WE BELIEVE THAT HIGH LEVELS OF LEARNING DEFINE IT.
SINCE IT'S USED MULTIPLE TIMES IN THE STRATEGIC PLAN.
I THINK IT'S HELPFUL TO SAY WHAT WE BELIEVE HIGH LEVELS, LAURIE, IS.
YOU ALL CAN FIGURE OUT THE MEAN.
>> OF LEARNING. WHAT IS THAT? I'M FINE WITH YOU ALL DEFINING IT.
>> THEN THE BULLET THAT BUGS ME THE MOST IS THE ONE THAT STARTS OFF AS GOOD STEWARDS WE PROVIDE THAT ISN'T FALL THOUGH.
[03:30:17]
>> CAN WE WORKSMITH JUST A COUPLE OF THESE SO THAT THEY FIT UNDER THE WE BELIEVE?
>> I'M GOOD WITH US ACTUALLY SAYING WE BELIEVE THAT ON THE SHEET.
I THINK THAT'S A VERY OVERT ABOUT THAT.
>> THE CURRENT LET 1, 2, 3, 4, 6 THE NUMBER 6 EQUITY AND ACCESS TO EQUAL OPPORTUNITIES FOR ME IS A LITTLE BIT REDUNDANT.
I JUST WANT TO EXPRESS MY OPINION.
ACCESS TO EQUAL OPPORTUNITIES IS ESSENTIAL TO REACH THE HIGHEST LEVELS OF STUDENT ACHIEVEMENT.
WHY I ALWAYS HAVE TROUBLE UNDERSTANDING WHY THERE ARE EQUITY AND ACCESS TO EQUAL OPPORTUNITIES? [OVERLAPPING]
>> DO YOU WANT TO REMOVE OR DIFFER?
>> I THINK WE DID SOME EQUITY AND EQUAL AREN'T THE SAME.
>> HOW DO YOU DIFFER EQUITY AND THEN WHAT'S THE DIFFERENCE BETWEEN EQUITY AND ACCESS TO EQUAL OPPORTUNITY?
>> IF SOMEONE'S SMARTER THAN ME THAT CAN EXPLAIN THAT A BIT.
>> EQUITY IS ABOUT GETTING WHAT YOU NEED, WHAT EACH PERSON NEEDS.
EQUAL IS EVERYONE GETS THE SAME [OVERLAPPING] AND NOT EVERYONE NEEDS THE SAME ALL THE TIME.
>> I AM CONFUSED [OVERLAPPING] BY THAT AS WELL.
>> THERE'S A LITTLE BIT OF CONTRADICTION THERE BECAUSE I WAS ALWAYS UNDER THE IMPRESSION THAT EQUITY WAS ABOUT OUTCOME AND EQUAL OPPORTUNITY WAS ABOUT OPPORTUNITY AND WE CAN'T GUARANTEE OUTCOMES.
>> TO SEE THE LIST IS CONFUSING FOR THE COMMUNITY.
>> OR CAN YOU JUST SAY EQUITABLE ACCESS TO OPPORTUNITIES?
>> YEAH. GIVE HER THE WORD FOR IT.
>> THAT'S ACCESS TO EQUAL OPPORTUNITIES, THAT IS SO EASY TO UNDERSTAND.
ACCESS TO EQUAL OPPORTUNITIES.
>> ISN'T THERE LIKE A OBJECTIVE THAT TALKS ABOUT EQUAL OPPORTUNITY OR ACCESS TO OPPORTUNITY? I THINK JUST HAVING IT AS ACCESS TO EQUAL OPPORTUNITY WORKS WITH ME.
>> LET'S TAKE EQUAL OUT OF THERE.
EQUITABLE ACCESS TO OPPORTUNITY IS SO ESSENTIAL.
[OVERLAPPING] DO YOU LIKE THAT? YOU GRUMBLE.
>> NO, [LAUGHTER] IT'S AFFIRMATIVE GRUMBLE. [LAUGHTER]
>> CAN WE START WITH THE DEFINITION OF EQUITY BEFORE WE DO THAT?
>> FORWARD THE GRAVEL [LAUGHTER].
>> WOULD IT BE WISE TO ESTABLISH THE DEFINITION OF EQUITY OR EQUITABLE BEFORE WE DO THAT?
>> WHERE IS THAT PICTURE OF THE TREES TALKING ABOUT SCIENCE?
>> CAN WE JUST SAY ACCESS TO OPPORTUNITIES ARE CENTERED TO REACHING THE HIGHEST LEVELS OF STUDENT ACHIEVEMENT AND JUST TAKE THE EXTRA WORDS TO MAKE IT SHORT AND CONCISE?
>> [OVERLAPPING] I THINK THAT WHEN WE WROTE THIS, WHENEVER IT WAS YEARS AND YEARS AGO, IT WAS IN THERE TO HAVE EQUITY BECAUSE WE COULD HAVE THE SAME ALLOTMENT FOR EVERY SCHOOL.
BUT THAT'S NOT GOING TO SERVE ALL THE NEEDS WITHIN THE SCHOOL.
I THINK THAT'S WHAT YOU WERE SAYING.
IF EVERY SCHOOL GOT $10 PER STUDENT FOR X, BUT THEY HAVE STUDENTS OVER HERE THAT HAVE HIGHER NEEDS, THEY REALLY NEED $25 FOR A FEW OTHER STUDENTS ON THAT CAMPUS SO WE WANT EQUITABLE ACCESS TO ALL OPPORTUNITIES.
>> IF AN OPPORTUNITY IS NOT ACCESSIBLE TO A STUDENT IT'S NOT EQUAL.
LIKE EQUAL OPPORTUNITIES I FEEL LIKE COVERS IT.
>> LET ME GIVE AN EXAMPLE HERE.
IF WE THINK ABOUT THE WAY PSAT AND AP TESTING ARE DONE, AND STUDENTS WHO ARE ON FREE AND REDUCED LUNCH, EQUAL ACCESS WOULD BE EVERYBODY HAS THE OPPORTUNITY TO PAY, REGISTER, TAKE THAT TEST.
EQUITABLE ACCESS IS WHAT WE DO AND STUDENTS THAT CAN PAY FOR THE TEST DO STUDENTS WHO ARE ON FREE AND REDUCED LUNCH, WE HAVE SCHOLARSHIPS AVAILABLE AND SO THAT'S EQUITABLE ACCESS, NOT EQUAL ACCESS.
BECAUSE EQUAL IS THE SAMENESS, WHEREAS EQUITABLE IS PROVIDING THAT DECREASING BARRIERS TO ACCESS OR MUSIC INSTRUMENTS.
[03:35:04]
PROVIDING MUSIC INSTRUMENTS FOR PARENTS THAT HAVE A HARD TIME RENTING OR PURCHASING MUSIC INSTRUMENTS.EVERYBODY CAN SIGN UP FOR ORCHESTRA, BUT IF NOT EVERY PARENT CAN AFFORD A CELLO, WHICH ARE QUITE EXPENSIVE.
THERE'S A DIFFERENCE BETWEEN EQUAL ACCESS TO ORCHESTRA AND EQUITABLE ACCESS TO ORCHESTRA IN TERMS OF OUR ABILITY TO PROVIDE STUDENTS WITH THE TOOLS THAT THEY NEED TO SUCCEED.
>> BUT THE THING IS, AS I WAS TRYING TO SAY IS THAT IF WE GIVE ACCESS TO OPPORTUNITIES, THAT COVERS ALL OF IT.
>> I WANTED TO START THAT ONE, LET THAT ONE GO AWAY AND START OVER.
BECAUSE LAURA AND YOUR EXAMPLE WAS REALLY GOOD.
I FELT IT WAS A WAY OF CAPTURING WHAT YOU JUST SAID.
>> CAN'T YOU JUST SAY EQUITABLE OPPORTUNITIES?
>> STICK INTO IT AND LEAVE OUT THE REST.
>> THAT'S REALLY WHAT YOU'RE WANTING TO GET, YOU WANT EVERYBODY TO HAVE THIS NOT EQUAL OPPORTUNITIES BECAUSE YOU'RE COMING FROM DIFFERENT POINTS, BUT YOU WANT EVERYBODY TO HAVE AN EQUITABLE OPPORTUNITY.
THAT'S EVERYBODY HAS ACCESS TO THAT WARRANT OR THAT WHATEVER.
>> YOU WANT TO TAKE THE WORD ACCESS OUT AND JUST SAY EQUITABLE OPPORTUNITIES IS ESSENTIAL TO REACHING THE HIGHEST LEVELS OF STUDENT ACHIEVEMENT?
>> IT'S THE BELIEF STATEMENT SO WE BELIEVE THAT EQUITABLE OPPORTUNITY IS KEY. THAT'S WHAT I'M SAYING.
>> [OVERLAPPING] THAT'S BETTER.
>> IT'S NOT JUST FINANCIAL, EQUITABLE OPPORTUNITIES IS ALSO GEOGRAPHICAL.
YOU CAN HAVE TWO SCHOOLS THAT HAVE THE SAME SOCIOECONOMIC DISTRIBUTION.
WE'VE GOT ONE PROGRAM AT ONE AND NOT THE OTHER AND WE'RE DENYING KIDS ACCESS TO THE SAME OPPORTUNITIES BECAUSE OF GEOGRAPHIC.
IT'S ENCOMPASSING A LOT OF DIFFERENT THINGS IF WE PAIR THAT DOWN TO EQUITABLE OPPORTUNITY.
>> SORRY, EQUITABLE OPPORTUNITIES.
>> THE DEFINITION OF EQUITABLE IS FAIR AND IMPARTIAL.
THERE'S ANOTHER ONE THAT SAYS DEALING FAIRLY AND EQUALLY WITH ALL CONCERNED.
I WANT TO AVOID REDUNDANCY BECAUSE I THINK WE'VE MADE A HABIT OF THAT, THAT'S A GOOD HABIT, BUT UNLESS WE'RE ADOPTING A DIFFERENT DEFINITION OF EQUITABLE, THAT'S WHAT I WAS ABLE TO FIND.
>> WELL, TWO STUDENTS BEING ABLE TO PARTICIPATE IN ORCHESTRA REGARDLESS OF THE PARENT'S ABILITY TO PAY FOR AN INSTRUMENT IS FAIR.
>> [OVERLAPPING] I WOULD SAY THAT WOULD MAKE THEM EQUAL IN TERMS OF THE ACCESS OR THEY'RE NOT EQUALLY ACCESSIBLE.
>> IF YOU SAID THE DEFINITION IS FAIRNESS, THAT'S FAIR TO THE STUDENT THAT BOTH STUDENTS REGARDLESS OF THEIR PARENTS PAYCHECK, ARE ABLE TO DO THE SAME ACTIVITY.
TWO STUDENTS REGARDLESS OF WHICH SCHOOL THEY'RE ZONED FOR ARE ABLE TO PARTICIPATE IN THE SAME PROGRAM.
>> WE HAVE THE SAME OUTCOME, THOUGH THE PATHWAY TO GET THERE IS NOT EQUAL.
THE OUTCOME IS BOTH KIDS GET AN INSTRUMENT.
ONE OF THEM, THEIR PARENTS PAY FOR IT. [OVERLAPPING]
>> THE SAME OUTCOME. YOU MAY END
>> BUT THE PATHWAY TO GET THERE IS WHERE THE EQUITY COMES IN.
IT'S NOT ONE PARENT PAYS, ONE PARENT DOESN'T PAY. THAT'S NOT EQUAL.
>> THAT'S WHY WE DO IT ALL THE TIME.
>> BUT IF ONE OF THEM CAN AFFORD IT.
>> WHAT I'M SAYING IS IT'S NOT AN EQUAL OPPORTUNITY IF ONE KID IS NOT ABLE TO PAY, SO THEY DON'T GET IT.
THAT'S NOT AN EQUAL OPPORTUNITY, THAT'S AN UNEQUAL OPPORTUNITY. AM I RIGHT? I HAVE RESOURCES, YOU DON'T.
HERE'S THE OPPORTUNITY, I GET TO TAKE ADVANTAGE OF IT, YOU DON'T.
THAT'S AN UNEQUAL OPPORTUNITY.
THE OPPORTUNITY EXISTS AND THERE'S BARRIERS TO THAT OPPORTUNITY.
IF YOU MAKE THE OPPORTUNITY EQUAL, [OVERLAPPING] SO YOU'RE DEFINING THAT AS EQUITY?
>> EQUITABLE OPPORTUNITY DOESN'T NECESSARILY MEAN EQUAL OPPORTUNITIES.
>> IT CAN ACCORDING TO THE DEFINITION.
>> I MIGHT DO SOMETHING LIKE, INSTEAD OF BUYING MY KIDS THAT INSTRUMENT, I MIGHT GET HER EXTRA TUTORING.
CAN I APPLY FOR THAT SCHOLARSHIP TO GET MY KIDS THE INSTRUMENT? IS THAT FAIR FOR MY KID BECAUSE SHE KNOWS ACADEMIC HELD OF IT?
>> NO, BECAUSE YOU HAVE TO SHOW NEED TO GET THE SCHOLARSHIP SO IT'S NOT GOING TO LET SOMEBODY APPLY FOR IT THAT DOESN'T NEED IT.
>> IS THE SCHOLARSHIP IS OKAY?
>> WHEN WE SAID EQUITABLE OPPORTUNITIES, THAT IMPLIES FAIR.
[03:40:05]
IT'S FAIR DEPENDING ON WHERE YOU COME FROM, WHAT YOUR RESOURCES ARE.AT THE END OF THE DAY, YOU'RE STILL GETTING A FAIR OR EQUITABLE OPPORTUNITY.
>> LOOKING AT WEBSTER'S, IF WE'RE GOING TO DEFINE TERMS, EQUITABLE IS DEALING FAIRLY AND EQUALLY WITH ALL CONCERNED.
IT'S NOT JUST FAIR, IT'S NOT JUST EQUAL.
IT IS FAIR AND EQUAL AS TO THE ENTIRETY AS TO ALL CONCERNED.
THAT DOESN'T MEAN THAT THIS STUDENT AND THIS STUDENT HAD THE EXACT SAME THING.
THEY HAVE WHAT IS FAIR AND EQUAL TO THEIR POSITION RELATIVE TO THE ENTIRETY OF THE COMMUNITY SO I THINK EQUITABLE IS AN IMPORTANT WORD.
>> IF WE'RE SAYING THAT IT'S EQUITABLE OPPORTUNITIES, FAIR AND EQUAL OPPORTUNITIES IS IMPORTANT FOR ALL STUDENTS.
>> COULD WE SAY FAIR AND EQUAL?
>> [OVERLAPPING] IT SAYS, WELL, THAT'S WHAT EQUITABLE MEANS.
>> [OVERLAPPING] I THINK THAT EQUITABLE IS THE WORD, IT MEANS BOTH.
THAT LITERALLY IT'S A WORD THAT MEANS THAT FAIR AND EQUAL.
>> FAIR AND EQUAL OPPORTUNITIES, I'M GOOD WITH THAT.
>> THAT'S FINE BECAUSE EQUITABLE IS FAIR AND EQUAL SO MIGHT AS WELL USE FAIR AND EQUAL BECAUSE IT MEANS THE SAME THING.
>> WELL, THE COUNTER TO THAT IS EQUITABLE MEANS FAIR AND EQUAL SO WHY DON'T YOU JUST USE WITH THE ONE WORD?
>> [OVERLAPPING] IT'S ONE WORD [LAUGHTER].
IT'S ONE WORD NOT TWO [LAUGHTER].
>> BECAUSE EQUITY HAS BECOME A [OVERLAPPING] CULTURALLY CHARGED WORD, THAT'S WHY.
>> BECAUSE A LOT OF PEOPLE THINK EQUITY MEANS YOU ARE PURSUING THE OUTCOME BEING LIKE THE SAME OUTCOME.
OBVIOUSLY, IT'S NOT WHAT WE'RE TALKING ABOUT.
WE'RE TALKING ABOUT FAIR AND EQUAL, BUT EQUITY RIGHT NOW HAS A NEGATIVE CONNOTATION ACTUALLY PURSUING EQUAL OUTCOME FOR ALL AND ALSO HAS A COMMUNICATION OF BEING SOCIALIST.
>> WELL, WE'RE NOT TALKING ABOUT SOCIALISM WERE TALKING ABOUT OPPORTUNITIES.
>> EXACTLY, THAT'S WHAT I MEAN.
>> OPPORTUNITIES NOT OUTCOMES.
>> WE'VE CLEARLY STATED IT. [OVERLAPPING].
>> THAT'S WHY DON'T WE JUST CLEARLY SPEED IS FAIR AND EQUAL OPPORTUNITIES IS THERE ABUSE THAT WORD SO MANY?
>> WHEN I THINK ABOUT COMMUNITY OBJECTIONS, I DON'T KNOW THAT WE'D RECEIVE COMMUNITY OBJECTIONS TO FAIR AND EQUAL.
COMPARED TO EQUITY OR EQUITABLE WHERE NOT EVERYBODY MIGHT FEEL WARM AND FUZZY ABOUT THAT TERM AND SO IF WE'RE TALKING ABOUT SOMETHING THAT REPRESENTS ALL OUR FAMILIES, THAT EVERYONE CAN GET BEHIND THAT IS MORE BENIGN.
I BELIEVE THAT FAIR AND EQUAL WOULD DO THAT.
>> HAVE WE HAD COMPLAINTS ABOUT THAT AT ALL? BECAUSE THESE HAD BEEN IN PLACE FOR A WHILE NOW.
IF WE HAD ANY COMPLAINTS ABOUT THE WORK.
I'M JUST CURIOUS ABOUT THE WORD EQUITY.
>> I DIDN'T HEAR ANY WHEN WE WERE DOING OUR LISTENING AROUND SOME PEOPLE JUST CURIOUS.
>> OVER THE PAST FOUR YEARS, I'VE HEARD A LOT ABOUT IT.
>> I JUST MADE ABOUT THAT STATEMENT, NOT THE WORD EQUITY.
>> I JUST BELIEVED THAT WAS A CHARGED WORD AND TO MAYBE CONSIDER NOT PUTTING IN A CHARGED WORD.
>> I'M GOING TO SAY, I DON'T THINK THAT WE RUN AWAY FROM CHARGE WORDS SIMPLY BECAUSE WE'RE AFRAID OF WHAT THE WAY SOMEBODY MIGHT INTERPRET THAT WORD, EQUITABLE LITERALLY MEANS FAIR AND EQUAL WITH ALL CONCERNED.
THAT'S WHAT THE WORD MEANS AND SO WE ARE SITTING HERE HAVING A CONVERSATION ABOUT WHAT IT IS THAT WE BELIEVE AND WE BELIEVE IN EQUITABLE OPPORTUNITY? CORRECT. DO WE BELIEVE IN EQUITABLE OPPORTUNITY? DO WE BELIEVE IN FAIR AND EQUAL OPPORTUNITY FOR ALL CONCERNED? THAT'S WHAT EQUITABLE MEANS AND WE'RE HAVING THIS CONVERSATION.
IT'S BEEN PART OF OUR BELIEF STATEMENT FOR FIVE YEARS.
>> BUT FOR THE PAST FIVE YEARS HAS BECOME A SEMANTIC TERM. THAT'S THE UNFORTUNATE.
>> I JUST DON'T THINK THAT WE RUN AND HIDE FROM PEOPLE WHO HAD TAKEN WORDS OUT OF CONTEXT AND THEN CREATED THEIR OWN NARRATIVE AROUND IT.
>> WE HAVE AN OPPORTUNITY TO EDUCATE OUR COMMUNITY.
>> THIS CONVERSATION I'M GLAD WE'RE HAVING IT.
>> EVERYBODY NEEDS TO BE FEELING HARD THAT'S WHAT I MEAN.
I DON'T WANT TO JUST DEMONIZE THEM WHATEVER PERCENTAGE OF OUR POPULATIONS SAY,
[03:45:03]
WHATEVER YOUR CINNAMON DAYS, I DON'T CARE.I DON'T WANT TO BE THAT LEADER.
>> DO YOU KNOW THE THING IS THAT WE ADD TO REMEMBER WE'RE A CULTURE OF CARING.
THAT IF WE WERE TO HAVE TO CARE ABOUT BECAUSE DIGITAL IS IN OUR PUBLIC COMMUNITY, THAT WE NEED TO ACTUALLY CARE ABOUT, THEIR BELIEFS TO AND THAT WORD TRIGGERS THEIR BELIEFS.
IF WE AS A COMMUNITY, AS A ENTITY THAT IS SUPPOSED TO REPRESENT CULTURE CARING, WE SHOULD CARE ABOUT NOT OFFENDING CERTAIN POPULATION.
>> BUT IF WE TAKE THE WORD EQUITY OUT OR RE-OFFENDING A DIFFERENT POPULATION BY BASICALLY SAYING, WE'RE UNWILLING TO USE THAT WORD.
>> BUT WE'RE WILLING TO USE FAIR AND EQUAL? IT'S HARD TO BE UPSET ABOUT FAIRLY EQUAL.
>> THEY'RE THE SAME THING. IT'S COMPLETELY SEMANTIC, IT'S NOT IDEOLOGICAL.
WE'RE ARGUING ABOUT IDEOLOGY WHEN THE DIFFERENCE IS ENTIRELY SEMANTIC.
>> WELL, SOMETIMES REDUNDANCY IS NOT A GOOD THING.
PERHAPS, MAYBE THIS IS A TIME THAT MAYBE WE USE IT TO OUR ADVANTAGE AND SO DO WE SAY.
FAIR AND EQUAL OPPORTUNITIES AND FIT EQUITABLE AND PARENTHESES, WHERE DO WE PUT EQUITABLE OPPORTUNITIES IF IT FAIR AND EQUAL SO THAT IT'S DESCRIBED THAT THEY SPECIFICALLY WHAT WE MEAN BY THE WORD EQUITABLE?
>> WE'RE DOING BOTH AND WE'RE TAKING INTO ACCOUNT WHAT WERE WE WANT TO HAVE FAIRLY EQUAL PROCESSES.
WHEN WE SAY THE WORD EQUITABLE IN PLAN ISD, THIS IS WHAT WE NEED TO WORK ON.
>> IT ADDS EMPHASIS ABSOLUTELY.
>> I ACTUALLY PUT EQUITABLE, SAY IN PARENTHESES, FAIR AND EQUAL.
>> THAT IS THE DEFINITION OF THE WORD.
>> IT'S JUST EQUITABLE OPPORTUNITY.
>> WE BELIEVE THAT EQUITABLE EQUITY.[OVERLAPPING] WE'RE GOING TO CHANGE IT TO EQUITABLE.
>> AFTER EQUITABLE, WE COULDN'T BRING IN A FAIR AND EQUAL OPPORTUNITIES.
>> WE TOOK OUT THE OTHER OR JOHNNY SUGGESTION WAS TO SCRATCH THE OTHER STUFF BECAUSE WE'RE TALKING ABOUT FAIR AND EQUAL OPPORTUNITIES.
THE OTHER THING I JUST WANTED TO SAY TOO, WHEN I THINK ABOUT THE FAIR AND EQUAL.
IN THE OLD STRATEGIC PLAN OR THE OLD BOARD GOALS, I WAS NOT HERE AT THE TIME.
YOU ALL HAD TWO BOARD GOALS AND ONE WAS COMMITMENT TO EQUITY.
THERE IS EVEN A LITTLE LOGO FOR IT.
THE FAIR AND THAT WAS THE POINT OF THAT.
BOARD GOAL IT WAS ABOUT REMOVING THE BARRIERS FOR STUDENTS.
HOW DO WE INCREASE STUDENTS PARTICIPATION IN AP? HOW DO WE INCREASE STUDENT PARTICIPATION IN AN ORCHESTRA? OR HOW DO WE HELP REMOVE SOME OF THE BARRIERS SO THAT STUDENTS CAN BE SUCCESSFUL? BECAUSE ULTIMATELY, IT'S ABOUT GOING BACK TO THE FIRST ONE.
ALL STUDENTS ARE THE HEART OF OUR DECISIONS AND STUDENT OUTCOMES AND SO HOW DO WE REMOVE THOSE BARRIERS? WHICH THEN IS THAT FAIR AND EQUAL COMPONENT THAT YOU'RE ADDRESSING.
ANYWAY, IF WE'RE OKAY, CAN I MAKE THE SUGGESTION THAT WERE REDUNDANT ON THIS ONE?
>> YES. I JUST WANTED TO MAKE A STATEMENT THAT IN 2018 WHEN WE DID THE STRATEGIC PLAN BACK THEN AND THEN I WAS ON THE BOARD, BUT CODY AND HEATHER WENT ON THE BOARD AT THAT TIME.
IT WAS AMAZING AND THIS TERM IS AMAZING.
THE DIFFERENCE LAST TIME IT'S VERY SUCCESSFUL VERY INVIGORATING THAT PROCESS.
I WASN'T THERE FOR IT'S LIKE A BIG GATHERING GROUPS.
THIS TIME WE HAVE SO MANY SMALL GATHERINGS.
IT'S DIFFERENT, BUT WE HAVE SO MUCH ACCESS FOR PARENTS AND COMMUNITY MEMBERS, BUSINESS PATTERNS AND TEACHERS, STAFF TO MAKE INPUT.
THIS IS A WAY MORE COMPREHENSIVE VIEW LIKE AND THEN ALSO BOARD MEMBERS GOT HERE PINCHING BECAUSE LAST TIME THAT THEY HAVE ONLY TWO OR THREE REPRESENTATIVES IN THE BOARD?
>> I THINK IT NICELY WAS THERE AND THEN YOU'RE ALMOST THERE.
YOU PROBABLY WERE THE ONLY PHONE NUMBERS SOMEBODY ELSE DO.
>> THIS TIME I GOT TO SEE ALL OF YOU ARE SITTING TOGETHER.
[03:50:02]
I'M LEAVING THE BOARD, BUT I'M VERY HAPPY FOR THE JOB WE DID THIS TIME.>> I WOULDN'T HAVE TO AGREE THAT I'M MORE IMPRESSED THIS TIME THAN BEFORE BECAUSE THIS TIME YOU ALLOWED ALL BOARD MEMBERS TO BE INVOLVED.
THE LAST TIME WHAT YOU'RE REFERRING TO IS THE BIG EVENT AT THE PARTY BARN AND THAT WAS A COMMITTEE AND THAT WAS APPOINTMENTS FROM THE BOARD AND STAFF AND COMMUNITY, BUT THAT WAS TO GET THE PILLARS ESTABLISHED AND THE MISSION AND VISION.
THIS TIME ALL WE HAD TO DO WAS TWEAK IT AND WE WANT IT ALL AS MANY INDIVIDUALS IN THE COMMUNITY AND STAFF MEMBERS TO HAVE INPUT.
THAT'S WHY THEY DID ALL THE DIFFERENT BOTH METHODS WORKED VERY WELL, BUT THEY WERE DIFFERENT PURPOSES.
YOU SEE ALL THOSE STRATEGIC TARGETS ALREADY OUT.
LAST TIME WE DID THE BIG PICTURE AND THEN THEY STARTED TO FILL IN LATER.
THIS TIME, WE JUST COME IN WITH ALL THESE INFILL.
THAT'S ENABLED US TO DO THIS WORK, TO FINALIZE THAT HEALERS.
>> WELL, ACTUALLY GLAD THAT YOU WERE ABLE TO BE ON THE COMMITTEE THE FIRST TIME AND THEN THE SECOND TIME YOU ARE ON THE BOARD TO DO THIS.
YOU ARE ABLE TO TELL US FROM BOTH PERSPECTIVE.
>> OR ANYTHING ELSE ON THE BELIEFS? ARE WE GOOD FROM GOING THROUGH?
>> I'VE LOOKED AT, SINCE [INAUDIBLE].
>> THE ONLY LOVE LOOKED AT CENSUS OF THE BLUE.
THE FOURTH ONE DOWN, ALL STUDENTS WILL UTILIZE SOCIAL, EMOTIONAL THAT DOESN'T MAKE SENSE.
>> HE BELIEVED THAT ALL STUDENTS WILL UTILIZE SOCIAL, EMOTIONAL, ACADEMIC SKILLS IN ORDER TO BECOME RESILIENT.
>> WHATEVER WE BELIEVE ALL STUDENTS WILL BECOME RESILIENT AND RESOURCEFUL LIFELONG LEARNING.
ALL STUDENTS WILL BECOME RESILIENT OR WE BELIEVE STUDENTS WILL BECOME.
IT CANNOT LEAVE SOMETHING OUT.
>> WHAT WE'RE TRYING TO SAY THERE WAS THAT THEY'LL UTILIZE ALL OF THEIR COGNITIVE AND NON-COGNITIVE SKILLS, BUT I CAN'T BELIEVE I SAID THAT IN THEIR CAPACITY TO BECOME RESILIENT, RESOURCEFUL, LIFE LONG LEARNERS, I THINK THAT'S WHAT THAT WAS INTENDED TO BE [OVERLAPPING] I WAS SAYING ALL STUDENTS SHOULD UTILIZE SOCIAL, EMOTIONAL, AND ACADEMIC SKILLS TO BECOME FULLY AND THAT'S MY BELIEF.
WE BELIEVE IN THE IMPORTANCE OF STUDENTS BECOMING RESILIENT AND RESOURCEFUL LIFELONG LEARNERS.
>> THE IMPORTANCE OF BECOMING RESILIENT.
>> I DON'T MIND LOOKING AT THESE ALL AGAIN AND THAT AND SEE IF THERE'S OTHERS THAT MAY BE THE OTHER ONE.
THE THIRD ONE DOWN IS THIS GRADUATE SMITH'S POSSESS.
I THINK THAT THERE'S MORE, A BETTER SKILLS AND KNOWLEDGE.
>> WELL, I'M THINKING ABOUT THE SKILLS AND KNOWLEDGE IS THAT WHAT ARE THE HIGHER LEVEL THINKING THAT CAN BE WHERE THAT'S DEFINED PERHAPS? OR WE COULD JUST SAY WE BELIEVE GRADUATES MUST POSSESS QUALITIES TO BECOME CITIZENS AND SUCCESSFUL LEADERS, WHATEVER.
>> I JUST WOULDN'T WANT TO LOSE THE RESPONSIBLE CITIZENS PART.
>> I KNOW, THAT'S THE PART TO ME, THAT WE WANT OUR STUDENTS TO BECOME RESPONSIBLE CITIZENS AND SUCCESSFUL LEADERS.
WE BELIEVE THAT [BACKGROUND] THE MOST SUCCESSFUL GRADUATES ARE OUT-COMING.
>> I'LL TAKE A STAB AT SOME IN THE FRAME OF BELIEFS AND I WOULD SAY, MAYBE THIS IS ONE OF THE ONES THAT WE TRIED TO GET OUT FIRST SO THAT THERE'S TIME TO REFUND BEFORE THE THIRD PARTY.
>> DR. WILLIAMS, I THINK WE'VE ALREADY LOOKED AT THE STRATEGIC PILLAR TITLE,
[03:55:05]
SO WE CAN MOVE TO THAT.AND WE JUST INCLUDED OUR PORTRAIT OF A GRADUATE WHICH MIGHT HELP US REFINE THAT LAST BULLET THAT WE WERE TALKING ABOUT.
WELL, DO WE NEED TO GIVE ANYBODY A CHANCE TO WE'VE SKIPPED THAT LAST? ANY OTHER THOUGHTS THAT NEED TO BE ON THE TABLE?
>> JUST ONE THOUGHT. GOING THROUGH EVERYTHING, I SAW THE WORD DEVELOP AND DESIGN A LOT.
AND SO I DON'T KNOW IF THIS IS SOMETHING THAT WOULD GO IN THE STRATEGIC PLAN OR NOT, BUT IN TERMS OF AN EFFORT TO, THERE'S ONLY SO MUCH TIME IN A DAY FOR TEAMS TO DEVELOP CERTAIN THINGS.
AND IF THERE'S THINGS THAT WE CAN COPY, TAKE, PURCHASE FROM A THIRD PARTY FROM ANOTHER DISTRICT THAT WORKS THAT WE CAN ADOPT THAT ARE FROM REGION 10, THAT WOULD BE AN EASY ADOPTION.
AND THEN I KNOW THERE'S SUCH A DESIRE TO INVEST IN OUR TEACHERS AND PROFESSIONAL DEVELOPMENT, AND THAT SOMETIMES WE DON'T GET TO DO AS MUCH OF THAT BECAUSE OF CURRICULUM DEVELOPMENT AND OTHER THINGS, THAT I WOULDN'T WANT US TO GET BURIED IN THE DEVELOPMENT AND DESIGN WHEN THERE COULD BE TIME TO JUST TAKE SOMETHING THAT WE KNOW WORKS.
SO THAT'S JUST A THOUGHT THAT I HAD WHEN I LOOKED THROUGH ALL OF THAT. THAT'S IT.
>> I THINK THAT'S A REALLY GOOD THOUGHT.
AND SO WE'LL GO BACK AND REVISIT THOSE.
AND MAYBE EVEN THE WORD IS MAYBE IT'S MORE IMPLEMENT. YEAH.
>> I JUST WANT TO LET YOU KNOW THAT OUR GROUPS HAVE KEPT TRACK OF QUESTIONS AND ANYTHING THAT WAS NOT ASKED, WE WILL ANSWER IN A BOARD UPDATE.
CAN WE JUST PUT THOSE IN A BOARD UPDATE, AND THEN IF YOU HAVE ADDITIONAL QUESTIONS, YOU CAN LET US KNOW? SO WE CAN MOVE TO THE FUN STEP WITH THE DOTS.
SO YOU HAVE FIVE BLUE DOTS SITTING IN FRONT OF YOU, FIVE YELLOW OR GOLD DOTS AND FIVE RED DOTS.
WE'RE GOING TO ASK THAT YOU GO BACK TO THE BACK WALL WHERE ALL OF THE RECOMMENDATIONS SLASH TARGETS ARE LISTED AND WE WANT YOU TO IDENTIFY WITH, YOU GET YOUR FIVE VOTES FOR YOUR TOP PRIORITIES.
THE THINGS YOU'D LIKE TO SEE IS, REMEMBER THIS IS A, I SAID THE OTHER NIGHT, THIS IS A MARATHON, NOT A SPRINT.
THIS IS A FIVE-YEAR PLAN, NOT A ONE-YEAR PLAN.
SO WHAT ARE THE HIGHEST PRIORITIES FOR YOU? WHAT ARE, MAYBE THE NEXT STEPS? AND THEN WITH THE YELLOW, WHAT WOULD BE THE THINGS MAYBE WOULD COME MORE TOWARD THE END OF THE STRATEGIC PLANS? WE'RE GOING TO GIVE YOU ABOUT 10 MINUTES.
>> CAN I ASK A CLARIFYING QUESTION? SO THERE'S A DIFFERENCE BETWEEN PLANNING AND IMPLEMENTATION.
AND I'M THINKING THAT THIS IS PRIORITIZING THE IMPLEMENTATION, BUT THAT DOESN'T MEAN THAT SOME OF THOSE OTHER STUFF CAN'T BE IN A PLANNING PHASE.
IS THAT A REASONABLE ASSUMPTION?
>> I THINK THAT'S A REASONABLE CLARIFICATION.
>> AND I MEAN, THIS VERY HIGH LEVEL.
>> WE JUST WANT IT AS WE'RE STARTING TO FIT TOGETHER LIKE THE NITTY-GRITTY.
THIS IS JUST TO GIVE US SOME OF YOUR VOICE AND WHAT YOU'RE THINKING.
KNOWING THAT SOME THINGS HAVE TO COME BEFORE SOMETHING ELSE.
>> SO I'M GOING TO MAKE A SUGGESTION AS WELL IF THIS IS FINE FOR US TO DO BECAUSE I THINK THE WILL OF THIS BOARD IS IMPORTANT FOR PRIORITIES.
BUT I'M GOING TO SUGGEST THAT YOU ALSO DO THIS EXERCISE FOLLOWING THE ELECTION BECAUSE YOU WILL HAVE TWO NEW BOARD MEMBERS WHO WILL WANT TO HAVE INPUT IN TERMS OF WHAT THE PRIORITIES ARE FOR THE NEXT FIVE YEARS.
BECAUSE THEY'LL BE SERVING ON THE BOARD FOR FOUR OF THOSE, AT A MINIMUM.
>> ABSOLUTELY. AND ACTUALLY, PRIORITIZATION IS NOT A PART OF ANYTHING YOU'RE APPROVING, THE PRIORITIZATION IS JUST TO HELP GIVE THE TEAM SOME DIRECTION.
AND IF WE WANT TO SKIP THIS PROCESS, WE ACTUALLY CAN.
THIS WAS JUST LIKE REALLY, I WANT TO HEAR FROM YOU WHAT'S IN, YEAH.
I JUST WANT TO MAKE SURE THAT WHEN YOU SIT ON A NEW BOARD, YOUR NEW BOARD HAS AN OPPORTUNITY TO TAKE THIS PLAN AND THEN ESTABLISH WHAT THE PRIORITY SHOULD BE.
>> LET ME CLARIFY. SO WHEN YOU SAY PRIORITY, IS IT IN TERMS OF URGENCY OR IMPORTANCE?
>> MAYBE WE JUST SKIP THIS PROCESS [LAUGHTER].
>> THAT'S REALLY GOING TO HAPPEN.
>> THIS IS ABOUT WHAT WE CARE ABOUT AS INDIVIDUALS.
>> WHY? WE REALLY WANT TO KNOW.
>> IT'S JUST LIKE SURVEYS, JUST A VISUAL THING. BECAUSE REALLY.
>> WHAT HAPPENS IS EVERY YEAR THERE'S A PLAN OF WORK, AND EVERY YEAR OUR TRUSTEES APPROVE THAT PLAN OF WORK AND THOSE TARGETS GET APPROVED ANNUALLY.
SO THIS WAS JUST A SURVEY PIECE FOR US, REALLY.
[04:00:03]
[NOISE]>> APPROPRIATE MEANS IF YOU'RE BELOW A CERTAIN LEVEL THEY'RE GOING TO CHALLENGE YOU MORE IF YOU HAVE A GREAT LEVEL. YES. WELL.
>> THAT COMES UP CORPORATE [INAUDIBLE] SPECIALISTS SO YOU DON'T KEEP HER DAD BY THE KIDNEYS [INAUDIBLE] [INAUDIBLE] [LAUGHTER] [NOISE] [BACKGROUND] ALL RIGHT,
[04:08:12]
STOP TALKING AND COME BACK.>> ALL RIGHT, THANK YOU FOR PUTTING THE DOTS BACK THERE, IT'S BEEN VERY INTERESTING WATCHING THEM GO UP.
WE WILL USE THAT AGAIN AS WE START PLANNING, AND I THINK THE SUGGESTION TO DO THIS AGAIN, THAT'S GREAT.
JUST AS A REMINDER, WE'LL HAVE A FINAL REPORT FOR YOU TO CONSIDER FOR APPROVAL ON MAY 2ND.
WE CLEARLY HAVE A LOT OF GREAT FEEDBACK TO GO BACK TO OUR NEXT DRAFT AND SEE WHAT WE CAN GET OUT TO YOU TO CONSIDER FOR APPROVAL.
JUST TO, AGAIN, YOU WILL APPROVE THE VISION, MISSION, BELIEFS, STRATEGIC PILLARS, AND STRATEGIC OBJECTIVES AT THE MAY 2ND MEETING.
THEN EACH YEAR, THE BOARD WILL SEE A PLAN OF WORK THAT WILL INCLUDE THOSE TARGETS AND THE ACTION PLANS TO GET TO MAKE ALL THOSE THINGS HAPPEN.
I SHOWED YOU THIS, I BELIEVE LAST NIGHT.
BUT JUST HOW THIS ALL WORKS TOGETHER.
THE STRATEGIC PLAN PILLARS AND THE OBJECTIVES LEAD INTO TARGETS EACH YEAR THAT HELP US AS PART OF OUR DISTRICT IMPROVEMENT PLAN, WHICH INCLUDES VERY SPECIFIC PERFORMANCE TARGETS, INCLUDING THOSE THAT ARE REQUIRED AT THE STATE LEVEL, SO WE'VE MERGED IT ALL TOGETHER INTO ONE PLAN OF WORK EACH YEAR.
WHEN THE ELK COMPLETES ITS FINAL REPORT,
[04:10:04]
THE STRATEGIC ROADMAP IT WILL BE I'LL GO AHEAD AND USE THE WORD AGAIN, A DOOZY.IT WILL HAVE LOTS OF PAGES IN IT AND THAT WILL INCLUDE ALL OF THE INFORMATION THAT WE HAVE USED TO GUIDE US.
THERE WAS A QUESTION ABOUT THE CURRICULUM AUDIT THAT'S COMING AS SOON AS WE GET THAT YOU'LL SEE IT.
BUT THAT WILL BE INCLUDED AS WELL, BUT ALL OF THAT WILL BE PART OF THAT FINAL REPORT.
WE WILL HAVE EVERYTHING TO YOU ON MAY 2ND THAT WE HAVE, BUT IF THERE'S SOMETHING THAT'S STILL MISSING, THEN WE WILL ADD IT AS SOON AS IT IS RECEIVED.
THAT IS THE END OF THE SLIDES.
>> IF YOU GUYS WANT TO REFER TO THIS PLAN AS THE DOOZY FOR THE NEXT FIVE YEARS, I GRANT YOU MY INTELLECTUAL PROPERTY FOR FREE.
I GIFT THAT TO THE DISTRICT BECAUSE OF MY PARTING GIFT.
>> ALL RIGHT. IF THERE'S NO FURTHER BUSINESS OR ANY OBJECTIONS FROM THE BOARD, THE MEETING IS ADJOURNED.
THANKS EVERYBODY FOR YOUR WORK.
* This transcript was compiled from uncorrected Closed Captioning.