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[00:00:02]

I AM MISSY BENDER BOARD PRESIDENT AND I CALL THIS WORK SESSION OF THE PLANO

[1. CALL TO ORDER: 4:00 P.M.]

ISD BOARD OF TRUSTEES TO ORDER AT 4:00 P.M. ON TUESDAY FEBRUARY 19TH 2019 IN THE PLANO ISD ADMINISTRATION BUILDING. NOTING THAT A QUORUM IS PRESENT, I WILL ENTERTAIN

[2. CLOSED SESSION: 4:00 P.M.]

A MOTION TO ADJOURN TO CLOSED SESSION. I MOVE THAT THE BOARD OF TRUSTEES ADJOURN TO CLOSED SESSION. I HAVE A MOTION BY YORAM SOLOMON, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES ADJOURNS TO CLOSED SESSION. ALL IN FAVOR, PLEASE RAISE YOUR HAND. MOTION PASSES UNANIMOUSLY. THE BOARD WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER SECTION 5 5 1 . 0 0 1 OF THE TEXAS GOVERNMENT CODE FOR THE FOLLOWING PURPOSES. SECTION 5 5 1 . 0 8 4, 5 5 1 . 0 7 1, 5 5 1 . 1 2 9 AND 5 5 1 . 0 7 1. THE TIME IS 4:01 P.M. GOOD EVENING. THE BOARD WILL NOW

[3. RECONVENE OPEN SESSION: 6:00 P.M.]

RECONVENE IN OPEN SESSION. TODAY IS TUESDAY FEBRUARY 19 2019 AND THE TIME IS 6 13 PM.

I AM MISSY BENDER, PRESIDENT OF THE PLANO ISD BOARD OF TRUSTEES AND ON THE BOARD'S BEHALF I WISH TO EXTEND A WARM WELCOME TO ALL WHO ARE PRESENT AND TO OUR WEB AND VIDEO VIEWERS. THIS MEETING IS LIVE STREAMING ON THE DISTRICT'S WEBSITE AT PISD.EDU. WE WILL CONDUCT OUR MEETING FOCUSING ON THE DISTRICT'S TWO MAJOR ONGOING GOALS: ENSURE THE CONTINUED IMPROVEMENT IN STUDENT LEARNING AND ENSURE THE EFFICIENT USE OF FINANCIAL RESOURCES AND BUDGETING. LET ME INTRODUCE MY FELLOW TRUSTEES AND STAFF. SEATED TO MY LEFT ARE SARA BONSER, SUPERINTENDENT OF SCHOOLS, DR. THERESA WILLIAMS, CHIEF OPERATING OFFICER, NANCY HUMPHREY, BOARD SECRETARY, TRUSTEE JERI CHAMBERS, TRUSTEE TAMMY RICHARDS AND TRUSTEE ANGELA POWELL.

SEATED TO MY RIGHT ARE DR. YORAM SOLOMON BOARD VICE PRESIDENT, TRUSTEE DAVID STOLLE, RANDY MCDOWELL, CHIEF OPERATING OFFICER, DAN ARMSTRONG, ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES, DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT FOR ACADEMIC SERVICES, SUSAN MODISETTE, ASSISTANT SUPERINTENDENT FOR CAMPUS SERVICES, DR.

KARY COOPER, ASSISTANT SUPERINTENDENT FOR DISTRICT SERVICES, DR. BETH BROCKMAN ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES, KARLA OLIVER, ASSISTANT SUPERINTENDENT FOR GOVERNMENT COMMUNITY AND PLANNING INITIATIVES. AND  SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND BOARD OF TRUSTEES. SUPERINTENDENT BONSER, WILL YOU PLEASE VERIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT REGARDING THE NOTICE FOR THIS MEETING. YES. THANK YOU PRESIDENT BENDER. THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT. THANK YOU. WE'LL NOW MOVE ON TO

[4. CONSENT AGENDA]

THE CONSENT AGENDA, ITEM 4. THIS ITEM ITEM CONSISTS OF ROUTINE ITEMS THAT ARE GROUPED TOGETHER FOR APPROVAL IS ONE ACTION ITEM. UNLESS REMOVED FROM THE CONSENT AGENDA THESE ITEMS WILL BE APPROVED AT THIS TIME WITH NO DISCUSSION. BOARD MEMBERS ARE THERE ANY REQUESTS TO REMOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? HEARING NONE, I WILL NOW ASK FOR A MOTION. I MOVE THAT THE BOARD OF TRUSTEES APPROVED THE CONSENT AGENDA. I HAVE A MOTION BY YORAM SOLOMON. DO I HAVE A SECOND? WAS THAT TAMMY OR ANGELA? JERI. OK. THANK YOU. I COULDN'T DISTINGUISH. I HAVE A MOTION BY YORAM SOLOMON, A SECOND BY JERI CHAMBERS THAT THE BOARD OF TRUSTEES APPROVE THE CONSENT AGENDA AS PRESENTED. WE WILL NOW PROCEED TO VOTE. ALL IN FAVOR PLEASE RAISE YOUR HAND. MOTION PASSES UNANIMOUSLY. AT THIS TIME I WOULD LIKE TO ASK DR. COOPER IF HE'D LIKE TO MAKE AN INTRODUCTION AS WE HAVE APPROVED SOMETHING ON THE CONSENT AGENDA. THANK YOU MR. BENDER. I AM PLEASED TO INTRODUCE AND ALSO WELCOME TO PLANO ISD AS THE NEW HEAD FOOTBALL COACH AND ATHLETIC DIRECTOR AT PLANO WEST SENIOR HIGH AND THE BLUE NATION, MR. TYLER SOUKUP. SO TYLER IF YOU'D PLEASE STAND. [APPLAUSE].

TYLER IS JOINING US. HE'S BEEN ON STAFF AT HEBRON HIGH SCHOOL, QUITE A WAYS AWAY FROM WEST.

WHAT IT IS COUPLE OF MILES? AND BEEN OVER THERE FOR THE LAST FEW YEARS AND CURRENTLY HAS BEEN SERVING AS THE RECENTLY AS THE OFFENSIVE COORDINATOR. SO WE'RE EXCITED TO HAVE YOU AND JOIN NOT JUST THE DISTRICT BUT SPECIFICALLY PLANO WEST AND WHAT YOU'RE GOING TO BRING TO THE KIDS IN THE COMMUNITY AND THE PROGRAM. ALSO WANT TO INTRODUCE SOME MEMBERS OF TYLER'S FAMILY WHO ARE HERE WITH HIM HIS WIFE LANA AND

[00:05:02]

SONS REED AND SAWYER ALSO HAVE ANOTHER SON ELI WHO IS HOME NOT FEELING WELL TONIGHT, EITHER THAT ARE DOING HOMEWORK, RIGHT? AND HERE SUPPORTING TYLER. JANICE WILLIAMS, PRINCIPAL PLANO WEST, RANDY HAYES ASSOCIATE PRINCIPAL AND THEN GERALD BRENCE OUR ATHLETIC DIRECTOR HERE HERE IN THE DISTRICT. BUT TYLER ONCE AGAIN WELCOME AND WE LOOK FORWARD TO WORKING WITH YOU. THANK YOU VERY MUCH. [APPLAUSE]. SARA DO YOU WANT TO ADDRESS? SURE. WELCOME TO PLANO ISD. THIS IS A FAMILY AND WE WELCOME YOU TO THE FAMILY AND WE'RE HERE FOR YOU AND SUPPORTING YOU. WE KNOW YOU'RE EXCITED TO GET STARTED AND WE'RE EXCITED TO HAVE YOU BEGIN. AND WE JUST WANT TO THANK YOU FOR FOR COMING INTO PLANO ISD AND BEING A PART OF OUR BEING A PART OF OUR FAMILY. SO DO YOU WANT TO SAY A FEW WORDS, TYLER? ANYBODY WANT TO DO A WOLF PACK? [LAUGHTER] WELL, CONGRATULATIONS. WE'RE HAPPY TO HAVE YOU. AND YOU GUYS DON'T HAVE TO HANG AROUND ANYMORE. YOU CAN LEAVE. IT'S OK. ALTHOUGH WE DO WANT TO SEE HOW IMPORTANT THE REST OF IT IS TO YOU. ALL RIGHT. SO THE NEXT ITEM

[5. REPORTS]

ON OUR AGENDA RELATES TO REPORTS. AND THE FIRST REPORT WE'RE GOING TO HEAR IS A DEMOGRAPHIC REPORT. THIS IS FOR INFORMATION AND DISCUSSION ONLY. AND THE FIRST TWO REPORTS THIS EVENING ENSURE THE EFFICIENT USE OF FINANCIAL RESOURCES AND BUDGETING. RANDY MCDOWELL OUR CHIEF FINANCIAL OFFICER WILL INTRODUCE THE QUARTERLY DEMOGRAPHIC REPORT. RANDY. YES, THANK YOU, PRESIDENT BENDER, MEMBERS OF THE BOARD. SO TONIGHT WE HAVE ROCKY GARDINER WITH TEMPLETON DEMOGRAPHICS AND TWO OF HIS ASSOCIATES. WE'VE GOT MICHELLE AND HEATHER AS WELL. AND I THINK THEY'VE BEEN DOING A LOT OF THE LEGWORK ON THIS. SO THIS IS THE THE ANNUAL DEMOGRAPHIC UPDATE FOR THE BOARD. BUT IN ADDITION TO THAT THROUGH THE PLAN OF WORK WE HAD A LOT OF QUESTIONS AND WERE ASKED TO REACH OUT TO THE DEMOGRAPHER AND ANSWER THOSE AS. SO LET ME TOUCH ON THOSE REAL QUICK. YOU WILL SEE THESE SCATTERED THROUGHOUT THE PRESENTATION TONIGHT SO NUMBER ONE OF THE STUDENTS ENROLLED WHAT IS THE RETENTION RATE AND THE ENROLLMENT RETENTION OVER TIME. NUMBER TWO WE WANTED CLARIFICATION ON THE BIRTH RATE THAT AND HOW IS THAT CALCULATED. ALSO WHEN STUDENTS WITHDRAW WHERE ARE THEY GOING TO. AND HOW MANY STUDENTS ENROLL AND COMPLETE SCHOOL IN PISD. AND SO THOSE ARE SOME OF THE FACTORS THAT WE WERE LOOKING AT APARTMENT TRENDS, MOBILITY AND SO THEY'VE DONE A LOT OF WORK TO TRY TO BREAK SOME OF THAT DOWN TODAY. YOU'RE ALSO GOING TO SEE PROJECTED ENROLLMENTS AND CAMPUS CAPACITIES. ONE THING THAT THIS DOES IS IT IT BRINGS OUT YOU KNOW SOME HOTSPOTS IN THE DISTRICT. SO SOME OF THE AREAS THAT MAY BE OVER UTILIZED OR NEARING OR AT CAPACITY AND THEN ALSO SOME OF THE FACILITIES THAT ARE UNDERUTILIZED. AND SO THERE WILL BE SOME CONTINUING WORK ON SOME OF THAT. BUT PLEASE FEEL FREE TO ASK QUESTIONS ON THOSE TONIGHT AND MEANWHILE I'LL TURN IT OVER ROCKY AND HE'S GOT A COUPLE OF POWER POINTS IN ABOUT 45 SLIDES I BELIEVE. SO WE'VE WE'VE GOT A LOT OF GROUND TO COVER. IT'S A PLEASURE TO BE HERE. IT'S BEEN ABOUT A YEAR SINCE I WAS HERE I THINK SO I DO HAVE ABOUT 50 SLIDES I THINK SO I'M GOING TO GO THROUGH THESE PRETTY QUICK BUT FEEL FREE TO SLOW ME DOWN STOP ME, SPEED ME UP, I CAN GO ALL SPEED. SO JUST IF I GET KIND OF ROLLING OR SOMETHING AND FEEL LIKE I'VE SKIPPED OVER SOMETHING JUST HIT ME OVER THE HEAD OR SOMETHING OK? AGAIN MICHELLE BOX'S HERE. SHE'S OUR MANAGER OF RESEARCH AND HEATHER MOORE IS ONE OF OUR ANALYSTS TOO THAT'S HELPED WITH A LOT OF DETAIL AND DATA SO THE BRAINS BEHIND YOU KNOW THE GUYS STANDING HERE REALLY SO IT'S A PLEASURE TO BE HERE. WE START BY LOOKING AT JUST ECONOMIC CONDITIONS YOU KNOW IN DALLAS FORT WORTH AREA. AND WE'VE BEEN ADDING OVER 100,000 JOBS FOR FOR WELL OVER A YEAR NOW IN DALLAS FORT WORTH ON AN ANNUAL BASIS GROWING ABOUT TWICE THE RATE OF THE US. OUR UNEMPLOYMENT RATES WELL BELOW WHAT WE CONSIDER FULL EMPLOYMENT WHICH IS 5 PERCENT WE'RE RUNNING ABOUT 3 PERCENT UNEMPLOYMENT RATE THREE AND A HALF AND WE'RE ADDING ALMOST THIRTY FIVE THOUSAND HOMES EACH YEAR IN DALLAS FORT WORTH. WE MAY HAVE COME CLOSE TO A PLATEAU THAT THIRTY FIVE THOUSAND NUMBER MIGHT MIGHT BE WHERE WE SETTLE IN NOW BUT BUT IT'S BEEN VERY TIGHT. WE'VE ALSO BEGUN TO TRACK DEED TRANSACTIONS. NOW THIS IS SOMETHING WE CAN TRACK FOR PLANO ISD SPECIFICALLY AND THIS IS BASICALLY EVERY HOME THAT'S TURNED OVER

[00:10:01]

EXISTING OR NEW IN PLANO ISD SINCE 2010 YOU CAN SEE THERE THE TOTAL HOME SALES WITHIN THE ISD HAVE RISEN BY ABOUT 21 PERCENT, NUMBER OF DISTRESSED PROPERTIES HAS DECLINED. DISTRESSED PROPERTIES ARE THE REO SALES OR FORECLOSURES AND REO SALE IS BASICALLY A BANK OWNED FORECLOSURE IF YOU WILL. YOU CAN SEE THAT THAT'S TRENDED DOWN WITH A STRONG ECONOMY. AND THEN OF COURSE THE RED COLOR ON THAT SLIDE IS OUR NEW HOMES. AND SO THE NUMBER OF NEW HOME SALES HAS TRIPLED SINCE 2010  LOOKING AT THESE DEED TRANSACTIONS BY PRICE POINT, YOU CAN SEE THAT IN 2010 THAT THE AVERAGE NEW HOME WAS WAS ABOUT JUST OVER THREE HUNDRED THOUSAND. THAT NUMBER IS NOW 455 THOUSAND. SO THESE PRICE POINT ACCELERATIONS ARE REALLY BEGINNING TO SHOW SOME CONCERN IN THE BUILDERS SELLING MARKET.

EXISTING HOMES HAVE GONE FROM 248 TO 383. SO AGAIN A REALLY HIGH PRICE POINT THERE.

THE AVERAGE YOU KNOW THAT'S A 54 PERCENT INCREASE SINCE 2010. WE ADDED SOME DETAIL HERE. THIS IS EXISTING HOME SALES BY WHAT WE CALL PLANNING AREA WHICH ARE SEGMENTED AREAS THROUGHOUT THE DISTRICT WITHIN PLANO ISD THERE'S 5100 FOR EXISTING HOME SALES FROM OCTOBER 2017 TO OCTOBER 2018. DOWN ROUGHLY ABOUT 450 HOMES FROM FROM FIVE YEARS AGO. SO A LITTLE BIT SLOWER AGAIN THIS IS EXISTING HOME SALES. THE CHRISTIE ELEMENTARY ZONE HAD THE MOST ANNUAL HOME SALES WITH 284 FOLLOWED BY MITCHELL AT 224. AND THEN YOU'VE GOT THE SKAGGS ZONE HAD THE FEWEST SINGLE FAMILY HOMES IN 2018 WHICH IS 47 UNITS SOLD. SO BASICALLY FROM LIGHT COLORED TO DARK COLORED IS THE NUMBER OF DENSITY OF WHERE WE SAW TURNOVER IN EXISTING HOMES. CAN I GET CLARIFICATION THERE? LOOKS LIKE THOMAS ELEMENTARY IS THE ONE THAT HAS THE MOST. THAT IS THE PLANNING AREA THE ANNUAL HOME SALES THAT THE OVERALL FOR THOMAS BECAUSE YOU SEE SOME GREEN AND YELLOW DOWN IN THERE. THE PLANNING AREA IS DARK. WE PROBABLY COULD HAVE LABELED, THAT'S ANNUAL HOME SALES WE BREAK THAT UP. SO THERE YOU SEE THERE'S SOME GREEN AND SOME YELLOW ALSO WITHIN THOMAS. THANK YOU FOR THE CLARIFICATION. WHICH MADE THEIR OVERALL NUMBER A LITTLE BIT. SORRY ABOUT THAT. I COULD'VE MAKE THAT CLEAR. YEAH. BECAUSE THAT REALLY JUMPS OUT AT YOU. THANK YOU. IT'S JUST A VERY SMALL DIFFERENCE. IF WE LOOK AT THE COLLIN COUNTY HOME APPRAISALS BY SINGLE FAMILY AND MOBILE HOME LOTS YOU CAN SEE THAT THE APPRAISED VALUE THE DARK THE DARK GREEN COLORS REPRESENT 200,000 RANGE.

AND THEN YOU GET UP TO OVER 750 THOUSAND WITH THE RED COLOR SO YOU CAN KIND OF SEE WHERE YOUR PRICE POINTS AND THERE'S SOME THERE'S SOME CORRELATION THERE BETWEEN PRICE POINT AND HOME SALE. WHEN YOU START GETTING INTO A FULL AFFORDABILITY YOU KNOW IF I DROP BACK HERE YOU CAN SEE THAT THE LIGHTER HOME SALES LIKE BRINKER, BRINKER'S A LITTLE BIT HIGHER PRICE POINT. SO THAT'S TYPICALLY A LITTLE BIT SLOWER HOME SALES. AND THEIR NORTHERN AREA UP HERE ON THE ANDREWS AND BETHANY AREA. THEY'VE THEY'VE HAD A FEW MORE HOME SALES. IN THOMAS YOU CAN SEE THE THOMAS HOME SALES THERE. AND IF YOU LOOK IN THE THOMAS ZONE IT'S MORE IN THAT AFFORDABLE PRODUCT THAT 200-350 THOUSAND DOLLAR PRODUCT. SO JUST KIND OF GIVES YOU AN IDEA OF THAT RANGE. WE'VE ALSO LOOKED AT YIELDS BY SINGLE FAMILIES.

SO UNDERSTANDING THE HOMES, IT'S ALSO IT'S GOOD TO UNDERSTAND HOW MANY STUDENTS ARE COMING OUT OF EACH OF THESE HOMES. SO A SINGLE FAMILY YIELD WE'RE SHOWING .3 TO .6. SO WHAT THAT MEANS IF YOU THINK OF THAT IN TERMS OF THE .3 WOULD BE ABOUT THREE STUDENTS FOR EVERY 10 HOMES. THAT'S AN EASY WAY TO THINK OF IT. AND SO A .6 YIELD WOULD BE MEANS THAT YOU'RE YIELDING ABOUT 6 STUDENTS FOR EVERY 10 HOMES. SO AND SO THE OVERALL YIELD IS .44 IN PLANO ISD. THAT'S OVERALL SINGLE FAMILY YIELD, SIX ELEMENTARY ZONES HAVE AN OVERALL YIELD .3 OR LOWER. THAT'S WHILE 11TH  ZONES HAVE A SINGLE FAMILY YIELD GREATER THAN .6. AGAIN THE DARKER COLORS YOU SEE A LOT OF THAT ON THE EAST SIDE OF 75 IN THE FAR NORTH AGAIN WHERE WE HAVE THAT PRICE POINT THAT'S A LITTLE BIT LOWER AS WELL. THE LOWEST YIELDING ZONE THE DISTRICT IS JACKSON WITH .2. I THINK THAT BOGGESS ZONE  HAS THE HIGHEST SINGLE FAMILY YIELD IN THE DISTRICT WITH A .85.

THAT'S ALMOST THAT'S ALMOST ONE STUDENT PER HOME THERE. SINGLE FAMILY ELEMENTARY YIELDS. I THINK ELEMENTARY IS REAL IMPORTANT CAUSE THAT'S WHERE WE'RE STARTING TO LOOK AT SOME CAPACITIES AND SO WE LOOK AT THE CAPACITIES MOST YOUR ELEMENTARY YIELDS ARE FALLING BETWEEN THAT .1 AND .2, AN OVERALL YIELD OF .186.

THE JACKSON HUFFMAN HAGER ZONES HAVE A MUCH LOWER YIELD YOU KNOW IN SINGLE FAMILY ELEMENTARY STUDENT YIELDS AND YOU CAN SEE THAN THE REST OF THE DISTRICT. THERE ARE NO ELEMENTARY ZONES WITH A .4 THAT DARK DARK BLUE COLOR BUT WE LEFT THAT ON THERE JUST FOR THE SAKE OF COMPARISON SO WE COULD KEEP THOSE COLORS THE SAME. IF WE MOVE ON TO ELEMENTARY MULTIFAMILY YIELD THE OVERALL MULTIFAMILY IS .129

[00:15:01]

SO AS EXPECTED A LOWER YIELD IN MULTIFAMILY. REPRESENTING ABOUT  7500 HUNDRED STUDENTS AND MORE THAN 58,300 UNITS WITH ONLY 188 MULTIFAMILY, MEMORIAL ELEMENTARY ZONE HAS THE HIGHEST YIELD AT .51. BUT AGAIN THERE'S NOT AS MANY UNITS THERE. WITH ONLY 50 UNITS, HOUSTON ELEMENTARY ZONE HAS THE LOWEST ELEMENTARY YIELD WITH .04 BUT AGAIN VERY FEW UNITS THERE FOLLOWED BY MORE THAN 7,200 UNITS IN THE JACKSON ZONE AND ITS YIELD IS .058, THE JACKSON ZONE HAVING A GREAT NUMBER OF UNITS BUT AGAIN VERY LOW YIELDING UNITS THERE. MULTIFAMILY YIELD ANALYSIS. THIS JUST KIND OF GIVES YOU ANOTHER WAY TO LOOK AT IT. WE'VE PUT THESE THE DOTS ON THE MAP REPRESENT APARTMENT COMPLEXES. SO THE BIGGER THE DOT THE HIGHER THE YIELD.

SIMPLY PUT. THE RED DOTS ARE .75 OR MORE. AGAIN THIS WHERE 26 PERCENT STUDENTS RESIDE WITHIN  MULTIFAMILY UNITS AND 74 PERCENT OF THE STUDENTS RESIDE IN SINGLE FAMILY. SO JUST TO GIVE YOU IDEA THAT BREAKDOWN THERE. I THINK THIS SLIDE IN PARTICULAR POINTS OUT THAT YOU REALLY CAN'T USE AVERAGES BECAUSE WHEN YOU LOOK AT SOME OF THESE RED HOT SPOTS THAT'S A VERY DIFFERENT DEMOGRAPHIC A VERY DIFFERENT ENVIRONMENT. AND SO WE JUST NEED TO BE COGNIZANT OF THAT NOT LOOK AT OUR AVERAGES BUT TO LOOK VERY SPECIFICALLY AT THESE APARTMENT CONCENTRATIONS. INDIVIDUAL APARTMENT COMPLEXES, SEE HOW THEY'RE IMPACTING.

EXACTLY. YES MA'AM. SO ROCKY WHEN YOU LOOK AT LIKE IN JACKSON YOU'VE GOT A BIGGER RED DOT THERE. IS THAT HOW MANY COMPLEXES DOES THAT REPRESENT. THAT'S ONE COMPLEX THAT'S YIELDING A VERY HIGH YIELD. GOT IT. HIGH YIELDING COMPLEX. OK. SO EACH DOT IS AN APARTMENT COMPLEX. YES. RESIDENTIAL YIELD ANALYSIS OF THIS SLIDE I REALIZE HAS A LOT OF DATA ON IT IT'S OVER FORTY FIVE YEAR PERIOD. I THINK WHAT WE CAN SEE WHAT WE CAN SEE FROM THIS IS THAT YOUR YIELDS HAVE DECLINED IN BOTH SINGLE FAMILY AND MULTI-FAMILY IN 2016-17 YOUR MULTIFAMILY YIELD PEAKED AT .253 IT'S NOW SITTING AT .233 AND YOUR SINGLE FAMILY YIELDS WHAT WAS AT .48 FIVE YEARS AGO AND IS NOW .44 AND THAT'S A COMBINATION OF YOUR HOMES NOT TURNING OVER REGENERATION SLOWING IN THE SINGLE FAMILY AND ALSO THE PRICE POINT SOME OF THE NEW HOUSING IS JUST NOT YIELDING OR THE TYPE OF HOUSING THAT'S BEING BUILT DOES NOT YIELD AS MANY STUDENTS WE WERE YIELDING PREVIOUSLY. I THINK IT IS IMPORTANT TO NOTE THAT THE NUMBER OF APARTMENTS WENT UP 7,000 UNITS IN THREE YEARS SO IT'S ACTUALLY BEEN A 12% INCREASE SO THE FACT THAT WE ARE YIELDING LESS DOESN'T MEAN WE ACTUALLY HAVE FEWER KIDS IN OUR TRADITIONAL APARTMENTS JUST SOME OF THE NEW ONES WHO ARE NOT IT'S NOT YET AGED. 10 15 YEARS WE'LL HAVE KIDS THERE TOO.

AND THOSE NEW ONES ARE YOU KNOW THEY'RE DIFFERENT PRODUCT THEY'RE REALLY EXPENSIVE PRODUCTS SO YOU KNOW USUALLY IF THEY'RE NOT THEY'RE NOT A TAX CREDIT APARTMENT IF THEY'RE 20, A CERTAIN AGE PUTS THOSE YOU'LL START CLIMBING AS WELL.

NEW HOME RANKINGS SO NOW I'M JUST GOING TALK A LITTLE BIT ABOUT NEW HOUSING THAT'S GOING ON TO PLANO ISD. WE STARTED 611 HOMES IN PLANO ISD IN THE LAST 12 MONTHS, CLOSED 609. THAT'S REALLY TIGHT. THE BUILDERS ARE STAYING PRETTY CLOSE THERE.

THEY'RE NOT KIND OF GETTING TOO FAR AHEAD OF THEMSELVES WITH STARTS. YOU'VE GOT 905 FIVE VACANT DEVELOP LOTS. THAT'S WHAT VDL STANDS FOR. BASICALLY A VACANT DEVELOPED LOT IS A LOT THAT COULD BE BUILT ON TOMORROW. INFRASTRUCTURE, IT'S ALL THERE IT'S READY TO GO. BUT THAT TELLS US THAT WE'VE GOT ANOTHER YEAR'S WORTH OF VDL ALREADY ON THE GROUND AND THEN WE'VE GOT 3,289 FUTURE LOTS. THESE ARE LOTS THAT ARE EITHER BEING DEVELOPED OR WILL BE DEVELOPED SOON AND THAT'S KIND OF WHERE YOUR NEXT ROUND OF VDL WILL COME FROM AND WE'LL LOOK WE'LL LOOK AT SOME OF THAT AS WELL. ROCKY WHEN YOU SAY WE'LL BE DEVELOPED SOON. ARE THESE THROUGH ZONING AND ZONED RESIDENTIAL? WELL THE AREA IS ZONED RESIDENTIAL AND SO SOME OF IT'S I DON'T THINK IT'S GONE COMPLETELY THROUGH ZONING YET. TYPICALLY IT'S PLATTED AND SO IT'S MORE THAN LIKELY GOING TO HAPPEN IT'S KIND OF WHEN BEFORE THE METRO STUDY WILL COUNT AS A FUTURE ACTIVITY. I MEAN THERE'S IT'S IT'S NOT JUST SOMEBODY HAS TALKED TO SOMEBODY. WE'VE ACTUALLY VERIFIED IT WITH EITHER THE DEVELOPER A BUILDER OR WITH THE CITY. WE GET REALLY GOOD INFORMATION FROM THE CITY OF PLANO AS WELL. THEY'VE BEEN GREAT. LOOKING AT THE START RATE WE SEE THAT THE FOURTH QUARTER STARTS DROPPED TO 135. SO THINGS SLOWED DOWN A LITTLE BIT IN THE FOURTH QUARTER. YOUR CLOSINGS THOUGH WERE AT 125 WHICH WAS HIGHER THAN ANY QUARTER LAST YEAR. IT MIGHT HAVE BEEN LOW FOR THIS YEAR BUT WE HAD A PRETTY WET WINTER AS WELL. SO WE THINK AT SOME POINT IF YOU'LL REMEMBER IT RAINED, RAINING RIGHT NOW I GUESS. THINGS KIND OF SLOW DOWN A LITTLE BIT WHEN THAT WHEN THAT RAIN HITS. SO I THINK THAT THEY'RE REALLY JUST BEING VERY CAUTIOUS. I THINK BUILDERS ARE BEING CAREFUL NOT TO GET TOO FAR AHEAD THEMSELVES. WHERE ACTIVITY IS GOING ON IS IMPORTANT. THE ANNUAL CLOSING DISTRIBUTION. SO BASICALLY ON THIS CHART THE DARKER THE COLOR, ALDRIDGE IS THE ONLY ZONE THAT CLOSED MORE THAN 100 UNITS AND THOSE ARE ALL IN THE UNIVERSITY PLACE

[00:20:02]

UP THERE THAT MEANS THEY HAVE 100 UNITS CLOSED. FOLLOWED BY THE UNIVERSITY PLACE TOWNHOMES THAT CLOSED 58 UNITS. AND SO THESE ARE THAT WERE HOMES THAT  ARE NOW OCCUPIED HOMES. OK. WHEN WE LOOK AT CLOSINGS. THE NEXT ROUND OF GROWTH COMES FROM FROM YOUR VACANT DEVELOPED LOT. SO WE BEGIN TO LOOK AT VDL AGAIN  UNIVERSITY PLACE APART APARTMENTS, THE UNIVERSITY PLACE SINGLE FAMILY HOMES AND THE UNIVERSITY PLACE TOWNHOMES HAVE THE MOST VDL AS WELL. SO THAT'S GOING TO BUILD THROUGH PRETTY QUICK. TOTAL LOTS THERE. AGAIN YOU'RE REALLY LOOKING AT ABOUT 300 TOTAL LOTS BETWEEN THOSE TWO SO WHAT THEY'RE GOING TO BUILD THROUGH THOSE FAIRLY FAST. HEY ROCKY REAL QUICK, ON GEORGE BUSH YOU SEE A TON OF NEW CONSTRUCTION GOING UP. IT WON'T BE COMPLETE UNTIL PROBABLY END OF 2019. I THINK. I CAN'T REMEMBER WHERE IT'S ZONED. DO YOU KNOW WHICH AREA THAT I'M TALKING ABOUT? IT'S PROBABLY IN ALDRIDGE.  WE'VE PROBABLY GOT INFORMATION ON IT. THAT'S FINE.  THE TOLL ROAD THERE. AND WE HAVE TRIED TO ADD THAT TO OUR PROJECTIONS. NANCY DO YOU MEAN AT ALMA AND BUSH? LIKE BY COLLIN CREEK MALL? NO IT'S FURTHER EAST, EAST AND SOUTH. YEAH EXACTLY. THERE'S A BUNCH OF CONSTRUCTION I JUST WAS CURIOUS WHERE THAT WAS ZONED. I THINK WE ZONED THOSE TWO MENDENHALL THAT WAS PART OF THAT OPTION ZONE INITIALLY AND BEFORE FAMILIES MOVED IN WE ZONED THEM TO MENDENHALL. EXACTLY. I THOUGHT WE HAD. THAT WAS WHAT MY QUESTION WAS. THANKS SUSAN. YEAH. WAS IT ZONED IN MENDENHALL, WAS THAT OPTION ZONE THAT COULD GO EITHER ONE OR WAS THAT THE AREA? I COULDN'T REMEMBER WHEN WE DID THAT. THE OPTIONS ZONE IS ACTUALLY BIGGER THAN THAT BUT BECAUSE THAT AREA DID NOT HAVE FAMILIES LIVING IN IT AT THE TIME AND WE COULD WHEN WE SAW THE CONSTRUCTION. YEAH YEAH. WHEN WE LOOK AT WHERE SOME OF YOUR FUTURE ACTIVE ACTIVITY IS YOU KNOW THE ENVISION OAKS IS THIS ONE THAT'S BEEN TALKED ABOUT FOR SEVERAL YEARS AND WE STILL THINK IT'S RIGHT NOW IT'S A DEVELOPMENT THAT WILL HAPPEN EVENTUALLY. YOU KNOW WE'VE BUILT IT INTO YOUR PROJECTIONS BUT WE THINK THAT'S NOW OUT BEYOND. I THINK WE DID A WHOLE BOARD MEETING ABOUT THE ENVISION OAKS IT SEEMS LIKE ABOUT A YEAR AGO. SO BEACON SQUARE HAS ABOUT 294 MAPLE SHADE VILLAGE AND WHITE STONE ESTATES ARE ALSO OVER 200 FUTURE LOTS. SO WE DO HAVE SOME FUTURE ACTIVITY THAT'S GOING TO OCCUR IN JACKSON AND THEN SOUTH THERE AND IN ALDRIDGE IS WHERE THE UNIVERSITY THAT DEVELOPMENT IS BUT WE'RE NOT SHOWING FUTURES THERE BECAUSE THOSE ARE ALL VDL AND BEING BUILT AS OF NOW. THIS JUST SUMMARIZES THREE PAGES IN NUMBER FORMAT. WHAT I LIKE SAY ABOUT THIS CHART IS IF YOU LOOK WHERE THERE'S COLOR ON THIS CHART THAT'S WHERE THERE'S ACTIVITY. THAT'S WHERE YOU'RE GOING TO HAVE THE MAJORITY OF YOUR FUTURE HOUSING. I WILL SAY THIS THE INVENTORY COLUMN THAT 466 THAT YOU SEE THERE, INVENTORY ARE HOMES THAT ARE UNDER CONSTRUCTION AND FINISHED VACANT COMBINED TOGETHER. SO IT'S THOSE 308 HOMES UNDER CONSTRUCTION AND ANOTHER 158 I THINK IT IS ANOTHER 158 HOMES ARE FINISHED BUT VACANT. SO THOSE THOSE ARE HOMES THAT WERE READY TO BE BUILT IN RIGHT NOW. I MEAN MOVED INTO RIGHT NOW AND SO THAT THAT'S A STRONG NUMBER BECAUSE GIVEN THAT YOU YOU CLOSED 600 HOMES LAST YEAR YOU'VE ALREADY GOT 466 HOMES THAT ARE EITHER IN EITHER ALREADY DONE OR UNDER CONSTRUCTION SO IT JUST KIND OF TELLS US THAT TRENDS GOING TO CONTINUE MOVING FORWARD. IT'S ACTUALLY PRETTY FAST. WHERE DEVELOPMENT IS OCCURRING THE GREEN POLYGONS REPRESENT ACTIVE DEVELOPMENTS. THE YELLOW AREAS REPRESENT WHERE WE KNOW OF SOME OF THIS FUTURE ACTIVITY THAT WE'VE TALKED OF AND YOU SEE THE RED OUTLINES ON A FEW OF THOSE. THAT JUST MEANS THAT THERE'S GROUNDWORK CURRENTLY UNDERWAY SO THAT MEANS THEY'RE TRYING TO TAKE IT FROM A FUTURE LOT TO A VACANT DEVELOPED LOT SO IT CAN BE BUILT ON SO THAT THAT'S THAT NEXT ROUND. YOU TALKED ABOUT 900 VACANT LOTS AND THEN ANOTHER 400 COMING SOON WHICH GIVES YOU TWO YEARS WORTH OF GROWTH. THAT'S THAT'S COMING YOUR WAY. HEY ROCKY. YES. QUESTION ON THE INVENTORY ON THE PRIOR SIDE WHEN YOU TALKED ABOUT JUST 466 UNITS AND 955 OF VACANT DEVELOPABLE LOTS. AND EARLIER YOU SAID THAT OUR YIELD PER SINGLE FAMILY IS LIKE .44 AS A DISTRICT. IS IT HIGHER IN NEW CONSTRUCTION? LOWER. OKAY. SO RIGHT NOW WE'RE NOT SEEING AS HIGH YIELDS IN MOST YOUR NEW CONSTRUCTION BUT IT'S PRETTY CLOSE IN PLANO. I MEAN IT'S DROPPED A LITTLE BIT BUT THAT .4 TO .5 IS PRETTY MUCH WHERE WE'RE SEEING IT RIGHT NOW AT THAT AT THAT HIGHER PRICE POINT. A

[00:25:03]

LOT OF IT PLANO WHAT WE'RE KEEP AN EYE ON TOO IS THERE'S LOTS OF DIFFERENT PRODUCT IT'S A DENSER PRODUCT THEY'RE BUILDING SOME TOWNHOME PRODUCT OR SOME GARDEN STYLE VILLAS. THEY JUST DON'T TEND TO YIELD AS MANY STUDENTS. BUT WITH THIS NUMBER AT LESS THAN HALF A STUDENT PER UNIT YOU'RE TALKING ABOUT LESS THAN A THOUSAND STUDENTS. YES. YEAH. YOU COULD THINK OF IT AS YOU'RE LOOKING AT 50 STUDENTS FOR EVERY HUNDRED HOMES. YEAH ABOUT HALF THAT. PROBABLY A LITTLE LESS THAN THAT. OKAY. IN CURRENT RATE SO I'M GOING TO RUN THROUGH SOME OF THESE UNIVERSITY PLACE HAS 620 TOTAL LOTS, 144 FUTURES.

THEY'RE SPLIT BETWEEN PLANO AND RICHARDSON SO THAT'S WHY NOT ALL 624 OF THOSE ARE GOING TO SHOW UP IN PLANO ISD. 325 TOTAL LOTS, 155 ONE VACANT DEVELOPED LOTS 41 HOMES UNDER CONSTRUCTION, BUILDING TO ABOUT 100-150 HOMES A YEAR. WE DON'T HAVE A YIELD RIGHT NOW FOR UNIVERSITY PLACE BECAUSE WHEN SCHOOL STARTED THE GEO CODE THAT WE HAD WAS BACK WE HAD I THINK THAT 9 STUDENTS THAT WERE THERE AT THE TIME THERE MIGHT BE A FEW MORE THAT THERE NOW IT'S NOT GOING TO YIELD YOU KNOW THAT AREA'S NOT REAL HIGH YIELDING AREA BUT AGAIN IF YOU THINK OF THAT 325 LOTS YOU'LL PROBABLY HAVE ABOUT A 150 STUDENTS AND THEN MAYBE HALF OF THOSE ARE THE ELEMENTARY. YOU CAN THINK OF ABOUT 75 ELEMENTARY STUDENTS YOU KNOW COULD POSSIBLY COME OUT OF THERE. UNIVERSITY PLACE TOWNHOMES. 89 OF THOSE ARE VACANT LOTS, 18 UNDER CONSTRUCTION. YOU KNOW THEY'LL FINISH THIS OUT IN THE NEXT COUPLE OF YEARS I THINK. LOOKING AT NOW THAT THIS IS OVER OFF OF OFF A GEORGE BUSH EXPRESSWAY THE HERITAGE CREEK SIDE. THIS IS TO OUR 59 UNITS.

24 HOMES UNDER CONSTRUCTION, GROUND WORK IS UNDER WAY. THE YIELD THAT WE'VE SEEN SO FAR IN JUST THOSE 57 OCCUPIED UNITS IS ALMOST A STUDENT PER HOME. SO WE'RE SEEING SOME PRETTY HIGH YIELDS IN THIS AREA RIGHT HERE. NOW THAT THE CREEK SIDE APARTMENTS NOT SO MUCH .052. THEY'RE ALL COMPLETE AND LEASING NOW. BUT WE ARE SEEING SOME PRETTY HIGH YIELDS WITH THE INITIAL MOVE-INS AND I WOULD SAY THAT WILL LIKELY GO THE OTHER WAY. IT'S NOT PROBABLY GOING TO STAY IN THAT .85 NUMBER BUT AS THEY BUILD HOMES IT'LL SETTLE IN A LITTLE BIT.

AND AGAIN MILTON VILLAS, 184 TOTAL LOTS,123 FUTURES, 24 UNDER CONSTRUCTION, 24 OCCUPIED. THESE ARE VILLAS A PRETTY DENSE PRODUCT SO WE'RE GOING TO SEE TYPICAL YIELDS IN THOSE I THINK AND THEN WE THINK OF MULTIFAMILY IF YOU START THING ABOUT MULTIFAMILY THAT'S COMING YOUR WAY THERE'S 3,150 MULTIFAMILY THERE CURRENTLY UNDER CONSTRUCTION. THAT'S THE PURPLE COLORS THAT YOU SEE ON THE MAP AND THEN THERE'S ABOUT ANOTHER 7,500 MULTIFAMILY THAT ARE EITHER IN VERY STAGES OF PLANNING ACROSS THE DISTRICT THAT'S THAT A GREEN KIND OF GREEN THE GREENISH COLOR YOU SEE THERE. SO IN SUMMARY OF THE HOUSING  UNEMPLOYMENT RATES WELL BELOW 5 PERCENT WHICH IS WHAT WE CONSIDER FULL EMPLOYMENT, THEY'RE STARTING CLOSE MORE THAN 600 HOMES IN 2018. THE CHRISTIE ZONE ACCOUNT FOR THE HIGHEST NUMBER OF OF EXISTING HOME SALES FROM 2017 2018. THE AVERAGE YIELD IN ITS SINGLE FAMILY IS .18. OVERALL SINGLE FAMILY YIELD IS .44.

THE ALDRIDGE AND HUNT ELEMENTARY ZONES ACCOUNT FOR ABOUT 40 PERCENT OF ALL THE HOME CLOSINGS IN THE DISTRICT AND HICKEY AND MCCALL ELEMENTARY ZONES ACCOUNT FOR NEARLY 50 PERCENT OF ALL THE PLANNED FUTURE LOTS THAT WE'LL SEE MOVING FORWARD.

WITH THAT I'M GOING TO GO TO [INAUDIBLE] I'M GOING TO TALK MORE ABOUT OUR ENROLLMENT PROJECTIONS NOW IN SOME OF THE OTHER WORK THAT WE'VE DONE  AND THIS IS MY TEAM HAS REALLY HELPED WITH THIS. THIS RETENTION STUDY WAS KIND OF A IT'S A NEW THING THAT WE DECIDE TO LOOK TO LOOK INTO AND WE KIND OF USED PLANO AS OUR BASE DISTRICT FOR THIS. WHAT WE DECIDED IS WE TOOK STUDENTS SINCE WE HAD THE HISTORY THAT WERE IN SCHOOL IN 12 13 IN PLANO ISD. KINDERGARTEN THROUGH SIXTH GRADE AND THEN WE MOVED THEM FORWARD SEVEN YEARS WHICH WOULD BE NOW. AND NOW THEY SHOULD BE EXITING THEY SHOULD BE 12TH GRADERS. AND SO WE WANT TO GET AN IDEA OF WHAT RETENTION WAS LIKE. SO THIS MAP IS TRYING TO SHOW HOW WE RETAIN STUDENTS IN PLANO ISD SO A SIX YEAR DISTRICT STUDENT RETENTION RATE OF 68.44 PERCENT. SO WHAT WE'RE SAYING IS 68 PERCENT OF THE STUDENTS THAT WERE IN PLANO ISD IN 2012-13 ARE STILL IN THE DISTRICT IN 2018 19. RETAINING STUDENTS THAT DID NOT CHANGE ADDRESSES, 72 PERCENT OF THOSE WHICH MEANS ABOUT 38 PERCENT RESIDING THAT CHANGED ADDRESS. I THINK THAT SHOULD BE 28 PERCENT.

YEAH 28 PERCENT THAT CHANGED ADDRESSES. SO AND THIS IS ALL STUDENTS NOT JUST SINGLE FAMILY AND MULTIFAMILY. IT'S REALLY WE THOUGHT A REALLY SOLID RETENTION RATE GIVEN THE NUMBER OF MULTIFAMILY STUDENTS THAT ARE IN. SO THOSE MULTIFAMILY STUDENTS ARE STILL IN THE DISTRICT. SINGLE FAMILY STUDENT RETENTION OF THE ROUGHLY 24,555 

[00:30:04]

K-6 STUDENTS IN 2012-2013 WITHIN PISD 17,990 RESIDE WITHIN SINGLE FAMILY HOMES. OK. SO OF THOSE 13,540 OR 75 PERCENT REMAINED IN THE DISTRICT AND 18 19. SO YOU'RE SINGLE FAMILY RETENTION IS RIGHT AROUND 75 PERCENT. SO THAT WAS A LITTLE HIGHER THAN AVERAGE. AND WHAT WE'LL SHOW HERE'S YOUR MULTIFAMILY RETENTION RATE ALTHOUGH A LITTLE BIT YOU KNOW IT WAS AT 51 PERCENT.  IT'S A VERY MOBILE POPULATION. AND SO IT'S VERY EXPECTED THERE ROUGHLY 24000 YOU KNOW FROM 12-13 TO 65. ROUGHLY OF THE 24,000, 6,500 OF THOSE WERE MULTIFAMILY. AGAIN THEY'RE RETENTION. WE HAVE A TYPO THERE I THINK WE'RE YOU SEE 65 65 REPEATED THAT SHOULD JUST BE 51 PERCENT.

WE'LL JUST TAKE THAT OUT. AND THAT HAS HUGE IMPLICATIONS FOR RESOURCE ALLOCATION WHEN YOU HAVE A NEW CHILD A NEW FAMILY TO YOUR DISTRICT YOU'RE STARTING OVER EVERY YEAR.

AND WE ALSO LOOK AT THE ECONOMICALLY DISADVANTAGED CHILDREN WHICH YOU DIDN'T DO THAT PORTION THEIR MOBILITY IS EVEN HIGHER. SO AS WE START TO RESOURCE SOME OF THESE SCHOOLS WE NEED TO LOOK HARD NOT JUST AT THE TRADITIONAL ENTRY YEAR MOBILITY 20 PERCENT WE NEED TO LOOK AT THE YEAR TO YEAR AND THE PERCENTAGE OF THE ECONOMIC DISADVANTAGE. I KNOW DASH DID A WONDERFUL STUDY ON THAT NOT TOO LONG AGO THAT IT WOULD BE WONDERFUL TO RESURRECT THAT PART ABOUT THE E.D. BEFORE WE START TO DO OUR RESOURCE ALLOCATIONS. SO ROCKY. IS THIS THE SAME STUDENT COHORT FROM THIS SCHOOL YEAR THAT BEGAN WITH 2013 AND THAT SAME COHORT AT THE END OF '19.

RIGHT. SO. SO WHAT WE SAID WE LOOKED AT RETENTION BY, WE USED THEIR STUDENT I.D.

THAT STUDENT I.D. WAS STILL IN THE SYSTEM. COULD THAT I.D. IS IT COUNTED IF THEY MOVED TO ANOTHER SCHOOL BUT STILL IN THE PISD BUT OUTSIDE OF THAT ONE ZONE.

RIGHT. WE'VE ACTUALLY GOT A TABLE THAT KIND OF WE'VE TRACKED THEM I DIDN'T TRY TO PUT IT IN THIS PRESENTATION BUT WE'VE WE'VE TRACKED IT, THEY CHANGED THE ADDRESS AND WITH THAT ADDRESS CHANGED IF IT WENT TO FROM MULTI-FAMILY TO SINGLE FAMILY, FROM MULTIFAMILY TO MULTIFAMILY, SINGLE FAMILY TO SINGLE FAMILY. SO WE'VE TRACKED THEIR ADDRESS MOVEMENT AS WELL. IT'S A REALLY LARGE TABLE WE'VE SHARED IT WITH WITH THE TEAM HERE AND I'M SURE THEY'D BE HAPPY TO SHARE IT TO YOU OR WE COULD GO THROUGH IN DETAIL. OKAY. RIGHT. TO MY COMMENTS ABOUT E.D. I HOPE YOU ARE ALSO LOOKING AT THAT FOR RESOURCE ALLOCATION BECAUSE IT WAS QUITE EYE OPENING THIS I SEE DASH DOWN THERE TRYING TO SINK DOWN THE GREAT STUDY THAT HE DID THAT SHOWED THAT MOBILITY IS NOT JUST MOBILITY IT HAS MANY DIFFERENT FLAVORS. SO THIS IS A TEA TRANSFER REPORT THAT WE PUT IN JUST JUST FOR INFORMATION THAT THE 2018 19 DATA DOESN'T COME OUT TILL NEXT MONTH BUT THIS KIND OF THIS IS DATA REPORTED FROM THAT FROM TEA SO WE DON'T COLLECT THIS DATA YOU CAN SEE THAT YOUR INCOMING TRANSFERS HAVE BEEN PRETTY STABLE AT THAT 650 NUMBER FOR THE LAST FEW YEARS AND YOUR OUTGOING YOUR TRANSFERS OUT IS HAS STAYED PRETTY STABLE AS WELL. 1350 TO 1389 OUTGOING TRANSFERS AND AGAIN THIS IS UPDATED EVERY YEAR BY TEA AND I THINK THE NEW REPORTS WILL BE AVAILABLE ONLINE IN GENERALLY APRIL. SO HOW MANY STUDENTS ENROLLING CAN COMPLETE SCHOOL IN PISD WAS KIND OF A QUESTION THAT WAS ASKED YOU KNOW AND WE WE TRIED TO KIND OF TALK THROUGH THAT THROUGH THE RETENTION STUDY WE ALSO LOOK AT A THING THAT WE CALL NEWCOMERS AND LEAVERS AND THIS IS JUST LOOKING AT A ONE YEAR CHANGE ONE YEAR AT A TIME AND WE CALL A STUDENT A NEWCOMER IF THEY WERE BASED ON THEIR STUDENT I.D. IF THAT STUDENT I.D. WAS NOT IN THE SYSTEM LAST YEAR BUT THEY'RE IN THE SYSTEM THIS YEAR THEY'RE A NEWCOMER. NOW WE ONLY DO NEWCOMERS FOR 1ST THROUGH 12TH BECAUSE WE REALIZE ALL KINDERGARTEN STUDENTS ARE NEWCOMERS SO WE CAN'T REALLY USE THAT COHORT AND THEN WE A LEAVER IS A STUDENT I.D. THAT WAS IN THE SYSTEM LAST YEAR NOT IN THE SYSTEM THIS YEAR AND ON LEAVERS WE THROW OUT THAT THE 12TH GRADE. THROW OUT IS PROBABLY POOR TERM THERE WE GRADUATE THE 12TH GRADE WE ASSUME THEY'VE ALL GRADUATED SO YOU BEGIN TO SEE SOME CHANGES THERE AND WHAT WE NOTICED HERE WAS THAT FROM 17 18 TO 18 19 YOU CAN SEE THAT THERE'S A YOU KNOW THERE WERE 5,547 NEWCOMERS IN 17 18, THAT NUMBER DROPPED TO 5,321 SO WE SAW A LITTLE BIT OF A SHIFT THERE YOUR LEAVERS WERE ABOUT THE SAME BUT YOUR NEWCOMERS DROPPED OFF A LITTLE BIT LAST YEAR I THINK WE FELT THAT IN ENROLLMENT TO SOME EXTENT. LOOKING AT WHERE THOSE NEWCOMERS BY PLANNING AREA AGAIN THE DARKER THE PLANNING AREA THE MORE THE ACTIVITY YOU KNOW YOU SEE THOMAS IS VERY DARK AGAIN WHERE WE SAW THE MOST HOME SALES SO IT DOES CORRELATE THERE. THERE WERE 5,321 NEW STUDENTS IN PDT IN 2018 19 OF THOSE 2,548 OR ABOUT 50 PERCENT, 47.8 RESIDE IN MULTI-FAMILY

[00:35:02]

FAMILY UNITS. THE HUFFMAN ELEMENTARY ZONE HAD THE MOST NEW STUDENTS WITH 259 FOLLOWED BY RASOR WITH 189. THE HOUSTON ZONE HAD THE FEWEST NEW STUDENTS WITH JUST 45 NEWCOMERS AND 77 NEW STUDENTS RESIDE OUTSIDE OF PISD SO THAT THOSE ARE LIKELY EMPLOYEE STUDENTS OR SOMETHING TO THAT EXTENT. AND IF WE WE KIND OF SHOW THE SAME THING AGAIN BY LEAVERS YOU CAN SEE THAT IT ALMOST LOOKS LIKE THE SAME MAP IF YOU IF YOU GO FAST DON'T KNOW IF YOU WANT ME TO MAKE IT EASY OR ANYTHING BUT LIKE THE THOMAS ZONE THERE THERE'S JUST BEEN SOME TURNOVER THERE SO YOU CAN SEE THE HOMES CHANGE SO YOU PROBABLY HAVE STUDENTS LEAVING AND COMING. THERE YOU KNOW ABOUT 47.5 RESIDE IN MULTI SO YOUR LEAVERS ARE ABOUT 47PERCENT ON BOTH CHARTS COMING AND GOING IN YOUR NEWCOMER AND LEAVERS. THE MITCHELL ZONE HAD THE MOST LEVERS WITH 308 STUDENTS LEAVING FOLLOWED BY FORMAN. AND SAILING ELEMENTARY HAD THE FEWEST LEAVERS WITH 442, 174 LEAVERS RESIDE OUTSIDE PISD. SO THOSE ARE OUTSIDE THE DISTRICT LEAVERS. SO THE OTHER THING I WANTED TO TALK TO A SECOND ABOUT IS THIS IS KIND OF TRANSITIONING NOW TO OUR PROJECTIONS A LITTLE MORE, WE'RE GETTING THERE YOU GUYS HAVE BEEN REALLY PATIENT. I WANT TO HIT A LITTLE BIT KINDERGARTEN ENROLLMENT FORECASTING IS PROBABLY ONE OF THE HARDEST CLASSES TO FORECAST THERE'S JUST THERE'S NOT A LOT OF DATA THAT'S AVAILABLE RIGHT NOW THAT HELPS US. ONE THING THAT OUR TEAM LIKES TO USE IS ZIP CODES. BIRTH RATES BY ZIP CODE. ZIP CODE IS THE LOWEST GEOGRAPHY THAT WE'RE ABLE TO TO BE ABLE TO COLLECT BIRTH DATA AND WHAT WE'VE DONE IS WE'VE TRIED TO SELECT A ZIP CODE THAT WE THINK REPRESENTS THE DISTRICT AS BEST POSSIBLE BECAUSE NOT EVERY ZIP CODE IS GOING TO CEDE COMPLETELY WITHIN THE DISTRICT. SO WHAT I'VE DONE HERE IS WE'VE HIGHLIGHTED THE ZIP CODES THAT WE USE FOR OUR CORRELATION SO YOU CAN SEE THERE THAT 7 5 2 8 7, 7 5 0 8 0 AND 7 5 0 0 2 WERE NOT USED AS PART OF OUR CORRELATION. AND WE'VE TOYED WITH THEM. WE'VE USED THEM IN THE PAST BUT WE'RE NOT USING THOSE ANYMORE. THESE THESE ZIP CODES NOW THEY SEEM TO BEST REPRESENT PLANO ISD. SO THE CORRELATION ACTUALLY BECAME A LITTLE BIT BETTER WITH THIS CHANGE. AND NOW WE'RE GETTING A BIT BETTER THAN 90 PERCENT CORRELATION WHAT THAT DOES THEN IT ALLOWS US TO KIND OF SEE HOW BIRTHS ARE TRENDING WITH KINDERGARTEN ENROLLMENT HISTORICALLY. SO WE SIMPLY JUST USE A BIRTH COHORT FROM SAY 2006 OF  4,349 BIRTHS AND WE LOOK AT WHAT YOUR ENROLLMENT WAS FIVE YEARS LATER IN 2011 12 WITH 3,834. SO THAT RATIO THAT CAPTURE RATE IF YOU WILL WAS ABOUT 88 PERCENT. SO WHAT YOU SEE HERE IS A TREND THAT IT BOUNCES AROUND QUITE A BIT. IT STAYS RIGHT DOWN NEAR 90 PERCENT YOU KNOW IN 2015-16, 16-17 JUMPED UP TO 94 PERCENT IN 17-18 LAST YEAR THAT DROPPED DOWN TO 90 PERCENT WE'VE KIND OF HELD THAT RATIO RIGHT AT 90 PERCENT WITHIN THE NEXT COUPLE OF YEARS OF KINDERGARTEN ENROLLMENT. WE HAVE SEEN SOME GROWTH THERE AND OUR BIRTHS JUMPED UP TO 3,990 IN 2014 AND 3,897 SO BASICALLY 3,900 AND SO WE'RE HOLDING YOUR KINDERGARTEN RIGHT IN THAT 3600 TO 3500 RANGE AGAIN. THAT 3,622 IS ONE OF OUR PROBABLY OF MY PROJECTIONS IS PROBABLY OUR BIGGEST LEAP A LEAP OF FAITH IF YOU WILL BECAUSE THAT THAT'S A PRETTY BIG JUMP IN ENROLLMENT AND WE HAVEN'T SEEN THAT 3,600 NUMBER HERE IN PLANO FOR ABOUT FIVE YEARS. IN LOOKING AT HOW THE ENROLLMENTS LOOKED GOING INTO LAST YEAR LAST YEAR PLANO ISD LOST ABOUT 946 STUDENTS IN WHAT I CALL A NET LOSS THAT'S YOUR FULL LOSS AT 53,082. IF I LOOK AT THE COHORT CHART AT THE VERY BOTTOM THE VERY BOTTOM LINE ON THIS PAGE 18 19 YOU CAN SEE THAT I'VE GOT THOSE COHORTS DOWN THERE .973, 1.023 YOU CAN SEE THAT THOSE ARE SOME OF THE LOWEST COHORTS THAT WE'VE SEEN IN PLANO IN RECENT HISTORY WE JUST SAW FIVE OR SIX GRADE LEVELS THAT HAD SOME OF THE LOWEST COHORTS OF ANY TIME HISTORICALLY IT WAS JUST KIND OF A PERFECT STORM I GUESS MAYBE WE JUST DIDN'T SEE THAT THE YIELDS FROM NEW HOUSING WE DIDN'T SEE TURNOVER WE JUST WE JUST SAW YOU KNOW UNUSUALLY LOW YIELDS THAT WE COULDN'T HAVE PROJECTED. WE ALSO LOOK AT WHAT WE CALL COHORT CHANGE WHICH IS HOW MANY FIRST GRADERS BECOME SECOND GRADERS THIRD GRADERS BECOME FOURTH GRADE YOU KNOW GOING DOWN THAT ROAD THERE PLANO ISD HAD A COHORT CHANGE OF ABOUT  NEGATIVE 250 STUDENTS LAST YEAR. THERE HAD NOT BEEN A NEGATIVE COHORT CHANGE IN PLANO IN THE LAST FOUR OR FIVE YEARS SO WE HAD NOT SEEN THAT COHORT CHANGE LIKE THAT BEFORE. SO THAT WAS KIND OF A DROP THAT WE'RE MOVING

[00:40:01]

FORWARD WE'RE THINKING THERE'LL BE A LITTLE BIT OF A CORRECTION YOU CAN SEE SOME CHARTS THERE THAT KIND OF GIVE YOU AN IDEA THAT IF EVERYTHING GREW NEXT YEAR JUST LIKE IT DID LAST YEAR PLANO WOULD LOSE ABOUT THOUSAND STUDENTS AND WE DON'T THINK THAT'S GOING TO HAPPEN MOSTLY BECAUSE THIS  KINDERGARTEN JUMP WE THINK THINGS HAVE IMPROVED. MY FORECAST IS FORECASTING A DROP ABOUT 550 STUDENTS NEXT YEAR. SO IT IS AN ENROLLMENT DECLINE BUT I THINK BECAUSE THE THE BETTER KINDERGARTEN GROWTH I THINK YOU'RE MIDDLE SCHOOL COLORS ARE GOING TO COME BACK TO SOME MORE NORMAL. LAST YEAR IT'S HARD FOR ME TO LET ONE YEAR SET A TREND AND THEY SAY A TREND DOES NOT A YEAR MAKE. SO WE JUST HAVE TO KIND OF LOOK AT WHAT HISTORY IS DONE AND USE THAT FOR OUR PROJECTIONS. SO I'M SHOWING GROWTH NEXT YEAR OF JUST UNDER OF 600 STUDENTS LOSS DECLINE, THE HOME YIELDS HAVE SLOWED DECLINE YIELDS WE THINK THIS COULD BE A PRICE POINT THING THERE COULD BE SOME CHALLENGES THERE PROJECTED BE  51,445 IN FIVE YEARS AND IN 28-29 JUST BELOW 52 THOUSAND IS A REAL POSSIBILITY HERE IN PLANO ISD. SOME CAMPUS LEVEL NUMBERS HERE I KNOW THAT YOU BEGIN TO GET SOME CONCERNS WHEN YOU SEE YELLOW ON A PAGE. SO WHAT THIS YELLOW REPRESENTS IS WHEN YOU'RE WHEN THE CAMPUS IS OVER FUNCTIONAL CAPACITY AND YOU CAN SEE THAT WE HAVE SOME CHALLENGES THERE. QUITE POSSIBLY IT AT ALDRIDGE THERE JUST JUST A LITTLE BIT AND I DON'T REALLY KNOW THAT THEY'RE GOING TO STAY UP OVER THAT VERY LONG AND IF YOU LOOK AT THEIR PROGRAM CAPACITY THEY MIGHT BE ABLE TO HANDLE THAT 624 FOR A YEAR THINGS SETTLE BACK IN. BUT YOU'VE GOT CARLISLE, CENTENNIAL THAT HAS SOME CHALLENGES. GULLEDGE ZONE OF COURSE IT'S JUMPED UP NOW AND IT'S STAYING OVER THAT 700 NUMBER AND IF WE LOOK TO THE REST OF ELEMENTARY SCHOOLS THE SCHELL ZONE IS JUST JUST OVER. AND AS IS WELLS IN SOME OF THESE OTHER CAMPUSES AT THE ELEMENTARY LEVEL. AT THE MIDDLE SCHOOL LEVEL RENNER MIDDLE SCHOOL IS THE ONLY ONE YOU SEE A LITTLE BIT YELLOW ON AND IT'S JUST IT'S NOT OVER PROGRAM CAPACITY IT'S OVER FUNCTIONAL CAPACITY. ROCKY I HAD A QUESTION ABOUT MITCHELL ELEMENTARY. THE ADMINISTRATION HAS A STRATEGY OF USING SOME OF THESE ELEMENTARIES FOR OUR PRE-K AND SO KNOWING THERE'S ROOM OR NOT IS AN IMPORTANT THING. AND SO I'M LOOKING AT MITCHELL.

LAST YEAR THE ENROLLMENT WAS 801  STUDENTS. THIS YEAR IT WAS 676.

BUT IN THE ESTIMATE MADE LAST YEAR THE SAME REPORT WE WERE ANTICIPATING 807 CHILDREN. SO YOU JUST SAID THAT ONE YEAR DOESN'T MAKE A TREND BUT I NOTICED THAT THE TREND NOW YOU SHOW FOR MITCHELL IS ALL IN THESE LOW 600S WHEN LAST YEAR WE WERE SHOWING THINGS THAT WERE IN THE ALMOST 800S.

DROPPED FROM 884 STUDENTS THIS YEAR. VERY SMALL KINDERGARDEN CLASS BECAUSE WE'RE NOT SHOWING AN IMMEDIATE REGENERATION IN THAT KINDERGARTEN CLASS. WE'VE KEPT THEIR KINDERGARTEN ENROLLMENT FAIRLY LOW. I THINK THAT'S WHY THAT NUMBER IS STAYING DOWN AND NOT GETTING BACK UP. THAT'S KIND OF WHAT YOU'RE ASKING ME. I GUESS BECAUSE YOU SAY ONE YEAR DOESN'T MAKE A TREND WHERE EVIDENTLY YOU THINK THIS ONE IS AND IT'S DRAMATICALLY DIFFERENT I AM TRENDING THE OVERALL KINDERGARTEN ENROLLMENT. BUT I DO THINK THAT'S AN OPPORTUNITY TO KEEP THAT LOW. OKAY. I'M JUST SORT OF CURIOUS ABOUT WHERE THE DROP CAME FROM A LOT OF TIMES IN THESE AREAS THAT HAVE A LOT OF APARTMENT COMPLEXES THEY CHANGE THE RENT STRUCTURE AND YOU LOSE KIDS. BUT I LOOKED AT THE LOW SOCIOECONOMIC AND THAT WAS RATHER MODEST DROP ABOUT 34 KIDS COMPARED YEAR TO YEAR SO THAT MEANS THERE WERE 86 OTHER KIDS THAT WERE ALSO DROPPED OUT. I'M SORRY.

DROPPED OUT. WELL NOT AT MITCHELL ANYMORE. OKAY. AND SO I START TO WORRY VERY MUCH THAT WE NEED TO LOOK AT RESOURCING ONCE AGAIN MITCHELL BECAUSE IF YOU LOOK AT A SCHOOL THAT MAY BE UNDER STRESS IN THE CASE OF YOU KNOW I ALWAYS GO BACK TO HUFFMAN ELEMENTARY AND FOUR YEARS THAT ELEMENTARY DROPPED FROM 200 KIDS WHO CAME FROM THE NEIGHBORHOOD TO 47. IF WE START TO SEE THAT SORT OF PRECIPITOUS DECLINE IN CHILDREN WHO COME FROM THE HOMES AROUND THERE IT'S GOING TO GO DOWN VERY VERY QUICKLY. SO I REALLY HOPE THAT SOME VERY THOUGHTFUL ATTENTION THAT WE WILL PAY AS WE START TO RESOURCE BECAUSE WE CAN DO ALL THE UPLIFTING PRESENTATIONS WE WANT. BUT IF FAMILIES ARE NOT FINDING THE EDUCATIONAL PRODUCT TO THEIR STANDARD THEN WE'RE GOING TO LOSE THAT SCHOOL TOO. I HAVE A QUESTION ROCKY. IF YOU LOOK THE ISAACS EARLY CHILDHOOD SCHOOL YOU HAVE IT AT CURRENTLY AT 383 AND THEN FOR THE PROJECTIONS IS ALL THE SAME 383. THANK YOU FOR

[00:45:03]

POINTING THAT OUT. WE DO NOT FORECAST PRE-K. IT HAS NEVER BEEN A PROUD PRODUCT OF OUR WORK BECAUSE IT COULD BE CONTROLLED SO MUCH BUT BY THE DISTRICT BY DISTRICT PROGRAMS THAT WE LEAVE OUR PRE-K WE HAVE WE HOLD IT TO WHATEVER THE CURRENT NUMBER IS. OK. THANK YOU. THANK YOU. THANK YOU FOR REMINDING ME OF THAT. HIGH SCHOOL. AGAIN WE WE SHOW PLANO SENIOR EAST PLANO EAST BEING RIGHT  AT 3000 STUDENTS GOING FORWARD AND WE SEE THAT PLANO WEST IS JUST OVER 2600 SO THOSE ARE BOTH OVER A FUNCTIONAL CAPACITY AS WELL. IT'S PRETTY TIGHT. FOR THE SAKE OF DISCUSSING SOME OF THIS INFORMATION I THOUGHT WE PUT IN THESE UTILIZATION MAPS SO THESE ARE MAPS THAT SHOW ENROLLMENT COMPARED TO THEIR CAPACITY TO GIVE YOU AN IDEA WHERE YOU KNOW WHERE THERE MIGHT EITHER BE OPPORTUNITIES OR THERE MIGHT BE CHALLENGES. YOU KNOW GULLEDGE IS ONE THAT WE TALKED ABOUT THAT'S FAIRLY LARGE THAT YOU KNOW WHETHER OR NOT THERE COULD BE. AND I KNOW RANDY AND I TALKED ABOUT THIS WE MIGHT HAVE MORE DISCUSSIONS GOING FORWARD BUT WHETHER OR NOT THERE'D BE ANY OPPORTUNITIES FOR BOUNDARY MOVES IN THE CHALLENGES WHEN YOU LOOK AROUND. IT'S LIKE THERE NEVER SEEMS TO BE CAPACITY WHERE YOU NEED WHERE YOU NEED IT MOST. AND THERE'S SOME CHALLENGES THERE WITH THE CAMPUSES THAT SURROUND GULLEDGE YOU KNOW TRYING TO MAKE CAPACITY CHANGES. DO WE STILL HAVE ANY SPECIAL PROGRAMS AT HAUN? I THINK IN THE PAST WE HAD DEAF EDUCATION WE HAD SOMETHING THAT WAS SPECIAL AS WE WERE TRYING TO LOOK AT MOVING KIDS. WE ARE MOVING THEM THIS YEAR WE DID HAVE A CENTRALIZED IT WASN'T DEAF ED BUT WE HAD A CENTRALIZED CLASSROOM DOUBLE CLASSROOM THERE. THAT'S MOVING TO SKAGGS. OK. SO THAT'S ONLY LIKE 40 OR SO CHILDREN THEN. YEAH IT'S NOT THE NUMBER OF STUDENTS ISN'T GREAT. THE AMOUNT OF SPACE IS WHAT WE ARE RECAPTURING WITH THEIR REFURBISHMENT. OKAY SO I ACTUALLY HAVE FOUR CLASSROOMS FROM WHAT YOU HAD TWO AND SO IS THAT CHANGE REFLECTED IN THIS ORANGE COLORATION OR NOT. NO WE HAVEN'T UPDATED THAT. OK SO THAT ONE MAY NOT BE AS DIRE AS WE THINK. CORRECT. SO THAT MAY HELP GULLEDGE. BUT IT WOULD INCREASE CAPACITY. SO THIS IS KIND OF GIVES YOU AN IDEA OF OPPORTUNITIES. ALSO IF THERE'S QUESTIONS LIKE ALDRIGE AND JACKSON WHERE THERE'S A LOT OF FUTURE ACTIVITY PLANNED. I THINK WE WERE ASKED SOME QUESTIONS ABOUT SOME OF THAT FUTURE ACTIVITY AND WHETHER OR NOT THAT DISTRICT COULD HANDLE IT OR THOSE CAMPUSES COULD HANDLE IT. I DO THINK THAT ALL ALDRIDGE AND JACKSON WOULD BE OK WITH THE GROWTH THAT'S COMING THEIR WAY. AND THIS IS 23. SO AGAIN THIS IS YOUR CURRENT ZONE. THIS IS FIVE YEARS BASED ON PROJECTIONS YOU KNOW WHERE AGAIN THE CHALLENGES ARE STILL IN GULLEDGE AND YET YOU DON'T SEE A BIG SHIFT THERE WITHOUT MAKING A CHANGE.  THE PROBLEM DOESN'T GET WORSE AND WORSE IS WHAT I'M TRYING TO SHOW WITH THAT IS THAT YOU KNOW THERE'S OPPORTUNITIES THERE. WE DID THE SAME THING THEN IN 10 YEARS, 10 YEARS NOW MCCALL IS RED BECAUSE OF THAT DEVELOPMENT THERE. I JUST SAID THE NAME OF IT. LOST IT. EVISION OAKS. EVISION OAKS WE PROJECTED ENVISION OAKS TO BEGIN OR SIMILAR. I MEAN THERE'S SO MUCH VACANT LAND OUT THERE IF IT'S NOT IN ENVISION OAKS IT'S LIKELY TO BE SOMETHING ELSE WITHIN TEN YEARS THAT COULD CAUSE SOME HICKEY AND MCCALL. ROCKY ON THESE CHARTS THERE'S A CAMPUS NAME MISSING ON THE WEST FAR WEST SIDE AT BARKSDALE. OK. SO THAT REPEATS THROUGHOUT I'M ASSUMING THAT THE COLOR IS RIGHT. YES YES IT IS. JUST THE NAME IS NOT THERE. WE'LL GET THAT REPLACED. THANK YOU. AND WE HAVE THE SAME THING FOR MIDDLE SCHOOLS. WHAT WE'RE SEEING YOUR MIDDLE SCHOOLS HAVE SOME CHALLENGES. RENNER AND MURPHY THEY SHOW UP JUST LIKE THEY DID IN THE PREVIOUS CHARTS. YOU SEE MURPHY GETS A LITTLE BETTER AS SOME SMALLER CLASS SIZES MOVE THROUGH THERE. RENNER STAYS IN THAT 100 PERCENT CAPACITY. BUT AGAIN IT'S JUST OVERCAPACITY IT'S NOT. AND THEN YOU SEE IN 10 YEARS YOU KNOW JUST THAT RENNER ROBINSON ZONE BEGIN SOME CHALLENGES. AND AGAIN HIGH SCHOOL YOU'RE ALL RUNNING RIGHT IN THAT 70 TO 80 TO 90 PERCENT. AND WE REALLY STAY IN THAT YOU KNOW IN THAT 70 TO 80 PERCENT ZONE GOING FORWARD AT HIGH SCHOOL AND THEN IF YOU LOOK AT YOUR SENIOR HIGH SCHOOLS THOUGH WE BEGIN TO HAVE SOME CHALLENGES. THEY'RE OVER 100% WITH PLANO EAST AND PLANO WEST AND YOU SEE THAT TREND GET A LITTLE BIT BETTER GOING FORWARD AT PLANO WEST. AND THEN BY IN 10 YEARS WE HAVE THOSE ALL KIND OF STABILIZED WITH SOME OF THESE LOWER CLASS SIZES COMING BACK COMING THAT WAY. SO DISTRICT STUDENT RETENTION RATE OF K-6  IS ABOUT 68 PERCENT RIGHT NOW. WE THINK THAT'S A REALLY PRETTY STRONG RETENTION RATE. OF THE STUDENTS RETAINED 72 PERCENT OF THOSE STAYED AT

[00:50:03]

THE SAME ADDRESS, THE NEW STUDENTS ENTERING THE DISTRICT IN 2018 19 DECLINED SLIGHTLY FROM 2017 18. SLIGHTLY LESS THAN HALF OF BOTH NEWCOMERS AND LEAVERS IN 2018 19 RESIDE WITHIN MULTIFAMILY UNITS WHICH IS NOT A BIG SURPRISE THERE. PISD HAD HISTORICALLY LOW ELEMENTARY COHORTS IN 2018 19 THAT'S A THAT'S JUST KIND OF THE FACT THAT THE WAY IT WAS, SEVEN ELEMENTARY CAMPUSES CURRENTLY EXCEED FUNCTIONAL CAPACITY. 23-24 PROJECTING ENROLLMENT RIGHT AT 51,400 AND BY 28 29 WE THINK THAT NUMBER BE 51,800 OR JUST UNDER 52 THOUSAND.

WITH THAT I'M HAPPY TO TAKE QUESTIONS. SO SARA WHAT DID THIS DATA SAY TO YOU? WELL I THINK THERE'S SOME SHORT TERM DISCUSSION THAT WE NEED TO HAVE ABOUT SOME OF THE THE AREAS THAT WE COULD GIVE SOME RELIEF TO WHERE THERE'S WHERE THE HOUSES HAVE NOT BEEN PUT ON THE GROUND YET JUST SHIFT SOME BOUNDARIES. I THINK WE NEED TO LOOK FURTHER OUT AT WHAT IS THE POTENTIAL IMPACT ESPECIALLY AT THE MIDDLE SCHOOLS IN ADDITION TO THE ELEMENTARY COMPONENTS. WE HAVE LESS PLACES TO MOVE AT MIDDLE SCHOOL SO WE HAVE TO REALLY LOOK CLOSELY AT THAT. I ALSO THINK WE HAVE TO FACTOR IN SOME OF THE MOBILITY PIECES THAT ROCKY TALKED ABOUT WITH REGARD TO HOW MUCH MOVEMENT WE HAVE FROM OUR MULTIFAMILY HOMES. AND I THINK THAT THE 51 PERCENT NUMBERS THINGS LIKE THAT JUMP OFF THE PAGE AT US SOMETHING THAT WE NEED TO PAY ATTENTION TO. SO. SO YOU'VE GOT FOUR VETERANS HERE WHO'VE BEEN THROUGH THE BOUNDARY LINE WARS SOME ON MULTIPLE OCCASIONS. YOU KNOW THE LAST TIME WE SHIFTED A BOUNDARY WE SHIFTED AT SIGLER FROM ALDRIDGE TO SIGLER DOWN AT HERITAGE CREEK AND WE DID SO WE DID THAT BEFORE THAT DEVELOPMENT STARTED BEFORE WE STARTED BUILDING. AND OBVIOUSLY IF YOU'RE NOT SHIFTING KIDS IT'S NOT A PROBLEM. AND SO TO THE EXTENT THAT WE HAVE AREAS OF NEED WHERE THERE ARE FUTURE DEVELOPMENTS I WOULD REALLY LIKE US TO SEE CONSIDERING SHIFTING BOUNDARY LINES BEFORE THOSE DEVELOPMENTS GET UNDERWAY. AND YOU KNOW I SEE FOR EXAMPLE WHERE THE ALDRIDGE JACKSON RIGHT AT COIT REALLY YOU KNOW UP AND DOWN COIT AND MAPLE SHADE THAT AREA THERE'S LOTS OF DEVELOPMENT GOING ON AND WE'VE GOT TWO FUNKY BOUNDARY LINES AND I NOTE THAT THE WHAT'S THE UNIVERSITY CREEK OR SOMETHING LIKE THAT DOWN IN UNIVERSITY PLACE IS ZONED ALDRIDGE WILSON AND IT IS LITERALLY EYE SIGHT TO FRANKFORD MIDDLE SCHOOL. AND SO YOU KNOW DO YOU HAVE PEOPLE WHO ARE GOING TO BUY A HOUSE THERE AND EXPECT ONE THING AND GET SOMETHING COMPLETELY DIFFERENT. BUT AT ANY RATE NOTWITHSTANDING THAT WHERE THERE IS DEVELOPMENT GOING BACK TO THOSE VACANT LOTS AND DEVELOPABLE LOTS WE REALLY NEED TO BE THINKING ABOUT SHIFTING LINES BEFORE THEY GET STARTED BUILDING. I MEAN THAT EXAMPLE DAVID MOVING IT CHANGES FEEDER PATTERN ENTIRELY AND GETS YOU OUT OF THE PLANO SENIOR WHICH HAS CAPACITY INTO ONE THAT REALLY HAS LESS. YEAH. THERE'S A TON OF VARIABLES AND THAT'S ALL OF THAT NEEDS TO BE THOUGHT THROUGH FOR SURE. AND CERTAINLY ALL THE VACANT PROPERTY UP NEAR BRINKER WHICH IS ALL ZONED TO BRINKER. SO WITH THOSE SOMEDAY FIVE OR SEVEN OR TEN THOUSAND APARTMENTS COME THERE THAT WILL BE GAME CHANGING IN A VERY NEGATIVE WAY.

SO WE ALSO NEED TO LOOK AT THAT SORT OF GROUND THAT HAS NO DEVELOPMENT SEEING HOW YOU MAY SHIFT SOME BOUNDARIES. AND IF YOU KNOW IF IT'S NEEDED YOU KNOW WE'VE TALKED ABOUT THIS BEFORE WE HAVE SPACE CONSTRAINTS IN CERTAIN KEY AREAS BUT WE DON'T WANT TO OVERBUILD EITHER BECAUSE ENROLLMENT IS DECLINING FOR NOW BUT IT WILL IN TIME RECOVER SOME. BUT WE DO HAVE SOME CAPACITY FOR AN ENROLLMENT AT AN ELEMENTARY SCHOOL IF WE NEED IT BUT THAT YOU KNOW THAT THE BOND IS AVAILABLE FOR THAT IF YOU KNOW IF WE HAVE NO ABILITY I MEAN I WON'T BE HERE THEN YOU DON'T WANT TO REDRAW ALL BOUNDARIES ACROSS THE DISTRICT. YOU KNOW THAT'S LIKE YOU KNOW IN YOUR OPTION SET. WELL THAT'S WHY THEY PAY US THE BIG BUCKS TO MAKE THE HARD DECISIONS. EXACTLY AND I'LL BE IN THE COLORED T-SHIRT IN THE AUDIENCE NEXT TIME. IF YOU DON'T KNOW WHAT THAT MEANS YOU'RE LUCKY. OK ROCKY. THANK YOU VERY MUCH. WE APPRECIATE THAT THOROUGH PRESENTATION. I KNOW IT'S A LONG PRESENTATION. I APPRECIATE YOUR PATIENCE. IF THERE'S ANY QUESTIONS AFTER WE'RE HAPPY TO RANDY ALWAYS FORWARDS IT TO US AND WE CAN COME BACK AND MEET HOWEVER WE NEED TO KIND

[00:55:02]

OF GET CLARIFICATION FOR EVERYBODY. ACTUALLY ROCKY I'VE GOT ONE MORE QUESTION.

THAT'S AT GULLEDGE IT'S OVER NOT FUNCTIONAL CAPACITY BUT PROGRAM CAPACITY FOR THE NEXT 10 YEARS IS THAT ACCURATE? THE CAPACITY NUMBER. YEAH WELL THAT'S PROVIDED. NO I MEAN IT'S PROJECTED TO EXCEED ITS PROGRAM CAPACITY FOR THE NEXT 10 YEARS WHAT'S GOING ON UP THERE. AND SO I BELIEVE ONE FACTOR WE HAVE THERE IS WE HAD A LARGE KINDERGARTEN CLASS THAT CAME IN AND SO THAT REALLY WE'RE GONNA HAVE TO SEE HOW THAT PLAYS OUT IN FUTURE YEARS. BUT I BELIEVE THAT WAS BUILT INTO THAT MODEL THAT REALLY INCREASED IT AND SO THAT'S ONE WE'RE GONNA KEEP A CLOSE EYE ON AND WE'RE GOING TO CONTINUE TO WORK IS FOR SOME OPTIONS ON GULLEDGE. [INAUDIBLE] DROP THAT KINDERGARTEN DOWN BACK DOWN SOME BUT THERE'S THAT BECAUSE RETENTION RATE IS SO STRONG UP THERE THAT'S ONE OF THOSE AREAS THAT JUST HAS A VERY STRONG. IT GOES LOWER TO STAY RIGHT AT ONE OR HIGHER IN THAT AREA.

IN MITCHELL FROM THE FORECAST LAST YEAR. AND YOU KNOW I KNOW YOU WERE FORECASTING YOU'RE FORECASTING AND THINGS CHANGE AND BUT I THINK WHAT WOULD HELP IS IN THE FUTURE WHERE YOU SEE A SIGNIFICANT CHANGE FROM PREVIOUS YEARS FORECASTS OR PROJECTIONS TO JUST IDENTIFY THEM AND SAY WHAT HAPPENED RATHER THAN US NOTING SOMETHING I DIDN'T HAVE LAST YEAR'S PROJECTIONS IN FRONT OF ME JUST YOU KNOW THE THINGS THAT REALLY JUMP OUT AS MAJOR CHANGES FROM LAST YEAR'S FORECASTS. AND WHY WHAT DO WE LEARN FROM? DETAIL A LITTLE BIT BETTER ABOUT WHY THOSE MOVEMENTS MIGHT HAVE OCCURRED LIKE THAT. I HAVE A WHOLE CLOSET OF SCHOOL BOARD STUFF SO THERE'S ALWAYS A REPORT THERE. AND I WOULD SAY ROSEMARY HAGER WAS ANOTHER ONE WHERE IT WAS ABOUT A 10 PERCENT DIFFERENCE BETWEEN WHAT WE WERE PROJECTING LAST YEAR AND WHAT WE HAD THIS YEAR. AND ONCE AGAIN TO MY HOT BUTTON THAT'S ALSO A SCHOOL WE HAVE PUT PRE-K EVEN THOUGH HAVING SPACE THERE IS SOMEWHAT TENUOUS IT APPEARS OR AT LEAST IS VERY VERY VOLATILE. SO TO MAKE A LONG TERM INFRASTRUCTURE AND FACILITY STRATEGY WHEN YOU HAVE PROJECTIONS CHANGING BETWEEN 10 AND 16 PERCENT IS WORRISOME TO ME. JUST SO THAT WE UNDERSTAND WHY. SURE. OKAY. THANK YOU.

OKAY. ALL RIGHT. WE ARE CONCLUDED WITH THE DEMOGRAPHIC REPORT. THANK YOU. ALL RIGHT. NEXT REPORT THIS EVENING IS THE 2019 20 BUDGET REPORT. AT THIS TIME RANDY MCDOWELL OUR CFO WILL PROVIDE THE 1920 BUDGET ASSUMPTIONS AND SOME PRELIMINARY REVENUE ESTIMATES. THIS WILL BE FURTHER GOOD NEWS. THANK YOU PRESIDENT BENDER YES. SO. SO THIS IS REALLY A FIRST LOOK AT SOME BOTTOM LINE NUMBERS AS FAR AS THE 19-20 BUDGET. AS WE KNOW THE LEGISLATURE IS IN SESSION WE DO HOPE FOR SOME GOOD THINGS TO COME OUT OF THAT. WHETHER IT'S 6 BILLION DOLLARS THAT GOES THAT IS FUNDED INTO PUBLIC DEBT AND PROPERTY TAX REDUCTION WHETHER IT'S 9 BILLION OR WHATEVER THAT NUMBER IS. WE DEFINITELY HOPE THAT IMPROVES THIS OUTLOOK. BUT THIS THIS ANALYSIS IS ALL DONE ON CURRENT LAW. SO SOME OF THE ASSUMPTIONS THAT WE MADE AS ROCKY TALKED ABOUT WERE PROJECTING ENROLLMENT DECLINE AGAIN OF ABOUT 550 STUDENTS FOR NEXT YEAR FIVE TO SIX HUNDRED ADA. PROPERTY VALUE GROWTH WE'RE PROJECTING THAT AT 6.5. THAT'S BASED ON A CONVERSATION WITH THE APPRAISAL DISTRICT AND IT'S VERY EARLY FOR THEM TO START GIVING US PROPERTY VALUE GROWTH ESTIMATES AS YOU KNOW THEY DON'T EVEN HAVE TO GIVE US A PRELIMINARY EXCUSE ME UNTIL THE END OF APRIL. BUT THEY WERE GRACIOUS ENOUGH TO TELL ME THEY WERE THINKING PROBABLY IN THE SIX AND A HALF TO SEVEN PERCENT RANGE. ONE OF THE BIG FACTORS IS NEW CONSTRUCTION LAST YEAR WHEN WE FINISHED IT ABOUT 8.6 PERCENT GROWTH WAS ABOUT A BILLION DOLLARS AND THIS YEAR THAT NUMBER IS DOWN TO ABOUT 300 MILLION. SO THAT IN ITSELF IS HAVING AN IMPACT ON THAT AS WE KNOW ANY TIME THAT OUR PROPERTY VALUES GROW LESS THAN THE PRIOR YEAR THAN IT'S NOT AS GOOD OF A YEAR AS THE PRIOR YEAR WAS. AND SO IN THE FORMULAS WE HAVE AN 8.6 PERCENT VALUE INCREASE CATCHING US BUT WE'RE ONLY OUR TAXES WOULD ONLY GO UP ABOUT SIX AND A HALF PERCENT. SO I'LL SHOW YOU WHAT ALL THAT MEANS. WE'RE ALSO ASSUMING CONTINUING AT $1.17 TAX RATE THE SAME CURRENT SCHOOL FUNDING FORMULAS WITH THE SAME GOLDEN PENNY YIELD. THAT'S TIED TO AUSTIN ISD AT 1.06.

AND AS WE KNOW IN THE FIRST YEAR OF THE BIENNIUM OUR PER CAPITA IS SIGNIFICANTLY LOWER IT GOES FROM ABOUT 375 DOLLARS PER

[01:00:01]

ADA DOWN TO 200 DOLLARS AND WE TALKED ABOUT THIS LAST YEAR WHEN IT WAS AN 8.6 MILLION DOLLAR INCREASE OR 8.8. AND SO FOR THIS COMING YEAR IT'LL BE AN 8.8MILLION DOLLAR DECREASE FROM THIS YEAR SO THAT'S THE SWING WE HAVE EVERY OTHER YEAR IN CHAPTER 41 DISTRICT. RANDY THE 6.5 PERCENT PROPERTY VALUE GROWTH YOU SAID YOU WAS 8.6 LAST YEAR. YES.

AND THEN IT WAS 9 THE YEAR BEFORE THAT IT WAS OVER 10 THE YEAR BEFORE. SO THIS 6.5 I THINK IS A CONSERVATIVE ESTIMATE. THEY'RE SAYING THAT THEY'RE SAYING RE-EVALUATION HAS NOT INCREASED AS MUCH AS THEY HAD THE PREVIOUS SEVERAL AND NEW CONSTRUCTION IS DOWN. AND SO THOSE TWO FACTORS IT'S TOO EARLY TO TELL THAT MIGHT BE A LITTLE BIT CONSERVATIVE. BUT AT THIS POINT WE'RE TRYING TO BE A LITTLE BIT CONSERVATIVE. WELL YEAH I AGREE THAT'S THAT. THIS IS THE TIME TO BE CONSERVATIVE. RIGHT. WE'LL HOPE THAT NUMBER COMES IN AT 8. YEAH.

WAIT WE GET A COUPLE OF SLIDES. SO THIS IS WHERE THE 40 MILLION DOLLAR STARTS KICKING IN. THAT'S RIGHT. OKAY. SO AS WE LOOK AT RECAPTURE WE'VE GOT A HISTORY WE'VE SEEN THESE GRAPHS AND THESE NUMBERS. 13 14 WE WERE AT 36 MILLION. THE CURRENT YEAR NUMBER WE'VE BEEN TELLING YOU THAT WAS 206, 207. IT'S ACTUALLY OVER 211 NOW JUST BECAUSE OF OUR ADA DRAW FROM LAST YEAR WAS GREATER THAN ANTICIPATED WHICH IS DRIVEN RECAPTURE UP AND SO WE HAD TO SUBMIT THAT TO TEA IN JANUARY AND WE'RE PAYING RECAPTURE ON 211.232 MILLION I BELIEVE. SO OVER 211 MILLION THIS CURRENT YEAR. PROJECTED NEXT YEAR SO IF VALUES DIDN'T INCREASE AT ALL OUR RECAPTURE WOULD STILL BE 241 MILLION BASED ON THESE ASSUMPTIONS SO WE'D STILL GO UP 30 MILLION BUT OUR TAX COLLECTIONS WOULDN'T GO UP AT ALL IF IT GOES UP 9 PERCENT WHICH IS THE HIGHER END OF THE SPECTRUM THAN RECAPTURE WOULD BE 261 MILLION OR UP ABOUT 50 MILLION DOLLARS FROM THIS CURRENT YEAR. SO THAT'S THE RANGE WE'RE LOOKING AT. ON THE NEXT PAGE, WE CAN SEE THAT BASED ON A SIX AND A HALF PERCENT INCREASE RECAPTURE WOULD GO UP FROM TWO HUNDRED AND ELEVEN MILLION THE CURRENT YEAR UP TO TWO HUNDRED AND FIFTY FIVE MILLION SO THAT WOULD BE 44 MILLION DOLLAR INCREASE IN RECAPTURE. AND SO THE NET REVENUE IS DOWN ABOUT 10 MILLION BASED ON THOSE NUMBERS. SO EVENTUALLY WITH THE WAY THAT RECAPTURE IS CALCULATED EVENTUALLY WE'RE GOING TO GET CAUGHT. WE KNOW WE'RE GOING TO GET CAUGHT WITH THIS PAYMENT BUT WE HAVE TO HOPE FOR 9 PERCENT JUST TO BREAK EVEN ON NET REVENUE. THAT'S CORRECT. IT'S ALWAYS GOOD TO GROW MORE THAN YOU GREW THE YEAR BEFORE. OK THEN WE'VE JUST GOT SOME NUMBERS SOME BASELINE NUMBERS FOR 18 19 AND I WON'T READ ALL THESE NUMBERS TO YOU BUT OUR NET REVENUE FOR THE CURRENT YEAR ABOUT 486.6 MILLION UNDER OUR CURRENT PROJECTIONS WHEN WE INCREASE RECAPTURE UP TO THE 211.2 NEXT YEAR'S PRELIMINARY BUDGET BASED ON THE SIX AND A HALF PERCENT WOULD BE NET REVENUES ABOUT 468 MILLION SO YOU CAN SEE WE'RE DOWN SIGNIFICANTLY THERE ABOUT 18 MILLION AND THEN WE GO TO THE NEXT SLIDE AND SO THIS SHOWS A BREAKDOWN OF OUR TOTAL PRELIMINARY BUDGET REVENUES. IF WE INCLUDE RECAPTURE YOU CAN SEE THAT BREAKDOWN AND WE DON'T HAVE A PERCENTAGE ON THAT ONE BUT THAT'S THE PIE THAT'S THE BREAKDOWN OF THE PIE BETWEEN LOCAL RECAPTURE STATE AND FEDERAL. IF YOU INCLUDE RECAPTURE AND ON THE RIGHT HAND SIDE IS IF YOU EXCLUDE RECAPTURE THEN WE'RE ABOUT 92.4 PERCENT. SO THE DIFFERENCE BETWEEN THE 68 AND 92 WOULD BE THE RECAPTURE WERE ROUGHLY I GUESS EVERYTHING GOT RECALCULATED BUT SO RECAPTURE SIGNIFICANT PARTS OF THE CURRENT YEAR.

OKAY. IT'S 26.2 PERCENT ACCORDING TO MY CALCULATOR HERE. HE'S A LAWYER. BUT I'M A NUMBERS LAWYER. NUMBERS LAWYER. SO AS WE CONTINUE TO LOOK AT CURRENT YEAR THE RECAPTURE IS 34 PERCENT NEXT YEAR THAT NUMBER IS PROJECTED TO GO TO 39 PERCENT AND SO THEN IT'S JUST A MATTER OF WHAT TAX COLLECTION NUMBER YOU'RE APPLYING THAT 39 PERCENT TO AS FAR AS ON HOW YOU CALCULATE HOW MUCH RECAPTURE IS THAT'S THE SIMPLIFIED MEASURE SO JUST REMEMBER NEXT YEAR WE'LL BE PAYING ROUGHLY ALMOST 40 PERCENT RECAPTURE. SO ANYONE IN OUR COMMUNITY IN THE PLANO ISD COMMUNITY WHEN THEY LOOK AT THEIR TAX BILL LOOK AT THE DOLLARS ON THE RIGHT SIDE. ALL THOSE DOLLARS THEY INCLUDE MNO AND INS. BUT IF THEY WANT TO KNOW WHAT

[01:05:04]

PERCENT WHAT DOLLAR HOW MANY OF YOUR DOLLARS ARE GOING TO THE STATE TAKE A DOLLAR SEVENTEEN USE THAT RATE AGAINST YOUR VALUE AND THEN MULTIPLY THAT BY 40 PERCENT AND THAT'S HOW MUCH IS GOING AWAY OF YOUR MONEY TO THE STATE. WITH NO ACCOUNTABILITY. AS WE AS WE LOOK AT PRELIMINARY. SO WE TALKED ABOUT THE REVENUE SIDE. SO ON THE EXPENDITURE SIDE THE BASELINE ON CURRENT YEAR IS ABOUT 700.7 MILLION. THEN WE MAKE SOME ADJUSTMENTS FOR THAT'S OUR INCREASE IN RECAPTURE THE 69 PERCENT GROWTH THAT WOULD COST US ANOTHER 44 MILLION AND RECAPTURE IF WE GAVE A 2 PERCENT INCREASE OF THE 3.25 OR JUST OVER THAT WOULD BE ABOUT 6.7 MILLION. WE'RE LOOKING AT SOME SAVINGS ON STAFFING JUST FROM ENROLLMENT DECLINE THAT IT TAKES LESS TEACHERS AS FAR STAFFING. SO JUST A ROUGH NUMBER IF WE COULD SAVE THREE QUARTERS OF A MILLION DOLLARS THERE THEN OUR TOTAL EXPENDITURES WOULD BE 750 MILLION LESS 255 MILLION AND RECAPTURE AT 6.5 PERCENT GROSS OUR NET EXPENDITURES WOULD BE 495 MILLION SO I'LL SHOW YOU WHAT THAT MEANS RIGHT HERE SO IF WE TAKE OUR NET REVENUES OF 468 MILLION IN OUR NET EXPENDITURES AND REMEMBER THIS IS NOT THE NET EXPENDITURES IS ONLY A 2 PERCENT INCREASE. IT'S ABSORBING STAFF IT'S NOT ADDING ANY ADDITIONAL STAFF CURRENTLY UNDER CURRENT LAW WE'RE FACING OVER A 27 MILLION DOLLAR DEFICIT BUDGET. SO RANDY WHEN DO WE ACTUALLY STAND UP THE FINE ARTS CENTER AND OUR COSTS AGAINST THAT RECORDED IN HERE. SO THOSE WON'T BE INCLUDED UNTIL THE NEXT YEAR'S BUDGET IN 2020-2021. OKAY. SO SOMEONE NEEDS TO GET ON THE FUNDRAISING BECAUSE THAT'S HOW THAT MOVED FORWARD. I THINK IT WAS 250000 DOLLARS IT NEEDS TO BE NET NOT REPLACEMENT. WE ARE IN THE PROCESS OF DEVELOPING THE MARKETING PLAN AND ADVERTISING AND PROMOTING THAT FACILITY. OKAY SO THAT'S AND YOU'RE ASSUMING RANDY YOU'RE ASSUMING A COMPENSATION INCREASE JUST OVER 2 PERCENT. CORRECT. JUST AS A REMINDER THIS REALLY DIDN'T COME AS A SURPRISE. THIS IS A NUMBER THAT WE LOOKED AT SOMEWHERE TO THIS NUMBER LAST YEAR WHEN YOU ASKED ME TO DO A FOUR YEAR PROJECTION AND HOW MUCH FUND BALANCE WE MIGHT SPEND. AND SO I GUESS I CAN'T POINT WITH THIS BUT SO WE'D PROJECTED A 23.95 MILLION DOLLAR DEFICIT FOR THIS COMING YEAR. IT'S HIGHER THAN THAT. THE MAIN REASON IT'S HIGHER THAN THAT IS JUST WE'VE LOST MORE ADA THAN WHAT WE WERE FIGURING A YEAR AGO WHEN WE WERE ALMOST A YEAR AGO WHEN WE RAN THESE NUMBERS. YOU KNOW THERE'S A LOT OF FACTORS THAT GO INTO THESE CALCULATIONS. BUT ANYWAY I JUST WANT TO LET YOU KNOW THIS. WE KNEW THIS WAS COMING. WE KNEW THE BALLPARK OF WHERE WE WERE GOING TO BE BASED ON CURRENT LAW AND SO THAT'S THAT'S REALLY WHERE WE'RE AT.

THAT'S MATERIALIZED. AS FAR AS A FUND BALANCE HISTORY THIS HAS BEEN BROUGHT TO YOU EVERY YEAR. WE'RE CURRENTLY SETTING IT ABOUT 34.6 PERCENT OF THE GENERAL FUND BUDGET THAT IS IN FUND BALANCE. SO AT THE END OF LAST YEAR THAT WAS 242.8 MILLION WE HAD THE BIG DISCUSSIONS AFTER THIS ABOUT HOW MUCH FUND BALANCE THAT WE NEED AND THE CASH FLOW NEEDS OF THE CHAPTER A WEALTHY CHAPTER 41 THAT IS ON A JULY 1 FISCAL YEAR IT TAKES A LOT MORE FUND BALANCES FOR CASH FLOW NEEDS. AND THEN ALSO THE IMPACT THAT WE WILL HAVE AS OUR VALUES IF THEY DO CONTINUE TO FLATTEN OUT OR HAVE NOT HAVE ANY GROWTH. SO IT DOES TAKE A SUBSTANTIAL AMOUNT PROBABLY 200 MILLION OR SO JUST FOR THOSE TWO FACTORS.

SO HAVE YOU DONE A RECENT STUDY ABOUT WHY JULY 1 IN TERMS OF BEGINNING THE YEAR AND SO ARE THEIR OPTIONS TO SHIFT THAT IN THE FUTURE. I KNOW YOU USUALLY JUST GET A ONETIME BENEFIT FROM DOING THAT SORT OF SHIFT. IS THAT SOMETHING YOU'VE ANALYZED. I HAVEN'T ANALYZED THAT IN DEPTH. SO YOU KNOW IF WE WENT BACK TO A AUGUST 31 IT WOULD REDUCE OUR FUND BALANCE AND THEN IT WOULD REDUCE OUR CASH FLOW NEEDS AND SO I BELIEVE THE NET EFFECT WHEN YOU LOOKED AT HOW MUCH FUN BALANCE WE NEED WE'D HAVE LESS AS OF AUGUST 31 AND THEN WE'D HAVE LESS CASH NEEDS FROM SEPTEMBER 1 THROUGH DECEMBER WHEN TAX COLLECTIONS CAME IN. AND SO THEORETICALLY AT LEAST IN MY MIND THAT WOULD STILL NET OUT TO ABOUT THE SAME AMOUNT OF FUND BALANCE YOU'D STILL BE IN ABOUT THE SAME PLACE AS MY POINT BECAUSE IT WOULD TAKE THE SAME AMOUNT OF FUND BALANCE TO FUND JULY AND AUGUST THAT YOU'D BE THAT MUCH LOWER DOES THAT MAKE SENSE YOU'RE STILL COMPARING ABOUT SIX MONTHS OF CASH FLOW WELL INSTEAD OF SIX YOU'RE COMPARING FOUR. BUT YOU'VE GOT LESS FUND BALANCE TO UTILIZE FOR THAT FOUR MONTHS. OKAY SORRY.

THAT WAS A WORDY WAY TO SAY. BUT REALLY I THINK YOU END UP BACK IN THE SAME PLACE.

[01:10:04]

AS FAR AS FUND BALANCE NEEDS. OK JUST OUR BUDGET PROCESS WE'VE TALKED ABOUT THIS SO WE'RE REALLY WORKING HARD AND TRYING TO BRING YOU A A TIGHTER BUDGET.

AND ONE THAT WE FEEL BETTER ABOUT IT'S AGAIN AT THE END OF THE YEAR WE HOPEFULLY WON'T BE TURNING BACK AS MUCH MONEY THE DEPARTMENTS HAVE BEEN WORKING REALLY HARD ON A ZERO BASED BUDGET SYSTEM WHERE THEY'RE HAVING TO JUSTIFY EVERY DOLLAR THAT'S IN THEIR BUDGET THEY'RE HAVING TO SUBMIT THOSE IN DETAIL. AND SO THEY'RE BUILDING THOSE BUDGETS BASED ON THEIR NEEDS NOT JUST ON WHAT WAS YOUR PRIOR ALLOTMENT IN TIME ABOUT DEPARTMENT BUDGETS NOT CAMPUS BUDGETS HERE. ALSO ELIMINATING CONTINGENCIES. SO IT WAS FAIRLY COMMON FOR DEPARTMENTS TO BUDGET A LITTLE EXTRA OR SOMEWHAT EXTRA JUST IN CASE SOMETHING CAME UP. WE'VE BEEN ENCOURAGING THEM TO LET US BUDGET SOME DISTRICT WIDE BECAUSE EVERYBODY'S NOT GOING TO HAVE THOSE SITUATIONS COME UP. AND SO THEN WE CAN DISTRIBUTE THAT AS NEEDED FOR THOSE CONTINGENCY TOP ITEMS. CAMPUS ALLOCATIONS WERE REVISED WE'LL BE BRINGING YOU A LOT MORE DETAIL ON THIS. BUT JUST BIG PICTURE THE ALLOCATIONS ARE BASED ON CURRENT STUDENT POPULATIONS FOR STATE ALLOCATIONS AND SO IS THIS IS THE FIRST TIME OR THE FIRST TIME IN A LONG TIME THAT CAMPUSES HAVE HAD THE BUDGET BY STATE PROGRAM AND SO THEY WERE RECEIVING SOME STATE FUNDING PROGRAM MONEY BUT IT WAS GOING INTO JUST AN ALLOTMENT. AND WE WEREN'T ABLE TO SHOW HOW MUCH COMP ED MONEY WE WERE SPENDING ON A CAMPUS HOW MUCH GT MONEY BILINGUAL ESL ETC. SO WE GET SEPARATE STATE ALLOTMENTS THAT HAVE TO BE TRACKED BACK TO THAT STUDENT GROUP AND WE WEREN'T ABLE TO DO THAT EXCEPT ON SALARIES OR BUDGETS THAT WERE OUTSIDE THE CAMPUS. SO BILINGUAL DEPARTMENT FOR EXAMPLE WOULD TRACK THEIR EXPENDITURES TO THE PROGRAM SALARIES WOULD BE TRACKED TO THE PROGRAM BUT ANY CAMPUS EXPENDITURES WEREN'T BEING TRACKED TO THE PROGRAM AND THAT'S A REQUIREMENT. AND SO WE'RE SHIFTING TO THAT FOR NEXT YEAR AND SO THEIR CAMPUS ALLOTMENTS LOOK DIFFERENT THAN WHAT THEY'VE HAD IN THE PAST. AND AGAIN I'M GIVING YOU A PRECURSOR TO MORE DETAIL THAT'S GOING TO COME BUT JUST SO YOU HAVE SOME FEEL FOR WE'RE LOOKING AT THERE. SO RANDY ARE THE CAMPUS ALLOTMENTS DIFFERENT THAN THE STAFFING ALLOTMENTS OR? OK SO ONE IS CASH EXPENDITURES THE OTHER WOULD BE SALARY. YES. SO WITHIN DOING THE STAFFING ANALYSIS NOW THAT WE'RE A DISTRICT OF INNOVATION AND WE HAVE THE FLEXIBILITY TO HAVE DIFFERENT CLASSROOM RATIOS SHOULD WE CHOOSE TO. DO YOU HAVE AN AUTOMATED SYSTEM WHERE YOU CAN JUST PLUG IN THE NUMBERS CHANGE THIS TO TWENTY THREE TO ONE SEE WHAT COMES OUT OR IS THAT SOME YOU HAVE TO HAND CRANK? AS FAR AS STAFFING? YES REALLY THAT'S IN HRS AREA. I MEAN WE PARTNER ON SOME OF THAT BUT THE CALCULATIONS ARE TYPICALLY DONE IN H.R.. SO ONCE AGAIN IT'S AN AUTOMATED IF YOU SAID THAT YOU KNOW MAYBE FOR FOURTH AND FIFTH GRADE OR FIFTH GRADERS IT'S ALREADY 26 TO 1 BEFORE FOURTH GRADERS IN VERY LOW ED CAMPUSES. IF WE WANTED TO DO TWENTY THREE TO ONE. IS THERE AN EASY WAY TO DO THAT CALCULATION AND SAY THAT WOULD PRODUCE A SAVINGS OF X NUMBER OF HEADCOUNTS? WE DO ALL OF OUR STAFFING ALLOCATIONS IN EXCEL SPREADSHEETS BEFORE WE PUT THEM INTO TEAMS. SO YES. OK. SO YOU COULD CHANGE A FEW VARIABLES AND NOT HAVE TO HAND CRANK FORTY FOUR ELEMENTARY SCHOOLS. YES. OKAY OKAY. AND THEN NEXT THE CAMPUS ALLOTMENTS ARE BASED ON 19-20 PROJECTED ENROLLMENT AS FAR AS THEIR BASE ALLOTMENT STAFFING ANALYSIS IS BASED ON STAFFING FORMULAS AGAIN WE'LL BE SHARING THAT INFORMATION WITH YOU. THERE'S BEEN A LOT OF WORK DONE IN BOTH OF THOSE AREAS. AND THEN JUST REAL QUICK AS FAR AS THE BUDGET CALENDAR SO WE'RE IN THE FEBRUARY OF ASSUMPTIONS AND PRELIMINARY BUDGET ESTIMATES. NEXT MONTH AT THE WORKSHOP WILL BE BRINGING YOU SOME PEER REVIEW TEXAS EDUCATION PERFORMANCE REPORTING COMPARISONS SOME TRENDS AND THEN ALSO A COMPENSATION REVIEW AND STAFFING. APRIL WE'LL BRING YOU DEPARTMENTAL BUDGETS, MAY WE'LL BRING YOUR PRELIMINARY BUDGET AND JUNE WE WILL BE HERE TO ADOPT A BUDGET.

AND SO THINGS ARE MOVING VERY QUICK. WE HOPE WE KNOW ENOUGH OUT OF THE LEGISLATURE THAT WE CAN REALLY FIRM UP THAT REVENUE SIDE. AND THEN IN SEPTEMBER WILL ADOPT THE TAX RATE. QUESTIONS? YEAH. THIS IS BAD. AND SO THE QUESTION I HAVE IS THIS A WORST CASE SCENARIO. NO THIS IS DEFINITELY NOT A WORST CASE SCENARIO. I MEAN LOOK YOU KNOW YOU COME TO US AND PRESENTED A PRELIMINARY NUMBER THAT LOOKS LIKE A 20 MILLION DOLLAR DEFICIT BUDGET. NOW THIS WITH THE LAST TWO YEARS ADOPTED SMALLER DEFICITS THAT WE WERE ABLE TO MANAGE DURING THE COURSE OF THAT CURRENT BUDGET YEAR BUT A 20 MILLION DOLLAR HIT NOW BASED ON A TWO AND A HALF PERCENT DECREASE IN

[01:15:02]

PROPERTY OR REDUCTION IN THE INCREASE. YOU KNOW WE'RE GONNA HAVE WE LOOKS LIKE WE WOULD HAVE A SIMILAR POTENTIALLY A SIMILAR TREND NEXT YEAR. THIS IS NOT GOOD. NOW THIS IS REAL. YEAH. THIS IS REAL I MEAN WE WE HAVE MANAGED FOR FOR EIGHT YEARS THAT I'VE BEEN ON THE BOARD WE'VE BEEN ABLE TO MANAGE THESE ISSUES THROUGH LEVERAGING DIFFERENT STRATEGIES FOR WHATEVER THOSE STRATEGIES WERE. BUT I KIND OF FEEL LIKE WE ARE AT THE END OF OUR ROPE. WELL WE HAVE. I MEAN AS WE'VE DISCUSSED BASED ON RANDY'S PRO FORMA FOR THE NEXT FEW YEARS WE HAVE THE CAPACITY TO ABSORB SOME OF THIS FOR A LITTLE WHILE. IF THE BOARD SO CHOOSES. WELL IF YOU IF YOU LOOK AT FUND BALANCE IF WE'RE LOOKING AT FUND BALANCE WITHIN THREE YEARS WE'RE BELOW THE RECOMMENDED AMOUNT. RIGHT. RIGHT. BECAUSE THAT SLIDE PAGE 92 DOESN'T HAVE THE ACTUAL BUDGET THAT HE JUST GAVE US WHICH IS LIKE THREE AND A HALF MILLION MORE. AND THEN IF YOU CARRY THAT SAME TREND FORWARD THAT 24,950 THAT'S GONNA GO UP TOO. THAT'S CORRECT. SO YOU'VE GOT TWO NUMBERS IN THERE THAT ARE LESS THAN WHAT WE EXPECT FROM THE TRENDS YOU'RE DESCRIBING. SO IT'S WORSE THAN THE NINETY SEVEN THREE MILLION. SO THAT FUND BALANCE WILL EVAPORATE MUCH QUICKER. SO RANDY I'VE GOT A TIMELINE QUESTION. SURE. SO GIVEN CAN WE GO BACK TO THE  CALENDAR. OK SO IF SCHOOL FINANCE IS ADDRESSED IN SOME WAY AND WE HAVEN'T SEEN THE LEGISLATION YET IT'S GONNA BE HUNDREDS AND PROBABLY 400 PAGES LONG. IF THAT IS INTRODUCED WE'RE AT WHAT FEBRUARY 19TH IF THAT'S INTRODUCED BY THE END OF THE MONTH, FEBRUARY. SO THEN YOU HAVE YOU KNOW MARCH, APRIL, MAY IF THAT GETS ADDRESSED BY THE END OF MAY WE WILL THE BOARD MEETING TO ADOPT ALL OF THIS IS PREVIOUS TO THAT. THE EXECUTION OF THAT POTENTIALLY. IS IT POSSIBLE TO ADOPT  YOU KNOW DO WHAT NEEDS TO BE DONE IN MAY. AND THEN IF CHANGES YOU KNOW REVEAL THEMSELVES THROUGH LEGISLATIVE ACTION THAT CAUSE FOR OPPORTUNITY OR SOMETHING LIKE THIS CAN YOU REVISE THE BUDGET SO WE WON'T ACTUALLY ADOPT IT UNTIL JUNE SO WE'LL BRING YOU A PRELIMINARY BUDGET. WE'LL JUST HAVE TO SEE AT THAT POINT ARE WE BASING IT ON CURRENT LAW OR DO WE HAVE A GOOD ENOUGH FEEL THAT WE THINK WE CAN MAKE SOME REALLY GOOD PROJECTIONS. I DON'T KNOW THAT WE'RE GONNA HAVE TIME. YOU KNOW IT ALWAYS TAKES SO LONG FOR THEM WHEN EVEN WHEN THE SESSION ENDS ASSUMING THEY DO THIS IN REGULAR SESSION TO DECIPHER WHAT DOES THAT MEAN AND START TO GET TEMPLATES READY. SO DISTRICTS CAN EVEN START RUNNING NUMBERS. I MEAN I GUESS WORST CASES WE WOULD ADOPT A BUDGET IN JUNE UNDER OLD LAW AND COME BACK LATER WITH A BIG AMENDMENT THAT WOULD BETTER REFLECT THE REVENUE. THAT'S WHAT I'M WONDERING ABOUT BECAUSE THE VARIABLE HERE IS A RAISE. SO THE COMPENSATION PLAN ACTION IS IN MAY BEFORE FULL KNOWLEDGE OF REVENUE. RIGHT. SO I THINK THE BOARD IS GOING TO HAVE TO DECIDE HOW YOU FEEL ABOUT THAT. DO YOU LIKE I DON'T WANT TO SEE THE BOARD GIVE A RAISE AND THEN TAKE IT AWAY.

EITHER YOU'RE COMMITTED OR YOU'RE NOT COMMITTED TO THE RAISE. AND THAT'S ONE ITEM THAT MAY HAVE TO SLIDE. I THINK THERE'S GOING TO BE DISTRICTS THIS YEAR THAT DON'T APPROVE THEIR SALARY THEIR COMPENSATION PLAN IN APRIL OR MAY AND THEY MAY HAVE TO MOVE THAT LATER. SO THAT'S SOMETHING WE'RE JUST GOING TO HAVE TO ADJUST IS WE GET A BETTER FEEL. OTHERWISE YOU'RE LOOKING AT MAKING PROGRAMMATIC CUTS, DEEP DEEP CUTS LIKE RIGHT NOW. AND I KNOW IN THE CONVERSATIONS THAT WE'VE HAD WE'VE NOT TALKED ABOUT WANTING TO DO THAT RIGHT NOW WE KNOW WE'RE GOING TO HAVE THE POSSIBILITY OF HAVING TO DO THAT BUT THAT WASN'T PART OF THE GAME PLAN FOR THIS COMING YEAR. AND AS YOU GUYS ARE GOING THROUGH ALL OF THE VERY SPECIFIC WORK I THINK IT'S USEFUL TO HAVE SOME CONVERSATION HERE SO THAT YOU AS YOU DO YOUR WORK HAVE THE KNOWLEDGE OF WHAT THE BOARD MEMBERS ARE THINKING ABOUT THE DIRECTION OF THAT WORK. CERTAINLY I WOULDN'T WANT TO DO ANYTHING CAPRICIOUS UNTIL WE KNOW MORE. I DON'T THINK THIS WOULD BE THE YEAR TO BE DRACONIAN NOT KNOWING WHAT THE FUTURE LIES AND I WAS HERE IN 2010 AND 2011 AND WE LAID OFF MORE THAN FOUR OR FIVE HUNDRED OF OUR TEAMMATES AND FAMILY MEMBERS. AND SO THAT'S NOTHING

[01:20:01]

THAT SHOULD BE DONE CAPRICIOUSLY AND WE WOULD WANT TO ENTER A PROCESS WHERE WE WOULD LISTEN TO OUR COMMUNITY ABOUT WHAT THEY VALUED HOW WE CAN MAKE SMART CHANGES SO THIS MAY BE ONE YEAR WE HAVE TO LET THE DEFICIT RIDE SOMEWHAT UNTIL WE HAVE GREATER VISIBILITY BECAUSE I WOULD HATE TO CAUSE GRIEVOUS HARM UNNECESSARILY. AND TO STEP AWAY FROM INS IN SEPTEMBER WE'RE GOING TO ADOPT BOTH INS. NO I'M SORRY BOTH MNO AND INS, I ONLY HAVE A PENIS IN MY HEAD. BOTH MNO AND INS TAX RATES RIGHT. YES THAT'S CORRECT. IS THERE A POSSIBILITY THAT BY THEN WE WILL SEE A FIRST DRAFT OF THIS LONG TERM FACILITY NEEDS SO THAT WE WILL KNOW IF THERE IS THERE ANY CONCESSIONS WE CAN MAKE THERE OR HAVE A PLAN. HONESTLY I DON'T THINK WE'RE GONNA HAVE ANYTHING THAT'S I MEAN WE'RE STILL WORKING ON OUR FIRST CAMPUS ASSESSMENT AND THAT'S OVER AT WILLIAMS HIGH SCHOOL. IT TAKES A LOT OF TIME IT'S TAKING A LOT OF TIME FOR US TO GET THE STRUCTURE OF THAT YOU REALLY THAT WOULDN'T IMPACT ANY OF THE DEBT RATE ANYWAY THIS YEAR BECAUSE THE DEBT WE HAVE IS WHAT WE HAVE THAT WOULDN'T IMPACT ANY FUTURE DEBT THAT MIGHT BE ISSUED IN A NEXT BOND CONSIDERATION WHICH LIKELY WON'T BE FOR THREE TO FIVE YEARS I WOULD SAY. AND SO.

SO I DON'T SEE IT HAVING ANY IMPACT ON SETTING THE DEBT RATE THIS YEAR BECAUSE WE'LL JUST BE SETTING A DEBT RATE TO PAY CURRENT OBLIGATED. BUT IT'S IT'S SOMETHING WE'VE GOT TO KEEP THAT WE'RE WORKING ON IT'S GOING TO TAKE A SIGNIFICANT AMOUNT OF TIME TO DO A FULL DISTRICT WIDE FACILITY ASSESSMENT. SO GIVEN WHAT TAMMY SHARED AND GIVEN THE OPPORTUNITY TO PUSH A LITTLE BIT ON THE COMPENSATION DISCUSSION UNTIL AND THIS MAY EVEN GO INTO SPECIAL SESSION FROM WHAT YOU KNOW THAT'S A POSSIBILITY. BUT I MEAN THAT WOULD BUY A LITTLE BIT OF TIME IF WE COULD PUSH IF YOU WOULD PUSH COMPENSATION AS LATE AS POSSIBLE LIKE AFTER SESSION ENDS AND THEN JUST YOU KNOW DECIDE WHAT YOU WANT TO DO. SURE. BUT NOT USE THIS YEAR FOR THE DRACONIAN CUTS SIGNIFICANT PROGRAMMATIC CHANGES. KEEPING IN MIND WE'RE JUST TALKING ABOUT I MEAN THE DELTA IS COMPENSATION AT THIS MOMENT AND IT CONTINUES TO BE COMPENSATION. SO WE DON'T GET ANY HELP FROM THE STATE. WE'RE GONNA HAVE TO MAKE PROGRAMMATIC CUTS. WELL IT'S MORE THAN COMPENSATION I MEAN IF WE'RE LOOKING AT 20 MILLION. THE COMPENSATION WAS 6 OR 7 OF THAT. SO WE'RE ALREADY 13 DOWN. BUT IT WAS LAST YEAR PLUS THIS LAST YEAR'S 7 MILLION PLUS THIS YEAR'S 7 MILLION SO THAT'S 14 OF THAT. IS THAT WHAT YOU'RE SAYING DAVID? NO. THE COMPOUNDING EFFECT? NO WHAT I'M SAYING IS UNLESS I'M MISUNDERSTANDING WHAT THESE NUMBERS REPRESENT THAT WE ARE LOOKING AT A 20 MILLION DOLLAR DEFICIT. WHICH OF A COMPONENT OF THAT 20 MILLION DOLLARS IS A 2 PERCENT RAISE.

AND SO IF YOU JUST DIDN'T I MEAN IF ALL THIS HELD TRUE AND THERE WERE SOME CHANGES SCHOOL FINANCING YOU DIDN'T GIVE A RAISE YOU'D STILL BE LOOKING AT A 20 MILLION DOLLAR DEFICIT. YEAH. AND WE MAY ALREADY HAVE OUR HAND FORCED IF THEY CREATE LEGISLATION THAT TELLS US WHAT THE RAISES HAVE TO BE. AND I MEAN JUST YOU KNOW ANOTHER COMMENT CAN YOU REMIND US OF THE TAX COLLECTION VALUE COMPARISON AS COMPARED TO THE RECAPTURE OBLIGATION. SO THE SHORTFALL IN COLLECTIONS.

COLLECTIONS VERSES RECAPTURES, ABOUT 10 MILLION ON A SIX AND A HALF PERCENT GROWTH. SO YOU'RE LOSING 10 MILLION THERE AND THEN YOU'RE LOSING THE 8.8 MILLION AVAILABLE SCHOOL FUND AND THEN YOU'RE GIVING A 6 AND A HALF PERCENT INCREASE. THOSE ARE THE THREE BIG COMPONENTS. OK SO IS THAT ENOUGH FOR YOU GUYS TO KNOW WHAT I'M SORRY. I WISH IT WAS BETTER NEWS IT IS DEPRESSING. YOU HAVE BEEN SAYING RANDY FOR A WHILE NOW THAT IF THIS CONTINUES WE'LL HAVE TO BORROW FOR PAYROLL AT AN X DATE. IT SOUNDS LIKE THAT NOW HAS BEEN ACCELERATED. WHAT WOULD BE THAT THAT WE CAN BE TELLING OUR CONSTITUENTS THE SEVERITY OF THIS. I MEAN I THINK THAT NUMBER COULD COME IN 2020 2021 I THINK. SO YOU'RE TALKING THE YEAR AND HALF TWO YEARS. SO WE HAVE SAID I'VE HEARD THAT WORD THE FOUR YEARS WE'D BE BORROWING FROM PAYROLL AND NOW YOU'RE SAYING THAT BECAUSE OF THE CHANGES NOW. I THINK IT CAN BE IN IN 21 EITHER. I DON'T KNOW IF IT WOULD BE IN FISCAL YEAR 2020 2021 OR IN 21-22 SO LATE 21. IT'S IMPORTANT FOR US TO BE MINDFUL OF THAT.

[01:25:01]

BUT I ALSO THINK WE NEED TO CLARIFY AT THAT POINT WE'RE BORROWING FROM PAYROLL BECAUSE OF CASH FLOW NOT BECAUSE WE ARE PENNILESS. IT'S NOT BECAUSE THE NEGATIVE FUND BALANCE RIGHT. AND SO THERE'S A BIG DIFFERENCE. YEAH. BECAUSE WE'LL BE AT A POINT IN CASH IN FUND BALANCE WHERE WE CANNOT UTILIZE ANY MORE OF IT. IT'S ENCUMBERED. OK. I'M GOING TO CONTINUE TO BE OPTIMISTIC THAT WE'LL SEE SOME REVENUE RELIEF SOME THAT THE STATE WILL INCREASE ITS SHARE OF FUNDING. ALL RIGHT LET'S. ANY OTHER QUESTIONS? CAN WE MOVE ON? ALL RIGHT. SO WE'RE SEGUEING FROM THE REPORTS RELATED TO FINANCIAL MANAGEMENT TO ACADEMIC AND THEY ARE NEXT TWO REPORTS ENSURE CONTINUED IMPROVEMENT STUDENT LEARNING. DR. KATRINA HASLEY, ASSISTANT SUPERINTENDENT ACADEMIC SERVICES WILL NOW PROVIDE AN UPDATE ON PRE-K WITH ENROLLMENT INFORMATION ASSESSMENT DATA AND PREPARATIONS FOR THE 19-20 SCHOOL YEAR.

KATRINA. YES. THANK YOU MS BENDER. ON A LIGHTER NOTE LET'S THINK ABOUT FOUR YEAR OLDS FOR LITTLE WHILE. SO THIS IS OUR MIDDLE OF THE YEAR UPDATE FOR PRE-K PROGRAMMING AND MS SUZANA SPINA OUR EARLY CHILDHOOD DIRECTOR WILL PROVIDE THE MAJORITY OF THE REPORT. AS YOU MENTIONED TALKING ABOUT ENROLLMENT BOTH HISTORICAL CURRENT AND OUR PROPOSED PLANNING FOR EXPANSION. WE'RE GONNA SHARE INFORMATION ON THE SURVEY THAT WE DID WITH PARENTS IN THE FALL. SOME ASSESSMENT INFORMATION THAT OUR STUDENTS HAVE PARTICIPATED IN AND WE'VE GOT A NICE LITTLE VIDEO OF A COUPLE OF ELEMENTARY PRINCIPALS GIVING TESTIMONY OF THE BENEFITS OF FULL DAY PRE-K THAT THEY ARE ALREADY SEEING ON THEIR CAMPUS AND THEN SOME FUTURE PLANNING PIECES TO THE PRESENTATION. WE'LL END WITH KARY COOPER AND RANDY MCDOWELL SHARING A LITTLE MORE ABOUT THE THE MEAL PROGRAM. SO. MS. SPINA. THANK YOU DR HASLEY. GOOD EVENING BOARD. I'M GOING TO START WITH THE UPDATING THE ENROLLMENT AS YOU GUYS HAVE SEEN WE'VE BEEN KEEPING YOU UPDATED ABOUT EVERY TWO WEEKS ON THE ENROLLMENT THROUGH THE FRIDAY BOARD UPDATES. THIS IS THE LOOK AT CURRENT ENROLLMENT BY CAMPUS AND PROGRAM AS OF FEBRUARY 6. WE HAVE ONE CLASS RIGHT NOW THAT HAS 19 STUDENTS AT THOMAS ELEMENTARY AND IT'S CURRENTLY THE ONLY CLASS OVER THE 18 TO 2 RATIO AS STUDENTS CONTINUE TO QUALIFY THROUGHOUT THE YEAR FROM AREAS OF THE DISTRICT WITH THE LARGEST CLASSES WE CAREFULLY CONSIDER AND LOOK AT PLACEMENT WHEN PLACING THESE STUDENTS. 2016 17 WAS THE FIRST YEAR THAT WE IMPLEMENTED THE FULL DAY PROGRAM. THAT YEAR WE HAD 16 CLASSROOMS ACROSS EIGHT CAMPUSES. IN 17 18 WE DOUBLED ADDING 16 MORE CLASSROOMS FOR A TOTAL OF 13 I'M SORRY 32 CLASSROOMS ACROSS 14 CAMPUSES.

THAT WAS A 16 PERCENT INCREASE FROM THE END OR NOW WE HAVE A 16 PERCENT INCREASE FROM THE END OF THE YEAR LAST YEAR TO OUR CURRENT ENROLLMENT OF FIVE HUNDRED AND TWENTY FIVE STUDENTS. THIS WAS A PARENT SURVEY THAT OUR TEACHERS. YOU HAVE THIS AS A HANDOUT AS WELL A PARENT SURVEY THAT OUR FULL DAY TEACHERS ASKED ALL OF THEIR PARENTS DURING THE OCTOBER PARENT TEACHER CONFERENCES. WE HAD OVER 90 PERCENT RESPONSE RATE. QUESTION ONE WAS HAD YOU NOT SECURED A SEAT IN FULL DAY PRE-K WOULD IT HAVE BEEN POSSIBLE TO ATTEND A HALF DAY PROGRAM. WITH THAT QUESTION WE RECEIVED 480 RESPONSES. IT WAS ASKED OF ALL FULL DAY FAMILIES FROM BOTH EARLY CHILDHOOD AND ELEMENTARY CAMPUSES. OF THE 480 RESPONSES 284 SAID THEY WOULD HAVE OR MIGHT HAVE BEEN ABLE TO ACCESS THE HALF DAY PRE-K PROGRAM IF FULL DAY WAS NOT AVAILABLE. OF THOSE 480 RESPONSES, 196 INDICATED THAT THEY WOULD NOT HAVE BEEN ABLE TO ATTEND PRE-K IF FULL DAY WERE NOT AVAILABLE. QUESTION TWO WAS ASKED ONLY AT THE ELEMENTARY BASED PRE-K CAMPUSES AND WE ASKED THE PARENTS WOULD YOU BEEN ABLE TO ATTEND FULL DAY PRE-K AT OUR EARLY CHILDHOOD SCHOOL HAD IT NOT BEEN OFFERED AT THAT SPECIFIC ELEMENTARY CAMPUS. WITH THAT QUESTION WE HAD 370 I'M SORRY 307 RESPONSES. SO OF THOSE 307, 242 ANSWERED YES OR MAYBE WHEN ASKED IF THEY WOULD HAVE BEEN ABLE TO ATTEND FULL DAY AT THE EARLY CHILDHOOD SCHOOL AND 65 SAID THEY ARE ONLY ATTENDING BECAUSE IT IS AT THEIR HOME ELEMENTARY CAMPUS. I HAVE A QUESTION IN TERMS OF PARENTS OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED. THEY ARE ELIGIBLE FOR FULL DAY NOW UNDER OUR PROGRAMMING. DO ANY OF THOSE FAMILIES TURN DOWN FULL DAY AND IN PREFERENCE FOR ONLY HALF DAY. I COULDN'T TELL YOU A NUMBER BUT WE DO HAVE SOME AT THE EARLY CHILDHOOD SCHOOL WHO'VE CHOSEN HALF DAY. BUT WE'VE NOT QUANTIFIED THAT. I COULD PROBABLY GET THAT TO YOU BUT I

[01:30:02]

DON'T HAVE THAT NUMBER NOW. OKAY. THANK YOU. OKAY NOW WE'RE GOING TO LOOK AT SOME OF THE PRE-K ASSESSMENT DATA. SOME BACKGROUND INFORMATION, THE CHILDREN'S LEARNING INSTITUTE PARTNERED WITH THE UNIVERSITY OF TEXAS HEALTH IN HOUSTON AND THEY CREATED A PLATFORM THAT PROVIDES THE RESEARCH BASED EARLY LEARNING RESOURCES AND ASSESSMENTS FOR EDUCATORS. THE PRE-K ASSESSMENT ON THIS PLATFORM IS CALLED CIRCLE AND IT'S ONE OF THE OPTIONS ON THE COMMISSIONER'S LIST OF APPROVED ASSESSMENT INSTRUMENTS USED ACROSS THE STATE BY SEVERAL DISTRICTS. IT'S INTENDED TO MEASURE GROWTH AND INFORM INSTRUCTION IN PLANO. THIS IS OUR THIRD YEAR USING THIS SPECIFIC ASSESSMENT. SO AS WE SEE HERE THERE ARE SEVERAL SUB TASKS AT THE BOTTOM. THIS IS THE PRE LITERACY AREA THAT WE DO THE ASSESSMENT IN. WAVE 1 IS THE BEGINNING OF THE YEAR THAT'S GIVEN IN THE BEGINNING OF SEPTEMBER SO TRULY IS USED AS A BASELINE TO MEASURE THE SKILLS THAT OUR STUDENTS ARE COMING INTO PRE-K WITH AS WELL AS TO INFORM OUR INSTRUCTION AND THEN WAVE 2 WHEN YOU LOOK AT THAT THAT'S ADMINISTERED IN JANUARY SO WE CAN ALSO LOOK AT GROWTH AND DIRECT INSTRUCTION AS NEEDED WITH THOSE NUMBERS. THE SECOND SLIDE IS SHOWING THE SAME INFORMATION BUT IN MATHEMATICS. AS YOU CAN SEE WE ALSO HAD GREAT GAINS IN MATH IN THE AREA OF MATHEMATICS. THE ONE SUB TASK THAT LOOKS DIFFERENT THAN THE OTHERS IS THE LAST ONE UNDER OPERATIONS AND THE REASON FOR THAT IS THAT EVEN THOUGH IT IS TESTED THROUGHOUT THE YEAR THAT IS A SKILL THAT IS DEVELOPED TAUGHT AND DEVELOPED LATER ON IN THE YEAR BECAUSE YOU HAVE TO HAVE THE ABILITY TO COUNT AND NUMBER SENSE TO BE ABLE TO THEN OPERATIONALIZE THAT WITH QUANTITIES AND PLAY WITH THOSE NUMBERS. SO THAT USUALLY DEVELOPS TOWARDS THE END OF THE YEAR AND THAT IS NORMAL TYPICAL. THIS LAST SLIDE THAT WE LOOK AT AN ASSESSMENT HAS TO DO WITH THE SOCIAL EMOTIONAL DEVELOPMENT. SO THE OTHER TWO SLIDES THAT WE LOOKED AT WAS SHOWING PERCENTAGE OF STUDENTS ON TASK. THE DIFFERENCE HERE IS THEY DON'T HAVE BENCHMARKS FOR THE SOCIAL EMOTIONAL DOMAIN SO THESE ARE ACTUALLY RAW SCORES NOT PERCENTAGES. SO WHEN YOU SEE FOR EXAMPLE POSITIVE SOCIAL BEHAVIORS IN THE BEGINNING OF THE YEAR IN WAVE 1 THE AVERAGE ACROSS THE DISTRICT WAS A 8.86 OUT OF A MAX 18 AND THEN ALREADY IN WAVE TWO IT WAS A 12.29 OUT OF A MAX OF 18. SO IT'S NOT A PERCENTAGE. WE'VE SEEN GROWTH IN ALL OF THE SUBDOMAINS OF SOCIAL EMOTIONAL SKILLS. AND THIS IS ALSO DUE TO OUR SECOND YEAR OF IMPLEMENTATION OF [INAUDIBLE]. HERE WE HAVE WE INTERVIEWED TWO OF OUR ELEMENTARY PRINCIPALS WHO HAVE PRE-K FULL DAY CLASSES ON THEIR CAMPUS ASKED IF THEY SAW ANY BENEFITS IN THESE CLASSES ON THEIR CAMPUS AND THIS WAS THEIR RESPONSE.

WHEN WE STARTED OUR PRE-K PROGRAM I REMEMBER A LOT OF PEOPLE SAID KEEP IN MIND THESE ARE NOT JUST LITTLE KINDERGARTNERS. AND THAT WAS DIFFICULT FOR ME TO WRAP MY HEAD AROUND UNTIL THEY WALKED THROUGH OUR DOORS AND WE REALLY HAVE GAINED AN UNDERSTANDING OF THE FACT THAT THESE YOUNG LEARNERS NEED A PROGRAM ALL THEIR OWN IN ORDER TO BE SUCCESSFUL IN THEIR EDUCATIONAL PATH AND GIVING THEM THAT OPPORTUNITY AT THIS LEVEL HAS PROVIDED GAINS REALLY ACROSS THE CAMPUS. SO THE BENEFITS OF FULL DAY PRE-K AT SIGLER HAVE BEEN ABSOLUTELY AMAZING. WE HAVE WELCOMED THE FOUR YEAR OLDS. I MEAN IT'S UNBELIEVABLE TO THINK THAT WE HAVE FOUR YEAR OLDS IN OUR SCHOOL BUT WE WELCOME THESE FOUR YEAR OLDS KNOWING THAT THEY GET IN THE DOOR AND WE GET TO START DAY ONE ELIMINATING THE EXPERIENCE GAP. THESE FOUR YEAR OLDS HAVE NOT BEEN IN SCHOOL BEFORE THESE FOUR YEAR OLDS COME IN AS LITTLE SPONGES AND JUST SOAK UP EVERY LITTLE OUNCE OF LEARNING THAT THEY GET TO. YOU KNOW WE GET THIS QUESTION WELL WHAT'S THE WHAT'S THE DIFFERENCE OF A YEAR THEY'LL COME IN KINDERGARTEN ANYWAY. BUT IN THE LIFE OF A FOUR YEAR OLD A YEAR IS A LONG TIME AND TO HAVE THE OPPORTUNITY TO PLUG IN THOSE EARLY LITERACY SKILLS AND TO GET THEM DOING MATH AND TO GET THEM PROBLEM SOLVING WITH THEIR FRIENDS AND LEARNING ABOUT HOW TO HOW TO WORK WITH OTHERS. THOSE ARE SKILLS THAT WE CAN TEACH BEFORE THEY COME TO KINDERGARTEN. WE HIT THE GROUND RUNNING. WE SEE THEM GO INTO KINDERGARTEN THEY COME TO KINDERGARTEN EXCITED AND CONFIDENT AND REALLY THEY COME INTO KINDERGARTEN FEELING LIKE THE BIG KIDS BECAUSE THEY'VE BEEN HERE. WE'VE SEEN OUTSTANDING GAINS BETWEEN

[01:35:04]

THE STUDENTS THAT HAD BEEN ENROLLED IN PRE-K OVER THE COURSE OF A YEAR VERSUS THE KIDS THAT COME IN KINDERGARTEN THEY DON'T WANT AND HAVE NOT HAD THAT SHARED EXPERIENCE. SO WE VERY MUCH WE VERY MUCH WELCOME THAT AN ADDED BONUS IS THAT WE GET TO HAVE A CORE GROUP OF PARENTS IN THE BUILDING FOR AN EXTRA YEAR. SO OUR FAMILIES THAT WOULD OTHERWISE COME IN THE FIRST DAY OF KINDERGARTEN AND NOT KNOW WHO WE'RE HERE THEY TRUST US. THE RELATIONSHIPS ARE IN PLACE AND THAT JUST BENEFITS OUR KINDERGARTEN TEACHERS THAT MUCH MORE. OF COURSE IN KINDERGARTEN WE SPEND A LOT OF TIME TEACHING PROCEDURES TEACHING ROUTINES TEACHING WHAT TO DO WHEN BUT FOR A STUDENT THAT'S HAD THAT OPPORTUNITY ALREADY. THEY DON'T NEED SOMEONE TO TELL THEM THEY'RE TAKING A FRIEND BY THE HAND AND SAYING I KNOW WHAT TO DO DURING STATION TIME OR I KNOW WHAT WE CAN DO IF WE HAVE A PROBLEM OR I KNOW WHAT WE CAN DO IF YOUR SNACK SPILLED. THIS IS OUR SECOND YEAR OF FULL DAY PRE-K AND LIKE I SAID WHEN WE LOOK AT THE STUDENTS WHO ENTERED KINDERGARTEN THIS YEAR WITH A FULL YEAR OF PRE-K UNDER THEIR BELT VERSUS THE STUDENTS THAT DIDN'T HAVE THAT SAME OPPORTUNITY WE CAN SEE INSTANTLY THE DIFFERENCE BETWEEN THE READINESS LEVELS THE EXPERIENCES THEY'VE HAD IN SCHOOL THEY KNOW WHAT TO EXPECT WALKING INTO A CLASSROOM WITH 20 OTHER CLASSMATES IS NOT AN OVERWHELMING ASK OF THEM ANYMORE BECAUSE THEY'VE BEEN EXPOSED TO THAT AND THEY'VE LEARNED THE SOCIAL ROUTINES THAT COME WITH SCHOOL WHICH ARE JUST AS IMPORTANT AS THE ACADEMIC ROUTINES THAT ARE IN PLACE.

ACCESS TO THE SOCIAL EMOTIONAL PROGRAMMING THAT'S ATTACHED TO PRE-K IS INVALUABLE. THERE'S NOT. I THINK WE'D BE HARD PRESSED TO FIND A PROGRAM OUT THERE THAT OFFERS THE OPPORTUNITY FOR KIDS TO LEARN ABOUT HOW TO LEARN AND ABOUT WHO THEY ARE AND WHAT HAPPENS WHEN THEY'RE NOT QUITE FEELING LIKE THEMSELVES. I THINK TO PLUG IN THAT LEARNING FOR A FOUR YEAR OLD IS SOMETHING THAT ALMOST CAN'T BE REPLICATED. WE LOVE HAVING THEM HERE AND I THINK THAT THEY HAVE CHANGED OUR COMMUNITY I WOULD SAY. YOU KNOW IT DOESN'T MATTER WHAT KIND OF DAY YOU'RE HAVING WHEN PRE-K COMES LIKE SKIPPING DOWN THE HALLWAY EVERYBODY SMILES.

DEFINITELY A HAPPY PLACE. AS FAR AS CONTINUING OUR UPDATE WITH THE EXPANSION PLANS WE HAD DISCUSSED SOME EXPANSION PLANS EARLIER IN THIS SCHOOL YEAR. IN THE LEFT BOX, THESE ARE THE STEPS WE'VE TAKEN ALREADY. WE'VE INCREASED THE RATIOS THIS YEAR FROM 16 TO 2 WITH A MAX OF 20 TO 2 WITH THE UNDERSTANDING FROM THE BOARD'S GUIDING PRINCIPLES THAT WE TRIED TO LEVEL THEM OUT AT 18 TO 2. AS A REMINDER THE 2 INDICATED IN THIS RATIO INCLUDES ONE TEACHER AND ONE ASSISTANT IN EACH CLASSROOM. WE ALSO HAVE AN MOU WITH EARLY MATTERS COMMIT TO EARLY MATTERS DALLAS AND THAT IS FOR MARKETING AND PUBLICITY PURPOSES THAT WILL GO INTO EFFECT HERE FOR THIS SCHOOL YEAR AND THEN ALSO WITH REGION 10 FOR TRAINING AND SUPPORT PURPOSES. WE HAVE INSPECTED ELEMENTARY CAMPUSES TO DETERMINE SPACE. WE COMPLETED THE WALK OF THE CAMPUS IS DETERMINED TO DETERMINE ACTUAL OPEN SPACES AVAILABLE FOR ADDITIONAL PRE-K CLASSES.

AND WE DID PRIORITIZE THE CONSIDERATION FOR THESE CAMPUSES THAT WE BROUGHT TO YOU AT THE PRESENTATION WE DID LAST FALL AS THOSE WERE ASSUMED TO HAVE THE HIGHEST POTENTIAL FOR INCREASED NUMBER OF ECONOMICALLY DISADVANTAGED PRE-K STUDENTS AND SHOWED TO HAVE SPACE ACCORDING TO FUNCTIONAL CAPACITY. WE ALSO DID A BUDGET FOR A BUDGETED FOR A 10 TO 20 PERCENT INCREASE AS WE SAW FROM THE END OF LAST YEAR TO NOW WE'VE ALREADY HAD A 16 PERCENT INCREASE IN ENROLLMENT. SO WE ARE BUDGETING FOR ANOTHER 10 TO 20 PERCENT INCREASE AND THEN WE'VE DEVELOPED NEW REGISTRATION AND INTAKE PROCEDURES THAT WILL TAKE PLACE NOW WHEN WE BEGIN REGISTERING AGAIN IN APRIL FOR PRE-K. OUR NEXT STEPS HERE ON THE BOX ON THE RIGHT AS I JUST MENTIONED OPEN REGISTRATION IS APRIL 4TH AND 5TH AT ALL THREE EARLY CHILDHOOD SCHOOLS. AFTER REGISTRATION WE'LL KNOW HOW MANY STUDENTS HAVE REGISTERED FOR FULL DAY FROM EACH ELEMENTARY CAMPUS AND THAT WILL HELP US DETERMINE EXPANSION SITES ACCORDING TO THOSE NUMBERS. WE ARE GOING TO CONSIDER OUR FOCUS THIS YEAR IS EXPANDING FINDING MORE STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED. IN THE PAST HALF DAY TUITION WAS AVAILABLE RIGHT AWAY AT REGISTRATION. WE ANTICIPATE WE'LL HAVE ROOM BUT WE'RE GOING TO WAIT UNTIL AFTER REGISTRATION, WE'LL CONSIDER TUITION IF SPACE IS AVAILABLE. WE'RE ALSO GOING TO DETERMINE INCREASE IN TRANSPORTATION COSTS. WE'LL CONTINUE TO SUPPORT CAMPUSES WITH HIRING AND THEN WE WILL BE EXPANDING PASAR TO ALL THREE EARLY CHILDHOOD SCHOOLS. ALONGSIDE ALL THE PLANNING FOR EXPANSION OF THE PROGRAM WE'RE ALSO WORKING TO INCREASE THE QUALITY OF OUR PRE-K EXPERIENCE WITH CURRICULUM AND ASSESSMENT WORK. TEACHERS HAVE PARTICIPATED IN

[01:40:03]

SEVERAL PROFESSIONAL LEARNING OPPORTUNITIES THIS YEAR BUT WE'RE WORKING ON MAKING IMPROVEMENTS TO OUR CURRICULUM GUIDES AND WE'LL HAVE A MORE ROBUST USER FRIENDLY CURRICULUM HOUSED IN THE CURRICULUM PLANNER WITH ALL THE OTHER LEVELS FOR THE FIRST TIME. WE'RE ALSO FOCUSING ON DATA COLLECTION AND ANALYSIS TO CONTINUE GROWING TEACHER CAPACITY AND STUDENT SUCCESS. ONE EXAMPLE OF USING DEBT IS THE BEGINNING OF THE YEAR BEGINNING TO MIDDLE OF THE YEAR DATA WHICH I'LL BE PRESENTING AND LOOKING AT WITH THE PRINCIPALS TOMORROW MORNING THE EARLY CHILDHOOD LEADERSHIP TEAM AND THAT HELPS GUIDE THEM TO KNOW WHERE TO GROW INDIVIDUAL TEACHERS AS WELL AS WHERE WE NEED TO LOOK AT INTERVENTIONS. SO AS FAR AS CAPACITY OUR CURRENT REALITY RIGHT NOW WE HAVE 32 CLASSROOMS. SO THAT AVAILABILITY WOULD BE 576 SPOTS IF THEY WERE ALL AT 18 TO 2 RATIO. WE CURRENTLY HAVE 525 STUDENTS ENROLLED AND THEN FOR FUTURE PLANNING IF WE WERE TO FILL ALL OF OUR CURRENT SPOTS WE WOULD HAVE 51 MORE STUDENTS AND THEN BY EXPANDING BY THREE MORE CLASSROOMS THAT WOULD MAKE ROOM FOR 54 MORE SO ESTIMATED ROOM OF GROWTH OF MORE THAN MORE THAN 100 SPOTS. I HAVE A  QUESTION ABOUT THOSE SPOTS AND JUST ENSURING THAT WE PICK ONES THAT ARE IN LINE WITH OUR GUIDING PRINCIPLES SO THE FIRST ONE IS THAT NO PRE-K CLASSES ALONE THERE ARE ALWAYS AT LEAST TWO IN A CAMPUS. THE SECOND WAS TO KEEP THE 18 TO 2 AND THIRD WAS TO MAKE SURE ANY BUS TRANSPORTATION WAS REASONABLE FOR SOMEONE WHO'S ONLY FOUR YEARS OLD. SO DO YOU HAVE YOUR THREE SPOTS PICKED YET OR ARE YOU GOING TO WAIT TILL THE REGISTRATION TIME PERIODS OVER. CORRECT. BUT THE TEAM IS VERY CONSCIOUS OF THOSE THREE GUIDING PRINCIPLES. YES IN THE PRE-K GUIDING PRINCIPLES AND TRANSPORTATION TIME. YES MA'AM. THIS OUTLINES A LITTLE BIT OF OUR PARTNERSHIP WITH PARTNERED LIKE I SAID WITH COMMIT EARLY MATTERS DALLAS IN THEIR REGIONAL MEDIA CAMPAIGN. THE OBJECTIVES FOR THEIR 2019 PRE-K MEDIA CAMPAIGN ARE TO INCREASE THE EFFECTIVENESS AND EFFICIENCY OF CREATING AWARENESS OF IMPORTANCE OF PRE-K ENROLLMENT AMONG THE DFW PRE-K ELIGIBLE FAMILIES AND TO INCREASE THE AMOUNT OF ELIGIBLE CHILDREN WHO ARE ENROLLED IN PRE-K ACROSS DFW. THIS WILL BE OBVIOUSLY IN ADDITION TO OUR CURRENT PRACTICES OF PUTTING THIS OUT IN THE DISTRICT AND CAMPUS WEBSITES, E NEWS, MARQUEE, FLYERS THAT ARE SENT TO THE HOMES AND ALSO PLACED IN PUBLIC PLACES SUCH AS APARTMENT COMPLEXES LIBRARIES. I'M SURE YOU HAVE ALL RECEIVED IN YOUR NEWS ALREADY. SO THE REGISTRATION THIS YEAR WILL BE LIKE I SAID EARLIER AT THE THREE EARLY CHILDHOOD SCHOOLS. THAT WAY WE WON'T HAVE TO TELL FAMILIES IF THEY DON'T QUALIFY NECESSARILY FOR FULL DAY WE WON'T HAVE TO SEND THEM TO ONE OF THE EARLY CHILDHOOD SCHOOLS. SO WHERE THIS IS GOING TO HAPPEN FOR EASE FOR PARENTS WE'LL TAKE IN ALL ALL STUDENTS AT THE EARLY CHILDHOOD SCHOOLS ONCE THEY HAVE REGISTERED. WE'LL BE ABLE TO PLACE THE FULL DAY STUDENTS AT THE CAMPUS CLOSEST TO THEIR HOMES TO DECREASE THE AMOUNT THAT PARENTS ARE HAVING TO DRIVE FURTHER THAN NECESSARY. IT WILL ALSO HELP US MAKE LIKE YOU INDICATED THE DECISION OF WHERE TO EXPAND AS THEY QUALIFY FOR FOUR FULL DAY WE'LL BE ABLE TO BETTER CLUSTER THEM AND THEN FOR THE FIRST TIME THIS SUMMER WE'LL CONTINUE REGISTRATION THROUGHOUT THIS SUMMER BY APPOINTMENT AT THE SHILOH CENTER WHERE TESTERS WILL BE PRESENT. SO IT'S ALSO A ONE STOP SHOP. THEY'LL BE ABLE TO GET THEIR STUDENT TESTED WITH LANGUAGE IF NECESSARY AND THEN WHEN WE RETURN JULY REGISTRATION WE'LL ALSO JUST BE AT THE THREE EARLY CHILDHOOD SCHOOLS. WE HAVE CHANGED THE INTAKE FORM AND THAT'S GOING TO INCLUDE PARENTS WILL INCLUDING INCOME INFORMATION AND WE'RE GOING TO SCREEN FOR ALL ELIGIBILITY IS IN PRE-K. THIS WILL THIS DATA WILL DEFINITELY HELP US INFORM FUTURE DECISIONS. SO OUR ELIGIBILITY IS CONTINUED TO BE FOR FULL DAY ECONOMICALLY DISADVANTAGED FOSTER AND HOMELESS CHILDREN. AND THEY STILL WOULD HAVE THE OPTION TO SELECT HALF DAY OR FULL DAY. AS WE'VE DISCUSSED ALREADY EARLIER YOU KNOW WE'RE WATCHING LEGISLATIVE ACTION CLOSELY IT'S STILL UNDECIDED IF FULL DAY WILL BE FUNDED. BUT IF IT IS WE ARE UNSURE IF OUR EXISTING FULL DAY PROGRAMS WILL QUALIFY FOR FUNDING OR ONLY DISTRICTS THAT ARE EXPANDING ONLY EXPANSIONS FROM HERE ON FORWARD. SO WE WILL KEEP A VERY CLOSE EYE ON THAT. SORRY. WE CAN ALWAYS CANCEL FOR A WEEK AND THEN RESUME. YES. PASAR WILL ALSO BE AVAILABLE AT ISAACS. IT WILL BE ADDED TO ISAACS AND PEARSON EARLY CHILDHOOD SCHOOL STARTING THIS COMING SCHOOL YEAR. NOW I'M GONNA TURN IT OVER TO DR. COOPER AND HE WILL SHARE INFORMATION WITH YOU ABOUT THE MEALS AT EARLY CHILDHOOD SCHOOLS. THANK YOU SUZANA. BEFORE WE DO

[01:45:02]

THAT I WANTED TO ASK. GREAT PRESENTATION. THANK YOU SO MUCH YOU'VE GIVEN A VERY COMPELLING UNDERSTANDING OF WHY THIS PROGRAM IS IMPORTANT FOR US TO EXPAND IT. IS THERE HOPE OF RANDY JUST TO KNOW HOW IF WE GET FULL DAY FUNDING IF IT GOES IN OUR DIRECTION THAT WE CAN HAVE IT. WHAT IMPACT THAT MIGHT BE IN HELPING US WITH OUR BUDGET CONCERNS. IS IT SMALL OR IS IT. I HAVEN'T RUN NUMBERS ON THAT BUT IT'D BE ABOUT PROBABLY 3,500 TO 4,000 DOLLARS PER STUDENT THAT WE WOULD WE WOULD GAIN ASSUMING THAT THEY DID FUND STUDENTS THAT WERE CURRENTLY IN FULL DAY PRE-K. THAT'S A CONCERN THAT WE'VE HAD THE TWO TIMES THAT THEY'VE DONE PRE-K EXPANSION GRANTS ONE WAS ABOUT TWO THOUSAND AND I BELIEVE ONE WAS THREE OR FOUR YEARS AGO BUT ONLY DISTRICTS DISTRICTS WERE ONLY ALLOWED TO BE FUNDED ON STUDENTS SO WE'RE GOING IN FULL DAY THAT WEREN'T CURRENTLY GOING IN FULL DAY. AND SO WE HOPE ANY LEGISLATION THAT'S WRITTEN IF THEY DO DECIDE TO FUND FULL DAY PRE-K THAT IT'S NOT JUST ON EXPANSION BUT IT'S ON STUDENTS THAT ARE CURRENTLY IN FULL DAY PRE-K OR THE SECOND HALF DAY. SO BEING PROACTIVE IS HURTING YOU IS WHAT YOU'RE SAYING. IT DID THE TWO PREVIOUS TIMES WHEN THEY DID PRE-K EXPANSION GRANTS. SMART. ARE WE MAKING SURE THAT THE LEGISLATORS THAT WORK WITH US OUR LOCAL LEGISLATORS ARE AWARE OF IT. I HAVEN'T HAD THAT DISCUSSION YET. THAT'S SOMETHING THAT AS THINGS CONTINUE TO DEVELOP AND AS THEY GET MORE INTO PRE-K. I THINK RIGHT NOW THEY'RE MORE LOOKING AT THE OVERALL. RIGHT. BUT IS THAT BECOMES MORE OF AN ISSUE. THAT'S SOMETHING WE DEFINITELY NEED TO FOCUS ON. WE HAD THIS CONVERSATION LAST WEEK. AND SO WE'LL FOLLOW BACK UP AGAIN. BUT WE DIDN'T HAVE THE CONVERSATION ABOUT TRYING TO MAKE SURE THAT IT'S NOT IN GRANT FORM BECAUSE THE GRANTS GO AWAY IT COMES AND GOES AND AND SO WE THINK IT NEEDS TO BE PART OF A FORMULA THAT'S FUNDED AND IT DOESN'T PENALIZE THE DISTRICTS THAT HAVE GOTTEN OUT AHEAD OF DOING THE RIGHT THING WITH FULL DAY PRE-K. AND SO WE HAVE ADVOCATED FOR THAT AND WE'LL TAKE IT BACK AROUND AGAIN AS WE SEE THINGS DEVELOP AROUND THIS. SO BUT THE LEGISLATION HASN'T BEEN FILED YET. IT HASN'T. SO NOBODY KNOWS EXACTLY HOW IT'S STRUCTURED. BUT WHAT WE'RE HOPING FOR IS THAT IT'S IN THE BASIC ALLOTMENT AS A VALUE INCREMENT SO THAT EVERYBODY CAN BENEFIT FROM IT. AND YOU CAN'T IT'S HARDER IN THE FUTURE TO THEN EXTRACT THAT IT'S MORE OF A BUILT IN YOU KNOW SUSTAINABLE PROGRAM. REMIND ME THOUGH WAS THAT PART OF THE RECOMMENDATIONS OF THE COMMISSION TEXAS COMMISSION? YES. SO THERE'S THE BASIC ALLOTMENT AND THEN YOU HAVE ALL THESE OTHER STAND ALONE VALUES HIGH SCHOOL ALLOTMENT AND ALL OF THESE OTHER THINGS THAT ARE SITTING OUTSIDE. SO THEY ARE TALKING ABOUT TAKING THOSE OUTSIDE FORMULA VALUES AND PUTTING THEM INSIDE THE FORMULA. OK. SO IT'S JUST MOVING THE DECK CHAIRS AROUND A LITTLE BIT. RIGHT. BUT STRATEGICALLY IT HELPS FOR FUTURE FUNDING PURPOSES SO THAT YOU CAN'T WHEN THEY DON'T HAVE THE REVENUE STREAM THEY CAN'T JUST GO BINK YOU KNOW AN X ONE OUT THAT SITS OUTSIDE OF THE FORMULA SO THAT'S THE HOPE. THAT WAS THE RECOMMENDATION FROM THE COMMISSION. AND WHAT WE'RE HEARING IS THAT THAT IS THE BASIS OF THE LEGISLATION THAT WE'LL SEE BUT NOTHING HAS BEEN FILED. NO. WE'RE GONNA TALK ABOUT MEALS A LITTLE BIT AND SUZANA WILL STAY NEARBY AS A SAFETY NET AND NOT ONLY HER BEING A SAFETY NET BUT CYNTHIA LEE AND ASHLEY HIPP ARE HERE FROM OUR FOOD NUTRITIONAL SERVICES AS A SAFETY NET AND THEY PROBABLY DON'T TRUST EVERYTHING I'M GOING TO SAY. SO THANK YOU FOR BEING HERE. I WANT TO SHARE SOME INFORMATION GIVE AN OVERVIEW ON WHAT WHAT THE CURRENT MEAL PROCESS IS AT OUR EARLY CHILDHOOD SCHOOLS. NOW KEEP IN MIND THE PRE-K THE FULL DAY KIDS THAT ARE AT THE ELEMENTARY SCHOOLS THEY JUST JOINED RIGHT IN THE REGULAR MEAL PROCESS AT THOSE CAMPUSES. WE SEPARATED PEARSON AND FROM ISAACS AND BEATY JUST BECAUSE THEY ARE DIFFERENT. PEARSON HAS BEEN PREPARING MEALS ON SITE THAT IS A FANS REGULAR MEAL PROGRAM THERE BECAUSE THEY HOUSED THE DEAF EDUCATION PROGRAM FOR THAT AGE GROUP. AND THEY HAVE BEEN IN THERE FOR A NUMBER OF YEARS. SO WHEN WE BROUGHT ON THE FULL DAY CLASSROOMS THERE THEY THEY JUST WERE ABLE TO PIGGYBACK ON THAT PROGRAM. SO THEY DO PREPARE THOSE MEALS ON SITE AND THE FULL DAY STUDENTS AND THEN THE HALF DAY KIDS BRING THEIR ITEMS ITEMS FROM HOME THE STAFF MEMBERS AND I'M FUN ABOUT THE CAMPUS STAFF NOT NECESSARILY FAN STAFF BECAUSE THAT IS A PERSON OF ONE AT PEARSON. OBVIOUSLY IT'S A THAT'S A LOT OF WORK THERE. AND SHE DOES A GREAT JOB AT THE STAFF AT PEARSON AS WELL AS ISAACS AND BEATY JUMP IN WHEN IT'S WHEN IT'S TIME FOR A MEAL. THE LUNCH

[01:50:06]

MEAL AND HELP PORTION AND SERVE AND DO SOME OF THOSE KIND OF THINGS. AS YOU CAN IMAGINE, THE FOUR YEAR OLDS NEEDED SOME ASSISTANCE AT THE AT THEIR LITTLE MINIATURE LUNCH TABLES THAT WE PUT IN PLACE ON THE NUMBERS WE HAVE THERE ARE 35 FULL DAY KIDS. AND THEN ADD THAT ON TO 15 16 STUDENTS IN THE DEAF ED PROGRAM. SO THOSE ARE THE NUMBERS THAT EAT EACH DAY AT PEARSON AND THEN WE HAVE 52 FULL DAY KIDS AT BEATY AND 67 AT ISAACS THAT EAT IN THOSE FACILITIES. THE OTHER THING TO POINT OUT PEARSON AND BEATY DO HAVE THE SAME FOOTPRINT. FOR THOSE OF Y'ALL THAT BEEN TO THOSE CAMPUSES THEY DO HAVE A PRETTY GOOD SIZED ACTIVITY ROOM AND THEN THEY DO HAVE A SMALL KITCHEN THAT IS THERE. THE WHAT WE'VE DONE TO TURN IT THE ACTIVITY ROOMS PORTION OF IT AND IT'S KIND OF A DINING AREA IS REMOVE SOME OF THE CARPET AND PUT IT ON VCT TILE AND THEN THAT WAY THEY HAVE A HARD SURFACE  FOR THE TABLES AND THE FOOD TO TO GO ON. SO WE'RE NOT TEARING THAT UP FROM A BUDGETING STANDPOINT THAT'S BECAUSE WE DO CATER MEALS AT ISAACS AND BEATY FROM AN OUTSIDE PROVIDER AND THEY THEY DELIVER THE MEALS EACH DAY AND THEN ONCE AGAIN THE STAFF JUMPS IN THERE TO TO HELP WITH THE PROCESS. SO THAT'S WHAT THE CURRENT PROCESS. NOW WHAT WE'VE DONE AND THIS IS WITH SUSANNA AND THEN ALSO CYNTHIA ASHLEY AND THE FANS LEADERSHIP AND EVEN OUR FACILITIES GROUP. WE'VE WE'VE THERE'S BEEN A LOT OF RESEARCH LOOKING AT A LOT OF OPTIONS. OK. CAN WE IF WE WANT TO FEED EVERY STUDENT HALF DAY FULL DAY WHAT CAN WE DO WHAT'S WHAT'S THE OPTIONS WHAT'S AVAILABLE. DO WE WANT IT TO BE REIMBURSABLE MEALS DO WE JUST WANT TO CATER: WHO CAN DO IT, WHO'S GOT THE CAPABILITY THAT WE WANT TO DO THINGS INSIDE THE DISTRICT BRING THE MEALS IN FROM SATELLITE LOCATIONS INTO INTO THE THREE EARLY CHILDHOOD CAMPUSES. SO THERE WAS A LOT OF OF EFFORT THAT WENT INTO LOOKING AT THE OPTIONS AND ALSO WHAT DOMINOES WILL FALL IF WE CHOOSE OPTION A B OR C AND THE THINGS THAT GO ALONG WITH THAT. THERE THERE WERE SITE VISITS TO EACH CAMPUS MEETING WITH THE CAMPUSES AND THE PRINCIPALS. THERE WAS THE HEALTH DEPARTMENT IS INVOLVED AS YOU CAN IMAGINE THERE IS VERY SPECIFIC REQUIREMENTS THAT THEY HAVE FROM THE RECEIVING PIECE THE SERVING PIECE WHERE THEY EAT THE JUST A NUMBER OF THINGS THAT THEY PROVIDE. SO WE LOOKED AT THE VARIOUS OPTIONS AND THE ONE OF THE OTHER BIGGEST ONE OF THE BIGGEST COMPONENTS ABOUT EVEN THE THINGS THAT WE KNOW ARE THE THINGS THAT WE DON'T KNOW. SO FOR EXAMPLE THE FEDERAL WAIVER IS IN PLACE THIS YEAR FOR PRE-K STUDENTS THAT ARE PARTICIPATING IN THE FEDERAL MEAL PROGRAMS. WELL IS THAT WAIVER GOING TO CONTINUE. NOBODY KNOWS IF THAT'S THE CASE OR NOT, MATTER OF FACT THEY HAVEN'T EVEN BECAUSE OF THE RECENT GOVERNMENT SHUTDOWN. THEY HAVEN'T EVEN MADE A DECISION ON WHETHER THEY'RE GOING TO CONTINUE THAT NEXT YEAR. BUT EVEN IF THEY DO IT'S KIND OF A YEAR TO YEAR TYPE THING. SO WHAT DOES THAT IMPACT? WELL THAT IMPACTS THAT ALL THOSE ARE FREE AND THEY'RE REIMBURSABLE SO EVERY STUDENT IS ABLE TO YOU KNOW EACH MEAL THAT SERVE THERE'S THE YOU BASICALLY CAN COVER YOUR RECOVER YOUR COST IF NOT THEN YOU GET INTO A REAL BIND. THE OTHER THING IS IF THE WAIVER PROGRAM IS NOT IN PLACE THEN HOW MANY STUDENTS ARE ACTUALLY GOING TO EVEN PARTICIPATE. PARENTS MIGHT SAY YOU KNOW I'M GOING TO I'M PACKING THEIR LUNCH THERE. THEY'RE NOT GOING TO EAT. THEY'LL EAT BEFORE THEY COME HALF DAY STUDENTS IS HOW MANY FULL HOW MANY FULL PAYING STUDENTS WILL THERE BE TO OFFSET THE FREE AND REDUCED STUDENTS THAT THAT IT KIND OF NEUTRALIZES ITSELF. THAT'S THAT'S THE HOPE. SO THERE IS JUST A LOT OF THINGS THAT GO INTO THAT. YOU KNOW WE KNOW WHAT WHAT IT MIGHT TAKE. HEALTH DEPARTMENT SAYS YOU NEED TO DO X Y Z. WE CAN PUT A COST OF THAT BUT THERE'S THINGS THAT ONCE AGAIN THAT YOU JUST CAN'T COUNT ON HAPPENING AND YOU'RE SOMEWHAT ROLLING THE DICE ON THAT. WITH THAT INFORMATION AND ALL OF THE LOGISTICS THAT ARE INVOLVED THAT WOULD BE INVOLVED IN THE AND THE COST AND THE MANPOWER BOTH FROM A CAMPUS STANDPOINT AND THE THE PREPARATION ON SATELLITE AT SATELLITE CAMPUSES AND THE DISTRICT IN BRINGING BRINGING THOSE ITEMS OVER. OUR PLANS ARE AS WE MOVE INTO NEXT YEAR IS TO CONTINUE DOING WHAT WE'RE DOING, CONTINUE PREPARING ONSITE AT PEARSON AND THEN CATERING AT BEATY AND ISAACS. EVEN THOUGH THE NUMBERS THAT SUZANA HAS SHARED WITH THE EXPANSION AND ADD ADDITIONAL CLASSROOMS AT THOSE SO WE

[01:55:05]

WITH A FULL DAY STANDPOINT AT BEATY WOULD MOVE UP TO 108 STUDENTS AND THIS IS IF ALL SEATS ARE FULL ARE FILLED AND ISAACS WOULD BE 144. SO THAT'S GOING TO HAVE AN IMMEDIATE IMPACT ON OUR BUDGET THAT WE HAVE FROM A CATERING STANDPOINT PROVIDE THOSE STUDENTS THE FULL DAY KIDS LUNCH AND THEN THE NUMBERS AT PEARSON WOULD GO UP TO 70 FULL DAY STUDENTS AND THEN THAT THAT DEAF ED EDUCATION NUMBER STAYS FAIRLY STABLE KIND OF GOES FROM 15 TO 20 GIVE OR TAKE. AND WITH THAT THERE WOULD BE A LITTLE BIT OF AN IMPACT THAT CYNTHIA'S GROUP MIGHT NEED TO MAKE SOME ADJUSTMENTS IN A MAYBE A LITTLE BIT OF ADDITIONAL STAFFING. AND THEN MAYBE SOME EQUIPMENT IF THEY DON'T HAVE A THE SIZE OF A VARIOUS EQUIPMENT WHETHER IT BE A WARMER COOLER OVEN TYPE THING THAT THEY THEY WOULD MAKE THOSE ADJUSTMENTS BUT IT WOULDN'T BE ANYTHING SIGNIFICANT OR THAT WE WOULD BE UNDER THE TIME CRUNCH TO GET THAT DONE BEFORE THE KIDS COME BACK IN IN AUGUST. SO RANDY IS GOING TO TAKE IT FROM HERE AND TALK ABOUT OUR FACILITIES A LITTLE BIT. ACTUALLY I HAVE A QUESTION ABOUT THE FEEDING PROGRAM AND I KNOW THERESA THIS IS SOMETHING YOU HAVE SOME EXPERTISE WITH. SO ARE WE MANDATED IF IF THE STUDENT IS HALF DAY ECONOMICALLY DISADVANTAGED AND WE KNOW THAT. ARE WE REQUIRED TO PROVIDE THEM WITH A LUNCH.

WE'RE NOT REQUIRED TO DO SO. HOWEVER FROM AN EQUITY STANDPOINT WHEN YOU HAVE PRE-K STUDENTS AT YOUR SATELLITE CAMPUSES SO TO SPEAK THEY'RE ELIGIBLE TO RECEIVE BREAKFAST AND LUNCH AND THAT MEANS THAT IF WE DON'T OFFER THE PROGRAM THEN THE KIDS WHO ARE FULL DAY AND EVEN POTENTIALLY HALF DAY AT OUR EARLY CHILDHOOD CENTERS WOULD NOT HAVE THAT SAME AVAILABILITY. AS FAR AS MEALS BEING PROVIDED TO THEM. I CERTAINLY SEE THE STUDENTS WHO ARE FULL DAY AT OUR EARLY CHILDHOOD NEEDING AN EQUIVALENT EXPERIENCE TO OUR OTHER CAMPUSES. BUT THERE ARE NO HALF DAY CHILDREN AT OUR REGULAR ELEMENTARY CAMPUSES. SO WE HAVEN'T ESTABLISHED A PRECEDENT OF FEEDING CHILDREN WHO ARE HALF DAY. IS THIS CORRECT? THAT IS CORRECT. WE HAVE NOT. SO THE CONCERN IS THAT YOU KNOW MOST OF NOW THAT WE'RE COLLECTING THAT INFORMATION ON ALL OF OUR STUDENTS IF WE HAVE STUDENTS WHO ARE AT THE EARLY CHILDHOOD CENTER WHO ARE IN FACT ECONOMICALLY DISADVANTAGED AND WOULD QUALIFY FOR BREAKFAST OR LUNCH IF WE DON'T OFFER IT THEN WE'RE EITHER GOING TO TAKE AT THE EXPENSE OURSELVES IF WE'RE NOT ABLE TO PARTICIPATE IN A FEDERAL NUTRITION PROGRAM OR WE'LL HAVE TO CONTINUE WITH OUR EXISTING WHICH IS CATERING AND BRING BRINGING THAT IN. AND SO ONE EXAMPLE THIS YEAR WITH A WAIVER AND IF WE PARTICIPATED IN THE BREAKFAST PROGRAM AT OUR EARLY CHILDHOOD CENTERS WE WOULD HAVE HAD A WAIVER FOR THE YEAR BUT BECAUSE WE DIDN'T PARTICIPATE WE WERE NOT ELIGIBLE FOR THAT WAIVER AT THOSE SCHOOLS BECAUSE WE DON'T OFFER A BREAKFAST PROGRAM. WELL I THINK CERTAINLY IN LIGHT OF OUR PREVIOUS CONVERSATIONS ABOUT HARD DECISIONS YOU'RE GOING TO HAVE TO MAKE, I THINK WE NEED TO QUANTIFY CAREFULLY AND UNDERSTAND WHEN IT'S SOMETHING WE CHOOSE TO DO BECAUSE IT'S THE RIGHT HUMAN THING TO DO VERSUS HAVING TO DO IT BECAUSE THERE IS A LEGAL OBLIGATION OR EVEN EQUITY. BUT ONCE AGAIN AS LONG AS WE DON'T HAVE HALF DAY STUDENTS AT OUR REGULAR ELEMENTARIES THEN THERE IS NO INEQUITY BETWEEN HOW A HALF DAY STUDENT IS TREATED. WELL I MEAN THE STUDENTS IF THEY'RE QUALIFYING BECAUSE THEY'RE ECONOMICALLY DISADVANTAGED AND ONE IS AT A HALF DAY VERSUS A FULL DAY AT OUR SATELLITE CAMPUSES THEY WOULD HAVE THE AVAILABILITY TO HAVE BREAKFAST AND LUNCH VERSUS IF THEY'RE ECONOMICALLY DISADVANTAGED AT AN EARLY CHILDHOOD CENTER THEY WOULDN'T HAVE THAT NECESSARILY AS AN OPTION. BUT THEY WOULDN'T BE HALF DAY AT OUR REGULAR ELEMENTARIES, RIGHT? I MEAN WE DON'T HAVE HALF DAY OPTIONS FOR PRE-K IN OUR REGULAR ELEMENTARIES. NO SO THE DISADVANTAGE OR THAT INEQUITY WOULD BE FOR THE HALF DAY STUDENTS AT EARLY CHILDHOOD CENTERS. THEY WOULD NOT HAVE THE SAME ACCESS. I GUESS I'LL HAVE TO GO OFF LINE BECAUSE I'M SORT OF GETTING MY APPLE AND ORANGE MIXED UP HERE BUT I THINK IF WE ARE FEEDING FULL DAY AT ELEMENTARY THAN WE WOULD SEE FULL DAY AT EARLY CHILDHOOD CENTER BUT WE DON'T HAVE A HALF DAY AT THE REGULAR ELEMENTARY. THE DIFFERENCE IS RATHER THAN COMPARING PROGRAM LOCATION TO PROGRAM LOCATION MAYBE WHAT YOU'RE SAYING THERESA IS AN ECONOMICALLY DISADVANTAGED STUDENT NEEDS FOOD. SO WHETHER THEY'RE FULL DAY OR HALF DAY IN COMPARISON TO A STUDENT AT THE SAME LOCATION WHOSE PARENT MAY HAVE CHOSE SO IF THEY'RE AT EARLY CHILDHOOD SCHOOL MAYBE THEY CHOSE HAVE A PROGRAM FOR SOME FAMILY REASON THEY'RE STILL HUNGRY. SO

[02:00:06]

YOU'RE WANTING THEM. I'M SURE TO BE ABLE TO LEARN SO MAYBE THAT'S PART OF A DIFFERENCE. I DON'T KNOW. I CAN UNDERSTAND THAT. I DO TOO FROM A HUMANISTIC POINT OF VIEW BUT I THINK WE JUST NEED TO LOOK AT WHAT THE NUMBERS ARE SAYING IF WE'RE GONNA BE BUILDING CAFETERIAS IF WE DO THAT SHOULD WE BUILD ALSO SOME FAMILY SUPPORT ROOMS WHICH WOULD BE AMAZING. SO JUST LOOK AT IT AS A HOLISTIC SOLUTION. ABSOLUTELY. ANY OTHER QUESTIONS. OH RANDY'S GOING TO TALK FURTHER.

WE WERE ASKED TO ESTIMATE SOME COST AS FAR AS CONSTRUCTION OR ENHANCEMENT OF CURRENT KITCHENS AT THE PRE-K CENTERS AND IN DINING SPACES AND SO BEATY AND PEARSON DO HAVE A MODIFIED KITCHEN TYPE SETTING THAT WAS MORE FOR CATERING AND WARMING AND THOSE TYPE THINGS TO UPGRADE THOSE WE'RE ESTIMATING THOSE TO BE ABOUT 2.4 MILLION PER FACILITY AND OVER ISAACS BECAUSE IT DOESN'T HAVE ANYTHING TO START FROM, WE'RE LOOKING AT ABOUT A 3.2 MILLION AND SO THE TOTAL OF THAT FOR THE THREE PRE-K CENTERS WOULD BE ABOUT 8 MILLION DOLLARS AS FAR AS CONSTRUCTION COST SO AS WE LOOK AT THAT I MEAN THERE WASN'T ANYTHING INCLUDED IN THE BOND TO BUILD SPECIFICALLY TO ADD ON KITCHENS AND DININGS ONTO THE PRE-K CENTERS. SO THE CLOSEST FUNDING IN THAT WOULD BE THE THE FUNDING THAT WAS INCLUDED FOR A FOURTH PRE-K EARLY CHILDHOOD CENTER FOR THERE WAS 21,285.

THE LANGUAGE THAT WAS IN THE DOCUMENTATION NOT IN THE BOND ORDER BUT JUST MORE IN THE THE PROMOTIONAL MATERIALS ON THE BOND SAID THAT THE CONSTRUCTION OF THE FOURTH EARLY CHILDHOOD CENTER FOR PRE-K STUDENTS TO ACCOMMODATE POPULATION GROWTH AFTER FIRST UTILIZING EXISTING CAPACITY AT CAMPUSES AND THEN IT HAD ADDITIONAL SCHOOL WOULD BE BUILT ONLY AFTER EXHAUSTING THE USE OF EXISTING FACILITIES. SO A PURPOSE OF THESE FUNDS COULD BE REPURPOSED ACCORDING TO JUST ACCORDING TO THE GUIDELINES AND IN THE WAY THAT THE BOND ORDER WAS ACTUALLY WRITTEN WE FEEL LIKE WE HAVE THAT FLEXIBILITY IF IT'S SOMETHING THAT WE DEFINITELY WANT TO PURSUE. I CAN FOLLOW UP AGAIN WITH BOND COUNCIL AND BE SURE THEY'RE OKAY WITH THIS BUT I MEAN THAT WOULD BE A WAY TO ACCESS ABOUT 8 MILLION DOLLARS OF BOND FUNDS BUT IT WOULD BE REPURPOSING WHAT WAS IN THERE A PORTION OF WHAT WAS IN THERE FOR EARLY CHILDHOOD BEFORE. SO TO ME THE COST BENEFIT ANALYSIS HERE IS NOT NECESSARILY WHAT THE CONSTRUCTION COST IS IT'S WHAT'S THE OPERATIONAL COST OF DOING THIS VERSUS THE COST OF CONTINUING TO UTILIZE AN OUTSIDE THIRD PARTY SERVICE PROVIDER. I THINK TAMMY TO YOUR POINT WE'RE HAVING TO COUNT PENNIES RIGHT NOW. SO TO ME THAT'S THE ANALYSIS I THINK THE BOND FUNDING IS ONE THING BUT WHAT'S IT GONNA COST TO RUN THAT KITCHEN.

SO YOU'RE NOT RECOMMENDING ANY CHANGE FOR NEXT YEAR RIGHT, KARY? SO AS YOU ARE LOOKING AT THE ENROLLMENT HOW STUDENTS MAP OUT AND EVERYTHING IN WRAPPING UP THE WRAPAROUND SERVICES STUDY THAT YOU'VE BEEN UNDERTAKING WOULD YOU BE CONVENING YOU KNOW BRINGING THESE TWO THINGS TOGETHER TO LOOK AT WHAT COULD THIS MEAN FOR YOU KNOW WHERE WOULD YOU EXPAND THESE OR HOW SOME OF THOSE THINGS IN THESE PLACES MAYBE THAT CONVERSATION LIKE YOU KNOW YOU'RE HEARING HERE THESE TWO COME TOGETHER FOR STUDY OR YOU KNOW UPDATING OVER THE NEXT YEAR. AND I THINK THERE'S A THIRD PART AS WELL. I MEAN WE HAD THE CONVERSATION ABOUT CAPACITY WE SAW HOW MITCHELL IT'S BEEN FLIP FLOPPING AROUND. I THINK TO LOOK HARD IN TERMS OF THEIR NEEDS WE COULD ANTICIPATE FOR CLASSROOMS THAT MAY NEED TO BE ADDED TO SOME OF THESE FACILITIES. BUT IF YOU TAKE HALF THAT MONEY AND JUST SPEND IT ON CAFETERIAS I WILL BE EXTRAORDINARILY DISAPPOINTED BECAUSE THAT WON'T BE PROVIDING THE SERVICES WE NEED LONG TERM FOR FAMILIES. IT WON'T GIVE YOU A PLACE TO DO THE WRAPAROUND SERVICES THEY WON'T GIVE YOU A PLACE TO HAVE CLASSROOMS WHEN WE DO HAVE THIS VARIATION ENROLLMENT. I THINK IT'S WORTHY TO LOOK AT IT BUT ONLY IF YOU LOOK AT IT IN THE TOTALITY OF THE SERVICES WE WANT TO PROVIDE TO THESE CHILDREN AND THESE FAMILIES AND I ALSO REMIND THAT THAT LANGUAGE WASN'T IN WHAT THE VOTERS VOTED ON AND THE FOURTH EARLY CHILDHOOD IS ONE OF THE HIGHEST RATED IN TERMS OF WHEN PEOPLE WERE SURVEYED ABOUT HOW THEY WANTED TO SPEND THEIR BOND MONEY IN ADVANCE. AND SO LET'S NOT SHORT SHIFT THESE CHILDREN AND THESE FAMILIES. IT SOUNDS LIKE MORE MORE STUDY. AND THE REASONS ONE THE REASONS WE BROUGHT THIS IS JUST BECAUSE IT TAKES SO MUCH LEAD TIME BECAUSE IF WE'RE GOING TO ADD KITCHENS AND IN DINING AREAS YOU KNOW THE CONSTRUCTION PROCESS BY THE TIME WE HAVE TO HIRE AN ARCHITECT WE HAVE TO SELECT A

[02:05:01]

METHOD WE HAVE TO GO OUT FOR BID WE HAVE TO HIRE A CONSTRUCTION FIRM. SO JUST SO YOU KNOW I MEAN THAT'S PROBABLY A 9 TO 10 MONTH PROCESS TO DO THESE AND SO YOU KNOW WE'D HAVE TO START THAT FAIRLY SOON TO EVEN DO IT FOR THE 2020-2021 YEAR AND IF IT WASN'T DONE SOON IT WOULD EITHER HAVE TO START MID-YEAR OR THE FOLLOWING YEAR.

SO JUST SO YOU'RE AWARE THAT DECISION DOES TAKE A LOT OF LEAD TIME. SO SARA YOU'RE LOOKING AT THIS IN A HOLISTIC WAY THEN? WE JUST WANTED TO MAKE SURE THAT WE HAD THE THE AS WE EXPAND PRE-K THE FEEDING OF THE KIDS IN MIND OF WHAT THAT WOULD TAKE. AND LOOKING AT THE ANALYSIS OF WHAT WE'RE PAYING TO CATER AND WHAT STAFF WE'RE USING TO FEED KIDS CURRENTLY AND THEN AS WE CONTINUE TO EXPAND WHAT THE WHAT THE FEEDING NEEDS ARE JUST LIKE TRANSPORTATION AND FANS. WE LOOK AT THAT AS WELL THAT THE WHOLE WRAPAROUND PIECE IS PART OF SOMETHING WE FEEL LIKE WE NEED TO LOOK AT NOT ONLY ON THE EAST SIDE BUT ACROSS THE DISTRICT. SO MAYBE ON THE WEST SIDE. YES MA'AM. AND ALSO ONCE WE GET A FACILITY. YEAH. OKAY. ANY OTHER QUESTIONS ABOUT THIS TOPIC. RIGHT. BEFORE WE MOVE ON TO MORE STUDENT LEARNING I WANT TO POLL THE BOARD. WE'VE BEEN AT THIS FOR YOU KNOW ALMOST TWO AND A HALF HOURS NOW. I'M GONNA ESTIMATE WE HAVE PROBABLY ANOTHER HOUR LEFT. WOULD YOU LIKE TO TAKE A RECESS FOR A MINUTE. OKAY. FIRST I WANT TO THANK SUZANA FOR ALL THE WORK YOU'VE DONE FOR EARLY CHILDHOOD. I THINK YOU'VE MOVED THIS DISTRICT AHEAD EONS AND THERE'LL BE LOTS OF LITTLE KIDS WHO THANK YOU. YES TEACHERS TOO YES. [APPLAUSE]. ALL RIGHT. SO IT'S 8:18 NOW. COME BACK IN 10 MINUTES. OK. RECESS FOR 10 MINUTES. OK RECESS IS ENDED AT 8:28 P.M. WE WILL NOW HEAR OUR REPORT FROM DASH WEERASINGHE DR DASH SENIOR EXECUTIVE DIRECTOR FOR ASSESSMENT RESEARCH AND PROGRAM EVALUATION HE WILL REPORT ON MIDYEAR PROGRESS MONITORING AND GROWTH UTILIZING MAP ASSESSMENT DATA AND DASH BEFORE I TURN IT OVER TO YOU, I'M GOING TO TURN IT OVER TO SUPERINTENDENT BONSER. THANKS. THANK YOU PRESIDENT BENDER.

SO LAST SUMMER THE BOARD ATTENDED TRAINING AND THEY WERE REQUIRED BY THE STATE OF TEXAS TO ATTEND TRAINING ON STUDENT LEARNING. AND SO WE HAD PEOPLE COME IN AND WORK WITH THE BOARD AND TALK WITH US ABOUT HOW IMPORTANT IT IS THAT THE BOARD UNDERSTANDS ALL ABOUT STUDENT LEARNING IN OUR DISTRICT. AND ONE OF THE QUESTIONS THAT COMES UP IN THE TRAINING IS HOW DO WE KNOW, HOW DO WE KNOW THAT KIDS ARE GROWING ACADEMICALLY. AND YOU KNOW WE HESITATE A LOT TO TALK ABOUT HOW DID THE STUDENT DO ON STAR LET THAT BE A MEASURE OF STUDENT ACHIEVEMENT BECAUSE IT'S A ONE DAY ONE TEST ONE TIME KIND OF MEASURE. AND FOR PLANO ISD ONE OF THE TOOLS THAT WE UTILIZE TO FORMATIVELY ASSESS WHERE KIDS ARE AND HOW THEY'RE GROWING IS DO THE MAP ASSESSMENT THAT DASH IS GOING TO TALK ABOUT IN JUST A MINUTE BUT I WANT TO KIND OF SET A CONTEXT FOR THIS IS THAT WE USE MAP FORMATIVELY NOT SUMMATIVELY. AND THAT'S VERY IMPORTANT BECAUSE WE'RE WE DON'T WANT MAP TO BECOME AN INDICATOR OF A PLACE AT THE END OF A TIME. IT'S A CONTINUUM OF LEARNING AND WHERE KIDS ARE IN THEIR GROWTH ALONG THAT CONTINUUM. AND THEN HOW DOES THAT INFORM INSTRUCTION AND INSTRUCTIONAL PRACTICE FOR TEACHERS AND INSTRUCTIONAL MOVEMENT FOR THE DISTRICT AND NEEDS FOR THE CURRICULUM AND NEEDS FOR YOU KNOW OUR OWN OUR OWN ASSESSMENT TOOLS. AND SO WE THOUGHT THAT IT WOULD BE A REALLY IMPORTANT THING IN ORDER TO HAVE THAT NEXT STUDENT LEARNING CONVERSATION WITH THE BOARD HALFWAY THROUGH THE YEAR AS TO SAY WELL HOW ARE WE DOING AND HOW DO WE KNOW HOW  WE'RE DOING AND ARE OUR KIDS GROWING. AND SO THIS REPORT IS THE FIRST REALLY KIND OF THE FIRST OF ITS KIND TO SHARE THAT INFORMATION WITH YOU AS A BOARD AND THEN REALIZE ANY TIME YOU SHARE INFORMATION LIKE THIS IT'S YOUTH IS VULNERABLE FEELING THAT WE ALL HAVE TO GET PAST BECAUSE IF WE'RE ABOUT CONTINUOUS IMPROVEMENT THEN WE LOOK AT WHERE THE GROWTH IS STRONG SO WE CAN KEEP DOING THOSE THINGS AND WHERE THE GROWTH IS AN AREA FOR US TO CONTINUE TO IMPROVE. AND WHAT ARE WE GOING TO DO ABOUT

[02:10:03]

THOSE THINGS AND SO WE ARE GOING TO PEEL BACK THE LAYER HERE AND PUT THE MAP ON THE TABLE TONIGHT. AND I APPRECIATE DASH AND THE TEAM WORKING HARD TO PUT SOME REALLY COMPLICATED INFORMATION TO IT INTO SOME KIND OF A FORMAT THAT YOU ALL CAN SHARE IN AND OBSERVE TONIGHT. SO DASH I'M GOING TO TURN IT OVER TO YOU.  I THINK THE CONTROLLER IS WORKING ON IT. GREAT. WELL THANK YOU PRESIDENT BENDER AND SUPERINTENDENT BONSER FOR THAT GREAT INTRODUCTION BECAUSE PROBABLY I CAN SKIP A SLIDE. [LAUGHTER]. WE'VE TALKED ABOUT MAP AFTER ALL WE'VE BEEN GIVING. WE WERE I THINK THE FIRST DISTRICT IN THE STATE TO START WITH MAP IN 2001 AND THINGS HAVE MOVED ALONG QUITE A BIT SINCE THEN. EIGHT HUNDRED THOUSAND STUDENTS TOOK MAP IN TEXAS THIS WINTER. AND ABOUT 10 MILLION STUDENTS TOOK IT THIS WINTER ACROSS THE COUNTRY AND AN ADDITIONAL 500,000 TOOK IT AROUND THE WORLD. SO IT'S ONE OF THE MOST WIDELY ADMINISTERED TESTS. BUT THEN THERE ARE PROS AND CONS WHEN THE TEST IS THAT BROAD BUT IT IS BUT THEN AT THE SAME TIME THIS IS A GREAT FORMATIVE TOOL FOR US. WE CAN LAID OUT A TIMELINE BUT THE PURPOSE IS MAP CAN BE GIVEN THREE TIMES A YEAR. IN PLANO WE MOSTLY GIVE IT IN MIDDLE OF THE YEAR AND END OF THE YEAR BECAUSE WE ARE IT'S A BALANCE OF BETWEEN INSTRUCTIONAL TIME AND TESTING. AND AT THE END OF THE CHECKPOINT THAT WE HAVE IS A PRETTY GOOD ESTIMATE FOR MOST STUDENTS THAT RETURN TO PLANO FOR THE BEGINNING OF THE YEAR. AND WE DO TEST ALL OUR NEW STUDENTS. SO IT'S USED AS A FORMATIVE TOOL.

THE KEY POINT IS GROWTH. AND YOU KNOW MOST PROBABLY ALL IF YOU HAD CHILDREN HERE MAP VERY WELL IT'S A COMPUTER ADAPTIVE TEST SO IT GIVES A VERY ACCURATE TRUE REFLECTION IN THE FOUR REPORTING CATEGORIES THAT ARE ALIGNED WITH THE STATE ASSESSMENT ON WHERE THE STUDENT IS. SO AT THE BEGINNING IT'S A CHECKPOINT YOU USE FORMACTIVELY, YOU CAN BREAK IT DOWN INTO LEARNING STANDARDS WHERE ARE THE STUDENTS READY TO LEARN AND AND WHAT THEY'VE MASTERED AND CAN THEN MOVE ON. SO IT'S A VERY YOU CAN ADJUST INSTRUCTION YOU CAN PERSONALIZE INSTRUCTION AND STILL REMAIN WITHIN OUR PLANO ISD CURRICULUM AND MOVE FORWARD. ONE OF THE MOST FAMILIAR GRAPHS THAT IF YOU HAD A CHILD IN PLANO YOU HAVE SEEN. I DID HAVE TO FIND A KID WHO HAD CONTINUOUS DATA BECAUSE THAT WAS GREAT INFORMATION THAT WE HEARD EARLIER THAT WHAT 70 PERCENT WHAT 68-70 PERCENT OF OUR KIDS ARE NOT ONLY MOVING TO SECONDARY SO THEY SAID THERE'S A GROUP OF KIDS THAT WE DON'T HAVE CONTINUOUS DATA BUT THIS GIVES SUCH ACCURATE MEASURE THAT MOST PROBABLY THIS IS WHAT WE CAN USE IT MORE ACCURATELY TO MAKE INSTRUCTIONAL DECISIONS. WE GIVE THE TEST IN READING AND MATH IN KINDERGARTEN THROUGH GRADE 8. IN SCIENCE IN GRADES THREE THROUGH EIGHT. AND LANGUAGE USAGE AND THAT IS THE REVISING MOSTLY THE REVISING AND EDITING THERE IS NO WRITTEN PIECE FOR MAP THE REVISING EDITING PIECE IS GIVEN BASED ON INDIVIDUALS TO THEIR NEEDS. SO IT IS MOSTLY IT IS ADMINISTERED BY MANY OF THE ELS STUDENTS AND ALSO SPECIAL ED STUDENTS TOO FOR THEIR PROGRESS MONITORING.

THE GRAMMAR. THIS IS A NATIONALLY NORMED ASSESSMENT. IT IS NOT LIKE STYLE. IT'S GRADE BASED. SO THE ONE OF THE KEY COMPONENTS HERE IS THE FACT THAT THE TEST ADJUSTS TO THE LEVEL OF STUDENTS UNDERSTANDING. SO IF THERE'S A THIRD GRADE STUDENT THAT IS FUNCTIONING IN LET'S SAY IN MATH AT THE FIFTH GRADE LEVEL WITHIN LIKE THE FIRST TEN TO TWELVE ITEMS THE TEST HAS ADJUSTED TO THAT FIFTH GRADE LEVEL AND THEN THEN IF THE STUDENT KEEPS GETTING THE CORRECT ANSWER ANSWERS CORRECT THEN IT GETS MORE COMPLEX AND MORE DIFFICULT QUESTIONS. BUT IN THE END MOST

[02:15:02]

STUDENTS GETS BETWEEN 48 AND 58 PERCENT OF THE ITEMS RIGHT ON THE TEST. IT WORKS IN THE REVERSE WAY THE SAME WAY THERE'S A FIFTH GRADE STUDENT WHO IS FUNCTIONING AT LET'S SAY THE THIRD GRADE LEVEL. HE MAY START AT THE FIFTH GRADE LEVEL BUT WITHIN ABOUT 10 TO 15 ITEMS MOST OF THE ITEMS HE SEES WILL BE AT THE THIRD GRADE LEVEL. AND AFTER THAT IT IS ABOUT HOW WELL YOU CALIBRATE. SO EVEN THAT STUDENT GETS ABOUT 48 TO 58 PERCENT OF THE ITEMS RIGHT. SO. SO IT'S A VERY DIFFERENT TEST COMPARED TO THE CRITERIA REFERENCE LIKE A GRADE LEVEL ASSESSMENT LIKE STYLE. SO WHY MAP AND WINTER. SO WINTER MAP IS ONE OF THE TEST INTERVALS. IT'S A PROGRESS CHECK. AND THERE ARE FEW THINGS WE CAN DO WE CAN MEASURE GROWTH FROM FALL TO WINTER, SPRING TO WINTER AND FROM WINTER TO WINTER FROM A PREVIOUS ASSESSMENT AND WE CAN ALSO LOOK AT WHAT THE INSTRUCTIONAL ADJUSTMENTS THAT ARE NEEDED AT THE INDIVIDUAL STUDENT LEVEL AT THE CLASSROOM LEVEL AT THE GRADE LEVEL AND EVEN AT THE DISTRICT LEVEL. SO AND THE WORK THAT'S LEADING TO THIS WILL BE PART OF OUR DATA DRIVEN INSTRUCTION IN OUR COLLABORATIVE TEAMS. SO THIS IS THE ESSENTIAL PIECE OF THAT COMBINED WITH ALL OUR UNIT ASSESSMENTS OUR FORMATIVE ASSESSMENTS THAT WE'VE GIVEN OUR WEEKLY ASSESSMENTS. SO THIS IS PART OF THAT COLLABORATIVE TEAM'S INPUT. ANOTHER PIECE THAT IS AVAILABLE IS STAR PROJECTIONS. AND WHEN I TALK ABOUT THE PROJECTIONS THIS IS WE MENTIONED IN OUR TRAINING YOU KNOW WHEN YOU PROJECT WHERE THE STUDENT IS GOING TO PASS STAR AT WHAT LEVEL. THAT'S NOT DESTINY. WE HAVE THREE FOUR MONTHS OF ADDITIONAL INSTRUCTION. YOU CAN CHANGE THAT PROJECTION. SO ONE OF THE THINGS IN A MAP IS VERY TECHNICAL IN THE DETAILS. SO FOR A THIRD GRADER THEY'VE COUNTED THE NUMBER OF WEEKS OF INSTRUCTION BETWEEN THE TEST DATE AND THE STAR TESTING DATE AND THEY'VE ALREADY ACCOUNTED FOR LIKE 22 WEEKS OF INSTRUCTION. SO IF THE KID GREW AT THE SAME RATE AS IN THAT 22 INSTRUCTION THIS IS WHAT YOU WOULD EXPECT. BUT WE HAVE THE ABILITY TO CHANGE THAT TRAJECTORY FOR THAT STUDENT. WE CAN MAKE IT A STEEPER LEARNING CURVE FOR THAT STUDENT AND WE CAN SOMETIMES EXCEED PROJECTIONS. SO IT'S SO IT'S A VERY CLOSE PROJECTION SO WE KIND OF WE IT'S VERY HARD TO BEAT AN AVERAGE KIND OF THING BUT IT IS STILL A PROJECTION ON STAR GROWTH. SO ASK THE QUESTION, HOW GOOD IS IT? HOW GOOD IS THAT PROJECTION? SO I'VE COMPARED HERE THE FOURTH GRADE READING FROM LAST SCHOOL YEAR. SO THE ORANGE LINES ARE WHEN THE STUDENTS TOOK 4TH GRADE READING MAP. IN FOURTH GRADE, WHEN THE STUDENTS TOOK MAP IT ESTIMATED THAT 30 PERCENT IN THOSE BLUE LINES ABOUT 30 PERCENT OF THE STUDENTS WILL BE AT THE MASTERS LEVEL, 53 WILL BE AT THE MEETS LEVEL OR HIGHER. AND 81 PERCENT WILL BE AT THE APPROACHING LEVEL OR HIGHER WITH ABOUT 20 PERCENT AT THE DID NOT MEET. AND WHEN THE APRIL FOURTH GRADE KIDS TAKE THE STAR TEST IN IN LATE APRIL OR EARLY MAY. AND THIS IS WHAT THE REAL OUTCOME WAS 38 PERCENT WERE AT THE MASTER'S LEVEL 60 PERCENT WHERE THE MEETS LEVEL OR HIGHER AND 81 PERCENT WERE APPROACHING AND HIGHER. AND ABOUT 19 PERCENT AT DID NOT MEET. SO I THINK NOT ALL GRADES LOOK LIKE THIS BUT THEY'RE VERY VERY CLOSE. BUT THIS IS A VERY GOOD REFLECTION OF HOW THE PREDICTION ABILITY IS. AND THIS IS WHY WHEN YOU KNOW WHEN I REMEMBER 10 YEARS AGO WHEN NWA WERE TRYING TO ESTIMATE THIS HALF THE STUDENTS CAME FROM PLANO BECAUSE THERE WEREN'T THAT MANY STUDENTS IN TEXAS GIVING MAP. BUT NOW WITH 800 STUDENTS TESTING ABOUT ABOUT 80,000 STUDENTS AT EACH GRADE LEVEL THEY'RE PRETTY GOOD GETTING PRETTY GOOD AT THESE PROJECTIONS. DASH I'M CURIOUS IF YOU KNOW IT LOOKS LIKE THIS IS A GREAT PREDICTOR FOR APPROACHES AND DID NOT MEET BUT IT'S UNDER PREDICTING ON MEETS AND MASTERS. ARE YOU FINDING THAT ACROSS ALL GRADE LEVELS THAT IT'S PREDICTING THAT SUCCESS AT THAT LEVEL. WELL THERE ARE MARGINS THAT ARE IN SOME GRADES LEVEL THERE'S A SLIGHT ON THEN ON THE PLUS SIDE, SLIGHTLY ON THE MINUS SIDE. SO BUT IT IS ON AGGREGATE AT THE DISTRICT LEVEL. IF I ACCUMULATE ALL GRADES THREE THROUGH EIGHT IT'S ALMOST LIKE SPOT ON. SO THERE ARE BUT THE STAR TEST ALSO THE DIFFICULTY CHANGES A LITTLE BIT FROM YEAR TO YEAR. FOURTH GRADE IS A PRETTY GOOD ONE BECAUSE YOU

[02:20:01]

KNOW FIFTH GRADE WITH FIRST AND SECOND ADMINISTRATION YOU KNOW THINGS THAT ARE MORE COMPLICATIONS COMING IN FIFTH AND EIGHTH GRADE BECAUSE THAT HAS MORE ADDITIONAL WEEKS OF BECAUSE THEY TEST EARLY IN FIFTH GRADE AS EARLY APRIL COMPARED TO THE OTHER GRADE LEVEL. SO THERE ARE SOME DIFFERENCE IN THAT BUT ON AVERAGE NORMALLY OUR MASTER'S RATES HAVE GONE UP SLIGHTLY THAN THE PREDICTION. REMEMBER THIS IS THIS IS CUMULATIVE DATA RIGHT. SO IT IS THE MEETS NUMBER FIFTY THREE PERCENT INCLUDES THE KIDS WHO ARE AT THE MASTERS MEETS AND ABOVE. SO THE ERRORS BETWEEN PROJECTION AND THE ACTUALS I THINK THEY'RE IN THE THE RIGHT DIRECTION. I MEAN YOU WANT TO OVERESTIMATE HOW MANY DID NOT MEET. SO YOU PUT MORE EFFORT THERE AND UNDERESTIMATE THE ONES WHO MEET AND MASTER. SO IF IF YOU MAKE AN ERROR THAT'S THE DIRECTION TO MAKE IT AT.

BECAUSE YOU DON'T WANT TO EXPECT THAT THE KID IS GOING TO PASS AT THE HIGHEST STANDARD THEN NOT BE THE OTHER WAY. YOU DON'T WANT THE NEGATIVE SURPRISES OUT THERE. A POSITIVE SURPRISE. OKAY. SO SO WHAT DID OUR STAFF PROJECTIONS SAY. THIS IS THIS YEAR'S DATA. AND EACH COLUMN IS IT'S A GRADE LEVEL THESE TOP PROJECTIONS ARE AVAILABLE FOR GRADES THREE THROUGH EIGHT AND THIS IS MATH RESULTS. SO AND YOU CAN ASK ME QUESTIONS ON WHY THESE PROPORTIONS ARE DIFFERENT. BUT JUST ONE CAVEAT HERE IN IN OUR MATH STRAND AT THE EIGHTH GRADE LEVEL ONLY THE MAP EIGHT KIDS TAKE THE ASSESSMENT. SO THE ALGEBRA KIDS AND THE GEOMETRY KIDS ARE NOT NOT REQUIRED TO ASSESS AND THE SAME THING IN SEVENTH GRADE A CERTAIN PORTION OF SEVENTH GRADE ALGEBRA 1 KIDS THEY'RE NOT AND THAT MAY BE A FEW KIDS FROM SIXTH GRADE DOING THAT SAME GRADE YEAR. BUT SO THE DENOMINATOR IS NOT ALL KIDS TESTED. SO.

AND THIS IS REFLECTIVE OF OUR STAR PASSING RATES. [INAUDIBLE] OUR FIFTH AND EIGHTH GRADE PASSING RESULTS FOR US AND FOR THE WHOLE STATE. THEY HAVE THE BEST OUTCOMES FOR APPROACHING MEETS AND MASTERS. FOURTH GRADE AND SEVENTH GRADE PEOPLE SAY THAT'S THE HARDEST GRADE LEVELS TO GET THE SAME PROPORTIONS ON STAR. SO THESE NUMBERS REFLECT THOSE PROJECTIONS THOSE DIFFERENCES IN DIFFICULTY OF THE ASSESSMENT. SO THIRD GRADE 32 PERCENT ARE PROJECTED TO BE AT THE MEETS LEVEL AN ADDITIONAL 30 PERCENT AT THE MEETS LEVEL AT 32 PERCENT AT THE MASTERS LEVEL ADDITIONAL 30 PERCENT AT THE MEETS LEVEL AND AN ADDITIONAL 23 PERCENT AT THE APPROACHING LEVEL WITH 16 PERCENT PROJECTED DO NOT MEET AND THIS IS THE SAME INFORMATION SAME LAYOUT FOR READING. THE YELLOW IS MASTERS AND THE BLUE IS MEETS PURPLE IS IN APPROACHES LEVEL AND PINK IS DID NOT MEET AND HERE ALMOST ALL STUDENTS IN EACH GRADE LEVEL I ASSESSED. DASH CAN WE GO BACK TO THE MATH FOR JUST A SECOND. IS IT CORRECT IN SAYING THAT THERE ARE SOME OBJECTIVES IN THE MATH CURRICULUM THAT THE STUDENTS MIGHT NOT EVEN HAVE HAD YET BY THE TIME THEY TOOK THIS WINTER TEST I MEAN THEY STILL HAVE SOME NEW TOPICS OR NEW OPPORTUNITIES. THAT. YES. SO TECHNICALLY YES AND REMEMBER BUT THE THE WAY THE THE PROJECTION SYSTEM WORKS BECAUSE IT IS TAKING INTO ACCOUNT THAT THE SCOPE AND SEQUENCE IS NOT TOO DIFFERENT IN ELEMENTARY RIGHT. SO IF IN MOST CASES. WELL IN PLANO IT IS IDENTICAL FOR EVERY SCHOOL. SO IT IS TRYING TO PREDICT SOMETHING THAT A STUDENT MAY NOT BE EXPOSED TO RIGHT BUT THAT'S ALREADY TAKEN INTO ACCOUNT IN THE PROJECTION. SO NOW SOME DISTRICTS MAY HAVE A SLIGHTLY DIFFERENT SCOPE AND SEQUENCE THAT MAY KIND OF CHANGE THESE FORMULAS BUT I DON'T THINK IT'LL CHANGE TOO MUCH. IT IS VERY IMPORTANT THAT QUESTION IN A SUBJECT LIKE MATH AND SCIENCE BECAUSE YOU KNOW EXPOSURE BRINGS SOME LEVEL OF KNOWLEDGE AND STUDENTS CAN TRANSFER THAT EXPOSED KNOWLEDGE EVEN A LITTLE BIT TO A BETTER OUTCOME IF THEY HAVE THE TRANSFERABILITY.

THIS IS READING THE SAME LAYOUT AGAIN TO MENTION THIS IS PRETTY MUCH EVERY KID IN THE GRADE LEVEL HAVE HAD BEEN ASSESSED HERE AND YOU CAN SEE THE SAME PATTERNS AS

[02:25:06]

FOR MATH. THIRD FOURTH WE DO THE STAR ASSESSMENT, THE PASSING GRADES ARE A LITTLE BIT EASIER ON THE FIFTH THAN EIGHTH GRADE. AND THAT'S THAT'S ONE OF THE OUTCOMES. THE SEVENTH GRADE KIND OF IS VERY REFLECTIVE OF THIRD AND FOURTH GRADE AND IN SCIENCE WE DO GET PROJECTIONS FOR A FIFTH GRADE STAR AND EIGHTH GRADE STAR AND AND I THINK IT'S OUR OVERALL IF YOU SEE THESE GRAPHS IN EVERY GRADE LEVEL EVERY SUBJECT THE FAILURE RATE THAT'S IN THE MOST CASES THE ACTUAL ONES ARE ALL IN THE 15 TO 18 PERCENT RANGE. WHEN THE RESULTS COME IN WITH THE ESPECIALLY WITH THE SECOND ADMIN IN THE FIFTH AND EIGHTH GRADE CHANGES QUITE A BIT. THE ONE OF THE THINGS THAT MOST PROBABLY WE HAVEN'T TALKED ABOUT IN DETAIL AND THIS PART MAYBE A LITTLE BIT NEW. SO I'LL KIND OF SET UP KIND OF THE STAGE HERE WHEN YOU WHEN YOU START LOOKING AT GROWTH. WE IT'S KIND OF A DIFFERENT CONVERSATION WE'RE HAVING TODAY COMPARED TO WITH THE SCHOOLS AND THE AND THE TEACHERS FROM WHAT WE HAD MAYBE FOUR OR FIVE YEARS AGO. DEFINITELY EVEN THREE YEARS AGO THE MATHEMATICS OF MAP IS KIND OF COMPLICATED BUT SO IT'S SOMETIMES YOU HAD TO MAKE IT EASILY UNDERSTOOD TO GET THE BEST OUTCOME. SO SO THEY CAME UP WITH THIS MEASURE AND CALLED A CONDITIONAL GROWTH PERCENTILE. AND THIS IS ABOUT COMPARING STUDENTS TO MATCHED PEERS WHO ARE IN THE SAME GRADE LEVEL WHO SAME STARTING POSITION STARTING TIME AND THEY HAVE THE SAME NUMBER OF INSTRUCTION DAYS BETWEEN THE STARTING ASSESSMENT AND THE ENDING ASSESSMENT. SO THERE MAY BE TWO STUDENTS LET'S SAY THEY'RE THE YELLOW BAR WHO STARTS OUT MAYBE AT THE 23RD PERCENTILE AND THE MAP MIGHT DECIDE THAT STUDENT HAS TO GROW LET'S SAY 20 POINTS. THEN MAYBE ANOTHER STUDENT WHO STARTS OUT AT THE 50TH PERCENTILE THAT STUDENTS HAS TO HAVE TO GROW LET'S SAY HIS TYPICAL GROWTH WITHIN THE SCHOOL YEAR LET'S SAY FROM YEAR TO YEAR. LET'S SAY WINTER TO WINTER IS MAYBE 10 POINTS. RIGHT. SO. SO THIS IS THIS IS A THIS IS A VERY CLEVER COMPLEX CONVERSATION TO KIND OF HAVE WITH WITH TEACHERS IS. WELL THIS GREW THIS STUDENT HAD TO GROW 20 VERSUS THE STUDENT HAD TO GROW 10. AND THAT'S BECAUSE THEY STARTED AT TWO DIFFERENT POINTS AND THEY WILL END AT TWO DIFFERENT POINTS TOO. SO BUT COMPARING THAT STUDENT TO START AT THE 23RD PERCENTILE TO A SET OF PEERS WHO ARE IN THE SAME GRADE WHO STARTED ALL AT THE 23RD PERCENTILE WHEN THAT STUDENT GREW 20 POINTS THAT STUDENT NOW AMONG HER PEERS SHE GREW EXACTLY WHERE ON AVERAGE WITH HER PEERS GROUP SO HER GROWTH PERCENTILE IS AT THE IN A NORMAL CURVE IT'S GOT THE EXACT ANNUAL GROWTH THAT THE STUDENT WAS SUPPOSED TO GET. AND THAT'S THE FIFTIETH PERCENTILE IN THE DISTRIBUTION. SO WHEREAS THE KID IN GREEN IF HE GREW THE EXACT 10 POINT HE HAD TO GROW COMPARED TO HIS PEERS. HE'S ALSO HAD THE 50 PERCENTILE. SO THOUGH THEY STARTED OUT AT TWO DIFFERENT POINTS. BOTH OF THESE STUDENTS GREW EXACTLY WHERE THEY WERE SUPPOSED TO BE. SO WITH THAT UNDERSTANDING SO LET'S NOT LOOK AT GRADE TO GRADE OUR WINTER TO WINTER PROJECTIONS FROM 2017 WINTER TO 2018 WINTER. SO YOU LOOK AT THE GRADE 1 AND IF YOU ARE AT THE 50TH PERCENTILE THAT MEANS ALL STUDENTS ON AVERAGE GREW FROM WHERE THEY STARTED TO WHERE THEY NEEDED TO BE IN BETWEEN WINTER TO WINTER. SO OUR GROWTH PERCENTILE COLLECTIVELY AS A DISTRICT FOR GRADE ONE IS AT THE 80TH PERCENTILE. AND THAT'S PRETTY GOOD. THAT MEANS THEY GOT MORE THAN A YEAR'S WORTH OF GROWTH. SO THOSE ARE THE NUMBERS. GRADE 1, GRADE 2 AND I DREW A BAR AROUND 40TH TO THE 60TH PERCENTILE BECAUSE WHAT STUDIES HAVE SHOWN IS IT IS VERY DIFFICULT INSTRUCTIONALLY TO OBSERVE DIFFERENCES

[02:30:07]

BETWEEN A 42ND AND A 58 PERCENTILE GROWTH, RIGHT? BUT ONCE IT GETS BEYOND  BETWEEN BELOW 40TH PERCENTILE BELOW 60TH PERCENTILE, YOU CAN SEE DIFFERENCE IN INSTRUCTION AND DIFFERENCE IN STUDENT PERFORMANCE. AT BEST THAT'S KIND OF AN ERROR BAND BUILT IN. SO THAT'S SO GRADE 6. I WILL I WILL ADDRESS GRADE 6 HERE. GRADE 6. I'M PRETTY SURE YOU HAVE A QUESTION TO ASK ME.

THIS IS AN ANOMALY THAT WE OBSERVED ABOUT SIX MONTHS AGO. AND I DO SAY AN ANOMALY BECAUSE OBVIOUSLY IT DOESN'T FIT IN THAT GRAPH. THE WE ARE IN CONVERSATIONS WITH NWEA WHETHER THAT IS A TRUE REFLECTION OF PLANO AND THE ANSWER IS DO NOT KNOW AND THEY ARE STUDYING IT. THIS IS A NORMED NATIONALLY NORMED ASSESSMENT. SO. AND THE TEST ITSELF THAT'S A 2-5 VERSION FOR MATH AND A 6 AND UP VERSION. SO THAT THERE ARE TOO MANY VARIABLES IN HERE TO TO HAVE EASY ANSWER.

SO WE ARE STUDYING THAT. AND HOPEFULLY WITHIN ABOUT THE NEXT TWO MONTHS WE WILL WILL HAVE A BETTER ANSWER AND I WILL BE ABLE TO ANSWER IT BECAUSE IT IS NOT A QUICK ANSWER BECAUSE IN SIXTH GRADE WE HAVE TWO CURRICULUMS IN PLACE. WE HAVE HONORS TRACK CURRICULUM. WE HAVE A REGULAR ED CURRICULUM. SO THERE ARE A LOT OF MOVING PIECES AND WE ARE SEEING THIS AN ANOMALY IN BOTH CURRICULUMS. SO WE ARE REALLY STUDYING THIS AND MOST PROBABLY. MAYBE I WILL DO A BOARD UPDATE OR SOMETHING ON THIS WHEN WE KNOW THE EXACT ANSWER. DASH, WHAT DO WE HAVE HONORS IN SIXTH GRADE. I THOUGHT IT WAS JUST A SOCIAL STUDIES CLASS NOW. MATH. MATH. OK.

THERE ARE THREE CURRICULUMS IN SIXTH GRADE THERE'S THE MATH ROCKS TOO RIGHT. THERE'S A MATH ROCKS CURRICULUM AND A HONORS CURRICULUM AND A SIXTH GRADE  CURRICULUM SO THERE ARE A LOT OF MOVING PIECES HERE AND MY FIRST SUSPICION IS THERE'S SOMETHING WRONG WITH THE NORMING IN SIXTH GRADE AND NWA IS TRYING TO ANSWER THAT QUESTION.

DASH JUST TO CLARIFY THE 40 TO 60 PERCENT RANGE. THAT'S THE GROWTH THAT WE WOULD EXPECT. THAT'S WHAT WE WANT. AND SO WHAT WE'RE SEEING HERE IS AND THIS GOES ACROSS ALL THESE GRAPHS REALLY IS THAT OUR GROWTH IS EXCEEDING AND THESE ARE AVERAGE. THIS IS AVERAGE ACROSS THE DISTRICT. THIS IS DISTRICT WIDE. OK. SO ON AVERAGE OUR GROWTH IS EXCEEDING WHAT WE NEED IT TO BE TO CONTINUE PROGRESSING EVERY SINGLE YEAR. EXACTLY. AND THIS IS THE SAME RESULTS AND USE FOR GRADE 1 YOU HAVE THREE YEARS OF DATA AND THIS IS WHY I REALLY WE PUT THAT BAND THAT 40 TO 60 BAND. WE DO WANT SOME SIGNIFICANT CHANGES. THERE ARE SIGNIFICANT CURRICULUM CHANGES AND PRACTICE CHANGES THAT WE MADE OVER THE LAST YEAR AND A HALF. SO I TRULY HOPE THAT THESE OUTCOMES OF HIGHER GROWTH THIS YEAR IS A REFLECTION OF THAT. AND AS ROCKY MENTIONED ONE DATA POINT DOESN'T DEFINE A TREND BUT AT THE SAME TIME I DO NOT EXPECT US TO GO. WE NEED TO BE IN THAT IN THE WITHIN THE RANGE SOMEWHERE BETWEEN 60 TO 80 PERCENT TO EXCEED GROWTH. AND AND THE CONVERSATION IS REALLY IS VERY DIFFERENT FROM TODAY. WE ARE TALKING ABOUT LOOKING AT THE WHOLE DISTRICT. CAMPUSES CAN LOOK AT HAVING THE SAME CONVERSATIONS LOOKING AT A GRADE LEVEL. TEACHERS IN THEIR COLLABORATIVE TEAMS CAN START LOOKING AT THEIR CLASSROOM AND THE CONVERSATION AT DIFFERENT CLASSROOMS WILL BE VERY DIFFERENT. IF YOU HAVE A VERY CHALLENGED CLASSROOM THE CONVERSATIONS STUDENTS WILL START AT A LOWER PERCENTILE THAN AT ANOTHER CLASSROOM EVEN IN THE SAME SCHOOL OR IN A DIFFERENT DISTRICT. SO THE GROWTH WHEN YOU TALK ABOUT GROWTH EVERY STUDENT CAN GROW CONVERSATION. AND SOME STUDENTS NEEDS TO GET MORE THAN A YEAR'S WORTH OF GROWTH TO CATCH UP. IT'S ANOTHER CONVERSATION. SO. SO THERE ARE DIFFERENT CHALLENGES INVOLVED AND THAT AND OBVIOUSLY THE DIFFERENT WAYS THAT WE SUPPORT STUDENTS AT THE 25TH PERCENTILE WHO MOST PROBABLY IS TITLE 1 AND MAYBE A FARMER OR A CURRENT ENGLISH LANGUAGE LEARNER. THAT CONVERSATION WILL BE VERY DIFFERENT. SO

[02:35:02]

THAT STUDENT NEEDS TO GROW MORE THAN A YEAR BECAUSE HE STARTS OFF AT A DIFFERENT POINT WHEREAS A STUDENT WHO STARTS OUT ALREADY AT THE 60TH PERCENTILE. THE CHALLENGE THAT IS TO MAINTAIN THAT GROWTH. SO DASH LAST MEETING WE HAD WE SAW PRESENTATIONS WITH TEACHERS DOING SOME REFLECTIVE WORK AND HELPING ONE ANOTHER WITH THEIR DATA AND INSTRUCTIONAL PRACTICES. IS THIS PARTICULAR DATA HERE PART OF THAT CONVERSATION. YEAH. THIS WAS PART OF THAT CONVERSATION LAST MONTH.

SO IN FACT AT ONE OF THE ILEADS, WE TRAINED ALL THE PRINCIPALS AND CAMPUS LEADERSHIP WENT THROUGH THIS TRAINING IN ELEMENTARY AND MIDDLE SCHOOL AND THEN  WE HAD ADDITIONAL TRAININGS AND THEN AT THE SAME TIME REMEMBER AT THE CLASSROOM LEVEL THEY'RE TALKING ABOUT INDIVIDUAL STUDENTS. RIGHT. SO WHAT WAS THAT KID'S GROWTH PERCENTILE. SO THAT TAKES INTO ACCOUNT AND THEN UNDERSTANDING THAT THIS IS THE DATA PIECE. THIS IS THE KID THIS YEAR WHICH WE KNOW THAT THE KID NEEDS TO GO BUT THEN YOU'D HAD TO DIG DEEPER TO FIND OUT WHAT'S WHAT'S THAT KID READY TO LEARN. WHAT'S THE NEXT STEP IN INSTRUCTION. YOU SEE READY TO GO TO A LITTLE BIT MORE ADVANCED FRACTIONS THAN MAYBE THAT STUDENT WHO'S THAT. IS HE READY TO ADD THEN SUBTRACT THREE DECIMAL POINTS INSTEAD OF TWO. SO THAT CONVERSATION IS TAKING PLACE AT THE INDIVIDUAL STUDENT LEVEL AT THE COLLABORATIVE TEAM MEETINGS AND THAT'S THAT THE DATA DRIVEN PIECE OF THAT STRUCTURE. AND THE CURRICULAR DEPARTMENT. I MEAN WE STARTED REALLY IMPLEMENTING THAT PROTOCOL TO THE CURRICULUM TEAMS ABOUT A YEAR AND A HALF AGO AND I THINK ALL CAMPUSES ARE TRAINED ON THAT PROTOCOL RIGHT NOW. DASH WHEN YOU LOOK AT GRADES ONE TWO THREE AND FOUR, I MEAN THOSE ARE WILD SWINGS IN THE LAST TWO TO THREE YEARS. WAS THERE A CHANGE IN THE NORM THAT WAS TESTED OR WAS IT CHANGED. I MEAN I HOPE THAT IT'S GROWTH THAT WE'RE DOING SOMETHING DIFFERENT AND IT'S GENERATING THESE INCREDIBLE SHIFTS BUT THERE'S FIFTY POINT SWINGS YEAR OVER YEAR IN THIS. TRUE. BUT I DO WANT TO SEE THIS IS THIS IS A NEW WAY THAT WE ARE LOOKING AT THE DATA. SO I WOULD I WOULD MOST PROBABLY WOULD LOOK AT ONE MORE YEAR OF DATA TO SEE WHAT THE TREND IS. THE ALSO UNDERSTAND THAT THIS IS NOT THE SAME GROUP OF KIDS. THEY'RE THREE DIFFERENT COHORTS EACH YEAR. SO NOW. SO THAT THAT'S THE KIDS IN GRADE ONE ON THE ON THE VERY FIRST BAR THEY ARE IN THE GRADE TWO MIDDLE BAR AND THEY ARE IN THE DARK BROWN ON THE GRADE 3. SO IT'S IT'S DIFFERENT COHORTS ALSO.

I MEAN LOOK AT GRADE TWO AND YOU SEE THE FIRST TWO YEARS YOU KNOW WE'RE UNDERPERFORMING SEVERELY AND THEN IN YEAR THREE WE'RE OVER PERFORMING SEVERELY. I MEAN THOSE ARE REALLY BIG SWINGS THAT LIKE I SAID I HOPE IT'S WHAT WE'RE DOING THAT'S DIFFERENT. BUT TO ME IT SEEMS THAT THAT INDICATES A DIFFERENT DIFFERENT METRIC METRIC OF SOME SORT. I JUST WANT TO CLARIFY ONE LITTLE THING. SO THERE'S THERE'S TWO PIECES HERE. MOST OF THE TIME WHEN YOU'RE LOOKING AT YOUR MAP RESULTS YOU'RE LOOKING AT HOW STUDENTS WHAT THEIR RIT SCORE IS AND THEN HOW THEY COMPARE AND NATIONALLY. SO THAT'S ONE PERCENTILE RANKING. THIS IS JUST LOOKING AT GROWTH. SO IT'S BASICALLY THE FIFTIETH PERCENT IF WE CAN THINK OF THAT AS THE STANDARD DEVIATION AND THE 60 IS ONE ABOVE AND THEN THE 40TH ONE BELOW. SO THIS IS JUST LOOKING AT GROWTH PERCENTILE NOT NECESSARILY THE STUDENTS OVERALL RIT SCORE AND HOW MANY STUDENTS ARE ARE AT THE 90TH PERCENTILE NATIONALLY. SO THERE'S TWO DIFFERENT PERCENTILES THAT WE'RE LOOKING AT. AND SO EVEN THROUGH IT LOOKS WHEN YOU'RE LOOKING AT SIXTH GRADE MATH IT CAN LOOK LIKE IT'S DISMAL THE SCORES ARE REALLY LOW. THEY MAY NOT BE IT JUST MAY BE THAT THE GROWTH INDEX IS LOW FOR THAT PARTICULAR GRADE LEVEL OR THOSE PARTICULAR YEARS.

IT. DO WE HAVE THIS INFORMATION THAT FOLLOWS A COHORT THEN SINCE THESE ARE BLENDED AS YOU SAID. YES IN FACT. THE COHORT REPORTS ARE ALSO AVAILABLE. AND THAT'S SOMETHING IDEALLY YOU NEED TO BE, I WOULD [INAUDIBLE]. AND THAT THE BEST WAY TO UNDERSTAND THIS IS TO TRACK INDIVIDUAL STUDENTS AND GROUPS OF STUDENTS

[02:40:01]

THAT'S TOPPED OUT AT THE SAME POINT RIGHT. SO EVEN IN THE CLASSROOM YOU CAN LOOK AT THE COHORT REPORT BUT. WHERE DO YOU PERSONALIZE IT? SO, THE IDEAL WAY THAT THEY SHOULD BE LOOKING AT THE DATA IS LOOK AT ALL STUDENTS WHO STARTED OUT AT THIS POINT AND THEN TRACK THEIR GROWTH BECAUSE THAT'S THAT THEY HAD SIMILAR LEARNING NEEDS SO THEIR GROWTH NEEDS TO KIND OF TRACK THAT, THEN LOOK AT THE NEXT BAND OF STUDENTS AND THE NEXT BAND BECAUSE THE QUESTION IS HOW YOUR GROUP STUDENTS AND HOW YOU DO THAT INSTRUCTION IN A DIFFERENTIATED PATHWAY, YOU ARE NOT. SO IT'S THE BEST WAY IS TO LOOK AT KIDS WHO ARE SOMEWHERE AROUND THE SAME LEARNING CONTINUUM AND THEN AND THEN CONTINUE THE GROWTH FOR THAT GROUP. SO THAT WAY YOU ARE PERSONALIZED THAT TRAINING AS WELL AS DIFFERENTIATING AT THE SAME TIME. AND THEN I THOUGHT CAN I ADD JUST ONE MORE THING. SO WHEN WE'RE LOOKING AT OUR NEW ACCOUNTABILITY SYSTEM AND WE'RE LOOKING AT DOMAIN 3 IT IS REALLY HEAVY ON GROWTH AND SO THIS IS A NEW WAY TO LOOK AT OUR STUDENT DATA TO ENSURE THAT ALL STUDENTS ARE GROWING. SO EVEN THE STUDENTS THAT ARE SCORING ARE PREDICTED TO SCORE AT THE MASTERS LEVEL. WE WANT TO MAKE SURE THAT THEY'RE GROWING FROM PRIOR YEAR BECAUSE EVERY STUDENT IS EXPECTED TO MEET WHATEVER GROWTH INDEX COMPONENT. AND SO THIS IS JUST A NEW WAY BESIDES LOOKING AT JUST THE RIT BAND FOR STUDENTS WE ALSO WANT TO MAKE SURE THAT WE'RE HITTING THE TARGET OF WHERE STUDENTS NEED TO BE FOR THEIR GRADE LEVEL AS WELL AS THEN MEETING EXPECTED GROWTH AT THE END OF THE YEAR. I CAN'T HELP MYSELF. I NEED TO ADD THAT I WOULD SAY THAT MY MAP EXPERIENCE IN THE CLASSROOM BROUGHT ME THE GREATEST JOY. AS A TEACHER IN THAT WE DIDN'T LOOK JUST AT RIT SCORES. WE ALSO LOOKED AT EXACTLY THE STRANDS THAT STUDENTS WERE BEING SUCCESSFUL IN THE AREAS WHERE THEY NEEDED TO IMPROVE. AND IT WAS VERY VERY EXCITING TO BE ABLE TO HAVE A ONE ON ONE CONFERENCE WITH EVERY ONE OF YOUR STUDENTS AND SAY WOW THIS AREA IS WHERE YOUR STRENGTHS ARE. IT MAY NOT BE A VERY HIGH STRENGTH BUT IT MAY NOT. THEY MAY NOT BE AS HIGH IN CLASS BUT FOR THEM GEOMETRIC REASONING OR ALGEBRAIC REASONING OR WHATEVER IS THEIR HIGHEST. SO GREAT TO BE ABLE TO TELL A CHILD WHERE THEIR STRENGTHS ARE IN MATH AND ALSO INCREDIBLY IMPORTANT TO BE ABLE TO LOOK AT A PACE OR AN HONOR STUDENT AND SAY YOU HAVE SOME AREAS TO WORK ON. IT'S AMAZING HOW STUDENTS WILL OWN THAT PROCESS AND GET VERY SO WHAT DO YOU MEAN. I DON'T HAVE MEASUREMENT. WELL THEN THEY FIX IT AND THEN THE NEXT TIME THEY'D SHOW GROWTH IN THAT AREA. YOU HAVE TO DO VERY LITTLE. YOU GIVE THEM THE TOOLS THEY NEED. I JUST THINK THIS IS A FABULOUS SYSTEM. I'M SO GLAD THAT WE'RE CONTINUING TO USE IT IN THE DISTRICT. I'M GLAD THAT WE'RE EQUIPPING TEACHERS WITH HOW TO READ THEIR DATA AND HOPEFULLY TEACHING OUR STUDENTS HOW TO READ THEIR DATA SO THAT THEY CAN OWN THEIR LEARNING. IT'S INCREDIBLY POWERFUL AND INCREDIBLY GREAT TO SEE STUDENTS WHEN THEY FINISH A MAP TEST AND IT'S SUPPOSED TO BE QUIET. YOU'RE SUPPOSED TO BE MONITORING AND HEAR A KID GO YES! AND YOU'RE LIKE WHAT? AND THEY'VE IMPROVED THEIR  SCORE AND THEY'VE OWN THEIR LEARNING AND IT'S INCREDIBLY INCREDIBLY POWERFUL.

SO I MEAN YOU ARE DESCRIBING THE GOAL SETTING PIECE THAT THAT SOME KIND OF STANDARD PRACTICE SO UNDERSTANDING KIND OF DRILLING DOWN TO A PARTICULAR STRAND THAT THIS IS WHERE I NEED TO GROW EVERYBODY. EVERY STUDENT HAS RELATIVE STRENGTH AND RELATIVE WEAKNESSES. SO YOU HAVE TO ADDRESS BOTH. WHEN WE FIRST BEGAN TO ROLL THIS OUT MY DAUGHTER WAS IN ELEMENTARY SCHOOL AND TO JERI'S POINT I REMEMBER BEING THE PARENT IN THE CLASSROOM AND HAVING THE TEACHER SIT DOWN WITH ME AND SHOW ME THE PARTICULAR STANDARDS AND TEACHING MY DAUGHTER AND THE OTHER STUDENTS IF YOU CAN GROW IN THESE AREAS WHEN YOU HAVE EXTRA TIME IN CLASS.

THESE ARE THE THINGS THAT YOU MAY GO DO. SO IT'S SELF DIRECTED LEARNING WHERE YOU KNOW THE STUDENT CAN THEN OWN THEIR OWN GROWTH INSTEAD OF JUST BEING YOU KNOW THE RESPONSIBILITY OF THE TEACHER TO ALWAYS YOU KNOW DIRECT AND THEN YOU KNOW THE KIDS REALLY WANT TO WORK ON THAT. SO THIS WHOLE CONNECTION OF CAMPUS IMPROVEMENT PLANNING WITH TEACHER REFLECTIVE WORK WITH PARENT TEACHER CONFERENCES AND STUDENTS OWNING THEIR LEARNING IS JUST AN INCREDIBLY POWERFUL SYSTEM AND SCIENTIFIC. IT'S IT'S NOT YOU KNOW. BUT I ALSO OH SORRY. I MEAN IT'S NOT YOU'RE NOT LEFT WONDERING YOU KNOW SCIENTIFICALLY WHERE YOUR STUDENT IS. AND I JUST MAKE NOTES HERE DASH. YOU SAID ONE HUNDRED 800 THOUSAND STUDENTS IN TEXAS TOOK MAP. SO IF THERE

[02:45:04]

ARE OTHER LIKE 5.4 MILLION STUDENTS OR SO IN TEXAS I'LL SAY HALF OF THOSE ARE HIGH SCHOOL OR SECONDARY AND HALF ARE ELEMENTARY. THIS GOES UP TO GRADE EIGHT. SO THAT'S MORE THAN HALF. SO IF YOU KNOW LET'S SAY IT'S 3.2 MILLION OR SO AND 800 THOUSAND ARE TAKING IT. IF THE STATE WOULD FUND THE DIFFERENCE SO THAT THE OTHERS COULD GET THERE THEN WE COULD USE THIS FOR OUTCOMES BASED INCENTIVES. WELL LET ME I'LL ADD CAVEAT THAT SO I WAS THE MATH ENGLISH TEACHER AND MY SCIENCE TEACHER CO PARTNER CAME IN WHEN WE FIRST DID THE TESTING AND WE HAD A RELATIVELY NEW STUDENT TO THE DISTRICT WHO HAD MOVED AND WHO ALSO HAD SOME SOME SOME LEARNING NEEDS AND A PASSING SCORE FOR SCIENCE RIT ABOUT WAS I GOING TO GUESS BECAUSE IT'S BEEN A WHILE LIKE 205 AND SHE CAME IN AT 120 OR SOMETHING LIKE THAT. AND IT'S ONE OF THOSE THE TEACHER CAME IN WHITE FACE TO ME LIKE HOW AM I GOING HELP THIS CHILD HER SCIENCE RIT IS 120 WHAT THE WORLD ARE WE GOING TO DO. AND WE ALL WENT INTO ACTION AND WE SUPPORTED THE STUDENT AND WE WORKED WITH HER. AND SO WHEN SHE TOOK HER SPRING MAP TEST SHE HAD GROWN TO 190 BUT SHE FAILED THE TAX. IT WAS TAX THEN SHE FAILED STAR IT WAS THE STAR EQUIVALENT BECAUSE THAT HAD TO BE A 205. AND I MEAN WE WERE DOING DANCING AND JUST WE WERE SO JUBILANT FOR HER TO HAVE HAD THIS AND THE TEACHER HAD THIS INCREDIBLE SUCCESS. AND YET THE SYSTEM STILL MADE IT A FAILURE. SO YES TO YOUR POINT MISSY. ABSOLUTELY. IT WOULD BE A GAME CHANGER FOR OUR KIDS IN TEXAS.

RIGHT. BECAUSE THE STAR EXAM IS A 1 DAY ONLY TEST THAT MEASURES WHETHER THE KIDS READY TO BE IN SCHOOL THAT DAY OR NOT FEELING WELL OR NOT. AND IT'S JUST A ONE SNAPSHOT DEAL. SO IT DOESN'T MEASURE GROWTH. YOU GUYS CAN DO THE PRESENTATION.

YOU'VE TAUGHT US WELL. SO I'LL GO THROUGH THIS SLIDE. SO THIS IS READING THIS IS THIS YEAR. AND THEN THE READING TREND FOR THREE YEARS THEN AND THIS IS THIS IS SCIENCE. GRADES FIVE SIX SEVEN AND EIGHT AND THE SCIENCE TREND FOR THREE YEARS NOW IN SCIENCE HERE IS SIMILAR TO MATH. AND THAT'S THAT'S ALSO SOMETHING THAT THIS IS MY. THIS IS THE NEXT PROJECT WITH NWA TO FIGURE OUT WHY IS THIS HAPPENING. THIS JUST TO MAKE THAT POINT HERE. THIS IS THIS DATA HERE FOR SIXTH GRADE. IT'S NOT REFLECTED ON OUR MASTERS MEETS APPROACHES RATE ON STAR. SO THAT'S SO THAT'S WHY IT KIND OF MAKES IT A LITTLE BIT MORE COMPLICATED ON WHAT WHY THIS IS HAPPENING. BUT I DON'T WANT TO SPECULATE ON WHY IT IS BUT THAT'S THAT IS AN ANOMALY. WE WILL FIGURE IT OUT. SO. SO TO WRAP UP I THINK WE KIND OF MENTIONED ALL THESE THINGS. SO THIS IS KIND OF A MULTI TIERED APPROACH ON HOW WE HOW WE USE MAP DATA. TEACHERS USE THIS. AND CAMPUSES USE THIS FOR RESPONSE TO INTERVENTION FOR PERSONALIZED LEARNING. AND THIS IS ABOUT GROWTH PRIMARY REASON IS GROWTH COMPARED TO A NORM AND THE STAR TEST DOESN'T NECESSARILY HAVE A PRETTY GOOD PRETTY GOOD VERTICAL SCALE BECAUSE A LOT OF STUDENTS WHO ARE AT THE MASTERS LEVEL IN THIRD GRADE THEY DON'T REACH MASTERS LEVEL IN FOURTH GRADE BECAUSE FOURTH GRADE STAR KIND OF HAD TO HAVE A KIND OF A STANDARD ON ITS OWN AND THEN A LARGER PROPORTION REACHES MASTERS RATE IN FIFTH GRADE. SO THERE ARE. BUT THIS MAP TEST SEEMS TO BE A BETTER PREDICTOR OF THE VERTICAL SCALE. IF A SMALL GROUP INSTRUCTION FOR GOAL SETTING PARENT CONFERENCES I KNOW I PERSONALLY HAVE HEARD MANY TEACHERS EXPLAIN MAP FROM IN FACT MY MY FIRST SON HE STARTED IN SECOND MAP STARTED IN SECOND GRADE AND MY SECOND ONE WHEN HE WAS IN KINDERGARTEN. SO HE'D BEEN THROUGH THE WHOLE EXPERIENCE THEN CONVERTING MY MAP READING LEVELS TO LITERACY LEVELS. THAT'S ALSO FOR DIFFERENT LANGUAGE AND READING LITERACY IMPROVEMENT AND THEN FOR INTERVENTIONS AND ENRICHMENT. INTERVENTIONS FOR STUDENTS WHO NEEDED AN ENRICHMENT FOR THEIR ADVANCED STUDENTS LIKE [INAUDIBLE]. AT THE CURRICULUM INSTRUCTION LEVEL, THESE OBVIOUSLY THIS CAN INFORM ON HOW WE MANAGE SCOPE AND SEQUENCE AND WHERE

[02:50:06]

SOME PROFESSIONAL LEARNING CAN TAKE PLACE. AND THIS IS A KEY PART OF OUR DATA DRIVEN INSTRUCTION IN OUR COLLABORATIVE TEAMS. THIS IS NOT THE ONLY PART BECAUSE THERE ARE A LOT OF ASSESSMENT DATA. WE DON'T RELY ON ONE. I MEAN THAT'S THAT'S THE THAT'S WHAT WE PREACH. THAT'S A LOT OF FORMATIVE ASSESSMENT HAPPENING IN THE CLASSROOM LEVEL UNIT ASSESSMENTS AND OTHER SUMMATIVE ASSESSMENT AND MAP. WHEN YOU GIVE ONLY AN ASSESSMENT LIKE EVERY THREE MONTHS MAP IS KIND OF A CONFIRMATION OF WHAT WE'VE BEEN ASSESSING THROUGHOUT THE TWO THREE MONTHS AND THE PROFESSIONAL LEARNING WE ALIGN THIS WITH WHAT THE TEACHERS NEED TO LEARN AND AS INDIVIDUALS OR AS TEAMS COLLABORATIVE TEAM TRAINING PROTOCOL TRAINING IT'S THIS ASSESSING DATA AND INCLUDING MAP IS A KEY COMPONENT. AND ALSO HOW THEY ALIGN WITH STATE STANDARDS IN OUR SYSTEM WHEN A STUDENT LEARNS JERI YOU MOST PROBABLY HAVEN'T SEEN THIS LINE THE MAP LEARNING STANDARDS WITH THE INDIVIDUAL [INAUDIBLE] STATEMENTS SO THAT THEY CAN SEE THE CONNECTION AND TO STAY WITHIN GRADE LEVEL. WE KIND OF PURPOSEFULLY SAID YOU KNOW WE CAN STAY WITHIN OUR CURRICULUM AND STILL GET STUDENT GROWTH INSTEAD OF KIND OF JUMPING CURRICULUMS FROM ONE GRADE TO THE NEXT LEVEL. SO SO THAT'S KIND OF KIND OF THE OVERALL PACKAGE OF HOW WE USE IT AND THAT'S PRETTY MUCH IT. ANY QUESTIONS? NO THANK YOU. THANK YOU FOR BEING A CHAMPION FOR THIS. AND THANK YOU FOR HELPING TEACHERS UNDERSTAND JUST HOW POWERFUL A TOOL IT CAN BE IN THEIR CLASSROOMS. IT'S A TEAM EFFORT. THANK YOU FOR BRINGING THIS. IT'S VERY FASCINATING.

AND IT IS REINFORCING OF OUR VALUE THE VALUE THAT WE PLACE ON GROWTH AND NOT JUST THE SUMMATIVE TEST BUT THE THE FORMATIVE ASSESSMENTS AS WELL. AND I KNOW THIS IS LIKE I'LL SAY LIKE A BENCHMARK. IT'S THE FIRST TIME WE'VE DONE THIS REPORT. NOW LET'S SEE WHERE WE GO FROM HERE AND WHAT WE LEARN FROM NWEA OR YOU KNOW KEEP US WILL YOU KEEP US UPDATED ON WHAT YOU DISCOVER FROM THIS. THANK YOU. THANK YOU. OK. NEXT REPORT IS RELATED TO ADVOCACY EFFORTS REGARDING THE 86 SESSION. OUR FINAL REPORT THIS EVENING ASSURES GOVERNANCE ADMINISTRATIVE SUPPORT OF DISTRICT GOALS AND AT EACH BOARD MEETING AND WORK SESSION DURING THE REGULAR SESSION OF THE TEXAS LEGISLATURE. I SHALL INCLUDE AN ITEM ON THE AGENDA TO ALLOW INDIVIDUAL BOARD MEMBERS TO REPORT THEIR ADVOCACY EFFORTS TO ALL OTHER BOARD MEMBERS. WHO WOULD LIKE TO BEGIN. OH YEAH WELL WE'RE HEADING OFF TO AUSTIN NEXT WEEK FOR TASA/TASB CONVENTION AND MEETING WITH OUR DELEGATION AND TALKING ABOUT THE BILLS. I DID A PRESENTATION AT ROBINSON MIDDLE SCHOOL LAST WEEK TO A VERY SMALL AUDIENCE BUT A REALLY GOOD INFORMATIVE SESSION ON TAX APPEARANCES. SO THAT'S MY CONTRIBUTION. SURE. SO WE HAD SOME CONVERSATION AND I INCLUDED THAT IN THE BOARD UPDATE. BUT JUST TO KIND OF SHARE PUBLICLY WHEN SENATE BILL 2 WAS INTRODUCED AND THERE WAS SOME QUESTION ABOUT WHEN WE THOUGHT THAT BILL WOULD GO FURTHER ONTO THE FLOOR. AND SO I REACHED OUT TO SENATOR PAXTON'S OFFICE TO SEE WHAT IT LOOKED LIKE THE TIMING OF THAT MIGHT BE AND TO GET HER GUIDANCE ON YOU KNOW WHAT THE TIMING WOULD THAT BE WOULD THAT LOOK LIKE COMPARED TO WHEN WE THINK THE SCHOOL FINANCE BILL WILL DROP BECAUSE IT'S A LITTLE BIT HARD TO SAY WHETHER WE THINK THAT IT'S YOU KNOW WE WOULD SUPPORT IT OR OPPOSE IT DEPENDING ON WHAT HAPPENS IN THE SCHOOL FINANCE SIDE AND HOW THOSE THINGS ALL START TO INTERACT AND SO HER OFFICE WAS VERY HELPFUL TO US IN MY CONVERSATION WITH HER AND HER STAFF ABOUT TIMING AND SHE ACTUALLY DID FOLLOW UP AND LET US KNOW THAT KNOW WE HAD SOME TIME THERE THAT THAT YOU KNOW WE COULD KIND OF WAIT TO SEE WHAT THE POTENTIAL IMPACTS WOULD BE. SO SO I'VE BEEN TRYING TO KEEP IN CONTACT WITH OUR DELEGATES TO ASK QUESTIONS AND HAVE CONVERSATION WITH THEM AND SHE WAS VERY APPRECIATIVE OF THAT CONVERSATION. WE ALSO REACHED OUT AND I HAD SHARED WITH YOU ALL THE POTENTIAL MODELS FOR WHAT WOULD THE SCHOOL FINANCE COMMISSION POSSIBLE

[02:55:06]

RECOMMENDATIONS MEAN TO PLANO ISD. AND SO WE SHARED THOSE WITH WITH THE BOARD BUT WE ALSO SENT THOSE TO OUR DELEGATES SO THAT THEY COULD START TO SEE EARLY BEFORE ALL OF THE BILLS START TO FALL. WHAT DOES THAT MEAN AND GIVE THEM SOME TIME TO PROCESS THAT AND ASK QUESTIONS AND I KNOW MR. MCDOWELL WAS IN AUSTIN YESTERDAY AND CAME BACK TODAY BUT ACTUALLY REPRESENTATIVE SHAHEEN REACHED OUT TO TO RANDY AND HAD SOME QUESTIONS ABOUT THAT. SO RANDY SO WELL YOU KNOW RATHER THAN DO IT OVER THE PHONE I'LL BE IN AUSTIN WHY DON'T I COME BY AND SO HE SPENT SOME TIME WITH MATT SHAHEEN IN HIS OFFICE ANSWERING QUESTIONS ABOUT POTENTIAL IMPACTS OF THE MODELS AND WHAT THAT COULD MEAN FOR PLANO ISD SO WE'RE YOU KNOW WE'RE VERY THANKFUL THAT THE CHANNELS OF COMMUNICATION SEEM TO BE OPEN TO US PROVIDING INPUT AND US ASKING THEM QUESTIONS AND THEM ASKING US QUESTIONS SO THAT YOU KNOW WE ARE WE'RE STAYING AS CLOSE IN TOUCH AS WE CAN ON THE THINGS THAT YOU KNOW THAT ARE COMING UP. YOU KNOW THERE'S A LOT OF BILLS FILED BUT IMPACTS ARE NOT NECESSARILY KNOWN AT THIS TIME. SO THAT'S BEEN ANOTHER PIECE. AND THEN WE'RE WATCHING THE OUTCOMES BASED FUNDING AND I THINK WE ALL NEED TO JUST KIND OF KEEP PAYING ATTENTION TO WHAT THAT STARTS TO SHAPE UP AS THE SCHOOL FINANCE BILL MIGHT COME FORWARD. YOU KNOW WHAT WE WANT TO MAKE SURE IS THAT THE OUTCOMES BASED FUNDING IS NOT SET ASIDE FROM FORMULA FUNDING NECESSARILY BECAUSE IT WILL GO AWAY YOU KNOW AND THEN AND THE IMPACT COULD BE REALLY INTERESTING FOR US THAT IT'S NOT MONEY WE CAN BUILD A BUDGET AROUND. AND SO WE HAVE TO WE HAVE TO BE REALLY CAREFUL ABOUT THAT. AND AND ALSO IF YOU GET MONEY FOR A STUDENT PASSING A CERTAIN ASSESSMENT AT THE STATE LEVEL THEN WHO'S IN CONTROL OF SETTING WHAT'S PASSING INTO YOU MOVE THAT BASED ON HOW MUCH MONEY YOU CAN AFFORD. I MEAN WE JUST NEED TO REALLY MAKE SURE AS THESE THINGS ARE PLAYING OUT THAT WE'RE HAVING THE RIGHT CONVERSATIONS ABOUT HOW THE SYSTEM WILL WORK BEHIND THE RECOMMENDATION. AND SO WE'VE WE'VE BEEN ENGAGING IN SOME CONVERSATIONS ABOUT THAT AND THERE WERE SOME CONVERSATIONS ABOUT TIERING LEVELS OF ECONOMIC DISADVANTAGED AND THAT WOULD HAVE A HUGE IMPACT ON COMP ED FUNDING FOR PLANO. AND SO WE ARE ALSO TALKING WITH AREA SUPERINTENDENTS ABOUT YOU KNOW WHAT ARE THEY HEARING AND WHAT ARE WE HEARING ABOUT THAT SO WE'RE KIND OF KEEPING OUR EAR TO THE GROUND ON WHAT THAT WHAT WE THINK THAT MIGHT SOUND LIKE. WE'RE NOT HEARING THAT THAT'S GAINING TRACTION BUT WE'RE WATCHING THAT AND WE DON'T KNOW YET WHAT THE POTENTIAL INCOME IMPACT OF THAT WOULD BE. BUT WE'RE LISTENING CAREFULLY. AND THEN FINALLY WE'LL ALSO BE DOWN IN AUSTIN NEXT WEEK SOME OR THERESA A I LITTLE BIT. AND RANDY WILL BE JOINING IN CARLA ALSO WE'LL BE WITH THE PTA ON MONDAY BECAUSE WE HAVE SOME KIDS TRAVELING TO RALLY DAY FOR THE STUDENT CAUCUS. I'LL BE JOINING. AND DR. WILLIAMS WILL BE JOINING THE KIDS AT THE CAPITOL ON MONDAY AND OUR PTA WILL BE THERE AS WELL. AND THEN WE'LL BE THERE FOR PLANO LEGISLATIVE DAYS AND DOING OUR BEST TO ADVOCATE FOR PLANO ISD. SARA YOU AND I ATTENDED THE PLANNING CHAMBER PUBLIC POLICY MEETING BEFORE LAST AND WE GOT FEEDBACK THAT IT'S A VERY AMICABLE COHESIVE WORKING TOGETHER KIND OF ENVIRONMENT. WHEN YOU WERE IN AUSTIN LAST WEEK DID YOU SENSE THAT OR DO YOU HAVE YOU KNOW AFFIRMATION OF THAT ACTUALLY SEEING THAT? IT SEEMED LIKE IT TO ME YOU KNOW REPRESENTATIVE LEACH COMMENTED TO ME THAT IT'S THE MOST COLLABORATIVE SESSION THAT HE'S SEEN IN A LONG TIME WITH EVERYONE TRYING TO COME TOGETHER AS MUCH AS THEY CAN. I DON'T KNOW WHAT THAT 400 PAGE BILL MIGHT LOOK LIKE AT THE END OF THE DAY BUT I KNOW THEY'RE WORKING HARD TO TRY TO COME UP WITH SOME SOLUTIONS AND FILL A GREAT DEAL OF RESPONSIBILITY IN MAKING THAT HAPPEN BECAUSE THERE IS NO LAWSUIT PENDING AND THE SOLUTIONS HAVE BEEN PLACED ON THE LEGISLATURE TO FIGURE OUT AND I THINK IT FEELS LIKE THEY'RE ALL TAKING THAT VERY SERIOUSLY. SO I WAS IN AUSTIN YESTERDAY AND I MET WITH MY TEXAS STATE REPRESENTATIVE CANDY NOBLE DISTRICT 89 AND DISCUSSED OUR SCHOOL FINANCE ISSUES AND I ALSO DISCUSSED WITH HER THE IMPACT OF RECAPTURE ON A BUDGET. AND SHE WAS VERY RECEPTIVE AND VERY SHE WAS A VERY GOOD LISTENER AND SHE'S VERY SUPPORTIVE OUR SCHOOL DISTRICT. SARA CAN YOU TALK

[03:00:04]

TOUCH ON THE UNFUNDED MANDATES ISSUE? SO ONE OF THE THINGS THAT WE HAVE HAD CONVERSATIONS WITH OUR REPRESENTATIVES ON AND HAVE SHARED INFORMATION WITH THEM ABOUT IS THAT THE COST OF UNFUNDED MANDATES. SO ANYTIME A LAW IS PASSED WHAT IS THE DIRECT OR INDIRECT COST TO THE DISTRICT THAT IS NOT FUNDED BY THE STATE WHEN THOSE ACTIONS ARE TAKEN AND  THEN ARE ALL THOSE THINGS NECESSARY TO QUALITY PUBLIC EDUCATION AND YOU KNOW SOMETIMES THAT'S A LITTLE BIT TRICKIER CONVERSATION TO HAVE BECAUSE A LOT OF THE THINGS THAT GET PASSED INTO LAW ARE A LOT OF THEM ARE VERY GOOD THINGS TO HAVE. AND YET THE COST OF PLANO INDIRECT COSTS THAT WE CAN YOU KNOW TO OUR BEST ESTIMATE IS ABOUT 36 TO 38 MILLION DOLLARS A YEAR IS OUR UNFUNDED MANDATES AND SO WE KIND OF APPROACH THAT FROM TWO STANDPOINTS WITH THE DELEGATES AND ONE OF THOSE IS AS YOU'RE CONSIDERING PASSING LEGISLATION.

THE QUESTION SHOULD BE ASKED WHAT WILL THE FINANCIAL BURDEN BE ON A SCHOOL DISTRICT WHEN WE PASS THIS LAW. AND THAT QUESTION DOES NOT ALWAYS GET ASKED AND SO WE ASK THEM TO PLEASE THOUGHTFULLY CONSIDER THAT AND IF THEY HAVE A QUESTION ABOUT WHAT THE POTENTIAL FINANCIAL BURDEN MIGHT BE THEY SHOULD CALL AND ASK US AND WE COULD TRY TO FIGURE THAT OUT FOR THEM. THE SECOND THING IS TRYING TO COME UP WITH MAYBE A COUPLE OF THINGS THAT ARE ON THAT LIST THAT WE WOULD LIKE SOME HELP AND POSITIVE SOLUTIONS ON IS YOU KNOW. IF WE COULD IF WE'RE LOOKING FOR MONEY IS THERE MONEY TO BE FOUND AND MANDATES THAT ARE NOT NEEDED. AND SO WE'VE BEEN LOOKING AT THOSE AND TRYING TO FIGURE OUT WHAT WHAT THAT MIGHT LOOK LIKE AND THEN I'M ALSO WORKED WITH GORDON TAYLOR AT REGION 10 TO SEE IF THE AREA SUPERINTENDENTS COULD COME UP WITH SOME TOP UNFUNDED MANDATES THAT WE ALL AGREE COLLECTIVELY THAT WE WOULD HAVE A REGIONAL VOICE ON POTENTIAL THINGS THAT WE COULD STAND TOGETHER TO HAVE A CONVERSATION ABOUT RATHER THAN TO STAND ONE AT A TIME WITH A BUNCH OF DIFFERENT THINGS BECAUSE THEN THERE ARE ABOUT 98 UNFUNDED MANDATES ON THE LIST SO YOU COULD YOU KNOW YOU COULD HAVE 98 DIFFERENT ONES HITTING THE TABLE FROM A LOT OF DIFFERENT PEOPLE SO WE THOUGHT THERE MIGHT BE SOME STRENGTH IN COLLABORATION ON THAT. AND SO MR. TAYLOR AND DR. TAYLOR IS ARRANGING FOR THE SUPERINTENDENTS TO GATHER AND PROVIDE INPUT ON THAT TO SEE IF WE CAN GET ANY TRACTION ON SOME THINGS THAT COST DISTRICTS MONEY WHERE WE COULD SAVE SOME MONEY AND TURN THAT BACK INTO MONEY WHERE IT'S NEEDED. THANK YOU. ANYONE ELSE? I JUST WANTED TO THIS SHUTS ITSELF DOWN I JUST WANTED TO ACKNOWLEDGE THE FACT. THE LAST BOARD MEETING I ASKED FOR THE LEGISLATIVE REPORTS TO BE MADE AVAILABLE TO THE PUBLIC AND IF YOU GO TO THAT'S FOR THE HUNDREDS OF PEOPLE SITTING IN THE AUDIENCE RIGHT NOW AND THE THOUSANDS WATCHING THE VIDEOS. IF YOU GO TO THE ABOUT US BOARD OF TRUSTEES LEGISLATIVE PRIORITIES ON THE RIGHT SIDE ALL THOSE REPORTS ARE THERE. SO I JUST WANTED TO ACKNOWLEDGE AND APPRECIATE IT. THANK YOU. WE'LL NOW MOVE

[6. UPCOMING WORK SESSION AGENDA ITEMS]

ON TO THE LAST ITEM ON THE AGENDA. IT HAS TO DO WITH ANY POTENTIAL UPCOMING WORK SESSION AGENDA ITEMS. THIS IS IN OUR BOARD OPERATING PROTOCOL THAT AT THE END OF A WORK SESSION SUCH AS THIS WE WILL I'LL ASK BOARD MEMBERS IF YOU WOULD LIKE TO SUGGEST A WORK SESSION TOPIC FOR A FUTURE DATE. DOES ANYONE HAVE ANYTHING THEY'D LIKE TO SUGGEST IN THE BOARD PACKET YOU HAVE AT YOUR DISPOSAL. INFORMATION ABOUT THE UPCOMING PLANS SO YOU CAN SEE WHAT IS OUT THERE. THE THING IS I WANT TO KNOW I THINK I ASKED KARY, KARY I KNOW THAT I AM AWARE THAT WE HAVE THAT PLANO SENIOR HAS A SALAD BAR BUT IS THAT TRUE? GO AHEAD WITH YOUR QUESTION. SO COULD WE ADD A SALAD BAR TO PLANO EAST. YEAH. IT'S MY UNDERSTANDING THAT THEY DON'T HAVE A FULL TIME SALAD BAR. WHAT THE FOOD SERVICE WILL DO IS PUT THINGS ON A ROTATION. WAIT WAIT WAIT WAIT WAIT WAIT WAIT JUST A MINUTE. WE CAN'T DISCUSS WE CAN'T ASK QUESTIONS AND DISCUSS AT THE BOARD TABLE BECAUSE IT'S NOT A POSTED ITEM THE ONLY THING WE CAN DO IS SUGGEST A WORK SESSION TOPIC. SO I KNOW YOU KNOW THE ANSWER BUT I'M. BUT SHE. BUT WE CAN'T DO THAT AT THIS TIME BECAUSE IT'S NOT POSTED. OKAY SO THAT'S NOT LEGAL. SORRY. I APOLOGIZE. THAT'S OKAY. TRYING TO BE HELPFUL I UNDERSTAND. SO DO YOU HAVE A WORK SESSION TOPIC RELATED TO THAT THAT YOU'D LIKE TO HAVE THE BOARD TO CONSIDER RATHER THAN JUST HAVING A CONVERSATION.

OKAY SO THE TOPIC WILL BE COULD WE LOOK INTO A SALAD BAR? [INAUDIBLE] YES

[03:05:08]

EXACTLY WHAT JERI JUST SAID. OKAY. SO THE QUESTION IS THAT IS THEIR BOARD INTEREST IN EXPLORING AND STUDYING FOOD FOOD EQUITY SERVICE FANS EQUITY IN OFFERINGS ACROSS SENIOR HIGH CAMPUSES. YES SENIOR CAMPUSES. SO BEFORE WE ASK FOR STUDY BECAUSE WE HAVE SO MUCH GOING ON AS YOU CAN TELL BY THE LENGTH OF THE MEETING TONIGHT I'D LIKE TO ASK THE BOARD TO YOU KNOW HELP GAUGE INTEREST. IS IT POSSIBLE THAT THAT QUESTION COULD BE JUST AN INDIVIDUAL QUESTION BETWEEN THE BOARD MEMBER AND THE STAFF TO GAIN THAT KNOWLEDGE AND NOT MAKE IT A STUDY THAT IS COMMISSIONED TO BE A REPORT BACK TO THE BOARD. WOULD THAT BE SATISFACTORY? YES. JUST GET THE ANSWERS TO YOUR QUESTIONS. YES. OKAY. WE WILL ADD IT TO THE ACTION TRACKER IT WAS ALREADY ON MY LIST FROM OUR CONVERSATION BUT WE'LL PUT IT ON THE ACTION TRACKER SO WE CAN TRACK THE FOLLOW THROUGH. OKAY. THANK YOU.

OKAY. THANK YOU. AND THEN YOU CAN SHARE THAT WITH THE REST OF THE BOARD THROUGH A BOARD UPDATE. OKAY. IN LOOKING AT THE ACTION TRACKER THERE WAS ACTUALLY SOMETHING THAT I'D ASKED ABOUT HONORS COURSES FOR SIXTH GRADE WHICH CAME UP AGAIN TODAY. IT HAD A DUE DATE THE END OF JANUARY I DON'T. I MIGHT HAVE MISSED THE UPDATE IF THERE'S BEEN ONE BUT CERTAINLY THERE SEEMS TO BE ONLY SIXTH GRADE HONORS MATH AND PACE SOCIAL STUDIES AND THEY'RE STARTING TO BE GROWING CONCERNS FROM THE GIFTED AND TALENTED COMMITTEE FROM INEQUITIES ONCE AGAIN BETWEEN MIDDLE SCHOOLS WHERE THEY CAN'T GET THE SAME LEVEL OF COURSE IN ENGLISH FOR EXAMPLE THAT THEY CAN'T RENNER VERSUS RICE. AND SO I DON'T KNOW DID I MISS THE REPORTERS IT'S STILL YET TO BE DONE? WE'RE STILL WORKING ON THAT WE'VE DONE A STUDY ACROSS THE DISTRICT OF THE HONORS COURSES OFFERED IN EVERY FEEDER IN EVERY CAMPUS.

SO WE'RE STILL PULLING TOGETHER THAT INFORMATION TO BRING TO THE BOARD.

APOLOGIZE THAT WE MISSED THE DEADLINE. I DIDN'T REALIZE IT WAS MARKED ON THEIR FOR JANUARY. OKAY BUT JUST TO LET YOU KNOW THERE IS GROWING CONCERN AMONG PARENTS AND THE GIFTED AND TALENTED COMMITTEE THAT THERE IS QUITE INEQUITY IN TERMS OF WHAT KIDS CAN GET AT OUR DIFFERENT MIDDLE SCHOOLS BECAUSE THEY DON'T HAVE HONORS CLASSES AND SOME OF THESE COURSEWORKS. SOMETHING ELSE OF COURSE I'LL ALWAYS CONTINUE TO WANT TO SEE THAT PRE-K ENROLLMENT I LOOK FORWARD TO SEEING AFTER THE REGISTRATION IN APRIL HOW WE ACTUALLY ARE MOVING TOWARD OUR GOAL OF 70 PERCENT OF THE CHILDREN IN FULL DAY THAT ARE ELIGIBLE. I THINK JUST FOR THE THE STAFF UNDERSTANDING THIS MITCHELL ENROLLMENT DROP TRANSFERS OUT WHO'S TRANSFERRING OUT WE NEED TO UNDERSTAND THAT. AND FINALLY I THINK IT WOULD BE HELPFUL PARTICULARLY SINCE THERE'LL BE AT LEAST A COUPLE OF NEW PEOPLE SITTING UP HERE IN JUNE. NOT EVERYONE WANTS TO DEDICATE A WHOLE CLOSET IN THEIR HOUSE TO SCHOOL BOARD STUFF. AND SO THERE'S SO MANY GREAT REPORTS THAT ARE OUT THERE I SAVE FOR EXAMPLE THE FREE AND REDUCED LUNCH BECAUSE THAT'S GOOD TO SEE THE TRENDS I SAVED THE TEMPLETON REPORTS BECAUSE IT'S GOOD. THERE'S NO EASY WAY TO GET THAT INFORMATION UNLESS YOU REMEMBER THE BOARD MEETING WHERE IT WAS PRESENTED AND YOU GO IN AND FIND IT THAT WAY. SO SOME OTHER SORT OF MATRIX OR CROSSTALK WHERE A NEW BOARD MEMBER OR EVEN AN EXISTING BOARD MEMBER COULD EASILY SEE A STRAND. SAME THING WITH PRE-K. THERE'S BEEN SO MUCH PRESENTED ON PRE-K THE LAST FOUR YEARS.

GREAT GREAT WORK TO SEE THAT. SO IT DOESN'T HAVE TO BE NOTEBOOKS IN THE CLOSET BUT THEY WORK TOO. SO ARE YOU ASKING FOR A REPORT ABOUT THAT OR AS OF A MANNER OF ORGANIZATION. I THINK A REPORT ON A MANNER OF ORGANIZATION? I THINK CERTAINLY IT COULD BE IN THE ACTION TRACKER ONLY AND REPORTED THROUGH THE BOARD UPDATE. LIKE I SAID I'M ALREADY GOOD. NOT EVERYBODY WILL HAVE THAT BACKGROUND. SO I THINK I THINK IT MAKES A LOT OF SENSE IN TERMS OF HELPING NEW COLLEAGUES COME UP TO SPEED IF THERE'S A DIFFERENT WAY WE CAN PRESENT OUR INFORMATION. YES I THINK IT WOULD BE WORTH THE STUDY TO UNDERSTAND WHETHER OR NOT THERE IS SOME SORT OF INTERLINKED SYSTEM OR SOMETHING LIKE THAT WHEREBY THOSE OLD STUDIES COULD BE STORED AND THEN EASILY ACCESSIBLE. I AGREE WITH YOU I SPEND A LOT OF TIME GOING THROUGH OLD BOARD MEETINGS LOOKING FOR OLD REPORTS. I DO THE SAME AND I WONDER IF THERE'S ANY KIND OF A RESOURCE THAT BOARDBOOK HAS FOR SORTING AND IDENTIFYING AND LISTING FOR US. WELL LET'S LET'S STICK TO THE TOPICS SO MAYBE PUT PUT SO THE PRE-K ENROLLMENT SO INEQUITIES BETWEEN FANS BETWEEN MIDDLE SCHOOLS THAT WILL BE A FOLLOW UP WITH A BIT OF INFO OUT TO THE BOARD, PRE-K ENROLLMENT WE'RE GETTING THAT RIGHT NOW. YOU KNOW IN THE BOARD UPDATE. SO CONTINUE GETTING THAT AND THEN SEEING WHERE THE RESULTS LIE WHEN THE MARKETING PROGRAM IS CONCLUDED. UNDERSTANDING THE DIFFERENCE IN THE MITCHELL ENROLLMENT DECREASE AND ANSWERING A QUESTION ABOUT SOME KIND OF SEARCHABLE

[03:10:10]

DATABASE FOR THIS IS DAN'S NAME ALL OVER THIS. DON'T ANSWER DON'T ANSWER THE QUESTION ON HOW TO FIND RESOURCES QUICKLY AND EASILY, RELATIONAL DATABASE. ALSO THE GIFTED AND TALENTED THE HONORS, MAKE SURE THAT WE. OK, THAT ITEM THAT'S STILL ON THE TRACKER. [INAUDIBLE]. YEAH OK OK. THAT'S PLENTY. ALL RIGHT. ANY OTHERS. OKAY. THIS MEETING IS ADJOURNED.



* This transcript was compiled from uncorrected Closed Captioning.