Sep 19, 2023 Board Work Session

[00:00:07]

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

[1. CALL TO ORDER]

ON TUESDAY, SEPTEMBER 19TH, 2023.

ON THE BOARD'S BEHALF, I WISH TO WELCOME OUR VIEWERS AND ALL WHO ARE PRESENT WITH US THIS EVENING.

AT THIS TIME, I ASK DR.

SUPERINTENDENT, I NEVER CAN GET THIS RIGHT, SUPERINTENDENT DR.

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

PRESIDENT HUMPHREY I VERIFY THAT THIS MEETING HAS BEEN POSTED IN COMPLIANCE WITH THE PROVISIONS OF THE TEXAS OPEN MEETINGS ACT.

THANK YOU. I PROMISE THAT WAS NOT IN MY SCRIPT THAT WAS ME.

I'D LIKE TO INTRODUCE MY FELLOW TRUSTEES AND STAFF SEATED AT THE DAIS TO MY LEFT, SUPERINTENDENT DR.

THERESA WILLIAMS. DR. SELENDA FREEMAN, DEPUTY SUPERINTENDENT FOR LEADERSHIP AND OPERATIONS BOARD SECRETARY JERI CHAMBERS TRUSTEE TARRAH LANTZ TRUSTEE KATHERINE GOODWIN AND TRUSTEE MICHAEL COOK.

SEATED TO MY RIGHT, VICE PRESIDENT, DR.

LAUREN TYRA TRUSTEE ANGELA POWELL JOHNNY HILL, DEPUTY SUPERINTENDENT FOR BUSINESS AND EMPLOYEE SERVICES.

LISA WILSON, DEPUTY SUPERINTENDENT FOR TEACHING, LEARNING AND LIFE READINESS.

PATRICK TANNER ASSISTANT SUPERINTENDENT FOR TECHNOLOGY SERVICES.

DR. COURTNEY GOBER, ASSISTANT SUPERINTENDENT FOR STUDENT, FAMILY AND COMMUNITY SERVICES.

JED REED, INTERIM ASSISTANT SUPERINTENDENT FOR EMPLOYEE SERVICES.

AND SHARON NOWAK, EXECUTIVE ASSISTANT TO THE SUPERINTENDENT AND THE BOARD OF TRUSTEES.

AT WORK SESSIONS THE BOARD PERMITS PUBLIC COMMENT REGARDING AGENDA ITEMS ONLY.

AGENDA RELATED ITEMS ARE HEARD PRIOR TO THE BOARD'S CONSIDERATION OR ACTION ON THE AGENDA ITEM.

DR. FREEMAN DO WE HAVE ANY SPEAKERS TONIGHT? PRESIDENT HUMPHREY WE DO NOT HAVE ANY SPEAKERS THIS EVENING.

ALL RIGHT. THANK YOU.

SO THEREFORE, IF THERE ARE NO OBJECTIONS FROM THE BOARD, WE WILL NOW ADJOURN TO CLOSED SESSION AS AUTHORIZED UNDER THE TEXAS OPEN MEETINGS ACT FOR THE FOLLOWING PURPOSES.

[3. CLOSED SESSION]

THE TIME IS 6:02 P.M..

[4. RECONVENE OPEN SESSION]

THE CONSENT WE'LL MOVE TO THE CONSENT AGENDA, WHICH IS ITEM FIVE.

[5. CONSENT AGENDA]

BOARD MEMBERS ARE THERE ANY REQUESTS TO MOVE ITEMS FROM THE CONSENT AGENDA FOR FURTHER DISCUSSION? ALL RIGHT. HEARING NONE. MAY I ASK FOR A MOTION, PLEASE? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA AND I SECOND.

ALL RIGHT. I HAVE A MOTION MADE BY DR.

LAUREN TYRA AND A SECOND BY ANGELA POWELL THAT THE BOARD OF TRUSTEES APPROVES THE CONSENT AGENDA.

WE WILL NOW PROCEED TO VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. I SEE ALL SEVEN HANDS UP SO I WON'T ASK FOR OPPOSED.

THE MOTION PASSES 7-0.

NOW WE'LL MOVE ON TO DISCUSSION AND ACTION ITEM 6.1, THE APPROVAL OF A RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO ISD

[6. DISCUSSION AND ACTION]

MR. HILL. THERE YOU ARE.

THANK YOU. OPEN THIS UP.

YES, MA'AM. I'LL BE MORE THAN HAPPY TO.

PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, MEMBERS OF THE BOARD AND CABINET.

YOU HAVE A RESOLUTION IN FRONT OF YOU TO BE CONSIDERED.

AS YOU KNOW, THERE IS A VERY HIGH LIKELIHOOD THAT WE WILL HAVE A SPECIAL CALLED THIRD SESSION.

THAT'S COMING UP PROBABLY IN OCTOBER AT SOME POINT.

AS A RESULT, WE WHAT WE HEAR IS THAT THAT SPECIAL CALLED SESSION WILL BE PREDOMINANTLY IN EDUCATION.

AND OF COURSE, SINCE IT WILL BE IN EDUCATION, WE WOULD LIKE TO COME BACK AROUND AND AND AS A AS A PISD BOARD RECOMMEND THAT WE DO A RESOLUTION TO ASK FOR FUNDING.

OBVIOUSLY THIS WILL THIS GIVES US ANOTHER OPPORTUNITY TO HOPEFULLY GET INTO SOME OF THE FUNDING THAT WAS PROMISED UNDER HOUSE BILL ONE, THE APPROPRIATIONS BILL.

AND SO WE'RE WE WOULD LIKE TO, AT LEAST FROM A BOARD STANDPOINT, HAVE A AS A RESOLUTION THAT WOULD WOULD WOULD POINT TOWARD THAT THAT ADDITIONAL FUNDING. ALL RIGHT.

THANK YOU. SO YOU'LL KNOW THAT THIS IS AN ITEM WHERE THE BOARD IS ASKED TO CONSIDER A RESOLUTION.

[00:05:06]

THANK YOU, PRESIDENT HUMPHREY.

THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING SCHOOL FUNDING.

WHEREAS THE STATE OF TEXAS HAS A HISTORIC $33 BILLION SURPLUS.

AND WHEREAS, THE STATE OF TEXAS IS REQUIRED BY THE TEXAS CONSTITUTION TO MAKE SUITABLE PROVISION FOR AN EFFICIENT SYSTEM OF FREE AND PUBLIC SCHOOLS.

AND WHEREAS, TEXAS PUBLIC SCHOOL DISTRICTS ACCEPT EVERY STUDENT AND ARE MANDATED TO FOLLOW STATE ACADEMIC STANDARDS PLUS FINANCIAL ACCOUNTABILITY.

AND WHEREAS, THE TEXAS LEGISLATURE HAS NOT MADE ANY ADJUSTMENTS TO THE BASIC ALLOTMENT SINCE 2019. AND WHEREAS, LOCAL SCHOOL DISTRICTS ARE FACING HISTORIC LEVELS OF INFLATION SINCE THE COVID 19 PANDEMIC AND WOULD NEED A $900 INCREASE IN THE BASIC ALLOTMENT TO ADDRESS INFLATIONARY COSTS.

AND WHEREAS.

LOCAL SCHOOL DISTRICTS ARE FACING A STATEWIDE AND NATIONWIDE TEACHER SHORTAGE REQUIRING COMPETITIVE COMPENSATION FOR TEACHERS.

AND WHEREAS, HOUSE BILL THREE PASSED DURING THE 88TH LEGISLATIVE SESSION REQUIRES THE ADDITION OF ARMED PERSONNEL FOR FOR ALL CAMPUSES WITHOUT THE SUFFICIENT FUNDING NECESSARY FOR LOCAL SCHOOL DISTRICTS TO IMPLEMENT THE PROVISIONS OF THIS BILL.

AND WHEREAS, THE TEXAS COMMISSION ON SPECIAL EDUCATION INDICATED THAT SPECIAL EDUCATION IS UNDERFUNDED BY $1.8 BILLION IN THE STATE OF TEXAS, WHILE THE POPULATION OF STUDENTS SERVED IN SPECIAL EDUCATION IS INCREASING.

AND WHEREAS, PROVIDING A VOUCHER TO FAMILIES FOR SPECIAL EDUCATION SERVICES DOES NOT BEGIN TO ADDRESS THE REALITY THAT TEXAS SCHOOL DISTRICTS HAVE NEVER BEEN FULLY FUNDED TO IMPLEMENT THE REQUIREMENTS OF IDEA.

AND WHEREAS, HOUSE BILL 1416 PASSED DURING THE 88TH LEGISLATIVE SESSION IS AN UNFUNDED MANDATE AND FEDERAL ESSER DOLLARS UTILIZED TO SUPPORT HIGH QUALITY TUTORING PROGRAMS FOR STUDENTS ARE ENDING.

AND WHEREAS, THE STATE OF TEXAS HAS A FUNDING GAP FOR PUBLIC EDUCATION, RANKED 42ND OUT OF 50 STATES ON PUBLIC EDUCATION FUNDING AND IS RATED AN F BELOW THE NATIONAL AVERAGE OF A C ON K THROUGH 12 SPENDING.

AND WHEREAS, THE AVERAGE PRIVATE SCHOOL TUITION IN TEXAS IS $10,585 PER YEAR, AND PROVIDING TAXPAYER DOLLARS TO STUDENTS TO ATTEND PRIVATE SCHOOLS WILL NOT HELP STUDENTS WHO DO NOT HAVE TRANSPORTATION AND CANNOT MAKE UP THE DIFFERENCE BETWEEN THE EDUCATION SAVINGS ACCOUNT AND THE PRIVATE SCHOOL TUITION.

AND WHEREAS, THE SOCIAL SECURITY ADMINISTRATION AUTHORIZED A 5.9% AND 8.7% COST OF LIVING ADJUSTMENT COLA FOR 2022 AND 2023, RESPECTIVELY, HIGHLIGHTING THE NEED FOR INCREASED SCHOOL FUNDING.

AND WHEREAS, PER PUPIL SPENDING IN TEXAS SHOULD NOT BE REFERRED TO WITH REFERRED TO WITH I&S FUNDING, INCLUDING BECAUSE THOSE FUNDS ARE BOND FUNDS APPROVED BY LOCAL VOTERS AND CANNOT BE USED TO ADDRESS EVERYDAY OPERATING EXPENSES THAT ARE IMPACTED BY INFLATION.

AND WHEREAS, THE PLANO INDEPENDENT SCHOOL DISTRICT IS FACING A $24 MILLION DEFICIT TO SUSTAIN COMPETITIVE PAY INCREASES FOR STAFF AND MAINTAIN STUDENT INSTRUCTIONAL PROGRAMS OF CHOICE EXTRACURRICULARS.

NOW, THEREFORE, BE IT RESOLVED THAT SHOULD A LEGISLATIVE SPECIAL SESSION RELATED TO EDUCATIONAL CHOICE AND EDUCATIONAL SAVINGS ACCOUNTS VOUCHERS BE CALLED THE PLANO ISD BOARD OF TRUSTEES CALL ON THE LEGISLATURE TO SUPPORT AN INCREASE TO THE BASIC ALLOTMENT AND AND ADDRESS THE UNFUNDED MANDATES PLACED ON TEXAS PUBLIC SCHOOLS.

THEREFORE, REJECTING DIVERSION OF TAXPAYER DOLLARS TO PRIVATE ENTITIES WHO ARE NOT REQUIRED TO COMPLY WITH TEXAS EDUCATION CODE,

[00:10:08]

AND WE WILL SEE IF THIS IS ADOPTED THIS 19TH DAY OF SEPTEMBER 2023 BY THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT.

EXCELLENT READING.

THANK YOU.

BOARD MEMBERS DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING SCHOOL FUNDING.

IS THERE A SECOND? ALL SECOND. ALL RIGHT, I.

THERE'S A MOTION ON THE TABLE.

I HAVE A MOTION BY DR.

LAUREN TYRA A SECOND BY KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE INDEPENDENT PLANO INDEPENDENT SCHOOL DISTRICT REGARDING SCHOOL FUNDING.

IS THERE ANY FURTHER DISCUSSION ON THIS MATTER? I FEEL LIKE WE'VE TALKED ABOUT THIS AN AWFUL LOT, AND I DON'T KNOW THAT OUR COMMUNITY NEEDS TO KNOW MORE THAN WHAT WAS ALREADY READ IN THE WHEREAS CLAUSES FOR THIS RESOLUTION.

BUT I THINK THAT IF A SPECIAL SESSION IS CALLED, IT IS IMPORTANT THAT WE HAVE OUR VIEWPOINTS OUT THERE FOR THE COMMUNITY TO KNOW WHERE OUR PLANO ISD BOARD OF TRUSTEES, WHERE WE STAND FOR OUR COMMUNITY AND SO THAT WE CAN USE THAT WHEN WE'RE ADVOCATING WITH OUR LEGISLATORS.

ALL RIGHT. ARE THERE ANY OTHER COMMENTS? ALL RIGHT. I WILL NOW CALL FOR A VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ALL OF THOSE OPPOSED.

ALL RIGHT. THE MOTION PASSES 6 TO 1 AND WE WILL MOVE ON TO ITEM 6.2 DISCUSSION AND ACTION.

AND IT'S THE CONSIDERATION AND POSSIBLE ACTION ON A RESOLUTION REGARDING PROPOSED CHANGES TO THE A THROUGH F ACCOUNTABILITY SYSTEM.

AND I'M GOING TO TURN THIS OVER TO LISA WILSON.

IF YOU'LL RECALL AT THE LAST BOARD MEETING, WE TALKED A LITTLE BIT ABOUT THE CHANGES TO THE A THROUGH F ACCOUNTABILITY SYSTEM AND THE FRUSTRATION OF THE LACK OF COMMUNICATION, NOT THE UNWILLINGNESS TO BE HELD ACCOUNTABLE OR BE HELD TO RIGOROUS STANDARDS, BUT THE LACK OF COMMUNICATION.

AND SINCE THAT LAST MEETING, THERE HAVE BEEN A FEW CHANGES IN THE LANDSCAPE.

WE RECEIVED A MESSAGE FROM THE COMMISSIONER ON SEPTEMBER 12TH, NOTIFYING US, NOTIFYING US OF YET ANOTHER DELAY TO THE RELEASE OF THE ACCOUNTABILITY RATINGS BECAUSE THEY ARE ADJUSTING THE METRICS YET AGAIN, WHICH IS THE SOURCE OF THE FRUSTRATION, IS THAT WE STILL DO NOT KNOW THE RULES TO WHICH WE WILL BE HELD ACCOUNTABLE FOR EITHER THE 2022-23 YEAR, AND WE STILL DON'T KNOW THOSE RULES FOR THE 23-24 YEAR. AND ALSO IN OTHER ACTIVITY.

NOW OVER 60 SCHOOLS HAVE JOINED IN THE LAWSUITS AGAINST THE COMMISSIONER AND TEA REGARDING THE LACK OF TRANSPARENCY AND COMMUNICATION WITH THE ACCOUNTABILITY SYSTEM.

ALL RIGHT. THANK YOU, LISA.

I WILL TURN THIS OVER TO JERI CHAMBERS, OUR SECRETARY, TO PLEASE READ THE RESOLUTION INTO THE MINUTES.

THANK YOU, PRESIDENT HUMPHREY.

THIS IS A RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING THE A THROUGH F ACCOUNTABILITY SYSTEM.

WHEREAS THE A-F ACCOUNTABILITY SYSTEM IS A STATEWIDE RATING SYSTEM ESTABLISHED BY THE TEXAS LEGISLATURE TO PROVIDE INFORMATION ABOUT THE ACADEMIC PERFORMANCE OF TEXAS PUBLIC SCHOOLS. AND WHEREAS, THE TEXAS LEGISLATURE AND TEXAS EDUCATION CODE 39.054 HAS GRANTED BROAD AUTHORITY TO THE COMMISSIONER OF THE TEXAS EDUCATION AGENCY, HERETOFORE THE COMMISSIONER, TO ADOPT RULES TO EVALUATE SCHOOL DISTRICT AND CAMPUS PERFORMANCE AND ASSIGN EACH DISTRICT AND CAMPUS AN OVERALL PERFORMANCE RATING OF A, B, C, D, OR F.

AND WHEREAS, THE CURRENT ACCOUNTABILITY SYSTEM WAS DESIGNED BY THE CURRENT COMMISSIONER.

AND WHEREAS, THE TEXAS EDUCATION AGENCY, TEA, HAS SUBSTANTIALLY CHANGED THE ACCOUNTABILITY RATING SYSTEM IN A MANNER THAT WILL IMPACT EVERY SCHOOL DISTRICT AND CAMPUS IN THE STATE, MEANING THAT THE RATINGS EXPECTED TO BE ISSUED IN FALL OF 2023 BY THE 2022-2023 SCHOOL YEAR WILL BE BASED ON A DIFFERENT SET OF RULES THAN PREVIOUS A THROUGH F RATINGS.

AND WHEREAS, DESPITE THE LACK OF A OF A REQUIREMENT IN THE STATUTE THAT THE COMMISSIONER CHANGE THE ACCOUNTABILITY SYSTEM ON

[00:15:10]

AND WHEREAS, THE CHANGES MADE BY THE COMMISSIONER WERE INTENDED TO BE APPLIED TO GRADUATING CLASSES WHO HAVE ALREADY GRADUATED FROM PLANO INDEPENDENT SCHOOL DISTRICT, THE DISTRICT. AND WHEREAS, THE COMMISSIONER INTENDS TO RELEASE RATINGS FOR THE 2022 SCHOOL YEAR LONG AFTER AUGUST 15TH AND STILL WITH AN UNKNOWN DATE USING RETROACTIVE UPDATES TO THE ACCOUNTABILITY SYSTEM THAT WOULD LOWER THE RATING OF THOUSANDS OF SCHOOLS.

AND WHEREAS, THE RECENT ANNOUNCEMENT BY TEA THAT THE CALCULATION OF DOMAIN 2A ACADEMIC GROWTH AND DOMAIN 3 CLOSING THE GAPS IS BEING RECALIBRATED FURTHER ADDS TO THE UNCERTAINTY ABOUT THE NEW ACCOUNTABILITY MEASURES AND CAUSES FURTHER DELAY OF THE ISSUANCE OF THE 2022-23 A THROUGH F ACCOUNTABILITY RATINGS.

AND WHEREAS, THE COMMISSIONER STILL HAS NOT FINALIZED THE RULES AND METHODOLOGIES THAT WILL BE USED TO EVALUATE SCHOOLS FOR THE 2022-2023 SCHOOL YEAR OR THE 2023-24 SCHOOL YEAR.

AND WHEREAS, IN VIOLATION OF STATE LAW IN THE 2022-23 SCHOOL YEAR, THE COMMISSIONER FAILED TO PROVIDE SCHOOL DISTRICTS A DOCUMENT IN A SIMPLE, ACCESSIBLE FORMAT THAT EXPLAINS THE ACCOUNTABILITY PERFORMANCE MEASURES, METHODS AND PROCEDURES THAT WILL BE APPLIED FOR THE 2022-2023 SCHOOL YEAR.

AND WHEREAS, IN VIOLATION OF STATE LAW IN THE 2023-2024 SCHOOL YEAR, THE COMMISSIONER HAS FAILED TO PROVIDE SCHOOL DISTRICTS A DOCUMENT IN A SIMPLE, ACCESSIBLE FORMAT THAT EXPLAINS THE ACCOUNTABILITY PERFORMANCE MEASURES, METHODS AND PROCEDURES THAT WILL BE APPLIED FOR THE 2023- 2024 SCHOOL YEAR.

AND WHEREAS, THE DISTRICT IS BEING HARMED BY THE LACK OF ADVANCE NOTICE OF THE CRITERIA AND METHODS TEA IS APPLYING AS PART OF THE A THROUGH F ACCOUNTABILITY SYSTEM FOR THE 2022-2023 SCHOOL YEAR, BECAUSE THE DISTRICT DOES NOT KNOW THE EXPECTATIONS SET BY THE STATE OF TEXAS FOR SCHOOL DISTRICTS AND THUS BEEN UNABLE TO ADJUST TO TEAS NEW ACCOUNTABILITY MEASURES AND ALLOCATE DISTRICT RESOURCES IN A MANNER REQUIRED TO MEET STATE STANDARDS.

AND WHEREAS, BASED ON THE RETROACTIVELY APPLIED CHANGES IN THE ACCOUNTABILITY SYSTEM, DESPITE IMPROVEMENTS IN STUDENT ACHIEVEMENT, THE DISTRICT EXPECTS CAMPUS AND DISTRICT RATINGS TO DROP.

AND WHEREAS, THE PLANO INDEPENDENT SCHOOL DISTRICT'S BOARD OF TRUSTEES, THE BOARD, ACKNOWLEDGES AND UNDERSTANDS THAT THE COMMISSIONER'S POST HOC CHANGES TO THE ACCOUNTABILITY SYSTEM SEND A NEGATIVE AND DEMORALIZING MESSAGE TO EDUCATORS WHO HAVE ACHIEVED GROWTH IN THEIR STUDENTS PERFORMANCE BUT MAY STILL SEE THEIR CAMPUSES HIT WITH A LOWER ACCOUNTABILITY RATING AS A RESULT OF THE COMMISSIONER'S UNFAIR CHANGES.

AND WHEREAS, THE BOARD BELIEVES THE A THROUGH F ACCOUNTABILITY SYSTEMS SHOULD BE ADJUSTED TO RAISE STANDARDS BUT ONLY WITH APPROPRIATE ADVANCE NOTICE.

AND WHEREAS, THE PURPOSE OF THE A THROUGH F ACCOUNTABILITY SYSTEM IS TO PROVIDE TRANSPARENCY AND CLARITY FOR SCHOOLS, PARENTS, AND THE COMMUNITY AT LARGE ABOUT THE PERFORMANCE OF TEXAS PUBLIC SCHOOLS IN RELATION TO STATE EXPECTATIONS.

AND WHEREAS, CONTRARY TO THE PURPOSE OF TRANSPARENCY REGARDING SCHOOL PERFORMANCE, THE RATINGS INTENDED TO BE ISSUED BY THE COMMISSIONER ON THE 2022-2023 SCHOOL YEAR, WILL GIVE THE MISLEADING APPEARANCE THAT SCHOOLS WITH HIGHER LEVELS OF STUDENT ACHIEVEMENT ARE ACTUALLY DECLINING IN PERFORMANCE.

AND WHEREAS, THE FAILURE OF THE COMMISSIONER TO COMPLY WITH STATE LAW AND PROVIDE AN EXPLANATION OF THE METHODS EXCUSE ME, MEASURES, METHODS AND PROCEDURES TO BE USED DURING THE 2022-23 SCHOOL YEAR, PREVENTED THE DISTRICT FROM APPROPRIATELY ADJUSTING ITS PRACTICES AND ALLOCATION OF RESOURCES IN ACCORDANCE WITH STATE EXPECTATIONS.

AND WHEREAS, THE RETROACTIVE APPLICATION OF NEW MEASURES, METHODS AND PROCEDURES WITHOUT THE REQUIRED ADVANCE NOTICE REPRESENTS HARM TO THE DISTRICT AND ITS COMMUNITY BECAUSE IT GIVES THE MISLEADING APPEARANCE OF DECLINING SCHOOL PERFORMANCE, WHICH IMPACTS ENROLLMENT, PROPERTY VALUES, THE APPLICATION OF POTENTIAL SANCTIONS BY THE GOVERNOR, THE COMMISSIONER AND THE EFFECTIVE USE OF RESOURCES.

AND WHEREAS, OVER 60 TEXAS SCHOOL DISTRICTS REPRESENTING OVER 25% OF TEXAS SCHOOL STUDENTS HAVE FILED A LAWSUIT SEEKING AN INJUNCTION TO PREVENT THE COMMISSIONER FROM USING THE RATINGS, USING THE RETROACTIVELY APPLIED YET TO BE FINALIZED MEASURES,

[00:20:08]

AND WHEREAS, THE BOARD AGREES WITH THE ARGUMENTS LAID OUT IN THE LAWSUIT AND BELIEVES THE INTENTION OF THE COMMISSIONER TO ISSUE RATINGS USING RETROACTIVELY APPLIED YET TO BE FINALIZED, MEASURED METHODS AND PROCEDURES TO BE IN CONTRAVENTION OF STATE POLICY REGARDING THE A THROUGH F ACCOUNTABILITY SYSTEM AND IN VIOLATION OF LAW.

NOW, THEREFORE, BE IT RESOLVED THAT ONE: ALL THE ABOVE REFERENCED PARAGRAPHS, FINDINGS AND RECITALS ARE INCORPORATED INTO AND MADE PART OF THIS RESOLUTION.

TWO: THE PLANO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES DIRECTS THE SUPERINTENDENT TO TAKE THE NECESSARY STEPS TO JOIN THE LITIGATION CHALLENGING THE COMMISSIONER'S FAILURE TO PROVIDE TEXAS SCHOOL STUDENTS ADVANCE NOTICE OF THE MEASURES, METHODS AND PROCEDURES TO BE USED IN THE 2022-2023 AND 2023-2024 SCHOOL YEARS PRIOR TO THE START OF EACH OF THOSE SCHOOL YEARS IN VIOLATION OF STATE LAW.

THREE: THE PLANO INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES URGES THE COMMISSIONER TO COMPLY WITH STATE LAW AND ISSUE RATINGS FOR THE 2022-2023 AND 2023-2024 SCHOOL YEARS, UTILIZING THE EXISTING MEASURES, METHODS AND PROCEDURES OF WHICH SCHOOL DISTRICTS HAVE NOTICE IN ACCORDANCE WITH STATE LAW APPLIED BY THE VOTE OF THE MAJORITY OF MEMBERS OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT PRESENT AND VOTING AT AN OPEN MEETING OF THE BOARD ON THE 19TH DAY OF SEPTEMBER 2023 AT WHICH A QUORUM WAS PRESENT.

ALL RIGHT. AGAIN, EXCELLENT READING THERE.

THANK YOU. BOARD MEMBERS, DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF THE BOARD OF TRUSTEES OF PLANO INDEPENDENT SCHOOL DISTRICT REGARDING PROPOSED CHANGES TO THE A-F ACCOUNTABILITY SYSTEM. IS THERE A SECOND? I'LL SECOND THAT. ALL RIGHT.

I HAVE A MOTION BY TARRAH LANTZ AND A SECOND BY KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING PROPOSED CHANGES TO THE A THROUGH F ACCOUNTABILITY SYSTEM.

IS THERE ANY FURTHER DISCUSSION? ALL RIGHT. WE WILL NOW VOTE ALL OF THOSE IN FAVOR.

OH, I DIDN'T. I'M SORRY.

DID YOU SAY SOMETHING? I DIDN'T.

I WAS HESITATING, BUT I JUST WANT TO PUT THIS OUT THERE.

THIS AFTERNOON, WE LISTENED TO COMMISSIONER MORATH AT AN EVENT IN DALLAS, AND I LISTENED TO HIM TALK ABOUT MAKING BOLD DECISIONS FOR KIDS. AND I WROTE THIS DOWN.

I WROTE HIS HIS EXACT WORDS DOWN.

HE EVEN UTILIZED PLANO ISD AS AN EXAMPLE WHEN HE WAS TALKING ABOUT A THROUGH F ACCOUNTABILITY SYSTEMS AND THE IMPACT THAT THEY HAVE ON A COMMUNITY. AND I THOUGHT THIS IS AWFUL BECAUSE IN PLANO ISD, IF WE USE THE MEASURES THAT ARE PROPOSED OR AT LEAST WHAT WE THINK WILL BE OUT THERE, THEN OUR RATINGS WILL DROP EVEN THOUGH OUR KIDS ARE IMPROVING.

AND THAT'S JUST NOT ACCEPTABLE TO ME.

SO THAT'S NOT MAKING A BOLD DECISION FOR KIDS.

AND SO I DON'T LOVE THIS.

I DON'T LOVE THE IDEA OF SIGNING ON TO A LAWSUIT.

BUT AGAIN, 25% OF TEXAS PUBLIC SCHOOL KIDS WILL BE COVERED UNDER THIS LAWSUIT.

SO WE'RE NOT ALONE. THIS IS A LOT OF US BANDING TOGETHER, DEMANDING THAT OUR KIDS BE CELEBRATED FOR THE IMPROVEMENTS THAT THEY'RE MAKING.

AND I THINK IT'S WORTH JUST REITERATING THAT PLANO ISD IS COMMITTED TO RIGOR AND PLANO ISD IS COMMITTED TO IMPROVING OUR STUDENTS ACHIEVEMENTS.

AND I WASN'T GOING TO MAKE A COMMENT EITHER.

BUT SINCE YOU MADE ONE, I'M JUST GOING TO MAKE ONE TOO.

BECAUSE NORMALLY I KEEP QUIET DURING BOARD MEETINGS AND I ONLY SAY WHEN CERTAIN THINGS I NEED TO SAY.

AND THE THING IS THAT I THINK I NEED TO SAY SOMETHING NOW.

THE REASON WHY I'M GOING TO, YOU KNOW, I'VE.

I'VE. I AGREE TO THIS IS BECAUSE I'VE.

I BELIEVE THAT ALL OUR TEACHERS KNOW, ALL THE STAFF HERE WORK HARD AND WE ALL WANT TO IMPROVE OUR STUDENTS.

AND THE WAY WE'RE GOING TO THE WAY THAT I'M GOING TO VOTE TONIGHT AND THE WAY WE'RE GOING TO VOTE TONIGHT IS AN EXAMPLE OF HOW WE FEEL FOR YOU, THAT WE KNOW THAT YOU'RE WORKING HARD.

WE KNOW THAT THE CHALLENGE IS OUT THERE AND THAT WE KNOW THAT WE'RE WORKING HARD TO IMPROVE THE OUTCOME OF OUR STUDENTS FOR THEM TO BE SUCCESSFUL.

SO THIS WHAT YOU SAID, TARRAH I AGREE WITH YOU THAT PLANO ISD HAS ALWAYS BELIEVED IN EXCELLENCE AND THAT THIS IS THE WAY

[00:25:07]

ALL OF THOSE ARE REALLY GREAT POINTS.

THANK YOU. ANY MORE FURTHER DISCUSSION? ALL RIGHT. I HAVE A MOTION MADE BY TARRAH LANTZ AND A SECOND BY KATHERINE GOODWIN THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF THE BOARD OF TRUSTEES OF THE PLANO INDEPENDENT SCHOOL DISTRICT REGARDING THE PROPOSED CHANGES TO THE A-F ACCOUNTABILITY SYSTEM, WE WILL NOW VOTE ALL OF THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

AND IT LOOKS LIKE 7 TO 0.

SO NONE OPPOSED THE MOTION PASSES UNANIMOUSLY.

DO YOU HAVE ANY COMMENTS? I DO.

I REALLY APPRECIATE ON BEHALF OF OUR STAFF, MORE IMPORTANTLY, ON BEHALF OF OUR STUDENTS.

YOUR WILLINGNESS TO STAND UP AND TAKE A BOLD MOVE FOR OUR STUDENTS.

AND I WAS THERE THIS AFTERNOON.

AND ONE OF THE THINGS THAT THE COMMISSIONER SAID WAS, YOU KNOW, WE HAVE TO THINK ABOUT THE WORKING CONDITIONS FOR OUR STAFF.

AND AS EVERY MANDATE COMES TO US WITH EACH LEGISLATIVE SESSION, OUR LITERACY ACADEMIES.

ALL OF THE WORK WITH HOUSE BILL 4545, ALL OF THE HOUSE, ALL THE WORK WITH HOUSE BILL 1416 WITH PROVIDING INTERVENTION.

OUR TEACHERS FIND A WAY.

WE FIND A WAY.

BUT TO SEE OUR MAP RESULTS, WHICH YOU'LL GET TO SEE TONIGHT AND TO SEE OUR STUDENTS CONTINUING TO MAKE GROWTH IMPROVEMENT OR MOVING THE NEEDLE AND THEN TO TURN AROUND AND RELABEL THE EFFORTS FEELS DEMORALIZING, I THINK, TO OUR STAFF.

AND I THINK IT'S IMPORTANT.

WE NEED OUR WE NEED THE BEST TEACHERS IN OUR CLASSROOMS. AND WE'RE VERY WE'RE VERY PROUD OF OUR TEACHERS AND THE WORK THAT THEY'RE DOING.

AND WE TAKE ACCOUNTABILITY SERIOUS, AND WE WANT RIGOROUS CLASSROOMS WITH HIGH EXPECTATIONS FOR KIDS.

AND WE'LL HOLD OURSELVES TO THAT.

AND WE WANT TO SEE GROWTH FOR EVERY SINGLE STUDENT.

WE WANT TO MAKE SURE THAT WE'RE CLOSING THE GAPS FOR STUDENTS.

WE WANT TO MAKE SURE THAT WE'RE CLOSING THE ACHIEVEMENT GAPS FOR STUDENTS.

BUT TEARING DOWN THE SYSTEM BY JUST RELABELING IT, IS NOT A WAY TO DO IT.

AND I, ON BEHALF OF OUR STAFF, OUR TEACHERS AND OUR KIDS, I APPRECIATE THE SUPPORT AND THE BOLD MOVE.

ALL RIGHT. I MIGHT JUST ADD ONE COMMENT NOW THAT WE'VE TAKEN THE VOTE, BUT I KNOW LISA AND I GAVE A PRESENTATION TO THE PLANO ROTARY CLUB LAST WEEK ABOUT THE A-F ACCOUNTABILITY SYSTEM.

IT'S VERY COMPLEX, AND I WILL ADMIT I THINK IT'S PROBABLY MORE COMPLEX THAN THE SCHOOL FINANCE SYSTEM IN THE STATE OF TEXAS.

BUT I DID ASK A QUESTION TO THE AUDIENCE AFTER THE PRESENTATION AND I SAID, WHAT DO YOU THINK THIS IS? AND ONE GENTLEMAN STOOD UP AND SAID, WELL, I THINK THAT THIS MIGHT BE A WAY TO SHED A DARK LIGHT ON PUBLIC EDUCATION RIGHT BEFORE THIS LEGISLATIVE SESSION WHEN THEY WILL BE CONSIDERING EDUCATION SAVINGS ACCOUNTS.

I WILL LEAVE IT AT THAT.

BUT THAT IS I'M JUST REITERATING WHAT THIS GENTLEMAN CONCLUDED FROM THAT PRESENTATION.

ALL RIGHT. NOW WE WILL MOVE ON TO ITEM 6.3 DISCUSSION AND ACTION, APPROVAL OF APPROVAL OF A RESOLUTION ON THE STRATEGIC ROADMAP, LONG RANGE FACILITY PLANNING.

AND I WILL INVITE JOHNNY HILL TO DISCUSS THIS AND OPEN IT UP.

ALL RIGHT. THANK YOU, PRESIDENT HUMPHREY, SUPERINTENDENT WILLIAMS, MEMBERS OF THE BOARD AND CABINET.

SO WE HAD A DISCUSSION AND A PRESENTATION A COUPLE OF WEEKS AGO TALKING ABOUT OUR LONG RANGE FACILITY PLANNING AND OUR IN THE WORK THAT WAS ESTABLISHED UNDER THE STRATEGIC PLAN.

WE DO KNOW THAT THAT PLAN WAS WAS SET UP AND PASSED ON MAY THE 2ND.

WE DO KNOW THAT THE STRATEGIC ROADMAP PLAN ACTUALLY NOT ONLY DEALT WITH ACADEMICS, IT ALSO DEALT WITH BUSINESS OPERATIONS AND EFFICIENCIES.

AND WE KNOW UNDER PILLAR FIVE, THAT WAS PART OF THE STRATEGIC PLAN THAT WE ESTABLISHED THAT THE DISTRICT WILL MAXIMIZE RESOURCES AND COMMUNITY PARTNERSHIPS TO ACHIEVE DISTRICT GOALS THAT MEET THE NEEDS OF STUDENTS AND STAFF.

WE KNOW THAT OBJECTIVE 5.3 UNDER THE STRATEGIC PLAN INSTRUCTS THE DISTRICT TO DEVELOP AND IMPLEMENT PLANS TO EFFICIENTLY USE DISTRICT FACILITIES THAT WILL PROVIDE EXPANDED OPPORTUNITIES FOR STUDENTS.

AS A RESULT OF THAT, WE WOULD ASK THAT THERE'S A RESOLUTION TO CONSIDER ON PART OF THAT RESOLUTION.

[00:30:05]

WE KNOW THAT THE REQUEST WOULD BE THAT EACH BOARD MEMBER WOULD APPOINT THREE COMMITTEE MEMBERS WE KNOW AND WOULD RECOMMEND THAT CONSIDERATION BE GIVEN TO BALANCE REPRESENTATIONS FROM EACH OF THE SENIOR HIGH FEEDER PATTERNS, AS WELL AS REPRESENTATIONS FROM OUR ELEMENTARY, MIDDLE AND HIGH SCHOOLS.

WE ALSO KNOW THAT THE DISTRICT WOULD LIKE TO APPOINT MEMBERS FOR THE FUTURE FOR TASK FORCE AND ALSO MEMBERS OF THE PRINCIPAL AND STAFF REPRESENTATIVES TO BALANCE OUT REPRESENTATION ACROSS CROSS SECTIONAL REPRESENTATION OF THE DISTRICT.

AND THEN, OF COURSE, THE REQUEST WOULD ALSO BE THAT THE BOARD ESTABLISH A LIST OF GUIDING PRINCIPLES WHICH WILL BE SHARED WITH THE COMMITTEE AND WILL LATER BE INCORPORATED INTO LOCAL POLICY.

THAT LOCAL POLICY WOULD BECOME CT LOCAL, WHICH IS FACILITY PLANNING.

AND THEN ALSO THE FUNCTION OF THIS ADVISORY COMMITTEE MEETING, BECAUSE I'VE BEEN ASKED THIS SEVERAL TIMES IN THE LAST WEEK OR SO, WHAT WILL THIS COMMITTEE BE ACTUALLY DOING? THEY WILL BE DOING FACT FINDING, DELIBERATIVE AND ADVISORY, BUT NOT ADMINISTRATIVE.

SO THIS COMMITTEE WOULD BE GENERATING FEEDBACK AND GETTING INPUT FROM THE COMMUNITY, AS WELL AS REVIEWING DEMOGRAPHIC DATA, ENROLLMENT DATA, FACILITY ASSESSMENT DATA, AND THEN BRINGING BACK RECOMMENDATIONS TO THE BOARD.

THE BOARD WOULD BE THE ADMINISTRATIVE ARM AND THEY WOULD BE MAKING THAT DECISION, NOT THIS COMMITTEE.

THE ADVISORY COMMITTEE SHOULD MEET APPROXIMATELY ALSO BEEN ASKED THIS HOW LONG WILL THIS COMMITTEE BE MEETING? IT IS A HEAVY LIFT AS FAR AS THIS COMMITTEE GOES.

THE RESPONSIBILITY WOULD MEET APPROXIMATELY EIGHT TIMES OVER AN EIGHT MONTH PERIOD STARTING IN OCTOBER AND GOING ALL THE WAY THROUGH MAY.

IN ADDITION TO THESE ADVISORY COMMITTEE MEETINGS, THERE WOULD ALSO BE APPROXIMATELY SIX DISTRICT WIDE COMMUNITY MEETINGS WHERE THE PUBLIC WOULD HAVE AN OPPORTUNITY TO PROVIDE FEEDBACK TO THIS COMMITTEE.

THE LONG RANGE FACILITY PLANNING ADVISORY COMMITTEE WILL PROVIDE A RECOMMENDATION TO THE BOARD.

WE'D LIKE FOR THAT TO TAKE PLACE AT THE MAY BOARD MEETING, MAY 2024, AND THEN THAT ADVISORY COMMITTEE WOULD BE DISSOLVED, AFTER WHICH THE BOARD WOULD TAKE INTO CONSIDERATION THOSE RECOMMENDATIONS AND THEN WOULD DEVELOP A COMMUNICATION PLAN AFTER ACTION IS TAKEN OR OR NOT. THEN INFORMATION, A COMMUNICATION PLAN WOULD BE GIVEN TO BE SHARED WITH THE SCHOOL STAFF AND FAMILIES.

SO THE RESOLUTION TONIGHT WOULD WOULD BE TO TAKE THAT NEXT STEP.

AND THE RESOLUTION WOULD BE TO FORM THAT ADVISORY COMMITTEE MEETING TO CONTINUE THE WORK OF THE LONG RANGE FACILITY PLANNING.

ALL RIGHT. JERI I CONSIDER YOU A FRIEND, AND I'M NOT GOING TO DO THIS TO YOU.

WE DON'T HAVE TO READ THIS RESOLUTION ALOUD, BUT EVERYBODY HAS READ IT AND HAS A COPY OF IT IN FRONT OF THEM.

AND THE ADMINISTRATION IS ASKING FOR OUR APPROVAL.

SO ON THIS RESOLUTION DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION OF STRATEGIC ROADMAP LONG RANGE FACILITY PLANNING.

IS THERE A SECOND? I SECOND. ALL RIGHT.

I HAVE A MOTION BY ANGELA POWELL AND A SECOND BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION ON STRATEGIC ROADMAP, LONG RANGE FACILITY PLANNING. IS THERE ANY FURTHER COMMENTS OR DISCUSSION? I THINK FOR THE BENEFIT OF PEOPLE MOVING FORWARD BECAUSE I HAVE HAD QUESTIONS ASKED TO ME ABOUT DO WE KNOW WHICH CAMPUSES ARE GOING TO BE SPECIFICALLY CLOSED? I THINK IT'S REALLY IMPORTANT.

CAN YOU ANSWER TO THAT QUESTION, MR. JOHNNY? AND ALSO, CAN YOU SAY SOME OF THE CRITERIA THAT'S MENTIONED IN THIS RESOLUTION THAT COULD BE FOR US TO CONSIDER? I KNOW WE'RE GOING TO BE TALKING ABOUT THAT AT A SUBSEQUENT MEETING, BUT JUST GIVE SOME CONTEXT FOR THOSE PEOPLE WHO ARE WATCHING TONIGHT TO UNDERSTAND MAYBE CAN YOU HELP EXPOUND ON THE COMPLEXITY OF THIS PROCESS? I WILL SAY, OF ALL THE WORK THAT SCHOOL BOARDS DO IN MY 30 YEARS OF EXPERIENCE, I WILL SAY THIS KIND OF WORK IS PROBABLY THE MOST DIFFICULT, JUST BECAUSE LOTS OF, LOTS OF EMOTIONAL DECISIONS CAN GO INTO THIS.

SO WHAT I WOULD START OFF BY SAYING IS THIS THIS PROCESS HAS BEEN TALKED ABOUT FOR MONTHS.

THERE'S A LOT OF THOUGHT AND THAT HAS GONE INTO GETTING US EVEN TO THIS POINT.

WE WANT TO RESPECT NOT ONLY OUR STAFF, WHICH I MEAN BY THAT IS IN THIS PROCESS, NO MATTER THE OUTCOME, WE WILL

[00:35:12]

WE'VE I'VE BEEN ASKED THAT QUESTION.

THIS PROCESS WOULD NOT BE TO DOWNSIZE OUR STAFF.

WE HAVE ALREADY, AS WE HAVE LOST STUDENTS OVER THE LAST TEN YEARS, WE HAVE BEEN DOWNSIZING OUR OUR STAFF THROUGH ATTRITION.

NOBODY'S BEEN LET GO.

NOBODY WILL BE LET GO THROUGH THIS PROCESS.

SO I WANTED TO JUST AFFIRM AND LET OUR STAFF KNOW THAT THAT'S NOT GOING TO HAPPEN IN THIS PROCESS.

SECOND OF ALL, THERE'S BEEN A LOT OF DISCUSSION SURROUNDING RESPECTING THE AREAS AND THE NAMESAKES OF FACILITIES THAT WE HAVE WITHIN OUR DISTRICT. AND SO ALL OF THOSE PROCESSES WILL BE DONE WITH THE UTMOST RESPECT AS WELL.

DECISIONS, YOU KNOW, IF THERE ARE FACILITIES THAT COME OUT OF THIS THAT WE DO DISCUSS, THERE WILL BE A TRANSITION PLAN.

WHAT'S THE NEXT STEP? BUT I WILL SAY YOU ASKED A REALLY GOOD QUESTION, AND THAT IS AND I'VE BEEN ASKED THIS DO YOU ALREADY KNOW WHAT CAMPUSES? I HAVE NO IDEA WHAT CAMPUSES IF ANY.

I DO KNOW AS A RESULT OF OUR LONG RANGE FACILITY PLAN, THAT WE HAVE INEFFICIENCIES IN OUR DISTRICT.

AND THAT'S BECAUSE WE'VE BEEN LOSING STEADILY, BEEN LOSING ENROLLMENT FOR ABOUT A DECADE NOW.

AND SO THIS COMMITTEE WILL SIMPLY BE PUT OUT THERE TO TAKE THE DATA, REVIEW THE DATA.

WHAT'S MOST EFFICIENT FOR OUR WHAT WOULD OFFER THE, YOU KNOW, THE BEST RESULTS FOR OUR STAFF AND OUR STUDENTS GOING FORWARD.

SO I WOULD SAY THAT, YEAH, I WOULD SAY THE MAIN THING IS TO HANDLE IT WITH TRANSPARENCY AND WITH FIDELITY AND WITH RESPECT TO EVERYONE CONCERNED. I JUST WANT TO ADD A COUPLE OF THINGS.

FIRST WE WENT THROUGH A PRETTY EXTENSIVE SYSTEMS AND COMPLIANCE AUDIT OF OUR FACILITIES PRIOR TO BUT AS PART OF OUR BOND PLANNING. SECONDLY, THERE IS A LONG PROCESS GIVEN TO OUR STRATEGIC PLANNING PROCESS THAT OCCURRED LAST SPRING.

ONE OF THE STRATEGIES AND PILLAR FIVE IS THEN THIS LAYER OF WORK WHICH IS NOW TAKING A DEEPER LOOK.

WE'RE LOOKING AT THE NEEDS OF THE DISTRICT NOT JUST NOW BUT INTO THE FUTURE.

SO LOOKING AT ENROLLMENT, LOOKING AT SYSTEMS AND COMPLIANCE OF OUR FACILITIES, THERE IS AN ACTUAL FRAMEWORK THAT JOHNNY PRESENTED AT THE LAST BOARD MEETING THAT LAID OUT HERE ARE THE DIFFERENT ELEMENTS OF THAT FRAMEWORK THAT WE NEED TO STUDY.

THIS COMMITTEE THAT YOU WOULD BE APPOINTING, WE WOULD BE ADDING ADDITIONAL STAFF TO MAKE SURE WE HAVE A WHOLE COMMITTEE THAT REPRESENTS OUR DISTRICT FROM EAST TO WEST TO NOW TAKE ALL OF THE DATA, UNPACK IT.

AND PERHAPS BRING DIFFERENT SCENARIOS AND FEEDBACK TO THE TO THE TRUSTEES.

WE HEARD TODAY.

ARE Y'ALL CLOSING SCHOOLS AND WE HEARD Y'ALL ARE GOING TO CLOSE SCHOOLS.

THAT MIGHT OCCUR AT SOME POINT IN TIME.

IT'S NOT HAPPENING TONIGHT.

IT'S NOT HAPPENING IN THE NEXT COUPLE OF MONTHS.

THERE'S A LOT OF WORK TO DO.

AND WE MAY GO THROUGH THIS WORK AND THE BOARD MAY DECIDE WE'RE GOOD OR WE'RE GOING TO COME BACK AND REVISIT IT AT A DIFFERENT TIME.

THERE'S A LOT OF DIFFERENT SCENARIOS THAT COULD COME TO THIS, BUT PART OF OUR JOB IS TO MAKE SURE THAT WE'RE LOOKING NOT JUST FOR THE BEST INTEREST OF THE STUDENTS AND OUR DISTRICT AND OUR COMMUNITIES RIGHT NOW, BUT LONG TERM, THIS IS PART OF OUR LONG TERM PLANNING.

WE NEED TO KNOW WHEN WE HAVE MAJOR SYSTEMS AT OUR FACILITIES THAT ARE GOING TO GO OUT SO THAT WE CAN PLAN APPROPRIATELY FOR CAPITAL PROJECTS.

WE HAVE TO LOOK AND FORECAST IN THE LONG TERM.

AND SO I JUST WANT TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT THIS IS WHAT THIS IS, THIS IS WHAT THIS WORK IS ABOUT.

WE'RE GOING TO BE TALKING ABOUT IT A LOT.

WE'RE GOING TO HAVE LOTS OF OPPORTUNITIES TO LISTEN AND CAPTURE FEEDBACK.

AND WE WILL JUST AS JOHNNY SAID, WE WILL BE TRANSPARENT AND HAVE BEEN EXTREMELY TRANSPARENT THROUGHOUT THIS WHOLE PROCESS.

AND WE LOOK FORWARD TO WORKING WITH WITH THE COMMITTEE ONCE THOSE INDIVIDUALS ARE DETERMINED TO GET INTO THIS NEXT VERY IMPORTANT WORK FOR OUR DISTRICT.

JUST WANT TO ADD MORE THING. YOU SAID AN IMPORTANT WORD.

WE SAID LOTS OF IMPORTANT WORDS BOTH OF YOU DID.

THIS IS DIFFICULT BEEN ON THIS BEEN HAD THE HONOR AND PRIVILEGE OF SERVING FOR OVER FIVE AND A HALF YEARS.

AND WE'VE HAD A LOT OF THINGS THAT WE'VE GONE THROUGH IN THE LAST FIVE AND A HALF YEARS.

AND I WOULD SAY THIS IS THE ONE ISSUE THAT HAS COME BEFORE ME PERSONALLY THAT I WANT TO TAKE AND STEAL SOME OF YOUR WORDS.

I LOVE THE WORD FIDELITY WITH RESPECT AND DIGNITY AND WITH GREAT EFFICACY.

AND SO I THINK I SPEAK FOR ALL OF US AND I HAPPILY, I DON'T WANT TO SPEAK ON BEHALF OF YOUR ON YOUR BEHALF, BUT I TAKE THIS INCREDIBLY SERIOUSLY AND

[00:40:10]

AND I THINK THAT THE REST OF US ARE TAKING THAT SAME SERIOUSNESS.

AND SO, PLEASE, I THINK OUR COMMUNITY CAN HAVE SOME ASSURANCES THAT THIS IS IMPORTANT HARD WORK THAT THE SEVEN OF US, PLUS THERESA ARE GOING TO TAKE IT WITH EVERYTHING WE HAVE TO DO THE BEST JOB WE CAN WITH IT.

I WAS JUST GOING TO SAY QUICKLY, HEAVY WORK IS WHAT I WROTE DOWN IN MY NOTES.

I THINK THIS IS GOING TO BE HEAVY WORK FOR COMMUNITY TO COME BACK TO US.

AND ONCE THEY SEE ALL THE DATA, SEE ALL THE NUMBERS AND AND CAN MAKE A DATA DECISION, DATA DRIVEN DECISION, I THINK THERE'S A WAY THAT WE CAN HELP STEER THAT DISCUSSION THAT THIS IS TRULY AN OPPORTUNITY.

PLANO ISD HAS REACHED BUILD OUT.

WE HAVE DISTRICTS ALL AROUND US THAT ARE NEWER, THAT ARE GROWING AND THE CHALLENGES THAT WE FACE ARE DIFFERENT.

AND SO THIS IS TRULY AN OPPORTUNITY FOR US TO FIGURE OUT WHAT DOES OUR FUTURE LOOK LIKE.

AND I THINK THAT'S KIND OF EXCITING BECAUSE AS THE MOM OF A FOURTH GRADER, THAT LOOKS LIKE MAYBE THE ADDITION OF STREAMLINING SOME PROGRAMS FOR THESE YOUNGER STUDENTS SO THAT WHEN THEY GET TO HIGH SCHOOL, THERE MIGHT BE MORE OPPORTUNITIES FOR THEM, WE DON'T KNOW.

SO I'M GOING TO CHOOSE.

I KNOW THIS IS EMOTIONAL AND WE ALL ARE QUICK TO MAKE VERY KNEE JERK REACTIONS IN SITUATIONS LIKE THIS, BECAUSE THIS IS THIS IS OUR COMMUNITY, THESE ARE OUR HOMES.

THESE ARE THE SCHOOLS OUR KIDS EITHER ARE GOING TO OR GREW UP GOING TO.

THESE ARE SCHOOLS IN OUR NEIGHBORHOODS.

BUT I'M GOING TO CONTINUE TO REMIND PEOPLE THAT THIS IS REALLY AN OPPORTUNITY FOR GOOD AND FOR US TO REALLY SET THE TONE FOR WHAT WE WANT PLANO ISD TO LOOK LIKE IN THE FUTURE. I APPRECIATE JOHNNY AND THERESA, BOTH OF YOU, STARTING WITH LIKE, THERE IS NO LIST, RIGHT? I'VE GOTTEN THAT QUESTION SEVERAL TIMES IN THE LAST COUPLE OF WEEKS.

LIKE, HEY, THERE'S A LIST, RIGHT? NUDGE, NUDGE, WINK, WINK. AND I'M LIKE, THERE IS NO LIST.

SO I APPRECIATE YOU REITERATING THAT THIS THIS COMMITTEE IS IS NOT GOING TO BE HANGING OUT GETTING PRESENTATIONS, THAT THIS WILL BE A WORKING COMMITTEE THAT IS DOING THIS WORK AND MAKING THIS RECOMMENDATION.

I HAD TWO QUESTIONS.

ONE IS THAT I FEEL LIKE IN IN THE MIDDLE OF THESE PROCESSES, RUMOR MILL GETS GOING AND RUMOR MILL, THE RUMOR MILL GETS GOING AND IT'S GOING TO CONTINUE GOING.

AND SO MY FIRST QUESTION IS, WHERE CAN PARENTS OR OTHER FOLKS IN OUR COMMUNITY GO FOR LIKE OTHER THAN HANGING OUT WITH US ON TUESDAY NIGHTS, GO FOR THE BEST, MOST ACCURATE INFORMATION AS THIS PROCESS IS PLAYING OUT.

SO THE ANSWER TO THAT IS WE ARE WE ARE DEVELOPING A WEB PAGE THAT WILL BE ALL THINGS LONG RANGE FACILITY MASTER PLANNING.

OUR GOAL IS TO GET THAT UP WITHIN THE WEEK.

WE'RE STILL WORKING ON THAT.

BUT IT WILL HAVE I MEAN, IT WILL HAVE ALL OF THE PRESENTATIONS, IT WILL HAVE A TOOL KIT ON IT, IT WILL HAVE ALL THE DATA THAT WE'RE GENERATING.

AND SO WE'LL TRY TO MAKE THAT VERY, VERY TRANSPARENT TO OUR COMMUNITY THAT THEY CAN FOLLOW ALONG.

LIKE I MENTIONED IN THIS PRESENTATION TONIGHT, THERE WILL ALSO BE OPPORTUNITIES WITH COMMUNITY MEETINGS WHERE THE COMMUNITY CAN COME AND GIVE INPUT FEEDBACK. AND SO WE WANT TO MAKE SURE THAT WE ACTUALLY BRING THE COMMUNITY ALONG WITH THE DATA THAT'S BEING LOOKED AT AND WORKED THROUGH.

SO WE WANT TO MAKE SURE THERE'S NO SURPRISES.

AT THE END OF THE DAY, WE WANT EVERYBODY TO COME TO THE SAME CONCLUSION.

AND EVEN THOUGH IT MAY BE HARD, HARD TOP WORK OR HEAVY WORK, I LOVE THAT WORD.

YOU KNOW, THE THOUGHT IS THAT THIS IS OUR COMMUNITY SCHOOLS.

AND SO WE'RE HOPING THAT THE COMMUNITY CAN COME AND MAKE THE BEST DECISION POSSIBLE FOR OUR FOR OUR STUDENTS AND OUR STAFF.

SO WHEN WHEN Y'ALL DID COMMUNITY MEETINGS FOR THE STRATEGIC PLAN, THEY WERE AT THE HIGH SCHOOLS.

AND SO THEY WERE SORT OF, YOU KNOW, DIFFERENT WEEKENDS OR SOME ON NIGHTS AND THEN ALSO ALL ACROSS THE DISTRICT.

SO SOMEONE OVER IN MURPHY ISN'T HAVING TO DRIVE OVER TO TO WEST PLANO.

IS THAT GOING TO BE THE SAME STRATEGY? SO WE MET THIS LAST THIS LAST WEEK.

AND YOU'RE EXACTLY RIGHT.

WE WANTED TO FOLLOW THAT BLUEPRINT BECAUSE WE FELT LIKE IT WAS VERY, VERY SUCCESSFUL.

SO FOR THE SO FOR THESE MEETINGS, THESE SIX COMMUNITY MEETINGS, WE WE PLAN ON HAVING THEM AT ALL SIX OF OUR HIGH SCHOOLS OR 9-10 HIGH SCHOOLS, WHICH IS SPREAD ACROSS THE DISTRICT. WE'LL HAVE AT LEAST ONE THAT'S OFFERED TO BILINGUAL, AT LEAST ONE.

AND THEN ALSO WE'LL HAVE SOME THAT ARE OFFERED ON THE WEEKENDS.

AND SO WE'RE TRYING TO HIT EVERYBODY.

EVERYBODY WILL HAVE AN OPPORTUNITY TO TO COME AND PROVIDE FEEDBACK TO THIS THIS COMMITTEE.

GREAT. AND TO THE COMMUNITY YOU ALL DON'T HAVE ANY EXCUSE TO NOT SHOW UP TO SOME OF THESE MEETINGS AND SHARE YOUR OPINIONS BECAUSE WE WANT THEM AND THEY'RE GOING TO BE ALL OVER THE

[00:45:02]

I JUST WANTED TO MAKE ONE COMMENT.

YOU KNOW, WE MADE COMMENTS A COUPLE OF WEEKS AGO AND EVERYTHING THAT'S BEEN SAID HERE TONIGHT, UM, YOU KNOW, THE IN THIS RESOLUTION AND I KNOW WE DIDN'T READ IT BECAUSE IT'S LIKE SUPER LONG, UM, OUR BELIEF STATEMENTS ARE IN HERE VERY, VERY CLEARLY.

AND SO YOU START OUT WITH THE TOP BELIEF STATEMENTS ALL STUDENTS ARE AT.

DO YOU WANT ME TO READ IT? I'LL READ IT. YEAH.

IF YOU FEEL LIKE IT'S IMPORTANT.

IS THAT SECRETARY? OKAY. YOU WANT TO YIELD? OKAY. WELL, I THINK THAT'S A VERY GOOD IDEA.

WOULD YOU GO AHEAD AND READ THE RESOLUTION? WELL, I'LL FINISH MY COMMENT AND THEN I'LL I'LL READ THIS.

I GUESS I WALKED INTO THAT, UM, OUR FIRST BELIEF STATEMENT, ALL STUDENTS ARE AT THE HEART OF OUR DECISIONS.

AND GETTING BACK TO TARRAH'S COMMENT ABOUT SEEING THIS AS AN OPPORTUNITY, I THINK THAT THAT'S REALLY IMPORTANT TO KEEP THE FOCUS ON OUR STUDENTS AND AND, YOU KNOW, MAKE SURE THAT WE ARE DOING THE VERY BEST THING FOR OUR STUDENTS.

OKAY. SO.

UM. OH, YOU STEPPED ON IT? YEAH. YEAH, I WALKED INTO THIS PLANO INDEPENDENT SCHOOL DISTRICT RESOLUTION ON STRATEGIC ROADMAP, LONG RANGE FACILITY PLANNING.

WHEREAS OUR PLANO ISD LEARNING COMMUNITY WILL EDUCATE, INSPIRE AND EMPOWER EVERY STUDENT TO ACTIVATE THEIR UNIQUE POTENTIAL IN A DYNAMIC WORLD.

AND WHEREAS, THE BOARD OF TRUSTEES, STAFF, COMMUNITY AND STUDENTS ARE COMMITTED TO EXCELLENCE, DEDICATED TO CARING, POWERED BY LEARNING AND PLANO ISD, PROUD. AND WHEREAS, THE BOARD OF TRUSTEES AND DISTRICT STAFF BELIEVE ALL STUDENTS ARE AT THE HEART OF OUR DECISIONS, HIGH EXPECTATIONS LEAD TO GROWTH AND ACHIEVEMENT FOR EACH STUDENT AND STAFF MEMBER.

PARENTS AND FAMILIES ARE KEY PARTNERS IN THEIR CHILDREN'S EDUCATION.

PARENTS, FAMILIES, STAFF, STUDENTS AND OUR COMMUNITY SHARE IN THE RESPONSIBILITY OF EDUCATING OUR CHILDREN.

GRADUATES MUST POSSESS THE KNOWLEDGE, SKILLS AND QUALITIES TO BECOME RESPONSIBLE CITIZENS AND SUCCESSFUL LEADERS.

THIS IS PART OF THE PORTRAIT OF THE PLANO ISD GRADUATE.

STUDENTS LEARNING EXPERIENCES SHOULD BE RELEVANT, AUTHENTIC, ENGAGING AND CHALLENGING.

EQUITABLE MEANING FAIR AND EQUAL ACCESS TO OPPORTUNITIES IS ESSENTIAL FOR ALL STUDENTS TO REACH THEIR HIGHEST LEVEL OF LEARNING AND POTENTIAL.

A DIVERSE, INNOVATIVE, GROWTH FOCUSED AND ADAPTIVE STAFF IS ESSENTIAL TO SUCCESSFULLY MEET THE NEEDS OF ALL STUDENTS IN PREPARING THEM FOR THEIR FUTURE. ORGANIZATIONAL SUCCESS DERIVES FROM DEVELOPING MEANINGFUL COLLABORATIVE RELATIONSHIPS AND A WELCOMING, SAFE AND CARING ENVIRONMENT.

QUALITY PUBLIC EDUCATION IS THE FOUNDATION OF A THRIVING COMMUNITY.

AND WHEREAS, TO CONTINUE THE LEGACY OF EXCELLENCE IN PLANO ISD, THE BOARD OF TRUSTEES ADOPTED THE 2023 THROUGH 2028 STRATEGIC PLAN ON MAY THE 2ND 2023.

AND WHEREAS, PILLAR FIVE OF THE STRATEGIC PLAN ESTABLISHES THAT THE DISTRICT WILL MAXIMIZE RESOURCES AND COMMUNITY PARTNERSHIPS TO ACHIEVE DISTRICT GOALS THAT MEET THE NEEDS OF STUDENTS AND STAFF.

AND WHEREAS, OBJECTIVE 5.3 OF THE STRATEGIC PLAN INSTRUCTS THE DISTRICT TO DEVELOP AND IMPLEMENT PLANS TO EFFECTIVELY USE DISTRICT FACILITIES THAT WILL PROVIDE EXPANDED OPPORTUNITIES FOR STUDENTS.

AND WHEREAS, THE PRIORITIES AND PARAMETERS SET BY THE BOARD OF TRUSTEES DIRECTS PLANO ISD AS GOOD STEWARDS TO STRATEGICALLY AND EQUITABLY MANAGE RESOURCES TO MEET IDENTIFIED STUDENT NEEDS AND ALIGN RESOURCES, ALIGN RESOURCE ALLOCATION WITH DISTRICT GOALS.

AND WHEREAS, THE AUDIT, WHICH WAS CONCLUDED IN THE SPRING OF 2023, FOUND THAT CONTINUING DUE TO OPERATE.

WAIT A MINUTE. FOUND THAT CONTINUING TO OPERATE SCHOOLS THAT ARE NOT NEEDED REPRESENTS AN UNNECESSARY AND INEFFICIENT EXPENDITURE OF FUNDS AND LOSS OF PRODUCTIVITY.

WHEREAS THE BOARD OF TRUSTEES AFFIRMS THE EFFICIENCY FRAMEWORK CRITERIA FOR CAMPUSES SHALL BE BASED ON ENROLLMENT, BUILDING CAPACITY AND EFFICIENCY AND FACILITY ASSESSMENT SCORE DERIVED FROM AGE, USEFUL LIFE REPAIR AND MAINTENANCE AND PHYSICAL INSPECTION AND COSTS BEING OPERATING COSTS, CAPITAL EXPENDITURE AND PURE PER PUPIL COST.

AND WHEREAS, GUIDING PRINCIPLES WILL BE DEVELOPED BY THE BOARD OF TRUSTEES, SHARED WITH THE ADVISORY COMMITTEE.

AND WHEREAS, ENROLLMENT HAS DECREASED STEADILY SINCE THE 2021 2011-2012 SCHOOL YEAR FROM 55,659 STUDENTS TO 47,467 STUDENTS, WITH THE DECLINE PROJECTED TO CONTINUE.

AND WHEREAS, THE EFFICIENCY OF OUR FACILITY UTILIZATION HAS DECREASED STEADILY SINCE THE 2011-2012 SCHOOL YEAR FROM 84.68% TO 72.22%. AND WHEREAS, A TOTAL OF 21 CAMPUSES ARE GREATER THAN 45 YEARS OLD.

[00:50:01]

AND WHEREAS, AN ESTIMATED $60 MILLION IN COST AVOIDANCE CAN BE REALIZED PER ELEMENTARY CAMPUS RETIRED AN ESTIMATED $107 MILLION PER MIDDLE SCHOOL CAMPUS RETIRED AND AN ESTIMATED $150 TO $200 MILLION PER HIGH SCHOOL CAMPUS RETIRED.

NOW, THEREFORE, IT BE RESOLVED THAT THE SUPERINTENDENT AND DISTRICT STAFF ARE DIRECTED TO ESTABLISH A LONG RANGE FACILITY PLANNING ADVISORY COMMITTEE TO PROVIDE FEEDBACK AND RECOMMENDATIONS TO THE BOARD OF TRUSTEES REGARDING LONG RANGE BUILDING AND PROPERTY EFFICIENCIES UP TO AND INCLUDING CAMPUS PROGRAMING, FEEDER PATTERN OPTIONS, ATTENDANCE BOUNDARIES, RIGHT SIZING PROPERTIES AND OR RETIRING CAMPUSES BASED ON CURRENT AND PROJECTED ENROLLMENT.

THE ADVISORY COMMITTEE SHALL BE COMPRISED OF BOARD APPOINTED MEMBERS WITH EACH TRUSTEE NOMINATING THREE COMMITTEE MEMBERS, CONSIDERATION WILL BE GIVEN TO BALANCED REPRESENTATION FROM EACH HIGH SCHOOL FEEDER PATTERN, AS WELL AS BALANCED REPRESENTATION FROM ELEMENTARY, MIDDLE AND HIGH SCHOOLS.

EACH BOARD APPOINTED COMMITTEE MEMBERS SHALL BE A CURRENT RESIDENT IN THE CURRENT OR RECENT DISTRICT PARENT AND SHOULD ALSO BE A PLANO ISD RESIDENT.

THE DISTRICT SHALL APPOINT MEMBERS FROM THE FUTURE FORWARD TASK FORCE AS WELL AS MEMBERS MADE UP OF PRINCIPALS AND STAFF REPRESENTATIVES.

THE FUNCTION OF THE ADVISORY COMMITTEE SHALL BE FACT FINDING DELIBERATIVE AND ADVISORY, BUT NOT ADMINISTRATIVE.

THE ADVISORY COMMITTEE SHALL MEET APPROXIMATELY EIGHT TIMES BEGINNING IN OCTOBER 2023 AND RUNNING THROUGH MAY 2024.

ADDITIONALLY, THERE WILL BE APPROXIMATELY SIX DISTRICT WIDE COMMUNITY MEETINGS WHERE THE PUBLIC WILL HAVE AN OPPORTUNITY TO PROVIDE FEEDBACK.

THE LONG RANGE FACILITY PLANNING ADVISORY COMMITTEE WILL PROVIDE A RECOMMENDATION TO THE BOARD OF TRUSTEES AT THE MAY 2024 BOARD MEETING, AFTER WHICH THE ADVISORY COMMITTEE WILL BE DISSOLVED.

AFTER BOARD OF TRUSTEES CONSIDERATION, THE DISTRICT WILL DEVELOP A COMMUNICATION PLAN TO BE SHARED WITH SCHOOL STAFF AND FAMILIES.

IF THIS IS APPROVED AND APPROVED AND ADOPTED BY THE PLANO ISD BOARD OF TRUSTEES ON THE 19TH DAY OF SEPTEMBER 2023.

OKAY. YES, ANGELA, I WAS GOING TO SAY THANK YOU.

GREAT READING. AND WE'RE STILL IN THE DISCUSSION.

THAT'S HOW THAT CAME UP.

BUT PLEASE GO AHEAD.

YOU HAD SOME COMMENTS.

YES. LAUREN, THANK YOU FOR READING THAT BECAUSE THAT'S VERY MEANINGFUL.

AND I JUST HAVE A SHORT COMMENT BECAUSE THIS IS, YOU KNOW, IT'S A VERY DIFFICULT TO OPTIMIZE OPTIMUM SIZE OUR DISTRICTS FACILITIES.

BUT I BELIEVE THIS PROCESS WILL BE DONE WITH TRANSPARENCY AND RESPECT FOR OUR COMMUNITY.

AND THAT'S WHAT I JUST WANT TO SAY.

ANYONE ELSE? NO. AND I KNOW THAT, YOU KNOW, I'VE BEEN ON THE BOARD A LONG TIME.

THEY ALWAYS REMIND ME OF THAT.

I DO REMEMBER OUR COMMUNITY, STOP IT, GOING THROUGH FEEDER PATTERN REALIGNMENT.

AND I KNOW.

HERE'S WHAT I KNOW.

I KNOW WHEN I ASKED THIS QUESTION, WHAT DO YOU SAY? WHO OWNS THE DISTRICT? IT'S OUR COMMUNITY.

AND SO KNOWING ALL OF THAT AND UNDERSTANDING THE HISTORY OF WHERE WE'VE BEEN AND A LOT OF DIFFERENT JOURNEYS OVER MY LAST 13 YEARS, I THINK FIDELITY IS THAT WORD THAT YOU BROUGHT UP, TARRAH, IS THAT RIGHT, OR.

OKAY. WELL, WE WILL DO THIS PROCESS WITH FIDELITY AND UNDERSTANDING THAT IT IS THE COMMUNITY THAT OWNS THIS DISTRICT. AND EVERY EVERYTHING THAT EVERYONE SAID BEFORE IS SO VERY TRUE.

SO I JUST WANT TO ECHO THEIR WORDS AND KNOW THAT THIS WILL BE THE HEAVY LIFT THAT JOHNNY SAID IT WOULD BE.

AND I WILL CLOSE WITH THAT.

DOES ANYONE ELSE HAVE A COMMENT? I APOLOGIZE IF I WENT OUT OF ORDER.

NO. ALL RIGHT.

SO WE ALREADY WE HAVE A MOTION ON THE TABLE WHICH WAS MADE BY ANGELA POWELL AND SECONDED BY TARRAH LANTZ THAT THE BOARD OF TRUSTEES APPROVES THE RESOLUTION ON STRATEGIC ROADMAP, LONG RANGE FACILITY PLANNING.

I READ IT AGAIN. IS THERE ANY MORE DISCUSSION? ALL RIGHT. SEEING NONE, I WILL NOW CALL FOR A VOTE.

ALL THOSE IN FAVOR, PLEASE RAISE YOUR HAND.

ALL RIGHT. I SEE A UNANIMOUS VOTE, 7-0.

SO THE MOTION CARRIES.

AND NOW WE WILL MOVE ON TO OUR REPORT SECTION.

[7. REPORTS]

AND I WILL TURN THIS OVER TO LISA WILSON.

THANK YOU. WE ARE EXCITED TO SHARE OUR FALL MAP ADMINISTRATION DATA.

[00:55:04]

AND SO ANTOINE, OUR DIRECTOR OF ASSESSMENT AND RESEARCH, IS GOING TO SHARE WITH US.

THANK YOU. AND I'M GOING TO BEFORE ANTOINE STARTS, YOU CAN KEEP GETTING SET UP.

JUST A COUPLE OF THINGS.

SO WE'RE GOING TO TALK ABOUT MAP TONIGHT.

WE'RE GOING TO TALK ABOUT CCMR TONIGHT, AND WE'RE GOING TO CLOSE THE NIGHT WITH OUR DRAFT GOALS FOR OUR DISTRICT IMPROVEMENT PLAN, WHICH ARE A PART OF OUR GREAT PLAN OF WORK.

AND SO I WANTED TO LET YOU KNOW THAT SOME OF THESE THINGS ARE GOING TO CONNECT.

YOU'RE GOING TO HEAR ABOUT THEM AND THEY'RE GOING TO INTERTWINE AGAIN WHEN YOU GET TO THE SECOND PRESENTATION AND EVEN INTO THE THIRD PRESENTATION.

AND SO I JUST WANTED TO SAY THAT AS AS WE GO INTO HEARING MAP, THERE ARE SOME PIECES THAT MAY BE REPETITIVE AND IT'S IMPORTANT BECAUSE THEY ARE ALL A PART OF OUR FOCUS AND A PART OF THE WORK THAT WE'RE DOING TOGETHER.

GOOD EVENING, PRESIDENT HUMPHREY, DR.

WILLIAMS, CABINET AND BOARD MEMBERS.

I AM HERE TONIGHT TO PRESENT AN OVERVIEW OF OUTCOMES FROM OUR FALL MAP ADMINISTRATION.

EXCELLENT. LET'S BEGIN WITH A BRIEF OVERVIEW OF THE MAP ASSESSMENTS.

MAP STANDS FOR MEASURES OF ACADEMIC PROGRESS AND WAS CREATED BY NWEA, THE NORTHWEST EDUCATION ASSOCIATION, OVER 40 YEARS AGO.

THE TEST IS ADMINISTERED TO 11 MILLION STUDENTS ANNUALLY ACROSS 146 COUNTRIES EACH YEAR, INCLUDING 2 MILLION STUDENTS IN THE STATE OF TEXAS. WHY IS THIS IMPORTANT? THIS IS A TEST WITH DECADES OF RESEARCH BEHIND IT.

MAP IS A NORM REFERENCED TEST WITH HIGH VALIDITY AND RELIABILITY AND IS BASED ON ESTABLISHED RESEARCH STANDARDS FOR TEST DEVELOPMENT.

THREE THINGS ONE SHOULD KNOW ABOUT MAP.

FIRST, THE TEST IS COMPUTER ADAPTED AND NOT A FIXED FORM.

THE TEST SUGGESTS UP OR DOWN IN DIFFICULTY, DEPENDING ON HOW THE STUDENT RESPONDS TO THE QUESTIONS.

NEXT MAP IS DESIGNED AROUND A CONTINUUM OF LEARNING, WHICH IS GRADE LEVEL INDEPENDENT, ALTHOUGH IT IS ALIGNED TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS.

AS MAP IS NOT CONSTRAINED BY GRADE LEVEL STANDARDS.

IT GIVES US A BROADER SENSE OF WHAT STUDENTS KNOW AND ARE ABLE TO DO.

FINALLY, MAP IS ALSO PREDICTIVE OF SUCCESS ON FUTURE ASSESSMENTS.

ALTHOUGH WE CAN STILL USE MAP TO INFORM STAAR PERFORMANCE, WE DO RECOGNIZE THAT THE LINKING STUDY WAS CONDUCTED WITH THE PREVIOUS VERSION OF STAAR. A GREAT METRIC FOR US TO USE IS THE LINKING STUDY TO SAT PERFORMANCE STARTING IN 5TH GRADE.

THIS GIVES US AN INDICATION OF STUDENT READINESS TO MEET SAT BENCHMARKS BY 11TH GRADE AND LETS US KNOW WHERE WE MIGHT NEED TO INTERVENE. WE HAVE ALSO IDENTIFIED THE TARGET MAP RANGES FOR EVERY GRADE LEVEL BEGINNING IN KINDERGARTEN TO BE ON TRACK FOR COLLEGE AND CAREER READINESS. YOU WILL HEAR MORE ABOUT HOW WE ARE USING THESE MEASURES FOR IMPROVEMENT IN OUR PLAN OF WORK PRESENTATION A LITTLE LATER THIS EVENING.

ULTIMATELY, MAP IDENTIFIES WHAT A STUDENT KNOWS AND IS READY TO LEARN NEXT.

THE PURPOSE OF MAP IS TO INFORM WHERE A STUDENT IS ON A CONTINUUM OF LEARNING IN ORDER TO GUIDE INSTRUCTIONAL DECISIONS TO PROMOTE ACADEMIC GROWTH IN EACH STUDENT. MAP IS SCORED ON A RIT SCALE, WHICH STANDS FOR RASCH UNIT OR RIT SCALE THAT GOES FROM 100 TO 300.

STUDENTS IN GRADES KINDERGARTEN AND FIRST GRADE START OUT IN THE LOW TO MID 100S BY EIGHTH GRADE.

STUDENTS ARE PERFORMING AT THE LOW TO MID 200.

THE RIT SCALE IS AN EQUAL INTERVAL SCALE.

EQUAL INTERVAL MEANS THE DIFFERENCE BETWEEN THE SCORES IS THE SAME REGARDLESS OF WHETHER A STUDENT IS AT THE TOP, BOTTOM OR MIDDLE OF THE SCALE.

EACH ITEM ON THE TEST IS GIVEN A RIT VALUE BASED ON THE ITEM DIFFICULTY AFTER IT IS FIELD TESTED.

THE OVERALL RIT SCORE IS COMPUTED BASED ON A STATISTICAL ALGORITHM, CONSIDERING LEVEL OF DIFFICULTY OF EACH ITEM AND STUDENT ABILITY.

ONE THING TO NOTE ABOUT RIT SCORES, HOWEVER, IS THAT STUDENTS ARE EXPECTED TO INCREASE THEIR RIT SCORE MORE IN THE ELEMENTARY GRADES THAN IN THE MIDDLE SCHOOL GRADES. THEREFORE, YOU WILL SEE THE RANGES BECOME MORE COMPRESSED AS THE GRADE LEVELS INCREASE.

ALSO, MATH AND READING ARE NOT NECESSARILY ON THE SAME RIT SCALE, SO COMPARISONS BETWEEN THE TWO RIT SCORES SHOULD NOT BE MADE.

WE'LL LOOK AT THE PURPOSE OF MAP IN THE DISTRICT.

[01:00:01]

KNOWING STUDENT DATA IS A KEY ELEMENT IN THE DISTRICT'S COLLABORATIVE TEAM FRAMEWORK AND AN EXPECTATION FOR OUR TEACHERS AND ADMINISTRATORS.

TEACHERS HAVE IMMEDIATE ACCESS TO FALL MAP RESULTS TO BEGIN USING THE DATA TO PLAN FOR INDIVIDUAL STUDENT LEARNING NEEDS.

ADDITIONALLY, [INAUDIBLE] HAS DESIGNED PROTOCOLS TO ASSIST COLLABORATIVE PLCS IN THIS WORK, AND CAMPUS LEADERS HAVE ACCESS TO CAMPUS LEVEL REPORTS. NOW LET'S GET INTO THE DATA.

I'M EXCITED TO SHARE THAT OUR FALL MAP DATA SHOWS ON AVERAGE, OUR STUDENTS ARE PERFORMING WELL ABOVE NATIONAL NORMS AND HAVE EXPERIENCED AN ACADEMIC YEARS WORTH OF GROWTH.

OUR STUDENTS ARE READY TO LEARN AND WE EXPECT TO SEE STRONG PERFORMANCE AND GROWTH AGAIN AT THE END OF THE SCHOOL YEAR.

THE ACHIEVEMENT PERCENTILE IS A PERCENTAGE BASED RANKING OF ACHIEVEMENT FOR THE GIVEN TERM AS COMPARED TO THE SCHOOL LEVEL NWEA NORMS FROM THE SAME GRADE AND WITH THE SAME WEEKS OF INSTRUCTION BETWEEN TESTING.

THIS SHOWS HOW OUR STUDENTS COMPARE TO THEIR NATIONAL GRADE LEVEL PEERS.

THIS NUMBER IS THE PERCENTILE RANKING OF OUR STUDENTS AGAINST ALL THE OTHER STUDENTS IN THE MOST RECENT NORMING STUDY.

IT IS BASED UPON THE MEAN PERCENTILE COMPILED FROM MILLIONS OF TEST EVENTS ACROSS THE NATION AND REFLECTS OVERALL SCHOOL ACHIEVEMENT.

THIS SLIDE SHOWS FALL MAP MEANS STUDENT ACHIEVEMENT PERCENTILES IN GRADES K THROUGH EIGHT MATH, READING AND SCIENCE.

ALL STUDENT PERCENTILES ARE WELL ABOVE 50, WHICH SHOWS OUR STUDENTS ARE STARTING OUT THE YEAR AT A VERY HIGH LEVEL ACADEMICALLY AND WELL ABOVE THE NATIONAL NORM OF 50, AS INDICATED BY THE HORIZONTAL RED LINE.

AS A REMINDER, A PERCENTILE WILL TELL YOU WHAT PERCENT OF NATIONAL PEERS PERFORM AT A LOWER LEVEL.

THAT MEANS, FOR EXAMPLE, THE 79TH PERCENTILE MEANS THE SCORE IS HIGHER THAN 79% OF PEERS.

THE EXCEPTION YOU WILL NOTE IS EIGHTH GRADE MATH.

THIS SCORE ONLY REFLECTS THE PERFORMANCE OF OUR ON LEVEL MATH STUDENTS AS THE ALGEBRA STUDENTS TAKE ALGEBRA MATH.

THOSE SCORES ARE NOT AGGREGATED IN THIS PARTICULAR REPORT.

IF THE 1,406 ALGEBRA SCORES FROM EIGHTH GRADE WERE INCLUDED, THIS AVERAGE WOULD BE MUCH HIGHER.

AS WE KNOW, AVERAGES ARE ONLY ONE WAY OF LOOKING AT THE DATA.

BUT LET'S BREAK IT DOWN BY SUBGROUP.

YOU SEE ON THE SCREEN THE MEAN RIT SCORE FROM EACH GRADE LEVEL AND FOR THE FIRST FOUR LARGEST SUBGROUPS BY RACE ON THE READING MAP TEST.

YOU WILL UNFORTUNATELY NOTICE SOME VARIANCE IN SCORES.

LATER TONIGHT LISA WILL SHARE MORE INFORMATION ABOUT THE DATA THAT WILL HELP US WORK TOWARDS CLOSING THESE PERFORMANCE GAPS.

THIS IS THE SAME DATA FOR MATH THAT WE JUST SAW FOR READING.

AGAIN YOU WILL NOTICE SOME VARIANCE IN THE OVERALL MEAN AND THOSE OF OUR SUBPOPULATIONS.

NOW LET'S LOOK AT MY FAVORITE, WHICH IS CGP.

WHY IS CONDITIONAL GROWTH IMPORTANT? THE STUDENT MEDIAN CONDITIONAL GROWTH PERCENTILE SHOWS THE PERCENTILE RANK FOR GROWTH FOR EACH GRADE LEVEL.

IT INDICATES HOW STUDENTS GREW COMPARED TO STATISTICALLY SIMILAR PEERS.

HALF OF THE STUDENTS IN THE GROUP HAVE GROWN ABOVE THE CONDITIONAL GROWTH PERCENTILE AND HALF FALL BELOW IT.

IF THE GRADE LEVEL GROWTH IS 50, THIS MEANS THE GRADE LEVEL GROWTH WAS GREATER THAN 50% OF SIMILAR STUDENTS IN THE NWEA NORM GROUP. THIS IS IMPORTANT FOR SEVERAL REASONS.

FIRST, NWEA CALCULATES GROWTH COMPARED TO SIMILAR PEERS AS DISTRICTS AND SCHOOLS WITH STUDENTS WHO PERFORM SIGNIFICANTLY LOWER HAVE A MUCH LARGER DISTANCE TO GROW.

SECOND, THIS HELPS US MONITOR WHETHER OR NOT OUR STUDENTS ARE ACHIEVING AT LEAST A YEAR'S WORTH OF GROWTH IN A REPORTING PERIOD.

WE ARE REPORTING OUR GROWTH PERCENTILES FROM LAST FALL TO THIS FALL.

CONDITIONAL GROWTH PERCENTILES BETWEEN THE 45TH AND 55TH PERCENTILE REPRESENT A YEAR'S WORTH OF ACADEMIC GROWTH.

WE ARE PLEASED TO SHARE THAT WITH THE EXCEPTION OF ONLY TWO INDICATORS, OUR STUDENTS GREW AT LEAST A YEAR'S WORTH FROM LAST FALL TO THIS FALL.

[01:05:06]

ONLY STUDENTS WITH A FALL 2022 AND FALL 2023 RIT SCORE ARE INCLUDED IN THE DATA.

AND AS I MENTIONED EARLIER, A TYPICAL ACADEMIC YEAR'S GROWTH IS BETWEEN THE 45TH AND THE 55TH PERCENTILE.

WE WILL WORK WITH OUR TEAMS TO DETERMINE WHY THE SECOND AND EIGHTH GRADE MATH STUDENTS DID NOT QUITE MEET THAT LEVEL.

I PREVIOUSLY MENTIONED THE METRIC PROVIDED BY MAP THAT SHOWS STUDENTS ARE ON TRACK TO MEET THE SAT BENCHMARK.

THIS IS THE FIRST TIME WE HAVE SHARED THE DATA IN THIS FORMAT, IN ALIGNMENT WITH OUR WORK ON CCMR AND GETTING ALL STUDENTS TO COLLEGE AND CAREER READINESS. MONITORING THIS DATA POINT WILL HELP US MEET THESE GOALS.

THIS SLIDE SHOWS THE PERCENTAGE OF STUDENTS ON TRACK FOR COLLEGE AND CAREER READINESS.

WE HAVE HIGH PERCENTAGES OF STUDENTS ON TRACK TO MEET THE SAT BENCHMARK FOR READING AND MATH BASED ON FALL MAP PERFORMANCE.

STUDENTS ON TRACK SCORE IN THE 43RD TO 50TH PERCENTILE IN READING AND THE 65TH TO 70TH PERCENTILE IN MATH.

YOU WILL NOTICE THAT THE MATH BENCHMARK IS HARDER TO REACH THAN THE READING BENCHMARK, WHICH MAY EXPLAIN SOME OF THE DIFFERENCE IN THE SCORES.

THIS DIFFERENCE IS REFLECTED NATIONALLY AS WELL AS THE NATIONAL NORMS ARE INDICATED BY THE GREEN AND BLUE HORIZONTAL BARS ON THE SLIDE.

THESE SHOW THE PERCENT OF STUDENTS NATIONALLY WHO MET THE SAT BENCHMARK LAST SPRING.

THE NATIONAL RATE FOR MEETING SAT BENCHMARKS IN 2023 IS 52% FOR READING AND 30% FOR MATH.

IT IS IMPORTANT TO NOTE AGAIN, OUR ALGEBRA ONE STUDENTS ARE NOT INCLUDED IN THE EIGHTH GRADE MATH ASSESSMENT.

THERE ARE CURRENTLY 1,406 STUDENTS ENROLLED IN ALGEBRA ONE IN EIGHTH GRADE, AND ALL OF THOSE STUDENTS MET THE RIT SCORE IN SEVENTH GRADE TO BE ON TRACK BUT ARE NOT REFLECTED IN THIS NUMBER ON THE SCREEN.

WITH THIS SAID, MATH IS AN AREA OF FOCUS IN OUR PLAN OF WORK, AND WE WANT TO INCREASE THE NUMBER OF STUDENTS WHO ARE TAKING ALGEBRA BY EIGHTH GRADE. THE FOLLOWING SLIDES SHOW A SUMMARY OF THE MAP DATA WE JUST REVIEWED BY GRADE LEVEL COHORT.

EACH SLIDE SHOWS THE MEAN RIT SCORE FOR EACH GRADE LEVEL AND SUBJECT, AS WELL AS THE MEDIAN CONDITIONAL GROWTH PERCENTILE AND THE ACHIEVEMENT PERCENTILE.

WHEN LOOKING AT THE SAME STUDENTS YEAR AFTER YEAR, YOU WILL SEE THE DATA SHOWING GROWTH.

IN FACT, THIS YEAR'S THIRD GRADERS HAD THEIR HIGHEST GROWTH PERCENTILES THIS PAST YEAR.

YOU CAN SEE IN THEIR RIT SCORES INCREASING IN THE THICK BLUE BARS AND THEIR NATIONAL PERCENTILES IN GROWTH MEASURES MARKED BY THE YELLOW AND RED LINES.

AND NOW FOR FOURTH GRADE.

THIS IS THE SAME DATA FOR OUR CURRENT FOURTH GRADERS, TRACKING THEM FROM SECOND GRADE TO FOURTH GRADE.

AGAIN, NOTICE THAT LAST YEAR'S GROWTH WAS AT A HIGHER RATE THAN ANY EARLIER YEAR.

WHILE THIS YEAR'S FIFTH GRADERS DIDN'T MARK THEIR HIGHEST LEVEL OF GROWTH THIS YEAR, YOU WILL NOTICE THEY EXCEEDED A YEAR'S WORTH OF GROWTH IN ALL AREAS.

SIX. THE CURRENT SIXTH GRADERS SHOW THAT THEY ARE GROWING AS WELL.

IT IS WORTH NOTING THAT AS SIXTH GRADERS, STUDENTS EXPERIENCE A NEW MAP TEST VERSION THAT IS USED WITH 6TH TO 12TH GRADERS NATIONALLY.

SO AGAIN, THIS YEAR, SEVENTH GRADERS ARE SHOWING A YEAR'S WORTH OF GROWTH AND STILL WELL ABOVE NATIONAL AVERAGES IN ALL THREE SUBJECT AREAS. AND WE HAVE ALMOST THE SAME STORY FOR OUR EIGHTH GRADE STUDENTS WHO ARE PERFORMING VERY WELL COMPARED TO THEIR NATIONAL PEERS IN BOTH SCIENCE AND READING.

AS I MENTIONED BEFORE, MAP IS A TOOL THAT INFORMS INSTRUCTION.

SO LET'S TAKE A MOMENT TO LOOK AT HOW MAP IS USED IN THE CLASSROOM.

TEACHERS HAVE ACCESS TO THE CLASS BY RIT REPORT [INAUDIBLE].

THE REPORT PROVIDES TEKS AND LEARNING STATEMENTS THAT REPRESENT THE STUDENT'S INSTRUCTIONAL LEVEL OR WHAT THEY ARE READY TO LEARN.

[01:10:07]

THIS SLIDE SHOWS THE CLASS BY RIT VIEW AND [INAUDIBLE].

CLASSIFY RIT GIVES THE TEACHER INFORMATION ON THE GOAL STRAND RELATIVE TO THE STUDENT'S RIT SCORE, AS WELL AS SPECIFIC TEKS TO TARGET.

IN SUMMARY, OUR FALL MAP DATA SHOWS OUR STUDENTS ARE PERFORMING WELL ABOVE NATIONAL NORMS. OUR STUDENTS ARE READY TO LEARN AND WE EXPECT TO SEE STRONG GROWTH FOR THEM AT THE END OF THIS SCHOOL YEAR.

FEEL LIKE I WENT THROUGH THAT REALLY FAST.

DO YOU HAVE ANY QUESTIONS? I DO HAVE QUESTIONS. I THOUGHT I SAW THAT THING THERE.

THAT'S OKAY. I HAVE THREE VERY EASY QUESTIONS.

ON SLIDE EIGHT, YOU HAD THE CGP NUMBERS.

DO WE HAVE THOSE NUMBERS BY DEMOGRAPHIC AND ARE THEY DIFFERENT? SO YOU NOTED THAT PRETTY MUCH EVERY GRADE LEVEL EXCEPT FOR I BELIEVE THERE WAS SECOND AND EIGHTH GRADE HAD HIT THEIR CGP NUMBERS.

DO WE HAVE THAT BY DEMOGRAPHIC AND DO WE KNOW IF OUR SUBGROUPS ARE BASICALLY MATCHING THAT? WITH WHAT I WILL WHAT I CAN SAY IS WITH THE CGP IS AT THE LEVEL THAT THEY ARE.

AND THE SIZE OF THE GROUPS THAT WE HAVE THE VARIANCE AND I DID LOOK AT ACHIEVEMENT PERCENTILES AS WELL FOR DIFFERENT GROUPS, BUT I WOULD NOT SAY THAT THE VARIANCE IN THOSE GROUPS WOULD BE LARGE.

MORE THAN LIKELY THEY'RE GOING TO BE CLOSER TOGETHER BECAUSE OF THE SIZE OF THE GROUP.

OUR ACHIEVEMENT PERCENTILES FOR THE TWO SUBGROUPS THAT WE HAVE.

THAT WERE NOT QUITE WHERE THE COHORT AVERAGE PERCENTILE PERCENTILES WERE, IS AROUND 50.

SO THAT 45 TO 55 IS IN THE AVERAGE RANGE.

SO EVEN OUR STUDENTS WHO ARE IN A PARTICULAR SUBGROUP ARE STILL AT THE NATIONAL AVERAGE OR MAYBE A BIT ABOVE IT.

THAT LEADS ME TO MY SECOND QUESTION.

OKAY, GOOD. SO THEN ON THE FOLLOWING SLIDE, YOU SORT OF HAD IT BROKEN DOWN BY THE SUBGROUPS.

DO YOU HAVE ANY IDEA WHY THE GAP PERSISTS? BECAUSE I CAN UNDERSTAND WHY THERE MIGHT BE A GAP COMING IN.

RIGHT. WE HAVE ECONOMICALLY DISADVANTAGED AND OTHER THINGS SORT OF COMING IN.

BUT THEN WHY DOES ALMOST THE EXACT SAME GAP EXIST THE ENTIRE TIME THEY'RE HERE? SO IF YOU LOOK AT PRE-K VERSUS KINDERGARTEN, IT'S ALMOST LITERALLY THE EXACT SAME GAP.

DO WE KNOW WHY THAT PERSISTS THE ENTIRE TIME? FACTUALLY OR WITH DATA OR AN OPINION.

AT THIS POINT. I'LL TAKE I'LL TAKE BOTH, ANYTHING.

I AS A PRINCIPLE, I CAN TELL YOU THAT.

AND THE PRINCIPAL WHO WAS ABLE TO MOVE ALL STUDENTS AND SHOW GROWTH IN ALL STUDENTS.

IT REALLY DEPENDS ON WHERE THE STUDENTS ARE SITTING IN CLASS, AND THERE ARE A LOT OF VARIABLES, WHERE IS THE STUDENTS SITTING, ARE THEY RECEIVING THE PROPER LEVEL OF RIGOR, WHETHER THEY'RE IN A ON LEVEL CLASS OR OR HONORS CLASS, THE RIGOR STILL NEEDS TO BE THERE.

IT JUST NEEDS TO BE APPROPRIATE FOR THE STUDENT.

AND SO THAT LEADS YOU TO DOES THAT STUDENT HAVE THE TEACHER IN FRONT OF THEM WHO CAN ADEQUATELY MEET THEIR NEEDS? DOES THE TEACHER HAVE THE TRAINING THEY NEED, THE SUPPORT THEY NEED? ARE THEY COLLABORATING WELL WITHIN THEIR COLLABORATIVE TEAM? THAT'S VERY IMPORTANT AS WELL.

AND KNOWING HOW THE PLC WORK SHOULD BE CARRIED OUT ON THE CAMPUS.

IF YOU HAVE A STRONG TEACHER COLLABORATING, COLLABORATING EFFECTIVELY WITH MORE INEXPERIENCED TEACHER, THAT EXPERIENCED TEACHER IS GOING TO BRING THAT NEWER TEACHER ALONG.

BUT I'VE ALSO SEEN THE OTHER SIDE WHERE THE NEWER TEACHER CAN HELP INFORM THE EXPERIENCED TEACHERS PRACTICE AND PROVIDE SOME REFLECTION WHERE THEY CAN ALSO IMPROVE.

SO THAT COLLABORATIVE TEAM PROCESS IS JUST REALLY IMPORTANT WHEN YOU'RE TRYING TO CLOSE ACHIEVEMENT GAPS AND IMPROVE OUTCOMES FOR ALL STUDENTS. AND I MIGHT ADD TO THAT, AND I THINK I THINK YOU HIT TWO GREAT THINGS THERE.

I THINK WHEN WE LOOK BACK AND WE'RE GOING TO TALK MORE ABOUT THIS IN THE PLAN OF WORK, WHEN WE LOOK BACK AT THE THINGS WE NEED TO DO, YOU ARE ABSOLUTELY RIGHT.

WE NEED TO CLOSE THOSE ACHIEVEMENT GAPS.

AND TWO STRATEGIES THAT WE BELIEVE WILL HELP IS IN COURSE RIGOR AND LOOKING AT THE EXPECTATIONS NOT ONLY FOR OUR ON LEVEL COURSES, BUT GETTING MORE STUDENTS

[01:15:03]

AND THERE'S ALSO A REAL FOCUS ON KNOWING EVERY STUDENT BY NAME AND NEED AND DECIDING THAT PLAN THAT NEEDS TO CLOSE THOSE GAPS.

AND THAT'S THROUGH SOMETHING WE CALL OUR MULTI-TIERED SYSTEM OF SUPPORTS.

AND WE DID A RESET WITH OUR PRINCIPALS.

I DON'T REMEMBER WHAT DAY THAT WAS LAST WEEK ON THE EXPECTATION THAT THOSE COLLABORATIVE TEAMS ARE LOOKING AT THAT DATA BY STUDENT TO KNOW EXACTLY WHAT IT IS THAT WE NEED TO DO TO FILL THOSE GAPS.

SO WE ARE DOUBLING OUR EFFORTS.

I SEE KIMMY OUT IN THE AUDIENCE.

SHE LEADS OUR MTSS WORK.

WE ARE DOUBLING OUR EFFORTS OF SUPPORT AND EXPECTATION OF KNOWING STUDENT BY NAME AND NEED.

BUT YOU'RE ALSO GOING TO HEAR FROM KRISTEN.

WE TOLD YOU WE'RE ALL INTERTWINED TONIGHT.

YOU'RE GOING TO HEAR FROM KRISTEN ABOUT RAISING THAT BAR OF RIGOR AND GETTING STUDENTS INTO HIGHER LEVEL COURSEWORK.

BECAUSE I DO. I DO BELIEVE IN ANY TIME YOU YOU ANALYZE DATA, FOR EXAMPLE, ACT DATA, WHAT'S THE BIGGEST DIFFERENCE IN KIDS MATH OR SCIENCE SCORES? IT'S WHETHER OR NOT THEY'VE TAKEN PHYSICS.

SO THOSE, YOU KNOW, THOSE THOSE HIGHER LEVEL COURSES.

SO THAT IS, YOU KNOW, ON ALL OF OUR RADARS AS PART OF ALL OF OUR WORK, NOT JUST ANY ONE SINGLE THING.

I THINK IT'S A COMBINATION OF THINGS.

THANKS. DO WE HAVE ANY GAPS IN OUR MAP TESTING? I MEAN, I KNOW WE WE SORT OF WE START IN KINDERGARTEN, RIGHT.

AND GO UP THROUGH MIDDLE SCHOOL.

BUT YOU MENTIONED A K THROUGH 12 PRODUCT.

DO WE HAVE GAPS IN OUR MAP TESTING THAT WE SHOULD BE CONSIDERING EXPANDING THE NUMBER OF STUDENTS THAT ARE DOING MAP? OR DO YOU FEEL LIKE WE HAVE ENOUGH OTHER RIGOROUS DATA AROUND MAYBE SOME OF OUR SENIOR HIGH STUDENTS TO OR HIGH SCHOOL STUDENTS TO MAKE SURE THAT WE'RE ADDRESSING THESE OBJECTIVES PROPERLY? I BELIEVE WE HAVE K-8 AS FAR AS MAP WE ARE TAKING EVERYTHING THAT THEY THAT THEY OFFER US AND WE'RE TESTING K-8 AT A RATE OF AROUND 97.

98% OF OUR STUDENTS ARE TESTING EVERY ADMINISTRATION.

FOR HIGH SCHOOL WE HAVE STARTED ALGEBRA MAP.

I BELIEVE WE'RE IN THE THIRD YEAR OF THAT AND WE'RE SEEING THAT WORK TAKES SHAPE AS HIGH SCHOOL TEACHERS EMBRACE MAP AND LEARN ABOUT THE BENEFITS THAT COME FROM USING THAT DATA AND USING IT TO INFORM INSTRUCTION.

AS FAR AS USING MAP FOR OTHER SUBJECT AREAS OUTSIDE OF ALGEBRA MAP, WE REALLY HAVEN'T LOOKED AT THAT.

SO AS FAR AS GIVING YOU AN INFORMED ANSWER, I'M NOT PREPARED TO DO THAT.

I WOULD RECOMMEND THAT WE EXPLORE THAT.

I THINK THAT IT WOULD BE BENEFICIAL TO EXPLORE PRE K.

I KNOW THE STATE PRE K STANDARDS AND THE KINDERGARTEN STANDARDS WHEN YOU'RE JUST AT READING THEM THERE SEEMS TO BE A GAP WHEN YOU LOOK AT THE CIRCLE ASSESSMENT VERSUS MAP IN KINDERGARTEN, THERE'S ALSO A GREAT VARIANCE.

AND SO THAT WOULD BE ONE THAT I WOULD RECOMMEND TO THE TEAM AS WELL AS LOOKING AT FOR CERTAIN STUDENTS, PERHAPS MAP COULD BE BENEFICIAL WITH ENGLISH ONE OR ENGLISH TWO AS WELL.

I HAVE A QUICK QUESTION.

IS MAP ADMINISTERED ALL IN ONE DAY? SO IF I'M A THIRD GRADE STUDENT, AM I TAKING READING AND MATH ALL IN ONE DAY OR ARE THEY ALTERNATING? NO, WE DO NOT. OUR ASSESSMENT CALENDAR CALLS FOR ONE TEST A DAY.

OKAY, PERFECT. SO QUESTION BE SHOCKING.

IT'S ON THE MATH SPECTRUM.

IS IT POSSIBLE THAT SO THE EIGHTH GRADE MATH.

I GET IT. I UNDERSTAND WHY IT IS THAT TOTALLY MAKES SENSE.

HOWEVER, I'M KIND OF CURIOUS IF BECAUSE WE'RE PULLING OFF OUR ALGEBRA STUDENTS, WE'RE ALSO HAVE ALSO BEEN PULLING OFF OUR MATH ROCK STUDENTS WHO ARE AT ANOTHER LEVEL FOR THAT.

HAVE WE EVER LOOKED AT PULLING OUT THE DATA FOR OUR SEVENTH GRADE HONORS AND OUR SIXTH GRADE HONORS MATH CLASSES AND SEEING THE GROWTH OF THOSE, THE NON PULLING THOSE OFF SO WE CAN SEE THE NON AND FOLLOW BECAUSE TO THE POINT ABOUT PHYSICS AND THE POINT ABOUT ALL THE THINGS YOU JUST SAID LIKE IDENTIFYING THOSE STUDENTS AND SEEING I MEAN IF A STUDENT IS IN THAT NON HONORS CLASS IN SIXTH GRADE OR IN THAT NON WHATEVER, AND THEY END UP SHOWING SOME GROWTH, BUT THEY STILL HAVEN'T BEEN IDENTIFIED AS BEING ABLE TO BE READY FOR HONORS.

JUST LOOKING AT THAT AND FEELING WHAT THAT COHORT OF THE STUDENTS THAT ARE THERE AND WHAT WE CAN BE DOING TO ENRICH AND SUPPORT.

WHERE ARE WE ON THAT AND THAT CONSIDERATION?

[01:20:03]

AND I ENCOUNTER THIS ALL THE TIME AT THE CAMPUS.

AN ON LEVEL MATH STUDENT WOULD SCORE IN THE MASTER'S RANGE PROFICIENCY.

WELL, LET'S TAKE A LOOK AT THE STUDENT AND SEE ARE THEY ARE THEY SITTING WHERE THEY SHOULD BE FOR THEIR MATH CLASS? SO THE TEACHERS HAVE THAT CAPABILITY ALREADY.

AS FAR AS REPORTING, WE CAN CERTAINLY SEPARATE THE ON LEVEL FROM THE HONORS.

I'M THINKING IN TERMS OF FALLING OVER THEIR COHORT.

SO IN SIXTH GRADE, LOOKING AT THOSE KIDS AND THEN SEEING HOW THOSE SAME NON HONORS KIDS PERFORMING AS SEVENTH GRADE NON HONORS AND SEEING HOW THAT THAT'S WHAT I WAS THINKING ABOUT LOOKING AT IN TERMS OF THAT BECAUSE YES OF COURSE.

SO THEN YOU'RE EVEN MAKING IF WE WERE TO LOOK AT THAT IT'S POSSIBLE THAT IT GETS EVEN LOWER AND LOWER SSIXTH GRADE.

YOU'VE GOT YOUR LOWER STUDENTS ARE PERFORMING, YOU PULL THEM OUT, PULL SOME UP, AND THEN, YOU KNOW, WHAT CAN WE BE DOING FOR THOSE STUDENTS THAT BECAUSE MATH IS SUCH THE LINCHPIN OF OF FUTURE AND SO HOW CAN YOU KNOW.

THAT'S WHAT I'M THINKING OF.

WELL, WE DO HAVE THE CAPABILITY OF RUNNING THE DATA AND SEPARATING OUT THOSE TWO COHORTS AND THEN HAVING THE SAME RUNNING THE SAME REPORT. PERHAPS AS WE'RE MOVING FORWARD WITH THIS, CONTINUE HAVING THAT PART OF THE NARRATIVE, AS YOU KNOW, SO WE CAN START SEEING THAT OVER TIME.

THAT'D BE GREAT. THANK YOU.

I HAVE A COUPLE OF QUESTIONS.

I NOTICED THAT WE WE HAVE THOSE AVERAGE RIT SCORES IN THE READING AND MATH THAT WE'RE ALSO BROKEN OUT, BROKEN OUT BY THE POPULATION SUBGROUPS.

AND DO WE ALSO AND I KNOW YOU JUST GOT THIS DATA, SO I'M NOT LIKE CHOMPING AT THE BIT, BUT DO WE ALSO HAVE THAT BY PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS? YES. OKAY.

THAT'S PROBABLY INTERESTING TO LOOK AT BUT I DO KNOW THAT YOU GUYS JUST GOT THIS INFORMATION.

AND THEN I GUESS JUST THINKING ABOUT THE LAST FEW YEARS, DO WE STILL HAVE LINGERING IMPACT FROM THE PANDEMIC? DO YOU SEE THAT OR DO YOU SEE IMPROVEMENTS? I MEAN, I'M JUST IMPRESSED WITH THIS GROWTH.

AND IT'S CONTRARY TO WHAT WE'LL SEE IN OUR ACCOUNTABILITY RATINGS.

BUT I JUST WONDERED IF WE'RE STILL SEEING IMPACT FROM THE THE PANDEMIC.

WE DEFINITELY ARE SEEING IMPACT FROM THE STUDENTS WHO EXPERIENCED THE DISRUPTION.

AND NOW I CAN'T I'M PROBABLY GOING TO SAY THE WRONG GRADE, SO I WON'T SAY WHAT GRADE THEY'RE IN NOW, BUT THEY'RE ENTERING HIGH SCHOOL OR BE IN THE MIDDLE OF HIGH SCHOOL NOW.

WE DEFINITELY SAW WHERE THOSE STUDENTS HAD A STUMBLE.

AND THEN THE FIRST REAL YEAR, I SHOULD SAY, REAL PROBABLY NOT THE RIGHT WORD.

THE FIRST YEAR WHEN ALL THE STUDENTS WERE BACK IN PERSON OF ACCOUNTABILITY, WE SAW A LOT OF GROWTH.

OKAY. AND SINCE THEN THE GROWTH IS CONTINUING, BUT IT'S NOT AT THE SAME LEVEL OF GROWTH.

IT'S, YOU KNOW, THE STUDENTS ARE COMING BACK.

THEY'RE BACK IN SCHOOL, GETTING INTO ROUTINES, GETTING THAT ONE ON ONE TEACHER INTERACTION THAT THEY WEREN'T HAVING.

AND SO WE SAW GROWTH IN THAT FIRST YEAR THAT WAS REALLY STRONG.

THE SCORES WERE ACTUALLY AMAZING CONSIDERING WHAT EVERYONE HAD BEEN THROUGH.

AND SO ONCE THE KIDS HAVE GOTTEN BACK INTO A ROUTINE IN SOME WAYS NOT LEVELING OFF, BUT WE'RE NOT SEEING THE GROWTH AT THE TRAJECTORY THAT IT WAS.

OKAY, PROBABLY BECAUSE THERE WAS SO MUCH GROWTH TO HAVE TO GET BACK.

POTENTIAL GROWTH WAS THERE.

YEAH. ALL RIGHT.

WELL, THANK YOU. ARE THERE ANY OTHER QUESTIONS? NO. THANK YOU ALL VERY MUCH. WELL, THANK YOU SO MUCH.

THAT WAS A GREAT PRESENTATION.

WHERE ARE WE? ALL RIGHT. SO NOW WE MOVE TO REPORTS ITEM 7.2, WHICH IS COLLEGE, CAREER, MILITARY READINESS, THE CCMR UPDATE, AND LISA, AIMING IT BACK TO YOU.

SO LAST BOARD MEETING, YOU HEARD FROM WHAT WE CALL OUR BOOKENDS.

YOU HEARD FROM EARLY LITERACY AND NUMERACY.

AND NOW WE'RE GOING TO TALK ABOUT OUR COLLEGE CAREER, MILITARY READINESS WORK.

WE HAVE A WHOLE TEAM COMING UP FOR THIS.

BUT WE'RE GOING TO START WITH DR.

KRISTYN EDNEY. AND WE'LL ALSO HEAR FROM DR.

KEVIN MOORE AND KAREN BUECHMAN.

SO I WILL TURN IT OVER TO THEM.

GOOD EVENING, PRESIDENT HUMPHREY, BOARD OF TRUSTEES, DR.

WILLIAMS AND CABINET MEMBERS, THANK YOU FOR ALLOWING US TO SPEAK TO YOU TONIGHT AND GIVE YOU SOME UPDATES ON CCMR.

[01:25:01]

JUST A REMINDER, THESE ARE THE TEN CCMR CRITERIA.

YOU CAN SEE THE COLLEGE READINESS ON THE LEFT SIDE AND THEN THE CAREER READINESS ALONG WITH MILITARY READINESS ON THE RIGHT SIDE.

THESE TEN, WE WANT EVERY SENIOR TO GRADUATE WITH AT LEAST ONE OF THEM, IF NOT MULTIPLE.

I ALSO JUST WANT TO REMIND YOU ABOUT THE REFRESH FOR THE CCMR SCORES THAT HAPPENED LAST JANUARY, AND IT WAS RETROACTIVE AND THEY WENT BACK ONTO THE GRADUATING CLASS OF 2022.

AND SO IN THE PAST, 60% GOT YOU AN A AND NOW 88% IS THE CRITERIA OF TO MAINTAIN AN A OR TO EARN AN A, WHICH IS A 28% INCREASE.

YOU SAW THIS SLIDE A COUPLE OF WEEKS AGO WHEN LISA SHARED THE SUMMATIVE REVIEW OF THE PLAN OF WORK AND THE DISTRICT IMPROVEMENT PLAN.

SHE USED APPLES AND PEARS.

AND I WANT TO INTRODUCE AN ORANGE.

SO WHEN YOU LOOK AT THIS DATA, I WANT TO REMIND YOU THAT THERE IS A LAG IN THE DATA.

I KNOW THAT ANTOINE TALKED ABOUT THAT AND YOU'VE HEARD ABOUT IT SEVERAL TIMES.

BUT LOOKING AT MY ORANGE COLUMN, THAT'S THE 2023 CCMR REPORT, THAT IS THE CLASS OF 2022 GRADUATES, WHICH HOPEFULLY THEY ARE IN THEIR SOPHOMORE YEAR OF COLLEGE RIGHT NOW.

SO THIS IS THE LAG THAT YOU SEE.

SO LOOKING AT THIS DATA, YOU CAN SEE THAT 2018 ACCOUNTABILITY YEAR, 2019 AND 2020, WE HAD THE APPLE PHASE, WHICH WAS, YOU KNOW, ALL THE SAME CRITERIA.

BUT THEN IN THE 2021 ACCOUNTABILITY YEAR, WE NO LONGER COULD HAVE THE 0.5 FOR THE CTE COHERENT SEQUENCE.

SO WE HAD A CHANGE RIGHT THERE.

MILITARY ALSO DROPPED OFF.

WE COULD NOT CLAIM MILITARY.

IT HAD TO COME IN THE BACK DOOR AT THE VERY END THROUGH THE DEPARTMENT OF DEFENSE.

AND THEN YOU LOOK AT THE 2023, MY ORANGE COLUMN.

AND THIS IS WHERE NOT ONLY DID IT INCREASE TO 88% TO RECEIVE AN A, BUT THEY ALSO REMOVED SOME KEY INDUSTRY BASED CREDENTIALS FROM THE APPROVED TEA LIST FOR CCMR AND INCREASED CRITERIA TO ATTAIN CAREER READY CRITERIA.

YOU ALSO WILL NOTICE IF YOU LOOK AT THE BOTTOM THAT WE HAVE AFTER THE PANDEMIC, A THREE YEAR DIP.

SO THAT IS SOMETHING THAT WE ARE GOING TO TALK ABOUT WITH THE STRATEGIES THAT WE'LL INTRODUCE IN JUST A MINUTE.

WE ALSO, WHEN LOOKING AT THE TOP TWO ROWS, WE HAVE A THREE YEAR DIP OR A FOUR YEAR DIP WITH SAT, ACT, TSIA, WHICH IS WHAT I CALL THE THE COLLEGE READINESS PIECE AND THEN ALSO AP AND IB EXAMS. AND SO WE'RE GOING TO PRESENT SOME DATA TONIGHT TO SHOW YOU SOME GOOD NEWS, BUT ALSO SHOW YOU SOME DATA THAT WE ALSO ARE REALLY DIGGING INTO.

I WANT TO REMIND YOU ABOUT OUR FIVE YEAR CCMR BOARD GOALS.

THESE ARE OUR ORIGINAL CCMR BOARD GOALS THAT WERE CREATED UNDER THE FORMER CCMR RATING SYSTEM, IN WHICH 60% WAS THE THRESHOLD TO EARN AN A.

THESE BOARD GOALS NEED TO BE UPDATED IF WE WANT TO MEET THE NEW CCMR STANDARDS FOR AN A.

SO IF WE KEEP IT AS IS, WE WOULD NOT REACH A B PERFORMANCE LEVEL UNTIL THE 2026 ACCOUNTABILITY YEAR AND HAVING A GOAL OF 75% FOR THIS YEAR, WHICH IS THAT 2024 I'M SORRY, 2025 WITH THE CLASS OF 2024.

HAVING THAT GOAL OF 75% FOR THIS YEAR'S SENIOR SETS OUR TARGET AT A GRADE OF C, WHICH IS NOT ACCEPTABLE IN PLANO ISD.

SO HERE IS OUR REVISED PROPOSED CCMR BOARD GOALS THAT ARE BASED ON THE CCMR REFRESH.

THIS IS A BIG STRETCH FOR OUR CAMPUSES AND OUR SENIOR HIGHS.

THAT WILL MEAN THAT WE HAVE TO BE VERY INTENTIONAL ABOUT TRACKING STUDENTS AND IMPLEMENTING INTERVENTIONS FOR OUR CURRENT SENIORS.

THE GOOD NEWS, THOUGH, IS THAT EVEN THOUGH YOU SEE THAT OUR PISD SENIORS ARE AT 59.32, THAT IS 3.35% HIGHER THAN WHERE WE WERE IN NOVEMBER OF LAST YEARS SENIORS.

HERE YOU SEE OUR CURRENT CCMR STATUS FOR OUR SENIOR CLASS AT 59.3 AND IT IS REFLECTIVE OF CCMR CRITERIA ATTAINMENT THROUGH THE END OF THE JUNIOR YEAR.

THAT'S REALLY IMPORTANT TO TAKE NOTE OF.

WE WILL CONTINUE COLLECTING CCMR CRITERIA THROUGHOUT THIS YEAR IN ORDER TO INCREASE THE PERCENTAGE OF CCMR MET SENIORS.

DATA THAT WE COLLECT AFTER GRADUATION BECAUSE THERE'S A LOT OF DATA THAT WE COLLECT.

COLLEGE PREP ENGLISH AND COLLEGE PREP MATH COURSE COMPLETIONS, SPECIAL EDUCATION ADVANCED GRADUATION PLAN COMPLETIONS, SPECIAL EDUCATION WORKFORCE

[01:30:08]

WE CANNOT ADD THAT UNTIL AFTER GRADUATION.

SO EVEN THOUGH KIDS MAY BE IN PROCESS AND WILL EARN THAT, WE CAN'T CLAIM IT UNTIL THE VERY END.

ALSO, MANY OF OUR INDUSTRY BASED CREDENTIALS ARE NOT EARNED UNTIL MAY AND RIGHT THERE TOWARDS THE END.

SO WE WILL SEE THOSE COME IN AT THE END AS WELL.

AND THEN OUR LEVEL ONE AND TWO CERTIFICATIONS AND OF COURSE MILITARY ENLISTMENTS, WE GET THAT ON THE BACK END, BUT WE ARE TRACKING THE KIDS WHO ARE INTERESTED IN THAT ALL THE WAY TO ENLISTMENT.

HERE YOU SEE WHERE EACH CAMPUS IS IN TERMS OF CCMR CRITERIA FOR THEIR SENIOR CLASS.

SO YOU CAN SEE PLANO SENIOR, PLANO EAST, PLANO WEST AND THEN ACADEMY HIGH SCHOOL.

AGAIN, THIS DATA IS BASED ON INFORMATION FROM THE END OF LAST YEAR WHEN THE STUDENTS WERE JUNIORS.

AND THE CHART SHOWS HOW MANY STUDENTS ARE CURRENTLY CCMR MET VERSUS NOT MET THE TARGET NUMBER TO REACH THIS YEAR'S CCMR GOAL.

BUT PLEASE KEEP IN MIND THAT WE START INCREASING THIS THROUGHOUT THE SENIOR YEAR AND THEN YOU'LL SEE THAT HAPPENING, THAT NUMBER INCREASE AT THE END.

SO OUR SENIORS ARE IN PROCESS.

THERE ARE SEVERAL OPTIONS FOR OUR SENIORS TO MEET THE CRITERIA BY GRADUATION.

MANY ARE CURRENTLY IN PROCESS BY PARTICIPATING IN ANY OF THE LISTED OPTIONS ON THIS SLIDE.

AS PART OF OUR STRATEGY, THOUGH, I WANT TO MAKE SURE THAT YOU KNOW THAT WE MET WITH EACH SENIOR HIGH SCHOOL CAMPUS LEADERSHIP TEAM AND PROVIDED LISTS OF SENIORS WHO ARE NOT CCMR CURRENTLY MET.

COUNCILORS ARE USING A CCMR TRACKING DOCUMENT TO REVIEW EACH STUDENT ON THE NOT MET LIST AND IDENTIFY A PATHWAY THAT IS RIGHT FOR THEM TO MEET CCMR BY GRADUATION.

CAMPUS TEAMS WILL REVIEW THIS LIST EVERY MONTH DURING OUR MONTHLY CCMR MEETINGS, AND I CAN TELL YOU WE FINISHED OUR THREE SENIOR HIGHS AND IT WAS REALLY EXCITING TO WORK WITH THE TEAMS. THEY'RE VERY EAGER TO DIG INTO THIS DATA AND TO LOOK AT EACH KID.

AND IN FACT, BRAD TODAY WHEN WE WERE MEETING WITH THEM WAS ALREADY LIKE PULLING UP LISTS OF KIDS AND LIKE ADDING ADDITIONAL DETAILS TO THE TRACKING SHEET.

LOOKING AT OUR CCMR TREND DATA MAKES IT CLEAR THAT WE AS A DISTRICT MUST BE MORE STRATEGIC IN THIS AREA.

THIS IS WHY YOU'RE GOING TO SEE CCMR GOALS, OBJECTIVES AND STRATEGIES EMBEDDED IN OUR PLANO ISD DISTRICT STRATEGIC PLAN IN PILLARS ONE AND TWO.

I'M GOING TO SHARE A FEW OF OUR FOCUS AREAS TODAY AND FOLLOW UP WITH A MID-YEAR AND END OF YEAR REPORT WITH MORE UPDATES.

SO STAY TUNED.

AND AGAIN, OUR CCMR GOALS ARE PART OF PILLAR TWO LIFE READY GOAL TWO, WHERE CCMR READINESS IN OUR STRATEGIC ROADMAP THAT WAS APPROVED THIS LAST SPRING.

IN ORDER TO MEET THE NEW 88% TARGET FOR CCMR, WE HAVE TWO REALLY BIG PRIORITY AREAS.

WE HAVE SEVERAL PRIORITY AREAS, BUT THESE ARE TWO THAT WE'RE GOING TO REALLY HIT ON TONIGHT.

ONE, CREATING A ROBUST CCMR PIPELINE AND TWO, PREPARING STUDENTS TO BE COLLEGE READY.

THIS PAST SPRING, WE PULLED STUDENT DATA AND MET WITH FIFTH GRADE AND MIDDLE SCHOOL COUNSELORS TO PULL STUDENTS AND DISCUSS ENROLLMENT IN ADVANCED COURSES.

NOW, WITH THE NEW TEA UPDATE THAT JUST PASSED THIS SUMMER, WE ARE AUTOMATICALLY ENROLLING STUDENTS GOING FORWARD.

SO LET'S UNPACK WHAT THIS LOOKS LIKE.

WE NOW HAVE CCMR DISTRICT PERFORMANCE TARGETS FOR COLLEGE READINESS.

FIVE YEAR TARGETS HAVE BEEN SET FOR THE DISTRICT IN EACH CAMPUS THAT SUPPORTS EARLIER PREPARATION AND BUILDS CAMPUS INTERNAL CAPACITY FOR USING MAP.

AND YOU HEARD ANTOINE TALK ABOUT THE MAP SAT PROJECTIONS.

THAT'S WHAT WE'RE TALKING ABOUT.

SO WE WANT TO BUILD INTERNAL CAPACITY FOR USING MAP, PSAT AND SAT DATA TO HELP IDENTIFY STUDENTS WHO NEED EARLIER INTERVENTIONS.

AND THEN THE INTENT IS TO IDENTIFY STUDENTS AS EARLY AS FIFTH GRADE WHO ARE NOT ON TRACK FOR CCMR AND HELP THEM BEFORE THEIR JUNIOR YEAR.

SO CCMR WORK IS LONG HAUL WORK.

IT'S NOT SOMETHING YOU CAN DO OVERNIGHT.

IT'S NOT SOMETHING YOU CAN FIND A TRICK AND MAKE IT HAPPEN.

IT REQUIRES US TO PREPARE STUDENTS EARLIER, AND SO WE ARE IMPLEMENTING STRATEGIES IN MIDDLE SCHOOL AND HIGH SCHOOL TO ADDRESS PREPARING STUDENTS FOR COLLEGE READINESS, AS DEMONSTRATED ON THE SAT.

AS MENTIONED EARLIER, WE ARE ALSO FOCUSING ON ON RAMPING STUDENTS INTO ADVANCED COURSES STARTING IN FIFTH GRADE FOR THAT SIXTH GRADE YEAR THROUGH A STRATEGIC IDENTIFICATION PROCESS. WE'RE ALSO FOCUSING ON HELPING STUDENTS DREAM ABOUT THEIR FUTURE CAREER AND PLANT SEEDS BY USING SCHOOL LINKS AND GRADES SIX THROUGH 12 FOR AGE APPROPRIATE COLLEGE AND CAREER PLANNING ACTIVITIES.

SCHOOL LINKS ALSO ALLOWS US TO HELP STUDENTS BUILD SIX YEAR GRADUATION PLANS, WHICH WE HAVE NOT HAD.

SO THAT'S BEING INTRODUCED THIS YEAR, STARTING IN MIDDLE SCHOOL.

WE'RE ALSO INTRODUCING CTE PRINCIPLES COURSES IN MIDDLE SCHOOL AND HOSTING A DISTRICT WIDE CAREER FAIR WHERE STUDENTS CAN FIND THEIR FUTURE.

AND THIS IS HAPPENING NOVEMBER 1ST AND WILL INVOLVE ALL SEVENTH AND EIGHTH GRADERS IN TIME FOR COURSE REGISTRATION SO THEY CAN HAVE INFORMED DECISION MAKING.

[01:35:10]

FOR ELEMENTARY SCHOOL OUR FIRST THING IS THOSE HONORS POTENTIAL REPORTS.

THAT'S WHERE WE TOOK OUR MAP TESTS OR OUR MAP DATA, TOOK THOSE SAT PROJECTIONS AND WE LOOKED AT AND REPLICATED THE AP, AP POTENTIAL REPORTS, BUT STARTING IN FIFTH GRADE.

SO THAT'S TO IDENTIFY STUDENTS WHO SHOULD BE ENROLLED IN ADVANCED ACADEMICS COURSES SO THAT WAY WE DON'T MISS ANY KIDS.

WE'RE ALSO IN PROCESS OF IMPLEMENTING A CCMR AM I ON TRACK SYSTEM THAT IDENTIFIES COLLEGE AND CAREER BENCHMARKS BY GRADE LEVEL SO THAT WE CAN TRACK AND SUPPORT STUDENTS STARTING IN PRE-K ALL THE WAY THROUGH 12.

ACADEMIC ADVISING AND COMMUNICATIONS YOU'RE GOING TO SEE THAT ON EVERY LEVEL.

THAT'S SOMETHING THAT'S REPEATED ON EACH OF THE SLIDES BECAUSE WE HAVE TO HAVE EXCELLENT ACADEMIC ADVISING, COMMUNICATIONS AND RESOURCE DEVELOPMENT IN ORDER TO HELP WITH OUR CCMR STRATEGIC PLAN.

IN MIDDLE SCHOOL ONCE AGAIN, WE HAVE THE HONORS POTENTIAL REPORTS BEING USED IN SIXTH THROUGH EIGHTH GRADE TO IDENTIFY THOSE STUDENTS FOR ADVANCED ACADEMICS COURSES SO WE DON'T MISS OUT ON STUDENTS.

A DISTRICT WIDE CAREER FAIR, WHICH I MENTIONED EARLIER, WHERE THEY'RE GOING TO FIND THEIR FUTURE.

SIX YEAR GRADUATION PLANNING USING SCHOOLINKS AND THEN EIGHTH GRADE MATH TARGETS ALIGNED WITH STATE PROJECTIONS, WHICH YOU SAW EARLIER.

AND WE HAVE READING TARGETS MATH BECAUSE ALGEBRA IS NOT INCLUDED.

WE DON'T HAVE A SPECIFIC MATH TARGET.

WE'RE ASKING EACH CAMPUS TO LOOK AT THEIR ON GRADE LEVEL SCORES AND THEN STRETCH.

ON THE HIGH SCHOOL LEVEL, WE SHIFT OUR FOCUS TO PSAT AND AP SUPPORTS, INCLUDING DATA ANALYSIS, WHERE WE'RE DIGGING INTO OUR PSAT REPORTS AND ALSO OUR AP DATA. AND WE'RE LOOKING AT STRATEGY SESSIONS AND WITH OUR CAMPUS LEADERS, WE WANT TO GROW THEM TO DIG INTO THIS DATA, USE IT AND WORK WITH THEIR CAMPUS STAFF.

ALSO USING AP POTENTIAL REPORTS TO IDENTIFY STUDENTS FOR ADVANCED ACADEMIC COURSES IN THE HIGH SCHOOL LEVELS.

AND THEN AT THE SENIOR HIGHS, THIS IS WHERE WE KIND OF GO INTO TRIAGE MODE, HONESTLY.

AND SO WITH OUR SENIOR HIGHS, WE ARE CURRENTLY WORKING WITH OUR CCMR CAMPUS TEAMS THAT WERE CREATED TO MONITOR AND SUPPORT CCMR STUDENT PROGRESS.

WE MEET MONTHLY TO REVIEW CCMR DATA AND ACTION PLAN AS A TEAM.

WE ALSO USE SAT DATA TO IDENTIFY STUDENTS NOT ON TRACK AND THEN WORK WITH THEM ON PREPARING FOR THE TSIA EXAM THAT SENIOR YEAR, OR ENROLL IN COLLEGE PREPARATORY CLASSES.

STUDENTS WHO ARE INTERESTED IN THE MILITARY ARE TRACKED AND SUPPORTED ALL THE WAY TO ENLISTMENT, AND THEN ACADEMIC ADVISING IS A HUGE FOCUS WHERE, AS MENTIONED EARLIER, COUNSELORS ARE REVIEWING EACH AND EVERY STUDENT WHO IS NOT ON TRACK AND THEY'RE HELPING TO IDENTIFY WHAT IS THE RIGHT PATHWAY FOR THEM.

WE ALSO ARE LOOKING AT HOW DO WE RECOGNIZE THE STUDENTS WHO ARE MEETING THESE BENCHMARKS? HOW DO WE RECOGNIZE AND CREATE THAT CULTURE WHERE STUDENTS ARE EXCITED ABOUT REACHING THESE? FINALLY, WE ARE COLLABORATING WITH OTHER DEPARTMENTS TO ENSURE ACCURACY OF OUR CCMR REPORTING BECAUSE WE WANT EVERY POINT TO COUNT.

AT THIS TIME. DR.

MOORE IS GOING TO TALK TO YOU AND GIVE YOU SOME UPDATES ON HOW WE'RE DOING WITH AP AND IB.

GOOD EVENING. I'M GOING TO SHARE WITH YOU SOME UPDATES ON OUR AP AND IB PROGRAMS, INCLUDING OUR 2023 DATA, AS WELL AS SOME LONGITUDINAL DATA.

WE HAVE A VERY STRONG AP PROGRAM IN OUR DISTRICT.

WE OFFER JUST OVER 30 AP COURSES IN GRADES 9 THROUGH 12.

ALL OF OUR AP COURSES ARE OPEN ENROLLMENT, WHICH MEANS ANY STUDENT THAT CHOOSES TO SELF-SELECT INTO THOSE COURSES IS ABLE TO DO SO WITHOUT ANY KIND OF FORMAL RECOMMENDATION PROCESS, AND WE WANT THEM TO FEEL WELCOMED AND SUPPORTED ALONG THE WAY.

WE'LL START OFF WITH SOME CELEBRATIONS BASED ON THIS PAST YEAR OF TESTING DATA.

IN 2023, WE TESTED JUST OVER 5,600 STUDENTS WHO TOOK A TOTAL OF OVER 12,000 EXAMS. THE COLLEGE BOARD PROVIDES A FEW LEVELS OF SCHOLAR DISTINCTIONS BASED ON THE NUMBER OF AP EXAMS YOU TAKE AND THE SCORES THAT YOU EARN ON THOSE.

AND YOU SEE THAT JUST ABOUT HALF OF ALL OF THE STUDENTS THAT TOOK AP EXAMS IN PLANO ISD EARNED ONE OF THESE SCHOLAR DISTINCTIONS WITH THE HIGHEST LEVEL, EARNING THE MOST NUMBER OF STUDENTS WITH OVER 1,000 STUDENTS, REACHING THAT TOP LEVEL OF AP SCHOLARS WITH DISTINCTION.

ON THE LEFT, YOU SEE SOME OF THE INCREASES THAT WE'VE MADE FROM 2022 TO 2023.

WE INCREASED IN ALL OF OUR AREAS.

WE INCREASED NUMBERS OF STUDENTS TAKING AP EXAMS, OUR TOTAL NUMBER OF EXAMS AND ALL THREE LEVELS OF AP SCHOLARS DISTINCTIONS.

THIS IS SHOWING YOU OUR TOP FIVE TESTED SUBJECTS IN PLANO ISD AND SHOWING YOU OUR DATA COMPARED WITH TEXAS TESTERS AND

[01:40:08]

AND YOU CAN SEE IN ALL FIVE OF THESE EXAMS WE FAR EXCEED BOTH THE STATE AND INTERNATIONAL STANDARDS IN TERMS OF MEAN SCORE AND THE PERCENTAGE OF OUR TESTERS THAT EARN A QUALIFYING SCORE OF THREE OR ABOVE.

AND WHILE THIS IS LOOKING VERY, VERY IMPRESSIVE AND IT SHOULD WE WANT TO CELEBRATE THE SUCCESSES OF OUR STUDENTS AND OUR STAFF, WE ALSO KNOW THAT WE ARE FOCUSED ON CONTINUOUS IMPROVEMENT AND THERE IS ALWAYS WAYS TO IMPROVE AND WE ARE FOCUSED ON THAT MOVING FORWARD.

I WILL SAY THAT THE DATA THIS IS FOR OUR TOP TESTED SUBJECTS.

THESE TRENDS CONTINUE ACROSS THE BOARD IN ALL OF OUR AP SUBJECTS AS WELL.

OVER THE NEXT FEW SLIDES, YOU'RE GOING TO SEE SOME LONGITUDINAL DATA OVER THE PAST FIVE YEARS, THIS IS SHOWING YOU OUR TOTAL NUMBER OF AP STUDENTS OVER THE PAST FIVE YEARS. YOU WILL SEE IN THE NEXT FEW GRAPHS YOU WILL SEE A DIP IN 2021.

AND THAT IS SOMETHING THAT WE SAW INTERNATIONALLY ACROSS THE BOARD IN AP EXAMS. THERE WAS KIND OF A PULL BACK COMING OUT OF THE PANDEMIC WHERE STUDENTS WERE A LITTLE BIT MORE HESITANT TO GET INTO THOSE COURSES AND TAKE THESE AP EXAMS. BUT THE GOOD NEWS OVERALL IS THAT WE ARE STARTING TO SEE INCREASES.

AND WHEN YOU LOOK AT THESE ENROLLMENTS IN TERMS OF PERCENTAGE OF CAMPUS ENROLLMENT FOR THE GRADE LEVELS, YOU SEE THAT THERE ARE INCREASES IN EVERY GRADE LEVEL AS WELL.

SO BETWEEN 2022 AND 2023, WE SAW THE PERCENTAGE OF AP STUDENTS IN GRADES 9 THROUGH 12 INCREASE BY ABOUT TWO PERCENTAGE POINTS ON AVERAGE IN TERMS OF TOTAL CAMPUS ENROLLMENT.

SO AGAIN, THE NUMBERS ARE NUMBERS, BUT THE SHAPE OF THE GRAPH IS THE SAME.

WE SEE THAT SLIGHT DIP IN 2021 AND STARTING TO REBOUND FROM PRE-PANDEMIC LEVELS IN TERMS OF TOTAL EXAMS TAKEN.

HERE YOU SEE THE COMPARISON BETWEEN THE EXAMS THAT WERE TAKEN AND THEN THE EXAMS THAT EARNED A QUALIFYING SCORE OF A THREE, FOUR OR A FIVE.

AND REALLY, WHEN YOU TAKE A LOOK AT THOSE GAPS BETWEEN THE RED AND THE BLUE, YOU SEE THAT THEY ARE STAYING FAIRLY CONSISTENT.

SO EVEN THOUGH THE NUMBERS OF TESTERS MIGHT CHANGE AND THE NUMBER OF QUALIFYING SCORES MIGHT CHANGE, THOSE PROPORTIONS ARE STAYING RELATIVELY CONSISTENT, WHICH I THINK IS A TESTAMENT TO THE INSTRUCTION THAT'S HAPPENING IN OUR CLASSROOMS AND THE STABILITY THAT PROVIDES OUR STUDENTS AND OUR PROGRAM.

OKAY. DR. MOORE BEFORE YOU GO TO IB, CAN I ASK A QUESTION ABOUT CAN YOU GO BACK TO SLIDE 23? I DON'T KNOW NUMBERS. SORRY.

SO IT'S THE IT'S THE ONE THAT SHOWS THE AP EXAMS FOR HUMAN GEOGRAPHY WORLD HISTORY.

YEAH, THAT ONE.

OKAY. QUESTION.

SURE. WHEN DOES WHEN DO STUDENTS USUALLY TAKE THE AP ENGLISH LANGUAGE TEST? THAT IS OUR JUNIOR YEAR ENGLISH COURSE.

AND THEN WHEN IS THE ENVIRONMENTAL SCIENCE CLASS USUALLY TAKEN? THAT'S AVAILABLE IN 10 THROUGH 12 THIS YEAR? I WOULD SAY THAT MOST OF THE TESTS ARE HAPPENING AT OUR SENIOR HIGHS.

OKAY. WHEN IS HUMAN GEOGRAPHY TAKEN? 9TH GRADE. AND WHEN IS U.S HISTORY TAKEN? 11TH GRADE. AND THEN WHEN HIS WORLD HISTORY? 10TH GRADE. I FIND THAT FASCINATING.

DO YOU KNOW WHAT I FIND FASCINATING? BECAUSE OUR FRESHMEN ARE TAKING HUMAN GEOGRAPHY.

AND WE ARE TOLD AS A PARENT, YOU KNOW, OH, BE CAREFUL.

NO FRESHMAN SHOULD BE TAKING AN AP CLASS BECAUSE IT'S SO HARD AND GETTING USED TO HIGH SCHOOL AND WHATEVER, WHATEVER, WHATEVER.

AND OUR KIDS GO IN AND I WILL ATTEST TO BOTH CHAMBERS CHILDREN THAT IT CHANGED THEIR WORLD IN TERMS OF THEY SUDDENLY HAD TO REACH.

AND YET I'M NOT SAYING THE CHAMBER'S CHILDREN ARE LIKE OTHER KIDS IN PISD.

BUT OUR FRESHMAN KIDS ARE KNOCKING IT OUT OF THE PARK.

AND I DO WANT TO POINT OUT TO YOUR POINT THAT A LARGE MAJORITY OF THESE HUMAN GEOGRAPHY TESTERS CAME FROM 8TH GRADE WHERE THERE IS NO HONORS LEVEL RIGHT.

UNTIL THIS YEAR. SO THESE ARE KIDS THAT EXPERIENCED AN ON LEVEL OF INSTRUCTION IN 8TH GRADE US HISTORY TOOK THAT LEAP FROM AN ON LEVEL EIGHTH GRADE US HISTORY CLASS TO TAKING AN AP 9TH GRADE HUMAN GEOGRAPHY COURSE AND ARE, AS YOU SAID, KNOCKING IT OUT OF THE PARK.

OKAY. AND THEN BUT THEN WAIT, WAIT.

WORLD HISTORY IS PRETTY EXCLUSIVE.

I MEAN, IT'S MOSTLY 10TH GRADE.

YES. YEAH.

SO THE STEREOTYPE THAT YOU WOULD THINK THAT JUNIORS AND SENIORS ARE THE ONES DOING BETTER IN AP, THAT'S NOT SHOWING

[01:45:06]

SO WHAT IS WHAT IS OUR TAKE AWAY? WHAT ARE WE DOING WITH THAT INFORMATION? AS FAR AS LIKE IT GOES BACK TO THE STUDY OF THE HIGH LEVELS OF EXPECTATIONS IN MY MIND AND KIDS RISING TO IT.

AM I AM I OFF ON THIS OR IS IT IS THERE EXACTLY RIGHT.

AND IT'S POINTING TO THE POWER OF OUR TEACHERS AS WELL, THOSE ESPECIALLY THOSE 9TH GRADE TEACHERS, THEY KNOW THEIR ROLE AND THEY KNOW THE IMPORTANCE OF SUPPORTING THOSE STUDENTS AND THEIR FIRST AP CLASS.

THAT TRANSITION TO HIGH SCHOOL IS DIFFICULT ENOUGH AS IT IS, AND THEN THE TRANSITION TO AN AP LEVEL OF RIGOR THAT IS, THEY'RE NOT THIS IS THE FIRST TIME THEY'VE EXPERIENCED SOMETHING LIKE THAT. AND OUR STAFF KNOWS THAT REALITY AND THEY ARE THERE PROVIDING THAT SUPPORT DAILY AND THEY WANT THOSE STUDENTS.

THEY ARE GOING INTO 8TH GRADE AVID CLASSROOMS, FOR EXAMPLE, AND SAYING TO THESE STUDENTS, YOU CAN DO THIS, THIS IS AN OPTION FOR YOU, THIS IS AVAILABLE TO YOU AND WE WILL SUPPORT YOU THROUGHOUT THE YEAR.

SO YOU CAN HAVE THAT SUCCESS.

BUT YOU'RE SAYING SOMETHING VERY KEY.

AND THAT IS SUPPORT AND IS THERE OPPORTUNITY FOR US TO ENCOURAGE THAT SUPPORT? I MEAN, ALL THE WAY THROUGH I MEAN, THE THREAT OF THAT SUPPORT IS I MEAN, I THINK THERE'S SOMETIMES THAT MINDSET.

OKAY, NOW YOU'RE AT THE SENIOR HIGH.

AND SO THERE'S WHATEVER.

BUT I MEAN, IT'S YOU KNOW, I'M WAS TAKEN A LITTLE BIT ABACK BY THIS SLIDE.

GOOD TEACHING IS GOOD TEACHING.

AND IT DOESN'T MATTER WHAT LEVEL OF COURSE YOU ARE TALKING ABOUT OR WHAT LEVEL OF CAMPUS YOU'RE TALKING ABOUT.

AND OUR AP TEACHERS ARE CHARGED WITH PROVIDING THEIR STUDENTS THE SAME QUALITY AND RIGOR AS ANY OTHER LEVEL, OF COURSE, IN ANY OTHER GRADE LEVEL.

AND THAT'S THE AMOUNT OF OF SUPPORT THAT THEY ARE NEEDING TO PROVIDE AND ARE ABLE TO PROVIDE AND ARE WILLING TO PROVIDE.

AND WE ARE YOU HEAR ABOUT I HEAR SOME OF MY PEERS AND NATIONAL CONFERENCES, THEY'RE TALKING ABOUT STAFF MEMBERS THAT GO INTO THESE COURSES WITH A SINK OR SWIM MENTALITY OR WEEDING OUT STUDENTS.

AND THAT IS NOT OUR PHILOSOPHY.

AND WE WANT TO OPEN THE DOORS AS WIDE AS POSSIBLE.

WE WANT TO GET KIDS IN THE DOOR.

WE WANT OUR KIDS TO STAY IN THOSE COURSES THROUGHOUT THE YEAR.

WE WANT THEM TO FEEL READY ENOUGH WHERE THEY ARE REGISTERING TO TAKE THAT EXAM, AND THEN WE WANT THEM TO EXPERIENCE SUCCESS ON THAT EXAM.

THANK YOU.

I ACTUALLY WILDLY DISAGREE WITH YOUR CONCLUSION.

I THINK THESE NUMBERS SUGGEST THAT WE DON'T HAVE ENOUGH PEOPLE TAKING THESE AP EXAMS. IT FEELS LIKE WE HAVE THE BEST AND BRIGHTEST IN THESE CLASSES AND THEY'RE DOING WELL.

AND IT FEELS LIKE IF WE HAD A MEAN SCORE THAT WAS CLOSER TO TEXAS OR GLOBAL, IT WOULD BE MORE REFLECTIVE OF HAVING THE SAME AMOUNT OF KIDS TAKING THOSE CLASSES.

SO, FOR EXAMPLE, I KNOW PLANO ACTUALLY HAS ONE OF THE LOWEST PERCENTAGE OF STUDENTS IN THE AP CLASSES OF ALL OF OUR NEIGHBORING COMMUNITIES. I WANT TO SAY, AND I DON'T HAVE THE NUMBERS OFF THE TOP OF MY HEAD, BUT I KNOW WE HAVE SIGNIFICANTLY LESS THAN ON A PERCENTAGE BASIS, SIGNIFICANTLY LESS THAN FRISCO, PROSPER, MCKINNEY AND THE LIKE.

AND SO I WOULD CHALLENGE YOU TO LOOK AT THESE NUMBERS A LITTLE BIT DIFFERENTLY.

YES. I DON'T EVER WANT TO TAKE AWAY FROM OUR TEACHERS.

I'M SURE THEY ARE DOING A FANTASTIC JOB.

BUT I THINK THAT MY CONCERN HERE IS IF WE HAVE THIS BIG A GAP BETWEEN OUR SCORES AND THE GLOBAL SCORES.

IT'S GOT TO BE THAT WE NEED TO GET MORE KIDS IN THERE.

WE ABSOLUTELY NEED TO GET MORE KIDS IN THERE BECAUSE IT FEELS LIKE WE'RE BEING WAY TOO SELECTIVE.

AND I KNOW YOU SAY THAT, WELL, WE'RE NOT BEING SELECTIVE.

WE'RE OFFERING IT TO ANY KID THAT WANTS TO.

BUT IT FEELS LIKE WE MAY BE DOING OURSELVES A DISSERVICE BECAUSE ULTIMATELY THERE MIGHT BE ADDITIONAL KIDS THAT WE SHOULD BE GETTING IN THERE THAT ARE NOT TAKING ADVANTAGE OF THAT OPPORTUNITY BECAUSE OF PERHAPS THE FEAR OF SOME OF THE OTHER THINGS WE'VE TALKED ABOUT.

HAVE YOU CONSIDERED THAT PERSPECTIVE? ABSOLUTELY. WE ARE STARTING MUCH EARLIER.

A LOT OF THE PIPELINE WORK THAT DR.

EDNEY WAS MENTIONING IS ABOUT KIDS FINDING THEIR PLACE IN ADVANCED COURSEWORK EARLIER.

SO WE'RE NOT LEAVING IT TO 9TH GRADE FOR THE FIRST TIME.

THEY ARE YOU KNOW, THEY SUDDENLY HAVE THIS REALIZATION THAT IT'S TIME TO CHALLENGE THEMSELVES.

A LOT OF IT STARTS WITH EARLIER GRADE LEVELS WITH A TRUSTED ADULT SAYING, WE BELIEVE THAT YOU CAN BE SUCCESSFUL.

WE HAVE THESE METRICS OF DATA THAT SHOWS THAT YOU CAN BE SUCCESSFUL IN THESE COURSES, AND A LOT OF IT HAPPENS ON AN INDIVIDUAL BASIS.

[01:50:07]

WE NEED TO SET A CULTURE IN THIS DISTRICT OF ADVANCED COURSEWORK AND AP SPECIFICALLY SO THAT ALL STUDENTS FEEL WELCOMED IN THESE COURSES AND THAT THEY SEE THEMSELVES AMONG THEIR PEERS AND THEY SEE THEMSELVES REPRESENTED WITH THE GROUP THAT IS MOVING FORWARD.

AND THAT IT'S NOT JUST FOR, AS YOU SAID, THE BEST AND THE BRIGHTEST, BECAUSE WE DON'T BELIEVE THAT AND NEITHER SHOULD THE STUDENTS.

COULD I MAKE AN ASK TO FOLLOW UP ON THIS QUESTION? BECAUSE AS I'M AS I'M LISTENING TO YOUR QUESTION, YOU KNOW, INSTANTLY I'M THINKING, WHAT DATA WOULD I WANT TO SEE TO THINK ABOUT THESE DIFFERENT THEORIES FOR WHY THIS DATA IS.

AND SO WOULD IT BE POSSIBLE TO SORT OF GET THE NUMBER OF TESTERS AS A PERCENTAGE OF TOTAL STUDENTS BY GRADE FOR THE NEIGHBORING DISTRICTS IN COLLIN COUNTY, BUT ALSO SOME OF OUR PEER DISTRICTS, YOU KNOW, THAT WE REALLY COMMONLY USE BECAUSE THEY'RE MATCHED DEMOGRAPHICALLY AND ECO DIS AND EVERYTHING ELSE AND, YOU KNOW, KIND OF HAVE A LOOK AT LIKE REALLY ACTUALLY HAVE A LOOK AT PEER DISTRICTS AND TRY AND TRY AND UNDERSTAND THIS A LITTLE BIT MORE MAYBE IN A BOARD UPDATE OR SOMETHING LIKE THAT, BECAUSE I WOULD BE INTERESTED TO SEE THAT AS WELL.

I CAN TELL YOU THAT IN 2023, WE HAD 27% OF 9TH GRADERS ENROLLED IN AN AP COURSE.

BY THE TIME THAT SAME YEAR WAS IN 11TH GRADE, WE HAD JUST OVER 42% OF 11TH GRADERS IN AN AP COURSE.

I THINK THE OTHER THING TO ADD TO THAT, JUST TO ADD TO THIS PICTURE, IS NOT ONLY DO WE HAVE A THRIVING AP PROGRAM, BUT WE ALSO HAVE A THRIVING IB PROGRAM.

AND SOMETIMES THAT'S NOT THE CASE IN A DISTRICT.

SOMETIMES THOSE ARE NOT BOTH RUNNING AND THAT THOSE OFTEN.

SO YOU PULLED AND ALSO DUAL CREDIT AND ALSO DUAL CREDIT.

AND NOW WE'RE WE'RE SO THERE ARE LOTS OF OPPORTUNITIES.

BUT I'M NOT TRYING TO COMPLICATE I JUST WANT TO THROW THAT OUT THERE.

IT'S IMPORTANT POINT TO SAY ARE THE DISTRICTS WE'RE COMPARING OURSELVES WITH ARE ALSO IN THAT SAME BOAT OR ARE THEY JUST EMPHASIZING THE AP? SO THAT WOULD MAKE SENSE. WHY? BECAUSE WE DO HAVE A GOOD SEGUE TO TALKING ABOUT THE IB, BUT WE DO HAVE A ROBUST GROUP OF STUDENTS THAT ARE THERE.

AND WITH OUR LOOKING AT COLLEGIATE ACADEMY AND LOOKING AT DUAL CREDIT, YOU KNOW, YES, WE'RE PROVIDING LOTS OF CHOICES, BUT IT DOES KIND OF WATER DOWN IS NOT THE RIGHT WORD. I WANT TO LOOK AT.

IT'S SPREADING THINGS OUT IS WHAT IT WOULD BE.

AND WHEN WE TALK TO CAMPUSES, WE USE THAT THAT SAME IDEA THAT WE WANT WHEN WE'RE TALKING ABOUT ADVANCED COURSEWORK, THERE IS NOT JUST ONE PATH TO ADVANCED COURSEWORK, IB OR AP IS ONE OF THOSE OPTIONS.

WE HAVE IB, WE HAVE DUAL CREDIT.

THERE'S OTHER WAYS TO EARN THAT, THAT COLLEGE READINESS.

IT'S ALSO ABOUT RESOURCES BECAUSE SCHOOL DISTRICTS DON'T HAVE THE RESOURCES, HAVE TO CHOOSE WHICH ONE ARE WE GOING TO DO, ARE WE GOING TO DO THE AP OR ARE WE GOING TO DO YOU KNOW WHICH ONE? CURRENTLY, WE'RE TRYING TO MAKE SURE WE CAN MEET THE NEEDS OF AS MANY STUDENTS AS POSSIBLE WITH THE VARIETY SO.

ANYTHING ELSE BEFORE WE GO TO IB? I'M GOING TO ASK ONE REALLY DUMB QUESTION.

IS THE CCMR IF THEY JUST HAVE TO PASS ONE AP EXAM IS THAT IF THEY PASS ONE, THEY'RE GOOD.

OKAY. THAT'S A THAT'S A PAIN POINT FOR ME AS WELL.

I THINK THE [INAUDIBLE] ONLY WE ONLY GET A KID ONLY GETS TO BE IN THE [INAUDIBLE] ONCE AND I WOULD LOVE IT FOR THE STATE TO RELOOK AT IT AND EVALUATE BECAUSE IF WE COULD PUT IN A KID IN THE BUCKET, THAT'S A TERRIBLE ANALOGY.

BUT IF WE COULD HAVE ALL THE, YOU KNOW, A KID WHO TAKES AS MANY STUDENTS WE HAVE WHO HAVE MULTIPLE AP CLASSES, THAT THAT'S A DIFFERENT SCENARIO.

BUT THE STATE IS NOT MEASURING IT THAT WAY.

AND THAT'S THAT CAN BE VERY FRUSTRATING.

WE AGREE. THE IB WORLD SCHOOL AT PLANO EAST IS A SCHOOL WITHIN A SCHOOL THAT IS AVAILABLE TO STUDENTS IN GRADES 9 THROUGH 12.

STUDENTS THAT ENTER IB IN GRADES 9 OR 10 TAKE OUR VERSION OF PRE IB COURSEWORK THAT WE CALL INTERNATIONAL HONORS AND THEY FORMALLY ENTER THE IB DIPLOMA PROGRAM IN 11TH GRADE.

SO WHEN 2023 WE HAD 203 DIPLOMA CANDIDATES THAT WERE JUNIORS AND SENIORS AND THEN WE GRADUATED 100 SENIORS WITH IB DIPLOMAS.

NOW OF THOSE 203 DIPLOMA CANDIDATES, THEY TOOK A TOTAL OF 619 IB EXAMS AND THEY EARNED A PASSING SCORE, WHICH IN IB IS A FOUR OR HIGHER, AND THAT WAS 571.

HERE IS THAT SORT OF BREAKDOWN.

THAT BLUE BAR IS OUR JUNIORS AND SENIORS.

THAT RED BAR IS THE SENIORS THAT WERE GRADUATING.

SO REALLY WHAT THE TAKEAWAY HERE OVER THE LAST FIVE YEARS IS THIS PROGRAM HAS REMAINED RELATIVELY STABLE OVER TIME.

[01:55:09]

ANY OTHER QUESTIONS BEFORE I PASS THE MIC TO MRS. BUECHMAN? THE ONLY QUESTION I WOULD HAVE IS MAYBE A TIME TO HAVE A DATE ON ATTRITION BETWEEN THE IB HONORS PROGRAM.

HOW MANY STUDENTS START IN 9TH GRADE? HOW MANY THEN CAN MOVE ON? AND THEN WHAT HAPPENS? WHAT PATHWAY DO STUDENTS TAKE IF THEY CHOOSE NOT TO DO THE IB? AND THEN DO THEY GO BACK TO THEIR DO THEY GET TO STAY AT PLANO EAST AND FINISH THEIR COURSE OF WORK? OR IF THEY DON'T STAY IN IB, DOES THAT MEAN THEY HAVE TO GO BACK TO THEIR, YOU KNOW, HOW'S THAT? WE'RE DOING A PROGRAM EVALUATION FOR IB AT BOTH OUR PRIMARY YEARS PROGRAM AND DIPLOMA PROGRAM.

THIS YEAR IS A PART OF THE PLAN OF WORK, SO YOU WILL BE GETTING AN UPDATE AS A RESULT OF THAT EVALUATION.

I THINK WE CO-MINGLED THE 9, 10, 11, 12 AT THE PLANO EAST CAMPUS IN 2015.

IS THAT RIGHT? ISH, THEY'RE DOING THEIR FIVE YEAR THEIR FIVE YEAR EVALUATION THIS YEAR.

OKAY. OKAY. AND SO I THINK WE WANTED TO MAKE SURE AS A BOARD THAT WE WOULDN'T HAVE ANY BARRIERS AS FAR AS CAPACITY. DO WE STILL HAVE A WAIT LIST TO GET INTO THAT PROGRAM OR ARE WE ABLE TO SERVE ALL THE KIDS? WE'VE BEEN ABLE TO TO SERVE THE STUDENTS THAT ARE WANTING TO GO INTO THAT PROGRAM.

ALL RIGHT. THANK YOU. GOOD EVENING.

I'M GOING TO TALK TO YOU A LITTLE BIT ABOUT INDUSTRY BASED CERTIFICATIONS AND KIND OF WALK YOU THROUGH WHAT THAT LOOKS LIKE IN THE CCMR UNDER THE CCMR UMBRELLA.

AND SO FOR THOSE OF Y'ALL THAT HAVE BEEN ON THE BOARD, YOU MAY REMEMBER THAT WE'VE HAD QUITE A FEW CHANGES OVER THE LAST COUPLE OF YEARS AND WE'RE KIND OF IN THE MIDDLE OF THE CHANGES THAT WE'RE SEEING.

AND SO I REALLY KIND OF WANTED TO START BY MAKING SURE EVERYBODY WAS UP TO DATE ON KIND OF WHAT WE'RE SEEING, THE CHANGES WE'RE IN THE MIDDLE OF AND KIND OF THE DIRECTION THAT TEA HAS US GOING.

AND SO FIRST WE'RE GOING TO TALK ABOUT WE'RE RIGHT NOW RUNNING KIND OF OFF OF TWO INDUSTRY BASED CERTIFICATION LISTS.

AND SO TEA AS A GROUP GOES IN AND EVALUATES THE INDUSTRY BASED CERTIFICATION LIST EVERY TWO YEARS, AND WITH THAT, THERE'S SOME CRITERIA THAT THEY HAVE TO HIT AND THAT THEY LOOK AT EVALUATING EVERY YEAR.

AND SO SOMETHING THAT WE SAW WITH THE MOST RECENT CHANGE THAT WILL BE SUNSETTING WITH THIS YEAR'S GRADUATING SENIORS IS THAT WE ARE GETTING SOME CERTIFICATIONS THAT WILL BE SUNSET.

THE BIGGEST ONE THAT WE'RE SUNSETTING PER TEA IS MICROSOFT OFFICE SPECIALIST CERTIFICATION IN WORD AND EXCEL, AND THAT HAS BEEN OUR CERTIFICATION THAT WE'VE SEEN THE LARGEST NUMBER OF STUDENTS TAKE.

AND SO WE'RE HAVING TO KIND OF TAKE A STEP BACK, REGROUP A LITTLE BIT AND PREPARE KIDS FOR THE EXPERT EXAM.

AND SO FOR THIS YEAR, THIS WILL BE THE FINAL YEAR THAT WE HAVE BOTH OF THOSE LISTS THAT WE'RE ABLE TO USE.

AND THEN MOVING FORWARD, FROM WHAT WE'VE BEEN TOLD, THERE WILL BE A NEW LIST THAT IS RELEASED NEXT YEAR THAT WILL THEN GO THROUGH THE TWO YEAR PROCESS OF SUNSETTING OR ADDING ANY CERTIFICATIONS ON THAT.

ANOTHER CHANGE THAT WE HAVE SEEN IS THIS PAST SCHOOL YEAR FOR THE GRADUATION GRADUATING CLASS OF 2023, WE'VE HAD TO GO IN OR ANYBODY WHO TOOK A CERTIFICATION IN 2023, WE HAD TO GO IN AND REPORT ALL STUDENTS WHO EARNED, PASSED AND ATTEMPTED A CERTIFICATION WHERE BEFORE ALL WE DID WAS GO IN AND SUBMIT TO TEA THE KIDS THAT HAD PASSED A CERTIFICATION.

AND SO WHEN IT COMES TO CCMR ONLY CERTIFICATIONS THAT ARE QUOTE UNQUOTE EARNED COUNT TOWARDS THAT INDICATOR.

AND SO WHAT IS THE CERTIFICATION? HOW DO YOU EARN A CERTIFICATION? THERE'S A COUPLE OF WAYS, AND EACH ONE'S A LITTLE DIFFERENT.

FOR SOME STUDENTS, IT'S JUST TAKING THE TEST AND PASSED EQUALS EARNED.

BUT FOR SOME OTHER CERTIFICATIONS LIKE OUR CERTIFIED VETERINARY ASSISTANT, THE STUDENTS HAVE TO GO IN AND TAKE THE TEST AND THEN COMPLETE 300 PRACTICUM HOURS. AND SO WE HAD TO GO BACK AND GET THOSE HOURS IN.

SO WE'VE PUSHED THAT FROM A JUNIOR YEAR EXAM TO A SENIOR YEAR EXAM BECAUSE THERE'S NOT ENOUGH TIME IN THEIR SCHEDULE TO GET THOSE HOURS IN.

AND THEN WE HAVE A COUPLE CERTIFICATIONS THAT A STUDENT HAS TO GO IN, TAKE THE CERTIFICATION OR COMPLETE THE COURSEWORK, AND THEN THEY HAVE TO GET FINGERPRINTED, BACKGROUND CHECKED, DO SOME THINGS THROUGHOUT THE STATE AND THAT'S WHAT WILL CAUSE THEM TO EARN THE CERTIFICATION.

SO THAT IS A NEW CHANGE THAT WE HAVE ALSO SEEN WHERE BEFORE IT WAS A LITTLE BIT EASIER TO GET THAT CERTIFICATION.

AND THEN ONE OF THE FINAL CHANGES THAT WE ARE SEEING IS THAT THE INDUSTRY BASED CERTIFICATIONS MUST NOW ALIGN TO A SPECIFIC PROGRAM OF STUDY.

[02:00:07]

EVEN THIS LAST YEAR, THEY COULD EARN IT, IT WOULD COUNT.

BUT STARTING WITH THE CLASS OF 2024, THEY HAVE TO EARN A INDUSTRY BASED CERTIFICATION PLUS BE IN A IN A ALIGNED LEVEL TWO OR HIGHER COURSE THROUGH THE THE CONNECTED PROGRAM OF STUDY.

NEXT YEAR FOR THE CLASS OF 2025, THEY'RE GOING TO HAVE TO BE A CONCENTRATOR, A CTE CONCENTRATOR, WHICH MEANS THEY'VE TAKEN TWO CLASSES FOR TWO OR MORE CREDITS WITHIN THE SAME PROGRAM OF STUDY AND EARN AN INDUSTRY BASED CERTIFICATION.

AND THEN IN CLASS OF 2026, THEY WILL HAVE TO BE A COMPLETER, AND A COMPLETER IS THREE CLASSES FOR FOUR OR MORE CREDITS, ONE OF THEM BEING A LEVEL THREE OR LEVEL FOUR CTE CLASS AND EARN AN INDUSTRY BASED CERTIFICATION.

SO IF YOU REMEMBER THE SLIDE THAT DR.

EDNEY SHOWED UP UNTIL THE LAST REPORT OF ORANGE'S CTE NUMBERS WERE WERE GOING UP.

IT WAS ONE OF THE AREAS THAT WE WERE INCREASING WITH THESE NEW CHANGES COMING IN, THAT'S WHERE WE'RE GOING TO SEE A LITTLE BIT OF A DROP BECAUSE WE'VE LOST OUR MAJOR CERTIFICATION THAT WE HAD BEEN GIVING OUR STUDENTS.

IT IS NOW THAT THEY HAVE TO EARN A CERTIFICATION INSTEAD OF JUST PASS.

AND THEN ALSO THE ADDITIONAL REQUIREMENT WITH ALIGNING THAT PROGRAM OF STUDY.

AND SO WE'RE DOING SOME PRETTY INTENTIONAL WORK TO SEE WHAT WE CAN DO.

AS A DISTRICT OUR CONCENTRATOR NUMBER IN THE LAST YEAR HAS BEEN RISING, BUT WE'VE GOT TO CONTINUE TO DO THAT WORK TO MAKE SURE THAT STUDENTS ARE THERE.

AND CURRENTLY IN THE DISTRICT, WE OFFER 36 PROGRAMS OF STUDY DISTRICT WIDE.

SO THIS IS GOING TO KIND OF WE'RE GOING TO LOOK AT THE BIG PICTURE AND THEN WE'RE GOING TO BREAK IT DOWN A LITTLE BIT MORE.

AND SO THE INDUSTRY BASED CERTIFICATION, WE'RE GOING TO LOOK BACK FROM 2021.

YOU'RE GOING TO SEE STUDENTS IN THE RED COLOR THAT HAVE TAKEN THE CERTIFICATION AND STUDENTS THAT HAVE EARNED CERTIFICATION.

OUR NUMBER HAS INCREASED.

ON STUDENTS TAKING CERTIFICATIONS.

IT WAS INCREASING UNTIL WE SAW THE CLASS OR THE CERTIFICATIONS ON 2023.

AND AGAIN, THAT COMES BACK TO, YOU KNOW, OUR [INAUDIBLE] CERTIFICATION, OUR KIDS ARE TAKING A HARDER EXAM.

SO SOME OF OUR EXAMS THAT WERE, YOU KNOW, ONE OF THE EASIEST TO GET ARE NOW MORE DIFFICULT THROUGH A HARDER EXAM.

AND SO WE'VE SEEN A LITTLE BIT OF DIP IN OUR NUMBERS.

BUT WE AGAIN, I WILL TALK ABOUT SOME STRATEGIES THAT WE ARE PUTTING IN PLACE TO KIND OF HELP AND AND GET THAT GOING BACK UP IN THE RIGHT DIRECTION.

SO THIS SLIDE SHOWS WE'RE GOING TO LOOK KIND OF AS A WHOLE, AS AN INDUSTRY BASED CERTIFICATIONS TAKEN BY A SPECIAL POPULATION.

AND THEN WE'RE GOING TO ALSO LOOK AT IT AS EARNED.

AND SO WE'RE BREAKING THIS DOWN IN A COUPLE OF AREAS.

WE HAVE THE ECO DIS, OUR EB STUDENTS AND OUR SPED STUDENTS.

AND SO THIS SLIDE SHOWS THE NUMBER OF INDUSTRY BASED CERTIFICATIONS THAT WERE TAKEN BY STUDENTS IN THAT SPECIAL POPULATIONS GROUP OVER THE LAST THREE YEARS.

YOU KNOW, WHEN WE LOOK AT THIS NUMBER COMPARED TO THE DISTRICT AS A WHOLE, WHAT DOES THAT TALK ABOUT OR WHAT DOES THAT DO? AND WHAT DOES THAT STORY THAT IT'S KIND OF TELLING? AND SO WHEN WE'RE LOOKING AT OUR ECO DIS STUDENTS, WE'RE SEEING ABOUT 26% OF THE STUDENTS TAKING INDUSTRY BASED CERTIFICATION WHERE THAT NUMBER AND THAT PERCENTAGE AS A DISTRICT IS AT ABOUT 32%.

OUR EB STUDENTS, WE'RE LOOKING AT ABOUT 19% THAT ARE TAKING AN INDUSTRY BASED CERTIFICATION AND VERSUS ABOUT 14% POPULATION FOR THE DISTRICT.

AND THEN SPECIAL EDUCATION, WE HAVE ABOUT FIVE, 5.6 AND ABOUT 10% AS THE DISTRICT AND THAT PERCENTAGE.

SO THEN WE'RE GOING TO LOOK AT WHAT DOES IT LOOK LIKE FOR STUDENTS TO EARN A CERTIFICATION? WHAT ARE THOSE NUMBERS LOOK LIKE FOR A SPECIAL POPULATION? AND SO, AGAIN, WE'RE TALKING THIS SLIDE SHOWS THE NUMBERS OF CERTIFICATIONS THAT WERE EARNED BY THE STUDENTS.

AND AGAIN, EARN MEANS THAT THEY'VE PASSED IT OR PASSED MEANS THAT THEY'VE EARNED IT.

AND SO THEY HAVE COMPLETED THE FINGERPRINTING, THE CLINICAL HOURS AND THE STATE APPLICATION, WHATEVER THE THE CERTIFYING ENTITY IS SAYING THEY NEED TO DO TO EARN THE CERTIFICATION.

AND SO, YOU KNOW, JUST A COUPLE OF THINGS TO TO KEEP IN MIND WHEN WE'RE GIVING CERTIFICATION, WE WANT TO PUT AS MANY SUPPORTS IN PLACE AND REMOVE AS MANY BARRIERS AS WE CAN FOR STUDENTS.

ONE OF THOSE BEING IS TO PROVIDES US WITH FUNDING TO PROVIDE ONE CERTIFICATION PER STUDENT AND WE GET A REIMBURSEMENT BACK ON THAT.

SO STUDENTS ARE NOT PAYING ANYTHING FOR THEM TO TAKE A CERTIFICATION.

WE PAY FOR THEIR FIRST ATTEMPT ON ANY CERTIFICATION.

ANOTHER THING IS, IS THAT A LOT OF THE INDUSTRY BASED CERTIFICATIONS DO NOT OFFER ACCOMMODATIONS OR MODIFICATIONS FOR STUDENTS.

SO SOME OF OUR SPECIAL ED KIDS ARE THE CERTIFYING ENTITIES DO NOT ALLOW THAT.

HOWEVER, IF THEY DO, WE MAKE SURE THAT WE ASSIST THAT STUDENT IN APPLYING FOR THAT OR REACHING OUT FOR THAT, WHETHER IT'S MORE TIME ON A TEST AND THEN

[02:05:10]

AND SO WE WANT TO MAKE SURE THAT WE'RE HELPING THAT STUDENT BE SUCCESSFUL.

ALL RIGHT. SO NOW WE'RE GOING TO LOOK AT THIS SLIDE, JUST KIND OF GIVES YOU AN OVERVIEW OF THE PERCENTAGE BY SPECIAL POPULATIONS COMPARED TO ALL STUDENTS.

AGAIN, YOU WILL SEE THAT INFORMATION KIND OF REFLECTED THAT WE JUST DISCUSSED.

AND NOW WE'RE GOING TO BREAK IT DOWN A LITTLE BIT BY ETHNICITY.

AND SO THIS SLIDE SHOWS THE NUMBER OF INDUSTRY BASED CERTIFICATIONS TAKEN BY ETHNICITY OVER THOSE THREE YEARS.

WE HAVE SEEN AN INCREASE IN ALL OF THOSE CERTIFICATIONS.

WE HAD A LITTLE DIP WITH THE ASIAN POPULATION THIS LAST YEAR, BUT ALL OF THE OTHER AREAS WE ARE SEEING AN INCREASE WITH THAT.

AND THEN WHEN WE'RE LOOKING AT URNS AGAIN, OUR NUMBERS WENT DOWN A LITTLE BIT FROM OUR CERTIFICATIONS.

AND SO THAT'S REFLECTED HERE ON THAT ON THIS SLIDE.

AND AGAIN, THESE ARE THE STUDENTS WHO HAVE EARNED IT AND COMPLETED ALL THOSE.

AND THIS IS REALLY JUST A CONSISTENT TREND FOR ALL STUDENTS AND ETHNICITY GROUPS, IN ADDITION TO KIND OF WHAT WE'RE SEEING AS THE DISTRICT.

AND AGAIN, SOME PERCENTAGES BY ETHNICITY THAT WE BROKE DOWN.

AND IT'S JUST ANOTHER WAY TO LOOK AT IT WITH THAT INFORMATION THAT WE HAVE SHOWN YOU ON THOSE.

SO KIND OF JUST TO GIVE YOU A LITTLE BIT OF INFORMATION, WHAT ARE WE DOING TO SUPPORT OUR STUDENTS? WHAT ARE WE DOING TO MAKE SURE THAT WE ARE SEEING AN A RISE AND THAT OUR NUMBERS ARE COMING BACK UP? AND SO CAMPUS LEADERS AND CTE TEAMS HAVE REVIEWED OUR REVIEWED OUR HISTORICAL DATA.

WE CAME TO THOSE SENIOR HIGH MEETINGS THIS PAST WEEK, AND WE PROVIDED THEM WITH A LIST OF STUDENTS WHO ARE CURRENTLY ENROLLED IN A CTE CLASS THAT GIVES AN INDUSTRY BASED CERTIFICATION IS BROKEN OUT BY STUDENTS.

IT IS BROKEN AND SAYS WHAT CLASS THEY ARE IN.

AND THEN WE'VE HIGHLIGHTED THE ONES THAT THE STUDENT HAS TO EITHER EARN OR NEEDS TO GET A LEVEL TWO CLASS BECAUSE OUR CLASS.

AND SO THEY HAVE THAT INFORMATION.

WE ARE ALSO GOING TO TAKE THAT INFORMATION WHEN WE'RE WORKING WITH OUR TEACHERS IN OCTOBER, WE'RE GOING TO LOOK AT HISTORICAL DATA.

WE'RE GOING TO SEE WHERE THEIR PASSING RATE IS, HOW MANY STUDENTS THEY WERE GIVING A TEST TO.

AND THEN WE'RE GOING TO GIVE EACH TEACHER WHO HAS A STUDENT IN THEIR CLASS WHO HAS NOT EARNED CMAA A LIST OF STUDENTS WHO ARE SITTING IN THAT AGAIN, THAT CLASS THAT CAN TAKE THAT CERTIFICATION AND TALK TO THEM ABOUT ENCOURAGING THAT STUDENT, SEEING HOW WE CAN PUT SOME SUPPORTS IN PLACE TO SEE IF THAT STUDENT IS ABLE TO TAKE THAT TEST AND BE SUCCESSFUL ON IT.

AND SO, YOU KNOW, OUR GOAL IS TO INCREASE BOTH THE PARTICIPATION AND THE EARNING RATES FOR ALL STUDENTS.

AND WE WILL WORK TO IDENTIFY THE NEEDS, SUPPORT TEACHERS TO MAKE SURE THAT THEY'RE SUPPORTING STUDENTS IN THEIR CLASSROOM.

ALL RIGHT. QUESTION.

I HAVE ONE. YES.

IS THIS AN OPPORTUNITY FOR SOME OF OUR PARTNERS THAT ARE GOING TO BE COMING IN TO WORK WITH OUR CTE STUDENTS TO OFFER LIKE MENTORSHIP TYPE PROGRAMS, ESPECIALLY WHEN I LOOK AT AFRICAN AMERICAN STUDENTS AND HISPANIC STUDENTS, IT'S LIKE HALF OF THE KIDS THAT TAKE THE CERTIFICATION AND LIKE HALF THE EARN IT.

IS THERE AN OPPORTUNITY FOR MAYBE SOME YOU KNOW, I'M JUST THINKING OF BUSINESSES THAT WANT THEIR EMPLOYEES TO BE ACTIVE IN THE COMMUNITY.

YEAH, ABSOLUTELY. WE WOULD LOVE OUR OUR GOAL IN CTE IS THAT EVERY KID, LIKE LISA SAID BEFORE, EVERY KID HAS THAT DREAM AND THEY CAN SEE THAT DREAM COME TO REALITY AND THEY CAN SEE THAT BECAUSE THEY CAN SEE SOMEONE WHO'S WALKED THE SAME PATH AS THEY HAVE.

AND SO ANY TIME THAT WE CAN MENTOR STUDENTS THAT FIND YOUR FUTURE EVENT THAT WE'RE DOING ON NOVEMBER 1ST, WE WANT THAT PANEL OF SPEAKERS TO REFLECT OUR OUR DEMOGRAPHICS AND OUR COMMUNITY AND KIND OF WE WANT JUST A VARIETY OF PEOPLE THAT CAN GIVE THAT INFORMATION AND PROVIDE THAT SUPPORT TO STUDENTS.

SO, YES, THAT IS A GREAT OPPORTUNITY.

SO. SO IT APPEARS THAT THE TEAM IS MAKING IT MORE DIFFICULT TO GET THESE, YOU KNOW, KIND OF PILING ON TO TO GET THE CMR. SO THE WHOLE IDEA THAT WE'RE NEEDING TO TALK TO KIDS.

WHEN THEY'RE IN FIFTH GRADE, SIXTH GRADE, SEVENTH GRADE TO GET THEM ON THIS PATH BECAUSE IT'S LIKE, OKAY, NOW YOU'RE GOING TO MAKE ME TAKE FOUR CLASSES AND THEN A TEST AND THEN AND AN ACCOMPANYING CLASS AND THEN DO SOME HOURS.

IT JUST MEANS WE NEED TO GET EVERYBODY STARTED EARLIER.

YEAH, THAT'S ONE OF THE REASONS THAT WE'VE PUSHED SOME OF THOSE PRINCIPLES CLASSES DOWN TO THE MIDDLE SCHOOL LEVEL IS TO HELP THEM SET ON THAT PATH.

[02:10:06]

SO THAT ALSO GIVES THEM TIME TO EXPLORE AND SOME AWARENESS FOR THEM.

BUT YES, THE EARLIER THAT WE CAN START TALKING TO STUDENTS AND BRING THAT AWARENESS TO THEM AND HAVE THEM START EXPLORING, THE BETTER OFF WE'LL BE IN THE END.

AND AND THIS ALL FITS INTO THE IDEA OF, OF STARTING WITH OUR WITH OUR ELEMENTARY KIDS AND GOING MOVING FORWARD, TALKING ABOUT A WHOLE PLAN FROM, YOU KNOW, YOUR LITTLE KID NOW.

BUT WE HAVE ALL THESE GREAT PLANS FOR YOU TO GET YOU TO THE END HERE, 12TH GRADE AND YOU'RE GOING TO BE ALL SET.

IN WHAT YOU WANT TO ACCOMPLISH.

AND I'M HOPING WHAT GOES ALONG WITH THAT IS THAT WE'RE BRINGING THOSE PARENTS ALONG BECAUSE I CANNOT TELL YOU HOW MANY PARENTS I HAVE TALKED TO WHO WHOSE CHILDREN HAVE GRADUATED ALREADY.

AND THEY'RE LIKE, WELL, I DIDN'T KNOW THAT THAT WE HAD THOSE CLASSES.

I MEAN, THAT'S JUST SO THAT'S PART OF THE PLAN, RIGHT? THERE'S A MARKETING PIECE FOR STUDENTS.

THERE'S A MARKETING PIECE FOR PARENTS, AND THERE'S ALSO A MARKETING PIECE FOR OUR COMMUNITY AND PARTNER.

CURRENT PARTNERS AND POTENTIAL PARTNERS.

YEAH. ANYTHING ELSE? THANK YOU. WE'RE ALMOST THERE.

PROMISE. SO I WANT TO START BY SAYING THANK YOU TO THE BOARD OF TRUSTEES AND THE CABINET MEMBERS, BECAUSE YOU ALLOW US TO PROVIDE THE PSAT TO ALL NINTH GRADERS, THE PSAT NMSQT TO ALL 10TH GRADERS, AND THEN THE SAT SCHOOL DAY TO ALL 11TH GRADERS.

AND THAT IS SO IMPORTANT BECAUSE IT ALLOWS US THAT DATA SO THAT WE CAN SEE WHAT'S HAPPENING WITH OUR KIDS AND DO EARLY INTERVENTIONS, BUT ALSO THE SAT SCHOOL DAY ALLOWING OUR US TO HAVE THAT ALLOWS OUR KIDS TO TEST AT THEIR CAMPUS WHERE THEY'RE FAMILIAR AND DURING THE SCHOOL DAY, WHICH REMOVES BARRIERS.

AND SO I JUST WANT TO START BY SAYING THANK YOU AND ACKNOWLEDGING THAT.

ALL RIGHT, LET'S TALK ABOUT SAT.

SO OUR 11TH GRADERS TOOK THE SAT THIS LAST MARCH.

IT WAS MARCH 22ND.

AND YOU CAN SEE HOW THEY PERFORMED ON THE TEST IN COMPARISON TO THE STATE AND TO THE TOTAL GROUP.

AND BY THE WAY, TOTAL GROUP IS EVERYBODY WHO TOOK THE TEST ON THAT DAY, MARCH 22ND.

AND SO WHICH IS ACROSS THE NATION AS WELL AS INTERNATIONAL AS WELL.

WE HAD 3231 TOTAL TESTERS IN GRADE 11.

OUR PISD STUDENTS MEAN TOTAL SCORE IS OVER 100 POINTS HIGHER THAN THE STATE AVERAGE.

THE BENCHMARK GOAL FOR 11TH GRADE IS 1010 AND OUR AVERAGE IS 62 POINTS HIGHER THAN THE BENCHMARK.

50% OF OUR 11TH GRADERS MET THE BENCHMARK IN BOTH EVIDENCE BASED READING AND WRITING AND MATH, WHICH IS HIGHER THAN THE STATE AND THE TOTAL GROUP.

70% MET THE EVIDENCE BASED READING AND WRITING BENCHMARK, AND THEN 52% MET THE MATH BENCHMARK.

AGAIN, OUR STUDENTS PERFORMED ABOVE THE STATE AND TOTAL GROUP IN ALL CATEGORIES, WHICH IS NOTEWORTHY, ESPECIALLY CONSIDERING THAT WE TEST ALL STUDENTS IN SOME DISTRICTS, HANDPICK OR SELECT HIGH ACHIEVING STUDENTS TO TAKE THE SAT SCHOOL DAY.

SO JUST PUTTING THAT INTO CONTEXT.

NOW DIGGING DEEPER WHEN LOOKING AT HOW OUR DIFFERENT STUDENT GROUPS PERFORMED ON THE 2023 SAT, WE SEE GAPS WITH OUR AFRICAN AMERICAN AND HISPANIC STUDENTS.

THE GAP FOR MEETING BOTH BENCHMARKS FOR THESE TWO GROUPS IS BETWEEN 25 AND 29%.

THE GAP FOR EVIDENCE BASED READING AND WRITING IS BETWEEN 20 AND 21% FOR THESE TWO GROUPS, AND THE GAP FOR MATH IS BETWEEN 25 AND 30%.

WE CELEBRATE BEING ABOVE THE STATE AND TOTAL GROUP AND WE SHOULD.

BUT WE HAVE TWO GROUPS THAT ARE NOT ABOVE THE STATE.

THIS REQUIRES A DEEPER UNDERSTANDING OF WHAT IS CAUSING THESE DISPARITIES IN STATE PERFORMANCE.

WHEN LOOKING AT THE ETHNICITY REPORT.

THIS IS A BASICALLY A GRAPHIC SO THAT YOU CAN SEE WHERE THE STUDENTS ARE PERFORMING IN EACH STUDENT GROUP.

AND AGAIN, YOU CAN SEE THAT GAP WITH AFRICAN-AMERICAN AND HISPANIC STUDENTS FOR BOTH BENCHMARKS, EVIDENCE BASED READING, WRITING AND MATH.

LOOKING LONGITUDINALLY AT OUR SAT PERFORMANCE FOR ALL STUDENTS, WE HAVE A SLIGHT DIP FROM 2022 TO 2023 BY 1%.

MATH IS OUR CONTENT AREA THAT WE NEED TO FOCUS ON FOR ALL STUDENTS AND FOR EACH STUDENT GROUP.

THIS IS ANOTHER REASON WHY MATH IS A KEY FOCUS AREA FOR OUR PLAN OF WORK THIS YEAR.

AND NOW I HAVE MY PEN.

I ALWAYS BRING MY PEN.

SORRY. THAT WAS A LITTLE BIT OF AN ABRUPT ENDING.

I THOUGHT THERE WAS ANOTHER SLIDE.

SO IF WE'RE ALL SITTING HERE LOOKING AT YOU SHOCKED, I MEAN, I WAS LIKE, OKAY, I CAN GO BACK AND SAY, AND NOW QUESTIONS.

YEAH, I HAVE ONE QUESTION AND AND ONE SORT OF COMMENT SLASH ASK THE QUESTION IS SIMILAR TO THE ONE I ASKED EARLIER

[02:15:03]

DO WE HAVE OPPORTUNITIES THAT WE COULD AND SHOULD EXPAND THE STUDENTS THAT WERE TESTING EITHER YOUNGER OR GIVING MORE FULL DAY OPPORTUNITIES OR SOMETHING SO THAT BY THE TIME THEY'RE GETTING TO 11TH GRADE, YOU KNOW, WE'VE MAYBE IDENTIFIED MUCH EARLIER STUDENTS THAT NEED MORE SUPPORT AND INTERVENTION TO REALLY BRING UP TO THOSE STATE STANDARDS.

WELL, AS AS WE TALKED EARLIER, WE'RE WE'RE REALLY LEANING IN ON MATH NOW THAT WE ARE.

WE'VE NEVER USED THE SAT PROJECTIONS BEFORE.

SO THIS IS OUR FIRST TIME REALLY DIGGING INTO AND USING THOSE SAT PROJECTIONS WITH MAP.

SO WE'RE STARTING THERE BECAUSE WE HAVE THAT DATA AVAILABLE AND IT GIVES THAT PROJECTION.

SO WE'RE LEANING IN IN 5TH GRADE, 6TH GRADE, 7TH GRADE, 8TH GRADE, LOOKING AT THAT, IDENTIFYING THE KIDS THAT ARE NOT MEETING THOSE TARGETS.

AND THEN EARLIER, I TALKED ABOUT THE CCMR. AM I ON TRACK? THAT GOES ALL THE WAY TO PRE K WHERE WE'RE LOOKING AT WHAT DATA ARE WE SAYING WILL SHOW THAT KIDS ARE ON TRACK AND WHAT ARE WE DOING ABOUT IT? SO I WILL SAY THAT THIS IS OUR FIRST TIME REALLY DIGGING IN AND LOOKING, YOU KNOW, NOT JUST AT STAAR AND GRADUATION CRITERIA, BUT LOOKING AT COLLEGE READINESS HOLISTICALLY PRE K THROUGH 12.

AND SO I THINK THAT'S A REALLY GOOD START.

AND THE ONLY OTHER AREA THAT I WOULD THINK THAT WE COULD DIG IN AND MAYBE DO ADDITIONAL TESTING WOULD BE THAT PSAT/NMSQT FOR ALL 11TH GRADERS.

RIGHT NOW WE'VE CHOSEN PSAT NINE FOR NINTH GRADER PSAT/NMSQT TEN FOR THE 10TH GRADERS AND THEN SAT SCHOOL DAY.

SO THERE'S ONE TEST PER GRADE, BUT THAT WOULD BE THE AREA WHERE I COULD SEE POTENTIAL EXPANSION.

OKAY. THE COMMENTS ASK IS ALL THE WAY BACK TO THE FIRST SECTION.

YOU SHOWED THIS PIE GRAPH OF STUDENTS THAT HAD COMPLETED CCMR OR SENIORS AND THEN STUDENTS WHO ARE STILL IN PROGRESS.

AS I WAS LOOKING AT THIS.

MY LITTLE VENTURE CAPITAL BRAIN ONCE AWAITED PIPELINE ANALYSIS AND WE CAN HAVE A CONVERSATION ABOUT HOW WE HOW WE COULD DO THIS.

AND BECAUSE IT WOULD BE, YOU KNOW, THE 59.3 ARE MET OUT OF THAT 40.7 THAT AREN'T OKAY, MAYBE THIS SUBSET ARE 80% LIKELY TO MEET BASED ON WHAT THEY HAVE IN PROGRESS.

MAYBE THIS SUBSET OR 60% LIKELY TO MEET BASED ON WHAT THEY HAVE.

YOU SEE WHAT I MEAN BY WEIGHTED PIPELINE? THIS IS SOMETHING THAT REVENUE GENERATING COMPANIES DO THAT WOULD BE SUPER HELPFUL WHEN YOU COME BACK FOR THIS MID-YEAR UPDATE TO UNDERSTAND LIKE RATHER THAN THIS BEING SO BINARY, YES OR NO, HAVING A WEIGHTED PIPELINE ANALYSIS I THINK WOULD BE A MUCH BETTER WAY TO LOOK AT THIS.

AND IF I CAN MAYBE SEND YOU AN EXAMPLE OR TWO THAT THAT COULD BE HELPFUL IN PUTTING THAT GRAPHIC TOGETHER.

WELL, YOU'RE SPEAKING ABOUT LOVE LANGUAGE, AND I DON'T CALL IT THAT WAY.

THAT'S THE FIRST TIME I'VE HEARD IT CALLED A WEIGHTED WEIGHT WEIGHTED PIPELINE.

ANALYSIS. IS WEIGHTED PIPELINE ANALYSIS.

BUT WHAT WHAT WILL HELP WITH THAT IS THAT TRACKER SHEET THAT THE COUNSELORS ARE DIGGING IN RIGHT NOW ON THAT.

WHAT THEY'RE DOING IS THEY'RE LOOKING AT EACH INDIVIDUAL STUDENT PULLING THEIR PROFILE AND THEN THEY'RE PUTTING IN WHAT PATHWAY? LIKE IF THEY'RE SITTING IN AN AP CLASS, THEY'RE PUTTING IN THAT THEY'RE IN A A PATHWAY TO EARN CCMR THROUGH AP, PUTTING NOTES IN THERE.

AND THEN SO THAT WAY WE CAN DO THAT.

WE'RE ALSO LOOKING AT WHICH KIDS ARE SITTING IN TEXAS COLLEGE BRIDGE ENGLISH, TEXAS COLLEGE BRIDGE MATH.

WE'RE LOOKING AT WHICH KIDS ARE BEING TARGETED FOR TESTING.

WE'RE KEEPING THEM AS NOT MET UNTIL THEY CONVERT.

BUT AND RIGHT NOW, WE'LL BE ABLE TO START CONVERTING THOSE KIDS BECAUSE WE ALREADY HAVE STUDENTS WHO HAVE COMPLETED COLLEGE PREP, ENGLISH AND MATH.

AND SO WE'RE EXCITED ABOUT THAT.

WE'RE ALSO WORKING ON IMPROVEMENTS IN ENDURANCE, WHICH IS OUR EMR TRACKER, SO THAT WE CAN SHOW KIDS THAT ARE IN PROCESS BECAUSE THAT'S A MISSING PIECE.

SO WE'RE DOING BELTS AND SUSPENDERS OF TRYING TO FIGURE THIS OUT.

AND SO WE'RE EXCITED ABOUT WHEN THOSE IMPROVEMENTS TO OUR TOOL ARE IMPLEMENTED.

BUT YES, I WOULD LOVE TO HAVE THAT EXAMPLE.

DO WE ALLOW KIDS TO RETAKE THE SAT TEST? SO, FOR EXAMPLE, KIDS THAT MAY HAVE MET ONE BUT NOT BOTH.

COULD WE ALLOW THEM TO RETAKE OR DO WE HAVE A PROCESS FOR THAT SO THE STUDENTS CAN ALWAYS RETEST THAT THEY HAVE THE SATURDAY SESSIONS AND WE TEST IT TWO OF OUR CAMPUSES, PLANO WEST AND PLANO EAST. AND IF THEY ARE FREE AND REDUCED LUNCH, THEY'LL GET THAT THAT WAIVER.

BUT SO THEY CAN TEST ON THEIR OWN AND THE COUNSELORS CAN HELP THEM AND ASSIST THEM IN GETTING REGISTERED FOR THAT.

WHAT WE DO IS STUDENTS WHO DIDN'T MEET ON ONE OR THE OTHER OR BOTH, WE GO IN AND WE'VE ALREADY ANALYZED THAT DATA, LOOKED AT WHICH KIDS.

AND SO EVERY SENIOR HIGH RIGHT NOW HAS A LIST OF SENIORS WHO DIDN'T MEET ONE OR THE OTHER OR BOTH.

AND THEY'RE ALREADY WORKING WITH THOSE KIDS TO GET THEM TESTED, WHICH WILL DEMONSTRATE COLLEGE READINESS OCTOBER 4TH, SINCE WE'RE

[02:20:02]

AND THEN EVERY MONTH OR ALMOST EVERY MONTH, THEY'RE GOING TO FIND NEW GROUPS OF SENIORS THAT THEY WANT TO GO AHEAD AND TEST.

THE CLOSER THEY ARE, WHAT WE CALL NEAR MISSES, BECAUSE WE USE CUT SCORES IN LIKE RANGES LIKE THIS GROUP COULD TEST PRETTY QUICKLY.

THIS GROUP NEEDS SOME ADDITIONAL INTERVENTION OR SOME PREP, AND THEN THEY'LL BE READY TO TAKE A TEST.

SO TO ANSWER YOUR QUESTION, YES, THEY CAN TAKE SAT, YOU KNOW, THEIR TEST DURING THE SUMMER, EVEN DURING THE SPRING AND THE FALL OF THEIR SENIOR YEAR, OR WE DO THE TSA.

A GOT IT. AND THEN AND ONE OF THE EARLIEST SLIDES YOU MENTIONED, THERE IS A THREE YEAR DECLINE.

YOU DIDN'T REALLY SAY WHY YOU THOUGHT THE DECLINE WAS HAD HAPPENED FOR CCMR OR SAT.

SO YOU MENTIONED THERE WAS A THREE YEAR DECLINE.

DO YOU KNOW HAVE ANY THOUGHTS ON WHY THAT WAS THE CASE? IT'S YEAH, IT'S LIKE ONE OF THE.

YEAH, THAT ONE RIGHT THERE.

WELL, YOU KNOW, THERE WAS A DIP ACROSS THE NATION AS WELL IN TEXAS FOR CCMR. THERE WAS A THERE WAS A DIP FOR MOST OF THE DISTRICTS BECAUSE OF THE PANDEMIC, AND WE'RE RECOVERING FROM THAT.

BUT IN TERMS OF SPECIFICALLY WHY WE'RE DIGGING INTO THAT DATA, WE'RE ANALYZING IT.

I WILL TELL YOU THAT THAT'S WHY WE'RE WE'RE REALLY CREATING THAT PIPELINE AND FOCUSING ON THAT, BECAUSE IF WE TRY TO ADDRESS IT AT HIGH SCHOOL AND SENIOR HIGH ONLY, WHICH IS HISTORICALLY WHAT WE'VE DONE, BECAUSE BEFORE WE WERE ALWAYS LOOKING AT MAP FOR STAAR, NOW WE'RE MAKING THAT CONNECTION TO COLLEGE READINESS AND BEING VERY INTENTIONAL ABOUT HAVING CONNECTING THE TWO BECAUSE BOTH VITALLY IMPORTANT, WE'RE HOPING TO SEE AN INCREASE.

AND THEN ALONG THE SIMILAR LINES, ANY THOUGHTS ON WHY THERE'S SUCH A HUGE GAP ON THE AFRICAN AMERICAN HISPANIC PERFORMANCE IN THE SATS? DO WE DO WE HAVE A THOUGHT ON ON WHY THAT MIGHT BE? UM. I SOUND LIKE A BROKEN RECORD, MICHAEL, BUT I WOULD SAY IT'S COURSEWORK.

I WOULD SAY IT'S THE ADVANCED COURSEWORK AND THE RIGOR OF COURSEWORK THAT WE'VE PUT STUDENTS IN.

I DON'T HAVE THE SRT.

I'M MUCH MORE FAMILIAR WITH ACT RESEARCH, BUT YOU CAN ALMOST TRACK THE DIFFERENCE IN SCORES IN ACT BASED ON THE COURSE SEQUENCE THAT STUDENTS HAVE TAKEN.

I DO WANT TO ADD ONE OF THE CHALLENGES OR ONE OF THE THINGS THAT WE ASKED OUR CAMPUS ADMINISTRATORS TO DO WAS PULL STUDENTS, TALK WITH THEM, ASK THEM.

HOW DID YOU FEEL PREPARED FOR THE SAT OR THE PSAT? WHAT DID YOU KNOW ABOUT IT BEFORE YOU TOOK IT? BECAUSE WE ALSO NEED TO MEASURE.

DID WE DO A GOOD JOB OF EXPLAINING TO THEM THE BENEFIT OF THIS AND THE IMPORTANCE OF THIS TEST? DO THEY EVEN UNDERSTAND WHY THEY TOOK THE TEST? ARE THEY GOING INTO ROOM WITHOUT THAT UNDERSTANDING? SO THERE'S THERE'S A COUPLE OF DIFFERENT THINGS, WHAT LISA DISCUSSED.

BUT ALSO WE NEED TO DO AN INTERNAL TEMPERATURE CHECK OF HOW ARE WE DOING AND COMMUNICATING THE IMPORTANCE AND HELPING THEM UNDERSTAND THAT THIS IS A PATHWAY FOR THEM AND AND ALSO MAKING SURE THEY'RE AWARE OF THE RESOURCES.

BECAUSE JUST TOUCH THE RESOURCES.

DO WE OFFER FREE TEST PREP COURSES FOR STUDENTS WHO WOULD NEED IT? SO WE HAVE THE SAT BOOST CAMP, WHICH IS TARGETED FOR STUDENTS WHO ARE ON THE BUBBLE.

WE CAN HAVE UP TO 800 STUDENTS IN THAT THAT PROGRAM.

IT'S FROM THE PRINCETON REVIEW.

AND WE DO THAT STARTING IN JANUARY, UP UNTIL THE SAT TEST IN MARCH 22ND.

OUR FOCUS RIGHT NOW.

SO SO THERE ARE CLASSES THAT COULD BE IMPLEMENTED.

BUT RIGHT NOW, OUR FOCUS IS ON HELPING KIDS UNDERSTAND ABOUT KHAN ACADEMY, WHICH IS A 24 HOUR, 24 DIVIDED BY SEVEN FREE PREP PROGRAM FOR THEM, MAKING SURE THEY KNOW ABOUT AVID AND THE AVID ELECTIVE AND THE ABILITY TO GO INTO THAT CLASS AND GET ADDITIONAL SUPPORT.

BUT THEN ALSO OUR TIER ONE INSTRUCTION, WE WANT TO WE'RE WORKING WITH SECONDARY ACADEMIC SERVICES ON HOW DO WE EMBED AND ALIGN OUR CURRICULUM AND JUST EVEN INFORMATION, BECAUSE SOMETIMES IT'S AS EASY AS I MEAN, OUR KIDS HAVE BEEN TRAINED ON HOW TO PREPARE FOR STAR, BUT HOW HAVE WE TOLD THEM, OKAY, THIS IS A DIFFERENT TEST, IT'S A DIFFERENT FORMAT.

AND HERE'S WHAT YOU NEED TO DO TO BE ABLE TO ATTACK THIS TEST.

I MEAN, IT'S A QUICK, SIMPLE LESSON.

SO IT'S SIMPLE THINGS LIKE THAT THAT WE WANT TO MAKE SURE THAT WE'RE HITTING AND WE WANT TO GET THAT IN TIER ONE INSTRUCTION WHERE ALL KIDS HAVE ACCESS TO IT.

WHEN YOU START GETTING INTO CLASSES, WHICH WE CAN DO, I'VE DONE IT BEFORE IN MY PRIOR LIFE.

YOU ONLY IMPACT THOSE KIDS THAT HAVE THE SPACE IN THEIR IN THEIR SCHEDULE FOR THOSE CLASSES.

SO YOU'RE NOT HITTING ALL THE KIDS WHO NEED THAT SUPPORT.

SO WE REALLY HAVE TO GET INTO OUR ENGLISH, OUR MATH CLASSES AND MAKE SURE THAT WE'RE ADDRESSING IT THERE.

IN ADDITION TO THAT, KRISTEN, IS IT STILL THAT EVERY STUDENT WHO TAKES PSAT NINE, THEY START THEIR MY THEIR OWN PERSONAL PATHWAY THAT THEN BUILDS A CUSTOMIZED PREP COURSE THAT'S THROUGH KHAN AND SO THIS WOULD BE ANOTHER POINT OF COMMUNICATING WITH PARENTS THAT ONCE THEY TAKE THE PSAT, THEY RECEIVE THEIR OWN LOG IN AND THEY CAN CREATE THEIR OWN AT HOME TUTORIAL.

[02:25:07]

AND SO I WOULD ASK PERHAPS THAT THAT NOT ONLY WE COMMUNICATE THAT WHICH I KNOW WE DO WITH STUDENTS, BUT MAYBE OUR PARENTS NEED TO HAVE A BETTER UNDERSTANDING SO THEY CAN URGE OR ENCOURAGE AND PUSH THEIR OWN STUDENTS.

AND I THINK PARENTS CAN ACTUALLY ALSO GET A LOG IN TO THEIR STUDENTS DATA OR THERE'S A PORTAL FOR PARENTS UNLESS THINGS HAVE CHANGED.

I REMEMBER THAT'S WHAT IT WAS LIKE FOR FOR MY KIDDO OR BOTH OF THEM.

AND I'VE ALREADY LOOKED AT THE PORTAL.

OH, SORRY, I'VE ALREADY LOOKED AT THE PORTAL.

I'M A NINTH GRADE MOM.

MY KIDS TAKING THE PSAT OCTOBER 4TH.

SO I'M THE NERD MOM.

THAT'S LIKE, HEY, LET'S LET'S LOOK AT ALL THESE QUESTIONS.

AND HE IS READY.

SO, I MEAN, WE AS PARENTS HAVE THE ABILITY TO GO LOG IN AND HELP OUR STUDENTS.

AND SO IF YOU'RE LISTENING, I HOPE THAT YOU WILL HELP DO THAT AS WELL OR ENCOURAGE YOUR FRIENDS WHO HAVE HIGH SCHOOL STUDENTS.

WE'RE TALKING ABOUT PARENTS.

DO WE HAVE CMR PARENT NIGHT WHERE WE ACTUALLY ADVERTISE TO PARENTS TO COME AND LISTEN TO US AND TO EXPLAIN OUR PROGRAMS? WE'VE NOT HAD A CMR INFORMATION NIGHT, BUT I LOVE THAT ONE OF THE TARGETS, IF YOU IN ALL OF OUR LEVELS IS WE ARE WORKING ON RESOURCES AND COMMUNICATIONS.

SO I LIKE THAT.

I'M GOING TO ADD THAT TO OUR LIST.

WELL, I WAS I WAS JUST WONDERING IF PART OF THE ISSUE, TOO, GOES ALL THE WAY BACK TO OUR OUR FIRST PEOPLE IN THEIR FAMILY HEADED TO COLLEGE, WHICH IS TYPICALLY WHY WE TALK WHY WE TAKE A SAT TEST.

I'M GLAD THAT OUR DISTRICT DOES IT FOR EVERYBODY ANYWAY, BUT YOU KNOW, WE HAVE TO TALK ABOUT OUR KIDS WHOSE PARENTS DON'T HAVE THAT EXPERIENCE, DON'T EVEN KNOW THAT THEY NEED TO BE WORRIED ABOUT IT AND PUSHING THEM.

TARRAH'S CHILDREN ARE LUCKY THAT SHE'S ON IT.

BUT I REALLY DO WONDER IF THERE'S SOME NUMBER OF OUR PARENTS WHO JUST DON'T HAVE THE EXPERIENCE LEVEL AND WE NEED TO SUPPORT THOSE FAMILIES THE SAME WAY AS, YOU KNOW, FIRST TIME ATTENDERS OF COLLEGE.

I GUESS IF THERE AREN'T ANY OTHER COMMENTS, I HAVE ONE.

YOU KNOW, I THINK TARRAH MENTIONED THAT WE HAD THE PLEASURE OF HEARING FROM THE COMMISSIONER OF EDUCATION TODAY.

AND WHAT'S FUNNY IS IN HIS TALK, HE MENTIONED THE STAAR EXAM AND HE SAID, YOU KNOW, THE TESTS THAT EVERYBODY LOVES AND THE ENTIRE AUDIENCE GROANED. AND HE WAS SAYING THAT SARCASTICALLY.

BUT I GUESS WHAT ISN'T LOST ON ME FROM YOUR PRESENTATION, OF COURSE, ALL OF ALL THREE OF YOU DID AN EXCELLENT JOB PRESENTING A LOT OF DATA, BUT WE USED TO USE THE MAP TO PREDICT OUR STAAR EXAM SCORES, RIGHT? AND NOW WE'RE USING IT TO PREDICT SAT.

AND SO I'M ASKING ANOTHER QUESTION LIKE I DID EARLIER.

IS THERE A RELEVANCE ISSUE HERE WITH THE STAAR EXAM? THAT'S JUST A QUESTION.

YOU DON'T HAVE TO ANSWER IT.

IT'S RHETORICAL.

THANK YOU. ALL RIGHT.

ANY MORE COMMENTS? I JUST WANTED TO SAY THANK YOU SO MUCH FOR A REALLY INFORMATIVE UPDATE ON CCMR, AND I THOUGHT YOU THREE DID A GREAT JOB.

THANK YOU. KNOCKED IT OUT OF THE PARK, YOU GUYS.

ALL RIGHTY. NOW, I WILL ASK THE BOARD AND CABINET, DO WE NEED A MINUTE BREAK OR.

OKAY, WHY DON'T WE COME BACK AT TRY TO GET HERE BEFORE 1030? OKAY. CAN WE DO THAT? ALL RIGHT. WE'LL BE RIGHT BACK.

2024 PLAN OF WORK, AND I'M GOING TO GIVE IT BACK TO LISA AGAIN.

THANK YOU, PRESIDENT HUMPHREY.

TRUSTEES. IT IS I KNOW IT SEEMS LIKE IT'S ALWAYS LATE.

IT SEEMS LIKE I HAVE THE SAME INTRODUCTION EVERY TIME IT'S LATE AND I WILL TRY TO BE BRIEF AND HOPEFULLY MY PRESENTATION WILL SHOW UP ON THE SCREEN AT SOME POINT. I AM HERE TONIGHT TO SHARE WITH YOU THE 2023-24 PLAN OF WORK.

MY FABULOUS TEAM HAS ALREADY SHARED A LOT OF DATA WITH YOU AND I HOPE I CAN JUST BUILD ON THAT AND MAYBE NOT HAVE TO REVISIT ALL OF THAT AGAIN.

[02:30:01]

SO I'M AN ENGLISH TEACHER.

I ALWAYS LIKE TO USE AN ANALOGY.

OUR PLAN OF WORK IS LIKE A LARGE RIVER THAT HAS THREE TRIBUTARIES FLOWING INTO IT.

SO WE GET INFORMATION IN OUR PLAN OF WORK.

FIRST OF ALL, FROM THE STRATEGIC ROADMAP WHICH AS YOU ALL RECALL, YOU APPROVED BACK IN THE SPRING AND IT INCLUDES A LOT OF REALLY IMPORTANT TOPICS. AND I DON'T WANT IT TO BE THAT WE'RE DISMISSING THOSE TONIGHT.

IT'S JUST THAT WE'VE ALREADY DISCUSSED THOSE AND REVIEWED THOSE THAT INCLUDED THINGS LIKE LOOKING AT OUR K-12 MATHEMATICS PROGRAM, LOOKING AT BEHAVIOR DISCIPLINE, ATTENDANCE, THINGS LIKE HIRING PRACTICES, COMMUNICATION PARTNERSHIPS, ALL OF THOSE TOPICS THAT ARE IN THE STRATEGIC PLAN.

WE HAVE HAD ACTION TEAMS WORKING ON THOSE, AND THAT'S THOSE ARE ALL VERY IMPORTANT.

BUT WE'RE NOT GOING TO GO INTO DETAIL ABOUT THOSE TONIGHT.

WE ALSO HAVE THE DISTRICT IMPROVEMENT PLANNING PROCESS, WHICH IS CONDUCTED THROUGH OUR DISTRICT DISTRICT BASED IMPROVEMENT COMMITTEE THAT IS GOVERNED BY TEXAS EDUCATION CODE. AND YOU'RE GOING TO SEE A LOT OF SPECIFIC GOALS ON PERFORMANCE, PARTICULARLY IN READING AND MATH.

AND ALSO, AS DR.

WILLIAMS REFERS TO IT, AS THE BOOKEND.

SO LOOKING AT OUR EARLY LITERACY AND MATHEMATICS AND ALSO OUR CMR SCORES, WE ARE GOING TO DIG INTO THOSE TONIGHT AND TALK TO YOU BECAUSE WE'LL BE ASKING YOU TO APPROVE THOSE GOALS NEXT MONTH.

THE THIRD TRIBUTARY, IF YOU WILL, INTO THE STRATEGIC PLAN OR THE PLAN OF WORK IS OUR DISTRICT SYSTEMS AND PROCESSES.

SO WE ARE ON A SYSTEM OF CONTINUOUS IMPROVEMENT.

WE CONDUCT AUDITS, WE DO INTERNAL NEEDS ASSESSMENTS.

WE DO ALL OF THAT WORK TO DISCOVER WHAT ARE THE THINGS THAT SYSTEMICALLY WE NEED TO WORK ON, ON OUR PROCESSES AND SYSTEMS ADMINISTRATIVELY TO IMPROVE OUR PERFORMANCE. AND OF COURSE, THOSE ARE ALSO REFLECTED IN THE PLAN OF WORK.

NOT THAT THEY ARE NOT IMPORTANT, BUT SINCE WE DON'T WANT TO BE HERE TILL 3 A.M., WE'RE ONLY GOING TO LOOK AT THE ITEMS IN THE MIDDLE.

SO AS I MENTIONED, THE STRATEGIC ROADMAP OBJECTIVES AND THOSE SYSTEMS AND PROCESSES, BOTH OF THOSE HAVE INVOLVED ACTION TEAMS OF STAFF MEMBERS WHO HAVE DUG INTO THE EXPECTATIONS AND LAID OUT SPECIFIC ACTION PLANS AND TARGETS AND ITEMS THAT THEY'LL BE WORKING ON.

YOU ARE GOING TO SEE THE WORK FROM THE DISTRICT BASED IMPROVEMENT COMMITTEE TALKING ABOUT THE WORK THAT THEY ARE GOING TO DO.

WANT TO REMIND YOU THAT EVERYTHING WE DO, WHETHER IT IS FROM THE INTERNAL WORK, FROM THE DISTRICT IMPROVEMENT PLAN, WE ARE TYING EVERYTHING BACK TO THE FIVE PILLARS THAT YOU ESTABLISHED AS A BOARD LAST SPRING.

SO THE FIVE PILLARS YOU'LL SEE AS WE GO THROUGH, BUT THE FOCUS WILL BE PILLARS ONE AND TWO IN OUR DISTRICT IMPROVEMENT PLAN WORK.

SO OF COURSE, DISTRICT PILLAR ONE, MY FAVORITE TOPIC IS ALL ABOUT TEACHING AND LEARNING.

AND THE FIRST OBJECTIVE WE HAVE FOR TEACHING AND LEARNING IS TO INCREASE STUDENT LEARNING IN READING, AS EVIDENCED BY A MAP, STAAR, PSAT ,AND SAT. YOU NOTICE WE'VE SHIFTED FROM TALKING ONLY ABOUT STAR, WHICH IS ACTUALLY THE REQUIREMENT FROM THE STATE IS TO INCLUDE STAR.

BUT WE'RE INCLUDING OTHER MEASURES BECAUSE WE DO VALUE OTHER MEASURES WE WANT TO MEET OR EXCEED GROWTH.

WE WANT TO INCREASE STUDENTS PERFORMING AT THE MEETS LEVEL, WHICH, BY THE WAY, IS A HIGHER STANDARD THAN SOME DISTRICTS USE.

SOME LOOK AT THE APPROACHES GRADE LEVEL.

WE ARE NOT SATISFIED AT THAT LEVEL.

SO WE ARE LOOKING TO GET OUR STUDENTS AT THE MEETS LEVEL.

AND OF COURSE, A LOT OF CONVERSATION TONIGHT ABOUT THE COLLEGE READINESS BENCHMARK.

LET ME GO AHEAD AND TAKE THIS SHAMELESS OR TIME TO DO A SHAMELESS PLUG FOR MY TEAM.

WE HAVE PUT TOGETHER A MOST THE MOST AMAZING CHART ABOUT MAP SCORES THAT SHOW COLLEGE READINESS AT EVERY SINGLE LEVEL.

AND WE HAVE SET IT.

I WILL TELL YOU AT A VERY RIGOROUS STANDARD, WE ARE NOT A DISTRICT OF MINIMUMS. WE ARE A DISTRICT OF EXCELLENCE.

AND SO WE ARE SETTING OUR STANDARDS VERY HIGH.

SO THE WORK THAT YOU'RE GOING TO SEE HERE IN JUST A MINUTE THAT WE'RE GOING TO OUTLINE FOR YOU, WE HAVE WORK TO DO, BUT WE EMBRACE IT BECAUSE IT'S THE RIGHT THING FOR ALL OF OUR STUDENTS. SO WE DO HAVE STRATEGIES RELATED TO INSTRUCTION AND LITERACY AND GETTING OUR SYSTEMS ALIGNED TO MAKE SURE THAT STUDENTS MOVE FROM GRADE LEVEL TO GRADE LEVEL, AND THEY'RE GROWING.

I MENTIONED THE COLLEGE READINESS STANDARDS THAT WE'VE SET FOR READING.

HAD A CHANCE TO TAKE THAT RAW DATA THIS WEEKEND AND DO A LITTLE NUMBER CRUNCHING.

AND YOU WILL SEE IN THE SECOND COLUMN YOU HAVE THE BEGINNING OF YEAR RICH SCORE TARGET RANGE.

SO THAT IS THE RANGE IN READING THAT WE WOULD WANT STUDENTS TO MEET TO INDICATE TO US THEY ARE ON TRACK FOR COLLEGE READINESS.

THE NEXT COLUMN WILL SHOW YOU THE AVERAGE OR THE MEAN RIT SCORE FOR PLANO ISD STUDENTS, WHICH SHOWS YOU ON AVERAGE WHERE OUR STUDENTS

[02:35:06]

YOU WILL NOTICE THAT IN KINDERGARTEN FIRST AND SECOND GRADE, OUR STUDENTS ARE NOT YET IN THAT COLLEGE READINESS ZONE, SO WE KNOW WE ALREADY HAVE GAPS THAT WE NEED TO CLOSE.

THE NEXT COLUMN I HAVE SHOWN YOU THE PERCENTAGES OF ALL OF OUR STUDENTS WHO MET THAT PARTICULAR BENCHMARK.

NOW, THE GOOD NEWS IS YOU'LL SEE IN COLUMN IN THE LAST TWO COLUMNS WE HAVE OUTLINED THE BENCHMARKS FOR OUR MID-YEAR TESTING AND OUR END OF YEAR TESTING.

SO WE WILL BE AGGRESSIVELY MONITORING THIS WORK TO TRY TO CLOSE THOSE GAPS.

AND IT'S REALLY DIFFICULT TO SEE.

MAYBE IT'S BECAUSE IT'S 1030 AT NIGHT, BUT WE DID HIGHLIGHT FOR YOU IN RED ANYWHERE WHERE WE WERE NOT MEETING THAT RANGE AND IN BLACK WHERE WE WERE MEETING THAT RANGE.

I DON'T KNOW IF YOU CAN SEE THAT OR NOT.

LISA JUST AS A POINT OF CLARITY, THESE TARGETS ARE HIGHER THAN JUST THE REGULAR I'M ON GRADE LEVEL.

THIS IS ABOVE JUST BEING ON GRADE LEVEL.

YES. AND WE WANT THAT RIGOR TO GET TO THE PIPELINE THAT KRISTEN WAS OUTLINING.

THIS IS WHAT WE'RE TALKING ABOUT, DIGGING DOWN AND BUILDING A ROBUST PIPELINE.

BUT WE ALL KNOW THAT AVERAGES HIDE THE INDIVIDUAL STUDENT DATA AND WE ARE NOT GOING TO HIDE BEHIND AVERAGES.

WE'RE GOING TO LOOK AT OUR INDIVIDUAL STUDENT DATA.

SO AGAIN, WE HAVE HIGHLIGHTED IN THIS CHART BY SUB POP THOSE STUDENTS WHO DID NOT MEET THAT BENCHMARK AND THOSE STUDENTS WHO DID ON AVERAGE.

WHAT'S EVEN MORE IMPORTANT IS WE'LL BE SLICING OH, WE'LL BE SLICING THIS DATA DOWN BY STUDENT.

SO WE WILL KNOW, AS I MENTIONED EARLIER, EACH STUDENT BY NAME AND NEED.

AND YES, I HEARD THAT THUNDER AS WELL.

SOMEBODY WAS EXCITED ABOUT THIS DATA AS WELL.

ALL RIGHT. WE ALSO HAVE SET TARGETS FOR THE STAAR SCORES.

I'M GOING TO ISSUE A CAUTION, ALTHOUGH WE HAVE TAKEN THE DATA THAT WE'VE RECEIVED RIGHT NOW FROM THE STATE AND SET TARGETS AND WE HAVE SET GOALS BASED ON THOSE TARGETS AS PER HOUSE BILL THREE, WE HAVE THOSE READY TO GO.

BUT IF WE GET OUR FINAL RULES FROM THE STATE ON ACCOUNTABILITY AND WE FIND THAT WE ARE NOT HITTING THE MARK TO TO REACH AN A LEVEL WHICH WE KNOW OUR DISTRICT IS AN A LEVEL DISTRICT, THEN WE WILL RESPECTFULLY ASK TO GO BACK TO THESE GOALS AND ADJUST THOSE AFTER WE LEARN EXACTLY WHAT IT TAKES TO MEET AN A.

SO THIS IS WHAT WOULD COME BACK TO THE BOARD FOR APPROVAL OCTOBER THE 3RD.

IF WE HAVE SOME INDICATOR AND CAN ACTUALLY SET SOME REALISTIC TARGETS BECAUSE WE HAVE THAT INFORMATION, THEN WE CAN PROCEED.

IF NOT, I WOULD I THINK THAT LISA'S RIGHT.

WE WE WE CARRY ON WITH OUR MAP DATA.

WE AND WE WAIT UNTIL WE SEE UNTIL WE RECEIVE THAT INFORMATION.

OTHERWISE IT'S JUST OUR BEST GUESS.

OKAY. WE ALSO HAVE TARGETS AT THE HIGH SCHOOL LEVEL USING THAT PSAT DATA THAT KRISTEN MENTIONED.

SO I WON'T BELABOR THIS POINT, BUT WE WILL BE LOOKING AT THOSE BASELINES AND PUSHING TO GET THOSE STUDENTS AT HIGHER LEVELS IN THOSE PARTICULAR TARGETS. AND YOU ALREADY SAW THAT DATA BROKEN DOWN BY SUB POP.

OUR SECOND GOAL IS LOOKS VERY SIMILAR.

YOU MAY BE THINKING YOU'RE EXPERIENCING A FLASHBACK, BUT IT'S BECAUSE IT'S PRACTICALLY THE SAME THING FOR MATHEMATICS, EXCEPT WE WILL LOOK AT SPECIFIC MATHEMATICAL PROCESSES. WE KNOW WE HAVE A LITTLE GREATER GAP IN MATHEMATICS THAN WE DO IN READING.

SO WE HAVE SOME DIFFERENT WORK TO TO LOOK AT IN MATH.

PART OF THAT, AGAIN, IN THE STRATEGIC PLAN, NOT TRYING TO GO INTO ALL OF THAT, BUT REALLY LOOKING AT OUR MATHEMATICS PATHWAYS AND GETTING MORE STUDENTS INTO RIGOROUS MATH COURSES AND ALSO MAKING SURE OUR ON LEVEL MATH COURSES ARE RIGOROUS ENOUGH FOR FOR THE GRADE LEVEL.

YOU SEE THIS SAME SET OF DATA FOR OUR STUDENTS IN MATHEMATICS.

YOU ACTUALLY NOTICE THAT OUR KINDERGARTNERS COME IN.

THEY WERE ACTUALLY A LITTLE BIT HIGHER IN MATHEMATICS.

MORE OF THEM WERE HITTING THE RANGE THAN THEY DID IN READING WHEN THEY CAME TO US.

I DO THINK IT'S AN INTERESTING TREND AND YOU MAY NOT HAVE NOTICED IT IN READING, BUT IT'S INTERESTING THAT AS WE MOVE UP THE GRADE LEVELS, WE TEND TO PICK UP SOME MORE, WHICH SHOWS YOU THAT WE'RE WE'RE WORKING TOWARD THAT CCR READINESS, BUT WE ARE NOT YET WHERE WE NEED TO BE AND WANT TO BE AGAIN, THIS MATHEMATICS DATA.

FOR. YEAH.

DID I GO BACKWARDS? THERE WE GO. AND THERE'S OUR MATH DATA FOR THE STATE.

THE STAAR SCORES AGAIN SOMETIME IN THE FUTURE.

SHARING THE HIGH SCHOOL DATA TARGETS.

[02:40:01]

BUT WE ARE WE DON'T YET HAVE THAT STAAR DATA, SO WE'LL USE WHAT WE HAVE FOR NOW.

YOU'LL SEE THE SAME FOR SOCIAL STUDIES.

AND HOPEFULLY WE WILL GET SOME TARGETS SOON.

MOVING ON TO PILLAR TWO FOR CAREER OR LIFE READINESS, ALL AGAIN ABOUT THE CCMR WORK.

SO THANK YOU, KRISTIN, FOR DOING THE HARD WORK HERE.

YOU'VE SEEN SOME OF THOSE GOALS THAT WE SET AND SHE GAVE THOSE TARGETS TO YOU IN THE PRESENTATION EARLIER.

BUT THIS IS REALLY ABOUT DIGGING IN.

WHAT ARE THE PROCESSES AND SYSTEMS WE NEED TO PUT IN PLACE? HOW DO WE IDENTIFY STUDENTS BY NAME AND NEED AND REALLY BEGIN TO PUSH STUDENTS TO HIGHER LEVELS OF RIGOR? WE ALSO WANT TO INCREASE OUR FOUR YEAR GRADUATION RATE.

OUR LONG RANGE TARGET IS SET AT 98% FOR ALL SUBGROUPS AND ALL STUDENTS.

AND WE ARE WE ARE ASSUMING THAT WILL BE AT AN A RATING.

BUT AGAIN, WE DON'T KNOW BECAUSE WE HAVE NOT SEEN THE FINAL THE FINAL METRICS.

THOSE ARE THE DISTRICT IMPROVEMENT PLAN TARGETS AND GOALS.

AGAIN, NOT TO SUGGEST THAT IS OUR ENTIRE PLAN OF WORK.

WE HAVE MANY MORE.

IN FACT, I BELIEVE WE HAVE 96 STRATEGIES COVERING ABOUT 32 OBJECTIVES IN OUR PLAN OF WORK.

WE WILL PROVIDE YOU ANOTHER UPDATED COPY BEFORE THE OCTOBER 3RD BOARD MEETING WITH ANY ADJUSTMENTS OR CHANGES WE MAKE BASED ON FEEDBACK, BUT WANTED TO GIVE YOU AT LEAST SOME DETAILS ABOUT WHY AND HOW WE SET THESE RIGOROUS ACADEMIC TARGETS FOR OUR STUDENTS.

JUST TO CHIME IN.

THIS IS A LIVING, BREATHING DOCUMENT.

SO 96 STRATEGIES, SOMETIMES THOSE STRATEGIES CAN CHANGE THROUGHOUT THE YEAR TO BE RESPONSIVE TO IMMEDIATE NEEDS THAT MAY ARISE.

ADDITIONALLY, OUR DISTRICT IMPROVEMENT PLAN OR OUR PLAN OF WORK IS FORMATIVELY REVIEWED SEVERAL TIMES A YEAR, AND IT IS ALSO ONCE ADOPTED SOMETHING THAT LIVES ON OUR WEBSITE THAT IS OPEN TO ANYONE WHO WOULD LIKE TO SEE IT.

WE ALSO CONDUCT FORMATIVE REVIEWS AT MULTIPLE TIMES THROUGHOUT THE YEAR AND WE WILL POST THOSE RESULTS ON.

DID YOU ALREADY SAY THAT? I'M SORRY IT'S LATE.

ALL RIGHT. ANY OTHER COMMENTS? NOPE. LISA, THANK YOU SO MUCH.

I KNOW THIS WORK IS SO IMPORTANT AND WE LOOK FORWARD TO WHAT YOU WILL BE BRINGING US IN OCTOBER.

WE WILL NOW MOVE ON TO ITEM 7.4 REPORTS.

AND IT IT'S REGARDING BOARD MEMBER, LIAISON SUBCOMMITTEE AND COMMITTEE REPORTS.

AND WE'LL START WITH MS. CHAMBERS FOR GIVE US AN UPDATE ON THE PLANO CHAMBER OF COMMERCE.

THANKS, NANCY.

THREE DATES OF UPDATES I WANTED TO SHARE WITH YOU ALL.

FIRST OF ALL, ON SEPTEMBER THE 13TH, WE HAD A VIRTUAL PUBLIC POLICY MEETING AND A BIG PART OF THE CONVERSATION OR OUR REPORTING OUT WAS ABOUT VOUCHERS, WHICH I FOUND VERY INTERESTING, THAT IT WAS NICE TO SEE OTHER PEOPLE BRINGING UP ABOUT VOUCHERS, WHETHER IT BEING THE ISD, AND WE JUST HAVE SUCH GREAT SUPPORT FROM THE CHAMBER.

TOMORROW EVENING IS THE LEADERSHIP PLANO CLASS 40 RECEPTION AND IT WILL WE WILL BE ABLE TO CELEBRATE 40 NEW MEMBERS TO THAT CLASS AND TWO OF THEM ARE PISD MEMBERS.

ONE OF THEM IS GLORIA FERNANDEZ FROM OUR COMMUNICATIONS DEPARTMENT, AND THE OTHER IS CLAIRE SONG FROM DR.

GOBER'S STUDENT FAMILY AND SERVICES DEPARTMENT.

SO IT'S GREAT TO HAVE THAT REPRESENTATION.

ON SEPTEMBER THE 28TH, THE PLANO CHAMBER IS GOING TO HAVE A STATE OF PUBLIC PUBLIC EDUCATION LUNCHEON.

SO IT JUST GOES TO SHOW HOW MUCH THE RELATIONSHIP BETWEEN PLANO CHAMBER AND PISD IS STRONG AND HEALTHY.

BUT I'M NOT THE ONLY LIAISON TO PLANO CHAMBER, THOUGH I ALSO HAVE TARRAH LANTZ AND MICHAEL COOK.

SO IF THEY WANT TO ADD ANYTHING ABOUT WHAT WE'VE TALKED ABOUT, PLEASE, THIS IS YOUR OPPORTUNITY.

NO, I JUST WANT TO SAY THANKS TO LISA BECAUSE I SAW HER GIVE THAT A-F ACCOUNTABILITY REPORT TO THE PLANO ISD COUNCIL OF PTA, THE PUBLIC POLICY MEETING, AND THEN AGAIN LATER THAT EVENING.

OR NO, YOU LEFT AND WENT TO THE ROTARY.

SO THANK YOU FOR ALL THAT YOU DID TO MAKE THAT PRESENTATION TO DIFFERENT ORGANIZATIONS IN OUR COMMUNITY.

ARE YOU THERE? YOU'RE FINISHED.

OKAY. ALL RIGHT.

SO NEXT IS.

WHOOPS. SORRY, MY EAR JUST POPPED.

JERI, I WILL TURN TO YOU AGAIN FOR THE PLANO ISD EDUCATION FOUNDATION UPDATE.

[02:45:09]

SEPTEMBER THE 15TH.

THAT WAS LAST FRIDAY.

WE HAD A BOARD RETREAT.

IT'S VERY EXCITING THAT WE WELCOMED FOUR NEW BOARD MEMBERS AND ALL FOUR OF THEM CAME FROM OUR LEADERSHIP AND AMBASSADOR PROGRAM.

SO IT'S VERY NICE TO HAVE PEOPLE IN THE COMMUNITY NOW LEARNING ABOUT THE DISTRICT AND THEN JOINING.

IT WAS A GREAT RETREAT PLAYING THE THE FOOTPRINT FOR THE NEXT YEAR.

ALSO WANT TO MENTION THAT SORRY, WE'RE GOING TO HAVE TO DO IT.

THURSDAY, SEPTEMBER 21ST IS NORTH TEXAS GIVING DAY.

AND THIS YEAR THE THEME IS SHARE YOUR CARE.

AND SO I ENCOURAGE EVERYONE, IF THERE'S ANYONE STILL LISTENING AND EVERYONE HERE, PLANO EDUCATION FOUNDATION IS A PARTICIPATING NORTH TEXAS GIVING DAY.

SO IT'S A GREAT OPPORTUNITY TO SHOW YOU SHARE YOUR CARE FOR THE EDUCATION FOUNDATION AND THE DISTRICT BY MAKING A DONATION.

EARLY GIVING HAS STARTED, SO YOU HAVE UP UNTIL MIDNIGHT SEPTEMBER 21ST TO MAKE YOUR DONATION TO NORTH TEXAS GIVING DAY.ORG.

IT'S ALWAYS WELL TIMED, THIS MEETING.

I APPRECIATE IT. I THINK THAT'S FINE TO HAVE A PLUG FOR THE NORTH TEXAS GIVING DAY.

WE ALL WANT TO SHARE OUR CARE.

ALL RIGHT. NEXT IS TARRAH LANTZ WITH THE PLANO ISD COUNCIL OF CHEETAHS.

UPDATE SHOCKER THAT I'M A LIAISON TO THE CHEETAHS.

THANK YOU TO OUR BOARD PRESIDENT, NANCY, FOR LETTING ME TAKE THAT ON AND OFF YOUR PLATE.

SO THREE BULLET POINTS.

NUMBER ONE, JOIN A PTA IF YOU HAVEN'T JOINED A PTA, EITHER UP HERE OR IN THE AUDIENCE AT HOME OR THE PEOPLE WATCHING.

AFTER THIS MEETING, YOU CAN GO TO JOIN PETA.ORG TO JOIN A SINGLE PTA IN PLANO ISD AND ONE OF OUR 67 PTAS.

OR YOU CAN GO TO PLANO PETA.ORG TO JOIN A FEEDER PATTERN.

YOU DO NOT HAVE TO BE VOLUNTEERING AT A SCHOOL TO BE A MEMBER.

YOU DON'T EVEN HAVE TO BE A PARENT AT A SCHOOL TO BE A MEMBER.

YOU CAN BE A COMMUNITY MEMBER.

THE WHOLE POINT IS THAT YOU WE WANT TO GIVE EVERY CHILD ONE VOICE ON EACH OF OUR CAMPUSES.

SO PTA IS AN ADVOCACY ORGANIZATION AT THE HEART OF WHAT WE DO.

PLANO ISD IS A PTA DISTRICT.

THE MISSION OF PTA IS JUST LIKE THE MISSION OF PISD VERY SIMILAR.

THEY MIRROR EACH OTHER.

BULLET POINT TWO.

THURSDAY, SEPTEMBER 28TH, BEFORE THE STATE OF THE EDUCATION LUNCHEON AT THE CHAMBER AT THE ROCKWELL CENTER ARE OVER 500 PLUS MEMBERS OF EXECUTIVE BOARDS ON PTA ACROSS THE DISTRICT CAN GO TO TRAINING AND MEET OTHER MEMBERS OF PTA AND HAVE ROUNDTABLE DISCUSSIONS BASED ON THEIR POSITIONS THAT THEY SERVE ON THEIR CAMPUS.

SO IF YOU'RE LISTENING AND YOU'RE LIKE, WHAT IS TARRAH TALKING ABOUT, GO TO PLANO PETA.ORG AND YOU CAN LEARN ABOUT THOSE TRAINING OPPORTUNITIES THAT ARE AVAILABLE.

ON THURSDAY, SEPTEMBER 28TH.

AND THEN NUMBER THREE, NATIONAL PTA HAS AN ANNUAL ART CONTEST EVERY YEAR, AND REFLECTIONS IS AMAZING.

AND WE CONSISTENTLY HAVE STUDENTS FROM PLANO ISD WHO GO ALL THE WAY UP TO THE NATIONAL LEVEL.

SO THIS YEAR THE THEME IS I AM HOPEFUL BECAUSE HOPEFUL IS YOUR WORD.

SO I'M HOPEFUL BECAUSE AND SO IF A STUDENT IS COMPELLED TO CREATE DANCE CHOREOGRAPHY, FILM PRODUCTION, LITERATURE, MUSIC COMPOSITION, PHOTOGRAPHY OR A VISUAL ART PIECE, THEY CAN DO THAT.

THEY JUST NEED TO CHECK WITH THEIR CAMPUS PTA.

THAT'S IT. ALL RIGHT.

THANK YOU. SO, YES, I AM GOING TO JOIN THE TAS.

I JUST HAVE IT UP ON MY COMPUTER AND I HAVEN'T PUSHED THE BUTTON.

I APOLOGIZE, BUT I KNOW YOUR EYES ON ALL OF US.

RIGHT. OKAY, SO NOW I WILL PROVIDE A LEGISLATIVE SUBCOMMITTEE UPDATE, AND I ALSO WELCOME THE MEMBERS OF THE SUBCOMMITTEE, DR. LAUREN, TYRA AND TARRAH LANTZ TO ALSO CHIME IN.

IT IS ANTICIPATED THAT THERE WILL BE A SPECIAL SESSION IN OCTOBER, A THIRD SPECIAL SESSION, AND AT A FUTURE BOARD MEETING WE WILL BRING BEING THERE WE GO BRING BACK A REVIEW OF THE 88TH LEGISLATIVE SESSION AND ITS IMPACT ON PLANO ISD.

BUT WE'RE GOING TO WAIT UNTIL AFTER THE FINAL SESSION AND WE'LL SUMMARIZE EVERYTHING THEN.

IN THE MEANTIME, YOU CAN STAY TUNED TO THE WEBSITE PISD.EDU/LEGISLATIVE AFFAIRS FOR MORE INFORMATION.

I'LL JUST MENTION THAT OUR PRIORITIES ARE THE SAME, BUT THEY'RE GOING TO BE STREAMLINED TO RELATE JUST TO WHAT WE PREDICT.

THE GOVERNOR'S CALL IS GOING TO BE.

SO NUMBER ONE, ADEQUATE FUNDING FOR PUBLIC EDUCATION.

YOU PROBABLY SAW THAT WE PASSED A RESOLUTION TONIGHT TO ENCOURAGE THE LEGISLATURE TO PROVIDE THE ADEQUATE FUNDING.

THE LACK OF FUNDING IS NOT SUSTAINABLE, AND THE DISTRICT AND ALL OTHER SCHOOL DISTRICTS HAVE FACED COST INCREASES.

I WON'T ENUMERATE THEM, BUT YOU CAN SEE THAT ON OUR WEBSITE THERE'S A WHOLE THING ABOUT INFLATION.

[02:50:05]

I THINK SOMEBODY BROUGHT THAT UP TONIGHT AND IT IS SOMEWHAT FRUSTRATING THAT THEY HAVE YET TO PROVIDE A MECHANISM TO FUND SCHOOLS ADEQUATELY.

AND TEXAS RANKS 42ND IN THE NATION, AND THAT IS, BY THE WAY, IN THE BOTTOM TEN IN PUBLIC SCHOOL FUNDING PER CAPITA.

SO THAT'S COMPARABLE BY STUDENT.

HOWEVER, THE TEXAS ECONOMY RANKS IN THE THEY ALWAYS TELL US IT'S RANKS IN THE EIGHTH OR NINTH LARGEST ECONOMY IN THE WORLD.

AND SO WE'RE JUST ASKING THAT THE STATE LEGISLATURE DOES COME BACK AND PROPERLY FUND PUBLIC.

ED AND I HEARD THIS TODAY AT THAT MEETING DOWN IN DALLAS, IF THE STATE FUNDS VOUCHERS, THAT WILL NEVER BE SUFFICIENT FUNDING TO PAY TEACHERS WHAT THEY ARE WORTH. AND THAT'S A SEGUE INTO THE FACT THAT THE ESAS WILL PROBABLY BE PART OF THE GOVERNOR'S CALL TO BE CONSIDERED.

WE'RE ASKING VOUCHERS NOT BE DISCUSSED IN CONNECTION OR HANDCUFFED TO SCHOOL FUNDING.

AND THERE'S MANY REASONS YOU CAN GO BACK ON OUR WEBSITE AND LOOK AT THE DIFFERENCES BETWEEN PUBLIC SCHOOLS AND PRIVATE SCHOOLS.

BUT THEY RELATE TO ACCOUNTABILITY AND TRANSPARENCY AND THE ACCEPTANCE OR NON-ACCEPTANCE OF STUDENTS.

AND CHOICE IS GOOD.

IF YOU'RE CHOSEN, I THINK I'LL OPEN IT UP IF ANYONE ELSE WANTS TO SAY ANYTHING.

SO WE HAVE A LOT OF CONVERSATION AROUND LIKE NATIONAL AND STATE LEVEL DATA ON INFLATION AND SOME REALLY GOOD LOCAL DATA CAME OUT IN THE DALLAS MORNING NEWS ON AUGUST THE 10TH.

AND THIS IS I THOUGHT THIS WAS IMPORTANT TO SHARE IN PARTICULAR, BECAUSE WHILE, YOU KNOW, CERTAINLY STATE AND NATIONAL LEVEL AND INFLATION DATA IS REALLY IMPORTANT FOR MAKING THESE DECISIONS, THE PLANO DATA IS A LITTLE BIT MORE SHOCKING.

SO THIS THE DALLAS MORNING NEWS ARTICLE, AUGUST 10TH WAS ENTITLED PLANO TOPS THE NATION FOR COST OF LIVING INCREASES, STUDY FINDS.

SO THIS WAS A STUDY THAT STUDY OR A GROUP THAT STUDIED THE FIRST QUARTER OF 2022 TO THE FIRST QUARTER OF 2023 AND WE SAW A 9.5% INCREASE IN COST OF LIVING RELATIVE TO THE NATIONAL AVERAGE.

AND PLANO WAS MORE THAN ANY OTHER CITY IN THE STUDY, JUST SORT OF AT A BASELINE.

PLANO PRICES ARE ABOUT 22% HIGHER THAN THE NATIONAL AVERAGE BY COMPARISON, DALLAS, IT'S 3% HIGHER THAN THE NATIONAL AVERAGE.

AND WHEN CONSIDERED AS A WHOLE, PLANO WAS THE 22ND MOST EXPENSIVE PLACE TO LIVE.

IN THIS PARTICULAR STUDY, WHAT THEY CONSIDERED WERE THE COST OF FOOD, UTILITIES, HOUSING, FUEL, MEDICAL AND OTHER COMMON EXPENSES.

AND SO NO OTHER TEXAS CITIES WERE IN THE TOP TEN FOR THIS INCREASE IN COST OF LIVING.

THERE WERE SOME IN THE TOP 150.

SO WACO AT 15, DALLAS AT 61, FORT WORTH AT 118 AND HARLINGEN AT 123RD.

UM, I GUESS MY POINT HERE IS JUST THAT IN PLANO WE LIKE BEING NUMBER ONE, BUT THIS IS MAYBE NOT SOMETHING WE WANT TO BE NUMBER ONE AT IN THIS IN PARTICULAR IMPACTS OUR FAMILIES WHO ARE TRYING TO FIND AFFORDABLE HOUSING SO THEY CAN GET INTO OUR SCHOOL DISTRICT.

AND IT ALSO IMPACTS OUR STAFF WHO WOULD LIKE TO LIVE.

IN THE AREA THAT THEY WORK, RIGHT? SO JUST SOME LOCAL LEVEL DEMOGRAPHIC DATA AND SOMETHING TO THINK ABOUT FOR THE FUTURE WHEN WE THINK ABOUT THINGS LIKE COST OF LIVING ALLOWANCE OR OR ADVOCATING FOR OTHER THINGS ALONG THOSE LINES FOR PLANO.

ALL RIGHT. THANK YOU. NOTHING.

OKAY. ALL RIGHT.

IF THERE IS NO FURTHER BUSINESS NOR ANY OBJECTIONS FROM THE BOARD, THIS MEETING IS ADJOURNED.

AND THE TIME IS 10:57 P.M.

ON TUESDAY, SEPTEMBER 19TH, 2023.

THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.